LEVEL 5

Reading
LOG
Teacher’s Guide
Topics 7–9
 LEVEL 5

Reading
LOG
Teacher’s Guide
Topics 7–9
Elaine Hodgson
Susan Ford-Bennett
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ISBN: 978-607-06-1509-2 content of these websites or apps, which may change
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© Richmond Publishing, S.A. de C.V. 2018 or the way it may be used with our materials. Teachers
Compass Reading Log Teacherʼs Guide and students are advised to exercise discretion when
Level 5 Topics 7–9 accessing the links.

Publisher: Justine Piekarowicz
Project Manager: Amanda Guppy
Editor: Kimberly MacCurdy
Design: Orlando Llanas, Erika Martínez
Layout: Claudia Rocha
Cover Illustration: Fernando Rubio Monroy
The Publisher has made every effort to trace the owner
of copyright material; however, the Publisher will correct
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Illustrations: José Luis Briseño Sánchez pp. T342-T351;

José Luis Navarro García pp. T283-T288; María Eugenia
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Introduction ............................................................................................................................. iv

Reading Strategies ........................................................................................................ vii

Topic Structure ................................................................................................................ ix

Topic Features .................................................................................................................... x

Scope and Sequence ................................................................................................. xiii

Teaching Notes

Topic 7 What influences who I am? ........................................................ T249

The Herb Lady .................................................................................................... T250

How Ruby Bridges Helped Change America ................................ T272

Topic 8 How will technology change the world? .............................. T293

Hold the Phone .................................................................................................. T294

Nuclear Power and the Future ................................................................ T312

Topic 9 What events changed the world? ............................................ T331

A Stop Along the Way ................................................................................... T332

Hiroshima’s Paper Cranes .......................................................................... T352

Glossary ................................................................................................................................... A1

iii
Introduction
Compass is a six-level English program for bilingual
primary schools. The Compass program includes five
interrelated modules for students.
Through its integrated English as a Foreign Language
and English Language Arts programs, Compass offers
a robust curriculum incorporating the rich authentic
content and scaffolded learning outcomes available
to English language learners in an immersive
English-speaking environment.
Compass topics are developed from big questions—
life’s essential questions—about students themselves,
about society and humankind, and about the natural
world. In each log, learners examine the same big
questions from different perspectives. These questions
arouse curiosity in the topics and encourage exploration,
personalization, explanation and elaboration.

Compass English Language Arts

Modules: Reading Log, Writing Log,
Phonics and Spelling Log
• All modules align to US Common Core Standards
• Early literacy support with the Reading Log and
Phonics and Spelling Log
• Comprehensive reading strategy development in the
Reading Log
• A scaffolded writing program in the Writing Log

Compass English as a Foreign Language

Modules: Language Log, Vocabulary and
Grammar Log
• Focus on communication
• Explicit vocabulary and grammar development
• Development of all four skills (reading, listening,
speaking, writing)
• Grammar, skills and assessments aligned to the
Common European Framework of Reference for
Languages (CEFR)

iv
The objective of reading instruction is to help learners
become fluent, analytical readers. The Compass
Reading Log presents students with engaging original
stories, extracts and adaptations—many contributed by
award-winning children’s book authors—with vibrant,
eye-catching illustrations. Young readers will encounter
a broad range of fiction and nonfiction genres, such
as short stories, fables, poems, graphic novels and
informative texts.
The Compass Reading Log prepares students for literacy
through a hybrid approach that combines English
Language Arts instruction with EFL support. Students
will acquire a sequential, scaffolded set of reading
strategies based on the US Common Core Standards
for Reading: Literature and Reading: Informational
Text. The Compass Reading Log combines these
standards—geared toward native speakers of English—
with extensive vocabulary and comprehension support
for English language learners. All texts are graded by
the Lexile® Framework and the CEFR so that students
encounter authentic, but level-appropriate language.
Students are guided to understand and apply these
reading strategies through dynamic and intuitive
age- and level-appropriate activities.
Grade Lexile® Range CEFR
1 230L to 420L A1
2 450L to 570L A1+
3 600L to 730L A2
4 640L to 780L A2+
5 730L to 850L B1
6 860L to 920 L B1+
Reading Log
Each level of the Compass Reading Log is divided
into nine topics. The titles of the topics are in the
form of Big Questions, which are shared across all
components. Each topic contains two texts, a fiction
story and a nonfiction text, each with six lessons of
class material. Genre entries in the Topic Openers
(Levels 3-6) provide easy-to-understand descriptions of
the text type for each story or text in the topic.
Every story and text has a Reading Strategy Focus and
a Literary or Author Technique. Key Words provide
students with support for unfamiliar vocabulary, so
that they are equipped to understand each story or text.
Flashcards (Levels 1-3) help students learn and review
the Key Words. A Glossary at the end of the book gives
the part of speech and the definition of each Key Word.
After each story or text, two pages of Comprehension
activities confirm students’ understanding of the story
or text. A Making Connections page at the end of each
topic helps students examine the Big Question.
Comprehension Activities
Comprehension activities are based on the PIRLS
(Progress in International Reading Literacy Study)
framework, which recommends four scaffolded
processes of comprehension that guide learners from
lower- to higher-order thinking by: understanding
explicitly-stated information, making straightforward
inferences, interpreting and integrating information
and examining and evaluating content, language and
textual elements. Within this framework, students
also continue developing the Reading Strategy Focus
and Literary or Author Technique skills. An Active
Reading activity (with Cutouts for selected stories
in Levels 1 and 2) increases student interest and
engagement with the story or text, and the final
activity requires students to analyze the theme or
Big Question and relate it to their own lives.
Making Connections
After reading a fiction story, students complete the
Connect to Me activity, which helps students examine
the theme of the story in a personalized way.
After reading a nonfiction text, students complete the
Connect to… task, which integrates topic content with
other academic subject areas such as Science, History
or Social Studies.
Reading Log Audio
Each story or text is accompanied by full audio so that
students can listen as they read.
v
 Teaching Notes
For each story or text in the Compass Reading Log,
there are two overview pages. A Lessons Preview chart
serves as a quick reference to identify the focus of each
lesson and any required resources. There is also a
Summary of the story or text, a description of the
Genre, a list of Key Words and their definitions and
explanations of the Reading Strategy Focus and
Literary or Author Technique.
Each lesson features a lesson overview that outlines
the required resources and lesson focus, including
descriptions of additional reading strategies. Each 50-60
minute lesson plan begins with a Lead in to the Lesson
activity to engage learners, followed by easy-to-read,
step-by-step instructions that guide students through
the reading process, with comprehension and reading
strategy development. Most lessons end with a Take
the Lesson Further activity to personalize learning and
confirm students’ understanding. Each story or text
lesson set also offers a cross-curricular Connection task
to extend learning opportunities to other subject areas.
Throughout the Teaching Notes, level-appropriate
teacher language is suggested in green text (for fiction
stories) or in orange (for nonfiction texts). In addition,
Know Your Students entries provide insight into
students’ abilities and offer suggestions for supporting
differentiated learning. Manage Your Class entries give
teaching or class management tips related to lesson
content. Answers for activities appear in the Teaching
Notes for each lesson.
vi
Reading Strategies
Literary / Author Techniques
The Compass Reading Log equips students to become
stronger readers through the development of reading
strategies, and by building students’ awareness of literary
and author techniques. These strategies and techniques,
based on US Common Core Standards, give students
a repertoire of skills that can be applied across a range
of text genres to increase overall comprehension and
promote critical thinking.
The Reading Strategy Focus is the principal reading
strategy for a story or text. Activities at the beginning
of the story or text and in the Comprehension sections
help to develop the Reading Strategy Focus. In addition
to the Reading Strategy Focus, other reading strategies
are developed in the Teaching Notes over the course
of six lessons. Recycling and repetition of reading
strategies across different texts help students internalize
these skills and become more proficient readers.
Each fiction text also highlights a Literary Technique,
such as Nemesis and Epiphany. Each nonfiction text
highlights an Author Technique, which helps students
notice text features, such as photo captions, section
headings and functional language, and extend their
understanding beyond basic comprehension.
Photocopiable Worksheets
Each story or text lesson set contains two photocopiable
worksheets that reinforce and confirm understanding
of Key Words and help students develop Reading
Strategies. Instructions and answers for Worksheet
activities are included in the Teaching Notes.
Audio Scripts
In Compass Reading Logs 3 and 4, each Comprehension
section contains an extra listening comprehension
activity. The audio scripts for these tracks are located at
the back of the teacher’s guides.
Compass Reading Log 5 Topics 7–9
Reading Strategies
Analyzing Visual Content
Illustrations and pictures help readers understand
the main idea and key details of a story. They also set
the tone—the mood—of the story and the feelings of
its characters.
Comparing and Contrasting Two Accounts of
an Event
Authors may write about the same event, but their
points of view may be different. Comparing and
contrasting texts helps identify the author’s point
of view.
Describing Events
The lines or verses in the poem “Hold the Phone” fit
together to describe a sequence of events in a girl’s life.
The rhyming verses provide the structure of the story
and help tell it in a funny way.
Developing Information Literacy
Information literacy is the ability to identify, locate,
evaluate and use information. It is essential for
readers to develop information literacy because not all
information is accurate and reliable.
Explaining the Relationship Between Events
Sometimes events are connected to each other. In some
stories, an event causes a chain reaction—where other
events occur because of the first one. It is important for
students to understand the relationship between events,
their causes and effects, in order to become aware that
events in a text (and in history) are not isolated.
Five-finger Retell
The five-finger retell strategy helps students analyze
and summarize a story by organizing the elements
and sequence of a story. Students are able to make
connections to information they already know
and understand.
Fluency: Expression
One aspect of fluency is expression—the appropriate use
of phrasing and intonation in reading. Proficient readers
are able to raise or lower their voice intonation to match
the meaning of the text. By first listening to a story and
then reading aloud along with the audio or teacher,
students can begin to practice expressing feelings
conveyed by the characters in the story and
improve fluency.
Identifying the Author’s Purpose
An author writes for different purposes: to persuade,
to inform or to entertain. Effective readers are able to
identify an author’s purpose by analyzing the text and its
features, such as word choice and text content.
Identifying Examples
Key details are all the facts and information that support
the main ideas. Sometimes an author will use examples
as key details or to provide more information about key
details. Being able to identify the key details that provide
evidence or support to the main ideas gives readers a
better understanding of the text.
Identifying Features in a Graphic Novel
As a text type, graphic novels have unique features:
illustrations, speech balloons, thought bubbles, captions
and sound effects.
Identifying Key Details
Key details are all the facts and information that support
the main ideas. Being able to identify the key details
that provide evidence or support to the main ideas gives
readers a better understanding of the text.
Identifying the Main Events
A historical account is an informational text that focuses
more on main events rather than main ideas. The ability
to identify main events in a text is fundamental to
reading comprehension.
Identifying Mood
The ability to identify words, phrases and illustrations
that convey feelings or general mood in a story compels
readers to empathize with the characters and enhances
reading comprehension.
Identifying Story Sequence
The ability to identify the sequence of events in a story
helps students organize main ideas and supporting
details of a story so they are able to better understand
the development of a story and its characters.
vii
 Integrating Information
Authors often do research before writing about a
subject. They identify and collect key details from
several texts about the same subject. Then they
organize the information from all the sources to
create an informational text.
Making Inferences
Making inferences is the ability to use explicit
information from a story to support an educated
guess or conclusion about the characters and events.
It is critical to story analysis and is a prerequisite for
higher-order thinking.
Making Predictions
The strategy of making predictions actively engages
students and connects them to the story or text by
asking them what they think might happen in it.
Effective readers use pictures, titles, headings, text
and personal experiences to make predictions before
they read.
Scanning
Scanning is the ability to quickly look for and find
specific information in a story or text. Effective readers
can scan a text for specific words or text features that
help them answer questions about text content.
Summarizing
Summarizing is the ability to identify the most relevant
features and main events or ideas of a story or text, and
to consolidate key details that support them.
Quoting Accurately
A quote is a phrase, sentence or paragraph taken
directly from a text. There are quotation marks (“ “)
around it. When you reference a story or text, use
quotes to support your ideas.
Understanding Process Illustrations
Authors include process illustrations to support
information in a text. Proficient readers refer to the
process illustrations in a text as they read in order
to help them understand text content better and
more quickly.
viii
Visualizing the Story
Visualization is the process of creating mental
images while reading. It associates the story to readers’
prior knowledge and activates all five senses as
well as emotions.
Compass Reading Log 5 Topics 7–9
Literary and Author Techniques
Author’s Opinion
When you read a text, the author gives clues that
tell you how he or she feels about the subject. It is
important for students to be able to identify and
analyze clues that serve as evidence for inferring
different opinions.
Mood
The author’s choice of words in the story helps create
a particular mood. The mood is the atmosphere of the
story. Mood can compel readers to empathize with the
characters and the events in the story.
Primary and Secondary Sources
Primary sources are the original records of an event
or scientific investigation. A primary source is also the
data collected from a scientific study, before it has been
interpreted. Secondary sources are documents about
an event created by someone who referenced primary
sources for their information. Students need to be able
to identify sources in order to analyze the information
and determine reliability.
Rhyme
Words that end with the same sounds rhyme. Rhyming
is often used in poems. This poem has pairs of
rhyming verses. This technique can make a poem more
interesting and rhythmic.
Setting
Setting is information about the time, place and mood
of a story. This information may be visual or it may be
in the text.
Using Facts
Facts give readers true information about a subject. In
nonfiction texts, years are very important. Readers can
use years to know the order of events in the past.
Topic Opener

Fiction Story
Nonfiction Text

Comprehension

Making Connections

ix
 The Topic Opener visually
presents the Big Question
of the Topic.

Genre entries describe

the literary or text type.
Key Words help
students understand
the story or text.

The Reading Strategy Focus

entry describes the reading
strategy students will learn.

Colorful pictures
Students listen
help tell the story.
while they read.

Students complete a
pre-reading activity based
on the Reading Strategy
Focus in Activity 1.

x
 The Literary or Author
Students complete Technique entry describes
PIRLS-informed A Reading Strategy features authors use in
Comprehension activities. Focus activity helps their stories and texts.
learners become more
proficient readers.

Students confirm Students have fun

their understanding with a dynamic Active Students analyze
of the Literary or Reading activity. the story or text in a
Author Technique. personalized activity.

xi
 Making Connections
activities help students
answer the Big Question.

The Connect to Me section encourages

students to reflect on how the
Big Question relates to them.

Connect to… activities approach

the Big Question through other
academic subject areas.

All the Key Words and

their definitions are in
the Glossary.

xii
 Topic Story / Text Reading Strategies Key Words Connections

Back to the Past • Comparing and attic, boom, chuckle, cool, Connect to
by Nigel Barnsley Contrasting Events eccentric, garment, IT, rule, Social Studies
Pages 10-19 and Settings stagger, sternly, vintage, yell Page 30
• Characterization

Pages 9-30 Being Bilingual • Supporting a Position benefit, bilingual, colony, diversity,
by David Crystal • Facts and Opinions evidence, fluent, frustration,
Pages 20-29 monolingual, multilingualism,
neuron, practice, punish

One Wish • Finding Context Clues achieve, antique, consequence, Connect to

by Ann Gianola • Similes and Metaphors contribution, disadvantage, genie, Social Studies
Pages 32-41 glamorous, lightning, oil lamp, Page 48
Pages 31-48 scavenger, sensible, worthless

Make a Wish! • Identifying Main Ideas baked, blow out, candle, crop,
by Nigel Barnsley and Key Details fate, handkerchief, peculiar, seed,
Pages 42-47 • Main Ideas shooting star

Holpweed’s Big Case • Comparing and firework, frantically, fridge, Connect to Math
by Hilary Crystal Contrasting Characters gingerly, gloomy, patiently, rear, Page 68
Pages 50-59 • Suspense regain, scorn, sieve, website,
work out

Pages 49-68 Puzzles and • Comparing and baffle, coded, copper, crack,
Mysteries Contrasting Text decipher, moss, puzzle, riddle,
by Abigail Kinem Structure rotor, top-secret
Pages 60-67 • Transitions

Major Tom in Space • Comparing and astronaut, blast, drift, Connect to History
by Ann Gianola Contrasting Events extravehicular activity, leak, orbit, Page 88
Pages 70-79 and Settings pressurized, propel, spacecraft,
Pages 69-88 • Transitions stage, tethered, uneasy

Music Recording Eras • Summarizing amplification, dynamic range,

by Aaron Burkholder • Transitions format, harmonize, mix, pitch,
Pages 80-87 precedent, synchronize

The Box of • Identifying the Theme agile, ambition, bury, confidence, Connect to Science
Immortality • Characters’ Personality errand, greedy, outgoing, Page 108
by Nigel Barnsley Traits premonition, sparkle, tantrum,
Pages 90-101 trinket, volunteer

Pages 89-108
Brain Backup • Quoting Explicitly from backup, digitalize, firewall,
by Margarita Dueñas a Text futurist, hacking, interface,
Pages 102-107 • Text Citations preserve, simulated, store, unique,
upload, vulnerable

xiii
 Topic Story / Text Reading Strategies Key Words Connections

The River Dragon • Identifying a Point conceal, drought, fortune, Connect to Science
by Jennifer Li of View gaunt, parched, resolve, Page 128
Pages 110-119 • Limited Point of View scorching, soil, transform,
villager, wither

Pages 109-128
What is Evolution? • Determining the adaptation, ancestor,
by Julia McKie Meaning of Words camouflage, fossilized, gene,
Pages 120-127 and Phrases inhabit, inherit, naval chart,
• Suffixes neutral, offspring, trait, yeast

The Herb Lady • Quoting Accurately bolt, claw, hover, jolt, kneel, Connect to History
by Laura Resau • Mood limp, paw, rumble, sprout, Page 152
Pages 130-141 stoop over, tattered, throng

Pages 129-152 How Ruby Bridges • Comparing and barricade, bravery, equal
Helped Change America Contrasting Two rights, freedom, integrate,
by Simone T. Ribke Accounts of an Event Mardi Gras, nightmare,
Pages 142-151 • Author's Opinion principal, protest, racism,
recess, segregation

Hold the Phone • Describing Events alienation, companion, Connect to Science

by Ann Gianola • Rhyme consternation, convenience, Page 170
Pages 154-161 cramped, dim, distraction,
dominion, interaction,
isolation, malcontent,
neurosis
Pages 153-170
Nuclear Power and the • Integrating Information demands, element,
Future • Primary and Secondary hazardous, poison, remains,
by Patricia Hamill Sources renewable, repository,
Pages 162-169 source, split, unstable, waste

A Stop Along the Way • Analyzing Visual Content aftershock, bulldozer, Connect to Art
by Abigail Kinem • Setting collapse, come back, Creole, Page 188
Pages 172-181 generator, grieve, injured,
missing, rubble, shelter,
shudder
Pages 171-188

Hiroshima’s Paper • Explaining the atomic bomb, cancer,

Cranes Relationship destroy, disease,
by Simone T. Ribke Between Events headquarters, hope, legend,
Pages 182-187 • Facts military supplies, monument,
poisonous, surrender

Glossary Pages 189-192

xiv
 To p ic 7

The Herb Lady

by L
b Laura R
Resau Genre: Magical Realism
Magical realism means that a story
takes place in the real world but
contains elements of magic or the
supernatural.
“The Herb Lady” is a story about a
wise old woman and a young girl.
There is something magical about
each of them.

How
How
Ruby
ub
by
byB Bridges
Bri
rid
Helpe
Helped
He
H ellp
e llpe
ped
Change America
by Simone T. Ribke
Genre: Informational Text
An informational text informs
readers about history, art or other
subjects.
“How Ruby Bridges Helped
Change America” tells the story
of one of the first black students
to attend a white school in the
United States of America.

129

U7COrl5.indd 129 6/12/17 09:10

T 249
 Key Words
bolt
claw
The Herb Lady
hover byy L
b Laura
aura R
Resau
esau
jolt
kneel
limp
paw
rumble
sprout
stoop over
tattered
throng

Quoting Accurately
A quote is a phrase,
sentence or paragraph
taken directly from a text.
There are quotation marks
(“ ”) around it. When you
reference a story or text,
use quotes to support your
ideas.

“S ee that lady there?” my older brother, Marcos, whispered. “By the

tomatoes?” “She looks like a regular lady to me.” I tried to keep my voice steady.
I looked through the crowds in the marketplace. In the shadow of the Marcos liked scaring me. It was easy to do. Nearly everything scared me—wild animals,
tomato crates knelt an ancient woman. darkness, but most of all, lightning. During storms, I always hid my head under a blanket.
1 Read this page. “You mean the Herb Lady?” I asked. Marcos lowered his voice. “If she looks straight into your eyes, Luz, she can turn you into
Underline two Once in a while, Mama bought medicines from her. She crouched a beast.”
quotes from the there every market day, her legs tucked under her tattered skirt, her skin’s “Let’s go, children,” Mama said, settling the load of vegetables on her back. She glanced
story that tell
wrinkles as deep as dried riverbeds. In front of her on a woven palm mat, up at the darkening sky. “I want to get home before the rain begins.”
about the Herb
small bundles of herbs were neatly arranged. “And the lightning starts,” Marcos added with a taunting smile.
Lady. Based on
Marcos nodded. “People call her the Coyote Lady. Underneath her skirt, We hurried toward home, through the fields, past the forests and over the hills. I
these quotes, what
is she like? instead of human feet… are coyote paws
paws.” clutched Mama’s hand tightly as we passed the rocky, shadowy parts. People said these
Tiny footsteps of fear moved up my back. caves were the birthplace of storms, places to fear. I shut my eyes and tried not to think
2 Listen and
“I heard that at night,” Marcos continued, “fur sprouts from her skin. about the thunder and lightning hidden inside them.
follow. 14
Her ears become pointed, and her teeth stretch into sharp fangs.”
130 Topic 7 The Herb Lady 131

U7COrl5.indd 130 6/12/17 09:10 U7COrl5.indd 131 6/12/17 09:10

Lessons Preview
Pages Lesson Focus Teaching Resources

1 Key Words • Audio Track 14

Visualizing the Story • Topic 7 Fiction Worksheet page 258
Art Connection • Sheets of paper
• Colored pencils and crayons

2 129-139 Quoting Accurately • Audio Track 14

Making Predictions • Note cards with Key Words
• Students’ drawings

3 130-139 Quoting Accurately • Audio Track 14

4 130-139 Quoting Accurately • Audio Track 14

Five-finger Retell • Topic 7 Fiction Worksheet page 259
Making Inferences

5 140 and 141 Comprehension • Audio Track 14

Quoting Accurately
Mood

6 152 Connect to Me • Internet access

Social Studies Connection

T 250 Topic 7
Summary
Key Words
“The Herb Lady” is a story about a wise, old woman and a young girl. There is something
magical about each of them. One day, a young girl named Luz meets an old, mysterious bolt (v.) to run without warning
woman who sells herbs at the market. At first, Luz is afraid of the woman because her claw (n.) a sharp, curved nail on the
brother, Marcos, says the old woman turns into a coyote with sharp fangs at night. foot of a bird or animal
Then one stormy day, Luz meets the old woman again. Through a series of strange events, hover (v.) to float in the air
Luz realizes that just like the old woman, she has an important mission in life.
jolt (v.) to move suddenly
Genre: Magical Realism kneel (v.) to rest the body on one or
Magical realism means that a story takes place in the real world but contains elements of both knees
magic or the supernatural. limp (v.) to walk with an irregular
step because of an injury
Reading Strategy Focus
paw (n.) an animal’s foot
Quoting Accurately
rumble (v.) to make a loud,
What is it? A quote is a phrase, sentence or paragraph taken directly from a text.
deep noise
There are quotation marks (“ ”) around it. When you reference a story or text, use
quotes to support your ideas. sprout (v.) to grow, like a plant from
the ground
What will students do? Students will identify quotes in the story and understand how
readers can use them to support their ideas or analysis of a story. stoop over (v.) to bend the body
forward and downward
Why is it important? It is important for students to develop the ability to use quotes to
support their ideas or analysis of a story because it is essential to making inferences. tattered (adj.) old and torn
How will students build on previous knowledge? In Compass Reading Log 5 Topic 5, throng (n.) a large crowd of people
students learn to quote accurately and explicitly from a nonfiction text in order to
support their ideas or explanations.
Teachers can help students develop their understanding of the use of quotes by
asking them:
• What is a quote?
• Why is it important?

Literary Technique
Mood
What is it? The author’s choice of words in the story helps create a particular mood.
The mood is the atmosphere of the story.
What will students do? Students will identify words or phrases that create a sense of
magic and mystery in the story.
Why is it important? It is important for students to be able to identify and understand
how the author’s words create mood, and how mood can compel readers to empathize
with the characters and the events in the story.

Topic 7 T 251
 Lesson 1
Teaching Resources Reading Strategy Art Connection
Compass Reading Log 5 pages 129 and 130 Visualizing the Story Listening to a story, visualizing it and then
Audio Track 14 Visualization is the process of creating mental drawing the mental images is a way to create a
images while reading. It associates the story to multisensory connection to the story. It serves
Topic 7 Fiction Worksheet page 258
readers’ prior knowledge and activates all five to further engage students and make the story
Sheets of paper (1 per student) senses as well as emotions. Proficient readers more memorable.
Colored pencils and crayons routinely visualize a story as they read. It leads
to a more personalized experience by helping
them “connect” to the characters and their
actions and drawing them into the scene.

Lead in to the Lesson (10 min.)
• Draw a spidergram on the board. In the center of it, write
the question: What influences who I am?
• Have students copy the spidergram in their notebooks.
• Say: Think about the question and write a few things that
influence you.
• Form small groups. Have students share their ideas.
• Encourage students to share their ideas with the class and
add them to the spidergram on the board.
Take the Lesson Further (5 min.)
• Form small groups. Have students share their drawings.
Encourage them to talk about what they saw, smelled, felt
and heard.
• Tell students to keep their drawings—they will use them in
the next lesson.

Teach the Key Words (25 min.)

• Write the Key Words on the board.
• Read the words to the class and have students repeat
each word chorally.
• Form pairs. Tell students to look at the words and give
definitions or example sentences for the words they know.
• Confirm understanding. Elicit definitions and sample
sentences for the Key Words. Teach any words that are
unfamiliar to students.
• Have students complete activities 1 and 2 in
the worksheet.
Answers:
Activity 1: 1. kneel 2. bolt 3. jolt 4. hover 5. rumble 6. paw 7. limp
8. claw 9. throng 10. stoop over 11. sprout 12. tattered
Activity 2: 1. jolted 2. hovering 3. bolted 4. claws 5. paws 6. sprouted
7. stooped over 8. knelt 9. throng 10. tattered 11. limped 12. rumbled

Reading Strategy 14 (20 min.)

