A Reading/Language Arts Program

Program Authors
Dr. Donald R. Bear Dr. Jan E. Hasbrouck
University of Nevada, Reno Educational Consultant - J.H. Consulting
Reno, Nevada Seattle, Washington

Dr. Janice A. Dole Dr. Scott G. Paris

University of Utah University of Michigan
Salt Lake City, Utah Ann Arbor, Michigan

Dr. Jana Echevarria Dr. Timothy Shanahan

California State University, Long Beach University of Illinois at Chicago
Long Beach, California Chicago, Illinois

Dr. Douglas Fisher Dr. Josefina V. Tinajero

San Diego State University University of Texas at El Paso
San Diego, California El Paso, Texas

Dr. Vicki Gibson

Longmire Learning Center, Inc.
College Station, Texas
Contributors
Time Magazine, Accelerated Reader

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Printed in the United States of America

1 2 3 4 5 6 7 8 9 006/043 11 10 09 08 07

XXXXXX ii

Dr. Donald R. Bear
University of Nevada, Reno
• Author of Words Their Way and Words
Their Way with English Learners
• Director, E.L. Cord Foundation Center
for Learning and Literacy
Dr. Janice A. Dole
University of Utah
• Investigator, IES Study on Reading
Interventions
• National Academy of Sciences,
Committee Member: Teacher
Preparation Programs, 2005–2007
Dr. Jana Echevarria
California State University, Long Beach
• Author of Making Content
Comprehensible for English
Learners: The SIOP Model
• Principal Researcher, Center for
Research on the Educational
Achievement and Teaching of English
Language Learners
Program Authors
Dr. Douglas Fisher
San Diego State University
• Co-director, Center for the
Advancement of Reading, California
State University
• Author of Language Arts Workshop:
Purposeful Reading and Writing
Instruction and Reading for Information
in Elementary School
Dr. Vicki Gibson
• Owner and Director, Longmire Learning
Center, Inc.
College Station, Texas
• Author of Differentiating Instruction:
Grouping for Success
Dr. Jan E. Hasbrouck
Educational Consultant
• Developed oral reading fluency norms
for Grades 1–8
• Author of The Reading Coach: A How-to
Manual for Success
Dr. Scott G. Paris
University of Michigan, Ann Arbor
• Chair, Graduate Program in Psychology,
University of Michigan
• Principal Investigator, CIERA,
1997–2004
Dr. Timothy Shanahan
University of Illinois at Chicago
• Member, National Reading Panel
• President, International Reading
Association, 2006
• Chair, National Literacy Panel and
National Early Literacy Panel
Dr. Josefina V. Tinajero
University of Texas at El Paso
• Past President, NABE and TABE
• Co-editor of Teaching All the Children:
Strategies for Developing Literacy in an
Urban Setting and Literacy Assessment
of Second Language Learners
 Contributing Authors
Dr. Adria F. Klein Dr. Doris Walker-Dalhouse
Professor Emeritus, Minnesota State University,
California State University, Moorhead
San Bernardino
• Author of articles on
• President, California multicultural literature and
Reading Association, 1995 reading instruction in urban
• Co-author of Interactive schools
Writing and Interactive • Co-chair of the Ethnicity,
Editing Race, and Multilingualism
Committee, NRC

Dolores B. Malcolm
St. Louis Public Schools
St. Louis, MO
• Past President, International In memory of our esteemed
Reading Association colleague and friend,
• Member, IRA Urban Diversity Dr. Steven A. Stahl
Initiatives Commission
• Member, RIF Advisory Board

Program Consultants
Dr. Stephanie Al Otaiba Kathy R. Bumgardner Dr. Sharon F. O’Neal
Assistant Professor, Language Arts Instructional Associate Professor,
College of Education Specialist College of Education
Florida State University Gaston County Schools, NC Texas State University – San Marcos

