Hernando eSchool – Pearson Reading Street Common Core – 4th grade
Learning Coach Guide – Segment 1 Unit 1
Pearson Reading Street Common Core – 4th Grade
Learning Coach Guide – Segment 1
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Hernando eSchool – Pearson Reading Street Common Core – 4th grade
Learning Coach Guide – Segment 1 Unit 1
Pearson Reading Street Common Core – 4th Grade
Segment 1, Unit 1
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Hernando eSchool – Pearson Reading Street Common Core – 4th grade
Learning Coach Guide – Segment 1 Unit 1
Table of Contents
Unit 1 Week 1 – Because of Winn Dixie – Day 1...……….…………………………….………………………….4
Unit 1 Week 1 – Because of Winn Dixie – Day 2…………………………………………………………….........9
Unit 1 Week 1 – Because of Winn Dixie – Day 3.………………………………………………………………...16
Unit 1 Week 1 – Because of Winn Dixie – Day 4…………………………………………………………………22
Unit 1 Week 1 – Because of Winn Dixie – Day 5…………………………………………………………….…...27
Unit 1 Week 2 – Lewis and Clark and Me – Day 1………………………………………………………………..33
Unit 1 Week 2 – Lewis and Clark and Me – Day 2………………………………………………………………..38
Unit 1 Week 2 – Lewis and Clark and Me – Day 3………………………………………………………………..46
Unit 1 Week 2 – Lewis and Clark and Me – Day 4…………………………………………………....................53
Unit 1 Week 2 – Lewis and Clark and Me – Day 5………………………………………………………………..59
Unit 1 Week 3 – On the Banks of Plum Creek – Day 1…………………………………………………………..65
Unit 1 Week 3 – On the Banks of Plum Creek – Day 2…………………………………………………………..70
Unit 1 Week 3 – On the Banks of Plum Creek – Day 3…………………………………………………………..77
Unit 1 Week 3 – On the Banks of Plum Creek – Day 4……………………………………………………..……84
Unit 1 Week 3 – On the Banks of Plum Creek – Day 5…………………………………………………………..89
Unit 1 Week 4 – The Horned Toad Prince – Day 1……………………………………………………………….95
Unit 1 Week 4 – The Horned Toad Prince – Day 2……………………………………………………………..100
Unit 1 Week 4 – The Horned Toad Prince – Day ……………………………………………………………….107
Unit 1 Week 4 – The Horned Toad Prince – Day 4……………………………………………………………..114
Unit 1 Week 4 – The Horned Toad Prince – Day 5……………………………………………………………..119
Unit 1 Week 5 – Letters Home From Yosemite – Day 1……………………………………….……………….125
Unit 1 Week 5 – Letters Home From Yosemite – Day 2…………………………………….………………….130
Unit 1 Week 5 – Letters Home From Yosemite – Day 3…………………………………………………….….137
Unit 1 Week 5 - Letters Home From Yosemite – Day 4………………………………………………………...143
Unit 1 Week 5 – Letters Home From Yosemite – Day 5………………………………………………………..149
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Hernando eSchool – Pearson Reading Street Common Core – 4th grade
Learning Coach Guide – Segment 1 Unit 1
Unit 1 Week 1 – Because of Winn Dixie – Day 1
Build Oral Vocabulary - Each day follow the routine for the ** words
Introduce the Word – Supply a child friendly definition
Demonstrate – Provide examples to show meaning
Apply – Have children show they understand, Ask them about the word
Display the Word – Show the word to the child
Amazing Words
kindness **
attention **
teach **
understanding **
variety
introduce
similar
distinct
the way you are behaving when you show niceness to another
giving your concentration to something; noticing
to give instruction in something
when you comprehend something
a number of different types of things
to present to another
the same or almost the same as something else
individual or different in nature
social
courteous
wanting the friendship or closeness of others
showing and using good manners
Text-Based Comprehension – Sequence - Summarize
Read Have students read “Going Batty” on page 23.
Model a Close Read Today we’re going to read about a class visit to the school library. Have students
follow along as you reread the first two paragraphs of “Going Batty.” The first thing the author mentions is a
fourth grade class visiting the library and seeing bats hanging everywhere. I know that happens in the
afternoon. Then Mr. Egan starts to tell what happened that morning. The words afternoon and morning
help me keep track of what’s happening. A fourth-grade class goes to the library in the afternoon and sees
bats hanging everywhere. They ask the librarian what this is all about and he says there was some
excitement earlier in the day.
Teach Have students read page 22. Explain that the skill of sequence and the strategy of summarizing
are tools thaty can use to comprehend a story and retell the main events. Have them finish reading “Going
Batty” on their own and then use a graphic organizer (like a timeline) to sequence the main events.
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Hernando eSchool – Pearson Reading Street Common Core – 4th grade
Learning Coach Guide – Segment 1 Unit 1
Guide Practice Have students reread “Going Batty” using the callouts as guides. Then ask child to
respond to the questions in the callouts, citing specific examples from the text to support their answers.
Skill: Fourth grade is mentioned first. It is not the first event on the graphic organizer because the
author is telling the story out of sequence.
Skill: The clues are morning and the day started
Strategy: The librarian was reading Stelluna to a kindergarten class and the children got very
excited. They were shouting that Stelluna was in the library. Actually, a real bat had gotten in. The
librarian carefully set it free.
Apply Use Reader’s and Writer’s Notebook page 40 for additional practice with sequence.
Selection Vocabulary
Introduce Selection Words
Use the following routine to introduce this week’s tested selection vocabulary.
grand: great; wonderful
memorial: serving to remember a person or event
peculiar: strange; odd
positive: in a good way
prideful: in a way that shows a person thinks he or she is better than others
recalls: remembers
selecting: choosing; picking
See It/Say It: Write peculiar. Scan across the word with your finger as you say it: /pe/ /cul/ /iar/
Hear It: Use the word in a sentence. A hedgehog is a peculiar pet.
Define It: Elicit definitions from student. How would you describe something that is peculiar? Clarify or
give a definition when necessary. Yes, I would describe something peculiar as “out of the ordinary” or
“weird”. Restate the word in student friendly terms. So peculiar describes something that is unusual or
strange.
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Hernando eSchool – Pearson Reading Street Common Core – 4th grade
Learning Coach Guide – Segment 1 Unit 1
Make Connections Have students discuss the word. Have you ever seen or heard of something that was
peculiar? Rephrase their ideas for usage when necessary or to correct misunderstandings.
Record Have students write the word and its meaning. Continue this routine to introduce the remaining
words in this manner.
Research and Inquiry
Step 1: Identify and Focus Topic
Teach Display the following question: What experiences bring diverse people together? Tell students
they will research how common experiences can bring diverse people together. Students will present their
findings in a report to the class on Day 5.
Model I can use my own personal interests to generate some research topics. I’ll start by asking how
people are diverse. I play on the soccer team and I know there are diverse people on my team. Do other
youth sports teams in our area show diversity? What kinds of other events draw big crowds that are
diverse?
Guide Practice After students have formulated open-ended inquiry questions from their personal interests,
explain that tomorrow they will research their questions and conduct a survey. To generate a research
plan, help students identify whom they will ask to participate in their survey and where they will gather
relevant information about their research question.
Spelling Pre-Test
Short Vowels VCCV
Dictate Spelling Words Dictate the spelling words and read the sentences. Have child write the words. If
needed, segment the words for child, clarify the pronunciations, and give meanings of the words. Have
child self-check their pretests and correct misspelled words.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
admire
magnet
contest
method
custom
rally
soccer
engine
sudden
finger
I admire people who are kind.
A magnet picks up nails.
The girls won the contest.
Do you have a good method for doing housework?
It is our custom to stand during the parade.
We had a pep rally before the game.
Terry loves to play soccer.
The car’s engine wouldn’t start.
The car made a sudden turn.
I cut my finger.
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Hernando eSchool – Pearson Reading Street Common Core – 4th grade
Learning Coach Guide – Segment 1 Unit 1
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
accident
mitten
intend
fabric
flatten
rascal
gutter
mammal
happen
cannon
No one was hurt in the accident.
I always seem to lose one mitten.
How do you intend to solve the puzzle?
The wool fabric made me itch.
I used my hand to flatten the clay.
That playful puppy is a rascal.
The leaves clogged the gutter.
A camel is a mammal.
I wonder what will happen next week.
There is a cannon at the park.
Challenge Words
21.
22.
23.
24.
25.
dungeon
magnify
festival
thunderstorm
injury
The dungeon is dark and dank.
My reading glasses magnify the letters.
The town has its annual festival each July.
Windows blew open during the thunderstorm.
His injury from the accident was healing nicely.
Conventions
Declarative and Interrogative Sentences
Make Connections Ask the student to bring you an item. For example, Antonio, will you please bring me
that book? Then have the child state what he or she brought to you, for example, I brought Mrs. Garcia the
book.
Teach. Review with student that all sentences begin with a capital letter. Point out the declarative and
interrogative sentences. Remind students that they will be using complete simple sentences with
subjects and verbs that agree in number.
Model Explain how you applied the rules for identifying declarative and interrogative sentences.
Guide Practice none
Writing
Realistic Fiction: Read Like a Writer
Introduce This week you will write a realistic fiction story. Realistic fiction tells a made-up story about
something that could really happen.
Prompt Write a realistic story about a character who reaches a turning point in his or her life.
Trait Organization
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Hernando eSchool – Pearson Reading Street Common Core – 4th grade
Learning Coach Guide – Segment 1 Unit 1
Mode Narrative
Examine Model Text Let’s read an example of a realistic fiction story about a character who reaches a
turning point. Have students read “The Most Important Moment,” on page 41 of the Reader’s and Writer’s
Notebook.
Key Features Realistic fiction stories have made-up people and events. Have students circle the name
of the main character in the story and one event. A realistic fiction story has events that could happen in
real life. Have students read aloud the event they circled and discuss why it could or could not happen in
real life. A realistic fiction story happens in a setting that seems real. Have students underline one setting
in the story that seems real. A realistic fiction story discusses problems that people in real life could have.
Have students draw a box around a problem the main character has in this story and then discuss why it
could or could not be a problem that people in real life have.
Review Key Features of Realistic Fiction




has made-up people and events
has events that could happen in real life
happens in a setting that seems real
discusses problems that people in real life could have
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Hernando eSchool – Pearson Reading Street Common Core – 4th grade
Learning Coach Guide – Segment 1 Unit 1
Unit 1 Week 1 – Because of Winn Dixie – Day 2
Build Oral Vocabulary - Each day follow the routine for the ** words
Introduce the Word – Supply a child friendly definition
Demonstrate – Provide examples to show meaning
Apply – Have children show they understand, Ask them about the word
Display the Word – Show the word to the child
Amazing Words
kindness
attention
teach
understanding
variety **
introduce **
similar
distinct
the way you are behaving when you show niceness to another
giving your concentration to something; noticing
to give instruction in something
when you comprehend something
a number of different types of things
to present to another
the same or almost the same as something else
individual or different in nature
social
courteous
wanting the friendship or closeness of others
showing and using good manners
Word Analysis – Word Ending -ed
Teach Tell students that many verbs have an ending that helps readers figure out when the action
happened. Write the ending –ed. Explain that this ending indicates that the action has already happened.
Tell students that sometimes the spelling of a word changes with this ending.
Model When I see the ending –ed at the end of a verb, I know that the action has already happened.
Sometimes words change their spelling when the ending is added. This chart will help us figure out those
spelling changes.
Base Word
jump
pack
plan
bake
cry
Word with Ending -ed
jumped
packed
planned
baked
cried
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Hernando eSchool – Pearson Reading Street Common Core – 4th grade
Learning Coach Guide – Segment 1 Unit 1
Guide Practice Lead students to notice that words that end with two consonants do not require a spelling
change. Words that have a short vowel often double the consonant before adding –ed. Words with long
vowels and final silent e drop the e before adding –ed. And words that have only y as a vowel and end in
that letter change the y to I before adding –ed.
On Their Own Have students brainstorm more examples of words that follow each pattern of adding –ed.
Literary Terms – Point of View
Teach Explain to students that the point of view of the story is how the author presents the actions and
characters. The author may tell the story through a narrator or speaker who is a character in the story.
When a narrator tells a story using I and We, this is called first-person point of view. When the narrator or
speaker is not a character and uses pronouns such as he, she, it, and they, this is called third-person point
of view. Make sure students understand that the author and narrator are not always the same.
Model Let’s look back at “Going Batty” on page 23 and think about the point of view. Who is telling the
story? Is a character telling what happened? I don’t think so. Someone who is not a part of the story is
telling it, so the point of view is third-person.
Guide Practice Have students look ahead to Because of Winn Dixie, beginning on page 26. Help them
determine whether the narrator of the story is first-person or third-person.
On Their Own Have students browse other selections in their Student Edition to identify the point of view
of the narrator or speaker as first-person or third-person.
Vocabulary Skill – Affixes: Suffixes
Read Have students read “The Storyteller” on page 25. Use the vocabulary skill and strategy as tools to
build comprehension.
Teach Word Structure Tell students that when they encounter an unknown word, they should check to
see if the word has a suffix. Explain that they can use the word structure strategy to figure out the
meaning.
Model Write: We read a memorial plaque outside the old building. I’m not sure about the meaning of
memorial. When I scan the word, I notice a suffix –al. I know that this Old English suffix means “of, or
having to do with.” I look at the rest of the word and I notice the base word memory. I’ll put the parts
together. Memorial must mean “having to do with a memory.” I’ll try that meaning in the sentence. Yes,
that makes sense.
Guide Practice Write this sentence: The man sounded prideful when he spok about his son’s good report
card. Have students determine the meaning of prideful by using the meanings of the suffix and the base
word.
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Hernando eSchool – Pearson Reading Street Common Core – 4th grade
Learning Coach Guide – Segment 1 Unit 1
On Their Own Have students reread “The Storyteller” on page 25. Have students write a definition for the
selection vocabulary words with the Old English suffixes –ful and –al. Challenge students to find an
additional word for each sffix and write definitions for them. (Magical means “full of magic.” Boastful means
“full of boasting” or “boasting too much.”
Use the Reader’s and Writer’s Notebook page 42.
ReRead for Fluency
Appropriate Expression Read paragraph 1 of “The Storyteller” aloud, communicating excitement through
your tone of voice. Tell students that you are reading the passage with expression, paying special attention
to new vocabulary. Point out that by making your voice rise and fall, your reading sounds the same as
when you are talking.
Text-Based Comprehension
Genre Remind students that fiction tells stories of imaginary people and events. Point out that Because of
Winn Dixie is a type of fiction called realistic fiction because the characters are believable and the events
that happen could happen in real life.
Preview and Predict Have students preview the story title and illustrations, and then discuss who the
characters might be and predict what might happen.
Purpose By analyzing Because of Winn Dixie, a narrative text, students will gain knowledge of diversity.
-Access Main Selection
Reader and Task Suggestions
Preparing to Read the Text



Review skills and
understanding suffixes
strategies
for
Discuss the characteristics of realistic fiction
texts
Remind students to adjust their reading rate
in order to identify the multiple voices in the
dialogue.
Leveled Tasks
 Levels of Meaning- Evaluation If
children have difficulty understanding the
genre, have them find and explain details
that prove the story is realistic fiction.
 Structure Dialogue may not be a problem
for some readers. Remind students that
dialogue gives clues to each character’s
personality.
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Hernando eSchool – Pearson Reading Street Common Core – 4th grade
Learning Coach Guide – Segment 1 Unit 1
1st Read / Access Text
page 28-29
Sequence Write first, next, and last. Then read page 28 aloud as students follow along. Have students
list the main events in sequence.
Model How can I figure out sequence? (Ask what happened first, next, and then last.) In the first
sentence, Opal moved to Florida. That’s what happened first. The words shortly after her arrival tell me
what happened next. Opal couldn’t adopt Winn Dixie until after she rescued him. That happened last. By
sequencing the main events, I can monitor and adjust my understanding.
Analysis – Text Evidence How is the story’s sequence on page 28 different from page 29? (On page
28, the story is in sequence: first, next, last. On page 29, Opal tells her story out of order. She tells how
she and Miss Franny Block are friends first, which didn’t happen until after Opal taught Winn Dixie to look in
the window, scaring Miss Franny.)
page 30-31
Summarize Have students reread page. 30. Ask what happened in their own words. Point out that this
is summarizing. Remind students that summarizing the plot’s main events will help them understand the
text.
Model Now that I have read the page, I can summarize the main ideas to make sure I understand
what is happening in the story. In this part of the story, Miss Franny Block thinks she has seen a bear. She
is telling Opal that a bear is outside. Opal assures Miss Block that it isn’t a bear at all, only her dog, Winn
Dixie.
Evaluation Opal has just moved to a new town. How are things working out for her there so far? (Opal
is enjoying her dog and spending time at the library. She is starting to meet new people.)
Analysis Describe the interaction between Opal and Miss Franny. What does this tell you about Opal?
Use details from the text to support your answer. (Opal acts in a kind way. She helps Miss Franny up.
She tells her it’s okay. She asks about the bear.)
Research and Inquiry
Step 2: Navigate/Search
Teach Explain to students that they will be initiating a survey to gather relevant information about their
research questions. They can give the survey to their friends, classmates or to teachers in other classes.
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Hernando eSchool – Pearson Reading Street Common Core – 4th grade
Learning Coach Guide – Segment 1 Unit 1
Before students begin working on their survey, have them search the Internet for background information.
Students can use this information to focus their survey questions.
Model When I did my search on the internet, I found many examples of school sports programs that
promote diversity by helping students from different backgrounds learn how to work together on the same
team. This information helped me think of these questions for our survey: Does our school sports program
encourage diversity? Does our school have any sports teams with a diverse group of students? Do
students think such a program would help them understand others who are different from themselves?
Guide Practice Have students continue their research. Discuss the types of questions that are best suited
to a survey. Explain that questions that require a yes or no answer, as well as multiple choice questions,
are good choices because the results are easy to tally at the end of the survey. Encourage students to
think of additional survey questions.
On Their Own Have students work to list possible survey questions. To create the survey, have them
narrow the choices down to the most important questions. Then have them administer the survey to
others.
Conventions
Declarative and Interrogative Sentences
Teach Write these sentences: The girl took the dog to her house. Why did she take the dog? Point out
that the first sentence makes a statement and ends with a period. The second asks a question and ends
with a question mark. Remind students that all sentences begin with a capital letter.
Guide Practice Students can vary their sentence style using interrogative sentences along with
declarative sentences. Have students add an interrogative sentence to each of the following:
Animals are interesting.
School can be fun.
On Their Own Use Reader’s and Writer’s Notebook page 43.
Spelling
Short Vowels VCCV
Teach Remind students that VCCV words usually have a short vowel followed by two consonants. Write
admire and mitten. Explain that in some words the two consonants are the same, as in mitten. In others
they are different as in admire.
Guide Practice Have student make a list in a two-column chart like below. Have them fill in the remaining
words, reading the word and saying the vowel sound in the first syllable.
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Hernando eSchool – Pearson Reading Street Common Core – 4th grade
Learning Coach Guide – Segment 1 Unit 1
On Their Own Use Reader’s and Writer’s Notebook page 44.
Writing
Realistic Fiction: Writing Trait: Organization
Introduce the Prompt Remind students that the selection they’ll be reading this week, Because of Winn
Dixie, is an example of realistic fiction. Review the key features of realistic fiction. Remind students to
think about these features as they plan their own writing. Then explain that they will begin the writing
process for a realistic fiction story today. Read aloud the writing prompt.
Select a Topic To help choose a topic, let’s make a chart with a list of realistic characters and the
problems a character might have. In Because of Winn Dixie you read about a young friendly girl, Opal, who
had no friends in a new town. I’ll put that character and problem in my chart. Ask students to brainstorm
other realistic characters and the problems they might have. Fill in the chart as they give their suggestions.
Gather Information Remind students that they can use people and events that have read about in books
or have seen in movies or in real life to give them ideas about characters and problems. Remember to
keep this chart as the students will refer to it tomorrow as they draft.
Possible Characters
Young, friendly girl named Opal
Young, determined boy
Marco, a boy from Mexico
Possible Problems
Has no friends in a new town
Doesn’t make basketball team
Has no confidence in sports or in English
Mini-Lesson: Story Sequence Chart


A story sequence chart helps you plan. I’m going to write about a boy named Marco who moved to
the United States from Mexico and has no confidence in English or in sports. I’ll use my story
sequence chart to organize the events. In the beginning box, write the name of the main character
and the main problem.
In the middle box I’ll write about Sam asking Marco to join the basketball team. I’ll write details
about how he teaches Marco to play. In the End box I’ll write how Marco does well in the game
and now has confidence.
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Hernando eSchool – Pearson Reading Street Common Core – 4th grade
Learning Coach Guide – Segment 1 Unit 1
Beginning
Middle
End
•Character
•Main Problem
•Detailed event 1
•Detailed event 2
•Solution to problem
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Hernando eSchool – Pearson Reading Street Common Core – 4th grade
Learning Coach Guide – Segment 1 Unit 1
Unit 1 Week 1 – Because of Winn Dixie – Day 3
Build Oral Vocabulary - Each day follow the routine for the ** words
Introduce the Word – Supply a child friendly definition
Demonstrate – Provide examples to show meaning
Apply – Have children show they understand, Ask them about the word
Display the Word – Show the word to the child
Amazing Words
kindness
attention
teach
understanding
variety
introduce
similar **
distinct **
the way you are behaving when you show niceness to another
giving your concentration to something; noticing
to give instruction in something
when you comprehend something
a number of different types of things
to present to another
the same or almost the same as something else
individual or different in nature
social
courteous
wanting the friendship or closeness of others
showing and using good manners
Text-Based Comprehension
Analysis How is Because of Winn Dixie a good example of realistic fiction story? Use specific examples
from the text. (Because of Winn Dixie is a good example because the places and people could be real and
the things that happen could really happen.)
Analysis Restate the main events in sequence and explain how the sequence of events helped you
understand why Opal was at the library and how she showed Winn Dixie how to stand on his hind legs and
look in the window to know Opal didn’t leave him behind.
Retell Have students retell how Opal meets Miss Fanny in Because of Winn Dixie. Refer to the details
and summarizing information in order. Encourage students to use text features in their retellings.
-Access Main Selection
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Hernando eSchool – Pearson Reading Street Common Core – 4th grade
Learning Coach Guide – Segment 1 Unit 1
1st Read / Access Text
page 32-33
Affixes: Suffixes Remind students that some words have parts added to the end of the word. Have
students use their knowledge of the Old English suffix –ful to determine the meaning of prideful on page 32.
Model When I read the word prideful, right away I notice the word pride. I see the suffix –ful. I
remember that the suffix can mean “full of.” That would mean the whole word means “full of pride.” I’ll try
that meaning in the sentence. Yes, that makes sense with what Miss Franny says.
Analysis How can you use what you know about base words and ffixes to figure out the meaning of the
word librarian on page 33? (The base word is library. The suffix is –an and has to do with jobs. I think that
a librarian is a person who works in a library.)
Analysis – Text Evidence How does the author use dialogue to help the reader to get to know the
characters? Give examples from the text. (Miss Franny says “mosquitoes so big they could fly away with
you.” This shows she exaggerates.)
page 34-35
Cause and Effect Review Cause and Effect. Remind students that readers have to ask themselves
What happened? and Why did it happen? Ask students why Miss Franny looked up from her book that
day.
Model Miss Franny was talking without looking up because she was interested in what she was
reading. So I ask myself, Then what happened? She looked up. I ask myself Why? I reread and find out
that she smelled something peculiar. Now I know what happened and why it happened.
Analysis – Text Evidence What more does the reader learn about Miss Franny’s personality on page
34? Give details from the text to support your answer. (Miss Franny is brave when faced with danger.
She says she wasn’t going to let the bear eat her without a fight.)
Analysis Why did the bear leave the library? (Miss Franny threw a book at it.)
page 36-37
Summarize Have students reread page 36 from the second paragraph. Ask: What are the big ideas in
this part of the story? Point out that a summary tells what a character is trying to do and how it is working
out.
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Hernando eSchool – Pearson Reading Street Common Core – 4th grade
Learning Coach Guide – Segment 1 Unit 1
Model Opal notices that Miss Franny seems sad and lonely. Opal feels the same way. Winn
Dixie smiles at Miss Franny, and Opal says they should all be friends.
Evaluation What questions can you ask yourself to make sure your summary of the end of the story is a
good one? (What are the main things that happened to Opal at the end of the story? What does that mean
for her?)
Fluency
Appropriate Expression
Model Fluent Reading Have child turn to Student Edition page 29. Follow along as I read these pages.
Listen to the expression of my voice as I read Opal’s words. Point out that the tone of your voice will rise
and fall, just as it does when you are talking to a friend.
Guide Practice Have students follow along as you read the page again. Then have them reread the page
as a group without you until they read with the right expression and make no mistakes. Ask questions to be
sure students comprehend the text.
Research and Study Skills
Map, Globe, Atlas
Teach Ask students where they have seen maps. Students may mention raod maps, classroom displays,
textbooks, newspapers, magazines, Web sites, and GPS (global positioning system) devices. Show a map
from a content-area text and use it to review these points:



A map is a drawing of a place. It shows where something is or where something
happened.
There are many different types of maps.
A map’s legend is the most important part of a map and is key to understanding the
information on the map. Legends usually show directions, a scale to show distances, and
symbols to show landmarks.
Also explain these terms:


An atlas is a book of maps.
A globe is a sphere with a map of the world on it.
Guide Practice Provide groups with a map. Have each group interpret the legend and generate a
question that could be answered by using this map. Have each group share their map and question with
the class.
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Hernando eSchool – Pearson Reading Street Common Core – 4th grade
Learning Coach Guide – Segment 1 Unit 1
On Their Own Use the Reader’s and Writer’s Notebook page 47 and 48.
Research and Inquiry
Step 3: Analyze Information
Teach Tell students that today they will analyze their findings and may need to change the focus of their
original inquiry question.
Model We gave our survey to the students in our class. Once we tallied the results, we found that it might
be useful to give the same survey to teachers in this school to see how their opinions are the same as or
different from the students’ opinions. First, we can look through the questions to see if they are all
appropriate for teachers.
Guide Practice have students analyze their findings. They may need to refocus their inquiry question to
better fit the information they found. Students may wish to rewrite some of the survey questions to obtain
more specific results from the survey. Remind students that if they have difficulty improving their focus,
they can ask a local expert, such as the physical education teacher or organizer of student sports, for
guidance.
On Their Own Have students give additional surveys, if necessary. Students should then compare the
information they gathered from the student survey(s) with the information they found in their online
research.
Conventions
Declarative and Interrogative Sentences
Review Remind students that this week they learned about declarative and interrogative sentences.