Art Connection
• Hand out sheets of paper, colored pencils and crayons to
the students.
• Tell them they are going to listen to part of the story with
their eyes closed.
• Say: Listen to the beginning of the story. What is the place
like? What do you see? What do you smell? What do you feel?
What is the Herb Lady like?
• Play track 14 from the beginning of the story to the end of
page 130.
• Play the section of the track again, if necessary.
• Tell students to open their eyes and draw what they
visualized while listening to the story.

T 252 Topic 7
Lesson 2
Teaching Resources Reading Strategy Focus
Compass Reading Log 5 pages 129-139 Quoting Accurately
Audio Track 14 Reading Strategy
Note cards with Key Words Making Predictions
Students’ drawings The strategy of making predictions actively engages students and connects them to the
story by asking them what they think might happen in it. Effective readers use pictures,
titles, headings, text and personal experiences to make predictions before they read.
Predicting also involves thinking ahead while reading and anticipating information and
events in the story. After making predictions, students can read through the story and revise
and verify their predictions.

Lead in to the Lesson (15 min.) 2 Listen and follow. 14 (25 min.)

Reading Strategy
• Display the note cards with Key Words around the classroom.
• Have students take out their drawings from the visualization
activity in Lesson 1.
• Form pairs. Tell students to use the drawings to describe the
setting and the Herb Lady. Encourage students to use Key
Words in their descriptions.
• Ask: What do you think the story is about? What will happen?
Elicit some predictions.
• Have students agree on three or four predictions and write
them on the board.
• Direct students’ attention to the Genre entry on page 129.
Read it to the class and have students follow along.
• Ask: Based on the visualization we listened to in the previous
lesson, what magical elements would you expect in this story?
Elicit a few ideas.
• Play track 14. Have students listen to the story and follow in
their books.
• Pause the audio every now and then, and ask general
comprehension questions about setting (Where does the story
take place?), characters (Who are the characters?), events
(What’s happening now?) and predictions (What do you think
will happen next?).
Take the Lesson Further (5 min.)
• Form small groups. Have students discuss the questions:
What was your first impression of the Herb Lady? Were you
afraid of her? Now that you have read the story, what do you
think about her?

Reading Strategy Focus (5 min.)

• Ask students: What is a quote? When do we use quotes from a
story or text? Elicit a few ideas.
• Direct students’ attention to the Reading Strategy entry on
page 130. Read it to the class and have students follow along.
• Remind students that quoting passages from the story
supports their ideas and analysis.

1 Read this page. Underline two quotes from the story

that tell about the Herb Lady. Based on these quotes,
what is she like? 14 (10 min.)

• Play track 14 to the end of page 130. Have students listen and
follow in their books.
• Tell them to underline two quotes that describe the Herb
Lady. Elicit quotes. (Answers may vary but should describe
the Herb Lady.)
• Say: Point out the Herb Lady in the picture. Ask: How does
Marcos describe her? (She has coyote paws and she turns into
a coyote at night.) Does Marcos’ description seem accurate?
Elicit a few ideas. Encourage students to give reasons for
their answers.

Topic 7 T 253
 Lesson 3
Teaching Resources Reading Strategy Focus
Compass Reading Log 5 pages 130-139 Quoting Accurately
Audio Track 14

Lead in to the Lesson (5 min.) Answers: 1. Mama had bought medicines from her. 2. Marcos says people
call her the Coyote Lady, and that she has coyote paws. 3. Luz is afraid of
• Write the sentences on the board before class: many things, such as wild animals, darkness and lightning. 4. She goes alone
1
Luz lives with her mother and her brother, Marcos. because Mama and Marcos are sick. 5. She helps the Herb Lady carry her
2
The Herb Lady sells herbs and tomatoes in the marketplace. basket in a storm. 6. She lives in a small adobe hut, deep in the forest. 7. She
dreams of a girl who can fly and will continue her work. 8. Luz dreams she
3
Luz is afraid of lightning. sprouts black wings and that she can fly. 9. She goes out into the storm to look
4
One day, Marcos and his mother are ill, so Luz has to go to for one of their goats. 10. Luz is struck by lightning. 11. The Herb Lady helps
the market alone. Luz. 12. Luz decides to learn about herbs and carry on the Herb Lady’s work.
5 Luz buys some medicine for colds.
Take the Lesson Further (15 min.)
6 Luz helps the wise old woman.
• Form pairs. Have students read the sentences and identify the • Form small groups. Have students discuss the questions.
one that is incorrect. • Say: Luz was afraid of wild animals, darkness and lightning.
• Tell students they will be able to confirm the answer after She had to face her fears when her goat was lost. Ask: What
they read the story again. are you afraid of? What would it take for you to face and
overcome your fears?
Manage Your Class • Encourage students to share their ideas.
Students have only read the text once so it is important
that the incorrect sentence is not too difficult to identify.
Do not provide students with the answer. (The Herb Lady
sold herbs and tomatoes in the marketplace. – She sold herbs,
but not tomatoes.) Having to read and confirm their answer
gives them an added incentive to listen and read the story again.

Read and Discuss the Story 14 (35 min.)

Reading Strategy Focus

• Tell students they are going to read the story again.
• Write the questions on the board before class. Have students
read the questions before they read the story again.
1 What has Mama bought from the Herb Lady in the past?
2 What does Marcos say about the Herb Lady?
3 What is Luz afraid of?
4 Why does Luz go to the market alone?
5 How does Luz help the Herb Lady?
6 Where does the Herb Lady live?
7 What does the Herb Lady dream about?
8 What does Luz dream about?
9 Why does Luz go out into the storm?
10 What happens to her?
11 Who helps Luz?
12 What does Luz decide to do?
• Play track 14. Have students underline passages that either
answer or support their answers to the questions.
• Form small groups. Have students compare the passages they
underlined and agree on the answers.
• Elicit answers from the class. Tell them to quote passages
from the story when giving their answers.

T 254 Topic 7
Lesson 4
Teaching Resources Reading Strategy Focus
Compass Reading Log 5 pages 130-139 Quoting Accurately
Audio Track 14 Reading Strategies
Topic 7 Fiction Worksheet page 259 Five-finger Retell
The five-finger retell strategy helps students analyze and summarize a story by organizing the
elements and sequence of a story. Students are able to make connections to information they
already know and understand.
Making Inferences
Making inferences is the ability to use explicit information from a story to support an educated
guess or conclusion about the characters and events. It is critical to story analysis and is a
prerequisite for higher-order thinking.

Lead in to the Lesson (10 min.) Take the Lesson Further (10 min.)
Reading Strategy • Form small groups. Have students discuss the question:
• Hold up your hand. Point to your thumb and elicit: Identify What can you learn from Luz’s experience?
the characters. Point to your index finger and elicit: Describe • Encourage them to share their ideas with the class.
the setting. Point to your middle finger and elicit: Identify
the situation. Point to your ring finger and elicit: Describe
the events in the story. Point to your pinky finger and elicit:
Describe the ending.
• Say: Let’s retell the story of “The Herb Lady.”
• Form pairs. Tell students they can also use the pictures in
the story to help retell it.

Reading Strategies 14 (40 min.)

• Tell students they are going to read the story again.

• Have students read the questions in activity 3 in the
worksheet before reading the story again.
• Tell students that some of the answers to the questions
are not explicitly stated in the story. They will have to use
information from the story to support their answers and
make inferences.
• Play track 14. Have students underline passages that either
answer or support their answers to the questions.
• Form small groups. Have students compare underlined
passages and agree on answers.
• Have students answer the questions in activity 3 in the
worksheet. Remind them to quote passages from the story to
support their answers.
Answers: 1. She’s afraid. Luz says, “Tiny footsteps of fear moved up [her]
back.” 2. She’s afraid of the dark and of lightning. Luz says, “Nearly everything
scared me—wild animals, darkness, but most of all, lightning.” … “People
said these caves were the birthplace of storms, places to fear.” 3. Luz imagines
a coyote is touching her. She says, “She placed her hand over mine … claws
pressed into my wrist.” 4. Her basket is too heavy for her. Luz says, “I saw her
stooped over so far that her braids were dragging in the mud.” 5. She imagines
the Herb Lady is turning into a coyote. Luz says, “Out of the corner of my eye
… a flash of shiny white fangs.” 6. She dreams of becoming a bird, probably a
raven. She says, “I flew in my dreams at night, leaving beautiful trails of black
feathers.” 7. She stopped being afraid. She says, “My worst fear had happened,
and to my surprise, it left me with a feeling of power.” 8. She thinks of them as
people, as friends. She says, “One by one I befriended the herbs, learned each
one’s strengths and weaknesses.”

Topic 7 T 255
 Lesson 5
Teaching Resources Reading Strategy Focus
Compass Reading Log 5 pages 140 and 141 Quoting Accurately
Audio Track 14 Literary Technique
Mood

Comprehension (60 min.) A Which conclusion do you agree with? Use quotes
Lead in to the Lesson from the story to support your opinion.
• Form small groups. Have students take turns retelling • Form small groups. Have students write their answers
the sequence of events. and discuss the question. Remind them to use quotes
from the story.
1 Circle True or False.
6 Mood Read and mark (✓). Which sentences help
• Have students read the sentences and decide if they are
make the story feel magical and mysterious?
true or false.
• Tell students to correct the false statements and make • Direct students’ attention to the Literary Technique entry.
them true. Read it to the class and have students follow along.
• Have students complete the activity.
Answers: 1. False. The Herb Lady sells herbs. 2. False. Luz is especially
afraid of lightning. 3. False. Luz first meets the Herb Lady at the market. • Encourage students to give reasons for their answers.
4. True. 5. False. The Herb Lady is like a coyote, and Luz is like a bird. Answers: 2, 3, 5

2 Match the words with the definitions.
• Form pairs. Have students take turns acting out and
guessing the Key Words.
• Remind students to refer to the glossary if they are
unsure about the definitions.
Answers: 1. d 2. c 3. a 4. b
3 Look at the pictures. Circle the correct words.
• Have students identify the pictures.
• Encourage them to use the words in sentences.
Answers: 1. claws 2. tattered 3. bolt 4. kneel
7 Active Reading Create sound effects for the story
scenes and actions. Complete the chart.
Make sure your sounds support the story’s magical,
mysterious mood.
• Form pairs.
• Read the instructions to the class. Explain that the activity
has two parts.
• Tell them to decide what sound effects they would like to have.
• Have students demonstrate their suggestions to the class.
A Listen to the story again. Make the sound effects for
the different scenes. 14

4 Answer the questions. • Read the instructions to the class.

• Have students answer the questions. • Form pairs. Explain that students have to create the sound
• Form pairs. Tell students to compare answers. effects together with their classmate.
• Play track 14. Pause after each scene for students to create
Possible answers: 1. Because she feels sorry for the lady who can’t
walk very fast. 2. She has a feeling of power and is not afraid anymore. their sound effects.
3. Luz becomes the Herb Lady.
8 Think and discuss. Luz is afraid of many things.
5 Quoting accurately Read the story again. Write two What are you afraid of? Did you ever do something
quotes from the story that support each conclusion. good, even though you were afraid?
Write the quotes in the chart. • Form small groups.
• Write on the board: Quoting Accurately. • Have students discuss the questions.
• Ask: What does quoting accurately mean? (Using the exact • Encourage students to share their ideas with the class.
words from the text to support an idea or explanation.)
• Have students read the instructions and complete
the activity.
• Form pairs. Have students compare answers.
Possible answers: The Herb Lady is frightening: “Underneath her skirt,
instead of human feet... are coyote paws.” “I heard that at night fur sprouts
from her skin”. “Her ears become pointed, and her teeth stretch into
sharp fangs.”
The Herb Lady is helpful: “When I woke up, the Herb Lady was kneeling
next to me.” “Someone was pulling me by the collar of my dress, dragging my
body through the mud, across the field.”

T 256 Topic 7
Lesson 6
Teaching Resources Social Studies Connection
Compass Reading Log 5 page 152 The purpose of social studies is to guide young learners in developing the ability to make
Internet access informed decisions for the public good as citizens of a culturally diverse global community.
Learning about beliefs in other countries and cultures is a way to create connections between
this story and the world, and expand students’ awareness of the world around them.

Lead in to the Lesson (10 min.) Connect to Me (25 min.)

• Ask: What animals were in the story? (A coyote and a raven.)
• Ask: What do you know about the characteristics of coyotes
and ravens? Elicit ideas.
• Say: In some cultures, people believe animals have special
powers and represent certain characteristics. For example,
the coyote is considered a trickster, but it is also believed to
be a great teacher. It teaches us to recognize the habits that
make our lives more difficult.
• Ask: What did the Herb Lady / Coyote teach Luz? (To face
her fears. She also taught Luz about the power of herbs.)
• Say: The raven represents transformation. Ask: How did Luz
transform or change? (She stopped being afraid.)
Social Studies Connection (25 min.)
• Say: Animals represent different things, depending on the
culture. The story we read was based in Oaxaca, Mexico,
but Native Americans in the U.S., such as the Zuni, share
similar beliefs.
• Form pairs. Have students use their mobile devices or school
computers to research different animals, the special powers
they may have and characteristics they represent. Tell them
they have fifteen minutes to investigate and take notes about
their findings.
• Form small groups (two pairs). Have students share
their findings.
Lead in to the Lesson
• Form small groups.
• Say: Older people help us because…
• Have students complete the sentence.
1 Think and write. Think about an older person.
What new skills did they teach you? What new ways
of thinking did they show you? How does it affect
your life today?
• Direct students’ attention to the instructions. Read them
aloud and confirm understanding.
• Have students write their answers to the questions.
• Form pairs. Have students share their responses.
• Encourage students to ask each other questions.
Know Your Students
If your students write about an older person they are close
to, encourage them to include a picture of this person in
their description.

Manage Your Class

It is important students look for information on reliable
and safe sites. In order to avoid students taking too long
to find appropriate sites, you can write a few suggestions
on the board.

Topic 7 T 257
 To p ic 7 The Herb Lady
1 Complete the definitions with the correct words.

bolt claw hover jolt kneel limp paw rumble sprout stoop over tattered throng

1 To means to rest the body on one or both knees.

2 To means to run without warning.

3 To means to move suddenly.

4 To means to float in the air.

5 To means to make a loud, deep noise.

6 A is an animal’s foot.

7 To means to walk with an irregular step because of an injury.

8 A is a sharp, curved nail on the foot of a bird or animal.

9 A is a large crowd of people.

10 To means to bend the body forward and downward.

11 To means to grow, like a plant from the ground.

12 To be is to be old and torn.

2 Circle the correct words to complete the sentences.

1 A strong wind jolted / knelt my body into the air.

2 Birds were bolting / hovering around the tree as the sun was setting.

3 I heard the thunder and crouched / bolted for home.

4 His arm bled a little as the cat’s claws / paws pressed into it.

5 The puppy put her paws / claws gently on my lap.

6 One day, I dreamed I had sprouted / flown black wings.

7 She stooped over / bolted to pick the broken glass off the floor.

8 The girl knelt / limped down in order to help the little boy.

9 My friends stood in the middle of a claw / throng of people.

10 The old man was wearing a tattered / throng suit.

11 After the car accident, he ran / limped and moved slowly.

12 Thunder rumbled / hovered in the distance, and my dog started to howl.

T 258 Fiction Worksheet Compass 5 D.R. © Richmond Publishing, S.A. de C.V., 2018 Photocopiable
 3 Answer the questions. Use quotes to support your answers.
1 How does Luz feel when Marcos describes the Herb Lady to her?

2 Why does Luz clutch her mother’s hand when they walk past the “rocky, shadowy parts”?

3 What does Luz imagine when the Herb Lady places her hand over Luz’s?

4 How does Luz know the Herb Lady needs help?

5 How do Luz’s fear and imagination affect her when they are walking through the forest?

6 What does Luz dream of becoming? What kind?

7 How did the lightning bolt change Luz?

8 In the end, what does Luz think about herbs?

Compass 5 D.R. © Richmond Publishing, S.A. de C.V., 2018 Photocopiable Fiction Worksheet T 259
 Key Words
bolt
claw
The Herb Lady
hover byy L
b Laura
aura R
Resau
esau
jolt
kneel
limp
paw
rumble
sprout
stoop over
tattered
throng

Quoting Accurately
A quote is a phrase,
sentence or paragraph
taken directly from a text.
There are quotation marks
(“ ”) around it. When you
reference a story or text,
use quotes to support your
ideas.

“S ee that lady there?” my older brother, Marcos, whispered. “By the

tomatoes?”
I looked through the crowds in the marketplace. In the shadow of the
tomato crates knelt an ancient woman.
1 Read this page. “You mean the Herb Lady?” I asked.
Underline two Once in a while, Mama bought medicines from her. She crouched
quotes from the there every market day, her legs tucked under her tattered skirt, her skin’s
story that tell
wrinkles as deep as dried riverbeds. In front of her on a woven palm mat,
about the Herb
small bundles of herbs were neatly arranged.
Lady. Based on
Marcos nodded. “People call her the Coyote Lady. Underneath her skirt,
these quotes, what
is she like? instead of human feet… are coyote paws
paws.”
Tiny footsteps of fear moved up my back.
2 Listen and
“I heard that at night,” Marcos continued, “fur sprouts from her skin.
follow. 14
Her ears become pointed, and her teeth stretch into sharp fangs.”
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T 260
 “She looks like a regular lady to me.” I tried to keep my voice steady.
Marcos liked scaring me. It was easy to do. Nearly everything scared me—wild animals,
darkness, but most of all, lightning. During storms, I always hid my head under a blanket.
Marcos lowered his voice. “If she looks straight into your eyes, Luz, she can turn you into
a beast.”
“Let’s go, children,” Mama said, settling the load of vegetables on her back. She glanced
up at the darkening sky. “I want to get home before the rain begins.”
“And the lightning starts,” Marcos added with a taunting smile.
We hurried toward home, through the fields, past the forests and over the hills. I
clutched Mama’s hand tightly as we passed the rocky, shadowy parts. People said these
caves were the birthplace of storms, places to fear. I shut my eyes and tried not to think
about the thunder and lightning hidden inside them.

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T 261
 One week later, Mama and Marcos were both coughing and sniffling. When Mama said she
didn’t feel well enough to do the week’s shopping, Marcos wheezed, “I’ll go!”
“You’re too sick, Marcos,” Mama said between sneezes. “Luz, you’re old enough to go alone,”
she told me.
Marcos protested, “But Luz is only eleven!”
Mama handed me the coin purse. I swallowed hard and gave a brave smile.
As I walked out the door with my basket, Marcos called after me with a mean grin, “Luz! Buy
us some herbs from the Herb Lady.”
“Yes, good idea,” Mama agreed. “Something to help our colds.”
My mouth went dry. I would have to face the Coyote Lady alone.
Soon I reached the plaza and walked into the colorful crowds, into the smells of roasting corn
cobs and boiling corn stew. I filled my basket with avocados, garlic, tomatoes and chilies.

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T 262
 When the only errand left was the Herb Lady, another wave of fear swept over me.
Slowly, I walked over to her and knelt down.
“Hello,” I said, twisting my braid. I kept my eyes low, on her bundles of herbs. “I’d like some
medicine for colds.”
She nodded. Her rough hand—more of a paw, thick with calluses—skimmed over the dried
leaves, and picked out three bunches. “Boil these, then add lime and honey, child,” she rasped.
“Ten pesos, please.”
I dropped some coins into her hand. “Thank you.”
At that moment, a gust of wind grabbed several bundles of mint leaves, scattering them across
the dirt. I hurried to pick up them up. While I rearranged them carefully on her mat, the Herb
Lady watched me closely.
Then she did a strange thing. She placed her hand over mine, the way a dog does with its paw
when it wants you to stay. Her claws pressed into my wrist. I felt her black-bean eyes piercing into
me. My skin grew warm and prickled.
I pulled my hand away. Standing up, I turned and slipped into the throngs of people. My
heartbeat calmed down as I wandered through the stalls. I made myself admire the woven dresses
and green pottery, trying to forget the Herb Lady’s sharp eyes.
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T 263
 Soon I noticed that the vendors
were packing up early. When I asked
the pottery vendor why, he motioned to
the darkening sky, “Storm’s coming.”
Half running, I headed home. Thunder
rumbled in the distance, and my stomach
clenched. Fat raindrops splattered on my arms.
Ahead on the road limped an old woman with a giant basket on her back. People hurried past
her with their donkeys, splashing mud on her dress. In their rush to get home, no one offered her
help. As I came closer, I saw she was stooped over so far that her braids were dragging in the mud.
Smells of basil and mint surrounded her. The Herb Lady.
I took a deep breath. “May I help you with your basket?” I asked. Part of me hoped she’d say no.
The feel of her coyote claws had stayed on my hand.
She tilted her head up to me. “Yes,” she said hoarsely.
Once I picked up her basket and fell into step beside her, I realized I’d have to walk through the
rain at her turtle pace. With each boom of thunder, I fought the urge to drop the sack and bolt home.
“You are the only one who helped me, child,” she creaked. “You are the one who will…”
Thunder drowned out the rest of her words.
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T 264
 When we reached the fork in the road, I knew I couldn’t desert her in the storm. She seemed
too frail. I turned to the left with her, away from my home, onto the path through the pines.
As we moved deeper into the forest, our pace mysteriously picked up. Was she using her hands
to help her move faster? Yes, she had bent so far over that she was on all fours! Out of the corner of
my eye, I caught a glimpse of fur poking out of her shawl. Then a long pink tongue. And a flash of
shiny white fangs. But when I stole a closer look, I saw only an old, hunched-over lady.

We reached her home, a small hut of adobe. From the outside, it looked about to fall
apart in the rain. Inside the kitchen, though, it felt solid and warm. Around the room,
bundles of dried herbs hung from the rafters. Smells of wood smoke and cinnamon
filled the air.
A crack of thunder split just overhead. I jumped.
“Lightning and thunder frighten you?”
I bit my fingernail and nodded, afraid my heart would jump
right out of my chest.

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T 265
 “I dreamed of you last night,” she told me. “The girl who could fly, the girl
who would continue my work.”
Fly? I hesitated. “What work?” I asked finally. “Selling herbs?”
“Becoming friends with the herbs, knowing their names, their powers.
Healing with them,” she responded.
But all I had done was walk her home—I’d never said I would work with her!

“The storm’s over,” I said, motioning toward the rectangle of sunlight at the
doorway. Only a few tiny drops fell from the leaves. “I have to go now.”
“Come back soon, bird-girl. We have work to do.”
Bird-girl? I held my questions inside and hurried out the door.
That night I dreamed I sprouted black wings. I flew out into the damp scent
of night-blooming flowers, over quiet cornfields, along moonlit streams.
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T 266
 All through the summer, I flew in my dreams at night, leaving beautiful trails of black feathers.
Every morning, Marcos and I took the goats out to the hills to graze. Every afternoon, we tried to
return home well before any storms gathered.
One day, on the way home, I noticed our smallest goat was missing. “We have to look for
him, Marcos!”
But my brother shrugged and kept walking. “We’ll find him tomorrow.”
“He could get lost or eaten,” I said, watching dark rain clouds move in. I bit my lip. “I’m
going to look for him.”
“I hope no coyotes eat you,” Marcos said, then left with the other goats.
Alone, I searched everywhere for the lost goat. No luck.
Now lightning was flashing and dancing across the field. And maybe coyotes were hidden in
the shadows. I shivered.
Just in front of me, a bolt struck a low tree, splitting it in two. Terrified, I dropped down and
lay flat, hugging the ground. The tears felt warm on my face, the mud gritty in my mouth.
BOOM! A fierce shock. Blinding light.
A blue flash entered my hand and left through my foot, leaving a trail of fiery heat. At the
same time, my body jolted into the air. For a moment, I hovered there like a bird. My body hit
the ground. Blackness.

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T 267
 Then, warm breath on my neck. Someone was pulling me by the collar
of my dress, dragging my body through the mud, across the field. My eyes
flickered open for a moment and I saw scraggly fur, a brownish-gray tail.
Then all was still. Lying on my back, I felt solid rock beneath me. My eyes
opened to the shadows of a cave.
I slept. When I woke up, the Herb Lady was kneeling next to me. My lost
goat was curled up beside us.
My foot and hand throbbed. A round welt on my fingertip marked the
spot where the lightning had entered. My worst fear had happened, and to
my surprise, it left me with a feeling of power.
“Are you ready now, bird-girl?” the Herb
Lady asked, smoothing my damp hair
with her paws.

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T 268
 Every afternoon, I walked through the pine forest to the Herb Lady’s hut. One by one I
befriended the herbs, learned each one’s strengths and weaknesses. Sometimes, during storms,
I sat alone in the cave, absorbing the power. And at nights, I dreamed of flying across the hills,
discovering secret patches of wild herbs. Or were they dreams?
Years later, when the Herb Lady died, I knew the herbs as well as she did—where to find
them, how to prepare them. And now, every market day, I introduce the herbs to customers with
aching backs or troubled stomachs. The children who pass by search for bird claws under my
dress. Sometimes they stare at the perfect circular scar on my finger. “If she points that finger at
you,” they whisper, “she can turn you into a beast!”
I smile and wait patiently for the right child, the one who will continue our chain.
The Herb Lady 139

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T 269
 1 Circle True or False.
1 The Herb Lady sells vegetables in the market. True False

2 Luz is afraid of many things, especially thunderstorms. True False

3 Luz first meets the Herb Lady in a cave. True False

4 The Herb Lady rescues Luz when she is struck by lightning. True False

5 The Herb Lady is like a bird, and Luz is like a coyote. True False

2 Match the words with the definitions.

1 hover a to make a loud, deep noise

2 jolt b to grow, like a plant from the ground

3 rumble c to move suddenly

4 sprout d to float in the air

3 Look at the pictures. Circle the correct words.

1 claws / paws 2 jolt / tattered 3 bolt / throng 4 kneell / limp

4 Answer the questions.

1 Why does Luz help the Herb Lady on her way home from the market?

2 How does Luz change after she is struck by lightning?

3 At the end of the story, who is the Herb Lady?

140 Topic 7

U7COrl5.indd 140 10/18/17 4:28 PM

T 270
 5 Quoting Accurately Read the story again. Write two quotes from the story that support each
conclusion. Write the quotes in the chart.

The Herb Lady is frightening. The Herb Lady is helpful.

1 1

2 2

A Which conclusion do you agree with? Use quotes from the story to support your opinion.

6 Mood Read and mark (✓). Which sentences help make the story
feel magical and mysterious? Mood
1 I filled my basket with avocados, garlic, tomatoes and chilies. The author’s choice
of words in the
2 Her claws pressed into my wrist. I felt her black-bean eyes piercing into me. story helps create
a particular mood.
My skin grew warm and prickled.
The mood is the
3 Out of the corner of my eye, I caught a glimpse of fur poking out of her shawl. atmosphere of
the story.
4 When I woke up, the Herb Lady was kneeling next to me.

