esate oneNew Cornerstone 5 Copyright © 2019 by Pearson Education, Inc. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior permission of the publisher. Pearson, 221 River Street, Hoboken, NJ 07030 Cover credit: Matteo Colombo/Moment/Getty Images Library of Congress Cataloging-in-Publication Data A catalog record for the print edition is available from the Library of Congress. The publishers would like to recognize the contributions of our original Series Consultants, Anna Uhl Chamot, Jim Curmmins, and Sharroky Hollie, This edition is published in memory of Dr. Chamot, an extraordinary educator, writer, and scholar. Printed in the United States of America 'SBN-10: 0-13-523273-2 (with Digital Resources) 'SBN-13: 978-0-13-523273-6 (with Digital Resources) www.english.com/cornerstone 42019Consultants and Reviewers Carlos Eduardo Aguilar Cortés Universidad de La Salle Bogota, Colombia Rebecca Anselmo Sunrise Acres Elementary Schoo! Las Veges, NV, USA ‘Ano Applegate Redlands Schoo! District Redlands, CA, USA Terri Armstrong Houston ISD Houston, TX, USA José Augusto Lugo Corros Bogot6, Colombia Jacqueline Avritt Riverside County Office of Ea, Hemet, CA, USA Mitchell Bobrick Palm Beach County Schoo! West Poim Beoch, FL, USA Victoria Brioso-Saldala Broward County Schools Fort Lauderdale, FL, USA Brenda Carbarga Schubert Creekside Elementary Schoo! Solinas, CA, USA Gabriela Cecilia Diaz Gai Canning College Buenos Aires, Argentina Joshua Ezekiel Bordin Elementary School Salinas, CA, USA Valeria Gotuza Gri Canning College ‘Buenos Aires, Argentina Veneshia Gonzalez Seminole Elementary School Okeechobes, FL, USA, Carolyn Grigsby ‘San Francisco Unified School District ‘San Francisco, CA, USA Julie Grubbe Plainfield Consolidated Schools Chicago, IL, USA Yasmin Hernandez-Manno Newark Public Schools Newark, NJ, USA Do Thi Thanh Hien, ‘The Asian Intemational School Ho Chi Minh City, Vietnam Janina Kusielewiez Citon Public Schoole/Bilingual Ed. 4& Bosic Skills Instruction Dept. CCifon, NJ, USA Mary Helen Lechuga E1Paso ISO Et Paso, TX, USA Gayle P. Malloy Randolph Schoo! District Randolph, MA, USA Le Tue Minh Wellspring internotional Bilingual Schoo! Hanoi, Vietnam Minh Phuong Nguyen CIEM-Education Hanoi, Vietnam Patricia Parroquiano Gimnasio Campestre Reino Briténico Bogoté, Colombia ‘Adriano De Paula Souza Uceu Jarcim Santo André, Brazil Randy Payne Patterson/Taft Elementaries Meso, AZ, USA Maria Eugenia Pérez de Castro Escuelo Primaria Puerta Abierto Buenos Aires, Argentina Carotina Pérez Martinez Thomas Jefferson Schoo! Xalapa, Mexico Lucy Reyes Colegio Axis Mexicali, BC., Mexico Sergio Rivera ceo Hermano Miguel La Salle Bogoté, Colombia Marcie L. Schnegelberger Alisal Union SD Salinas, CA, USA Delphine Sichler Keystone International Education Cérdoba, Mexico Lorraine Smith Collier County Schools NNopies, FL, USA Shawna Stoltenborg Glendale Elementary Schoo! Glen Burnie, MD, USA Kompanart Thammaphati Wottana Wittaya Academy Thailand Hoang Dieu Thu Eaison Schools Vietnam Denise Tiffany West High Schoo! Towa City, J, USAClassroom Language Teacher Come in. Sit down. Sit in a circle. Stand up. Listen carefully. Please be quiet. Please open your book to page .... Turn to page 12. Look at the board. Work in pairs. / Works in groups. Repeat: after me. Put your books / things away. Close the door, please. Student 1 don’t understand. I don’t know. Please could you help me? Please can you repeat that? What page are we on? How do you spell... 7 How do you pronounce ...? How do you say ... in English? Is this correct? Ihave finished. May | go to the restroom? Please may | open the window? V'm sorry 'm late.Welcome to New Cornerstone! We wrote New Cornerstone to help you succeed in all your school studies. This program will help you learn the English language you need to study language arts, social studies, math, and science. You will learn how to speak to family members, classmates, and teachers in English. New Cornerstone includes a mix of many subjects. Each unit has three different readings that include some fiction (made-up) and nonfiction (true) articles, stories, songs, and poems. The readings will give you some of the tools you need to do well in all your subjects in school. As you use this program, you will build on what you already know, learn new words and information, and take part in creative activities, Learning a language takes time, but just like learning to skateboard or learning to swim, it is fun! We hope you enjoy New Cornerstone, and we wish you success on every step of your learning journey.Helping Others | Unit Preview Unit Opener Q The Big Question: In what ways page 3 can people help others? ‘Build Unit Vocabulary What do you know about helping others? page 4 Build Unit Background __ Kids’ Stories from around the World page 6 Reading 1: Literature / Short Story Prepare to Read Key Words: cooperate, bore, marvelous, page 8 grain, virtue, grateful ‘Academic Words: assist, benefit, motive page 10 Ph _ong Vowel Pairs page 11 by Shannon Doyne page 12 ‘G) More About the Big Question page 12 Reading Strategy: Identify Characters and Plot ‘Learning Strategies Characters and Plot page 18 will and be going to page 20 Reading Selection Grammar Futui Describe a Future Event page 22 Reading 2: Literature / Folktale Prepare to Read Key Words: carry, scarce, share, peeked, page 24 cottage, charge Academic Words: identify, occur, major __ page 26 Word Study: Multiple-Meaning Words _ page 27 Reading Selection ‘Stone Soup by PJ. Perkins page 28 More About the Big Question page 28 Reading Strategy: Identify Events in a Plot Events in a Plot page 34 Grammar ‘Simple Past: Regular and Be Verbs page 36 Writing Describe a Memorable Day page 38Reading 3: Informational Text / Biography Prepare to Read pilot, solo, mechanic, damage, page 40 skywrite, tradition Academic Words: affected, establish, page 42 license Phonics: Short Vowels page 43 Reading Selection The Flying Schoolgirl page 44 page 44 Reading Strategy: Preview and Predict Learning Strategies Preview and Predict ge 50 Simple Past: Irregular Verbs page 52 "Describe a Person from History page 54 All Together Apply and Extend Helping Others Page 56 Listening and Speaking Give a Presentation page 58 Workshop ing Workshop Write a Descriptive Essay page 60 Fluency page 63 Test Preparation Taking Tests page 64Crd Heroes and Their Journeys Unit Preview Unit Opener ‘Build Unit Vocabulary Build Unit Background The Big Question: What does it take to be a hero? _ page 66 ‘What you know about community heroes? page 68 Kids Stories from around the World Reading 1: Literature / Short Story Prepare to Read “Reading Selection Learning Strategies Grammar Writing Key Words: related, cattle, herd, tend, ~ The Elephant Shepherd retold by Abdou! Tarafi Quotations Write a Dialogue Reading 2: Informational Text / Social Studies Prepare to Read Reading Selection Key Words: emergency, courageous, teamwork, training, intervene, refugees ‘Academic Words: aid, commit, sufficient Phot Ag Vowels with Silent e Doctors Without Borders by Douglas Weisser More About the Big Question ‘eading Strategy: Identify Problems and Solutions Problem and Soluti ‘Adverbs of Frequency and Adverbs of Intensity Write a Personal Message page 70 page 72 ge 75 page 76 “page 7 page 8 page 69 page 90 page 90 i page 96 page 98 page 100Se Reading iterature / Myths Prepare to Read Key Words: eager, pretended, fastened, page 102 clever, punishment, scattered Academic Words: attach, challenge, page 104 secure Word Study: Word Origins page 105 Reading Selection The Origin of Fire, An Apache Myth, page 106 Retold by Susan Martins Miller/ Water Spider Gets the Fire, A Cherokee Myth, Retold by Susan Martins Miller More About the Big Question page 106 Reading Strategy: Compare and Contrast Learning Strategies Compare and Contrast page 114 Grammar Possessives Page 116 Writing Write a Myth page 118 Put It All Together Apply and Extend Heroes page 120 Listening and Speaking Perform a skit page 122 Workshop Writing Workshop Write a Story page 124 Fluency page 127 Test Preparation Taking Tests page 128Cerne Technology in Today's World Unit Preview Unit Opener a The Big Question: How has page 130 technology made our lives easier? Vocabulary What you know about technology? "page 132. Build Unit Background _ Kids’ Stories from around the World page 134 Reading 1: Informational Text / Science Prepare to Read Key Words: fuel, flashlight, device, page 136 electricity, software Academic Words: infer, initially, construct page 138 Phonics: R-Controlled Vowels: ar, or, ore Page 139 Reading Selection ‘Six Amazing Inventions page 140 More About the Big Question _ page 140 8 Reading Strategy: Make Inferences Learning Strategies ing inferences page 146 Grammar Necessity: should, have to, must page 148 Writing Write a Review page 150 Reading 2: Literature / Short Story Prepare to Read Key Words: sighed, program, emotions, page 152 features, adjustable, residents ‘Academic Words: circumstances, capable, page 154 function _Phonics: Consonant Digraphs: ch, sh, and th page 155 Reading Selection A Robot's Smile page 156 More About the Big Question _page 156 Reading Strategy: Identify Main Idea and Details Learning Strategies Idea and Details page 160 Grammar Nouns page 162, Writing Wri page 164——————qeumi._§_... Reading 3: Informational Text / Social Studies Prepare to Read pocket, timeline, bar graph, page 166 headphones, download, coach ic Words: element, issue, contact page 168 Word Study: Synonyms and Antonyms page 169 Reading Selection Our Digital Lives page 170 page 170 Reading Strategy: Identify Fact and Opinion Learning Strategies Prior Knowledge page 178 Grammar Compound Sentences page 180 Writing Write a Persuasive Poster page 182 Put It All Together Apply and Extend Technology page 184 Listening and Speaking Give a Speech page 186 Workshop Writing Workshop Write a Persuasive Essay Page 188 Fluency page 191 Test Preparation Taking Tests Page 192Contents Your Environment Unit Preview Unit Opener a The Big Question: How do people and environments affect each other? Build Unit Vocabulary What do you know about your environment? Build Unit Background _ Kids’ Stories from around the World Reading 1: Informational Text / Science Prepare to Read Key Words: biome, tundra, equator, desert, tropical, grasslands, ocean page 194 page 198 page 200 ‘Academic Words: adapted, label, migrate page 202 Phonics: Final s sound: zs, iz ‘Reading Selection Biomes All over the World by Tianya Markson page 203 page 204 page 204 More About the Big Question fisualize Learning Strategies Grammar ‘Compare and Contrast 19 2: Informational Text / Science Prepare to Read Key Words: organisms, mammals, consumers, producer, predator, scavengers, decomposers : Consonant Clusters page 212 page 214 page 216 Reading Selection Marine Food Web by Hiro Ishida More About the Big Question Reading Strategy: Ask Questions Learning Strategies Sequence Grammar Indefinite Pronouns a Process.Prepare to Read Key Words: endangered, litter, pollution, page 234 illegal, conservation, protect contribute, cycle, enabled page 236 Word Study: Commonly Confused Words page 237 Reading Selection by Nina Hess page 238, More About the Big Question page 238 Reading Strategy: Identify Fact and Opinion Learning Strategies __Identify Fact and Opinion page 244 Grammar ~~ Transitional Words page 246 Writing Organize Ideas by Cause and Effect page 248, Apply and Extend Your Environment page 250 Listening and Speaking Give a How-to Presentation page 252 Workshop Writing Workshop Write a Compare and Contrast Essay page 254 Fluency page 257 Test Preparation page 258AS Seb ey Sounds and Music Unit Preview Unit Opener The Big Question: How do people page 260 make and use musi Build Unit Vocabulary What do you know about sounds and page 262 music? Build Unit Background Kids’ Stories from around the World page 264 Reading 1: Informa’ Prepare to Read Key Words: instruments, percussion, page 266 vibrations, notes, composition, award page 268, page 269 Reading Selection Touching Sound with Evelyn Glennie page 270 ‘by Trish Marx More About the Big Question page 270 Reading Strategy: Identify Main Idea and Details ‘Learning Strategies ‘Main Idea and Details page 274 Grammar Subordinating Conjunctions page 276 page 278 19 2: Informational Text / Social Studies Prepare to Read Key Words: trash, decorate, recycle, page 280 landfill, carpenter, joy Words: instruct, specific, symbols page 282 Word Study: Figurative Language Page 283 Reading Selection The Tin Can Orchestra page 284 8 More About the Big Question page 284 Reading Strategy: Summarize Learning Strategies Make inferences page 288 Grammar __—_ Prepositions and Prepositional Phrases page 290 wr Write a Response to Literature page 292Reading 3: Informational Text / Social Studies Prepare to Read Words: audience, band, emotions, page 294 singer, festival, stage Academic Words: achieved, enormous, page 296 status Phonics: Words with ow, ou page 297 Reading Selection Hanoi’s Music See page 298 S he Big Question page 298 Identify Author's Purpose Learning Strategies ‘Author's Purpose page 304 Grammar Present Perfect a page 306 “Writing © Wite an Article About a Musician page 308 Put tt All Together Apply and Extend Sounds and Music page 310 Listening and Speaking Roleplay an interview page 312 Workshop Writing Workshop Write a How-to Essay page 314° Fluency page 317 Test Preparation Taking Tests page 318Ceres The Great Outdoors Unit Preview Unit Opener The Big Question: Why is page 320 raveling important? Build Unit Vocabulary What outdoor and nature activities do page 322 you know? Build Unit Background Kids’ Stories from around the World page 324 Reading 1: Informational Text / Social Studies Prepare to Read Key Words: tributaries, national parks, page 326 diffs, sequoias, grove “Academic Words: factor, participate, page 328. region Phonics: Words with v and w page 329 Reading Selection Yosemite National Park by Vivian Ortiz _ page 330 More About the Big Question page 330 Reading Strategy: Make Connections Learning Strategies ‘Make Connections page 334 Grammar Capitalization Page 336 Writini Plan a Research Report page 338 9 Reading 2: Literary Nonfiction / Scrapbook Prepare to Read Key Words: cascade, meadow, peak, ascend, reflection, valley Academic Words: goal, highlight, signi Word Study: Greek and Latin Word Roots page 343, Reading Selection Our Safari in Tanzania by Juliette Martin page 344 More About the Big Question page 344 jit : Review and Retell Learning Strategies Review and Retell page 348 Grammar ‘Active and Passive Voice page 350 Writing Paraphrasing a Source page 352Re di Prepare to Read Key Words: protection, formation, incline, page 354 ranger station, rescue, encounter si exhibit, injured, deduce page 356 Phonics: Variant Vowel: 00 page 357 Reading Selection page 358 More About the Big Question page 358 Reading Strategy: Draw Conclusions Learning Strategi Draw Conclusions page 366 Grammar Italics, Underlining, and Quotations page 368 Writing "Quoting a Source page 370 All To: Apply and Extend Outdoors and Nature Activities page 372 Listening and Speaking Present a TV Commercial page 374 Workshop Writing Workshop Write a Research Report page 376 Fluency page 381 Test Preparat Taking Tests page 382r VAP RO TAR) aye "Teamwork “ou f canbe hard \ sometimes, but ¥ when everyone | pitches in, the J results can be #™ mazing. 2 < "Reading 1 Reading2 | Short Story | Folktale ‘a- oe al oe | on ca | eee BIG QUESTION no what wa Liste You will discuss how sharing and helping others cari make the world a better place. In the Listening and Speaking Workshop, you will make a presentation You will praciice descriptive writing In the Writing Workshop, you will wri a descriptive essay. | about the last time you helped someone, How did it benefit both the other person anid yourself? eee et)aT fe OTT Wer iay What do you know about helping others? Words to Know (@) Listen and repeat. Use these words to talk about helping at home. oO © ® set the table make the bed vacuum as ~ > iM od ’ take out the garbage sweep run errands Work with a partner. Ask and answer questions about chores. the bathroom my bedroom the dining room the kitchen the livingroom our neighborhood Example: A: What chores do you do in these places? B: I set the table in the dining room. aco Read the question. Write your response in your notebook. What chores do you do to help at home?Make Connections Complete the sentences with the following words. A recycle put away the groceries ~ 4. need to ede oh it in the kitchen, so | am going to swéey ffand then mop it. 2. My mom says it is important to_| Wee s so | never put cans in the garbage. 3. We need to _Cl2ayf) Hh 0 CO ~before our = grandparents Cofie over, so | am going to vacuum. 4. My dad stopped at the supermarket, so when he got home, he asked usto {Ug ye CEE Talk with a partner. Talk about who usually does the different types of chores at your home. UNITIIr merry Background Kids’ Stories from around the World @ists from all over the world have come to Egypt to participate in archaeological in the Valley of the Kings. experts working atomb together uncovere near the tomb of King Tutankhamen. By helping each An astronaut from my town of Batumi, Georgia, has worked on the International Space Station. There, astronauts and engineers from many countries de research her to find out about Earth system. Wh will help us make plans for a better future. When have you worked with othe Do you know a story about people helping each other? Share your story.The Three Gifts is a short story about how an African leader and his children learn the gift of giving. Vocabulary building; | Context, phonics Words in Context | A job gets done much Reading strategy: | sdentiy chatacters faster when people 60} | and plot or work together. Text type: Literature A) The apple tree (short story) PP i“ lot of fruit Future: will and be © Lisa and her | golhg to friends had a Describe a future event at the party. These words will help you understand the reading. Key Words cooperate bore marvelous grain virtue grateful ) UNIT)Have you ever tasted millet? It is a Grain, like wheat or oats. is something that is good about a person. Some people think neatness is a virtue. When someone gives us something, = we show we're @fat@full by saying "Thank you!” (5) ©, Create a vocabulary notebook. * Divide your page into three columns: the new words, their definitions, and a sentence using each word. * Test yourself by covering one of the columns. Make Connections Think of a time you were helped you. Why did you feel grateful? How did you thank the person? Discuss. that someone READING 1wi Reading 1_~ > S/o These words will help you talk about the reading. WNT MCL assist help someone benefit be useful or helpful for someone or something motive reason for doing something Academic Words Words in Context @ JoAnna liked to assist people with their problems. The bake sale will benefit the hurricane victims. The police are trying to find out the motive for the crime. Complete each sentence with an academic word. 1. When you see somebody carrying a heavy load, you should offer to____him. . Juanita’s____ for joining the team was to make some new friends. 3. If our class cleans up the park, our work will everybody in town. Write the answers in your notebook. Use the academic words. Then ask and answer with a partner. 4. What do you do to assist your neighbors? 2. How can helping others benefit you? 3. What is your teacher's motive for giving homework?Phonics Long Vowel Pairs © Long vowel sounds can be spelled in different ways, Listen. Then read each word aloud. Long Vowel Pairs Longa | Longe | Longi | Longo Longu meet lie oats cue gent pi doe oe Did Fecticed Nach aa eau ona eer Which-éne of tl jelsGays its name? When there are two vowels together, the first vowel is usually long, and the second vowel is silent. The vowel pairs below usually have long vowel sounds. ay, ai ee,ea ie 0a, oe ue, ui Ir! inet toy toe Work with a partner. Take turns sounding Tet be ‘Sf of out the words in the box. a pat 1. Make a chart like the one above. | dae Tes el 2. List the words from this box in the chart. & 3 3. Add two more words for each long vowel sound. READING 1Reading 1 Literature Short Story rN How can giving to others benefit the giver? © tisten to the Audio. Listen for the general meaning Raise your hand if you need help understanding. Stories have a plot, or story line, that is usually a sequence of events. Stories also have characters, which are people or J animals. As you read, think about these questions: © Who are the main, or most important, characters? © What events occur in the plot? Listen as your teacher models the reading strategy. he_. Three Gifts by Shannon Doyne llustrated by Soud In Africa, there once was a leader named Jelani. He was a just leader and cared about his people very much. The people in his village were happy, healthy, and peaceful. Jelani had three daughters and four sons. At school, Jelani’s children learned about other places in Africa. In some villages, people were hungry because crops did not grow well and trees bore no fruit. In other villages, groups of people did not €60petate, but fought fiercely with each other. Jelani’s oldest daughter was named Ada. One night she said, “People in this village have MatyelOus lives. | want to travel to