Reach Higher Teacher's Book Level 5A

5A
LEARNING
Australia • Brazil • Mexico • Singapore • United Kingdom • United States
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LEARNING
National Geographic Learning, © 2020 Cengage Learning, Inc.

a Cengage Company
ALL RIGHTS RESERVED. No part of this work covered by the copyright
herein may be reproduced or distributed in any form or by any means,
except as permitted by U.S. copyright law, without the prior written
Reach Higher Teacher’s Book 5A permission of the copyright owner.
Program Authors: Nancy Frey, Lada Kratky,
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Print Number: 01 Print Year: 2020
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CONTENTS AT A GLANCE
Program Overview
Authors and Reviewers............................................................................................................................................ FM4
Program Features .................................................................................................................................................... FM5
Component Line-Up ................................................................................................................................................ FM6
Teaching Support ..................................................................................................................................................... FM8
Assessment Resources .......................................................................................................................................... FM10
Reach Higher 5A
Scope and Sequence .............................................................................................................................................. FM12
Student’s Book Walk-Through .............................................................................................................................. FM14
Practice Book Walk-Through ................................................................................................................................. FM20
Teaching Routines and Activities

Vocabulary Routines ................................................................................................................................................ FM22
Listening and Speaking Routines ......................................................................................................................... FM29
Reading Routines ..................................................................................................................................................... FM32
High Frequency Word Routine ............................................................................................................................. FM35
Writing Routines ........................................................................................................................................................ FM36
Cooperative Learning Routines ............................................................................................................................ FM40
Stages of Language Acquisition ........................................................................................................................... FM42
Teacher’s Book 5A
Student’s Book
Contents at a Glance ............................................................................................................................................... 1
Table of Contents ..................................................................................................................................................... 2
Genres at a Glance .................................................................................................................................................. 6
Teacher’s Book
Unit 1: Crossing Between Cultures ...................................................................................................................... 8
Unit 2: Catching the Light ...................................................................................................................................... 94
Unit 3: Nature’s Webs .............................................................................................................................................. 186
Unit 4: Justice ............................................................................................................................................................ 274
Resources
Picture Dictionary ..................................................................................................................................................... BM2
Student’s Book Index .............................................................................................................................................. BM6
Academic Talk ........................................................................................................................................................... BM8
eVisuals ....................................................................................................................................................................... BM16
Language Builder Card Index................................................................................................................................ BM46
Index of Graphic Organizers.................................................................................................................................. BM48
Credits.......................................................................................................................................................................... BM52
Notes............................................................................................................................................................................ BM53
sample copy, not for distribution Contents at a Glance FM3
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AUTHORS AND REVIEWERS
Program Authors
Nancy Frey Sylvia Linan-Thompson
Professor of Educational Leadership, Associate Professor,
San Diego State University University of Oregon
Lada Kratky Deborah Short

Author and curriculum Director, Academic Language
consultant Research and Training
Nonie LeSaux Jennifer Turner

Professor of Education and Society, Associate Professor in Reading
Harvard University Education, University of Maryland
Literature Reviewers
Carmen Agra Deedy—an author of children’s literature, storyteller and radio contributor.
Grace Lin—an author of children’s literature and illustrator.
Jonda C. McNair—a Professor of Reading Education at Clemson University, specializing in literature intended for youth.
Anastasia Suen—an author of more than 300 nonfiction, fiction, and poetry books for children, teens, and adults.
Teacher Reviewers
Kristin Blathras James M. Cleere Laura Hook Annena Z. McCleskey Ana Sainz de la Pena Sonia James Upton
Lead Literacy Teacher Teacher Elementary ESOL Resource ELA Consultant/ Regional Director, ESOL and Bilingual ELL Consultant, Title III
Donald Morrill Elementary Donald McKay School Teacher Literacy Programs Kentucky Department of
School Boston, MA Howard County Public Schools Training Center Director The School District of Education
Chicago, IL Central Office Building Wayne RESA Philadelphia Frankfort, KY
Judy H. Cole Ellicott City, MD Lathrup, MI Philadelphia, PA
Irma Bravo Lawrence ESL Teacher Kathy Walcott
Director II, District and English Southwestern Randolph Middle Leonila Izaguirre Michelle Navarro Julie Sanabria Spanish Immersion Specialist
Learner School Bilingual-ESL Director Teacher on Special Assignment ESOL Teacher Rockford Public Schools
Support Services Asheboro, NC Pharr – San Juan – Alamo Orange Unified School District Mamaroneck Avenue School Rockford, MI
Stanislaus County Office of Independent School District Orange, CA White Plains, NY
Education Jonathan Eversoll Pharr, TX
Turlock, CA International Baccalaureate Janie Oosterveen Stephanie Savage Cantu Christine Kay Williams
Curriculum Coach Myra Junyk Bilingual Teacher Specialist Bilingual Teacher ESOL Teacher
Vicky Brioso-Saldala Park Center Senior High Literacy Advocate and Writer San Antonio Independent Stonewall Jackson Elementary Baltimore County Public
Director of ESOL Brooklyn Park, MN Toronto, ON, Canada School District School Schools
Broward County Public Schools San Antonio, TX Dallas, TX Baltimore, MD
Fort Lauderdale, FL Aimee R. Finley Lisa King
Bilingual Teacher District Lead ESOL Teacher Theresa Proctor-Reece Jennifer Skrocki Eargle Michelle Williams
Blanca L. Campillo C. A. Tatum Jr. Elementary Polo Road Elementary School ELL Teacher Elementary Language Arts ELL & Migrant Programs
Reading Coach School Columbia, SC Windy River Elementary School Specialist Director
Chicago Public Schools Dallas, TX Boardman, OR & Contract Employee West Ottawa Public Schools
Chicago, IL Keely Krueger Galena Park Independent Holland, MI
Griselda E. Flores Director of Bilingual Education Sashi Rayasam School District
Sandy Cano Bilingual Instructional Coach Woodstock Community Unit Director of ESL Services K-12 Houston, TX
Bilingual Special Education Chicago Public Schools School Durham Public Schools
Teacher/ Chicago, IL District 200 Durham, NC Jennifer Slater-Sanchez
Case Manager Woodstock, IL Educator
Pasteur Elementary School Julie Folkert Robin Rivas Palmdale School District
Chicago, IL Language Arts Coordinator Lore Levene Curriculum Specialist ESL/FL Palmdale, CA
Farmington Public Schools Coordinator of Language Arts, Milwaukee Public Schools
Sina Chau-Pech Farmington, MI NBCT Milwaukee, WI Adjunct Professor
Elementary ELD Lead Teacher Community Consolidated Brandman University
Folsom Cordova Unified School Barbara Ann Genovese-Fraracci School Shareeica Roberts Antelope Valley, CA
District District Program Specialist District 59 ESL Teacher
Sacramento, CA Hacienda La Puente Unified Mt. Prospect, IL Carroll Academy for Georgia Thompson
School District International Studies Literacy Coach
Carla Chavez Hacienda Heights, CA Estee Lopez Aldine, TX Esperanza Hope Medrano
Language Arts Specialist Professor of Literacy Education Elementary School
Galena Park Independent Norma Godina-Silva, Ph. D and ELL Specialist Cynthia Rodriguez Dallas, TX
School District Bilingual Education/ESL/ College of New Rochelle Bilingual Teacher
Houston, TX Title III Consultant New Rochelle, NY Brill Elementary School Dr. Annette Torres Elias
Anna Ciani ESL-BilingualResources.com Spring, TX Assistant Professor
ESL Teacher El Paso, TX Susan Mayberger School of Education
PS 291X Coordinator of ESL, Migrant Cristina Rojas, MS.Ed. Texas Wesleyan University
Bronx, NY Vanessa Gonzalez and Refugee Education District Program Specialist, EL Fort Worth, TX
ESL Teacher/ESL Specialist Omaha Public Schools Programs
Rhoads Elementary Omaha, NE Hacienda La Puente Unified
Katy, TX School District

Hacienda Heights, CA
FM4 Authors and Reviewers
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PROGRAM FEATURES
Reach Higher guides students to learn English, learn about the world, and learn about
themselves through authentic content with a global perspective. Primary students develop
the academic language skills and content knowledge they need to get an education in
English.
• Cross-curricular, six-level program showcases original fiction, science, and social studies
content to develop English literacy skills
• Academic skill-building with phonics support develops students’ understanding of
different cultures while fostering independent learning
• All-in-one classroom presentation tool provides the resources teachers need to
prepare for, address, and assess a comprehensive range of instructional priorities and
requirements
• Read On Your Own phonics readers use fiction and nonfiction texts to reinforce the
phonics and high frequency words in Reach Higher through science and social studies
content
Reach Higher supports Common Core State Standards and other international standards.
sample copy, not for distribution Program Features FM5
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COMPONENT LINE-UP
Student Resources
STUDENT’S BOOK teaches the academic

language, vocabulary, reading, writing,
and conversations students need to get an
education in English.
Name Date Name Date
Unit Concept Map Thinking Map
Crossing Between Cultures How a Character Changes

Make a concept map with the answers to the Big Question: Complete a chart about a story in which the character changed.
How can where you are change who you are?
Beginning Middle End
How can where

you are change
who you are?
PRACTICE BOOK gives students

more practice with academic
conversations using the target
© Cengage Learning, Inc.
language and content. Use this chart to tell about a partner’s favorite story. How does the
character feel at first? How do the character’s feelings change?
1.1 Unit 1 | Crossing Between Cultures 1.2 Unit 1 | Crossing Between Cultures
COMPANION SITE includes additional content

for students, including audio recordings for the
Student’s Books and Practice Books, and word
lists of academic and content vocabulary.
FM6 sample copy, not for distribution

Component Line-Up
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Teacher Resources
A rich array of age-appropriate

assessments in ASSESSMENT
RESOURCES monitor students’
progress and inform instructional
decisions.
TEACHER’S BOOK provides flexible

lesson plans to help teachers easily
plan and deliver their lessons
according to the number of in-class
hours.
An all-in-one CLASSROOM
PRESENTATION TOOL provides
teachers with resources they
need to prepare for, address,
and assess their students.
sample copy, not for distribution Component Line-Up FM7
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TEACHING SUPPORT
All-in-one Classroom Presentation Tool provides teachers with resources they need to
prepare for, address, and assess a comprehensive range of instructional priorities and
requirements in and out of the classroom. This includes:
• The full content of the Student’s Book, Practice Book, and Teacher’s Book, including
audio recordings
• Extra on-page language support and resources include extra class activities and teaching
materials, games, and teaching tips
• Additional teaching resources, which include materials for speaking and writing, Lesson
Plans, Pacing Guides, and materials for assessment
INTERACTIVE AND ANIMATED

CONTENT helps teachers to present
and practice learning goals in a fun
and focused way.
CLASSROOM PRESENTATION
TOOL is compatible with a range
of common operating systems
and devices.
All sample pages come from Reach
Higher Level 2A, Unit 3 Water for
Everyone, Part 1, Lesson 1

Teaching Support
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EXTRA ON-PAGE LANGUAGE
SUPPORT AND RESOURCES
include extra class activities
and teaching materials,
games, and teaching tips.
ADDITIONAL TEACHING
RESOURCES include Lesson
Plans, Pacing Guides, Word
Lists, assessment resources,
and Family Newsletters.
For more information on

Reach Higher, please
visit ELTNGL.com/
reachhigherseries.
sample copy, not for distribution Teaching Support FM9
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ASSESSMENT RESOURCES
A rich array of age-appropriate assessments in Assessment Resources monitor students’

progress and inform instructional decisions.
• Authentic Assessments including oral language rubrics and writing rubrics evaluate
students’ development in multiple areas
• Achievement Assessments including Key Words Tests, Reading Strategy Tests, Unit Tests
(Vocabulary, Grammar, Writing), and Review Tests monitor and measure students’ learning
progress
KEY WORDS TEST assesses

students’ knowledge of content
and academic vocabulary.

Assessment Resources
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UNIT TEST WITH
MULTI-LEVEL NEEDS
measures progress in
skills and standards at
students’ appropriate
language level.

Assessment Resources FM11
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SCOPE AND SEQUENCE
LANGUAGE VOCABULARY
UNIT TOPIC AND CONTENT AREA
FUNCTION
Content Academic
country opportunity
Social Studies
PART 1
culture refuge
Ask for and Give
education symbol Char
Information employment transition
1 Crossing immigration translate
Between Immigration
Cultures citizenship adapt
How can where you are
PART 2
custom challenge
change who you are? Ask and Answer
ethnic diversity Com
Questions foreign identity
origin society
absorb assume
PART 1
Science Give and Carry Out heat event

reflect explanation
Commands thermal power
transmit theory
2 Catching the circuit
Light Energy conduct alternate
PART 2
current decrease
What is the power of electrical
Verify insulate energy G
the sun? obstacle
solar
volt rely
watt
carnivore
cooperate
Science consumer
PART 1
essential
food chain
Tell an Original Story herbivore
partnership
store
omnivore
transfer
producer
3 Nature’s Webs Food Webs, Ecosystems
How are animals and chlorophyll classify
PART 2
magnify investigate
plants dependent on Engage in
microscope observe Ma
one another? Conversation nutrients propose
photosynthesis specialize
abolish
distinguish
Social Studies emancipation
PART 1
equality
escape
Justify law
freedom
risk
plantation
route
slavery
4 Justice
History conditions
barriers
demands
PART 2
conflict
What is justice? labor
Negotiate nonviolence
demonstrate
oppose
protest
require
strike

Scope and Sequence
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THINKING PROJECT
READING GRAMMAR
MAP
Oral Language Writing
Reading Strategy
Preview and Predict Complete
Character Development Theme Theater
Genres Sentences
Diary, Oral History
Write a Personal
Narrative
Reading Strategy
Monitor and Clarify Compound
Compare and Contrast Interview
Genres Subjects
Biography, Blog
Reading Strategy
Ask Questions Kinds of
Character Theme Theater
Genres Sentences
Myth, Origin Myth
Write a Myth
Reading Strategy
Ask Questions Compound and
Goal and Outcome Complex Instructions
Genres Sentences
Blog, How-To Article
Reading Strategy
Determine
Importance
Plot Plural Nouns Theme Theater
Genres
Realistic Fiction,
Expository Nonfiction
Write an Interview
Reading Strategy
Determine
Importance More Plural
Main Idea and Details Panel Discussion
Genres Nouns
Interview, Science
Article
Reading Strategy
Make Inferences Present Tense
Theme Theme Theater
Genres Action Verbs
Tale, History Article
Write a Research
Report
Reading Strategy
Make Inferences
Forms of Be and Narrative
Sequence Genres Have Presentation
Biography, Social
Studies Article
sample copy, not for distribution Scope and Sequence FM13
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STUDENT’S BOOK WALK-THROUGH
UNIT OPENER uses a high-interest photograph to present the unit

theme which links language skills to content area learning.
1
Unit at a Glance
Language Focus: Ask For and Give
1. UNIT AT A GLANCE
Information; Ask and Answer Questions
Unit 1 Reading Strategy: Preview and

Predict; Monitor and Clarify
comprising the key learning
Topic: Immigration
objectives helps students
understand what they are
going to learn.
2. BIG QUESTION spurs
ongoing student discussion
and dialogue and develops
high levels of academic talk.
Crossing 3. SHARE WHAT YOU KNOW

introduces different activities
Between Cultures 3
which activate students’
2 prior experience and
? Share What You Know knowledge related to the
Big
How can where
you are change
1 Think of two places you
know that are different.
Hawaii
Alaska
unit theme.
Question who you are? 2 List the ways they warm weather
cold weather
snow
are different. beac h
winter coat
swimsuit
3 Share your lists with the class.
FRANKFURT, GERMANY
German students learning Chinese calligraphy with a Chinese exchange teacher
1. LANGUAGE FOCUS
models language patterns
and practices the use of
Language Frames.
1 2 3
1 Language Frames Key Words
PART
Language Focus Social Studies Vocabulary

country
• Where ?
2. LANGUAGE FRAMES • I am from . culture
education
demonstrate the appropriate Ask For and Give • Now I live in .

Key Words employment
Information Look at the photographs. Use Key Words and other words immigration
use of academic English Listen to Lulu and Ricky’s song. Then use Language Frames to ask for
to talk about moving to a new country .
and give information about places you and your friends have lived.
and coach students in immigration
Where Are You From? Song

developing skills in academic Where does your family come from?
conversations, discussions, Can you explain to me?
I am from a sunny island in the Caribbean Sea. education

presentations, and similar We lived in Puerto Rico till I was eight years old.
Now I live in Texas, where winters can be cold. country
contexts. Where does your family come from?

I’d really like to know.
I grew up in Indonesia, where I never saw the snow.

3. CONTENT VOCABULARY We lived close to the ocean, and swam all winter long.
Now I live in Texas, where I feel I belong.
Moving to a
New Country
introduces key words Tune: “Yellow Rose of Texas”
through a visual format employment

culture
to help students quickly

assimilate new words that
are essential for success in 4
the content areas. Talk Together
How can moving to a new place change your life? With a partner, try to use
4. TALK TOGETHER includes Language Frames from page 4 and Key Words to ask for and give information.
4 Unit 1 5
an activity to build students’
confidence in using new ELPS
1.D.1 speak using learning strategies
3.E.1 share information in cooperative learning interactions
ELAR TEKS
G5.2.B.1 use context to determine or clarify the meaning of unfamiliar words
ELPS
1.C.2 use strategic learning techniques to acquire grade-level vocabulary
ful ways in speaking activities
1.F.1 use accessible language and learn new language in the process
2.E.1 use visual support to enhance understanding of increasingly complex
and elaborated spoken language
basic information represented or supported by pictures
4.F.2 use visual and contextual support to enhance and confirm understand-
ing
2.E.2 use visual support to confirm understanding of increasingly complex and
words. 1.D.1 speak using learning strategies

1.E.3 internalize new academic language by using and reusing it in meaning-
elaborated spoken language
3.B.2 expand and internalize initial vocabulary by retelling simple stories and
FM14 Student’s Book Walk-Through sample copy, not for distribution
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1. THINKING MAP uses 1 2
graphic organizers to help 1
PART
Thinking Map Academic Vocabulary
students comprehend
Character Development More Key Words
text, learn new concepts, Story characters grow and change, just like you. When you understand Use these words to talk about “My Diary Across Places and Time” and
character development, or how a character changes, you can “I Was Dreaming to Come to America.”
and identify important understand the story better.
opportunity refuge symbol

information and key points. noun noun noun
2. ACADEMIC VOCABULARY
focuses on high-utility words
that are commonly used
An opportunity is a A refuge is a place A symbol is something
across a range of subject Map and Talk
good chance to do
something. There is a
where people go to be
safe or to find shelter. 3
that stands for something
else. A heart shape is a
areas. You can make a chart to show character development. Write what the
character is like at the beginning, middle, and end of the story. Notice
job opportunity here.
transition translate
symbol for love.
how the character changes and think about why. noun verb Talk Together
3. TALK TOGETHER introduces Character Development Chart
Use a Key Word to ask
a question. Your partner
activities which provide Beginning
Lulu is with her big

Middle
Lulu misses her big

End
Lulu meets a friend

answers using another
Key Word.
family. She enjoys family. She feels and feels less lonely.
students with opportunities the warm weather
and the beach.
lonely. Cold weather
is strange to her.
She enjoys school.
When do you have
an opportunity to
to learn how to take turns, 3 use two languages?
A transition is a When you translate,
respect one another’s Talk Together change from one
situation to another.
you change words
and ideas from one
When I translate
English words
into Spanish.
Moving to a new city is language to another.
ideas, and confirm their Talk with a partner about a story in which the character changed.
Explain how the character changed and why. Have your partner make
a big transition.
understanding of what a 6 Unit 1

a character development chart.
7
classmate said. ELPS ELAR TEKS 1.E.3 internalize new academic language by using and reusing it in 2.E.2 use visual support to confirm understanding of increasingly
3.E.1 share information in cooperative learning interactions G5.2.B.1 use context to determine or clarify the meaning of meaningful ways in speaking activities complex and elaborated spoken language
unfamiliar words 2.C.4 learn new academic vocabulary heard during classroom
Content
ELPS instruction and interactions
SS.G5.25.B.i analyze information by sequencing 2.E.1 use visual support to enhance understanding of increasingly
1.C.2 use strategic learning techniques to acquire grade-level
complex and elaborated spoken language
vocabulary
1 3 1. READING STRATEGY
1 connects real-world examples
PART
Reading Strategy Language Frames
2 I read
I see .
.
to students’ prior experience
Learn to Preview and Predict I predict .
Look at the cartoon. The text does not say why Lulu and Ricky are
Talk Together
My prediction
. and helps students focus and
at the store, but you can look for details in the picture. This is how
you preview. Then you can make a guess about, or predict, what will
Read Lulu’s blog entries. Read the sample prediction.
Then use Language Frames to tell a partner about develop the language and
happen next. your prediction.
Blog thinking to support strategic
LULU’S Blog
https://eltngl.com/reachhigherseries reading.
HOME ABOUT THIS BLOG PICTURES

2. TALK TOGETHER allows
April 5 | Author: Lulu
Today a new student came to our class. She is from Puerto Rico, “I read that a new
students to practice and
too! :) Ms. Keller made me her buddy. She said I could translate girl has moved from
for her until she learned more English. This is a great opportunity
for me to help Ana feel comfortable. I know how scared I felt when
Puerto Rico.
I see a smiley face
apply the steps of the reading
I started school! I want Ana’s transition to American culture to
be easier.
in Lulu’s diary entry.
I predict that Lulu
and Ana will become
strategy they have learned in
When you get ready to read, you preview and predict, too.
As usual, Ricky, Ana, and I sat together at lunch. We had fun
good friends.
My prediction was
a short passage.
planning my birthday party. Ana understands why I miss my family correct!”
so much. She says she has a special surprise for me that will make
How to Preview and Predict us both less homesick for Puerto Rico.
May 10 | Author: Lulu
3. LANGUAGE FRAMES
1. Read the title. Look at the pictures.
I read .
My party was so fun! I could not believe that Ana asked her cousins
to come and play Puerto Rican music at the party. Since we had
demonstrate the appropriate
I see . arroz con gandules y pernil (rice and beans with meat), too, I really
felt like our home was a refuge today for all of us who miss Puerto
Rico. Still, I love the United States. I wore red, white, and blue as
use of academic English
I predict .
2. Begin to read. Stop and make predictions. a symbol of my happiness here. Now I am looking forward to our
next party on the Fourth of July! and coach students in
3. Read on to check whether your predictions My prediction
are correct or incorrect. Confirm your
prediction or make a new one.
. developing skills in academic
= A good place to make a prediction
8 Unit 1 9
conversations, discussions,
presentations, and similar
contexts.
ELAR TEKS ELAR TEKS
G5.RC-5.A.1 establish purposes for reading selected texts based G5.RC-5.A.1 establish purposes for reading selected texts based
upon own desired outcome to enhance comprehension upon own desired outcome to enhance comprehension
Content Content
SS.G5.25.B.ix analyze information by making predictions SS.G5.25.B.ix analyze information by making predictions
sample copy, not for distribution Student’s Book Walk-Through FM15
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Continued...
2
1
My Diary Across
Read a Story
1. SELECTION PREVIEW Genre
A diary is a record of a person’s thoughts, feelings, and
Places and Time
prepares students for experiences. This story is a fictional diary. It is a record
of a character’s thoughts, feelings, and experiences.
reading by giving a brief Narrator
introduction of the selection In fiction, the narrator is the person who tells the story.
The narrator can be a character in the story, or just a
genre and one key point of voice describing the events. In “My Diary Across Places
and Time,” the narrator is a character named Aberto,
literary analysis. who tells the story by writing in his diary.
2. READING SELECTION D ear Diary,

by Robyn Montana Turner
including high-quality I can’t sleep! Thank you for

being here for me when I have so
literature written from a much to tell you. Tonight, after

my sisters and I climbed into
global perspective helps our beds, I overheard whispers

between Mom and Dad.
students expand their
understanding of the world.
11
1
Set a Purpose
Aberto discovers that his
family is moving. Find out why.
1. READING STRATEGY
reminds students of key
D ear Diary,
I can’t sleep! Thank you for being here for me when I have reading strategies that
so much to tell you. Tonight, after my sisters and I climbed into
our beds, I overheard whispers between Mom and Dad. They they can use while they
said we are going to leave our home in New Jersey to move back
to Brazil. Five years is a long time to live in this place I have are reading.
Soon, we will pack our van and leave for Brazil. Dad will drive come to know as home. Will I ever see it again?
the soccer camp bus, filled with our boxes. I’ll probably ride with
him, and Mom will drive the van with my sisters. I can’t believe they
2. WORD DEFINITION
What if I can’t remember how to speak
still don’t seem to be upset about leaving the only home they’ve ever
known. By now, both Mom and Dad are excited about the move.
Portuguese in Brazil? And now I have a new provides students with
worry—where will I go to school? I had
It looks like I’m the only one who isn’t okay
with this big transition .
hoped to get my education with easy-to-understand
Hugo here in New Jersey!
While we were packing meanings of some key
boxes, Dad patted my
shoulder. “Aberto, I can words in the reading
see how worried you’ve
been. Everything will selection.
be all right. You like to
play soccer, and you want
to go to a good school, don’t
3. BEFORE YOU CONTINUE
you? We will work to make it all
whispers soft words
happen for you.”
scaffolds the application
move go to a different place to live
of the reading strategies
to the text and develops
12 Unit 1 13
students into skilled
strategic readers and
thinkers.
2 3
pack our van put our things in the vehicle Before You Continue
excited very happy 1. Explain Why is Aberto moving to a new
patted my shoulder touched my shoulder gently country ?
2. Character How does Aberto feel about
leaving his home? Find evidence in the
text to support your answer.
16 Unit 1 17
FM16 Student’s Book Walk-Through sample copy, not for distribution
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1 2 1. THINK AND RESPOND
1 Key Words
PART
Think and Respond Reread and Retell

country opportunity comprises questions or
culture refuge
Talk About It
education
employment
symbol
transition Character Development tasks to assess students’
1. What do diary entries tell you about the
character who wrote them? Use examples
immigration translate
Use a character development chart to show how Aberto changed
during “My Diary Across Places and Time.” Think about how Aberto
reading comprehension
from Aberto’s diary to explain your answer. feels as he makes the move to Brazil. after reading the
Diary entries tell you what the character .
Aberto’s diary entries tell readers what he . Character Development Chart
selection and then
2. What information might Aberto give about himself to his new friends
in Brazil?
Aberto is scared
and worried about
encourages students to
3. How can Aberto keep the American culture alive as he makes
the transition to life in Brazil?
having to move.
write independently with
Describe Aberto
in New Jersey.
Describe Aberto
in Mexico.
Describe Aberto
in Brazil.
support in response to the
Now use your character development chart
In the beginning of the
literature.
Write About It as you retell the story to a partner. Be sure
to explain how Aberto changes throughout
story, Aberto .
In the middle of the
What exciting opportunities do you think Aberto and his family
will find in Brazil? Write three sentences. Use Key Words
the story. Use Key Words in your retelling.
story, Aberto . 2. REREAD includes a
to explain your ideas. By the end of the
story, Aberto . graphic organizer for
They will have an opportunity to .
Fluency students to demonstrate
Practice reading with expression. Rate your reading.
their understanding of the
literary analysis skill or
Talk Together text structure.
How does the move change Aberto? Write a song or chant about
Aberto’s move. Include Key Words. Share your song or chant with
the class.
26 Unit 1 27
ELAR TEKS 1.E.4 internalize new academic language by using and reusing it in ELAR TEKS ELPS 5.B.2 write using content-based grade-level vocabulary
G5.RC-5.F.2 write using a variety of grade-appropriate sentence meaningful ways in writing activities G5.6.A.1 describe incidents that advance the story or novel, 1.E.1 internalize new basic language by using and reusing it in Content
patterns in increasingly accurate ways 5.B.1 write using newly acquired basic vocabulary explaining how each incident foreshadows future events meaningful ways in speaking activities SS.G5.25.B.i analyze information by sequencing
ELPS 5.B.2 write using content-based grade-level vocabulary G5.1.A.1 read aloud grade-level stories with fluency 1.E.3 internalize new academic language by using and reusing it in
5.G.3 explain with increasing specificity and detail to fulfill G5.1.A.2 read aloud grade-level stories with comprehension meaningful ways in speaking activities
1.E.2 internalize new basic language by using and reusing it in G5.RC-5.B.4 ask universal questions of text 5.B.1 write using newly acquired basic vocabulary
content area writing needs
meaningful ways in writing activities
1. WORD WORK introduces 1

a word-learning strategy, 1
PART
Word Work Making Connections You read the story of Aberto’s

immigration . Now read about other immigrants’ journeys.
providing students with Use a Dictionary

Genre An oral history is a record of what a person says about
the past.
an opportunity to develop
I Was Dreaming to
When you come to a word you don’t know, use a dictionary to find the
word’s meaning and more information about it.
their academic vocabulary These symbols show how to pronounce
skills and, in turn, to work The word promise

a word and how to break it into syllables.
Come to America
1
promise / ‘prɑːm•ɪs / noun 1: a statement that you will do something written and illustrated by
can be used as a noun
through challenging text. and as a verb .
2: a reason for hope or success Her work shows great promise.
3: something you say you will do [Middle English, from Latin
prōmissum, past participle of prōmittere to send forth, to project, to
Veronica Lawlor
Ellis Island
Europe
promise, from prō- forth and mittere to send.] In the year 1900, most people who United States
2. TRY IT TOGETHER allows 2
promise /‘prɑːmɪs/ verb to say you will do something I promise
to write to you.
moved to the United States came
students to practice and 2 from Europe. They traveled by

ship across the Atlantic Ocean, in
search of better lives. Many of these
apply the word-learning Try It Together immigrants had to stop at Ellis Island,
HB27 12 G5_U1_29
strategy they have Read the dictionary entry. Then answer the questions.
a tiny island near New York City,
before they were allowed to officially
Third proof
learned. 1
country /‘kʌn•tri/ noun 1: an area of land with its own government Every
enter the United States. For many of
them, Ellis Island was a symbol of
country has its own flag. 2: a place that is not close to a city or town He
lives in the country. [Middle English, from Old French contree, from both a long journey and a new life.
Medieval Latin contrāta “lying opposite” (used of a land or region).
Ultimately from Latin contrā facing, opposite.] Here, four immigrants describe
their arrival at Ellis Island.
1. How many meanings does the 2. How many syllables are there
dictionary give for country? in country?
A one A one
B two B two to Come of Coming Before You Continue
C three C three 1. Explain Why was Ellis Island a symbol
D four D four for immigrants from Europe?
2. Predict How do you think a variety of
viewpoints will help you understand what
it was like to arrive at Ellis Island?
28 Unit 1 29
ELAR TEKS of words

G5.2.E.1 use a dictionary or glossary to determine meanings G5.2.E.4 use a dictionary or glossary to determine parts of speech
of words of words
G5.2.E.2 use a dictionary or glossary to determine syllabication
of words
G5.2.E.3 use a dictionary or glossary to determine pronunciations
5AFM.indd 17 18/06/20 6:00 PM

Continued...
1 2
1. RESPOND AND EXTEND 1 Key Words
PART
Respond and Extend Grammar and Spelling
country opportunity
enables students to compare culture

education
refuge
symbol
the two reading selections. Compare Genres employment transition Complete Sentences
Fiction and nonfiction are different forms of immigration translate
A sentence tells a complete thought. A sentence starts with a capital
writing, or genres. How are the two genres letter and has an end mark. A complete sentence has two main parts.
2. GRAMMAR AND SPELLING the same? How are they different? Work with
a partner to complete the Venn diagram.
Our little house in New Jersey seems so far away.
uses a routine from To compare, write what
Venn Diagram is the same here. subject : what or whom the predicate : what the subject
modeling the grammar rule sentence is about is, does, or has
to recognizing the grammar Grammar Rules Parts of a

Complete Sentence
rule in context, and finally The complete subject includes all the words My friend Juanita arrived
Fiction Both Nonfiction
to producing grammatically Made up by
an author
May tell
a story
Gives facts about
real people, places,
that tell about the subject. The simple
subject is the most important noun.
in America a month ago.
correct sentences. or events The complete predicate includes the verb

and all the other words in the predicate.
My friend Juanita arrived in
America a month ago.
The simple predicate is the verb.
3. TALK TOGETHER
Read Complete Sentences
encourages students to To contrast, write
what is different here.
Read the sentences below from “My Diary Across Places and Time.”
What is the complete subject and predicate in each sentence?
discuss or complete a task
3
We promised never to forget each other.
related to the unit reading Grandma and Grandpa greeted us with open arms and big hugs.
theme. Talk Together Write Complete Sentences

Write a sentence about one of the pictures in “I Was Dreaming to Come to
Can where you are change who you are? Think about Aberto’s diary America.” Be sure that the sentence has a complete subject and complete
and Lulu’s blog about immigration . Use Key Words to talk about predicate. Read your sentence aloud and compare it with a partner’s.
your ideas.
36 Unit 1 37
ELAR TEKS 1.E.3 internalize new academic language by using and reusing it ELAR TEKS
G5.11.E.4 make logical connections across two or three texts in meaningful ways in speaking activities G5.20.B use the complete subject and the complete predicate in
representing similar or different genres a sentence
ELPS Content
1.E.1 internalize new basic language by using and reusing it in SS.G5.26.E.iii use standard sentence structure
meaningful ways in speaking activities
WRITING PROJECT introduces the writing process

to students from studying a model to prewriting,
Writing Project
then to drafting and revising, then to editing and
Write About Yourself proofreading, and finally to presenting/publishing
Write a Personal Narrative the writing.
Write about a time when you had to adjust to a new place or situation.
Add your story to a class book about dealing with change.
Prewrite
1. Choose a Topic What experience will you write about? Talk with
Study a Model
Writing
a partner to choose an event that was important toProject,
you. continued
A personal narrative is a true story about something that happened to you.
My First American Supermarket

Revise
Language Frames
The
beginning by Eric Tran Tell Your Ideas
Respond to IdeasRetell, Respond Read your draft aloud to a partner. Your
1. Read,
Use sentences Grammar Tip
tells you The biggest change I ever Tell me why partnerwas listens
so and then
like these
retells the story. Next, talk about ways to
what the My family moved to the U.S. from Vietnam. had was . important toimprove
you. your writing. For subjects
to help you
event is all At first, everything in the U.S. seemed really
I remember when I . How did you feel about ? choose
topic.
a connected by or,
about. strange, especially the supermarket!
One thing that The
happened
writerto me I’d like to read more about Language Frames Edit and Proofread use a verb that
agrees with the
In Vietnam, we shopped at the market . wasAll . compares because . Work with a partner to edit and proofread your personal subject closest to it.
the food was outdoors in stalls and carts. We two settings Retell Make Suggestions
narrative.
UsePay special attention to subject-verb agreement.
sentences
bought rice noodles, farm-fresh vegetables, and gives • Your experience was mostly • I can’t really picture . like these to
plenty of Use revision marks to show your changes.
and fish. about . Can you add more details? respond to
2. Gather Information
examples Collect
to details that describe where and when
your event took place.
develop theWrite down your feelings • At the beginning,
before andyou felt
after. • Why is something you your partner’s
Our first trip to the American supermarket writing.
main idea. . At the end, you remember so well? Present
was a shock! All the food was on shelves Say how the experience affected you.
felt . • Can you add more details
inside a building. The fish was wrapped in Organized Use a T-Chart to help you organize your details.
3. Get • The experience was important about ? On Your Own Make a final copy of your personal narrative. Choose a
plastic. The vegetables were canned or frozen.
to you because . way to share it with your classmates. You can read it aloud, or retell the
I miss our old market. But, the AmericanT-Chart story as though you were telling your younger brother or sister.
The ending store has good food, too, such as pizza
tells you 2. Make Changes Think about your draft and your partner’s suggestions.
and yogurt. So, I guess something can be Vietnam United States
why the different and still be really good ! Then use revision marks to make your changes.
experience
was -Vietnamese market • Did you develop your ideas with details and examples? Add more
-U.S. supermarket Presentation Tips
important . -outside -inside a building details if you need to.
If you are the speaker… If you are the listener…
Fora some
All the food was stacked on shelves inside parts of your story,
building. Listen for details that help
Draft Our first trip to the American supermarket was achange
shock! your voice to show you picture what the speaker
how you were feeling. is describing.
Use your T-Chart to write your draft. Explain what happened and
how the experience affected you. Give plenty of examples to develop Use gestures if they feel Make connections to similar
70 Unit 1 your ideas. • Did you include how the event affected you or changed your ideas?
natural. experiences in your own life.
Replace or add words to make the change clear.
ELAR TEKS In a Group Collect all the personal narratives from your class.
G5.17 write a personal narrative that conveys thoughts and feel-
ings about an experience But, the American store has good food, too, suchBind
as pizza
them and
into a book, and
ELPS
5.G.1 narrate with increasing specificity and detail to fulfill content
yogurt. I feel OK about that now. So, I guess something can to think of a
work together
area writing needs 71 different and still be
be good title. You may want to
really good!
add clip art or scan in a
ELAR TEKS photograph to add interest
G5.15.A plan a first draft and develop a thesis or controlling idea
G5.15.B develop drafts to your own story.
72 Unit 1
ELAR TEKS

G5.15.C revise drafts
ELPS
1.B.2 monitor written language production and employ self-
corrective techniques or other resources
73
FM18 Student’s Book Walk-Through ELAR TEKS

G5.15.D edit drafts for grammar, mechanics, and spelling
G5.15.E revise final draft and publish written work
ELPS
5AFM.indd 18 18/06/20 6:00 PM

2 Unit 1. TALK TOGETHER
1 Wrap-Up
encourages students to have
Share Your Ideas dialogues and discussions
Choose one of these ways to share your ideas about
the Big Question.
focused on the Big Question.
? Write It! Talk About It!
Big How can where
you are change
2. UNIT WRAP-UP ends each
Question Write a Letter Create a Documentary
who you are?
Write a letter or an e-mail to a Choose a classmate to interview. unit by having students
1 pen pal in a foreign country. Ask
questions to find out what life is
like in his or her country. Tell
Ask for information about his
or her life. Use the information
to sketch a simple story board
reflect on their opinions of the
Talk Together your pen pal about life
in your country.
showing important events. Then
use those events to make a
Big Question and then work
In this unit, you found lots of answers to the Big Question. Now, use your
concept map to discuss the Big Question with the class.
documentary about your classmate.
on level-appropriate projects
Concept Map What I wear to assess students’ learning
What I eat Before I wore
only dresses outcome.
and skirts. Do It! Write It!
How can where Now I wear
you are change only jeans! Give a Tour Make a Collage
who you are? Pretend you and your classmates Make a collage that shows the
are tour guides. Make a list different ways one of the people
How I speak of places in your school that you read about changed and
newcomers should know about. remained the same.
Write about the Write a caption that
How I see myself
places. Then take names the person
your classmates and explains
on a tour of why you chose
Write a Diary Entry those places. the items.
Use your concept map to choose one change that happens to people
when they move to a new place. Choose a person from this unit. Write a
diary entry about how that person handled the change you have chosen.
74 Unit 1 75
ELAR TEKS G5.29.A.2 participate in student-led discussions by considering suggestions from 1.E.4 internalize new academic language by using
G5.11.E.1 synthesize ideas within a text other group members and reusing it in meaningful ways in writing activities
G5.11.E.2 synthesize ideas across two or three texts representing similar or ELPS 2.G.1 understand the general meaning of spoken language ranging from situations
different genres 1.E.1 internalize new basic language by using and reusing it in meaningful ways in in which topics are familiar to unfamiliar
G5.11.E.3 make logical connections between ideas within a text speaking activities 2.G.2 understand the general meaning of spoken language ranging from situations
G5.14.B.1 consider the difference in techniques used in media 1.E.2 internalize new basic language by using and reusing it in meaningful ways in which language is familiar to unfamiliar
G5.27.A.2 interpret a speaker’s messages (both verbal and nonverbal) in writing activities 2.G.3 understand the general meaning of spoken language ranging from situations
G5.29.A.1 participate in student-led discussions by eliciting suggestions from 1.E.3 internalize new academic language by using and reusing it in meaningful in which contexts are familiar to unfamiliar
other group members ways in speaking activities 3.E.1 share information in cooperative learning interactions
5AFM.indd 19 18/06/20 6:00 PM

PRACTICE BOOK WALK-THROUGH
PRACTICE BOOK provides consolidation and extension for language, grammar, vocabulary,
reading, writing, and fluency.
Name 1 Date
2
Unit Concept Map
Crossing Between Cultures Name Date
Make a concept map with the answers to the Big Question: Thinking Map
How can where you are change who you are?
How a Character Changes
Complete a chart about a story in which the character changed.
Beginning Middle End 1. UNIT CONCEPT MAP introduces the Big

Question of each unit. Students can think about
How can where
you are change
the Big Question and add their ideas to the map.
who you are?
2. THINKING MAP reviews the use of a graphic

organizer with students. Students can then use
the graphic organizer to simplify understanding
of the reading selection.
1.1 Unit 1 | Crossing Between Cultures
Use this chart to tell about a partner’s favorite story. How does the
character feel at first? How do the character’s feelings change?
1. KEY POINTS 3
READING provides Name Date
students with a
1 Fluency
Name Date
“My Diary Across Places
shorter version of the Key Points Reading 2 and Time”
reading selection to “My Diary Across Places Name Date
Use this passage to practice reading with proper expression.
quickly grasp the key and Time” Reread and Retell

Mom broke the news at breakfast after Dad left for work. 11
Listen as your teacher reads. Follow with your finger. “My Diary Across Places “You know how much your father loves his job,” she said.
“He was a great soccer player, and then he worked hard to
22
points of the text.

34
1 and Time”
Aberto learns his family is moving become a coach, organizing soccer camps for children in this
country. Now he wants to move his soccer camps to Brazil,
44
from New Jersey in the United States

Complete the character development chart for “My Diary Across Places
55
back to Brazil. He has lived in the United our homeland.” Then, Mom added, “Your grandparents are 63
2. REREAD revisits and Time.”

States for five years and is sad to leave. He growing old, as well. Try to understand.” 70
worries that he won’t remember how Beginning

to Middle End Why didn’t my sisters feel sad, like I did?
the use of a graphic
79
speak Portuguese and wonders where

Aberto he
is scared and
will go to school. worried about having to
organizer and helps 2
move.
Aberto and his family drive to Brazil in
develop students’ their van and bus. While they are driving,
Aberto’s dad explains that he needs his
comprehension and help with his new business plan in Brazil.
Aberto is excited to help his dad but feels From “My Diary Across Places and Time,” page 14
critical thinking skills. nervous about talking in a language he is

not familiar with.
Expression
B Does not read with feeling. A Reads with appropriate feeling for most content.
I Reads with some feeling, but does not match content. AH Reads with appropriate feeling for all content.
3
3. FLUENCY assesses Aberto and his family arrive at his
grandparents’ house in Rio de Janeiro.
Accuracy and Rate Formula
Use the formula to measure a reader’s accuracy and rate while reading aloud.
– =
students’ reading for Aberto still thinks about what he left

behind in New Jersey, but realizes that his
words attempted
in one minute
number of errors words correct per minute
(wcpm)
old life and friend, Hugo, will be in his

accuracy, rate, and 1.8 Unit 1 | Crossing Between Cultures
memory, captured in the pages he writes

in his diary.
phrasing. 1.4 Unit 1 | Crossing Between Cultures
Use the chart to talk about Aberto’s story and to retell the story
to a partner.
FM20 Practice Book Walk-Throughsample copy, not for distribution
5AFM.indd 20 18/06/20 6:00 PM

1
1. GRAMMAR provides students Name Date
with more grammar practice Grammar

2
to consolidate learning of key A New Sport
Name Date
Grammar Rules Complete Subject and Predicate

grammar points. Vocabulary
1. The complete subject includes all the words that describe Vocabulary Bingo
the subject.
2. VOCABULARY uses games to 2. The complete predicate includes the verb and all the words
Play Bingo using the Key Words from this unit.
in the predicate.
help reinforce students’ vocabulary
Underline the complete subject. Circle the complete predicate.
learning. 1. My family and I moved to the United States.
2. We stayed with my aunt and uncle.
3. A boy named Mike lived next door.
4. Mike and his friends taught me how to play basketball.
5. Now basketball is one of my favorite sports.

Write a sentence about a culture you know and read it to
a partner. Have a partner name the complete subject and
complete predicate.

Name
2 Date
Name 1 Date
3 1. READING OPTIONS
real people, places,
Name Date
Gives facts about
Reading Options
“I Was Dreaming to Come

Nonfiction
encourages students to take

or events
Writing Project
Take turns with a partner. Ask each other questions about the story
to America” T-Chart
Complete this reflection journal as you read the oral history. Write your topic. Then write details in the chart about a time you had to notes of their ideas when they
adjust to a new situation or place.
Page My question The answer are reading the selection.
Central Topic:
and the oral history. Complete the Venn diagram.
Use a Venn diagram to compare fiction and nonfiction.
2. RESPOND AND EXTEND

May tell
a story
Both
Setting 1: Setting 2:
provides scaffolding for

students to compare the two
Compare Genres
reading selections.
Made up by
an author
Fiction
3. WRITING PROJECT helps

and Extend
students to plan, revise, edit,

Respond
and personalize their writing.

Ask a partner one of your questions. Then try to answer

a partner’s question.
sample copy, not for distribution Practice Book Walk-Through FM21
5AFM.indd 21 18/06/20 6:00 PM

VOCABULARY ROUTINES
ROUTINE 1 Introduce the Words

1. Pronounce the word. Model the pronunciation of the key word and point to the accompanying picture; have
students pronounce the word.
2. Rate the word. Have students hold up their fingers to show how well they know the word.
Ask: What do you know about this word? Encourage students to share their ideas about the word.
I can use the word in I have seen the word I have never seen
a sentence or give a before but I can’t use or heard this word
definition. it in a sentence. before.
3. Define the word. Use a student-friendly definition to explain the meaning. (Definitions are provided in the
dictionary at the back of the Student’s Book.)
4. Elaborate the meaning. Generate discussion of the word. Use one or more of the following strategies:
• Relate the word to your personal experiences.
• Encourage students to use the word as they talk about their own experience.
• Using questions or comments, motivate students to engage in discussion about the word.
Extended discussion will help all students understand the word and how it is used.
• Point out word parts and spelling patterns that will help students recognize the word.
• Challenge students to connect the word across content areas.
• Post the words on the Word Wall.
5. Post the words on a Word Wall.
• Reserve a section of the classroom wall or bulletin board for the Word Wall.
• As new vocabulary is introduced, write the words on cards and add them to the wall. Words can be arranged
in random order, or alphabetically, by similar topic, or in other ways as you choose.
• Tell students that they will add definitions, sentences, drawings, and more to the word wall as they learn
more about each word.
• Periodically have students read the Word Wall or portions of it chorally. Encourage students to tell about
how they have used the words in class or outside of school.

Vocabulary Routines
5AFM.indd 22 18/06/20 6:00 PM

ROUTINE 2 Expand Word Knowledge
1. Group students in pairs. Explain that each pair will become experts on one vocabulary word.
2. Display the graphic organizer. Use a graphic organizer from the examples in Vocabulary Routine 4.
3. Select a key word. Display the vocabulary word, and model for students how to locate information about the
word and complete the graphic organizer.
• Find the word in the dictionary in Student’s Book or in another dictionary and read the information about the
word.
• Write the word.
• Add a definition, context sentence, and picture.
4. Assign key words. Assign a word to each student pair and have them create a similar graphic organizer for
their word.
ROUTINE 3 Share Word Knowledge

Student 1: My word is food.
1. Establish partners. Pair each student with a partner who Student 2: The word I studied is energy.
studied a different vocabulary word for Vocabulary Routine 2.
Student 1: Let’s make a sentence using
2. Share. Partners take turns reading to each other their graphic both words.
organizers from Vocabulary Routine 2. Student 2: How about, “Food gives me
3. Discuss. Partners discuss and create sentences using both energy.”
vocabulary words. If needed, give students sentence starters.
4. Write. Students write their sentences in their journals and
draw a line under each vocabulary word.
5. Repeat. Repeat steps 1–4 above until each student has a journal entry for each vocabulary word.
sample copy, not for distribution Vocabulary Routines FM23
5AFM.indd 23 18/06/20 6:00 PM

VOCABULARY ROUTINES
Continued...
ROUTINE 4 Use Graphic Organizers
1. Display the word. Write the word on the board or chart paper. (Refer to Vocabulary Bingo pages in the Practice
Book.)
2. Display the graphic organizer. Use the graphic organizer specified in the Teacher’s Book or select another
graphic organizer from those shown below.
3. Model. Create the graphic organizer.
4. Involve students. Talk with students about the word in a large or small group. Add information about the word
to the graphic organizer. Information can include a picture, examples and nonexamples. Have students use the
graphic organizers to talk about the word and concept.
Three-Dimensional Graphic Organizers
Window Graphic
Portrait Graphic
Upright Graphic
Fold-Up Tab
Three-Quarter Book

Vocabulary Routines
5AFM.indd 24 18/06/20 6:00 PM

Other Graphic Organizers
lakes
nature
weather animals
Word Web Word Web of Examples
Semantic Web Word Map
Example Chart
sample copy, not for distribution Vocabulary Routines FM25
5AFM.indd 25 18/06/20 6:00 PM

VOCABULARY ACTIVITIES
ACTIVITY 1 Vocabulary Bingo

1. Distribute cards. Hand out Bingo cards. (Refer to Vocabulary Bingo pages in the Practice Book.)
2. Fill out cards. Have students write the key words in random order on the card.
3. Give clues. Provide oral clues or questions about the key words. For example, for the word produce you might
say: This word means to make or give.
4. Mark the words. Have students place a marker on each word as they identify it.
5. Bingo! When a student has a complete row of markers, he or she calls, “Bingo.” Ask the student to review his
or her answers and pair answers with the clues.
ACTIVITY 2 Picture It
1. Write the words. Display several vocabulary words.
2. Group students. Arrange students in small groups, each with chart paper and a marker.
3. Teams plan. Have each group:
• Choose a key word (without telling what the word is)
• Decide how they can show the word’s meaning in a drawing
• Choose one member of the group who will create the drawing.
4. Students create drawings. Call on a group, and allow the student who is drawing 15 to 30 seconds to
complete the picture.
5. Students identify the word. Have other groups talk quietly about the picture. When they agree on the key
word, they designate one member to raise his or her hand and give their answer.
6. Award points. When a group guesses the key word correctly, award 1 point to the group and have that group’s
appointed student take the next turn to draw. Continue until one group has collected 3 points.
ACTIVITY 3 Yes or No?

1. Ask questions. Pose yes or no questions using two vocabulary words. You or your students can make up the
questions. For example, the following questions might be asked using words to do with plants: Do roots grow
in the soil? Are blossoms a characteristic of rose plants?
2. Students respond. Students can respond orally, in writing, or they can use thumbs up or thumbs down. Have
students compare responses and pair their answers with the clue. Remind students to use complete sentences
and restate the question. For example: Yes, roots grow in the soil.
ACTIVITY 4 Word Sorts

1. Students write words. Have students write the words on strips of paper, one word per strip.
2. Establish categories. For an open sort, have students work together to determine the sort categories. For a
closed sort, provide the category of how the words should be sorted, such as:
• Related meanings or concepts • Synonyms • Part of speech
• Connotation • Formal or informal • Spelling patterns
• Words with multiple meanings • Words with Spanish cognates
3. Explain sorts. When students have sorted the words, have them explain their sorts. Have them create a chart
or web to record the word relationships they found.
4. Sort again. Have students sort the words again using different categories. Have them record the information in
a graphic organizer.

Vocabulary Activities
5AFM.indd 26 18/06/20 6:00 PM

ACTIVITY 5 Word Poems
1. Concrete Poems Students draw a meaningful shape or object and write words along the outline of the shape,
so words look like the physical shape. For example, a student may draw a volcano and along the outline write:
lava, magma, cone, flow, ash, erupt.
2. Diamante Poems Diamante Poems are 7 lines long. To begin, have students think of two words that are
opposites (antonyms).
• Line 1: Write a noun
• Line 2: Add two adjectives that describe line 1
• Line 3: Add three action verbs that relate to line 1
• Line 4: Add two nouns that relate to line 1, and two nouns that relate to line 7
• Line 5: Add three action verbs that relate to line 7
• Line 6: Add two adjectives that describe line 7
• Line 7: Write a noun that is the opposite of or contrasts with line 1
3. Cinquain Poems Cinquain poems have five lines and can follow different patterns. Have students work
together to complete the pattern below with a key word.
• Line 1: A noun
• Line 2: Two adjectives
• Line 3: Three related words ending in -ing
• Line 4: A related phrase
• Line 5: Another word for the noun
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VOCABULARY ACTIVITIES
Continued...
ACTIVITY 6 Stump the Expert
1. Name the expert. Designate one student to be the expert.
2. Challenge the expert. Another student (the stumper) presents a definition. The expert has 10 seconds to
produce the term.
3. Continue the challenges. If the expert responds accurately, the next stumper offers a challenge. This continues
until the expert is stumped or answers a set number of challenges and earns applause.
4. Name a new expert. The student who stumps the expert becomes the new expert.
ACTIVITY 7 Multiple Key Word Skit

1. Group students. Organize students in small groups and give each group a list of five or more vocabulary
words.
2. Brainstorm. Allow time for groups to brainstorm how the words relate to each other and to create a skit with
dialogue that includes all the words.
3. Discuss. After students present their skits, discuss with them which skit was most original, most humorous, or
used the words most accurately.
ACTIVITY 8 Around the World

1. Choose a traveler. A student designated as the traveler moves from his or her seat to stand by a neighboring
student, the challenger.
2. Provide a definition. The teacher gives the traveler and the challenger a definition; whoever responds first with
the correct word becomes the new traveler and challenges a new student.
3. Continue the challenge. A traveler who continues to respond first and returns to his or her own seat has gone
“around the world.”
ACTIVITY 9 Vocabulary Concentration

1. Prepare pairs of cards. Write each key word on two cards or slips of paper.
2. Spread the cards. Turn the cards over and spread them randomly on a table.
3. Students look for matches. Students take turns turning over two cards. When a student turns over two cards
that have same word, he or she keeps the cards.
4. The winner! The student with the most cards is the winner.
ACTIVITY 10 Rivet
1. Select a key word. For this variation of the game Hangman, choose a key word.
2. Write a blank for each letter. On the board, write a blank for each letter of the word. For example, for
ecosystem, write __ __ __ __ __ __ __ __ __.
3. Fill in letters one by one. Fill in the blanks one letter at a time: e c o __ __ __ __ __ __.
4. Have students guess the word. Pause briefly after you write each letter. Encourage the class to guess the
word.
5. Complete the word. When someone identifies the word correctly, have that student fill in the remaining blanks.

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LISTENING AND SPEAKING ROUTINES
ROUTINE 1 Partner Discussions

1. Provide a discussion topic and assign partners.
2. Monitor discussions. Partners should:
• Restate the purpose.
• Begin the conversation. One partner initiates by asking the other.
What do you think about _____?
• Take turns and build on one another’s ideas.
That’s a good idea. I also think _____.
Explain more about _____.
I have a different idea. I think _____.
• Ask questions and clarify ideas that are not clear.
Let’s explore that idea. Do you think _____?
• Summarize what they discussed.
One (idea/point) we discussed was _____.
3. Regroup. Bring the class back together. Call on a few students to share what they discussed with their partners.
See also:
• Cooperative Learning Routines: Think, Pair, Share; Inside-Outside Circle; Three-Step Interview
ROUTINE 2 Group Conversations

1. Form groups. Provide a discussion topic.
2. Assign roles and monitor discussions. Be sure to vary the roles in discussions throughout the year so that all
students have a turn assuming each role. Encourage students to follow a process.
• The facilitator restates the purpose and begins the conversation.
We’re talking about _____.
Our topic is _____. Does anyone have any ideas?
• All members take turns and build on one another’s ideas.
_____ has a good idea. I also think _____.
Not only _____, but _____.
• The facilitator ensures that no one dominates the conversation.
_____, let’s let someone else speak.
• The encourager praises participators and encourages those who are not talking as much.
_____ could you share some of your ideas about _____?
What do you think, _____?
• Everyone asks questions and clarifies ideas that are not clear.
What do you mean by _____?
• The time keeper lets the group know when there are five minutes left.
• The note taker summarizes what the group discussed.
3. Regroup. Bring the class back together. Call on a few note takers to share what their groups discussed.
See also:
• Cooperative Learning Routines: Corners, Fishbowl, Jigsaw, Roundtable
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LISTENING AND SPEAKING ROUTINES
Continued...
ROUTINE 3 Presentations
1. Provide practice time. Allow time for students to practice their presentations with partners. Monitor practice to
ensure students:
• Speak clearly.
• Pronounce important words correctly.
• Choose formal language that suits the audience, task, and purpose.
• Make good eye contact.
• Use gestures as appropriate.
2. Monitor presentations. Speakers should:
Set up the multimedia part of their presentation. They can choose from graphics, sound recordings, and visual
displays as needed to support the main ideas.
• Introduce their presentation.
My/Our presentation is about _____.
I/We chose this topic because _____.
• Tell the audience what they will see or hear.
You are going to see/hear _____.
I/We will show you _____.
• Set a purpose for the audience (if applicable).
Listen for _____.
See if you understand why _____.
• State the main idea of their presentation.
In this presentation, I/we plan to (explain/discuss/compare) _____.
• Explain the material, using transitions words effectively.
First, _____.
Next, _____.
Finally, _____.
However, _____.
In addition, _____.
Therefore, _____.
• Conclude their presentation and restate the main idea.
In conclusion, _____.
I/We hope you have an idea about _____.
• Thank the audience and ask for questions.
Thank you for your time.
Do you have any questions about _____?

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3. Prompt the audience. Listeners should:
• Listen attentively.
• Jot down key words to remember main ideas.
• Make eye contact with the speaker. Smile or nod to show they are listening attentively.
• Try to understand the message.
• Ask questions if they don’t understand something.
What does _____ mean?
Could you explain _____ again?
4. Conclude. Follow up with a brief, whole-class discussion of the presentation. Ask the audience to summarize
the main ideas presented and explain if and how they are supported by reasons and/or evidence.
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READING ROUTINES
ROUTINE 1 Guided Reading
Before Reading
1. Form groups. Organize groups of 4–6 students of similar reading ability.
2. Prepare students for reading. Adapt the preparation to the text, student language level, and student
performance. Monitor progress and select an instructional focus. Preparation may involve the following steps:
• Preview the book. Talk about the cover and title page. Page through it and discuss illustrations and other
features to build background about the selection and its topic.
• Lead a discussion about the selection’s topic to build further background and vocabulary.
• Ask students to make predictions about what will happen or what they will learn.
3. Read aloud. You may wish to read part of the selection or all of the selection aloud before students read.
During Reading
4. Have students read the selection. Students can read softly to themselves (whisper reading) or silently, you
may want to read portions of the selection aloud and then have students echo read, or you may want to have
partners take turns reading portions of the selection aloud to each other.
5. Observe students. Circulate to observe students as they read. Provide guidance as needed by asking
questions, prompting, and coaching students to apply strategies to decode difficult words or to improve
their comprehension. Monitor progress and select an instructional focus for questions. Here are examples of
questions you might ask (and the instructional focus):
• What sound does this letter make? (phonics)
• What would you do if you were this character? How do you think this character is feeling? (comprehension,
literary analysis)
• What’s happening in the picture? (comprehension, text features)
• What do you think will happen next? (comprehension)
After Reading
6. Discuss the reading. Select strategies to address challenge areas, extension opportunities, or individual
interests. After-reading activities can include:
• Have students summarize the book and make connections.
• Have students tell about how they applied reading strategies to the text.
• Have students discuss how new information or ideas relate to the Big Question.
7. Extend the reading. If time allows, encourage students to engage in activities that extend their understanding,
such as:
• Create a short play or pantomime based on the selection.
• Write a letter to the author or to one of the characters in the selection.
• Draw a picture about something related to the selection.
• Research and report on something mentioned in the selection.
8. Review your observations. Check your notes of students’ reading and comprehension to identify areas where
they need additional instruction. Use a mini-lesson format to provide needed lessons in decoding, word
structure, comprehension strategies, and other skills.

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ROUTINE 2 Listening Center
1. Choose a space. A good space is a quiet corner, where students using the center will not be distracted or
disturb others.
2. Gather resources. Resources can include MP3 and CD players, headphones, books recorded onto a computer,
audio CD, or other electronic device, and one or more copies of books students will listen to. You may also
want to provide response sheets, pencils and markers, and baskets to hold books and materials.
3. Assign text. Students can listen to books on their own or in groups, depending on interest and reading level.
Encourage students to follow along in the text as they listen.
4. Provide ways to respond. Have students illustrate their favorite part of the story, complete a response sheet,
write about what they heard, or respond in some other way.
ROUTINE 3 Echo Reading

1. Select a text. The text can be a complete selection or a portion of text. Passages for echo reading are best
when they are short and motivating for students.
2. Select students. Echo reading can be used with a small group or an individual student. It is most appropriate
for students who are not yet able to process the text on their own but can track the print as you read aloud and
as they repeat the sentences after you.
3. Have students listen and repeat. The teacher reads a sentence aloud, modeling good intonation and rhythm.
Students then read the sentence aloud following the teacher’s model. Encourage students to track the print as
they listen and repeat.
4. Correct errors. The teacher provides immediate feedback to correct student mistakes.
5. Have students reread. After reading aloud with the teacher, have students reread the text in pairs until they
can read it fluently.
ROUTINE 4 Choral Reading

1. Select a text. The text can be a complete selection or a portion of a text. Passages for choral reading are best
when they are short and motivating for students. Predictable text works well for choral reading.
2. Select students. Choral reading is most appropriate for students who are hesitant to read aloud independently
but can join in reading the text in unison with other students with the teacher leading. Choral reading helps
build students’ motivation, confidence, and fluency.
3. Read the text aloud first. Model fluent reading and good intonation.
4. Read the text in unison with students. Have all students in the group read the passage aloud in unison with
you. Encourage them to use good intonation.
5. Have students reread. After reading with the teacher, have students reread the text in pairs until they can
read it fluently.
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READING ROUTINES
Continued...
ROUTINE 5 Paired Reading
1. Select a text or portion of text. Passages for paired reading are best when they include strong emotions or
dialogue.
2. Pair students. You may wish to pair students of similar reading ability, or pair a high level reader with a lower
level reader.
3. Explain the procedure. Tell students if you want them to:
• Read the passage aloud in unison.
• Take turns with each person reading a sentence, paragraph, or page.
• Have one student listen while the other reads.
4. Model error correction. Demonstrate how students should support each other by rereading misread words,
and asking for and giving help when needed.
5. Encourage fluent reading. Partners should practice good prosody (phrasing, expression, and intonation) as
they read.
6. Encourage discussion. Have the reader pause at the end of a paragraph or section. The listener can then
summarize or make a connection. Pairs can ask each other questions about what was read, such as:
• What was your favorite part of the story?
• What was your page about?
• Were there any parts that were hard to read ?

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HIGH FREQUENCY WORD ROUTINE
High Frequency Word Routine

1. Display the word. Display the word on the board or whiteboard and have students look at it carefully.
2. Pronounce the word.
3. Use the word. Pronounce the word in a sentence, and explain what it means. Example: The moon is very far
from the earth. Far means a long way away.
4. Have students say the word aloud.
5. Have students spell the word chorally.
6. Have students say the word again.
7. Use the word in sentences. Encourage students to make up sentences and to have a discussion using the
word.
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WRITING ROUTINES
ROUTINE 1 Power Writing

1. Display a word or picture. Choose a word or picture that will be motivating for students to write about.
Invite them to think about the word or picture and what they know about the word or concept. Activate prior
knowledge or experiences: What do you think of when you hear/see ?
2. Set the timer. The timer is usually set for one minute. In some cases, you may want to vary the amount of time.
3. Have students write. Ask students to write as much as they can, as well as they can in one minute. If students
at different proficiency levels need support, use the following multi-level strategies:
BEGINNING INTERMEDIATE ADVANCED / ADVANCED HIGH

Students can write single words as Students write sentences. Encourage students to write
a list. Say: Write all the words you paragraphs.
know.
4. Check work. Have students check their spelling and grammar and circle any mistakes.
5. Count words. Have students count the number of words they wrote and record the number on their papers.
6. Repeat the procedure. If time allows, have students create more than one passage. Repeat steps 2–5 one or
two times.
7. Record results. Have students record their best result and create a writing fluency graph. Over time, the graph
will show students’ growth in fluency and help motivate their progress as writers.
8. Adjust the time. To develop fluency further, vary the amount of writing time from 30 seconds to two minutes or
more in separate Power Writing sessions.

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ROUTINE 2 Modeled Writing
1. Develop a RAFT. Think aloud to model how to develop a RAFT for what you will write. For example:
Role: I will take the role of a reporter writing an article for the newspaper.
Audience: My audience is the readers of the newspaper.
Form: My form is a news article.
Topic: I will write about some new puppies.
2. Model thinking about the first sentence. Think aloud as you decide what you will include in your first
sentence. For example: I want to tell about some new puppies that were born last week at my neighbor’s
house. I’ll write a news article to tell about the puppies. I’ll begin by telling the most important facts.
3. Write the first sentence. Read aloud what you have written. For example: Last week six new puppies were
born on Davis Street.
4. Continue thinking aloud as you write. Think aloud to model how you plan and write additional sentences. For
example: Next I’ll tell what the puppies looked like. I’ll write: The puppies were brown and white and had soft
fur. Their eyes were closed.
5. Involve students. Encourage students to help write additional sentences. Discuss their ideas with them, and
add the new ideas to the writing as appropriate.
6. Add a title. When the writing is complete, think aloud as you add a title, and as you review the writing and
make any needed corrections .
Puppies Born
Last week six new puppies were born on Davis
Street. The puppies were brown and white and
had soft fur. Their eyes were closed. They were
born under the porch at the Marino’s house. Mrs.
Marino fixed a bed for the puppies and their
mother in the hall. Mrs. Marino said she would look
for new homes for the puppies in a few weeks.
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WRITING ROUTINES
Continued...
ROUTINE 3 Interactive Writing
1. Establish a purpose. Discuss with students the purpose and audience you will be writing for. For example: Let’s
write a letter to Mayor Wheeler to thank her for visiting our class last week.
2. Talk through the text. Lead a discussion with students about how to word each sentence, and then support
individual students as they write letters or entire words in sentences on the board or chart paper. For example:
How will we begin our letter? … Good, Alana, let’s start with Dear Mayor Wheeler: Can you come up and write
that for us? Continue the discussion having different members of the class take turns writing.
3. Problem solving. Use questions or prompts to help students solve problems as they write. For example: So far
this sentence says: Thank you for coming to … What did we say comes next in the sentence? … That’s right,
Duwayne, next we’re going to write Lincoln School. … Can you come up and write the next word? What letter
does Lincoln begin with?
4. Reread frequently. Reread the entire message after each word is added. This will help students see how each
word fits into the overall process.
Dear Mayor Wheeler:

Thank you for coming to Lincoln
School to tell us about your job.
We think you really like being the
Mayor. We are sorry you don’t get
to ride on fire trucks.
Yesterday there was a cat on the
playground. We think she was lost.
Can you help us find a home for
her?
Thank you,
Mrs. Bonilla’s Class

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ROUTINE 4 Independent Writing
1. Provide appropriate writing prompts. Make sure that writing prompts are motivating and appropriate. Prompts
should encourage a variety of responses, allow for a range of writing abilities, be appropriate for the writers’
experiences, and include topics that interest students
2. Use RAFTs. Have students use the RAFT structure to make sure writing assignments have a clear purpose and
authenticity. Students should understand their Role, Audience, Form, and Topic before they begin to write. Here
is a sample RAFT:
Role: A student who wants to clean up a vacant lot
Audience: Neighbors who could help clean up the lot
Form: An email message
Topic: Please come on Saturday to help clean up the lot.
3. Support peer response. Teach students how to be effective peer reviewers of each others’ writing. Strategies
may include:
• Use the language frames to scaffold conversation.
• Encourage writers to invite responses from peers, but don’t compel them.
• Encourage students to talk with each other as readers, not as critics. If something makes them laugh, or feel
sad, or catches their interest, they should tell the writer so. If something isn’t clear, they should tell that, too.
However, details of word choice, organization, sentence structure, etc. are best dealt with in teacher-student
conferences.
4. Conference. Confer with students about their writing. Conferences should be short and focused. Include the
following steps:
• Inquiry: Ask about, the topic, how the work is coming, and areas of difficulty.
• Decision: Based on student responses, decide on the focus for the conference.
• Instruction: Choose a point for teaching. This may be any of the writing traits, writer’s craft, grammar, usage,
spelling, capitalization, and punctuation. Refer to records of student performance on grammar, revising and
editing, and spelling lessons and assessments.
• Recording: Record anecdotal notes of the conference for follow-up. Include next steps for the writer.
Student Journals: Journaling is a good way to help students move from note taking and assigned writing to writing
independently. Encourage students to make notes about vocabulary, language, and grammar, and to write in
response to their reading or their thoughts about Big Questions to help them remember what they have learned and
see their progress over time.
• Set up journals. Journals can take many forms. You may wish to have students keep a journal with separate
sections for vocabulary, language, grammar, and writing. Or students can just add cumulatively to their
journals as they learn. In either case, encourage students to decorate their journals and maintain them with
care.
• Coach. Observe students as they write and look for opportunities to coach them with spelling, word skills,
strategies, and their thinking about topics and Big Questions.
• Review journals. Have students review their journals with you at conference time. Reviewing their work over
time helps students recall what they’ve learned and see how they have progressed. It can also help you
focus on areas where a student may need reteaching or additional support.
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COOPERATIVE LEARNING ROUTINES
These cooperative learning routines provide consistent opportunities for students to work together and learn from
one another .
STRUCTURE & GRAPHIC DESCRIPTION BENEFITS & PURPOSE

CORNERS • Corners of the classroom are designated • By “voting” with their feet, students literally
for focused discussion of four aspects of a take a position about a topic.
topic. • Focused discussion develops deeper
• Students individually think and write about thought about a topic.
the topic for a short time. • Students experience many valid points of
• Students group into the corner of their view about a topic.
choice and discuss the topic.
• At least one student from each corner
shares about the corner discussion.
FISHBOWL • Part of a group sits in a close circle, facing • Focused listening enhances knowledge
inward; the other part of the group sits in a acquisition and listening skills.
larger circle around them. • Peer evaluation supports development of
• Students on the inside discuss a topic specific discussion skills.
while those outside listen for new • Identification of criteria for evaluation
information and/or evaluate the discussion promotes self-monitoring.
according to preestablished criteria.
• Groups reverse positions.
INSIDE-OUTSIDE CIRCLE • Students stand in concentric circles facing • Talking one-on-one with a variety of
each other. partners gives risk-free practice in
• Students in the outside circle ask speaking skills.
questions; those inside answer. • Interactions can be structured to focus on
• On a signal, students rotate to create new specific speaking skills.
partnerships. • Students practice both speaking and active
• On another signal, students trade inside/ listening.
outside roles.
JIGSAW • Group students evenly into “expert” • Becoming an expert provides in-depth
groups. understanding in one aspect of study.
• Expert groups study one topic or aspect of • Learning from peers provides breadth of
a topic in depth. understanding of over-arching concepts.
• Regroup students so that each new group
has at least one member from each expert
group.
• Experts report on their study. Other
students learn from the experts.

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STRUCTURE & GRAPHIC DESCRIPTION BENEFITS & PURPOSE
NUMBERED HEADS TOGETHER • Students number off within each group. • Group discussion of topics provides
• Teacher prompts or gives a directive. each student with language and concept
understanding.
• Students think individually about the topic.
• Random recitation provides an opportunity
• Groups discuss the topic so that any
for evaluation of both individual and group
member of the group can report for the
progress.
group.
• Teacher calls a number and the student
from each group with that number reports
for the group.
ROUNDTABLE • Seat students around a table in groups of • Encouraging elaboration creates
four. appreciation for diversity of opinion and
• Teacher asks a question with many thought.
possible answers. • Eliciting multiple answers enhances
• Each student around the table answers the language fluency.
question a different way.
TEAM WORD WEBBING • Provide each team with a single large • Individual input to a group product ensures
piece of paper. Give each student a participation by all students.
different colored marker. • By shifting point of view, students develop
• Teacher assigns a topic for a word web. broad and in-depth understanding of
• Each student adds to the part of the web concepts.
nearest to him/her.
• On a signal, students rotate the paper
and each student adds to the nearest part
again.
THINK, PAIR, SHARE • Students think about a topic suggested by • The opportunity for self-talk during the
the teacher. individual think time allows the student to
• Pairs discuss the topic. formulate thoughts before speaking.
• Students individually share information • Discussion with a partner reduces
with the class. performance anxiety and enhances
understanding.
THREE-STEP INTERVIEW • Students form pairs. • Interviewing supports language acquisition

• Student A interviews student B about a by providing scripts for expression.
topic. • Responding provides opportunities for
• Partners reverse roles. structured self-expression.
• Student A shares with the class information
form student B; then B shares information
from student A.
MIX AND MATCH • Prepare cards that can be matched as • The mixing process encourages students
pairs, such as a word and its definition. to have multiple conversations with an
• Hand one card to each student. academic focus.
• Students mingle and talk about their cards. • Discussions provide each student with
language and concept understanding.
• Teacher calls “Match,” and each student
finds the partner whose card matches with • Cards can be traded, so students don’t
his or her own. Students exchange cards know who their partner is until the end.
and mingle again.
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STAGES OF LANGUAGE ACQUISITION
Reach Higher incorporates Academic Language Frames, Multi-Level Strategies, Multi-Level Practice Sets, and
more supports to help English language learners move through the stages of language acquisition. As you select
strategies and monitor behaviors and progress, keep in mind that stages vary. For example, some students may be
beginning speakers and advanced writers while others may be advanced speakers and beginning writers. Use the
assessment instruments to measure and monitor language acquisition and adjust scaffolds, grouping, and challenges
to support each student.
STAGES AND BEHAVIORS TEACHING STRATEGIES

BEGINNING
Beginners: Beginners benefit when teachers:
• have little or no survival vocabulary or language structures • implement an intensive, individualized or small-group emergent
• need to gain familiarity with the sounds, rhythm, and patterns of literacy program, starting with the English alphabet
English • use gestures and other visuals to clarify concepts
• respond non-verbally by pointing, gesturing, nodding, or drawing • provide ample age-appropriate oral-to-print and emergent literacy
• have little or no ability to understand spoken English used in experiences
academic and social settings • use visuals to teach key vocabulary necessary for academic
• have little or no ability to speak English in academic and social discussion
settings • use simple sentence structures and language patterns during
• have little or no ability to use English to build foundational reading instruction
skills • provide abundant opportunities for active listening, utilizing props,
• lack the English vocabulary and English language structures visuals, and real objects
necessary to address grade-appropriate writing tasks • provide opportunities to read literature in short “chunks”
• understand new concepts best when previewed in their home • support reading with direct phonics instruction
language • avoid forcing students to speak before they are ready
• begin to respond with yes/no or one- or two-word responses • model memorable language with songs and chants
• read simple language that has already been experienced orally • pair or group students with more proficient learners
• write labels, patterned sentences, one- or two-word responses • activate prior knowledge, build background, and use visuals before
• repeat and recite memorable language; use routine expressions reading activities
independently • ask yes/no, either/or, and Who? What? Where? questions
• respond with phrases, fragments, and simple subject/verb-based • have students label/manipulate pictures and real objects
structures • provide short frames for students to complete with one- or two-
• read familiar, patterned text; read language experience texts word responses or word banks
• begin to apply reading strategies to aid comprehension of text
• write patterned text, short captions; complete simple cloze
sentences
INTERMEDIATE
Intermediate students: Intermediate students benefit when teachers:
• understand simple, high-frequency spoken English used in routine • provide direct instruction in key vocabulary necessary for
academic and social settings academic discussion
• have the ability to speak in a simple manner, using English • expose students to a variety of understandable texts
commonly heard in routine academic and social settings
• have students describe personal experiences, objects, etc.
• have a limited ability to use the English language to build
foundational reading skills • use graphic organizers or storyboards for retelling or role-plays
• have English vocabulary and grasp of English language structures • structure group discussion to support application of language
adequate to address grade-appropriate writing tasks in a limited way patterns
• understand simple messages with contextual support (gestures etc.) • structure research projects and guide use of reference resources
• understand “chunks” or gist of language, and the gist of group
• ask open-ended questions; model, expand, restate, and enrich
reading by relying on picture clues, titles, and summaries
student language
• respond to literature with structured support
• respond using newly-acquired receptive vocabulary for messages • provide frames for students to complete with short phrases
in English • provide content-area texts, trade books, newspapers, magazines,
• understand more details in spoken English etc., to promote conceptual development
• read resources independently following oral previews or • respond genuinely to student writing and hold conferences that
experiences with print highlight student strengths and progress
• apply reading strategies regularly to aid comprehension of text
• provide frames that support and extend language patterns and
• write from models for a variety of purposes
structures
• respond with connected discourse, using more extensive

Stages of Language Acquisition
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STAGES AND BEHAVIORS TEACHING STRATEGIES
ADVANCED
Advanced students: Advanced students benefit when teachers:
• understand, with second language acquisition support, grade- • provide opportunities to create oral and written narratives
appropriate spoken English used in academic and social settings • focus on communication in meaningful contexts where students
• have the ability to speak, with second language acquisition express themselves in speech and print for a wide range of
support, using grade-appropriate English in academic and social purposes and audiences
settings • structure group discussion
• have the ability to use English, with second language acquisition • guide use of reference resources for research
support, to build foundational reading skills • facilitate more advanced literature studies
• have English vocabulary and grasp of English language structures
adequate to address grade-appropriate writing tasks with second
language acquisition support
• respond with longer phrases/sentences and increasing
grammatical accuracy
• respond to literature by explaining, describing, comparing, and
retelling
• participate more fully in discussions, including those with academic
content
• understand and respond with increasing levels of accuracy and
correctness
• respond with connected discourse, extensive vocabulary, and
decreasing grammatical errors
• read and comprehend a wider range of narrative genre and
content texts
• apply reading strategies consistently and skillfully
• read, write, and discuss content-area concepts in greater depth
• write connected narrative and expository texts
ADVANCED HIGH
Advanced High students: Advanced High students benefit when teachers:
• understand, with minimal second language acquisition support, • facilitate advanced literature studies
grade-appropriate spoken English used in academic and social • provide opportunities for more sophisticated writing
settings • continue on-going language development through integrated
• have the ability to speak, with minimal second language acquisition language arts and content-area activities
support, using grade-appropriate English in academic and social • provide opportunities for application of more complex language
settings structures and patterns
• have the ability to use English, with minimal second language
acquisition support, to build foundational reading skills
• have English vocabulary and command of English language
structures necessary to address grade-appropriate writing tasks
with minimal second language acquisition support
• respond with more complex language structures and patterns
• understand non-literal, idiomatic, everyday, and academic
language
• read a wide range of grade-level narrative and expository texts in a
variety of subjects, including self-selected resources
• apply reading strategies with automaticity
• write using standard forms with increased depth and breadth of
topics and purposes and more creative and analytical writing
• respond using varied grammatical structures and vocabulary
• use a repertoire of language-learning strategies to self-monitor,
correct, and further develop English language skills
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Contents at a Glance
Unit Title
1 Crossing Between Cultures . . . . . . . . . . 2
2 Catching the Light . . . . . . . . . . . . . . . . . . . 76
3 Nature’s Webs . . . . . . . . . . . . . . . . . . . . . . . 150
4 Justice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 222
1 2
3 4
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Table of Contents
Crossing Between Unit 1

Cultures
BIG QUESTION SOCIAL STUDIES
Immigration
How can where you are change
who you are?
Unit Opener . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Part 1
My Diary Across Places and Time . . . . . . . . . . . . . Diary 10
I Was Dreaming to Come to America . . . . . . . Oral History 29

written and illustrated by Veronica Lawlor
Part 2
A Writer’s Journey:
A biography of Xiaolu Guo . . . . . . . . . . . . . . . . Biography 44
by Penelope McKimm
Migrant Stories from Around the World . . . . . . . . Blog 63

by Penelope McKimm
Writing Project: Personal Narrative . . . . . . . . . . . . . . . . . . . . 70
Unit Wrap-Up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
iv
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Table of Contents
Catching Unit 2
the Light
BIG QUESTION SCIENCE
Energy
What is the power of the sun?
Unit Opener . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
Part 1
Ten Suns: A Chinese Myth . . . . . . . . . . . . . . . . . . . . Myth 84
retold by Eric A. Kimmel; illustrated by Merilee Heyer
How the Fifth Sun Came to Be:

An Aztec Myth . . . . . . . . . . . . . . . . . . . . . . . . . Origin Myth 103
retold by Lulu Delacre; illustrated by Rafael López
Part 2
Energy for the Future . . . . . . . . . . . . . . . . . . . . . . . Blog 118
by Thomas Taha Rassam Culhane
NATIONAL GEOGRAPHIC EXCLUSIVE
How to Make a Solar Oven . . . . . . . . . . . . . . How-to Article 137

Writing Project: Myth . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144
Unit Wrap-Up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148
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Table of Contents
Nature’s Webs Unit 3
BIG QUESTION SCIENCE

Food Webs
How are animals and plants Ecosystems
dependent on one another?
Unit Opener . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150
Part 1
Coyote and Badger . . . . . . . . . . . . . . . . . . . Realistic Fiction 158
written and illustrated by Bruce Hiscock
Living Links . . . . . . . . . . . . . . . . . . . . . . Expository Nonfiction 177

by Diane Salisian
Part 2
Fish of the Future . . . . . . . . . . . . . . . . . . . . . . . Interview 190
by Cheryl Block
Phyto-Power! . . . . . . . . . . . . . . . . . . . . . . . . . Science Article 209

by Mary M. Cerullo
Writing Project: Interview . . . . . . . . . . . . . . . . . . . . . . . . . . 216
Unit Wrap-Up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 220
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Table of Contents
Justice Unit 4
BIG QUESTION SOCIAL STUDIES

History: Human Rights
What is justice?
Unit Opener . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 222
Part 1
Crossing Bok Chitto . . . . . . . . . . . . . . . . . . . . . . . . . Tale 230
by Tim Tingle
Journey to Freedom . . . . . . . . . . . . . . . . . . . History Article 249

by Peter Winkler
Part 2
The Troublemaker: The Story
of Nelson Mandela . . . . . . . . . . . . . . . . . . . . . . Biography 262
by Penelope McKimm
Sisters Fighting for the Oceans . . . . . . . . Social Studies Article 281

by Penelope McKimm
Writing Project: Research Report . . . . . . . . . . . . . . . . . . . . . 290
Unit Wrap-Up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 296
vii
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Genres at a Glance
Fiction Expository Nonfiction
Diary Living Links . . . . . . . . . . . . . . . 177
My Diary Across Places Diane Salisian
and Time . . . . . . . . . . . . . . . . . . 10 History/Social Studies Article
Robyn Montana Turner
Journey to Freedom . . . . . . . . . 249
Myth Peter Winkler
Ten Suns: A Chinese Myth . . . . . 84 Sisters Fighting for the
retold by Eric A. Kimmel Oceans . . . . . . . . . . . . . . . . . . . 281
How the Fifth Sun Came to Be: Penelope McKimm
An Aztec Myth . . . . . . . . . . . . . 103 Interview
retold by Lulu Delacre
Fish of the Future . . . . . . . . . . . 190
Realistic Fiction Cheryl Block
Coyote and Badger . . . . . . . . . . 158 Oral History
Bruce Hiscock
I Was Dreaming to Come
Tale to America . . . . . . . . . . . . . . . . . 29
Crossing Bok Chitto . . . . . . . . . 230 Veronica Lawlor
Tim Tingle Science Article
Nonfiction Phyto-Power! . . . . . . . . . . . . . . 209
Mary M. Cerullo
Biography
A Writer’s Journey: A biography Media
of Xiaolu Guo . . . . . . . . . . . . . . . 44 Blog
Penelope McKimm
Energy for the Future . . . . . . . . 118
The Troublemaker: The Story Thomas Taha Rassam Culhane
of Nelson Mandela . . . . . . . . . . 262
Penelope McKimm Online Article
How to Make a Solar Oven . . . . 137
Blog
Migrant Stories from Around
the World . . . . . . . . . . . . . . . . . . 63
Penelope McKimm
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Table of Contents 7
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Unit 1
PART 1 LESSON 1
Unit Launch
OBJECTIVES
Resources
Listening and Speaking
• Participate in a Discussion ◆◆ eVisual: 1.1
Learning Strategies ◆◆ Practice Book: 1.1
• Preview and Predict ◆◆ Family Newsletter 1
• Relate to Personal Experience
• Use Graphic Organizers
Unit at a Glance
Language Focus: Ask For and Give
Information; Ask and Answer Questions
Unit 1
Reading Strategy: Preview and
Predict; Monitor and Clarify
Topic: Immigration
Crossing
Between Cultures
? Share What You Know
Big
How can where 1 Think of two places you
you are change know that are different.
Hawaii
Alaska
Question who you are? 2 List the ways they warm weathe
r cold weathe
snow
r
are different. beach

winter coat
swimsuit
3 Share your lists with the class.
FRANKFURT, GERMANY
German students learning Chinese calligraphy with a Chinese exchange teacher
Preview and Predict

1. Direct students’ attention to the image on Student’s Book pages 2–3. Then read the image caption and have students talk
about it. Elicit responses from students, using fun facts about the image:
• As the world is becoming more globalized, more and more schools have been providing exchange programs to both
students and teachers: exchange students have opportunities to study and learn about different cultures overseas, and
exchange teachers can teach their cultures to students in foreign countries.
• Participating in a student exchange program overseas enables students to learn not only a foreign language through
practical immersion, but also analytical and problem-solving skills. They can enhance their awareness of and interest in
global issues as well.
• Other than joining a student exchange program to study overseas and experience different cultures, students can also
try different forms of culture exchange, such as writing a letter to a pen pal who lives in a foreign country, or using
instant messengers like Skype or FaceTime to chat with students in other classrooms without leaving their desks.
2. Read the unit title aloud and encourage students to flip through the unit. Ask: What do you think you will learn? What
makes you think that?
8 Unit 1 Crossing Between Cultures
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Introduce the Big Question
1. Ask: If you lived on a farm, what kinds of things would you see and do every day? (Answers will vary.) How would your
life change if you moved from a farm to a city? (You would see new things and learn new things.)
2. Read aloud the Big Question. Have students share possible answers. Encourage them to provide details. List the answers.
Build Background Knowledge

Help students build background knowledge using more questions for discussion:
• What are some reasons people move from one place to another?
• What are some things people must learn when they move to new places?
• How can the new members of a community affect a community?
Share What You Know

1. Review the three steps of the instructions in Share What You Know on Student’s Book page 3. Explain: To complete the
activity, you will need to:
• choose two places
• decide how they are different from each other.
2. Suggest students make a T-chart with the names of the two places at the top. Have them list qualities of the places, such as
specific foods each place is known for, under the names. Tell students to look at both sides of the chart and notice which
things are different.
3. Have students show their T-charts and point out the differences.
Begin the Unit Concept Map

1. Introduce the concept map: As you go through this unit, it will be
helpful to organize your thinking in a concept map.
2. Display the unit concept map (eVisual 1.1) for the Big Question.
Explain: The Big Question is on the globe. We’ll add our answers
to the rectangles around the globe.
3. Have students add the ideas they already listed, and any other
ideas they may have, to Practice Book 1.1. Explain that they will
add more to their concept maps as they read through the unit
and learn about how moving to a new place affects people. eVisual 1.1
Make Connections
Send home Family Newsletter 1. Ask students to collect anecdotes about where their families are from and where they live
now to be compiled into a class book.

PART 1 LESSON 1 9

PART 1 LESSON 2 1 Language Frames
PART
Language Focus
• Where ?
• I am from .
Language Focus Ask For and Give • Now I live in .
Social Studies Vocabulary Information

Listen to Lulu and Ricky’s song. Then use Language Frames to ask for
and give information about places you and your friends have lived.
OBJECTIVES
Vocabulary Where Are You From? Song
Where does your family come from?
• Acquire and Use Grade-Level Vocabulary Can you explain to me?
Language I am from a sunny island in the Caribbean Sea.

We lived in Puerto Rico till I was eight years old.
• Language Function: Ask and Give Information Now I live in Texas, where winters can be cold.
Where does your family come from?
• Listen to and Imitate Fluent Models I’d really like to know.
• Use a Variety of Sentence Lengths I grew up in Indonesia, where I never saw the snow.
We lived close to the ocean, and swam all winter long.
• Participate in a Discussion Now I live in Texas, where I feel I belong.
Learning Strategy Tune: “Yellow Rose of Texas”
• Recap Prior Knowledge

• Use Context to Build Concepts and Language
Social Studies
• Explore Immigration
• Study Cultures
Language Focus 4 Unit 1
Teach / Model
ELPS
1. Read aloud the introduction on Student’s Book page 4 and play the
song. Invite students to sing along as you play the song a second
time. Model how to echo and chime in as the audio prompts.
2. Point out the Language Frames at the top of Student’s Book page 4
and model using these structures to ask for and give information
about where Lulu is from. Repeat for Ricky.
3. Prompt students to ask for and share information about places they
or their friends have lived. Point to each step on the How-to card eVisual 1.2
(eVisual 1.2) as the students ask for and give information.
Practice / Apply
1. Have students ask for and give information about the illustration
on page 4.
2. Use Academic Language Frames (eVisual 1.3) to encourage students
to use language naturally.
3. Display and use Academic Talk 1 to provide additional language
support for students at all levels.
Check Understanding
Display Language Builder Picture Card G5.1. (Active citizens vote.) Have
students ask for and give information about it.
Monitor eVisual 1.3

Use Oral Language Rubrics in Assessment Resources to monitor students’
progress in oral language performance.


Key Words
Social Studies Vocabulary
country
culture
education
Key Words employment
Look at the photographs. Use Key Words and other words immigration
to talk about moving to a new country .
Resources
immigration
◆◆ eVisual: 1.2, 1.3
◆◆ Academic Talk 1
education ◆◆ Language Builder Picture Card G5.1
country
◆◆ Vocabulary Routine 1
◆◆ Key Word Images
Moving to a
New Country
◆◆ Picture Dictionary
◆◆ Oral Language Rubrics
employment
culture
Talk Together
How can moving to a new place change your life? With a partner, try to use
Language Frames from page 4 and Key Words to ask for and give information.
ELAR TEKS ful ways in speaking activities basic information represented or supported by pictures
G5.2.B.1 use context to determine or clarify the meaning of unfamiliar words 1.F.1 use accessible language and learn new language in the process 3.E.1 share information in cooperative learning interactions
ELPS 2.E.1 use visual support to enhance understanding of increasingly complex 4.F.2 use visual and contextual support to enhance and confirm understand-
and elaborated spoken language ing
2.E.2 use visual support to confirm understanding of increasingly complex and
elaborated spoken language
1.E.3 internalize new academic language by using and reusing it in meaning-
3.B.2 expand and internalize initial vocabulary by retelling simple stories and

Teach / Model
1. Read the introduction and work through the pictures and captions on Student’s Book page 5.
2. Use Vocabulary Routine 1 and Key Word Images to teach the words. Then access definitions in Picture Dictionary.
2.1. Pronounce the word and point to its picture: immigration.
2.2. Rate the word. Have students hold up their fingers to show how well they know the word. (1 = very well, 2 = a little,
3 = not at all) Ask: What do you know about this word?
2.3. Define the word: Immigration is the act of people entering a new country to settle there.
2.4. Elaborate. Relate the word to your experience: When I visited Mexico on my vacation, I had to go through the
immigration checkpoint.
Practice / Apply
Have partners take turns repeating the routine. Remind students to use complete sentences for Steps 2.2, 2.3, and 2.4.
Talk Together
1. Review the Language Frames at the top of Student’s Book page 4 and provide an example: Where are you from? I am
from the country Mexico. Now I live in the United States.
2. Read aloud the instructions in Talk Together on Student’s Book page 5. Have students add their ideas to the unit concept
map.
Extension
Use Writing Routine 1. Write the word country and prompt: What is a country? Think about this word and write about it.

PART 1 LESSON 2 11

PART 1 LESSON 3 1
PART
Thinking Map
Thinking Map Character Development

Academic Vocabulary Story characters grow and change, just like you. When you understand
character development, or how a character changes, you can
understand the story better.
OBJECTIVES
Vocabulary
• Acquire and Use Classroom Vocabulary
• Acquire and Use Academic Vocabulary
• Use Grade-Level Vocabulary
Comprehension and Critical Thinking
• Demonstrate Listening Comprehension Map and Talk
• Literary Analysis: Character Development You can make a chart to show character development. Write what the
character is like at the beginning, middle, and end of the story. Notice
Learning Strategy how the character changes and think about why.
• Use Graphic Organizers: Character Development Character Development Chart
Chart Beginning Middle End
Lulu is with her big Lulu misses her big Lulu meets a friend
Social Studies family. She enjoys family. She feels and feels less lonely.
the warm weather lonely. Cold weather She enjoys school.
• Explore Immigration and the beach. is strange to her.
• Study Cultures
Talk Together
Talk with a partner about a story in which the character changed.
Thinking Map Explain how the character changed and why. Have your partner make
a character development chart.
6 Unit 1
Teach
ELPS
1. Connect concepts: People often have different feelings when they move from one country to another. You listened to a song
Content
SS.G5.25.B.i analyze information by sequencing
about characters named Lulu and Ricky, who have lived in different places. Now you will learn how to make a graphic
organizer to understand the development of a character in a story.
2. Read the first paragraph on Student’s Book page 6 and talk about the definition of character development. Teach the
vocabulary word develop using Vocabulary Routine 4. Explain that develop means to grow or change in some way. Have
students tell how a character changed in a story they have previously read.
3. Read aloud the explanation about making a graphic organizer on
Student’s Book page 6. Clarify the purpose: I can make a chart to
help me understand how a character changes throughout the story.
4. Remind students to listen for the thoughts and feelings the
character has as you read aloud “Lulu Moves to the United
States” (eVisual 1.4).
Model eVisual 1.4
Review the first two sentences of “Lulu Moves to the United States”
(eVisual 1.4). Then have volunteers read the heading in the first box of the character development chart and model the
process: In the first box, I write what Lulu is like in the beginning of the story. I write details about what she does and how she
feels. Repeat for the Middle and End boxes.
Practice / Apply
1. Read aloud the instructions in Talk Together on Student’s Book page 6. Have students use Practice Book 1.2 to complete
their character development charts.
2. Use Multi-Level Strategies to help students at all proficiency levels talk about character development in a story. Monitor
students’ developing proficiency.
BEGINNING INTERMEDIATE ADVANCED ADVANCED HIGH
Provide a frame for each part of Help students identify their character’s Encourage students to use longer sentences
the map: changes by asking questions such as: and relate their character’s actions and
• At first, the character _____. What happened in the beginning of experiences to the character’s feelings. If
the story? How did the character feel? needed, provide sentence frames: When my
• Later, the character _____.
Reword the questions for the story’s character _____, he/she felt _____. Things

• In the end, the character _____. middle and end. changed when _____.