5 And at nights, I dreamed of flying across the hills, discovering secret patches

of wild herbs. Or were they dreams?

7 Active Reading Create sound effects for the story scenes and actions. Complete the chart.
Make sure your sounds support the story’s magical, mysterious mood.

Event Sound Effects

Shopping in the marketplace

The thunderstorm

The lightning strike

A Listen to the story again. Make the sound effects for the different scenes. 14

8 Think and discuss. Luz is afraid of many things. What are you afraid of? Did you ever do something
good, even though you were afraid?

The Herb Lady 141

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T 271
 Key Words How literature body text

barricade
bravery Ruby Bridges
equal rights
freedom Helped
integrate
Mardi Gras
nightmare
Change America by Simone T. Ribke
principal
protest
racism
recess
segregation

Comparing and
Contrasting Two
Accounts of an Event
Authors may write about the
same event, but their points
Black people had to sit at
of view may be different. Segregation laws kept black people apart from white people. Black
Comparing and contrasting the back of the bus.
texts helps identify authors’ people could not go to white restaurants. They could not live in the same
points of view. neighborhood with whites. They had to sit in the back of the bus or give
Map of the states with
Ending segregated education in 1954
up their seats to white people. Separate water fountains

1 Read the first
paragraph of the text.
What is the author’s
reason for writing?
Is it to inform or
persuade?
2 Listen and follow. 15
Segregation
The United States of America is a country with people who
originally came from many other nations. Many of these people
arrived in America looking for a better life or even freedom. But it was
not always free to all people. When the country first began, in 1776,
only white men were free. Blacks were not free. They were slaves.
Most slaves lived in the southern part of the United States. Southern
farmers used slaves to work on their large farms. People in the North did
not want slavery. They fought the Civil War against the South from 1861
to 1865 to end slavery. The North won. In 1865, a new law ended slavery.
But it did not end racism. Black people were not slaves anymore. But
white people did not treat them fairly. Blacks did not have equal rights.
They could not vote. It was worse in the South, where many white

people still wanted blacks to be slaves.

142 Topic 7 How Ruby Bridges Helped Change America 143

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Lessons Preview
Pages Lesson Focus Teaching Resources

1 142 Key Words • Topic 7 Nonfiction Worksheet page 280

Making Predictions

2 142-149 Comparing and Contrasting Two • Audio Track 15

Accounts of an Event
Identifying the Author’s Purpose

3 142-145 Scanning • Audio Track 15

Identifying Examples • Topic 7 Nonfiction Worksheet page 281

4 142-149 Comparing and Contrasting Two • Audio Track 15

Accounts of an Event • Topic 7 Nonfiction Worksheet page 281
Summarizing
Identifying Key Details

5 150 and 151 Comprehension

Comparing and Contrasting Two
Accounts of an Event
Author’s Opinion

6 152 Connect to History • Internet access

Social Studies Connection

T 272 Topic 7
Summary
Key Words
“How Ruby Bridges Helped Change America” tells the story of one of the first black
students to attend a white school in the United States of America. The text begins by barricade (n.) objects placed around
describing the history of racism, segregation and lack of equal rights for black people in an area to prevent people from
the United States of America. It then details one of the more defining moments in the entering
process of desegregation—when a six-year-old girl, Ruby Bridges, became the first black bravery (n.) the strength of character
child to attend a previously all-white school in the South. to face a scary or dangerous
situation; courage
Genre: Informational Text
equal rights (n.) a system in which
An informational text informs readers about history, art or other subjects. people of all backgrounds have the
same rights and freedoms
Reading Strategy Focus
freedom (n.) the ability to do
Comparing and Contrasting Two Accounts of an Event
things that you want to do, without
What is it? Authors may write about the same event, but their points of view may be
restriction
different. Comparing and contrasting texts helps identify authors’ points of view.
integrate (v.) to permit people of all
What will students do? Students will compare and contrast the author’s depictions of
races to enter a place
several events related to segregation and desegregation in the United States.
Mardi Gras (n.) an annual
Why is it important? It is important to be able to analyze how authors portray or
celebration when people wear
describe events because it provides the readers with important clues to the author’s
costumes and have parades
perspective as well as insight into the events.
nightmare (n.) a bad dream
How will students build on previous knowledge? In Compass Reading Log 4,
students refine their ability to identify main ideas and key details. They also begin principal (n.) the director of a school
analyzing the author’s purpose. In Compass Reading Log 5 Topic 5, students compare protest (n./v.) people expressing
and contrast events in a story. disapproval of the actions of
Most Compass Reading Log 5 students will be able to identify the main ideas and key a government, organization or
details of events, but some students may need teacher support to compare and contrast company, often by forming a large
events in a text. Teachers can help students become more aware of this strategy group and carrying signs; to do
by asking them: actions that express disapproval
• What are the events? racism (n.) a system of attitudes,
• How are they described? beliefs and actions against people of
• What are the similarities? a particular race
• What are the differences? recess (n.) a pause in the school day
for recreation activities
Author Technique
segregation (n.) separation of
Author’s Opinion
people according to their race
What is it? When you read a text, the author gives clues that tell you how he or she
feels about the subject.
What will students do? Students will identify the author’s opinion about segregation
in the United States and about Ruby Bridges’ role during desegregation.
Why is it important? It is important for students to be able to identify and analyze
clues that serve as evidence for inferring different opinions.

Topic 7 T 273
 Lesson 1
Teaching Resources Reading Strategy
Compass Reading Log 5 page 142 Making Predictions
Topic 7 Nonfiction Worksheet page 280 The strategy of making predictions actively engages students and connects them to the text
by asking them what they think it is about. Effective readers use pictures, titles, headings,
text and personal experiences to make predictions before they read. Predicting also involves
thinking ahead while reading and anticipating information and events in the text. After making
predictions, students can read through the text and revise and verify their predictions.

Lead in to the Lesson (10 min.) Reading Strategy (10 min.)

• Write civil war on the board.
• Have students define the term.
• Ask: Has there ever been a civil war in our country?
What (other) countries have had civil wars? Elicit a
few countries.
• Ask: Why did (country) have a civil war? Elicit ideas. Did this
solve the problem?
• Say: Sometimes a civil war leads to the beginning of a solution,
but it may take more time or other events for people to come
closer to solving a problem.
• Say: We’re going to read an informational text about historical
events that happened in the United States of America.
They had a civil war about a serious issue, but the war
didn’t completely solve the problem. Ask: Do you know
what the serious issue was? (Slavery.)
Know Your Students
Students may not know about civil wars that have been
fought in other countries. Be ready to provide names of
countries and brief explanations for the reasons why the
civil wars occurred.
• Have students open their books to page 142 and read the title
of the text.
• Ask: How do you think Ruby Bridges helped change America?
Elicit ideas. Do not confirm or reject any at this point.
• Direct students’ attention to the map. Ask: What does the
map represent? Point out the legend if they don’t notice it.
• Ask: What does segregation mean? (Separation of people
by race.) What do you think segregated education means?
(Schools separated by race.)
• If students weren’t sure about Ruby Bridges before, ask again:
How do you think Ruby Bridges helped change America?
Take the Lesson Further (10 min.)
• Write on the board:
• A: What does mean?
• B: It means
• Form pairs.
• Have students take turns asking each other about the
Key Words.
• Remind students they can use the glossary to check
their answers.

Teach the Key Words (25 min.)

• Direct students’ attention to the Key Words list on page 142.
• Read the words to the class and have students repeat
each word chorally.
• Form pairs. Tell students to look at the words and give
definitions or example sentences for the words they know.
• Confirm understanding. Elicit definitions and sample
sentences for the Key Words. Teach any that are unfamiliar
to students.
• Have students complete activities 1 and 2 in
the worksheet.
• Tell students to refer to the glossary if they are unsure
about definitions.
Answers:
Activity 1: 1. barricades 2. Racism 3. recess 4. Segregation 5. Bravery
6. Equal rights 7. freedom 8. integrate 9. Mardi Gras 10. nightmare
11. principal 12. protest
Activity 2: 1. freedom 2. racism 3. equal rights 4. segregation 5. protest
6. integrate 7. barricade 8. Mardi Gras 9. principal 10. recess 11. nightmare
12. bravery

T 274 Topic 7
Lesson 2
Teaching Resources Reading Strategy Focus
Compass Reading Log 5 pages 142-149 Comparing and Contrasting Two Accounts of an Event
Audio Track 15 Reading Strategy
Identifying the Author’s Purpose
An author writes for different purposes: to persuade, to inform or to entertain. Effective readers
are able to identify an author’s purpose by analyzing the text and its features such as word
choice and text content. This skill gives readers an added layer of understanding.

Lead in to the Lesson (10 min.) 2 Listen and follow. 15 (25 min.)

• Write the Key Words on the board before class. • Play track 15. Have students listen to the text and follow
• Tell students you are going to read definitions and they have in their books.
to identify the Key Words. • Pause after each section, and ask general comprehension
• Continue with the activity until students have correctly questions: What is this section about?
identified all the Key Words.
Take the Lesson Further (5 min.)
Reading Strategy Focus (10 min.) • Form pairs. Have students share their first impressions
• Write Ending Segregation and The Story of Ruby Bridges on of the texts. Ask: What do you think about Ruby Bridges?
the board. Tell students to find the headings in the text. Was she brave?
(On pages 142 and 146.) • Encourage students to give reasons for their answers.
• Say: These are two texts about the same events. Ask: What
topic do you think they are about? Elicit a few ideas from
the class.
• Direct students’ attention to the Reading Strategy entry on
page 142. Read it to the class and have students follow along.
• Explain that the texts are about segregation in the U.S.,
and that they present two points of view or perspectives that
students are going to compare and contrast.

1 Read the first paragraph of the text. What is

the author’s reason for writing? Is it to inform or
persuade? 15 (10 min.)

Reading Strategy
• Tell students they are going to read page 142.
Confirm understanding of inform and persuade.
• Ask: What information will the author include if she is
informing? (Facts.) What information will the author
include if she is persuading? (Opinions.)
• Play track 15 to the end of page 142. Have students listen and
follow in their books.
• Form pairs. Tell students to decide what the author’s reason
for writing is. (Informing.) Encourage students to give reasons
for their answer.

Topic 7 T 275
 Lesson 3
Teaching Resources Reading Strategies
Compass Reading Log 5 pages 142-145 Scanning
Audio Track 15 Scanning is the ability to quickly look for and find specific information in a text.
Effective readers can scan a text for specific words or text features that help them answer
Topic 7 Nonfiction Worksheet page 281
questions about text content.
Identifying Examples
Key details are all the facts and information that support the main ideas. Sometimes an author
will use examples as key details or to provide more information about key details. Being able to
identify the key details that provide evidence or support to the main ideas gives readers a better
understanding of the text.

Lead in to the Lesson (10 min.) Take the Lesson Further (15 min.)
Reading Strategy • Write What was Ruby’s first day at school like? on the board.
• Ask: What are the topics of the texts? (Ending segregation and • Form pairs. Have them talk about what her first day might
Ruby Bridges.) What does segregation mean? (Separation of have been like. Ask: How do you think Ruby felt? How would
people by race.) you have felt?
• Have students recall information from page 142. Tell them • Elicit a few ideas from the class.
they can scan the page for answers to the questions you are
going to ask.
• Ask: Why did immigrants go to America? (They wanted a
better life or freedom.) Who was free when the country first
began in 1776? (White men.) Were blacks free? (No, they were
slaves.) Who did not want slavery, the North or the South?
(The North.) When did they fight the American Civil War?
(It started in 1861 and ended in 1865.) Did black people have
equal rights after the Civil War? (No, they didn’t.)

Reading Strategy 15 (35 min.)

• Ask: What are examples? (Key details that support the main
ideas.) How do you identify examples? (By asking How?
What? or Why?)
• Have students read the key details in activity 3 in
the worksheet.
• Play track 15 from the beginning to the end of page 145.
Have students listen and underline the examples that provide
more information about the key details.
• Form small groups. Tell students to compare the key details
they underlined.
• Have students write the examples for activity 3 in
the worksheet.
Answers: 1. They could not vote. Black people could not go to white
restaurants. They could not live in the same neighborhood with whites.
They had to sit in the back of the bus or give up their seats to white people.
2. They had more money to buy new books, desks and more. 3. Black people
all over the country worked together. They demanded equal rights.
Martin Luther King, Jr. led thousands of people in protests and marches.
4. They made black children take a very hard test. 5. Four federal marshals
protected Ruby and her family. Angry white parents protested outside the
school. They threw things at Ruby and her mother.

T 276 Topic 7
Lesson 4
Teaching Resources Reading Strategy Focus
Compass Reading Log 5 pages 142-149 Comparing and Contrasting Two Accounts of an Event
Audio Track 15 Reading Strategies
Topic 7 Nonfiction Worksheet page 281 Summarizing
The strategy of summarizing enables students to identify the most important ideas in a text,
focus on key words and phrases and be concise by eliminating nonessential information.
Before, during and after reading, effective readers ask themselves questions, such as What are
the main ideas? What are the key details? Are they relevant to the author’s position or topic?
Identifying Key Details
Key details are all the facts and information that support the main ideas. Being able to identify
the key details that provide evidence or support to the main ideas gives readers a better
understanding of the text.

Lead in to the Lesson (15 min.)

Reading Strategy
• Write the phrases on the board before class.
- main ideas
- key words and phrases
- quotes from the text
- nonessential information
• Point to the phrases on the board. Ask: What information
is important to include when you are summarizing?
(Main ideas, key words and phrases.)
• Form pairs. Tell student to summarize the “Ending
Segregation” text. Remind them they can use the pictures
in the book to help them remember key details.

Reading Strategies 15 (35 min.)

• Tell students they are going to read the second text,

“The Story of Ruby Bridges.”
• Play track 15 from page 146 to the end. Have students listen
and underline the key details.
• Form pairs. Have students compare and agree on the key
details in the text.
• Tell students to summarize the text.
• Ask: How is this text different from “Ending Segregation?”
Elicit ideas.
• Have students complete activity 4 in the worksheet.
Answers: Marked sentences: 1, 4, 6, 7, 8

Take the Lesson Further (10 min.)

• Write 3-2-1 on the board.
• Tell students to write three things they learned, two things
that interested them and one question they have.
• Form small groups. Have students share their information
and questions.

Topic 7 T 277
 Lesson 5
Teaching Resources
Compass Reading Log 5 pages 150 and 151
Comprehension (60 min.)
Lead in to the Lesson
• Form pairs. Have students look at the pictures from the texts
for a minute then close their books and recall the main ideas
and key details about the texts.
1 Complete the sentences with the correct words.
• Form pairs. Have students give definitions or example
sentences using the Key Words in the box.
• Remind students they can refer to the glossary
if necessary.
• Have students use the Key Words in the box to complete
the sentences.
Answers: 1. equal rights 2. segregation 3. integrate 4. protested 5. recess
6. barricades 7. nightmares
2 Circle the correct answers.
• Form pairs. Have students read the questions. Tell them to
try answering the questions without looking at the options.
• Tell students they can refer to the text if they are unsure
about the answers.
• Have students circle the correct answers.
Answers: 1. c 2. a 3. b
3 Number the events in the correct order.
• Have students read the sentences then number them in the
correct order.
• Encourage them to refer to the text if necessary.
Answers: 2, 3, 1, 5, 4
4 Author’s Opinion Think about the author’s point of
view. Circle the correct answers.
• Direct students’ attention to the Author Technique entry.
Read it to the class and have students follow along.
• Tell students to read the sentences and circle the answers.
• Form pairs. Have students compare answers.
Encourage them to give reasons for their answers.
Answers: 1. was not 2. were 3. were not 4. were not
T 278 Topic 7
Reading Strategy Focus
Comparing and Contrasting Two Accounts of an Event
Author Technique
Author’s Opinion
5 Comparing and Contrasting Two Accounts of an
Event Work with a classmate. Scan the articles.
Write ES if the information is from the Ending
Segregation section. Write RB if it is from The Story
of Ruby Bridges section. Write Both if the
information is in both sections.
• Have students read the sentences and complete the activity.
• Remind students they can refer to the text if necessary.
Answers: 1. RB 2. Both 3. ES 4. Both 5. Both 6. Both 7. RB 8. RB 9. RB
6 Active Reading Imagine you were either one of
Ruby’s parents or a federal marshal who walked
Ruby into her school. Write about Ruby’s first day of
school from your point of view. Share your ideas.
• Ask: Why wasn’t Ruby afraid? (She thought it was a Mardi
Gras parade.)
• Say: Her parents and the marshals knew the truth and were
aware of the dangers. Ask: How do you think they felt?
Why would they put themselves and a young girl in danger?
Elicit a few ideas.
• Have students choose a point of view—either a parent or
a marshal. Tell them to write a few notes about how this
person felt and why they were there that day.
• Tell students to write a brief account of the event, similar to
a journal entry.
• Form small groups. Have students share their accounts.
7 Think and discuss. Ruby was influenced by the
events in her life. What events in your life have
influenced you?
• Tell students to write a few ideas in their notebooks about
events that have influenced them.
• Have students use the notes to write a more
descriptive account.
• Monitor and help as needed.
• Form small groups. Have students share their accounts.
Lesson 6
Teaching Resources Social Studies Connection
Compass Reading Log 5 page 152 The purpose of social studies is to guide young learners in developing the ability to make
Internet access informed decisions for the public good as citizens of a culturally diverse global community.
Conducting research about how their choices or habits impact people in other countries is a
way to create connections between this text and the world, and expand students’ awareness
of the world around them.

Connect to Histor y (45 min.) Social Studies Connection (15 min.)

Lead in to the Lesson • Ask: Do you think slavery exists now? Elicit ideas.
• Draw a spidergram on the board. Write Segregation / Ruby • Have students use their mobile devices or school computers
Bridges in the circle. to research modern slavery.
• Ask: What have you learned from this text? Write students’ • Form small groups. Have students discuss their findings.
ideas in the spidergram.
• Have students recall the countries that have had civil wars.
Ask: Who was the leader of the Civil Rights Movement in the
U.S.? (Martin Luther King, Jr.) What other civil rights leaders
do you know about? How about in our country? Elicit ideas.

1 Research and write. Research a person who fought

for civil rights in your country. Write a paragraph that
tells who the person was and what he or she did.
• Form pairs. Tell students to choose a person who fought for
civil rights in their country.
• Have students use their mobile devices or school computers
to research and take notes on the person. Tell students they
have twenty minutes to research the person.
• Form groups (two pairs). Have students share their
information. Encourage students to ask questions.

Manage Your Class

It is important students look for information on reliable
and safe sites. In order to avoid students taking too long
to find appropriate sites, you can write a few suggestions
on the board.

Know Your Students

Most students may know of only one or two people from
their country who fought for civil rights. Be ready with a list
of names of less well-known people who were also involved
in civil rights in your country so students do not all research
the same people. Also, if you have students from different
countries, encourage them to research and write about
leaders from their countries.

Topic 7 T 279
 To p ic 7 How Ruby Bridges Helped
Change America
1 Complete the definitions with the correct words.

barricades bravery equal rights freedom integrate Mardi Gras

nightmare principal protest racism recess segregation

1 Objects placed around an area to prevent people from entering are called .

2 is a system of beliefs and actions against people of a particular race.

3 A is a pause in the school day for recreation activities.

4 is the separation of people according to their race.

5 is also known as courage.

6 is a system in which people of all backgrounds have the same rights.

7 When you can do things that you want to do without restriction, you have .

8 To is to permit people of all races to enter a place.

9 is an annual celebration when people wear costumes and have parades.

10 A is also known as a bad dream.

11 The is the director of a school.

12 To is to express disapproval of the actions of a government or organization.

2 Unscramble the words to complete the sentences.

1 Many immigrants arrived in the U.S. hoping for . (eeofdmr)

2 In 1865, a new law ended slavery in the U.S., but it did not end . (aircsm)

3 Less than one hundred years ago, blacks did not have in the U.S. (lauqe rghtsi)

4 laws kept black people apart from white people. (sneoitgareg)

5 If citizens are not happy about a law, they may . (tesprots)

6 In 1954, a new law said that segregation was over and schools had to . (teinatgre)

7 After the accident, the police put up a to keep people away. (caarrideb)

8 In the U.S., they have a celebration called . (Mrdai Gsar)

9 The doesn’t usually call students to her office. (ncppariil)

10 I play with my friends during . (rseecs)

11 My little brother sometimes has when he sleeps. (manhgitres)

12 Sometimes soldiers earn medals for . (bverary)

T 280 Nonfiction Worksheet Compass 5 D.R. © Richmond Publishing, S.A. de C.V., 2018 Photocopiable
3 Write the examples for the key details in the “Ending Segregation” text.
1 After 1865, black people were not slaves, but they still didn’t have equal rights.

2 White schools were better than black schools.

3 They began the Civil Rights Movement.

4 Some white people in Louisiana did not want black children in their schools.

5 In 1960, Ruby Bridges became the first black student to go to a white school in New Orleans.

4 Mark (✓) the information that is only in “The Story of Ruby Bridges.”
1 Ruby Bridges was born on September 8, 1954.

2 Ruby was one of six children who could attend William Franz Elementary School.

3 Federal marshals walked Ruby into the school.

4 Ruby thought the people at the barricades were celebrating Mardi Gras.

5 Mrs. Henry was her first grade teacher.

6 The Bridges family had a lot of problems because they sent Ruby to the school.

7 After first grade, Ruby didn’t see Mrs. Henry again until 1995.

8 Ruby Bridges wrote a book called Through My Eyes.

Compass 5 D.R. © Richmond Publishing, S.A. de C.V., 2018 Photocopiable Nonfiction Worksheet T 281
 Key Words How
barricade
bravery Ruby Bridges
equal rights
freedom Helped
integrate
Mardi Gras
nightmare
Change America by Simone T. Ribke
principal
protest
racism
recess
segregation

Comparing and
Contrasting Two
Accounts of an Event
Authors may write about the
same event, but their points
of view may be different.
Comparing and contrasting
texts helps identify authors’
points of view.
Map of the states with
Ending segregated education in 1954

1 Read the first
paragraph of the text.
What is the author’s
reason for writing?
Is it to inform or
persuade?
2 Listen and follow. 15
Segregation
The United States of America is a country with people who
originally came from many other nations. Many of these people
arrived in America looking for a better life or even freedom. But it was
not always free to all people. When the country first began, in 1776,
only white men were free. Blacks were not free. They were slaves.
Most slaves lived in the southern part of the United States. Southern
farmers used slaves to work on their large farms. People in the North did
not want slavery. They fought the Civil War against the South from 1861
to 1865 to end slavery. The North won. In 1865, a new law ended slavery.
But it did not end racism. Black people were not slaves anymore. But
white people did not treat them fairly. Blacks did not have equal rights.
They could not vote. It was worse in the South, where many white

people still wanted blacks to be slaves.

142 Topic 7

U7COrl5.indd 142 10/18/17 4:29 PM

T 282
 literature body text

Black people had to sit at

Segregation laws kept black people apart from white people. Black
the back of the bus.
people could not go to white restaurants. They could not live in the same
neighborhood with whites. They had to sit in the back of the bus or give
up their seats to white people. Separate water fountains

How Ruby Bridges Helped Change America 143

U7COrl5.indd 143 6/12/17 09:10

T 283
 In 1950,
9 public
b ic sch
schools
s hoolls in
n the
h South
outh were
weer stilll segregated.
segreegated
d. Black
B k children
ccou not go to
could o the
tth same schools as whites. White
Wh schools
choo were
we better than
b acck schools.
black h ls They
hoo eyy h o
had money to buy new books, d more. Black
desks and Bla k
schools did not.
not
no
Black people wanted to change these racist laws. They began the Civil
Rights Movement. Black people all over the country worked together. They
demanded equal rights. A man named Martin Luther King, Jr. led the Civil
Rights Movement. For more than ten years, King led thousands of people
in protests and marches. Laws began to change.

Separate but not equal

In 1954, a new law said that schools must integrate. Black children must
be allowed to go to white schools. The state of Louisiana began to integrate
its schools in 1960. William Franz Elementary School was the first. It was
located in the city of New Orleans.
Some white people in Louisiana did not want black children in their
schools. They made black children take a very hard test. Only those who
passed the test could go to William Franz Elementary School. Ruby was one
of six children who passed this test. But the other children that passed the
test chose to go to black schools.
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T 284
 In 196
1960,
60, Ruby Bridges
B
Bridgees became
became th
the first black
b student
u to
o go to a white
whitee
sc
sch
school in New Orleans. She was also the
th only
o ly black student
stude at the school.
oo
ol
R byy be
Ruby began first grade
d at William Franz Elementary
nt School
ch on
m
November 14 1960.
14, 1960
960 That
T morning
rn
morning, four federal marshals came to Ruby’s
home. Their job was to protect Ruby and her family.
Hundreds of angry white parents protested outside the school. They
chanted, “Two, four, six, eight, we don’t want to integrate!” They threw
things at Ruby and her mother.

Angry protesters
On Ruby’s second day of school, she met her new teacher, Barbara Henry.
Ruby was Mrs. Henry’s only student. There were no other children in her class.
White parents did not want their children in a classroom with a black child.
White parents continued to protest outside Ruby’s school every day. It was
not safe for her to play outside. It was not safe for her to eat with the other
children in the cafeteria.
The next year, there were more black children at Ruby’s school. The
protesters were gone. So were the federal marshals. It was now safe for Ruby
to go to school. And she was not the only black child in her classroom anymore.
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T 285
 Ruby Bridges on her
first day of school The Story of
Ruby Bridges
Ruby Bridges was born in Mississippi on September 8, 1954. Ruby had
one younger sister and two younger brothers. Her parents were Lucille and
Abon Bridges. Ruby’s family moved to New Orleans, Louisiana when she
was four.
In 1959, Ruby was five. Schools in Louisiana were still segregated.
Ruby went to kindergarten in an all-black school. In 1960, the federal
government insisted that schools had to integrate. Only six black children
were invited to go to the nearby white school.
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T 286
 Ruby going to her first
The parents of the other children were too afraid to send their children
day of school with the
to this school. Ruby’s mother convinced her father to let her go. Ruby could
federal marshals
get a better education at William Franz Elementary School. On her first
day of school, four federal marshals came to her house. They drove her to
school and walked her inside. When they got close to the school, Ruby saw
barricades, police officers and people everywhere. Ruby was not afraid.
She thought they were celebrating Mardi Gras.
Hundreds of parents ran into the school after Ruby. They took their
children out of the school. Ruby later said that 500 children left school that day.
Ruby and her mother stayed in the principal’s office that day. Ruby met
her new teacher on the second day. Barbara Henry was the only white teacher
who wanted to teach Ruby. Mrs. Henry was from a city in the North.
When they met, Mrs. Henry gave Ruby a hug. Ruby was the only
student in the classroom. She was very lonely. She even ate lunch in her
classroom. Mrs. Henry began to eat lunch together with her. Ruby could
not go out to the yard during recess either. Mrs. Henry and Ruby played
games and exercised together during recess.
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T 287
 Each day, the marshals walked Ruby into school. Each day, there were
hundreds of protesters holding signs and shouting outside her school.
The Bridges family had a lot of problems because they sent Ruby to
William Franz Elementary School. Ruby began to have nightmares. She
prayed on her way to school to help her ignore the angry protesters. Her
father lost his job. Her mother was told not to shop in the grocery store.
Her grandparents had to leave their home.