other places and do what I can to help others.” Jelani looked at her proudly and said, “Finish school. Then you can help others.” That is just what Ada did. just treating people the same, no matter who they are fiercely hard = —When Ada finished school, she went to other villages where she worked hard to help people. Ada’s brothers and sisters admired her. She sent drawings of the school she helped to build. Ada wrote that it was a big job, but lots of fun. One by one, Ada’s brothers and sisters finished school. They all asked Jelani if they could go and | Words are in blue help people. Jelani’s eyes filled with joy each time, and he said, “Yes, you can help people.” In time, only the youngest son remained at home. His name was Kofi. Kofi loved to receive his siblings’ letters, One brother helped dig wells for fresh water. Another brother helped farmers plant better crops, Asister helped a village hold an election to choose a better leader. All of the letters were alike in one way. All of his brothers and sisters invited Kofi and Jelani to visit their villages. (ern Boldfaced words are defined at the bottom of the page. Key words are highlighted. Academic or admired looked up to siblings brothers and sisters EECNE ES Gi election contest won by the person who gets the most votes ‘What was Jelani’s children's motive for helping people? READING 1 ®Kofi and Jelani decided to visit their family. Early one morning, they set out on their horses. They brought with them many of Jelani’s advisors. Late in the first day, they stopped at a village to rest. Some people came out to meet them. They took a great interest in the horses, but their eyes looked sad. “What's wrong?” Kofi asked. Awoman replied, “We have horses, too, but we can’t grow the right §fiH8) for them. Our horses’ health is poor.” “Bring some sacks of millet,” Jelani called to his men. “We can feed your horses and leave some sacks for you.” “We are so fateful,” the people said. “Someday, we will repay this favor. Just call on us.” advisors people who help others decide what to do favor kind or helpful act @ UNIT 1Urea Ask your classmates or 5} teacher when you don’t understand a word, phrase, or language structure, The next day, the group went to the village of Kofi’s older brother. His name was Sekou. Sekou hugged Jelani and Kofi tightly. “I have missed you so much!” he said. Sekou showed Jelani and Kofi the welll he had. helped to dig. “Another problem is the harsh sun,” Sekou said. “Many people do not have the right clothing to protect them. I gave away all of my extra clothes, but so many people still need clothes.” When Jelani and Kofi departed a few days later, they left behind all the extra clothing they had. The villagers told Sekou, “One day, we will find a way to thank them. Please tell this to your father and brother. All they have to do is ask.” EA Coe toed) well deep hole in the ground where water is found a How did Kofi and Jelani assist the people they met? READING 1 @ harsh _ strong or painful departed leftThe next day, Kofi told his father, “I want to help people, too.” Once again, Jelani felt great joy, He was proud that all of his children shared the ¥a#fU| of caring for others. Just then, they passed several people. They were building a house with wood, but they were having a difficult time. “Father,” Kofi asked, “many of our men have learned how to construct with wood. Don't you think we should help them?” Jelani called out, “Stop, everyone!” Jelani’s advisors were soon teaching the others how to build a wood house. The people said, “You have helped us with this house, and now we can use these skills to build a whole village. One day, you will call on us, and we will return this favor.” ‘The last stop was Ada’s village. But something seemed very wrong. Kofi and Jelani saw there were piles of wood and mud and rocks where houses had once been. Kofi found Ada. “We had a terrible mudslide,” Ada said. “Everyone’s homes are destroyed.” construct build mudslide alot of very wet dirt falling down a hill destroyed completely brokenKofi, Jelani, Ada, the advisors, and people from the village started to work. They rebuilt houses. Everyone was very tired and hot. They were also out of supplies. Jelani sent his advisors for help. Soon, 20 horses appeared. All of the horses had riders, and many of the horses carried bags of supplies. “You helped us when we had no food for our horses,” one of the riders said. “We came to help you get supplies.” Many more people appeared. One called out, “You taught us to build houses. Now we can help you.” | People from Sekou’s village put up a Anhatalata theilabetalad large tent. “You gave us your extra clothes, We stitched them together. You can live in this tent until the new houses are ready.” And together, they rebuilt Ada’s village. supplies things that are needed stitched sewed & 6-8 | | Recall What did Jelani’s children learn in school? UCPC eerie ep Comprehend The title of the story is “The Three Identify Fact and Opinion Gifts.” What were the * Who are the main characters in three gifts? the story? Analyze How did assisting others benefit Jelani's family? READING 1 @ © What are three events in the plot?Cyr Ute Learning Strategies Characters and Plot Every story has characters. The characters are the people, or sometimes animals, in the story. Every story also has a plot. The plot is the series of events that take place in the story Work with a partner. Complete the chart below. 1. Reread the story. Pay attention to the characters and events. . List another character and other events in the chart. Use the examples to help you. Character | What Happens | The Result Jelani Ada asks him if she | Jelani tells her can leave. to finish school Kofi Gets letters | Visits his siblings from siblings with Jelani SekouUse a Cause and Effect Chart When one thing happens, it causes other things to happen. A Cause and Effect Chart helps you see how events in a plot are related. Work with a partner. Complete this Cause and Effect Chart. 1, Add one more effect to the chart. 2. List two more causes, 3. Show what effects those events caused. | Causes Effects The villagers bring Jelani feeds the villagers’ horses, | > | the horses to help get supplies. Jelani and Kofi give the villagers —_ extra clothing. - C4 Using the pictures in the reading, retell the story to a partner. SSC) Some people say itis better to give than to receive. Think about causes and effects in terms of something you have done for someone else. Why did you decide to do what you did? What was the effect of what you did? Present your experience to the class using a visual aid READING 1 ®Grammar Future: will and be going to Use will and be going to to talk. about plans, predictions, or guesses, Plan I'll stay home and relax this weekend. I'm going to stay home and relax this weekend. Prediction/ She'll be tired after the race. Guess She's going to be tired after the race. Use will to talk about a fact in the future. You can also use will for decisions and promises made at the moment of speaking. Future fact > The sun will rise at 6:30 tomorrow. Decision/Promise/Offer —> I'll call you later. Use be going to when there is evidence the event will happen. Prediction —> Look at all the dark clouds. It’s going to rain. Use be going to for decisions that have been planned, Preconceived plan —> I'm going to bake some cookies. | already bought the ingredients. For Yes/No questions with will and be going to, begin your question with will or be going to + the subject and base form of a verb. Will they be home tomorrow? —» Yes, they will/No, they won't. Are you going to call me tonight? —» Yes, | am. 20) UNIT 1Complete the sentences with will or be going to and the verbs in parentheses. 1. Kofi has packed his bags. He is going to visit his siblings. (visit) 2. Ada — ee ____. school first. (finish) 3. Thenshe .. ''! on the villagers. (help) 4. "Don't worry,” said Ada. “I __. daily.” (write) 5. The people said, “Someday, we them." (repay) gestae Use these verbs in sentences. 1. (promise) email 2 2. (prediction) be successful NT (a Which future form do you With a partner, ask and answer questions usually use to tell about about your plans for next weekend, Use a future plan, will or be question words from the list below. going, Example: (What are you going to do next weekend? B: I'm going to visit my grandparents. 10 READING 1 @ 4Writing Describe a Future Event When you describe an event, choose adjectives or adverbs that appeal to the senses. Describe the sight, sound, smell, taste, and feel of things. Writing Prompt Write a paragraph that describes an event you are planning to go on. It might be a vacation, a day trip, ora vist to the mall. Be sure to use will and be going to correctly. © Prewrite & 7 Choose an event to write about. List the event and the activities you have planned in a graphic organizer. A student named Nelli listed her ideas like this: EVENT | Trip to visit my grandmom in Houston ————— DETAIL | DETAIL | DETAIL Shopping in busy A visit to the Children's A visit to the Downtown stores in the city Museum of Houston |. Green Market @® Draft Use your graphic organizer to help you write a draft. Include an opening that catches the reader's interest. Include details that help the reader picture the event. @ UNIT 1Read your draft. Look for places where the writing needs improvement. Use the | f | Writing Checklist to help you identify lincluded details to help problems. Then revise your draft. yesders picture thejeventey a ov Word Choice | 4) Edi ic ay @) Edit I chose specific adjectives Check your work for errors in grammar, and adverbs. | usage, mechanics, and spelling. Trade dv conventions papers with a partner to get feedback. Use lused will and be going the Peer Review Checklist on page 404. to correctly. \ J ® Publis! Prepare a clean copy of your final draft. Share your paragraph with the class. Save your work. You will need to refer to it in the Writing Workshop. Here is Nelli’s paragraph: Nelli Perez My family is going to visit my grandmom in Houston. We are going to leave in a few days. It is exciting to visit a big city. First, my mom, grandmom, and | are going to go to the stores downtown. I is interesting to see so many people shopping. You don’t see that in my small town! We will also visit the Children’s Museum of Houston. You can pretend to be a spy and climb a tower that’s 12 meters high at the museum. After that, we are 9oing to go to the Downtown Green Market. The farmers there have all kinds of foods, | love the smell of the baked goods they sell za) READING 1 ®Reading 2 Prepare to Read Key Words Stone Soup is about a boy who finds a clever way to feed some hungry