Academic Vocabulary
More Key Words

Use these words to talk about “My Diary Across Places and Time” and
“I Was Dreaming to Come to America.”
Resources
opportunity refuge symbol
noun noun noun ◆◆ eVisual: 1.4
◆◆ Practice Book: 1.2
◆◆ Vocabulary Routine 1, 4
An opportunity is a A refuge is a place A symbol is something ◆◆ Picture Dictionary
good chance to do where people go to be that stands for something
something. There is a safe or to find shelter. else. A heart shape is a ◆◆ Key Words Test
job opportunity here. symbol for love.
transition translate
noun verb Talk Together
Use a Key Word to ask

a question. Your partner
answers using another
Key Word.
When do you have

an opportunity to
use two languages?
A transition is a When you translate,
When I translate
change from one you change words
English words
situation to another. and ideas from one
into Spanish.
Moving to a new city is language to another.
a big transition.
ELAR TEKS 1.E.3 internalize new academic language by using and reusing it in 2.E.2 use visual support to confirm understanding of increasingly
G5.2.B.1 use context to determine or clarify the meaning of meaningful ways in speaking activities complex and elaborated spoken language
unfamiliar words 2.C.4 learn new academic vocabulary heard during classroom
ELPS instruction and interactions
2.E.1 use visual support to enhance understanding of increasingly
complex and elaborated spoken language
vocabulary
Check Understanding
Ask: Why does Lulu feel less lonely at the end of the story? (She meets a new friend.)
Academic Vocabulary
Teach / Model
1. Invite students to discuss each picture on Student’s Book page 7.
2.1. Pronounce the word and point to its picture: opportunity.
2.3. Define the word: An opportunity is a good chance to do something.
2.4. Elaborate. Relate the word to your experience: Teaching gives me the opportunity to work with children.
Practice / Apply
1. Read the instructions in Talk Together on Student’s Book page 7. Use the ratings from Step 2.2 to form pairs. Have partners
take turns asking and answering questions using the Key Words.
2. Have volunteers share one question and answer with the class.
Check Understanding
Point to each Key Word Image and ask students to explain what each word means.
Monitor
Use Key Words Test in Assessment Resources to monitor students’ learning progress in Content Vocabulary and Academic
Vocabulary.

PART 1 LESSON 3 13

PART 1 LESSON 3
Extension Resources
Expand Word Knowledge ◆◆ Practice Book: 1.6
Teach / Model
◆◆ Cooperative Learning Routines
1. Explain that each pair of students will become Key Word experts. They will study
one Key Word and create a poster about the word. ◆◆ Language Builder Picture Card
G5.10
2. Use Vocabulary Routine 2 and model making a poster about the word symbol.
• Write the word.
• Add a picture.
• Add a context sentence
• Add a definition.
Practice / Apply
1. Assign a Key Word to pairs of students.
2. Have each pair create a poster for their assigned word.
3. Display the posters on the class word wall.
Check Understanding
Say a Key Word and have the partner experts for the word read the definition and
a sentence from their poster.
4-Corner Poster
Share Word Knowledge
Teach / Model
1. Referring students to the poster they made for Extension Activity 1, Expand Word Knowledge, tell them that they will share
what they know about Key Words.
2. Group each student with a partner who studied a different word. Have them follow the steps in Vocabulary Routine 3 to
share their word knowledge.
• Take turns reading each partner’s Key Word poster.
• Talk about how the pictures on the posters show the meanings of the Key Words.
• Create sentences using both Key Words and write them in journals.
• Draw a line under each Key Word.
Practice / Apply
1. Have each set of partners self-identify as Partner A and Partner 1. Group lettered partners together; group numbered
partners together. Form an Inside-Outside Circle (see Cooperative Learning Routines) with numbered partners on the inside
and lettered partners on the outside.
2. Have students share the two words they studied and copy the information they learn into their vocabulary journals. Rotate
and repeat until each student has a journal entry for each Key Word.
3. Have students take turns reading the Key Words posters again. All students should echo the pronunciation. Correct any
mispronunciations.
Check Understanding
Display Language Builder Picture Card G5.10 (neighborhood market) and ask students to use Key Words to tell about it.


Apply Word Knowledge
Teach / Model
Ask students who are familiar with Bingo to share with others what they know about the game. Then have them turn to
Practice Book 1.6 and explain how to play Vocabulary Bingo:
• I write the Key Words on the card. I use every Key Word at least once.
• I listen to the clues or questions about the Key Words. For example: You go to school to get a good _____.
• The answer is education. I find the word education on my card and place a counter on it.
• When I have a row of counters on my card, I call out “Bingo.”
Practice / Apply
1. Distribute the counters and cards and have students write the Key Words on their cards. Clarify: Make sure you write every
Key Word on your card. If you have an extra space, you can use a word again.
2. Explain that partners will work together to write a clue for each Key Word. Provide an example: What word means the
work someone does? (employment) Combine all of the clues to play the game with the class.
3. Monitor students as they follow your instructions. Restate the instructions as required.
Check Understanding
Call out several clues and have students tell how they used the clues to figure out the Key Word on their Bingo Cards.

PART 1 LESSON 3 15

PART 1 LESSON 4
Reading Strategy
OBJECTIVES
Resources
Vocabulary Reading Strategy
• Acquire and Use Classroom • Plan: Preview and Predict ◆◆ eVisual: 1.5
Vocabulary Learning Strategies ◆◆ Vocabulary Routine 4
• Use Personal Experience
• Use Academic Vocabulary
• Use Visuals
1 Language Frames
PART
Reading Strategy
I read .
I see .
Learn to Preview and Predict Talk Together

I predict
My prediction
.
Look at the cartoon. The text does not say why Lulu and Ricky are .
at the store, but you can look for details in the picture. This is how Read Lulu’s blog entries. Read the sample prediction.
you preview. Then you can make a guess about, or predict, what will Then use Language Frames to tell a partner about
happen next. your prediction.
Blog
LULU’S Blog
https://eltngl.com/reachhigherseries

Today a new student came to our class. She is from Puerto Rico, “I read that a new
too! :) Ms. Keller made me her buddy. She said I could translate girl has moved from
for her until she learned more English. This is a great opportunity Puerto Rico.
for me to help Ana feel comfortable. I know how scared I felt when I see a smiley face
I started school! I want Ana’s transition to American culture to in Lulu’s diary entry.
be easier. I predict that Lulu
and Ana will become
April 20 | Author: Lulu good friends.
When you get ready to read, you preview and predict, too. As usual, Ricky, Ana, and I sat together at lunch. We had fun My prediction was
planning my birthday party. Ana understands why I miss my family correct!”
so much. She says she has a special surprise for me that will make
How to Preview and Predict us both less homesick for Puerto Rico.
May 10 | Author: Lulu
My party was so fun! I could not believe that Ana asked her cousins
I read . to come and play Puerto Rican music at the party. Since we had
1. Read the title. Look at the pictures.
I see . arroz con gandules y pernil (rice and beans with meat), too, I really
felt like our home was a refuge today for all of us who miss Puerto
Rico. Still, I love the United States. I wore red, white, and blue as
2. Begin to read. Stop and make predictions. I predict . a symbol of my happiness here. Now I am looking forward to our
next party on the Fourth of July!
3. Read on to check whether your predictions My prediction
are correct or incorrect. Confirm your .
prediction or make a new one.
= A good place to make a prediction
8 Unit 1 9
ELAR TEKS ELAR TEKS

G5.RC-5.A.1 establish purposes for reading selected texts based G5.RC-5.A.1 establish purposes for reading selected texts based
upon own desired outcome to enhance comprehension upon own desired outcome to enhance comprehension
Content Content
SS.G5.25.B.ix analyze information by making predictions SS.G5.25.B.ix analyze information by making predictions
Reading Strategy
Teach
1. Read the introduction aloud. Ask students what they think Lulu and Ricky will do.
2. Discuss how details in the picture can help them make a prediction. Then teach the vocabulary word preview using
Vocabulary Routine 4.


Model
Read aloud the How-to chart on Student’s Book page 8. To model making a prediction about the illustration, say:
• I read in the first paragraph that Lulu and Ricky are at a store.
• I see Ricky check a list and Lulu point at a sign.
• I predict Lulu and Ricky will find what they need.
Practice / Apply
1. Read aloud the instructions in Talk Together and point out the
Language Frames on Student’s Book page 9. Chorally read aloud
“Lulu’s Blog” and the sample student prediction. Listen and note
mispronunciations.
2. Direct students’ attention to the entries for April 20 and May 10 and
use Academic Language Frames (eVisual 1.5) to help students make
predictions.
Check Understanding
Reread this sentence from the May 10 entry: Still, I love the United
States. Ask: What can you predict about Lulu’s future in the United
States? eVisual 1.5
Extension
Writing: Blog
1. Point out the features of “Lulu’s Blog.” Say: Imagine what Lulu would write about planning the next party. Then display a
RAFT for students to follow:
• Role: Lulu
• Audience: Lulu’s friends
• Form: blog
• Topic: activities with friends
2. Remind students to write in complete sentences. Encourage students to use Key Words learned in this unit. Adjust the
prompt to include students at all proficiency levels. Invite students to share their blogs with the class.
Have students use drawings Have students write simple Have students write detailed Have students create multiple
and labeling. sentences. entries. entries.

PART 1 LESSON 4 17

PART 1 LESSON 5
Reading: Preview
OBJECTIVES
Vocabulary Comprehension and Literary Analysis
• Use Grade-Level Vocabulary • Analyze Elements of Fiction: Character and
• Use Academic Vocabulary Character’s Function
Reading Strategy • Setting
• Plan: Preview Learning Strategies
• Use Prereading Supports
• Build Background Knowledge
My Diary Across
Read a Story
Genre
A diary is a record of a person’s thoughts, feelings, and
Places and Time
experiences. This story is a fictional diary. It is a record
of a character’s thoughts, feelings, and experiences.
Narrator
In fiction, the narrator is the person who tells the story.
The narrator can be a character in the story, or just a
voice describing the events. In “My Diary Across Places
and Time,” the narrator is a character named Aberto,
who tells the story by writing in his diary.
D ear Diary,
I can’t sleep! Thank you for
being here for me when I have so

much to tell you. Tonight, after
my sisters and I climbed into
our beds, I overheard whispers
between Mom and Dad.
11
Preview
Introduce
1. Tell students to look at the art on pages 10–11 as you read aloud the title of the story. Have students predict: What do you
think the story will be about? What do you see in the picture?
2. Encourage students to use Key Words to describe what they see. Point out the car driving away. Then connect to personal
experience: Have you ever moved from one state or country to another?


Genre and Plot
1. Read aloud the definition of a diary on Student’s Book page 10. Elaborate: We will be reading about the thoughts,
feelings, and experiences of a person who is not real, but he may be like someone you know.
2. Read aloud the definition of narrator and point to the image of the diary. Elaborate: Aberto narrates the story by writing
in his diary. He describes what happens and how he thinks and feels. You will discover what happens in this story by
reading his diary.
Preview and Build Background Knowledge

Conduct a picture walk.
Pages Say (and do)

Aberto is in bed, writing in his diary at night. He must use a light to see. Aberto must be writing about
12–13
something important. What do you think he is writing about?
14–15 Aberto looks sad. (Show a sad expression.) Why do you think he is sad?
Look at all of the boxes! (Point to the boxes.) Why do you think there are so many? What do you think is
16–17
inside of them?
The family is in a car. They are going somewhere! (Pantomime driving a car.) Where do you think they are
18–19
going?
Aberto is writing down something in his diary. What do you think he is writing? There is a map. Do you
20–21
know where the map shows?
Aberto is with other people. Who do you think they are? Aberto is writing again in his diary. Does he
22–24
look happier?
Check Understanding
Ask: Who is telling the story? (Aberto is telling the story.) How is he telling the story? (He is writing the story in his diary.)
Cultural Perspectives
Explain that sometimes people move to another country to look for a better job or living environment, or for family.
Have students think about whether they know anyone who is from another country, and why they moved from their
country. Have volunteers share the stories they know. If there is any student in your class who is an immigrant, have
them share their experience.

PART 1 LESSON 5 19

PART 1 LESSON 5
Reading: Read & Build Comprehension
OBJECTIVES
R◆esources
◆
Vocabulary Comprehension and Literary
• Use Grade-Level Vocabulary Analysis ◆◆ Practice Book: 1.4
• Use Academic Vocabulary • Character Development ◆◆ Reading Routine 1
Learning to Read • Character and Character
Function
• Concepts of Print: Directionality
Learning Strategy
Reading Strategies
• Use Reading Supports
• Plan: Set a Purpose, Predict, and
Confirm Predictions
• Use Text Structures: Predict
Read the Selection

Concepts of Print: Hold a Book and Turn Pages
1. Model holding the book correctly. Turn to pages 12–13. Point to the page numbers as you say: This is page 12. This is
page 13. Repeat for pages 14–15.
2. Have students turn to the next two pages and identify the page numbers. Have partners practice holding the book correctly
and turning the pages.
3. Call out instructions for students to follow: Turn to page 16. Pause for students to find the corresponding page and hold up
their books. Ask volunteers to take turns calling out page numbers for their classmates to find.
Reading Options
Scaffold the support for varied reading levels.
BELOW LEVEL ON LEVEL ABOVE LEVEL
Listen and Read Along Read Together Read Independently

• Have students follow the text on Key • Use Reading Routine 1. • Have students read each section
Points Reading (Practice Book 1.4) • Ask Build Comprehension questions silently and then discuss the events
while you read it aloud. to check understanding. with a partner.
• Check understanding with selected • At the end of each section, have • Students can discuss the meaning as
Build Comprehension questions. students summarize the main events. you ask the Build Comprehension
questions.


Set a Purpose
Aberto discovers that his
family is moving. Find out why.
D ear Diary,
I can’t sleep! Thank you for being here for me when I have
so much to tell you. Tonight, after my sisters and I climbed into
our beds, I overheard whispers between Mom and Dad. They
said we are going to leave our home in New Jersey to move back
to Brazil. Five years is a long time to live in this place I have
come to know as home. Will I ever see it again?
whispers soft words

move go to a different place to live
12 Unit 1 13
Build Comprehension
Set a Purpose
Read aloud the introduction at the top of page 12. Use it to set a purpose. Say: Read the story to find out why Aberto’s family
is moving.
Plan and Monitor: Predict

Model the skill and encourage students to make predictions of their own: I read that Aberto is moving back to Brazil. I see
him writing in his diary. So I predict that he will tell what happens during the move.
Character’s Feelings
How does Aberto feel about moving? How can you tell? (Example answer: He feels sad and unsure about moving. I know
this because he said he has come to know New Jersey as home after living there for five years. He also wonders if he will
ever see New Jersey again.)

PART 1 LESSON 5 21

PART 1 LESSON 5
Mom broke the news at breakfast after Dad left for work. My best friend, Hugo, and I met on the field after school
“You know how much your father loves his job,” she said. “He today. We promised never to forget each other. I’ve known Hugo
was a great soccer player, and then he worked hard to become since the first day we arrived in New Jersey, when I was only
a coach, organizing soccer camps for children in this country . five. Will I ever find a friend like him in Brazil?
Now he wants to move his soccer camps to Brazil, our homeland.” “At least your dad has his own business plan,” said Hugo.
Then Mom added, “Your grandparents are growing “Right now, my dad has no employment .”
old, as well. Try to understand.”
Why didn’t my sisters feel sad, like I did?
broke the news told us on the field where the teams

homeland the country play soccer
you were born in
14 Unit 1 15
Soon, we will pack our van and leave for Brazil. Dad will drive
the soccer camp bus, filled with our boxes. I’ll probably ride with
him, and Mom will drive the van with my sisters. I can’t believe they
What if I can’t remember how to speak
still don’t seem to be upset about leaving the only home they’ve ever
Portuguese in Brazil? And now I have a new
known. By now, both Mom and Dad are excited about the move.
worry—where will I go to school? I had
It looks like I’m the only one who isn’t okay
hoped to get my education with
with this big transition .
Hugo here in New Jersey!
While we were packing
boxes, Dad patted my
shoulder. “Aberto, I can
see how worried you’ve
been. Everything will
be all right. You like to
play soccer, and you want
to go to a good school, don’t
you? We will work to make it all
happen for you.”
pack our van put our things in the vehicle Before You Continue
excited very happy 1. Explain Why is Aberto moving to a new
patted my shoulder touched my shoulder gently country ?
2. Character How does Aberto feel about
leaving his home? Find evidence in the
text to support your answer.
16 Unit 1 17


Build Comprehension (continued)
Student’s Book Pages 14–15
Genre
Remind students that this story is a fictional diary. Ask: What feelings does Aberto express on pages 14–15? Use examples
from the text to explain your answers. (Possible answers: Aberto feels lonely and sad. He wonders if he is the only one who is
scared. He doesn’t think he’ll find a friend like Hugo in Brazil.)
Ask Questions
Remind students that they can ask questions when they get confused about what they read. Ask: What questions do you have
about how Aberto and his family feel about moving? (Possible responses: How does Aberto feel now? Why aren’t Aberto’s
sisters worried about moving?)
Make Inferences
What actions show that Hugo and Aberto are good friends? Explain how you know. (Possible answer: Hugo and Aberto
show they are friends by exchanging hats. I know that people who are not friends would not do this for each other.)
Extension
Literary Analysis: Point of View
1. Explain that every story is told from a point of view. Use the following models to guide students in identifying the pronouns
that indicate point of view. First-person point of view: I was excited about my first day of school. Third-person point of
view: Alicia was excited about her first day of school.
2. Have students identify pronouns in “My Diary Across Places and Time” to determine the story’s point of view. (first-person
point of view: I, we, us)

Guide students to use the pictures and what they read on these pages to make a prediction. (Answers will vary. Students will
likely predict that Aberto and his family will load their boxes and leave their home.)
Key Words
What does Aberto mean by transition? (He is talking about the changes that will happen when they move.)
Answers to Before You Continue

1. Explain: Aberto is moving to Brazil because his father wants to move his soccer camps to Brazil.
2. Character: Model how to recognize character development. Say: As I read, I look for clues about how a character feels.
Alberto feels sad because he has to leave his home for five years and his friend Hugo. He is worried about speaking
Portuguese and going to school. He also feels lonely because he said, “It looks like I’m the only one who isn’t okay with
this big transition.”

PART 1 LESSON 5 23

PART 1 LESSON 5
Predict
What will happen on the
first part of the journey? From Mexico, we traveled through Central America—each
country had its own entry requirements, sights, smells, and
sounds—until we reached South America. One afternoon, as Dad
drove along, he grew quiet for a while and then talked to me like
I was a grown man. “Aberto,” he said pensively, “when we get to
O ur trip was long

and hard. Tumbleweeds
Brazil, we will have challenges ahead. I am going to need your
help.” Then Dad explained how I fit into his business plan.
gathered along roadsides in

West Texas, and the nights
grew cold, so we huddled
together as we slept in the
van. When we crossed the
border into Mexico, Dad
presented our passports
to the officials. I peeked
out the bus window to
see large buildings made
of carved stone, smelled
breakfast tacos cooking, and
heard children playing in
the plaza. Was I too tired
from the traveling, or was I
already accepting the idea of
a whole new culture ?
Tumbleweeds large pensively thinking deeply

balls formed by challenges difficulties
dried out plants
18 Unit 1 19
By the time our van and bus reached Brazil, I had written down my
part in Dad’s business plan. We talked and, as we drove, I told my dad
that I was nervous about pitching in a language I was not familiar with.
Dad told me not to worry about it, and we envisioned how each meeting
with soccer coaches would roll out. Dad and I took turns practicing our
pitch to the coaches and planning which skills I’d showcase. By evening,
we were polished professionals. But will the plan work in a culture
I can barely remember? We’ll find out soon. First stop: My birthplace,
Rio de Janeiro.
I learned that unless Dad succeeds with his soccer camps

in Brazil, he won’t have employment . Now I know how Hugo
felt. Since it’s summertime in Brazil, Dad and I will travel to
promote the business, while Mom and my sisters will stay with
our grandparents. My job is to demonstrate the skills I learned
during Dad’s soccer camps in New Jersey. Can I do this? Whew,
I’m already feeling the pressure!
promote present their work to pitching attempting to persuade Before You Continue
other people envisioned imagined 1. Character What happens on the first
roll out happen part of the journey? How does this make
barely not remember very well Aberto feel?
2. Clarify Why was Aberto’s father
interested in succeeding in Brazil?
20 Unit 1 21


Read aloud the question on page 18. Have students make a prediction and then check it. Ask: Did things happen as you
expected? Explain.
Character Development
Ask: In your opinion, how much have Aberto’s feelings about the move begun to change? Remind students to make inferences
based on what Aberto says, does, and thinks. (Possible answers: Aberto’s feelings have changed a little because he’s
wondering if he is already accepting the idea of a whole new culture.)
Sensory Language
What language does Aberto use to show what he experiences on the trip? How does this help you understand how he feels?
(Possible answers: He uses words like see, smell, and hear to describe the things he’s experienced on the trip. This helps me
visualize the trip and understand what he is facing.)

Text Feature: Flow Chart
What does Aberto draw in his diary? How does it help you understand what he and his dad will do? (Aberto draws a flow
chart in his diary. It shows what he and his dad will do to promote his dad’s business. This is helpful because it shows each
step in a clear, simple way.)
Visuals
What does the map on page 21 show? What function do you think it has? (It’s a map of North and South America. It gives
the reader a sense of how far Aberto’s family has traveled.)

1. Character: Possible response—On the first part of the journey, Aberto has to sleep in the van. He sees many different
things and is beginning to experience things from a whole new culture. This makes Aberto feel tired and nervous.
2. Clarify: Aberto’s father wants to succeed in Brazil because he needs to have a job.
Extension
Literary Analysis: Character and Character’s Function
1. Remind students there are reasons to have each character in a story, and there are reasons for the things they do. Point to
Aberto on page 18 and model: Remember that Aberto is the narrator. He is telling the story, and the story is about him.
2. Have students work with partners to read page 15 again. Ask: What is the reason for Hugo in the story? (The
unemployment of Hugo’s father reminds Aberto that it is important to help his father promote his soccer camp in Brazil.)

PART 1 LESSON 5 25

PART 1 LESSON 5
Predict
How will Aberto feel in the
transition to his new life?
We stayed with Grandma and Grandpa until we found our
own place to live.
Mom and my sisters seemed to be very happy about the new
G randma and Grandpa greeted us with open arms and big
hugs. A warm pot of moqueca loaded with fresh fish, rice, and
house, but I was still thinking about what we left behind. This
wasn’t home to me. Dad and I talked about how I felt and he
coconut milk, like Mom used to cook in New Jersey, just hit the hugged me and said, “Son, in a few weeks, this will feel like home.”
spot. The next morning, Dad and I set out to contact coaches in
the area. By late afternoon, we had three invitations to meet with
teams next week, where my part of the business plan will kick
in. Suddenly I’m terrified—and excited.
moqueca a Brazilian dish

hit the spot felt good
22 Unit 1 23
Well, Diary, I finally found a place where

I can sit, think, and write. It may not be my Meet the Author
bed in New Jersey, but it’s more comfy than
the pad in the bus. You know, I may be far Robyn Montana Turner
away from my good friend Hugo, but he’s
Robyn Montana Turner likes to write stories and
in my memory through these words on
books for children. In her career, she has written 25 books,
your pages. He gave me a blue cap as a
many of them focusing on art and artists. Just as Aberto
farewell present and for good wishes
in this story grew to enjoy keeping a journal about his
for my new life. And Diary, I think
travels to another country, so too does the author enjoy
it’s working. ❖ adventure and journaling. She has traveled extensively,
taking notes in her journal, gaining inspiration for yet more
stories and books. Currently she enjoys traveling to attend
concerts of well-known musician, Paul McCartney, whose
band, The Beatles, was a hit when Turner was a teenager.
Author Robyn
Montana Turner
Writer’s Craft
The author includes details
about how things look and feel
to Aberto, including the smell
of breakfast tacos and the cold
at night. Imagine that you are
Aberto. Write a new diary entry
Before You Continue about your journey to Brazil.
1. Character How does Aberto feel about Include sensory details, such as
where he lives now? how things look, smell, taste,
2. Draw Conclusions Why are Aberto’s blue
cap and diary important to him?
sound, or feel.
24 Unit 1 25


Read aloud the question at the top of page 22. Have students make a prediction and then check it. Ask: Does Aberto react as
you expected? Explain.
Character’s Function
How is Dad important in the story? (Dad talks about life in Brazil with Aberto. He makes the business plan, which excites
Aberto. When Aberto tells Dad how he feels, he tries to comfort Aberto.)
Have students reread page 24. Ask: How have Aberto’s feelings changed? How do you know? (He is beginning to accept
his new life and feel better. I know this because he’s trying to find positive things in his life now, such as having a comfortable
bed and Hugo’s blue cap.)

1. Character: Aberto doesn’t feel that where he lives now is like home yet, and he still thinks about his old home, but he is
beginning to settle down.
2. Draw Conclusions: Keeping the memory of his good friend, Hugo, in his diary is helpful when he misses Hugo. The blue
cap also helps him remember their friendship. That’s why these things are important to him.
Meet the Author

Have students chorally read the text on page 25. Then guide students to find examples of sensory details in the story.
Extension
Fluency: Expression
1. Explain the concept: Fluent readers read with expression. They change their voices to show feelings they get from the text.
Direct students’ attention to pages 12–13. Say: Think about how Aberto feels. It would be scary to move to a new country!
When you read this, show worry with your voice. Play the selection recording or read aloud the content on page 13,
emphasizing the worry that Aberto feels.
2. Have students read this part of the page aloud together several times, mimicking the expression you modeled.
Writer’s Craft
1. Explain: Like Robyn Montana Turner, you can write a diary entry. List interesting events from your day or week. Recall how
you felt.
2. Use Writing Routine 2 to write the beginning of a diary entry about your daily activities.

PART 1 LESSON 5 27

PART 1 LESSON 6 1 Key Words
PART
Think and Respond
country opportunity
culture refuge
Think and Respond Talk About It

education
employment
symbol
transition
Reread and Retell
1. What do diary entries tell you about the
character who wrote them? Use examples
from Aberto’s diary to explain your answer.
OBJECTIVES Diary entries tell you what the character

Aberto’s diary entries tell readers what he
.
.
Vocabulary 2. What information might Aberto give about himself to his new friends
• Use Grade-Level Vocabulary in Brazil?
• Use Academic Vocabulary 3. How can Aberto keep the American culture alive as he makes
the transition to life in Brazil?
Language
• Use Language Function: Ask for and Give Information
• Retell the Story Write About It
• Participate in a Discussion What exciting opportunities do you think Aberto and his family
will find in Brazil? Write three sentences. Use Key Words
Fluency to explain your ideas.
• Read with Expression They will have an opportunity to .

Comprehension and Literary Analysis
• Analyze Genre: Fictional Diary
• Character Development
Learning Strategies
• Use Graphic Organizers: Character Development
Chart
• Reason Deductively
26 Unit 1
Writing
• Writing Independently ELAR TEKS 1.E.4 internalize new academic language by using and reusing it in
G5.RC-5.F.2 write using a variety of grade-appropriate sentence
patterns in increasingly accurate ways 5.B.1 write using newly acquired basic vocabulary
ELPS 5.B.2 write using content-based grade-level vocabulary
5.G.3 explain with increasing specificity and detail to fulfill
1.E.2 internalize new basic language by using and reusing it in
content area writing needs
Think and Respond

Talk About It
1. Read aloud the questions and instructions on Student’s Book page 26. Prompt students to cite evidence from the text.
Remind students to use Key Words in their answers.
2. If students have difficulty, help them use the sentence starters to form their answers.
• Fictional Diary: Diary entries tell you what the character thinks, feels, and does. Aberto’s entries tell readers what he
feels when he has to move back to Brazil.
• Ask for and Give Information: Aberto might say he used to live in the United States. He might tell about his home and
school, his family, and his friends. He might talk about how he learned to play soccer in his dad’s soccer camp.
• Predict: Possible response—Aberto can keep the American culture alive by celebrating American holidays and eating
American foods.
Write About It
1. Read aloud the instructions. Point out the sentence frames: You can use these sentence frames to begin your sentences.
2. Use Writing Routine 2 to help students put their thoughts in writing, using the Key Words and the sentence frames.
Say Write
Aberto and his family will learn to speak a new language. They will have an opportunity to learn a new language.
Aberto and his sisters will get to go to new schools. Aberto will have an opportunity to go to a new school.
3. Point out the Key Words that you used to complete the sentence frame: opportunity and education. Have students use these
ideas or their own to write sentences in their journals.


Reread and Retell
Use a character development chart to show how Aberto changed
during “My Diary Across Places and Time.” Think about how Aberto
feels as he makes the move to Brazil. Resources
Character Development Chart
◆◆ Practice Book: 1.7, 1.8
Aberto is scared
and worried about
◆◆ Writing Routine 2
having to move.
Describe Aberto Describe Aberto Describe Aberto

in New Jersey. in Mexico. in Brazil.
Now use your character development chart

In the beginning of the
as you retell the story to a partner. Be sure
story, Aberto .
to explain how Aberto changes throughout
In the middle of the
the story. Use Key Words in your retelling.
story, Aberto .
By the end of the
story, Aberto . Reread and Retell
Fluency Character Development
1. Read aloud the introduction on Student’s Book page
27 and reinforce: Character development means how
Talk Together
a character changes throughout a story.
How does the move change Aberto? Write a song or chant about
2. Read through the headings and instructions for each
Aberto’s move. Include Key Words. Share your song or chant with box in the chart. Explain: To complete this chart, write
the class.
27
what Aberto feels like in each of the places he lives.
Have students complete Practice Book 1.7.
ELAR TEKS ELPS 5.B.2 write using content-based grade-level vocabulary
G5.6.A.1 describe incidents that advance the story or novel, 1.E.1 internalize new basic language by using and reusing it in Content
explaining how each incident foreshadows future events meaningful ways in speaking activities SS.G5.25.B.i analyze information by sequencing
G5.1.A.1 read aloud grade-level stories with fluency 1.E.3 internalize new academic language by using and reusing it in
Retell
G5.1.A.2 read aloud grade-level stories with comprehension meaningful ways in speaking activities
G5.RC-5.B.4 ask universal questions of text 5.B.1 write using newly acquired basic vocabulary
Read aloud the instructions and language frames. Have students retell the story to their partners. Remind them to tell what
happened to cause Aberto to feel the way he does. Partners reverse roles and repeat. To assess proficiency, refer to the
rubric below.
Retell a Story Rubric
Scale Content Presentation

¨¨
Misses many important events ¨¨
Frequently hard to hear or understand
Beginning ¨¨
Inaccurately describes how Aberto felt in one or ¨¨
Often seems uncomfortable with the
more places. Does not tell why retelling task
¨¨
Covers some important parts of the story, but also ¨¨
Can be understood some of the time
includes irrelevant details
Intermediate ¨¨
Seems uncomfortable with the retelling task
¨¨
Describes Aberto’s feelings with some accuracy, but
does not tell why
¨¨
Covers most important parts of the story ¨¨
Can be understood most of the time
Advanced ¨¨
Describes how Aberto felt in at least two places. ¨¨
Seems comfortable with the retelling task
May or may not tell why
¨¨
Covers all important parts of the story ¨¨
Speaks clearly and is easily understood
Advanced
High ¨¨
Describes how Aberto felt in Juarez, Mexacali, and ¨¨
Is very comfortable with the retelling task
Los Angeles and why
Fluency
1. Use the passage on Practice Book 1.8 to record and assess each student’s progress for rate and accuracy.
2. Listen to each recording and assess students’ ability to read with expression.
Talk Together

Read aloud the instructions in Talk Together on Student’s Book page 27. Have partners use Key Words to write a song or
chant about Aberto’s move.
PART 1 LESSON 6 29

PART 1 LESSON 7 1
PART
Word Work
Word Work Use a Dictionary

When you come to a word you don’t know, use a dictionary to find the
Reading word’s meaning and more information about it.
These symbols show how to pronounce
a word and how to break it into syllables.
OBJECTIVES
The word promise 1
promise / ‘prɑːm•ɪs / noun 1: a statement that you will do something
Vocabulary can be used as a noun
and as a verb .
2: a reason for hope or success Her work shows great promise.
3: something you say you will do [Middle English, from Latin
• Use Grade-Level Vocabulary prōmissum, past participle of prōmittere to send forth, to project, to
promise, from prō- forth and mittere to send.]
• Use Academic Vocabulary 2

promise /‘prɑːmɪs/ verb to say you will do something I promise
to write to you.
• Strategy: Use a Dictionary
Reading Strategies
• Plan: Preview Try It Together
• Make Connections: Text to Text Read the dictionary entry. Then answer the questions.
Comprehension and Literary Analysis 1

country /‘kʌn•tri/ noun 1: an area of land with its own government Every
• Analyze Genre: Oral History

country has its own flag. 2: a place that is not close to a city or town He
lives in the country. [Middle English, from Old French contree, from
Medieval Latin contrāta “lying opposite” (used of a land or region).
• Autobiography Ultimately from Latin contrā facing, opposite.]
Learning Strategies
1. How many meanings does the 2. How many syllables are there
• Collaborate with Peers dictionary give for country? in country?
• Use Prereading Supports A one

B two
A one
B two
• Build Background Knowledge C three C three

D four D four
28 Unit 1
Word Work ELAR TEKS

G5.2.E.1 use a dictionary or glossary to determine meanings
of words
G5.2.E.2 use a dictionary or glossary to determine syllabication
of words
G5.2.E.4 use a dictionary or glossary to determine parts of speech
of words
of words
G5.2.E.3 use a dictionary or glossary to determine pronunciations
Teach / Model
1. Read the introduction on Student’s Book page 28 and post the word symbol. Then clarify: We can learn what unfamiliar
words mean. We can read about the words in a dictionary.
2. Have students give a thumbs-up if they know how to use a dictionary. Display the word symbol and circle the s. Point out
that dictionaries put words in alphabetical order based on the first letter of the word. Recap prior knowledge by asking
students what the first letter in the word symbol is and what letters come before and after that letter in the alphabet.
3. Read the dictionary entry for promise. Have students follow as you trace each callout label to its element in the entry. Read
the callouts chorally. Then model how to use each element to learn about the word. Point to the definitions for promise one
at a time and say: Promise has two meanings. Here is the first meaning. Here is the second meaning. Invite volunteers to
repeat the process with other elements.
Practice / Apply
1. Read aloud the instructions in Try It on Student’s Book page 28. Then have partners work together to answer the questions.
2. Use the Multi-Level Practice Sets to address varying levels of vocabulary knowledge.
arrive (verb) culture (noun) citizen (noun) identity (noun)

to get somewhere after a trip a people’s way of life, ideas, a member of a particular Your identity is who
customs, and traditions country who has the right to you are.
live there
Check Understanding
Ask: What kinds of information can a dictionary entry give you about a word? (syllable breaks, pronunciation, parts of
speech, spellings, meanings)


Extension
Teach / Model
Review the Dictionary lesson. Post and read aloud the dictionary entry shown below. Then model using a dictionary to learn
about an unfamiliar word.
• migration (noun): the process of moving from one country to another. Migration brings culture from one place to another.
Practice / Apply
Have students look up the word distance and write a dictionary entry for it. Example:
• distance (noun): 1—the amount of space between two places; 2—Something in the distance is far away. Some immigrants
travel a great distance.
Check Understanding
Say: The guide words on a dictionary page are dispute—distill. Which word from above could you find on that page?
Explain. (Distance; it starts with dis. It appears between dispute and distill alphabetically.)

PART 1 LESSON 7 31

PART 1 LESSON 7
Read the Selection

Making Connections
Read aloud the introduction at the top of Student’s Book page 29 and explain: As you read the oral history, think about the
Big Question. The people in this selection all change where they live. They immigrate from different countries to America.
Genre
Read aloud the explanation of an oral history on Student’s Book page 29. Use modeling to clarify that oral means told
aloud. Explain that the author wrote down what people told her about their own lives. Discuss how an oral history may be
autobiographical.

Pages Say (and do)

(Point to the people on the ship.) The people are on a ship. Where do you think they are going? Who has
29
been on a ship? What was it like?
What do you see? (Possible responses: Big waves and giant sea animals. Point to each element as it is
30–31 identified.) Since this is an oral history about real events, which part could really happen? (big waves)
What might cause big waves? (a storm)
This man’s arms are like roots that grow in two places. Now look at the man who speaks with two heads.
32–35 What do you think these symbols mean? Let’s make guesses and then read the oral history to see if our
ideas are correct.
Reading Options
Listen and Learn Read Independently

• Have students set a purpose for listening: to get • Have students use Practice Book 1.9 as they read.
information or to enjoy a story. Have them follow the text Students should write the page number in Column 1, a
as you read it aloud. Check understanding with selected question they have in Column 2, and the answer they
Build Comprehension questions. figure out in Column 3.


Making Connections You read the story of Aberto’s
immigration . Now read about other immigrants’ journeys.
Genre An oral history is a record of what a person says about
the past.
I Was Dreaming to Resources

Come to America ◆◆ Practice Book: 1.9
written and illustrated by Ellis Island
Veronica Lawlor
Europe
In the year 1900, most people who United States
moved to the United States came
from Europe. They traveled by
immigrants had to stop at Ellis Island,
HB27 12 G5_U1_29
a tiny island near New York City, Third proof

enter the United States. For many of
them, Ellis Island was a symbol of
both a long journey and a new life.
Here, four immigrants describe

their arrival at Ellis Island.
to Come of Coming Before You Continue

1. Explain Why was Ellis Island a symbol
for immigrants from Europe?
it was like to arrive at Ellis Island?
29
Build Comprehension
Student’s Book Page 29
Review how to preview and predict. Then say: Look at the picture. Look at the title. What do you think this selection will be
about? (This selection will be about a journey by ship to America.)
Cause and Effect

Why did people have to stop at Ellis Island? (They had to get official permission to enter New York.)

1. Explain: Possible response—Ellis Island showed people that they had arrived in America. It represented the end of one
journey and the beginning of a new life.
2. Predict: Possible response—The different accounts will show some of the similarities and differences in the immigrants’
experiences.

PART 1 LESSON 7 33

PART 1 LESSON 7
ORAL HISTORY #1
“My first impressions of the new world

will always remain etched in my memory,
particularly that hazy October morning
when I first saw Ellis Island.
The steamer Florida,

14 days out of Naples,
filled to capacity with 1,600 natives of Italy,
had weathered one of the worst storms
in our captain’s memory.
Glad we were, both children and grown-ups,

to leave the open sea
and come at last
through the narrows into the bay.
My mother, my stepfather, my brother Giuseppe,

and my two sisters, Liberta and Helvetia,
all of us together,
happy that we had come through the storm safely,
clustered on the foredeck
for fear of separation
and looked with wonder
on this miraculous land of our dreams.”
Edward Corsi
Italy
Arrived in 1907 • Age 10
remain etched stay Before You Continue

steamer a type of ship 1. Analyze How do you know that the text
foredeck filled to capacity completely filled on page 30 represents the words of
clustered on the foredeck stood Edward Corsi?
together at the front of the ship 2. Interpret What does the picture show
about Edward Corsi’s journey to the U.S.?
30 Unit 1 31
ORAL HISTORY #2 ORAL HISTORY #3
“I’d never seen such a big building [Ellis Island]— “I feel like I had two lives. All of a sudden, I started life new,
the size of it. I think the size of it got to me. You plant something in the ground, amongst people whose language
According to the houses I left in my town, it has its roots, I didn’t understand...
this was like a whole city in one, and then you transplant it
[It was a] different life;
in one building. where it stays permanently.
everything was different...
It was an enormous thing to see, I tell you. That’s what happened to me. but I never despaired,
I almost felt smaller than I am You put an end... I was optimistic.
to see that beautiful [building], and forget about your childhood;
And this is the only country
it looked beautiful. I became a man here.
where you’re not a stranger,
My basket, my little basket, because we are all strangers.
that’s all I had with me. It’s only a matter of time
There were hardly any things. who got here first.”
My mother gave me the sorrah [a kind of sandwich], Lazarus Salamon

Hungary
and I had one change of clothes.
That’s what I brought from Europe.”
Celia Adler
Russia
got to me surprised me transplant move Before You Continue

According Compared All of a sudden Suddenly 1. Clarify Why did Celia Adler feel so small
There were hardly any things. I never despaired I never lost hope when she got to Ellis Island?
I did not have much in my only a matter of time not important 2. Figurative Language What comparison
basket.
does Lazarus Salamon make to help you
understand his transition ?
32 Unit 1 33


Clarify Language
What do the words “land of our dreams” mean? (They mean a place we have dreamed about going.)
Author’s Purpose
Why did the author record this oral history? (Answers will vary. Possible answer: She wanted people today to know what
immigrants faced in order to move to America.)

1. Analyze: Students should note that the passage is in quotation marks, uses first-person words such as my, I, and we, and is
followed by Edward’s name.
2. Interpret: Possible response—The journey was hard. The ship was tossed around by a storm, which is represented by the
snake.

Setting
Look at the captions. When does Celia’s history take place? When does Lazarus’s history take place? (Celia’s history takes
place in 1914. Lazarus’s history takes place in 1920.)

Discuss the illustrations with students. Have students use the captions to make predictions about Celia and Lazarus. Ask: How
do you think their journeys will be the same? How do you think they will be different?

1. Clarify: Celia felt small because she had never seen such a big building.
2. Figurative Language: Lazarus compares his two lives to a plant that has its roots in one place and then is transplanted to a
new location.
Recall that Celia’s mother gave her a sandwich called a sorrah. Ask students to contribute words from world cultures for
foods that people may bring on journeys, such as sandwiches of different kinds.
Extension
Literary Analysis: Autobiography
1. Point to the text on page 33 and say: In this selection, people tell their own histories. The author uses quotation marks to
identify the people’s own words. The people use words like I, me, and my. They tell about important events in their lives.
2. Read the first sentence on page 33 chorally. Point out the quotation marks and the words I and I feel, and ask: Who is I?
Then point to the biographical feature. It is Lazarus Salamon. As students continue to read, tell them to use clues to help
them identify who is telling each story.

PART 1 LESSON 7 35

PART 1 LESSON 7
ORAL HISTORY #4
“The language was a problem of course,

but it was overcome
by the use of interpreters.
We had interpreters on the island
who spoke practically every language.
overcome by the use of interpreters

helped by people who
could translate
practically almost; nearly
34 Unit 1

Key Words
Read aloud the first sentence on page 34. How is the word interpreter related to the Key Word translate? Explain in your own
words. (Possible answer: The interpreter is the person who listens to information in one language and retells, or translates, it
in a different language to help people understand.)
Critical Viewing
How does the illustration add to your understanding of the text? (Possible response: It helps show what it is like to be an
interpreter. It shows how people needed help understanding what to do when they got to Ellis Island.)


It would happen sometimes
that these interpreters—some of them—
were really softhearted people
and hated to see people being deported,
and they would, at times,
help the aliens by interpreting
in such a manner
as to benefit the alien
and not the government.
Unless you saw it,

you couldn’t visualize
the misery of these people
who came to the United States from Europe...
They were tired;

they had gone through
an awful lot of hardships.
It’s impossible for anyone

who had not gone through the experience
to imagine what it was.” ❖
Edward Ferro
Inspector, Ellis Island
Italy
softhearted kind; caring Before You Continue

deported sent back to their countries 1. Clarify In what ways did the interpreters
aliens people from other countries help the immigrants?
benefit help 2. Use Text Features What is Edward Ferro’s
job? How do you know?
35

1. Clarify: The interpreters said things to the government in a way that helped the immigrant.
2. Use Text Features: Edward Ferro is an inspector. His job is listed beneath his name.

PART 1 LESSON 7 37

PART
Respond and Extend
country opportunity
culture refuge
Respond and Extend Compare Genres

education
employment
symbol
transition
Grammar and Spelling
Fiction and nonfiction are different forms of
writing, or genres. How are the two genres
the same? How are they different? Work with
OBJECTIVES a partner to complete the Venn diagram.
Vocabulary Venn Diagram

To compare, write what
is the same here.
• Use Grade-Level Content Vocabulary

Language
• Participate in a Discussion Fiction Both Nonfiction
Made up by May tell Gives facts about
Grammar an author a story real people, places,
or events
• Complete Sentences
• Compare Genres
To contrast, write
Learning Strategy what is different here.
• Use Graphic Organizers: Venn Diagram
Talk Together
Can where you are change who you are? Think about Aberto’s diary
and Lulu’s blog about immigration . Use Key Words to talk about
your ideas.
Respond and Extend 36 Unit 1
Reread ELAR TEKS

G5.11.E.4 make logical connections across two or three texts
representing similar or different genres
1.E.3 internalize new academic language by using and reusing it
in meaningful ways in speaking activities
ELPS
As students reread “I Was Dreaming to Come to America” on their own, have 1.E.1 internalize new basic language by using and reusing it in
meaningful ways in speaking activities
them think about how the story and oral history fit together.
Compare Genres
1. Read the instructions on Student’s Book page 36. Remind students that a
Venn diagram compares two ideas: It shows how two ideas are alike and
how they are different. Use the instruction to explain how to complete a
Venn diagram.
2. Create groups and have students use a Numbered Heads routine. (See
Cooperative Learning Routines.) Help focus students’ thinking: Let’s compare
the two genres in four ways. Ask questions to guide discussion. Use Academic
Language Frames (eVisual 1.6) to assist students at different levels.
eVisual 1.6
Focus Questions
1. Text Features Are there captions that add factual details?
2. Literary Elements Is there a story? Is it real or made up?
3. Author’s Purposes Why did the author write this?
4. Theme Which selection has a message about hardships that immigrants face?
3. As groups report their ideas, students should record them on Practice Book 1.10.
Talk Together
1. Read aloud the question and instructions in Talk Together on Student’s Book page 36. Say: Each selection showed how
people moved to new places. Ask follow-up questions to prompt students as they use newly acquired vocabulary and to
focus discussion.
• Where did the immigrants’ journeys begin and end?
• Who changed or stayed the same? Why?

2. Have students add ideas to their unit concept maps.

Complete Sentences
A sentence tells a complete thought. A sentence starts with a capital
letter and has an end mark. A complete sentence has two main parts.
Resources
Our little house in New Jersey seems so far away.
◆◆ eVisual: 1.6, 1.7, 1.8
subject : what or whom the predicate : what the subject
sentence is about is, does, or has ◆◆ Practice Book: 1.3, 1.5, 1.10, 1.11
Grammar Rules Parts of a
Complete Sentence
The complete subject includes all the words My friend Juanita arrived
that tell about the subject. The simple in America a month ago.
subject is the most important noun.
The complete predicate includes the verb My friend Juanita arrived in

and all the other words in the predicate. America a month ago.
The simple predicate is the verb.
Read Complete Sentences

Read the sentences below from “My Diary Across Places and Time.”
What is the complete subject and predicate in each sentence?
We promised never to forget each other.

Grandma and Grandpa greeted us with open arms and big hugs.
Write Complete Sentences

Write a sentence about one of the pictures in “I Was Dreaming to Come to
America.” Be sure that the sentence has a complete subject and complete
predicate. Read your sentence aloud and compare it with a partner’s.
37
ELAR TEKS
G5.20.B use the complete subject and the complete predicate in
a sentence
Content

SS.G5.26.E.iii use standard sentence structure
Complete Subject and Predicate

1. Display eVisual 1.7 and read aloud each rule.
2. Have students copy these sentences into their journals: Lee
and Kim dress up for Chinese New Year. People from different
cultures celebrate different holidays. Have students identify the
complete subject and complete predicate. Then assign Practice
Book 1.3. eVisual 1.7
Simple Subject and Predicate

1. Display eVisual 1.8 and read aloud each rule.
2. Have students copy these sentences into their journals: My
friend Maria cooks vegetable enchiladas. Kenzo’s neighbor
taught him how to make brownies. Have students identify the
simple subject and simple predicate. Then assign Practice Book
1.5. eVisual 1.8
Complete Sentences
1. Read aloud the introduction and the first rule on Student’s Book page 37. Have a volunteer read aloud the example. Then
continue the same steps with the rest of the rules.
2. Read aloud the instructions of the Read Complete Sentences activity and the passage based on “My Diary Across Places
and Time.” If necessary, help students identify complete subjects and predicates.
3. Read aloud the instructions of the Write Complete Sentences activity and have students work independently. Remind them
to refer to the grammar rules to make sure they are writing complete sentences. Provide support as necessary. Then assign
Practice Book 1.11.

PART 1 LESSON 8 39

PART 1 LESSON 9
Reread the Selection
OBJECTIVES
Vocabulary Literary Analysis
• Use Grade-Level Vocabulary • Point of View
• Use Academic Vocabulary Learning Strategies
Reading Strategy • Listen to Others
• Generalizing • Make Contributions

Student’s Book Page 29–35
ORAL HISTORY #1
Making Connections You read the story of Aberto’s “My first impressions of the new world
will always remain etched in my memory,
immigration . Now read about other immigrants’ journeys. particularly that hazy October morning
when I first saw Ellis Island.
Genre An oral history is a record of what a person says about The steamer Florida,
14 days out of Naples,
the past. filled to capacity with 1,600 natives of Italy,
had weathered one of the worst storms
in our captain’s memory.
I Was Dreaming to
Glad we were, both children and grown-ups,
to leave the open sea
and come at last
through the narrows into the bay.
Come to America
My mother, my stepfather, my brother Giuseppe,
and my two sisters, Liberta and Helvetia,
all of us together,
happy that we had come through the storm safely,
clustered on the foredeck
written and illustrated by Ellis Island

for fear of separation
and looked with wonder
Veronica Lawlor
on this miraculous land of our dreams.”
Edward Corsi
Italy
Europe Arrived in 1907 • Age 10
In the year 1900, most people who United States

remain etched stay Before You Continue
moved to the United States came foredeck
steamer a type of ship
filled to capacity completely filled
1. Analyze How do you know that the text
on page 30 represents the words of
clustered on the foredeck stood Edward Corsi?
together at the front of the ship 2. Interpret What does the picture show
from Europe. They traveled by about Edward Corsi’s journey to the U.S.?
30 Unit 1 31
immigrants had to stop at Ellis Island,
HB27 12 G5_U1_29
a tiny island near New York City, Third proof
ORAL HISTORY #2 ORAL HISTORY #3

“I’d never seen such a big building [Ellis Island]— “I feel like I had two lives. All of a sudden, I started life new,
enter the United States. For many of the size of it. I think the size of it got to me.
According to the houses I left in my town,
You plant something in the ground,
it has its roots,
amongst people whose language
I didn’t understand...
this was like a whole city in one, and then you transplant it
them, Ellis Island was a symbol of in one building. where it stays permanently.
[It was a] different life;
everything was different...
both a long journey and a new life. It was an enormous thing to see, I tell you.
I almost felt smaller than I am
That’s what happened to me.
You put an end...
but I never despaired,
I was optimistic.
to see that beautiful [building], and forget about your childhood;
And this is the only country
it looked beautiful. I became a man here.
Here, four immigrants describe My basket, my little basket,
where you’re not a stranger,
because we are all strangers.
that’s all I had with me. It’s only a matter of time
their arrival at Ellis Island. There were hardly any things. who got here first.”
My mother gave me the sorrah [a kind of sandwich], Lazarus Salamon

Hungary
and I had one change of clothes.
That’s what I brought from Europe.”
Celia Adler
Russia
to Come of Coming Before You Continue
1. Explain Why was Ellis Island a symbol
for immigrants from Europe?
it was like to arrive at Ellis Island? got to me surprised me
According Compared
transplant move
All of a sudden Suddenly
Before You Continue
1. Clarify Why did Celia Adler feel so small
There were hardly any things. I never despaired I never lost hope when she got to Ellis Island?
I did not have much in my only a matter of time not important 2. Figurative Language What comparison
29 basket.
does Lazarus Salamon make to help you
understand his transition ?
32 Unit 1 33
It would happen sometimes

that these interpreters—some of them—
were really softhearted people
and hated to see people being deported,
and they would, at times,
help the aliens by interpreting
in such a manner
as to benefit the alien
and not the government.
Unless you saw it,

you couldn’t visualize
the misery of these people
who came to the United States from Europe...
They were tired;

they had gone through
an awful lot of hardships.
ORAL HISTORY #4
It’s impossible for anyone
“The language was a problem of course, who had not gone through the experience
but it was overcome to imagine what it was.” ❖
by the use of interpreters.
Edward Ferro
We had interpreters on the island Inspector, Ellis Island
who spoke practically every language. Italy
overcome by the use of interpreters softhearted kind; caring Before You Continue
helped by people who deported sent back to their countries
could translate 1. Clarify In what ways did the interpreters
aliens people from other countries help the immigrants?
practically almost; nearly
benefit help 2. Use Text Features What is Edward Ferro’s
job? How do you know?
34 Unit 1 35


Focus on Generalizing
Teach
1. Remind students that good readers try to find the important ideas in texts. They use information from the text and their own
experience to restate the important ideas.
2. Write generalization and explain: Generalizations are broad statements that apply to a group of people or a set of ideas.
Introduce the concept: Today you will read “I Was Dreaming to Come to America” again. This time think about the big
ideas the writer shares about all the people in the selection.
Model
1. Read aloud the first oral history on Student’s Book page 29 and draw attention to the first two sentences. Say: This
sentence is a generalization. It tells about most people who came to America in 1900.
2. Have a volunteer read aloud the second sentence. Display a frame: Most people _____. Ask: How did most people travel
to America? Model how to form a generalization. (Most people traveled by ship.)
3. Display a 3-column chart. Help students complete it and make generalizations as they read, building on text evidence and
their own experiences.
Text Evidence My Experience My Generalization

looked with wonder on this miraculous New places are often exciting. People were excited to come to
land (page 30) America.
Practice / Apply in Reading

1. Have students read the entry by Celia Adler on Student’s Book page 32 again. After reading, ask partners to use Think,
Pair, Share (see Cooperative Learning Routines) to identify and exchange information about the experiences Celia
describes and how they would respond in a similar situation.
2. Help students form a generalization. Display frames to support students.
• Many of the people at Ellis Island _____.
• When they first saw America, most people _____.
3. Ask students to describe how generalizing helped them understand the immigrant experiences in the oral history.
Check Understanding
Have students form a generalization about interpreters on Ellis Island. (Possible answer: Many interpreters helped the
immigrants.)

PART 1 LESSON 9 41

PART 1 LESSON 10
Review
OBJECTIVES
Resources
• Use Grade-Level Vocabulary • Learn to Plan ◆◆ Cooperative Learning Routines
• Use Academic Vocabulary Reading Fluency ◆◆ Key Word Images
• Use a Dictionary • Expression ◆◆ eVisual: 1.9
Language Comprehension and
• Ask for and Give Information Literary Analysis
Grammar • Character and Character
• Complete Sentences Function
• Character Development
Language: Ask for and Give Information

1. Use an Inside-Outside Circle (see Cooperative Learning Routines) to have students ask Key Words
for and give information about their favorite place to visit. country opportunity
2. Students in the outside circle ask the question, and students in the inside circle give culture refuge
information. Have students rotate to create new partnerships. Then have them trade education symbol
inside/outside roles. employment transition
Key Words: Social Studies and Academic Vocabulary
1. Show Key Word Images. Have partners take turns choosing and writing a word on a
sheet of paper.
2. Continue until each partner has listed five words. Have partners then exchange papers, read each word, and tell what it
means.
3. Exchange papers again, and have partners read each word and use it in a sentence.
Reading Strategy: Learn to Plan

Read the first two paragraphs in “The Gift” (eVisual 1.9). Have partners take turns
showing how to predict what is in the box using the language frames: I read that
_____. I predict that _____. Then read the rest of the story. Have partners confirm or
adjust their predictions using the frame: My prediction was _____.
Thinking Map: Narrator, Character Development

1. Read the first paragraph of “The Gift” (eVisual 1.9). Have students tell who the
narrator is and how they can tell, using the frame: I know the narrator of the
story is _____ because _____.
2. Have students tell how the narrator changed from the beginning to the end of the
story using these frames: In the beginning _____. In the middle _____. At the end
_____.
eVisual 1.9


Fluency: Expression
Have students review their own recordings of “My Diary Across Places and Time,“ focusing on accuracy and expression.
Word Work: Use a Dictionary

Display the dictionary entry for culture. Have partners list questions they can answer using the entry. Then have them read
and answer each other’s questions.
How many syllables does

It has two syllables.
this word have?
Grammar: Complete Sentences

1. Have partners write three sentences each about the selections and then trade sentences to check that they are complete.
2. Have students circle the complete subjects. Finally, have students underline the complete predicates.

PART 1 LESSON 10 43

ORAL LANGUAGE PROJECT
Theme Theater
Introduce the Activity
1. Recap prior knowledge by asking students to describe the characters in “My Diary Across Places and Time.”
2. Prompt brainstorming: Imagine you are Aberto and are moving to Brazil. How might you feel? What might you say and
do as you get ready to move? Collect ideas. Now imagine what family members might say to you. Encourage elaboration:
Why do you think that?
3. Form casts of ten students each. Have each cast divide up the roles of Aberto and his family, as well as Aberto’s friend
Hugo. Guide students at all proficiency levels to select appropriate roles.
Plan and Rehearse

1. Have casts work together to create a storyboard to show the action and dialogue. The characters should ask for and give
information. For example, Aberto can ask his father what life will be like in Brazil.
2. Have students practice their lines several times. As students rehearse, use Multi-Level Strategies to help students at all
proficiency levels.
3. Have students create or bring props from home, such as a diary for Aberto. They can use empty boxes to show Aberto’s
home before the move.
Students can draw pictures Students can brainstorm ideas Challenge students to add more details to the script,
to represent Aberto’s home for dialogue and write a script including sensory details.
in New Jersey, the move, for their group.
and his new home in Brazil.
Curtains Up!
1. Clear space and let the action begin! Invite family members or another class to enjoy the performance.
2. Evaluate performance using the rubric below. For each performance select a group to assess for listening skills.
Debrief and Compare

Ask each group to share what they enjoyed in the performances. Encourage them to compare and contrast the events to
events in “My Diary Across Places and Time.” Have them add any ideas they learned about immigration to their unit concept
map, too.


Rubric: Theme Theater
Use the rubric to evaluate students’ performance.
Theme Theater Rubric
Scale Speaking Content Listening
¨¨
Gestures and expressions do ¨¨
Is not able to ask for ¨¨
Listens but does not learn
not help communicate the information new words or expressions
ideas
Beginning ¨¨
Gives information using body ¨¨
Listens but cannot
¨¨
Does not speak clearly about language only communicate how the
the topic message connects to prior
experience
¨¨
Some gestures and expressions ¨¨
Asks for information with one ¨¨
Listens and learns some new
help communicate the ideas or two words words and expressions
Intermediate
Speaks clearly about the topic ¨¨
¨¨ Gives some information ¨¨
Listens and connects to prior
some of the time experience some of the time
¨¨
Most gestures and expressions ¨¨
Asks for some information that ¨¨
Listens and learns most new
help communicate the ideas is relevant to the topic words and expressions
Advanced
¨¨
Gives a good amount of ¨¨
most of the time information about the topic experience most of the time
Advanced
¨¨
Gestures and expressions help ¨¨
Asks for information that is ¨¨
Listens and learns new words
communicate the ideas relevant to the topic and expressions
High
¨¨
Gives information about the ¨¨
topic experience

PART 1 ORAL LANGUAGE PROJECT 45

PART
Language Focus
• Can you ?
• Yes, I can. I .
Language Focus Ask and Answer •
•
Do you like
Yes I do. I .
?
Social Studies Vocabulary Questions

Listen to the dialogue between Joe and
Grandpa Joseph. Then use Language Frames
OBJECTIVES to ask and answer questions.
Vocabulary Dialogue
Memories
• Acquire and Use Grade-Level Vocabulary Joe: Grandpa, can you remember your
farm in Hungary?
Language Grandpa: Yes, I can. I was your age when
• Language Function: Ask and Answer Questions we left.
Joe: Was it fun to live on a farm?
• Listen to and Imitate Fluent Models Grandpa: Yes, it was. But I like big cities, too.
• Use a Variety of Sentence Lengths Joe: Do you like New York?
• Participate in a Discussion Grandpa: Yes, I do. I love New York!
Learning Strategies
• Recap Prior Experiences
Social Studies
• Explore Immigration
• Relate Ethnic Similarities and Differences
38 Unit 1
ELPS ELAR TEKS

1.D.1 speak using learning strategies G5.2.B.1 use context to determine or clarify the meaning of unfamiliar words
Language Focus
3.E.1 share information in cooperative learning interactions ELPS
1.E.3 internalize new academic language by using and reusing it in meaningful ways
in speaking activities
Teach / Model
dialogue. Invite students to chime in as you play the dialogue a second
time.
2. Point out the Language Frames on Student’s Book page 38 and model
using these structures to ask and answer questions about old and new
customs.
3. Have one group chorally read the question in the How-to chart (eVisual
1.10) and another chorally read the answer. Then have partners ask each
other the question in the chart and provide original answers. To prompt
more responses, ask: What else do we want to know? eVisual 1.10
Practice / Apply
1. Have students ask and answer questions about the lists they made for
Share What You Know on Student’s Book page 3.
2. Use Academic Language Frames (eVisual 1.11) to encourage students to
use language naturally.
3. Display and use Academic Talk 2 to provide additional language support
for students at all levels.
Check Understanding
Display Language Builder Picture Card G5.4 (volunteers help at a soup
kitchen). Have students ask and answer questions about it.
Monitor
eVisual 1.11


Key Words
citizenship
custom
ethnic
Key Words foreign
Look at the photographs. Use Key Words and other words to origin
talk about people’s customs and their countries of origin .
Resources
◆◆ eVisual: 1.10, 1.11
◆◆ Language Builder Picture Card G5.4
Every day in the United
States, immigrants arrive
from foreign countries.
Many take the oath

of citizenship to become
American citizens.
Ethnic foods, such as pizza,

falafel, and spring rolls,
were brought to the United
States by immigrants.
Talk Together
Do you have to change who you are to fit in? Why? Use
Language Frames from page 38 and Key Words to ask and
answer this question with a partner.
39
ELAR TEKS 1.F.1 use accessible language and learn new language in the process 3.B.2 expand and internalize initial vocabulary by retelling simple stories and basic
G5.2.B.1 use context to determine or clarify the meaning of unfamiliar words 2.C.4 learn new academic vocabulary heard during classroom instruction and information represented or supported by pictures
ELPS interactions 3.E.1 share information in cooperative learning interactions
2.E.1 use visual support to enhance understanding of increasingly complex and 4.F.1 use visual and contextual support to read grade-appropriate content area text
elaborated spoken language 4.F.2 use visual and contextual support to enhance and confirm understanding
2.E.2 use visual support to confirm understanding of increasingly complex and 4.F.3 use visual and contextual support to develop vocabulary needed to comprehend
1.E.3 internalize new academic language by using and reusing it in meaningful ways
elaborated spoken language increasingly challenging language
in speaking activities

Teach / Model
1. Read the introduction and work through the photos and captions.
2.1. Pronounce the word and point to its picture: custom.
2.3. Define the word: A custom is a practice followed by a group of people, such as those from a region or country.
2.4. Elaborate. Relate the word to your experience: It is my family’s custom to have a picnic on the first day of summer.
Practice / Apply
Have partners take turns repeating the routine above for each Key Word. Remind students to use complete sentences for Steps
2.2, 2.3, and 2.4.
Talk Together
1. Review the Language Frames on Student’s Book page 38 and provide an example: Do you like to try ethnic food? Yes, I
do. I like to try different types of food.
map.
Extension
Use Writing Routine 1. Write the word origin and prompt: What is a country of origin? Think about this word and write about it.

PART 2 LESSON 1 47

PART 2 LESSON 2 2
PART
PART
Thinking Map
Thinking Map Compare and Contrast

Academic Vocabulary When you compare and contrast, you think about how two things are
alike and how they are different.
OBJECTIVES
Vocabulary
Joseph on Farm Joseph in City
Map and Talk
• Demonstrate Listening Comprehension You can use a Venn diagram to show how two things are alike
• Organize Thinking and different.
is the same here.
• Text Structure: Compare and Contrast Venn Diagram
Listening and Speaking Joseph on Farm Both Joseph in City

moved to New York
• Give and Follow Instructions born on farm
farm life
have good and
bad times at age 10
have family city life
Learning Strategy world war
and friends learns new language
• Use Graphic Organizers: Venn Diagram and customs
Writing To contrast, write

• Writing Project—Lesson A: Model Talk Together
Talk with your partner about a day at school and a day at home.
Create a Venn diagram to compare and contrast these two days.
Thinking Map 40 Unit 1
Teach
ELAR TEKS SS.G5.25.B.v analyze information by contrasting
G5.11.E.3 make logical connections between ideas within a text
ELPS
Content
1. Connect concepts: What Key Words can help you ask and SS.G5.25.B.iv analyze information by comparing
answer questions about moving to a new place? Joe asked

Grandpa about where he lived once and where he lives
now. What places did he ask about? (a farm in Hungary
and the city of New York) Now you will learn how to make
a graphic organizer to help you make comparisons.
2. Read the first paragraph on Student’s Book page 40 and eVisual 1.12
teach the vocabulary word contrast using Vocabulary Routine
4. Use the illustrations to show how Joseph’s life in Hungary was different from and similar to his life in New York.
3. Read aloud the explanation about making a graphic organizer on Student’s Book page 40. Clarify the purpose: I can
make a Venn diagram to help me compare and contrast events. Remind students to listen for like and unlike details. Read
aloud “Joseph Comes to America” (eVisual 1.12).
Model
1. Review the first three sentences of “Joseph Comes to America” (eVisual 1.12).
2. Have volunteers read the details in the blue circle on the left side of the Venn diagram on Student’s Book page 40 and
model the process: I use two circles to make comparisons between two places. To show differences, I list details about the
farm in one circle and details about the city in another. I use the middle to tell how both places were alike.
Practice / Apply
their Venn diagrams.
2. Use Multi-Level Strategies to help partners at all proficiency levels complete the graphic organizer.

Guide students in using words to Provide sentence frames for students to Encourage students to use the terms same,
compare and contrast school and use in discussing their Venn diagrams: different, similar, and contrast as they
home, such as: At school, I _____, but at home, compare and contrast places.
school — teachers, schedule; I _____.

home — parents, no schedule; At both school and home, I _____.
both — friends, games

Academic Vocabulary
More Key Words

Use these words to talk about “A Writer’s Journey” and “Migrant Stories
from Around the World.”
Resources
adapt challenge diversity
verb noun noun
◆◆ eVisual: 1.12
If you adapt, you A challenge is a difficult The diversity of a ◆◆ Picture Dictionary
change. Visitors to task or situation. group is how different
Japan must adapt to a
new way of eating.
Carrying all the books
at once is a challenge.
the members of the
group are.
◆◆ Key Words Test
identity society
noun noun Talk Together
Work with a partner. Make

a Word Web of examples
for each Key Word.
new new
school home
adapt to
Your identity makes A society is a group Check Understanding
you who you are. of people who share new new
Playing music is part of rules and customs. Our friends foods Ask: Which picture shows an event like one in your own
this boy’s identity. society has safety rules.
life? How are the events alike? Which picture shows an
event unlike one in your own life? How are the events
41
different?
ELAR TEKS 1.E.3 internalize new academic language by using and reusing it in 2.E.1 use visual support to enhance understanding of increasingly
G5.2.B.1 use context to determine or clarify the meaning of meaningful ways in speaking activities complex and elaborated spoken language
unfamiliar words 1.E.4 internalize new academic language by using and reusing it in 2.E.2 use visual support to confirm understanding of increasingly
ELPS meaningful ways in writing activities complex and elaborated spoken language
2.C.4 learn new academic vocabulary heard during classroom
Academic Vocabulary
instruction and interactions
vocabulary
Teach / Model
2.1. Pronounce the word and point to its picture: adapt.
2.3. Define the word: Adapt means to change.
2.4. Elaborate. Relate the word to your experience: When we moved from a farm to the city, we adapted to the noise.
Practice / Apply
Read aloud the instructions in Talk Together on Student’s Book page 41. Use the ratings from Step 2.2 to form pairs. Have
partners complete the activity.
Check Understanding
Ask students a question about each Key Word using the Key Word Images. Example: What challenge does the boy face? If
students have difficulty, provide a model: I see that the boy has many books. So his challenge is to carry all the books.
Monitor
Vocabulary.
Writing Project
Lesson A: Model
Have students turn to Writing Project on Student’s Book page 70 and review a model of the writing form for their Writing
Projects. (See Teacher’s Book—Writing Project for detailed instructions.)

PART 2 LESSON 2 49

PART 2 LESSON 2
Extension Resources
Teach / Model
1. Explain that partners will become Key Word experts about one Key Word.
2. Use Vocabulary Routine 2 and model making a web about the word identity.
• Write the word in the center oval.
• Add the cognate, if there is one.
• Add other details.
Practice / Apply
1. Assign a Key Word to partners.
2. Have each pair create a web for their assigned Key Word.
3. Display the web on the class word wall.
Check Understanding
Say a Key Word and have the partner experts for the word read details from their
web.
Share Word Knowledge Word Web
Teach / Model
1. Referring students to the webs they made for Extension Activity 1, Expand Word Knowledge, tell them that they will share
2. Group each student with a partner who studied a different word. Have partners follow the steps in Vocabulary Routine 3
to share their word knowledge. They will:
• Take turns reading each partner’s Key Word web.
• Talk about how the pictures and sentences on the webs show the meanings of the Key Words.
• Create sentences using both Key Words and write them in their journals.
Practice / Apply
1. Create groups using the Jigsaw structure. (See Cooperative Learning Routines.)
2. Give each group a Key Word. Tell groups to study their Key Word and then practice defining and explaining it.
3. Regroup the students so that each new group has at least one member from each expert group. Have experts share the
definitions with the class.
Check Understanding
Display Key Word Images. Have students draw pictures that represent each of the Key Words.


Teach / Model
Ask students what a traveler is. (someone who goes to different places) Explain that in this game, students will take turns being
travelers. Have students sit in a circle. Then display Practice Book 1.16 and explain how to play.
• The first player is the traveler. The traveler will stand by a challenger sitting next to him or her.
• I will read aloud a definition: where you come from.
• The answer is origin.
• If you know the Key Word with that definition, call it out. The first one to call out the correct word is the traveler and moves
on to the next challenger.
• The traveler who keeps answering first and returns to his or her seat wins by traveling “around the world.”
Practice / Apply
1. Have students turn to Practice Book 1.16. Clarify: Make sure you listen to which definition I read. Choose the first traveler
to begin, and then read the first definition.
2. Monitor students as you play the game.
Check Understanding
Read aloud a definition and pause for students to call out the Key Word.

PART 2 LESSON 2 51

PART 2 LESSON 3
Reading Strategy
OBJECTIVES
Resources
Vocabulary Learning Strategies
• Use Grade-Level Vocabulary • Use Personal Experience ◆◆ eVisual: 1.13
• Use Academic Vocabulary • Use Visuals ◆◆ Vocabulary Routine 4
• Acquire and Use Classroom Writing
Vocabulary
• Writing Project—
Reading Strategy Lesson B: Prewrite
• Learn to Monitor and Clarify
2 Language Frames
PART
Reading Strategy
What does
mean?
Learn to Monitor and Clarify Talk Together

I will
It means
.
.
Look at the movie poster. The
picture does not tell you what the Read the rest of Grandpa Joseph and Joe’s discussion. Look at
movie is about. But you can ask the sample. Then use Language Frames to tell a partner about
yourself a question about what you how you monitor your reading.
see. This is how you monitor your
understanding. Then you can read
Interview
more closely to find the answer, or
to clarify your understanding.
Grandpa Joseph’s Move
Joe: It must have been a really big challenge for you to “What does ethnic
adapt to your new home in the United States. diversity mean?
I will read on to
Grandpa Joseph: It was very different here! In Hungary, find out.
almost everyone was the same. Here, people came from
It means people from
many countries. There was greater ethnic diversity than many countries.”
in Hungary. In our neighborhood, everyone was from
someplace else.
Joe: Did you have to change to fit in?
Grandpa Joseph: We came from Hungary. My family did

When you read, you can monitor and clarify, too.
not want to forget our origins , so we kept some Hungarian
customs . We still spoke our language at home, and Mama
How to Monitor and Clarify cooked the same foods. But we also added some American
customs to our lives.
1. When you do not understand the text, stop. What does Joe: So you became a Hungarian-American?
Think about what the text means. mean?
Grandpa Joseph: That’s right! I became part of a new
2. If you do not understand, reread the text. I will . society . I got my American citizenship in 1965. I had a
If the meaning is still not clear, read on. new identity . I was now a Hungarian-American.
3. Think about how the meaning has become It means . Joe: That’s what I am, too!
clearer to you.
= A good place to monitor and clarify your reading
42 Unit 1 43
ELAR TEKS ELAR TEKS

G5.RC-5.C.1 monitor comprehension G5.RC-5.C.1 monitor comprehension
G5.RC-5.C.2 adjust comprehension G5.RC-5.C.2 adjust comprehension
ELPS
Reading Strategy
Teach
1. Read aloud the introduction on Student’s Book page 42. Ask students what they can and cannot tell about the movie by
looking at the movie poster. Discuss how asking questions can help students understand what the movie is about.
2. Make the connection: When you check clues to make sure you understand, you monitor and clarify your understanding.
Teach the vocabulary word monitor using Vocabulary Routine 4.


Model
1. Have students chorally read aloud the How-to card on Student’s Book page 42. Example: What does sandlot mean? To
model how to monitor as you read the movie poster, say:
• As I read the poster, I do not understand the word sandlot. So, I stop and ask myself: What does sandlot mean?
• I look at the poster more closely. One detail is a baseball bat. A sandlot could be a place where you play baseball.
2. Have students turn and talk with a partner to monitor and clarify
what the movie might be about.
Practice / Apply
1. Read aloud the instructions in Talk Together and the passage on
Student’s Book page 43.
2. Direct students’ attention to the sample monitoring note. Have them
reread the text and use Academic Language Frames (eVisual 1.13)
to show how they found the meaning of ethnic diversity.
3. Continue to practice monitoring the rest of the interview. Have
students check their understanding of origins, society, citizenship,
and identity.
Check Understanding eVisual 1.13

Reread from “Grandpa Joseph’s Move”: We kept some Hungarian
customs. Ask: What should you do if you do not understand the word kept? (Read on to find out it means “continued.”)
Writing Project
Lesson B: Prewrite
Have students turn to Writing Project on Student’s Book page 71 and plan their Writing Projects. (See Teacher’s Book—
Writing Project for detailed instructions.)

PART 2 LESSON 3 53

PART 2 LESSON 4
Reading: Preview
OBJECTIVES
• Use Academic Vocabulary • Use Text Features: Point of View
• Use Grade-Level Vocabulary • Analyze Genre: Biography
Reading Strategy Learning Strategies
• Comprehension and Preview • Use Prereading Supports
Read a Biography
Genre
A biography is the story of a person’s life. It is about
important events that happen to that person and is
written by someone else.
Point of View
Point of view describes how a story is told. In this
biography, the narrator tells us about a person’s
thoughts and feelings. Sometimes this can make us
feel like we are living in the story, too!
Xiaolu prepared to travel to England.

She imagined that she would smell the breezes
brought by the Atlantic Ocean and walk through
gentle rains.
Her mother was worried. “They don’t
know how to cook rice in the West!” she said.
“What will you eat?”
A Writer’s Journey
A biography of Xiaolu Guo
by Penelope McKimm
44 Unit 1 45
Preview
Introduce
Tell students to look at the cover on Student’s Book pages 44–45. Ask: What is the title of this selection? Have students
predict: Who do you think this selection will be about? What do you see in the photo? Encourage students to use Key Words
to describe what they see.


Genre and Point of View
Read the definitions of biography and point of view on Student’s Book page 44. Explain a writer’s point of view: In a
biography, the narrator tells us about a person’s thoughts and feelings.

Pages Say (and do)

This is Xiaolu. She is from China. She grew up in a fishing village like this. The map shows the route
46–49
Xiaolu travels. Trace it with your finger. Where does she travel to?
What do you think England is like? Look at the photo on page 52. What does Xiaolu do after she goes to
50–53
England? What is her life like?
Look at the photo on page 54. Do you know what city this is? (London) Look at these people. Where do
54–57
you think they are from? What kind of food and drink does she share with them?
58–59 Look at the photo on page 59. Compare and contrast it with the photo on page 47.
Check Understanding
Ask: What places will Xiaolu’s biography tell about? (England; her old village)
Explain that people around the world like to read about the lives of real people. Invite students to share what they know
about famous people from another culture.

PART 2 LESSON 4 55

PART 2 LESSON 4
OBJECTIVES
Resources
Vocabulary Comprehension and Text Structures
• Use Grade-Level Vocabulary • Use Text Structure: Predict ◆◆ Practice Book: 1.14
• Use Academic Vocabulary Learning Strategy ◆◆ Reading Routine 1
Learning to Read • Use Reading Supports
• Concepts of Print: Paragraphs Writing
Reading Strategy • Writing Project—Lesson C: Draft
Confirm Predictions
Read the Selection

Concept of Print: Paragraphs
1. Ask students to look at page 46. Explain that a group of sentences makes one paragraph. The first word of a paragraph is
usually indented. Then read the first paragraph aloud as students follow along. The first paragraph of this selection has a
special character, or letter, to introduce the selection and the paragraph.
2. Ask students to point to the first word in the second paragraph. (Xiaolu) Ask students to tell you the last word in the second
paragraph. (old)
Reading Options

• Have students follow the text on Key • Use Reading Routine 1. • Have students read each section
Points Reading while you read it • Ask Build Comprehension questions silently and then discuss the events
aloud (Practice Book 1.14). to check understanding. with a partner.
Build Comprehension questions. students summarize the main events. you ask the Build Comprehension
questions.


Set a Purpose
Find out how Xiaolu Guo’s life
Shitang is in the far southeast of China, and it is famous for being
changed when she moved from
China to England. the first place in the country to see sunrise. To celebrate this, the Chinese
government built a monument in the year 2000. The monument faces out
to sea and reflects the light of the sun as it comes over the horizon. Later,
a museum of astronomy was built near the monument.
W hen Xiaolu Guo was a child, she lived with her grandparents
The fishermen of Shitang once had many superstitions. They used to
paint eyes on their boats to make them look like dragons. They believed
in Shitang, a fishing village in the southeastern region of China. Her
that this would make their boats more powerful and better able to survive
grandfather was a fisherman, like most of the other men in the village.
the journeys at sea. Although they lived by the sea and made their living
The family did not have a lot of money, and sometimes her grandfather
from it, the fishermen never learned to swim because they were afraid that
sold objects that he found washed up on the beach to make some
they would be taken by monsters if
extra money.
they went in the water.
Xiaolu was close to her grandmother, who looked after her. Her
grandparents had never been to school, and for the first few years of
Xiaolu’s life, there were no books and no television in her home. She did
not learn to read until she was eight years old.
CHINA
washed up left by the sea sunrise the moment when the sun appears
superstitions beliefs
Xiaolu Guo grew up in
Shitang, a fishing village
in southeast China
46 Unit 1 47
Build Comprehension
Set a Purpose
Read aloud the introduction at the top of page 46. Use it to set a purpose for reading. Say: Read the biography to find out
how Xiaolu’s life changed when she moved from China to England.
Key Words
What is one of the superstitions the fishermen of Shitang have? (For example, they would paint eyes on their boats so that
they look like dragons.)
Use Text Features

Guide students to relate the captions, map, and photos to the text.

PART 2 LESSON 4 57

PART 2 LESSON 4
There was a bus station in the village, and Xiaolu liked

to talk to the stationmaster. She admired him because he had
been to many places and knew many things. The stationmaster
told her stories about old China and her ancestors, and about
the people who had once come to the village from islands across ENGLAND
the sea. He told her stories of pirates and warriors. Her favorite
stories were about heroes who traveled to distant places and had
adventures.
Xiaolu longed to explore the world one day to see foreign
CHINA
countries. As she grew older, she began to read about the
countries of the West. She read books by authors from England
and France and wondered what these places were like.
Xiaolu travels from China to England.
Xiaolu grew older and began to write books and make films. When she was
in her late twenties, she applied for a scholarship to study in England. More than
500 people applied for the scholarship. One day, Xiaolu received a phone call
from Beijing.
“Congratulations! You have won a scholarship!” she was told. The
scholarship would pay for her to study at the National Film and Television School
in England.
Xiaolu prepared to travel to England. She imagined that she would smell the
breezes brought by the Atlantic Ocean and walk through gentle rains.
Her mother was worried. “They don’t know how to cook rice in the West!”
she said. “What will you eat?”
admired wanted to be like late twenties between 26 and 29 years old Before You Continue
longed to wanted very much to 1. Clarify How did Xiaolu become
the West North America, Central interested in traveling?
America, South America, 2. Describe What was Xiaolu’s village like?
Western Europe, and Great
How do we know this?
Britain
48 Unit 1 49
Predict
How will Xiaolu’s first experiences
of England be different from what
she imagined?
Xiaolu and her family were very excited. They had never
visited the West, but they had seen films and television shows
about England. The characters were rich and well
dressed, and they lived in beautiful, big houses.
The children went to prestigious boarding
schools. Xiaolu loved to read books by
English and other European writers, and
she believed that the West was a good
place for great writers. Xiaolu dreamed
that one day, people in the West might
It took Xiaolu many months to settle into life in England.
read her books, too.
She did not know anyone, and for a while she was very lonely
When Xiaolu arrived in England, it
and homesick. It was expensive to commute, to buy food, and
was raining. But instead of the gentle rain
to pay the bills, so after all those expenses, there was not a lot
she had imagined, it was hard and cold. Instead
of money left. There were many things about the English culture
of the sea breeze she had imagined, there were funny
that she did not understand, and she made many mistakes. She
smells. Instead of beautiful, big houses, she saw short, gray
saw that England was very different from the films and television
buildings against the dark sky. She saw people who were not well
shows she had seen in China. Just like every other country,
dressed, and she didn’t see any rich people.
England had its problems, too.
well dressed wore nice clothes settle into get used to

prestigious very famous and respected homesick missing home

50 Unit 1 51

Use Text Features
Guide students to look at the map and the caption. Ask: What is the function of the map? (Possible answer: It helps me see
how far England is from China.)
Make Comparisons
How did Xiaolu’s life change in her late twenties? Model an answer using comparison words. Say: Pages 46–48 tell me what
her life was like when she grew up in Shitang. When I read page 49, it tells me how Xiaolu’s life has changed. This helps me
decide the answer: Before, Xiaolu’s life was simple, but when Xiaolu was in her late twenties, she won a scholarship and got
the chance to study in England.

1. Clarify: Xiaolu became interested in traveling after she heard stories from the stationmaster at the bus station in her village.
2. Describe: Xiaolu’s village is poor and underdeveloped. We know this because page 46 mentions that Xiaolu’s family did
not have a lot of money, and there were no books or television in her home.

Make Predictions
Read aloud the introduction at the top of page 50. Have students make predictions.
Make Comparisons
How is England different from how Xiaolu and her family imagined it would be? To guide students in making comparisons,
ask:
• What does the first paragraph tell about? (the England Xiaolu knew from films and television shows)
• What does the second paragraph tell about? (how England really was when Xiaolu arrived there)
• What details from these paragraphs show how England in reality was different from what she imagined it would be? (Before
Xiaolu arrived in England, she thought the people there were rich and well dressed, and the weather would be gentle;
after she arrived there, the weather was cold, the air smelled strange, and she didn’t see any rich people.)
Key Words
Why did Xiaolu want to visit foreign countries? (She was amazed by the stories the stationmaster told her, and she wanted to
learn more about the world.)
Extension
Literary Analysis: Foreshadowing
1. Remind students of how Xiaolu’s interests in the West foreshadowed her moving to England. Authors often use such clues
or hints about events that will happen in the future. An author or narrator may use dialogue, details, or a character’s
actions to foreshadow events.
2. Review the description about Xiaolu’s life in England in the beginning on page 51: Do you think her life foreshadowed
success in the future? Why or why not?

PART 2 LESSON 4 59

PART 2 LESSON 4
But her biggest challenge was the language. English was

difficult, and this made it hard for her to participate in her
classes or to make friends. With only a little English, she felt
isolated from other people. She loved to read and write, but
when she tried to do it in English, she would quickly become
tired and frustrated. When she tried to give opinions in class,
she could not find the right words.
The filmmaking classes at the National Film and Television
School were very different from what she had experienced in
China. Sometimes, her classmates laughed at her and called her
ideas old-fashioned, and Xiaolu felt angry and hurt.
Xiaolu started visiting a local tea shop near the National

Film and Television School. When she was not taking classes,
she would sit in the tea shop for hours and read her English
dictionary. Trying to save money, she would order only a cup of
hot water to make tea, but then she realized that in England, this
didn’t show good manners. She learned that if she was a good
customer, the owners would not mind her sitting in the tea shop
for hours as she studied her English books.
The town where Xiaolu went to school was very small, and
everyone who went to the tea shop seemed to know one another.
They began to talk to Xiaolu, asking her how she was and
whether she missed her family.
isolated separated good manners politeness

old-fashioned not modern
52 Unit 1 53

Character’s Motives
Why does Xiaolu go to the tea shop and study English? (Her English is not good, and this makes her unable to express her
ideas in class. As a result, she felt isolated from her classmates. She was even laughed at in class.)
Monitor
Model how you monitor your understanding of the text: I wonder what Xiaolu means when she said she does not show good
manners. What does this mean? I will reread the paragraph. Oh, it means that only ordering a cup of hot water to make tea
in a tea shop is impolite to the shop owner.
Relate to Personal Experience

Ask students to imagine themselves suddenly moving to an English-speaking country. Ask: How would you feel if you moved
to a country where you can’t speak their language well? How does this help you understand how Xiaolu feels?


Xiaolu lived in a village near the National Film and
Television School so that she could save money on the commute.
But she did not really like the village. There was not much for
her to do except sit in the tea shop with her dictionary. The
people living in the village were kind, but she did not have real
friends there.
Finally, Xiaolu decided to move to London. At first, she
was worried about being farther away from the National Film
and Television School. However, she soon began to feel happier.
There were more things to see and do, and she now lived closer
to some of her classmates. She explored the city and took
photographs of the Houses of Parliament and other famous
sights in London.
London is a city where people speak many different languages, and more
than one-third of the people living there were not born in England. People come
to London from all over the world. After moving there, Xiaolu met other people
from China, as well as people from India, Pakistan, the Caribbean, and many
other parts of the world.
Xiaolu discovered that she enjoyed the diversity of the big city. She was
surrounded by people from all over the world, and, like her, many of them were
still learning English. She decided to try writing in English. She started writing
a story about a young woman from China who was living in London and
learning English.
sights interesting places one-third one out of three Before You Continue
was surrounded by the area around 1. Clarify What difficulties did Xiaolu have
when she first moved to England?
2. Compare/Contrast What changed for
Xiaolu when she moved to London?
54 Unit 1 55

Cause/Effect
Why does Xiaolu decide to move to London? (She does not like the village because there isn’t much to do or see. Also, she
does not have real friends there.)
Key Words
Have students explain why the author says London has diversity, using examples on page 55 to support the answer. (Answers
will vary. Possible answer: “Diversity” means having many different people or things. Many people in London are from all
over the world, and they are very different.)

1. Clarify: After Xiaolu first moved to England, she could not speak English well. This made it difficult for her to study at
school and make friends.
2. Compare/Contrast: After moving to London, Xiaolu became happier because there were more things to see and do, and
she began to make friends.

PART 2 LESSON 4 61

PART 2 LESSON 4
When Xiaolu turned 30, she decided to have a birthday

party. She had never done this before—in China, most families
do not celebrate birthdays. She invited her friends and made
dumplings and other traditional Chinese dishes.
In China, Xiaolu had thought that people became very old
after they turned 30. But in England, her friends had different
ideas. “Thirty is a good age,” they told her. “It is when you start
achieving your goals.”
Xiaolu thought about her goals: the films she wanted to
make, the books she wanted to write, the places she still wanted
to see. Would these goals soon become reality?
Xiaolu’s scholarship supported her to stay

in England for one year. However, after a few
months in London, she decided that she wanted
to stay in England for a longer period. Without
her scholarship, she needed a new way to make
money. She decided to try to publish her story,
even though her English wasn’t perfect. Her
story was about a woman learning English, so
the mistakes made it more authentic.
She was surprised when she was invited to
meet a group of editors at a publishing company.
“We want to publish your book!” they told her. Xiaolu was
very happy. The publishing company paid her enough money for
her to continue living in England.
dumplings Chinese food made from supported provided money for Before You Continue
meat and flour publish print 1. Clarify Why did Xiaolu decide to publish
achieving your goals doing things authentic real her book?
you always wanted to do
2. Compare/Contrast What are some
differences between birthdays in China
and in England?
56 Unit 1 57
When Xiaolu turned 40 in 2013, she gave birth to her

Xiaolu wrote more books in English and won daughter. Xiaolu thought about her own childhood in China, when
several awards for her books and films. Many people she had lived in the fishing village with her grandparents. Born in
read and enjoyed her books, and she was invited to London, her baby would have a very different life. Like Xiaolu, she
talk and teach at writers’ festivals and universities. would be British with a Chinese background. But what would the
Xiaolu was not lonely anymore—her writing and her baby learn about Chinese culture by growing up in the West?
films had connected her to many people! Xiaolu decided to visit her family in China so they could
After ten years in England, she decided to apply meet her new baby. She had not been back to China for many years
for British citizenship . Though she was now British, and had never seen her father’s grave. She went for the Qingming
she did not stop thinking of herself as a Chinese Festival, which is a special time to honor the dead.
woman. She had, by now, traveled to Germany and Xiaolu wanted to tell the story of her move to England,
France as well and felt that a part of her belonged to of adapting to living and writing in a new language, and of
those countries, too. “My identity is more than just a learning the customs of her new country. She also wanted her
nationality,” she told herself. family to know about her life since she had left, what it was like to
live in England, and how she had changed.
So, in 2017, she wrote her story, and it became a very popular
book called Once Upon a Time in the East: A Story of Growing Up. ❖
The Qingming Festival

is a Chinese custom to
honor the dead.
awards prizes grave burial place Before You Continue

honor remember 1. Clarify Why did Xiaolu decide to visit her
family in China?
2. Compare/Contrast Xiaolu believes that
her daughter’s life will be very different
from her own. Why does she believe this?

58 Unit 1 59

Role Play
Have students imagine the birthday celebration Xiaolu has with her friends. Ask students in small groups to take on the roles
of Xiaolu and her friends and have them act out an interaction.
Explain
What does authentic mean? What clues from the text can you use to help you understand what authentic means? (It means
real. Xiaolu’s imperfect English makes her book about a woman’s experience of learning English more real because it’s
natural for a beginner to make mistakes.)

1. Clarify: Xiaolu decided to publish her book because she needed to make money in order to stay in England longer.
2. Compare/Contrast: People in China don’t celebrate birthdays, but people in England do. Also, in China, people think you
become very old after turning 30, but people in England think you start achieving your goals after 30.

Explain
Guide students to reread the second paragraph on page 58. What does Xiaolu mean when she said, “My identity is more
than just a nationality”? (Even though she’s from China, she feels that the countries she has visited become part of her identity,
too.)

1. Clarify: Xiaolu decided to visit her family in China because she wants them to meet her baby.
2. Compare/Contrast: Xiaolu was born and raised in China, but her daughter is born and raised in England. She will learn
about Chinese culture from a different perspective.
Extension
Fluency: Expression
1. Explain that when you read with expression, you use your voice to express feeling. Direct students’ attention to the second
and third paragraphs on page 57. Say: Think about what this text is saying. How does it feel to be surprised and happy?
When you read this, show surprise and happiness in your voice. Play the selection recording or read aloud the second
and third paragraphs on page 57, emphasizing the rhythm of the words and the feeling of surprise and happiness.
2. Have partners read the page aloud together several times, repeating the expression that you modeled.
Writing Project
Lesson C: Draft
Have students turn to Writing Project on Student’s Book page 71. Have them draft their Writing Projects. (See Teacher’s
Book—Writing Project for detailed instructions.)

PART 2 LESSON 4 63

PART
Think and Respond
adapt ethnic
challenge foreign

citizenship
custom
identity
origin
diversity society
Reread and Retell
1. What do you think Xiaolu Guo is like, based
on her biography? Provide evidence from
the text.
OBJECTIVES 2. Imagine that you could meet Xiaolu Guo. What questions would you
ask her?
Vocabulary 3. What are some different ways in which words and writing are
• Use Grade-Level Vocabulary important to Xiaolu Guo? Find some examples in the text.