Dr. Susan M. Brookhart Dr. Connie R. Hebert Dinah Zike

Brookhart Enterprises LLC – Helena, MT National Literacy Consultant Dinah-Might Adventures, L.P.
Coordinator of Assessment and Lesley University San Antonio, TX
Evaluation The ReadWrite Place
Duquesne University, Pittsburgh, PA West Springfield, MA

iv
 Florida Program Reviewers
Holly Bagwell Elaine Grohol Carla Mosley
Reading Resource Specialist, K–5 Elementary Instructional Reading First Coach, Grades K–3
Horizon Elementary Specialist Broward County
Broward County Osceola County Fort Lauderdale, FL
Sunrise, FL Kissimmee, FL
Beth Nichols
Janice Choice Deborah Jackson Teacher, Kindergarten and First
Principal Teacher, Grade 1 Grade
Pinelock Elementary Citrus Elementary Wesley Chapel Elementary
Orange County Orange County Pasco County
Orlando, FL Ocoee, FL Wesley Chapel, FL

Dr. Lillian Cooper Katy Kearson Melinda Ossorio

Principal on Special Assignment Reading First Coach, Grades K–3 Reading Resource Specialist, K–5
LA/Reading K–5 Duval County Watkins Elementary
Miami-Dade County Jacksonville, FL Broward County
Miami Springs, FL Miramar, FL
Pam LaRiviere
Stacey Councill Reading/Curriculum Specialist Tara Taylor
Teacher, Grade 2 Grades K–5 Assistant Principal
Manatee Elementary Lehigh Elementary Port Malabar Elementary
Brevard County Lee County Brevard County
Viera, FL Lehigh Acres, FL Palm Bay, FL

Michelle D’Intino Robin Matthes Blanca Villalobos

Academic Intervention Principal Teacher, Grade 5
Specialist Hillcrest Elementary Christina Eve Elementary
Just Elementary Orange County Miami-Dade County
Hillsborough County Orlando, FL Miami, FL
Tampa, FL
Lois Mautte Harriet Waas
DeeAnna Durden AP Schwarzkopf Elementary Teacher, Grade 4
Teacher, Grade 2 Hillsborough County Pineview Elementary School
Hogan-Spring Glen Elementary Lutz, FL Leon County
Duval County Tallahassee, FL
Jacksonville, FL Mary Mickel
Principal Robin White
Mary Fischer Sabal Palm Elementary Reading First Instructional
Reading Resource Specialist K–5 Duval County Specialist
Nob Hill Elementary Jacksonville, FL Fulton Holland Educational
Broward County Center
Sunrise, FL Joy Milner Palm Beach County
Reading Specialist West Palm Beach, FL
Sherri Goodwin Wesley Chapel Elementary
Reading Resource Teacher Pasco County Deborah Wood
Morgan Woods Elementary Wesley Chapel, FL Reading Facilitator
Hillsborough County Elementary Programs
Tampa, FL Brevard County
Viera, FL

v
Unit 2 Research
RESEARCH Why It Matters

Phonics
Phonics instruction teaches which letters or letter combinations in print
symbolize the sounds in a spoken word. It helps children understand
and use the alphabetic principle to “sound out” or decode words and
connected text in phrases, sentences, and paragraphs. Effective phonics
instruction directly teaches children how to use letter sounds to decode
words by blending the separate sounds together to form a word.

As children progress through the grades, the words they read and
write become longer and more complex. By Grade 2, decoding
instruction begins to focus on important structural elements of words
such as prefixes and suffixes. Learning these key word parts helps
children decode words and increases their vocabulary. Children of all
Dr. Jan E. Hasbrouck ability levels learn phonics skills best when they are taught through
explicit instruction.

Best Practices
Effective phonics instruction
■ includes assessing children before
instruction begins to determine
■ READING, YES! K–3
their needs Videos: See Module 4, Decoding and
■ explicitly teaches skills by modeling Spelling.
and providing guided practice, Online Course: Accredited College Course
followed by independent practice available at www.macmillanmh.com
opportunities ■ TREASURES FOR TEACHERS
■ integrates spelling lessons so Videos: See Phonemic Awareness and
children learn to both decode and Phonics videos.
encode words
■ provides stories that consist of a high
percentage of words that represent
the phonics skills that have already
been taught

References:
• Beginning to Read: Thinking and Learning about Print (Adams, 1998)
• Preventing Reading Difficulties in Young Children (Snow, Burns, & Griffin, 1998)
• National Institute of Child Health and Human Development (2000). Report of the National Reading Panel. Teaching
children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading
instruction: Reports of the subgroups (NIH Publication No. 00-4754). Washington, D.C.: U.S. Government Printing Office
• Word Recognition Instruction: Paving the road to successful reading. Intervention in School and Clinic 34: 271–277
vi (Chard and Osborn, 1999)
 Unit 2 Contents
Theme: Growth and
Change Main Selections
Main Selection

Planning the Unit

Unit Planner . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154B
The Tiny
Seed
Unit Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154D
Assessment Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .154F Main Selection

bor Seal P
Unit Opener . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154H Har u
A
Grows Up

p
Research and Inquiry Instruction and by Joan Hewett
photographs by Richard Hewett

Cross-Curricular Projects

Using the Student Book Comprehension

Emergenc
Real World Reading

A Trip tto the

mergency Room
Genre 193
A Nonfiction Article Who works in the emergency room?
gives information

The Tiny Seed . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154J about real people,

things, or events.