villagers. } Words ii nt © I helped Mom and Dad Garry the groceries when we got back from the store. What You Will Learn Reading © Vocabulary building: Context, word study © Reading strategy: Identify events ina plot @ Text type: Literature (folktale) 8 When it gets Grammar eet Simple past: regular eet and be verbs flowers become Writing scarce. Describe a © t's always nice memorable day Hs to share! These words will help you understand the reading. carry 6 scarce share peeked cottage chargeout of the window to see if his mom’s car was in the street. } The Cottage’ was small but very cozy. @ The elephants chargé’ the lions at the watering hole. Make flashcards td help you memorize the words. * Write a key word on the front. * On the back, draw a picture to help you remember the word. eer Make Connections When you don't know the right word to use, ask a classmate or your teacher The next story shows how everyone wins Wren people Do you have a story about sharing? Tell your story to a partner. READING 2da Cyt Titi These words will help you talk about the reading. PACT Ted Words identify tell what something or someone is occur take place or happen major big or important Academic Words Words in Context @ We could not identify the kind of spices they used on the meat. A Blue Moon does not occur very often. The major ingredients in the soup were fresh vegetables, Complete each sentence with an academic word. 1. Ican__ my notebook because it is blue and red. . In North America, snowstorms usually in February. . My ________goal is to save enough money for anew bike. Write the answers in your notebook. Use the academic words. Then ask and answer with a partner. 1. Can you identify flowers in a garden? 2. How often do lightning storms occur in your area? 3. What major attractions should visitors see in your city or town?tables, blue y for mic Word Study Multiple-Meaning Words Some words have more than one meaning John could hardly wait to eat every drop of the soup. He waited for the water to boil to drop the stone into the pot. A dictionary lists all the different meanings of a word. You can look at how a word is used in a sentence to help you understand what it means. * A drop of soup is a small amount of soup. * Drop the stone means to let the stone fall. Look up each word in the dictionary. Write two different definitions for each word. 1. hard 2. charge 3. patient 4, right 5. wave 15 READING 2 8Literature Folktale What are the pros and cons of sharing? © uisten to the Audio. Listen for the general meaning. Raise your hand if you need help understanding. Aplot is made up of the major events that occur in a story. Identifying these can help you understand and remember the plot. As you read, think about these questions: What are the events that take place in the story? Which events are the most important? Listen as your teacher models the reading strategy, by P. J. Perkins illustrated by Julie Downing One of John’s favorite things was a big iron pot. The pot had once belonged to his mother. As muchas he loved the pot, John was hungry. He decided to trade the pot for something to eat. “I'm sorry,” said the farmer's wife from her GOtfAWE door. “Food is SAFE these days. I only have enough for my own family.” “Thank you, anyway,” John said. “I will Gaf¥ my pot to thenext village.” John walked many miles. “May | trade this nice iron pot for something to eat?” he asked everyone he saw. But the people in this village were just as poor and hungry as John was. belonged was owned trade give away for something else |As John started to leave the village, he saw a smooth, round stone in the road. If only this stone were something good to eat, he thought. Then John got an idea. He filled his iron pot with water. He gathered sticks and dry wood and then built a blazing fire all around his pot. As he waited for the water to get hot, he thought about how good his soup would taste. “This stone soup will be delicious!” he said to himself. “I can hardly wait to eat every drop!” When the water began to bubble and boil, he dropped the stone into the pot. gathered collected blazing very bright delicious tastes or smells very good Before You Go On What major event occurs on this page? READING 2 ©“What are you doing?” asked a little girl, who had been watching him from a nearby garden. “I’m making stone soup,” John told her. Ask your classmates or “Stone soup!” she cried. “Is it good?” teacher “You've never had stone soup?” he asked. “Stone understand a soup is delicious!” phrase @ The little girl BECREA into the pot of water. She saw the stone at the bottom of the pot. “Thave some extra potatoes,” she told him. “Would potatoes be good in stone soup?” “Llike stone soup just as it is,” John said. “But I think potatoes will make it even better.” The little girl smiled. “Let’s put them in!” she said as she dropped the potatoes into the boiling water. © UNIT 1 | structure. YOAs the potatoes began to cook, wonderful smells floated through the village from cottage to cottage. Ayoung boy came over with some carrots. “Your soup smells 50 good,” the boy said. “Would these carrots be good in the soup?” “This stone soup will be delicious,” John told him. “But carrots will make it even better.” The boy dropped the carrots into the pot. John sniffed the delicious aroma coming from the pot. “This will be the best stone soup ever,” he said to the boy and girl | ‘That’s when John saw how hungry the children looked. “Will you stay and $888 this soup with me?” he asked them. “Will there be enough?” the little girl asked. “More than enough!” John said. Ee Cr che floated traveled over air or water rome Odod What major events occur on this page? READING 2 31)Soon, other people in the village began to EHAREE ETT toward John and his pot of stone soup. “I’ve never heard of stone soup, but here is some meat,” said a woman. “You may use it if you think it will be good in the soup.” “Thave some onions,” said another woman as she dropped them into the pot. As the stone soup simmered, more and more people lined up to add something good to the pot. John said to each person, “Please bring a bowl and spoon and share this soup with me. This is too much soup for me to eat alone.” Each person hurried home to get a bowl and spoon. The word people is a basic sight word. Sight words are words that you see a lot when you read. simmered cooked slowly lined up stood one behind the othera t you When the soup had cooked, John looked at all the people who had gathered. Each person stood by the pot with a bowl and spoon. He wondered if there would be enough soup for everyone. John looked into the pot of soup and saw the potatoes, carrots, onions, meat, and other good things. The pot was full! John spooned the soup into everyone's bowls. “This is the best soup ever!” exclaimed one person. “1 didn’t know that stone soup could be so delicious!” said someone else. After John finished his third bowl of soup, he called to the little girl who had given him potatoes. “This stone is for you,” he said to her. “Now your village will never be hungry again.” UEC IET ICT a | © What major events occur at the beginning of the story? © What major events occur in the middle? © What major events occur at the end? Identify Events in a Plot 16-18 Think It Over |. Recall What was one of John's favorite things? 2. Comprehend What problem did John and all of the villagers share? 3. Analyze What is the moral, or main message, of this story? READING 2 @Learning Strategies Events in a Plot The plot is the series of events in a story. The events are the major actions that occur. Mec Read this list of events and details from Stone Soup. identify which ones are major events in the plot. Identify which ones are details, John is hungry. He has a pot but no food, John meets a farmer’s wife. She lives in a cottage: John finds a smooth, round stone. The stone gives him an idea. d. John’s pot is big and made of iron. It once belonged to his mother. . John fills his pot with water and drops the stone in when the water is boiling. f. John has to find sticks and dry wood to build a fire. The fire takes a long time to heat the water, . os 2Use a Sequence Chart Events in a story usually occur in order. That order is called the sequence. A Sequence Chart can help you put the events in order, from what happened first to what happened last. Create a Sequence Chart for Stone Soup. © Use the three major events you identified | on page 34. * Add other events from the list below. « Then answer the questions at the bottom. “John sh8Fés his soup with the villagers. _The villagers bring small bits of food to add to the soup. ‘A little girl sees John and offers to add potatoes to the stone soup. Sequence Chart 1. What event in the story occurs before line 1? 2. What event in the story occurs after line 6? Tm ba Using the pictures in the reading, retell the story to a partner. READING 2 eGrammar Simple Past: Regular and be Verbs Use the simple past to talk about actions that already happened. One day, John walked many miles. | Rule for Changing Regular Verbs to the Simple Past | Example Most verbs, add -ed or -d to the base form. | belong —> belonge, Verbs ending in a consonant and -y, change the -y to -i and hurry —> hurried add -ed. Verbs ending in stressed CVC, double final consonant and add -ed. | drop —> dropped Use did not (didn’t) to make negative statements. John didn’t trade his mother's pot. Begin a Yes/No question with did + subject + the base form of the verb. Did the boy drop the carrots into the pot? —> Yes, he did, Simple Past: be Verbs The simple past forms of be are was and were. The pot of soup was full! > The people were very happy! Negative statements with be: use was not (wasn’t) or were not (weren't). The people weren't hungty anymore. To make Yes/No questions with was or were, start with was or were. | Were the people very happy? —> Yes, they were. @ UNIT 1 :longer irried sped Change the verbs to the simple past. Write the sentences in your notebook. 1. She offers to add onions to the pot. She offered to add onions to the pot. 2. We stay in a Cottage) one night. yw They identify many birds on the hike. 4. He is late for the movie. w . The students are quiet. 