Language
Write About It
• Language Function: Ask and Answer Questions What do you think is the biggest challenge in adapting to life
• Retell the Story in a foreign country? Write a paragraph about your thoughts.
Use Key Words to explain your thinking.
• Participate in a Discussion
Fluency I think
because
is challenging
.
• Read with Accuracy, Rate, and Expression
Literary Analysis
• Analyze Genre: Biography
Learning Strategies
• Reason
Writing
• Write Responses to the Biography 60 Unit 1
• Writing Project—Lesson D: Revise
ELPS 5.B.1 write using newly acquired basic vocabulary
1.D.1 speak using learning strategies 5.B.2 write using content-based grade-level vocabulary
1.E.2 internalize new basic language by using and reusing it in
1.E.4 internalize new academic language by using and reusing it in
Think and Respond

Talk About It
1. Read aloud the questions and instructions on Student’s Book page 60. Prompt students to cite evidence from the text.
Remind them to use Key Words in their answers.
• Biography: Possible response—Xiaolu is adventurous (she moved to another country), smart (she won a scholarship to
study in England), and doesn’t give up easily (she continued to study in England even though there were problems in
the beginning).
• Ask and answer questions: Possible responses—Why do you like to travel so much? I like to travel because I can meet
different people and experience different things.
• Explain: Words and writing are important to Xiaolu because it connected her to many people. It helped her stop feeling
lonely.
Write About It
1. Read aloud the instructions. Point out the sentence frames: You can use this sentence frame to begin your first sentence.
2. Use Writing Routine 2 to help students put their thoughts in writing, using the Key Words and the sentence frame.
Say Write
Xiaolu faced many challenges, and so would I. I think adapting to a new language is challenging because
it feels like starting over.
The author gives detailed information, and I will, too. For example, I would have to learn thousands of foreign
words.
3. Point out the Key Word that you used to complete the sentence frame: adapting. Have students write sentences in their
journals.


Reread and Retell
Compare and Contrast

Compare and contrast Xiaolu Guo’s life in China and her life
in England.

Resources
is the same here.
Venn Diagram
In China Both In England
lived in a fishing village made films lived in a big city
wrote books
To contrast, write
Reread and Retell

Now use your diagram to retell the story

In China, Xiaolu .
of Xiaolu Guo’s life to a partner. Use as
But in England, she
many Key Words as you can.
. In both places, Compare and Contrast
Xiaolu .
Fluency 61 and reinforce: When you compare and contrast,
you tell how things are different, but also how they
are alike.
Talk Together
2. Read through the Venn diagram on Student’s Book
How did Xiaolu Guo have to change to fit in to life in England? page 61. Explain: Xiaolu’s life in China was mostly
Write a poem about Xiaolu’s move. Include Key Words in your
poem. Share your poem with the class. different from her life in England. Yet, in some ways,
life in both places was the same. Have students
61
complete Practice Book 1.17.
ELAR TEKS ELPS Content
G5.1.A.1 read aloud grade-level stories with fluency 1.E.2 internalize new basic language by using and reusing it in SS.G5.25.B.iv analyze information by comparing
Retell
G5.1.A.2 read aloud grade-level stories with comprehension meaningful ways in writing activities SS.G5.25.B.v analyze information by contrasting
G5.11.E.3 make logical connections between ideas within a text 1.E.4 internalize new academic language by using and reusing it in
G5.RC-5.B.4 ask universal questions of text meaningful ways in writing activities
G5.16.B.i write poems using poetic techniques 3.E.1 share information in cooperative learning interactions
Read aloud the instructions and language frames. Have partners retell the selection to their partners. Remind them to make
comparisons in their retellings. Partners reverse roles and repeat. To assess proficiency, refer to the rubric below.
Retelling a Selection Rubric
Scale Content Language
Beginning
¨¨
¨¨
Does not make any comparisons ¨¨
Does not use any comparison terms
Intermediate
¨¨
Covers most important parts of the selection ¨¨
¨¨
Compares or contrasts at least two events ¨¨
Uses at least one comparison or one contrast term
¨¨
Covers nearly all important parts of the ¨¨
Speaks clearly and is understood nearly all the
Advanced selection time
¨¨
Accurately compares and contrasts events ¨¨
Uses one comparison term and one contrast term
¨¨
Covers all important parts of the selection ¨¨
Advanced High ¨¨
Accurately compares and contrasts events ¨¨
Uses both comparison and contrast terms
thoroughly
Fluency
2. Listen to each recording and assess students’ ability to read with expression.
Talk Together
1. Read aloud the instructions in Talk Together on Student’s Book page 61. Review methods for writing a simple poem with
the whole group.
2. Have students work in pairs or small groups to complete their poems.
Writing Project
Lesson D: Revise

Have students turn to Writing Project on Student’s Book page 72. Have them revise their Writing Project compositions.
(See Teacher’s Book—Writing Project for detailed instructions.)
PART 2 LESSON 5 65

PART 2 LESSON 6 2
PART
Word Work
Word Work Use a Thesaurus

Reading
A thesaurus lists synonyms and antonyms. Synonyms are words with
almost the same meaning. Antonyms are words with opposite meanings.
Read this entry from a thesaurus.

OBJECTIVES challenge noun 1. Judy thinks that Math is a real
A sample sentence shows
how to use the word. Then
challenge for her. DIFFICULTY, struggle, obstacle,
Vocabulary trial 2. After Carla beat me at tennis, she accepted
the synonyms are shown.
Sometimes the first synonym
my challenge to a rematch. DARE, contest, invitation is in capital letters.
• Use Grade-Level Vocabulary verb 1. After the game, we challenged them to a rematch.
DEMAND, dare, invite, confront, provoke antonym avoid Antonyms show an opposite
• Use Academic Vocabulary meaning for the word.
• Strategy: Use a Thesaurus

Reading Strategies
• Make Connections: Text to Text Try It Together
• Strategy: Plan and Monitor Read the thesaurus entry. Then answer the questions.
Comprehension and Literary Analysis adapt verb 1. It took me more than a year to adapt to living in
the United States. ADJUST, conform, change, fit in 2. The writer adapted
• Text Features the book to make it easier for children. REWORK, modify, redo, edit
antonym stay the same, maintain
• Analyze Genre: Blog
Learning Strategies 1. Which word is an antonym for 2. Which words are synonyms?
adapt? A fit in, rework
• Use Prereading Supports A rework B adapt, rework
• Build Background Knowledge B maintain

C easier
C adapt, maintain
D adjust, comfortable
• Use Reading Supports D adjust
Writing
• Writing Project—Lesson E: Edit and Proofread
62 Unit 1
ELAR TEKS
G5.2.E.5 use a thesaurus to determine alternate word choices
of words
Word Work
Teach / Model
1. Read the introduction on Student’s Book page 62. Display the word little. Say: The words tiny and small have the same, or
almost the same meaning as little. So tiny and small are synonyms for little.
2. Display the word happy. Explain: The words angry and sad have the opposite meaning of happy. They are antonyms
for happy. Then read the thesaurus entry for challenge. Have students follow along as you trace each callout label to its
element in the entry.
3. Read the callouts chorally. Then model how to use each element to learn about a word’s synonyms and antonyms. Say: I
can find the synonyms for challenge directly after the sample sentences. To find the antonym, I look for the word antonym.
Practice / Apply
1. Read aloud the instructions in Try It Together on Student’s Book page 62. Explain the two meanings of the word adapt.
Point out the synonyms and antonyms. Then have partners work together to answer the questions.
support (synonym: to help; different (synonym: unlike; global (synonym: worldwide; domestic (synonym: national;
antonym: to hurt), generous antonym: same), celebrate antonym: local), urban antonym: foreign), hub
(synonym: kind; antonym: (synonym: to enjoy; antonym: (synonym: city; antonym: (synonym: center; antonym:
mean) to dislike) country) surroundings)
Check Understanding
Say: Learning a new language can be a challenge. Ask: What is a synonym for challenge? (struggle)


Extension Resources
Review / Model ◆◆ eVisual: 1.14
Review the thesaurus lesson. Display and read aloud the sentences that follow. Then use ◆◆ Practice Book 1.19
the thesaurus entries (eVisual 1.14) to model using context to identify which meaning is
correct. Then model how to find the synonyms and antonyms for the correct definition.
• Anton likes the generous supply of food in American stores. (second definition; synonyms: large, ample, plentiful;
antonyms: small, slight)
• Fatima adapted to American culture. (first definition; synonyms: adjust, fit in, get used to)
eVisual 1.14
Practice / Apply
Read each sentence. Have students give a synonym for adapt or generous in the sentence. Then have students turn and talk to
explain how they determined the correct synonym.
• Michael can adapt old songs to sound like rock music. (modify)
• Our teacher spends a generous amount of time teaching English. (large)
• My friends are generous about helping me practice English. (kind)
• Luincys and her sister adapt to a different fashion of clothing (adjust, get used to)
Check Understanding
Say: Explain what synonyms are. Then give me two words that are synonyms.

PART 2 LESSON 6 67

PART 2 LESSON 6
Read the Selection

Making Connections
Read aloud the introduction at the top of Student’s Book page 63 and explain: As you read the blog, think about the Big
Question. Think about how each person adapted to life in a different country.
Genre
Read aloud the explanation of a blog on Student’s Book page 63. Tell students that this selection gives information about real
people and events. Flip through the selection, pointing out the photos and maps. Reinforce that a blog provides information
on the internet about people or things on a regular basis.

Pages Say (and do)

(Point to the photo of the young people.) Ask: What can you tell about the age of the people in this
63 picture? (Possible answers: They are young.) Inform students that the young people from all over the world
moved to another country for various reasons.
Why do you think the author included maps on these pages? (to show where the people came from) We
64–67 will learn about these people and their countries of origin. The maps help us understand where the other
countries are.
Reading Options
Listen and Read Along Read Together

• Have students set a purpose for • Have students use Practice Book 1.19 as they read. Students write the page
reading, such as to learn information. number and record their thoughts about what they have read in Column 1.
• Have students follow the text while • Partners trade journals, read Column 1, and write responses in Column 2.
you read it aloud. Reread sentences Then students compare the two columns of their dialogue journals.
with phrases in bold type and discuss • Review students’ journals and discuss the Build Comprehension and Before
the meanings of these phrases shown You Continue questions.
in the feature In Other Words.


Making Connections Like Xiaolu Guo, the people in these
stories have adapted to life in another country.
Genre A blog is a website with information about a particular
topic, with new articles, or posts, added on a regular basis.
Migrant Stories from

Around the World
by Penelope McKimm
People choose to move to a different country for many different

reasons. Some are looking for a better economic opportunity. Others
hope that moving to a new country will help them have safer, more
peaceful lives. Some want to go to college or learn new skills. Others
simply want to explore the world and learn a new language and culture.
There are some international organizations that collect migration

stories from all over the world. People are invited to share their stories
and offer advice. Here are four stories of people who have each moved
to a different country. They tell us about the reasons why people migrate,
the problems they face, and how they feel in their new countries.
economic opportunity chance to make money Before You Continue

skills abilities 1. Clarify What will these stories describe?
face have, encounter 2. Make Inferences What kind of work do
you think the International Organization
for Migration does?
63
Build Comprehension
Genre
Is this selection a made-up story, or is it about real people and events? (This selection is about real people and events.) How
do you know? (There are photos of real people. The text gives mostly facts.)

1. Clarify: Review with students how to monitor and clarify. Say: To answer this question, I reread the page. I think these
people will describe how they think about their lives in a foreign country.
2. Make Inferences: Possible response—The International Organization for Migration probably helps immigrants adapt to
their new life in foreign countries.
Invite students to share their experiences of celebrations in their own country that honor other countries and cultures,
such as Christmas, Songkran Festival, Thanksgiving, etc.

PART 2 LESSON 6 69

PART 2 LESSON 6
Luis
Country of Origin: Argentina
Moved to: United States
United States Luis moved to the United States after he
was given a scholarship to study at a university
in New York, where most people speak English.
Argentina Although Luis knew some English, he often found

it difficult to communicate.
Being far away from his family and friends

Elsa Elsa says that although all of her
Portugal
HB27 8 G5_U1_64
Country of Origin:
Second proof was also a challenge for Luis. It made him feel sad to miss out family is from Portugal, she feels
at home in a tropical climate.
Gu ate ma la
on birthdays and other important events in his family. However, he Moved to:
found New York a very interesting and beautiful city and gradually
Elsa moved to Guatemala for her work.
began to think of it as his home.
Although she originally planned to stay for only
Guatemala Portugal
“I have achieved a level of independence and developed one year, she soon realized that she loved
some personal skills that perhaps I wouldn’t have acquired in my Guatemala so much that she wanted to live
country,” he says. there permanently. She especially loved the
hot weather and was fascinated by Guatemalan
traditions and customs . For Elsa, one of the
HB27 09 G5_U1_65 most difficult parts of adapting to life in Guatemala was driving!
Second proof
Elsa works for an international organization that helps improve

the lives of children in Guatemala. She loves her work.
“The most beautiful thing that Guatemala has given me is the

opportunity to meet great people who have become great friends,”
Luis enjoys the diversity in New York, where she says.
he has met people from all over the world.
miss out on not be there for at home comfortable Before You Continue
gradually slowly permanently always 1. Make Inferences Why do you think
driving in Guatemala is difficult?
2. Use Text Features How do you know
whose words are quoted on each page?
64 Unit 1 65
“I’ve been welcomed so warmly

by Estonians,” Sophie says. “I
probably won’t be able to repay
all this kindness, but I would like
to give the society something
Kossi originally planned to go to
Kossi Algeria, but then he decided to go to Sophie back in the future.”
Country of Origin: Togo Cameroon and work as a mechanic. Country of Origin: Australia
Moved to: Cameroon Moved to: Estonia
“You will rarely see a Togolese leave his
Estonia When she first arrived in Estonia, it took
country,” says Kossi. However, after arriving in
Togo Sophie some time to make friends. “It’s hard
Cameroon, he was very surprised to discover
to get close to people, but once you do, the
that there were many other Togolese already
Cameroon friendship is forever,” she says. Even though she
living there! Interested in helping his community, Australia
has been living in Estonia for some time, Sophie
he spoke to the mayor of the city where he
has not yet learned Estonian. Many people in her
lived about creating a Togolese association. The HB27 11 G5_U1_67
HB27 10 G5_U1_66
Second proof city speak English very well, and Sophie has found that she can get
Second proof
mayor accepted the offer, and after it was announced on the radio,
by with English most of the time.
nearly 200 people joined the association.
However, Sophie believes that learning Estonian will help her
Kossi wanted to do more to help people. So he went to
become more integrated. She wants to be able to read the local
work for an international organization for migrant people, giving
newspaper and attend cultural events as a way to become closer to
assistance to other migrants and their families, listening to their
the people around her. ❖
stories, and offering advice and comfort.
rarely not usually get by do what she needs to do Before You Continue
mayor the elected leader of a city or town integrated part of the community 1. Clarify What does Sophie see as her
comfort help biggest challenge in Estonia?
2. Generalize What experiences are shared
by Luis, Elsa, Kossi, and Sophie?

66 Unit 1 67

Interpret a Map
Look at the map of Argentina and the United States. What does it show compared to the map of China and England on page
49? (Argentina and the United States are not as far apart.)
Problem / Solution
What challenge did Luis face and how did he solve it? (Being far away from family and friends was a challenge for him. But
he became independent and developed personal skills.)
Cause and Effect

Why did Elsa move to Guatemala? (She moved there for work.)

1. Make Inferences: Driving in Guatemala is difficult because it must be different from how people drive in Portugal.
2. Use Text Features: Each speaker’s name and photo appear on the page on which he or she is quoted.
Extension
Literary Analysis: Text Features
1. Point out the photo, the caption, and the map on page 65. Model how to gather information from each text feature:
Looking at the map and its label can help you understand where Elsa comes from. Draw attention to the photo caption.
Say: A caption tells about the picture. It gives information that may not appear in other parts of the text.
2. Ask: What do you learn about Elsa by reading the caption? (She enjoys tropical the climate in Guatemala.) Have students
demonstrate how to gain an overview of the article, using text features.

Plan and Monitor: Clarify
Have students use monitoring strategies to determine the meaning of the word rarely.

How has Sophie adapted to Estonia? How has she stayed the same? (Possible answer: She has made friends in Estonia, but
she still speaks English most of the time.)

1. Clarify: Sophie sees making friends as her biggest challenge in Estonia.
2. Generalize: They have all moved to a new country, met new people, and made friends there.
Writing Project
Lesson E: Edit and Proofread
Have students turn to Writing Project on Student’s Book page 73. Have them edit and proofread their Writing Project
compositions. (See Teacher’s Book—Writing Project for detailed instructions.)

PART 2 LESSON 6 71

PART
Respond and Extend
adapt ethnic
challenge foreign
Respond and Extend Compare Literary

citizenship
custom
identity
origin
Grammar and Spelling Language diversity society
In “Migrant Stories from Around the World,” the author talks about
the people’s experiences in a direct way. She gives short descriptions
OBJECTIVES of facts and directly reports words spoken. In “A Writer’s Journey,”
the author describes the experiences in a narrative way, with more
Vocabulary personal details such as feelings and thoughts.
• Use Grade-Level Vocabulary Compare how language is used for the different styles. Work with a
partner to complete the chart.
Comparison Chart
Language “A Writer’s Journey”
“Migrant Stories from Around
the World ”
People “It’s hard to get close to people,
Grammar and Spelling but once you do, the friendship
is forever,” she says.
• Sentences: Compound Subjects; Subject-Verb Events
Agreement
Instead of big, beautiful
Comprehension and Literary Analysis Places
houses, she saw short, gray
buildings against the dark sky.
• Compare Literary Language
Learning Strategy
• Use Graphic Organizers: Comparison Chart
Talk Together
Think about Xiaolu Guo and the participants in “Migrant Stories from
Around the World.” What do they think of life in their new countries?
Use Key Words to talk about your ideas.
Reread ELAR TEKS

G5.7.A.2 identify literary language in autobiographies, including
how authors present major events in a person’s life
G5.7.A.4 identify literary devices in autobiographies, including
As students reread the selection on their own, have them think about the how authors present major events in a person’s life
different use of language in “Migrant Stories from Around the World”

and “A Writer’s Journey.”
Compare Literary Language

1. Read the instructions on Student’s Book page 68. Remind students
that a comparison chart can compare two selections: It shows how
each selection uses literary language in different ways. Use the
instruction to explain how to complete a comparison chart.
2. Create groups and use the Three-Step Interview structure. (See eVisual 1.15
Cooperative Learning Routines.) Help focus students’ thinking: Share
ideas about how different narrators use language.
3. Ask questions to help guide discussion. Provide Academic Language Frames (eVisual 1.15) to support students at all
proficiency levels.
Focus Questions
1. Feelings How are feelings expressed in each selection?
2. Sights What kind of language is used to describe the surroundings in each selection?
3. Sounds How are sounds described in each selection?
4. Have partners record their ideas on Practice Book 1.20.
Talk Together
1. Read aloud the question and instructions in Talk Together on Student’s Book page 68. Remind students that each selection
told about people who moved to foreign countries. Ask follow-up questions to prompt students as they use newly acquired
vocabulary and to focus discussion.
• What is the same about all the people in these stories?
• How might you feel if you moved to a different country?


Compound Subjects
A compound subject has two or more simple subjects. The simple
subjects are often joined by and or or. The subject and verb of a
sentence must agree. Resources
Grammar Rules Compound Subjects
Compound Subject Subject-Verb Agreement
• Use a plural verb when two Xiaolu and her family were very
◆◆ Practice Book: 1.13, 1.15, 1.20, 1.21
excited.
subjects are joined by and.
• If the subjects are joined by or,
look at the last subject.
❏ If the last subject is singular, More jobs or a better way of

use a singular verb . life brings people to America.
❏ If the last subject is plural,

use a plural verb .
A better way of life or more
jobs bring people to America.
Compound Subjects
Read Compound Subjects
Read this short paragraph. Find the compound subject. Does it use a 1. Write these sentences: Ana eats pizza. Lee eats
singular or a plural verb?
pizza. Ana and Lee eat pizza. Point to the third
“I like Guatemala very much. The climate and the people
make me feel very comfortable and happy. I feel very
sentence and explain: A compound subject is two or
much at home in the tropics.”
more simple subjects joined by words like: and, or,
Write Compound Subjects
or but. Underline the verb in each sentence and say:
Choose two people from “Migrant Stories from Around the World.” The verb must always agree with the subject. Display
Write two sentences about them. Use a compound subject in each
sentence. Be sure that the subject and verb agree. Share your sentences and discuss the rules:
with a partner.
69 • When and joins two simple subjects, use a verb
that tells about more than one.
• When or joins the subjects, use a verb that agrees
ELAR TEKS ELPS to combine phrases, clauses, and sentences in increasingly
G5.20.B use the complete subject and the complete predicate in 5.D.1 edit writing for standard grammar and usage, including accurate ways
a sentence subject-verb agreement
G5.20.C use complete simple and compound sentences with cor- 5.F.2 write using a variety of grade-appropriate sentence patterns
with the simple subject closest to it.

rect subject-verb agreement in increasingly accurate ways
G5.21.B.i recognize and use commas in compound sentences 5.F.3 write using a variety of grade-appropriate connecting words
2. Write Ana and Lee and Ana or Lee. Have students write a sentence for each subject by adding a predicate. Assign
Practice Book 1.13.
Compound Predicates
1. Display these sentences and read them aloud:
• John studies his school work.
• John reads every evening.
• John studies his school work and reads every evening.
2. Point to the first sentence. Say: This sentence has one simple subject, John, and one verb, studies. Repeat for the second
sentence. Then point to the third sentence and explain: This sentence has one simple subject, but two verbs. Both verbs tell
about the subject. Circle and and say: The word and joins the verbs.
3. Write pairs of sentences, such as: John walks many miles/John escapes war; John moves to New York/John attends
college. Have students combine the sentences to make one sentence with a compound predicate. Challenge students to
write their own sentence with two verbs. Then assign Practice Book 1.15.
Compound Subjects—Subject-Verb Agreement

2. Read aloud the instructions of the Read Compound Subjects activity and the passage from “Migrant Stories from Around
the World.” If necessary, help students by reminding them that a compound subject has two or more simple subjects. Ask:
What is the compound subject? (the climate and the people)
3. Read aloud the instructions of the Write Compound Subjects activity and have students work in pairs. Provide support as
necessary. Assign Practice Book 1.21.

PART 2 LESSON 7 73

PART 2 LESSON 8
OBJECTIVES
Resources
Vocabulary Learning Strategy
• Use Grade-Level Vocabulary • Make Appropriate Contributions ◆◆ Cooperative Learning
• Use Academic Vocabulary Routines
Literary Analysis
• Text Features
• Analyze Author’s Purpose

Student’s Book Page 63–67
Luis
Country of Origin: Argentina
Moved to: United States
Making Connections Like Xiaolu Guo, the people in these
United States Luis moved to the United States after he
stories have adapted to life in another country. was given a scholarship to study at a university
in New York, where most people speak English.
Genre A blog is a website with information about a particular Argentina Although Luis knew some English, he often found
it difficult to communicate.
topic, with new articles, or posts, added on a regular basis.
Being far away from his family and friends
HB27 8 G5_U1_64 Elsa gal
Elsa says that although all of her
Portu
Country of Origin:
Second proof was also a challenge for Luis. It made him feel sad to miss out family is from Portugal, she feels
at home in a tropical climate.
a
on birthdays and other important events in his family. However, he Moved to: Guatemal
found New York a very interesting and beautiful city and gradually
Elsa moved to Guatemala for her work.
began to think of it as his home.
Although she originally planned to stay for only
Guatemala Portugal
“I have achieved a level of independence and developed one year, she soon realized that she loved
some personal skills that perhaps I wouldn’t have acquired in my Guatemala so much that she wanted to live
country,” he says. there permanently. She especially loved the
hot weather and was fascinated by Guatemalan
traditions and customs . For Elsa, one of the
HB27 09 G5_U1_65 most difficult parts of adapting to life in Guatemala was driving!
Second proof
Elsa works for an international organization that helps improve
Migrant Stories from

the lives of children in Guatemala. She loves her work.
“The most beautiful thing that Guatemala has given me is the

opportunity to meet great people who have become great friends,”
Luis enjoys the diversity in New York, where she says.
he has met people from all over the world.
Around the World Before You Continue

miss out on not be there for at home comfortable
gradually slowly permanently always 1. Make Inferences Why do you think
driving in Guatemala is difficult?
2. Use Text Features How do you know
whose words are quoted on each page?
by Penelope McKimm 64 Unit 1 65
People choose to move to a different country for many different

reasons. Some are looking for a better economic opportunity. Others
hope that moving to a new country will help them have safer, more
peaceful lives. Some want to go to college or learn new skills. Others
simply want to explore the world and learn a new language and culture.
“I’ve been welcomed so warmly
by Estonians,” Sophie says. “I
probably won’t be able to repay
There are some international organizations that collect migration all this kindness, but I would like
to give the society something
Kossi originally planned to go to back in the future.”
Kossi Sophie
stories from all over the world. People are invited to share their stories Country of Origin: Togo
Algeria, but then he decided to go to
Cameroon and work as a mechanic. Country of Origin: Australia
Moved to: Cameroon Moved to: Estonia
and offer advice. Here are four stories of people who have each moved “You will rarely see a Togolese leave his
Estonia When she first arrived in Estonia, it took
country,” says Kossi. However, after arriving in
to a different country. They tell us about the reasons why people migrate, Togo Cameroon, he was very surprised to discover
Sophie some time to make friends. “It’s hard
to get close to people, but once you do, the
that there were many other Togolese already
friendship is forever,” she says. Even though she
the problems they face, and how they feel in their new countries. Cameroon living there! Interested in helping his community, Australia
has been living in Estonia for some time, Sophie
he spoke to the mayor of the city where he
has not yet learned Estonian. Many people in her
lived about creating a Togolese association. The HB27 11 G5_U1_67
HB27 10 G5_U1_66
Second proof city speak English very well, and Sophie has found that she can get
Second proof
mayor accepted the offer, and after it was announced on the radio,
by with English most of the time.
nearly 200 people joined the association.
economic opportunity chance to make money Before You Continue Kossi wanted to do more to help people. So he went to
However, Sophie believes that learning Estonian will help her
become more integrated. She wants to be able to read the local
skills abilities 1. Clarify What will these stories describe? work for an international organization for migrant people, giving
newspaper and attend cultural events as a way to become closer to
assistance to other migrants and their families, listening to their
face have, encounter 2. Make Inferences What kind of work do stories, and offering advice and comfort.
the people around her. ❖
you think the International Organization

for Migration does? rarely not usually get by do what she needs to do Before You Continue
mayor the elected leader of a city or town integrated part of the community 1. Clarify What does Sophie see as her
comfort help biggest challenge in Estonia?
2. Generalize What experiences are shared
63
by Luis, Elsa, Kossi, and Sophie?
66 Unit 1 67


Focus on Text Features
Teach
Point out that informational texts, such as biographies and blogs, often include text features to help the reader understand the
topic. These features include captions, photos, labels, and maps.
Model
1. Direct students’ attention to page 64. Point out the photo, the photo caption, the map, and the label over the map. Model
how to gather information from each text feature. Draw students’ attention to the photo caption. Say: A caption tells about
the picture. It gives information that may not appear in other parts of the text. Ask: What do you learn about Luis by
reading the caption? (Luis enjoys the diversity in New York, where he has met people from all over the world.)
2. Display and read through the chart:
Text Feature How It Helps Me

Label It tells me Luis’s name and his country of origin. (Argentina)
Map and Labels They show me where Argentina is and how far it is from the U.S.
Photo and Caption It tells Luis’s thoughts, in his own words, about crossing cultures.

1. Have students pay particular attention to text features as they reread “Migrant Stories from Around the World.”
2. Afterwards, have partners use the Three-Step Interview structure (see Cooperative Learning Routines) to discuss how the
text features provide additional important information.
Check Understanding
Have a volunteer read aloud the caption on Student’s Book page 65. Ask: What do the photo and caption tell you about
Elsa? (She feels at home in a tropical climate.)

PART 2 LESSON 8 75

PART 2 LESSON 9
Review
OBJECTIVES
Resources
• Use Grade-Level Vocabulary • Plan and Monitor ◆◆ Cooperative Learning
• Use Academic Vocabulary Reading Fluency Routines
• Use a Dictionary • Expression
Language Comprehension and Text Features ◆◆ Key Word Images
• Ask and Answer Questions • Compare and Contrast ◆◆ eVisual: 1.16
Grammar • Captions, Maps, and Labels ◆◆ Reading Strategy Rubrics
• Compound Subjects and Subject- Writing
Verb Agreement ◆◆ Reading Strategy Test
• Writing Project—Lesson F:
Present and Share
Language: Ask and Answer Questions

1. Use an Inside-Outside Circle (see Cooperative Learning Routines) to have students ask and Key Words
answer questions about their favorite celebration or holiday. adapt ethnic
2. Students in the outside circle ask questions, and students in the inside circle answer them. challenge foreign
Have students rotate to create new partnerships. Then have them trade inside/outside citizenship identity
roles. custom origin
Key Words: Social Studies and Academic Vocabulary diversity society
1. Show Key Word Images. Have one partner point to an image. Have the other partner say
the word and use it in a sentence.
2. Partners discuss the meaning of the word and then switch roles and repeat until all images have been discussed.
Reading Strategy: Monitor

1. Read the second paragraph in “My Old and New Schools” (eVisual 1.16). Have partners take turns showing how to
monitor their understanding of the word “transportation” using the language frames: How do I know what _____ means? I
know what _____ means because _____.
2. Use Reading Strategy Rubrics in Assessment Resources to measure students’ development in reading strategy.
3. Use Reading Strategy Test in Assessment Resources to assess students’ skill in applying common reading strategies.
Thinking Map: Compare and Contrast

Read the entire story aloud (eVisual 1.16). Have students compare and contrast the events in the story using the frames: The
old school was the same as the new school because _____. The old school was different than the new school because _____.
eVisual 1.16


Fluency: Expression
Have students review their own recordings of “A Writer’s Journey,” focusing on accuracy and expression.
Word Work: Synonyms

Display the sentence: Pals like telling each other about traditions. Then display synonyms for the words in the sentence, or
have students use a thesaurus to find more interesting words for as many of the words as they can. Have them rewrite the
sentence using their new words and share it with the group. See who was able to use synonyms to replace the most words in
the sentence.
I changed the sentence like this:

Friends enjoy describing their customs
to each other.
Grammar: Compound Subjects and Predicates, Subject-Verb Agreement

1. Display a T-chart with singular and compound subjects in one column (example: girls and boys, a friend) and singular and
compound predicates in the other (example: travel to the U.S., reads and writes in school). Have partners use the subjects
and predicates in each column to write two sentences with subject and verb agreement.
2. Have partners share sentences with other pairs.
Writing Project
Lesson F: Present and Share
Have students turn to Writing Project on Student’s Book page 73. Have them present and share their Writing Project

PART 2 LESSON 9 77

Interview
1. Recap prior knowledge: What do you know about interviews? Responses should include that one person asks questions
and the other answers them. Ask: Show me how two people act when one is being interviewed. Use a volunteer to help
you model sitting formally, reading questions from notes, and making eye contact.
2. Ask: What must an interviewer do to prepare for an interview? Lead students to understand that interviewers ask a series
of questions using formal language, which is more respectful and helps to keep the interview serious.
3. Students will ask and answer questions as they role play interviewers and their guests. Explain that the guests will include
the immigrants in “Migrant Stories from Around the World.”
Plan
Have mixed proficiency groups design their interviews, deciding who to interview and determining each group member’s
role. Encourage them to be well prepared with questions and to record the answers to their questions.
Practice
1. Have students practice their lines several times. As students rehearse, use Multi-Level Strategies to help students at all
proficiency levels. Remind students to listen actively.
2. Model and review:
• As you listen, take notes to remember important details.
• Make notes of questions you have as the speaker talks.
Provide sentence frames: Encourage students to come up Encourage students to take notes of interview answers in
• Where do you _____? with interview questions and order to write a brief summary about one of the guests.
answers to finalize a script.
• How did you feel when
_____?
• What do _____?
• Why do you _____?
Please Welcome …!
1. Have students conduct their interviews and then report back, using formal language. Tell them to describe what they
learned from the interviews.
2. Invite family members or another class to enjoy the presentations.
3. Evaluate the interview using the rubric. For each presentation, assess one group’s listening skills.
Debrief and Compare

1. Ask each group to share what they most remember from the interviews.
2. Have them compare the ideas and information each group shared. Then encourage them to add ideas to their unit concept
maps, as appropriate.


Rubric: Interview
Use the rubric to evaluate students’ performance
Interview Rubric
¨¨
Does not demonstrate an ¨¨
Is not able to ask for ¨¨
Listens but is not able to ask
understanding of formal or information questions
informal language
Beginning ¨¨
Answers questions using body ¨¨
Is not able to listen actively
¨¨
Does not speak clearly about language only
the topic
¨¨
Many words are formal ¨¨
Asks one question ¨¨
Listens and asks one or two
questions
Intermediate ¨¨
Answers questions in some
some of the time detail ¨¨
Listens and picks up some
new words and expressions
¨¨
Most words are appropriately ¨¨
Asks two or three questions ¨¨
Listens and asks mostly
formal that are mostly on topic relevant questions
Advanced
¨¨
Answers questions clearly ¨¨
Listens and picks up most new
most of the time with a good amount of detail words and expressions
Advanced
¨¨
All word choices are ¨¨
Asks a few relevant questions ¨¨
Listens and asks relevant
appropriately formal questions
High ¨¨
Answers questions clearly and
¨¨
Speaks clearly about the topic thoroughly ¨¨
Listens and picks up new
words and expressions


WRITING PROJECT
Mode and Form

Resources
1. Narrative writing tells a story. A personal narrative is a true story about an
event that happened to the writer. For this project, students will write a personal ◆◆ eVisual: 1.17
narrative about a time they had to adjust to a new place or situation. Display ◆◆ Practice Book: 1.22
the Writing Checklist (eVisual 1.17) to show students characteristics of a good ◆◆ Vocabulary Routine 4
personal narrative.
eVisual 1.17
2. Use “A Writer’s Journey” as a professional model of a personal narrative. Reread the

text and point out features of the form.
Writing Trait: Ideas
1. Students will learn how good writers develop their ideas about a topic and create
writing in which:
• there is a clear, focused, and coherent message that keeps readers interested
• details are accurate and relevant
• details show the writer’s in-depth knowledge of the topic.
2. Use Vocabulary Routine 4 to teach coherent.
Lesson Overview and Pacing

Each lesson in the Writing Project provides detailed instruction. Teach the Writing Project
during Part 2 of the unit with this suggested sequence and pacing plan, or adjust as your
schedule and students’ needs require. Window Graphic
Writing Project Learning Objectives Suggested Pacing

Lesson A Introduce the Writing Prompt, Study a Model In Part 2, Lesson 2
Lesson B Prewrite In Part 2, Lesson 3
Lesson C Draft In Part 2, Lesson 4
Lesson D Revise In Part 2, Lesson 5
Lesson E Edit and Proofread In Part 2, Lesson 6
Lesson F Present In Part 2, Lesson 9


Rubric: A Personal Narrative
Students use Practice Book 1.22 to score their own writing on the trait of ideas. You can then use the Writing Rubric to score
each student’s project on all traits.
Writing Rubric
Score
Ideas Organization Voice Word Choice Fluency Conventions Presentation
Point
• The writing has • The writing has • The writing • Appropriate • All sentences • The writing has • The text is
a clear, focused a clear structure sounds genuine words were are varied and only a few minor presented in an
message that throughout that and unique. chosen to clearly effective and errors in spelling, orderly way,
keeps readers suits the writer’s • The writer’s tone convey the have appropriate punctuation, significantly
interested. audience and is appropriate to writer’s message. transitions. capitalization, helping to convey
• Details are purpose. the purpose and • Language used • When read grammar, the message.
4
accurate and • All content flows audience. throughout is aloud, the writing usage, and • Visuals are
relevant, smoothly and appropriate for sounds natural paragraphing. appropriate
showing in-depth logically. the audience and and rhythmic. • All the sentences for the purpose
knowledge of the grabs readers’ are complete. and audience,
topic. attention. and effectively
support meaning.
• Most of the • Most of the • Most of the • Many • Most sentences • The writing has • Most of the text
writing has a writing has a writing sounds appropriate are varied and some errors is presented in
clear, focused clear structure genuine and words were effective and in spelling, an orderly way,
message that that suits the unique. chosen to clearly have appropriate punctuation, generally helping
keeps readers writer’s audience • The writer’s convey the transitions. capitalization, to convey the
interested. and purpose. tone is mostly writer’s message. • When read grammar, message.
3 usage, and
• Most details are • Most of the appropriate for • Most language is aloud, most • Most visuals
accurate and content flows the purpose and appropriate for of the writing paragraphing. are appropriate
relevant, showing smoothly and audience. the audience and sounds natural • Most of the for the purpose
reasonable logically. grabs readers’ and rhythmic. sentences are and audience,
knowledge of the attention. complete. and effectively
topic. support meaning.
• The writing has • The writing • Some of the • Some • Some sentences • The writing has • Some of the text
a fairly unclear does not have writing sounds appropriate are varied and several errors is presented in
and unfocused a structure that genuine and words were effective and in spelling, an orderly way,
message, causing suits the writer’s unique. chosen to clearly have appropriate punctuation, but it is a little
readers some audience and • The writer’s tone convey the transitions. capitalization, difficult to track
confusion. purpose. is somewhat writer’s message. • When read grammar, and comprehend
2 • Some details • Some content inappropriate for • Some language aloud, some usage, and the message.
are relevant flows smoothly the purpose and is appropriate for of the writing paragraphing. • Some visuals are
and accurate, and logically. audience. the audience and sounds natural • Some of the appropriate for
showing grabs readers’ and rhythmic. sentences are the purpose and
minimum attention. complete. audience and
knowledge of the support meaning.
topic.
• The writing does • The writing • The writing • Few appropriate • Few or none of • The writing has • The text is not
not have a clear, does not have a does not sound words were the sentences many errors presented in an
focused message, structure. genuine or chosen to clearly are varied or in spelling, orderly way,
causing readers • The content does unique. convey the effective or have punctuation, making it very
confusion. not flow smoothly • The writer’s tone writer’s message. appropriate capitalization, difficult to track
• Many details or logically. is not appropriate • Language is transitions. grammar, and comprehend
are irrelevant for the purpose dull, vague, and • When read usage, and the message.
1
and inaccurate, or audience. inappropriate aloud, the writing paragraphing. • None of the
indicating a lack for the audience, sounds unnatural. • Few sentences visuals are
of knowledge of losing the are complete. appropriate for
the topic. readers’ the purpose or
attention. audience, and
do not support
meaning.

PART 2 WRITING PROJECT 81

WRITING PROJECT Writing Project
LESSON A: Model Write About Yourself

Write a Personal Narrative
OBJECTIVES Write about a time when you had to adjust to a new place or situation.
Add your story to a class book about dealing with change.
Writing
• Analyze a Student Model: Personal Narrative Study a Model
A personal narrative is a true story about something that happened to you.
• Trait: Evaluate Ideas
• Use a Rubric to Analyze Writing My First American Supermarket
The
beginning by Eric Tran
tells you
what the My family moved to the U.S. from Vietnam.
event is all At first, everything in the U.S. seemed really
about. strange, especially the supermarket!
The writer
In Vietnam, we shopped at the market . All compares
the food was outdoors in stalls and carts. We two settings
bought rice noodles, farm-fresh vegetables, and gives
plenty of
and fish.
examples to
Resources Our first trip to the American supermarket develop the

main idea.
was a shock! All the food was on shelves
inside a building. The fish was wrapped in
plastic. The vegetables were canned or frozen.
◆◆ eVisual: 1.17, 1.18 I miss our old market. But, the American
store has good food, too, such as pizza
The ending
tells you and yogurt. So, I guess something can be
why the different and still be really good !
experience
was
important .
70 Unit 1
ELAR TEKS
G5.17 write a personal narrative that conveys thoughts and feel-
ings about an experience
ELPS
5.G.1 narrate with increasing specificity and detail to fulfill content
area writing needs
Introduce the Writing Project

Analyze the Prompt
1. Have students turn to Writing Project on Student’s Book page 70. Ask a volunteer to read aloud the title of the project and
the prompt. Model how to fill out the first three sections of a RAFT. Have students copy the RAFT:
Role: yourself
Audience: other students
Form: personal narrative
Topic: __________
2. Remind students that although they haven’t decided on a specific topic, the prompt gives them a broad subject to begin
thinking about. Ask them what that subject is. (What new situation or place have you experienced?) Explain that they will
be choosing a topic for their writing when they do the Prewrite step.
3. Focus on language: Who is the audience? (other students) Ask them how that will affect the language they use. (It will be
more informal and include words that kids their age will know.) When would you use more formal language? (if you were
writing an article for a magazine)
Study a Model
Focus on Features
1. Read aloud the instructions and then have the students read the
model silently. Remind students to look for the central topic, main
ideas, and details and examples to support the main ideas.
2. Chorally reread the model, stopping to discuss each callout. Display
the Writing Checklist (eVisual 1.17) and have students find examples
of each feature in the model.
eVisual 1.17


Teach the Trait
Explain: Good writers develop their ideas in a way that presents a clear, focused message. They make sure that all the details
they include are about the same topic. All the ideas help to keep readers interested and show a writer’s knowledge about a
topic. Find examples in the model:
• What is the focus of the narrative? (how strange a U.S. supermarket seemed at first after the writer moved from Vietnam)
• How do the details in the second and third paragraphs relate to the main topic? (The details in the second paragraph
describe the market in Vietnam; the details in the third paragraph describe an American supermarket.)
• What details does the writer use to show his knowledge of the topic? (He describes the Vietnamese market, with food
“outdoors in carts and stalls” and specific items his family bought: rice noodles, vegetables, and fish.)
Present the Rubric

1. Have students turn to Practice Book 1.22. Read aloud the questions and features of each score point.
2. Assign partners the task of telling you the difference between a paper with a score of 2 and 4.
3. Allow time for the partners to review the rubric and then report out. (Students’ responses should indicate that a 4-point
paper has a clearer and more focused message.)
4. Use the Academic Language Frames (eVisual 1.18) to support students of all proficiency levels.
eVisual 1.18
Check Progress
Have pairs generate a list of features of a good personal narrative. Then ask volunteers to share their lists and tell their main
idea and one detail that supports it. Repeat for the trait.


WRITING PROJECT
LESSON B: Prewrite Prewrite
a partner to choose an event that was important to you.
OBJECTIVES
Learning Strategies Language Frames
• Generate Ideas through Freewriting Tell Your Ideas

The biggest change I ever
Respond to Ideas
Tell me why was so Use sentences
like these
• Use Graphic Organizers: T-Chart had was . important to you. to help you
I remember when I . How did you feel about ? choose
topic.
a
Writing One thing that happened to me

was .
I’d like to read more about
because .
• Writing Process (Prewrite): Select a Topic, Organize
Ideas 2. Gather Information Collect details that describe where and when
your event took place. Write down your feelings before and after.
Say how the experience affected you.
3. Get Organized Use a T-Chart to help you organize your details.
T-Chart
Resources Vietnam United States
-Vietnamese market -U.S. supermarket

◆◆ eVisual: 1.19 -outside -inside a building

Draft
how the experience affected you. Give plenty of examples to develop
your ideas.
71
ELAR TEKS
Prewrite
G5.15.B develop drafts
Choose a Topic
1. Have students turn to Writing Project on Student’s Book page 71. Review: What is the subject of our narrative? (what new
place or situation I had to adjust to) Now we will freewrite to select a topic. When you freewrite, you write what comes to
mind about your idea for five minutes.
2. Display and discuss the guidelines (eVisual 1.19):
eVisual 1.19
3. With a volunteer, model using the Language Frames to freewrite and model how to select ideas. Then have partners
freewrite and select a topic.
Gather Information
1. Remind students that a personal narrative includes details about the setting. Define the terms.
• A setting is the time and place in which things happen. In Mexico, my family bought fish from vendors on the beach.
• A detail is a piece of information, such as a description or an example. We liked to buy a shellfish called conch.
2. Encourage students to review their freewriting for details about the setting of their narrative. Have them add to the details
as necessary and cross out any times, places, or other details that do not relate to their topic. Remind them to make sure
all their details are relevant and accurate.


Get Organized
1. Work through the T-Chart. Remind students that a T-Chart is used to compare two things. Ask: How can you compare
a new experience with an old experience? (You can tell how some details are different.) Reinforce the trait of ideas by
reminding students that each supporting detail relates to the main idea.
2. Have students turn to Practice Book 1.23. Ask: What do you write at the top of the T-Chart? (the two settings for their topic)
What goes in each column? (details or examples for each setting)
3. Have students complete their own T-Charts. Use Multi-Level Strategies to support students at all proficiency levels.
Students can draw scenes in Encourage students to write Ask students to add sensory Have students include details
each column. They can label simple descriptions in each details to their examples. that reflect both the setting
drawings to support their column. and their feelings about
ideas. what happened in each
setting.
Check Progress
Check T-Charts. Then ask students to trade papers. Students should check to see that the details in their partner’s chart support
the headings at the top.


WRITING PROJECT
LESSON C: Draft Prewrite
a partner to choose an event that was important to you.
OBJECTIVES
Writing Language Frames
• Use the Writing Process (Drafting): Write a Personal Tell Your Ideas
The biggest change I ever
Respond to Ideas
Tell me why was so Use sentences
Narrative
like these
had was . important to you. to help you
I remember when I . How did you feel about ? choose a
• Use Writing Strategies: Concluding Statement One thing that happened to me I’d like to read more about
topic.
• Develop Writer’s Craft: Support Ideas with Relevant

was . because .
Details
2. Gather Information Collect details that describe where and when
your event took place. Write down your feelings before and after.
Say how the experience affected you.
3. Get Organized Use a T-Chart to help you organize your details.
T-Chart
Resources Vietnam United States
◆◆ Writing Routine 2 -Vietnamese market

-outside
-U.S. supermarket
-inside a building
Draft
how the experience affected you. Give plenty of examples to develop
your ideas.
71
Draft ELAR TEKS

G5.15.B develop drafts
Introduce Drafting
1. Have students read how to write a draft on Student’s Book page 71.
2. Use Writing Routine 2 to show how to turn the T-Chart into a draft. Students will focus on:
• Writer’s Craft: Support Ideas with Relevant Details
Introduce: Good writers include examples and details to support their main ideas. They use accurate, relevant details
to show their knowledge about a topic and to keep readers interested. Prompt students to identify the supporting
details in the model on Student’s Book page 70. Ask: What details support the description of the markets in Vietnam?
(outdoors in stalls and carts, bought noodles, fresh vegetables, fish from rivers) What details support the description
of the supermarket in the United States? (food on shelves, inside a building, wrapped in plastic, canned and frozen)
Encourage students to add this level of detail to their personal narratives. Remind them to make sure the details are
accurate and are related to the main topic.
• Writing Strategy: Concluding Statement
Explain that a concluding statement sums up the most important idea. Chorally read the model. Then think aloud and
write the concluding statement.
Say Write
I need to begin by identifying the new experience and My family moved to the U.S. from Vietnam. At first,
comparing it with an old experience. everything in the U.S. seemed really strange, especially
the supermarket.
The first detail tells about my old experience shopping in In Vietnam, we shopped at the market.
Vietnam.
Pause to review the development of ideas. Ask: Is your message clear and focused so far? (yes) Is it complete? (It needs
details about shopping in the U.S. and it needs a good ending with a concluding statement.) Repeat for the rest of the
model.
I will end with a concluding statement. What does my I miss our old market. But the American store has
concluding statement need to do? (tell why the experience good food, too, such as pizza and yogurt. So, I guess
was important) If I were Eric Tran, what would be something can be different and still be really good.
important to me? (Responses should restate the concluding
statement.)

Write the Draft
1. Have students begin their own drafts. Use Multi-Level Strategies to support writers at all levels of language proficiency.
Have beginners create a Have students write sentences Review the sentences in “A Review the sentences in “A
picture draft and then move and details on stickie notes. Writer’s Journey.” Point out Writer’s Journey.” Point
to a text draft. Students Tell students to try them out at long and short sentences. out the colorful language
can use drawings to show various points in their drafts. Encourage students to vary and analogies. Encourage
settings. They can circle When they find the best their sentences. students to try different ways
things that are different. They place for a detail, have them to describe places and
can then write sentences copy the words onto their events.
based on these images. drafts.
2. Explain: Write a “kernel narrative” first. Write a topic sentence, a sentence about the old place or experience, and then a
sentence about the new one. Then go back and fill in the related details. Model the drafting strategy:
3. Remind students: Your chart and notes may contain fragments or incomplete ideas. Check that every sentence in your draft
is a complete sentence.
Check Progress
Ask students to review their drafts. Have them circle the details. Ask: Do the details support the ideas? Are they relevant and
accurate details?


WRITING PROJECT Writing Project, continued
LESSON D: Revise Revise

1. Read, Retell, Respond Read your draft aloud to a partner. Your
partner listens and then retells the story. Next, talk about ways to
OBJECTIVES improve your writing.
Listening and Speaking Language Frames
• Conduct a Peer Conference Retell Make Suggestions

Use sentences
• Your experience was mostly • I can’t really picture . like these to
• Prompt and Provide Suggestions about . Can you add more details? respond to
your partner’s
• At the beginning, you felt • Why is something you
Writing . At the end, you remember so well?
writing.
felt . • Can you add more details

• Writing Process (Revise) • The experience was important about ?
• Revise Drafts for Ideas to you because .
• Revise Drafts for Complete Sentences 2. Make Changes Think about your draft and your partner’s suggestions.
• Revise Drafts for Concluding Sentence Then use revision marks to make your changes.
• Did you develop your ideas with details and examples? Add more
• Use Revising Marks details if you need to.
All the food was stacked on shelves inside a building.

Our first trip to the American supermarket was a shock!
• Did you include how the event affected you or changed your ideas?
Replace or add words to make the change clear.
Resources
But, the American store has good food, too, such as pizza and
yogurt. I feel OK about that now. So, I guess something can
be different and still be
really good!
◆◆ eVisual: 1.20, 1.21
◆◆ Practice Book: 1.22, 1.24 72 Unit 1
ELAR TEKS
G5.15.C revise drafts
ELPS
Revise
Read, Retell, and Respond
1. Have students turn to Writing Project on Student’s Book page 72. Review the trait
on Practice Book 1.22.
2. Use eVisual 1.20 to model how to conduct a peer conference. Have students read
the paragraph aloud.
3. Point to the Language Frames on Student’s Book page 72 as you retell the
personal narrative and make suggestions:
• Most of the details tell about each place.
• I can’t really picture shopping in Vietnam. Can you add more details to show
your knowledge about that topic?
• The detail about where the American supermarket was doesn’t tell why the
supermarket was a shock. Can you take it out? What else can you take out?
(the sentence about a dog)
eVisual 1.20
4. Have pairs discuss their drafts. Use Multi-Level Strategies to support students at all
proficiency levels.
Hold individual conferences Have partners ask and answer: Have these students hold complete peer conferences.
with these students. Check • Are my details relevant to Direct them to look at the focus and clarity of their
to be sure each one has message. All the details should relate to the main topic.
my topic?
included a strong concluding
sentence. • Is my concluding sentence
strong?


Make Changes
1. Read through the samples. Then use eVisual 1.20 to model how to revise a draft.
Display and use the Revising Marks as you work through the example.
2. Model the first change: The first paragraph does not flow or have enough detail. I’ll
revise it. (My family moved to the U.S. from Vietnam. At first, everything in the U.S.
seemed really strange, especially the supermarket!)
3. Call on students to suggest additional changes that would turn the model into a 4. Have
students use Practice Book 1.24 for additional practice.
Revise the Draft

1. Tell students to use the Revising Marks and begin revising their own drafts. Remind them to review the rubric and notes
from their peer conference.
2. Post examples as a reminder to include relevant details (eVisual 1.21):
eVisual 1.21
Check Progress
As students revise, ask them to check each other’s papers to make sure each has relevant details. Also have them check that
the concluding sentence leaves readers with the most important idea.


WRITING PROJECT Grammar Tip
For subjects
connected by or,
LESSON E: Edit and Proofread Edit and Proofread use a verb that
agrees with the
Work with a partner to edit and proofread your personal subject closest to it.
LESSON F: Present and Share narrative. Pay special attention to subject-verb agreement.
Use revision marks to show your changes.
OBJECTIVES Present
Listening and Speaking On Your Own Make a final copy of your personal narrative. Choose a
way to share it with your classmates. You can read it aloud, or retell the
• Speak with Expression story as though you were telling your younger brother or sister.
• Use Gestures
• Listen and Visualize Presentation Tips
• Make Connections If you are the speaker… If you are the listener…
Writing For some parts of your story, Listen for details that help
change your voice to show you picture what the speaker
• Writing Process (Edit and Proofread): Edit for Spelling, how you were feeling. is describing.
Grammar, and Mechanics Use gestures if they feel Make connections to similar
• Writing Process (Present and Share): Create a Final natural. experiences in your own life.
Copy; Read Writing Aloud In a Group Collect all the personal narratives from your class.
Bind them into a book, and
Grammar, Spelling, and Mechanics work together to think of a
• Compound Subjects-Verb Agreement good title. You may want to
add clip art or scan in a
• Spell Compound Words photograph to add interest
to your own story.
• Use End Marks
Resources 73
◆◆ eVisual: 1.22 ELAR TEKS

G5.15.D edit drafts for grammar, mechanics, and spelling
G5.15.E revise final draft and publish written work
ELPS
◆◆ Practice Book: 1.25 1.B.2 monitor written language production and employ self-
Edit and Proofread

Focus on Grammar: Compound Subjects
1. Remind students how to form a sentence with a compound subject. Review the rules on Student’s Book page 69.
2. Display these sentences:
• Trucks and cars bring food to the plaza.
• Either Sunday or Thursday is market day.
• The tables or benches provide many places to sit.
3. Read each example and circle target words as you review rules: If the parts of a compound subject are connected by the
word and, use a plural verb. If the compound subject is connected by the word or, look at the last subject. If it is singular,
use a singular verb. If it is plural, use a plural verb.
4. Display these sentence frames. Ask students to write two sentences describing the food at a grocery store or supermarket:
______ or ______ is ______. ______ and ______ are ______.
5. Assign Practice Book 1.25 for additional practice.
Focus on Mechanics: End Marks

1. Remind students that an end mark is punctuation at the end of a sentence or statement. Ask: What end mark do you use
for a question? (a question mark) What end mark do you use for a statement or command? (a period) What end mark
shows that you feel strongly about something? (an exclamation point) Challenge partners to write one sentence using each
mark.


Edit and Proofread
1. Display the Editing Marks (eVisual 1.22) as partners work together to edit and proofread
their articles.
2. Provide and model the editing tip: As you edit, cover up the text except for the first line.
Read the writing one line at a time, pulling the paper down to reveal the next line. This helps
you focus on every word. When you locate an error, pause to correct it.
Present
Share Your Personal Narrative
1. Encourage students to make a neat copy of their personal narrative. They may choose to
print out their narratives or write a clean copy by hand. Guide students to read their writing eVisual 1.22
aloud or to retell the story as though they were talking to a friend.
2. Allow students to decide how they will share their writing. Go through the Presentation Tips on Student’s Book page 73
and model the skills for the class.
• Speak with Expression: Explain that in certain parts of the narrative, students should speak louder and faster to show
strong feeling and excitement.
• Use Gestures: Demonstrate how to use your hands to make gestures if that feels natural for the reading.
• Listen and Visualize: Have a volunteer read one of the changes on page 72. Say: When you visualize, you make a
picture in your mind using the words. Ask: How do you visualize the foods in the supermarket? What do the foods look
like?
• Make Connections: Explain that when students listen to a narrative, they should try to connect to experiences in their
own lives.
3. Gather all of the personal narratives. Remind students to provide any illustrations, clip art, or personal photographs. Have
a small group work together to use the photographs to design a cover for the collection. Then put the stories together and
copy or scan them and add to the writing portfolios.


PART 2 LESSON 10
Wrap-Up
OBJECTIVES
?
Concepts and Vocabulary Big How can where
you are change
• Use Grade-Level Vocabulary Question who you are?

• Use Learning Strategies: Graphic Organizers
Talk Together
Language
In this unit, you found lots of answers to the Big Question. Now, use your
• Language Function: Ask for and Give Information; concept map to discuss the Big Question with the class.
Ask and Answer Questions
Concept Map What I wear
• Discuss Ideas
What I eat Before I wore
Social Studies only dresses
and skirts.
• Explore Immigration How can where Now I wear
you are change only jeans!
• Investigate Different Cultures who you are?
• Relate Ethnic Similarities and Differences
How I speak
How I see myself
Write a Diary Entry

Use your concept map to choose one change that happens to people
when they move to a new place. Choose a person from this unit. Write a
diary entry about how that person handled the change you have chosen.
74 Unit 1
Talk Together
Complete the Unit Concept Map
1. Read aloud the introduction in Talk Together on Student’s Book
page 74. Encourage students to skim the selections in the unit and
think about class discussions.
2. Have students complete the concept map. Use these possible
answers to the unit concept map to guide the discussion.
Write a Diary Entry

Read aloud the instructions. Have students refer back to “My Diary
Across Places and Time” on Student’s Book pages 10–25 to review
one way to write a diary entry. Concept Map
Community Connection
1. Ask students to find restaurants in their community that offer foods from other countries. Tell them to look at menus
posted outside those restaurants to see what kinds of foods they serve.
2. Encourage students to try new foods if they have a chance to eat in one of those restaurants.


Unit
1 Wrap-Up
Share Your Ideas

the Big Question.
Write It! Talk About It! Resources

Write a Letter Create a Documentary ◆◆ Self-Assessment
Write a letter or an e-mail to a Choose a classmate to interview.
pen pal in a foreign country. Ask Ask for information about his ◆◆ Unit Test
questions to find out what life is or her life. Use the information
like in his or her country. Tell to sketch a simple story board
your pen pal about life showing important events. Then
in your country. use those events to make a
documentary about your classmate.
Do It! Write It!

Give a Tour Make a Collage
Pretend you and your classmates Make a collage that shows the
are tour guides. Make a list
of places in your school that
different ways one of the people
you read about changed and
Share Your Ideas
newcomers should know about. remained the same.
Write about the Write a caption that
places. Then take names the person Select and Present
your classmates and explains
on a tour of why you chose Read aloud the presentation options on Student’s Book
those places. the items.
page 75. Explain that some options can be completed
alone, but that others involve working in groups. You
75
may choose to assign students to specific activities or
allow them to self-select.
ELAR TEKS G5.29.A.2 participate in student-led discussions by considering suggestions from 1.E.4 internalize new academic language by using
G5.11.E.1 synthesize ideas within a text other group members and reusing it in meaningful ways in writing activities
G5.11.E.2 synthesize ideas across two or three texts representing similar or ELPS 2.G.1 understand the general meaning of spoken language ranging from situations
different genres 1.E.1 internalize new basic language by using and reusing it in meaningful ways in in which topics are familiar to unfamiliar
G5.11.E.3 make logical connections between ideas within a text speaking activities 2.G.2 understand the general meaning of spoken language ranging from situations
G5.14.B.1 consider the difference in techniques used in media 1.E.2 internalize new basic language by using and reusing it in meaningful ways in which language is familiar to unfamiliar
G5.27.A.2 interpret a speaker’s messages (both verbal and nonverbal) in writing activities 2.G.3 understand the general meaning of spoken language ranging from situations
G5.29.A.1 participate in student-led discussions by eliciting suggestions from 1.E.3 internalize new academic language by using and reusing it in meaningful in which contexts are familiar to unfamiliar
other group members ways in speaking activities 3.E.1 share information in cooperative learning interactions
Presentation Options Learning Level
Writing Activity: Write a Letter B I A AH

Remind students they can use the words from the Big Question, how, who, where,
3 3
and also what, why, and when to ask questions.
Oral Activity: Create a Documentary

Explain that a documentary tells facts about a person, place, or thing. Explain B I A AH
that a story board will help them plan how to show the facts about their classmate
3 3 3
and determine in what order they will present them. Provide an example, if
needed.
Kinesthetic Activity: Give a Tour

Ask students who remember what it is like to move from one school to another to B I A AH
tell about any places they wished they had known about when they first came to
3 3 3
the school, or things that were confusing to them. Encourage students to use ideas
from this discussion to plan their tours.
Writing Activity: Make a Collage

B I A AH
Encourage students to determine the kinds of changes they want to show and
make a list of how they might show those changes. Tell students to use their lists 3 3
as they search for pictures in old magazines and newspapers.
Respond and Close

Have students share one way that moving to a new place can change a person.
Monitor
Use Self-Assessment in Assessment Resources to encourage students to reflect on their own learning. Then administer Unit Test
in Assessment Resources to assess students’ progress on vocabulary, reading, and grammar skills taught.

PART 2 LESSON 10 93

Unit 2
PART 1 LESSON 1
Unit Launch
OBJECTIVES
Resources
Unit at a Glance
Language Focus: Give and
Carry Out Commands, Verify
Unit 2
Reading Strategy: Ask Questions
Topic: Energy
Catching
the Light
Share What You Know
? Think of words that
1
describe the sun. Make a list.
s unn y
Big
What is the 2 Choose a word from your warm
power of list and draw it.
bright
Question the sun?
3 Share your drawing with
the class.
BERLIN, GERMANY
A man aligning two self-built solar umbrellas for cooking
at a “No Waste” open-air cooking and picnic event
ELAR TEKS:
G5.27.A.1 listen to a speaker’s messages (both verbal and
nonverbal)
Preview and Predict

G5.27.A.2 interpret a speaker’s messages (both verbal and
nonverbal)
1. Direct students’ attention to the image on Student’s Book pages 76–77. Then read the image caption and have students
talk about it. Elicit responses from students, using fun facts about the image:
• Solar energy is energy produced by the sun. As the sun virtually never stops producing light, solar energy is considered
a renewable resource.
• The earliest uses of solar energy can date back to as early as the 7th century B.C. when humans used sunlight together
with magnifying glass materials to light fires.
• To generate solar energy, sunlight needs to be converted by using solar panels. This process is called the photovoltaic
effect. The person who first discovered this effect is Alexandre Edmond Becquerel, in 1839. About 50 years after the
discovery, Charles Fritz invented the first working selenium solar cell, which is regarded as a major prototype of the
modern solar panels we are using today.

94 Unit 2 Catching the Light

1. Ask: What does the word power mean? (strength, control, muscle) What kinds of things are powerful? (engines, strong
people, wind)

• What do we call a complete cycle of the Earth around the sun?
• Could we live without the sun? Explain your answer.
• How do we use the power of the sun?
Share What You Know

activity, you will need to think about:
• words that tell about the sun
• how to draw one of the words from your list.
2. If some students find it difficult to decide how to draw their describing words, ask guiding questions: Is it big or small?
What color is it? Is it round or jagged? and so on.
3. Have students who drew the same describing word stand together to present their work. Encourage the class to notice the
differences and similarities in the pictures.
This is . [She/He] is special because . [She/He] can .

Explain: The Big Question is in the center of the sun. We’ll add our
answers to the rays of the sun.
3. Have students add the ideas they already listed, and any other ideas
they may have, to Practice Book 2.1. Explain that they will add more
to their concept maps as they read through the unit and learn more
about the power of the sun.
Make Connections
Send home Family Newsletter 2. Ask students to interview family eVisual 2.1
members to collect stories, songs, poems, and sayings about the sun.

PART 1 LESSON 1 95

PART
Language Focus
• Put .
• Give to
Language Focus Give and Carry Out
.
Science Vocabulary Commands

Listen to Alfredo and Susana’s song. Then use Song
Language Frames to give commands to a partner.
OBJECTIVES Have your partner restate the commands before
doing them.
Vocabulary
• Acquire and Use Grade-Level Vocabulary
Language
Make Sun Tea
How I want some iced tea, Susana, Susana,
• Language Function: Give and Carry Out Commands Will you make some for me, Susana my friend?
• Listen to and Imitate Fluent Models You can make tea with sunlight, Alfredo, Alfredo,
In an hour it’s done right, Alfredo my friend.
• Use a Variety of Sentence Lengths
Put tea bags in water, Alfredo, Alfredo,
• Participate in a Discussion It gets hotter and hotter, Alfredo my friend.
Learning Strategies Then you put in some fresh ice, Alfredo, Alfredo,
And the iced tea is quite nice, Alfredo my friend.
Give the pitcher to me, Susana, Susana,
• Use Context to Build Concepts and Language And I’ll make the iced tea, Susana my friend. pitcher
Science Tune: “There’s a Hole in the Bucket”
• Explore the Sun’s Energy
78 Unit 2
ELAR TEKS: G5.27.B.3 give oral instructions that include multiple action
G5.27.B.1 follow oral instructions that include multiple action steps
steps
G5.27.B.2 restate oral instructions that include multiple action
steps
Language Focus
Teach / Model
1. Read aloud the introduction on Student’s Book page 78 and
play the song. Invite students to sing along as you play the song
a second time. Model how to echo and chime in as the audio
prompts.
2. Point out the Language Frames at the top of Student’s Book page
78 and model using them to give and carry out commands for
how to make a sandwich.
3. Prompt volunteers to name tasks and tell how to give or carry out
commands. Point to each step on the How-to card (eVisual 2.2) as
eVisual 2.2
students share.
Practice / Apply
1. Have student pairs give and carry out commands to complete the
drawing for Share What You Know on Student’s Book pages 76–77.
2. Use Academic Language Frames (eVisual 2.3) to help students give
commands.
Check Understanding
Display Language Builder Picture Card G5.15 (desk lamp) and have
students give and carry out commands about it.
Monitor eVisual 2.3


Key Words
Science Vocabulary
absorb
heat
reflect
Key Words thermal
Look at this illustration. Use Key Words to talk about how the transmit
sun transmits energy.
Resources
1
◆◆ eVisual: 2.2, 2.3
3 ◆◆ Academic Talk 3
4
2
1 The sun transmits energy, or sunlight.
2 Plants, animals, and objects can reflect or absorb the sunlight.
3 Light that is absorbed can change into thermal energy, or heat .
4 Plants change sunlight into food.
Talk Together
How do plants and animals use the power of the sun? With a group, use
Key Words to describe what a day in your life might be like without any
sunshine at all.
79
ELAR TEKS:
G5.2.B.1 use context to determine or clarify the meaning of
unfamiliar words
Science Vocabulary
Teach / Model
1. Read the introduction and work through the diagram on Student’s Book page 79.
2.1. Pronounce the word and point to its picture: heat.
2.3. Define the word: Heat is energy that makes you or something warm.
2.4. Elaborate. Relate the word to your experience: We need to heat the classroom when it is cold outside.
Practice / Apply
Talk Together
1. Review the sun’s powers (heat and light) and provide an example using Key Words: We need the sun to transmit sunlight
to Earth. Plants absorb this light for food. Humans need sunlight for thermal energy, or heat. A day without sunshine would
be cold and dark.
map.
Extension
Use Writing Routine 1. Write the word reflect and prompt: What are some ways to reflect light? Think about this word and
write about it.

PART 1 LESSON 2 97

PART 1 LESSON 3 1
PART
Thinking Map
Thinking Map Character

Academic Vocabulary When you think about the conflict, or problem, that characters in a
story face, you often think about their roles, or parts they play, in the
conflict. You also think about their functions, or what they do.
OBJECTIVES Look at these pictures of Alfredo and Susana.
Vocabulary
Map and Talk
• Demonstrate Listening Comprehension You can use a character chart to describe characters’ roles
• Analyze Character and functions in a conflict. Here’s how you make one.
Write each Write each

Learning Strategies character’s
role here.
character’s
function here.
Character Chart
• Use Graphic Organizers: Character Chart Character Role Function Conflict
• Reason Inductively Alfredo learner tries to get Susana wants

Susana to make Alfredo to make
Science Write each
character’s
tea for him the tea. Write each
character’s
name here. Susana teacher tries to teach Alfredo wants conflict here.
• Explore the Sun’s Energy Alfredo to make Susana to make
sun tea the tea.
Talk Together
With a partner, think of a story with a conflict. Use a character chart to

Thinking Map show each character’s role and function in the conflict.
80 Unit 2
Teach
ELAR TEKS:
1. Connect concepts: What have you learned about commands? You saw that Susana gave commands to teach Alfredo how to
G5.6.B.2 explain the roles of characters in various plots, includ-
ing their conflicts
G5.6.B.4 explain the functions of characters in various plots,
including their conflicts
make iced tea. Characters in a song or story sometimes give and carry out commands to solve a problem. Now you will learn
how to make a graphic organizer to better understand what characters in a story do.
2. Read the first paragraph on Student’s Book page 80 and teach the vocabulary word conflict using Vocabulary Routine 4. Use
the illustrations on Student’s Book page 80 to reinforce that a conflict is a problem: Pay attention to what the characters want.
If characters want different things, there is a conflict.
3. Have students read aloud the explanation of a character chart on Student’s Book page 80. Clarify the purpose: I can make a
character chart to help me understand and explain what things a character does.
4. Read aloud “Make Some Tea for Me” (eVisual 2.4). Remind students
to listen for the conflict.
Model
1. Review the first two sentences of “Make Some Tea for Me” (eVisual
2.4). Have volunteers read the first column in the chart and model
the process: I write the characters’ names in the first column. Then I
figure out the conflict: Susana wants Alfredo to make his own tea. eVisual 2.4
2. Repeat for Role and Function.
Practice / Apply
their charts.
2. Use Multi-Level Strategies to help students at all proficiency levels talk about the functions each character has.
Provide a sentence starter for each column: Explain that conflicts are like Encourage students to use the column
• The character is _____. problems. They happen when headings in their explanations: role,
characters do not want the same function, conflict.
• His/Her role is _____.
thing. Remind students to describe
• He/She acts _____. what each character wants and tell
• The conflict is _____. how this leads to a problem.


Academic Vocabulary
More Key Words

Use these words to talk about “Ten Suns” and “How the Fifth Sun Came to Be.”
assume event explanation Resources

verb noun noun
◆◆ eVisual: 2.4
When you assume An event is something An explanation gives
something, you think it that happens. The street a reason or makes ◆◆ Picture Dictionary
is true without checking fair is a big event. something easy to
the facts. understand.
power theory
noun noun Talk Together
Work with a partner. Write

a question using a Key
Word. Answer the question
using a different Key Word.
Use all the words twice.
Question: What is
a theory?
Power is strength or A theory is an idea that
energy. This machine explains something. Her Answer: an explanation
has the power to lift theory is that the dog of something.
heavy things. did it.
81
ELAR TEKS:
unfamiliar words
Check Understanding
Ask: What problem does Alfredo have? Point to the first illustration. (Susana will not make him tea.)
Academic Vocabulary
Teach / Model
2.1. Pronounce the word and point to its picture: event.
2.3. Define the word: An event is something that happens.
2.4. Elaborate. Relate the word to your experience: I bought tickets to an event at the town park. The event is on Saturday
morning. Use the photographs to connect the word and concept to other content areas: A science fair would be a
good event to visit to learn about the sun.
Practice / Apply
partners take turns asking and answering questions using the Key Words.
Check Understanding
Point to the illustration of each word and have students use another Key Word to describe it or tell something about it.
Monitor
Vocabulary.

PART 1 LESSON 3 99

PART 1 LESSON 3
Extension Resources
Expand Word Knowledge ◆◆ Vocabulary Routine 2, 3
Teach / Model
◆◆ Language Builder Picture Card
1. Explain that each pair of students will become Key Word experts. They will
G5.16
study one Key Word and create a fold-up tab about the word.
2. Use Vocabulary Routine 2 and model making a fold-up tab about the word event.
• Fold a sheet of paper in two places, as shown.
• Write a vocabulary word on an outside flap.
• Write the definition on the top inside flap.
• Write a sentence with the vocabulary word on the bottom inside flap.
• Draw a picture to illustrate the sentence.
Practice / Apply
Assign a Key Word to each pair of students. Have each pair create a fold-up tab for their
assigned Key Word.
Check Understanding
Say a Key Word and have the partner experts read the word, definition, and sentence
from their fold-up tab.

Teach / Model
1. Referring students to the fold-up tab they made for Extension Activity 1, Expand Word
Knowledge, tell them that they will share what they know about Key Words. Fold-up Tab
2. Group each student with a partner who studied a different word. Have them follow
the steps in Vocabulary Routine 3 to share their word knowledge.
• Take turns reading Key Word fold-up tabs.
• Talk about how the information on the tabs helps to show the meanings of the Key Words.
• Create sentences using the Key Words and write them in your journals.
Practice / Apply
1. Have students form small groups to conduct Team Word Webbing. (See Cooperative Learning Routines.) Provide each
group with large sheets of paper. Give each student a colored marker.
2. Assign each group a Key Word. Have students take turns adding to the web. Repeat with another word, until each word
has been webbed by at least one group.
3. Ask students to “report” about their words to the group. Continue until all words have been discussed.
Check Understanding
Display Language Builder Picture Card G5.16 (space heater), and ask students to use Key Words to tell about it.

Teach / Model
Ask students who have played question-and-answer games to tell what they are like. Then explain how to play Yes or No:
• I think of questions that can be answered with yes or no.
• I write or say the questions aloud. For example: Can a theory explain something scientists want to understand?
• The answer is yes. I raise my hand to show my answer. If the answer is no, I raise two hands.
Practice / Apply
1. Have partners generate yes/no questions. Clarify: Make sure each question contains or is about a Key Word. Also make
sure it can be answered with yes or no.
2. Explain that partners will ask the class questions and the class will answer verbally or by showing the appropriate number
of hands. Ask for a volunteer pair to model asking and responding to a yes/no question. Then select a different pair to
begin the game. Continue until all pairs have asked a question.
Check Understanding
Repeat one of the questions from the game and have students explain their yes or no answers to demonstrate their
understanding of the Key Word.

PART 1 LESSON 3 101
PART 1 LESSON 4
Reading Strategy
OBJECTIVES
Resources
• Acquire and Use Classroom • Learn to Ask Questions ◆◆ Vocabulary Routine 4
Vocabulary ◆◆ eVisual: 2.5
Learning Strategies
• Use Visuals
1 Language Frames
PART
Reading Strategy
I wonder .
I read .
Learn to Ask Questions Talk Together

So .
Now I wonder
Look at the cartoon. When you wonder or get confused about something, you .
Read Susana’s story. Read the sample. Use Language
usually ask a question and then try to find the answer.
Frames to ask questions. Tell a partner about them.
Science Fiction
How the Sun Got Hot Again “I wonder what is

Astronauts Sofie and Karl were ready to go into space. They happening to the sun.
were on a special mission. The sun had been growing colder I read that a thermal
every day. It was getting harder and harder to survive on Earth. force has stopped
working.
Sofie had an explanation . A thermal force deep inside the So now I know what
sun had stopped working. If her theory was right, setting off a happened.
huge explosion on the sun’s surface should strengthen its power . Now I wonder if their
mission will succeed.”
The spaceship took off. Before long, the sun was a huge ball
right in front of them. It was as majestic as they had imagined it.
“The heat shields on our spaceship are working,” Sofie noted.
When you read, you can ask questions, too. The answers to some questions
can be found in the story. Read to find the answers. This will help you understand “We’d melt if they weren’t,” Karl said nervously. Soon, it was time
to send off the explosives. Sofie pressed a button. The little ship
the story better.
holding the explosives made its way to the sun.
Sofie turned the big ship around. They needed to get far from the
How to Ask Questions sun before the explosion. KA-BOOM! The shock waves rocked the
spaceship. Sofie spoke to Mission Control. “It worked!” she cried.
1. As you read, ask a question. I wonder . “Excellent!!” Karl

exclaimed. “I assume that
tomorrow’s headlines will
2. Look for an answer in the text. You might find I read . read: ‘Astronauts Saved the
the answer right there in the text, or you might So . Sun!’ This event will go
have to think and search. down in history!”
3. Think about the answer. Read on and ask Now I wonder

more questions. . = a good place to stop and ask a question
82 Unit 2 83
ELAR TEKS:
G5.RC-5.B.1 ask literal questions of text
G5.RC-5.B.2 ask interpretive questions of text
G5.RC-5.B.3 ask evaluative questions of text
G5.RC-5.B.4 ask universal questions of text
Reading Strategy
Teach
1. Read aloud the introduction on Student’s Book page 82. Have a volunteer read the page title.
2. Teach the vocabulary word question using Vocabulary Routine 4. Then make the connection: Good readers ask questions
when something is unclear.

Model
1. Have volunteers read aloud the How-to chart on Student’s Book page 82.
Model asking questions about the cartoon:
• I need to understand what happened to the sun. Point to the eclipse.
• I can ask myself, “Why did the sun disappear?”
• I can read to answer my question. Point to the explanation on the sign.
2. Have students turn and talk to ask more questions about the cartoon.
Practice / Apply
1. Chorally read Student’s Book page 83, including the sample student
questions and Language Frames. Listen and note mispronunciations.
2. Direct students to the text indicated by the red arrows and use Academic
Language Frames (eVisual 2.5) to help students at all proficiency levels ask
questions about the text. Students might ask why the spaceship needs heat
shields and what the button that Sofie pushed will do. eVisual 2.5
Check Understanding
Reread the first paragraph of the story for students. Ask: What question can you ask about the mission?
Extension
Writing: Science Fiction
1. In science fiction, the author imagines what happens in the future or in another world. Add to the story by telling what
Sofie and Karl might do next. Then display a RAFT for students to follow:
• Role: yourself
• Audience: a partner
• Form: science fiction
• Topic: what happens next
2. Encourage students to use Key Words in their story episodes. Adjust the prompt to include students at all proficiency levels.
Invite students to share their stories with the class.

Have students use labeled Have students tell their stories Have students write Have students include
drawings to create their using drawings and captions. paragraphs. dialogue in their stories.
stories.

PART 1 LESSON 4 103
PART 1 LESSON 5
Reading: Preview
OBJECTIVES
• Use Grade-Level Vocabulary • Analyze Elements of Fiction: Point of View
• Use Academic Vocabulary Learning Strategies
Reading Strategy • Use Prereading Supports
• Preview • Build Background Knowledge
Read a Story
Genre
A myth is a very old story. Its purpose is to explain
something about the world. Myths often include gods
and characters who have special powers, but who act
Ten Suns
in human ways.
Point of View
Point of view describes who tells a story. In the
third-person point of view, a narrator outside of
the story tells the story. The narrator uses words like
he, she, or they to explain what characters experience,
think, and feel.
But the gratitude of the earth’s people and the

A Chinese Myth
importance of their work meant nothing to the boys. retold by Eric A. Kimmel • illustrated by Marilee Heyer
They found their task boring.
84 Unit 2 85
Preview
Introduce
Direct students’ attention to the title and illustrations on Student’s Book pages 84–85 as you read the title. Ask: What is
surprising about the suns in the illustration? (There are 10 of them.) What do you think this myth is about? (ten suns) How can
you tell? (from the title and illustration)

Genre and Text Features
1. Read aloud the definition of myth on Student’s Book page 84. Elaborate: This is a very old story that explains something
about the world. It includes many nonhuman characters who do, think, and say things that humans can.
2. Read aloud the definition of point of view on Student’s Book page 84, and direct students’ attention to the first paragraph
on Student’s Book page 87. Explain that this story is told from the third-person point of view. Tell students they can figure
this out through words such as they and his, which are both in this paragraph.

Pages Say (and do)

Look at the beautiful palace! Is it in the sky? I wonder who these characters are in the chariot. Where do
86–89 you think they’re going? When I turn the page, I see even more characters. I think these boys are all part
of the same family.
Why are there so many suns in the sky? (Point to the suns.) Look at the people below. What is happening
90–91
to them? What do you think the man on page 91 is saying?
What is this man holding? Why do you think he is crying? He is looking at something in the sky. Is that a
92–93
man standing in the clouds? (Point to the man.)
It’s the man from the sky! Why do you think he is shooting at the suns? Where did all the birds come
94–95
from? (Point to the birds.)
This man is pointing to the sky. (Point to the sky.) What do you think he is saying to the man on the
96–97 horse? Now the man on the horse is reaching for an arrow. (Reach your hand out.) Why do you think he
wants the arrow?
98–99 How many crows are there? (Count the number of crows.) What do you think has happened?
Check Understanding
Ask: What details show that this is a myth, not a true story? (the dragon, the ten suns, a man shooting arrows at the sun)
Explain that this selection is a myth from China. Tell students that all cultures have myths, or stories that have been told
since ancient times. Invite students to share their knowledge of myths from around the world.

PART 1 LESSON 5 105
PART 1 LESSON 5
OBJECTIVES
Resources
• Use Grade-Level Vocabulary • Character ◆◆ Practice Book: 2.4
• Use Academic Vocabulary • Point of View
◆◆ Reading Routine 1
Learning to Read • Third-Person Point of View
• Concepts of Print: Identify Dialogue • Myth
Reading Strategies Learning Strategies
• Read the Selection • Build Background Knowledge
• Learn to Ask Questions • Use Reading Supports
Read the Selection

Concepts of Print: Identify Dialogue
Say: Dialogue is what characters say to each other. Most writing shows dialogue in quotation marks. Direct students’ attention
to the first paragraph on Student’s Book page 89 as you read aloud the sentence. Identify each quotation mark, and make
certain students understand that the words inside the quotation marks are the words the character says. Point out that Pi Li
Xing is the name of the character who says these words. Make sure that students understand that the spoken words begin
after the quotation mark and continue until the next quotation mark.
Reading Options

• Have students follow the text on Key • Use a Reading Routine 1. • Have students read each section
Points Reading (Practice Book 2.4) • Ask Build Comprehension questions silently and then read it with a
while you read it aloud. to check understanding. partner, alternating sections.
Build Comprehension questions. students summarize. you ask the Build Comprehension
questions.

Set a Purpose
Find out about an unusual
family who lives in the sky.
L ong ago, when the world was new, a giant mulberry tree grew
on the far side of the sea, on the edge of the eastern horizon. Its
In those days, there were ten suns: the children of Di Jun
and his wife, Xi He. They never walked across the sky together.
roots plunged deep into the earth. Its branches scraped the sky. That would produce too much heat for the world to bear.
Nestled in the topmost branches of this tree stood a jade Instead, every morning before dawn, Xi He would awaken one of
palace. Hammered sheets of gold formed its roof. Its windows her sons. They would climb into her dragon chariot and drive to
were made of the thinnest panes of amethyst and lapis lazuli. a point on the eastern horizon where Xi He’s son would
This was the palace of Di Jun, the eastern emperor, the god who begin his walk.
ruled the regions of the sky where the sun arises.
eastern horizon the land where the sun rises bear survive
jade green stone
panes of amethyst and lapis lazuli purple
and blue crystal
86 Unit 2 87
Build Comprehension
Set a Purpose
Read aloud the introduction at the top of page 86.
Setting
Where and when do the story events on these pages take place? (They take place in the sky long ago, when the world was
new.)
Cause and Effect

Why did Di Jun and Xi He’s children never walk across the sky together? (This would create too much heat for the world to
bear.)
Make Inferences
The story tells about regions of the sky where the sun rises. Then it tells that Xi He would take one of her sons to a point on the
eastern horizon where he would begin his walk. How does the rising of the sun relate to the walk? (The sun rises in the east
and sets in the west.)

PART 1 LESSON 5 107
PART 1 LESSON 5
Each day, one of the suns would walk across the sky from
east to west. When the people on Earth saw the sun crossing
the heavens, bringing warmth and light, they offered thanks
to Di Jun, Xi He, and their family.
But the gratitude of the earth’s people and the importance
of their work meant nothing to the boys. They found their task
boring. Day after day, year after year, century after century, they
followed the same path across the sky. There was no one to talk
to, nothing new to see, nothing to do except follow that same
weary track over and over again.
One night, as Di Jun’s boys lay in bed, they began talking.
Huo Feng Huang, the oldest, said, “I would not mind walking the
path so much if I had some company.”
“I feel the same way,” Pi Li Xing, the youngest, replied.

“Tomorrow, let’s do something different. Why don’t we all get up
early, take the dragon chariot, and walk across the
sky together?”
The others agreed. “A splendid idea!”
In the dark of night, while their parents slept, the boys
arose, put on their brightest garments, hitched the dragon to
their mother’s chariot, and rode across the star-swept sky to the
eastern horizon. Laughing, chattering, with their arms around
one another’s shoulders, they began their walk.
gratitude thankfulness arose got out of bed Before You Continue

found their task thought their job was garments clothes 1. Ask Questions Why are the children
weary track old path hitched connected called both suns and sons in the story?
had some company was not alone Where can you find the answer?
2. Character/Plot What is the role of the
sons in the story? What is their conflict?
88 Unit 2 89
Predict
What will happen to Earth when
the sons cross the sky together?
W hen dawn came, the people who lived on Earth were

astonished to see ten suns appear above the horizon. The
The great emperor Shun, who ruled the nations of the
world, cried to the eastern god Di Jun.
blazing heat of ten suns shining down at once was more than the “Why are you punishing us? What have the creatures of
world could bear. Crops withered in the fields. Forests caught Earth done to deserve this terrible fate? Have we not followed
fire. Lakes and rivers dried up. Mountains shattered to pieces. the proper rites? Have we not offered the correct sacrifices?
The sea began to boil. People and animals grew faint. They Why have you sent your sons to destroy us?”
stretched themselves on the scorching ground and waited to die.
astonished very surprised fate ending

withered dried up and died rites ceremonies
faint weak and dizzy sacrifices gifts to the gods
scorching burning hot
90 Unit 2 91

Make Comparisons
What is the difference between the way the boys feel and the way Earth’s people feel? (Earth’s people feel gratitude, but the
boys are bored.)
Summarize
Summarize what happens on pages 88–89. (The boys are bored. They want to try something new and walk together.)

1. Ask Questions: Possible responses—I can find answers by rereading or reading on. I learn that the children are the ten
sons of the emperor god and they are also suns that shine in the sky and provide warmth for the planet. I find the answer
by locating the spellings s-o-n-s and s-u-n-s.
2. Character/Plot: Possible responses—The role of the sons in the story is to walk across the sky from east to west, one at
a time, to act as a sun and bring light and warmth to the people on Earth. Their conflict, or story problem, is that they
become bored and do not want to walk alone anymore.
Extension
Home Connection: Sun Stories
Tell students that many cultures have their own stories about the sun. Remind students about Family Newsletter 2, which asked
them to interview family members to collect stories, songs, poems, or sayings about the sun. Have students retell these in class
and discuss to compare the folklore across cultures.

Predict
Ask: What will happen to Earth when the sons cross the sky together? Guide students in using story details to support their
predictions.
Use Illustrations
How do the illustrations help you better understand the story? (by showing more details about the terrible results of too much
heat, and by clearly showing ten suns crossing the sky)
Character
Ask: What is the function of the great emperor Shun in the story? Then say: To figure this out, I think about the emperor’s
role and the conflict. What is the emperor’s role? (He is a leader.) What is the conflict? (It is too hot on Earth.) What is the
emperor doing about the problems? (He is talking to Di Jun and asking why the sons have been sent to destroy the people on
Earth.)
Extension
Fluency: Intonation
1. Tell students: Fluent readers read with intonation. They make their voices rise and fall to match the words they are reading.
Making your voice rise and fall is the same as making your voice go higher and lower.
2. Begin reading page 90 with the second sentence in the paragraph with your voice high and fearful. End with your voice
low and sad. Ask: Did you hear how my voice was higher to show fear and lower at the end to show a loss of hope?

Have students chorally read this part of the page mimicking the intonation you modeled.
PART 1 LESSON 5 109
PART 1 LESSON 5
The great emperor’s cries woke Di Jun and Xi He. They

looked out the window of the jade palace. In the distance, they
saw their ten sons marching together across the sky. Di Jun and
Xi He called to them, “Come back at once! Go no further!”
But the boys did not listen. Earth was far below. They could
not see the damage they were causing. Higher and higher they
climbed, until they reached the place where the sun stands
at noon.
Di Jun could not allow the world to be destroyed. The
existence of all living things depended on him. If his sons would
not abandon their reckless walk, he would have to stop them.
Di Jun summoned Hou Yi, the Archer of Heaven.
Hou Yi had once been a man. He introduced the science

of archery to the world by inventing the bow and arrow. As a
reward for his discovery, the gods placed him in the heavens
among the constellations.
Di Jun presented Hou Yi with a magic bow and ten magic
arrows. With tears filling his eyes, he told Hou Yi, “Shoot down
the ten suns—my sons—who are burning up the earth.”
existence survival constellations stars Before You Continue

abandon their reckless walk 1. Ask Questions Look at the picture of
stop walking across the sky Hou Yi. What questions could you ask
summoned called for about him?
2. Character/Plot What conflict does Di Jun
face? How does he work to solve it?
92 Unit 2 93
Predict
Who will save Earth, and how?
H ou Yi refused. “How can I harm your boys? They are like

my children. I taught them to shoot with a bow and arrow.
We both still love them, even when they disobey.”
“I love the creatures of Earth, too. I must protect them,”
Di Jun told Hou Yi. “Do not be afraid. You will not harm the
boys. My sons will not be hurt, but they will be changed. Never
again will they cross the sky as suns. They will be gods no
more. Hurry! Do as I command. There is no time to spare.
Earth is dying.”
Hou Yi took Di Jun’s bow and magic arrows. He rode the

wind down to Earth. Taking his place on top of White Mountain,
he planted his feet firmly and took careful aim. Hou Yi released
the bowstring. The magic arrow streaked across the sky. It
struck the first of the ten suns, shattering it to pieces.
One by one, Hou Yi’s arrows found their mark. Each
sun exploded, filling the sky with blinding light. The boys
fell to Earth, but they did not die. Instead, they turned into
black-feathered birds. They became crows.
refused would not agree to streaked flew

shoot down the suns found their mark hit their targets
disobey don’t do what we tell blinding very bright
them to do
There is no time to spare.
We do not have a lot
of time.
94 Unit 2 95

Confirm Predictions
Were you right about what you assumed would happen when the boys walked together?
Details
Why do the boys continue to walk across the sky even though they are causing damage on Earth? (Earth is very far away
from them and they can not see the damage they are causing.)
Draw Conclusions
What do you think will happen if the archer shoots down all ten sons? (Earth will still die because living things on Earth
depend on sunlight for survival.)
1. Ask Questions: Possible response—I would like to know how Hou Yi feels about having to shoot the emperor’s sons. In the
picture, he looks calm and ready to obey, but I wonder if he also feels bad for the emperor and worried about making a
mistake.
2. Character/Plot: Di Jun’s conflict is that he has to protect Earth and its people, but his sons are causing damage to them.
He decides to solve this conflict by having Hou Yi shoot down the sons because they are burning up Earth.
Extension
Literary Analysis: Point of View
1. Explain that every story is told from a point of view. Use the models below to guide students in identifying the pronouns
that indicate point of view.
• First-person point of view: When my mother told me a myth, I was amazed.
• Third-person point of view: John and his sister were amazed when they heard the myth.
2. Have students identify pronouns in “Ten Suns” to determine the story’s point of view. (third-person point of view; they, she,
their, him, them, he, his)

Make Predictions
Have students support predictions from the text as they respond to the question: Who will save Earth, and how?
Ask Questions
Say: If you do not understand where the crows came from, you can look for clues and ask questions to find an explanation.
Guide students to complete the sentence frames from page 82 with responses such as: I wonder where the crows come from.
I read page 95 and discover that Hou Yi shoots each sun with a magic arrow. Once shot, each sun explodes and turns into a
crow. So I now understand that the crows were the suns and, therefore, the boys.
Genre
Why do the events on these pages make it clear this selection is a myth and not nonfiction? (Students might reference a
variety of events. Sample answers: In nonfiction, people can’t turn into suns, suns don’t turn into crows, and archers don’t
come down from the sky and stand on mountaintops.)

PART 1 LESSON 5 111
PART 1 LESSON 5
The emperor Shun watched the suns exploding in the sky. The messenger mounted his horse. He rode faster than
Suddenly he realized that if Hou Yi destroyed all the suns, there he had ever ridden in his life, all the way to the top of White
would be no heat or light. The earth would be plunged into Mountain. There he saw Hou Yi. By now, only one sun remained
icy darkness. in the sky. Shun’s messenger plucked the last arrow from
There was no time to spare. The emperor Shun summoned Hou Yi’s quiver just as the Archer of Heaven reached for it.
his fastest messenger. Finding no more magic arrows, Hou Yi assumed his work was
“Go to the top of White Mountain. Find Hou Yi. Remove done. He unstrung his bow and rode the wind back to the stars.
one arrow from his quiver to make sure he does not shoot
down all the suns.”
be plunged into suddenly become a place of mounted climbed onto

spare wait plucked took
quiver bag of arrows
96 Unit 2 97

Sensory Details
Which vivid words does the author use to help you visualize what is taking place? (Possible answers—The words suns
exploding help me visualize what the sky looks like while Hou Yi shoots down the suns. The words plunged into icy darkness
help me imagine what the earth would look and feel like if all the suns were shot down.)
Cause and Effect

Why did the emperor Shun summon his fastest messenger? (to remove an arrow from the quiver in order to make sure the last
son was not shot)
Use Key Words

How do you assume the emperor Shun feels after the messenger leaves? (Possible answer—I assume that the emperor Shun
feels frightened because there is a chance that the messenger will not arrive in time to prevent Hou Yi from shooting the
last sun.)

Extension
Literary Analysis: Third-Person Point of View
1. Remind students that every story is told through a point of view, and that one point of view is third-person. Explain that
stories that are told by a narrator but focus on events as seen through the eyes of one character, are told from third-person
limited point of view. For example: Zhu told a myth. She wondered what her mother was thinking.
2. Elaborate that stories told by a narrator who can see events through the eyes of all characters are told from third-person
omniscient point of view. Point out that omniscient means “all-knowing.” Read aloud page 96 of the story, and point out
that the reader sees events through the eyes of more than one character. Ask: What kind of third-person point of view is
this? (omniscient)

Character
Ask: What is the function of the messenger? Explain: To determine his function, think about the messenger’s role and the
conflict. What is the messenger’s role? (He gives and sends messages to people.) What is the conflict? (The archer, Hou Yi,
has to be stopped before he shoots the last sun.) How does the messenger resolve this conflict? (He rides his horse as fast as
possible to the top of White Mountain. He arrives just in time to take Hou Yi’s last arrow. The messenger’s actions save one
sun for Earth.)
Use Illustrations
Look at the picture on page 97. What details help illustrate the tension in this scene? (Possible answer—The messenger is
removing the last arrow from Hou Yi’s quiver at the same time the archer is reaching for it. This helps me understand how
close Hou Yi came to shooting the last sun. The messenger’s horse looks scared as if it also realizes how dangerous the
situation is.)