Summarize
FCAT Retell Events in Order
Sequence is the
order in which
things happen.

A Harbor Seal Pup Grows Up. . . . . . . . . . . . . . . . . . . . . . . . 188A Oh, no! You have a broken bone. Where do
you go? To the hospital emergency room, of
course. The emergency room can be a busy place.
Ambulances and people arrive there during the day
and night. People are brought there if they have a

“A Trip to the Emergency Room” . . . . . . . . . . . . . . . . . . . 218A

serious medical problem.
Main Selection

Farfallina
Doctors and nurses work in the emergency room.
Their job is to help people who are sick or hurt.
Other people work there, too. They help keep the
hospital running properly. Let’s meet some of the

& Marcel
l h k i h it l

Farfallina & Marcel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 230A by Holly Keller

There’s Nothing Like Baseball. . . . . . . . . . . . . . . . . . . . . . . 264A

Show What You Know: Review . . . . . . . . . . . . . . . . . . . . . . . 291EE Main Selection

235

Wrapping Up the Unit

Writing Workshop. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 295A
Expository Writing: How-to
Computer Literacy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 295I by Angela Johnson
illustrated by Eric Velasquez 269

Unit Closer. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 295K

Unit Assessment Unit Assessment

Diagnose and Prescribe. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 295M
Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 295O

Resources/Additional Lessons
Additional Lessons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T1
Classroom Library Lessons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T17
Theme Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T23
Awards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T25
Word Lists . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T26
Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T32 Growth and Change 154A
 Theme: Growth and Change
Unit 2 Planner
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pages 158–182 pages 192–212

WEEK 1 WEEK 2
ORAL LANGUAGE
• Oral Vocabulary Theme Theme
Plants Alive! Animal Rescue

• Phonemic Awareness Phonemic Awareness Phonemic Awareness

Short /u/u, long /ū/u_e Blends /sl/sl, /dr/dr, /sk/sk,
/sp/sp, /st/st
WORD STUDY
• Phonics
Short /u/u, long /ū/u_e Blends /sl/sl, /dr/dr, /sk/sk,
/sp/sp, /st/st

• Spelling Spelling Spelling

Short u, long u Blends sl, dr, sk, sp, st

• Vocabulary Vocabulary Vocabulary

burst, desert, drifts, drowns, examines, hunger, mammal,
gently, neighbor normal, rescued, young

Strategy: Context Clues Strategy: Context Clues

READING
• Comprehension Comprehension Comprehension
Strategy: Summarize Strategy: Summarize
Skill: Plot Development: Skill: Retell Events in Order
Draw Conclusions
• Fluency
Word Automaticity Word Automaticity
Echo-Read Echo-Reading
Choral Reading Choral Reading
Repeated Reading Repeated Reading
• Leveled Readers
ELL Readers APPROACHING APPROACHING
The World of Plants Bald Eagle Alert
ON LEVEL ON LEVEL
The World of Plants Bald Eagle Alert
BEYOND BEYOND
The World of Plants Bald Eagle Alert
ENGLISH LANGUAGE LEARNERS ENGLISH LANGUAGE LEARNERS
Plants Bald Eagles
LANGUAGE ARTS
• Grammar Grammar Grammar
Nouns Plural Nouns
• Writing Writing Writing
How-to Directions

154B
 Real World Reading

A Trip to the

Unit 2 Planner
Comprehension
Genre
Emergency Room
A Nonfiction Article Who works in the emergency room?
gives information
about real people,
things, or events.

Summarize
FCAT Retell Events in Order
Sequence is the
order in which
things happen.