6. They do not have enough for everyone. Giri) Change sentences 1 to 4 into Yes/No questions. Use the simple past. Write the questions in your notebook. am Work with a partner. Ask and answer questions about what you did last weekend. Use question words from the list below. What...? Where...? How...? When...? Who...? Why. Did. Were...? Was...? & = 20 Example: A: What did you do last weekend? B: I played soccer. How do you make Yes/No. A: Really? Where did you play? questions in the simple past with regular verbs? READING 2 @ B: We played at the park. It was a good game.Reading 2 Writing Describe a Memorable Day When you describe something that happened to you, you want your reader to experience it the way you did. Writing Prompt Write a paragraph that describes a memorable day from your past. It might be a day when you won a prize, learned how to do something, or overcame a fear. @ Prewrite & Choose a day from your past to write about. List what happened and what made it memorable in a graphic organizer. A student named Martina listed her ideas like this: EVENT First day at a new school DETAIL DETAIL DETAIL I was worried I could When my teacher At recess, some girls not make friends. introduced me to the invited me to play class, I was too scared | | softball with them. to speak. @ Draft Use your graphic organizer to help you write a draft. Include an opening statement that draws the reader into the essay. © UNITT® Revise Read over your draft. Look for places where the writing needs improvement. Use the Writing Checklist to help you Writing Checklist ov ideas lincluded details telling identity problems. Then revise your draft. why the day was important. ® Edit I told how | felt about Check your work for errors. Trade papers the day. with alpartner to get feedback. Use the convenons oul Peer Review Checklist on page 404. Seer oe bre po correctly. ©) Publish Prepare a clean copy of your final draft. Share your paragraph with the class. Save your work for the Writing Workshop. Here is Martina’s paragraph: Martina Alvarado. It was my first day at a new school. | was entering mid-year, and | was afraid | couldn’t make friends. Ms. Ling, my teacher, introduced me to the class. | was too nervous to speak. | just smiled. Everybody stared at me as | took my seat. At recess, | watched some girls playing softball. They didn’t notice me. Suddenly, the ball rolled over to me. | threw it back to them. “Hey, you've got a great arm!” one of them said. “You're Martina, right?” she asked. | nodded. “I’m Cassie,” she said. “Why don’t you join us?” | was so grateful to make friends on my very first day. READING 2 ©Vocabulary building: Context, phonics @ Reading strategy: Preview and predict @ Text type: Informational text (biography) Past irregular verbs Describe a person from history These words will help you understand the reading, Key Words pilot solo mechanic damage skywrite tradition The Flying Schoolgirl is about Katherine Stinson, a woman who achieved many firsts in flying. Words in Context ©) D A pilot needs to train for 3 many hours to learn how U to fly. A) She sang §616, or alone, up on the stage. ) My dad was glad when the ffi@@HAMIC fixed our car.© There was a lot of datriagé to our house after the tree felt on it. © watching a plane SKYWFItS’a message is very exciting. © one family tradition we have is that we all eat dinner together on Sundays —e—— ire Make flashcards to help you memorize ‘the words. * Write a key word on the front. * On the back, write a sentence, but leave a blank where the key word should be. ke Connections Would you like to be a stunt pil6t? Why or why not? Write your answer using some of the key words. Then discuss your response with @ partner. READING 3 OoThese words will help you talk about the reading. PACT Cd MG affected produced a change in someone or something establish start or set up a company, system, situation, rules, etc. license official document giving the right to do something, such Academic Words Words in Context @ The book affected me so much that | could not sleep. The school wants to establish a fund to help students attend college. A pilot needs to fly for many hours to get a license. Practice _ Complete each sentence with an academic word. 4. Everyone has to pass a driving test to get a driver's N . We should _____ some rules before we begin playing this game. 3. Shin’s many absences ___ her grade. | Write the answers in your notebook. Use the academic words. Then ask and answer with a partner. 41. What book or movie affected the way you think? 2. What kind of company would you like to establish? Why? 3. When do you think you will get your driver's license?Phonics Short Vowels ©) ep. Each word in the chart has one vowel. Listen. Then read each word aloud. Short Vowels se. a e i ° u | am | Ed if | on | up flag get win job shut { When a word has a single vowel, the vowel sound is usually short we | | Read the sentences with a’partner. Look for short vowels. | * I bet you will start a fan club. * There is a cup in the bag. * Itwas a big hit! * Pat has the best plan. © Let's stop to sit and rest. ink? 1. Make a short vowel chart like the one above. 2. Add the short vowel words you found to the chart. 3. Add one more word for each short vowel. ic) 25 READING 3 ©Informational Text Biography How can you help others by doing what you love? UCIT BS Cct) Preview and Predict Before you read, try to guess, or predict, what the text will be about. To predict, follow these steps: © Read the title. * Look at the illustrations and photos. Read the captions. J © Predict what the text will be about. * As you read, check to see if your predictions are correct, Listen as your teacher models the reading strategy. we aha bit Schoolgirl Katherine Stinson was born in 1891 in Alabama, U.S.A. She was the oldest child in her family. She had a sister, Marjorie, and two brothers, Eddie and Jack. Katherine wanted to be a piano teacher, Her dream was to study music in Europe, but it was very expensive. She thought and thought about ways to earn money. One day, Katherine read about stunt pilots. “Wow!” she thought. “That’s a great way to make money for music school.” The only thing was she didn’t know how to fly. So she asked her parents if she could take flying lessons. She was very excited when they said, “Yes,” But it was very | difficult to find a flight school that taught girls, At that time, there were almost no female pilots. earn get money for work you do stunt pilots pilots who do dangerous tricks in an airplane female a woman or girlFinally, Katherine found a pilot to give her lessons. She had to sell her piano to pay him, She learned very fast. In fact, she flew S818, after just four hours. Katherine got her pilot’s license on July 24, 1912. She liked flying so much that she forgot all about her piano. Only one year later, Katherine became a stunt pilot. She flew around the country and performed in many air shows. Because she looked like a little girl, people called her “The Flying Schoolgirl.” Katherine’s best trick was the “loop-the- loop.” She built her own airplane, and she made big circles in the sky with it. Katherine was the first woman to do this. And she did it more than 500 times! In 1915, she became the first person to fly at night. She used flares to SRYWHIG. » flew set —pset become —) became give —> gave stand —) stood come — came grow» grew _ take —} took find --» found put —>) put teach —» taught To make a negative statement, use did not or didn't + the base form of a verb. Affirmative Past Tense Negative Past Tense She flew with the military. —» She didn’t fly with the military. To make Yes/No questions, begin the question with Did + the subject + the base form of a verb. Did Stinson have a hard time getting permission to fly at first? To make Wh- questions, begin the question with a question word. What did Stinson give up so she could be a pilot? When did she become a stunt pilot?Change each irregular verb to the simple past. Write the sentences. 1. Stinson begins her flying career as a stunt pilot. Stinson began her flying career as a stunt p 2. She flies $616 and builds a plane herself. w . Stinson gets her pilot's | in 1912. . The sisters teach people to fly in San Antonio. 4. 5. Later, Stinson becomes an ambulance driver. 6. Katherine Stinson sets a lot of records. 7, . Stinson grows up in Mississippi. Work with a partner. Choose four sentences from Practice A. Write Yes/No and Wh- questions about the four sentences. Ask your partner the questions. Work with a partner. Make sentences about Grammar Check W Katherine Stinson using the simple past form of | What are irregular these verbs. verbs? Example: Katherine Stinson broke a lot of records. become fly break put back build set up READING 3ec Writi riting Describe a Person from History When you describe a person from history, tell about the major events or achievements in the person’s life. Include important dates, facts, and background information. Writing Prompt Write two paragraphs that describe a person from history. The person could be a famous leader, explorer, writer, or artist from the past. Do research to find information. Be sure to use irregular past verbs correctly. ® Prewrite & Choose a person from history to write about. Do research to find out what made this person a historical figure. List the information you find in a graphic organizer. Aotudent named crn Pe listed his ideas like this: Kay Cottee is a famous Australian sailor, DETAIL DETAIL DETAIL Kay was born on In 1987, she became Today, she speaks to Tanuary 25, 1954, the first woman to sail | | thousands of students around the world. and tells them to follow their dreams. @ Draft Use your graphic organizer to write a draft. Include important dates, facts, and background information. ed UNIT 1vise @ Re Pur Kurta Read over your draft. Look for places where the writing needs improvement. ¢V ideas Use the Writing Checklist to help you I told about major events identify problems. Then revise your draft. and achievements. lincluded important @ Edit dates, facts, and Check your work for errors in grammar, backoround|liiformetion, usage, mechanics, and spelling. Trade Conventions papers with a partner to get feedback. Use duzed simplaipast comectiy. the Peer Review Checklist on page 404. © Publish Prepare a clean copy of your final draft. Share your paragraph with the class. Save your work. Here are Chin's paragraphs about Kay Cotte: Chin Sung Kay Cottee is a famous Australian sailor. She was born on January 25, 1954. During her childhood, she dreamed of sailing. As an adult, Kay built her own boat and, for many years, she trained for many hours every day. In 1987, Kay became the first woman to sail around the world alone. The only tool Kay had was a radio. Her trip took 189 days. She sailed more than 35,000 kilometers and never once touched land. Today, Kay speaks to thousands of students about her trip. She tells them that they can make their dreams come true if they work very hard. READING 3 @| MYT Apply and Extend Link the Readings Read the column headings and the titles of the readings. In each column, put a check mark (/) for each reading that the heading describes. ‘Informational text Sharing ae Gifts "Stone Soup The Flying Schoolgirl Discussion 1. What was Katherine Stinson’s motive for helping during World War |? 