PART 1 LESSON 5 113
PART 1 LESSON 5
Since that day, only one sun shines overhead. Every

morning, the crows gather on White Mountain to greet the
dawn. “Gua! Gua!” they call to their brother, the sun, as he Meet the Author
Eric A. Kimmel
begins his lonely walk across the sky.
For they remember that once, they too were gods and
hope for the day when their parents, Di Jun and Xi He,
will forgive them. ❖
Eric A. Kimmel says that his greatest love is to share
stories from different countries and cultures. It must be
true, because he has retold over fifty tales from around
the world! He often travels to different countries, and he
is always looking for story ideas.
In China, Eric visited the Forbidden City, where
Chinese emperors lived hundreds of years ago. There, the
most important buildings face toward the east, to honor
the Sun.
Eric Kimmel likes to travel the

world in search of story ideas.
Writing Tip
The author doesn’t just say
that the suns were hot.
Instead, he uses words like
“blazing,” “scorching,” and
“blinding” to describe them.
Such vivid words make the
myth more exciting for the
Before You Continue reader. Write a description of
1. Character/Plot Who saves Earth, and the moon rising in the sky.
how does he or she save it?
Use vivid words to describe
2. Genre What things in nature does this
myth explain? its light.
98 Unit 2 99

Revise Predictions
Explain that readers often revise their predictions as they read new details. As necessary, guide students in revising their
predictions.

1. Character/Plot: Possible response—The messenger saves the world by removing one arrow from Hou Yi’s quiver.
2. Genre: The myth explains where the sun comes from and why there is only one sun.
Meet the Author

1. Have volunteers read aloud the Meet the Author copy. Point out that Eric Kimmel has retold more than fifty tales from
around the world.
2. Say: Eric Kimmel chooses words that make the myth seem real and exciting. Like bold colors, his vivid descriptions are
more powerful than plain language would be. Have students find examples of vivid description and tell why the author’s
word choices are effective.

Extension
Literary Analysis: Myth
1. Remind students that a myth is a very old story that tells how something in the world came to be. Explain that most myths
explain the origins, or beginnings, of things or events, such as how the sun came to be. Elaborate that natural things and
events are called phenomena.
2. Next, list the key features of myths: (1) gods, goddesses, and heroes; (2) nonhuman things acting in human ways; and (3)
causes of events. Identify the archer as a group of stars acting in human ways to cause events.
3. Ask students to identify additional examples of nonhuman things acting in human ways to cause events. (Example: crows
thinking, talking, and having human feelings) Ask: What do you think the message of this myth is? Now that you know
how this myth explains the origin of the sun, what can you tell about myths? Use a language frame to help students support
their responses: I can tell that myths are because _____. Guide students to cite evidence from the text.
Writer’s Craft
1. Explain: Like Eric Kimmel, you can use vivid words to make your writing more interesting and exciting.
2. Use Writing Routine 2 to write a description of the Moon rising in the sky.
Say Write
I will describe a full moon rising in the sky. The dazzling white circle creeps slowly up the sky.
I will tell how it looks bright. The giant mirror glows like a light bulb as it reflects the
sun.
3. Have students write the sentences in their journals.

PART 1 LESSON 5 115
PART
Think and Respond
absorb power
assume reflect

event
explanation
theory
thermal
heat transmit
Reread and Retell
1. Describe two elements of the story that make
it a myth.
I know “Ten Suns” is a myth because .

OBJECTIVES
2. Imagine that you are Di Jun. Give commands to a messenger. Say
Vocabulary what he must do in order to save the world. Use your own words.
• Use Grade-Level Vocabulary Go . Then .
• Use Academic Vocabulary 3. Tell a partner about a part of the story that you thought was hard to
understand. Explain how you asked yourself questions to understand
Language it better.
I wondered .
• Use Language Function: Give, Restate, and Follow I read . So .
Instructions Then I wondered .
• Retell the Myth

Write About It
Fluency Do you think that Di Jun made the right decision about his sons? Write
a paragraph that explains your answer. Include details from the myth in
• Read with Appropriate Intonation your explanation . Use Key Words.

• Analyze Genre: Myth I think that Di Jun .
One reason I think that is
• Self-Monitor . Another reason is
that .
• Character
Learning Strategies
• Use Graphic Organizers: Character Chart
• Reason Deductively 100 Unit 2
Writing ELAR TEKS: G5.27.B.3 give oral instructions that include multiple action
steps
G5.10.A.1 draw conclusions from information presented by an
• Writing Independently
author
G5.18.C write responses to literary or expository texts and pro-
vide evidence from the text to demonstrate understanding
G5.RC-5.D.2 use textual evidence to support understanding
Think and Respond

Talk About It
Read aloud the instructions on Student’s Book page 100. Prompt students to cite evidence from the text. Remind students to
use Key Words in their answers.
• Myth: Possible response—I know “Ten Suns” is a myth because it includes powerful gods and explains why there is only
one sun.
• Give and Carry Out Commands: Possible response—Go quickly to White Mountain. Then grab Hou Yi’s last arrow before
he uses it.
• Ask Questions: Possible response—I wondered why there could not be ten suns at once. I read that ten suns would make
too much heat. So I understood that ten suns would harm Earth. Then I wondered how this conflict would be resolved.
Write About It
1. Read aloud the instructions. Point out the sentence frame: You can use this sentence frame to write your first sentence.
Say Write
I will write to tell that I think Di Jun made a good decision. I think that Di Jun used his power wisely and made a good
decision about his sons.
I will explain a reason why I think his decision was a One reason is that Di Jun knew Earth could not absorb the
good one. thermal effect of ten suns. Another reason is that his sons
did not die.
3. Point out the Key Words that you used to complete the sentence frames: power, thermal, and absorb. Have students use
these ideas or their own to write sentences in their journals.

Reread and Retell
Character
With a partner, discuss the characters and the conflict in “Ten Suns.”
Then make a character chart to talk about the characters’ roles and
functions in the conflict. Resources
Write the Write the Write the
characters’ characters’ characters’ roles in
Character Chart roles here. functions here. the conflict here.
Character Role Function Conflict
Di Jun father His sons want ◆◆ Writing Routine 2
to light the sky
all at once.
ten suns
Reread and Retell

With your partner, use the chart to
Di Jun’s conflict is with
describe the characters and what
his sons. He wants
happens to them. Use the sentence
. But his sons
frames and Key Words. Record
your retelling.
want .
1. Read aloud the introduction on Student’s Book
Fluency page 101 and reinforce: Characters have conflicts,
Practice reading with intonation. Rate your reading.
or problems, in a story. They also have roles and
functions in how that conflict is solved.
Talk Together
2. Read through the sample chart and callouts, then
How did the sons misuse their power ? Draw a picture showing what
happened. Use Key Words as labels. Share your picture with the class. explain: Each row is for information about one
character or group of characters. Have students
complete Practice Book 2.6, adding rows for Hou Yi
101
and the messenger.
ELAR TEKS:
Retell
G5.6.B.2 explain the roles of characters in various plots, includ-
ing their conflicts
G5.6.B.4 explain the functions of characters in various plots,
including their conflicts
Read aloud the instructions and language frames. Have students retell the myth to their partners. Remind them to tell about
each important character. To evaluate students’ proficiency levels, refer to the rubric below.
¨¨
Does not include all the main characters ¨¨
Does not correctly use Key Words or sentence frames in
retelling
Beginning ¨¨
Does not identify conflicts, roles, or
functions accurately ¨¨
Does not uses the terms role, function, and conflict correctly
¨¨
Includes some of the main characters ¨¨
Correctly uses some Key Words and sentence frames in
retelling
Intermediate ¨¨
Identifies some conflicts, roles, and
functions ¨¨
Sometimes uses the terms role, function, and conflict
correctly
¨¨
Includes most of the main characters ¨¨
Correctly uses most Key Words and sentence frames in
retelling
Advanced ¨¨
Identifies most conflicts, roles, and
functions ¨¨
Mostly uses the terms role, function, and conflict correctly
¨¨
Includes all the main characters ¨¨
Correctly uses Key Words and sentence frames in
Advanced retelling
High ¨¨
Identifies role, function, and conflict
accurately ¨¨
Uses the terms role, function, and conflict correctly
Fluency
Use the passage on Practice Book 2.7 to record and assess each student’s progress for rate and accuracy. Listen to each
recording and assess students’ ability to read with intonation.
Talk Together

Read aloud the instructions in Talk Together on Student’s Book page 101 and have students draw and label their pictures
independently.
PART 1 LESSON 6 117
PART 1 LESSON 7 1
PART
Word Work
Word Work Word Origins

Reading
Many English words include a root that came from another language.
When you come to a word you don’t know, look for a root to help you
determine the meaning of the word.
OBJECTIVES This chart shows some common roots.
Vocabulary Root Origin Meaning Example

graph Greek write autograph , paragraph
• Use Grade-Level Vocabulary cred Latin believe credible, credit
• Use Academic Vocabulary wis, wit Old English know wisdom, witness
• Strategy: Word Origins If auto means self, and the Greek root graph means write, what do you
think the word autograph means?
Reading Strategies
• Make Connections: Text to Text Read the paragraph. Then answer the questions. Use the chart to help you.
• Strategy: Ask Questions Characters in myths often possess great wisdom. Others can be
reckless. Though it seems incredible, in the myth “Ten Suns,” a
Comprehension and Literary Analysis father must sacrifice his sons to save the world from disaster.
• Analyze Genre: Origin Myth

1. Look for the Old English root in the 2. Look for the Latin root cred. What
• Analyze Elements of Fiction: Myth word wisdom. What do you think do you think incredible means?
wisdom means?
Learning Strategies
A caused by heat
A damaged B hard to believe
• Collaborate with Peers B without care

C knowledge
C relating to three
D stories or myths
• Use Prereading Supports D proved something to be true

102 Unit 2
ELPS
G5.1.E.2, G5.1.E.3, G5.4.G.3, G5.5.B.1; ELAR TEKS G5.2.A.1; G5.2.A
.1; G5.2.A.2; G5.2.A.3
Word Work
Teach / Model
1. Read the introduction on Student’s Book page 102 and review the meaning of root in the instruction: A root is a word
part. Other word parts are added to the root to make the complete word. Display the word thermal and explain that it
comes from the root therm, which means “heat.”
2. Recap prior knowledge by having students tell or show other words they know that have the root therm. (Possible
responses: thermometer, thermostat)
3. Read aloud the first row of the chart on Student’s Book page 102. Then model how the meaning of a root offers clues to
a word’s meaning: In the first example, the meaning of write tells me that autograph and paragraph are words that mean
something I would see printed or written. Invite a volunteer to repeat the process with the second row for cred.
Practice / Apply
1. Read aloud the instructions in Try It on Student’s Book page 102. Explain that students should use context and the chart to
figure out the meaning of wisdom and incredible. Then have partners work together to answer the questions.
2. Use Multi-Level Practice Sets to address varying levels of vocabulary knowledge.

telephone: phone (sound), signal: sign (mark) inspect: spec (see), recognize: cogn (know),
transport: port (carry) astronaut: ast (star) command: mand (to order)
Check Understanding
Say: If the word part tele means “distant or far away,” what do you think the word telegraph means? (a way of sending a
written message far away)

Extension Resources
Teach / Model ◆◆ Cooperative Learning Routines
1. Read these examples and use the Root Meanings (eVisual 2.6) to model ◆◆ eVisual: 2.6
constructing a meaning for the underlined words.
2. Have groups use a Three-Step Interview strategy (see Cooperative Learning
Routines) to exchange ideas and then report meanings.
• Use a thermometer to tell what to wear. (a tool that measures heat)
• We use solar heat at our house to reduce electricity costs. (from the sun)
• In the astronaut’s biography, she recalls her first space mission. (a story of someone’s life)
eVisual 2.6
Practice / Apply
Read each sentence below. Have volunteers tell what each underlined word means. Then have students turn and talk to share
root meanings that helped them determine meaning.
• Hou Yi did not want the burden of shooting arrows at the boys. (something that is hard to carry)
• Di Jun urged, “You must mobilize now or Earth will be destroyed.” (move)
• At first, Hou Yi dismissed the command. (sent it away)
• Still, Hou Yi was warden of the arrows and the only one with the skill to shoot the sons from the sky. (guard)
Check Understanding
Say: Tell me another word that uses one of the roots you learned. What does it mean?

PART 1 LESSON 7 119
PART 1 LESSON 7
Read the Selection

Making Connections
Read aloud the introduction at the top of Student’s Book page 103 and explain: As you read the myth, think about what you
know and believe about the sun’s power. Now read a myth that tells Aztec beliefs about the sun’s power.
Genre
Read aloud the explanation of an origin myth on Student’s Book page 103. Reread the word story and clarify: Myths have
characters and events like stories, but ancient people believed that myths were true. Then post the word values and explain
that it means “ideas that matter to people,” such as honesty, bravery, or community.

Pages Say (and do)

(Point to the temple.) This is a temple to the sun. What do you think this myth will be about? (Collect
103
predictions, and then read the title aloud.) Why might people think there are five suns?
(Point to each image on pages 104–105 as you discuss it.) What do you think all these pictures show? (Read
104–105 the label for each image.) Each picture shows a different sun. Maybe these are the four suns before the
fifth sun.
(Point to the illustration on page 106.) This looks like a meeting. What usually happens at meetings? (Point
106–107
to the illustration on page 107.) This character is very close to the fire. What does it feel like close to a fire?
108–109 Look at the sun. This must be the fifth sun. This is a kind of calendar. How is it like our classroom calendar?
Reading Options
BELOW LEVEL ON / ABOVE LEVEL

• Have students set a purpose for reading: to enjoy a story • Guide students in completing Practice Book 2.8 as
or find information. Have them follow the text as you they read silently or in pairs. Students should write a
read it aloud. page number in Column 1, questions in Column 2, and
• As you read, pause to discuss the meanings of words answers in Column 3.
and phrases in bold type. • Meet with students to review their logs and discuss the
Build Comprehension and Before You Continue questions.

Making Connections You read a Chinese myth about the Sun.
Now read another myth from the Aztecs of Mexico.
Genre An origin myth is a very old story that explains how
something in nature came to be. Most origin myths reflect
the values of a particular culture.
Resources
How the Fifth Sun
Came to Be ◆◆ Practice Book: 2.8
An Aztec Myth
illustrated by Rafael López
The Aztec people lived long ago in Mexico.
Their culture was rich with traditional
stories and myths. Aztec storytellers
may have passed down these stories
by chanting or singing them.
passed down taught Before You Continue

1. Genre What event in nature do you
think this myth will be about?
2. Ask Questions Based on the introduction,
what questions do you have about Aztec
storytellers?
103
Build Comprehension
Setting
What is the setting of this myth? (long ago in Mexico)
Figurative Language
What does the phrase rich with…stories mean? (It means the culture had many good stories.)

1. Genre: This myth will probably be about the sun.
2. Ask Questions: Review how to ask questions. Say: I can think of many questions to ask using the words who, what, when,
where, and how. Possible responses: Who were the Aztec storytellers? What did they believe about the sun? When did
their stories take place? Where did they tell their stories?
1. Explain that although myths can come from many different cultures, they often explain the same phenomena or
events. For example, the Chinese myth “Ten Suns” and this Aztec myth both tell about the sun.
2. Invite students to share what they know about sun myths from cultures familiar to them.

PART 1 LESSON 7 121
PART 1 LESSON 7
The Jaguar Sun The Wind Sun The Rain Sun The Water Sun
In the times before the current era, there had been four Quetzalcoatl returned and selected another god to become
worlds. Each time a new world was created, it was destroyed. the third sun, the Rain Sun. Animals, plants, and humans again
The gods Tezcatlipoca and Quetzalcoatl were in constant battle returned to the earth. But one day, Quetzalcoatl, being jealous of
to become the ruling sun of each world. the Rain Sun’s successful rule, sent a rain of fire that poured over
The first world was ruled by Tezcatlipoca, the Jaguar Sun. everything. Blazing fireballs charred every home, animal, and
Under his rule, jaguars roamed the earth until they devoured plant, leaving only blackness in their wake.
all the people. This brought an end to the first world and let Quetzalcoatl then chose a new god to become the Water
Quetzalcoatl become the second sun, the Wind Sun. Sun, ruler of the fourth world. For a while, things went well.
The Wind Sun ruled the second world and life on Earth Then the sky fell to the earth and a great flood swept away all
returned. Then, wanting to rule again, Tezcatlipoca kicked human life. Thus ended the fourth world.
Quetzalcoatl from the throne. Their conflict caused giant
hurricanes to destroy the second world.
the current era today’s world selected chose Before You Continue
Jaguar Great Cat charred burned 1. Generalize How did the Aztecs explain
devoured ate in their wake wherever they had been natural disasters, such as floods and
hurricanes wind storms Thus That was what hurricanes? Give an example.
2. Compare Characters What roles do
Quetzalcoatl and Tezcatlipoca play in
the story? What is their conflict?
104 Unit 2 105
So it was that Quetzalcoatl took it upon himself to bring

back the human race for the last time. He traveled far to find a way
to populate the earth with men, women, and children once again.
Once he brought back the people, he realized that the earth was
still dark in an eternal night. A bitter cold enveloped it. No plants
would grow without warmth and light, and animals and humans
would go hungry.
Therefore, when the gods were called to a meeting in sacred
Teotihuacán, Quetzalcoatl was first to arrive. There, surrounded
by huge stone pyramids, burned the divine hearth. For a long time,
the spirits talked until they reached an agreement. They pointed to
Nanahuatl, the most humble of the gods.
“You, Nanahuatl,” they spoke, “must take care of the sky

and the earth. You must sacrifice yourself to become the sun!”
So, Nanahuatl closed his eyes, braced himself, and leaped
into the blazing fire. The fire sputtered and flared, its flames
rising high into the sky.
Then, another spirit, who also yearned to be the sun,
followed Nanahuatl’s steps and jumped into the center of the
swaying flames. When both spirits were gone, the gods sat down
to wait for Nanahuatl’s appearance in the sky. They knew he
would become the fifth sun.
took it upon himself to decided that he would sacrifice give up Before You Continue
sacred Teotihuacán the city of the gods braced himself got ready 1. Character How does Quetzalcoatl’s
hearth fireplace yearned wished role change?
humble modest; respectful 2. Make Inferences Why do you think the
gods choose a humble god to become
the new sun?
106 Unit 2 107

Cause and Effect
What did the fight between Quetzalcoatl and Tezcatlipoca cause? (hurricanes that destroyed the second world)
Ask Questions
What questions can you ask about the characters? Have students share how they asked questions and found answers.

1. Generalize: Most Aztecs believed that natural disasters were caused by conflicts between gods. For example, hurricanes
were caused by a conflict between the Jaguar Sun and the Wind Sun.
2. Compare Characters: Both characters are gods. They are fighting to see who will be the ruling sun.
Extension
Home Connection
Remind students about Family Newsletter 2, which asked them to interview family members about stories, songs, poems, and
sayings about the sun. Review examples students have already submitted. Discuss how the examples are similar or different.
Have students create a drawing or diagram to show similarities and differences between two examples.

Key Words
What does the sun do to help humans and animals? Use Key Words in your answer. (Possible answer: The sun transmits heat
that humans and animals absorb.)
Conflict and Resolution

What problem does Quetzalcoatl have when he brings the people back? What does he do to solve it? (Possible answer—
There is no light or warmth. He tells Nanahuatl to jump into the fire and become the sun.)

1. Character: Possible response—Before the destruction of the fourth world, Quetzalcoatl cared only about his own power
among the gods. Now he wants to bring the earth back to life and protect its people.
2. Make Inferences: Possible answer—Because Nanahuatl is humble, the gods think that he will sacrifice himself. They also
think that he will take better care of the sky and the earth than the other gods did.

PART 1 LESSON 7 123
PART 1 LESSON 7
They looked to the north and they looked to the south. It is said that the gods knelt at the sight of this spectacular
They looked to the west and they looked to the east. But the fifth sun and gave praises to its power . They saw how its
sky remained as dark and the earth as cold as before. It was warmth affected seeds and made plants grow. They saw how
Quetzalcoatl who spoke next. “It will rise from the east,” he said. its rays made water rise and pour back down in the form of
In an instant, the whole sky became crimson and gold. The light rain.
spectacle was so glorious that the gods believed the sun was Now the people of the earth would live and prosper. And
rising from everywhere. that was good.
As dawn defined itself, they saw the new sun clearly According to the ancient Aztec calendar stone, we still live
rising from the east, blinding with its brilliance. Its rays reached in the fifth world, ruled by the Sun of Movement. ❖
farther and farther as it moved in its path, painting valleys and
mountains, rivers and lakes, in its golden light. Then the gods Aztec Calendar Stone
noticed the second spirit who had jumped into the fire. He was
now a faint moon, following the majestic sun.
This is a drawing of the center part of the Aztec Calendar Stone,

which was discovered in Mexico City in 1790. It shows the gods
representing the five worlds. The fifth god is at the center.
crimson deep red knelt got on their knees Before You Continue
spectacle show of light prosper do well 1. Ask Questions What question do
As dawn defined itself In the morning light Sun of Movement Fifth Sun you have about the god who became
majestic marvelous and brilliant the moon?
2. Imagery How does the author’s
description of the new sun help you
understand its power ?
108 Unit 2 109

Clarify Language
What do the words painting valleys mean? (shining light on the valleys)

What is Earth like before the dawn? What is it like after the dawn? (dark and cold; bright and filled with light)
Visualize
What words and phrases help you picture what the dawn looked like? (crimson and gold; blinding with brilliance; golden
light)

Details
What powers does the new sun have? (Its warmth makes plants grow. It makes water rise and then turn into rain.)

1. Ask Questions: Possible responses—Which god became the moon? Was it Tezcatlipoca? Did he jump into the fire in order
to fight Nanahuatl? Why didn’t he jump into the fire first? Was he as brave as Nanahuatl?
2. Imagery: Possible response—The new sun is described as “blinding in its brilliance” and “rising from everywhere.” These
descriptions suggest that the new sun is very powerful.
Cultural Perspectives:
1. Mention that the stone on page 109 is just part of the Aztec calendar. Explain that the calendar displayed a variety
of information that was important to people long ago. For example, it was used to describe farming activities,
celebrations, and other events that took place in each season.
2. Invite students to find out more about the calendar in books and online.
Extension
Literary Analysis: Myth
1. Invite students to share what they have learned about the definition, purpose, and features of myths. Confirm or correct
students’ understanding. For example: A myth is a story that explains something about the world, especially something in
nature. Myths tell us about the culture that made them. We learn what that culture thought was important.
2. Have partners discuss other features of myths, such as the beliefs the myth reflects about Aztec culture. Ask: Why do you
think the sun was important to the Aztecs? (They recognized that life on Earth could not exist without it.)

PART 1 LESSON 7 125
PART
Respond and Extend
absorb power
assume reflect
Respond and Extend Compare Myths

event
explanation
theory
thermal
heat transmit
Grammar and Spelling “Ten Suns” and “How the Fifth Sun Came to Be”
are origin myths. Work with a partner to fill in
the chart below. Then talk about how the myths
are alike and how they are different.
OBJECTIVES
Comparison Chart
Vocabulary “Ten Suns” “How the Fifth Sun Came to Be”
• Use Grade-Level Vocabulary The type Aztec

of myth
What the
Language myth explains
Mexico
• Participate in a Discussion Setting
The Gods: Gods:

Grammar characters Heroes: Heroes:
Other: Other:
• Kinds of Sentences What Beginning: Beginning:
Comprehension and Literary Analysis the story

is about
Middle:
End:
Middle:
End:
• Compare Myths The

story’s
Learning Strategy message
Talk Together
Think about the two selections and the chart above. How do the two myths help
you understand the importance of the Sun? Use Key Words to discuss your ideas.
Reread ELPS
G5.1.C.1, G5.1.C.2, G5.1.E.3, G5.3.D.1, G5.3.D.2, G5.3.E.1, G5.3.H.3,
G5.4.F.2, G5.4.G.3, G5.4.K.1, G5.4.K.2; ELAR TEKS G5.3.A.1,
As students reread “How the Fifth Sun Came to Be” on their own, have them
G5.3.A.2, G5.3.B.1, G5.11.E.2, G5.11.E.4, G5.RC.F.1; SS TEKS
G5.26.C, G5.26.D
think about how it relates to the Chinese myth about the sun (“Ten Suns”).
Compare Myths
1. Read the instructions on Student’s Book page 110. Remind students that
a comparison chart compares two sets of information: This chart shows
features of myths. Use the instruction to explain how to complete a
comparison chart.
2. Create teams and use the Team Concept Webbing structure. (See
Cooperative Learning Routines.) Clarify the process: Each student will
complete and compare information for one feature. Use Academic
Language Frames (eVisual 2.7) to assist students at different levels.
eVisual 2.7
Steps Questions
1. Type of myth Where is the myth from? What culture told it?
2. What it explains What event in nature do readers learn about?
3. Setting Where does the myth happen?
4. Characters Who is in the myth?
5. Story/Message What happens in the myth? What does the story teach you?
3. As groups report their ideas, students should record them on Practice Book 2.9.
Talk Together
1. Read aloud the question and instructions in Talk Together on Student’s Book page 110. Ask follow-up questions to prompt
students:
• How do the people in both myths feel about the sun?
• How does the sun help and hurt people in both myths?

Kinds of Sentences
There are four kinds of sentences.
Grammar Rules Kinds of Sentences Resources

A statement tells something. This myth is about gods and
heroes.
◆◆ eVisual: 2.7, 2.8
A command tells you to do Go quickly and take this message. ◆◆ Practice Book: 2.3, 2.5, 2.9, 2.10
something.
An exclamation shows strong One sun is hot enough! ◆◆ Cooperative Learning Routines
feeling.
• A question asks something. Do you like myths? Yes.
You can answer some
questions with yes or no. Is this myth from Mexico? No.
It’s from China.
• Other questions ask for When? What? Why?

more information. They Who? Where? How?
begin with question words.
Read Sentences
Read the passage. What kinds of sentences can you find?
What question words do you see? Work with a partner.
The great emperor Shun cried out to Di Jun. “Why are you
punishing us?” Shun’s cries woke Di Jun and Xi He. They
called to their sons. “Come back at once!”
Write Sentences
Look at the illustration on pages 94–95. Write two sentences about
what Hou Yi is doing. Include one question. Compare your sentences
with a partner’s.
111

Different Kinds of Sentences
1. Define the different types of sentences by displaying and
working through the sentence type chart. Have students
copy the chart into their journals. Explain the contraction
don’t and display other common contractions.
2. Display the sentence There is no homework tonight. Have
students tell what kind of sentence it is and explain how
they know. Then assign Practice Book 2.3.
Questions with yes/no Answers, do and does

1. Display eVisual 2.8 and read aloud the three rules. Then write this
question: Does sun begin with s? Have students explain how they
know this is a question. (There is a question mark at the end.) Have
students answer. (Yes, it does.) Repeat the process with Does sun
begin with n? (No, it does not. No, it doesn’t.)
eVisual 2.8
2. Tell students to write a sentence in their journals to ask if someone sees a
crow. (Do you see a crow?) Have students write three possible answers that include a form of do. (Yes, I do. No, I do not.
No, I don’t.) Then assign Practice Book 2.5.
Kinds of Sentences
1. Read aloud the introduction and the first rule on Student’s Book page 111. Have volunteer read aloud the example. Then
2. Read aloud the instructions of the Read Sentences activity and the passage from “Ten Suns.” If necessary, help students
identify sentence types by pointing out punctuation and reading sentences aloud for intonation.
3. Read aloud the instructions of the Write Sentences activity and have students work independently. Provide support as
necessary. Then assign Practice Book 2.10.
PART 1 LESSON 8 127
PART 1 LESSON 9
OBJECTIVES
• Use Grade-Level Vocabulary • Make Appropriate Contributions
• Use Academic Vocabulary • Collaborate with Peers
Literary Analysis • Use Graphic Organizers: Cause and Effect Chart
• Understand Myth

Making Connections You read a Chinese myth about the Sun.

Now read another myth from the Aztecs of Mexico.
Genre An origin myth is a very old story that explains how
something in nature came to be. Most origin myths reflect
the values of a particular culture.
The Jaguar Sun The Wind Sun The Rain Sun The Water Sun
In the times before the current era, there had been four Quetzalcoatl returned and selected another god to become
How the Fifth Sun

worlds. Each time a new world was created, it was destroyed. the third sun, the Rain Sun. Animals, plants, and humans again
The gods Tezcatlipoca and Quetzalcoatl were in constant battle returned to the earth. But one day, Quetzalcoatl, being jealous of
to become the ruling sun of each world. the Rain Sun’s successful rule, sent a rain of fire that poured over
The first world was ruled by Tezcatlipoca, the Jaguar Sun. everything. Blazing fireballs charred every home, animal, and
Came to Be
Under his rule, jaguars roamed the earth until they devoured plant, leaving only blackness in their wake.
all the people. This brought an end to the first world and let Quetzalcoatl then chose a new god to become the Water
Quetzalcoatl become the second sun, the Wind Sun. Sun, ruler of the fourth world. For a while, things went well.
The Wind Sun ruled the second world and life on Earth Then the sky fell to the earth and a great flood swept away all
returned. Then, wanting to rule again, Tezcatlipoca kicked human life. Thus ended the fourth world.
An Aztec Myth Quetzalcoatl from the throne. Their conflict caused giant
hurricanes to destroy the second world.

the current era today’s world selected chose Before You Continue
illustrated by Rafael López Jaguar Great Cat
devoured ate
charred burned
in their wake wherever they had been
1. Generalize How did the Aztecs explain
natural disasters, such as floods and
hurricanes wind storms Thus That was what hurricanes? Give an example.
2. Compare Characters What roles do
The Aztec people lived long ago in Mexico. Quetzalcoatl and Tezcatlipoca play in
the story? What is their conflict?
104 Unit 2 105
Their culture was rich with traditional

stories and myths. Aztec storytellers
may have passed down these stories
by chanting or singing them.
So it was that Quetzalcoatl took it upon himself to bring
back the human race for the last time. He traveled far to find a way
to populate the earth with men, women, and children once again.
Once he brought back the people, he realized that the earth was
still dark in an eternal night. A bitter cold enveloped it. No plants
would grow without warmth and light, and animals and humans
would go hungry.
Therefore, when the gods were called to a meeting in sacred
Teotihuacán, Quetzalcoatl was first to arrive. There, surrounded
by huge stone pyramids, burned the divine hearth. For a long time,
the spirits talked until they reached an agreement. They pointed to
Nanahuatl, the most humble of the gods.
“You, Nanahuatl,” they spoke, “must take care of the sky

and the earth. You must sacrifice yourself to become the sun!”
So, Nanahuatl closed his eyes, braced himself, and leaped
into the blazing fire. The fire sputtered and flared, its flames
rising high into the sky.
Then, another spirit, who also yearned to be the sun,
passed down taught Before You Continue followed Nanahuatl’s steps and jumped into the center of the
swaying flames. When both spirits were gone, the gods sat down
1. Genre What event in nature do you to wait for Nanahuatl’s appearance in the sky. They knew he
think this myth will be about? would become the fifth sun.
2. Ask Questions Based on the introduction,

what questions do you have about Aztec took it upon himself to decided that he would sacrifice give up Before You Continue
storytellers? sacred Teotihuacán the city of the gods braced himself got ready 1. Character How does Quetzalcoatl’s
hearth fireplace yearned wished role change?
humble modest; respectful 2. Make Inferences Why do you think the
103
gods choose a humble god to become
the new sun?
106 Unit 2 107
They looked to the north and they looked to the south. It is said that the gods knelt at the sight of this spectacular
They looked to the west and they looked to the east. But the fifth sun and gave praises to its power . They saw how its
sky remained as dark and the earth as cold as before. It was warmth affected seeds and made plants grow. They saw how
Quetzalcoatl who spoke next. “It will rise from the east,” he said. its rays made water rise and pour back down in the form of
In an instant, the whole sky became crimson and gold. The light rain.
spectacle was so glorious that the gods believed the sun was Now the people of the earth would live and prosper. And
rising from everywhere. that was good.
As dawn defined itself, they saw the new sun clearly According to the ancient Aztec calendar stone, we still live
rising from the east, blinding with its brilliance. Its rays reached in the fifth world, ruled by the Sun of Movement. ❖
farther and farther as it moved in its path, painting valleys and
mountains, rivers and lakes, in its golden light. Then the gods Aztec Calendar Stone
noticed the second spirit who had jumped into the fire. He was
now a faint moon, following the majestic sun.
This is a drawing of the center part of the Aztec Calendar Stone,

which was discovered in Mexico City in 1790. It shows the gods
representing the five worlds. The fifth god is at the center.
crimson deep red knelt got on their knees Before You Continue
spectacle show of light prosper do well 1. Ask Questions What question do
As dawn defined itself In the morning light Sun of Movement Fifth Sun you have about the god who became
majestic marvelous and brilliant the moon?
2. Imagery How does the author’s
description of the new sun help you
understand its power ?
108 Unit 2 109

Focus on Myth
Teach
1. Review the definition of a myth: A myth is a very old story that explains something about the world. An origin myth tells
how something in nature came to be.
2. Review that most myths were created to explain the origins of natural phenomena, or natural things and events. Expand: In
addition to telling causes for natural phenomena, myths often have characters that are gods, goddesses, or heroes doing
amazing things. Also, nonhuman things in myths often have human feelings or abilities. Today you will read “How the Fifth
Sun Came to Be” again. This time think about how it shows the features of a myth.
Model
Read the first page of “How the Fifth Sun Came to Be” on Student’s Book page 103 and say: To examine the features of this
myth, I first look for the presence of gods, goddesses, and heroes. Display the following chart and then ask students to list
other examples from the myth.
Features of a Myth Examples from “How the Fifth Sun Came to Be”
Gods, goddesses, and heroes Quetzalcoatl
Cause of events Sun and moon created by two spirits jumping into a fire
Nonhuman things acting in human ways Sun paints the earth sun has a human face
Practice/Apply in Reading
1. Have students reread the selection to locate and discuss the features of a myth. Organize Numbered Heads structures. (See
Cooperative Learning Routines.) Students individually identify features and then discuss them with their groups.
2. Display frames for support: One example of the feature _____ is _____.
3. Ask students to describe how identifying features of myths helped them understand the selection.
Check Understanding
Have students form a generalization about interpreters on Ellis Island. (Possible answer: Many interpreters helped the
immigrants.)

PART 1 LESSON 9 129
PART 1 LESSON 10
Review
OBJECTIVES
Resources
• Use Grade-Level Vocabulary • Ask Questions ◆◆ Cooperative Learning
• Word Origins ◆◆ Key Word Images
• Intonation
Language ◆◆ eVisual: 2.9
• Give and Carry Out Commands
• Character
Grammar • Point of View
• Sentence Types
Language: Give and Carry Out Commands

1. Use Numbered Heads (see Cooperative Learning Routines) to have students give and carry out commands related to the
unit.
2. Provide each group with a topic. Each student develops a command related to the topic. Group members then exchange
commands and take turns carrying them out.
Key Words
Key Words: Science and Academic Vocabulary absorb power
1. Show Key Word Images. Have students create index cards for each word, with the assume reflect
definition on one side and a drawing or sample sentence on the other. event theory
2. Count off students into two groups to show definition or drawing/sample sentence. explanation thermal
Then have students mingle and find their word partner heat transmit
Read the myth, “How Seasons Began” (eVisual 2.9). Have students tell a question they can ask about the myth, using the
language frames: I need to understand _____. I ask myself _____. Have students reread or read on to answer their question
with the frame: I reread or read on to find _____.
Thinking Map: Character, Narrator

1. Read the myth, “How Seasons Began” (eVisual 2.9). Have students take turns identifying character roles, functions, and
the conflict. Ask how the conflict is resolved.
2. Have students tell what kind of narrator the story has. Partners can take turns identifying clues that show the kind of
narrator.
eVisual 2.9

Fluency: Intonation
Have students review their own recordings of “Ten Suns, focusing on accuracy, rate, and intonation.
Word Work: Word Origins

Display meanings for these roots: auto (self); bio (life); graph (write); tele (far); wis (know); therm (heat); phone (sound);
cred (believe). Have groups work together to list as many words as they can with these roots and to define each. Encourage
students to use dictionaries to confirm the words and definitions.
The dictionary lists telegraph. When Yes, they do, because a telegraph was
you read the definition, do the roots a way to write a message to someone
tele and graph make sense? far away.
Grammar: Sentence Types

Have partners search “Ten Suns” and “How the Fifth Sun Came to Be" for examples of the different types of sentences they
have studied. Have them record at least one example of each, as well as examples of contractions they find, on a sheet of
paper and then share with the whole group.

PART 1 LESSON 10 131
Theme Theater
1. Recap prior knowledge by asking students to describe the characters and dialogue in “Ten Suns.”
2. Prompt brainstorming about what could happen next in the story, using questions about three possible situations:
• How do the brothers, who are now crows, feel about their father’s orders to shoot them down? Why do they think he
had to do this?
• How does the remaining son/sun feel a year later? Is he lonely? Does he wish he had done anything differently?
• What is life like for Di Jun and Xi He now that nine of their children are crows and only one remains a sun?
3. Review students’ responses, and then collect ideas for possible story extensions.
4. Form casts of five students each. Have each cast develop an extension to “Ten Suns,” using one of the situations discussed.
Guide students at all proficiency levels to select appropriate roles.
Plan and Rehearse

1. Have casts work together to develop a script that includes dialogue, stage directions, and common features of myths. In
addition, characters should express feelings appropriate to the chosen situation. For example, the remaining sun might
express unhappiness at being left alone in the sky and longing to see his brothers.
2. Encourage cast members to give and carry out commands as they rehearse. Stress the importance of making eye contact
and using gestures or expressions to convey character.
3. Have students create or bring props from home. They can cut suns and crows’ beaks from construction paper and use
pencils with paper tips for arrows.
Provide sentence frames to Encourage intermediate and Have students add as much detail to the story
help students give and carry advanced students to practice extensions as possible.
out commands and instructions. lines one sentence at a time
Model with accompanying for clarity before focusing on
gestures: expression.
• Stand _____.
• Move _____.
• Give _____ to _____.
Turn the Page

Clear space and let the story extensions begin. Invite family members or another class to enjoy the performances. Evaluate
each performance using the rubric.
Debrief and Compare

Ask each group to share what they enjoyed about the performances. Then have them compare how the different extensions
would change the original myth.

¨¨
Does not make eye contact ¨¨
Is not able to give and ¨¨
Cannot identify the main idea
carry out commands without
¨¨
Gestures and expressions do
prompting
¨¨
Watches actions and
Beginning not help communicate the idea expressions but does not
¨¨
Has difficulty reading understand language
dialogue
¨¨
Makes little eye contact ¨¨
Gives and carries out ¨¨
Listens and identifies the main
commands in order some of idea in a few words
¨¨
Some gestures and expressions
the time
Intermediate help communicate the idea ¨¨
Watches actions and
¨¨
Reads some dialogue clearly expressions and understands
some language
¨¨
Makes some eye contact ¨¨
Gives and carries out ¨¨
commands in order most of idea in a sentence
¨¨
Most gestures and expressions
the time
Advanced help communicate the idea ¨¨
Watches actions and
¨¨
Reads the dialogue fairly well expressions and understands
most language
¨¨
Makes eye contact throughout ¨¨Gives and carries out ¨¨
commands in order idea in a few sentences
Advanced ¨¨
Gestures and expressions help
High communicate the idea ¨¨
Reads the dialogue easily ¨¨
Watches actions and
expressions to confirm
understanding

PART
Language Focus
• said .
• We will check
Language Focus Verify • But
.
.
Science Vocabulary Listen to the song. Then use Language

Frames to verify information of your own.
Song
OBJECTIVES Solar City
Vocabulary We’ll build a solar city,
That’s powered by the sun.
• Acquire and Use Grade-Level Vocabulary We will check our progress,
Until our goal is won.
Language
Solutions to pollution,
• Language Function: Verify That is our final aim.
• Listen to and Imitate Fluent Models They said we couldn’t do it,
But look at what we’ve gained!
• Use a Variety of Sentence Lengths Tune: “This World Is What We Make It”
• Discuss Ideas
Learning Strategies
Science
• Explore Sunlight
• Describe Uses of the Sun
112 Unit 2
Language Focus
Teach / Model
song. Invite students to read along as you play the song a second time.
2. Model how to echo and chime in as the audio prompts. Point out the
Language Frames on Student’s Book page 112 and model using these
structures (eVisual 2.10).
3. Have the group echo read each sentence in the chart. Have partners then
take turns restating the ideas in their own words.
Practice / Apply
1. Have students review the information they talked about and shared in eVisual 2.10
Share What You Know on Student’s Book page 77.
2. Use Academic Language Frames (eVisual 2.11) to help partners verify
each others’ information and ideas.
3. Display and use Academic Talk 4 to provide additional language support
Check Understanding
Display Language Builder Picture Card G5.19 (microwave oven). Have
students verify something shown on the card.
Monitor
progress in oral language performance. eVisual 2.11

Key Words
Science Vocabulary
circuit
conduct
current
Key Words electrical
Look at the diagram. Use Key Words to talk about how insulate
solar electricity works. solar
volt
watt
Resources
◆◆ eVisual: 2.10, 2.11
sun
solar cell
light bulb
circuit breaker One solar cell produces about ◆◆ Oral Language Rubrics
half a volt of electricity.
Insulated wires conduct electrical

insulation current through a circuit .
wires are
insulated,
or covered The light bulb uses energy as it
wires
works. The amount of energy it
circuit
uses is measured in watts .
Talk Together
How do we capture the sun’s power? Talk with a partner. Use Language Frames
from page 112 and Key Words to verify how people use solar energy.
113
Science Vocabulary
Teach / Model
1. Read the introduction and work through the photos and captions on Student’s Book page 113.
2.1. Pronounce the word and point to its picture: current.
2.3. Define the word: A current is the flow of electricity.
2.4. Elaborate. Relate the word to your experience: I am very careful when I pull out a plug because of the electrical
current.
Practice / Apply
Talk Together
1. Review the Language Frames on Student’s Book page 112 and provide an example of how to use them to verify the use of
solar energy: The scientist said that people use solar energy to light their homes. We will check to see if solar energy can
be changed into electricity. But now I know that a solar cell can produce a half volt of electricity.
map.
Extension
Use Writing Routine 1. Write the word circuit and prompt: What is a circuit? Think about this word and write about it.

PART 2 LESSON 1 135
PART 2 LESSON 2 2
PART
PART
Thinking Map
Thinking Map Goal and Outcome

Academic Vocabulary When you start a project, first you think about a goal, or what
you want to happen. Sometimes during the project, you encounter
problems, or obstacles. Then you use strategies to fix the problems. The
outcome is the final result of the project.
OBJECTIVES
Look at these pictures from the song “Solar City.”
Vocabulary
• Demonstrate Listening Comprehension
• Text Structure: Goal and Outcome Map and Talk
Learning Strategy You can use a goal-and-outcome chart to talk about a project. Here’s
how you make one.
• Use Graphic Organizers: Standing Cube; Goal-and- Goal-and-Outcome Chart
Outcome Chart Goal Obstacles Strategies Outcome
Writing to create the People think it Builders show Construction of

first solar city cannot be done. that pollution is the solar city
• Writing Project—Lesson A: Model a big problem. begins.
Write what you want Write the Write how to fix Write the
to happen here. problems here. the problems here. result here.
Talk Together
Thinking Map With a partner, think of a project in your school. Use a goal-and-outcome
chart to show the possible goal, obstacles, strategies, and outcome.
114 Unit 2
Teach
1. Connect concepts: When you want something to happen, this is
ELAR TEKS:
G5.11.C.1 analyze how organizational pattern of a text influences
relationships among ideas
called your goal. You must work to reach your goal. Good readers
can identify the goals of characters in stories. Now you will learn
how to make a graphic organizer to help you tell about a goal and
the steps you would take to reach it.
2. Read the first paragraph on Student’s Book page 114 and teach
the vocabulary word goal using Vocabulary Routine 4. Use the
illustrations to identify the goal, obstacles, strategies, and outcome.
3. Read aloud the explanation about making a graphic organizer on
Student’s Book page 114. Clarify the purpose: I can use the goal-
and-outcome chart to tell about the goal and how it is reached in a
story or selection. Read aloud “A Solar Idea” (eVisual 2.12). eVisual 2.12
Model
1. Reread the first paragraph of “A Solar Idea” (eVisual 2.12). Ask a volunteer to read the title of the first box in the chart,
and then model the process: I will write the goal in the first box. What do the workers want?
2. Have students choral read from the chart to answer. Read the rest of the story and show how to complete the chart.
Practice / Apply
1. Read aloud the instructions in Talk Together on Student’s Book page 114. Have students use Practice Book 2.11 for students
to use as they complete their charts.
2. Use Multi-Level Strategies to help students at all proficiency levels as they talk with each other. Monitor students’
developing proficiency.
Use questions to guide students: Complete sentence frames. Use Encourage students to elaborate on the obstacles
What was the project? (goal) them to complete the chart: Our and strategies by including at least two of each.
What were some problems? school wanted to _____ (goal).
(obstacles) How can the problems The problem with the project was
be solved? (strategies) Was the _____ (obstacle). We could fix

project completed? (outcome) this problem by _____ (strategy).
Finally, we _____ (outcome).
Academic Vocabulary
More Key Words

Use these words to talk about “Energy for the Future” and “How to
Make a Solar Oven.”
Resources
alternate decrease energy
adjective verb noun
Alternate means To decrease means to Energy is the power ◆◆ Picture Dictionary
different. He must find become less or smaller. to do work. It takes a
an alternate location. When I spend money,
my savings decrease.
lot of energy to run
a marathon.
obstacle rely
noun verb Talk Together
With a partner, make an

Expanded Meaning Map
for each Key Word.
Definition Characteristics
source of powerful
power strong
energy
An obstacle is something If you rely on something,
Examples Non-examples
that stops you from you need it. We rely
Check Understanding
electricity rock
succeeding. A broken on electricity in our sunlight pencil
leg is an obstacle to home.
riding a bike.
Ask: What was your goal for Practice Book 2.11? What
115
obstacles did you face? How did you overcome them?
What was the outcome?
ELAR TEKS:
unfamiliar words
Academic Vocabulary
Teach / Model
2.1. Pronounce the word and point to its picture: alternate.
2.3. Define the word: Alternate means different.
2.4. Elaborate. Relate the word to your experience: Because it was raining, we had to pick an alternate day for our
picnic.
Practice / Apply
partners complete the activity.
Check Understanding
Ask students to use each Key Word in a sentence about solar electricity.
Monitor
Vocabulary.
Writing Project
Lesson A: Model

PART 2 LESSON 2 137
PART 2 LESSON 2
Extension Resources
Teach / Model
2. Use Vocabulary Routine 2 and model making a Dictionary Entry about the
word solar.
• Write the word.
• Add the part of speech.
• Add a context sentence.
Practice / Apply
2. Have each pair create a Dictionary Entry for their assigned Key Word.
3. Display the Dictionary Entry on the class word wall.
Check Understanding
Dictionary Entry
Say a Key Word and have the partner experts for the word read an example
from their dictionary entries.

Teach / Model
1. Referring students to the Dictionary Entries they made for Extension Activity 1, Expand Word Knowledge, tell them that
they will share what they know about Key Words.
• Take turns reading the Key Word Dictionary Entries.
• Talk about how the examples show the meanings of the Key Words.
Practice / Apply
1. Set even-numbered groups. Have pairs of student experts learn about two different words as they conduct a Three-Step
Interview about their word. (See Cooperative Learning Routines.) Then have them report about each other’s words to the
group.
2. Repeat until all the words are discussed.
Check Understanding
Have students draw pictures that represent each of the Key Words.

Teach / Model
1. Display Key Words: alternate, circuit, conduct, current, decrease, electrical, energy, insulate, obstacle, rely, solar, volt,
watt. Explain and model how to play You Made That Up! Say: I’m going to choose a word. I’m going to look up the word
in the dictionary and write its real definition. Then I’m going to make up two more incorrect definitions.
2. Write the following word, and the three definitions:
solar / definitions:
• having to do with the moon
• having to do with the sun
• having to do with water
3. Read aloud the word and definitions. Then call on a volunteer to tell which is correct. Discuss the student’s response.
Explain that if the student is correct, he or she takes over. If not, other students can volunteer the correct answer.
Practice / Apply
1. Have students work in pairs. Monitor students as they follow your instructions. Restate instructions as required.
2. Assign a different vocabulary word to each pair of students. Have them share the dictionary to write their word and the
real definition.
3. Have partners work together to create and write two more incorrect definitions. Monitor students as they write down their
definitions. Then have pairs challenge each other to identify the real definition for their assigned words.
Check Understanding
Have partners make up three sentences for their word, one correct and two others that are incorrect. Play the game again,
using sentences instead of definitions.

PART 2 LESSON 2 139
PART 2 LESSON 3
Reading Strategy
OBJECTIVES
Resources
• Use Grade-Level Vocabulary • Use Visuals ◆◆ eVisual: 2.13
• Use Academic Vocabulary • Choral Reading ◆◆ Vocabulary Routine 4
• Acquire and Use Classroom Writing
Vocabulary
• Writing Project—Lesson B:
Reading Strategy Prewrite
• Learn to Ask Questions
2 Language Frames
PART
Reading Strategy
I wonder .
I think/know .
Learn to Ask Questions Talk Together

Now I wonder
.
Look at the diagram. Sometimes when you see an image, you ask
questions about it. You may have to look again or look more carefully Read the blog. Read the sample. Use Language Frames
to find the answers. to ask questions. Tell a partner about them.
Electric vs. Gasoline

Blog
Clean & Green Company Blog
No Tailpipe Emissions Greenhouse Gases/Pollution
100+/- Mile Range 300+ Mile Range
Hours to Recharge Minutes to Refuel

Tuesday, June 24 | Author: C&G CEO
A New Way of Living “I wonder how this
will work.
Today we started construction on our planned solar city. We
I think about how solar
are going to build 10,000 homes, as well as schools, office
panels heat my house.
buildings, hospitals, and places to shop. And everything will use
Now I wonder how
solar energy . It’s an alternate way of living. We think this is the many solar panels a
most exciting project we have ever worked on! school will need.”
When you read, you can ask questions, too. The answers to some
Friday, June 27 | Author: C&G CEO
questions are in your head. Think to come up with answers.
Capturing the Sun
This will help you understand the text better.
We are imagining a city filled with lights, even at night.
Solar-powered street lamps will light the way for electric cars and
How to Ask Questions for people walking along the street. Isn’t technology grand?
Tuesday, July 1 | Author: C&G CEO

A Clean and Green Community
1. As you read, ask yourself a question. I wonder .
Even though we’ve encountered some obstacles, we know we
are on the right path. We are six months behind, but in another
2. Think about your experiences and what six months, people will be living here and breathing clean air. We
I think/know .
you know. won’t have to rely on burning coal. Just think of how a solar city
will decrease pollution.
3. Think about the answer. Read on and ask Now I wonder .
more questions.
= a good place to stop and ask a question
116 Unit 2 117
ELAR TEKS: ELAR TEKS:

G5.RC-5.B.1 ask literal questions of text G5.2.B.1 use context to determine or clarify the meaning of
G5.RC-5.B.2 ask interpretive questions of text unfamiliar words
Reading Strategy
Teach
1. Read aloud the introduction on Student’s Book page 116. Ask students what they can do if they do not understand the
diagram. Discuss how self-questioning can help.
2. Make the connection: When you ask yourself questions, it helps you focus on what you do not understand. Then you can
look more closely to find answers to your questions. Point out that students can use this self-question strategy in everyday
situations. Teach the vocabulary word diagram using Vocabulary Routine 4.

Model
Have students chorally read aloud the How-to card on Student’s Book page 116. To model how to ask questions about the
diagram, say:
• I wonder if electric cars are really better for the environment than
gasoline-powered cars.
• I’ve looked at this diagram. I think using electric power is better for the
environment than using gasoline.
• Now I wonder if the difference in mile range affects how much power is
really needed for each car. Let’s turn this into a question.
Practice / Apply
1. Read aloud the instructions in Talk Together, and sample self-questioning on
2. Direct students’ attention to the last paragraph and use Academic Language
Frames (eVisual 2.13) to help students at all proficiency levels ask questions.
eVisual 2.13
Check Understanding
Reread the June 27 entry in the blog. Use the strategy for asking questions to help you think about the details.
Writing Project
Lesson B: Prewrite

PART 2 LESSON 3 141
PART 2 LESSON 4
Reading: Preview
OBJECTIVES
• Use Grade-Level Vocabulary • Use Text Features: Diagram
• Use Academic Vocabulary • Analyze Genre: Blog
• Preview • Use Prereading Supports
ENERGY
Read a Blog NATIONAL
GEOGRAPHIC
EXCLUSIVE
Genre
A blog is a site on the Internet where someone posts his or
for the
her writing. Blog entries, or posts, usually appear in time order.
In the past, people called such sites web logs. The name was
FUTURE
later shortened to blogs.
Text Feature
A diagram shows the parts of something or how something
works. A diagram often includes descriptive labels and may
help illustrate a step in a process.
by Thomas Taha Rassam Culhane
118 Unit 2 119
Preview
Introduce
Tell students to look at the cover on Student’s Book pages 118–119. Ask: What is the title of this selection? Have students
predict: What do you think this selection will be about? What do you see in the photo? Encourage students to use Key Words
to describe what they see.

Genre and Text Feature
Read the definitions of blog and diagram on Student’s Book page 118. Discuss that blogs can be written by anyone, and
opinions are often mixed with facts. Ask students to point to the labels in the diagram. Explain a diagram: A diagram shows
the parts of something or how something works. The labels tell you about the parts or the process.

Pages Say (and do)

What are these shiny things? I think they may be solar panels. Ouch! (Pretend to pull your hand away
118–119
from something hot.) I wonder if these panels feel hot.
The heading says “Solar Cities.” This must be the blog’s topic. I wonder if this man is the person who is
120–121 writing this blog. In this other photo he is talking to a group of people. I wonder if this map shows where
they are. What do you think?
The images on this page look very different. I wonder what food has to do with sun or solar power. And
122–123
why are batteries shown next to food?
This photo shows a building, and this image shows a diagram. This diagram shows how something works.
124–125
Do you think the photo and the diagram go together in some way?
I wonder why there is a photo showing a man with a guitar. How do you think that relates to solar energy?
126–127
In the diagram, the labels show us the parts of a process. What is this process?
128–129 In the diagram, I see paper and thermometers. I wonder what this page is trying to show us.
This diagram uses a lot of red and a lot of blue. There are also many arrows. I think the arrows and the
130–133 colors are important to understanding the diagram. Wow! I just noticed that the box-shaped object in the
bottom photo looks similar to the box-shaped object in the diagram. What do you think they are?
Check Understanding
Point to Thomas in the photograph. Ask: What does he know how to make? (solar panels)
1. Explain that people around the world publish information online using the Internet. Tell students that anyone with a
computer and an Internet connection can make their information available instantly to people all over the world.
2. Guide students to understand that this blog was written in Egypt, which is a country in Africa, but that anyone in the
world can access the information on this blog with a computer and Internet connection.
3. Ask students to share information about their experiences using the Internet to find out more about their country or
other countries.

PART 2 LESSON 4 143
PART 2 LESSON 4
OBJECTIVES
Resources
• Use Grade-Level Vocabulary • Blogs ◆◆ Practice Book: 2.13
• Use Academic Vocabulary • Multiple Text Features
Learning to Read Learning Strategy
• Concepts of Print: Use Captions • Use Reading Supports
Reading Strategies Writing
• Plan: Set a Purpose, Predict, and • Writing Project—Lesson C: Draft
Confirm Predictions
• Ask Questions
Read the Selection

Concept of Print: Use Captions
1. Have students look at Student’s Book page 120. Point to the caption for the photo. Say: I can read these words to find
out about the photo. Ask students to follow along as you read the caption. Explain: These words are called a caption. A
caption gives information about a visual, such as a map, a photo, or a picture.
2. Ask students to look at the photo on page 121 and point to the caption. Say: This caption tells us Dr. Culhane tells the kids
they are going to be experts.
Reading Options
Listen and Read Along Use a K-W-L-Q Chart Use a K-W-L-Q Chart
• Have students follow the text on Key • In Column 1, have students record • Have students record what they
Points Reading while you read it what they know about the topic of know about the topic in Column 1
aloud (Practice Book 2.13). the selection. In Column 2, they and their questions in Column 2.
• Use the visuals to support students’ write questions. • As students read silently and find
vocabulary. Say, for example: Show • Ask Build Comprehension questions answers to their questions, they
me the panel. as volunteers read aloud. Pause write them in Column 3. Meet to
for students to record answers to discuss the selection, using Build
their questions in Column 3. After Comprehension questions. Then
reading, have students write new have students write new questions in
questions in Column 4. Column 4.

Solar C3ITIES Blog
Set a Purpose https://eltngl.com/reachhigherseries
Find out how we use the
sun’s energy .
v
Search A ll Posts
Solar C3ITIES Blog Category: Cairo, Egypt | Date: Monday, April 5, 2010
Welcome to the City of the Sun BLOG ARCHIVE
January
This week I am in Cairo, Egypt. Februray
March
I am here to teach a group of
students how to use the sun’s POSTS BY
CATEGORY
energy to heat water for their Cairo, Egypt
What Is Energy?
HOME
school. At our first meeting,
Chemical Energy
I held up a large black panel. Electrical Energy
GREE T ING S! “We’ll use something like this to I tell the kids they are going
to become energy experts.
Light Energy
Thermal Energy
heat the water,” I told them. The
You have reached the Solar C3ITIES blog. Wait! Don’t click Putting It
students were confused. “Where Together
away. If you want information about solar energy, you came Finding Solutions
is the flame?” they asked. Cairo
to the right place. We Did It!
Over the next two weeks, the

First, let me introduce myself. I am Thomas Culhane,
April
students will learn that to create
co-founder of Solar C3ITIES. My organization teaches about S M T W T F S
1 2 3
My goal is to
heat energy, they don’t always 4 5 6 7 8 9 10
the most important source of energy in the world. Can you 11 12 13 14 15 16 17
teach people how need a flame. In fact, they will 18 19 20 21 22 23 24

25 26 27 28 29 30
guess what it is? Hint: It’s large, round, and fiery. they can use the Cairo was known by ancient March
sun’s energy. become energy experts. I will Egyptians as “The City of
the Sun.”
It’s the sun! The sun’s energy is all around us, yet few people post our lessons on this blog, HB27 23 G5_xx_Cairo
First proof
really take advantage of its power. My goal is to change that. along with updates on our progress. Our goal is to have their
I want to show people around the world how easy it is to capture solar water heater in place by April 16th.
the sun’s energy for themselves. Click here or on the BLOG menu
POSTED BY: Thomas Culhane
above to find out what Solar C3ITIES is up to lately.
2 COMMENTS LINKS TO THIS POST
click away leave this Web site panel board Before You Continue
take advantage of make good use of flame fire 1. Goal/Outcome What two goals are
capture use in place ready to use stated in the blog?
up to doing 2. Analyze Look at the headings and
images. Does this blog seem informal?
Why or why not?
120 Unit 2 121
Build Comprehension
Set a Purpose
Make Inferences
How does Dr. Culhane feel about his work? How can you tell? (He feels excited about what he does. He wants to share his
work with others. His blog is written in a fun, excited tone.)
Key Words
Why do you think Dr. Culhane calls his organization Solar Cities? (He wants to teach people who live in cities, such as Cairo,
how to use solar energy.)
Answers to Before You Move On

1. Goal/Outcome: Culhane’s goals are to teach students how to take advantage of the sun’s power and to have a solar
water heater in place by April 16th.
2. Analyze: The tone is informal and friendly. The headings include the words Greetings and Welcome. The blog is written
from a first-person point of view, and the narrator speaks directly to the reader.

PART 2 LESSON 4 145
PART 2 LESSON 4
Category: What Is Energy? | Date: Tuesday, April 6, 2010 Chemical Energy

What Is Energy? One form of energy is chemical energy. You can find lots of it
Today I gave the students their first lesson in energy . I explained at the grocery store. That’s because food is a form of chemical
that energy is the ability to do work. Work isn’t just what students energy. When you eat food, chemical reactions inside your body
do to get good grades, however. In science, work is what causes break it down, giving you the energy you need to move and grow.
objects to move and change—including human objects. So when

you move your body, even a little, you’re doing work.
You don’t have to be alive to do work, however. Objects can

do work, too. Say you put some soup in the microwave. As soon
as you press On, the microwave heats the soup. That change
in temperature takes work.
All work requires energy. Luckily, energy comes in many different Food, such as fruit, provides chemical energy.
forms, and it can even change forms.
Batteries also contain chemical energy.

They power everything from watches, to
cameras, to cell phones. They can even
store energy to be used at another time.
Chemical energy fuels cars, too. The

chemical energy in gasoline is what allows Batteries like these
power a variety of
most buses, trains, and cars to get you
portable devices.
where you need to go.

Everybody in this picture is using energy to do work.
human objects people reactions responses; actions Before You Continue

microwave oven Batteries Objects that store energy 1. Clarify Reread the first paragraph on
fuels powers this page. How are chemical energy and
portable movable work connected?
2. Paraphrase Use your own words to
explain what energy is.
122 Unit 2 123
Have you ever boiled water on a stove? If so, then you understand
Category: Electrical Energy | Date: Wednesday, April 7, 2010
how a fuel-based power plant works. Inside, burning fuel heats
Electrical Energy a large pool of water. At 100°C (212°F), the water boils, and
Today I told the students about something truly steam rises from it. The energy contained in the steam turns a
“shocking”— electrical energy . For many people in the world, giant magnet surrounded by a coil. When the magnet spins, tiny,
electrical energy, or electricity, makes life a lot easier. It makes invisible particles inside the coil start to move. These particles
lights glow, computers hum, water hot, and turns bread into toast! are called electrons. Their movement creates electrical energy
Electrical energy does work for people, so they can use their own that flows through wires on poles to homes, businesses, and
energy for other things. anywhere people need to plug something in.
Most of the electrical energy in the world comes from power

plants. A power plant is a place where machines called generators pole
transform other forms of energy into electrical energy. Most power
propeller coil
plants in the world get their energy from some form of chemical
wire
energy, like coal, oil, or natural gas. magnet
steam electrons
In a power plant, steam turns a magnet to

produce electricity.

The electricity you use probably comes
from an electrical power plant like this one. 7 COMMENTS LINKS TO THIS POST
shocking both amazing and °C degrees Celsius Before You Continue

charged with electricity °F degrees Farenheit 1. Ask Questions What questions about
transform change coil large piece of wire wrapped into a roll power plants does the blog answer?
particles bits; pieces What other questions do you have?
2. Use Text Features What is inside the coil
wrapped around the magnet? What does
the coil connect to?

124 Unit 2 125
Ask Questions
Review the second paragraph on page 122. Model how to ask questions. Say: As I read, I stop to ask questions if I do not
understand something. This says objects can do work. That doesn’t make sense to me, so I ask: What kind of work can an
object do? Then I read on to find the answer. What example does the text give to answer my question? (A microwave can
heat soup. Changing the temperature of the soup takes work.)
Use Visuals
What are some examples in the picture of humans using energy to do work? (the teacher carrying books; the kids eating,
yawning, talking, raising their hands, writing.)
Details
What are three things that contain chemical energy? (food, batteries, and gasoline)

1. Clarify: Chemical energy can give living things and objects the power to do work.
2. Paraphrase: Energy is the ability of living and non-living things to do work.

Make Connections
What things do you see in our classroom that are powered by electrical energy? (Possible responses include: lights,
computers, electric pencil sharpener)
Summarize
How does electrical energy get into our homes and places of business? (Burning fuel heats water, which creates steam. The
steam turns a magnet surrounded by a coil. The electrons start to move and flow into homes and schools.)
Cause and Effect

What causes the giant magnet to turn? (steam)

1. Ask Questions: Possible responses—The blog answers these questions: What does a power plant do? How does a power
plant work? I would like to know how far away you can be from a power plant and still get electricity from it.
2. Use Text Features: The diagram shows that electrons are inside the coil. The coil connects to wires that conduct the
electrical currents to different places.
Extension
Science: Natural Gas
Explain to students that natural gas is found in nature. It is a fossil fuel like oil and coal. Tell students that fossil fuels are the
remains of plants and animals that lived millions of years ago. Point out that natural gas is found under Earth’s surface. Tell
students that in addition to being used for power plants, natural gas also goes directly into communities and homes for other
uses. Ask: How do you think people use natural gas in their kitchens? (for cooking)

PART 2 LESSON 4 147
PART 2 LESSON 4
Here is how solar cells work. You know that moving electrons
Category: Light Energy | Date: Friday, April 9, 2010
create electricity. These electrons are held by larger particles,
Light Energy called atoms. Everything on Earth is made of atoms, and all
I came to class today carrying atoms carry electrons. But some atoms are different than others.
my electric guitar. “Today I am solar cells The atoms inside a solar cell, for example, are made to hold their
going to teach you about my electrons very loosely. When sunlight hits the cell, the atoms
favorite form of energy ,” I told release their electrons easily. The freed electrons have electricity.
the students. “Light!” That electricity goes by wire into a battery, or directly to a circuit .
solar panels
What does an electric guitar
Solar cells turn light energy into How a Solar Cell Works
have to do with light energy,
electrical energy for my guitar.
you ask?
Well, thanks to solar cell technology, we can now use light energy
directly, to create electricity. That means that I don’t need to plug freed electron
electricity
in to an outlet to play the electric guitar. I can just point my cells
at the sun, plug in my guitar, and make beautiful music.
atom loose electron

Portable
solar panels
let me plug
in my guitar
wherever there
is sunlight.
That means
I can play
musical chairs
outdoors.

an outlet place in the wall where you put a plug Before You Continue
1. Ask Questions What question could you
ask the author about solar cells?
2. Analyze How does the informal tone
of this blog help you understand the
information better?
126 Unit 2 127
Category: Thermal Energy | Date: Monday, April 12, 2010 Reflection and Absorption: An Experiment
Thermal Energy Step 1
Place one black and one white
I’m happy to say that solar cell technology is improving all the piece of paper in the sun.
time. Soon, people may not have to rely on distant power plants
for their electrical energy . But solar cells are still relatively
expensive. There’s an even easier way for people to use the
power of the sun, and it’s free!
Step 2
Compare two thermometers. Wait
Solar-powered water heaters use the sun’s energy directly, without until their sensors show the same sensor
any special materials or technology. They take advantage of temperature. Write it down. Don’t
touch the bulbs!
another important form of energy—thermal energy, or the energy
scale bulb
of heat.
Thermal energy is all around us. Today, my students and I felt it Step 3
Slide a thermometer under each
in the warm air. Tonight, I feel it under my blanket. How do solar-
piece of paper. Leave them in the
powered water heaters capture it? They absorb it from sunlight. sun for an hour.
The sun’s light produces both visible light and heat energy.
When light hits an object, its heat energy may be reflected or
absorbed. If it is completely reflected, the heat energy bounces
Step 4 from under from under
back into space. If it is completely absorbed, however, its heat Compare the thermometers. Have
black paper white paper
the temperatures changed? Why?
energy stays. And it can make things very hot!
22°C 20°C
Today, the students and I became absorbed in an experiment
that tests heat absorption. Try it and see the power of absorption
for yourself.
distant faraway Before You Continue

relatively expensive more expensive 1. Interpret What do the results of the
than other power sources experiment show about the color black?
produces makes 2. Use Text Features How do the sensor
absorbed in very interested in and scale work together to show the
temperature?

128 Unit 2 129
Goal and Outcome
Guide students to identify Dr. Culhane’s goal with his guitar. Ask: How will he use his guitar? (He will use light to create
electricity to power his guitar.)
Use Visuals
The text says that when sunlight hits the cell, the atoms release their electrons. Point to the part of the diagram that shows this
part of the process. Verify that students point to the part of the diagram that shows the wiggly orange arrows and the label “freed
electrons.”

1. Ask Questions: Possible responses—How big is a solar cell? How many cells does it take to power your guitar?
2. Analyze: The informal tone helps me understand better because the author uses familiar words and fun pictures to explain
scientific terms and ideas. His friendly tone also keeps me interested in reading further and learning more.
Extension
Literary Analysis: Blog
1. Guide students to understand the key features of a blog. Display this term: URL, uniform resource locator. Point out that the
initial letter of each word makes up the acronym URL.
2. Point out the menu of links on page 120. Say: One of the other features of blogs is their highly visual design. This blog
includes art and photos. I also enjoy the informal tone of the text; it is usually friendly and personal, told from the first-
person point of view. Ask students to find two examples of design that they like in this blog.

Ask Questions
What questions can you ask about the power of the sun? (Responses will vary. Students may ask: What is an easy way for
people to use the power of the sun?)
Make Comparisons
How are solar energy and thermal energy similar? (They both use the sun’s energy.)

1. Interpret: The results show that the temperature on the thermometer is higher from the black piece of paper. The higher
temperature indicates that the color black absorbs more heat than the color white.
2. Use Text Features: The sensor’s position on the Celsius scale tells what the temperature is.
Extension
Science: Celsius Scale
Explain to students that the Celsius scale was developed by dividing the range of temperature between the freezing and
boiling points of water at sea level. Point out that the Celsius scale is the metric measurement of temperature. Tell students that
100 degrees Celsius is the boiling point. And zero degrees is the freezing point.

PART 2 LESSON 4 149
PART 2 LESSON 4
Our first task is to build another

Category: Putting It Together | Date: Wednesday, April 14, 2010
solar panel. Solar panels are
Today, I held up the same black panel that I showed the students
large, thin boxes with glass
at our first meeting. This time, they knew exactly what it was for.
lids. They can be made out
“To absorb the sun’s thermal energy !” they shouted.
of aluminum, plastic, wood,
The students and I will use our knowledge of heat and light or any other material you can
energy as we build our water heater. The heater will contain water shape into a box. The students Solar panels are easy to make.
pipes lined with black aluminum fins. The fins will absorb the and I will build our panel using
sun’s heat energy and transfer it to the water in the pipes. As the aluminum. We’re lucky because
water gets warmer, it will rise and move through the pipes into a aluminum is light and easy to
storage tank. carry to a rooftop!
Next, we will line the box

with insulation , and place
our water pipes inside. The Water pipes can be made of
any common metal. Ours are
students know that the last made of copper.
Cold water step is also the most important:
flows to the
bottom of paint. The color black absorbs
the pipes.
the most heat. So to make sure
the pipes get really hot, we
need to paint them, and their
As the water
warms, it rises aluminum fins, black.
through the
pipes to the top
of the tank. With a little black paint, the
Black aluminum
fins absorb heat solar panel is finished.
and transfer it to
the pipes.
As the sun heats the water, it rises through the
pipes and into a storage tank. 8 COMMENTS LINKS TO THIS POST
knowledge understanding aluminum metal Before You Continue

tank container light not heavy 1. Goal/Outcome What actions are the
line cover the inside of students taking to reach their goal?
2. Ask Questions What questions could
you ask the author about how the water
heater will work?
130 Unit 2 131

Synthesize
Why did Dr. Culhane and his students use black panels for their water heater? (because the color black absorbs more heat
energy)
Cause and Effect

What causes the water to move through the pipes? (As the water gets warmer, it rises.)
Details
What materials can be used to make solar panels? (glass, aluminum, plastic, wood)
Key Words
Why do you think it would be important to insulate the storage tank? (to keep the water hot longer)
Use Captions
What metal are the water pipes made of? (copper)

1. Goal/Outcome: Answers will vary. Possible response—To reach their goal of creating a water heater, students are
gathering materials and putting their panels together.
2. Ask Questions: Possible response—How does the water in the storage tank stay hot?

Extension
Literary Analysis: Blog
1. Explain to students that blogs convey information and messages in a manner that is different from media such as
newspapers and books. Display the following and ask volunteers to add to each list:
BLOG SCIENCE BOOK
Access any link Read pages in order
Highly visual Mostly text
Multimedia links Read only
Informal tone Formal
Usually first-person point of view Usually third-person point of view
BLOG RADIO REPORT
Online Broadcast
Click web pages in any order Listen to report from start to finish
Multimedia Sound only
2. Ask students to identify the differences in point of view between a blog and a science book. (A blog is usually first person;
a science book is usually third person.) Ask: What are the differences in the order of information in a blog and a radio
report or science book? (A blog can be in any order; a science book and radio report are in a certain order.)
Literary Analysis: Multiple Text Features and Graphics

1. Explain to students that when reading blogs and other online articles, they can read information on different areas of the
blog. Point out that in reading this blog, there is information to be read left to right, but also to be read in any order to
gain information. For example, they may refer to the text features and graphics, which may lead them to read or refer to
other pages online. Ask: What is this blog mostly about? What clues do you get by reading the subheadings? How do the
captions add to your understanding?
2. Ask students to find specific information in this blog. Ask: Where would you go if you wanted to find out more about
Thomas Culhane’s blog? (menu link “About This Blog”) Which part of the blog will tell you the most about light? (subheading:
“Light Energy”)

PART 2 LESSON 4 151
PART 2 LESSON 4
Category: Finding Solutions | Date: Thursday, April 15, 2010 Category: We Did It! | Date: Friday, April 16, 2010
Today we had a problem. Today we finally reached our goal.

We tested our metal storage The students cheered as I carefully
tank. It leaked! Then one placed the tank on a stand above
student had an idea. He took the solar panels and filled it with
me to a place where plastic cold water. We waited for most of
barrels from a shampoo factory the day as the cold water made its Pipes inside our solar
panels heat the water.
were being resold. The barrels We have found a perfect way through the pipes inside the
were inexpensive and perfect hot water tank. panels. At the end of the day, we
for our hot water heaters. opened the pipe that carries hot
water down to the schoolyard.
When we returned, the students cheered. “But how will the
water in the tank stay hot?” asked one student. “Maybe it just It worked! Hot water flowed from the
needs a blanket,” said another. pipe. It was even hot enough for a The hot water is stored
shower. The students were amazed in our tank.
Clearly, the students have
at how easy it was to use the sun’s
become energy problem-
energy . “This is just the beginning,”
solvers. At the end of the day
I told them. “The real power is what
today, we insulated our tank
you have learned about energy. One
with a “blanket” of fiberglass
day, your knowledge will help you
insulation and then gave each The water is hot
change the world!” ❖
other high-fives. enough for a shower!
With insulation, the water POSTED BY: Thomas Culhane
tank will not lose its heat
as fast. 14 COMMENTS LINKS TO THIS POST
NEWER POSTS

9 COMMENTS LINKS TO THIS POST HOME | BLOG | ABOUT THIS BLOG | PICTURES CREATE A BLOG
inexpensive not high-priced Before You Continue

fiberglass insulation cloth made from glass 1. Goal/Outcome What two obstacles
did Culhane and the students face
on Thursday?
2. Explain How are the students energy
problem-solvers?
132 Unit 2 133

Summarize
In your own words, summarize what happened on April 15th. (Dr. Culhane and his students tested their water tank, but it
leaked. They replaced it with an old plastic tank from a shampoo company. To make sure it would keep the water hot, they
insulated it with a blanket made from fiberglass.)
Goal / Outcome
What was the last step in the students’ goal? (placing the hot water tank on the stand) What was the outcome? (They heated
water with the sun’s energy and made the water flow into their school.)
Draw Conclusions
How do you think the students feel at the end of April 16th? Why? (They feel amazed, excited, and proud because the water
heater worked and they built it.)

1. Goal / Outcome: Dr. Culhane and the students faced two obstacles—the plastic tank leaked, and the students needed to
find a way to keep the water in the tank warm.
2. Explain: The students are energy problem-solvers because when they are faced with a problem, they find a solution. For
example, they use a blanket for insulation to keep the water warm.

Extension
Fluency: Phrasing
1. Remind students that phrasing is how your use your voice to group words together. Tell students that punctuation within the
text is a clue to phrasing. Explain: A comma is one form of punctuation that tells you to pause in a sentence. Read the last
sentence in the first paragraph on page 132, using a pause where the comma appears.
2. Ask students to read the second paragraph on page 132. Tell them to pause where they see a comma. Ask: How many
times did you pause for commas? (two)
Writing Project
Lesson C: Draft

PART 2 LESSON 4 153
PART
Think and Respond
alternate insulate
circuit obstacle

conduct
current
rely
solar
decrease volt
Reread and Retell
1. What kind of information does Thomas
Culhane post on his blog? Give two specific electrical watt
examples. energy
OBJECTIVES 2. Imagine that you and a partner are writing a report on solar
technology. You need to collect facts and verify them. Talk to your
Vocabulary partner about what you know from this blog and what you need to
verify. Use your own words.
• Use Grade-Level Vocabulary According to Mr. Culhane, solar technology . I will check to
• Use Academic Vocabulary verify that .
Language 3. Think about the four types of energy discussed in this blog. Explain
one of them and how you rely on it in your own life.
• Use Language Function: Verify Information
Fluency Write About It
A person who writes a blog often invites readers
• Read with Accuracy, Rate, and Correct Phrasing to ask questions. Write three questions about solar
energy that you would like to post on Thomas
Comprehension and Literary Analysis Culhane’s blog. Use Key Words and questions that
start with how, why, where.
• Blogs
• Multiple Text Features and Graphics Why ?
How ?
Learning Strategies Where ?
• Use Graphic Organizers: Goal and Outcome Chart
• Cooperative Groups
Writing
• Write Independently 134 Unit 2
ELAR TEKS:
G5.RC-5.B.1 ask literal questions of text
G5.18.C write responses to literary or expository texts and pro-
vide evidence from the text to demonstrate understanding
Think and Respond

Talk About It
1. Read aloud the question and instructions on Student’s Book page 134. Prompt students to cite evidence from the text.
2. If students have difficulty, help them use the language frames to form their answers.
• Blog: Possible response—Thomas Culhane posts information about kinds of energy and instructions on how to build a
solar water heater.
• Verify: Possible response—According to Mr. Culhane, solar technology is getting better, but the cells can be expensive.
I will check reliable Internet sources to verify that this claim is true.
• Make Connections: Possible responses—Chemical energy is released from a chemical reaction, such as when your
body breaks down food. So I rely on chemical energy from food.
Write About It
1. Read aloud the instructions. Point out the sentence frames: You can use these sentence frames to write your questions.
Say Write
I wonder if they test their water heaters before they use How do you test your water heaters to make sure they will
them. work?
I wonder if solar panels are sold in stores. Where can you get solar panels?
3. Have students include compound and complex sentences to make their writing more interesting.

Reread and Retell
Goal and Outcome

Make a goal-and-outcome chart to talk about what happened in
“Energy for the Future.”
Resources
Goal-and-Outcome Chart
Goal Obstacles Strategies Outcome ◆◆ Practice Book: 2.15, 2.16
to use the sun’s
energy to heat ◆◆ Writing Routine 2
water
Write the Write the Write the
obstacles, or strategies, or outcome, or
problems, here. how to fix the result, here.
problems, here.
Now, use the chart to retell the selection

One obstacle was .
to a partner. Use Key Words. Record
Thomas used this
your retelling.
strategy: .
The outcome was .
Reread and Retell
Fluency Goal and Outcome
Practice reading with phrasing. Rate your reading.
135.
Talk Together
Work together as a class. Describe how Thomas Culhane captures

2. Read the example goal-and-outcome chart. Then
sunlight to heat water. Have one student draw a diagram on the explain: Once you identify the goal, obstacles, and
board. Use Key Words as labels.
strategies, you can tell what happened. Then tell if the
135
goal was reached. Have students complete Practice
Book 2.15.
ELAR TEKS:
G5.11.C.1 analyze how organizational pattern of a text influences
Retell
relationships among ideas
Read aloud the instructions and sentence frames. Have students retell the selection to their partners. Partners reverse roles and
repeat. To assess proficiency, refer to the rubric below.
¨¨
Omits many important events ¨¨
Difficult to understand, and is unable to follow
Beginning ¨¨
Omits obstacles and strategies and/or ¨¨
Inaccurately describes goal and other events
inaccurately identifies goal and outcome
¨¨
Covers only some important events ¨¨
Frequently hard to hear or understand, and is not
Intermediate ¨¨
Omits obstacles or strategies easy to follow
¨¨
Incorrectly describes one or more obstacles or
strategies that are identified
¨¨
Covers most important events ¨¨
Can be understood most of the time and is fairly
Advanced ¨¨
Includes at least one obstacle and strategy easy to follow
¨¨
Summarizes events in a logical order
¨¨
Speaks clearly and is easy to follow
Advanced High ¨¨
Includes goal, obstacles, strategies, and ¨¨
Uses complete sentences to summarize the story
outcome while incorporating all parts of the goal chart
Fluency
2. Listen to each recording and assess students’ ability to read with proper phrasing.
Talk Together
Read aloud the instructions in Talk Together on page 135. Encourage students to explain the steps in order.
Writing Project
Lesson D: Revise

Have students turn to Writing Project on Student’s Book page 146. Have them revise their Writing Project compositions. (See
Teacher’s Book—Writing Project for detailed instructions.)
PART 2 LESSON 5 155
PART 2 LESSON 6 2
PART
Word Work
Word Work More Word Origins

Reading
Many English words contain a root that came from another language.
Knowing the meaning of a word’s root can help you determine the
meaning of the word.
OBJECTIVES This chart shows some common roots.
Root Origin Meaning Example

Vocabulary meter Greek measure thermometer , speedometer
• Use Grade-Level Vocabulary port Latin carry report , transport
• Use Academic Vocabulary tru Old English faithful true, truth, truthful
• Strategy: Word Origins The Old English root tru means faithful. What do you think the
word truly means?
Reading Strategies
• Ask and Find Answers to Questions Read the paragraph. Then answer the questions. Use the chart to help you.
Comprehension and Literary Analysis Solar panels can be made from plastic, wood, or aluminum. Some people use
aluminum because it is portable and not heavy. When you make a solar panel,
• Procedural Texts be sure the perimeter of the glass lid will fit the perimeter of the box.
• Tables in Procedural Texts

1. Look for the Latin root in the 2. Look for the Greek root meter. What
Learning Strategies word portable. What do you think do you think perimeter means?
portable means? A wooden box
• Use Prereading Supports A furniture B huge and heavy
B able to carry
• Build Background Knowledge C a type of table
C measurement around
D light and breakable
• Use Reading Supports D parts of a whole
Writing
136 Unit 2
ELAR TEKS: words derived from other linguistic roots

G5.2.A.1 determine the meaning of grade-level academic English
words derived from Latin roots
words derived from Greek roots
Word Work
Teach / Model
1. Read the introduction on Student’s Book page 136 and display the word transfer. Explain: This word comes from Latin.
It has two parts: a root and a prefix. The root fer comes from the Latin ferre meaning “to bear,” or “to carry.” The prefix
trans means “across.” The English word transfer means “to move from one place to another,” or “to carry something
across to another place.”
2. Point to the word thermometer in the chart and model how to recognize word parts. Say: When I look at a word I do not
know, I can look for word parts that I do already know. I know that the word part meter means “measure.” This helps me
understand that the word thermometer has something to do with measuring. Explain that the word part therm- means heat,
so a thermometer measures the heat of something.
Practice / Apply
1. Read aloud the instructions in Try It Together on Student’s Book page 136. Then have a volunteer read the passage aloud.
Have partners work together to answer the questions.
export, import (port, Latin thermostat, thermoelectricity know, knowledge (kno, solarium, parasol (sol, Latin
word part meaning to carry) (therm, Greek word part Anglo-Saxon word part word part meaning sun);
meaning heat) meaning skill) heliometer, heliocentric
(helio, Greek word part
meaning sun)
Check Understanding
Ask: What does the word porter mean in this sentence: The porter put the luggage in the car. (a person who carries things)

Extension Resources
Review / Model ◆◆ eVisual: 2.14
Review the Word Origin lesson. Read these sentences and use the Dictionary Entries ◆◆ Cooperative Learning
(eVisual 2.14) to model using the Greek and Latin word parts to understand meanings of Routines
science words.
• The sun’s rays transmit both light and heat. (Trans- means across and -mit means send,
so transmit means ”to send out across or through space.”)
• Copper wire conducts electricity well. (Con- means with and -duct means led, which is the past tense of lead, so conduct
means ”to lead something through,” as in leading electricity through a copper wire)
eVisual 2.14
Practice / Apply
Read each sentence. Have partners do a Think, Pair, Share (see Cooperative Learning Routines) to determine the meanings of
the science words.
• The current of electricity is measured in amperes, or amps. (Cur or currere means to run, so a current is something that
runs. Electricity runs or flows.)
• Electricity can easily flow through a circuit. (Circu + ire means to go around, so a circuit is something that goes around
like a path.)
Check Understanding
Ask: What Key Word comes from the Latin word insula meaning island? (insulate)

PART 2 LESSON 6 157
PART 2 LESSON 6
Read the Selection

Making Connections
Read aloud the introduction at the top of Student’s Book page 137 and explain: As you read the article, think about the Big
Question. You read the blog “Energy for the Future.” Now you will read more information about the sun from an Internet
article. You will learn how you can use solar energy to cook.
Genre
Read aloud the explanation of a how-to article. Clarify: You can often find how-to articles online. You may want to review
several articles on different sites to see which one has the kind of information that you need.

Pages Say (and do)

Both photos on this page show how the sun is used. These mirrors are used to collect the heat of the sun
137 for a generator. Which part of a solar oven does the same thing as the mirrors on the concentrating solar
power generator?
These photos show items like tape and scissors, and some photos are labeled steps 1, 2, or 3. I think
138–139
these photos show how to make something. What do you think the project is?
Here are more photos labeled with steps. Notice how these steps are numbered in order. Do you think it’s
140–141 important to follow numbered steps in order? If we don’t follow the steps in order, the project probably
won’t work when we are finished.
Reading Options
Listen and Read Along Use a Reflection Journal

• Ask students to set a purpose for • Have students use Practice Book 2.17 as they read with partners or silently.
listening: to get information or to Students should write each page number in Column 1, a question they have in
enjoy a story. Have them follow the Column 2, and the answer they figure out in Column 3.
text as you read it aloud. Conduct • Review students’ logs and discuss the Build Comprehension and Before You
a picture walk and pause to ask the Continue questions.
questions in Build Comprehension.
• Then have students choral read the
steps in the process.

Making Connections Find out how the sun’s energy can
be used to heat food.
Genre A how-to article is a procedural text that gives
instructions on how to do something. It may be in print or
online. How-to articles are often written by an author or a
contributor, who is an expert in the subject.
Resources
How To Make A Solar Oven
Reach Higher Series

Your online source for learning how to do things
Search
Arts and Crafts
Business
How to Make
Computers a Solar Oven
Environment by Solargirl, contributor
Solar Oven
Compost Bin The following directions will show

Tin Can Garden
Food
you how to make your own solar
Hobbies and Games oven. Solar ovens work like
Home and Garden
concentrating solar power
Pets solar
Relationships and generators. They reflect sunlight oven
Family
Sports and Fitness from a large area onto a small

Travel
area, or focal point. The focal
About Reach Higher Series
Contact Reach Higher Series point absorbs the light, and can concentrating solar
Contribute to
get very hot. power generator
Reach Higher Series
NEXT
contributor person who writes the article Before You Continue

for free
1. Use Text Features Compare the pictures.
concentrating solar power generators machines How is light reflected into the oven and
that focus sunlight to make power
onto the generator?
2. Analyze What makes this how-to article
formal?
137
Build Comprehension
Author’s Purpose
Why did the author write this article? (to show the reader how to make a solar oven) Will you read this article to be
entertained or to learn information? (to learn information)
Ask Questions
Review how to ask and find answers to questions. What questions can you ask about the pictures on this page? (Possible
answer: How do solar ovens and concentrating solar generators work?) How can you find the answers to your questions?
Offer a possible response: Read the text. Have students read page 137 aloud to answer the question.

1. Use Text Features: The solar oven uses aluminum foil to reflect sunlight. The concentrating solar power generator uses
mirrors to reflect sunlight.
2. Analyze: Possible response—This online article is formal because it gives facts using serious classroom language, such as
“The following directions will show you …”
1. Explain that the practice of cooking with nonelectric sources of energy, such as solar energy and fire, has been
around since ancient times. Using fire to cook began in Africa hundreds of thousands of years ago.
2. Have students share experiences they have had in observing the sun’s heat to cook, dry, or change things.

PART 2 LESSON 6 159
PART 2 LESSON 6
Steps You Will Take
Reach Higher Series To make your solar oven, follow these steps:
Search
Arts and Crafts

Step 1 Step 2
PAGE [2] OF 3 PREVIOUS | NEXT
Business
Computers
Things You Will Need
Environment
Solar Oven
To make your solar oven, you will need these tools and materials:
Compost Bin
Tin Can Garden • one large pizza box • clear plastic wrap
Food
• a pen or pencil • tape
Hobbies and Games
Home and Garden • scissors • black construction paper

Pets
• aluminum foil • two long straws Draw a square on the lid of a pizza Cut the square’s sides and front.
Relationships and
Family box. The square should measure Do not cut the back edge of the
Sports and Fitness
about one inch from all four sides square.
of the lid.
Travel
About Reach Higher

Series
Contact Reach Higher

Series
Step 3
Contribute to Reach
Higher Series
Fold up along the uncut line to

form a flap. This is your oven’s
“solar panel.”
Follow instructions carefully. Use materials and

oven as instructed in the article. PREVIOUS | NEXT
panel energy collector Before You Continue

1. Make Inferences What do you think is
the purpose of the oven’s “ solar panel”?
2. Steps in a Process Which tools and
materials do you use in the first three
steps? What will you use next?
138 Unit 2 139

Ask Questions
Read the heading on page 138. What question would you ask about this page? (What do I need to make a solar oven?)
Have students share ways they would find the answer to this question.
• What do you know about a solar oven?
• What do you see in the picture?
• Were you able to use the list and picture to answer the question?
• Guide students to use information from the diagram in order to follow the procedure of making a solar oven.
Goal/Outcome
What is the goal for the first three steps of this procedure? (to make a panel for the solar oven) What is an obstacle to making
the panel? (There is no flap in the top of the box.) What strategies do you follow to overcome the obstacle? (cut out 3 sides of
a square) What is the outcome? (a flap that is used as a solar panel)

1. Make Inferences: Possible response—I know that the solar oven will use heat from the sun, so the solar panel is probably
how the oven will gather the sun’s energy for heat.
2. Steps in a Process: I use the pizza box, a pen or pencil, and scissors. Then, I will use the aluminum foil, plastic wrap, tape,
black paper, and straws.

Extension
Literary Analysis: Procedural Texts
1. Explain: This how-to article is an example of a procedural text. A procedure or process is a group of events. For example,
cooking is a procedure or process because it takes several steps or actions from start to finish. What other procedures
or processes do you know how to do? (painting, reading, shopping) Explain: The article we are reading tells about the
process of making and cooking with a solar oven. It does this by showing exactly what steps to follow.
2. Have students point to the illustration, diagrams, and table in the article. Remind them that a diagram uses pictures and
words to show an object or process.

PART 2 LESSON 6 161
PART 2 LESSON 6
https://eltngl.com/reachhigherseries Step 7 Step 8

Reach Higher Series
Search
Arts and Crafts

Business
Computers
Environment
Step 4 Step 5
Solar Oven
Compost Bin
Tin Can Garden Place food on the construction Turn the oven toward the sun.
Food paper. Solar ovens work best for Depending on the sun’s intensity,
Hobbies and Games cooking things like nachos* at low your oven could reach 65°C (150°F) or
Home and Garden temperatures. Close the lid and prop more. Leave your oven in the sun until
Pets
open the flap with straws. Tape the your food is warm.
straws in place.
Relationships and
Family
Sports and Fitness
Travel Cut a piece of aluminum foil to fit the Cut a piece of clear plastic wrap Step 9
About Reach Higher underside of the flap. Tape it in place. slightly bigger than the flap. Open Solargirl’s Cook Test
Series The foil will help reflect the sun’s light the flap. Tape the plastic to the lid’s Comparisons Table
Contact Reach Higher into the box. underside, covering the opening.
Series
Food Solar Oven on a Regular Oven at
Contribute to Reach 30°C (86°F) Day 150°C (300°F)
Higher Series
Step 6 nachos cheese melted in cheese melted in

1 hour 12 minutes
soup turned warm but boiled in 3 minutes
did not boil
marshmallow melted in melted in 1 minute
15 minutes
* Tell a teacher or other adult before using a solar oven.
While your food is heating, think about how you can improve the
design of your oven. Is there a better way to concentrate the sun’s
energy onto your box? Can you insulate it better? Finally, sit down
and enjoy your food. You’ve earned it! ❖
Tape a square of aluminum foil to the inside
bottom of the box. This will help insulate it. Tape PREVIOUS
Note: Solar ovens should only be used to heat up food that has already been
black construction paper over the foil. The paper cooked, such as nachos. Solar ovens should not be used to heat meat or eggs.
will absorb the sun’s thermal energy .
intensity strength Before You Continue

earned worked hard for 1. Paraphrase In your own words, explain
the last six steps in order.
2. Use Text Features What can you
conclude about solar ovens, based on
Solargirl’s cook test comparisons?
140 Unit 2 141

Draw Conclusions
Why do you think plastic wrap is used to cover the opening? (The plastic wrap helps keep the thermal energy contained in
the cooker so that food can heat up.) If students have difficulty, compare the construction of this oven to an oven used in many
homes. If there was an opening instead of a front glass window, ovens would not sufficiently contain heat to cook the food.
Make Connections
What other ways have you seen technology use energy from the sun to make your life easier? (Possible answers: solar energy
used to heat homes, solar powered calculators, and solar lights)

1. Paraphrase: Possible response—First, tape foil to the bottom of the flap. Then, tape clear plastic over the bottom of the lid.
Next, tape foil inside the bottom of the box. Put a square of black paper on top. Place the food on the paper, close the
top, and flip up the flap. Hold it open with a straw. Finally, turn the oven to the sun and wait for the food to warm up.
2. Use Text Features: The table shows that the solar oven takes much longer to warm food than a regular oven does.