O h, no! You have a broken bone. Where do

you go? To the hospital emergency room, of
course. The emergency room can be a busy place.
Ambulances and people arrive there during the day
and night. People are brought there if they have a
serious medical problem.
Doctors and nurses work in the emergency room.
Their job is to help people who are sick or hurt.
Other people work there, too. They help keep the
hospital running properly. Let’s meet some of the
people who work in a hospital emergency room.
222

pages 222–225 pages 234–256 pages 268–284

WEEK 3 WEEK 4 WEEK 5 WEEK 6

Theme Theme Theme Spiral Review
A Hospital Visit How Animals Grow Staying Fit Plot: Draw Conclusions
Plot Development
Phonemic Awareness Phonemic Awareness Phonemic Awareness Main Idea and Details
Long /ā/ay, ai Long /ī/i, igh, ie, y Long /ō/o, oa, ow, oe Captions, Graphs
Inflected Verbs
Writing Workshop
Expository Writing:How-to

Long /ā/ay, ai Long /ī/i, igh, ie, y Long /ō/o, oa, ow, oe
Unit 2 Assessment,
Spelling Spelling Spelling 295M–295N
Long a Long i Long o
Comprehension
Vocabulary Vocabulary Vocabulary Plot Development: Draw
broken, heal, informs, fluttered, giggled, peered, coach, imaginary, practices, Conclusions, Retell
personal, serious recognized, snuggled, starting, tryouts, uniform Events in Order, Plot
vanished Development: Make
Strategy: Use a Dictionary Strategy: Use a Thesaurus Strategy: Use a Dictionary Inferences
Phonics
short /u/u; blends /sl/sl,
Comprehension Comprehension Comprehension /dr/dr, /sk/sk, /sp/sp,
Strategy: Summarize Strategy: Generate Strategy: Generate /st/st; long /ū/u_e; /ā/ay,
Skill: Retell Events in Order Questions Questions ai; /ī/i, igh, ie, y; /ō/o, oa,
Skill: Plot Development: Skill: Plot Development: ow, oe
Make Inferences Make Inferences
Vocabulary
Context Clues,
Word Automaticity Word Automaticity Word Automaticity Dictionary, Thesaurus
Echo-Read Echo-Read Echo-Read
Choral Reading Choral Reading Choral Reading Text Features/
Repeated Reading Repeated Reading Repeated Reading Study Skills
Diagrams, Labels, Using
APPROACHING APPROACHING APPROACHING the Library, Illustrations,
People at Work Little Bat Tom’s Tryouts Captions, Graphs
ON LEVEL ON LEVEL ON LEVEL Grammar
People at Work Hermie the Hermit Crab Harry’s Game
Nouns
BEYOND BEYOND BEYOND
People at Work Pip the Penguin The Laughter Club Writing
How-to
ENGLISH LANGUAGE LEARNERS ENGLISH LANGUAGE LEARNERS ENGLISH LANGUAGE LEARNERS
People Work The Happy Hermit Crab A Game for Harry
Fluency Assessment
Grammar Grammar Grammar Diagnose and Prescribe
Proper Nouns Possessive Nouns Plurals and Possessives Interpret Assessment
Results
Writing Writing Writing
Nonfiction Article Friendly Letter Essay

Growth and Change 154C

 Theme: Growth and Change
Unit 2 Resources
Literature Teaching Support
Grade 2 • Unit 2 TEACHER’S EDITION

Macmillan/McGraw-Hill

Teacher’s Edition Transparency Books

Read Big Book to Student Edition

Introduce Unit Grade 2 • ELL TEACHER’S GUIDE

English
Language
Learners
2%!$).'

Growth and Change

Macmillan/McGraw-Hill

ELL Teacher’s Guide Teacher’s Resource Book

-ACMILLAN-C'RAW (ILL
Phonics Practice

Read-Aloud Decodable Intervention

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Vocabulary Cards Photo Cards

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Informational Informational Informational Informational
Nonfiction Nonfiction Nonfiction Nonfiction

A
Informational Informational

Aa
Informational Informational
Nonfiction
The World of Nonfiction
Informational
Nonfiction
Informational
Nonfiction

People
Informational Informational
Nonfiction
The World
Worldofofof
Nonfiction Nonfiction Nonfiction

Dinah Zike
Informational Informational

People
Informational Informational

Plants
Plants
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Nonfiction
Informational

The
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Plants World of
Nonfiction
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People
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Alphabet Sound/ Puppet
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Spelling Cards