A desegregated
People across the country heard about Ruby’s story on the news. They
classroom
sent letters and money to help the family. Ruby’s neighbors also helped
the family in different ways.
The next year, more black students went to Ruby’s school. The
protesters were gone. But so was Mrs. Henry. Ruby missed her and
wondered where she went.

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T 288
 Ruby wrote a book to tell
her story in her own words.

Ruby grew up. In 1995, Ruby saw Mrs. Henry for the first time in 30 years. They
hugged each other like they did on Ruby’s first day of school.
In 1999, Ruby wrote a book about herself. She called it Through My Eyes. That same
year, she started the Ruby Bridges Foundation. It helps parents and schools work
together to end racism. In one program, children from different backgrounds
(black and white, rich and poor) work together to plant trees, clean parks or help needy
people. They learn about each other and learn to respect each other.
In 2010, Ruby Bridges met President Barack Obama. President Obama was the first
black president. He told Ruby that her bravery was the reason he was able to
be president.
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T 289
 1 Complete the sentences with the correct words.

barricades equal rights integrate nightmares protested recess segregation

1 Slavery ended, but black people did not have .

2 Many states had laws to separate blacks from whites.

3 In 1954, a law was passed that required schools to .

4 White parents because they did not want Ruby in their school.

5 Mrs. Henry played games and exercised with Ruby during .

6 Police set up to protect Ruby from the angry protesters.

7 Ruby began to have when she started going to the new school.

2 Circle the correct answers.

1 Why were only six black students invited to go to William Franz Elementary School?
a They were the only black students who wanted to go there.

b They were the only ones who wanted to take a test.

c They were the only ones who passed a special test.

2 Where was Mrs. Henry from?

a A city in the North.

b A city in the South.

c A city in the East.

3 What happened to Ruby’s family because they sent her to a white school?
a They moved to New Orleans, Louisiana.

b Ruby’s father lost his job.

c Ruby’s mother lost her job.

3 Number the events in the correct order.

The government required schools to integrate.

Federal marshals walked Ruby into school.

Blacks had to sit in the back of the bus.

Ruby Bridges wrote a book about her life.

More black children began attending Ruby's school.

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T 290
 4 Author's Opinion Think about the author’s point of view.
Circle the correct answers. Author's Opinion
When you read a text, the author gives clues to
1 America was / was not always a free country.
show how he or she feels about the subject.
2 Segregation laws were / were not racist.

3 Black schools were / were not as good as white schools.

4 The protesters were / were not doing the right thing.

5 Comparing and Contrasting Two Accounts of an Event Work with a classmate. Scan the
articles. Write ES if the information is from the Ending Segregation section. Write RB if it is from
The Story of Ruby Bridges section. Write Both if the information is in both sections.

1 Ruby Bridges was born on September 8, 1954.

2 Before 1954, public schools were segregated.

3 Schools for white children had newer books.

4 In 1954, a new law ended segregation in public schools.

5 Ruby went to first grade at William Franz Elementary School.

6 Barbara Henry was the only teacher who wanted to teach Ruby.

7 Ruby didn’t go outside for lunch or recess.

8 Ruby wasn’t afraid on the first day of school.

9 Ruby Bridge wrote a book called Through My Eyes.

6 Active Reading Imagine you were either one of Ruby’s parents or a federal marshal who walked
Ruby into her school. Write about Ruby’s first day of school from your point of view. Share your ideas.

7 Think and discuss. Ruby was influenced by the events in her life. What events in your life
have influenced you?

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T 291
 Connect to Me
1 Think and write. Think about an older person. What new skills did they teach you? What new ways of
thinking did they show you? How does it affect your life today?

A Share your ideas with a classmate.

Connect to History
1 Research and write. Research a person who fought for civil rights in your country. Write a paragraph
that tells who the person was and what he or she did.

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T 292
 To p ic 8

Ho l d
t h e Genre: Poem
A poem is a way of telling a story or
P h o n e expressing ideas. Some poems use
words that rhyme or sound the same.
by Ann Gianola “Hold the Phone” is a poem that tells
a story about a girl and her electronic
view of the world. The lines of this
poem are grouped together for their
rhyming pattern.

Nuclear
Power
and the
Future
by Patricia Hamill
Genre: Informational Text
An informational text informs
readers about history, technology
or other subjects.
“Nuclear Power and the Future”
tells about sources of energy,
nuclear waste storage and energy
in the future.

153

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T 293
 Key Words
alienation
companion
Ho l d I look, I text, I post, I chat.
I watch videos of dancing cats.

consternation
convenience
cramped
dim
t h e My mother says, “Put down that phone!”
My father says, “Have a life of your own!”

P h o n e
A photo, a message, a joke, an opinion,
distraction
dominion The electronic world is my dominion.
interaction I’ll “Like” your new bicycle, your trip to Brazil.
isolation
malcontent by Ann Gianola Your latest hairstyle evokes quite a thrill.
neurosis
So many “Friends” need attention online.
I have texts to answer…eight or nine.
Describing Events “Come to dinner!” my mother scolds.
The lines or verses in this
“Your delicious food is getting cold.”
poem fit together and
describe a sequence of
events in a girl’s life. The The phone, however, calls to me.
rhyming verses provide the There is something I must see!
structure of the story and
help tell it in a funny way. Yet in my hand it’s a little unsteady.
A phone’s hard to hold when eating spaghetti.

1 Can you think of a poem

or a song that describes a
sequence of events? If so,
what is it? What story does it
tell and how does it tell it?

2 Listen and follow. 16

154 Topic 8 Hold the Phone 155

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Lessons Preview
Pages Lesson Focus Teaching Resources

1 Key Words • Audio Track 16

Visualizing the Story • Topic 8 Fiction Worksheet page 302
Art Connection • Sheets of paper
• Colored pencils and crayons

2 153-159 Describing Events • Audio Track 16

Making Predictions • Note cards with Key Words
Rhyme • Students’ drawings

3 154-159 Describing Events • Audio Track 16

Rhyme • Topic 8 Fiction Worksheet page 303

4 154-159 Describing Events • Audio Track 16

Fluency: Expression • Topic 8 Fiction Worksheet page 303
Making Inferences • A timer
Summarizing

5 160 and 161 Comprehension • Note cards with Key Words

Describing Events
Rhyme

6 170 Connect to Me • Poster paper

Art Connection • Colored pencils and crayons

T 294 Topic 8
Summary
Key Words
“Hold the Phone” is a poem that tells a story about a girl and her electronic view of
the world. She describes how she uses her cell phone and how important it is to her. alienation (n.) isolation from other
Her family, however, has a different opinion and believes she spends too much time people
on her cell phone and not enough time with her family or engaging in face-to-face companion (n.) a person who
conversation. The girl’s grandmother helps her realize that there is a more to life spends time with another
than an electronic device. consternation (n.) worry or
frustration
Genre: Poem
convenience (n.) something that
A poem is a way of telling a story or expressing ideas. Some poems use words that rhyme makes life easier
or sound the same. The lines of this poem are grouped together for their rhyming pattern.
cramped (adj.) with uncomfortable
Text Type: Poem muscle contractions

“Hold the Phone” is a combination of two types of poems. It is a narrative poem because dim (adj.) not bright or smart
it tells a story. It is also a rhyming poem because it is written in verse. distraction (n.) something that
interrupts your concentration
Reading Strategy Focus
dominion (n.) a land or area that you
Describing Events control
What is it? The lines or verses in this poem fit together and describe a sequence of
interaction (n.) the act of
events in a girl’s life. The rhyming verses provide the structure of the story and help
communicating and doing things
tell it in a funny way.
with other people
What will students do? Students will identify and describe the events in the poem.
isolation (n.) the state of being away
Why is it important? It is important for students to be able to identify and describe from other people or things
events in different types of texts as it is essential to basic reading comprehension.
malcontent (n.) the state of being
How will students build on previous knowledge? In previous Compass Reading unhappy or unsatisfied with
Logs, students learn to identify and describe events in different text types: stories, something
informational texts, playscripts and a few poems.
neurosis (n.) a mental disorder
In Compass Reading Log 5, students continue to refine the reading strategy of describing
events by reading a narrative poem written in verse. Teachers can support students by
asking questions:
• What are the main events in the poem?
• Are the events described in chronological order?
• Are all the characters in the poem involved in the same events?
• In which situations in real life do we have to describe events?

Literary Technique
Rhyme
What is it? Words that end with the same sounds rhyme. Rhyming is often used
in poems. This poem has pairs of rhyming verses. This technique can make a poem
more interesting and rhythmic.
What will students do? Students will identify the verses that rhyme.
Why is it important? It is important for students to be able to understand and
identify rhyme in poem as it is an important element of fluency.

Topic 8 T 295
 Lesson 1
Teaching Resources Reading Strategy Art Connection
Audio Track 16 Visualizing the Story Listening to a story, visualizing it and then
Topic 8 Fiction Worksheet page 302 Visualization is the process of creating mental drawing the mental images is a way to create a
images while reading. It associates the story to mulitsensory connection to the story. It serves
Sheets of paper (1 per student)
readers’ prior knowledge and activates all five to further engage students and make the story
Colored pencils and crayons senses as well as emotions. Proficient readers more memorable.
routinely visualize a story as they read. It leads
to a more personalized experience by helping
them “connect” to the characters and their
actions and drawing them into the scene.

Lead in to the Lesson (15 min.)

• Write the Big Question for the Topic on the board: How will Know Your Students
technology change the world? Some students may not be able to draw well and,
• Form small groups. Tell students they have three minutes to consequently, feel insecure about sharing their drawings
make a list of ways technology affects, or will affect, with others. You might avoid awkward moments for these
the world. students by suggesting they describe their visualizations
• Have groups share their ideas with the class. without showing the actual drawings.
Encourage students to give reasons for their answers.
Take the Lesson Further (5 min.)
Teach the Key Words (25 min.)
• Form small groups. Have students share their drawings.
• Write the Key Words on the board. Encourage them to talk about what they saw, smelled, felt
• Read the words to the class and have students repeat each and heard.
word chorally. • Tell students to keep their drawings—they will use them in
• Form pairs. Have students start activity 1 in the the next lesson.
worksheet. Tell students to match the words with the
definitions. Have them put a question mark by the words that
are unfamiliar to them.
• Confirm understanding. Elicit definitions and sample
sentences for the Key Words. Teach any that are unfamiliar
to students.
• Have students check and revise answers in activity 1 and
complete activity 2 in the worksheet.
Answers: Activity 1: 1. e 2. a 3. d 4. i 5. j 6. g 7. h 8. b 9. f 10. k 11. l 12. c
Activity 2: 1. dim 2. neurosis 3. dominion 4. distraction 5. alienation
6. cramped 7. isolation 8. malcontent 9. companion 10. convenience
11. interaction 12. consternation

Reading Strategy 16 (15 min.)

Art Connection
• Hand out sheets of paper, colored pencils and crayons to
students.
• Tell them they are going to listen to part of a poem with their
eyes closed.
• Say: Listen to the beginning of the poem. Who are the
characters? What’s happening? Where are they? How do the
characters feel?
• Play track 16 from the beginning of the poem to the end of
page 155.
• Play the section of the track again, if necessary.
• Tell students to open their eyes and draw what they
visualized while listening to the poem.

T 296 Topic 8
Lesson 2
Teaching Resources Reading Strategy Focus
Compass Reading Log 5 pages 153-159 Describing Events
Audio Track 16 Reading Strategy
Note cards with Key Words Making Predictions
Students’ drawings The strategy of making predictions actively engages students and connects them to the poem by
asking them what they think might happen in it. Effective readers use pictures, titles, headings,
text and personal experiences to make predictions before they read. Predicting also involves
thinking ahead while reading and anticipating information and events in the poem. After making
predictions, students can read through the poem and revise and verify their predictions.

Literary Technique
Rhyme

Lead in to the Lesson (10 min.) Reading Strategy Focus (5 min.)

Reading Strategy
• Display the note cards with Key Words around the
classroom.
• Have students take out their drawings from the visualization
activity in Lesson 1.
1 Can you think of a poem or a song that describes a
• Form pairs. Tell students to use the drawings to describe the
setting and the characters. Encourage students to use Key
Words in their descriptions.
• Ask: What do you think the poem is about? What will
happen? Elicit some predictions.
• Have students agree on three or four predictions and write
2 Listen and follow.
them on the board.
Literary Technique (15 min.)
• Write the first stanza of the poem on the board before class:
I look, I text, I post, I chat.
I watch videos of dancing cats.
My mother says, “Put down that phone!”
My father says, “Have a life of your own!”
• Point to the stanza on the board. Ask: Is this part of a story or
a poem? (A poem.) How do you know? (A poem is written in
shorter lines.)
• Direct students’ attention to the Genre entry on page 153.
Read it to the class and have students follow along.
• Elicit the meaning of rhyme. Ask: What is rhyme?
(Words that end with the same sound.)
• Point to the stanza on the board again and read it to the class.
• Ask: Which words rhyme? (Chat and cat, phone and own.)
Do you notice a rhyming pattern? (The last words of every two
lines rhyme with each other.)
• Direct students’ attention to the Reading Strategy entry on
page 154. Read it to the class and have students follow along.
• Remind students to identify the events and confirm the
rhyming pattern while they read the poem.
sequence of events? If so, what is it? What story does
it tell and how does it tell it? (5 min.)
• Form pairs. Have students discuss the questions together.
• Encourage students to share their ideas with the class.
16 (20 min.)
• Play track 16. Have students listen to the poem and follow
in their books. Encourage students to underline words or
phrases that they don’t understand.
• Pause the track after each stanza, and ask general
comprehension questions.
• At the end of the poem, ask: What, in your opinion, is the
main event of the poem? Why did the girl’s attitude about
her phone change?
• Elicit ideas from the class.
Take the Lesson Further (5 min.)
• Form small groups. Direct students’ attention to the
predictions on the board. Ask: Were any of your predictions
different from what happened in the poem?
Encourage students to share their ideas.

Topic 8 T 297
 Lesson 3
Teaching Resources Reading Strategy Focus
Compass Reading Log 5 pages 154-159 Describing Events
Audio Track 16 Literary Technique
Topic 8 Fiction Worksheet page 303 Rhyme

Lead in to the Lesson (10 min.)

Literary Technique
• Write the first two stanzas on the board before class:
I look, I text, I post, I chat.
I watch videos of dancing dogs.
My mother says, “Put down that phone!”
My father says, “Have a life of your own!”
A photo, a message, a joke, an opinion,
The electronic world is my place.
I’ll “Like” your new bicycle, your trip to France.
Your latest hairstyle evokes quite a thrill.
• Form pairs. Have students read the stanzas from the poem.
Tell students there are three mistakes.
• Ask: Which words are wrong? (Dogs, place, France.)
What should they be? (Cats, dominion, Brazil.)
• Ask: Was it easy to identify the words? Why? (Possible answer:
They were easy to identify because they didn’t follow the
rhyming pattern.)

Reading Strategy Focus 16 (30 min.)

• Form pairs. Say: We’re going to read the poem again. At the
end of each page, describe the events.
• Play track 16. Have students listen to the poem and follow
along in their books.
• Pause the track at the end of each page and have students
describe the events. Encourage students to share their ideas.
• Have students complete activity 3 in the worksheet.
Answers: 1, 3, 5, 6, 7

Know Your Students

If students have difficulty describing the events, be ready to
ask questions that guide them to understanding the events
in the poem.

Take the Lesson Further (15 min.)

• Form pairs. Tell students they have five minutes to make a list
of the things they do (or would do) on their cell phones.
• Have students compare their ideas to the uses the girl
mentions in the poem.
• Ask: What are the most beneficial uses of a cell phone?
Elicit ideas.

T 298 Topic 8
Lesson 4
Teaching Resources Reading Strategy Focus
Compass Reading Log 5 pages 154-159 Describing Events
Audio Track 16 Reading Strategies
Topic 8 Fiction Worksheet page 303 Fluency: Expression
A timer One aspect of fluency is expression—the appropriate use of phrasing and intonation in reading.
Proficient readers are able to raise or lower voice intonation to match the meaning of the poem.
By first listening to a poem and then reading aloud along with the audio or teacher, students can begin
to practice expressing feelings conveyed by the characters in the poem and improve fluency.
Making Inferences
Making inferences is the ability to use explicit information from a story to support an educated
guess or conclusion about the characters and events. It is critical to story analysis and is a prerequisite
for higher-order thinking.
Summarizing
Summarizing is the ability to identify the most relevant features and main events of a story and to
consolidate key details that support them. Proficient readers are able to focus on crucial ideas and
phrases and reduce the main points for concise, memorable understanding.

Lead in to the Lesson (10 min.)
• Form pairs. Tell students they have three minutes to write all
of the ways the girl in the poem uses her cell phone.
• Start the timer and say: Go!
• Form small groups (two pairs). Have students compare lists.
• Confirm understanding of summarizing. (Identifying the
main events.)
• Form pairs. Have students write a one- or two-sentence
summary for each page in activity 4 in the worksheet.
• Encourage students to share their summaries with the class.

Reading Strategies 16 (45 min.) Take the Lesson Further (5 min.)

• Ask: What feelings do the characters express in the poem? • Form small groups. Have them discuss the question: How can
(Frustration, consternation, worry, etc.) Why? we use phones with “caution and sense?” Encourage students
• Tell students they are going to read the poem a few times to to share their ideas.
practice fluency by imitating the phrases and intonation on
the audio.
• Play track 16. Have students read along and “lip sync”
the poem.
• Play track 16 again. Say: We’re going to read the poem again.
This time read aloud along with the audio.
• While students are reading the poem aloud, turn down
the volume so they can hear their own voices. Repeat
the procedure several times until you feel students are
comfortable reading the poem by themselves.
• Form pairs. Have students take turn reading the stanzas in
the poem aloud.
• Ask: What is the poem about? Elicit a few ideas.
• Tell students that you are going to ask some questions, but
that the answers are not explicitly stated in the poem.
Explain that they will have to use information from the
poem or from their own experiences to make inferences, or
educated guesses.
• Write the questions on the board:
1 Page 155: Why does her father think she doesn’t “have a life
of her own?”
2 Page 156: Do you think the girl actually uses her phone to
do all the activities she mentions?
3 Page 157: Are the problems Granny mentions true, or is she
exaggerating?
4 Page 158: Why do you think the girl begins to question how
she uses her phone?

Topic 8 T 299
 Lesson 5
Teaching Resources
Compass Reading Log 5 pages 160 and 161
Note cards with Key Words
Comprehension (60 min.)
Lead in to the Lesson
• Before class, write all the key words on the board in
random order.
• Tell students you are going to read the definitions from
the glossary and that they have to write down the
corresponding words.
• Read the definitions one by one and allow some
time for students to write the corresponding words in
their notebooks.
• When you have read all the definitions, have students
compare their answers.
• Check answers with the whole class by reading the definition
again and eliciting from the class what the correct word is.
1 Describing Events Read the poem again. Number the
events in the correct order.
• Have students read the poem again.
• Form pairs. Have students briefly retell the events
in the poem.
• Have them read all the sentences and put them in order.
Answers: 5, 3, 1, 2, 4
A Write the verses that describe the events.
• Form pairs. Have students scan the poem and find the verses
that match the events.
• Tell them to write the verses in their notebooks.
Answers: 1. I put the phone in a bottom drawer. There is a whole wide world
to explore. 2. Second and third stanzas on page 156. 3. I look, I text, I post,
I chat. I watch videos of dancing cats. 4. Yet in my hand it’s a little unsteady.
A phone’s hard to hold when eating spaghetti. 5. Perhaps the phone has
become a distraction. With my family there’s been almost no interaction.
2 The poem describes activities people do on a cell
phone. Mark (✓) the activities that are useful to you.
• Ask: What do you use your phone for? Elicit answers
from the class.
• Direct students’ attention to the activity and read the
instructions to the class.
• Have students mark (✓) the activities that are useful to them.
• Form pairs. Have students compare the activities they marked.
Encourage them to give reasons for their answers.
Know Your Students
If your students do not have a cell phone, you can ask them to
mark what their parents or relatives use their cell phones for.
T 300 Topic 8
Reading Strategy Focus
Describing Events
Literary Technique
Rhyme
3 Read each pair of rhyming verses. Mark (✓)
the meaning.
• Have students read the verses and identify the meanings.
Answers: 1. c 2. b 3. a
Manage Your Class
Some students become more distracted and have difficulty
focusing on activities if they are sitting for long periods of
time. Consider taking a break in the middle of the lesson.
Have students stand and “shake themselves out.”
4 Rhyme Match the words that rhyme.
• Direct students’ attention to the Literary Technique entry.
Read it to the class and have students follow along.
• Have students complete the activity.
Answers: 1. convey 2. abandon 3. appalling 4. interaction 5. drawer
6. neurosis 7. selfie 8. own 9. humanity 10. touch 11. Brazil 12. weather
5 Think and write. What can people do on their cell
phones? List four more examples.
• Have students read the examples and add four more uses for
cell phones.
• Form small groups. Have students compare their ideas.
6 Active Reading Work with a classmate. Take turns
reading and acting out the poem.
• Form pairs. Have students take turn reading the stanzas in
the poem. Remind them to use correct intonation.
7 Think and write. How would your life be different
without a cell phone?
• Read the instructions and elicit a few ideas.
• Have students write about how their lives would be different
without cell phones.
A Share your ideas with a classmate.
• Form pairs. Have students discuss their ideas.
Lesson 6
Teaching Resources Art Connection
Compass Reading Log 5 page 170
Poster paper
Colored pencils and crayons

Connect to Me (35 min.)

Lead in to the Lesson
• Write cell phone on the board.
• Tell students they have five minutes to write down all the
words that they think of when they hear the words cell phone.
• Form pairs. Have students compare their words. Tell them to
circle any words that rhyme.

1 Think and write. What do cell phones mean to you?

Write a poem.
• Ask: What is the format of the poem “Hold the Phone?”
(It was written in four-line stanzas and has verses with
end rhyme.)
• Tell them to use the words from their lists to write a poem
about cell phones. Monitor and help as needed.
• Form pairs. Have students share their poems.

Take the Lesson Further (25 min.)

Art Connection
• Hand out poster paper, colored pencils and crayons.
• Have students write their poems on the poster paper and
draw illustrations.
• Display the poems around the classroom. Have students read
each other’s poems.

Topic 8 T 301
 To p ic 8 Hold the Phone
1 Match the words with the correct definitions.
1 alienation a a person who spends time with another

2 companion b a land or area that you control

3 consternation c a mental disorder

4 convenience d worry or frustration

5 cramped e isolation from other people

6 dim f the act of communicating and doing things with other people

7 distraction g not bright or smart

8 dominion h something that interrupts your concentration

9 interaction i something that makes life easier

10 isolation j with uncomfortable muscle contractions

11 malcontent k the state of being away from other people or things

12 neurosis l the state of being unhappy or unsatisfied with something

2 Complete the sentences. Use the words from activity 1.

1 Chris is very intelligent. He’s not .

2 Is obsessing about grades a form of ?

3 Some people think the world is their , but we share it with other living things.

4 My brother hasn’t finished his project yet because he spends too much time on different social media

sites. They can be a .

5 Spending a lot of time alone or online may lead to feelings of .

6 My legs were after walking for so many miles.

7 My friend had a strange disease. They kept him in at the hospital until they

knew the disease wasn’t contagious.

8 People who are need to remember there is usually a positive side to everything.

9 My best friend is my constant . We do everything together.

10 Having a computer at home is a . I can use it to do my homework.

11 There is a lot of between students in the 5th and 6th grades.

12 To my parents’ , my brother’s grades were all very low.

T 302 Fiction Worksheet Compass 5 D.R. © Richmond Publishing, S.A. de C.V., 2018 Photocopiable
 3 Mark (✓) the events in the poem.
1 The girl eats spaghetti holding her phone.

2 The girl goes to the shopping mall to buy a new phone.

3 The girl says she uses her phone to do homework.

4 The girl receives a call from her grandmother.

5 The grandmother expresses concern about the girl’s health.

6 The girl begins to have second thoughts about using the phone so much.

7 The girl understands it is possible to use her phone more wisely.

8 The girl plays in the garden with her little brother.

4 Write a summary for each page of the poem.

1 Page 155:

2 Page 156:

3 Page 157:

4 Page 158:

5 Page 159:

Compass 5 D.R. © Richmond Publishing, S.A. de C.V., 2018 Photocopiable Fiction Worksheet T 303
 Key Words
alienation
companion
Ho l d
consternation
convenience
cramped
dim
t h e
distraction
dominion
interaction
isolation
P h o n e
malcontent by Ann Gianola
neurosis

Describing Events
The lines or verses in this
poem fit together and
describe a sequence of
events in a girl’s life. The
rhyming verses provide the
structure of the story and
help tell it in a funny way.

1 Can you think of a poem

or a song that describes a
sequence of events? If so,
what is it? What story does it
tell and how does it tell it?

2 Listen and follow. 16

154 Topic 8

U8COrl5.indd 154 6/12/17 09:35

T 304
 I look, I text, I post, I chat.
I watch videos of dancing cats.
My mother says, “Put down that phone!”
My father says, “Have a life of your own!”

A photo, a message, a joke, an opinion,

The electronic world is my dominion.
I’ll “Like” your new bicycle, your trip to Brazil.
Your latest hairstyle evokes quite a thrill.

So many “Friends” need attention online.

I have texts to answer…eight or nine.
“Come to dinner!” my mother scolds.
“Your delicious food is getting cold.”

The phone, however, calls to me.

There is something I must see!
Yet in my hand it’s a little unsteady.
A phone’s hard to hold when eating spaghetti.

Hold the Phone 155

U8COrl5.indd 155 6/12/17 09:35

T 305
 My father thinks I’ve become a bore.
He regrets buying my phone at the store.
It was provided for emergencies—and such.
A convenience meant for keeping in touch.

But Dad, I need the Internet!

I’m supposed to learn the Greek alphabet!
How else can I solve science mysteries?
Or study ancient histories?