Extension
Literary Analysis: Tables in Procedural Texts
1. Have students look at the table on page 141. Explain: The purpose of a table in a procedural text is to give you
information that will help you complete a task. This table helps you solve the problem of deciding which foods to cook with
your solar oven.
2. Model how to glean and use information from the table in order to determine which kinds of foods are easiest to warm up
in the solar oven. Say: I see it takes 15 minutes for a marshmallow to melt in a solar oven. It takes only 1 minute to melt in
a regular oven.
3. Have students read the table and compare both kinds of ovens and the length of time it takes to warm up nachos and
soup. Have partners discuss which kinds of foods take longest to warm up in solar ovens, then share their ideas with the
group.
Writing Project

PART 2 LESSON 6 163
PART
Respond and Extend
alternate insulate
circuit obstacle
Respond and Extend Compare Online

conduct
current
rely
solar
Grammar and Spelling Documents decrease

electrical
volt
watt
You read two online documents. How are they energy
alike? How are they different? Work with a
OBJECTIVES partner to analyze and compare the online documents.
Vocabulary Comparison Chart
• Use Grade-Level Vocabulary “How to Make a “Energy for the Future”

Solar Oven”
• Use Academic Vocabulary Genre
Language Point of View Choose one:

• first person
Choose one:
• first person
• Participate in a Discussion • second person
• third person
• second person
• third person
Grammar and Spelling Formal or

Informal
Choose one:
• formal
Choose one:
• formal
• informal • informal
• Compound and Complex Sentences Did the writer use:
• slang
• exclamation
Comprehension and Literary Analysis points
• abbreviations
• Compare Online Documents • questions
• conversational
Learning Strategy voice
Analyze the writing. If the writer used

• Use Graphic Organizer: Comparison Chart three or more of these writing styles,
then the writing is informal.
Talk Together
Think about the two selections and the chart above. Use these resources
and Key Words to discuss how people can use the sun’s power.
Reread ELAR TEKS:

G5.11.E.2 synthesize ideas across two or three texts representing
of various genres
G5.14.A.1 explain how messages conveyed in various forms of
formality
G5.14.D.2 analyze various digital media venues for levels of
similar or different genres media are presented differently informality
As students reread “How to Make a Solar Oven” on their own, have them think G5.11.E.4 make logical connections across two or three texts
representing similar or different genres
G5.RC-5.F.1 make connections between and across multiple texts
G5.14.B.1 consider the difference in techniques used in media
G5.14.C.1 identify the point of view of media presentations
G5.14.D.1 analyze various digital media venues for levels of
about how the text is the same as and different from “Energy for the Future.”
Compare Online Documents

1. Read the instructions on Student’s Book page 142. Remind students that a
comparison chart can be used to compare two reading selections. Use the
instruction to explain how to complete the comparison chart.
2. Create groups and use the Numbered Heads structure. (See Cooperative
Learning Routines.) Have groups discuss a focus point. Have a volunteer from
each group report their ideas.
3. Ask questions to help guide discussion. Provide Academic Language Frames eVisual 2.15
(eVisual 2.15) to support students at all language proficiency levels.
Focus Questions
1. Genre What genre is each article?
Where would you find these documents?
2. Point of View How would you describe the speaker in each text?
Does the speaker use “I,” “We,” or “You”?
3. Formal and Informal Writing Does the writer use slang words and phrases as if speaking to the reader in a
conversation?
Talk Together
1. Read aloud the question and instructions in Talk Together on Student’s Book page 142. Ask follow-up questions to prompt
students as they use new vocabulary and to focus discussion.
• What interesting things did you learn about solar energy?
• Will everyone use solar energy in the future? Tell why or why not.

Compound and Complex

Sentences
A compound sentence has two independent clauses, or sentences. A
complex sentence has an independent clause and a dependent clause.
Resources
Grammar Rules Compound and
Complex Sentences
◆◆ Practice Book: 2.12, 2.14, 2.18, 2.19
For compound sentences: ◆◆ eVisual: 2.15, 2.16
Use a comma plus a conjunction Plants use light energy, and people rely on it.
to join two independent clauses.
The sun’s energy is all around us, but few
people take advantage of it.
Machines can run on electrical energy, or

they can use solar energy.
For complex sentences:

If the dependent clause comes Since the beginning of time , the sun has
first, put a comma after it. been a powerful force.
Do not use a comma if the The sun has been a powerful force since the
independent clause comes first. beginning of time.
Compound Sentences
Read Compound and Complex Sentences 1. Explain: A compound sentence joins ideas with a
Read the passage. What compound and complex sentences can you find?
comma plus a conjunction. Write the sentences and
We feel heat on a hot day because thermal energy is all
around us. It comes from the movement of atoms. When
read them aloud.
they move quickly, they give off heat.
• Mark’s electric bill is too high. He wants to use
Write Compound and Complex Sentences
solar panels.
Write one compound sentence and one complex sentence describing • Solar energy can be converted into electrical
light energy. Compare your sentences with the sentences of a partner.
143
energy. This technology is not available in some
places.
formality ELAR TEKS:
G5.14.D.2 analyze various digital media venues for levels of G5.20.C use complete simple and compound sentences with cor-
informality rect subject-verb agreement
G5.21.B.i recognize and use commas in compound sentences
2. Display and read the chart. Model how to use a conjunction to join the ideas in
Example 1 and have students repeat this process for Example 2. (Example 1: use
“so”; Example 2: use “but”) Then assign Practice Book 2.12.
Complex Sentences
1. Explain: A complex sentence has one independent, or main, clause and at least
one dependent clause. Write the sentences and read them aloud.
• The pipes get hot.
• The pipes get hot if we paint them black.
2. Explain: The first sentence is an independent clause. It expresses a complete idea
and can stand alone as a sentence. Point to if we paint them black. Say: This is a
dependent clause because it does not express a complete idea. It needs the main
clause to make sense. The word starting a dependent clause is a subordinate
conjunction. Display and read the chart (eVisual 2.16) to work through
subordinate conjunctions. Then assign Practice Book 2.14.
Compound and Complex Sentences

1. Read aloud the introduction and the first rule on Student’s Book page 143. Have
volunteer read aloud the example. Then continue the same steps with the rest of
the rules.
2. Read aloud the instructions of the Read Compound and Complex Sentences
activity and the passage. If necessary, remind students to look for the conjunctions
because and when and a comma as they look for complex sentences.
eVisual 2.16
3. Read aloud the instructions of the Write Compound and Complex Sentence activity
and have students work independently. Provide support as necessary. Then assign
Practice Book 2.19.

PART 2 LESSON 7 165
PART 2 LESSON 8
OBJECTIVES
Resources
• Use Grade-Level Vocabulary • Listen to Others ◆◆ Cooperative Learning
• Use Academic Vocabulary • Make Contributions Routines
Literary Analysis
• Focus on Summarizing
• Compare Online Documents

Steps You Will Take
Reach Higher Series To make your solar oven, follow these steps:
Making Connections Find out how the sun’s energy can Arts and Crafts
Search
Step 1 Step 2
be used to heat food.
Business
Computers
Things You Will Need
Environment
Genre A how-to article is a procedural text that gives Solar Oven
Compost Bin
To make your solar oven, you will need these tools and materials:
• one large pizza box • clear plastic wrap
instructions on how to do something. It may be in print or
Tin Can Garden
Food
• a pen or pencil • tape
Hobbies and Games
online. How-to articles are often written by an author or a Home and Garden • scissors • black construction paper
Pets
• aluminum foil • two long straws Draw a square on the lid of a pizza Cut the square’s sides and front.
contributor, who is an expert in the subject. Relationships and
Family box. The square should measure
about one inch from all four sides
Do not cut the back edge of the
square.
Sports and Fitness
Travel
of the lid.
About Reach Higher
Series
Contact Reach Higher

Series
Step 3
Contribute to Reach
Higher Series
Fold up along the uncut line to
Reach Higher Series

form a flap. This is your oven’s
“solar panel.”
Follow instructions carefully. Use materials and

Your online source for learning how to do things oven as instructed in the article. PREVIOUS | NEXT
Search panel energy collector Before You Continue

1. Make Inferences What do you think is
the purpose of the oven’s “ solar panel”?
Arts and Crafts
Business
How to Make 2. Steps in a Process Which tools and
materials do you use in the first three
steps? What will you use next?
Computers a Solar Oven 138 Unit 2 139
Environment by Solargirl, contributor

Solar Oven
Compost Bin The following directions will show How To Make A Solar Oven
Tin Can Garden https://eltngl.com/reachhigherseries Step 7 Step 8

Food
you how to make your own solar Reach Higher Series
Hobbies and Games oven. Solar ovens work like Arts and Crafts
Search

Business
Home and Garden
concentrating solar power Computers
Step 4 Step 5
Pets solar Environment
Solar Oven
Relationships and generators. They reflect sunlight oven Compost Bin
Tin Can Garden Place food on the construction Turn the oven toward the sun.
Family Food paper. Solar ovens work best for Depending on the sun’s intensity,
Sports and Fitness from a large area onto a small Hobbies and Games
Home and Garden

cooking things like nachos* at low
temperatures. Close the lid and prop
your oven could reach 65°C (150°F) or
more. Leave your oven in the sun until
Pets
open the flap with straws. Tape the your food is warm.
straws in place.
Travel
area, or focal point. The focal Relationships and
Family
About Reach Higher Series

Sports and Fitness
Cut a piece of aluminum foil to fit the Cut a piece of clear plastic wrap Step 9
point absorbs the light, and can
Travel
underside of the flap. Tape it in place. slightly bigger than the flap. Open Solargirl’s Cook Test
concentrating solar
About Reach Higher
Contact Reach Higher Series Series The foil will help reflect the sun’s light the flap. Tape the plastic to the lid’s Comparisons Table
Contact Reach Higher into the box. underside, covering the opening.
Contribute to
get very hot. power generator Series
Contribute to Reach
Food Solar Oven on a
30°C (86°F) Day
Regular Oven at
150°C (300°F)
Reach Higher Series Higher Series
Step 6 nachos cheese melted in cheese melted in

1 hour 12 minutes
NEXT soup turned warm but boiled in 3 minutes
did not boil
marshmallow melted in melted in 1 minute
15 minutes
* Tell a teacher or other adult before using a solar oven.
contributor person who writes the article Before You Continue While your food is heating, think about how you can improve the
for free design of your oven. Is there a better way to concentrate the sun’s
1. Use Text Features Compare the pictures. energy onto your box? Can you insulate it better? Finally, sit down
and enjoy your food. You’ve earned it! ❖
concentrating solar power generators machines How is light reflected into the oven and
Tape a square of aluminum foil to the inside
bottom of the box. This will help insulate it. Tape
that focus sunlight to make power black construction paper over the foil. The paper Note: Solar ovens should only be used to heat up food that has already been PREVIOUS
onto the generator? will absorb the sun’s thermal energy .

cooked, such as nachos. Solar ovens should not be used to heat meat or eggs.
2. Analyze What makes this how-to article intensity strength Before You Continue
formal? earned worked hard for 1. Paraphrase In your own words, explain
the last six steps in order.
2. Use Text Features What can you
137
conclude about solar ovens, based on
Solargirl’s cook test comparisons?
140 Unit 2 141

Focus on Text Features
Teach
Explain: When writers want to explain a procedure, they think about their purpose and choose an order that makes sense. In
a procedural text, it is important to give each step in the correct sequence.
Model
1. Review Student’s Book pages 138–139 of “How to Make a Solar Oven.” Have a volunteer read the labels in the chart
and model the process: As you read, think about the goal of the process: to make a solar oven. A good strategy for
understanding the process is to restate each step in your own words.
2. Display a sequence chart to show the steps to make a solar oven.
Sequence Chart

1. Have students read “How to Make a Solar Oven.” After reading, ask partners to use a Three-Step Interview. (See
Cooperative Learning Routines.) Guide groups to focus on each step and summarize it in their own words.
2. Display frames to support students:
• The goal is _____.
• The first step is _____.
• The next step is _____.
• Then, _____.
• Finally, _____.
3. Have partners create a Sequence Chart to summarize each step. Then have them discuss what they did to make sure that
their summaries reflected the meaning and logical order of the article.

PART 2 LESSON 8 167
PART 2 LESSON 9
Review
OBJECTIVES
Resources
• Use Grade-Level Vocabulary • Ask Questions ◆◆ Cooperative Learning
• Identify Word Origins • Phrasing ◆◆ Key Word Images
Language Comprehension and Text Features ◆◆ eVisual: 2.17
• Verify • Review Blogs ◆◆ Reading Strategy Rubrics
Grammar • Multiple Text Features
◆◆ Reading Strategy Test
• Compound and Complex Sentences Writing
• Writing Project—Lesson F: Present
and Share
Language: Verify
Using Think, Pair, Share (see Cooperative Learning Routines), have students verify facts and Key Words
ideas. Have one partner play the role of Thomas Culhane giving instructions for building the alternate insulate
water heater. Have the other student play the role of one of the students who asks questions to
circuit obstacle
verify facts and instructions. Have students switch roles and repeat the activity.
conduct rely
Key Words: Science and Academic Vocabulary current solar
Display the Key Word Images. Have students work in two groups to create sentences. In the first decrease volt
round, each group uses one of the words; in the second round they use two words, and so on. electrical watt
energy
1. Read “Sun Seekers Blog” (eVisual 2.17). Have students ask questions about the college
students’ goals by using the language frames: I read _____; I ask myself _____; I think about _____ to help me understand.
Then read the blog again. Have partners ask additional questions to determine the goals and outcomes of the blog.
Thinking Map: Blogs, Multiple Text Features and Graphics

1. Remind students of the clues in the blog, for example, the events are posted in time order. Have students identify the times
the two entries were posted. Provide these frames: This is an example of a blog because _____. The author uses _____ to
_____. Ask students to share their explanations with the class.
2. Ask students to think about how the information in the blog might look online. Have small groups brainstorm text features
and graphics that could be used. Then have them sketch a design of what the blog might look like on a computer screen.
Encourage them to label each feature.

eVisual 2.17
Fluency: Phrasing
Have students review their own recordings of “Energy for the Future,“ focusing on accuracy and phrasing.
Word Work: Word Origin

1. Have partners work together to explain the meaning of words with Latin, Greek, and Old English roots. Display the
following:
Root Origin Meaning Example

port Latin carry porter
scop Greek see telescope
2. Ask students what they think a porter is. (someone who carries things, such as luggage) Have students look closely at the
word telescope. Ask them to identify the word part tele-. Say: A telescope lets you see a distant object.
Grammar: Compound and Complex Sentences

1. Have students work in two groups. Display the following conjunctions: and, but, or. Have one group state a complete
sentence (clause) and ask the other group to complete the sentence using one of the conjunctions.
2. Write these subordinating conjunctions: after, although, because, when, since. Have one group state an independent
clause and the other group complete the sentence using one of the subordinating conjunctions.
Writing Project

PART 2 LESSON 9 169
Instructions
1. Recap prior knowledge by asking students to describe the author’s purpose in “How to Make a Solar Oven.”
2. Tell students that they will form groups and make their own solar ovens.
Plan
Divide the class into small groups. Have students review the selection in their student books and then write the steps in their
own words on a piece of chart paper. They can add drawings to illustrate each step. Make sure students list materials needed
to conduct the experiment.
Practice
1. Help students follow Steps 1 through 6, using the materials given. One group member can read the instructions. Another
group member can repeat the instructions and carry them out. If weather allows, have groups follow Steps 7 and 8 and
verify that the sun is powerful enough to cook food.
2. As students practice, use Multi-Level Strategies to help students at all proficiency levels.
Provide sentence frames: Encourage students to give Ask students to say Challenge students to
• Solar ovens heat food detailed explanations of how what they learned about discuss how teaching
with _____. they created their solar ovens. working together from other students to make
making the solar oven. solar ovens might help the
• I want to use the oven to
school or community.
cook _____.
What’s Cooking?
1. Display the solar ovens and have groups take turns reporting on the findings. If students were not able to conduct the
experiment, they can talk about the process of creating the solar oven and report on what food they would like to cook on
a sunny day.
2. Evaluate the presentations using the rubric. For each presentation, assess one group’s listening skills.
Debrief and Compare

Have students share what they liked about each group’s presentation. Students can add any new ideas about the power of
the sun to their unit concept map.

Rubric: Instructions
Instructions Rubric
¨¨
Does not present in sequence ¨¨ Is not able to verify ¨¨
Is not able to restate directions
information but follows directions
¨¨
Is not able to give instructions
somewhat
Beginning ¨¨
Has difficulty explaining the
results ¨¨
Does not understand what the
speaker says
¨¨
Presents some of the steps in ¨¨
Verifies information with some ¨¨
Restates and follows some
the correct sequence guidance directions, but misses
important steps
Intermediate ¨¨
Gives instructions but misses ¨¨
Explains the results clearly
important steps some of the time ¨¨
Listens and picks up some of
the speaker’s message
¨¨
Presents most of the steps in ¨¨
Verifies information without ¨¨
Restates and follows most
the correct sequence much guidance directions
Advanced
¨¨
Gives instructions in order and ¨¨
Explains the results clearly ¨¨
Listens and picks up most of
includes most important steps most of the time the speaker’s message
Advanced
¨¨
Presents in sequence ¨¨
Verifies information ¨¨
Restates and follows all
independently directions
High ¨¨
Gives instructions in order and
includes all important steps ¨¨
Explains the results clearly ¨¨
Listens and understands the
speaker’s message

WRITING PROJECT
Mode and Form

Resources
1. A myth is a story in which events of the natural world are explained. Myths often
have gods, goddesses, and other mythical characters who act like humans. For ◆◆ eVisual: 2.18
this project, students will write a myth that explains how something in nature came ◆◆ Practice Book: 2.20
to be. Display the Writing Checklist (eVisual 2.18) to show students characteristics ◆◆ Vocabulary Routine 4
of a good myth.
eVisual 2.18
2. Use “Ten Suns: A Chinese Myth” as a professional model of a myth. Reread the text
and point out features of the form.
Writing Trait: Ideas
1. Students will learn how good writers develop their ideas about one event to create a
myth in which:
• there is a clear, focused story that keeps readers interested
• details are accurate and relevant
• details show the writer’s in-depth knowledge of the topic.
Word Map
2. Use Vocabulary Routine 4 to teach conflict.

Each lesson in the Writing Project provides detailed instruction. Teach the Writing Project during Part 2 of the unit with this
suggested sequence and pacing plan or adjust as your schedule and students’ needs require.


Rubric: Myth
Students use Practice Book 2.20 to score their own writing on the trait of ideas. You can then use the Writing Rubric to score
each student’s project on all traits.
Writing Rubric
Score
Point
4
support meaning.
3 usage, and
topic.
1
do not support
meaning.

LESSON A: Model Write As a Storyteller

Write a Myth
OBJECTIVES Write a myth that explains how something in nature came to be. You and
your classmates will share your myths with a group of younger students.
Writing
• Analyze a Student Model Study a Model
A myth is a story that explains something about the world. It usually has
• Trait: Evaluate Ideas gods or other non-human beings that act in human ways. Read Ted’s
• Use a Rubric to Analyze Writing myth about why there are earthquakes.
What Makes the Earth Quake?

by Ted Walzcak
The story begins Before there were people in the world,
by introducing there were giants . They were the ones
the characters .
who cared for the Earth. They planted
forests. They built mountains. They made
places for rivers to flow.
Resources After a few thousand years, some of

the giants got pretty tired of working.
The writer
describes
the conflict ,
They wanted to have fun! So they started
or problem.
ripping up the trees and knocking down
◆◆ eVisual: 2.18, 2.19 mountains. They even blocked rivers to
make the land flood!
◆◆ Practice Book: 2.20 The writer uses The gods were upset. What could
different kinds they do? Finally, they decided to put the
of sentences to troublemakers in big caves deep inside
make the story
interesting.
the earth. That would stop the mischief!
Well, the trapped giants weren’t very

happy. When they pound on the walls of
their caves, the ground above shakes and
cracks. That’s why we have earthquakes!
144 Unit 2
ELAR TEKS: G5.16.A.i write stories that include a focus, plot, and point of
G5.15.A plan a first draft and develop a thesis or controlling idea view
G5.15.B develop drafts G5.16.A.ii write stories that include a specific, believable setting
G5.15.C revise drafts created through the use of sensory details
G5.15.D edit drafts for grammar, mechanics, and spelling G5.16.A.iii write stories that include dialogue that develops
G5.15.E revise final draft and publish written work the story

Analyze the Prompt
1. Have students turn to Writing Project on Student’s Book page 144. Ask a volunteer to read aloud the title of the project
and the prompt. As the student reads, have the rest of the class begin to fill out the first three sections of a RAFT:
Role: storyteller
Audience: younger student listeners
Form: myth
Topic: __________
thinking about. Ask them what that subject is. (a myth that explains how something in nature came to be) Explain that they
will be choosing a topic for their writing when they do the Prewrite step.
3. Focus on language: Who is the audience? (a group of younger students) Ask students how knowing their audience will
affect the language they use. (It will be more informal, with words that are familiar to younger students.)
Study a Model
Focus on Features
1. Read aloud the instructions and then have the students read the
model silently. Remind students to look for characters and the
conflict as they read.
2. Chorally reread the model, stopping to discuss each callout.
Display the Writing Checklist (eVisual 2.18) and have students
find examples of each feature in the model.
eVisual 2.18

Teach the Trait
Explain: Good writers develop their ideas in a way that presents a clear, focused story. They include details and ideas that
keep their readers interested in the story. Find examples in the model:
• What is the focus of the myth? (to tell why we have earthquakes)
• Who are the main characters in the myth? (the giants) What details in the first paragraph relate to the giants? (cared for
the Earth; planted forests; built mountains; made places for rivers to flow)
• How are the characters important to the myth? (The giants caused trouble, so the gods trapped them in caves. The giants
and the gods are important in the myth because they provide the reason for earthquakes.)
Present the Rubric

2. Assign partners the task of telling you the difference between a myth with a score of 3 and one with a score of 4.
3. Allow time for the partners to review the rubric and then report out. (Students’ responses should indicate that a 4-point
myth has a clearer, more focused message.)
eVisual 2.19
Check Progress
Give examples of writing that is focused and writing that is unfocused. For example, a story about the sun that has details
about the sun would be focused. A story about the sun with details about Earth would be unfocused. Have students explain
why the examples you give are focused or unfocused.

WRITING PROJECT
1. Choose a Topic What event in nature could you use a myth to explain?
Talk with a partner to choose an idea that would be fun to write about.
OBJECTIVES
Language Frames
Learning Strategies
Tell Your Ideas Respond to Ideas
• Generate Ideas through Brainstorming • I always wondered why . • Your idea reminds me of Use sentences
• My favorite myth is .I . like these
• Use Graphic Organizers: Character Chart could write something like that. • That’s a great idea! Maybe
to help you
choose your
you could . topic.
• My parents used to tell me
Writing . I could turn that into • What characters would you
a story! use to ?
• Writing Process (Prewrite): Select a Topic, Organize
Ideas 2. Gather Information What will happen in your story? Write down
the details you will use to develop the characters and events.
3. Get Organized Use a chart to help you organize your details.
Character Chart
Resources
giants want to have fun

destroying
by shaking up
things
the world
gods
Draft
Use your chart and details to write your draft.
• Your title should say what the myth will be about.
• In the first paragraph, introduce your characters and setting.
• Next, write what the conflict is and how the characters react.
145
Prewrite
Choose a Topic
1. Have students turn to Writing Project on Student’s Book page 145. Review: What is our myth about? (a story that explains
how something in nature came to be) Now we will brainstorm ideas to select a topic. When you brainstorm, you write
down all your ideas.
2. Display and discuss the guidelines (eVisual 2.20):
eVisual 2.20
3. With a volunteer, model using the Language Frames on Student’s Book page 145 to brainstorm ideas and taking notes of
your ideas. Then have partners brainstorm and select a topic.

Gather Information
1. Remind students that myths have a setting, characters, and a conflict, or a problem. Explain that the setting and characters
are introduced in the beginning. The conflict, or problem, is introduced in the middle of the myth. The end of the myth tells
how the problem was resolved and why the thing in nature came to be.
2. Tell students that a clear beginning sets the focus of the story. A myth with details that keep readers interested.
Get Organized
1. Remind students that a myth usually has make-believe characters who often have special powers but behave like humans.
Review the character chart on page 145.
2. Work through the chart and explain that the chart will help them develop their characters for their myths. Reinforce the trait
of ideas by reminding students to include details related to the characters and their actions.
3. Have students turn to Practice Book 2.21. Ask: What goes in the box on the left end of the chart? (the character’s name)
What goes in the box just to the right of the Character box? (the role the character plays in the myth) What do you write in
the remaining boxes? (In the Function box, I will write what the character does in the myth. In the Conflict box, I will write
what the conflict, or problem, is.)
4. Have students complete their own charts. Use Multi-Level Strategies to support students at all proficiency levels.
Students may draw Students can write simple Challenge students to write complete sentences to add as
illustrations of the characters words and phrases in each much detail as possible for each character.
and pantomime the roles, box of the chart.
functions, and conflicts.
Check Progress
Check students’ charts. Then have them use their charts to tell about the characters, their roles, functions, and conflicts in their
own words.

WRITING PROJECT
LESSON C: Draft Prewrite
1. Choose a Topic What event in nature could you use a myth to explain?
Talk with a partner to choose an idea that would be fun to write about.
OBJECTIVES
Language Frames
Writing
Tell Your Ideas Respond to Ideas
• Use the Writing Process (Drafting): Write a Myth • I always wondered why . • Your idea reminds me of Use sentences
• My favorite myth is . like these
• Use Writing Strategies: Organize Information .I
could write something like that. • That’s a great idea! Maybe
to help you
choose your
topic.
• Develop Writer’s Craft: Develop Characters • My parents used to tell me
. I could turn that into
you could .
• What characters would you
a story! use to ?
2. Gather Information What will happen in your story? Write down

the details you will use to develop the characters and events.
Resources 3. Get Organized Use a chart to help you organize your details.
Character Chart
giants want to have fun

destroying
by shaking up
things
the world
gods
Draft
Use your chart and details to write your draft.
• Your title should say what the myth will be about.
• In the first paragraph, introduce your characters and setting.
• Next, write what the conflict is and how the characters react.
145
Draft
Introduce Drafting
2. Use Writing Routine 2 to show how to turn the character chart into a draft. Students will focus on:
• Writer’s Craft: Develop Characters
Explain: Good writers give enough detail about characters so that readers can picture the characters in their minds
as they read. This keeps readers interested in the story. In addition to a character’s name, role, and function, writers
usually tell why the character behaves in a certain way. This helps the reader understand why the conflict happens.
Ask students to name story characters that were especially memorable. Then encourage them to think about why a
character behaves a certain way to help them develop characters in their myths.
• Writing Strategy: Organize Information
Remind students that, like other fictional stories, myths are organized with a clear beginning, middle, and end. Ask
volunteers to read the myth in the model on Student’s Book page 144, and point out what happens in the beginning,
middle, and end.
Say Write
My myth should have a clear beginning. The beginning Before there were people in the world, there were giants.
of the myth tells about the setting and introduces the They were the ones who cared for the Earth. They planted
characters. I should give enough detail about the forests. They built mountains. They made places for rivers
to flow.
characters so that the reader will know their roles and
functions.
The middle of the myth introduces the plot, or where the After a few thousand years, some of the giants got pretty
main action of the myth takes place. Here is where the tired of working. They wanted to have fun! So, they started
conflict, or problem, occurs. ripping up the trees and knocking down mountains. They
even blocked rivers to make the land flood!
Pause to review the development of ideas. Ask: Is the myth clear and focused so far? (yes) Did the writer give relevant
details to describe the giants? (yes) Is the middle of the myth complete? (No. The writer must tell more about the conflict
and introduce the gods.) Model the next event in the middle of the myth in the third paragraph.
Finally, I will add an ending to the myth. The ending tells Well, the trapped giants weren’t very happy. When they

how the conflict was resolved. It also tells why something pound on the walls of their caves, the ground above
in nature came to be. shakes and cracks. That’s why we have earthquakes!
Write the Draft

Provide students with sentence frames to Have students write at least one Encourage students to write with a
guide them in creating the structure of a interrogative sentence and one variety of sentence types, including
myth: exclamatory sentence in their drafts. compound and complex sentences,
• My myth is about _____. to make their myths more interesting.
• My characters are _____.
• Their roles in the myth are _____.
• Their functions in the myth are _____.
• The conflict in the myth is _____.
• The conflict is resolved by _____.
2. Drafting tip: First think of something in nature that you want to write about. Then think of how it came to be, not in a
scientific way, but in an imaginary way. Then jot down some ideas for characters such as gods, goddesses, and other
mythical characters. Use your character chart to help you sketch out your characters and the conflict in the myth and add
relevant details.
Check Progress
Have students look at their drafts. Have them circle the beginning of the myth. Does the beginning tell about the setting and
characters? Then have them circle the middle of the myth. Does it tell what the conflict is? Finally, have them circle the ending
that tells how the conflict is resolved and how the thing in nature came to be.


1. Read, Retell, Respond Read your draft aloud to a partner. Your
partner listens and then retells the myth. Next, talk about ways to
OBJECTIVES improve your writing.
Listening and Speaking Language Frames
• Conduct a Peer Conference Retell

• Your myth explains .
Make Suggestions
• I couldn’t picture your
Use sentences
like these to
• Prompt and Provide Suggestions • Your characters are , characters. You could add
details about .
respond to
your partner’s
and your setting is .
• I didn’t understand writing.
Writing • First,
Finally,
. Then,
.
.
why .
• Writing Process (Revise)

2. Make Changes Think about your draft and your partner’s suggestions.
• Revise Drafts for Development of Ideas Then use revision marks to make your changes.
• Revise Drafts for Details • Do all your details help develop your idea? Remove any that don’t.
• Use Revising Marks Finally, they decided to put the troublemakers in big caves
deep inside the Earth. Each one was the size of Mammoth
Cave! The gods figured that would stop the mischief!
Resources • Different types of sentences will make your writing more interesting.
Turn some simple sentences into compound and complex sentences.
When
◆◆ eVisual: 2.21, 2.22 They pound on the walls of their caves. The ground above
shakes and cracks.
Revise 146 Unit 2

1. Have students turn to Writing Project on Student’s Book page 146. Review the trait on Practice Book 2.20.
2. Use eVisual 2.21 to model how to conduct a peer conference. Have students read aloud this early version of “What
Makes the Earth Quake?”
eVisual 2.21
3. Point to the Language Frames on Student’s Book page 146 as you retell the myth and make suggestions:
• Your myth explains what causes earthquakes. Your characters are giants and gods, and your setting is long ago on
Earth. First, the gods put the giants in caves. Then, the giants banged on the walls of the caves. Finally, the ground
shook and cracked, causing an earthquake.
• I couldn’t picture your characters. Could you add details related to the giants, such as what they did before they were
put in caves?
• I didn’t understand why the gods put the giants in the caves. Could you add details to make this clearer?
4. Have pairs discuss their drafts. Use Multi-Level Strategies to support students at all proficiency levels.
Hold individual conferences Have partners ask and answer: Have students hold complete peer conferences. Direct
with these students. Check • Did I include enough details them to point out strong parts as well as problems. Also
to be sure each one has to develop the characters? tell them to provide suggestions for improvement.
introduced the setting and
• Did I use different types of
characters in the beginning,
sentences to make the writing
the conflict in the middle,
more interesting?
and in the ending, an

explanation of why the thing
in nature came to be.
Make Changes
Display and use the Revising Marks as you work through the example. Explain: During
the peer conference, my reader gave me a lot of suggestions. I’ve also looked at the
rubric again to see what a Score 4 should contain.
2. Model the first change: The setting and characters need more detail. I’ll revise so that
readers will know more about the characters. (Before there were people in the world,
there were giants. They were the ones who cared for the Earth. They planted forests.
They built mountains. They made places for rivers to flow.)
3. Call on students to suggest additional changes that would turn the model into a 4.
Have students use Practice Book 2.22 for additional practice.
Revise the Draft

2. Post examples as a reminder to add details to develop the characters (eVisual 2.22):
eVisual 2.22
Check Progress
As students revise, check to make sure each myth has a clear focus with a beginning, middle, and end. Also check for a
variety in sentence types.

WRITING PROJECT Punctuation Tip
In a compound
sentence, add a
LESSON E: Edit and Proofread Edit and Proofread comma before the
conjunction that
Work with a partner to edit and proofread your connects the two parts.
LESSON F: Present and Share myth. Make sure you’ve punctuated compound
and complex sentences correctly. Also check that
you have used the correct end mark for each sentence.
OBJECTIVES Use revision marks to show your changes.

Present
• Change Tone for Questions and Exclamations
On Your Own Make a final copy of your myth. Choose a way to share
• Make Eye Contact your work with your classmates. You can read it aloud, or act it out.
• Listen for Details that Explain or Teach

• React Positively to the Speaker Presentation Tips
If you are the speaker… If you are the listener…
Writing Make sure you change Listen for details that tell you
• Writing Process (Edit and Proofread): Edit for Spelling, your tone to show questions what the writer is trying to
and exclamations. explain or teach.
Grammar, and Mechanics
Make eye contact with Smile or nod to show the
• Writing Process (Present and Share): Create a Final your listeners to help them speaker that you are enjoying
Copy; Read Writing Aloud stay connected. the story.
Grammar, Spelling, and Mechanics In a Group Myths were usually passed

• Compound/Complex Sentences on by storytellers. Arrange to visit a
class of younger children and share your
• Commas in Compound Sentences myths with them. Afterwards, ask them
• Contractions to draw pictures to go with your story.

Later, you can post your myths on your
school’s Web site.
Resources 147
Edit and Proofread

Focus on Grammar: Different Kinds of Sentences; Compound/Complex Sentences
1. Review the four types of simple sentences: statements, questions, exclamations, and commands. Have volunteers suggest
an example of each kind of sentence.
2. Review the rules for forming the compound and complex sentences: A compound sentence joins two independent clauses
with a comma and a conjunction. If the dependent clause comes first, place a comma after the dependent clause.
3. Write the following sentences and help students combine them:
• Use and: The giants pounded on the cave walls. That’s why we have earthquakes. (The giants pounded on the cave
walls, and that’s why we have earthquakes.)
• Use although, while, or because: The gods put the giants in the cave. The giants were destroying the Earth. (The gods
put the giants in the cave because the giants were destroying the Earth.)
• Use since, when, or if: Earth was young. Gods ruled the universe. (When the Earth was young, gods ruled the
universe.)
Focus on Mechanics: Commas in Compound and Complex Sentences

1. Remind students that we make a compound sentence by using a comma and a conjunction to join two independent
clauses. If the dependent clause comes first, place a comma after the dependent clause. Have students tell whether a
comma is needed in each sentence, and if so, where to place the comma.
• The mortals feared the Fire Spirit because he had a temper. (no comma)
• The giant stood right behind the troll ( , ) but the troll was unaware.

Edit and Proofread
their articles.
2. Provide and model the editing tip: As you edit, cover up the text except for the first line.
Read the writing one line at a time, pulling the paper down to reveal the next line. This
helps you focus on every word. When you locate an error, pause to correct it.
Present
Share Your Myth
1. Encourage students to make a neat, final copy of the myth. Let them decide if they will
share their myth by reading it aloud or by acting it out.
eVisual 2.23
2. Go through the Presentation Tips on Student’s Book page 147 and model the skills for the
class:
• Change Tone for Questions and Exclamations: Model reading the different types of sentences and have students tell
whether a sentence is a statement, question, or an exclamation.
• Make Eye Contact: Explain that making eye contact will make your telling of the myth more engaging and meaningful
for the listeners.
• Listen for Details that Explain or Teach: Have students listen carefully for details about the characters and the plot.
Explain that these details will help them understand the myth.
• React Positively to the Speaker: Remind students that smiling and nodding as the speaker shares a myth is encouraging
for the speaker. The speaker knows listeners are enjoying the story.
3. Arrange a storytelling hour and have students share their myths with younger children. Ask the younger students to draw
pictures to go with the myths. Then, post the myths and the drawings on a school website. Add a copy of each myth in the
appropriate student’s writing portfolio.

PART 2 LESSON 10
Wrap-Up
OBJECTIVES
?
Concepts and Vocabulary Big What is the power
of the sun?
• Use Grade-Level Vocabulary Question
Talk Together
Language
In this unit, you found lots of
• Language Function: Give and Carry Out Commands; answers to the Big Question.
Verify Now, use the concept map
to discuss the Big Question
• Discuss Ideas with the class.
Science
• Explore the Sun’s Energy Concept Map
brings heat
and light
What is er
• Explore Sunlight the pow un?
s
of the
• Describe Uses of the Sun
• Explore Electrical Energy
makes
plants grow
Write a Compare and Contrast Blog

Use the concept map to write a blog that explains how the power
of the sun affects people and nature.
148 Unit 2
Talk Together
1. Read aloud the introduction in Talk Together on Student’s Book page 148.
Encourage students to skim the selections in the unit and think about class
discussions.
2. Have students complete the concept map. Use these possible answers to
the unit concept map to guide the discussion.
Write a Compare and Contrast Essay

Read aloud the instructions. Ask students to fill out a chart like the one on
Student’s Book page 110 to help them compare and contrast. Students can
use the chart to help complete their essays. Concept Map
1. Ask students to look for solar panels on houses and other buildings in their neighborhoods.
2. Encourage students to point these out to family and friends and tell what they recall about how solar power works
and why people use it.

Unit
2 Wrap-Up
Share Your Ideas

the Big Question.

Write to an Astronaut Hold a Press Conference ◆◆ Self-Assessment
Write a letter to an astronaut. With a partner, hold a
Include a question you would “press conference” about the ◆◆ Unit Test
like to ask about the Sun. Use the first solar oven at your school.
Internet to search First, prepare interesting facts
Dear NASA
the NASA Web Astronaut, and details. Tell this information
site for the I heard that the to an audience of “reporters”
address where view of the Sun from (your classmates). Then invite the
you should send space is amazing! reporters to ask questions.
I have a question
the letter.
about the Sun.
Do It! Write It!

Perform a Myth Write a Song or Chant
Choose a myth from the unit. Work with a partner to write a
Work with a group of classmates
to perform it as a play. Decide
song or chant to introduce one of
the selections. The song or chant
Share Your Ideas
who will play each part. Then talk should match the mood or
Select and Present

about how you will perform the feeling of the selection.
key events. Create some props and Perform the song
costumes. Rehearse the play or chant for
several times and then the class. Read aloud the presentation options on Student’s Book
perform it for the class.
149
ELAR TEKS: G5.18.B write formal and informal letters that convey ideas, in-
G5.27.A.3 ask questions to clarify the speaker’s purpose or clude important information, demonstrate a sense of closure,
perspective and use appropriate conventions
G5.18.A.ii create multi-paragraph essays that guide and inform
the reader’s understanding of key ideas and evidence
Writing Activity: Write to an Astronaut B I A AH

In preparation of writing their letters, have pairs of students discuss what they
3 3 3
know about astronauts and their job.
Oral Activity: Hold a Press Conference

B I A AH
Have students recall a press conference they have seen on television. Ask them to
use details, such as how the room looked, where the speaker stood, and how the 3 3 3
reporters indicated they wanted to ask questions.
Kinesthetic Activity: Perform a Myth B I A AH

Have students create a story map for the myth they choose to help them organize
3 3
ideas for acting out the important events in the story.
Writing Activity: Write a Song or Chant

Have students listen to or perform some familiar songs and chants. Have them B I A AH
identify the mood of each. Then suggest that students select one of these songs
3 3
or chants that has the right feeling and change the words to make it about their
chosen selection.
Respond and Close

Have students summarize why the power of the sun is important to us.
Monitor

Unit 3
PART 1 LESSON 1
Unit Launch
OBJECTIVES
Resources
Preview and Predict

• All animals have to eat to survive. Some animals eat plants, some eat animals, and others eat both. This creates food
chains, or food webs.
• Producers and consumers are types of organisms in a food chain. An example of a simple food chain: a cricket eats
leaves, a frog eats the cricket, a snake eats the frog, and an eagle eats the snake.
• Food chains are important to the ecosystem. When the food chain breaks, some animals move away or die off because
they have no more food to eat and the ecosystem becomes imbalanced or in danger of collapse.

186 Unit 3 Nature's Webs
1. Explain: A network is a group of people or things that are connected to each other. Ask: How does the word net help you
understand the meaning of network? (A net is something made from strings or wires that are connected, and a network is
a group of people or things that are connected.)

• How are plants connected to the sun? How are animals connected to plants?
• Give an example of a food chain.
• Think of something in nature you are connected to. Tell what it is and how you are connected.
Share What You Know

• one kind of animal
• what the animal eats.
2. If students are having difficulty responding to the activity, ask students to think of a time they have watched a pet or wild
animal eat at the zoo or on TV. Ask them to tell if the animal ate a plant or another animal.
3. Involve students in sorting the drawings into animals that eat plants and animals that eat other animals. Display the cards
in those groupings.

1. Introduce the concept map: As you go through this unit, it will be helpful to
organize your thinking in a concept map.
2. Display the unit concept map (eVisual 3.1) for the Big Question. Explain:
The Big Question is in the middle of the web. We’ll add our answers to the
outer parts of the web.
3. Have students add the ideas they have already listed, and any other ideas
they may have, to Practice Book 3.1. Explain that they will add more to their
concept maps as they read through the unit and learn more about networks
in nature.
Make Connections
Send home a copy of Family Newsletter 3. Have students work with family
members and make a list of plants and animals that they depend on. Using
their lists, guide students to create a Nature’s Network bulletin board to display
their findings.
eVisual 3.1

PART 1 LESSON 1 187
PART 1 LESSON 2
Language Focus
Science Vocabulary
OBJECTIVES
Vocabulary
Language
• Language Function: Tell an Original Story
• Listen to and Imitate Fluent Models
• Use a Variety of Grammatical Structures
Learning Strategies
Science
• Explore Connections in Nature
• Investigate How Animals and Plants Depend on
Each Other
Language Focus
Teach / Model
How to Tell an Original Story
play the song. Invite students to sing along as you play the song
a second time. Model how to echo and chime in as the audio 1. Tell who the story is about The story is about a squirrel and a hawk.
prompts. and where it takes place. It takes place in a girl’s backyard.
2. Point out the Language Frames and model using these structures 2. Tell about the problem.
The main problem is that the hawk tries
to eat the squirrel.
to tell an original story. Display the How-to card (eVisual 3.2).
3. Prompt volunteers to tell a brief original story about their own 3. Tell what the character
The squirrel runs away.
does to solve the problem.
lives. Point to each step on the how-to card as the students tell
the story. 4. Tell how the problem Noise scares the hawk away and the
is solved. squirrel climbs to a tree where it is safe.
Practice / Apply
eVisual 3.2
1. Have students tell an original story about the plant or animal
they drew in Share What You Know on Student’s Book page
151. Tell an Original Story
2. Use Academic Language Frames (eVisual 3.3) to help students The story happens at/in .
tell their stories. The story is about .
3. Display and use Academic Talk 5 to provide additional language eVisual 3.2 © Cengage Learning, Inc.
support for students at all levels. The main character of the story is .
The story takes place in .
Check Understanding
Display Language Builder Picture Card G5.28 (badger). Have The problem is .
students make up an original story about the picture. The problem is solved when .
Monitor
eVisual 3.3
Use Oral Language Rubrics in Assessment Resources to monitor
students’ progress in oral language performance.

eVisual © Cengage Learning, Inc.
Resources
◆◆ eVisual: 3.2, 3.3
Science Vocabulary
Teach / Model
1. Read the introduction and work through the diagram on Student’s Book page 153.
2.1. Pronounce the word and point to its picture: herbivore.
2.3. Define the word: A herbivore is an animal that only eats plants.
2.4. Elaborate. Relate the word to your experience: When I was growing up, I had a pet rabbit. Rabbits are herbivores.
Practice / Apply
Have partners take turns repeating the routine for each Key Word. Remind students to use complete sentences for Steps 2.2,
2.3, and 2.4.
Talk Together
Read aloud the instructions in Talk Together and review the Language Frames. Then provide an example: The story is about
two consumers, a hawk and a squirrel. Have students add their ideas to the unit concept map.
Extension
Use Writing Routine 1. Write the word producers and prompt: What are producers? Think about this word and write about it.

PART 1 LESSON 2 189
PART 1 LESSON 3
Thinking Map
Academic Vocabulary
OBJECTIVES
Vocabulary
• Literary Analysis: Understand Plot
Learning Strategy
• Use Graphic Organizers: Plot Diagram
Science
• Investigate How Animals and Plants Depend on Each
Other
Thinking Map
Teach
1. Connect concepts: What Key Words will help you tell a story about plants and animals in a food chain? You read and
listened to a song about a girl who learned about nature’s network in her backyard. Now you will make a graphic
organizer to help you understand the plot of a story.
2. Read the first paragraph on Student's Book page 154, and talk about the definition of plot. Teach the vocabulary word
character, using Vocabulary Routine 4. Explain that a
character is a person or animal in a story. Read
Aloud
3. Next, read aloud the explanation of the graphic Squirrel’s Escape
organizer. Clarify its purpose: You can make a plot Melissa watches a baby squirrel running around in her backyard. A
diagram to help you retell a story. hawk flies over. It sees the baby squirrel and swoops down. Melissa tries
to scare the hawk away by making noise. The hawk flies away. The baby
4. Remind students to listen for the problem, events,
squirrel runs up the tree, safe from danger.
turning point, and resolution as you read aloud
“Squirrel’s Escape” (eVisual 3.4). eVisual 3.4
Model
1. Review the first three sentences of “Squirrel’s Escape” (eVisual 3.4). Then have a volunteer read the headings on the plot
diagram and model the process: Under the first heading, I write the problem. The baby squirrel is in danger from the
hawk. Then I identify the events, turning point, and resolution to the problem.
2. Explain how each event gives rise to other events in the story. Say: The hawk flies over the squirrel, so Melissa makes
some noise to scare it away. What makes the squirrel run up the tree? (the noise, the hawk, or both)
Practice / Apply
1. Read aloud the instructions in Talk Together. Have students use Practice Book 3.2 to complete their diagrams.
2. Use Multi-Level Strategies to help students at all proficiency levels retell a story.
eVisual 3.4 © Cengage Learning, Inc.
Provide a frame for each Refer to the specific headings Have students use longer sentences to retell the plot: After
plot element: on the plot diagram. Remind Melissa makes a noise, the hawk flies away.
• The problem is _____. students to use these words to
• The main events are_____. retell the story.

Resources
◆◆ eVisual: 3.4
Check Understanding
Ask: What is the problem in the story? Point to the second illustration. (The hawk wants to eat the squirrel.) What is the turning
point? (Melissa makes some noise and scares the hawk away.)
Academic Vocabulary
Teach / Model
1. Invite students to discuss each image on Student’s Book page 155.
2.1. Pronounce the word and point to its picture: cooperate.
2.2. Have students give a thumbs up if they know the word or give a thumbs down if they do not know the word. Ask:
What do you know about this word?
2.3. Define the word: To cooperate means to work together.
2.4. Elaborate. Relate the word to your experience: My brother and I cooperate to clear away the dishes after dinner.
Practice / Apply
1. Read the instructions in Talk Together on Student’s Book page 155. Have partners take turns using Key Words to ask and
answer questions.
2. Have volunteers share their questions and answers with the class.
Check Understanding
1. Point to the picture of a Key Word in the book and read the sentence below it.
2. Have students give one more example of the word using the same sentence pattern.
Monitor
Vocabulary.

PART 1 LESSON 3 191
PART 1 LESSON 3
Extension Resources
Teach / Model
1. Explain that each pair of students will become Key Word experts. They
will study one Key Word and create a Key Word diagram about the ◆◆ Language Builder Picture Card G5.30
word.
2. Use Vocabulary Routine 2 and model making a Key Word diagram
about the word ecosystem.
• Write the word.
an animals that eats
• Add an example.
other animals
• Add a non-example.
Practice / Apply
carnivore
1. Assign a Key Word to each pair of students.
2. Have each pair create a Key Word diagram for their assigned Key Words.
esl.SWMLBBS_G5_FINAL.indd 17
Tune: TK MP3 or Song CD 00 Track 00 Song PB
2/10/10 12:48:40 PM
3. Display the Key Word diagrams on the class word wall.
Check Understanding lion apple tree, deer

Say a Key Word and have the partner experts for the word read the definition Example Non-Example
and sentence from their Key Word diagram. Key Word Diagram

Teach / Model ms_iusa_VC_121_R.indd
2
ms_iusa_VC_122_R.indd 2 12/4/09 1:57:53 PM
12/4/09 1:49:35
PM
1. Referring students to the Key Word diagram they made for Extension Activity 1, Expand Word Knowledge, tell them that
• Take turns reading each partner’s Key Word diagram.
• Talk about how the examples and non-examples in the diagram relate to the meanings of the Key Words.
• Create sentences using both Key Words and write them in your journals.
Practice / Apply
1. Have each set of partners self-identify as Partner A and Partner 1. Group Partners A together; group Partners B together.
Form an Inside-Outside Circle with each group (see Cooperative Learning Routines).
2. Students share the two words they studied and copy the information they learn into their vocabulary journals. Rotate and
repeat until each student has a journal entry for each Key Word.
3. Have students take turns reading the Key Word diagrams again. All students should echo the pronunciation. Correct any
mispronunciations.
Check Understanding
Display Language Builder Picture Card G5.30 (prairie dog), and ask students to use Key Words to tell about it.

Teach / Model
Ask students who have played Bingo to tell what they know about the game. Then display Practice Book 3.6 and explain how
to play Vocabulary Bingo:
• I write the Key Words in any order on the card. I use every Key Word at least once.
• I listen carefully to the clues or questions about the Key Words. For example: Bears and raccoons are examples of ______.
• The answer is omnivores. I find the word omnivores on my Bingo card and place a counter on it.
• When I have a row of counters on my card, I call out “Bingo."
Practice / Apply
1. Distribute the counters and cards and have students write the Key Words on their cards. Clarify: Make sure you write every
Key Word on your card. If you have an extra space, you can use a word again.
2. Explain that partners will work together to write a clue for each Key Word. Provide students with an example: What word
means the arrangement of plants and animals in which each one is eaten by another? (food chain) Combine all the clues
to play the game with the class.
Check Understanding
Read aloud several clues and have students explain how the clues helped them determine the correct Key Words on their
Bingo cards.

PART 1 LESSON 3 193
PART 1 LESSON 4
Reading Strategy
OBJECTIVES
Resources
• Acquire and Use Classroom • Learn to Determine Importance ◆◆ eVisual: 3.5
Vocabulary Science ◆◆ Vocabulary Routine 4
• Investigate How Animals and Plants
Depend on Each Other
Reading Strategy
Teach
1. Read aloud the introduction on Student’s Book page 156. Have students discuss details in the picture.
2. Teach the vocabulary word summarize, using Vocabulary Routine 4. Explain: When you summarize, you don’t tell all the
details, only the important ones. You give a summary in your own words.

Model
1. Point out the man under the sign in the picture on Student’s Book
page 156. Say: This detail is interesting, but not important. I Summarize
know this because the picture is mostly about Melissa’s day at The topic is .
the zoo. Detail #1 is .
2. Show which details are important: Detail 1 is Melissa plays with
a sheep. Detail 2 is her friends feed and pet sheep. The topic is .
Detail #1 is .
Practice / Apply
Detail #2 is .
1. Chorally read the instructions and the narrative on Student’s
Book page 157. Listen and note mispronunciations. Then read
The topic is .
and discuss the sample summary.
Detail #1 is .
2. Use Academic Language Frames (eVisual 3.5) to help students
Detail #2 is .
at each proficiency level determine the importance of the
second paragraph. Students should identify the topic, look for The paragraph is about .
the important details, and then summarize what the paragraph eVisual 3.5
is about. Help students maintain the meaning and order of the
original text.
Check Understanding
Reread the last paragraph of “The Oak Tree.” Ask students to look for the important details and then summarize what the
paragraph is about in one sentence. (Melissa and her brother help the squirrels find food.)
Extension
NETS 12122 • NG (G5ESLTE) • ESL_TE_G5U3_P1_D2_ALF1 • ERS 09-29-09 • Edit ERS 12-03-09 • 2ND
Writing: Journal Entry

1. Remind students of the features of a personal narrative: real events and first-person point of view (using the pronouns I,
me, my).
2. Then display a RAFT for students to follow:
• Role: myself
• Audience: classmates
• Form: personal narrative
• Topic: events last week
3. Tell students that their narratives should only include the most important details of their week. Adjust the prompt to include
students at all proficiency levels. Invite students to share their personal narratives with the class.
Have students illustrate their Have students fill in the Have students write several Have students use descriptive
personal narrative. outline of a personal paragraphs. language.
narrative.

PART 1 LESSON 4 195
PART 1 LESSON 5
Reading: Preview
OBJECTIVES
• Use Academic Vocabulary • Analyze Elements of Fiction: Setting
• Use Grade-Level Vocabulary • Analyze Genre: Realistic Fiction
• Plan: Preview • Use Prereading Supports
Preview
Introduce
Direct students’ attention to the illustration on Student’s Book pages 158–159 as you read aloud the title of the story.
1. Have students predict: What do you think the story will be about? What do you see in the picture? Encourage students to
use Key Words.
2. Point out the animals. Then connect to personal experience: What movies or TV shows have you seen about wild animals?

Genre and Characters
1. Read aloud the definition of realistic fiction on Student’s Book page 158. Say: This story is not about events that really
happened to two specific animals, but the animals do act the way animals really act—and the events could really happen.
2. Read aloud the definition of setting. Explain: The setting for this story is Chaco Canyon in New Mexico.

Pages Say (and do)

160–161 A coyote is chasing a rabbit. Why is the coyote chasing the rabbit? Is the coyote hungry?
Why do you think the badger is going underground? How does it fit through such a narrow tunnel? (Point
162–165
to the illustration on page 165.) Now the badger meets a coyote! Do you think they will fight?
Why do you think the coyote is waiting at one of the tunnel’s openings? Do you think the badger knows
166–167
the coyote is there?
The ground is dry and cracked. It looks like it is very hot. The badgers look sad. (Make a facial expression
168–169
that shows sadness.)
170–171 The coyote is howling, and there is a big storm. I wonder if the storm will help the animals or hurt them.
Check Understanding
Say: Many kinds of animals live together in Chaco Canyon. What kinds of animals do you see in this story so far? (coyote,
badger)
Tell students that coyotes, badgers, and other animals have special meaning in Native American cultures. Explain that
some Native American myths include the badger as a trickster and as a hero. Point out that the badger often stands
for courage. Invite students to share any Native American myths they know that include animals.

PART 1 LESSON 5 197
PART 1 LESSON 5
OBJECTIVES
Resources
• Use Grade-Level Vocabulary • Plot ◆◆ Practice Book: 3.4
• Use Academic Vocabulary • Character and Character Function ◆◆ Reading Routine 1
Learning to Read • Sensory Language
• Concepts of Print: Directionality Learning Strategies
Reading Strategy • Build Background Knowledge
• Determine Importance: Summarize • Use Reading Supports
Read the Selection

Concepts of Print: Use Directionality
1. Use Student’s Book pages 160–161 to model reading text that turns a line and continues at the left. Using the first sentence
on page 160, demonstrate tracking print from left to right for the first line, then sweeping from the end of the line to the
beginning of the next. Repeat with the second sentence on the page. Have students follow along in their copies as you
repeat the process.
2. On page 161, read the first line of text, tracking the print. Stop at the end of the line, and ask students to name the word
that comes next. (and) Read the second line as you track the text. Then have partners practice the process with the text on
both pages.
Reading Options

• Have students track the text on Key • Use Reading Routine 1. • Have students read each section
Points Reading (Practice Book 3.4) • Ask Build Comprehension questions silently and then discuss the events
while you read it aloud. to check understanding. with a partner.
• Check understanding with selected • At the end of each section, have • Students can discuss the meaning
Build Comprehension questions. students summarize the main events. as you ask Build Comprehension
questions.

Build Comprehension
Set a Purpose
Setting
Where does this story happen? (Chaco Canyon) How does this affect the story? (Possible answers: It is a desert, so the
characters can only be animals or people who live in the desert. The problem has to be something about life in the desert.)
Key Words
How can you tell that Badger and Coyote are consumers? (They do not make their own food. They must find food to stay
alive.)
Extension
Science: Predators and Prey
Introduce the concept: Predators eat prey. Have students conduct online research to find information about predator-prey
relationships. Tell them to create a two-column chart to show the types of prey pursued by specific predators.

PART 1 LESSON 5 199
PART 1 LESSON 5

Setting
What words and phrases help give a detailed description of the desert setting? (Possible answers: den, underground, the air
began to cool, hard soil, dark tunnel)

1. Plot: Possible response—The dry weather is a problem for Coyote and Badger because without rain, the desert plants
will die. This means there are no fresh leaves for the smaller animals to eat, which means many of these animals will not
survive. As a result, there will be fewer animals for Coyote and Badger to hunt and eat.
2. Make Inferences: Possible response—I read that the open desert is a dangerous place for badger pups, and an eagle is
watching Badger and her pups closely. The eagle must be a danger to the pups. It might want to eat them.
Extension
Fluency: Intonation
1. Say: Fluent readers read with intonation. They make their voices rise and fall—or get higher and lower—to match the
words they are reading. Direct students’ attention to page 162, beginning with the words Badger emerged. Say: Think
about what the character is doing. When Badger waddles, your voice gets lower, but when Badger tears into the hard
soil, your voice gets higher.
2. Read aloud the content on page 162, through the phrase with her long claws, emphasizing your intonation. Have students
read this part of the page aloud together several times, mimicking your intonation.

Predict
Have students look at the illustrations. Ask: What do you think Coyote and Badger will do to find food?
Determine Importance: Summarize

Say: I want to summarize what happens on page 164. I will tell the most important events. Use the language frames from
page 156 to model summarizing: Detail #1 is that badger finds a new burrow. Detail #2 is that Badger and Coyote work
together to get food. Then ask students to summarize page 165. (Detail #1 is that Badger and Coyote face each other. Detail #2
is that they help one another.)
Plot
Which part of the plot happens on page 165? Guide students in answering the question by asking:
• What is the most important event on page 164? (Coyote and Badger both get something to eat as a result of the other
animal’s hunting.)
• What does the last sentence tell you on page 165? (A bond forms between the two animals.) Because this is a change
that will solve both animals’ problems, what part of the plot is this? (turning point)
Extension
Home Connection: Nature’s Network
Remind students about Family Newsletter 3, which asked them to interview family members about plants and animals they
depend on. Gather students’ comments. Students create a Nature’s Network bulletin board to display their findings.

PART 1 LESSON 5 201
PART 1 LESSON 5

Confirm Predictions
Were you right about how Coyote and Badger found food? (Help students to confirm or revise predictions.)
Make Inferences
Why do you think Coyote and Badger hunt better together than on their own? (When they work together, they can catch
animals trying to escape either above or below ground.)

1. Plot: Coyote and Badger do not have enough to eat. To solve this problem, Badger chases prey to the surface and Coyote
catches it. They learn how to hunt together. As a result, both animals will have enough food.
2. Summarize: Possible response—Coyote and Badger both struggle to find food in the dry desert. They learn to cooperate
and hunt together.
Extension
Literary Analysis: Character and Character’s Function
1. Remind students that each character has a function, or reason for being in the story. Point to Coyote on page 166 and
model: There is a reason for Coyote to be in the story. He and Badger work together to solve their problem. Coyote
pounces on the animals when they run up from underground.
2. Point to Badger on page 167. Ask: What is Badger’s function, or reason for being in the story? (Badger and Coyote work
together to solve their conflict, or problem. Badger chases the animals from underground so Coyote can catch them.)

Predict
Read aloud the introduction. Model using the illustrations to predict what will happen. Ask: What else can you predict from
the illustrations?
Figurative Language
Can a cactus wait for something? (No.) Why not? (It cannot think.) What does the author mean when he writes that each
cactus waited for the rain? (The cacti need the rain to survive.)
Make Inferences
What happened to Badger’s other pup? (It was eaten by an eagle.) How do you know? (There are shreds of fur, blood, and
an eagle's feather; the author writes that the pup will never return.)
Key Words
How does the story so far help you understand what a food chain is? (Prairie dogs are eaten by badgers, and a badger is
eaten by an eagle.)

PART 1 LESSON 5 203
PART 1 LESSON 5
1

Cause and Effect
Why is it hard for Coyote to find mice? (There had been no rain.)
Figurative Language
The author writes that the song floated up toward the river of stars in the sky. Is this really a river? (No.) Why does the author
write this? (to help readers picture the stars in their minds)

1. Plot: Answers will vary. Possible response—Badger takes her other pup and leaves that part of the canyon instead of
staying to hunt with Coyote anymore. I think she does this because she is probably afraid that her last pup will be killed
while she is out hunting.
2. Explain: The phrase “caught the scent” probably means that Coyote’s nose breathed in the smell of coming rain.
Extension
Literary Analysis: Sensory Language
Tell students that sensory language is language that relates to one of the five senses: sight, smell, touch, hearing, or taste.
Explain that sensory language helps the reader feel the experience of the words. Read aloud this phrase from page 171:
… Coyote woke to the rumble of distant thunder. Discuss the sense of hearing as it relates to the phrase.

See page 172. How can you summarize “Predator Partners”? (Scientists witnessed strange events between coyotes and
badgers in Wyoming. They discovered the two animals hunting squirrels together. Coyotes who hunted with badgers caught
more squirrels than those who hunted alone.)
Meet the Author

1. Have volunteers read aloud Meet the Author.
2. Say: Bruce Hiscock uses words to make the animals’ hunting seem real and vivid. Have students find examples of precise
language in “Coyote and Badger.”
Extension
Math
Review the last sentence on page 172. Say: Imagine that coyotes who hunted with badgers caught one-third more squirrels
than those who hunted alone. Have students write one-third as a fraction (1/3). Repeat using other sample amounts.
Writer’s Craft
Use Writing Routine 2 to write a description of a predator chasing its prey.

PART 1 LESSON 5 205
PART 1 LESSON 6
Think and Respond
Reread and Retell
OBJECTIVES
Vocabulary
Language
• Use Language Function: Summarize
• Retell the Story
Fluency
• Read with Appropriate Intonation
• Analyze Genre: Realistic Fiction
Learning Strategies
• Use Graphic Organizers: Plot Diagram
• Reason Deductively
Writing
Think and Respond

Talk About It
Read aloud the questions and instructions on Student’s Book page 174.
1. Prompt students to cite evidence from the text. Encourage students to use Key Words in their answers.
• Realistic Fiction: Possible response—A drought could really happen in the desert. Coyotes hunt above ground in real
life. Badgers hunt below ground in real life.
• Tell an Original Story: Responses will vary. Stories should use the sentence frames and include details about the setting
and characters that match those in “Coyote and Badger.” Stories should also have a clear turning point and resolution.
• Make Connections: Possible response—I know that they eat the same food, so I’m surprised that they work together
instead of competing against each other.
Write About It
1. Read aloud the instructions. Point out the sentence frame: You can use this sentence frame to begin your first sentence.
Say Write
Plants need water to grow. I think the desert ecosystem is a difficult place for plants to
survive.
Coyote and Badger were hungry when the plants were One reason is that herbivores are often eaten by carnivores.
not growing well.
3. Point out the Key Words that you used to complete the sentence frame: herbivores and carnivores. Have students use these

Resources
Reread and Retell

Plot
175 and reinforce: The plot of a story includes a
problem, important events, a turning point, and how
the problem gets solved.
2. Read through the callouts. Then read the sample
event. Have students complete Practice Book 3.7.
Retell
Read aloud the instructions and language frames. Have students retell the story to their partners. Remind them to include all
elements of the plot. Partners reverse roles and repeat. To evaluate students’ proficiency levels, refer to the rubric below.
Retelling a Story Rubric
¨¨
Misses many important parts of the story ¨¨
Beginning
¨¨
Many plot elements are missing ¨¨
Often seems uncomfortable with the retelling task
¨¨
Covers some important parts of the story, ¨¨
Intermediate but also includes irrelevant details
¨¨
Seems somewhat uncomfortable with the retelling
¨¨
Includes one or two plot elements task
¨¨
Advanced
¨¨
Includes most plot elements ¨¨
¨¨
Speaks clearly at an appropriate pace, and is
Advanced easily understood
¨¨
Includes all plot elements: the problem,
High important events, turning point, and ¨¨
resolution
Fluency
2. Listen to each recording and assess students’ ability to read with accurate intonation.
Talk Together
1. Discuss the illustration on Student’s Book pages 166–167. Read aloud the instructions in Talk Together and assign student partners.
2. Have partners take turns using Key Words to tell about the illustration. Then add their ideas to their unit concept maps.

PART 1 LESSON 6 207
PART 1 LESSON 7
Word Work
Reading
OBJECTIVES
Vocabulary
• Strategy: Prefixes
Reading Strategies
• Plan: Preview
• Make Connections: Text to Text
• Determine Importance
• Analyze Genre: Expository Nonfiction
• Use Multiple Text Features and Graphics
Learning Strategies
Word Work
Teach / Model
1. Read the introduction on Student’s Book page 176 and display the word omnivore. Clarify as you point to the parts: The
root is vore, which means “eat.” The prefix is omni-, which means “all.” Explain: You can combine the meanings of both
word parts to find the complete meaning, “eats all foods.”
2. Recap prior knowledge by having students list other words that have prefixes.
3. Read aloud the origin, meaning, and example of each prefix in the chart on Student’s Book page 176. Direct students’
attention to the sentences below the chart and read them aloud.
4. Write the word misjudge. Circle the prefix, underline the base word, and say: When I read the word misjudge, I see that
it has two word parts: the prefix mis- and the base word judge. I know that the word judge means “to form an opinion or
make a decision about something.” The chart says that the prefix mis- means “wrongly.” I think misjudge means “to form a
wrong opinion or make a wrong decision about something.”
Practice / Apply
1. Read aloud the instructions and the passage in Try It Together. Then have partners work together to answer the questions.

unusual (“not usual”) remember (“think of again”) renewable (“able to be inhabitant (“a person who
made new again”) lives in a particular place”)
Check Understanding
Have volunteers show vore by miming eating. Ask what they would be eating if they were herbivores. (plants)

Extension Resources
Teach / Model ◆◆ eVisual: 3.6
Display the definitions (eVisual 3.6). Read the first word and model building meaning
from the word parts in technology. Have partners exchange ideas and construct
meanings for the remaining words: technology, atmosphere, population.
techn- (from Greek root teckton, “builder”): skill,

craft
-ology science or study of
atmos- (from Greek atmos, “vapor): related to air

-sphere (from Greek sphaira, “globe or ball”):
shaped like a ball
popula- (from Latin root populus, “people”):

related to people
-tion result of an action
eVisual 3.6
Practice / Apply
Read each word equation. Have students suggest what the words might mean. Then have them turn and talk to explain their
ideas.
• omni- (Latin, “all”) + vore (Latin, “to eat”) = ______: (omnivore: one who eats all foods)
• sub- (Latin, “under”) + script (Latin scribe, “to write”) = _____:(subscript: a letter or symbol under other writing)
• trans- (Latin, “across, through, beyond”) + port (Latin, “to carry”) = _____: (transport: to carry across or through)
• re- (“again”) + volv (Latin, “to turn”) = _____: (revolve: to turn again and again)
Check Understanding
Say: Tell me a word that uses a prefix from this page, and say what the word means. (Answers will vary.)
eVisual 3.6 © Cengage Learn

PART 1 LESSON 7 209
PART 1 LESSON 7
Read the Selection

Making Connections
Read aloud the introduction at the top of Student’s Book page 177 and explain: As you read the expository nonfiction
selection, think about the Big Question. Animals in the desert food chain are connected in many different ways.
Genre
Read aloud the explanation of expository nonfiction. Clarify that expository means “explains, describes, or tells about.” Say:
Nonfiction is writing that is “not” fiction. It tells true information. Have students point to a photo. Recall that pictures can show
facts and information.

Pages Say (and do)

(Point to the photos and captions as you identify them.) Each picture shows a part of a food chain. Here is
177 a cactus. It uses the sun’s energy. What does the sun feel like on your face? How could it feel to plants and
animals?
Show me what word is in both subheadings? What place is this article about? (Point to both subheadings
178–179 and the photo on p. 178. Prompt or repeat.) The word “desert” appears in both subheadings and the
photo shows the desert.What is the desert like? We will learn facts and information about the desert.
This drawing shows ways that desert plants and animals are connected. (Point to the diagram on p. 181.)
180–181 Arrows tell you more. (Use finger tracing to show connected elements on the diagram and to clarify the
direction.)
Reading Options

• Have students set a purpose for • Have students use a K-W-L-Q chart • Have students record what they know
reading: to get information. Have (Practice Book 3.9) as they read. in Column 1 of a K-W-L-Q chart and
them track the text as you read it Students should write what they list questions in Column 2.
aloud. know in Column 1 and a question • As students read silently, they write
• Then have students chorally in Column 2. answers in Column 3. In discussion
read captions as they point to • Use Build Comprehension questions groups, have students write new
photographs. as you read aloud. Pause for questions in Column 4.
students to complete Columns 3
and 4.

Resources
Build Comprehension
Key Words
Use Key Words to describe how energy gets from one living thing to another in a food chain. (Energy is transferred from one
living thing to another.)
Make Comparisons
How are the bat and the owl the same? How are they different? (Both eat food for dinner. The bat eats plants. The owl eats
other animals.)

1. Summarize: Possible response—Plants in a food chain get energy from the sun. Animals eat the plants, so they get the
sun’s energy, too.
2. Use Text Features: Possible response—A bat gets energy by eating the saguaro flower’s pollen. It passes the energy along
when it becomes food for the desert great horned owl.
1. Explain that the desert is just one ecosystem that has food chains and webs. Ask students to contribute words from
different cultures for plants and animals of other ecosystems.
2. Invite volunteers to describe one of the plants, animals, or ecosystems.

PART 1 LESSON 7 211
PART 1 LESSON 7

In your own words, tell what plants do in the food chain. Then share how you summarized.
• What is the first paragraph on page 178 mostly about? (the job of plants in the food chain)
• What are two important details? (Plants turn energy from the sun into food. They use the food to grow.)
• What does the author want you to know? (Plants are the first link in the food chain. They are necessary.)
Interpret Visuals
Look at the photo of cacti and read the caption.Why does the shape of the cacti help them store water? (Answers will vary.
Possible answer: The cacti have a lot of space inside their long stems and can probably store water there.)

1. Main Idea: Producers get energy from the sun and transform it into the food that other living things need. Consumers get
energy by eating other things.
2. Analyze: The author organizes her ideas by explaining the difference between producers and consumers, and the different
types of consumers. This makes it easier to understand how energy is passed between plants and animals along the food
chain.

Interpret Figurative Language
What do the words “last link in a food chain” mean? (Possible response: It means that each group of living things in a food
chain are connected like the links in a chain. Decomposers are at one end of the chain or process.)
Text Features and Graphics

Look at the diagram. What do the words in the big box tell you? What do the words in the small boxes tell you? (The words
in the big box tell the title and topic of the diagram. The words in the small boxes tell you the name of different living things in
the diagram.)

1. Details: Decomposers break down dead plants and animals. They return energy and nutrients to the soil for plants to use
again.
2. Use Text Features: Sample response—Fungi and bacteria put nutrients into the soil. Grasses and seeds grow from the soil.
A mouse eats the grasses and seeds, a snake eats the mouse, and an eagle eats the snake.
Extension
Literary Analysis: Use Multiple Text Features and Graphics
1. Point to the heading on page 180 and say: In this selection, headings tell you what each part of the text is about.What
is the text on page 180 about? (desert decomposers) Point to the diagram on page 181 and say: Diagrams show you
information with drawings. Labels explain parts of the diagram. What does this diagram explain? (how a food web
works)
2. Have students find other text features and diagrams in the selection and tell how each helps them find and understand
information.

PART 1 LESSON 7 213
PART 1 LESSON 8
Respond and Extend
OBJECTIVES
Vocabulary
Language
• Plural Nouns
• Compare Content
Learning Strategy
• Use Graphic Organizers: Food Web
Respond and Extend

Reread
As students reread “Living Links” on their own, have them think about how its content fits with that of “Coyote and Badger.”
Compare Content
1. Read the instructions on Student’s Book page 182. Remind students that a food web shows how living things in an
ecosystem are connected. A food web includes plants and animals. It shows where energy flows. Use the instruction and
food web on page 181 to model how to complete a food web.
2. Organize groups to use the Team Word Webbing structure. (See
Cooperative Learning Routines.) Help focus students’ thinking. Make Inferences
Say: What other desert animals have we read about? (eagles, A coyote eats .
coyotes, snakes, prairie dogs) Let’s talk about where they belong
on the food web. Ask questions to help guide discussion:
• What do the small animals eat? A eats .
• What animal does Coyote hunt? hunts .
• What animal do Coyote and Badger hunt? is hunted by .
• What animal hunts Badger?
3. Provide Academic Language Frames (eVisual 3.7) to support hunts and is hunted by .
students at different language levels. Have partners record their
ideas on Practice Book 3.10. eVisual 3.7
Talk Together
Read aloud the question and the instructions in Talk Together. Remind students that both selections tell about desert plants and
animals. Ask follow-up questions to prompt students as they use newly acquired vocabulary and to focus discussion.
• What plants are food for animals?
• What animals are food for other animals?
sample copy, not for distribution eVisual 3.7 © Cengage Learning, Inc.
Resources
◆◆ eVisual: 3.7, 3.8
◆◆ Practice Book: 3.3, 3.5, 3.10, 3.11

Nouns and Articles a, an, the
1. Define nouns: A noun names a person or animal, a place, a thing, or an idea. Write the sample sentences and read them
aloud: An eagle flies in the sky. The eagle is looking for a good meal. The problem is that there is not a fish to be seen.
Underline an eagle, the sky, and a fish. Explain:
• The words a, an, and the signal nouns.
• Use a and an when you talk about something in general. Use a before a word that begins with a consonant. Use an
before a word that begins with a vowel.
• Use the to talk about something specific.
Grammar Rules
Plural Nouns with -s and -es 1. A noun names a person, place, or thing.
1. Display eVisual 3.8 and read aloud the three rules. 2. Add -s to form the plural of most nouns.
Write the sample sentences and read them aloud: I have 3. Add -es to form the plural of nouns that end in x, s, ss, ch, sh, z,
one book. I have two books. I have one box. I have and sometimes o.
two boxes. Underline the -s and -es to show students
examples of plural nouns. eVisual 3.8
2. Have students copy these words into their journals: fox, feather, river. Then have them write the plural form of each word.
(foxes, feathers, rivers) Then assign Practice Book 3.5.
Plural Nouns
2. Read aloud the instructions of the Read Plural Nouns activity and the passage from “Living Links.” Help students identify
the plural nouns by pointing out the -s and -es endings. (herbivores, animals, plants, seeds, flowers, roots, grasses)
3. Read aloud the instructions of the Write Plural Nouns activity and have students work independently. Provide support as
sample copy, not for distribution eVisual 3.8 © Cengage Le
PART 1 LESSON 8 215
PART 1 LESSON 9
OBJECTIVES
Resources
• Use Grade-Level Vocabulary • Listen to Others ◆◆ Cooperative Learning Routines
• Use Academic Vocabulary • Make Contributions
Literary Analysis
• Main Idea and Details


216 Unit 3 Nature’s Webs
Focus on Main Ideas and Details
Teach
Say: A main idea is what a selection is mostly about. Details give more information about the main idea. Introduce the
concept: Today you will read “Living Links” again. This time think about the main ideas and details.
Model
1. Read the first paragraph on Student’s Book page 179 and say: The main idea of a paragraph is often found in the first
sentence. When I read this paragraph, I think the most important idea is that the desert has many consumers. The details
that follow tell more about these consumers: Just listen for their chirps, rattles, growls, and squeals. Consumers are the
animals that call the desert home.
2. Display an idea web. List a main idea in the center and details on the outside.
Idea Map
chirps,
different from
rattles, growls,
producers
squeals
The desert has

many consumers.
cannot make eat other

their own things to
food survive
Idea Web

1. Read another paragraph in “Living Links” and have students echo. Ask partners to use a Think, Pair, Share (see
Cooperative Learning Routines) to identify the main idea and supporting
ART FILE:details of the paragraph.
G5U3_P1_D7_A TECH
CUSTOMER: NAT JOB NUMBER:
2. Then have individual students complete and share an idea web. 12122
CREATED BY: lf DATE: 9-29-09
Check Understanding EDITED BY: DATE:

TIME: 10 min
Have students give a main idea as a partner gives a supporting detail.created
Have@ NETS
partners reverse roles.
only altered @ NETS
REVISION: (place checkmark)
simple mod. complex v. complex
blackline greyscale color

PART 1 LESSON 9 217
PART 1 LESSON 10
Review
OBJECTIVES
Resources
• Use Grade-Level Vocabulary • Determine Importance: Summarize ◆◆ eVisual: 3.9
• Use Academic Vocabulary Reading Fluency ◆◆ Key Word Images
• Identify Prefixes • Intonation
Language Comprehension and Literary Analysis
• Tell an Original Story • Character and Character’s Function
Grammar • Plot
• Plural Nouns and Articles
Language: Tell a Story

1. Group students into “expert” groups. Have each group choose a story and
Key Words
practice telling the story to one another. Students should be clear on the
carnivore omnivore
characters, plot, and setting of their story.
consumer partnership
2. Regroup students so that each new group has at least one member from each
cooperate producer
expert group.Have experts take turns telling the story using language frames: The
essential store
story happens in _____. The story is about _____. The problem is _____.
food chain transfer
Key Words: Science and Academic Vocabulary herbivore
3. Show Key Word Images. Have partners work together to create sentences that
contain as many of the vocabulary words as they can in one sentence.
4. Have partners share their sentences to see which pair was able to correctly include the most vocabulary words. Display
the sentences so students can check if they are correct.
Reading Strategy: Determine Importance—Summarize

Read the first paragraph of “Tick, Tick, Tick” (eVisual 3.9). Have students summarize the paragraph by using these language
frames: Detail #1 is _____. Detail #2 is _____. This paragraph is about _____.
Thinking Map: Character’s Function, Plot

1. Read aloud the second paragraph of “Tick, Tick Tick” (eVisual 3.9). Ask students: Who is Papi and what is his purpose?
Have them use these sentence frames: The character Papi is _____. His purpose in the story is to _____.
2. Read the story aloud. Have partners take turns explaining the plot: Problem (Pedro hears ticking and doesn’t know what it
is); Events (ticking gets louder, he calls his father); Turning Point (his father comes to his room); Resolution (He finds out that
the ticking sound was just his dog.)
Read
Aloud
Tick, Tick, Tick
Pedro was sound asleep until he heard a strange noise, tick, tick, tick.
The sound was coming from the other side of his bedroom door. Pedro
pulled the covers over his head. The tick, tick, tick just got louder and
louder.
Pedro couldn’t take it anymore. “PAPI,” he yelled as loudly as he could.

“Come here, now.” Pedro’s father ran down the hall. He quickly opened
Pedro’s bedroom door.
“What’s the matter, Pedro?” he asked. “Wait, I know. You forgot to let
King into your room. The poor dog is out here tapping on your door to let
him in!”
eVisual 3.9

Fluency: Intonation
Have students review their own recordings of “Coyote and Badger,” focusing on accuracy, rate, and intonation.
Word Work: Prefixes

Display the prefixes: carni-, herbi-, omni-. Say a sentence about an animal and what it eats. Have a student use the prefix +
vore to tell what kind of an animal it is.
A goat eats plants and fruit. A goat is a herbivore.
Grammar: a, an, the

Have partners write the articles a, an, and the on index cards. Display the following nouns: animal, baby, fox, wolf, eagle,
rabbit. Have one partner say a noun, then say its plural. Have the other hold up the correct article for each noun (singular
and plural). Have partners switch roles and repeat.

Theme Theater
1. Ask students to summarize “Coyote and Badger.” Help them focus on main events of the story: Who are the main
characters? What problem do they have? How do they help each other solve that problem? Collect responses.
2. Tell students they are going to perform a puppet show, based on the story events in “Coyote and Badger.”
Plan
1. Form groups of seven students each. Have each group select a section of the story to perform. They can choose the
beginning section, where coyote and badger look for food separately; the middle section, where they hunt together; or the
end, where Badger finds only one pup in her den and Coyote and Badger go their separate ways.
2. Assign roles based on proficiency levels.

Rabbit, Squirrel, Prairie Badger pups, eagle Coyote, Badger Narrator
dogs, sound effects
3. Have the class make puppets for all the groups to use. Students can make animal cut outs with construction paper and glue
them to popsicle sticks.
Rehearse
1. Encourage students to create dialogue for Coyote, Badger, the eagle, and the badger pups. They can build on one
another’s ideas to brainstorm what the animals might say to one another when they first meet, while they hunt, and after
they are separated.
2. Have students practice their lines several times. When they are comfortable with the dialogue, have students practice
moving the puppets to mirror action in the story. They can use sound effects for the hunting scenes and to show natural
events like thunder or wind.
Let the Story Begin!

1. Have groups take turns performing the puppet show. Remind students to speak clearly and loudly enough for everyone to
hear.
2. Invite family members or another class to enjoy the performance. For each puppet show, assess one group’s listening skills.
These students should offer one comment to the performers at the end of the show.
Debrief and Compare

1. Ask students to share what they enjoyed in the performances. Encourage them to summarize each performance and
elaborate on how each group interpreted the characters and their actions.
2. Have students add any ideas they learned about nature’s network to their unit concept map.

Use the rubric to evaluate students’ performance
¨¨
Does not present in sequence ¨¨
Cannot identify main events ¨¨
Listens but does not make
any comments
¨¨
Does not speak clearly about ¨¨
Is not able to summarize
Beginning the topic ¨¨
Understands very little
unfamiliar language by using
context and visuals
¨¨
Presents some of the action in ¨¨
Identifies some main events ¨¨
Listens and makes some
the correct order pertinent comments
¨¨
Summarizes some of the
Intermediate ¨¨
Speaks clearly about the topic material ¨¨
Understands some unfamiliar
some of the time language by using context
and visuals
¨¨
Presents most of the action in ¨¨
Identifies most main events ¨¨
Listens and makes comments
the correct order that are mostly pertinent
¨¨
Summarizes most of the
Advanced ¨¨
Speaks clearly about the topic material ¨¨
Understands a good amount
most of the time of unfamiliar language by
using context and visuals
¨¨
Presents all action in sequence ¨¨
Identifies all main events ¨¨
Listens and makes pertinent
Advanced comments
¨¨
Speaks clearly about the topic ¨¨Summarizes the material
High ¨¨
Understands unfamiliar
language by using context
and visuals

PART 2 LESSON 1
Language Focus
Science Vocabulary
OBJECTIVES
Vocabulary
Language
• Language Function: Engage in Conversation
• Use Formal and Informal Language
• Use a Variety of Sentence Lengths
• Discuss Ideas
Learning Strategies
Science
• Explore Interdependence of Living Things
Language Focus How to Engage in Conversation
Teach / Model
Formal: You seem to know a great
1. Read aloud the introduction on Student’s Book page 184 and 1. Show you are deal about bees.
play the dialogue. Invite students to read along as you play interested. Informal: Wow! You sure know a lot
the dialogue a second time. about bees!
2. Model how to chime in as the audio prompts. Point out the
Formal: Why do you feel bees are
Language Frames on Student’s Book page 184 and model 2. Ask questions about
important?
using these structures to engage in conversation (eVisual 3.10). the topic and the
speaker’s opinion. Informal: So why do you feel bees
3. Point out that informal language is used to talk with friends are so great?
and formal language is used with a teacher or someone you
have just met. 3. Respond in a Formal: That is quite interesting.
supportive way. Informal: That’s sure interesting.
Practice / Apply
1. Have students engage in conversation about animals using eVisual 3.10
Academic Language Frames (eVisual 3.11).
2. Use Academic Talk 6 to provide additional language support
Engage in Conversation
Check Understanding Why do you feel ?
Display Language Builder Picture Card G5.31 (grasshopper). eVisualWhat
3.10 do you think ? © Cen
Engage in conversation about this picture.

Why do you believe ?
Monitor How do you ?
students’ progress in oral language performance. What would you do if ?
Do you agree that ?
eVisual 3.11
Resources
◆◆ eVisual: 3.10, 3.11
Science Vocabulary
Teach / Model
1. Read the introduction and work through the photos and captions on Student’s Book page 185.
2.1. Pronounce the word and point to its picture: chlorophyll.
2.3. Define the word: Chlorophyll gives plants their green color.
2.4. Elaborate. Relate the word to your experience: When I see green leaves on a tree, I know chlorophyll gives them
their color.
Practice / Apply
Talk Together
1. Review the Language Frames on Student’s Book page 184 and provide an example: Why do you think nutrients are
important? What do you think you could magnify with a microscope?
2. Read aloud the instructions in Talk Together. Have students add their ideas to the unit concept map.
Extension
Use Writing Routine 1. Write the word nutrients and prompt: Does your body need nutrients? How do you get them? Think
about this word and write about it.

PART 2 LESSON 1 223
PART 2 LESSON 2
Thinking Map
Academic Vocabulary
OBJECTIVES
Vocabulary
• Text Structure: Main Idea and Details
Learning Strategies
• Use Graphic Organizers: Tree Diagram
• Reason Inductively
Writing
• Writing Project—Lesson A: Model
Thinking Map
Teach
1. Connect concepts: What Key Words have you learned to help you engage in conversation about small things in nature?
On page 184, you read and listened to a conversation about why bees are an important part of nature. Now you will
make a graphic organizer to identify main ideas and details about small and important things in nature.
2. Read the first paragraph on Student’s Book page 186 and teach the vocabulary word conversation, using Vocabulary
Routine 4. Use the illustrations to teach how to identify a main idea and a detail. Reinforce: What idea do both of the
pictures tell about? (how bees help plants grow) That is the main idea. The second picture shows a detail about how bees
help plants grow.
Read
3. Read aloud the explanation about making a tree Aloud
Jaime Talks to Josie
diagram on Student’s Book page 186. Clarify: make
Josie is a beekeeper. She tells Jaime that bees help plants grow. Jaime
a tree diagram to track main ideas and details. Have
asks, “How?” Josie explains that bees spread pollen from plant to plant as
students listen for the main idea as you read aloud
they look for food. She tells Jaime that plants need pollen to make seeds.
“Jaime Talks to Josie” (eVisual 3.12).
eVisual 3.12
Model
Review the first sentence of “Jaime Talks to Josie” (eVisual 3.12). Have a volunteer read the sentence next to the page number
on the tree diagram and model the process: I place the main idea, how do bees help plants grow, on the left side of the tree
diagram. I put the details on the right side, across from the main idea.
Practice / Apply
1. Read aloud the instructions in Talk Together. Have students use Practice Book 3.11 to complete their diagrams.
2. Use Multi-Level Strategies to help students at all proficiency levels as they state main ideas and details about why their
plant or animal is important.

Provide sentence starters: • Have students use
eVisual complete sentences in each cell of the diagram.
3.12 © Cengage Learning, Inc.
• The main idea is ______. • Challenge students to add as many detail cells as they can to the
• One detail is ______. diagram.

Resources
Check Understanding
Point to the main idea line on the tree diagram. Ask:
What is the most important idea called? (the main idea)
What is the main idea? (How do bees help plants grow.)
Point to the detail lines on the tree diagram. Ask: What
is one detail? (Bees spread pollen between plants as
they look for food.)
Academic Vocabulary
Teach / Model
2.1. Pronounce the word and point to its picture: classify.
2.2. Have students give a thumbs up if they know the word or give a thumbs down if they do not know the word.
Ask: What do you know about this word?
2.3. Define the word: Classify means to put things into groups based on their similarities, or likenesses.
2.4. Elaborate. Relate the word to your experience: I classify my dog, cat, and bird as my pets.
Practice / Apply
1. Read the instructions in Talk Together on Student’s Book page 187. Have partners take turns using Key Words asking and
answered questions.
2. Have volunteers share their questions and answers with the class.
Check Understanding
1. Point to the picture of a Key Word in the book and read the sentence below it.
2. Have students give one more example of the word using the same sentence pattern.
Monitor
Vocabulary.
Writing Project
Lesson A: Model

PART 2 LESSON 2 225
PART 2 LESSON 2
Extension Resources
Teach / Model
2. Use Vocabulary Routine 2 and model making a Frayer model poster about
the word observe.
• Add the word.
Definition Characteristics
• Add characteristics. to watch make note of,
• Add an example. someone or take notice of
• Add a non-example.
something
Practice / Apply closely
1. Assign a Key Word to partners. observe
2. Have each pair create a poster for their assigned Key Word.
esl.SWMLBBS_G5_FINAL.indd 20 2/10/10 12:51:22 PM
PB MP3 or Song CD 00 Track 00 Tune: TK
Example Non-example
I observe the I look at the
Check Understanding
bees pollinate clock.
Say a Key Word and have the partner experts for the word read the definition
and example from their poster. the flowers.
Frayer Model Poster
Teach / Model ms_iusa_VC_162.indd
162
ms_iusa_VC_170.indd 170 5/8/09 1:18:09 PM
12/4/09 9:38:34
AM
1. Referring students to the Frayer model posters they made for Extension Activity 1, Expand Word Knowledge, tell them that
• Take turns reading each partner’s Key Word poster.
Practice / Apply
1. Use the Corners structure (see Cooperative Learning Routines). Designate corners of the classroom for discussion of Key
Words. Form four groups of students, one for each corner and assign Key Words to each group.
2. After the groups discuss their Key Words, one student from each group shares something about their words with the rest of
the class.
Check Understanding
Display this sentence: Dr. Tierney Thys investigates sunfish. Ask: What does she do to investigate? (She tags sunfish and then
collects information from the tags.)

Teach / Model
Display these Key Words: chlorophyll, magnify, microscope, nutrients, photosynthesis. Explain and model how to play the
game Picture It by drawing a picture. Say:
• I work with my group to choose one word and talk about how we can draw a picture to show the word’s meaning.
• We choose one group member to make the drawing. Let's pretend it's my turn to draw. Draw a sketch of a microscope.
• The other groups talk about what word my drawing shows. One member raises his or her hand to give the answer. The
correct answer is microscope.
• The group with the correct answer gets 1 point and goes next. Continue until one group gets 3 points. That group is the
winner.
Practice / Apply
1. Distribute the markers and a sheet of chart paper to each group. Direct groups to choose a vocabulary word and discuss
how they will draw it and which group member will be the one to draw.
2. Monitor students as they follow your instructions. Call on one group to draw the picture and allow 15–30 seconds to
complete it.
3. Continue giving instructions to show the picture, guess the answer, and repeat until a group collects 3 points and wins the
game.
Check Understanding
1. Call out several Key Words and have students explain how they decided what to draw for each word.
2. If students have difficulty, provide a model: Say: I think about what the word means, then I draw a picture to show that
meaning. I know chlorophyll is something that makes plants green, so I draw a plant and show an arrow pointing to the
green part of the plant.

PART 2 LESSON 2 227
PART 2 LESSON 3
Reading Strategy
OBJECTIVES
Resources
• Use Grade-Level Vocabulary • Learn to Determine Importance ◆◆ eVisual: 3.13
• Use Academic Vocabulary Writing ◆◆ Vocabulary Routine 4
• Acquire and Use Classroom • Writing Project—Lesson B: Prewrite
Vocabulary
Reading Strategy
Teach
1. Read aloud the introduction on Student’s Book page 188. Discuss the picture with students. Say: At the mall, many stores
look alike.
2. Teach the vocabulary word detail using Vocabulary Routine 4. Make the connection: The items in the store window show
what the store sells. These details help me figure out the main idea, which is what kind of store this is. That is what’s
important.

Model
1. Model how to determine importance by identifying main ideas and details. Say: I look at the name of the store: Your
Getaway. My question is: What kind of store is Your Getaway? That is the main idea.
2. Say: I know that not every detail is important. So I look for the ones that will answer my question. I find details that
support the main idea. The bricks are details, but they don’t tell me what kind of store this is. The items in the window are
important details. They tell me that this is a travel store.
Practice / Apply
1. Read aloud the instructions in Talk Together. Then have Identify Main Idea and Details
students chorally read the interview and the sample main My question is .
idea and details. One important detail is .
2. Use Academic Language Frames (eVisual 3.13) to help Another important detail is .
students at each proficiency level identify questions, The main idea is .
important details, and main ideas in the interview.
Detail 1 is .
Check Understanding
Detail 2 is .
Reread Jaime’s question on page 189: Does it eat bees? and
Dr. Amos’ reply. Ask: What is the main idea and what are the The details that answer my question are
important details? (Main idea: Bee-eaters eat bugs. Important and .
details: bees, wasps, other bugs.) To determine which details are important, I .
Writing Project
eVisual 3.13
Lesson B: Prewrite

PART 2 LESSON 3 229
PART 2 LESSON 4
Reading: Preview
OBJECTIVES
• Use Grade-Level Vocabulary • Analyze Text Features: Charts and Tables
• Use Academic Vocabulary • Analyze Genre: Interview
Reading Strategy • Identify Author’s Purpose
• Plan: Preview Learning Strategies
Preview
Introduce
1. Tell students to look at the photo on Student’s Book pages 190–191 as you read aloud the title.
2. Point out the sunfish. Have them predict: What do you think this selection will be about? Use clues from the chart and
photo to help you.
3. Connect to experience: Have you ever seen a fish that lives in an ocean or lake?

Genre and Text Feature
1. Read aloud the definition of an interview. Clarify: In an interview, one person asks questions and the other person
answers. The person who answers gives facts, ideas, and opinions about a subject.
2. Read aloud the definition of a chart. Then point out the title, rows, and columns in the chart. Explain: Charts organize
important information so you can see it at a glance. Connect to the genre: As you read this selection, think about how the
chart helps you understand the interview.