A declarative sentence is a statement that tells about something. It ends with a period.
An interrogative sentence asks a question. It ends with a question mark.
Connect to Oral Language Practice subject and verb order with declarative and interrogative sentences.
Begin a statement and let students finish it. Then reverse the order of the subject and verb and turn it into
a question. remind them to use a complete predicate, and make sure they agree.


The classroom is _____.
Is the classroom _____?
Spelling
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Learning Coach Guide – Segment 1 Unit 1
Short Vowels VCCV
Frequently Misspelled Words Students often misspell the words with and cousin. Accident and custom
are also difficult to spell. I’m going to read a sentence. Choose the correct word to complete the sentence
and then write it correctly.
1.
2.
3.
4.
Darian was hurt in a car _____. (accident)
I enjoy playing with my _____, Lynda. (cousin)
Did Lynda play _____ you today? (with)
What is the _____ here for thanking your hosts? (custom)
On Their Own Use Reader’s and Writer’s Notebook page 49.
Writing
Realistic Fiction: Writing Trait: Word Choice
Display the Rubric Display the Scoring Rubric and review the criteria for each trait under each score.
Then, using the model in the Student Edition, have students explain why the model should score a 4 for
one of the traits. If a student suggests that the model should score below 4 for a particular trait, the student
should provide support for that response. Remind students that this is the rubric that will be used to
evaluate the realistic fiction story they write.
Scoring Rubric: Realistic Fiction
Focus/Ideas
Organization
Voice
Word Choice
Sentences
Conventions
4
3
story clearly focused
on one event
organized with clear
beginning, middle, and
end
voice of
character/narrator
believable and
engaging
word choice vivid,
strong, and precise
story generally focused
on one event
organized with
beginning, middle, and
end
voice of
character/narrator
mostly believable
story lacks focus;
event unclear
lacks clear beginning,
middle, and end
story without focus; no
event
lacks organization
character/narrator
lacking distinct voice
voice of character or
narrator not believable
word choice adequate
clear, varied
sentences; excellent
flow
few, if any errors.
Correct end
punctuation for
declarative and
interrogative
sentences
mostly clear sentences
with good variety
word choice weak, few
examples of strong
and precise choices
some sentences
unclear; little or no
variety
many errors, some
serious. Incorrect end
punctuation in
declarative and/or
interrogative
sentences
dull and/or inaccurate
word choices
throughout
incoherent sentences;
dull, choppy style
several minor errors
2
1
numerous errors; hard
to understand
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Story Sequence Chart Have students refer to the sequence charts they worked on yesterday. If they
have more information to add to their charts, give them time to add it.
Beginning
Middle
End
•Character
•Main Problem
•Detailed event 1
•Detailed event 2
•Solution to problem
Write You will use your story sequence chart to help you write the draft of your realistic fiction story. As
you write your draft, try to get all of your ideas down on paper, using vivid words wherever possible. You
will have time to revise your draft tomorrow.
Mini-Lesson: Vivid Words


Explain to students that when writing their stories, they should choose their words carefully to
describe both the characters and actions precisely. Explain that they should use descriptive
adjectives to let the reader clearly visualize the characters and setting.
Point out that strong verbs will help the reader more clearly understand the actions in the story.
Remind them to use their story sequence charts to work on their drafts.
Drafting Tips



To get started, review your story sequence chart.
As you draft, think about vivid adjectives and strong verbs that you can use to make your story
come to life.
Don’t worry about grammar and mechanics when drafting. Focus on getting a complete story
down on paper.
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Unit 1 Week 1 – Because of Winn Dixie – Day 4
Build Oral Vocabulary - Each day follow the routine for the ** words
Introduce the Word – Supply a child friendly definition
Demonstrate – Provide examples to show meaning
Apply – Have children show they understand, Ask them about the word
Display the Word – Show the word to the child
Amazing Words
kindness
attention
teach
understanding
variety
introduce
similar
distinct
the way you are behaving when you show niceness to another
giving your concentration to something; noticing
to give instruction in something
when you comprehend something
a number of different types of things
to present to another
the same or almost the same as something else
individual or different in nature
social **
courteous **
wanting the friendship or closeness of others
showing and using good manners
Social Studies in Reading
Persuasive Text
Introduce Explain to students that one reason authors write is to persuade or convince a reader to do
something or think a certain way- Authors may try to convince readers that an idea, activity, or product is a
good one, Authors may try to persuade readers to change their opinion about a topic.
Discuss the Genre Persuasive writing tries to convince readers in two ways. Authors may try to make
readers think. They may present facts, statistics, or specific information in order to get the reader to come
around to their way of thinking. Another technique authors may use to persuade is to appeal to a reader’s
feelings. To help readers relate to art idea, authors may tell a story or describe something in a way that is
meant to bring out strong feelings in the reader.
Group Practice Use the following questions to discuss persuasive text.
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


What forms of writing are used to persuade the reader to think a certain way about a topic or to
take an action? (Possible response: advertisements. TV commercials, some newspaper articles,
movie reviews, and donation request letters)
What should a reader keep in mind when reading a persuasive text? (The reader should keep in
mind that the author is trying to persuade the reader to come around to his or her way of thinking.
The reader should evaluate what the author has to say and make his or her own decision about it.)
How could you apply what you know about persuasive text when you want to convince someone of
something? (Possible response: I can write to persuade by using facts or appealing to a reader’s
feelings.)
What Persuasive Text Is
 text written for the purpose of
changing readers’ minds or getting
them to take an action
How it Persuades
 by presenting facts, statistics,
information
 by telling stories or giving
descriptions that appeal to the
readers’ feelings
Read Tell students they will now read a movie review for the film version of Because of Winn-Dixie. Have
students think about what they learned about persuasive texts as they read.
-Access Text
Teach Persuasive Text Have students preview ”A Film with a Message of Hope” on pp. 42-43. Have
them skim the review and discuss what they notice. Then ask: How can you tell this is a persuasive text?
Model The first thing I notice about the review is the title, “A Film with a Message of Hope.” That
sounds like someone’s opinion. Then I notice that the writer starts the review right away with another
opinion. It seems that the writer is trying to influence people about this movie by sharing his opinion.
On Their Own Have students discuss with a partner how an author uses language to present
information to influence what the reader thinks or does. Then have partners write a review of a movie they
have both seen. Have partners present their reviews. After each presentation, have students decide if the
review recommends the movie.
Close Reading
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Evaluation How effective is the author at using a summary of the movie in the movie review? Does the
author recommend going to see the movie? (The summary tells the main points of the story. The author is
effective in making the story sound lively and interesting. Yes, the author recommends seeing the movie.)
Analysis – Text Evidence Which specific word choices by the author in the last paragraph of the review
support the idea that this is a film that you won’t want to miss? (award-winning, hope and optimism, happy
future, strong cast, delightful story, adorable dog, family film, positive message)
Fluency
Appropriate Expression
Guide Practice Use the Student Edition activity as an assessment toot. Make sure the reading passage is
at least 200 words in length. As students read aloud with partners, walk around to make sure their
expression is appropriate.
Vocabulary Skills
Affixes: Suffixes
Teach On the board, write this sentence: We were fearful about the storm. Read it aloud and discuss the
meaning of fearful and how the suffix helps you understand the meaning. Erase fearful and replace it with
fearless. Compare the meanings of the two sentences and discuss how the suffix affects the meanings.
Guide Practice On the board, write the words pain, thought, and harm. Have partners work together to
add the suffixes –ful and –less to each word. Have them use each word in a sentence. Circulate to monitor
students’ discussions.
On Their Own Have students write a sentence or two to summarize what they have learned about using
suffixes to figure out word meaning.
Listening and Speaking
Dramatic Retelling
Teach Point out that two characters might have differing opinions on the same event. Explain that a
dramatic retelling allows the speaker to present a character’s paint of view. Encourage students to apply
what they know about. Reading with expression to a dramatic retelling-they will want to use their voice to
convey feelings and add emphasis and interest.
Guide Practice Point out to students that a dramatic retelling does not have to reflect the point of view of
the story. Specifically, Opal does not have to be telling about events. Students can present a character who
does not actually speak in the story, such as Winn Dixie or the bear. Encourage students to speak
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Learning Coach Guide – Segment 1 Unit 1
expressively and make eye contact with the audience. Point out that spoken communication in a dramatic
retelling may be less formal than a written review of the story. Remind the audience to listen attentively to
speakers and make pertinent comments.
On Their Own Have students practice their scenes with their small groups and then present them to the
class.
Research and Inquiry
Step 4: Synthesize
Teach Have students synthesize their research findings and results. Encourage them to use a visual
representation, such as a bar graph, to show the results of their surveys. Suggest that students use their
graphs, as the other relevant information they have gathered, to draw conclusions about diversity in school
sports programs. Review how to choose relevant information from a number of sources and organize it
logically.
Guide Practice Have students use a word processing program to prepare for their presentations on Day
5. If students are using graphs, they may prepare their graphs on a piece of poster board. Remind
students to label their graphs accurately.
On Their Own Have students create their reports by drawing conclusions in a brief written explanation of
the information they gathered in their research Students should incorporate the results of the student
survey into their reports. Then have students organize and combine information and plan their
presentations.
Conventions
Declarative and Interrogative Sentences
Test Practice Remind students that grammar skiffs, such as identifying declarative and interrogative
sentences, are often assessed on important tests. Review with students how sentences always begin with
a capital letter. Remind students of the definitions:
 Declarative sentences make a statement and end with a period.
 Interrogative sentences ask a question and end with a question mark.
On Their Own For additional practice, use Reader’s and Writer’s Notebook, page 50.
Spelling
Short Vowels VCCV
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Learning Coach Guide – Segment 1 Unit 1
Practice Spelling Strategy Have pairs of students take turns giving each other clues about the spelling
words. Tell them to give one clue about the word’s meaning. For the other clue, students should say the
vowel sound in the word’s first syllable. Students should keep track of how many words they are able to
guess correctly based on the clues.
Writing
Realistic Fiction: Revise: Deleting
Review Yesterday, we wrote a realistic story about a character who reaches a turning point in his or her
life. Today, we will revise our drafts. The goal is to make our writing clearer, more coherent, and more
interesting.
Remind students that revising does not include corrections of grammar and mechanics. Tell them that this
will be done as they proofread their work. Introduce the revising strategy of deleting.
When you revise, ask yourself, What information remains in this story that does not fit with my topic? The
revising strategy of deleting is the process by which unnecessary words are taken out to make writing
clearer and more to the point. Notice that I can delete the words really and very and make my story clearer
without losing any meaning.
Tell students that as they revise, not only should they look for places where they can delete unnecessary
words to help make their writing clearer and more interesting, but they should also look at their word
choices to make sure they used vivid adjectives and strong verbs.
Revising Tips



Review the story to delete any unnecessary words, or even whole sentences, that aren’t
needed to make the point.
Review the story to make sure that adjectives are vivid and precise and verbs are strong.
Be sure your story is well organized and engaging.
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Unit 1 Week 1 – Because of Winn Dixie – Day 5
Build Oral Vocabulary - Each day follow the routine for the ** words
Introduce the Word – Supply a child friendly definition
Demonstrate – Provide examples to show meaning
Apply – Have children show they understand, Ask them about the word
Display the Word – Show the word to the child
Amazing Words
kindness
attention
teach
understanding
variety
introduce
similar
distinct
the way you are behaving when you show niceness to another
giving your concentration to something; noticing
to give instruction in something
when you comprehend something
a number of different types of things
to present to another
the same or almost the same as something else
individual or different in nature
social
courteous
wanting the friendship or closeness of others
showing and using good manners
Amazing Ideas include these key concepts:
 You never know where you might find an interesting friend who
might be quite different from you in some ways.
 Everyday experiences can bring diverse people of an ages,
backgrounds, and abilities together to help one another.
Text-Based Comprehension
Review: Sequence
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Teach Review the definition of sequence on p. 22. Remind students that understanding the sequence of
the plot’s main events can be important to understanding a story and that sometimes authors tell the events
out of order.
Guide Practice Have partners discuss the order of events in Because of Winn-Dixie. Have them make a
time line. Remind them that authors sometimes include events that happened long ago, such as Miss
Franny’s bear experience.
Vocabulary Skills
Affixes: Suffixes
Teach Remind students that knowing the meanings of suffixes can help them figure out the meanings of
unknown words.
Guide Practice On the board, write the words functional and truthful. Review with students how to use
the suffixes to help figure out the meanings of the words.
On Their Own Tell students to notice words with –ful and –al suffixes as they do their independent
reading. Have them add examples to a list.
Word Analysis
Word Ending -ed
Teach Review with students that the –ed ending added to verbs shows that an action has already
happened. Use the words walk and walked in separate sentences and have students explain what the
ending –ed indicates.
Guide Practice Display the following words: checked, listened, wondered, asked. Use the Strategy for
Meaningful Word Parts Routine to teach the word checked.
Routine: Strategy for Meaningful Word Parts
1. Introduce word parts Have students circle the base word and the ending.
2. Connect to meaning Define the word and the ending. Check can mean “to look over.” The ending
–ed shows that the action already happened.
3. Read the word Blend the meaningful word parts together to read checked. Then use the
meanings of the base word and the ending to determine the meaning of the word. Checked means
that someone has looked over something.
Literary Terms
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Point of View
Teach Have students reread p. 34 of Because of Winn-Dixie. Have them identify the point of view and
support their answer with examples from the text.
Guide Practice Help students create a T-chart to compare first- and third-person points of view. (First
person talks about the characters as I, we, me, us. Third person talks about the characters as he, she,
they, them.)
On Their Own Have partners work together to identify the point of view in books they are reading
independently.
ASSESSMENTS:
Monitor Fluency Progress
Fluency As the student reads the text below aloud, mark mistakes on your copy. Also mark where the
student is at the end of one minute. To check the student’s comprehension of the passage, have him or her
retell you what was read. To figure words correct per minute (WCPM), subtract the number of mistakes
from the total number of words read in one minute.
A Lasting Friendship
For as long as she could remember, Kim had felt more comfortable with animals than people. She
was shy and quiet at school and she was quiet at home now too, with her mother, who’d been sick.
When Kim found five abandoned kittens, she didn’t feel shy at all. She talked to them, petted them,
and fed them milk.
Kim knew that she wouldn’t be able to keep the kittens, though. Instead, she brought them to a new
animal shelter. As soon as she arrived there, she felt comfortable with the sounds of the animals,
barking and meowing. They feel lonely, like me, she thought.
“May I come back,” Kim asked a worker, “to help?” The next Saturday, Kim went to the shelter to
work. That’s when she met Mira. Mira was bent over talking to a sad-looking puppy. Kim watched
as Mira stroked the puppy and told it that she felt sad also. When Mira saw Kim, she turned away,
blushing.
‘It’s okay,” said Kim. “I feel sad a lot too. Looks like we have a lot in common - you and me and the
animals.” From then on, Kim and Mira met at the shelter each Saturday. They talked to the animals
and to each other too. It was the beginning of a lasting friendship.
**IF students cannot read fluently at a rate of 95-105 WCPM, make sure they practice with text at
their independent reading level.
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**IF students already read at 130 WCPM, have them read a book of their choice independently.
Research and Inquiry
Step 4: Communicate
Present Ideas Have students share their inquiry results by presenting their information and giving a brief
talk on their research. Have students display any visual representations they created on Day 4.
Speaking Remind students how to be good speakers and how to communicate effectively with their
audience.
o Respond to relevant questions with appropriate details.
o Speak clearly and loudly.
o Keep eye contact with audience members.
Listening Review with students these tips for being a good listener.
o Listen attentively to speakers.
o Wait until the speaker has finished before raising your hand to ask a relevant question or
make a pertinent comment.
o Be polite. Even if you disagree.
Listen to Ideas Have students listen attentively to the research and information. Have them make
pertinent comments, closely related to the topic.
Monitor Progress: For a written assessment of Word Ending –ed, Sequence, and
Selection Vocabulary, use Weekly Test 1, pages 1-6.
Spelling Post-Test
Short Vowels VCCV
Dictate Spelling Words Dictate the spelling words and read the sentences. Have child write the words. If
needed, segment the words for child, clarify the pronunciations, and give meanings of the words.
26.
27.
28.
29.
30.
31.
32.
33.
34.
admire
magnet
contest
method
custom
rally
soccer
engine
sudden
I admire people who are kind.
A magnet picks up nails.
The girls won the contest.
Do you have a good method for doing housework?
It is our custom to stand during the parade.
We had a pep rally before the game.
Terry loves to play soccer.
The car’s engine wouldn’t start.
The car made a sudden turn.
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35.
36.
37.
38.
39.
40.
41.
42.
43.
44.
45.
finger
accident
mitten
intend
fabric
flatten
rascal
gutter
mammal
happen
cannon
I cut my finger.
No one was hurt in the accident.
I always seem to lose one mitten.
How do you intend to solve the puzzle?
The wool fabric made me itch.
I used my hand to flatten the clay.
That playful puppy is a rascal.
The leaves clogged the gutter.
A camel is a mammal.
I wonder what will happen next week.
There is a cannon at the park.
Challenge Words
46.
47.
48.
49.
50.
dungeon
magnify
festival
thunderstorm
injury
The dungeon is dark and dank.
My reading glasses magnify the letters.
The town has its annual festival each July.
Windows blew open during the thunderstorm.
His injury from the accident was healing nicely.
Conventions
Declarative and Interrogative Sentences
More Practice Remind students that a declarative sentence makes a statement and ends with a period.
An interrogative sentence asks a question and ends with a question mark. Sentences must have correct
subject-verb agreement and always begin with a capital letter.
On Their Own Write these sentences. Have students look back in Because of Winn-Dixie to find the
missing first two words and end punctuation to fill in the blanks. Remind them that a declarative sentence
ends with a period and an interrogative sentence ends with a question mark.
1.
2.
3.
4.
5.
_____ he was a bear _ (She thought, .)
_____ all right _ (Are you, ?)
_____ sat there trembling and shaking _ (Miss Franny, .)
_____ weigh hardly anything at all _ (She didn’t, .)
_____ for a whole library _ (You asked, ?)
Writing
Realistic Fiction
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Review Revising Remind students that yesterday they revised their realistic fiction stories, focusing on
deleting words and information to make the writing clearer and less wordy. Today they will proofread their
stories.
Proofreading Tips