My phone is necessary for all occasions.

It can help with algebraic equations.
I use it to research things for school.
It’s like a textbook—but way more cool.

156 Topic 8

U8COrl5.indd 156 6/12/17 09:35

T 306
 But now, there is an Instagram to post.
And voting for the picture I like the most.
First, I’ll pause to take a quick “selfie.”
“STOP!” says Granny. “It isn’t HEALTHY!”

“You must put that phone away.

I have a message to convey.”
Granny says my future is grim.
Instead of smarter, I’ve grown frightfully dim.

It seems I’ve lost the art of conversation,

Living in a virtual world of isolation.
“Your voice is weak, your skin is pale.
You’re living in an electronic jail.”

It gives Granny a feeling of consternation.

She worries about this and future generations.
“The phone should not be your one companion.
It’s a very bad habit that you need to abandon!”

Hold the Phone 157

U8COrl5.indd 157 6/12/17 09:35

T 307
 Perhaps the phone has become a distraction.
With my family there’s been almost no interaction.
My phone has been a central focus.
Have I developed a neurosis?

I imagine a future where no one talks

And there is no reason to go on walks.
It’s sad to think about what this means:
Near-sighted people just staring at screens.

Here’s another prediction that’s quite appalling:

The human race will be de-evolving.
They’ll lose their muscles and physical strength.
Maybe not tomorrow, but perhaps—at length.

Granny has given me a dose of reality.

I need to remember my actual humanity.
“Live in the world with real communication.
Or head toward a sad place: alienation.”

158 Topic 8

U8COrl5.indd 158 6/12/17 09:35

T 308
 My hand is cramped, my neck is bent.
I’m suddenly feeling very malcontent.
I put the phone in a bottom drawer.
There is a whole wide world to explore.

I climb a tree. I smell a flower.

I suddenly feel like I have more power.
The sky is blue. The grass is green.
No photo needs to be shared or seen.

Technology we cannot live without.

It’s here to stay—I have no doubt.
But don’t make the relationship too intense.
It has to be used with caution and sense.

“Dear Granny, how are you today?”

I’ll ask with pleasure every day.
“Let’s enjoy ourselves and walk together.
I’ll use my phone to check the weather.”

Hold the Phone 159

U8COrl5.indd 159 6/12/17 09:35

T 309
 1 Describing Events Read the poem again. Number the events in the correct order.
I put the phone away and decide to explore.

I tell my dad I need the cell phone to do my homework.

I communicate on social media sites.

I can't use my cell phone and eat at the same time.

I don’t spend much time with my family.

A Write the verses that describe the events.

2 The poem describes activities people do on a cell phone. Mark (✓) the activities that are useful to you.
1 studying ancient history 6 learning the Greek alphabet

2 calling in an emergency 7 sharing a photo with friends

3 reading a joke 8 checking the weather

4 watching a dancing cat video 9 “liking” a new hairstyle

5 helping with algebraic equations 10 taking a quick “selfie”

3 Read each pair of rhyming verses. Mark (✓) the correct meaning.
1 I look, I text, I post, I chat.
I watch videos of dancing cats.

a I often study b I often dance with c I often do funny things

ancient history. my friends. on my phone.
2 It seems I’ve lost the art of conversation,
Living in a virtual world of isolation.

a I send texts to my b I don’t communicate with c I like talking with my parents

parents frequently. the real people around me. and grandmother.
3 Here’s another prediction that’s quite appalling:
The human race will be de-evolving.

a People will be less b People will have better c People will use their phones
advanced in the future. phones in the future. more seriously in the future.

160 Topic 8

U8COrl5.indd 160 10/18/17 4:38 PM

T 310
 4 Rhyme Match the words that rhyme.
Rhyme
abandon appalling Brazil convey drawer humanity Words that end with the same
interaction neurosis own selfie touch weather sounds rhyme. Rhyming is
often used in poems. This
1 away 7 healthy poem has pairs of rhyming
verses. This technique
2 companion 8 phone can make a poem more
3 de-evolving 9 reality interesting and rhythmic.

4 distraction 10 such

5 explore 11 thrill

6 focus 12 together

5 Think and write. What can people do on their cell phones? List four more examples.
1 They can text their friends some information about a homework assignment.

2 They can take pictures and post them on a social media site.

6 Active Reading Work with a classmate. Take turns reading and acting out the poem.

7 Think and write. How would your life be different without a cell phone?

A Share your ideas with a classmate.

Hold the Phone 161

U8COrl5.indd 161 6/12/17 09:35

T 311
 Sources of Energy
Key Words
We use some form of energy every day. We use it to power light and appliances
demands
element in our homes and schools. We use it to drive cars. We also use it to heat water and
hazardous
poison
remains
Nuclear cook food. Do you know what kind of energy you are using right now to keep your

lights on? What is its source?

renewable
repository
source
Power Some sources of energy are sunlight, wind, geothermal, natural gas, coal, oil

and uranium. The sun and wind are renewable sources of energy. Natural gas,
split and the
unstable coal and oil are fossil fuels. They are the remains of living organisms. That means
waste
Future they are non-renewable energy sources. Uranium is a radioactive element.
by Patricia Hamill All sources of energy have advantages and disadvantages. For example, some
Integrating forms are cleaner than others. Sunlight, wind and nuclear energy do not pollute
Information
as much as natural gas and oil. However, they are not perfect forms of energy.
Authors often do research
before writing about a Solar cells require rare earth metals. Windmills require acres and acres of land.
subject. They identify and
collect key details from Windmill blades make a lot of noise and can kill birds. The waste left over from
several texts about the same using uranium to make nuclear energy can cause serious illness in people
subject. Then they organize
the information from all and animals.
the sources to create an
informational text.

1 Read the headings in

the text. Do they follow
a logical order?

2 Listen and follow. 17

162 Topic 8 Nuclear Power and the Future 163

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Lessons Preview
Pages Lesson Focus Teaching Resources

1 162-167 Key Words • Topic 8 Nonfiction Worksheet page 320

Making Predictions • Note cards
• Pictures of sources of energy

2 162-167 Integrating Information • Audio Track 17

• Topic 8 Nonfiction Worksheet page 320
• Pictures of uranium metal, lead and gold

3 162-167 Understanding Process • Audio Track 17

Illustrations

4 162-167 Integrating Information • Topic 8 Nonfiction Worksheet page 321

Primary and Secondary Sources • Internet access
Developing Information Literacy

5 168 and Comprehension

169 Integrating Information
Primary and Secondary Sources

6 170 Connect to Science • Internet access

Developing Information Literacy • Sheets of paper
Art Connection • Colored pencils and crayons

T 312 Topic 8
Summary
Key Words
“Nuclear Power and the Future” describes renewable and nonrenewable sources of
energy. The author then focuses on nuclear energy. She explains how it is converted demands (n.) needs
into electricity, how much energy nuclear plants generate around the world and what element (n.) a basic chemical
its advantages are. She also describes the types of nuclear waste, how it is stored and substance
what experts say about it. hazardous (adj.) extremely
dangerous
Genre: Informational Text
poison (n.) a harmful or toxic
An informational text informs readers about history, technology or other subjects. substance
“Nuclear Power and the Future” tells about sources of energy, nuclear waste storage
remains (n.) dead plants and
and energy in the future.
animals in a state of decay or
fossilization
Reading Strategy Focus
renewable (n.) sustainable, endless,
Integrating Information
infinite
What is it? Authors often do research before writing about a subject. They identify
and collect key details from several texts about the same subject. Then they organize repository (n.) storage; a warehouse
the information from all the sources to create an informational text. source (n.) the origin of something
What will students do? Students will learn to identify where authors have integrated split (v.) to divide
information from several sources to summarize a concept. unstable (adj.) changeable, volatile
Why is it important? It is important for students to be able to identify the sources waste (n.) trash; garbage
of information in a text as it is an aspect of text analysis.
How will students build on previous knowledge? In Compass Reading Log 4, students
identify firsthand and secondhand accounts and integrate information.
In Compass Reading Log 5, students will continue to practice identifying information
from different sources.

Author Technique
Primary and Secondary Sources
What is it? Primary sources are the original records of an event or scientific
investigation. A primary source is also the data collected from a scientific study, before
it has been interpreted. Secondary sources are documents about an event created by
someone who referenced primary sources for their information.
What will students do? Students will learn to identify primary and secondary sources
in a text.
Why is it important? It is important for students to be able to identify primary and
secondary sources in order to analyze the information and determine reliability.

Topic 8 T 313
 Lesson 1
Teaching Resources
Compass Reading Log 5 pages 162-167
Topic 8 Nonfiction Worksheet page 320
Note cards (11 per student)
Pictures of sources of energy: wind, hydroelectric,
solar, coal, geothermal, nuclear
Reading Strategy
Making Predictions
The strategy of making predictions actively engages students and connects them to the text
by asking them what they think might happen in it. Effective readers use pictures, titles,
headings, text and prior knowledge to make predictions before they begin to read. Predicting also
involves thinking ahead while reading and anticipating information and events in the text.
After making predictions, students can read through the text and revise and verify
their predictions.

Lead in to the Lesson (10 min.) Reading Strategy (20 min.)

• Ask: What is energy? (Energy is usable power or the ability to
do work.)
• Show a picture of solar panels. Ask: What are these? What do
they do? (They are solar panels, and they collect energy from
the sun and convert it into electricity.)
• Show a picture of a wind turbine or a wind farm. Ask: What
is this? What does it do? (It is a wind turbine, or wind farm.
The wind turbines are turned by the wind to convert wind
energy into electricity.)
• Continue showing pictures of different sources of energy.
Elicit how energy is collected from each source.
• Say: We are going to learn more about nuclear energy.
Know Your Students
Students may not be familiar with the types of energy
production in their country. You may need to provide
additional information to help them understand that
each source of energy is converted into electricity.
Teach the Key Words (25 min.)
• Use example sentences to elicit or teach the Key Words.
Write the words on the board. Have students repeat the
words chorally.
• Point to the word demands. Repeat the example sentence
for it. Ask: What do you think demands means? Write the
definition next to the word.
• Point to the next word on the list and continue the process
until all the Key Words have been defined.
• Have students complete activity 1 in the worksheet.
• Hand out note cards: eleven per student.
• Have students create flashcards for the Key Words.
Say: You are going to make your own flashcards. Write the
Key Word on one side and the definition on the other.
Tell them to refer to the definitions on the board or in the
glossary to confirm answers.
Answers 1. hazardous 2. source 3. split 4. unstable 5. poison 6. renewable
7. repository 8. waste 9. remains 10. element 11. demands
• Tell students they are going to predict what the text is about.
• Point to the cover on page 162. Ask: What are some things we
could do to predict the content of the text? (Look at the title,
the pictures and the headings.)
• Say: Look at the title. Ask: What is the text about?
(Nuclear power and the future.)
• Say: I also use the headings and pictures to predict what
the text will teach us. Look at page 163. Ask: What is the
heading? What does the picture show? (“Sources of Energy,” a
nuclear power plant and energy icons.)
• Say: The pictures, headings and captions can help you predict
what the text is about. Look at the pages.
• Form pairs. Have students look at the pictures, headings
and captions. Tell them to write their predictions in activity 2
in the worksheet.
• Encourage students to share their predictions.
Take the Lesson Further (5 min.)
• Form pairs. Say: Use your flashcards to practice the Key Words.
One student will hold up the side with the definition.
The other student will read the definition aloud and guess
the word.
• Have students practice until they have correctly identified all
the Key Words.

T 314 Topic 8
Lesson 2
Teaching Resources Reading Strategy Focus
Compass Reading Log 5 pages 162-167 Integrating Information
Audio Track 17
Topic 8 Nonfiction Worksheet page 320
Pictures of uranium metal, lead and gold

Lead in to the Lesson (10 min.) Take the Lesson Further (5 min.)
• Say: Uranium is the metal used in nuclear reactors. What do • Form pairs. Have students refer to their predictions in
you know about uranium? Write students’ ideas on the board. activity 2 in the worksheet. Tell them to confirm or reject
• Show the pictures of uranium, lead and gold. their predictions.
• Say: Uranium is a metal. Ask: What do you know about
metals? (Metals are shiny, transfer heat and electricity, and
are the majority of the elements on the periodic table.)
• Say: Uranium is an element, and its chemical symbol is “U.”
It is more dense than lead, but not as dense as gold.
That means that a one-gram piece of uranium is smaller than
a one-gram piece of gold, but bigger than a one-gram piece
of lead. As another example, how much space would one
kilogram of feathers take? How about one kilogram of water?
Water is denser and would take less space for one kilogram.
The piece of uranium would feel heavy.
• Ask: Can we touch uranium? (No, it is radioactive and could
harm us.)
• Say: We are going to learn more about uses for uranium today.

Reading Strategy Focus (5 min.)

• Direct students’ attention to the Reading Strategy entry on
page 162. Read it to the class and have students follow along.
• Ask: What topics have you researched? How many sources did
you use when you wrote about it? Encourage students to share
their ideas.

1 Read the headings in the text. Do they follow a

logical order? (10 min.)
• Ask: What are the headings in the text? Write them on the
board as students respond.
• Say: The author organized the information for this text in this
order. As you read the text, think about why the author chose
this order.

2 Listen and follow. 17 (30 min.)

• Direct students’ attention to page 162.

• Play track 17. Have students listen and follow along in
their books.
• Pause the track after every section, and ask general
comprehension questions: What is this section about? Why is
it important? What does the author want you to learn?
• Say: Look at the headings on the board. Ask: Why did the
author start with “Sources of Energy.” (To provide background
information about energy in general.)
• Form small groups. Have students discuss the questions:
What about the other sections? Do you agree with the order or
would you change it?
• Encourage students to share ideas with the class.

Topic 8 T 315
 Lesson 3
Teaching Resources Reading Strategy
Compass Reading Log 5 pages 162-167 Understanding Process Illustrations
Audio Track 17 Authors include process illustrations to support information in a text. Proficient readers refer
to the process illustrations in a text as they read in order to help them text content better and
more quickly.

Lead in to the Lesson (10 min.) Reading Strategy (15 min.)

• Elicit the headings from the text. Write them on the board. • Direct students’ attention to the illustration on page 164.
• Form pairs. Have students recall the main ideas from the Ask: What does this picture show? (A nuclear reaction.)
sections of the text. How does this help you understand the text? (It provides a
visual representation of the nuclear reaction process.)
Read and Discuss the Text 17 (25 min.) • Say: Authors include process illustrations so students can refer
• Write the questions on the board before class. Have students to them as they read the text. It helps you visualize the process
read them before they read the text again. and understand the information better.
1 What are renewable sources of energy? • Form pairs. Have students read the second paragraph on
2 What are fossil fuels? page 164 aloud. Tell them to trace the steps in the nuclear
3 What does the waste left over from uranium cause? reaction process in the illustration as they read.
4 Where is nuclear energy formed?
5 How is nuclear energy formed? Take the Lesson Further (10 min.)
6 What percentage of the world’s electricity comes from • Write 3-2-1 on the board.
nuclear plants? • Tell students to write in their notebooks three things they
7 How much energy can be generated from a kilo of oil? learned, two things they found interesting and one question
A kilo of uranium? they still have.
8 What is radioactivity? • Form pairs. Have students share their information and
9 Where does high-level waste come from? questions. Elicit a few ideas from the class.
10 How long does high-level waste remain radioactive?
11 Where is the safest place to store high-level waste?
12 Why is Onkalo considered safe?
13 What do the experts say?
14 What are other possible forms of energy?
• Play track 17. Have students underline passages that answer
the questions. Pause the track if students need time to
underline answers.
• Form pairs. Have students compare underlined passages and
agree on the answers to the questions.
Answers: 1. sun and wind 2. natural gas, coal and oil 3. serious illness in
people and animals 4. in a nuclear reactor 5. When the atoms in uranium
are split, they cause “nuclear fission.” The fission creates heat, which is used to
boil water that then creates steam. The steam turns a turbine with blades
that drive generators that make electricity. 6. 11 percent 7. 12 kilowatts,
24 million kilowatts 8. the release of energy from an unstable atom as it tries
to become stable 9. used or “spent” fuel inside nuclear reactors 10. hundreds
of thousands of years 11. in natural deposits of rock deep in the earth
12. Twenty kilometers from the closest town, the soil isn’t good for growing
food, it is a deep geological repository 13. Nuclear energy may be the cleanest
and safest type of energy if the waste is stored properly. 14. hydrogen,
thermal energy, hydroelectric

T 316 Topic 8
Lesson 4
Teaching Resources Reading Strategy Focus
Compass Reading Log 5 pages 162-167 Integrating Information
Topic 8 Nonfiction Worksheet page 321 Author Technique
Internet access Primary and Secondary Sources

Reading Strategy
Developing Information Literacy
Information literacy is the ability to identify, locate, evaluate and use information. It is essential
for readers to develop information literacy because not all information is accurate and reliable.

Lead in to the Lesson (5 min.) • Say: Use the website you found with the traditional
• Write sources on the board. browser. Answer the questions in activity 4 in the worksheet to
• Ask: When you investigate a topic, what sources do you use? determine if the website is a reliable one.
Where can you find information? (Encyclopedias, academic • When students have completed the activity, summarize the
journals, websites, etc.) Write students’ ideas on the board. results with them. Ask: Was the website from the traditional
browser reliable? Why or Why not? What about the website
Reading Strategies (50 min.) from Google Scholar?
Author Technique
Manage Your Class
• Form pairs. Have students look at the text. Tell them Monitor students while they are working on the computers.
to identify the sources the author used and the types of They may get distracted by silly material or happen across an
information. (Sources: World Nuclear Association, PBS, inappropriate website.
Popular Mechanics, Nature Materials, Bulletin of the Atomic
Scientists. Types: photos, process illustrations.)
Take the Lesson Further (5 min.)
• Ask: How did the sources help the author? (They provided her
with the information necessary to write the text.) How can they • Form pairs. Have students discuss the question: What
help readers? (Readers can use the sources to investigate more.) differences did you notice in reliability between the traditional
• Say: There are two types of sources. Primary sources are browser and Google Scholar?
the original records of an event or scientific investigation.
A primary source is also the data collected from a scientific
study, before it has been interpreted. Secondary sources are
documents about an event created by someone who referenced
primary sources for their information.
• Tell students they are going to be developing information
literacy. Explain that it is the ability to identify, locate,
evaluate and use information.
• Form pairs. Tell students to choose one of the headings from
the text.
• Have students use their mobile devices or school
computers to investigate the heading they chose. Say: You
have ten minutes to search for information on the web for
the heading you selected. Use any browser you like. Pick one
website. Write the address of the website and notes about
information you find on it in activity 3 in the worksheet.
Write whether it is a primary or secondary source.
• After ten minutes, say: Go to Google Scholar. Search for
information on the heading you selected. Pick one website.
Write the address of the website and notes about information
you find on it in activity 3 in the worksheet. Write whether it is
a primary or secondary source. You have ten minutes.
• Explain to students that when they do research on the
Internet, they will find many different websites with material
that may be relevant to the subject they are investigating.
Students need to understand that some websites are reliable
and others are not.

Topic 8 T 317
 Lesson 5
Teaching Resources
Compass Reading Log 5 pages 168 and 169
Comprehension (60 min.)
Lead in to the Lesson
• Elicit the main ideas of the text. Ask: What is the text
about? (Nuclear power.) How is nuclear power converted into
electricity? What are the advantages and disadvantages to
nuclear power?
1 Circle the renewable sources of energy. Underline the
fossil fuels. Draw a triangle around the radioactive
element.
• Have students read the list of sources of energy and complete
the activity.
• Remind students they can refer to the text if they are unsure
about their answers.
Answers: Circle: geothermal, sunlight, wind. Underline: coal, natural gas, oil.
Triangle: uranium
2 Match the words with the synonyms.
• Ask: What is a synonym? (A word with the same or nearly the
same meaning as another word.)
• Say: It is helpful to use the definition of the word to find its
synonyms.
• Form pairs. Have students give the definitions of the
words. Tell them they can refer to the glossary if they are
unsure about their answers.
Answers: 1. e 2. d 3. c 4. f 5. b 6. a
3 Number the statements in the correct order. How is
nuclear energy created?
• Tell students they can refer to page 164 if they are unsure
about the order.
Answers: 4, 1, 3, 5, 2
4 Answer the questions.
• Tell students to read the questions then scan the text to find
the answers.
Answers: 1. The advantages of nuclear energy are that it is powerful, efficient,
reliable, and reuses water. 2. The types of waste are low-level waste and
high-level waste. 3. The most dangerous waste is high-level waste. 4. It is
dangerous because the high levels of radioactivity can cause illness or death.
5. In natural deposits of rock deep underground.
Know Your Students
Give your students a break after finishing the first page of
the Comprehension activities. Suggest that everyone stand
and use up some energy with a wiggle dance. Tell them to
move as many body parts as possible at the same time.
T 318 Topic 8
Reading Strategy Focus
Integrating Information
Author Technique
Primary and Secondary Sources
5 Primary and Secondary Sources Look at the sources
cited in the text. Are they primary or secondary
sources?
• Elicit the meanings of primary and secondary sources.
• Direct students’ attention to the Author Technique entry to
confirm their answers.
• Form pairs. Have students decide if the sources from the text
are primary or secondary.
Answers: 1. secondary 2. secondary 3. secondary 4. primary
6 Integrating Information Scan the text. List the sources.
• Ask: What does it mean to integrate information?
(Authors do research before writing about a subject.
They identify and collect key details from several texts about
the same subject. Then they organize the information from all
the sources to create an informational text.)
• Have students write the sources cited in the text.
Answers: The sources are listed at the bottom of pages 164–167.
A Share your answer with a classmate. Which sources
are the most reliable?
• Form pairs. Have students discuss the question.
• Encourage students to share their ideas with the class.
Answer: Primary sources are the most reliable.
7 Active Reading Work in a small group. Create an
objective news report about the advantages and
disadvantages of nuclear energy. Present it to
another group.
• Form small groups. Have students scan the text and make a
list of advantages and disadvantages of nuclear energy.
• Tell them to use this information to create a news report.
• Have groups present their news reports.
8 What forms of energy would you prefer the world to
use? Share your ideas.
• Say: Write your ideas in your notebook.
• Form small groups. Have students share their ideas.
Lesson 6
Teaching Resources Reading Strategy Art Connection
Compass Reading Log 5 page 170 Developing Information Literacy Drawing pictures about the theme or main ideas
Internet access of a topic helps create a multisensory connection
to the text. It also serves to further engage
Sheets of paper (1 per student)
students and make the text more memorable.
Colored pencils and crayons

Connect to Science (35 min.)

Lead in to the Lesson
• Write the sources of energy on the board. (Sunlight, wind,
geothermal, natural gas, coal, oil and uranium.)
• Say: If you think the energy source should be used regularly,
raise your hand when I call out its name. You can vote more
than once.
• Call out the name of each energy source and count the
students’ hands.
• Tally the number of votes for each energy source.

1 Look at the forms of energy on page 163.

Research the advantages and disadvantages of one
form of energy. Complete the chart.
Reading Strategy
• Ask: What is a primary source? (Primary sources are the
original records of an event or scientific investigation.
A primary source is also the data collected from a scientific
study, before it has been interpreted.)
• Ask: What is a secondary source? (Secondary sources are
documents about an event created by someone who referenced
primary sources for their information.)
• Point to the sources of energy on the board. Say: Pick one
of these forms of energy and research the advantages and
disadvantages. Use at least three sources. One should be a
primary source. Identify if these sources are primary sources
or secondary sources.
• Have students use their mobile devices or school computers
to research a form of energy.
• Say: Complete the chart on page 170 as you conduct your
research.

Art Connection (25 min.)

• Hand out sheets of paper, colored pencils and crayons.
• Tell students to draw a picture of the technology used to
collect their source of energy and convert it into electricity.
• Monitor students’ progress and help as needed.
• Write on the board: Do you think the form of energy you
investigated should be used? Why?
• Say: Write the answer to the question in your notebooks.
• Form pairs. Have students share their pictures and
their results.

Topic 8 T 319
 To p ic 8 Nuclear Power and the Future
1 Complete the sentences with the correct words.

demands element hazardous poison remains

renewable repository source split unstable waste

1 Smoking is to your health. It can cause lung cancer.

2 Sunlight is one of energy.

3 They the chocolate bar in two in order to share it.

4 The old bridge was even more after the storm.

5 This “falls” from the sky and can make people very sick.

6 The sun and wind are sources of energy.

7 A nuclear waste should be embedded in rock deep underground.

8 There is too much in the world. We need to recycle more.

9 Some fossils are the of dinosaurs.

10 Uranium is a radioactive .

11 Most countries have high power because their citizens use too much electricity.

2 Look at the headings and the pictures. What are the sections about? Write your predictions.
1 Sources of Energy

2 Nuclear Energy

3 Advantages of Nuclear Energy

4 Types of Nuclear Waste

5 Storing Nuclear Waste

6 What Do the Experts Say?

7 Future Technology

T 320 Nonfiction Worksheet Compass 5 D.R. © Richmond Publishing, S.A. de C.V., 2018 Photocopiable
 3 Complete the chart.

Website 1 Website 2 Website 3

Website address

Notes

4 Answer the questions.

1 What is the address for the website?

2 Who is the author?

3 Where does the author work?

4 When was the article published?

5 What is the domain for the website? Is it one that is reserved for credible websites?

6 Can the facts be corroborated on other websites?

7 What is the main purpose of the site: to inform or sell products?

8 Look at the site design and writing style. Is it professional?

Compass 5 D.R. © Richmond Publishing, S.A. de C.V., 2018 Photocopiable Nonfiction Worksheet T 321
 Key Words
demands
element
hazardous
poison
remains
Nuclear
renewable
repository
source
Power
split and the
unstable
waste
Future
by Patricia Hamill

Integrating
Information
Authors often do research
before writing about a
subject. They identify and
collect key details from
several texts about the same
subject. Then they organize
the information from all
the sources to create an
informational text.

1 Read the headings in

the text. Do they follow
a logical order?

2 Listen and follow. 17

162 Topic 8

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T 322
 Sources of Energy
We use some form of energy every day. We use it to power light and appliances

in our homes and schools. We use it to drive cars. We also use it to heat water and

cook food. Do you know what kind of energy you are using right now to keep your

lights on? What is its source?

Some sources of energy are sunlight, wind, geothermal, natural gas, coal, oil

and uranium. The sun and wind are renewable sources of energy. Natural gas,

coal and oil are fossil fuels. They are the remains of living organisms. That means

they are non-renewable energy sources. Uranium is a radioactive element.

All sources of energy have advantages and disadvantages. For example, some

forms are cleaner than others. Sunlight, wind and nuclear energy do not pollute

as much as natural gas and oil. However, they are not perfect forms of energy.

Solar cells require rare earth metals. Windmills require acres and acres of land.

Windmill blades make a lot of noise and can kill birds. The waste left over from

using uranium to make nuclear energy can cause serious illness in people

and animals.

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T 323
 Nuclear Energy Nuclear Reaction
Since 1956, scientists

have been building nuclear

power plants that can

create power for everyone

to use. The place where

nuclear energy is formed is b

e d
called a “reactor.” i
Nuclear energy is
f g h
formed when the atoms

in uranium are split. This

is called “nuclear fission.”

When fission occurs, it

creates heat. This heat is c

used to boil water that a

then creates steam. The a cool water source d steam generator g generator
steam turns a turbine— b cooling tower with basin e reactor vessel with control rods h transformer
c condenser f turbine i electric lines
a wheel with blades. When

the blades turn, they drive

generators that make electricity. The steam is then cooled and changed back to

water. The water can be used over and over again.

Nuclear plants currently generate more than 11 percent of the world’s

electricity. And as of 2016, there were 438 nuclear power plants in the world. For

example, Japan has depended on nuclear energy for about 25 percent of its power.

France depends on this type of power for about three-quarters of its energy needs.

Countries like the United States and Russia get only one-fifth of their energy from

nuclear plants. In all, there are sixteen countries that would have some problem

meeting power demands without nuclear energy.1

1 “Nuclear Power in the World Today,” World Nuclear Association, last modified January, 2016, http://www.world-
nuclear.org/information-library/current-and-future-generation/nuclear-power-in-the-world-today.aspx.

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T 324
 Advantages of Nuclear Energy
Nuclear energy is powerful and efficient. An average household uses about 30

kilowatts (kWh) of energy a day. Only 12 kWh of energy can be generated from a kilo

of oil. However, 24 million kWh can be generated from a kilo of uranium. That means

uranium contains two to three million times the amount of energy of oil. Nuclear

energy is also reliable. It doesn’t require the sun or the wind to produce electricity.

However, nuclear power is not completely safe or clean.

Types of Nuclear Waste

Nuclear energy creates waste, and some of this waste is very dangerous. Nuclear

waste is classified by its level of radioactivity. Radioactivity is the release of energy

from an unstable atom as it tries to become stable. The energy can be weak—unable

to pass through a piece of paper—or very powerful and able to pass through 15

centimeters or more of concrete. According to the World Nuclear Association, 90

percent of all nuclear waste is considered low-level waste. It comes from nuclear

reactors. Low-level waste can be stored safely above ground. In contrast, high-level

waste is the most hazardous form of nuclear waste. It is the used or “spent” fuel

inside nuclear reactors. High-level waste is very dangerous because the radioactivity

from the waste

causes illness

and death. If

it is not stored

properly, it can

harm humans or

contaminate the

land and water

around it.2

Nuclear Waste

2 Public Broadcasting Service, http://www.pbs.org.

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T 325
 Storing Nuclear Waste
High-level waste from nuclear power

plants remains radioactive for hundreds of

thousands of years. So, accidents at nuclear

sites can be very serious. When radioactive

waste enters the atmosphere, it is called

“fallout.” This poison “falls” from the sky

Nuclear Waste
and can make people very sick. It can even

cause cancer. Nuclear waste that enters the

oceans can poison fish and mammals. This is why we need long-term storage for

nuclear waste that protects our land, air and water.

But where? Scientists have found that stone, concrete and copper are the best

materials to use for storing radioactive nuclear waste. So some countries store

nuclear waste in copper canisters at ground-level sites. Yet scientists agree it is

safer to place radioactive waste in natural deposits of rock deep in the earth.

There are already a few underground deposit sites, but they only store low-level

nuclear waste. Both Sweden and Canada want to build high-level nuclear waste

sites. They have solid rock formations that can isolate radioactive waste from the

rest of the environment. However, many of the people who live near the storage

sites don’t want them there. They think it’s dangerous to have nuclear waste so

close to their homes.

It’s different in Finland. They say their future nuclear-waste site—Onkalo—is safe.

It is 20 kilometers from the closest town, and the soil isn’t very good for growing

food.3 Onkalo is the first deep geological repository in the world. It is currently under

construction on the island of Olkiluoto. Scientists estimate that the repository will

be able to safely store radioactive material for one hundred thousand years.

However, considering the terrible accidents at Three-Mile Island, Chernobyl

and Fukishima, is a nuclear power plant or waste repository ever safe?

3 Tim Heffernan, “Finland’s Crazy Plan to Make Nuclear Waste Disappear,” Popular Mechanics,
May 10, 2012, http://www.popularmechanics.com/science/environment/a11876/finlands-crazy-
plan-to-make-nuclear-waste-disappear-8732655/.

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T 326
 What do the Experts Say?
Experts say that if nuclear waste is stored properly, it may be the cleanest

and safest of all sources of energy. However, if the storage sites fail to contain

the radioactive waste, nuclear energy could be one of the most dangerous and

damaging to the Earth.4 This is why experts also say that we need to resolve

safety issues and create a system that periodically checks nuclear-waste sites.5

The big question now is: since we know the risks of nuclear power, should we

continue to use it and use nuclear waste?

Future Technology
We already have radioactive
Geothermal Vent
nuclear waste that must be stored

safely. But will we continue to use

nuclear energy in the future? Will

technology advance beyond nuclear

energy, or will we only use it on a

smaller scale for space missions?

Perhaps some advances beyond

nuclear energy have already

started. Some researchers believe

hydrogen is the future. It is the

most abundant element in the universe and when it is used, the “waste product”

is water. Others think ocean thermal energy is the way to go, but the geothermal

vents are located at great depths. Other people believe in harnessing ocean

currents to create electricity.

What do you think? What energy do you want to use? What kind of world do

you want to leave for future generations?

4 Rodney C. Ewing, “Long-Term Storage of Spent Nuclear Fuel,” Nature Materials, 14 (2015):
252–257.
5 Robert Rosner and Steven Goldberg, “A Practical, Regional Approach to Nuclear Waste Storage,”
Bulletin of the Atomic Scientists, November 1, 2013, http://thebulletin.org/2013/november/
practical-regional-approach-nuclear-waste-storage.

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T 327
 1 Circle the renewable sources of energy. Underline the fossil fuels. Draw a triangle around the
radioactive element.

coal geothermal natural gas oil sunlight uranium wind

2 Match the words with the synonyms.

1 hazardous a trash or garbage

2 renewable b changeable, volatile

3 repository c storage; a warehouse

4 split d sustainable, endless, infinite

5 unstable e extremely dangerous

6 waste f to divide

3 Number the statements in the correct order. How is nuclear energy created?
The steam turns a turbine.

Atoms in uranium are split.

Water turns to steam.

The turning blades drive generators to make electricity.

The heat from fission boils water.

4 Answer the questions.

1 What are the advantages of nuclear energy?

2 What are the types of nuclear waste?

3 What is the most dangerous type of nuclear waste?

4 Why is nuclear energy considered the most dangerous form of energy?

5 How should nuclear waste be stored?

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T 328
 5 Primary and Secondary Sources Look at the sources cited in the text.
Are they primary or secondary sources? Primary and
Secondary Sources
1 “Nuclear plants generate more than 11 percent of the world's electricity. And
Primary sources are the
as of 2016, there were 438 nuclear power plants in the world.”
original records of an event
Source: “Nuclear Power in the World Today,” World Nuclear Association, last modified January, or scientific investigation.
2016, http://www.world-nuclear.org/information-library/current-and-future-generation/ A primary source is also
nuclear-power-in-the-world-today.aspx. the data collected from a
scientific study, before it has
been interpreted. Secondary
2 “If it is not stored properly, it can harm humans or contaminate the land and sources are documents about
water around it.” an event created by someone
Source: Public Broadcasting Service, http://www.pbs.org. who referenced primary
sources for their information.

3 “...and the soil isn’t very good for growing food.”

Source: Tim Heffernan, “Finland’s Crazy Plan to Make Nuclear Waste Disappear,” Popular Mechanics, May 10, 2012, http://www.
popularmechanics.com/science/environment/a11876/finlands-crazy-plan-to-make-nuclear-waste-disappear-8732655/.

4 “...experts also say we need to resolve safety issues and create a system that periodically checks
nuclear-waste sites.”
Source: Robert Rosner and Steven Goldberg, “A Practical, Regional Approach to Nuclear Waste Storage,” Bulletin of the Atomic
Scientists, November 1, 2013, http://thebulletin.org/2013/november/practical-regional-approach-nuclear-waste-storage.

6 Integrating Information Scan the text. List the sources.

1

A Share your answers with a classmate. Which sources are the most reliable?
7 Active Reading Work in a small group. Create an objective news report about the advantages and
disadvantages of nuclear energy. Present it to another group.

8 What forms of energy would you prefer the world used? Share your ideas.

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T 329
 Connect to Me
1 Think and write. What do cell phones mean to you? Write a poem.

Connect to Science
1 Look at the forms of energy on page 163. Research the advantages and disadvantages of one form of
energy. Use primary and secondary sources. Complete the chart.

Energy:

Source 1: Primary Secondary

Advantages: Disadvantages:

Source 2: Primary Secondary

Advantages: Disadvantages:

Source 3: Primary Secondary

Advantages: Disadvantages:

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T 330
 To p ic 9

Genre: Historical Fiction

Historical fiction is an imaginary
story about real events or people
in the past. Some of the details
Haiti in the story are true, but other
details are not.
“A Stop Along the Way” is about
a real event in Haiti, but the
characters are imaginary.
A Stop Along
the Way
by Abigail Kinem

Hiroshima’s
Paper
Cranes
by Simone T. Ribke
Genre: Informational Text
An informational text informs
readers about history, art and
other subjects.
“Hiroshima’s Paper Cranes” tells
the story about a destroyed city,
a sick girl and enduring hope.

171

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T 331
 Tuesday, January 12, 2010
It’s my birthday! My
Key Words Rose and her friends talk for a mom is making a
aftershock while before walking home from special dinner—Griyo!
bulldozer school. They speak French in
collapse school. At home, they speak
come back Creole. It’s sunny and warm
Creole today, so they play outside and
generator take turns riding a bicycle.
grieve
injured
missing
rubble
shelter
shudder
That’s my favorite, too!
Happy birthday, Rose!
Haiti
Analyzing Visual I like being eleven years Hello, my beautiful
Content old. Simon is so little he daughter!
Illustrations and pictures can’t play outside by
help you understand the himself. But I can play Rose, let’s play!
main idea and key details soccer and go to school.
of the story. They also set OK, Simon, we
the tone—the mood—of the can play in a few

A Stop Along
story and the feelings of minutes. Hi, Mama!
its characters.

the Way by Abigail Kinem

What did you do I helped Mama get ready
Happy birthday! You today, Simon? for your birthday. Griyo is
are special to me. my favorite food, too.

Thank you for

making my
favorite food.
1 Look at the pictures on
this page. Where does
the story take place?
What details help “set
the scene” of this story?

2 Listen and follow. 18

172 Topic 9 A Stop Along the Way 173

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Lessons Preview
Pages Lesson Focus Teaching Resources

1 171 and 172 Key Words • Topic 9 Fiction Worksheet page 340
Making Predictions

2 172-179 Analyzing Visual Content • Audio Track 18

Identifying Features in • A world map or a globe
a Graphic Novel
Setting

3 172-179 Identifying Story Sequence • Audio Track 18

Identifying Features in • Topic 9 Fiction Worksheet page 341
a Graphic Novel • Strips of paper with story events

4 172-179 Five-finger Retell • Audio Track 18

Identifying Mood • Topic 9 Fiction Worksheet page 341
Fluency: Expression

5 180 and 181 Comprehension

Analyzing Visual Content
Setting

6 188 History and Social Studies • A world map or a globe

Connection • Internet access
Connect to Me • Music
• Colored pencils

T 332 Topic 9
Summary
Key Words
In this graphic novel, we learn about the earthquake in Haiti in 2010 and how it affected
thousands of people. The central character is Rose, a schoolgirl who lives with her mother aftershock (n.) a small earthquake
and younger brother in Port au Prince, the capital city of Haiti. The earthquake happens soon after a larger earthquake
on Rose’s birthday and destroys her house. Her mother, like so many inhabitants of Port bulldozer (n.) a type of tractor that
au Prince, gets hurt. The city, however, is slowly reconstructed by the survivors and life can push or lift heavy things
gradually goes back to normal. collapse (v.) to fall down or fall apart

Genre: Historical Fiction come back (v.) to return

Historical fiction is an imaginary story about real events or people in the past. Some of Creole (n.) a language spoken
the details in the story are true, but other details are not. “A Stop Along the Way” is about in Haiti
a real event in Haiti, but the characters are imaginary. generator (n.) a machine that
produces electricity
Text Type: Graphic Novel
grieve (v.) to experience sadness
A graphic novel is a story that is similar to a comic. It has pictures, captions (narration), because of tragic circumstances,
speech balloons, thought bubbles and sound effects that work together to tell a story. such as the death of a person

Reading Strategy Focus injured (adj.) with damage to the

body; hurt
Analyzing Visual Content
missing (adj.) in an unknown
What is it? Illustrations and pictures help you understand the main idea and key
location; lost
details of the story. They also set the tone—the mood—of the story and the feelings
of its characters. rubble (n.) pieces of a collapsed
building
What will students do? Students will analyze the pictures in the story in order to
identify the setting, characters and mood. shelter (n.) protection from bad
weather
Why is it important? Visual literacy, which is the ability to interpret meaning
presented in the form of images, is an important reading skill that helps us understand shudder (v.) to shake or tremble
information in an increasingly image-centered world. suddenly
How will students build on previous knowledge? In previous Compass Reading Logs,
students have interpreted visual content in graphic novels or playscripts.
In Compass Reading Log 5, students will continue to analyze visual content. They may
need teacher guidance to better interpret the visual elements and understand how the
visual elements contribute to the meaning and tone of the graphic novel.
Teachers can help students become more aware of this strategy by asking them:
• Why are images important in a graphic novel?
• What kind of information does the visual content give us?

Literary Technique
Setting
What is it? Setting is information about the time, place and mood of a story.
This information may be visual or it may be in the text.
What will students do? Students will identify the visual and written information
that tells the reader about the setting.
Why is it important? It is important for students to be able to identify the setting
and understand how it provides readers with information that is essential
to comprehension.

Topic 9 T 333
 Lesson 1
Teaching Resources
Compass Reading Log 5 pages 171 and 172
Topic 9 Fiction Worksheet page 340
Reading Strategy
Making Predictions
The strategy of making predictions actively engages students and connects them to the graphic
novel by asking them what they think might happen in it. Effective readers use pictures, titles,
headings, text and personal experiences to make predictions before they read. Predicting also
involves thinking ahead while reading and anticipating information and events in the graphic
novel. After making predictions, students can read through the playscript and revise and verify
their predictions.

Lead in to the Lesson (10 min.) • Have students complete activities 1 and 2 in the
• Write the Big Question for the Topic on the board: What worksheet. Encourage students to spell the words in activity 1
events changed the world? when checking answers.
• Form pairs. Answers: Activity 1: 1. aftershock 2. shelter 3. come back 4. rubble
• Say: Talk about and write three important events that you 5. missing 6. collapse 7. injured 8. Creole 9. generator 10. shudder
11. bulldozer 12. grieve
think changed the world.
A 1. f 2. h 3. g 4. e 5. d 6. i 7. c 8. b 9. l 10. k 11. a 12. j
• Form small groups (two pairs). Have students share their ideas.
Activity 2: 1. generator 2. aftershock 3. shudder 4. grieve 5. collapse
• Encourage students to share their ideas with the class. 6. missing 7. come back 8. rubble 9. injured 10. shelter 11. bulldozer
12. Creole
Know Your Students
If you would like to narrow the scope of the activity, Take the Lesson Further (10 min.)
ask students to list events that changed life in the region • Form small groups.
where they live. • Have students review the Key Words by taking turns acting
them out.
Reading Strategy (15 min.)
• Say: Open your books to page 171. Read the titles of the texts,
and look at the pictures. What do you see?
• Have students briefly describe the pictures.
Ask: Where do these stories take place? What do you know
about these places?
• Have students look at their list of world-changing events.
Ask: Did any of your events take place in Haiti or Hiroshima?
• Have students focus on the cover for the graphic novel.
Ask: Why do you think the story is called “A Stop Along the
Way?” Elicit answers from the class. Accept all ideas at
this stage.
• Direct students’ attention to the Genre entry. Read it to the
class and have students follow along.
• Elicit names of books or movies based on real events.

Teach the Key Words (25 min.)

• Direct students’ attention to the Key Words on page 172.
• Read the words to the class and have students repeat each
word chorally.
• Form pairs. Tell students to look at the words and give
definitions or example sentences for the words they know.
• Confirm understanding. Elicit definitions and sample
sentences for the Key Words. Teach any words that are
unfamiliar to students.

T 334 Topic 9
Lesson 2
Teaching Resources Reading Strategy Focus
Compass Reading Log 5 pages 172-179 Analyzing Visual Content
Audio Track 18 Reading Strategy
A world map or a globe Identifying Features in a Graphic Novel
As a text type, graphic novels have unique features: illustrations,
speech balloons, thought bubbles, captions and sound effects.
Proficient readers must be able to read and understand different
text types.

Literary Technique
Setting

Lead in to the Lesson (5 min.) 1 Look at the pictures on this page. Where does the
Literary Technique story take place? What details help “set the scene”
of this story? (5 min.)
• Have students recall where the story takes place. (Haiti.)
• Tell students to look at a world map or globe and find • Form pairs. Have students look at the picture and try to
Haiti on it. answer the questions. Encourage them to truly analyze the
• Tell them they are going to read and listen to a graphic novel picture. Ask: What are the houses like? What about the
that takes place in Haiti. Write setting on the board. Elicit the weather? Where does the story take place—inland or on the
meaning of it. (Where a story takes place.) coast?
• Ask: What’s the capital of Haiti? Which languages do people
2 Listen and follow. 18 (25 min.)
speak there? Accept all answers at this stage. Say: Listen and
read the story to confirm your answers. • Play track 18. Have students listen and follow in their books.
• Pause the track at the end of each page, and ask students
Know Your Students general questions about the setting (Where does the story
By giving students a task for the reading activity (confirm take place?), characters (Who are the characters?), events
their answers), you maintain their interest and motivation. (What’s happening now?) and predictions (What do you think
will happen next?).
Reading Strategies (20 min.)
Take the Lesson Further (5 min.)
• Tell students that “A Stop Along the Way” is a graphic
• Form pairs. Have students discuss their first impressions of
novel. Ask: What is a graphic novel? (A story with pictures
the graphic novel.
and dialogue.)
• Direct students’ attention to the Reading Strategy entry on
page 172. Read it to the class and have students follow along.
• Ask: Do you usually look at the pictures in a story?
Why should we do that? (They help tell the story.)
• Explain that a graphic novel has pictures as well as other
features. Write speech balloons, thought bubbles, captions and
sound effects on the board. Say: A speech balloon indicates
a character is talking. Look at page 173. Point to a speech
balloon. Confirm students have correctly identified a
speech balloon.
• Say: A thought bubble shows us what a character is thinking.
Ask: Is there a thought bubble on page 173? Confirm students
have correctly identified a thought bubble.
• Say: Captions often have descriptions of the setting and
characters. Look at page 173. Point to a caption.
• Say: Sound effects tell us what sounds are happening in the
story. Ask: Is there a sound effect on page 173. (No, there isn’t.)
• Form pairs. Have students look through the rest of the
graphic novel and identify speech balloons, thought bubbles,
captions and sound effects.

Topic 9 T 335
 Lesson 3
Teaching Resources Reading Strategies
Compass Reading Log 5 pages 172-179 Identifying Story Sequence
Audio Track 18 The ability to identify the sequence of events in a story is a critical comprehension strategy.
It helps students organize main ideas and supporting details of a story so they are able to
Topic 9 Fiction Worksheet page 341
better understand the development of a story and its characters. One instructional “tool”
Strips of paper with story events (see activity 3 in that facilitates identifying the sequence of events is a timeline.
the worksheet)
Identifying Features in a Graphic Novel

Lead in to the Lesson (10 min.) Take the Lesson Further (10 min.)
• Write the Key Words on the board before class. • Form small groups.
• Form pairs. Have students describe the setting, the characters • Tell students to choose a scene from the story but not to say
and the main events of the story. Encourage them to use the what it is.
Key Words in their descriptions. • Have them take turns describing and guessing scenes from
the story.
Reading Strategies 18 (40 min.)

• Elicit the features of a graphic novel. (Illustrations, speech

balloons, thought bubbles, captions and sound effects.)
• Play track 18. Tell students to listen and pay attention to the
sequence of events in the story and the features that help tell
the story.
• Pause at the end of each page and confirm the events in
the story as well as the features that give them information.
Ask: What features help tell the story on this page?
What information do they give us?
• Form pairs. Have students read the story events
in activity 3 in the worksheet and number them in the
correct order.
• Draw a timeline on the board.
• Elicit answers from the class. As students tell the story events
in order, use your set of story events to place them on the
timeline on the board.
Answers: Activity 3: 5, 7, 2, 9, 12, 4, 11, 8, 1, 3, 6, 10
Class activity: Page 173: 1. Rose leaves school and goes home. It is her
birthday! (Caption, illustrations, thought bubble, speech balloons.)
Page 174: 2. There is an earthquake, and it destroys Rose’s house.
(Illustrations, speech balloons, caption.) Page 175: 3. Rose’s mother hurts
her arm while removing rubble. (Illustration.) 4. There’s an aftershock.
(Illustration, speech balloons, sound effect.) 5. Rose and her little brother
find their injured mother. (Illustration, speech balloons.) Page 176: 6. People
are helping each other. Aid workers have arrived with supplies. (Caption,
illustrations, speech balloons.) 7. Rose wonders what will happen. (Thought
bubble, illustration.) Page 177: 8. A doctor helps Rose’s mother. (Illustrations,
speech balloon.) Page 178: 9. Rose’s friend is worried. She can’t find her
mother. (Illustration, speech balloons.) Page 179: 10. People begin rebuilding
their homes. (Caption, illustrations.) 11. Rose celebrates her birthday in their
new home. (Illustration, speech balloon.) 12. Rose is happy they are safe and
have shelter and food. (Thought bubble.)

Know Your Students

Some students have difficulty numbering story events in
the correct order. In order to support the activity in the
worksheet, consider writing story events on strips of paper
and giving a set to each pair of students. Being able to
“move the pieces” may help them organize the events in
chronological order more easily.

T 336 Topic 9
Lesson 4
Teaching Resources Reading Strategies
Compass Reading Log 5 pages 172-179 Five-finger Retell
Audio Track 18 The five-finger retell strategy helps students analyze and summarize a story by organizing the
elements and sequence of a story. Students are able to make connections to information they
Topic 9 Fiction Worksheet page 341
already know and understand.
Identifying Mood
The ability to identify words, phrases and illustrations that convey feelings or general mood in a
story compels readers to empathize with the characters and enhances reading comprehension.
Fluency: Expression
One aspect of fluency is expression—the appropriate use of phrasing and intonation in
reading. Proficient readers are able to raise or lower voice intonation to match the meaning
of the text. By first listening to a story and then reading aloud along with the audio or teacher,
students can begin to practice expressing feelings conveyed by the characters in the story and
improve fluency.

Lead in to the Lesson (10 min.) • Play track 18 again. While students are reading the story
Reading Strategy aloud, turn down the volume several times so they can
hear their own voices. Repeat the procedure several times
• Hold up your hand. Point to your thumb and elicit: Identify
until you feel students are comfortable reading the story
the characters. Point to your index finger and elicit: Describe
by themselves.
the setting. Point to your middle finger and elicit: Identify
• Have students look at their answers in activity 4 in the
the situation. Point to your ring finger and elicit: Describe
worksheet. Ask: After reading the story aloud, do you agree
the events in the story. Point to your pinky finger and elicit:
with the feelings and mood expressed? Are there other feelings
Describe the ending.
you noticed? Tell students they can revise information in the
• Say: Let’s retell the story of “A Stop Along the Way.”
activity, if necessary.
Reading Strategies 18 (45 min.) • Form small groups (two pairs). Tell students to compare
information in their charts.
• Write mood on the board. Elicit its meaning. (Feelings a
story conveys.) Elicit different feelings and write them on Possible answers: Page 173: happiness. Page 174: terror or fear, desperation.
Page 175: determination, terror or fear, relief. Page 176: hope, uncertainty.
the board. Page 177: fear, relief. Page 178: hope, fear, comfort. Page 179: hope, happiness,
• Say: In graphic novels, authors depend on illustrations to gratitude.
support characters’ thoughts and dialogue, and to express
characters’ feelings or the general mood of a scene. Take the Lesson Further (5 min.)
• Have students look at the illustrations on page 173. • Form small groups. Have them discuss the questions: If you
Ask: What’s the general mood of the scenes on this page? were Rose, how would you feel? What would you do?
(Happy, peaceful.)
• Ask: How do you know? (Everyone is smiling and happy.)
• Form pairs. Have students look at the rest of scenes
in the graphic novel and complete the chart in activity 4
in the worksheet.
• Tell students they are going to listen to the graphic novel
again. Say: Another way to express feelings and mood
is through intonation and tone of voice. Listen to the story.
Do the characters express the feelings and mood conveyed in
the illustrations?
• Play track 18. Have students read along and “lip sync”
the story.
• Play track 18 again. Say: We’re going to read the story again.
This time read aloud along with the audio.

Topic 9 T 337
 Lesson 5
Teaching Resources Reading Strategy Focus
Compass Reading Log 5 pages 180 and 181 Analyzing Visual Content

Literary Technique
Setting

Comprehension (60 min.) • Ask: What features provided the answers to the activity?
Lead in to the Lesson Answers: 1. True 2. False 3. True 4. False 5. False 6. True
• Before the lesson begins, write the following scrambled
Manage Your Class
words and diagram on the board:
After completing half of the exercises, consider taking a
QEARUETAKH break. Have students stand and stretch. It will help energize
HOFCATKERS and refresh students.
UNEDRIJ
REEVIG 4 Analyzing Visual Content Match the pictures with
the statements.
LERTEHS
• On the board, write: Analyzing visual content.
• Ask: What is visual content? Elicit answers from the class.
• Form pairs. Tell students all the words are Key Words from If necessary, have students read the Reading Strategy entry
the graphic novel. Have them use the words in the circles to on page 172 again.
make another word related to the story. • Form pairs. Have students complete the activity.
• Have students use the words to briefly retell the story. Encourage them to give reasons for their answers.
Answers: earthquake, aftershock, injured, grieve, shelter / Haiti Answers: 1. e 2. b 3. f 4. c 5. d 6. a

1 Number the sentences in the correct order. 5 Active Reading Work in a small group. Act out a
• Have students read the sentences and number them in the scene from the story.
correct order. • Form small groups. Have students choose a scene. If there are
• Remind students they can refer to the graphic novel if they more characters than students, have students read for more
are unsure of their answers. than one character.
Answers: 5, 2, 8, 4, 1, 7, 6, 3 • Tell students to practice the lines and rehearse the scene
in their groups.
2 Complete the sentences with the correct words. • Have them present their scene to another group or the
• Direct students’ attention to the Key Words in the box. whole class.
• Form pairs. Have them take turns giving definitions for
6 The earthquake in Haiti changed Rose’s world.
the words.
What events, big or small, have changed your world?
• Tell them to complete the activity.
Write them in your notebook. Share your ideas.
Answers: 1. Creole 2. aftershocks 3. bulldozers, rubble 4. generator
5. injured 6. shelter • Brainstorm some events that have changed the
students’ world.
3 Setting Look at page 173. What is the setting? • Have students think about more and write them in
Circle True or False. their notebooks.
• Elicit the meaning of setting. (Where a story takes place.) • Form small groups. Have students share their ideas.
• Direct students’ attention to the Literary Technique entry.
Read it with the class and have students follow along.
Ask: What three things can the setting tell us? (Time, place
and mood.)
• Have students read the sentences and complete the activity.
• Encourage them to correct False statements.
• Elicit the features of a graphic novel. (Illustrations, speech
balloons, thought bubbles, captions and sound effects.)

T 338 Topic 9
Lesson 6
Teaching Resources History and Social Studies Connection
Compass Reading Log 5 page 188 The purpose of social studies is to guide young learners in developing the ability to make
A world map or a globe informed decisions for the public good as citizens of a culturally diverse global community.
Conducting research about historical events is one way to create connections between the
Internet access
students, the past and the future, and expand students’ awareness of the world around them.
Music
Colored pencils

Lead in to the Lesson (5 min.)

• Have students recall their list of events that have changed
their world. Write them on the board.
• Ask: Where did these events take place? What countries
were affected? Have students find the places on a world
map or globe.

Histor y and Social Studies Connection (30 min.)

• Form pairs. Have students choose an event that changed
the world. Tell them to write questions they have about
that event.
• Tell students they have twenty minutes to use their mobile
devices or school computers to investigate their chosen event
and find the answers to their questions. Remind them to
take notes.
• Form small groups (two pairs). Have students share
their findings.

Connect to Me (25 min.)

Lead in to the Lesson
• Say: Close your eyes. Think of someone or something you are
grateful for. Why are you grateful? What impact does this
gratitude have in your life?
• Play the music.
• Encourage students to share their ideas.

1 Think and draw. What are you grateful for?

Share your ideas.
• Hand out colored pencils.
• Have students think about why they are grateful and draw
a picture of it.
• Form small groups. Have students exchange pictures and
interpret them.
• Tell them to compare their classmates’ interpretations with
the ideas they had wanted to express.

Topic 9 T 339
 To p ic 9 A Stop Along the Way
1 Complete the words with the correct letters.
1 ft rsh ck a a type of tractor

2 sh lt r b a language spoken in Haiti

3 c m b ck c with damage to the body; hurt

4 r bbl d in an unknown location; lost

5 m ss ng e pieces of a collapsed building

6 c ll ps f a small earthquake soon after a larger earthquake

7 nj r d g to return

8 Cr l h protection from bad weather

9 g n r t r i to fall down or fall apart

10 s h dd r j to experience sadness because of

11 b lld z r tragic circumstances

12 g r v k to shake or tremble suddenly

l a machine that produces electricity

A Match the words with the correct definitions.

2 Complete the sentences with the words from activity 1.
1 We have a at home in case the electricity goes out.

2 After an earthquake, there can be an .

3 Some buildings may during an earthquake, but they won’t collapse.

4 We when someone we love dies.

5 Badly-constructed building may during the earthquake.

6 The young boy was for a few hours, but they found him.

7 We usually from the park before sunset.

8 The roads in the city were blocked with .

9 If you are , you may need to see a doctor.

10 Everyone should have , food and water.

11 They used a to remove the rubble from the streets.

12 French and are the official languages in Haiti.

T 340 Fiction Worksheet Compass 5 D.R. © Richmond Publishing, S.A. de C.V., 2018 Photocopiable
 3 Number the story events in the correct order.
Rose and her little brother find their injured mother.

Rose wonders what will happen.

There is an earthquake, and it destroys Rose’s house.

Rose’s friend is worried. She can’t find her mother.

Rose celebrates her birthday in their new home.

Rose’s mother hurts her arm while removing rubble.

Rose is happy they are safe and have shelter and food.

A doctor helps Rose’s mother.

Rose leaves school and goes home. It is her birthday!

There’s an aftershock.

People are helping each other. Aid workers have arrived with supplies.

People begin rebuilding their homes.

4 Look at the illustrations. Complete the table.

Pages Mood Evidence

173

174

175

176

177

178

179

Compass 5 D.R. © Richmond Publishing, S.A. de C.V., 2018 Photocopiable Fiction Worksheet T 341
 Key Words
aftershock
bulldozer
collapse
come back
Creole
generator
grieve
injured
missing
rubble
shelter
shudder

Haiti
Analyzing Visual
Content
Illustrations and pictures
help you understand the
main idea and key details
of the story. They also set
the tone—the mood—of the
story and the feelings of
its characters.
A Stop Along
the Way
by Abigail Kinem

1 Look at the pictures on

this page. Where does
the story take place?
What details help “set
the scene” of this story?

2 Listen and follow. 18

172 Topic 9

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T 342
 Tuesday, January 12, 2010
Rose and her friends talk for a
while before walking home from
school. They speak French in
school. At home, they speak
Creole. It’s sunny and warm
today, so they play outside and
take turns riding a bicycle.
I like being eleven years
old. Simon is so little he
can’t play outside by
himself. But I can play
soccer and go to school.
Happy birthday! You
are special to me.
Thank you for
making my
favorite food.
U9COrl5.indd 173
It’s my birthday! My
mom is making a
special dinner—Griyo!
That’s my favorite, too!
Happy birthday, Rose!
Hello, my beautiful
daughter!
Rose, let’s play!
OK, Simon, we
can play in a few
minutes. Hi, Mama!
What did you do I helped Mama get ready
today, Simon? for your birthday. Griyo is
my favorite food, too.
A Stop Along the Way 173
6/12/17 09:40
T 343
 4:53 PM
M
Mama! It’s an
earthquake! Help!

The earthquake lasts for almost a minute. Usually

a minute seems to go by quickly, but this minute
seems much longer. In the city, weak buildings
collapse. Even strong buildings are badly damaged,
and cars are tossed around like toys. Rose and her
family are protected by the strong table. After the
earthquake, the ground continues to shudder.

Help! Help me!

Are you OK? Mommy!

Rose, I need to you to take care of your little brother This is terrible.
while I check on our neighbors. There will be Our home is gone.
aftershocks, so stay outside, away from the houses.

What if
something
happens
to you?!?

I want Mama
to come back.

174 Topic 9

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T 344
 People are tired and frightened. Some are injured; others
are missing. Haiti does not have enough doctors or
medicine, and the hospitals have been damaged in the
earthquake. The roads are blocked with rubble and there
aren’t enough bulldozers to clear them.

We need to make a plan.

We need shelter for the
night, and water and food. The injured people
need to go a hospital.

Let’s form teams.

It’s an aftershock. It’s

dangerous! Everyone stay
away from the buildings!
What’s happening?

Let’s go find Mama.

It’s not that bad.
Mama, We should rest
you’re hurt! for a few hours.

A Stop Along the Way 175

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T 345
 Wednesday morning, January 13, 2010
People work to clear the roads. Aid workers have come to Thank you! Where’s
help. They have brought food, water and medical supplies, my family? Have you
but it is still difficult to move through the city. The aftershocks seen them?
have caused even more damage. People are hungry and
thirsty. Many people are separated from their families.

There’s no cell phone service.

We can’t call anyone. I’m
worried about my family, and I
want them to know I’m OK.

I miss our home…

What will happen?

I’ve found a generator.

Thank you! We can use it when we
need power, but we
don’t have much fuel.
Thank you!

176 Topic 9

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T 346
 Wednesday Afternoon

Haiti experienced so much damage

because the buildings were not
built to withstand big earthquakes.
People sing as they work, even
though they are grieving. Many
people died in the earthquake, but
the people who live hold onto hope.

Mama, your I’ll use part of my apron I don’t know where my

arm is worse. to make a new bandage mom is! I can’t find her!
until we can find a doctor.
I'm sorry, Esther. We
haven't seen her either.

I’m glad Mama is

here. It would be
worse to be alone.

My mother I can't stand Please help I can come; I have

is hurt! She up anymore. my mother. some bandages.
needs help! She’s bleeding!

I’ll show you where she is!

You must rest and Thank you!

drink water. You’ve
lost a lot of blood.

A Stop Along the Way 177

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T 347
 Tuesday, January 19, 2010
The phones are working The planes are
again. I called my brother They’re still bringing food
in Jacmel. The earthquake finding people and medicine. How does your arm feel?
was bad there, too. who are trapped.

It’s healing slowly.

I’m worried. My mom I have good news. We

would come looking found your mother.
for me if she could. She's in the hospital.

Tragedy isn’t the end.

It is a part of life.

178 Topic 9

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T 348
 Friday, January 22, 2010
It is a long time before Rose and
Simon return to school. Port au
Prince and the rest of Haiti need
a lot of help from other countries.
Little by little, people clear the
roads and rebuild their homes
and buildings. Small homes
are made out of old materials.
International aid groups continue
to send and distribute food and I’m really sad, Mama.
water. People help each other
and encourage each other.

I know, Rose. But it isn’t the end.

It’s only a stop along the way.
We will have happy times again.

One Year Later

I’m thankful we are safe.
We’re together. We have
a home and food to eat.
Happy birthday, Rose! That’s more important than
We love you. having a birthday party. The
earthquake was a very sad
moment, but it wasn’t the end.

A Stop Along the Way 179

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T 349
 1 Number the sentences in the correct order.
Esther tells them she can’t find her mother.

There is an earthquake.

They attend a religious service.

Rose’s mother hurts her arm.

Rose is excited because it’s her birthday.

A medic arrives to help Rose’s mother.

A plane arrives with food and medicine.

Mama goes to help their neighbors.

2 Complete the sentences with the correct words.

aftershocks bulldozers Creole generator injured rubble shelter

1 In Haiti, many people speak .

2 After an earthquake, there are often .

3 They used to remove the from the streets.

4 A can create electricity.

5 If you’re , you may need to see a doctor.

6 A provides protection from bad weather.

3 Setting Look at page 173. What is the setting? Circle True or False.
Setting
1 It's a warm and sunny day. True False
Setting is information
about the time, place 2 Students speak Creole at school. True False
and mood of a story.
3 The story starts on Tuesday, January 12, 2010. True False
This information may
be visual or it may be 4 Rose is excited because it’s Simon’s birthday. True False
in the text.
5 Rose lives in a big house with her mother and two brothers. True False

6 Rose’s mother is making Griyo for dinner. True False

180 Topic 9

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T 350
 4 Analyzing Visual Content Match the pictures with the statements.

a b c

d e f

1 Rose’s mother is not well; she’s injured.

2 Rose’s mother asks her to take care of Simon.

3 There will always be good days.

4 Neighbors help each other.

5 Rose's friend Esther is very sad and afraid.

6 The earthquake is terrifying.

5 Active Reading Work in a small group. Act out a scene from the story.

6 The earthquake in Haiti changed Rose’s world. What events, big or small, have changed your world?
Write them in your notebook. Share your ideas.

A Stop Along the Way 181

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T 351
 Key Words
World War II
atomic bomb
cancer in the South Pacific
destroy
World War II started in 1939.
disease
headquarters It lasted for six years. Millions of people

Hiroshima’s
hope were killed during World War II. Germany
legend
military supplies started the war. It joined together with Italy and
monument

Paper
Japan. Their group was called the Axis powers.
poisonous
surrender Most of the rest of the world fought against
them. They were known as the Allies.

Cranes In May 1945, Germany surrendered to the South West

Explaining the
Relationship
Between Events
Sometimes events are
connected to each other. In
this story, a bomb destroys
a city. This event causes a
chain reaction—where other
events occur because of the
first one.
1 Think about a time when you
had a great idea. What was
it? What caused you to think
of this idea?
2 Listen and follow.
Pacific Islands
Allies, but Japan would not surrender. It continued to fight
against the Allies in the South West Pacific—an area made up of many
by Simone T. Ribke
small islands.
Because Japan did not surrender, the United States was worried the war would
never end. It feared that thousands more Allied soldiers would die before the war was
over. The United States wanted to find a way to stop Japan.
Hiroshima and Little Boy
Hiroshima was an important city near Japan’s
capital, Tokyo. Nearly 350,000 men, women
and children lived in Hiroshima. The city
had many factories. These made military
supplies. Part of the Japanese army also
had headquarters in Hiroshima.
Little Boy. That was the name of the
bomb that was dropped on Hiroshima, Japan,
on August 6, 1945. It sounds like a sweet
name. Not the kind of name you give to a
bomb. Little Boy was the first atomic
A girl holding a paper crane
bomb ever used during any war.
World War II ended when Japan
19
surrendered on August 15, 1945.

182 Topic 9 Hiroshima’s Paper Cranes 183

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Lessons Preview
Pages Lesson Focus Teaching Resources

1 182 Key Words • Topic 9 Nonfiction Worksheet page 360 • A world map or a globe
Making Predictions • A paper crane (or a picture of one) • Note cards with Key Words

2 182-185 Making Predictions • Audio Track 19

Explaining the Relationship • Note cards with Key Words
Between Events

3 182-185 Explaining the Relationship • Audio Track 19

Between Events • Topic 9 Nonfiction Worksheet page 361
Identifying the Main Events • Sticky notes

4 182-185 Identifying Key Details • Audio Track 19

History Connection • Internet access

5 186 and 187 Comprehension

Explaining the Relationship
Between Events
Using Facts

6 188 Connect to Art • 15-centimeter squares of origami paper

• Internet access

T 352 Topic 9
Summary
Key Words
“Hiroshima’s Paper Cranes” tells the story of a destroyed city, a sick girl and enduring
hope. The text begins by summarizing World War II and how life changed in Japan after atomic bomb (n.) a type of weapon
the launch of Little Boy, the first atomic bomb. It then focuses on the story of a young girl, that uses a nuclear reaction to cause
Sadako, whose health is severely affected by the radiation emitted from the atomic bomb. a large explosion
After Sadako becomes ill, she learns about an old Japanese legend that says one’s wish cancer (n.) a life-threatening disease
will come true if you fold 1,000 paper cranes. Sadako begins to make paper cranes hoping caused by changes to the cells of
to be cured and hoping for a better world. Sadly, she dies from leukemia. Her classmates the body
decide to collect donations to build a monument in her memory, and three years after destroy (v.) to completely damage
Sadako dies, construction of the Children’s Peace Monument is finished. Children in something
schools all over the world learn about Sadako’s story and begin to make paper cranes.
disease (n.) a serious illness or
Today, the Children’s Peace Monument receives 10 million cranes every year.
medical condition
Genre: Informational Text headquarters (n.) the main location
An informational text informs readers about history, art and other subjects. of an organization
hope (n.) a belief in a good result
Reading Strategy Focus
legend (n.) a famous story, often
Explaining the Relationship Between Events about ancient times
What is it? Sometimes events are connected to each other. In this story, a bomb military supplies (n.) supplies for
destroys a city. This event causes a chain reaction—where other events occur because a military group, such as weapons
of the first one. or food
What will students do? In this text, the explosion of the bomb has several monument (n.) a statue, building or
consequences and effects, including Sadako’s motivation to make 1,000 paper cranes. structure that honors something
Students will identify and order events to help them understand how the events
poisonous (adj.) harmful or toxic
are connected.
surrender (v.) to stop fighting and
Why is it important? It is important for students to be able to understand the
accept that an opponent or enemy
relationship between events, their causes and effects, in order to become aware that
has won; to give up
events in a text (and in history) are not isolated.
How will students build on previous knowledge? In previous Compass Reading Logs,
students learn to identify and describe events as well as analyze the relationship
between events.
In Compass Reading Log 5, students may need teacher guidance to fully understand the
relationship between events. Teachers can support students by asking them:
• Which major events are described in the text?
• How are the events connected?

Reading Strategy Focus

Using Facts
What is it? Facts give you true information about a subject. In nonfiction texts, years
are very important. You can use years to know the order of events in the past.
What will students do? Students will identify facts and determine their importance
when analyzing the cause-and-effect relationship of events.
Why is it important? It is important for students to be able to use facts to interpret
and understand the relationship between events.

Topic 9 T 353
 Lesson 1
Teaching Resources
Compass Reading Log 5 page 182
Topic 9 Nonfiction Worksheet page 360
A paper crane (or a picture of one)
A world map or a globe
Note cards with Key Words (1 set per group)
Reading Strategy
Making Predictions
The strategy of making predictions actively engages students and connects them to the text
by asking them what they think it is about. Effective readers use pictures, titles, headings,
text and personal experiences to make predictions before they read. Predicting also involves
thinking ahead while reading and anticipating information and events in the text. After making
predictions, students can read through the text and revise and verify their predictions.

Lead in to the Lesson (10 min.) Reading Strategy (15 min.)

• Show an origami paper crane, or a picture of one, to the • Have students open their books to page 182 and read the title
class. Say: This is an origami paper crane. Origami is the of the text.
art of paper folding. Ask: Do you know where origami first • Ask: What do you know about Hiroshima? Write students’
began? (Japan.) ideas on the board.
• Have students point out Japan on a world map or globe. • Ask: What other information can tell us what the text is
• Ask: What do you know about Japan? Write students’ ideas about? (Headings and pictures.)
on the board. • Have students identify the headings.
• Tell students they are going to read a text about events that • Tell students to write a prediction for each section of the
took place in Japan. text in activity 3 in the worksheet.

Know Your Students Take the Lesson Further (5 min.)

Students may not be very familiar with Japan. Be prepared • Form pairs. Have students compare their predictions.
with some basic information about Japan, such as its capital Tell them they will confirm or reject their predictions in
city, language, population, geographical features and climate. future lessons.

Teach the Key Words (30 min.)

• Form small groups. Tell students you are going to give them
a set of Key Words, and they need to organize them in
alphabetical order.
• Hand out the note cards with Key Words on them.
Say: When you are finished, say “Paper cranes!”
• Check answers and write the words on the board.
• Read the words to the class and have students repeat each
word chorally.
• Form pairs. Tell students to look at the words and give
definitions or example sentences for the words they know.
• Confirm understanding. Elicit definitions and sample
sentences for the Key Words. Teach any that are unfamiliar
to students.
• Have students complete activities 1 and 2 in
the worksheet.
• Tell students to refer to the glossary if they are unsure
of their answers.
Answers: Activity 1: 1. destroy 2. hope 3. monument 4. surrender 5. disease
6. legend 7. cancer 8. military supplies 9. headquarters 10. atomic bomb
11. poisonous
Activity 2: 1. legend 2. headquarters 3. Cancer, disease 4. atomic bomb,
destroy 5. military supplies 6. monument 7. surrender 8. hope 9. poisonous

T 354 Topic 9
Lesson 2
Teaching Resources Reading Strategy Focus
Compass Reading Log 5 pages 182-185 Explaining the Relationship Between Events
Audio Track 19 Reading Strategy
Note cards with Key Words Making Predictions

Lead in to the Lesson (15 min.) 2 Listen and follow. 19 (20 min.)

• Display the note cards with Key Words around the room.
• Form pairs. Have students walk around the room
and give definitions and example sentences.
• Encourage students to share their example sentences
with the class.
• Have students recall the headings. Ask: What do you think
this text is about? Accept all ideas at this stage.
Reading Strategy Focus (5 min.)
• Direct students’ attention to the Reading Strategy entry on
page 182. Read it to the class and have students follow along.
• Explain that the text, “Hiroshima’s Paper Cranes,” is a
true story.
• Play track 19. Have students listen to the text and follow in
their books. Tell them to think about the events in the text
and if they are connected in any way.
• Encourage students to underline any words or expressions
that are unfamiliar to them.
• Pause after each section, and ask general comprehension
questions: What is this section about? What are the main
events? How are they connected?
Take the Lesson Further (10 min.)
• Form small groups. Have students discuss the question:
Why did Sadako’s actions and attitude have such an impact
on people around the world?

1 Think about a time when you had a great idea.

What was it? What caused you to think of this
idea? (10 min.)
• Form pairs. Have students share their ideas.
• Encourage students to share their ideas with the class.
• Ask: Did any event or situation cause you to have this idea?
Elicit ideas.

Know Your Students

Some students may not be able to recall any great ideas they
have had. If that is the case, suggest they talk about great
ideas friends or family members have had.

Topic 9 T 355
 Lesson 3
Teaching Resources Reading Strategy Focus
Compass Reading Log 5 pages 182-185 Explaining the Relationship Between Events
Audio Track 19 Reading Strategy
Topic 9 Nonfiction Worksheet page 361 Identifying the Main Events
Sticky notes (1 per student) A historical account is an informational text that focuses more on main events rather than main
ideas. The ability to identify main events in a text is fundamental to reading comprehension.

Lead in to the Lesson (10 min.) Take the Lesson Further (10 min.)
• Elicit the headings from the text. Write them on the board. • Say: We are going to build a peace wall.
1 World War II in the South Pacific • Tell students to think of a message of peace they would like to
2 Hiroshima and Little Boy share with the world. Brainstorm ideas.
3 Hiroshima, Japan, on August 6, 1945 • Hand out a sticky note to each student. Have them write their
4 Sadako’s story messages and stick them on one of the classroom walls.
5 A Monument to Sadako • Encourage students to go read their classmates’ messages.
• Form pairs. Have students recall information from each
section in the text.
• Encourage students to share what they remember about the
text with the class.

Reading Strategies 19 (40 min.)

• Ask: What are main events? (Important things that happen.)

What clues help you identify main events?
(Dates and actions.)
• Play track 19. Have students listen and underline the
main events.
• Form small groups. Have students compare the main events
they underlined.
• Tell students to use the underlined passages to complete
the main events in activity 4 in the worksheet.
• Have students compare their answers.
• Ask: What is the relationship between the main events?
(They are all related, in the form of a chain reaction.)
• Say: In order to see the connection between events like these,
sometimes it is easier to start with the last main event and
work back to the first. Ask: What was the last main event?
(Today, the Children’s Peace Monument receives 10 million
cranes a year.) What caused it? (They learned about
Sadako’s story.)
• Continue guiding students back in time through the main
events to the first. (The United States wanted to find a way to
stop Japan.)
Answers: 1. to find a way to stop Japan 2. Little Boy, Hiroshima 3. radiation
4. Sadako Sasaki, she had leukemia 5. 1,000 paper cranes, origami cranes
6. 1955, Unity Club, to build a monument 7. Children’s Peace Monument, 1958
8. learned about Sadako’s story, paper crane clubs, hope to end atomic bombs
9. 10 million cranes, peace and an end to atomic bombs

T 356 Topic 9
Lesson 4
Teaching Resources Reading Strategy
Compass Reading Log 5 pages 182-185 Identifying Key Details
Audio Track 19 Key details are all the facts and information
that support the main events or ideas.
Internet access
Being able to identify the key details that
provide evidence or support to the main
event or ideas gives readers a better
understanding of the text.
History Connection
History is essentially preserved stories.
Conducting research about historical events
requires students to develop their reading
and investigation strategies as well as
critical-thinking skills, and learning about
history helps students understand the
relationship between events. It also creates a
“connection” between the students and the
world around them.

Lead in to the Lesson (10 min.) Take the Lesson Further

• Write the following dates on the board before class.
1 1939
2 May 1945
3 August 6, 1945
4 August 15, 1945
5 1954
6 1955
7 1958
8 Today
• Form small groups. Have students use the dates to
summarize the text. Remind students they can refer to
the text if they are unsure about the dates or other details
from the text.
Reading Strategy 19 (20 min.)
• Have students read the questions in activity 5 before
they listen to the text again.
• Play track 19. Have students listen and circle the dates.
• Form pairs. Have students answer the questions.
Tell students the answers to some questions are not in
the text. For question number 4, ask: Was World War II only
fought in the Southwest Pacific? (No.)
• Tell students that the text provides some key details about
World War II, but it doesn’t answer all the questions.
Answers: 1. Answer not in the text. 2. Germany, Italy and Japan. 3. Most of
the rest of the world. 4. Answer not in the text. 5. Hiroshima had factories that
made military supplies, and part of the Japanese army had headquarters there.
Histor y Connection (30 min.)
• Form pairs.
• Have students use their mobile devices or school
computers to find the answers to questions 1 and 4 in
activity 5 on the worksheet as well as to learn why
Japan joined the Axis group. Remind students to take
notes. Tell them they have twenty minutes to complete
their investigation.
• Form small groups (two pairs). Have students share and
compare findings.
• Encourage students to share findings with the class.
Manage Your Class
It is important students look for information on reliable
and safe sites. Investigate sites before class and have options
ready for students. This will ensure safe and time-effective
Internet research. One possible research site is:
http://www.bbc.co.uk/history/worldwars/wwtwo/.

Topic 9 T 357
 Lesson 5
Teaching Resources
Compass Reading Log 5 pages 186 and 187
Comprehension (60 min.)
Lead in to the Lesson
• Write H I R O S H I M A vertically on the board.
• Tell students to write one word beginning with each letter,
for example, hope, intelligence, rose, etc.
• Form small groups. Have students share their acrostic poems.
• Elicit ideas from students and complete the acrostic poem on
the board.
• Have students explain how each word is related to the text.
1 Active Reading Listen to your teacher read the
sentences. Stand up if the statement is true. Sit down
if the statement is false. Then circle True or False.
• Have students read the instructions. Confirm understanding
by modeling the activity with some other sentences, such as
My name is… The sky is gray today.
• Have students close their books.
• Read the sentences, and have students stand or sit depending
on if they are true or false.
• Have students open their books and complete the activity.
• Encourage students to correct the false sentences.
Answers: 1. True. 2. True. 3. False. We don’t know how many cranes she
made. 4. False. People from all over the world can make them. 5. True.
2 Using Facts Match the events with the years.
• Direct students’ attention to the Author Technique
entry. Read it to the class and have them follow along.
• Have students match the events with the years.
Remind them they can refer to the text if they are unsure
about their answers.
Answers: 1. 1945 2. 1958 3. 1939 4. 1954
3 Circle the main idea. Underline the key details.
• Ask: What is a main idea? What are key details? (The main
idea is the most important idea in a section of the text.
Key details support the main idea.)
• Have students complete the activity.
Answers: 1. Main idea: b, Key details: a, c 2. Main idea: a, Key details: b, c
T 358 Topic 9
Reading Strategy Focus
Explaining the Relationship Between Events
Author Technique
Using Facts
4 Explaining the Relationship Between Events
Number the events in the correct order. Work with a
classmate. Explain how the events are connected.
• Have students read the statements and number them in the
correct order.
• Remind students they can refer to the text, if necessary.
• Form pairs. Have students explain the relationship
between events.
Answers: 9, 4, 3, 8, 1, 7, 5, 6, 2
5 Follow the instructions.
• Write on the board: What events changed the world?
• Ask: Which two major events are mentioned in the text?
(An atomic bomb destroyed Hiroshima. Sadako made
paper cranes.)
• Form pairs. Have students read the instructions.
• Tell students to discuss the first question and decide which
had a bigger impact. Have them agree on four reasons.
• Tell students to complete the mind map and then use it to
write a paragraph about it.
• Monitor and help as necessary.
• Form new pairs. Have students exchange paragraphs and
read them.
6 Think and discuss. Is peace important to you?
How can you show you want peace in the world?
Share your ideas.
• Form small groups.
• Have students discuss the questions and brainstorm ideas.
• Encourage students to share ideas with the class.
Lesson 6
Teaching Resources
Compass Reading Log 5 page 188
15-centimeter squares of origami paper
Internet access

Connect to Art (30min.)

Lead in to the Lesson
• Form small groups. Have students discuss the questions:
Do you know of any artists? How can art have an impact
on the world?
• Encourage groups to share their ideas.

1 Make an origami dog. Look at the pictures. Follow the

instructions.
• Have students read the instructions and study the steps to
make an origami dog.
• Hand out origami paper to the students. If necessary, guide
students through the steps by modeling how to do each one.
• Monitor and help students as needed.

Take the Lesson Further (30 min.)

• Form pairs.
• Tell students to use their mobile devices or school computers
to find instructions for making other origami animals.
• Hand out origami paper. Have students follow the
instructions they find to make more origami animals.

Topic 9 T 359
 To p ic 9 Hiroshima’s Paper Cranes
1 Unscramble the words.
1 tosdrye 7 nearcc

2 poeh 8 tailmriy puspiles

3 muneotmn 9 dratseaqehur

4 dresernur 10 catmoi mobb

5 sideesa 11 niossopuo

6 gelden

2 Complete the sentences with the words from activity 1.

1 There is an ancient about a city under the sea called Atlantis.

2 The for the United Nations is in New York City.

3 can be a very serious .

4 An can an entire city.

5 The government sent more to the soldiers.

6 The Taj Mahal in India is a that symbolizes love.

7 When did Germany to the Allied Forces in World War II?

8 A dove with an olive branch is a symbol of peace and .

9 Nuclear radiation is to humans and animals.

3 Write a prediction for each section of the text.

1

T 360 Nonfiction Worksheet Compass 5 D.R. © Richmond Publishing, S.A. de C.V., 2018 Photocopiable
4 Complete the main events in the text.
1 In May 1945, Germany surrendered, but Japan didn’t. The United States was worried the war would

never end. It wanted .

2 On August 6, 1945, the United States dropped an atomic bomb called

on the city of in Japan.

3 The people in Hiroshima who survived the atomic bomb were exposed to ,

a kind of poisonous energy.

4 One girl who survived the atomic bomb was , but when she

was eleven, she learned that .

5 A friend told Sadako about an old Japanese legend: if you fold

your wish will come true. So, Sadako began to fold .

6 Sadako died in . The Bamboo Class wanted to do something to remember her.

They formed the and started to collect money

7 The

in Hiroshima Peace Memorial Park was finished in .

8 Children around the world .

They began to form . Sending the cranes showed that they, too,

9 Today, the Children’s Peace Monument receives

each year. Children still want .

5 Answer the questions.

1 Why did World War II happen?

2 What countries were in the group called “the Axis powers?”

3 What countries were known as “the Allies?”

4 Where was World War II fought?

5 Why did the Allies drop an atomic bomb on Hiroshima?

Compass 5 D.R. © Richmond Publishing, S.A. de C.V., 2018 Photocopiable Nonfiction Worksheet T 361
 Key Words
atomic bomb
cancer
destroy
disease
headquarters

Hiroshima’s
hope
legend
military supplies
monument
poisonous
surrender Paper
Explaining the
Relationship
Cranes
Between Events by Simone T. Ribke
Sometimes events are
connected to each other. In
this story, a bomb destroys
a city. This event causes a
chain reaction—where other
events occur because of the
first one.

1 Think about a time when you

had a great idea. What was
it? What caused you to think A girl holding a paper crane
of this idea?

2 Listen and follow. 19

182 Topic 9

U9COrl5.indd 182 6/12/17 09:40

T 362
 World War II
in the South Pacific
World War II started in 1939.
It lasted for six years. Millions of people
were killed during World War II. Germany
started the war. It joined together with Italy and
Japan. Their group was called the Axis powers.
Most of the rest of the world fought against
them. They were known as the Allies.
In May 1945, Germany surrendered to the South West
Pacific Islands
Allies, but Japan would not surrender. It continued to fight
against the Allies in the South West Pacific—an area made up of many
small islands.
Because Japan did not surrender, the United States was worried the war would
never end. It feared that thousands more Allied soldiers would die before the war was
over. The United States wanted to find a way to stop Japan.

Hiroshima and Little Boy

Hiroshima was an important city near Japan’s
capital, Tokyo. Nearly 350,000 men, women
and children lived in Hiroshima. The city
had many factories. These made military
supplies. Part of the Japanese army also
had headquarters in Hiroshima.
Little Boy. That was the name of the
bomb that was dropped on Hiroshima, Japan,
on August 6, 1945. It sounds like a sweet
name. Not the kind of name you give to a
bomb. Little Boy was the first atomic
bomb ever used during any war.
World War II ended when Japan
surrendered on August 15, 1945.

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T 363
 Hiroshima, Japan on August 6, 1945
When Little Boy was dropped on Hiroshima at 8:15 in
the morning, many lives were changed forever. Nearly 80,000
people in Hiroshima died when it exploded. The people who
The Museum of Science and
survived the atomic bomb were still in danger because atomic
Industry, after the bomb
bombs give off radiation. Radiation is a kind of energy, but it is
poisonous. It stays in the air, the ground and the water for years.
People who are near radiation can get very sick. They get diseases like radiation poisoning.
They can also get different types of cancer. Sometimes they don’t get sick right away, but many
years later. Usually, they die from these diseases.
ed.
ed
d
After the bomb, people in Japan were very sad. Their cities were destroyed.
They lost the war. Many people got sick from radiation. Many lost their homess
pe
e.
and their jobs. Life was not easy in Japan after the war. Many people lost hope.

Sadako’s Story
Sadako Sasaki was only two years old when Little Boy exploded over
Hiroshima. Sadako survived. For many years, she seemed healthy. In fact,
Sadako played sports. She ran races with her classmates in the Bamboo Class.
Nine years after the bomb fell, Sadako started to feel ill. After helping
the Bamboo Class win a race, Sadako suddenly felt weak and dizzy. At
first she only felt this way when she ran. Then, one day at school, she
fell down and couldn’t get up. Sadako’s friends told the teacher what
happened. They rushed her to the Hiroshima Red Cross Hospital.
Sadako was eleven when she learned that she had leukemia—
a type of cancer that affects the blood. Radiation from the bomb
caused many people to get leukemia. Japanese people called
it the "A-bomb disease." ("A-bomb" is short for atomic
bomb.) Unfortunately, at that time, doctors did not know
how to help people with leukemia.
Lying in bed at the hospital, Sadako did not give up hope.
Her friends from the Bamboo Class visited her. One friend told
A crane is a type of bird. In
her about an old Japanese legend. It said that your wish will Japan, it is a symbol of long life
come true if you fold 1,000 paper cranes. Sadako wished to and good health. Origami is the
Japanese art of folding squares
get better. So, she began to fold origami cranes. of paper into different shapes.

184 Topic 9

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T 364
 A Monument to Sadako
Sadako Sasaki died in 1955. We don’t know exactly
how many cranes she made before she died. Some
people say she folded 1,000. Others say she folded nearly
s
700. We do know that after Sadako died, the Bamboo Class
was very sad. They wanted to do something to remember her
he
er
op
and all the children hurt by the bomb. They also wanted to stop
the construction of atomic bombs. But what could they do?
Sadako’s friends formed the Unity Club. Children in the club
worked together to collect money to build a monument. News of
he
their club spread all over Japan. People began to send money. Building the
monument gave Japanese people hope for peace and the end of atomic bombs.
They decided to build the Children’s Peace Monument in Hiroshima Peace Memorial
Park. On the top is a statue of Sadako holding a crane above her head. Under
the dome is a bell. An origami crane hangs on a chain under the bell.
The bell rings when you push the crane. It was finished in
1958, three years after Sadako died. The park itself
is built around the Genbaku Dome—the only
building still standing near where
the bomb exploded.
News of the Children’s Peace Monument
spread to other countries. Children in schools
all over the world learned about Sadako’s story.
They began to create paper crane clubs. Each club
worked together to fold 1,000 cranes. They sent
their cranes to the Children’s Peace Monument in
Japan. Sending the cranes showed that they, too,
hope for peace. It showed that they, too, hope to end
atomic bombs.
Today, the Children’s Peace Monument receives
10 million cranes each year. They come from schools The text on the Children's Peace
all over the world. Children still want peace and an end Monument says, “This is our cry.
This is our prayer. For building
to atomic bombs. And it all started with one little girl. peace in this world.”

Hiroshima’s P
Hiroshima’s Paper
aper C
Cranes
ranes 185

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T 365
 1 Active Reading Listen to your teacher read the sentences. Stand up if the statement is true.
Sit down if the statement is false. Then circle True or False.

1 Little Boy was the name of a bomb. True False

2 Radiation from the atomic bomb made people sick. True False

3 Sadako Sasaki made more than 1,000 paper cranes. True False

4 Only people who live in Japan can make paper cranes. True False

5 The monument is in the Hiroshima Peace Memorial Park. True False

2 Using Facts Match the events with the years.

Using Facts
1 Japan surrenders. 1939
Facts give you true information about a
subject. In nonfiction texts, years are very 2 The Children’s Peace Memorial is completed. 1945
important. You can use years to know the
3 World War II starts. 1954
order of events in the past.
4 Sadako gets sick. 1958

3 Circle the main idea. Underline the key details.

1 a Atomic bombs poison people with radiation.

b The United States dropped an atomic bomb on Hiroshima.

c Radiation causes leukemia.

2 a Sadako folded 1,000 paper cranes.

b Anyone can make a big difference, even a little girl.

c Children from all over the world send paper cranes to Japan.

4 Explaining the Relationship Between Events Number the events in the correct order.
Work with a classmate. Explain how the events are connected.

Sadako started folding paper cranes.

Children still fold and send paper cranes to Japan.

Little Boy destroyed Hiroshima.

The United States dropped Little Boy on Japan.

Sadako’s friends formed the Unity Club.

The Unity Club built the Children’s Peace Monument.

Sadako died from leukemia.

Radiation made many people sick.

The US wanted Japan to surrender.

186 Topic 9

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T 366
 5 Follow the instructions.
1 Discuss with a classmate. Which event do you think had a bigger impact on the world?
a Little Boy destroyed Hiroshima.
b Sadako made paper cranes.
2 Write your ideas in the mind map.
3 Use the mind map to write a paragraph that tells which event had a bigger impact on the world and
why you think so.
Reason 1 Reason 2

Topic

Reason 3 Reason 4

6 Think and discuss. Is peace important to you? How can you show you want peace in the world?
Share your ideas.

Hiroshima’s Paper Cranes 187

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T 367
 Connect to Me
1 Think and draw. What are you grateful for? Share your ideas.

Connect to Art
1 Make an origami dog. Look at the pictures. Follow the instructions.
1 Start with a 15-centimeter square of paper. Origami paper works best.
2 Fold carefully. Match the sides and corners and make creases in the paper.

1 2 3

4 5 6

188 Topic 9

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T 368
 achieve (v.) to do something successfully (Topic 2)
adaptation (n.) changes that improve a life form’s
chance of survival and reproduction (Topic 6)
aftershock (n.) a small earthquake soon after a larger
earthquake (Topic 9)
agile (adj.) able to move quickly and easily (Topic 5)
alienation (n.) isolation from other people (Topic 8)
ambition (n.) a strong desire to reach a certain goal
in life (Topic 5)
amplification (n.) an increase in the loudness,
or volume, of a sound, often using an electronic
device (Topic 4)
ancestor (n.) a person who is related to you but who
lived in former times (Topic 6)
antique (n.) an object that is very old, such as jewelry
or furniture (Topic 2)
astronaut (n.) a person who travels into space (Topic 4)
atomic bomb (n.) a type of weapon that uses a nuclear
reaction to cause a large explosion (Topic 9)
attic (n.) a room under the roof of a building (Topic 1)
backup (n.) information saved from one place in
another place (Topic 5)
baffle (v.) to surprise and confuse (Topic 3)
baked (adj.) cooked in an oven (Topic 2)
barricade (n.) objects placed around an area to prevent
people from entering (Topic 7)
benefit (n.) something that is good or helpful;
an advantage (Topic 1)
bilingual (adj.) able to speak or write in two
languages (Topic 1)
blast (n.) a strong force or explosion (Topic 4)
blow out (v.) to extinguish fire with air (Topic 2)
bolt (v.) to run without warning (Topic 7)
boom (v.) to say something in a very loud voice (Topic 1)
bravery (n.) the strength of character to face a scary or
dangerous situation; courage (Topic 7)
bulldozer (n.) a type of tractor that can push or lift
heavy things (Topic 9)
bury (v.) to place something in the ground and cover
it with dirt (Topic 5)
GlossaryCOrl5.indd 189
camouflage (v.) to have the colors and patterns of
your environment in order to hide from other
animals (Topic 6)
cancer (n.) a life-threatening disease caused by
changes to the cells of the body (Topic 9)
candle (n.) an object made with wax with a string in the
middle that can be burned to produce light (Topic 2)
chuckle (v.) to laugh quietly (Topic 1)
claw (n.) a sharp, curved nail on the foot of a bird
or animal (Topic 7)
coded (adj.) using symbols to hide a message (Topic 3)
collapse (v.) to fall down or fall apart (Topic 9)
colony (n.) a region that is governed and controlled by
a more powerful country (Topic 1)
come back (v.) to return (Topic 9)
companion (n.) a person who spends time with
another (Topic 8)
conceal (v.) to hide something (Topic 6)
confidence (n.) trust in a person or thing (Topic 5)
consequence (n.) the result of an action or
situation (Topic 2)
consternation (n.) worry or frustration (Topic 8)
contribution (n.) something that you give or do in order
to help others (Topic 2)
convenience (n.) something that makes life
easier (Topic 8)
cool (adj.) fun or interesting (Topic 1)
copper (adj.) made from a soft, reddish-orange
metal (Topic 3)
crack (v.) to break something, such as a code (Topic 3)
cramped (adj.) with uncomfortable muscle
contractions (Topic 8)
Creole (n.) a language spoken in Haiti (Topic 9)
crop (n.) a plant that is grown in large quantities, usually
for food (Topic 2)
decipher (v.) to understand the symbols in a
code (Topic 3)
demands (n.) needs (Topic 8)
destroy (v.) to completely damage something (Topic 9)
Glossary 189
10/18/17 4:54 PM
A1
 digitalize (v.) to transform information, such as pictures
or sounds, into information that can be processed by
a computer (Topic 5)
dim (adj.) not bright or smart (Topic 8)
disadvantage (n.) a negative aspect of
something (Topic 2)
disease (n.) a serious illness or medical
condition (Topic 9)
distraction (n.) something that interrupts your
concentration (Topic 8)
diversity (n.) with people from many
backgrounds (Topic 1)
dominion (n.) a land or area that you control (Topic 8)
drift (v.) to move slowly on water or in the air, without
control over direction (Topic 4)
drought (n.) an extended period of dry weather (Topic 6)
dynamic range (n.) how loud or quiet an
instrument sounds (Topic 4)
eccentric (adj.) odd, strange or unusual (Topic 1)
element (n.) a basic chemical substance (Topic 8)
equal rights (n.) a system in which people
of all backgrounds have the same rights
and freedoms (Topic 7)
errand (n.) a quick trip to complete a task (Topic 5)
evidence (n.) something that indicates that a fact
is true; proof (Topic 1 )
extravehicular activity (n.) activity outside of
a spacecraft (Topic 4)
fate (n.) a power or force some people believe controls
the future (Topic 2)
firewall (n.) a program that protects a computer from
damage or illegal access (Topic 5)
firework (n.) a device that burns or explodes to make
loud noises and bright, colorful patterns (Topic 3)
fluent (adj.) able to speak or write well in another
language (Topic 1)
format (n.) the way music is recorded in order to play it
later, for example, on a disc or a tape. (Topic 4)
fortune (n.) luck (Topic 6)
fossilized (adj.) organic material that has become
rock over a period of thousands or millions
of years (Topic 6)
frantically (adv.) done in a wild and hurried
way (Topic 3)
190 Glossary
GlossaryCOrl5.indd 190
A2
freedom (n.) the ability to do things that you want to do,
without restriction (Topic 7)
fridge (n.) a device where food is kept at a cool
temperature; refrigerator (Topic 3)
frustration (n.) anger or irritation because you cannot
do something (Topic 1)
futurist (n.) a scientist who studies and makes
predictions about life in the future (Topic 5)
garment (n.) an item of clothing (Topic 1)
gaunt (adj.) very thin because of insufficient
food (Topic 6)
gene (n.) a unit of genetic information that is passed
from parent to offspring and can be responsible for
specific characteristics (Topic 6)
generator (n.) a machine that produces
electricity (Topic 9)
genie (n.) a magical being that lives in a lamp
or a bottle and can give people what they
wish for (Topic 2)
gingerly (adv.) done with delicate actions in a
careful way (Topic 3)
glamorous (adj.) famous, exciting and full
of luxury (Topic 2)
gloomy (adj.) unhappy; miserable (Topic 3)
greedy (adj.) wanting more for yourself than what
is fair (Topic 5)
grieve (v.) to experience sadness because of
tragic circumstances, such as the death of a
person (Topic 9)
hacking (n.) illegal access to computer systems, often
by finding mistakes in computer programs (Topic 5)
handkerchief (n.) a small piece of cloth for wiping the
nose or face (Topic 2)
harmonize (v.) to play or sing higher and lower musical
notes that sound good together (Topic 4)
hazardous (adj.) extremely dangerous (Topic 8)
headquarters (n.) the main location of an
organization (Topic 9)
hope (n.) a belief in a good result (Topic 9)
hover (v.) to float in the air (Topic 7)
inhabit (v.) to live in a place with specific
conditions (Topic 6)
inherit (v.) to get genetic characteristics from
parents (Topic 6)
10/18/17 4:55 PM
 injured (adj.) with damage to the body; hurt (Topic 9)
integrate (v.) to permit people of all races to enter
a place (Topic 7)
interaction (n.) the act of communicating and doing
things with other people (Topic 8)
interface (n.) a connection between computer systems
or devices (Topic 5)
isolation (n.) the state of being away from other
people or things (Topic 8)
IT (n.) Internet Technology (Topic 1)
jolt (v.) to move suddenly (Topic 7)
kneel (v.) to rest the body on one or both knees (Topic 7)
leak (n.) when a gas or liquid slowly escapes
a container (Topic 4)
legend (n.) a famous story, often about
ancient times (Topic 9)
lightning (n.) a flash of electricity that illuminates the
sky, usually because of a thunderstorm (Topic 2)
limp (v.) to walk with an irregular step because of
an injury (Topic 7)
malcontent (n.) the state of being unhappy or
unsatisfied with something (Topic 8)
Mardi Gras (n.) an annual celebration when people
wear costumes and have parades (Topic 7)
military supplies (n.) supplies for a military group,
such as weapons or food (Topic 9)
missing (adj.) in an unknown location; lost (Topic 9)
mix (n.) a combination of things (Topic 4)
monolingual (adj.) able to speak or write in only
one language (Topic 1)
monument (n.) a statue, building or structure that
honors something (Topic 9)
moss (n.) a small green plant that grows on wet areas
of soil, rocks or trees (Topic 3)
multilingualism (n.) when many languages are spoken
in a country or region (Topic 1)
naval chart (n.) a map showing information that is
important for sailing, such as the depth of the water,
the direction of ocean currents or the presence of
dangerous obstacles (Topic 6)
neuron (n.) a nerve cell (Topic 1)
neurosis (n.) a mental disorder (Topic 8)
neutral (adj.) not harmful or helpful (Topic 6)
nightmare (n.) a bad dream (Topic 7)
GlossaryCOrl5.indd 191
offspring (n.) one or more new plants or animals as a
result of reproduction (Topic 6)
oil lamp (n.) a container that holds oil that can be
burned to produce light (Topic 2)
orbit (v.) to follow a path around a planet, moon or
other space object (Topic 4)
outgoing (adj.) able to interact easily with others;
friendly or extroverted (Topic 5)
parched (adj.) extremely dry; very thirsty (Topic 6)
patiently (adv.) done in a way that is calm and not
annoyed (Topic 3)
paw (n.) an animal’s foot (Topic 7)
peculiar (adj.) strange or unusual (Topic 2)
pitch (n.) how high or low an instrument sounds (Topic 4)
poison (n.) a harmful or toxic substance (Topic 8)
poisonous (adj.) harmful or toxic (Topic 9)
practice (n.) an action based on a belief (Topic 1)
precedent (n.) a way something is done now that
is based on a way something was done in
the past (Topic 4)
premonition (n.) a thought or vision about something
that will happen in the future (Topic 5)
preserve (v.) to protect from loss or decay (Topic 5)
pressurized (adj.) when gas is forced into a container
so that it pushes on the walls of the container,
especially with airplanes and spacecraft (Topic 4)
principal (n.) the director of a school (Topic 7)
propel (v.) to push forward (Topic 4)
protest (n./v.) people expressing disapproval of the
actions of a government, organization or company,
often by forming a large group and carrying signs;
to do actions that express disapproval (Topic 7)
punish (v.) to cause a person to experience something
unpleasant, usually for breaking a rule (Topic 1)
puzzle (n.) something that is difficult to
understand (Topic 3)
racism (n.) a system of attitudes, beliefs and actions
against people of a particular race (Topic 7)
rear (v.) to stand up or lean backwards
suddenly (Topic 3)
recess (n.) a pause in the school day for
recreation activities (Topic 7)
regain (v.) to get something back again;
recover (Topic 3)
Glossary 191
6/12/17 09:51
A3
 remains (n.) dead plants and animals in a state of
decay or fossilization (Topic 8)
renewable (adj.) sustainable, endless, infinite (Topic 8)
repository (n.) storage; a warehouse (Topic 8)
resolve (v.) to decide to do something (Topic 6)
riddle (n.) a kind of puzzle using questions or
statements; an enigma (Topic 3)
rotor (n.) a part that rotates in a machine (Topic 3)
rubble (n.) pieces of a collapsed building (Topic 9)
rule (v.) to be the best (Topic 1)
rumble (v.) to make a loud, deep noise (Topic 7)
scavenger (n.) a person who searches through trash
and other unwanted items in order to find valuable
or useful items (Topic 2)
scorching (adj.) hot enough to burn something (Topic 6)
scorn (n.) a lack of respect or approval (Topic 3)
seed (n.) a small, hard part of a plant that can grow into
a new plant (Topic 2)
segregation (n.) separation of people according
to their race (Topic 7)
sensible (adj.) having good sense or
judgment (Topic 2)
shelter (n.) protection from bad weather (Topic 9)
shooting star (n.) an object from outer space, made
of rock or metal that burns brightly as it enters the
atmosphere of a planet; meteor (Topic 2)
shudder (v.) to shake or tremble suddenly (Topic 9)
sieve (n.) a kitchen utensil that is like a net, for
separating solid pieces from a liquid (Topic 3)
simulated (adj.) imitating a real-life experience (Topic 5)
soil (n.) the top layer of ground that plants grow in;
earth or dirt (Topic 6)
source (n.) the origin of something (Topic 8)
spacecraft (v.) a vehicle for traveling in space;
spaceship (Topic 4)
sparkle (v.) to shine with many little flashes
of light (Topic 5)
split (v.) to divide (Topic 8)
sprout (v.) to grow, like a plant from the ground (Topic 7)
stage (n.) a single step in a process (Topic 4)
stagger (v.) to walk in a weak or clumsy way (Topic 1)
sternly (adv.) strictly or severely (Topic 1)
stoop over (v.) to bend the body forward
and downward (Topic 7)
192 Glossary
GlossaryCOrl5.indd 192
A4
store (v.) to keep something in a place (Topic 5)
surrender (v.) to stop fighting and accept that an
opponent or enemy has won; to give up (Topic 9)
synchronize (v.) to play different recordings at the same
time so that they sound like one recording (Topic 4)
tantrum (n.) crying and shouting in anger (Topic 5)
tattered (adj.) old and torn (Topic 7)
tethered (adj.) attached to something with a rope
or a cable (Topic 4)
throng (n.) a large crowd of people (Topic 7)
top-secret (adj.) when only specific people are allowed
to see something; confidential (Topic 3)
trait (n.) a characteristic inherited from
one's parents (Topic 6)
transform (v.) to change into something (Topic 6)
trinket (n.) a small object that is not valuable (Topic 5)
uneasy (adj.) worried or uncomfortable (Topic 4)
unique (adj.) the only one of its kind (Topic 5)
unstable (adj.) changeable, volatile (Topic 8)
upload (v.) to put information online or on a
computer system (Topic 5)
villager (n.) a person who lives in a very small
community (Topic 6)
vintage (adj.) from a decade in the past (Topic 1)
volunteer (v.) working to help others
without pay (Topic 5)
vulnerable (adj.) not protected (Topic 5)
waste (n.) trash; garbage (Topic 8)
website (n.) a set of webpages on the Internet (Topic 3)
wither (v.) to show signs of dying, usually
with plants (Topic 6)
work out (v.) to do exercises in order to become fit
and strong (Topic 3)
worthless (adj.) with no value or use (Topic 2)
yeast (n.) a substance made from fungi, for
making bread (Topic 6)
yell (v.) to shout or scream (Topic 1)
10/18/17 4:56 PM
• How can I do better in school?
• What do I wish for?
• Am I a logical thinker?
• Why do we like music?
• Who wants to live forever?
• How do living things change?
• What influences who I am?
• How will technology change the world?
• What events changed the world?