2. In The Three Gifts, how did Kofi and Jelani assist their family members? 3. How did sharing benefit the African villagers? a How did it benefit the villagers in Stone Soup? In what ways can people help others? if you want to hear something again, you can ask "Would you repeat that, please?”Projects Your teacher will help you choose one of these projects. a) | Top Five List Interview Poster Write a list of 5 activities Interview someone who Create a poster about a you can do to help people. _helps others. Use the 5 W group or organization Present the ideas on your questions for ideas. Share _that helps people in your list to a partner or group. with a partner or group. community. Tell what the eal group or organization does. Letter News Watch Event Collage = I Write a letter to a group Watch or listen to news Attend an event where _| or organization that helps | programs for a few days, people help others, such people in your area. Ask Jot down information about as a park cleanup. Make | how young people can help events or programs that help a poster or collage about the group or organization people. Present what you ‘the event. make life better for the learned to the class. people it serves.ee Listening and Speaking Workshop Give a Presentation @ You are going to give a presentation about a hobby or interest. You will listen as your classmates talk about their hobbies and interests, Premeers © Prepare @ Listen and repeat. A. Choose a hobby or interest. You will write and give a presentation about it. Then your classmates will ask you questions. | enjoyflikerlove ... Today, I'm going to talk about; hobby/what | do on the weekey . Think about what you want to say. Now write and during school breaks. your presentation. Describe your hobby or On weekends and during schoy interest. Explain why you do it. Find props and —_| breaks,1.... other visuals to use in your presentation. I enjoy doing it @ Practice | am also helping... Practice your presentation in front of your family You should try it! or friends. Record your presentation. Then listen to yourself. How do you sound? Record yourself again and try to improve. Love books and reading so | volunteer at the public library two days a week. Each day is different. On Wednesdays, | go to the library after school. | help the librarians check books back in. It's really fun, | use a computer to record the return of each book. I also go the library on Saturday mornings to read to a group of young children. ® UNIT TSpeaking Skills ‘As you speak, do the following: Presentations are formal situations. Use formal language. Use complete sentences without slang, * Speak loudly so that your classmates can hear you. * Use your props to help show what you are talking about. * After your presentation, answer the on questions your classmates ask. As you listen, do the following: * Think about what you already know. tag devel hor k about * Take notes. information and ideas 2 weeken « Think of questions to ask the speaker after | hat aren't stated directly. ks. the presentation. ng schod| After you speak, answer these questions: Did you describe your hobby or interest well? Did you explain why you do it? — After you listen, answer these questions: Did you understand the general meaning, the main points, and the important details? Did you take notes? Did you ask questions?Writing Workshop Write a Descriptive Essay Writing Prompt Write an essay in which you describe a trip you have taken, a place that is special to you, or an experience you have had. To help readers imagine the scene, use adjectives and adverbs that appeal to the five senses. ® Prewrite & t Review your previous work in this unit. Now choose a topic. Think about something you experienced that you would like to describe in an essay. List details about the experience in a graphic organizer. eee Writing an essay is a process. Listen carefully and follow your teacher's, directions and requests. A student named Raul listed his ideas in this graphic organizer: A SPECIAL PLACE My aunt's backyard DETAIL DETAIL DETAIL DETAIL A porch runs There isasmall || Abigoak tree || There is a swing along the back | | pond in the gives lots of attached to the of the house. backyard, shade. oak tree, @ Draft Use your graphic organizer to write a draft. Keep in mind your purpose for writing—to describe a place or experience that is special to you. Use adjectives and adverbs that appeal to the senses, This will help readers to picture what you are describing. © UNIT T® Revise Read your draft. Look for places where the writing needs improvement. Use the Writing Checklist to help you identify problems. Then revise your draft. Here is how Raul revised his essay: STP Ae ¢ Ideas Does my essay focus ‘on one topic? dv organization Does my v introduction draw the reader in? V voice Vv Does my writing show how | feel? v Raul Mendoza A Special Place The whole family enjoy’getting together at my aunt’s house. My aunt’s backyard is a very special place. A wide porch overlooks the yard. There is a small pond with frogs and a few small fish. In the summer, the surface of the pond sparkles in the Sunlight. At night, you can sit on the porch and listen to the frogs as they softly call to one another, In the winter, the pond is sometimes covered with a thin coat of ice, Near the pond there is a large oak tree. The tree’s large branches reach for the sky. A swing is attached f0,the tree's branches. My sister and | love to push each other on the swing. Even on a hot day, the tree provides cool shade. Sometimes my aunt makes a picnic lunch and we all eat under the tree. I-sse-never getting tired of visiting my aunt’s house. Her yard is one of my favorite places in the world. STS Word Choice Does my essay appeal to the five senses? Sentence Fluency Do my sentences vary in length? Conventions Is my punctuation correct? Revised to correct verb agreement. Revised to include more adjectives. Revised to correct error in punctuation. Revised ‘to make the meaning clearer. Revised to correct error in grammar.Check your work for errors. Trade papers with a partner. Use the Peer Review Checklist to give each other feedback. Edit your final draft in response to feedback from your partner and your teacher. Make a clean copy of your final draft. Share your essay with the class. / The introduction } draws the reader in Adjectives appeal to the five senses. Sentence lengths are varied, There is no word in English that e th ful. Thankful, spoonful, and beautiful, for example, all e the suffix -ful> P TS Tug Fluency © Se Listen to the sentences. Pay attention to the groups of words. Read aloud. 1. Sometimes when you help others, they will help | you in return. | 2. When people share what they have, everyone benefits. 3. Flight pioneer Katherine Stinson raised money for the Red Cross and drove an ambulance in World War |. Work in pairs. Take turns reading the passage below aloud | for one minute. Count the number of words you read. “What are you doing?” asked a little girl, who had been watching him from a nearby garden. 7 “Pm making stone soup,” John told her. 24 “Stone soup!” she cried. “Is it good?” 31 “You've never had stone soup?” he asked. “Stone soup is 41 delicious!” The little girl peeked into the pot of water. She saw the 54 stone at the bottom of the pot. 61 “{ have some extra potatoes,” she told him. “Would potatoes 1 be good in stone soup?” * 76 “ like stone soup just as itis,” John said, “But I think 89 potatoes will make it even better.” 95 ‘The little girl smiled. “Let’s put them in!” she said as 106 she dropped the potatoes into the boiling water. 114 As the potatoes began to cook, wonderful smells floated 123 through the village from cottage to cottage. With your partner, find the words that slowed each of you down. * Practice saying each word. * Then take turns reading the text again.Mae leit) Taking Tests You will often take tests that help show what you know. Follow these tips to improve your test-taking skills. Coaching Corner Answering Test Items That Are Cloze Passages * Cloze items will ask you to fill in a blank. * Sometimes you will be asked to complete a sentence, Other times you will be given a selection with some words left out. First, read the questions and answer choices. Sometimes there is no question, justa list of words, Read the whole selection carefully. Try to think of words that might fit as you read. Ifyou don’t know what a word means, use the words around it to help you. In your head, read the sentence with each answer choice. Then choose the answer that makes the most sense.Read the selection. Then choose the correct words to fill in the blanks. ‘The Wildcats practiced hard for their first soccer game. They really worked hard to play as a team and —1_. Coach Wong and the girls were very excited about the game. But there was so much to do to get ready. The coach asked the girls to_2_ her. Donna and Mei made sure everyone had their uniforms and equipment. Wanda and Erin made sure the team had enough _3_ to drink and enough fruit snacks, Everyone arrived on time to the game. Afterwards, the girls cheered, “We are a great team!” A fail 3 A water B shoes C apples D cheer D time F assist, G carry ! v Reread the sentence to make sure HH benefit : your answer makes sense. J charge V Make sure you read the entire selection before you choose your answers.2 0 5 3 $ s s = Doctors Without Pa ShepherdTHE What does ® . fe | ‘€; it take to be errprton 2 hero? You will talk about what makes someone a hero. In the Listening and Speaking Workshop, you will make a presentation. You will practice narrative writing, In the Writing Workshop, you will write a story What does being a hero mean to you? Write down your ideas and share them with a partner Talk about the poster for this unit. Then watch and listen to the video and answer the questions ateT Re Thy WYP ele Tag What do you know about community heroes? Words to Know @ Listen and repeat. Use these words to talk about your community. a paramedic afirefighter a service animal a volunteer a physician a police officer Work with a partner. Ask questions about the words in Words to Know. Answer the questions using the phrases in the box. providing emergency aid fighting fires _ helping their owners protecting people providing medical care working without pay Example: A: How does a physician help others in a community? B: A physician helps others by providing medical care. Write a sentence about two more professions that help people. tNMake Connections Complete the sentences with the following words. guide their owners comfort the sick 1. Service dogs can sto paces like the supermarket, the post office, and the bank. 2. Firefighters sometimes that climb into trees and can't get down. 3. Volunteers provide many services to the community. Some at hospitals. 