Be sure all declarative and interrogative sentences are used correctly.
Use correct indentation when beginning new paragraphs and using dialogue.
Begin proofreading only after you have completed drafting, revising, and editing.
PROOFREAD Display the proofreading tips. Ask students to proofread their stories, using the proofreading
Tips and paying particular attention to declarative and interrogative sentences.
Present Give students two options for presenting:


a recorded oral presentation to the class
a class book.
For the recorded oral presentations, have students create art to go along with the main events in their story,
which they can display as they play the recording to the class. For a class book, have groups work together
to create a table of contents, design a cover, and bind the stories into a book. When they have finished,
have each complete a Writing Self-Evaluation Guide.
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Unit 1 Week 2 – Lewis and Clark and Me – Day 1
Build Oral Vocabulary - Each day follow the routine for the ** words
Introduce the Word – Supply a child friendly definition
Demonstrate – Provide examples to show meaning
Apply – Have children show they understand, Ask them about the word
Display the Word – Show the word to the child
Amazing Words
pioneer **
traveled **
settlers **
territories **
seek
fortune
experiences
prepared
one of the first to settle in an area
having moved from one place to another
people who settle in a new region
areas of land that are not yet states owned by the government
to look for
good luck; a large amount of money
knowledge gained from participating in events and life
to make ready beforehand
foreign
improve
related to or dealing with other nations
to make or become better
Text-Based Comprehension – Author’s Purpose - Questioning
Read Have students read “Jefferson’s Bargain” on page 49.
Model a Close Read Before I began to read I looked at the title and asked myself, Why does the author
use the word bargain in the title? In the third paragraph, I read on and the author used the word bargain
because Jefferson bought the land at a price that was a bargain. Have students follow along as you read
the title and the first paragraph. The first paragraph talks about the new land west of the Mississippi that
Jefferson wanted to explore. The author’s purpose is to inform, or present information. The way the title is
written suggests that the author wants to express the idea that this new land was acquired in an interesting
way.
Teach Have students read p. 48. Explain that the skill of author’s purpose and the strategy of questioning
are tools they can use to aid comprehension. Then have them finish reading “Jefferson’s Bargain” on their
own. After they read, have them use a graphic organizer like the one on p. 48 and identify the author’s
purpose for writing the passage.
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Guide Practice Have students reread “Jefferson’s Bargain,” using the callouts as guides. Then ask
volunteers to respond to the callouts, citing specific examples from the text to support their answers.
Skill: The author wrote this article to inform readers about how President Jefferson added the land
known as the Louisiana Purchase to our country.
Strategy: Questions win vary. Students should ask literal, interpretive, and evaluative questions to
monitor and adjust comprehension of the text.
Strategy: Students’ responses should demonstrate a clear understanding of the text.
Apply Use Reader’s and Writer’s Notebook page 51 for additional practice with author’s purpose.
Selection Vocabulary
Introduce Selection Words
Use the following routine to introduce this week’s tested selection vocabulary.
docks: great; wonderful
migrating: serving to remember a person or event
scan: strange; odd
scent: in a good way
wharf: in a way that shows a person thinks he or she is better than others
yearned: remembers
See It/Say It: Write migrating. Scan across the word with your finger as you say it: mi – grat – ing
Hear It: Use the word in a sentence. The geese are migrating this time of year.
Define It: Elicit definitions from student. What sorts of things do animals do when they are migrating?
Clarify or give a definition when necessary. Yes, it means “travelling a long distance” or “leaving an area.”
Restate the word in student-friendly terms. So, migrating means moving from one area to another.
Make Connections Have students discuss the word. Have you ever seen animals migrating? What kind
of animals migrate? Be prepared to share. Rephrase their ideas for usage when necessary or to correct
misunderstandings.
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Record Have students write the word and its meaning. Continue this routine to introduce the remaining
words in this manner.
Research and Inquiry
Step 1: Identify and Focus Topic
Teach Display the following question: What opportunities can be found in new places? Tell students they
will research the discoveries of Lewis and Clark. They will create a report and present their findings to the
class on Day 5.
Model I’ll start by brainstorming a list of questions about things Lewis and Clark discovered on their
journey. I know that Lewis and Clark encountered many Native Americans along their route west. Some
possible questions could be: What did Lewis and Clark learn from the different Native Americans they
encountered? How did Lewis and Clark communicate and trade with Native Americans they met? How
were Lewis and Clark able to survive in the wilderness?
Guide Practice After students have formulated open-ended inquiry questions about the research topic,
explain that tomorrow they will conduct online and library research of their questions. Help students identify
keywords that will guide their search.
Spelling Pre-Test
Long a and i
Introduce Tell students to think of words with long a (rain) and long i (light). This week we will spell words
with long a and long i sounds.
Dictate Spelling Words Dictate the spelling words and read the sentences. Have child write the words. If
needed, segment the words for child, clarify the pronunciations, and give meanings of the words. Have
child self-check their pretests and correct misspelled words.
51.
52.
53.
54.
55.
56.
57.
58.
59.
60.
sigh
right
weigh
eight
detail
height
spray
braid
bait
grain
People sigh when they are sad.
Chad got all the answers right.
The scale shows how much you weigh.
One week is less than eight days.
Tell every detail of the story.
The wall’s height is five feet.
Will you spray some water on the plants?
Ann wears her hair in a braid.
Bring your fishing pole and some bait.
The cow ate the grain.
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61.
62.
63.
64.
65.
66.
67.
68.
69.
70.
slight
thigh
tight
raisin
trait
highway
frighten
dismay
freight
sleigh
There is a slight change of plans.
The thigh is part of the leg.
My shoes are too tight.
A dried grape is a raisin.
Kindness is a good trait.
Take the highway to the last exit.
Did the big dog frighten you?
To our dismay, we lost the game.
Trucks carry freight across the country.
The sleigh moved over the snow.
Challenge Words
71.
72.
73.
74.
75.
eighteen
mayonnaise
campaign
daylight
twilight
We went away for eighteen days.
I do not like mayonnaise.
Come join the campaign for a clean city.
It is better to travel in daylight.
His injury from the accident was healing nicely.
Conventions
Imperative and Exclamatory Sentences
Make Connections Have students suggest common commands or exclamations they know. Display
them or have students keep lists. Correct errors.
Teach. Review with student that all sentences begin with a capital letter. An imperative sentence gives a
command or makes a request. The subject is usually not shown; (Go sit down.) An exclamatory
sentence shows strong feeling or surprise; (Good dog! Go!) An interjection also shows strong feeling and
ends with an exclamation mark. An interjection is a word or group of words, not a complete sentence.
(Wow!)
Model Explain how you applied the rules for identifying imperative and exclamatory sentences.
Guide Practice none
Writing
Expository Composition: Read Like a Writer
Introduce This week you will write an expository composition. An expository composition gives factual
information about a topic.
Prompt Think about another time in opportunity in a new place. Now write an expository composition
about it.
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Trait Organization
Mode Expository/ Informative/ Explanatory
Examine Model Text Let’s read an example of an expository composition about a time in history when
people found opportunity in a new place. Have students read “Homesteading: A Great Opportunity,” on p.
52 of the Reader’s and Writer’s Notebook.
Key Features An expository composition tells of real people and events. Have students circle the name
of a real person and one real event.
An expository composition presents factual information. Have students read aloud the event they circled
and discuss what makes it fact.
An expository composition includes a topic sentence, a body, and a closing sentence. Have students draw
a box around the topic sentence, another box around the body, and another box around the closing
sentence.
An expository composition may include text features such as photos, captions, or subheads. Have
students tell what text features they see in this expository composition and read them aloud. Guide
students to use the subheads to help them predict the topic of each paragraph.
Review Key Features of Expository Composition
 tells of real people and events and presents factual information
 includes a topic sentence, a body and a concluding sentence
 may include text features such as photos, caption. and subheads
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Unit 1 Week 2 – Lewis and Clark and Me – Day 2
Build Oral Vocabulary - Each day follow the routine for the ** words
Introduce the Word – Supply a child friendly definition
Demonstrate – Provide examples to show meaning
Apply – Have children show they understand, Ask them about the word
Display the Word – Show the word to the child
Amazing Words
pioneer
traveled
settlers
territories
seek **
fortune **
experiences
prepared
one of the first to settle in an area
having moved from one place to another
people who settle in a new region
areas of land that are not yet states owned by the government
to look for
good luck; a large amount of money
knowledge gained from participating in events and life
to make ready beforehand
foreign
improve
related to or dealing with other nations
to make or become better
Word Analysis – Suffixes –or, -er
Teach Tell students that the suffixes –or and –er are affixes added to the end of verbs to create nouns.
These suffixes come from Middle English and German and can mean “someone who.” Have students
choose a word from the chart and use the meaning of the base word and the suffix to generate a definition
of the word.
-or
contractor
director
counselor
navigator
-er
seeker
employer
settler
explorer
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Model I will choose the word contractor from the chart. Write contractor on the board and circle the suffix –
or. I see the suffix –or and the base word contract. I know the verb contract can mean “to hire someone.”
the suffix –or means “someone who.” Contractor means “someone who hires people.”
Guide Practice Have students choose two words from each column. Have them identify the base word
and use the suffix to generate a definition of each word.
On Their Own Have students check their definitions in a dictionary. Then have students identify the base
words and define the rest of the words in the chart.
Literary Terms – Sensory Words
Teach Sensory words are words or phrases that help the reader experience the way things look, smell,
taste, sound, or feel. Authors use sensory words to make the characters and setting seem real by
appealing to the reader’s senses.
Model Let’s look back at “Jefferson’s Bargain” on p. 49. The sensory language the author uses in the last
sentence gives me an image of what it might be like for pioneers to see the country for the first time. When
the author talks about a far-reaching wilderness, it appeals to my sense of how the land might look.
Guide Practice Look back at “The Storyteller,” from the previous week. Direct students to paragraph 2 on
p. 25. Point out how sensory words help the reader better understand how Ms. Ada tells stories.
On Their Own Have students browse other selections in their Student Edition to find examples of sensory
words.
Vocabulary Skill – Word Endings
Read Have students read “Westward Ho!” on p. 51. Use the vocabulary skill and strategy as tools to build
comprehension.
Teach Word Structure TeII students that they can use the strategy of word structure to determine the
meanings of unknown words. Explain that students can also separate word endings and base words.
Model Write: the word migrating on the board. I know that the ending -ing is a common ending added to
verbs. When I cover the –ing ending, I see migrat. If I put back the final e, I recognize the word migrate. I
know that birds migrate south in winter. Migrating must have something to do with moving from place to
place.
Guide Practice Write this sentence: The students yearned for a longer recess. Have students determine
the base word and ending in yearned. Discuss how adding –ed affects its meaning. Point out that it
students do not know the meaning of a base word, they should use context clues or look up the word in a
dictionary.
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On Their Own Read “Westward Ho!’ on page 51. Have students use word structure to determine the
meanings for the selection “Vocabulary and other words that they may not know in the selection.
Use the Reader’s and Writer’s Notebook page 53.
ReRead for Fluency
Appropriate Phrasing Read paragraph two of “Westward Ho!” aloud, pausing at commas to meaningfully
set off phrases and pausing appropriately at the end of each sentence. Tell students that you are reading
the passage with appropriate phrasing, paying special attention to how punctuation divides words and
sentences into meaningful phrases and provides clues for pausing.
Text-Based Comprehension
Genre Explain that historical fiction is realistic fiction that takes place in the past. It is a combination of
imagination and fact because fictional characters are placed in a factually historical setting. Real historical
people sometimes appear as characters. Their speeches and actions may be fictional or could be based on
factual experiences.
Preview and Predict Have students preview the title, illustrations, and insets in Lewis and Clark and Me.
Have them gain an overview of the text and predict what they will find out as they read.
Purpose By analyzing Lewis and Clark and Me, a historical fiction text, students will gain knowledge of
opportunities found in new places.
-Access Main Selection
Reader and Task Suggestions
Preparing to Read the Text



Review ways to use word endings to
understand unfamiliar words.
Point out text features the author uses to
organize the selection, headings,
photographs, and maps.
Remind students that they will need to
adjust their reading rate for the challenging
vocabulary and concepts in historical fiction.
Leveled Tasks
 Structure If students find the structure
difficult. Point out that the journal extracts
and the map on pp. 66—67 contain
historical information to guide
understanding.
 Language Conventionality and
Clarity If the academic language is
challenging, as they read, have students
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make a list of unclear words and phrases.
clarify meanings.
1st Read / Access Text
page 54-55
Author’s Purpose Remind students that authors write for more than one purpose. Have students read
p. 54 to identify the author’s purposes.
Model I read the entry at the top of p. 54. What is this about? (It introduces the story and gives
information.) What is the author’s purpose? (to inform) But a dog is telling the story. This makes it fun and
interesting. What other purpose do you think the author had? (to entertain)
Analysis – Text Evidence What inference can you make about what Seaman thinks of Lewis? Use
evidence from p. 54 to support your understanding. (Seaman sits up straighter, wags his tail and steps
forward. He wants to look good for Lewis. He wants Lewis to buy him.)
Evaluation Why would Captain Lewis choose Seaman to go on this trip? Which details from pp. 54-55
support your answer? (Seaman could rescue drowning men with his webbed paws. His thick coat win keep
him warm.)
page 56-57
Questioning Have students read p. 56. In order to monitor their comprehension, have them generate a
question about the characters or about why something happened.
Model After reading the first two paragraphs on p. 56, I ask myself, Why did Lewis get a piece of
wood and throw it? How can I find the answer to this question? I read on and find the answer to my
question: he threw it to test Seaman.
Evaluation – Text Evidence Why does the author show an excerpt from one of Captain Lewis’s
journals at the bottom of p, 56? (The journal shows the story was based on an actual event. The contrast
between Seaman’s and Lewis’s viewpoints makes the story, more interesting to read.)
Questioning Have students reread the last line on p. 57 My skin tingled with excitement. Why is
Seaman so excited? Look back at the sentences before the last sentence to find the answer. (He sees and
smells things he has not seen or smelled before.)
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Analysis How does Seaman infer and conclude that both Lewis and the crew are excited the day the
boat is boarded and they push off onto the river? (Seaman notices their voices, and he notices that Lewis
was walking faster.)
page 58-59
Word Endings Have students name the base words and meanings for hunting, and scanned on p. 58.
(Base words: hunt, scan. Meanings: hunting-looking for animals to kill; scanned – looked out over an area)
Model Read the second sentence in paragraph 3 on p. 58 aloud. Point out the –ed ending in
scanned. What does it tell you about this verb? (The action happened in the past.) What is the base word?
(scan) Scanned probably means “looked at.” Try this meaning in the sentence: “I had just looked at the
shore.”
Analysis – Text Evidence
Use context clues to determine the meaning of the word poling in
paragraph 1 on p. 58. (The text says that the men had to pole the boat. Poling must be a way to row the
boat in shallow water by using a pole to help push the boat.)
Synthesis
After reading p. 59, what can you generalize about Seaman’s hunting behavior? What
sentences gave you clues? (Seaman has strong instincts to hunt. He says: It was as strong as anything I
had ever known. I had to get those squirrels.)
Analysis – Text Evidence
How does the author show Seaman’s thoughts are like a dog’s and a
human’s? (In the last paragraph on p.59, Seaman’s thoughts match the way dogs act even though they
can’t speak. His thoughts also sound like something a person could think.)
page 60-61
Sequence Have students think about the events on p. 60 when Seaman went to fetch a squirrel. Ask
students to summarize the information in sequence.
Model When I summarize p, 60. I need to make sense of what I read. What happened first in the
story? (Lewis told Seaman to fetch the squirrel.) Next, Seaman jumped into the water and swam toward a
squirrel. How did the squirrel react? (Its eyes bulged, and it tried to swim away.) Finally, Seaman caught
the squirrel.
Analysis – Text Evidence
Reread paragraphs 3 and 4 on p. 60. What words appeal to your
senses and help you feel like you are experiencing the hunt with Seaman? (The author uses sprang and
swift to tell how Seaman moved. The author also describes the squirrel with vivid words, saying that its
eyes bulged with fear, and that it had a sleek, fat body.)
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Analysis – Text Evidence
How does the crew let Seaman know he’s doing the right thing? Point
out specific ways they show their approval? (They say, “Good dog” and “Go!” and “Good boy.” Lewis has a
look of pride on his face as well.)
Research and Inquiry
Step 2: Navigate/Search
Teach Have students search the Internet using their inquiry questions and keywords from Day 1. If
possible, have students also go to the library and look for books or other print sources on the discoveries of
Lewis and Clark. Tell them to skim and scan each site or print source to find the main idea of the text and
locate specific information about their topic. Point out that looking for bold or italicized words can help them
figure out what kind of information the source will provide. Have students look for other features, such as
headings, illustrations, captions, and highlighting. Remind students to take notes as they gather
information.
Model When looking for information on how Lewis and Clark learned to communicate and trade with
Native Americans they met, I typed in the keywords Lewis and Clark, communicate, trade, and Native
Americans. I found too many Web sites to read all of the information, so I skimmed the text for main ideas,
and I scanned for keywords in bold or italic type. The name Sacagawea came up several times. I think I will
try using Sacagawea as a keyword and see if that helps me find more relevant information for my topic.
Guide Practice Have students continue their search of appropriate Web sites or other print sources.
Guide students in identifying the author, title, publisher, and publication year of a Web site, book, or other
print source. Point out that students may have to search a Web site to find the author or organization that
publishes the site and to find the date that the site was last updated. Explain that sometimes this
information is written in small print at the bottom of the site.
On Their Own Have students write short summaries of useful information from the sources they find so
that they will be able to create a report later. Remind students to also record the appropriate information
from each source to begin a Works Cited page.
Conventions
Imperative and Exclamatory Sentences
Teach Write these sentences: Put on the light now. What a bright light! Remind students that each
sentence begins with a capital letter. Show that the first sentence is imperative because it is a command
and ends in a period. The second is exclamatory because it shows excitement and ends with an
exclamation mark.
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Guide Practice Students can make their writing strong and exciting using imperative and exclamatory
sentences. In the sentences below, have students change the weak voice to a strong voice and the boring
style to an exciting style.
Weak voice: I want you to bring me a pizza now.
Boring Style: The sunset is beautiful.
On Their Own Use Reader’s and Writer’s Notebook page 54.
Spelling
Long a and i
Teach Remind students that the long a and long i sounds can be spelled in different ways. Write highway.
Underline igh and ay, Explain that igh spells the long i sound and ay spells the long a sound.
Guide Practice Have students work in pairs. They should write each spelling word and underline the
letters that spell the long a and long i sounds.
On Their Own Use Reader’s and Writer’s Notebook page 55.
Writing
Expository Composition: Writing Trait: Organization
Introduce the Prompt Remind students that although the selection they’ll be reading this week, Lewis
and Clark and Me, is an example of historical fiction, it is based on true events, so it has features of
expository composition. Review the key features of an expository composition. Remind students to think
about these features as they plan their own writing. Then explain that they will begin the writing process for
an expository composition today. Read aloud the writing prompt.
Writing Prompt
Think about another time in history when people found opportunity in a new place. Now write an
expository composition about it.
Select a Topic To help choose a topic. Let’s make a chart with a list of times and places, opportunities,
and people to write about. Display a three-column chart. Have students brainstorm historical events they
know about. Fill in the chart as they give their suggestions.
Time and Place
western U.S. in 1800s
western U.S. in 1800s
Opportunity
new land
railroad jobs
People
explorers
workers from China
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California in 1800s
discover gold
settlers
Gather Information
Remind students that they can do research to help them find more events to
include in their chart. Remember to keep this chart, as students will refer back to it tomorrow as they draft.
Mini-Lesson: Main Ideas and Details




I’ll write about Chinese workers who worked on the transcontinental railroad. I’ll use the Internet,
books, and print resources to gather facts and a main idea chart to organize my theme.
Display chart. In the Main Idea box, write, The first Chinese workers hired by the railroad were
already living in California.
In the Supporting Details boxes, write facts that support this main idea. One detail is that many
people from China came to California as early as 1850 to escape poverty.
Have students begin their own chart with their event, using the Reader’s and Writer’s Notebook p.
56.
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Unit 1 Week 2 – Lewis and Clark and Me – Day 3
Build Oral Vocabulary - Each day follow the routine for the ** words
Introduce the Word – Supply a child friendly definition
Demonstrate – Provide examples to show meaning
Apply – Have children show they understand, Ask them about the word
Display the Word – Show the word to the child
Amazing Words
pioneer
traveled
settlers
territories
seek
fortune
experiences **
prepared **
one of the first to settle in an area
having moved from one place to another
people who settle in a new region
areas of land that are not yet states owned by the government
to look for
good luck; a large amount of money
knowledge gained from participating in events and life
to make ready beforehand
foreign
improve
related to or dealing with other nations
to make or become better
Text-Based Comprehension
Analysis What is the author’s purpose for writing this story? Give evidence from the text to support your
answer. (The author has two purposes. He uses journals and other information in the text to give
information about Lewis’s journey. The story is told from a dog’s point of view, which makes it an
entertaining way to give the information.)
Analysis How do the journal excerpts on pp. 54, 56, and 61 add to your understanding of the story?
(They give more information, but from Lewis’s point of view. The dates in the excerpts show when the story
happened historically.)
Retell Have students retell the section Squirrels, on pp. 67-61 of Lewis and Clark and Me, summarizing
information in the text in a logical order.
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-Access Main Selection
Access Text
page 62-63
Word Endings Have students identify the base words and meanings for concerned and staring on p.
62. (Base words: concern; stare, Meanings: concerned=worried: staring-looking)
Model Read paragraph 5 on p. 62 aloud. Display the word staring. I’ll divide staring into its base
word and ending: star and –ing. I know that –ing means “the action of.” The base word is stare, meaning “to
look.” Staring must mean “the action of looking.”
Analysis – Text Evidence On p. 62 in paragraph 4, when Lewis is talking about the great white father,
to whom is he referring? What words in the story give you an idea what he means? (Seaman mentions that
Lewis has been saying this to every group of Indians they encounter. He is referring to his leader in
Washington, President Thomas Jefferson, who sent them to explore.)
Evaluation – Text Evidence Have students reread pp. 62-63. Why do the Indians think that Seaman
is a bear? Provide evidence from the text to prove your answer. (Because Seaman is large and hairy like a
bear, and he doesn’t look like the dog the Indians have.)
page 64-65
Author’s Purpose Remind students that an author writes to entertain, to persuade, to express an idea,
or to provide information. Have students identify why the author uses dialogue as well as Lewis’s journal
entry on pp. 64-65.
Model When I read the dialogue on p. 64. I feel like I am in the story. What does it teach me?
(how the Indians name Seaman and how they trade beaver skins) What do we learn from reading Captain
Lewis’s journal on p. 65? (We learn that this event really happened.)
Analysis – Text Evidence What part of the text on p. 64 explains why the Indians call Seaman a
“bear-dog”? (George Drouillard explains that the Indians combine two words they know to describe
something new. A horse is an “elk-dog.” Seaman is a dog that is big like a bear. They use the word beardog to describe him.)
Analysis Help students generate text-based questions by providing the following question stem: In the
selection, why does Lewis________?
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Synthesis – Text Evidence What can you infer about the value of three beaver skins? (Lewis’s
reaction on p. 64 and his journal entry on p. 65 show that three beaver skins was a valuable offer, but
Seaman was even more valuable.)
page 66-67
Questioning Have students generate an evaluative question about the map on pp. 66-67.
Model I wonder why the author chose to end the story this way? What evaluative question could I
ask about these last two pages? (Was it a good idea for the author to include the map in this text? Why did
he need to inform readers about the route that Lewis, Clark, and Seaman took?)
Synthesis – Text Evidence What questions can you ask after reading the map legend? (Why did
Lewis and Clark split apart on the return route? Was this a good place for the map?)
Analysis – Text Evidence What information from the map on pp. 66-67 shows how similar and
different it is to a U.S. map today? (Some of the states east of the Mississippi look the same as they do
today. The rest of the land shows how it looked before the States were decided.)
Fluency
Appropriate Phrasing
Model Fluent Reading Have students turn to p. 54 of Lewis and Clark and Me: A Dog’s Tale. Have
students follow along as you read the paragraphs after the introduction on this page. Tell them to notice
how you use periods, dashes, and commas to provide clues for pausing as you read about how Lewis
found Seaman.
Guide Practice Have students follow along as you read the page again. Then have them reread the page
as a group until they read with appropriate phrasing and no mistakes. Ask questions to be sure students
comprehend the text. Continue in the same way on p. 55.
Research and Study Skills
Skim and Scan
Teach Have students imagine they are writing a research report on Lewis and Clark. Point out that if they
found many articles that might be helpful, they wouldn’t have time to read them all. Explain that good
researchers skim and scan a text to decide if it is useful
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You may skim, or read text very quickly to find main ideas. When you skim, pay attention to these text
features to get an overview of the contents of the text:





first and last paragraphs in a selection
topic and concluding sentences of paragraphs
headings and subheads
guide words and any words set off in bold or italic print
summaries at the end of a selection
You may scan, or move your eyes quickly down the page to find answers to specific questions. Use
multiple text features, such as specific guide words or phrases, names, numbers, or dates, to locate
information in the text.
Have students skim a passage from a social studies or science textbook. After a few minutes, have
students tell what main topics the text covers. Then have students scan the passage to find five facts about
specific people, places, dates or ideas included in it.
Guide Practice Discuss these questions:


When you first skimmed the passage, what text features helped you identity the main topic of the
text? (topic and concluding sentences, headings, subheads)
When you scanned the text for five facts, what did you do to find the information quickly? (I looked
for guide words, the names of people and places, and dates.)
On Their Own Use the Reader’s and Writer’s Notebook page 58 and 59.
Research and Inquiry
Step 3: Analyze Information
Teach Tell students that today they will analyze their findings and may need to change the focus of their
original inquiry question.
Model My inquiry question was How did Lewis and Clark learn to communicate and trade with Native
Americans they met? My search turned up so much information that it was hard to narrow the focus. Then I
came upon some specific information about Sacagawea, a Native American woman who helped Lewis and
Clark communicate. Further research about Sacagawea led me to even more information about how Lewis
and Clark communicated with Native Americans and learned from them. I realized that I needed to refocus
my inquiry question on communication alone. So now my inquiry question is What strategies did Lewis and
Clark discover for communicating with Native Americans?
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Guide Practice Have students analyze their findings. They may need to refocus their inquiry question to
better fit the information they found. Remind students to use skimming and scanning techniques to identify
data by looking at text features as they continue their search for relevant information. Have students create
their Works Cited page from the information they identified yesterday. Be sure students include the author,
title, publisher, and publication year for each source.
On Their Own Have students review their notes and compare the information they have gathered from
various sources. Students may use a concept web or chart to organize the information they want to include
in their report.
Conventions
Imperative and Exclamatory Sentences
Review Remind students that this week they learned about imperative and exclamatory sentences.