Leveled Readers ELL Leveled

Readers
Letter Cards Sound Box

Class Management Tools

Weekly Teacher-Led
Small Groups

Contracts Red
My To-Do List
Literacy Independent
Reading Word Work Workstations Activities

Writing Science
Blue Green
Social Studies Leveled Readers

Orange
7 11:59:39 AM

Technology Independent Practice

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Classroom Library Oral Vocabulary Retelling Cards Small Group Weekly Rotation Chart
Trade Books Cards How-to Guide Contracts

154D
 Unit 2 Resources
Student Practice
Time for Kids Grade 2
Time for Kids
INSIDE
FCAT
EDITION

FCAT
Grade 2

FCAT Edition FCAT

EDITION
Articles on
• Discover Science

with Teacher’s Transparencies

EDITION
• Explore Social Studies

Teacher’s Manual Transparencies

Manual
• Science Articles
• Social Studies Articles
• Poetry
Includes Blackline Masters
• Text Features
for FCAT Practice

Macmillan/McGraw-Hill
Macmillan/McGraw-Hill

Macmillan/McGraw-Hill

Approaching Level On Level Beyond Level English Language

Learners
FCAT Test Grade 2
Questions
Leveled Practice Prep and in FCAT
Practice Show What Format
You Know
SPIRAL REVIEW

Macmillan/McGraw-Hill

IO
UD C AUDIO CD www.macmillanmh.com
D
A

• Listening Library • Meet the Author/Illustrator

Phonics/Spelling Grammar Practice Book
• Fluency Solutions • Computer Literacy Lessons
Practice Book
ROM
• Research and Inquiry
CD CD-ROM
Activities
• New Adventures with
• Oral Language Activities
Buggles and Beezy
• Vocabulary and Spelling
• Vocabulary PuzzleMaker
Activities
• Handwriting
• Leveled Reader Database
• Instructional Navigator
• Florida Anchor Papers and
Interactive Lesson Planner
Constructed Response
• Student Navigator
Sample Responses
• Accelerated Reader Quizzes

Home-School Connection
• Take-Home Stories
• Homework Activities
II?ED7BÃ;L;BEFC;DJ
HE<;
READING, YES! TREASURES FOR TEACHERS
WORKSTATION FLIP CHART WORKSTATION FLIP CHART
• Videos • Videos
• Online Course
Reading Word Work

READING
Macmillan/McGraw-Hill Macmillan/McGraw-Hill
Triumphs Treasure Chest
AN INTERVENTION FOR ENGLISH
WORKSTATION FLIP CHART WORKSTATION FLIP CHART PROGRAM LANGUAGE LEARNERS
Science/
Writing Social Studies

Macmillan/McGraw-Hill Macmillan/McGraw-Hill

Literacy Workstation Activities

Growth and Change 154E

 Theme: Growth and Change
Unit 2 Assessment
Screening, Diagnostic, and
Placement Assessments
Screening
Use your state or district screener to identify children at risk. See pages
5–12 in our Screening, Diagnostic, Placement Assessment book for
information on using DIBELS and TPRI as screeners.

Diagnostic Tools for Instructional Placement

For individually administered Diagnostics, use TPRI or your state
or district diagnostic assessment. See pages 13–20 for Diagnostic
information, and the Informal Reading Inventory passages on pages
88–95 in our Screening, Diagnostic, Placement Assessment book.

For a group-administered Placement Test, see pages 167–191 in our

Screening, Diagnostic, Placement Assessment book.

Use the results from these assessments to determine the instructional

levels of your children for differentiated instruction grouping.

Monitoring Progress
Ongoing Informal Assessments
■ Daily Quick Check Observations
■ Weekly Comprehension Check
■ Weekly Fluency Practice Passages
(SBEFT
,

Formal Assessments
■ Weekly Assessment
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■ Fluency Assessment @SQ]`Ra
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■ Running Records t

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■ Unit Assessment
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■ Benchmark Assessment
■ ELL Practice and Assessment
Weekly Tests
Unit Progress Test

Managing and Reporting

@=;
12

Assessment Online Instructional Navigator Interactive Lesson Planner

■ All Teacher Edition Pages ■ Student Blackline Masters

12
@=; ■ Electronic Lesson Planner
Assessment Tool
154F Unit 2
 Unit 2 Assessment
Test Alignment
GRADE 2 UNIT 2 ASSESSED SKILLS SAT10 FCAT DIBELS* TPRI

COMPREHENSION STRATEGIES AND SKILLS

• Strategies: Summarize, Generate Questions ◆ ◆ ◆ ◆
• Skills: Plot Development: Draw Conclusions,
Retell Events in Order, Plot Development: Make
Inferences ◆ ◆ ◆ ◆
VOCABULARY STRATEGIES
• Dictionary ◆ ◆
• Context Clues ◆ ◆
• Thesaurus ◆
PHONICS
• Long, short u ◆ ◆ ◆
• Consonant blends: initial, final /sl/sl, /dr/dr, /sk/sk,
/sp/sp, /st/st ◆ ◆ ◆
• Long a, i, o ◆ ◆ ◆
TEXT FEATURES AND STUDY SKILLS
• Diagrams and Labels ◆
• Using the Library
• Illustrations and Captions ◆
• Graphs ◆
GRAMMAR, MECHANICS, USAGE
• Nouns: Proper, Plural, Possessive ◆ ◆
• Capitalization ◆ ◆
• Commas in a Series ◆ ◆
• Abbreviations ◆
• Apostrophes ◆ ◆
WRITING
• How-to ◆ ◆
*Data from DIBELS serve as indicators of overall reading comprehension performance, not specific skills.

KEY
SAT10 Stanford Achievement Test DIBELS* Dynamic Indicators of Basic
Early Literacy Skills
FCAT Florida Comprehension Achievement Test TPRI Texas Primary Reading
Inventory

Growth and Change 154G

 Theme: Growth and Change
Unit 2 Opener
Theme Project
Build Background
Write the theme statement on the board: Every living thing grows and
changes in its own way.
■ In what ways do you grow and change? What are some other living
things that grow and change? How would your life be different if you
didn’t grow and change?

Research and Inquiry

Self-Selected Theme Project

State the Problem and Identify

Needed Information
Have children choose an animal to research.
Help them create a Venn diagram to show
the similarities and differences in the growth
and change of their animal. Have them write a
sentence to summarize their topic.
Identify Resources for Finding
Information
Research Strategies
Take Notes
■ Create a list of questions.
■ Choose a resource that will give
you the answers.
■ Write down only information
that answers your questions.
■ Remember to look at your list
of questions to see if they have
been answered.

Tell children that their sources include charts,

graphs, and diagrams. Have them:
■ List sources of information. Think of sources, such as an

interview. Tell them that many zoos have Web sites with a
person to answer questions. Encourage children to appropriately
use question-building words. Then have them look back to
see if their questions have been answered. Rank their list by
priority. Have children decide which source may have the best
information. Encourage them to use titles, pictures, chapter
headings, tables, table of contents, and indices.

Find the Information

Using their prioritized list, have children:
Discuss strategies for accessing information. Point out that using
text features, such as headings, photos, captions, illustrations, and
bold type, will save time when locating information.

Organize the Information

Using their Venn diagrams, have children prioritize their findings.
154H Unit 2
 Unit 2 Opener
Cross-Curricular Projects
Cross-Curricular Connection
Then and Now: My Family, My Community
■ Write your community’s name on a chart. Below the name, make
two columns using Then and Now as column heads.
■ Help children to think of ways their community has changed.
Encourage them to look at biographies, newspapers, and other
nonfiction from that time period.
■ Explain that families are like small communities. Have children
assemble information for their Then and Now chart to show
how their families have grown and changed.
■ After children create a draft of their chart, have them decide
how to make their final presentation.

Media Cross-Curricular Connection

My, How We’ve Grown!
■ Ask children to choose two television or movie characters, and
create lists that tell what each character is like. Tell them to
describe how their character grows or changes.
■ Have them tell how their characters are alike and different.
■ Help them tell how their two characters discuss their similarities
and differences.

Character Building: Caring

■ Say that change can be difficult. Ask
children to brainstorm ways to care about
those who are experiencing changes.
■ Have teams create a public-service
announcement to remind everyone that
living things grow and change and that we
should respect that process. For technology research and presentation
■ If possible, have children broadcast their
strategies, see the Computer Literacy Lessons on
pages 295I–295J.
announcements over the school intercom.
For additional Research and Inquiry lessons go to
www.macmillanmh.com

Growth and Change 154I