4, Paramedics ________ every day by providing emergency medical care to patients on their way to the hospital. Talk with a partner. Would you like to be one of the people on page 68? Why or why not? UNIT 2 @Build Unit EL Tac ler | Kids* Stories from around he World © | Charlene My hero is Binti. Binti is a female gorilla who lives in a zoo in Illinois, U.S.A. She rescued a three-year-old boy who fell from the railing into the zoo’s gorilla exhibit. She carried the boy to an area where humans could take care of him. Binti is a very caring animal! ‘Sophie My hero is Ryan Hreljac. Ryan wanted to help people in Africa get clean water. He saved enough money to build a well in Uganda He was so happy with the result that he decided to help build more wells. His organization, Ryan’s Well, raises money to build wells all over AfricaMy hero is a woman from my country, Indonesia. Butet Manurung wanted to educate ren who lived in the Jambi Forest. She volunteered to teach the Anak Dalam people how to read end write. Now Butet lives in the Jambi Forest. Butet's new goal is to teach people from other tr My hero is Jackie Chan. He stars in martial arts movies. We were both born in Hong Kong, China. He started the Jackie Chan Charitable Foundation in Hong Kong and Japan This organization gives scholarships to needy students. He also has organizations to help the elderly and to give coats to homeless people. Jackie Chan is a great guy! What about you? 1. Who isa hero to you? Why? 2. Do you have a story about your hera? Share your story. wn? @ &Vocabulary building: Context, phonics Reading strategy: Make connections Text type: Literature (short story) Quotations Write a dialogue These words will help you understand the teading. A Ce related cattle herd tend pasture survive The Elephant Shepherd is about an African boy who tries to help protect elephants. Words in Context «) This woman and child They are mother and daughter. People keep their meat or milk. A group of animals, such as cattle, is called ’€) A shepherd t8Aa8, or takes care of, sheep or cattle. © A pasture is covered with grass for sheep or cattle to eat. © All animals need food and water to SUFViVE, or stay alive. Draw a picture of a pasture with a shepherd and a herd of cattle eating grass. Label the picture with sentences using five of the key words. Make Connections Would you like to be a shepherd? Why or why not? Write your response in your notebook using some of the key words. Discuss your answer with a partner. READING 1 @‘These words will help you talk about the reading. Words in Context @O lam that elephants live a long time. Seeing elephants at a 00 might moti you to know about learn more about them. or have ° knowledge of | | serie Elephants and people are similar because both elephants and people have long lives. Complete each sentence with an academic word. motivate make someone want to do something similar almost the same, { but not exacty 1, lwas_______that cows eat grass, but | didn’t know that elephants eat leaves. 2. Adogis______ to. a wolf, but wolves are bigger and more dangerous. 3, Hearing a great musician might you to try playing an instrument. Lydd Ask and answer with a partner. 1. What is a new fact you recently became of? 2, What you to study for a test? 3. How are cats and dogs lar?i A) Vowel Pair: ea @) The vowel pair ea can stand for two sounds. Each word in the chart has the vowel pair ea. Listen. Then read each word aloud. (_ The vowel pair ea can have the long e sound, as in eat, or the heroes. ir » Some heroes reach Read the sentences in the box with a partner. out to others. 1 € sound, * Some heroes fight List the words in which ea has the short in deadly battles. e sound, . Add two more words to each list. “ Vowel Pair ea Long e Short e eat plead ~—ihead-~—Ss sweat sea Speak bread breath | teach spread Rule short e sound, as in head. If you come across a word you do not know, try reading it both ways! * I can read about * Some heroes work List the words in which ea has the long hard to get ahead READING 1! Literature Short Story Can anyone be a hero? | O iisten to the Audio. Listen for the general meaning. Use the pictures to help you understand the selection. As you read the story, think of moments in your life when I something similar happened to you. Ask yourself: |» How did you feel? | © What did you do? Listen as your teacher models the | reading strategy, ‘The Elephant eee rd old by Abdoul Tafari Ousmane was finally old enough to watch the Gattlé by himself. He loved spending his days on top of the hill looking over the pastuté. He knew he had an important job to do. Ousmane’s father, Amadou, told him that the family needed the cattle to SURVIVE. One hot, sunny day, Ousmane was standing on the hill watching the cattle. The cattle were grazing calmly when Ousmane heard loud stomping noises. He thought a giant was coming. The cattle looked up. Ousmane saw what was making the noise, It was a HE#d of elephants. Ousmane was so excited, His father had told him about elephants, but he had never seen one. Ousmane liked watching the baby elephant with its mother the best. grazing eating grass stomping walking with very heavy steps“Ousmane!” Suddenly, Ousmane saw his father, Amadou, running toward the elephants. “Shoo! Shoo!” Amadou yelled at the elephants. The elephants started to move away. The baby elephant looked scared and walked close to its mother. “Why did you seare the elephants away?” asked Ousmane. “Ilike the elephants, but we need the grass for our cattle,” Amadou replied. “If the elephants stomp on the grass, the cattle will have nothing to eat.” Ousmane was sad, That night at supper, Ousmane told Amadou that he hoped the mother and baby elephant would come back to visit when. ihere was more grass for the cattle. Ousmane dreamed about the mother and baby elephant that night Why did Amadou scare away the elephants?NY Early the next day, Ousmane and Amadou set out to find good grass V) for their cattle. They came across an elephant on the ground. They were shocked to see that the elephant’s tusks had been sawed off. “Poachers,” said Amadou. “They take the tusks and sell them for money. It is against the law, but some people don't care.” “Why would someone want to hurt the elephants?” Ousmane asked sadly. Ousmane and Amadou walked on and came upon the rest of the elephant herd. They watched the elephants for a little while and then went back to ted! their cattle. Ousmane thought about the elephants all day. He wished he could stop the poachers. tusks two very long teeth on an elephant sawed cut with a saw poachers people who take, kill, or hurt animals not belonging to themOusmane and Amadou took their cattle to a pasture near the elephants the next day, The elephants were eating leaves off some trees, and Ousmane and Amadou stopped to watch, “They are such beautiful, strong creatures,” Amadou said. “Look how nicely the baby elephant and the adults are getting along.” “Do you think they are MGR?” Ousmane asked “probably,” replied Amadou. “Elephants have families like we do.” When he returned to school the following week, Ousmane decided to ask his teacher if his classmates could do something to protect the elephants, After school the next day, Ousmane and his classmates started to tell the other villagers why it was important to protect the elephants from poachers. Recall What did Ousmane do to help protect the elephants? Comprehend How did Ousmane become aware of the poachers? Analyze What * How was your situation similar to the situation motivated Ousmane in the story? to want to protect the elephants? READING 1 @Make Connections One way to understand a text is to make connections between what happens in the text and your life. » Read the first column. It tells about situations in the story. * Work with a partner. Answer the questions in the second column and tell about situations in your life. Situations in the Story Situations in Your Life | 1. Ousmane was excited to see 1. What's something you the elephants. were excited to see? . He was sad when the mother . What's something that and baby elephant left. made you sad? . He learned poachers took an . What's something shocking elephant's tusks. or sad you learned? He and his classmates talked to When have you tried to the villagers about poachers. protect a person or animal?Use a Story Map You can use a Story Map to help you better understand a story. Gaze 4 con Complete this Story Map to show the main characters, the setting, and what happens in The Elephant Shepherd. Characters Setting Beginning LSA Close your book and retell the story to a Partner. Use some of the key words. uC Take turns talking about good deeds you have done with a partner, Then describe something that happened as a result of your good deeds. READING 1 6Grammar Quotations Quotations show the exact words that someone said or wrote. Follow these rules when quoting what someone said. Always use quotation marks in pairs (”"). Use an open quotation mark (") at the beginning of the quote and a close quotation mark (") at the end. He looked at me and said, “I’m sorry.” Use a capital letter with a quote that is a complete sentence, even if the quote appears in the middle of the sentence. “Clean your room,” she said. The ranger said, “Don't scare the elephants.” If the sentence quoted is split, use a lowercase letter for the second part of the question. “if you leave early,” he said, “you'll miss the show.”” Use proper punctuation with quotations. Look at the examples above. Notice how: « we set off a quote with a comma. « the final period, comma, or question mark occurs inside the quotation mark. * a split quotation has commas after the first part of the quote and before the rest of the quote. @ UNIT 2Rewrite the sentences using proper capitalization and punctuation. 