An imperative sentence gives a command or makes a request. It begins with a capital
letter and ends with a period. The first word is usually a verb.
An exclamatory sentence shows strong feeling or surprise. It begins with a capital letter
and ends with an exclamation point.
Connect to Oral Language Have students choose a person or character from the story and give a
command or make an exclamation to the person or character. (e.g., What a smart dog you are, Seaman!)
Spelling
Long a and i
Frequently Misspelled Words The words vacation, always, and might are words that students often
misspell. Vacation ends with ion. Always is one word. Might follows the igh spelling pattern. Choose
vacation. always, or might to complete the sentence and write it correctly.
5. You should _____ be polite to adults. (always)
6. The coach _____ ask the players to stay late. (might)
7. We went to the beach for our summer _____. (vacation)
On Their Own Use Reader’s and Writer’s Notebook page 60.
Writing
Expository Composition: Writing Trait: Chronological Order
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Display the Rubric Display the Scoring Rubric and review the criteria for each trait under each score.
Then, using the model in the Student Edition, have students explain why the model should score a 4 for
one of the traits. If a student suggests that the model should score below 4 for a particular trait, the student
should provide support for that response. Remind students that this is the rubric that will be used to
evaluate the expository composition they write.
Scoring Rubric: Realistic Fiction
4
Sentences
Clear, focused
composition; stays on
topic and presents
essential information
paragraphs organized
around a main idea
with strong topic
sentences and
supporting details
involved throughout;
engages readers
exact, descriptive;
conveys strong
impressions
varied well-crafted
sentences
Conventions
excellent control and
accuracy
Focus/Ideas
Organization
Voice
Word Choice
3
composition stays
mostly on topic
good paragraphs with
clear topic sentences
including main ideas
with supporting details
involved most of the
time
clear language;
conveys strong
impressions
clear language;
conveys strong
impressions
good control; few
errors
2
1
some repeated or offtopic information;
leaves reader with
several big questions
some paragraphs with
unclear or missing
topic sentences, few
supporting details
composition lacking
clarity, focus, and
essential information
tries to be involved
no involvement
some vague or
repetitive words
incorrect or limited
word choice
many, short, choppy
sentences
many fragments and
run-ons
errors that hamper
understanding
errors that obstruct
meaning
no paragraphs; no
topic sentences, main
ideas, or supporting
details
Main Idea and Details Chart Have students refer to the main idea and details charts they worked on
yesterday. If they have more information to add to their charts, give them time to add it.
Write
You will use your main idea and supporting details charts to help you write the draft of your
expository composition. As you write your draft, focus on getting all of your ideas down on paper. You will
have time to revise your draft tomorrow.
Mini-Lesson: Chronological Order


Explain to students that when writing each paragraph in their composition, they should organize the
details of each paragraph around a main idea.
Explain that they should write a topic sentence that states the main idea. Then they need to
provide details that the reader must know to understand the main idea.
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
Point out that often they will organize their supporting details in chronological order. Remind them
to use their main idea and detail charts to work on their drafts.
Drafting Tips



To get started, review your main idea and detail chart.
Keep your purpose in mind as you write, and be sure you include essential information to support
your main ideas.
Don’t worry too much about grammar and mechanics when drafting. You will concentrate on these
things during the editing stage.
Direct students to use the drafting tips to guide them in writing their drafts. Remind them to make sure that
each paragraph has a topic sentence that states the main idea and relevant details that support the main
idea in chronological order.
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Unit 1 Week 2 – Lewis and Clark and Me – Day 4
Build Oral Vocabulary - Each day follow the routine for the ** words
Introduce the Word – Supply a child friendly definition
Demonstrate – Provide examples to show meaning
Apply – Have children show they understand, Ask them about the word
Display the Word – Show the word to the child
Amazing Words
pioneer
traveled
settlers
territories
seek
fortune
experiences
prepared
one of the first to settle in an area
having moved from one place to another
people who settle in a new region
areas of land that are not yet states owned by the government
to look for
good luck; a large amount of money
knowledge gained from participating in events and life
to make ready beforehand
foreign **
improve **
related to or dealing with other nations
to make or become better
Social Studies in Reading
Literary Nonfiction: Biography
Introduce Explain to students that what we read is structured differently depending on the author’s
reasons for writing and what kind of information he/she wishes to convey. Different types of texts are called
genres. Tell them that a biography is one type of genre.
Discuss the Genre Biographies can cover a person’s entire life or only part of it. The author creates a
narrative, or story, based on true events from the person’s life. Biographies are often organized in
sequence to show how the events of a person’s life happened. They may also include examples of causeand-effect relationships to show why a person made certain choices in his or her life.
Group Practice Display a web like the one below. Label the center circle biography. Ask the following
questions, reminding students to answer questions with appropriate detail.
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


What does a biography cover? (It can cover all or part of a person’s life; it can tell true events in a
person’s life.)
How is a biography structured? (It is a narrative; it tells events in sequence; it has examples of
cause-and-effect relationships.)
What else do you know about biographies? (They are written about famous people today or in the
past.)
real
person's
life story
written by
another
person
about
famous
people
biography
covers all
or part of a
person's
life
narrative
tells events
in
sequence
Read Tell students that they will now read a biography about a woman who Is an astronaut, inventor,
and a scientist. Have the class think about times when they have been inspired by someone’s life story.
Access Text pg. 72-73
Teach Literary Nonfiction: Biography Have students preview ”Ellen Ochoa: Space Pioneer” on
pp. 72-73 by looking at the title and the photos. Then ask: What elements show that this is a biography?
What do you think the biography win be about?
Model I notice that the title is the name of a woman and then it says “Space Pioneer,” The title is
a clue that this is a biography about a woman who is probably an astronaut. The pictures show a woman
doing different things in space. One picture even shows her playing the flute. I bet that will be an
interesting detail about her life! I also noticed that the first sentence mentions the date a baby girl was born.
Telling events about a person’s life in sequence is another feature of a biography. I think this will be a story
that tells important events about how this woman became an astronaut.
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On Their Own Have students work in pairs to write literal questions they have about this person’s life
story. Have students list their questions in a chart and then record the answers as they read.
Close Reading
Evaluation What is the author’s purpose for choosing to write about EIlen Ochoa? (Ellen Ochoa could be
inspiring to young people because she was the first woman of Hispanic descent to become an astronaut.
She has an interesting life story that the author wants readers to know about.)
Analysis – Text Evidence Reread p. 73. What events influenced Ellen and caused her to want to be an
astronaut? (Ellen decided to go to graduate school instead of becoming a professional musician. Then she
heard about Sally Ride and this inspired her to become an astronaut.)
Access Text pg. 74-75
Teach Literary Nonfiction: Biography Have students reread the first paragraph on p. 74. How are the
ideas in this paragraph organized? Why is this type of organization common to biographies?
MODEL I read the text and notice a lot of dates, each sentence tells an important event, and then
the next sentence tells about the next important event. Biographies are often organized by sequence so
readers can understand the important events in a person’s life.
ON THEIR OWN Have students think about four important events that have happened in their lives. Then
have them write a short paragraph that tells these events in sequence.
Analysis On page 75, what is the author’s purpose for including the detail about the two schools? (The
author wants to express that it is important to recognize people like Ellen Ochoa who are inspiring to
others.)
Evaluation – Text Evidence Reread pages 74-75. How do the photographs help you to understand the
text? Give evidence from the text to explain. (The photograph on p. 74 shows Ellen Ochoa working. The
text describes her work for NASA on a space shuttle. On p. 75 the picture shows her in a NASA space suit.
This matches the description of her in the text as an astronaut and pioneer in spacecraft technology.)
Fluency pg. 76
Appropriate Phrasing: Punctuation Cues
Guide Practice Use the Student Edition activity as an assessment tool. Make sure the reading passage is
at least 200 words in length. As students read aloud with partners, walk around to make sure their
expression is appropriate.
Vocabulary Skills
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Word Endings
Teach Display the following words:
employers
embarking
intended
attempted
Guide Practice words. Have them use a dictionary or glossary if necessary. Then have them use the
ending to figure out the meaning of the word.
On Their Own Walk around the room as students work to find words from Lewis and Clark and Me.
Check to make sure that students are correctly identifying the base words and their meanings.
Listening and Speaking
Introduction
Teach Tell students that an introduction is effective when the speaker presents accurate, interesting
information about the person or thing being introduced. Have students review Lewis and Clark and Me to
recall what Seaman was like. Remind students that when they plan their introductions, they should include
details that will help their listeners visualize how seaman looks and acts. Suggest that they share a story
about Seaman that wilt entertain their audience and show why he should be included in the Hall of Fame.
Remind speakers to use vivid verbs and strong adjectives to add interest to their introductions.
Guide Practice ‘Have students practice their introductions with a partner. Remind students to speak with
appropriate volume, maintain a consistent tone, and make eye contact with their listeners. Point out that
spoken communication for an introduction would be more formal language than language used for an
informal friend’s introduction. Audience members should listen attentively and be prepared to ask relevant
questions and make pertinent comments in response to the speaker’s message.
On Their Own Have students present their introductions to the class.
Research and Inquiry
Step 4: Synthesize
Teach Have students synthesize their research findings and draw conclusions through a brief written
explanation. Review with students how to organize their information and conclusions into a brief report.
Remind students that their explanation should have a clear main idea and supporting details. Suggest that
students find or draw pictures to include in their report if it is appropriate to their topic. Remind them to
include captions, subheads, and other graphic sources, as appropriate.
Guide Practice Have students use a word processing program to write their reports and create their
Works Cited page. If students do not have access to a word processing program, remind them to write a
final copy of the report that is appropriate for presentation. Check to see that students are including the
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necessary information in their Works Cited page: title, author, publisher, date of publication (or date when
Web site was last updated).
On Their Own Have students organize and combine information to write their report. When students
have finished writing, have them plan how they will present their report to the class.
Conventions
Imperative and Exclamatory Sentences
Test Practice Tell students that grammar skills, such as the use of imperative and exclamatory sentences,
are often assessed on important tests. Remind students of the definitions. Review the capitalization of the
first word in the sentence and the correct end punctuation for each type of sentence.
On Their Own For additional practice, use Reader’s and Writer’s Notebook, page 61.
Spelling
Long a and i
Practice Spelling Strategy Have pairs of students take turns giving each other clues about the spelling
words. Tell them to give one clue about the word’s meaning. For the other clue, students should say the
vowel sound in the word’s first syllable. Students should keep track of how many words they are able to
guess correctly based on the clues.
Writing
Expository Composition: Revise: Adding
Review Yesterday we drafted an expository composition. Today we will revise our drafts.
Remind students that revising does not include corrections of grammar and mechanics. Tell them that this
will be done as they proofread their work. Introduce the revising strategy of adding.
When we revise, we ask ourselves what information is missing that would help the reader better
understand the topic. Adding is the revising strategy by which additional important information is included.
In this example, readers might want to know the name of the railroad. I’ll add that information.
Point out to students that if they do include photos, maps, or illustrations, they should label each item.
Tell students that as they revise, not only should they look for places where they can add information to
help make their writing clearer and more interesting. They should also look at their word choices to make
sure they used vivid adjectives and strong verbs and they should also check that their paragraphs include
main ideas and details in chronological order as well as a concluding statement.
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Revising Tips



Stay focused on the purpose of your composition, which is to provide factual information.
Add facts as needed to provide additional important information about the people, places,
and events you mention.
Think about how you can add details to answer readers’ possible questions about the
topic.
Have students revise their compositions, using information from their partner and the key features of an
expository composition to guide their revision. Be sure students use the revising strategy of adding and
have a concluding statement.
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Unit 1 Week 2 – Lewis and Clark and Me – Day 5
Build Oral Vocabulary - Each day follow the routine for the ** words
Introduce the Word – Supply a child friendly definition
Demonstrate – Provide examples to show meaning
Apply – Have children show they understand, Ask them about the word
Display the Word – Show the word to the child
Amazing Words
pioneer
traveled
settlers
territories
seek
fortune
experiences
prepared
one of the first to settle in an area
having moved from one place to another
people who settle in a new region
areas of land that are not yet states owned by the government
to look for
good luck; a large amount of money
knowledge gained from participating in events and life
to make ready beforehand
foreign
improve
related to or dealing with other nations
to make or become better
Amazing Ideas include these key concepts:
 New places bring new opportunities such as discovering a different
ways to make a fortune or make new friends.
 Throughout history people have gone to new places to make a
better life.
 Pioneers in the past created a new life that gave people hope. Today
people are still looking for opportunities to create something new
and are exploring ways to make life better.
Text-Based Comprehension
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Review: Sequence
Teach Review the definition of author’s purpose on p. 48. Remind students that authors write to persuade,
to inform, to express ideas or feelings, and to entertain. Authors can have more than one purpose for
writing a text. For additional support have students review page. EI.2 on author’s purpose.
Guide Practice Have partners identify the author’s purposes for writing Lewis and Clark and Me. Have
student pairs find details that support the author’s purpose in the story. Then have pairs tell how they know
the author’s reasons for writing the historical fiction text.
Vocabulary Skills
Word Endings
Teach Remind students that the ending –ed is added to a verb to show action that happened in the past.
The ending –ing is used for verbs telling about ongoing actions.
Guide Practice Review with students how to find the base word a -nd ending in the vocabulary word
yearned. Have students use the base word and the word ending to explain the meaning of yeamed.
On Their Own Have students work in pairs to find five verbs in Lewis and Clark and Me that end in –ed
or –ing. Have them write the verb and the base word and then create a new verb by adding –ed or –ing.
Then have partners take turns using the original and new forms of the verbs in example sentences.
Word Analysis
Suffixes –or, -er
Teach Review that the suffixes –or and –er came from Old High German and Middle English and are
added to the end of verbs to create nouns. These suffixes can mean “someone who.” Discuss the
meanings of the words contractor and seeker.
Guide Practice Display the following words: manager, designer, advisor, and supervisor. Use the
Strategy for Meaningful Word Parts to teach the word advisor.
Routine: Strategy for Meaningful Word Parts
4. Introduce word parts Have students circle the base word and the ending.
5. Connect to meaning Define the word and the ending. Check can mean “to look over.” The ending
–ed shows that the action already happened.
6. Read the word Blend the meaningful word parts together to read checked. Then use the
meanings of the base word and the ending to determine the meaning of the word. Checked means
that someone has looked over something.
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Literary Terms
Sensory Words
Teach Remind students that sensory words, or imagery, are words or phrases that help the reader
experience the way things look, smell, taste, sound, or feel.
Guide Practice Help students identify sensory words used to describe Lewis on p. 54, paragraphs 4 and
5, and describe how the words appeal to their senses.
On Their Own Have students find examples of sensory words on p. 59. Have them explain how the
imagery helps them better understand what they are reading.
ASSESSMENTS:
Monitor Fluency Progress
Fluency As the student reads the text below aloud, mark mistakes on your copy. Also mark where the
student is at the end of one minute. To check the student’s comprehension of the passage, have him or her
retell you what was read. To figure words correct per minute (WCPM), subtract the number of mistakes
from the total number of words read in one minute.
Always A Doctor
It can be hard to change who you are. Juan Ramagoza of El Salvador had a love for helping people.
He was studying to be a surgeon. Then, during a civil war in his country, the military kidnapped
him. They did not like that Juan had been giving care to farm workers. The military treated him
badly. They hurt him so that he would not be able to do surgery any more.
Juan lived through the civil war. In the 1980s he fled from his country and came to the United
States. Here, he met a doctor in Washington, D.C. The doctor found Juan to be a kind and caring
man. He hired Juan to run a free clinic one night a week. Juan would give care to those who could
not pay for it. Juan showed kindness toward the people he cared for. He found that he loved his
work.
They even have a new building. Juan’s clinic helps Latino people who might not be able to pay for
a doctor’s care. They are grateful for his help and see him as a hero. And Juan Romagoza is
grateful to be a doctor.
**IF students cannot read fluently at a rate of 95-105 WCPM, make sure they practice with text at
their independent reading level.
**IF students already read at 130 WCPM, have them read a book of their choice independently.
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Research and Inquiry
Step 4: Communicate
Present Ideas Have students share their inquiry results by presenting their information and giving a brief
talk on their research. Have students display their reports or point out any special features they created on
Day 4.
Speaking Remind students how to be good speakers and how to communicate effectively with their
audience.
o Respond to relevant questions with appropriate details.
o Speak with fluent rate, volume, and enunciation.
o Keep eye contact with audience members.
Listening Review with students these tips for being a good listener.
o Listen attentively by staying focused on the speaker.
o Wait until the speaker has finished before raising your hand to ask a relevant question or
make a pertinent comment.
o Be polite. Even if you disagree.
Listen to Ideas Have students listen attentively to the research and information. Have them make
pertinent comments, closely related to the topic.
Monitor Progress: For a written assessment of Suffixes –or, -er, Author’s Purpose,
and Selection Vocabulary, use Weekly Test 2, pages 7-12.
Spelling Post-Test
Short Vowels VCCV
Dictate Spelling Words Dictate the spelling words and read the sentences. Have child write the words. If
needed, segment the words for child, clarify the pronunciations, and give meanings of the words.
76.
77.
78.
79.
80.
81.
82.
83.
84.
85.
sigh
right
weigh
eight
detail
height
spray
braid
bait
grain
People sigh when they are sad.
Chad got all the answers right.
The scale shows how much you weigh.
One week is less than eight days.
Tell every detail of the story.
The wall’s height is five feet.
Will you spray some water on the plants?
Ann wears her hair in a braid.
Bring your fishing pole and some bait.
The cow ate the grain.
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86.
87.
88.
89.
90.
91.
92.
93.
94.
95.
slight
thigh
tight
raisin
trait
highway
frighten
dismay
freight
sleigh
There is a slight change of plans.
The thigh is part of the leg.
My shoes are too tight.
A dried grape is a raisin.
Kindness is a good trait.
Take the highway to the last exit.
Did the big dog frighten you?
To our dismay, we lost the game.
Trucks carry freight across the country.
The sleigh moved over the snow.
Challenge Words
96. eighteen
97. mayonnaise
98. campaign
99. daylight
100.
twilight
We went away for eighteen days.
I do not like mayonnaise.
Come join the campaign for a clean city.
It is better to travel in daylight.
His injury from the accident was healing nicely.
Conventions
Declarative and Interrogative Sentences
More Practice Remind students that an imperative sentence gives an order or makes a request and
ends in a period and that an exclamatory sentence shows strong feeling or surprise and ends in an
exclamation mark. point out that all sentences begin with a capital letter.
On Their Own Write these sentences. Have students look back in Lewis and Clark and Me to find the
answers to fill in the blanks. Have students fill an initial word and the end punctuation in each. Remind
students that an imperative sentence ends in a period and an exclamatory sentence ends in an
exclamation mark.
6.
7.
8.
9.
_____ a wonderful dog that Seaman was _ (What) (!)
_____ after the squirrel _ (Go) (.)
_____ at that beautiful water _ (Look) (!)
_____ the boat here _ (Stop) (.)
Writing
Expository Composition
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Review Revising Remind students that yesterday they revised their expository composition stories,
focusing on adding words and information to make the writing more informative. Today they will proofread
their compositions.
Proofreading Tips