Pages Say (and do)

Look at the size of the sunfish compared to the diver. How would you feel being so close to a sunfish?
192–193
(Pretend to try to pet the sunfish.)
These charts show interesting living creatures: fish, of all different sizes (Pretend you are measuring the length
194–195
of a fish.) These labels are for different parts of the sunfish. (Point to the labels on the photograph.)
Here is an image of a seagull. After seeing so many fish, why do you think we suddenly see a bird? This
196–197 chart shows different sizes of ocean animals. (Point out the different sizes.)
These pages have a lot of information about jellies. Here are two diagrams with arrows. (Point to the
198–201
diagrams.) Do you recognize any of these plants and animals? How are these diagrams different?
This looks interesting. What do you think this person is holding? Here is a map. Why do you think it
202–203
shows California?
The sunfish looks like it is talking. (Pantomime the sunfish’s mouth.) Why do you think sunfish are shown so
204–205
often in this interview?
Check Understanding
Say: Many different creatures live in the ocean. What did you see? (phytoplankton, sunfish, jellies)
Elicit students’ comments about the appearance and name of the sunfish. Explain that many ancient cultures have
pourquoi tales that give imaginative explanations about why animals look or act a certain way. Invite students to briefly
share any pourquoi tales that they have read.

PART 2 LESSON 4 231
PART 2 LESSON 4
OBJECTIVES
Resources
• Use Grade-Level Vocabulary • Use Text Features: Charts and Tables ◆◆ Practice Book: 3.14
• Use Academic Vocabulary • Sensory Language ◆◆ Reading Routine 1
• Concepts of Print: Use Captions • Use Reading Supports
Reading Strategy Writing
• Determine Importance: Identify Main • Writing Project—Lesson C: Draft
Idea and Details
Read the Selection

Concept of Print: Use Captions
1. Have students look at page 193 with you. Point to the photo’s caption. Say: I can read these words to find out information
about the photo. Ask students to follow along as you read. Explain: These words are called a caption. A caption gives
information about a visual, such as a map, a photo, or a picture.
2. Ask students to look at the photo on page 199 and point to the caption. Ask: What does this caption tell you about jellies?
(There are many different kinds of jellies.)
Reading Options

• Have students track the text on Key • Have groups set a purpose for • Have students set a purpose for
Points Reading while you read it reading, such as to get information reading. Ask them to read silently
aloud. (Practice Book 3.14). Reread or to enjoy a story and read silently. and study the visuals to clarify the
in phrases and have students echo Then select passages to read text.
the phrases, building up to reading chorally or aloud with partners. • Then have students read the selection
sentences. Pause to ask Build Comprehension aloud and discuss the meaning
• Check understanding with selected questions. as you ask Build Comprehension
Build Comprehension questions. • Use Reading Routine 1. questions. Have students share
• At the end of each section, have details from the visuals that helped
students summarize the information. them understand the text.

Build Comprehension
Set a Purpose
Determine Importance: Main Idea

What is the main idea of the first paragraph on page 193? Model the strategy: To answer the question, I look for the main
idea. What is this paragraph mostly about? Then I look for information that answers my question. I determine that the main
idea is: Dr. Tierney Thys researches sunfish to learn more about the ocean ecosystem.

1. Use Text Features: Possible response—One caption tells about Dr. Tierney Thys’s interest in ocean life. The other tells about
sunfish as ocean predators. The interview might be about Tierney’s interest in the sunfish.
2. Compare: Possible response—A sunfish is round and funny-looking, not sleek and powerful like a shark or killer whale.

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PART 2 LESSON 4

Paraphrase
Using your own words, tell a partner why Tierney is interested in the sunfish’s body shape. (She wants to find out how its odd
shape helps it.)
Key Words
What did Tierney discover after she investigated the sunfish’s mouth? (Their mouths are open, hard, and beak-like. They eat
jellies by sucking them in and out of their mouths until they break into pieces.)

1. Main Idea: The shape of a sunfish’s body is unique because a sunfish has small pectoral fins and almost no caudal fin.
2. Use Text Features: The sunfish has a compressed body shape, with a tall body and flat sides.
Extension
Home Connection: Everyday Uses
Have students interview family members to ask about cotton (plant), leather (animal), and foods (plants and animals) that they
depend on every day for clothing and other needs.

Clarify Ideas
Explain to students that a buffet is a meal set out on a table or a piece of furniture. Pantomime taking items from a buffet (using
a desk or table) and putting them on an imaginary plate. Ask: Why is the sunfish described as a floating buffet? (Its body is
like a buffet because fish and other animals pick food off of the sunfish.)
Determine Importance: Important Details

What are the sunfish’s three world records? (Model how to find the important details that answer this question.) Say: I skim the
text for the words world records. I see these words in the third paragraph. Here I find the first detail. I also see that the next
two paragraphs begin with the words Second and Third. This tells me where I can find details about the other two records. So
now I know that the sunfish holds the record for its ability to increase its weight, for being the world’s heaviest bony fish, and
for producing more eggs at one time than any other vertebrate.

1. Details: The sunfish has parasites on its body that provide a food source for birds, fish, and other animals.
2. Use Text Features: According to the chart, about two sea lions would equal the weight of one sunfish.
Extension
Math: Comparing, Apply Measurement Concepts
Have students use the data in the length and weight chart to compare other sea creatures. Then they can use their analysis to
order the data in the chart from shortest to longest animal and then from lightest to heaviest animal.

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PART 2 LESSON 4

Interpret Diagrams
Ask a volunteer to read the labels on the diagram. Which animals in this food chain are both prey and predators? (jellies,
small sunfish)
Make Inferences
Why do you think only a small sunfish is included in the food chain diagram? (A large sunfish’s size protects it from predators
such as sea lions.)

1. Summarize: Overfishing reduces the number of predators and causes the number of animals further down the chain to
increase.
2. Draw Conclusions: Possible response—I read that the number of jellies can grow too large if there aren’t enough predators
to eat them. I also read that sunfish eat jellies, so I think that the sunfish could become even more important as a carnivore
by helping control jelly overpopulation and balancing the food web.

Key Words
Which animals would you classify as mostly predator and mostly prey? (mostly predator: killer whale; mostly prey:
zooplankton)
Cause and Effect

Why would a decrease in zooplankton affect what people eat? (If there were fewer zooplankton, there would be less food
for bigger fish, so there would be fewer fish for people to eat. Fewer zooplankton would also mean that there would be fewer
larvae that could grow into adult fish.)
Draw Conclusions
What might happen if sunfish were not a part of the ocean food web? (Jelly populations could get out of control.)

1. Main Idea: The increase in jellies might cause a decrease in zooplankton and a decrease in the fish that people eat.
2. Use Text Features: According to the diagram, the sunfish eats animals that feed on phytoplankton. Without phytoplankton,
the sunfish’s food sources would die out.
Extension
Science: Compare Structures and Functions of Different Species
1. Draw students’ attention to the author’s frequent use of the word jellies to describe animals in the selection. Mention that
many people still use the older term jellyfish. Then explain that more and more scientists today use the term jellies instead
of jellyfish because the animals are not actually fish.
2. If time allows, have students research how the jelly-like body affects how the animal eats or moves. Ask them to compare a
jelly’s body to a sunfish’s body and tell how each helps it live and survive.

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Confirm Word Meaning
Explain that the heading Technology Rules! uses informal language, or slang. What does rules mean in the context of this
heading? (is the best, is awesome)
Draw Conclusions
In what kind of waters are you most likely to find sunfish? (Warmer waters because the text states sunfish spend most of their
time in warmer waters.)
Determine Importance: Main Idea and Details

What is the main idea of this part of the interview? (Technology has allowed scientists to follow sunfish to see how they move,
dive, and where they live.)

1. Summarize: To track a sunfish, a tag is attached to it. The tag records where the sunfish goes for two years. Then the tag
floats to the surface of the ocean and uploads all the information to a satellite. Scientists download the information to their
computers.
2. Use Text Features: The sunfish is traveling southwest.

Extension
Science: Scientific Tools
1. Remind students that scientists use a variety of tools to conduct investigations. Review page 202 with students, guiding
them to identify words that describe scientific tools: satellite tags, dart, sensors, satellite, mini-computer, and computers.
Record students’ responses.
2. Invite volunteers to relate each word to the selection. Then ask questions to elicit more information. Ask: Which scientific
tool does Tierney attach to the sunfish? (satellite tag) What tools does the satellite tag contain? (sensors, a mini-computer)
Social Studies: The Grid System

1. Review page 203 with students. Remind students that people use maps to find locations of places. Then explain that
geographers use a grid, a pattern of imaginary lines that circle the globe.
2. Show that the grid runs east-west (latitude) and north-south (longitude). Using the map to point out examples, define
coordinates as numbers that tell the exact location of places on the map. Explain that no two places have the same
coordinates. If time allows, guide students to use a map to find the major grids that run through your area.

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PART 2 LESSON 4

Opinion
What are two opinions Tierney has about sunfish? (She thinks they may help us understand the ocean and that they may be
the fish of the future.) How can you tell they are opinions? (They cannot be proven true.)
Make Judgements
Do you think Tierney’s work is important? Use evidence from the text to support your answer. (Yes, it is important to study
ocean food webs to understand how organisms are connected and depend on one another. Sunfish are a very important part
of the ocean food web because they keep it balanced.)
Evaluate Author’s Purpose

What was the author’s purpose for conducting and writing this interview? (Her purpose was to give information about sunfish
from a scientist who studies them.) How well do you think the author achieved her purpose? (Answers will vary.)

1. Paraphrase: Possible response—Tierney helps protect the sunfish by teaching people why it is an important part of the
ocean food chain.
2. Synthesize: Possible response—I read that scientists are working hard to tell people about how important sunfish are to the
ocean’s ecosystem, so I think that there will be more sunfish in the future.

Extension
Fluency: Expression
1. Explain to students that expression in reading is how you use your voice to express emotions. Point out that in the first
paragraph of Tierney’s answer on page 204, she asks many questions to demonstrate that there is still much to learn about
sunfish. Read this paragraph with expression by emphasizing the curiosity and puzzlement Tierney feels.
2. Point out to students that in the second paragraph on page 204, Tierney discusses the importance of the sunfish’s role in
the ocean food web. Ask student volunteers to read the last paragraph in a serious way.
Writing Project
Lesson C: Draft
Have students turn to Writing Project on Student’s Book page 217 and draft their Writing Projects. (See Teacher’s Book—

PART 2 LESSON 4 241
PART 2 LESSON 5
Think and Respond
Reread and Summarize
OBJECTIVES
Vocabulary
Language
• Use Language Function: Engage in Conversation
• Summarize the Story
Fluency
• Read with Accuracy, Rate, and Expression
• Capture Information
Learning Strategy
• Use Graphic Organizers: Details Web
Writing
• Write Responses to an Interview
Think and Respond

Talk About It
Read each question aloud.
1. Prompt students to cite evidence from the text. Remind them to use Key Words in their answers.
2. If students have difficulty, help them use the language frames to form their answers.
• Interview: Possible response—The interview shows that Tierney Thys is a smart scientist because she specializes in
sunfish and knows a lot of information about them. It also shows that she cares a lot about the environment because she
investigates how to protect ocean life.
• Engage in Conversation: Possible responses—Tierney probably spends a lot of time on boats, looking for sunfish to tag.
I would not enjoy tagging fish, but I would enjoy studying the data from the tags and finding out where the fish had
been.
• Compare: The sunfish are near the top of the food web, while jellies are near the bottom. Sunfish help control the
population of jellies, while jellies help control the population of the animals whose larvae they eat.
Write About It
1. Read aloud the instructions. Point out the first sentence frame: You can use this sentence frame to begin your first sentence.
Say Write
Tierney Thys is a marine biologist who specializes in If I were a scientist, I would specialize in rain forest animals.
sunfish.
Tierney Thys investigates the way sunfish swim. I would investigate the way monkeys travel between trees.

Resources
Reread and Summarize

Main Ideas and Details
1. Read aloud the introduction and reinforce: The main
idea is the most important idea, or the big idea, of a
text. Details tell more about the main idea.
2. Read the main idea and the important details in the tree
diagram. Ask students if the main idea fits most of the
details they read about in the interview. Have students
complete Practice Book 3.16.
Summarize
Read aloud the instructions and language frames. Have
students summarize the selection to their partners. Partners
reverse roles and repeat. To assess proficiency, refer to the
rubric below.
Summarizing a Selection Rubric
Scale Speaking Content
¨¨
Misses many important parts of the story ¨¨
Beginner
¨¨
Many plot elements are missing ¨¨
¨¨
Covers some important parts of the story, ¨¨
but also includes irrelevant details
Intermediate ¨¨
Seems somewhat uncomfortable with the retelling
¨¨
Includes one or two plot elements task
¨¨
Advanced
¨¨
Includes most plot elements ¨¨
¨¨
Speaks clearly at an appropriate pace, and is easily
understood
Advanced ¨¨
Includes all plot elements: the problem,
High important events, turning point, and ¨¨
resolution
Fluency
2. Listen to each recording and assess students’ ability to read with proper expression.
Talk Together
Discuss the ways small things in nature help people. Read aloud the instructions in Talk Together and have students write their
poems on their own. Then share them with the class.
Writing Project
Lesson D: Revise

Have students turn to Writing Project on Student’s Book page 218 and revise their Writing Project compositions. (See
PART 2 LESSON 5 243
PART 2 LESSON 6
◆◆ vv
Word Work
Reading
OBJECTIVES
Vocabulary
• Strategy: Suffixes
Reading Strategies
• Plan: Preview
• Make Connections: Text-to-Text
• Analyze Genre: Science Article
• Text Structure: Author’s Purpose
Learning Strategies
Writing
Word Work
Teach / Model
1. Read the introduction on Student’s Book page 208 and display the word allowable. Clarify as you point to the parts: The
base word is allow, which means “to give permission to do something.” The suffix is -able, which means “can be done.”
Combine the meanings of the word parts to understand the complete meaning, “can be given permission.” Recap prior
knowledge by having students list other words they know that have suffixes.
2. Read aloud the origin, meaning, and example of each suffix in the chart on Student’s Book page 208. Post the word
thoughtful. Circle the suffix, underline the base word, and say: Thoughtful has the base word thought and the suffix -ful. I
know that the word thought means “an idea or opinion formed by thinking.” The chart tells me that the suffix -ful means “full
of.” I think thoughtful means “full of thoughts, or full of ideas and opinions formed by thinking.”
Practice / Apply
1. Read aloud the instructions in Try It Together. Then have partners work together to answer the questions.

ability (state of being able) grateful (full of gratitude, or valuable (can be valued, renewable (can be made
appreciation) or worth something) new again)
Check understanding
Write the word careful on the board. Ask: What is the suffix? (-ful) What does it mean? (full of) What does the complete word
mean? (full of care)

Extension
Resources
Review / Model
Review the suffix lesson. Read these sentences and use the dictionary entries ◆◆ Cooperative Learning Routines
(eVisual 3.14) to model using suffixes to understand the meanings of science ◆◆ eVisual: 3.14
words.
• The students studied sunfish in biology class. (bio- means life and the suffix -logy means study, so biology is the study of
living things.)
• The scientists studied tree rings to create a chronology of ancient civilizations. (chrono- means time and the suffix -logy
means study, so chronology is the study of time.)
an•thro•pol•o•gy n. the study of people,

especially their history and culture. ORIGIN: from
Greek anthropo- meaning human being and
–logy meaning study or science
bi•ol•o•gy n. the study of living organisms.

ORIGIN: from Greek bio- meaning life and –logy
meaning study or science
chron•olo•gy n. the study of events in time order.

ORIGIN: from Greek chrono- meaning time and
–logy meaning study or science
pa•le•on•tol•o•gy n. the study of ancient life

forms. ORIGIN: from Greek paleo- meaning
ancient, onta meaning beings, and –logy
meaning study or science
eVisual 3.14
Practice / Apply
Read each sentence. Have partners do a Think, Pair, Share (see Cooperative Learning Routines) to determine the meanings of
the science words.
• The professor of paleontology showed students the dinosaur fossil. (paleo- means ancient, onta means beings or life
forms, and the suffix -logy means study, so paleontology is the study of ancient life forms.)
• Simcha enjoys learning about earlyeVisual
human 3.14cultures in her anthropology class. (anthropo- means human beings and the Learning, Inc.
© Cengage
suffix -logy means study, so anthropology is the study of people.)
Check understanding
Ask: What is another word that ends with the suffix -ology? (Answers will vary.)

PART 2 LESSON 6 245
PART 2 LESSON 6
Read the Selection

Making Connections
Question. You will learn that tiny plants carry out a process called photosynthesis. Humans and animals get oxygen from this
process.
Genre
Read aloud the explanation of a science article. Clarify: Science articles tell facts about things in nature, such as plants and
animals. They often include photos and diagrams to help readers understand the information. Captions help explain the
photos. A diagram has titles and labels to help you know what it is about.

Pages Say (and do)

A submarine is a special ship that can go under water. People on this submarine can look out the window
209 and watch fish. Have you ever been to a zoo or an aquarium where you could see under water? What
did you see?
These are photos of living creatures that are similar to plants. They are so tiny that you need a microscope to
210
see them. How do they look different from plants you have seen?
A diagram is a special drawing. Look for things you already know. What do you see? (sun, water) You
211–213 will learn how the sun shines on plants in the water and what happens to them. Does this huge whale
depend on phytoplankton?
Reading Options
Listen and Find Facts Read and Find Facts

• Have students track the text while you • Have partners read together and pause after a section to make fact cards.
read it aloud. Pause after each section They write the topic and state the fact and then write the name of the article
for students to record a fact about and its author.
phytoplankton. They can also draw • Use Build Comprehension and Before You Continue questions to check
pictures to show the fact, or dictate understanding. After reading, have partners compare facts.
information about it.
• After reading, have partners compare
facts.

Build Comprehension
Text Features
Ask a student volunteer to read the title and each section heading to gain an overview of the contents of the text. Ask: What will
this article be about? (tiny sea creatures called phytoplankton)
Evaluate Author’s Purpose

Why do you think the author began this article by having you use your imagination? (It makes the article more interesting and
fun to read.) Do you think this is a good way to begin a science article? Why or why not? (Answers will vary.)

1. Determine Importance—Main Idea: Possible response—Phytoplankton are important because they are responsible for all
life in the sea and they help make oxygen.
2. Synthesize: Phytoplankton are smaller than a period. I know this because the author suggests shrinking down smaller than
a period to see phytoplankton.
1. Explain that even though plants and animals are different in different parts of the world, they all depend on each
other to survive.
2. Have students share examples of food chains including plants and animals from a country they know about.

PART 2 LESSON 6 247
PART 2 LESSON 6

Key Words
Why do the photographs show phytoplankton magnified by a microscope? (They would be too small to see if they were not
shown under a microscope.)
Cause and Effect

Why do phytoplankton usually live near the surface of the water? (The surface of the ocean has sunlight, water, and carbon
dioxide, which phytoplankton need to make food.)
Details
What do plants need to turn sunlight into starches and sugars? (Plants need chlorophyll to create starches and sugars.)
Sequence
What happens after photosynthesis takes place? (Oxygen is released.)

1. Make Comparisons: Both phytoplankton and land plants contain chlorophyll and both undergo the process of
photosynthesis. Plants on land have roots, stems, and leaves, but phytoplankton do not.
2. Use Text Features: The diagram shows that phytoplankton get carbon dioxide from the air and water.

Extension
Home Connection: Plants and Animals We Depend On
Remind students about Family Newsletter 3. Guide students to create a Nature’s Network wall display including the plants
and animals they have learned about.riting Project
Literary Analysis: Science Article
1. Explain: Many words in science articles come from other languages such as Greek and Latin. Sometimes these words can
be broken down into word parts such as prefixes and roots. The prefix phyto- is from Greek. It means a plant. So, if you
know that the prefix phyto- means plant, you know that a phytoplankton must be a kind of plant.
2. Have students point to the title of the article and ask them to explain what the title means. Then have them find the words
submarine, microscope, chlorophyll, photosynthesis, and zooplankton. Help students research the origins and meanings of
these words.

PART 2 LESSON 6 249
PART 2 LESSON 6

Sequence
What happens after the bigger fish eat the smaller fish? (Large ocean predators, such as sharks and whales eat the bigger
fish.)
Make Inferences
Why do you think the author says that you should thank phytoplankton? (We should thank phytoplankton because life on land
and in the ocean could not survive without them.)

1. Main Idea: Possible response—phytoplankton help people by releasing oxygen into the air which allows us to breathe.
2. Details: The organisms that connect phytoplankton to whales are zooplankton, small fish, and large fish.

Extension
Science: Life Cycles of Organisms
Explain to students that many zooplankton are the early (larval) stages of larger animals such as fish, jellies, and snails. Have
students research one of these animals by drawing or finding pictures that show different stages of its life cycle. Have students
display the images on poster board and share their research with the class.riting Project
Literary Analysis: Text Structure and Author’s Purpose
1. Explain that science articles are nonfiction because they tell about real things and give facts and information. Authors can
use photos, diagrams, and maps to give information. They can also break text into sections with titles called headings.
2. Have students point to each heading as you read it aloud. Then ask questions such as: Why do you think the author
organized the text this way? How does the heading relate to the text that follows it?
Writing Project
Have students turn to Writing Project on Student’s Book page 219 and edit and proofread their Writing Project compositions.

PART 2 LESSON 6 251
PART 2 LESSON 7
Respond and Extend
OBJECTIVES
Vocabulary
Language
• More Plural Nouns
• Compare Genres
Learning Strategy
• Use Graphic Organizer: Comparison Chart
Respond and Extend

Reread
As students reread “Phyto-Power!” on their own, have them think
Make Comparisons
about how the purpose, text structure, and visuals are the same
and are the same.
and different from “Fish of the Future.”
and are different.
Compare Genres
1. Read the instructions on Student’s Book page 214. Remind and are alike because .
and are different because .
students that a comparison chart can be used to compare two
types of nonfiction articles: You can list your ideas about the
While and both have , the
interview with the scientist on one side and your ideas about the
has , while the has .
science article on the other side. Use the instruction to explain
how to complete the comparison chart.
eVisual 3.15
2. Create groups and use the Jigsaw routine. (See Cooperative
Learning Routines.) Have one group become experts in listing author’s purpose, one group become experts in listing text
structures, and one group become experts in listing visuals. Ask questions to help guide discussion.
3. Provide Academic Language Frames (eVisual 3.15) to support students at different language levels.
Focus Questions
1. Author’s Purpose Why did the author write this? What features did the author use?
2. Text Structures How are the words, sentences, and paragraphs organized?
3. Visuals What kinds of pictures, charts, and diagrams did you see?
Talk Together
Read aloud the question and instructions in Talk Together. Remind students that each selection told amazing details about
ocean life. Ask follow-up questions to prompt students as they use newly acquired vocabulary and to focus discussion.
• What interesting facts did you learn about sunfish and phytoplankton?
• Why do you think it is important for scientists to study sunfish and phytoplankton?

Resources
◆◆ Practice Book: 3.13, 3.15, 3.19, 3.20
◆◆ eVisual: 3.15, 3.16

Count and Noncount Nouns
1. Display the sample sentences and read them aloud: Green plants contain chlorophyll. Some animals live in the water.
Explain: Nouns that you can count have a singular and plural form. Model: The word plants is plural. It means “more than
one plant.” The singular form is plant, so the word plants is a noun you can count. Nouns that you cannot count have only
one form for “one” and “more than one.” The word water is a noncount noun.
2. Write the following nouns and have students classify them as count nouns or noncount nouns: microscope (C), nutrients (C),
weather (NC), air (NC). Then assign Practice Book 3.13 for practice.
Irregular Plural Nouns

1. Review that to make the plural form of most nouns, you
add -s to the end. Say: desk/desks. Display eVisual 3.16.
Grammar Rules
Explain that other nouns have irregular plural forms.
Write people/person on the board. Say: The word
1. A few nouns have irregular plural forms: child/children; foot/feet;
people is the plural form of the word person. Explain
person/people; man/men; woman/women.
that a collective noun names a group of places, people,
animals, or things. Post examples: family, herd, money. 2. Some collective nouns do not have a plural form: money;
mail; clothing; weather; furniture.
2. Have students copy these words into their grammar
journals: trash/trash; child/children; mouse/mice; tooth/ eVisual 3.16
teeth; furniture/furniture; art/art. Then assign Practice
Book 3.15.
More Plural Nouns

2. Read aloud the instructions of the Read Plural Nouns activity and the excerpt from “Phyto-Power.” If necessary, help
students by reminding them that things like water, sunlight, and carbon dioxide cannot be counted.

3. Read aloud the instructions of the Write Plural Nouns activity and have students work independently. Provide support as
PART 2 LESSON 7 253
eVisual 3.16 © Cengage Lea
PART 2 LESSON 8
OBJECTIVES
Resources
Literary Analysis
• Identify Author’s Purpose


Focus on Determining Importance
Teach
Remind students that focusing on the main idea and the most important details will help them understand nonfiction articles.
Explain: As you read, pay close attention to the main idea. Decide which details are most important to remember. Today you
will read “Phyto-Power!” again. As you read, think about the main idea and most important details in each part of the article.
Model
Post a diagram like the one shown. Review Student’s Book page 209 of “Phyto-Power!” Have volunteers read the first two
boxes in the main idea diagram and model the process: The important detail is that you step into a submarine. The next
important thing is that you shrink. Then you see tiny phytoplankton. The main idea is that these tiny creatures are important
for all life and the oxygen we breathe.
Detail Main
+ Detail + Detail = Idea
step into see tiny Phytoplankton are
shrink
submarine phytoplankton important for all life.
Main Idea Diagram
Practice / Apply in Reading ART FILE: G5U3_P2_D7_A TECH

1. Have students read the section “Tiny Drifters” on Student’s Book page 210 of “Phyto-Power!”
CUSTOMER: NAT JOBAfter reading,
NUMBER: 12122 ask partners to
CREATED BY: lf DATE: 9-29-09
use the Roundtable routine. (See Cooperative Learning Routines.)
EDITED BY: DATE:
2. Help groups focus their thinking by asking them to identify the most important details. Explain that 8the
TIME: min section heading is a
clue to the main idea. Display language frames to support students. created @ NETS only altered @ NETS

• The first important detail is ______.
simple mod. complex v. complex
• The next important detail is ______. blackline greyscale color
• So, the main idea is ______.

3. Have partners create a Main Idea Diagram to show the important details and main idea of the section “Tiny Drifters.”
Then have them summarize the section in their own words.
T215a-216b_04531_U3D7.indd 1 3/7/16 9:52 AM

NETS 12122 • NG (G5ESLTE) • ESL_TE_G5U3_P2_D7 • ERS 10-01-09 • Edit EPN 02-18-10 • FINAL

PART 2 LESSON 8 255
PART 2 LESSON 9
Review
OBJECTIVES
Resources
Vocabulary Reading Fluency
• Use Grade-Level Vocabulary • Expression ◆◆ Cooperative Learning Routines
• Use Academic Vocabulary Comprehension and Literary ◆◆ Key Word Images
• Identify Suffixes Analysis
Language ◆◆ eVisual: 3.17
• Important Details
• Engage in Conversation • Headings ◆◆ Reading Strategy Rubrics
Grammar Writing ◆◆ Reading Strategy Test
• Plural Nouns • Writing Project—Lesson F:
Reading Strategy Present and Share
Language: Engage in Conversation

Use a Corners activity (see Cooperative Learning Routines) to have students engage in informal and formal conversations
about their favorite plant or animal. Designate corners as follows: Corner 1–informal conversation about plants; Corner
2–formal conversation about plants; Corner 3–informal conversation about animals; Corner 4–formal conversation about
animals.
Key Words: Science and Academic Vocabulary Key Words

1. Display the Key Word Images. Have one student be the “starter” by completing chlorophyll nutrients
this sentence frame: I’m thinking of a word that _____. classify observe
2. Have other students raise their hands if they know the word. The “starter” calls on investigate photosynthesis
a student whose hand is raised. If that student correctly identifies the word and magnify propose
uses it correctly in a sentence, he or she then becomes the “starter.” Continue microscope specialize
until all words have been described.
Reading Strategy: Determine Importance

1. Read the first paragraph of “Wonderful Seaweed”(eVisual 3.17). Have students identify the main idea and details using
the language frames: My question is _____. Detail 1 is _____. Detail 2 is _____. The main idea is _____.
Thinking Map: Important Details, Headings

1. Read aloud the second paragraph of “Wonderful Seaweed” (eVisual 3.17). Ask students to find the most important details
about kelp.
2. Ask students to identify each heading in the selection. Then have them tell how each heading helps them understand what
is in the text. Ask: If I want to add a fact about how kelp can be found in salad dressing, where would I put it? Why?
Read
Aloud Wonderful Seaweed
Seaweed has many uses. Some uses include food, beauty products, and medicines.
Food
One kind of seaweed that is used in food is kelp. Kelp is used to thicken some foods. It is
used in ice cream, bread, and pudding.
Beauty Products
Beauty products that use seaweed include soap and shampoo. It is also used in some
kinds of make-up and even toothpaste.
Medicine
Some medicines that help cure colds, the flu, and arthritis contain seaweed.

eVisual 3.17
Fluency: Expression
Have students review their own recordings of “Fish of the Future,” focusing on accuracy and expression.
Word Work: Suffixes

Display the words biology, comfortable, and beautiful. For each word, have one partner say the root word and its definition
and the other partner say the suffix and its definition. Partners then work together to define the whole word.
Grammar: Plural Nouns

Have partners write the following on individual index cards: teeth, tooth, child, children, corn, corn, water, water, team,
teams, plant, plants, people, person, man, men, chlorophyll, chlorophyll, box, boxes. Partners then turn over cards, mix them
up, and play “concentration.” When a pair of matching nouns is picked, the partner must use each in a sentence to keep the
pair of cards.
Writing Project
Have students turn to Writing Project on Student’s Book page 219 and present and share their Writing Project compositions.

PART 2 LESSON 9 257
Panel Discussion
1. Recap prior knowledge: What do you know about panel discussions? Lead students to understand that all panelists speak,
either by starting a discussion or by answering questions. Explain that the moderator asks questions and makes sure
everyone on the panel gets a chance to answer.
2. Explain to students that they will be conducting a panel discussion. Brainstorm roles from the reading selections for the
panelists, such as marine biologist Dr. Tierney Thys, a sunfish, a phytoplankton, and a whale.
Plan and Rehearse

1. Have groups of five students work together to choose roles. Then have students brainstorm questions for the moderator to
ask and the panelists to answer. Questions should be created for each panelist. For example, a question for Dr. Thys might
be, “What things about sunfish do you investigate?” A question for a phytoplankton might be, “How do you grow?”
2. Remind students to connect ideas as they talk with one another. Model and review:
• Listening for the main idea
• Listening for important details
3. Use Multi-Level Strategies to involve students at all proficiency levels.
4. Help students set up a desk or table for the moderator and chairs for the panelists to use. Students can brainstorm props
they will need for their panel discussion, such as a microphone for the moderator and table name tags for the panelists.
Provide sentence frames: Provide sentence frames: Challenge students to come up with additional
• I study_____. • I am an expert on _____. questions during the panel discussions.
• They live in_____. • I think that _____ are interesting
because they ______.
We’re Live!
1. Have students conduct their panel discussions. Remind students to speak clearly in a voice that is loud enough for the
audience to hear.
2. For each panel discussion, assess one group’s listening skills.
Debrief and Compare

Ask each group to share what they learned from the panel discussions. Encourage them to add any ideas they learned about
nature’s network to their unit concept maps.

Rubric: Panel Discussion
Panel Discussion Rubric
¨¨
Does not speak clearly about ¨¨
Is not able to engage in ¨¨
Cannot identify the main
the topic conversation idea
Beginning ¨¨
Is not able to stay on topic ¨¨
Is not able to ask or respond ¨¨
Listens for important
to questions details but has difficulty
understanding

¨¨ Engages in conversation, ¨¨
Listens and identifies the
some of the time but does not always use main idea in a few words
appropriate language
Intermediate ¨¨
Some information is off topic ¨¨
Listens and identifies a few
¨¨
Asks and responds to one or important details
two questions
¨¨
Engages in conversation, ¨¨
most of the time using mostly appropriate main idea in a sentence
language
Advanced ¨¨
Most information is relevant to ¨¨
Listens and identifies some
the topic ¨¨
Asks and responds to three or important details
four questions
Advanced
¨¨
Engages in conversation ¨¨
using appropriate language main idea in a few sentences
High ¨¨
Stays on topic
¨¨
Asks and responds to ¨¨
Listens and identifies all
questions in a supportive way important details

PART 2 PART 2 LESSON
9 259
WRITING PROJECT
Mode and Form Resources

1. Expository writing presents information and explains ideas. For this project, students ◆◆ eVisual: 3.18
will interview an expert and write an article to share information about animals and ◆◆ Practice Book: 3.21
nature. Display the Writing Checklist (eVisual 3.18) to show students characteristics
of a good interview.
Writing Checklist
A good interview
✔ has a title and a paragraph that introduce the
person who was interviewed
✔ presents questions in a logical order
✔ has answers that are the exact words of the
person who was interviewed.
eVisual 3.18
2. Use “Fish of the Future” as a professional model of an interview. Reread the text and
point out features of the form. the process
the way of organizing
Writing Trait: Organization something Presentation Tool
is organized
1. Students will learn how good writers organize their sentences and paragraphs to flow
logically into one another and create an interview in which:
organization (n.)
• the writing has a clear structure throughout
• the structure suits the writer’s audience and purpose
eVisual 3.18 arrangement
• all content flows smoothly and logically. of things in a ESL_SE_G5U3_C2_NF_FINAL.indd 191 1/12/10 6:06:43 PM
certain order
2. Use Vocabulary Routine 4 to teach organization and flow.
also means a group
Lesson Overview and Pacing of people united for a
common purpose
Each lesson in the Writing Project provides detailed instruction. Teach the Writing Project
during Part 2 of the unit with this suggested sequence and pacing plan or adjust as your
schedule and students’ needs require. Word Web

Lesson B Prewrite In Part 2, Lesson
ART FILE: 3 G5U3_WP_A
NAT
TECH
CUSTOMER: JOB NUMBER: 12122
Lesson C Draft In Part 2, Lesson

CREATED BY:
EDITED BY:
4 lf DATE:
DATE:
1-29-10

TIME: 7 min
created @ NETS only altered @ NETS
Lesson E Edit and Proofread In Part 2, Lesson 6 simple mod. complex v. complex
blackline greyscale color

Rubric: Interview
Students use Practice Book 3.21 to score their own writing on the trait of organization. You can then use the Writing Rubric to
score each student’s project on all traits.
Writing Rubric
Score
Point
• The message • The structure is • The tone is • Appropriate • All sentences • The writing has • The text is
is clear and clear and fits the appropriate for words were are varied and only a few minor presented in an
focused. purpose. the purpose and chosen to clearly effective and errors in spelling, orderly way.
• Details are • All content flows the audience. convey the have transitions. capitalization, • Visuals are
accurate and in a logical • The writing message. • When read and punctuation. appropriate and
4
relevant, showing sequence. sounds genuine. • The language aloud, the writing • The writing support meaning.
excellent consistently sounds natural has only a few • Letter formation
understanding of grabs readers’ and rhythmic. minor errors in or handwriting is
the topic. attention. grammar and neat and legible.
usage.
• Most of the • Most of the • The tone is mostly • Many • Most sentences • The writing has • Most of the text is
writing has a structure is clear appropriate for appropriate are varied and some minor presented in an
clear and focused and fits the the purpose and words were effective and errors in spelling, orderly way.
message. purpose. the audience. chosen to clearly have transitions. capitalization, • Most visuals are
• Most details • Most of the • Most of the convey the • When read and punctuation. appropriate and
3 message.
are accurate content flows in a writing sounds aloud, most • The writing has support meaning.
and relevant, logical sequence. genuine. • Most of the of the writing some errors in • Most of the letter
showing good language sounds natural grammar and formation or
understanding of grabs readers’ and rhythmic. usage. handwriting is
the topic. attention. neat and legible.
• The message • The structure is • The tone is • Some • Some sentences • The writing has • Some of the text
is present, confusing and sometimes appropriate are varied and several errors is presented in
but somewhat does not fit the appropriate for words were effective and in spelling, an orderly way.
unclear or purpose. the purpose and chosen to clearly have transitions. punctuation, and • Some visuals are
confusing. • Some content the audience. convey the • When read capitalization. appropriate and
2 • Some details flows in a logical • Some of the message. aloud, some • The writing has support meaning.
are accurate sequence. writing sounds • Some of the of the writing several errors in • Some of the
and relevant, genuine. language sounds natural grammar and letter formation
showing some grabs readers’ and rhythmic. usage. or handwriting is
understanding of attention. neat and legible.
the topic.
• The writing • There is no • The tone is not • Few appropriate • Few or none of • The writing has • The text is not
does not have structure or appropriate for words were the sentences are many errors presented in an
a clear, focused it is barely the purpose or chosen to clearly varied, effective, in spelling, orderly way.
message. discernible. the audience. convey the or complete. Few punctuation, and • Visuals are not
• Few or no details • The content does • The writing message. or no transitions capitalization. appropriate and
1 are included, not flow in a does not sound • Little or none of are present. • The writing has do not support
showing little or logical sequence. genuine. the language • When read many errors in meaning, or they
no understanding grabs readers’ aloud, the writing grammar and do not exist.
of the topic. attention. sounds unnatural. usage. • Letter formation
or handwriting is
not legible.

WRITING PROJECT
LESSON A: Model
OBJECTIVES
Writing
• Analyze a Student Model: Interview
• Trait: Evaluate for Organization
• Use a Rubric to Analyze Writing
Resources
◆◆ eVisual: 3.18, 3.19

Analyze the Prompt
1. Have students turn to Writing Project on Student’s Book page 216. Read aloud the title of the project and the prompt.
Model how to fill out the first three sections of a RAFT. Have students copy the RAFT:
Role: reporter
Audience: classmates and the person interviewed
Form: interview
Topic: __________
thinking about. Ask them what that subject is. (animals and nature) Explain that they will be choosing a topic for their
writing and a person to interview.
3. Focus on language: Who is the audience? (a classmate and the person who was interviewed) Ask them how knowing the
audience will affect the language they use. (It will be more formal, with words I use to talk with adults.)
Study a Model
Focus on Features Writing Checklist
1. Read aloud the instructions and then have students read the model
A good interview
silently. Remind students to look for the words that introduce the
person who was interviewed and to notice a clear structure to the ✔ has a title and a paragraph that introduce the
person who was interviewed
interview and a logical flow in the questions.
✔ presents questions in a logical order
2. Chorally reread the model, stopping to discuss each callout.
Display the Writing Checklist (eVisual 3.18) and have students find ✔ has answers that are the exact words of the
person who was interviewed.
examples of each feature in the model. Remind students to monitor
understanding and seek clarification as needed.
eVisual 3.18
Teach the Trait
Ask: If something is well-organized, what is it like? (Its purpose is clear, and it is put together in a logical way.) Define: When
writing is well-organized, all of the information fits together in a clear structure. Content flows logically and smoothly. Find
examples in the model:
• What is the purpose of the interview? (to find out about coyotes in the city)
• How does each question support the purpose? (Responses will vary.)
• What are the text structures and features of the interview? (It is organized by sets of questions and answers with a Q for a
question and an A for an answer.)
Present the Rubric

2. Assign partners the task of telling you the difference between papers with a score of 2 and 4.
3. Allow time for the partners to review the rubric and then report out.
Discuss the Rubric

trait: organization
1. It is well-organized.
is not
2. The order is clear.

is not
3. The questions do flow well.

do not
1. A 4-point paper is .
2. The structure of the writing is .
3. The questions .
A 4-point paper is and has a clear ,

but a 2-point paper is not and does not have a
clear .
In a 2-point paper, the questions do not , but in a
4-point paper, the questions .
eVisual 3.19
Check Progress
Ask questions about features of the form. For example: What information needs to be in the title? (the name of the person
interviewed) Encourage every student to respond. Repeat for the trait.

WRITING PROJECT
LESSON B: Prewite
OBJECTIVES
Learning Strategies
• Generate Ideas through Brainstorming
• Use Graphic Organizers: Chart
Writing
• Writing Process (Prewrite): Select a Topic,
Organize Ideas
• Conduct Research: Locate Information in Texts,
Identify Facts and Details
Resources
Prewrite
Choose a Topic
1. Have students turn to Writing Project on Student’s Book page 217.
2. Review: What is the focus of our interview? (animals and nature) Now we will brainstorm ideas for a topic and a person
to interview.
3. Display and discuss the guidelines (eVisual 3.20).
- Say whatever you think of.

- Use pictures or words.
- Listen to others and connect to their
ideas.
- Don’t think about whether an idea is
good or bad, just write it or draw it.
eVisual 3.20
4. With a volunteer, model using the Language Frames on Student’s Book page 217 to brainstorm topics. Repeat to identify
an expert to interview.
Gather Information
1. Remind students that they must talk to an expert to gather information. Have students conduct research prior to the
interview. Students can use local guides or the Internet to gather information about the job, the person’s title, and the
location.
2. Support students as they schedule interviews. Have partners rehearse telephone calls to set up the interview. In addition to
self-monitoring, partners can monitor language (formal) and clarity, and provide feedback. For students with strong writing
proficiency, recommend using e-mail to set up the interview, along with possible interview questions.

eVisual 3.20 © Cengage Learning

Get Organized
1. Remind students that a well-organized interview first introduces the person who was interviewed. Review the chart on
2. Reinforce the trait of organization by reminding students that questions and answers should be arranged in a clear
structure in which ideas flow smoothly and logically.
3. Have students turn to Practice Book 3.22. Ask: What do you write in the chart for Who? (the name of the person
interviewed) What belongs in the second column? (the interview questions)
4. Have students work with a partner to rehearse asking questions. For the actual interview, provide students with recording
devices, if possible. Remind students to use formal language during their interview and to thank their expert at its
conclusion. Have students conduct the interview.
5. Have students review their interview notes or recording to complete their chart. Use Multi-Level Strategies to support
students at each proficiency level. Then ask them to circle the most important or interesting questions and answers.
Have students conduct interviews in pairs or small groups. Ask students to record both their main questions and answers
Students can use rebuses to complete questions and their and the follow-ups. Tell them to include any interesting details
answers. they learned.
Check Progress
Check students’ charts. Have them share the most important or interesting question they asked during the interview and
explain why it was so important or interesting.

WRITING PROJECT
LESSON C: Draft
OBJECTIVES
Writing
• Use the Writing Process (Drafting): Write an Interview
• Use Writing Strategies: Organize Ideas
• Develop Writer’s Craft: Write an Introduction
Resources
Draft
Introduce Drafting
2. Use Writing Routine 2 to show how to turn the problem-and-solution chart into a draft. Students will focus on:
• Writer’s Craft: Write an Introduction
Explain: An introduction at the beginning of an interview introduces the person interviewed and explains the
interview’s purpose. Have students look at the model on Student’s Book page 216. Ask: Where does the reporter first
name the person interviewed? (in the title) Which sentence tells the purpose of the interview? (I asked her about the
coyote problem we’re having.) Encourage students to use this model to help them write their own introductions to their
interviews.
• Writing Strategy: Organize Ideas
Remind students that the questions in the interview should be organized in a logical order. Ask volunteers to read the
interview questions in the model on Student’s Book page 216.
Say Write
What will my readers want to know first? Well, I think they will Why have coyotes come to the city?
want to know why we have coyotes here.
Now that coyotes are in the city, it seems logical that people will How dangerous are coyotes?
wonder if they are dangerous. I will put that question next.
Finally, people will want to know what they can do about the What can we do to keep them away?
coyote problem.
Review organization and flow. Ask: Do the questions flow smoothly and logically from one to the next? (yes) Is there a
clear structure that suits my purpose for the interview? (yes) Now I will record Pam Marks’ answers from my notes. I will
remember to use her exact words.

Write the Draft

Provide sentence frames Have partners describe Pair students with partners and have them read drafts
to help students draft their the topic or purpose of the of their titles and introductions. Have partners provide
introduction: interview and tell why the feedback and possible questions to ask the interviewee.
• _____ is a ______. interviewee is an expert on the
particular topic. Encourage
• I asked him/her about
them to include these details in
_____.
the introduction.
2. Drafting tip: First, gather everything you need to write, including your RAFT chart, your problem-and-solution chart, and the
notes or recording you have from your interview. Think about the person you interviewed and what you remembered most
from the interview. Describe what the person does and the purpose of your interview in an introduction. Think about your
audience and your purpose. Then write your questions and answers.
Check Progress
Set a purpose for rereading the draft: Do the questions flow logically? Have students whisper read the interview to themselves.
Have students place numbers beside each question to suggest reordering if necessary.

WRITING PROJECT
LESSON D: Revise
OBJECTIVES
• Conduct a Peer Conference
• Prompt and Provide Suggestions
Writing
• Writing Process (Revise)
• Revise Drafts for Organization
• Use Revising Marks
Resources
◆◆ eVisual: 3.21, 3.22
Revise
2. Use eVisual 3.21 to model how to conduct a peer conference. Have students read the interview aloud.
Pam Marks
Pam Marks likes animals. Here’s what she said about them.
Q. How dangerous are coyotes?
A. Very. They steal pets, attack, and bring disease.
Q. What can we do to keep them away?
A. Keep garbage cans sealed. Make sure small animals are in at
night when animals like to hunt. In other words, don’t make the
coyotes want to visit you.
Q. Why have they come to the city?
A. As cities grow, the coyotes’ habitats get smaller. So they come to
the city where they have easy access to food, water, and shelter
eVisual 3.21
3. Point to the Language Frames on Student’s Book page 218 as you retell the article and make suggestions: The questions
might flow more logically if you moved the last question before asking about how to keep coyotes away.

Hold individual conferences Have partners
eVisual 3.21
ask and answer: Have students hold complete ©peer conferences.
Cengage Learning, Inc.
with these students. Check • Did I include interview questions in Direct them to point out strong parts as well as
to be sure all students have an order that makes sense? problems. Also tell them to provide suggestions for
presented questions in a improvement.
• Did I include important details in
logical order and included
exact words that the interviewee
important details in their
had answered?
interviews.

Make Changes
Revising Marks
Display and use the Revising Marks as you work through the example. Review the
rubric and model changes.
2. Model the first change: The title and the first paragraph name the person Add.
interviewed, but they don’t tell why this person is an expert on animals and
nature. I’ll revise the title and first paragraph to provide more detail. (Title: Pam
Take out.
Marks, Animal Control; First sentence: Pam Marks is an animal control officer for Presentation Tool
the city. I asked her about the coyote problem we’ve been having.)
3. Call on students to suggest additional changes that would raise the rubric score. Move to here.
Have students use Practice Book 3.23 for additional practice.
Revise the Draft

eVisual 1.36
1.36_ESL_TE_G5U1_WP_EV3.indd 3

2. Post examples as a reminder to include enough detail in their introduction (eVisual 3.22).
Not Enough Details Enough Details

Maria Thomas Maria Thomas, Zookeeper
Here is my interview. Have you ever wanted to pat a Koala?
Maria Thomas does that every day.
Ms. Thomas is a zookeeper at New City
Zoo.
eVisual 3.22
Check Progress
As students revise, check to make sure each paper has an introduction with enough detail. Also check that the interview
questions and answers flow in a logical order.

WRITING PROJECT
LESSON E: Edit and Proofread
LESSON F: Present and Share
OBJECTIVES
• Listen and Take Notes
• Listen and Ask Questions
• Speak at the Right Pace
Writing
• Writing Process (Edit and Proofread): Edit for Spelling,
Grammar, and Mechanics
• Writing Process (Present and Share): Create a Final
Copy; Read Writing Aloud
Grammar, Spelling, and Mechanics
• Form Plural Nouns
• Proper and Possessive Nouns
• Irregular Plural Nouns
Resources
Edit and Proofread

Focus on Spelling: Forming Plural Nouns
1. Use Student’s Book page 183 and page 216 to review rules for forming plurals. Have students copy the following words
into their journals and write the plural form of each: animal (animals); fox (foxes); wolf (wolves); city (cities); class (classes);
coyote (coyotes).
2. Display the following list of nouns. Have two sets of partners work together. Partners can take turns choosing and spelling
words: whale (whales); fish (fish or fishes); life (lives); body (bodies); shark (sharks); hatch (hatches).
Focus on Mechanics: Proper and Possessive Nouns
1. Explain: A proper noun names a specific person, place, or thing. Proper nouns are always capitalized. Have volunteers
give examples of proper nouns and write them correctly. Then call out proper nouns. Have pairs exchange and check
writing.
2. Remind students that possessive nouns show ownership. Point to a student’s book. This is Lisa’s book. Write Lisa’s on the
board. Explain that to show ownership, we add an apostrophe plus s. Explain that to show ownership of a plural noun
that ends in s, we use only an apostrophe.
3. Turn to “Fish of the Future” and have pairs find proper and possessive nouns. Have volunteers restate each rule as they
point out examples.

Edit and Proofread
their articles. Editing Marks
2. Provide and model the editing tip: Use a highlighter or colored pen to mark things you
are unsure of. After you have edited your writing, look in a dictionary to check and Add.
correct the things you highlighted.
Take out.
Present
Move to here.
Share Your Article
1. Encourage students to make a clean, final copy of their interview. They may choose to Check spelling.
type it with a word processing program in two columns, like a newspaper article.
2. Then let students decide if they will share their writing with the class by reading it aloud Capitalize.
or by inviting the person interviewed to visit and answer additional questions.
eVisual 3.23
3. Go through the Presentation Tips on Student’s Book page 219 and model the skills for the
class:
• Speak at a Good Pace: Explain that you should speak slowly and clearly, and pause between questions and answers.
• Use Visuals: Explain that showing pictures of the animal can help listeners understand the interview questions and
answers.
• Listen and Take Notes: Have a volunteer read the presentation tip and model how to make a note about it.
• Ask Questions for Clarification: Explain that asking questions helps them understand information that may be new or
confusing.
4. Have students design a masthead and think of a name for their newspaper. Encourage them to include photos and related
articles in their newspaper. Then put the articles together and copy or scan them.
eVisual 3.23
5. Add a copy of each interview to the appropriate student’s writing portfolio.

PART 2 LESSON 10
Wrap-Up
OBJECTIVES
Concepts and Vocabulary
Language
• Language Function: Engage in Conversation,
Retell a Story
• Discuss Ideas
Science
• Investigate How Animals and Plants Depend
on Each Other
• Examine Evidence That Living Organisms
Have Basic Needs
• Explore and Observe Interdependence of
Living Things
• Compare Functions of Different Species
Talk Together
1. Read aloud the introduction in Talk Together on Student’s Book page
220. Encourage students to skim the selections in the unit and think
about class discussions.
2. Have students complete the concept map by writing their answers on
the web.
3. Use these possible answers to the unit concept map to guide the
discussion.
Write a Paragraph
Read aloud the instructions. To help students get started, encourage
them to create a Venn diagram or chart to make notes comparing and
contrasting the two animals they chose. Concept Map
1. Ask students to make a chart with the column headings: carnivore, herbivore, and omnivore. Tell them to observe
animals in their community to see what they eat and then place them on the chart accordingly.
2. Encourage students to share the task with a family member.

Resources
◆◆ Self-Assessment
◆◆ Unit Test
Share Your Ideas

Select and Present
Read aloud the four presentation options. Explain that
some options can be completed alone, but that others
involve working in groups. You may choose to assign
students to specific activities or allow them to self-select.

Writing Activity: Make a Food Chain
Enter the term “food chain” into an Internet search engine to find sites that may B I A AH
be useful. Bookmark the sites for students to use for their research. Also, show 3 3
them how to do an image search so they can see some graphic examples.
Oral Activity: Perform a Play

Have each group discuss and decide whether they will keep the story realistic by B I A AH
having the animals act while a narrator explains what they are doing or whether 3 3 3
they will make their stories fanciful by having the animals talk.
Kinesthetic Activity: Act Out a Food Web

As students create their own food web, record the components of the web in B I A AH
graphic form on the board or chart paper to further reinforce how the parts fit 3 3
together.
Writing Activity: Write an Ode

Ask students to identify the subject of their ode at the top of a sheet of paper. B I A AH
Give them 30 seconds to list the animal's good qualities. Remind students to keep
jotting down their ideas non-stop. Have students circle the ideas in their lists that
3 3
they can use in their poems.
Respond and Close

Have students give an example of a network in nature.
Monitor

Unit 4
PART 1 LESSON 1
Unit Launch
OBJECTIVES
Resources
Unit at a Glance
Language Focus: Justify, Negotiate
Reading Strategy: Make Inferences
Unit 4 Topic: History
Justice
Share What You Know
1 Think about an experience that
? was fair. Write it on a note card.

Label it “Fair.” UNFAcutIR
Big
Someonein
2 Think about an experience that
What is was unfair. Write it on a note line at the movie
justice? card. Label it “Unfair.” theater.
Question 3 Exchange your cards with
a partner. Share the
experiences with the class.
AUSTIN, TEXAS, USA
A soccer player objecting to the referee’s penalty call
Preview and Predict

• In soccer games, referees use yellow cards and red cards to punish soccer players for their misconduct. The yellow
cards indicate cautions while the red cards indicate dismissals. When a player gets two yellow cards, he/she must
leave the field, as two yellow cards equal a red card.
• In competitive games, sports rules regulate players’ and participants’ behaviors. In our daily life, laws are official rules
regulating people’s conduct or social behaviors.
• Both sports rules and laws are based on the idea of justice—the fact that something is reasonable and fair. Rules, no
matter which scenario they are in, are also regarded as a means of serving justice.

274 Unit 4 Justice
1. Explain: Justice is another word for fairness. What people, places, and things does the word justice make you think of?
(courts, judges, rules, laws, people’s rights)

• What is an example of unfair or unjust treatment of people in history?
• Name someone from the past who worked hard for justice and tell what he or she did.
• What are some other ways to stand up to unfair treatment?
Share What You Know

• an example of fair treatment
• an example of unfair treatment
2. To support students in identifying experiences, describe scenarios students can relate to and ask questions. For example:
Imagine that a brother and sister share a bike. The brother has been using the bike for an hour. The sister wants a turn.
The brother says, “Sure!” Is that fair? Think of a similar situation that happened to you or someone you know.
3. Have students fill up and add more note cards as they continue with the unit. Periodically shuffle the note cards. Have
students sort them into piles of fair and unfair behavior.

Explain: The Big Question is at the center, or balance point, of the
scale. We’ll add examples of unjust situations to the pan on the left and
examples of just situations to the pan on the right.
3. Have students add the ideas they already listed, and any other ideas
they may have, to Practice Book 4.1. Explain that they will add more to
their concept maps as they read through the unit and learn more about
justice.
eVisual 4.1
Make Connections
Send home Family Newsletter 4. Ask students to interview family members to find out what justice means to them. Have them
share their definitions and examples with the class.

PART 1 LESSON 1 275
PART
Language Focus
I think .
Language Focus
I believe
Justify because
And so .
.
Social Studies Vocabulary Matt and Salvador are talking about someone they think
is a hero. Listen to their dialogue. Then use Language
Frames to tell a partner if you agree with their choice and why.
OBJECTIVES
Vocabulary
An American Hero Dialogue
Matt: I just read a story based on the life of Frederick Douglass.

Language He was born into slavery and escaped to freedom.
• Language Function: Justify Salvador: I know about him! He escaped by boarding a train
dressed as a sailor. He made it all the way to
• Listen to and Imitate Fluent Models the North.
• Use a Variety of Grammatical Structures Matt: Then, he became an abolitionist. I think he is an
• Participate in a Discussion American hero. I believe this because he wanted all
people to be free.
Learning Strategies Salvador: Right! If not, then people’s lives are never their own.
• Recap Prior Knowledge Matt: And so, I’m going to do my book report on
• Use Context to Build Concepts and Language Frederick Douglass.
Social Studies
• Explore Ideas About Justice and Equality
224 Unit 4
ELAR TEKS
Language Focus
G5.2.B.1 use context to determine or clarify the meaning of unfamiliar words
ELPS
1.E.3 internalize new academic language by using and reusing it in meaningful wa
Teach / Model
play the dialogue. Invite students to read along as you play the
dialogue a second time. Model how to echo and chime in as the
audio prompts.
2. Point out the Language Frames at the top of Student’s Book page
224 and model using these structures to justify views about
equality and justice. Display the How-to chart (eVisual 4.2).
3. Prompt one or two students to share their ideas about justice.
Point to each step on the How-to chart as the students justify their eVisual 4.2
ideas. To help students along, say: Tell me why.
Practice / Apply
1. Have students justify their views about the experience from Share
What You Know on Student’s Book page 223.
2. Use Academic Language Frames (eVisual 4.3) to encourage
students to use different grammatical structures in their answers.
Check Understanding
Display Language Builder Picture Card G5.43. Have students discuss,
and then justify their views about it.
eVisual 4.3
Monitor
students’ progress in oral language performance.

276 Unit 4 Justice
Key Words
abolish
emancipation
escape
Key Words law
Look at the pictures. Use Key Words to talk about slavery plantation
in the United States. slavery
Resources
◆◆ eVisual: 4.2, 4.3
During slavery , many Africans were ◆◆ Vocabulary Routine 1
forced to work on plantations . The
work was hard. They were not paid.
Before emancipation , some
enslaved people escaped ◆◆ Picture Dictionary
from, or left, the plantation.
Many enslaved people used secret

paths to travel north, where slavery
was against the law . Along the way,
people helped them.
Later, the Thirteenth Amendment

to the Constitution abolished , or
ended, slavery.
Talk Together
Some enslaved people risked their lives for freedom. What would you risk
for freedom? With a group, use Language Frames from page 224 and the
Key Words to justify your answer.
225
ELAR TEKS in speaking activities words

G5.2.B.1 use context to determine or clarify the meaning of unfamiliar words 2.E.1 use visual support to enhance understanding of increasingly complex and 3.D.2 speak using content area vocabulary in context to build academic language
ELPS elaborated spoken language proficiency
1.C.2 use strategic learning techniques to acquire grade-level vocabulary 2.E.2 use visual support to confirm understanding of increasingly complex and 3.E.1 share information in cooperative learning interactions
1.D.1 speak using learning strategies elaborated spoken language 4.F.2 use visual and contextual support to enhance and confirm understanding
1.E.3 internalize new academic language by using and reusing it in meaningful ways 3.D.1 speak using content area vocabulary in context to internalize new English

Teach / Model
1. Read the introduction and read through the storyboard on Student’s Book page 225.
2.1. Pronounce the word and point to its picture: escaped.
2.3. Define the word: To escape is to leave a place, especially in secret or when someone might try to stop you.
2.4. Elaborate. Relate the word to your experience: When I was a child, I couldn’t wait to escape from my house and go
out to play!
Practice / Apply
Talk Together
1. Review the Language Frames on Student’s Book page 224 and provide an example: I think the right thing is for everyone
to have freedom. I believe that if all people aren’t free, then no one is really free. And so I would risk making someone
angry to help people escape to freedom.
map.
Extension
Use Writing Routine 1. Write the word law and prompt: Why are laws important? Think about this word and write about it.

PART 1 LESSON 2 277
PART 1 LESSON 3 1
PART
Thinking Map
Thinking Map Theme

Academic Vocabulary The main message of a story is its theme. To identify theme, think about all
the parts of a story. Then think about the message the author wants you to
learn or discover.
OBJECTIVES Look at the pictures from the story that Matt read. The title is Frederick
Douglass’ Civil War.
Vocabulary
Comprehension and Critical Thinking Douglass speaks out
against slavery.
Douglass writes
about the war.
The 54th Regiment
goes to war.
• Demonstrate Listening Comprehension Map and Talk

• Literary Analysis: Understand Theme You can use a theme chart to help you discover the theme of a story. First,
write down clues you find from the title. Then write clues from the characters,
Learning Strategy the setting, and the plot. Finally, use the clues to find the theme.
• Use Graphic Organizers: Theme Chart Theme Chart

Clues from the Title Clues from the Characters
Social Studies Douglass plays an important
part in the Civil War.
Theme
Douglass and abolitionists
are against slavery.
• Explore Ideas About Justice and Equality People fight for justice
Clues from the Setting in many different ways. Clues from the Plot
set at the time of the Civil War Douglass writes about the war.
He wants African Americans
to fight, too.
Talk Together
Talk with your partner about a television show you have seen about a hero.
Your partner can make a theme chart. Use the chart to find the theme of
Thinking Map 226 Unit 4

the TV Show.
Teach
1. Connect concepts: A story has characters, a setting, and a plot. The characters are the people or animals in the story. The
setting is where and when the story takes place. The plot includes the main problem and all the events in the story. Now you
will learn how to make a graphic organizer to understand a story’s message, or theme.
2. Read the first paragraph and teach the vocabulary word theme using Vocabulary Routine 4. Use the illustrations on Student’s
Book page 226 to focus on the setting as a clue to the theme. Reinforce: Pay special attention to when and where this story
takes place.
3. Read aloud the instructions for making a theme chart. Say: I can make a theme chart to write down clues about the theme.
4. Remind students to listen for clues as you read aloud “Frederick Douglass: Battle for Freedom” (eVisual 4.4). Define
abolitionists as people who helped end slavery.
Model
Reread the title “Frederick Douglass: Battle for Freedom” (eVisual 4.4).
Model the process: When I read the title, I think about what it means. I
write my ideas in the box. All the clues help me understand the theme. I
will write the theme in the center circle.
Practice / Apply eVisual 4.4

1. Read aloud the instructions in Talk Together on Student’s Book page
226. Have students use Practice Book 4.2 to complete their charts.
2. Use Multi-Level Strategies to help students at all proficiency levels talk about the clues and infer the theme. Monitor
students’ developing proficiency.
Provide a sentence starter for each Recall the parts of a story: title, Ask partners to connect the theme of
step: plot, characters, setting. Remind “Frederick Douglass: Battle for Freedom” to
• The title is _____. students to use these words as the theme of another story they have read.
they talk about theme. Have them tell how the themes are alike and
• The characters feel _____.
different.
• The setting is _____.
• In the plot, _____ happens.
• The theme is _____.
278 Unit 4 Justice
Academic Vocabulary
More Key Words

Use these words to talk about “Crossing Bok Chitto: A Choctaw Tale of
Friendship and Freedom” and “Journey To Freedom.”
Resources
distinguish equality freedom
verb noun noun ◆◆ eVisual: 4.4
Distinguish means to tell When people have Freedom is being able
the difference between equality, they all have to say, think, and do
two things. It’s hard to the same rights. Equality what you want. A bird ◆◆ Key Words Test
distinguish Chris from his makes things even. has the freedom to fly.
twin, Joe.
risk route
verb noun Talk Together
Work with a partner.

Role-play a scene in which
two people risk something
for justice. Use at least two
Key Words in the scene.
Enslaved people
risked their lives
When you risk something, A route is a path to get
you are in danger of from one place to
in order to reach
losing or harming it. another. Use a map to freedom.
find a route to the ocean.
227
Check Understanding
Ask: What story elements give you clues to the theme? (title, setting, characters, plot)
Academic Vocabulary
Teach / Model
2.1. Pronounce the word and point to its picture: distinguish.
2.3. Define the word: To distinguish means to tell the difference between two things.
2.4. Elaborate. Relate the word to your experience: I use labels to help me distinguish one folder from another.
Practice / Apply
partners imagine a situation in which they risk something for justice. Invite volunteers to role-play their scene for the class.
Check Understanding
Point to the picture for each word and have students use it in a meaningful sentence.
Monitor
Vocabulary.

PART 1 LESSON 3 279
PART 1 LESSON 3
Extension Resources
Teach / Model
◆◆ Language Builder Picture Card
1. Explain that each pair of students will become Key Word experts. They will
G5.49
study one Key Word and create a Key Word poster about the word.
2. Use Vocabulary Routine 2 and model making a 4-corner poster about the
word plantation.
• Write the word.
• Add a picture.
• Add a context sentence.
Practice / Apply
1. Assign a Key Word to each pair of students.
2. Have each pair create a poster for their assigned Key Words.
Check Understanding
Say a Key Word and have the partner experts for the word read the definition and
sentence from their poster.
4-Corner Poster
Teach / Model
1. Referring students to the Key Word poster they made for Extension Activity 1, Expand Word Knowledge, tell them that they
will share what they know about Key Words.
• Take turns reading each partner’s Key Word posters.
• Create sentences using both Key Words and write them in your journals.
Practice / Apply
1. Have pairs of students conduct a Three-Step Interview. (See Cooperative Learning Routines.) Each student should be an
expert on a different word. After interviewing each other, students should report to the whole group on what they’ve
learned.
2. Tell students to share the two words they studied, and copy the information they learn into their vocabulary journals. Rotate
and repeat until each student has a journal entry for each Key Word.
3. Have students take turns reading the Key Words posters again. All students should echo the pronunciation. Correct any
mispronunciations.
Check Understanding
Display Language Builder Picture Card G5.49 and ask students to use Key Words to tell about it.

280 Unit 4 Justice
Teach / Model
Ask students who have played You Made That Up! or other true/false games to tell what these games are like. Then explain
how to play You Made That Up!
• I write each Key Word on a separate index card.
• For each Key Word, I look up the word in a dictionary and write a correct definition on the card.
• I make up two fake definitions. I write these on the card, too.
• I read all three definitions for the Key Word aloud. I ask someone to choose the correct definition.
• The person who chooses the correct definition gets to read the next word.
Practice / Apply
1. Distribute index cards and have students write Key Words and definitions on their cards. Clarify: Make sure you write a
correct definition and two fake definitions.
2. Explain that students will work individually to prepare their cards, and then play the game as a group. Provide an example
using the Key Word law, and give three definitions:
• A law is a rule made by a government.
• A law is a rule made by a teacher.
• A law is a step for how to play a game.
3. Discuss which definition is correct and why. (the first one)
4. Monitor students as they follow your instructions. Have volunteers restate instructions. Monitor and correct restatements.
Check Understanding
Call out a word and its three definitions and have students explain how they knew which definition was correct.

PART 1 LESSON 3 281
PART 1 LESSON 4
Reading Strategy
OBJECTIVES
Resources
• Acquire and Use Classroom • Learn to Make Inferences ◆◆ eVisual: 4.5
Vocabulary ◆◆ Vocabulary Routine 4
Learning Strategies
• Use Visuals
1
PART
Reading Strategy Language Frames

I read .
I know .
Learn to Make Inferences Talk Together

And so .
Look at the cartoon of Matt and Salvador. Think about the details you
see in the picture and what you already know about the library. Figure Read Matt’s personal narrative about standing up for justice.
out, or make an inference about, what will happen next. Read the sample inference. Then use Language Frames to tell a
partner about your inferences.
Personal Narrative
My Grandfather, My Hero “I read that schools

The other day, I read about a man who stood up for what was were not equal.
right. That made me think of my grandfather. He stood up for I know that ‘equality’
means being treated
justice fifty years ago and even helped change the law . Back equally.
then, some schools were separate and not equal. My grandfather And so African
marched with many other Americans. He spoke out for equality Americans and
between African-American and Caucasian students. Caucasians were not
treated equally.”
My grandfather said that emancipation from slavery happened
more than one hundred years ago. But, even in the 1950s and
1960s, African Americans were still not free. They still had to
speak up for their freedom . He showed me pictures of things that
happened when African Americans would risk trying to ride
When you read, you can make inferences, too. at the front of a bus, or eat at a “Whites only” lunch counter.
Grandpa got very quiet, and tears were in his eyes.
How to Make Inferences He showed me a picture of Al, an African-American student

from the North who helped his mother vote for the first time. He
was one of many people who came from the North. They traveled
1. Look for details in the text. I read . many routes through the South to help African Americans vote.
They risked their lives and were very brave. Al taught Grandpa
to distinguish between right and wrong, and to
2. Think about what you already know about I know .
stand up for what is right. I can see how
the details and the topic.
important that lesson is even today!
3. Put your ideas together. What else can you And so .

figure out about the text? = a good place to stop and make an inference
228 Unit 4 229
Reading Strategy
Teach
1. Read aloud the introduction on Student’s Book page 228. Ask students how they think the librarian feels. Discuss how the
librarian’s expression can help students figure out that she is unhappy and will probably ask the boys to use quiet voices.
Make the connection: When you figure out something that is not stated, you make an inference. Point out that students
make inferences every day in various situations.
2. Teach the vocabulary word inference using Vocabulary Routine 4.

282 Unit 4 Justice
Model
Have volunteers read aloud the How-to chart on Student’s Book page 228. To model an inference about the cartoon, say:
• I think the librarian looks upset. (show a stern expression)
• I know that people should talk quietly in a library.
• And so the librarian will probably ask the boys to use quiet voices. (put your finger to your lips)
Practice / Apply
1. Read aloud the instructions in Talk Together on Student’s Book page
229 and point out the Language Frames. Chorally read aloud “My
Grandfather, My Hero” and the sample student inference. Listen and
correct any mispronunciations.
2. Use Academic Language Frames (eVisual 4.5) to help students at
all proficiency levels make inferences. Students should be able to
infer that remembering segregation makes Grandpa sad, and that
standing up for what is right is important. Encourage them to explain
why they made each inference.
Check Understanding
Reread the first paragraph of the story. Ask: What inference can you
eVisual 4.5
make about what Matt’s grandfather did? (He risked his safety to ensure
equality between African Americans and Caucasians.)
Extension
Writing: Personal Narrative
1. Point out the features of Matt’s personal narrative about his grandfather: the theme about justice, the specific details, and
the clear sequence of events.
2. Then display a RAFT for students to follow:
• Role: myself
• Audience: classmates
• Form: personal narrative
• Topic: standing up for justice
3. Encourage students to make inferences in their narratives. Remind students to use present tense action verbs where
appropriate. Remind students to use Key Words. Invite students to share their personal narratives with the class.

Have students illustrate their Have students each write a Have students write several Have students give dramatic
personal narrative. paragraph. paragraphs. readings of their personal
narratives.

PART 1 LESSON 4 283
PART 1 LESSON 5
Reading: Preview
OBJECTIVES
• Use Academic Vocabulary • Analyze Literary Elements: Characters and Setting
• Use Grade-Level Vocabulary • Recognize Genre: Tale
• Plan: Preview • Use Prereading Supports
Read a Story
Genre
A tale is a story that is told over and over again before
it is written down. This tale is based on historical events.
Characters and Setting

Characters are the people in a story. The setting of
a story is when and where it takes place. This story
takes place before the Civil War, near a plantation
in Mississippi.
Crossing
Little Mo Martha Tom
Bok Chitto
A Choctaw Tale of Friendship
and Freedom
by Tim Tingle
230 Unit 4 231
Preview
Introduce
Direct students’ attention to the illustration on Student’s Book pages 230–231 as you read aloud the title of the story. Have
students predict: What do you think the story will be about? What do you see in the picture? Point out the woods and the
river. Encourage students to use Key Words to describe what they see.

284 Unit 4 Justice
Genre and Setting
1. Read aloud the description of the genre on Student’s Book page 230. Elaborate: This story is a tale about a time in history
and cultures that are real. The events and characters are made-up, but they are based on real people and real events. In a
tale, some events may seem unreal or exaggerated.
2. Read aloud the definitions of characters and setting on Student’s Book page 230. Explain: The events in this story take
place in the 1850s before the Civil War. They happen in Mississippi near a plantation on the Bok Chitto River. Point to the
pictures of the characters and read the labels. Explain: The main characters in this tale are a girl and boy. As we read this
tale, think about how these characters seem real.

Pages Say (and do)

I know this is Martha Tom because the captions on page 230 identify her and Little Mo. (Point to page
232–235 233.) Here she crosses a river. I see the label “stone path.” Do you think this stone path and the river will
be important to the story?
(Point to page 237.) Little Mo and Martha Tom are walking together. Where are they? Where are they
236–237
going?
Look at the two women on these pages. Who might they be? Look at the expression on their faces. How
238–239
do you think they feel?
I wonder why this man is standing outside at night. Describe his expression. What do you think is
240–241
happening?
I see a woman comforting a boy. (Point to page 243.) Here I see women carrying candles in the dark.
242–244
Now people are walking across the river. Who could they be? Why are they crossing the river?
Check Understanding
Ask: Where does this story take place? (near the Bok Chitto River) When does this story take place? (in the 1850s, a long
time ago)
Tell students that all cultures have sayings about justice, such as: Do unto others as you would have others do unto you.
Never judge a person until you have walked a mile in their moccasins. Ask students to share additional sayings about
justice from home or a culture they know.

PART 1 LESSON 5 285
PART 1 LESSON 5
OBJECTIVES
Resources
• Use Grade-Level Vocabulary • Analyze Theme ◆◆ Practice Book: 4.4
• Use Academic Vocabulary • Analyze Characters and Setting
Learning to Read • Analyze History and Theme
• Concepts of Print: Identify a Learning Strategies
Sentence • Build Background Knowledge
Reading Strategies • Use Reading Supports
Confirm Predictions
• Make Inferences
Read the Selection

Concepts of Print: Use Directionality
1. Read the first sentence on Student’s Book page 232. Point to the capital letter at the beginning of the sentence and say:
A sentence always begins with a capital letter. Then point to the period. Say: This is a period. It comes at the end of a
sentence that tells about something. Repeat with the last sentence on page 232.
2. Work with students to identify sentences that have a period, question mark, and an exclamation mark. Guide them in
pointing out the capital letter at the beginning of the sentence and the punctuation at the end of the sentence.
Reading Options
Read Along Read Together Read Independently

• Read aloud Key Points Reading • Have groups set a purpose for • Have students set a purpose for
(Practice Book 4.4) while students reading and read silently. Then reading. Have them read silently
follow the text. Reread in phrases select passages to read chorally and study the illustrations to clarify
and have students echo the phrases, or aloud in pairs. Pause to ask the the text.
building up to reading entire Build Comprehension questions. • Then have students read the
sentences. • At the end of each section, have selection aloud and discuss the
• Check understanding with selected students predict what might happen Build Comprehension questions
Build Comprehension questions. next to Little Mo and Martha Tom. with you. Ask students to explain
how illustration details helped them
understand the text.

286 Unit 4 Justice
Set a Purpose
Martha Tom and Little Mo are
from different cultures. How do Martha Tom found a patch of blackberries on the plantation
they meet?
side of the river. She filled her basket and started for home, but
she soon realized that she was lost. She tried to find the river, but
instead she walked deeper into the woods.
T here is a river called Bok Chitto that flows through

Mississippi. In the days before the War Between the States, in
the days before the Trail of Tears, Bok Chitto was a boundary.
On one side of the river lived the Choctaws, a nation of Indian
people. On the other side lived the plantation owners and the
people they had enslaved. If an enslaved person escaped and
made his way across Bok Chitto, that person was free. That was
the law .
One Sunday morning during this time, a Choctaw momma
woke her daughter.
“Martha Tom, get up! I have a wedding to cook for today.
Take this basket and fill it with blackberries.”
But Martha Tom couldn’t find any blackberries on the
Choctaw side of the river, so she did something she’d been told
never to do—she went crossing Bok Chitto. The only way to
cross Bok Chitto in those days was a stone path just beneath the
surface of the river. Only the Choctaws knew it was there, for the
Choctaws had built it.
stone path
War Between the States Civil War
Trail of Tears Native Americans in the South
were forced to leave their homes
Indian Native American
crossing across
232 Unit 4 233
Build Comprehension
Set a Purpose
Read the question at the top of page 232.
Key Words
Who lives across the river from the Choctaw? (the plantation owners and the people they enslaved)
Character’s Motive
Why does Martha Tom decide to cross the river? (She cannot find blackberries, and she knows her mother needs them.)
Predict
What do you think will happen to Martha Tom next? (Accept all reasonable predictions.)
Extension
Geography: Bogue Chitto River
Display a US map, and help students identify Mississippi. Tell them the Bok Chitto River is called the Bogue Chitto River today.
Add that the river flows through a water park and wildlife refuge. Point to the southwestern corner of Mississippi, near the
state’s border with Louisiana. Ask a volunteer to locate the Bogue Chitto River on the map.

PART 1 LESSON 5 287
PART 1 LESSON 5
She came upon a clearing filled with logs that looked like Then something else touched her—on the shoulder. She
benches. A skinny, dark-skinned man with a cane stepped out of looked up to see the biggest man she had ever seen.
the trees. He climbed onto a stump and called out, “We are bound “You’re lost, little girl?” he said in a deep voice. “You’re
for the Promised Land! Oh, who will go with me?” Choctaw, from across Bok Chitto?”
What happened next would change Martha Tom’s life forever. Martha Tom nodded.
A group of enslaved people stepped from behind the trees “What is your name?”
where they were hiding. “We will go with you,” they replied. “Martha Tom.”
“We are bound for the Promised Land!” “Well, Martha Tom, I’ll get my son to take you back to
It was the calling together of the forbidden church, deep in the river. Little Mo!” he called.
those Mississippi woods. The people began to sing. Martha Tom A boy appeared. “Little Mo, this girl is lost.
had never heard music like this before, but it touched her deeply. She is Choctaw from across Bok Chitto. Take her
to the riverbank and she can get home
from there.”
“Daddy, I better not,” Little
Mo said. “The men from the
plantation house told us to
stay away from the river.”
bound for the Promised Land going to a deep low Before You Continue
place where we will be free riverbank side of the river 1. Summarize How do Martha Tom and
touched her deeply filled her with better not don’t think I should do that Little Mo meet?
strong feelings
2. Make Inferences Why do you think the
plantation owners want the people they
had enslaved to stay away from the river?
234 Unit 4 235
Predict
Do you think Little Mo will take
Martha Tom to the river? Explain.
H is father knelt down and said, “Son, there is a way to move amongst
them where they won’t even notice you. It’s like you’re invisible. You move
not too fast, not too slow, eyes to the ground, away you go! Now give it a try
and get this little girl home!”
So Little Mo took Martha Tom
by the hand and off they went, not
too fast, not too slow, eyes to the
ground, away you go! When they arrived at the river, Martha Tom took Little Mo by the
They walked right in hand and the two of them went crossing Bok Chitto to the Choctaw side.
front of the plantation Even before they stepped from the stones to the earth, Little Mo
house porch, where the heard the sound of chanting. He thought it must be the heartbeat of the
owners were sitting. earth itself. It was the old men calling the Choctaws to the wedding
But no one paid ceremony.
them any mind.
“Way, hey ya hey ya
You a hey you ay
A hey ya a hey ya!
Way, hey ya hey ya

You a hey you ay
A hey ya a hey ya!”
Little Mo had never heard music like this before, but it touched
him deeply.
knelt down got on his knees

you’re invisible no one can see you
paid them any mind noticed them
236 Unit 4 237

288 Unit 4 Justice
Figurative Language
The story says the singing touched Martha Tom deeply. Does music have hands? Can it touch a person? (no) Why did the
writer use these words? (to show that the music had a strong effect on Martha Tom)
Character
How does Little Mo feel about taking Martha Tom to the river? (He is afraid.) How do you know? (He says the men from the
plantation house have told him to stay away from the river.)
Confirm Predictions
Was your prediction about Martha Tom correct? Explain your ideas. (Answers will vary.)

1. Summarize: Martha Tom gets lost after she crosses the river. She comes upon Little Mo’s father leading a meeting of
enslaved people. Little Mo’s father asks Little Mo to take her home.
2. Make Inferences: Possible response—I read that if an enslaved person escapes and goes across the river, he or she is free.
I know that the plantation owners do not want the people they enslaved to be free. And so the plantation owners want the
people they enslaved to stay away from the river in case they run away.
Extension
Literary Analysis: Foreshadowing
1. Tell students that authors sometimes give hints about what will happen next in the story. Point out these sentences on page
234: What happened next would change Martha Tom’s life forever. A group of enslaved people stepped from behind the
trees where they were hiding.
2. Say: This is a clue. It tells me that something important is about to happen. I know enslaved people will be a part of this
event.
3. As students continue reading, guide them in identifying additional examples of foreshadowing. For example, review the
last paragraphs of pages 236 and 243.

Predict
Read aloud the question on page 236. Tell students to think about what has happened so far as they make their predictions.
Make Inferences
Ask: How can you tell that Martha Tom and Little Mo trust each other? Guide students to find the answer.
• I read that Little Mo takes Martha Tom’s hand and leads her past the house. I read that Martha Tom shows Little Mo the
Choctaw’s secret stone path.
• I know that people don’t usually help someone, hold hands, and share secrets unless they trust each other.
• And so Little Mo and Martha Tom must trust each other.
Make Inferences
Think about what you know about slavery. Why do you think the plantation owners treat the enslaved people as if they are
invisible? (Enslaved people were considered property, so they generally went unnoticed.)

PART 1 LESSON 5 289
PART 1 LESSON 5
Then something else touched them both—on Then one day, trouble came. Twenty enslaved people were going
the shoulder. It was Martha Tom’s mother! to be sold. The men were called together to listen to the names being
“Little girl, you have been crossing read. Little Mo’s mother was on that list.
Bok Chitto! You take him to the river Little Mo’s father wondered how to tell his family.
and come right back!” After supper, he motioned for them to be still.
Martha Tom knew her mother could Feeling his knees grow weak, he said,
cackle like a crow on the outside, while “Your mother has been sold.”
inside she would coo like a dove with love “Nooo!” she cried. The children
for her daughter. She took Little Mo to the began to cry, too.
river and showed him how to cross on his “This is our last evening
own. And so began a friendship that would together!” he said. “Stop your
last for years. crying. I want every one of you
Every Sunday morning, Martha to find something small and precious
Tom would cross Bok Chitto. She sat to give your mother to remember
with Little Mo’s family in church. you by.”
She sang the songs in English, and No one moved.
then she sang them in Choctaw on
her way home.
cackle shout; yell trouble came there was a big problem Before You Continue
coo sing precious special 1. Paraphrase How did Little Mo get Martha
on his own by himself Tom home? In your own words, explain
the advice his father gave him and how
it helped.
2. Theme What is the effect of slavery on
Little Mo’s family at this point in the story?
238 Unit 4 239
Predict
What might Little Mo’s family do
to solve their problem?
And so they did—not too fast, not too slow, eyes to the
T hen Little Mo said, “Daddy, there is a way we can stay together. We

can go crossing Bok Chitto.”
ground, away you go!
Then something remarkable happened. They walked into
the circle of lanterns, but even the dogs did not know they
“Son, they’ll have the dogs guarding the river.” were there. It was like they were invisible.
“Daddy, we can go like you taught me—not too fast, Soon they stood on the banks of Bok Chitto. Little Mo
not too slow, eyes to the ground, away you go! Daddy, we said, “Daddy, I’ve never been here at night. I can’t get us across!”
have to try.” His father said, “Son, we call you Little Mo. But you
Hope filled his father’s heart. “You are right, son. know that your real name is Moses. Now, Moses, get us across
We have to try.” that water!”
They packed quickly, but they were not
quick enough.
The men in the plantation house saw them
working late. They called for the guards with the dogs,
the lanterns, and the guns, and they surrounded that
little house.
Little Mo’s daddy said to his family,
“This night’s journey is about faith. It is
about freedom . We will go out
the front door.”
lanterns lights circle of lanterns light

faith believing we will be OK
240 Unit 4 241

290 Unit 4 Justice
Character
What words can you use to describe Little Mo’s father? (Possible answer: kind and thoughtful) Why? (He tells family members
to give Little Mo’s mother something precious.)
Confirm Predictions
How accurate was your prediction about whether Little Mo would take Martha Tom to the river? (Answers will vary.)

1. Paraphrase: Possible response—Little Mo learns how to cross Bok Chitto on his own. His father tells him to move such that
others would not notice him. This advice helps Little Mo and Martha Tom walk past the plantation owners unnoticed and
on to the river without being caught.
2. Theme: Possible response—Little Mo’s family is enslaved, so they can’t worship freely. His mother has been sold and there
is nothing anyone can do. Slavery is going to split up their family.

Predict
Read aloud the question at the top of page 240 and ask: What helps you predict the answer to this question?
Details
What idea does Little Mo have to keep his family together? (He says his family should cross the river.)
Theme
Little Mo’s family faces great danger. Use expressions and gestures to show how Little Mo’s father feels about this. (First, he
worries about the dogs guarding the river. Then his heart fills with hope. Finally, he says that the journey is about faith and
freedom.)
Analyze Genre
Tales are told orally over and over again. Over time, some details may become unreal or exaggerated. Find something from
this tale that seems real and something that seems unreal. (real event: guards with guns and dogs terrorized enslaved people;
unreal event: people walk toward guards without being seen)
Extension
Literary Analysis: History and Theme
1. Point out that although the story is fictional, the author wrote it based on true historical events. Guide students in identifying
historical examples, such as slavery, the freedom movement, and the present-day presence of Choctaw communities in
Mississippi. Help students tie these events to the theme: People must take great risks for freedom. Say: The enslaved people
risked their lives for freedom. They risked everything to be free.
2. Have students continue to identify story events that support the theme of taking great risks for freedom. Tell them to explain
why the events support the theme.

PART 1 LESSON 5 291
PART 1 LESSON 5
Little Mo dipped his arms into the chilly waters till he The guards stood on the plantation side of the river with
found the stone path. Quick as a bird, he flew across the stones their dogs, lanterns, and guns. Suddenly, they saw emerging
and burst into Martha Tom’s home. from the white fog on the Choctaw side a group of women
“We are trying to cross the river,” he said. “The plantation dressed in white. The Choctaw women carried candles that cast
men are after us. Can you help us?” a glow around their faces.
Martha Tom’s mother jumped out of bed. Rising from the bushes, the guards saw seven
“Son, hide your family in the bushes near the river. You’ll people escaping . They lifted their guns to fire.
know when to come across. Go! I have work to do!” They never shot their guns that night, for stepping out of
She went to every home in that village and the group of women they saw the most beautiful little girl. Her
called inside, “Women! Put on your white right hand held a candle, her left hand was outstretched, and it
dresses! Bring a candle and meet me at looked like she was walking on the water!
the river.”
And this is what happened.
flew ran emerging from coming out of

burst entered without knocking cast a glow around shined light on
after us trying to catch us fire shoot
242 Unit 4 243

Figurative Language
How are Little Mo’s movements described? How does this help you understand Little Mo’s problem? (Little Mo’s movements
are compared to a bird’s because he is running so fast. He doesn’t knock at Martha Tom’s door, but bursts through it. This
shows how important it is for Little Mo to get help for his family quickly.)
Make Inferences
Make an inference about what Martha Tom’s mother’s reaction suggests about her feelings for Little Mo and his family. (Possible
response—I read that Martha Tom’s mother jumps out of bed as soon as Little Mo asks for help. She gives Little Mo some
directions and then goes to every home in her village to get more help. I know that people take risks and make sacrifices for
the people they care about. And so Martha Tom’s mother cares about Little Mo and his family because she is risking lives by
helping them.)
Sensory Details
Which words and phrases help you visualize what is taking place? (Possible answers—emerging from the white fog, dressed
in white, cast a glow around their faces)
Critical Viewing
Look at the illustration on page 243. Describe the expressions on the characters’ faces. Why do you think they look this way?
(They look serious, like they are doing something very important. They look this way because they are trying to save the lives
of Little Mo and his family. They want to distract the guards by having them witness something that seems impossible.)

292 Unit 4 Justice
Extension
Fluency: Expression
1. Explain the concept: Fluent readers read with expression. They change their voices to show feelings they get from reading
the text. Direct students’ attention to Student’s Book page 239. Say: Think about what this text is saying. It would be so
sad for the mother to be sold and forced to leave the family. When you read this, show sadness in your voice. Play the
selection recording, or read aloud page 239, reading slowly and mournfully.
2. Have students read this part of the page aloud together several times, mimicking the expression you modeled.

PART 1 LESSON 5 293
PART 1 LESSON 5
Martha Tom was singing a song she had learned at the

church, but now she sang it in Choctaw.
Meet the Author

“Nitak ishtayo pikmano
Chissus ut minitit.
Umala holitopama
Chihot aya lashke!
Tim Tingle
We are bound for the Promised Land!”
Tim Tingle is a member of the Choctaw Nation of
Oklahoma. He wrote “Crossing Bok Chitto” to honor all the
Then Martha Tom led Little Mo and his family across Bok
Native Americans who helped enslaved people escape.
Chitto. The family was never seen on the plantation side again.
Tim got the idea for the story when he visited a
The descendants of those people still talk about that night.
Choctaw elder in Mississippi. The wise old man told Tim
The Choctaws talk about the bravery of that little girl, Martha about a family who helped people escape from slavery.
Tom. The dark-skinned people talk about the faith of that little Tim turned the elder’s words into a story that he
boy, Moses. But maybe the white people tell it best. They talk hopes others will pass along. In this way, an important
about the night their forefathers witnessed seven enslaved piece of Choctaw history will not be forgotten.
people, walking on the water—to freedom ! ❖
“As long as our stories are told,

we can be Choctaw forever.”
–Tim Tingle
Writing Tip
The narrator uses old-fashioned
language like “went crossing,”
“no one paid them any mind,”
and “trouble came,” to help set
the time, place, and mood, or
feeling, of the story. Write the
descendants grandchildren and Before You Continue first part of a story you know.
great-grandchildren
1. Confirm Prediction What do the guards Use language that helps the
forefathers grandparents and think the family is doing? How is the
great-grandparents
family really crossing Bok Chitto? reader envision the setting
2. Theme What lesson can you learn from and feel the mood.
Martha Tom and Little Mo’s experience?
244 Unit 4 245

Reread
What can you do if you do not understand what happened to Little Mo’s family? (I can read this part of the story again.)
Draw Conclusions
Why do the descendants of the black people, the white people, and the Choctaw still talk about that night? (It showed how
the Choctaw and enslaved people could work together.)

1. Confirm Prediction: The guards think the family is walking on water, but they are actually walking on a stone path hidden
beneath the water surface.
2. Theme: Answers should include ideas about freedom, risk, friendship, faith, and courage. Possible response—With faith
and courage, people are willing to face danger to help loved ones.
Meet the Author

1. Have volunteers read aloud the Meet the Author copy.
2. Say: Tim Tingle uses old-fashioned language to help set time, place, and mood, or feeling of the story. Go over the
examples of old-fashioned language, and have students find more from the text.

294 Unit 4 Justice
Extension
The Choctaw: Two Nations, One People
Remind students of the reference to the Trail of Tears on Student’s Book page 232. Explain that during the 1830s, thousands
of Native Americans were forced to move to a part of Oklahoma known as “Indian Territory.” The Choctaw were the first
to make this long, difficult journey, which later became known as the “Trail of Tears.” Some Choctaw refused to leave
Mississippi, however. For this reason, there are two bands of Choctaw living in the United States today: the Mississippi Band
of Choctaw Indians and the Choctaw Nation of Oklahoma. Despite great challenges and hardships, both nations have
managed to keep their culture and traditions alive. Ask students to choose one Choctaw nation and research their history.
Have students share their findings with the class.
Writer’s Craft
1. Explain: Like Tim Tingle, you can use words to help readers experience the mood, or feeling, of your story.
2. Have students write a short journal entry about people who take risks for justice.
3. Use Writing Routine 2 to develop the mood of the story.
Say Write
My characters are worried when they see a student taking Pat was nervous. He said, “Did you see that older boy
another student’s lunch. They have many choices but don’t take that student’s lunch? What should we do? We’re not
know what to do. supposed to leave the lunchroom right now!”
The characters decide that they will talk to a teacher about Jose said, “We should go talk to a teacher about this. We
this right away. might risk getting in trouble for leaving the lunchroom but
we should help that student if we can.”

PART 1 LESSON 5 295
PART
Think and Respond
abolish law
distinguish plantation

emancipation
equality
risk
route
escape slavery
Reread and Retell
1. What details in this tale do you think are real?
Which are not? How do you know? freedom
2. What did Little Mo and his family risk when

OBJECTIVES they decided to cross Bok Chitto? Do you think it was a good idea?
Justify your answer.
Vocabulary 3. What did the Choctaw people believe about slavery and
• Use Grade-Level Vocabulary emancipation ? Use details from the story to explain how you know.
I read . I know . And so .

Language
• Language Function: Justify
• Retell the Story
Write About It
What might Little Mo say to Martha Tom after his family escapes to
• Participate in a Discussion freedom ? Write a letter from Little Mo to Martha Tom. Use Key Words
to thank her for her help.
Fluency
• Read with Appropriate Expression , 1820
Comprehension and Literary Analysis Dear Martha Tom,
• Analyze Genre: Tale Now my family and I are

Thank you for .
.
• Make Inferences We will never forget .
• Understand Themes Your friend,

Little Mo
Learning Strategies
• Use Graphic Organizers: Theme Chart
• Reason Inductively
246 Unit 4
Writing
Think and Respond

Talk About It
Read aloud the questions and instructions on Student’s Book page 246. Prompt students to cite evidence from the text. Remind
students to use Key Words in their answers.
• Tale: Possible response—The plantation, the river, and the story of a Native American family helping an enslaved family
are probably real. A detail that may not be real is the family walking past the guards unnoticed because people cannot
become invisible.
• Justify: Possible response—Little Mo and his family risked their lives when they decided to cross Bok Chitto. It was the right
thing to do because they deserved to have freedom. If they had not crossed, the family would have been separated.
• Make Inferences: Possible response—I read that the Choctaw helped Little Mo and his family cross the river. I know this
was very dangerous because the Choctaw had to risk their own safety. And so the Choctaw people must have been
against slavery.
Write About It
1. Read aloud the instructions. Point out the sentence frame: You can use this sentence frame to begin your first sentence.
Say Write
I know Little Mo’s family wanted to stay together and be Now my family and I are free from slavery. Thank you for
free. helping us stay together and gain our freedom.
I know that Martha Tom and her family changed the lives We will never forget you or your family for helping us
of Little Mo and his family for the better. escape from the plantation.
3. Point out the Key Words that you used to complete the sentence frames: escape and freedom. Have students use these

296 Unit 4 Justice
Reread and Retell
Theme
Use the theme chart to find the theme of “Crossing Bok Chitto.”
Theme Chart
Clues from the Title Clues from the
Resources
Write clues
“Crossing Bok Chitto” Characters you find from
Write any clues
you find from
the title here.
makes me think . Martha Tom .
the characters’
actions and ◆◆ Practice Book: 4.6, 4.7
words here.
Little Mo .
Theme ◆◆ Writing Routine 2
Clues from the Clues from the
Setting Plot
Write clues from
Think about the the plot here.
time in history.
Now use your theme chart as you retell the story to a

Reread and Retell
The theme for this
partner. Tell them what the theme is and explain how
story is .
Theme
you identified it. Use Key Words in your retelling.