4, we're over here we yelled “We're over here,” we yelled, xX . it's my job to tend) the cattle! he replied w . if the calf gets separated from the Herd) he said it may not survive 4. why she asked are poachers taking the tusks Gi Copy the conversation in Apply in your notebook. Use capital letters where needed. Enclose the quoted parts with quotation marks and insert correct punctuation. am Work with a partner. Choose a character from the conversation. Read the character's part. (etd Example: “When you grow up,” Jack asked, “what do you want to ber" . when you grow up Jack asked what do you want tobe let me think Emma said a doctor | want to be a doctor |!" @ quotation, where ; do you put the final really Jack said why punctuation? because Emma said doctors are cool they wear white, and they help people how about you, Jack ‘want to be a firefighter Jack said firefighters help & People, too and | want to ride on a fire truck READING 1 ©Writing Write a Dialogue A dialogue is a written or spoken conversation between two or more characters. Writers use dialogue to show the exact words the character uses. Dialogue can show what a character is like and how he or she interacts with others. Writing Prompt Write a dialogue between two characters. The dialogue could show two friends having a conversation, arguing, or sharing a joke. Be sure to use quotation marks correctly. ® Prewriten & G04 Think about a dialogue that two characters could have. Remember that dialogue can give information about a character's thoughts and feelings. eon aE A student named Lorenzo listed his kitchen present ideas in a graphic organizer. @ Draft _ CHARACTERS Use your graphic organizer to. Felix and his brother Marco help you write a draft. Include information in your dialogue that tells how the characters are feeling. PROBLEM Use a variety of sentence patterns. |_Felixisafraid—he has to make a speech. SOLUTION Marco gives his brother good advice. @ UNIT2® Revise Read your draft. Look for places where the writing needs improvement. Use ¢ Ideas the Writing Checklist to help you identify lused dialogue to show problems. Then revise your draft. how the characters feel. ¢ Sentence Fluency @ Edit | used a variety of Check your work for errors. Trade papers sentence patterns. with a partner to get feedback. Use the Vv Conventions Peer Review Checklist on page 404. 'used quotation marks correctly, © Publish Prepare a clean copy of your final draft. Share your dialogue with the class. Save your work for the Writing Workshop. Here is Lorenzo's paragraph: Lorenzo Vargas Felix sat down for breakfast. “Are you excited about your speech today?” his brother Marco asked. “1 don’t know,” said Felix. “It’s in front of the whole fi school. What if I'm terrible?” | “You'll be great!”” Marco said. “You practiced your speech at least 50 times.” ‘ “I know,” replied Felix. “But what if | lose my place in my speech while I’m talking? I'll be so embarrassed.” He reached for some cereal. Marco thought for a moment. Then he smiled. “Maybe you should picture the people in the audience as clowns wearing big red noses!” Felix grinned. “And green hair and big glasses, too! & Thanks, Marco. | feel less nervous already.” 49-50 READING 1 @Reading 2 ye Key Words Doctors Without Borders is about an organization that sends doctors to help people in need all over the world. Words in Context Og @ These operators answer the telephone when people call to What You Will Learn Reading ‘© Vocabulary building: Context, phonics «¢ Reading strategy: Identity problems and solutions report an emergency. Text type: et eee @ Firefighters have to be (social studies) UFaGeOUS. They put their lives Grammar in danger so that we can be safe. They often work together to put outa fire. That is real teamwork. Om py Adverbs of frequency and intensity Writing Write a personal message ‘These words will help you understand the reading, | emergency courageous teamwork | training ! intervene refugees© The local community center offers training) to show people how to care for others who are sick or hurt. @ sometimes an adult has to intervene’ when students have problems. © Refugees are people who have to leave their countries because of war or food shortages. Make flashcards for the words. * Write a key word on the front. * On the back, write a sentence, but leave a blank where the key word should be. ern When you don’t know the tight word to use, explain Suppose you were asked to help other people in | or describe the idea using another country. What help would you like to. vers you know give? What supplies would you need to bring with you? Use some of the key words in your response. Make Connections go 31 READING 2 @‘These words will help you talk about the reading. PCs MK Ed aid help commit use time, money, etc, to do something sufficient 52 UNIT 2 Academic Words Words in Context @ Doctors and nurses aid people who have health problems. Doctors commit a lot of time and effort to helping people. After a natural disaster, it is important to have sufficient food and water. Complete each sentence with an academic word. 4. Our class decided to___ the. refugees by donating food and clothing. . Ifyou______a lot of time to practice, you will become better. . didn't have time to study, so | didn't do well on the test. LN d ad Ask and answer with a partner. 4. How could your class aid earthquake victims? 2. How much time do you commit to doing homework each day? . Did you set aside sufficient time to study for your last test?Phonics Long Vowels with Silent e @ Listen. Then read each word aloud. Which vowels say their names? ae Wares fiomahe we | Ba = ae | age ice woke use | take | fine | globe | cube Rule When the first vowel (V) in a one-syllable word is followed by a consonant (C) and an e, the vowel is usually long, The final e is silent. This is the “silent e rule.” Some words that have a v, m, or n after the first vowel are exceptions to the rule. With a partner, take turns sounding out the | words in the box. like safe gave give 1. Use the words to make two lists. ate line gone plane | * Words that follow the silent e rule. ; ' make move * Exceptions to the silent e rule. 2. Read your list of words that follow the silent e rule to your Partner. Point to and say the name of the long vowel in each word. 33 READING 2 ©Informational Text Social Studies When is a doctor a hero? O iisten to the audio. Listen for the general meaning. Use the pictures to help you understand the selection ‘As you read this article, look for problems and solutions. Ask yourself: © What problems does the article tell about? © What solutions does Doctors Without Borders provide? Listen as your teacher models the | reading strategy. When we are sick or hurt, we go to the doctor. Some places in the world do not have enough doctors or supplies to help people. This is really true when there is a crisis in that place. A group called Doctors Without Borders works to help people in need. If there is an BMHEIBEHGY, these doctors volunteer to go where they are needed. ‘The group gives medical care and other services. Doctors Without Borders has been helping people since 1971. supplies things that people want or need A member of Doctors Without Borders helps refugees Ethiopia.Bringing Help Where It Is Needed ‘The doctors bring their medical skills to places where they are needed. They also bring supplies like blankets and drinking water. Sometimes the doctors {ill other people so they can help, too. Doctors Without Borders has worked in countries all over the world. If there is a war ina country, the people there need help. (REAEBES are people who have to leave their homes. They leave because there is no food or because fighting has made their homes unsafe, Doctors Without Borders can ITEWEHE to help refugees. Sometimes, This doctor helps a refugees do not even have clean water. The ena Metiiadks volunteers come with water and medicine, They teach refugees how to eat better and stay healthy. They can show refugees how to make water safe for drinking, skills things a person does well medicine a substance used to treat sickness healthy not sick Before You Go On Where might Doctors Without Borders have gone recently to help? READING 2 6Tsunami! In 2004 there was a tsunami, or tidal wave, in South Asia. The tsunami destroyed many towns. Many people were hurt or killed. Doctors Without Borders worked for more than a year in countries that were hit by the tsunami. They gave people shots to. make sure they did not get sick. The doctors gave people supplies like tents and clothing. They talked to people about what had happened, Sometimes just being there to listen to the victims helped the most. tsunami huge wave that causes great destruction on land destroyed damaged so that it cannot be used victims people who have been affected by something bad Workers unload supplies that doctors used to help the 2004 tsunami victt ds are you reco' automatically. You don’t have to sound them out dt i Help So atow real So| give ij With take ¢ can gh DocteHelping Others Help Themselves Sometimes the volunteers help people in _ a town build new hospitals. That involves real teamwork! Sometimes the best help the volunteers can give is (raining. It can be better for Doctors, Without Borders to help train local doctors to take care of people after a crisis. The local doctors can give care to sick and hurt people after Doctors Without Borders leaves the area. The volunteers who work for Doctors Without Borders travel all over the world to help people after emergencies. They are COUFaBEOUS, and borders do not stop them. (err aces Identify Problems and Solutions What problems did you read about in this article? What solutions does Doctors Without Borders provide? How did identifying problems and solutions help you understand the article? Adoctor helps a boy in Thailand after the 2004 tsunami. Think It Over 1. Recall How does Doctors Without Borders aid people who don't have sufficient clean drinking water? . Comprehend Why is training local doctors sometimes the best help? . Analyze Why did Doctors Without Borders commit so much time to countries hit by the tsunami? READING 2 @Doctors Without Borders digs wells for people who don’t have clean water. Afghanistan This volunteer is fang women in Afghanistan Doctors Without Borders provides to provide care for the people in their village. medical help to people in Honduras. Honduras UNIT 2stan Chad This volunteer is vaccinating @ refugee’s child, This doctor is giving a child a checkup. Activity to Do These pages use pictures and words to tell where Doctors Without Borders works. © Work with a partner, Research any country that interests you. Share information and work collaboratively. © Create two pages, using pictures and words, to tell about that country. READING 2 @Learning Strategies Problem and Solution A problem is a major difficulty. A solution is how the problem is solved. Look at the following example: Country: Angola Problem: Some people don’t have sufficient clean water. Solution: Doctors Without Borders helps dig wells to provide clean water for people. Reread pages 94 and 95. Identify two problems and how Doctors Without Borders helps solve them. Country: Problem: Solution: Country: Problem: Solution: