MHE RDG Wonders Teachers Edition Grade6 Unit4

Bothell,
Bothell, WAWA • Chicago,

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

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Send all inquiries to:

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

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

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

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

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

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

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

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

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

different environments?
Go Digital!
Grade Appropriate SScientists

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

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

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

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

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

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

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

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

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

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

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

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

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

nicknamed it Big Red. Big Red jellyfish
50 51
Literature Anthology
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2:10 PM 51 1/10/12 4:56 PM
vi
Master the Common Core State Standards!
M
DIFFERENTIATE
y
Expository Expositor y
Expository Expositor
Text Text
Leveled Readers
Text Text
st
Ra n-Fores
aiin
Expository
Expository
Text
t
Riches
Text
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es st
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Rain
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Fo
xpository
Ra s-F
ich
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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 er ymon st
mond Hub by Ra
PAIRED the Rain Fore
Xxx xg Xxx
PAIRED
• Leveled Reader Search

by Ray verin Forest
PAIRED Rain Forest D ED
REA
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Disco
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REA D ED Discovering thee
PAIR D
REA D
Disc Raymo 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
by Ray t
PAIRED 12/01/12Disco
9:03 AM
veringRainthe Raint Fores
Fores
PAIRED D verin
READisco g the
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
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D ED
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over x Xxx
Xxxing
Xxxing
Discover
the
x Xxx
Forest
the RainRain Forest 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 4 CONTENTS
Unit Planning
Unit Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . x
Unit Opener . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xii
Weekly Lessons
Week 1 Changing Environments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T2
Week 2 Overcoming Challenges . . . . . . . . . . . . . . . . . . . . . . . . . . . . T66
Week 3 Standing Tall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T130
Week 4 Shared Experiences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T194
Week 5 Taking Responsibility . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T258
Week 6 Review and Assess . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T322
(t to b) Julie Dermansky/Corbis; Zhou Ge/Xinhua/Photoshot/Newscom; Rubberball/Mike Kemp/Getty Images; Spencer Grant/PhotoEdit; Steve Bronstein/Stone+/Getty Images
Writing
Proces
s Genre Writing: Narrative/Poetry
Fictional Narrative . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T344
Narrative Poem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T350
Moden l
Lesso Extended Complex Text
Literature Anthology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T356
Your Own Text . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T360
Program Information
Scope and Sequence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . BM1
Index. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . BM10
Correlations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . CCSS1
CHALLENGES ix
UNIT OVERVIEW
Week 1 Week 2 Week 3

CHANGING ENVIRONMENTS OVERCOMING CHALLENGES STANDING TALL
ESSENTIAL QUESTION ESSENTIAL QUESTION ESSENTIAL QUESTION
READING
How do people meet environmental How do people meet personal When are decisions hard to make?
challenges? challenges?
Build Background
Build Background Build Background
Vocabulary
Vocabulary Vocabulary L.6.6
benefactor, empathy, endeavor,
L.6.6 L.6.6
alignment, calamity, eclipse, assess, compensate, deteriorated, entail, extensive, indecision,
inconvenience, generated, periodic, devastating, implement, peripheral, multitude, tentatively
prolonged, tenacity potential, summit Homophones
Context Clues Idioms
Comprehension
Comprehension Comprehension RL.6.2
Strategy: Summarize
RI.6.3 RI.6.6
Strategy: Reread Strategy: Reread Skill: Theme
Skill: Author’s Point of View Skill: Author’s Point of View Genre: Drama
Genre: Expository Text Genre: Biography Ana
Analytical
W
Writing W
Write About Reading
Ana
Analytical Ana
Analytical
W
Writing W
Write About Reading W
Writing W
Write About Reading
Word Study
Word Study Phonics RF.5.3a
Prefixes and Suffixes
RF.5.3a RF.5.3a
Suffix -ion Vowel Alternation
Fluency
Fluency Fluency RF.5.4b
Expression
RF.5.4c RF.5.4b
Rate and Accuracy Intonation
Julie Dermansky/Corbis; Zhou Ge/Xinhua/Photoshot/Newscom; Rubberball/Mike Kemp/Getty Images
Writing Writing Writing

LANGUAGE ARTS
W.6.10 W.6.1c W.6.10

Trait: Organization Trait: Sentence Fluency Trait: Ideas
Grammar Grammar Grammar
L.6.1d L.6.1a L.6.1a
Pronouns and Antecedents Kinds of Pronouns Uses of Possessive Pronouns
Spelling Spelling Spelling
L.6.2b L.6.2b L.6.2b
Suffix -ion Vowel Alternation Prefixes and Suffixes
Vocabulary Vocabulary Vocabulary
L.6.4a L.6.4a L.6.4
Build Vocabulary Build Vocabulary Build Vocabulary
Writinsgs Genre Writing: Narrative Fictional Narrative T344–T349

G
Proce
x UNIT 4
UNIT 4
Review
and
Assess
Week 4 Week 5 Week 6
SHARED EXPERIENCES TAKING RESPONSIBILITY
ESSENTIAL QUESTION ESSENTIAL QUESTION Reader’s Theater
How do people uncover what they How can we take responsibility? RF.5.4a
Focus on Vocabulary
have in common?
Build Background Fluency: Accuracy, Rate, and
Build Background Prosody
Vocabulary
Vocabulary L.6.6
Reading Digitally
alliteration, assonance, answerable, RI.6.8
L.6.6
adjustment, chattering, ember, free verse, lounge, narrative poem, Notetaking
mentor, nomadic, rapport, obligation, proportion Skimming and Scanning
reunites, sturdy Figurative Language Navigating Links
Homographs
Comprehension Research and Inquiry
Comprehension RL.6.1
Genre: Free Verse and Narrative W.6.8
Using Primary and Secondary
RL.6.2
Strategy: Summarize Skill: Point of View Sources
Skill: Theme Literary Elements: Alliteration and Unit Projects
Genre: Free-Verse Fiction Assonance Presentation of Ideas
Ana
Analytical Ana
Analytical
W
Writing W
Write About Reading W
Writing W
Write About Reading
Word Study Phonics

Unit 4 Assessment
RF.5.3a RF.5.3a
Greek and Latin Prefixes Consonant Alternation
Unit Assessment Book
Fluency Fluency pages 90–117
RF.5.4b RF.5.4b
Intonation Expression and Phrasing Fluency Assessment
pages 332–341
Writing Writing Writing

W.6.3 W.6.10 SL.6.5
Trait: Ideas Trait: Word Choice Share Your Writing
Portfolio Choice
Grammar Grammar
L.3.1f L.6.1c
Pronoun-Verb Agreement More Pronouns
Spencer Grant/PhotoEdit; Steve Bronstein/Stone+/Getty Images
Spelling Spelling
L.6.2b L.6.2b
Greek and Latin Prefixes Consonant Alternation
Vocabulary Vocabulary
L.6.5a L.6.5a
Build Vocabulary Build Vocabulary
Writinsgs Genre Writing: Poetry Narrative Poem T350–T355

G
Proce
UNIT OVERVIEW xi
UNIT OPENER
First, I believe that this nation should

commit itself to achieving the goal, before
this decade is out, of landing a man on the
moon and returning him safely to the earth.
No single space project in this period will
be more impressive to mankind, or more
important for the long-range exploration of
Reading/Writing space; and none will be so difficult or expensive
Workshop to accomplish.
—President John F. Kennedy

from a special address to Congress, May 25, 1961
How do people
meet challenges Neil Armstrong was the first
and solve person to walk on the moon.
NASA
problems?
232 233
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READING/WRITING WORKSHOP, pp. 232–233
2/7/12 232_233_CR14_SI6_U4_UO_118711.indd
10:42 AM 233 2/7/12 10:43 AM
The Big Idea How do people meet challenges and solve problems?
COLLABORATE
Talk About It Read the Speech
Have students read the Big Idea aloud. Ask them Read aloud the special address to Congress that
to think about challenges people may have to President John F. Kennedy made on May 25, 1961.
face. Then have students list steps that might help Ask students questions to explore the theme.
people overcome a challenge, such as thinking ‡ What challenge does President Kennedy give
positively, asking for help, and creating a plan. Congress and the nation?
Ask: Why is it important to keep a positive attitude ‡ What does President Kennedy propose that will
when attempting to overcome a challenge? Have help the nation meet the challenge?
students discuss with partners or in groups, then
‡ Why does he feel everyone should be involved?
share their ideas with the class.
Persuasion Say that when trying to persuade
Music Links Introduce a song at the start of the
someone to do something, it is important to
unit. Go to www.connected.mcgraw-hill.com,
clearly explain the challenge. Ask: How effectively
Resources Media: Music to find audio recordings,
did President Kennedy explain the challenge? (He
song lyrics, and activities.
clearly states the challenge in the first sentence
and then explains why meeting the challenge is
important.)
xii UNIT 4
UNIT 4
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:
‡ creating a bibliography. Writing Every Day: Focus on Writing Traits
‡ using primary and secondary sources. Each week, students will focus on a writing trait.
After analyzing an expert and student model,
‡ conducting an interview. 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 post Writing Process:
articles, illustrations, or information they gather Focus on Narrative Writing
as they do research. They can also post notes with Over the course of the unit, students will develop
questions they have as they read the text. one or two longer narrative texts. Students will
work through the stages of the writing process,
WEEKLY PROJECTS allowing them time to continue revising their
Students work in pairs or small groups. writing and conferencing with peers and teacher.
Week 1 Create a Bibliography, T28
Week 2 Develop a Research Plan, T92 WEEKLY WRITING TRAITS
Week 3 Conduct an Interview, T156 Week 1 Organization: Sequence, T30
Week 4 Research Opinion Polls, T220 Week 2 Sentence Fluency: Transitions, T94
Week 5 Make a List, T284 Week 3 Ideas: Develop Characters, T158
WEEK 6 UNIT PROJECT Week 4 Ideas: Develop Plot, T222
Students work in small groups to complete and Week 5 Word Choice: Sensory Language, T286
present one of the following projects.
GENRE WRITING: NARRATIVE WRITING
‡ Dramatization of an Environment-
Choose one or complete both 2–3 week writing
Changing Event
process lessons over the course of the unit.
‡ Poster About the Special Olympics
Fictional Narrative: T344–T349
‡ Survey and Chart About Difficult Decisions
Narrative Poem: T350–T355
‡ Presentation About Polls
‡ Cartoon or Graphic Story About Working Together
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

alignment Shared Read “The Day the Dam Broke,” 238–245
calamity Genre Expository Text
Lexile 1000L
eclipse
generated
Minilessons Tested Skills
inconvenience
periodic Comprehension Strategy ..................... Reread, T18–T19
prolonged Comprehension Skill .............................. Author’s Point of View, T20–T21

Genre ............................................................. Expository Text, T22–T23
tenacity
Vocabulary Strategy ............................... Context Clues, T24–T25
Writing Traits .............................................. Organization, T30–T31
Grammar Handbook............................... Pronouns and Antecedents, T34–T35
Go
Digital
T2 UNIT 4 WEEK 1
CHANGING
ENVIRONMENTS
Essential Question
How do people meet environmental challenges?
WEEK 1
APPLY WITHAPPLY
CLOSE READING
Complex Text
PAIRED
READ
Years of Dust: The Story of the “Erica Fernandez: Environmental
Dust Bowl, 256–271 Activist,” 274–275
Genre Expository Text Genre Biographical Sketch
Lexile 1040L Lexile 1040L
Differentiated Text
Leveled Readers Include Paired Reads

The Attractive Story of Magnetism © 2008 by Capstone, an imprint of Capstone. All rights reserved.
APPROACHING ON LEVEL BEYOND ELL

Lexile 820L Lexile 930L Lexile 960L Lexile 780L
Lightning used by permission of HarperCollins Publishers.
Extended Complex Text

The Attractive Story Lightning
of Magnetism Genre
Genre Expository Text
Narrative Nonfiction Lexile1050L
Lexile GN830L
Classroom Library
WEEKLY OVERVIEW T3
TEACH AND MANAGE
How You Teach
INTRODUCE TEACH APPLY

Weekly Concept Close Reading Close Reading
Changing Environment “The Day the Dam Broke” Years of Dust
Minilessons “Erica Fernandez:
Reread, Author’s Point of View, Environmental Activist”
Expository, Paragraph Clues, Writing
Traits
Literature
Reading/Writing Anthology
Workshop 256–275
Reading/Writing Workshop 238–247
234–235
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 17 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 151–160 Leveled Readers
Name Date
My To-Do List
Put a check next to the activities you complete.
Phonics ⁄
Reading Word Study
Author’s Point of View More Words with -ion
Fluency
Writing Social Studies

Sequence Human Activities Change
the Earth
Independent
Practice Go Digital
Vocabulary, pp. 151, 157 Interactive Games/Activities

Comprehension and Fluency, Vocabulary
Copyright © The McGraw-Hill Companies, Inc.
pp. 153–155
Comprehension
Genre, p. 156
Phonics/Word Study
Phonics, p. 158
Grammar
Write About Reading, p. 159
Spelling/Word Sorts
Writing Traits, p. 160
Listening Library
Contracts Unit 4 • Week 1 • Changing Environments 17
Goo On
O nl
nl
Online To-Do List Lev
Le
Le
ev
vel Activities
Leveled Wr
Writer's Workspace
Digitall
T4 UNIT 4 WEEK 1 Go Digital! www.connected.mcgraw-hill.com

WEEK 1
DIFFERENTIATE INTEGRATE ASSESS
SMALL GROUP INSTRUCTION Research and Inquiry
Leveled Readers Create a Bibliography, T28
Text Connections
Compare Changing
Environments, T29
Write About Reading
Ana
Analytical
W
Writing Write an Analysis, T29
W
Weekly Assessment
181–192
Mobile Online Research Online

and Writing Assessment
LEVELED WORKSTATION CARDS

10
( More
16 Activities
on back
18
1
TEACH AND MANAGE T5

DEVELOPING READERS AND WRITERS
Write About Reading • Analytical Writing
Write to Sources
and Research
Author’s Point of View, T20–T21
Summarize, T25R
Author’s Point of View, T25R
Research and Inquiry, T28
Analyze to Inform/Explain, T29 Summarize, p. 273
Author’s Point of
Comparing Texts, T41, T49, T53, T59 View, p. 273
Predictive Writing, T25B
Teacher’s Edition Literature Anthology
Author’s Point of View,

pp. 153–155
Go Genre, p. 156
Digital
Analyze to Inform,
Leveled Readers p. 159
Interactive Comparing Texts
Whiteboard Author’s Point of View Your Turn Practice Book
Writing Process • Genre Writing

29
Go
Narrative Text Digital
Fictional Narrative,
T344–T349
Conferencing Routines
Teacher Conferences, T346
Peer Conferences, T347
Pee
Go
Digital
Writer’s Workspace
Narrative Text: Fictional
Interactive Leveled Workstation Card Narrative
Whiteboard Teacher’s
h Edition
di i Fictional Narrative, Card 29 Writing Process
Multimedia Presentations
T5A UNIT 4 WEEK 1 Go Digital! www.connected.mcgraw-hill.com

Writing Traits • Write Every Day
WEEK 1
Writing Trait: Organization
Sequence, T30–T31
Organization:
Sequence,
pp. 246–247
Teacher’s Edition Reading/Writing Workshop
10
Go Organization:
Digital Sequence, Organization:
Card 10 Sequence, p. 160
Interactive
Whiteboard Leveled Workstation Card Your Turn Practice Book
Grammar and Spelling

Go
Digital
Grammar
Pronouns and
Pronouns and Antecedents
Antecedents, T34–T35
Spelling
Suffix -ion, T36–T37
SSuffix -ion
Go
Digital
Interactive
Whiteboard Teacher’s Edition Online Spelling and Grammar Games
DEVELOPING READERS AND WRITERS T5B

SUGGESTED LESSON PLAN
TESTED SKILLS DAY 1 DAY 2
READING
Build Background Changing Environments, Comprehension
T10–T11 • Strategy: Reread, T18–T19
Teach, Listening Comprehension Interactive Read
• Skill: Author’s Point of View, T20
Write About Reading Ana
T20–T21
Analytical
A
Writing
W
Model Aloud: “Accessing the Great Lakes,” T12–T13

Whole Group
• Genre: Expository Text, T22–T23

Comprehension
and • Preview Genre: Expository Text, T22–T23
Practice Your Turn 152–157
Vocabulary Strategy: Context Clues,
Apply • Preview Strategy: Reread, T18–T19
T24–T25
Vocabulary Words in Context, T14–T15
Reading/Writing Workshop Practice Your Turn 151
Close Reading of Complex Text “The Day
the Dam Broke”, 238–241
DIFFERENTIATED INSTRUCTION Choose across the week to meet your student’s needs.
Leveled Reader Aground! The Story of the Leveled Reader Aground! The Story of the
Exxon Valdez, T40–T41 Exxon Valdez, T40–T41
Approaching Word Study/Decoding
-ion, T42
tudy/D
2 2
TIER
Decode Words with Vocabulary
T44
cabula Review Vocabulary Words,
4 2
TIER
Level Vocabulary Comprehension TIER

TIER
• Review High-Frequency Words, T44
4 2 6 2
• Identify Author’s Opinion, T46
• Answer Yes/No Questions, T45 • Review Author’s Point of View, T47
On Level
Small Group
Vocabulary Review Vocabulary Words, T50 Comprehension Review Author’s Point of

View, T51
Beyond
Vocabulary Review Domain-Specific Words, Comprehension Review Author’s Point of
Level T54 View, T55
Shared Read “The Day the Dam Broke”, Leveled Reader Aground! The Story of the
T56–T57 Exxon Valdez, T58–T59
English Word Study/Decoding Decode Words with Vocabulary Review Vocabulary, T60
Language -ion, T42 Writing Writing Trait: Organization, T62
Learners Vocabulary
• Preteach Vocabulary, T60
Grammar Pronouns and Antecedents, T63
LANGUAGE ARTS Writing Process: Fictional Narrative, T344–T349
Readers to Writers Readers to Writers

Writing
Whole Group
• Writing Trait: Organization/Sequence, T30–T31 • Writing Trait: Organization/Sequence, T30–T31

• Writing Entry: Prewrite and Draft, T32 • Writing Entry: Revise, T32
Grammar Grammar Pronouns and Antecedents, T34 Grammar Pronouns and Antecedents, T34
Spelling More Words with -ion, T36 Spelling More Words with -ion, T36
Spelling Build Vocabulary Build Vocabulary
• Connect to Words, T38 • Expand Vocabulary, T38
Build Vocabulary • Academic Vocabulary, T38 • Review Personification, T38
T6 UNIT 4 WEEK 1
WEEK 1
Go
Digital
CUSTOMIZE YOUR OWN
LESSON PLANS
DAY 3 DAY 4 DAY 5 Review and Assess

READING
Phonics/Decoding Suffix -ion, T26–T27 Fluency Rate and Accuracy, T27 Integrate Ideas
Practice Your Turn 158 Integrate Ideas • Research and Inquiry, T28
• Text Connections, T29
• Research and Inquiry, T28
• Write About Reading, T29
Close Reading Years of Dust, Practice Your Turn 153–155 Practice Your Turn 159
256–273
Close Reading “Erica Fernandez:
Literature Environmental Activist”, 274–275
Anthology
DIFFERENTIATED INSTRUCTION
Leveled Reader Aground! The Story of the Leveled Reader Paired Read: “Speaking Her Leveled Reader Literature Circle, T41
Exxon Valdez, T40–T41 Mind,” T41 Comprehension Self-Selected Reading, T47
Word Study/Decoding
tudy/D Build Words with Word Study/Decoding Practice Words with
TIER
-ion, T42
2 2 -ion, T43
TIER
Fluency Rate and Accuracy, T46
6 2
Vocabulary Context Clues, T45
Exxon Valdez, T48–T49 Mind,” T49 Comprehension Self-Selected Reading, T51
Vocabulary Context Clues, T50
Exxon Valdez, T52–T53 Mind,” T53 Comprehension
Vocabulary • Self-Selected Reading, T55
• Context Clues, T54 Gifted and • Independent Study: Environments, T55
• Shades of Meaning, T54 Talented
Exxon Valdez, T58–T59 Mind,” T59
Word Study/Decoding Build Words with Vocabulary Additional Vocabulary, T61
-ion, T42 Word Study/Decoding Practice Words with
Vocabulary Context Clues, T61 -ion, T43
Spelling Words with -ion, T62
LANGUAGE ARTS
Readers to Writers Readers to Writers Readers to Writers
• Writing Trait: Organization/Sequence, T30–T31 • Writing Trait: Organization/Sequence, T30–T31 • Writing Trait: Organization/Sequence, T30–T31
• Writing Entry: Prewrite and Draft, T33 • Writing Entry: Revise, T33 • Writing Entry: Share and Reflect, T33
Grammar Mechanics and Usage, T35 Grammar Pronouns and Antecedents, T35 Grammar Pronouns and Antecedents, T35
Spelling More Words with -ion, T37 Spelling More Words with -ion, T37 Spelling More Words with -ion, 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
Scaffold to Access Complex Text
A C T Qu
ive an
tat tit
IF the text complexity of a particular selection is too Qu
ali
Reader and Task
ati
ve
difficult for students Text Complexity
THEN use the Access Complex Text prompts to scaffold

instruction.
What Makes This Text Complex?

Connection of Ideas Link Information T17
Genre Photographs T23
"The Day the Dam Broke"

Lexile 1000L What Makes This Text Complex?
Genre
Expository Text T25A
Primary Sources T25I
Photographs T25K
Organization
Background Information T25C
Purpose
Factual Details T25E, T25M, T25O
Literature Anthology Tone T25S
Years of Dust: The Story of the Dust Bowl
Lexile 1040L
Sentence Structure T25G
"Erica Fernandez: Environmental Activist"
Lexile 1040L
ENGLISH LANGUAGE LEARNERS

SCAFFOLD
IF ELL students need additional Reading/Writing Leveled Reader
support Workshop "The Day the Aground! The Story of
Dam Broke" T56–T57 the Exxon Valdez
THEN scaffold instruction using the small T58–T59 "Speaking
group suggestions. Her Mind" T59
Note: Include ELL students in small groups based on their needs.

WEEK 1
Monitor and Differentiate Level Up with Leveled Readers
IF you need to differentiate instruction IF students can read the leveled
text fluently and answer
comprehension questions
THEN use the Quick Checks to assess
students’ needs and select
THEN work with the next level up to
the appropriate small group
accelerate students’ reading with
instruction focus.
more complex text.
Quick Check
Comprehension Strategy Reread T19
Comprehension Skill Author’s Point of View T21
Genre Expository Text T23
Beyond
Vocabulary Strategy Context Clues T25
Phonics/Fluency More Words with -ion, Rate and T49
Accuracy T27
If No Approaching Level Reteach T40–T47

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

disasters prosperity Clues T61 Organization Words with Pronouns and
escaped recovered T62 -ion T62 Antecedents
message volunteers 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
How do people meet environmental challenges?
Have students read the Essential Question on page 234 of the
Reading/Writing Workshop. Tell them that environmental refers to
the environment, or natural world, such as forests and the ocean.
Discuss the photograph of the baby tern with students. Focus on
Reading/Writing Discuss the
Workshop the challenges that rescuers face when saving baby terns from the Concept
calamity, or major disaster, of an oil spill.
OBJECTIVES ‡ Crews cleaning the beach must be careful not to step on tern eggs.
Interpret information ‡ Rescuers must know how to care for small and vulnerable tern chicks.
presented in diverse
media and formats ‡ Helping terns and other shore animals survive oil spills requires the Watch Video
(e.g., visually, the tenacity and determination of human effort.
quantitatively, orally)
and explain how it
contributes to a topic, Talk About It
text, or issue under
study. SL.6.2 Ask: What environmental calamity can put baby terns in danger? How View Photos
COLLABORATE can the tenacity of rescue crews help baby terns survive an oil spill? Have
Engage effectively in a
range of collaborative students discuss in pairs or groups.
discussions (one-on- ‡ Model using the graphic organizer to generate words and phrases
one, in groups, and
related to environmental challenges. Add students’ contributions.
teacher-led) with
diverse partners on ‡ Have students complete the organizer, adding additional related Use Graphic
grade 6 topics, texts, Organizer
words and phrases. Then have partners discuss what they have
and issues, building
learned about the difficulties bird rescuers face.
on others’ ideas and
expressing their own
clearly. Pose and
respond to specific Collaborative Conversations
questions with
elaboration and detail
Be Open to All Ideas As students engage in partner,
by making comments
that contribute to the small-group, and whole-class discussions, encourage them
topic, text, or issue to share and listen openly in their conversations. Remind
under discussion. students to
SL.6.1c
‡ not be afraid to ask a question if something is unclear.
Build background ‡ respect the opinions of others.
knowledge
on changing
‡ not be afraid to offer opinions, even if they are different from
environments. others’ viewpoints.
T10 UNIT 4 WEEK 1

WEEK 1
GRAPHIC ORGANIZER 140

SCAFFOLD
Beginning Intermediate Advanced/High
Environmental
Use Visuals Point to Describe Have students Discuss Ask students to Challenges
the baby tern. This is a describe the photograph. discuss the challenges
baby tern. It was rescued Ask: What happened to that rescuers face when
from an oil spill. Cup your the baby tern? What is the saving baby terns from
hands as if protecting a person holding the baby oil spills. Ask questions to
small bird. The birds are tern doing? Encourage help them elaborate. Why
small and vulnerable. Have students to use a concept must beach-cleaning crews
students repeat after you. word in their responses. walk carefully? Why must
Repeat correct answers. rescuers know a lot about
baby terns?
INTRODUCE THE CONCEPT T11

DURING READING: WHOLE GROUP
Listening Comprehension
LESS O
IN I
M
N
10 Interactive Read Aloud
Mins
Go
OBJECTIVES Connect to Concept: Changing Environments Digital
Interpret information
Tell students that people often make changes in the environment in
media and formats order to live successfully in an area. Let students know that you will
(e.g., visually, be reading aloud a passage that explains how people in the 1800s
quantitatively, orally) changed the environment by building canals to link the Great Lakes
and explain how it
to ocean-bound rivers.
contributes to a topic,
View Photos
study. SL.6.2 Preview Genre: Expository Text
Cite textual evidence Explain that the text you will read aloud is expository text.
to support analysis Discuss features of expository text:
of what the text says
explicitly as well as ‡ provides factual details about real people, places, and events
inferences drawn from ‡ often places events in historical context by explaining causes and
the text. RI.6.1
effects
• Listen for a purpose. ‡ may use primary sources
• Identify
characteristics of Preview Comprehension Strategy: Reread
expository text.
Point out that experienced readers recognize when they do not
understand information in a text. When readers do not understand why
ACADEMIC an event happened, they can pause and reread the text. Rereading can
LANGUAGE
help them make sense of what they have read and confirm that they
• expository text, reread
have not misread words or missed important information.
• Cognate: texto
expositivo Use the Think Alouds on page T13 to model the strategy.
Respond to Reading
Think Aloud Clouds Display Think Aloud Master 4: When I read
____, I had to reread . . . to reinforce how to use the reread strategy to
understand content. Model Think
Alouds
Genre Features With students, discuss the elements of the Read
Aloud that let them know it is expository text. Ask them to think about Genre Features
other texts that you have read or that they have read independently
that were expository text.
Summarize Have students restate the most important information Use Graphic
Organizer
from “Accessing the Great Lakes“ in their own words.
T12 UNIT 4 WEEK 1

WEEK 1
Accessing the Great Lakes

In 1787, the Continental Congress established the Changing the Environment
Northwest Territory. The region was bounded The Erie Canal, completed in 1825, was the first
by Pennsylvania and the Ohio River to the east waterway to connect the Great Lakes to an ocean-
and south, the Great Lakes to the north, and the flowing river. It connected Lake Erie to the Hudson
Mississippi River to the west. It was an area rich River, which flowed south to New York Harbor
in farmland, trees for lumber, and other natural and the Atlantic Ocean. Building the canal was a
resources, but the environment did not make it monumental feat. It stretched 363 miles over land
easy to get people and goods into and out of the that rose more than 500 feet. Dug by hand, the
region. canal was 4 feet deep by 40 feet wide. Workers built
The Limits of the Environment structures called locks to raise the water in steps. 2
Easy overland travel to the east was blocked by The opening of the Illinois and Michigan Canal in
the Appalachian Mountains. The Ohio River did 1848 connected the Great Lakes to the Mississippi
flow into the Mississippi River, the great water River. The hand-dug canal stretched 96 miles from
route to the Gulf of Mexico, but overland travel Lake Michigan to the Illinois River, which flowed
on bad roads was still required to make it useful. into the Mississippi and out to the Gulf of Mexico.
The Great Lakes formed a chain of waterways for
The canals had a profound effect. Once people
transportation within the region, but they were
and goods could move into and out of the
basically landlocked. The answer was to change the
region more freely, the population skyrocketed.
environment to meet the needs of the area. Workers
Chicago grew from a small village to a city and
did this by digging canals to connect the Great
major transportation hub. In addition, goods
Lakes to rivers that ran to the ocean. 1
and resources from the region helped spur the
country’s economic growth and foreign trade. 3
1 Think Aloud I know that

Jamie Grill/Iconica/Getty Images
transportation was a challenge 2 Think Aloud I read that

in the region. I will reread the digging the Erie Canal was a
first two paragraphs to gather monumental feat. I need to
details about why it was a reread the paragraph to better
challenge. understand why it was such a
huge task.
3 Think Aloud I have already

learned that the need to move
people and goods was the
cause of the canal building.
I’ll reread this paragraph to
understand some of the effects
of changing the environment
in this way.
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 Routine
using the Vocabulary Routine found
Define:
on the Visual Vocabulary Cards.
Example:
Ask:
Reading/Writing Vocabulary Routine

Workshop
Define: Alignment is the proper arrangement of parts in relation
to one another.
OBJECTIVES
Example: Proper alignment of a car’s wheels keeps the ride safe
Acquire and use
and steady.
accurately grade-
appropriate general Ask: How are the meanings of the words alignment and alignment
academic and position related?
domain-specific
words and phrases;
gather vocabulary Use Visual
knowledge when Definitions Glossary
considering a word ‡ calamity A calamity is an extremely serious or tragic event
or phrase important
that includes loss and lasting distress.
to comprehension or
expression. L.6.6 Cognate: calamidad
‡ eclipse During an eclipse, light from the sun or moon is
fully or partially hidden by another celestial body.
Cognate: eclipse
‡ generated Something that is generated is produced or created.
‡ inconvenience An inconvenience is something that causes
discomfort or trouble.
‡ periodic Something that is periodic happens again and
again at regular time intervals.
‡ prolonged Prolonged means “lengthened in time.”
‡ tenacity Someone with tenacity is stubborn or persistent.
Cognate: tenacidad
Talk About It
Have partners discuss how each photograph relates to its
COLLABORATE corresponding definition. Then ask students to choose three words
and write a question for each word for their partners to answer.
T14 UNIT 4 WEEK 1

WEEK 1
ONLEVEL PRACTICE BOOK p. 151

SCAFFOLD
Use Visuals Point to the Describe Have students Discuss Have
photograph for alignment. describe the photograph. partners talk about the
Say: The car wheels are in Help them with the photograph. Ask them to
proper alignment. Elicit pronunciation. Ask: What identify another example
that another word for is something else that of alignment and write
alignment is position. Ask: needs proper alignment? a sentence about it. As
Why do you think Repeat correct responses students share their work,
car wheels need to be in and have partners discuss correct their grammar
proper alignment? more examples. and pronunciation.
APPROACHING BEYOND ELL
p. 151 p. 151 p. 151
VOCABULARY T15
Down in the Valley a man named Benjamin Ruff bought

Johnstown, Pennsylvania, lies in the property around the lake to build
a beautiful valley in the Appalachian an exclusive resort called the South
Mountains. Two rivers flank the Fork Fishing and Hunting Club.
town, so in the early 1800s people Ruff repaired the dam and
began using the water power to run stocked the lake with fish. But valves
grist mills for grinding flour. and pipes previously laid in careful
By 1834, Johnstown had become alignment to control the water flow
a key junction on the Pennsylvania were removed, and the drain beneath
Canal System. Many new businesses the dam was filled in. The dam’s
were generated. The new prosperity lip was lowered by two feet when
was enough to offset any hardships the road on top was widened, and
caused by periodic flooding when the spillway was screened in from
the rivers swelled with snow a bridge above to keep fish from
(bkgd) Jeff Spielman/Photodisc/Getty Images;
melt and heavy spring rains. For escaping. Unknowingly, Ruff had set
Johnstown’s residents, moving the stage for disaster.
George H. Barker/Historical/Corbis
to higher ground until the water

receded was an inconvenience they A Tremendous Roar
could tolerate. On May 30, 1889, the worst
storm ever recorded in Johnstown’s
The Stage Is Set history hit the area. Nearly 10 inches
To supply water to the Canal of rain fell in just 24 hours. The
System during dry seasons, the state next morning, the rivers around
built a rock-and-earth dam 14 miles Johnstown swelled into roaring
upstream from Johnstown on the torrents. As they had so many times
Conemaugh River. At the dam’s base, before, residents moved to higher
a drain fed water into the canal. But ground to wait out the flood.
Essential Question
excess water from the lake behind the Upriver, South Fork Club members
How do people meet environmental
dam could also run off a spillway.
Jeff Spielman/Photodisc/Getty Images

challenges? feared the dam would fail if the lake
By 1852, both canal and dam were rose any higher. Workers frantically
Read how one of the greatest natural disasters tried to strengthen the dam. Men
abandoned when the Pennsylvania
of the 1800s hit a Pennsylvania town. were sent to Johnstown to warn
Railroad completed a line between
Johnstown, 1889 Johnstown and Pittsburgh. In 1875, people. But the townspeople had
238 239
238_241_CR14_SI6_U4W1_MR_118711.indd 238 11:24 AM READING/WRITING WORKSHOP, pp. 238–239

1/25/12238_241_CR14_SI6_U4W1_MR_118711.indd 239 2/1/12 4:46 PM
Shared Read
Connect to Concept: The author states that two rivers flanked the town
Changing Environments and could provide power to mills. Settlers saw
Explain that “The Day the Dam the location as a good place to build grist mills.
Broke” is a historical account of the Johnstown’s environment seemed to favor settlers’
environmental changes that led to a business interests.
Reading/Writing
Workshop disastrous flood in 1889. Read “The Reread Paragraph 2: Model how to summarize
Day the Dam Broke” with students, information in the second paragraph. Remind
noting the highlighted vocabulary words. students that a good summary includes only the
most important information.
Close Reading By 1834, Johnstown was prospering as an
Reread Paragraph 1: Tell students that you important canal junction. That prosperity
are going to take a closer look at the section balanced out the inconvenience the town’s people
“Down in the Valley.” Reread the first paragraph experienced when occasional flooding caused
together. Ask: How did Johnstown’s environment them to move to higher ground.
benefit people who settled there? Model how to cite
evidence to answer the question.
T16 UNIT 4 WEEK 1
WEEK 1
heard too many such alarms over the Facts About the 1889 Johnstown Flood
years and they ignored the warnings. • 2,209 people killed, including 99
entire families
Just after 3:00 p.m., the dam
• 1,600 homes destroyed
collapsed. Club members watched
• $17 million in property damage
in horror as a 40-foot wave, about • debris at the bridge covered 30
20 million tons of water a half-mile acres and was 40 feet high
Johnstown after the 1936 flood
wide, crashed down the river valley.
Within minutes, the flood devoured railroad bridge downriver. Anyone courts ruled the flood an accident
four small towns. In less than an still alive at that point met with and awarded no money. Some club
hour, it roared into Johnstown. Most prolonged torment when the debris members contributed to relief efforts.
people saw nothing. They heard only caught fire. Many more died. That Andrew Carnegie donated $10,000
a thunderous rumble. But then the evening, a telegraph message arrived and rebuilt the town’s library. Other
water was upon them. in Pittsburgh from Robert Pitcairn, members remained silent.
Those not instantly killed were railroad superintendent and a When another flood hit
swept away by the angry surge. member of the South Fork Club. It said Johnstown in 1936, the federal
A jumbled mass of water, houses, simply, “Johnstown is annihilated.” government paid to have the rivers
trees, train cars, animals, and people re-routed. Johnstown residents Johnstown today
smashed into the stone arches of the After the Flood rebuilt once again, believing there
program, and studies are done to
Response was swift as news would be no more floods. But on
identify weaknesses in the flood
Ilene MacDonald/Alamy
Primary Sources spread. People around the world July 20, 1977, nearly 12 inches of
protection systems. But there is also
Sources of information are considered sent money, food, and clothing. The rain fell in 10 hours. Six dams burst,
an emergency plan, just in case the
primary if they come from people living recently created Red Cross arrived pouring 128 million gallons of water
waters overrun Johnstown again.
(bkgd) Jeff Spielman/Photodisc/Getty Images; (tl) Gamma-Keystone via Getty Images
at the time of the event described.

to help survivors. Down, but not into Johnstown.
Examples include letters, eye-witness
defeated, the people of Johnstown This time, many people
accounts, photographs, newspaper
showed great tenacity. They set
Make Connections
articles, and government documents. moved, and businesses closed
How did the people of Johnstown
There are many first-hand accounts by up tents and began to rebuild. for good. Like an eclipse
survivors of the 1889 Johnstown flood. respond to the challenges of flooding?
The 1889 flood is among the darkening the sky, the 1977 flood
Gertrude Quinn Slattery, for example, ESSENTIAL QUESTION
worst disasters in American history. dimmed Johnstown’s future.
was only six years old at the time, but
she later recalled being swept away Many blamed the South Fork Club Today, key activities help Talk about a disaster you have heard or
on a “raft with a muddy mattress and read about. Tell how people responded
for causing the calamity with reduce the danger to Johnstown.
bedding.” Like others, she remembered
its mishandling of the dam. The The National Weather Service to the challenges they faced from the
“holding on for dear life . . .” Thankfully,
she lived to tell her story. people of Johnstown sued. But the sponsors a flood watchers environment. TEXT TO SELF
240 24
24
241
411
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Make Connections
A C T Access Complex Text
ESSENTIAL QUESTION Connection of Ideas
Encourage students to go back into the text for
Remind students that as they read, they
evidence as they talk about how the people of
should connect new facts to information
Johnstown responded to the challenges of flooding.
they already read to better understand the
Ask students to explain how environmental changes
environmental changes described in “The
increased the challenges.
Day the Dam Broke.”
Continue Close Reading ‡ What new environmental feature did the
dam create? (a lake)
Use the following lessons for focused rereadings.
‡ What caused the lake’s water to rise and
‡ Reread, pp. T18–T19
the dam to fail on May 30, 1889? (Ruff’s
‡ Author’s Point of View, pp. T20–T21 alterations and very heavy rains)
‡ Expository Text, pp. T22–T23 ‡ Would the flooding have been as bad if there
‡ Context Clues: Paragraph Clues , pp. T24–T25 had been no dam? (probably not)
SHARED READ T17

Comprehension Strategy
LESS O
IN I
M
N
10 Reread
Mins
Go
1 Explain Digital
Explain that when students read primary or secondary source
material about a historical account, they may come across detailed Down in the Valley
Johnstown, Pennsylvania, lies in
a man named Benjamin Ruff bought
the property around the lake to build
information about unfamiliar events. Remind students that they can


reread to clarify what caused certain events and why other events
Essential Question
or actions happened as a result. Point out that rereading helps

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Reading/Writing Present the

Workshop readers determine main ideas and summarize key events. Lesson
‡ Tell students that active readers pause and think when
OBJECTIVES information in a text seems difficult to link to other ideas in the
Cite specific textual text.
evidence to support
analysis of primary
‡ Students can reread a page or section to look for words that
and secondary connect ideas or concepts. Sometimes, students may need to
sources. RH.6.1 reread an earlier portion of text before they can make sense of
Cite textual evidence
information presented later.
to support analysis ‡ Tell students that looking for signal words that indicate causes
of what the text say and effects, such as however, therefore, as a result, or consequently
explicitly as well as
inferences drawn from
can help them understand how important events are related.
the text. RI. 6.1
Describe how a text 2 Model Close Reading: Text Evidence
presents information
Model how rereading helps you understand causes and effects in
(e.g., sequentially,
comparatively, a text. Reread “The Stage is Set” on page 239 of “The Day the Dam
causally). RH.6.5 Broke,” pointing out the changes Benjamin Ruff made, why he made
them, and how they set the stage for disaster.
Reread to increase
understanding.
3 Guided Practice of Close Reading
Have students work in pairs to determine why Robert Pitcairn
ACADEMIC
LANGUAGE COLLABORATE chose to describe Johnstown as “annihilated.” Make sure students
• historical account understand that annihilated means “completely destroyed.” Then
• Cognate: histórico(a) direct them to the final two paragraphs of “A Tremendous Roar.”
Partners can reread the paragraphs and discuss details of the
destruction. Have partners reread other sections of “The Day the
Dam Broke” and then explain how events are related.
T18 UNIT 4 WEEK 1

WEEK 1
Monitor and
Differentiate
Quick Check
Do students reread historical accounts
to clarify why events happened?
Do they reread more than once if
necessary?

If No Approaching Level Reteach p. T40
ELL Develop p. T57
If Yes On Level Review p. T48
Beyond Level Extend p. T52
READING/WRITING WORKSHOP, p. 242
ENGLISH LANGUAGE LEARNERS ONLEVEL PRACTICE BOOK pp. 153–154
SCAFFOLD
Identify Read aloud Comprehend Have Explain Have students
“The Stage is Set” on students reread “The reread “The Stage is Set”
page 239. Point out the Stage is Set” on page 239. on page 239. Elicit from
words previously, lip, Work to define difficult students why the text
spillway, screened in, and words. Ask: What did Ruff is confusing. Ask: What
disaster and define them do to the valves and pipes? was Ruff trying to do?
for students. Remind (He removed them.) What Why did his fixes set the
students of the meaning did he do to the drain? stage for a disaster? Turn
of the highlighted (He filled it in.) Point out to a partner and explain.
vocabulary word that Ruff thought he was Have students reread as
alignment. Help students improving the lake but necessary to clarify details
substitute difficult words that his “fixes” created in the paragraph.
with words they know. conditions for a major
flood.
pp. 153–154 pp. 153–154 pp. 153–154
COMPREHENSION STRATEGY T19

Comprehension Skill
LESS O
IN I
M
N
10 Author’s Point of View
Mins
Go
1 Explain Digital
Explain that in informational text, authors sometimes reveal a
perspective or viewpoint about the topic or events they write about. Down in the Valley
Though authors of historical accounts generally adopt a neutral or


objective point of view, sometimes a clear positive or negative

Essential Question
attitude emerges.

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Workshop ‡ To determine an author’s point of view, readers look carefully Lesson
at the words, phrases, and other details authors use to describe
OBJECTIVES people, ideas, and events.
Analyze in detail ‡ Then they decide whether the words and phrases convey an
how a key individual,
event, or idea is
attitude of support or disapproval of the topic.
introduced, illustrated, ‡ Active readers ask themselves whether the author presents
and elaborated in a a biased point of view—a view that excludes important
text (e.g., through
examples or
information or presents only one side of a subject. Biased points
anecdotes). RI.6.3 of view, whether negative or positive, affect readers complete
Determine an author’s
understanding of topics and events.
point of view or
purpose in a text 2 Model Close Reading: Text Evidence
and explain how it is
conveyed in the text. Identify key details about the flood in “The Day the Dam Broke.”
RI.6.6 Then model using the details written on the graphic organizer to
determine whether the author presents a biased or unbiased point
Identify author’s point
of view about the events surrounding the flood.
of view.
Ana
Analytical Write About Reading: Analysis Model for students how to use
Writing
W
notes from the organizer to write an analysis of how the author’s
ACADEMIC
LANGUAGE
details suggest a point of view.
point of view, biased
Have students work in pairs to complete a graphic organizer for “The
COLLABORATE Day the Dam Broke,” going back into the text to determine what
SKILLS TRACE details the author does or doesn’t present. Remind them to look for
AUTHOR’S POINT OF VIEW words or phrases that signal viewpoints. Ask them what it means
when an author’s perspective is not expressed.
Introduce U1W5
Review U2W6; U4W1,
Ana
Analytical Write About Reading: Analysis Ask pairs to work together to
Writing
W
U4W2; U5W5, U5W6; U6W6 write an analysis of the author’s point of view in “The Day the Dam
Assess U1, U4, U5 Broke.” Call on pairs to share their analyses with the class.
T20 UNIT 4 WEEK 1

WEEK 1
Monitor and
Differentiate
Quick Check
As students reread, do they identify
words and phrases that convey views
or perspectives? Can they explain the
author’s point of view?

ELL Develop p. T57
ONLEVEL PRACTICE BOOK pp. 153–155

SCAFFOLD
Recognize Reread the Describe Reread the Explain Ask students
second paragraph of second paragraph of to reread the second
“The Stage Is Set.” Explain “The Stage Is Set.” Ask: paragraph of “The Stage
each sentence, helping What happened in 1852? Is Set” and to paraphrase
students to recognize Who bought the property the information in the
the neutral point of view. in 1875, and why? Does paragraph. Have partners
Ask: Does the author say the author express a view identify the author’s point
whether this event is good about these facts? Use the of view; then have them
or bad? Does the author frames: The author’s point explain text evidence
express a positive or of view is . I know this they used to make their
negative opinion? (no) because . determination.
pp. 153–155 pp. 153–155 pp. 153–155
COMPREHENSION SKILL T21

Genre: Informational Text

LESS O
IN I
M
N
10 Expository Text
Mins
Go
1 Explain Digital
Share with students the following key characteristics of expository
text about an important historical event. Down in the Valley
a beautiful valley in the Appalachian
Mountains. Two rivers flank the
town, so in the early 1800s people
an exclusive resort called the South
Fork Fishing and Hunting Club.
Ruff repaired the dam and
Expository texts about history provide information about

‡

important events from the past. These texts include factual

Essential Question

details about real people and real places.

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Workshop ‡ Historical accounts usually explain the historical context for Lesson
readers, telling how events in the account resulted from earlier
OBJECTIVES events or how they affected later events.
Determine the central
ideas or information ‡ Expository text about history may include primary sources
of a primary or as text features. Photographs, maps, and reproductions of
secondary source; newspaper articles or letters from the time of the event are
provide an accurate examples of primary sources. Primary sources provide significant
summary of the
source distinct from
information and help readers visualize events.
prior knowledge or
opinions. RH.6.2 2 Model Close Reading: Text Evidence
By the end of grade 8,
Model identifying and using the text features on page 240 of “The
read and comprehend
history/social studies Day the Dam Broke.”
texts in the grades 6–8 Primary Sources: Photographs Point out the black-and-white
text complexity band
photograph. Elicit that it was taken at the time of the flood, so it is a
independently and
proficiently. RH.6.10 primary source. Ask: How does the photograph help you understand
the devastating effects of the flood?
Recognize Primary Sources: Quotations Point out the quotation that
characteristics of
concludes “A Tremendous Roar.” Explain that it is a primary source
historical accounts.
because it comes from a telegraph message sent by by someone
who witnessed the flood and its aftermath. Ask: How does the
ACADEMIC quotation help you understand the overwhelming effects of the flood?
LANGUAGE
• historical account,
primary sources, 3 Guided Practice of Close Reading
quotations,
photographs Have students work with partners to identify two examples of
• Cognates: histórico(a), COLLABORATE primary sources in “The Day the Dam Broke.” Partners should discuss
primario(a), how each example helps them understand the flood. Call on
fotografías partners to summarize what they learned from the primary sources.
T22 UNIT 4 WEEK 1

WEEK 1
Monitor and
Differentiate
Quick Check
Are students able to identify two
primary sources in “The Day the Dam
Broke”? Can they describe what they
learned from each source?

ELL Develop p. T59

Genre
Remind students that text features such as
photographs can help support expository
text about a historical event.
‡ How does the author describe Johnstown in
the last paragraph of “A Tremendous Roar”?
(a jumbled mass)
‡ What do the historic photographs on pages
238 and 240 show? (the damage done)
‡ How do the photographs support the
author’s account? (They help the reader
visualize the author’s description.) APPROACHING BEYOND ELL
p. 156 p. 156 p. 156
GENRE T23
Vocabulary Strategy
LESS O
IN I
M
N
10 Context Clues
Mins
Go
1 Explain Digital
Remind students that sometimes a single sentence does not
provide context clues to the meaning of an unfamiliar word. In Down in the Valley
those instances, students can reread an entire paragraph to look


for clues to the meaning of an unfamiliar word or phrase.

Essential Question

Reading for paragraph clues involves looking at all the

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Workshop sentences in a paragraph to get a general sense of what Lesson
an unfamiliar word might mean. The overall meaning of a
OBJECTIVES paragraph can help point students to the meaning of a word
Determine or or phrase.
clarify the meaning
of unknown and
‡ Students look for words or phrases in other sentences that
mulitple-meaning may define or restate (by giving a synonym, for example) the
words and phrases unfamiliar word. They may also discover clues in descriptions
based on grade 6 and examples the author provides.
reading and content,
choosing flexibly from
a range of strategies. 2 Model Close Reading: Text Evidence
Use context (e.g.,
the overall meaning
Model using context clues in the first paragraph of the section
of a sentence or “A Tremendous Roar” on page 239 to find the meaning of torrents.
paragraph; a word’s
position or function
in a sentence) as a
clue to the meaning Have students work in pairs to figure out the meanings of
of the word or phrase. prosperity, frantically, and annihilated in “The Day the Dam Broke.”
COLLABORATE
L.6.4a
Encourage partners to go back into the text and use context clues
within paragraphs to help them determine each word’s meaning.
ACADEMIC
LANGUAGE
• context clues,
• Cognate: contexto
SKILLS TRACE
CONTEXT CLUES:
PARAGRAPH CLUES
Introduce U1W2
Review U1W3, U1W5,
U3W2, U3W4, U3W5, U4W1
Assess U1, U3, U4
T24 UNIT 4 WEEK 1

WEEK 1
Monitor and
Differentiate
Quick Check
Can students identify and use context
clues to determine the meanings of
prosperity, frantically, and annihilated?

ELL Develop p. T61

SCAFFOLD
Identify Point out Comprehend Point out Expand Point out
the words prosperity, the words prosperity, the words prosperity,
frantically, and annihilated frantically, and annihilated frantically, and annihilated
and define the words for and define the words for and ask students to use
students. Help students students. Have partners context clues to define
find paragraph context find context clues and them. Have them replace
clues. Point out that discuss how these helped the words with similar
prosperity and frantically them define the words. words that they know.
are cognates (prosperidad Elicit from pairs how Ask students to find
and frenéticamente). cognates helped them cognates and to tell them
understand the text. to a partner.
p. 157 p. 157 p. 157
VOCABULARY STRATEGY T25

C LO S E R E A D I N G
Develop
Comprehension
LEXILE
Years of 1040
Dust: The
Story of the
Dust Bowl
Grade Band 6–8 Lexile Range
Gr e
925 1185
185
1040 Years
ears of Dust: The Story of
the Dust Bowl
Options for Close Reading

‡ Whole Class
‡ Small Group
‡ Independent

What makes this text complex? Genre
Genre Remind students that Years of Dust is an expository
text that tells about a historical period. Expository
Organization
texts tell information about actual events, real
Purpose people, or real places from the past.
Sentence Structure ‡ Reread the first sentence. When did dust storms
start to take place? (in the early1930s)
T25A UNIT 4 WEEK 1

WEEK 1
Predictive Writing
Have students read the title, preview the
map and photographs, and write their
predictions about what this historical
account will be about.
ESSENTIAL QUESTION
Ask a student to read aloud the Essential
TEXT: From YEARS OF DUST: THE STORY OF THE DUST BOWL by Albert Marrin, copyright © 2009 by Albert Marrin, text. Used by permission of Viking Children’s Books, A Division of Penguin Young
Question. Have students discuss what they
expect to learn from the selection about how
people meet the challenges of dust storms.
DUST BOWL
Note Taking:
Readers Group, A Member of Penguin Group (USA) Inc., 345 Hudson Street, New York, NY 10014. All rights reserved.; Franklin D. Roosevelt Library
THE STORY OF THE Use the Graphic Organizer
As students read the selection, ask them to
take notes by filling in the graphic organizer
BY ALBERT MARRIN on Your Turn Practice Book page 152 to
record the author’s point of view for each
In the early 1930s, rolling walls of dust began to sweep across section.
1 the Great Plains, burying crops, automobiles, even buildings.
Families battled to survive as howling winds brought new storms
year after year throughout the 1930s. What caused these storms? 1 Text Features: Photographs
And more important, how could they be stopped?
Look at the photograph on pages 256–257.
What land features do you see? What is
blowing in the air? What do you think is
happening?
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LITERATURE ANTHOLOGY, pp. 256–257 1/31/12 5:30 PM
‡ Reread the rest of this introductory paragraph. Do

you think that Years of Dust probably provides
information mostly about a person, mostly about a
place, or mostly about an event? (The information
probably is mostly about an event: the dust
storms that happened in the Great Plains in the
1930s.)
LITERATURE ANTHOLOGY T25B

Develop
Comprehension Imaging not yet complete,
will be final next round.
2 Strategy: Reread
Teacher Think Aloud I know that when
I read an expository text, I can pause and
reread to better understand detailed
information about unfamiliar events and
concepts. In the second paragraph on page
258, the author describes the boundaries
of the Great Plains. The paragraph contains
directions and several long names of places,
so it might be easy to lose track of what
I’m reading. I can reread the paragraph to
confirm my understanding that the Great
Plains stretches from Canada to Mexico
and from the Rocky Mountains to the
THE GREAT PLAINS WORLD
There is no way to understand A region of seemingly boundless
Mississippi and Missouri rivers. the Dust Bowl tragedy without first open spaces, the plains lie at the heart
understanding the ecology of the Great of North America. Reaching southward
Plains. Ecology is the branch of science from the Canadian provinces of
that deals with the relationships Alberta, Saskatchewan, and Manitoba,
between living beings and their they extend into northern Mexico. The
physical environment. Mountains, plains also stretch eastward from the
rivers, lakes, deserts, jungles, and bases of the Rocky Mountains to the
Arctic regions—to name a few—are all souri
banks of the Mississippi and Missouri
special environments. Each has unique
life-forms that interact with each other
rivers.
2
Except for the Llano Estacado
and depend on each other to survive. (Spanish for “Staked Plains”) of Texas,
So does the Great Plains. the plains are not pancake-flat. They
NDSU
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Organization
Explain to students that expository texts often ‡ On page 258, what does the author say you need
begin with background information that prepares to understand before you can “understand the Dust
the reader for the main topic of the account. Bowl tragedy”? (the ecology of the Great Plains)
‡ Turn back to page 257 and reread the title. What is ‡ What specific background information does
this text about? (the Dust Bowl) the author go on to discuss on pages 258–259?
(the boundaries, the physical features, and the
weather of the Great Plains)
T25C UNIT 4 WEEK 1

WEEK 1
are wavelike, gently sloping downward Winter on the Plains

from the Rockies toward the east. The
plains have not always been dry land. Arctic winds lash the Great Plains 3 Skill: Author’s Point of View
Fossil seashells and fish show that in fall and winter. Called “northers,”
they once formed the bed of a shallow because they come out of the north,
How does the author describe the physical
inland sea. They owe their slope to the fierce winds can make the features of the Great Plains? (The author
the buildup of soil and stones washed describes the land as sloping and mostly
thermometer drop fifty degrees in
down from the Rockies. Trees, mostly
cottonwoods, grow along the banks of
just a few minutes. Northers often treeless, with a few sharply rising hills.)
bring blizzards. Even today, windows
plains rivers. Otherwise, the region is Does the author express a positive view, a
treeless. In a few places, like the Black and doors must fit snugly to keep
Hills of South Dakota, hills rise sharply
negative view, or a neutral view about the
the fine wind-driven snow out of
from the surrounding countryside. a house. In The Plains of the Great
land? (a neutral, unbiased point of view) In
Millions of years ago, when dinosaurs your graphic organizer, record details about
West (1877), army veteran Colonel
roamed the land, molten rock from
the earth’s core forced its way to the Richard Irving Dodge wrote: “For a the author’s description and what it tells you
surface and solidified, forming the hills week each day will be clear [and] about the author’s point of view.
we see today. calm . . . No overcoat is needed, and
3
The Great Plains is a place of the presence of winter is scarcely Details Author’s Point of View
extreme, violent weather. Weather recognized. Then comes a storm; wave-like slopes The author presents
can change suddenly from heavenly the icy wind cuts like a knife, no facts about the land
to horrid. With no trees to block it, without expressing a
clothing seems to keep it from the trees along the banks
NDSU; *T.H. Watkins, The Hungry Years: A Narrative History of the Great Depression in America (New York: Henry Holt Co., 1999), 424.
the wind blows constantly. Often the positive or negative
person, and penetrating to every part of rivers
wind reaches speeds seen nowhere attitude. The author’s
else but at the seashore, blowing it drags out every particle of vital otherwise treeless
point of view is
over one hundred miles an hour. Its heat, leaving but a stiffened corpse neutral.
moaning, whistling, and howling often hills rise sharply in a
of him who is so unfortunate
unfor as to be
tormented the first white settlers, few places
people unused to such sounds. “A high
exposed to it.” 4
wind is an awful thing,” a woman
wrote, “it wears you down, it nags at 4 Text Features: Sidebars
you day after day, it sounds like an
invisible army, it fills you with terror Turn to a partner and discuss how the text
as something invisible does.”* in the sidebar relates to the main text about
wind. (The main text presents general
After the blizzard. A street scene in a Great information about the wind in the Great
Plains town. The group of men hold signs
advertising local businesses. Photograph taken Plains. The sidebar text describes winter
in Milton, North Dakota, April 13, 1893.
winds in the Great Plains.)
259
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As students read about the location and physical ‡ Show students a map of North America with the
features of the Great Plains, make sure they Great Plains identified on it. Ask: Are the Great
understand that when the author says “the plains Plains at the top, the middle, or the bottom of
lie at the heart of North America,” he means that the North America? (the middle)
region is in the middle of North America. Make sure
that students also understand the meaning of the
term Dust Bowl.
LITERATURE ANTHOLOGY T25D

Develop
Comprehension
5 Skill: Author’s Point of View
On page 260, how does the author describe
the summer climate of the Great Plains?
(very hot and dry) What evidence indicates
the author’s view of the summer climate?
Use your organizer to record the details that
tell you about the author’s point of view.
Details Author’s Point of View
temperatures above The author uses words
100 degrees and phrases like “no
relief” and “killer”
no relief at night to convey how hot it
gets. The details show
he wants readers
dry heat is a killer to understand the
climate is harsh, but
he is reporting the
actual conditions, so
streams vanish and
he is not being biased.
plants shrivel up
6 Vocabulary: Context Clues

How do the context clues in the paragraph 5
help you figure out the meaning of ignited? 6
(The paragraph describes how wildfires
spread. Before one can spread, it must be
started. So ignited must mean “started.”)

Purpose
Remind students that the purpose of this text is ‡ Why does the author discuss the small amount of
to tell about the Dust Bowl. Point to the second rainfall, which is a feature of a semiarid climate, in
sentence in the third paragraph on page 260. the Great Plains? (The author wants to give the
‡ Does the Great Plains get a heavy rainfall or a light reader background information on one of the
rainfall? (a light rainfall) conditions that led to the Dust Bowl.)
‡ Is dust dry or wet? (dry)
T25E UNIT 4 WEEK 1

WEEK 1
The Buffalo and the Indian

Plains Indian tribes like the Lakota 7 Ask and Answer Questions
(Sioux) and Cheyenne said everything
they needed, except water for drinking
Generate a question of your own about
and cooking, and wood for tepee the text and share it with a partner. To
poles, came from the buffalo. These find the answer, try rereading the text.
hunters ate buffalo meat at every For example, you might ask, “Why are
Cattle in a blizzard on the plains. This
meal, several pounds at a time. Tanned
wood engraving was created in 1886 and the northern plains generally drier than
published as a print in Harper’s Weekly. buffalo hide became robes, blankets,
the southern plains?” To find the answer,
caps, mittens, moccasins, leggings,
shields, saddlebags, drums, and tepee
you can reread page 261. (The jet stream
compared to twenty to forty inches in
the Mississippi Valley and seventy-five walls. Their hair became rope, their that travels across the Great Plains loses
inches in the Pacific Northwest. This tails flyswatters, their horns spoons, moisture, as rain, as it travels north, away
is due in part to the Rocky Mountains.
Their towering peaks form a wall,
cups, and storage containers. Bones from the Gulf of Mexico. Therefore, it has
were shaped into needles, knife blades,
allowing few moisture-bearing clouds less moisture for creating rain by the time
spear points, war clubs, and awls to
to drift eastward from the Pacific that it crosses the northern plains.)
Ocean. Most moisture reaches the punch holes in leather. Boiled hooves
(t) Library of Congress, Prints & Photographs Division [LC-USZ62-100252]; (b) Library of Congress, Prints & Photographs Division [LC-USZ62-115188]
plains thanks to a low-level jet stream, made excellent glue, used to fasten
a fast-moving current of winds that arrowheads to their shafts. When it
moves close to the earth’s surface. This rained, buffalo dung stayed dry on the
wind current goes from east to west
inside, making an all-weather fuel to
across the Atlantic Ocean. It curves
warm a tepee or cook a meal.
northward as it crosses the Gulf of
Mexico, drawing in tropical moisture.
Naturally, the farther north the low-
level jet stream goes, the less moisture
it bears, because it has already fallen
as rain. For this reason, the northern
plains are generally drier than the
southern plains. 7
From a 1901 painting by Charles Schreyvogel

titled Doomed. Native American hunters often
killed their prey by plunging a lance into
their bodies.
261
256_271_CR14_SA6_U4W1_SEL_118712.indd 261
Help students understand the meaning of semiarid ‡ Point out that climate is a cognate: clima
climate on page 260.
‡ Say it with me: semiarid climate.
‡ Semi means “partially,” and arid means “dry.” Would
a semiarid climate get a little rain, or a lot of rain?
(a little rain)
LITERATURE ANTHOLOGY T25F

Develop The Mississippi River is a natural
Comprehension Prairie Dog Town dividing line for different types of

plants, notably grasses. Since tall
Prairie dogs, a type of ground grasses such as big bluestem need
squirrel, live in vast underground more water, they grow east of the river.
“towns,” or tunnels that extend for
Because they need little water, short
grasses grow west of the river. When
8 Skill: Author’s Point of View miles in all directions. A prairie dog
town in Texas once took up 25,000
white farmers first settled west of the
river on the Great Plains, blue grama
What is the topic of the sidebar on square miles and held an estimated and buffalo grass were the chief short
page 262? (prairie dogs) What kinds of 400 million animals—and there were grasses. Called perennials, because
they live for many years, these short
information about prairie dogs does the hundreds like it. In all, scientists believe
grasses anchored themselves in the
that as many as 25 billion prairie dogs
author present? (The author presents facts once inhabited the plains. Soldiers on
soil by a shallow network of tangled
about prairie dog tunnels, a prairie dog long patrols and pioneers sometimes
roots. This tough root mat, called “sod,”
easily absorbed rainwater. Equally
town in Texas, and the number of prairie 8 ate prairie dogs. “He is not excellent important, sod held the soil in place,
dogs that once inhabited the plains.) eating,” wrote Colonel Richard Irving preventing it from washing or blowing
away. Though fire burned the plains
Does the author express an opinion about Dodge, “but the young are as good as
grasses, it could not reach their roots.
the common squirrel, and, when other
any of these subtopics? (no) There is one meat is not to be had, they made no
Soon after the fire passed, fresh blades
opinion in the sidebar, however. What is unwelcome addition to the bill of fare.”
of grass would appear.
Animals, and people, depend on
that opinion, and who expresses it? (The plants that chemically change the
opinion is about eating prairie dogs, and sun’s radiant or light energy into food.
it is expressed by a soldier from the past, The plains once teemed with plant-
eating animals. Some, like jackrabbits,
whom the author quotes.) Overall, does mice, and prairie dogs, were small.
the author have a positive, a negative, or There were many larger animals, too.
Scientists estimate that, before the
a neutral point of view about prairie dogs? arrival of white settlers, 25 million
Photo by Jeff Vanuga, USDA Natural Resources Conservation Service
(a neutral point of view) How else could pronghorn antelopes bounded across
we describe that point of view? (unbiased, the sea of grass. Nature designed the
pronghorn for speed and endurance.
objective) With long, muscular legs, a large heart,
and oversize lungs, it could travel for
hours at thirty miles an hour.
262

Sentence Structure
Have students reread the sentence on page 262 ‡ Why are they called perennials? (because they live
that begins with “Called perennials.” Point out that it for many years)
is a complex sentence because of the clauses. Help ‡ What anchors the short grasses in the soil?
students understand the structure and the meaning (a shallow network of tangled roots.)
of the sentence.
‡ What are called perennials? (the short grasses)
T25G UNIT 4 WEEK 1

WEEK 1
The lord of the Great Plains was decaying body fertilized the soil and
the American bison, or buffalo. When provided a feast for buzzards and bugs,
the first Europeans reached the New coyotes and worms.
STOP AND CHECK
World, some 40 to 60 million buffalo Carnivores (meat-eaters) thrived in Strategy: Reread In what ways did
roamed the region in their endless the Great Plains environment. Golden
search for pasture. The buffalo was eagles glided overhead, their keen eyes
animals depend on one another in the
what ecologists call a keystone animal. searching the ground for prey. Grizzly Great Plains environment?
In architecture, the keystone of an arch bears fed on living and dead animals of
keeps the other stones in place. all sizes; a white traveler once counted Teacher Think Aloud The author presents
A keystone animal is one that other
life-forms need to survive. For example,
220 grizzlies in a day. Wolves ran in
packs of fifty members or more. Seen
detailed information on page 263 about
the hooves of grazing buffalo pushed from a distance, travelers said their how animals depended on one another
seeds into the ground, where they light coats made them resemble flocks in the Great Plains environment. One way
sprouted and grew, becoming food for of sheep. Coyotes, rattlesnakes, and
other herbivores. Another example is bobcats also had good hunting. that I can check my understanding of these
the prairie dog, which cannot live in For sheer numbers, though, details is by rereading.
tall grass. By grazing, buffalo kept the no plains creature equaled the
grass to the small creature’s liking. grasshopper. Historical records describe Prompt students to apply the strategy in
This is important, for in digging their what grasshopper outbreaks on the a Think Aloud by rereading to check their
burrows, prairie dogs bring mineral-
rich soil to the surface. In return,
Great Plains were once like. Sometimes
understanding. Have them turn to a partner
“hoppers” came in miles-wide clouds,
buffalo get needed salts by licking up billions upon billions of them, and paraphrase what they reread.
dried urine around prairie dog holes. streaming across the sky. In her novel,
Buffalo dung—lumps of digested On the Banks of Plum Creek, Laura
Student Think Aloud As I reread, I’ll ask,
grass—served as breeding grounds Ingalls Wilder describes a grasshopper “Which animals depended on which other
for necessary insects and molds.
Finally, after death, the buffalo’s
swarm in the mid-1880s: animals?” Herbivores depended on buffalo
STOP AND CHECK
to push seeds into the ground. Prairie dogs
Reread In what ways did animals
depended on grazing buffalo to keep the
depend on one another in the Great grass short. Buffalo depended on dried
Plains environment? Reread to check prairie dog urine for salt. Buzzards, bugs,
your understanding.
coyotes, and worms depended on dead,
decaying buffalo bodies for food.
Library of Congress, Prints & Photographs
hs
Division [LC-USZ62-61247]
Hunters stampeding a buffalo

herd, January 2, 1917.
263
256_271_CR14_SA6_U4W1_SEL_118712.indd 263
Read aloud the fifth sentence on page 262. Help ‡ The roots were mixed up, twisted around, or .
students understand the difficult words in the (tangled)
sentence. Point out and discuss the figurative phrase sea
‡ The short grasses held onto, or themselves in, of grass.
the soil. (anchored)
‡ The short grasses anchored themselves in the soil by
a network of roots that was , not deep. (shallow)
LITERATURE ANTHOLOGY T25H

Develop . . . A cloud was over the sun.
Comprehension
The Lord of the Plains It was not like any cloud they had
ever seen before. It was a cloud of
An adult buffalo eats up to thirty something like snowflakes, and thin
pounds of grass a day. The largest land and glittering. Light shone through
animal in North America, a full-grown each flickering particle.
bull can stand six feet six inches tall at There was no wind. The grasses
9 Author’s Craft: Word Choice the shoulders, be ten feet from snout
were still and the hot air did not
stir, but the edge of the cloud came
Authors sometimes choose and repeat to rump, and weigh two thousand
across the sky faster than the wind.
words to achieve a special effect. On pounds. Adult cows are smaller, The hair stood up on [our dog]
weighing just twelve hundred pounds. Jack’s neck. All at once he made a
page 264, what word does the author Buffalo once grazed in herds so large frightful sound up at that cloud, a
repeat and set in capital letters to describe we can scarcely imagine them today. growl and a whine.
the noise that the grasshoppers made? Easily excited, their stampedes shook Plunk! Something hit Laura’s
head and fell to the ground. She
(“CHOMP”) Why is this an effective word the earth; their bellowing made it hard
looked down and saw the biggest
choice? (“CHOMP, CHOMP, CHOMPING” is a to get a night’s sleep. Sometimes herds
grasshopper she had ever seen. . . .
vivid way to describe how the grasshopper drank small rivers dry. As late as 1871,
The cloud was hailing
U.S. Army patrols found their way grasshoppers. The cloud was
eats; the capitals emphasize how loud the Paul E Tessier/Photodisc/Getty Images; * Joanna L. Stratton, Pioneer Women: Voices from the Kansas Frontier (New York: Touchstone, 1981), 104.
blocked by moving herds. Once, an grasshoppers. Their bodies hid the
noise was.) What effect does the author officer reported, a herd took five days sun and made darkness. . . . The
achieve by repeating the word? (It helps to pass and was fifty miles deep by rasping whirring of their wings
filled the whole air and they hit
the reader imagine what it might sound ten miles wide. This herd was nothing
the ground and the house with the
like to be near a grasshopper cloud. It also special, just one of countless others
ntless o
noise of a hailstorm.*
emphasizes the grasshoppers’ immense
that roamed the plains. 10
appetite and destructive power.) Whenever a grasshopper cloud set
down, it cleared the ground of plant
life. All you could hear was the sound
10 Genre: Expository Text o countless jaws CHOMP, CHOMP,
of
9 C
CHOMPING until nothing remained to
What topic does the author introduce in eat. Young children, caught outdoors,
the sidebar? (buffalo) Why does the author screamed in terror as the insects’
claws caught in their hair and bodies
include this information? (Buffalo were wriggled into their clothing. On
important to the Great Plains. Including railroad tracks slippery with crushed
this information helps me understand more grasshoppers, trains could not start or,
about the time and region.) 264

Genre
Remind students that historical accounts often ‡ Why does the author include an excerpt from a novel
include primary sources, such as quotations from by Laura Ingalls Wilder? (Wilder lived in the 1880s,
documents created at the time of the event. and the excerpt describes a grasshopper swarm.
‡ Did the author of Years of Dust write the text that By including Wilder’s vivid description, the author
appears in bold type on page 264? (no) of Years of Dust helps me visualize what it was like
to experience a grasshopper swarm better than
‡ Look back to the end of page 263. Who wrote that
he could do just by presenting facts.)
text? (Laura Ingalls Wilder)
T25I UNIT 4 WEEK 1
WEEK 1
worse, stop. Yet, since grasshopper jaws Grasshoppers:

could not get at their roots, the native A Plains Plague 11 Skill: Reread
prairie grasses always grew back.
The word “locust” refers to the
The Great Plains, then, was (and is) Reread the sidebar on page 265. Turn to a
a harsh land. Despite the hardships, swarming phase of a short-horned
Americans still saw the plains as a grasshopper. Government scientists partner and paraphrase why grasshoppers
place of opportunity. A place where, estimated that one particularly large thrive in the summer.
through hard work and good luck, they swarm of grasshoppers was over one
could build a better future. And so, in Student Think Aloud I can reread to find
hundred miles long by one hundred
the nineteenth and early twentieth out why grasshoppers like the weather in
miles wide. Creatures of summer, these
centuries, settlers flocked to the rolling
grasslands west of the Mississippi. insects thrive in hot, dry weather. Heat the summer, even though the weather can
checks their natural enemies, which be difficult for humans. Grasshoppers thrive
include bacteria, birds, and rodents. in the summer because heat keeps their
These insects also favor dry weather
A plague of locusts fill the sky. Locust natural enemies in check, and dry weather
plagues have been recorded in different places because abundant rain allows a certain
throughout the world since ancient times. type of fungus to grow which kills
keeps the fungus that can kill grasshoppers
grasshoppers by releasing poisons into from growing.
Library of Congress, Prints & Photographs Division [LC-DIG-matpc-10287]; (bkgd) Library of Congress, Prints & Photographs Division [LC-DIG-matpc-01889]
their bodies.
Plains grasshoppers
ers can rreach a
length of four inches. 11
265
256_271_CR14_SA6_U4W1_SEL_118712.indd 265
Help students understand Laura Ingalls Wilder’s ‡ Why? (They fell from the sky and made a noise,
comparison of the grasshopper swarm to a like hail, as they landed.)
hailstorm. Explain that hail consists of balls of ice
that drop from the sky like rain.
‡ Point to the last paragraph of the excerpt on
page 264. Ask: How does Laura Ingalls Wilder
describe the falling grasshoppers? (as a hailstorm)
LITERATURE ANTHOLOGY T25J

Develop
Comprehension
12 Skill: Author’s Point of View
On page 266, what new perspective does
the author present? (the perspective of
officials in the Department of Agriculture)
Where does the quotation come from?
(a government report) Turn to a partner
and paraphrase the quotation. (There will
always be enough soil on the Great Plains.)
What does the author say about the official
report? (It is based more on ignorance and
wishful thinking than on science.) What is A farmer and his sons in a dust storm in Cimarron County, Oklahoma, 1936.
the author’s point of view about the official

report? (a negative point of view) DUST BOWL DAYS
To those who spent their days quarters of the country. Throughout
[LC-DIG-ppmsc-00241]; * “Hugh Hammond Bennett”
Dust Bowl,” www.pbs.org/wgbh/pages/amex/dustbowl.
behind desks in the nation’s capital, it the East, crops withered in the fields
seemed that the fertility of the soil was and bank foreclosures increased. The
boundless. Said an official report of next year, the center of the drought
the U.S. Department of Agriculture, shifted westward, to the Great Plains.
“The soil is the one . . . resource that As usual, heat went along with
cannot be exhausted; that cannot be drought. Out on the plains, the early
used up.”* This statement had more to 1930s saw record-breaking heat waves.
rap Division
he D
d with ignorance and wishful thinking

do
Div
In some states, like Nebraska, the

g tthe
h
12
graphs
Libary of Congress, Prints & Photographs
raph
e:: SSurviving
u ing ng
t
than science.
urviv
temperature soared to 118 degrees,

Photogtog
hotog
otog
in “The American Experience:
ce:
A drought that began in 1930 and stayed there for days without
became the worst in the nation’s letup or relief. It was so hot that
history, affecting more than three- a cook in Grafton, South Dakota,
266

Genre
Read aloud the last paragraph on page 267 ‡ How do the photographs add to your
while students look at the photographs on understanding of this word and the dust storms?
pages 266–267. Help students develop an (In the first photograph, there is no sign of
understanding how this historical account crops and the building is almost buried beneath
relates information. the deposited dust. In the second photograph,
‡ What word does the author use to describe the a dust cloud fills the air. These scenes make me
dust storms of the 1930s? (catastrophe) understand how hard it was to live then.)
T25K UNIT 4 WEEK 1

WEEK 1
made a melted cheese sandwich by them. Since nothing could be done

putting it on the sidewalk outside about the storms, you accepted the
13 Skill: Make Inferences
h
her restaurant. Thousands of people inconvenience and waited until they The author states that thousands of
13 ssuffered heatstroke, a sudden collapse passed. Yet the dust storms of the 1930s
b
brought on by extreme heat. Hundreds were different. They were not “natural people suffered heatstroke and hundreds
died. There was no air-conditioning disasters,” like hurricanes, tornadoes, died. He also states that there was no air
back then, even in town homes and earthquakes, over which humans
with electricity. Residents might have no control. Humans can neither
conditioning and that fans merely circulated
have electric fans, but these merely make such natural disasters, nor hot air. What cause and effect do these facts
circulated the hot air, so that it felt like prevent them. Although dust storms suggest? (Since people were unable to cool
a hot hand held over the face. Few farm would have occurred anyhow, human
homes had electricity, and thus most actions made the storms of the 1930s themselves, many people were sickened and
had no electric fans. much worse than they would have some died from the heat.)
Periodic dust storms are normal been. The result was an ecological
on the Great Plains. People expected catastrophe.
14 Text Features: Photographs
Photo courtesy of USDA Natural Resources Conservation Service; * Timothy Egan, The Worst Hard Time: The Untold Story of Those Who Survived the Great American Dust
What does the photograph on page 267
show? (a cloud of swirling dust) Is the
Electrical Storms photograph from the present day or
Trillions of dust particles 14 from the past? (from the past) What is the
striking against each other sidebar text about? (It explains that during
generated static electricity. these dust storms, dust particles in the air
Sometimes there was so
created dangerous electrical charges.) How
much electricity in the air
that it knocked people
does the photograph, a primary source,
down if they shook hands. support the sidebar text? (The photograph
Static electricity made the shows what the sidebar text discusses.
barbs on barbed wire fences It helps the reader visualize the amount
glow. Animals blown into
of dust that filled the air and, therefore,
Bowl. (Boston: Houghton Mifflin, 2005), 153, 172.
wire fences could be seriously injured by the electrical charge. To avoid shocks,
housewives covered door handles with cloth. Motorists had to outfit cars with
better understand that so much dust might
chains to drag for grounding, or risk having their engines short out in a storm.* create electricity.)
267
256_271_CR14_SA6_U4W1_SEL_118712.indd 267
Encourage students to notice the cognate on ‡ When the air is dry and you drag your feet, what
pages 266–267: electricity/electricidad. Then discuss sometimes happens when you touch someone, or
the use of the word shocks in the sidebar. Explain something metal? (you get a shock)
that a shock is a discharge of electricity that you can ‡ Can shocks be painful? (yes)
feel when you touch something.
LITERATURE ANTHOLOGY T25L

Develop This catastrophe has a simple Mammoth dust storms gave the
Comprehension
explanation. A Texas sheepherder era its nickname, the “dirty thirties.”
explained a basic fact: “Grass is what The storms began in 1933, on the
counts. It’s what saves us all—far as we northern plains. At first, they were not
get saved. . . . Grass is what holds the particularly alarming. Plains people
earth together.”* Plowing up millions of were used to dust storms and expected
acres of drought-resistant native grasses them to end quickly. Instead, the
15 Author’s Craft: removed the very thing that had held storms grew in number, lasted longer,
Author’s Evidence the plains soil in place for countless

centuries. Replacing these grasses with
and were more severe than any in
living memory.
An informational text such as a historical cash crops like wheat and corn added A farmer described the 1934 dust
to the problem. Unlike native grasses, storms as “lollapaloosas,” slang for
account may include a claim made by the which continue to grow year after unimaginably large. On May 9, cool
author. The author backs up his or her year, these crops are annuals; that is, Canadian winds whipped up an
claim with evidence. What claim does the they die after a single growing season.
Because the crops live for only one
immense dust cloud over Montana
and Wyoming. Government scientists
author make on page 268? (that the Dust season and have shallow root systems,
Bowl was manmade) What is the author’s they do not survive prolonged heat
and dry spells.
evidence for this claim? (The author details Thus, all the elements for disaster
the science behind the Dust Bowl. Farmers came together in the 1930s: drought,
plowed up grass to plant crops that lasted heat, sod-destroying farming methods,
annual cash crops. When the winds
only a year; the grass had held dirt down came, the ground cracked and the dust
for centuries, so without it, the ground became airborne. And so, the dust-
cracked and dust filled the air.) storm catastrophe of the 1930s was no
15 natural disaster. It was manmade.
Great
he G reat
at
rea
re
For people already reeling under the

Library of Congress, Prints & Photographs Division [LC-USZ62-114845]; *T.H. Watkins, The
hardships of the Great Depression, life

Depression: America in the 1930s (Boston: Little, Brown and Company, 1993), 191.
in the Dust Bowl became the supreme

test of the human spirit. What was it
like for them?
Street view of a dust storm

in Scott City, Kansas, 1935.
268

Purpose
Remind students that the purpose of this text ‡ What do you learn about the size of the dust clouds?
is to provide information about the Dust Bowl. (Some were at least fifteen thousand feet high.)
Reread the paragraph that begins on page 268 and ‡ What do you learn about the amount of dust
continues on page 269. produced? (Some 12 million tons of dust
‡ Why does the author provide these examples? (to enveloped Chicago.)
show how severe the dust storms were) ‡ What do you learn about how far the dust traveled?
(The dust traveled all the way to New York.)
T25M UNIT 4 WEEK 1
WEEK 1
estimated that this storm alone carried the light cast by the sun in a partial
away 350 million tons of topsoil. For eclipse.” Three hundred miles out at
the next two days, dust clouds raced he
sea, sailors wrote their names in the 16 Skill: Author’s Point of View
south and east. Airline pilots climbed dust that settled on ships’ decks. 16 On pages 268–269, how does the author
up to fifteen thousand feet to reach the
The storm that farmers called “the
clear air; the dust would have clogged granddaddy of ‘em all” burst out of reveal people’s reactions to the dust storms?
their engines, causing them to burn South Dakota on April 14, 1935—“Black (He gives factual examples about what they
out. Some 12 million tons of dust Sunday.” Gathering force while growing
enveloped Chicago in a gritty haze— in size, this monster was over one
did.) Is the author’s point of view about the
four pounds for every man, woman, thousand miles wide. It traveled fifteen reactions biased or unbiased? (unbiased)
and child in the Windy City. On May
12, the New York Times reported, “a
hundred miles before breaking up over Add this information to your organizer.
the Gulf of Mexico. People who saw
cloud of dust thousands of feet high the cloud from different angles said it
Details Author’s Point of View
. . . filtered the rays of the sun for ranged from two miles to only several
five hours yesterday. New York was hundred feet in height. a farmer The author gives
obscured in a half-light similar to describes them as examples of people’s
STOP AND CHECK “lollapaloosas” reactions to show
pilots flew higher to the severity of the
Reread What factors created the Dust storms. He does not
avoid the dust
Bowl, and what could have been done express an attitude
to prevent it? Reread to check your about how they
understanding. sailors far out at sea
reacted. His point of
wrote their names in
view is unbiased.
the dust
STOP AND CHECK

Reread What factors created the Dust
Bowl, and what could have been done to
prevent it? (The drought, the heat, and the
replacement of native grasses with crops
created the Dust Bowl. The storms might
not have been as large if the native grasses
hadn’t been plowed up.)
269 IA
L STU
CONNEC T TO CONTENT
DI
SOC
ES
ECONOMIC GROWTH
LITERATURE ANTHOLOGY, pp. 268–269
Several factors that seemed to guarantee
economic growth in the United States

ultimately led to the Dust Bowl. In a time
of territorial expansion, settlers saw the
Great Plains as a new resource. They
plowed up native grasses and replaced
Point out these figurative words and phrases on them with cash crops, such as corn and
pages 268–269: Great Depression, Windy City, the wheat. The intent was to sell them, thus
granddaddy of ‘em all, cash crops, and Black Sunday. increasing economic growth. But as
Help students understand their meanings. students read here, farming methods
ended up contributing to hardship
during the Great Depression.
LITERATURE ANTHOLOGY T25N

Develop In nearby Pampa, Texas, the day began gloriously. The air was so
clear you could see to the horizon in all directions. Texan A. D. Kirk
Comprehension had just parked his car when he saw something strange.
I noticed a low dark line of what I first thought was a cloud along
17 the northern horizon. It made no sense. There was not a cloud in the
sky. As I watched, it got taller and spread from the west to the east
17 Text Feature: Quotations horizon. The black mass was coming on fast. . . . The front of the
cloud was a rolling, tumbling, boiling mass of dust and dirt about
What does A. D. Kirk describe in his two hundred feet high, almost vertical, and as black as an Angus
eyewitness account on page 270? (seeing bull. There was no dust in the air above it or in front of it. It came
across the prairie like a two-hundred-foot-high tidal wave, pushed
one of the worst dust storms of the 1930s along by a sixty-mile-per-hour wind. When it got to a house or power
heading toward him) How does he describe pole or any other object, the house or whatever disappeared. It was
weird. After the front passed, the darkness rivaled the darkness
the movement of the storm? (He says that
inside a whale resting on the bottom of the ocean at midnight. . . .*
it was a black boiling mass that rolled and
tumbled like a tidal wave.) How does he
describe the darkness after the dust storm
For Want of Oxygen
passed? (He compares the storm’s darkness
When a dust storm struck, family
to being “inside a whale resting on the
members quickly sealed windows and
bottom of the ocean at midnight.”) What doors with gummed tape, felt strips, or
does the author of Years of Dust achieve by rags. This cut air circulation to such a
Library of Congress, Prints & Photographs Division [LC-USF34-030763-D]; *Franklin L. Stallings, Jr. Black Sunday:
quoting this eyewitness account, a primary degree that lamps flickered for lack of
source, in his historical account? (By using oxygen and breathing became difficult.
When someone felt as if they might
an eyewitness account, the author is better
pass out, a window was opened just a
The Great Dust Storm of April 14, 1935 (Austin, TX: Eakin Press, 2001), 66-67.
able to convey to the reader what it felt like bit, letting in a swirling dust-deluge.
to see and be caught in a dust storm than Yet even with every opening sealed,
he could have done by just citing facts.) the dust, fine as talcum powder, got in
through invisible cracks.
The kitchen of a house in Williams County,

North Dakota, 1937. Notice the windowpane
stuffed with rags in a vain attempt to keep
the dust out.
270

Purpose
Remind students that the purpose of this selection ‡ What do you think is the author’s purpose for
is to provide information about the Dust Bowl. ending with Pyle’s comment? (The comment
Reread the comment from Ernie Pyle on page 271. restates the main idea of Years of Dust and
‡ What does Ernie Pyle say about the Dust Bowl? (It reminds readers that the Dust Bowl was
was a heartbreaking place to be. He said the land both an ecological catastrophe and a human
was sad, which probably meant that both the arid catastrophe.)
land and the people who lived there were sad.)
T25O UNIT 4 WEEK 1

WEEK 1
While many thought Black Sunday

heralded doomsday, others saw a
chance to make a fast profit. Collecting
STOP AND CHECK
dust in old soda bottles, they offered it Ask and Answer Questions As a reporter,
for sale as “Genuine 1935 Rolling Duster
Dust—25 cents.”** Sales could not have what questions would you have wanted
been very good. Most who had lived to ask someone who experienced “Black
through Black Sunday wanted to forget
it. But nature would not let them forget.
Sunday” in 1935? (Students may say that
Although nothing equaled the they would ask what it felt like to experience
Black Sunday blizzard of 1935, for the “Black Sunday” or whether the person
next four years scores of dust storms
considered moving to another part of the
Library of Congress, Prints & Photographs Divison [LC-USF347-003801-ZE]; **Franklin L. Stallings, Jr. Black Sunday: The Great Dust
swept across the Great Plains. While
different places fared better or worse country.)
Storm of April 14, 1935 (Austin, TX: Eakin Press, 2001), 136.***”The Drought,” www.pbs.org/wgbh/amex/dustbowl.
in any given year, the true Dust Bowl,
the hardest-hit region, centered in
the five states of the southern plains. Return to Predictions
This region, stretching roughly five
Review students’ predictions and purposes
hundred miles by three hundred miles,
included the western third of Kansas, for reading. Ask them to answer the
southeastern Colorado, the Oklahoma Essential Question. (People met the
Panhandle, the northern two-thirds of
the Texas Panhandle, and northeastern
environmental challenges of living in the
New Mexico. “If you would like to have Dust Bowl by sealing up their windows and
your heart broken, just come out here,”
doors and waiting inside until each storm
wrote Ernie Pyle, among the era’s
finest reporters. “This is the dust-storm passed. Pilots met the challenge by flying
country. It is the saddest land I have high above the storms.)
ever seen.”***
STOP AND CHECK
Ask and Answer Questions As a

reporter, what questions would you
have wanted to ask someone who
experienced “Black Sunday” in 1935?
271
256_271_CR14_SA6_U4W1_SEL_118712.indd 271
Discuss what Ernie Pyle meant by the area being ‡ What might cause someone to describe land as
“the saddest land.” “sad”? (The people living on it could be sad, or
‡ Can land feel sad or happy? (no) the houses and businesses on it could be run-
down or closed up, or the land could look gray
and dirty.)
LITERATURE ANTHOLOGY T25P

About
the Author About the Author
Albert Marrin
Meet the Author has always been fascinated by history. He spent nine years as
Albert Marrin a history teacher in a New York City junior high school before
becoming a university professor of history and then a full-time
Have students read the biography of the writer. In award-winning books such as 1812: The War Nobody
Won and The Great Adventure: Theodore Roosevelt and the Rise
author. Ask:
of Modern America, Albert created an overview of United
‡ How might Albert Marrin’s years as a history States history by focusing on dramatic moments and famous
personalities. In 2008, Albert won the National Endowment
teacher have helped him succeed as an
Library of Congress, Prints & Photographs Division [LC-USZ62-114845]

for the Humanities Medal. It was presented to him at a White
author for young adults? House ceremony, where he was praised for “opening young
‡ What do Albert Marrin’s career choices tell minds to the glorious pageant of history.”
you about why he wrote Years of Dust?
Author’s Purpose
Author’s Purpose The author uses photos, captions,
To Inform a map, and sidebars in this selection.
How do these text features help you
Remind students that authors who write to to understand the topic?
inform present facts about a topic and often
use text features to provide more facts and
details. Students may say that photographs
with captions, a map, and sidebars help
readers understand what life was like in the
past for people in the Great Plains.
Author’s Craft
Use Effective Transitions 272
Explain that in expository text, information in
one paragraph often relates to information in
a previous paragraph. 272_273_CR14_SA6_U4W1_AICC_118712.indd 272 1/26/12 5:37 PM
‡ Authors use transitional words or phrases

to connect ideas from one paragraph to the
next. Example: Depending on the season, the
wind brings scorching heat and numbing cold
(p. 260). The author uses this transitional
sentence to connect the information about
wind in the previous paragraph to this
paragraph.
‡ Have students find other examples of
effective transitions, such as As usual, heat
went along with drought (p. 266).
T25Q UNIT 4 WEEK 1

WEEK 1
Respond to
Respond to Reading Author’s Reading
Details Point of
View
Summarize
Use details from Years of Dust to summarize what
Summarize
you have learned about conditions on the Great Review with students the information from
Plains during the Dust Bowl era. Information from
your Author’s Point of View Chart may help you.
their graphic organizers. Model how to use the
information to summarize Years of Dust.
Text Evidence Ana
Analytical
W
Writing W
Write About Reading: Analyze Ask
1. Identify at least two text features that help you identify the
selection Years of Dust: The Story of the Dust Bowl as an example of students to use details from their organizers
an expository text. GENRE to write an analysis of the way that the
2. What is the author’s point of view, or attitude toward, the Dust Bowl author stays relatively objective, even when
and the people who had to live through it? How is this point of view presenting information about a tragic time.
conveyed, or shown, in the text? AUTHOR’S POINT OF VIEW
3. What does the word boundless mean in the first paragraph on page
266? Use context clues in the surrounding sentences to help you Text Evidence
figure out the meaning of the word. PARAGRAPH CLUES
1. Genre Answer The text is a factual
4. Write about how the author uses eyewitness accounts
to convince readers that the Dust Bowl was an ecological
account of an environmental disaster that
catastrophe. WRITE ABOUT READING occurred in the United States during the
1930s. Evidence The selection includes
photographs, captions, a map, sidebars, and
Make Connections quotations from people of the era.
How did people view the environmental
challenge of the Dust Bowl? ESSENTIAL QUESTION 2. Author’s Point of View Answer The
Identify the cause or feature of the Dust Bowl author presents the facts from a neutral
that you feel was the most interesting fact point of view; by the end, he expresses
you learned about this disaster. What can we sympathy for the victims. Evidence He
learn about preventing future dust bowls from
reading this selection? TEXT TO WORLD explains how plowing up grasses helped
create the Dust Bowl (p. 268) but offers no
273
opinion; he ends with a man’s sympathetic
comment about the Dust Bowl being the
saddest land he’d ever seen (p. 271).
272_273_CR14_SA6_U4W1_AICC_118712.indd 273 1/11/12 1:03 PM
3. Paragraph Clues Answer The word

boundless means “having no limits.”
Make Connections Evidence In the next sentence, a quotation
Essential Question Have partners work together to describes the soil as a resource that “cannot
cite text evidence that tells how people of the 1930s be used up.” It’s a resource that has no limits.
viewed the environmental challenge of the Dust Bowl. Ana
Analytical
W
Writing 4 Write About Reading: Author’s Point of
4.
Have partners discuss their findings with the class. View The author uses eyewitness accounts
Text to World After students name the cause or that reveal the horrific environmental
feature that they felt was most interesting, discuss conditions that people in the Dust Bowl
what people can learn about preventing future dust endured. These accounts support the
bowls from reading this selection. author’s factual information about the
ecological disaster that was the Dust Bowl.
LITERATURE ANTHOLOGY T25R

Develop
Comprehension
LEXILE
“Erica 1040
Fernandez,
Environmental
Activist”
Gr e
925 1185
185
1040 “Erica
a Fer
Fernandez,
Environmental Activist”

‡ Whole Class
‡ Small Group
‡ Independent 1
Compare Text
Students will read a biographical sketch about
a girl who responded to an environmental
challenge. Ask students to read closely, using the
reread strategy, and use the text evidence they
gathered to compare this text to Years of Dust.

What makes this text complex? Purpose
Purpose Explain that the author’s tone indicates whether
he or she is sympathetic to Erica. Prompt students
to understand the author’s tone and purpose for
writing the biographical sketch.
‡ What is the author’s tone toward Erica? (The author
is sympathetic toward Erica and seems to admire
her.)
T25S UNIT 4 WEEK 1

WEEK 1
the
Erica made this speech as she accepted
award at a ceremony in California: 1 Ask and Answer Questions
Why was Erica against the building of a
I want you to close your eyes. Imagine yourself one day waking up
natural gas facility in her community?
in the morning and not being able to breathe. What would you do?
Who would you blame? With a partner, paraphrase the details of
My inspiration is my dad who is in front of me right now. He suffers Erica’s concerns about the natural gas
TEXT: With the permission of Erica Fernandez; PHOTO: Indrajit Das; (bkgd) Siede Preis/Photodisc/Getty Images
from respiratory problems. Knowing that he was close to facility. (Erica was concerned that the
death many times, I wasn’t going to let a multi-billion dollar pollutants released by the facility into the air
company bring more pollution to Mother Earth. and water would make people sick.)
I wanted to be the voice for those who thought they
did not have one… . I wanted to be the inspiration
for those who believed that a person can make a Make Connections
difference. I wanted to be heard and I was heard.
Essential Question Have students
For that I thank my community for teaching me a
paraphrase and share information about
life lesson—that a united community is more
powerful than money… .
why it is useful for people to work together
when meeting a challenge. Suggest that
Now I would like to finish with the words
of my role model César Chávez: Once social
students look back at each paragraph,
change begins, it cannot be reversed. You identifying ways in which the people of
cannot uneducate the people who have learned Oxnard worked together.
to read. You cannot humiliate the people who
Text to Text Have partners compare their
feel pride. You cannot oppress people who
responses to the Ask and Answer Questions
are not afraid anymore. Make Connections
Why is it useful for people to work
prompt with what they learned in Years
of Dust. Select pairs of students to report
. together when meeting a challenge?
Postscript to the whole class. (The people in Oxnard

ESSENTIAL QUESTION
Soon after receiving her

award, How have other people you’ve mobilized campaigns to stop the pipeline.
ea
Erica Fernandez becam read about met environmental People affected by the Dust Bowl worked
iversity.
freshman at Stanford Un challenges? TEXT TO TEXT
hard to farm and live together as best they
could.)
275
274_275_CR14_SA6_U4W1_PP_118712.indd 275
‡ How do you know the author feels this way toward Encourage students to notice cognates in the story
Erica? (The first paragraph says that Erica is and speech: calamity/calamidad; mobilize/movilizar;
a young person who fought successfully for passion/pasión; inspiration/inspiración; suffer/sufrir.
change. Later the author uses words like “passion” Ask if anyone can find another cognate. (united/
and “tenacity” to describe Erica. This tells me the unido [a])
author thinks Erica is a strong, admirable person.)
LITERATURE ANTHOLOGY T25T

AFTER READING: WHOLE GROUP
Word Study/Fluency
LESS O
IN I
M
N
20 Suffix -ion
Mins
Go
OBJECTIVES 1 Explain Digital
Use combined
knowledge of Remind students that a suffix is a word part that comes at the
all letter-sound end of a base word and changes the word’s meaning and part of
correspondences, speech. Review some common suffixes, such as -able, -ing, -ity, -ful,
syllabication patterns, Suffix -ion
-ous, and -ly.
and morphology
(e.g., roots and Write the suffix -ion on the board. Point out that this suffix means Present the
affixes) to read “the act, state, or result of.” When added to a verb, the suffix changes Lesson
accurately unfamiliar
the base word’s part of speech to a noun.
multisyllabic words
in context and out of Explain that adding the suffix -ion sometimes changes the spelling
context. RF.5.3a of the base word. For example, when the suffix -ion is added to the
Use context to base word permit, the t is replaced by the letters ss before adding
confirm or self-correct the suffix to make the word permission. Write the words explode
word recognition
and explosion on the board, underline the -ion suffix, and model
and understanding,
rereading as necessary. blending that suffix with the base word. Point out that to form the
RF.5.4c word explosion, the silent e in explode is dropped, the d is changed
to s, and the suffix -ion is added.
Rate: 130–150 WCPM
2 Model
ACADEMIC Down in the Valley
Write the following words on the board. Model how to pronounce

LANGUAGE
each of the words listed. Discuss any spelling changes that occur

• rate, accuracy
when the suffix -ion is added to the base word (e.g., divide/division).
Essential Question

Read how one of the greatest natural disasters
• Cognate: ritmo
abandoned when the Pennsylvania tried to strengthen the dam. Men
238 239
238_241_CR14_SI6_U4W1_MR_118711.indd 238 238_241_CR14_SI6_U4W1_MR_118711.indd

1/25/12 11:24 AM 239 2/1/12 4:46 PM
divide division admit admission View

“The Day
collide collision omit omission the Dam
Broke”
Refer to the sound 3 Guided Practice

transfers chart in the Have students read the base words listed above. Then call on
Language Transfers
Handbook to identify
students to underline the -ion suffix in the new words that the suffix
sounds that do not creates. Ask students to chorally read those new words; then discuss
transfer in Spanish, the spelling changes that have taken place.
Cantonese, Vietnamese,
Hmong, and Korean.
T26 UNIT 4 WEEK 1

WEEK 1
Read Multisyllabic Words

Monitor and
Transition to Longer Words Help students transition from
reading simple words to more complex -ion words. Draw a
Differentiate
T-chart on the board. In the first column, write extend, decide,
explode, emit, implode, transmit, divide, include, and expand.
In the second column, write extension, decision, explosion, Quick Check
emission, implosion, transmission, division, inclusion, and
Can students decode multisyllabic
expansion. Have students read a word in the first column. Then
words with the suffix -ion? Can students
model how to read the longer word in the second column.
read at an appropriate rate and with
Point out any spelling changes. Continue with the rest of the
accuracy? Can students read fluently?
words. Then point to the words in random order for students
to chorally read.

If No Approaching Level Reteach
pp. T42, T46
ELL Develop
Rate and Accuracy pp. T59, T62
Explain/Model Tell students that one challenge of reading If Yes On Level Apply
at a constant and quick rate is maintaining accuracy. Point pp. T48–T49
out that rate is the speed at which a person reads. Explain Beyond Level Apply
that experienced readers make changes to their rate in order pp. T52–T53
to read each word precisely and to understand what they are
reading. When you read accurately at a consistently moderate
rate, it helps to communicate a text clearly to listeners.
Turn to “The Day the Dam Broke,” Reading/Writing Workshop
pages 238–241. Model using a moderate pace as you read
aloud the first three paragraphs under “A Tremendous Roar.” ONLEVEL PRACTICE BOOK p. 158
Practice/Apply Ask students to work with a partner to

read the passage. Have a partner read the passage for one
minute as the other follows along and keeps track of the time,
taking note of any mispronounced words. At the one-minute
mark, the partner that is reading should stop, and the other
partner should note the stopping point. If the reader finishes
the passage before the one-minute mark, he or she should
continue reading until time is up. Students should then count
how many words were read, review any mispronounced
words, and switch roles. Offer feedback as needed.
Daily Fluency Practice

Students can practice fluency using Your Turn Practice Book
passages.
p. 158 p. 158 p. 158
WORD STUDY/FLUENCY T27

Wrap Up the Week

Integrate Ideas
L STU
IA
RESEARCH AND INQUIRY
DI
SOC
ES
Changing Environments
OBJECTIVES Create a Bibliography

range of collaborative Explain that students will work in small groups to complete a short
discussions (one-on- COLLABORATE research project about a historical event that caused an environmental
one, in groups, and change. They will then use their research to create a bibliography of
teacher-led) with possible sources for the topic. Discuss the following steps:
diverse partners on
grade 6 topics, texts,
and issues, building 1 Choose a Topic Students should engage in a collaborative discussion
on others’ ideas and (one-on-one and in groups) about the environmental challenges
expressing their own discussed in this week’s readings. Students also should discuss various
clearly. SL.6.1
events in history that have caused environmental change, such as
Write routinely over floods, earthquakes, and storms. Ask each group to choose one topic.
extended time frames
(time for research,
reflection, and 2 Find Resources Guide students to assess the kinds of resources that
revision) and shorter are best suited for this project, including print and online materials.
time frames (a single They should determine which sources would provide the most
sitting or a day or
valuable information about the historical event and its impact on the
two) for a range of
discipline-specific environment and community.
tasks, purposes, and
audiences. W.6.10 3 Guided Practice Review bibliography conventions. Have groups
record the necessary information for the sources they find.
Create a bibliography.
4 Create the Project: Bibliography Have students create a
ACADEMIC bibliography of possible sources for their topic. Groups can refer to
LANGUAGE Research Process Checklist 2 to confirm their work. Students should
• bibliography,
conventions
post their final bibliographies on the Shared Research Board.
• Cognates:
bibliografía, Present the Bibliography
convenciones Have each group present its findings to the class, explaining why they
Julie Dermansky/Corbis
chose each possible source. Afterward, have groups review each other’s
bibliographies on the Shared Research Board and share feedback.
T28 UNIT 4 WEEK 1

WEEK 1
TEXT CONNECTIONS Connect to Essential Question
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 have read this week to compare information about how
explicitly as well as people meet environmental challenges. Model how to compare this
inferences drawn from information by using examples from “The Day the Dam Broke,” Reading/
the text. RI.6.1
Writing Workshop pages 238–241,
Review the key and the week’s Leveled Readers.
ideas expressed Review class notes and completed
and demonstrate
understanding of graphic organizers. You may also
multiple perspectives wish to model going back into
through reflection the text for more information. Use
and paraphrasing. an Accordion Foldable® to record
SL.6.1d
comparisons. Groups should then
draw conclusions about how
people meet environmental challenges. Students should cite at least three
examples from each text.
Present Information Ask groups to present their findings to the class.
Encourage discussion, asking students to comment on others’ findings.
Ana
Analytical
WRITE ABOUT READING W
Writing Analyze to Inform/Explain
OBJECTIVES Write an Analysis

Draw evidence from
informational texts Cite Evidence Students will use text evidence to analyze how topics are
to support analysis, developed across two of the texts they read this week.
reflection, and
Discuss analyzing topics across texts by asking how and why questions.
research. WHST.6.9
‡ Why do you think the author took this approach, compared to the ways
Write informative/
explanatory texts
in which other authors have explored this topic or similar topics?
to examine a topic ‡ How did the author keep the topic interesting for readers?
and convey ideas,
concepts, and Use Your Turn Practice Book page 159 to read and discuss the student
information through model. Have students select two texts and review how the topics are
the selection, developed. Students will write a paragraph analyzing how each author
organization, and developed the topic. Students should consider both similarities and
analysis of relevant
content. W.6.2
differences in the authors’ points of view. Good explanatory writing
establishes a formal style and uses pronouns and antecedents correctly.
Present Your Ideas Ask partners to share their paragraphs and discuss
COLLABORATE how the evidence they cited from the texts supports their ideas.
INTEGRATE IDEAS T29

L A N G UAG E A R T S : W H O L E G R O U P
Readers to Writers
LESS O
IN I
M
N
10 Writing Traits: Organization
Mins
Go
Sequence Digital
Expert Model Explain that writers think carefully about the most
effective order in which to present events or ideas. Writers of a historical e e ce pt o e Day t e Da B o e be o .
Expert Model
account may organize ideas using time-order sequence, the order in s

A Tremendous Roar
Just after 3:00 p.m., the dam collapsed. Club
members watched in horror as a 40-foot wave,
about 20 million tons of water a half-mile wide,
which steps or events occur, so readers can easily follow events from crashed down the river valley. Within minutes,
the flood devoured four small towns. In less than
an hour, it roared into Johnstown. Most people
saw nothing. They heard only a thunderous
beginning to end. They may also connect causes with effects to show rumble. But then the water was upon them.
Those not instantly killed were swept away
by the angry surge A jumbled mass of water
Reading/Writing why an event occurred and what happened as a result. Writers who Expert
Workshop Model
present an argument may sequence their ideas in order of importance,
frequently listing details from least important to most important.
OBJECTIVES 246_247_CR14_SI6_U4W1_WRT_118711.indd 246 1/26/12 1:09 PM
Write routinely over Read aloud the expert model from “A Tremendous Roar.” Ask students Editing Marks
extended time frames COLLABORATE to listen for how events are sequenced. Have students talk with
Grammar Handbook
(time for research, partners to identify the order of key events. Student Model P
A
p
Are You Ready?
reflection, and There are several reasons
revision) and shorter Student Model Remind students that organizing events or ideas in a Here’s why every family needs a plan
for what to do in case of an emergency.
For one thing,
You never know when a disaster might hit,
time frames (a single logical sequence helps readers follow along and understand the writer’s so you need to be ready at a moment’s
Also,
notice Planning allows you to prepare
Y
sitting or a day or purpose. Read aloud the student draft “Are You Ready?” As students Student
two) for a range of Model
follow along, have them focus on the words or phrases the writer added
discipline-specific
tasks, purposes, and to his draft to show how ideas are sequenced.
audiences. W.6.10 Invite partners to discuss the draft and the information Jordan added. 246_247_CR14_SI6_U4W1_WRT_118711.indd 247 1/25/12 11:34 AM
COLLABORATE Ask them to suggest places where Jordan could add words or phrases
• Analyze models
that clarify the logical sequence of his ideas.
to understand
how an effective
sequence organizes
information logically.
• Sequence events
or ideas to revise
writing
ACADEMIC
LANGUAGE
• organization,
sequence, importance
• Cognates:
Genre Writing
G
organización, Narrative Text and Poetry
secuencia
For full writing process lessons and rubrics, see:
‡ Fictional Narrative, pp. T344–T349
‡ Poetry, pp. T350–T355
T30 UNIT 4 WEEK 1

WEEK 1

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

Write Help students Practice Ask students to Discuss Check for
complete the sentence complete the sentence understanding. Tell
frames to recognize the frames. Encourage them partners to list the
sequence. The first reason to include sequence sequence of claims that
every family needs an words. The reason support having a family
emergency plan is . for having a family emergency plan. Ask: How
The most important reason emergency plan is . did Jordan organize his
is . Ask: Is the most The reason is . claims or reasons? How do
important reason stated The reason is . you know?
last? The sequence of ideas is
from to .
READERS TO WRITERS T31

Writing Every Day: Organization

DAY
DAY DAY
DAY
1 2
Writing Entry: Sequence Focus on Sequence Writing Entry: Sequence
Prewrite Provide this prompt. Use Your Turn Practice Book page Revise Have students revise their
Make an argument about why you 160 to model sequence of ideas. writing from Day 1 by adding words
think it is important to prepare for There are good reasons to have an and phrases to show or clarify
extreme weather emergencies. List earthquake kit. Lights may go out, sequence.
your reasons from least to most so you will need flashlights. Gas lines Use the Conferencing Routines.
important. may break, so you will need ready- Circulate among students and
Have partners brainstorm reasons to-eat food. Water may become stop briefly to talk with individuals.
to prepare for extreme weather. undrinkable, so you will need bottled Provide time for peer review.
Remind students to note the level water. Edit Have students use Grammar
of importance for each reason. Model adding sequence words by Handbook page 462 in the
Draft Have each student choose a revising the second sentence. Reading/Writing Workshop to
weather emergency to write about First, lights may go out, so you will edit for correct use of pronouns and
and reasons why people should need flashlights. antecedents.
prepare for it. Remind students to Discuss how sequence words show
begin with a claim and sequence the logical progression of ideas in
their reasons from least to most an argument. Guide students to
important in their drafts. add sequence words to the model.
Teacher Conferences
STEP 1 STEP 2 STEP 3
Talk about the strengths of Focus on how the writer uses Make concrete suggestions
the writing. the target trait for the week. for revisions. Have students
Precise, vivid language makes You include sequence words and work on a specific assignment,
your argument convincing. phrases that lead me through such as those to the right, and
The sentence variety you use the reasons that support then meet with you to review
emphasizes your key points. your claim. Your argument progress.
would be more convincing if
you concluded with the most
important reason.
T32 UNIT 4 WEEK 1

WEEK 1
DAY
DAY DAY
DAY DAY
DAY
3 4 5
Writing Entry: Sequence Writing Entry: Sequence Share and Reflect
Prewrite Ask students to search Revise Have students revise the Discuss what the class learned
their Writer’s Notebooks for draft writing from Day 3 by adding about adding words and phrases
topics on which to write a draft. sequence words and phrases to to show the sequence of ideas
Or provide a prompt such as the lead readers through the reasons that supports arguments. Have
following: that support their arguments. As students read and compare draft
Present an argument about why it’s students are revising their drafts, text with text that has been revised.
important for people to conserve hold teacher conferences with Ask them to discuss the writing by
energy within their homes. Sequence individual students. You may also focusing on how a clear and logical
the reasons from least important to wish to have students work with sequence of ideas in an argument
most important. partners to peer conference. strengthens it. Allow time for
Edit Invite students to review individuals to reflect
Draft Once students have chosen
the rules for using pronouns on their own writing
McGraw-Hill Companies Inc./Ken Karp, photographer
their topics, ask them to create a

and antecedents on Grammar progress and record
sequence chart, with their reasons
Handbook page 462 in the observations in
listed from least to most important.
Reading/Writing Workshop and their Writer’s
Students can use their sequence
then edit their drafts for errors. Notebooks.
charts to begin their drafts.
Peer Conferences
Suggested Revisions Focus peer response groups on adding
Provide specific direction to help focus young writers. sequence words and phrases to lead readers
through the logic of an argument. Provide this
Focus on a Sentence checklist to frame discussion.
Read the draft and target one sentence for revision. Rewrite this
sentence by adding sequence words and phrases that explain how
_____connects with ______.
Focus on a Section
✓ Is the sequence of ideas effective and
logical?
Underline a section that needs revising. Provide suggestions.
This section is not as convincing as it could be. I think is ✓ Are claims presented from least to most
a more important reason than . Try reordering the reasons. important?
Focus on a Revision Strategy ✓ Do all the claims support the argument?
Underline a section of the writing and ask students to use a ✓What words and phrases can be added?
specific revision strategy, such as rearranging. This section would
be more clear if you moved this detail so it follows .
WRITING EVERY DAY T33

Grammar: Pronouns and Antecedents

DAY
DAY DAY
DAY
1 2
DAILY LANGUAGE ACTIVITY DAILY LANGUAGE ACTIVITY
my class are going to a museim Peter got an A on the test, Peter
tomorrow? allways does well on exams.
FPO (1: My; 2: is; 3: museum; (1: test.; 2: He (or Peter); 3: always)
4: tomorrow.)
Pronouns and Antecedents Review Pronouns and

Reading/Writing ‡ A pronoun takes the place of Antecedents
Workshop one or more nouns in a sentence. Review how to identify personal
A personal pronoun refers to pronouns in both their singular and
OBJECTIVES a person or thing. Gigi and Mel plural forms. Have students explain
Demonstrate went sledding. They went sledding. what an antecedent is.
command of the
conventions of ‡ Personal pronouns include I, you,
standard English he, she, it, we, they, me, him, her, Agreement of Pronouns and
grammar and usage us, and them. Antecedents
when writing or
speaking. Recognize ‡ Pronouns can be singular or ‡ Pronouns must agree with their
and correct vague plural, as in I and we; he and they. antecedents in number. Put the
pronouns (i.e. bat and ball in the bag. Put them
ones with unclear ‡ An antecedent is what a
in the bag.
or ambiguous pronoun refers to. Fran took an
antecedents). L.6.1d art class. She painted a flower. ‡ Pronouns must agree with
Fran is the antecedent for She. their antecedents in gender.
• Understand personal José bakes pies. He bakes pies.
pronouns and Refer to Grammar Handbook page
Have you seen Clara? Have you
antecedents. 462 for pronouns and antecedents.
seen her?
• Identify agreement
between pronouns
and antecedents.
• Proofread sentences.
COLLABORATE
TALK ABOUT IT
Go
Digital USE PERSONAL PRONOUNS
Have small groups use personal
REPLACE THE NOUNS
Have one partner say a sentence
pronouns as they discuss people naming one or more persons or
Pronouns who have lived through a major things. Then have the other partner
and weather event, such as a drought say a different sentence about the
Antecedents
or a big storm. Students should same person(s) or thing(s), using a
Grammar listen to identify one another’s pronoun with the correct number
Activities correct use of pronouns. and gender.
T34 UNIT 4 WEEK 1

WEEK 1
DAY
DAY DAY
DAY DAY
DAY
3 4 5
DAILY LANGUAGE ACTIVITY DAILY LANGUAGE ACTIVITY DAILY LANGUAGE ACTIVITY
These days many womans are When Dad cooks, my brother When I tooked a plane to utah, I
docters. But that weren’t always washed the dishes. She thought enjoyed myself. Everyone were nice
the case. (1: women; 2: doctors,; 3: it’s fair. (1: washes; 2: Dad or My to me? (1: took 2: Utah; 3: was; 4:
but; 4: wasn’t) brother; 3: thinks) me.)
Mechanics and Usage: Proofread Assess

Avoiding Vague References Have students correct errors in Use the Daily Language Activity and
‡ Avoid using pronouns that refer these sentences. Grammar Practice Reproducibles
to either of two antecedents. My 1. Many youth groups have after- page 80 for assessment.
mom called my aunt when she got school activitys, and they keep
home. The pronoun she could kids off the street. (1: activities; Reteach
refer to my mom or my aunt. 2: the activities keep kids off Use Grammar Practice
‡ Avoid referring to a hidden the street or the youth groups Reproducibles pages 76–79
antecedent. The candy bowl keep kids off the street) and selected pages from the
is empty, but I’m done eating it 2. The leaves on the trees are Grammar Handbook for additional
anyway. Here, it seems to refer to changing color. It will soon fall reteaching. Remind students that it
the candy bowl. to the ground. (They will soon is important to use pronouns and
‡ To fix a vague pronoun reference, fall to the ground.) antecedents correctly as they speak
rephrase or replace with a noun. and write.
3. Lisa and I are in the school
The candy bowl is empty, but I’m play because I excell at acting. Check students’ writing for use of
tired of eating candy anyway. (1: we; 2: excel) the skill and listen for it in their
As students write, refer them to speaking. Assign Grammar Revision
Have students check their work Assignments in their Writer’s
Grammar Handbook page 462.
using Grammar Handbook Notebooks as needed.
page 462.
See Grammar Practice Reproducibles pp. 76–80.
REFER TO SUBJECT OR OBJECT FIND THE ANTECEDENT DIAGRAM ANTECEDENTS

Groups write three sentences Have pairs create five sentences Have a student say a sentence
about environmental challenges. about environmental challenges about an environmental challenge.
One group reads a sentence with pronouns that refer to A partner writes it and adds
and asks another group to add a antecedents. One partner reads a another sentence using a pronoun
sentence containing a pronoun sentence aloud; the other identifies to refer to the subject or object of
referring either to the subject or the antecedent of the pronoun. the first sentence. Partners take
the object of the first sentence. Students get a point for each turns drawing a line from the
Groups take turns. correctly identified antecedent. pronoun to the antecedent.
GRAMMAR T35
Spelling: Suffix -ion

DAY
DAY DAY
DAY
1 2
OBJECTIVES Assess Prior Knowledge Spiral Review
Demonstrate
Read the spelling words aloud, Review adding -ion to the words
command of the
conventions of segmenting syllable by syllable. hesitate and react to form hesitation
standard English Point out the spelling pattern in and reaction.
capitalization,
admit and admission. Explain that Read each sentence, repeat the
punctuation, and
spelling when when the suffix -ion is added to a review word, and have students
writing. Spell word that ends in t, the t is dropped write the word.
correctly. L.6.2b and ss is added before adding the 1. Look for a separation in the
suffix -ion. trees.
Spelling Words Demonstrate sorting the spelling 2. Who needs diving instruction?
admit include decide words by pattern under the
3. What is your connection
admission inclusion decision headings t to ss + -ion, de to s + -ion,
to Ben?
permit explode omit and i-drop + -ion. Sort a few word
permission explosion omission pairs. Each word pair should include Have students trade papers and
explain divide collide
explanation division collision
the base word and the base word check the spellings.
exclaim plus -ion. The headings identify Challenge Words Review spelling
exclamation spelling patterns in the base words patterns when adding -ion to
Review separation, instruction, that change when adding -ion. words. Then read each sentence
connection Identify the spelling change as you below, repeat the challenge word,
Challenge expand, expansion model each pattern. and have students write the word.
Differentiated Spelling Then use the Dictation Sentences 1. Watch the frog’s throat expand.
Approaching Level from Day 5. Say the underlined
2. A road expansion takes weeks.
admit explode decide word, read the sentence, and repeat
admission explosion decision the word. Have students write the Have students write the words in
permit divide subtract words and then check their papers. their word study notebooks.
permission division subtraction
explain predict
explanation prediction
conclude expand
conclusion expansion
COLLABORATE
WORD SORTS
Beyond Level
admit include omit
OPEN SORT PATTERN SORT
admission inclusion omission
permit coerce collide Have students cut apart the Complete the pattern sort using
permission coercion collision Spelling Word Cards in the Online the headings, pointing out the
extend repulse Resource Book and initial the back changes in spelling between base
extension repulsion
exclaim expand
of each card. Have them read the words and words with the suffix
exclamation expansion words aloud with a partner. Then added. Students use Spelling Word
have partners do an open sort. Cards to sort the remaining words.
Have them discuss why they sorted Partners compare and check their
the words the way they did. sorts. Students record their sorts.
T36 UNIT 4 WEEK 1
WEEK 1
DAY
DAY DAY
DAY DAY
DAY
3 4 5
Word Meanings Proofread and Write Assess
Write the following list of words on Write these sentences on the board. Use the Dictation Sentences for
the board and read them aloud. Ask Have students circle and correct the posttest. Have students list
students to copy the list into their each misspelled word. Make sure misspelled words in their word
word study notebooks. Then have students have access to a print study notebooks. Look for students’
them write the spelling word that is or digital dictionary to check and use of these words in their writings.
a synonym for each word. correct their spelling.
1. burst (explode) 1. There was no explanaition for Dictation Sentences
2. shout (exclaim) the explotion. (explanation; 1. Your ticket will admit one person.
explosion) 2. Admission to the park is free.
3. entrance (admission)
2. You have permishon to divid 3. Do you have a parking permit?
4. separation (division)
the pie. (permission; divide) 4. You have permission to leave.
5. allow (permit)
3. I admitt the collission was my 5. Please explain your answer.
Challenge students to come up fault. (admit; collision)
6. Here’s an explanation of the rules.
with both synonyms and antonyms 4. The decission not to include
for the remaining spelling, review, him was a mistake, and I 7. People often exclaim in surprise.
or challenge words. They can then regret the omision. (decision; 8. Her exclamation was loud.
post their synonyms and antonyms omission) 9. Did you include a greeting card?
on the classroom bulletin board to
challenge other students. Error Correction Remind students 10. The inclusion of friends is nice.
that when they add -ion to a word 11. I heard the dynamite explode.
ending in t, the t is dropped and 12. Fire caused the explosion.
replaced with ss. If a word ends in
13. Divide the fruit among you.
de, these two letters are dropped
and replaced with a single s. 14. The division of chores is fair.
15. Which hat did he decide to wear?
16. The judge’s decision is final.
See Phonics/Spelling Reproducibles pp. 91–96. 17. What letter did you omit?
18. There was an omission of facts.
19. Football players often collide.
SPEED SORT BLIND SORT
20. How did the car collision occur?
Have partners do a speed sort Have partners do a blind sort,
to see who is faster. Then have taking turns to read each spelling Have students self-correct the tests.
them do a word hunt in the week’s word card while the partner
reading for other words that follow sorts it under a pattern heading.
this week’s spelling patterns. Have Then have partners write in their
them record the words they find word study notebooks about the
in their Day 2 pattern sort in their different ways they were able to
word study notebooks. sort 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. How do braces help with the forms of this week’s words by
multiple-meaning alignment of teeth? adding, changing, or removing
words and phrases inflectional endings.
based on grade 6 2. How should people react to an
reading and content, environmental calamity? ‡ Draw a T-chart on the board.
choosing flexibly from Write calamity in the first
3. Why might people gather to
a range of strategies. column. Then write calamities in
Use context (e.g., watch an eclipse?
the second column. Read aloud
the overall meaning 4. If something generated heat,
of a sentence or the words with students.
would it lose or gain warmth?
paragraph; a word’s ‡ Have students share sentences
position or function in 5. Why is a traffic jam an using each word form.
a sentence) as a clue inconvenience?
to the meaning of a ‡ Students can add to the chart
word or phrase. L.6.4a 6. Why is it important to have doing the same for alignment,
periodic visits with a doctor? eclipse, and inconvenience and
Expand vocabulary
7. Why might you enjoy a then share sentences using the
by adding inflectional
endings and suffixes. prolonged visit with a relative? different forms of each word.
8. In what situation have you ‡ Have students copy the chart
shown tenacity? into their word study notebooks.
Vocabulary Words
alignment inconvenience
calamity periodic
eclipse prolonged
COLLABORATE
BUILD MORE VOCABULARY
generated tenacity
vie
Re w
ACADEMIC VOCABULARY PERSONIFICATION
Discuss important academic words. ‡ Remind students that an
‡ Display ecology, prevent, and author’s use of personification—
environmental. Define the words attributing human qualities to
and discuss their meanings. nonhumans—can help them
Go Write ecology, ecological, and
understand the author’s ideas.
Digital
‡
ecologist. Have partners look ‡ Ask: What are the qualities of an
up and define other related eclipse? Write students’ ideas on
words. Write the related words the board.
Vocabulary on the board below ecology. ‡ Have pairs use personification
Have partners ask and answer to write a sentence about an
questions using the words. eclipse. Repeat for calamity.
Vocabulary
Activities ‡ Repeat with prevent and ‡ Have students write each
environmental. sentence in their notebooks.
T38 UNIT 4 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. Tim usually has periodic ‡ Tell them to write sentences the word (e.g., eclipse).
______ , but this year he had a that provide word information ‡ In the second square, students
prolonged _____ . they learned from this week’s write their own definition of the
2. The eclipse caused everything readings. word and any related words,
to become _____ and ‡ Provide the Day 3 such as synonyms (e.g., blocking,
generated _____ all over town. sentence stems 1–4 for students dark, shadow).
3. The _____ yesterday was a needing extra support. ‡ In the third square, students
major inconvenience to me. draw a simple illustration that
Write About Vocabulary Have will help them remember the
4. Without proper alignment, a
students write something they word (e.g., a black circle in the
_____ won’t work properly.
learned from this week’s words in sky with lines indicating sun rays
Display last week’s vocabulary: their word study notebooks. For behind it).
commonplace, designate, initial, example, they might write about
‡ In the fourth square, students
insulation, invasive, irrational. Have how a prolonged drought was not
write nonexamples, including
partners ask and answer questions only an inconvenience, but, along
antonyms for the word (e.g.,
using each of the words. with high winds, generated a dust
bright, uncover).
storm.
CONTEXT CLUES SHADES OF MEANING MORPHOLOGY

Remind students to look for clues Help students generate words Use the word tenacity to learn
in a paragraph to help figure out related to calamity. Draw a T-chart. other words with the same root.
the meaning of unfamiliar words. Head one column “Disaster” and ‡ Draw a word web and write
‡ Display Your Turn Practice the other “Not a Disaster.” tenacity in an outer circle.
Book pages 153–154. Read the ‡ Have partners generate words to ‡ Have students look up the origin
first paragraph. Model figuring add to the T-chart. Ask students in a print or online etymology
out the meaning of crisis using to use a thesaurus. dictionary. Write the root, its
context clues in the paragraph. ‡ Add words not included, such meaning, and its familiar forms
‡ Have students complete as: (Disaster) tragedy, misfortune; in the center circle of the web
page 157. (Not a Disaster) benefit. (tenere: to hold; ten, tent, tain).
‡ Students can confirm meanings ‡ Ask students to copy the words ‡ Have students add words with
in a print or online dictionary. into their word study notebooks. the same root to the web, and
then copy it into their notebook.
VOCABULARY T39
D I F F E R E N T I AT E D I N S T R U C T I O N • S M A L L G R O U P
Approaching Level
Expository
Text
THE STORY OF THE EXXON VALDEZ

Leveled Reader: Go
Aground! The Story of the Digital
Exxon Valdez
Expository
Text
BY SANDY M CKAY
Before Reading AGRO
AGROUN
ROUND!
UN D
D!
PAIRED
READ Speaking Her Mind
Preview and Predict

Leveled Reader Leveled
LEXILE 820 ‡ Read the Essential Question with students: How do people meet Readers
environmental challenges?
OBJECTIVES ‡ Have students read the title, table of contents, and first two pages
Determine an author’s and preview the text features in Aground! The Story of the Exxon
point of view or
Valdez. Then have them predict what event the text is about.
purpose in a text
and explain how it
is conveyed in the Review Genre: Expository Text
text. RI.6.6 Have students recall that expository texts provide information about
Integrate information people, places, and events from real life. Have students identify
presented in different evidence in the photographs, quotations, and other text features that
media or formats
(e.g., visually,
Aground! The Story of the Exxon Valdez is an expository text.
quantitatively) as
well as in words to
develop a coherent
During Reading
understanding of a Close Reading
topic or issue. RI.6.7
Note Taking: Ask students to use the graphic organizer in the Your
Read a historical Turn Practice Book, page 152, while they read the selection.
account.
Pages 2–3 The author concludes the introduction by stating that there Use Graphic
Organizer
are risks in using tankers to move oil. What are the risks? (the chance that
ACADEMIC a tanker could run into a reef or hit another tanker) Now look at the
LANGUAGE diagram. How does the diagram help you understand why these events
• reread, point of view
would be a problem? (The diagram shows that most of the space in a
• Cognate: punto de
vista
tanker is taken up by oil. The oil could spill.)
Pages 4–7 Reread to find the answers to these questions. What event
made it possible for the Exxon Valdez to strike the reef? (The crew diverted
from their normal route to avoid icebergs) What did Captain Hazelwood
do when attempts to move the tanker off the reef didn’t work? (He called
the Coast Guard.)
T40 UNIT 4 WEEK 1

WEEK 1
Pages 8–10 Use context clues to figure out the meaning of slick on Literature
pages 8 and 9. (The author states that the slick is greasy and that it is
spreading. I think a slick is an area of oil on the surface of the water.)
Circles
Ask students to conduct a
Pages 11–17 Turn to a partner and discuss what the author thinks
literature circle using the
about the oil spill. (The author thinks that the oil spill was a disaster.) Thinkmark questions to guide
Paraphrase the long-term negative effects of the oil spill on humans and the discussion. You may wish to
the environment. (The spill damaged the fishing industry, many people have a whole-class discussion
lost their jobs and moved, and wildlife faced a long recovery.) What about what students learned
positive changes were made after the oil spill? (stronger hulls, satellite regarding how people meet
monitoring of full tankers, sea pilots, improved rescue technology, oil environmental challenges from
both selections in the Leveled
spill response drills)
Reader.
After Reading
Respond to Reading Revisit the Essential Question and ask students Level
Up
to complete the Text Evidence Questions on page 18. Expository
Text
Ana
Analytical
W Write About Reading Check that students have correctly
W
Writing
AGROUND!
identified
id if the author’s point of view about how prepared we are to Expository
deal with oil spills and have cited appropriate details from the text that
Text
suggest it.
AGROUND!
BY SA
SANDY
SANDDY M CKAY
PAIRED
RED
RED
READ
D Speaking Her Mind
Fluency: Rate and Accuracy

Model Model reading page 4 with proper rate and accuracy. Next, BY SANDY M CKAY
PAIRED
reread the page aloud and have students read along with you. READ Speaking Her Mind
Apply Have students practice reading with a partner.

IF students read the Approaching Level
E
Expos
T
Te
Text
itory
ory fluently and answered the questions
Compare Texts
Read a speech that called on world leaders to meet
environmental challenges. AGROUND!
THE STORY OFF THE
THEN pair them with students who have
PA I R E D R E A D Speaking Her Mind
Severn Cullis-Suzuki was 12 years old when she
T EXXON VALDEZ proficiently read the On Level and have
spoke her mind to the United Nations.
Severn was passionate about conservation and

nature. She helped form the Environmental Children’s
students
Organization (ECO), a group that taught children about
environmental problems. But Severn also wanted the
adults who made decisions to know how children felt.
• echo-read the On Level main selection.
“Speaking Her Mind”
Severn and her friends
from ECO decided to go
to the 1992 United Nations
Earth Summit in Rio de
Janeiro, Brazil. The children
baked cakes and sold
jewelry to pay for their trip.
• use self-stick notes to mark places in the
BY SANNDDYY M CKAY
Severn asked the people Severn Cullis-Suzuki spoke
text that show the author’s point of view.

Dennis Farrell/ASSOCIATED PRESS
at the summit to stop to a large audience

at the United Nations
damaging the planet and
Earth Summit. PAIRE
P AIRED
Make Connections: Write About It REA

R EAD
start fixing it. Here is an
excerpt from her speech.
D Speaking Her Mind
19
&9B&5B/5B*B8:
/ $
LQGG
Before reading, ask students to note that Leveled Reader

the text is a biographical sketch of Severn
Cullis-Suzuki, a twelve-year-old conservationist. Then discuss the
Essential Question. After reading, ask students to make connections A C T Access Complex Text
between the information they learned from the selections.
The On Level challenges students by
FOCUS ON SCIENCE
F assuming prior knowledge and using
S
Students can extend their knowledge of oil and water by more complex sentence structures.
completing the science activity on page 24.
APPROACHING LEVEL T41

Approaching Level
Word Study/Decoding
TIER
D E CO D E W O R D S W I T H  I O N
2
OBJECTIVES Explain that adding a suffix to a base word not only changes the word’s
I Do
Use combined meaning and part of speech, but it can also change the spelling of the
knowledge of base word. Write confuse on the board and read it aloud. Point out the
all letter-sound
correspondences, silent e at the end of the word. Then write confusion on the board and read
syllabication patterns, it aloud. Explain that usually when the suffix -ion is added to a word that
and morphology ends in a silent e, the e drops off.
(e.g., roots and
affixes) to read
We Do
Write the following word pairs on the board: donate/donation, decorate/
accurately unfamiliar decoration, equate/equation. Model how to decode the first pair of words.
multisyllabic words
Point out that the silent e in donate was dropped when the suffix -ion
in context and out of
context. RF.5.3a was added to the word. Have students decode the rest of the words and
identify the suffix and any spelling changes.
Decode words with the
suffix -ion. You Do
Add these word pairs to the board: complete/completion, promote/
promotion, relate/relation. Have students read each word pair aloud and
identify the suffix and any spelling changes. Then point to the words in
random order for students to chorally read.
TIER
BUILD WORDS WITH SUFFIX ION
2
OBJECTIVES
I Do
Tell students that multisyllabic words are made of word parts, or syllables.
Use combined Explain that they will build longer words by adding the suffix -ion to base
knowledge of words. Remind them that adding a suffix adds another syllable to a word.
all letter-sound
correspondences, Write the words perfect, compress, locate, and discuss on the board. Then
syllabication patterns, We Do
and morphology
display the following Word Building Card: ion. Model reading aloud each
(e.g., roots and word on the board and the suffix -ion. Have students chorally read each
affixes) to read word and the suffix. Then work with students to combine the words with
accurately unfamiliar the suffix to form three-syllable words with -ion. Have students chorally
multisyllabic words
read the words: perfection, compression, location, discussion.
context. RF.5.3a Write other words on the board, such as instruct, fabricate, dedicate, and
You Do
desolate. Have partners build three- and four-syllable words with the suffix
Build words with the
suffix -ion. -ion. Then have partners share the words they built and compile a class list.
T42 UNIT 4 WEEK 1

WEEK 1
P R AC T I C E S U F F I X  I O N
OBJECTIVES
I Do
Remind students that a suffix is a word part that is added to the end of a
Use combined base word and changes the word’s meaning and part of speech. Write the
knowledge of words protect and protection on the board and read them aloud. Point out
all letter-sound
correspondences,
the suffix -ion. Explain that the suffix changes the base word from a verb
syllabication patterns, to a noun and changes the word’s meaning. Review the spelling changes
and morphology that occur in some words when adding the suffix -ion, including replacing
(e.g., roots and a final t with the letters ss, as in omit/omission.
affixes) to read
accurately unfamiliar Write the word pairs admit/admission, delete/deletion, reflect/reflection,
multisyllabic words We Do
depress/depression, and commit/commission on the board. Model how
context. RF.5.3a to segment the first word pair into syllables to decode the words. Have
students chorally read the remaining word pairs. Ask a volunteer to
Decode words with the underline the suffix -ion in admission. Discuss the spelling change. Repeat
suffix -ion. with the remaining word pairs.
You Do
Afterward, point to the words in random order for students to
chorally read.
For the ELLs who need phonics, decoding, and fluency practice, use
scaffolding methods as necessary to ensure students understand the meaning
of the words. Refer to the Language Transfers Handbook for phonics
elements that may not transfer in students’ native languages.
WORD STUDY/DECODING T43

Approaching Level
Vocabulary
TIER
REVIEW HIGHFREQUENCY WORDS
2
OBJECTIVES Use High-Frequency Word Cards 121–130. 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
may . 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 4 WEEK 1

WEEK 1
ANSWER YES/NO QUESTIONS
OBJECTIVES Display the inconvenience Visual Vocabulary Card. Ask: Is losing your
I Do
Acquire and use homework an inconvenience? Explain that an inconvenience causes
accurately grade-
discomfort or trouble, so the answer to the question is yes.
appropriate general
academic and Display the vocabulary card for the word prolonged. Ask: Is a prolonged
words and phrases;
speech a short speech? With students, discuss that prolonged means
gather vocabulary “lengthened in time,” so the answer to the question is no.
knowledge when
Display the remaining cards one at a time, asking each question below.
or phrase important Have students answer yes or no and explain their answers.
to comprehension or
expression. L.6.6
‡ Is a periodic event something that happens only once?
‡ If a door is out of alignment with the door frame, will it close easily?
‡ When there is a solar eclipse, is light from the sun blocked by the moon?
‡ Can the noise generated by thunder startle people?
‡ Is a calamity a happy event?
‡ If a person has tenacity, is he or she lazy?
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 153–154. Read aloud the first paragraph. Point
overall meaning of a to the word crisis. Explain to students that they can use the words and
sentence or paragraph;
a word’s position or
phrases in the paragraph to figure out the meaning of crisis.
function in a sentence)
Think Aloud I don’t know the word crisis, but I see clues in the paragraph
as a clue to the
meaning of a word or that might help me figure out its meaning. After the word, I see the phrase
phrase. L.6.4a “can save lives.” I also see “bad earthquakes,” and “risk.” From these clues, I
think a crisis is a difficult or dangerous situation.
Write the definition of the word from the clues.
We Do
Ask students to point to the word coastal in the second paragraph.
With students, discuss how to use the clues in the text to figure out the
meaning of the word. Write the definition of the word.
You Do
Have students use context clues to find the meanings of procedure on
page 153 and codes on page 154.
VOCABULARY T45
Approaching Level
Comprehension
TIER
F LU E N C Y
2
OBJECTIVES Remind students that rate is the speed at which a person reads.
I Do
Use context to Experienced readers change the rate at which they read in order to
confirm or self-correct pronounce each word correctly and to understand what they read. Read
word recognition
and understanding, aloud the first paragraph of the Comprehension and Fluency passage on
rereading as Approaching Reproducibles pages 153–154. Tell students to listen for
necessary. RF.5.4c how you pronounce the words and your reading rate.
We Do
Read the rest of the page aloud and have students repeat each sentence
after you, pronouncing words accurately and using the same rate. Explain
that you paid special attention to longer words and scientific terms so that
listeners would clearly understand the text.
You Do
Have partners take turns reading from the Approaching Reproducibles
passage. Remind them to focus on their rate and accuracy. Listen in and,
as needed, provide corrective feedback by modeling proper fluency.
TIER
I D E N T I F Y D E TA I L S
2
OBJECTIVES
I Do
Remind students that authors have reasons for writing expository texts.
Determine a central One reason may be to inform readers about a topic that is important to
idea of a text and how the author. Tell students that one way authors tell about a topic is through
it is conveyed through
particular details; details in the text. Remind students that details are facts, reasons, and
provide a summary of examples that tell more about the topic.
the text distinct from
personal opinions or We Do
Read together the first two paragraphs of the Comprehension and Fluency
judgments. RI.6.2 passage on Approaching Reproducibles pages 153–154. Ask: What is the
topic of this selection? With students, identify that the topic of the selection
Identify details. is being prepared for earthquakes. Then ask: What details does the author
include about earthquakes and being prepared for them? Together, identify
details that tell more about the topic.
You Do
Have partners read the rest of the passage. As they read, they should
look for words, phrases, and other details that tell more about the topic of
the selection.
T46 UNIT 4 WEEK 1

WEEK 1
R E V I E W AU T H O R ’S P O I N T O F V I E W
OBJECTIVES
I Do
Remind students that an author’s point of view is the attitude or
Determine an author’s perspective the author reveals about a topic. Point out that authors of
point of view or informational texts usually have a neutral or objective point of view.
purpose in a text
and explain how it
However, sometimes an author’s positive or negative attitude emerges.
is conveyed in the
text. RI.6.6 We Do
Read together the first page of the Comprehension and Fluency passage
on Approaching Reproducibles pages 153–154. Model identifying
words, phrases, and other details the author uses to describe people and
earthquakes. Then work with students to decide whether those words and
phrases convey an attitude of support or disapproval for the topic of being
prepared for an earthquake.
You Do
Have students read the rest of the passage. Ask them to look for other
details that convey the author’s point of view on the topic. Based on the
information they find, have students indicate whether they think the
author has taken a neutral or a biased point of view.
SELFSELECTED READING
OBJECTIVES Read Independently

Have students choose an expository book for sustained silent reading.
to support analysis
of what the text says Remind students that:
explicitly as well as ‡ looking carefully at the words, phrases, and other details an author
uses to describe people, ideas, and events will help them identify the
the text. RI.6.1
author’s point of view.
point of view or ‡ rereading parts of the text that are confusing and contain detailed
purpose in a text information will help them better understand the topic.
and explain how it
is conveyed in the Read Purposefully
text. RI.6.6
Have students record on Graphic Organizer 99 important details that will
Reread for
help them identify the author’s point of view as they read independently.
understanding. After they finish, they can conduct a Book Talk, each telling about the
book that he or she read.
‡ Students should share their organizers and answer this question: Did
the author reveal a positive, negative, or neutral point of view on the topic?
‡ They should also tell the group if there were any sections that they
reread to better understand the information.
COMPREHENSION T47
On Level
Expository
Text

Leveled Reader: Go
Exxon Valdez
Expository
Text
BY SANDY M CKAY
Before Reading AGRO
AGROUN
ROUND!
UN D
D!
PAIRED
Preview and Predict

point of view or
purpose in a text
and explain how it
media or formats
(e.g., visually,
quantitatively) as
well as in words to
develop a coherent
During Reading
account.
Pages 2–3 Why do you think the author ends the introduction by stating Use Graphic
Organizer
the risks of using tankers to transport oil? (The author is setting the stage
ACADEMIC for the account of the Exxon Valdez oil spill.) How does the diagram help
LANGUAGE you understand the risks involved in using tankers? (The diagram shows
that most of the space in a tanker is taken up by oil. The oil could spill if
vista
an accident took place.)
Pages 4–7 Reread to find details about how the spill happened.
Paraphrase what you have read. (The Exxon Valdez struck a reef after
the crew changed course to avoid icebergs. The reef pierced the hull,
puncturing eight of the eleven oil tanks. The crew tried using short
engine bursts and sharp turns of the rudder to get the tanker off
the reef. When that didn’t work, Captain Hazelwood called the
Coast Guard.)
T48 UNIT 4 WEEK 1

WEEK 1
Pages 8–10 Turn to a partner and tell how you used context clues Literature
to figure out the meaning of inconvenience on page 9. (The words
“badly affecting” are context clues. This leads me to think that an
Circles
inconvenience is something that makes things more difficult.) Ask students to conduct a
Pages 11–17 What is the author’s point of view? (the oil spill was Thinkmark questions to guide
a disaster) What words help you know? (disaster zone, plight, and the discussion. You may wish to
helpless animals) What changes were made after the spill? (stronger have a whole-class discussion
hulls, satellite monitoring of full tankers, sea pilots, improved rescue- about what students learned
equipment technology, and spill response drills) regarding how people meet
environmental challenges from
After Reading Reader.
Respond to Reading Revisit the Essential Question and ask students
Level
to complete the Text Evidence Questions on page 18.
Ana
Analytical
W
Writing
identified
id if the author’s point of view about how prepared we are to
Up
Expository
Text
deal with oil spills and have cited appropriate details from the text that AGROUND!
suggest it.
Expository
Text
Fluency: Rate and Accuracy AGROUND!

BY SAN
SANDY
AANDDY M CKAY
Model Model reading page 12 with proper rate and accuracy. Next, PAIRED
RED
READ
D
Speaking Her Mind
Min
reread the page aloud and have students read along with you.
Apply Have students practice reading with a partner. BY SANDY M CKAY
PAIRED
Expository
E ory
T
Te
Text
Compare Texts
Read a speech that called on world leaders
to meet environmental challenges. AGROUND! IF students read the On Level fluently and
answered the questions
When Severn Cullis-Suzuki was just 12 years old, she
THE STORY OFF THE
T EXXON VALDEZ
stood in front of the United Nations and spoke her mind.

Severn was passionate about conservation and nature.
When she was nine, she co-founded the Environmental
Children’s Organization (ECO), a group that taught children
about environmental issues. But she also wanted the adults
who were making decisions about those issues to know how
children felt.
Severn and her friends from
proficiently read the Beyond Level and have
ECO decided to take their message
to the United Nations Earth
Summit in Rio de Janeiro, Brazil, in
1992. The children baked cakes and
sold jewelry to pay for their travel.
students
Her speech was a plea from
• partner-read the Beyond Level main

the heart. Severn received a
standing ovation at the summit and
Severn Cullis-Suzuki BY SANNDDYY M CKAY
worldwide attention afterward. spoke to a large

Here is an excerpt from her speech. audience at the United
Nations Earth Summit.
PAIRE
P AIRED
Make Connections: Write About It &9B&5B/5B*B8:

19
REA
R EAD
D Speaking Her Mind
selection.
/ 2
LQGG
Before reading, ask students to note that Leveled Reader • create a timeline of the event.
the text is a biographical sketch of Severn • list and discuss efforts after the spill to
Cullis-Suzuki, a twelve-year-old conservationist. Then discuss the improve responses to an oil spill.
Essential Question. After reading, ask students to make connections
using the information they learned from the selections.
The Beyond Level challenges students by
FOCUS ON SCIENCE
F assuming prior knowledge and using
S
Students can extend their knowledge of oil and water by more complex 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 alignment, eclipse, generated, inconvenience, periodic, and prolonged. Point
accurately grade- to each word, read it aloud, and have students chorally repeat it.
appropriate general
academic and Ask students which word has almost the same meaning as the first word
words and phrases;
in this group: alignment, arrangement, grouping. With students, identify
gather vocabulary alignment and arrangement as having almost the same meaning.
knowledge when Have pairs identify the word in each group that has a similar meaning as
or phrase important
the first word.
to comprehension or eclipse, veil, obstacle periodic, occasional, frequent
expression. L.6.6
inconvenience, tragedy, annoyance prolonged, lingered, extended
generated, aided, made
OBJECTIVES
I Do
Remind students that they often can define an unknown word from
Use context (e.g., the context clues in the paragraph. Use the Comprehension and Fluency
overall meaning of a passage on Your Turn Practice Book pages 153–154 to model.
a word’s position or Think Aloud I want to know what fleeing means. The sentence in which
as a clue to the
the word appears does not provide clues, so I’ll reread the paragraph.
meaning of a word or In the second sentence, I see the word run. In the third sentence,
phrase. L.6.4a I see the words exit and move. From these clues, I think fleeing means
“running away.”
We Do
Have students read to the end of the third paragraph, where they find
procedure. Have them figure out the definition by looking for context clues
in the paragraph. Point out clues, such as “three simple steps,” and “plan.”
You Do
Have students use context clues to determine the meanings of codes and
structures as they read the rest of the selection.
T50 UNIT 4 WEEK 1

WEEK 1
Comprehension
OBJECTIVES Remind students that an author’s point of view is the attitude or

I Do
point of view or informational texts generally adopt a neutral or objective point of view.
purpose in a text
and explain how it
However, sometimes a clear positive or negative attitude emerges.
is conveyed in the Students can determine an author’s point of view by looking carefully at
text. RI.6.6 the words, phrases, and other details the author uses to describe people,
places, and events.
We Do
Have a volunteer read the first page of the Comprehension and Fluency
passage on Your Turn Practice Book pages 153–154. Help students
identify words, phrases, and other details the author includes about the
topic. Then discuss with students whether the details express an attitude
of support or disapproval about the topic.
You Do
Have partners identify additional details as they read the rest of the passage.
Based on the information they find, have students indicate whether the
author has a neutral or a biased point of view.

to support analysis
of what the text says ‡ Before they read, have students preview the book, reading the title and
explicitly as well as viewing the front and back covers.
the text. RI.6.1 ‡ As students read, remind them to reread difficult or confusing sections.
Determine an author’s Read Purposefully
point of view or
purpose in a text Encourage students to read different books in order to learn about a
and explain how it variety of topics.
is conveyed in the
text. RI.6.6
‡ As students read, have them look for details that help them understand
the author’s point of view toward the topic. Have them use Graphic
Reread for Organizer 99 to record details that reveal the author’s point of view.
understanding.
‡ They can use this organizer to help them write a summary of the book.
‡ Ask students to share their reactions to the book with classmates.
VOCABULARY/COMPREHENSION T51
Beyond Level
Expository
Text

Leveled Reader: Go
Exxon Valdez
Expository
Text
BY SANDY M CKAY
Before Reading AGRO
AGROUN
ROUND!
UN D
D!
PAIRED
Preview and Predict

point of view or
purpose in a text
and explain how it
media or formats
(e.g., visually,
quantitatively) as
well as in words to
develop a coherent
During Reading
account. Use Graphic
Pages 2–3 Why do you think the author ends the introduction by stating
Organizer
the risks of using tankers to transport oil? (The author is setting the stage
ACADEMIC for the account of the Exxon Valdez oil spill.) What text feature does the
LANGUAGE author include on page 3? Why is it included? (A diagram shows that most
of the tanker’s space is taken up by oil. This helps the reader understand
vista
why striking a reef or another tanker could lead to an oil spill.)
Pages 4–7 Reread pages 4–7 and retell the events of the spill in the order
they happened. (The Exxon Valdez struck a reef after the crew changed
course to avoid icebergs. The reef pierced the hull, puncturing oil
tanks. The crew tried using short engine bursts and sharp turns of the
rudder to get the tanker off the reef. When that didn’t work, Captain
Hazelwood called the Coast Guard.)
T52 UNIT 4 WEEK 1

WEEK 1
Pages 8–10 Turn to a partner and tell how you used context clues to
figure out the meaning of churned on page 9. (The author mentions a Literature
storm churning the water, causing the oil to mix with seaweed. These Circles
clues tell me that churned means “to stir violently.”)
Pages 11–17 What is the author’s point of view? (Point of view: the literature circle using the
oil spill was a disaster. Evidence: disaster zone, plight, helpless animals) Thinkmark questions to guide
What changes does the author mention that give hope for the future? the discussion. You may wish to
(stronger hulls, satellite monitoring of full tankers, sea pilots, improved have a whole-class discussion
rescue-equipment technology, spill response drills) about what students learned
regarding how people meet
After Reading both selections in the Leveled
Reader.
Respond to Reading
Respond to Reading Revisit the Essential Question and ask students
to complete the Text Evidence Questions on page 18.
Ana
Analytical
W
Writing
identified
id if the author’s point of view about how prepared we are to
deal with oil spills and have cited appropriate details from the text that
suggest it.
Fluency: Rate and Accuracy

Model Model reading page 5 with proper rate and accuracy. Next,
Gifted and Talented
Synthesize Challenge students
to determine and then write
Expository
E
T
Te
Text
ory their point of view on whether
Compare Texts
Read a speech that called on world leaders
to meet environmental challenges. AGROUND! or not the response to the Exxon
THE STORY OFF THE
T EXXON VALDEZ Valdez oil spill was adequate
and effective. Encourage them
When Severn Cullis-Suzuki was just 12 years old, she
stood in front of the United Nations and spoke her mind.
When she was nine, Severn worked with some school
friends in Vancouver to found the Environmental Children’s
to research information on the

Organization (ECO), a group that taught children about
environmental issues. But Severn also wanted the group
to let the adults who were making decisions about those
issues know how children felt.

Severn and three of her friends
from ECO decided to take their
message to the United Nations
Earth Summit in Rio de Janeiro,
Brazil, in 1992. They baked cakes
2010 Gulf of Mexico oil spill and
and sold jewelry to pay for the trip.
Severn’s speech was a plea
from the heart. She received a Severn Cullis-Suzuki
delivered her speech BY SANNDDYY M CKAY compare the response to both
standing ovation at the summit

to a large audience
and worldwide attention at the United Nations
PAIRE
P AIRED
disasters.
afterward. Here is an excerpt Earth Summit.
Make Connections: Write About It from her speech.
&9B&5B/5B*B8:
/ %
LQGG
19
REA
R EAD
D Speaking Her Mind

the text is a biographical sketch of Severn
Cullis-Suzuki, a twelve-year-old conservationist. Then discuss the
between the information they learned from the selections.
FOCUS ON SCIENCE
F
S
Students can extend their knowledge about oil and
water by completing the activity on page 24.
BEYOND LEVEL T53

Beyond Level
Vocabulary
REVIEW DOMAINSPECIFIC WORDS
OBJECTIVES Use the Visual Vocabulary Cards to review the meaning of the words
Model
Acquire and use calamity and tenacity. Write social studies-related sentences on the board
accurately grade- using the words.
appropriate general
academic and Write the words instinct and spared on the board and discuss the
domain-specific
words and phrases;
meanings with students. Then help students write sentences using
gather vocabulary the words.
knowledge when
considering a word Apply
Have partners review the meanings of the words inconvenience and
or phrase important prolonged. Then have them write sentences using the words.
to comprehension or
expression. L.6.6
OBJECTIVES Read aloud the first three paragraphs of the Comprehension and Fluency
Model
Use context (e.g., the passage on Beyond Reproducibles pages 153–154.
overall meaning of a
sentence or paragraph; Think Aloud I’m not sure of the meaning of the word debris. From the
a word’s position or sentence, I can figure out that debris falls when a structure is shaken. In
as a clue to the
the rest of the paragraph, I read that people can be injured or killed when
meaning of a word or they run outside. So I can define debris as “parts of buildings that break
phrase. L.6.4a and fall to the ground.”
With students, reread the third paragraph. Help them figure out the
meaning of procedure.
Apply
Have pairs of students read the rest of the passage. Ask them to use
context clues to determine the meanings of hazard in the third paragraph
on page 153, codes and structures in the second paragraph on page 154,
and inevitable in the fourth paragraph on page 154.
Gifted and Shades of Meaning Using their definitions of hazard and codes, have
Talented
partners write an explanation of how well-enforced codes can help
eliminate hazards and prevent a calamity.
T54 UNIT 4 WEEK 1

WEEK 1
Comprehension
OBJECTIVES Remind students that an author’s point of view is the attitude or

Model
point of view or informational texts generally adopt a neutral or objective point of view.
purpose in a text
and explain how it
However, sometimes a clear positive or negative attitude emerges.
is conveyed in the Students can determine an author’s point of view by looking carefully at
text. RI.6.6 the words, phrases, and other details the author uses to describe people,
places, and events.
Have students read the first page of the Comprehension and Fluency
passage on Beyond Reproducibles pages 153–154. Ask open-ended
questions to facilitate discussion, such as What is the topic of this selection?
What details help reveal the author’s point of view about the topic? Students
should support their responses with text evidence.
Apply
Have students record details on Graphic Organizer 99. Then have partners
use their organizers to describe the author’s point of view.

to support analysis
of what the text says ‡ As students read, have them fill in Graphic Organizer 99 with details
explicitly as well as that help them to identify the author’s point of view.
the text. RI.6.1 ‡ Remind students to reread difficult or confusing sections of the text.
point of view or
purpose in a text Encourage students to keep a reading journal. Ask them to read different
and explain how it books with information that explains how people have responded
is conveyed in the to challenges.
text. RI.6.6
‡ Students can write summaries of the books in their journals.
Reread for ‡ Ask students to share their reactions to the books with classmates.
understanding.
Gifted and Independent Study Encourage students to analyze how their books
Talented
relate to the Weekly Concept of changing environments. Have students
compare how people have responded to environmental challenges
brought on by a calamity in Years of Dust, “The Day the Dam Broke,” and a
recent news report of a flood, tornado, or hurricane. Ask students how the
responses have been similar in each event.
English Language Learners
Shared Read Go
The Day the Dam Broke Digital
Before Reading
Down in the Valley a man named Benjamin Ruff bought
Johnstown, Pennsylvania, lies in the property around the lake to build
Build Background

Read the Essential Question: How do people meet environmental

Essential Question

challenges?
238 239
Reading/Writing
238_241_CR14_SI6_U4W1_MR_118711.indd
238 241 CR14 SI6 U4W1 MR 118711 indd 238 1/25/12
238_241_CR14_SI6_U4W1_MR_118711.indd
11:24
241 CR14
AM SI6 U4W1 MR 118711 indd 239 2/1/12 4:46 PM
Workshop View “The

‡ Explain the meaning of the Essential Question, including the Day the
Dam Broke”
vocabulary in the question: Environmental describes the land, air, and
OBJECTIVES water around you. Challenges are difficulties or obstacles to overcome
or solve.
to support analysis
of what the text says ‡ Model an answer: During the 1960s and 1970s Lake Erie was very
explicitly as well as polluted. Sewage and agricultural waste were being dumped into the
lake by many surrounding cities. Now the lake is cleaner due to people
the text. RI.6.1
creating laws and systems to stop allowing pollution to enter the lake.
point of view or ‡ Ask students a question that ties the Essential Question to their
purpose in a text own background knowledge: What experiences have you had with
and explain how it an environmental challenge, such as a severe storm, or extreme heat or
is conveyed in the
cold. Relate your experience to a partner. Call on several pairs.
text. RI.6.6
LANGUAGE
During Reading
OBJECTIVE Interactive Question-Response
Identify author’s point
of view as objective or ‡ Ask questions after each paragraph that help students understand
biased. the meaning of the text.
‡ Reinforce the meanings of key vocabulary.
ACADEMIC ‡ Ask students questions that require them to use key vocabulary.
LANGUAGE
• context, reread, point ‡ Reinforce strategies and skills of the week by modeling.
of view
• Cognates: contexto,
punto de vista
T56 UNIT 4 WEEK 1

WEEK 1
Page 239 Explain and Model Context Clues Show how

to use context clues to determine the meaning
Down in the Valley of surge. Point to “within minutes” and “in less
Paragraph 2 than an hour” in the previous paragraph. Point to
Why did residents tolerate the inconvenience of “swept away,” “mass of water,” and “smashed” in
moving to higher ground when the rivers flooded? the second paragraph. Discuss how these lead to
(The prosperity that the rivers brought offset any the meaning of surge as a “powerful, fast, forward
hardships caused by the flooding.) movement.”
The Stage Is Set After the Flood

Paragraph 1 Paragraph 1
Explain and Model the Strategy If I’m not Choral read the paragraph with students. How did
sure why the dam was built or how it worked, I can the people of Johnstown and people outside the city
reread to make sure I understand. Help students respond to the flood? (The people of Johnstown set
understand that the dam was built to supply up tents and began to rebuild; people outside the
water to the canal during dry seasons. A drain fed city sent money, food, and clothing to help.)
water into the canal. Extra water ran off a spillway.
Paragraph 2
Paragraph 2
The author reports that the townspeople
When and why were the dam and the canal sued the club, but the courts ruled the flood was an
abandoned? (The dam and canal were abandoned accident, and that some club members contributed
in 1852 because a railroad line was finished to the relief efforts. How does this reflect the author’s
between Johnstown and Pittsburgh, the canal point of view about the cause of the flood? (The
wasn’t needed anymore.) When did Benjamin Ruff author reports the facts and doesn’t express
buy the property? (1875) a particular attitude about the actions of the
townspeople or the club members.)
Paragraph 3
Explain and Model Author’s Point of View This Paragraph 3
paragraph outlines the changes that Ruff made in
the dam. The author ends the paragraph by noting Why was the flood of 1977 the reason many
that Ruff “unknowingly” set the stage for the disaster. people finally left Johnstown? (People believed
Explain that the use of the word unknowingly is a there would be no more floods after the rivers
clue that the author is being objective. were rerouted, but six damns burst in 1977.)
Page 240 After Reading

Paragraphs 1–2
Make Connections
Reread to find the answers to these questions. How ‡ Review the Essential Question.
high and wide was the wave of water? (40 feet high; ‡ Make text connections.
a half-mile wide) How long did it take to reach ‡ Have students complete the ELL
Johnstown? (less than an hour) Reproducibles pages 153–155.
ENGLISH LANGUAGE LEARNERS T57


Expository
Text

Leveled Reader: Go
Exxon Valdez
Expository
Text
BY SANDY M CKAY
Before Reading AGRO
AGROUN
RO UND!
UND
D!
PAIRED
Preview
LEXILE 780 ‡ Read the Essential Question: How do people meet environmental Readers
challenges?
OBJECTIVES ‡ Refer to Responding to Disaster: Why might someone want to become
Determine an author’s a bird rescuer? How does this work help protect the environment?
point of view or
purpose in a text ‡ Preview Aground! The Story of the Exxon Valdez and “Speaking
and explain how it Her Mind.” Our purpose for reading is to find out how people meet
is conveyed in the challenges in the environment.
text. RI.6.6
Integrate information Vocabulary
presented in different
media or formats Use the Visual Vocabulary Cards to preteach the ELL vocabulary:
(e.g., visually, damaged, monitors, seeping, stranded. Use the routine found on the
quantitatively) as cards. Point out the cognate: monitorear.
well as in words to
develop a coherent
understanding of a During Reading
Interactive Question-Response
Use context to
confirm or self-correct Note Taking: Have students use the graphic organizer in ELL
word recognition Reproducibles page 152. Use the questions below after each page is
and understanding,
read with students. Use the glossary definitions to define vocabulary in Use Graphic
rereading as Organizer
necessary. RF.5.4c context and visuals to help students understand key vocabulary.
Pages 2–3 Have partners reread the first three paragraphs together.
ACADEMIC Where do people find oil? (in rocks in Earth’s crust) How do people refine
LANGUAGE oil? (boiling it and separating it into parts) How do we use oil today?
• historical, reread, (paints, plastics, nylon, fuel) What is an oil tanker? (a boat that transports
point of view oil around the world)
• Cognates: histórico (a),
punto de vista Pages 4–7 Choral read the third and fourth paragraphs and the sidebar
on page 5. Help students connect the two. Do you think the water was
cold? (yes) Would this make cleaning the spill easier or harder? (harder)
Pages 8–10 Read the sidebar on page 10 aloud. Then have partners
select one method to explain in their own words or through drawings.
T58 UNIT 4 WEEK 1

WEEK 1
Pages 11–12 Choral read the first paragraph on page 11. Is a disaster Literature
good or bad? (bad) Why do you think the author calls Prince William
Sound a disaster zone? (Oil covered the beach and trees.) Have partners
Circles
reread pages 11–12 to list evidence that supports the author’s point of Ask students to conduct a
view that the area was a disaster zone. literature circle using the
Thinkmark questions to guide
Pages 13–17 Read aloud pages 13–15, pointing out the photographs the discussion. You may wish to
and captions. Have students note examples of the human and have a whole-class discussion
environmental impacts of the oil spill and read their examples aloud. about what students learned
regarding how people meet
Reader.
Respond to Reading Revisit the Essential Question. Ask students to
work with a partner to answer the Text Evidence Questions. Support
Level
students as necessary and review all responses as a group.
Ana
Analytical
W W
Write About Reading Check that students have correctly
Writing
id if
identified the author’s point of view about how prepared we are to
Up
Expository
Text
deal with oil spills and have cited appropriate details from the text that AGROUND!
suggest it. Expository

Text
AGROUND!
Fluency: Rate and Accuracy THE STORY OF THE EXXON VALDEZ
BY SAN
SANDY
AANDDY M CKAY
Model Model reading page 14 with proper rate and accuracy. Reread PAIRED
READ
ED
Speaking Her Mind
Min
the page aloud and have students read along with you.
Apply Have students practice reading with a partner. BY SANDY M CKAY
PAIRED
Expository
E y
T
Text
Compare Texts
Read a speech that asked world leaders to
deal with environmental challenges. AGROUND!
THE STORY OF THE
IF students read the ELL Level fluently and
In 1992, Severn Cullis-Suzuki gave a speech in front of
TH EXXON VALDEZ
the United Nations. She was only 12 years old.

When she was nine years old, Severn helped form the
Environmental Children’s Organization (ECO). ECO is a
group that teaches children about environmental issues.
Severn also wanted the adults to know how children felt.
Severn and her friends from ECO decided to go to the
United Nations Earth Summit
proficiently read the On Level and have ELL
in Rio de Janeiro, Brazil. The
children baked cakes and sold
jewelry to pay for their trip.
Severn asked the adults to
stop damaging the planet. She
Severn
Cullis-Suzuki
students
asked the adults to start fixing
the planet instead.
On pages 20 and 21, you can
People from around BY SANDDYY M CKAY • echo-read the On Level main selection
read some of Severn’s speech. the world listened to

what Severn had to say.
PAIRE
P AIRED

/ (
19
REA
R EAD
D Speaking Her Mind
with their partners.
LQGG
Before reading, ask students to note that Leveled Reader • list words with which they have difficulty.
the text is a biographical sketch of an • discuss these words with their partners.
environmental activist. Then discuss the Essential Question. After reading,
ask students to make connections between what they learned from
Aground! and “Speaking Her Mind.”
FOCUS ON SCIENCE
F The On Level challenges students by
S
Students can extend their knowledge of the properties assuming prior knowledge and using
of oil and water by completing the science activity on more complex sentence structures.
page 24.


Vocabulary
P R E T E AC H V O C A B U L A R Y
OBJECTIVES Preteach vocabulary from “The Day the Dam Broke,” following the Vocabulary
I Do
Acquire and use Routine found on the Visual Vocabulary Cards for the words alignment,
accurately grade- calamity, eclipse, inconvenience, generated, periodic, prolonged, and tenacity.
appropriate general
academic and After completing the Vocabulary Routine for each word, point to the
words and phrases;
word on the Visual Vocabulary Card and read the word with students. Ask
gather vocabulary students to repeat the word.
knowledge when
Have students work with a partner to write a statement or a question
or phrase important using the words. Then have partners read aloud their sentences.
to comprehension or
expression. L.6.6 Beginning Intermediate Advanced/High
Help students copy two Ask students to write a Challenge students to
LANGUAGE sentences correctly and statement and a question write a statement and a
OBJECTIVE read them aloud. for four words. question for each word.
Use vocabulary words.
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 Ask a yes/no question for each word, such as: Do you wait a long time when
words and phrases;
there is a prolonged delay? Have students answer the question, then name
gather vocabulary the vocabulary word and define it.
knowledge when
Have students work in pairs to write a yes/no question about a few words.
or phrase important Ask pairs to share their questions for the class to answer. Then have
to comprehension or volunteers define the vocabulary word used.
expression. L.6.6
LANGUAGE Help pairs craft and copy Have students write Ask students to write a
OBJECTIVE questions for two words, questions for four words in question and definition for
Use vocabulary words. and read them aloud. complete sentences. each word.
T60 UNIT 4 WEEK 1

WEEK 1
OBJECTIVES
I Do
Read aloud the first paragraph of the Comprehension and Fluency
Use context (e.g., the passage on ELL Reproducibles pages 153–154, while students follow
overall meaning of a along. Point to the word crisis. Explain that context clues can help to figure
out a word’s meaning, and can appear in the same sentence or paragraph.
Think Aloud I’m not sure what crisis means, but I see clues in the
as a clue to the
meaning of a word or paragraph. When I read “earthquakes” and that an “emergency plan” can
phrase. L.6.4a “save lives,” I think that a crisis is an event that threatens lives. Crisis must
mean “a dangerous time, or an emergency.”
LANGUAGE Have students point to collapse in the second paragraph. Help them
OBJECTIVE We Do
identify the context clues. Write the definition of the word on the board.
Use context clues.
You Do
Have pairs use clues in the third paragraph to define the word procedure.

Help students locate the Ask students to read aloud Have students explain
clues and relate them to the clues, as well as their how the clues helped
the unfamiliar word. definition for the word. them define the word.
ADDITIONAL VOCABULARY
OBJECTIVES
I Do
List academic vocabulary and high-frequency words from “The Day the
Acquire and use Dam Broke”: disasters, message, prosperity; and Aground! The Story of the
accurately grade- Exxon Valdez: escaped, recovered, volunteers. Define each word for students:
appropriate general
academic and
Volunteers are people who do a job without being paid.
domain-specific
We Do
Model using the words in a sentence: Volunteers were needed to fix the
words and phrases;
gather vocabulary fence. Volunteers flocked to animal rescue centers to help. Provide a sentence
knowledge when frame and complete it with students: Volunteers can help by .
considering a word
or phrase important You Do
Have pairs make up 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 T61

Writing/Spelling
W R I T I N G T R A I T: O R G A N I Z AT I O N
OBJECTIVES
I Do
Explain that often writers organize nonfiction historical accounts by the
Write narratives sequence in which events happened. Read the Expert Model passage
to develop real or aloud as students follow along, and note the sequence of events. Point out
imagined experiences
or events using
time words and phrases used to signal sequence.
effective technique,
We Do
Reread the section “After the Flood” in The Day the Dam Broke as students
relevant descriptive
details, and well- follow along. Use a sequence chart to record the sequence of events.
structured event Model using the events in the chart to describe what happened.
sequences. W.6.3
You Do
Have pairs write a paragraph using time order words to describe the
events after the Johnstown flood. Have them use the sequence chart to
LANGUAGE
first order the events. Edit each pair’s writing. Then ask students to revise.
OBJECTIVE
Organize writing in a
logical sequence, using
transition words. Have students copy the Have students revise, Have students revise for
edited paragraph. adding time words to a clear sequence and edit
make the sequence clear. the revision for errors.
SPELL WORDS WITH ION
OBJECTIVES Read aloud the Spelling Words on page T36, emphasizing the suffix -ion.
I Do
Demonstrate Point out the spelling of the suffix and how it is pronounced.
command of the
conventions of
We Do
Read the Dictation Sentences on page T37 aloud for students. For each
standard English pair of sentences, read the underlined words slowly, focusing on the
capitalization,
punctuation, and
spelling word with and without the suffix. Have students repeat after you
spelling when writing. and write the word pairs.
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
OBJECTIVE Beginning Intermediate Advanced/High
Spell words with the
suffix -ion. Have students copy the Have pairs alternate saying After students have
correctly spelled word a base word and spelling corrected their words,
pairs and say them aloud. the word with the suffix. have pairs quiz each other.
T62 UNIT 4 WEEK 1

WEEK 1
Grammar
PRONOUNS AND ANTECEDENTS
OBJECTIVES Remind students that a pronoun takes the place of one or more nouns.
I Do
Recognize and correct Write the following personal pronouns: I, you, he, she, it, her, him, me, us,
vague pronouns (i.e., they, we, them. Explain that a pronoun must match in gender and number
ones with unclear
or ambiguous
its antecedent—the word or group of words it refers to. Write on the
antecedents). L.6.1d board: Gina played softball yesterday. She hit a homerun. It was her first.
Jack and I were so happy that we cheered loudly. Read each sentence aloud
and identify the nouns. Then point out each pronoun and show how it
LANGUAGE
OBJECTIVE matches its antecedent in gender and number. Tell students that when
Match pronouns with they use a pronoun, they should think what noun it refers back to and ask
their antecedents if the noun is masculine, feminine or neutral, and if it is singular or plural.
according to gender They should then choose a pronoun that matches the noun.
and number.
Grades K-6 We Do
Write the sentences and sentence frames below on the board. Identify
the noun in each sentence and circle it. Then ask volunteers to name a
Language
pronoun to complete the sentence frame.
Transfers
Handbook Eric ran in a race. came in first.
I waved goodbye to my friends. I would meet later.
Language Transfers The rain started in the morning. fell all day.
Handbook
My aunt visited my family. told about trip to Mexico.
Spanish speakers
may have difficulties Have pairs take turns saying and writing a sentence that names one or
with pronouns and You Do
antecedents because
more persons or things. The partner says and writes a different sentence
nouns have a feminine about the same person(s) or thing(s), using a pronoun to refer to the noun.
or masculine gender in
their native language. Beginning Intermediate Advanced/High
Reinforce the use of
Have students copy their Ask students to circle each Have students circle each
the neutral pronoun it
sentences. Help them pronoun and draw an pronoun in the sentences.
with a singular noun
circle each pronoun and arrow back to the noun it Then ask them to explain
that names a place
draw an arrow back to the refers to. how the pronoun matches
or idea.
noun it refers to. Read the the noun it refers to.
sentences for students to
repeat.
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:

Author’s Point of View Context Clues: Paragraph Writing About Text RI.6.3,
RI.6.3, RI.6.6 Clues L.6.4a RI.6.6, W.6.9b
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 4
WEEK 1
Using Assessment Results
TESTED SKILLS
T If … Then …
Students answer 0–6 . . . assign Lessons 61–63 on Author’s Point
multiple-choice items of View from the Tier 2 Comprehension
COMPREHENSION
correctly . . . Intervention Online PDFs.
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 61–63 on Author’s Point of

“3” on the constructed View and/or Write About Reading Lesson 200
WRITING responses . . . from the Tier 2 Comprehension Intervention
Online 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.
Students have a WCPM . . . assign a lesson from Sections 2, 3, 4, 5, or 6

score of 0–120 . . . of the Tier 2 Fluency Intervention
Online 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

assess Shared Read “She Had to Walk Before She Could Run,” 252–259
compensate Genre Biography
Lexile 990L
deteriorated
devastating
implement
peripheral Comprehension Strategy ..................... Reread, T82–T83
potential Comprehension Skill .............................. Author’s Point of View, T84–T85

Genre ............................................................. Biography, T86–T87
summit
Vocabulary Strategy ............................... Idioms, T88–T89
Writing Traits .............................................. Sentence Fluency, T94–T95
Grammar Handbook............................... Kinds of Pronouns, T98–T99
Go
Digital
T66 UNIT 4 WEEK 2

OVERCOMING
CHALLENGES
Essential Question
How do people meet personal challenges?
WEEK 2
APPLY WITHAPPLY
CLOSE READING
Complex Text
PAIRED
READ
Seeing Things His Own Way, 276–287 “Get Fit for Fun!,” 290–293
Genre Biography Genre Expository Text
Differentiated Text

The Attractive Story of Magnetism © 2008 by Capstone, an imprint of Capstone. All rights reserved.


The Attractive Story Lightning
of Magnetism Genre
Genre Expository Text
Narrative Lexile 1050L
Nonfiction
Lexile GN830L
Classroom Library
WEEKLY OVERVIEW T67

TEACH AND MANAGE
How You Teach

Overcoming Challenges “She Had to Walk Before She Could Seeing Things His
Run” Own Way
Minilessons “Get Fit for Fun”
Reread, Author’s Point of View,
Biography, Idioms, Writing Traits
Reading/Writing Literature
Workshop Anthology
Reading/Writing Workshop 252–261 276–293
248–249


Name Date
My To-Do List
Phonics ⁄
Reading Word Study
Author’s Point of View Vowel Alternation
Fluency
Writing Science
Transitions People Can Build Endurance
Independent
Practice Go Digital

pp. 163–165
Comprehension
Genre, p. 166
Phonics/Word Study
Phonics, p. 168
Grammar
Spelling/Word Sorts
Listening Library
18 Unit 4 • Week 2 • Overcoming Challenges Contracts
Goo On
O nl
nl
Le
Le
ev
vel Activities
Leveled Wr
Writer's Workspace
Digitall

WEEK 2
Leveled Readers Develop a Research Plan, T92
Text Connections
Compare Overcoming
Challenges, T93
Write About Reading
Ana
Analytical
W
W
Weekly Assessment
193–204


13
( More
17 Activities
on back
18
13
TEACH AND MANAGE T69

Write to Sources
and Research
Author’s Point of View, T84–T85
Summarize, T89N
Author’s Point of View, T89N
Analyze to Inform/Explain, T93 Summarize, p. 289
Author’s Point of
Comparing Texts, T105, T113, View, p. 289
T117, T123
Author’s Point of View,

pp. 163–165
Go Genre, p. 166
Digital
Analyze to Inform,
Whiteboard Author’s Point of View Your Turn Practice Book

29
Go
T344–T349
Pee
Go
Digital
h Edition

WEEK 2
Writing Trait: Sentence Fluency
Transitions, T94–T95
Sentence Fluency:
Transitions,
pp. 260–261
13
Sentence
Go Fluency:
Digital Sentence Fluency:
Transitions,
Card 13 Transitions, p. 170
Interactive

Go
Digital
Grammar
Kinds of Pronouns, T98–T99 Kinds of Pronouns
Spelling
Vowel Alternation,
T100–T101
V
Vowel
Go Alternation
A
Digital
Interactive

READING
Build Background Overcoming Challenges, Comprehension
T74–T75 • Strategy: Reread, T82–T83
• Skill: Author’s Point of View, T84
T84–T85
Analytical
A
Writing
W
Model Aloud: “Going the Distance,” T76–T77 • Genre: Biography, T86–T87

Whole Group
Comprehension Practice Your Turn 162–167

and • Preview Genre: Biography, T86–T87 Vocabulary Strategy: Idioms, T88–T89
Apply • Preview Strategy: Reread, T82–T83
Close Reading of Complex Text “She Had to
Walk Before She Could Run,” 252–255
Leveled Reader Against the Odds, T104–T105 Leveled Reader Against the Odds, T104–T105
Phonics/Decoding Decode Words with Short Vocabulary
abular Review Vocabulary Words,
Approaching
g and Long Vowels, T106 6 2
TIER
T108 8 2
TIER
Level Vocabulary Comprehension TIER
0 2
TIER
8 2 • Identify Fact and Opinion, T110
• Identify Word Meanings, T109 • Review Author’s Point of View, T111
Leveled Reader Against the Odds, T112–T113 Leveled Reader Against the Odds,
Vocabulary Review Vocabulary Words, T114 T112–T113
On Level
Small Group
Comprehension Review Author’s Point of

View, T115
Leveled Reader Against the Odds, T116–T117 Leveled Reader Against the Odds,
Beyond Vocabulary Review Domain-Specific Words, T116–T117
Level T118 Comprehension Review Author’s Point of
View, T119
Shared Read “She Had to Walk Before She Leveled Reader Against the Odds, T122–T123
Could Run,” T120–T121 Vocabulary Review Vocabulary, T124
English Phonics/Decoding Decode Words with Short Writing Writing Trait: Sentence Fluency, T126
Language and Long Vowels, T106
Grammar Kinds of Pronouns, T127
Learners Vocabulary

Writing • Writing Trait: Sentence Fluency/Transitions, T94–T95 • Writing Trait: Sentence Fluency/Transitions, T94–T95
Whole Group
Grammar Grammar Kinds of Pronouns, T98 Grammar Kinds of Pronouns, T98

Spelling Vowel Alternation, T100 Spelling Vowel Alternation, T100
Spelling Build Vocabulary Build Vocabulary
• Review Context Clues, T102
Build Vocabulary • Academic Vocabulary, T102
T70 UNIT 4 WEEK 2

WEEK 2
Go
Digital
CUSTOMIZE YOUR OWN
LESSON PLANS

READING
Phonics/Decoding Vowel Alternation, Fluency Intonation, T91 Integrate Ideas
T90–T91 • Research and Inquiry, T92
Integrate Ideas
Practice Your Turn 168 • Text Connections, T93
Practice Your Turn 163–165 Practice Your Turn 169
Close Reading Seeing Things
His Own Way, 276–289 Close Reading “Get Fit for Fun,” 290–293
Literature
Anthology
Leveled Reader Against the Odds, T104–T105 Leveled Reader Paired Read: “Talk with the Leveled Reader Literature Circle, T105
Phonics/Decodinging Bu
Build Words with Vowel Glove,” T105 Comprehension Self-Selected Reading,
TIER
Alternation, T106
6 2 Phonics/Decoding Practice Vowel T111
Fluency Intonation, T1100 2
TIER
Alternation, T107
Vocabulary Idioms, T109
Vocabulary Idioms, T114 Glove,” T113 Comprehension Self-Selected Reading,
T115
Vocabulary Glove,” T117 Comprehension
• Idioms, T118 Gifted and • Self-Selected Reading, T119 Gifted and
• Independent Study, T118 Talented • Analyze: Challenges, T119 Talented
Phonics/Decoding Build Words with Vowel Glove,” T123
Alternation, T106 Vocabulary Additional Vocabulary, T125
Vocabulary Idioms, T125 Phonics/Decoding Practice Vowel
Spelling Words with Vowel Alternation, T126 Alternation, T107
LANGUAGE ARTS
• Writing Trait: Sentence Fluency/Transitions, T94–T95 • Writing Trait: Sentence Fluency/Transitions, T94–T95 • Writing Trait: Sentence Fluency/Transitions, T94–T95
Grammar Mechanics and Usage, T99 Grammar Kinds of Pronouns, T99 Grammar Kinds of Pronouns, T99
Spelling Vowel Alternation, T101 Spelling Vowel Alternation, T101 Spelling Vowel Alternation, T101
• Idioms, T103 • Shades of Meaning, T103 • Morphology, T103

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

instruction.

Prior Knowledge Polio T81
Purpose Point of View T85
"She Had to Walk Before She Could Run"

Lexile 990L

Purpose Factual Details T89A, T89E
Specific Vocabulary Context Clues T89C
Prior Knowledge
Wall Street T89G
Nerves T89Q
Connection of Ideas Relationships T89I
Literature Anthology Genre
Seeing Things His Own Way Lexile 1050L Captions T89K
"Get Fit for Fun" Lexile 910L Opinion Piece T89O

SCAFFOLD
support Workshop "She Had to Against the Odds
Walk Before She Could T122–T123
THEN scaffold instruction using the small Run" T120–T121 "Talk with the
group suggestions. Glove" T123

WEEK 2
instruction focus.
more complex text.
Quick Check
Comprehension Strategy Reread T83
Comprehension Skill Author’s Point of View T85
Genre Biography T87
Beyond
Vocabulary Strategy Idioms T89
Phonics/Fluency Vowel Alternation, Intonation T91 T113

If Yes On Level Review T112–T115
Beyond Level Extend T116–T119 On Level
ing
Approach ELL
T105 T123
T 123
Additional Vocabulary T125 Idioms T125 Writing Trait: Spelling Vowel Grammar
attitude elation Sentence Alternation Kinds of
balanced exclusive Fluency T126 T126 Pronouns
challenge sportsmanship T127


LESS O
IN I
M
N
10 Build Background
Mins
Go
How do people meet personal challenges?
Have students read the Essential Question on page 248 of the Reading/
Writing Workshop. Tell them that one way people meet personal
challenges is to implement, or put in place, a disciplined approach to
reaching their goals.
Workshop Discuss the photograph of Huang Guofu and his painting. Focus on why Concept
art dealers and collectors might assess, or value, his paintings highly.
OBJECTIVES ‡ Huang uses his foot and mouth to hold a paintbrush and to paint.
Interpret information ‡ Huang has no arms, yet still manages to create exquisite artwork.
media and formats ‡ Huang spent a long time mastering his skills. Watch Video
(e.g., visually,
and explain how it Talk About It
Ask: What obstacles did Huang Guofu have to overcome to become a
study. SL.6.2 COLLABORATE successful artist? Have students discuss in pairs or groups.
Engage effectively in a ‡ Model using the graphic organizer to brainstorm words and phrases
range of collaborative related to overcoming challenges. Add students’ contributions.
discussions (one-on-
one, in groups, and
‡ Have students complete the organizer, generating additional words Use Graphic
Organizer
teacher-led) with and phrases. Then have partners discuss how Huang met a personal
diverse partners on challenge.
clearly. Follow rules for
collegial discussions, Collaborative Conversations
set specific goals and
deadlines, and define Take Turns Talking As students engage in partner, small-group,
individual roles as
needed. SL.6.1b and whole-class discussions, encourage them to follow discussion
rules by taking turns speaking. Remind students to
Build background ‡ wait for a person to finish before they speak.
knowledge on
overcoming personal ‡ quietly raise their hand to let others know they would like a
challenges. turn to speak.
‡ ask others in the group to share their opinions so that all
students have a chance to share.
T74 UNIT 4 WEEK 2

WEEK 2

SCAFFOLD
Use Visuals Point to Describe Have students Discuss Ask partners to Overcoming
Huang Guofu. This artist describe what Huang discuss Huang Guofo’s Challenges
faced a challenge when Guofu is doing. Ask: personal challenge. What
he learned to paint. A How does the artist hold challenge does Huang
challenge is something the brush? How is his art Guofu meet as an artist?
that is hard. Ask students different from that of How does this affect
to describe how he other artists? Encourage how his art is assessed?
creates his paintings. students to use a concept Elaborate on students’
Repeat correct responses. word in their responses. responses.

DURING: WHOLE GROUP
LESS O
IN I
M
N
Mins
Go
OBJECTIVES Connect to Concept: Overcoming Challenges Digital
Tell students that people often have to overcome personal challenges
media and formats in life. Let students know that you will be reading aloud a passage
(e.g., visually, about Diane Van Deren, a woman who overcame the challenge of
quantitatively, orally) epilepsy to become an endurance runner.
and explain how it
text, or issue under Preview Genre: Biography View Photos
study. SL.6.2 Explain that the text you will read aloud is a biography. Discuss features
Cite textual evidence of a biography:
to support analysis
‡ presents the true story of a person’s life, written by another person
explicitly as well as ‡ often focuses on a certain time period or important aspect of the
inferences drawn from subject’s life
the text. RI.6.1
‡ may include text features that provide specific details
• Listen for a purpose.
• Identify Preview Comprehension Strategy: Reread
characteristics of
Point out that when readers do not understand information in a
biographies.
biography, they can pause and reread sections of text. Rereading
difficult or confusing passages can help readers clarify important
ACADEMIC information about the subject’s life and determine why the author
LANGUAGE
included it in the text.
• biography, reread
• Cognate: biografía Use the Think Alouds on page T77 to model the strategy.
Respond to Reading
Think Aloud Clouds Display Think Aloud Master 4: When I read ,
I had to reread . . . to reinforce how to use the reread strategy to © Th M G Hill C i I
understand content. Model Think

Alouds
Genre Features
Aloud that let them know it is a biography. Ask them to think about
that were biographies.
Organizer
from “Going the Distance“ in their own words.
T76 UNIT 4 WEEK 2

WEEK 2
Going the Distance

Every great athlete overcomes difficulty—part of finish the race within 48 hours. Diane has run this
what makes athletes so admirable is the courage tough race many times! 2
and dedication with which they meet their personal
Overcoming Deep Cold
challenges. But few athletes can match Diane Van
Deren for pure endurance in the face of obstacles. But nothing compares with the Yukon Arctic
Ultra, the endurance trial Diane ran in February
Diane, a professional tennis player, was raising
2009. Runners in this race cover 430 miles and
a family when she found out she had epilepsy, a
must withstand temperatures of 30 to 40 degrees
disorder that causes seizures. She discovered that
Fahrenheit below zero. It may be the toughest race
running blocked some of her seizures, but her
in the world. Competitors drag a sled of supplies
condition worsened. She eventually decided to
behind them as they run through the frozen terrain.
have surgery to remove a piece of her brain in hope
of gaining some relief. Surgery ended the seizures, At the start of the race, Diane’s water supply froze,
but there were side effects. To manage them, Diane forcing her to run the first 100 miles sucking on
ran—and ran and ran. 1 frozen blocks of food because she had nothing
to drink. On the eleventh day of running, she
100-Mile Endurance Races crashed through ice and fell up to her shoulders
Today Diane runs incredible distances, competing in a freezing river, but she climbed out and kept
in grueling tests such as 100-mile races through the running in her frozen boots. 3
Rocky Mountains. The Hardrock 100 Endurance Diane finished—the first woman to do so. Few
Run travels up and down through the mountains people would even try. The gratitude Diane feels at
for 100 miles. It is widely considered the most overcoming epilepsy has spurred her to meet other
difficult 100-mile race there is. Contestants must challenges with passion, drive, and discipline.
1 Think Aloud I want to

Anderson Ross/Blend Images/Getty Images
understand how running 2 Think Aloud I’m not sure

helped Diane overcome what it means to be an
the challenges of epilepsy endurance runner. I’ll reread
and her surgery. I’ll reread this paragraph to find clues
to find the information. about the kinds of races Diane
entered.
3 Think Aloud I can imagine

that racing in the Arctic would
be extremely difficult. I will
reread this paragraph to
better understand the specific
challenges Diane faced when
she ran the Yukon Arctic Ultra.

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

Workshop
Define: The summit is the highest point of a hill or mountain.
OBJECTIVES Example: The climbers finally reached the summit of the mountain.
summit
Acquire and use Ask: What is an antonym of summit?
accurately grade-
appropriate general
academic and Use Visual
domain specific Definitions Glossary
words and phrases; ‡ assess To assess is to estimate a person’s ability or an
gather vocabulary
object’s value.
knowledge when
considering a word ‡ compensate When you compensate for something that you lack,
or phrase important you make up for it.
to comprehension or
Cognate: compensar
expression. L.6.6
‡ deteriorated Something that has deteriorated has become worse
or inferior in condition, value, or character.
‡ devastating Something that is devastating is overwhelming or
destructive.
‡ implement To implement a plan is to put it into effect or make it
happen.
Cognate: implementar
‡ peripheral Peripheral vision refers to the outer edges of where
you can see.
‡ potential Potential means “possibility.”
Cognate: potencial
Talk About It
COLLABORATE corresponding definition. Then ask students to choose three words and
write a question for each word for their partner to answer.
T78 UNIT 4 WEEK 2

WEEK 2

SCAFFOLD
Use Visuals Look at Describe Have students Discuss Ask partners
the photograph for the describe the photo. Ask: to imagine they are
word summit. Point to What is one thing you planning a trip to a
the mountain. Elicit might see from the summit summit. Ask: What would
that another word for of a mountain? Ask them you need to bring? What
summit is top. Ask: What to turn to a partner and could you do to make
might it be like to climb talk about other things sure you stay safe? Have
to the summit of a hill or they might view from a partners share their ideas
mountain? Elaborate on summit. Elicit reasons to with the class. Correct
students’ answers. support their responses. responses as needed.
p. 161 p. 161 p. 161
VOCABULARY T79
n a crowded Olympic stadium, the gun sounded and

Wilma Rudolph took off like a bolt of lightning. As this
W
aamazing athlete ran confidently around the track, she never
llost her cool. Sprinting toward the finish line, Wilma used
her peripheral vision to ensure that her competitors would
not catch up. The crowd roared with elation as “the fastest
woman in the world” finished more than three yards ahead of
the other athletes.
Against All Odds

Though Wilma Rudolph inspired many during that 1960
Summer Olympics in Rome, Italy, her childhood had been
riddled with hardships. Wilma was one of 22 children born to
an impoverished Tennessee family. While she was a toddler, her
health deteriorated because of life-threatening illnesses.
When she was four years old, Wilma contracted polio, a
severe disease that causes paralysis. As a result, Wilma lost the
use of her left leg. Having polio could have been devastating for
Essential Question Wilma. Instead, she faced this physical challenge with a positive
attitude and never lost sight of her goal.
How do people meet personal
challenges? Wilma’s mother taught her very early to believe she could
achieve any goal, and the first was to walk without leg braces.
Read how a young woman
Once a week, she drove Wilma 90 miles round-trip to Nashville
overcame physical challenges
for physical therapy. Her mother also instructed Wilma’s siblings
to become an Olympic athlete.
on how to massage their sister’s legs. Done several times a day,
this monotonous routine continued for several years.
An Inspiring Comeback
Wilma’s doctors had little hope that she would ever be able
to walk again. When she was nine years old, they decided to
Wilma Rudolph at the
1960 Summer Olympics assess her progress. After the doctors removed the braces, they
were amazed to see that Wilma could walk on her own. They
Jerry Cooke/Corbis
were stunned by what this young girl could do despite having

contracted a crippling disease for which there was no cure.
252 253
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Shared Read
Connect to Concept: Ask: How does the author describe Rudolph? Model
Overcoming Challenges how to cite evidence to answer the question.
Explain that “She Had to Walk The author describes Rudolph’s success at the
Before She Could Run” tells about Olympics, comparing her to a bolt of lightning and
Wilma Rudolph, a woman who calling her “amazing” and “the fastest woman in the
Reading/Writing
Workshop used determination and discipline world.” The crowd roared with elation when she
to overcome physical challenges won the gold medal.
and become an Olympic gold medalist. Read the Reread Paragraphs 2 and 3: Model how to
biography with students, noting the previously paraphrase the second and third paragraphs.
taught, highlighted vocabulary words. Remind students that putting text in your own
words helps them remember key ideas.
Close Reading Rudolph grew up in poverty and poor health. She
Reread Paragraphs 1: Tell students that you are got polio when she was four and couldn’t move
going to look again at the first paragraph of the her left leg. She didn’t let polio discourage her and
biography. Reread the first paragraph together. worked toward her goal with a positive attitude.
T80 UNIT 4 WEEK 2

WEEK 2
Wilma Rudolph’s Olympics Statistics

From then on, Wilma never looked back. To compensate for
the years she had been in braces, Wilma became extremely Date Event Time Medal
active. As proof of her determination, she ra
ran
an 1956 200 Meters Not in finals None
everyday. She decided never to give up, no o 1956 4 x 100 Meters Relay 44.9 seconds Bronze
matter what happened. 1960 100 Meters 11.0 seconds Gold

1960 200 Meters 24.0 seconds Gold
Wilma’s brothers set up a basketball
1960 4 x 100 Meters 44.5 seconds Gold
hoop in the backyard, and she and her Relay
siblings played all day. Wilma became
an avid basketball player at school, too. In her individual sprints, Wilma outshone her competition and
A track coach named Ed Temple from won two gold medals with ease. During the relay event, however,
Tennessee State University spotted the team comprised of four athletes from Tennessee State found
Wilma at a basketball tournament and themselves in hot water. After a poor baton pass, Wilma had to
was extremely impressed by her athletic pick up her pace and run like the wind to complete the last leg of
ability and potential. He invited her to the race. She successfully overtook Germany’s last runner to win
attend a sports camp. Once again, Wilma’ss the race. Wilma became the first American woman in track and
life changed dramatically, this time for thee better. field to win three gold medals. Of her feeling of accomplishment,
she said she knew it was something “nobody could ever take away
Wilma displays her
An Olympic Champion gold medals (above);
from me, ever.”
The minute Wilma ran on a track, she loved it. When she was at the 1960 games
just sixteen years old, she qualified for the 1956 Summer
m Olympic
mer Giving Back
Games in Melbourne, Australia. And Wilma came home o
ome wearing The summit of Wilma’s career might have been her
the bronze medal she had won in the relay race. achievements as an Olympic athlete. Instead, she went on to
h
holarship
After high school, Wilma was awarded a full scholarship accomplish much more. After graduating from college, she taught
to major in education at Tennessee State University. But school and coached track. Soon
Make Connections
(t) Bettmann/Corbis; (b) Mark Kauffman/Time Life Pictures/Getty Images
once again, Wilma had to overcome challenges. In 1958,

1 Wilma was traveling the country,
having put her shoulder to the wheel both in class and
a giving speeches to school audiences. s. Talk about how Wilma met personal
during track-and-field events, she became too ill to run. To inspire others to do their challenges to become a successful
After she had a tonsillectomy, however, she felt better
t and
ter best in spite of all challenges, she athlete. ESSENTIAL QUESTIONS
started to run again. Unfortunately, Wilma pulled a would note that “the triumph can’t
Describe a time when someone you
muscle at a track meet in 1959, and Coach Temple be had without the struggle.” Wilma
know had a personal challenge and
had to implement a plan for her recovery. Wilma achieved her dreams and, ever after,
overcame it. TEXT TO SELF
recovered just in time to qualify for the 1960 helped others to reach theirs.
Summer Olympics in Rome.
254 255
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2/3/12 1:34 PM 255 1/21/12 3:29 PM
Make Connections A C T Access Complex Text

ESSENTIAL QUESTION
Encourage students to go back into the text for Prior Knowledge
evidence as they talk about how Wilma Rudolph
The section “Against All Odds” on page 253
overcame challenges to become an Olympic
describes Wilma Rudolph’s battle against
athlete. Ask students to use text details to explain
the effects of polio. You may want to provide
how Rudolph helped others face their challenges.
some additional information on the disease.
Continue Close Reading ‡ Polio reached epidemic levels during the
first half of the 1900s. Thanks to a vaccine,
polio is rare in the United States today.
‡ Reread, pp. T82–T83
‡ The majority of victims were under age 5.
‡ Author’s Point of View, pp. T84–T85
‡ Because it is contagious, or easily spread,
‡ Biography, pp. T86–T87 children with polio were often separated
‡ Idioms, pp. T88–T89 from their families for a time.
SHARED READ T81

LESS O
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10 Reread
Mins
Go
1 Explain Digital
Explain to students that they may have difficulty understanding
the importance of facts, anecdotes, descriptions, and explanations n a crowded Olympic stadium, the gun sounded and
W
an author includes in a biography. Remind students that they can

amazing
a athlete ran confidently around the track, she never
the other athletes.
Against All Odds

reread sections of text to clarify difficult pieces of information and

to determine why the author felt the details were significant.

Jerry Cooke/Corbis
252 253
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Workshop ‡ As they read a biography, active readers keep track of what Lesson
happens in the subject’s life. They stop to think when they find a
OBJECTIVES piece of information they don’t understand.
Cite textual evidence ‡ If students are not sure why certain information is significant,
to support analysis
they can reread the text and think about how the information
explicitly as well as connects to other details in the biography and to the author’s
inferences drawn from purpose for writing.
the text. RI.6.1
‡ Students may need to reread complex information more slowly
Analyze in detail or more than once to get a clearer idea of how the information
how a key individual,
event, or idea is
relates to the story of the subject’s life.
introduced, illustrated,
and elaborated in a 2 Model Close Reading: Text Evidence
text (e.g., through
examples or Model how rereading helps you understand the significance of
anecdotes). RI.6.3 Rudolph’s battle with polio when she was a young child. Reread the
first two paragraphs of “Against All Odds” on page 253 of “She Had
Reread difficult
to Walk Before She Could Run.”
sections to increase
understanding.
ACADEMIC Have students work in pairs to explain how Rudolph met challenges
LANGUAGE COLLABORATE once her leg braces were removed. Direct them to “An Inspiring
• reread, biography Comeback” on pages 253–254. Partners can reread the section to
• Cognate: biografía find specific events that convey Rudolph’s determination. Have pairs
choose other sections of “She Had to Walk Before She Could Run” to
reread as they look for example’s of Rudolph’s courage and resolve.
T82 UNIT 4 WEEK 2

WEEK 2
Monitor and
Differentiate
Quick Check
Do students reread biographies to
clarify the significance of events
included in the text?

ELL Develop p. T121

SCAFFOLD
Identify Help students Discuss Have students Explain Have students
reread the section “Against reread “Against All Odds” reread “Against All Odds”
All Odds” on page 253. on page 253. Ask: What on page 253. Elicit from
Identify difficult words happened to Rudolph students why the first
and phrases such as when she was four? (She years of Rudolph’s life
riddled with hardship, got polio and lost the use are significant. Ask: Why
impoverished, and of one leg.) Why was this a is the fact that Wilma got
contracted. Define these personal challenge for her? polio when she was young
for students and give (She had to spend several important to her story?
examples. Help them years learning how to Turn to a partner and
replace the words and walk again.) explain.
phrases with ones that are
more familiar.
pp. 163–164 pp. 163–164 pp. 163–164

Comprehension Skill
LESS O
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10 Author’s Point of View
Mins
Go
1 Explain Digital
FPO Explain to students that authors often express an attitude or
perspective about the subject of a biography. n a crowded Olympic stadium, the gun sounded and
W
amazing
To determine the author’s point of view, students first review the

the other athletes.
‡
Against All Odds
text for details about the subject that the author includes.
Jerry Cooke/Corbis
252 253
Then they look closer at these details for words and phrases that
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Reading/Writing ‡ Present the

Workshop indicate the author’s viewpoint about the subject. Lesson
‡ As they read “She Had to Walk Before She Could Run,” students
OBJECTIVES
should pay attention to the words the author chooses to
Analyze in detail
how a key individual, describe Wilma Rudolph and then think about what attitude or
event, or idea is viewpoint those words might convey.
and elaborated in a
2 Model Close Reading: Text Evidence
text (e.g., through
examples or Identify key details in the introduction and the section “Against All
anecdotes). RI.6.3
Odds” on page 253. Then model how to use details on the graphic
Determine an author’s organizer to determine the author’s point of view in the biography.
point of view or
Ana
Analytical Write About Reading: Analysis Model for students how to use
purpose in a text Writing
W
and explain how it the details in the graphic organizer to write a brief analysis of the
is conveyed in the author’s attitude toward Wilma Rudolph and her life in “She Had to
text. RI.6.6 Walk Before She Could Run.”
ACADEMIC 3 Guided Practice of Close Reading

LANGUAGE
• point of view, Have students work in pairs to complete a graphic organizer for
perspective COLLABORATE each section of “She Had to Walk Before She Could Run,” looking
• Cognate: perspectiva for details that indicate the author’s attitude toward Wilma Rudolph.
Ask pairs to discuss how text evidence does or does not support the
Ana
Analytical Write About Reading: Analysis Ask partners to work together to
SKILLS TRACE Writing
W
write a brief analysis of text evidence they used to determine the
AUTHOR’S POINT OF
VIEW author’s point of view in “She Had to Walk Before She Could Run.”
Select pairs to share their analyses with the class.
Introduce U1W5
Review U2W6, U4W1,
U4W2, U5W5, U5W6, U6W6
Assess U1, U4, U5
T84 UNIT 4 WEEK 2

WEEK 2
Monitor and
Differentiate
Quick Check
As students complete the graphic
organizer, do they locate details that
show the author’s perspective? Can
they identify the author’s point of view?

ELL Develop p. T121

Purpose
Students may have difficulty distinguishing
the author’s point of view from the author’s
purpose in providing factual information.
‡ In “An Inspiring Comeback,” what facts
about Wilma Rudolph does the author
include? (Rudolph was able to walk
without braces, became a dedicated
athlete, and attended a sports camp.)
‡ What details reveal the author’s viewpoint
about Rudolph? (words such as amazed,
stunned, never looked back, and impressed) APPROACHING BEYOND ELL
pp. 163–165 pp. 163–165 pp. 163–165

Genre: Informational Text

LESS O
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10 Biography
Mins
Go
1 Explain Digital
Share with students the following key characteristics of biography.
‡ A biography is the true story of a person’s life written by n a crowded Olympic stadium, the gun sounded and
W
amazing
someone other than the subject. Since it is a nonfiction text, it

the other athletes.
Against All Odds

describes real people and events in the subject’s life.

Jerry Cooke/Corbis
252 253
Biographies often focus on certain time periods or on aspects

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Workshop of the subject’s life, such as important contributions or specific Lesson
challenges.
OBJECTIVES
‡ A biography may include text features such as photographs and
Integrate information
presented in different tables to provide additional details that help readers understand
media or formats why the subject is noteworthy.
(e.g., visually,
quantitatively) as
well as in words to
develop a coherent Model identifying and using the text features on pages 254–255 of
understanding of a
“She Had to Walk Before She Could Run.”
‡ Table Point out the table on page 255. Explain that tables
By end of grade 8,
show factual information in an organized way. Ask: How is
read and comprehend
history/social studies the information in this table organized? What does it help you
texts in the grades 6–8 understand about Wilma Rudolph’s accomplishments at the
text complexity band Olympics?
independently and
proficiently. RH.6.10 ‡ Photographs Point out the photographs of Wilma Rudolph on
page 254. Remind students that photographs can help readers
Recognize understand how the subject of the biography was feeling at a
characteristics and given time. Ask: What information do the photographs
text features of a
provide about Rudolph’s Olympics accomplishments that the
biography.
table does not?
ACADEMIC
LANGUAGE
• biography, nonfiction, Have partners work to identify a challenge that Rudolph faced
table, photographs
COLLABORATE after recovering from polio. Partners should discuss how the
• Cognates: biografía,
information supports the author’s purpose of describing Rudolph’s
no ficción, tabla,
fotografías determination. Then have pairs discuss why the author chose to
use a table to present information about Wilma Rudolph’s Olympic
record. Have pairs share their ideas with the class.
T86 UNIT 4 WEEK 2

WEEK 2
Monitor and
Differentiate
Quick Check
Can students identify details of the
subject’s life the author presents? Can
they find and use two text features to
understand key information?

ELL Develop p. T123

SCAFFOLD
Identify Explain that the Describe Ask: What do Explain Have students
word table (tabla) can you learn about Wilma’s reread the table. Ask:
mean “a piece of furniture” Olympic experience from How was Wilma’s Olympic
or “a set of organized the table? Have pairs experience in 1956 different
information.” Tell students complete the frame: from her experience in
that tables show facts In , Wilma ran in 1960? Turn to a partner
and figures. Point to the the . She made the and explain.
table on page 255 and ask finals with a time of .
students to identify the She won . Repeat
correct meaning. for 1960.
p. 166 p. 166 p. 166
GENRE T87
Vocabulary Strategy
LESS O
IN I
M
N
10 Idioms
Mins
Go
1 Explain Digital
Explain that an idiom is a phrase or expression whose meaning is
different from the literal meanings of the words. Tell students that n a crowded Olympic stadium, the gun sounded and
W
idioms, a type of figurative language, suggest a meaning beyond

amazing
the other athletes.
Against All Odds

the words themselves. Idioms can be confusing for nonnative

speakers, but they help authors express ideas and describe events
Jerry Cooke/Corbis
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Workshop or characters in creative ways. Lesson
‡ To identify an idiom, students look for groups of words or
OBJECTIVES expressions that are unfamiliar, unusual, or seem not to make
Use context (e.g., sense.
the overall meaning
of a sentence or
‡ To discover the meaning of an idiom, students look for context
paragraph; a word’s clues in words or sentences near the unfamiliar phrase. These
position or function may provide information that can inform students about the
in a sentence) as a meaning of the expression.
clue to the meaning
of the word or
phrase. L.6.4a 2 Model Close Reading: Text Evidence
Interpret figures Model using context clues in the last paragraph on page 254 to find
of speech (e.g., the meaning of the idiom put her shoulder to the wheel. Point out
personification) in that a person might really put his or her shoulder against a wheel
context. L.6.5a
if the wheel were heavy or difficult to move. Note context clues
and explain that the phrase refers to working exceptionally hard to
ACADEMIC accomplish something.
LANGUAGE
• idioms, expressions
• Cognate: expresiónes 3 Guided Practice of Close Reading
Have students work in pairs to figure out the meanings of she never
COLLABORATE lost her cool, Wilma never looked back, and found themselves in hot
water in “She Had to Walk Before She Could Run.” Encourage pairs
to reread to identify context clues within the paragraphs that might
help them determine each idiom’s meaning.
SKILLS TRACE
IDIOMS
Introduce U4W2
Review U4W2, U4W3,
U4W5
Assess U4
T88 UNIT 4 WEEK 2

WEEK 2
Monitor and
Differentiate
Quick Check
Can students use context clues to
determine the meanings of she never
lost her cool, Wilma never looked back,
and found themselves in hot water?

ELL Develop p. T125
0NLEVEL PRACTICE BOOK p. 167

SCAFFOLD
Recognize Point out Understand Help Explain Discuss the
the idioms she never lost students find the meanings of the idioms
her cool, Wilma never idioms she never lost she never lost her cool,
looked back, and found her cool, Wilma never Wilma never looked back,
themselves in hot water looked back, and found and found themselves
in the text. Explain the themselves in hot water. in hot water. Then ask
meaning of each idiom Work with students to students to explain how
and provide an example help them understand the idiom’s meaning is
of an idea it might the expressions. Use related to the expression’s
describe. Help students the sentence frames: literal meaning. Have
replace the idiom with Not losing your cool is pairs discuss why the
familiar words or phrases like . Being in hot author might have
water is like . chosen the idiom.
p. 167 p. 167 p. 167

Develop
Comprehension
LEXILE
Seeing 1050
Things His
Own Way
Gr e
1
925 1185
185
1050 Seeing
g Thin
Things His Own Way

‡ Whole Class
‡ Small Group
‡ Independent
A C T Access
ccess Complex
omplex Text
ex t
Purpose Tell students that the purpose of the text is to
explain how the subject overcame blindness to
Specific Vocabulary
become a successful mountain climber. Have
Prior Knowledge students reread the title of the biography.
Connection of Ideas
Genre
T89A UNIT 4 WEEK 2

WEEK 2
Predictive Writing
Have students read the title, preview
the photos and captions, and write their
predictions about what they might learn
about the subject of the biography, blind
climber Erik Weihenmayer.
ESSENTIAL QUESTION
Question. Have students discuss what
information they expect to learn.
Note Taking:
Use the Graphic Organizer
fill in the graphic organizer on Your Turn
Practice Book page 162 to record details
that indicate the author’s point of view.
Seeing Things 1 Text Features: Photographs

Jamie Bloomquist Photography; (bkgd) Stockbyte/Getty Images
Look at the photographs on pages 276–277.
His Own Way

What do they tell you about the skills that a
successful mountain climber needs to have?
by Marty Kaminsky
277
276_287_CR14_SA6_U4W2_SEL_118712.indd 277
‡ What do you think the author means by the words ‡ Based on the title, what kind of a person do you
Seeing Things? (The author could be referring expect to read about? (I expect to read about
to the subject’s sight literally, or he could be someone who approaches a challenge in his
using the words figuratively to suggest that the own unique way. Saying people “see things
subject’s outlook on life is different from most their own way” means they have a unique
people’s.) perspective.)

Develop
E
Comprehension 2
to
rik Weihenmayer thrust his ice ax into the deep snow, hoping
t grip a hold long enough to catch his breath. The howling winds,
gusting up to 100 miles per hour, roared like a fleet of jet planes.
To communicate with his climbing partners, Erik had to scream to
be heard. It was only 3,000 more feet to the summit, but Erik’s team
2 Skill: Author’s Point of View was
w hopelessly trapped for five days in a blizzard on the high slopes
3 of
o Mt. McKinley.
On page 278, how does the author At 20,320 feet, Alaska’s Mt. McKinley is the highest peak in
introduce readers to Erik? (He describes a North America. Freezing temperatures, sudden avalanches, and
life-threatening climb that Erik took part devastating storms make it one of the most difficult mountains
in the world to climb. Nearly one hundred climbers have lost
in.) How does the author involve readers in their lives there after falling into deep crevasses or being blown
Erik’s accomplishment? (He asks readers to off the face by gale-force winds. For even the most experienced
imagine how they would feel if they were mountaineers and rugged explorers, climbing McKinley is the
challenge of a lifetime.
in severe conditions and also blind.) What
Imagine climbing such a treacherous peak without being able
does this say about the author’s attitude to see a single step. That is the task that Erik Weihenmayer faced
toward the accomplishment? (The author in June 1995. Erik is completely blind, having lost his vision at age
thinks it is significant. Readers might have thirteen due to a condition he was born with called retinoschisis.
But blindness has never stopped him from living an exciting life
trouble imagining this for themselves.) In and pursuing adventures most of us only dream about.
your graphic organizer, record details that “I am not a daredevil,” Erik explains. “I have a healthy fear
give you a sense of the author’s attitude and respect of the mountains, but I believe with proper training
toward Erik. and skill a blind person can tackle some awesome challenges.”
From a young age, life itself proved to be a challenge
Details Author’s for Erik. When he was a three-month-old baby, Erik’s eyes
Point of View began to quiver and shake. His parents were alarmed and
(t) Stockbyte/Getty Images; (b) Lawrence Manning/Spirit/Corbis
brought him to teams of specialists over a year and a half.

Erik took on “the challenge
of a lifetime” by climbing The doctors diagnosed his problem as retinoschisis, a rare
Mt. McKinley. condition that causes pressure to build in the retina until
Erik’s blindness “never it disintegrates, eventually leading to blindness. To view
stopped him from living an something directly in front of him Erik would have to
exciting life and pursuing look up, down, or sideways. He relied on his peripheral
adventures most of us only (side) vision to navigate his neighborhood and to do
dream about.” daily chores and tasks.
Erik at a base camp on Mt. McKinley.
278

Specific Vocabulary
Students may encounter unfamiliar words related ‡ What clues help you determine the meaning of the
to the content areas of mountain climbing and/ word crevasses on page 278? (“falling into deep”)
or blindness, such as retinoschisis on page 278. ‡ Use clues in the text to determine the meaning of
Encourage students to use context clues to retina in the last paragraph. (A retina is a part of
determine the meaning of this content-area the eye that aids in vision. I know this based on
vocabulary. the clues Erik’s eyes and leading to blindness.)
T89C UNIT 4 WEEK 2

WEEK 2
3 Author’s Craft: Text Structure

Rather than beginning the biography with
a description of Erik’s early life, the author
chose to set the opening years later, as
Erik and his fellow climbers are trapped on
4 Mt. McKinley. In what ways is this technique
effective? (It allows the author to highlight
Erik’s brave and adventurous spirit, and it
helps the reader see Erik in a positive light
from the very beginning of the biography.)
4 Genre: Biography
What important aspects of Erik
Weihenmayer’s life has the author chosen
to focus on in this biography? (The author
has chosen to focus on Erik’s skill as a
climber and on his blindness.) How does
the photograph on page 279 support that
focus? (The setting of the photo and the
equipment Erik is using indicate that he is
an experienced climber, while the rope he is
(t) Stockbyte/Getty Images; (b) Jamie Bloomquist Photography
holding makes it look like he is being led by

someone else.)
279
276_287_CR14_SA6_U4W2_SEL_118712.indd 279
Encourage ELLs to analyze photographs as well as text Point out that the Spanish word visión is not a
for clues that can help them determine the meaning cognate of the English vision when the English
of content vocabulary. meaning is “ability to see.” It is a cognate, however,
‡ Look at the photo on page 279. Point to one piece of when the meaning is “a mental image of what
equipment that a mountain climber uses. How does something could be like.”
the help the climber?

Develop
Comprehension
5 But Erik hated to be treated differently, so he learned to compensate for
his poor vision. When he played basketball with friends, they helped him
h
cover the court by playing zone defenses. They also learned to feed him
the ball with a bounce pass. “Erik would hear a bounce pass,” his father, Ed
Weihenmayer, explains. “But lots of passes hit him in the face anyway. After
5 Skill: Author’s Point of View most games Erik had a bloody nose and looked as if he was playing football,
not basketball.”
On pages 280–281, what details show With the help of family and friends, Erik was encouraged to find
Erik’s desire to fit in? (Erik participated in creative ways to participate in everyday activities. When his brothers
raced their mountain bikes over a ramp, Erik joined in, but sometimes
basketball and mountain biking despite he rode off the edge, picking up scraped knees for his efforts. Though he
injuring himself; he began using systems rarely complained or showed his frustration, Erik’s family was aware of his
for the blind to blend in.) How does the struggles. His father solved the bike problem by painting the ramp bright
orange. After two more months of bike stunts on the ramp, however, Erik’s
author indicate what he thinks about Erik’s eyesight had deteriorated to the point that the ramp became an orange
determination? (The author points out blur. He rode off his driveway one day and broke his arm.
that “ . . . he rarely complained or showed Despite his failing vision Erik continued his attempts to blend in and
his frustration.”) Add details to the graphic be like everyone else. Frequently he walked into trees or doors, and he had
constant bruises and black-and-blue shins. “I guess it was a lack of maturity
organizer. on my part,” Erik admits. “It was a sense of denial. I refused to learn to read
Braille or to use a cane, even though I needed one for my own safety.”
Details Author’s
Point of View By the time he was thirteen, Erik’s eyesight was completely gone. At first
he tried to function without the use of canes or visual aids, but that proved
Erik rarely complained
dangerous. While visiting his grandparents, he stepped off a dock and fell
about his struggles to be
eight feet into a boat. Though unharmed by the incident, it shook him up.
like everyone else.
Out of sheer desperation, Erik came to accept his blindness.
“I realized that if I got good at using the systems for the blind I would
STOP AND CHECK blend in better and be more like everyone else,” he says. “If I didn’t use my
cane I would be stumbling about, and that would make me stand out more.”
Reread How did Erik and his family
compensate for his failing eyesight? (Erik
STOP AND CHECK
adjusted the way he played sports. His dad
Reread How did Erik and his family
Stockbyte/Getty Images
painted a ramp bright orange so Erik could compensate for his failing eyesight?
see it and not ride his bike off the edge.) Reread to check your understanding.
280

Purpose
Remind students that one purpose of this ‡ How does the author help you understand why Erik
biography is to tell how Erik Weihenmayer met the reacted that way? (The author explains that Erik
personal challenges he faced as he lost his sight. was afraid that using tools for the blind might
‡ What key details on page 280 describe how Erik first cause people to treat him differently.)
reacted to the fact that he was going blind? (Erik ‡ What details clarify how Erik began to overcome his
refused to use tools like Braille or a cane, even blindness? (Erik realized that stumbling around
when it meant that he might injure himself.) and injuring himself would make him stand out.)
T89E UNIT 4 WEEK 2

WEEK 2

Look at the photograph of Erik and his dog
Wizard on page 281. Turn to a partner and
discuss why the dog might be significant.
(People who are blind often use service
dogs to help them get around. It’s likely that
Wizard is Erik’s guide dog. This is significant
because it indicates that Erik was willing to
6 Erik and his dog, Wizard Machu Picchu take advantage of tools available to him,
thereby accepting his blindness.)
At fifteen Erik joined his high school’s wrestling team.
Because the sport depends on physical contact, strength, and
instinct, Erik found he could compete on even terms with his
7 Strategy: Reread
oopponents. He did not win a match as a freshman, but by his senior Teacher Think Aloud As I read a
7 yyear he was chosen team captain and sported a 30-3-3 record. He
biography, I can stop and reread when I
wwas selected to represent Connecticut in the National Freestyle
Wrestling Championships and went on to wrestle at Boston College. encounter unfamiliar information about
Just as Erik was beginning to accept his blindness and learning the subject’s accomplishments. The first
to function in a sightless world, tragedy struck hard. While he paragraph on page 281 tells me that Erik
was away at summer wrestling camp, Erik’s mother was killed
in an automobile accident. The loss was devastating, but Erik’s sported a 30–3–3 record during his senior
father exerted extra efforts to spend more time with his children. year. If I’m not sure what those statistics
As a way to bring the family closer, Ed Weihenmayer brought his represent, I can reread and paraphrase
children together for adventurous treks around the world. Among
many other journeys, they visited the Batura Glacier in Pakistan
the information to better understand
and the Inca ruins at Machu Picchu in Peru. it. It says that Erik wrestled at the state
“Facing his mother’s death and blindness so close together was championships during his senior year, which
(l) Ed Weihenmayer; (r) Danny Lehman/Corbis
difficult,” Ed recalls. “But Erik never used them as an excuse for

means he must have won many matches.
not measuring up and going for it.” Rock-climbing trips to New
Hampshire and other travels with his family whet Erik’s appetite That tells me that the 30 likely represents
for adventure. He soon became a skillful rock climber, scuba diver, the number of matches he won that year,
and sky diver. and the two 3s represent matches he lost
281 and tied.
276_287_CR14_SA6_U4W2_SEL_118712.indd 281
Point out the idiom “feed him the ball” on page 280. ‡ How do basketball players move the ball from one
Explain that the word feed does not mean “give food player to another? (They throw or toss the ball.)
to eat” in this context. ‡ What does that tell you about the meaning of “feed
‡ What are Erik and his friends doing? (playing him the ball”? (It means “throw him the ball.”)
basketball)

Develop
Comprehension
8 Text Features: Photographs
What do you learn about Erik Weihenmayer
by studying the photo on page 282? (The
photo shows how adventurous and strong 8
he is, since he’s balancing on a narrow
ledge high on a mountain.)

In the first paragraph on page 283, how
does the author use verb tense to clarify
for the reader that Erik is still teaching
school today? (The author uses past tense
to describe how Erik was hired to teach a
class of fifth graders after graduating from
college, then switches to present tense
to describe the day-to-day routine of Erik
and his students. This use of present tense
implies that Erik still teaches today.)
Jamie Bloomquist Photography
282

Prior Knowledge
Point out the reference to Wall Street in the first ‡ What job might someone who works on Wall Street
paragraph on page 283. Explain that the term have? (Someone who works on Wall Street might
refers to an area of New York City in which the be a banker or a stockbroker.)
stock market and many financial institutions and
businesses are located.
T89G UNIT 4 WEEK 2

WEEK 2
After getting his master’s 10 Skill: Author’s Point of View

ddegree from Lesley College in
9 MMassachusetts, Erik was hired to teach In what ways does the author share his
aat an elementary school in Phoenix, perspective on Erik’s role as a teacher? (He
Arizona. Managing a class of lively
mentions that Erik has handled teaching
fifth graders was a challenge equal
to any Erik had undertaken, but he the class well and that he is respected by his
10 loved his work and handled it well. students, saying that his class rarely takes
“My dad worked on Wall Street for advantage of him, even though they could.)
thirty years,” he says. “He struggled to Erik with students
find meaning in his work. I don’t have that struggle as a teacher.” Add these details to the graphic organizer.
The students in his classes quickly realize that Erik needs their help
Details Author’s
to make learning work for them. With his guidance they devise Point of View
systems to communicate and get things done. Students pitch in
taking turns writing on the board, hanging posters, and passing Blindness has not stopped
out papers. Although the class could take advantage of their Erik from becoming a
respected teacher.
11 sightless teacher, they rarely do. In fact, they fall over each other to
be the first to fill his dog’s water bowl.
As he settled into his teaching job, Erik and a buddy filled their
weekends with climbing trips to the rock faces and mountains
11 Vocabulary: Idioms
of Arizona. On the higher slopes Erik and his partners devised What context clues in the surrounding
a climbing language that the lead climber would call out. If a
teammate shouted, “Iceberg ahead,” for example, Erik understood sentences help you determine the meaning
that a pointy rock sticking out of the ground was in his path. A of the idiom “fall over each other” on page
cry of “ankle breaker” meant that little loose rocks lay ahead. By 283? (The surrounding sentences tell how
learning to follow in the footsteps of his partners and to rely on
his other senses, Erik took on the tallest peaks in Africa and North
Erik’s students help with a variety of jobs in
and South America with his climbing friends. the classroom. The second to last sentence
states Erik’s students rarely take advantage
Phoenix Country Day School; (t) Stockbyte/Getty Images
of his blindness. The use of “in fact” at the

beginning of the sentence with the idiom
indicates that students do the opposite of
take advantage of Erik. So “fall over each
Erik rock climbing at the Phoenix, Arizona, Bouldering Competition
other” means “to show great eagerness.”)
283
276_287_CR14_SA6_U4W2_SEL_118712.indd 283
Point out the fourth and fifth sentences on page

283. Help students understand the phrase “find
meaning” is different from finding the definition
of a word. The use of the phrase here is “to find a
purpose or significance” in his work.

Develop
Comprehension “Feeling the rock under my hand, feeling the wind and sensing I am
hundreds of feet above tree line is an incredible experience,” Erik says.
“It’s exciting to work on a team for a common goal.” So great is his love
of the mountains that Erik and his wife, Ellen, were wed at a rock altar
13,000 feet up the slopes of Mt. Kilimanjaro in Tanzania.
STOP AND CHECK But pulling yourself up a sheer rock wall, balancing on an icy ridge,
Reread How did both planning and practice and handling sub-zero temperatures can prove frustrating for any
mountaineer, particularly one who is blind. While climbing Mt. Rainier
help Erik to work out the problems his lack of in 1985 Erik discovered he could not set up his tent in the freezing
vision caused while mountain climbing? weather with his bulky gloves covering his hands. In typical fashion he
refused to admit failure. “I was so embarrassed that I resolved never
Teacher Think Aloud The author to let that happen again,” he says. “When I returned to Phoenix I
describes how careful planning and practiced setting up a tent in the one-hundred-degree heat with gloves
practice helped Erik overcome problems on over and over. It is no longer a problem for me.”
Careful planning and practice have always helped Erik work around
that might arise due to his lack of vision.
the problems caused by his lack of vision. To prepare for the risky climb
One way that I can check my understanding up Mt. McKinley, Erik’s team practiced on Mt. Rainier in Washington
of the precautions Erik took is by rereading. and Long’s Peak in Colorado. Back in Phoenix, Erik and a teammate
strapped on fifty-pound packs and raced up and down the stairs of a
Prompt students to apply the strategy in forty-story skyscraper to build strength and endurance.
a Think Aloud by rereading to check their Before the McKinley trip Erik’s climbing group, which called itself
understanding. Have them turn to a partner 12 Team High Sights, secured the sponsorship of the American Foundation
for the Blind. “I was hopeful that my climb would make
and paraphrase what they reread. a statement,” Erik says.
Student Think Aloud As I reread, I’ll look
for descriptions of the hardships climbers
endure and the ways they prepare for STOP AND CHECK
those hardships. I’ll look for information Reread How did both planning and
practice help Erik to work out the
about how Erik adapted his preparation to
yte/Getty Images; (b) C Squared
problems his lack of vision caused

account for his lack of vision. Along with while mountain climbing? Reread
building his strength and endurance, Erik to check your understanding.
etty Images
(t) Stockbyte/Getty
practiced tasks he might find especially

Studios/Getty
difficult, such as setting up a tent while Erik(right) in an igloo on Mt. McKinley at 17,000 feet.
wearing gloves. 284

Connection of Ideas
Point out that the second paragraph on page 284 ‡ What do we find out about Erik in the second
starts with the word but. Explain that but often paragraph? (His lack of vision can make climbing
signals two different ideas connected in some way. particularly difficult for Erik, and he gets
‡ What do we know about Erik from the first embarrassed when he finds it harder to complete
paragraph on page 284? (He loves climbing, a task than other climbers might.)
particularly with a team.)
T89I UNIT 4 WEEK 2

WEEK 2

Why do you think Erik’s climbing group
called itself “Team High Sights”? (Erik’s
team had two goals in mind: to climb to
the highest point in North America and to
raise awareness about the challenges that
blind people can overcome.) What can you
infer from the author’s statement about the
sponsorship Erik’s team received? (that the
American Foundation for the Blind makes
a point of supporting efforts like Erik’s and
that it is probably an important organization
for blind people)
CONNEC T TO CONTENT
Jamie Bloomquist Photography
IENCE
SC
PHYSICAL CHALLENGES AND CLIMBING
285 Adventurers like Erik Weihenmayer

can face extreme conditions when
climbing mountains. Climbers need
to protect themselves from freezing
temperatures and gale-force winds. Erik
and the rest of the team set up tents
and wear the appropriate clothing, such
as bulky gloves to handle the sub-zero
temperatures. On page 287, students
‡ How do these ideas relate to each other? (Both read how Team High Sights was forced
support Erik’s feelings about climbing. On the to wait out a storm for five days. Once
one hand, he thinks climbing is an incredible the storm cleared the team protected
experience. On the other, it brings him challenges themselves using insulated gear and
that can be frustrating to overcome.) ice shoes as they finally climbed to the
summit of Mt. McKinley.

Develop
Comprehension
13 Strategy: Reread
Reread page 287. Turn to your partner and
paraphrase why Erik and his team decided
to try to reach the summit.
Student Think Aloud Erik and his team
heard a radio report that predicted that
the next twelve hours of weather would be
clear. The team knew they could get to the
summit and back in that length of time, so
they decided to try for it.
14 Ask and Answer Questions

Think of your own question about the text
and share it with a partner. For example,
ask, “Why do you think Erik chose to bring
two banners to the summit?” (The banners
represented his teaching and his work for
the blind, two causes important to him.)
Didrik Johnck/Corbis
286

Genre
Explain that in addition to providing more ‡ What information does the caption on page 287
information about a photograph, a caption can provide? (that Erik climbed Mt. Everest and that
clarify a photo’s connection to the text. the photos on page 286 are from that trip.)
‡ Reread the last paragraph on page 287. What ‡ What does the caption help you understand about
do you learn about Erik’s plans for climbing the biography? (It clarifies that the biography
Mt. Everest? (Erik hopes to summit Mt. Everest was written before Erik successfully reached the
in the future.) summit of Mt. Everest.)
T89K UNIT 4 WEEK 2

WEEK 2
Huddling in their ice-coated tents at 17,000 feet, Team 15 Skill: Author’s Point of View
High Sights was forced to wait out a five-day storm on Mt.
McKinley. Their food supply was dwindling and all that could
Add a final detail that shows what the
be seen of the summit was a plume of snow blowing hundreds author thinks about Erik Weihenmayer. Then
of feet into the air. Unless the storm let up, all hope of reaching the determine the author’s point of view.
summit would have to be abandoned. On the sixth day they heard
oon their weather radio the news they’d been waiting for: There would Details Author’s
13 bbe a twelve-hour period of clear weather in which to reach the summit Point of View
aand return before the next storm system closed off the mountain. Erik hopes his Mt. The author admires
Strapping on their ice shoes and insulated gear, the climbers tied McKinley climb Erik’s courage in
themselves together with sturdy rope. Pushing through thigh-deep provides inspiration facing a variety
snow was exhausting work, but Team High Sights carefully moved for others. Erik has of challenges. He
up the mountain. For Erik, the climb to the summit seemed learned to step believes that Erik is
endless. At the top of a knife-edge ridge his ski pole slipped and around every obstacle an an inspiration to
in his path. all people, whether or
all he could feel was air. “I was concentrating very hard with each
not they are blind.
step,” he explains. “Finally I took a step and my friend Stacey said,
‘Congratulations,
C you’re on the top of North America.’ ”
14 With tears in their eyes, the climbers embraced and snapped Return to Predictions
photographs of each other. Erik held aloft a pair of banners—
p
one designed by a girl at his school, and one for the American
Foundation for the Blind. After fifteen minutes at the peak, the for reading. Ask them to answer the
team
t headed down, safely making their way back to a lower camp. Essential Question. (People meet personal
15 The climb to the top of Mt. McKinley was a proud
challenges by being determined, brave, and
accomplishment
a for Erik, and one that he hopes provides inspiration
for others. “Before McKinley I never thought I was extremely tough,” persistent. Erik Weihenmayer cannot see,
Erik says. “I always felt I had the potential to do much more. I hope my but he has climbed mountains on every
climb proves that we can all push beyond what we think we can do.” continent because he worked hard.)
Having climbed McKinley, the highest mountain in North
(t) Stockbyte/Getty Images; (b) William Sallaz/Duomo/Corbis
America, Erik is well on the way to meeting one of his climbing

goals. In the next few years he plans to summit the highest peak
on each continent, including Mt. Everest in Asia. He has learned
to step around every obstacle in his path, and though it will be a
difficult task, Erik knows there is no reason a blind man cannot sit
atop the tallest mountain in the world.
Erik recently reached his goal of climbing Mt. Everest.

287
276_287_CR14_SA6_U4W2_SEL_118712.indd 287
Help students use context to find the meaning of ‡ What do you think dwindling means? (“getting
dwindling. smaller”)
‡ How many days did the team have to wait for the
storm to pass? (five days)
‡ As the days went by, what do you think happened
to the team’s food supply? (The food supply got
smaller.)

About
About the Author
the Author Marty Kaminsky
believes strongly that “we have an obligation
Meet the Author to leave the world a better place.” One way that
Marty tries to accomplish this is through his
Marty Kaminsky volunteer work. Inspired by his father’s efforts to
help others, Marty started a volunteer tutoring
Have students read the biography of the
group of his own. It was an appropriate choice
author. Ask: because Marty is a retired teacher.
‡ How might Marty Kaminsky’s writing Since he left teaching, Marty has also published numerous articles in
support his belief that we should leave the children’s magazines. “Seeing Things His Own Way” is a chapter from a
collection of biographies about
world a better place? athletes who have overcome
Author’s Purpose
personal challenges and inspired
How are the events Marty Kaminsky
Author’s Purpose
others through their courage. describes in “Seeing Things His Own Way”
likely to inspire readers?
To Inform
Remind students that authors who write
biographies may include events and details
that not only inform but also inspire readers.
Students may say that the events Kaminsky
describes are likely to inspire readers by
motivating them to imitate Erik’s drive and
perseverance the next time they face a
(t) Boyds Mills Press ; (b) Jamie Bloomquist Photography
personal challenge of their own.
Author’s Craft
Word Choice
Explain that in a biography, authors often 288
choose words that create a specific mood and
emphasize the real setting and environment in
which the subject lived. 288_289_CR14_SA6_U4W2_AICC_118712.indd 288
‡ The author uses the words howling and

gusting to describe the windy setting as
Erik is making his way toward the summit
of Mt. McKinley. These words allow the
reader to feel just how cold and dangerous
the conditions are and create a cautious,
suspenseful mood. (page 278).
‡ Have students find other examples of the
author’s strong word choice, such as . . .
Erik’s eyes began to quiver and shake. (p. 278).
T89M UNIT 4 WEEK 2

WEEK 2
Respond to
Respond to Reading
Summarize Details
Author’s
Point of
View
Reading
Use important details from “Seeing Things His Own Way”
to summarize how Erik met his own personal challenge.
Information from your Author’s Point of View chart may
Summarize
help you. Review with students the information from
their graphic organizers. Model how to use the
Text Evidence
information to summarize Seeing Things His
1. How do you know that “Seeing Things His Own Way”
is an example of a biography? Use evidence from the text
Own Way.
to support your answer. GENRE Ana
Analytical
W
Writing W
Write About Reading: Response Have
2. What is the author’s point of view toward Erik and students respond to the author’s point of view
his achievements, and how is it conveyed, or shown,
that Erik should be seen as a role model by
in the text? Cite examples from the selection in your
answer. AUTHOR’S POINT OF VIEW explaining whether or not they agree with the
3. What is the meaning of the phrase “push beyond what we
author. Remind them to use details from their
think we can do” on page 287? Use context clues in the graphic organizers to support their responses.
surrounding sentences to help you figure out the meaning. IDIOMS Have students share their work with a partner.
4. Write about the author’s use of persuasive language and how
he uses it to convince readers that Erik should be seen as a role
model. WRITE ABOUT READING
(t) Jamie Bloomquist Photography; (b) William Sallaz/Duomo/Corbis; (bkgd) Photodisc/Getty Images
Text Evidence
1. Genre Answer Seeing Things His Own
Way is a biography because the author
Make Connections
What did Erik prove to himself and others by testing
presents information about the life of blind
his limits as he did? ESSENTIAL QUESTION climber Erik Weihenmayer. Evidence The
What other kinds of challenges have you read about biography focuses on how Erik overcame
that have inspired you to act or think in a new way? challenges he faced. It includes text
What did you learn from the example? TEXT TO WORLD features such as photographs and captions
to provide more information.
2. Author’s Point of View Answer The author
289
admires Erik’s refusal to let his blindness
keep him from his goals. Evidence On
page 284, the author states “In typical
288_289_CR14_SA6_U4W2_AICC_118712.indd 289 1/26/12 4:46 PM fashion he refused to admit failure.”
3. Idioms Answer The phrase means “use
extra effort to achieve more than we think is
Make Connections possible.” Evidence Erik says that he always
Essential Question Have partners list three ways felt he had the potential to do more.
in which Erik tested his limits. Then discuss what Erik Ana
Analytical
4
W
Writing 4. Write About Reading: Author’s Point of
might have learned from the experiences, along with
View The author praises Erik in the text. On
what others might be able to learn from them.
page 283, the author writes that managing
Text to World After students name a challenge they his students was a challenge, but Erik “loved
have read about, have them discuss what they learned his work and handled it well.” On page 287,
from the example. Students should keep a master list of the author writes that Erik “has learned to
people and events that inspire them. step around every obstacle in his path.”

Develop
Comprehension
LEXILE
“Get Fit 910
For Fun”
Gr e
925 1185
185
910 “Get Fit For Fun”
This selection contains domain-
specific vocabulary and difficult
Literature Anthology concepts.

‡ Whole Class
‡ Small Group
‡ Independent
A C T Access
ccess Complex
omplex Text
ex t
Genre Explain that in an opinion piece, an author states
how he or she thinks about an issue. The author
Prior Knowledge
then includes details that support his or her
viewpoint and, ideally, convince the reader that
the opinion is valid.
T89O UNIT 4 WEEK 2

WEEK 2
The Benefits of Exercise

Before you begin any type of exercise program, remember to
check with your doctor first. Your routine may include both strength Compare Texts
t
training and aerobic training. Strength training helps you build
Students will read an expository text about
1 m
muscles and of course makes you stronger. Try push-ups, sit-ups,
a other exercises that make you use your own body for resistance.
and becoming more fit. Ask students to do a
That means moving your own weight to build muscle. Ask a physical close reading of the text, using the reread
e
education teacher for pointers.
strategy or other strategies they know
2 Aerobic exercise gets your heart and lungs working harder; you
b
breathe deeply and move oxygen around your body. Your brain needs to help them understand the content.
oxygen to stay alert! Your cells need oxygen too, so they can grow Encourage students to take notes on the
more cells and turn food into energy. Walking, swimming, jumping
author’s argument. They can use the text
rope, and dancing are some great ways to build muscle and get your
heart pumping. evidence to compare this text with the
Before you begin either strength or aerobic training it’s best to ideas in Seeing Things His Own Way.
start your workout with gentle stretching. Stretching keeps you
flexible and helps you avoid injuring yourself. Did you ever watch 1 Ask and Answer Questions
cats stretch? They know how good it feels! Stretching after you
exercise is also a good idea. What types of strength training does the
author encourage for students? What types
What Not to Do
Are you ready to implement an exercise program and get fit? As
does he recommend a student avoid?
Ana
Analytical
you work to increase your overall fitness, keep in mind there are also W
Writing W
Write About Reading Make a list of
some things you should avoid. People your age are not supposed to
have big bulging muscles and should not lift heavy weights. Heavy
exercises in each category. (The author
weights can put stress on your growing joints and tendons, the encourages push-ups, sit-ups, and exercises
tissues that connect your muscles to your bones. This can lead to that use the body for resistance. He
permanent damage. Another thing to keep in mind is that you should
start exercising gradually.
recommends avoiding lifting weights.)

Why should a fitness routine include aerobic
exercise? With a partner, paraphrase the
reasons why the author encourages it.
(Aerobic exercise makes the heart and
Jason O’ Malley
lungs work harder and increases the

291 flow of oxygen throughout the body.)
290_293_CR14_SA6_U4W2_PP_187126.indd 291
‡ Reread the title and first paragraph on page 290. ‡ Find a detail in the third paragraph that supports
What belief does the author state? (The author the author’s opinion. (You don’t need to be a
states the belief that it’s easy for almost anyone professional athlete to increase your regular
to improve his or her fitness level.) physical activity and eat a balanced diet.)
‡ Find a detail in the second paragraph that supports
the author’s opinion. (You can be fit by following
three steps.)

Develop Eating a Balanced Diet

Experts help professional athletes eat for peak
Comprehension performance, but kids must rely on families and their own
judgment. One good plan is to follow the recommendations of
nutritionists and choose a diet based on the major food groups.
Instead of too much pizza or too many burgers, fruits and
vegetables should play a big role in your diet. These foods
3 Ask and Answer Questions are important both for growing young people and adults.
3 Several fruits and vegetables, such as bananas and
What are the benefits of choosing a diet avocados, are rich in potassium, a mineral that can lower
based on the major food groups? your blood pressure. High blood pressure means that your
Ana
Analytical
heart is working overtime. Potassium also helps build muscle.
W
Writing Write About Reading Take notes about
W Grains such as cereals, bread, rice, and pasta form
specific ways foods in each category help another food group you should eat daily. You should try
keep you healthy. (Fruits and vegetables to eat mostly whole grains, which still have their outer
layers. These are the healthiest parts of the grain.
help lower blood pressure; grains help Grains that are refined, or milled, have their two outer
nerves function, provide energy, and layers scraped away. These outer layers contain the most
reduce the risk of heart disease; dairy nutrients. When grains are milled, they lose important
nutrients such as B vitamins and iron. The B vitamins
products build strong teeth and bones; help your nerves function, and iron carries oxygen to
proteins build blood cells and provide your cells, so you have more energy. A lack of iron can
energy.) Turn to a partner and compare leave you feeling both tired and weak. Eating whole
grains can also cut down on your risk of heart disease.
notes. You need dairy products such as milk, yogurt, and cheese
for calcium to build strong teeth and bones. Most of the foods
you eat in this group should have no fat or low fat. That
means cutting back on foods such as ice cream.
Proteins form the building blocks for
your blood, muscles, skin, and bones.
Protein sources include meats, fish,
292
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Prior Knowledge
Point out on page 292 the statement that B ‡ What kind of messages do nerves carry to the brain?
vitamins help your nerves function. Help students (messages about the surrounding environment,
understand the role nerves play in a healthy body. such as if something is hot or cold )
‡ Where do nerves in your body send messages? (to ‡ What does that help you understand? (Nerves need
the brain) to function properly to send messages to the
brain to tell you how to react to your environment
and keep you safe.)
T89Q UNIT 4 WEEK 2

WEEK 2
Get moving. Sitting for

Make Connections
long periods of time is Essential Question Have students use key
one of the most unhealthy
chicken, eggs, and nuts. These nutrients build things you can do. details to explain how they can meet the
blood cells and give you energy. Dried beans
Eat a challenge of staying fit. Encourage students
and peas are an important source of protein if
you don’t eat meat.
balanced diet. to revisit the headings or the list on page 293
Most junk foods and sweetened drinks add to identify steps the author recommends
Drink plenty of
fat, salt, sugar, or calories without giving you
water and low fat or taking.
important nutrients. If you eat the right amounts
skim milk.
of the major food groups, you’ll be at a healthier Text to Text Have pairs compare their
BananaStock/Jupiter Images
Pay attention to your
weight naturally.
body. Stop eating when
responses to the Ask and Answer Questions
you feel full and rest prompts with what they learned about Erik
Your Need for Water when you are tired.
Is all this talk of exercise making you thirsty? Weihenmayer in Seeing Things His Own Way.
That’s a good thing. In addition to a balanced diet, Select pairs of students to report back to
your body needs water to work properly. You use water
the class. In order to answer the Text to Text
to digest your food, to carry nutrients through your blood,
to remove waste products, and to cool you through sweating. question, ask pairs to think about athletes
like Erik who climb mountains and how the
Getting Started rules of good nutrition are important to help
It’s easy to implement a fitness routine. Step away
from the remote. Click off the computer. Get off the
them accomplish their goals. (It is important
couch and get moving. Find an exercise buddy. And for athletes to follow the rules of good
think about what to eat before you eat it. nutrition so they can build strong bones
How can you assess whether you’re on the road
to fitness? You’ll have more energy and feel better.
and muscles and keep their energy up. In
the case of Erik Weihenmayer, he needs to
Make Connections eat a balanced diet to have the strength to
What simple steps can kids your age pull himself up the mountain and to keep
take to meet the challenge of staying his energy up to reach the top.)
fit? ESSENTIAL QUESTION
Why is it important for athletes to follow

the rules of good nutrition? TEXT TO TEXT
293
290_293_CR14_SA6_U4W2_PP_187126.indd 293
Encourage students to notice the following ‡ What other foods are important to your health?
cognates in the section “Eating a Balanced Diet” on (Avocados, whole grains, and milk are important
pages 292–293: bananas/bananas, fruits/frutas. Ask to your health.) What does that help you
if anyone can find another cognate. (important/ understand? (You should eat a variety of foods to
importante, vitamin/vitamina) be healthy.)
‡ Why are bananas important to your health? (They
help lower your blood pressure and build muscle.)
LITERATURE ANTHOLOGY T89R

Phonics/Fluency
LESS O
IN I
M
N
20 Vowel Alternation
Mins
Go
Use combined
knowledge of Remind students that a suffix is a word part that comes at the end of
all letter-sound a base word and changes the meaning of the base word. Common
correspondences, suffixes include -s, -es, -ed, -ing, -ful, and -ly. Explain that adding a Vowel
syllabication patterns, Alternation
suffix sometimes changes the vowel sound in the original word.
and morphology
(e.g., roots and Write the word crime on the board and read it aloud. Point out that Present the
affixes) to read crime has the long i sound. Then write the word criminal on the Lesson
board and read it aloud. Point out that the words crime and criminal
multisyllabic words
in context and out of are related—criminal is formed by adding a suffix to the word crime.
context. RF.5.3a Then explain that when the word criminal is formed, the i becomes
Read on-level prose a short i sound. Tell students that this change in vowel sound
and poetry orally with between related words is called vowel alternation.
accuracy, appropriate
rate, and expression
on successive
2 Model
readings. RF.5.4b Write the words wise and wisdom on the board. Model saying the
long-vowel sound in the first word and the short-vowel sound in the
second. Explain that the addition of a suffix causes the sound of the
vowel to change in these related words.
ACADEMIC
Write the words below on the board. Model reading aloud each
LANGUAGE
• intonation pair of words. Have students observe the vowel-sound changes.
• Cognate: entonación Discuss any spelling changes that occur when the suffix is added
(e.g., reside/resident).
W
amazing
the other athletes.
Against All Odds

nation national
Jerry Cooke/Corbis
compete competition
252 253
252_255_CR14_SI6_U4W2_MR_118711.indd
2/3/12 255
1:34CR14
PM SI6 U4W2 MR 118711 indd 253 1/23/12 5:07 PM
View “She
ignite ignition Had to Walk
Before She
reside resident Could Run”
3 Guided Practice
Refer to the sound
Have students chorally read the words above. Encourage them to
transfers chart in the
Language Transfers clearly emphasize the different vowel sounds in each pair of words.
sounds that do not
transfer in Spanish,
Hmong, and Korean.
T90 UNIT 4 WEEK 2

WEEK 2

Monitor and
Transition to Longer Words Help students transition from
reading simple words to more complex words with vowel
Differentiate
alternation. Draw a T-chart on the board. In the left column,
write: extreme, inspire, pronounce, south, origin, refer, confide,
decide, human, admire, metal, acquire. In the right column, write: Quick Check
Q
extremity, inspiration, pronunciation, southern, original, reference,
confidence, decision, humanity, admiration, metallic, acquisition.
words with vowel alternation? Can
Have students read a word in the first column, and then model
students read with proper intonation?
how to read the longer word in the second column. Point out
Can students read fluently?
any spelling and sound changes. Finally, point to each word in
random order and have students chorally read the words.

pp. T106, T110
ELL Develop
pp. T123, T126
If Yes On Level Apply
pp. T112–T113
Beyond Level Apply
pp. T116–T117
Intonation
Explain/Model Explain that good readers use appropriate
intonation as they read. Reading with intonation means that
the reader’s voice rises or falls as he or she says the words.
When you vary the pitch of your voice, it signals a change in
meaning or tone and helps clarify the text. ONLEVEL PRACTICE BOOK p. 168
Turn to “She Had to Walk Before She Could Run,” Reading/

Writing Workshop pages 252–255. Model reading aloud the
first two paragraphs in the section “An Inspiring Comeback.”
Focus on intonation, changing your pitch to emphasize
exciting or dramatic moments in the text.
Practice/Apply Ask students to read the passage in groups.
Have one group read the passage with an emphasis on
intonation. Have a second group echo-read, using the same
intonation. Then have the groups switch roles. Help students
use proper intonation. Offer feedback as needed.

passages.
p. 168 p. 168 p. 168
PHONICS/FLUENCY T91
Wrap Up the Week

Integrate Ideas
L STU
IA
DI
SOC
ES
Overcoming Challenges
OBJECTIVES Develop a Research Plan

range of collaborative Explain that students will work in pairs to research the organization behind
discussions (one-on- COLLABORATE the Special Olympics. They will choose a focus and then develop a research
one, in groups, and plan that includes possible primary and secondary sources. Each pair will
teacher-led) with then present their plan to another pair. Discuss the following steps:
diverse partners on
and issues, building 1 Choose a Topic Have students engage in collaborative discussions
on others’ ideas and (one-on-one and with partners) about the personal challenges they
expressing their own read about this week. Pairs should then brainstorm what they know
clearly. SL.6.1
and want to know about the Special Olympics. Have each pair choose
Write routinely over a focus, such as the history, events, or people involved in the Special
extended time frames
Olympics. Have students post topics on the Shared Research Board.
(time for research,
reflection, and
revision) and shorter 2 Find Resources Review the differences between primary and
time frames (a single secondary sources, as well as the importance of using both kinds when
sitting or a day or making a research plan. As students seek information online, they
two) for a range of
discipline-specific should use search engines and other digital tools.
audiences. W.6.10 3 Guided Practice Guide students to record their notes on a T-chart.
They can list primary sources in one column and secondary sources
• Use primary and in the other.
secondary sources
• Use digital tools to
locate information.
4 Create the Project: Research Plan Have partners work together to
• Develop a research choose the most useful sources for their research plans. They can then
plan. prepare for their presentations.
Present the Research Plan

Zhou Ge/Xinhua/Photoshot/Newscom
ACADEMIC
LANGUAGE Have partners present their research plan to another pair. Students should
research, brainstorm, explain the differences between the primary and secondary sources.
sources
Afterward, have students use the Listening Checklist and share feedback.
T92 UNIT 4 WEEK 2

WEEK 2

Review the key
ideas expressed Cite Evidence Explain to students that, using the texts they have read
and demonstrate COLLABORATE this week, they will work in groups to compare information about how
understanding of people meet personal challenges. Model how to compare this information
multiple perspectives by using examples from “She Had to Walk Before She Could Run,”
through reflection
and paraphrasing.
Reading/Writing Workshop pages 252–255, and the week’s Leveled
SL.6.1d Readers. Review class notes
and completed graphic organizers.
You may also wish to model going
back into the text for more information.
Use an Accordion Foldable® to record
comparisons. Groups should then draw
conclusions about how people meet
personal challenges. Students should cite
at least three examples from each text.
Encourage students to ask questions and comment on the presentations.
Ana
Analytical

Draw evidence
from literary or Cite Evidence Explain that students will write about one of the texts that
informational texts they read this week. Using text evidence, they will analyze how the author
to support analysis, provided support for the ideas presented.
reflection, and
research. W.6.9 Discuss how to analyze a text by asking how and why questions.
‡ Why do you think the author chose to write about this particular topic?
Write informative/
explanatory texts ‡ How did the author’s point of view and the details he or she included
to examine a topic help to support his or her overall message?
and convey ideas,
concepts, and Use Your Turn Practice Book page 169 to read and discuss the student
information through model. Then have students select a text and review the point of view of
the selection, the author and the details he or she included. Students should then write
organization, and
an analysis that explains how the author supported his or her overall
analysis of relevant
content. W.6.2 message or idea. Remind students that good explanatory writing uses
strong transitions to clarify the relationships among ideas and concepts
and uses a variety of pronouns, such as reflexive and intensive pronouns.
Present Your Ideas Ask partners to share their paragraphs and discuss
COLLABORATE how the evidence they cited from the text supports their ideas. Partners may
suggest additional text evidence if necessary.
INTEGRATE IDEAS T93

Readers to Writers
LESS O
IN I
M
N
10 Writing Traits: Sentence Fluency
Mins
Go
Transitions Digital
Expert Model Explain that effective writers use transition words
and phrases to connect ideas and make it easier for readers to follow Could Run” below.
Expert Model
the progression of their thoughts. For instance can connect an idea n

After high school, Wilma was awarded
a full scholarship to major in education at
Tennessee State University. But once again,
Wilma had to overcome challenges. In 1958,
to an example, while the transitions because, in order to, or as a result having put her shoulder to the wheel both
in class and during track-and-field events,
she became too ill to run. After she had a
tonsillectomy, however, she felt better and
link causes to effects. Explain that transition words and phrases such started to run again.
Reading/Writing as in 2004, at Tennessee State University, or during track-and-field Expert

Workshop Model
events indicate a change from one time period or location to another.
Transitions help writers of biography clarify shifts in time and place so
OBJECTIVES
readers understand where and when key events occurred. Point out 260_261_CR14_SI6_U4W2_WRT_118711.indd 260 1/23/12 5:16 PM
Write routinely over

extended time frames that transitions also help writers clarify ideas in an argument by linking
(time for research, claims to reasons.
reflection, and
Read aloud the expert model from “She Had to Walk Before She Could
revision) and shorter Editing Marks
time frames (a single

COLLABORATE Run.” Ask students to listen for transitions that describe changes in time
sitting or a day or or locations. Have partners discuss how the transitions help readers
two) for a range of follow the progression of the events described. Talking With Our Hands
Student Model
Grammar Handbook
discipline-specific My best friend Lena deserves much
tasks, purposes, and Student Model Remind students that transitions help readers link credit for dealing with a big challenge.
Just after she turned three,
Lena developed a high fever that left
When You
audiences. W.6.10 ideas and clarify time and place. Read aloud the student draft “Talking her deaf. She transferred to my school
from one for hearing-impaired kids. It I
t
With Our Hands.” As students follow along, have them focus on Student
Use words, phrases, Model
and clauses to clarify revisions the writer made using transitions to link her ideas.
the relationships Invite partners to discuss how Mara’s revisions strengthened the
among claim(s) and COLLABORATE connections between ideas. Ask them to suggest transitions Mara could
reasons. W.6.1c 260_261_CR14_SI6_U4W2_WRT_118711.indd 261 1/23/12 5:17 PM
add to clarify shifts in time and location.

• Analyze models
to understand
how writers use
transitions to clarify
relationships.
• Add transitions to
revise writing.
Genre Writing
G
ACADEMIC
LANGUAGE Narrative Text and Poetry
transition, events, For full writing process lessons and rubrics, see:
shifts, time, location
T94 UNIT 4 WEEK 2

WEEK 2

SCAFFOLD

complete the sentence complete the sentence understanding. Ask:
frames. One transition the frames. Encourage Which transition helps you
writer added is . This students to provide learn when Lena became
transition indicates a shift details. One transition deaf? Which transition tells
in . Another transition the writer added is . when Lena learned sign
she added is . This This clarifies that the language? Find another
indicates a shift in . shifted from to . transition and tell how it
connects ideas.

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 Have students revise their writing
the prompt below. 170 to model using transitions. from Day 1 by adding transitions to
Write about why you think someone My brother was born healthy. He connect ideas or clarify time order
you know deserves more recognition developed a heart problem. His weak or location.
for having met a challenge. Use heart made him sick. Use the Conferencing Routines.
transitions to connect the reasons in Model revising the first two Circulate among students and
your argument. sentences to connect ideas with stop briefly to talk with individuals.
Have pairs list people who deserve transitions. My brother was born Provide time for peer review.
recognition and note ways they healthy. However, in 2008 he Edit Have students use Grammar
have met a challenge. Have pairs developed a heart problem. Handbook page 462 in the
think about how they can use Discuss how the transition however Reading/Writing Workshop to
transitions to connect ideas, times, contrasts healthy with a heart edit for errors in subject and object
and locations. problem, while in 2008 clarifies pronouns.
Draft Have each student select time order. Guide students to use
a person and challenge to write transitions to connect ideas and
about. Remind students to include events in the rest of the model.
transitions in their drafts.
Teacher Conferences
Talk about the strengths of the Focus on how the writer uses Make concrete suggestions
writing. the target trait for the week. for revisions. Have students
Your strong beginning helps me You include clear transitions work on a specific assignment,
understand the challenge your that indicate time sequence. You such as those to the right, and
subject faced. You chose vivid could help readers understand then meet with you to review
words and phrases to describe more clearly why your subject progress.
your subject. deserves recognition if you
include a transition that links
the challenge with the actions to
overcome it.
T96 UNIT 4 WEEK 2

WEEK 2
DAY
DAY DAY
DAY DAY
DAY
3 4 5
Writing Entry: Transitions Writing Entry: Transitions Share and Reflect
Prewrite Ask students to search Revise Have students revise the Discuss with the class what they
their Writer’s Notebooks for draft writing from Day 3 by adding learned about using transitions to
topics on which to write a draft. transitions that connect and clarify connect and clarify ideas. Invite
Or provide a prompt such as the ideas and events. As students are volunteers to read and compare
following: revising their drafts, hold teacher draft text with text that has been
Tell how someone has helped you conferences with individual revised. Have students discuss
face a challenge. Include transitions students. You may also wish to have the writing by focusing on clearly
that connect and clarify your ideas students work with partners to peer connecting ideas, events, and
and reasons. conference. locations. Allow time for individuals
Edit Invite students to review to reflect on their own writing
Draft Each student should choose
the rules for subject, object, and progress and record
a topic and then create a word web
indefinite pronouns on Grammar observations in
with the name of the person who

Handbook page 462 in the their Writer’s
helped them in the center and the
Reading/Writing Workshop and Notebooks.
ways they were helped in the outer
circles. Students should think about then edit their draft for errors.
how to use transitions to connect
ideas and then use their webs to
begin drafting.
Peer Conferences
Suggested Revisions Focus peer response groups on including
Provide specific direction to help focus young writers. transitions to connect ideas and clarify shifts
in time and location. Provide this checklist to
Focus on a Sentence frame discussion.
sentence by providing a transition between and .
Focus on a Section
Underline a section that needs to be revised. Provide specific
✓ Do effective transitions help readers
clearly connect the writer’s thoughts?
suggestions. You could connect ideas by adding transitions like
to explain when happened or what caused to happen. ✓ Are shifts in time or location easy to
follow?
Focus on a Revision Strategy
Underline part of the writing and ask students to use a revision ✓ Are links between ideas needed to
strategy, such as adding details. Be specific about when and clarify relationships?
where the events happen to help readers understand them.

Grammar: Kinds of Pronouns

DAY
DAY DAY
DAY
1 2
The cost of the climb didn’t enclude Mona and me want to go to the
boots? So Pam brought his own. consert us need a ride. can Mom
FPO (1: include; 2: boots, so; 3: her) drive us?
(1: I; 2: concert.; 3: We; 4: Can)
Kinds of Pronouns Review Kinds of Pronouns

Reading/Writing ‡ Subject pronouns (e.g., I, you, Review the differences among
Workshop he, it, she, they) are subjects of kinds of pronouns.
sentences. He rode to the park.
OBJECTIVES Uses of Subject and Object
‡ Object pronouns (e.g., me, you,
Demonstrate Pronouns
command of the her, him, us, them) are objects of
conventions of verbs or prepositions. Keya went ‡ Use subjective case for
standard English to town with her. pronouns that follow a linking
grammar and usage verb. These pronouns are
when writing or ‡ Reflexive pronouns (myself,
speaking. Ensure yourself, himself, herself, itself) sometimes called predicate
that pronouns are match the subject. Sue made nominatives. Subject pronouns
in the proper case herself a meal. Reciprocal express subjective case. The
(subjective, objective, winner was I. The strongest are we.
possessive). L.6.1a pronouns (one another; each
other) give and receive action. ‡ Use objective case for direct
Use intensive They saw one another. Intensive and indirect objects as well as for
pronouns (e.g., myself,
ourselves). L.6.1b pronouns emphasizes their objects of a preposition. Object
antecedents. Sue herself made it. pronouns express objective case.
Proofread sentences. Refer to Grammar Handbook pages Yolanda thanked me. Max gave
462 and 463 on kinds of pronouns. him a pencil. Eve spoke to her.
COLLABORATE
TALK ABOUT IT
Go
Digital USE KINDS OF PRONOUNS
Have pairs correctly use different
PRONOUNS IN FRAMES
Have students prepare sentence
kinds of pronouns to talk about a frames using linking verbs and
challenge that a friend or family spaces for subject pronouns. Then
Kinds of
Pronouns member has faced. Students they exchange sentences and fill
should listen to make sure they use in the frames. Students take turns
Grammar at least one example of subject, presenting their frames in small
Activities object, reflexive, reciprocal, and groups, correcting one another’s
intensive pronouns. sentences as needed.
T98 UNIT 4 WEEK 2
WEEK 2
DAY
DAY DAY
DAY DAY
DAY
3 4 5
Helen keller was blind and deaf. Jess and me want to learn about Manolo challenge hisself by running
With some instructshun, He became whales. They will go to the aquarium marathons. Him has finish a race in
active in society and politics. to see they on tuesday. less than three hours! (1: challenges;
(1: Keller; 2: instruction; 3. she) (1: I; 2: We; 3: them; 4: Tuesday) 2: himself; 3: He; 4: finished)

Proper Use of Pronouns Have students correct errors in Use the Daily Language Activity and
‡ Use a subject pronoun when these sentences. Grammar Practice Reproducibles
the pronoun is the subject 1. Nicole loved working page 85 for assessment.
of a sentence or clause; use underwater, so her became an
an object pronoun when the oceanographer. (she) Reteach
pronoun is the object of a verb Use Grammar Practice
2. Oceanography is a complex
or preposition. Reproducibles pages 81–84
science that presented she
‡ Use the correct form of a with alot of opportunities. and selected pages from the
reflexive pronoun: himself not (1: her; 2: a lot) Grammar Handbook for additional
hisself; ourselves not ourself. reteaching. Remind students that it
3. Dan told hisself that he could
‡ Use a reciprocal pronoun to is important to use subject, object,
work underwater. (himself )
show giving and receiving an reflexive, reciprocal, and intensive
4. They gave theirself a goal pronouns correctly as they speak
action. People helped each other.
to finish the oceanography and write.
‡ Use an intensive pronoun to project. (themselves)
emphasize an antecedent. Ann Check students’ writing for use of
herself drew the picture. Have students check their work the skill and listen for it in their
using Grammar Handbook pages speaking. Assign Grammar Revision
Refer students to Grammar
462 and 463. Assignments in their Writer’s
Handbook pages 462 and 463.
Notebooks as needed.
WHAT KIND IS IT? GUESS THE PRONOUN SUBSTITUTE PRONOUNS

Have students write sentences Divide small groups into two Have pairs create sentences using
containing subject, object, teams. Each team prepares a nouns or proper nouns for subjects
reflexive, reciprocal, and intensive list of pronouns. Students take and objects. (For example, Clara
pronouns on scraps of paper and turns selecting a pronoun for took Julia and her brother to the
place them in a bowl. Have them team members to define without store.) Students switch sentences
take turns choosing a sentence, identifying the pronoun by name. and substitute the nouns with
reading it, and determining the Students guess the pronoun and pronouns. (She took her and him to
kind of pronoun in the sentence. then use it in a sentence. the store.)
GRAMMAR T99
Spelling: Vowel Alternation

DAY
DAY DAY
DAY
1 2
Demonstrate
Read the spelling words aloud, Review adding -ion to words such
command of the
conventions of segmenting the words by syllable as explain and include. Then read
standard English and emphasizing the sound of the each sentence below, repeat the
capitalization, vowel alternation between words. review word, and have students
punctuation, and write the word.
spelling when Model spelling crime and criminal.
writing. Spell Segment the words by sound and 1. Admission to the school was
correctly. L.6.2b attach a spelling to each sound. difficult.
Point out that when the ending -al 2. The math students practiced
is added to the word crime, the -e is division.
Spelling Words dropped and -in is added. Note how
compete nation origin 3. We finally reached a decision.
competition national original
the long i sound in crime changes
moment metal ignite to short i in criminal. Have students trade papers and
momentous metallic ignition Model sorting pairs of spelling check the spellings.
crime final
criminal finality
words by pattern under the Challenge Words Review this
refer reside headings long to short, long to week’s vowel alternation spelling
reference resident schwa, short to schwa. Sort a few patterns. Then read each sentence
Review admission, division, decision word pairs and note the change in below, repeat the challenge word,
Challenge acquire, acquisition vowel sound. Point out the spelling and have students write the word.
of the vowel sound in each word. 1. I hope to acquire a new pet.
Differentiated Spelling
Approaching Level Then use the Dictation Sentences 2. Mom’s latest acquisition is a
compete nation origin
from Day 5. Say the underlined new teapot.
competition national original word, read the sentence, and repeat
final metal wise the word. Have students write Have students write the words in
finality metallic wisdom the words and check their papers. their word study notebooks.
repeat crime
repetition criminal
refer reside
reference resident
Beyond Level
COLLABORATE
WORD SORTS
compete impose final
competition imposition finality
confide ignite deride
confidentiality ignition derision Have students cut apart the Complete the pattern sort using
deprive recite Spelling Word Cards in the Online the headings from Day 1, pointing
deprivation recitation Resource Book and initial the back out the change in spelling with
demonstrate moment
demonstrative momentous
of each card. Have them read the the addition of each word ending.
words aloud with a partner. Then Students use Spelling Word Cards
have partners do an open sort. to sort the remaining words.
T100 UNIT 4 WEEK 2
WEEK 2
DAY
DAY DAY
DAY DAY
DAY
3 4 5
Synonyms Proofread and Write Assess
Write each pair of words below Write these sentences on the board. Use the Dictation Sentences for
on the board. Have students copy Have students circle and correct the posttest. Have students list
the words into their word study each misspelled word. Make sure misspelled words in their word
notebooks. Direct students to write students have access to a print study notebook. Look for students’
a spelling word that names an or digital dictionary to check and use of these words in their writings.
appropriate category for each pair. correct their spelling.
1. gold, silver (metal) 1. The competetion for the large, Dictation Sentences
2. U.S.A., Canada (nation) metalic trophy was intense. 1. He will compete in a spelling bee.
(competition; metallic) 2. When is the competition?
3. spelling bee, race
(competition) 2. Police have begun a nationnal 3. Wait here for one moment.
search for the crimenal.
4. stealing, speeding (crime) 4. The sale was a momentous event.
(national; criminal)
5. dictionary, almanac 5. Shoplifting is a crime.
3. The car’s igniteion was in its
(reference) 6. The criminal is in jail.
originnal condition. (ignition;
6. occupant, tenant original) 7. Please refer to your textbook.
(resident)
4. Graduation brought finallity 8. We carefully cited each reference.
Challenge students to use other to a momenttous school year. 9. Every nation displayed its flag.
spelling, review, or challenge words (finality; momentous) 10. Did you visit a national park?
to create categories of words.
Error Correction Remind students 11. The file cabinet is made of metal.
Students can use word webs to
that when a word ends in -e, as in
display their categories. 12. This food has a metallic taste.
reside, crime, or ignite, the final -e
13. Your final math test is Friday.
is often dropped before a word
ending such as -ent or -tion is 14. No one doubted the finality of his
added. decision.
15. Where does the mayor reside?
See Phonics/Spelling Reproducibles pp. 97–102. 16. Of which state are you a resident?
17. What is the origin of that word?
18. I have the original copy.
SPEED SORT BLIND SORT 19. Dad had to ignite the pilot light.
Have partners do a speed sort to Have partners do a blind sort,
20. The ignition is broken.
see who is faster. Have them do a taking turns to read each Spelling
word hunt in the week’s reading for Word Card while the partner sorts Have students self-correct the tests.
other words in which the addition it under a pattern heading. Then
of a word ending alters the vowel have partners use their word cards
sound. Have them record these to play Spelling Fish, matching
words in their Day 2 pattern sort in pairs by spelling pattern.
their word study notebooks.
SPELLING T101
Build Vocabulary
DAY
DAY DAY
DAY
1 2
Determine or
clarify the meaning
of unknown and 1. How do teachers assess forms of this week’s words by
multiple-meaning students’ progress? adding, changing, or removing
based on grade 6 2. How could you compensate
reading and content, for missing a friend’s birthday? ‡ Draw a four-column chart on
choosing flexibly from the board. Write compensate
3. How might your bike look if its
a range of strategies. in the first column. Then write
Use context (e.g., condition has deteriorated?
compensates, compensated, and
the overall meaning 4. What makes the effects of a
of a sentence or compensating in the next three
tornado devastating? columns.
position or function 5. Why might a sports league ‡ Have students share sentences
in a sentence) implement new rules?
as a clue to the using each form of compensate.
meaning of a word or 6. What might you see in your ‡ Students can add to the chart
phrase. L.6.4a peripheral vision? doing the same for assess,
7. How might you tell whether a deteriorated, and implement and
Expand vocabulary
by adding inflectional baseball player has potential? then share sentences.
endings and suffixes. 8. What would you take with you ‡ Have students copy the chart
if you climbed to a summit? into their word study notebooks.
Vocabulary Words
assess implement
compensate peripheral
COLLABORATE
deteriorated potential
vie
devastating summit Re w
ACADEMIC VOCABULARY CONTEXT CLUES
Discuss important academic words. Discuss synonyms and antonyms in
‡ Display individual and mature. the same text as context clues.
‡ Define the words and discuss ‡ Display this sentence: We’ll
their meanings with students. estimate the repair cost once the
Go mechanic can assess the damage.
Digital ‡ Write individual and individuality.
Have partners look up and ‡ Have pairs discuss the meaning
define other words with the of estimate. Ask: Are the
same root. Write the related meanings of estimate and assess
Vocabulary words under individual. Have alike or different? How does
partners ask and answer knowing the meaning of estimate
questions using the words. help you understand assess?
Vocabulary
Activities ‡ Repeat with mature. ‡ Have partners write their
responses in their notebooks.
T102 UNIT 4 WEEK 2
WEEK 2
DAY
DAY DAY
DAY DAY
DAY
3 4 5
1. The devastating effects of ‡ Tell them to write sentences the word (e.g., devastating).
caused a potential for . that provide word information ‡ In the second square, students
2. A needs strong peripheral they learned from this week’s write their own definition
vision to . readings. of the word and any related
3. Because had deteriorated, ‡ Provide the Day 3 words, such as synonyms (e.g.,
the climbers weren’t sure they sentence stems 1–4 for students destructive, damaging, shocking).
would the summit. needing extra support. ‡ In the third square, students
4. One way to compensate for a draw a simple illustration that
lack of height is .
students write something they word (e.g., a house flying into the
Display last week’s vocabulary: learned from this week’s words air as a tornado hits it).
alignment, eclipse, generated, in their word study notebooks.
inconvenience, periodic, prolonged. For example, they might write
Have partners ask and answer about how in order to reach
questions using each of the words. their potential, they had to assess
constructive, helpful, made better).
their skills and decide how to
compensate for those they lacked.
IDIOMS SHADES OF MEANING MORPHOLOGY

Remind students that an idiom is a Help students generate an Use the word potential to learn
phrase whose meaning is different antonym/synonym scale for other words with the same root.
from the meanings of each word deteriorated. Write deteriorated ‡ Draw a word web and write
within the phrase. followed by four blank lines, and potential in an outer circle.
‡ Display Your Turn Practice ending with the word new.
‡ Students look up the origin in
Book pages 163–164. Read ‡ Have partners generate words a print or online etymology
the second paragraph. Model to fill in the blanks, working dictionary. Write the root, its
figuring out the meaning of the down the synonym scale from meaning, and its familiar forms
idiom “a flash in the pan.” deteriorated and then up the in the center (potentia: power).
‡ Have students complete page antonym scale to new.
‡ Students add words with the
167 and find the meaning of ‡ Ask students to copy the same root to the web, copy the
each idiom. completed scale into their word web into their notebook, and
study notebooks. discuss the words with a partner.
VOCABULARY T103
Approaching Level
Leveled Reader: Go
Against the Odds Digital
Before Reading
Preview and Predict
‡ Read the Essential Question with students: How do people meet
Leveled Reader
personal challenges? Leveled
LEXILE 780 ‡ Have students read the title and the table of contents for Against the Readers
Odds. Discuss what the story might be about.

OBJECTIVES
Determine an author’s Review Genre: Biography
point of view or
purpose in a text Have students recall that a biography is a true story of a person’s
and explain how it life written by someone else. It often focuses on a certain period or
is conveyed in the important aspect of the subject’s life. It may also include text features
text. RI .6.6
that provide specific details. Have students identify evidence in the text
Read a biography.
and text features that Against the Odds is a biography.
ACADEMIC During Reading

LANGUAGE
• biography, reread,
Close Reading
author’s point of view, Note Taking: Ask students to use the graphic organizer in the Your
idiom Turn Practice Book, page 162, while they read the selection.
punto de vista
Pages 2–4 Reread “A Way to Play” with a partner. Then discuss the Use Graphic
Organizer
following questions: What period of Jim’s life does the chapter cover. (age
five through high school) What part of Jim’s life is the focus? (his love of
baseball) Why do you think the author organized the text chronologically?
(to trace Jim’s development as a baseball player)
Pages 5–6 Reread to find the answers to these questions: What big
decision did Jim have to make? (whether to go to college or sign with
the Blue Jays) What did he decide to do? (take the scholarship) What
text evidence can you find that shows the author approves of Jim’s choice?
(The author highlights Jim’s college achievements and even includes a
sidebar about the Sullivan Award, an award Jim won.)
Pages 7–8 Explain how you used context clues to figure out the meaning
of the idiom winning streak on page 7. (On page 6 the author states that
he “pitched for two wins” during the competition. That tells me that
winning streak means Jim won more than one game in a row.)
T104 UNIT 4 WEEK 2

WEEK 2
Pages 9–11 Paraphrase the text on how the media and fans reacted to
Jim during his first season. (The media focused on how he pitched with Literature
only one hand rather than his baseball skills. The fans stood by him Circles
even when he lost his first game.)
Pages 12–14 Why do you think the author included the table titled literature circle using the
“Jim Abbott’s Pitching Statistics”? (The author wanted to summarize the Thinkmark questions to guide
number of wins and strikeouts Jim Abbott had during each season of the discussion. You may wish to
his career. The table shows how strong a player he was during his early have a whole-class discussion
career and how his playing changed over time.) about what students learned
about overcoming personal
challenges from both selections
After Reading in the Leveled Reader.
Respond to Reading
Revisit the Essential Question and ask students to complete the Text
Evidence Questions on page 15. Level
Up
Ana
Analytical
W
Writing
explained
l i how the quotations show what the author feels about
Abbott
Fluency: Intonation
Model Model reading page 12 with proper intonation. Next, reread
the passage aloud and have students read along with you.

PA I R E D R E A D fluently and answered the questions
proficiently read the On Level and have
“Talk with the Glove” students
Make Connections: Write About It • use self-stick notes to mark at least one
Explain to students that this expository Leveled Reader new challenge they would like to discuss
text is about José Hernandez-Rebollar, in each section.
inventor of a glove to help hearing-impaired people communicate.
Then discuss the Essential Question. After reading, ask students to
make connections between the personal challenges described in A C T Access Complex Text
Against the Odds and “Talk with the Glove.”
using domain-specific vocabulary
FOCUS ON SCIENCE
F and more complex sentence
Students can learn more about physical challenges by structures.

Approaching Level
Phonics/Decoding
TIER
D E CO D E W O R D S W I T H S H O R T A N D LO N G V O W E L S
2
OBJECTIVES Explain that every syllable has a vowel sound. When a vowel appears
I Do
Know and apply between two consonants, it usually makes a short-vowel sound. When a
grade-level phonics word has a vowel-consonant-e spelling pattern, it usually has a long-vowel
and word analysis
skills in decoding sound. Write cap and cape on the board and read them aloud. Underline
words. RF.5.3 the letter a in each and point out the spelling patterns and the vowel
sounds. Repeat with pin, pine, cut, and cute.
Decode words with
short and long vowels. We Do
Write hat, hate, tap, tape, hug, and huge on the board. Model how to
decode the vowel sounds in hat and hate. Have students identify the
vowel sound in each word, telling if it is short or long. Students can read
the rest of the words aloud and identify the vowel sounds.
You Do
Add these words to the board: not, note, cod, code, rid, ride. 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 V O W E L A LT E R N AT I O N
2
OBJECTIVES
I Do
Remind students that adding a suffix to a word sometimes changes the
Use combined vowel sound in the original word. Write invite and invitation on the board
knowledge of and model sounding out the vowel alternation. Tell students they will be
all letter-sound
correspondences, building words that change vowel sounds when suffixes are added.
syllabication patterns,
and morphology We Do
Write admire, alternate, define, nation, and precise on the board. Then
(e.g., roots and display these Word-Building Cards one at a time: al, sion, tion, and tive.
affixes) to read Have students chorally read the cards and the words on the board. Repeat
accurately unfamiliar at varying speeds and in random order. Work with students to combine
multisyllabic words
the Word-Building Cards and the words on the board to form new words
context. RF.5.3a with suffixes. Review any spelling changes. Have students chorally read
the words: admiration, alternative, definition, national, precision.
Build words with vowel
alternation. You Do
Add combine, divide, prepare, and inspire to the board. Have pairs use the
cards to build other words with suffixes that result in vowel alternations.
Have pairs share their words, sounding out the alternations.
T106 UNIT 4 WEEK 2

WEEK 2
P R AC T I C E V O W E L A LT E R N AT I O N
OBJECTIVES
I Do
Remind students that adding a suffix to the end of a word sometimes
Use combined changes the vowel sound in the base word. Write decide and decision on
knowledge of the board. Underline the suffix and discuss the spelling change. Model
all letter-sound
correspondences,
saying the vowel sounds in each word.
Write the word pairs athlete/athletic, describe/description, produce/
(e.g., roots and production, and provide/provision on the board. Model how to decode the
affixes) to read vowel sounds in the first word pair. Then guide students as they decode
accurately unfamiliar the vowel alternation in the remaining word pairs. Divide the words into
multisyllabic words
syllables using the syllable-scoop procedure to help students read one
context. RF.5.3a syllable at a time. Discuss the spelling changes.
You Do
Decode words with
vowel alternation. chorally read.
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 I
once . Ask students to write each word in their Writer’s Notebook.
words.
TIER
2
OBJECTIVES
I Do
appropriate general
words and phrases;
knowledge when
expression. L.6.6
T108 UNIT 4 WEEK 2

WEEK 2
IDENTIFY WORD MEANINGS
OBJECTIVES
I Do
Display the summit Visual Vocabulary Card. Ask: Would you be halfway up
Acquire and use a mountain if you reached the summit?
accurately grade-
appropriate general The summit is the highest point of a hill or mountain, so the answer is no.
academic and
domain-specific
We Do
Display the card for deteriorated. Ask: Is something that is deteriorated in
words and phrases; good condition? With students, discuss that something that is deteriorated
gather vocabulary
has become worse in condition, so the answer to the question is no.
knowledge when
considering a word Display the remaining cards one at a time, asking each question below.
to comprehension or
Have students answer yes or no and explain their answers.
expression. L.6.6 ‡ Would the loss of your eyesight be devastating?
‡ Is something that is described as peripheral right in front of you?
‡ Would you need to compensate for the loss of a player on your team?
‡ Would there be a potential for flooding in a heavy rainstorm?
‡ To implement a budget, would you buy things that you didn’t need?
‡ Could someone assess the true value of a car without seeing it?
IDIOMS
OBJECTIVES
I Do
Use context (e.g., the Reproducibles pages 163–164. Read aloud the second paragraph. Point
overall meaning of a to the idiom “flash in the pan.” Explain to students that they can use
context clues in words or sentences near the idiom to find its meaning.
function in a sentence) Think Aloud I don’t understand the idiom “flash in the pan.” Some clues
as a clue to the
meaning of a word or might help me figure out its meaning. I read that Owens set records in
phrase. L.6.4a high school and college. So he had successes over a long period of time. I
know a flash is a sudden burst of light that quickly disappears. The author
Interpret figures
of speech (e.g., means that Jesse’s success wasn’t sudden and wouldn’t quickly disappear.
personification) in
context. L.6.5a
Write the definition of the idiom from the clues.
We Do
Ask students to find “go the extra mile” on page 164. Discuss how to use
context clues to figure out the idiom’s meaning. Write the definition.
You Do
Have students find the meaning of “carried the weight of the world on his
shoulders” on page 164, using context clues from the passage.
VOCABULARY T109
Approaching Level
Comprehension
TIER
F LU E N C Y
2
OBJECTIVES Explain that reading with intonation means raising and lowering your
I Do
Read on-level prose voice to indicate changes in meaning or tone. Readers should change
and poetry orally with their pitch to emphasize exciting, dramatic, or serious moments in the text
rate, and expression to clarify meaning. Read the first paragraph of the Comprehension and
on successive Fluency passage on Approaching Reproducibles pages 163–164. Tell
readings. RF.5.4b students to listen for when your voice goes up or down or stays the same.
Read fluently with We Do

good intonation. after you, using the same intonation. Explain that you emphasized certain
words and phrases to show they were important.
You Do
passage. Remind them to focus on their intonation. Listen in and, as
needed, provide corrective feedback by modeling proper fluency.
TIER
I D E N T I F Y FAC T A N D O P I N I O N
2
OBJECTIVES
I Do
Explain that facts can be proven true or false. An opinion cannot be
Determine a central proven—it is a person’s own feelings. Tell students that writers sometimes
idea of a text and how provide clue words, such as I think or I believe, to show opinions. However,
it is conveyed through
particular details; writers also might use wording that makes an opinion sound like a fact.
provide a summary of Explain that it is still an opinion if it gives someone’s thoughts or feelings.
personal opinions or We Do
Read the first paragraph of the Comprehension and Fluency passage on
judgments. RI.6.2 Approaching Reproducible page 163. Ask: Is it a fact or an opinion that
Jesse Owens won four Olympic gold medals? Explain that this is a fact because
Identify fact and it can be proven true or false. Ask: The author says that dealing a blow to the
opinion.
Nazi myth was a greater victory than winning four gold medals. Is this a fact or
an opinion? Explain that there is no way to prove this because it cannot be
measured. Help students understand that this is an opinion.
You Do
Have partners read the rest of the passage. After each paragraph, they
should write down any statements they think are facts and any they think
are opinions. Then have partners discuss how they categorized each.
T110 UNIT 4 WEEK 2

WEEK 2
OBJECTIVES Review with students that authors of biographies usually express an attitude
I Do
Determine an author’s about their subjects. Remind students that in order to determine an author’s
point of view or point of view, they should review a text for details that the author presents
purpose in a text
and explain how it
about the subject. Then they should look for words and phrases in these
is conveyed in the details that indicate what the author thinks about the subject.
text. RI.6.6
We Do
on Approaching Reproducibles page 163. Pause to point out details the
author presents about Owens. Model identifying words and phrases that
indicate the author’s point of view about these details, such as “Owens was
clearly a superior athlete.” Work together to find other examples.
You Do
Have students read the rest of the passage and identify additional details,
words, and phrases the author presents. Then have them write a sentence
summarizing the author’s point of view about Jesse Owens.

Cite textual evidence Have students choose a biography for sustained silent reading. Remind
to support analysis
students that:
explicitly as well as ‡ rereading will help them clarify what the author thinks is important in
inferences drawn from the subject’s life.
the text. RI.6.1
‡ identifying key details and then looking for words and phrases in these
point of view or details will help them determine the author’s point of view.
purpose in a text
and explain how it
Read Purposefully
is conveyed in the Have students record on Graphic Organizer 145 important details that will
text. RI.6.6 help them identify the author’s point of view as they read independently.
After they finish, they can conduct a Book Talk, each telling about the
Reread to identify
details that reveal an book that he or she read.
author’s point of view ‡ Students should share their organizers and answer this question: What
in a biography.
was the author’s point of view in the book?
reread to better understand the details of the subject’s life.
COMPREHENSION T111
On Level
Leveled Reader: Go
Before Reading
Preview and Predict
Leveled Reader
Odds and preview the illustrations. Discuss what the story might be
OBJECTIVES about.
point of view or
purpose in a text Review Genre: Biography
and explain how it Have students recall that a biography is a true story of a person’s
is conveyed in the
life written by someone else. It often focuses on a certain period or
text. RI.6.6
important aspect of the subject’s life. It may also include text features
Read a biography. that provide specific details. Have students identify evidence in the text
and text features that Against the Odds is a biography.
ACADEMIC
LANGUAGE During Reading
• biography, reread,
author’s point of view, Close Reading
idiom
Turn Practice Book, page 162, while they read the selection.
punto de vista
Pages 2–4 Reread “A Way to Play.” Turn to a partner and discuss what Use Graphic
Organizer
period of Jim’s life the chapter covers. (from the age of five through high
school) Why did the author choose to organize the text as a chronology?
(It allows the author to trace how Jim developed as a baseball player.)
Pages 5–6 Reread to find the answers to these questions. What big
decision did Jim have to make when he was 18 years old? (whether to
accept a full college scholarship or sign with the Blue Jays) What did Jim
decide? (to take the scholarship)
Pages 7–8 Turn to a partner and explain how you used context clues to
figure out the meaning of the idiom went wild on page 7. (The Japanese
were fascinated with his one-handed technique. He became a national
hero. These clues indicate that went wild means the press were eager to
report about him because he made such an interesting story.)
T112 UNIT 4 WEEK 2

WEEK 2
Pages 9–11 Reread pages 9–11 and then paraphrase Jim’s

accomplishments during his early years in the majors. (Jim reached the Literature
major leagues in 1989. Although he lost his first game, he won 12 Circles
games his first season. He had an 18–11 record in 1991.)
Pages 12–14 Identify text evidence that shows the author’s point of literature circle using the
view about Jim Abbott’s life. (The author stresses that everything Jim Thinkmark questions to guide
accomplished made him a role model and that he continues to inspire the discussion. You may wish to
people. This makes it clear that the author admires Abbott.) have a whole-class discussion
about what students learned
After Reading challenges from both selections
in the Leveled Reader.
Respond to Reading
Evidence Questions on page 15.
Ana
Analytical
W Level
Up
W
Writing
identified
id if how the primary sources reveal the author’s opinion of Jim
Abbott.
Fluency: Intonation
IF students read the On Level fluently and

PA I R E D R E A D
“Talk with the Glove” proficiently read the Beyond Level and have
students
Make Connections: Write About It • partner-read the Beyond Level main
selection.
Explain to students that this expository Leveled Reader
text is about José Hernandez-Rebollar, • discuss Abbott’s desire to be recognized
inventor of a glove to help hearing-impaired people communicate. for his accomplishments, not for his
physical challenge.
make connections between the personal challenges encountered in
The Beyond Level challenges students
FOCUS ON SCIENCE
F by using specific vocabulary and more
Students can learn more about physical challenges by complex sentence structures.
ON LEVEL T113
On Level
Vocabulary
I Do
Acquire and use compensate, deteriorated, devastating, peripheral, potential, and summit.
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; ‡ What could compensate you for the loss of your favorite book?
gather vocabulary ‡ How would you know if the weather had deteriorated?
knowledge when
considering a word ‡ What might the devastating effects of a tornado look like?
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 you saw something out of your peripheral vision, where would it be?
‡ If you said an athlete had a lot of potential, what would you mean?
‡ Where should rescuers look to find a mountain climber at the summit?
IDIOMS
OBJECTIVES Remind students that they can often figure out the meaning of an idiom
I Do
Use context (e.g., the from context clues in nearby words. Use the Comprehension and Fluency
overall meaning of a passage on Your Turn Practice Book pages 163–164 to model.
a word’s position or Think Aloud I want to know what “flash in the pan” means. When I reread
as a clue to the
the paragraph, I learn that Jesse had successes over a long period of
meaning of a word or time. A flash is a sudden burst of light that quickly disappears. The author
phrase. L.6.4a means that Jesse’s success wasn’t sudden and wouldn’t quickly disappear.
Interpret figures
We Do
Have students read until they encounter the idiom “carried the weight
of speech (e.g.,
personification) in of the world on his shoulders.” Have students figure out the meaning by
context. L.6.5a looking for context clues in the paragraph, such as “honors he deserved.”
You Do
Have students determine the meaning of the idiom “go the extra mile” as
they read the rest of the selection.
T114 UNIT 4 WEEK 2

WEEK 2
Comprehension
OBJECTIVES
I Do
Remind students that authors of biographies usually express an
Determine an author’s attitude or perspective about their subjects. Explain that in order to
point of view or determine an author’s point of view, students should review a text for
purpose in a text
and explain how it
details that the author presents about the subject. They should then
is conveyed in the look for words and phrases in these details that indicate what the
text. RI.6.6 author thinks about the subject.
We Do
Have a volunteer read the first paragraph of the Comprehension
and Fluency passage on Your Turn Practice Book pages 163–164.
Have students orally list details that the author presents about Jesse
Owens, and help them identify words and phrases that indicate the
author’s point of view about these details. Model the process using the
sentence “Owens was clearly a superior athlete.” Work together to find
other details on the first page.
You Do
Have partners read the rest of the passage and list additional details,
words, and phrases. Then have them use the text evidence to write a
brief summary of the author’s point of view.

to support analysis
Have students choose a biography for sustained silent reading.
of what the text says ‡ Before they read, have students preview the book, reading the title and
explicitly as well as viewing the front and back covers and any illustrations or photos.
the text. RI.6.1 ‡ As students read, remind them to reread for details that express the
author’s point of view about the subject.
point of view or Read Purposefully
purpose in a text
and explain how it Encourage students to read different biographical books to learn about
is conveyed in the the lives and challenges of other people.
text. RI.6.6
‡ As students read, have them look for evidence that helps them understand
Reread to identify the author’s point of view about the subject. Have them use Graphic
details that reveal an Organizer 145 to record details that reveal the author’s point of view.
author’s point of view
in a biography.
‡ They can use this organizer to help them write a summary of the book.
Beyond Level
Leveled Reader: Go
Before Reading
Preview and Predict
Leveled Reader
Odds. Discuss what the story might be about.

OBJECTIVES
point of view or
Review Genre: Biography
purpose in a text Have students recall that a biography is a true story of a person’s
and explain how it life written by someone else. It often focuses on a certain period or
is conveyed in the
important aspect of the subject’s life. It may also include text features
text. RI .6.6
that provide specific details. Have students identify evidence in the text
Read a biography. and text features that Against the Odds is a biography.
ACADEMIC During Reading

LANGUAGE
• biography, reread, Close Reading
author’s point of view, Note Taking: Ask students to use the graphic organizer in the Your
idiom
punto de vista Pages 2–4 What period of Jim’s life does the chapter cover? (age five Use Graphic
Organizer
through high school) Why do you think the author organized the
text chronologically? (to trace Abbott’s development as a player)
Read the sidebar on page 3. How is the information in it useful? (The
sidebar contains the steps in Abbott’s glove-hand switch. It helps me
understand how fast he made the switch.)
Pages 5–8 Reread to find text evidence that explains why Abbott won
the Sullivan Award, and tell how it fits with the rest of the biography.
(He chose college over a pro career, focused on baseball rather than
challenges, helped win a Big Ten title, and pitched two winning games
in the Pan American Games. This is evidence of Abbott’s success and
determination.) Explain how you used context clues to figure out the
meaning of the idiom sweeten their bargain on page 5. (The words
“$50,000 bonus” and “offered” help me know that sweeten their bargain
means that the Blue Jays offered him more money to join their team.)
T116 UNIT 4 WEEK 2

WEEK 2
Pages 9–11 Paraphrase this chapter, focusing on Abbott’s

accomplishments with the Angels. (Abbott started with the Angels Literature
without playing in the minor leagues. He won 12 games his first Circles
season. By the end of the 1991 season, Abbott had an 18–11 win-loss
record.)
Pages 12–14 Use text evidence to determine the author’s point of view Thinkmark questions to guide
about Abbott’s life. (The author closes the biography by stressing that the discussion. You may wish to
Abbott is a role model and that he continues to encourage people. This have a whole-class discussion
makes it clear that the author admires Abbott.) about what students learned
challenges from both selections
After Reading in the Leveled Reader.
Respond to Reading
Ana
Analytical
W
Writing
identified
id if how the primary sources reveal the author’s opinion of Jim
Abbott.
Fluency: Intonation
the passage aloud and have students read along with you. Gifted and Talented
to think about Jim Abbott’s
personal qualities, on and off the
PA I R E D R E A D baseball field. Have them make a
list. Then have them use the list to
write about how these qualities
“Talk with the Glove” make Abbott a good role model
for athletes and for people facing
Make Connections: Write About It physical or personal challenges.
Explain to students that this expository Encourage students to do
Leveled Reader
text is about José Hernandez-Rebollar, additional research about Abbott’s
inventor of a glove to help hearing-impaired people communicate. life to add to the list of qualities.
make connections between the personal challenges described in
FOCUS ON SCIENCE
F
S
Students can learn more about physical challenges by
BEYOND LEVEL T117

Beyond Level
Vocabulary
OBJECTIVES Use the Visual Vocabulary Cards to review the meanings of the words
Model
Acquire and use assess and implement. Write social studies-related sentences on the board
accurately grade- using the words.
appropriate general
academic and Write the words sympathetic and culminated on the board and discuss
domain-specific
words and phrases;
their meanings with students. Then help students write sentences using
gather vocabulary the words.
knowledge when
Have partners look up and discuss the meanings of compensate and
or phrase important potential. Then have partners write sentences using the words.
to comprehension or
expression. L.6.6
IDIOMS
OBJECTIVES
Model
Read aloud the sixth paragraph of the Comprehension and Fluency
Use context (e.g., the passage on Beyond Reproducibles pages 163–164.
sentence or paragraph; Think Aloud I’m not sure what “carried the weight of the world on his
a word’s position or shoulders” means. I can look for clues. In the first paragraph, the author
as a clue to the
says that Owens achieved a victory for people worldwide by winning four
meaning of a word or gold medals at the 1936 Olympics and thereby striking a blow against the
phrase. L.6.4a Nazi myth of white superiority. If you carry a weight on your shoulders you
Interpret figures are supporting a burden. I think the idiom means that Jesse Owens carried
of speech (e.g., the burden of disproving the Nazi myth for people around the world.
personification) in
context. L.6.5a
With students, read the third paragraph on page 164. Help them use
context clues to figure out the meaning of “go the extra mile.”
Apply
Have pairs of students reread the passage. Ask them to use context clues
to determine the meaning of “flash in the pan” on page 163.
Gifted and Independent Study Have partners conduct independent research on

Talented
the personal challenges faced by Jesse Owens. Have students use their
research to write a short essay that answers the Essential Question: How do
people meet personal challenges?
T118 UNIT 4 WEEK 2

WEEK 2
Comprehension
OBJECTIVES Remind students that authors of biographies usually express an attitude

Model
Determine an author’s or perspective about their subjects. Explain that in order to determine an
point of view or author’s point of view, they should review a text for details that the author
purpose in a text
and explain how it
presents about the subject. They should then look for words and phrases
is conveyed in the in these details that indicate what the author thinks about the subject.
text. RI.6.6
Have students read the first paragraph of the Comprehension and Fluency
passage on Beyond Reproducibles pages 163–164. Ask open-ended
questions to facilitate discussion, such as What details does the author
provide? What words and phrases indicate the author’s point of view? Have
students use the text evidence to state the author’s point of view.
Apply
Have students read the rest of the passage and use Graphic Organizer 145
to list additional details, words, and phrases the author presents. Then
have them use the text evidence to write a brief summary of the author’s
point of view.

to support analysis
Have students choose a biography for sustained silent reading.
of what the text says ‡ As students read, have them fill in Graphic Organizer 145.
inferences drawn from ‡ Remind students to reread to look for details that help identify the
the text. RI.6.1 author’s point of view.
point of view or
purpose in a text Encourage students to keep a reading journal. Ask them to read a variety
and explain how it of different biographies.
is conveyed in the
‡ Students can write summaries of the books in their journals.
text. RI.6.6
‡ Ask students to share their reactions to the books with classmates.
Reread to identify
details that reveal an Gifted and Analyze Challenge students to discuss how their books relate to the
Talented
author’s point of view Weekly Concept of overcoming challenges. Have students compare these
in a biography. challenges to those experienced by the subjects in “She Had to Walk
Before She Could Run” and Seeing Things His Own Way.
Shared Read Go
She Had to Walk Before Digital
She Could Run
W
amazing athlete ran confidently around the track, she never
a
lost
l her cool. Sprinting toward the finish line, Wilma used
Before Reading
the other athletes.
Against All Odds

Build Background
Jerry Cooke/Corbis
252 253
Reading/Writing
252_255_CR14_SI6_U4W2_MR_118711.indd
2/3/12 255 PM
1:34 CR14 SI6 U4W2 MR 118711 indd 253 1/23/12 5:07 PM
View
Workshop Read the Essential Question: How do people meet personal challenges? “She Had
to Walk
‡ Explain the meaning of the Essential Question, including the Before She
OBJECTIVES vocabulary in the question: Personal challenges are difficult situations Could Run”
Determine the
you have to deal with in your life. When you meet them, you overcome
meaning of words
and phrases as they them through hard work and concentration on finding solutions.
are used in a text, ‡ Model an answer: As a child, Huang Guofu lost his arms in an accident.
including figurative,
At age 12, he began using his foot and his mouth to paint. He overcame
connotative,
and technical his challenge by practicing painting a long time using his foot and
meanings. RI.6.4 mouth. Now his paintings are sought out by collectors around the world.
Determine an author’s ‡ Ask students a question that ties the Essential Question to their own
point of view or background knowledge: What experiences have you had that required
purpose in a text
you to overcome a personal test or challenge? Turn to a partner and
and explain how it
is conveyed in the explain. Call on several pairs.
text. RI.6.6
During Reading
LANGUAGE
OBJECTIVE Interactive Question-Response
Determine the ‡ Ask questions after each paragraph that help students understand
the meaning of the text.
ACADEMIC
LANGUAGE ‡ Ask students questions that require them to use key vocabulary.
• reread, point of view, ‡ Reinforce strategies and skills of the week by modeling.
idiom
• Cognates: punto de
vista
T120 UNIT 4 WEEK 2

WEEK 2
Page 253 Page 255
Against All Odds Paragraph 1

Paragraph 2 What idiom do you see in the second sentence?
What physical challenge did Wilma have? (Wilma (in hot water) Were the team members really in
couldn’t use her left leg.) What caused this physical hot water? (no) What does the idiom mean? (They
challenge? (She contracted polio, a disease that weren’t doing well in the race after a poor baton
causes paralysis.) pass.)
Paragraph 3 Have students choral read the last three sentences
Explain and Model the Strategy I know that in the paragraph after you, emphasizing Wilma’s
Wilma and her family worked hard to overcome her accomplishments and her comments about
physical challenge. If I’m uncertain about what her meeting a personal challenge.
family did, I can reread the paragraph and note the Why do you think winning was so important to
details. When I reread, I see that for years her mother Wilma? (Against the odds, she had worked hard
drove Wilma 90 miles round-trip to Nashville for to overcome the challenge of walking again. She
physical therapy and her siblings massaged her legs. wanted to beat the odds again to win Olympic
gold.)
Page 254
Giving Back
Paragraphs 1–2
Explain and Model Author’s Point of View An What accomplishments did Wilma achieve
author’s choice of words provides clues to his or after the Olympics? (She graduated from college,
her perspective. I can determine the author’s point taught school and coached track. She also gave
of view by examining the words used to describe speeches to inspire others to do their best in
Wilma. Words and phrases like determination and spite of challenges.) Why do you think Wilma said
decided never to give up are positive. The author “triumph can’t be had without the struggle”? Explain
has a positive view of Wilma. Have students find your answer to your partner.
another clue that shows the author’s positive
point of view. (extremely impressed) After Reading
An Olympic Champion Make Connections
Paragraph 2 ‡ Review the Essential Question.
Explain and Model Idioms The author writes ‡ Make text connections.
that Wilma “put her shoulder to the wheel” in class
‡ Have students complete the ELL
and in track-and-field events. Does the author mean
Reproducibles pages 163–165.
that Wilma actually placed her shoulder against
a wheel? (no) What does the author mean? Help
students use what they learned about Wilma to
determine that the idiom means Wilma worked
hard at both tasks.

Leveled Reader: Go
Before Reading
Preview
‡ Read the Essential Question: How do people meet personal challenges?
Leveled Reader ‡ Refer to Rising to the Challenge: How did Huang Guofu overcome Leveled
LEXILE 780 losing his arms to become a famous painter? Readers
OBJECTIVES ‡ Preview Against the Odds and “Talk With the Glove.” Our purpose
Analyze in detail for reading is to find out how the people in these stories met their
how a key individual, personal challenges.
event, or idea is
and elaborated in a Vocabulary
text (e.g., through Use the Visual Vocabulary Cards to pre-teach the ELL vocabulary:
examples or
capabilities, persevere. Use the routine found on the cards. Point out the
anecdotes). RI.6.3
cognate: perseverar.
point of view or
purpose in a text During Reading
and explain how it is
conveyed in the text. Interactive Question-Response
RI.6.6
Note Taking: Have students use the graphic organizer on ELL
Read on-level prose Reproducibles page 162. Use the questions below after each page is
and poetry orally with
read with students. Use the glossary definitions to define vocabulary in Use Graphic
accuracy, appropriate Organizer
rate, and expression context and visuals to help students understand key vocabulary.
on successive Pages 2–4 Look at the sidebar on page 3. What is one way that Jim
readings. RF.5.4b
Abbott overcame being born without a right hand to play baseball? (the
glove-hand switch) How do you think he was able to perfect this move?
ACADEMIC (practice)
LANGUAGE
• biography, reread, Pages 5–8 Reread pages 6-8. Recall Jim’s accomplishments. (played in
author’s point of view, the Pan-American games and won a silver medal, won the Sullivan
idiom Award, and won an Olympic gold medal)
• Cognates: biografía, Pages 9–11 Jim was disappointed that he lost his first major league
punto de vista
game and that the fans gave him a standing ovation. Fans show they
like something by giving a standing ovation. Why would this make Jim
unhappy? (He wanted the fans to like him because he was a good
pitcher, not because he didn’t have a right hand.)
T122 UNIT 4 WEEK 2

WEEK 2
Pages 12–14 Reread page 14 with students. The author calls Jim
Abbott a role model. A role model is someone whom others try to act like. Literature
Does the word role model have a positive or negative connotation in this Circles
sentence? (positive) What viewpoint does the author convey? (The author
admires Jim and thinks he is a good person to act like.)
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 students to about what students learned
work with partners to answer the Text Evidence Questions. Support about personal challenges from
students as necessary and review all responses as a group. both selections in the Leveled
Ana
Analytical
Reader.
W W
Writing
id if
identified how the primary sources reveal the author’s opinion of Jim
Level
Abbott.
Up
Fluency: Intonation
Model Model reading page 8 with proper intonation. Next, reread the
passage aloud and have students read along with you.
PA I R E D R E A D
“Talk with the Glove” IF students read the ELL Level fluently and
Make Connections: Write About It THEN pair them with students who have
the genre of this text is expository text. students
Then discuss the Essential Question. After reading, ask students to • echo-read the On Level main selection
make connections between the people they read about in Against the with their partners.
Odds and “Talk with the Glove.” • list words with which they have difficulty.
• discuss these words with their partners.

FOCUS ON SCIENCE
F The On Level challenges students by
S
Students can learn about endurance and how exercise using domain-specific vocabulary and
effects your body by completing the science activity on more complex sentence structures.
page 20.


Vocabulary
OBJECTIVES Preteach vocabulary from “She Had to Walk Before She Could Run”
I Do
Acquire and use following the Vocabulary Routine found on the Visual Vocabulary Cards
accurately grade- for the words assess, compensate, deteriorated, devastating, implement,
appropriate general
academic and peripheral, potential, and summit.
domain-specific
words and phrases; We Do
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 pairs write their own definition for two or more vocabulary words.
to comprehension or
Help students complete Ask students to write a Challenge students to
LANGUAGE and read aloud the frame: definition and a sentence write a definition and a
OBJECTIVE The word ___ means ___. for four words. sentence for each word.
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-
appropriate general
Vocabulary Card, and have students repeat. Then follow the Vocabulary
academic and Routine on the back of each card.
domain-specific
Display the card for alignment. Say the word and have students repeat.
gather vocabulary Ask, If your spine were out of alignment, could you have back problems? Have
knowledge when students explain their answer using the definition of the word.
considering a word
or phrase important
You Do
Have partners write yes/no questions for two or more words. Ask them
to comprehension or to read the questions aloud for the class to answer and define or use the
expression. L.6.6
words in a sentence.
LANGUAGE Beginning Intermediate Advanced/High

OBJECTIVE Help students craft and Have students write their Have students write
Use vocabulary words. copy their questions. questions and answers to questions and explain
the question. which answer is correct.
T124 UNIT 4 WEEK 2

WEEK 2
IDIOMS
OBJECTIVES Read aloud the second paragraph of the Comprehension and Fluency
I Do
Use context (e.g., the passage on ELL Reproducibles pages 163–164. Point to the phrase “flash
overall meaning of a in the pan.” Explain that clues near the idiom can help show its meaning.
a word’s position or Think Aloud I’m not sure what “flash in the pan” means. I read that Jesse
as a clue to the
set records in high school and college. So he had success during this time. I
meaning of a word or know a flash is a sudden burst that quickly disappears. The author is saying
phrase. L.6.4a that Jesse’s success was not sudden and it wouldn’t quickly disappear.
We Do
Point to the idiom “performing to the best of his abilities” in paragraph
LANGUAGE three. Help students identify the clue “Owens proved the Nazis wrong—
OBJECTIVE
Use context clues to
not once, but four times.” Remind them that Owens won four medals. Help
define idioms. students understand that the idiom means Owens performed very well.
You Do
Have partners use context clues to define “a fact of life” on page 164.

Help students locate the Ask students to read the Have students explain
context clues and define sentence, using their how the clues helped
the idiom. definition for the idiom. them define the idiom.
OBJECTIVES
I Do
List academic vocabulary and high-frequency words from “She Had to
Acquire and use Walk Before She Could Run”: attitude, challenge, elation; and Against the
accurately grade- Odds: balanced, exclusive, sportsmanship. Define each word for students:
appropriate general
Attitude is a way of acting that shows how a person thinks about something.
academic and
domain-specific Point out the use of attitude in the selection. Instead, she faced this physical
gather vocabulary challenge with a positive attitude, and never lost sight of her goal. Provide
knowledge when sentence frames and complete them with students: I keep a good attitude
considering a word by .
or phrase important
to comprehension or
You Do
expression. L.6.6
LANGUAGE Help students complete Provide sentence starters Have students define the
OBJECTIVE the sentence frames. for students, if necessary. words they used.
Use academic
vocabulary and high-
frequency words.
VOCABULARY T125

Writing/Spelling
W R I T I N G T R A I T: S E N T E N C E F LU E N C Y
OBJECTIVES Explain that good writers use transitions words and phrases to let readers
I Do
Use a variety of know when events happened. Transitions such as “in 1958” or “when she
transition words, arrived at the track” signal shifts in time or location. Read the Expert Model
phrases, and clauses to
convey sequence and passage aloud as students follow along and note the transitions.
signal shifts from one
time frame or setting We Do
Reread aloud the first two paragraphs of “An Inspiring Comeback” in
to another. W.6.3c She Had to Walk Before She Could Run. Then, model using a flow chart to
identify how transition words and phrases link ideas and concepts.
LANGUAGE
You Do
Have pairs use the flow chart to write a paragraph with alternate
OBJECTIVE transitions linking concepts expressed in She Had to Walk Before She Could
Use transition words
and phrases.
Run. Edit each pair’s writing. Then ask students to revise.

Have students copy the Have students revise, Have students revise for
edited paragraph. adding transitions to better transitions between
smooth the writing. ideas, then edit the revision.
S P E L L W O R D S W I T H V O W E L A LT E R N AT I O N
OBJECTIVES Read aloud the Spelling Words on page T100, emphasizing the change in
I Do
Demonstrate vowel sounds with the addition of a suffix. Note spelling changes with the
command of the addition of the suffix.
conventions of
standard English Read the Dictation Sentences on page T101 aloud for students. With
capitalization, We Do
punctuation, and
each sentence, read the underlined word slowly, emphasizing the
spelling when writing. vowel alternation from one form of the word to another in subsequent
Spell correctly. L.6.2b sentences. Have students repeat after you and write the word.
You Do
LANGUAGE check the spelling and write the words correctly.
OBJECTIVE
Spell words with vowel Beginning Intermediate Advanced/High
alternation.
Have students copy the Have pairs alternate saying After students have
correctly spelled word a base word and spelling corrected their words,
pairs and say them aloud. the word with the suffix. have pairs quiz each other.
T126 UNIT 4 WEEK 2

WEEK 2
Grammar
KINDS OF PRONOUNS
OBJECTIVES Remind students that pronouns take different forms and serve different
I Do
Ensure that pronouns functions. Point out that there are subject, object, reflexive, and intensive
are in the proper case pronouns. Write: He caught the ball. The ball hit her. Paul named himself the
(subjective, objective,
possessive). L.6.1.a
pitcher. Leslie herself threw the first pitch. Explain: He is a subject pronoun
and is the subject of the sentence. Her is an object pronoun and is the
Use intensive
pronouns (e.g, myself,
object of the verb hit. Himself is a reflexive pronoun and is an object
ourselves) L.6.1.b that is the same as the subject Paul. Herself is an intensive pronoun that
emphasizes the subject Leslie but does not act as an object.
LANGUAGE Write the sentence frames below on the board. Students should determine
We Do
OBJECTIVE whether to use subject, object, reflexive, or intensive pronouns. Ask
Use different kinds of
pronouns.
volunteers to provide answers. Fill in the sentence frames with students’
responses. Then read the completed sentences aloud for students to repeat.
Grades K-6
gave part of the papers to grade.

Language
Transfers likes running more than does.
Handbook
Paulo gave credit for working with all of .
traded the music got from .
Language Transfers
Handbook Kesha made a sandwich before made one.
Speakers of Chinese Sam opened the door for .
and Hmong confuse
subject and object Have students meet in small groups and substitute different pronouns
pronouns, and You Do
into the sentences above. Students should try to use different subjective,
Vietnamese and
Korean speakers don’t objective, reflexive, and intensive pronouns.
use object pronouns.
Reinforce the use of Beginning Intermediate Advanced/High
different forms for Have students copy their Ask students to underline Have students use a
these cases. sentences and underline the pronouns they used variety of pronouns in
the pronouns they used. and name what kinds combinations in the
Read the sentences aloud they are. sentences and tell which
for students to repeat. kind each is.
PROGRESS MONITORING
Weekly Assessment
TESTED SKILLS

Author’s Point of View Idioms L.6.4a Writing About Text RI.6.3,
RI.6.3, RI.6.6 RI.6.6, W.6.9b
Grade 6
Assessment Includes
Weekly
State Standards
online PDFs
Grades 1-6
Fluency
Assessment Administer oral reading fluency assessments using the
following schedule:
State Standards
‡ Weeks 1, 3, 5 Provide Approaching-Level students at least
T128 UNIT 4
WEEK 2
TESTED SKILLS
T If … Then …
Students answer 0–6 . . . assign Lessons 61–63 on Author’s Point
multiple-choice items of View from the Tier 2 Comprehension
COMPREHENSION
Students answer 0–6 . . . assign Lesson 166 on Idioms, Proverbs,

VOCABULARY multiple-choice items and Adages from the Tier 2 Vocabulary
Students score less than . . . assign Lessons 61–63 on Author’s Point of

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

PDFs.

PDFs.
students requiring:
TIER

TIER

WEEKLY OVERVIEW
TEACH MODEL
TEACH AND MODEL

benefactor Shared Read “Treasure in the Attic,” 266–273
empathy Genre Drama
Lexile NP
endeavor
entail
extensive
indecision Comprehension Strategy ..................... Summarize, T146–T147
multitude Comprehension Skill .............................. Theme, T148–T149

Genre ............................................................. Drama, T150–T151
tentatively
Vocabulary Strategy ............................... Homophones, T152–T153
Writing Traits .............................................. Ideas, T158–T159
Grammar Handbook............................... Uses of Possessive Pronouns,
T162–T163
Go
Digital
T130 UNIT 4 WEEK 3

STANDING TALL
Essential Question
When are decisions hard
to make?
WEEK 3
APPLY WITHAPPLY
CLOSE READING
PAIRED
READ
The Case of the Magic Marker “Dramatic Decisions: Theater
Mischief Maker, 294–303 Through the Ages,” 306–309
Genre Drama Genre Expository Text
Lexile NP Lexile 1070L
Differentiated Text

Lexile NP Lexile NP Lexile NP Lexile NP
The Bronze Pen jacket illustrations copyright © 2008 by Brandon Dorman.
The Wanderer used by permission of HarperCollins Publishers.

The Wanderer The Bronze Pen
Genre Genre
Realistic Fiction Fantasy
Classroom Library
WEEKLY OVERVIEW T131

TEACH AND MANAGE
How You Teach

Standing Tall “Treasure in the Attic” The Case of the Magic
Minilessons Marker Mischief Maker
Summarize, Theme, Drama, “Dramatic Decisions:
Homophones, Writing Traits Theater Through the Ages”
Reading/Writing
Workshop
266–275 Literature
Anthology
Reading/Writing Workshop 294–309
262–263


Name Date
My To-Do List
Phonics ⁄
Reading Word Study
Theme Prefixes and Suffixes
Fluency

Develop Characters How People Make Decisions
Independent
Practice Go Digital

pp. 173–175
Comprehension
Genre, p. 176
Phonics/Word Study
Phonics, p. 178
Grammar
Spelling/Word Sorts
Listening Library
Contracts Unit 4 • Week 3 • Standing Tall 19
Goo On
O nl
nl
Le
Le
ev
vel Activities
Leveled Wr
Writer's Workspace
Digitall

WEEK 3
Leveled Readers Conduct an Interview, T156
Text Connections
Compare Making Hard
Decisions, T157
Write About Reading
Ana
Analytical
W
W
Weekly Assessment
205–216


6
( More
18 Activities
on back
6
14

Write to Sources
and Research
Theme, T148–T149
Summarize, T153L
Alternate Theme, T153L
Analyze to Inform/Explain, T157
Summarize, p. 305
Comparing Texts, T169, T177, Theme, p. 305
T181, T187
Theme, pp. 173–175

Go Genre, p. 176
Digital
Analyze to Inform,
Whiteboard Theme Your Turn Practice Book

29
Go
T344–T349
Pee
Go
Digital
h Edition

WEEK 3
Writing Trait: Ideas
Develop Characters, T158–T159
Ideas: Develop
Characters,
pp. 274–275
Go Ideas: Develop
Digital
Characters, Ideas: Develop
Card 6 Characters, p. 180
Interactive

Go
Digital
Grammar
Uses of Possessive
Uses of Possessive Pronouns, Pronouns
T162–T163
Spelling
Prefixes and Suffixes,
T16
T164–T165 P
Prefixes and
Go SSuffixes
Digital
Interactive

READING
Build Background Standing Tall, T138–T139 Comprehension
• Strategy: Summarize, T146–T147
Listening Comprehension Interactive Read
Teach, Aloud: “Stage Fright” T140–T141
9
• Skill: Theme, T148–T149
Write About Reading Ana Analytical
A
Writing
W
Model
Whole Group
Comprehension • Genre: Drama, T150–T151

• Preview Genre: Drama, T150–T151 Practice Your Turn 172–177
and • Preview Strategy: Summarize, T146–T147
Vocabulary Strategy: Homophones,
Apply Vocabulary Words in Context, T142–T143 T152–T153
Practice Your Turn 171
Close Reading of Complex Text “Treasure in
the Attic”, 266–269
Leveled Reader Mixed Messages, T168–T169 Leveled Reader Mixed Messages, T168–T169
Wordrd Study/Decoding
Stud Identify Root Words, Vocabulary
Approaching T170 0 2
TIER
T172 2 2
TIER
Level Vocabulary TIER

Comprehension TIER
2 2 • Identify Details, T174
4 2
• Word Sets, T173 • Review Theme, T175
Leveled Reader The Missing Swimsuit, Leveled Reader The Missing Swimsuit,
T176–T177 T176–T177
On Level
Small Group
Vocabulary Review Vocabulary Words, T178 Comprehension Review Theme, T179
Leveled Reader Something Fishy, T180–T181 Leveled Reader Something Fishy, T180–T181
Beyond Vocabulary Review Domain-Specific Words, Comprehension Review Theme, T183
Level T182
Shared Read “Treasure in the Attic”, Leveled Reader The Missing Swimsuit,
T184–T185 T186–T187
English Word Study/Decoding Identify Root Words, Vocabulary Review Vocabulary, T188
Language T170 Writing Writing Trait: Ideas, T190
Vocabulary
Learners • Preteach Vocabulary, T188
Grammar Uses of Possessive Pronouns, T191

Writing • Writing Trait: Ideas/Develop Characters, T158–T159 • Writing Trait: Ideas/Develop Characters,
Whole Group
• Writing Entry: Prewrite and Draft, T160 T158–T159

• Writing Entry: Revise, T160
Grammar Grammar Uses of Possessive Pronouns, T162
Spelling Prefixes and Suffixes, T164
Spelling Build Vocabulary Spelling Prefixes and Suffixes, T164
• Connect to Words, T166 Build Vocabulary
Build Vocabulary • Academic Vocabulary, T166 • Expand Vocabulary, T166
• Review Idioms, T166
T134 UNIT 4 WEEK 3

WEEK 3
Go
Digital
CUSTOMIZE YOUR OWN
LESSON PLANS

READING
Word Study/Decoding Prefixes and Suffixes, Fluency Expression, T155 Integrate Ideas
T154–T155 • Research and Inquiry, T156
Integrate Ideas
Close Reading The Case of
the Magic Marker Mischief Close Reading “Dramatic Decisions: Theater
Maker, 294–305 Through the Ages,” 306–309
Literature
Anthology
Leveled Reader Mixed Messages, T168–T169 Leveled Reader Paired Read: “What Is Leveled Reader Literature Circle, T169
Word Study/Decoding Build W Words with Opera?” T169 Comprehension Self-Selected Reading, T175
TIER
Prefixes and Suffixes, T170
0 2 Word Study/Decoding Practice Prefixes and
Fluency Expression, T174 4 2
TIER
Suffixes, T171
Vocabulary Homophones, T173
Leveled Reader The Missing Swimsuit, Leveled Reader Paired Read: “Movies: Plays Leveled Reader Literature Circle, T177
T176–T177 on Film?” T177 Comprehension Self-Selected Reading, T179
Vocabulary Homophones, T178
Leveled Reader Something Fishy, T180–T181 Leveled Reader Paired Read: “Indian Puppet Leveled Reader Literature Circle, T181
Vocabulary Theater,” T181 Comprehension
• Homophones, T182 Gifted and • Self-Selected Reading, T183 Gifted and
• Shades of Meaning, T182 Talented • Independent Study: Standing Tall, T183 Talented
Leveled Reader The Missing Swimsuit, Leveled Reader Paired Read: “Movies: Plays Leveled Reader Literature Circle, T187
T186–T187 on Film?” T187
Word Study/Decoding Build Words with Vocabulary Additional Vocabulary, T189
Prefixes and Suffixes, T170 Word Study/Decoding Practice Prefixes and
Vocabulary Homophones, T189 Suffixes, T171
Spelling Words with Prefixes and Suffixes,
T190
LANGUAGE ARTS
• Writing Trait: Ideas/Develop Characters, T158–T159 • Writing Trait: Ideas/Develop Characters, T158–T159 • Writing Trait: Ideas/Develop Characters,
• Writing Entry: Prewrite and Draft, T161 • Writing Entry: Revise, T161 T158–T159
• Writing Entry: Share and Reflect, T161
Grammar Mechanics and Usage, T163 Grammar Uses of Possessive Pronouns, T163
Spelling Prefixes and Suffixes, T165 Spelling Prefixes and Suffixes, T165
Spelling Prefixes and Suffixes, T165
• Reinforce the Words, T167 • Connect to Writing, T167 Build Vocabulary
• Homophones, T167 • Shades of Meaning, T167 • Word Squares, T167
• Morphology, T167

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

instruction.

Prior Knowledge The Great Depression T145
Genre Stage Directions T151

"Treasure in the Attic"
Lexile NP Genre
Drama T153A
Conflict T153G
Specific Vocabulary
Multiple-Meaning Words T153C
Context Clues T153M, T153O
Connection of Ideas
Character Details T153C
Relationships T153E
Inferences T153H, T153J
The Case of the Magic Marker Mischief
Maker Lexile NP
Purpose Main Idea T153I
"Dramatic Decisions: Theater Through Organization Time Sequence T153N
the Ages" Lexile 1070L

SCAFFOLD
support Workshop The Missing Swimsuit
"Treasure in the Attic" T186–T187
THEN scaffold instruction using the small T184–T185 "Movies: Plays on Film?"
group suggestions. T187

WEEK 3
instruction focus.
more complex text.
Quick Check
Comprehension Strategy Summarize T147
Comprehension Skill Theme T149
Genre Drama T151
Beyond
Vocabulary Strategy Homophones T153
Word Study/Fluency Prefixes and Suffixes, T177
Expression T155

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

coach inherit T189 Ideas T190 Prefixes and Uses of
concentrate innocent Suffixes Possessive
heir treasure T190 Pronouns
T191


LESS O
IN I
M
N
10 Build Background
Mins
Go
When are decisions hard to make?
Have students read the Essential Question on page 262 of the Reading/
Writing Workshop.
Discuss the photograph of the boy with students. Focus on how he
must choose a topic for his spring project, which entails talking to
Workshop people in his community. Concept
‡ The first option the boy considers is one for which he has empathy,
OBJECTIVES or understanding. That will make his job easier to accomplish.
Interpret information ‡ Upon further reflection, though, the boy questions making the
media and formats
project too easy for himself.
Watch Video
(e.g., visually, ‡ The boy makes a tough decision. It isn’t based on what’s easiest, but
quantitatively, orally) on what will challenge him and perhaps be more meaningful.
and explain how it
study. SL.6.2
Talk About It
Ask: How might the boy’s empathy for an interview subject make the
range of collaborative COLLABORATE project easier for him? What might a challenging project entail for him?
discussions (one-on- Have 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 making difficult decisions. Add students’ contributions.
grade 6 topics, texts, ‡ Have students complete the graphic organizers. Then have partners Use Graphic
and issues, building Organizer
discuss a time they made the right choice, even if it was difficult.
clearly. Review the
key ideas expressed
and demonstrate
understanding of
Collaborative Conversations
multiple perspectives
through reflection and
paraphrasing. Listen Carefully As students engage in partner, small-group,
SL.6.1d and whole-class discussions, encourage them to follow discussion
rules by listening carefully to speakers. Remind students to
Build background
knowledge on making
‡ always look at the person who is speaking.
hard decisions. ‡ respect others by not interrupting them.
‡ repeat peers’ key ideas, paraphrasing to check understanding.
T138 UNIT 4 WEEK 3

WEEK 3

SCAFFOLD
Use Visuals Point to Describe Have students Discuss Ask students
Making
the boy’s thoughtful describe the boy’s to discuss what the Decisions
expression. This boy has decision. Ask: What are boy must decide. Ask
to make a decision. He can the boy’s options? What questions to help them
choose to do a project that concern does he have? elaborate. How would
is easy, or one that is more Encourage students empathy make a project
difficult. Ask: Why might he to use a concept easier? Why does the
choose the more difficult word. Clarify students’ boy decide to choose a
project? responses as needed. challenging project?

LESS O
IN I
M
N
Mins
Go
OBJECTIVES Connect to Concept: Standing Tall Digital
Tell students that one way to stand tall is to understand your strengths
media and formats and limitations. Let students know that you will be reading aloud
(e.g. visually, a story that shows how a character stands tall even though he is
quantitatively, orally) uncomfortable about trying out for a play.
and explain how it
text, or issue under Preview Genre: Realistic Fiction View
Illustrations
study. SL.6.2 Explain that the text you will read aloud is realistic fiction. Discuss
Describe how a features of realistic fiction:
particular story’s or
‡ has characters who look and act like real people
drama’s plot unfolds
in a series of episodes ‡ takes place in settings that could be real
as well as how the
characters respond
‡ usually includes dialogue to show what the characters say to
or change as the one another
plot moves toward a
resolution. RL.6.3 Preview Comprehension Strategy: Summarize
• Listen for a purpose. Point out that active readers often pause to summarize what they have
• Identify read. When readers summarize a story, they use their own words to
characteristics of restate important plot events. Summarizing can help readers better
realistic fiction. understand and remember a story.
Use the Think Alouds on page T141 to model the strategy.
ACADEMIC
LANGUAGE Respond to Reading
• realistic fiction,
summarize Think Aloud Clouds Display Think Aloud Master 5: This was mostly
• Cognates: ficción about . . . to reinforce how to use the summarize strategy to help © Th M G Hill C i I
realista, resumir understand a story. Model Think

Alouds
Aloud that let them know it is realistic fiction. Ask them to think about Genre Features
that were realistic fiction.
Summarize Have students restate the most important parts of Use Graphic
Organizer
“Stage Fright“ in their own words.
T140 UNIT 4 WEEK 3

WEEK 3
Stage Fright
As Kevin entered the cafeteria, he saw kids “Sure, Tuan,” Kevin said. “You should definitely
clustered around a poster reading, “Be a Part of the try out. You’d be great in either part, though I’d
Mystery! Tryouts tomorrow, Room 42.” The poster have to say you’re a natural for the bad guy,” Kevin
itself was rather mysterious, he thought. chuckled, elbowing his friend. “But the play’s not
“What’s going on?” he asked his friend Tuan, who for me—I wouldn’t even be able to get my lines out
stood near the front of the group. without turning red. I guess I’ll try to find some
other after-school activity like camera club.”
“This is for the fall show, that detective play we
read in Mrs. Alvarez’s class,” Tuan said excitedly. “You know,” said Tuan, “you’d be great in camera
“The chief investigator is a great part, and so is the club because you have a good eye. But that would
villain. We should both try out!” 1 be useful for the play too. They need someone
to design the set. Didn’t you read the rest of the
Kevin didn’t know what to say. He had loved the
poster?”
theater ever since his parents had taken him to
plays as a small child, but he suffered from serious Kevin turned back to look over the heads of the
stage fright. Even being in front of a class scared crowd still chattering in front of the bulletin board.
him, so he knew he could never be on stage. On He could just make out the rest of the poster’s
the other hand, he would feel really left out if words: “Those interested in creating the set,
Tuan ended up spending all his after-school time lighting, and costumes should report to Room 40
working on the play. It would be a long, lonely for a crew meeting.”
September. 2 “Thanks, Tuan. Guess we’ll be solving this mystery
together after all,” Kevin said as he scribbled
“Room 40” on his notebook. 3
1 Think Aloud Summarizing
the first three paragraphs will
help me understand the basic 2 Think Aloud I can summarize
premise of the story. A poster this paragraph to help me
moodboard/Corbis
in the cafeteria has announced understand the problem Kevin

play tryouts, and Tuan wants faces. He would love to be in
to try out for parts along with a play, but he knows his stage
his friend Kevin. fright is too serious to allow him
to be an actor.
3 Think Aloud I can summarize

to better understand how
Kevin solved his problem. Kevin
realizes that acting is not a
good fit for his personality. Tuan
helped him see that he could
work on the set and still be part
of the play.

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: Indecision is the inability to make a choice.
OBJECTIVES Example: My indecision about what to wear makes me late some mornings.
Indecision
Acquire and use Ask: Describe a time when indecision delayed you.
accurately grade-
appropriate general
academic and Use Visual
domain specific Definitions Glossary
words and phrases; ‡ benefactor A benefactor is someone who gives a gift or a
gather vocabulary
knowledge when
donation in order to help others.
considering a word Cognate: benefactor
or phrase important ‡ empathy Empathy is the act of sharing and experiencing
to comprehension or
expression. L.6.6
the thoughts and feelings of others because you
understand them. Cognate: empatía
‡ endeavor An endeavor is a serious effort or attempt to do
something challenging.
‡ entail Entail means “to include or involve as a necessary part
or result of something.”
‡ extensive Something that is extensive is great in size, amount,
or degree.
‡ multitude Multitude means “a large number of objects or
people.“ Cognate: multitud
‡ tentatively Doing something tentatively means doing it with
hesitation or uncertainty.
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.
T142 UNIT 4 WEEK 3

WEEK 3

SCAFFOLD
Use Visuals Look at the Describe Have students Discuss Ask partners
photograph for indecision. describe the photograph to talk about the
Point to the clothes. Elicit by using this sentence photograph, collaborate
that the girl is having frame: This is an example on writing a sentence that
difficulty choosing of indecision because . restates the definition,
something to wear. Ask: Ask: Who can give me and then share their
Have you ever experienced another example of sentence with the class.
indecision? When might indecision? Have students Point out that in Spanish,
a person not experience share examples; revise indecision is indecisión.
indecision? responses as needed.
p. 171 p. 171 p. 171
VOCABULARY T143
Shared Read
Connect to Concept: Emma asks Liz to look for a pair of heirloom
Standing Tall earrings, suggesting that the earrings have a value
Explain that “Treasure in the Attic” greater than money. The conflict is introduced
will show how standing tall and when readers learn that Liz hopes to find the
making hard decisions can be earrings so she can sell them at a yard sale.
Reading/Writing
Workshop rewarding. Read “Treasure in the Reread Scene 1 again: Now model identifying
Attic” with students. Note that the characters and setting of the play. Remind
previously taught vocabulary is highlighted. students that characters, setting, and plot events
are elements of all works of fiction.
Close Reading The setting in Scene 1 is Liz’s attic, where the
Reread Scene 1: Say that you will take a closer cousins are looking for yard-sale items. Liz and
look at the first scene. Reread Scene 1 together. Emma both want to find Great-grandma’s earrings,
Ask: How does the playwright introduce readers to but for different reasons. Liz is focused on selling
the conflict in the play? Model how to cite evidence the earrings, while Emma wants to find and
to answer the question. preserve the earrings as heirlooms.
T144 UNIT 4 WEEK 3

WEEK 3
SCENE 2 Snow’s General Store; enter Liz and Emma. much I appreciate the gesture. But I can’t accept this kindest of
offers. The earrings are yours and too lovely to part with.”
Mr. Snow: Good morning. May I help you young ladies?
Mr. Snow: Her brother Bert took charge of the store when she and
Emma (tentatively): Um… Mr. Snow, we were wondering if you
Granddad left. In all the hubbub, I guess she forgot she’d stowed the
might be related to Anna Snow.
earrings in the safe. And she never did come back.
Mr. Snow: Yes, I’m her grandson. Why do you ask?
Liz: Even so, they’ve been
Liz: We’re trying to solve a mystery. Our great-grandmother, Flossie secure all these years. Thanks
Howard, was a good friend of your grandmother’s. She wrote about her very much, Mr. Snow.
in a diary she kept. (She shows the diary to Mr. Snow.)
Yard Sale Customer: Those
Mr. Snow: Flossie Howard, you say? That name rings a bell, but I can’t earrings are lovely. Would
quite place it. There were lots of Howards in town in those days. you take twenty-five dollars
Liz (with disappointment): Well…thanks anyway. for them?
Mr. Snow: I do hope you solve your mystery. Liz: Twenty-five dollars? I
Tristan Elwell
could get my new bike.

SCENE 3 Liz’s yard, a few days later; the girls are setting items out for
the yard sale as neighbors arrive. Emma: But the earrings are
family heirlooms! And we don’t
Emma: Look, Liz. Isn’t that Mr.
even know what they’re worth.
Snow from the store? I wonder what
he’s doing here. Liz (to herself, seized by
indecision): I’d really like
Mr. Snow: Hello, girls. I think this
the money for the bike. But…
might belong to you. (He hands Liz a
maybe Emma’s right. They are
small yellowed envelope.)
Great-Grandma’s earrings.
Liz (reading): “For Flossie.” (to Yard Sale Customer) Sorry, Make Connections
ma’am, they’re not for sale. (to Talk about the decisions that the
Mr. Snow: I knew I’d heard that
Emma) We should each keep characters, both past and present, find
name somewhere. After you left, I
one. I’ll earn money for the difficult to make. ESSENTIAL QUESTION
found that envelope tucked away in
bike some other way. Hey, I’ll
the back of the store safe.
bet the basement could use an Talk about what you had to consider
Liz (opens the envelope, finds a note extensive cleaning out! at a time when you made a difficult
and the pearl earrings; reading): decision. TEXT TO SELF
“Dearest Flossie, I can’t tell you how
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ESSENTIAL QUESTION
Encourage students to go back into the text for Prior Knowledge
evidence as they talk about the decisions the
You may want to provide information about
characters—both present and past—face. Ask
the Great Depression as you closely read the
students to explain how in both cases the characters
journal entry in Scene 1.
make choices that are difficult for them in some way.
‡ The Great Depression was a severe
Continue Close Reading economic downturn that spread around
the world.
‡ The depression began in the United States
‡ Summarize, pp. T146–T147
in 1929 and lasted through the 1930s.
‡ Theme, pp. T148–T149
‡ Many businesses failed and
‡ Drama, pp. T150–T151 unemployment was high, particularly in
‡ Homophones, pp. T152–T153 the early years of the depression.
SHARED READ T145

LESS O
IN I
M
N
10 Summarize
Mins
Go
1 Explain Digital
Explain that a play is a story written to be performed for an
audience. Point out that when students read a play, they are reading SCENE 1 The attic of Liz’s house; Liz and Emma are kneeling.
Emma (looking through a box): We’ll never get through
a story in a format that may be less familiar than other genres.

all this stuff!
Liz: We have to. I need twenty-five more dollars for that

new bike. My dad says we can sell at a yard sale anything we
find up here. You can keep half of whatever we make.
Cast
C ast of Characters
LIZ, a 12-year-old
12-y girl Emma (coughing): I know. I just didn’t realize it would entail
EMMA, L
Liz’s cousin, age 11 breathing in so much dust.
MR. SNOW,
SNO a shopkeeper
YARD SALE CUSTOMER Liz (with enthusiasm): I don’t think anyone has looked at
Grandpa’s and Grandma’s stuff since they moved to Florida.
There’s a multitude of treasures up here.
Emma: Be on the lookout for a pair of pearl earrings. Grandma says
Great-Grandma forgot what she did with them. You’re supposed to
inherit them, since you’re the oldest heir among the grandkids.
To check their understanding of the plot events and characters,

Liz: Wow. I hope they’re worth a lot of money!
Emma: If I had something of Great-Grandma’s, I’d never sell it.
Liz (finding an old diary, flipping pages): Wow, a diary! Listen
to this: (reading) “October 7, 1936. I feel such empathy for Anna
Snow and her family. They may have to leave us to find work
elsewhere. This terrible Depression has bred such suffering for
our neighbors. We are fortunate that Albert’s income is not solely
dependent on local business. My new endeavor is to be Anna’s
benefactor. If I gave her my pearl earrings, Anna could sell them
Essential Question
uestion to pay debts. She’d surely do the same for me. But can I? Albert
When are decisions
cisions would never approve if I gave away his wedding gift to me. Yet I
hard to make?? must do it! It will be our secret—Anna’s and mine….”
students can summarize as they read. Remind students that

Read about a decision that two Emma (excitedly): So that’s what happened to Great-Grandma’s
cousins need to make when they earrings! Anna Snow must have been a wonderful friend. Could
discover a long-lost family heirloom. hers be the same family that owns Snow’s General Store?
Tristan Elwell
Liz: Let’s go find out.
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Reading/Writing
Workshop summarizing means restating briefly, and in your own words, the Present the
Lesson
most important ideas or events in a selection.
OBJECTIVES ‡ Active readers pause often to check whether they understand
Determine a theme important plot events in a work of fiction. Summarizing is
or central idea of a especially helpful when characters and plots are complex.
text and how it is
conveyed through ‡ As they read a play, students should pay attention to what
particular details; characters say and do to move the plot forward. Answering the
provide a summary of questions who, what, where, why, and when helps readers focus
on the elements of a good summary.
personal opinions or
judgments. RL.6.2 ‡ Remind students that a good summary can easily be understood
Describe how a by someone who has not read the selection.
drama’s plot unfolds 2 Model Close Reading: Text Evidence
in a series of episodes
as well as how the Model how summarizing main ideas helps you better understand
characters respond the importance of Great-grandma’s earrings to the girls. Reread
or change as the
plot moves toward a
Scene 1 on page 267 of “Treasure in the Attic.”
resolution. RL.6.3
Summarize to check
understanding. Have partners work together to identify and summarize the most
COLLABORATE important plot events in Scenes 2 and 3. Direct them to focus on
what Mr. Snow says in Scene 2 and what happens when he appears
ACADEMIC
LANGUAGE
at the yard sale in Scene 3. After partners share their summaries,
• summarize, drama discuss how summarizing helps students understand the play’s
(play) conflict and its resolution.
• Cognates: resumir,
drama
T146 UNIT 4 WEEK 3

WEEK 3
Monitor and
Differentiate
Quick Check
Do students summarize to check their
understanding? Can they briefly retell
key plot events in their own words?

ELL Develop p. T185

SCAFFOLD
Identify Help students Understand Have Demonstrate
reread Scene 1 of students reread Scene 1 Comprehension Have
“Treasure in the Attic.” of “Treasure in the Attic.” students reread Scene 1
Identify difficult words Ask: What are the girls of “Treasure in the Attic.”
and phrases such as be doing in the attic? (finding Elicit from students why
on the lookout, inherit, things to sell at a yard plot events in the scene
bred, fortunate, and solely sale) What do they find? (a are important. Ask: Why
dependent. Work with journal that reveals where do you think it matters
students to replace the Great-grandma’s earrings that the earrings Liz would
terms with more familiar might be) Ask: Are these like to find and sell might
words and expressions. plot events important? have been given away long
(yes) ago? Turn to a partner and
explain.
pp. 173–174 pp. 173–174 pp. 173–174

Comprehension Skill
LESS O
IN I
M
N
10 Theme
Mins
Go
1 Explain Digital
Remind students that the theme of a text is a statement or insight
about life that the author wants readers to understand. Themes SCENE 1 The attic of Liz’s house; Liz and Emma are kneeling.
are generally expressed as complete statements, for example: True

all this stuff!

Cast
C ast of Characters
LIZ, a 12-year-old
EMMA, L
MR. SNOW,
SNO a shopkeeper
friends are hard to find; Honesty is the best policy.

Essential Question
When are decisions
Tristan Elwell
Themes are rarely stated directly. Therefore, most times readers
266 267
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Workshop must find text clues that suggest a larger message about life. Lesson
‡ To determine the theme of a play, students should focus on
OBJECTIVES characters’ actions and speech and then think about what these
Determine a theme might reveal.
or central idea of a
text and how it is ‡ Students should also consider how characters and plot events
conveyed through affect each other—about why characters do and say the things
particular details; they do.
provide a summary of
the text distinct from Finally, students should ask: What message or insight do these words
personal opinion or and actions suggest?
judgments. RL.6.2
Analyze how a 2 Model Close Reading: Text Evidence
particular sentence,
chapter, scene, or Direct students to what Liz’s words and actions reveal in Scene 1 of
stanza fits into the “Treasure in the Attic.” Then model using these details to fill in the
overall structure of a
first two boxes of the graphic organizer.
text and contributes
to the development of Ana
Analytical Write About Reading: Summary Model how to use notes from
Writing
W
the theme, setting, or the graphic organizer to explore a theme by summarizing the
plot. RL.6.5
difference between Liz and her great-grandmother.

LANGUAGE
• theme Have students work in pairs to go back into “Treasure in the Attic”
• Cognate: tema COLLABORATE and complete the graphic organizer with other details. Ask pairs
to analyze key details, looking for connections that will help them
SKILLS TRACE determine the theme of the play. Discuss students’ choice of details
THEME and themes.
Introduce U2W5 Ana
Analytical Write About Reading: Summary Have students work in pairs
Writing
W
Review U3W1, U3W2, to summarize key events in the play that led them to uncover the
U4W3, U4W4, U4W6, U5W6, theme. Call on pairs to share their summaries with the class.
U6W5
Assess U2, U3, U4, U6
T148 UNIT 4 WEEK 3

WEEK 3
Monitor and
Differentiate
Quick Check
Can students recognize thematic details
in dialogue and characters’ actions? Can
they analyze details to determine the
theme of the selection?

ELL Develop p. T185

SCAFFOLD
Recognize Reread Discuss Reread Scene 1. Explain Have students
Scene 1. Ask: Why does Ask: Why does Liz want to explain what the details
Liz want money? (to buy find her great-grandma’s tell them about people—
a bike) Then ask: Why did earrings? What did Great- specifically, the reasons
Great-grandma want to grandma want to do with that people make certain
give her earrings to Anna her earrings? Why was choices. Then have them
Snow? (so Anna could sell her decision difficult? explain to a partner what
them to pay debts) Help Have pairs discuss and they think the theme
students complete the then fill in the sentence of the play is. Based on
frame. At first, Liz thinks frame: Great-grandma details in the story, I think
only of . Her great- decided to , even that the play’s theme
grandma thought of . though . is .
pp. 173–175 pp. 173–175 pp. 173–175

Genre: Literature
LESS O
IN I
M
N
10 Drama
Mins
Go
1 Explain Digital
Share with students the following key characteristics of drama.
‡ A drama, or play, is written to be performed by actors. Cast
C ast of Characters
SCENE 1 The attic of Liz’s house; Liz and Emma are kneeling.
all this stuff!

LIZ, a 12-year-old
EMMA, L
A play includes a cast of characters, which usually appears as a

MR. SNOW,
SNO a shopkeeper
‡

list at the beginning of the script, or written text of the play.

Essential Question
When are decisions
Tristan Elwell
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Reading/Writing ‡ The play may be divided into sections called acts and shorter Present the
Workshop Lesson
sections called scenes. A change of act or scene often indicates a
change in characters or setting.
OBJECTIVES
Analyze how a ‡ In the script, each character’s dialogue—the words he or she
particular sentence, speaks—is labeled with the character’s name.
chapter, scene, or
‡ The audience watches the play’s plot unfold through the
stanza fits into the
overall structure of a dialogue and actions of the characters. Stage directions, often
text and contributes set off in italics and parentheses, describe the action and setting
to the development of and, frequently, the characters’ feelings.
the theme, setting, or
plot. RL.6.5 Explain to students that focusing on the speech and actions of
characters in a play can help reveal the theme of the work.
By the end of the year,
read and comprehend
literature, including 2 Model Close Reading: Text Evidence
stories, dramas, and
poems, in the grades
Model identifying and using text features in Scene 1 of “Treasure in
6–8 text complexity the Attic” to understand the play.
band proficiently, with ‡ Scenes Point out the Scene 1 heading followed by the italic
scaffolding as needed
at the high end of the
type on page 267. Remind students that a change of scene often
range. RL.6.10 means a change in location and/or time. Have students identify
the setting for Scene 1.
ACADEMIC
LANGUAGE ‡ Stage Directions Point out the stage directions just before
• drama, dialogue, Emma’s first words on page 267. Ask: How does this stage direction
stage directions, act, help you understand what is happening as the play begins?
scenes
• Cognates:, drama,
diálogo, acto, escenas
Have pairs reread “Treasure in the Attic” and explain why the
COLLABORATE play is divided into three scenes. Pairs should reread to find two
stage directions that identify the setting and two that describe a
character’s actions. Partners should discuss how the stage directions
help them picture the plot events.
T150 UNIT 4 WEEK 3

WEEK 3
Monitor and
Differentiate
Quick Check
Can students recognize stage
directions and use them to aid their
understanding? Can they talk about
what makes each scene different?

ELL Develop p. T187

Genre
Students may have difficulty understanding
how stage directions contribute to the
author’s message, or theme.
‡ What do you learn about Liz by reading
about her enthusiasm for looking through
dusty old items? (She cares about what she
might find, not about getting dirty.)
‡ In Scene 3, what do you learn when Liz is
seized by indecision? (She had wanted the
money from selling the earrings but now
seems unsure about what to do.) APPROACHING BEYOND ELL
p. 176 p. 176 p. 176
GENRE T151
Vocabulary Strategy
LESS O
IN I
M
N
10 Homophones
Mins
Go
1 Explain Digital
Explain to students that homophones are words that sound alike
when spoken but that have different meanings and often different SCENE 1 The attic of Liz’s house; Liz and Emma are kneeling.
spellings.
all this stuff!

Cast
C ast of Characters
LIZ, a 12-year-old
EMMA, L
MR. SNOW,
SNO a shopkeeper

To determine the meaning of a homophone as they read,

‡
Essential Question
When are decisions
Tristan Elwell
students can use context clues within sentences or paragraphs
266 267
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9:52
269 AM
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Workshop in the text. Lesson
‡ After determining a preliminary meaning for the homophone,
OBJECTIVES students should check to see if the meaning makes sense within
Use context (e.g., the context of the sentence in which the word is used.
the overall meaning
of a sentence or ‡ Then students verify the meaning in a print or online dictionary.
Point out that using context is important in figuring out the
position or function
in a sentence) as a meanings of homophones when watching a play or hearing text
clue to the meaning read aloud, because in those instances, students cannot determine
of the word or meaning from the spelling of the word.
phrase. L.6.4a
Verify the preliminary 2 Model Close Reading: Text Evidence
determination of
the meaning of a Model using context clues on page 267 of “Treasure in the Attic” to
word or phrase (e.g., figure out which meaning is intended for the homophone pair/pear.
by checking the
inferred meaning
in context or in a 3 Guided Practice of Close Reading
dictionary). L.6.4d
Have partners work together to determine the intended meanings
COLLABORATE of the homophones sale, heir, and bred, on page 267 of “Treasure
ACADEMIC in the Attic.” Tell students to go back into the text to find context
LANGUAGE clues that help them figure out the meaning of each homophone.
• homophones, context
clues Then invite pairs to use a dictionary to verify meanings. After
• Cognates: they determine the correct meaning of each homophone, call on
homófonos, contexto volunteers to explain why the meanings of sail, air, and bread would
not make sense in the story’s context.
SKILLS TRACE
HOMOPHONES
Introduce U4W3
Review U4W3, U5W5
Assess U4
T152 UNIT 4 WEEK 3

WEEK 3
Monitor and
Differentiate
Quick Check
Can students use context clues to
determine the meanings of the
homophones sale, heir, and bred?

ELL Develop p. T189

SCAFFOLD
Identify Help students Discuss Point out the Demonstrate
identify the words sale, words sale, heir, and bred Comprehension Point
heir, and bred in the text. and help students define out the words sale, heir,
Read the sentences aloud. the words. Have pairs and bred. Ask students
Define the words and discuss any context clues to define the words and
reinforce meanings with they notice that help to give examples of their
examples. Help students determine intended word intended meanings.
paraphrase the sentences meanings. Elicit from Have students point out
in which the words partners how context context clues that helped
appear. clues helped. Elaborate them determine the
on their explanations. correct meaning.
p. 177 p. 177 p. 177

Develop
Comprehension
LEXILE
The Case NP
of the Magic
Marker
Mischief Maker
Gr e
925 1185
185
NP The Case of the Magic Marker
Literature Anthology Mischief Maker

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

Extended Complex Text. See pages T356–T361.
A C T Access
ccess Complex
omplex Text
ex t
Genre Point out that this selection is a drama. Discuss how
a drama unfolds over a series of acts and scenes by
Specific Vocabulary
connecting it to the structure of a story.
Connection of Ideas ‡ Look through the selection. What evidence tells you
Purpose that this is a drama? (the list of characters on page
295; sections divided into acts)
T153A UNIT 4 WEEK 3

WEEK 3
The Case of The
MAGIC MARKER
Mischief Maker
Predictive Writing
Have students read the title, preview the
illustrations, skim the text for dialogue and
A Mickey Rangel Mystery stage directions, and write their predictions
A Play in Three Acts by René Saldaña, Jr.
about what the play will be about.
Illustrated by Manelle Oliphant
CHARACTERS ACT ONE: PRINCIPAL ABREGO’s office. The principal is

sitting at a large wooden desk. Sunlight streams in from
ESSENTIAL QUESTION
Mickey Ask a student to read aloud the Essential
Rangel two large windows to her right.
Principal
Question. Have students discuss how the
PRINCIPAL ABREGO (buzzes phone): Angie, can you
Abrego
please send Mickey in now?
play might help them answer the question.
Bucho
Joe (door opens, MICKEY RANGEL reluctantly walks in)
Belinda
PRINCIPAL ABREGO (shuffling papers, and without looking
Note Taking:
Johnny Use the Graphic Organizer
at MICKEY): Won’t you have a seat, Mr. Rangel? I’ll be
just a moment. (continues shuffling papers for a couple
setting more seconds, then sets them in order and places them
on the desk) So, (looks up at MICKEY finally) you must
take notes by filling in the graphic organizer
A middle school
be wondering why I’ve called you to my office?
in a Midwestern
1 on Your Turn Practice Book page 172 to
suburb MICKEY (leg shaking, swallows hard): Sort of. I’ve been n
going over in my head what I could have possibly done record details that reveal the theme.
to merit being summoned to the principal’s office, and
though there is that spitball incident from this morning
on the bus, it was only this morning and mostly between
1 Text Features: Stage Directions
my brother Ricky and me, so word couldn’t have gotten
to you this quickly, and even if it had, my actions weren’t
What text feature tells you what Mickey is
so bad that . . . (MICKEY notices PRINCIPAL ABREGO doing while he speaks to Principal Abrego?
has reached for a pen to begin taking notes, and that
she also has the traces of a smile on her face.) I mean,
(stage directions) What is he doing?
yes, ma’am, I am wondering why you would call me here. (shaking his leg and swallowing hard) What
PRINCIPAL ABREGO: Well . . . never mind about the, uh, does this tell you about how he’s feeling?
spitball episode, at least for now. (raises an eyebrow,
then smiles) As to why I’ve asked you to my office this
(The stage directions show he’s nervous.)
morning, Mr. Rangel—may I call you Mickey?
MICKEY: Certainly, ma’am.
295
294_303_CR14_SA6_U4W3_SEL_118712.indd 295
‡ What normally happens at the beginning of a story? reaches a climax.) In which act of this play do you
(characters are introduced; the reader learns think this will happen? (Act II)
about the main character’s problem) Which act of ‡ What happens at the end of a story? (The
the play do you think will be similar to that? (Act I) character’s problem is resolved.) In which act
‡ What normally happens in the middle of a story? of the play will the mystery probably be solved?
(The conflict comes to a head, and the story (Act III)

Develop PRINCIPAL ABREGO: I’m sure you’ve

seen the graffiti marring our
PRINCIPAL ABREGO: Mickey, I’ll be
frank with you: I’m in a bit of a sticky
Comprehension walls lately. The substance of the

messages, mostly aimed at me, is
fairly harmless. I’m a principal, so
situation. (pushes aside a few papers
on her desk, stands, and walks to the
window overlooking the playground)
I’ve had to grow a thick skin over the Take a look out the window with me
years. What is bothersome beyond d and tell me what you see.
belief, though, is that someone thinksnks
2 Genre: Drama so very little of our school that they
ey
3 MICKEY:
M Yes, ma’am. (rises, makes his
way around the desk, and walks over
would show such disrespect. (shakes
Remember that a drama uses dialogue her head)
to the window)
between characters to reveal information PRINCIPAL ABREGO: Can you read it

MICKEY: Mrs. Abrego, you don’t think
from here?
about them. How do readers learn that that I . . . ?
PRINCIPAL ABREGO: Oh, goodness no,
4 MICKEY
M (reads aloud): “Our Principle’s no
Mickey is a detective? (He tells Principal o,
pal of nobodies!” Interesting spelling
Mickey. I’m sorry I haven’t made myself
and punctuation choices this Magic
Abrego that he is a certified detective.) clear. No, I don’t think for a second you
Marker Mischief Maker has made.
What else do you learn about the story via have anything to do with this.
PRINCIPAL ABREGO: You noticed?
dialogue? (There is a problem with graffiti MICKEY (sighs in relief): So then why am
Good. Yes, it should read “principal,”
I here, if you don’t mind me asking?
ending in “PAL,” not “PLE.” Major
in the school, and Principal Abrego is PRINCIPAL ABREGO: Am I right in difference.
troubled by the problem.) saying you’re sort of a detective,
MICKEY: Yes, and “nobody” is spelled
young though you are?
as though it were plural, ending in
MICKEY: Actually, Mrs. Abrego, I’m the
3 Vocabulary: Homophones real deal. I took the required online
“-dies,” though it should not be a
plural. And is that a small letter “B”
Read the first piece of Mickey’s dialogue courses to earn my degree. I’ve got a at the bottom right corner, like a
framed diploma at home to prove it. signature?
and stage directions in the second column (pulls wallet from back pocket, rifles
of page 296. Which word in the stage through it as though in search of
something) I also carry my official P.I.
directions is a homophone? (way) What ID card. P.I.—that stands for private
word can it be confused with? (weigh) What investigator. You want to see it?
(finds it and offers it to PRINCIPAL
context clues might help someone listening ABREGO)
to the play know which word is correct? PRINCIPAL ABREGO (takes it from
(around the desk; stands next to) Work with MICKEY and studies it briefly, then
returns it): That’s very impressive,
a partner to define way as it is used here. Mickey.
(“the path one takes in order to get to 2 MICKEY: Thank you, ma’am. But I still
don’t understand why I’m here.
a place”)
296
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Specific Vocabulary Connection of Ideas
Point out the multiple-meaning word substance on Help students establish ideas to help them
page 296. understand the drama as they read on.
‡ What is one meaning you know for this word? (“a ‡ What does Mickey notice right away about the
type of matter, such as a solid or liquid”) graffiti? (spelling and punctuation errors)
‡ What does substance mean in this context?
(“subject matter,” specifically of the messages)
T153C UNIT 4 WEEK 3

WEEK 3
4 Author’s Craft: Word Choice

Authors may choose to use several words,
one after another, that begin with the same
initial sound. This is called alliteration. Find
an example on page 296 or 297. (“Magic
Marker Mischief Maker has made”) What is
the effect? (It sounds funny, like a tongue
twister, and lets the reader know that
PRINCIPAL ABREGO: You caught that PRINCIPAL ABREGO: Normally, yes, but Mickey has a sense of humor.)
too? Most impressive Mickey. he gave me permission to discuss this

whole matter with you, every bit of it.
MICKEY (smiles): Thanks, ma’am.
MICKEY: Wait—what? You mean he told
PRINCIPAL ABREGO: I also got this
anonymous email this morning right
you it was okay to talk to me about What do you think the email Mrs. Abrego
this? Why would he do that?
as I turned on my computer. The
receives says? Use text evidence to explain
author claims to be an eye-witness to PRINCIPAL ABREGO: Mickey, Bucho
the wrongdoing. What do you make was so adamant that he wasn’t the your thinking to a partner. (Mrs. Abrego says
of it? (hands MICKEY the sheet of culprit that he recommended I bring that the author of the email claimed to be
paper) you in on the case. He’s the one who
an eyewitness to the graffiti. After Mickey
5 MICKEY (reads the email): Hmmmm.
M
told me you were a detective.
Incriminating, to say the least. So the MICKEY: He said that? reads the email, he says that it seems that
letter “B” on the wall would make
sense. Based on these two clues,
PRINCIPAL ABREGO: Are you Bucho is most likely guilty, so the email
all fingers point to Bucho being our
surprised?
must claim that Bucho is the culprit.)
mischief maker. MICKEY: Yes, ma’am. You might not
know this about us, but he and I are
PRINCIPAL ABREGO: Yes, that’s what I
not the best of friends. To be honest,
thought. But here’s the thing, Mickey.
Mrs. Abrego, he’s a bit of a bully.
I confronted him with this evidence,
and he denies having anything to do PRINCIPAL ABREGO: That he is. But
with marking up our walls. Believe he and I have been trying to work
it or not, tough though he comes on that part of his life. In the last
across, he was nearly in tears. few months he’s made some great
strides, and so when I got this email
MICKEY: Ma’am, I’m not so sure you
and put it together with the so-called
should be telling me this. Isn’t there
signature, it was easy to jump to
some kind of student-principal
conclusions. And this is where you
privilege?
297
294_303_CR14_SA6_U4W3_SEL_118712.indd 297
‡ What concerns does Mickey have when Mrs. Abrego Read aloud the sentence containing the word
tells him Bucho was teary? (He’s worried that it’s marring. Ask:
wrong for him to know such intimate details ‡ What is on the walls? (graffiti)
about Bucho.)
‡ Does graffiti make walls look good or bad? (bad)
‡ What do these details reveal about Mickey? (He Tell a partner what you think marring means.
does what’s right. He’s concerned with clear
evidence, such as the graffiti.)

Develop come in, Mickey. I was filled with moment.) Come to think of it,
Comprehension
indecision about what I should do though, he’s walked past me a couple
about this, but now I think I’ve found of times the past few weeks and
an answer. I need you to find out who nothing’s happened.
is to blame for the graffiti. Can you
JOHNNY: Well, all I can say is, I thought
help me?
it was just a myth about the school
6 MICKEY: You can count on me. Mickey bully taking your lunch, but it’s true.
STOP AND CHECK Rangel is on the case. He hasn’t done it for awhile, but I still
bring rice cakes and celery sticks for
PRINCIPAL ABREGO: Good. Whatever
Summarize Reread and summarize the you need, please don’t hesitate
lunch because it’s the only stuff he
events that led Principal Abrego to call to ask. In fact, think of me as your
won’t try and steal from me.
benefactor. MICKEY: Yeah, but what kind of a
Mickey into her office and ask him to solve detective would I be if I’m presuming
the mystery of the magic marker mischief LIGHTS OUT a kid is guilty instead of presuming
maker. he’s innocent? Not a very good one.

And Principal Abrego has been
STOP AND CHECK
Teacher Think Aloud I can reread and Summarize Reread and summarize the
having talks with him, and she claims
he’s really trying hard to be less of a
then restate the plot so far: Someone has events that led Principal Abrego to call bully lately.
been writing graffiti on the walls, saying Mickey into her office and ask him to JOHNNY: You might be right about
solve the mystery of the magic marker
bad things about Principal Abrego. Clues mischief maker.
that, but I’d be able to bring a
sandwich for lunch again if you did
suggest that Bucho is responsible, but he assume he’s guilty and found the
claims he’s innocent. Mickey takes the case. ACT TWO, Scene 1: First lunch
proof of it. I mean, it’s Bucho we’re
talking about here.
period. MICKEY is eating at a table in
(JOE looks over his shoulder at MICKEY
6 Skill: Theme the school cafeteria; with him are his
and friends, smiles to himself and rubs
friends BELINDA and JOHNNY. JOE,
Why does Mrs. Abrego say it was easy to another student, is sitting alone at a
his hands as if he’s won a game of chess;
he coughs into his fist: “Bucho’s a loser!”)
jump to conclusions about Bucho? (he is nearby table, eavesdropping on MICKEY
MICKEY: (turns to JOE) I’m sorry; did
a bully) Why do she and Mickey decide to and friends.
you say something, Joe?
dig deeper into the mystery? (She’s believes BELINDA: You know, Mickey, I’m not
JOE: Who, me? Nope. You must be
the only one who thinks this school
Bucho is innocent, and Mickey wants to find would be a better place without
hearing things.
the truth.) With a partner, paraphrase this that bully, Bucho. I can’t even count MICKEY: Maybe, Joe. But I thought I
the multitude of times he’s knocked heard you say, “Bucho’s a loser.”
information and add it to your chart. my book bag off my shoulder, as JOE: I said no such thing. Like I told
if that were some kind of big joke. you, Mickey, you must be hearing
Detail (BELINDA looks reflective for a things. Get your ears checked.
The principal and Mickey know that Bucho is a
bully, but they give him the benefit of the doubt. 298

Connection of Ideas
Remind students that when they read they should ‡ How does he continue to prove his integrity? (On
connect what they learn with they already know page 298 he tells Johnny and Belinda he wouldn’t
from the play. be a very good detective if he presumed Bucho
‡ How has Mickey proven that he believes in doing was guilty.)
the right thing? (Earlier, he told Mrs. Abrego he
thinks she shouldn’t tell him about Bucho crying.)
T153E UNIT 4 WEEK 3

WEEK 3

Generate a question of your own about the
text and share it with a partner. To find the
answer, try rereading the text. For example,
you might ask, “What is the author trying to
tell me about Joe?” To find the answer, you
can reread page 299. (Joe gets the saying
“leopards can’t change their spots” wrong.
He says dots instead of spots. This tells me
MICKEY: You’re probably right. (turns thinks for a couple short beats): the author wants me to know that Joe
back to his friends, thinks for a split Anyhow, I’d like to see Bucho gone,
second, then turns back to JOE) Say, too, but I made a promise, Johnny. might not know familiar phrases very well
Joe, why are you eating all alone? It’s not so simple for me. I’ve got and may make other mistakes, perhaps in
Don’t you normally eat lunch with to do the job right, even if it means
Bucho? He is your best friend, isn’t he? going against my gut instinct. spelling.)
JOE: Yeah, well . . . (JOE scans the room BELINDA: So what are you saying,
as if looking for somebody) Maybe Mickey? You think he’s innocent? If
he is and maybe he isn’t. Anyway, you ask a hundred kids who they
I’ll bet he’s probably out marking think is leaving those messages
up a wall somewhere. And I think around the school, a hundred of
your pals here are right: Bucho’s them will say it’s got to be Bucho.
your man. What is it they say about Who else would it be? He’s probably
7 leopards and their dots? not bullying people as much now
because he has a new endeavor—
MICKEY:
MI Spots, Joe, you mean “spots.”
writing graffiti.
JOE: Yeah, whatever. But like I’m saying,
MICKEY: But a survey isn’t evidence.
he’s so dumb he’s even signing his
tags with a “B” right? (JOE stands up JOHNNY: But you do have evidence,
and takes his tray off the table.) don’t you? You said the principal
showed you the email in which
MICKEY: Funny way to talk about your
someone claimed to have seen
best friend. (JOE gives MICKEY a
Bucho in action, writing on the wall.
hard look and then departs without
saying anything.) MICKEY: That’s circumstantial. Not
in the least incriminating without
MICKEY (turns back to his friends,
anything else of substance.
299
294_303_CR14_SA6_U4W3_SEL_118712.indd 299
Help students understand the meaning of the Explain that when Mickey says to Mrs. Abrego, “You
phrases “count on me” and “on the case” on can count on me,” he means she can depend on him
page 298. to help her solve the mystery, or case. She is not
‡ Does Mickey agree to try to help Mrs. Abrego solve counting numbers.
the mystery? (yes)

Develop BELINDA: So, what about the letter “B” ACT TWO, Scene 2: Second lunch
Comprehension
the culprit has left behind as a kind period. MICKEY is sitting alone, deep in
of signature—is Joe lying about that?
thought, unaware that the bell has rung.
MICKEY: Also circumstantial. I mean, Suddenly, BUCHO looms in front of
if a “B” is all we’ve got, who’s to MICKEY.)
say it doesn’t stand for “Belinda”?
(BELINDA looks as though she’s been BUCHO: Hey, Mickey . . . I imagine Mrs.
8 Skill: Theme accused) Don’t get me wrong—I’m A told you the story. Somebody’s
not saying it is you, I’m saying a “B” trying to frame me for all this graffiti,
Belinda tells Mickey to “do the right thing.” is not enough to prove a guy’s guilt. and I bet you won’t believe me, but it
wasn’t me. And you’re the only one I
According to her, what is the right thing BELINDA: Are you saying you’re not
trust to uncover the truth.
willing to stand with me—(looks
to do? (to find Bucho guilty, even if there at JOHNNY) with us—and instead MICKEY: I told Mrs. A I would, so I’m
isn’t evidence to prove it) What does you’re going to side with Bucho? going to help any way I can.
Mickey think is the right thing to do? (to 8 MICKEY: That’s not it at all. What I’m 9 BUCHO: OK, bro. Say, you going to eat
B
saying is that I’ve got to do this that? (Before MICKEY can answer,
find evidence to uncover the truth) With a the right way. I would think you’d BUCHO reaches for MICKEY’S
partner, paraphrase this information and understand that my work and doing brownie and swallows it in one bite;
then he walks away from the table
it right are important to me.
add a detail to your theme chart. BELINDA: No, Mickey. There’s nothing
with his own tray in hand.)
“right” about Bucho’s ugly behavior all MICKEY: Hey, Bucho. (BUCHO turns)
Detail
these years. Do you really think a few How do you spell “principal”? As in
The principal and Mickey know that Bucho is a weeks of acting nice can erase years Mrs. Abrego, the school’s big cheese?
bully, but they give him the benefit of the doubt. of mean behavior? Whatever! It’s up BUCHO: First, are you kidding? What
to you to do the right thing. (BELINDA other kind of principal is there?
stands suddenly and walks away.)
Detail Second, are you making fun of me?
MICKEY: Belinda just doesn’t get it, Because if you are . . . (BUCHO shakes
Mickey stands by his belief that there isn’t Johnny. I’m a detective; I took an a fist at MICKEY, but then he thinks
enough evidence to prove Bucho is guilty, even oath to dig and dig until I find the better of it and puts his hand down.)
though it makes his friends angry. truth, even if I don’t like the outcome. MICKEY: So spell it.
I’m not saying it’s not Bucho, it’s
just that I need extensive evidence BUCHO (scowling, exaggerating his
9 Author’s Craft: Word Choice to prove that it is him. (he pauses, pronunciation): P-R-I-N-C-I-P-A-L. As
then looks at JOHNNY) Besides, in, Mrs. Abrego is our PAL. Satisfied?
Point out insertions in the dialogue, such putting the blame on Bucho without MICKEY: Yup. (BUCHO walks away, this
as I mean; hey; OK, bro; and say. Why does evidence is just another form of time for good.)
bullying, isn’t it? Only this time,
the author includes language such as this? we’d be the bullies. (JOHNNY looks LIGHTS OUT
What effect does it have? (The dialogue thoughtful and walks away.)
sounds more chatty; the characters sound

like real people.) 300

Genre
Help students understand the role Belinda and ‡ Why does Mickey refuse to do what they want? (He
Johnny play in the drama. thinks finding evidence is the right thing to do.)
‡ What do Belinda and Johnny want Mickey to Discuss how this point of view could make sense
do? (find Bucho guilty) Why do they think this is to some people.
reasonable? (Bucho has been mean to everyone Explain that Belinda and Johnny represent the
for years.) Discuss how this point of view could conflict in the drama and allow readers to see a
make sense to some people. point of view different from Mickey’s.
T153G UNIT 4 WEEK 3

WEEK 3
STOP AND CHECK
Summarize
Reread and summarize the evidence Mickey
has gathered so far. Then use your summary
to help you predict who the “mischief
maker” might be.
Teacher Think Aloud Here is another
break in the action where we can
summarize what has happened and the
evidence Mickey has found so far.
Prompt students to apply the strategy in a
Think Aloud by summarizing the evidence
Mickey has found in Act II. Have them
paraphrase what has happened to a partner.
Student Think Aloud I can think about
what Mickey has found out so far about
the mystery and retell it: Bucho’s supposed
friend, Joe, supports the idea that Bucho
is guilty. Mickey, trying to find proof,
asks Bucho to spell principal, which was
misspelled in the graffiti, and Bucho spells
it correctly.
Connection of Ideas
‡ How did the graffiti culprit spell principal? Help students understand the concept of conflict.
(principle) ‡ Do Mickey and his friends feel the same way? (no)
‡ Why do you think Mickey asks Bucho to spell the ‡ What happens because they don’t agree? (Belinda
word? (He wants to find out whether Bucho will walks away angry.)
spell it the same way as the graffiti culprit.)
‡ What is another word for conflict? (fight, argument)

Develop 10
Comprehension
10 Skill: Theme
Look at the illustration. Why is Belinda
standing far from the main scene? (She
is angry with Mickey.) Despite this, what
does Mickey proceed to do? (He proves
that Bucho couldn’t have been the graffiti
culprit.) How does he do it? (He provides ACT THREE: Outside, the school were asked to learn included the
playground, where PRINCIPAL ABREGO, “principal/principle” set.
evidence that Bucho knows the word BUCHO, and OTHERS have gathered BUCHO: Yeah, that’s right. Miss Garza
principal. Then he proves that Joe spells the in front of the site of the latest graffiti. gave us a trick to remember how to
spell it: “Mrs. Abrego, the principal, is
word using its homophone, principle.) With MICKEY enters from stage right.
our pal.” (BUCHO looks at MICKEY.)
a partner, paraphrase this information and PRINCIPAL ABREGO: There you are, Like I told you at lunch.
Mickey. As you can see, I’ve asked
add a detail to your chart. Use the details to Bucho to join us, as you requested.
MICKEY: Exactly, but at lunch you also
said, “What other kind of ‘principal’
determine a theme of the play as it relates Can we get started now? (Beyond
is there?” when in fact there are two.
PRINCIPAL ABREGO and BUCHO are
to making tough decisions. a multitude of kids playing different
You had no clue about the other
spelling: P-R-I-N-C-I-P-L-E, which
games. Among them are JOE, who
means “a high standard that guides
Detail is noticeably nervous and keeping a
one’s actions and reactions.” You
careful eye on the developments from
Rather than appease his friends, Mickey uses must’ve been looking at the insides
a safe distance, and BELINDA, who is
valid evidence to prove that Bucho is innocent. of your eyelids when Miss Garza was
standing against a wall nearby.)
going over that one.
MICKEY: Sure thing. First of all, you
BUCHO: Watch yourself.
Theme were right. In the case of The Magic
Marker Mischief Maker, someone PRINCIPAL ABREGO: No, watch
It’s important to make decisions that you other than Bucho is responsible for yourself, Bernard. Mickey’s trying to
believe in and that treat people fairly, even if this graffiti. My first clue was the help, so help yourself by minding
others oppose your choices. curious spelling. Only two weeks your temper.
ago in English we were studying BUCHO: Yes, ma’am.
homophones. One set of words we
302

Purpose
Discuss the author’s intention in writing the drama. knew how to spell principal.)
‡ Mickey proves early on that he’s a good student who ‡ How would things have been different for Joe if he
pays attention in class. What does that help him do? had paid attention in class? (He wouldn’t have
(solve the mystery) spelled principal incorrectly, and he might not
‡ How would things have been different for Bucho have gotten caught.)
if he had paid attention in class? (He might have ‡ What point do you think the author is making?
been able to point out to Mrs. Abrego that he (Education is important; pay attention in class.)
T153I UNIT 4 WEEK 3
WEEK 3
STOP AND CHECK
11 MMICKEY: Bernard? Really? Ask and Answer Questions Explain

whether you think Mickey and Bucho
((BUCHO scowls and tentatively takes a
will be friends in the future. Cite 11 Strategy: Summarize
step in MICKEY’s direction, but then he
evidence in the play to help support
steps back.) Look back through Act III with a partner.
your answer.
MICKEY: Allow me to go on. If you don’t
Together, paraphrase and summarize what
know how to spell both words, much
less that there are two variations, to do, you will follow me to my
happens in this act.
then you couldn’t have written this
graffiti. (waves a hand at the wall)
office. (the two leave, though MRS.
ABREGO does put an arm around
Student Think Aloud Mickey proves that
This tells me that our culprit is also JOE’s shoulders indicating she will Bucho couldn’t have been the graffiti culprit
studying vocabulary in Miss Garza’s want to “work with” him in the
class, though it’s obvious he’s not same way she’s been working with
because he only knows the correct way to
learning. BUCHO) spell the homophone principal, meaning
BUCHO: Well, spit it out: if it wasn’t me, BUCHO: Mickey, you did it! You proved “the administrator of a school.” However,
then who? my innocence!
Mickey was able to show that Joe, who only
MICKEY: Hey, Joe, can you come here? MICKEY: I also proved you need to pay
JOE (walks over): What’s up, man? (He more attention in class.
knows the incorrect way to spell that word,
refuses to acknowledge BUCHO.) BUCHO (looks to make sure MRS. is the culprit.
MICKEY: Can you spell the word ABREGO is out of sight before taking
“principal” for us, as in Mrs. Abrego, a menacing step toward MICKEY):
our school’s principal? You know, like Why, I oughta . . . STOP AND CHECK
we were supposed to have learned in
LIGHTS OUT Ask and Answer Questions Explain
Miss Garza’s class.
JOE: Are you kidding me?
whether you think Mickey and Bucho will
PRINCIPAL ABREGO: Mickey?
be friends in the future. (They will be friends
MICKEY: Ma’am? (motions as though for because Bucho told Mrs. Abrego that
support from MRS. ABREGO) Mickey could help prove he was innocent
PRINCIPAL ABREGO: Okay then. Go on, and Mickey did just that.)
Joe, do as he says.
JOE (puffs his chest out proudly):
P-R-I-N-C-I-P-L-E, “principle,” as in
n Return to Predictions
“The last thing I want is to be sent to
the principle’s office.” Satisfied? Review students’ predictions and purposes
MICKEY: Quite. for reading. Ask them to answer the
PRINCIPAL ABREGO: Quite indeed. Essential Question. (Decisions are hard to
(speaking to JOE) Young man,
though it’s the last thing you want
make when your friends don’t support you
when you are trying to do the right thing.)
303
294_303_CR14_SA6_U4W3_SEL_118712.indd 303
Connection of Ideas
Have students read the definition of principle on Write principal on the board. Underline pal. Ask:
page 302. What is a pal? (a friend) Is a friend a person? (yes) Is
‡ Who in this play has principles? (Mickey) the principal of the school a person? (yes) Point out
that this is a way for students to remember the
Discuss how the author uses the homophones
correct spelling.
principal and principle as the root of the mystery and
its solution as well as to illustrate the theme. Point out that principle is a cognate. (principio)

About
the Author ABOUT THE AUTHOR René SaldaÑa, Jr.
grew up in Nuevo Peñitas, a small town
Meet the Author in southern Texas. After graduating from
college, he returned to his own Texas high
René Saldaña, Jr. school to teach writing, where he began to
use his own stories as writing examples for
Have students read the biography of the his students. “I wanted to show them how to
author. Ask: write from personal experience,” René says
now. Many of these same stories became
‡ Why do you think René Saldaña, Jr. began part of his first novel, The Jumping Tree. In
to use his own stories to help teach his 2009, René published his first Mickey Rangel
students? mystery, The Case of the Pen Gone Missing,
which has now become a series.
‡ Which parts, if any, of The Case of the
Today, Saldaña lives in Lubbock, Texas, where he
Magic Marker Mischief Maker do you think continues writing and teaching at the College of Education
might come from the author’s personal at Texas Tech University. “I can’t think of any job other than
writing that I’d rather be doing, with the possible exception
experience?
of teaching,” René says. “The writing is cool, the revision is
better, and meeting face-to-face with my readers, that’s the
Author’s Purpose
cherry on top.”
To Entertain
Remind students that the purpose of a drama AUTHOR’S PURPOSE
is usually to entertain readers with the actions The author uses realistic dialogue
ogue
and dialogue of made-up characters. Students alogue,
in the play. How does the dialogue,
may say that the dialogue, which includes ions,
as well as the characters’ actions,
draw you into the mystery?
slang, is engaging because it sounds true-to-
Courtesy of Ileana Garcia-Spitz
life. Readers are also drawn into the lives of

the characters through their actions, as they
wonder whether Bucho will change his ways.
304
Author’s Craft
Figurative Language 304_305_CR14_SA6_U4W3_AICC_118712.indd 304
Explain that figurative language means

something different than the literal words
used. Discuss how the author uses figurative
language in the play.
‡ Authors use figurative language, such
as idioms, to help readers create mental
images. Example: had to grow a thick skin
(p. 296).
‡ Have students find other examples of
figurative language, such as a sticky
situation (p. 296) and made some great
strides (p. 297).
T153K UNIT 4 WEEK 3

WEEK 3
Respond to
RESPOND TO READING
Summarize Detail
Reading
Use important details from The Case of the Magic Marker
Summarize
Detail
Mischief Maker to summarize the play and what you learned
Detail
about decisions and why they are sometimes hard to make.
Information from your Theme Chart may help you.
Review with students the information from
Theme
their theme graphic organizers. Model how to
Text Evidence use the information to summarize The Case of
1. Identify at least two features from the text that help you to identify the Magic Marker Mischief Maker.
The Case of the Magic Marker Mischief Maker as a play. GENRE
2. What is the theme of the play? Give two details to support your
Ana
Analytical
W
Writing W
Write About Reading: Analyze Details Ask
answer. THEME students to use their organizers to write an
3. What is a homophone for the word seen on page 300? What is
analysis of the way the author uses details to
the meaning of each homophone? Context clues in the story may impart the theme. Have students share their
help you. HOMOPHONES analyses with a partner.
4. In the play, it is clear that Mickey tries to be fair to Bucho, even
though Bucho has been a bully. Write about how the story would
have been different if Mickey and Principal Abrego had acted on
their first suspicions. WRITE ABOUT READING NG
Text Evidence
1. Genre Answer It has a list of characters,
stage directions, and formatted dialogue.
Evidence On page 295, the conversation
Make Connections
How did Mickey defend the decisions
between Principal Abrego and Mickey is
he had to make in order to solve the written in dialogue with characters’ names
mystery? ESSENTIAL QUESTION listed and actor’s directions in parentheses.
In the play, Mickey has to make a 2. Theme Answer The theme is that it’s
hard decision and risks upsetting his
at
friends. Why is it important to do what
important to treat everyone fairly, in spite
you believe to be right, even though it of others’ opinions. Evidence On page
may upset others? TEXT TO WORLD 298, Mickey says he’d be a bad detective if
he presumed Bucho’s guilt. On page 300,
305
Mickey explains to Belinda and Johnny
that he has to look at all the evidence, even
though they are ready to blame Bucho.
3. Homophones Answer Scene means “one

subdivision of a play.” Seen is the past tense
Make Connections of “to see.”
Essential Question Have partners work together to Ana
Analytical
W
Writing 4
4. Write About Reading: Alternate Plot
cite evidence from the text to tell what philosophy or Mickey and the principal would have used
character trait Mickey used to guide the decisions he the evidence they had, such as the email
had to make. Ask pairs to discuss their findings with accusation and the signature of “B” on the
the class. graffiti, along with their past experiences, to
Text to World Discuss the tough decisions students or blame Bucho, and Joe would have gotten
others they know have had to make in order to do what away with the graffiti.
they thought was right in the face of opposition.

Develop
Comprehension
LEXILE
“Dramatic 1070
Decisions:
Theater
Through the
Ages”
Gr e
925 1185
1070 “Dramatic Decisions:
D i
Theater Through the Ages”

‡ Whole Class
‡ Small Group
‡ Independent
A C T Access
ccess Complex
omplex Text
ex t
What makes this text complex? Specific Vocabulary
Specific Vocabulary Point out the word artifacts on page 306.
Organization ‡ What does artifacts mean? Identify context clues
to figure out what artifacts means. (Context clues:
wall paintings; archeologists. Artifacts are objects
made by humans from the past.)
T153M UNIT 4 WEEK 3

WEEK 3
Compare Texts
Students will read an expository text about
the history of drama and its relationship
with the tough decisions humans often
have to make. Ask students to do a close
reading of the text, noting important
points. Encourage them to summarize each
section as they read. Then students will use
the text evidence they gathered to compare
this text with The Case of the Magic Marker
Mischief Maker.
1
What purpose or purposes might Sophocles
have had in writing Antigone?
Ana
Analytical
W
Writing Write
W About Reading Discuss your
tthinking with your partner and then write
a brief explanation. (Because it’s a play, the
main purpose is most likely to entertain.
However, the text says that the audience
identifies with the tough decision Antigone
makes and feels empathy for her, so another
purpose may be to show people that they
too should stand up for what they think
is right.)
Organization
‡ Why are artifacts important to the selection? (The ‡ Read the title. What is the topic of the selection?
selection is about the history of drama, and the (forms of theater)
author wants to tell about how we know about ‡ What does the phrase through the ages mean?
drama’s history. Artifacts can help us learn about (“throughout history”)
history.)
‡ How might information in the selection be
organized? (chronologically, from early forms of
theater to present-day forms)
Develop
The Globe Theatre in London is best known for its
productions of Shakespeare’s plays.
attended performances. It was during

Elizabeth’s reign that one of the best-
Comprehension known playwrights in history, William

Shakespeare, wrote some of his greatest
plays. Shakespeare’s play Romeo and
Juliet, first published in 1597, revolves
around the title characters and their love
2 Ask and Answer Questions for one another. The teenagers want
How has drama changed since the time of to be together but their families forbid
it because they are ancient enemies.
Antigone? Finally, Romeo and Juliet come up with
Ana
Analytical
W
Writing Write About Reading Discuss your
W Renaissance Theater a way to be together forever. But this
decision leads to a series of other bad
tthinking with your partner and then 2 The next major changes in theater
decisions and miscommunications, and
design didn’t occur until about 1,000
write a brief explanation using evidence years later, during a period in Europe the story ends tragically.
from the text. (Students may say that the called the Renaissance, which lasted
proscenium arch was a new development from the 1300s through the 1600s. Kabuki Theater
K
One of those innovations was the 3 On the other side of the world
that separated the audience and the stage. proscenium arch. It was developed in at about the same time, another new
In Italy, stages extended into the audience Italy in the fifteenth century. This arch theatrical style was developing in
Japan. Called “kabuki,” it began in the
and there were areas behind the stage frames and surrounds the stage and
separates the stage from the audience. early 1600s with female casts. Soon,
where actors could change costumes.) Today, when you see a curtain rise at however, the actors were all males.
the beginning of a play, it is inside the Kabuki performances entail extravagant
3 Ask and Answer Questions proscenium arch. makeup and costumes and include
These ideas from Italy soon spread dancing and singing.
What does the author suggest links across Europe. In England, theaters had One of the greatest kabuki
different forms of drama around the world? thrust stages that extended into the playwrights is Chikamatsu Monzaemon.
audience so that people surrounded His play Sonezaki Shinju, which was
(Drama connects to audiences all over the them on three sides. In addition, a small published in 1720, has a plot that
world. Japanese drama known as kabuki is house in the back of the theater allowed is similar to Romeo and Juliet. In it
similar to English drama like Shakespeare
Andrea Pistolesi/The Image Bank/Getty Images
actors to change costumes and wait to two young people are in love, but
enter the stage through two or three circumstances prevent them from being
because its audiences identify with the small doors. together. Audiences identify with them
characters and plots. The text details the Queen Elizabeth I of England, who as they unsuccessfully try to follow their
play Sonezaki Shinju, which is similar to reigned from 1558 to 1603, was a strong hearts and make a desperate decision to
supporter of the theater. She often escape together.
Romeo and Juliet.)
308
306_309_CR14_SA6_U4W3_PP_118712.indd 308 1/31/12 1:06 PM

Specific Vocabulary
Review strategies for finding the meaning of an ‡ What is the base word of dramatize? (drama)
unfamiliar word, such as using context clues, ‡ What do you think dramatize means? (“to make
looking at word parts, or a using a dictionary. into a drama,” as in a play that turns real-life
Point out the word dramatizes on page 309. Ask: situation into a story for an audience)
‡ What suffix do you see in this word? (-ize) What
does it mean? (“to become like”)
T153O UNIT 4 WEEK 3

WEEK 3
Actors perform in kabuki (left)

and in an American play (right).
Make Connections
Modern American Essential Question Have students discuss
Theater
In 1736, the Dock Street the historical appeal of plays that feature
Theatre in Charles-Towne, characters making tough decisions.
South Carolina—now called
Charleston—was built. Text to Text Have pairs compare their
It was the first building responses to the Ask and Answer Questions
in the North American
with what they read in The Case of the
colonies erected solely
to be a theater. Today,
Magic Marker Mischief Maker. Select pairs
From the open amphitheaters of
actors perform in theaters of students to report back to the class. Ask
ancient Greece to the thrust stages
everywhere across the country, from
of Shakespeare’s time to modern one pair to compare the purposes of the
the great stages of New York to small
community theaters. But some aspects
dramas, theater has changed over authors of Antigone and the main selection.
the centuries. But the element that
of the experience have never changed, (Both plays entertain, but they also send
has remained the same for more
(l) Bruno Vincent/Getty Images News/Getty Images;

including the popularity of plays in
than 2,500 years is the desire of an
a message about doing the right thing in
which characters are faced with difficult
(r) Tristram Kenton/Lebrecht Music & Arts

decisions to make.
audience to be entertained, moved, and the face of opposition.) Ask another pair
One very popular modern American
informed. Seeing how the characters to compare a kabuki play with the main
respond to their circumstances appeals
play is A Raisin in the Sun by Lorraine
to audiences. We don’t see only the
selection. (In kabuki, the characters don’t
Hansberry. The play centers around the
Youngers, an African-American family
actors on the stage. We see our own look like real people because of makeup
on the South Side of Chicago. Set in
experiences. and costumes; in the main selection, they
the 1950s, the story dramatizes the look, talk, and act like real people. Kabuki
difficult choice faced by the family, Make Connections
Why have plays in which characters have also includes dancing and singing.) Ask a
which is about to receive a large sum
of money. The adult Youngers have had to make difficult decisions appealed third pair to compare the difficult decisions
to audiences over thousands of years?
different ideas about what to do with presented in A Raisin in the Sun with those
ESSENTIAL QUESTION
the money. Each person’s idea is valid,
in the main selection. (The characters in
but each has a different goal—and How do the decisions and problems faced
it excludes the others. In the end, by some of the characters described in
A Raisin in the Sun consider personal gain
decisions are made and problems are this selection compare to others in plays when making a decision, while Mickey
resolved as the characters hoped they you have read? TEXT TO TEXT in The Case of the Magic Marker Mischief
would be.
Maker considers his own integrity ahead
309 of personal gain.)
306_309_CR14_SA6_U4W3_PP_118712.indd 309
Help ELLs understand difficult vocabulary. Point out ‡ What is another word for reigned? (ruled) Then
the word reigned on page 308. discuss that rained is a word that sounds just like
‡ Who was Queen Elizabeth I? (the queen of reigned, but it tells about the weather.
England) Have students use each homophone in a sentence:
‡ When was she queen of England? (1558–1603) I when it rained. If I reigned over a country, I
would .
‡ Did she rule over England during that time? (yes)

Word Study/Fluency
LESS O
IN I
M
N
20 Prefixes and Suffixes
Mins
Go
Use combined
knowledge of Remind students that a prefix is a word part that is added to the
all letter-sound beginning of a word to change its meaning. A suffix is a word part
correspondences, that is added to the end of a word to change its meaning and its Prefixes and
part of speech. Suffixes
and morphology
(e.g., roots and Write the following prefixes and suffixes and their meanings on
Present the
affixes) to read the board, reading each aloud. Point out that these are common Lesson
prefixes and suffixes.
multisyllabic words
in context and out of un-, dis- mean “not” out- means “outside or beyond”
context. RF.5.3a
en- means “cause to” re- means “again or back”
Read on-level prose
and poetry orally with -ful means “full of” -ment means “action or process of”
accuracy, appropriate -ly means “characteristic of” -ness means “state of”
on successive Explain that prefixes and suffixes are often added to base words.
readings. RF.5.4b Write the base word success on the board. Explain that if you add
the suffix -ful to this base word, you form successful. Write it on the
Rate: 130–150 WCPM board; then add the prefix un- to the beginning and point out that
you have formed a third word: unsuccessful.
ACADEMIC
LANGUAGE 2 Model
• expression
• Cognate: expresión Write repayment on the board. Point out that the word pay can SCENE 1 The attic of Liz’s house; Liz and Emma are kneeling.
mean “to give (as in money) in return for goods or services” and that
all this stuff!

Cast
C ast of Characters
LIZ, a 12-year-old
EMMA, L
MR. SNOW,
SNO a shopkeeper
the prefix re- can mean “back,” so repay means “to pay back.” The

Essential Question
When are decisions
suffix -ment turns the verb into a noun, so repayment means “the act
Tristan Elwell
266 267
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266 269 CR14 SI6 U4W3 MR 118711 indd 266 2/4/12
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9:52
269 AM
CR14 SI6 U4W3 MR 118711 indd 267 2/4/12 10:01 AM
Refer to the sound of paying back.” View

transfers chart in the “Treasure
Language Transfers Write the following words on the board. Have students underline in the Attic”
Handbook to identify the prefix or suffix in each word (both, in encouragement).
sounds that do not
transfer in Spanish, uneven evenly entrust trustful
Cantonese, Vietnamese, restate statement dishonest honestly
Hmong, and Korean.
unkind kindness discourage encouragement
3 Guided Practice
Help students pronounce each word and then use their knowledge
COLLABORATE of the word parts to determine the meaning of the whole word. Point
to words in random order and have students read them chorally.
T154 UNIT 4 WEEK 3

WEEK 3

Monitor and
Transition to Longer Words Help students transition to
longer multisyllabic words with prefixes and suffixes. Draw
Differentiate
a four-column chart on the board. In the first column, write
natural, content, grace, and connect. In the second column,
write unnatural, discontent, disgrace, and disconnect. In the Quick Check
Q
third column, write naturally, contentment, graceful, and
connectedness. In the fourth column, write unnaturally,
words with prefixes and suffixes? Can
discontentment, disgraceful, and disconnectedness.
students read fluently and with proper
Have students read the base word in the first column. Next, expression?
model reading the base word plus a prefix in the second
column and then the base word plus a suffix in the third
column. Last, have students chorally read the words with both
a prefix and a suffix in the fourth column. Small Group Instruction
pp. T170, T174
ELL Develop
pp. T187, T190
pp. T176–T177
Expression Beyond Level Apply
Explain/Model Explain that reading with expression is pp. T180–T181
one technique for making the meaning of a text clear. Good
readers use a different expressive voice for each speaker of
dialogue in a text. When reading a play, it is important to pay
attention to the stage directions. The stage directions often
let readers know what types of emotions to use while
reading aloud. ONLEVEL PRACTICE BOOK p. 178
Model reading Scene 1 of “Treasure in the Attic,” Reading/

Writing Workshop pages 266–269. Read expressively,
focusing on the speech of the characters and adjusting
for questions and statements. Add emphases noted in
stage directions.
Practice/Apply Ask students to work with a partner to
read the passage. Have one student read Emma’s lines and
the other read Liz’s lines. Encourage students to speak to
each other, not just to “read.” Offer feedback and support for
students’ expressive reading.

passages.
p. 178 p. 178 p. 178

Wrap Up the Week

Integrate Ideas
L STU
IA
DI
SOC
ES
Standing Tall
OBJECTIVES Conduct an Interview

extended time frames Explain that students will work in pairs to conduct interviews about a
(time for research, COLLABORATE difficult decision they have had to make. They will take notes on their
reflection, and partner’s responses and present them to the class. Discuss these steps:
revision) and shorter
time frames (a single
sitting or a day or
1 Discuss the Topic Students should begin by discussing the difficult
two) for a range of decisions they read about this week. They should then start thinking
discipline-specific about a difficult decision they have had to make.
audiences. W.6.10 2 Find Resources Guide students to research sample interviews
Adapt speech through reputable online sources. Students should consider how they
to a variety of
will gather specific details about their partner’s experiences, what he or
contexts and tasks,
demonstrating she did to make the difficult decision, and what the outcome was.
command of
formal English 3 Create the Project: Interview Help students prepare thoughtful
when indicated or questions to ask their partners about their experiences with a difficult
appropriate. SL.6.6
decision. Students can use the Interview Form Online PDF as they
• Conduct an work. Have students practice proper interview skills, such as listening
interview. attentively and asking meaningful follow-up questions.
• Summarize and
paraphrase. 4 Conduct the Interview Once they have finalized their questions,
each student should conduct an interview with his or her partner.
ACADEMIC Remind students to take written notes on the questions they have
LANGUAGE prepared. When the interview is over, students should summarize and
• interview, source, paraphrase their partner’s responses, based on the notes they took.
paraphrase,
summarize
Present the Interview Notes
Rubberball/Mike Kemp/Getty Images
• Cognates: entrevista,
parafrasear, resumir Have each pair present their interview notes to the class, using formal
English. Discuss how to use Presenting Checklist 2 as an aid. Afterward,
have pairs post and review their notes on the Shared Research Board.
T156 UNIT 4 WEEK 3

WEEK 3

Review the key
ideas expressed Cite Evidence Explain to students that, using the texts they have read
and demonstrate COLLABORATE this week, they will work in groups to compare information about when
understanding of decisions are hard to make. Model how to compare this information by
multiple perspectives using examples from “Treasure in the Attic,” Reading/Writing Workshop
through reflection
and paraphrasing.
pages 266–269, and the week’s Leveled
SL.6.1d Readers. Review class notes and completed
graphic organizers. You may also wish to
model going back into the text for more
information. Use a Layered Foldable® to
record comparisons. Groups should then draw
conclusions about when decisions are hard
to make.
Students should cite at least three examples
from each text.
Present Information Ask groups to present
their findings to the class. Encourage discussion, asking students
to comment on details in the charts that are similar and ideas that
are different.
Ana
Analytical
WRITE ABOUT READING Writing
W Analyze to Inform/Explain

Draw evidence
from literary or Cite Evidence Explain that students will write about one of the texts
informational texts they read this week. Using text evidence, they will analyze how the author
to support analysis, conveyed the theme.
reflection, and
research. W.6.9 Discuss how to analyze a text by asking how and why questions.
Write informative/ ‡ Why do you think the author chose to write about this theme?
explanatory texts ‡ How did the author use specific details to help convey the theme?
to examine a topic
and convey ideas, Use Your Turn Practice Book page 179 to read and discuss the student
concepts, and model. Then have students select a text and review the theme. Have
information through them write an analysis that explains how the author conveyed the theme.
the selection,
Remind students that good explanatory writing is built on a logical
organization, and
analysis of relevant organization of ideas and uses possessive pronouns correctly.
content. W.6.2 Present Your Ideas Ask partners to share their paragraphs and discuss
COLLABORATE how the evidence they cited from the text supports their ideas. Partners
may suggest additional text evidence if necessary.
INTEGRATE IDEAS T157

Readers to Writers
LESS O
IN I
M
N
10 Writing Traits: Ideas
Mins
Go
Develop Characters Digital
Expert Model Explain that fiction writers use dialogue, or characters’
own words, to show thoughts, feelings, and actions as they bring a e e ce pt o easu e t e tt c be o .
Expert Model
story to life. Writers reveal how characters change over time by showing s
Yard Sale Customer: Those earrings are lovely.
Would you take twenty-five dollars for them?
Liz: Twenty-five dollars? I could get my
what they say and what others say about them. Writers of drama
new bike.
Emma: But the earrings are family heirlooms!
And we don’t even know what they’re worth.
Liz: (to herself, seized by indecision) I’d really like
L
Li
develop or reveal characters through the ways the characters speak to the
he money for the bike. But… maybe Emma’s
gh They are Great-Grandma’s earrings. (to
right.
righ
Yardd Sale Customer) Sorry, ma’am, they’re not
Reading/Writing each other and to the audience as the drama unfolds. Expert
Workshop Model Editing Marks
Read aloud the expert model from “Treasure in the Attic.” Have partners
OBJECTIVES COLLABORATE identify and discuss features of the dialogue that help develop the Grammar Handbook
274_275_CR14_SI6_U4W3_WRT_118711.indd 274 2/10/12 2:42 PM
characters and show what they think, say, and do.

P
Student Model S
Write routinely over A Tough Decision

Before their report on the Dust Bowl
extended time frames Student Model Remind students that dialogue reveals the thoughts, was due, Luja showed Jim the part she
wrote. As he read it he realized she
(time for research,
feelings, and actions of characters in ways that narration alone does hadn’t just used facts they found online
she picked up whole sentences, he said
reflection, and You
revision) and shorter not. Read aloud the student draft “A Tough Decision.” As students follow Student
Model
time frames (a single along, have them focus on revisions the writer made that develop the
sitting or a day or characters and show how they change over time.
two) for a range of
discipline-specific Invite partners to discuss how Kami’s changes help show the thoughts 274_275_CR14_SI6_U4W3_WRT_118711.indd 275 2/4/12 10:17 AM
tasks, purposes, and COLLABORATE and feelings of his characters. Ask them to suggest dialogue that Kami
audiences. W.6.10 could add to further develop the characters.
Use narrative
techniques, such as
dialogue, pacing,
and description, to
develop experiences,
events, and/or
characters. W.6.3b
• Analyze models to
understand how
writers develop
characters in a
drama
• Add dialogue to
revise writing Genre Writing
G
Narrative Text and Poetry
ACADEMIC For full writing process lessons and rubrics, see:
LANGUAGE
• dialogue, develop, ‡ Fictional Narrative, pp. T344–T349
character
• Cognate: diálogo
T158 UNIT 4 WEEK 3

WEEK 3

SCAFFOLD

complete the sentence complete the sentence understanding. Ask:
frames. In “A Tough frames. Encourage them How does the dialogue
Decision,” what the to add details. In “A Tough in this story help readers
say is called . The Decision,” what the know more about
words, “I’ll revise my part say is called . The these characters? How
to be sure …” are spoken words, “I’ll revise my part would you describe the
by . They show that to be sure …” are spoken characters? Turn to a
she is . by . They show that partner and explain.
she is .

Writing Every Day: Ideas

DAY
DAY DAY
DAY
1 2
Writing Entry: Develop Focus on Develop Characters Writing Entry: Develop
Characters Use Your Turn Practice Book page Characters
Prewrite Provide students with 180 to model using dialogue to Revise Have students revise their
the prompt below. develop a character. writing from Day 1 by adding or
Write a story about two people who “Let’s do something to help Lucy with changing dialogue to develop their
want to help another person. Use her math,” Hiram suggested. Jarel characters.
dialogue to show how they come up asked, “What should we do?” Use the Conferencing Routines.
with a plan to help. Model revising the second sentence Circulate among students and
Have partners list words that might to develop Jarel’s character. stop briefly to talk with individuals.
describe two characters in a story. Provide time for peer review.
“I know—maybe we could tutor her
Then have them list problems after school or show her how to use Edit Have students use Grammar
someone might need help with. materials in the resource center. We Handbook page 463 in the
Draft Have each student write should probably talk with her about Reading/Writing Workshop
dialogue for the two characters. what she needs.” to edit for errors in possessive
Remind students that what pronouns.
Discuss how the new dialogue
characters say should help readers shows that Jarel is eager to help
understand their thoughts and and has good ideas. Help students
actions. use dialogue to develop characters.
Teacher Conferences
Your word choice is clear and You include a general statement work on a specific assignment,
descriptive. The dialogue is direct by Jarel, but you can develop his such as those to the right, and
and presents complete ideas character more fully by having then meet with you to review
that sound like natural speech. him say more specifically whom progress.
he wants to help and why.
T160 UNIT 4 WEEK 3

WEEK 3
DAY
DAY DAY
DAY DAY
DAY
3 4 5
Writing Entry: Develop Writing Entry: Develop Share and Reflect
Characters Characters Discuss with the class what
Prewrite Ask students to search Revise Have students revise they learned about developing
their Writer’s Notebooks for the draft writing from Day 3 by characters through dialogue. Invite
topics on which to write a draft. developing their characters further volunteers to read and compare
Or provide a prompt such as the with dialogue that reveals more draft text with text that has been
following: about them. As students are revised. Have students discuss
Write about two students who decide revising their drafts, hold teacher the writing by focusing on how
to help a neighbor repair storm conferences with individuals. You dialogue helps them understand
damage to her yard. may also wish to have students characters’ thoughts and feelings.
work with partners to peer Allow time for individuals to reflect
Draft After choosing topics, each
conference. on their own writing
student should create a T-chart,
Edit Invite students to review the progress and record
using the two columns to list words

rules for possessive pronouns on observations in
that describe each character. Then
Grammar Handbook page 463 in their Writer’s
have students think about how
the Reading/Writing Workshop and Notebooks.
they will use dialogue to develop
the characters. Students can use then edit their drafts for errors.
their charts to begin their drafts.
Peer Conferences
Suggested Revisions Focus peer response groups on using
Provide specific direction to help focus young writers. dialogue to develop characters. Provide this
checklist to frame discussion.
Focus on a Sentence
sentence by adding dialogue that shows why the character .
Focus on a Section
✓ Are characters’ thoughts and actions
shown in dialogue and narration?
Underline dialogue that needs to be revised. Provide specific
suggestions. I could better understand the character if you ✓ Does the dialogue show the values and
included dialogue that shows the character values . personalities of the characters?
Focus on a Revision Strategy ✓ Does the dialogue help readers
Underline a section. Have students use a revision strategy, understand the characters’ actions?
such as substituting. Replacing the narration with the character’s
actual words will help me know exactly how he thinks and feels.

Grammar: Uses of Possessive Pronouns

DAY
DAY DAY
DAY
1 2
Dont believe every thing you see on That is I’s book, but I will lend it to
television. Trusts your instincts. you. You must promiss to keep it, in
FPO (1: Don’t; 2: everything; 3: Trust) good condition.
(1: my; 2: promise; 3: it in)
Possessive Pronouns Review Possessive Pronouns

Reading/Writing ‡ Pronouns have three cases. Review possessive pronouns.
Workshop
‡ Nominative case is used for Discuss using possessive pronouns
subject and predicate pronouns. before a noun.
OBJECTIVES
She went to the store. The winners
Ensure that pronouns Stand-alone Possessive
are in the proper case were Kyle and I.
(subjective, objective, Pronouns
‡ Objective case is used for direct
possessive). L.6.1a
and indirect objects and objects Some possessive pronouns can
Demonstrate of prepositions. Les saw her ride stand alone and are used in place of
command of the away. Give the toy to me. nouns. These possessive pronouns
conventions of are mine, yours, his, hers, ours, and
standard English ‡ Possessive case is used to show
theirs.
capitalization, ownership. Tonya rode her bike.
punctuation, and This is our house. ‡ Possesive pronouns that can
spelling when stand on their own differ from
writing. L.6.2 ‡ Possessive pronouns used before
possessives that precede nouns.
nouns include my, your, his, her,
My becomes mine, your becomes
• Identify and use its, our, and their.
possessive pronouns. yours, her becomes hers, our
Refer to Grammar Handbook page becomes ours, and their becomes
• Punctuate dialogue
correctly. 463 for use of possessive pronouns. theirs. That is my book. That book
• Proofread sentences is mine.
for grammar and
usage errors.
COLLABORATE
TALK ABOUT IT
Go
Digital USE POSSESSIVE PRONOUNS
Have students in small groups
REPLACE THE NOUNS
Have pairs discuss how people
take turns naming an object and share experiences and discover
stating its owner or owners. Group things they have in common. As
Possessive
Pronouns members then use the object they talk, partners should each
in a sentence, correctly forming use two sentences that include
Grammar possessive pronouns that precede possessive pronoun forms that
Activities nouns. stand alone and replace nouns.
T162 UNIT 4 WEEK 3

WEEK 3
DAY
DAY DAY
DAY DAY
DAY
3 4 5
There mother is hour aunt. Her is Carmen says the ball is hers” said When we played baseball the other
our mothers’ sister. Mom. “No”, cried Diego “It’s my ball!” day. The victory was our. Carla said
(1: Their; 2: our; 3: She; 4: mother’s) (1: “Carmen; 2: hers,; 3: “No,”; he was so happy!
4: Diego.) (1: day,; 2: the; 3: ours; 4: she)

Punctuating Dialogue Have students correct errors in Use the Daily Language Activity and
‡ Use quotation marks to set off these sentences. Grammar Practice Reproducibles
someone’s exact words from the 1. If those gloves are your, then page 90 for assessment.
rest of a sentence. these must be my. (1: yours;
‡ Capitalize the first word in a 2: mine) Reteach
question. Use commas and 2. Mine sister thinks the family’s Use Grammar Practice
periods inside quotation marks. cat is just her, but it’s really our. Reproducibles pages 86–89
‡ Use a comma before the (1:My; 2: hers; 3: ours) and selected pages from the
quotation when the speaker’s Grammar Handbook for additional
3. Tom told us his’ idea, and then
name comes first. reteaching. Remind students that
the Lopez twins told us their.
it is important to use possessive
‡ Use a comma, a question mark, (1: his; 2: theirs)
pronouns correctly as they speak
or an exclamation point before 4. “Did yours mother cook and write.
the quotation mark when the this spaghetti? asked Mario.
speaker’s name comes last. Check students’ writing for use of
(1: your; 2: spaghetti?”)
the skill and listen for it in their
As students write, refer them to
Have students check their work speaking. Assign Grammar Revision
Grammar Handbook pages 463
using Grammar Handbook pages Assignments in their Writer’s
and 479.
463 and 479. Notebooks as needed.
HEAR PUNCTUATION PASS SENTENCES DESCRIBE A PICTURE

Have partners take turns reading Team members tell a sentence Show students online photos of
and listening to stories with with possessive pronouns to people making decisions and
dialogue. As they listen, they write another member, who changes meeting challenges. Have students
a sentence of dialogue they hear, the possessive pronoun into a make up stories about the pictures,
using correct punctuation. Remind possessive noun. Each member using possessive pronouns to talk
pairs not to use quotation marks changes the form of the possessive about ownership and relationships.
to enclose story parts that aren’t pronoun or noun and passes it on.
direct quotes.
GRAMMAR T163
Spelling: Prefixes and Suffixes

DAY
DAY DAY
DAY
1 2
Demonstrate
Read the spelling words aloud, Review vowel alternations such
command of the
conventions of emphasizing each prefix and suffix. as long to short. Then read each
standard English Model spelling unfairness. Segment sentence below, repeat the review
capitalization,
the word by syllable, and attach a word, and have students write
punctuation, and the word.
spelling when spelling to each syllable. Point out
writing. Spell that the prefix is un-, the base word 1. The chess competition is today.
correctly. L.6.2b is fair, and the suffix is -ness. Remind 2. July 4 is a national holiday.
students that words with prefixes
3. I revised my original draft.
and suffixes always contain a base
Spelling Words word. Note that adding a prefix or Have students trade papers and
disgraceful enforcement unfairness
unsuccessful repayment reminder
suffix may change the spelling of check the spellings.
outlandish enclosure designer the base word. Challenge Words Review the
outsider unselfish departure Model sorting the spelling words prefixes and suffixes that make up
incorrectly unhappiness delightful
enjoyment disapproval unevenly
by prefix and suffix. Sort using this week’s spelling pattern. Then
disappointment prefixes un-, dis-, en-, re-, and a read each sentence below, repeat
discouragement column labeled other. Then sort the challenge word, and have
Review competition, national, original using suffixes -ful, -ly, -ment, -ness, students write the word.
Challenge displeasure, informal and other. Not all of the words have 1. Mom showed her displeasure
both prefixes and suffixes. by yelling.
Differentiated Spelling
Approaching Level Use the Dictation Sentences from 2. The event was informal, so I
enforcement unfairness disagree
Day 5. Say the underlined word, wore jeans.
repayment graceful reminder read the sentence, and repeat
unlikely enroll designer the word. Have students write Have students write the words in
departure outline unselfish the words and correct their papers. their word study notebooks.
unhappiness delightful outsider
disapproval enjoyment discolor
incorrectly unevenly
Beyond Level
repayment unfairness enabler COLLABORATE
WORD SORTS
disgraceful enclosure displeasure
unsuccessful unselfishness departure
unhappiness outlandish delightful
disagreeable enforcement Have students cut apart the Complete the pattern sort using
outsider disappointment Spelling Word Cards in the Online the headings, pointing out the
unevenly discouragement Resource Book and initial the back prefixes, suffixes, and base words.
designer bewilderment
of each card. Have them read the Have students use Spelling Word
words aloud with a partner. Then Cards to do their own pattern sort.
have partners do an open sort. A partner can compare and check
Have them discuss why they sorted their sorts. Have students record
the words the way they did. their sorts.
T164 UNIT 4 WEEK 3
WEEK 3
DAY
DAY DAY
DAY DAY
DAY
3 4 5
Have students copy the three Write these sentences on the board. Use the Dictation Sentences for
definitions below into their Have students circle and correct the posttest. Have students list
word study notebooks. Say the each misspelled word. Make sure misspelled words in their word
definitions aloud and ask students students have access to a print study notebooks. Look for students’
to match each to a spelling word. or digital dictionary to check and use of these words in their writings.
1. a fence or barrier erected correct their spelling.
around an area (enclosure) 1. It is the job of law enforcment Dictation Sentences
2. shameful; ruining one’s good to stop disgracful crimes. 1. I think your behavior is disgraceful.
name or character (disgraceful) (enforcement; disgraceful) 2. Debbie was unsuccessful at the
3. someone who decorates or 2. After the unfairrness in task.
creates a plan for something the finals, there was much 3. That new outfit is outlandish.
(designer) unhappyness. (unfairness; 4. Sean invited the outsider to play.
unhappiness)
Challenge students to come up 5. Lisa responded incorrectly.
3. As a designor, she brought
with other definitions for spelling, 6. I get enjoyment from cooking.
enjoiment to her surroundings.
review, or challenge words. Have
(designer; enjoyment) 7. Sam’s grades are a disappointment.
them write the words and their
definitions in their word study 4. The rancher was unsuccesful 8. The rules are a source of
notebooks and trade them with a at keeping the sheep inside discouragement.
partner. the encloseur. (unsuccessful; 9. Law enforcement is important.
enclosure) 10. Loan repayment is expensive.
Error Correction Remind students 11. The enclosure is too small.
that when you add full to any word, 12. Unselfish acts are often rewarded.
the second l drops off.
13. War can create unhappiness.
14. I show disapproval by sighing.
15. The referee watched for unfairness.
See Phonics/Spelling Reproducibles pp. 103–108.
16. I left myself a note as a reminder.
17. Giovanni is a shoe designer.
SPEED SORT BLIND SORT 18. The departure time is ten o’clock.
Have partners do a speed sort to Have partners do a blind sort, 19. The afternoon was delightful.
see who is faster. Then have them taking turns to read each Spelling
20. The cake baked unevenly.
find words with the same prefix or Word Card while the partner sorts
suffix in the week’s reading. Have it under the appropriate heading. Have students self-correct the tests.
them record the words they find Then have partners play Spelling
in their Day 2 pattern sort in their Fish by matching similar prefix and
word study notebooks. suffix spelling patterns.
SPELLING T165
Build Vocabulary
DAY
DAY DAY
DAY
1 2
Determine or
clarify the meaning
of unknown and 1. In what ways could a forms of this week’s words by
multiple-meaning benefactor help a school? adding, changing, or removing
based on grade 6 2. How might you show
reading and content, empathy for a sad friend? ‡ Draw a T-chart on the board.
choosing flexibly Write endeavor in the first
from a range of
3. What endeavor do you want
column and endeavors in the
strategies. L.6.4 to accomplish someday?
second column. Read aloud the
Demonstrate 4. What does wrapping a present words with students.
understanding of entail?
‡ Have students share sentences
figurative language, 5. How extensive is the menu at
word relationships, using each form of the word.
and nuances in word your favorite restaurant?
‡ Students can add to the chart
meanings. Interpret 6. How can you tell that a person doing the same for benefactor
figures of speech (e.g., is experiencing indecision?
personification) in and then share sentences using
context. L.6.5a 7. Where might a multitude of each form of the word.
people gather? ‡ Have students copy the chart
Expand vocabulary
by adding inflectional
8. How do you look when you into their word study notebooks.
endings and suffixes. walk tentatively? Show me.
Vocabulary Words
benefactor extensive
COLLABORATE
empathy indecision
vie
Re w
endeavor multitude ACADEMIC VOCABULARY IDIOMS
entail tentatively Discuss important academic words. ‡ Remind students that an idiom
‡ Display drama, appreciate, and is a phrase whose meaning is
dialogue. Define the words and different from the meanings of
discuss their meanings. each word within the phrase.
Go ‡ Write drama and dramatic on ‡ Write the following on the
Digital the board. Have partners look board: That name rings a bell.
up and define other related ‡ Underline the words rings a bell.
words with the same root. Ask: Can a name actually ring
Vocabulary Have partners ask and answer a bell? How can you figure out
questions using the words. what writers mean when they
‡ Repeat with appreciate and use this idiom?
Vocabulary
Activities dialogue. ‡ Have partners write responses in
their word study notebooks.
T166 UNIT 4 WEEK 3
WEEK 3
DAY
DAY DAY
DAY DAY
DAY
3 4 5
1. Eric’s indecision about ‡ Tell them to write sentences the word (e.g., indecision).
was clear in the way he that provide word information ‡ In the second square, students
tentatively . they learned from this week’s write their own definition of the
2. A multitude of resulted in readings. word and any related words,
extensive damage to the . ‡ Provide the Day 3 such as synonyms (e.g., inability
3. At the last minute, a benefactor sentence stems 1–4 for students to decide, doubt, hesitation,
so we could put on the needing extra support. wavering).
show. ‡ In the third square, students
Write About Vocabulary Have draw a simple illustration that
4. It takes to undertake a
students write something they will help them remember the
dangerous endeavor.
learned from this week’s words in word (e.g., a box with “yes” and a
Display last week’s vocabulary: their word study notebooks. For box with “no” and a pencil).
compensate, deteriorated, example, they might write about
devastating, peripheral, potential, how they suffered indecision when
summit. Have partners ask and making a choice or moved forward
antonyms for the word
answer questions using each of tentatively until they were sure they
(e.g., commitment, decision,
the words. had made the correct decision.
confidence).
HOMOPHONES SHADES OF MEANING MORPHOLOGY

Remind students to look for Help students generate words Use multitude to learn other words
homophones in their reading. related to benefactor. Draw a with the same root. Write the word
‡ Display Your Turn Practice word web on the board and write in an outer circle of a word web.
Book pages 173–174. Read benefactor in the center circle. ‡ Students look up the origin in
Shama’s first line. Model how the ‡ Have partners add words to the a print or online etymology
word site sounds like another outer circles, offering synonyms dictionary. Write the root, where
word (sight) but is spelled and examples for benefactor. it’s from, and its meaning in the
differently and has a different ‡ Students should copy their webs center circle (multi-, from Latin
meaning. into their word study notebooks. multus meaning “much, many”).
‡ Have students complete ‡ Ask students to discuss links ‡ Students add words with the
page 177. between benefactor and other same root (multiply, multiple) to
‡ Students can confirm meanings words from their list, like the outer circles of the web, and
in a print or online dictionary. endeavor or multitude. copy them into their notebook.
VOCABULARY T167
Approaching Level
Drama
Mixed
Messages Leveled Reader:
by Sharon Holt
illustrated by James Watson Go
Mixed Messages Digital
Before Reading
Preview and Predict
Drama
Mixed
Messages
PAIRED by Sharon Holt
Read the Essential Question with students: When are decisions hard
illustrated by James Watson
READ What Is Opera?
‡
Leveled Reader
to make? Leveled
LEXILE NP ‡ Have students read the title and discuss what the term mixed Readers
messages means. Review the list of characters, as well as the three-

OBJECTIVES act structure. Ask students to predict what the play might be about.
Determine a theme
text and how it is
Review Genre: Drama
conveyed through Have students recall that drama has lines of dialogue that are spoken
particular details; by actors. It also includes stage directions that indicate the setting and
explain what the actors are doing and feeling. It may also be divided
personal opinion or into smaller chunks called acts, and those acts may be divided again
judgments. RL.6.2 into scenes. Have students identify features of drama in Mixed Messages.
Describe how a
During Reading
in a series of episodes Close Reading
as well as how the
characters respond Note Taking: Ask students to use the graphic organizer in the Your
or change as the Turn Practice Book, page 172, while they read the selection.
plot moves toward a
resolution. RL.6.3
Page 2 What is the setting of this scene? (a kitchen) How do you Use Graphic
Organizer
know? (The stage directions explain where the scene takes place.)
Read drama. Pages 3–7 Reread the sentence “I thought you two would be ready by
now.” What is a homophone for two? If you were listening to the play,
ACADEMIC how might you determine which word is correct? (Too is a homophone
LANGUAGE for two. Mom is addressing Sheree and Steven, so the word you before
• summarize, theme, two is a context clue telling me that two refers to the number. )
drama, setting,
characters, act, scene, Pages 8–9 Turn to a partner and summarize what happens in this
dialogue scene. (Sheree pretends at first that she won, then admits she didn’t.
• Cognates: resumir, Jasmine tells her to keep it a secret.) What do you learn about Sheree’s
tema, drama, acto, character? (She is uncomfortable with Jasmine’s plan, which shows
escena, diálogo
she’s an honest person.)
T168 UNIT 4 WEEK 3

WEEK 3
Pages 10–11 How do you know which person is speaking different parts
of the dialogue? (The character’s name is set out in front of the dialogue Literature
he or she speaks.) Circles
Pages 12–15 What are some of the details the author includes in Ask students to conduct a
this scene that help reveal the theme of the play? (Sheree explains the literature circle using the
mistake that was made. The principal praises her for her honesty.) What Thinkmark questions to guide
do you think the theme of the play might be? (Being honest is the best the discussion. You may wish to
solution to a problem.) have a whole-class discussion
concerning what students
learned about drama from both
After Reading selections in the Leveled Reader.
Respond to Reading
Ana
Analytical
W Write About Reading Make sure that students have identified
W
Writing
Level
details
d il that together support the theme of the play they have cited.
Up
Drama
ss ngg
M ssi
The Mi
Swimsuit
by Hugh Brown • illustrat
ed by Reggie Holladay
Fluency: Expression
Drama
Model Model reading page 3 with proper expression. Next, reread the Mixed
Messages
page aloud and have students read along with you. by Sharon Holt
illustrated by James Watson
PAIRED
READ Movies: Plays on Film?
D
Drama
PAIRED
Mixed
Mes
READ What Is Opera?
sages
Compare Texts
Read to learn about opera, another form of drama.
PA I R E D R E A D What Is Opera? byy Sha

illustra
Sharon
illustrated
ated
aronn Holt
edd by James Watson
Did you know that opera began as a short break
during dramatic plays? In the 1400s and onward, many
wealthy Italians enjoyed attending plays full of drama
and tragedy. To release some of the tension during
the plays, musical breaks took place between each act.
They were called intermezzi.
In the late 1500s, groups of Italian poets and

musicians met to discuss trends in the arts. They
fluently and answered the questions
talked about how much people enjoyed the intermezzi.
“What Is Opera?” This led them to the idea of including music and
singing in full-length dramatic plays.
Composers and writers worked
together to create the
new art form.
It became known as
opera, an Italian word
meaning “the work.”
proficiently read the On Level and have
Make Connections: Write About It
Elaborate costumes and PAIRED
PA
READ
RE
students
Robbie Jack/CORBIS
dramatic gestures add to What Is Opera?

the spectacle of an opera.
17
&9B&5B/5B*B8:
/ $

LQGG

“What Is Opera?” is an expository text that • discuss with partners how the characters
tells about the origins of opera. Then discuss the Essential Question. changed from the beginning of the play
After reading, ask students to make connections between Mixed to the end.
Messages and “What Is Opera?”

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

Approaching Level
Word Study/Decoding
TIER
I D E N T I F Y R O OT W O R D S
2
OBJECTIVES Explain that every word has a root, which is the part of the word that
I Do
Use combined carries the majority of the word’s meaning. Some roots, such as appear,
knowledge of can stand alone while other roots, such as astro, cannot stand alone. Write
all letter-sound
correspondences, the words disappear and astronaut on the board. Underline the word parts
syllabication patterns, dis- and -naut, noting how while the word parts change the meaning of
and morphology each word, the majority of the meaning still comes from the root.
(e.g., roots and
affixes) to read
We Do
Write the roots auto, cred, fin, and tend on the board. Model how to add
accurately unfamiliar prefixes and/or suffixes to create new words, such as automatic, incredible,
multisyllabic words
final, and pretend. Have students think of other words with these roots.
context. RF.5.3a Add these roots to the board: crea, tele, cap, flex, form, and tract. Have
You Do
students suggest words that have these roots with suffixes or prefixes or
Identify root words.
both, such as creature, telephone, capture, reflex, inform, tractor, etc.
TIER
BUILD WORDS WITH PREFIXES AND SUFFIXES
2
OBJECTIVES
I Do
Remind students that multisyllabic words are made up of smaller word
Use combined parts, or syllables. Tell them they will be building longer words with
knowledge of prefixes and suffixes. Remind students that a prefix is a word part added
all letter-sound
correspondences, to the beginning of a word, and a suffix is a word part added to the end
syllabication patterns, of a word.
and morphology
(e.g., roots and We Do
Display these Word-Building Cards one at a time: dis, un, ness, ment, ful,
affixes) to read ly. Model sounding out each syllable. Have students chorally read each
accurately unfamiliar syllable. Repeat at varying speeds and in random order. Next, write these
multisyllabic words
words on the board: like, smooth, kind, care, place. Work with students to
context. RF.5.3a combine the words with prefixes and suffixes to form new words. Have
students chorally read the words they create: dislike, unlikely, smoothly,
Build words with smoothness, kindly, unkind, careful, carefully, displace, placement.
You Do
Write additional words on the board. Have pairs use these words and the
Word Building Cards to build words with a prefix, a suffix, or both. Then
have partners share the words they built and compile a class list.
T170 UNIT 4 WEEK 3

WEEK 3
P R AC T I C E P R E F I X E S A N D S U F F I X E S
OBJECTIVES
I Do
Remind students that a prefix is a word part added to the beginning of a
Use combined word that changes its meaning. A suffix is a word part added to the end
knowledge of of a word that changes its part of speech as well as its meaning. Write the
all letter-sound
correspondences,
words uncover and coverless on the board. Point out that the base word
syllabication patterns, cover appears in both of these words. Explain that cover can be a verb
and morphology meaning “to put on top of or over.” Circle the prefix un-, and discuss with
(e.g., roots and students the meaning of uncover. Then circle the suffix -less, and discuss
affixes) to read
the part of speech and the meaning of coverless.
multisyllabic words
We Do
Write the prefixes and suffixes re-, en-, im-, -ful, -ness, -less, and -ment on the
context. RF.5.3a board. Then write the words turn, courage, possible, hand, happy, use, and
state on the board and model how to add the affixes to the words. Have
Decode words with students identify changes in meanings or parts of speech that occur when
prefixes and suffixes. the affixes are added. Then model how to decode each word by dividing
it into syllables using the syllable-scoop procedure. This will help students
read one syllable at a time.
You Do
Afterward, point to prefixes and suffixes in random order for students to
add to the words and then chorally read.

Approaching Level
Vocabulary
TIER
2
I Do
accurately grade-
academic and
domain-specific
We Do
gather vocabulary
knowledge when
You Do
or phrase important
expression. L.6.6 speaking and writing. For example, provide sentence starters such as I own
a(n) . Or point to a word card and ask a question such as: What word
Review high-frequency means the opposite of this word? (when pointing to the open word card).
words. Ask students to write each word in their Writer’s Notebook.
TIER
2
OBJECTIVES
I Do
appropriate general
words and phrases;
knowledge when
expression. L.6.6
T172 UNIT 4 WEEK 3

WEEK 3
WORD SETS
OBJECTIVES
I Do
Display the tentatively Visual Vocabulary Card and say aloud the word set
Acquire and use tentatively, uncertainly, unsurely, definitely.
accurately grade-
appropriate general Point out that the word definitely does not belong and discuss why.
academic and
domain-specific
We Do
Display the multitude card. Say aloud the word set multitude, crowd, single,
words and phrases; mob. With students, pick the word that does not belong and discuss why.
gather vocabulary
knowledge when
You Do
Using the word sets below, display the remaining cards one at a time, saying
considering a word aloud the word set. Ask students to identify the word that does not belong.
or phrase important
to comprehension or endeavor, attempt, effort, cease benefactor, predator, helper, caretaker
expression. L.6.6
extensive, far-reaching, empathy, feelings, indifference,
incomplete, thorough understanding
indecision, doubt, entail, exclude, require, necessitate
determination, confusion
HOMOPHONES
OBJECTIVES
I Do
Remind students that homophones are words that sound the same, but
Use context (e.g., the have different meanings and are often spelled differently. Display the
overall meaning of a Comprehension and Fluency passage on Approaching Reproducibles
pages 173–174. Read aloud Shama’s first dialogue. Point to site. Model
function in a sentence) how to use context clues to distinguish site from its homophone, sight.
as a clue to the
meaning of a word or Think Aloud I know that sight spelled s, i, g, h, t means “the act of seeing.”
phrase. L.6.4a In this paragraph, Shama is working on her computer and saying she can’t
get on the ticket site. Ticket is used as an adjective, which tells me that site
means something different from the act of seeing. I think site refers to a
place on the Internet where you can buy tickets.
Write the definition of the word from the clues.
We Do
Ask students to point to the word wail in the same section of Shama’s
dialogue. Discuss how to use the clues in the text to distinguish wail from
its homophone, whale. Write the definition of wail.
You Do
Have students use clues to distinguish bawl, night, and groan on page 173
and your on page 174 from their homophones and to find each meaning.
VOCABULARY T173
Approaching Level
Comprehension
TIER
F LU E N C Y
2
OBJECTIVES Explain that when reading aloud a character’s lines in a play, expression
I Do
Read on-level prose conveys the emotion the character is feeling. Readers should look for
and poetry orally with clues such as commas and end punctuation to know when to pause and
rate, and expression when to lower or raise their voices. Stage directions can also describe
on successive how an actor should speak the dialogue. Read Scene 1 on page 173 of the
readings. RF.5.4b Comprehension and Fluency passage in Approaching Reproducibles.
Have students note how you use your voice to show emotion.
Read fluently with
good expression.
We Do
Read Scene 2 aloud and have students repeat each sentence, using the
same expression. Point out the stage directions and explain how you
followed them and how you changed your voice to convey emotions.
You Do
Have partners choose roles and read the remaining scenes. Remind pairs
to focus on their expression and to follow stage directions. Listen in and,
TIER
I D E N T I F Y D E TA I L S
2
OBJECTIVES
I Do
Remind students that a play is filled with many details. They can move
Determine a theme the plot forward or provide information about a character’s thoughts or
or central idea of a actions. Explain that understanding these details—and determining which
text and how it is
conveyed through are most important—is a critical part of discovering the theme of the play.
particular details;
provide a summary of We Do
Read Scene 1 of the Comprehension and Fluency passage on
the text distinct from Approaching Reproducibles pages 173–174. Ask: What important details
personal opinions or do we learn about Shama and her brother, Danny? Elicit the response that
judgments. RL.6.2 Shama loves the Black Hats, but their concert is sold out, which upsets her.
Danny doesn’t like Ms. Allie’s twins. Ask: Why are these details important?
Identify important
details.
Explain that they provide insight into the characters and their motivations.
You Do
Have students read the rest of the play. As they read, have them make a list
of the details they think are most important to the story and to learning
something about the characters. Share the lists as a class.
T174 UNIT 4 WEEK 3

WEEK 3
REVIEW THEME
OBJECTIVES
I Do
Remind students that often, the theme of a story or play is not directly
Determine a theme stated in the text. Instead, authors supply details that help readers make
or central idea of a decisions about characters and actions. Considered together, these details
text and how it is
conveyed through
help readers understand the story’s overall message or theme.
particular details;
provide a summary of We Do
Read together Scene 1 of the Comprehension and Fluency passage on
the text distinct from Approaching Reproducibles pages 173–174. Pause to identify the detail
personal opinions or that states Shama’s problem (the concert she wants to attend is sold out,
judgments. RL.6.2 so she’s babysitting instead) and the detail that describes what Danny
thinks of the Allie twins (he doesn’t like them). Work with students to
Identify the theme of
a play.
determine how these details might be related, and discuss what they tell
readers about the message the play might convey.
You Do
Have students read rest of the play and identify additional details about
the characters and plot. Help students find what these details have in
common and how they form a central message.

Determine a theme Have students choose a drama for sustained silent reading. Remind them:
text and how it is ‡ that summarizing the characters, setting, and plot events in the
conveyed through beginning, middle, and end of a drama will help them understand and
particular details; remember the most important events in the plot.
the text distinct from ‡ that listing important details and thinking about what they might have
personal opinions or in common often leads readers to the theme or central message the
judgments. RL.6.2 author wants them to understand.
Summarize Read Purposefully
details to increase
understanding Have students record on Graphic Organizer 126 the important details and
of a drama. the theme, as they read independently. After they finish, they can conduct
a Book Talk, each telling about the drama that he or she read.
‡ Students should share their organizers and answer this question: What
is the theme or central message the author wants you to understand?
summarized to better understand and remember the most important
events in the plot.
COMPREHENSION T175
On Level
Drama
T e Missing
Th
Swimsuit
by Hugh Brown • illust
rated by Reggie Holla
day
Leveled Reader: Go
The Missing Swimsuit Digital
Before Reading
Preview and Predict
Drama
issing
issin
Miss
The M
S im
Sw s it
msu by Reggie Holladay
by Hugh Brown • illustrated
PAIRED
‡ Read the Essential Question with students: When are decisions hard
Leveled Reader
to make? Leveled
LEXILE NP ‡ Have students read the title, table of contents, and list of characters Readers
and discuss the four-act structure. Ask students to predict why a

OBJECTIVES swimsuit may be missing.
Determine a theme
text and how it is
Review Genre: Drama
conveyed through Have students recall that drama has lines of dialogue that are spoken
particular details; by actors. It also includes stage directions that indicate the setting and
explain what the actors are doing and feeling. It may also be divided
personal opinion or into acts, and those acts may be divided again into scenes. Have
judgments. RL.6.2 students identify features of drama in The Missing Swimsuit.
Read on-level prose
During Reading
rate, and expression Close Reading
on successive
readings. RF.5.4b Note Taking: Ask students to use the graphic organizer in the Your
Read drama.
Pages 2–5 Summarize why the coach says Lisa may be afraid to swim. (A Use Graphic
Organizer
new swimmer has joined the team. The coach jokes that Lisa purposely
ACADEMIC didn’t bring her suit to avoid swimming against Angel, the new
LANGUAGE teammate.)
• summarize, theme,
drama, setting, Pages 6–11 Turn to a partner and discuss why the friends think Angel
characters, act, scene, took the swimming suit. (They think she is acting strangely and gloating;
dialogue Lisa saw her in the changing room and near her house; they think Angel
• Cognates: resumir, would benefit from Lisa not being able to swim.)
tema, drama, acto,
escena, diálogo Pages 12–13 What are some details the author includes to support
the theme of the play? (Lisa’s mother says they shouldn’t jump to
conclusions and Lisa realizes Angel wanted to swim against her so she
wouldn’t have stolen her swimsuit.) What could the theme of the play be?
(Don’t presume someone is guilty until you have solid proof.)
T176 UNIT 4 WEEK 3

WEEK 3
Pages 14–15 Use text evidence as you summarize what really happened
to the swimsuits and why Angel acted the way she did. (The cat took the Literature
swimsuits, not Angel. Angel was often around Lisa’s house because Circles
she loves cats, and she acted strangely because Lisa and her friends
were being unfriendly and she thought they believed she had taken
the swimsuits.) What word sounds like right but is spelled another way? Thinkmark questions to guide
(write) Have partners compare the meanings of the homophones. (Right the discussion. You may wish to
means “correct” or “proper,” but write means “to produce text with a pen have a whole-class discussion
or pencil.”) concerning what students
selections in the Leveled Reader.
After Reading
Respond to Reading
Level
Up
Ana
Analytical
W Write About Reading Make sure students cite specific
W
Writing
examples of dialogue to support their answer about how the theme of

the play is conveyed.
Fluency: Expression
Model Model reading page 14 with proper expression. Next, reread

PA I R E D R E A D answered the questions
proficiently read the Beyond Level and have
“Movies: Plays on Film?” students
Make Connections: Write About It selection.
Before reading, ask students to note that Leveled Reader • list clues that help determine the theme
“Movies: Plays on Film” is an expository of the play.
text that compares and contrasts the ways that stories are presented • discuss what might have happened if Lisa
in theatrical plays and in movies. Then discuss the Essential Question. took Angel’s suit or accused her.
After reading, ask students to make connections between the drama
The Missing Swimsuit and “Movies: Plays on Film?”
Analytical Writing
A
COMPARE TEXTS by assuming prior knowledge and
‡ Have students use text evidence to compare an using complex sentence structures.
ON LEVEL T177
On Level
Vocabulary
I Do
Acquire and use benefactor, endeavor, extensive, indecision, multitude, and tentatively. Point
accurately grade- to each word, read it aloud, and have students chorally repeat it.
appropriate general
words and phrases; ‡ Would trying to climb a tall, steep mountain be a challenging endeavor?
gather vocabulary ‡ Is an extensive search a quick survey of an area?
knowledge when
considering a word ‡ Does a person show indecision when he or she acts firmly and swiftly?
or phrase important
Have pairs respond to these questions and explain their answers.
expression. L.6.6 ‡ Could acting tentatively show you were unsure of what to do?
‡ Would a multitude of campers fit into one small tent?
‡ Could you call someone who paid your college tuition your benefactor?
HOMOPHONES
OBJECTIVES
I Do
Remind students that they can use context clues to determine the correct
Use context (e.g., the meaning of a homophone. Use Scene 2 of the Comprehension and
overall meaning of a Fluency passage on Your Turn Practice Book pages 173–174 to model.
a word’s position or Think Aloud The word groan on page 173 sounds like the word grown,
as a clue to the
g, r, o, w, n, meaning “to have gotten bigger.” The stage direction says Shama
meaning of a word or grimaces at the same time. I know that a grimace expresses unhappiness. I
phrase. L.6.4a think groan, meaning “a sound of pain,” is the correct homophone here.
We Do
Have students continue reading until they encounter great. Have students
use context clues to determine why great means “excellent or fine” in this
context and not “to grind or rub against something rough,” as in grate.
You Do
Have partners discuss the meanings of site, right, wail, bawl, and night, and
their homophones. Have them use context clues to determine the correct
meaning of each word as they reread the passage.
T178 UNIT 4 WEEK 3

WEEK 3
Comprehension
REVIEW THEME
OBJECTIVES
I Do
Remind students that the theme of a play is the central message that
Determine a theme the author conveys. In a play, the theme is conveyed through what the
or central idea of a characters say as well as how the stage directions describe their actions.
text and how it is
conveyed through
Often, readers can determine a theme by analyzing a change in a
particular details; character’s attitude or a lesson the character learns.
the text distinct from We Do
Have two volunteers read the roles of Shama and Danny in Scene 1 of the
personal opinions or Comprehension and Fluency passage on Your Turn Practice Book pages
judgments. RL.6.2 173–174. Model identifying details about Shama’s character. Discuss how
these details may change or be affected by the plot as the play continues.
Then work with students to identify details about Shama in the next scene,
noting any changes in her attitude or behavior.
You Do
Have partners read Scenes 3 and 4 and identify additional details in the
dialogue and stage directions that might point to the theme. Then have
them determine the theme of the play.

Determine a theme Have students choose a drama for sustained silent reading.
text and how it is ‡ Before they read, have students preview the drama, reading the title,
conveyed through the list of characters, and the act/scene synopsis.
particular details;
provide a summary of ‡ As students read, remind them to look for details about the plot or
the text distinct from characters that might indicate the theme, and to stop at the end of each
personal opinions or scene and summarize to review key events in the plot.
judgments. RL.6.2
Read Purposefully
Summarize
Encourage students to read different dramas that deal with difficult
details to increase
understanding decisions people have to make.
of a drama. ‡ As students read, have them fill in details on Graphic Organizer 126.
‡ They can use this organizer to help them determine the theme
of the play.
‡ Ask students to share their reactions to the play with classmates.
Beyond Level
Drama
Something
Fishy
by Diana Noonan
illustrated by Jorge
Santillan
Leveled Reader: Go
Something Fishy Digital
Before Reading
Preview and Predict
Drama
Something
PAIRED
Fishy
by Diana Noonan
illustrated by Jorge
Santillan
READ Indian Puppet Theater

‡ Read the Essential Question with students: When are decisions hard
Leveled Reader
to make? Leveled
LEXILE NP ‡ Have students read the title, table of contents, and list of characters, Readers
and discuss the three-act structure. Discuss the meaning of the idiom
OBJECTIVES something fishy, and ask students to use it to predict what might
Describe how a
particular story’s or happen in the play.
in a series of episodes Review Genre: Drama
as well as how the
Have students recall that drama has lines of dialogue that are spoken
characters respond
or change as the by actors. It also includes stage directions that indicate the setting and
plot moves toward a explain what the actors are doing and feeling. It may also be divided
resolution. RL.6.3 into acts, and those acts may be divided again into scenes. Have
Read on-level prose students identify features of drama in Something Fishy.
rate, and expression During Reading
on successive
readings. RF.5.4b Close Reading
Read drama. Turn Practice Book, page 172, while they read the selection.
Pages 2–6 Turn to a partner and note details that might help determine Use Graphic
ACADEMIC Organizer
the theme of the play. (Mr. Orlitsky is passionate about his hobby and
LANGUAGE
seems to want to share his enthusiasm with others; Mr. Orlitsky reminds
• summarize, theme,
drama, setting, the camp cabin leaders they are responsible for the group’s happiness
characters, act, scene, and the success of the camp.)
dialogue
Pages 7–12 Turn to a partner and summarize the events that have
sabotaged the fishing trip. (Somehow the fishing lines have become
tema, drama, acto,
escena, diálogo tangled after they were hidden. All of the bait is missing and the fishing
nets are all tied in knots.) Why did Marcel want to stop them from fishing?
(He didn’t want to hurt fish because he has tropical fish at home in an
aquarium.)
T180 UNIT 4 WEEK 3

WEEK 3
Pages 13–15 Paraphrase what Graciela, Tinisha, and Brad say in

defense of Marcel’s objections to fishing. How does Marcel solve their Literature
problem? (They suggest that he had the right to his feelings but he did Circles
the wrong thing. They don’t want to get him in trouble. Marcel tells Mr.
Orlitsky himself about what he did) What is a homophone for the word
main? Define both words and use them in a sentence that shows their Thinkmark questions to guide
meaning. (Main means “most important.” Mane means “the hair on an the discussion. You may wish to
animal’s head,” such as a lion.) have a whole-class discussion
After Reading selections in the Leveled Reader.
Respond to Reading
Ana
Analytical
W Write About Reading Have students cite lines of dialogue
W
Writing
f
from tthe play in explaining how the cabin leaders convey the theme of
the play.
Fluency: Expression
Model Model reading Act 3 Scene 2 using proper expression to
represent the different characters delivering the dialogue. Next, reread
Gifted and Talented
D
Drama
to come up with a better way for
Something
Som
me
Marcel to express his desire to
Fishy
Fi
Fis
is
is
Compare Texts
Read to learn how Indian actors use puppets
to tell stories.
PA I R E D R E A D INDian PupPet THEATer

All plays tell a story. They present us with characters
who have tough decisions to make and challenges to
by Diana Noonan
illustrated by Jorgee Santillan
Santil
do something other than fishing.
face. In a standard play, performed by actors on stage,
characters’ emotions are shown mostly through the
changing expressions on the actors’ faces. But how is
emotion portrayed through puppets, where the characters
have facial features that cannot change? Indian puppet
They can use the arguments and
alternatives presented by Tanisha
theater holds some of the answers.
Puppetry Creates the Illusion of Life

Puppets are not real characters, but they need to
“Indian Puppet Theater” seem as though they are. It is the job of the puppeteer to
Richard T. Nowitz / CORBIS
persuade the audience that the puppets are capable of all

kinds of emotions, just as human beings are.
Some puppets, such as these, are

moved by rods and strings.
and Brad in the last act as well
PAIR
PAIRE
RED
as their own suggestions. Then
/ %
17
REA
AD Indian Puppet Theat
er
have pairs of students defend

LQGG

their suggestions using a debate
“Indian Puppet Theater” is an expository format. Students should consider
text about a form of drama. Then discuss the Essential Question. After how camp leaders must make
reading, ask students to make connections between Something Fishy hard decisions in order to please
and “Indian Puppet Theater.” the whole camp.
Analytical Writing
A
COMPARE TEXTS
BEYOND LEVEL T181

Beyond Level
Vocabulary
Model
Acquire and use empathy and entail. Use the words to write a stage direction that tells an
accurately grade- actor how to deliver dialogue.
appropriate general
academic and Write the word dialogue on the board and discuss its meaning
domain-specific
words and phrases;
with students. Then help students write a short dialogue between
gather vocabulary two characters.
knowledge when
Have pairs discuss how dialogue can reveal a character’s personality
or phrase important and behavior in a play. Then have them write sentences using dialogue,
to comprehension or empathy, and entail to discuss characters in a play.
expression. L.6.6
HOMOPHONES
OBJECTIVES Read aloud Scene 3 of the Comprehension and Fluency passage on

Model
Use context (e.g., the Beyond Reproducibles pages 173–174.
sentence or paragraph; Think Aloud The word new on page 174 sounds like the word knew,
a word’s position or spelled k, n, e, w, meaning “to have been familiar with.” I see Ms. Allie is
as a clue to the
talking about having dinner at an exclusive restaurant. New appears after
meaning of a word or exclusive and before restaurant, so it’s being used as an adjective. This clue
phrase. L.6.4a lets me that new means “having recently come into existence.”
With students, read the rest of page 174. Help them figure out the
meaning of one, using context clues in the text.
Apply
Have pairs of students reread the entire passage. Ask them to use context
clues to determine the meanings of wail and bawl on page 173, and then
describe each word’s homophone and its meaning.
Gifted and Shades of Meaning Have pairs discuss what they’ve learned by
Talented
exploring and answering this week’s Essential Question. Then have them
write a paragraph that analyzes how empathy can be useful when making
a difficult decision. Have them support their answers with text evidence
from the Comprehension and Fluency passage.
T182 UNIT 4 WEEK 3

WEEK 3
Comprehension
REVIEW THEME
OBJECTIVES
Model
Remind students that the theme of a play is the central message that
Determine a theme the author reveals through the characters’ actions and through the
or central idea of a events in the plot. To determine a play’s theme, students should analyze
text and how it is
conveyed through
both dialogue and stage directions to identify details that help them
particular details; understand the characters’ motivations and elements of the plot.
the text distinct from Have students read Scene 1 of the Comprehension and Fluency passage
personal opinions or on Beyond Reproducibles pages 173–174. Ask open-ended questions
judgments. RL.6.2 to facilitate discussion, such as What is the problem posed in this scene?
Students should support their responses with text evidence.
Apply
Have students note details about characters, settings, and plot events
in the rest of the play as they independently fill in Graphic Organizer
126. Then have pairs use their organizers to describe how the characters
Shama and Danny change. They should then determine the theme.

Determine a theme Have students choose a drama for sustained silent reading.
text and how it is ‡ As students read, have them fill in Graphic Organizer 126.
conveyed through
‡ Remind them to summarize in their own words the most important
particular details;
provide a summary of aspects of each scene after reading.
Read Purposefully
judgments RL.6.2 Encourage students to keep a reading journal. Ask them to read different
dramas in which the characters must make difficult decisions by sticking
Summarize
to their beliefs.
details to increase
understanding ‡ Students can write summaries of the dramas in their journals.
of a drama.
‡ Ask students to share their reactions to the dramas with classmates.
Gifted and Independent Study Challenge students to discuss how their dramas
Talented
relate to the Weekly Concept of standing tall. Have students compare and
contrast how well the characters in their dramas respond with bravery or
confidence when faced with challenges and problems.
Shared Read Go
Treasure in the Attic Digital
Before Reading
SCENE 1 The attic of Liz’s house; Liz and Emma are kneeling.
Build Background
all this stuff!
Cast
C ast of Characters
LIZ, a 12-year-old
EMMA, L
MR. SNOW,
SNO a shopkeeper

Read the Essential Question: When are decisions hard to make?

Essential Question
When are decisions
Tristan Elwell
266 267
Reading/Writing ‡ Explain the meaning of the Essential Question, including the

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266 269 CR14 SI6 U4W3 MR 118711 indd 266 2/4/12
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Workshop View
vocabulary in the question: When you make a decision, you choose a “Treasure
in the Attic”
way to solve a problem or to do something. Often a decision is difficult
OBJECTIVES to make because neither choice is a perfect solution.
Describe how a
particular story’s or ‡ Model an answer: Jill has to choose between two pieces of music for
drama’s plot unfolds the piano contest. One piece is her favorite and it is easy for her to play.
in a series of episodes The other is quite difficult to play, but it is one of the judge’s favorites. Jill
as well as how the
could also receive more points if she played the difficult piece, but she
characters respond
or change as the might make a mistake.
plot moves toward a ‡ Ask students a question that ties the Essential Question to their own
resolution. RL.6.3
background knowledge: Have you ever had to make a hard decision?
What choices did you have to think about in order to decide? Turn to a
LANGUAGE partner and explain. Call on several pairs.
OBJECTIVE
Identify and use
details to determine During Reading
the theme of a play.
‡ Ask questions after each paragraph that help students understand
ACADEMIC
LANGUAGE the meaning of the text.
• summarize, details, ‡ Reinforce the meanings of key vocabulary.
theme, characters,
plot, dialogue, stage ‡ Ask students questions that require them to use key vocabulary.
directions ‡ Reinforce strategies and skills of the week by modeling.
detalles, tema,
diálogo
T184 UNIT 4 WEEK 3

WEEK 3
Page 267 How does Liz react to Mr. Snow’s uncertainty? (Liz is
disappointed that Mr. Snow can’t help them.) Why
Scene 1 do you think she reacts this way? (She wants to find
What is a yard sale? (It is a sale held in a person’s the earrings, and learn more about why Great-
yard in which items that the seller no longer wants grandma gave them to Anna Snow.)
are sold.) Why might Liz and Emma be looking in an
attic for items for a yard sale? (People often store Scene 3
items they no longer use in an attic.) Have students choral read Liz and Mr. Snow’s
Model Theme As I read the dialogue in this scene, dialogue at the end of the page, emphasizing the
I can look for details that help me understand what kindness expressed in the note Liz reads.
is important to Liz and Emma. Liz says that she
hopes the items in the attic are worth a lot of money, Page 269
while Emma focuses on Great-grandma’s past. As I
continue to read, I will think about how these details Why are the note and earrings in a safe in Mr. Snow’s
relate to the message the author is telling in the play. store? (Anna Snow felt she could not accept the
earrings and stored them in the safe, then forgot
Explain and Model the Strategy Guide
about them.)
students in using their own words to summarize
how the girls discovered what happened to the
earrings. (The girls read Great-grandma’s journal, In the end, Liz decides to keep the earrings.
which explains that she gave the earrings to a How does that detail indicate how she has changed?
friend to sell.) (It shows that a family heirloom has become more
important to her than money.) Turn to a partner
and use the details about Liz to describe the theme
Explain and Model Homophones Point
of the story. (It can be difficult to decide to keep
out the homophones: heir in line 14 and bred in
items from the past, but preserving family history
line 20. Have students explain what words they
is rewarding.)
sound like (air, bread.) Have partners substitute
the meanings of these words into the sentences in
order to see that they don’t make sense. Elicit the After Reading
meanings of heir and bred based on context clues. Make Connections
‡ Review the Essential Question.
Page 268
‡ Make text connections.
Scene 2 ‡ Have students complete ELL Reproducibles
Why do the girls go to Snow’s General Store? (To pages 173–175.
see if someone there knows Anna Snow.) Why
does Emma speak tentatively to Mr. Snow? (She is
nervous and doesn’t know if he can help them.)


Drama
T e Missing
Th
Swimsuit
by Hugh Brown • illust
rated by Reggie Holla
day
Leveled Reader: Go
The Missing Swimsuit Digital
Before Reading
Preview
Drama
issing
issin
Miss
The M
Sw s it
msu
S im
by Hugh Brown • illustrated
by Reggie Holladay
PAIRED
‡ Read the Essential Question: When are decisions hard to make?
Leveled Reader ‡ Refer to Making the Right Choice: What facts do you consider when Leveled
LEXILE NP making decisions? Readers
‡ Preview The Missing Swimsuit and “Movies: Plays on Films?” Our

OBJECTIVES
Determine a theme purpose for reading is to learn about plays and movies.
text and how it is Vocabulary
conveyed through
particular details;
Use the Visual Vocabulary Cards to preteach the ELL vocabulary:
provide a summary of evidence, guilty, puzzled. Use the routine found on the cards. Point out
the text distinct from the cognate: evidencia.
judgments. RL.6.2
Describe how a
During Reading
particular story’s or Interactive Question-Response
in a series of episodes Note Taking: Have students use the graphic organizer on ELL
as well as how the Reproducibles page 172. Use the questions below after each page is
characters respond read with students. Use Graphic
or change as the Organizer
plot moves toward a Pages 2–3 This is a play. Look at the text. How is it different from the text
resolution. RL.6.3 in regular fiction stories? (There is a list of characters. The names of the
Read grade-level characters are listed before the words they speak. The text is broken
prose and poetry into acts and scenes. There are stage directions.)
orally with accuracy,
appropriate rate, and Pages 4–8 Note the stage directions - leaves quickly - and the picture
expression. RF.5.4b on page 4. How does Angel (on the left) act? (uncomfortable) Besides
stealing Lisa’s swimsuit, discuss with a partner, other reasons Angel could
ACADEMIC
be uncomfortable. (She is shy and thinks the others do not like her.)
LANGUAGE What decisions could Lisa and her friends make to make Angel feel more
• summarize, act, scene, comfortable? (be friendly)
play, theme, dialogue
Pages 9–12 Point to the word benefactor on page 12. Then review the
tema, diálogo
vocabulary routine for the word. Why does Lisa’s mom say Lisa needs a
benefactor? (Lisa’s mom isn’t going to buy new swimsuits, she needs
someone else to buy her new ones.)
T186 UNIT 4 WEEK 3

WEEK 3
Pages 13–15 Use the picture on page 14 to help you summarize the
events that led to Lisa finding her swimsuits. (The stray cat walks by and Literature
pulls Lisa’s swimsuit out of the basket. Angel and Lisa follow the cat Circles
and look inside the shed.) What decision does Lisa make after finding
her swimsuits? (to become friends with Angel) Do you think this was a
difficult or easy decision for Lisa? Support your answer with text evidence. 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 students to learned about plays from both
work with partners to answer the Text Evidence Questions. Support selections in the Leveled Reader.
students as necessary and review all responses as a group
Ana
Analytical
W W
Write About Reading Make sure students cite specific
Writing
Level
examples of dialogue to support their answer about how the theme of
the play is conveyed.
Up
Drama
ss ngg
M ssi
Fluency: Expression T Mi
The
Swimsuit ed by Reggie Holladay
by Hugh Brown • illustrat
Model Model reading page 5 with proper expression. Next, reread

Drama
Th Mi
The ss ngg
M ssi
Swimsuit ed by Reggie Holladay
Apply Have students practice reading with a partner. by Hugh Brown • illustrat
PAIRED
READ Movies: Plays on Film
Film?
D
Drama
Th
The
T he M
he Mi
Missi
s ngg
ssi
Sw
Swi
Swimsuit
Compare Texts
Read on to find out how plays are similar to movies.
PA I R E D R E A D Movies: Plays on Film?

Stage theater, or plays, started in Greece in the sixth
b Hugh
by H h Brown • ilillustrated
lluustr by Reggie Holladay
PAIRED
century B.C.E. The first movies were created much later, in

the late 1800s. Both plays and movies are usually divided
into three acts, or major sections.
Act 1: The Story Begins. This act introduces the main

characters. It also sets up the central problem or goal of the

story, such as solving a mystery or winning a competition.
Act 2: The Main Action. The second act shows how the
“Movies: Plays on Film?”

characters try to solve the problem or meet the goal.
Act 3: The Ending. In the third act, the characters

sometimes solve the problem. This is
called a happy ending. If they do
not solve the problem, this
is called a sad or tragic
ending.
stage

Make Connections: Write About It Greek theater was
performed on a
PAIR
PAIRE
REA
RED
AD Movies: Plays on

Bettman/CORBIS
stage outside.
Film?
17
&9B&5B/5B*B8:
/ (
LQGG
Before reading, ask students to note that students

Leveled Reader
“Movies: Plays on Film?” is an expository • echo-read the On Level main selection
text that compares and contrasts plays and movies. Then discuss the with their partners.
Essential Question. After reading, ask students to make connections • list words with which they have difficulty.
between The Missing Swimsuit and “Movies: Plays on Film.” • discuss these words with their partners.

Analytical Writing
A The On Level challenges students by
COMPARE TEXTS assuming prior knowledge and using
more complex sentence structures.


Vocabulary
OBJECTIVES Preteach vocabulary from “Treasure in the Attic,” following the Vocabulary
I Do
Acquire and use Routine found on the Visual Vocabulary Cards for the words benefactor,
accurately grade- empathy, endeavor, entail, extensive, indecision, multitude, and tentatively.
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 copy their Ask students to write Have students write
LANGUAGE sentences correctly and one statement and one one sentence and one
OBJECTIVE read them aloud. question for four words. question for each word.
REVIEW VOCABULARY
I Do
accurately grade- Vocabulary Card. Have students repeat after you. Then follow the
appropriate general
academic and Vocabulary Routine on the back of each card.
domain-specific
Choose a vocabulary word and write a riddle about that word. Riddles can
gather vocabulary be a poem or a metaphor. Read the riddle aloud. Have students name the
knowledge when word the riddle describes, then use the word in a sentence.
considering a word
Working in pairs, have students write a riddle for different vocabulary
to comprehension or words. Ask another pair to name the word the riddle describes and use the
expression. L.6.6 correct word in a sentence.
LANGUAGE
OBJECTIVE Help pairs copy their Have students write their Ask students to use
Use vocabulary words. riddle and read it aloud. riddle in poem form. synonyms in their riddle.
T188 UNIT 4 WEEK 3

WEEK 3
HOMOPHONES
OBJECTIVES Read aloud the first two paragraphs of the Comprehension and Fluency
I Do
Determine or passage on ELL Reproducibles pages 173–174. Write site on the board,
clarify the meaning read it aloud, and define it. Then repeat with the word sight. Explain that
of unknown and
multiple-meaning
site and sight are homophones. Explain that students can use context clues
words and phrases to tell which word the author intends to use.
based on grade 6
reading and content, Think Aloud The stage directions before Shama’s dialogue say that she is
choosing flexibly typing on her computer. This tells me that the author is referring to a web
from a range of site, not sight that happens with your eyes.
strategies. L.6.4
We Do
Reread Shama’s first line and the following stage directions. Help students
LANGUAGE
use context clues to determine that wail, and not whale, is correct.
OBJECTIVE
You Do
Give the definitions for bawl and groan on page 173, along with ball and
Identify homophones.
grown, their homophones. Have pairs pick the correct word in each pair.

Help students say and Have students find the Have students explain
spell the homophone and context clues and use the how they used the context
locate the context clues. homophones in sentences. clues to choose the word.
OBJECTIVES
I Do
List academic vocabulary and high-frequency words from “Treasure in the
Acquire and use Attic”: heir, inherit, treasure; and The Missing Swimsuit: coach, concentrate,
accurately grade- innocent. Define each word for students: When you inherit something you
appropriate general
receive something, usually from an ancestor.
academic and
domain-specific Model using the words for students in a sentence: The baby will probably
gather vocabulary inherit her dad’s blue eyes. You’re supposed to inherit them, since you’re
knowledge when the oldest heir among the grandkids. Then provide sentence frames and
considering a word complete them with students: She will inherit from her .
or phrase important
to comprehension or
You Do
expression. L.6.6
LANGUAGE Help students copy and Provide sentence starters Have students define the
OBJECTIVE complete the sentence for students, if necessary. words they used.
Use academic vocabulary frames correctly.
VOCABULARY T189

Writing/Spelling
W R I T I N G T R A I T: I D E A S
OBJECTIVES Remind students that drama consists of dialogue, or the words that
I Do
Use narrative characters say, and stage directions, or descriptions of how the characters
techniques, such as speak and act. Explain that writers use dialogue and stage directions to
dialogue, pacing,
and description, to help readers understand characters’ thoughts, feelings, and actions, and
develop experiences, bring characters to life. Read the Expert Model passage aloud and note
events, and/or how the dialogue and stage directions develop the characters.
characters. W.6.3b
We Do
Reread the first scene from “Treasures in the Attic” as students follow
along. Use a T-chart to list character traits for Liz and Emma. Model using
LANGUAGE
OBJECTIVE the traits to write dialogue that helps the characters come to life.
Develop characters
through dialogue. You Do
Have pairs use the T-chart to write dialogue between two characters,
showing who the characters are through their actions and by what they
say. Edit each pair’s writing. Then ask students to revise.

Have students copy the Have students revise, Have students revise
edited dialogue. adding details to develop for more developed
the characters. characters and then edit.
SPELL WORDS WITH PREFIXES AND SUFFIXES
OBJECTIVES Read aloud the Spelling Words on page T164, pointing out any prefixes or
I Do
Demonstrate suffixes. Note any spelling changes that occur to the root when prefixes or
command of the suffixes are added.
conventions of
standard English Read the Dictation Sentences on page T165 aloud. Read each underlined
punctuation, and
word slowly. Emphasize any prefix or suffix. Have students repeat after you.
spelling when
You Do
writing. L.6.2

OBJECTIVE
Have students copy the After students have Have students explain
Spell words with
correctly spelled words corrected their words, which words were difficult
and say the words aloud. have pairs quiz each other. to spell and why.
T190 UNIT 4 WEEK 3

WEEK 3
Grammar
USES OF POSSESSIVE PRONOUNS
OBJECTIVES Remind students that there are three cases of pronouns: the nominative
I Do
Demonstrate case, the objective case, and the possessive case. Write on the board:
command of the Jorge opened his computer. My family loves our cookouts. The possessive
conventions of
standard English
pronouns my, your, his, her, its, our, and their are used before nouns to show
grammar and usage ownership. Some possessive pronouns can stand alone, and they take the
when writing or place of nouns: That is her purse. That purse is hers. My becomes mine, your
speaking. Ensure becomes yours, her becomes hers, our becomes ours, and their becomes
that pronouns are
in the proper case
theirs.
(subjective, objective,
We Do
Write the sentence frame pairs below on the board. Explain that the first
possessive). L.6.1a
sentence uses possessive pronouns that come before a noun. The second
sentence uses possessive pronouns that can stand alone. Ask volunteers
LANGUAGE to provide possessive pronouns to complete each sentence. Fill in the
OBJECTIVE
Use possessive
sentence frames with students’ responses. Then read the completed
pronouns. sentences aloud for students to repeat.
Hand me my bat and glove. That bat and glove are .
Grades K-6
Pick up pencil. That pencil is yours.

Language
Transfers We bought our sleds. Those sleds are .
Handbook
They had own money. That money is theirs.
You Do
Brainstorm a list of possessive pronouns with students. Working in pairs,
Language Transfers
Handbook have one student write a command and the other student write a related
response so both types of possessive pronouns are used.
Speakers of Haitian,
Creole, Hmong, Beginning Intermediate Advanced/High
Spanish, and
Vietnamese may Have students copy their Ask students to underline Have students underline
form possessives sentences and underline the different forms of the forms of possessive
with a prepositional the forms of possessive possessive pronouns pronouns they used. Then
phrase. Reinforce the pronouns. Read sentences they used. ask them to explain the
use of the possessive aloud for students to meaning of each form of
pronoun instead of repeat. possessive pronoun.
a phrase describing
ownership. For extra support, have students complete the activities in the Grammar
PROGRESS MONITORING
Weekly Assessment
TESTED SKILLS

Theme RL.6.2, RL.6.5 Homophones L.6.4a Writing About Text RL.6.2,
RL.6.5, 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
T192 UNIT 4
WEEK 3
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 Lessons 170 on Homographs and

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

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

PDFs.

PDFs.
students requiring:
TIER

TIER

WEEKLY OVERVIEW
TEACH MODEL
TEACH AND MODEL

adjustment Shared Read “My Visit to Arizona,” 280–287
chattering Genre Realistic Fiction
Lexile NP
ember
mentor
nomadic
rapport Comprehension Strategy ..................... Summarize, T210–T211
reunites Comprehension Skill .............................. Theme, T212–T213

Genre ............................................................. Free-Verse Fiction, T214–T215
sturdy
Vocabulary Strategy ............................... Homographs, T216–T217
Writing Traits .............................................. Ideas, T222–T223
Grammar Handbook............................... Pronoun-Verb Agreement, T226–T227
Go
Digital
T194 UNIT 4 WEEK 4

SHARED
EXPERIENCES
Essential Question
WEEK 4
How do people uncover what they have in common?
APPLY WITHAPPLY
CLOSE READING
Complex Text
PAIRED
READ
Home of the Brave, 310–319 “Aminata’s Tale,” 322–325
Genre Realistic Fiction Genre Realistic Fiction
Lexile NP Lexile 1000L
Differentiated Text


Genre Genre
Classroom Library

TEACH AND MANAGE
How You Teach

Shared Experiences “My Visit to Arizona” Home of the Brave
Minilessons “Aminata’s Tale”
Summarize, Theme, Free-Verse Fiction,
Homographs, Writing Traits
Literature
Reading/Writing Anthology
Workshop 310–325
280–289
276–277


Name Date
My To-Do List
Phonics ⁄
Reading Word Study
Theme Greek and Latin Prefixes
Fluency

Develop Plot Commonalities Between
Different Cultures
Independent
Practice Go Digital

pp. 183–185
Comprehension
Genre, p. 186
Phonics/Word Study
Phonics, p. 188
Grammar
Spelling/Word Sorts
Listening Library
20 Unit 4 • Week 4 • Shared Experiences Contracts
Goo On
O nl
nl
Le
Le
ev
vel Activities
Leveled Wr
Writer's Workspace
Digitall

WEEK 4
Leveled Readers Research Opinion Polls, T220
Text Connections
Compare Shared Experiences,
T221
Write About Reading
Ana
Analytical
W
W
Weekly Assessment
217–228


7
( More
19 Activities
on back
6
15

Write to Sources
and Research
Theme, T212–T213
Summarize, T217L
Theme, T217L
Analyze to Share an Argument, T221
Summarize, p. 321
Comparing Texts, T233, T241, Theme, p. 321
T245, T251
Theme, pp. 183–185

Go Genre, p. 186
Digital Analyze to Share an
Leveled Readers Argument, p. 189
Whiteboard Theme Your Turn Practice Book

17
Go
Poetry Digital
Narrative Poem, T350–T355
Go
Digital
Poetry: Narrative Poem
Interactive Leveled Workstation Card Writing Process
h Edition
di i Sensory Language, Card 17 Multimedia Presentations

WEEK 4
Writing Trait: Ideas
Develop Plot, T222–T223
Ideas: Develop Plot,

pp. 288–289
Go
Digital Ideas: Develop Plot,
Ideas: Develop
Plot, Card 7 p. 190
Interactive

Go
Digital
Grammar
Pronoun-Verb
Pronoun-Verb Agreement, Agreement
T226–T227
Spelling
Greek and Latin Prefixes,
T22
T228–T229 G
Greek and Latin
Go Prefixes
P
Digital
Interactive

TESTED SKILLS
DAY 1 DAY 2
READING
Build Background Shared Experiences, T202– Comprehension
T203 • Strategy: Summarize, T210–T211
• Skill: Theme, T212–T213
3
Analytical
A
Writing
W
Model Aloud: “Humor in Humiliation,” T204–T205

Whole Group
• Genre: Free-Verse Fiction, T214–T215

Comprehension Practice Your Turn 182–187
and • Preview Genre: Free-Verse Fiction, T214–T215
Vocabulary Strategy: Homographs,
Apply • Preview Strategy: Summarize, T210–T211
T216–T217
Close Reading of Complex Text “My Visit to
Arizona”, 280–283
Leveled Reader Treasures from Tonga, Leveled Reader Treasures from Tonga,
T232–T233 T232–T233
Approaching Word Study/Decoding
Prefixes, T234
/Decod
4 2
TIER
Decode Words with Vocabulary
T236
6 2
TIER
Level Vocabulary Comprehension

TIER TIER
6 2 • Identify Characters, T238
8 2
• Identify Related Words, T237 • Review Theme, T239
Leveled Reader So Many Stars, T240–T241 Leveled Reader So Many Stars, T240–T241
On Level Vocabulary Review Vocabulary Words, T242 Comprehension Review Theme, T243
Small Group
Leveled Reader My Best Friends’ Birthdays, Leveled Reader My Best Friends’ Birthdays,
T244–T245 T244–T245
Beyond
Vocabulary Review Domain-Specific Words, Comprehension Review Theme, T247
Level T246
Shared Read “My Visit to Arizona,” T248–T249 Leveled Reader So Many Stars, T250–T251
English Word Study/Decoding Decode Words with
Prefixes, T234
Vocabulary Review Vocabulary, T252
Writing Writing Trait: Ideas, T254
Language Vocabulary Grammar Pronoun-Verb Agreement, T255
Learners • Preteach Vocabulary, T252
LANGUAGE ARTS Writing Process: Narrative Poem, T350–T355
Writing Readers to Writers

• Writing Trait: Ideas/Develop Plot, T222–T223
Readers to Writers
• Writing Trait: Ideas/Develop Plot, T222–T223
Whole Group
Grammar Grammar Pronoun-Verb Agreement, T226 Grammar Pronoun-Verb Agreement, T226
Spelling Spelling Greek and Latin Prefixes, T228 Spelling Greek and Latin Prefixes, T228
Build Vocabulary • Connect to Words, T230
• Academic Vocabulary, T230
• Expand Vocabulary, T230
• Review Metaphors and Similes, T230
T198 UNIT 4 WEEK 4

WEEK 4
Go
Digital
CUSTOMIZE YOUR OWN
LESSON PLANS

READING
Word Study/Decoding Greek and Latin Fluency Intonation, T219 Integrate Ideas
Prefixes, T218–T219 • Research and Inquiry, T220
Integrate Ideas
Close Reading Home of
the Brave, 310–321 Close Reading “Aminata’s Tale”, 322–325
Literature
Anthology
Leveled Reader Treasures from Tonga, Leveled Reader Paired Read: “Bigger, Louder, Leveled Reader Literature Circle, T233
T232–T233 Faster,” T233 Comprehension Self-Selected Reading,
Word Study/Decoding Build d Word
Words with Word Study/Decoding Practice Greek and T239
TIER
Greek and Latin Prefixes, T234
4 2 Latin Prefixes, T235
TIER
Fluency Intonation, T238 8 2
Vocabulary Homographs, T237
Leveled Reader So Many Stars, T240–T241 Leveled Reader Paired Read: “I Wake in Leveled Reader Literature Circle, T241
Vocabulary Homographs, T242 Efate,” T241 Comprehension Self-Selected Reading,
T243
Leveled Reader My Best Friends’ Birthdays, Leveled Reader Paired Read: “The Same but Leveled Reader Literature Circle, T245
T244–T245 Different,” T245 Comprehension
• Homographs, T246 Gifted and • Independent Study: Shared Experiences, T247
• Independent Study, T246 Talented
Leveled Reader So Many Stars, T250–T251 Leveled Reader Paired Read: “Dreaming of Leveled Reader Literature Circle, T251
Word Study/Decoding Build Words with Home,” T251
Greek and Latin Prefixes, T234 Vocabulary Additional Vocabulary, T253
Vocabulary Homographs, T253 Word Study/Decoding Practice Greek and
Spelling Words with Greek and Latin Latin Prefixes, T235
Prefixes, T254
LANGUAGE ARTS
• Writing Trait: Ideas/Develop Plot, T222–T223 • Writing Trait: Ideas/Develop Plot, T222–T223 • Writing Trait: Ideas/Develop Plot, T222–T223
Grammar Mechanics and Usage, T227 Grammar Pronoun-Verb Agreement, T227 Grammar Pronoun-Verb Agreement, T227
Spelling Greek and Latin Prefixes, T229 Spelling Greek and Latin Prefixes, T229 Spelling Greek and Latin Prefixes, T229
• Homographs, T231 • Shades of Meaning, T231 • Morphology, T231

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

instruction.

Sentence Structure T209
Genre Interior Monologue and
Dialogue T215
"My Visit to Arizona" Lexile NP

Connection of Ideas
Inferences T217A, T217C, T217I
Relationships T217O
Sentence Structure T217E
Genre Interior Monologue T217G
Literature Anthology Specific Vocabulary Terminology T217M
Home of the Brave Lexile NP
"Aminata’s Tale" Lexile 1000L

SCAFFOLD
support Workshop "My Visit to So Many Stars
Arizona" T248–T249 T250–T251
THEN scaffold instruction using the small "Dreaming of Home"
group suggestions. T251

WEEK 4
instruction focus.
more complex text.
Quick Check
Comprehension Strategy Summarize T211
Comprehension Skill Theme T213
Genre Free-Verse Fiction T215
Beyond
Vocabulary Strategy Homographs T217
Word Study/Fluency Greek and Latin Prefixes, T241
Intonation T219

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

adventures invisible T253 Ideas T254 Greek and Latin Pronoun-Verb
apparently tropical Prefixes T254 Agreement
discovered understand T255


LESS O
IN I
M
N
10 Build Background
Mins
Go
FPO How do people uncover what they have in common?
Reading/Writing Workshop.
Point out that the listeners in the photograph are gathered around
the storyteller. Note that the storyteller is a mentor, or teacher. The
Workshop storyteller and his audience develop a rapport, or connection, by Concept
sharing the story. The story becomes something they have in common.
OBJECTIVES ‡ Storytelling is one of the oldest forms of entertainment.
Interpret information ‡ Before languages were written, stories had to be memorized.
media and formats ‡ The best stories feature interesting characters and suspenseful plots Watch Video
(e.g., visually, that are easy to relate to and can bring people together.
and explain how it
Talk About It
study. SL.6.2 Ask: How is a story a shared experience? How can sharing a story build a View Photos
COLLABORATE rapport between people? Have students discuss in pairs or groups.
range of collaborative ‡ Model using the graphic organizer to generate words and phrases
discussions (one-on- related to shared experiences. Add students’ contributions.
one, in groups, and
teacher-led) with ‡ Have students generate additional words and phrases to add to their Use Graphic
diverse partners on graphic organizers. Then have partners discuss why certain stories Organizer
grade 6 topics, texts, appeal to many people.
clearly. Review the
key ideas expressed
and demonstrate Collaborative Conversations
understanding of
multiple perspectives Add New Ideas As students engage in partner, small-group,
through reflection and whole-class discussions, encourage them to add new ideas
and paraphrasing.
SL.6.1d to their conversations. Remind students to
‡ stay on topic.
Build background
knowledge on shared
‡ connect their own ideas to things their peers have said.
experiences. ‡ look for ways to connect their personal experiences or prior
knowledge to the conversation.
T202 UNIT 4 WEEK 4

WEEK 4

SCAFFOLD
Use Visuals Point to the Describe Have students Discuss Have students
man with the hat in the describe the photo. discuss the photograph
photograph. This man Ask: What is the man and tell how it shows a
is a storyteller. He has a doing? What are the other shared experience. Ask: Shared
Experiences
rapport with the people people doing? Encourage How can you tell that the
listening. This means they students to use rapport in storyteller and his audience
have a connection. Have their descriptions. Repeat have a rapport? Elaborate
students repeat after you. students’ responses, on students’ responses.
correcting for grammar
and pronunciation.

LESS O
IN I
M
N
Mins
Go
OBJECTIVES Connect to Concept: Shared Experiences Digital
Tell students that shared experiences can help people find common
media and formats ground, even when they think they have nothing in common. Let
(e.g., visually, students know that you will be reading aloud a story about a daughter
quantitatively, orally) who discovers that her own experiences are very similar to those of
and explain how it
her mother.
View
text, or issue under Illustrations
study. SL.6.2 Preview Genre: Free-Verse Fiction
Cite textual evidence Explain that the story you will read aloud is free-verse fiction. Discuss
to support analysis features of free-verse fiction:
‡ has a plot, a setting, and characters
inferences drawn from ‡ has lines and stanzas like a poem instead of paragraphs
the text. RL.6.1
‡ does not have rhyme or meter
• Listen for a purpose. ‡ may use an interior monologue, which is the “voice” or thoughts of
• Identify the narrator, and may represent dialogue in nontraditional ways
characteristics of
free-verse fiction.
Preview Comprehension Strategy: Summarize
Point out that readers can check their understanding of free-verse
ACADEMIC fiction by summarizing important plot events. Remind students
LANGUAGE
• free-verse fiction,
that when readers summarize, they use their own words to restate
summarize key information in a logical order. Summarizing can help readers of
• Cognate: resumir free-verse fiction make sense of its unusual sentence structure and
organization.
Respond to Reading
Think Aloud Clouds Display Think Aloud Master 5: This was mostly
about . . . to reinforce how to use the summarize strategy to understand © The McGraw-Hill Companies, Inc.
story events. Model Think

Alouds
Genre Features With students, discuss the elements of the
Genre Features
Read Aloud that let them know it is free-verse fiction. Ask them to
think about other texts that you have read or that they have read
independently that were free-verse fiction.
Organizer
from “Humor in Humiliation“ in their own words.
T204 UNIT 4 WEEK 4

WEEK 4
Humor in Humiliation
Crimson is the color of beets, the color of sunsets, My eyes rise to meet hers, her story spins out, a
the color of my face. story of crimson, the color of beets, the color of
Sitcoms and clowns invite laughter sunsets, the color of her face. Literally.
As does my forgetfulness, my stupidity, my shame. —I was in sixth grade, wanting to wear make-up,
I flee to the nurse’s office to hide from the wanting to fit in. My father said, Never.
withering whispers, the chattering fingers, —My father said, No.
the exclusionary expressions. She spools a tale of mixing bowls, measuring
—Elvina needs to come home, Nurse announces to spoons, medicine cabinets, an iodine-based
the mouthpiece. concoction that turned the princess red. 2
—A personal problem, as explanation. Her homemade make-up had been hastily donned
In the covert silence of empty halls during classes, in the school bathroom as had my forbidden dress
I slink to my mother’s waiting car expecting hidden in backpack, secretly donned in gym locker
accusatory questions, evading her wondering eyes, room. Mistakenly accomplished.
escaping interrogation. 1 —Like mother, like daughter, she giggles and hugs
Removed from the scene, I seek refuge in my me, and together we laugh until our faces turn red,
room, but the weight of tomorrow makes escape the color of funny. 3
impossible. A knock signals doom.
—The nurse told me what happened, says my mother
folding legs into floor. A dress inside-out is minor
league compared to what I did . . .
1 Think Aloud I know that

Ariel Skelley/Blend Images/
Getty Images
Elvina feels humiliated, 2 Think Aloud As I read on, I

but I’m not sure why. I’ll discover that Elvina’s mother
summarize what I’ve also had a humiliating
read so far to help me experience when she was in
understand as I read on. school. I’ll summarize her
experience in my own words.
3 Think Aloud Now I’ll

summarize how Elvina and
her mother find common
ground through their similar
experiences. I’ll use all three
of my summaries to better
understand the reasons for
their laughter.

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: People who frequently move about rather than live in one
place are nomadic.
OBJECTIVE
Example: The nomadic people of Mongolia still move their camps
Acquire and use
several times a year.
accurately grade- nomadic
appropriate general Ask: What is a synonym for nomadic?
academic and
domain specific
words and phrases; Use Visual
gather vocabulary Definitions Glossary
knowledge when ‡ adjustment An adjustment is a change or correction.
considering a word
or phrase important ‡ chattering When people are chattering, they are having a
to comprehension or conversation that is hard to understand.
expression. L.6.6
‡ ember An ember is a piece of wood or coal that doesn’t have
a flame but is burning.
‡ mentor A mentor is a counselor or teacher who helps
someone with less experience.
Cognate: mentor
‡ rapport To have rapport with someone means to have a
friendly relationship or understanding of each other.
‡ reunites Something that reunites people brings them together
again.
‡ sturdy Something that is sturdy is strongly built and not
likely to break.
Talk About It
corresponding definition. Then ask students to choose three words and
write a question for each word for their partner to answer.
T206 UNIT 4 WEEK 4

WEEK 4
Vocabulary
nomadic The nomadic people of Mongolia still
move their camps several times a year.
Use the picture and the sentences to talk with a What is a synonym for nomadic?
partner about each word.
adjustment Starting at a new school in the middle of rapport The supportive coach had a great rapport
the year was a big adjustment for me. with members of his team.
Describe a big adjustment you have had Describe someone you have a good
to make. rapport with.
chattering Some audience members were still

reunites Our family reunites each summer with a
chattering after the movie had started. special picnic.
(t to b) CLARO CORTES IV/Reuters/Corbis; Design Pics/Steve Nagy/Getty Images; Corbis Bridge/Alamy; flashfilm/Taxi Japan/Getty Images
(t to b) Nicholas Prior/Taxi/Getty Images; Rubberball/Mike Kemp/Getty Images; Design Pics/Corey Hochachka; Ronnie Kaufman/Corbis
When else might chattering annoy What event reunites your family
people? members?
ember Risa made sure to put out the last ember

sturdy Juan wore sturdy shoes to go hiking.
before leaving the campfire. What is an antonym of sturdy?
How can you tell if an ember is still
burning?
L ABOR ATE
CO L
mentor Young volunteers often need a mentor
who can guide them.
Your Turn
How are the meanings of mentor and Pick three words. Write three questions
teacher related? for your partner to answer.
Go Digital! Use the online visual glossary
278 279
278_279_CR14_SI6_U4W4_VOC_118711.indd 278 READING/WRITING WORKSHOP, pp. 278–279 1/25/12278_279_CR14_SI6_U4W4_VOC_118711.indd

11:58 AM 279 1/25/12 12:02 PM

SCAFFOLD
Use Visuals Point to the Describe Have students Discuss Have student
photograph for nomadic. describe the photograph pairs talk about the
Elicit that nomadic people for nomadic. Ask: Who can photograph for nomadic.
move from place to give me another example Ask: Why might a group
place. Ask: Why do these of being nomadic? Ask want or need to be
people look nomadic? students to work with nomadic? Elicit reasons
Elaborate on answers to a partner and discuss to support student
model fluent speaking the characteristics of responses.
and grammar. Nomadic in nomadic life. Circulate
Spanish is nómada. and elaborate on their
answers.
p. 181 p. 181 p. 181
VOCABULARY T207
Shared Read
Connect to Concept: Ask: What is Silvina’s first shock when visiting the
Shared Experiences Gomez Ranch? Model how to cite evidence to
Explain that “My Visit to Arizona” is answer the question.
free-verse fiction that explores how Silvina’s first shock is that the Gomez Ranch is hot
strangers from different countries and dusty. Silvina’s family travels a lot. However,
Reading/Writing
Workshop discover they have experiences in they usually stay in air-conditioned hotels.
common. Read “My Visit to Arizona” Reread Shocks 2 and 3: Model how to
with students, and point out previously taught, paraphrase the information about Silvina’s next
highlighted vocabulary words. two shocks. Remind students that paraphrasing
or restating text in your own words helps you
Close Reading remember what you read.
Reread Shock 1: Tell students you are going to Silvina is shocked to find that people assume she
take a closer look at the section titled “Shocking.” can ride horses. She is also shocked to discover
Reread about Silvina’s first short sharp shock. that her English lessons have not prepared her for
the expressions people in Arizona use and for how
fast they speak.
T208 UNIT 4 WEEK 4
WEEK 4

ESSENTIAL QUESTION
Encourage students to go back into the text for Sentence Structure
evidence as they talk about how Silvina uncovers
Students may have difficulty with the way
what she has in common with the Gomez family.
dialogue is shown in “My Visit to Arizona.” Use
Ask them to explain how this discovery helps
page 281 to explain.
Silvina feel more connected and content.
‡ Look at the words “—Short sharp shocks. Try
Continue Close Reading to say it three times fast.” Who is speaking?
(Silvina) To whom is she speaking? (the
reader)
‡ Summarize, pp. T210–T211
‡ What does Grampa tell Silvina to do? (Pull
‡ Theme, pp. T212–T213 up a chair and get comfy.) How do you
‡ Free-Verse Fiction, pp. T214–T215 know he is speaking? (His dialogue is set off
‡ Homographs, pp. T216–T217 with a dash and italics.)
SHARED READ T209

LESS O
IN I
M
N
10 Summarize
Mins
Go
1 Explain Digital
FPO Explain that students can check their understanding of free-verse
fiction by summarizing the most important plot events. By using Silvina and her parents have traveled from their ranch in
Argentina to one in Arizona. The trip reunites Silvina’s
father with his college friend, Mr. Gomez. While her
their own words to briefly state main ideas, students rethink what
parents share ideas about raising cattle, Silvina spends her
days with the Gomez boys, Mike and
Carl, and their grandfather.
—Short Sharp Shocks. Try to say it three times fast.

My English tutor at home taught me that tongue twister.
How perfectly it describes my arrival in Arizona!
Shock 1: We are staying on the hot, dusty Gomez Ranch.
My family travels so much, I think we are nomadic.
But usually we sleep in nice, air-conditioned hotels.
Shock 2: People here think I can ride horses.
they have read and determine what is important to remember.

Do I tell them the only saddle I have used is on a bicycle?
And that I am more inclined to read books about horses?
Images; (r) David Sacks/Taxi/Getty Images

(bkgd) Joseph Sohm/Visions of America/
Shock 3: English lessons do not automatically prepare
Corbis; (l) John Coletti/Photodisc/Getty

you to understand the way people speak in Arizona.
—Pull up a chair and get comfy, says Grampa G.
But the chairs are too big for me to lift. And who is Comfy?
Must everyone here talk so fast?
Essential
tial Question
Question —Our ranch covers 150 acres, Grampa G says. Permit me to show
How do people
peopple uncover you around.
ey have
what they ha
ave in common? I am thinking, Show me a round what? but there is no time to
Read how a girl from Argentina ask, because he is pushing me toward an army of cattle.
Siede Preis/Photodisc/Getty Images

meets the challenges of making —Here’s the finest herd in the Southwest, ‘bout 200 strong.
new friends in a foreign country. I think Grampa G would make an excellent mentor, if only
I understood half of all he is chattering about.
Active readers pause at regular intervals to consider the most

I nod and smile and pretend I understand.
280
28
280 281
‡
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Workshop important information in a section of text. Lesson
‡ Students use key details to find main ideas to summarize.
OBJECTIVES They recast the information in their own words, organizing the
Cite textual evidence information in a logical order without including opinions or
to support analysis
judgments.
explicitly as well as ‡ When selecting main ideas to summarize, readers ask
inferences drawn from themselves whether they could understand a summary without
the text. RL.6.1
a specific idea. If the answer is “no,” the information is important
Determine a theme to include.
text and how it is Point out that summarizing can help students make sense of the
conveyed through complex sentence structure and literary devices sometimes used in
particular details; free-verse fiction.
personal opinions or 2 Model Close Reading: Text Evidence
judgments. RL.6.2
Reread the section titled “Shocking” on page 281. Then model how
summarizing the three shocks Silvina outlines in the text helps
Summarize to check
understanding. readers understand why she feels out of place on the ranch.
ACADEMIC
LANGUAGE Have students work in pairs to identify key information in the
• summarize,
COLLABORATE remainder of the story and to summarize each section. After
free-verse fiction
students share their work, have them discuss how summarizing
• Cognate: resumir
helped them understand how Silvina comes to realize that she has
more in common with the Gomez family than she first thought.
T210 UNIT 4 WEEK 4

WEEK 4
Monitor and
Differentiate
Quick Check
Can students summarize main ideas in
what they read? Do their summaries
exclude personal opinions and
judgments?

ELL Develop p. T249

SCAFFOLD
Identify Help students Comprehend Reread Explain Help students
reread the section “Shocking.” Ask: What reread “Shocking.” Elicit
P O
F
“Shocking” on page 281. was Silvina’s first shock? from students what three
Help students identify (the hot, dusty ranch) things Silvina found
and define shocks, tongue What was her second shocking. Ask: Why are
twister, nomadic, inclined, shock? (people thought these details important
automatically, and comfy. she could ride horses) to include in a summary?
Work with them to What was her third shock? Turn to a partner and
replace the words with (the way people spoke) explain.
words they know. Discuss why these details
are important.
pp. 183–184 pp. 183–184 pp. 183–184

Comprehension Skill
LESS O
IN I
M
N
10 Theme
Mins
Go
1 Explain Digital
FPO Remind students that the theme of a text is a message about life
the author wants to convey. Occasionally authors state the theme Silvina and her parents have traveled from their ranch in
directly in a selection. Most times, though, readers need to use


details in the text to figure out a message the author is suggesting.



Essential
tial Question
How do people
ey have
what they ha

Theme in free-verse fiction is generally suggested through key

280
28
280 281
‡
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Workshop details. Lesson
‡ How characters feel about situations, events, and about other
OBJECTIVES characters can provide clues to the author’s message about life.
Determine a theme
or central idea of a ‡ As students read, they should look for details that show what
text and how it is characters say, do, think, and feel. They can also look for
conveyed through descriptive details that can point to an insight about life.
particular details;
provide a summary of ‡ Students then analyze details to determine the theme of the
the text distinct from selection.
judgments. RL.6.2
Analyze how a
Identify details that tell how Silvina feels about her unfamiliar
chapter, scene, or surroundings. Then model adding the details to the graphic
stanza fits into the organizer.
Ana
Analytical Write About Reading: Summary Model for students how to use
text and contributes Writing
W
to the development of notes from the organizer to summarize how Silvina feels.
plot. RL.6.5 3 Guided Practice of Close Reading
Have students work in pairs to complete a graphic organizer for “My
ACADEMIC
Visit to Arizona.” Remind students to consider characters’ thoughts,
LANGUAGE COLLABORATE
• theme, details words, and actions. Be sure they use text evidence to determine
• Cognate: tema how the characters think and feel.
Ana
Analytical Write About Reading: Summary Ask pairs to work together to
SKILLS TRACE Writing
W
write a summary of “My Visit to Arizona.” Invite pairs to use their
THEME summaries to help determine the story’s theme.
Introduce U2W5
Review U3W1, U3W2;
U4W3, U4W4, U4W6; U5W6;
U6W5
Assess U2, U3, U4, U6
T212 UNIT 4 WEEK 4

WEEK 4
Monitor and
Differentiate
Quick Check
Do students use details to understand
characters’ feelings? Can they use key
details to determine the theme?

ELL Develop p. T249

SCAFFOLD
Recognize Reread Shock Discuss Reread Shock Explain Reread Shock
3 on page 281. Ask: 3 on page 281. Ask: 3 on page 281. Ask:
P O
F
What does Grandpa G. What does Grandpa G. What does Grandpa G.
ask Silvina to do? (pull up tell Silvina to do? How ask Silvina to do? (pull
a chair and get comfy) does she feel about the up a chair and get
Help students recognize request? (confused) Why? comfy) Explain Silvina’s
the idiom’s meaning. Ask: Discuss with a partner. reaction to a partner.
Why is Silvina confused Then have students fill Have partners fill in the
about what Grampa says? in the sentence frame: sentence frame: Silvina is
(She doesn’t understand Silvina feels confused because .
the expression.) because .
pp. 183–185 pp. 183–185 pp. 183–185

Genre: Literature
LESS O
IN I
M
N
10 Free-Verse Fiction
Mins
Go
1 Explain Digital
FPO Share with students the following characteristics of free-verse
fiction. Silvina and her parents have traveled from their ranch in
Free-verse fiction is a story told in verse form. Like other works of

‡


fiction, it includes characters, setting, and a plot.
Essential
tial Question
How do people
ey have
what they ha

280
28
280 281
Unlike other stories, free-verse fiction is organized like a poem,

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Workshop with lines and stanzas rather than paragraphs. Unlike many Lesson
poems, free-verse fiction has no rhyme and meter.
OBJECTIVES
‡ Free-verse fiction may also include interior monologues,
Analyze how a
particular sentence, characters’ inner conversations, thoughts, or emotions,
chapter, scene, or sometimes presented in an irregular way.
stanza fits into the
‡ Dialogue in free-verse fiction can be indicated in nontraditional
text and contributes ways. For example, dashes and italics, rather than quotation
to the development of marks, may be used to indicate characters’ speech.
plot. RL.6.5
Recognize Model identifying and using the text features on page 281 of “My
characteristics and Visit to Arizona.”
text features of free-
verse fiction. ‡ Interior Monologue Point out the third and fourth lines in
the section “Nodding and Smiling.” Elicit that the lines describe
what Silvina is thinking. Ask: Whose words are these? Is Silvina
ACADEMIC
LANGUAGE speaking the words aloud? Help students understand that this is
• free-verse fiction, an example of interior monologue—they are Silvina’s thoughts,
dialogue, interior not her spoken words.
monologue, meter,
rhyme, stanzas ‡ Dialogue Shown Differently Point out the first, second, and
• Cognates: diálogo, fifth lines. Ask: Whose words are these? Is he thinking or saying the
monológo, metro, words? How does the author show dialogue?
rima
Have students work with partners to identify two more examples
COLLABORATE of Silvina’s interior monologue and one example of dialogue in “My
Visit to Arizona.” Have partners share their examples with the class.
T214 UNIT 4 WEEK 4

WEEK 4
Monitor and
Differentiate
Quick Check
Can students identify the text features
of free-verse fiction? Can they
distinguish between dialogue and
interior monologue?

ELL Develop p. T251

Genre
Students may have difficulty recognizing
how interior monologue and dialogue are
treated in this example of free-verse fiction.
‡ How can you tell what Silvina is thinking in
P O
lines 1 and 2 on page 282? (The lines are in
regular roman type.)
F
‡ How does the author treat Grandpa G’s
dialogue in line 3 on page 282? (It is set off
with dashes and italics.)
‡ Does the author use a dash to set off
Silvina’s interior monologue? (no) APPROACHING BEYOND ELL
p. 186 p. 186 p. 186
GENRE T215
Vocabulary Strategy
LESS O
IN I
M
N
10 Homographs
Mins
Go
1 Explain Digital
FPO Explain to students that homographs are two words that are
spelled alike but have different meanings, different origins, and Silvina and her parents have traveled from their ranch in
possibly different pronunciations. Remind students that they


can use context clues and/or a reference source to figure out the


Essential
tial Question
How do people
ey have
what they ha

meaning of a homograph as it is used in a particular sentence.
280
28
280 281
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Workshop ‡ When students come across a homograph in a sentence, they Lesson
can use the word’s position or function as a clue to its meaning
OBJECTIVES in that sentence.
Consult reference ‡ Students should then use a print or online dictionary to
materials (e.g.,
dictionaries,
verify their preliminary determination of the meaning and to
glossaries, determine the word’s correct pronunciation and part of speech.
thesauruses), both
print and digital, to 2 Model Close Reading: Text Evidence
find the pronunciation
of a word or Model using context clues to define and pronounce the homograph
determine or clarify its content on page 282. Say the word with both its pronunciations as
precise meaning or its
part of speech. L.6.4c
you link the correct version to Silvina’s expression of relief.
ACADEMIC
LANGUAGE Have students work in pairs to use context clues to determine a
• homograph, context definition and pronunciation for the three homographs: inclined
COLLABORATE
clues, pronunciation
(page 281), steer (page 282), and shot (283). Remind them to
• Cognates:
homógrafo, contexto,
consider each word’s part of speech based on sentence position.
pronunciación Then have them discuss whether their proposed definition is logical.
Use Reference Sources

Print Dictionary and Online Thesaurus Have partners check
a print dictionary and compare meanings for the homographs
inclined, steer, and shot with the meanings they came up with
SKILLS TRACE from using context clues in the story. Be sure pairs note each
HOMOGRAPHS
part of the words’ entries. Then have them consult an online
thesaurus to find words with similar meanings. Ask students to
Introduce U4W4 replace the selected words with synonyms they discovered and
Review U4W4, U5W4 determine if the story sentences still make sense.
Assess U4
T216 UNIT 4 WEEK 4

WEEK 4
Monitor and
Differentiate
Quick Check
Can students identify and use context
clues to determine the meanings of
inclined, steer, and shot?

ELL Develop p. T253

SCAFFOLD
Recognize Help students Discuss Point out the Demonstrate
find the words inclined, words inclined, steer, Comprehension Point
P O
F
steer, and shot. Read the and shot and define the out the words inclined,
sentences aloud. Define words for students. Have steer, and shot. Ask
and reinforce the words’ them talk with a partner students to define the
meanings with examples. about any context clues words and give examples
Help students recognize they notice that help of their use. Have them
why one meaning makes determine the words’ point out context clues
sense. Point out the meanings. Pairs should and then replace the
cognate: inclinado. discuss why one of the words with words or
meanings makes sense. phrases that they know.
p. 187 p. 187 p. 187

Develop
Comprehension
Home of LEXILE
NP
1
the Brave
Gr e
925 1185
185
NP Non-Prose

‡ Whole Class
‡ Small Group
‡ Independent
A C T Access
ccess Complex
omplex Text
ex t
What makes this text complex? Connection of Ideas
Connection of Ideas Point out to students that the first paragraph is an
introduction to events that have occurred before
Sentence Structure
the start of the story. Then point out the phrases
Genre “scared is for men with guns” and “a flying boat” in
the second column on page 311.
T217A UNIT 4 WEEK 4

WEEK 4
Eleven-year-old Kek comes from a country in Africa that has

been torn apart by civil war. He was part of a nomadic herding Predictive Writing
culture. Kek lived with his father, mother, and brother. Now
only Kek and his mother have survived, and she is missing. Have students read the title, preview the
Arriving in America in early February, Kek sees snow and illustrations, and ask questions about
ice for the first time and is amazed by all the leafless trees.
And he meets Dave, who works for the Refugee Resettlement
free-verse fiction stories like this selection.
Center. Dave reunites Kek with his aunt and cousin, who Have them write their predictions about
entered America months earlier. It doesn’t take Kek long to what this free-verse story will be about.
settle in. Soon he is learning to make snowballs with a girl
named Hannah who lives in his building.
Then, one day, Dave takes Kek to school. Will Kek find it ESSENTIAL QUESTION
hard to make an adjustment to a whole new way of learning?
Ask student to read aloud the Essential
story might help them answer the question.
New Desk
Dave takes me to school. Dave sees my falling-open mouth. Note Taking:
When I see it, I use the words Don’t be scared, Kek, he says. Use the Graphic Organizer
TEXT: Home of the Brave by Katherine Applegate. Copyright © 2007 by Katherine Applegate. Used by permission of Feiwel & Friends.
I learned from the TV machine: But I’m not scared,
No way! not like that. As students read the selection, ask them to
It’s big enough to graze Scared is for men with guns take notes by filling in the graphic organizer
a herd of cattle in, and maybe just a little
on Your Turn Practice Book page 182 to
made of fine, red square stones for a flying boat
and surrounded by many finding its way determine the story’s theme.
tall not-dead trees. back to earth.
It’s a place for 1 Text Features: Illustrations
a leader of men to work in, Inside my school
not a place for small children the floor shines like ice. Look at the illustration on page 310. Where
to learn their numbers. I walk carefully. is this story taking place? What details in the
Thin metal doors with silver handles
line the walls. illustration help you determine the setting?
Those are called lockers, Dave says.
C’mon. We’re early,
but the teacher wants to meet you.
311
310_319_CR14_SA6_U4W4_SEL_118712.indd 311
‡ Reread the first paragraph. What is Kek referring ‡ What does Kek mean by “a flying boat”? (an
to when he mentions “scared is for men with airplane) Why might he think of an airplane as a
guns”? (He is referring to the civil war he has flying boat? (An airplane may seem like a flying
experienced.) boat to someone who has never been in a
plane but is familiar with boats as a means of
transportation.)

Develop Waiting in a big-windowed room I’m very sorry, but I can’t,

3
Comprehension
is a woman with black hair that dances I say softly. I don’t have the cattle
and sturdy arms for such a fine desk as this.
and eyes that tell jokes.
You must be Kek, she says, Oh, she says,
and then she uses my word you don’t have to pay for this
for hello. desk, Kek.
2 Skill: Theme School’s free here.
I’m ready to begin You just bring your mind
On page 312, why does Kek laugh just to
my learning, I say, and your smile
be polite? (He doesn’t really understand and she tosses out a loud laugh every day, OK?
the joke that makes the others laugh.) How like a ball into the air.
Carefully I sit.
does this detail show what Kek is feeling?
I can see you mean business, she says. I like very much this new desk
(It shows that he wants to be like the others A man comes in, with its cool, smooth top.
who understand the joke.) Add this detail young and short
to your organizer. with skin the color of rich earth, My mouth will not stop smiling.
just like mine.
Detail He says he is Mr. Franklin Ready
Kek laughs because he wants to be like and he helps sometimes in class You’re not going to understand
the others. when Ms. Hernandez needs a lot of what we say at first,
to do her deep breathing. Ms. Hernandez says.
Everyone laughs, This is called an ESL class.
STOP AND CHECK 2 so I laugh too, You and your classmates
because it’s always will be learning English together.
Summarize Summarize the important good to be polite. It means they won’t always
events that took place in Kek’s life before understand you.
This will be your desk, And you won’t always
his first day in Ms. Hernandez’s ESL class. Ms. Hernandez says. understand them.
(Kek flies to the United States to live with Have a seat.
his aunt and cousin after he loses his family She points to a shiny chair
and little table.
4 I’m used to not understanding, I say.
in a civil war in Africa.) It’s like playing a game
with no rules.
A chair of my own
STOP AND CHECK
and a table, too?
I smother the thought Summarize Summarize the important
like an ember near dry grass. events that took place in Kek’s life before his
first day in Ms. Hernandez’s ESL class.
312

Connection of Ideas
Remind students that they sometimes need to infer ‡ What does Kek think when Ms. Hernandez tells him
the motivations for a character’s actions or ideas which desk will be his? (He thinks he needs to buy
by connecting information in the story. Help them the desk.)
make the connections necessary to understand ‡ What does Kek tell Ms. Hernandez? (that he doesn’t
Kek’s response to being offered a desk. have cattle for such a fine desk)
T217C UNIT 4 WEEK 4

WEEK 4
3 Strategy: Summarize
Teacher Think Aloud I know that when I
read I can summarize to better understand
events and characters. I know that Kek’s
confusion on the first day of school is
an important element in the plot. I can
summarize the details that indicate his
confusion. I’ll include the facts that he
didn’t understand Mr. Richard’s joke and
misunderstood Ms. Hernandez offering him
a desk in my summary.
4 Genre: Free-Verse Fiction

Home of the Brave is free-verse fiction. In
free-verse fiction, an author may tell a story
through the inner thoughts of a character.
Which character’s thoughts are used to tell
the story in Home of the Brave? (Kek’s)
313
310_319_CR14_SA6_U4W4_SEL_118712.indd 313
‡ What information have you already learned that Help students with the the idiom “you mean
helps you understand why Kek might think he needs business.” Explain that when someone uses the
to have cattle to buy the desk? (Kek’s family were word business in this sense, it means they’re taking
nomadic herders.) something seriously.
Help students understand that, as nomadic herders, ‡ What do you think Ms. Hernandez means when she
Kek’s family would have traded their cattle as says, “I can see you mean business?” (Kek is ready
payment for things of value. to start learning.)

Develop
Comprehension
Look at the second sentence in the second
stanza on page 314. Why do you think the
author has used a question mark to end
a sentence that sounds like a statement?
(The author wants to indicate that Kek is
surprised that a teacher might not know
all things.)
She nods. 6 Some of his words get lost
6 Ask and Answer Questions That’s exactly what it’s like. on their way to my ears.
I know, because when I came But I can see from his face
Generate a question of your own about to the U.S. from Mexico, that his meaning is kind.
the text and share it with a partner. To find I couldn’t speak a word of English.
When you have a question,
the answer, try summarizing the text. For This is a surprise. Mr. Franklin and I will be
example, you might ask, “What does words 5 A teacher who did not know here to help, says Ms. Hernandez.
get lost on their way to my ears mean?” all things? She points to the sky.
To find the answer, summarize what is Did you not know things also?
I ask Mr. Franklin.
You just raise your hand
like this, OK?
happening on page 314. (Kek doesn’t
understand what Mr. Franklin said, but he Me? I’m from Baton Rouge, he says. I nod. I say OK,
can tell Mr. Franklin is being kind.) That’s kinda like another country. just like her.
I couldn’t understand I raise my hand.
these crazy northern folks
for the longest time. Yes? she says, smiling big.
I ask,
When will the learning begin?
314
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Sentence Structure
Point out that in the first column of text on ‡ How do you know that someone is speaking?
page 314 each stanza includes dialogue. Explain (Sometimes the author includes “says.” Other
that in free-verse fiction, the author may show times, the fact that it is dialogue must be inferred
dialogue without using quotation marks. from the context.)
‡ How does not using quotation marks make the
story seem more like a poem? (The sentences look
like lines in a poem.)
T217E UNIT 4 WEEK 4

WEEK 4
Cattle
In my class, 7 7 Literary Features:
my long-nameme cllass
class
called English-as-a-Second-Language, Interior Monologue
we are sixteen. Interior monologue is one literary
Sixteen people
with twelve ways of talking.
feature found in free-verse fiction. What
When we talk at once is an interior monologue? (An interior
we sound like the music class monologue tells the inner thoughts of
I can hear down the hall,
hoots and squeaks and thuds,
a character.) Work with a partner to list
but no songs you can sing. the details the author presents through
interior monologue on page 315. (There are
I look at our faces
and see all the colors of the earth—
sixteen students in Kek’s ESL class. Twelve
brown and pink and yellow and white and black— different languages are spoken in the class.
and yet we are all sitting at the same desks, The students are all different but they all
wanting to learn the same things.
want to learn English. There’s a volcano
Ms. Hernandez in Guatemala. There are camels in Sahar’s
tells everyone my name homeland of Afghanistan.)
and my old home.
Then she asks us
to draw a picture
on the black wall Do you think Kek has learned about
to show where we come from.
volcanoes before seeing Jaime’s drawing?
One boy, (No, because he describes the volcano as a
Jaime from Guatemala, mountain with a hole as if to explain what
draws a mountain with a hole 8 it is.)
called a volcano.
Sahar from Afghanistan
draws a camel,
though to be truthful
it looks like a lumpy dog.
315
310_319_CR14_SA6_U4W4_SEL_118712.indd 315
Help students distinguish between lines in the story Point out the cognates on pages 314–315: English/
that are dialogue and lines that tell the narrator’s inglés; music/música; camel/camello; volcano/
thoughts (interior monologue). volcán.
‡ In a story, what do we call the words that characters
speak? (dialogue) What is an example of dialogue
on these pages? (“Me? I’m from Baton Rouge,” or
“You just raise your hand like this, OK?”)

Develop
Comprehension
9 Skill: Theme
What does Kek think when he hears
the class moo? (that at least everyone
understands each other) Add the detail to
your organizer. Why doesn’t he care that
some classmates might be laughing at him?
(because he’s happy to hear the sound of
cattle again)
Detail
Even though his classmates speak different
languages, Kek knows that everyone
understands moo.
STOP AND CHECK

Summarize Summarize the different
backgrounds and experiences of the
students in Ms. Hernandez’s class. (Jaime
9
came from Guatemala, Sahar came from
Afghanistan, and Kek came from Africa.)

Genre
Have students read the first stanza on page 316. ‡ Is Kek saying or thinking the words? (thinking)
Point out that it is not in paragraph form but looks ‡ How does interior monologue help the author tell
like a stanza in a poem. Point out that this is interior the story? (The author uses interior monologue to
monologue, not dialogue. tell about Kek’s thoughts and actions, such as his
drawing of a bull “with great curving horns, like
the finest in my father’s herd.”)
T217G UNIT 4 WEEK 4

WEEK 4
Lunch
After much schooling, You give the paper
a sound comes to the cooking people
g.
like a great bee buzzing. and they will give you food, Teacher Think Aloud The school
The bell means lunch, 10 Mr. Franklin explains.
lunchroom is a new experience for Kek. Mr.
Mr. Franklin explains. Tastes much better than paper.
He gives me a small piece He laughs. Well, usually, anyway. Franklin explains to Kek what he should do.
of blue paper. I can summarize Mr. Franklin’s instructions
This is for your food. 11 The eating room is grand
to make sure I understand the text.
with long tables
Thank you very much, and strange and wonderful smells Prompt students to apply the strategy by
I say in my most polite English words, and many students chattering.
summarizing Mr. Franklin’s instructions.
but I don’t understand how the I stand in a line
paper can help my noisy belly. and soon kind, white-hatted people Have them share their summaries with a
fill my plate high with food. partner.
Student Think Aloud Mr. Franklin tells Kek
that the bell rings when it is time for lunch
and that he should give the blue paper to
the cooks to get his food.
11 Author’s Craft:
Descriptive Detail
Authors use descriptive details in their
writing to make readers see, feel, and hear
what is happening in their stories. What
does the lunch bell sound like? (a great
bee buzzing) Find other descriptive details
about the lunchroom. (long tables, strange
and wonderful smells, chattering students,
white-hatted people)
317
310_319_CR14_SA6_U4W4_SEL_118712.indd 317
Remind students that many of the words in this Point out the cognates on pages 316–317: students/
selection represent Kek’s thoughts. Read the second estudiante; class/clase; paper/papel. Then discuss the
stanza on page 316 aloud. multiple-meaning word line.
‡ Point out the phrase “and soon we are a class of
cattle.” Ask: What does Kek mean by this? (Soon
everyone in the class is mooing.)

Develop 13 Fries
Comprehension
Ahead of me We sit at one of the long tables.
I see the snowball girl named Hannah Nearby are two students
from my building. from my class:
She says, Don’t eat the mystery meat Jaime, the boy from Guatemala
if you value your life. and Nishan, the girl from Ethiopia.
12 Vocabulary: Homograph Then she points to a brown wet pile Hey, Jaime says.
on my plate and makes a face that says
The word fine is a homograph. It has two bad taste. Hey, I say back,
different meanings that are spelled alike. but I can’t talk anymore
When my tray is heavy because my mouth is already
What is the meaning of fine in the fourth with the gifts of food, full of new tastes.
stanza on page 318? (Kek says the food is I stand still in the
fine, which means it is good.) stream of students.
I don’t know where to go
to enjoy my feast.
Hannah waves.
The author wants to convey to the reader Follow me, she says.
a message about life. Turn to a partner and I’ll tell you what’s
summarize how the “Fries” section helps the safe to eat.
author convey his message. 12 But it’s all so fine! I say.

Student Think Aloud Kek and his new
She shakes her head.
friends are able to find things in common Kid, you got
by discussing food. Even though the a lot to learn.
fries and ketchup are new to Kek, he
understands the idea of eating good things
that people cook.
318

Connection of Ideas
Help students appreciate Kek’s reaction to school ‡ Why might Kek’s experiences make the cafeteria
lunch on page 318 when he calls it “fine” and “my food seem “fine” and “like a feast”? (Kek has just
feast.” left a country that was torn apart by civil war.
‡ Why does Hannah call the food ”mystery meat” and Food may have been scarce. He is thankful for the
warn him not to eat it? (Hannah is used to better plentiful lunch.)
food than what is served in the cafeteria.)
T217I UNIT 4 WEEK 4

WEEK 4
Excuse me, I say when Hannah laughs, STOP AND CHECK

I have swallowed at last, a sound like bells
but what is this amazing food? on a windy day. 14 Ask and Answer Questions Is this the first
I hold up a brown stick. I suppose you could say that. day of school for Jaime and Nishan, as it is
You’re Kek, right?
for Kek? (no) What evidence in the text can
Fry, Hannah says. I know because
One of the five major food groups. I asked your cousin. help you answer this question? (They know
about ketchup and understand that Hannah
This fry, Hannah passes me a paper cup
isn’t really a cook.)
it grows in your filled with strange and beautiful red food.
America ground? I ask. Ketchup, she says.
You dip your fries in it. 15 Skill: Theme
I do what she says, How does Kek feel when he makes the others
then eat. laugh? (He is glad.) Add this to your organizer.
You’re a fine cook, I say. What theme is expressed with these details?
14 Hannah and Jaime and Nishan laugh.
(Even people from different places can
I feel glad I found enough words
15 to make people happy. discover they have things in common.)
W
When a friend laughs,
it’s always a good surprise. Detail
Kek is glad that he knows enough words to
make his new friends laugh.
Theme
Even people from different places can
discover they have things in common.
STOP
STOP AND CHECK
Return to Predictions
Ask and Answer Questions Is this the
first day of school for Jaime and Nishan,
as it is for Kek? What evidence in the text for reading. Ask them to answer the
can help you answer this question? Essential Question. (People uncover what
they have in common by trying to learn
319 about new friends and helping each other.)
310_319_CR14_SA6_U4W4_SEL_118712.indd 319
Read from the first paragraph on page 318. Help ‡ Why do you think she called it “mystery meat”?
students understand the idiom “mystery meat.” (because she doesn’t know what kind of meat
‡ Who can show me the face Hannah made when she it is, it is just a brown pile)
pointed to the brown, wet meat? (Students should Discuss the multiple-meaning words stream, waves,
make a face that indicates the meat tastes bad.) fry, and dip.

About the
Author
Meet the Author
Katherine Alice Applegate
Have students read the biography of the
author. Ask:
‡ How might Katherine Applegate have used
her experiences living in many places to
help her write her stories?
‡ What does Katherine Applegate mean
when she says she wants people to “see
themselves” in a new kid in class?
Author’s Purpose
To Entertain
To entertain readers and help them relate to
Kek, the author uses similes. Kek compares
the strange things he encounters to things he
knows, which helps readers better understand
Kek. Point out the simile “tosses out a loud
laugh like a ball into the air” on page 312.
Author’s Craft
Word Choice
When the author describes something
through Kek’s eyes she has Kek use words
in a fresh way. Someone learning a new
language may say things that someone who is LITERATURE ANTHOLOGY, pp. 320–321
accustomed to the language wouldn’t usually
say.
‡ Notice how Kek calls cafeteria workers
“white-hatted people.” (p. 317).
‡ Have students find other examples of fresh
word choices, such as flying boat (p. 311)
and brown stick (p. 319).
T217K UNIT 4 WEEK 4

WEEK 4
Respond to
Summarize
Use important details from Home of the Brave to
Detail
Detail
Reading
summarize how the characters uncovered the things
Summarize
Detail
they have in common. Information from your Theme
Chart may help you. Theme
Review with students the information from their

Text Evidence theme graphic organizers. Model how to use the
1. What details in the text help you to recognize Home of the
information to summarize Home of the Brave.
Brave as free verse realistic fiction? Identify at least two
features from the selection to support your answer. GENRE Ana
Analytical
W
Writing W
Write About Reading: Summarize Remind
2. What is the theme of Home of the Brave? students that a summary is a restatement
Give two details to support your answer. THEME of the main ideas of a text. You can write
3. Homographs are words that are spelled the a summary of a section of a text or write a
same but have different meanings and may be
summary of certain details found in an entire
pronounced differently. The homograph graze
can mean “eat grass” or “touch or rub lightly text.
when passing.” What is the meaning of graze Ask students to write a summary of the
in the first stanza on page 311? How do you
know? HOMOGRAPHS selection, using the details they identified in
their organizers, to determine the theme.
4. The author describes Kek’s expression when
he sees his new school, and Dave misinterprets
it as fear. Write about how Dave and Kek see fear Text Evidence
differently, and how these feelings help reveal the
theme of the selection. WRITE ABOUT READING 1. Genre Answer The selection is written
in stanzas with short lines. They do not
Make Connections rhyme. Evidence The lines are in stanzas
How did the students in Kek’s class find a way to and often break in the middle of sentences.
discover what they have in common? ESSENTIAL
The text tells a story and has a plot.
QUESTION
How can discovering what people have in

2. Theme Answer People see the world
common lead to friendship? What are some other according to their own experiences
ways people can make friends? TEXT TO WORLD and should be tolerant of different
321 cultures. Evidence On page 312, Kek thinks
he has to pay with cattle for his desk and
chair. On pages 318–319, the students see
the food as unappetizing, but Kek thinks it
is wonderful because it’s new and plentiful.
Make Connections 3. Homographs Answer “eat grass”
Evidence Kek says the school is “big
Essential Question Have partners work together to enough to graze a herd of cattle in.” Cows
find examples of how Kek and his friends discovered eat grass, so he is referring to a space for the
what they had in common. Ask partners to discuss their cows to eat grass.
findings with the class. Ana
Analytical
W
Writing 4. Write About Reading: Theme Dave thinks
4
Text to World Have students discuss what they would that entering an unfamiliar place is a reason
do to become friends with other students in a foreign to be scared, but Kek thinks being scared
country. Ask any students from another country to is a result of being in great danger. Their
share their experiences. different experiences have given them
different interpretations of the word.

Develop
Comprehension
LEXILE
Aminata’s 1000
Tale
Gr e
925 1185
185
10 00 Aminata’s Tale
000

‡ Whole Class
‡ Small Group
‡ Independent
A C T Access
ccess Complex
omplex Text
ex t
What makes this text complex? Specific Vocabulary
Specific Vocabulary Help students understand the term griotte is the
name given to female storytellers in West Africa.
Connection of Ideas
‡ Who is Nyima? (the keeper of the history of the
Mandinka)
‡ What do you think a griotte is? (a storyteller who
shares stories of the past)
T217M UNIT 4 WEEK 4

WEEK 4
Aminata’s teacher, Ms. Simpson, typed Brrrrrng! A bell on the wall signaled the
something on her computer and rushed to beginning of lunch. Aminata felt as though Compare Texts
her side. “Dites-nous comment vous est venu her legs would turn to water with relief
Students will read a realistic fiction story
aux Etats-Unis,” she said in a kind voice. when the class ended.
“Moi?” Aminata asked, pointing to In the hallway, laughing, rushing,
about someone who has moved to a new
herself. Did Ms. Simpson really expect shouting students jostled her. She longed country learning what she has in common
her to stand up in front of the class and tell to be one of them—but how, when with new classmates. Ask students to do
them how she had come to this country? she understood none of their jokes or
conversation?
a close reading of the text to understand
When Ms. Simpson nodded, a rush of
hot terror burned in Aminata’s stomach and Desperately hoping to escape, Aminata the content. Encourage students to use the
seemed to dash down to her toes, paralyzing ducked into the library. As she walked summarize strategy and other strategies
her on the spot. She had been in the United through the big, cool room, a small display they know that will help them. They will
States only a short time and barely knew any table filled with books caught her eye. The
words in English. How could she possibly books were about Africa. Aminata could
also take notes as they read. Students will
tell the story of her trip from Africa? After not read many of the words on the covers, then use the text evidence they gathered to
all, she was in this English Language but one book stood out. On the dust jacket compare this text to Home of the Brave.
Learners classroom along with all of the was a picture of several baobab trees, which
other students to learn a new language. grew all around her old home. She flipped
Until that happened Aminata felt she through it and was flooded with memories. 1 Ask and Answer Questions
couldn’t possibly tell anyone else what she Aminata recalled the lush green of the
needed to say. She shook her head and Ms.
What does Aminata discover she has in
hills near her village and Niokolo-Koba
Simpson asked a boy to go up in her place. National Park. Her homesickness was like a common with Rodolfo? (He knows English,
1 The boy was named Rodolfo. He drew weight resting on the back of her shoulders, and so does Aminata.)
a picture of a flag. “This is Brazil,” he said, and for a moment, she was afraid she would
stopping between the words. Aminata was begin to sob right there.
With a partner, paraphrase why the
shocked to discover she recognized what Then a photograph of a man holding language they have in common suddenly
he was saying. He knows English! she a kora shook away Aminata’s sadness. The becomes a problem. (As Rodolfo continues
thought—and so do I! Her delighted man’s right hand touched one of the kora’s
surprise disappeared, however, as the boy
to speak English, Aminata realizes she can
21 strings, and the other cradled the body
continued in what sounded like English to of the instrument, which was carved out no longer understand what he is saying.)
her, only she could no longer understand of a vegetable gourd called a calabash.
what he was saying. The image transported Aminata back to
Aminata’s heart pounded. She was her village, and in her mind she heard the
horrified that when Ms. Simpson called on griotte, Nyima, the keeper of the history of
her, she would make an utter fool of herself. the Mandinka.
323
322_325_CR14_SA6_U4W4_PP_118712.indd 323
Point out the Spanish cognates: history/historia and

terror/terror. Then discuss the idiom on page 323:
“hot terror burned in Aminata’s stomach.”
‡ Was Aminata nervous about having to stand up in
front of the class? (yes)
‡ How do you feel when you are nervous? (my
stomach feels sick)

Develop Nyima’s stories and songs recounted lost ones. It was a tragic but proud story
Comprehension the feats of many generations of the

Mandinka people. She had learned her skill
through years of study with her father, who
that reminded all the people of Aminata’s
village that they have distant relatives in the
land across the sea.
had been the clan’s griot before her. Just as A bell rang, and Aminata opened
his father had been griot before him, and her eyes, suddenly remembering that the
2 Ask and Answer Questions his father before him, going back hundreds next day she would have to find some
of years. way to tell her story to her classmates.
After imagining Nyima telling a story, what Aminata closed her eyes and imagined As she closed the book, Aminata realized
does Aminata realize that is an answer Nyima telling one of her favorite stories, the answer was in its pages. Nyima would 2
to her problem? Discuss with a partner. an epic that took almost a week to sing, be her mentor, and Aminata could be a
two hours at a time. It was the tale of how griotte like her. Everyone had understood
(She realizes that if she tells her story the so many men and women from Aminata’s what Nyima was saying—especially when
way the griotte did back home in Africa, clan were captured hundreds of years ago she wasn’t speaking.
Aminata’s class will understand her.) and taken to Goree Island, where they The next day Aminata walked to the
were held in an infamous prison, the House front of the class and looked around,
of Slaves. Nyima’s song told of how the meeting the eyes of the other students.
3 Ask and Answer Questions Mandinka went through the “Door of No They were young people just like her,
Return” and boarded ships to cross the trying to adjust to a new country, trying
What story did Animata tell with her Atlantic ocean. to learn English. They all had the same
movements? Why is this story familiar to Nyima had strummed the kora, challenges to face.
her classmates? sometimes singing, sometimes speaking,
Ana
Analytical
swaying in dance and pinning
W W
Write About Reading Take notes
Writing
her arms as she showed how
b
about the movements Animata makes and people were shackled
write what she shares through them. (She and led onto the boats.
Her voice and body
acts out saying goodbye in her village, rolled with the waves as
riding a bus to the airport, flying in an they crossed the endless
airplane, and reuniting with her father. She waters of the ocean,
her arms spreading
shares a bond with her classmates, because wide as she told
they came to the United States from other how the Mandinka
countries.) never forgot the
Erin Bennett Banks
324
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Connection of Ideas
Have students reread the second and third ‡ How does this story connect Aminata to her journey
paragraphs on page 324. to another country? (Like them, she has made a
‡ What part of African history is the griotte telling long journey to a new place.)
as Aminata remembers her favorite story. (She is
telling about how many Africans were forced into
slavery. They were taken away in ships and forced
to be slaves in other countries.)
T217O UNIT 4 WEEK 4

WEEK 4
Aminata took a deep

breath, smiled, and then
she began to dance. She
Make Connections
spoke, too, in Mandinka Essential Question Have students
and French, and she
paraphrase and share information about
could see in the faces of
her classmates that they what Aminata and her classmates have in
had a sudden rapport. common. Have students look back at page
Although they couldn’t
325 to understand how they discovered
understand Aminata’s
words, they understood her their commonalities.
movements.
Text to Text Have groups of students
3 Cupping her hands, Aminata
compare their responses to the Ask and
created the hills around her village.
She hugged the space in front of her Answer Questions prompts with what they
to show how she and her mother learned in Home of the Brave. Each group
said good-bye to their relatives. When she finished, Aminata spoke in can report back to the whole class. Ask
She bounced up and down to mimic the all the languages she knew: “Abaraka bake.
bumpy bus ride to Dakar. Then Aminata Merçi beaucoup. Thank you very much.” And
one group to compare how something
pantomimed putting on a seat belt, and then she told everyone something from from their home countries helped Kek and
when she spread her arms and whooshed her heart, in the language of her people. Aminata find commonalities with their new
away as an airplane, the others in the “Dankutoo le be n´ teemaa,” Aminata said,
classroom laughed and clapped. telling them that they have a bond between
classmates. (Aminata thought of the griotte
Aminata nearly cried when she acted out them. Aminata held her hands together in and Kek thought of the cattle his family
the reunion with her father at the airport in front of her chest and smiled, and everyone raised.) Have another group compare how
the United States. Her classmates nodded
as if they understood exactly how she had
in the class understood. They nodded back.
Aminata added, in halting English, It is so
Kek and Aminata felt in front of each of
felt when she first arrived here. good to be friends. their classes. (When the students mooed it
made Kek feel good and when Aminata’s
Make Connections classmates laughed and clapped it made
How was Aminata able to uncover what she and her classmates
her feel good to have new friends.)
in their new school have in common? ESSENTIAL QUESTION
What are some of the different methods the characters you

have read about use to reach out to one another? TEXT TO TEXT
325
322_325_CR14_SA6_U4W4_PP_118712.indd 325
Encourage students to notice the following

cognates: mentor/mentor; tragic/trágico; reunion/
reunión.
Point out and discuss the idiom “meeting the eyes”
on page 324.

Word Study/Fluency
LESS O
IN I
M
N
20 Greek and Latin Prefixes
Mins
Go
Use combined
knowledge of Explain that a prefix is a group of letters added to the beginning
all letter-sound of a word that changes its meaning. Point out that many words in
correspondences, English are a combination of a Greek or Latin prefix added to a base Greek
syllabication patterns, and Latin
or root word. Prefixes
and morphology
(e.g., roots and Write the following Greek and Latin prefixes on the board and Present the
affixes) to read discuss their meanings with students. Lesson
multisyllabic words pro- “before” sub- “under” com- “with”
in context and out of co- “together” post- “after” trans- “across”
context. RF.5.3a
Read on-level prose 2 Model

accuracy, appropriate Write the word cohost on the board, but do not read it aloud.
rate, and expression Give students time to examine its parts. Then model how to use
on successive
knowledge of Greek and Latin prefixes to decode the word and
readings. RF.5.4b
figure out its meaning. Explain that when you read the word cohost,
Rate: 130–150 WCPM you see the prefix co- and the base word host. Since you know that
co- means “together,” you can figure out that a cohost is someone
who works together with another host.
ACADEMIC
LANGUAGE Write the following words on the board:
• intonation
submerge cooperate proceed transatlantic
• Cognate: entonación
transformation transparent subway coauthor
postpone postdate transfer coordinate Silvina and her parents have traveled from their ranch in
subordinate commission companion copilot



Help students underline the prefix in each word, define it, and then
Essential
tial Question
How do people
ey have
what they ha

280
28
280 281
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4:00
283 PM
CR14 SI6 U4W4 MR 118711 indd 281 2/2/12 4:02 PM
use its meaning to determine the meaning of the whole word. View “My
Visit to
Arizona”
3 Guided Practice
Refer to the sound Help students pronounce each word above. Then point to the words
transfers chart in the in random order and have students read each one chorally.
Language Transfers
sounds that do not
transfer in Spanish,
Hmong, and Korean.
T218 UNIT 4 WEEK 4

WEEK 4

Monitor and
Transition to Longer Words Draw a T-chart on the board.
In the left column, write com, sub, pro, trans, post, co, and
Differentiate
inter. In the right column, write commend, sublime, proponent,
transcendent, postmarked, cohabitate, and intergalactic. Have
students chorally read the Greek and Latin prefixes in the first Quick Check
Q
column. Point out the additional Latin prefix, inter-, meaning
“between, among.” Next, have students underline the prefix in
words with Greek and Latin prefixes?
the longer word in the second column. Model how to read the
Can students read words with proper
word and determine its meaning. Use a dictionary, as needed,
intonation? Can students read fluently?
to check meanings.

pp. T234, T238
ELL Develop
pp. T251, T254
pp. T240–T241
Beyond Level Apply
pp. T244–T245
Intonation
Explain/Model Tell students that reading with intonation
helps communicate the emotions of the characters in a text.
Intonation involves raising and lowering the pitch of your
voice. A good reader uses the same kind of intonation ONLEVEL PRACTICE BOOK p. 188
for key words and phrases and for dialogue as people do when
they speak in conversation.
Turn to “My Visit to Arizona,” Reading/Writing Workshop
pages 280–283. Model reading aloud the section titled
“Nodding and Smiling.” Read with intonation by changing your
pitch to narrow in on key words and phrases.
Practice/Apply Ask students to work with a partner to read
the passage. Have them join another pair to alternate reading
and echo-reading. Offer feedback and support on students’
intonation as they read.

passages.
p. 188 p. 188 p. 188

Wrap Up the Week

Integrate Ideas
L STU
IA
DI
SOC
ES
Shared Experiences
OBJECTIVES Research Opinion Polls

Conduct short
research projects Explain that students will work in groups to complete a short research
to answer a COLLABORATE project that answers the questions, What is an opinion poll, and how do
question, drawing you conduct one? Students will then use their research to give a short,
on several sources formal presentation about opinion polls. Discuss the following steps:
and refocusing
the inquiry when
appropriate. W.6.7 1 Discuss the Topic Students can begin by brainstorming what they
Present claims and
know and don’t know about opinion polls. Have students post on the
findings, sequencing Shared Research Board questions they have about polls or the project.
ideas logically and
using pertinent 2 Find Resources Review how to locate and use reliable online and
descriptions, facts,
print resources. Students should consider government, educational,
and details to
accentuate main historical, and political sources, as well as current news media.
ideas or themes; Students should verify all facts in multiple sources.
use appropriate eye
contact, adequate 3 Guided Practice Have groups use an Accordion Foldable® to record
volume, and clear
pronunciation. their notes about opinion polls. Each panel can focus on a different
SL.6.4 aspect of polling, such as the history, the different types of polls, and
the risks of bias.
• Organize a speech.
• Use transitions in 4 Create the Project: Presentation Guide students to use the
speeches. information they’ve gathered to create a short, formal presentation
about polls. Groups should discuss how to logically organize their
ACADEMIC speeches. They should incorporate strong transitions in their speeches.
LANGUAGE
• brainstorm, opinion,
organize, present,
Present the Research Findings
resources Have groups share their research findings with the class in a short
• Cognates: opinión, presentation. Remind students to use formal English and to focus on using
Spencer Grant/PhotoEdit
organizar, presentar, their presentation skills. Afterward, have groups share feedback and use
recursos
Presenting Checklist 2 to evaluate their presentations.
T220 UNIT 4 WEEK 4

WEEK 4

Compare and contrast
texts in different forms Cite Evidence Explain to students that, using the texts they have read
or genres (e.g., stories COLLABORATE this week, they will work in groups to compare information about how
and poems; historical people uncover what they have in common. Model how to compare this
novels and fantasy information by using examples from “A Visit
stories) in terms of
their approaches to
to Arizona,” Reading/Writing Workshop
similar themes and pages 280–283, and the week’s Leveled
topics. RL.6.9 Readers. Review class notes and completed
Review the key
graphic organizers. Use a Layered Book
ideas expressed Foldable® to record comparisons. Groups
and demonstrate should draw conclusions about how people
understanding of uncover what they have in common.
through reflection and Students should cite at least three examples
paraphrasing. from each text.
SL.6.1d
Present Information Ask groups to present their
findings to the class. Encourage discussion, asking students to comment
on information on the charts that is similar and ideas that are different.
Ana
Analytical
Writing Analyze to Share an Argument

Draw evidence
from literary or Cite Evidence Explain that students will write about one of the texts
informational texts that they read this week. Students will share an opinion by evaluating the
to support analysis, author’s development of the theme. They will use text evidence to support
reflection, and 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 chose to write about this theme?
with clear reasons ‡ How did the author use dialogue and the characters’ thoughts and
and relevant
actions to develop the theme?
evidence. W.6.1
Use Your Turn Practice Book page 189 to read and discuss the student
model. Then have students select a text and review its theme. Have them
write an analysis about how well they think the author conveyed the
theme. Remind students that good opinion writing uses words, phrases,
and clauses to clarify the relationships among claims and reasons. Remind
them also to pay close attention to pronoun-verb agreement as they write.
Present Your Ideas Ask partners to share their paragraphs and to discuss
COLLABORATE or recommend additional evidence to support the argument.

Readers to Writers
LESS O
IN I
M
N
10 Writing Traits: Ideas
Mins
Go
Develop Plot Digital
Expert Model Explain that writers of fiction develop the plot of a
story with events that help readers get to know the characters and
Expert Model
understand their actions. Writers usually establish the setting (where Riding and Reading
It has happened: Mike discovered I never rode a
horse.
and when the story takes place) and introduce the characters. Then
Now he and Carl want me to ride that beast
Stormy.
—Riding’s a cinch, says Mike. Easy as falling out
of bed.
they introduce the conflict or problem that the main character faces.
Or off a cliff, I think. But I do not say that.
—He looks like the wild horse from The Black
Stallion, I say.
Reading/Writing They describe the rising action—events caused by the conflict. These Expert
Workshop Model
events build up to the turning point or climax—the point in the story
that is most exciting. After the climax, plot events wind down in the
OBJECTIVES
falling action. The resolution, or conclusion, reveals what happens to 288_289_CR14_SI6_U4W4_WRT_118711.indd 288 1/26/12 12:45 PM

extended time frames the characters and shows how the conflict is resolved. Editing Marks
(time for research, Read aloud the expert model from “My Visit to Arizona.” Ask students to
reflection, and COLLABORATE listen for the event that helps develop the plot and move it along. Have Grammar Handbook
revision) and shorter

time frames (a single partners discuss the event. The (Not So Bad) Baby
Student Model
Whenever
sitting or a day or Student Model Remind students that events should develop the plot I look at my new sister, and all I
see is her mushy face and wobbly
two) for a range of body. I can definitely live without all
logically so readers understand the characters and their actions. Read the screaming and crying
the noise. Ever since the little blob
came home from the hospital, I has
have
discipline-specific Yo
tasks, purposes, and aloud the student draft “The (Not So Bad) Baby.” As students follow Student
along, have them focus on descriptive details Oscar included to help Model
audiences. W.6.10
readers understand the main character.
Write narratives
to develop real or Invite partners to discuss the draft and the details Oscar used to 288_289_CR14_SI6_U4W4_WRT_118711.indd 289 1/25/12 12:03 PM
imagined experiences COLLABORATE develop the plot. Ask them to suggest places where Oscar could add
or events using
additional events to make the main character’s conflict clearer.
effective technique,
details, and well-
structured event
sequences. W.6.3
• Analyze models to
understand plot
• Revise writing to
develop plot.
Genre Writing
G
ACADEMIC Narrative Text and Poetry
LANGUAGE For full writing process lessons and rubrics, see:
plot, character, setting,
conflict, rising action, ‡ Fictional Narrative, pp. T344–T349
climax, falling action,
resolution
T222 UNIT 4 WEEK 4

WEEK 4

SCAFFOLD

complete the sentence complete the sentence understanding. Ask: What
frames. The narrator’s frames. Encourage them is the conflict? What event
problem is . The to include event details. is part of the rising action?
worst part is the . The narrator’s problem is What is the climax? How is
One day, though, the baby . The climax is when the conflict resolved?
. Ask: When did the . The problem is
narrator’s feelings start to resolved when .
change?

Writing Every Day: Ideas

DAY
DAY DAY
DAY
1 2
Writing Entry: Develop Plot Focus on Develop Plot Writing Entry: Develop Plot
Prewrite Provide students with Use Your Turn Practice Book page Revise Have students revise their
the prompt below. 190 to model developing the plot. writing from Day 1 by adding two
Write a story about a person who Jojo watched as the movers carried or three events that develop the
has to adjust to something new. Use the boxes into the house. She wished plot.
ideas from your own experiences to she were still in her old home in her Use the Conferencing Routines.
develop the plot. old neighborhood. A boy Jojo’s age Circulate among students and
Have partners brainstorm new came out from next door. stop briefly to talk with individuals.
experiences their character(s) must Model revising the first sentence to Provide time for peer review.
adjust to. Have them include details add events that develop the plot. Edit Have students use Grammar
from their own experiences that Watching movers carry boxes into Handbook page 464 in the
they might include in their drafts. the house, Jojo texted a friend: The Reading/Writing Workshop to
Draft Have each student select new house is hideous. There’s not edit for pronoun-verb agreement.
a new experience to write about. another kid in sight. She flipped her
Remind students to develop their phone closed and sulked.
plots with events that help readers Discuss how the events develop the
understand both the characters conflict. Have students add events
and the story. to the rest of the model.
Teacher Conferences
Your descriptive details help These events develop the plot work on a specific assignment,
me visualize the setting and by introducing the conflict. such as those to the right, and
the characters. I like how you More descriptive details about then meet with you to review
introduce the problem. I want to the characters would help me progress.
know what happens next. understand them better as they
work to resolve the conflict.
T224 UNIT 4 WEEK 4

WEEK 4
DAY
DAY DAY
DAY DAY
DAY
3 4 5
Writing Entry: Develop Plot Writing Entry: Develop Plot Share and Reflect
Prewrite Ask students to search Revise Have students revise the Discuss what students learned
their Writer’s Notebooks for draft writing from Day 3 by adding about adding events that develop
topics on which to write a draft. events that develop the plot and the plot to help readers understand
Or provide a prompt such as the help readers understand the story the story and its characters. Invite
following: and its characters. As students are volunteers to read and compare
Tell about a character who feels that revising their drafts, hold teacher draft text with text that has been
he or she has nothing in common conferences with individual revised. Have students discuss
with anyone else. students. You may also wish to have the writing by focusing on the
students work with partners to peer effectiveness of the events added
conference. to develop the plot. Allow time for
their characters, ask them to
Edit Invite students to review the individuals to reflect
create a story map, outlining the
rules for pronoun-verb agreement on their own writing
characters, setting, conflict, climax,

on Grammar Handbook page 464 in progress and record
and resolution. Students can use
the Reading/Writing Workshop and observations in
their story maps to begin their
then edit their drafts for errors. their Writer’s
drafts.
Notebooks.
Peer Conferences
Suggested Revisions Focus peer response groups on adding events
Provide specific direction to help focus young writers. to develop plot. Provide this checklist to frame
discussion.
Focus on a Sentence
Target a sentence in the draft for revision. Rewrite this sentence
by adding an event that develops the conflict about .
Focus on a Section
✓ Does the beginning introduce the
conflict?
Underline a section that needs to be revised. Provide specific
suggestions. This section is important because it tells about . ✓ Do events continue to develop the plot
Develop this part with events that show in more detail. toward its climax and resolution?
Focus on a Revision Strategy ✓ What events can be added to better
Underline a section of the writing and ask students to use a develop the plot and help readers get
revision strategy, such as substituting. Replace common words to know the characters?
with vivid descriptive details that help readers visualize the setting,
characters, and events.

Grammar: Pronoun-Verb Agreement

DAY
DAY DAY
DAY
1 2
I see the aquarium, it is by the lake? I likes swiming very much but I
Would you like to go with Gena never swimmed in the ocean.
FPO and I. (1: like; 2: swimming; 3: much,;
(1: aquarium.; 2: It; 3: lake.; 4: me?) 4: swam)
Pronoun-Verb Agreement Review Pronoun-Verb

Reading/Writing ‡ Subject pronouns and verbs Agreement
Workshop must agree. Add -s to regular Review subject pronoun and verb
present-tense verbs when using agreement. Ask students to use
OBJECTIVES singular pronouns he, she, and subject pronouns and verbs in oral
Ensure subject- it. She likes writing. Do not add -s sentences.
verb and pronoun-
antecedent when you use the pronouns I, we,
agreement. L.3.1f you, and they. They like to cook. Subject Pronoun-Verb
‡ Indefinite pronouns have Contractions
• Understand Explain that a contraction is a
nonspecific antecedents and ‡
pronoun-verb
agreement. can be singular, plural, or both: shortened form of two words
• Form subject anyone, several, some. Some dogs in which the missing letters are
pronoun-verb are smart. Some ice is melted. replaced by an apostrophe.
contractions. Indefinite pronouns as subjects ‡ Subject pronouns can be
• Distinguish between must agree with their verbs. combined with some verbs to
homophones. Anyone is welcome to come. form contractions. For example,
• Proofread sentences
for grammar and
Several are going to the concert. they are becomes they’re; you are
usage errors. Refer students to Grammar becomes you’re; I am becomes
Handbook page 462. I’m; it is becomes it’s.
COLLABORATE
TALK ABOUT IT
Go
Digital USE SUBJECT PRONOUNS
AND VERBS
USE CONTRACTIONS
Have one student in a pair use a
Groups use singular, plural, and subject pronoun in a sentence
Pronoun- indefinite pronouns as they discuss about shared experiences. Then
Verb things they have in common. have the other partner repeat the
Agreement
Students identify subject pronouns sentence, replacing the subject
Grammar and verbs as they hear them. pronoun and verb with a subject
Activities Pronouns and verbs should agree. pronoun-verb contraction.
T226 UNIT 4 WEEK 4

WEEK 4
DAY
DAY DAY
DAY DAY
DAY
3 4 5
On mondays we has spelling tests. When its cold outside I where my Everyone think my dog is cute she
Theyr’e often dificult. wool coat. I think you’re hat would have long eyelashes and curly hair?
(1: Mondays; 2: have; 3: They’re; look nice with it. (1: thinks; 2: cute.; 3: She; 4: has;
4: difficult) (1: it’s; 2: outside,; 3: wear; 4: your) 5: hair.)

Frequently Confused Words Have students correct errors in Use the Daily Language Activity and
‡ Words such as there, they’re, and these sentences. Grammar Practice Reproducibles
there often are used incorrectly. 1. They completes the most laps. page 95 for assessment.
There refers to a place. I would (complete)
like to go there. They’re is a Reteach
2. Your a great swimmer! (You’re)
contraction of they are. They’re Use Grammar Practice
driving. Their is a possessive 3. She rest after every ten laps.
Reproducibles pages 91–94
pronoun. Have you seen their cat? (rests)
and selected pages from the
‡ Other homophones can be 4. Their my goggles, but you can Grammar Handbook for additional
confusing, such as to, too, and use them. (They’re) reteaching. Remind students that
two; it’s and its; who’s and whose; 5. I uses earplugs when I swims. it is important to correctly use
and you’re and your. (1: use; 2: swim) pronouns and verbs that agree as
‡ Explain the meaning of each they speak and write.
Have students check their work
word, noting that it’s, who’s, and using Grammar Handbook pages Check students’ writing for use of
you’re are contractions. 463 and 464. the skill and listen for it in their
As students write, refer them to speaking. Assign Grammar Revision
Grammar Handbook pages 463 Assignments in their Writer’s
and 464. Notebooks as needed.
NAME THAT WORD! PLAY PRONOUNVERB CARDS BUILD SENTENCES

Create cards with a commonly Have partners create cards with a Have pairs build sentences about
confused homophone on each. variety of subject pronouns, five adjusting to a different culture. One
Partners take turns choosing a singular regular verbs, and five writes three sentence starters with
card and using the homphone in a plural regular verbs. Each partner a subject pronoun. The other writes
sentence about what it means to gets four cards. The other cards are endings with a regular verb. They
be a newcomer. The other correctly placed facedown. Players match form sentences with pronoun-verb
writes down the homophone and pronouns and verbs that agree, agreement and read them aloud.
explains how it is used. then use them in sentences.
GRAMMAR T227
Spelling: Greek and Latin Prefixes

DAY
DAY DAY
DAY
1 2
Demonstrate
Read the spelling words aloud, Review prefixes and suffixes with
command of the
conventions of segmenting the words syllable by the words unselfish and enjoyment.
standard English syllable and attaching a spelling Then read each sentence below,
capitalization, pattern to each syllable. repeat the review word, and have
punctuation, and students write the word.
spelling when Model for students how to spell the
writing. Spell words transparent and transform. 1. I left myself a reminder to
correctly. L.6.2b Point out that the prefix trans- is return my library book.
present in both words, while the 2. Her unhappiness was obvious.
base words are parent and form.
Spelling Words 3. Dinner was delightful!
Repeat for interfere and intersection.
co-worker transparent transform
commission submit suburb Demonstrate sorting the spelling Have students trade papers and
profession interrupt combine words by prefix under the headings check the spellings.
proportion postpone interfere co-, trans-, pro-, sub-, in-, com-, inter-, Challenge Words Review this
companion cooperate transfer
intersection submarine copilot
and post-. (Write the prefixes on week’s Greek and Latin prefixes.
postwar transformation index cards or the IWB.) Sort a few Then read each sentence below,
Review reminder, unhappiness, words. Point out the same prefix at repeat the challenge word, and
delightful the beginning of each word as it is have students write the word.
Challenge profound, subscribe sorted. 1. They had a profound
Differentiated Spelling Then use the Dictation Sentences discussion.
Approaching Level from Day 5. Say the underlined 2. Do you subscribe to a
co-worker submit suburb
word, read the sentence, and repeat magazine?
co-host interrupt combine the word. Have students write
transport postpone transfer the words and then check their Have students write the words in
profile compress copilot papers. their word study notebooks.
interact submarine propose
profession postwar subway
transparent translate
Beyond Level
combustible commission intercept COLLABORATE
WORD SORTS
postpone insure submerge
intersection posterior profound
transmitter profusion subscribe
compromise proportion Have students cut apart the Finish the pattern sort using the
cooperate commemorate Spelling Word Cards in the Online prefixes, pointing out the same
transcend suburban Resource Book and initial the back prefixes. Students use Spelling
transition transformation
of each card. Have them read the Word Cards to sort the remaining
words aloud with a partner. Then words. Suggest sorting by number
have partners do an open sort. of syllables, or by part of speech.
T228 UNIT 4 WEEK 4
WEEK 4
DAY
DAY DAY
DAY DAY
DAY
3 4 5
Write the following Greek and Latin Write these sentences on the board. Use the Dictation Sentences for
roots and their definitions on the Have students circle and correct the posttest. Have students list
board. Ask students to copy them each misspelled word. misspelled words in their word
into their word study notebooks 1. He and his coopilot live in the study notebooks. Look for students’
and then add a spelling word or same suberb. (copilot; suburb) use of these words in their writings.
words beneath each root.
2. I will submitt a request for a
1. miss or mit: “send” (commission, Dictation Sentences
tranfer. (submit; transfer)
submit) 1. She eats lunch with a co-worker.
3. We saw a post-war submarin
2. fere: “strike” (interfere) at the museum. (postwar; 2. The salesclerk gets a commission.
3. form: “shape” (transform, submarine) 3. Her profession is medicine.
transformation) 4. She waited at the intarsection 4. The proportion of girls to boys is
4. rupt: “break” (interrupt) for her coworker. (intersection; growing.
co-worker) 5. A dog makes a good companion.
Challenge students to look up
the Greek or Latin roots of other Error Correction Remind 6. A car stops at an intersection.
spelling, review, or challenge words students to look in a print or online 7. We are studying postwar history.
and match those words to their dictionary when they are unsure 8. Some paper is transparent.
roots and meanings. They can then if the prefix co- is followed by a
9. Did you submit an application?
record their findings in their word hyphen, as in the word co-worker.
study notebooks and add words 10. He had to interrupt the program.
with the same roots as they read 11. They did not postpone the game.
throughout the year. 12. Please cooperate fully.
13. The submarine dove underwater.
14. The transformation is great.
15. How will you transform your look?
See Phonics/Spelling Reproducibles pp. 109–114. 16. Our town is a suburb of Chicago.
17. Let’s combine the ingredients.
18. Don’t interfere with them.
SPEED SORT BLIND SORT 19. Jim will transfer to a new school.
Have partners do a speed sort Have partners do a blind sort,
20. She always flies with a copilot.
to see who is faster. Then have taking turns to read each Spelling
them do a word hunt in the week’s Word Card while the partner Have students self-correct the tests.
reading for words with Greek and sorts it under a pattern heading.
Latin prefixes. Have them record Then have partners write in their
the words they find in their Day word study notebooks about the
2 pattern sort in their word study different ways they were able to
notebooks. sort the words.
SPELLING T229
Build Vocabulary
DAY
DAY DAY
DAY
1 2
Demonstrate
understanding of
figurative language, 1. What adjustment do you forms of this week’s words by
word relationships, make when winter comes? adding, changing, or removing
and nuances in word inflectional endings.
meanings. Interpret 2. Why might a speaker get upset
figures of speech (e.g., if the audience is chattering? ‡ Draw a four-column chart on the
personification) in board. Write chattering in the
3. Where are you likely to find an
context. L.6.5a last column. Then write chatter,
ember?
chatters, and chattered in the first
Expand vocabulary 4. What qualities do you look for three columns. Read aloud the
by adding inflectional in a mentor?
endings and suffixes. words with students.
5. Where does a nomadic tribe ‡ Have students share sentences
live? using each form of chatter.
Vocabulary Words 6. Why should teammates ‡ Students can add to the chart
adjustment nomadic develop a rapport? doing the same for reunites and
chattering rapport
7. What kind of event reunites then share sentences using the
ember reunites people with old friends? different forms of the word.
mentor sturdy 8. When do you need sturdy ‡ Have students copy the chart
shoes? into their word study notebooks.
COLLABORATE
vie
ACADEMIC VOCABULARY METAPHORS AND Re w
Discuss important academic words. SIMILES

‡ Display comprehend, generations, ‡ Explain that metaphors and
and challenges. Define the words similes are comparisons. A simile
and discuss their meanings. uses like or as.
Go Write comprehend and ‡ Ask: How does the metaphor
Digital
‡
comprehension on the board. “her chattering is a fly buzzing
Partners look up and define in my ear” help you understand
words with the same root. Write chattering? Discuss as a class.
Vocabulary the related words on the board. ‡ Have pairs create other
Have partners ask and answer metaphors and similes for
questions using the words. chattering. Record them on
Vocabulary
Activities ‡ Repeat with generations and the board.
challenges. ‡ Repeat for other vocabulary.
T230 UNIT 4 WEEK 4
WEEK 4
DAY
DAY DAY
DAY DAY
DAY
3 4 5
Review last week’s and this week’s ‡ Have students write sentences Ask students to create Word
vocabulary. Have students orally in their word study notebooks Squares for each vocabulary word.
complete each sentence stem. using this week’s vocabulary. ‡ In the first square, students write
1. The last ember , so I made ‡ Tell them to write sentences the word (e.g., sturdy).
an adjustment to the . that provide word information ‡ In the second square, students
2. When Sarah reunites with they learned from this week’s write their own definition of the
Lin at the , they’ll be readings. word and any related words,
chattering like . ‡ Provide the Day 3 such as synonyms (e.g., strong,
3. Our family needs a really sturdy sentence stems 1–3 for students heavy, muscular).
because our nomadic needing extra support. ‡ In the third square, students
habits mean we often . draw a simple illustration that
4. His endeavor to may
students write something related word (e.g., a brick house next to
succeed if his benefactor .
to shared experiences in their word a collapsed twig house).
5. My indecision about study notebooks. For example,
showed when I tentatively ‡ In the fourth square, students
they might write about how the
. write nonexamples, including
characters in this week’s readings
6. Because of our extensive list of all made adjustments or ways in
flimsy, weak).
_____, the multitude of people which they were nomadic.
at the party was _____.
HOMOGRAPHS SHADES OF MEANING MORPHOLOGY

Homographs are words with Help students generate words Use adjustment to learn words with
the same spellings but different related to ember. Write ember in the the same root.
meanings. Students can use center oval of a word web. ‡ Draw a word web and write
context clues to infer the meaning ‡ Have students generate words adjustment in an outer circle.
and pronunciation of homographs. for the outer ovals. ‡ Have students look up the origin
‡ Display Your Turn Practice ‡ Add words not included, such as in a print or online etymology
Book pages 183–184. Read the flame, fire, coal, ash, cinder, heat. dictionary. Write the root, its
first paragraph. Model figuring meaning, and its familiar forms
‡ Ask students to copy the
out the meaning of winds. in the center circle of the web
completed word web into their
‡ Have students complete page word study notebooks. (juxta: near; just, juxt, jost).
187. ‡ Students add words with the
‡ Students can confirm meanings same root , and then copy the
in a print or online dictionary. web into their notebooks.
VOCABULARY T231
Approaching Level
Realistic
Fiction
TreasfruomreTsonga Leveled Reader:

Melanie
by
Drewery
by Go
Treasures from Tonga
strated
Clark
illu
Bradley
Digital
Before Reading
Preview and Predict Realistic
Fiction
Treasu res
from Tonga
PAIRED
READ Bigger, Louder, Faster
‡ Read the Essential Question with students: How do people uncover Melanie
by
Drewery
illustrated
Bradley
by
Clark
Leveled Reader
what they have in common?
LEXILE 740 Leveled
‡ Have students read the title and table of contents in Treasures from Readers
Tonga and preview the illustrations. Discuss what the story might be
OBJECTIVES about.
to support analysis
Review Genre: Realistic Fiction
explicitly as well as Review with students that realistic fiction presents characters that are
inferences drawn from like people in real life, a setting that could be a real place, and plot
the text. RL.6.1
events that really could happen. Help students identify evidence in the
Determine a theme illustrations and the text that Treasures from Tonga is realistic fiction.
text and how it is
conveyed through During Reading
particular details;
provide a summary of Close Reading
judgments. RL.6.2 Turn Practice Book, page 182, while they read the selection.
Pages 2–3 Tell how you used context clues to figure out the meaning of Use Graphic
Read realistic fiction. Organizer
the homograph wrong on page 2. (Wrong can mean “incorrectly,” like
when ‘Ofa says she is doing everything wrong. But it can also mean
ACADEMIC “troubling personally,” as in when Sela asks her what’s wrong.)
LANGUAGE
Pages 4–8 Summarize some of the things that are different between
summarize, theme Tonga and America. (Students take their shoes off in Tonga before
• Cognates: ficción they enter school. They also swim in shorts and a T-shirt and call their
realista, resumir, tema parents by their first names.) How do the chapter titles help the reader
understand the story? (They break up the story into different parts, and
the titles suggest something about the parts.)
Pages 9–12 What details in this section give you an idea of the author’s
theme? (Emily and ‘Ofa share many things in common, such as an
interest in Tonga and animals, a love for books, and swimming. These
details support the theme that people from different cultures can form
friendships by discovering what they have in common.)
T232 UNIT 4 WEEK 4

WEEK 4
Pages 13–15 Paraphrase what Emily’s mother tells the girls that
helps them become even closer friends. (She tells them that people Literature
from different cultures can better understand each other’s cultures Circles
by focusing on the things the cultures have in common.) Do you
think these girls will become close friends? Why? (Answers will vary
but students might suggest that the girls will become close friends Thinkmark questions to guide
because they are focusing on what they have in common.) the discussion. You may wish to
After Reading
regarding how people learn what
Respond to Reading they have in common from both
Level
Ana
Analytical
W Write About Reading Make sure that students give examples
W
Writing
off ‘Of
‘Ofa’s feelings about life in America. These should be paired with
Up
what she learns to like and to adjust to during the story. Realistic
so
Fiction
MANY
Stars
Fluency: Intonation BY
Ad
ri e
nne
M . Frat e
r
Mic
ha
Ar
ch
er
I L LU S T R AT E D BY
Realistic
Model Model reading page 8 with proper intonation. Next, reread the
Fiction
TreasfruomreTsonga
page aloud and have students read along with you. Melanie
by
Drewery
illustrate
Bradley
d by
Clark
Apply Have students practice reading with a partner. PAIRED

PAIR
PAIRED
READ
EAD
AD
ED
I Wake in Efate
Realistic
R c
F
Fictio n
Compare Texts asur

Trreeas u es PAIRED
READ Bigger, Louder, Faster
nga
Read about how a boy from Africa begins to find
something in common with people in his new land.
rroom
ffro
fr To
PA I R E D R E A D Bigger,
Faster
LOUDER, MMe
eelanie
Mela
Mel D ery
i Drew
nie
byy
illustrtrattted by
ate
at
uustrate
ustr
ustra
lus
llustrat
illust
iillustra
leeyy Clark
dley
dl
adley
aadl
BBrad
The glass doors slide, I am
pushed through by over-tall people
and suitcases rolling like cattle hooves on dry road
to the other side.
I am Paco, the son, far from Botswana.

The hard gray ground accepts my feet.
“Bigger, Louder, Faster” No African dust to soften my steps
as I search for Ntate, my father.
He will meet me here in America,
a land unlike my own.
THEN pair them with students who
PAIIRED
PAIRE
have proficiently read the On Level and
D

Illustration: Caroline Hu
REA
AD Bigger, Louder,
&9B&5B/5B*B8:
17
Faster
have students
/ $
LQGG
Before reading, ask students to note that Leveled Reader • echo-read the On Level main selection.
“Bigger, Louder, Faster” is a poem, but it • summarize what happens in each chapter.
expresses many of the feelings someone from another land would
experience coming to the United States. Discuss the Essential
Question. After reading, ask students to make connections between
the experiences of the narrators in Treasures from Tonga and “Bigger,
Louder, Faster.”
FOCUS ON LITERARY ELEMENTS assuming prior knowledge and using
Students can learn about foreshadowing by completing more complex sentence structures.
the literary elements activity on page 20.

Approaching Level
Word Study/Decoding
TIER
D E CO D E W O R D S W I T H P R E F I X E S
2
OBJECTIVES
I Do
Explain that a prefix is a group of letters added to the beginning of a
Use combined word that changes its meaning. Review the spellings and meanings of the
knowledge of prefixes co-, com-, post-, pro-, sub-, and trans-. Point out that co- and com-
all letter-sound
correspondences,
mean “together” or “with,” and review the meanings of post- (“after)”; pro-
syllabication patterns, (“before”); sub- (“under”); and trans- (“across”).
and morphology
(e.g., roots and affixes) We Do
Write the following words on the board: coworker, combine, postdate,
to read accurately proclaim, submerge, and transform. Model how to decode the first word.
unfamiliar multisyllabic Then guide students as they decode the remaining words. Help students
words in context and
identify the prefix in each word and how it changes the word’s meaning.
out of context.
RF.5.3a When completed, point to the words in random order for students to
You Do
chorally read. Repeat several times.
Decode words with
prefixes.
TIER
B U I L D W O R D S W I T H G R E E K A N D L AT I N P R E F I X E S
2
OBJECTIVES
I Do
Remind students that a prefix is a group of letters added to the beginning
Use combined of a word that changes its meaning. Explain that many prefixes come from
knowledge of Greek or Latin, such as pro- (“before”), co- (“together”), and sub- (“under”).
all letter-sound
correspondences,
Point out that adding a prefix to a word also adds a syllable to the word.
Display the following Word Building Cards one at a time: pro, co, sub.
(e.g., roots and affixes) Then write the following words on the board: way, pilot, long. Model
to read accurately sounding out the prefix on each card and each word on the board. Have
unfamiliar multisyllabic students chorally read each prefix and word. Repeat at varying speeds
and in random order. With students, combine the prefixes with the words
out of context.
RF.5.3a on the board to form two- and three-syllable words with a Greek or Latin
prefix. Have students chorally read the words: prolong, copilot, subway.
Build words with Greek
and Latin prefixes. You Do
Add the following words to the board: scribe, pose, mingle. Have students
work with partners to build words using the prefixes on the word building
cards and the new words on the board. Then have partners share the
words they built and compile a class list.
T234 UNIT 4 WEEK 4

WEEK 4
P R AC T I C E G R E E K A N D L AT I N P R E F I X E S
OBJECTIVES
I Do
Remind students that many prefixes come from Greek or Latin. Write the
Use combined prefix post- on the board and read it aloud, explaining that it means “after.”
knowledge of Then write the word postdate and read it aloud. Explain that post and
all letter-sound
correspondences,
date together mean “to date something after the actual date.” Review the
syllabication patterns, prefixes co- and com- (“together” or “with”); pro- (“before”); sub- (“under”);
and morphology and trans- (“across”).
(e.g., roots and affixes)
to read accurately
We Do
Write the words postseason, submit, subtract, commune, costar, transport,
unfamiliar multisyllabic promote, program, translate, and cohost on the board. Model how to
decode the first word, identifying the prefix post; then guide students as
out of context.
RF.5.3a they decode the remaining words. Help them first identify the prefixes,
and then review their meanings and the meaning of each word.
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
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 like
to play . Ask students to write each word in their Writer’s Notebook.
words.
TIER
2
OBJECTIVES Display each Visual Vocabulary Card and state the word. Explain how the
I Do
appropriate general
words and phrases;
knowledge when
expression. L.6.6
T236 UNIT 4 WEEK 4

WEEK 4
I D E N T I F Y R E L AT E D W O R D S
OBJECTIVES
I Do
Display the nomadic Visual Vocabulary Card and say aloud the word
Acquire and use set nomadic, wandering, close, different. Ask students which word is most
accurately grade- closely related to nomadic. Explain that a person who is nomadic travels
appropriate general
academic and
from place to place, so the related word is wandering.
domain-specific
Display the vocabulary card for the word sturdy. Say aloud the word set
gather vocabulary sturdy, weak, flabby, strong. With students, discuss that something sturdy is
knowledge when usually well built. Therefore, the word related to sturdy is strong.
considering a word
Using the word sets below, display the remaining cards one at a time,
to comprehension or saying aloud the word sets. Have students choose the related word.
expression. L.6.6
reunites, refers, loses, reconciles chattering, talking, singing, laughing
adjustment, change, object, appeal mentor, loser, pet, teacher
ember, jewel, home, cinder rapport, hilarity, connection, business
HOMOGRAPHS
OBJECTIVES
I Do
Use context (e.g., the Reproducibles pages 183–184. Remind students that homographs
overall meaning of a are two words that are spelled the same but have different meanings,
different origins, and possibly different pronunciations. Read aloud the
function in a sentence) first stanza. Point to the word winds. Explain to students that they can use
as a clue to the context clues to figure out the meaning of the homograph.
meaning of a word or
phrase. L.6.4a Think Aloud I don’t know whether the word winds is being used as a
noun, meaning “moving air,” or a verb, meaning “wrapping around.” The
text says that flights going in and out of Chicago were delayed. The reason
for the delayed flights was “the howling winds outside.” From those clues I
can tell that winds here is a noun. I think winds means “moving air.”
We Do
Ask students to point to the word change in the second stanza. With
students, discuss how to use the clues in the text to figure out the
meaning of the word. Write the definition of the word.
You Do
Have students read the rest of the passage and find the meanings of just
and speakers on page 184, using clues from the passage.
VOCABULARY T237
Approaching Level
Comprehension
TIER
F LU E N C Y
2
OBJECTIVES
I Do
Explain that when reading aloud dialogue, it is important to read with
Read on-level prose intonation. Reading with intonation helps listeners understand the
and poetry orally with emotions of the characters. To read with correct intonation, readers should
rate, and expression on
look for punctuation to know when to pause and when to lower or raise
successive readings. their voices. Read the first paragraph of the Comprehension and Fluency
RF.5.4b passage on Approaching Reproducibles pages 183–184. Tell students to
listen for the emotion in your voice and for your pauses or stops.
Read fluently with
good intonation.
We Do
after you, using the same intonation and pauses. Explain that you paused
briefly at commas and a little longer at periods and that you lowered and
raised your voice as suggested by end punctuation and other text clues.
You Do
passage. Remind them to focus on their intonation and pausing. 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 S
2
OBJECTIVES
I Do
Have students name a story they’re familiar with. Ask them to name the
Describe how a main character, and write the character’s name in the center of a word
particular story’s or web on the board. Discuss the character, pointing out that you can learn
in a series of episodes
about characters by what they say and do and by what others say about
as well as how the them. Write words describing the character in the outer circles of the web.
characters respond
or change as the We Do
Read aloud page 183 of the Comprehension and Fluency passage in the
plot moves toward a Approaching Reproducibles. Ask: Who is the main character in this story?
resolution. RL.6.3 Discuss with students what the main character says and does. Then ask:
What other characters are in the story? Talk to students about the other
Identify characters.
characters and what they do and say.
You Do
Have students read the rest of the passage. As they read, they should take
notes about how each character is speaking, acting, and feeling. Ask them
to think about whether the characters go through changes in the story.
T238 UNIT 4 WEEK 4

WEEK 4
REVIEW THEME
OBJECTIVES Remind students that the theme of a story is its central idea or message.
I Do
Determine a theme Then explain that as they read a story, they should look at the characters’
or central idea of a actions, emotions, and words. These can help students determine what
text and how it is
conveyed through
the author is suggesting is important, which will help them determine
particular details; the theme.
the text distinct from We Do
personal opinions or on Approaching Reproducibles page 183. Model identifying Rosie’s
judgments. RL.6.2 thoughts and feelings about the plane’s delay. Then work with students to
identify Estrella’s reaction to the plane’s delay.
You Do
Have students read the rest of the passage. Ask them to compare Rosie’s
and Estrella’s feelings at the beginning of the story with their feelings at
the end of the story. Then have them analyze these details to come up
with the theme of the story.

Determine a theme
Have students choose a free-verse fiction book for sustained silent
text and how it is reading. Remind students that:
conveyed through ‡ focusing on the actions, feelings, and words of the characters will help
particular details;
them determine the story’s theme, or message about life.
the text distinct from ‡ summarizing the story by focusing on its most important events will
personal opinions or help them better understand the plot.
judgments. RL.6.2
Read Purposefully
Summarize while
reading to check
Have students record on Graphic Organizer 148 details about the
understanding. characters in the story, as they read independently. After they finish, they
can conduct a Book Talk, each telling about the book that he or she read.
‡ Students should share their organizers and answer this question: What
was the theme of the story?
‡ They should also tell the group how they summarized the story’s most
important events to better understand the story’s plot.
COMPREHENSION T239
On Level
Realistic
so
Fiction
BY
Stars
MANY Leveled Reader: Go
So Many Stars
Ad er
Digital
ri e ch
nne r Ar
M . Frat e
ha
D BY
Mic
I L LU S T R AT E
Before Reading
so
Fiction
PAIRED MANY
READ I Wake in Efate
‡ Read the Essential Question with students: How do people uncover BY
Stars
Ad
ri e
nne r ch
er
M . Frat e Ar
ha
Leveled Reader
what they have in common? Mic
LEXILE 810 Leveled

‡ Have students read the title and the table of contents and look at the Readers
illustrations in So Many Stars and predict what the story might be about.
OBJECTIVES
Cite textual evidence Review Genre: Realistic Fiction
to support analysis
of what the text says Review with students that realistic fiction presents characters that are
explicitly as well as like people in real life, a true-to-life setting, and plot events that really
inferences drawn from could happen. Have students identify evidence in the illustrations and
the text. RL.6.1
the text that So Many Stars is realistic fiction.
Determine a theme
text and how it is During Reading
conveyed through
particular details; Close Reading
provide a summary of Note Taking: Ask students to use the graphic organizer in the Your
judgments. RL.6.2 Pages 2–5 How can you tell which parts of the text are a character’s Use Graphic
Organizer
actual words? (They are surrounded by quotation marks and usually set
Read realistic fiction.
off in a paragraph.) What details on page 2 tell you what the story’s theme
will be about? (The text states that Loren misses her family and friends
ACADEMIC in New York City. These details tell me that the story’s theme could have
LANGUAGE to do with learning about another community.)
summarize, theme Pages 6–7 Summarize Loren’s first day at her new school. (She is given
• Cognates: ficción a tour by Agnes, joins the choir, learns words in Bislama, tastes lap-lap,
realista, resumir, tema and finds out that her parents have problems with the computers.)
Pages 8–11 What does Loren learn she has in common with the people
she meets, and how do these details reveal the theme? (Loren has choir,
drumming, and homesickness in common with the people she meets.
These details help reveal the theme that people from different cultures
can uncover things they have in common.)
T240 UNIT 4 WEEK 4

WEEK 4
Pages 12–15 Use context clues to figure out the meaning of the
homograph close on page 14. (One pronunciation of close means “near,” Literature
which is what Loren’s dad means when he says, “That was close!” Circles
Another pronunciation, appearing in the same paragraph when the
author says, “He closes the shutters,” means “to shut.”) Summarize how
a tropical storm helps get across the author’s theme. (When a tropical Thinkmark questions to guide
storm drives Loren’s family back to their home, Loren has time to reflect the discussion. You may wish to
on the similarities between her life in Queens and in Vanuatu. These have a whole-class discussion
details reinforce the author’s theme that people from different cultures about what students learned
can uncover things they have in common.) regarding how people learn what
they have in common from both
After Reading
Respond to Reading
Revisit the Essential Question and ask students to complete the Text Level
Up
Ana
Analytical
W Write About Reading Check that students have listed Loren’s
W
Writing
feelings
f li about life on Vanuatu as details that together reveal the
author’s theme.
Fluency: Intonation

PA I R E D R E A D THEN pair them with students who
have proficiently read the Beyond Level
and have students
“I Wake in Efate” • partner-read the Beyond Level main
selection.
Make Connections: Write About It • summarize each chapter of the book.
Before reading, ask students to note that Leveled Reader • discuss how the themes of the two books
the genre of this text is poetry. Then discuss are alike and different.
the Essential Question. After reading, ask students to make
connections between the experiences recounted in So Many Stars and
“I Wake in Efate.”
The Beyond Level challenges students by
FOCUS ON LITERARY ELEMENTS assuming prior knowledge and using
Students can learn about foreshadowing by completing more complex sentence structures.
ON LEVEL T241
On Level
Vocabulary
OBJECTIVES
I Do
Use the Visual Vocabulary Cards to review the key selection words
Acquire and use adjustment, chattering, ember, nomadic, reunites, and sturdy. Point to each
accurately grade- word, read it aloud, and have students chorally repeat it.
appropriate general
words and phrases; ‡ Would you make an adjustment when you’re winning a game or losing?
gather vocabulary ‡ Where might you hear chattering, in the library or in the lunchroom?
knowledge when
considering a word ‡ Are you more likely to find an ember near a fire or near a fountain?
or phrase important
Have partners respond to these questions and explain their answers.
expression. L.6.6 ‡ Who is nomadic, a traveling speaker or a stay-at-home parent?
‡ Who reunites, old friends or strangers?
‡ Which would you call sturdy, a tall oak tree or a fragile egg?
HOMOGRAPHS
OBJECTIVES
I Do
Remind students that homographs are words that are spelled the same
Use context (e.g., the but have different meanings and possibly different pronunciations. Point
overall meaning of a out that readers may determine a homograph’s meaning from clues in
the same sentence or in nearby sentences. Use the Comprehension and
function in a sentence) Fluency passage on Your Turn Practice Book pages 183–184 to model.
as a clue to the
meaning of a word or Think Aloud I know that speakers can mean “people who are talking” or
phrase. L.6.4a “devices that amplify sound.” When I reread the sentence in which speakers
appears, I learn that they are airport speakers and that they “gave a loud
crackle.” So I think speakers here means “devices that amplify sound.”
We Do
Have students continue reading until they encounter spoke. Have students
figure out the meaning of the word by looking for clues in the sentence.
Point out its context: “Rosie spoke to a person at the counter.”
You Do
Have students determine the meanings of the words just and counter on
page 184 as they reread the selection.
T242 UNIT 4 WEEK 4

WEEK 4
Comprehension
REVIEW THEME
OBJECTIVES
I Do
Remind students that when they determine a story’s theme, they are
Determine a theme looking for its message about life. Paying attention to characters’ words,
or central idea of a actions, and feelings will help students identify a story’s theme.
text and how it is
conveyed through Have a volunteer read the first page of the Comprehension and Fluency
particular details; We Do
passage on Your Turn Practice Book pages 183–184. Direct students to
the text distinct from the first three stanzas and have them point out Rosie’s emotions at being
personal opinions or stuck in Chicago. Urge students to look at how Rosie’s emotions change as
judgments. RL.6.2 the story continues.
You Do
Have partners identify changes in Rosie’s and Estrella’s actions, words, and
feelings as they read the rest of the passage. Then have them explain how
looking at changes in the characters’ thoughts, words, and feelings helped
them determine the story’s theme.

Determine a theme
Have students choose a free-verse fiction book 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 illustrations.
the text distinct from ‡ As students read, remind them to summarize the most important
personal opinions or events to help understand the plot.
judgments. RL.6.2
Read Purposefully
Summarize while
reading to check
Encourage students to read different books that tell stories about how
understanding. people uncover what they have in common.
‡ As students read, have them fill in details and notes about characters on
Graphic Organizer 148.
‡ They can use this organizer to help them find the theme of the book.
Beyond Level
Realistic
Fiction
The
tF
Bes riend s’
Birthday s
by
Diana Noonan
illustrated by
Leveled Reader: Go
Burgandy Beam
The Best Friends’ Birthdays Digital

Before Reading
Fiction
The
tF
PAIRED Bes riend s’
Birthday s
READ The Same but Different
‡ Read the Essential Question with students: How do people uncover by
Diana Noonan
illustrated by
Burgandy Beam
Leveled Reader
what they have in common?
LEXILE 890 Leveled
‡ Have students read the title and the table of contents in The Best Readers
Friends’ Birthdays and preview the illustrations to help determine
OBJECTIVES what the story may be about.
to support analysis
explicitly as well as Review with students that realistic fiction presents true-to-life settings,
inferences drawn from characters, and plot events. Have students identify text evidence that
the text. RL.6.1
The Best Friends’ Birthdays is realistic fiction.
Determine a theme
text and how it is During Reading
conveyed through
particular details; Close Reading
provide a summary of Note Taking: Ask students to use the graphic organizer in the Your
judgments. RL.6.2 Pages 2–6 Which meaning and pronunciation of the homograph perfect Use Graphic
Organizer
is intended on page 4? (Perfect with the stress on the first syllable is an
adjective meaning “in just the right way,” which is used here. Perfect
with the stress on the second syllable is a verb meaning “to become
ACADEMIC skilled at something.”) Summarize why Ammu and Baba object to the
LANGUAGE slumber party. (Birthday parties in India are large gatherings that
include grandparents, aunts, uncles, and cousins. Ammu and Baba can’t
summarize, theme
imagine Prema wearing nightclothes outside her home, sleeping away
• Cognates: ficción
realista, resumir, tema from home, and not inviting relatives to the slumber party.)
Pages 7–10 List the details of the agreement the girls’ parents reach
about the slumber party. (They agree to move the party to Prema’s house
and have both families provide food. Jodie’s dad suggests that the
Banerjees also hold a separate family birthday party for Prema.) How
does the agreement help reveal the author’s theme? (It shows that people
with different customs can come together to share what they have in
common.)
T244 UNIT 4 WEEK 4

WEEK 4
Pages 11–12 How does the author make this story about people
adjusting to life in the U.S. realistic? (The characters use real Indian words Literature
and struggle to remember the English word for things they know in Circles
India, like the balloon pump which she calls “that object…”)
Pages 13–15 Summarize the events at the end of the story that lead to literature circle using the
the story’s theme. (By the end of the first party, these new friends have Thinkmark questions to guide
found that they have much in common. The theme has to do with the discussion. You may wish to
finding common ground with different people.) have a whole-class discussion
regarding how people learn what
After Reading they have in common from both
Respond to Reading
Ana
Analytical
W Write About Reading Check that students list the things that
W
Writing
Jodie
J di and Prema have in common.
Fluency: Intonation
Model Model reading page 12, adjusting your pitch appropriately.
Next, reread the page aloud and have students read along with you.
Realistic
R
F
Fictio n
Gifted and Talented
The
Compare Texts
Read about two girls who learn about the foods of their
Best Friend s’ Synthesize Challenge students
different cultures.
Birthday s
PA I R E D R E A D Diiiana
Dia
Dian
Dian
iaan
aana
by
b
na Noonan
na to discuss what would happen if
The Same Bur
Bu
Buurg
urga
rga
rg
gan
iillustra
ilillustr
illus
ggand
ga
sttrated by
anddyy Beam
an
but Different Jodie and her parents moved to

India and had to learn a new way
School is out; Rosa and I are running,
dodging past the others at the gate.
Her parents are out this evening,
and she’s coming over for dinner.
“The Same but Different” Up the garden path,

the delicious smell of spices
usually makes me happy
I’m at home.
to celebrate her birthday with an
But today I don’t know what to think;
I’m watching Rosa’s face.
A meal here won’t be
what she has at her house.
Indian friend like Prema. Students
can do further research to learn
PAIR
PAIRE
RED
Make Connections: Write About It REA

AD The Same but Diff
Illustration: Jok
erent
17
about Indian customs or use

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LQGG

the genre of this text is poetry. Then discuss those described in the book. Have
the Essential Question. After reading, ask students to make students decide how they could
connections between the experiences recounted in The Best Friends’ still have a slumber party or what
Birthdays and “The Same but Different.” adjustments Jodie and her family
would have to make to adapt to
local customs and still carry on
their own traditions.
FOCUS ON LITERARY ELEMENTS

Students can learn about foreshadowing by completing
BEYOND LEVEL T245

Beyond Level
Vocabulary
Model
Acquire and use mentor and rapport. Write sentences on the board using the words.
accurately grade-
appropriate general Write on the board the words anxiety and assured. Discuss their meanings
academic and with students. Then help students write sentences using the words.
domain-specific
words and phrases; Have partners discuss how connecting with others can help you meet a
gather vocabulary Apply
challenge and solve a problem. Then have students write sentences using
knowledge when
considering a word the words mentor, rapport, anxiety and assured to explain their ideas.
or phrase important
to comprehension or
expression. L.6.6
HOMOGRAPHS
OBJECTIVES Turn to the Comprehension and Fluency passage on Beyond

Model
Use context (e.g., the Reproducibles pages 183–184. Read aloud the sixth stanza on page 184.
sentence or paragraph; Think Aloud I’m not sure which meaning of the homograph spoke is
a word’s position or used here. I know that spoke can be a noun that means “a rod on a wheel,”
as a clue to the
or it can be a verb that means “said.” The words “to a person” in the same
meaning of a word or sentence indicate that spoke is being used as a verb. This context clue
phrase. L.6.4a makes me think that spoke here means “said.”
With students, read the rest of the same stanza. Help them use context
clues to figure out the meaning of counter.
Apply
Have pairs of students reread the entire passage, from the beginning. Ask
them to use context clues to determine the meanings of the homographs
read and winds on page 183.
Gifted and Independent Study Have students review the homographs in the
Talented
Comprehension and Fluency passage that they discussed. Then have them
write other meanings for those homographs, using reference materials.
Challenge them to find additional homographs in the passage.
T246 UNIT 4 WEEK 4

WEEK 4
Comprehension
REVIEW THEME
OBJECTIVES Remind students that when they are trying to determine a story’s theme,
Model
Determine a theme they are looking for its message about life. Identifying details the author
or central idea of a includes about the characters’ emotions, actions, and dialogue can help
text and how it is
conveyed through
readers recognize the theme.
particular details;
Have students read the first page of the Comprehension and Fluency
the text distinct from passage on Beyond Reproducibles pages 183–184. Ask open-ended
personal opinions or questions to facilitate discussion, such as What are Rosie’s emotions at the
judgments. RL.6.2 beginning of the story? Students should support their responses with
text evidence.
Apply
Have students note details about characters as they read the rest of the
passage. Ask them to independently fill in Graphic Organizer 148. Then
have partners use their work to determine the theme of the
entire passage.

Determine a theme
Have students choose a free-verse fiction book for sustained silent
text and how it is reading.
conveyed through ‡ As students read, have them fill in Graphic Organizer 148.
particular details;
provide a summary of ‡ Remind them to pay attention to the story’s main events so that they
the text distinct from can summarize what they read.
judgments. RL.6.2 Read Purposefully
Encourage students to keep a reading journal. Ask them to read different
Summarize while
reading to check
books about how people uncover what they have in common.
understanding. ‡ Students can write summaries of the books in their journals.
Gifted and Independent Study Challenge students to discuss how their books
Talented
relate to the Weekly Concept of shared experiences. Have students
compare the experiences that the characters in their books share to the
experiences that the characters in Home of the Brave share.
Shared Read Go
My Visit to Arizona Digital
Before Reading
Build Background Meet Marta Ramírez
As a young girl during World War II, Marta Ramírez saw
newsreels that showed B-25 airplanes flying near the smoky
plume of a volcanic eruption. The year was 1944, and Mount
Vesuvius in Italy was erupting! Blankets of burning ash were
seen smothering the airplanes. Shards of volcanic rock came
plummeting from the sky. Soldiers on the ground ran for
cover. Each glowing splinter of rock was like a deadly bullet.
Those images never left Marta. She has been fascinated
by volcanoes ever since. When she got older, Marta earned
Read the Essential Question: How do people uncover what they have
degrees in geology and volcanology. Though she has studied
many of the world’s volcanoes, she returns again and again
to Mount Vesuvius. Marta has climbed down into its smoking
crater many times. In the following memoir, she describes one
of her visits and why this volcano still inspires her work.
At the Monster’s Mouth

I recently went to see this dynamic volcano again. I

decided to climb its slope along with the dozens of curious

tourists visiting that day. As we walked, our shoes crunched on
cinders that had been dropped there long ago. Finally reaching
the rim, we gazed at the spectacular view. We stared 800 feet
down into the crater. It was quiet for now, but I knew it was
only sleeping. Frequent tremors and small earthquakes prove
that this monster is not dead. Did the others standing there
Essential
tial Question
Question with me know about the danger beneath their feet?
in common?
How do people
peopple uncover
ey have
what they ha
ave in common?
This model shows how
Read how a girl from Argentina
R di /W i i
Reading/Writing
Mount Vesuvius formed
meets the challenges of making where one plate of Earth’s
crust pushes against
new friends in a foreign country. another. Molten rock at
this collision point exerts
pressure upward until lava
explodes from the volcano.
280
28
280 65
Workshop
280_283_CR14_SI6_U4W4_MR_118711.indd
280 283 CR14 SI6 U4W4 MR 118711 indd 280 2/2/12
064_067_CR14_SI6_U1W4_MR_118711.indd
4:00
067 PM
CR14 SI6 U1W4 MR 118711 indd 65 10/11/11 8:13 AM
‡ Explain the meaning of the Essential Question, including the View “My
Visit to
vocabulary in the question: Uncover in this question means “to figure Arizona”
OBJECTIVES out.” When people uncover what they have in common, they figure out
in what ways they are alike.
to support analysis
of what the text says ‡ Model an answer: A teenager from the city and a teenager from a rural
explicitly as well as area meet at camp. At first, they think they have nothing in common.
Overtime, however, by sharing a cabin and talking together they
the text. RL.6.1
discover they have more in common than they suspected.
Determine a theme
or central idea of a ‡ Ask students a question that ties the Essential Question to their own
text and how it is background knowledge: When have you been surprised to find out that
conveyed through you have something in common with someone? How did you find this
particular details;
out? Turn to a partner and explain. Call on several pairs.
personal opinions or During Reading
judgments. RL.6.2
LANGUAGE ‡ Ask questions that help students understand the meaning of the text
OBJECTIVE after each paragraph.
Determine a story’s
theme. ‡ 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
• theme, summarize,
characters, plot,
homographs
• Cognates: tema,
resumir, homógrafos
T248 UNIT 4 WEEK 4

WEEK 4
Page 281 Riding and Reading
Introduction, Lines 1–14 What do Carl and Mike want Silvinia to do

Repeat the phrase after me: Short sharp shocks. How after they discover she has never ridden a horse?
is Silvina using the phrase “short sharp shocks”? (She (ride Stormy) What does Silvina compare Stormy to?
is using it to describe the unpleasant surprises she (The wild horse from The Black Stallion) How does
has experienced upon arriving in Arizona.) the comparison help Carl and Silvina discover they
have something in common? (They have both read
Explain and Model the Strategy Tell students
the book. They start talking about books.) How
that summarizing will help them check their
does this make Silvina feel? (contented)
understanding of the text. Read the introduction
and the three shocks that Silvina enumerates.
Page 283
Model summarizing the first shock: Silvina’s family
is staying at the hot, dusty Gomez ranch rather than
What does Carl do when Silvina tries to take
an air-conditioned hotel. Guide students to use this
a picture of Carl and Mike standing next to Stormy?
summary to help them summarize the rest of the
(He runs to get his camera. He then asks Silvina
text.
to show him how to use it.) How does this make
Explain and Model Theme You can often figure Silvina feel? (Happy. It’s something she knows how
out a story’s theme by paying attention to the to do.)
characters’ feelings. As I read Silvina’s three shocks,
How have things changed six weeks later? (Carl,
I hear the frustration in her words. Why do you think
Mike, and Silvina are now friends. Carl knows how
she is unhappy? (Life in Arizona and the people she
to use his camera and Silvina knows how to ride.)
meets there seem very different from her life in
What do you think the theme of the story is? (Even
Argentina.) This is a clue to the author’s theme.
when people think they are very different, they
can discover they have things in common.)
Page 282
Lines 5–12 After Reading

Model and Explain Homographs It can be Make Connections
confusing when two words are spelled alike but have ‡ Review the Essential Question.
different meanings. Silvina struggles with the word
‡ Make text connections.
present. Grandpa G. says “Silvina, let me present
Stormy to you.” What does Silvina think he is doing? ‡ Have students complete the ELL
(giving her Stormy as a gift) Grandpa G. is actually Reproducibles pages 183–185.
using the word as a verb to mean “introduce.” Have
students repeat with you present as a noun and
present as a verb. Then choral read the last five
lines of this section.


Realistic
Fiction
so
Stars
MANY Leveled Reader: Go
So Many Stars
BY
Ad er
ri e
nne
M . Frat e
r
I L LU S T R AT E D BY
Mi ch a
Ar
ch
Digital
Before Reading
Preview Realistic
Fiction
so
PAIRED
MANY
READ Dreaming of Home
‡ Read the Essential Question: How do people uncover what they have BY
Stars
Ad
ri e ch
er
nne
M Frat e
r Ar
ha
Leveled Reader
in common? Mic
LEXILE 610 Leveled

‡ Refer to A Lot in Common: How do storytellers share the things they Readers
know?
OBJECTIVES
‡ Preview So Many Stars and “Dreaming of Home.” Our purpose for
to support analysis reading is to figure out how different people from different places are the
of what the text says same.
inferences drawn from Vocabulary
the text. RL.6.1
Use the Visual Vocabulary Cards to pre-teach the ELL vocabulary: host,
Determine a theme
rhythm, traditional, volunteers. Use the routine found on the cards. Point
text and how it is out the cognates: tradicional, voluntarios.
conveyed through
particular details;
provide a summary of During Reading
judgments. RL.6.2 Note Taking: Have students use the graphic organizer on ELL
Read on-level prose Reproducibles page 182. Use the questions below after each page is
and poetry orally with read with students. Use Graphic
accuracy, appropriate Organizer
rate, and expression Pages 2–4 Loren and her family are moving to Vanuatu. What is she
on successive going to miss about living in New York? (her friends, her music, and
readings. RF.5.4b cooking with her Gran) Ask students if they have ever moved. Have
them make connections between their experience and Loren’s.
ACADEMIC Pages 5–8 Take a look at the picture on page 5. How is Vanuatu
LANGUAGE different from New York? (New York is a city, Vanuatu is a tropical island,
• realistic fiction:
summarize, theme
different languages, different food, technology) How is Vanuatu the
• Cognates: ficción
same as New York? (schools, choir, drums, friendly people)
realista, resumir, tema Pages 9–11 Loren quickly makes friends in Vanuatu. Review Chapter
3 and summarize how Loren makes new friends. (Loren talks with
someone who is new, choir practice, watches Afi’s family cook and play
drums) Are these some of the same things she did in New York? (yes)
T250 UNIT 4 WEEK 4

WEEK 4
Pages 12–13 Why is Loren’s dad singing as he makes dinner? (He is

happy that twenty people have signed up for his computer class.) Literature
Pages 14–15 On page 15, you can see the letter Loren started to write Circles
to her grandmother. Work with your partner to finish the letter. Write one Ask students to conduct a
paragraph talking about Vanuatu. You can talk about the weather, school, literature circle using the
house, choir, or drumming. When students finish, allow a few volunteers Thinkmark questions to guide
to share their paragraphs. the discussion. You may wish to
After Reading about Efate and what people
have in common from both
Respond to Reading Revisit the Essential Question. Ask students to selections in the Leveled Reader.
work with partners to answer the Text Evidence Questions. Support
students as necessary and review all responses as a group.
Level
Ana
Analytical
W W
Write About Reading Check that students have listed Loren’s
Writing
f li
feelings about life on Vanuatu as details that together reveal the
author’s theme.
Fluency: Intonation
Up
Model Model reading page 12, varying your pitch appropriately. Next,
PA I R E D R E A D
“Dreaming of Home” THEN pair them with students who
have proficiently read the On Level main
Make Connections: Write About It selection with their partners.
Before reading, ask students to note • echo-read the On Level main selection
Leveled Reader
that “Dreaming of Home” is a poem. Then with their partners.
discuss the Essential Question. After reading, ask students to make • list words with which they have difficulty.
connections between what they learned in So Many Stars and in • discuss these words with their partners.
“Dreaming of Home.”

FOCUS ON LITERARY ELEMENTS including more domain-specific words
Students can extend their knowledge of foreshadowing and complex sentence structures.
by completing the literary elements activity on page 20.


Vocabulary
OBJECTIVES Preteach vocabulary from “My Visit to Arizona,” following the Vocabulary
I Do
Acquire and use Routine found on the Visual Vocabulary Cards for the words adjustment,
accurately grade- chattering, ember, mentor, nomadic, rapport, reunites, and sturdy.
appropriate general
words and phrases;
knowledge when
Have students draw a picture related to the vocabulary word.
or phrase important
to comprehension or Beginning Intermediate Advanced/High
expression. L.6.6 Help students brainstorm Have students write a Challenge students to
concepts related to the caption for the drawing, explain how the drawing
word. using the word. related to the word.
LANGUAGE
OBJECTIVE
REVIEW VOCABULARY
OBJECTIVES Review the previous week’s vocabulary over a few days. Read each word
I Do
Acquire and use aloud, pointing to it on the Visual Vocabulary Card, and have students
accurately grade- repeat. Then follow the Vocabulary Routine on the back of each card.
appropriate general
academic and Have students guess the word after you give a clue by naming its antonym
words and phrases;
or synonym. Have volunteers say the word and use it in a sentence.
gather vocabulary
You Do
Have students work in small groups. Group members take turns giving
knowledge when
considering a word clues for a word while the other group members guess it. If a student
or phrase important guesses correctly, have him or her use the word in a sentence.
to comprehension or
Help students write clue Have students write clues Ask students to use
LANGUAGE words and read them in complete sentences. antonyms or synonyms in
OBJECTIVE aloud. their clues.
T252 UNIT 4 WEEK 4

WEEK 4
HOMOGRAPHS
OBJECTIVES Read aloud the first paragraph of the Comprehension and Fluency
I Do
Verify the preliminary passage on ELL Reproducibles page 183. Point to winds. Tell students that
determination of it’s a homograph, and context clues can help them figure out its meaning.
the meaning of a
word or phrase (e.g., Think Aloud I know that winds can be a noun that means “moving air” or
by checking the
inferred meaning
it can be a verb that means “to put something around.” I’m not sure what it
in context or in a means here, but I see a context clue in the sentence. When I read that “all
dictionary). L.6.4d flights in and out of Chicago were stalled by the howling winds outside,” I
know that moving air affects flights, so winds here means “moving air.”
LANGUAGE Have students point to the word change in the second paragraph. Help
OBJECTIVE We Do
Understand
identify context clues in the third sentence that describe the departure
homographs. board. Write the definition of the word on the board.
You Do
Have pairs define speakers on page 183, using context clues.

Help students locate the Have students read aloud Have students explain
context clues and use the the context clues and then how context clues helped
frame: Speakers means . define the word. them define the word.
OBJECTIVES List academic vocabulary and high-frequency words from “My Visit to
I Do
Acquire and use Arizona”: apparently, discovered, understand; and So Many Stars: adventures,
accurately grade- invisible, tropical. Define each word for students: Discovered means “to
appropriate general
academic and
have found out.”
domain-specific
Model using the words in a sentence: We discovered a new route to the park.
gather vocabulary Mike discovered I never rode a horse. Then provide sentence frames and
knowledge when complete them with students: They discovered while on their trip.
considering a word
to comprehension or
Help students copy and Provide sentence starters Have students define the
LANGUAGE complete the sentence for students, if necessary. words they used.
OBJECTIVE frames correctly.
Use academic vocabulary
VOCABULARY T253

Writing/Spelling
W R I T I N G T R A I T: I D E A S
OBJECTIVES Explain that good writers create a plot made up of a series of key events.
I Do
Write narratives These events often result from a conflict and tell about the characters.
to develop real or Read the Expert Model passage aloud and note the plot events.
or events using Reread the first section on page 283 of My Visit to Arizona as students
effective technique, We Do
follow along. Together, note the characters and events on a story map.
details, and well- Model using details in the story map to write a summary.
structured event
sequences. W.6.3 You Do
Have pairs write a new event for the story, using the story map. They
should use the same main characters and if possible, the same conflict.
Edit each pair’s writing. Then ask students to revise.
LANGUAGE
Write key events to
develop a plot. Help pairs craft a new plot Have students revise, Have students revise for a
event. Then have them adding details to further stronger plot and edit the
copy the edited story. develop the plot. revision for errors.
S P E L L W O R D S W I T H G R E E K A N D L AT I N P R E F I X E S
OBJECTIVES Read aloud the Spelling Words on page T228, segmenting the words into
I Do
Demonstrate syllables. Point out the spelling of the prefixes co-, trans-, pro-, sub-, in-,
command of the com-, and post-. Have students repeat the words.
conventions of
standard English Read the Dictation Sentences on page T229 aloud for students. With each
punctuation, and
sentence, read the underlined word slowly, emphasizing the prefix. Have
spelling when writing. students repeat after you and write the word.
Spell correctly. L.6.2b
You Do
LANGUAGE
Spell words with Greek
and Latin prefixes. Have students copy the After students have Have students explain
correctly spelled words corrected their words, which words were difficult
and say the words aloud. have pairs quiz each other. to spell and why.
T254 UNIT 4 WEEK 4

WEEK 4
Grammar
P R O N O U N  V E R B AG R E E M E N T
OBJECTIVES Remind students that verbs in a sentence must agree with subject
I Do
Demonstrate pronouns such as I, we, she, he, it, they, and you. Write on the board: We
command of the come to the park. Read the sentence aloud. Then cross out We and add She.
conventions of
standard English
Model adding an -s to comes. Tell students to add an -s to a present-tense
grammar and usage verb with the singular pronouns he, she, and it. Compare pronouns with
when writing or nouns and point out how they are different. Next, remind students that a
speaking. L.6.1 contraction is a shortened form of two words. Write the following pronoun
and verb pairs and contractions on the board.
LANGUAGE
OBJECTIVE they are = they’re you are = you’re I am = I’m
Use pronouns and
verbs correctly.
we have = we’ve it is = it’s he is = he’s she is = she’s
Grades K-6
We Do
Write the sentence frames below on the board. Ask volunteers to provide
pronouns or, if appropriate, pronoun-verb contractions to complete each
Language frame. Fill in the sentence frames with students’ responses. Then read the
Transfers completed sentences aloud for students to repeat.
Handbook
Every day, run. going to rain tomorrow.

On Saturdays, runs. Next week, flying to New York.
Language Transfers
Handbook
happen to have an extra hat.
Speakers of Cantonese,
Haitian Creole, You Do
Brainstorm a list of pronoun-verb contractions with students. Have
Hmong, Korean, and partners write sentences using a pronoun-verb contraction from the list.
Vietnamese may
have difficulties with Beginning Intermediate Advanced/High
pronoun and verb
agreement. Reinforce Have students copy Ask students to underline Have students underline
the addition of -s with their sentences and the pronoun-verb the pronoun-verb
present tense verbs underline the pronoun- contractions, and tell the contractions. Have them
with singular third verb contraction. Read word pair the contraction explain if they should add
person pronouns. sentences aloud for replaces. an -s to an action verb that
students to repeat. goes with the contraction.
PROGRESS MONITORING
Weekly Assessment
TESTED SKILLS

Theme RL.6.2, RL.6.5 Homographs L.6.4a Writing About Text RL.6.2,
RL.6.5, W.6.9a
Grade 6
Assessment Includes
Weekly
Grades 1-6 Fluency Goal 130 to 150 words correct per minute (WCPM)
Fluency
Assessment
following schedule:
T256 UNIT 4
WEEK 4
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 170 on Homographs and

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

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

PDFs.

PDFs.
students requiring:
TIER

TIER

WEEKLY OVERVIEW
TEACH MODEL
TEACH AND MODEL

answerable Shared Read “Hey Nilda,” and “Hi Rachel,” 294–301
lounge Genre Poetry
Lexile NP
obligation
proportion
Poetry Terms Genre ............................................................. Free Verse and Narrative, T274–T275

Comprehension Skill .............................. Point of View, T276–T277
alliteration
Literary Element ....................................... Alliteration and Assonance, T278–T279
assonance
Vocabulary Strategy ............................... Figurative Language, T280–T281
free verse
Writing Traits .............................................. Word Choice, T286–T287
narrative poem
Grammar Handbook............................... More Pronouns, T290–T291
Go
Digital
T258 UNIT 4 WEEK 5

TAKING
RESPONSIBILITY
Essential Question
How can we take responsibility?
WEEK 5
APPLY WITHAPPLY
CLOSE READING
Complex Text
PAIRED
READ
“This Is Just to Say,” “to Mrs. Garcia, in “Primer Lesson,” and “If I can stop one
the office,“ and "Dear Thomas,” 326–329 Heart from breaking,” 330–331
Genre Poetry Genre Poetry
Lexile NP Lexile NP
Differentiated Text


Genre Genre
Classroom Library

TEACH AND MANAGE
How You Teach

Taking Responsibility “Hey Nilda,” and “Hi Rachel,” “This Is Just to Say,”
Minilessons Free Verse and Narrative, “to Mrs. Garcia, in the
Point of View, Alliteration and Assonance, Office,” “to Thomas,” “Primer
Figurative Language, Writing Traits Lesson,” and “If I can stop
Reading/Writing
one Heart from breaking”
Workshop
294–303
Literature
Anthology
290–291
326–331


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

Sensory Language Ways People Take
Responsibility
Independent
Practice Go Digital

pp. 193–194
Comprehension
Genre, p. 195
Phonics/Word Study
Literary Elements, p. 196
Grammar
Phonics, p. 198
Spelling/Word Sorts
Listening Library
Contracts Unit 4 • Week 5 • Taking Responsibility 21
Goo On
O nl
nl
Le
Le
ev
vel Activities
Leveled Wr
Writer's Workspace
Digitall

WEEK 5
Leveled Readers Make a List, T284
Text Connections
Compare Taking Responsibility,
T285
Write About Reading
Ana
Analytical
W
Weekly Assessment
229–240


17
( More
20 Activities
on back
5
13

Write to Sources
and Research
Point of View, T276–T277
Summarize, T281D
Point of View, T281D
Analyze to Inform/Explain, T285
Summarize, p. 329
Comparing Texts, T297, T305, Point of View, p. 329
T309, T315
Point of View,
pp. 193–194
Go Genre, p. 195
Digital
Analyze to Inform,
Whiteboard Point of View Your Turn Practice Book

17
Go
Poetry Digital
Narrative Poem, T350–T355
Go
Digital
Poetry: Narrative Poem
Interactive Leveled Workstation Card Writing Process
h Edition
di i Sensory Language, Card 17 Multimedia Presentations

WEEK 5
Writing Trait: Word Choice
Sensory Language, T286-T287
Word Choice:
Sensory Language,
pp. 302–303
17
Word Choice:
Go Sensory
Digital Language, Word Choice: Sensory
Card 17 Language, p. 200
Interactive

Go
Digital
Grammar
More Pronouns, T290–T291 More Pronouns
Spelling
Consonant Alternation,
T292–T293
C
Consonant
Go Alternation
A
Digital
Interactive

READING
Build Background Taking Responsibility, Comprehension
T266–T267 • Genre: Free Verse and Narrative, T274–T275
Teach, Listening Comprehension Interactive Read Write About Reading Ana
6 T277
• Skill: Point of View, T276–T277
Analytical
A
Writing
W
Model Aloud: “Alejandro’s Music,” T268–T269 • Literary Elements: Alliteration and Assonance,
T278–T279
Whole Group
Comprehension
and • Preview Genre: Free Verse and Narrative, T274–T275 Practice Your Turn 192–197
Apply • Preview Literary Elements: Alliteration and Assonance,
T278–T279
Vocabulary Strategy: Figurative
Language, T280–T281
Practice Your Turn 191
Close Reading of Complex Text “Hey Nilda,”
and “Hi Rachel,” 294–297
Leveled Reader The Go-Kart, T296–T297 Leveled Reader The Go-Kart, T296–T297
Phonics/Decoding Decode code Words
W with Vocabulary
Approaching Consonant Sounds, T298 8 2
TIER
T300 0 2
TIER
Level Vocabulary TIER

Comprehension TIER
0 2 • Identify First Person Point of View, T302
2 2
• Answer Yes/No Questions, T301 • Review Point of View, T303
Leveled Reader Team Robot Ninja, Leveled Reader Team Robot Ninja,
T304–T305 T304–T305
On Level
Small Group
Vocabulary Review Vocabulary Words, T306 Comprehension Review Point of View, T307
Leveled Reader The Hardest Lesson, Leveled Reader The Hardest Lesson,
T308–T309 T308–T309
Beyond
Vocabulary Review Domain-Specific Words, Comprehension Review Point of View, T311
Level T310
Shared Read “Hey Nilda,” and “Hi Rachel,” Leveled Reader Team Robot Ninja,
T312–T313 T314–T315
English Phonics/Decoding Decode Words with Vocabulary Review Vocabulary, T316
Language Consonant Sounds, T298 Writing Writing Trait: Word Choice, T318
Learners Vocabulary
Grammar More Pronouns, T319
LANGUAGE ARTS Writing Process: Narrative Poem, T350–355

Writing
Whole Group
• Writing Trait: Word Choice/Sensory Language, • Writing Trait: Word Choice/Sensory Language,
T286–T287 T286–T287
Grammar • Writing Entry: Prewrite and Draft, T288 • Writing Entry: Revise, T288
Grammar More Pronouns, T290 Grammar More Pronouns, T290
Spelling Spelling Consonant Alternation, T292 Spelling Consonant Alternation, T292
Build Vocabulary • Academic Vocabulary, T294 • Review Prefixes and Suffixes, T294
T262 UNIT 4 WEEK 5

WEEK 5
Go
Digital
CUSTOMIZE YOUR OWN
LESSON PLANS

READING
Phonics/Decoding Consonant Alternation, Fluency Expression and Phrasing, T283 Integrate Ideas
T282 • Research and Inquiry, T284
Integrate Ideas
Close Reading “This Is Just to Say,”
“to Mrs. Garcia, in the Office,” Close Reading “Primer Lesson” and “If I can
and “to Thomas,” 326–329 stop one Heart from breaking,” 330–331
Literature
Anthology
Leveled Reader The Go-Kart, T296–T297 Leveled Reader Paired Read: “Board Lesson,” Leveled Reader Literature Circle, T297
Phonics/Decoding Build Words wwith T297 Comprehension Self-Selected Reading,
TIER
Consonant Alternation, T298
8 2 Phonics/Decoding Practice Consonant T303
Fluency Expression and Phrasing, T302
2 2
TIER
Alternation, T299
Vocabulary Figurative Language, T301
Leveled Reader Team Robot Ninja, Leveled Reader Paired Read: “Game On!,” Leveled Reader Literature Circle, T305
T304–T305 T305 Comprehension Self-Selected Reading,
Vocabulary Figurative Language, T306 T307
Leveled Reader The Hardest Lesson, Leveled Reader Paired Read: “Training Leveled Reader Literature Circle, T309
T308–T309 Wheels,” T309 Comprehension
• Figurative Language, T310 Gifted and • Independent Study: Responsibility, T311
• Analyze, T310 Talented
Leveled Reader Team Robot Ninja, T314–T315 Leveled Reader Paired Read: “Let's Play!,” T315 Leveled Reader Literature Circle, T315
Phonics/Decoding Build Words with Vocabulary Additional Vocabulary, T317
Consonant Alternation, T298 Phonics/Decoding Practice Consonant
Vocabulary Figurative Language, T317 Alternation, T299
Spelling Words with Consonant Alternation,
T318
LANGUAGE ARTS
• Writing Trait: Word Choice/Sensory Language, • Writing Trait: Word Choice/Sensory Language, • Writing Trait: Word Choice/Sensory Language,
T286–T287 T286–T287 T286–T287
Grammar Mechanics and Usage, T291 Grammar More Pronouns, T291 Grammar More Pronouns, T291
Spelling Consonant Alternation, T293 Spelling Consonant Alternation, T293 Spelling Consonant Alternation, T293
• Figurative Language, T295 • Shades of Meaning, T295 • Morphology, T295

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

instruction.

Specific Vocabulary Poetic
Descriptions T273
Organization Stanzas T275
"Hey Nilda" and "Hi Rachel"

Lexile NP

Purpose Feelings T281A
Connection of Ideas Theme T281C
Genre Point of View T281E
"This Is Just to Say," "to Mrs. Garcia, in the Office," and "to Thomas" Lexile NP
"Primer Lesson," "If I can stop one Heart from breaking" Lexile NP

SCAFFOLD
support Workshop "Hey Nilda" Team Robot Ninja
and "Hi Rachel" T314–T315
THEN scaffold instruction using the small T312–T313 "Let's Play!" T315
group suggestions.

WEEK 5
instruction focus.
more complex text.
Quick Check
Genre Free Verse and Narrative T275
Comprehension Skill Point of View T277
Literary Element Alliteration and Assonance T279
Beyond
Vocabulary Strategy Figurative Language T281
Phonics/Fluency Consonant Alternation, T305
Expression and Phrasing T283

ing
Approach ELL
T297 T315
T 315
Additional Vocabulary T317 Figurative Writing Trait: Spelling Grammar

convince secret Language Word Consonant More Pronouns
fault stolen T317 Choice T318 Alternations T319
invitation trust T318


LESS O
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M
N
10 Build Background
Mins
Go
Reading/Writing Workshop.
Discuss the photograph of the baseball smashing through the window
with students. Focus on the speaker’s sense of responsibility.
Workshop ‡ The speaker struggles with opposing thoughts: the triumph of hitting Concept
a home run and needing to be answerable for the broken window.
OBJECTIVES ‡ The obligation to admit to breaking the window and then to take
Follow rules for responsibility and pay for its repair outweighs the speaker’s personal
collegial discussions,
set specific goals and
desire to bask in the glory of hitting the ball so hard.
Watch Video
deadlines, and define
individual roles as
needed. SL.6.1b Talk About It
Engage effectively in a Ask: Why does the speaker make him or herself answerable to the
range of collaborative COLLABORATE neighbor? How does a sense of obligation guide the speaker’s actions?
discussions (one-on- Have students discuss in pairs or groups.
one, in groups, and
teacher-led) with ‡ Model using the graphic organizer to generate words and phrases
diverse partners on related to taking responsibility. Add students’ contributions.
‡ Have students complete the organizer, generating additional related Use Graphic
and issues, building Organizer
on others’ ideas and words and phrases. Then have partners discuss a situation in which
expressing their own they took responsibility for something they did.
clearly. Pose and
respond to specific
questions with
elaboration and detail Collaborative Conversations
by making comments
that contribute to the Ask and Answer Questions As students engage in partner,
topic, text, or issue small-group, and whole-class discussions, encourage them to
under discussion.
SL.6.1c ask and answer questions. Remind them to
‡ ask questions to clarify ideas or comments they do not
Build background understand.
knowledge about
taking responsibility. ‡ pause after asking a question to give others time to formulate
a response.
‡ answer questions thoughtfully with complete ideas, not
one-word responses.
T266 UNIT 4 WEEK 5

WEEK 5
Poetry
Essential Question
Go Digital!
First there was that glorious thwack!

when I smacked the ball and sent it
soaring toward left field.
But then there was that awful crash!
when my home-run hit smashed
through our neighbor’s window.
I wished I could just celebrate my
amazing hit. But I knew I had to go
accept my obligation to pay for the
window. It wasn’t fun, but it was the
right thing to do.
Talk About lt
Write words you have learned
about being answerable to Taking
Responsibility
others for one’s actions. Then
talk with a partner about a
Steve Bronstein/Stone+/Getty Images
situation in which you took

responsibility for something
you had done.
290 291
290_291_CR14_SI6_U4W5_WO_118711.indd 290 READING/WRITING WORKSHOP, pp. 290–291 2/13/12290_291_CR14_SI6_U4W5_WO_118711.indd

11:22 AM 291 2/9/12 5:37 PM

SCAFFOLD
Taking
Use Visuals Point to Describe Have students Discuss Ask students Responsibility
the baseball and broken describe the situation to discuss how the
window. The ball broke in the photograph. Ask: photograph of the ball
the window. Ask: Who is How did the window through the window
responsible for the broken break? How can the shows the need to be
window? Repeat correct person who broke it take answerable for one’s
answers slowly and responsibility for his or actions. Elaborate on
clearly for the class. her actions? Correct students’ responses.
students’ grammar and
pronunciation as needed.

LESS O
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M
N
Mins
Go
OBJECTIVES Connect to Concept: Taking Responsibility Digital
Tell students that just as in stories and novels, poetry can describe
media and formats characters’ problems and responsibilities. Let students know that you
(e.g., visually, will be reading aloud a narrative poem told in free verse about a boy
quantitatively, orally) named Alejandro and a problem he faces.
and explain how it
text, or issue under Preview Genre: Free Verse and Narrative Poetry View
Illustrations
study. SL.6.2 Explain that the poem you will read aloud is a narrative poem that is in
Analyze how a the form of free verse. Discuss features of free verse poetry:
‡ does not make use of rhyme or a regular meter and may contain
chapter, scene, or
stanza fits into the imagery and descriptive language
overall structure of a Discuss features of narrative poetry:
to the development of ‡ tells a story in verse form and has characters, a setting, and a plot
plot. RL.6.5 Preview Comprehension Strategy: Ask and
Answer Questions
• Listen for a purpose.
• Identify Point out that active readers ask themselves questions and look
characteristics of for answers as they read. In a narrative poem, readers might have
narrative poetry. questions about the characters, setting, or plot. Asking and answering
• Identify questions can bring clarity to confusing parts of a poem. It can also
characteristics of help readers remember a poem’s important ideas.
free verse poetry.
ACADEMIC
LANGUAGE
Respond to Reading
• free verse, narrative Think Aloud Clouds Display Think Aloud Master 1: I wonder . . . to
poem, ask and reinforce how to use the ask and answer questions strategy.
answer questions © The McGraw-Hill Companies, Inc.
• Cognate: poema
Genre Features With students, discuss the elements of the Read Model Think
Alouds
narrativo Aloud that let them know it is a narrative, free verse poem. Ask them
to think about other poems that you have read or that they have read Genre Features
independently that were narrative, free verse poems.

Summarize Have students restate the most important parts of
“Alejandro’s Music” in their own words. Use Graphic
Organizer
T268 UNIT 4 WEEK 5

WEEK 5
Alejandro’s Music
Alejandro stares at the blank page. Remembering the flute’s floating melodies
Waiting, impatient for him to begin, Stirring the warm air by the stove.
His pen hovers like a hesitant Class ends; everyone heads for lunch.
Orchestra conductor’s baton. Alejandro, glum, sits across from Shona. 2
The fingers on his free hand
“Can you help me with my poem?” he whispers.
Tap a rapid rhythm on the desk.
She smiles, nods.
“Write a poem about your favorite music,”
He leans on the table, tells her about the music,
The teacher had said.
How it sounds in the night kitchen when dinner is
“And we’ll share them tomorrow.”
done,
Alejandro has no idea how to begin.
The cat asleep, and the family reading.
His favorite music isn’t played on a radio or
“That is a beautiful poem,” she says with a smile.
television
“Write it just like you told me.”
Or on a digital player that fits in a pocket,
And he does.
But on his grandfather’s wooden flute
In band class on Thursday, Karim fumbles with his
In a corn-scented kitchen. 1
flute
He can’t describe it on paper And watches glumly as Alejandro confidently
And he fears others might sneer at such a plays a tune
Strange favorite. He learned from his grandfather.
He watches as Shona leans over her assignment, Alejandro notices and says, “Would you like help?”
Confidently scribbling, smiling, nodding. Karim smiles with relief.
But he won’t ask for help; he is too proud. “Thank you, thank you.” 3
Alejandro stares at the blank page,
1 Think Aloud I will ask

Jamie Grill/Iconica/Getty Images
myself a question about 2 Think Aloud I wonder why

why Alejandro thinks Alejandro feels too proud to
he can’t write about his ask for help. I’ll reread the
favorite music. I will look poem so far to see if I can find
for an answer in the poem. an answer.
3 Think Aloud I am not clear

about what caused Alejandro
to offer his help at the end of
the poem. I will look back at
the last stanza to answer my
question. This also might help
me better understand the
poem’s theme.

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: An obligation is a moral or legal duty.
OBJECTIVES Example: I have an obligation to make sure my dog is

walked and fed.
Acquire and use obligation
accurately grade- Ask: What is a synonym for obligation?
appropriate general
academic and
domain-specific Use Visual
words and phrases; Definitions Glossary
gather vocabulary ‡ answerable If you are answerable to somebody, you must explain
knowledge when your actions to that person.
considering a word
or phrase important ‡ lounge A lounge is a room that people use to relax.
to comprehension or
‡ proportion Proportion is the proper relationship between two
expression. L.6.6
things in size, amount, or importance.
Poetry Terms
Introduce each poetry term on Reading/Writing Workshop page 293.
‡ alliteration Alliteration is when two or more words in close
proximity begin with the same consonant sound.
‡ assonance A poem with assonance repeats the same or
similar vowel sounds in a group of words.
‡ free verse Free verse poetry has no fixed rhyme scheme or
meter and uses the natural rhythms of speech.
‡ narrative poem A narrative poem tells a story.
Talk About It
Have students work with a partner to review each photograph and
COLLABORATE discuss the definition of each vocabulary word. Then ask students to
choose three words and write questions for their partner to answer.
T270 UNIT 4 WEEK 5

WEEK 5

SCAFFOLD
Use Visuals Look at the Describe Have students Discuss Ask partners to
photograph for obligation. describe the photograph discuss the photograph
What is the woman for obligation. Ask: What for obligation and write
doing? Why? Elaborate on is another example of an a definition for the word.
students’ responses. Elicit obligation? Have partners Ask: In what ways do pet
that another word for discuss other obligations, owners have an obligation
obligation is responsibility. clarifying as needed. Call to their pets? Elicit reasons
The cognate for obligation on volunteers to say the to support students’
is obligación. cognate for obligation. responses.
p. 191 p. 191 p. 191
VOCABULARY T271
Here at home, my secret doesn’t sit so well.
H.ey
Once you know what I did,
You’ll see red.
Nilda,
I know I’m answerable to you,
I have an obligation to make it right.
So here’s what happened:
You think someone stole your camera . . .
No, I borrowed it without asking—
By now you’re’ wondering,
d i worrying i g Just to try it out, but
Why I’ve seemed so weird this week ekk Then I lost it.
—not calling you, not texting,
Slipping silently past you in the hallll
at school, I looked, looked, looked
Pretending to listen to music or In the laugh-loud cafeteria, the echo-hollow gym,
checking my watch.
The bottom of my crammed
med and
(bkgd) Ingram Publishing; McGraw-Hill Companies, Inc., Ken Cavanagh Photography

Outside, with classes over, messy locker,
I’ve made a beeline for the bus, The plastic couches in the
e teachers’ lounge,
Other kids, eager to leave,
And the shush-quiet aisles
es of the library—
(bkgd) Vstock LLC/Getty Images; McGraw-Hill Companies, Inc., Ken Cavanagh Photography
Hustle and rush,

Every place I could think of.
Feeling free and gleeful.
But not me. And it’s gone.
I hide behind my hair. My fault.
I’ll give you my allowancee for
the next few months.
Essential Question
But I wonder—can money
ey
How can we take
responsibility? mend a friendship?
ng
Read a poet’s view of beingg
ip..
responsible in a friendship.
Rachel
294 295
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2/13/12294_297_CR14_SI6_U4W5_MR_118711.indd 295 3/14/12 2:42 PM
Shared Read
Connect to Concept: The speaker in the poem is at school, worried and
Taking Responsibility feeling weird. She talks about “slipping silently past
Explain that “Hey Nilda” and “Hi you in the hall,” so I know she is avoiding her friend.
Rachel” are poems that work She says she is hiding behind her hair. I wonder
together to show how people can what has happened.
Reading/Writing
Workshop take responsibility in their lives. Read Reread “Hi Rachel”: Model how to paraphrase
both poems with students, noting the narrative in “Hi Rachel.” Reread the poem
vocabulary words previously taught. together. Remind students that this poem has all
the elements of a good story.
Close Reading Like other stories, the poem begins with characters
Reread Stanza 1 of “Hey Nilda”: Tell students and a problem: Nilda has taken and lost her friend
you will take a closer look at the first stanza of “Hey Rachel’s camera. The reappearance of the camera
Nilda.” Reread the stanza together. Ask: What is is the turning point in the story, and it leads to
the speaker doing and feeling? Model how to cite the resolution: Nilda asks if Rachel will still be her
evidence to answer. friend and go to a concert with her.
T272 UNIT 4 WEEK 5

.
WEEK 5
Hi Rachel,
Yep, you’re right.
How long have we been friends?
Since we were five, that’s how long.
We may not see eye-to-eye at times,
But we have always been honest
I wondered why you were walking around
—With each other.
Like you were scared or angry or
As if you’d been crying or trying to hide, Just so you know:
—Or all of the above. I found my camera yesterday,
Stuck in a big box with some
g breakable
Good thing I wasn’t holding anything
socks in the lost and found.
When I read your message,
Because I might have dropped it
—Or flung it across the room. Let’s not blow this out of
proportion,
ketty recliner
Instead, I dropped down into our rickety recline
er Maybe just treat it as water
And clenched my teeth tight, under the bridge.
My body shaking as hard Start again, okay?
As if I were outside Still friends?
Wearing shorts in the freezing rain.. I hope so.
I’ve got two tickets to Friday’s
I mean, come on!
(bkgd) Ryan McVay/Getty Images; McGraw-Hill Companies, Inc., Ken Cavanagh Photography
concert, and
Publishing; McGraw-Hill Companies, Inc., Ken Cavanagh Photography

You borrowed my new camera
I don’t want to go by myself.
without asking?
Then let me think it was stolen?
I thought I could trust you.
Nilda
—Lareine Interne
Make Connections
And I thought you would trust me en
nough
enough Talk about the ways that Rachel and Nilda
To tell me the truth. express their views on taking responsibility.
ESSENTIAL QUESTION
Describe a time when you took responsibility

for your actions in a friendship. TEXT TO SELF
Credits Ingram
(bkgd) TK
296 297
294_297_CR14_SI6_U4W5_MR_118711.indd 296 READING/WRITING WORKSHOP, pp. 296–297 2/13/12294_297_CR14_SI6_U4W5_MR_118711.indd

10:51 AM 297 3/14/12 12:40 PM
Make Connections
ESSENTIAL QUESTION
Encourage students to use text evidence as they
Specific Vocabulary
discuss how each girl takes responsibility for
maintaining their friendship. Encourage students Help students identify poetic descriptions of
to discuss what personal qualities allow people to people, places, and things in “Hey Nilda.”
step up and take responsibility for their lives. ‡ How does the poet describe the cafeteria?
(laugh-loud) Why do you think the poet put
Continue Close Reading those words together to form an adjective?
Use the following lessons for focused rereadings. (Laughter in school cafeterias can be loud.)
‡ Free Verse and Narrative, pp. T274–T275 ‡ What other examples of creative description
does the poet use? (echo-hollow gym,
‡ Point of View, pp. T276–T277
crammed and messy locker, plastic couches,
‡ Alliteration and Assonance, pp. T278–T279 shush-quiet aisles) Discuss what these
‡ Figurative Language, pp. T280–T281 descriptions suggest.
SHARED READ T273

Genre: Poetry
LESS O
IN I
M
N
10 Free Verse and Narrative
Mins
Go
1 Explain Digital
Share with students the following key characteristics of free verse
and narrative poetry. Here at home, my secret doesn’t sit so well.
. Hey
You’ll see red.
Nilda,
Free verse poetry is written without a traditional rhyme scheme

‡
checking my watch.
med and

or meter. It often uses the varied rhythms of everyday speech.

I’ve made a beeline for the bus, The plastic couches in thee teachers’ lounge,
Hustle and rush,
Essential Question
ey
How can we take
ng
ip..
Rachel
294 295
Free verse may include patterns of sound, such as alliteration

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Workshop or assonance, to create an effect. It often uses figurative and Lesson
descriptive language to create imaginative comparisons and
OBJECTIVES vivid images.
Analyze how a
particular sentence, ‡ Narrative poetry takes the form of a poem to tell a story. It
chapter, scene, or includes story elements such as character, setting, and plot to tell
stanza fits into the about a problem and its resolution.
to the development of 2 Model Close Reading: Text Evidence
Model identifying the characteristics of free verse and narrative
plot. RL.6.5
poetry in “Hey Nilda” on pages 294–295.
Recognize the ‡ No Rhyming Pattern or Meter Point out end words in the
characteristics of free poem, that show the lack of rhyme scheme. Then reread parts
verse and narrative
of the poem, emphasizing the fluctuating rhythms of natural
poetry.
speech to show that the poem does not follow a regular meter.
‡ Poetic Devices Point out the alliteration and assonance in the
ACADEMIC
LANGUAGE first line of the third stanza. (alliteration: here, home; secret, sit, so;
• free verse, narrative assonance: here, secret) Then discuss the descriptive language
poem in the first stanza, where the poet creates images of Rachel at
• Cognates: verso libre, school and on the bus.
poema narrativo
‡ Story Elements Ask: Who are the main characters in this poem?
What is the setting? What is the problem? How does Rachel try to
solve the problem?

Have partners classify “Hi Rachel” as free verse, narrative poetry, or
COLLABORATE both. Ask them to cite text evidence to support their answers. Have
partners share their reasoning with the class.
T274 UNIT 4 WEEK 5

WEEK 5
Monitor and
Differentiate
Quick Check
Can students identify whether “Hi
Rachel” is free verse, a narrative poem,
or both? Can they cite evidence to
support their reasoning?

ELL Develop p. T315

Organization
Students may need help recognizing how
the stanzas organize events in “Hey Nilda.”
‡ What is the first stanza mostly about?
(Rachel’s behavior for the past week)
‡ How does Rachel’s confession in stanza 2
logically follow the first stanza? (It explains
her behavior.)
‡ How do events and ideas in stanza 3 relate
to stanza 2? (They connect Rachel’s
actions with her feelings of guilt and her
confession.) APPROACHING BEYOND ELL
p. 195 p. 195 p. 195
GENRE T275
Comprehension Skill
LESS O
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M
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10 Point of View
Mins
Go
1 Explain Digital
Remind students that in fiction, a narrator tells the story. The
narrator’s relationship to the story determines the story’s point of Here at home, my secret doesn’t sit so well.
. Hey
view. Explain that in poetry, the narrator is known as the speaker. In
You’ll see red.
Nilda,
narrative poetry, the speaker determines the poem’s point of view.

checking my watch.
med and

Hustle and rush,
Essential Question
ey
How can we take
ng
Rachel
Explain that students should identify the speaker in a narrative

ip..
294 295
‡
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Workshop poem. Ask: Is the speaker a character in the poem? Does he or she Lesson
participate in the events? Do readers know what he or she thinks
OBJECTIVES and feels? If so, the poem has a first-person point of view.
Cite textual evidence ‡ Students can also identify a first-person point of view by looking
to support analysis
at the speaker’s use of pronouns. If the speaker uses I, me, my,
explicitly as well as and mine, the poem has a first-person point of view.
inferences drawn from ‡ As students read poems with a first-person point of view, they
the text. RL.6.1
should note details that reveal the thoughts and feelings of the
Explain how an speaker. These details often point to the theme of the poem.
author develops the
point of view of the
narrator or speaker in 2 Model Close Reading: Text Evidence
a text. RL.6.6
Identify the details that reveal the first-person point of view in “Hey
Describe the effect Nilda. “ Then model using the details to determine that the poem is
of point of view in told from Rachel’s point of view.
a poem.
Ana
Analytical Write About Reading: Analyze Model for students how to use
Writing
W
the details from the organizer to write an analysis of the poem’s
ACADEMIC point of view.
LANGUAGE
• point of view, speaker,
narrator 3 Guided Practice of Close Reading
• Cognates: punto de Have pairs complete the organizer with additional details. Have
vista, narrador(a)
COLLABORATE them decide what can and cannot be known about the characters
and events in “Hey Nilda.” Then ask pairs to complete another
SKILLS TRACE
organizer for “Hi Rachel,” going back into the text to find details that
help them identify the point of view.
POINT OF VIEW
Ana
Analytical Write About Reading: Analyze Ask pairs to work together to
Introduce U2W3 Writing
W
write an analysis of the point of view in “Hi Rachel.” Call on pairs to
Review U2W4, U2W6, share their analyses with the class.
U3W6, U4W5, U4W6, U6W6
Assess U2, U4
T276 UNIT 4 WEEK 5

WEEK 5
Monitor and
Differentiate
Quick Check
Do students identify details in the
poems that help them determine point
of view? Can they identify narrative
elements that point to the theme?

ELL Develop p. T313

SCAFFOLD
Identify Point out the Discuss Reread “Hey Explain Have students
name Rachel at the end Nilda.” Ask: Who is the use text evidence to
of “Hey Nilda.” Reread speaker? (Rachel) What do explain to a partner the
the first stanza. Guide you learn about Rachel? point of view in “Hey
students to identify the (She is avoiding Nilda) Nilda.” Encourage them
use of I’ve, my, and I. Have partners complete to analyze point of view
Ask: Who is the speaker? the frames and then as a key to understanding
(Rachel) What does Rachel discuss what these the poem’s message or
tell about? (her behavior details reveal: Rachel theme. Clarify students’
and feelings during the is because . The responses as needed.
week) first-person point of view
helps me know .
pp. 193–194 pp. 193–194 pp. 193–194

Literary Elements
LESS O
IN I
M
N
10 Alliteration and Assonance
Mins
Go
1 Explain Digital
Explain to students that poets create sound devices to achieve
rhythms, rhymes, and other sound effects that contribute to the Here at home, my secret doesn’t sit so well.
. Hey
overall feeling and message of a poem. Alliteration is when poets
You’ll see red.
Nilda,
repeat a particular consonant sound at the beginning of words

checking my watch.
med and

Hustle and rush,
Essential Question
near one another. Assonance is when poets repeat a certain vowel

ey
How can we take
ng
ip..
Rachel
294 295
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Reading/Writing
Workshop sound within a group of words. Present the
Lesson
‡ Alliteration and assonance give emphasis to words poets wants
OBJECTIVES readers to notice. The words spoken together may sound harsh
Determine the or forceful, or they may sound soft and soothing. Sound devices
meaning of words add interest to a poem and help convey meaning and tone.
and phrases as they
are used in a text, ‡ As they read poetry, students should pay attention to alliteration
including figurative and assonance. The emotional and musical quality that repeated
and connotative sounds create often suggests something important about the
meanings; analyze the
poem’s speaker or its theme.
impact of a specific
word choice on Point out that reading a poem aloud brings it to life and allows
meaning and tone. readers to hear, identify, and enjoy sound devices such as alliteration
RL.6.4
and assonance.
Recognize alliteration
and assonance in 2 Model Close Reading: Text Evidence
poetry.
Reread the poem “Hey Nilda” on page 294, emphasizing the
alliteration and assonance in the text. Model identifying the sound
ACADEMIC devices. Then think aloud about what they reveal about Rachel and
LANGUAGE
her feelings.
• alliteration,
assonance
• Cognates: aliteración, 3 Guided Practice of Close Reading
asonancia
Have partners work together to reread the first stanza of “Hi Rachel”
COLLABORATE on page 296 and identify examples of alliteration and assonance.
Encourage pairs to take turns reading the stanza aloud to better
hear the sounds in the words. Challenge students to analyze why
the poet might have decided to emphasize certain words and
phrases in this way. Have pairs share their analyses with the class.
T278 UNIT 4 WEEK 5

WEEK 5
Monitor and
Differentiate
Quick Check
Can students identify alliteration and
assonance in the poems? Can they
explain the effect of the sound devices?

ELL Develop p. T315

SCAFFOLD
Listen Reread the first Identify Reread the first Explain Have students
two lines of “Hey Nilda.” stanza of “Hey Nilda.” reread the first stanza of
Help students identify Ask: Which words in lines “Hey Nilda,” identifying
alliteration: wondering, 1 and 2 begin with the instances of alliteration
worrying, why, weird, and same consonant sound? and assonance. Ask:
week. Ask: What sound (wondering, worrying, Why would the poet
begins these words? (w) why, weird, week) What is emphasize these words?
Reread the poem again, this sound pattern called? Turn to a partner and
focusing on assonance: (alliteration) Reread so explain. Clarify students’
seemed, weird, and week. students can identify the responses as needed.
Ask: What vowel sound do words with assonance.
you hear? (long e)
p. 196 p. 196 p. 196
LITERARY ELEMENTS T279

Vocabulary Strategy
LESS O
IN I
M
N
10 Figurative Language
Mins
Go
1 Explain Digital
Explain that figurative language is when authors and poets
use words and phrases that have meanings apart from the literal Here at home, my secret doesn’t sit so well.
. Hey
meanings of the words. An idiomatic expression is a type of
You’ll see red.
Nilda,
figurative language in which a phrase cannot be understood just

checking my watch.
med and

Hustle and rush,
Essential Question
from the meanings of the individual words in it. Idioms are often
ey
How can we take
ng
ip..
Rachel
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Reading/Writing
Workshop understood by native speakers but can be puzzling to nonnative Present the
Lesson
speakers. Like other forms of figurative language, idiomatic
OBJECTIVES expressions stir the imagination and provide fresh ways of looking
Determine the at the world.
meaning of words ‡ Students can look for context clues that may help them figure
and phrases as they
out the meaning of an idiomatic expression.
are used in a text,
including figurative ‡ Idiomatic expressions, like many other words, have connotations.
and connotative Students should consider the underlying emotional quality of
meanings; analyze the
an idiomatic expression. They may ask: Is it funny? Is it positive,
impact of a specific
word choice on or negative? What does it suggest about a character or situation?
meaning and tone. The answers will help students understand the meaning of the
RL.6.4 idiomatic expression and the poet’s purpose in using it.
Demonstrate ‡ Point out that some idioms are defined in dictionaries, often in
understanding of
the entry for a key word in the expression.
figurative language,
word relationships,
and nuances in word 2 Model Close Reading: Text Evidence
meanings. Interpret
figures of speech Identify the poet’s use of idiomatic expressions on page 294 of “Hey
(e.g., personification) Nilda.” Model using context clues to determine the meaning of
in context. L.6.5a made a beeline.

LANGUAGE
figurative language Have students work in pairs to find additional idiomatic expressions
in the poems. Remind them to use context clues to define the
SKILLS TRACE COLLABORATE
expressions. Ask pairs to share suggested meanings as well as the
FIGURATIVE LANGUAGE: clues they used to determine meanings. Compare and discuss
IDIOMS
students’ findings.
Introduce U4W2
Review U4W2, U4W3,
U4W5
Assess U4
T280 UNIT 4 WEEK 5

WEEK 5
Monitor and
Differentiate
Quick Check
Can students identify idiomatic
expressions in the poems? Can they
use context clues to figure out the
meanings of the idioms?

ELL Develop p. T317

SCAFFOLD
Identify Help students Comprehend Point out Expand Point out made
find made a beeline in made a beeline in “Hey a beeline in “Hey Nilda”
“Hey Nilda.” Ask: How do Nilda”and the context and ask students to
bees seem to fly: in a slow, clues eager to leave and identify the context clues
wandering way, or fast hustle and rush. Ask: that helped them define
and straight? (fast and How would a bee move the idiom. Have partners
straight) Then point out when it’s eager to get discuss the imagery in
the context clues eager someplace? (quickly and the idiomatic expression
to leave and hustle and purposefully—that is, in and explain why the poet
rush. Have volunteers a straight line) You may used it to describe Rachel.
demonstrate the idiom wish to discuss similar Elaborate on students’
for the class. phrases such as like a shot. responses.
p. 197 p. 197 p. 197

Develop
Comprehension
LEXILE
“This Is Just NP
to Say”
“to Mrs. Garcia,
in the office”
“to Thomas”
Gr e
925 1185
185
NP Non-Prose
1
‡ Whole Class
‡ Small Group
‡ Independent
ESSENTIAL QUESTION
poems might help them answer the question.

Purpose Remind students that every poem has a purpose.
Connection of Ideas ‡ Read the poem aloud. Ask: What kind of writing
does the poem sound like? (a note left to explain
why the plums have disappeared)
‡ Does the poem show a moment in the speaker’s life?
(yes) What feelings does it reveal? (regret, playful
affection)
T281A UNIT 4 WEEK 5
WEEK 5
TEXT: “This Is Just to Say” from THIS IS JUST TO SAY: Poems of Apology and Forgiveness by Joyce Sidman. Text copyright © 2007 by
Note Taking:
Joyce Sidman. Reprinted by permission of Houghton Mifflin Harcourt Publishing Company. All rights reserved.
Use the Graphic Organizer
As students read, have them take notes
using the graphic organizer on Your Turn
Practice Book page 192 to record point of
view details.
I have stolen
the jelly doughnuts
1 Skill: Point of View
that were in Which words are clues about who the
the teachers’ lounge
speaker is? (I, me) To what does he admit?
and which (eating plums) Why does he describe the
you were probably
plums? (to explain why he ate them) With a
saving
for teachers partner, add these details to your organizer
and determine the poem’s point of view.
Forgive me
they were delicious Details Point of View
so sweet
first person;
and so gloppy I, me
people must
too bad the speaker ate take responsibility
the plums for their actions,
the powdered sugar
but some actions
spilled all over my shirt explains why he
should be excused
and gave me couldn’t resist
2 away
by Thomas 2 Vocabulary: Figurative Language

— Joyce Sidman
Use context clues to define the idiomatic
expression gave me away. (The sugar shows
what Thomas did. Gave me away means that
his theft was revealed.)
327
326_329_CR14_SA6_U4W5_SEL_118712.indd 327
Help students understand the power of simplicity ‡ Does the poem tell us whom the note is for? (no)
that is used in “This Is Just to Say.” Does it tell us how the speaker knows the owner of
‡ Reread the poem aloud. Ask: Are there any words the plums? (no) Do we find out if the speaker is ever
with more than three syllables? (no) forgiven? (no)
‡ Can you imagine someone leaving you a note Explain that these unanswered questions make
like this one? Call on students to explain why these simple words an interesting poem.
someone might leave such a note.

Develop
Comprehension
3 Genre: Free Verse
Is “to Thomas” structured poetry, or free
verse? (free verse) How can you tell? Thank you for your poem.
You do have a way with you, Thomas.
(There is no rhyming pattern in the poem Smiling, asking me how I’m doing today, 3
and no regular meter. It sounds like talking a mile a minute.
everyday speech.) Slipping in and out (yes, I see you!)
stealing our hearts, and our doughnuts, too. 4
4 Literary Elements: A nice boy like you can really
get on in the world
Alliteration and Assonance if he doesn’t let his fingers run away
Sound out the words smiling (line 3), with him.
slipping (line 5), and stealing (line 6). Of course I forgive you.
But I still have to call your mother.
Do these words show alliteration, or
by Mrs. Garcia (in the office)
assonance? (alliteration) How does
the sound that they have in common — Joyce Sidman
emphasize an idea that they have in

common? (The alliteration connects the
TEXT: “Dear Thomas” from THIS IS JUST TO SAY: Poems of Apology and Forgiveness by
words, which share the idea of behaviors

Joyce Sidman. Text copyright © 2007 by Joyce Sidman. Reprinted by permission of
Houghton Mifflin Harcourt Publishing Company. All rights reserved.; Craig Phillips.
that Thomas uses to get what he wants.)
328

Connection of Ideas
Help students connect ideas to identify the theme Help students understand the relationship between
of “to Thomas.” Thomas and Mrs. Garcia as student and teacher.
‡ In lines 7–10, how does Mrs. Garcia act toward ‡ Does Mrs. Garcia like Thomas? (yes) How do you
Thomas? (She tries to teach him a lesson and know? (She says that he’s nice, that he steals
warns him about his future.) people’s hearts, and that she forgives him.)
‡ What does she do to make sure that Thomas will ‡ Does Mrs. Garcia let her affection keep her from
understand? (She will call his mother.) warning Thomas about responsibility? (no)
T281C UNIT 4 WEEK 5
WEEK 5
Respond to
Reading
Summarize
Point
Details of View
Summarize Review with students the details from their

Use important details from “This Is Just to Say”
graphic organizers. Model how to use the
to summarize the poem. Information from your
Point of View Chart may help you. details to summarize “This Is Just to Say.”
Ana
Analytical
W
Write About Reading: Analyze Ask
Text Evidence W
Writing
students to use their organizers to write an

1. Is the free verse poem “This Is Just to Say” an
example of a narrative poem? Explain your explanation of the poem. Remind them to
answer. GENRE cite text details to support their ideas.
2. Find an example of both alliteration and
assonance in the poem “to Mrs. Garcia, in the
office.” LITERARY ELEMENTS Text Evidence
3. Identify an idiomatic expression the author 1. Genre Answer The poem is an example
uses in the poem “to Thomas” and explain its
of narrative poetry. Evidence Though the
meaning. IDIOMS
poem is short, it tells a story: the narrator
4. Reread “This Is Just to Say” and “to Mrs. Garcia, in
the office.” Write about the point of view the poet
confesses to eating plums that someone
uses in each poem and why it is effective. was saving for breakfast.
WRITE ABOUT READING
2. Literary Elements Answer The poet uses
alliteration in lines 11–12 and assonance in
Make Connections
Think about each speaker’s claim lines 16–17. Evidence The words so, sweet,
in proportion to his or her action. and so begin with the same sound. The
Why is it important to admit
words gave and away contain the long a
responsibility for your actions?
TEXT TO WORLD sound.
3. Idioms Answer “you do have a way with
you” and “stealing our hearts” Evidence The
329
expression “you do have a way with you”
is a figurative way to say that Thomas is
326_329_CR14_SA6_U4W5_SEL_118712.indd 329
charming and friendly. “Stealing our hearts”
is a figurative way of saying that people like
Thomas.
Make Connections Ana
Analytical
W
Writing 4 Write About Reading: Point of View In
4.
Text to World Have partners work together to cite both poems, the poet uses the first-person
evidence from “This Is Just to Say” and “to Thomas” point of view, signaled by pronouns such as
that show how the speaker of the first poem is I and me. This point of view gives the reader
different from Thomas. Ask partners to discuss their an opportunity to hear the thoughts of the
findings with the class. speaker and to see the events noted in the
poem through the speaker’s eyes.

Develop
Comprehension
LEXILE
“Primer NP
Lesson”
“If I can stop
one Heart from
breaking”
Gr e
925 1185
185
NP Non-Prose

‡ Whole Class 1
‡ Small Group
‡ Independent
Compare Texts
Students will read more poems that explore
responsibility. Have them do a close reading,
noting details that show point of view. They
will use text evidence to compare the poems.

Genre Help students understand the point of view in
“Primer Lesson.” Reread the first line.
‡ How would you characterize this statement? (It is a
command that sounds like a warning.)
‡ Who is the “you” that the speaker addresses? (the
reader)
T281E UNIT 4 WEEK 5

WEEK 5

What image comes to mind when you
read lines 4–6? Tell how this image helps
you understand the poem’s main idea.
If I can stop one (a stubborn person stomping away,
suggesting we must use words responsibly,
Heart from breaking since they can hurt unintentionally)
If I can stop one Heart from breaking
I shall not live in vain 2 Ask and Answer Questions
If I can ease one Life the Aching What must the speaker of this poem do to
Or cool one Pain feel that her life is valuable? Cite evidence
TEXT: THE POEMS OF EMILY DICKINSON, Thomas H. Johnson, ed., Cambridge, Mass.: The Belknap Press of Harvard University Press, copyright © 1951, 1955, 1979, 1983
Or help one fainting Robin to support your answer. (The speaker needs
Unto his Nest again to help someone else from hurting. The
I shall not live in Vain. 2 evidence is the four examples of situations
— Emily Dickinson in which help or comfort is needed.)
Make Connections
Essential Question Have students
Make Connections paraphrase and share what each poet says
What are the poets in these two poems
about taking responsibility.
by the President and Fellows of Harvard College. All rights reserved.
saying about taking responsibility? Use

details from the poems in your answer. Text to Text Discuss the similarities
ESSENTIAL QUESTION
between these and other poems about
How are these poems similar to others responsibility. Ask: How does “Primer Lesson”
you have read about being answerable for
your actions? TEXT TO TEXT
handle the topic differently from “This Is Just
to Say?” (“This Is Just to Say” is a playful
lesson; “Primer Lesson” is a serious warning.)
331
330_331_CR14_SA6_U4W5_PP_118712.indd 331
Explain that because the speaker directly addresses Reread the first three lines of “Primer Lesson.” Help
the reader instead of an identified “character,” as students understand what “proud words” are.
in the poems on pages 326–328, this poem has ‡ What kinds of words are not easy to call back?
a second-person point of view. A second-person (words that hurt someone’s feelings, or words that
point of view gives the poem an instructional tone. make someone mad)
Say that you signals a second-person point of view.
It means that the speaker is addressing the reader.

Phonics/Fluency
LESS O
IN I
M
N
20 Consonant Alternation
Mins
Go
Use combined
knowledge of Remind students that a suffix is a word part that comes at the end
all letter-sound of a base word and changes the word’s meaning and part of speech.
correspondences, Common suffixes include -al, -ant, and -ation. Consonant
syllabication patterns, Alternation
and morphology Explain that adding a suffix sometimes changes the sound of the
(e.g., roots and consonant in the original word. In the word sign, for example, the
Present the
affixes) to read consonant g is silent. But when the word signal is formed by adding Lesson
the suffix -al, the g is no longer silent. The words sign and signal
multisyllabic words
in context and out of are related words, for they have the same base. Knowing this helps
context. RF.5.3a readers and writers understand why the silent g is needed in the
Read on-level prose word sign.
and poetry orally with Write the words create and creation on the board. Explain that the
word creation has the suffix -ion added to the base word, create. The
on successive /t/ in create changes to /sh/ when the suffix -ion is added, forming
readings. RF.5.4b creation. The term consonant alternation refers to the change in the
consonant sound in these related words.
2 Model
ACADEMIC
Write the following pairs of related words on the board. Model how
LANGUAGE
• expression, phrasing to read each pair aloud. Then discuss how the consonant sound Here at home, my secret doesn’t sit so well.
.
Hey
changes in the word pairs.

You’ll see red.
Nilda,
• Cognates: expresión,
By now you’re
’ wondering,
d i worrying
i g Just to try it out, but
checking my watch.
med and
fraseo

limb/limber malign/malignant
Hustle and rush,
Essential Question
ey
How can we take
ng
Rachel
condemn/condemnation muscle/muscular
ip..
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View “Hey
solemn/solemnity public/publicity Nilda”
Refer to the sound
transfers chart in the 3 Guided Practice
Language Transfers
Handbook to identify Ask students to identify when certain consonants are silent and
sounds that do not when they are heard in the above words. Then have them chorally
transfer in Spanish, read each set of words, offering correction as needed.
Hmong, and Korean.
T282 UNIT 4 WEEK 5

WEEK 5

Monitor and
Transition to Longer Words Draw a T-chart on the board.
In the first column, write decorate, design, magic, office,
Differentiate
cooperate, corrode, critic, and music. In the second column, write
decoration, designate, magician, official, cooperation, corrosion,
criticism, and musician. Quick Check
Q
Have students chorally read a word in the first column, and Can students decode multisyllabic
then model how to read the longer word in the second column. words with consonant alternation?
Point out the added suffix and discuss how adding it to the Can students read fluently, with
base word changes the consonant sound in the related words. appropriate expression and phrasing?
Repeat with the remaining words.

pp. T298, T302
ELL Develop
pp. T315, T318
pp. T304–T305
Beyond Level Apply
Expression and Phrasing pp. T308–T309
Explain/Model Explain that poetry is meant to be read with
expression. Using an expressive voice helps to convey the
feelings in the poem. Using phrasing (including pausing at the
end of a writer’s thought, which may not mean pausing at the
end of each line) also helps to convey the poem’s meaning.
Turn to the poems on Reading/Writing Workshop pages ONLEVEL PRACTICE BOOK, p. 198
294–297. Model reading expressively and with conscious
phrasing as you read aloud the first fourteen lines
of “Hey Nilda.”
Practice/Apply Have students work in groups. Divide “Hey
Nilda” into sets of lines. Have the first group read a set of lines
with appropriate expression and phrasing. Have the other
group echo-read. Then have groups switch roles to read the
next set of lines. Have groups continue reading and echo-
reading. Offer feedback about places where students could
make the expression or phrasing more effective.

passages.
p. 198 p. 198 p. 198
PHONICS/FLUENCY T283
Wrap Up the Week

Integrate Ideas
RESEARCH AND INQUIRY Taking Responsibility
OBJECTIVES Make a List

range of collaborative Explain that students will find a poem or short story about unlikely
discussions (one-on- characters working together or getting along. They will then create a list
one, in groups, and of the qualities, characteristics, or circumstances that led the characters
teacher-led) with to overcome their differences. Discuss the following steps:
diverse partners on
and issues, building 1 Discuss the Topic Students should engage in collaborative
on others’ ideas and discussions (in groups and one on one) about ways in which characters
expressing their own in this week’s readings worked together or got along. Encourage them
clearly. SL.6.1
to think about the qualities and characteristics of these characters.
Draw evidence
from literary or
informational texts
2 Find Literature Help students select and analyze quality literature.
to support analysis, They should seek stories and poems in which characters struggle to
reflection, and find common ground. Remind them to read carefully and critically,
research. W.6.9 looking for relevant details that may become useful evidence. Have
students post their poem or story title on the Shared Research Board.
• Respond to
literature.
• Find relevant details
3 Guided Practice Have students use Graphic Organizer 57 to record
and evidence. each character’s traits. Encourage them to think about the qualities or
circumstances that led the characters to overcome their differences.
ACADEMIC
LANGUAGE
4 Create the Project: List Guide students to use their organizers
• characters, details, to help them create their lists. The lists should include characters’
evidence, literature emotions and actions, as well as inferences about the relationship
• Cognate: detalles between the mismatched characters.
Present the List

Steve Bronstein/Stone+/Getty Images
Have each student present his or her list to another student. Encourage
students to include their own reflections, supported by evidence, in their
presentations. Afterward, have students complete Presenting Checklist 2.
T284 UNIT 4 WEEK 5

WEEK 5

Compare and contrast
texts in different forms Cite Evidence Explain that, using the texts
or genres (e.g., stories COLLABORATE they have read this week, students will work in
and poems; historical groups to compare information about how we
novels and fantasy can take responsibility. Model how to compare
stories) in terms of
their approaches to this information by using examples from the
similar themes and poems “Hey Nilda” and “Hi Rachel,” Reading/
topics. RL.6.9 Writing Workshop pages 294–297, and the
Review the key week’s Leveled Readers. Review class notes
ideas expressed and completed graphic organizers. You also may
and demonstrate wish to model going back into the text for more
understanding of
information. Use a Layered Book Foldable® to
through reflection record comparisons. Groups should then draw
and paraphrasing. conclusions about how we can take responsibility.
SL.6.1d
Students should cite at least three examples from each text.
Encourage discussion, asking students to comment on information on the
charts that is similar and ideas that are different.
Ana
Analytical

Draw evidence
from literary or Cite Evidence Explain that students will write about a text they read this
informational texts week. Using text evidence, they’ll analyze the author’s use of point of view.
to support analysis,
Discuss how to analyze point of view by asking how and why questions.
reflection, and
research. W.6.9 ‡ Why do you think the author chose a first-person point of view?
Write informative/ ‡ How does the point of view reveal the speaker’s character traits?
explanatory texts Use Your Turn Practice Book page 199 to discuss the student model.
to examine a topic
and convey ideas, Have students select a text and review how the speaker is developed
concepts, and through point of view. They write an analysis explaining the author’s use of
information through point of view. Remind them that good explanatory writing uses transitions
the selection, to clarify relationships among reasons and uses pronouns correctly.
organization, and
analysis of relevant Present Your Ideas Ask partners to share their paragraphs and discuss
content. W.6.2 COLLABORATE how the text evidence that they cited supports their ideas. Partners may
suggest additional text evidence if necessary.

Readers to Writers
LESS O
IN I
M
N
10 Writing Traits: Word Choice
Mins
Go
Sensory Language Digital
FPO Expert Model Explain that writers of narratives choose words carefully
to bring to life events and feelings their characters experience. Sensory
Expert Model
language helps readers visualize how things look and imagine how Good thing I wasn’t holding
anything breakable
things sound, smell, taste, and feel. As a result, readers can better When I read your message,
Because I might have dropped it
—Or flung it across the room.
understand characters’ feelings and experiences. Instead, I dropped down into our
rickety recliner
Reading/Writing Expert
Workshop Read aloud the expert model from “Hi Rachel.” Ask students to listen Model
Editing Marks
COLLABORATE for words that appeal to the senses of sight, hearing, touch, taste, and
OBJECTIVES smell. Have students talk with partners to identify sensory language
Write routinely over and discuss images, thoughts, and feelings the words create. Student Model
Grammar Handbook
extended time frames Sorry, Little Brother

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I keep thinking one day, just maybe,
(time for research, Student Model Remind students that a writer’s choice of sensory You’ll be ready to borrow my lucky bat,
reflection, and that

The one who rings when I hit the ball,
words and phrases helps readers feel and imagine what the writer smooth
The cool aluminum
revision) and shorter b i
time frames (a single describes. Read aloud the student draft “Sorry, Little Brother.” As Student
Model
sitting or a day or students follow along, have them focus on sensory words the writer
two) for a range of added to his draft.
discipline-specific
tasks, purposes, and Invite partners to discuss the draft and the words Alfonso added. Ask
them to suggest places where Alfonso could create vivid word images
302_303_CR14_SI6_U4W5_WRT_118711.indd 303 2/9/12 5:54 P
audiences. W.6.10 COLLABORATE
by adding sensory language.

Use precise words
and phrases, relevant
descriptive details,
and sensory language
to convey experiences
and events. W.6.3d
Use sensory words to

revise writing.
ACADEMIC
LANGUAGE
• sensory language,
narrative
Genre Writing
G
• Cognates: lenguaje
sensorial, narrativo(a) Narrative Text and Poetry
For full writing process lessons and rubrics, see:
T286 UNIT 4 WEEK 5

WEEK 5

SCAFFOLD

Write Reread the student Practice Ask students to Discuss Check for
model. Help students notice sensory words in understanding. Ask:
complete the sentence the student model and Which words appeal to
frames. The item the complete the sentence your sense of hearing?
speaker describes is . frames. The sounds Which appeal to your sense
It makes a sound like when the of touch? What images do
when he hits it. It feels speaker . It feels like these words create? What
and when he holds it. when the speaker . feelings do they evoke?

Writing Every Day: Word Choice

DAY
DAY DAY
DAY
1 2
Writing Entry: Focus on Sensory Language Writing Entry:
Sensory Language Use Your Turn Practice Book Sensory Language
Prewrite Provide students with page 200 to model using sensory Revise Have students revise their
the prompt below. language. writing from Day 1 by adding or
Write a poem describing an item you The spade digs in the ground. revising sensory language.
enjoy using. Use words that appeal to It lifts the crumbling clods of dirt. Use the Conferencing Routines.
readers’ senses. Then it gently covers the tiny seeds. Circulate among students and
Have partners list items they enjoy The soil smells like spring. stop briefly to talk with individuals.
using. Encourage them to take Provide time for peer review.
Model adding sensory language by
notes, using sensory language to revising the first line. Edit Have students use Grammar
describe how each item looks, feels, Handbook page 464 in the
The spade attacks the ground, loudly
sounds, smells, or tastes. Ask them Reading/Writing Workshop to
splitting the hard surface.
to refer to the notes when writing edit for relative, interrogative, and
their drafts. Discuss how the additional sensory pronoun and verb agreement.
language allows readers to more
Draft Have each student choose
vividly imagine what is described.
an item to write about. Remind
Guide students to add sensory
students to use words that appeal
words to the rest of the model.
to the senses to describe the item.
Teacher Conferences
Talk about the strengths of Focus on how the writer uses Make concrete suggestions
the writing. the target trait for the week. for revisions. Have students
You have chosen a fascinating Your choice of words makes it work on a specific assignment,
item to describe. I can recognize easy to see what you describe. such as those to the right, and
your distinct style and voice. Your poem would be even then meet with you to review
stronger if you included words progress.
that help me hear and feel the
item as well.
T288 UNIT 4 WEEK 5

WEEK 5
DAY
DAY DAY
DAY DAY
DAY
3 4 5
Writing Entry: Writing Entry: Share and Reflect
Sensory Language Sensory Language Discuss with the class what they
Prewrite Ask students to search Revise Have students revise the learned about adding sensory
their Writer’s Notebooks for draft writing from Day 3 by adding language to convey experiences and
topics on which to write a draft. sensory language to convey events vividly in their poems. Invite
Or provide a prompt such as the experiences and events and to volunteers to read and compare
following: create vivid images for readers. As draft text with text that has been
Write a poem using sensory language students are revising their drafts, revised. Have students discuss the
to describe an experience in which hold teacher conferences with writing by focusing on how sensory
you used something that worked just individual students. You may also language makes poems come
right, such as sports equipment, a wish to have students work with alive. Allow time for individuals to
musical instrument, or an art form. partners to peer conference. reflect on their own writing progress
Edit Invite students to review and record
the rules for types of pronouns observations in
their topics, ask them to create
and pronoun-verb agreement on their Writer’s
a word web with their topic in
Notebooks.
Brian Summers/First Light/Corbis
the center. Students can add Grammar Handbook pages 463

appropriate sensory language in and 464 in the Reading/Writing
the outer circles and then use the Workshop and then edit their
word webs to begin their drafts. drafts for errors.
Peer Conferences
Suggested Revisions Focus peer response groups on adding sensory
Provide specific direction to help focus young writers. language to create vivid word pictures. Provide
this checklist to frame discussion.
Focus on a Sentence
sentence using sensory language to create a vivid picture of .
Focus on a Section
✓ Is sensory language included?
Underline a section that needs to be revised. Provide specific ✓ Does the descriptive language create
suggestions. I want to know what sounded and like. the desired effect?
Try adding and changing words to appeal to readers’ senses. ✓ Do all descriptions work together?
Focus on a Revision Strategy ✓ What words might create more vivid
Underline a section of the writing and ask students to use mental pictures?
a specific revision strategy, such as substituting. Make the
description more vivid by changing this word to one that helps
me visualize.

Grammar: More Pronouns

DAY
DAY DAY
DAY
1 2
aunt Carly loves planning partys for Mike has a card for sara. His
friends. Her show us her pictures. birthday are in Febuary?
FPO (1: Aunt; 2: parties; 3: She; (1: Sara; 2: Her; 3: is; 4: February.)
4: showed)
Relative and Interrogative Review Relative and

Reading/Writing Pronouns Interrogative Pronouns
Workshop ‡ A relative pronoun links a Have students explain relative and
clause to another noun or interrogative pronouns.
OBJECTIVES pronoun. The girls performed a
Recognize and correct song that they had chosen. Demonstrative and
inappropriate shifts in
pronoun number and ‡ An interrogative pronoun asks Indefinite Pronouns
person. L.6.1c a question when a noun in the ‡ Demonstrative pronouns tell
sentence is not known. What whether a noun is here or there.
• Identify relative Those are the books we will use.
happened yesterday?
and interrogative
pronouns. ‡ Who, whom, whose, and which This is the shirt I was looking for.
• Identify can be used as either relative or ‡ This and that are singular, and
demonstrative and interrogative pronouns. That is a these and those are plural.
indefinite pronouns.
relative pronoun, and what is an ‡ Indefinite pronouns do not
• Understand
interrogative pronoun. Whose is refer to a specific person, place,
pronoun-verb
agreement. used only to show possession. or thing. Anyone can join our
Refer to page 464 of the Grammar group. Everything must be moved.
Handbook for relative and ‡ Indefinite pronouns include
interrogative pronouns. everyone, both, few, no one, many.
COLLABORATE
TALK ABOUT IT
Go
Digital USE RELATIVE AND
INTERROGATIVE PRONOUNS
USE DEMONSTRATIVE AND
INDEFINITE PRONOUNS
Have partners use relative and Have a partner in a pair say a
interrogative pronouns as they sentence naming a specific item
More
Pronouns ask and answer questions about in the classroom. Have the other
ways people can take personal partner repeat the sentence using
Grammar responsibility for mistakes. a demonstrative pronoun for the
Activities Students should listen to be sure item. Have them restate again
they use pronouns correctly. using an indefinite pronoun.
T290 UNIT 4 WEEK 5
WEEK 5
DAY
DAY DAY
DAY DAY
DAY
3 4 5
Kim lose her locker combination. Jennifer is the artist who I told you We thanked the travel agent that
she cant remember what they is. about. Many has praised her work. aranged our vacation to florida.
(1: lost; 2: She; 3: can’t; 4: it) (1: whom; 2: have) Everything were wonderful. (1: who;
2: arranged; 3: Florida; 4: was.)

Who/Whom; Pronoun/Verb Have students correct errors in Use the Daily Language Activity and
Agreement these sentences. Grammar Practice Reproducibles
‡ Use who as a subject. Karla is the 1. His sister is the soloist whom page 100 for assessment.
singer who performed. Who is the sang that song. (who)
subject of the verb performed. Reteach
2. Everybody have their ticket.
‡ Use whom as an object. Karla is (1: has; 2: his or her) Use Grammar Practice
the singer whom we liked best. Reproducibles pages 96–99
3. Few responds to our early
Whom is the object of liked. and selected pages from the
announcements. (respond)
‡ Use singular indefinite pronouns Grammar Handbook for additional
4. Many remembers Jack reteaching. Remind students that
with singular verbs. Someone has
who I invited to the party. it is important to use pronouns
borrowed my book.
(1: remember; 2: whom) and verbs that agree as they speak
‡ Use plural indefinite pronouns
Have students check their work and write.
with plural verbs. Several have
been counted. using Grammar Handbook Check students’ writing for use of
pages 462–464. the skill and listen for it in their
‡ Some, any, none, all, and most
speaking. Assign Grammar Revision
can be singular or plural.
Assignments in their Writer’s
Refer students to Grammar Notebooks as needed.
Handbook pages 462 and 464.
ADD PRONOUNS ANSWER THE QUESTION PLAY PRONOUN HUNT

Have small groups use who and Have partners take turns asking Have partners select a favorite
whom to write three sentences a question using an interrogative book and go on a pronoun hunt.
about personal responsibility. Then pronoun. The partner answers Have them look for relative,
have groups exchange sentences, with a sentence that uses relative, interrogative, demonstrative, and
say the sentences aloud, and add demonstrative, or indefinite indefinite pronouns. Call on pairs
sentences containing singular or pronouns. to share sentences they found.
plural indefinite pronouns.
GRAMMAR T291
Spelling: Consonant Alternation

DAY
DAY DAY
DAY
1 2
Demonstrate
Read each pair of spelling words Review the meaning of the Latin
command of the
conventions of aloud. Point out the spelling prefixes co- and sub-. Then read
standard English pattern in crumb and crumble. each sentence below, repeat the
capitalization, Explain that when le is added to review word, and have students
punctuation, and crumb, the b changes from a silent write the word.
spelling when
writing. Spell consonant to a b sound. Add that 1. Teamwork means to cooperate.
correctly. L.6.2b many related words are spelled
2. Teams submit to leaders’
with the same consonant letter
orders.
even though the sound changes.
Spelling Words 3. We live in a suburb near
Demonstrate sorting the spelling
crumb reject prejudice Chicago.
crumble rejection prejudicial word pairs by pattern under the
design create magic headings silent/sounded, /t/ to Have students trade papers and
designate creation magician /sh/, /k/ to /sh/, /k/ to /s/, and /s/ to check the spellings.
solemn public office /sh/. (Write the headings on index
solemnity publicity official Challenge Words Review this
muscle muscular
cards or the IWB.) Sort a few pairs. week’s spelling patterns for
Explain that the headings identify consonant alternation. Then read
Review cooperate, submit, suburb
Challenge complicate, complication
consonant sounds that change in each sentence below, repeat the
related forms. Identify the change challenge word, and have students
Differentiated Spelling as you model each pattern. write the word.
Approaching Level
Use the Dictation Sentences from 1. New plans complicate our day.
crumb create magic Day 5. Say the underlined word,
crumble creation magician 2. These rules create a
read the sentence, and repeat the
design public office complication.
designate publicity official word. Have students write the
sign confuse music words and then check their papers. Have students write the words in
signal confusion musician their word study notebooks.
reject rejection
Beyond Level
hymn
hymnal
reject
rejection
prejudice
prejudicial COLLABORATE
WORD SORTS
malign create magic
malignant creation magician
solemn public erode
solemnity publicity erosion Have students cut apart the Complete the pattern sort using
muscle muscular Spelling Word Cards in the Online the Day 1 headings, pointing out
Resource Book and initial the back the change in consonant sounds
of each card. Have them read the in related words. Have students
words aloud with a partner. Then use Spelling Word Cards to do their
have partners do an open sort. own pattern sorts. A partner can
Have them discuss why they sorted compare and check their sorts.
the words the way they did. Have student record the sorts.
T292 UNIT 4 WEEK 5
WEEK 5
DAY
DAY DAY
DAY DAY
DAY
3 4 5
Have students copy the analogies Write these sentences on the board. Use the Dictation Sentences for
below into their word study Have students circle and correct the posttest. Have students list
notebooks. Say the sentences each misspelled word. Make sure misspelled words in their word
aloud, and ask students to fill in students have access to a print study notebooks. Look for students’
each blank with a spelling word. or digital dictionary to check and use of these words in their writings.
1. Teach is to teacher as is to correct their spelling.
magician. (magic) 1. The news article was great Dictation Sentences
2. Brain is to thought as is to publisity for the magision. 1. Is that a cookie crumb?
movement. (muscle) (publicity; magician) 2. Crackers crumble easily.
3. Greeting is to farewell as 2. One crum remained after our 3. Architects design buildings.
acceptance is to . tasty creashun was quickly 4. Will you designate a driver?
(rejection) eaten. (crumb; creation)
5. She spoke solemn words.
4. Sadness is to happiness as 3. The offisial ceremony was
conducted with solemity. 6. The solemnity of the act was clear.
is to hilarity. (solemnity)
(official; solemnity) 7. Your heart is a muscle.
Challenge students to create other
4. The vote was a rejecshun of the 8. Body builders are muscular.
analogies for spelling, review, or
new desine. (rejection; design) 9. Why did they reject your ideas?
challenge words. Encourage them
to use synonyms and antonyms Error Correction Remind students 10. Rejection hurt his feelings.
as well as other types of word that when a word ends in -e, as in 11. Let’s create a spelling game.
relationships. create, the final e is often dropped 12. A puppet is his latest creation.
before a word ending such as -ion
13. Town hall is a public place.
is added.
14. Publicity gets people known.
15. He has a prejudice against pop art.
16. Her judgment was prejudicial.
See Phonics/Spelling Reproducibles pp. 115–120. 17. The shop sold magic tricks.
18. Many fairy tales include a
magician.
SPEED SORT BLIND SORT 19. Magdalena works in an office.
Have pairs do a speed sort to see Have partners do a blind sort,
20. The official report was incorrect.
who is faster. Then have them do a taking turns to read each Spelling
word hunt in the week’s reading for Word Card while the partner Have students self-correct the tests.
more words that have consonant sorts it under a pattern heading.
sound changes in related word Then have partners write in their
forms. Have them record the words word study notebooks about the
they find in their Day 2 pattern sort different ways they were able to
in their word study notebooks. sort the words.
SPELLING T293
Build Vocabulary
DAY
DAY DAY
DAY
1 2
Demonstrate
understanding of
figurative language, 1. Why should workers be forms of this week’s words by
word relationships, answerable to a manager? adding, changing, or removing
and nuances in word inflectional endings.
meanings. Interpret 2. What would you expect to see
figures of speech (e.g., in an airport lounge? ‡ Draw a T-chart on the board.
personification) in Write lounge in the first column.
3. What is an obligation you
context. L.6.5a Then write lounges in the second
have at home?
column.
Expand vocabulary 4. Why is proportion important
by adding inflectional ‡ Have students share sentences
in a realistic painting?
endings and suffixes. using each word form.
‡ Students can add to the chart
doing the same for obligation
Vocabulary Words
and proportion, and then share
answerable obligation
sentences using the different
lounge proportion forms of each word.
‡ Have students copy the chart
into their word study notebooks.
COLLABORATE
vie
ACADEMIC VOCABULARY PREFIXES AND Re w
Discuss the week’s poetry terms. SUFFIXES

‡ Display alliteration, assonance, ‡ Explain how the meanings of
free verse, and narrative poem. prefixes or suffixes can affect a
word’s meaning.
Define the terms and discuss
Go ‡
their meanings with students. ‡ Have them find the base word
Digital ‡ Write alliteration and alliterate
and suffix in answerable and
obligation, then find the prefix
on the board. Have partners
and base word in proportion.
look up and define other related
Vocabulary words with the same root. ‡ Have pairs use the meaning
Have partners ask and answer of the suffixes -able and -ion
questions using the words. and the prefix pro- to write a
Vocabulary
definition for each word in their
Activities ‡ Repeat with narrative.
word study notebooks.
T294 UNIT 4 WEEK 5

WEEK 5
DAY
DAY DAY
DAY DAY
DAY
3 4 5
Review this week’s and last week’s ‡ Have students write sentences Ask students to create Word
vocabulary words. Have students in their word study notebooks Squares for each vocabulary word.
orally complete each sentence using this week’s vocabulary. ‡ In the first square, students write
stem. ‡ Tell them to write sentences the word (e.g., obligation).
1. I believe that anyone who has that provide word information ‡ In the second square, students
an obligation to should they learned from this week’s write their own definition of the
be answerable for . readings. word and any related words,
2. The teacher’s lounge ‡ Provide the Day 3 such as synonyms (e.g., duty,
was out of proportion to sentence stems 1–2 for students commitment, responsibility).
because . needing extra support. ‡ In the third square, students
3. Use a glowing ember to . draw a simple illustration that
4. The nomadic reunites
students write something they word (e.g., a document that says
once a year with .
learned about taking responsibility “Contract” or “Promise”).
5. The sturdy could be heard from this week’s words in their
chattering in . ‡ In the fourth square, students
word study notebook. For example,
6. The will need an they might write about how people
adjustment before we can are answerable to themselves for
exemption, option).
. an obligation they take on as a
personal responsibility. Have partners discuss the squares.
FIGURATIVE LANGUAGE SHADES OF MEANING MORPHOLOGY

Remind students to look for clues in Help students generate words Use the word proportion to learn
a paragraph to help figure out the related to lounge. Write lounge in other words with the same prefix.
meaning of an unfamiliar idiom. the center of a word web. ‡ Draw a word web on the board.
‡ Display Your Turn Practice ‡ Have pairs fill in the outer circles Write pro- in the center. Then
Book page 193. Read the first with places where a lounge have students look up meanings
stanza of the poem. Model might be found, such as airport, of pro- (e.g., “favor,” “in front of,”
figuring out the meaning of the school, restroom, hotel, theater. “substitute for”) and write them
idiom “a bundle of nerves” using ‡ Add additional words that in the outer circles.
context clues. describe what a lounge might be ‡ Have pairs create branches off
‡ Have students complete used for, such as relaxing, taking the outer circles to list words
page 197. a break, waiting for someone. that reflect the meaning of the
‡ Students should discuss their ‡ Have students copy the web into prefix. For example, proportion
responses with a partner. their word study notebooks. reflects “with respect to.”
VOCABULARY T295
Approaching Level
Realistic
Fiction
The
Go-Kart Leveled Reader:
by Adrienne Jansen • illustrated by John Batten
Go
The Go-Kart Digital
Before Reading
Realistic
Preview and Predict

Fiction
The
Go-Kart
PAIRED
READ Poetry
‡ Read the Essential Question with students: How can we take
Leveled Reader
responsibility? Leveled
LEXILE 720 ‡ Have students read the title and table of contents, preview the Readers
illustrations, and skim the text for characters and dialogue. Then
OBJECTIVES have them predict what the story is about.
to support analysis
explicitly as well as Review with students that realistic fiction tells a story that could
inferences drawn from happen in real life from a first- or third-person point of view. Realistic
the text. RL.6.1
fiction includes present-day settings and plot events, as well as
Explain how an characters who speak and act like real people. Have students identify
author develops the
evidence that The Go-Kart is realistic fiction.
narrator or speaker in
a text. RL.6.6
During Reading
Read poetry. Close Reading
ACADEMIC Turn Pactice Book, page 192 while they read the selection.
LANGUAGE Use Graphic
• realistic fiction, point
Pages 2–5 From whose point of view is the story told? Tell a partner Organizer
of view, idiom how you know. (Third-person point of view: The narrator observes the
• Cognate: ficción action, rather than taking part in it, allowing readers to know what each
realista character thinks and feels.) On page 3, why does Chelsea say that Melita
doesn’t like teams? Read on to find the evidence that supports your answer.
(The real reason is no one had ever asked Melita to be on a team.)
Pages 6–9 How do Melita and Chelsea show that they are responsible?
Paraphrase to answer. (They both point out that the tools should not be
left out.) What does Chelsea mean when she says that putting the tools
away is Melita’s job? Reread page 7 for the answer. (Chelsea gave her the
job when they were dividing up tasks.) Why do the girls argue about
who’s to blame? (No one wants to be responsible.)
T296 UNIT 4 WEEK 5

WEEK 5
Pages 10–12 Find evidence on page 11 that shows that the story is told
from a third-person point of view. (Pronouns he, they, and she.) Jessica Literature
says that the girls are “in hot water.” What does this idiom mean? (It Circles
means to be in trouble. Uncle Keith saw the tools left out even though
he told the girls to take care of them.) What important point does Jessica
remind the girls about? (They’re a team.) Thinkmark questions to guide
Pages 13–15 What does Uncle Keith mean at the end of page 15? (The the discussion. You may wish to
girls learned how to build a go-kart and a lesson about responsibility.) have a whole class discussion
regarding taking responsibility
After Reading from both selections in the
Leveled Reader.
Respond to Reading
Ana
Analytical
W Write
W
Writing About Reading Make sure students include first-person Level
pronouns and direct access to Melita’s thoughts and feelings.
Up
Realistic
Team
Fiction
Robot
Ninja
by Peter Friend
Fluency: Expression and Phrasing

illustrated by Francois Boutet
Realistic
Fiction
The
Model Model reading page 11 with proper expression and phrasing. Go-Kart
PAIRED
R
READ Poetry

Realistic
R
F
Fictio n
Go--K
Th
T he
e
Kart
PAIRED
READ Poetry
Compare Texts
Read a poem about a skateboard dilemma.
by Adrienne
PA I R E D R E A D
Janssen
en • illustrated
by John Batte
n
Board Lesson
Matt wants to skate, but your board is broken.
“You can borrow my brother’s,” Matt says.
Matt’s already flying on his board.

But this board’s not yours; it feels strange.
“Board Lesson” You do a couple of gentle turns, some simple stuff.
You do a little ollie—yes! It’s good.
Now you start to get a bit of speed.

You watch the gray blur racing on the ground.
You feel the wind slither across your skin. proficiently read the On Level .
PAIRED
CV_CR14_LR_G6_U4W
5L50 A 118638
17
READ Poetry
indd 3
Before reading, ask students to note Leveled Reader • use self-stick notes to mark at least one
that “Board Lesson” is a poem written in new detail they would like to discuss in
free verse that, like The Go-Kart, tells about taking responsibility. Then each section.
discuss the Essential Question. After reading, ask students to make
connections between the way the girls took responsibility for the tools
in The Go-Kart and the way the poem’s speaker took responsibility for
the skateboard.
FOCUS ON LITERARY ELEMENTS The On Level challenges students by
Students can extend their knowledge of alliteration including specific vocabulary and
to create rhyme by completing the literary elements complex connections of ideas.
activity on page 20.

Approaching Level
Phonics/Decoding
TIER
D E CO D E W O R D S W I T H CO N S O N A N T S O U N D S
2
OBJECTIVES Explain that a consonant can have a variety of sounds in certain words, or
I Do
Use combined can be silent and make no sound at all. Write numb on the board and read
knowledge of it aloud. Underline the letter b. Point out that in numb, the letter b is not
all letter-sound
correspondences, spoken. Remind students that the consonant c can have the /k/ sound, as
syllabication patterns, in tragic, or the /s/ sound, as in grace.
and morphology
Write column, face, and fact on the board. Model how to pronounce each
affixes) to read word, noting the silent n in column and the soft and hard sounds of c in
accurately unfamiliar face and fact. Have students identify these consonant sounds.
multisyllabic words
You Do
Add these words to the board: resign, cook, center. Have students read
context. RF.5.3a each word aloud and identify its consonant sounds. Then point to the
words in random order for students to read chorally. Repeat several times.
Decode words with
hard, soft, and silent
consonant sounds.
TIER
B U I L D W O R D S W I T H CO N S O N A N T A LT E R N AT I O N
2
OBJECTIVES
I Do
Remind students that adding a suffix to a word can change the way
Use combined the consonant in the base word is pronounced. Tell them that they will
knowledge of be using suffixes to build longer words in which the suffix changes the
all letter-sound
correspondences, consonant sound of the original word.
Display these Word Building Cards one at a time: -ion, -al, -ity. Write these
(e.g., roots and words on the board: create, correct, face, hymn, public. Model sounding
affixes) to read out each suffix and base word, emphasizing the consonant sounds. Have
accurately unfamiliar students chorally read each suffix and word. Then work with students to
multisyllabic words
combine the Word Building Cards and base words to form longer words
context. RF.5.3a with consonant alternation: creation, correction, facial, hymnal, publicity.
Have students chorally read the words.
Build words with
consonant alternation. You Do
Add these words to the board: race, office, perfect, confuse, pollute. Have
partners use these words and the Word Building Cards to form longer
words that contain consonant alternation. Create a class list.
T298 UNIT 4 WEEK 5

WEEK 5
P R AC T I C E CO N S O N A N T A LT E R N AT I O N
OBJECTIVES
I Do
Remind students that sometimes adding a suffix changes the sound of the
Use combined consonant in the original word. Write the word limb on the board. Point
knowledge of out that the b is silent. Add the suffix -er. Read the new word aloud, and
all letter-sound
correspondences,
note that the b is no longer silent. Have students pronounce both limb and
syllabication patterns, limber, emphasizing the difference in consonant sounds.
and morphology
Write the words react, reaction, malign, malignant, condemn,
affixes) to read condemnation, solemn, solemnity, muscle, muscular, and office and official
accurately unfamiliar on the board. Model how to decode the first word pair, pointing out the
multisyllabic words
suffix in the second word and the way the consonant sound changes
context. RF.5.3a from the first word to the second. Then guide students as they decode
the remaining word pairs and identify the sound change in specific
Decode words with consonants. Help them first divide each word into syllables, using the
consonant alternation. syllable-scoop procedure. This will help them recognize the pronunciation
change in each word pair. Also note the spelling change in muscle and
muscular, explaining that when adding some suffixes, it is necessary to
drop the silent e at the end of a word before adding the suffix. Identify the
sound change in specific consonants by chorally reading the words.
You Do
Afterward, point to the words in random order for students to chorally
read. If time permits, encourage students to brainstorm additional word
pairs that contain consonant alternations.
PHONICS/DECODING T299
Approaching Level
Vocabulary
TIER
2
OBJECTIVES Choose review words from High-Frequency Word Cards 121–160.
I Do
Acquire and use Display one word at a time, following the routine:
accurately grade-
academic and
domain-specific
We Do
gather vocabulary
knowledge when Display the word. Ask students to say the word then spell it. When
students have written the words, quickly flip through the word card set
or phrase important
to comprehension or as students chorally read the words. Provide opportunities for students
expression. L.6.6 to use the words in speaking and writing. For example, provide sentence
starters, such as I have never , for oral and written practice. Ask
Review high-frequency students to write each word in their Writer’s Notebook.
words.
TIER
2
OBJECTIVES Display each Visual Vocabulary Card and state the word. Explain how the
I Do
appropriate general
words and phrases;
knowledge when
expression. L.6.6
T300 UNIT 4 WEEK 5

WEEK 5
ANSWER YES/NO QUESTIONS
OBJECTIVES
I Do
Display the answerable Visual Vocabulary Card. Ask: Are you answerable
Acquire and use for something you did not do?
accurately grade-
appropriate general Explain that being answerable involves having to take responsibility for
academic and something, so the answer to the question is no.
domain-specific
words and phrases; Display the vocabulary card for the word lounge. Ask: Would you want to
gather vocabulary We Do
spend time in a lounge if you were in a hurry? With students, discuss that a
knowledge when
considering a word lounge is a rest area or a comfortable gathering space. Since someone in a
or phrase important hurry would not want to rest or wait, the answer to the question is no.
to comprehension or
expression. L.6.6 You Do
Display the remaining cards one at a time, asking each question below.
Have students answer yes or no and explain their answers.
‡ Does a doctor have an obligation to his or her patients?
‡ Is the size of a baby’s head usually in proportion to the size of its body?
F I G U R AT I V E L A N G UAG E
OBJECTIVES
I Do
Demonstrate Reproducibles page 193. Read aloud the first stanza. Point to the phrase
understanding of “a bundle of nerves.” Explain that this is an idiomatic expression and that
its meaning is different from the meanings of the individual words it
word relationships,
and nuances in word contains. Explain that students can use context clues in the poem as well
meanings. Interpret as connotations to figure out the meaning of the expression.
figures of speech (e.g.,
personification) in Think Aloud I see that the speaker uses the word strain. She also talks
context. L.6.5a about missing her pet “scratching at the door,” which would normally be
a bad thing, but here it has a positive connotation. The speaker is upset
Identify the meanings because Lola is missing. So “a bundle of nerves” must describe someone
of idioms and
idiomatic expressions. who is extremely nervous or worried about something.
We Do
Ask students to point to the expression “wishing on a star” in the first
stanza. With students, discuss how to use context clues to figure out what
the expression means. Write its definition on the board.
You Do
Have students use context clues to find the meanings of “a wild ride,”
“scared stiff,” and “just around the corner” in the second stanza.
VOCABULARY T301
Approaching Level
Comprehension
TIER
F LU E N C Y
2
OBJECTIVES Explain that when reading poetry aloud, good readers use an expressive
I Do
Read on-level prose voice to help the listener understand the feelings and emotions in the
and poetry orally with poem. Read aloud the first stanza of the Comprehension and Fluency
rate, and expression passage on Approaching Reproducibles page 193, modeling how to
on successive read the words with feeling and how to break the text into phrases that
readings. RF.5.4b contain the poet’s thoughts. Note that the boundaries of these phrases
may not be the end of a line or marked by a point of punctuation.
Read poetry with
proper expression and
We Do
Read the second stanza aloud and have students repeat each sentence
phrasing. after you, reading with the same expression and phrasing. Explain that you
let the ideas behind the words guide you as to how to show expression
and how to group ideas into phrases.
You Do
passage. Remind them to focus on expression and phrasing. Listen in and,
TIER
IDENTIFY FIRST PERSON POINT OF VIEW
2
OBJECTIVES
I Do
Remind students that a narrative poem is often told by a speaker who is
Explain how an also a character. This is called first-person point of view. When a poem is in
author develops the first-person point of view, the speaker uses first-person pronouns, such as
narrator or speaker in I, my, myself, we, us, our, and ourselves, to refer to himself or herself or to a
a text. RL.6.6 group that includes the speaker.
Use pronouns to We Do
identify use of first- Reproducibles page 193. Read aloud the first stanza. Model identifying
person point of view. how the speaker uses the pronoun I to refer to herself and you to refer
to the recipient of the letter. Discuss how the pronouns help the reader
determine that the point of view is first person.
You Do
Have students read the second stanza. Ask them to look for pronouns that
indicate the poem’s point of view and who the speaker is.
T302 UNIT 4 WEEK 5

WEEK 5
REVIEW POINT OF VIEW
OBJECTIVES
I Do
Remind students that in a narrative poem, a narrator tells the story. When
Explain how an one of the characters is the narrator, the poem has a first-person point of
author develops the view. When the poem is narrated by a speaker who is not a character, the
poem’s point of view is third person. Explain that a poet may use a variety
a text. RL.6.6 of points of view to tell a story. As they read a poem, good readers keep
track of the point of view in order to better understand the poem.
We Do
Read aloud the first stanza of the Comprehension and Fluency passage on
Approaching Reproducibles page 193. Ask: Who is telling the story? Is the
speaker also a character? Point out that the stanza is a letter written and
signed by one of the characters named Carolyn.
You Do
Have students read the second stanza and determine who wrote the letter
that it contains. Have them discuss how including two different first-
person points of view helps readers learn about the characters.

Explain how an Have students choose a fiction book for sustained silent reading. Remind
author develops the
students that:
narrator or speaker in ‡ a story’s point of view tells the reader whether the story is being
a text. RL.6.6 narrated by a character in the story or by an outside narrator.
Cite textual evidence ‡ they can ask and answer questions to set a purpose for reading and to
to support analysis
keep track of events that have happened within the narrative and of the
explicitly as well as thoughts, feelings, and actions of the main characters.
the text. RL.6.1
Read Purposefully
Have students record on Graphic Organizer 144 details that gives clues
Ask and answer about the story’s point of view, as they read independently. After they
questions while
finish, they can conduct a Book Talk, each telling about the book that he or
reading.
she read.
‡ Students should share their organizers and answer these questions:
From what point of view is the story told? How do you know?
‡ They should also tell the group about questions they asked
and answered before, during, and after reading to increase
their understanding.
COMPREHENSION T303
On Level
Realistic
Team
Fiction
Robot
Ninja
by Peter Friend
Leveled Reader: Go
Team Robot Ninja
Digital
Before Reading
Realistic
Team
Preview and Predict
Fiction
Robot
Ninja
PAIRED by Peter Friend
READ Poetry
‡ Read the Essential Question with students: How can we take
Leveled Reader
to support analysis
the text. RL.6.1
author develops the
evidence that Team Robot Ninja is realistic fiction.
a text. RL.6.6
During Reading
Read realistic fiction. Close Reading
Note Taking: Ask students to use the graphic organizer on Your Turn
ACADEMIC Practice Book page 192 as they read the selection.
LANGUAGE Use Graphic
Pages 2–5 Discuss with a partner how you can tell from whose point of
Organizer
of view, idiom view the story is told. (Cameron’s point of view: It uses the pronouns I,
• Cognates: ficción me, my, and mine, and readers have access to Cameron’s thoughts and
realista feelings, but not those of other characters.) Why are Cameron and his
friends excited? (The creator of their favorite anime TV series is coming
to a local store.) Why does Cameron leave without finding out what Emma
yelled back to him? (He doesn’t want to know if she said he couldn’t go.)
Pages 6–10 Paraphrase evidence on page 6 that shows Cameron’s point
of view. (He felt happy that no one could tell who he was under his
costume.) On page 8, what does it tell you about Cameron that he leaves
despite how much fun he’s having? (He’s not completely irresponsible.)
Why does Maria leave too? (She feels responsible, also.) Discuss with a
partner evidence that shows that Liz is different from Maria. (Liz says she
blames stuff on her little sister all the time.)
T304 UNIT 4 WEEK 5

WEEK 5
Pages 11–12 What does the idiom “spill the beans” mean? How do
you know? (It means to tell on someone. Cameron is worried about Literature
his parents finding out what he did.) Paraphrase the events that make Circles
Cameron feel guilty? (He finds that Tom stayed with Oliver because he
felt bad for him. Emma praises the boys for being so well behaved.)
Pages 13–15 Discuss with a partner why Cameron washes and dries Thinkmark questions to guide
the dishes without being asked and why he gives Oliver his costume. (He the discussion. You may wish to
wants to be more responsible and a better big brother to Oliver.) have a whole-class discussion
about taking responsibility from
Reader.
Respond to Reading
Ana
Analytical
W Write About Reading Make sure students cite text evidence
Writing
Level
h shows
that h how the first-person point of view gives readers access to
Up
Realistic
Fiction
The
the Cameron’s thoughts and feelings. Hardest

Lesson
by Jesse Anna Bornemann
illustrated by Carl Pearce
Realistic
Fluency: Expression and Phrasing Team

Fiction
Robot
Ninja
Model Model reading page 8 with proper expression and phrasing. by Peter Friend
Next, reread the page aloud and have students read along with you. PAIRED
RE
READ Poetry
Poetr

PAIRED
READ Poetry
Realistic
R
Team
Te
Fictio
F n
Compare Texts
Read a poem about Cameron’s changing relationship Ro b o t
with his brother Oliver.
Ninja IF students read the On Level fluently and

PA I R E D R E A D Game On! by Peter Friend
illlus ated by Franco
illustr
Sitting around the apartment,
Grounded for another thousand hours,
So bored my brain’s about to burst.
I’ve even done my homework
is Boutet

When Oliver arrives.
“Hey, older brother,” he grins and delivers
Team Robot Ninja, the video game, into my hungry hands.
Yay, hooray. High five, high ten.
“Let’s play,” he says.
“Game On!”
Oh.
proficiently read the Beyond Level .

You see, Oliver’s no great gamer, not even good.
He’s a slow mover, a joystick jolter, a miserable loser.
But still, I promised
To be a better brother,
And besides, I’m really bored. (Did I mention that before?)

Illustration: Francois Boutet
Make Connections: Write About It 17

PAIRED
READ Poetry
selection.
CV_CR14_LR_G6_U4W
5L60 O 118658
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• ask questions about unclear points in
“Game On!” is a free verse poem that the text.
tells how Cameron continues to be a responsible older brother. Then • discuss the effects of the point of view.
connections between Liz’s attitude toward her sister in Team Robot
Ninja and Cameron’s attitude toward Oliver in “Game On!”
FOCUS ON LITERARY ELEMENTS by including more domain-specific
Students can extend their knowledge of alliteration vocabulary and complex sentence
to create rhythm by completing the literary elements structures.
ON LEVEL T305
On Level
Vocabulary
I Do
Acquire and use answerable, lounge, obligation, and proportion. Point to each word, read it
accurately grade- aloud, and have students chorally repeat it.
appropriate general
academic and Ask students which word has almost the same meaning as the first word
words and phrases;
in this group: answerable, ignorant, responsible. With students, identify
gather vocabulary answerable and responsible as having almost the same meaning.
knowledge when
Have students work in pairs to choose the word in each group that has
or phrase important almost the same meaning as the first word.
to comprehension or
‡ lounge, gymnasium, porch
expression. L.6.6
‡ obligation, requirement, option
‡ proportion, ratio, difference
OBJECTIVES
I Do
Remind students that they can use context clues to find the meaning of
Demonstrate an unknown idiom or idiomatic expression. Use the Comprehension and
understanding of Fluency passage on Your Turn Practice Book page 193 to model.
word relationships, Think Aloud I’m not sure what the poet means by “barreling” in the first
and nuances in word
meanings. Interpret
stanza. I know what a barrel is, but since barreling describes an action,
figures of speech (e.g., it’s being used as a verb. When I reread the line, I learn that the word
personification) in describes something coming down the street. I can imagine a barrel wildly
context. L.6.5a rolling down the street. It makes me think barreling is an expression that
describes something out of control and picking up speed rapidly.
Identify the meanings
of idioms and Have students read the rest of the stanza and determine the meaning of
idiomatic expressions. We Do
“pounded the pavement.” Point out context clues such, as “for hours.”
You Do
Have partners determine the meanings of other idioms and idiomatic
expressions, such as “wild ride” and “scared stiff,” in the second stanza.
T306 UNIT 4 WEEK 5

WEEK 5
Comprehension
OBJECTIVES
I Do
Remind students that when they determine a narrative poem’s point of
Explain how an view, they are identifying who is telling the story: a character within the
author develops the poem, an outside speaker, or even the poet himself or herself. Point out
narrator or speaker
that a first-person point of view helps the poet express particular feelings
in a text. RL.6.6 or ideas.
Determine point of We Do
Have a volunteer read the first stanza of the Comprehension and Fluency
view. passage on Your Turn Practice Book page 193. Direct students to the
signature line and have them point out who is speaking, or writing, this
letter. Then have them identify clues within the stanza that let them know
this portion of the poem is being told from the point of view of Carolyn, a
character in the poem.
You Do
Have partners identify the point of view of the second stanza and explain
how determining the different points of view the poet used helped them
better understand the meaning of the poem.

Explain how an Have students choose a fiction book for sustained silent reading.
author develops the
point of view of the ‡ Before they read, have students preview the book, reading the title and
narrator or speaker viewing the illustrations.
in a text. RL.6.6
‡ Remind students to ask themselves questions about point of view and
Cite textual evidence to look for the answers as they read.
to support analysis
of what the text says Read Purposefully
inferences drawn from Encourage students to read different books with characters that must take
the text. RL.6.1 responsibility for their actions.
‡ As students read, have them fill in on Graphic Organizer 144 details that
Ask and answer
questions while
help them determine the point of view of the story.
reading. ‡ They can use this organizer to help them write a summary of the book.
Beyond Level
Realistic
Fiction
The
Hardest
Lesson Leveled Reader: Go
The Hardest Lesson
by Jesse Anna Bornemann
Digital
Before Reading
Realistic
Preview and Predict

Fiction
The
Hardest
PAIRED Lesson
READ Poetry
‡ Read the Essential Question with students: How can we take by Jesse Anna Bornemann
Leveled Reader
to support analysis
the text. RL.6.1
author develops the
evidence that The Hardest Lesson is realistic fiction.
a text. RL.6.6
During Reading
Read realistic fiction. Close Reading
ACADEMIC Turn Practice Book, page 192 while they read the selection.
LANGUAGE
Pages 2–7 At the end of page 2, ask a partner a question, such as “Why is Use Graphic
Organizer
of view, idiom Timothy so intent on winning the Geography Bee?” Then read on to find the
• Cognate: ficción answer. (He wants to be as good as his sister.) Paraphrase evidence that
realista shows the point of view of the story. (The story is told from a third-person
point of view, as shown by pronouns such as he, his, and him; however,
readers have access to Timothy’s thoughts and feelings as shown on
page 7 when it says that his body felt numb when he lost.)
Pages 8–11 On page 8, what does the idiom “had it in the bag” mean?
How do you know? (It means “were sure to win.” Josh refers to the
closeness of the contest.) Discuss with a partner why Timothy accuses
Marcus of cheating. (Timothy’s desire to win has gotten the better of
him.) Why does Timothy dream about Brussels sprouts? Reread to find the
answer. (“Brussels” was the winning answer.)
T308 UNIT 4 WEEK 5

WEEK 5
Pages 12–15 How is Timothy able to convince himself that Marcus

cheated? Tell a partner. (He feels bad that he started the rumor, but if Literature
it were true, he wouldn’t have to feel so guilty.) Why does Josh back Circles
up Timothy’s lie? Where can you find the answer? (On page 8 we read
that Josh is a friend of Timothy’s who felt bad he didn’t win.) Why does
Timothy confess? Paraphrase to answer. (Timothy knew that only he was Thinkmark questions to guide
responsible for the lie, not Josh.) How does taking responsibility change the discussion. You may wish to
Timothy’s relationship with Marcus? (Marcus relates to his feelings and have a whole-class discussion
invites him to play ball.) about what students learned
After Reading Reader.
Respond to Reading
Ana
Analytical
W Write
W
Writing About Reading Make sure students use first-person
pronouns and give readers access to Marcus’s thoughts and feelings.
Fluency: Expression and Phrasing

Model Model reading page 10 with proper expression and phrasing.
Apply Have students practice reading with a partner. Gifted and Talented
Realistic
R
F
Fictio n Synthesize Challenge students
The
Th
he
Compare Texts
Read about how an older brother takes on the Hardest to imagine the end of The Hardest
L
responsibility of helping a younger sister.
PA I R E D R E A D Training Wheels by Jes

Jess
sse Anna
A
essonBorn
Lesson if Timothy hadn’t confessed
“She’s only just learning,” Mom says, illusttraaated
illustr emann
ted by Carl Pearc
to the lie right away. How long

“So, go slow.” I nod. e
Squeak squeak squeak
The training wheels chirp, and my sister whines,
“You’re getting ahead of me!”
“I’m right here!” I shout. “You won’t fall!”
Her bike is pink with long, thin streamers,
Which I’m sure she pictures
would he have allowed the lie
“Training Wheels”
Flying in the wind, as her wheels whirl like crazy.
Side by side, we creep up the street,
Though I could be miles ahead.
We pass our neighbor’s house,
With the funny yard
ornaments—flamingos,
stone lions, and gnomes
to drag out? What event would
cause him to eventually take
with round, rosy faces
and pointed caps.
“Look! He’s got a new
one,” my sister stops.

“No, silly, he’s had that PAIRED
Illustration: Kevin Hopgood
dancing gnome for

years.”
CV_CR14_LR_G6_U4W
5L70 B 119268
17
READ Poetry
responsibility? Would Marcus be
indd

able to forgive him at that point?
“Training Wheels” is a free verse poem Have partners work together to
that tells about a brother’s responsibility for his sister. Then discuss the write the new ending.
about responsibility between Timothy in The Hardest Lesson and the
speaker of “Training Wheels.”
FOCUS ON LITERARY ELEMENTS

Students can extend their knowledge of alliteration
to create rhythm by completing the literary elements
BEYOND LEVEL T309

Beyond Level
Vocabulary
Model
Acquire and use obligation and answerable. Use the words to write on the board sentences
accurately grade- that describe taking responsibility for one’s actions.
appropriate general
academic and Write the word liable on the board and discuss its meaning with students.
domain-specific
words and phrases;
Then help students write a sentence using the word.
gather vocabulary
Apply
Have students work in pairs to look up and discuss the meanings of the
knowledge when
considering a word words mature and accountability. Then have partners write sentences
or phrase important using the words.
to comprehension or
expression. L.6.6
OBJECTIVES
Model
Read aloud the second stanza of the Comprehension and Fluency passage
Demonstrate on Beyond Reproducibles page 193.
understanding of
figurative language, Think Aloud I want to better understand why the poet uses the
word relationships, idiomatic expression “scared stiff.” The phrase “I was lost” in the same line
and nuances in word
meanings. Interpret
indicates that Lola was upset and scared of something. If a person is very
figures of speech (e.g., scared, he or she might not even move, or remain stiff. These clues make
personification) in me think that “scared stiff” describes someone who is so scared that he or
context. L.6.5a she is nearly paralyzed.
Identify the meanings With students, read the second-to-last line of the second stanza. Help
of idioms and them figure out the meaning of “just around the corner.”
idiomatic expressions.
Apply
Have partners reread the entire passage. Ask them to use context clues to
determine the meanings of “barreling” and “wishing on a star.”
Gifted and Analyze Have partners discuss what they’ve learned by exploring and
Talented
answering this week’s Essential Question as it applies to Lola and Carolyn
in the Comprehension and Fluency passage. Have them use the words
answerable and obligation to consider the responsibilities of a pet owner.
T310 UNIT 4 WEEK 5

WEEK 5
Comprehension
OBJECTIVES
Model
Remind students that when they determine the point of view of a
Explain how an narrative poem, they discover who is telling the story. Point of view can be
author develops the first person, in which the narrator is a character within the poem, or third
person, in which the speaker is detached from the action. The poet may
a text. RL.6.6 incorporate several different points of view, or even his or her own voice.
Determine point of
Have students read the Comprehension and Fluency passage on Beyond
view. Reproducibles page 193. Ask open-ended questions to facilitate
discussion, such as Whose voice is describing the events in the first stanza?
How do you know? How does the narration change in the second stanza?
Students should support their responses with text evidence.
Apply
Have students reread the poem and identify additional details that
indicate the points of view expressed in the poem, as they complete
Graphic Organizer 144. Then have partners use their organizers to describe
how each character’s point of view helps them better understand the
other character.

Explain how an Have students choose a fiction book for sustained silent reading.
author develops the
point of view of the ‡ As students read, have them fill in Graphic Organizer 144.
‡ Remind students to ask themselves questions and look for the answers
a text. RL.6.6
as they read.
to support analysis Read Purposefully
Encourage students to keep a reading journal. Ask them to read different
inferences drawn from books that show the challenges of taking responsibility for one’s actions.
the text. RL.6.1 ‡ Students can write summaries of the poems in their journals.
Ask and answer
questions while
reading. Gifted and Independent Study Challenge students to discuss how their
Talented
books relate to the Weekly Concept of taking responsibility. Have
students compare the ways in which the characters in their books take
responsibility with the ways described in the poems they read this week.
Shared Read Go
Poetry Digital
Before Reading
Here at home, my secret doesn’t sit so well.
.
Hey
Build Background
You’ll see red.
Nilda,
checking my watch.
med and

Read the Essential Question: How can we take responsibility?

Hustle and rush,
Essential Question
ey
How can we take
ng
ip..
Rachel
294 295
Reading/Writing ‡ Explain the meaning of the Essential Question, including the

294_297_CR14_SI6_U4W5_MR_118711.indd
294 297 CR14 SI6 U4W5 MR 118711 indd 294 2/13/12
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10:49
297 CR14
AM SI6 U4W5 MR 118711 indd 295 3/14/12 2:42 PM
Workshop View “Hey

vocabulary in the question: Taking responsibility means accepting that Nilda,” and
“Hi Rachel,”
you are in charge of your own actions, and whatever happens as a result
OBJECTIVES of your actions is either your fault or your success.
to support analysis ‡ Model an answer: When a girl admits that she has accidentally broken
of what the text says her mother’s favorite vase, she is taking responsibility for her actions and
explicitly as well as doing the right thing.
the text. RL.6.1 ‡ Ask students a question that ties the Essential Question to their own
background knowledge: Has there been a time when you had to take
Explain how an
author develops the responsibility for something you did even if it wasn’t an easy thing to do?
point of view of the Turn to a partner and explain. Call on several pairs to share.
a text. RL.6.6
During Reading
LANGUAGE Interactive Question-Response
OBJECTIVE
‡ Ask questions after each stanza that help students understand the
Determine point of
meaning of the text.
view.
ACADEMIC ‡ Ask students questions that require them to use key vocabulary.
LANGUAGE ‡ Reinforce strategies and skills of the week by modeling.
point of view, speaker,
idiomatic expression
T312 UNIT 4 WEEK 5

WEEK 5
Page 294 Page 297
“Hey Nilda” Stanza 5

Stanza 1–2
Demonstrate one way that Rachel has hid from What does Nilda mean when she says they
Nilda. (Students should pretend to listen to music, don’t see “eye-to-eye” at times? (She means they
check their watches, hide behind their hair, or run disagree.)
for a bus.)
Stanza 6
Page 295 Have students choral read the stanza after you,
focusing on appropriate expression and phrasing.
Stanza 3 Pay particular attention to the last two lines,
Why is Rachel avoiding Nilda? (She borrowed noting the lack of punctuation from one line to
Nilda’s camera without permission and has lost it.) the next.
Explain and Model Figurative Language Read
How do you know who “I” is in this poem?
aloud the idiomatic expression “You’ll see red” and
Explain your answer to your partner. (The text says
have students repeat after you. Ask students to
“I found my camera” and Nilda is the one who lost
define each word. Then explain how the meaning
her camera. The poem is signed Nilda.)
of the phrase differs from the meaning of the
words it contains. The word red represents anger.
Stanza 7
Someone who “sees red” feels very angry about
Explain and Model Alliteration and
something.
Assonance What is the alliteration in the lines
“Start again, okay? / Still friends?” What purpose
Stanza 4
does the alliteration serve here? (The st sound at
Explain and Model Point of View Say that the
the beginning of each short line draws attention
poem is written in the form of a message from one
to the Nilda’s questions.) What is the assonance
friend to another. Point out that the poem has a
in the following line? What purpose does it serve?
salutation and is signed by the person who wrote
(The repetition of the long o sound in “I hope so”
it. Whose point of view is presented in “Hey Nilda?”
emphasizes Nilda’s desire that everything is okay
(Rachel’s) Does this person tell the story? (yes) What
between them.)
clues help you figure that out? (Rachel’s signature is
at the end of the poem; she uses the pronoun I.)
After Reading
Page 296 Make Connections
“Hi Rachel” ‡ Review the Essential Question.
Stanzas 1–4 ‡ Make text connections.
‡ Have students complete ELL Reproducibles
How do you think Nilda feels toward pages 193–194.
Rachel? How do you know? (Nilda is angry at Rachel
because Rachel lied and let Nilda think her camera
was stolen. Nilda might have thrown something;
she clenches her teeth and her body is shaking.)


Realistic
Team
Fiction
Robot
Ninja
by Peter Friend
Leveled Reader: Go
Team Robot Ninja
Digital
Before Reading
Realistic
Team
Preview
Fiction
Robot
Ninja
PAIRED by Peter Friend
READ Poetry
‡ Read the Essential Question: How can we take responsibility?
Leveled Reader ‡ Refer to Owning Up: When is it hard to do the right thing? Leveled
LEXILE 580 Readers
‡ Preview Team Robot Ninja and “Let’s Play!” Our purpose for reading is
to see how others take responsibility.
OBJECTIVES
to support analysis
Vocabulary
of what the text says Use the Visual Vocabulary Cards to pre-teach the ELL vocabulary:
explicitly as well as blame, conscience, irresponsible. Use the routine found on the cards.
the text. RL.6.1
Point out the cognates: conciencia, irresponsable.
Explain how an
author develops the During Reading
narrator or speaker in Interactive Question-Response
a text. RL.6.6
Note Taking: Have students use the graphic organizer in ELL
Read grade-level Reproducibles page 192. Use the questions below after each page is
prose and poetry
read with students. Use
orally with accuracy, Graphic
appropriate rate, and Pages 2–3 Reread page 2. Whose thoughts do we learn about here? Organizer
expression. RF.5.4b (Cameron’s) Does Cameron participate in the events in the story? (yes)
So, who is the narrator of the story? (Cameron) What pronouns do you
see used on this page? (I, my, we) What is the story’s point of view? (first
person)
ACADEMIC Pages 4–5 How does Cameron justify, or explain, leaving Oliver to meet
LANGUAGE
• realistic fiction, point Benjamin Sato? (He realizes Oliver is not completely alone. Cameron
of view asks Emma if she would watch Oliver, but doesn’t wait for her response.)
• Cognates: ficción What do you think Cameron could have done differently? Work with your
realista partner to discuss. Have students share their ideas with the class.
Pages 6–10 Cameron and his friends need an invitation to get in the
store to meet Benjamin Sato. Do they have an invitation? (no) How do
Cameron and Maria get in to meet Benjamin Sato? (Mr. Anders (a.k.a. Mr.
Angry), the store owner, gave them a special invitation because they
had great costumes.)
T314 UNIT 4 WEEK 5

WEEK 5
Pages 11–13 No one knew Cameron had left for the mall. So why did
Cameron feel bad? Reread the first sentence on page 13 aloud to find out. Literature
(Cameron felt guilty for breaking his promise to watch Oliver.) What did Circles
Cameron do next? (He told his parents what happened.)
Pages 14–15 Cameron’s father tells him he can’t leave the house for five literature circle using the
years. Do you think Cameron is really being punished for five years. (no) Thinkmark questions to guide
Why do you think his father says this? (to make clear that he is very angry the discussion. You may wish to
with Cameron) have a whole-class discussion
Reader.
Respond to Reading Revisit the Essential Question. Ask students to
work with partners to answer the Text Evidence Questions on page 16.
Level
Support students as necessary and review all responses as a group.
Ana
Analytical
W Write
W
Writing About Reading Make sure students cite text evidence
Up
h shows
that h how the first-person point of view gives readers access to Realistic
Fiction
Team
Robot
the Cameron’s thoughts and feelings. Ninja
by Peter Friend
Fluency: Expression and Phrasing Realistic

Fiction
Team
Robot
Ninja
Model Model reading page 14 with appropriate expression and by Peter Friend
phrasing. Next, reread the page aloud and have students read along PAIRED
R
READ
RE Poetry
Poetr
with you.
Apply Have students practice reading with a partner. PAIRED
READ Poetry
Realistic
R
F
Fictio
Team
Te
n
Compare Texts
Read a poem about an older brother taking Ro b o t IF students read the ELL Level fluently and
Ninja
responsibility for a younger brother.
PA I R E D R E A D Let’s Play! by Peter Friend

illlus ated by Franco
illustr
is Boutet
“Hey, other brother.” Oliver grins and drops
Team Robot Ninja, the video game, into my hungry hands.
Yay, hooray. High five, high ten.
“Let’s play,” he says.
Oh. You see, Oliver’s no great gamer, not even good.
He pouts when he loses and brags when he wins,
But still, I promised to be a better brother
And besides, I want to play my game.
“Let’s Play!” students

• echo-read the On Level main selection
Illustration: Francesca D’Ottavi
Make Connections: Write About It 17

PAIRED
READ Poetry
with their partners.
CV_CR14_LR_G6_U4W
5L60 E 118686
indd 3
Before reading, ask students to note that Leveled Reader • ask and answer questions about the text.
“Let’s Play!” is a free verse poem. Then • discuss the theme with their partners.
connections between Team Robot Ninja and “Let’s Play!”

FOCUS ON LITERARY ELEMENTS The On Level challenges students by
Students can extend their knowledge of alliteration including complex sentence structures
to create rhythm by completing the literary elements and domain specific vocabulary.


Vocabulary
OBJECTIVES Preteach vocabulary from the Shared Read poems “Hey Nilda,” and “Hi
I Do
Acquire and use Rachel,” following the Vocabulary Routine found on the Visual Vocabulary
accurately grade- Cards for answerable, lounge, obligation, and proportion.
appropriate general
words and phrases;
knowledge when
Have students work with a partner to write their own definition for two or
or phrase important more words.
to comprehension or
Help students use the Ask students to write a Challenge students to
LANGUAGE frame The meaning of ___ definition and a sentence write a definition and
OBJECTIVE is ___. Help students say for three of the vocabulary a sentence for each
Use vocabulary words. the definition aloud. words. vocabulary word.
REVIEW VOCABULARY
I Do
accurately grade- Vocabulary Card. Have students repeat after you. Then follow the
appropriate general
academic and Vocabulary Routine on the back of each card.
domain-specific
Pose word sets containing a vocabulary word and two or three other
gather vocabulary words, one of which is related. Have students name the related word and
knowledge when define or use the vocabulary word in a sentence.
considering a word
Have pairs work to remove the unrelated word or words from each word
to comprehension or set and select additional related words to add. Have them read their
expression. L.6.6 expanded sets aloud for the class.

OBJECTIVE Help students write the Have students write a Have pairs explain how
Use vocabulary words. related words in the set sentence using two words the additional words in
and read the sets aloud. from the word set. the word set are related.
T316 UNIT 4 WEEK 5

WEEK 5
OBJECTIVES Read aloud the second stanza of the Comprehension and Fluency passage
I Do
Demonstrate on ELL Reproducibles page 193. Point to the phrase “a wild ride.” Explain
understanding of that this is an idiom. It has a meaning different from the meaning of the
word relationships,
words in the phrase. Model using context clues to figure out its meaning.
and nuances in word
meanings. Interpret
Think Aloud I know that wild can mean “crazy” or “out of control,” like a
figures of speech (e.g., scary ride at an amusement park. The previous sentence says that Lola has
personification) in been having an adventure. It makes me think that a wild ride describes an
context. L.6.5a adventure that’s very exciting and maybe even a little scary.
We Do
Point out the idiom “a bundle of nerves” in the first stanza. Have students
LANGUAGE
OBJECTIVE use context clues to define the idiom. Write the definition on the board.
Determine the
meanings of idioms You Do
Have pairs use context clues to write a definition for “scared stiff,” in the
and idiomatic second stanza.
expressions.
Have students repeat the Ask students to locate and Have students write the
idiom after you and help read aloud the idiom and definition and explain how
them identify its meaning. discuss its meaning. it is used in the poem.
OBJECTIVES List academic vocabulary and high-frequency words from “Hey Nilda,”
I Do
Acquire and use and “Hi Rachel,”: secret, stolen, trust; and Team Robot Ninja: convince, fault,
accurately grade- invitation. Define each word for students: Something stolen is taken without
appropriate general
academic and
permission.
domain-specific
Model using the words for students in a sentence: The owners reported the
gather vocabulary stolen car missing. Then let me think it was stolen? Then provide sentence
knowledge when frames and complete them with students: When the had been stolen,
considering a word she .
or phrase important
to comprehension or
You Do
Have pairs make up their own sentence frames and share them with the
expression. L.6.6 class to complete them.

OBJECTIVE Help students copy and Provide sentence starters Have students define the
Use academic complete the sentence for students, if necessary. words they used.
vocabulary and high- frames correctly.
frequency words.
VOCABULARY T317

Writing/Spelling
W R I T I N G T R A I T: W O R D C H O I C E
OBJECTIVES Explain that good writers choose words carefully to appeal to a reader’s
I Do
Use precise words sense of sight, hearing, touch, taste, and smell. This sensory language
and phrases, relevant helps the reader understand what the characters experience in the text.
descriptive details, and
sensory language to Read the Expert Model and then discuss how specific words in the poem
convey experiences appeal to a reader’s senses.
and events. W.6.3d
We Do
Reread the last section from “Hey Nilda,” as students follow along. List
examples of sensory language along with the senses the words and
LANGUAGE
phrases appeal to, as you discuss each example with students.
OBJECTIVE
Choose words and Have pairs incorporate the sensory language from the list into a short
phrases that appeal to You Do
the senses. narrative poem. Edit each pair’s writing. Then ask students to revise.

Have students copy the Have students revise, Have students revise,
edited poem. adding more examples of adding sensory language
sensory language. and editing for errors.
S P E L L W O R D S W I T H CO N S O N A N T A LT E R N AT I O N S
OBJECTIVES Read aloud the Spelling Words on page T292, emphasizing the consonant
I Do
Demonstrate alternation in each pair. Remind students that the addition of a suffix
command of the causes the consonant sound to change. Have students repeat the words.
conventions of
standard English Read the Dictation Sentences on page T293 aloud for students. With each
punctuation, and
sentence, read the underlined word slowly, emphasizing the change in
spelling when consonant sound. Have students repeat after you and write the word.
writing. L.6.2
You Do
LANGUAGE
Spell words
with consonant Have students copy After students have After their words have
alternations. the words with correct corrected their words, been corrected, have pairs
spelling and say the words have pairs quiz each other. explain which words were
aloud. difficult to spell and why.
T318 UNIT 4 WEEK 5

WEEK 5
Grammar
MORE PRONOUNS
OBJECTIVES Remind students that when they are referring to an object, demonstrative
I Do
Demonstrate pronouns are used to indicate which object. Write on the board: this, that,
command of the these, those. Remind students that these pronouns are often used with
conventions of
standard English
one, as in this one, or that one. Repeat this same lesson for the use of the
grammar and usage indefinite pronouns: anyone, everything, many, and both. Write example
when writing or sentences on the board.
speaking. Recognize
and correct
We Do
Write the sentence frames below on the board. Explain that either a
inappropriate shifts in demonstrative or indefinite pronoun can be used in the blank space.
pronoun number and
Students should determine which would make sense. Ask volunteers to
person. L.6.1.c
provide answers. Fill in the sentence frames with students’ responses. Then
read the completed sentences aloud for students to repeat.
LANGUAGE
OBJECTIVE Benny chose one because it was the prettiest.
Use demonstrative and
indefinite pronouns. Jill likes cats, but not hamsters. I think are great pets.
Grades K-6
runners will race their fastest times.
Language
trees were planted by your father thirty years ago.
Transfers
Handbook Have small groups use demonstrative pronouns to refer to objects in the
You Do
room. Have students also use indefinite pronouns that match the subject
of their sentences.
Language Transfers
Handbook Beginning Intermediate Advanced/High
Speakers of Spanish, Give students sentences to Ask students to Have students write
may omit the pronoun copy. Have them underline identify the pronouns a variety of sentences
one after an adjective the demonstrative or as demonstrative or with demonstrative and
in sentences with indefinite pronoun. Read indefinite and explain indefinite pronouns
comparing adjectives. the sentences aloud for which noun or pronoun and explain which noun
Reinforce the use of a students to repeat. they are referring to. or pronoun they are
pronoun following a referring to.
comparative adjective:
I saw two dogs, and I For extra support, have students complete the activities in the Grammar
like the small one. Practice Reproducibles during the week, using the routine below:
PROGRESS MONITORING
Weekly Assessment
TESTED SKILLS

Point of View RL.6.1, RL.6.6 Figurative Language Writing About Text RL.6.1,
RL.6.4 RL.6.6, W.6.9a
Grade 6
Assessment Includes
Weekly
Grades 1-6 Fluency Goal 130 to 150 words correct per minute (WCPM)
Fluency
Assessment
following schedule:
T320 UNIT 4
WEEK 5
TESTED SKILLS
T If … Then …
Students answer 0–6 . . . assign Lessons 37–39 on Point of View
multiple-choice items from the Tier 2 Comprehension Intervention
COMPREHENSION
Students answer 0–6 . . . assign Lesson 166 on Idioms, Proverbs,

VOCABULARY multiple-choice items and Adages from the Tier 2 Vocabulary
Students score less than . . . assign Lessons 37–39 on Point of View

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

PDFs.

PDFs.
students requiring:
TIER

TIER

WEEKLY OVERVIEW
The Big Idea: How do people meet challenges and solve problems?
REVIEW AND EXTEND

Reader’s Theaterr Tennessee
Tornado
by Susa n Strane
Tennessee Tornado
Genre Play CAST:
Wilma Present
Mama
Wilma Past
Doctor
Mrs. Hoskins
Yvonne
Fluency Accuracy, Rate, and Teammate 2

Teammate 3
Teammate 4
-Hill
Woman
© Macmillan/McGraw
Man
Prosody Coach Gray

Teammate 1
Coach Temple
Mae Faggs
Judge
Young Boy
Tennessee Torna
do 177
IRAA6_CA_BM_Play_U
04_RD10.indd
177
2/3/08 10:10:06
PM
Reading Digitally
“Revved Up”
Comprehension Close Reading
Study Skills Skim and Scan
Research Navigate Links to Information Go Digital!
Level Up Accelerating Progress

From From From From
APPROACHING ON LEVEL ENGLISH BEYOND LEVEL
To ON LEVEL To BEYOND LEVEL LANGUAGE LEARNERS To SELFSELECTED
To ON LEVEL TRADE BOOK
Advanced
Level
Trade
Tra Book
Tr
On Level Beyond On Level
Approaching On Level ELL Beyond
T322 UNIT 4 WEEK 6

WEEK 6
ASSESS
Presentations
Research and Inquiry
Project Presentations
Project Rubric
Writing
Narrative/Poetry Writing Presentations
Writing Rubric
Unit Assessments
UNIT 4 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
Image Source/Alamy
‡ Student Profile Summary Report

DAY 1 DAY 2
READING
READING
Tennessee Reader’s Theater, T326 Reader’s Theater, T326
Tornado Reader’s Theater
Re
by Susan Strane
“Tennessee
“T
T Tornado” “Tennessee Tornado” “Tennessee Tornado”
Assign Roles Model Fluency: Accuracy, Rate,
Whole Group
CAST:
Wilma Present
Mama
Wilma Past
Doctor
Mrs. Hoskins
Yvonne
Teammate 2
Teammate 3
Teammate 4
Model Fluency: Accuracy, Rate, and Prosody
Woman
Man
and Prosody Readingg Digitally, T328

raw-Hill
Coach Gray
Teammate 1
© Macmillan/McG
Coach Temple
Mae Faggs
Judge
Young Boy
nado 177
Tennessee Tornado
“Revved Up”
Research and Inquiry, T330–T331
PM
2/3/08 10:10:06
fpo
d 177
ay_U04_RD10.ind
IRAA6_CA_BM_Pl
Using Primary and Secondary Sources

“Revved Up”
p””
DIFFERENTIATED INSTRUCTION Level Up to Accelerate

Level Up to On Level Level Up to On Level
Against the Odds, T336 Against the Odds, T336
Approaching vie
Re w
Spiral Review Comprehension Skills
vie
Re w
Level Unit 4 PDFs Online Unit 4 PDFs Online
Level Up to Beyond Level Level Up to Beyond Level

Against the Odds, T337 Against the Odds, 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 Against the Odds, T338 Against the Odds, T338
Language
Learners
Writinsgs LANGUAGE
LANGUAGE ARTS
ARTS
Proce
Share Your Writing, T334 Share Your Writing, T334

Whole Group
Narrative Writing Narrative Writing

Prepare to Present Your Writing Discuss Peer Feedback
Writing
T324 UNIT 4 WEEK 6

WEEK 6
DAY 3 DAY 4 DAY 5
Reading
g Digitally, T328 Reader’s Theater, T326 Research and Inquiry, T332–T333
“Revved Up” Performance Presentations
Unit Assessment, T340–T341
Level Up to On Level Level Up to On Level Level Up to On Level

Against the Odds, T336 “Talk with the Glove,” T336 Literature Circle, T336
vie
Re w
Unit 4 PDFs Online
Level Up to Beyond Level Level Up to Beyond Level Level Up to Beyond Level

Level Up to Self-Selected Level Up to Self-Selected Level Up to Self-Selected

Trade Book, T339 Trade Book, T339 Trade Book, T339
Level Up to On Level Level Up to On Level Level Up to On Level

Share Your Writing, T334 Share Your Writing, T334 Share Your Writing, T335
Narrative Writing Present Your Narrative Writing Narrative Writing
Rehearse Your Presentation Evaluate Your Presentation Portfolio Choice

Reader’s Theater
Tennessee
Tornado
Tennessee Tornado
by Susan Strane
Introduce the Play Discuss Each Role

Explain that Tennessee Tornado is a ‡ After reading the first few pages, ask
CAST:
Wilma Present
Mama
dramatized version of the biography of students to identify the purpose for
Wilma Past
Doctor
Mrs. Hoskins
Yvonne
Olympic champion Wilma Rudolph. Note the character of Wilma Present. Discuss
Teammate 2
Teammate 3
Teammate 4
Woman
that the character of Wilma is divided how she helps the audience better
into two roles: one which narrates the understand the events in the play.
© Macmillan/McGraw-Hill
Man
Coach Gray
Teammate 1
Coach Temple
story in present day and one which

Mae Faggs
Judge
Young Boy ‡ After reading each character’s part,
portrays Wilma during the events that ask partners to note the character’s
Tennessee Tornado 177 lead to her Olympic triumph. Distribute traits. Model finding text evidence
IRAA6_CA_BM_Play_U04_RD10.indd 177 2/3/08 10:10:06 PM
the Elements of Drama handout and that tells about the characters.
the scripts from the Teacher’s Resource
Go Digital!
Online PDF, pages 2–3, 39–62. Assign Roles
Teacher’s Resource
Online PDF ‡ Review the features of a play. Depending on the class size, you may
pp. 2–3, 39–62 ‡ Review the cast of characters. wish to break the play into sections and
‡ Explain that the action of the assign multiple students to each role.
play moves back and forth from
Wilma’s present life to her past. Practice the Play
Build background on the setting, Each day, allow students time to practice
explaining that Wilma grew up in their parts. Pair fluent readers with less
Tennessee during segregation. fluent readers. Pairs can echo-read or
chorally read their parts. As needed,
OBJECTIVES
Read on-level text Shared Reading work with less fluent readers to mark
with purpose and Model reading the play as students pauses in their script, using one slash for
understanding.
follow along in their scripts. short pauses and two for longer pauses.
RF.5.4a
Focus on Vocabulary Stop and discuss Throughout the week have students
Read on-level prose
any vocabulary words that students may work on the Reader’s Theater
accuracy, appropriate not know. You may wish to teach: Workstation Activity Card 24.
on successive ‡ polio ‡ lissome Perform the Reader’s Theater
readings. RF.5.4b ‡ pivotal ‡ animosity ‡ Remind students that the role of
Use context to sprinter banquet
‡ ‡ Wilma Past ages from age three to
confirm or self-
correct word Model Fluency As you read each age 22. Discuss techniques that the
recognition and part, state the name of each character, person playing the role might use to
understanding, and read the part, emphasizing the convey the age range.
rereading as
necessary. RF.5.4c
appropriate phrasing and expression. ‡ Discuss how performing a play is
different from reading it silently. Have
pairs talk about what an audience
member might expect from a play
that is watched rather than read.
T326 UNIT 4 WEEK 6

WEEK 6
ACTIVITIES
REVEALING CHARACTER TRAITS
Have partners use a concept web to chart how Wilma’s character is

developed in different parts of the play.
‡ Draw a large circle and label it “Wilma’s Character.”
‡ Draw three smaller circles around that circle. In each of those small
circles, list one of Wilma’s character traits.
‡ Around each small circle, note two parts of the play in which Wilma
shows that trait.
‡ Have partners share their webs with another pair. Invite them to
brainstorm events that took place as a result of each character trait.
ADDING STAGE DIRECTIONS
Remind students that stage directions tell actors how their characters
might say a line or perform an action. Assign groups several pages of
the play and have them add stage directions.
‡ Read aloud the dialogue. Think about how the characters feel.
‡ Add several stage directions that give the actors more information
about how they should read a line. For example, a character might
say a line sadly or stamp his or her foot to show anger.
‡ Use the stage directions to perform the section for the class.
‡ Discuss idioms in the play, including “the sweet taste of victory,” “get you
down,” “enough is enough,” and “the taste of winning.”
‡ Team an ELL student with a fluent reader who is also reading the part
of Wilma Past. Have each reader take turns reading the lines. Determine
which reader will read which lines at the performance.
‡ Help students pronounce words that might be difficult, including
pneumonia, moped, foreign, Olympics, and amateur. Have them practice
reading through the script several times to improve intonation.
READER’S THEATER T327

Reading Digitally
Go Digital!
OBJECTIVES
Integrate information Revved Up
presented in different
media or formats Before Reading
(e.g., visually,
Preview Scroll through the online article “Revved Up” 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 roll-over pop-ups. Explain that you will read the article together first
topic or issue. RI.6.7 and then access these features.
Trace and evaluate
the argument and Close Reading Online
specific claims in a
text, distinguishing Take Notes Scroll back to the top and read the article aloud. As you
claims that are read, ask questions that focus on the sequence of events in Fiolek’s
supported by reasons life. Have students take notes using Graphic Organizer 128. After each
and evidence from
claims that are not.
section, have partners paraphrase the main ideas, giving text evidence.
RI.6.8 They should analyze how text features such as graphics, photos, and
captions help them understand the selection. Make sure students
understand idioms in the article: how cool is that and nerves of steel.
ACADEMIC
LANGUAGE Access Interactive Elements Help students access the interactive
• motocross, elements by clicking or rolling over each feature. Discuss what
multimedia
information these elements add to the text.
• Cognate:
multimedia Tell students that they will reread parts of the article to help them
answer a specific question: What happens in a motocross race? Point out
that they need not reread every word. Instead, they can
‡ skim by reading quickly and focusing on topic sentences, or
‡ scan by moving their eyes over the text quickly to spot key words.
Have students skim the article to find text detailing what happens in a
motocross competition. Have partners share their findings.
Navigate Links to Information Remind students that online texts
may include hyperlinks and that a hyperlink provides a connection
from one Web page to another.
Model using a hyperlink to jump to another Web page. Discuss any
information on the new Web page that relates to the question What
happens in a motocross race?
T328 UNIT 4 WEEK 6

WEEK 6
Ana
Analytical
WRITE ABOUT READING Writing
W SC
IENCE
CONNECT TO CONTENT
Summarize Review students’ graphic Required Skills for Racers
organizers. Model using the information to Discuss how important certain physical and
summarize “Revved Up.” mental skills are to a motocross racer. For
Ask students to write a summary of the article, example, if a rider loses balance, the bike could
stating the sequence of events in Fiolek’s life. lose speed, change direction, or even crash.
Partners should discuss their summaries. Have students scroll through the article and
Make Connections Have students compare make a list of the skills and character traits
the challenges that a deaf person faces with that have helped make Fiolek a good racer.
what they learned about challenges faced by Examples might include physical agility, good
other people in other texts they have read in balance, technical knowledge, determination,
this unit. a willingness to take chances, and nerves
of steel.
RESEARCH ONLINE INDEPENDENT STUDY

Images and Multimedia Investigate
Explain that images and multimedia features Choose a Topic Students should brainstorm
appear throughout the Internet. Some are free questions related to the article. For example,
whereas others require users to pay a fee. they might ask: Why is motocross a popular
Tell students that the easiest way to search for sport? Then have students choose a question to
images or multimedia features is to look above research.
the search bar of common search engines and Conduct Internet Research Review how to
locate tabs labeled Images and Multimedia or conduct an Internet search and the importance
Videos. Students can click on a tab and then of choosing reliable sites. Discuss how to find
type in a key word, or they can conduct a images or multimedia materials on the Internet.
general search and then click on the tab. In Present Have groups present a report on
either case, clicking on a result will take them motocross, illustrated with images and/or
to the site where the material is located. multimedia elements.
READING DIGITALLY T329

The Big Idea: How do people meet challenges and solve problems?
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: Using Primary and Secondary Sources

OBJECTIVES Understanding the Difference Between
Gather relevant
information from
Primary and Secondary Sources
multiple print and Students should strive to use both primary and secondary sources when
digital sources; assess researching information for their projects.
the credibility of each
source; and quote ‡ When trying to understand what people in the past were thinking,
or paraphrase the or when trying to find a quote or image to use in their presentations,
data and conclusions students should review primary sources. Primary sources are materials
of others while
avoiding plagiarism
created during the event or time under study, including eyewitness
and providing accounts, letters, journals, diaries, radio broadcasts, news film footage,
basic bibliographic artifacts, government documents, literature, and other records.
information for
sources. W.6.8
‡ Students can use secondary sources to gain an understanding of
expert analysis of the event or time under study, or the historical
Determine the central
ideas or information
context of the event. Secondary sources are records of the past
of a primary or created at a later time based on studies of primary sources. Secondary
secondary source; sources include reference books, textbooks, and nonfiction books and
provide an accurate magazine or newspaper articles that analyze a past event.
summary of the
source distinct from ‡ Students should analyze the relationship between primary and
prior knowledge or secondary sources on the same topic. They might note such things as
opinions. RH.6.2 how perspectives differ between someone who experiences an event
Analyze the and someone who writes about the event hundreds of years later.
relationship
between a primary
and secondary
Finding Primary and Secondary Sources
source on the same ‡ To find these sources at the library, students can use either the card
topic. RH.6.9 catalog or the electronic catalog. They should ask a librarian for help
Interpret information using the catalogs or locating the materials, if necessary.
media and formats
‡ Students can also locate primary and secondary sources online
(e.g., visually, through search engines. Model entering specific key words into a
quantitatively, orally) search engine to find sources related to the unit theme.
and explain how it
‡ Remind students to evaluate both primary and secondary sources for
text, or issue under reliability before recording information from them.
study. SL.6.2
COLLABORATE
Go Manage and assign projects online.
Digital Students can also work with their
group online.
T330 UNIT 4 WEEK 6

Choose a Project! WEEK 6
Dramatization of an Environment-Changing Event IA

L STU
DI
SOC
ES
1 ESSENTIAL QUESTION
How do people meet
Goal
Research teams will use a bibliography to research
the effects of a historical, environment-changing
event, and then write and perform a dramatization
of the effects and how people dealt with them.
Poster About the Special Olympics IA

L STU
DI
SOC
ES
How do people meet
personal challenges?
Goal
Research teams will carry out a research plan from
the weekly lesson and then use their research
to create a promotional or informational poster
about the Special Olympics.
Survey and Chart About Difficult Decisions IA

L STU
DI
SOC
ES
When are decisions hard
to make?
Goal
Research teams will create a survey about the
ways people make difficult decisions, distribute
it to the class, compile the results, and present
them in a chart, using digital tools.
Presentation About Polls IA

L STU
DI
SOC
ES
How do people uncover what
they have in common?
Goal
Research teams will research specific polls and
polling organizations and give a presentation of
their findings.
Cartoon or Graphic Story About Working Together IA

L STU
DI
SOC
ES
Goal
Research teams will create a cartoon strip or
a two-page graphic story about a historical
situation in which people worked to overcome
their differences to accomplish something.
RESEARCH AND INQUIRY T331

Distribute the Research Roadmap Online PDF. Have students use the
roadmap to complete the project.
Conducting the Research

STEP 1 Set Research Goals
Discuss with students the Essential Question and the research project. As
appropriate, have them look at the Shared Research Board for information
they have already gathered. Groups should
‡ make sure they understand the difference between primary and secondary
sources and are able to anaylze the relationship between the two types.
‡ decide on each member’s role: Who will gather and organize information
from primary and secondary sources? Who will be responsible for technology?
STEP 2 Identify Sources

Have the groups brainstorm where they can find the information. Suggest
‡ manuscripts, autobiographies, official records, novels, poetry, and drama.
‡ digital media, such as podcasts, recordings of speeches, and news footage.
‡ social studies textbooks, encyclopedias, and other reference books.
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 difference between primary and secondary sources
and how to find each, as presented on page T330. Then have them do the
research. Remind them to list their sources carefully.
STEP 4 Organize
After they finish their research, team members review and analyze the
information they collected. They should classify and categorize their
notes, then summarize the sources and analyze the relationship Audience
Participation
between them. They can create a rough version of the end product in
‡ Encourage the
order to make decisions about categories of information. audience to make
comments about
STEP 5 Synthesize and Present meeting challenges
and taking
Team members synthesize their research and finalize their message. responsibility.
‡ 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 4 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 use both primary and secondary ✓ Selected a focus.
sources during your research? ✓ Used multiple sources to gather information,
✓ Did you analyze the relationship between including primary and secondary sources.
primary and secondary sources? ✓ Cited sources for information.
✓ Did you give credit to all of your sources? ✓ Used time effectively and collaborated well.
Presenting Assess the Presentation
✓ Did you practice your presentation? ✓ Spoke clearly at a proper pace and volume.
✓ Did you speak clearly and loudly enough for ✓ Used appropriate gestures.
others to hear?
✓ Maintained eye contact.
✓ Did you make eye contact with your
audience?
✓ Established a main message that answered
the Essential Question and Big Idea.
✓ Did you answer the Essential Question and
Big Idea?
✓ Used appropriate visuals and technology.
✓ Did you use appropriate visuals and ✓ Shared tasks among all group members.
technology? Assess the Listener
✓ Listened quietly and politely.
✓ Made appropriate comments and asked
clarifying questions.
✓ Kept an open mind to different ideas.
Project Rubric
4 Excellent
E 3 Good
G 2 Fair
F 1 Unsatisfactory
U
The student
Th Th
The student Th
The student Th
The student
‡ presents the ‡ presents information ‡ attempts to present ‡ may show little grasp
information clearly. adequately. information. of the task.
‡ includes many details ‡ provides adequate ‡ may offer few or vague ‡ may present irrelevant
gathered from primary details from primary details from only information.
and secondary sources. and secondary sources. primary or secondary ‡ may reflect extreme
‡ may include ‡ includes relevant sources. difficulty with research
sophisticated observations. ‡ may include irrelevant or presentation.
observations. personal observations.
RESEARCH AND INQUIRY T333

Celebrate Share Your Writing
Presentations Speaking Checklist
Giving Presentations Review the Speaking Checklist with
students as they practice.
Now is the time for students to share one of the pieces of
narrative writing that they have worked on through the unit. ✓ Have your notes and any visuals,
You may wish to invite parents or students from other classes to music, or props ready to share at
the presentations. the appropriate times.
✓ Stand up straight and make eye
Preparing for Presentations contact with the audience.
Tell students that they now will think about and prepare the
✓ Take a few deep breaths before
you begin.
best way to present their writing.
✓ Speak clearly, slowly, and loudly
Allow students time to prepare and rehearse their presentations. enough for everyone to hear.
Encourage them to reread their writing. Point out that familiarity ✓ Use your tone of voice, phrasing,
with the narrative will allow them to look up from the text and facial expressions, and gestures
make eye contact with their audience. It also will help students to emphasize key narrative
adjust their intonation, rate, and phrasing to properly express moments.
the feelings of their characters and the ideas presented in the ✓ Smile when you are finished.
narrative.
nhance their
Students should consider elements that may enhance
ents.
presentations. Discuss a few options with students.
‡ Can they use photographs or artwork to help
p bring characters
and events to life for the audience?
‡ Might a piece of music help introduce the tone
ne of the
narrative?
‡ Are there objects that might serve as props to
o enhance plot
Image Source/Alamy
events in the narrative?
Students can practice presenting for a partner at school,
with family members at home, or in front of a mirror. Share
em focus on
the following checklist with students to help them
ehearse. Discuss
important parts of their presentations as they rehearse.
each point on the checklist.
T334 UNIT 4 WEEK 6

WEEK 6
Listening to Presentations
Remind students that they will be part of the audience for other students’ presentations. A
listener serves an important role. Review with students the following Listening Checklist.
Listening Checklist
During the presentation After the presentation
✓ Listen politely and acknowledge the ✓ Raise your hand before you ask a
presenter with eye contact. question or make a comment.
✓ Pay attention to how the speaker ✓ Comment on how the narrative makes
emphasizes key narrative moments. you feel or how it connects to your own
✓ Take notes on one or two things you experiences.
liked about the presentation. ✓ Do not be afraid to share your ideas
✓ Jot down questions or comments about the narrative.
about the story and its characters. ✓ Ask relevant, thoughtful questions.
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
‡ tell a focused story? ‡ a beginning that better establishes the plot
‡ include a setting, plot, and characters? and characters?
‡ develop characters through thoughts, ‡ added dialogue to develop a character or
actions, and feelings? plot events?
‡ have few or no spelling and grammatical ‡ added precise transitions to connect events?
errors? ‡ added figurative or sensory language to
‡ exhibit neat and clear publishing techniques? make the writing more interesting?
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

Biography
Against
the Odds
Approaching Level
Biography
Against
by Kim Griswell
to On Level
the Odds
by Kim Griswell
Against the Odds
PAIRED
READ Talk with the Glove
Before Reading
Preview Discuss what students remember about the challenges Jim
Abbott faced as a baseball player. Tell them they will be reading a more
PAIRED
PAIRED
READ
READXxxx
TalkXxx
with the Glove
challenging version of Against the Odds.
Leveled Reader Vocabulary Use the Visual Vocabulary Cards and routine.
A C T During Reading
OBJECTIVES
Specific Vocabulary Review with students the following words
read and comprehend
literary nonfiction in that are new to this title: draft, dugout, pennant race, rookie. Model
the grades 6–8 text how to use context clues to determine their meanings.
complexity band
Sentence Structure Students may need help understanding
proficiently, with
scaffolding as needed more difficult sentences. Explain that writers often use words,
at the high end of the phrases, or clauses that function as adjectives or adverbs to join
range. RI.6.10 sentences and make them more interesting to read. Read aloud
this sentence from page 5: If he took the scholarship he wouldn’t be
going pro, but he would be close enough to home that his parents
could come to his games. Point out how phrases functioning as
adjectives and adverbs have been combined, and discuss the
meaning of the sentence. Repeat with similar sentences.
Genre Students may need clarification that a biography is the
true story of a person’s life written by another person. Ask: What
elements in Against the Odds help you determine that Jim Abbott
is a real person and not a fictional character? (photographs, use of
direct quotations, statistical information that can be verified)
After Reading
Ask students to complete the Respond to Reading on page 15 after
they have finished reading.
T336 UNIT 4 WEEK 6

WEEK 6
Biography
Against
the Odds
On Level
Biography
by Kim Griswell
to Beyond Level
Against
the Odds
by Kim Griswell
Against the Odds
PAIRED
Before Reading
Preview Discuss what students remember about the challenges Jim
Abbott faced as a baseball player. Tell them they will be reading a more
PAIRED
challenging version of Against the Odds.
Leveled Reader Vocabulary Use the Visual Vocabulary Cards and routine.
A C T During Reading
OBJECTIVES
read and comprehend
Specific Vocabulary Review with students the following phrases
literary nonfiction in found on page 12: retired batter after batter and pitched a no-hitter.
the grades 6–8 text Model how to use context clues to find their meanings.
complexity band
proficiently, with
Sentence Structure Help students understand complex text
scaffolding as needed structures. Reread the last sentence from page 2 aloud. Explain
at the high end of the that the author uses a colon to set off and emphasize the name
range. RI.6.10 of the baseball movement Jim Abbott uses. Have students locate
other examples of sentences containing dashes or colons to set off
ideas. Discuss how they impact the ideas presented.
Connection of Ideas Help students connect ideas and references
related to being in the public eye. Ask: What is the title of Chapter 4?
(The Public Stage) Did Abbott pitch on a stage? (No, he pitched on
a baseball field.) What idea do you think the title represents? (The
title represents the idea that after being traded to New York and
pitching a no-hitter, Abbott received a lot of attention from fans
and from the media.) Have students locate other stage-related
words and phrases (national spotlight, media spotlight’s glare) and
connect them to the concept of the public eye.
After Reading
LEVEL UP T337
Biography
Against
the Odds
Biography
Against
by Kim Griswell
to On Level
the Odds
by Kim Griswell
Against the Odds

PAIRED
Before Reading
Preview Remind students that a biography is a true story of a person’s
PAIRED
life that may focus on an important time period. Discuss what they
remember about the challenges Jim Abbott faced as a baseball player.
Leveled Reader Vocabulary Review the vocabulary words using the Visual Vocabulary
Cards and routine. Point out the cognates: periférico, devastador,
compensar, deteriorado, potencial, implementar.
OBJECTIVES
By the end of the year, A C T During Reading
read and comprehend
literary nonfiction in
the grades 6–8 text Specific Vocabulary Show students how to identify context
complexity band clues that will help them figure out the meaning of idioms and
proficiently, with
other expressions and unusual phrases, such as much of the buzz in
at the high end of the the first paragraph on page 6. After students look for clues in the
range. RI.6.10 text, help them write a meaning.
Connection of Ideas Explore the relationship between the main
text and the photos and captions in the article. Have students read
the main text on page 2 and then review the photo and caption.
Discuss what additional information these features provide and
how they help students better understand the main text. Repeat
with photos and captions on other pages.
Sentence Structure Explain that in this text, the author begins
many sentences with introductory phrases or clauses, such as
With the help of his dad, Jim found his own way to handle a baseball.
Discuss the relationship between the introductory phrase and the
rest of the sentence. Repeat with other examples.
After Reading
T338 UNIT 4 WEEK 6

WEEK 6
Advanced
Beyond Level
Biography
Against
Level
Trade Book
T
to Self-Selected Trade Book
the Odds
by Kim Griswell
Independent Reading
Before Reading
Work with students to choose a particular focus for reading. Students who
PAIRED
choose the same title will work together to carefully read the selection.
Leveled Reader Close Reading

Taking Notes Assign a graphic organizer for students to use in taking
notes as they read. Reinforce a specific comprehension focus from the
OBJECTIVES unit by choosing one of the graphic organizers that best fits the book.
read and comprehend Examples:
literature/informational Fiction Informational Text
text in the grades
6–8 text complexity Theme Author’s Point of View
band proficiently, with Graphic Organizer 148 Graphic Organizer 145
at the high end of the
Ask and Answer Questions As students read, have them note
range. RL/RI.6.10
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, What point of view does the
of this story? What key details author present in this text?
help you determine the theme? Explain how the author uses key
details in the text to support his
or her point of view.
LEVEL UP T339
SUMMATIVE ASSESSMENT
Unit Assessment
TESTED SKILLS
COMPREHENSION: VOCABULARY: ENGLISH WRITING:
• Author’s Point of View RI.6.3, RI.6.6 • Context Clues: LANGUAGE • Writing About Text
• Theme RL.6.2, RL.6.5 Paragraph Clues CONVENTIONS: W.6.9a–b
• Point of View RL.6.1, RL.6.6 L.6.4a • Pronouns and • Writing Prompt-
• Idioms L.6.4a Antecedents L.6.1d Narrative
• Homophones L.6.4a • Kinds of Pronouns W.6.3a–e
• Homographs L.6.4c L.6.1a, L.6.1b
• Figurative Language • Uses of Possessive
RL.6.4 Pronouns L.6.1a,
L.6.2
• Pronoun-Verb
Agreement L.3.1f
• More Pronouns
L.6.1c
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 4
UNIT 4
TESTED SKILLS
T If … Then …
Students answer 0–9 . . . reteach the necessary skills using
COMPREHENSION multiple-choice items Lessons 34–39 and 61–63 from the Tier 2
correctly . . . Comprehension Intervention Online PDFs.
Students answer 0–7 . . . reteach the necessary skills using Lessons

VOCABULARY multiple-choice items 139, 142, 166, and 170 from the Tier 2
correctly . . . Vocabulary Intervention Online PDFs.
ENGLISH Students answer 0–7 . . . reteach the necessary skills using Lessons
LANGUAGE multiple-choice items 10–17 from the Tier 2 Writing and Grammar
CONVENTIONS correctly . . . Intervention Online PDFs.
Students score less than “2” . . . reteach tested skills using appropriate
WRITING on short-response items and lessons from the Strategies and Skills and/
“3” on extended constructed or Write About Reading sections in the Tier 2
response items . . . Comprehension Intervention Online PDFs.
Students score less than “3” . . . reteach tested skills using the Tier 2 Writing
on the writing prompt . . . and Grammar Intervention Online PDFs.
Students have a WCPM . . . 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: Narrative/Poetry
Proc
Fictional Narrative . . . . . . . . . . . . . . . . . . . . . . . . T344

Narrative Poem . . . . . . . . . . . . . . . . . . . . . . . . . . . T350
l
Modoen
Less Reading Extended Complex Text
The Case of the Magic Marker Mischief Maker . . . T356
Your Own Text . . . . . . . . . . . . . . . . . . . . . . . . . . . . T360
Program Information
Scope and Sequence. . . . . . . . . . . . . . . . . . . . . . BM1
Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . BM10
Correlations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . CCSS1
Go
Digital For Additional Resources
Review Comprehension Lessons
Unit Bibliography
Word Lists
Literature and Informational Text Charts
Web Sites
Resources www.connected.mcgraw-hill.com
T343
NARRATIVE TEXT Fictional Narrative
ritings
W ces
EXPERT MODEL
Pro on 1
Less Read Like a Writer Go
Digital
132_152_CR14_NA_WWB_6_U4FN_118749.indd Page 132 28/02/12 11:42 PM u-s010
/Volumes/101/GO00979_TRBLM_TE/CORE_READING_2014/NATIONAL/TE/WRITERS_WORKSPACE_BL
Expe
Expert
Expe
Exp
Ex
xper Model • Fictional Narrative
rra
rat
ra
ativ
ative
ati
tive
ive
ve
e•6
From Splotches
F
611
S l t h tot Splendor
S l d
Point out that writers of fictional narratives craft stories
about imagined experiences. The stories include characters,
by Rochelle Watts
Like many good ideas, Jae Min’s inspiration came from a
a setting, and a well-developed plot. Explain that there are

humble source. One brisk winter morning, while walking down
an especially dull block on his way to school, Jae Min noticed
a can of paint dumped on the sidewalk. Sickly green splotches
spread across the sidewalk like a ghastly insect infestation.
“What a gruesome color,” he thought to himself. “No
wonder someone tossed it.”
Just then, he noticed that a few of the green splotches had
different types of fictional narratives, including historical
splattered the dingy, stained concrete wall in front of an
abandoned building. Inspiration struck.
“That green has to go,” he thought, “but a mural could help
fiction, realistic fiction, plays, and short stories. Read and
discuss the features of a fictional narrative.
this dismal block.”
Jae Min imagined turning the splotches into a garden of
dazzling flowers, transforming the depressing wall into a riot
Writer’s
of color. A plan emerged. To his surprise, however, getting
Provide copies of the Expert Model Online PDF 61 and the

permission for a mural was a challenge that required more
patience than imagination. First, the Department of Community
Affairs referred him to the Zoning Board. Then, board members
Workspace
Features of a Fictional Narrative Online PDF 62 in Writer’s
passed him on to the Neighborhood Block Association, where
he learned that in order to paint the concrete wall, he had to get
permission from every business on the street.
Workspace.
Unit 4 • Fictional Narrative
Expert Model Features of a Fictional Narrative

‡ It tells a story that the writer has made up.
‡ It has a beginning, middle, and end.
OBJECTIVES
Write narratives ‡ It has a setting, characters, and a plot.
to develop real or
‡ It has a beginning that establishes the situation and introduces
or events using characters.
effective technique, ‡ It uses narrative techniques such as dialogue, description,
and pacing.
details, and well-
structured event ‡ It uses sequence words to order events in the story.
sequences. Engage
and orient the reader
‡ The ending tells how the problem is resolved.
by establishing
a context and
introducing a narrator Discuss the Expert Model
and/or characters;
organize an event Use the questions below to prompt discussion of the features of fictional
sequence that COLLABORATE narratives.
unfolds naturally and ‡ What is the setting of the story? (a run-down neighborhood)
logically. W.6.3a
‡ Who is the main character? (Jae Min, a student)
‡ What situation does the writer establish at the beginning of the story?
ACADEMIC
LANGUAGE (Jae Min wants to paint a mural to brighten the neighborhood.)
• narrative text, ‡ What descriptive details does the writer provide in the first three
fictional narrative, paragraphs? (sickly green splotches; like a ghastly insect infestation;
dialogue, description,
conflict, narrator, dingy, stained concrete wall)
context ‡ What sequence words show time order and link ideas and events?
• Cognates: narrativo (one brisk winter morning, first, then, after weeks of hard work, finally)
(a), diálogo,
descripción, narrador ‡ How does the writer resolve the story’s problem? (Jae Min’s revised
(a), contexto design finally wins approval, and he is allowed to paint his mural.)
T344 UNIT 4 WEEK 6

USE WITH WEEKS 13
PREWRITE
Discuss and Plan
Purpose Discuss with students purposes of a fictional narrative. Point
out that writers often share an entertaining and even inspirational story
that is frequently about meeting a challenge. ENGLISH LANGUAGE
Audience Have students think about who will read their fictional LEARNERS
narratives, such as classmates, friends, and relatives. Ask: How do you Beginning
want your story to affect your readers? Demonstrate Comprehension
Have students draw a picture of the
Teach the Minilesson setting for their narratives.
Strong Opening Explain that the beginning, or opening, of a Intermediate

fictional narrative should engage readers, introduce the main Explain Have partners talk about
character, establish the setting, and present or hint at a conflict how they chose the main character
and setting for their narratives.
to come. The opening also establishes the story’s point of view,
the relationship of the narrator to the story. The narrator may be a Advanced/High
character who stands outside the story, describing the characters Expand Have partners discuss how
and action. The narrator may also describe events as only one person character and setting can affect the
in the story sees them. plot in a fictional narrative.
Distribute copies of the Model Graphic Organizer Online PDF 63 in

Writer’s Workspace. Point out that Rochelle immediately introduces
Jae Min as the main character. She also provides a story context by
clearly describing the setting and by establishing a situation that will
likely lead to some kind of conflict.
MODEL GRAPHIC
ORGANIZER
Your Turn Model Graphic Organizer • 63
Choose Your Topic Have students work with partners or in small groups Characters
COLLABORATE to brainstorm challenging situations that might make entertaining

Jae Min, Mr. Glazner
stories. Have them focus on one situation. Ask questions to prompt Setting
thinking. Have students record their situations in their Writer’s winter; a declining city neighborhood, including some stores
Notebooks. Beginning
Jae Min notices a can of paint dumped on the sidewalk and paint
‡ What personal challenges have you faced or found interesting? splotches on a concrete wall. The splotches inspire him to want to
paint a mural of flowers on the wall to improve the neighborhood.
‡ What setting could best highlight a fictional version of the situation? Middle
Jae Min learns that he must get permission from every business
‡ What characters might be involved in the story? on the block before painting the mural. One business owner, Mr.
Glazner, refuses to give his permission. He is upset about the

area’s decline and misses businesses no longer there.
Plan Provide copies of the blank Graphic Organizer Online PDF 64 in End
Writer’s Workspace. Ask students to record the character and setting they Jae Min changes his mural design from flowers to a tribute to the
businesses that have shut down. Mr. Glazner likes the new
will introduce in the opening. Then have them add details about the
design and gives his permission for Jae Min to paint the mural.
story’s beginning, middle, and end. Unit 4 • Fictional Narrative
WRITING PROCESS T345

itinsgs
Wro e
Pr c n 1
Less
o NARRATIVE TEXT Fictional Narrative
DRAFT
OBJECTIVES Discuss the Student Draft Model Go
Use narrative
technigues, such as Review the features of a fictional narrative. Provide copies of Digital
dialogue, pacing, the Student Draft Model Online PDF 65 in Writer’s Workspace.
and description, to Have students find the features in the model.
develop experience,
events, and/or
characters. W.6.3b Teach the Minilesson
Provide a conclusion Develop Character Explain that writers bring characters Writer’s
that follows from the Workspace
narrated experinces
to life by showing their actions, thoughts, and feelings
or events. W.6.3e through dialogue, sensory language, and descriptive details.
Writers use careful pacing to show how characters develop as
the plot unfolds. Discuss how the writer develops the character
ACADEMIC
LANGUAGE
of Dan. HEAD_A
• fictional narrative, Dan heard the blaring of his brother’s trumpet and
dialogue, description, slammed his book on his desk. “He knows I’m doing my
pacing, conflict,
homework,” Dan thought. Then he stormed into the den.
rising action,
climax, falling “Hey!” He said to his brother, as calmly as he could. “Would you
action, resolution, mind practicing later?”
foreshadow,
flashback Have students share descriptions about and dialogue from
• Cognates: narrativa characters discussing a baseball game.
ficticia, diálogo,
descripción
Your Turn
Write a Draft Have students review their graphic organizers. Remind
them to include a logical conclusion that follows from the plot events.
Teacher Conferences
Talk about the strengths of Focus on how a writer uses a Make concrete suggestions
the writing. writing trait. for revision.
Your story idea is engaging, and You’ve written interesting I can tell that your plot events
your opening paragraphs cleverly dialogue to develop the main unfold in a logical order, but the
introduce the main character. character. Add some descriptive conclusion would be stronger if
details to show what your you linked it more clearly to the
character looks like. other story events.
T346 UNIT 4 WEEK 6

REVISE
Discuss the Revised Model REVISED STUDENT MODEL
Distribute copies of the Revised Student Model Online PDF 66 in Writer’s Revised Student Model • Fictional Narrative • 66
Workspace. Read the model aloud and have students note the revisions The Tryout
by Grant K.
Grant made. Discuss reasons for specific revisions, such as how adding When Gina saw the bright yellow poster announcing the
details develops the character and plot. goosebumps up and down her arms
school’s spring play, she got excited. She knew that she was the
perfect person to play Dorothy in The Wizard of Oz. She had
seen the movie a millon times. She had dark hair, just like
Dorothy. She even had dreamed about being Dorothy. There
She couldn’t imagine performing before an audience, or even just trying out for the role.
Teach the Minilesson was just one problem: Gina was very shy.
What am I going to do? Gina moaned to herself as she
one of the cold metal lockers that lined
leaned against the school hallway.
Just then,
Eric walked past her. He had been the star of last year’s
Develop Plot Remind students that in a fictional narrative, a play. He had did a really good job. However, Gina didn’t know
As
him very well. She thought he might not want to help her. Eric
, Gina realized that she had to take a risk
plot generally starts with a conflict, which is developed through disappeared down the hallway.
, her voice shaking
“Eric!” Gina called out.
a sequence of events that include the rising action, a climax or Eric turned around and grinned. Gina sighed with relief and

explained her problem. He promised that he would help her.
of his audition
He said that his stomach had been in knots the whole day. He
high point, the falling action, and a resolution. Writers may use told her that he had feared trying out for the play last year.
Later, at lunch,
Gina and Eric discussed auditions. Eric urged her to read
foreshadowing to hint at later events and flashbacks to refer to the script several times to become familar with it. He also told
her to practice in front of her family and friends. “That way,
events before the story begins. Point out that writers use pacing to you’ll get used to performing in front of an audience,” he said.
Over the next two weeks, Gina did just as Eric had told her.
so
present events in a way that builds suspense. She became comfortable performing in front of her family and

Discuss an example in the Revised Student Model that shows the
addition of a detail to develop the rising action.
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
68 from Writer’s Workspace to guide them. Suggest that they consider
adding plot details. Circulate, and conference with students as needed.
Peer Conferences Use these questions for peer review.
Review the routine for peer review of writing. ✓ Does the opening introduce the main
Students should listen carefully as writers read character, setting, and a conflict?
their work aloud. Students begin each review
by telling what they liked about the writing.
✓ Is the main character developed
through dialogue and description?
Then they ask a question that will help the
writer think more deeply about the writing. ✓ Is pacing used effectively?
Finally, they make a suggestion that will make ✓ Does the conclusion follow from plot
the writing stronger. events and resolve the conflict?

itinsgs
Wro e
Pr c n 1
Less
o NARRATIVE TEXT Fictional Narrative
PROOFREAD/EDIT AND PUBLISH
OBJECTIVES Discuss the Edited Model Go
Use a variety of
transition words, Provide copies of the Edited Student Model Online PDF 67 in Digital
phrases, and clauses Writer’s Workspace. Read the model aloud and have students
to convey sequence note the changes that Grant made. Use specific edits to
and signal shifts
from one time
show how editing for pronoun usage, complete sentences,
frame or setting to punctuation, including quotation marks, and spelling
another. W.6.3c improves the fictional narrative.
Writer’s
With some guidance Workspace
and support from Your Turn
peers and adults,
develop and
Edit Have students use the edit questions on the Revise and
strengthen writing Edit Checklist to guide them as they review and edit their drafts on their
as needed by own. Remind them to edit for one type of error at and time and to review
planning, revising, the checklist twice so as not to miss any items.
editing, rewriting,
or trying a new
approach. W.6.5 Publish
For the final presentation of their fictional narratives, have students
choose a format for publishing. Students may want to consider:
ACADEMIC
LANGUAGE
Print Publishing Digital Publishing
• proofread, edit,
publish, presentation, School Literary Magazine Writer’s Workspace
multimedia,
Class Binder Online Writing Contest
evaluate, rubric
• Cognates: Personal Notebook Literary Zine
editar, publicar, Audio Recording
presentación,
multimedia
Whether students handwrite, use a typewriter, or use a word-processing
EDITED STUDENT MODEL
program, they should be sure to use standard margins and format their
final drafts so readers can easily follow the flow of the text.
Edited Student Model • Fictional Narrative • 67
The Tryout Remind students that adding visuals and multimedia elements can result
by Grant K.
When Gina saw the bright yellow poster announcing the

goosebumps up and down her arms
in a more engaging presentation. Allow time for students to search for
school’s spring play, she got excited. She knew that she was the
perfect person to play Dorothy in The Wizard of Oz. She had
million
seen the movie a millon times. She had dark hair, just like
or create illustrations, photographs, videos, audio, and other visual or
Dorothy. She even had dreamed about being Dorothy. There
She couldn’t imagine performing before an audience, or even just trying out for the role.
was just one problem: Gina was very shy.
“ What am I going to do?” Gina moaned to herself as she
multimedia elements that will enhance their fictional narratives.
one of the cold metal lockers that lined
leaned against the school hallway.
Just then,
Eric walked past her. He had been the star of last year’s
done
play. He had did a really good job. However, Gina didn’t know
As
him very well. She thought he might not want to help her. Eric
, Gina realized that she had to take a risk
disappeared down the hallway.
, her voice shaking
“Eric!” Gina called out.
Eric turned around and grinned. Gina sighed with relief and
explained her problem. He promised that he would help her.

of his audition
He said that his stomach had been in knots the whole day. He
told her that he had feared trying out for the play last year.
Later, at lunch,
Gina and Eric discussed auditions. Eric urged her to read
familiar
the script several times to become familar with it. He also told
her to practice in front of her family and friends. “That way,
you’ll get used to performing in front of an audience,” he said.
Over the next two weeks, Gina did just as Eric had told her.
so
She became comfortable performing in front of her family and
T348 UNIT 4 WEEK 6

EVALUATE
Discuss Rubrics FICTIONAL NARRATIVE
RUBRIC
Guide students as they use the Fictional Narrative Rubric Online PDF 69
in Writer’s Workspace. Emphasize that a rubric can help students identify Writing Rubric • 69
and focus on areas that might need further work. Work with the class to Fictional Narrative Rubric
review the bulleted points on the rubric. 4 Excellent • presents an interesting, detailed, and well-paced
original narrative about a character who meets a
challenge within a specific setting
• immediately establishes the main character and the
situation in an engaging way
• unfolds plot events in a natural and logical way, ending
with a satisfying conclusion
‡ Focus and Coherence Does the narrative tell a story about • develops characters with natural-sounding dialogue,
memorable descriptions, and appropriate pacing
• uses appropriate sequence words to order events
• creates a nuanced tone that is consistently appropriate
facing a challenge? Is the setting specific and detailed? for the narrative
• uses sentences of varying lengths and types that
allow text to flow
Organization Does the beginning introduce the main character

• demonstrates strong skills in grammar, spelling,
‡
punctuation, and capitalization
3 Good • presents a solid narrative about a character who

meets a challenge within a specific setting
and establish the conflict? Do the plot events unfold naturally and • establishes the main character and situation early on
but could have a more engaging opening
• unfolds plot events in a mostly natural and logical way,
logically, leading to a satisfying conclusion? leading to a clear ending

• makes a strong effort to develop characters with

dialogue, description, and pacing, but requires some
improvement
Ideas and Support Are the characters developed with dialogue,

• uses sequence words to order events but transitions
‡ could be more specific
• creates a tone that is generally appropriate for the
narrative
description, and pacing? Does the dialogue sound natural? • uses sentences that vary in length and that generally
flow
• makes only a few errors in grammar, spelling,
punctuation, and capitalization
‡ Word Choice Are transition words used to indicate shifts in time

and setting?
‡ Voice/Sentence Fluency Does the writing create a tone

appropriate for the story? Do sentence types vary?
‡ Conventions Are errors in grammar, spelling, punctuation, and
capitalization corrected?
Your Turn
Reflect and Set Goals After students have evaluated their fictional
narratives, urge them to reflect on their progress as writers. Where do
they feel they have shown improvement? What areas need further work?
As students prepare for a conference with the teacher, have them set
writing goals.
Conference with Students

Use the Fictional Narrative Rubric and the Anchor Papers Online PDF
70 in Writer’s Workspace as you evaluate student writing. The anchor
papers, which provide samples that score from 1 to 4, reflect the
criteria described in the rubric and offer a standard against which to
judge writing.
Meet individually with students to review their writing goals. Discuss
ways in which they might achieve these goals and suggest any
further areas of improvement they may need to target.

POETRY Narrative Poem
ritings
W ces
EXPERT MODEL
Pro on 2
Less Read Like a Writer Go
Digital
153_174_CR14_NA_WWB_6_U4NP_118749.indd Page 153 28/02/12 11:43 PM u-s010
Expe
Expert
Expe
Exp
Ex
xper Model • Narrative Poem
oe
em
e m • 71
71
JJulie’s
li ’ Debut
D b t
Point out that writers sometimes use poetry, with its
emotional, sensory language, to express deep feelings
by Elizabeth Massie
On the night of the play, as the actors got dressed,
common to all people. Poetry is a literary form that

They noticed that Anne wasn’t there.
The director made calls and then threw up his hands:
“This is terrible! This isn’t fair!”
“Anne sprained her ankle, and now she can’t act!

She’s the lead! Oh, now what shall we do?”
He looked at the ceiling and clutched his dark hair
emphasizes the line, rather than the sentence, as a unit of
As the cast gathered ’round with the crew.
Julie stepped up with her heart pounding hard,

composition. Among the many forms of poetry are lyrics,
limericks, ballads, odes, epic poetry, and narrative poems.
Like a big kettledrum in a band,
And she whispered, “I know you’re upset by this turn,
For Anne’s absence was clearly unplanned.”
Discuss the features of a narrative poem. Writer’s

“But I know all Anne’s lines. I learned them by heart

As I danced at the back of the stage.
I’m almost her height, and I’ll fit in her dress,
Workspace
Provide copies of the Expert Model Online PDF 71 and
And the two of us are close in age.”
the Features of a Narrative Poem Online PDF 72 in Writer’s

Workspace.
Unit 4 • Narrative Poem
Expert Model
Features of a Narrative Poem
‡ It uses narrative techniques, including a speaker who
OBJECTIVES narrates the poem, characters, setting, plot, and often
Write narratives
to develop real or
dialogue, to tell a story.
imagined experiences ‡ It generally uses a more concentrated form than prose.
or events using
effective technique, ‡ It expresses feelings and ideas about the story it tells.
relevant descriptive ‡ It is often organized into lines and stanzas.
details, and well-
structured event ‡ It often uses techniques such as rhyme, meter or rhythm, and
sequences. Engage alliteration to create interesting sounds.
and orient the reader
‡ It often uses figurative language (for example, similes, metaphors,
by establishing
a context and and personification) and descriptive language that appeal to
introducing a narrator readers’ senses.
and/or characters;
organize an event
sequence that
unfolds naturally and
Discuss the Expert Model
logically. W.6.3a Use the questions below to prompt discussion of the features of
COLLABORATE narrative poems.
ACADEMIC ‡ What characterizes the poem as narrative? (It tells a story, expresses
LANGUAGE feelings, uses lines, stanzas, meter, rhyme, and figurative language.)
• narrative poem,
‡ How is the poem organized? (into ten stanzas of four lines each)
stanza, rhyme, meter,
rhythm, figurative ‡ What are some examples of sound devices in the poem? (rhyme: there/
language, simile, fair; a regular rhythm; alliteration: he stamped and he stomped)
metaphor
• Cognates: poema
‡ What are some examples of figurative language and descriptive
narrativo, rima, sensory words in the poem? (simile: Like a big kettledrum; clutched,
lenguaje figurado, whispered, lyrical, graceful)
símil, metáfora
T350 UNIT 4 WEEK 6

PREWRITE
Discuss and Plan
Purpose Discuss with students purposes for writing a narrative poem.
Narrative poems can share ideas and feelings as they entertain readers
with a story told in an imaginative way. ENGLISH LANGUAGE
Audience Have students think about who will read their narrative LEARNERS
poems, such as friends, family members, and classmates. Ask: What do Beginning
you want your readers to experience through the narrative in your poem? Demonstrate Comprehension
Have students describe their poem’s
Teach the Minilesson main character.
Characters Explain that the speaker, who tells the story in a Intermediate
narrative poem, and the characters should be introduced in the Explain Have students tell partners
beginning of the poem as part of the context of the story. The about ideas and feelings they want
their poems to express.
writer may use the speaker or the main character to express certain
feelings and ideas and to convey the story problem or situation. Advanced/High
Distribute copies of the Model Graphic Organizer Online PDF 73 Expand Have each student write
in Writer’s Workspace. Point out that the poem focuses first on the answer to the questions that helped
them think about their poem’s topic.
director, the character whose dialogue establishes the problem.
Then it focuses on Julie, the character who solves the problem.
Your Turn
Choose Your Topic Have students work in pairs or small groups to
COLLABORATE
brainstorm ideas for a narrative poem about rising to a challenge. MODEL GRAPHIC
ORGANIZER
Remind them to think about characters they will use as well as who will
serve as the speaker. Ask questions to prompt thinking. Have students Model Graphic Organizer • 73
record their ideas in their Writer’s Notebooks. Character
‡ What challenges might make for an engaging narrative poem? director of the play
Conflict/ Summary
Challenge
What feelings and ideas might arise from the story you have in mind?
The poem’s
‡ Character
speaker expresses
feelings of hope
and an idea about
stepping up to
What character or speaker could present the story expressively?

Anne, lead
‡
meet a challenge
actress, who is
The lead actress in while telling the
absent
a play sprains her story of how Julie
ankle and cannot takes the place of
Plan Provide copies of the blank Graphic Organizer Online PDF 74 in Character
Julie, cast
perform. lead actress, Anne,
in a play.
Writer’s Workspace. Ask students to note details about the characters in member, who
takes Anne’s place
at the last minute
their poems. Then have them summarize the feelings and ideas that a
main character or the speaker will express.

itinsgs
Wro e
Pr c n 2
Less
o POETRY Narrative Poem
DRAFT
OBJECTIVES Discuss the Student Draft Model Go
Engage and orient
the reader by Review the features of narrative poems. Provide copies of the Digital
establishing a context Student Draft Model Online PDF 75 in Writer’s Workspace.
and introducing Have students find the features in the model.
a narrator and/or
characters; organize
an event sequence Teach the Minilesson
that unfolds naturally
and logically. W.6.3a Elements of Poetry Explain that a narrative poem is a Writer’s
Workspace
Use precise words
story with characters and a plot. It also includes poetic
and phrases, elements such as meter, rhyme, and stanzas.
relevant descriptive Meter is the regular pattern of stressed and unstressed
details, and sensory
syllables that gives a line of poetry a predicable rhythm.
language to convey
experiences and HEAD_A
Rhyme is the repetition of similar or identical sounds at the
events. W.6.3d ends of words that appear close to each other. There and
fair are examples of rhymes.
ACADEMIC A stanza is a grouping of lines. In most narrative poems, each
LANGUAGE stanza has the same number of lines, rhyme scheme, and meter.
• meter, rhyme, stanza,
figurative language, Ask students to share examples of poetic elements in poems they
simile, metaphor, have read.
personification,
sensory words
• Cognates: rima, Your Turn
lenguaje figurado,
símil, metáfora, Write a Draft Have students review the graphic organizers they
personificación prepared in Prewrite. Remind them to use poetic elements as they write.
Teacher Conferences
Talk about the strengths of Focus on how the writer uses a Make concrete suggestions for
the writing. writing trait. revision.
The challenge the main character The details convey characters’ Read your poem aloud to check
faces in your poem is well thoughts, but including vivid the meter. If the pattern of
established in the beginning sensory language and descriptive stressed and unstressed syllables
stanzas. details will help bring the poem isn’t regular, look for words that
to life. you could add, delete, or change.
T352 UNIT 4 WEEK 6

REVISE
Discuss the Revised Model REVISED STUDENT MODEL
Distribute copies of the Revised Student Model Online PDF 76 in Writer’s Revised Student Model • Narrative Poem • 76
Workspace. Read the model aloud and have students note the revisions The Essay
Caitlin made. Use specific revisions to show how words that enhance Jessie
by Caitlin J.
she
I loved baseball; yes, I certainly did.
meter and rhyme help readers experience and enjoy poetry more fully. Its the sport that compelled her when as a kid,
She entered a contest to write an essay.
Her thoughts about baseball to all she’d relay.
Teach the Minilesson All about baseball, how she loved it, she’d say.
After all, in the pros she someday would play!
Like a siren she’d yell,
Nothing could stop her! Nothing she’d tell
Because she played shortstop INCREDABLY well.
Language Choices Remind students that figurative language and So Jessie plopped down and then took out a paper
sheet
sensory words create vivid images in readers’ minds as they read a And started to write about how her team beat
The Johnsonville dragons—so mean and so tough!
narrative poem. Explain that similies use like or as to compare two But hers team? It was better—yes, sure enough!

lightning-fast
seemingly unlike things. Metaphors compare without using like or

The plays she had made with her two hands,
(Just as the position of shortstop demand)!
as. Sensory words appeal to sight, hearing, touch, taste, or smell.

She’d grabbed all the grounders and caught the high pops.
She’d fielded that ball and she’d made all the stops.
Have students find an example in the Revised Student Model that

shows the addition of figurative language or a sensory word. Discuss
how the revision adds interest to the narrative poem.
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
78 from Writer’s Workspace to guide them. Suggest that they consider
adding figurative language and sensory words to their narrative poems.
Circulate among students as they work and conference as needed.
Use these questions for peer review.

Peer Conferences
Review the routine for peer review of writing. ✓ Does the poem tell a story and
Students should listen carefully as writers read suggest feelings and ideas?
their work aloud. Students begin each review
by telling what they liked about the writing.
✓ Is a speaker established early on?
Then they ask a question that will help the ✓ Are poetic elements such as meter,
writer think more deeply about the writing. rhyme, and stanzas included?
Finally, they make a suggestion that will make ✓ Do sensory words and figurative
the writing stronger. language create vivid images?

itinsgs
Wro e
Pr c n 2
Less
o POETRY Narrative Poem
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 77 in Digital
peers and adults, Writer’s Workspace. Read the model aloud and have students
develop and note the editing changes Caitlin made. Use specific edits to
strengthen writing
as needed by
show how editing for pronoun usage, spelling, capitalization,
planning, revising, punctuation, and subject-verb agreement improves the
editing, rewriting, narrative poem.
or trying a new Writer’s
Workspace
approach. W.6.5
Your Turn
Use technology,
including the
Edit Have students use the edit questions on the Revise and
Internet, to produce COLLABORATE Edit Checklist to guide them as they review and edit their drafts on their
and publish writing own. Remind them to edit one stanza at a time and to review each item
as well as to interact on the checklist.
and collaborate with
others; demonstrate
command of Publish
keyboarding skills For the final presentation of their narrative poems, have students choose
to type a minimum
a format for publishing. Students may want to consider:
of three pages in a
single sitting. W.6.6
Print Publishing Digital Publishing
Poets’ Corner Book (handwritten) Writer’s Workspace
ACADEMIC
Poetry Festival Anthology Recorded Reading
LANGUAGE
• proofread, edit, Storyteller’s Resources Online Poetry Contest
publish, presentation
• Cognates: Whether students handwrite or use a typewriter or word-processing
editar, publicar, program, they should be sure to insert spaces between stanzas. Students
presentación also may want to arrange stanzas using white space to suggest a shape
EDITED STUDENT MODEL
that reflects an idea or event from their poems.
Explain that adding visual and multimedia elements can strengthen
Edited Student Model • Narrative Poem • 77
The Essay students’ writing and make presentations more engaging. Allow time
by Caitlin J.
Jessie she
I loved baseball; yes, I certainly did.
It’s
for students to design and include illustrations, photographs, graphic
Its the sport that compelled her when as a kid,
She entered a contest to write an essay.
Her thoughts about baseball to all she’d relay.
elements, audio, and other visual or multimedia elements that will
All about baseball, how she loved it, she’d say. enhance their narrative poems.
After all, in the pros she someday would play!
Like a siren she’d yell,
Nothing could stop her! Nothing she’d tell
INCREDIBLY
Because she played shortstop INCREDABLY well.
sheet
So Jessie plopped down and then took out a paper
And started to write about how her team beat
The Johnsonville dragons—so mean and so tough!
her
But hers team? It was better—yes, sure enough!
lightning-fast
The plays she had made with her two hands,
s
(Just as the position of shortstop demand)!
She’d grabbed all the grounders and caught the high pops.
She’d fielded that ball and she’d made all the stops.
T354 UNIT 4 WEEK 6

EVALUATE
Discuss Rubrics NARRATIVE POEM RUBRIC
Guide students as they use the Narrative Poem Rubric Online PDF 79 in Writing Rubric • 79
Writer’s Workspace. Help them understand that a rubric will help them Narrative Poem Rubric
identify and focus on areas that might need further work. Discuss the 4 Excellent • relates a well-developed story of an experience with a
challenge
• expresses clear feelings and ideas
bulleted points on the rubric with the class. • firmly establishes the main character and the speaker
who narrates the story; conveys the story context in
the first stanza
• presents a narrative poem format with stanzas of
equal length
• presents plot events in a natural, logical sequence
Focus and Coherence Does the narrative poem relate an

• includes interesting figurative language to make
‡ comparisons
• includes effective sensory words to create images
• maintains an effective rhyme scheme
experience or event as a story, with characters and a plot? • provides a consistent voice for the speaker
• maintains a consistent rhythm
• is free or almost free of errors
Organization Is the poem organized in stanzas? Are characters

3 Good • tells an adequate story of an experience with a
‡ challenge
• provides a fairly clear sense of feelings and ideas
• identifies the main character, establishes the speaker
and a speaker established at the beginning? who narrates the poem, and provides a story context
by the second stanza
• maintains a narrative poem format in almost all

stanzas
‡ Ideas and Support Are feelings and ideas developed through • presents most events in a logical sequence
• includes some examples of figurative language, of
varying effectiveness
• uses some sensory words to create images
plot events and characters’ dialogue? • presents a rhyme scheme that is largely effective
• provides a clear sense of the speaker’s voice
• maintains a mostly consistent rhythm, with some
awkward places
‡ Word Choice Do sensory words create vivid images? Does • includes some errors but is easy to read
figurative language make creative comparisons?

Voice/Sentence Fluency Does the speaker have a consistent
‡
voice throughout the poem? Do the lines of the poem create a
regular rhythm?
‡ Conventions Are errors in grammar, spelling, punctuation, and
capitalization corrected?
Your Turn
Reflect and Set Goals Have students individually evaluate their
narrative poems and reflect on their progress as writers. Urge them to
consider areas where they feel they have shown improvement and to
think about areas that need further work. Have them set writing goals to
prepare for their teacher conferences.
Conference with Students

Use the Narrative Poem Rubric and the Anchor Papers Online PDF 80
in Writer’s Workspace to evaluate student writing. The anchor papers
provide samples that score from 1 to 4, reflect the criteria described
in the rubric, and offer a standard for judging writing.
Review with individual students the writing goals they have set.
Discuss ways to achieve these goals and suggest any 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 4
Use the Literature Anthology

Getting Ready Genre • Drama
The Case of The
MAGIC MARKER
Mischief Maker
A Mickey Rangel Mystery
A Play in Three Acts by René Saldaña, Jr.
Illustrated by Manelle Oliphant
CHARACTERS ACT ONE: PRINCIPAL ABREGO’s office. The principal is

sitting at a large wooden desk. Sunlight streams in from
Mickey
Rangel two large windows to her right.
Principal
PRINCIPAL ABREGO (buzzes phone): Angie, can you
Abrego
please send Mickey in now?
Bucho
Joe (door opens, MICKEY RANGEL reluctantly walks in)
Belinda
PRINCIPAL ABREGO (shuffling papers, and without looking
Suggested Pacing
Johnny
at MICKEY): Won’t you have a seat, Mr. Rangel? I’ll be
just a moment. (continues shuffling papers for a couple
setting more seconds, then sets them in order and places them
on the desk) So, (looks up at MICKEY finally) you must
A middle school
be wondering why I’ve called you to my office?
in a Midwestern
suburb MICKEY (leg shaking, swallows hard): Sort of. I’ve been
going over in my head what I could have possibly done
to merit being summoned to the principal’s office, and
Days 1–3 Read
though there is that spitball incident from this morning
on the bus, it was only this morning and mostly between
my brother Ricky and me, so word couldn’t have gotten
pp. 294–298
(end of Act I)
to you this quickly, and even if it had, my actions weren’t
so bad that . . . (MICKEY notices PRINCIPAL ABREGO
Essential
E sse Question has reached for a pen to begin taking notes, and that
pp. 298–301
Whe she also has the traces of a smile on her face.) I mean,
yes, ma’am, I am wondering why you would call me here.
Read how a young detective has to make
some hard decisions when he is asked to PRINCIPAL ABREGO: Well . . . never mind about the, uh,
(end of Act II)

spitball episode, at least for now. (raises an eyebrow,
solve a mystery at the school he attends.
then smiles) As to why I’ve asked you to my office this
Go
G o Digital! morning, Mr. Rangel—may I call you Mickey?
pp. 302–303
MICKEY: Certainly, ma’am.
294 295
294_303_CR14_SA6_U4W3_SEL_118712.indd 294
294_303_CR14_SA6_U4W3_SEL_118712.indd 295
1/31/12 4:10 PM
1/31/12 4:13 PM
(end of Act III)
Close Reading of The Case of the Magic Marker
Mischief Maker, pages 294–303 Days 4–8 Reread
pp. 294–295
Use the suggestions in the chart to assign reading of the text and to chunk pp. 296–297
pp. 298–299
the text into shorter passages for rereading. pp. 300–301
pp. 302–303
ESSENTIAL QUESTION When are decisions hard to make? Days 9–10 Write
Ask students to discuss what they have learned about when decisions are About Text
COLLABORATE hard to make.