Fluency
Practice reading with expression. Rate your reading. 247 and reinforce: Remember that theme is the
message of a story, not its topic or plot. When a story
takes place in the past, the setting offers important
Talk Together clues. Put all the clues together to figure out the
What did Martha Tom risk for justice? Write about a person you know theme.
who experienced injustice. What did they do about it? Use Key Words in
your paragraph. Share the paragraph with the class. 2. Read through the examples in the top two boxes and
the callouts. Have students complete Practice Book
247
4.6.
Retell
Read aloud the instructions and language frames. Have students retell the story to their partners. Remind them to include all
elements of the plot. Partners reverse roles and repeat. To evaluate students’ proficiency levels, refer to the rubric below.
Retelling a Story Rubric
¨¨
Frequently hard to understand
Beginning
¨¨
Theme clues are incomplete or unclear ¨¨
¨¨
Covers some important parts of the story ¨¨
Intermediate ¨¨
Includes theme clues from some parts of ¨¨Seems somewhat comfortable with the retelling task
the story
¨¨
Advanced ¨¨
Includes theme clues from most parts of ¨¨
the story
¨¨
Advanced
High ¨¨
Includes theme clues from all parts of the ¨¨
Is very comfortable with the retelling task
story
Fluency
2. Listen to each recording and assess students’ ability to read with appropriate expression.
Talk Together
Discuss the risks that Martha Tom took to help Little Mo and his family escape from slavery. Read aloud the instructions in Talk

Together on Student’s Book page 247 and have students write their paragraphs on their own.
PART 1 LESSON 6 297
PART 1 LESSON 7 1
PART
Word Work
Word Work Antonyms

Reading
Antonyms are words with opposite meanings. The word pair slavery
and freedom are antonyms. Sometimes antonyms are used in analogies.
Analogies are word pairs that share a common relationship. Look at
this analogy.
OBJECTIVES
These words These words
Vocabulary are antonyms. are antonyms.
• Use Grade-Level Vocabulary [ dry is to wet ] as [ cold is to hot ]

• Strategy: Antonyms
Reading Strategies A word analogy shows how two words relate to each other. When you
see word analogies on a test, it is your job to figure out the relationship
• Plan: Preview between the sets of word pairs. How would you complete this analogy?
• Make Connections: Text to Text [ abolish is to start ] as [ sadness is to ]

• Make Inferences
Comprehension and Literary Analysis Try It Together
• Use Text Features: Map Read each item. Choose the word that best completes the analogy.
• Analyze Genre: Social Studies Article 1. enslaved is to free as 2. sharp is to dull as decrease
safe is to is to
Learning Strategies A challenging A plain

B dangerous B evident
C comfortable C increase
• Build Background Knowledge D unfriendly D slavery
248 Unit 4
Word Work
Teach / Model
1. Read the first paragraph on Student’s Book page 248 and then provide an example with the words tall and short. Use
gestures as you clarify: Something tall comes to here (hold your hand by your head). Something short comes to here (hold
your hand by your waist). The relationship between tall and short is that they are antonyms, or have opposite meanings.
Recap prior knowledge by having students give examples of word pairs with opposite meanings (Possible responses: big/
small; on/off)
2. Read the explanation about dry/wet and cold/hot aloud and model connecting the relationship between the two. Point to
the dry dog and say: This dog is dry. It is not wet. These words have opposite meanings.
3. Then point to the word as and clarify: The word as tells me that both word pairs are related in the same way. Have a
volunteer tell how cold/hot are related. (They have opposite meanings.)
Practice / Apply
1. Read aloud the instructions in Try It Together on Student’s Book page 248. Explain that the correct answer will complete
the second pair of words in the analogy. Then have partners work together to answer the questions.

below/above; interior/ equal/unequal; found/lost enslave/free; confuse/ abolish/create;
exterior clarify emancipate/enslave
Check Understanding
Ask: Tell me what word completes this analogy: Hide is to seek as far is to _____. (near)

298 Unit 4 Justice
Extension Resources
Teach / Model ◆◆ Cooperative Learning Routines
1. Review the Antonyms lesson. Read the analogies below and model how to
complete the first example.
2. Have students do a Think, Pair, Share (see Cooperative Learning Routines) to discuss and complete the second analogy
with a Key Word.
• unusual is to ordinary as imprisonment is to ______ (emancipation)
• graceful is to clumsy as create is to ______ (abolish)
Practice / Apply
Display each analogy below. Have students explain the relationship between the first two words. Then have partners think of
a Key Word that can complete a similar relationship with the third word.
• valuable is to worthless as slavery is to _____ (freedom)
• take is to give as capture is to _____(escape)
• disagree is to agree as inequality is to _____(equality)
Check Understanding
Say: Explain what antonyms are. Then create an analogy in which both of the word pairs are antonyms. If students have
difficulty, provide a model with clear antonym relationships, such as: Happy is to sad as large is to small.

PART 1 LESSON 7 299
PART 1 LESSON 7
Read the Selection

Making Connections
Read the introduction at the top of Student’s Book page 249 and explain: As you read the history article, think about the risks
the characters in “Crossing Bok Chitto” took to find freedom. Is having freedom worth taking risks? Now think about the Big
Question: What is justice? How is freedom connected with justice?
Genre
Read aloud the explanation of a history article on Student’s Book page 249. Point out the words nonfiction and history.
Ask: Does nonfiction tell about real or made-up people and events? (real) Remind students that history articles also help you
understand what people believed and what laws they followed.

Pages Say (and do)

(Point to the photograph.) This looks like a photograph. The people in the photo look like they are
249
traveling. Where do you think they are going?
(Point to the two images.) Here is an image of a house. I wonder who lives here. Who do you think this
250–251 man is? What does this map show? The label mentions the Underground Railroad. Do you know what
that is?
(Point to the word heroes on page 252.) A hero is someone who is brave. Why do you think these men
252–253 are heroes? (Point to the image on page 253.) Who do you think this woman is? Do you think she may be
a hero, too?
Reading Options
BELOW LEVEL ON / ABOVE LEVEL
Listen and Find Facts Read and Find Facts

• After reading aloud a section, pause so students can • Have partners read together and pause after sections to
record facts about the Underground Railroad. They can record facts on Practice Book 4.8.
also draw pictures and dictate facts. • Ask Build Comprehension questions to check
• Check understanding with Build Comprehension understanding. Have partners compare facts.
questions. Have partners compare facts.

300 Unit 4 Justice
Making Connections Learn about real people
who took risks for freedom .
Genre A history article is nonfiction. It can be
about people, places, and events in the past.
Resources
Journey
to Freedom
by Peter Winkler
Before the Civil War, slavery

was legal in southern states.
It was not legal in the northern
states, Canada, or Mexico.
So enslaved people who were
running away often traveled
hundreds of miles to reach
freedom . Many used
a network called the
Underground Railroad.
This group of people escaping slavery
worked together to find freedom.
legal allowed by law Before You Continue

network group of people 1. Make Inferences Why do you think
people escaping slavery had to use a
special network to get away?
2. Summarize Why did most enslaved
people travel north to find freedom?
249
Build Comprehension
Use Key Words
Explain how the Underground Railroad relates to emancipation. (The Underground Railroad was a group of people who
helped enslaved people gain freedom, or emancipation.)
Interpret Visuals
What is one way that enslaved people traveled? (in a wagon) Do you think they could go fast? (no)

1. Make Inferences: Review how to make inferences on page 228. Offer a possible response—I read that enslaved people
who were running away traveled hundreds of miles. They also broke the law. So they needed the network to help them
travel without getting caught.
2. Summarize: Slavery was not legal in the northern states. They would be safe and free there.
Extension
Home Connection: Justice
Remind students about Family Newsletter 4, which asked them to interview family members for definitions and examples of
justice. Invite volunteers to share some of those definitions before students begin reading “Journey to Freedom.” Point out
connections between the definitions or examples and the topic of the article—the search for freedom.

PART 1 LESSON 7 301
PART 1 LESSON 7
Underground Railroad Routes Along the Underground Railroad
The Underground Railroad did not have trains or railway tracks.

It was a group of free people who helped those who were enslaved.
As they traveled the hundreds of miles to reach freedom , people
escaping slavery would stop at safe homes or other buildings called
“stations.” There, people welcomed them with a meal and a place to
rest. As the runaways moved from one station to the next, they were
accompanied by a “conductor” who made sure they arrived safely
at the next destination. At the end of their journey, the formerly
enslaved people started new lives as free people.
Runaways faced great dangers when they escaped . They could be

captured and sent back to slavery. The people who helped them
faced great dangers, too. They risked prison and even death to
help people escape.
Some runaways traveled through Texas to Mexico, where slavery

was illegal. Others fled by boat to the islands of the Caribbean.
Most followed the Underground Railroad to northern states or
Canada, where slavery was also outlawed.
railway tracks roads for trains illegal not allowed by law Before You Continue
conductor guide fled left 1. Explain Was a conductor's job on
Horace Alfred Ford was a conductor
on the Underground Railroad. He destination stopping place the Underground Railroad dangerous?
captured caught Explain.
helped hide runaways in “stations”
like this house in Canesto, New York. 2. Use Text Features Why do the arrows on
the map point both north and south?
250 Unit 4 251
Underground Heroes
Who were the heroes of the Underground Railroad? They were
ordinary people. Some were formerly enslaved people who were
freed or had escaped . Some belonged to religious groups. Some
were from the North, and others were from the South. The members
of the Underground Railroad had different reasons for helping
people escape slavery . Yet they all shared the belief that people
should not have to live in slavery.
Helping people escape was dangerous work. According to the law , Rhoda Jones was
a member of the
people could be punished for aiding an enslaved person. The greatest Underground
danger, however, was from supporters of slavery. They sometimes Railroad in Ohio.
injured or killed people who helped enslaved people escape.

The Gift of Freedom
Members of the Underground Railroad knew the work was
dangerous, but they accepted the risks. Rhoda Jones was one
example. She lived in Ohio. Some people in that state had been
killed for their work on the Underground Railroad. Still, Jones
opened her home to people escaping slavery .
Rhoda Jones was just one of the thousands who risked great
danger to help others. The members of the Underground Railroad
didn’t get money for their work. Most never became famous.
Yet they were all willing to put their lives at risk to help others
find freedom . ❖
These twenty men were arrested for helping aiding helping accepted took Before You Continue
just one enslaved person escape . injured hurt 1. Paraphrase In your own words, explain
arrested put in jail what kinds of people belonged to the
2. Make Inferences How do you think those
people felt about their work?
252 Unit 4 253

302 Unit 4 Justice
Recognize Literary Elements: Metaphor
In what way was a conductor on the Underground Railroad like a conductor on a train? (Possible answer: A train conductor
goes with passengers from stop to stop. He or she helps passengers find their way. A conductor on the Underground Railroad
also went with runaways from one stop to another on their journey. He or she helped the runaways find their way to the
next stop.)
Details
What are some different routes that enslaved people took to freedom? (Some took southern routes to Mexico. Some went by
boat to Caribbean Islands. Some took the Underground Railroad to northern states. Some went to Canada.)

1. Explain: Possible response—Yes, a conductor’s job was dangerous because conductors helped slaves escape, and anyone
caught helping slaves could be sent to prison or sentenced to death.
2. Use Text Features: Most enslaved people traveled north to find freedom, but some traveled south to Mexico or to the
Caribbean.
Extension
Math Connection: Compare and Contrast Area
Have students count the free states and the slave states on the map. Ask: Do the slave states or the free states have more
land? (The number of states and the area of land are nearly equal.) Ask students what this comparison might tell us about the
country’s disagreement over slavery. (There were probably equal forces on each side of the disagreement.)

Relate Cause and Effect
What happened to people who were caught helping others escape to freedom? (People were punished by the law. They
were also injured or killed by supporters of slavery.)
Details
Who was Rhoda Jones? What did she do? (Rhoda Jones was a member of the Underground Railroad. She opened her home
to people escaping slavery.)

1. Paraphrase: Many different kinds of people belonged to the Underground Railroad. They all believed slavery was wrong
and they were courageous enough to risk everything for what they believed.
2. Make Inferences: Possible response—Those people felt that their work was so important that they were willing to risk their
lives for it. They didn’t care if they were ever recognized for it. They did it to help people, not to achieve fame.

PART 1 LESSON 7 303
PART
Respond and Extend
abolish law
distinguish plantation
Respond and Extend Compare Figurative

emancipation
equality
risk
route
Grammar and Spelling Language escape

freedom
slavery
Authors use figurative language, such as similes or

metaphors, to help you to create pictures in your mind. The pictures help
OBJECTIVES you see, hear, feel, and understand what the authors are writing about.
Vocabulary Work with a partner. Find figurative language from the selection to
complete the chart below.
• Use Grade-Level Vocabulary Comparison Chart
“Journey to Freedom” “Crossing Bok Chitto”
Language Enslaved people who were Quick as a bird, Little Mo
• Participate in a Discussion running away often traveled
hundreds of miles to reach
flew across the stones.
Grammar and Spelling freedom.
In my mind, I can see the In my mind, I can see Little

• Present Tense Action Verbs people arriving at a safe place. Mo hopping quickly across
the stones.
• Compare Figurative Language
Learning Strategy
Respond and Extend Talk Together
Both selections talk about what people risked to help others find justice
Reread and freedom . How does each author use figurative language to make the
people and events come to life? Use Key Words to talk about your ideas.
As students reread “Journey to Freedom” on their own, have 254 Unit 4
them think about how the earlier tale and history article fit
together.
Compare Figurative Language

1. Read the instructions on Student’s Book page 254. Remind students that
a comparison chart compares two sets of information: It shows examples
from two different selections so that you can see how they are alike or
different. Use the instruction to explain how to complete a comparison
chart.
2. Create teams using the Team Word-Webbing structure (see Cooperative
Learning Routines) to complete the comparison chart. Clarify the process:
Figurative language can compare two things to help the reader make a
picture in his or her mind. Ask questions to guide discussion.
3. Provide Academic Language Frames (eVisual 4.6) to support students at eVisual 4.6
different language levels.
Focus Questions
1. What I see What is being compared? What words help you see both things?
2. What I feel What two situations are described? How does each make you feel?
3. What I hear What sounds does the author describe? What feelings do these
sounds make you think of?
4. Compare selections What kinds of pictures does each author create?
4. Have teams record their ideas on Practice Book 4.9.
Talk Together
Read aloud the question and instructions in Talk Together on Student’s Book page 254. Ask follow-up questions to prompt
students as they use newly acquired vocabulary and to focus the discussion.
• How did enslaved people, and the people who helped them, show that justice was important to them?

• What surprised you about the risks that people took?
304 Unit 4 Justice
Present Tense Action Verbs

A present tense action verb tells about an action that is happening now.
The verb must agree with the subject.
Resources
Grammar Rules Present Tense
Action Verbs
• Use -s at the end of an action Duncan learns about slavery.

◆◆ eVisual: 4.6, 4.7
verb if the subject is he, she, or it. He learns about slavery.
◆◆ Practice Book: 4.3, 4.5, 4.9, 4.10
he Peggy visits a plantation.
she
She visits a plantation. ◆◆ Cooperative Learning Routines
History reminds us about our past.
it It reminds us about our past.
• Do not use -s for I, you, we, or they. I write about history.

You listen to the speech.
We learn about Civil Rights struggles.
They read about women’s rights.
Read Present Tense Action Verbs

Read the passage. Work with a partner to find present tense
action verbs.
Every Sunday morning, Martha Tom crosses Bok Chitto. She

sits with Little Mo’s family in church. She sings the songs in
English, and then she sings them in Choctaw on her way home.
Write Present Tense Action Verbs

Look at the illustrations on pages 236–237. Write two sentences that
describe what you see. Use a present tense action verb in each
sentence. Be sure the subject and verb agree. Compare your sentences
with a partner’s.
255

Present Tense
1. Display the following sentences and read them aloud: Matt reads about Frederick Douglass. Salvador and Matt think
Frederick is a hero. They talk and write about their ideas. Point to the verbs in the sentences and define present tense
action verbs: Action verbs tell what people or things do. Present tense action verbs tell what they do now. Model: Reads is
a present tense action verb. It tells what Matt does now. Repeat with the other action verbs in the sample sentences.
2. Have students work with a partner to create sentences using present tense actions verbs. Then assign Practice Book 4.3.
Present Progressive
1. Write this sentence on the board: We are walking to the store. Ask:
Which words in the sentence show action? (are walking) When is
the action happening? (now) Frame are walking, and explain: This
sentence is written in the present progressive tense. The action is
happening now, in the present—and the verb phrase are walking tells
about an action in progress. Display eVisual 4.7 and read aloud the
rules.
eVisual 4.7
2. Have students write a sentence in their grammar journals that includes
the present progressive tense of talk (are talking). Then assign Practice Book 4.5.
Present Tense Action Verbs

1. Read aloud the introduction and the grammar rules on Student’s Book page 255. Have a volunteer read aloud the example.
2. Read aloud the instructions of the Read Present Tense Action Verbs activity and the excerpt from “Crossing Bok Chitto.”
If necessary, help students identify the verbs by pointing out the -s and -es endings. Discuss the subjects that go with each
verb.
3. Read aloud the instructions of the Write Present Tense Action Verbs activity and have students work independently. Provide
support as necessary. Then assign Practice Book 4.10.

PART 1 LESSON 8 305
PART 1 LESSON 9
OBJECTIVES
Resources
• Use Grade-Level Vocabulary • Make Appropriate Contributions ◆◆ Cooperative Learning Routines
• Use Academic Vocabulary • Collaborate with Peers
Literary Analysis • Use Graphic Organizers: Main
Idea/Details Diagram
• Identify Logical Order
• Summarize

Underground Railroad Routes Along the Underground Railroad
The Underground Railroad did not have trains or railway tracks.

It was a group of free people who helped those who were enslaved.
Making Connections Learn about real people As they traveled the hundreds of miles to reach freedom , people
who took risks for freedom . escaping slavery would stop at safe homes or other buildings called
“stations.” There, people welcomed them with a meal and a place to
Genre A history article is nonfiction. It can be

rest. As the runaways moved from one station to the next, they were
accompanied by a “conductor” who made sure they arrived safely
about people, places, and events in the past. at the next destination. At the end of their journey, the formerly
enslaved people started new lives as free people.
Runaways faced great dangers when they escaped . They could be

captured and sent back to slavery. The people who helped them
faced great dangers, too. They risked prison and even death to
help people escape.
Journey
to Freedom
by Peter Winkler
Some runaways traveled through Texas to Mexico, where slavery
was illegal. Others fled by boat to the islands of the Caribbean.
Most followed the Underground Railroad to northern states or
Canada, where slavery was also outlawed.
railway tracks roads for trains illegal not allowed by law Before You Continue
conductor guide fled left 1. Explain Was a conductor's job on
Horace Alfred Ford was a conductor
on the Underground Railroad. He destination stopping place the Underground Railroad dangerous?
Before the Civil War, slavery helped hide runaways in “stations”
like this house in Canesto, New York.
captured caught Explain.
2. Use Text Features Why do the arrows on
the map point both north and south?
was legal in southern states. 250 Unit 4 251
It was not legal in the northern

states, Canada, or Mexico.
So enslaved people who were
running away often traveled Underground Heroes
hundreds of miles to reach Who were the heroes of the Underground Railroad? They were
ordinary people. Some were formerly enslaved people who were
freedom . Many used freed or had escaped . Some belonged to religious groups. Some
were from the North, and others were from the South. The members
a network called the of the Underground Railroad had different reasons for helping
people escape slavery . Yet they all shared the belief that people
Underground Railroad. should not have to live in slavery.
Helping people escape was dangerous work. According to the law , Rhoda Jones was
This group of people escaping slavery people could be punished for aiding an enslaved person. The greatest a member of the
Underground
Railroad in Ohio.
worked together to find freedom.
danger, however, was from supporters of slavery. They sometimes
injured or killed people who helped enslaved people escape.
The Gift of Freedom
Members of the Underground Railroad knew the work was
dangerous, but they accepted the risks. Rhoda Jones was one
example. She lived in Ohio. Some people in that state had been
killed for their work on the Underground Railroad. Still, Jones
opened her home to people escaping slavery .
legal allowed by law Before You Continue Rhoda Jones was just one of the thousands who risked great
danger to help others. The members of the Underground Railroad
network group of people 1. Make Inferences Why do you think didn’t get money for their work. Most never became famous.
people escaping slavery had to use a Yet they were all willing to put their lives at risk to help others
special network to get away? find freedom . ❖
2. Summarize Why did most enslaved These twenty men were arrested for helping aiding helping accepted took Before You Continue
people travel north to find freedom? just one enslaved person escape . injured hurt 1. Paraphrase In your own words, explain
arrested put in jail what kinds of people belonged to the
249
2. Make Inferences How do you think those
people felt about their work?
252 Unit 4 253

306 Unit 4 Justice
Focus on Logical Order
Teach
1. Remind students that writers have a message to share with readers. Explain that good writers add information that supports
their message or main ideas. Display the words logical order and clarify: Writers also put their information in a logical
order, or an order that makes sense.
2. Introduce the concept: Today you will reread “Journey to Freedom”. This time think about how the writer used a logical
order of the information to support his message.
Model
1. Read aloud the text on Student’s Book page 250 and say: To find the logical order, I find the main idea. The main idea is
that the Underground Railroad helped people escape from slavery. The rest of the page has details about the Underground
Railroad.
2. Display a main idea diagram. Show how to organize main ideas and details. Then model how to summarize. Say: I can
use the diagram to summarize the paragraph and keep the author’s ideas in order: The Underground Railroad was not a
real railroad. It was a group of people who helped runaways. They gave the runaways food and shelter and showed them
the way to freedom.
Main Idea Diagram
Practice/Apply in Reading
1. Have students read the second paragraph on Student’s Book page 252. Form groups, using Numbered Heads. (See
Cooperative Learning Routines.) Have groups identify the main idea and details, complete a diagram, and take turns
summarizing.
2. Display frames: The main idea of this paragraph is ______. The rest of the paragraph tells ______. Ask groups to describe
how identifying logical order helped them understand the writer’s main ideas.
Check Understanding
Ask: Why is it important for writers to use a logical order in their writing? (helps readers understand the main ideas)

PART 1 LESSON 9 307
PART 1 LESSON 10
Review
OBJECTIVES
Resources
Vocabulary Reading Fluency
• Use Grade-Level Vocabulary • Expression ◆◆ eVisual: 4.8
• Use Academic Vocabulary Comprehension and Literary Analysis ◆◆ Key Word Images
• Identify Antonyms • Theme ◆◆ Cooperative Learning
Language • Elements of Fiction: Character and Routines
• Justify Setting
Grammar
• Present Tense Action Verbs
Reading Strategy
• Learn to Make Inferences
Language: Justify
Form groups for Corners (see Cooperative Learning Routines) to develop and justify views about equal pay for equal work.
Display views for, against, for with limitations, and against with limitations. Have students choose a corner that reflects their
view. Students justify their views in the corner discussion and again when presenting to other groups.
Key Words: Social Studies and Academic Vocabulary

Show Key Word Images. Have partners brainstorm clues to a word’s meaning. Then Key Words
invite pairs to present their clues one at a time, verbally or through pantomime, to abolish law
another pair. After each clue, have listeners guess the word. distinguish plantation
Reading Strategy: Make Inferences emancipation risk
Read “Coming Home” (eVisual 4.8). Have students make an inference about Isaac’s role equality route
in the Civil War, using the language frames: I read _____. I know _____. And so _____. escape slavery
Then read the story again. Have partners make another inference about how Isaac has freedom
treated people in the past.
Thinking Map: Characters, Setting, Theme

1. Reread “Coming Home” (eVisual 4.8). Have students tell who the characters are and what the setting is, using the frames:
The characters in the story are _____. The story takes place in _____ in the time of _____.
2. Have students tell the theme of the story using this frame: The theme of this story is that _____.
eVisual 4.8

308 Unit 4 Justice
Fluency: Expression
Have students review their own recordings of “Crossing Bok Chitto,” focusing on accuracy, rate, and expression.
Word Work: Antonyms

Organize two teams of students. Post a list that includes antonyms in random order: big/little; short/tall; narrow/wide;
shallow/deep; push/pull, and so on. Challenge teams to create analogies using the antonyms.
Big is to small as… tall is to short.
Grammar: Sentence Types

Have students take turns developing Simon Says instructions for classmates. Instructions should contain a present tense action
verb. Listeners should repeat the command using the present progressive form of the action verb.

Theme Theater
Recap prior knowledge by asking students to describe the characters and dialogue in “Crossing Bok Chitto.” Help students
summarize “Crossing Bok Chitto” and then prompt brainstorming for a dramatization of the story: What important parts of the
story would you like to act out? Collect responses.
Plan
1. Form casts of five students each. Have each cast develop a play adaptation of “Crossing Bok Chitto.”
2. Guide students at different proficiency levels to select appropriate roles.
Allow students to build characters Tell students to mark their Encourage students to vary the tone of their voice
using gestures and expression scripts with ideas or sketches to reflect certainty, probability, and possibility in the
with minimal dialogue. Point for how to move or what dialogue.
out highly dramatic moments their voices should sound like
of the story where such at each line of dialogue.
characterizations can be most
effective.
Plan and Rehearse

1. Have casts work together to develop a script that includes dialogue and stage directions. While students create dialogue,
encourage them to justify their character’s actions. For example, Martha Tom’s mother might explain that she helped Little
Mo’s family because she believed that they should be free.
2. Help students create simple costumes and props. They can make stepping stones from cardboard or create white gowns
from sheets. They can roll construction paper around pencils to make candles.
Curtains Up!
Clear space and let the dramatization begin. Invite family members or another class to enjoy the performances. Evaluate the
performances using the rubric.
Debrief and Compare

1. Ask each group to share what they enjoyed about the performances. Then have them compare how the dramatic
adaptation and the original story were alike and different.
2. Focus students’ comments on characters and dialogue, and on how each version of the story explores the risks people take
for justice.

310 Unit 4 Justice
¨¨
Gestures and expressions do ¨¨
Is not able to say how ¨¨
Listens but does not
not help communicate the character feels understand new words or
author’s feelings expressions
Beginning ¨¨
Is not able to justify
¨¨
Is not able to summarize the character’s actions ¨¨
Understands very little
story unfamiliar language by using
context and visuals
¨¨
Some gestures and expressions ¨¨
Says how character feels in ¨¨
Listens actively and picks
help communicate feelings some situations up some new words and
expressions
Intermediate ¨¨
Identifies most main events but ¨¨
Justifies some of character’s
has trouble tying them together actions ¨¨
Understands some unfamiliar
language by using context
and visuals
¨¨
Most gestures and expressions ¨¨
Says how character feels in ¨¨
Listens actively and picks
help communicate feelings most situations up most new words and
expressions
Advanced ¨¨
Summarizes the story and ¨¨
Justifies most of character’s
includes most important events actions ¨¨
Understands a good amount
of unfamiliar language by
using context and visuals
¨¨
Gestures and expressions ¨¨
Says how character feels ¨¨
Listens actively and picks up
help communicate the author’s new words and expressions
feelings
¨¨
Justifies character’s actions
Advanced ¨¨
Understands unfamiliar
High ¨¨
Summarizes the story and language by using context
includes all important ideas and visuals

PART
Language Focus
• I want .
• You want .
Language Focus Negotiate • How about ?
Social Studies Vocabulary Listen to Carmen and Rachel’s song. Then use Language
Frames to talk to a partner about ways to achieve justice
through negotiation.
OBJECTIVES
Vocabulary The Mural Song
Carmen: Let’s discuss the school mural.

Rachel: Yes. The problem is clear.
Language
I want to paint lots of animals.
• Language Function: Negotiate You want to paint the best school volunteers.
• Use a Variety of Sentence Lengths Carmen: Maybe we could put them together—
• Discuss Ideas There’s no need for regrets.
Learning Strategies How about we paint volunteers
with their favorite pets?
• Recap Prior Experiences Tune: “Take Me Out to the Ballgame”

Social Studies
• Explore Individual Rights
256 Unit 4
Language Focus
Teach / Model
song.
2. Model how to echo and chime in as the audio prompts. Point out the
Language Frames on Student’s Book page 256 and model using them
to negotiate about where to display the mural.
3. Have partners use the How-to card (eVisual 4.9) to negotiate what
to paint. Have one partner role-play Carmen and the other role-play eVisual 4.9
Rachel.
Practice / Apply
1. Have students negotiate solutions to the unfairness they described in
Share What you Know on Student’s Book page 223. Use Academic
Language Frames (eVisual 4.10).
Check Understanding
Display Language Builder Picture Card G5.43. Ask: How can you
negotiate cheating?
Monitor
eVisual 4.10

312 Unit 4 Justice
Key Words
conditions
demands
labor
Key Words nonviolence
Look at these photographs. Use Key Words to talk about how protest
some workers protest unfair treatment. strike
Resources
◆◆ eVisual: 4.9, 4.10
striker
Workers go on strike. A strike is a
way to protest with nonviolence . ◆◆ Key Word Images
demands
Workers often strike for better
labor , or work, conditions .
Strikers make signs to

express their demands .
Talk Together
How can you achieve justice through nonviolence? With a partner, use the
Key Words and Language Frames from page 256 to discuss the question.
257

Teach / Model
1. Read the introduction and go through the photos and captions on Student’s Book page 257.
2.1. Pronounce the word and point to its picture: conditions.
2.3. Define the word: Conditions are the circumstances of situations, or what the situations are like.
2.4. Elaborate. Relate the word to your experience: The conditions of a school playground should make it a safe place to
play and have fun.
Practice / Apply
Have partners take turns repeating the routine above for each Key Word. Remind students to use complete sentences for Steps
2.2, 2.3, and 2.4.
Talk Together
1. Use the photographs on Student’s Book page 257 to model using Key Words to discuss nonviolent ways to achieve justice.
For example, say: The workers are protesting the unfair labor conditions. They use nonviolence to get their demands met.
Do you think a strike will work?
map.
Extension
Use Writing Routine 1. Write the word conditions and prompt: What are conditions? Think about this word and write about it.

PART 2 LESSON 1 313
PART 2 LESSON 2 2
PART
PART
Thinking Map
Thinking Map Sequence

Academic Vocabulary When events happen in a certain order, they happen in sequence.
When you think about sequence, use:
• time order words, such as first, next, then, finally.

OBJECTIVES • names of days, months, and seasons.
Vocabulary Look at these pictures of Carmen and Rachel.

• Text Structure: Sequence Map and Talk
You can make a sequence chain to show the order of events. Here’s
Learning Strategy how you make one.
• Use Graphic Organizers: Sequence Chain Each event goes in a box in the sequence chain. The first event goes in
the first box. The second event goes in the second box, and so on.
Writing
Sequence Chain
• Writing Project—Lesson A: Model First, Carmen Next, Carmen Then they Finally, they
and Rachel and Rachel negotiate an paint the mural.
decide to paint discuss their agreement. They are pleased
a mural. different ideas. with the results.
Talk Together
Use a sequence chain to tell about something you negotiated. Tell the
Thinking Map events in time order while a partner makes a sequence chain.
258 Unit 4
Teach
1. Connect concepts: We listened to a song about a discussion between two girls. How was the discussion ordered? (the order
in which it happened) This order of events is called the sequence. Now you will learn how to make a sequence chain.
2. Read the first paragraph on Student’s Book page 258 and teach
the vocabulary word sequence using Vocabulary Routine 4. Use
the illustrations to teach the words that signal sequence.
3. Read aloud the instructions for making a graphic organizer on
Student’s Book page 258. Clarify the purpose: I can make a
sequence chain to help me understand a sequence, or the order
in which events happened.
4. Remind students to listen for sequence words as you read aloud
“A School Situation” (eVisual 4.11). eVisual 4.11
Model
Have volunteers read the first two boxes in the sequence chain. Then model the process: I draw a box for what Carmen
and Rachel do first. When I hear the word Next, I know I will add a new box to my sequence chain. Repeat for the last two
boxes.
Practice / Apply
1. Read aloud the instructions in Talk Together on Student’s Book page 258. Have students use Practice Book 4.11 to
complete their sequence chains.
2. Use Multi-Level Strategies to help students at all proficiency levels. Monitor students’ developing proficiency.

Provide a sentence starter for each Refer to the sequence words Encourage students to add details to the sequence
event: at the top of the page. Remind of events in their negotiation by telling who, what,
• First, ______. students to use a sequence where, and when about each event. For example:
word to talk about each event First, my parents said I could not join the soccer
• Then, ______.
they describe and to include a team. Two of my friends play on the team.
• Next, ______. sequence word in each box in
• Finally, ______. their sequence chain.

314 Unit 4 Justice
Academic Vocabulary
More Key Words

Use these words to talk about “The Troublemaker: The Story of Nelson
Mandela” and “Sisters Fighting for the Oceans.”
R◆esources
◆
barrier conflict demonstrate ◆◆ Key Words Test
noun noun verb ◆◆ eVisual: 4.11
A barrier prevents you A conflict is a When you demonstrate
from getting to something. disagreement between something, you show or
The wall was a barrier people or groups. express your feelings ◆◆ Key Words Test
to freedom. or knowledge about it.
oppose require
verb verb Talk Together
Work with a partner. Make

an Expanded Meaning Map
for each Key Word.
What the Word Means
disagreement
Word
conflict
Oppose means to disagree Require means to Examples What It Is Like
with an idea or action.
They protested to oppose
need. A plant requires
sunlight to survive.
argument,
quarrel
difficult,
uncomfortable Check Understanding
the government’s decision.
Ask: What was the last event you learned about in “A
School Situation”? (The girls’ mural is a success and they
259
are pleased with the results.)
Academic Vocabulary
Teach / Model
2.1. Pronounce the word and point to its picture: barrier.
2.3. Define the word: A barrier is something that gets in the way. It stops you from getting to something.
2.4. Elaborate. Relate the word to your experience: Being mean can be a barrier to making new friends.
Practice / Apply
1. Read aloud the instructions in Talk Together on Student’s Book page 259. Use the ratings from Step 2.2 to form pairs.
Have partners complete the activity together.
2. Have students switch partners and repeat the activity orally.
Check Understanding
Ask: Are barriers things that stop you or help you get something? If students have difficulty, model the answer: Barriers are
things that stop you from getting something. Fences are barriers.
Monitor
Vocabulary.
Writing Project
Lesson A: Model
Have students turn to Writing Project on Student’s Book pages 290–291 and review a model of the writing form for their
Writing Projects. (See Teacher’s Book—Writing Project for detailed instructions.)
PART 2 LESSON 2 315
PART 2 LESSON 2
Extension Resources
Teach / Model
1. Explain that partners will become Key Word experts about one Key
Word. They will create an Example/Non-Example Poster about ◆◆ Cooperative Learning Routines
that word.
2. Read the directions aloud and use Vocabulary Routine 2 and Key
Word Images and model making an Example/Non-Example Poster.
• Write the word.
• Write a definition.
• Write characteristics.
• Write an example.
• Write a non-example.
Practice / Apply
2. Have each pair create a poster for their assigned Key Word. Example/Non-Example Poster
3. Display the poster on the class word wall.
Check Understanding
Say a Key Word and have the expert pairs for the word read the definition and the example from their poster.

Teach / Model
1. Referring students to the posters they made for Extension Activity 1, Expand Word Knowledge, tell them that they will share
2. Pair each student with a partner who studied a different word. Have partners follow the steps in Vocabulary Routine 3 to
share their word knowledge. They will:
• take turns reading their Key Word posters
• talk about how the examples on the posters show the meanings of the Key Words
• create sentences using both Key Words and write them in their journals
• draw a line under each Key Word.
Practice / Apply
1. Have each set of partners self-identify as Partner A and Partner 1. Group lettered partners together; group numbered
partners together. Form an Inside-Outside Circle (see Cooperative Learning Routines) with numbered partners on the inside
and lettered partners on the outside.
2. Have students share the words they studied and copy the information they learn into their vocabulary journals. Rotate and
repeat until each student has a journal entry for each Key Word. Have students take turns reading the Key Words posters
again.
3. All students should echo the pronunciation. Correct any mispronunciations.
Check Understanding
Display Language Builder Picture Card G5.41 (not sharing) and ask students to use Key Words to tell about it.

316 Unit 4 Justice
Teach / Model
1. Write the Key Words on the board: nonviolence, strike, demands, conditions, labor, protest, barriers, require, conflict,
oppose, demonstrate. Explain and model how to play Yes or No. Say: I’m going to make up a yes/no question. I’m going
to use two Key Words in my question. Then we’ll read the question together.
2. Write the following question on the board, then read it aloud with students.
• Can you use nonviolence when you protest?
• If you think the answer is yes, raise one hand. If you think the answer is no, raise two hands.
3. Discuss students’ responses. Encourage them to elaborate on why they answered yes or no.
Practice / Apply
1. Have students work in pairs. Ask volunteers to restate the instructions. Monitor and correct restatements.
2. Direct partners to choose two Key Words and discuss how they can make up a yes/no question using both words in the
question.
3. You may wish to list some question words that students can use to begin their questions such as: can, will, do, should, did.
4. Monitor students as they write their questions. Then have partners read their questions and have the rest of the class raise
their hands to signal yes or no. Encourage students to elaborate on their answers.
Check Understanding
1. Point to the Key Words, one at a time. Give a definition, and have students say whether the definition for the Key Word
is correct. If yes, have students repeat the word and definition. If no, have them repeat the word and give the correct
definition.
2. If students have difficulty, provide a model: Point to the word labor. Say: Does this word mean work? We know that labor
does mean work, so we can say, “Yes, labor means work.”

PART 2 LESSON 2 317
PART 2 LESSON 3
Reading Strategy
OBJECTIVES
Resources
• Use Grade-Level Vocabulary • Learn to Make Inferences ◆◆ eVisual: 4.12
• Use Academic Vocabulary Writing
• Acquire and Use Classroom • Writing Project—Lesson B:
Vocabulary Prewrite
2 Language Frames
PART
Reading Strategy
I read .
I know .
Learn to Make Inferences Talk Together

And so .
Look at the cartoon. The caption does not say why the women are
demonstrating . You can use what you see and what you already know to Read Carmen’s editorial for the school newspaper. Read the sample
figure out, or make an inference about, what the women are protesting . inference. Then use Language Frames to make inferences. Tell a partner
about them.
Editorial
Peaceful Protest—It Works!

Today I learned that peaceful protest works. A week ago, “I read that the women
I noticed a group of women workers marching outside wanted equal pay.
Atti’s Movers. They were protesting because they opposed I know that when
the fact that they did not have the same rights as male people protest they
workers. They wanted to break the barriers between men want to change
something.
and women on the job. They wanted equal pay for equal time.
And so the women
One of the signs they carried read, “We Require Equal Pay must be earning less
for Equal Work!” than the men.”
This morning, I spotted an Atti’s moving van across the street.
Protest in front of Atti’s Movers New neighbors were moving in. I also noticed that the movers
were both men and women. They seemed to be laughing and
When you read, you can make inferences, too. joking with each other.
I could tell that the conflict was over. The strike had been a
success. The women presented their demands , and Atti’s Movers
heard them.
How to Make Inferences
This demonstrates that peaceful protest, or nonviolence , is
a great way for getting results! We should remember that through
1. Look for details in the text. I read . peaceful negotiation, anything is possible.
2. Think about what you already know about I know .

the details and the topic.
3. Put your ideas together. What else can you And so .

figure out about the text? = a good place to stop and make an inference
260 Unit 4 261
Reading Strategy
Teach
1. Read aloud the introduction on Student’s Book page 260. Teach the vocabulary word topic using Vocabulary Routine 4.
2. Ask students what they think the women are protesting. Discuss how students can look at the signs the women are carrying
to help them figure this out. Point out that sometimes students make inferences in their own lives by using clues. For
example, they can use other people’s expressions and actions to help them figure out how people feel.

318 Unit 4 Justice
Model
1. Read aloud the How-to chart on Student’s Book page 260. To model making an inference about the picture, say:
• I read that the signs are about equality and getting fair pay.
• I know that when people protest, they carry signs describing their problem.
• And so the women must be protesting about their pay at Atti’s Movers.
2. Have students turn and talk to make other inferences.
Practice / Apply
1. Read aloud the instructions in Talk Together at the top of Student’s Book
page 261. Chorally read aloud “Peaceful Protest—It Works!” and the
sample student inference.
2. Direct students’ attention to each part of the article and use Academic
Language Frames (eVisual 4.12) to help students at all proficiency
levels make inferences. Students should infer that the protest was over
and that the women now get equal pay. Have students explain each
inference they made.
Check Understanding
Say: I also noticed that the movers were both men and women. They
seemed to be laughing and joking with each other. Ask: What inference
can you make about how the workers feel? (Possible response: They get eVisual 4.12
along with each other.)
Writing Project
Lesson B: Prewrite
Have students turn to Writing Project on Student’s Book pages 292–293 and plan their Writing Projects. (See Teacher’s

PART 2 LESSON 3 319
PART 2 LESSON 4
Reading: Preview
OBJECTIVES
• Use Grade-Level Vocabulary • Limited Third-Person Point of View
• Use Academic Vocabulary • Analyze Genre: Biography
• Preview • Use Prereading Supports
The
Read a Biography
Genre
Troublemaker
A biography is the story of a person’s life, written by
another person. Dates and words such as then, finally,
The Story
and later tell you when events happen.
of
Nelson Mandela
Point of View
Point of view describes how a story is told. In the by Penelope McKimm
third-person point of view, a narrator outside the
story tells it. When the third-person point of view
is limited, the narrator does not know everything.
Instead, the narrator may know what only one
character thinks and feels.
So Nelson went to live with his uncle,

his aunt, and his cousin, Justice. The boys
soon became as close as brothers and did
everything together. But Nelson never forgot
his uncle’s words. He wanted to honor his
father’s wishes, so he studied as hard as
he could.
262 Unit 4 263
Preview
Introduce
Tell students to look at the photograph on Student’s Book pages 262–263 as you read the title and subtitle. Have them
predict: What does troublemaker mean? Why do you think Nelson Mandela is called “the Troublemaker”?

320 Unit 4 Justice
Genre and Text Features
1. Read the genre definition on Student’s Book page 262. Ask students who this biography is about. Read the caption.
Ask: What does the narrator tell us about him?
2. Read aloud the definition of point of view on Student’s Book page 262. Then read the quote aloud again. Point out that
the quote is an example of a limited third-person point of view: the narrator tells what only one character thinks.
3. Connect to genre: As you read this biography, think about how its point of view helps you better understand Nelson
Mandela, the biography’s subject.

Pages Say (and do)

(Point to page 264.) I can tell from the caption that this is Nelson Mandela. How does he feel? (Point
264–267 to the huts on page 265.) Do you think he lived in huts like this? (Point out the school buildings on
page 267.) What do you think Nelson Mandela’s school was like?
268–269 Look at the students on page 269. What are they doing? Why do you think they are doing this?
What is the police officer on page 271 doing? (Point to page 272.) There are people protesting on the
270–273
street. What are they protesting against?
(Point to page 275.) This picture was taken when Nelson Mandela was in jail. Why do you think this
274–275
happened?
Look! Nelson Mandela is out of jail. What is he doing? What do you think happened after he was
276–277
released from prison?
Check Understanding
Ask: Who is the main character in this story? (Nelson Mandela) Is this story about real people or made-up people? (real)
Explain that racism is an issue in many countries, such as South Africa, the United States, and some European
countries. There was a time when some races’ rights were suppressed. With people like Nelson Mandela who fought
for their rights, now the situation is much improved in many countries. Ask students if racism is an issue in their country,
and what they can do to help improve this situation.

PART 2 LESSON 4 321
PART 2 LESSON 4
OBJECTIVES
Resources
• Use Grade-Level Vocabulary • Limited Third-Person Point of View ◆◆ Practice Book 4.13
• Use Academic Vocabulary • Literary Language in Biography
• Concepts of Print: Identify the Title, • Use Reading Supports
Identify Where a Story Begins and Writing
Ends, Use Page Numbers
• Writing Project—Lesson C: Draft
Reading Strategies
• Read the Selection
• Make Inferences
Read the Selection

Concept of Print: Identify the Title, Identify Where a Story Begins and Ends, Use Page Numbers
1. Ask students to read the title on Student’s Book page 263 again. Remind them that “The Troublemaker” is the title. Tell
students that a subtitle is a second, smaller title that explains the main title. Ask: What is the subtitle in the biography? (The
Story of Nelson Mandela) Next, point out the text on Student’s Book page 264 and say: The words of a story are called
text. The story begins where the text starts. The story ends where all of the text ends.
2. Continue to point out the page numbers as you turn the remaining pages. Make sure students notice that the numbers go
in numerical order. Ask students to continue turning the pages until they reach the end of the text. Ask: On what page does
the story end? (page 277)
Reading Options
Listen and Read Along Read and Grow Vocabulary Read Independently
• Have students follow the text on Key • Pause after you read aloud each • Have students set a purpose for
Points Reading (Practice Book 4.13) section, and have students write one reading. Have them read silently
while you read it aloud. Reread in unfamiliar word, what they think it and study the illustrations to make
phrases and have students echo means, and clues to its meaning. inferences about the text.
the phrases, building up to reading • Ask Build Comprehension questions • Then have volunteers read the
entire sentences. during the reading. After reading, selection aloud as you ask the Build
• Check understanding with selected have students look up their words, Comprehension questions at logical
Build Comprehension questions. write the definitions, and compare stopping points.
them to their meanings derived from
context.

322 Unit 4 Justice
Set a Purpose
Find out how events in Nelson
Mandela’s childhood helped him Rolihlahla was born in the village of Mvezo, which lies
become a fighter for justice.
in a beautiful valley alongside the Mbhashe River. The village
belonged to the Thembu people. They kept animals, mostly
R olihlahla. Madiba. Tata. Khulu. Dalibhunga. He had many

names, with many different meanings, but most of us know
cattle and sheep. As a small boy, Rolihlahla helped his father
care for the family’s animals. When he had finished for the day,
he would play with the other boys in the village. One of their
him by his English name: Nelson, the name given to him by his favorite games was soccer. They also practiced fighting with
teacher when he was just seven years old. sticks, pretending to be great warriors from generations past.
Nelson Mandela is known and loved all over the world In the Xhosa language, Rolihlahla’s name means
as a great leader and a wise and peaceful warrior. In his own “troublemaker.” Could this have been part of the reason why his
country of South Africa, he is called Tata (father) or Khulu (the fight for justice as a grown-up got him into so much trouble?
Great One). His words and wisdom have brought comfort and
inspiration to millions of people. He is an example for those
who struggle for justice, and his story shows us the power
of nonviolence , persistence, and hope—a hope so powerful
that years spent in prison could not crush his spirit.
warrior fighter cattle cows and bulls

January 1994, President Nelson Xhosa huts in the village of Mvezo
Mandela waves to supporters in persistence not giving up troublemaker person who
crush destroy causes problems
South Africa as he campaigns for
presidential election.
264 Unit 4 265
Build Comprehension
Set a Purpose
Make Inferences
Ask: What inference can you make about Nelson Mandela’s life before he was seven? (He lived a simple, rural life in a
small village.) What information did you use to make that inference? Model how to make inferences by focusing on the first
paragraph on page 265. Ask a volunteer to read the paragraph aloud. Say: The author says that Nelson helped his father
care for animals, and he would play with the other boys in the village. This information gives you clues that Nelson had a
simple, rural life.
Sensory Language
Which words and phrases did the author use to help you picture where Nelson lived? (The village of Mvezo lies in a beautiful
valley alongside the Mbhashe River; they kept animals, mostly cattle and sheep.)
Key Words
What do you think the power of nonviolence is? Explain it in your own words. (Possible answer: the power to achieve
something without using violence)

PART 2 LESSON 4 323
PART 2 LESSON 4
Rolihlahla’s father was Rolihlahla and his family moved to the village of Qunu.
an important member of the Once he began to recover from the shock and sadness of the
Thembu tribe. As the son of an move, Rolihlahla was able to enjoy a happy childhood in the
elder, Rolihlahla was allowed village. He still helped his father with the family’s animals, but
to sit and listen to the councils he also swam in the river and played with the other children.
of the chiefs as they discussed There was a small school in Qunu, and Rolihlahla
matters of importance. Once their started attending when he was seven years old. In those days,
discussions were over, they would schoolteachers followed a tradition of giving English names to
tell stories, and Rolihlahla learned all new students. His teacher was a kind woman called Miss
of his tribe’s history. He learned Mdingane.
about what life had been like “Your name is Nelson,” she told him.
before Europeans came to Africa
and how the African people had
fought bravely against them.
When Rolihlahla was still
very small, his father and other
members of the Thembu tribe
were forced to leave Mvezo by
a white magistrate. Although
he was still very young when it
happened, Rolihlahla never forgot
the shock and pain his family felt
as they left their village behind
or the injustice of the magistrate’s
decision. Rolihlahla’s schoolteacher in Qunu
gave him the English name, Nelson.
councils meetings recover from overcome, Before You Continue

Nelson Mandela grew up as part of
chiefs tribal leaders feel better about
the Thembu tribe in South Africa. 1. Compare/Contrast What changes
magistrate judge happened in Nelson Mandela’s life
before he was seven years old?
2. Point of View Does the narrator of this
story know what all the characters think
and feel? How do you know?
266 Unit 4 267
Predict
How will Nelson become
involved in the struggle for justice
in South Africa? While at university, Nelson became interested in law and
politics, deciding that the best way to help his people would be to
N
become a lawyer. If he were a lawyer, he would be able to defend
people facing injustice and help them fight for their rights.
elson’s father died in 1930, when Nelson was twelve years
Nelson joined a student group called the Students’
old. Nelson’s uncle, who was also a Thembu chief, came to see him.
Representative Council, which was trying to improve the
“Your father and I had an agreement,” he told Nelson, “that
living conditions of students at the university. After the
if anything ever happened to him, I was to take care of you. You
university ignored the students’ demands , the group organized
are coming to live with me. I will send you to school. It was very
a protest. Many students who participated in the strike were
important to your father that you receive a good education.”
expelled, including Nelson.
So Nelson went to live with his uncle, his aunt, and his
cousin, Justice. The boys soon became as close as brothers and
did everything together. But Nelson never forgot his uncle’s
words. He wanted to honor his father’s wishes, so he studied as
hard as he could. Most universities in South Africa were
adopting a “whites-only” policy. However, when he
graduated from high school, he was accepted into Fort
Hare College, a reputable university that
accepted students of all races.
reputable good expelled made to leave the university

Fort Hare College, South Africa, Students at Fort Hare College
circa 1930 organized a protest to try to improve
student living conditions .
268 Unit 4 269

324 Unit 4 Justice
Sequence
What happened before Nelson started attending the small school in Qunu? (First, Nelson learned about his tribe’s history in
the councils. Next, his father and other members of the Thembu tribe were forced to leave Mvezo. Finally, his family moved to
the village of Qunu.)
Character’s feelings
How did Rolihlahla and his family feel about being forced to leave Mvezo? (They felt shocked, sad, and that they were
treated unjustly.)

1. Compare/Contrast: Nelson Mandela was forced to move to another village before he was seven.
2. Point of View: The narrator does not know what all of the characters think and feel. The narrator describes only Nelson’s
thoughts and feelings because the story is told from a limited third-person point of view.
Extension
Social Studies: South Africa
Display a world map and point out where South Africa is located. Tell students that South Africa is the southernmost country in
Africa. Ask students what they think it would be like to work and travel in South Africa.

Predict
Read the question at the top of page 268 and call on students to share their predictions.
Make Inferences
Read the second paragraph on page 268. Guide students to make inferences about Nelson’s relationship with his father. Ask:
What can you infer about the relationship between Nelson and his father? Remind students to use the language frames on
page 261.
• I read that Nelson wanted to honor his father’s wishes after his father had died.
• I know that people would honor the wish of someone they respect and love.
• And so I think Nelson respected and loved his father very much.
Character’s Motive
Why did Nelson join the Students’ Representative Council? (He wanted to help improve the living conditions of students at
university.)
Extension
Fluency: Phrasing
Explain to students that phrasing is how you group words together as you read. Tell students that punctuation such as
a comma or a colon may be used to help indicate breaks in phrasing. Ask students to read the first sentence in the first
paragraph on page 268. Point out suitable breaks in the text and correct students where necessary.

PART 2 LESSON 4 325
PART 2 LESSON 4
But this didn’t stop him. In 1941, Nelson moved to

Johannesburg. He got a job as a security guard at a mine and was
horrified by the conditions of the black miners. They were forced to
work long hours and live far from their families. They were paid very
little and did not have holidays. If they tried to quit, they were often
put in jail.
Nelson and his friend Oliver Tambo went into business
together. They wanted to use their business to help people. The two
men worked very hard to assist other black Africans who were facing
injustice. They helped families who were being forced to leave their
homes, workers who had lost their jobs unfairly, and other people
who were suffering because of racism in South Africa. Under the apartheid laws, black, mixed-race, and Asian South Africans
needed a pass to travel.
In 1948, the South African government enacted a set

of laws called the apartheid laws. These laws ensured that
only white South Africans would have power, freedom, and
opportunities for a good life. All other South Africans—those
who were black, mixed race, and Asian—were forced to live
as second-class citizens. They were not allowed to vote in
elections or run for office. They were excluded from well-paid
jobs and good schools. They were forced to live in certain areas
without running water or electricity.
The apartheid laws also introduced a system of curfews,
meaning that no one, except white South Africans, was
allowed to be out after dark. To be able to travel anywhere,
even short distances, black, mixed-race, and Asian South
Africans needed a pass. If the police caught them without
their passes, they could be arrested.
Nelson Mandela and Oliver Tambo, quit leave their job enacted started using Before You Continue
December 6, 1990 second-class citizens people without rights 1. Clarify In what ways did the apartheid
curfews rules stating that everyone must laws worsen injustice in South Africa?
stay at home between particular times 2. Make Inferences What barriers do you
think Nelson and Oliver faced when
starting their business?
270 Unit 4 271
Predict
How will Nelson Mandela fight
against the racist apartheid laws? The Campaign involved
many different kinds of
nonviolent actions. Apart
N elson and many of his friends joined the African National

Congress, which was a group that used nonviolence to protest
from strikes , one important
action was the bus boycott.
People refused to pay money for
the injustice of the apartheid laws. a service that was treating them
On one such occasion, Nelson and about fifty others unfairly. During the bus boycott,
marched into an area of Johannesburg that was reserved for thousands of people, mostly black
whites. This activity was against the apartheid laws, and they South Africans, would walk for
were arrested. In other parts of Africa, large groups of black, hours instead of taking the bus to
mixed-race, and Asian South Africans entered other “whites- show opposition to the high cost
only” public spaces, sat on “whites-only” benches, and went into of transport and low wages for
the streets after curfew. black workers. Sometimes white
Although most South Africans, who were allowed
of the protesters were to drive cars, would stop and offer
quickly released, the them rides.
large number of arrests At first, white officials in the
began to overwhelm South African government did not
the police and the believe that the African National
courts—which was the Congress or the Campaign would
protesters’ intention. last long or be successful. But,
They wanted to show the protests were drawing
that the laws not only attention from other countries
were unfair but also and the movement was becoming
could not be made more popular, even among some
to work. white South Africans.
released let out of jail bus boycott staying away from

Many people protested against the using city busses
Police arrest students who held an anti-apartheid
injustice of the apartheid laws. overwhelm be too much for demonstration to release political prisoners.
drawing getting
political prisoners people who
have been put in prison for
opposing the government
272 Unit 4 273

326 Unit 4 Justice
Sequence
Use questions to guide students in recalling the sequence of events. What happened after Nelson was expelled from
university? (He moved to Johannesburg.) What happened there? (He got a job as a security guard.) What happened next? (He
went into business with his friend Oliver Tambo to help people who were suffering because of racism.)
Make Inferences
Why did Nelson want to fight injustice? (I read that when he was little, he learned about how African people were treated
unfairly in the council. I also know that he experienced injustice—being forced to leave his village when he was little and
studying in universities with a “whites-only” policy. And so he must be able to relate to the injustice other people are facing.)

1. Clarify: The apartheid laws made sure that white South Africans, who already had more opportunities for a good life than
other races, could continue to have better rights; on the other hand, the laws made all other South Africans’ lives even
worse by taking away their rights.
2. Make Inferences: Black people were treated unfairly in South Africa at the time. Therefore, it was probably difficult to start
the business without the rights and opportunities white South Africans had. Also, Nelson and Oliver were probably not as
respected in the business world.
Extension
Home Connection: Justice in Life
Remind students of their activity from Family Newsletter 4, which asked them to interview family members about personal
definitions of justice. Share an example of a time you have experienced justice. Then have students share their own stories.
Keep students focused on justice rather than injustice to keep the discussion positive and productive.

Predict
Read the question at the top of page 272 and call on students to share their predictions.
Key Words
What did people do when they went on strike? (They refused to work.)
Characters
How would you describe the people who joined the Campaign? Explain your reasoning. (They were strong, determined,
brave, and peaceful. They stood up for their rights and did not respond to violence with violence.)
Retell
Explain why the protesters were willing to walk for hours to work for the bus boycott. Use Key Words in your answer. (Possible
response: They wanted to show opposition to the apartheid laws with nonviolence.)

PART 2 LESSON 4 327
PART 2 LESSON 4
In 1956, the South African government accused Nelson

Nelson was in prison for 27 years. In
and several other members of the African National Congress of
the beginning, Nelson and his companions
treason. They spent five years fighting the charges before they
were forbidden from reading newspapers
were finally cleared. Over the next few years, Nelson and his
or books, or from having any contact with
friends would be arrested several more times. But Nelson was
the outside world. Prison was a cruel, cold
determined to fight for justice. He remembered the stories of his
place, but Nelson was clever at finding
ancestors who had defended their land and the pain his family
ways to save his hope and that of his
had suffered when they were made to leave their village. Giving
companions.
up his fight would be unthinkable.
The prisoners were made to work
In 1960, Nelson and several other members of the African
hard making building materials, and
National Congress were arrested again, accused of planning to
Nelson encouraged his fellow prisoners to
overthrow the government. For a while, it looked like Nelson
rebel by working very slowly. At first, the
would be sentenced to death. Instead, he and his friends were
prison authorities ignored this protest,
sentenced to life in prison.
but the prisoners persisted until they were
finally allowed some improvements in
their living conditions .
Nelson learned Afrikaans, the
language spoken by many white South
Africans. When he began to speak
with the prison guards in their own
language, they could not help admiring
him. They became sympathetic with
their charismatic prisoner and gave him
newspapers and books, and even helped
him see his baby granddaughter! Nelson Mandela in his cell where he
had been imprisoned for 27 years
October 13, 1958 treason betraying their country forbidden from not allowed to Before You Continue
Nelson Mandela outside court in cleared found innocent rebel fight back 1. Clarify How did Nelson find ways to stay
Pretoria, South Africa where he was unthinkable impossible charismatic likeable hopeful while in prison?
on trial for treason 2. Make Inferences How did learning
Afrikaans help Nelson make friends with
the guards?
274 Unit 4 275
Predict
What will happen after Nelson
is released from prison?
N elson was known as the “world’s most famous prisoner.”

After he was sent to prison, people all over the world began
to protest . They sent letters to the government of South
Africa demanding the release of Nelson and an end to the
apartheid laws.
A mural in Soweto, Johannesburg, showing former South African President,
Twice, the South African Nelson Mandela, during different times in his life
government offered to release
Nelson if he promised to abandon Nelson Mandela was no longer a prisoner, but his fight was
his fight against apartheid. But far from over. The African National Congress elected Nelson
Nelson did not agree. For him, the as its president, and along with the President of South Africa,
only acceptable solution was an end F. W. de Klerk, he began the long and difficult task of building
to the apartheid laws. a new country, where all people could enjoy equal rights and
Then, a new government opportunities.
was elected in South Africa. This In 1994, South Africa had its first truly democratic
government offered to release elections, in which all South Africans, including those excluded
Nelson and his companions and to under the old apartheid laws, were allowed to vote. Nelson was
work with him on developing a new elected president of South Africa. As president, he worked very
constitution that would give equal hard to achieve peace.
rights to all South Africans. In 1990, Incredibly, and in spite of his long suffering, Nelson lived
Nelson and his companions walked the rest of his life spreading a message of forgiveness and hope.
out of the prison to see thousands of “As I walked out the door toward the gate that would lead
people cheering. to my freedom,” he said, “I knew if I didn’t leave my bitterness
and hatred behind, I’d still be in prison.” ❖
Nelson Mandela with his wife Winnie after abandon stop task work Before You Continue
being released from prison in 1990 democratic free and fair 1. Clarify What were the events that finally
bitterness anger led to Nelson’s release from prison?
2. Make Inferences What do you think
Nelson means when he says, “I’d still be
in prison?”
276 Unit 4 277

328 Unit 4 Justice
Character’s Motives
Why was Nelson Mandela determined to fight the South African government, despite having been arrested several times? (He
remembered the stories of his ancestors and the pain his family had suffered.)
Clarify Language
Why does the author say “Giving up his fight would be unthinkable?” (It means Nelson Mandela could not imagine giving
up. It was not a possible option to him.)

1. Clarify: Nelson Mandela led his fellow prisoners to fight for improvement in their living conditions. Also, he learned
Afrikaans in prison. Doing these things helped him find hope in prison.
2. Make Inferences: By learning Afrikaans, Nelson was able to communicate better with the prison guards. This helped him
make friends with them.

Predict
Remind students of Nelson Mandela’s accomplishments. Ask them to use this information to answer the question.
Clarify Language
Why does the text say “his fight was far from over”? (Equal rights for all people still hadn’t been achieved. He still had to
work hard to achieve his goals.)

1. Clarify: People all over the world sent letters of protest to the government of South Africa, demanding the release of Nelson
and an end to the apartheid laws. Then, when a new government was elected in South Africa, they finally released Nelson
and his companions.
2. Make Inferences: Possible response—He means that learning to forgive and hope helped him fight for equal rights
peacefully. If he didn’t give up hatred and bitterness, he wouldn’t have been released.
Writing Project
Lesson C: Draft

PART 2 LESSON 4 329
PART
Think and Respond
barrier nonviolence
conditions oppose

conflict
demands
protest
require
demonstrate strike
Reread and Retell
1. What are the most important events in the
biography of Nelson Mandela? How does labor
the author lead up to these events?
OBJECTIVES 2. Imagine that you are Nelson Mandela, talking with the South African
government as they build a new constitution. Use Language Frames
Vocabulary to negotiate some new laws for the country.
• Use Grade-Level Vocabulary 3. Compare Nelson’s life in Johannesburg to his childhood in

the village.
In his village, . In Johannesburg, .
Language
• Use Language Function: Negotiate
• Retell the Story Write About It
Imagine that a statue of Nelson Mandela is to be built in your community.
Fluency You have been asked to make a sign for the statue. Write three sentences to
put on the sign. Use Key Words to explain why Nelson Mandela is a hero.
• Read with Accuracy, Rate, and Phrasing
Comprehension and Literary Analysis Nelson Mandela is a hero
because .
• Analyze Genre: Biography He showed us that .
• Understand Main Idea and Details

Learning Strategies
• Use Graphic Organizers: Outline
• Reason
Writing
• Write Independently
278 Unit 4
Think and Respond

Talk About It
1. Read aloud the question and instructions on Student’s Book page 278. Prompt students to cite evidence from the text.
• Biography: The most important event is when Nelson Mandela joined the African National Congress and led a series
of nonviolent protests. The author leads up to this event by describing details about Nelson’s life as he grew up, and
how these details influenced his actions later in life.
• Negotiate: Possible response—The problem is that non-white South Africans do not have equal rights to white South
Africans. I want the South African government to improve the living conditions of non-white South Africans. How about
if we work together to make sure all people can live together equally and peacefully?
• Make Comparisons: Possible response—In his village, Nelson’s life was simpler and happier. He took care of animals
and played with other children. In Johannesburg, his life was more difficult. He witnessed how difficult the living
conditions were for non-white South Africans.
Write About It
1. Read aloud the instructions. Point out the sentence frames: You can use the sentence frames to begin your writing.
Say Write
Nelson Mandela is a hero because he fought for equal
Nelson Mandela was brave to fight for equal rights.
rights.
He showed us that nonviolence is the best way to make

Nelson Mandela demonstrated the use of nonviolence.
demands.

330 Unit 4 Justice
Reread and Retell
Sequence
Use the sequence chain to show what happened in “The Troublemaker.”
In your own words, write the events in the order that they happened.
Sequence Chain
Resources
Write the first event from Write the third event from
the biography here. the biography here.
First, Soon after, Later,
Nelson Mandela Nelson’s father
died, and Nelson
was born in the
village of Mvezo. went to live with
his uncle.
Write the
Next, Then, Finally, Reread and Retell
second event Nelson’s family
from the
biography moved to Qunu.
here. Sequence
Now use your sequence chain as you retell the 1. Read aloud the introduction and reinforce: When
First, . Next,
biography to a partner. Tell the events in the
order that they happened. Use Key Words.
. Soon after, events happen in sequence, one event follows
. Then, .
Finally, . another. Sometimes an event may follow because of
Fluency what happened before.
Practice reading with phrasing. Rate your reading.
2. Read the example chain and say: The third event
happened because of the second. Have students
Talk Together complete Practice Book 4.15.
How did Nelson Mandela achieve justice? Draw a picture of
people today who are working for justice. Write a caption for your Retell
picture. Use Key Words. Share your picture with the class.
279
Read aloud the instructions and language frames. Have
students retell the selection to their partners. Partners
reverse roles and repeat. To assess proficiency, refer to
the rubric below.

¨¨
Omits many important events ¨¨
Frequently hard to understand, and is uncomfortable
with the retelling task
Beginning ¨¨
Sequence is confused or missing
¨¨
Does not use time order words, or uses them incorrectly
¨¨
Covers some important parts of the ¨¨
Can be understood some of the time and is somewhat
Intermediate selection comfortable with the retelling task
¨¨
Some events are in correct sequence ¨¨
Uses at least one time order word
¨¨
Covers most important parts of the ¨¨
Can be understood most of the time and is
Advanced selection comfortable with the retelling task
¨¨
Most events are in correct sequence ¨¨
Uses some time order words
Advanced ¨¨
High ¨¨
Follows sequence of events accurately ¨¨
Uses a time order word to begin each new event
Fluency
2. Listen to each recording and assess students’ ability to read with proper phrasing.
Talk Together
Discuss stories students have seen or heard in the news about people who work to achieve justice in some way. Read aloud
the instructions in Talk Together on Student’s Book page 279 and have students draw and write on their own.
Writing Project
Lesson D: Revise

Have students turn to Writing Project on Student’s Book page 295. Have them revise their Writing Project compositions. (See
PART 2 LESSON 5 331
PART 2 LESSON 6 2
PART
Word Work
Word Work Synonyms

Reading
Synonyms are words that have the same, or nearly the same, meaning,
such as hard and difficult. One word can have several synonyms. What
words describe this picture?
OBJECTIVES support
Vocabulary
• Use Grade-Level Vocabulary help aid

• Strategy: Use Synonyms
Reading Strategy assist
• Learn to Make Inferences Sometimes synonyms are used in analogies. Identifying synonyms
can help you figure out analogies. Look at these analogies.
Comprehension and Literary Analysis [ help is to assist ] as [ aid is to support ]
• Analyze Genre: Social Studies Article
Learning Strategies
• Collaborate with Others Try It Together
• Listen to Others Read each item. Choose the word that best completes the analogy.
• Respond to Questions
1. barrier is to obstacle as 2. Quiet is to silent as noisy is
Writing problem is to to
A solution A sound
• Writing Project—Lesson E: Edit and Proofread B dilemma B loud

C argue C outrageous
D procedure D easy
280 Unit 4
Word Work
Teach / Model
1. Read the introduction on Student’s Book page 280 and then review the meaning of the word conflict. Clarify: The word
conflict means nearly the same thing as the word disagreement. Display this sentence and read it aloud: There was a
conflict between the workers and the company officials. Mark the word conflict and display the word disagreement in its
place to show that they have nearly the same meaning.
2. Read aloud the explanation about analogies on Student’s Book page 280 and clarify the synonym relationships in the
example. Point to the photo and say: The words help and assist are synonyms. Ask students to discuss the relationship
between the other word pair shown in the example.
Practice / Apply
1. Read aloud the instructions in Try it Together on Student’s Book page 280. Explain that an obstacle, like the synonym
barrier, is something that blocks your way. Then explain to students that they need to find a synonym for the word
problem. Have partners work together to complete the analogies.
2. Use the Multi-Level Practice Sets to address varying levels of vocabulary knowledge. Have students apply what they have
learned by completing the additional items below, which are designed to match the format of high-stakes tests.
young/youthful; pretty/beautiful dangerous/risky; rich/ protect/guard; scare/ fight/battle; assembly/

listen/hear; look/see wealthy frighten gathering
Check Understanding
Say: Tell me what word completes this analogy: Tall is to high as short is to _____. (low)

332 Unit 4 Justice
Extension
Review / Model
Review the synonym lesson. Read these analogies and model how to
complete the first example. Have students use a Roundtable routine (see
Resources
Cooperative Learning Routines) to complete the analogies, counting off the ◆◆ Cooperative Learning Routines
words until the fourth student completes the analogy by choosing a Key
Word.
• Present is to now as problem is to ______ (conflict).
• Incorrect is to wrong as need is to ______ (require).
• Agree is to settle as disagree is to ______ (oppose).
Practice / Apply
Read each analogy. Have students explain the relationship between the first two words. Then have partners think of a Key
Word that can complete a similar relationship with the third word.
• Tired is to exhausted as requirements is to ______ (demands).
• Story is to tale as work is to ______ (labor).
• Justice is to fairness as protest is to ______ (demonstrate).
• Help is to aid as blockades is to ______ (barriers).
• Route is to path as peace is to ______ (nonviolence).
Check Understanding
Say: Explain what synonyms are. Then create an analogy in which both of the word pairs are synonyms. If students have
difficulty, provide a model with clear synonym relationships, such as: Scared is to afraid as ruin is to destroy.

PART 2 LESSON 6 333
PART 2 LESSON 6
Read the Selection

Making Connections
Question. In “The Troublemaker” you read about how Nelson Mandela worked for justice. Now read this article about how
others are working for justice.
Genre
Read aloud the explanation of a social studies article on Student’s Book page 281. Clarify: A social studies article includes
facts about people’s lives. Articles often include photos of real people and places to help readers understand the topic.
Captions help explain the photos.

Pages Say (and do)

(Read the title and point out the photo.) What do you think this article will be about? We learn from the
281 title and photo that this article is about two sisters who fight for the oceans. What do you think their fight
is about?
(Point to the pictures on page 282.) Do you think these photos show the conditions of the waters in our
282–283 country? What do you think it’s like to live here? Now look at the next page. These people, Nelson
Mandela and Princess Diana, are famous people in history. Why do you think their photos are here?
Why do you think there are plastic bags in a tree? (Point to page 285.) How are these reusable bags
284–285
different from plastic bags?
(Point to the picture of Mahatma Gandhi on page 286.) Do you recognize this man? How is he related to
286–287
what the sisters were doing? (He also used hunger strikes.) Do you think the sisters achieved their goal?
Reading Options
BELOW LEVEL ON LEVEL/ABOVE LEVEL

• Have students follow the text while you • Have students use a Reflection Journal as they read with partners or
read it aloud. Then have students read silently (Practice Book 4.17). Students should write the page number in
sections of the text chorally. Column 1, a question they have in Column 2, and the answer they figure
• As you read, pause to discuss the out in Column 3.
meanings of words and phrases in bold • Review students’ journals and discuss the Build Comprehension and
type. Use the feature In Other Words. Before You Continue questions.

334 Unit 4 Justice
Making Connections Read about two teenage activists fighting
for environmental justice.
Genre A social studies article gives facts about real people,
places, or events.
Sisters Fighting for the Oceans Resources

by Penelope McKimm ◆◆ Practice Book: 4.17
What Is Environmental Justice?
Environmental justice is the idea
that every person has a right to a
healthy environment, including clean
air, clean water, and healthy oceans.
Environmental injustice occurs when
people are excluded from decisions
that affect their environment and,
therefore, their lives. People who suffer
Melati and Isabel Wijsen started a the most because of environmental
campaign to reduce plastic in the
oceans. damage live in the poorest, most
vulnerable communities.
Melati and Isabel Wijsen are two sisters fighting for environmental justice on the
island of Bali. When they were just 10 and 12 years old, they started a campaign to
reduce plastic waste in Bali and all over the world.
excluded from left out of Before You Continue

vulnerable defenseless 1. Clarify What does environmental justice
campaign movement mean? Can you think of an example from
your own country?
2. Make Inferences How is Melati and Isabel’s
campaign related to environmental justice?
281
Build Comprehension
Clarify
Why do people who live in the poorest, most vulnerable communities suffer the most from environmental injustice? (They are
the ones who are usually excluded from decisions that affect their environment. People who get to make decisions usually
have more power and live in better areas. They tend to make decisions that benefit themselves, not the poor people.)
Genre
After reading this page, how do you know that this is a social studies article? (It gives facts about real people, Melati, and
Isabel Wijsen, and takes place in a real place, Bali.)

1. Clarify: Possible response—Environmental justice means that everyone has the right to a healthy environment. In my
country, air pollution is a serious problem. Whether you live in areas with cleaner air or polluted air, we are all responsible
for improving air quality because everyone has the right to enjoy clean air.
2. Make Inferences: Melati and Isabel’s campaign is to reduce plastic waste. When more people are involved in reducing
pollution caused by plastic garbage, everyone will get to live in a cleaner, healthier environment.
Extension
Home Connection: Justice in Life
Remind students about Family Newsletter 4, which asked them to interview family members about what justice means to them.
Have volunteers share what their family members said. Ask them if and how their family members’ views have changed with
life experiences and experiences with different cultures.

PART 2 LESSON 6 335
PART 2 LESSON 6
Diana, Princess of Wales, a key

volunteer of the British Red
Cross Landmine Campaign
An Inspirational Lesson
One day, Melati and Isabel’s
schoolteacher taught them about
significant people from history, including
Bali’s beaches are disappearing
under a mountain of garbage. Nelson Mandela, Princess Diana, and
Mahatma Gandhi. They wanted to be
significant, too, but they did not want to
Bali: Green Paradise or Paradise Lost?
wait until they were grown up to make a
Bali, the island in Indonesia where Melati and Isabel difference. They sat down together and
were born, is famous for its beautiful mountains, forests, brainstormed problems Bali was facing.
Fish and other
and beaches. Millions of tourists visit the island every year. Melati animals eat the They realized that plastic garbage was a
calls it “a green paradise.” plastic and die.
serious problem, but also one that could
But Bali also has a problem with plastic garbage. The island produces be solved.
enough plastic every day to fill a 14-story building. The plastic goes Because Bali produces so much plastic
into Bali’s rivers and then into the ocean. Every year, during the wet garbage, it made sense for Melati and
season, thousands of tons of plastic garbage are washed up on Bali’s Isabel to focus on reducing the number
beaches. Thousands of birds and other animals eat the plastic and of plastic bags as a realistic goal. Nelson Mandela, South African
die. And it affects people, too, because fish and seafood also become activist and former president
contaminated with plastic.
paradise place of beauty significant important Before You Continue

wet season rainiest time of the year brainstormed made a list of ideas 1. Clarify Where did Melati and Isabel get
contaminated polluted focus concentrate the idea to start their campaign?
realistic possible 2. Make Inferences What do you think
Melati and Isabel’s school was like?
282 Unit 4 283
Plastic bags
caught in a tree First Successes
Melati and Isabel organized a beach cleanup, and more than
12,000 volunteers came to help. Working with other communities in
Bali, they started distributing bags made from materials other than
plastic, such as recycled newspaper and net.
When the governor of Bali ignored their request to ban plastic

bags on the island, they decided to start a petition. After knocking
on many doors, they convinced the manager of the Ngurah Rai
Building a Movement
International Airport in Bali to let them talk to people in the airport’s
The first step the sisters took was to find out more about the customs and immigration area. By doing this, they got more than
problem. The more they learned, the more they realized that plastic 100,000 people to sign their petition!
bags were simply not useful enough to justify the damage they
caused. They also learned about efforts to ban plastic bags in
other countries and cities around the world.
They knew they would not be able to achieve their goal on their
own. They asked their teachers, parents, and friends for help. They
went to other schools on the island to talk about their idea and
they met with the mayor of their village, who agreed to help them as
much as he could.
Melati and Isabel learned that more than 16 million people arrive
and depart from the Bali airport every year.
justify make acceptable beach cleanup event to remove Before You Continue
efforts work garbage from the beach
1. Make Inferences What do you think a
distributing giving out petition is? How do you think it works?
sign write your name 2. Figurative Language Can you think of a
different way to say “knocking on many
doors?”
284 Unit 4 285

336 Unit 4 Justice
Cause and Effect
Why is there so much plastic garbage in Bali? (Because Bali is a popular tourist destination, many of whom bring and throw
away a lot of plastic garbage.)
Details
How does plastic garbage impact Bali? (When the plastic garbage washes up on Bali’s beaches, birds and other animals
eat the plastic and die. Fish and seafood also become contaminated with plastic, which affects the locals and tourists who
consume them.)

1. Clarify: When Melati and Isabel studied significant people from history, they wanted to be significant, too. They thought
about the problem Bali was facing and realized that plastic garbage was a serious problem that they could solve.
2. Make Inferences: Possible response—I read that Melati and Isabel studied significant people from history and thought
about wanting to be like them. I know this means that their school taught them not only facts but also critical thinking. And
so I think their school was good.
Extension
Literary Analysis: Use Multiple Text Features
1. Point to the heading on Student’s Book page 281 and say: In this selection, headings tell you what each part of the text is
about. What is the text on page 281 about? (describing the environmental issue that Melati and Isabel are facing in their
hometown) Point to the captions and say: Captions provide more information about the pictures.
2. Have students find other text features in the selection and tell how each helps them find and understand information.

Clarify Language
What did the author mean by “plastic bags were simply not useful enough to justify the damage they caused”? (Plastic bags
are convenient and useful, but they cause serious pollution when they are thrown away. The harm they cause far outweighs
the benefits.)

1. Make Inferences: Possible response—I read that the sisters started a petition when the governor of Bali ignored their
request. Also, a petition is something that needs as many signatures as possible. I think this means that a petition is a
proposal, and when you get enough people to sign to show their support, you can take it to the government and ask them
to consider the proposal.
2. Figurative Language: Possible response—I can also say “asking many people for help.”

PART 2 LESSON 6 337
PART 2 LESSON 6
Taking Risks
Melati and Isabel asked for a hearing with Victory!
the governor of Bali to talk about their idea When the governor heard about Melati
to ban plastic bags on the island. But the and Isabel’s hunger strike , he became
governor would not agree to a meeting. The worried. He sent police to their school,
sisters felt frustrated. and the police took the sisters to see
Then, they were invited to go to India Because they were very young,
him at his residence. He gave the
Melati and Isabel had to be sisters a letter, promising to ban plastic
to talk about their campaign. They visited supervised by a dietitian during
the house where Mahatma Gandhi had their hunger strike . bags in Bali within a few years.
lived, and they learned that he had used The sisters met with the governor several
hunger strikes as a form of nonviolent times to make sure he was keeping his
protest. When they returned to Bali, they promises. Later, they were invited to
had news for their parents. speak at the United Nations for World
“We’re going on a hunger strike!” they Oceans Day. Now their organization, Bye
told them. Bye Plastic Bags, has chapters all over

the world.
Bali was declared free of plastic
Mahatma Gandhi used hunger strikes “We’ve learned kids can do things. We can bags in 2018, and the government of
as a form of nonviolent protest Indonesia has committed to banning
during India’s struggle for make things happen,” says Melati. ❖ plastic bags by the year 2021.
Independence from Great Britain.
hearing meeting residence home Before You Continue

frustrated stuck chapters groups 1. Make Inferences What risks did Melati and
hunger strikes refusal to eat Isabel take to make the governor listen to them?
nonviolent protest a demonstration 2. Make Connections Melati and Isabel were
without violence inspired by Nelson Mandela’s story. How did
they follow his example in their own campaign?
286 Unit 4 287

Sequence
Use questions to guide students in recalling the sequence of events. Ask: What happened when the sisters asked for a hearing
with the governor of Bali? (The governor did not agree to a meeting.) What happened next? (Next, they were invited to go to
India. While they were there, they visited the house where Mahatma Gandhi had lived and learned about his hunger strikes.)
What happened after this? (Then they returned to Bali and decided to go on a hunger strike.)
Key Words
What do people do when they go on a hunger strike? (They refuse to eat.)
Answers to Before You Move On

1. Make Inferences: Melati and Isabel took a risk to go on a hunger strike to make the governor listen to them.
2. Make Connections: Melati and Isabel tried to achieve their goal with nonviolence, just like Nelson Mandela did.

338 Unit 4 Justice
Extension
Social Studies: Bali
Refer to a map of the world. Help students locate Bali. Help them use the symbols to interpret the map. Ask students what they
think the landscapes look like in Bali. Then share photos of the landscapes if possible. Work with students to identify other
countries or areas that have the same plastic garbage problem as Bali.
Concept of Print: Identify Quotation

Use “Sisters Fighting for the Oceans” to show an example of a quotation. Say: In social studies articles about a real person,
the author often gives the actual words and sentences that the person has said. Display Student’s Book page 286 and read
aloud the last paragraph. Point to the quotation marks and say: These are quotation marks. The words inside the marks are
actual words spoken by the sisters.
Writing Project

PART 2 LESSON 6 339
PART
Respond and Extend
barrier nonviolence
conditions oppose
Respond and Extend Compare Literary

conflict
demands
protest
require
Grammar and Spelling Language demonstrate

labor
strike
Different kinds of texts have different narrative

styles. “Sisters Fighting for the Oceans” is written in the style of a report.
OBJECTIVES A report uses facts and information to help us understand something.
Vocabulary “The Troublemaker” is written in the style of creative non-fiction. Creative non-fiction
also gives us facts and information, but often uses literary devices, such as imagery
• Use Grade-Level Vocabulary and foreshadowing, to communicate with readers in a special way.
• Use Academic Vocabulary • Imagery helps readers imagine how people, places or things look, sound,
smell, taste, or feel.
Language • Foreshadowing gives clues at the beginning of the text that gets readers
interested to find out what will happen at the end.
• Participate in a Discussion Work with a partner to complete the chart.
Grammar and Spelling Comparison Chart
• Forms of Be and Have “The Troublemaker” “Sisters Fighting for

the Oceans”
Comprehension and Literary Analysis Facts and p. 275 ____ p. 282 The island produces
information enough plastic every day to
• Compare Literary Language fill a 14-story building.
Foreshadowing p. 265 Rolihlahla’s name means
Learning Strategy “troublemaker.” Could this have been
the reason why his fight for justice
• Use Graphic Organizer: Comparison Chart got him into so much trouble?
Imagery p. 265 ____ p. 282 ____
Talk Together
How does each biography help you understand how childhood can affect
a person’s ideas about justice? Use Key Words to discuss your ideas.
Reread
As students reread “Sisters Fighting for the Oceans” on their own, have
them think about how the two sisters’ way of fighting injustice is the same
as and different from Nelson Mandela’s way in “The Troublemaker.”
Compare Literary Language

1. Read the instructions on Student’s Book page 288. Remind students
that a Comparison Chart can be used to compare literary language:
In the first column, you can list the kinds of language you wish to
eVisual 4.13
compare. You can list examples from each selection in the middle
and last columns.
2. Create groups and use the Corners routine. (See Cooperative Learning
Routines.) Divide students into four groups. Have each group discuss
one literary device and find examples of the device in both selections.
Display eVisual 4.13 and ask questions to help guide discussion.
3. Use Academic Language Frames (eVisual 4.14) to support students at
all language levels.
Talk Together
Read aloud the question and instruction in Talk Together on Student’s Book
page 288. Have students discuss how childhood can affect a person’s
ideas about justice.
eVisual 4.14

340 Unit 4 Justice
Forms of Be and Have

The verbs be and have use special forms. Each verb must agree with
its subject. You can write some subjects and verbs as contractions.
A contraction is a short way of writing two words as one word. Resources
Grammar Rules Forms of
Be and Have ◆◆ Practice Book: 4.12, 4.14, 4.18, 4.19
Forms of Be Forms of Have
◆◆ eVisual: 4.13, 4.14, 4.15, 4.16
• For I, use I am or I’m I have or I’ve
• For you, use you are or you’re you have or you’ve ◆◆ Cooperative Learning Routines
• For he, she, it, use she is or she’s she has or she’s
he is or he’s he has or he’s
it is or it’s it has or it’s
• For we, use we are or we’re we have or we’ve
• For they, use they are or they’re they have or they’ve
Read Forms of Be and Have

Read the passage about Melati and Isabel Wijsen. What forms of be and
have can you find? Tell a partner when they are used as helping verbs.
Bali, the island in Indonesia where Melati and Isabel

were born, is famous for its beautiful mountains, forests,
and beaches. Millions of tourists visit the island every
year. Melati calls it “a green paradise.” But Bali also has a
problem with plastic garbage.
Write Forms of Be and Have

Look at the photos on pages 284–285. Write two sentences about them.
Use the verb be or have in each sentence. Be sure the subject and verb
agree. Compare your sentences with a partner’s.
289

Verbs Am, Is, Are
1. Write the sample sentences and read them aloud: The students are waiting in line. There is a long lunch line. “I am the
leader,” says Henry as he moves ahead of Dan. “No, you’re not,” says Dan as he steps back in front.
2. Explain: The verbs am, is, and are have many uses. They can link the subject to a word in the predicate, tell about an
action as it is happening when used with an -ing verb, come after the words here or there, or be used as contractions.
Help volunteers identify the example that shows each use. (linking: 3; action happening now: 1; after here or there: 2;
contraction: 4) Then assign Practice Book 4.12 for additional practice.
Verbs Have, Has

1. Write these sentences on the board: I have a good idea. We
have a good idea. She’s helped us before. She has helped us
before. We’ve been here a long time. Circle have, has or the
contraction in each sentence. Say: The verb have changes to
agree with the subject. It can also be used as a contraction, or
shortened form.
2. Display the rules (eVisual 4.15) and read them aloud. Have
students write an example sentence in their grammar journals for
each of the five rules. Then display the chart (eVisual 4.16) and eVisual 4.15
review the contractions. Assign Practice Book 4.14 for additional
practice.
Forms of Be and Have

then walk through the rules.
2. Read aloud the instructions of the Read Forms of Be and Have
activity and the excerpt from “Sisters Fighting for the Oceans.”
eVisual 4.16
3. Read aloud the instructions of the Write Forms of Be and Have

activity and have students work independently. Assign Practice
Book 4.19.
PART 2 LESSON 7 341
PART 2 LESSON 8
OBJECTIVES
Resources
Literary Analysis

Making Connections Read about two teenage activists fighting

for environmental justice.
Diana, Princess of Wales, a key
volunteer of the British Red
Cross Landmine Campaign
An Inspirational Lesson
Genre A social studies article gives facts about real people, One day, Melati and Isabel’s
places, or events. schoolteacher taught them about

significant people from history, including
Bali’s beaches are disappearing
under a mountain of garbage. Nelson Mandela, Princess Diana, and
Mahatma Gandhi. They wanted to be
significant, too, but they did not want to
Bali: Green Paradise or Paradise Lost?
wait until they were grown up to make a
Bali, the island in Indonesia where Melati and Isabel difference. They sat down together and
Sisters Fighting for the Oceans

were born, is famous for its beautiful mountains, forests, brainstormed problems Bali was facing.
Fish and other
and beaches. Millions of tourists visit the island every year. Melati animals eat the They realized that plastic garbage was a
calls it “a green paradise.” plastic and die.
serious problem, but also one that could
be solved.
by Penelope McKimm
But Bali also has a problem with plastic garbage. The island produces
enough plastic every day to fill a 14-story building. The plastic goes Because Bali produces so much plastic
into Bali’s rivers and then into the ocean. Every year, during the wet garbage, it made sense for Melati and
season, thousands of tons of plastic garbage are washed up on Bali’s Isabel to focus on reducing the number
beaches. Thousands of birds and other animals eat the plastic and of plastic bags as a realistic goal. Nelson Mandela, South African
What Is Environmental Justice? die. And it affects people, too, because fish and seafood also become
contaminated with plastic.
activist and former president
Environmental justice is the idea

paradise place of beauty significant important Before You Continue
wet season rainiest time of the year brainstormed made a list of ideas
that every person has a right to a contaminated polluted focus concentrate
1. Clarify Where did Melati and Isabel get
the idea to start their campaign?
realistic possible 2. Make Inferences What do you think
Melati and Isabel’s school was like?
healthy environment, including clean
282 Unit 4 283
air, clean water, and healthy oceans.

Environmental injustice occurs when
people are excluded from decisions
that affect their environment and,
therefore, their lives. People who suffer
Melati and Isabel Wijsen started a the most because of environmental Plastic bags
First Successes
campaign to reduce plastic in the caught in a tree
oceans. damage live in the poorest, most Melati and Isabel organized a beach cleanup, and more than
12,000 volunteers came to help. Working with other communities in
vulnerable communities. Bali, they started distributing bags made from materials other than
plastic, such as recycled newspaper and net.
When the governor of Bali ignored their request to ban plastic

Melati and Isabel Wijsen are two sisters fighting for environmental justice on the bags on the island, they decided to start a petition. After knocking
on many doors, they convinced the manager of the Ngurah Rai
island of Bali. When they were just 10 and 12 years old, they started a campaign to Building a Movement
International Airport in Bali to let them talk to people in the airport’s
The first step the sisters took was to find out more about the customs and immigration area. By doing this, they got more than
reduce plastic waste in Bali and all over the world. problem. The more they learned, the more they realized that plastic 100,000 people to sign their petition!
bags were simply not useful enough to justify the damage they
caused. They also learned about efforts to ban plastic bags in
other countries and cities around the world.
They knew they would not be able to achieve their goal on their
excluded from left out of Before You Continue own. They asked their teachers, parents, and friends for help. They
went to other schools on the island to talk about their idea and
vulnerable defenseless 1. Clarify What does environmental justice they met with the mayor of their village, who agreed to help them as
campaign movement mean? Can you think of an example from much as he could.
your own country? Melati and Isabel learned that more than 16 million people arrive
and depart from the Bali airport every year.
2. Make Inferences How is Melati and Isabel’s justify make acceptable beach cleanup event to remove Before You Continue
campaign related to environmental justice? efforts work garbage from the beach
distributing giving out
1. Make Inferences What do you think a
petition is? How do you think it works?
sign write your name 2. Figurative Language Can you think of a
281
different way to say “knocking on many
doors?”
284 Unit 4 285
Taking Risks
Melati and Isabel asked for a hearing with Victory!
the governor of Bali to talk about their idea When the governor heard about Melati
to ban plastic bags on the island. But the and Isabel’s hunger strike , he became
governor would not agree to a meeting. The worried. He sent police to their school,
sisters felt frustrated. and the police took the sisters to see
him at his residence. He gave the
Then, they were invited to go to India Because they were very young,
Melati and Isabel had to be sisters a letter, promising to ban plastic
to talk about their campaign. They visited supervised by a dietitian during
their hunger strike . bags in Bali within a few years.
the house where Mahatma Gandhi had
lived, and they learned that he had used The sisters met with the governor several
hunger strikes as a form of nonviolent times to make sure he was keeping his
protest. When they returned to Bali, they promises. Later, they were invited to
had news for their parents. speak at the United Nations for World
Oceans Day. Now their organization, Bye
“We’re going on a hunger strike!” they
Bye Plastic Bags, has chapters all over
told them.
the world.
Bali was declared free of plastic
Mahatma Gandhi used hunger strikes “We’ve learned kids can do things. We can bags in 2018, and the government of
as a form of nonviolent protest Indonesia has committed to banning
during India’s struggle for make things happen,” says Melati. ❖ plastic bags by the year 2021.
Independence from Great Britain.
hearing meeting residence home Before You Continue

frustrated stuck chapters groups 1. Make Inferences What risks did Melati and
hunger strikes refusal to eat Isabel take to make the governor listen to them?
nonviolent protest a demonstration 2. Make Connections Melati and Isabel were
without violence inspired by Nelson Mandela’s story. How did
they follow his example in their own campaign?

286 Unit 4 287
342 Unit 4 Justice
Focus on Determining Importance
Teach
Explain to students that focusing on the main idea and the most important details helps them understand what they read.
Explain: As you read the social studies article, decide which details about Melati and Isabel and their work are the most
important to remember. Determining importance also helps you summarize the key events and achievements in the sisters’ life.
Today you will read “Sisters Fighting for the Oceans” again. As you reread, think about the main idea and most important
details in each part of the article.
Model
Review Student’s Book page 283 of “Sisters Fighting for the Oceans.” Have a volunteer read the top box in the main idea
diagram and then model the process: The main idea is that Melati and Isabel wanted to solve the plastic garbage problem in
Bali. There are details that support this main idea. The first important detail is that they studied significant people from history
at school. The next important detail is that they were inspired by these people and wanted to make a difference. Then we
read that they found out about the plastic garbage problem in Bali.
Main Idea Diagram

1. Have students read the section “Building a Movement” on Student’s Book page 284 of “Sisters Fighting for the Oceans.”
After reading, ask partners to use the Roundtable routine. (See Cooperative Learning Routines.)
2. Help groups focus thinking by asking them to identify the main idea. Then have them find the most important details that
support the main idea. Display frames to support students.
• The main idea is ______.
• The first important detail is ______.
• The next important detail is ______.
• Another important detail is ______.
3. Have partners create a Main Idea Diagram to show the main idea and important details of the section “Building a
Movement.” Then have them summarize the section in their own words.
4. Repeat the activity with a section from “The Troublemaker.”

PART 2 LESSON 8 343
PART 2 LESSON 9
Review
OBJECTIVES
Resources
• Use Grade-Level Vocabulary • Making Inferences ◆◆ Cooperative Learning
• Identify Synonyms • Phrasing ◆◆ Key Word Images
Language Comprehension and Literary Analysis ◆◆ eVisual: 4.17
• Negotiate • Third Person Point of View ◆◆ Reading Strategy Rubrics
Grammar • Headings
◆◆ Reading Strategy Test
• Verbs: Am, Is; Has, Have; Writing
Contractions; Subject-Verb
• Writing Project—Lesson F: Present
Agreement
and Share
Language: Negotiate
Use a Think, Pair, Share activity. (See Cooperative Learning Routines.) Tell pairs to imagine Key Words
that your principal has decided to extend the school day to 6 p.m. Have one student role- barriers nonviolence
play the principal as the other speaks for the student body. Have students negotiate an conditions oppose
alternative plan. conflicts protest
Key Words: Social Studies and Academic Vocabulary demands require
Show Key Word Images. Have partners create sentences that contain as many of the demonstrate strike
vocabulary words as they can in one sentence. labor
Reading Strategy: Make Inferences

1. Read “First Day of School” (eVisual 4.17). Have students make an inference about how Bahara feels in the beginning of
the story using the language frames: I read _____. I know _____. And so _____. Then read the story again. Have partners
make another inference about what life is like where Bahara lives.
Thinking Map: Point of View, Sequence

1. Reread “First Day of School” (eVisual 4.17). Have students tell the point of view of the story. Ask them to explain how they
can tell. Have them discuss what the narrator can tell readers about Bahara.
2. Have students tell the sequence of the story using the frames: First, Bahara, _____. Next _____. Last _____.
eVisual 4.17

344 Unit 4 Justice
Fluency: Phrasing
Have students review their own recordings of “The Troublemaker,” focusing on accuracy, rate, and phrasing.
Word Work: Synonyms

Organize two teams of students. Post a word such as big. Challenge a team to list as many synonyms for the word as they
can. Then invite the team with the most synonyms to suggest another word. Guide teams to choose common words with many
synonyms.
What are some large, huge, giant,

synonyms for big? massive, enormous
Grammar: Am, Is Has, Have; Subject-Verb Agreement

Organize groups of four and assign the verbs: am, is, have, or has. Have students use the verb in a sentence, then use it
again as part of a contraction. Have listeners nod if the verb agreed with its subject in both sentences.
Writing Project

PART 2 LESSON 9 345
Narrative Presentation
1. Recap prior knowledge: How did Nelson Mandela help South Africans? Make sure students remember that in 1994, after
Nelson Mandela was out of prison, all South Africans were allowed to vote. Prompt brainstorming: Imagine that you are a
news reporter and ready to announce that South Africans will have its first democratic elections. Ten thousand people are
listening in to hear the news. How would you explain the victory? What would you say about Nelson Mandela’s fight for
equal rights?
2. Explain that students will give narrative presentations about the Campaign in groups.
Plan
1. Form groups of four or five students each. Students in each group will act as members of the African National Congress.
Have students write sentences about how Nelson and South Africans negotiated for change. Write language frames:
• We want ______.
• You want ______.
• How about ______?
2. Encourage the class to make simple props for everyone to use, such as the African National Congress flag and protest
banners.
Practice
1. Have students practice presenting. Students should describe the problems that led up to the Campaign, the main events of
the Campaign, and what happened at the end. Model and review:
• As you listen, make notes about important ideas.
• Make inferences about how the speaker feels, and then put the message in your own words.
2. Students with speaking parts can rehearse their lines. Other students can use pantomime to demonstrate the protests
(dragging their feet, examining blisters) and the victory at the end (cheering, waving the flag).
3. Use Multi-Level Strategies to involve students at all proficiency levels.
Have students use props and Encourage students to Have students explain Challenge students to
pantomime to demonstrate describe how Nelson how Nelson’s childhood discuss what Nelson’s
important events. Mandela negotiated for set the stage for the actions meant for black
change. Campaign. Africans in other countries.
Present
1. Have groups take turns giving their narrative presentations. One group in the audience can act as the people who have
gathered to hear the news. At the end of each presentation, these students can ask questions to clarify information.
2. Invite family members or another class to enjoy the narrative presentations. Evaluate the presentations using the rubric. For
each presentation, assess the audience’s listening skills.
Debrief and Compare

Ask each group to share what they enjoyed most about the performances. Have them add any ideas they learned about
justice to their unit concept map.

346 Unit 4 Justice
Rubric: Narrative Presentation
Narrative Presentation Rubric
¨¨
Does not demonstrate an ¨¨
Is not able to negotiate ¨¨
Listens but is not able to ask
understanding of formal or questions
Beginning informal language
¨¨
Cannot describe the problem
or make suggestions to solve ¨¨
Is not able to interpret
¨¨
Does not present in sequence it speaker’s message
¨¨
Many words are appropriately ¨¨
Describes the problem, ¨¨
Listens and asks one or two
formal including some important questions
details
Intermediate ¨¨
Presents some of the action in ¨¨
Understands speaker’s
the correct order ¨¨
Makes one suggestion to message but has trouble
solve the problem restating important ideas
¨¨
Most words are appropriately ¨¨
Describes the problem, ¨¨
Listens and asks mostly
formal including most important relevant questions
details
Advanced ¨¨
Presents most of the action in ¨¨
Interprets message and
the correct order ¨¨
Makes good suggestions and restates most important ideas
asks for some feedback
Advanced
¨¨
All word choices are ¨¨
Describes the problem well ¨¨
Listens and asks relevant
appropriately formal questions
High ¨¨
Makes good suggestions,
¨¨
Presents in sequence asks for feedback, and comes ¨¨
Interprets speaker’s message,
to a reasonable solution restating all important ideas

WRITING PROJECT
Mode and Form

Resources
1. A research report includes information from a variety of sources that is
organized in a new and interesting way thought up by the writer. For this ◆◆ eVisual: 4.18
project, students will write a report about an event in history when justice ◆◆ Practice Book: 4.20
was achieved. Display eVisual 4.18 to show students characteristics of a ◆◆ Vocabulary Routine 4
good research report.
eVisual 4.18
2. Use “Journey to Freedom” as a professional model of a research report. Reread the

text and point out features of the form.
Writing Trait: Organization

1. Students will learn how good writers organize their facts and events and create
research reports in which:
• the writing has a clear structure that suits the writer’s audience and purpose
• content flows smoothly and logically.
2. Use Vocabulary Routine 4 to teach organization. Window Graphic

Each lesson in the Writing Project provides detailed instruction. Teach the Writing Project during Part 2 of the unit with this
suggested sequence and pacing plan, or adjust as your schedule and students’ needs require.


348 Unit 4 Justice
Rubric: Research Report
Students use Practice Book 4.20 to score their own writing on the trait of organization. You can then use the Writing Rubric to
score each student’s project on all traits.
Writing Rubric
Score
Point
4
support meaning.
3 usage, and
topic.
1
do not support
meaning.

LESSON A: Model Write As a Researcher

Write a Research Report
OBJECTIVES Write a report about an event in history when justice was achieved. Place
your reports in a journal called Justice in the World.
Writing
• Analyze a Student Model: Research Report Study a Model
For a research report, you gather information from several sources.
• Trait: Evaluate for Organization You think about what you’ve learned and decide what it all means.
• Use a Rubric to Analyze Writing Read William’s report about a famous fight for civil rights justice.
The title and A Bus Ride to Justice

introduction William Brown
capture the
reader’s In 1955, an African-American woman
interest. named Rosa Parks refused to give up her
seat on the bus to a Caucasian. She was
Resources arrested for this “crime.” The event led to
a famous protest: the Montgomery Bus
Boycott. The boycott showed that A statement of the
main idea tells what
◆◆ eVisual: 4.18, 4.19 people could fight for justice without
the writer will try to
using violence . prove in his report.
◆◆ Practice Book: 4.20 Each paragraph In the early 1950s, the bus system in
has a topic Montgomery, Alabama, was segregated.
sentence that
African Americans had to sit at the back
supports the
main idea. The of the bus. They also had to give up their
writer supports seats if the Caucasian section filled up.
each main idea This is what Rosa Parks refused to do.
with evidence. The paper has a clear
Rosa Parks’ arrest angered African- organization. Events
American leaders. They asked African are presented in the
Americans to refuse to ride the city buses. sequence in which
they happened.
290 Unit 4

Analyze the Prompt
1. Have students turn to Writing Project on Student’s Book page 290. Ask a volunteer to read aloud the title of the project
and the prompt. As the student reads, have the rest of the class begin to fill out the first three sections of a RAFT:
Role: researcher
Audience: the general public
Form: research report
Topic: __________
thinking about. Ask them what that subject is. (an event in history when justice was achieved) Explain that they will be
choosing a topic for their writing when they do the Prewrite step.
3. Focus on language: Who is the audience? (the general public) Ask them how knowing the audience will affect the
language they use. (It will be formal, particularly because this is a research report.)
Study a Model
Focus on Features
1. Read aloud the instructions and then have the students read the model
silently. Remind students to look for the main ideas and supporting facts
as they read.
2. Chorally reread the model, stopping to discuss each callout. Display
the Writing Checklist (eVisual 4.18) and have students find examples
of each feature in the model. Remind students to monitor understanding
and seek clarification as needed.
eVisual 4.18

350 Unit 4 Justice
A group was organized to handle the
boycott. They asked a new young minister,
Dr. Martin Luther King, Jr., to lead the
group. He agreed.
Quotation King insisted that the boycott be kept

marks show peaceful. He said, “We are not here
a direct advocating violence.” He showed people
quotation .
that they could fight back without
breaking any laws.
Thousands of African Americans

boycotted the buses for over a year.
Eventually the protest was successful.
In 1956, the United States Supreme
Court ordered Montgomery to provide
integrated seating on public buses.
Sources
Delano, Marfé Ferguson. “American
Heroes.” Washington, D.C:
National Geographic
Society, 2005.
A final page
lists the sources “King, Martin Luther, Jr.”
William used World Book Encyclopedia.
for the report.
2009. Print.
Dove, Rita. “The Time 100:

Rosa Parks.” Time, Inc.,
20 Nov. 2009. Web.15 Feb.
2010. http://www.time.
com/time/time100/heroes/
profile/parks01.html
291
Teach the Trait

1. Ask: How would you describe a well-organized report? (Everything is in a logical place.)
2. Connect: When a research report has good organization, it has a clear structure. It starts with a main idea and supports it
with ideas that flow in a smooth, logical order that suits the writer’s purpose and audience. Find examples in the model:
• What is the main idea of the report? (A bus boycott showed that people could fight for justice without using violence.)
• What type of sentence does each paragraph start with? (a topic sentence that supports the main idea)
• What order does the writer use—logical order or
sequential order? (sequential order)
Present the Rubric

1. Have students turn to Practice Book 4.20. Read aloud the
questions and features of each score point.
2. Assign partners the task of telling you the difference
between papers with a score of 1 and 4.
3. Allow time for the partners to review the rubric and then
report. (Students’ responses should indicate that a 4-point
paper has a clearer structure and that all the content flows
smoothly and logically.)
4. Use the Academic Language Frames (eVisual 4.19) to
support students of all proficiency levels.
Check Progress
Have students name a feature of a research report.
eVisual 4.19


1. Choose a Topic What is justice? What examples can you find from the
past? Work with a partner to brainstorm and discuss ideas. Narrow
OBJECTIVES your topic to one that you can cover well in a short report.
2. List Your Research Questions What do you already know about your
Learning Strategies topic? What do you want to find out? Write questions you could use to
guide your research.
• Generate Ideas through Brainstorming
• Locate Information Research Questions
• Use Graphic Organizers: Chart, Note Cards • Why did the Montgomery Bus Boycott happen?
• Where did it take place?
Writing • Who participated in the boycott?
• How were the buses segregated?
• Writing Process (Prewrite): Select a Topic, • What did city officials do?
Organize Ideas
• Conduct Research: Locate Information in Texts, 3. Create a Research Plan A research report must contain information
from several sources. Your research plan contains your topic and your
Organize Ideas, Identify Facts and Details ideas about the sources you can use to answer them. There are two
main types of sources, primary sources and secondary sources.
Topic: The Montgomery Bus Boycott

Primary Sources Secondary Sources
* Rosa Parks’ journal or diary * books about the
* letters written by people who Montgomery Bus Boycott
participated in the boycott * online articles about Rosa
Resources * arrest documents Parks and the bus boycott
* encyclopedia entry about the
Montgomery Bus Boycott
◆◆ eVisual: 4.20 Primary sources, such as Secondary sources give
letters, diaries, and official information based on
◆◆ Practice Book: 4.21, 4.22, 4.23 documents, provide direct,
firsthand knowledge from
primary sources. They
include nonfiction books,
eyewitnesses to the event. newspapers, and websites.
292 Unit 4
Prewrite
Choose a Topic
1. Have students turn to Writing Project on Student’s Book page 292. Assemble materials students can use for their initial
planning, such as nonfiction books, encyclopedias, magazine articles, and a connection to the Internet, if possible. Then
review: What is the subject of our research report? (an event in history when justice was achieved)
2. Display eVisual 4.20 and explain: Use a chart to help you identify your research topic. Model how to complete the chart
with ideas.
eVisual 4.20
3. Display the materials and explain: Skim the materials for information and ideas. You will write the name of the event in
the first column. In the second column, write when the event happened. In the last column, write who was involved in the
event.
4. Have students turn to Practice Book 4.21 and use the materials as they complete their charts. Then have them select the
event they think is most interesting for their topic.
List Your Research Questions

1. Explain: Once you have decided on an idea that interests you, you can begin to focus the topic of your research report.
One way to do this is to ask questions about the topic. Direct students’ attention to the research questions on Student’s
Book page 292. Have a student read the questions aloud.
2. Point out the question words: who, what, where, how, and why. Encourage students to use these words as they write their
research questions. Students should write at least five questions to guide their research. Tell students they may refine or
change their research questions as they work on their research.

352 Unit 4 Justice
Create a Research Plan
1. Explain: Now that you have written your research questions, you will need to make a research plan. Ask: What does a
research plan contain? (ideas about sources you can use to answer questions) What are the two types of sources you
should use? (primary and secondary) Have a volunteer read aloud the definition of primary sources and discuss the
examples listed for the Montgomery Bus Boycott. Repeat with secondary sources.
2. Then have students brainstorm additional primary and secondary sources and make a list of each. (primary: interviews,
autobiographies, speeches, audio clips, historical photos; secondary: magazine articles, biographies)
3. Have students use their research questions and write references next to each question they think will be helpful for finding
the information. Explain that a good research report contains information from primary and secondary sources.
4. Use Multi-Level Strategies to support students at all proficiency levels.
Guide students to the most To guide students in identifying reference types that Tell partners to discuss types
helpful resources for their have been useful in the past, provide this sentence of references that have helped
research questions. Check that frame: them with specific kinds of
each resource is appropriate for The ______ helped me find information about ______ research in the past.
their proficiency level. because ______.
Check Progress
Have students explain, in their own words, what primary and secondary sources are. Tell them to give examples of each.

WRITING PROJECT
Writing Project, continued
Gather Information Get Organized

1. Identify Sources Valid, or reliable, sources are up to date. They are 1. Sort Your Cards Use the research questions at the top of your cards
written by a group or person who is an expert in the area. Skim the to put them into groups. Put the groups in an order that would make
source to see if it has the information you need. sense to your reader.
2. Create source cards Use index cards to record important information 2. Organize Your Details Use an outline or other graphic organizer to
about each source you use. Give each card a number. help you. Each group, or category, from your cards becomes a main
idea. The details from each card support the main ideas.
Card number
Outline
American Heroes Title of book
1
Use Roman numerals for main ideas.
Marfé Ferguson Delano Author I. Buses in Montgomery were segregated

Use capital letters A. Caucasians in front, African Americans in back
for supporting
National Geographic Society points. There B. African-Americans had to give seats to Caucasians
Washington, D.C. Publication information must always be at
least an A and a B. C. Rosa Parks refused and was arrested
2005
YBIO920 Library call number II. African-American leaders angered
A. Made plan to boycott buses
3. Make Note Cards Record important ideas on note cards. B. Formed group to organize boycott
Paraphrase, or put all of the information in your own words. Add more details
using Arabic 1. Elected Martin Luther King, Jr. as leader
Use quotation marks for anything you pick up word for word. numbers (1, 2, 3).
2. Agreed boycott would be peaceful
Try to use some visuals in your report. Keep a separate file for
any pictures, maps, or charts you may want to use.
How were the buses segregated? The research question goes

Draft
Include the at the top of the card. • Write an interesting introduction that tells what the report is about.
source. “The Time 100: Rosa Parks”
Then, write a paragraph from each section of your outline. Include
—Caucasian section up front and African-American maps, photos, or charts to help explain your ideas.
Write facts section in back • Write all the information in your own words. Never use words directly
and details
in your own —if a Caucasian got on the bus and there were no from the source. This is called plagiarizing, and it’s a type of stealing.
words. more seats, African Americans had to give up
their seats and move farther back or stand
293 294 Unit 4
Gather Information
Identify Sources
1. Have students turn to Writing Project on Student’s Book page 293. Explain that a good researcher must evaluate each
source. Say: You have worked to think about resources that will help you complete your research. Now, you will find the
exact resources to use. How can you quickly check to see if there might be helpful information in them? (by skimming the
table of contents, headings, and pictures)
2. Ask: Why is it important that every source is up-to-date? (because old information might no longer be correct) How can
you be sure the information you are finding is up-to-date? (by checking publication dates) There are some situations in
which you might use an older source. When are older sources useful? (when they are primary sources or newspaper or
magazine accounts that tell and show exactly what happened during a specific time in history)
3. Ask: Why is important to look for information from experts and others who truly know about the information? (We want
to be sure the information is correct.) Why is it especially important to be careful on the Web? (It is easy for people to
post false or inaccurate information on the Web.) Explain that sites run by the government, colleges or universities, and
professional organizations usually contain reliable information.

354 Unit 4 Justice
Create Source Cards
1. Have students read aloud Point 2 on Student’s Book page 293. Go through the features of the source card. Explain that a
source card for a Web site should list:
• the title of the article
• the name of the author or organization
• the date the information was retrieved from the Web
• the exact Web address.
2. Make copies of Practice Book 4.22 and distribute them. Explain to students that they will create one of these cards for each
source.
Make Note Cards

1. Have students read aloud Point 3. Have students examine the note card as they respond to the following questions: Why
do you need to include the source? (so I can go back to check later and so that others can check the source) Why do you
write facts and details in your own words? (When I put information in my own words, I understand it better.)
2. Encourage students to write one fact per card so that they can organize the cards more easily later. Explain how to use
proper mechanics when recording sources, including using italics or underlining for titles. Tell students to use capital letters
for abbreviations, initials, acronyms, and organizations.
Get Organized
Sort Your Cards
Have students turn to Writing Project on Student’s Book page 294. Once students have grouped their cards by research
question, discuss possible ways to organize their reports. Suggest that they put all similar facts and examples together into a
clear structure that suits the purpose and audience. Because their reports are about a historical event, students may want to
present their ideas in time-order.
Sort Your Cards

1. Model creating an outline from a note card, using the note card example on Student’s Book page 293 and the outline
example on Student’s Book page 294. Ask questions such as:
• What is the research question on the note card? (How were the buses segregated?)
• What is the main idea for Roman numeral I in the outline? (Buses in Montgomery were segregated.)
2. Continue the comparison of the note card and outline, pointing out that the capital letters in the outline match the details
on the note card. Explain that the Roman numerals in the outline will become the main ideas for each paragraph in the
report—and that the capital letters in the outline are the supporting details.
3. Have students use Practice Book 4.23 to create their outlines. Use Multi-Level Strategies to support students at all
proficiency levels.

Have students organize their note Remind students to use their Before pairs create their outlines, have each partner
cards, then write Roman numerals cards and put their details in discuss the way the other partner has organized the
next to the question and capital logical order. As they create note cards. Tell students to make suggestions about
letters next to the facts on the their outlines, they might organization that could help before starting the
cards to organize their ideas. choose to adjust the order in outline.
Encourage them to write short which they sorted their details.
main ideas in their outline and
then the supporting details from
their cards.
Check Progress
Have students explain why the model outline includes Items 1 and 2 under Roman numeral II.

LESSON C: Draft Get Organized

1. Sort Your Cards Use the research questions at the top of your cards
to put them into groups. Put the groups in an order that would make
OBJECTIVES sense to your reader.
2. Organize Your Details Use an outline or other graphic organizer to
Writing help you. Each group, or category, from your cards becomes a main
idea. The details from each card support the main ideas.
• Use the Writing Process (Drafting): Write a Research
Report Outline
• Use Writing Strategies: Use Vivid Words Use Roman numerals for main ideas.
I. Buses in Montgomery were segregated

• Develop Writer’s Craft: Support Ideas Use capital letters A. Caucasians in front, African Americans in back
for supporting
points. There B. African-Americans had to give seats to Caucasians
must always be at
least an A and a B. C. Rosa Parks refused and was arrested
II. African-American leaders angered
A. Made plan to boycott buses
B. Formed group to organize boycott
Add more details
using Arabic 1. Elected Martin Luther King, Jr. as leader
numbers (1, 2, 3).
2. Agreed boycott would be peaceful
Resources Draft
• Write an interesting introduction that tells what the report is about.
Then, write a paragraph from each section of your outline. Include
◆◆ Writing Routine 2 maps, photos, or charts to help explain your ideas.
• Write all the information in your own words. Never use words directly
from the source. This is called plagiarizing, and it’s a type of stealing.
294 Unit 4
Draft
Introduce Drafting
2. Use Writing Routine 2 to show how to turn the outline into a draft. Students will focus on:
• Writer’s Craft: Support Ideas
Explain: A good research report supports ideas with facts, examples, explanations, and quotations. Features such as
photos, maps, and diagrams also support ideas. Have students read the model on page 290–291. Ask: How does
the author support the ideas? (The author supports the idea with details. The author also includes photos.) Encourage
students to support their ideas when they write their own research reports.
• Writing Strategy: Use Vivid Words
Remind students that vivid words are words that create pictures in the reader’s mind. Ask volunteers to point out
examples of vivid words in the model on pages 290–291. (A Bus Ride to Justice, angered African American leaders)
Say Write
I need to begin with a title and an introduction that will let A Bus Ride to Justice
the reader know what my topic is. I will use vivid words in In 1955, an African-American woman named Rosa Parks
my introduction. refused to give up her seat on the bus to a Caucasian.
Now, I should look at my outline to see what my first main In the early 1950s, the bus system in Montgomery,
idea is in Roman numeral I. Then I need to read the details Alabama, was segregated. African Americans had to sit
in my outline. Now I’m ready to write the next paragraph. at the back of the bus.
I need to find Roman numeral II in my outline to see which Rosa Parks’ arrest angered African-American leaders.
main idea and details to include next. And I will continue They asked African-American citizens to refuse to ride the
this way to write my report. city buses.
Pause to review organization. Ask: Does the research report show a clear structure so far? (yes) Do the ideas flow
smoothly and logically? (yes) Does the writing and structure suit my audience and purpose? (yes)
Once I have written all my paragraphs, I need a page to Delano, Marfe Ferguson. American Heroes. Washington,
list my sources. I will use my source cards to do that. D.C.: National Geographic Society, 2005.

356 Unit 4 Justice
Write the Draft
1. Have students begin their own drafts. Use Multi-Level Strategies to support students at all levels of language proficiency.
Help students turn their outlines As students turn their outlines into sentences, remind Encourage students to write an
into sentences. Post sentences them to start a new paragraph with each Roman engaging introduction with a
frames, such as: numeral and to include all the details next to each variety of sentence types.
• The _____ happened in capital letter.
______.
• _____ said, “______.”
• There were ______.
2. Share this drafting tip with students: First, gather everything you will need as you write, including your outline, note cards,
and source cards. Remember that the information for the Roman numerals in your outline will become the topic sentences
for each paragraph. The ideas in your outline will help you write complete sentences that are clear and organized.
3. Remind students: Your outline and notes may contain fragments or incomplete ideas. Check that every sentence in your
draft is a complete sentence.
Check Progress
Have students check their drafts and place Roman numerals, capital letters, and Arabic numerals next to the sentences that
correspond to the same numerals and letters in their outlines. Ask if they have included all the ideas and supporting details in
order.

WRITING PROJECT
1. Read, Retell, Respond Read your draft aloud to a partner. Next, talk
about ways to improve your writing.
OBJECTIVES 2. Make Changes Think about your draft and your partner’s suggestions.
Use revision marks to make your changes.
Listening and Speaking • Have you put everything in your own words? If not, think of a new
• Conduct a Peer Conference way to present the information.
• Prompt and Provide Suggestions He showed people that they could fight back without breaking any laws.
Instead, he encouraged people to use legal protest as their main
Writing weapon.
• Writing Process (Revise): Revise Drafts for

• Are your facts presented in a logical order that your readers
Organization, Revise Drafts for Order, Use Revising can follow? Move any that seem out of place.
Marks
Eventually the protest was successful. That was after thousands
of African Americans boycotted the buses for over a year.
Edit and Proofread

Carefully check all your facts, as well as names, dates, and numbers.
Make sure direct quotes are in quotation marks.
Present
Resources 1. Make a Final Copy Make a final copy of your research report. Ask
your teacher if there is a special format, or way of presenting your
◆◆ eVisual: 4.21, 4.22 report, that you should use. Add a source list at the end.
2. Share With Others Present your paper as an oral report or

◆◆ Practice Book: 4.20, 4.21 multimedia slideshow. Then, with your classmates, collect your
reports and put them in a book called Justice in the World.
295
Revise
2. Use eVisual 4.21 to model how to conduct a peer conference. Have students read the paragraph aloud.
eVisual 4.21
3. Summarize the report and make suggestions:

• I like the details you added, but the information in your paragraph is out of order and does not make sense. Could you
write the events in order—and could you include a paragraph for each main idea?
• The last sentence sounds like information from one of your research resources. It does not sound as though it is written
in your own words. Could you rewrite this information in your own words?

Hold individual conferences Tell partners to ask and answer: Have these students hold complete peer conferences.
with these students. Check to • Have I written the report in my Direct them to point out strengths, as well as
be sure all students have written own words? problems. Also, tell them to provide suggestions for
in their own words and have improvement.
• Have I included events in an
included events in a logical
order that makes sense?
order.

358 Unit 4 Justice
Make Changes
1. Read through the samples. Then use eVisual 4.21 to model how to revise a draft. Display
and use the Revising Marks as you work through the example. Explain: During the peer
conference, my reader gave me a lot of suggestions. I’ve also looked at the rubric again
to see what a Score 4 should contain.
2. Model the first change: I will rearrange the order and start with: In the early 1950s, the
bus system in Montgomery, Alabama, was segregated.
3. Call on students to suggest additional changes that would turn the model into a 4. Have
students use Practice Book 4.21 for additional practice.
Revise the Draft

2. Post this example to remind students to paraphrase information they find in their sources (eVisual 4.22):
eVisual 4.22
Check Progress
As students revise, check to make sure that events are in a logical order and are presented in the student’s own words.

WRITING PROJECT
LESSON E: Edit and Proofread Revise
1. Read, Retell, Respond Read your draft aloud to a partner. Next, talk
LESSON F: Present and Share about ways to improve your writing.

2. Make Changes Think about your draft and your partner’s suggestions.
Use revision marks to make your changes.
OBJECTIVES • Have you put everything in your own words? If not, think of a new
Listening and Speaking way to present the information.
• Use Visual Aids He showed people that they could fight back without breaking any laws.
Instead, he encouraged people to use legal protest as their main
• Correct Speech weapon.
• Determine Purpose for Listening

• Summarize Main Points • Are your facts presented in a logical order that your readers
can follow? Move any that seem out of place.
Writing
• Writing Process (Edit and Proofread): Edit for Spelling, Eventually the protest was successful. That was after thousands
Grammar, and Mechanics of African Americans boycotted the buses for over a year.
• Writing Process (Present and Share): Create a Final

Copy; Read Writing Aloud Edit and Proofread
Carefully check all your facts, as well as names, dates, and numbers.
Grammar, Spelling, and Mechanics Make sure direct quotes are in quotation marks.
• Adding Suffixes to Base Words Present

• Present Tense Action Verbs
1. Make a Final Copy Make a final copy of your research report. Ask
• Capitalize and Punctuate Source Material your teacher if there is a special format, or way of presenting your
report, that you should use. Add a source list at the end.
2. Share With Others Present your paper as an oral report or

multimedia slideshow. Then, with your classmates, collect your
Resources reports and put them in a book called Justice in the World.
295
Edit and Proofread

Focus on Spelling: Suffixes
1. Remind students: A suffix is a word part added to the end of a base word. The suffix changes the word’s meaning. Suggest
students check a dictionary if they are not certain of how a suffix has changed the meaning of a base word.
2. Remind students that sometimes you need to change the spelling of the base word when you add a suffix. Write win.
Explain that when you add -er, you double the n. Write winner.
3. Continue: If a word ends in a consonant and y, you will change the y to i before you add the suffix. Write carry and
demonstrate changing the y to an i and adding -er to make carrier.
4. Have partners practice adding -er to win (winner), run (runner), swim (swimmer) and cry (crier). Challenge them to add -al
to bury (burial) and -ful to pity (pitiful).
Focus on Mechanics: Punctuation and Capitalization in Source Lists

1. Explain that there is a correct way to punctuate each type of selection in a source list. Remind students to correctly
punctuate each selection included in the source list for the research report.
2. Turn to the list of sources on Student’s Book page 291, and have students tell the type of source for each. (book,
encyclopedia article, Web site article) Then ask students to point out the punctuation and capitalization for each source.

360 Unit 4 Justice
Edit and Proofread
their research reports.
2. Provide and model the editing tip: Use a sheet of paper to cover up the text except for the
first line. Read this line. Correct any errors. Then continue in this way, line by line, with the
rest of the report. Pull down the cover sheet just one line at a time. Stop to correct each error
you see.
Present
Share Your Research Report eVisual 4.23
1. Encourage students to make a neat final copy of the research report. Then they may read it
aloud or make a multimedia presentation.
2. Go through the Presentation Tips and model the skills for the class:
• Use Visual Aids: Tell students to show photos, maps, and other documents about their topic as they speak. Explain that
this will make the presentation more interesting. Point out that they should practice speaking while using their visual
aids before they make their presentations.
• Correct Speech: Remind students to practice and correct their speech before giving the presentation. Tell them to pay
attention to speaking clearly and having their voice rise and fall at the appropriate time. Tell them to also pay attention
to stressing important words.
• Determine Purpose for Listening: Remind listeners to think about the kind of information they are listening for as each
speaker makes a presentation.
• Summarize Main Points: Ask listeners to think about the main ideas as they listen. Tell them this will help them better
understand the report.
3. Tell students to bind their reports into a book to share with others in the school building.
4. Add a copy of each report to the appropriate student’s writing portfolio.

PART 2 LESSON 10
Wrap-Up
OBJECTIVES ?
Concepts and Vocabulary Big
Question
What is justice?

Talk Together
Language
In this unit, you found lots of answers to the Big Question.
• Language Function: Justify, Negotiate Now use your concept map to discuss the Big Question
• Discuss Ideas with the class.
Social Studies
• Explore Ideas About Justice th
What is The Thirteento the
• Explore Situations That Show Injustice Concept Map enslaved justice? Amendment olishes
Constitution
ab
Africans were tes.
• Describe Nonviolent Ways to Achieve Justice in the United Sta
ican s in
slaver y.
lso n M and ela was
Black Afr e
Ne
sident
South Africa werand elected pre ica and
treated unfairl
y of South Afr to
forc ed to live as worked hard .
ens. achieve peace
second-class citiz
Make a Poster
Make a poster about justice. Use your concept map to help you.
296 Unit 4
Talk Together
1. Read aloud the introduction in Talk Together on Student’s Book page 296.
Encourage students to skim the selections in the unit and think back on
earlier class discussions.
2. Have students complete the concept map. Use these possible answers to
the unit concept map to guide the discussion.
Make a Poster
Read aloud the instructions. Encourage students to use pictures as well as the
key words they have learned in this unit in designing their poster. Concept Map
Ask students to look at a local newspaper or watch a news show with a family member. Encourage them to pay special
attention to stories about injustice and talk about how these situations could be improved.

362 Unit 4 Justice
Unit
4 Wrap-Up
Share Your Ideas

Choose one of these ways to share your ideas about the Big Question.

Make a Collage Hold a Debate ◆◆ Self-Assessment
Make a collage of headlines that With a small group, hold a debate.
have to do with justice. Look in Choose an issue people are talking ◆◆ Unit Test
magazines and newspapers. about now in your school or
Cut out the headlines and glue
them on a sheet of paper. Cut
community. Write arguments for and
against the issue on index
◆◆ Review Test
out or draw a picture cards. Use the
to go with the cards to help
DON’T
headlines. you make your CLOSE
points. OUR
PARK!
Do It! Talk About It!

Research Protest Songs Meet the Reporters
Work in a group to research Role-play a press conference
protest songs, or songs that shine
a light on injustice. Collect several
with the real people and the
story characters in this unit. Have
Share Your Ideas
examples of protest songs, and “reporters” ask questions about
put them together in a book.
Write an introduction that tells
the fight for equal rights. The
“freedom fighters” answer the Select and Present
about each song. questions by telling what they
did to help people find freedom Read aloud the presentation options on Student’s Book
or win equal rights.
297

Writing Activity: Make a Collage B I A AH
Read aloud the headlines students chose. Have students echo-read the headlines
and tell how they know each is related to justice.
3 3
Oral Activity: Hold a Debate B I A AH

Have students code individual notes on their cards with F (fact), E (example), or R
(reason) to be sure they include these kinds of information in their arguments.
3 3
Kinesthetic Activity: Research Protest Songs

Bookmark appropriate sites for student use. Have students read each song in B I A AH
its entirety. Remind them to use concepts and language from the media in their 3 3 3
presentations.
Oral Activity: Meet the Reporters

Have students prepare questions before their interviews. Remind them that B I A AH
reporters often use questions that begin with who, what, when, where, why, and
how. Remind them to use concepts and language from the media they viewed in
3 3 3
their questions and answers.
Respond and Close

Have students give an example of injustice and tell how they could negotiate to turn it into a fair situation.
Monitor
in Assessment Resources to assess students’ progress on vocabulary, reading, and grammar skills taught. Finally, join students
to take Review Test in Assessment Resources to understand their progress after learning the four units.

PICTURE DICTIONARY
abolish ➤ chlorophyll
Picture Dictionary abolish
A
alternate
C
carnivore
a
The definitions are for the words as they are introduced in the selections of this book.
verb adjective noun
b
When you officially end Alternate means different. A carnivore is an animal c
something, you abolish it. that eats other animals.
d
e
f
g
The scientist works to He must find an
alternate location. A lion is a carnivore.
h
abolish disease.
i
Parts of an Entry absorb assume challenge
verb verb noun
j
The entry shows how the magnify When you take something When you assume A challenge is a difficult
k
word is spelled. verb part of speech in and hold it, you absorb it. something, you think it is task or situation.
When you magnify true without checking the l
something, you make it The definition gives the facts.
appear larger.
meaning of the word. m
The picture helps you n
understand more about
the meaning of the word. o
The sponge absorbs the Don’t assume you know Carrying all the books at
p
The sample sentence uses water. the way. Check your map! once is a challenge. q
The butterfly wings are the word in a way that shows
easier to see when you its meaning. B r
magnify them. adapt barrier chlorophyll
verb noun noun s
If you adapt, you change. A barrier prevents you Chlorophyll is the green
from getting to something. part of plants that lets t
them use sunlight to help
make their food.
u
v
w
x
Visitors to Japan must adapt The wall was a barrier to Chlorophyll is what makes y
to a new way of eating. freedom. plants look green.
z
298 Picture Dictionary 299
circuit ➤ consumer cooperate ➤ demands

a D a
b circuit
noun
classify
verb
conduct
verb
cooperate
verb
current
noun
decrease
verb
b
c A circuit is the path that an When you classify things, An object conducts sound, When you cooperate, you The current is the To decrease means to c
electrical current will flow you put them into groups heat, or electricity if it lets work together. movement of electricity become less or smaller.
d through. based on their similarities. any of them pass through it. through a wire. d
e Amphibians e
f f
g g
frog If the electric current does
h When electricity goes Copper wire is used to
We cooperated to clean not reach my TV, I can’t When I spend money, my
h
through the circuit, the conduct electricity.
i light bulb turns on. up our messy room. turn it on. savings decrease. i
j citizenship conflict j
toad
noun country custom demands
k noun
Citizenship is belonging
A conflict is a noun
A country is an area that
noun
A custom is a tradition in a
noun
Demands are things
k
disagreement between
l to a country. Citizenship salamander people or groups. has its own laws and culture or a society. people ask for strongly. l
also gives you the rights government.
m and duties of that m
country.
n n
o o
p p
You can classify frogs, They had a conflict about
q responsibilities at home. People can travel from one q
toads, and salamanders as
country to another.
amphibians.
r consumer r
conditions culture
s noun
A consumer eats plants noun s
noun
Culture is the way a group
t All the details of a or animals. All animals are
of people live: their ideas,
t
situation are its conditions. consumers. Respect for one and all are
u their customs, and their her demands. u
traditions.
v v
Her citizenship makes her
w proud and happy. w
x x
It is their custom to go
y Some people want better A horse is a consumer
It’s part of their culture to see the parade on the y
working conditions. of grass.
z celebrate Cinco de Mayo. 4th of July. z
BM2 Picture Dictionary sample copy, not for distribution
5ABM.indd 2 12/06/20 6:56 AM

demonstrate ➤ energy equality ➤ foreign
a a
demonstrate diversity emancipation equality essential explanation
b verb noun noun noun adjective noun b
When you demonstrate The diversity of a group Emancipation is the When people have equality, Essential means important An explanation gives a
c something, you show or is how different the act of setting a group they all have the same rights. or necessary. reason or makes something
c
express your feelings or members of the group are. of people free.
d knowledge about it.
easy to understand. d
e e
f f
g g
After their emancipation,
Equality in sports makes it
h There is a diversity of many enslaved people
possible for both men and Water is essential for our The teacher’s explanation h
students in my class. started new lives.
i women to play. survival. of DNA was helpful. i
E
j education employment F j
noun noun escape ethnic food chain
k An education is all the Employment is work verb adjective noun k
knowledge and skills someone does to earn To escape means to get An ethnic group is people A food chain is a sequence
l someone has learned. money. away from a bad situation. who share the same of plants and animals in l
culture or race, or are from which each feeds on the
m the same country. one below it. m
n He demonstrates his n
science fair project to the
o judges. o
p p
distinguish She is proud of her college His employment brings in
q verb education. extra money. The United States is made Cats and mice are part of a q
Distinguish means to tell up of many ethnic groups. food chain.
r the difference between r
two things. electrical energy
s adjective noun event foreign s
Electrical power comes Energy is the power to do noun adjective
t from an electricity source, work. An event is something that If something is foreign to t
such as a wall outlet or a happens. you, it is something you
u battery. have not seen before or is
u
v from another country. v
w It’s hard to distinguish w
Chris from his twin, Joe.
x x
This dog escapes from his
y The toaster will not work It takes a lot of energy to bath! y
You can identify some
if it’s not plugged into an run a marathon. The street fair is a big foreign money by the
z electrical outlet.
event. images on it.
z
freedom ➤ law magnify ➤ obstacle

a I M N O a
b freedom identity investigate magnify nonviolence observe b
noun noun verb verb noun verb
c Freedom is being able to Your identity makes you When you investigate When you magnify Nonviolence is to not use Observe means to watch c
say, think, and do what you who you are. something, you try to find something, you make it force. someone or something
d want. out more about it. appear larger. closely. d
e e
f f
g g
The butterfly wings are These people believe in
h A bird has the freedom Playing music is part of this She investigates the insects nonviolence. Their protest
h
easier to see when you He observes birds in the
i to fly. boy’s identity. on the leaf. magnify them. is peaceful. trees. i
H L
j heat immigration labor microscope nutrients obstacle j
noun noun noun
k noun
Heat is warmth from
noun
Immigration is when you
noun
Labor is the hard work A microscope is something Nutrients are things An obstacle is something
k
l something that is hot. come to live in a country that someone does. that lets you see very small found in food that help that stops you from l
is not where you were born. things by magnifying them, plants, animals, and people succeeding.
m or making them look larger. survive. m
n n
o o
p The early 1900s was a time p
q Our cat likes the heat from of great immigration from A lot of time and labor q
the fireplace. Europe to the U.S. goes into making a chair.
r r
s herbivore
noun
insulate
verb
law
noun
s
t A herbivore is an animal To insulate something is A law is a government’s t
that only eats plants. to wrap or cover it so that official rule.
u heat, cold, or electricity will u
not get in or out.
v v
w w
x x
If you insulate your pipes, The nutrients in fruit and
y The police remind people You can see red blood cells vegetables help people stay
A broken leg is an obstacle y
they won’t freeze when it to riding a bike.
z with a microscope.
A rabbit is a herbivore. gets cold. to follow the law. healthy. z
sample copy, not for distribution Picture Dictionary BM3
5ABM.indd 3 12/06/20 6:56 AM

PICTURE DICTIONARY
Continued...
omnivore ➤ photosynthesis plantation ➤ rely
a P R a
b omnivore oppose partnership plantation producer reflect b
noun verb noun noun noun verb
c An omnivore is an animal Oppose means to disagree Individuals in a A plantation is a large A producer makes its own When light hits a mirror, it c
that eats both plants and with an idea or action. partnership work farm, usually in a hot place, food and produces food reflects the image, so you
d other animals. together and share the which grows crops such as energy for other living can see it. d
results of their work. coffee, cotton, or sugar. things, too.
e e
f f
g g
h They protested to oppose When a mirror reflects
h
i the government’s decision. This bush is a producer of an image, the image is i
blueberries. reversed.
j origin j
This tea plantation is in
k noun propose refuge k
An origin is the beginning Japan. verb noun
l of something or where
power
Propose means to suggest A refuge is a place where l
something came from. something, such as an idea people go to be safe or to
m noun or plan. find shelter. m
Power is strength or
n energy. n
o o
p The kids formed a p
q Bears are omnivores. partnership to sell q
cookies and lemonade. He proposes that his mom These people found refuge
r buy the blue shirt. from the rain. r
opportunity photosynthesis
s noun noun protest rely s
opportunity is a good Photosynthesis is the verb verb
t An
chance to do something. process that plants use to When you protest, you If you rely on something, t
show that you do not like you need it.
u The origin of chocolate is
make their food.
or agree with something.
u
v the cacao bean. v
This machine has the
w power to lift heavy things.
w
x x
y There is a job opportunity A scientist grows plants to We rely on electricity in our y
The teacher protests the late
study photosynthesis. home.
z here. submission of the paper. z
require ➤ store strike ➤ transmit

a S a
b require slavery specialize strike thermal transition b
verb noun verb noun adjective noun
c Require means to need. Slavery is when one person To specialize is to learn A strike is when people Something is called A transition is a change c
owns another person. or know a lot about one don’t work because they do thermal when it is hot. from one situation to
d thing. not agree with the boss or another. d
the company they work for.
e e
f f
g Slavery was abolished g
in the United States by
h A plant requires sunlight an amendment to the Moving to a new city is a h
These people are on strike. big transition.
i to survive. Constitution. i
j risk symbol translate j
society noun verb
k verb noun A symbol is something that When you translate, you k
When you risk something, A society is a group of stands for something else. change words and ideas from
l you are in danger of losing people who share rules one language to another. l
or harming it. and customs.
m m
n n
o o
The water sprays out of
p A heart shape is a symbol this geyser because of the Do you speak sign language, p
for love. thermal energy in Earth. or do you need someone to
q If she does not wear a helmet, He specializes in fixing
The water is very hot! translate for you?
q
she risks hurting herself. Our society has safety rules. bicycles. T
r r
theory transfer transmit
s route
noun
solar
adjective
store
verb
noun verb verb s
A theory is an idea that Transfer means to move To transmit something
t A route is a path to get Solar is something that When you store something,
explains something. from one place to another. means to move it from one t
from one place to another. comes from the sun. you keep it somewhere
place or person to another.
u until it is needed. u
v v
w solar panels w
x x
Her theory is that the
y dog did it.
She transfers the food to y
Use a map to find a route Solar power heats and They store their stuffed the plate.
z to the ocean. cools this home. bunny with the towels. z
BM4 Picture Dictionary sample copy, not for distribution
5ABM.indd 4 12/06/20 6:56 AM

transmit ➤ watt
a W
b transmit (continued) watt
noun
c A watt is a unit for
measuring electrical
d power.
e
f
g
h When we use the phone,
my voice transmits to my
i friend’s ear. A light bulb with more
watts has more power, so
j V it shines brighter.
volt
k noun
l Volts are used to measure
the force of electrical
m currents, and the amount
of power stored in a
n battery.
o
p
q
r
s
t
u
v This battery stores nine
volts of power.
w
x
y
z
310 Picture Dictionary
sample copy, not for distribution Picture Dictionary BM5
5ABM.indd 5 12/06/20 6:56 AM

STUDENT’S BOOK INDEX
Index
A texts 110, 142, 254, 288

Comparisons, making 59, 155,
Environmental justice 281–287
Explain 17, 29, 133, 171, 251
Adjectives 211, 287 see also Speaking
see Conventions, in writing;
Conclusions, drawing
Grammar
Adverbs
see Synthesize F
Confirm predictions 8, 244 Facts
Connections, making identifying 324
Grammar
text to self 137, 228 interpreting from
Animals and plants, graphics 125, 129, 181,
interdependency of 150–221 text to text 29, 63, 103
201, 211, 213
text to world 29, 177, 209,
Antonyms 62, 248 verifying 112, 134
249, 281, 287
Ask questions 38 Figurative language
Conventions, in writing
of author 60, 127, 131 see Imagery
capitalization 37, 219
of text 82, 89, 93, 103, 109, Fluency 27, 61, 101, 135, 175,
parts of speech
116, 125 207, 247, 279
conjunctions 69, 147
see also Speaking
nouns 183, 215, 219 Food chains, ecosystems and
Audience, writing for a desert 177–181
verbs 69, 255, 289
particular 144
punctuation Foreshadowing 288
Author’s style 25, 99, 173, 245 apostrophes 289
C commas 143, 147 G
of quotations 291, 295 Generalizations
Characters, story of sentences 37, 111, see Synthesize
analyzing 17, 21, 24, 93, 147, 219 Genres
101, 226 sentences 37, 111, 143, article 137, 249, 281
changes in 6, 24, 27 146, 147 biography 44, 60, 262, 278,
development of 6, 27 subject-verb agreement 69, 279
functions of 80, 89, 101, 105 73, 255, 289 blog 9, 63, 117, 118, 134
identifying 98, 230
roles of D cartoon 228, 260
description 99
characters 80, 89, 101, Define and explain diary 25, 26, 36
107, 144 see Speaking documentary 75
conflicts 89, 101, 105, 144
Details 213 editorial 261
Clarify 21, 33, 35, 42, 49, 55, history article 249
Determine importance
57, 59, 63, 67, 123, 271, 275,
identify main idea and how-to article 137
277, 281, 283
details 100, 116, 179, 181, interview 43, 189, 190, 206,
Clauses 143 186, 188, 189, 195, 197, 214, 216
Compare 201, 207, 209, 213, 228 journal 25, 26, 74
and contrast 40, 55, 57, 59, summarize 156, 157, 167, letter 75, 149, 246
61, 142, 214, 267 177, 199, 203, 235, 249 myth 84, 100, 102, 103,
content 182, 193 Dictionary 28 110, 144
characters 105 oral history 29, 36
figurative language 254, 288 E personal narrative 70,
genre 36, 214 Ecosystems and their food 157, 229
literary language 68, 288 chains realistic fiction 158, 174
See also Imagery desert 177–181 research report 290
online documents 142 ocean 191–205, 209–213 science article 209, 214
311
Index, continued
Genres (continued)
science fiction 83
t-chart 71
theme chart 226, 247 L Media, non-print
audio 4, 5, 7, 11, 29, 39, 41,
Prefixes 176
Prepositional phrases
S
social studies article 281 Venn diagram 36, 40, 61 Listening 45, 63, 78, 79, 85, 103, Sequence 258, 279
story 10, 152, 245 vocabulary example ask for and give 112, 113, 115, 119, 137, Grammar Setting 70, 158, 226, 230
tale 230, 246 chart 155 information 4, 5, 26, 75, 152, 153, 155, 159, 177, Similes 254
149, 151 Preview and predict
thank-you letter 246 web 182 185, 187, 191, 209, 225, see also Imagery
carry out commands 78 preview and predict 8
word web 41 227, 231, 249, 257, 259,
Glossary monitor and clarify 42 Solar energy 119–133
dialogue 38, 184, 224 263, 281
see Picture dictionary Graphics, using Process solar cooker 137–141
discussions 74, 83, 110, presentations 295
Goal and outcome 114, 121, to locate information 125, steps in 139 Speaking
142, 148, 185, 220, 257, Monitor comprehension
131, 133, 135 129, 181, 201, 211, 213 ask and answer questions
288, 296 see Preview and predict Pronouns
7, 26, 38, 39, 60, 83, 100,
Grammar
clauses 143
H language structures 4, 38,
112, 152, 184, 224, 256 N
Grammar 117, 149, 153, 187, 217,
compound subject 69 Human rights media 225, 257, 297
Narrator 10, 262, 267 Purpose for reading
conjunctions 73, 143 apartheid 263–277 audio 4, 5, 7, 11, 29, ask for and give information
Nouns enjoyment 12, 86, 160, 232
nouns 37, 69, 73, 183, 215 equality 229 39, 41, 45, 63, 78, 4, 5, 26, 75, 149, 151
see Conventions, in writing; get information 46, 120,
predicate 37 freedom 249–253 79, 85, 103, 112, compare 3, 37, 40, 55, 57,
Grammar 192, 264
punctuation protesting 261 113, 115, 119, 137, 110, 142, 155
commas 143, 147 underground railroad
249–253
152, 153, 155, 159,
177, 185, 187, 191, P R debate 297
describe 49, 79, 100, 101,
end-of-sentence marks Reading aloud 37, 72, 73, 146,
37, 111 unfair imprisonment 209, 225, 227, 231, Paraphrasing 135, 174, 175
263–277 249, 257, 259, 263, 281 218, 295 engage in conversation
sentences 37, 111, 143 paraphrase 27, 101, 123,
negotiation 256 141, 175, 205, 239, 247, expression 27, 61, 184, 206
kinds of 111, 143
subject
I performances 149, 147, 221 253 207, 247
phrasing 135, 279
explain 6, 17, 26, 27, 29, 43,
Idioms 171 poems 61, 207 vs. plagiarism 294 100, 133, 135, 246, 247,
complete 37 Reading strategies see 251, 278
Inferences, making 63, 65, presentation 73, 147, Picture dictionary
simple 37 Ask questions, Determine express
107,139, 163, 228, 229, 235, 219, 295 meanings 298–310
subject-verb agreement 69 importance, Preview and ideas 36, 68, 83, 182, 214,
249, 253, 260, 261, 271, 275, songs 4, 78, 112, 152, 256 Plants and animals,
verbs 69, 255, 289 predict, Synthesize, Visualize 254, 288
277, 281, 283, 285, 287 speakers interdependency of
action 255 Relationships opinions 3, 6, 224
Imagery 254 asking questions 38, 150–221
singular 69 explicit 179, 182, 189, 195, give
description 109, 288 83, 153 Plot
plural 69 201, 209, 213 commands 78, 100
similes 254 making comments 72, events 98, 114, 154, 171,
present tense 255 146, 218, 295 implicit 24, 63, 107, 139, presentations 73, 147,
Graphic organizers metaphors 254 175, 226 163, 199, 205, 209, 228,
take notes 217, 219 219, 295
character chart 6, 27, 80, Immigration problem or conflict 89, 93, 229, 235, 249, 253, 260,
verify 112, 134 justify 224, 225, 246
101, 145 immigrant journeys 29–35, 154, 163, 167, 171, 175 261, 281, 283, 285
Literary devices/language 33, make predictions 9
comparison chart 68, 110, 44–59 resolution 154, 167, 175
68, 109, 254, 285, 288 Research report 290–291 narrate 75, 152, 174
142, 214, 254, 288 immigrant stories 44–59, turning point 154, 175
documenting sources 293 negotiate 256, 258, 278
63–67 Logical order 217, 295 Point of view
concept map 74, 220, 296 generating topics 292, 294 perform 27, 147, 149, 221
see also Sequence third-person, forms of 44,
diagram 113, 153, 185
expanded meaning map K M 84, 262, 267
research plan 292
generating 292, 293
persuade 3
provide suggestions 72, 146,
115, 259 Key words 5, 7, 26, 36, 39, Predictions sources 292, 293 218, 295
goal and outcome chart 41, 60, 68, 79, 81, 100, 110, Main idea and details confirm 8, 244 skimming and scanning recite 61, 207
114, 135 113, 115, 134, 142, 153, 155, see Determine importance make 8, 18, 22, 29, 50, 90, taking notes 293 restate 78
mind map 148 174, 182, 185, 187, 206, 214, Metaphors 254 94, 164, 168, 236, 240, see also Paraphrasing
225, 227, 246, 254, 257, 259, retell 27, 61, 72, 73, 101,
outline 294 see also Imagery 268, 272, 276 135, 146, 154, 175, 247,
278, 288 Roots 102, 136
plot diagram 154, 175 see also Preview and predict 279
sequence chain 258, 279
312 Index 313
BM6 Student’s Book Index sample copy, not for distribution
5ABM.indd 6 12/06/20 6:56 AM

Index, continued
Speaking (continued)
role-play 75, 149, 227, 297
Thesaurus 62
Topic 71, 145, 156, 217, 228,
e-mail 75
essay 148
Index of Index of
tell 260, 290, 292 friendly letter 75, 149 Authors Illustrators
a story 152, 174 interview 216 Block, Cheryl 191 Heyer, Marilee 85
about a story/article 7, 81, V introduction 297 Cerullo, Mary M. 209 Hiscock, Bruce 159, 173
155, 227 Verbs letter 75, 149, 246 Culhane, Thomas Taha Lawlor, Veronica 29
Spelling see Conventions, in writing; list 75, 77 Rassam 119 López, Rafael 103
base words with inflectual Grammar myth 100, 144 Delacre, Lulu 103
endings 183, 255 Visualize 193 ode 221 Hiscock, Bruce 159, 173
contractions 289 personal narrative 70 Kimmel, Eric A. 85, 99
Vocabulary
plural nouns 183, 219 poem 61, 207, 221 Lawlor, Veronica 29
academic 7, 41, 81, 115,
Strategies for reading 155, 187, 227, 259 poster 296 McKimm, Penelope 45, 63,
comprehension realistic fiction 174 263, 281
science 79, 113, 153, 185
see Ask questions, Determine research report 290–291 Salisian, Diane 177
social studies 5, 39,
importance, Preview and 225, 257 song 27, 149 Tingle, Tim 231, 245
predict, Synthesize, Visualize strategies story 245 Turner, Robyn Montana
Suffixes 208 thank-you letter 246 11, 25
ask questions 7, 81
see also Research report Winkler, Peter 249
Summarize expanded meaning
see Determine importance map 115, 259 Writing process
Synonyms 62, 280 role-play 227 drafting 71, 145, 217, 294
Synthesize vocabulary example editing 73, 147, 219, 295
chart 155 revising 72, 146, 217, 295
Draw conclusions 24, 199,
205, 209 word webs 41 prewrite
Form generalizations 67, 105 see also Key words planning 71, 145, 217,
292, 294
T W organizing 71, 145,
Word origins 217, 294
Test-taking strategies 26, 60,
see Roots publishing 73, 147, 219, 295
100, 134, 174, 206, 246, 278
Writing Writing Tip 99, 173, 245
Text features
caption 35, 64–67, 193, 260, paragraphs 60, 75, 100, 174,
279 206, 220, 247
diagram 118, 125, 129, 181, sentences 6, 26, 37, 69, 81,
190, 201, 211 83, 111, 116, 134, 143,
chart 141, 190, 195, 197 146, 147, 183, 215, 255,
278, 279, 289
headings 193
see also Writing forms
labels 135
map 203, 251 Writer’s craft 25
photograph 137, 141, 195, Writing forms
257 biography 60, 278
title 8, 188, 226 blog 134
Text structure 137 caption 75, 221, 279
Theme 226, 247 chant 27, 149
as affected by historical description 99
events 239 diary entry 25, 74
related to personal
experience 244
314 Index 315
sample copy, not for distribution Student’s Book Index BM7
5ABM.indd 7 12/06/20 6:56 AM

ACADEMIC TALK
Ask for and Give Information
What ?
Are there ?
There are .
How can ?
You can .
This is .
These are .
For example, .
Why did ?
happened because .
One important detail is .
Ask for and Give Information 1 © Cengage Learning, Inc.
BM8 sample copy, not for distribution

Academic Talk
5ABM.indd 8 12/06/20 6:56 AM

Ask and Answer Questions
(Who/What) ?
Can ?
(Do/Does) ?
Yes, . No, .
Why (do/does) ?
That’s because .
How (do/does) ?
(do/does) this by .
Can you explain more about ?

Another way to explain is .
because .
Ask and Answer Questions 2 © Cengage Learning, Inc.
sample copy, not for distribution Academic Talk BM9
5ABM.indd 9 12/06/20 6:56 AM

ACADEMIC TALK
Continued...
Give and Carry Out Commands
Put .
Give to .
Underline .
Show me .
Point to .
Try to .
Let’s discuss .
Let’s compare .
Please repeat .
Tell me about .
Describe .
Give and Carry Out Commands 3 © Cengage Learning, Inc.

Academic Talk
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Verify Information
I think means .
I read it (in/on) the .
I verified that is (correct/true).
I looked up (in/on) , and it says

.
I think means because .
I verified that by .
When I verified the information (in/on) the

, I found that .
I found proof that means (in/on)

.
On page of the text, it says that .
Verify Information 4 © Cengage Learning, Inc.
5ABM.indd 11 12/06/20 6:56 AM

ACADEMIC TALK
Continued...
Tell an Original Story
This story is about .

One (day/night) .
Then, .
In , there was a named .

(was/did) .
The problem was .
In the end, .
This story happens (in/at/during) .

was a who .
But the problem was .
So did , which caused .
Eventually, .
Tell an Original Story 5 © Cengage Learning, Inc.

Academic Talk
5ABM.indd 12 12/06/20 6:56 AM

Engage in Conversation
Do you mean ?
(Yes,/No,) I mean .
What do you think ?
I (agree/disagree). I think .
Excuse me. I want to .
May I interrupt? I’d like to say .

Why do you ?
I because .
I (agree/disagree) because I think .
I’d like to share my thoughts. I strongly

believe .
I do agree. However, I’d like to add .
It is my understanding that .
Engage in Conversation 6 © Cengage Learning, Inc.
5ABM.indd 13 12/06/20 6:56 AM

ACADEMIC TALK
Continued...
Justify
I think .
I believe .
And so, .
I (think/believe) because .
That is why I (think/believe) .
In my opinion, .
I believe this because .
Another reason is .
Based on these facts, I think .
Justify 7 © Cengage Learning, Inc.

Academic Talk
5ABM.indd 14 12/06/20 6:56 AM

Negotiate
You think . But I think .
Maybe we could ?
Or maybe ?
The issue is .
What if we ?
What about ?
The situation is .
What do you think about ?
Do you think would be a good idea?
Negotiate 8 © Cengage Learning, Inc.
5ABM.indd 15 12/06/20 6:56 AM

eVISUALS: UNIT 1
eVisual 1.1
eVisual 1.2
eVisual 1.3

eVisuals: Unit 1
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eVisual 1.4
eVisual 1.5
eVisual 1.6

eVisuals: Unit 1 BM17
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eVISUALS: UNIT 1
Continued...
eVisual 1.7
eVisual 1.8
eVisual 1.9

eVisuals: Unit 1
5ABM.indd 18 12/06/20 6:56 AM

eVisual 1.10
eVisual 1.11
eVisual 1.12

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eVISUALS: UNIT 1
Continued...
eVisual 1.13
eVisual 1.14
eVisual 1.15

eVisuals: Unit 1
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eVisual 1.16
eVisual 1.17
eVisual 1.18

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eVISUALS: UNIT 1
Continued...
eVisual 1.19
eVisual 1.20
eVisual 1.21
eVisual 1.22

eVisuals: Unit 1
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eVISUALS: UNIT 2
eVisual 2.1
eVisual 2.2
eVisual 2.3

5ABM.indd 23 12/06/20 6:56 AM

eVISUALS: UNIT 2
Continued...
eVisual 2.4
eVisual 2.5
eVisual 2.6

eVisuals: Unit 2
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eVisual 2.7
eVisual 2.8
eVisual 2.9

5ABM.indd 25 12/06/20 6:56 AM

eVISUALS: UNIT 2
Continued...
eVisual 2.10
eVisual 2.11
eVisual 2.12

eVisuals: Unit 2
5ABM.indd 26 12/06/20 6:56 AM

eVisual 2.13
eVisual 2.14
eVisual 2.15

5ABM.indd 27 12/06/20 6:56 AM

eVISUALS: UNIT 2
Continued...
eVisual 2.16
eVisual 2.17
eVisual 2.18

eVisuals: Unit 2
5ABM.indd 28 12/06/20 6:56 AM

eVisual 2.19
eVisual 2.20
eVisual 2.21
eVisual 2.22

5ABM.indd 29 12/06/20 6:56 AM

eVISUALS: UNIT 2
Continued...
eVisual 2.23

eVisuals: Unit 2
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eVISUALS: UNIT 3
eVisual 3.1
eVisual 3.2
eVisual 3.3

5ABM.indd 31 12/06/20 6:56 AM

eVISUALS: UNIT 3
Continued...
eVisual 3.4
eVisual 3.5
eVisual 3.6
eVisual 3.7

eVisuals: Unit 3
5ABM.indd 32 12/06/20 6:57 AM

eVisual 3.8
eVisual 3.9
eVisual 3.10

5ABM.indd 33 12/06/20 6:57 AM

eVISUALS: UNIT 3
Continued...
eVisual 3.11
eVisual 3.12
eVisual 3.13
eVisual 3.14

eVisuals: Unit 3
5ABM.indd 34 12/06/20 6:57 AM

eVisual 3.15
eVisual 3.16
eVisual 3.17
eVisual 3.18

5ABM.indd 35 12/06/20 6:57 AM

eVISUALS: UNIT 3
Continued...
eVisual 3.19
eVisual 3.20
eVisual 3.21

eVisuals: Unit 3
5ABM.indd 36 12/06/20 6:57 AM

eVisual 3.22
eVisual 3.23

5ABM.indd 37 12/06/20 6:57 AM

eVISUALS: UNIT 4
eVisual 4.1
eVisual 4.2
eVisual 4.3

eVisuals: Unit 4
5ABM.indd 38 12/06/20 6:57 AM

eVisual 4.4
eVisual 4.5
eVisual 4.6
eVisual 4.7

5ABM.indd 39 12/06/20 6:57 AM

eVISUALS: UNIT 4
Continued...
eVisual 4.8
eVisual 4.9
eVisual 4.10

eVisuals: Unit 4
5ABM.indd 40 12/06/20 6:57 AM

eVisual 4.11
eVisual 4.12
eVisual 4.13

5ABM.indd 41 12/06/20 6:57 AM

eVISUALS: UNIT 4
Continued...
eVisual 4.14
eVisual 4.15
eVisual 4.16

eVisuals: Unit 4
5ABM.indd 42 12/06/20 6:57 AM

eVisual 4.17
eVisual 4.18
eVisual 4.19

5ABM.indd 43 12/06/20 6:57 AM

eVISUALS: UNIT 4
Continued...
eVisual 4.20
eVisual 4.21
eVisual 4.22
eVisual 4.23

eVisuals: Unit 4
5ABM.indd 44 12/06/20 6:57 AM

sample copy, not for distribution BM45
5ABM.indd 45 12/06/20 6:57 AM

LANGUAGE BUILDER CARD INDEX: UNITS 1–4
Unit Card Label Unit Card Label

G5.1 Active citizens vote. G5.28 badger
G5.2 Students say a pledge. G5.29 coyote
G5.3 Volunteers clean up a park. G5.30 prairie dogs
G5.4 Volunteers help at a soup kitchen. G5.31 grasshopper
G5.5 Mexican meal G5.32 gopher snake
G5.6 Indian meal Unit 3: G5.33 bobcat
Unit 1:
Crossing G5.7 Cambodian meal Nature’s G5.34 pronghorn antelope
Between G5.8 Persian meal Network G5.35 hawk
Cultures G5.36 killer whales
G5.9 Ethiopian meal
G5.10 neighborhood market G5.37 ocean sunfish
G5.11 neighborhood shop G5.38 jellyfish
G5.12 street sign G5.39 sea sponge
G5.13 welcome signs G5.40 coelacanth
G5.14 currency G5.41 not sharing
G5.15 desk lamp G5.42 saying unkind things
G5.16 space heater G5.43 cheating at sports
G5.17 clothes dryer G5.44 cheating on a test
G5.18 refrigerator G5.45 Harriet Tubman
G5.19 microwave oven G5.46 dust storm
Unit 4:
G5.20 power cords G5.47 farming in a dust storm
Unit 2: Justice
Catching the G5.21 cell phone charger G5.48 Mohandas Gandhi
Light G5.22 water heater G5.49 Martin Luther King Day Parade
G5.23 electric meter G5.50 Nelson Mandela
G5.24 circuit breaker box G5.51 protest march
G5.25 transformer G5.52 Aung San Suu Kyi
G5.26 power lines
G5.27 electrical circuit

Language Builder Card Index: Units 1–4
5ABM.indd 46 12/06/20 6:57 AM

LANGUAGE BUILDER CARD INDEX: UNITS 5–8
Unit Card Label Unit Card Label

G5.53 Turn off the faucet. G5.79 landfill
G5.54 Repair leaks. G5.80 trash compacting
G5.55 Take short showers. G5.81 recycling center
G5.56 polluted river G5.82 scrap metal
G5.57 garbage in the ocean G5.83 plastic bottles
G5.58 oil spill Unit 7: G5.84 glass recycling
Unit 5:
G5.59 water treatment plant Talking About G5.85 grocery bag
Every Drop
G5.60 clean water Trash G5.86 swap meet
G5.61 swimming G5.87 compost pile
G5.62 drinking water G5.88 worm composting
G5.63 washing clothes G5.89 recycle symbols
G5.64 growing crops G5.90 sculpture from trash
G5.65 Archimedes’ screw G5.91 building with recycled materials
G5.66 prairie schooner G5.92 lemonade stand
G5.67 hand cart G5.93 yard sale
G5.68 oxen G5.94 car wash
G5.69 pioneer artifacts G5.95 mowing lawns
G5.70 hand tools G5.96 wheel
G5.71 supplies G5.97 zipper
Unit 6: Unit 8:
G5.72 trading post G5.98 robot
The Wild West One Idea
G5.73 camp G5.99 personal flying machine
G5.74 ghost town G5.100 hoverboard
G5.75 old school G5.101 Thomas Edison
G5.76 adobe house G5.102 Henry Ford
G5.77 dugout G5.103 George Washington Carver
G5.78 log house G5.104 Rachel Carson
sample copy, not for distribution Language Builder Card Index: Units 5–8 BM47
5ABM.indd 47 12/06/20 6:57 AM

INDEX OF GRAPHIC ORGANIZERS
Research has indicated that graphic organizers are effective tools for reading, writing, and content-area learning.
Organizers help students in a variety of ways, including:
• organizing information
• showing relationships
• determining importance
• making information more accessible
Reach Higher uses graphic organizers for vocabulary acquisition, literary analysis, text structure analysis, and
writing. Graphic organizers are most effective when they are introduced in advance of a lesson and used after the
lesson as a tool for analysis or summarization. When introducing a new organizer, model how to complete it using
a familiar set of examples. Then, engage students in collaborative work with the organizer. When students become
comfortable with the organizer, encourage them to use it independently for identified tasks. In addition, point out
other opportunities for using the organizer—in content-area lessons, vocabulary journals or activities, and other
literacy activities.
As students read and write a broader variety of texts and organizers, encourage them to select their own organizers.
Students may choose different organizers. Encourage flexible methods of presenting and expressing ideas and
information. By choosing graphic organizers, students will also rehearse key strategic and metacognitive skills that
support the development of learning strategies that apply across the curriculum.
Beginning-Middle-End Character-Setting-Plot
Character Description Goal and Outcome

Index of Graphic Organizers
5ABM.indd 48 12/06/20 6:57 AM

Problem-and-Solution Cause-and-Effect Chart
Cycle Diagram Sequence Chain
Time Line Main-Idea Diagram
sample copy, not for distributionIndex of Graphic Organizers BM49
5ABM.indd 49 12/06/20 6:57 AM

INDEX OF GRAPHIC ORGANIZERS
Continued...
Idea Web Topic Triangle
Venn Diagram Classification Chart
Five-Ws Chart KWL Chart

Index of Graphic Organizers
5ABM.indd 50 12/06/20 6:57 AM

Table Outline
Graph T Chart
Word Map

Index of Graphic Organizers BM51
5ABM.indd 51 12/06/20 6:57 AM

CREDITS
Text and Illustrator Credits com (tr) Westend61/Getty Images. 64 Brian Bailey/
Getty Images. 65 Rafael Elias/Getty Images. 66 i_
National Geographic Image Collection. 179 (tr)
George Grall/National Geographic/Getty Images (c)
JAMAL A. WILSON/Getty Images (b) Susan
Winters Cook/Getty Images. 284 sirtravelalot/
McNew/Getty Images News/Getty Images (tc) JOHN
FOXX/Media Bakery (tr) Purestock/Alamy Stock
am_zews/Shutterstock. 67 Westend61/Getty Viktor Loki/Shutterstock.com (b) Jo Ann Snover/ Shutterstock.com. 285 (t) anystock/Shutterstock. Photo (cl) ckaeseberg/Shutterstock.com (cr) Robin
Unit One Images. 70 (l) Martin Lee/Alamy Stock Photo (r) Shutterstock.com. 180 Thomas Hallstein/Alamy com (r) 4045/Shutterstock.com. 286 (t) Karen Sachs/PhotoEdit (bl) Radius Images/Alamy Stock
Penguin Group (USA) Inc.: Excerpt(s) and China Span LLC/Danita Delimont Stock Stock Photo. 183 (t) Daniel Hebert/Shutterstock. Hoogland (b) Dinodia Photos/Hulton Archive/Getty Photo (bc) Michael Newman/PhotoEdit (br)
illustrations from I Was Dreaming to Come to Photography. 73 China Span LLC/Danita Delimont com (b) Siede Preis/Getty Images. 187 (tl) brackish_ Images. 287 Bye Bye Plastic Bags. 290 Hank SetsukoN/Getty Images. 310 (tl) Ingram Publishing/
America: Memories from the Ellis Island Oral Stock Photography. 74 (t) rkl_foto/Shutterstock (br) nz/Shutterstock.com (tl) GK Hart/Vikki Hart/Getty Walker/The LIFE Picture Collection/Getty Images. Alamy Stock Photo (bl) Sergio Schnitzler/
History Project selected and illustrated by Veronica Photosindia Collection/photosindia/Getty Images. Images (tc) Glowimages/Getty Images (tr) 291 (t) Francis Miller/The LIFE Picture Collection/ Shutterstock.com (r) Vitaly Korovin/Shutterstock.
Lawlor, copyright © 1995 by Veronica Lawlor. 75 (tl) Susan Law Cain/Shutterstock.com (bl) Blacqbook/Shutterstock.com (bl) Jose Luis Pelaez Getty Images (c) Stephen Saks Photography/Alamy com.
Used by permission of Viking Children’s Books, vrenKalinbacak/Shutterstock.com (br) indykb/ Inc/Getty Images (bc) Cindy Charles/PhotoEdit. Stock Photo (b) Bettmann/Getty Images. 296 Steve
an imprint of Penguin Young Readers Group, Shutterstock.com (tc) Knorre/Shutterstock.com(tr) 189 Jose Manuel Gelpi Diaz/Dreamstime. 191 Mike Debenport/Getty Images. 297 (tl) MNI/
a division of Penguin Random House LLC. All Regisser/Shutterstock.com. 76–77 picture alliance/ Johnson Marine Natural History Photography. 192 Shutterstock.com (tlc) Mega Pixel/Shutterstock.com
rights reserved. Getty Images. 78 drewhadley/Getty Images. 81 (tl) Mike Johnson Marine Natural History Photography. (tc) urbancow/Getty Images (tr) Sergiy Kuzmin/
STOCK4B/Getty Images (tc) Don Tran/Shutterstock. 193 Courtesy of Tierney Thys. 195 (t) Watt Jim/ Shutterstock.com (br) wragg/iStock/Getty Images.
Unit Two com (tr) BananaStock/Getty Images (bl) Getty Images. 194–95 Istock.com/DJMattaar. 196 298 Nata_Ost/Shutterstock.com. 299 (tl) Fuse/
Andrea Brown Literary Agency, Inc: Excerpt bogdanhoda/Shutterstock.com (bc) Radius Images/ llukee/Alamy Stock Photo. 197 Mike Johnson Getty Images (tc) neal and molly jansen/Alamy
from Ten Suns: A Chinese Legend by Eric A. Kimmel. Alamy Stock Photo. 99 Eric Kimmel. 102 Marine Natural History Photography. 198–199 Stock Photo (tr) Martin Harvey/Photolibrary/Getty
Copyright © 1998 by Eric A. Kimmel. Reprinted by Albachiaraa/Shutterstock.com. 104 Anan Stephen Frink/Getty Images. 199 (tr) Robert Sisson/ Images (cl) Image Source/Getty Images (c)
permission of Andrea Brown Literary Agency, Inc. Kaewkhammul/Shutterstock.com. 112 aaaaimages/ National Geographic Image Collection (bl) Willard STOCK4B/Getty Images (cr) Relaximages/Alamy
Illustrations by Marilee Heyer. Getty Images. 115 (tl) neal and molly jansen/Alamy Culver/National Geographic Image Collection (bc) Stock Photo (bl) robertharding/Alamy Stock Photo
Stock Photo (tc) White Packert/The Image Bank/ NathanChor/Getty Images. 201 Odua Images/ (bc) Peter Turnley/Getty Images (br) varuna/
Getty Images (tr) rixxo/Shutterstock.com (bc) Shutterstock.com. 202 Mike Johnson Marine Shutterstock.com. 300 (tl) Loren Winters/Visuals
Unit Three
laughingmango/E+/Getty Images (bl) ER Natural History Photography. 204 (bl) Danita Unlimited, Inc. (tc) brackish_nz/Shutterstock.com
Boyd Mills Press: Excerpt from Coyote and Badger: Productions Limited/Getty Images. 118–119 Delimont/Alamy Stock Photo (c) Tomas Kotouc/ (tc) GK Hart/Vikki Hart/Getty Images (tc) Federico.
Desert Hunters of the Southwest by Bruce Hiscock. Michael Melford/National Geographic Image Shutterstock.com. 205 (bkgd) Reinhard Dirscherl/ Crovetto/Shutterstock.com (tr) skaljac/Shutterstock.
Text and photographs copyright © 2001 by Bruce Collection. 120 Thomas Culhane/National Alamy Stock Photo (bl) Facanv/Shutterstock.com com (cr) maximino/Shutterstock.com (bl) AP
Hiscock. Published by Caroline House, an imprint Geographic Image Collection. 121 Thomas (tr) Visual&Written SL/Alamy (br) Paul Zahl/ Images/PAUL SAKUMA (bc) Louis.Roth/
of Boyd Mills Press, Inc. Reprinted with the Culhane/National Geographic Image Collection. National Geographic/Getty Images. 206 Shutterstock.com (br) Dushenina/Shutterstock.com.
permission of the author. 123 (t) Serg64/Shutterstock.com (b) Tatiana feathercollector/Shutterstock.com. 208 Tomas 301 (tl) Oote Boe 3/Alamy Stock Photo (tc) Hemera
Popova/Shutterstock.com. 124 acilo/Getty Images. Kotouc/Shutterstock. 209 Emory Kristof/National Technologies/Getty Images (tr) White Packert/The
Tilbury House Publishers: “Phyto-power!” 126 (tr) Thomas Culhane/National Geographic Geographic/Getty Images. 201 (tr) Steve Image Bank/Getty Images (c) Mary Kate Denny/
from Sea Soup: Phytoplankton by Mary M. Cerullo. Image Collection (bl) Thomas Culhane/National Gschmeissner/Science Source (br) Steve PhotoEdit (cr) Frances Roberts/Alamy Stock Photo
Copyright © 1999 by Mary M. Cerullo. Reprinted Geographic Image Collection. 131 (t) Thomas Gschmeissner/Science Source (bl) Steve (cl) Lara Fields/Shutterstock.com (bl) Ariel Skelley/
by permission of Tilbury House, Publishers. Culhane/National Geographic Image Collection (c) Gschmeissner/Science Source. 213 twphotos/E+/ Getty Images (bc) miker/Shutterstock.com. 302 (tl)
Thomas Culhane/National Geographic Image Getty Images. 215 Jupiterimages/Getty Images. 219 Tony Freeman/PhotoEdit (tc) Yellow Dog
Unit Four Collection (b) Thomas Culhane/National Design Pics Inc/Alamy Stock Photo. 220 (t) Productions/DigitalVision/Getty Images (tr)
Cinco Puntos Press: Excerpt from Crossing Bok Geographic Image Collection. 132 (t) Thomas MediaProduction/Getty Images (tr) Stephen Frink/ GRANGER/GRANGER (c) Mark Scott/Getty Images
Chitto by Tim Tingle. Copyright © 2006 by Tim Culhane/National Geographic Image Collection (bl) DigitalVision/Getty Images (tcr) Arco Peter/Getty (cr) Erik Dreyer/Getty Images (bl) Kris Timken/
Tingle. Reprinted by permission of Cinco Puntos Thomas Culhane/National Geographic Image Images (cr) Jupiterimages/Getty Images (bcr) Blend Images/Getty Images (bc) EuToch/Getty
Press. www.cincopuntos.com. All rights reserved. Collection. 133 (t) Thomas Culhane/National Roland Birke/Photolibrary/Getty Images (br) Images (br) rixxo/Shutterstock.com. 303 (tl) Jason
Geographic Image Collection (c) Thomas Culhane/ Scenics & Science/Alamy Stock Photo. 221 (l) Lee/REUTERS (tcl) Rick Scuteri/REUTERS (tc)
National Geographic Image Collection (r) Thomas Stephen Frink/DigitalVision/Getty Images (br) Elenathewise/Getty Images (tr) BananaStock/Getty
Culhane/National Geographic Image Collection. Michael Newman/PhotoEdit. 222–223 Steve Images (bl) Michelle Lane/Alamy Stock Photo (c)
Photographic Credits 134 Thomas Culhane/National Geographic Image Debenport/Getty Images. 224 Everett Historical/ Hero Images/Getty Images (cr) Michael Günzel/AGE
Cover Humza Deas. iii (tl) rkl_foto/Shutterstock. Collection. 136 Albachiaraa/Shutterstock.com. 137 Shutterstock.com. 227 (tl) Kris Timken/Blend Fotostock (bc) Don Tran/Shutterstock.com (br)
com (tr) picture alliance/Getty Images (bl) (l) John Mead/Science Source (r) Mark Thiessen/ Images/Getty Images(tcl) Jason Lee/REUTERS (tcr) anopdesignstock/Getty Images. 304 (tl) PhotoAlto/
MediaProduction/Getty Images (br) Steve Hampton-Brown/National Geographic Image Rick Scuteri/REUTERS (tr) PhotoAlto/Laurence Laurence Mouton/Getty Images (tc) Thomas
Debenport/Getty Images. 2–3 rkl_foto/Shutterstock. Collection. 138 Mark Thiessen/Hampton-Brown/ Mouton/Getty Images (bl) David Young-Wolff/ Northcut/Getty Images (tr) Glowimages/Getty
com. 5 (t) Tom Bible/Alamy Stock Photo (tr) Eric National Geographic Image Collection. 139 (tl) PhotoEdit (bc) meshaphoto/Getty Images. 229 Jim Images (cl) Carl Pendle/Photographer’s Choice/
Fowke/PhotoEdit (br) Exactostock-1557/Superstock Mark Thiessen/Hampton-Brown/National Arbogast/Getty Images. 248 (tl) Annmarie Young/ Getty Images (c) Lewis W. Hine/Getty Images (cr)
(tl) Volina/Shutterstock.com (bl) iStock.com/ Geographic Image Collection (tr) Mark Thiessen/ Shutterstock (tcl) Harold R. Stinnette Photo Stock/ gualtiero boffi/Shutterstock.com (bl) Darrell Blake
alejandrophotography. 7 (tl) Lars Klove/The Image Hampton-Brown/National Geographic Image Alamy Stock Photo (tcr) hrstovcnet/Deposit Photos Courtney/Shutterstock.com (bc) nsj-images/Getty
Bank/Getty Images (tc) Photo Central/Alamy Stock Collection (bl) Mark Thiessen/Hampton-Brown/ (tr) Lisovskaya Natalia/Shutterstock.com. 249 Images (br) Photo Spirit/Shutterstock.com. 305 (tl)
Photo (tr) ckaeseberg/Shutterstock.com (bl) National Geographic Image Collection (bc) Mark Library of Congress, Prints & Photographs Nata_Ost/Shutterstock.com (tc) Wally McNamee/
Purestock/Alamy Stock Photo (bc) Robin Sachs/ Thiessen/Hampton-Brown/National Geographic Division, Reproduction number LC-DIG- Corbis Historical/Getty Images (tr) Blacqbook/
PhotoEdit. 30 LL/Roger Viollet/Getty Images. 39 (tl) Image Collection. 140 (tl) Mark Thiessen/Hampton- cwpb-00218 (digital file from original neg.) LC- Shutterstock.com (cl) Tom Grill/Getty Images (bl)
oliale72/E+/Getty Images (r) Jeff Greenberg/Alamy Brown/National Geographic Image Collection (tr) B8171-518 (b&w film neg.). 250 (bkgd) MPI/ clearviewstock/Shutterstock.com (bc) kubais/
Stock Photo (bl) Markus Mainka/Shutterstock.com Mark Thiessen/Hampton-Brown/National Archive Photos/Getty Images (bl) Lagui/ Deposit Photos (bc) lancelee/Shutterstock.com (bc)
(bc) Nir Darom/Shutterstock.com (br) Quang Ho/ Geographic Image Collection (bl) Mark Thiessen/ Shutterstock (inset) Ohio History Connection. ElliotKo/Shutterstock.com (bc) mercan1299/
Shutterstock.com. 41 (tl) robertharding/Alamy Hampton-Brown/National Geographic Image 251 Rose Zgodzinski. 252 Courtesy of the Ohio Deposit Photos (bc) C Squared Studios/Photodisc/
Stock photo (tc) Relaximages/Alamy Stock Photo (tr) Collection (br) Mark Thiessen/Hampton-Brown/ History Connection. 253 Courtesy of the Ohio Getty Images (bc) C Squared Studios/Photodisc/
Yellow Dog Productions/DigitalVision/Getty Images National Geographic Image Collection. 141 (tl) History Connection. 257 (tl) Bettmann/Getty Getty Images (bc) kubais/Deposit Photos (bc) C
(bl) Thomas Northcut/Getty Images (bc) DAVID Mark Thiessen/Hampton-Brown/National Images (bl) Marmaduke St. John/Alamy Stock Photo Squared Studios/Photodisc/Getty Images (bc) C
MUSCROFT/Alamy Stock Photo. 42 EVERETT Geographic Image Collection (tr) Mark Thiessen/ (r) Thomas Lohnes/Getty Images. 259 (tl) Peter Squared Studios/Photodisc/Getty Images (br) Blend
COLLECTION, INC. 44–45 Bill Bachmann/Alamy Hampton-Brown/National Geographic Image Turnley/Getty Images (tc) maximino/Shutterstock Images/ERproductions Ltd/Jupiter Images. 306 (tl)
Stock Photo. 46 Colin McPherson/Getty Images. 47 Collection (bl) Mark Thiessen/Hampton-Brown/ (tr) Tony Freeman/PhotoEdit (bl) Mark Richard/ Gerard Fuehrer/Visuals Unlimited, Inc.(tc) Mark
Bill Bachmann/Alamy Stock Photo. 48 TAO Images National Geographic Image Collection. 148 picture PhotoEdit (bc) Maryunin Yury Vasilevich/ Richard/PhotoEdit (tr) Richard Hutchings/
Limited/Alamy Stock Photo. 50 (inset) Pawel alliance/Getty Images. 149 Pavel K/Shutterstock. Shutterstock.com. 262–263 Anita van Zyl/Gallo PhotoEdit (c) Alison Gootee/Photolibrary/Getty
Libera/Getty Images (bkgd) Luca Pescucci/Alamy com. 150–151 MediaProduction/Getty Images. 153 Images/Getty Images. 264 WALTER DHLADHLA/ Images (cr) D. Hurst/Alamy Stock Photo (bl) Lars
Stock Photo. 51 Minerva Studio/Shutterstock.com. (t) Kevin Schafer/Getty Images (tc) BirdImages/ Getty Images. 265 Hein Von Horstein/Getty Images Klove/The Image Bank/Getty Images (br) Corbis/
52 Keith Brofsky/Getty Images. 53 Dave Robertson/ iStock/Getty Images (bc) FloridaStock/Shutterstock. 266 WHA/World History Archive/akg-images. 267 VCG/Getty Images. 307 (tl) MIXA/Getty Images (tc)
Alamy Stock Photo. 54 vwalakte/Getty Images. 55 com (b) Arthur Tilley/Getty Images. 155 (tl) Oote AFP/Getty Images. 268 History and Art Collection/ imageBROKER/Alamy Stock Photo (tr)
Betsie Van Der Meer/Getty Images. 56 (l) GaudiLab/ Boe 3/Alamy Stock Photo (tc) Elena Elisseeva/ Alamy. 269 Terence Spencer/Getty Images. 270 somethingway/E+/Getty Images (c) Jose Luis Pelaez
Shutterstock.com (r) James Baigrie/Getty Images. 57 Shutterstock.com (tr) Richard Hutchings/PhotoEdit Gallo Images/Getty Images. 271 akg-images/Africa Inc/Getty Images (cr) Photo Central/Alamy Stock
(t) Thomas Barwick/Getty Images (b) SHAUN (bl) Summer Jones/Alamy Stock Photo (bc) Michael Media Online. 272 Africa Media Online/akg- Photo (bl) Comstock/Getty Images (bc) Tomas
CURRY/Getty Images. 58 (bkgd) IakovKalinin/ Newman/PhotoEdit. 157 Hannamariah/ images. 273 Times Media/akg-images. 274 Africa Rodriguez/Corbis/Getty Images (br)
iStock/Getty Images (br) Mohammed Anwarul Shutterstock.com. 172 (l) NORBERT ROSING/ Media Online/akg-images. 275 David Turnley/Getty laughingmango/Getty Images. 308 (tl) Maryunin
Kabir Choudhury/Alamy Stock Photo. 59 (b) Vadim National Geographic Image Collection (r) Konrad Images. 276 Trinity Mirror / Mirrorpix/Alamy Stock Yury Vasilevich/Shutterstock.com (tc) The Granger
Petrakov/Shutterstock.com (inset) ZUMA Press, Wothe/Minden Pictures. 173 (l) Bruce Hiscock (tr) Photo. 277 Chip Somodevilla/Getty Images. 278 Collection, NYC (tr) Cindy Charles/PhotoEdit (cl)
Inc./Alamy Stock Photo. 60 DAMIEN MEYER/Getty Bruce Hiscock. 177 (bkgd) JeniFoto/Shutterstock. Anita van Zyl/Gallo Images/Getty Images. 280 Lisa David Young-Wolff/PhotoEdit (c) DAVID
Images. 63 (tl) Brian Bailey/Getty Images (tcl) Rafael com (bl) Bill Florence/Shutterstock.com (b) Merlin F. Young/Dreamstime.com. 281 Laurent Weyl/ MUSCROFT/Alamy Stock Photo (bl) meshaphoto/
Elias/Getty Images (tcr) i_am_zews/Shutterstock. D. Tuttle/Getty Images (br) Tom Vezo/Minden Panos Pictures/Redux. 282 (t) Koldunov/Getty Getty Images (bc) manfredxy/Shutterstock.com (br)
Pictures/Superstock. 178–179 NORBERT ROSING/ Images (inset) Rich Carey/Shutterstock.com. 283 (t) Summer Jones/Alamy Stock Photo. 309 (tl) David
316 Credits 317
Photographic Credits
Acknowledgments
The Authors and Publisher would like to thank the following reviewers and teaching professionals for their valuable feedback during the development of the series.
Literature Reviewers
FM22 (t) YuriyZhuravov/Shutterstock.com.
Carmen Agra Deedy, Grace Lin, Jonda C. McNair, Anastasia Suen
Global Reviewers
FM23 (b) Jacek Chabraszewski/Shutterstock.com.
USA/Canada:
Terrie Armstrong, Bilingual/ESL Program Team Leader, Houston Independent School District, Houston, TX; Julie Folkert, Language Arts Coordinator,
FM34 (b) Monkey Business Images/Shutterstock.com.
FM35 (b) Jannarong/Shutterstock.com.
Farmington Public Schools, Farmington, MI; Norma Godina-Silva, Ph.D, Bilingual Education/ESL/Title III Consultant, ESL-BilingualResources.com, El Paso,
TX; Keely Krueger, Director of Bilingual Education, Woodstock Community Unit School 200, Woodstock, IL; Myra Junyk, Literacy Consultant, Toronto, ON;
Irma Bravo Lawrence, Director II, District and English Learner Support Services, Stanislaus County Office of Education, Turlock, CA; Lore Levene, Coordinator
of Language Arts, NBCT Community Consolidated School District 59, Mt. Prospect, IL; Estee Lopez, Professor of Literacy Education and ELL Specialist, College
of New Rochelle, New Rochelle, NY; Christine Kay Williams, ESOL Teacher, Baltimore County Public Schools, Baltimore, MD
Asia: FM36 (b) KK Tan/ Shutterstock.com.
FM37 (b) ermess/Shutterstock.com.
Mohan Aiyer, School Principal, Brainworks International School, Yangon; Andrew Chuang, Weige Primary School, Taipei; Sherefa Dickson, Head Teacher,
SMIC, Beijing; Ms Hien, IP Manager, IPS Vietnam, Ho Chi Minh; Christine Huang, Principal, The International Bilingual School at the Hsinchu Science Park
(IBSH), Hsinchu; Julie Hwang, Academic Consultant, Seoul; David Kwok, CEO, Englit Enterprise, Guangzhou; Emily Li, Teaching Assistant, SMIC, Beijing;
Warren Martin, English Teacher, Houhai English, Beijing; Bongse Memba, Academic Coordinator, SMIC, Beijing; Hoai Minh Nguyen, Wellspring International
Bilingual School, Ho Chi Minh; Mark Robertson, Elementary School Principal, Yangon Academy, Yangon; Daphne Tseng, American Eagle Institute, Hsinchu;
Amanda Xu, Director of Teaching and Research, Englit Enterprise, Guangzhou; Alice Yamamoto, ALT, PL Gakuen Elementary School, Osaka; Yan Yang,
Director of Research Development, Houhai English, Beijing
FM38 (b) Andrey_ Kuzmin/Shutterstock.com.
Middle East:
Lisa Olsen, Teacher, GEMS World Academy, Dubai, United Arab Emirates; Erin Witthoft, Curriculum Coordinator, Universal American School, Kuwait
Latin America:
Federico Brull, Academic Director, Cambridge School of Monterrey, Mexico; Elizabeth Caballero, English Coordinator, Ramiro Kolbe Campus Otay, Mexico;
Renata Callipo, Teacher, CEI Romualdo, Brazil; Lilia Huerta, General Supervisor, Ramiro Kolbe Campus Presidentes, Mexico; Rosalba Millán, English
Coordinator Primary, Instituto Cenca, Mexico; Ann Marie Moreira, Academic Consultant, Brazil; Raúl Rivera, English Coordinator, Ramiro Kolbe Campus
Santa Fe, Mexico; Leonardo Xavier, Teacher, CEI Romualdo, Brazil
The Publisher gratefully acknowledges the contributions of the following National Geographic Explorers to our program and planet:
Thomas Culhane and Tierny Thys
318 Acknowledgments
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Reach Higher Teacher's Book Level 5A

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Reach Higher Teacher's Book Level 5A

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5A

Australia • Brazil • Mexico • Singapore • United Kingdom • United States

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National Geographic Learning, © 2020 Cengage Learning, Inc.

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Teaching Routines and Activities

sample copy, not for distribution Contents at a Glance FM3

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Lada Kratky Deborah Short

Nonie LeSaux Jennifer Turner

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FM4 Authors and Reviewers

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sample copy, not for distribution Program Features FM5

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STUDENT’S BOOK teaches the academic

Name Date Name Date

Unit Concept Map Thinking Map

Crossing Between Cultures How a Character Changes

How can where

PRACTICE BOOK gives students

COMPANION SITE includes additional content

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A rich array of age-appropriate

TEACHER’S BOOK provides flexible

sample copy, not for distribution Component Line-Up FM7

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INTERACTIVE AND ANIMATED

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For more information on

sample copy, not for distribution Teaching Support FM9

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A rich array of age-appropriate assessments in Assessment Resources monitor students’

KEY WORDS TEST assesses

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Science Give and Carry Out heat event

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sample copy, not for distribution Scope and Sequence FM13

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UNIT OPENER uses a high-interest photograph to present the unit

Unit 1 Reading Strategy: Preview and

Crossing 3. SHARE WHAT YOU KNOW

Language Focus Social Studies Vocabulary

demonstrate the appropriate Ask For and Give • Now I live in .

Where Are You From? Song

conversations, discussions, Can you explain to me?

I am from a sunny island in the Caribbean Sea. education

contexts. Where does your family come from?

I grew up in Indonesia, where I never saw the snow.

introduces key words Tune: “Yellow Rose of Texas”

through a visual format employment

to help students quickly

words. 1.D.1 speak using learning strategies

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