Assign the Reading
Ask students to read the text independently. You may wish to read together
with students page 295 to help them understand the structure of a play.
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
‡ confusion about genre features such as stage directions, dialogue, or how
the drama unfolds.
‡ uncertainty about how the clues to solving the mystery are connected. p. 298
‡ words they do not know. adamant?
Model for students how to take notes. benefactor?
Think Aloud Based on context clues, I can tell that culprit means “guilty
person,” but I can’t figure out the meaning of adamant or benefactor.
EXTENDED COMPLEX TEXT T357

el
Modson
Les
Use the Literature Anthology
Assign Graphic Organizer 148 to help students take notes on details that
reveal the theme.
As students share their questions and notes, use the Access Complex Text
A C T A
s
suggestions on pages T153A–T153J 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 why the decisions Mickey had to make
were hard. Ask questions about
‡ Theme, pp. 298–299, 300–301, 302–303
‡ What clues does the author provide to the theme of the play?
‡ Use of Features in Drama, pp. 294–295, 296–297, 298–299, 300–301,

302–303
‡ What does the author reveal about each character through the use of stage
direction? What does he reveal through dialogue?
‡ What purpose does each act in the play serve?
‡ Genre, pp. 296–297

‡ How does the author build suspense?
‡ Author’s Craft, pp. 296–297, 300–301

‡ How and why does the author use homophones?
‡ How does the author create a humorous tone?
‡ How does the author make the dialogue sound natural?
Use the prompts on Teacher’s Edition pages T153A–T153J for suggested text
dependent questions. Remind students that they are to look back into the
text to cite evidence to support their answers.
Model citing text evidence as needed.
What feature tells you what Mickey is doing while he speaks to Mrs. Abrego?
What is he doing? What does this tell you about what he’s feeling?
Think Aloud The text immediately following Mickey’s name is in italics and
contained within parentheses. That tells me it is a stage direction for what
Mickey is doing. The stage direction says: leg shaking, swallows hard. People
T358 UNIT 4
shake their legs and swallow hard when they are nervous. Also, Mickey is
in the principal’s office. He is probably nervous. He probably thinks he’s in
trouble.
As they reread each section, students should continue to generate their
own questions about the text. As each student shares a question, ask all
students to go back into the text to find text evidence to answer the question.
Encourage students to
‡ point out the exact place within the text they found the evidence.
‡ reread and paraphrase the section of the text that they think supports
their answer.
‡ discuss how strong the evidence cited is in answering the question.
‡ identify when an answer to a question cannot be found in the text.
Essential Question
Have students respond in writing to the Essential Question using evidence
from the text.
Students should use their notes and graphic organizers to cite evidence from
the text to support their answer.
Model how to use notes to respond to the Essential Question:
Think Aloud I can use the text evidence I gathered in my notes to help me
answer the Essential Question. My notes for pages 298 and 300 describe how
Mickey’s friends pressure him to name Bucho as the culprit without doing any
investigating. Mickey stands firm that he can’t make presumptions, but his
friends don’t make it easy for him. I can use this information in my answer—
decisions are hard to make when your friends don’t support you.
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: How
do people meet challenges and solve problems?
The Wanderer used by permission of HarperCollins Publishers; The Bronze Pen jacket illustrations copyright © 2008 by Brandon Dorman;
Assign the Reading
Ask students to read the assigned sections of the text independently. For
sections that are more difficult for students, you may wish to read the text
aloud or ask students to read with a partner.
Take Notes
As students read, ask them to take notes on difficult parts of the text. Model
how to take notes on
‡ identifying details or parts that are unclear.
‡ words they do not know.
‡ information they feel is important.
‡ ways in which information or events are connected.
‡ the genre of the text.
You may wish to have students complete a graphic organizer, chosen from
within the unit, to take notes on important information as they read. The
graphic organizer can help them when discussing the text.
T360 UNIT 4
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 276, 281C, 303, 311, 313 3: 150
52–53, 80, 81, 82, 84, 86, 88, 89A–89T,
skills: theme/central message. 104–105, 112–113, 116–117, 144, 4: 20, 25D, 25E, 25G, 25K, 25N, 25R,
Character. See Comprehension skills. 145, 146, 148, 150, 152, 153A–153V, 47, 51, 55, 57, 84, 89C, 89E, 89H,
Charts. See Graphic Organizers; Text 168–169, 176–177, 180–181, 208, 209, 89N, 111, 114, 119, 121 5: 276, 281C,
features: charts. 210, 212, 214, 216, 217A–217R, 232– 281D, 303, 306, 311, 313 6: 153M
233, 240–241, 244–245, 272, 273, 274, author’s purpose, 1: 25O, 89Q, 153Q,
Chronological order. See Writing traits:
276, 278, 280, 281A–281F, 296–297, 217O 2: 25O, 89K, 153Q, 217Q
organization.
304–305, 308–309, 328, 339, 356, 357 3: 25M, 89M, 153M, 217O 4: 25Q,
Citations. See Computer Literacy; 89M, 153K, 217K 5: 25Q, 89Q, 153M,
Cognates. See English Language
Research and inquiry. Learners: cognates. 217O 6: 25Q, 89J, 89Q, 153Q, 217Q
Classroom Library, 1: 3, 67, 131, 195, Collaborative conversations, 1: S6, S20, cause and effect, 1: S23 3: 212, 217C,
259, 360 2: 3, 67, 131, 195, 259, 360 10, 22, 74, 86, 138, 150, 202, 214, 266, 217E, 217H, 217I, 217K, 217N,
3: 3, 67, 131, 195, 259, 360 4: 3, 67, 131, 278 2: 10, 22, 74, 86, 138, 150, 202, 214, 217P, 239, 243, 247, 249 5: 84, 89D,
195, 259, 360 5: 3, 67, 131, 195, 259 266, 274 3: 10, 22, 74, 86, 138, 150, 202, 89I, 89L, 89O, 89R, 111, 119, 121,
6: 3, 67, 131, 195, 259, 360 214, 266, 278 4: 10, 22, 74, 86, 138, 150, 148, 153D, 153G, 153I, 153J, 153N,
Clauses. See Grammar: sentences. 202, 214, 266, 274 5: 10, 22, 74, 86, 138, 174–175, 179, 185, 217E, 217K 6: 84,
INDEX BM13
89C, 89E, 89F, 89J, 89K, 89M, 89O, 55, 57 5: 20, 25D, 25E, 25G, 25J, 25R, 6: 25E, 25M, 80, 89C, 89E, 89M, 89R,
89R, 111, 115 , 119, 121, 153O 46–47, 51, 55, 57, 358 144, 153D, 153F, 153L, 217F, 217N,
sequence, 1: S23, 84, 89E, 89H, 89J, 272
character, 1: S11, S12, 20, 25D, 25E,
89M, 89O, 89R, 111, 119, 121 3: 148, predictions. See Predictions, make.
25I, 25L, 25M, 25P, 46, 57, 84, 89E,
153C, 153F, 153H, 153J, 153N, 175, reread, 1: S12, S13, S14, S24, S26,
89H, 89J, 89M, 89O, 89R, 111, 119, 179, 183, 185 5: 212, 213, 239, 243, 140–141, 146–147, 153F, 153H, 153L,
327 2: 217M 4: 5, 25D, 25E, 25G, 247, 249 6: 212, 217C, 217F, 217H, 153O, 153T, 185, 204–205, 210–211,
25J, 25R, 47, 89D, 89I, 89L, 89O, 89R, 217K, 217N, 217O, 217R, 239, 243, 217C, 217E, 217K, 217M, 217N, 217R,
110–111, 238, 327 5: 20, 51, 55, 84, 247, 249 249, 268–269, 274–275, 281B, 313
119 setting, 1: S11, S12, 20, 25D, 25I, 25M, 2: 25L, 89H 4: 12–13, 18–19, 25C,
25P, 46, 57, 84, 89E, 89H, 89J, 89M, 25H, 25J, 25N, 25S, 57, 76–77, 82–83,
compare and contrast, 1: S23, 20, 25D,
89O, 89R, 111, 119 2: 150, 153B, 327 89E, 89F, 89I, 89K, 89P, 121 5: 140–
25I, 25M, 25P, 47, 51, 55, 57 2: 84, 5: 20, 25D, 25E, 25G, 25J, 25R, 47, 141, 146–147, 153E, 153H, 153J,
89C, 89E, 89G, 89J, 89L, 111, 115, 51, 55, 84, 89D, 89I, 89L, 89O, 89R, 153K, 153P, 185, 204–205, 210–211,
119, 121 110–111, 119 217F, 217J, 217K, 217R, 249, 281C
conclusions, draw, 1: 285 2: 29, 93, summarize, 1: 329 2: 329 3: 329 4: 329 story structure, 1: S11–S12
157, 221, 285 3: 93, 285 4: 29, 93, 5: 329 6: 329 summarize, 1: 25P, 89R, 153R, 217P
157, 221, 285 5: 29, 93, 157, 221, 285 text structure, 1: S23–S24, 153K 2: 20, 2: 25P, 89L, 153R, 217R, 281D 3: 25N,
153G, 358 3: 212, 358 5: 148, 179, 89N, 153D, 153G, 153H, 153I, 153N,
6: 29, 93, 157, 221, 285
183, 212, 243 6: 84, 111, 115, 119, 153P, 185, 217D, 217H, 217K, 217P,
connections, make, 1: 329 2: 329 212, 239, 358 217R, 249 4: 25R, 153E, 153H, 153J,
3: 329 4: 329 5: 329 6: 329. See also theme/central message, 1: S13–S14 153L, 153N, 185, 217C, 217D, 217G,
Text connections. 2: 276, 281B, 281D, 303, 307, 311 217H, 217I, 217L, 217N, 249, 281D
3: 20, 25C, 25E, 25H, 25K, 25N, 51, 5: 25R, 89R, 153N, 217P, 281B, 281D,
description, 2: 153D 313 6: 25R, 89R, 153D, 153F, 153L,
55, 57, 84, 89D, 89E, 89H, 89K, 89N,
details. See Comprehension skills: 111, 119, 121, 313 4: 148, 153E, 153R, 185, 217D, 217E, 217L, 217R,
main idea and key details. 153G, 153I, 153L, 174, 179, 183, 185, 217S, 249, 281D
212, 217C, 217G, 217J, 217L, 239, visualize, 1: 12–13, 18–19, 76–77,
fact and opinion, 4: 110
247, 249, 358 5: 327 6: 276, 281B, 82–83 2: 268–269 6: 268–269
inferences, make, 1: S12, S13, S14, S25, 281D, 303, 307, 311, 313 Computer Literacy. See also Study skills;
25J, 89H, 89J, 153G, 217D 2: 25E, visualize, 1: 25C, 25D, 25F, 25J, 25R, 57, Technology.
89G, 153G, 217J 3: 25I, 89D, 153E, 89C, 89F, 89I, 89M, 89N, 89P, 121, adding to a presentation, 1: 348, 354
217G 4: 25L, 89F, 89J, 153D, 217F 153E, 153K, 217H 2: 153T 3: 25K, 89I 2: 348, 354 3: 348, 354 4: 348, 354
5: 25H, 89F, 89N, 153H, 217G, 217L 6: 89P, 313 5: 348, 354 6: 348, 354
6: 25E, 25N, 89E, 89I, 89K, 153K, Comprehension strategies blogs, 1: 331, 348, 354 3: 348, 354
217G ask and answer questions, 2: 12–13, 6: 354
main idea and key details, 1: S23– 18–19, 25C, 25H, 25J, 25M, 57, calculations and predictions, making,
76–77, 82–83, 89B, 89D, 89H, 89I, 2: 13
S24, 148, 153C, 153I, 153N, 153P,
89N, 121, 153L, 217N 3: 268–269, using data, 5: 217P
153R, 174–175, 179, 183, 185, 274–275, 281B, 313 4: 25P, 153J,
212, 217C, 217F, 217G, 217J, 217P, 268–269, 313 5: 25L, 217M 6: 12–13, copyrights and citations, 5: 329 6: 329
238–239, 247, 249, 358 2: 25L 18–19, 25B, 25F, 25I, 25K, 25N, 25T, digital publishing, 1: T1, 348, 354
3: 276, 281C, 281D, 303, 311, 313 57, 82–83, 89D, 89G, 89L, 89O, 121, 2: 348, 354 3: 348, 354 4: 348, 354
153M, 217P 5: 348, 354 6: 348, 354
6: 20, 25D, 25F, 25H, 25J, 25L, 25R,
47, 51, 55, 57, 148, 153C, 153H, establish purpose for reading with electronic search engines, 1: 329
an essential question, 1: 25B, 89B, 3: 329 4: 330
153P, 153R, 175, 179, 183, 185. See
153B, 217B 2: 25B, 89B, 153B, 217B, electronic thesaurus and spell check,
also Comprehension skills: theme/ 281A 3: 25B, 89B, 153B, 217B, 281B 1: S16 3: 280
central message. 4: 25B, 89B, 153B, 217B, 281A 5: 25B,
e-mail, 4: 153D
plot, 1: S11, S12, 20, 25D, 25I, 25M, 25P, 89B, 153B, 217B, 281B 6: 25B, 89B,
153B, 217B, 281A graphs, 2: 220
46, 57, 84, 89E, 89H, 89J, 89M, 89O,
monitor and adjust comprehension, hyperlinks, 1: 328 2: 328 3: 328 4: 328
89R, 111, 119 5: 20, 25D, 25E, 25G,
5: 146, 216 5: 328 6: 328
25J, 25R, 47, 51, 55, 84, 89I, 89L, 89O,
paraphrase, 1: S13, 16, 25D, 25E, 25I, image searches, 4: 329 5: 329
89R, 110–111, 119
80, 89I, 89M, 144, 153H, 153N, 153O, Internet, 1: 329 2: 329 3: 329 4: 329
point of view, 1: S13–S14 2: 148, 153C, 217D, 217E, 217K, 272 2: 16, 25I, 5: 329 6: 329. See also Research and
153K, 153M, 153O, 153R, 175, 179, 25M, 25P, 144, 153G, 272, 281C, inquiry.
183, 185, 212, 217D, 217I, 217M, 281D 3: 16, 25N, 80, 144, 208, 217E, key words, 1: 329 2: 329 4: 329 5: 328
217R, 239, 243, 247, 249 4: 276, 303, 217F, 217H, 217M, 272 4: 25H, 25J,
keyboarding techniques, 1: 348, 354
311, 313 25K, 80, 89F, 89I, 89K, 153E, 153G,
2: 354 3: 348 6: 348
153H, 153I, 153J, 208, 272 5: 16,
problem and solution, 1: S23 2: 20, 25G, 25I, 25J, 80, 89C, 153G, 153I, map, 6: 328
25F, 25G, 25I, 25K, 25P, 46–47, 51, 153J, 153N, 208, 217F, 217J, 217K multimedia uses of, 2: T1 4: 329
BM14 INDEX
INDEX
online dictionary, 3: 152 Cross-curricular connections. See
polls, 1: 328
quizzes, 1: 328
Leveled Workstation Activity Cards;
Science; Social Studies.
Cultures, reading about diverse,
E
research, 1: 329 2: 329 3: 329 4: 329 End punctuation. See Grammar:
5: 329, 346 6: 329. See also Research 2: 202, 204–205, 208 4: 217L, 232–233, punctuation.
and inquiry. 240–241 5: 25C 6: 41, 49, 53
English Language Learners, 1: 3, 67,
roll-over pop-ups, 1: 328 2: 328 4: 328 131, 195, 259, 338 2: 3, 67, 131, 195,
5: 328 6: 328 259, 338 3: 3, 67, 131, 195, 259, 338
Safety Alert, 1: 329
search engines, 1: 329 3: 328–329
sidebars, 5: 328
D 4: 3, 67, 131, 195, 259, 338 5: 3, 67, 131,
195, 259, 338 6: 3, 67, 131, 195, 259,
338
Daily language activities, 1: 34–35, academic language, 1: 56, 58, 120,
slide show, 2: 328 3: 328 5: 328 122, 184, 186, 248, 250, 312 2: 56,
98–99, 162–163, 226–227, 290–291
URLs, 1: 329 5: 348, 354 6: 329 58, 120, 122, 184, 186, 248, 250, 312
2: 34–35, 98–99, 162–163, 226–227, 3: 56, 58, 120, 122, 184, 186, 248,
Web pages, 1: 328 2: 328 4: 329 5: 328 290–291 3: 34–35, 98–99, 162–163, 250, 312, 314 4: 56, 58, 120, 122,
6: 328 226–227, 290–291 4: 34–35, 98–99, 184, 186, 248, 250, 312 5: 56, 58,
word processing, 1: 348, 354 2: 348, 162–163, 226–227, 290–291 5: 34–35, 120, 122, 184, 186, 248, 250, 253,
354 3: 348, 354, 4: 348, 354 6: 348, 98–99, 162–163, 226–227, 290–291 312 6: 56, 58, 120, 122, 184, 186,
354 6: 34–35, 98–99, 162–163, 226–227, 248, 250, 251, 312
written conventions, 1: 348, 354 290–291 beginning/intermediate/advanced,
2: 348, 354 3: 348, 354 4: 348, 354 1: 11, 15, 19, 23, 25, 31, 60, 61, 62,
Decoding. See Phonics/Word Study. 63, 75, 79, 83, 85, 89, 95, 124, 125,
5: 348, 354 6: 348, 354
Denotation. See Vocabulary: 126, 127, 139, 143, 147, 151, 153,
Conclusions, draw. See Comprehension
denotation. 159, 188, 189, 190, 191, 203, 207,
skills: conclusions, draw.
211, 213, 217, 223, 252, 253, 254,
Conjunctions. See Grammar: Details, key. See Comprehension skills: 255, 267, 271, 275, 279, 281, 287,
conjunctions. main ideas and key details; Reading 316, 317, 318, 319, 345, 351 2: 11,
Connect and Compare. See informational text: key details; 15, 21, 23, 25, 31, 60, 61, 62, 63, 75,
Informational text; Text connections. Reading literature: key details, 79, 83, 85, 89, 95, 124, 125, 126, 127,
Writer’s Craft. 139, 143, 147, 149, 153, 159, 188,
Connect to Content, 1: 217D, 329 2: 25F,
189, 190, 191, 203, 207, 211, 213,
25N, 89H, 329 3: 153F, 217L 4: 25N, Diagrams. See Graphic Organizers: 215, 223, 252, 253, 254, 255, 267,
89J, 329 5: 153J, 217H 6: 25J, 89L, 153F, diagrams; Text features. 271, 277, 281, 287, 316, 317, 318,
217D 319, 345, 351 3: 11, 15, 19, 21, 25,
Dialogue, 1: 22, 25E 2: 214 3: 22 4: 153C
ConnectED, 1: xii, S2, S4, T1, 7, 71, 135, 5: 25I 31, 60, 61, 62, 63, 75, 79, 83, 87, 89,
199, 263, 328 2: xii, T1, 7, 71, 135, 199, 95, 124, 125, 126, 127, 139, 143, 147,
263, 328 3: xii, T1, 7, 71, 135, 199, 263, effective, 1: 352 149, 153, 159, 188, 189, 190, 191,
328 4: xii, T1, 7, 71, 135, 199, 263, 328 mixing narration with, 3: 27, 46 203, 207, 211, 215, 217, 223, 252,
5: xii, T1, 7, 71, 135, 199, 263, 328 6: xii, 253, 254, 255, 267, 271, 275, 277,
punctuation, 1: 22 4: 163 281, 287, 316, 317, 318, 319, 345,
T1, 7, 71, 134, 135, 199, 263, 328
realistic, 1: 352 2: 214 3: 204, 214 351 4: 11, 15, 19, 21, 25, 31, 60, 61,
Connections, make. See
62, 63, 75, 79, 83, 87, 89, 95, 124,
Comprehension skills: connections, Dictionary, using, 1: S27, S28 2: 24,
125, 126, 127, 143, 147, 149, 153,
make; Text connections. 102, 216 3: 38, 154, 280 4: 152, 216, 159, 188, 189, 190, 191, 203, 207,
Connotation. See Vocabulary: 219 5: 26, 90. See also Vocabulary: 211, 213, 217, 223, 252, 253, 254,
connotation. dictionary, using. 255, 267, 271, 277, 279, 281, 287,
Content vocabulary. See Vocabulary: Differentiated instruction. See 316, 317, 318, 319, 345, 351 5: 11,
content. 15, 21, 23, 25, 31, 60, 61, 62, 63, 75,
Approaching Level Options; Beyond
83, 85, 89, 95, 124, 125, 126, 127,
Context clues. See Vocabulary: context Level Options; English Language 139, 149, 151, 153, 159, 188, 189,
clues. Learners; On Level Options. 190, 191, 203, 207, 211, 213, 217,
Contractions. See Grammar: contractions. Digital learning, 1: S16, 328–329 2: 328– 223, 252, 253, 254, 255, 267, 275,
Conventions. See Grammar. 329 3: 328–329 4: 328–329 5: 328–329 277, 279, 287, 316, 317, 318, 319,
345, 351 6: 11, 14, 21, 23, 25, 31, 60,
Corrective feedback, 1: 46, 110, 174, 6: 328–329. See also Technology.
61, 62, 63, 75, 78, 83, 85, 87, 95, 124,
238, 302 2: 46, 110, 174, 238, 302 3: 46, Drama. See Genre: drama. 125, 126, 127, 139, 142, 147, 149,
110, 174, 238, 302 4: 46, 110, 174, 238, 153, 159, 188, 189, 190, 191, 203,
Drawing conclusions. See
302 5: 46, 110, 174, 238, 302 6: 46, 110, 206, 211, 215, 217, 223, 252, 253,
174, 238, 302 Comprehension skills: conclusions,
254, 255, 267, 270, 275, 279, 281,
draw.
Craft and structure. See Reading 287, 316, 317, 318, 319, 345, 351
informational text: craft and Drawing inferences. See cognates, 1: S5, S9, S13, S15, S17, S19,
structure; Reading literature: craft Comprehension skills: Inferences, S21, S23, S25, S27, S29, S31, S33,
and structure. make. S35, 14, 18, 20, 25F, 25L, 25T, 26, 28,
INDEX BM15
30, 40, 48, 52, 56, 58, 78, 82, 84, 89P, 249, 250–251, 281B, 281C, 281F, paired read, 1: 58–59, 122–123, 186–
90, 92, 94, 104, 112, 116, 120, 122, 313, 314–315 5: 25H, 25N, 25T, 57, 187, 250–251, 314–315 2: 58–59,
142, 146, 148, 152, 153D, 153N, 156, 58–59, 89D, 89J, 89L, 89N, 89P, 121, 122–123, 186–187, 250–251, 314–
158, 168, 176, 180, 184, 186, 206, 122–123, 153L, 185, 186–187, 249, 315 3: 58–59, 122–123, 186–187,
210, 216, 217F, 218, 220, 222, 232, 250–251, 313, 314–315 6: 25H, 25I, 250–251, 314–315 4: 58–59, 122–
240, 244, 248, 250, 270, 281B, 281F, 57, 58–59, 121, 122–123, 153T, 153V, 123, 186–187, 250–251, 314–315
282, 284, 286, 296, 304, 308, 312, 185, 186–187, 249, 250–251, 281B, 5: 59, 123, 187, 251, 315 6: 58–59,
314, 328, 344, 346, 348, 350, 352, 122–123, 186–187, 250–251,
314–315
354 2: 14, 18, 20, 25H, 26, 28, 30, 40, 314–315
48, 52, 56, 58, 78, 82, 84, 86, 88, 89D, discuss genre, 3: 153P 5: 25T 6: 89J,
phonics, 1: 43, 107, 171, 235 2: 25J,
89J, 89N, 90, 92, 94, 104, 112, 116, 153P 43,107, 171, 235, 299 3: 43, 107, 171,
120, 122, 142, 146, 148, 152, 153H, fluency, 1: 43, 107, 171, 327 2: 43, 107, 235, 299 4: 43, 107, 171, 235, 299
153L, 153T, 153V, 154, 156, 158, 168, 171, 235, 299, 327 3: 43, 107, 171, 5: 43, 107, 171, 235, 299 6: 43, 107,
176, 180, 184, 186, 206, 210, 212, 235, 299, 327 4: 43, 107, 171, 235, 171, 235, 299
216, 217V, 218, 220, 222, 232, 240, 299, 327 5: 43, 107, 171, 235, 299, preview, 1: 58, 122, 186, 250, 314 2: 58,
244, 248, 250, 270, 276, 278, 281F,
327 6: 43, 107, 171, 235, 299, 327 122, 186, 250, 314 3: 58, 122, 186,
282, 284, 286, 296, 304, 308, 312,
focus on genre, 1: 123 2: 187, 315 250, 314 4: 58, 122, 186, 250 5: 58,
314, 328, 344, 346, 348, 350, 354
4: 187 5: 59 122, 186, 250, 314 6: 58, 122, 186, 250
3: 14, 18, 20, 26, 30, 40, 48, 52, 56,
58, 78, 82, 84, 88, 89D, 90, 94, 104, scaffolding, 1: 11, 14, 19, 23, 25, 31, 75,
focus on literary elements, 1: 59
112, 116, 120, 122, 142, 146, 148, 79, 83, 85, 89, 95, 139, 143, 147, 151,
2: 251, 315 3: 59, 123 4: 251 5: 123
152, 153F, 154, 156, 158, 168, 176, 153, 159, 203, 207, 211, 213, 217,
6: 315 223, 267, 275, 279, 281, 287 2: 11,
180, 184, 186, 206, 210, 216, 217D,
217F, 218, 222, 232, 240, 244, 248, focus on science, 1: 187, 251 3: 315 15, 21, 23, 25, 31, 75, 79, 83, 85, 89,
250, 270, 274, 276, 280, 281B, 281D, 4: 59, 123 5: 251, 281D, 315 6: 153V, 95, 139, 143, 147, 149, 153, 159, 203,
281F, 282, 296, 304, 308, 312, 314, 187 207, 211, 213, 215, 223, 267, 271,
328, 344, 346, 348, 350, 352, 354 277, 281, 287 3: 11, 15, 19, 21, 25,
focus on social studies, 1: 315 2: 59,
4: 14, 18, 24, 25F, 25L, 25T, 26, 28, 30, 31, 75, 79, 83, 87, 89, 95, 139, 143,
123 3: 187, 251 5: 187 6: 59, 123,
40, 48, 52, 56, 58, 78, 82, 84, 88, 89D, 147, 149, 153, 159, 203, 207, 211,
251 215, 217, 223, 267, 271, 275, 277,
89R, 90, 104, 112, 116, 120, 122, 142,
146, 148, 152, 153J, 154, 156, 158, grammar, 1: 63, 127, 191, 255, 319 281, 287 4: 11, 14, 19, 21, 25, 31, 75,
168, 176, 180, 184, 186, 206, 210, 2: 63, 127, 191, 255, 319 3: 25L, 63, 79, 83, 87, 89, 95, 143, 147, 149, 153,
212, 216, 217F, 217H, 217N, 217P, 127, 153H, 191, 255, 319 4: 63, 127, 159, 203, 207, 211, 213, 217, 223,
220, 232, 240, 244, 248, 250, 276, 191, 255, 319 5: 63, 127, 191, 255, 267, 271, 277, 279, 281, 287 5: 11,
282, 284, 286, 296, 304, 308, 314, 319 6: 25P, 63, 127, 153L, 191, 255, 15, 21, 23, 25, 31, 75, 78, 83, 85, 89,
328, 344, 346, 348, 350, 352, 354 281F, 319 95, 139, 149, 151, 153, 159, 203,
5: 14, 18, 25F, 25J, 25T, 26, 28, 30, 207, 211, 213, 217, 223, 267, 275,
interactive-question response, 277, 279, 287 6: 11, 14, 21, 23, 25,
40, 48, 52, 56, 58, 78, 82, 84, 89F, 90, 1: 56–57, 58–59, 120–121, 122–123,
94, 104, 112, 116, 120, 122, 142, 148, 31, 75, 78, 83, 85, 87, 95, 139, 142,
184–185, 186–187, 248–249, 250– 147, 149, 153, 159, 203, 206, 211,
152, 153F, 153L, 153R, 154, 158, 168,
251, 312–313, 314–315 2: 56–57, 215, 217, 223, 267, 270, 275, 279,
176, 180, 184, 186, 206, 210, 212,
58–59, 120–121, 122–123, 184– 281, 287
216, 217F, 217L, 218, 220, 222, 232,
185,186–187, 248–249, 250–251, shared read, 1: 56–57, 120–121, 184–
240, 244, 248, 250, 270, 274, 276,
281B, 281D, 281F, 282, 284, 286, 296, 312–313, 314–315 3: 56–57, 58–59, 185, 248–249, 312–313 2: 56–57,
304, 308, 312, 314, 328, 344, 346, 120–121, 122–123, 184–185,186– 120–121, 184–185, 248–249, 312–
350, 352, 354 6: 14, 18, 20, 25D, 25F, 187, 248–249, 250–251, 312–313, 313 3: 56–57, 120–121, 184–185,
25J, 25L, 25N, 25V, 26, 28, 30, 40, 48, 314–315 4: 56–57, 58–59, 120–121, 248–249, 312–313 4: 56–57, 120–
52, 56, 58, 78, 82, 84, 88, 89H, 89P, 122–123, 184–185,186–187, 248– 121, 184–185, 248–249, 312–313
89T, 90, 92, 94, 104, 112, 116, 120, 249, 250–251, 312–313, 314–315 5: 56–57, 120–121, 184–185, 248–
122, 142, 146, 148, 152, 153H, 156, 5: 56–57, 58–59, 120–121, 122–123, 249, 312–313 6: 56–57, 120–121,
158, 168, 176, 180, 184, 186, 206, 184–185,186–187, 248–249, 250– 184–185, 248–249, 312–313
210, 212, 218, 220, 222, 232, 240, 251, 312–313, 314–315 6: 56–57, visuals, using, 1: 217T 2: 153N 3: 25D,
244, 248, 250, 268, 270, 276, 278, 58–59, 120–121,122–123, 184– 25J, 217J 4: 89D 6: 89T, 153T
280, 282, 284, 286, 296, 304, 308, 185,186–187, 248–249, 250–251, vocabulary, 1: 14, 25D, 25J, 25L, 25N,
312, 314, 328, 348, 350, 352, 354 312–313, 314–315 25R, 39, 57, 58–59, 60–61, 78,
comprehension, 1: 25H, 57, 58–59, Leveled Reader lessons, 1: 58–59, 89D, 89H, 89J, 89N, 89T, 103, 121,
121, 122–123, 153P, 185, 186–187, 122–123, 124–125, 142, 153D, 153H,
122–123, 186–187, 250–251, 314–
217J, 249, 250–251, 281D, 313, 153J, 153P, 153T, 153V, 167, 185,
315 2: 58–59, 122–123, 186–187,
314–315 2: 25F, 57, 58–59, 89F, 186–187, 188–189, 206, 217D, 217H,
121, 122–123, 153D, 153J, 185, 250–251, 314–315 3: 58–59, 122– 217J, 217N, 217R, 231, 249, 250–251,
186–187, 217D, 217T, 249, 250–251, 123, 186–187, 250–251, 314–315 252–253, 270, 295, 313, 314–315,
281B, 313, 314–315 3: 25D, 25H, 57, 4: 58–59, 122–123, 186–187, 316–317, 327 2: 15, 25D, 25L, 25N,
58–59, 89F, 89J, 89L, 121, 122–123, 250–251, 314–315 5: 58–59, 122– 25R, 39, 57, 58–59, 60–61, 79, 89H,
185, 186–187, 249, 250–251, 313, 123, 186–187, 250–251, 314–315 103, 121, 122–123, 124–125, 143,
314–315 4: 25J, 25P, 57, 58–59, 6: 58–59, 122–123, 186–187, 153F, 153P, 167, 185, 186–187, 188–
121, 122–123, 185, 186–187, 217G, 250–251, 314–315 189, 207, 217F, 217H, 217J, 217N,
BM16 INDEX
INDEX
217P, 231, 249, 250–251, 252–253, 204, 208, 209, 217B, 217L, 217P, 221, 219, 283, 326 6: 91, 155, 219, 283,
271, 281B, 281C, 295, 313, 314–315, 248, 250, 259, 266, 268, 272, 273, 281A, 326
316–317, 327 3: 14, 25F, 25H, 25P, 281F, 285, 312, 314, 357, 359, 361 5: 3, daily, 1: S32, 27, 91, 155, 219, 283 2: 27,
39, 57, 58–59, 60-61, 78, 89H, 89P, 10, 17, 25B, 25R, 25V, 29, 56, 58, 67, 91, 155, 219, 283 3: 27, 91, 155, 219,
103, 121, 122–123, 124–125, 142, 74, 80, 81, 89B, 89R, 89V, 93, 120, 122, 283 4: 27, 91, 155, 219, 283 5: 27, 91,
153D, 153H, 153J, 153L, 153R, 167, 131, 138, 144, 145, 153B, 153N, 153R, 155, 219, 283 6: 27, 91, 155, 219, 283
185, 186–187, 188–189, 206, 217H,
184, 186, 195, 202, 204, 208, 209, 217B, echo reading, 1: S31, 91, 219, 326
217J, 217N, 217R, 217T, 231, 249,
217P, 217T, 220, 221, 248, 250, 259, 266, 2: 91, 155, 326 3: 27, 65, 326 4: 91,
250–251, 252–253, 270, 281D, 295,
272, 273, 281B, 285, 312, 314 6: 3, 10, 219, 326 5: 219, 326 6: 218, 283, 326
313, 314–315, 316–317, 327 4: 14,
25D, 25F, 25H, 25N, 39, 57, 58–59, 12, 16, 17, 25B, 25R, 25V, 28, 29, 56, 58, ELL. See English Language Learners:
60–61, 78, 89F, 89H, 89L, 103, 121, 67, 74, 76, 80, 81, 89B, 89R, 89T, 92, 93, fluency.
122–123, 124–125, 142, 153D, 153F, 120, 122, 131, 138, 140, 144, 145, 153B, expression/intonation, 1: S31, 27, 41,
153H, 153P, 167, 185, 186–187, 188– 153R, 153V, 156, 157, 184, 186, 195, 46, 49, 59, 91, 105, 110, 113, 117,
189, 206, 217D, 217H, 217J, 217N, 202, 204, 208, 209, 217B, 217R, 217V, 123, 297, 302, 305, 309, 315 2: 155,
217P, 231, 249, 250–251, 252–253, 220, 221, 248, 250, 259, 266, 268, 272, 169, 174, 177, 181, 187, 219, 233,
270, 295, 313, 314–315, 316–317, 273, 281A, 281F, 284, 285, 312, 314, 238, 241, 245, 251, 283, 297, 305,
327 5: 14, 25D, 25F, 25H, 25L, 25P, 357, 359, 361 309, 315 3: 27, 41, 46, 49, 53, 59
25V, 39, 57, 58, 60–61, 78, 89D, 89J, 4: 91, 105, 110, 113, 117, 123, 155,
Expository text. See Genre: expository
103, 121, 122, 124–125, 142, 153H, 169, 177, 181, 187, 219, 233, 238,
153P, 167, 185, 186–187, 188–189, text; Informational text.
241, 245, 251, 283, 302, 305, 309,
206, 217D, 217F, 217H, 217J, 217R, Extended complex text, 1: 3, 67, 131, 315, 327 5: 27, 41, 46, 49, 59, 91, 105,
217T, 231, 249, 250–251, 252–253, 195, 217A, 259, 357 2: 3, 67, 131, 195, 110, 113, 117, 123, 219, 233, 238,
270, 295, 313, 314, 316–317, 327 259, 357 3: 3, 67, 131, 195, 259, 357 241, 245, 251 6: 91, 105, 113, 117,
6: 14, 25D, 25F, 25H, 25L, 25N, 25T, 4: 3, 66, 130, 153A, 194, 217A, 259, 357 123, 283, 297, 302, 305, 309, 315,
25V, 39, 57, 58–59, 60–61, 78, 89D, 5: 3, 66, 130, 195, 259, 356 6: 3, 66, 130, 326
89F, 89N, 89O, 103, 121, 122–123, 194, 259, 357 modeling, 1: 27, 41, 49, 53, 59, 91, 105,
124–125, 142, 153F, 153J, 153N, 167,
reading, 1: 356–361 2: 356–361 113, 117, 123, 155, 169, 177, 181,
185, 186–187, 188–189, 206, 217F,
3: 356–361 4: 356–361 5: 356–361 187, 219, 233, 241, 245, 251, 283,
217H, 217J, 217L, 217N, 217T, 217V,
6: 356–361 297, 305, 309, 315, 326 2: 27, 41, 49,
231, 249, 250–251, 252–253, 270,
53, 59, 91, 105, 113, 117, 123, 155,
281C, 295, 313, 314–315, 316–317, Extra Support. See Access complex text; 169, 177, 181, 187, 219, 233, 241,
327 English Language Learners. 245, 251, 283, 297, 305, 309, 315,
writing/spelling, 1: 62, 126, 190, 254, 326 3: 27, 41, 49, 53, 59, 91, 105, 113,
318 2: 62, 126, 190, 254, 318 3: 62, 117, 123, 155, 169, 177, 181, 187,
126, 190, 254, 318 4: 62, 126, 190,
254, 318 5: 62, 126, 190, 254, 318
6: 62, 126, 190, 254, 318
Entry words, 1: S16, S27
F 219, 233, 241, 245, 251, 283, 297,
305, 309, 315, 326 4: 27, 41, 49, 53,
59, 91, 105, 113, 117, 123, 155, 169,
177, 181, 187, 219, 233, 241, 245,
Fable, See Genre: fiction. 251, 283, 297, 305, 309, 315, 326
Essential questions, 1: S5, S19, 10, 12,
16, 17, 25B, 25P, 25T, 28, 29, 56, 58, 67, Figurative language. See Literary 5: 27, 41, 49, 53, 59, 91, 105, 113,
74, 76, 80, 81, 89B, 89R, 89T, 92, 93, devices; Poetry: literary elements in; 117, 123, 155, 169, 177, 181, 187,
120, 122, 131, 138, 140, 144, 145, 153B, Writer’s Craft; Writing traits: word 219, 233, 241, 245, 251, 283, 297,
153R, 153V, 156, 157, 184, 186, 195, choice. 305, 309, 315, 326 6: 27, 41, 49, 53,
202, 204, 208, 209, 217B, 217P, 217T, 59, 91, 105, 113, 117, 123, 155, 169,
First-person point of view. See Point of 177, 181, 187, 219, 233, 241, 245,
220, 221, 248, 250, 259, 266, 272, 273, view: first-person.
281B, 281F, 284, 285, 312, 314, 357, 359, 251, 283, 297, 305, 309, 315, 326
361 2: 3, 10, 12, 16, 17, 25B, 25P, 25R, Fluency partner reading, 1: S32, 27, 41, 49, 53,
28, 29, 56, 58, 67, 74, 80, 81, 89B, 89L, accuracy, 1: S31, 155, 169, 174, 177, 59, 105, 113, 117, 123, 155, 169, 177,
89N, 92, 93, 120, 122, 131, 138, 144, 181, 187 2: 27, 41, 46, 49, 53, 59, 91, 181, 187, 233, 241, 245, 251, 283,
145, 153B, 153R, 153V, 156, 157, 184, 105, 110, 113, 117, 123 3: 155, 169, 297, 305, 309, 315 2: 41, 49, 53, 59,
186, 195, 202, 208, 209, 217B, 217R, 177, 181, 187, 283, 297, 305, 309, 91, 105, 113, 117, 123, 155, 169, 177,
217V, 220, 221, 248, 250, 259, 266, 272, 315 4: 27, 41, 49, 53, 59 5: 155, 169, 181, 187, 233, 241, 245, 251, 297,
273, 281A, 281F, 284, 285, 312, 314, 357, 305, 309, 315 3: 27, 41, 49, 53, 59,
174, 177, 181, 187, 283, 302, 305,
359, 361 3: 3, 10, 12, 16, 17, 25B, 25N, 65, 105, 113, 117, 123, 155, 169, 177,
309, 315 6: 27, 41, 46, 49, 53, 59, 91,
25P, 28, 29, 56, 58, 67, 74, 76, 80, 81, 181, 187, 219, 233, 241, 245, 251,
89B, 89N, 89P, 92, 93, 120, 122, 131, 138, 169, 174, 177, 181, 187 283, 297, 305, 309, 315 4: 27, 41, 49,
140, 144, 145, 153B, 153N, 153R, 156, Approaching Level Options for. 53, 59, 105, 113, 117, 123, 155, 169,
157, 184, 186, 195, 202, 204, 208, 209, See Approaching Level Options: 177, 181, 187, 219, 233, 241, 245,
217B, 217P, 217T, 220, 221, 248, 250, fluency. 251, 297, 305, 309, 315 5: 41, 49, 53,
259, 266, 268, 272, 273, 281B, 281F, 284, 59, 91, 105, 113, 117, 123, 155, 169,
benchmark, 1: S37
285, 312, 314, 357, 359, 361 4: 3, 10, 177, 181, 187, 219, 233, 241, 245,
12, 16, 17, 25B, 25R, 25T, 28, 29, 56, 58, choral reading, 1: S31, 27, 91, 155, 219, 251, 283, 297, 305, 309, 315 6: 27,
67, 74, 76, 80, 81, 89B, 89N, 89R, 92, 93, 283, 326 2: 27, 91, 155, 219, 283 41, 49, 53, 59, 65, 105, 113, 117, 123,
120, 122, 131, 138, 140, 144, 145, 153B, 3: 27, 91, 155, 219, 283, 326 4: 27, 155, 169, 177, 181, 187, 233, 241,
153L, 153P, 156, 157, 184, 186, 195, 202, 91, 155, 219, 283, 326 5: 27, 91, 155, 245, 251, 283, 297, 305, 309, 315
INDEX BM17
pausing, 1: 27, 46, 91, 219, 238, 302, 4: 27, 65 5: 155, 283 6: 65, 219. See 76, 86, 140, 150, 204, 214, 268, 278
326 2: 46, 326 3: 46, 91, 110, 129, also Leveled Workstation Activity 6: 12, 22, 76, 86, 140, 150, 204, 214,
219, 238, 326 4: 238, 283, 326 5: 27, Cards. 268, 274
46, 302, 326 6: 91, 155, 219, 238, Folktale. See Genre: fiction. fiction
283, 302, 326
Foreshadowing. See Literary devices: fable, 3: 55, 84
phrasing, 1: 27, 41, 49, 59, 219, 233, foreshadowing. folktale, 1: S9, S12 2: 326 5: 89S–89V,
238, 241, 245, 251, 297, 305, 309,
Formal and informal English, 4: 156, 105, 113, 117, 123 6: 326
315 2: 283, 297, 302, 305, 309, 315
220 6: 330. See also Language: free-verse, 4: 204, 214, 217D, 281C
3: 91, 105, 110, 113, 117, 123, 219,
knowledge of language.
233, 238, 245, 251, 326 4: 283, 302, historical fiction, 1: 76, 86, 104, 112,
305, 309, 315, 327 5: 27, 41, 46, 49, Foundational skills 116 2: 140, 150, 153E, 153G, 153L,
59 6: 91, 105, 110, 113, 117, 123, irregularly spelled words, 1: 164 2: 26, 168, 176, 180, 204, 214, 217E,
219, 233, 238, 241, 245, 251, 283, 36–37, 42, 43, 62, 100, 157, 191 217O, 232, 240, 244 5: 76, 86, 89E,
297, 302, 305, 309, 315, 326 3: 290 104, 112, 116
pronunciation, 1: 170 2: 91 Latin and Greek suffixes. See also humorous fiction, 5: 25S–25V
punctuation, 2: 46, 238 3: 91, 110 Phonics/Word Study; Spelling; legend, 1: 3, 67
4: 238, 302 5: 27, 110, 219 6: 110, Vocabulary
mystery, 1: 3, 67 6: 217S
238, 302 letter-sound correspondences, 1: 26,
myth, 5: 12, 22, 25B, 25T, 40, 48, 52
rate, 1: S31, 219, 233, 238, 241, 245, 36–37, 42, 90, 100–101, 106, 218,
6: 25T
251, 283, 302 2: 27, 41, 49, 53, 59, 228–229, 234 4: 90, 100–101, 106,
282, 292–293, 298 parody, 5: 25S–25V, 49, 53, 59
91, 105, 110, 113, 117, 123 3: 155,
169, 174, 177, 181, 187, 219, 233, morphology. See Vocabulary: realistic fiction, 1: 12, 22, 25A–25B,
238, 241, 245, 251, 283, 297, 302, morphology. 40, 48, 52 2: 296, 304, 308 3: 12,
305, 309, 315 4: 27, 41, 46, 49, 53, 59 22, 40, 48, 52, 76, 86, 89G, 89N,
multisyllabic words. See Phonics/Word
5: 155, 169, 174, 177, 181, 187, 283, 104, 112, 116 4: 140, 217N, 232,
Study: multisyllabic words.
302, 305, 309, 315 6: 27, 41, 46, 49, 240, 244, 296, 304, 308
phonics and decoding. See Phonics/
53, 59, 219, 233, 238, 241, 245, 251 science fiction, 5: 217R 6: 296, 304,
Word Study.
Reader’s Theater, 1: S31, 326–327 308
prefixes. See Phonics/Word Study;
2: 326–327 3: 326–327 4: 326–327 informational text, 1: S21–S22,
Spelling; Vocabulary.
5: 326–327 6: 326–327 S24, 217Q–217T, 296, 304, 308
suffixes. See Phonics/Word Study; 2: 153S–153V 5: 281E–281F
repeated reading, 1: S31, 155, 177,
Spelling; Vocabulary.
181, 219, 245 2: 177, 181, 283 6: 46 argument essay, 3: 344, 350
syllabication patterns, 2: 154,
speaking/listening skills, 1: S6, S20, 164–165, 170, 218, 228–229, 282, autobiographical sketch, 1: 344
S37, 12–13, 27, 28, 29, 76–77, 91, 92, 292–293, 298 3: 26, 36–37, 42, 90, autobiography, 4: 332
93, 140–141, 155, 156, 157, 204–205, 100–101, 106 biography, 3: 204, 214, 232, 240, 244
219, 220, 221, 268–269, 283, 284,
Frequently confused words. See 4: 76, 86, 89D, 104, 112, 116
285, 334, 335, BM6–BM7 2: 12–13,
27, 28, 29, 76–77, 91, 92, 93, 140– Grammar: frequently confused words. editorial, 1: 281E–281F
141, 155, 156, 157, 204–205, 219, explanatory essay, 2: 344
220, 221, 268–269, 283, 284, 285,
G
expository research report, 5: 344,
334, 335, BM6–BM7 3: 12–13, 27, 350
28, 29, 76–77, 91, 92, 93, 140–141,
expository text, 1: S21, 140, 150,
155, 156, 157, 204–205, 219, 220,
168, 176, 180, 268, 278, 2: 12, 22,
221, 268–269, 283, 284, 285, 334, Genre, 1: S11–S12, S24, 25A–25B, 25C, 25E, 40, 48, 52, 76, 86, 89D, 104,
335, BM6–BM7 4: 12–13, 27, 28, 29, 25K, 25P, 89E, 89G, 89N, 89R, 153D, 112, 116 3: 268, 278, 281E–281F,
76–77, 91, 92, 93, 140–141, 155, 156, 153R, 281C 2: 25P, 89L, 153I, 217R, 296, 304, 308 4: 12, 22, 25I, 40,
157, 204–205, 219, 220, 221, 268– 281D 3: 25N, 89N, 153N, 217C, 217P, 48, 52, 153M–153P 5: 140, 150,
269, 283, 284, 285, 334, 335, BM6– 281D 4: 25R, 89N, 153L, 217L, 281D, 153E, 153P, 168, 176, 180, 204,
BM7 5: 12–13, 27, 28, 29, 76–77, 358 5: 25R, 89R, 153N, 217P, 281D 214, 217L, 232, 240, 244, 268, 278,
91, 92, 93, 140–141, 155, 156, 157, 6: 25R, 89R, 153R, 217J, 281D. See also 6: 12, 22, 25E, 40, 48, 52, 140, 150,
204–205, 219, 220, 221, 268–269, Informational text; Poetry. 153N, 153S–153V, 168, 176, 180,
283, 284, 285, 334, 335, BM6–BM7
discuss. See English Language 204, 214, 217J, 232, 240, 244
6: 12–13, 27, 28, 29, 76–77, 91, 92,
93, 140–141, 155, 156, 157, 204–205, Learners: discuss genre. formal letter, 2: 350
219, 220, 221, 268–269, 283, 284, drama/play, 1: 326–327 2: 217S–217V, informational article, 5: 296, 304,
285, 334, 335, BM6–BM7 326–327 3: 153O–153R, 326–327 308
strategies. See Listening. 4: 150, 153C, 168, 176, 180, 326–327
interview, 1: 153S–153V
5: 326–327 6: 326–327
Syllable Speed Drill, 1: S31 letters, 4: 22 6: 86
features of, 1: 12, 22, 76, 86, 140, 150,
tempo and pace, 1: S31, 219, 238, 302 204, 214, 268, 278 2: 12, 22, 76, 86, magazine article, 6: 89S, 105, 113,
2: 91 3: 155, 174 4: 27 5: 155 6: 46, 140, 150, 204, 214, 268, 278 3: 12, 117, 123
155 22, 76, 86, 140, 150, 204, 214, 268, narrative nonfiction, 1: 140, 204,
timed-reading, 1: S32, 238, 283, 302 278, 281C 4: 12, 22, 76, 86, 140, 150, 214, 217M, 232, 240, 244, 358
2: 65 3: 155, 174, 219, 283, 321 204, 214, 268, 278 5: 12, 22, 25M, 2: 89M–89N 3: 140, 150, 153E,
BM18 INDEX
INDEX
168, 176, 180 6: 76, 86, 89D, 104, antecedents, 4: 34–35 prepositions, 6: 226–227, 255
112, 116 appositives, 2: 290–291, 319 pronouns, 1: 226 4: 34–35, 63, 98–99,
newspaper article, 4: 22 6: 86, 92 articles, 5: 98–99, 127 127, 290–291, 319
personal essay, 3: 89O–89P assess and reteach, 1: 35, 99, 163, 227, antecedents, 4: 34–35
personal narrative, 1: 25Q–25T, 350 291 2: 35, 99, 163, 227, 291 3: 35, contractions, 4: 226, 255
persuasive article, 1: 281E–281F 99, 163, 227, 291 4: 35, 99, 163, 227, demonstrative, 4: 290 5: 98
291 5: 35, 99, 163, 227, 291 6: 35, 99,
persuasive text, 3: 297, 305, 309 indefinite, 4: 226, 290
163, 227, 291
speech, 4: xii 5: xii 6: 344 interrogative, 4: 290
capitalization
steps in a technical process, 5: 350 object, 4: 98, 162
in letters, 2: 35
6: 153S–153V possessive, 4: 162–163
proper nouns, 5: 35
poetry, 1: xii, 89S 2: xii, 25R, 281C, 281E pronoun-verb agreement, 4: 226–
3: xii 4: 268, 281C, 281E 6: xii, 268, commas, 2: 99
227, 255, 291
281E. See also Poetry. coordinating conjunctions,
reflexive, 4: 98
procedural text, 2: 344 1: 162–163, 319
relative, 4: 290
response to literature. See Literary dialogue, 3: 35 4: 163
subject, 4: 98
response. quotation marks and, 4: 163
proofreading, 1: 35, 99, 163, 227, 291
Gifted and talented, 1: 53, 54, 55, 117, splice, 1: 290–291, 319
2: 35, 99, 163, 227, 291 3: 35, 99,
118, 119, 181, 182, 183, 245, 246, 247, to separate items in a series, 2: 99 163, 227, 291 4: 35, 99, 163, 227, 291
309, 310, 311 2: 53, 54, 55, 117, 118, conjunctions, 1: 226 5: 35, 99, 163, 227, 291 6: 35, 99,
119, 181, 182, 183, 245, 246, 247, 309, 163, 227, 291
direct and indirect objects, 3: 34–35,
310, 311 3: 53, 54, 55, 117, 118, 119, punctuation. See also specific
63
182, 183, 245, 246, 247, 309, 310, 311 punctuation marks in Grammar.
4: 53, 54, 55, 117, 118, 119, 182, 183, frequently confused words, 4: 227
245, 246, 247, 309, 310, 311 5: 53, 54, good, better, and best, 5: 290–291, 319 apostrophes, 2: 226–227
55, 117, 118, 119, 182, 183, 245, 246, good and bad compared, 5: 290–291, colons, 2: 35 5: 99
247, 309, 310, 311 6: 53, 54, 55, 117, 319 commas, 2: 99, 291 3: 35 6: 227
118, 119, 182, 183, 245, 246, 247, 309,
homophones, 4: 227 hyphen, 5: 163
310, 311
interjections, 1: 35 in contractions, 3: 291
Glossary, 1: S27, 186, 250, 314 2: 28, 122
3: 186, 250, 314 4: 122 5: 186, 220, 250, mechanics and usage, 1: 35, 99, 163, in dialogue, 3: 35 4: 163
314 6: 28, 122, 186, 250 227, 291 2: 35, 99, 163, 227, 291 in sentences, 1: 34–35, 163, 227
3: 35, 99, 163, 227, 291 4: 35, 99, 2: 34–35, 291 3: 163
Go Digital. See ConnectED.
163, 227, 291 5: 35, 99, 163, 227, 291
Grammar, 1: S34, 34–35, 98–99, 162–163, letter, 2: 35, 99
6: 35, 99, 163, 227, 291
226–227, 290–291 2: 34–35, 98–99, quotation marks, 3: 35 4: 163
more and most, 5: 226–227, 255
162–163, 226–227, 290–291 3: 34–35, semicolon, 5: 99
98–99, 162–163, 226–227, 290–291 negatives, 6: 162–163, 191
sentences, 1: 34–35, 63
4: 34–35, 98–99, 162–163, 226–227, double, 6: 162–163
290–291 5: 34–35, 98–99, 162–163, clauses in, 1: 226, 255
nouns, 2: 34–35, 63
226–227, 290–291 6: 34–35, 98–99, combining, 1: 162–163, 191
162–163, 226–227, 290–291. See also common, 2: 34–35, 226
6: 290–291, 319
English Language Learners. irregular plurals, 2: 98, 162 combining with prepositions,
adjectives, 5: 34–35, 63 6: 35, 290 plural, 2: 98–99, 127, 162–163, 191, complex, 1: 226–227, 255
articles, 5: 98–99 226–227
compound, 1: 162–163
indefinite and definite, 5: 98–99 possessive, 2: 226–227, 255
fragments, 1: 34–35, 63, 99
comparative, 5: 162, 191, 226–227 predicate, 3: 226
run-on, 1: 290–291, 319
demonstrative, 5: 98–99, 127 proper, 2: 34–35, 226
simple, 1: 162–163
irregular comparative forms, singular, 2: 98–99, 127, 226
subjects and predicates, 1: 98–99,
5: 290–291 peer discussion starters, 1: 34–35, 127, 162–163
predicate, 3: 226 5: 34 98–99, 162–163, 226–227, 290–291
2: 34–35, 98–99, 162–163, 226–227, types, 1: 34–35
proper, 5: 34 290–291 3: 34–35, 98–99, 162–163, subject-verb agreement, 3: 98
superlative, 5: 162, 226 226–227, 290–291 4: 34–35, 98–99, time-order transition words, 1: 110
that compare, 5: 162–163, 227 162–163, 226–227, 290–291 5: 98– 5: 238 6: 238, 254
99, 162–163, 226–227, 290–291
adverbs, 1: 226–227 6: 34–35, 63, 290 titles of works, 3: 227
6: 34–35, 98–99, 162–163, 226–227,
comparing with, 6: 98–99, 127 290–291 verbs
superlative, 6: 98–99 plurals, 2: 98–99, 162–163 action, 3: 34–35
intensifiers, 6: 34 possessives, 4: 162–163 contractions with, 3: 291
that tell when and where, 6: 34, 63 prepositional phrases, 6: 226–227, direct and indirect objects, 3: 34
using good and well, 6: 35 255, 290–291 helping, 3: 162–163, 191, 291
INDEX BM19
irregular, 3: 290–291, 319 Theme, 2: 276, 281B 3: 20, 25B, 25H, Hyperbole, 6: 280, 281C, 281D, 306, 313,
linking, 3: 226–227, 255 25K, 84, 89B, 89D, 89E, 89H 4: 148, 317
153B, 153E, 153G, 153I, 212, 217B,
main, 3: 162–163, 191
217C, 217G, 217J 6: 276, 281B
I
tenses, 3: 98–99, 127, 163
diagrams
usage, 3: 99, 163
Venn diagram, 1: 156 2: 89B, 89C,
Graphic aids. See Graphic organizers; 89E, 89G, 89J
Illustrations/photographs, using; Text
features. Foldables® Idioms, 4: 328. See also Literary devices;
Accordion, 1: 28, 29, 92, 93, 157, 221, Vocabulary.
Graphic organizers, 1: S19, S24, 40, 48,
52, 58, 104, 112, 116, 122, 168, 176, 180, 284, 285 2: 92, 93, 157 3: 29, 92, Illustrations/photographs, using,
186, 223, 240, 244, 250, 296, 304, 308, 93, 157, 220, 221 4: 29, 93, 220 1: 86, 89B, 89D, 89L, 150, 153B, 217B,
314, 328, 358 2: 40, 48, 52, 58, 104, 112, 5: 29, 93, 157, 221, 285 6: 29, 93, 278 2: 25B, 217B, 217E 3: 25B, 89B,
116, 122, 168, 176, 180, 186, 220, 240, 156, 221, 285 153B, 217B 4: 22, 25B, 25L, 86, 89B, 89G,
244, 250, 296, 304, 308, 314, 328, 358 Four-Door, 2: 29, 285 6: 157 217B 5: 89B, 153B, 217B, 358 6: 25C,
3: 10, 11, 40, 48, 52, 58, 74, 75, 104, 112, 153I, 214, 217B
Layered Book, 2: 221 4: 157, 221,
116, 122, 168, 176, 180, 186, 202, 203, Illustrators and photographers
285
240, 244, 250, 296, 304, 308, 314, 318, Byrd, Robert, 5: 25A–25P
328, 358 4: 40, 48, 52, 58, 104, 112, 116, Three-Tab, 5: 92
122, 126, 168, 176, 180, 186, 240, 244, maps Coloma, Lester, 3: 25A–25N
250, 284, 296, 304, 308, 314, 328, 358 Cluster, 3: 190 Diaz, David, 3: 153A–153N
5: 40, 48, 52, 58, 104, 112, 116, 122, 156, Kim, Julie, 2: 217A–217P
168, 176, 180, 186, 240, 244, 250, 284, Story, 1: 97 3: 33, 62 4: 225, 254
296, 304, 308, 314, 328, 358 6: 40, 48, 5: 97 Parkins, David, 2: 153A–153P
52, 58, 104, 112, 116, 122, 168, 176, 180, webs Pennington, Mark, 1: 89A–89P
186, 190, 220, 223, 240, 244, 250, 296, Cause /effect, 6: 97 Ransome, James E., 3: 217A–217P
304, 308, 314, 328, 358
Concept, 1: S5, 62, 74, 75, 138, 139, Weitzman, David, 6: 217A–217P
charts 202, 203, 266, 267 2: 10, 11, 74, Illustrator’s craft, 5: 25Q
Author’s Point of View, 1: 276, 281B, 75, 126, 138, 139, 202, 203, 266,
281C 4: 20, 25B, 25D, 25E, 25N, Imagery. See Literary devices.
267 3: 10, 11, 74, 75, 138, 139,
84, 89B, 89C, 89E, 89H 5: 276, 202, 203, 266, 267 4: 10, 11, 74, Independent reading. See Reading
281B, 281C 75, 138, 139, 202, 203, 266, 267 independently.
Cause and Effect, 3: 212, 217B, 217C, 5: 10, 11, 74, 75, 138, 139, 202, Independent workstations. See
217H, 217I, 217K, 217N 5: 148, 203, 254, 266, 267 6: 10, 11, 74, Leveled Workstation Activity Cards.
190, 6: 84, 89B, 89C, 89F, 89J, 89K, 75, 138, 139, 202, 203, 266, 267, Inferences, drawing. See
89M 318 Comprehension Skills: Inferences,
Character, Setting, Plot, 1: 25B, 84, Description, 2: 289 make.
89E, 89H, 89J, 89M, 89O 5: 25B, Inflectional endings. See Phonics/
Idea, 6: 318
25D, 25G, 25J, 84, 89B, 89D, 89I,
Word, 1: 39, 126, 167, 190, 231, 295, Word Study: words with inflectional
89L, 89O
2: 39, 62, 97, 126, 167, 231, 318, endings; Spelling: words with
Compare and Contrast, 1: 10, 11, 20, inflectional endings; Vocabulary:
3: 39, 103, 126, 167, 231, 295,
25B, 25D, 25I, 25M 2: 84 inflectional endings.
4: 39, 103, 167, 231, 289, 295
Decoding Strategy, 1: S17, S30 5: 39, 103, 295 6: 39, 167, 231 Information and media literacy. See
Main Idea/Details, 1: 148, 153B, Graphs. See Text features: graphs. Computer literacy; Informational text;
153C, 153I, 153P, 212, 217C, 217F, Media literacy; Research and inquiry;
217G, 217J, 281B 3: 276, 281B Greek roots. See Phonics/Word Study; Technology.
6: 20, 25B, 25D, 25F, 25H, 25J, 25L, Vocabulary: Greek roots.
Informational text
148, 153B, 153C, 153H, 153P Guide words, 1: S16, S27 5: 220 6: 28
content vocabulary. See Vocabulary:
Point of View, 2: 148, 153C, 153K,
content.
153M, 212, 217D, 217I, 217M
4: 276
Problem and Solution, 2: 20 5: 20,
25B, 25D, 25G, 25J
H expository. See Genre: informational
text.
features of, 1: S21, S22, S23, 150, 214,
278 2: 22, 25E, 86, 89D, 344, 350
Sequence, 1: 89E, 89H, 89J, 89M, Higher-level thinking. See
89O 2: 161, 254 3: 148, 153B, 3: 150, 214, 278 4: 22, 86 5: 150, 214,
Comprehension skills; Comprehension
153C, 153F, 153H, 153J, 217B, 278, 344 6: 22, 150, 214
strategies; Text connections.
217C, 217E, 217I, 2217M 4: 62 persuasive, 1: 297, 309, 315 3: 217R,
Historical fiction. See Genre: fiction.
5: 62, 212 6: 212, 217B, 217C, 297, 309, 315 4: xii, 89P
217H, 217K, 247 Homographs. See Vocabulary:
text structure, 1: S23 2: 20, 25P, 29, 84,
Syllable Sort, 1: S29 homographs.
89F, 89L, 358 3: 148, 157, 175, 179,
T-chart, 1: S35, 103 2: 295 3: 28, 231, Homophones. See Phonics/Word Study; 183, 212, 217L, 221, 239, 243, 247,
4: 92, 190 5: 167, 220 6: 92, 103, Vocabulary: homophones. 358 4: 89D, 89G, 361 5: 148, 153G,
295 Humorous fiction. See Genre: fiction. 153J, 153N, 157, 175, 179, 183, 212,
BM20 INDEX
INDEX
217N, 239, 337, 351 6: 84, 111, 212, commas, 2: 99, 291 3: 35 6: 227
239
types of. See Genre: Informational
text.
L coordinating conjunctions, 1: 162,
163, 291
dialogue, 3: 35 4: 163
Integrate knowledge and ideas, Language. See also Grammar.
quotation marks, 3: 35 4: 163
1: S35, 28–29, 92–93, 156–157, capitalization
220–221, 284–285 2: 28–29, 92–93, title of works, 3: 227
titles, 2: 35 3: 227
156–157, 220–221, 284–285 3: 28–29, reference materials
conventions
92–93, 156–157, 220–221, 284–285 dictionary, 1: S27, S28 5: 39
4: 28–29, 92–93, 156–157, 220–221, adjectives
glossary, 1: S27 2: 28 5: 220 6: 28
284–285 5: 28–29, 92–93, 156–157, comparative, 5: 162, 191, 226–227
220–221, 284–285 6: 28–29, 92–93, thesaurus, 1: S16 2: 167 3: 166, 231,
superlative, 5: 162, 226
156–157, 220–221, 284–285 280 5: 166 6: 167
adverbs
Interactive reading, 1: 12–13, 76–77, spelling
comparative, 6: 98–99, 127
140–141, 204–205, 268–269 2: 12–13, conventional, 1: 36–37, 100–101,
76–77, 140–141, 204–205, 268–269 relative, 1: 226 164–165, 228–229, 292–293
3: 12–13, 76–77, 140–141, 204–205, superlative, 6: 98–99, 127 2: 36–37, 100–101, 164–165,
268–269 4: 12–13, 76–77, 140–141, conjunctions 228–229, 292–293 3: 36–37,
204–205, 268–269 5: 12–13, 76–77, 100–101, 164–165, 228–229,
140–141, 204–205, 268–269 6: 12–13, coordinating, 1: 163, 191, 290, 291
292–293 4: 36–37, 100–101, 164–
76–77, 140–141, 204–205, 268–269 correlative, 1: 162 165, 228–229, 292–293 5: 36–37,
Interjections. See Grammar: subordinating, 1: 226, 255 100–101, 164–165, 228–229,
interjections. frequently confused words, 4: 227 292–293 6: 36–37, 100–101,
Internet. See Computer Literacy: 164–165, 228–229, 292–293
interjections, 1: 35
Research and inquiry; Technology. patterns, 1: 36, 100, 164, 228, 292
modal auxiliaries, 3: 162, 191
Intervention (Tier 2 and Tier 3), 1: S38, 2: 36, 100, 164, 228, 292 3: 36,
nouns 100, 164, 228, 292 4: 36, 100, 164,
42, 44, 46, 65, 106, 108, 110, 129, 170,
172, 174, 193, 234, 236, 238, 257, 298, abstract, 2: 34, 35 228, 292 5: 36, 100, 164, 228, 292
300, 302, 321, 341 2: 42, 44, 46, 65, 106, irregular plurals, 2: 36–37, 98, 162 6: 36, 100, 164, 228, 292
108, 110, 129, 170, 172, 174, 193, 234, prepositions, 6: 226–227, 255 vocabulary acquisition
236, 238, 257, 298, 300, 302, 321, 341 affixes. See Phonics/Word Study;
prepositional phrases, 6: 226–227,
3: 42, 44, 46, 65, 106, 108, 110, 129, 170,
255, 290–291 Spelling; Vocabulary: prefixes,
172, 193, 234, 236, 238, 257, 298, 300,
pronouns suffixes.
302, 321, 341 4: 42, 44, 46, 65, 106, 108,
110, 129, 170, 172, 174, 193, 234, 236, pronoun-antecedent agreement, antonyms. See Vocabulary:
238, 257, 298, 300, 302, 321, 341 5: 42, 3: 153G 4: 34, 226 antonyms.
44, 46, 65, 106, 108, 110, 129, 170, 172, relative, 4: 290 context clues, 1: S28. See also
174, 193, 234, 236, 238, 257, 298, 300, Vocabulary: context clues.
302, 321, 341 6: 42, 44, 46, 65, 106, 108, sentences
paragraph, 1: 88–89 3: 88–89,
110, 129, 170, 172, 174, 193, 234, 236, complex, 1: 226–227, 255
216–217 4: 24–25 5: 216
238, 257, 298, 300, 302, 321, 341 compound, 1: 162–163
sentence, 1: 24–25 3: 24–25 5: 216
Interview. See Genre: informational text; fragments, 1: 34–35, 63, 99
Research and inquiry. figurative language. See also
run-ons, 1: 290–291, 319 Literary devices; Poetry: literary
simple, 1: 162–163 elements in; Writer’s Craft;
J subject-verb agreement, 3: 98 Writing traits: word choice.

verbs adages, 5: 88–89, 89G 6: 88–89,
328
irregular, 3: 290–291, 319
Journal writing, See Writer’s notebooks. idioms, 4: 88–89, 328
regular, 3: 290
literal meaning, 4: 88 5: 88 6: 88
tenses, 3: 98–99, 127, 163
non-literal meaning, 4: 88 5: 88
K
knowledge of language
6: 88
convey ideas precisely, 1: 94
2: 286–289, 318, 344, 347, 352 proverbs, 5: 88–89, 89G 6: 88–89
language for effect, 1: 94–97 shades of meaning, 1: S16 3: 280
Key details, 1: 238 2: 302 3: 302 similes, 1: 216 4: 353
2: 286–289
4: 174 6: 46, 174, 302. See also
Comprehension skills: main idea and punctuation for effect, 1: 25C, 35 Greek affixes, 2: 216–217. See also
key details; Reading informational 6: 337 Phonics/Word Study; Spelling;
text: key details; Reading literature: sentence fluency. See Writing traits: Vocabulary.
key details. sentence fluency. Greek roots. See also Phonics/Word
Knowledge of language. See Language: punctuation. See also Grammar: Study; Spelling; Vocabulary.
knowledge of language. punctuation. homographs. See Vocabulary.
INDEX BM21
Latin affixes, 2: 216–217. See also 5: 5, 69, 133, 197, 261, 326 6: 5, 69, 133, Literary elements
Phonics/Word Study; Spelling; 197, 261, 326 alliteration, 3: 25C 4: 281C, 281D
Vocabulary. Library and media center, using. See assonance, 4: 281C, 281D
Latin roots. See Phonics/Word Study skills.
conflict and resolution, 2: 89J 3: 94
Study; Spelling; Vocabulary. Limerick, 4: 350 4: 146, 222, 223, 345, 347
pronunciation. See Fluency: Listening. See also Fluency: speaking/ dialect, 5: 76, 86, 89A, 89H, 89M, 104,
pronunciation. listening skills. 112, 116
root words. See Phonics/Word checklists, 1: S20, 332 2: 335 3: 333, dialogue, 1: 22 2: 214, 217O 3: 22
Study; Spelling; Vocabulary. 335 4: 92, 332, 335 5: 335 6: 92, 332, 4: 214. See Dialogue.
signal words 335
figurative language
contrast, 2: 84, 110, 115 comprehension, 1: 12–13, 76–77, 140–
idioms, 4: 295
emotion, 1: 46 141, 204–205, 268–269 2: 12–13,
76–77, 140–141, 204–205, 268–269 imagery, 3: 217M 4: 268 5: 105, 113,
logical relationships, 3: 212 4: 18 3: 12–13, 76–77, 140–141, 204–205, 117, 123 6: 89Q, 276, 278, 281B,
5: 148, 158, 160, 174 6: 84, 110, 268–269 4: 12–13, 76–77, 140–141, 297, 308, 311, 315
115, 119 204–205, 268–269 5: 12–13, metaphor, 4: 353 5: 38
spatial, 3: 30, 62 4: 126 5: 30, 62 76–77, 140–141, 204–205, 268–269 personification, 2: 217Q, 280–281D,
temporal, 1: 84, 110 3: 30, 62, 174 6: 12–13, 76–77, 140–141, 204–205, 296, 301, 305, 306, 309, 310, 313,
4: 62, 126 5: 30, 62, 212 6: 86, 268–269 317 4: 350
158, 212 develop skills in speaking/listening, simile, 1: 216 2: 217I, 285 3: 105,
synonyms. See Vocabulary: 1: S6, S20, S37, 12–13, 27, 28, 29, 113, 123 4: 350, 353 6: 327
synonyms. 76–77, 91, 92, 93, 140–141, 155, 156,
flashback, 1: 351 2: 214, 245
157, 204–205, 219, 220, 221, 268–
Language arts. See Grammar; 269, 283, 284, 285, 334, 335, BM6– foreshadowing, 1: S10, 351 2: 153O
Vocabulary; Writing. BM7 2: 12–13, 27, 28, 29, 76–77, 3: 12, 22, 25G 4: 233, 241, 245, 251,
Latin roots. See Phonics/Word Study; 91, 92, 93, 140–141, 155, 156, 157, 347 5: 25O
Spelling; Vocabulary. 204–205, 219, 220, 221, 268–269, hyperbole, 1: 25O 6: 280, 281C, 281D,
Lesson plans, suggested weekly, 283, 284, 285, 334, 335, BM6–BM7 306, 313, 317
1: S3–S4, 6–7, 70–71, 134–135, 198– 3: 12–13, 27, 28, 29, 76–77, 91, 92, interior monologue, 4: 214, 271F
199, 262–263, 324–325 2: 6–7, 70–71, 93, 140–141, 155, 156, 157, 204–205,
line breaks, 6: 273
134–135, 198–199, 262–263, 324–325 219, 220, 221, 268–269, 283, 284,
3: 6–7, 70–71, 134–135, 198–199, 285, 334, 335, BM6–BM7 4: 12–13, meter, 2: 281C 4: 352
262–263, 324–325 4: 6–7, 70–71, 134– 27, 28, 29, 76–77, 91, 92, 93, 140– moral, 1: S13
135, 198–199, 262–263 5: 6–7, 70–71, 141, 155, 156, 157, 204–205, 219, non-human characters, 5: 22
134–135, 198–199, 262–263, 324–325 220, 221, 268–269, 283, 284, 285,
334, 335, BM6–BM7 5: 12–13, 27, repetition, 1: xii, 217E 6: 278–279,
6: 6–7, 70–71, 134–135, 198–199, 281D, 344
262–263, 324–325 28, 29, 76–77, 91, 92, 93, 140–141,
155, 156, 157, 204–205, 219, 220, rhyme/rhyme scheme, 1: xii 2: 274
Letters. See Writing forms: letters. 3: xii 4: 352
221, 268–269, 283, 284, 285, 334,
Level Up, 1: 9, 41, 49, 59, 73, 105, 113, 335, BM6–BM7 6: 12–13, 27, 28, sensory language, 1: 82 3: 40 4: 286,
123, 137, 169, 177, 187, 201, 233, 241, 29, 76–77, 91, 92, 93, 140–141, 155, 318 5: 94
251, 265, 297, 305, 315, 322, 336–339 156, 157, 204–205, 219, 220, 221, stanza, 4: 352
2: 9, 41, 49, 59, 73, 105, 113, 123, 137, 268–269, 283, 284, 285, 334, 335,
169, 177, 187, 201, 233, 241, 251, 265, BM6–BM7 suspense, 1: 89I
297, 305, 315, 322, 336–339 3: 9, 41, for a purpose, 1: 12, 76, 140, 204, 268 symbolism, 6: 276
49, 59, 73, 105, 113, 123, 137, 169, 177, 2: 12, 76, 140, 204, 268 3: 12, 76, tone, 3: 153D
187, 201, 233, 241, 251, 265, 297, 305, 140, 204, 268 4: 12, 76, 140, 204, 268 voice, 3: 153D
315, 322, 336–339 4: 9, 41, 49, 59, 73, 5: 12, 76, 140, 204, 268 6: 12, 76,
105, 113, 123, 137, 169, 177, 187, 201, Literary response, 1: 12, 25P, 41, 49, 53,
140, 204, 268
233, 241, 251, 265, 297, 305, 315, 322, 59, 76, 89R, 105, 113, 117, 123, 140,
336–339 5: 9, 41, 49, 59, 73, 105, 113, scope and sequence, 1: BM6–BM7 153R, 169, 177, 181, 187, 204, 217P,
123, 137, 169, 177, 187, 201, 233, 241, 2: BM6–BM7 3: BM6–BM7 4: BM6– 233, 241, 245, 251, 268, 281D, 297,
251, 265, 297, 305, 315, 322, 336–339 BM7 5: BM6–BM7 6: BM6–BM7 305, 309, 315 2: 12, 25P, 41, 49, 53, 59,
6: 9, 41, 49, 59, 73, 105, 113, 123, 137, strategies, 1: S6, 75, 335 2: 202, 335 76, 89L, 105, 113, 117, 123, 140, 153R,
169, 177, 187, 201, 233, 241, 251, 265, 3: 335 4: 138, 335 5: 335 6: 335 169, 177, 181, 187, 204, 217R, 233, 241,
297, 305, 315, 322, 336–339 teamwork, 1: T1, S5–S6 5: T1 245, 251, 268, 281D, 297, 305, 309, 315
3: 12, 25N, 41, 49, 53, 59, 76, 89N, 105,
Leveled Reader Lessons. See to presentations, 1: 347, 335, 353, 355 113, 117, 123, 140, 153N, 169, 177, 181,
Approaching Level Options; Beyond 2: 335, 347, 353, 355 3: 335, 347, 187, 204, 217P, 233, 241, 245, 251, 268,
Level Options; English Language 353, 355 4: 335, 347, 353, 355 5: 335, 281D, 297, 305, 309, 315 4: 12, 25R, 41,
Learners; On Level Options. 347, 353 6: 335, 347, 353, 355 49, 53, 59, 76, 89N, 105, 113, 117, 123,
Leveled Workstation Activity Cards, Literary Analysis. See Comprehension 140, 153L, 169, 177, 181, 187, 204, 217L,
1: S31, S32, 5, 69, 133, 197, 261, 326 skills; Comprehension strategies; 233, 241, 245, 251, 268, 281D, 297,
2: 5, 69, 133, 197, 261 3: 5, 69, 133, 197, Literary response; Write About 305, 309, 315 5: 12, 25R, 41, 49, 53, 59,
261, 326 4: 5, 69, 133, 197, 261, 326 Reading. 76, 89R, 105, 113, 117, 123, 140, 153N,
BM22 INDEX
INDEX
169, 177, 181, 187, 204, 217P, 233, 241, “Mummy” (Livingston), 2: 281C “Margaret Bourke-White: Fearless
245, 251, 268, 281D, 297, 305, 309, 315 “Ode to Pablo’s Tennis Shoes” (Soto), Photographer,” 3: 217Q–217T
6: 12, 25R, 41, 49, 53, 59, 76, 89R, 105, 6: 281C “Music of Many, The,” 3: 25O–25P
113, 117, 123, 140, 153R, 169, 177, 181,
“Out of This World” 5: 281A–281D “Not-So-Golden Touch, The,”
187, 204, 217R, 233, 241, 245, 251, 268,
281D, 297, 305, 309, 315. See also Text Pharaoh’s Boat (Weitzman), 6: 25S–25V
connections. 6: 217A–217P “People Could Fly, The,” 5: 89S–89V
respond to read alouds, 1: 12, 76, 140, Planet Hunter (Wittenstein),
“Tradition,” 2: 281F
204, 268 2: 12, 76, 140, 204, 268 5: 217A–217N
3: 12, 76, 140, 204, 268 4: 12, 76, “Writing on the Wall, The,” 1: 25Q–25T
Pot That Juan Built, The (Andrews-
140, 204, 268 5: 12, 76, 140, 204, 268 Goebel), 3: 153A–153L Literature selections, shared reads,
6: 12, 76, 140, 204, 268 Roman Diary (Johnson), 2: 153A–153P Cow Music, 1: 16–17
Literature circles, 1: S31, 41, 49, 53, 59, Seeing Things His Own Way Cusi’s Secret, 2: 208–209
105, 113, 117, 123, 169, 177, 181, 187, (Kaminsky), 4: 89A–89L
233, 241, 245, 251, 297, 305, 309, 315 Day the Day Broke, The, 4: 16–17
2: 41, 49, 53, 59, 105, 113, 117, 123, 169, Single Shard, A (Park), 2: 217A–217P Democracy Debate, The, 2: 80–81
177, 181, 187, 233, 241, 245, 251, 297, “Stewards of the Environment”
Drumbeat of Freedom, 1: 80–81
305, 315 3: 41, 49, 53, 59, 105, 113, 117, 3: 281A–281D
123, 169, 177, 181, 187, 233, 241, 245, Empire of the Sea, 2: 16–17
Story of Salt, The (Kurlansky),
251, 297, 305, 309, 315 4: 41, 49, 53, 59, 6: 25A–25P Facing the Storm, 3: 80–81
105, 113, 117, 123, 169, 177, 181, 187, Technology of Mesopotamia, The Fortunes of Fragrance, The 6: 16–17
233, 241, 245, 251, 297, 305, 309, 315 (Faiella), 2: 25A–25N
5: 41, 49, 53, 59, 105, 113, 117, 123, 169, Great Fire of London, The, 6: 80–81
233, 241, 245, 251, 297, 305, 309, 315 “This Is Just to Say” (Williams), 4: 281A “Hey Nilda,” 4: 272
6: 41, 49, 53, 59, 105, 113, 117, 123, 169, “to Mrs. Garcia in the office” (Sidman),
“Hi Rachel,” 4: 273
177, 181, 187, 233, 241, 245, 251, 297, 4: 281B
305, 309, 315 “How Many Seconds?” 6: 272
“to Thomas” (Sidman), 4: 281C
Literature selections, main “To You” (Hughes), 6: 281B Is Your City Green?, 3: 272–273
Before Columbus: The Americas of 1491 Who Created Democracy? Jewels from the Sea, 3: 144–145
(Mann), 5: 153A–153L (Wooldridge), 2: 89A–89J Journey to Freedom, 5: 80–81
Case of the Magic Marker Mischief Years of Dust: The Story of the Dust “Lifelong Friends,” 2: 273
Maker, The (Saldaña, Jr.), Bowl (Marrin), 4: 25A–25P
4: 153A–153J Light Detectives, 5: 208–209
Literature selections, paired
“Clay” (Singer), 2: 281C Making Money: A Story of Change,
“Aftermath of a Fire,” 6: 89S–89T 1: 272–273
“Economic Roller Coaster, The”
“A-MAZE-ing Tale of Theseus and the Marian Anderson: Struggles and
1: 281A–281D
Minotaur,” 5: 25S–25V
Elijah of Buxton (Curtis), 5: 89A–89P Triumphs, 3: 208–209
“Aminata’s Tale,” 4: 217M–217P
Extreme Scientists (Jackson), Messages in Stone and Wood, 6: 208–
“Box of Ideas, A,” 3: 153O–153R 209
6: 153A–153P
“Confronting a Challenge,” 3: 89O–89P Monster in the Mountain, The, 1: 208–
Great Fire, The (Murphy), 6: 89A–89P
“Donna O’Meara: The Volcano Lady,” 209
Hero and the Minotaur, The (Byrd),
1: 217Q–217T
5: 25A–25P My Visit to Arizona, 4: 208–209
“Dramatic Decisions: Theater Through
Home of the Brave (Applegate), “Ode to th Wind, An,” 6: 273
the Ages,” 4: 153M–153P
4: 217A–217J
“Enough!,” 1: 89S–89T “Ozymandius,” 2: 272
How Tía Lola Came to Visit Stay
“Erica Fernandez, Environmental Researcher to the Rescue, 6: 144–145
(Alvarez), 3: 25A–25L
Activist,” 4: 25S–25T Rockers Build a Soccer Field, The,
Into the Volcano (O’Meara),
1: 217A–217N “Extreme Exploration,” 1: 153S–153V 3: 16–17
Journey into the Deep (Johnson), “Genius of Roman Aqueducts, The,” Science of Silk, The, 5: 144–145
1: 153A–153P 2: 153S–153V Secret World of Caves, The, 1: 144–145
Little Blog on the Prairie (Bell), “Get Fit For Fun,” 4: 89O–89P, She Had to Walk Before She Could Run,
1: 25A–25N “Gilgamesh Lost and Found,” 4: 80–81
Lizzie Bright and the Buckminster Boy 2: 25Q–25R
Thunder Helper, 5: 16–17
(Schmidt), 3: 89A–89L “How Ideas Become Law,” 2: 89M–89N
Tools of the Explorer’s Trade, 5: 272–
“Majestic” (Huber), 2: 281A–281B, “Looking Back to Move Forward,”
273
Major Taylor: Champion Cyclist (Cline- 5: 153O–153R
Treasure in the Attic, 4: 144–145
Ransome), 3: 217A–217N “Maestro,” 2: 281E
Mostly True Adventures of Homer P. “Making the Scientific Method Work Yaskul’s Mighty Trade, 2: 144–145
Figg, The (Philbrick), 1: 89A–89P for You,” 6: 153S–153V Lyrics, song. See Poetry: forms of
INDEX BM23
4: 25B, 40, 48, 52, 58, 89B, 104, 112, 116, genre, 1: 48, 112, 176, 240, 304 2: 48,
M 122, 153B, 168, 176, 180, 186, 217B,

232, 240, 244, 250, 281B, 296, 304, 308,
314, 328, 339, 356, 357, 360 5: 25B, 40,
112, 176, 177, 240, 304 3: 48, 112,
176, 177, 240, 304 4: 48, 112, 176,
177, 240, 304 5: 48, 112, 176, 177,
Magazine article. See Genre: 48, 52, 58, 89B, 104, 112, 116, 122, 153B, 240, 304 6: 48, 112, 176, 177, 240,
informational text. 168, 176, 180, 186, 217B, 232, 240, 244, 304
Main ideas. See Comprehension skills: 250, 281B, 296, 304, 308, 314, 328, 339, Leveled Reader lessons, 1: 48–49,
main ideas and key details. 356, 357, 360 6: 25B, 40, 48, 52, 58, 89B, 112–113, 176–177, 240–241, 304–
104, 112, 116, 122, 153B, 168, 176, 180, 305 2: 48–49, 112–113, 176–177,
Maps. See Graphic Organizers; Text 186, 217B, 232, 240, 244, 250, 281B,
features. 240–241, 304–305 3: 48–49, 112–
296, 304, 308, 314, 328, 339, 356, 357, 113, 176–177, 240–241, 304–305
Meaning, shades of, 1: 39, 103, 167, 231, 360
295 2: 39, 103, 167, 231, 295 3: 39, 103, 4: 48–49, 112–113, 176–177,
Nouns. See Grammar: nouns. 240–241, 304–305 5: 48–49, 112–
167, 231, 295 4: 39, 103, 167, 231, 295
5: 39, 103, 167, 231, 295 6: 39, 103, 167, 113, 176–177, 240–241, 304–305
231, 295 6: 48–49, 112–113, 176–177,
Mechanics and usage. See Grammar:
mechanics and usage.
Media literacy, 3: T1, 220 5: T1, 156
O 240–241, 304–305
make connections, 1: 49, 113, 177, 241,
305 2: 49, 113, 177, 241, 305 3: 49,
6: 330 On Level Options, 1: 3, 48–51, 67, 112– 113, 177, 241, 305 4: 49, 113, 177,
115, 131, 176–179, 195, 240–243, 259, 241, 305 5: 177, 241, 305 6: 49, 113,
Metaphor. See Literary devices; Poetry. 177, 241, 305
304–307, 337 2: 3, 48–51, 67, 112–115,
Meter. See Literary devices; Poetry. 131, 176–179, 195, 240–243, 259, 304– preview and predict, 1: 48, 112, 176,
Minilessons. See Writing: minilessons. 307, 337 3: 3, 48–51, 67, 112–115, 131, 240, 304 2: 48, 112, 176, 177, 240,
Modeling. See Fluency; Writing: expert 176–179, 195, 240–243, 259, 304–307, 304 3: 48, 112, 176, 177, 240, 304
model, using; Writing: student model, 337 4: 3, 48–51, 67, 112–115, 131, 176– 4: 48, 112, 176, 240, 304 5: 48, 112,
using. 179, 195, 240–243, 259, 304–307, 337 176, 240, 304 6: 48, 112, 176, 177,
5: 3, 48–51, 67, 112–115, 131, 176–179, 240, 304
Monitor and Differentiate. See
Assessment: formal/informal: Quick 195, 240–243, 259, 304–307, 337 6: 3,
self-selected reading, 1: 51, 115, 179,
Check. 48–51, 67, 112–115, 131, 176–179, 195,
243, 307 2: 51, 115, 179, 243, 307
240–243, 259, 304–307, 337
Monitor comprehension. See 3: 51, 115, 179, 243, 307 4: 51, 115,
Comprehension strategies: monitor academic language, 1: 48, 112, 176, 179, 243, 307 5: 51, 115, 179, 243,
and adjust comprehension. 240, 304 2: 48, 112, 176, 240, 304 307 6: 51, 115, 179, 243, 307
3: 48, 112, 176, 177, 240, 304 4: 48,
Multimedia elements, 1: xii, 348, 354 112, 176, 240, 304 5: 48, 112, 176, vocabulary, 1: 48–49, 50, 112–113,
2: xii, 348 3: xii, 348, 354 4: xii, 329, 348, 114, 176–177, 178, 240–241, 242,
240, 304 6: 48, 112, 176, 177, 240,
354 5: xii, 331, 348, 354 6: xii, 348, 354 304–305, 306 2: 48–49, 50, 112–113,
304
Multiple-meaning words. See 114, 176–177, 178, 240–241, 242,
comprehension, 1: 48–49, 51, 112–113, 304–305, 306 3: 48–49, 50, 112–113,
Vocabulary: multiple-meaning words.
115, 176–177, 179, 240–241, 243,
Mystery. See Genre: fiction. 114, 176–177, 178, 240–241, 242,
304–305, 307 2: 48–49, 51, 112–113,
304–305, 306 4: 48–49, 50, 112–113,
Myth. See Genre: fiction. 115, 176–177, 179, 240–241, 243,
114, 176–177, 178, 240–241, 242,
304–305, 307 3: 48–49, 51, 112–113,
304–305, 306 5: 48–49, 50, 114, 176,
115, 176–177, 179, 240–241, 243,
178, 240–241, 242, 304, 306 6: 48–
N 304–305, 307 4: 48–49, 51, 112–113,

115, 176–177, 179, 240–241, 243,
304–305, 307 5: 48–49, 51, 112–113,
115, 176–177, 179, 240–241, 243,
49, 50, 112–113, 114, 176–177, 178,
240–241, 242, 304–305, 306
Oral language, 1: xii, S5, S19, 10, 14, 34–
Narratives. See Genre; Writing forms. 304–305, 307 6: 48–49, 51, 112–113, 35, 74, 78, 98–99, 138, 142, 162–163,
Narrator. See Point of view. 115, 176–177, 179, 240–241, 243, 202, 206, 226–227, 266, 270, 290–291
Negatives. See Grammar: negatives. 304–305, 307 2: xii, 10, 14, 34–35, 74, 78, 98–99, 138,
fluency, 1: 49, 113, 177, 241, 305 2: 49, 142, 162–163, 202, 206, 226–227, 266,
Nonfiction. See Genre; Informational
113, 177, 241, 305 3: 49, 113, 177, 270, 290–291 3: xii, 10, 14, 34–35, 74,
text; Writing forms.
241, 305 4: 49, 113, 177, 241, 305 78, 98–99, 138, 142, 162–163, 202,
Note taking, 1: S24, S35, 25B, 40, 48, 52, 206, 226–227, 266, 270, 290–291 4: xii,
58, 89B, 104, 112, 116, 122, 153B, 168, 5: 49, 113, 177, 241, 305 6: 49, 113,
177, 241, 305 10, 14, 34–35, 74, 78, 98–99, 138, 142,
176, 180, 186, 217B, 232, 240, 244, 250,
162–163, 202, 206, 226–227, 266, 270,
281B, 296, 304, 308, 314, 328, 339, 356, focus on genre, 1:113 2: 177, 305
290–291 5: xii, 10, 14, 34–35, 74, 78,
357, 360 2: 25B, 40, 48, 52, 58, 89B, 4: 177 5: 49
98–99, 138, 142, 162–163, 202, 206,
104, 112, 116, 122, 153B, 168, 176, 180, focus on literary elements, 1: 49 2: 241 226–227, 266, 270, 290–291 6: xii, 10,
186, 217B, 232, 240, 244, 250, 281B, 3: 49, 113 5: 113 6: 305
296, 304, 308, 314, 328, 339, 356, 357, 14, 34–35, 74, 78, 98–99, 138, 142,
360 3: T1, 25B, 40, 48, 52, 58, 89B, 104, focus on science, 1:177, 241 3: 305 162–163, 202, 206, 226–227, 266, 270,
112, 116, 122, 153B, 168, 176, 180, 186, 5: 241, 305 6:177 290–291
217B, 232, 240, 244, 250, 281B, 296, focus on social studies, 1: 305 2: 49, Outlining, 1: 220, 345 2: 28 3: 156 5: 220
304, 308, 314, 328, 339, 356, 357, 360 113 3: 177, 241 5: 177 6: 49, 113 See also Research and inquiry.
BM24 INDEX
INDEX
words with absorbed prefixes, 6: 218, literary elements in, 2: 274 4: 274
P 234–235
words with consonant alternation,
4: 282, 298–299
6: 274
alliteration, 4: 278, 281C, 281D
assonance, 4: 278, 281C, 281D
Paraphrasing. See Comprehension words with er, ir, ur, 1: 234–235 figurative language, 2: 281D 4: 353
strategies: paraphrase.
3: 106–107 6: 281C, 281D
Parts of a book. See Study skills; parts of
words with Greek roots, 5: 218, hyperbole, 6: 280, 306, 313, 317
a book, using.
234–235 6: 298 imagery, 6: 278
Personification. See Author’s Craft;
words with homophones, 5: 26, 42–43 line breaks, 6: 273
Literary devices; Vocabulary.
words with inflectional endings, 2: 90, metaphor, 2: xii 4: 353
Persuasion, techniques of. See Media
106–107
literacy; Writing forms: persuasive. meter, 2: 278, 281C, 281D 4: 352
words with Latin roots, 5: 154,
Phonics/structural analysis. See ode, 6: 268, 274, 281C
170–171
Phonics/Word Study; Spelling. personification, 2: 280–281, 301,
Phonics/Word Study. See also words with long vowels, 1: 90, 306, 310, 317 4: 350
Approaching Level Options: phonics; 106–107 2: 234–235 4: 106–107
repetition, 1: xii 6: 278–279, 281D,
English Language Learners: phonics. words with plurals, 2: 26, 42–43 313
compound words, 1: 282, 298–299 words with prefixes, 3: 218, 234–235 rhyme/rhyme schemes, 1: xii 2: 274,
decode words, 1: 42–43, 106–107, 4: 154, 170–171, 234–235 6: 218, 278 3: xii 4: 352
170–171, 234–235, 298–299 2: 42– 234–235
rhythm, 2: 274, 278, 279 4: 274, 278
43, 106–107, 170–171, 234–235, words with Greek prefixes, 4: 218, 6: 274, 278
298–299 3: 42–43, 106–107, 170– 234–235 5: 106–107
sensory words, 4: 353
171, 234–235, 298–299 4: 42–43, words with Latin prefixes, 4: 218,
106–107, 170–171, 234–235, 298– simile, 4: 353
234–235 5: 106–107
299 5: 42–43, 106–107, 170–171, stanzas, 3: xii 4: 352
234–235, 298–299 6: 42–43, 106– words with short vowels, 1: 26, 42–43
2: 170–171 4: 106–107 5: 42 tone, 6: xii
107, 170–171, 234–235, 298–299
words with suffixes, 3: 298–299 4: 154, Point of view
decoding strategy, 1: S17
170–171 6: 26, 42–43, 90, 106–107, author, 4: 20, 84 5: 276
frequently misspelled words, 1: 154, 154, 170–171 character, 1: S13, 22 2: 148, 174, 212,
3: 154, 170–171
words with -ance, -ence, ant, -ent, 238, 239 3: 86 4: 276, 302, 303
link to spelling, 1: S30
6: 90, 106–107 first-person, 1: 217O 2: 148, 174 4: 276,
multisyllabic words, 1: S17–S18, 27, 302, 311 5: 80
words with Greek suffixes, 6: 154,
43, 91, 107, 155, 219, 283 2: 27, 91,
170–171 multiple accounts, 4: 303, 307, 311
155, 219, 283 3: 27, 91, 155, 219,
283, 299 4: 27, 91, 155, 219, 283, 299 words with -ible and -able, 6: 26, narrator, 1: 22, 210, 214 2: 148, 175,
5: 27, 91, 155, 219, 283, 299 6: 27, 42–43 183, 198, 212, 238, 243, 247 3: 86,
91, 155, 219, 283 words with -ive, -age, -ize, 5: 282, 214 4: 276, 303, 307, 311 6: 86
Quick Phonics Survey, 1: S37 298–299 6: 42 third-person, 1: S13 2: 212, 238, 239,
243, 247 3: 86, 214
syllable-scoop technique, 1: 43, 107, words with vowel alternation, 4: 90,
171, 235 2: 235, 299 3: 171 4: 171 106–107 third-person limited, 3: 86
5: 107, 171, 235 6: 171, 235 Plays. See Genre: drama. Possessives. See Grammar: possessives.
syllable types Plot development. See Comprehension Predictions, make, 1: 25B, 40, 48, 52,
closed, 1: S29 2: 154, 170–171, skills: plot. 89B, 104, 112, 116, 153B, 168, 176,
298–299 180, 217B, 232, 240, 244, 296, 304,
Plurals. See Grammar: plurals. 308 2: 25B, 40, 48, 52, 58, 89B, 104,
consonant + ion, 3: 282, 298–299 Poetry 112, 116, 122, 153B, 153D, 153F, 153H,
4: 26, 42–43 153J, 153N, 168, 176, 180, 185, 217B,
characteristics of, 2: 268, 274 4: 268,
consonant + le, 1: S29 2: 282, 274 6: 268, 274, 281C 217F, 217G, 217L, 217N, 217O, 217T,
298–299 232, 240, 244, 249, 281B, 296, 304, 308
comparing, 1: S11 2: 281E–281F, 285
final (silent) e, 1: S29 3: 12–13, 18–19, 25B, 25D, 25F, 25J,
4: 281E–281F, 285 6: 281E–281F, 285
40, 48, 52, 57, 76–77, 82–83, 89B, 89C,
open, 1: S29 2: 218, 234–235 forms of 89E, 89G, 89L, 104, 112, 116, 121, 153B,
3: 234–235
free verse, 2: xii 4: 268, 274 153K, 168, 176, 180, 217B, 232, 240,
r-controlled, 1: S29, 218, 234–235 244, 281A, 296, 304, 308 4: 25B, 40, 48,
3: 90, 106–107 limerick, 4: 350
52, 89B, 104, 112, 116, 153B, 168, 176,
vowel teams, 1: S29, 170–171 3: 26, lyric/song, 2: 268, 274, 281C 6: 268, 180, 217B, 232, 240, 244, 296, 304, 308
42–43, 170–171 274, 281C 5: 12–13, 18–19, 25B, 25F, 25K, 25O,
narrative, 4: 268, 274 25T, 40, 48, 52, 57, 76–77, 82–83, 89B,
word building, 1: S18
ode, 6: 268, 274, 281C 89F, 89H, 89J, 89T, 104, 112, 116, 121,
words from around the world, 5: 90 153B, 168, 176, 180, 217B, 232, 240,
words from mythology, 6: 282, song lyrics, 6: 281E–281F 244, 281A, 296, 304, 308 6: 25B, 40, 48,
298–299 sonnet, 2: 268, 274 52, 89B, 104, 112, 116, 153B, 168, 176,
INDEX BM25
180, 217B, 232, 240, 244, 281B, 296, 275 4: 25P 5: 281F 6: 82–83. See
304, 308
Predictions and purposes, return to,
1: 25N, 89P, 153P, 217N, 281D 2: 25N,
Q also Ask and answer questions;
Comprehension strategies: ask and
answer questions.
Questions. See Ask and answer author’s use of reasons and evidence,
89J, 153P, 217P 3: 25L, 89L, 153L, 217N,
questions; Comprehension strategies: 1: S25, S26, 276, 303, 307, 311
281D 4: 25P, 89L, 153J, 217J 5: 25P, 89P, ask and answer questions; Research
153L, 217N 6: 25P, 89P, 153P, 217P compare and contrast
and inquiry: choosing research focus/
Prefixes. See Phonics/Word Study; questions. eyewitness accounts, 6: 117
Spelling; Vocabulary. Quotation marks. See Grammar: multiple accounts, 1: S25, S26, 157,
punctuation; Grammar: commas. 221 2: 93 5: 157 6: 89S–89T, 93,
Prepositions and prepositional 117
phrases. See Grammar.
text on same topic, 1: S25, 153T,
R
Prereading strategies. See 217R, 281E 2: 25Q, 89M 3: 153P,
Comprehension strategies: 217R, 281E 4: 25S, 89P 5: 153P,
establish purpose for reading with 217R, 281E 6: 25T 89S–89T, 117,
an essential question; Predictions, 153S, 217S
make; Previewing literature; Reading Read alouds, 1: 13, 77, 141, 205, 269
text structure, 1: 273 6: 93
2: 13, 77, 141, 205, 269 3: 13, 77, 141,
purposefully. craft and structure, 2: 20–21, 84–85
205, 269 4: 13, 77, 141, 205, 269 5: 13,
Previewing literature, 1: 25B, 40, 48, 52, 77, 141, 205, 269 6: 13, 77, 141, 205, 3: 212–213 4: 20–21, 84–85 5: 148–
58, 89B, 104, 112, 116, 122, 153B, 168, 269 149, 212–213, 276–277 6: 84–85,
176, 180, 186, 217B, 232, 240, 244, 250, 212–213
Reader’s Theater, 1: 322, 326–327
281A, 296, 304, 308, 314 2: 25B, 40, 48, 2: 322, 326–327 3: 322, 326–327 drawing inferences, 1: S24, 146, 153G,
52, 58, 89B, 104, 112, 116, 122, 153B, 4: 322, 326–327 5: 322, 326–327 6: 322, 210, 217T, 274, 285 2: 18, 20, 48,
168, 176, 180, 186, 217B, 232, 240, 244, 326–327 89G, 112, 153G 3: 217G, 217R, 275,
Reading and responding. See Literary 285, 304 4: 17, 18, 25L, 76, 82, 89F
250, 296, 304, 308, 314 3: 25B, 40, 48,
response. 5: 146, 153H, 204, 210, 217G, 285
52, 58, 89B, 104, 112, 116, 122, 153B,
6: 12, 18, 25E, 82, 89E, 153K, 217G
168, 176, 180, 186, 217B, 232, 240, 244, Reading digitally, 1: 322, 328–329
2: 322, 328–329 3: 322, 328–329 genre. See also Genre: informational
250, 281A, 296, 304, 308, 314 4: 25B, 40,
4: 322, 328–329 5: 322, 328–329 6: 322, text.
48, 52, 58, 89B, 104, 112, 116, 122, 153B,
168, 176, 180, 186, 217B, 232, 240, 244, 328–329. See also Computer literacy. historical events, 6: 25G, 74, 89P,
Reading independently, 1: S32, 47, 51, 104, 112, 116, 120, 212, 331
250, 296, 304, 308, 314, 5: 25B, 40, 48,
52, 58, 89B, 104, 112, 116, 122, 153B, 55, 111, 115, 119, 175, 179, 183, 239, online article, 1: 328 2: 328 3: 328
243, 247, 303, 307, 311, 339 2: 47, 51, 4: 328 5: 328 6: 328
168, 176, 180, 186, 217B, 232, 240, 244,
55, 111, 115, 119, 175, 179, 183, 239, scientific ideas, 5: 217O 6: 140, 150
250, 281A, 296, 304, 308, 314 6: 25B, 40,
243, 247, 303, 307, 311, 339 3: 47, 51,
48, 52, 58, 89B, 104, 112, 116, 122, 153B, steps in a technical procedure,
55, 111, 115, 119, 175, 179, 183, 239,
168, 176, 180, 186, 217B, 232, 240, 244, 3: 278 5: 146, 210, 212, 350
243, 247, 303, 307, 311, 339 4: 47, 51,
250, 281B, 296, 304, 308, 314 6: 25G, 140, 150
55, 111, 115, 119, 175, 179, 183, 239,
Primary sources, 2: 329 4: 12, 22, 25I, 243, 247, 303, 307, 311, 339 5: 47, 51, integrate ideas
25L, 25O, 92, 113, 123, 330, 332 6: 76, 55, 111, 115, 119, 175, 179, 183, 239, charts, 1: S23, 296, 308 2: 86, 105
243, 247, 303, 307, 311, 339 6: 47, 51, 3: 278 5: 304 6: 140, 150, 214
86, 89H, 89L, 89Q, 89R, 92, 104, 105,
55, 111, 115, 119, 175, 179, 183, 239, diagrams, 1: 240, 296, 308 2: 22, 86,
112, 113, 116, 117, 122, 123, 358
243, 247, 303, 307, 311, 339 104 3: 315 5: 304 6: 22, 150
Problem and solution. See Reading Informational Text. See also
Comprehension skills: problem and graphs, 1: 278 6: 150
Informational text.
solution. illustrations, 1: S23, 168, 240
academic language. See also Academic
Pronouns. See Grammar: pronouns. language; English Language interactive elements, 1: 328 2: 328
Learners: academic language; 3: T1, 328 4: 328 5: 328 6: 328
Pronunciation. See Fluency:
Vocabulary: academic vocabulary, key details, 1:153C, 153I, 153N, 153P,
pronunciation.
domain-specific words. 153R, 217C, 217F, 217G, 217J, 358
Proofreading. See Spelling: domain-specific, 1: S5, S8, 182, 6: 46, 174
proofreading; Writing process. 246, 310, 328 2: 54, 118, 328, 344 key words, 1: S23
Punctuation. See Fluency: punctuation; 3: 182, 246, 310, 328 4: 54, 118 main idea, 1: 153C, 153I, 153N, 153P,
Grammar: punctuation. 5: 182, 246, 310, 328 6: 54, 118, 153R, 217C, 217F, 217G, 217J, 358
182, 246
Purposes, setting for reading. point of view
general academic, 1: S5, 166, 188,
See Comprehension strategies: author. See Comprehension skills:
230, 242, 280 2: 24, 38, 102 3: 152,
establish purpose for reading with author’s point of view.
166, 188, 232, 294 4: 38, 102
an essential question; Predictions, 5: 166, 230, 294 6: 38, 102, 166, sidebars, 1: 278, 281C, 296, 308 2: 89D,
make; Previewing literature; Reading 230 358 3: 278 4: 25D 5: 268, 278, 304
purposefully. ask and answer questions, 2: 82–83, summarize, 3: 146–147, 210–211
89N, 118–119, 153T, 153U 3: 274– 5: 274–275 6: 146–147, 210–211.
BM26 INDEX
INDEX
See also Comprehension strategies: key details choosing research focus/questions,
summarize. central message. See Key details: 1: 330
text structure, 1: S23 theme. citing and recording sources, 3: 330
cause and effect, 1: S23 5: 175 characters, 1: 20–21, 84–85 3: 46, 5: 346 6: 329
6: 111, 358 110 5: 20–21, 84–85 creating bibliography, 5: 330
comparison, 1: S23 cultures, reading about diverse, creating presentation, 1: S35, 28,
problem and solution, 1: S23 2: 202, 204–205, 208 4: 217L, 92, 332 2: 332 3: 332 4: 332 5: 332
232–233, 240–241 5: 25C 6: 332
sequence, 1: S23, 153K 5: 239 6: 239
drawing inferences, 3: 89D developing research plan, 1: 330
Reading Literature
events, 1: 20–21, 84–85 3: 46, 110 evaluating sources, 1: S35 2: 330 3: T1,
compare and contrast 329
5: 20–21, 84–85
characters, 1: S14, 25D, 25E, 25I, 25L, finding information, 1: T1, S35, 332
25M, 25P, 59 moral, 1: S13
2: 332 3: 332 4: 332 5: 332 6: 332
events, 1: 20, 47, 51, 55 6: 93 plot, 1: 20–21, 84–85 3: 46, 110
5: 20–21, 84–85 identifying resources for, 1: S35,
genre, 1: S11, 93 2: 221, 285 4: 221, 332 2: 332
285 5: 29, 93 sequence of events, 1: 84–85
Internet, 1: 329, 332 2: 329, 332 3: 329,
plots, 1: S14, 25D, 25I, 25M, 25P setting, 1: 20–21, 84–85 3: 46, 110 332 4: 329, 332 5: 329, 332 6: 329,
5: 20–21, 84–85 332
point of view, 1: S26 4: 311
summarize, 4: 146–147, 210–211 interviews, 2: 92, 331 4: T1
setting, 1: S14, 21, 25D, 25I, 25M,
25P theme, 2: 276–277 3: 20–21, 84–85 organizing information, 1: 332 2: 332
theme, 1: S14, 93 2: 221, 285 3: 29 4: 148–149, 174, 212–213, 358 3: 332 4: 332 5: 332 6: 332
4: 221, 241, 285 6: 285, 309, 311 6: 276–277, 302 paraphrasing, 2: T1 3: 330
craft and structure Reading Log, 1: S32. See also Journal recording information, 1: 332 2: 332
writing. 3: 332 4: 332 5: 332 6: 332
structural elements of drama
Reading Process. See Comprehension review and evaluation, 1: 333 2: 333
cast of characters, 1: 326 2: 326
skills; Comprehension strategies; 3: 333 4: 333 5: 333 6: 333
3: 326 4: 326 5: 326 6: 326
Fluency; Phonics/Word Study;
dialogue, 4: 150, 153C, 153G, 158, self-selected theme projects,
Vocabulary.
168, 176, 180 setting research goals, 1: 332 2: 332
Reading purposefully, 1: 47, 51, 55, 111, 3: 332 4: 332 5: 332 6: 332
scene, 4: 150 5: 327 115, 119, 175, 179, 183, 239, 243, 247,
setting, 1: 326 2: 326 3: 326 4: 326 303, 307, 311 2: 47, 51, 55, 111, 115, shared research board, 1: T1, S35, 92,
5: 326 6: 326 156, 284, 332 2: T1, 92, 156, 220,
119, 175, 179, 183, 239, 243, 247, 303,
284, 332 3: T1, 28, 92, 156, 220, 284,
stage directions, 1: 326 3: 326 307, 311 3: 47, 51, 55, 111, 115, 119,
332 4: T1, 28, 92, 156, 220, 284, 332
4: 150, 151, 153B, 327, 358 175, 179, 183, 239, 243, 247, 303, 307,
5: T1, 28, 92, 156, 220, 284, 332 6: T1,
structural elements of poetry 311 4: 47, 51, 55, 111, 115, 119, 175,
28, 92, 156, 220, 284, 332
179, 183, 239, 243, 247, 303, 307, 311
meter, 2: 281C, 281D 4: 352 5: 47, 51, 55, 111, 115, 119, 175, 179, strategies, 1: 330 2: 330 3: 330 4: 330
rhyme, 1: xii 2: 274 3: xii 4: 352 183, 239, 243, 247, 303, 307, 311 6: 47, 5: 330 6: 330
stanza, 3: xii 4: 352 51, 55, 111, 115, 119, 175, 179, 183, 239, understanding plagiarism, 2: T1 3: 330
genre. See also Genre: fiction. 243, 247, 303, 307, 311 understanding primary and
Reading/Writing Connection. See secondary sources, 4: 330
drama, 1: 326–327 2: 326–327
3: 326–327 4: 326–327, 358 Write About Reading. using library or media center, 1: T1,
5: 326–327 6: 326–327 Realistic fiction. See Genre: fiction. S35 2: 330 5: T1 6: T1
fable, 3: 55, 84 Reference and Research. See Computer using multiple sources, 5: 346
folktale, 1: S9, S12 2: 326 Literacy; Informational text; Research using technology, 1: T1, S35, 329, 332
5: 89S–89V, 105, 113, 117, 123 and inquiry; Study skills; Text 2: 329, 332 3: 329, 332 4: 329, 332
6: 326 features; Unit projects; Vocabulary; 5: 329, 332 6: 329, 332
Weekly project. Respond to Reading. See Literary
myths, 5: 12, 25B, 25T, 40, 48, 52
6: 25T Repetition, 1: 217E. See Literary devices. response: respond to read alouds.
poetry, 1: xii, 89S 2: xii, 25R, 268, Reread for comprehension. See Response Prompt. See Writing prompts.
281C, 281E 3: xii 4: 268, 281C, Comprehension strategies: reread. Response to intervention, 1: S38, 65,
281E 6: xii, 268, 281E Research and inquiry, 1: S35, 8, 92, 156, 129, 193, 257, 321, 341 2: 65, 129, 193,
integrate knowledge and ideas 220, 284, 330–333 2: 28, 92, 156, 220, 257, 321, 341 3: 65, 129, 193, 257, 321,
284, 330–333 3: 28, 92, 156, 220, 284, 341 4: 65, 129, 193, 257, 321, 341 5: 65,
point of view, 4: 281D 129, 193, 257, 321, 341 6: 65, 129, 193,
330–333 4: 28, 92, 156, 220, 284, 330–
character, 4: 284 257, 321, 341
333 5: 28, 92, 156, 220, 284, 330–333
first person, 2:148, 153R 4: 276, 6: 28, 92, 156, 220, 284, 330–333 See Rhyme. See Literary devices.
281D, 315 also Unit projects; Weekly project. Roots. See Phonics/Word Study; Spelling;
narrator, 1: 93 2: 148, 153R checklists, 1: 333 2: 333 3: 333 4: 333 Vocabulary.
third person, 2: 217R 5: 333 6: 333 Rubrics. See also Scoring rubrics.
INDEX BM27
research and inquiry 1: 323 2: 323 Skimming and scanning. See Study frequently misspelled words, 1: 164–
3: 323 4: 323 5: 323 6: 323 skills. 165 3: 164–165, 190
writing, 1: S34, 323, 349, 355 2: 323, Small Group Options. See Approaching homophones, 5: 36–37, 62
349, 355 3: 323, 349, 355 4: 323, 349, Level Options; Beyond Level Options; inventory of developmental spelling,
355 5: 323, 349, 355 6: 323, 349, 355 English Language Learners; On Level 1: S37, S38
Options.
posttest, 1: 37, 101, 165, 229, 293 2: 37,
Social studies, 1: 92, 284, 297, 305, 309,
S
101, 165, 229, 293 3: 37, 101, 165,
315 2: 25F, 25N, 28, 41, 49, 53, 59, 89H, 229, 293 4: 37, 101, 165, 229, 293
92, 105, 113, 117, 123, 156, 220, 284, 5: 37, 101, 165, 229, 293 6: 37, 101,
329 3: 28, 92, 153F, 156, 169, 177, 181, 165, 229, 293
187, 217L, 329 4: 25N, 92, 156, 220
Scaffolding. See Access complex pretest, 1: 36, 100, 164, 228, 292 2: 36,
5: 92, 153J, 156, 169, 177, 181, 187
text; English Language Learners: 100, 164, 228, 292 3: 36, 100, 164,
6: 25J, 41, 49, 53, 59, 89L, 92, 105, 113,
scaffolding. 228, 292 4: 36, 100, 164, 228, 292
117, 123, 217D, 220, 233, 241, 245, 251,
Science, 1: 28, 156, 169, 177, 181, 187, 329. See also Leveled Workstation 5: 36, 100, 164, 228, 292 6: 36, 100,
217D, 220, 233, 241, 245, 251, 329 Activity Cards. 164, 228, 292
3: 220, 284, 297, 305, 309, 315 4: 41, proofreading, 1: 37, 101, 165, 229, 293
49, 53, 59, 89J, 105, 113, 117, 123, 329
Song lyrics. See Poetry: forms of.
2: 37, 101, 165, 229, 293 3: 37, 101,
5: 217H, 220, 233, 241, 245, 251, 284, Speaking skills and strategies. See also
165, 229, 293 4: 37, 101, 165, 229,
297, 305, 309, 315, 329 6: 28, 153F, 156, Fluency: speaking/listening skills;
293 5: 37, 101, 165, 229, 293 6: 37,
169, 177, 181, 187. See also Leveled Listening
101, 165, 229, 293
Workstation Activity Cards. checklist, 1: 334 2: 334 3: 334 4: 334
reference materials
Science fiction. See Genre: fiction. 5: 334 6: 334
dictionary, 1: 37, 101, 165, 229, 293
Scoring rubrics oral presentations, 1: 334 2: 334 3: 334
2: 37, 101, 165, 229, 293 3: 37,
4-Point, 1: 333, 349, 355 2: 333, 349, 4: 334 5: 334 6: 334
101, 165, 229, 293 4: 37, 101, 165,
355 3: 333, 349, 355 4: 333, 349, 355 using props and visuals, 1: 334 2: 334 229, 293 5: 37, 101, 165, 229, 293
5: 333, 349, 355 6: 333, 349, 355 3: 334 4: 334 5: 334 6: 334 6: 37, 101, 165, 229, 293
research and inquiry, 1: 333 2: 333 Speech. See Genre: informational text. glossary, 1: S27
3: 333 4: 333 5: 333 6: 333 Spelling. See also English Language Spiral Review, 1: 36, 100, 164, 228, 292
writing, 1: 349, 355 2: 349, 355 3: 349, Learners: writing/spelling; Phonics/ 2: 36, 100, 164, 228, 292 3: 36, 100,
355 4: 349, 355 5: 349, 355 6: 349, Word Study. 164, 228, 292 4: 36, 100, 164, 228,
355 analogies, 2: 165 3: 293 4: 293 5: 37 292 5: 36, 100, 164, 228, 292 6: 36,
Self-selected reading, 1: S32, 47, 51, antonyms, 1: 165 4: 37, 295 6: 37 100, 164, 228, 292
111, 115, 175, 179, 239, 243, 303, 307 synonyms, 1: 101, 165 2: 229 4: 37,
assess and reteach, 1: 37, 101, 165,
2: 47, 51, 111, 115, 175, 179, 239, 243, 101, 293 6: 101
229, 293 2: 37, 101, 165, 229, 293
303, 307 3: 47, 51, 111, 115, 175, 179,
3: 37, 101, 165, 229, 293 4: 37, 101, word lists, 1: 36, 100, 164, 228, 292,
239, 243, 303, 307 4: 47, 51, 111, 115,
165, 229, 293 5: 37, 101, 165, 229, 2: 36, 100, 164, 228, 292 3: 36, 100,
175, 179, 239, 243, 303, 307 5: 47, 51,
293 6: 37, 101, 165, 229, 293 164, 228, 292 4: 36, 100, 164, 228,
111, 115, 175, 179, 239, 243, 303, 307
6: 47, 51, 110, 111, 115, 175, 179, 239, assess prior knowledge, 1: 36, 100, 292 5: 36, 100, 164, 228, 292 6: 36,
243, 303, 307 164, 228, 292 2: 36, 100, 164, 228, 100, 164, 228, 292
292 3: 36, 100, 164, 228, 292 4: 36, word meanings, 1: 37, 101, 165, 229,
Sentences. See Grammar: sentences;
100, 164, 228, 292 5: 36, 100, 164, 293 2: 37, 101, 165, 229, 293 3: 37,
Writer’s Craft; Writing traits.
228, 292 6: 36, 100, 164, 228, 292 101, 165, 229, 293 4: 37, 101, 165,
Sequence of events. See
challenge words, 1: 36, 100, 164, 228, 229, 293 5: 37, 101, 165, 229, 293
Comprehension skills: sequence;
292 2: 36, 100, 164, 228, 292 3: 36, 6: 37, 101, 165, 229, 293
Writing traits: organization.
100, 164, 228, 292 4: 36, 100, 164, word sorts, 1: 36–37, 100–101, 164–
Setting. See Comprehension skills: 228, 292 5: 36, 100, 164, 228, 292 165, 228–229, 292–293 2: 36–37,
setting. 6: 36, 100, 164, 228, 292 100–101, 164–165, 228–229, 292–
Shared Read, 1: 16–17, 80–81, 144–145, compound words, 1: 292–293, 318 293 3: 36–37, 100–101, 164–165,
208–209, 272–273 2: 16–17, 80–81, 228–229, 292–293 4: 36–37, 100–
dictation sentences, 1: 36, 37, 100,
144–145, 208–209, 272–273 3: 16–17, 101, 164–165, 228–229, 292–293
101, 164, 165, 228, 229, 292, 293
80–81, 144–145, 208–209, 272–273 5: 36–37, 100–101, 164–165, 228–
2: 36, 37, 100, 101, 164, 165, 228,
4: 16–17, 80–81, 144–145, 208–209, 229, 292–293 6: 36–37, 100–101,
229, 292, 293 3: 36, 37, 100, 101,
272–273 5: 16–17, 80–81, 144–145, 164–165, 228–229, 292–293
164, 165, 228, 229, 292, 293 4: 36,
208–209, 272–273 6: 16–17, 80–81,
37, 100, 101, 164, 165, 228, 229, 292, word study notebook, 1: 36, 37, 100,
144–145, 208–209, 272–273
293 5: 36, 37, 100, 101, 164, 165, 101, 164, 165, 228, 229, 292, 293
Signal words, 1: S15, 25Q, 84 2: 84, 89K, 228, 229, 292, 293 6: 36, 37, 100, 2: 36, 37, 100, 101, 164, 165, 228,
110, 115, 222 3: 174, 212, 217C, 239 101, 164, 165, 228, 229, 292, 293 229, 292, 293 3: 36, 37, 100, 101,
4: 18 5:148, 152, 158, 174, 175, 183, 190
error correction, 1: 37, 101, 165, 229, 164, 165, 228, 229, 292, 293 4: 36,
6: 84, 110, 115, 158, 217R, 222
293 2: 37, 101, 165, 229, 293 3: 37, 37, 100, 101, 164, 165, 228, 229, 292,
Silent letters. See Phonics/Word Study. 101, 165, 229, 293 4: 37, 101, 165, 293 5: 36, 37, 100, 101, 164, 165,
Similes. See Literary devices: figurative 229, 293 5: 37, 101, 165, 229, 293 228, 229, 292, 293 6: 36, 37, 100,
language. 6: 37, 101, 165, 229, 293 101, 164, 165, 228, 229, 292, 293
BM28 INDEX
INDEX
words changing y to i, 5: 162 setting, 1: 326 2: 326 3: 326, 327 interactive whiteboard, 1: 4, 36, 68,
words from around the world, 4: 326 5: 326 6: 326 100, 132, 164, 196, 230, 260 2: 4,
5: 100–101, 126 stage directions, 1: 326 3: 326 36, 68, 100, 132, 164, 196, 228,
4: 150, 153B, 327 260, 292 3: 4, 100, 164, 196, 260
words from mythology, 6: 292–293,
4: 4, 68, 132, 196, 260, 292 5: 4,
318 poetry
36, 68, 132, 196, 230, 260 6: 4, 36,
words with absorbed prefixes, meter, 4: 352 68, 100, 132, 164, 196, 260, 292
6: 228–229, 254 rhythm, 4: 352 music links, 1: xii 2: xii 3: xii 4: xii
words with closed syllables, 2: 164– 5: xii 6: xii
stanza, 4: 352
165, 190
Study skills. See also Text features. research online, 1: 329 2: 329 3: 329
words with consonant alternation, 4: 329 5: 329 6: 329
4: 292–293, 318 computers, using. See Computer
Literacy. student center. See ConnectED.
words with consonant + le syllables,
2: 292–293, 318 dictionary. See Dictionary, using. teacher tools, 1: T1 2: T1 3: T1 4: T1
library and media center, using, 5: T1 6: T1
words with Greek roots, 5: 228–229,
254 electronic and print card catalog, research strategies. See Computer
using, 4: 330 5: T1, 28 Literacy: research.
words with inflectional endings,
2: 100–101, 126 Internet and keyword searches, Test Strategy. See Assessment.
words with Latin roots, 5: 164–165, 2: 329 4: 330 Text complexity. See Access complex
190 parts of a book, using text.
words with long vowels, 1: 100–101, entry words, 1: S16, S27
Text connections, 1: 57, 121, 185, 249,
126 3: 36–37, 62 313 2: 57, 121, 185, 249, 313 3: 57, 121,
glossary, 1: S27 5: 220 185, 249, 313 4: 57, 121, 185, 249, 313
words with open syllables, 2: 228–229,
guide words, 1: S16, S27 5: 220 5: 57, 121, 185, 249, 313 6: 57, 121, 185,
254
headings, 5: 220 249, 313
words with plurals s and es, y to i,
2: 36–37, 62 preface, 5:121 text to text, 1: S36, 25T, 29, 41, 49, 53,
59, 89T, 93, 105, 113, 117, 123, 153T,
words with prefixes, 3: 228–229, 254 pronunciation key 1: S27
157, 169, 177, 181, 187, 217T, 221,
4: 164–165, 190 table of contents, 2: 28 5: 220 233, 241, 245, 251, 281F, 285, 297,
words with Greek and Latin prefixes skimming and scanning, 1: 328 2: 328 305, 309, 315 2: 25R, 29, 41, 49, 53,
co-, trans-, pro-, sub-, in-, com- and 3: T1, 328 4: 328 5: 328 6: 328 59, 89N, 93, 105, 113, 117, 123, 153V,
post-, 4: 228–229, 254 157, 169, 177, 181, 187, 217V, 221,
Subject-verb agreement. See
words with r-controlled vowel, Grammar: subject-verb agreement. 233, 241, 245, 251, 281F, 285, 297,
3: 100–101 305, 309, 315 3: 25P, 29, 41, 49, 53,
Suffixes. See Phonics/Word Study: 59, 89P, 93, 105, 113, 117, 123, 153R,
words with r-controlled vowel words with suffixes; Vocabulary:
syllables, 1: 126, 228–229 157, 169, 177, 181, 187, 217T, 221,
suffixes. 233, 241, 245, 251, 281F, 285, 297,
words with short vowels, 1: 36–37, 62 Summarize. See Comprehension 305, 309, 315 4: 25T, 29, 41, 49, 53,
words with suffixes, 4: 164–165, 190 strategies: summarize. 59, 89R, 93, 105, 113, 117, 123, 153P,
words with -able, -ible, 6: 36–37, 62 Syllable Speed Drills. See Fluency: 157, 169, 177, 181, 187, 217P, 221,
words with -ance, -ence, -ant, -ent, Syllable Speed Drill. 233, 241, 245, 251, 281F, 285, 305,
6: 100–101, 126 309, 315 5: 25V, 29, 41, 49, 53, 59,
Symbolism, 6: 276
89V, 93, 105, 113, 117, 123, 153R,
words with Greek suffixes, 6: 164– Synonyms. See Spelling: synonyms; 157, 169, 177, 181, 187, 217T, 221,
165, 190 Vocabulary: synonyms. 233, 241, 245, 251, 281F, 285, 297,
words with -ion and -tion, 3: 292– 305, 309, 315 6: 25V, 29, 41, 49, 53,
293, 318, 4: 36–37, 62 59, 89T, 93, 105, 113, 117, 123, 153V,
words with -ive, -age, -ize, 5: 292–
293, 318
words with vowel alternation,
T 157, 169, 177, 181, 187, 217V, 221,
233, 241, 245, 251, 281F, 285, 297,
305, 309, 315
4: 100–101, 126 Talk About It. See Oral language. text to world, 1: 25P, 89R, 153R, 217P
words with vowel teams, 1: S29 Teamwork, rules of. See Listening: 2: 25P, 89L, 153R, 217R, 281D 3: 25N,
3: 36–37, 42, 62, 170 89N, 153N, 217P, 281D 4: 25R, 89N,
teamwork.
Structural Analysis. See Phonics/Word 153L, 217L, 281D 5: 25R, 89R, 153N,
Technology. See also Computer Literacy. 217P 6: 25R, 89R, 153R, 217R, 281D
Study; Vocabulary.
online instruction Text evidence, 1: S12, S24, S36, 25P, 89R,
Structural elements
assessment. See Assessment: 153R, 217P, 281D 2: 25P, 89L, 153R,
drama digital. 217R, 281D 3: 25N, 89N, 153N, 217P
cast of characters, 1: 326 2: 326 4: 25R, 89N, 153L, 217L, 281D 5: 25R,
for lesson plans, 1: 7, 71, 135, 199,
3: 326 4: 326 5: 326 6: 326 89R, 153N, 217P 6: 25R, 89R, 153R,
263 2: 7, 71, 135, 199, 263 3: 7, 71,
dialogue, 4:150, 153C, 153G, 158, 135, 199, 263 4: 7, 71, 135, 199, 217R, 281D
168, 176, 180 263 5: 7, 71, 135, 199, 263 6: 7, 71, Text features, 4: 358 6: T1. See also
scene, 4: 150 5: 327 135, 199, 263 Informational text.
INDEX BM29
captions, 1: 150, 153M 5: 217D 6: 22, 25K, 45, 50, 54, 76–77, 89F, 89H, 89J,
153G, 358
charts, 2: 25C, 86
diagrams, 1: 150, 217B, 217D, 358 2: 86
109, 114, 118, 140–141, 153E, 153H,
153J, 173, 178, 182, 204–205, 217F,
217J, 217K, 237, 242, 246, 268–269,
V
5: 150, 214 6: 22, 217F 281B, 281C, 301, 306, 310, 357, 358, Venn diagram. See Graphic organizers:
359 6: 12–13, 25B, 25I, 25K, 45, 50, 54, diagrams.
process, 1: 217B
76–77, 89D, 89G, 89L, 109, 114, 118, Verbs. See Grammar: verbs.
flowcharts, 3: 278, 281C 6: 150 140–141, 153D, 153F, 153L, 173, 178, Visual elements. See Text features.
graphs, 1: 278, 281C 5: 278 182, 204–205, 217D, 217E, 217L, 237,
Vocabulary. See also Phonics/Word
guide words, 1: S16, S27 2: 28 5: 220 242, 246, 268–269, 301, 306, 310, 357, Study.
6: 28 358, 359
academic vocabulary, 1: 38, 61, 102,
headings, 1: 150 Third-person point of view. See Point 125, 166, 189, 230, 253, 294, 317
illustrations, 1: 86, 89B 2: 25B, 217B, of view: third-person. 2: 38, 61, 102, 125, 166, 189, 230,
217E 3: 25B, 89B, 153B, 217B, 358 Time for Kids 253, 294, 317 3: 38, 61, 102, 125,
4: 217B 5: 89B 6: 25C, 217B 166, 189, 230, 253, 294, 317 4: 38,
“Economic Roller Coaster, The,”
labels, 1: 150 2: 86 4: 150 5: 214 61, 102, 125, 166, 189, 230, 253, 294,
1: 281E–281F 317 5: 38, 61, 102, 125, 166, 189,
maps, 1: 214, 217I, 358 2: 22 5: 150,
“Is Your City Green?,” 3: 272–273 230, 253, 294, 317 6: 38, 61, 102,
153L 6: 22, 25K, 358
“Making Money: A Story of Change,” 125, 166, 230, 253, 294, 317
models, 1: 214 5: 214
1: 272–273 adages, 5: 88, 89G, 89R, 103, 109, 114,
multiple-step instructions, 118, 121, 125 6: 88, 89B, 89R, 103,
6: 153U–153V “Modern Transit for an Ancient City,”
109, 114, 118, 121, 125, 328
3: 281E–281F
photographs, 1: 150, 153B, 217B, 358 analogies, 2: 165 3: 93 5: 37
4: 22, 25B, 25L, 86, 89B, 89G 5: 217B Out of This World, 5: 281A–281D
antonyms, 1: S15, S16 3: 280, 281D,
6: 22, 153I, 214, 358 “Space Shuttles on the Move,” 295, 301, 306, 310, 313, 317 4: 102
primary sources, 4: 22 6: 86, 89H, 358 5: 281E–281F
Approaching Level Options for.
quotations, 4: 22, 25O 6: 217Q Stewards of the Environment, See Approaching Level Options:
sidebars, 1: 278, 281C 2: 89D, 358 3: 281A–281D vocabulary.
3: 278 4: 25D 5: 278 “Tools of the Explorer’s Trade,” base words/root words, 1: S28
surveys, 6: 284 5: 272–273 Beyond Level Options for. See Beyond
tables, 4: 86 Using Money, 1: 281A–281D Level Options: vocabulary.
technical terms, 6: 150, 153B Timelines. See Text features. building, 1: S8, 38–39, 102–103, 166-
timelines, 2: 22, 25N 6: 25O 167, 230–231, 294–295 2: 38–39,
Timed-reading. See Fluency: timed-
102–103, 166-167, 230–231,
Text structure. See Comprehension reading. 294–295 3: 38–39, 102–103, 166-
skills: text structure. Titles of works. See Grammar: titles of 167, 230–231, 294–295 4: 38–39,
Theme. See Comprehension skills: theme/ works. 102–103, 166-167, 230–231,
central message. 294–295 5: 38–39, 102–103, 166-
Topic development. See Writer’s Craft:
Thesaurus, 1: S16 2: 167 3: 152, 166, 231, 167, 230–231, 294–295 6: 38–39,
topic development.
280 5: 166 6: 167 102–103, 166-167, 230–231,
Transfer skills, 1: 63, 127, 191, 255, 319 294–295
Think Aloud, 1: S12, S13, S14, S17, S18, 2: 63, 127, 191, 255, 319 3: 63, 127, 191,
S24, S25, S26, S27, S36, 12–13, 25C, 25F, compound words, 1: 282, 298–299
255, 319 4: 63, 127, 191, 255, 319 5: 63,
25J, 45, 50, 54, 76–77, 89C, 89F, 89N, connect to words, 1: 38, 102, 166, 230,
127, 191, 255, 319 6: 63, 127, 191, 255,
109, 114, 118, 140–141, 153F, 153H, 294 2: 38, 102, 166, 230, 294 3: 38,
153L, 153O, 173, 178, 182, 204–205, 319
102, 166, 230, 294 4: 38, 102, 166,
217E, 217K, 217M, 237, 242, 246, 268– Transfer sounds, 1: 26, 90, 154, 218, 282 230, 294 5: 38, 102, 166, 230, 294
269, 281B, 301, 306, 310, 357, 358, 359 2: 26, 90, 154, 218, 282 3: 26, 90, 154, 6: 38, 102, 166, 230, 294
2: 12–13, 25C, 25H, 25J, 25M, 45, 50, 218, 282 4: 26, 90, 154, 218, 282 5: 26, connect to writing, 1: 39, 103, 167,
54, 76–77, 89B, 89H, 89I, 109, 114, 118, 90, 154, 218, 282 6: 26, 90, 154, 218, 231, 295 2: 39, 103, 167, 231, 295
140–141, 153F, 153J, 153N, 173, 178, 282 3: 39, 103, 167, 231, 295 4: 39, 103,
182, 204–205, 217G, 217L, 217N, 237, 167, 231, 295 5: 39, 103, 167, 231,
242, 246, 268–269, 301, 306, 310, 357, 295 6: 39, 103, 167, 231, 295
U
358, 359 3: 12–13, 25D, 25F, 25J, 45,
connotation, 2: 152, 153H, 153R, 167,
50, 54, 76–77, 89C, 89G, 89L, 109, 114,
173, 182, 185, 189, 294 3: 166 5: 166,
118, 140–141, 153D, 153G, 153I, 173,
280, 281B, 281D, 295, 306, 310, 313,
178, 182, 204–205, 217D, 217H, 217K,
317 6: 294, 301
237, 242, 246, 268–269, 281C, 301, 306, Unit projects, 1: T1, 330–333 2: T1,
310, 357, 358, 359 4: 12–13, 25C, 25H, 330–333 3: T1, 330–333 4: T1, 330–333 content, 1: 327 2: 344, 347 4: 89C, 89D
25J, 45, 50, 54, 76–77, 89F, 89I, 89K, 5: 286, 318 6: 335
5: T1, 330–333 6: T1, 330–333. See also
109, 114, 118, 140–141, 153E, 153H, Research and inquiry. context clues, 1: S15, S28, 25G, 25P,
153J, 173, 178, 182, 204–205, 217D, 38–39, 57, 89K, 89N, 102, 121, 125,
217H, 217I, 237, 242, 246, 268–269, 301, Unit writing. See Writing process. 217L 3: 25G, 25N, 57, 89I, 89N, 121,
306, 310, 357, 358, 359 5: 12–13, 25F, 217F, 217P, 249, 358 4: 25E, 25R, 57
BM30 INDEX
INDEX
5: 153F, 153N, 185, 217H, 217P, 249 300, 317 3: 44, 61, 108, 125, 172, reinforcing, 1: 39, 103, 167, 231, 295
6: 153E, 153H, 153R, 185 189, 236, 253, 300, 317 4: 44, 61, 2: 39, 103, 167, 231, 295 3: 39, 103,
cause and effect, 5: 152, 153F, 108, 125, 172, 189, 236, 253, 300, 167, 231, 295 4: 39, 103, 167, 231,
167,173, 182, 189 6: 102 317 5: 44, 61, 108, 125, 172, 189, 295 5: 103, 167, 231, 295 6: 39, 103,
236, 253, 300, 317 6: 44, 60, 61, 108, 167, 231, 295
comparisons, 6: 152, 153E, 153R, 124, 125, 172, 188, 189, 236, 252,
167, 173, 182, 189, 230 related words, 1: 39, 103, 167, 231, 295
253, 300, 316, 317 2: 39, 103, 167, 231, 295 3: 39, 103,
definition, 1: S15 5: 216, 231, 237, homographs, 4: 216, 217I, 217L, 231, 167, 231, 295 4: 39, 103, 167, 231,
242 237, 242, 246, 249, 253 5: 230 295 5: 103, 167, 231, 295 6: 39, 103,
examples, 1: S15 6: 217D 167, 231, 295
paragraph and surrounding word homophones, 4: 152, 153C, 153L, 167, review, 1: S8, 38, 44, 50, 54, 60, 102,
clues, 1: 88, 89G, 103, 109, 114, 173, 185, 189 5: 294 108, 114, 118, 124, 166, 172, 178,
118, 166, 217L, 294 3: 88, 89I, 103, hyperbole, 6: 280, 281C, 281D, 295, 182, 188, 230, 236, 242, 246, 252,
109, 114, 118, 125, 216, 217P, 230, 301, 306, 310, 313, 317 294, 300, 306, 310, 316 2: 39, 44, 50,
237, 242, 246, 253, 294 4: 24, 39, 54, 60, 103, 108, 114, 118, 124, 167,
idiomatic expressions, 4: 280
45, 50, 54, 61 172, 178, 182, 188, 231, 236, 242,
idioms, 4: 88, 89H, 89N, 103, 109, 114, 246, 252, 295, 300, 306, 310, 316
restatements, 1: S15 5: 216, 231,
118, 121, 125, 166, 281B, 281D, 295, 3: 38, 44, 50, 54, 60, 102, 108, 114,
242, 246
301, 306, 310, 313, 317, 328 118, 124, 166, 172, 178, 188, 230,
sentence clues, 1: S15, 24, 45, 50, 54,
inflectional endings, 1: 38, 102, 166, 236, 242, 246, 252, 294, 300, 306,
61, 230
230, 294 2: 38, 102, 166, 230, 294 310, 316 4: 38, 44, 50, 54, 60, 102,
syntactic cues, 3: 24, 39, 45, 50, 54, 3: 38, 102, 166, 230, 294 4: 38, 102, 108, 114, 118, 124, 166, 172, 178,
61, 231 166, 230, 294 5: 38, 102, 166, 230, 188, 230, 236, 242, 246, 252, 294,
define/example/ask routine, 1: S7, 14, 294 6: 38, 102, 166, 230, 294 300, 306, 310, 316 5: 44, 50, 54, 60,
78, 142, 206, 270 2: 14, 78, 142, 206, Latin prefixes, 1: S28 2: 88, 89F, 89L, 102, 108, 114, 118, 124, 166, 172,
270 3: 14, 78, 142, 206, 270 4: 14, 103, 109, 114, 118, 121, 125, 358 178, 182, 188, 230, 236, 242, 246,
78, 142, 206, 270 5: 14, 78, 142, 206, 3: 102 252, 294, 300, 306, 310, 316 6: 38,
270, 313 6: 14, 78, 142, 206, 270 44, 50, 54, 60, 102, 108, 114, 118,
Latin roots, 1: S28 2: 24, 25F, 25M, 25P,
denotation, 2: 152, 153H, 153R, 167, 124, 166, 172, 178, 182, 188, 230,
39, 45, 50, 54, 57, 61, 230 6: 24, 25C,
173, 182, 185, 189, 294 3: 166 5: 166, 25R, 39, 45, 50, 54, 57, 61 236, 242, 246, 252, 294, 300, 306,
280, 295, 301, 306, 310, 317 6: 294 310, 316
Latin suffixes, 1: S28 2: 216, 217H,
dictionary, using, 1: S27, S28, 39, 103, 217K, 217R, 231, 237, 242, 246, 249, root words, 1: 280, 301, 306, 310, 317,
167, 231, 295 2: 39, 103, 167, 231, 253 3: 38 6: 38 2: 102, 166
295 3: 39, 103, 167, 231, 280, 295 metaphor, 1: 216, 217L, 217P, 231, 237, similes, 1: 216, 231, 237, 242, 253
4: 39, 103, 167, 231, 295 5: 39, 167, 242, 246, 249, 253 4: 230 4: 230
231, 295 6: 39, 103, 167, 231, 295 strategies, 1: 24, 88, 152, 216, 280
morphology, 1: S28, 39, 103, 167, 231,
domain-specific words, 1: 54, 118, 182, 295 2: 39, 103, 167, 231, 295 3: 39, 2: 24, 88, 152, 216, 280 3: 24, 88,
246, 310, 328 2: 54, 118, 182, 246, 103, 167, 231, 295 4: 39, 103, 167, 152, 216, 280 4: 24, 88, 152, 216, 280
310, 328 3: 54, 118, 182, 246, 310, 231, 295 5: 39, 103, 167, 231, 295 5: 24, 88, 152, 216, 280 6: 24, 88,
328 4: 54, 118, 182, 246, 310 5: 54, 6: 39, 103, 167, 231, 295 152, 216, 280
118, 182, 246, 310, 328 6: 54, 118, suffixes, 1: S17 2: 216, 231, 237, 242,
multiple-meaning words, 1: S27
182, 246, 310 246, 253 3: 38, 152, 173, 182, 189,
3: 88–89 4: 217J 5: 25D, 217J 6: 25H,
example sentences, 1: S16 6: 216 25J 306 4: 294 6: 38
for English Language Learners. On Level Options for. See On Level synonyms, 1: S15, S16 3: 280, 294, 301,
See English Language Learners: Options: vocabulary. 310, 317 4: 102
vocabulary. teach words, 1: 14, 38–39, 60, 78,
personification, 2: 280, 301, 306, 310,
glossary, using, 1: S27, 186, 250, 314 313, 317 4: 38 102–103, 124, 142, 166–167, 188,
2: 28, 122 3: 186, 250, 314 4: 122 206, 230–231, 252, 270, 294–295,
prefixes, 1: S17 2: 88, 103, 109, 114,
5: 186, 220, 250, 314 6: 28, 122, 186, 316 2: 14, 38–39, 60, 78, 102–103,
118, 125 3: 102, 152, 153J, 153N,
250 124, 142, 166–167, 188, 206, 230–
173, 182, 185 4: 294
Greek prefixes, 1: S28 2: 88, 89F, 89L, 231, 252, 270, 294–295, 316 3: 14,
preteaching, 1: 14, 60, 78, 124, 142, 38–39, 60, 78, 102–103, 124, 142,
103, 109, 114, 118, 121, 125, 358 188, 206, 252, 270, 316 2: 14, 60,
3: 102 166–167, 188, 206, 230–231, 252,
78, 124, 142, 188, 206, 252, 270, 316 270, 294–295, 316 4: 14, 38–39, 60,
Greek roots, 1: S28, 152, 153I, 153R, 3: 14, 60, 78, 124, 142, 188, 206, 252, 78, 102–103, 124, 142, 166–167, 188,
167, 173, 182, 185, 189, 313 2: 38 270, 316 4: 14, 60, 78, 124, 142, 188, 206, 230–231, 252, 270, 294–295,
6: 166, 216, 217O, 217R, 231, 237, 206, 252, 270, 316 5: 14, 60, 78, 124, 316 5: 14, 38–39, 60, 78, 102–103,
242, 246, 249, 253 142, 188, 206, 252, 270, 316 6: 14, 124, 142, 166–167, 188, 206,
Greek suffixes, 1: S28 2: 216, 217H, 60, 78, 124, 142, 188, 206, 252, 270, 230–231, 252, 270, 294–295, 316
217K, 217R, 231, 237, 242, 246, 249, 316 6: 14, 38–39, 60, 78, 102–103, 124,
253 3: 38 6: 38 pronunciation and meaning, 1: S27 142, 166–167, 188, 206, 230–231,
high-frequency words, 1: 44, 60, 61, proverbs, 5: 88, 89G, 89R, 103, 109, 252, 270, 294–295, 316
108, 125, 172, 189, 236, 300 2: 44, 114, 118, 121, 125 6: 88, 89B, 89R, thesaurus, 1: S16 2: 167 3: 152, 166,
61, 108, 125, 172, 188, 189, 236, 253, 103, 109, 114, 118, 121, 125 231, 280 5: 166 6: 167
INDEX BM31
tiers of words, 1: S8 Write About Vocabulary, 1: 39, 103,
unfamiliar words, 1: S28
using resources to acquire, 1: S7,
S8. See also Language: reference
W 167, 231, 295 2: 39, 103, 167, 231, 295
3: 39, 103, 167, 231, 295 4: 39, 103, 167,
231, 295 5: 39, 103, 167, 231, 295 6: 39,
Weekly contract, 1: 4, 68, 132, 196, 260 103, 167, 231, 295
materials.
2: 4, 68, 132, 196, 260 3: 4, 68, 132, 196, Write to Sources, See Write About
vocabulary words, 1: 14, 38, 44, 50, 54, 260 4: 4, 68, 132, 196, 260 5: 4, 68, 132, Reading.
60, 78, 102, 108, 114, 118, 124, 142, 196, 260 6: 4, 68, 132, 196, 260 Writer’s checklist, 1: 33, 97, 161, 225,
166, 172, 178, 182, 188, 206, 230, Weekly projects, 1: T1, 28, 92, 156, 220, 289, 347, 353 2: 33, 97, 161, 225, 289,
236, 242, 246, 252, 270, 294, 300, 284 2: T1, 28, 92, 156, 220, 284 3: T1, 28, 347, 353 3: 33, 97, 161, 225, 289, 347,
306, 310, 316 2: 14, 38, 44, 50, 54, 92, 156, 220, 284 4: T1, 28, 92, 156, 220, 353 4: 33, 97, 161, 225, 289, 347, 353
60, 78, 102, 108, 114, 118, 124, 142, 284 5: T1, 28, 92, 156, 220, 284 6: T1, 28, 5: 33, 97, 161, 225, 289, 347, 353 6: 33,
166, 172, 178, 182, 188, 206, 230, 92, 156, 220, 284 97, 161, 225, 289, 347, 353
236, 242, 246, 252, 270, 294, 300, Word origins. See Phonics/Word Study; Writer’s Craft. See also Writing traits.
306, 310, 316 3: 14, 38, 44, 50, 54, Vocabulary. beginning, middle, end, 1: 345
60, 78, 102, 108, 114, 118, 124, 142, Word sorts. See Spelling: word sorts. capitalization, 4: 25I
166, 172, 178, 182, 188, 206, 230,
236, 242, 246, 252, 270, 294, 300,
Word study. See Leveled Workstation character development, 4: 158,
Activity Cards. 160–161, 346, 351
306, 310, 316 4: 14, 38, 44, 50, 54, 60,
78, 102, 108, 114, 118, 124, 142, 166, Write About Reading, 1: T1, S14, S24, content words, 2: 347 5: 286, 288–289,
172, 178, 182, 188, 206, 230, 236, S36, 20, 25P, 25R, 25S, 29, 39, 41, 49, 53, 318, 352 6: 347
246, 252, 270, 295, 300, 306, 310, 59, 84, 89R, 93, 103, 105, 113, 117, 123, denotation and connotation, 6: 286,
148, 153R, 153U, 157, 167, 169, 177, 288–289, 318
316 5: 14, 38, 44, 50, 54, 60, 78, 102,
181, 187, 212, 217P, 217R, 217S, 221,
108, 114, 118, 124, 142, 166, 172, details, 1: S33, 347, 352 2: 30, 32–33,
231, 233, 241, 245, 251, 276, 281D, 285,
178, 182, 188, 206, 230, 236, 242, 62,126
295, 297, 305, 309, 315, 329, 339 2: T1,
246, 252, 270, 294, 300, 306, 310, 20, 25P, 29, 39, 41, 49, 53, 59, 84, 89L, develop the topic, 2: 345
316 6: 14, 38, 44, 50, 54, 60, 78, 102, 89N, 93, 103, 105, 113, 117, 123, 148, dialogue, 1: 352 4: 190
108, 114, 118, 124, 142, 166, 172, 153R, 157, 167, 169, 177, 181, 187, 212, figurative language, 4: 353
178, 182, 188, 206, 230, 236, 242, 217R, 217T, 217U, 221, 231, 233, 241,
246, 252, 270, 294, 300, 306, 310, focus,
245, 251, 276, 281D, 285, 297, 305, 309,
316. See also Approaching Level 315, 329, 339 3: T1, 20, 25N, 29, 39, 41, on a single object, 1: 158
Options: vocabulary; Beyond Level 44, 49, 53, 59, 84, 89N, 89P, 93, 103, 105, on a topic, 1: 158, 160–161 5: 345
Options: vocabulary; On Level 113, 117, 123, 148, 153N, 153P, 153Q, on setting, 1: 30 4: 222
Options: vocabulary; Vocabulary: 157, 167, 169, 177, 181, 187, 212, 217S, on showing, 4: 158 6: 222
content. 221, 231, 233, 241, 245, 251, 276, 285,
295, 297, 305, 309, 315, 329, 339 4: T1, formal and informal language, 2: 353
word origins, 1: S27, S28 5: 24, 39, 45, 3: 353
20, 25R, 29, 39, 41, 49, 53, 59, 84, 89N,
50, 54, 61, 102 linking words, 2: 346
89P, 89Q, 93, 103, 105, 113, 117, 123,
word parts, 1: 295 148, 153L, 153N, 153O, 157, 167, 169, logical order, 3: 345 5: 158, 160–161,
word squares, 1: 39, 103, 167, 231, 295 177, 181, 187, 212, 217L, 217O, 221, 351 6: 345, 351
2: 39, 103, 167, 231, 295 3: 39, 103, 231, 233, 241, 245, 251, 276, 281D, 285, opposing claims and
167, 231, 295 4: 39, 103, 167, 231, 295, 297, 305, 309, 315, 329, 339 5: 20, counterarguments, 3: 286, 288–
295 5: 39, 103, 167, 231, 295 6: 39, 25R, 25T, 25U, 29, 41, 49, 53, 59, 84, 89R, 289, 318
103, 167, 231, 295 89T, 89U, 93, 105, 113, 117, 123, 148,
plot development, 4: 222, 224–225,
153N, 153P, 153Q, 157, 169, 177, 181,
word study notebook, 1: 38, 39, 102, 254
187, 212, 217P, 217R, 217S, 233, 241,
103, 166, 167, 230, 231, 294, 295 245, 251, 276, 285, 297, 305, 309, 315, precise language, 2: 286, 288–289,
2: 38, 39, 102, 103, 166, 167, 230, 329, 339 6: T1, 20, 25R, 25T, 25U, 29, 318, 347, 352
231, 294, 295 3: 38, 39, 102, 103, 39, 41, 49, 53, 59, 84, 89R, 93, 103, 105, relevant evidence, 3: 158, 160–161,
166, 167, 230, 231, 294, 295 4: 38, 113, 117, 123, 148, 153R, 153T, 153U, 190, 346 6: 346
39, 102, 103, 166, 167, 230, 231, 294, 157, 167, 169, 177, 181, 187, 212, 217R, relevant information, 5: 346
295 5: 38, 39, 102, 103, 166, 167, 217T, 217U, 231, 233, 241, 245, 251,
sensory detail, 4: 286, 288–289, 318,
230, 231, 294, 295 6: 38, 39, 102, 276, 281D, 285, 295, 297, 305, 309, 315, 353
103, 166, 167, 230, 231, 294, 295 329, 339
sentence structure variation, 5: 353
word wall, 1: S8 analyze, 1: 276 2: 84, 148, 153R, 212, 6: 30, 32–33, 62
word webs, 1: 39, 167, 231, 295 2: 39, 276 3: 89N, 212 4: 20, 25R, 84, 148,
153L, 212, 276, 281D 5: 20, 276 sequence, 1: 351 4: 30, 32–33, 62
167, 231 3: 103, 167, 231, 295 4: 39, 6: 158, 160–161, 190
6: 217R
103, 167, 231, 295 5: 39, 103, 295 showing, 4:158 6: 222
6: 39, 167, 231 summarize, 1: S14, S24, 84, 148, 153R,
212, 217P 2: 20, 89L 3: 20, 84, 148, strong conclusions, 2: 158, 160–161
Vocabulary acquisition. See Language: 153N, 276 4: 217L 5: 84, 89R, 212, 3: 94, 96–97, 126, 352 5: 347
Vocabulary acquisition. 217P 6: 20, 84, 148, 153R, 212, 276, strong openings, 1: 30, 32–33, 62
281D 4: 345
BM32 INDEX
INDEX
strong paragraphs, 5: 222, 224–225, informative/explanatory, 1: S34, 158, 225, 288, 289, 6: 32, 33, 96, 97, 160,
254 222, 286 2: 30, 94, 286, 344–349, 161, 224, 225, 288, 289, 346, 349,
strong verbs, 3: 86 350–355 5: 158, 222, 286, 344–349, 352, 355
350–355 6: 158, 222 topic, 1: 158–161, 345, 351 2: 94–97,
strong words, 1: 94, 96–97, 126 5: 94,
96–97, 126 literary devices in, 1: 351. See also 345, 351 3: 345, 351 4: 345, 351
Literary devices. 5: 345, 351 6: 345, 351
style and tone, 1: 222, 224–225, 254
3: 222, 224–225, 254 6: 94, 96–97, logical order, 3: 345 5: 158–161, 351 using graphic organizers for, 1: 33, 62,
352 6: 158 97, 126, 161, 190, 254, 318, 345, 351
minilessons, 1: 32, 62, 96, 126, 160, 2: 33, 62, 97, 126, 161, 190, 225, 254,
time-order words, 6: 222, 224–225
190, 224, 254, 288, 318, 345, 346, 289, 318, 345, 351 3: 33, 62, 97, 126,
topic development, 1: 190 2: 94, 96–97 161, 190, 225, 289, 318, 345, 351
347, 351, 352, 353 2: 32, 96, 126,
topic sentence, 2: 345 5: 254 160, 190, 224, 254, 288, 318, 345, 4: 33, 62, 97, 126, 161, 190, 225, 254,
transitions, 1: 286, 288–289, 318, 346 346, 347, 351, 352, 353 3: 32, 62, 96, 289, 345, 351 5: 33, 62, 161, 190,
2: 222, 224–225 3: 30, 32–33 4: 94, 126, 160, 190, 224, 254, 288, 318, 225, 254, 289, 345, 351 6: 33, 62, 97,
96–97 5: 30, 32–33 345, 346, 347, 351, 352, 353 4: 32, 126, 161, 190, 225, 254, 289, 318,
62, 96, 126, 160, 190, 224, 254, 288, 345, 351
clarify ideas and relationships,
3: 347, 351 5: 353 6: 353 318, 345, 346, 347, 351, 352, 353 workstation activity cards. See Leveled
5: 32, 62, 96, 126, 160, 190, 224, 254, Workstation Activity Cards.
convey sequence, 1: 318, 346, 351 288, 318, 345, 346, 347, 351, 352,
2: 254 3: 62 4: 126 5: 62 6: 254 Writing forms
353 6: 32, 62, 96, 126, 160, 190, 224,
phrases and clauses, 6: 353 254, 288, 318, 345, 346, 347, 351, argument essay, 3: T1, 350–355 6: T1,
voice, 6: 353 352, 353 344–349
Writer’s Notebooks, 1: S33, 35, 44, 99, narrative, 1: S34 article, 5: 348, 354 6: 331
108, 163, 172, 227, 236, 291, 300, 345, fiction (imagined), 1: 30, 94 2: 158 autobiography, 1: 344–349
351 2: 31, 35, 44, 95, 99, 108, 159, 163, 3: 30, 94 4: 158, 222, 286 5: 30, 94 bibliography, 4: 28 5: 92, 330, 348, 354
172, 223, 227, 236, 287, 291, 300, 345, personal (real), 3: 94, 222, 344–349, 6: 331
351 3: 35, 44, 99, 108, 163, 172, 227, 350–355 5: 94 descriptive/expressive writing, 1: S33
236, 291, 300, 345, 351 4: 35, 44, 99,
108, 163, 172, 227, 236, 291, 300, 345, peer conference, 1: S34, 33, 97, 161, dialogue, 4: 158, 160, 190
351 5: 35, 44, 99, 108, 163, 172, 227, 225, 289, 347, 353 2: 33, 97, 161,
directions, 2: 344, 350 6: 158
236, 291, 300, 345, 351 6: 31, 35, 44, 95, 225, 289, 347, 353 3: 33, 97, 161,
225, 289, 347, 353 4: 33, 97, 161, essay, 2: 344–349 3: 350–355
99, 108, 159, 163, 172, 223, 227, 236,
287, 291, 300, 345, 351 225, 289, 347, 353 5: 33, 97, 161, explanatory writing, 2: T1, 344–349
225, 289, 347, 353 6: 33, 97, 161, expository writing, 6: 247
Writing. See also Leveled Workstation 225, 289, 347, 353
Activity Cards; Scoring rubrics: fictional narrative, 1: 30 4: T1, 344–349
writing; Write About Reading; Writer’s present, 1: S33, 348, 354 2: 348, 354
3: 348, 354 4: 348, 354 5: 348, 354 how-to, 2: 344
checklist; Writer’s Craft; Writing forms;
6: 348, 354 interview, 2: 92 4: 156 6: 284, 331
Writing process; Writing traits.
purpose, 1: 222, 223, 224, 345, 351 journal entry, 1: 348, 354. See also
argument, 1: S34 3: 286, 344–349,
2: 345, 351 3: 222, 345, 351 4: 345, Writer’s notebook.
350–355 6: 344–349, 350–355
351 5: xii, 345, 351 6: 94, 286, 345, letters
audience and purpose, 1: 345, 351 351
2: 345, 351 3: 345, 351 4: 345, 351 business, 2: 35, 350
5: xii, 345, 351 6: 345, 351 Reading/Writing Connection. See
formal, 2: 350–355
Write About Reading.
character development, 4: 158–161, to editor, 3: 354 6: 348
190 5: 89M showing. See Writer’s Craft: showing.
news or magazine article, 1: 331
daily, 1: T1 2: T1 3: T1 4: T1 5: T1 6: T1 Student Model, Using, 1: 30, 94, 158,
222, 286, 346, 347, 348, 352, 353, personal narrative, 1: T1, 350–355
Expert Model, using, 1: S33, 30, 62, 94, 354 2: 30, 94, 158, 222, 286, 346, persuasive
126, 158, 190, 222, 254, 286, 318, 347, 348, 352, 353, 354 3: 30, 94,
344, 350 2: 30, 62, 94, 126, 158, 190, advertisements, 3: 220 5: 156 6: 330
158, 222, 286, 346, 347, 348, 352,
222, 254, 286, 318, 344, 350 3: 30, 353, 354 4: 30, 94, 158, 222, 286, essay, 3: 350–355
62, 94, 126, 158, 190, 222, 254, 286, 346, 347, 348, 352, 353, 354 5: 30, play, scene, 4: 158
318, 344, 350 4: 30, 62, 94, 126, 158, 94, 158, 222, 286, 346, 347, 348, 352, poem/poetry, 2: 286 4: 286, 350–355
190, 222, 254, 286, 318, 344, 350 353, 354 6: 30, 94, 158, 222, 286, 6: 286
5: 30, 62, 94, 126, 158, 190, 222, 254, 346, 347, 348, 352, 353, 354
286, 318, 344, 350 6: 30, 62, 94, 126, poster, 1: 291, 331 4: 331 6: 331
teacher conference, 1: S33, S34, 32, 33,
158, 190, 222, 254, 286, 318, 344, research reports, 5: 344–349, 350–355
96, 97, 160, 161, 224, 225, 288, 289,
350 response to literature. See Literary
346, 349, 352, 355 2: 32, 33, 96, 97,
features of, 1: 344, 350 2: 344, 350 160, 161, 224, 225, 288, 289, 346, response.
3: 344, 350 4: 344, 350 5: 344, 350 349, 352, 355 3: 32, 33, 96, 97, 160, review, 3: T1, 344–349 6: T1, 350–355
6: 344, 350 161, 224, 225, 288, 289, 346, 349,
short story, 5: 62
feedback and comments on, See 352, 355 4: 32, 33, 96, 97, 160, 161,
Writing: peer conference, teacher 224, 225, 288, 289, 346, 349, 352, summary, 5: 28
conference. 355 5: 32, 33, 96, 97, 160, 161, 224, survey, 4: 331 6: 284
INDEX BM33
Writing portfolio, 1: 335 2: 335 3: 335 340, 341 3: 32, 33, 96, 97, 160, 161, 224,
4: 335 5: 335 6: 335 225, 288, 289, 340, 341 4: 32, 33, 96, 97,
Writing process, 1: T1, 344–349, 160, 161, 224, 225, 288, 289, 340, 341
350–355 2: T1, 344–349, 350–355 3: T1, 5: 32, 33, 96, 97, 160, 161, 224, 225, 288,
344–349, 350–355 4: T1, 344–349, 289, 340 6: 32, 33, 96, 97, 160, 161, 224,
350–355 5: T1, 344–349, 350–355 6: T1, 225, 288, 289, 340, 341
344–349, 350–355 diagnostic, 1: S38
draft, 1: S33, 32, 33, 96, 97, 160, 161, Writing traits, 1: S33. See also Writer’s
224, 225, 288, 289, 346, 352 2: 32, checklist; Writer’s Craft.
33, 96, 97, 160, 161, 224, 225, 288, conventions, 1: S33, S34
289, 346, 352 3: 32, 33, 96, 97, 160,
ideas and content, 1: S33, S34, 158,
161, 224, 225, 288, 289, 346, 352
160–161, 190 2: 30, 32–33, 62, 94,
4: 32, 33, 96, 97, 160, 161, 224, 225,
96–97, 126 3: 158, 160–161, 190,
288, 289, 346, 352 5: 32, 33, 96, 97,
286, 288–289 4: 158, 160–161, 190,
160, 161, 224, 225, 288, 289, 346,
222, 224–225, 254
352 6: 32, 33, 96, 97, 160, 161, 224,
225, 288, 289, 346, 352 organization, 1: S33, S34, 30, 32–33,
62 2: 158, 160–161, 190, 351 3: 94,
edit, 1: 32, 33, 96, 97, 160, 161, 224,
96–97, 126, 351 4: 30, 32–33, 62
225, 288, 289, 348, 354 2: 32, 33, 96,
5: 190, 222, 224–225, 254 6: 190
97, 160, 161, 224, 225, 288, 289, 348,
354 3: 32, 33, 96, 97, 160, 161, 224, sentence fluency, 1: S33, S34, 286,
225, 288, 289, 348, 354 4: 32, 33, 96, 288–289, 318 2: 222, 224–225, 254
97, 160, 161, 224, 225, 288, 289, 348, 3: 30, 32–33, 62 4: 94, 96–97, 126
354 5: 32, 33, 96, 97, 160, 161, 224, 5: 30, 32–33, 62 6: 30, 32–33, 62
225, 288, 289, 348, 354 6: 32, 33, 96, voice, 1: S33, S34, 222, 224–225, 254
97, 160, 161, 224, 225, 288, 289, 348, 3: 222, 224–225, 254 6: 94, 96–97,
354 126
planning/prewriting, 1: 32, 33, 96, 97, word choice, 1: S33, S34, 94, 96–97,
160, 161, 224, 225, 288, 289, 345, 126 2: 286, 288–289, 318 4: 286,
351 2: 32, 33, 96, 97, 160, 161, 224, 288–289, 318 5: 94, 96–97, 126, 158,
225, 288, 289, 345, 351 3: 32, 33, 96, 160–161, 286, 288,–289, 318 6: 158,
97, 160, 161, 224, 225, 288, 289, 345, 160–161, 222, 224–225, 254, 286,
351 4: 32, 33, 96, 97, 160, 161, 224, 288–289, 318
225, 288, 289, 345, 351 5: 32, 33, 96,
97, 160, 161, 224, 225, 288, 289, 345,
351 6: 32, 33, 96, 97, 160, 161, 224,
225, 288, 289, 345, 351
proofread, 1: 348, 354 2: 348, 354
3: 348, 354 4: 348, 354 5: 348, 354
6: 334, 348, 354
publishing, 1: 348, 354 2: 348, 354
3: 348, 354 4: 348, 354 5: 348, 354
6: 348, 354
revising, 1: S33, S34, 32, 33, 96, 97, 160,
161, 224, 225, 288, 289, 347, 353
2: 32, 33, 96, 97, 160, 161, 224, 225,
288, 289, 347, 353 3: 32, 33, 96, 97,
160, 161, 224, 225, 288, 289, 347,
353 4: 32, 33, 96, 97, 160, 161, 224,
225, 288, 289, 347, 353 5: 32, 33, 96,
97, 160, 161, 224, 225, 288, 289, 347,
353 6: 32, 33, 96, 97, 160, 161, 224,
225, 288, 289, 347, 353
revision assignments, 1: S33, S34, 347,
353 2: 347, 353 3: 347, 353 4: 347,
353 5: 347, 353 6: 347, 353
unit writing, 1: 344–349, 350–355
2: 344–349, 350–355 3: 344–349,
350–355 4: 344–349, 350–355
5: 344–349, 350–355 6: 344–349,
350–355
Writing prompts, 1: 32, 33, 96, 97, 160,
161, 224, 225, 288, 289, 340, 341 2: 32,
33, 96, 97, 160, 161, 224, 225, 288, 289,
BM34 INDEX
Common Core State Standards Correlations
Common Core State Standards
Correlations
• English Language Arts
• Literacy in History/Social Studies,
Science, and Technical Subjects
CCSS1
College and Career Readiness
Anchor Standards for
READING
The grades 6–12 standards on the following pages define what students should
understand and be able to do by the end of each grade. They correspond to the
College and Career Readiness (CCR) anchor standards below by number. The CCR
and grade-specific standards are necessary complements—the former providing
broad standards, the latter providing additional specificity—that together define
the skills and understandings that all students must demonstrate.
Key Ideas and Details

1. Read closely to determine what the text says explicitly and to make logical inferences from
it; cite specific textual evidence when writing or speaking to support conclusions drawn
from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize
the key supporting details and ideas.
3. Analyze how and why individuals, events, and ideas develop and interact over the course
of a text.
Craft and Structure

4. Interpret words and phrases as they are used in a text, including determining technical,
connotative, and figurative meanings, and analyze how specific word choices shape
meaning or tone.
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger
portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the
whole.
6. Assess how point of view or purpose shapes the content and style of a text.
Integration of Knowledge and Ideas

7. Integrate and evaluate content presented in diverse formats and media, including visually
and quantitatively, as well as in words.
8. Delineate and evaluate the argument and specific claims in a text, including the validity of
the reasoning as well as the relevance and sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or topics in order to build
knowledge or to compare the approaches the authors take.
Range of Reading and Level of Text Complexity

10. Read and comprehend complex literary and informational texts independently and
proficiently.
CCSS2
C
English Language Arts
CORRELATIONS
Grade 6
Each standard is coded in the following manner:
Strand Grade Level Standard

RL 6 1
Reading Standards for Literature

Key Ideas and Details McGraw-Hill Reading Wonders
RL.6.1 Cite textual evidence to support analysis READING/WRITING WORKSHOP: Unit 1: 26, 27, 28, 40, 41, 42, 43 Unit 2: 126, 129, 140,
141, 142, 155 Unit 3: 170, 171, 172, 184, 185 Unit 4: 270, 271, 284, 285, 299, 301 Unit 5: 314,
of what the text says explicitly as well as
315, 328, 329, 330, 331 Unit 6: 442, 443, 444, 445
inferences drawn from the text. LITERATURE ANTHOLOGY: Unit 1: 47 Unit 2: 133, 137, 141, 157, 161, 165 Unit 3: 183, 189,
193, 200, 207 Unit 4: 303, 319, 331 Unit 5: 335, 337, 343, 349, 366, 371 Unit 6: 441
LEVELED READERS: Unit 1, Week 1: Call Me Max (O, ELL) Unit 2, Week 3: The Ambassador
(O, ELL) Unit 3, Week 1: Making Things Happen (O, ELL) Unit 4, Week 3: The Missing Swimsuit
(O, ELL) Unit 5, Week 1: Thor’s Journey to Utgard (O, ELL) Unit 6, Week 5: Liv’s Vacation (O, ELL)
YOUR TURN PRACTICE BOOK: 9, 19
READING WORKSTATION ACTIVITY CARDS: 17
TEACHER’S EDITION: Unit 1: S14, 16, 18, 41, 48, 82, 112, 327 Unit 2: 144, 146, 153G, 176,
204, 208, 217J, 272 Unit 3: 16, 25I, 40, 49, 80, 82, 89D, 112 Unit 4: 144, 153D, 208, 240, 272,
296, 308 Unit 5: 16, 25H, 41, 48, 80, 82, 89F, 112 Unit 6: 272, 274, 281F, 285, 305, 308, 313,
326
RL.6.2 Determine a theme or central idea of READING/WRITING WORKSHOP: Unit 1: 39, 41 Unit 2: 155 Unit 3: 171, 185 Unit 4: 270,
271, 284, 285 Unit 6: 443
a text and how it is conveyed through
LITERATURE ANTHOLOGY: Unit 1: 25, 47 Unit 2: 147, 169, 177 Unit 3: 193, 209 Unit 4: 301,
particular details; provide a summary of 305, 312, 316, 321 Unit 5: 349, 371 Unit 6: 509
the text distinct from personal opinions or LEVELED READERS: Unit 2, Week 5: Just Like Pizarro (A), Nat’s Treasure (O, ELL), Digging In (B)
judgments. Unit 3, Week 1: Common Ground (A), Making Things Happen (O, ELL), Bringing Home the Circus
(B) Unit 3, Week 2: Bear Country (A), Think Hard, Think Fast (O, ELL), The Yard Sale (B) Unit 4,
Week 3: Mixed Messages (A), The Missing Swimsuit (O, ELL), Something Fishy (B) Unit 4, Week
4: Treasures from Tonga (A), So Many Stars (O, ELL), The Best Friends’ Birthdays (B) Unit 6, Week
5: Chill Out (A), Liv’s Vacation (O, ELL), Vasca’s Log (B)
YOUR TURN PRACTICE BOOK: 19, 92–94, 102–105, 112–115, 172–175, 182–185, 292–294
TEACHER’S EDITION: Unit 1: xii, S13, S14, 327 Unit 2: 276, 302–303, 307, 311, 313
Unit 3: 20, 25C, 47, 49, 84, 89D, 111, 113 Unit 4: 146, 148, 175, 176, 210, 212, 217C, 239,
240 Unit 5: 25N, 89R, 327 Unit 6: 276, 281B, 296–297, 303, 304–305, 307, 308–309, 311,
314–315
CCSS CORRELATIONS CCSS3

RL.6.3 Describe how a particular story’s or drama’s READING/WRITING WORKSHOP: Unit 1: 27, 41 Unit 3: 171,185, 213 Unit 4: 270, 271, 272,
274, 284 Unit 5: 315, 329
plot unfolds in a series of episodes as well
LITERATURE ANTHOLOGY: Unit 1: 25, 29, 47, 49 Unit 3: 209, 211 Unit 4: 305, 321, 325
as how the characters respond or change Unit 5: 349, 371, 413
as the plot moves toward a resolution. LEVELED READERS: Unit 1, Week 1: Silver Linings (A), Call Me Max (O, ELL), In the Lion’s Den
(B) Unit 1, Week 2: The Sit-In (A), Judy’s Dream (O, ELL), Change the World, Step by Step (B)
Unit 4, Week 3: Mixed Messages (A), The Missing Swimsuit (O, ELL), Something Fishy (B)
Unit 5, Week 1: Crow Brings Daylight (A), Thor’s Journey to Utgard (O, ELL), The Hero Twins (B)
Unit 5, Week 2: Making Some News (A), The Secret Room (O, ELL), The Promised Land (B)
READING WORKSTATION ACTIVITY CARDS: 1, 2, 3, 4
TEACHER’S EDITION: Unit 1: S11, S12, 20, 25D, 48, 84, 89H, 110–111 Unit 2: 146, 148, 153D,
214 Unit 3: 18, 20, 25B, 47, 82, 84, 110 Unit 4: 146, 153E, 176, 180, 238, 243, 247 Unit 5: 20,
25D, 84, 89I, 112, 120–121
Craft and Structure McGraw-Hill Reading Wonders

RL.6.4 Determine the meaning of words and READING/WRITING WORKSHOP: Unit 1: 26, 40, 44 Unit 2: 129, 157 Unit 4: 301 Unit 5:
332 Unit 6: 444, 445
phrases as they are used in a text, including
LITERATURE ANTHOLOGY: Unit 1: 46 Unit 2: 147,169 Unit 3: 190, 192, 204 Unit 4: 320, 329
figurative and connotative meanings; Unit 5: 370, 371 Unit 6: 509
analyze the impact of a specific word LEVELED READERS: Unit 3, Week 1: Common Ground (A), Making Things Happen (O, ELL),
choice on meaning and tone. Bringing Home the Circus (B) Unit 4, Week 5: The Go-Kart (A), Team Robot Ninja (O, ELL), The
Hardest Lesson (B) Unit 5, Week 2: Making Some News (A), The Secret Room (O, ELL), The
Promised Land (B) Unit 6, Week 5: Chill Out (A), Liv’s Vacation (O, ELL), Vasca’s Log (B)
WRITING WORKSTATION ACTVITY CARDS: 15
TEACHER’S EDITION: Unit 1: 18, 24, 25G, 57, 82, 89D, 125 Unit 2: 145, 152, 153H, 153O, 182,
280, 301, 317 Unit 3: 25C, 25F, 25G, 86, 89C, 89J Unit 4: 153C, 189, 217B, 217H, 280 Unit 5:
86, 88, 89C, 89G, 109, 113, 114 Unit 6: 280, 281C, 281D, 295, 301, 306, 310, 317
RL.6.5 Analyze how a particular sentence, chapter, READING/WRITING WORKSHOP: Unit 1: 26, 27 42 Unit 2: 128, 155 Unit 3: 172 Unit 4:
271, 272, 285, 286 Unit 5: 315, 329 Unit 6: 442, 443, 444
scene, or stanza fits into the overall
LITERATURE ANTHOLOGY: Unit 1: 13, 38, 47 Unit 2: 168, 169, 177 Unit 3: 193, 208, 209
structure of a text and contributes to the Unit 4: 305, 321 Unit 5: 349
development of the theme, setting, or plot. LEVELED READERS: Unit 1, Week 1: Silver Linings (A) Unit 1, Week 2: The Sit-In (A), Judy’s
Dream (O, ELL), Change the World, Step by Step (B) Unit 2, Week 5: Just Like Pizarro (A), Digging
In (B) Unit 3, Week 1: Common Ground (A), Making Things Happen (O, ELL), Bringing Home
the Circus (B) Unit 3, Week 2: Bear Country (A) Unit 4, Week 3: The Missing Swimsuit (O, ELL),
Something Fishy (B) Unit 4, Week 4: So Many Stars (O) Unit 6, Week 5: Chill Out (A), Liv’s
Vacation (O, ELL)
YOUR TURN PRACTICE BOOK: 9, 12, 19, 92
WRITING WORKSTATION ACTIVITY CARDS: 7, 9
TEACHER’S EDITION: Unit 1: S11, 20, 25D, 84, 86, 89O Unit 2: 150, 153B, 153O, 176, 274,
278, 281B Unit 3: xii, 22, 25B, 89G, 89K Unit 4: 148, 150, 153E, 153G, 212, 214, 217G, 274
Unit 5: 20, 40, 48, 51, 52, 55, 58, 84 Unit 6: 274, 278, 281B, 313
RL.6.6 Explain how an author develops the point READING/WRITING WORKSHOP: Unit 1: 28 Unit 2: 127,141 Unit 3: 186 Unit 4: 299
LITERATURE ANTHOLOGY: Unit 2: 147, 169 Unit 4: 329
of view of the narrator or speaker in a text.
LEVELED READERS: Unit 2, Week 3: The Toolmaker (A), The Ambassador (O, ELL), Chihul’s
Secret (B) Unit 2, Week 4: Wrought by Fire (A), The Little Golden Llama (O, ELL), The Mark (B)
Unit 4, Week 5: The Go-Kart (A), Team Robot Ninja (O, ELL), The Hardest Lesson (B)
YOUR TURN PRACTICE BOOK: 72–75, 82–85, 192–195
TEACHER’S EDITION: Unit 1: S13, S14, 22, 52–53 Unit 2: 148, 153C, 176, 179, 183, 185, 212,
217D, 239, 243, 247, 249 Unit 3: 86 Unit 4: 217D, 276, 281B, 296–297, 303, 304–305, 307,
308–309, 311, 313, 314–315 Unit 5: 89C, 89Q, 89T Unit 6: xii
CCSS4
Integration of Knowledge and Ideas McGraw-Hill Reading Wonders
CORRELATIONS
RL.6.7 Compare and contrast the experience of READING/WRITING WORKSHOP: Unit 6: 444
LITERATURE ANTHOLOGY: Unit 1: 10–23, 30–45 Unit 2: 130–145, 152–167, 174–177
reading a story, drama, or poem to listening
Unit 3: 180–191, 196–207 Unit 4: 294–303, 310–319, 326–329 Unit 5: 332–347, 354–369
to or viewing an audio, video, or live Unit 6: 506–509
version of the text, including contrasting READING WORKSTATION ACTIVITY CARDS: 7, 21
what they “see” and “hear” when reading TEACHER’S EDITION: Unit 1: 327 Unit 2: 326 Unit 4: 326 Unit 6: 326
the text to what they perceive when they www.connected.mcgraw-hill.com: RESOURCES
MEDIA: LISTENING LIBRARY: Unit 1, Week 1: Little Blog on the Prairie Unit 1, Week 2:
listen or watch. The Mostly True Adventure of Homer P. Figg Unit 2, Week 3: Roman Diary Unit 2, Week 4: A
Single Shard Unit 2, Week 5: “Majestic,” “Mummy,” “Clay” Unit 3, Week 1: How Tía Lola Came
to Visit Stay Unit 3, Week 2: Lizzie Bright and the Buckminster Boy Unit 4, Week 3: The Case of
the Magic Marker Mischief Maker: A Mickey Rangel Mystery Unit 4, Week 4: Home of the Brave
Unit 4, Week 5: “This Is Just to Say,”“to Mrs. Garcia, in the Office,”“to Thomas” Unit 5, Week 1:
The Hero and the Minotaur Unit 5, Week 2: Elijah of Buxton Unit 6, Week 5: “To You,”“Ode to
Pablo’s Tennis Shoes”
STUDENT PRACTICE: READER’S THEATER: Unit 1: “Recycling: Taming the Plastic Monster!”
Unit 2: “The Case of the Uncooked Eggs” Unit 3: “A Visit from an Ancient Pharaoh” Unit 4:
“Tennessee Tornado” Unit 5: “Samantha Smith: Ambassador of Goodwill” Unit 6: “A Steel
Drivin’ Man”
RL.6.8 (Not applicable to literature) (Not applicable to literature)

RL.6.9 Compare and contrast texts in different LITERATURE ANTHOLOGY: Unit 1: 49 Unit 2: 173 Unit 3: 195, 211, 229 Unit 5: 353, 375
LEVELED READERS: Unit 1, Week 1: Silver Linings (A), In the Lion’s Den (B) Unit 2, Week 3:
forms or genres (e.g., stories and poems;
The Toolmaker (A), The Ambassador (O, ELL), Chihul’s Secret (B) Unit 3, Week 1: Common Ground
historical novels and fantasy stories) in (A), Making Things Happen (O, ELL), Bringing Home the Circus (B), Unit 4, Week 4: Treasures
terms of their approaches to similar themes from Tonga (A), So Many Stars (O, ELL), The Best Friends’ Birthdays (B) Unit 5, Week 1: Crow
and topics. Brings Daylight (A), Thor’s Journey to Utgard (O, ELL), The Hero Twins (B)
READING WORKSTATION ACTIVITY CARDS: 8, 16
TEACHER’S EDITION: Unit 1: 25R, 41, 49, 53, 59, 89S, 93, 105, 113, 117, 123 Unit 2: 157,
217T, 221, 233, 241, 245, 251 Unit 3: 29, 41, 49, 53, 59, 105, 113, 117, 123 Unit 4: 153A–153B,
221, 233, 241, 245, 251, 285 Unit 5: 29, 41, 49, 53, 59, 89T, 93, 105, 113, 117, 123 Unit 6: 25V,
217V, 285
Range of Reading and Level of Text Complexity McGraw-Hill Reading Wonders

RL.6.10 By the end of the year, read and READING/WRITING WORKSHOP: These Units reflect the range of text complexity found
throughout the book.
comprehend literature, including stories,
Unit 2, Week 5: “Ozymandias” and “Lifelong Friends,” 151–153 Unit 4, Week 3: “Treasure in the
dramas, and poems, in the grades 6–8 Attic,” 266 Unit 5, Week 1: “Thunder Helper,” 310 Unit 5, Week 2: “Journey to Freedom,” 324
text complexity band proficiently, with LITERATURE ANTHOLOGY: These units reflect the range of text complexity found throughout
scaffolding as needed at the high end of the book.
Unit 2, Week 5: “Majestic,”“Mummy,” and “Clay,” 174–177 Unit 4, Week 3: The Case of the
the range. Magic Marker Mischief Maker: A Mickey Rangel Mystery, 294 Unit 5, Week 1: The Hero and the
Minotaur, 332 Unit 5, Week 2: Elijah of Buxton, 354
LEVELED READERS: Unit 2, Week 5: Digging In (B) Unit 4, Week 3: Something Fishy (B)
Unit 5, Week 1: The Hero Twins (B) Unit 5, Week 2: The Promised Land (B)
YOUR TURN PRACTICE BOOK: 93, 173, 174, 203, 204, 213, 214
READING WORKSTATION ACTIVITY CARDS: 8, 19, 21, 22, 30
TEACHER’S EDITION: Unit 1: 16–17, 25A–25P, 80–81, 89A–89R Unit 2: 144–145,
153A–153R, 208–209, 217A–217R, 272–273, 281A–281D Unit 3: 16–17, 25A–25N, 80–81,
89A–89N Unit 4: 144–145, 153A–153L, 208–209, 217A–217L, 272–273, 281A–281D Unit 5:
16–17, 25A–25R, 80–81, 89A–89R Unit 6: 272–273, 281A–281D, 281E–281F

Reading Standards for Informational Text
RI.6.1 Cite textual evidence to support analysis READING/WRITING WORKSHOP: Unit 1: 53, 54–55, 56, 67, 68–69, 70–71, 82, 83, 84, 85
Unit 2: 98, 99, 100, 101, 105, 113, 114 Unit 3: 197, 198, 199, 200, 201, 211, 212, 213, 214,
of what the text says explicitly as well as
215, 227, 228, 229 Unit 4: 242, 243, 244, 245, 256, 257, 258, 259 Unit 5: 342, 343, 344, 345,
inferences drawn from the text. 356, 357, 358, 359, 370, 371, 372, 373 Unit 6: 386, 387, 388, 389, 400, 401, 402, 403, 414,
415, 416, 417, 429, 430, 431
LITERATURE ANTHOLOGY: Unit 1: 55, 67, 74 Unit 2: 101, 105, 113, 119, 123 Unit 3: 222
225, 241, 255 Unit 4: 263, 269, 280, 284 Unit 5: 383, 386, 389, 400, 403, 406, 417 Unit 6: 430,
456, 459, 474, 499, 501
LEVELED READERS: Unit 1, Week 3: Rain Forest Riches (A, O, ELL, B) Unit 2, Week 1: Lost in
Time (A, O, ELL, B) Unit 3, Week 3: Coming Together for Change (A, O, ELL, B) Unit 4, Week 1:
Aground! The Story of the Exxon Valdez (A, O, ELL, B) Unit 5, Week 3: How Horses Changed the
World (A, O, ELL, B) Unit 6, Week 1: The Spice Trade (A, O, ELL, B)
YOUR TURN PRACTICE BOOK: 32, 39, 52, 62, 122, 123,132, 142, 152, 162, 222, 232, 243
252, 272
READING WORKSTATION ACTIVITY CARDS: 17, 18, 20,
SCIENCE/SOCIAL STUDIES WORKSTATION ACTIVITY CARDS: 8, 11, 16, 17, 26, 28
TEACHER’S EDITION: Unit 1: S24, 146, 153G, 210, 217T, 274, 285 Unit 2: 18, 20, 48, 89G,
112, 153G Unit 3: 217G, 217R, 274, 285, 304 Unit 4: 17, 18, 25L, 82, 89F Unit 5: 146, 153H,
210, 217G, 285 Unit 6: 18, 25E, 82, 89E, 153K, 217G
RI.6.2 Determine a central idea of a text and how READING/WRITING WORKSHOP: Unit 1: 55, 69 Unit 2: 99, 113, 114 Unit 3: 198, 212, 227
Unit 5: 370 Unit 6: 387, 400, 414, 415, 428
it is conveyed through particular details;
LITERATURE ANTHOLOGY: Unit 1: 67, 87, 91 Unit 2: 113, 127 Unit 3: 215, 219, 225, 237,
provide a summary of the text distinct from 240, 245, 253 Unit 4: 273, 289 Unit 5: 389, 415 Unit 6: 433, 437, 459, 465, 467, 479, 488,
personal opinions or judgments. 495, 501
LEVELED READERS: Unit 1, Week 3: Rain Forest Riches (A, O, ELL, B) Unit 1, Week 4:
Exploring the Deep (A, O, ELL, B) Unit 3, Week 3: Coming Together for Change (A, O, ELL, B)
Unit 3, Week 4: Beyond Expectations (A, O, ELL, B) Unit 3, Week 5: A World of Water (A, O, ELL,
B) Unit 6, Week 1: The Spice Trade (A, O, ELL, B) Unit 6, Week 3: Adventure Under the Ice (A, O,
ELL, B) Unit 6, Week 4: The Ancient City of Ur (A, O, ELL, B)
YOUR TURN PRACTICE BOOK: 32, 39, 52, 62, 122, 132, 142, 152, 162, 222, 232, 252, 272
SCIENCE/SOCIAL STUDIES WORKSTATION ACTIVITY CARDS: 9. 10, 16, 17, 27
WRITING WORKSTATION ACTIVITY CARDS: 1, 2, 3, 4
TEACHER’S EDITION: Unit 1: S23, S24, 148, 177, 212, 241, 243 Unit 2: 25L, 25P, 89L, Unit 3:
146, 210, 276, 281C, 307 Unit 4: 12, 25R, 89N Unit 5: 274, 281B, 304, 307 Unit 6: 20, 25D, 146,
148, 153C, 177, 179, 210
RI.6.3 Analyze in detail how a key individual, READING/WRITING WORKSHOP: Unit 2: 113 Unit 3: 198, 213, 214, 228 Unit 4: 243, 244,
256, 258, 274 Unit 5: 343, 344 Unit 6: 372, 386, 388, 401, 402, 428, 429
event, or idea is introduced, illustrated, and
LITERATURE ANTHOLOGY: Unit 1: 67, 79, 87 Unit 2: 127 Unit 3: 245, 249, 251 Unit 4: 289
elaborated in a text (e.g., through examples Unit 6: 437, 445, 457, 478, 479
or anecdotes). LEVELED READERS: Unit 1, Week 5: Money Changes (A, O, ELL, B) Unit 3, Week 3: Coming
Together for Change (A, O, ELL, B) Unit 3, Week 5: A World of Water (A, O, ELL, B) Unit 4,
Week 1: Aground! The Story of the Exxon Valdez (A, O, ELL, B) Unit 4, Week 2: Against the
Odds (A, O, ELL, B) Unit 5, Week 4: Looking Further: The Hubble Telescope (A, O, ELL, B) Unit 6,
Week 1: The Spice Trade (A, O, ELL, B) Unit 6, Week 3: Adventure Under the Ice (A, O, ELL, B)
READING WORKSTATION ACTIVITY CARDS: 9, 10, 11, 12, 13, 14
SCIENCE/SOCIAL STUDIES WORKSTATION ACTIVITY CARDS: 6, 7, 15, 16
TEACHER’S EDITION: Unit 1: 144, 208, 274, 305 Unit 2: 84, 89L, 93, 111, 120 Unit 3: 146,
212, 217C Unit 4: 20, 25K, 82, 84, 112 Unit 5: 148, 184, 209, 217K, 278 Unit 6: 18, 22, 84, 150,
212
CCSS6
CORRELATIONS
RI.6.4 Determine the meaning of words and READING/WRITING WORKSHOP: Unit 1: 71, 75 Unit 3: 215 Unit 4: 259 Unit 5: 359, 373
Unit 6: 403
LITERATURE ANTHOLOGY: Unit 1: 67 Unit 2: 112, 113 Unit 4: 289 Unit 5: 417 Unit 6: 459,
figurative, connotative, and technical 501
meanings. LEVELED READERS: Unit 1, Week 5: Money Changes (A, O, ELL, B) Unit 4, Week 2: Against
the Odds (A, O, ELL, B) Unit 5, Week 4: Looking Further: The Hubble Telescope (A, O, ELL, B)
Unit 5, Week 5: A Microscopic World (A, O, ELL, B)
YOUR TURN PRACTICE BOOK: 197
WRITING WORKSTATION ACTIVITY CARDS: 20
TEACHER’S EDITION: Unit 1: 153R, 216, 217L, 232 Unit 2: 24, 25C, 89I, Unit 3: 153E, 216,
249, 253 Unit 4: 25P, 61, 88, 89B, 89C, 89H Unit 5: 153C, 216, 217C, 280, 301, 306 Unit 6: 24,
89N, 125, 189, 253
RI.6.5 Analyze how a particular sentence, READING/WRITING WORKSHOP: Unit 1: 84 Unit 2: 99, 113 Unit 3: 213 Unit 5: 346, 356,
357 Unit 6: 388, 416, 429
paragraph, chapter, or section fits into the
LITERATURE ANTHOLOGY: Unit 1: 87 Unit 2: 113, 127 Unit 3: 225 Unit 4: 272, 273 Unit 5:
overall structure of a text and contributes 389, 411 Unit 6: 459
to the development of the ideas. LEVELED READERS: Unit 1, Week 4: Exploring the Deep (A, O, ELL, B) Unit 1, Week 5:
Money Changes (A, O, ELL, B) Unit 3, Week 3: Coming Together for Change (A, O, ELL, B) Unit 3,
Week 5: A World of Water (A, O, ELL, B) Unit 4, Week 1: Aground! The Story of the Exxon Valdez
(A, O, ELL, B) Unit 6, Week 1: The Spice Trade (A, O, ELL, B) Unit 6, Week 3: Adventure Under the
Ice (A, O, ELL, B) Unit 6, Week 4: The Ancient City of Ur (A, O, ELL, B)
TEACHER’S EDITION: Unit 1: S21, S23, 153U, 217E Unit 2: 20, 25G, 48, 84, 89L, 112 Unit 3:
148, 153F, 176, 179, 212, 217J, 233, 243 Unit 4: 25D, 25K, 25Q, 89D, 89H, 89P, 120 Unit 5: 148,
153G, 176, 179, 212, 217C, 243, 249 Unit 6: 84, 89C, 112, 115, 212, 217C, 243, 249
RI.6.6 Determine an author’s point of view or READING/WRITING WORKSHOP: Unit 1: 83 Unit 2: 113 Unit 3: 200 Unit 4: 242, 257
Unit 5: 358, 371 Unit 6: 404
purpose in a text and explain how it is
LITERATURE ANTHOLOGY: Unit 1: 66, 86, 87, 95 Unit 2: 112, 126 Unit 3: 224, 244 Unit 4:
conveyed in the text. 272, 273, 288, 289 Unit 5: 388, 417 Unit 6: 436, 458, 478, 500
LEVELED READERS: Unit 1, Week 5: Money Changes (A, O, ELL, B) Unit 3, Week 3: Coming
Together for Change (A, O, ELL, B) Unit 4, Week 1: Aground! The Story of the Exxon Valdez (A, O,
ELL, B) Unit 4, Week 2: Against the Odds (A, O, ELL, B) Unit 5, Week 5: A Microscopic World (A,
O, ELL, B)
YOUR TURN PRACTICE BOOK: 42, 45, 152, 162, 242
TEACHER’S EDITION: Unit 1: S25, 276, 281E, 304, 307 Unit 2: 25I, 89K Unit 3: 89O, 150, 151,
176 Unit 4: 20, 21, 25D, 48, 51, 84, 89C, 112, 115 Unit 5: 276, 277, 304, 307 Unit 6: 89Q, 209,
328, 350

RI.6.7 Integrate information presented in READING/WRITING WORKSHOP: Unit 1: 56, 70, 84 Unit 2: 100, 104, 105, 113, 114 Unit 3:
228 Unit 4: 244, 258 Unit 5: 344, 358, 372 Unit 6: 388, 402, 416, 430
different media or formats (e.g., visually,
LITERATURE ANTHOLOGY: Unit 1: 74 Unit 2: 113 Unit 3: 224, 253 Unit 4: 272 Unit 5: 388
quantitatively) as well as in words to Unit 6: 436
develop a coherent understanding of a LEVELED READERS: Unit 1, Week 3: Rain Forest Riches (A, O, ELL,B) Unit 1, Week 4: Exploring
topic or issue. the Deep (A, O, ELL, B) Unit 5, Week 3: How Horses Changed the World (A, O, ELL, B) Unit 5,
Week 4: Looking Further: The Hubble Telescope (A, O, ELL, B) Unit 6, Week 1: The Spice Trade
(A, O, ELL, B) Unit 6, Week 2: Blown Away: When Krakatoa Exploded (A, O, ELL, B) Unit 6,
Week 4: The Ancient City of Ur (A, O, ELL, B)
SCIENCE/SOCIAL STUDIES WORKSTATION ACTIVITY CARDS: 3, 10, 16
TEACHER’S EDITION: Unit 1: 150, 153D, 214, 217I, 278, 304 Unit 2: 22, 25C, 86, 329, 330
Unit 3: 153B, 153I, 278, 328, 329 Unit 4: 22, 25K, 48, 86, 89D, 112, 122 Unit 5: 150, 214, 217K,
278 Unit 6: 22, 25C, 49, 150, 153I, 214 217F
www.connected.mcgraw-hill.com: RESOURCES
MEDIA: VIDEOS: Unit 1, Week 3: Living Environments Unit 1, Week 4: Surface Changes
Unit 1, Week 5: Money Matters Unit 2, Week 1: Cradles of Civilization Unit 2, Week 2:
Democratic Concepts Unit 3, Week 3: Inspired Work Unit 3, Week 4: Being the First Unit 3,
Week 5: Green Means Clean Unit 4, Week 1: Responding to Disaster Unit 4, Week 2: Rising
to the Challenge Unit 5, Week 3: The Importance of Innovation Unit 5, Week 4: Breakthrough
Discoveries Unit 5, Week 5: Better Ways to Explore Unit 6, Week 1: Relying on Nature Unit 6,
Week 2: Gateways to History Unit 6, Week 3: Scientific Adventures Unit 6, Week 4: Astonishing
Discoveries
TIME FOR KIDS ONLINE ARTICLES: Unit 1: “Teen Tanning” Unit 2: “Who Owns History?”
Unit 3: “Elephant Camp” Unit 4: “Revved Up” Unit 5: “Eye on the Sky” Unit 6: “World Wonders
in Danger”
RI.6.8 Trace and evaluate the argument and READING/WRITING WORKSHOP: Unit 1: 83 Unit 4: 243, 257 Unit 5: 371, 372
LITERATURE ANTHOLOGY: Unit 1: 95 Unit 4: 289
specific claims in a text, distinguishing
LEVELED READERS: Unit 1, Week 5: Money Changes (A, O, ELL, B)
claims that are supported by reasons and READING WORKSTATION ACTIVITY CARDS: 18, 25
evidence from claims that are not. WRITING WORKSTATION ACTIVITY CARDS: 5
TEACHER’S EDITION: Unit 1: S26, 276, 307, 329 Unit 2: 328, 329 Unit 3: 93, 305, 313,
328, 329, 350 Unit 4: xii, 25M, 89P, 328, 329 Unit 5: 153P, 274, 276, 302, 303 Unit 6: 153M,
328, 329, 344
RI.6.9 Compare and contrast one author’s LITERATURE ANTHOLOGY: Unit 1: 98 Unit 2: 129 Unit 4: 309 Unit 6: 461
LEVELED READERS: Unit 2, Week 2: Everybody Counts (A, O, ELL, B) Unit 5, Week 5: A
presentation of events with that of another
Microscopic World (A, O, ELL, B) Unit 6, Week 2: Blown Away: When Krakatoa Exploded (A, O,
(e.g., a memoir written by and a biography ELL, B)
on the same person). READING WORKSTATION ACTIVITY CARDS: 16
SCIENCE/SOCIAL STUDIES WORKSTATION ACTIVITY CARDS: 16
TEACHER’S EDITION: Unit 1: S25, S26, 29,157, 221, 241, 245, 251F Unit 2: 29, 93, 328, 329
Unit 3: 93, 157, 221, 251F, 285 Unit 4: 27S, 25T, 29, 157, 285, 329 Unit 5: 157, 251F, 284, 285,
329 Unit 6: 29, 89S–89T, 93, 157, 221
CCSS8
CORRELATIONS
RI.6.10 By the end of the year, read and READING/WRITING WORKSHOP: These Units reflect the range of text complexity found
throughout the book.
comprehend literary nonfiction in
Unit 3, Week 4: “Marian Anderson: Struggles and Triumphs,” 208 Unit 4, Week 2: “She Had to
the grades 6–8 text complexity band Walk Before She Could Run,” 252 Unit 5, Week 4: “Light Detectives,” 352 Unit 6, Week 2: “The
proficiently, with scaffolding as needed at Great Fire of London,” 396 Unit 6, Week 3: “Researcher to the Rescue,” 410
the high end of the range. LITERATURE ANTHOLOGY: These units reflect the range of text complexity found throughout
the book.
Unit 3, Week 4: Major Taylor: Champion Cyclist, 230 Unit 4, Week 2: Seeing Things His Own
Way, 276 Unit 5, Week 4: Planet Hunter, 394 Unit 6, Week 2: The Great Fire, 442 Unit 6,
Week 3: Extreme Scientists, 462
LEVELED READERS: Unit 3, Week 4: Beyond Expectations (B) Unit 4, Week 2: Against the
Odds (B) Unit 5, Week 4: Looking Further: The Hubble Telescope (B) Unit 6, Week 2: Blown
Away: When Krakatoa Exploded (A, O, ELL, B) Unit 6, Week 3: Adventure Under the Ice (A, O,
ELL, B)
YOUR TURN PRACTICE BOOK: 33–34, 43–44, 53–54, 63–64, 123–124, 133–134, 143–144,
153–154, 163–164, 223–224, 233–234, 243–244, 253–254, 263–264, 273–274, 283–284
TEACHER’S EDITION: Unit 1: 144–145, 153A–153R, 208–209, 217A–217P, 272–273,
281A–281D Unit 2: 16–17, 25A–25P, 80–81, 89A–89L Unit 3: 144–145, 153A–153N,
208–209, 217A–217P, 272–273, 281A–281D Unit 4: 16–17, 25A–25R, 80–81, 89A–89N
Unit 5: 144–145, 153A–153N, 208–209, 217A–217P, 272–273, 281A–281D Unit 6: 16–17,
25A–25R, 80–81, 89A–89R, 144–145, 153A–153R, 208–209, 217A–217P
TIME FOR KIDS ONLINE ARTICLES: Unit 1: “Teen Tanning” Unit 2: “Who Owns History?”
Unit 3: “Elephant Camp” Unit 4: “Revved Up” Unit 5: “Eye on the Sky”

WRITING
Text Types and Purposes

1. Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence.
2. Write informative/explanatory texts to examine and convey complex ideas and
information clearly and accurately through the effective selection, organization, and
analysis of content.
3. Write narratives to develop real or imagined experiences or events using effective
technique, well-chosen details, and well-structured event sequences.
Production and Distribution of Writing

4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or
trying a new approach.
6. Use technology, including the Internet, to produce and publish writing and to interact and
collaborate with others.
Research to Build and Present Knowledge

7. Conduct short as well as more sustained research projects based on focused questions,
demonstrating understanding of the subject under investigation.
8. Gather relevant information from multiple print and digital sources, assess the credibility
and accuracy of each source, and integrate the information while avoiding plagiarism.
9. Draw evidence from literary or informational texts to support analysis, reflection, and
research.
Range of Writing
10. Write routinely over extended time frames (time for research, reflection, and revision)
and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes,
and audiences.
CCSS10
C
CORRELATIONS
Grade 6

W 6 1
Writing Standards
Text Types and Purposes McGraw-Hill Reading Wonders
W.6.1 Write arguments to support claims with clear reasons and relevant evidence.
W.6.1a Introduce claim(s) and organize the reasons READING/WRITING WORKSHOP: Unit 3: 230–231 Unit 4: 247 Unit 5: 361, 375 Unit 6: 391
and evidence clearly.
SCIENCE/SOCIAL STUDIES WORKSTATION ACTIVITY CARDS: 13, 20
TEACHER’S EDITION: Unit 1: 221 Unit 2: 221 Unit 3: 29, 93, 288–289, 318, 329, 344–345,
350–351 Unit 4: 32–33, 221 Unit 5: 160–161, 222, 224, 225 Unit 6: 93, 345, 351
W.6.1b Support claim(s) with clear reasons and READING/WRITING WORKSHOP: Unit 3: 230–231 Unit 4: 247 Unit 5: 361, 375 Unit 6: 391
relevant evidence, using credible sources
and demonstrating an understanding of WRITING WORKSTATION ACTIVITY CARDS: 5, 14, 18, 27, 28
the topic or text. TEACHER’S EDITION: Unit 1: 221 Unit 3: 29, 93, 329, 346 Unit 5: 29 Unit 6: 29, 285, 346
W.6.1c Use words, phrases, and clauses to clarify READING/WRITING WORKSHOP: Unit 3: 230–231 Unit 4: 247 Unit 5: 361, 375 Unit 6: 391
the relationships among claim(s) and
TEACHER’S EDITION: Unit 1: 286, 288, 289 Unit 3: 347, 351, 353 Unit 4: 94, 96, 221 Unit 5:
reasons. 158–160, 161 Unit 6: 160–161, 345, 352, 353

Writing Standards
W.6.1d Establish and maintain a formal style. READING WORKSTATION ACTIVITY CARDS: 27
TEACHER’S EDITION: Unit 3: 224, 348, 353 Unit 6: 352
W.6.1e Provide a concluding statement or section READING/WRITING WORKSHOP: Unit 4: 247 Unit 5: 361
that follows from the argument presented.
TEACHER’S EDITION: Unit 3: 329, 352 Unit 6: 345
W.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information
through the selection, organization, and analysis of relevant content.
W.6.2a Introduce a topic; organize ideas, concepts, READING/WRITING WORKSHOP: Unit 1: 58–59 Unit 2: 116–117 Unit 5: 346–347 Unit 6:
418–419
and information, using strategies such
as definition, classification, comparison/ READING WORKSTATION ACTIVITY CARDS: 11
contrast, and cause/effect; include SCIENCE/SOCIAL STUDIES WORKSTATION ACTIVITY CARDS: 1, 2, 3, 4, 6, 7, 8, 10, 11, 12,
formatting (e.g., headings), graphics (e.g., 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 26, 27, 29, 30
WRITING WORKSTATION ACTIVITY CARDS: 1, 2, 3, 10, 12, 23, 25, 26, 30
charts, tables), and multimedia when useful TEACHER’S EDITION: Unit 1: 158, 160–161, 190, 285 Unit 2: 345, 351 Unit 4: 156, 157
to aiding comprehension. Unit 5: 345, 351 Unit 6: 160–161, 190
W.6.2b Develop the topic with relevant facts, READING/WRITING WORKSHOP: Unit 1: 58–59 Unit 2: 102–103, 116–117 Unit 3:
202–203
definitions, concrete details, quotations, or
other information and examples. SCIENCE/SOCIAL STUDIES WORKSTATION ACTIVITY CARDS: 8, 9, 11, 13, 14, 19, 21, 22,
24, 27, 29
WRITING WORKSTATION ACTIVITY CARDS: 1, 2, 3, 12, 13, 23, 25, 26, 30
TEACHER’S EDITION: Unit 1: 160–161 Unit 2: 32–33, 62, 93, 96–97, 126, 345, 351 Unit 3:
160–161, 285 Unit 5: 346, 351, 352 Unit 6: 221
W.6.2c Use appropriate transitions to clarify the READING/WRITING WORKSHOP: Unit 1: 86–87 Unit 6: 432–433
YOUR TURN PRACTICE BOOK: 50, 170, 290
relationships among ideas and concepts.
SCIENCE/SOCIAL STUDIES WORKSTATION ACTIVITY CARDS: 1, 2, 3, 4, 5, 6, 7, 9, 10, 11,
12, 15, 18, 23, 24, 29
WRITING WORKSTATION ACTIVITY CARDS: 10, 11, 12, 13, 19, 23, 25
TEACHER’S EDITION: Unit 2: 346 Unit 4: 285 Unit 5: 353 Unit 6: 224–225, 254
W.6.2.d Use precise language and domain-specific READING/WRITING WORKSHOP: Unit 2: 158–159 Unit 5: 374–375
vocabulary to inform about or explain the
SCIENCE/SOCIAL STUDIES WORKSTATION ACTIVITY CARDS: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11,
topic. 12, 13, 15, 16, 17, 18, 22, 23, 24, 28, 29, 30
WRITING WORKSTATION ACTIVITY CARDS: 12, 16, 18, 20, 25, 30
TEACHER’S EDITION: Unit 2: 288, 289, 318, 345, 347, 352 Unit 5: 93, 352, 353
CCSS12
Writing Standards
CORRELATIONS
W.6.2e Establish and maintain a formal style. READING/WRITING WORKSHOP: Unit 1: 72
TEACHER’S EDITION: Unit 1: 224–225 Unit 2: 29, 353 Unit 5: 349, 354 Unit 6: 94, 95, 96, 97
W.6.2f Provide a concluding statement or section YOUR TURN PRACTICE BOOK: 29, 39, 269
that follows from the information or
explanation presented. TEACHER’S EDITION: Unit 1: 93 Unit 2: 157, 346 Unit 5: 347, 349
W.6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant
descriptive details, and well-structured event sequences.
W.6.3a Engage and orient the reader by READING/WRITING WORKSHOP: Unit 1: 30–31 Unit 4: 288–289
establishing a context and introducing a
narrator and/or characters; organize an WRITING WORKSTATION ACTIVITY CARDS: 6, 7, 8, 11, 15, 16, 19, 24, 29
event sequence that unfolds naturally and TEACHER’S EDITION: Unit 1: 32–33, 62, 345, 351 Unit 4: 62, 224, 225, 347, 352
logically.
W.6.3b Use narrative techniques, such as dialogue, READING/WRITING WORKSHOP: Unit 1: 44–45 Unit 4: 274–275
pacing, and description, to develop
experiences, events, and/or characters. WRITING WORKSTATION ACTIVITY CARDS: 6, 7, 16, 21, 24, 29
TEACHER’S EDITION: Unit 1: 346, 347, 352 Unit 4: 160–161, 190, 346, 351
W.6.3c Use a variety of transition words, phrases, READING/WRITING WORKSHOP: Unit 2: 144–145 Unit 3: 174–175 Unit 5: 318–319
and clauses to convey sequence and signal
WRITING WORKSTATION ACTIVITY CARDS: 11, 23, 29
shifts from one time frame or setting to TEACHER’S EDITION: Unit 1: 318, 346, 347, 351 Unit 2: 224, 225, 254 Unit 3: 32–33, 62
another. Unit 4: 348 Unit 5: 32–33, 62
W.6.3d Use precise words and phrases, relevant READING/WRITING WORKSHOP: Unit 1: 44–45 Unit 5: 332–333
YOUR TURN PRACTICE BOOK: 20, 70, 90, 100, 140, 160, 170, 200, 220, 300
descriptive details, and sensory language
WRITING WORKSTATION ACTIVITY CARDS: 8, 9, 15, 16, 17, 24, 29
to convey experiences and events. TEACHER’S EDITION: Unit 1: 96–97, 126, 352 Unit 4: 318, 352, 353 Unit 5: 96–97,126
W.6.3e Provide a conclusion that follows from the READING/WRITING WORKSHOP: Unit 2: 130–131 Unit 3: 188–189
narrated experiences or events.
TEACHER’S EDITION: Unit 1: 345, 353 Unit 2: 160, 161 Unit 3: 96–97, 126 Unit 4: 346

Writing Standards
Production and Distribution of Writing McGraw-Hill Reading Wonders
W.6.4 Produce clear and coherent writing in READING/WRITING WORKSHOP: Unit 1: 31, 45, 59, 73, 87 Unit 2: 103, 117, 131, 145, 159
Unit 3: 175, 189, 203, 217, 231 Unit 4: 247, 261, 275, 289, 303 Unit 5: 319, 333, 347, 360,
which the development, organization, and
361, 375 Unit 6: 391, 405, 419, 433, 447
style are appropriate to task, purpose, and YOUR TURN PRACTICE BOOK: 9,19, 29, 39, 49, 59, 69, 79, 89, 99, 109, 119, 129, 139, 149,
audience. (Grade-specific expectations for 159, 169, 179, 189, 199, 209, 219, 229, 239, 249, 259, 269, 279, 289, 299
writing types are defined in standards 1–3 SCIENCE/SOCIAL STUDIES WORKSTATION ACTIVITY CARDS: 2, 4, 6, 7, 8, 9, 11, 12, 13, 14,
15, 18, 19, 20, 21, 22, 23, 24, 26, 27, 29
above.) WRITING WORKSTATION ACTIVITY CARDS: 2, 3, 4, 6, 7, 10, 12, 14, 15, 16, 19, 21, 22, 23,
24, 25, 26, 27, 28, 29, 30
TEACHER’S EDITION: Unit 1: S33, 160–161, 331, 344–349, 350–355 Unit 2: 32–33, 156,
157, 224–225, 344–349, 350–355 Unit 3: 254, 344–349, 350–355 Unit 4: 32–33, 224–225,
331, 344–349, 350–355 Unit 5: 92, 93, 160–161, 254, 331, 344–349, 350–355 Unit 6:
94–95, 126, 224–225, 331, 344–349, 350–355
W.6.5 With some guidance and support from READING/WRITING WORKSHOP: Unit 1: 31, 45, 59, 73, 87 Unit 2: 103, 117, 131, 145, 159
Unit 3: 175, 189, 203, 217, 231 Unit 4: 247, 261, 275, 289, 303 Unit 5: 319, 333, 347, 360,
peers and adults, develop and strengthen
361, 375 Unit 6: 391, 405, 419, 433, 447
writing as needed by planning, revising, YOUR TURN PRACTICE BOOK: 10, 20, 30, 40, 60, 70, 80, 90, 100, 110, 120, 130, 140, 160,
editing, rewriting, or trying a new 170, 180, 190, 200, 210, 220, 230, 240, 250, 260, 270, 278, 290, 300
approach. (Editing for conventions should WRITING WORKSTATION ACTIVITY CARDS: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 12, 13, 14, 15, 17, 18,
19, 20, 21, 23, 24, 25, 26, 27, 28, 29, 30
demonstrate command of Language TEACHER’S EDITION: Unit 1: 32–33, 96–97, 160–161, 224–225, 345–347, 348, 351, 352,
standards 1–3 up to and including grade 6.) 353, 354 Unit 2: 32–33, 96–97, 160–161, 224–225, 345–347, 348, 351, 352, 353, 354 Unit 3:
32–33, 96–97, 160–161, 224–225, 345–347, 348, 351, 352, 353, 354 Unit 4: 32–33, 96–97,
160–161, 224–225, 345–347, 348, 351, 352, 353, 354 Unit 5: 32–33, 96–97, 160–161,
224–225, 345–347, 348, 351, 352, 353, 354 Unit 6: 32–33, 96–97, 160–161, 224–225,
345–347, 348, 351, 352, 353, 354
W.6.6 Use technology, including the Internet, TEACHER’S EDITION: Unit 1: 330–333, 348, 354 Unit 2: 330–333, 348, 354 Unit 3:
330–333, 348, 354 Unit 4: 330–333, 348, 354 Unit 5: 220, 330–333, 348, 354 Unit 6:
to produce and publish writing as well as
330–333, 348, 354
to interact and collaborate with others; www.connected.mcgraw-hill.com: RESOURCES
demonstrate sufficient command of WRITER’S WORKSPACE: Unit 1, Unit 2, Unit 3, Unit 4, Unit 5, Unit 6
keyboarding skills to type a minimum of
three pages in a single sitting.
Research to Build and Present Knowledge McGraw-Hill Reading Wonders
W.6.7 Conduct short research projects to answer READING WORKSTATION ACTIVITY CARDS: 29
a question, drawing on several sources and
15, 18, 22, 26, 27, 28, 29, 30
refocusing the inquiry when appropriate. WRITING WORKSTATION ACTIVITY CARDS: 30
TEACHER’S EDITION: Unit 1: S35, 92, 156, 220, 329, 330–333 Unit 2: 28, 92, 156, 220, 284,
329, 330–333 Unit 3: 28, 92, 156, 220, 284, 330–333 Unit 4: 28, 92, 220, 284, 329, 330–333
Unit 5: 92, 156, 284, 330–333, 344–349, 350–355 Unit 6: 28, 92, 156, 220, 284, 330–333
TEACHER RESOURCES: SPEAKING AND LISTENING CHECKLISTS: Unit 1, Unit 2
CCSS14
Writing Standards
CORRELATIONS
W.6.8 Gather relevant information from multiple SCIENCE/SOCIAL STUDIES WORKSTATION ACTIVITY CARDS: 6, 7, 9, 10, 11, 14, 15, 16, 17,
18, 19, 21, 22, 23, 24, 26, 27, 28, 29, 30
print and digital sources; assess the
TEACHER’S EDITION: Unit 1: 28, 156, 220, 332, 333 Unit 2: 28, 92, 156, 220, 284, 330, 332
credibility of each source; and quote or Unit 3: 28, 92, 156, 220, 284, 328, 329, 330 Unit 4: 28, 92, 220, 284, 329, 332 Unit 5: 28, 92,
paraphrase the data and conclusions of 156, 220, 284, 328, 330, 346 Unit 6: 28, 92, 156, 220, 329, 332
others while avoiding plagiarism and www.connected.mcgraw-hill.com: RESOURCES
providing basic bibliographic information TEACHER RESOURCES: SPEAKING AND LISTENING CHECKLISTS: Unit 3, Unit 4, Unit 5,
Unit 6
for sources.
W.6.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.6.9a Apply grade 6 Reading standards to LITERATURE ANTHOLOGY: Unit 1: 25, 47 Unit 2: 147, 169 Unit 3: 193, 209 Unit 4: 305, 321
Unit 5: 349, 371
literature (e.g., “Compare and contrast texts
LEVELED READERS: Unit 1, Week 1: Silver Linings (A), Call Me Max (O,ELL), Into the Lion’s
in different forms or genres [e.g., stories Den (B) Unit 2, Week 3: The Toolmaker (A), The Ambassador (O, ELL), Chihul’s Secret (B) Unit 3,
and poems; historical novels and fantasy Week 2: Bear Country (A), Think Hard, Think Fast (O, ELL), The Yard Sale (B) Unit 4, Week 4:
stories] in terms of their approaches to Treasures from Tonga (A), So Many Stars (O, ELL), The Best Friends’ Birthdays (B) Unit 6, Week 5:
Chill Out (A), Liv’s Vacation (O, ELL), Vasca’s Log (B)
similar themes and topics”). YOUR TURN PRACTICE BOOK: 9, 19, 29, 49, 79, 89, 99, 109, 119, 179, 189, 199, 209, 219, 299
TEACHER’S EDITION: Unit 1: 29, 84, 93 Unit 2: 148, 217R, 221, 276 Unit 3: 20, 25N, 29, 84,
93 Unit 4: 148, 157, 214, 221, 276, 285 Unit 5: 20, 28, 29, 84, 93 Unit 6: 276
W.6.9b Apply grade 6 Reading standards to literary LITERATURE ANTHOLOGY: Unit 1: 67, 87 Unit 2: 113, 127 Unit 3: 225, 245 Unit 4: 273, 289
Unit 5: 389, 409 Unit 6: 437, 459, 479, 501
nonfiction (e.g., “Trace and evaluate the
LEVELED READERS: Unit 1, Week 3: Rain Forest Riches (A, O, ELL, B) Unit 2, Week 1: Lost in
argument and specific claims in a text, Time (A, O, ELL, B) Unit 3, Week 4: Beyond Expectations (A, O, ELL, B) Unit 4, Week 2: Against
distinguishing claims that are supported the Odds (A, O, ELL, B) Unit 5, Week 5: A Microscopic World (A, O, ELL, B) Unit 6, Week 1: The
by reasons and evidence from claims that Spice Trade (A, O, ELL, B)
YOUR TURN PRACTICE BOOK: 39, 59, 69, 129, 139, 149, 159, 169, 229, 239, 249, 259, 269,
are not”). 279, 289
TEACHER’S EDITION: Unit 1: 148, 157, 212, 221, 276, 285 Unit 2: 20, 29, 84, 89L, 93 Unit 3:
148, 157, 212, 221, 276, 285 Unit 4: 20, 29, 86, 93 Unit 5: 148, 212, 221, 276, 285 Unit 6: 20,
93, 148, 157, 221
Range of Writing McGraw-Hill Reading Wonders

W.6.10 Write routinely over extended time frames LEVELED READERS: Unit 1, Week 1: Silver Linings (A), Call Me Max (O,ELL), Into the Lion’s Den
(B) Unit 2, Week 1: Lost in Time (A, O, ELL, B) Unit 3, Week 1: Common Ground (A), Making
(time for research, reflection, and revision)
Things Happen (O, ELL), Bringing Home the Circus (B) Unit 4, Week 1: Aground! The Story of the
and shorter time frames (a single sitting Exxon Valdez (A, O, ELL, B) Unit 5, Week 1: Crow Brings Daylight (A), Thor’s Journey to Utgard
or a day or two) for a range of discipline- (O, ELL), The Hero Twins (B) Unit 6, Week 1: The Spice Trade (A, O, ELL, B)
specific tasks, purposes, and audiences. YOUR TURN PRACTICE BOOK: 9, 19, 29, 39, 49, 59, 69, 79, 89, 99, 109, 119, 129, 139, 149,
159, 169, 179, 189, 199, 209, 219, 229, 239, 249, 259, 269, 279, 289, 299
PHONICS/WORD STUDY WORKSTATION ACTIVITY CARDS: 4, 5, 12, 16, 17, 20, 22, 23, 29
READING WORKSTATION ACTIVITY CARDS: 1, 3, 8, 11, 12, 13, 14, 16, 18, 19, 21, 22, 25,
27, 30
15, 16, 18, 19, 20, 21, 22, 23, 24, 25, 26, 27, 28, 29, 30
WRITING WORKSTATION ACTIVITY CARDS: 1, 2, 3, 4, 5, 6, 7, 8, 9, 11, 12, 14, 15, 16, 17, 18,
19, 20, 21, 22, 23, 24, 25, 26, 27, 28, 29, 30
TEACHER’S EDITION: Unit 1: S33, S36, 32–33, 220–221, 344–349, 350–355 Unit 2: 190,
224–225, 346, 347, 348, 352, 353, 354 Unit 3: 89N, 96–97, 157, 346, 347, 348, 352, 353, 354
Unit 4: 28, 89Q, 93, 288–289, 329, 346–348, 352–354 Unit 5: 32–33, 156, 217S, 285, 330,
346, 347, 348, 352, 353, 354 Unit 6: 25R, 93, 96–97, 330–333, 346, 347, 348, 352, 353, 354

SPEAKING AND LISTENING
Comprehension and Collaboration

1. Prepare for and participate effectively in a range of conversations and collaborations
with diverse partners, building on others’ ideas and expressing their own clearly and
persuasively.
2. Integrate and evaluate information presented in diverse media and formats, including
visually, quantitatively, and orally.
3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
Presentation of Knowledge and Ideas

4. Present information, findings, and supporting evidence such that listeners can follow the
line of reasoning and the organization, development, and style are appropriate to task,
purpose, and audience.
5. Make strategic use of digital media and visual displays of data to express information and
enhance understanding of presentations.
6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command
of formal English when indicated or appropriate.
CCSS16
C
CORRELATIONS
Grade 6

SL 6 1
Speaking and Listening Standards

Comprehension and Collaboration McGraw-Hill Reading Wonders
SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their
own clearly.
SL.6.1a Come to discussions prepared, having READING/WRITING WORKSHOP: Unit 1: 18–19, 32–33, 74–75 Unit 2: 91 Unit 3:
162–163, 176–177, 190–191 Unit 4: 234–235, 248–249
read or studied required material; explicitly
LEVELED READERS: Unit 2, Week 2: Everybody Counts (A, O, B) Unit 2, Week 3: The
draw on that preparation by referring Toolmaker (A), The Ambassador (O), Chihul’s Secret (B) Unit 3, Week 2: Bear Country (A), Think
to evidence on the topic, text, or issue Hard, Think Fast (O), The Yard Sale (B) Unit 3, Week 3: Coming Together for Change (A, O, ELL, B)
to probe and reflect on ideas under Unit 3, Week 4: Beyond Expectations (A, O, ELL, B) Unit 4, Week 4: Treasures from Tonga (A),
So Many Stars (O, ELL), The Best Friends’ Birthdays (B) Unit 5, Week 3: How Horses Changed the
discussion. World (A, O, ELL, B) Unit 5, Week 5: A Microscopic World (ELL)
SCIENCE/SOCIAL STUDIES WORKSTATION ACTIVITY CARDS: 7, 8, 10, 11, 13, 16, 19, 21, 25
WRITING WORKSTATION ACTIVITY CARDS: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16,
17, 18, 19, 20, 21, 22
TEACHER’S EDITION: Unit 1: 169, 177, 181, 221, 268, 284–285 Unit 2: 12, 29, 41, 49, 53,
332 Unit 3: 76, 93, 105, 113, 117, 285, 327, 332 Unit 4: 140, 157, 169, 177, 181, 327, 332
Unit 5: 204, 221, 233, 241, 245, 285, 327, 332 Unit 6: 268, 285, 297, 305, 309, 328, 332
SL.6.1b Follow rules for collegial discussions, set LEVELED READERS: Unit 3, Week 2: Bear Country (A), Think Hard, Think Fast (O), The Yard
Sale (B)
specific goals and deadlines, and define
individual roles as needed. TEACHER’S EDITION: Unit 1: S6, S20, 74, 266, 332 Unit 2: 10, 74, 138, 202, 266, 332 Unit 3:
10, 202, 266, 332 Unit 4: 74, 266, 332 Unit 5: 10, 74, 138, 202, 266, 332 Unit 6: 10, 74, 138, 202,
266, 332

Comprehension and Collaboration McGraw-Hill Reading Wonders
SL.6.1c Pose and respond to specific questions READING/WRITING WORKSHOP: Unit 1: 18, 35, 46, 49, 60, 63, 78, 81 Unit 2: 94, 97, 98,
112, 118, 122, 125 132, 136, 139, 146, 150, 153, Unit 3: 161 , 162, 176, 190, 204, 218, 226,
with elaboration and detail by making
233 Unit 4: 234, 241, 248, 255, 262, 276, 290 Unit 5: 306, 310, 320, 324, 327, 334, 338, 341,
comments that contribute to the topic, 348, 352, 355, 362 Unit 6: 378, 386, 392, 396, 399, 400, 406, 410, 413, 420, 423, 424, 427,
text, or issue under discussion. 434, 438, 441
LEVELED READERS: Unit 3, Week 3: Coming Together for Change (A, O, B) Unit 5, Week 4:
Looking Further: The Hubble Telescope (A, O, B)
YOUR TURN PRACTICE BOOK: 5, 6, 7, 15, 16, 17, 25, 26, 27, 35, 36, 37, 45, 46, 47, 55, 56, 57,
65, 66, 67, 75, 76, 77, 85, 86, 87, 94, 95, 96, 97, 105, 106, 107, 115, 116, 117, 125, 126, 127,
135, 136, 137, 145, 146, 147, 155, 156, 157, 165, 166, 167, 175, 176, 177, 185, 186, 187, 195,
196, 197, 205, 206, 207, 215, 216, 217, 225, 226, 227, 235, 236, 237, 245, 246, 247, 255, 256,
257, 265, 266, 267, 275, 276, 277, 285, 286, 287, 295, 296, 297
TEACHER’S EDITION: Unit 1: S20, 10, 138, 266 Unit 2: xii, 18, 74, 82, 92, 335 Unit 3: 74, 138,
266, 274, 335 Unit 4: 10, 138, 266, 274, 335 Unit 5: xii, 10, 138, 202 Unit 6: 18, 74, 82, 138,
266, 335
SL.6.1d Review the key ideas expressed and READING/WRITING WORKSHOP: Unit 1: 18, 32–33, 46–47, 60–61, 78, 81 Unit 2: 94, 97,
98, 99, 112, 113, 119, 122, 125, 132–133, 136, 139, 146–147, 150, 153 Unit 3: 161 , 162–163,
demonstrate understanding of multiple
169, 176–177, 183, 190–191, 204–205, 211, 218–219, 226 Unit 4: 233, 234–235, 241,
perspectives through reflection and 248–249, 255, 262–263, 269, 276–277, 283, 290–291 Unit 5: 306, 310, 320–321, 324, 327,
paraphrasing. 334–335, 338, 341, 348–349, 352, 355, 363 Unit 6: 378–379, 386, 392–393, 396, 399, 400,
406, 410, 413, 420, 424, 427, 434–435, 438, 441
LEVELED READERS: Unit 2, Week 2: Everybody Counts (A, O, B) Unit 2, Week 3: The
Toolmaker (A), The Ambassador (O, ELL)
TEACHER’S EDITION: Unit 1: S35, 29, 93, 157, 202, 221, 285, 329 Unit 2: 29, 93, 138, 157,
202, 221, 285 Unit 3: 10, 29, 93, 157, 221, 285, 335 Unit 4: 29, 93, 138, 157, 202, 221, 285
Unit 5: xii, 93, 157, 221, 285, 332, 335 Unit 6: 29, 93, 157, 221, 285
SL.6.2 Interpret information presented in READING/WRITING WORKSHOP: Unit 1: 18, 32–33, 46–47, 50, 60–61, 80–81 Unit 3:
162–163, 176–177, 190–191, 204–205 Unit 4: 234–235, 248–249, 262–263, 276–277
diverse media and formats (e.g., visually,
LEVELED READERS: Unit 1, Week 4: Exploring the Deep (A, O, ELL, B) Unit 2, Week 1: Lost in
quantitatively, orally) and explain how it Time (A, O, ELL, B) Unit 5, Week 4: Looking Further: The Hubble Telescope (A, O, B)
contributes to a topic, text, or issue under TEACHER’S EDITION: Unit 1: 10, 12, 74, 76, 104, 140, 180, 204 Unit 2: 10, 12, 74, 76, 140,
study. 202, 204, 328 Unit 3: xii, 74, 76, 138, 140, 202, 204, 328 Unit 4: 10, 12, 74, 76, 138, 140, 202,
328 Unit 5: 10, 12, 74, 76, 140, 202, 204 Unit 6: 10, 12, 74, 76, 138, 140, 204, 268, 328
SL.6.3 Delineate a speaker’s argument and TEACHER’S EDITION: Unit 1: 221 Unit 2: 221 Unit 3: 29, 93, 221, 335 Unit 4: 221 Unit 5: 29,
221 Unit 6: 93, 285, 335, 344
specific claims, distinguishing claims that
are supported by reasons and evidence
from claims that are not.
CCSS18
Presentation of Knowledge and Ideas McGraw-Hill Reading Wonders
CORRELATIONS
SL.6.4 Present claims and findings, sequencing READING WORKSTATION ACTIVITY CARDS: 29
ideas logically and using pertinent
TEACHER’S EDITION: Unit 1: 28, 93, 156, 220, 334 Unit 2: 220, 284, 329, 334 Unit 3: 329,
descriptions, facts, and details to 334 Unit 4: 156, 220, 284, 329, 333, 334 Unit 5: 28, 92, 156, 220, 284, 334 Unit 6: 28, 284,
accentuate main ideas or themes; use 329, 330, 334
appropriate eye contact, adequate volume, www.connected.mcgraw-hill.com: RESOURCES
and clear pronunciation. TEACHER RESOURCES: SPEAKING AND LISTENING CHECKLISTS: Unit 1, Unit 2, Unit 3,
Unit 4, Unit 5, Unit 6
SL.6.5 Include multimedia components (e.g., SCIENCE/SOCIAL STUDIES WORKSTATION ACTIVITY CARDS: 17
TEACHER’S EDITION: Unit 1: 28, 92, 156, 220, 331, 334, 354 Unit 2: 28, 157, 329, 332, 334,
graphics, images, music, sound) and
354 Unit 3: 92, 156, 332, 334, 354 Unit 4: 156, 284, 329, 332, 334, 353 Unit 5: 93, 156, 157,
visual displays in presentations to clarify 332, 334, 348, 354, 360 Unit 6: 156, 330, 331, 332, 334, 348, 354
information. www.connected.mcgraw-hill.com: RESOURCES
TEACHER RESOURCES: SPEAKING AND LISTENING CHECKLISTS: Unit 1, Unit 2, Unit 3,
Unit 4, Unit 5, Unit 6
TIME FOR KIDS ONLINE ARTICLES: Unit 1, Unit 2, Unit 3, Unit 4, Unit 5, Unit 6
SL.6.6 Adapt speech to a variety of contexts and SCIENCE/SOCIAL STUDIES WORKSTATION ACTIVITY CARDS: 2, 17
TEACHER’S EDITION: Unit 1: 92 Unit 2: 284 Unit 3: 329 Unit 4: 156, 220 Unit 6: 284, 330
tasks, demonstrating command of formal
English when indicated or appropriate. (See
grade 6 Language standards 1 and 3 for
specific expectations.)

LANGUAGE
Conventions of Standard English

1. Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
2. Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
Knowledge of Language
3. Apply knowledge of language to understand how language functions in different
contexts, to make effective choices for meaning or style, and to comprehend more fully
when reading or listening.
Vocabulary Acquisition and Use

4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases
by using context clues, analyzing meaningful word parts, and consulting general and
specialized reference materials, as appropriate.
5. Demonstrate understanding of figurative language, word relationships, and nuances in
word meanings.
6. Acquire and use accurately a range of general academic and domain-specific words and
phrases sufficient for reading, writing, speaking, and listening at the college and career
readiness level; demonstrate independence in gathering vocabulary knowledge when
considering a word or phrase important to comprehension or expression.
CCSS20
C
CORRELATIONS
Grade 6

L 6 1
Language Standards
Conventions of Standard English McGraw-Hill Reading Wonders
L.6.1 Demonstrate command of the conventions of standard English grammar and usage when writing
or speaking.
L.6.1a Ensure that pronouns are in the proper case READING/WRITING WORKSHOP: Unit 4: 261, 275 GH: 462, 463
TEACHER’S EDITION: Unit 4: 98–99, 127, 162–163, 191
(subjective, objective, possessive).
TEACHER RESOURCES: GRAMMAR PRACTICE REPRODUCIBLES: 81, 82, 83, 84, 85, 86,
87, 89, 90
L.6.1b Use intensive pronouns (e.g., myself, READING/WRITING WORKSHOP: GH: 463
TEACHER’S EDITION: Unit 2: 177 Unit 4: 93, 98–99, 127
ourselves).
TEACHER RESOURCES: GRAMMAR PRACTICE REPRODUCIBLES: 81, 84
L.6.1c Recognize and correct inappropriate shifts READING/WRITING WORKSHOP: Unit 4: 247 GH: 462
TEACHER’S EDITION: Unit 4: 34–35, 98, 99, 255, 290, 291
in pronoun number and person.
TEACHER RESOURCES: GRAMMAR PRACTICE REPRODUCIBLES: 79

Language Standards
Conventions of Standard English McGraw-Hill Reading Wonders
L.6.1d Recognize and correct vague pronouns READING/WRITING WORKSHOP: GH: 462
TEACHER’S EDITION: Unit 4: 29, 34–35, 63
(i.e., ones with unclear or ambiguous
antecedents). TEACHER RESOURCES: GRAMMAR PRACTICE REPRODUCIBLES: 78
L.6.1e Recognize variations from standard English READING/WRITING WORKSHOP: Unit 4: 261, 289
TEACHER’S EDITION: Unit 1: 127, 290–291 Unit 2: 34, 35, 98, 99, 163, 227, 290–291 Unit 3:
in their own and others’ writing and
34–35, 226–227, 290–291 Unit 4: 291 Unit 5: 34, 98, 99, Unit 6: 99
speaking, and identify and use strategies
to improve expression in conventional
language.
L.6.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing.
L.6.2a Use punctuation (commas, parentheses, READING/WRITING WORKSHOP: GH: 456, 476, 478
TEACHER’S EDITION: Unit 1: 25C Unit 2: 290–291 Unit 3: 336, 337 Unit 4: 337 Unit 6: 227,
dashes) to set off nonrestrictive/
336
parenthetical elements. www.connected.mcgraw-hill.com: RESOURCES
L.6.2b Spell correctly. PHONICS/WORD STUDY WORKSTATION ACTIVITY CARDS: 18, 20, 21, 27, 28
TEACHER’S EDITION: Unit 1: 36–37, 100–101, 164–165, 228–229, 292–293 Unit 2:
36–37, 100–101, 164–165, 228–229, 292–293 Unit 3: 36–37, 100–101, 164–165, 228–229,
292–293 Unit 4: 36–37, 100–101, 164–165, 228–229, 292–293 Unit 5: 36–37, 100–101,
164–165, 228–229, 292–293 Unit 6: 36–37, 100–101, 164–165, 228–229, 292–293
CCSS22
Language Standards
Knowledge of Language McGraw-Hill Reading Wonders
CORRELATIONS
L.6.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.6.3a Vary sentence patterns for meaning, READING/WRITING WORKSHOP: Unit 1: 59 Unit 6: 390–391
reader/listener interest, and style.
TEACHER’S EDITION: Unit 1: 162, 226–227 Unit 6: 30–31, 32–33, 62
L.6.3b Maintain consistency in style and tone. READING/WRITING WORKSHOP: Unit 3: 216–217
TEACHER’S EDITION: Unit 1: 222–223, 224–225, 254 Unit 3: 222–223, 224–225, 254
Unit 6: 94–95, 96–97
Vocabulary Acquisition and Use McGraw-Hill Reading Wonders

L.6.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on
grade 6 reading and content, choosing flexibly from a range of strategies.
L.6.4a Use context (e.g., the overall meaning of a READING/WRITING WORKSHOP: Unit 1: 29, 43, 85 Unit 2: 92, 93, 106, 107 Unit 3: 173,
187, 215 Unit 4: 245, 259, 273, 287 Unit 5: 317, 331, 345, 359 Unit 6: 417
sentence or paragraph; a word’s position
LITERATURE ANTHOLOGY: Unit 1: 25, 47 Unit 3: 193, 209, 245 Unit 4: 273, 305 Unit 5: 389,
or function in a sentence) as a clue to the 409 Unit 6: 479
meaning of a word or phrase. LEVELED READERS: Unit 1, Week 1: Silver Linings (A), Call Me Max (O, ELL), Into the Lion’s
Den (B) Unit 3, Week 1: Common Ground (A), Making Things Happen (O, ELL), Bringing Home
the Circus (B) Unit 4, Week 5: The Go-Kart (A), Team Robot Ninja (O, ELL), The Hardest Lesson (B)
Unit 5, Week 3: How Horses Changed the World (A, O, ELL, B) Unit 6, Week 3: Adventure Under
the Ice (A, O, ELL, B)
YOUR TURN PRACTICE BOOK: 7, 17, 57, 107, 117, 137, 147, 157, 177, 187, 227, 237, 277
PHONICS/WORD STUDY WORKSTATION ACTIVITY CARDS: 1, 10, 12, 14, 15
TEACHER’S EDITION: Unit 1: S15, 24, 50, 54, 61, 88, 230 Unit 2: 89I, 102, 145 Unit 3: 24,
25G, 88, 216, 338 Unit 4: 24, 25E, 45, 152, 178, 189, 216, 336 Unit 5: 25C, 88, 152, 182, 216,
337 Unit 6: 109, 152, 167, 182, 189, 338
L.6.4b Use common, grade-appropriate Greek READING/WRITING WORKSHOP: Unit 1: 57, 85 Unit 2: 101, 115, 143 Unit 3: 201 Unit 5:
317 Unit 6: 389, 431
or Latin affixes and roots as clues to the
LITERATURE ANTHOLOGY: Unit 1: 67 Unit 2: 113, 127, 167 Unit 5: 349 Unit 6: 437, 501
meaning of a word (e.g., audience, auditory, LEVELED READERS: Unit 1, Week 3: Rain Forest Riches (A, O, ELL, B) Unit 2, Week 1: Lost in
audible). Time (A, O, ELL, B) Unit 2, Week 2: Everybody Counts (A, O, ELL, B) Unit 2, Week 4: Wrought by
Fire (A), The Little Golden Llama (O, ELL), The Mark (B) Unit 6, Week 1: The Spice Trade (A, O, ELL,
B) Unit 6, Week 4: The Ancient City of Ur (A, O, ELL, B)
YOUR TURN PRACTICE BOOK: 27, 47, 57, 67, 87, 248, 257, 258, 268, 278, 287, 288
PHONICS/WORD STUDY WORKSTATION ACTIVITY CARDS: 2, 4, 5, 6, 8, 11, 23, 27, 28, 29
TEACHER’S EDITION: Unit 1: S28, 152, 182, 189, 280, 301 Unit 2: 24, 39, 50, 88, 89F, 102,
216, 246, 253 Unit 3: 152, 153J, 153N, 182, 189 Unit 4: 218, 235, 233, 294 Unit 5: 24, 45, 50,
54, 61 Unit 6: 24, 38, 39, 216, 237, 242, 253

Language Standards
L.6.4c Consult reference materials (e.g., PHONICS/WORD STUDY WORKSTATION ACTIVITY CARDS: 2, 4, 5, 6, 7, 8, 10, 11, 12, 13,
14, 15, 25, 26, 27, 29, 30
dictionaries, glossaries, thesauruses), both
print and digital, to find the pronunciation WRITING WORKSTATION ACTIVITY CARDS: 20
of a word or determine or clarify its precise TEACHER’S EDITION: Unit 1: S27, 24, 39, 118, 152 Unit 2: 25C, 37, 38, 39, 58, 59, 152, 217
meaning or its part of speech. Unit 3: 336, 337, 338 Unit 4: 39, 58, 152, 167, 216 Unit 5: 24, 39, 150, 336, 337 Unit 6: 39,
167, 216, 231
L.6.4d Verify the preliminary determination of READING/WRITING WORKSHOP: Unit 1: 43 Unit 3: 187 Unit 4: 245, 259
LEVELED READERS: Unit 3, Week 4: Beyond Expectations (A, O, ELL, B)
the meaning of a word or phrase (e.g., by
PHONICS/WORD STUDY WORKSTATION ACTIVITY CARDS: 1, 8, 10, 12, 14, 15, 25, 26
checking the inferred meaning in context TEACHER’S EDITION: Unit 1: S27, 24, 39, 88, 102–103 Unit 2: 37–39, 152 Unit 3: 166–167,
or in a dictionary). 280 Unit 4: 152, 182, 216, 230–231, 253 Unit 5: 24, 109, 114 Unit 6: 24, 88–89, 114, 118, 216
L.6.5 Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings.
L.6.5a Interpret figures of speech (e.g., READING/WRITING WORKSHOP: Unit 1: 71 Unit 2: 157 Unit 4: 259, 301 Unit 5: 333
Unit 6: 445
personification) in context.
LITERATURE ANTHOLOGY: Unit 1: 86 Unit 2: 177 Unit 4: 289, 329 Unit 5: 371 Unit 6: 509
LEVELED READERS: Unit 1, Week 4: Exploring the Deep (A, O, ELL, B) Unit 2, Week 5: Just
Like Pizarro (A), Nat’s Treasure (O, ELL), Digging In (B) Unit 3, Week 1: Common Ground (A),
Making Things Happen (O, ELL) Unit 4, Week 2: Against the Odds (A, O, ELL, B) Unit 4, Week 5:
The Go-Kart (A), Team Robot Ninja (O, ELL), The Hardest Lesson (B) Unit 6, Week 5: Chill Out (A),
Liv’s Vacation (O, ELL), Vasca’s Log
PHONICS/WORD STUDY WORKSTATION ACTIVITY CARDS: 3, 9, 13
TEACHER’S EDITION: Unit 1: 216–217, 237, 242, 246, 317 Unit 2: 280–281, 301, 306, 310,
317 Unit 3: 25F, 89C, 217H Unit 4: 88, 109, 114, 280, 301, 306, 310, 317 Unit 5: 88–89, 109,
114 Unit 6: 88–89, 109, 114, 280–281, 317
L.6.5b Use the relationship between particular LEVELED READERS: Unit 3, Week 5: A World of Water (A, O, ELL, B)
PHONICS/WORD STUDY WORKSTATION ACTIVITY CARDS: 12
words (e.g., cause/effect, part/whole, item/
category) to better understand each of the TEACHER’S EDITION: Unit 1: 39, 165 Unit 3: 280, 301, 306, 310, 317 Unit 5: 152, 173, 178,
words. 182 Unit 6: 152, 173, 178, 182, 295
CCSS24
Language Standards
CORRELATIONS
L.6.5c Distinguish among the connotations READING/WRITING WORKSHOP: Unit 2: 129 Unit 5: 333
(associations) of words with similar
PHONICS/WORD STUDY WORKSTATION ACTIVITY CARDS: 7
denotations (definitions) (e.g., stingy, WRITING WORKSTATION ACTIVITY CARDS: 20
scrimping, economical, unwasteful, thrifty). TEACHER’S EDITION: Unit 1: S16, 39, 109, 173, 217H, 237 Unit 2: 152–153, 167, 173, 178,
182, 189, 317 Unit 4: 182, 280 Unit 5: 26, 39, 88, 295, 280–281, 301, 306 Unit 6: 89N, 286,
288
L.6.6 Acquire and use accurately grade- READING/WRITING WORKSHOP: Unit 1: 20–21, 34–35, 48–49, 62–63, 76–77 Unit 2:
92–93, 106–107, 120–121, 129, 134–135, 148–149 Unit 3: 164–165, 178–179, 192–193,
appropriate general academic and
201, 206–207, 219–221 Unit 4: 236–237, 250–251, 264–265, 278–279, 292–293 Unit 5:
domain-specific words and phrases; 308–309, 317, 322–323, 331, 336–337, 350–351, 364–365, 374 Unit 6: 380–381, 394–395,
gather vocabulary knowledge when 408, 409, 442–443, 436, 437
considering a word or phrase important to LEVELED READERS: Unit 1, Week 3: Rain Forest Riches (A, O, ELL,B) Unit 2, Week 2:
Everybody Counts (A, O, ELL, B) Unit 5, Week 1: Crow Brings Daylight (A), Thor’s Journey to
comprehension or expression. Utgard (O, ELL), The Hero Twins (B) Unit 5, Week 4: Looking Further: The Hubble Telescope (A, O,
ELL, B)
YOUR TURN PRACTICE BOOK: 1, 11, 21, 31, 41, 51, 61, 71, 81, 91, 101, 111, 121, 131, 141,
151, 161, 171, 181, 191, 201, 211, 221, 231, 241
PHONICS/WORD STUDY WORKSTATION ACTIVITY CARDS: 4, 7, 8, 26
TEACHER’S EDITION: Unit 1: S6, S7, S8, 14, 78, 142, 206, 270 Unit 2: 14, 78, 108–109,
142, 206, 270, 328 Unit 3: 14, 78, 142, 172–173, 206, 270, 326–327 Unit 4: 14, 78, 142, 206,
236–237, 270, 326–327 Unit 5: 14, 78, 142, 206, 270, 300–301, 328 Unit 6: 14, 44–45, 78,
142, 206, 270, 326–327
CARDS: VISUAL VOCABULARY CARDS: Unit 1: 1–8, 9–16, 17–24, 25–32, 33–40 Unit 2:
41–48, 49–56, 57–64, 65–72, 73–76 Unit 3: 77–84, 85–92, 93–100, 101–108, 109–116
Unit 4: 117–123, 124–132, 133–140, 141–148, 149–152 Unit 5: 153–160, 161–168,
169–176, 177–184, 185–192 Unit 6: 193–200, 201–208, 209–216, 217–224, 225–228

Language Progressive Skills
Below are the grade 3–5 Language standards indicated by CCSS to be particularly
likely to require continued attention in grade 6 as they are applied to increasingly
sophisticated writing and speaking.
Language Progressive Skills

Standard McGraw-Hill Reading Wonders
L.3.1f Ensure subject-verb and pronoun- READING/WRITING WORKSHOP: Unit 4: 247, 289 GH: 458
TEACHER’S EDITION: Unit 3: 98–99, 153G Unit 4: 34–35, 226, 255, 291, 354
antecedent agreement.
TEACHER RESOURCES: GRAMMAR PRACTICE REPRODUCIBLES: 57, 58, 77, 79
L.3.3a Choose words and phrases for effect. TEACHER’S EDITION: Unit 1: 96–97, 222 Unit 2: 286, 287
L.4.1f Produce complete sentences, recognizing READING/WRITING WORKSHOP: Unit 1: 45 GH: 450, 453
TEACHER’S EDITION: Unit 1: 34–35, 63, 98–99, 290–291
and correcting inappropriate fragments
and runons. TEACHER RESOURCES: GRAMMAR PRACTICE REPRODUCIBLES: 1, 4, 5, 8, 9
L.4.1g Correctly use frequently confused words LEVELED READERS: Unit 4, Week 3: Mixed Messages (A), The Missing Swimsuit (O, ELL),
Something Fishy (B) Unit 4, Week 4: Treasures from Tonga (A), So Many Stars (O, ELL), The Best
(e.g. to/too/two; there/their)
Friends’ Birthdays (B)
TEACHER’S EDITION: Unit 3: 154–155, 164–165 Unit 4: 227
L.4.3a Choose words and phrases to convey ideas READING/WRITING WORKSHOP: Unit 2: 158 Unit 4: 302 Unit 6: 446
TEACHER’S EDITION: Unit 1: 94–97 Unit 2: 286–289, 318, 352 Unit 4: 286–289 Unit 5:
precisely.
286–289
L.4.3b Choose punctuation for effect. TEACHER’S EDITION: Unit 1: 25C, 35 Unit 4: 163 Unit 6: 89A, 336–337
L.5.1d Recognize and correct inappropriate shifts READING/WRITING WORKSHOP: Unit 3: 189, 203 GH: 458
TEACHER’S EDITION: Unit 3: 98–99, 163, 348
in verb tense.
L.5.2a Use punctuation to separate items in a READING/WRITING WORKSHOP: GH: 478

TEACHER’S EDITION: Unit 2: 99, 348 Unit 5: 99
series.
CCSS26
Reading Standards for Literacy in History/Social Studies
CORRELATIONS
RH.6.1 Cite specific textual evidence to support READING/WRITING WORKSHOP: Unit 1: 82, 83, 84 Unit 2: 98, 100, 112, 114 Unit 3: 198,
200, 212, 214 Unit 4: 242, 244 Unit 5: 342, 344 Unit 6: 386, 388, 400, 402
analysis of primary and secondary sources.
LITERATURE ANTHOLOGY: Unit 1: 95 Unit 2: 113, 127, 150 Unit 3: 222, 225, 245 Unit 4:
263, 269, 273 Unit 5: 383, 389, 393 Unit 6: 437, 445, 458, 459
LEVELED READERS: Unit 1, Week 5: Money Changes (A, ELL, O, B) Unit 2, Week 1: Lost in
Time (A, O, ELL, B) Unit 2, Week 2: Everybody Counts (A, O, ELL, B) Unit 3, Week 3: Coming
Together for Change (A, O, ELL, B) Unit 3, Week 4: Beyond Expectations (A, O, ELL, B) Unit 5,
Week 3: How Horses Changed the World (A, O, ELL, B) Unit 6, Week 1: The Spice Trade (A, O, ELL,
B) Unit 6, Week 4: The Ancient City of Ur (A, O, ELL, B)
YOUR TURN PRACTICE BOOK: 45, 49, 55, 59, 65, 69, 125, 129, 135, 139, 155, 159, 225, 229,
255, 259, 265, 269
TEACHER’S EDITION: Unit 1: 273, 275, 281D, 304, 305 Unit 2: 16, 25G, 29, 93 Unit 3: 145,
157, 177, 181, 210, 217P Unit 4: 18 25E, 25L, 25M, 25O, 330–331 Unit 5: 144, 176, 177, 186
Unit 6: 17, 18, 49, 82, 89H, 208
RH.6.2 Determine the central ideas or information READING/WRITING WORKSHOP: Unit 2: 99 Unit 3: 198, 212 Unit 4: 242, 244 Unit 4: 242,
244 Unit 6: 387, 400
of a primary or secondary source; provide
LITERATURE ANTHOLOGY: Unit 2: 113, 127 Unit 3: 215, 219, 225, 237, 240, 245 Unit 4: 275
an accurate summary of the source distinct Unit 5: 389 Unit 6: 437, 459
from prior knowledge or opinions. LEVELED READERS: Unit 1, Week 5: Money Changes (A, O, ELL, B) Unit 2, Week 1: Lost in
Together for Change (A, O, ELL, B) Unit 3, Week 4: Beyond Expectations (A, O, ELL, B)
TEACHER’S EDITION: Unit 1: 276, 281D, 311 Unit 2: 20, 25P, 80, 82, 89L, 94 Unit 3: 146,
153G, 153N, 177, 210, 217D, 249 Unit 4: 18, 19, 22, 25H Unit 5: 153N Unit 6: 20, 25R, 48, 85,
89R, 217D, 232
RH.6.3 Identify key steps in a text’s description of READING/WRITING WORKSHOP: Unit 3: 197
a process related to history/social studies
SCIENCE/SOCIAL STUDIES WORKSTATION ACTIVITY CARDS: 5, 6, 7, 9, 10, 11, 23, 29
(e.g., how a bill becomes law, how interest TEACHER’S EDITION: Unit 1: 281F Unit 2: 89N Unit 6: 25M, 41
rates are raised or lowered).

RH.6.4 Determine the meaning of words and READING/WRITING WORKSHOP: Unit 1: 85 Unit 2: 101, 115 Unit 3: 215 Unit 4: 245
Unit 5: 345 Unit 6: 389, 403, 431
LITERATURE ANTHOLOGY: Unit 1: 95 Unit 2: 113, 127 Unit 3: 225, 245 Unit 4: 273 Unit 5:
vocabulary specific to domains related to 389
history/social studies. LEVELED READERS: Unit 1, Week 5: Money Changes (A, O, ELL, B) Unit 2, Week 2: Everybody
Counts (A, O, ELL, B) Unit 3, Week 4: Beyond Expectations (A, O, ELL, B) Unit 6, Week 1: The
Spice Trade (A, O, ELL, B) Unit 6, Week 4: The Ancient City of Ur (A, O, ELL, B)
YOUR TURN PRACTICE BOOK: 47, 57, 67, 127, 137, 227, 257, 267, 287
TEACHER’S EDITION: Unit 1: 280, 281, 305 Unit 2: 24, 25C–25D, 40, 88, 89F, 89I Unit 3: 152,
153E, 185, 217, 217M, 242, 253 Unit 4: 24, 25, 25F, 45, 53 Unit 5: 152, 153, 153P, 168, 178
Unit 6: 24, 25C, 53, 88, 89M, 121, 217O
RH.6.5 Describe how a text presents information READING/WRITING WORKSHOP: Unit 2: 9, 113 Unit 3: 199, 213 Unit 4: 242, 246–247
Unit 5: 343 Unit 6: 401, 429
(e.g., sequentially, comparatively, causally).
LITERATURE ANTHOLOGY: Unit 2: 127 Unit 3: 225, 245 Unit 5: 389
LEVELED READERS: Unit 2, Week 1: Lost in Time (A, O, ELL, B) Unit 2, Week 2: Everybody
Counts (A, O, ELL, B) Unit 3, Week 3: Coming Together for Change (A, O, ELL, B) Unit 3, Week
4: Beyond Expectations (A, O, ELL, B) Unit 5, Week 3: How Horses Changed the World (A, O, ELL,
B) Unit 6, Week 2: Blown Away: When Krakatoa Exploded (A, O, ELL, B) Unit 6, Week 4: The
Ancient City of Ur (A, O, ELL, B)
YOUR TURN PRACTICE BOOK: 55, 65, 125, 135, 157, 225, 285
TEACHER’S EDITION: Unit 1: 84, 112, 273, 281A–281B, 281C Unit 2: 17, 29, 84, 89C, 113,
115, 153S–153T Unit 4: 18
RH.6.6 Identify aspects of a text that reveal an READING/WRITING WORKSHOP: Unit 1: 83 Unit 3: 200, 216 Unit 4: 243
LITERATURE ANTHOLOGY: Unit 1: 95 Unit 4: 272, 273
author’s point of view or purpose (e.g.,
LEVELED READERS: Unit 1, Week 5: Money Changes (A, O, ELL, B)
loaded language, inclusion or avoidance of YOUR TURN PRACTICE BOOK: 45, 126, 155, 156
particular facts). READING WORKSTATION ACTIVITY CARDS: 18, 25, 27, 30
TEACHER’S EDITION: Unit 1: 276–277, 281C, 281E–281F, 285, 304 Unit 3: 150, 153D
Unit 4: 20, 25E, 25G, 25I, 25K, 25M, 250, 47 Unit 5: 145
CCSS28
CORRELATIONS
RH.6.7 Integrate visual information (e.g., in charts, READING/WRITING WORKSHOP: Unit 1: 84 Unit 2: 100, 114 Unit 5: 344 Unit 6: 388, 430
LITERATURE ANTHOLOGY: Unit 1: 97 Unit 2: 114 Unit 5: 388
graphs, photographs, videos, or maps) with
LEVELED READERS: Unit 5, Week 3: How Horses Changed the World (A, O, ELL, B) Unit 6,
other information in print and digital texts. Week 4: The Ancient City of Ur (A, O, ELL, B)
YOUR TURN PRACTICE BOOK: 46, 56, 286
READING WORKSTATION ACTIVITY CARDS: 14, 15, 30
SCIENCE/SOCIAL STUDIES WORKSTATION ACTIVITY CARDS: 5, 9, 10, 12, 16, 17, 21, 25, 26
TEACHER’S EDITION: Unit 1: 150, 153O, 278, 279, 296, 304 Unit 2: 25C, 57, 87, 116 Unit 4:
25D, 25K, 40 Unit 5: 150, 151, 153L, 177, 181 Unit 6: 22, 23, 25K, 41, 214, 215, 217F
MEDIA: VIDEOS: Unit 1, Week 5: Money Matters Unit 2, Week 1: Cradles of Civilization
Unit 2, Week 2: Democratic Concepts Unit 3, Week 3: Inspired Work Unit 3, Week 4: Being
the First Unit 4, Week 1: Responding to Disaster Unit 5, Week 3: The Importance of Innovation
Unit 6, Week 1: Relying on Nature Unit 6, Week 2: Gateways to History Unit 6, Week 4:
Astonishing Discoveries
TIME FOR KIDS ONLINE ARTICLES: Unit 2: “Who Owns History?” Unit 3: “Elephant Camp”
Unit 6: “World Wonders in Danger”
RH.6.8 Distinguish among fact, opinion, and READING/WRITING WORKSHOP: Unit 4: 243
reasoned judgment in a text.
TEACHER’S EDITION: Unit 1: 276, 281E, 281F, 309 Unit 4: 25G, 25K, 25M, 25N
RH.6.9 Analyze the relationship between a primary READING/WRITING WORKSHOP: Unit 4: 244 Unit 6: 402
LITERATURE ANTHOLOGY: Unit 4: 273
and secondary source on the same topic.
LEVELED READERS: Unit 16, Week 2: Blown Away: When Krakatoa Exploded (A, O, ELL, B)
TEACHER’S EDITION: Unit 4: 22, 23, 25I, 25K, 25L, 25O, 92, 330 Unit 6: 86, 87, 89H, 89L,
112, 116

RH.6.10 By the end of grade 8, read and READING/WRITING WORKSHOP: Unit 1: 244 Unit 6: 402
LEVELED READERS: Unit 1, Week 5: Money Changes (A, O, ELL, B) Unit 2, Week 1: Lost in
comprehend history/social studies texts
in the grades 6–8 text complexity band Together for Change (A, O, ELL, B) Unit 3, Week 4: Beyond Expectations (A, O, ELL, B) Unit 5,
independently and proficiently. Week 3: How Horses Changed the World (A, O, ELL, B) Unit 6, Week 1: The Spice Trade (A, O, ELL,
B) Unit 6, Week 2: Blown Away: When Krakatoa Exploded (A, O, ELL, B)
TEACHER’S EDITION: Unit 1: 274, 281B, 303, 307, 311 Unit 2: 47, 51, 55, 111, 115, 119
Unit 3: 150, 175, 179, 183, 214, 239, 243, 247 Unit 4: 47, 51, 55, 86 Unit 5: 150, 175, 179
Unit 6: 47, 51, 55, 111, 115, 119, 239, 243, 247
TIME FOR KIDS ONLINE ARTICLES: Unit 2: “Who Owns History?” Unit 3: “Elephant Camp”

Reading Standards for Literacy in Science and Technical Subjects
RST.6.1 Cite specific textual evidence to support READING/WRITING WORKSHOP: Unit 1: 53, 54, 56, 67, 68, 70 Unit 3: 225, 226, 228, 229
Unit 4: 255, 256, 259 Unit 5: 355, 356, 357, 358, 369, 370 Unit 6: 414, 415
analysis of science and technical texts.
LITERATURE ANTHOLOGY: Unit 1: 67, 71, 91 Unit 3: 251, 255 Unit 5: 400, 403, 406, 415,
417
Exploring the Deep (A, O, ELL, B) Unit 3, Week 5: A World of Water (A, O, ELL, B) Unit 4, Week 1:
Aground! The Story of the Exxon Valdez (A, O, ELL, B) Unit 4, Week 2: Against the Odds (A, O,
ELL, B) Unit 5, Week 4: Looking Further: The Hubble Telescope (A, O, ELL, B) Unit 5, Week 5: A
Microscopic World (A, O, ELL, B) Unit 6, Week 3: Adventure Under the Ice (A, O, ELL, B)
279
READING WORKSTATION ACTIVITY CARDS: 9, 10, 11, 12, 13, 14, 15, 17, 18, 20, 28, 30
TEACHER’S EDITION: Unit 1: 144, 145, 157, 209, 221 Unit 3: 272, 273, 274, 275, 281F, 296,
297, 315 Unit 4: 89I, 89Q, 89R, 121 Unit 5: 210, 211, 217G, 272, 273, 274, 275 Unit 6: 144,
145, 146, 147, 153T, 153U, 186
RST.6.2 Determine the central ideas or conclusions READING/WRITING WORKSHOP: Unit 1: 55, 69 Unit 5: 370 Unit 6: 414, 415
LITERATURE ANTHOLOGY: Unit 1: 67, 87 Unit 3: 253 Unit 5: 409, 415
of a text; provide an accurate summary of
the text distinct from prior knowledge or Exploring the Deep (A, O, ELL, B) Unit 3, Week 5: A World of Water (A, O, ELL, B) Unit 4,
opinions. Week 1: Aground! The Story of the Exxon Valdez (A, O, ELL, B) Unit 4, Week 2: Against the Odds
(A, O, ELL, B)
TEACHER’S EDITION: Unit 1: 148, 153N, 153P, 153R, 212, 217F, 217P, 241 Unit 3: 276, 277,
281C, 308, 309, 311, 315 Unit 4: 89K, 112 Unit 5: 212, 217P, 274, 304, 305 Unit 6: 147, 153C,
153L, 153P, 183, 185
RST.6.3 Follow precisely a multistep procedure READING/WRITING WORKSHOP: Unit 5: 354, 358
when carrying out experiments, taking
LEVELED READERS: Unit 3, Week 5: A World of Water (A, O, ELL, B) Unit 4, Week 1: Aground!
measurements, or performing technical The Story of the Exxon Valdez (A, O, ELL, B) Unit 4, Week 2: Against the Odds (A, O, ELL, B)
tasks. Unit 5, Week 5: A Microscopic World (A, O, ELL, B) Unit 6, Week 3: Adventure Under the Ice
(A, O, ELL, B)
TEACHER’S EDITION: Unit 5: 209, 249 Unit 6: 153U–153V
CCSS30
CORRELATIONS
RST.6.4 Determine the meaning of symbols, key READING/WRITING WORKSHOP: Unit 1: 54, 57 Unit 5: 359 Unit 6: 417
terms, and other domain-specific words
LEVELED READERS: Unit 1, Week 3: Rain Forest Riches (A, O, ELL, B) Unit 5, Week 4: Looking
and phrases as they are used in a specific Further: The Hubble Telescope (A, O, ELL, B)
scientific or technical context relevant to YOUR TURN PRACTICE BOOK: 27, 237, 247, 276
grades 6–8 texts and topics. READING WORKSTATION ACTIVITY CARDS: 14, 26, 28, 30
TEACHER’S EDITION: Unit 1: 145, 152, 153G, 153I, 176, 180, 182, 185 Unit 3: 281A–281B,
281C–281D, 304 Unit 4: 89C Unit 5: 152, 153, 216, 217, 240, 281 Unit 6: 150, 152, 153G, 182,
185
RST.6.5 Analyze the structure an author uses to READING/WRITING WORKSHOP: Unit 5: 357
organize a text, including how the major
LEVELED READERS: Unit 5, Week 4: Looking Further: The Hubble Telescope (A, O, ELL, B)
sections contribute to the whole and to an Unit 6, Week 3: Adventure Under the Ice (A, O, ELL, B)
understanding of the topic. YOUR TURN PRACTICE BOOK: 235, 236
TEACHER’S EDITION: Unit 1: 153F, 153K, 153M, 168 Unit 4: 89D, 104 Unit 5: 209, 212, 217N,
281A–281B
RST.6.6 Analyze the author’s purpose in providing READING/WRITING WORKSHOP: Unit 1: 54, 68 Unit 3: 226 Unit 4: 256 Unit 5: 356–358,
370, 372 Unit 6: 414, 416
an explanation, describing a procedure, or
LITERATURE ANTHOLOGY: Unit 1: 66, 86 Unit 5: 417
discussing an experiment in a text. LEVELED READERS: Unit 3, Week 5: A World of Water (A, O, ELL, B)
TEACHER’S EDITION: Unit 1: 215, 217O, 217Q–217R Unit 3: 273, 309 Unit 4: 89E Unit 5:
217A Unit 6: 153Q

RST.6.7 Integrate quantitative or technical READING/WRITING WORKSHOP: Unit 1: 56, 70 Unit 3: 225, 228 Unit 4: 258 Unit 5: 358,
372 Unit 6: 416
information expressed in words in a
LITERATURE ANTHOLOGY: Unit 1: 53, 60, 74, 75, 81
text with a version of that information LEVELED READERS: Unit 1, Week 3: Rain Forest Riches (A, O, ELL, B) Unit 5, Week 4: Looking
expressed visually (e.g., in a flowchart, Further: The Hubble Telescope (A, O, ELL, B)
diagram, model, graph, or table). YOUR TURN PRACTICE BOOK: 26, 146, 166, 236
SCIENCE/SOCIAL STUDIES WORKSTATION ACTIVITY CARDS: 3, 12, 15, 17, 25, 30
TEACHER’S EDITION: Unit 1: 150, 151, 153D, 153K, 214, 217D, 217I, 232 Unit 3: 278, 305,
309, 313, 315 Unit 4: 105 Unit 5: 150, 214, 215, 217J, 233, 250, 281B Unit 6: 150
RST.6.8 Distinguish among facts, reasoned READING/WRITING WORKSHOP: Unit 4: 257 Unit 5: 371
judgment based on research findings, and
speculation in a text. TEACHER’S EDITION: Unit 4: 89O–89P Unit 5: 303, 307
RST.6.9 Compare and contrast the information LEVELED READERS: Unit 4, Week 1: Aground! The Story of the Exxon Valdez (A, O, ELL, B)
gained from experiments, simulations,
TEACHER’S EDITION: Unit 1: 329
video, or multimedia sources with that www.connected.mcgraw-hill.com: RESOURCES
gained from reading a text on the same MEDIA: VIDEOS: Unit 1, Week 3: Living Environments Unit 1, Week 4: Surface Changes
topic. Unit 3, Week 5: Green Means Clean Unit 4, Week 2: Rising to the Challenge Unit 5, Week 4:
Breakthrough Discoveries Unit 5, Week 5: Better Ways to Explore Unit 6, Week 3: Scientific
Adventures
TIME FOR KIDS ONLINE ARTICLES: Unit 1: “Teen Tanning” Unit 4: “Revved Up” Unit 5: “Eye
on the Sky”

RST.6.10 By the end of grade 8, read and READING/WRITING WORKSHOP: Unit 1: 54, 68
LEVELED READERS: Unit 1, Week 3: Rain Forest Riches (O, B) Unit 1, Week 4: Exploring
comprehend science/technical texts in
the Deep (O, B) Unit 3, Week 5: A World of Water (O, B) Unit 4, Week 1: Aground! The Story
the grades 6–8 text complexity band of the Exxon Valdez (O, B) Unit 4, Week 2: Against the Odds (O, B) Unit 5, Week 4: Looking
independently and proficiently. Further: The Hubble Telescope (O, B) Unit 5, Week 5: A Microscopic World (O, B) Unit 6, Week 3:
Adventure Under the Ice (O, B)
YOUR TURN PRACTICE BOOK: 25, 29, 35, 39, 145, 149, 165, 169, 235, 239, 245, 249, 275, 279
TEACHER’S EDITION: Unit 1: 175, 179, 183, 239, 243, 247 Unit 3: 311 Unit 4: 111, 115, 119
Unit 5: 239, 243, 247, 303, 307, 311 Unit 6: 175, 179, 183
TIME FOR KIDS ONLINE ARTICLES: Unit 1: “Teen Tanning” Unit 4: “Revved Up” Unit 5:
“Eye on the Sky”
CCSS32
Writing Standards for Literacy in History/Social Studies, Science, and
Technical Subjects
CORRELATIONS
WHST. Write arguments focused on discipline-specific content.
6.1
WHST. Introduce claim(s) about a topic or issue, READING/WRITING WORKSHOP: Unit 3: 230–231 Unit 4: 247 Unit 5: 361, 375 Unit 6: 391
6.1a acknowledge and distinguish the claim(s)
from alternate or opposing claims, and TEACHER’S EDITION: Unit 3: 288–289 Unit 4: 32–33 Unit 5: 224–225 Unit 6: 345, 349
organize the reasons and evidence
logically.
WHST. Support claim(s) with logical reasoning and READING/WRITING WORKSHOP: Unit 3: 230–231 Unit 4: 247 Unit 5: 361, 375 Unit 6: 391
6.1b relevant, accurate data and evidence that
demonstrate an understanding of the topic WRITING WORKSTATION ACTIVITY CARDS: 5, 22, 28
or text, using credible sources. TEACHER’S EDITION: Unit 1: 289 Unit 3: 288–289 Unit 5: 224–225, 288–289 Unit 6: 335,
345, 346–347, 349
WHST. Use words, phrases, and clauses to create READING/WRITING WORKSHOP: Unit 3: 230–231 Unit 4: 247 Unit 5: 361, 375 Unit 6: 391
6.1c cohesion and clarify the relationships
among claim(s), counterclaims, reasons, WRITING WORKSTATION ACTIVITY CARDS: 5, 22, 28
and evidence. TEACHER’S EDITION: Unit 1: 288–289 Unit 4: 96–97 Unit 5: 160–161 Unit 6: 345, 349
WHST. Establish and maintain a formal style. TEACHER’S EDITION: Unit 1: 224–225 Unit 5: 286–289 Unit 6: 335, 347, 349
6.1d
WHST. Provide a concluding statement or section READING/WRITING WORKSHOP: Unit 4: 247 Unit 5: 361
TEACHER’S EDITION: Unit 5: 224 Unit 6: 335, 347, 349
6.1e that follows from and supports the
argument presented.

Technical Subjects
WHST. Write informative/explanatory texts, including the narration of historical events, scientific procedures/
6.2 experiments, or technical processes.
WHST. Introduce a topic clearly, previewing what READING/WRITING WORKSHOP: Unit 1: 58–59 Unit 2: 116–117 Unit 5: 346–347 Unit 6:
418–419
6.2a is to follow; organize ideas, concepts, and
SCIENCE/SOCIAL STUDIES WORKSTATION ACTIVITY CARDS: 4, 7, 8, 9, 11, 12, 15, 17, 22,
information into broader categories as 23, 24, 25, 26, 28, 29
appropriate to achieving purpose; include WRITING WORKSTATION ACTIVITY CARDS: 1, 30
formatting (e.g., headings), graphics (e.g., TEACHER’S EDITION: Unit 1: 158–161 Unit 5: 335, 345, 347, 351, 354, 355
charts, tables), and multimedia when useful
to aiding comprehension.
WHST. Develop the topic with relevant, well- READING/WRITING WORKSHOP: Unit 1: 58–59 Unit 2: 102–103, 116–117 Unit 3: 202–203
6.2b chosen facts, definitions, concrete details,
quotations, or other information and WRITING WORKSTATION ACTIVITY CARDS: 1, 2, 3, 30
examples. TEACHER’S EDITION: Unit 1: 158–161 Unit 2: 30–33, 94–97 Unit 5: 346–347, 349, 351,
355
WHST. Use appropriate and varied transitions READING/WRITING WORKSHOP: Unit 1: 86–87 Unit 6: 432–433
6.2c to create cohesion and clarify the
TEACHER’S EDITION: Unit 5: 335, 349, 352–353, 355
relationships among ideas and concepts.
WHST. Use precise language and domain-specific READING/WRITING WORKSHOP: Unit 2: 158–159 Unit 5: 374–375
6.2d vocabulary to inform about or explain the
17, 18, 21, 23, 24, 26, 28, 29, 30
topic. WRITING WORKSTATION ACTIVITY CARDS: 18, 30
TEACHER’S EDITION: Unit 1: 222–225 Unit 5: 335, 349, 352–353, 355
WHST. Establish and maintain a formal style and READING/WRITING WORKSHOP: Unit 1: 72–73
6.2e objective tone.
TEACHER’S EDITION: Unit 1: 222–225 Unit 5: 345, 347, 354, 355 Unit 6: 94–97
WHST. Provide a concluding statement or section SCIENCE/SOCIAL STUDIES WORKSTATION ACTIVITY CARDS: 2
6.2f that follows from and supports the
TEACHER’S EDITION: Unit 5: 335, 346–347, 349, 353, 355
information or explanation presented.
WHST. (not applicable as a separate requirement) (not applicable as a separate requirement)
6.3
CCSS34
Technical Subjects
CORRELATIONS
Production and Distribution of Writing McGraw-Hill Reading Wonders
WHST. Produce clear and coherent writing in SCIENCE/SOCIAL STUDIES WORKSTATION ACTIVITY CARDS: 7, 8, 9, 11, 12, 15, 20, 22, 23,
24, 25, 26, 29
6.4 which the development, organization, and
style are appropriate to task, purpose, and TEACHER’S EDITION: Unit 1: 212, 221, 224–225, 233, 241, 245, 251 Unit 2: 89L, 96–97,
audience. 105, 113, 117, 123, 126 Unit 3: 212, 221, 233, 241, 245, 251 Unit 4: 20, 29, 32–33, 41, 49, 53,
59 Unit 5: 212, 221, 224–225, 233, 241, 245, 251, 345, 351 Unit 6: 157
WHST. With some guidance and support from READING/WRITING WORKSHOP: Unit 2: 117 Unit 3: 231 Unit 4: 247 Unit 5: 347, 361, 375
Unit 6: 391, 405
6.5 peers and adults, develop and strengthen
WRITING WORKSTATION ACTIVITY CARDS: 1, 2, 5, 18, 30
writing as needed by planning, revising, TEACHER’S EDITION: Unit 1: 160–161 Unit 2: 96–97 Unit 3: 288–289 Unit 4: 32–33
editing, rewriting, or trying a new Unit 5: 288–289, 345–349, 351–355 Unit 6: 32–33, 345–349
approach, focusing on how well purpose
and audience have been addressed.
WHST. Use technology, including the Internet, to TEACHER’S EDITION: Unit 5: 220, 348, 354 Unit 6: 348
6.6 produce and publish writing and present
TIME FOR KIDS ONLINE ARTICLES: Unit 2, Unit 3, Unit 5, Unit 6
the relationships between information and WRITER’S WORKSPACE: Unit 5, Unit 6
ideas clearly and efficiently.

Technical Subjects
WHST. Conduct short research projects to answer SCIENCE/SOCIAL STUDIES WORKSTATION ACTIVITY CARDS: 4, 6, 7, 9, 11, 12, 15, 16, 17,
21, 22, 23, 24, 26, 28, 29, 30
6.7 a question (including a self-generated
question), drawing on several sources and TEACHER’S EDITION: Unit 1: 28, 92, 330–333 Unit 2: 28, 92, 329, 330–333 Unit 3: 284, 329
generating additional related, focused Unit 4: 330–333 Unit 5: 330–333, 344–349, 350–355 Unit 6: 28, 92, 329, 330–333
questions that allow for multiple avenues
of exploration.
WHST. Gather relevant information from multiple READING WORKSTATION ACTIVITY CARDS: 15
6.8 print and digital sources, using search
TEACHER’S EDITION: Unit 1: 28, 92, 156, 220, 284, 330–333 Unit 2: 28, 92, 328–329,
terms effectively; assess the credibility 330–333 Unit 3: 284, 328–329, 330–333 Unit 4: 28, 92, 330–333 Unit 5: 156, 220, 284,
and accuracy of each source; and quote 328–329, 330–333, 348, 352, 354 Unit 6: 28, 92, 156, 220, 328–329, 330–333
or paraphrase the data and conclusions
of others while avoiding plagiarism and
following a standard format for citation.
WHST. Draw evidence from informational texts to LITERATURE ANTHOLOGY: Unit 1: 67, 87 Unit 2: 113, 127 Unit 3: 225, 245 Unit 4: 273, 289
Unit 5: 389, 409 Unit 6: 437, 459, 479, 501
6.9 support analysis, reflection, and research.
LEVELED READERS: Unit 1, Week3: Rain Forest Riches (A, O, ELL, B) Unit 1, Week 4: Exploring
the Deep (A, O, ELL, B) Unit 1, Week 5: Money Changes (A,O, ELL, B) Unit 2, Week 2: Everybody
Counts (ELL) Unit 5, Week 4: Looking Further: The Hubble Telescope (A, O, ELL, B) Unit 6,
Week 1: The Spice Trade (A, O, ELL, B) Unit 6, Week 4: The Ancient City of Ur (A, O, ELL, B)
259, 269, 279, 289
26, 27, 28, 29, 30
TEACHER’S EDITION: Unit 1: 157, 217S, 221, 285 Unit 2: 29, 53, 93 Unit 3: 157, 217R, 221,
285 Unit 4: 29, 93 Unit 5: 153P, 153Q, 157, 221, 285 Unit 6: 29, 93, 157
Range of Writing McGraw-Hill Reading Wonders

WHST. Write routinely over extended time frames LITERATURE ANTHOLOGY: Unit 1: 67, 87 Unit 2: 113, 127 Unit 3: 225, 245 Unit 4: 273, 289
Unit 5: 389, 409 Unit 6: 437, 459, 479, 501
6.10 (time for reflection and revision) and
shorter time frames (a single sitting or a Exploring the Deep (A, O, ELL, B) Unit 1, Week 5: Money Changes (A,O, ELL, B) Unit 2, Week 2:
day or two) for a range of discipline-specific Everybody Counts (ELL) Unit 5, Week 4: Looking Further: The Hubble Telescope (A, O, ELL, B)
tasks, purposes, and audiences. Unit 6, Week 1: The Spice Trade (A, O, ELL, B) Unit 6, Week 4: The Ancient City of Ur (A, O,
ELL, B)
YOUR TURN PRACTICE BOOK: 29, 30, 39, 40, 49, 50, 59, 60, 69, 70, 129, 130, 139, 140, 149,
150, 159, 160, 169, 170, 229, 230, 239, 240, 249, 250, 259, 260, 269, 270, 279, 280, 289, 290
SCIENCE/SOCIAL STUDIES WORKSTATION ACTIVITY CARDS: 4, 6, 7, 8, 9, 11, 12, 14, 15,
20, 22, 24, 26, 27, 28, 29
WRITING WORKSTATION ACTIVITY CARDS: 1, 2, 5, 18, 30
TEACHER’S EDITION: Unit 1: 276, 285, 288–289, 297, 305, 309, 315 Unit 2: 20, 25P, 29,
32–33, 41, 53, 62 Unit 3: 148, 157, 169, 177, 181, 183, 187, 190 Unit 4: 93, 96–97, 105, 113,
117, 123, 126 Unit 5: 212, 221, 224–225, 233, 241, 245, 251, 350–355, 356–361 Unit 6: 212,
221, 224–225, 233, 241, 245, 251
CCSS36

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Bothell,

Bothell, WAWA • Chicago,

Copyright © 2014 by The McGraw-Hill Companies, Inc.

All rights reserved. No part of this publication may be

Send all inquiries to:

Printed in the United States of America.

Common Core State Standards© Copyright 2010. National

Dr. Jana Echevarria Dr. Jay McTighe

Bothell, WA • Chicago, IL • Columbus, OH • New York, NY

Dr. Jana Echevarria Dr. Douglas Fisher Dr. David J. Francis

Dr. Vicki Gibson Dr. Jan Hasbrouck Margaret Kilgo

Kathy R. Bumgardner Jay McTighe Dr. Doris Walker-Dalhouse Dinah Zike

Marjorie J. Archer David P. Frydman LaVita Johnson Spears Eddie Thompson

Whitney Augustine Fran Gregory Randall B. Kincaid Patricia Vasseur Sosa

Weekly Concept How do life forms vary in

Grade Appropriate SScientists

Topics, including Science The top, or emergent, layer hosts primates

Eric Baccega/AGE Fotostock; Wayne Lynch/All Canada Photos/Corbis;

Pictures/Arco Images GmbH/Alamy

046_047_CR14_SI6_U1W3_WO_118711.indd 46 12/24/11 046_047_CR14_SI6_U1W3_WO_118711.indd

Strategies and Skills

Genre common trogloxenes. Hanging

maneuvering through the dim light. Small gray birds called

Grammar Handbook 050_053_CR14_SI6_U1W3_MR_118711.indd 50

Genre • Expository Text

Anchor Texts • e Books

galaxy, the massive jellyfish hovers in ocean for hundreds of thousands

Extended Complex Texts

Application of Essential Question

environments? deep sea. percent of Earth’s surface. On average,

Strategies and Skills

Read how animals in the world’s oceans

Research Institute who discovered it solar system.

• Leveled Reader Search

Grade 6 Grade 6 Grade 6

TEACHING WITH READING WONDERS vii

Reading/Writing Literature Teacher Editions

PAIRED Discovering Huber

Leveled Readers Classroom

Sound- High-Frequency Response Board Weekly U i

Plan Assess Professional My To Do List

Teach Collaborate Additional Online Resources Read

Week 2 Overcoming Challenges . . . . . . . . . . . . . . . . . . . . . . . . . . . . T66

Week 3 Standing Tall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T130

Week 4 Shared Experiences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T194

Week 5 Taking Responsibility . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T258

Week 6 Review and Assess . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T322

Week 1 Week 2 Week 3

Writing Writing Writing

W.6.10 W.6.1c W.6.10

Writinsgs Genre Writing: Narrative Fictional Narrative T344–T349

Word Study Phonics

Writing Writing Writing

Writinsgs Genre Writing: Poetry Narrative Poem T350–T355

First, I believe that this nation should

—President John F. Kennedy

COLLABORATE WRITER’S WORKSPACE

Vocabulary Close Reading of Complex Text

prolonged Comprehension Skill .............................. Author’s Point of View, T20–T21

Leveled Readers Include Paired Reads

APPROACHING ON LEVEL BEYOND ELL

Extended Complex Text

INTRODUCE TEACH APPLY

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