Be sure all imperative and exclamatory sentences are used and punctuated correctly.
Double-check spelling with a dictionary.
Begin post-writing only after you have completed drafting, revising, and editing.
PROOFREAD Display the proofreading tips. Ask students to proofread their stories, using the proofreading
Tips and paying particular attention to declarative and interrogative sentences.
Present Give students two options for presenting:


a recorded oral presentation to the class
a class book.
For the recorded oral presentations, have students create art to go along with the main events in their story,
which they can display as they play the recording to the class. For a class book, have groups work together
to create a table of contents, design a cover, and bind the stories into a book. When they have finished,
have each complete a Writing Self-Evaluation Guide.
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Unit 1 Week 3 – On the Banks of Plum Creek – Day 1
Build Oral Vocabulary - Each day follow the routine for the ** words
Introduce the Word – Supply a child friendly definition
Demonstrate – Provide examples to show meaning
Apply – Have children show they understand, Ask them about the word
Display the Word – Show the word to the child
Amazing Words
route **
coast **
desert **
valleys **
landscape
sights
landmarks
enormous
an established course of travel, the way you plan to go
the land new the shore
dry land with few plants and very little rainfall
an area of low land between mountains or hills
the natural surroundings or land that can be seen in one glance
something that is worth seeing
objects that mark the boundary of land
extraordinarily big in size, amount, or degree
magnificent
navigate
having impressive beauty
to travel by water
Text-Based Comprehension – Literary Elements – Character, Setting and Plot
Read Have students read “The Broken Arm” on page 81.
Model a Close Read Demonstrate close reading for students. I can learn about the characters Eliza,
Harriet, and Pa by how they interact. Eliza and Harriet took turns doing the dishes and other things while
Pa cared for them both. The setting is their home and the plot is Eliza getting hurt and Harriet having to do
the dishes for her. So Harriet tries to pretend being hurt, but she is too honest to lie to her Pa. I remember
how once I had to work while my brothers got to play. But another time I had a friend over and my brothers
had to do the dishes white we got to play.
Teach Have students read p. 81. Explain that literary elements and the strategy of background knowledge
are tools they can use to describe a character, setting, or event in depth in a story or drama. Then have
them use a graphic organizer like the one on p. 80 to identify literary elements from the passage.
Guide Practice Have students reread “The Broken Arm,” using the callouts as guides. Then ask
volunteers to respond to the callouts, citing specific examples from the text to support their answers.
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Skill: Eliza likes to play the fiddle or do her homework. Harriet likes to her father and watch the
stars. They both take turns doing the dishes. This is told in the third person.
Strategy: Yes, if I were Harriet, I would feel like it was unfair that I had to do dishes on Eliza’s
night to do them.
Skill: Harriet feels grateful that she really doesn’t have a broken arm. She has changed by
realizing that doing the dishes isn’t much to complain about.
Apply Use Reader’s and Writer’s Notebook page 62 for additional practice with literary elements:
character, setting, and plot.
Selection Vocabulary
Introduce Selection Words
Use the following routine to introduce this week’s tested selection vocabulary.
badger: a burrowing, flesh-eating mammal
bank: the rising ground at the edge of a lake, river, or sea
bristled: stood up straight, as hair or fur
jointed: having one or more places where two things or parts come together
patched: mended with a scrap of material
ruffled: made to look as if trimmed with strips of material gathered together
rushes: marsh plants with hollow stems
See It/Say It: Write ruffled. Scan across the word with your finger as you say it: ruf-fled
Hear It: Use the word in a sentence. Her dress was ruffled around the edges.
Define It: Elicit definitions from student. How would you describe what a ruffled edge of a dress looks
like? Clarify or give a definition when necessary. Yes, it means “made to look as if trimmed with strips of
material gathered together.” Restate the word in student-friendly terms. If your dress is ruffled, it has an
added piece of material on its edge.
Make Connections Have students discuss the word. Have you ever seen or heard of something other
than cloth being described as ruffled? Be prepared to share. Rephrase their ideas for usage when
necessary or to correct misunderstandings.
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Record Have students write the word and its meaning. Continue this routine to introduce the remaining
words in this manner.
Research and Inquiry
Step 1: Identify and Focus Topic
Teach Display the following question: Why do we want to explore new places? Tell students they will
research why people want to explore new places. They will present a brochure with their findings to the
class on Day 5.
Model I’ll start by identifying a topic that interests me, such as: exploring lighthouses. Then I’ll make a list
of open-ended questions about why people want to explore new places. I know that one reason I like to
explore new places is to discover different landmarks and landscapes. Some possible questions could be
What landmark or landscape would I want to explore on vacation? What would I learn during my
exploration? What new activities could I try while exploring?
Guide Practice After students have generated topics and brainstormed inquiry questions, explain that
tomorrow they will conduct online research of their questions. Help students identify keywords that will
guide their search.
On Their Own Have students work individually, in pairs, or in small groups to narrow their research topics
to one topic and write an inquiry question.
Spelling Pre-Test
Long a and i
Introduce Tell students to think of words with long a (rain) and long i (light). This week we will spell words
with long a and long i sounds.
Dictate Spelling Words Dictate the spelling words and read the sentences. Have child write the words. If
needed, segment the words for child, clarify the pronunciations, and give meanings of the words. Have
child self-check their pretests and correct misspelled words.
101.
102.
103.
104.
105.
106.
107.
sweet
each
three
least
freedom
below
throat
Honey tastes sweet.
I think each of us has a sister.
Jake made three baskets.
At least it’s not raining.
The army fought for freedom.
A basement is below the house.
Do you have a sore throat?
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108.
109.
110.
111.
112.
113.
114.
115.
116.
117.
118.
119.
120.
float
foam
flown
greet
season
croak
shallow
eagle
indeed
rainbow
grown
seaweed
hollow
Can you float on your back?
My mom drinks coffee topped with milk foam.
The baby birds have flown away.
Did you greet your mom with a smile?
What season do you like best?
Some frogs croak at night.
The water is too shallow for swimming.
The eagle flew across the sky.
Your story is very good indeed.
We saw a rainbow after the storm.
The plant has grown very tall.
We saw seaweed under the water.
A mouse lives in the hollow log.
Challenge Words
121.
122.
123.
124.
125.
Halloween
speedometer
underneath
seacoast
cocoa
What costume will you wear for Halloween?
The speedometer on the car was broken.
The slippers are underneath the bed
We live on the seacoast of Maine.
After building the snowman, we had hot cocoa.
Writing
Parody: Read Like a Writer
Introduce This week you will write a parody. A. parody is a written work that imitates the style of
another author or written work, using humor or exaggeration.
Prompt Write a parody of On the Banks of Plum Creek.
Trait Voice
Mode Narrative
Examine Model Text Let’s read a parody of Lewis and Clark and Me. Have students read “Lewis and
Clark and NOT ME” on p. 63 of the Reader’s and Writer’s Notebook.
Key Features A parody is a humorous or exaggerated imitation of another written work. Have students
draw a box around a humorous or exaggerated part of this parody that reminds them of an event in Lewis
and Clark and Me.
A parody follows the style and voice of the original written work. Have volunteers read aloud parts of this
model that are similar to the style and voice in Lewis and Clark and Me.
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A parody makes a clear connection with the characters, setting, or subject of the original written work.
Have students circle characters, setting, and events in this model that remind them of those in Lewis and
Clark and Me Explain that a parody is an imaginative story that contains details about the characters and
setting and is related to the original story in a humorous or exaggerated way.
Review Key Features of Parody
 imitates another work usually with humor
 follows the form of the original
 changes or exaggerates parts of the original work
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Unit 1 Week 3 – On the Banks of Plum Creek – Day 2
Build Oral Vocabulary - Each day follow the routine for the ** words
Introduce the Word – Supply a child friendly definition
Demonstrate – Provide examples to show meaning
Apply – Have children show they understand, Ask them about the word
Display the Word – Show the word to the child
Amazing Words
route
coast
desert
valleys
landscape **
sights **
landmarks
enormous
an established course of travel, the way you plan to go
the land new the shore
dry land with few plants and very little rainfall
an area of low land between mountains or hills
the natural surroundings or land that can be seen in one glance
something that is worth seeing
objects that mark the boundary of land
extraordinarily big in size, amount, or degree
magnificent
navigate
having impressive beauty
to travel by water
Word Analysis – Word Ending -ing
Teach Tell students that the word ending –ing has different functions. This affix can be added to verbs to
form nouns or adjectives. Display the word towering. Have students underline the base word and circle the
word ending –ing.
Model This word is towering. The word ending –ing has been added to the verb tower. Tower means “to
rise high.” When I add the word ending –ing to tower, it becomes an adjective. I think towering describes
something that is very high. When I look up towering in the dictionary, I find that its meaning is the same as
my definition.
Guide Practice Guide practice in reading and understanding multisyllabic words with the word ending –
ing.
On Their Own Display the words barking, smiling, grazing, and fishing. Have students work in pairs to
circle the word endings and underline the base words. Then have students generate a definition for each
word. Have students check their definitions with a dictionary.
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Literary Terms – Foreshadowing
Teach Tell students that hints and clues about what will happen later in a story are called foreshadowing.
We can use foreshadowing to explain the plot’s main events’ influence on future events. Foreshadowing is
used mainly in fiction.
Model Let’s look at “The ‘Broken’ Arm” on page 81. What hints or clues does the author give us about
Harriet before she pretends to have a broken arm? (Harriet boils up inside about having to do the dishes
two nights in a row. Then she gets an idea.) The author uses foreshadowing to help us guess that Harriet
will attempt to get out of washing dishes the following evening.
Guide Practice Find an example of foreshadowing in On the Banks of Plum Creek. Be sure to point out
the hints and clues the author provides.
On Their Own Have students look for examples of foreshadowing in other selections in their Student
Edition.
Vocabulary Skill – Multiple-Meaning Words
Read Have students read “Foggy River Schoolhouse” on p. 83. Use the vocabulary skill and strategy as
tools to build comprehension.
Teach Dictionary/Glossary Tell students that for multiple-meaning words, they can look at the context of
the sentence to determine meanings. They also can look up the words in a dictionary or glossary to confirm
that they have used the word’s correct meaning.
Model Write: The flat creek bank was warm, soft mud. on the board. I know one meaning of bank is “a
p\ace where people keep money.” The clues in the sentence suggest that here bank has something to do
with a creek and mud. I will use the dictionary/glossary strategy for help. When I look up bank in a
dictionary, I read through the definitions and realize how bank is used in the text. It means “the rising
ground at the edge of a lake, river, or sea.”
Guide Practice Write this sentence: The rushes in the wind made a wild, lonely sound. Have students
determine the meaning of rushes by looking the word up in a dictionary and reading through the entries
until they discover the definition that makes sense in the context of the sentence.
On Their Own ReRead “Foggy River Schoolhouse” on page 83. Have students use context clues, along
with a dictionary or glossary, to list the definitions for the selection vocabulary.
Use the Reader’s and Writer’s Notebook page 64.
ReRead for Fluency
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Rate and Accuracy Read the first paragraph of “Foggy River Schoolhouse” aloud, focusing on rate and
accuracy. Tell students that you are reading the paragraph at a moderate rate, pausing between phrases
and between sentences, and reading precisely by avoiding errors.
Text-Based Comprehension
Genre Explain that historical fiction is realistic fiction that takes place in the past. It is a combination of
imagination and fact: fictional characters are placed in a historically factual setting to act out a fictional plot.
Preview and Predict Have students preview the title, illustrations, and headings in On the Banks of Plum
Creek. Have them predict what they think the story is about.
Purpose By analyzing On the Banks of Plum creek, a historical fiction text, students will gain knowledge
about exploring new places.
-Access Main Selection
Reader and Task Suggestions
Preparing to Read the Text



Discuss strategies for understanding
multiple-meaning words.
Revisit the features of historical fiction text.
Prompt students to adjust their reading rate
when they encounter challenging language
in the selection.
Leveled Tasks
 Levels of Meaning - Analysis If
students find the figurative language in the
selection challenging, have them reread pp.
86-87 to find examples of onomatopoeia
and simile. Have students explain why the
author uses figurative language.
 Theme and Knowledge Demands
Some students may have prior knowledge
of prairie life. Before reading the selection,
have these students share what they
already know about life on the prairie.
Access Text
page 86-87
Multiple Meaning Words Have students use a dictionary and the context of the sentence to
determine the meaning of the multiple-meaning word rushes on p. 86.
Model I am not sure what the word rushes means. When I look up the word in a dictionary, it
could mean “to move quickly” or “a marsh plant with a hollow stem.” Which meaning do you think the author
means? (a marsh plant with a hollow stem) A marsh plant makes more sense.
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Analysis – Text Evidence Using the context of the sentence, determine the meaning of the multiplemeaning word shallow on page 87. (Since Laura and Mary were wading in the water, it must not be very
deep, think that shallow means “not very deep”.)
Evaluation Should you expect this selection to be realistic or imaginary? Cite examples from the text to
support your response. (It will be realistic. Historical fiction takes place in a factual setting that shows us
how the characters lived and contains details that fit the time and the place.)
page 88-89
Sequence Have students determine the sequence of events on p. 89 by keeping a list of the events.
(The family travels past the cattle path, a bank, a grassy spot, a tableland, and a creek bank.)
Model
In this passage, the events happen in an order that I can track. I can list what is
happening to figure out the order of events. Then I can reread to see if the order that I have figured out
makes sense.
Analysis – Text Evidence What clues in the text suggest that Laura might get into trouble later in the
story? (The text suggests that Laura’s parents forbid her to go near or even to look at the hole of deep,
dark water. Laura might disobey and go near the water because she is curious.)
Evaluation What can you conclude about the setting of the selection? Cite evidence from the text. (It is
a very isolated area with few children to play with.)
page 90-91
Character, Setting, Plot Using examples from the text, have students determine how the setting and
events in the plot affect Laura’s character, including the changes she undergoes.
Model What kind of environment do Laura and her family live in? (open prairie, wilderness) Does
Laura obey her mother when she says not to go where the creek is deep? (No, she wades in deeper.) What
does this tell you about Laura’s character? (She is curious and likes to challenge the rules.)
Analysis – Text Evidence
How does Mary differ from Laura? What facts from the text tell you this?
(Mary is very obedient and warns Laura not to hop around the pool.)
ReRead Challenging Text
Reread the last paragraph on p. 90 and the first paragraph on p. 91.
How does the author create suspense when Laura walks deep into the water? (The author uses the
sensory words grabbed, jerked, couldn’t see to describe her fear.)
page 92-93
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Background Knowledge
Have students read p. 92 about how Laura spent the remainder of her
afternoon. Then ask students to use their own knowledge and text evidence to explain why Laura
considered these activities “a wonderful afternoon.”
Model From the selection, I know that Laura is very daring. I’d imagine that she enjoyed wading
close to the deep water and then getting ducked many times. I also know that Laura enjoys the outdoors.
The time she spent swimming, hiking, and exploring must have made up a wonderful afternoon.
Synthesis
On p. 92, Laura says she is “awful scared” when Pa ducks her, and yet she begs him to do
it again. What does this tell you about Laura? (Laura is an adventurous girl who craves excitement.)
Analysis Help students generate text-based questions by providing the following question stem: In the
selection, why does Laura…..?
Research and Inquiry
Step 2: Navigate/Search
Teach Have students search the Internet using their inquiry questions and keywords from Day,. Tell
them to skim and scan each site, keeping in mind their own reasons for wanting to explore new places. As
they skim and scan, they should focus on features such as photographs and illustrations; highlighted, bold,
or italic text; maps; and heads and subheads, Remind students to keep track of Web sites they visit and
take notes as they gather information.
Model When searching for information about landscapes and landmarks people might want to explore
while on vacation, I found: People enjoy traveling along the coast and photographing lighthouses. I will use
keywords from this information, such as coast and lighthouse, to lead me to more specific information. One
fact I found using these keywords states: Although the Gulf of Mexico along the Texas coast has never
required many lighthouses, two are still active today,
Guide Practice Have students continue their review of Web sites they identified. Explain how the Web
site’s address can specify the nature of the site, which can help you decide if it is a reliable and valid
source. Educational sites can include k12 or .edu in the address, Federal government sites end in .gov,
nonprofit organizations often include .org, and commercial businesses usually include .com. Have students
explain to a partner why it is important to cite valid and reliable sources when completing a research
project.
On Their Own Have students write down Web addresses, their titles, and the authors of the Web sites to
create a Works Cited page.
Conventions
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Complete Subjects and Predicates
Teach Write the following sentences on the board: The dog ran into the house. Max ran into the house.
Demonstrate how to add details to the subjects and predicates, and combine the simple sentences into a
sentence with a compound subject and predicate: The frightened dog and his terrified owner ran into the
old house in the woods.
Guide Practice Write the sentences below on the board. Have students add details and combine the
sentences in cursive. Encourage them to make sure the slant of their letters is uniform.
The dish fell.
The dish broke.
On Their Own Use Reader’s and Writer’s Notebook page 65.
Spelling
Long e and o
Teach Remind students that the long e sound can be spelled ea or ee and that the long o sound can be
spelled oa or ow.
Guide Practice Write seaweed, float, and rainbow. Guide students in identifying the long e spellings in
seaweed and the long o spellings in float and rainbow. Point out that since oa and ow sound the same, and
ea and ee sound the same, they will need to memorize words with these sounds. Have students work in
pairs writing each spelling word and underlining the letters that make the long e or long o sound.
On Their Own Use Reader’s and Writer’s Notebook page 66.
Writing
Parody: Writing Trait: Organization
Introduce the Prompt Remind students that the selection they are reading this week, On the Banks Of
Plum Creek, is an example of historical fiction. Explain that their parodies will need to include some of the
features of the original selection. Review the key features of a parody. Remind students to think about
these features as they plan a first draft. Then explain that they will begin the writing process for a parody
today. Read aloud the writing prompt.
Writing Prompt
Write a parody of On the Banks of Plum Creek.
Select a Topic One strategy we can use to generate ideas for our first draft is brainstorming different
parts of the story we might like to parody. We can use a graphic organizer to list the different parts of the
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story and the pages where we find those parts. Display a T-chart. In one part of On the Banks of Plum
Creek, you read a description of the banks as Mary and Laura walked along. I’ll put that event and page
number in my chart. Add the information to the T-chart. Ask students to brainstorm other events and find
the pages as they appear in the story. Fill in the chart as they give their suggestions.
Event
description of what the creek bank was like
family trip to the deep water
Pa teaches Laura a lesson about going too deep
Page
86
89
91
Mini-Lesson: Write Trait: Organization



You can use another chart to help you organize your parody. Display a T-chart. I’m going to write
a parody about Plum Creek itself. I’ll start with a humorous title: On the Banks of Pomegranate
Marsh. Write the title in the chart.
In the left column, write about the mud described in the original story. The author describes mud
as warm and soft. I’ll write how I will describe it in my parody. Write cold, gooey mud in column 2.
Continue to fill in columns 1 and 2 with additional information.
Have students begin their own T-chart using the form on p. 67 of their Reader’s and Writer’s
Notebook. Explain that they will fill in their chart with events from the part of the story they chose
to parody.
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Unit 1 Week 3 – On the Banks of Plum Creek – Day 3
Build Oral Vocabulary - Each day follow the routine for the ** words
Introduce the Word – Supply a child friendly definition
Demonstrate – Provide examples to show meaning
Apply – Have children show they understand, Ask them about the word
Display the Word – Show the word to the child
Amazing Words
route
coast
desert
valleys
landscape
sights
landmarks **
enormous **
an established course of travel, the way you plan to go
the land new the shore
dry land with few plants and very little rainfall
an area of low land between mountains or hills
the natural surroundings or land that can be seen in one glance
something that is worth seeing
objects that mark the boundary of land
extraordinarily big in size, amount, or degree
magnificent
navigate
having impressive beauty
to travel by water
Text-Based Comprehension
Evaluation What type of a father is Pa? Use details from the story’s plot and setting to support your
answer. (Pa is reasonable and fair as a father, with a good sense of humor. He ducks Laura when she
disobeys but laughs when she requests another ducking. He allows Laura and her sisters to explore their
new home.)
Synthesis How does knowing about the difficulties frontier families faced help you to better understand
the selection? (Frontier families had to work very hard to clear land, build houses, plant crops, and raise
livestock. Knowing this helps the reader understand why Laura and her family like to take time from their
work to explore their new surroundings.)
Retell Have students retell the “Deep Water” section, pp. 89-92, of on the Banks of Plum Creek, referring
to details in the text.
Access Main Selection
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Access Text
page 94-95
Sequence Have students sequence the plot’s main events from when Laura first crosses paths with the
strange anima’ to when she arrives in the dugout.
Model First, Laura meets the strange creature and stares at it. The creature sinks flat onto the
ground. Next, Laura pokes it with a stick. The creature snarls, scaring Laura. Finally, Laura runs home as
fast as she can.
Analysis – Text Evidence How did Laura’s encounter with the strange animal affect the future events
in the plot of the story? Cite proof from the story. (When the animal scared Laura, she ran home, instead of
continuing on to the swimming hole.)
Evaluation How does Laura’s opinion of the strange animal change from when she first sees it? Cite
evidence from the text. (At first Laura is just curious. Then, after poking the animal and seeing its reaction,
she is terrified of the animal.)
page 96-97
Character, Setting, Plot
Have students read the text on pp. 96-97. Ask students how Laura’s
character influences conflict and resolution.
Model Laura has disobeyed her parents with the swimming hole. Laura cannot sleep because
she feels so guilty breaking her father’s trust. This conflict is resolved when she finally tells Pa the truth and
receives her punishment.
Synthesis – Text Evidence How do you think Laura would behave if Pa forbade her to explore the
shallow creek by herself? Explain, using textual evidence to support your answer. (I think that Laura would
be tempted to splash in the creek alone in spite of Pa’s rule. She is very headstrong and is tempted by the
landmarks on the prairie where she and her family live.)
Analysis – Text Evidence What theme do you think the author wants you to learn? Cite ideas from
the story. (Pa says a person who cannot be trusted must be watched. Not betraying a person’s trust can
help someone avoid many problems.)
page 98-99
Background Knowledge Ask students to explain why Laura believed that “being good could never
be as hard as being watched.”
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Model
Laura is happiest exploring the outdoors. When she was confined inside, she was
miserable. Laura will remember this and behave.
Evaluation How does Laura’s opinion about misbehaving change after spending the day inside? (Laura
now realizes that once she begins to misbehave, it is difficult to stop and could lead to something terrible
happening.)
Analysis Why do you think the author wrote this book? Explain why you think that way. (The author
wanted to entertain readers with her story and express her feelings about people and places in the past.)
Fluency
Rate and Accuracy
Model Fluent Reading Have students turn to p. 92 of On the Banks of Plum Creek. Have students follow
along as you read this page. Tell them to listen to the speed, or rate, at which you read and the precise,
accurate way that you read the page.
Guide Practice Have the students follow along as you read the page again. Then have them reread the
page as a group without you until they read with the correct rate and accuracy with no mistakes. Ask
questions to make sure students comprehend the text. Continue in the same way on p. 93.
Research and Study Skills
Electronic Media
Teach Ask students what types of electronic media they have used to obtain news or entertainment.
Remind them that electronic media include any resources that require electricity to function. Explain that
there are two types of electronic media: computer and non-computer sources. Have students brainstorm
examples of both types.


Computer sources include CD-ROMs, DVDs, and the Internet (including online sources,
such as Web sites, encyclopedias, and newspapers.
Non-computer sources include audiotapes, videotapes, DVDs, films, filmstrips. television
shows, and radio.
Have groups of students discuss how they might use electronic media to follow a research plan for a class
trip to the Laura Ingalls Wilder Historic Horne and Museum in Mansfield, Missouri. Encourage them to think
about collecting information from multiple sources, including online searches.
Guide Practice Discuss these questions:
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

How would you use an Internet search engine to research a class trip to the museum? (Type in
the keywords and click on the top results.)
What information would you expect to find on a Web site devoted to the museum? (background
information, photographs, hours of operation, tour costs, activities, contact information, biography
of Laura Ingalls Wilder)
On Their Own Use the Reader’s and Writer’s Notebook page 69 and 70.
Research and Inquiry
Step 3: Analyze Information
Teach Tell students that today they will analyze their findings and may need to change the focus of their
original inquiry question.
Model Originally I thought that most people explored new places to view various landmarks, such as
lighthouses. I collected information from a local travel agent, and she told me that many travelers want to
reconnect with nature by observing wild animals on their vacations. I will refocus my inquiry question to
include information from the interview with my local expert, from printed brochures and from other written
information, and from my online research. Now my inquiry question is What animals might people hope to
observe when they visit a prairie on vacation?
Guide Practice Have students analyze their findings. They may need to refocus their inquiry question to
better fit the information they found. Remind students that if they have difficulty improving their focus, they
can ask a reference librarian for reference texts or a local expert for guidance. Encourage students to
collect additional information from valid Web sites as necessary.
Remind students that online reference sources can also contain short audio and video clips that can help
them to understand information or visualize places they have not seen.
On Their Own Have students summarize their research by writing a concise paragraph. Ask volunteers
to read their paragraphs to the class and then compare their summaries.
Conventions
Complete Subjects and Predicates
Review Remind students that this week they learned how to use a complete subject and a complete
predicate in a sentence. A subject tells whom or what the sentence is about. The complete subject contains
all the words in the subject. A predicate tells what the subject is or does. The complete predicate contains
all the words in the predicate.
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Connect to Oral Language Have students choose a subject from the list below and a predicate from the
other list and combine them into complete simple sentences.
Complete subjects: The empty box; A tall, mysterious man; At the end of the day the team
Complete predicates: slowly entered the house; decided to meet at the playground; contained a long lost
treasure
Spelling
Long e and o
Frequently Misspelled Words Write whole, hole, know, and no on the board. In whole, the sound /h/ is
spelled wh. In know, the sound /n/ is spelled kn. I’m going to read a sentence. Choose the correct word to
complete the sentence and then write it correctly.
8. You can see the _____ world from space. (whole)
9. Astronauts _____ what Earth looks like from space. (know)
10. The planet Mercury has _____ moons. (no)
On Their Own Use Reader’s and Writer’s Notebook page 71.
Writing
Parody: Writing Trait: Organization
Display the Rubric Display the Scoring Rubric and review the criteria for each trait under each score.
Then, using the model in the Student Edition, have students explain why the model should score a 4 for
one of the traits. If a student suggests that the model should score below 4 for a particular trait, the student
should provide support for that response. Remind students that this is the rubric that will be used to
evaluate the parody they write.
Scoring Rubric: Parody
Focus/Ideas
Organization
4
3
clear, focused ideas
showing connections
to original story
characters, setting and
events
well-organized
paragraphs that tell
events in chronological
order similar to order
of original story
focused ideas with
some connections to
original story setting,
characters and events
parody has some
unclear or unrelated
ideas, characters or
events
2
parody lacking any
relationship to original
story
1
good paragraphs with
events largely in same
order as original story
some events out of the
chronological order in
the original story
no paragraphs, or
events in chronological
order of original story
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Voice
Word Choice
Sentences
Conventions
language and style
match the tone and
purpose of the original
author’s voice
vivid adjectives and
strong verbs convey
the humor and
exaggeration
complete and varied
sentences
correct use of
complete subjects and
predicates, including
compound subjects
and predicates
language matches the
voice of the original
author most of the
time
clear language; mostly
using humorous words
and exaggeration
tries to match the
original author’s voice
does not match the
original author’s style
or voice
some words do not
match the style or
voice of the parody
incorrect or limited
word choice
smooth sentences,
some complex
few errors in subjects
and predicates
too many short,
choppy sentences
weak control; some
errors in use of
complete subjects and
predicated; no
compound subjects or
predicates
many fragments and
run-ons
serious errors that
obscure meaning;
subjects and
predicates not used
correctly
T- Chart Have students refer to the T- charts they worked on yesterday. If they have more information to
add to their charts, give them time to add it.
Write You will use your T- charts to help you write the draft of your parody. As you write your draft, focus
on getting all of your ideas down on paper and organizing them into paragraphs. You will have time to
revise your draft tomorrow.
Mini-Lesson: Writing Trait: Voice

Explain to students that voice is the way the writer sounds to the reader. In a parody the writer
uses a voice similar to that of the original author, often exaggerated to add humor. Emphasize that
the purpose of a parody is to imitate in a humorous way another piece of writing. Display the
Drafting Tips for students. Remind them to use their T-charts to work on their drafts.
Drafting Tips



Use details in your parody about characters, setting, and events that are related to the original
story, but in a humorous or exaggerated way.
As you draft, think about how to use language to reflect the original author’s voice.
Don’t worry about grammar and mechanics when drafting. Focus on getting a complete parody
down on paper.
I’m going to start to write a parody called On the Banks of Pomegranate Marsh. When I draft, I will refer to
my T-chart to help organize my ideas into paragraphs. I’ll carefully choose my words to imitate the voice the
author used in the original story. I’ll add language to match both the author’s voice and the humor of a
parody.
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Have students use the drafting tips to guide them in writing their drafts. Remind them to make sure that
their characters, setting, and events are all related to the ideas in the original story and to choose words
that make the voice match the purpose of the parody.
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Unit 1 Week 4 – The Horned Toad Prince – Day 4
Build Oral Vocabulary - Each day follow the routine for the ** words
Introduce the Word – Supply a child friendly definition
Demonstrate – Provide examples to show meaning
Apply – Have children show they understand, Ask them about the word
Display the Word – Show the word to the child
Amazing Words
frontier
rodeo
corral
creeks
plains
mesa
cacti **
sagebrush **
a border between two countries, or two bordering areas of land
a roundup of cattle
a pen for keeping or capturing livestock
a stream of water usually smaller than a river
a stretch of nearly treeless level country
a flat topped hill or a small plateau with steep sides
a large family of flowering plants able to live in dry regions
low shrubby plants related to daisies living in the American Plains
range
grassland
open land over which livestock may roam and feed
land covered with herbs and grasses rather than shrubs and trees
Social Studies in Reading
Fable
Introduce Explain to students that what we read is structured differently depending on the author’s
reasons for writing and what kind of information he or she wishes to convey. Different types of texts are
called genres. Tell them that a fable is one type of genre.
Discuss the Genre Discuss with students what they know about fables. For example, ask: What kind of
characters might you find in a fable? (Possible response: Characters in fables are often animals.
Sometimes fables have trickster characters.) Explain: A fable is a fictional story that presents a lesson, or
moral, about life. Many of the characters in fables are animals, and often one of the animals is a trickster
who tricks another character who is bigger or stronger. Let’s compare and contrast the characters in a
traditional fable to the characters in other types of classical literature.
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Group Practice Display a Venn diagram like the one below. Label the sides Fable and Other Stories.
Ask the following questions:



How are characters in fables and characters in other stories alike? (Possible response: Characters
in both types of stories have problems they need to solve. You can learn about the characters in
fables and other stories through their words and actions.)
How are characters in fables and characters in other stories different? (Possible response:
Characters in fables are often animals and sometimes tricksters. Characters in classical stories are
usually humans.)
How are fables usually passed down? (Possible response: Fables are passed down from
generation to generation by storytellers.)
Fables vs. Other Stories
Animals
Tricksters
Both
Solve Problems
Humans
Read Tell students that they will now read a fable from China about two animal characters. Have
students preview the selection and set a purpose for reading by thinking about which character in the story
might be a trickster.
Access Text pg. 134-135
Teach Genre: Fable Explain that the moral of a fable can help readers understand the fable’s theme.
Ask students to read the moral of the fable on p. 135 and explain how it helps them understand the theme.
Model The moral is stated on p. 135: It is possible to borrow power when you have none of your
own. Who has power in the beginning of the story? (Tiger) Why does fox want power? (so that Tiger win
not eat him) How does Fox borrow Tiger’s power? (by tricking Tiger into thinking that Fox is King of the
Forest) Even though Tiger is bigger and more powerful than fox, Fox is able to outsmart Tiger. The moral
and the events of the story help me to understand the story’s lesson or theme: You don’t have to be the
biggest and strongest to have power.
On Their Own
Have students list details that help them understand the moral. Then have them
summarize the theme in their own words.
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Close Reading
Analysis – Text Evidence How does Fox trick Tiger? Why does Fox want to trick Tiger? (Fox tricks
Tiger into thinking that the other animals are afraid of Fox, when really they are afraid of Tiger. Fox wants to
trick Tiger into being afraid of him, so that Tiger will not eat him.)
Evaluate How are Fox and Tiger alike? How are they different? (Both live in the forest and say they are
hungry. Tiger is bigger and stronger than Fox, but Fox is clever enough to trick Tiger.)
Analyze – Text Evidence
An author states a purpose by using language that tells the reader of it. An
author implies a purpose through clues such as graphic sources. Is the purpose of “The Fox and the Tiger”
stated or implied? (Stated; by stating a moral in the story, the author tells the reader that the purpose of the
story is to teach a lesson.)
Fluency pg. 136
Rate and Accuracy
Guide Practice Use the Student Edition activity as an assessment tool. Make sure the reading passage is
at least 200 words in length. As students read aloud with partners, walk around to make sure their
expression is appropriate.
Vocabulary Skills
Synonyms and Antonyms
Teach Write If you strike a bargain in these parts, a deal’s a deal on the board. Underline bargain.
Remind students that using context clues will help them figure out the meanings of unfamiliar words, point
out that synonyms and antonyms can be used as context clues.
Guide Practice Have students determine the meaning of bargain by using context clues from the
sentence. Guide them to identify the word deal and ask if it is a synonym or antonym.
On Their Own Have pairs list at least three synonyms for sombrero and three antonyms for soft. Check
to make sure students understand the concept of synonyms and antonyms as context clues and that they
know the meanings of the words they are identifying.
Listening and Speaking
Oral Report
Teach Tell students that in order to write and present a successful oral report, they should
think about their audience and how they can capture their attention. Review with students
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that the purpose of an oral report is to inform people about a topic. The information includes
facts, relevant information, and graphic sources.
Guide Practice To prepare for their oral reports, have students read, watch, and listen to a variety of
media to gather information, build and reinforce concept attainment, and derive meaning about their topic.
Instruct students to use a search engine on the Internet to help them identify appropriate text articles,
audio, and video segments. Students should take notes on key ideas. Using the information they have
gathered, students should organize their oral reports.
On Their Own Have students practice presenting their reports with partners. As they speak, suggest that
they use formal classroom language in their oral report presentation. Remind partners to listen attentively
and make pertinent comments when the speaker is finished. Have partners ask and answer relevant
questions and make pertinent comments about the report’s topic to help refine the information.
Research and Inquiry
Step 4: Synthesize
Teach
Have students synthesize their research findings and results. Students may choose to write their
oral report and then read it to the class. They can also write topics with keywords and phrases on index
cards and use these as a reference as they talk about their topic. Other students may choose to use a
computer presentation in conjunction with their oral report. Remind students that they can use visual aids
they found while researching and display these as they give their oral reports. Review how to choose
relevant information from a number of sources and organize it logically.
Guide Practice Provide students with an organizer and have them sort their information and evidence to
help them organize the order for their oral presentation. Students can use a word processing program to
write their oral presentation or make note cards for their outline. Encourage them to use displays for their in
illustrations/pictures with labels or captions for their presentations. If students are using a computer
presentation, check to see that they are labeling and captioning visual sources correctly.
On Their Own
Have students organize and combine the information for their oral presentation.
Conventions
Compound Sentences
Test Practice Remind students that grammar skins, such as using compound sentences, are often
assessed on important tests. Remind students of what a compound sentence is.

A compound sentence contains two simple sentences joined by a comma and a
coordinating conjunction such as and, but, or or.
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On Their Own For additional practice, use Reader’s and Writer’s Notebook, page 83.
Spelling
Long e
Practice Spelling Strategy Have pairs of students write the list words on individual note cards and turn
the cards face down. Ten students to take turns turning two cards face up. If both words have the same
long e ending sound, the student who turned up the cards keeps them. If the words do not have the same
ending sound, the cards are returned face down. Play continues until no more matches are possible. (The
final two cards will not match.)
Writing
Friendly Letter: Revise: Adding
Review Yesterday we drafted a friendly letter. Today we will revise our drafts. Because this is a friendly
letter, the goal is to make our writing clear, interesting, and fun to read.
Remind students that revising does not include corrections of grammar and mechanics. Tell them that this
will be done tomorrow as they proofread their work. Then review the revising strategy of Adding.
When you revise, ask yourself How can I make my writing clearer? We can use the revising strategy of
Adding.
Tell students that as they revise, not only should they look for places where they can add vivid words, they
should also check that their paragraphs are well organized and clear.
Revising Tips



Use a variety of simple and compound sentences.
Add vivid words to make descriptions clear and interesting.
Change language to make it informal and friendly for your audience.
Have students revise their compositions, using information from their classmates. Be sure that students are
using the revising strategy of adding for coherence and organization.
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Unit 1 Week 3 – On the Banks of Plum Creek – Day 5
Build Oral Vocabulary - Each day follow the routine for the ** words
Introduce the Word – Supply a child friendly definition
Demonstrate – Provide examples to show meaning
Apply – Have children show they understand, Ask them about the word
Display the Word – Show the word to the child
Amazing Words
route
coast
desert
valleys
landscape
sights
landmarks
enormous
an established course of travel, the way you plan to go
the land new the shore
dry land with few plants and very little rainfall
an area of low land between mountains or hills
the natural surroundings or land that can be seen in one glance
something that is worth seeing
objects that mark the boundary of land
extraordinarily big in size, amount, or degree
magnificent
navigate
having impressive beauty
to travel by water
Amazing Ideas include these key concepts:
 People around the world travel to discover different cultures and
places.
 The highlight of your trip might be exploring magnificent landmarks
and landscapes.
 As you navigate unfamiliar locations, you learn interesting things
about people and places.
Text-Based Comprehension
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Review: Literary Elements: Character, Setting, Plot
Teach Review the definitions of character, setting, and plot on page, 80. Remind students that
characters are who the story is about, the setting is when and where a story takes place, and the plot is the
sequence of events that happen in a story. For additional support, have students review on page EI.11 on
literary elements.
Guide Practice Have partners identify the sequence of events in On the Banks of Plum Creek. Have
student pairs find an example of how the setting and characters influenced the sequence of main events in
the plot.
Vocabulary Skills
Multiple Meaning Words
Teach Remind students to use a dictionary or glossary to help them understand the meanings of
multiple-meaning words.
Guide Practice Review with students how to find the correct meaning of bank using a dictionary. Explain
that there are several definitions and students should use the context of the sentence to determine which
meaning the author intends.
On Their Own Have students work with partners to write sentences using this week’s selection
vocabulary words. Partners can trade sentences and identify the context clues that help them determine
the correct meaning of each word.
Word Analysis
Word Ending -ing
Teach Review the different functions of the word ending –ing with students. Display the word cooking.
Have students underline the base word and circle the word ending.
Guide Practice Display the following words: splashing, laughing, talking, and sleeping. Use the Strategy
for Meaningful Word Parts Routine to teach the word splashing.
Routine: Strategy for Meaningful Word Parts
7. Introduce word parts Have students circle the base word and the ending.
8. Connect to meaning Define each smaller part of the word. Splash means “to cause something liquid
to move and scatter.” As an adjective, splashing can describe a sound.
9.
Read the word Blend the meaningful word parts together to read splashing. Then use the meanings
of the base word and the ending to determine the meaning of the word.
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Literary Terms
Foreshadowing
Teach Have students reread the “Strange Animal” section of On the Banks of Plum Creek on pg. 93-95.
Remind students that foreshadowing is hints and clues about what will occur later.
Guide Practice Find an example of foreshadowing from the “Strange Animal” section. Discuss how the
author uses foreshadowing. Have students find other examples of foreshadowing and discuss.
On Their Own
Have students work in pairs to circle the base words in laughing, talking, and sleeping.
ASSESSMENTS:
Monitor Fluency Progress
Fluency As the student reads the text below aloud, mark mistakes on your copy. Also mark where the
student is at the end of one minute. To check the student’s comprehension of the passage, have him or her
retell you what was read. To figure words correct per minute (WCPM), subtract the number of mistakes
from the total number of words read in one minute.
Always A Doctor
The steam locomotive whistled and began to move. “I can’t wait to visit Salt Lake City,” LiIly told
her younger brother Ted.
An older man in a seat across from them looked up. “Going to Utah?” he asked. “We’ll be crossing
track I built with my own hands.”
Ted’s eyes widened.
“It wasn’t easy, building the railroad,” the man said. “We worked every day, sometimes sixteen
hours a day, laying track. Many lives were lost. Mine was almost one at them.”
LilIy and Ted waited for more, but the man fell silent and slept.
“It was in Omaha, Nebraska, near here, where we started the tracks.” the man said when he woke.
“Thirty years ago, in 1865, the Union Pacific built tracks west from Omaha. The Central Pacific built
them east from Sacramento. Both tried to reach Salt Lake City first.”
The next day, when Nebraska’s plains had turned to Wyoming’s hills, the man continued. “We were
building a bridge,” he said. “I fell 50 feet into a canyon. Broke my back. It could have been worse,
though. Other men blasted through mountains. Those explosives were touchy. Many men died.”
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Lilly and Ted learned much from the train man. By the time they reached Salt Lake City, they
appreciated the railway that had taken them there.
**IF students cannot read fluently at a rate of 95-105 WCPM, make sure they practice with text at
their independent reading level.
**IF
students already read at 130 WCPM, have them read a book of their choice independently.
Research and Inquiry
Step 4: Communicate
Present Ideas Have students share their inquiry results by presenting their information and giving a brief
talk on their research. Have students display their reports or point out any special features they created on
Day 4.
Speaking Remind students how to be good speakers and how to communicate effectively with their
audience.
o Respond to relevant questions with appropriate details.
o Speak clearly and loudly.
o Keep eye contact with audience members.
Listening Review with students these tips for being a good listener.
o Listen attentively by staying focused on the speaker.
o Wait until the speaker has finished before raising your hand to ask a relevant question or
make a pertinent comment.
o Be polite. Even if you disagree.
Listen to Ideas Have students listen attentively to the brochures. Have them make pertinent comments,
closely related to the topic.
Monitor Progress: For a written assessment of Suffixes –or, -er, Author’s Purpose,
and Selection Vocabulary, use Weekly Test 3, pages 13-18.
Spelling Post-Test
Long e and o
Dictate Spelling Words Dictate the spelling words and read the sentences. Have child write the words. If
needed, segment the words for child, clarify the pronunciations, and give meanings of the words.
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126.
127.
128.
129.
130.
131.
132.
133.
134.
135.
136.
137.
138.
139.
140.
141.
142.
143.
144.
145.
sweet
each
three
least
freedom
below
throat
float
foam
flown
greet
season
croak
shallow
eagle
indeed
rainbow
grown
seaweed
hollow
Honey tastes sweet.
I think each of us has a sister.
Jake made three baskets.
At least it’s not raining.
The army fought for freedom.
A basement is below the house.
Do you have a sore throat?
Can you float on your back?
My mom drinks coffee topped with milk foam.
The baby birds have flown away.
Did you greet your mom with a smile?
What season do you like best?
Some frogs croak at night.
The water is too shallow for swimming.
The eagle flew across the sky.
Your story is very good indeed.
We saw a rainbow after the storm.
The plant has grown very tall.
We saw seaweed under the water.
A mouse lives in the hollow log.
Challenge Words
146.
147.
148.
149.
150.
Halloween
speedometer
underneath
seacoast
cocoa
What costume will you wear for Halloween?
The speedometer on the car was broken.
The slippers are underneath the bed
We live on the seacoast of Maine.
After building the snowman, we had hot cocoa.
Conventions
Complete Subjects and Predicates
More Practice Remind students that a complete subject contains all the words in the subject part of a
sentence and a complete predicate contains all the words in the predicate part of the sentence
On Their Own Write these sentences. Have students look back in On the Banks of Plum Creek to find
complete subjects or predicates to fill in the blanks. Remind them to include the correct end punctuation
when writing their completed sentences.
10. The flat reef bank _____ (was warm soft mud.)
11. _____ flew on blurry wings. (Bright dragonflies)
12. The mud _____ (squeezed up between Laura’s toes.)
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13. On top of the water the water-bugs _____ (skated.)
Writing
Parody
Review Revising Remind students that yesterday they revised their parodies, looking especially at
where they could consolidate sentences to make their writing clearer and flow more smoothly. Today they
will proofread their parodies.
Proofreading Tips



Be sure all sentences have a complete subject and predicate.
Check that all words are spelled correctly. Use a dictionary if you are unsure about any
words.
Check that all sentences are punctuated correctly.
PROOFREAD Display the proofreading tips. Ask students to proofread their stories, using the proofreading
Tips and paying particular attention to declarative and interrogative sentences.
Present Have students revise their final drafts in response to feedback. Have students read their
parodies to peers. When students have finished, have each complete a Writing Self-Evaluation Guide.
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Unit 1 Week 4 – The Horned Toad Prince – Day 1
Build Oral Vocabulary - Each day follow the routine for the ** words
Introduce the Word – Supply a child friendly definition
Demonstrate – Provide examples to show meaning
Apply – Have children show they understand, Ask them about the word
Display the Word – Show the word to the child
Amazing Words
frontier **
rodeo **
corral **
creeks **
plains
mesa
cacti
sagebrush
a border between two countries, or two bordering areas of land
a roundup of cattle
a pen for keeping or capturing livestock
a stream of water usually smaller than a river
a stretch of nearly treeless level country
a flat topped hill or a small plateau with steep sides
a large family of flowering plants able to live in dry regions
low shrubby plants related to daisies living in the American Plains
range
grassland
open land over which livestock may roam and feed
land covered with herbs and grasses rather than shrubs and trees
Text-Based Comprehension – Author’s Purpose & Story Structure
Read Remind students of the weekly concept - The Southwest. Have students read “The Fox and the
Grapes” on page 113.
Model a Close Read Demonstrate close reading for students. As you read the first two paragraphs of
“The Fox and the Grapes,” have students react to the fact that the fox talks. I know that foxes don’t really
talk, so I can determine that the author wants to entertain the reader with a fun story. Next have students
look at the order of events in the story. What happened in the story? (The fox tried to get some grapes, but
he couldn’t reach them.) The problem that the fox can’t resolve is an example of story structure. I can
determine that the author’s purpose is to tell readers that not all problems can be solved. Have students
review the strategy of story structure on o. El.22 of their Student Edition.
Teach Have students read p. 113. Explain that the skill of author’s purpose and the strategy of story
structure are tools they can use to build knowledge through investigation of different aspects of a topic.
Then have them use a graphic organizer like the one on p. 112 to determine the author’s purpose.
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Guide Practice Have students reread “The Fox and the Grapes,” using the callouts as guides. Then ask
volunteers to respond to the callouts, citing specific examples from the text to support their answers.
Skill: I think the author’s purpose is to tell a story about a fox and grapes. Since it is adapted
from Aesop, I think it will be a fable with a message.
Strategy: The rising action is the fox trying to reach the grapes. The climax is the fox taking a
running leap but stilt being unable to reach the grapes. The resolution is that he walks away. The author is
telling the action.
Skill:
The fable teaches us how easy it is to despise what we cannot get.
Apply Use Reader’s and Writer’s Notebook page 73 for additional practice with author’s purpose.
Selection Vocabulary
Introduce Selection Words
Use the following routine to introduce this week’s tested selection vocabulary.
bargain: an agreement to trade or exchange: a good deal
favor: an act of kindness
lassoed: used a long rope with a loop at the end to catch an animal
offended: hurt someone’s feelings; upset
prairie: a large area of level or rolling land with grass but few or no trees
riverbed: the channel or bed in which a river flows
shrieked: to make a loud, sharp, shrill sound
See It/Say It: Write riverbed. Scan across the word with your finger as you say it: riv-er-bed
Hear It: Use the word in a sentence. We could see large rocks in the riverbed.
Define It: Elicit definitions from student. Where would you find the riverbed in a river? Clarify or give a
definition when necessary. Yes, it means “the bottom” or “the base of a river.” Restate the word in studentfriendly terms. So a riverbed is the bottom of a river.
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Make Connections Have students discuss the word. Have you ever seen or heard of a riverbed? Turn
and talk to your partner about this. Be prepared to share. Rephrase their ideas for usage when necessary
or to correct misunderstandings.
Record Have students write the word and its meaning. Continue this routine to introduce the remaining
words in this manner.
Research and Inquiry
Step 1: Identify and Focus Topic
Teach Display the following question: What can we discover in the landscape of the Southwest? Tell
students that they will research what can be found on and in the landscape of the Southwest. They will
present an oral report of their findings to the class on Day 5.
Model I’ll start by brainstorming a list of topics that are interesting to me about the Southwest. I could
research about the weather, animals, the landscape, or its people. Then I will narrow down my topics to just
one, say, plant life. Next, I will formulate open-ended questions about plant life in the Southwest. For
example, I can ask What kinds of plants grow there? Are they different than plants in other parts of the
country? Does the landscape affect how they grow?
Guide Practice After students have brainstormed with others to generate topics and formulate openended inquiry questions. explain that tomorrow they will use multiple sources of oral and written information
and will plan an identify some keywords that will guide their search.
On Their Own Have students work individually, in pairs, or in small groups to write open-ended inquiry
questions about their topic.
Spelling Pre-Test
Long e
Introduce Tell students to think of words that end in the long e sound (funny). This week we will spell
words that end in the long e sound.
Dictate Spelling Words Dictate the spelling words and read the sentences. Have child write the words. If
needed, segment the words for child, clarify the pronunciations, and give meanings of the words. Have
child self-check their pretests and correct misspelled words.
151.
152.
153.
prairie
calorie
honey
Tall grass grew on the prairie.
Most foods have more than one calorie.
Bees make honey.
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154.
155.
156.
157.
158.
159.
160.
161.
162.
163.
164.
165.
166.
167.
168.
169.
170.
valley
money
finally
movie
country
empty
city
rookie
hockey
collie
breezy
jury
balcony
steady
alley
trolley
misty
The river is down in the valley·
How do you earn money?
It is finally time for lunch.
Which movie do you want to see?
The farm is out in the country.
I will refill your empty glass.
We rode the train into the city.
The rookie hit a home run.
Hockey is played on ice.
Is that big dog a collie?
Spring days are often breezy.
The jury listened to the judge.
Mom looked down at us from the balcony.
A steady rain fell all night long.
Park your car in the alley.
The trolley bell clanged.
We could hardly see through the misty fog.
Challenge Words
171.
172.
173.
174.
175.
frequency
parsley
journey
chimney
attorney
The frequency of his visits increased over time.
The sandwich was garnished with parsley.
We took a long journey across the state.
Smoke comes out of the chimney.
Ted spoke to the attorney in the courtroom.
Writing
Friendly Letter: Read Like a Writer
Introduce This week you will write a friendly letter. A friendly letter is a letter in which the writer’s
thoughts are expressed in an informal way.
Prompt Imagine you are Reba Jo. Write a letter to a friend explaining what happened when you met up
with a horned toad.
Trait Conventions
Mode Narrative
Examine Model Text Let’s read an example of a friendly letter. Have students read “A Friendly Letter,”
on p. 74 of the Reader’s and Writer’s Notebook.
Key Features
A friendly letter includes a heading, salutation, body, closing, and signature. Have
students draw a circle and label each of the five parts of a friendly letter.
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A friendly letter’s heading may include only the date. You don’t need the person’s full name and address,
as you would on a more formal letter. This information can be used just on the envelope.
A friendly letter uses informal language and a friendly voice. Have volunteers read aloud parts of this
model that give examples of friendly, informal language.
Review the key features of a friendly letter with students. You may want to post the key features in the
classroom for students to refer to as they work on their stories.
Review Key Features of a Friendly Letter
 usually includes five parts: heading, salutation, body, closing, and signature
 heading may include only the date
 informal language and a friendly voice
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Unit 1 Week 4 – The Horned Toad Prince – Day 2
Build Oral Vocabulary - Each day follow the routine for the ** words
Introduce the Word – Supply a child friendly definition
Demonstrate – Provide examples to show meaning
Apply – Have children show they understand, Ask them about the word
Display the Word – Show the word to the child
Amazing Words
frontier
rodeo
corral
creeks
plains **
mesa **
cacti
sagebrush
a border between two countries, or two bordering areas of land
a roundup of cattle
a pen for keeping or capturing livestock
a stream of water usually smaller than a river
a stretch of nearly treeless level country
a flat topped hill or a small plateau with steep sides
a large family of flowering plants able to live in dry regions
low shrubby plants related to daisies living in the American Plains
range
grassland
open land over which livestock may roam and feed
land covered with herbs and grasses rather than shrubs and trees
Word Analysis – Compound Words
Teach Tell students that compound words are made up of two words Have students choose one word
from the first column and find its match in the second column to build compound words.
Model I will choose the word rattle from the first column and look for a word in the second column that can
form a compound word. I can add the word snake in the second column to rattle to make the word
rattlesnake. A rattlesnake is a large snake found in North and South America with segments on its tail that
rattle when vibrated.
First Word
her
tumble
rattle
sage
cart
lone
Second Word
brush
wheeling
man
thing
snake
girl
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river
some
hand
cow
noble
sun
set
self
some
weed
bed
snake
Guide Practice Have students combine words from both columns to build new compound words.
On Their Own Have students use a dictionary to verify that the words they combined are in fact
compound words and to check the meaning of each compound word. Have them replace any incorrect
compound words or add new ones they find. Follow the Strategy for Meaningful Word Parts routine to teach
the word sunset.
Literary Terms – Dialect
Teach Explain that dialect is a form of a language spoken in a certain region or by a certain group of
people. It differs from the standard language in pronunciation, vocabulary, and grammatical form. Authors
sometimes use dialect in dialogue to help the reader understand literary elements such as character and
setting.
Model Let’s look at “The Fox and the Grapes,” The Fox says DEE-LISH-US. I wonder if that is a different
dialect than my own. I’ve heard people in the South pronounce their words that way, so maybe this fox is
from that region.
Guide Practice Discuss with students the dialect the author uses in The Horned Toad Prince, such as
using the words twang and critter. Point out that those words are often used in the South and twang comes
from the sound of a plucked banjo string, the banjo being an instrument often used in the music of the
South.
On Their Own Have students find other examples of dialect in other selections of their Student Edition.
Vocabulary Skill – Synonyms and Antonyms
Read Have students read “Tall Paul” on page 115. Use the vocabulary skill and strategy as tools to build
comprehension.
Teach Context Clues Tell students that synonyms and antonyms students that synonyms are words with
almost the same meaning, and antonyms are words with opposite meanings.
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Model I’m not sure what the word lassoed means when I read… he lassoed and caught a whole herd of
cattle with a single toss of his rope. Write lassoed on the board. I can use the strategy of context clues. I
read that he lassoed a whole herd of cattle with a single toss of his rope. The phrases lassoed cattle and
toss of his rope help me understand that lassoed means “threw a rope to catch an animal.”
Guide Practice Write The mountain shrieked and screamed on the board. Have students determine the
meaning of shrieked, using a context clue from the sentence. (screamed) Ask if the clue is a synonym or an
antonym.
On Their Own Have students reread “Tall Paul” on p. 115. Tell students to use context clues to find
meanings for the selection vocabulary.
Use the Reader’s and Writer’s Notebook page 75.
ReRead for Fluency
Expression Read paragraph 3 of “Tall Paul” aloud, keeping your expression slow and steady. Change
your voice level for emphasis. Tell students that you are reading the passage with expression, paying
special attention to the new vocabulary.
Text-Based Comprehension
Genre Explain that a trickster tale is a story that tells about an animal who outsmarts the bigger and
stronger characters in the story. The trickster character is usually mischievous and clever and tries to trick
others to gain something or to escape a dangerous situation. The characters in the story usually learn a
lesson.
Preview and Predict Have students preview the title and illustrations for The Horned Toad Prince. Have
them predict what might happen to the toad and the girl.
Purpose By analyzing The Horned Toad Prince, a trickster tale, students will gain knowledge of the
Southwest.
-Access Main Selection
Reader and Task Suggestions
Preparing to Read the Text

Review synonyms, antonyms and context
clues.
Leveled Tasks
 Levels of Meaning - Synthesis If
students find it difficult to understand the
toad’s actions and motivations, have them
reread pp. 12&-129, list the toad’s actions,
and describe the motivation for each action.
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

Discuss the characteristics of trickster tales.
Remind students they may need to adjust
their reading rate when they encounter
words and phrases of a different dialect or
language.
 Language Conventionality and
Clarity If students find the antiquated
language difficult, as they read, have them
list words and phrases they cannot figure
out. Have students use context to translate
the language into modern terms.
Access Text
page 118-119
Author’s Purpose Remind students that an author may write to inform, persuade, entertain, or
express. Have students reread pp. 118-119 and infer the author’s purpose. (to entertain)
Model How can I determine the author’s purpose or the reason she has for writing? (look at
ideas and the way the text is presented; look at illustrations) The illustrations are like cartoons, so they’re
not factual information. Other parts in the text make me laugh. I think the author’s purpose is to entertain.
Analysis – Text Evidence On p. 119, the author describes the vulture as all fat and sassy and says
that he has a long ugly neck. Why do you think she included this descriptive language? (The author wanted
to entertain readers by providing a humorous description of the vulture.)
Evaluation – Text Evidence
How do the illustrations on pages 118 and 119 support the text? (The
illustrations show what Reba Jo is doing and are humorous. The idea of racing a tumbleweed or roping
unlucky critters is humorous.)
page 120-121
Literary Elements Remind students that characters are the people or animals. The setting is where
the plot or the sequence of events takes place. Have students identify the setting of the story and the
characters.
Model Where does the story take place? (on the prairie, in an arroyo, or dry riverbed) Who are
the characters in the story? (Reba Jo and the horned toad)
Analysis – Text Evidence Who does Reba Jo meet after her hat blows away? How does this plot
event influence future events in the story? Use textual evidence to support your answers. (Reba Jo meets a
horned toad. This might influence a future event such as how Reba Jo solves her problem of getting her hat
out of the well.)
Analysis – Text Evidence
What details from the text help you to understand what the setting of the
story is like? Why is this important to understanding how Reba Jo came to meet a horned toad? (Details
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that mention thirsty sagebrush, tumbleweed, and the dusty well help readers understand what a prairie
looks like. Reba Jo would meet a horned toad because horned toads live on the prairie.)
page 122-123
Synonyms and Antonyms
Remind students that synonyms have the same or almost the same
meaning. Have students use context clues on o. 122 to determine the meaning of fetch and then find a
synonym for fetch in the last paragraph.
Model When the horned toad says he will fetch Reba Jo’s sombrero, what does he mean? (He
will get the hat out of the well.) In the last paragraph, the toad goes down the well to retrieve the hat.
Retrieve means “to bring something back.” I think fetch and retrieve are synonyms.
Evaluation – Text Evidence
Summarize the conflict at this point in the story. Cite examples from
the text. (Reba Jo rode her horse into the wrong place. She makes a deal with the horned toad to get her
hat back, but she doesn’t want to keep her end of the deal.)
Analysis
Help students generate text-based questions by providing the following question stem:
How does the horned toad ______?
Research and Inquiry
Step 2: Navigate/Search
Teach Have students create their research plan for gathering relevant information about their research
question. Begin by having students collect information from multiple sources of oral and written material,
such as reference texts. Remind students to use text features, such as captions, guide words, labels,
illustrations, and topic sentences, to gain an overview of the text and to quickly locate relevant information.
Remind students to take notes as they gather information. Encourage them to plan an on-site inspection,
such as a visit to a museum, botanical garden, or zoo as part of their research.
Model When looking for information about plants in the Southwest, I found that there are many different
species. There are trees, grasses, wildflowers, and cacti. Cacti interest me most, so I will focus my topic
research on them. While looking for information, I found: Many plants in the desert Southwest have
adapted to the extremes of heat and aridity. I will use keywords from this information, such as aridity, to
lead me to more specific information. One fact I found using this keyword states: Plants have adapted to
aridity by altering their physical structure to give them the ability to store and conserve water. I know the
botanical garden has a desert Southwest exhibit, so I can plan my on-site inspection to verify and learn
more information about cacti. I can also check with other teachers to see if there are any cactus plants in
the school.
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Guide Practice Have students continue their review of the oral and written information they’ve identified.
Encourage them to use the information they have found to add more specific questions and prepare for
their on-site inspection.
On Their Own Have students write down answers to their questions from their research sources. Remind
them to write down the reference material’s title, author, and date if they are going to quote the text.
Conventions
Compound Sentences
Teach Write the following sentences on the board: Jan is tired. She is still going to the party.
Demonstrate how to combine these simple sentences to make writing flow more smoothly. Point out the
use of a comma and the word but to connect the opposite ideas of the sentences. Jan is tired, but she is
still going to the party. Remind students that compound sentences should show subject-verb agreement.
Guide Practice rite the sentences below on the board. Have students connect them to form a compound
sentence using the connecting word or. Have students point out proper placement of the comma.
The dogs can go for a walk.
They can stay inside.
On Their Own Use Reader’s and Writer’s Notebook page 76.
Spelling
Long e
Teach Remind students that words that end with the sound of long e often end with ie, ey, or y.
Guide Practice Write movie, country, and money on the board. Guide students in identifying the
different ways to spell the long e at the end of each word. Have small groups sit in a circle. Tell one student
to say a word from their spelling list. Have the next student say a word with the same long e spelling.
Continue around the circle until there are no more similar words. Then begin again with a different long e
spelling·
On Their Own Use Reader’s and Writer’s Notebook page 77.
Writing
Friendly Letter: Writing Trait: Organization
Introduce the Prompt Remind students that the selection they are reading this week, The Horned Toad
Prince, is a trickster tale. Explain that they will imagine they are the main character in this tale when they
write their letters, Review the key features of a friendly letter. Remind students to think about these features
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as they plan a first draft. Then explain that they will begin the writing process for a friendly letter today.
Read aloud the writing prompt.
Writing Prompt
Imagine you are Reba Jo. Write a letter to a friend explaining what happened when you met up
with a horned toad.
Select a Topic One strategy we can use to generate ideas for a first draft of a friendly letter is to
brainstorm a list of main ideas to include in the letter. I’m going to write a letter to a friend who moved away.
I’m going to list some main ideas I might want to include in my letter. I know I’ll want to tell my friend about
the story The Horned Toad Prince. So some of the main ideas will be about what happened in the story.
You win want to write about some of those same ideas in your letter when you imagine you are Reba Jo. I’ll
start my list with what happened to Reba’s hat. You might want to include that main idea in your letter too.
Write the main ideas on the board.
Gather Information
Ask students to brainstorm other main ideas they might want to include in their
letter. List their ideas as they give their suggestions.
Main Ideas
The Horned Toad Prince is funny.
Reba Jo loses her hat.
Reba Jo meets a toad.
Reba Jo talks with Dad about the toad.
Mini-Lesson: Make an Outline


Use an outline to help organize a first draft of your letter. Display an outline. I’m going to write a
letter to my friend, Jack. I’ll start with an introduction. Write the title: Friendly Letter to Jack. Write
Introduction on line A. underneath. Write: greet Jack; ask how he is; say you miss him.
Next, I’ll choose some of the main ideas I wrote on my list to include in my letter. I’ll turn each item
into a paragraph for the body of my letter. On line B write, The Horned Toad Prince is funny. I’ll
write details from the story that I will want to share on lines 1, 2, and 3. On line C I’ll write Invite
Jack for a visit, and then write details on lines 1-3. Write when, how long, and what we’ll do on
lines 1. 2. and 3. under subhead C. Have students begin their own outline on Reader’s and
Writer’s Notebook. p. 78.
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Unit 1 Week 4 – The Horned Toad Prince – Day 3
Build Oral Vocabulary - Each day follow the routine for the ** words
Introduce the Word – Supply a child friendly definition
Demonstrate – Provide examples to show meaning
Apply – Have children show they understand, Ask them about the word
Display the Word – Show the word to the child
Amazing Words
frontier
rodeo
corral
creeks
plains
mesa
cacti **
sagebrush **
a border between two countries, or two bordering areas of land
a roundup of cattle
a pen for keeping or capturing livestock
a stream of water usually smaller than a river
a stretch of nearly treeless level country
a flat topped hill or a small plateau with steep sides
a large family of flowering plants able to live in dry regions
low shrubby plants related to daisies living in the American Plains
range
grassland
open land over which livestock may roam and feed
land covered with herbs and grasses rather than shrubs and trees
Text-Based Comprehension
Analysis What event in the story lets you know that this is a trickster tale? (The horned toad makes a
deal with Reba Jo to get her sombrero in exchange for three favors. The toad might use the favors to
outsmart Reba Jo, like a trickster character.)
Synthesis
Based on what you’ve read so far, what is the author’s purpose for writing? Use evidence
from the text. (The author’s purpose is to entertain because she uses funny language. The illustrations are
also funny, like cartoons.)
Retell Have students retell the first half of The Horned Toad prince, pp. 118-123. referring to details in
the text.
Access Main Selection
Access Text
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page 124-125
Author’s Purpose
Have students explain the author’s purpose in introducing Reba Jo’s father. Ask
them to use details from the text to support their answers.
Model How is Reba Jo’s father different from Reba Jo? (He welcomes the horned toad, and he
respects the deal they made.) The author must be introducing the character of her father to make her keep
her side of the bargain. The author might also be expressing the importance of keeping a promise.
Evaluation Why do you think the author chose to include dialect in the story? (to entertain and to make
readers feel like characters are really from the West)
Analysis Have students generate text-based questions by providing the following question stem: What
did Reba Jo do when ________.
page 126-127
Story Structure
Have students explain the story’s conflict and summarize the main events of the
rising action.
Model
The conflict occurs when Reba Jo wants the horned toad to leave her alone, but she
needs to keep her bargain. The rising action includes Reba Jo leaving the toad, turning him away, giving
him chili, and singing.
Analysis – Text Evidence
Why do you think the author writes, “You know dang well a kiss wasn’t
part of this deal, you low-life reptile” instead of “No. I won’t give you a kiss”? Cite examples from the text.
(The author wants Reba Jo to sound thoroughly disgusted by the horned toad’s request for a kiss. Her
response is also funny and entertaining to readers.)
Analysis – Text Evidence
What can you tell about the relationship between Reba Jo and the
horned toad? Find text that shows characters’ words and actions. (Reba Jo tries to leave him in the desert
and is angry when he comes to her house for his three favors. The toad is clever and puts up with Reba
Jo’s reactions to get his three favors.)
page 128-129
Literary Elements Have students identify how the characters in the story change and what event in
the plot causes these changes to occur.
Model How and why does the horned toad change? (Reba Jo kisses the toad and he turns into
a handsome young caballero.) I know that Reba Jo didn’t like the horned toad throughout most of the story.
Then when he turns into a caballero, she suggests that he stay and they get hitched.
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Analysis – Text Evidence What lesson does Reba Jo learn at the end of the story? Summarize and
explain how Reba Jo’s lesson helps you understand the theme of the story. Use textual evidence to support
your response. (Reba Jo learns that she shouldn’t have judged the toad and shouldn’t have tried to back
out of their bargain. The theme of the story might be that it is important to keep your promises.)
Synthesis – Text Evidence Using what you learned in this selection, tell what you can discover
about the landscape of the Southwest. (Have students cite examples from the text to support their
responses.)
Evaluation – Text Evidence
Compare and contrast the horned toad to other trickster characters
you have read about. Use examples from the selection. (The toad is similar to other trickster characters
because he is clever and outwits someone who is bigger and stronger. The toad is different from other
tricksters because I have never read a trickster tale about a horned toad before.)
Fluency
Expression
Model Fluent Reading Focus students’ attention on P. 126 of The Horned Toad Prince. Read the page
aloud, emphasizing appropriate expression by adjusting your voice to demonstrate a lively, fluent reader.
Explain to students that you are reading the passage with expression by using your voice to make the story
come to life.
Guide Practice Ask students to follow along as you read the page. Then have them reread the page as a
group without you until they read with the appropriate expression and with no mistakes. Ask questions to be
sure students comprehend the text. Continue in the same way on page 129.
Research and Study Skills
Illustration / Caption / Label
Teach Explain that students will be preparing and giving an oral report about the Southwest. Ask students
if they have ever listened to or written and given an oral report. Create an outline as you discuss the
process for preparing and giving oral reports.



After gathering information, organize it in a way so listeners will understand the topic of the
report.
Be sure to include a topic sentence to grab the audience’s attention, provide the body of
the report with facts and details to support the main idea, and include a conclusion to
summarize what was said in the report.
Create illustrations with captions and labels to give visual support to the report.
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

Proofread and edit your oral report and illustrations.
Practice reading your oral report aloud to a partner with expression.
Guide Practice Have students review magazines, reference texts, and online sources to find graphic
sources, such as charts and illustrations, for their report. Ask them to explain how the information
presented win support their topic. Have them use multiple text features, such as guide words and topic
sentences, to gain an overview of the text and locate information for their report. Remind them to follow
their research plan when collecting information from multiple sources.
Discuss these questions:


Where can I find information about my topic? (books, magazine articles, the Internet, and visiting a
museum or library)
How can I organize my ideas? (write each fact on separate index cards or sheets of paper, then
sort the facts into different categories)
On Their Own Use the Reader’s and Writer’s Notebook page 80 and 81.
Research and Inquiry
Step 3: Analyze Information
Teach Tell students that today they will analyze their findings and may need to change the focus of their
original inquiry question.
Model Originally I thought that there were only tall cacti with arms, like the ones in the movies and in
pictures. During my research, which included an on-site inspection of the desert Southwest exhibit at the
botanical garden, I found that there are more varieties of cactus than’ thought. Some have beautiful,
colorful flowers, some take 75 years to grow an arm, and others can be poisonous. After talking with an
expert source at the botanical garden, I can improve the focus of my inquiry question to include this
information. Now my inquiry question is What varieties of cactus can be found in the landscape of the
Southwest?
Guide Practice Have students analyze their findings. They may need to refocus their inquiry question to
better fit the information they found. Remind students that if they have difficulty improving their focus, they
can revisit their on-site inspection source, visit other local sites, or consult another expert source, such as a
reference librarian.
Remind students that they can use illustrations, and the captions and labels that go with them, to provide
visual representation of their findings when they present their oral report.
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On Their Own Have students survey other students who are researching the same or similar topics.
Have them ask their inquiry question and take notes of their answers. Students should then compare their
research results to the survey they conducted in class to improve the focus of their inquiry question.
Conventions
Compound Sentences
Review Remind students that this week they learned how to correctly write compound sentences. Explain
that a compound sentence contains two simple sentences joined by a comma and a coordinating
conjunction such as and, but, or or.
Connect to Oral Language
sentence:
Have students fix the following run-on sentence by making it a compound
The toad asked Reba Jo to stop she kept running.
Spelling
Long e
Frequently Misspelled Words The words finally and probably are words that students often misspell.
Both words end with the long e sound spelled y. I am going to read a sentence. Choose finally or probably
to complete the sentence and then write it correctly.
11.
12.
13.
14.
15.
She will _____want to come with us. (probably)
I _____ read that book I got. (finally)
After two hours, he ______ finished his dinner! (finally)
We _____ won’t see that movie. (probably)
The weekend is _____ here! (finally)
Friendly Letter: Writing Trait: Conventions
Display the Rubric Display Scoring Rubric 4 from the Teacher Resources and review the criteria for
each trait under each score. Then, using the model in the Student Edition, have volunteers explain why the
model should score a 4 for one of the traits. If a student offers that the model should score below 4 for a
particular trait, the student should offer support for that response. Remind students that this is the rubric
that wm be used to evaluate the friendly letter they write.
Remind students that both the greeting and the closing of a friendly letter are followed by a comma.
Encourage students to use their outlines to develop their drafts.
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Scoring Rubric: Friendly Letter
Focus/Ideas
Organization
Voice
Word Choice
Sentences
Conventions
4
3
clear, focused ides
within paragraphs with
interesting main ideas
and details about each
well-organized
paragraphs that
contain a main idea
and details about the
topic
language and style are
friendly and informal
and match the
purpose and audience
focused ideas within
most paragraphs with
fairly interesting main
ideas
good paragraphs with
most details
supporting the main
idea of the paragraph
most paragraphs not
focused around a
specific idea
no clarity of ideas or
focus within any of the
paragraphs
some paragraphs with
no organization of
main ideas or details
no topics or details in
paragraphs
language mostly
informal and matches
the purpose and
audience most of the
time
clear language; mostly
using interesting
adjectives and verbs
language often sounds
too formal for a
friendly letter
does not match the
purpose or the
audience
some words that do
not match the style or
voice of a friendly
letter
too many short,
choppy sentences
incorrect or limited
word choice
many errors in
compound sentences,
including errors in use
of commas
no compound
sentences, or incorrect
use of commas in the
letter
uses vivid adjectives
and strong verbs to
present clear, fun
images
well-constructed and
varied lengths and
types of sentences
correct use of
compound sentences
and correct use of
commas in the friendly
letter
some variety of
sentences; most well
constructed
few errors in
compound sentences
and use of comma in
the letter
2
1
many fragments and
run-ons
Outlines Have students refer to the outlines they worked on yesterday. If they have more information to
add to their charts, give them time to add it.
Write
You will be using your outline as you write the draft of your friendly letter. Remember to use
compound sentences in your letter, rather than short, choppy sentences, to make your writing flow more
smoothly.
Mini-Lesson: Writing Trait: Conventions

Remind students that both the greeting and the closing of a friendly letter are followed by a comma.
Encourage students to use their outlines to develop their drafts. Display the Drafting Tips for
students and remind them of the purpose of drafting.
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Drafting Tips



Use details in your letter to support or tell about each main idea you want to tell your friend about.
Remember your audience and purpose of the letter and use language to show a friendly and
informal tone.
Don’t worry about grammar and mechanics when drafting. Focus on getting a complete letter down
on paper.
I‘m going to write my letter to a friend. When I draft, I will refer to my outline to help organize my idea-s into
paragraphs. I will start my letter with the greeting Dear Jack, followed by a comma use the closing Your
friend, followed by a comma, at the end of my letter. Add a comma to the greeting and to the closing.
Direct students to use the drafting tips to help them write their drafts. Remind them to use the kind of
friendly, informal language they normally use to communicate with friends. Point out that using compound
sentences can make their letters flow more smoothly. Remind students that a comma goes after the first
simple sentence in a compound sentence, just before the coordinating conjunction.
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Unit 1 Week 4 – The Horned Toad Prince – Day 4
Build Oral Vocabulary - Each day follow the routine for the ** words
Introduce the Word – Supply a child friendly definition
Demonstrate – Provide examples to show meaning
Apply – Have children show they understand, Ask them about the word
Display the Word – Show the word to the child
Amazing Words
frontier
rodeo
corral
creeks
plains
mesa
cacti **
sagebrush **
a border between two countries, or two bordering areas of land
a roundup of cattle
a pen for keeping or capturing livestock
a stream of water usually smaller than a river
a stretch of nearly treeless level country
a flat topped hill or a small plateau with steep sides
a large family of flowering plants able to live in dry regions
low shrubby plants related to daisies living in the American Plains
range
grassland
open land over which livestock may roam and feed
land covered with herbs and grasses rather than shrubs and trees
Social Studies in Reading
Fable
Introduce Explain to students that what we read is structured differently depending on the author’s
reasons for writing and what kind of information he or she wishes to convey. Different types of texts are
called genres. Tell them that a fable is one type of genre.
Discuss the Genre Discuss with students what they know about fables. For example, ask: What kind of
characters might you find in a fable? (Possible response: Characters in fables are often animals.
Sometimes fables have trickster characters.) Explain: A fable is a fictional story that presents a lesson, or
moral, about life. Many of the characters in fables are animals, and often one of the animals is a trickster
who tricks another character who is bigger or stronger. Let’s compare and contrast the characters in a
traditional fable to the characters in other types of classical literature.
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Group Practice Display a Venn diagram like the one below. Label the sides Fable and Other Stories.
Ask the following questions:



How are characters in fables and characters in other stories alike? (Possible response: Characters
in both types of stories have problems they need to solve. You can learn about the characters in
fables and other stories through their words and actions.)
How are characters in fables and characters in other stories different? (Possible response:
Characters in fables are often animals and sometimes tricksters. Characters in classical stories are
usually humans.)
How are fables usually passed down? (Possible response: Fables are passed down from
generation to generation by storytellers.)
Fables vs. Other Stories
Animals
Tricksters
Both
Solve Problems
Humans
Read Tell students that they will now read a fable from China about two animal characters. Have
students preview the selection and set a purpose for reading by thinking about which character in the story
might be a trickster.
Access Text pg. 134-135
Teach Genre: Fable Explain that the moral of a fable can help readers understand the fable’s theme.
Ask students to read the moral of the fable on p. 135 and explain how it helps them understand the theme.
Model The moral is stated on p. 135: It is possible to borrow power when you have none of your
own. Who has power in the beginning of the story? (Tiger) Why does fox want power? (so that Tiger win
not eat him) How does Fox borrow Tiger’s power? (by tricking Tiger into thinking that Fox is King of the
Forest) Even though Tiger is bigger and more powerful than fox, Fox is able to outsmart Tiger. The moral
and the events of the story help me to understand the story’s lesson or theme: You don’t have to be the
biggest and strongest to have power.
On Their Own
Have students list details that help them understand the moral. Then have them
summarize the theme in their own words.
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Close Reading
Analysis – Text Evidence How does Fox trick Tiger? Why does Fox want to trick Tiger? (Fox tricks
Tiger into thinking that the other animals are afraid of Fox, when really they are afraid of Tiger. Fox wants to
trick Tiger into being afraid of him, so that Tiger will not eat him.)
Evaluate How are Fox and Tiger alike? How are they different? (Both live in the forest and say they are
hungry. Tiger is bigger and stronger than Fox, but Fox is clever enough to trick Tiger.)
Analyze – Text Evidence
An author states a purpose by using language that tells the reader of it. An
author implies a purpose through clues such as graphic sources. Is the purpose of “The Fox and the Tiger”
stated or implied? (Stated; by stating a moral in the story, the author tells the reader that the purpose of the
story is to teach a lesson.)
Fluency pg. 136
Rate and Accuracy
Guide Practice Use the Student Edition activity as an assessment tool. Make sure the reading passage is
at least 200 words in length. As students read aloud with partners, walk around to make sure their
expression is appropriate.
Vocabulary Skills
Synonyms and Antonyms
Teach Write If you strike a bargain in these parts, a deal’s a deal on the board. Underline bargain.
Remind students that using context clues will help them figure out the meanings of unfamiliar words, point
out that synonyms and antonyms can be used as context clues.
Guide Practice Have students determine the meaning of bargain by using context clues from the
sentence. Guide them to identify the word deal and ask if it is a synonym or antonym.
On Their Own Have pairs list at least three synonyms for sombrero and three antonyms for soft. Check
to make sure students understand the concept of synonyms and antonyms as context clues and that they
know the meanings of the words they are identifying.
Listening and Speaking
Oral Report
Teach Tell students that in order to write and present a successful oral report, they should
think about their audience and how they can capture their attention. Review with students
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that the purpose of an oral report is to inform people about a topic. The information includes
facts, relevant information, and graphic sources.
Guide Practice To prepare for their oral reports, have students read, watch, and listen to a variety of
media to gather information, build and reinforce concept attainment, and derive meaning about their topic.
Instruct students to use a search engine on the Internet to help them identify appropriate text articles,
audio, and video segments. Students should take notes on key ideas. Using the information they have
gathered, students should organize their oral reports.
On Their Own Have students practice presenting their reports with partners. As they speak, suggest that
they use formal classroom language in their oral report presentation. Remind partners to listen attentively
and make pertinent comments when the speaker is finished. Have partners ask and answer relevant
questions and make pertinent comments about the report’s topic to help refine the information.
Research and Inquiry
Step 4: Synthesize
Teach
Have students synthesize their research findings and results. Students may choose to write their
oral report and then read it to the class. They can also write topics with keywords and phrases on index
cards and use these as a reference as they talk about their topic. Other students may choose to use a
computer presentation in conjunction with their oral report. Remind students that they can use visual aids
they found while researching and display these as they give their oral reports. Review how to choose
relevant information from a number of sources and organize it logically.
Guide Practice Provide students with an organizer and have them sort their information and evidence to
help them organize the order for their oral presentation. Students can use a word processing program to
write their oral presentation or make note cards for their outline. Encourage them to use displays for their in
illustrations/pictures with labels or captions for their presentations. If students are using a computer
presentation, check to see that they are labeling and captioning visual sources correctly.
On Their Own
Have students organize and combine the information for their oral presentation.
Conventions
Compound Sentences
Test Practice Remind students that grammar skins, such as using compound sentences, are often
assessed on important tests. Remind students of what a compound sentence is.

A compound sentence contains two simple sentences joined by a comma and a
coordinating conjunction such as and, but, or or.
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On Their Own For additional practice, use Reader’s and Writer’s Notebook, page 83.
Spelling
Long e
Practice Spelling Strategy Have pairs of students write the list words on individual note cards and turn
the cards face down. Ten students to take turns turning two cards face up. If both words have the same
long e ending sound, the student who turned up the cards keeps them. If the words do not have the same
ending sound, the cards are returned face down. Play continues until no more matches are possible. (The
final two cards will not match.)
Writing
Friendly Letter: Revise: Adding
Review Yesterday we drafted a friendly letter. Today we will revise our drafts. Because this is a friendly
letter, the goal is to make our writing clear, interesting, and fun to read.
Remind students that revising does not include corrections of grammar and mechanics. Tell them that this
will be done tomorrow as they proofread their work. Then review the revising strategy of Adding.
When you revise, ask yourself How can I make my writing clearer? We can use the revising strategy of
Adding.
Tell students that as they revise, not only should they look for places where they can add vivid words, they
should also check that their paragraphs are well organized and clear.
Revising Tips



Use a variety of simple and compound sentences.
Add vivid words to make descriptions clear and interesting.
Change language to make it informal and friendly for your audience.
Have students revise their compositions, using information from their classmates. Be sure that students are
using the revising strategy of adding for coherence and organization.
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Unit 1 Week 4 – The Horned Toad Prince – Day 5
Build Oral Vocabulary - Each day follow the routine for the ** words
Introduce the Word – Supply a child friendly definition
Demonstrate – Provide examples to show meaning
Apply – Have children show they understand, Ask them about the word
Display the Word – Show the word to the child
Amazing Words
frontier
rodeo
corral
creeks
plains
mesa
cacti **
sagebrush **
a border between two countries, or two bordering areas of land
a roundup of cattle
a pen for keeping or capturing livestock
a stream of water usually smaller than a river
a stretch of nearly treeless level country
a flat topped hill or a small plateau with steep sides
a large family of flowering plants able to live in dry regions
low shrubby plants related to daisies living in the American Plains
range
grassland
open land over which livestock may roam and feed
land covered with herbs and grasses rather than shrubs and trees
Amazing Ideas include these key concepts:
 The Southwest has varied climates and landscapes with many
unique features.
 You can learn a lot by exploring new places and meeting new
people.
 You shouldn’t judge new people or places before you get to know
them.
Text-Based Comprehension
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Review: Author’s Purpose
Teach Review the definition of author’s purpose on p. 112. Remind students that authors write to
entertain, inform, persuade, and express ideas. Point out that the way an author organizes the ideas in the
text will help determine the author’s purpose. For additional support, have students review p. EI.2 on
author’s purpose.
Guide Practice Have student pairs determine the author’s purpose in The Horned Toad Prince. Then
have pairs find examples that support their decision and share their examples with the class.
Vocabulary Skills
Synonyms and Antonyms
Teach Remind students that synonyms are words that have similar meanings. Antonyms are words that
have opposite meanings. Synonyms and antonyms can be used as context clues to help figure out
meanings of unfamiliar words. Have students remember that using analogies with synonyms or antonyms
can help determine meanings of unfamiliar words.
Guide Practice Have students find the correct meaning of the word gust on p. 120 using context clues.
Ask them to list the synonyms in the sentence that are clues.
On Their Own
Have students work with partners to write context sentences using this week’s lesson
vocabulary words. Partners can trade sentences and identify the context clues that help them determine
each word’s meaning. Then have them complete these analogies using their knowledge of synonyms and
antonyms. Bargain is to deal as swindle is to _____(cheat); favor is to hold back as help is to _____
(hinder).
Word Analysis
Compound Words
Teach
Review the definition of compound words with students. Discuss the meanings of these
compound words: riverbed and lonesome.
Guide Practice Display the following words: tumbleweed, cartwheeling, herself, and cowgirl. Use the
Strategy for Meaningful Word Parts to teach the word tumbleweed.
Routine: Strategy for Meaningful Word Parts
10. Introduce word parts Have students circle each smaller word in tumbleweed.
11. Connect to meaning Define each smaller part of the word. Tumble means “to roll around, over and
over.” Weed means “a wild plant that grows where it is not wanted.”
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12.
Read the word Blend the meaningful word parts together to read tumbleweed. Then use the
meanings of the smaller words to determine the meaning of the new word. A tumbleweed is “a driedup wild plant that rolls around and around in the wind.”
Literary Terms
Dialect
Teach Have students reread The Horned Toad prince, pages 118- 129. Remind them that dialect is a
form of language spoken in a certain region or by a certain group of people.
Guide Practice
Find an example of dialect from The Horned Toad Prince. Discuss with students why
the author included dialect. Have students point out other examples of dialect from the selection and
discuss.
On Their Own Have students make a chart with the heading Dialect. Underneath the heading, ask them
to list examples of dialect from the text.
ASSESSMENTS:
Monitor Fluency Progress
Fluency As the student reads the text below aloud, mark mistakes on your copy. Also mark where the
student is at the end of one minute. To check the student’s comprehension of the passage, have him or her
retell you what was read. To figure words correct per minute (WCPM), subtract the number of mistakes
from the total number of words read in one minute.
Keeper of the Mesas
The morning shone brightly when Jen woke up and looked out at the mesas of New Mexico. As
always, the rolling plains and red mesas seemed magical. Jen left her small cabin with her dog,
Cloud, on their daily walk. Even the breeze seemed enchanted. Cloud must have felt it too. In a
quick move, he pulled away from Jen and ran. “Cloud!” Jen shouted, running after him.
On the far side of a mesa, Cloud entered a forest. Jen followed. The forest was silent. She could
not even hear Cloud’s barking. She walked deeper, until she was stopped by a voice from the
treetops. “I am the keeper of the mesas,” said the smooth woman’s voice. “I oversee the land.”
Jen nodded. voice went on. It will soon be time for another to take over. And you, I have been
watching you. You know the magic of the land. I would like you to be the one.”
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Jen nodded again. She knew the voice was done speaking. She knew, also, that she would be led
back here when the time was right. As Jen stepped out of the forest, Cloud came running toward
her, they walked back home slowly through the enchanted day.
**IF students cannot read fluently at a rate of 95-105 WCPM, make sure they practice with text at
their independent reading level.
**IF students already read at 130 WCPM, have them read a book of their choice independently.
Research and Inquiry
Step 4: Communicate
Present Ideas Have students share their inquiry results by presenting their information and giving an oral
report about their research. Have students display any graphic sources they discovered and created on
Day 3 and Day 4.
Speaking Remind students how to be good speakers and how to communicate effectively with their
audience.
o Respond to relevant questions with appropriate details.
o Speak with fluent rate, volume, and enunciation.
o Keep eye contact with audience members.
Listening Review with students these tips for being a good listener.
o Listen attentively by staying focused on the speaker.
o Wait until the speaker has finished before raising your hand to ask a relevant question or
make a pertinent comment.
o Be polite. Even if you disagree.
Listen to Ideas Have students listen attentively to the various oral reports. Have them make pertinent
comments, closely related to the topic.
Monitor Progress:
For a written assessment of Compound Words, Author’s
Purpose, and Selection Vocabulary, use Weekly Test 4, pages 19-24.
Spelling Post-Test
Long e
Dictate Spelling Words Dictate the spelling words and read the sentences. Have child write the words. If
needed, segment the words for child, clarify the pronunciations, and give meanings of the words.
176.
prairie
Tall grass grew on the prairie.
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177.
178.
179.
180.
181.
182.
183.
184.
185.
186.
187.
188.
189.
190.
191.
192.
193.
194.
195.
calorie
honey
valley
money
finally
movie
country
empty
city
rookie
hockey
collie
breezy
jury
balcony
steady
alley
trolley
misty
Most foods have more than one calorie.
Bees make honey.
The river is down in the valley·
How do you earn money?
It is finally time for lunch.
Which movie do you want to see?
The farm is out in the country.
I will refill your empty glass.
We rode the train into the city.
The rookie hit a home run.
Hockey is played on ice.
Is that big dog a collie?
Spring days are often breezy.
The jury listened to the judge.
Mom looked down at us from the balcony.
A steady rain fell all night long.
Park your car in the alley.
The trolley bell clanged.
We could hardly see through the misty fog.
Challenge Words
196.
197.
198.
199.
200.
frequency
parsley
journey
chimney
attorney
The frequency of his visits increased over time.
The sandwich was garnished with parsley.
We took a long journey across the state.
Smoke comes out of the chimney.
Ted spoke to the attorney in the courtroom.
Conventions
Complete Subjects and Predicates
More Practice Remind students that a compound sentence contains two simple sentences joined by a
comma and a coordinating conjunction such as and, but, or or.
On Their Own Write these sentences. Have students complete each sentence to make it a compound
sentence about an event in the story. Have them look back in the story if necessary. Remind students that
a compound sentence combines two simple sentences using a comma and a conjunction and that the
subjects and verbs should agree in number.
14. Reba Jo had to get back her hat _____. (Possible response: , or her dad would be angry)
15. _____, and he would get back her hat. (Possible response: Reba Jo promised to help the
toad)
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16. Reba Jo thought the prince would stay _____. (Possible response: , but he left in the end)
17. The toad tricked Reba Jo into kissing him _____. (Possible response: , and then he ran away)
Writing
Friendly Letter
Review Revising Remind students that yesterday they revised their friendly letters, looking especially at
where they could add words to make their writing more vivid. Today they will proofread their friendly letters.
Proofreading Tips



Be sure the heading, greeting, and closing of your letter have commas in the correct
places.
Check that compound sentences have a comma and coordinating conjunction.
Check that all sentences are punctuated correctly.
PROOFREAD Display the proofreading tips. Ask students to proofread their stories, using the proofreading
Tips and paying particular attention to declarative and interrogative sentences.
Present Have students revise their final drafts in response to feedback. Have students read their
parodies to peers. When students have finished, have each complete a Writing Self-Evaluation Guide.
Give students two options for publishing their written work to a specific audience: a recorded oral
presentation to the class or a written final letter.
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Unit 1 Week 5 – Letters Home From Yosemite – Day 1
Build Oral Vocabulary - Each day follow the routine for the ** words
Introduce the Word – Supply a child friendly definition
Demonstrate – Provide examples to show meaning
Apply – Have children show they understand, Ask them about the word
Display the Word – Show the word to the child
Amazing Words
earthquake **
volcano **
eruptions **
magma **
elk
lava
sequoia
geyser
a shaking or trembling of a portion of the earth
a vent in the earth’s crust that allows hot melted rock to come out
more than one bursting forth usually through a surface
hot melted rock within the earth’s crust
a large deer in North America
the hot melted rock after it has left the earth’s crust
a huge cone bearing tree in California related to the Cyprus
a spring that every now and then shoots out hot water and steam
wildlife
nonhuman living things and especially wild animals in their natural
environment
the flower of a wild plant or the plant itself
wildflowers
Text-Based Comprehension – Main Idea and Details & Text Structure
Read Remind students of the weekly concept - The Unique Qualities of the West. Have students read
“Send a Ranger!” on page 141.
Model a Close Read Have students follow along as you read the first paragraph. Does the first sentence
sound like a main idea or a supporting detail? (main idea) Let’s read the rest of the paragraph to see if
there are pieces of information that support this idea. What do the other sentences in the paragraph tell
about, the main idea or other things? Look for details that support the main idea. I know that this is
expository text because it gives information about park rangers. I see in the first paragraph that the job of
park ranger is compared to many other jobs.
Teach Have students review p. 140. Explain that the skill of finding main idea and details and the strategy
of discovering text structure are tools they can use to deepen understanding. Then have them use a
graphic organizer like the one on p. 140 and summarize the main idea and details in the second paragraph.
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Guide Practice Have students reread “Send a Ranger!” using the callouts as guides. Then ask volunteers
to respond to the callouts, citing specific examples from the text to support their answers.
Skill: The main idea of this paragraph is that a park ranger’s job is made up of many different
jobs.
Skill: The author restated the sentence to emphasize the idea. Yes, I think this is the main idea.
Strategy: The author compares a ranger to a firefighter.
Apply Use Reader’s and Writer’s Notebook page 84 for additional practice with main ideas and details.
Selection Vocabulary
Introduce Selection Words
Use the following routine to introduce this week’s tested selection vocabulary.
glacier:
a great mass of ice that moves very slowly down a mountain or along a valley, or
spreads very slowly over a land area
impressive:
able to impress the mind, feelings, conscience
naturalist: a person who studies living things
preserve:
slopes:
species:
to keep from harm or change; protect
lands that go up or down at an angle
set of related living things that share certain characteristics and that can interbreed
wilderness: a wild region with few or no people living in it
See It/Say It: Write wilderness. Scan across the word with your finger as you say it: wil-der-ness
Hear It: Use the word in a sentence. After the road ended, the whole area was nothing but a wilderness.
Define It: Elicit definitions from student.
Would a wilderness be found near a city? Clarify or give a
definition when necessary. No, cities are filled and surrounded by people. Restate the word in studentfriendly terms. Only trees and animals were visible as they flew over the wilderness.
Make Connections Have students discuss the word. “Have you ever seen or heard of a wildemess?” Be
prepared to share. Rephrase their ideas for usage when necessary or to correct misunderstandings.
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Record Have students write the word and its meaning. Continue this routine to introduce the remaining
words in this manner.
Research and Inquiry
Step 1: Identify and Focus Topic
Teach Discuss the Question of the Week: How does Yosemite reflect the unique qualities of the West?
Tell students they will use multiple sources of oral and written information to research the unique qualities
of the West. They will use the information they find to create a travel poster to share with the class on Day
5.
Model I’ll start by making a research plan to collect information from multiple sources of oral and written
information. I’ll brainstorm a list of qualities that make the West unique. I know the West has mountains,
deserts, and many plants and animals. I love animals, so I’d like to find out more about an animal that lives
in Yosemite. Some possible questions could be What kinds of animals live in Yosemite? What do they eat?
Where in the park do they live?
Guide Practice After students have brainstormed with a partner and formulated open-ended inquiry
questions from personal interests, explain that tomorrow they will use their questions to conduct research
online and in print sources. To generate a research plan, help students identify keywords that will guide
their search for relevant information.
On Their Own Have students work individually, in pairs, or in small groups to narrow the topic and write
one inquiry question.
Spelling Pre-Test
Long u
Introduce Tell students to think of words that end in the long u sound (tool). This week we will spell
words that end in the long u sound.
Dictate Spelling Words Dictate the spelling words and read the sentences. Have child write the words. If
needed, segment the words for child, clarify the pronunciations, and give meanings of the words. Have
child self-check their pretests and correct misspelled words.
201.
202.
203.
204.
205.
usual
huge
flute
mood
smooth
I gave the waiter my usual order.
The hot-air balloon was huge.
Liz prays the flute in the band.
Drew is in a happy mood today.
That is a smooth stone.
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206.
207.
208.
209.
210.
211.
212.
213.
214.
215.
216.
217.
218.
219.
220.
threw
afternoon
scooter
juice
cruise
truth
bruise
cruel
excuse
pupil
groove
confuse
humor
duty
curfew
I threw the ball into the air.
The sun came out by afternoon.
I wear a helmet when I ride my scooter.
This apple juice is so sweet!
The cruise ship sailed away from the port.
Jim usually told the truth.
The ball hit me and caused a bruise.
Don’t be cruel to your pets.
Please excuse me for bumping into you.
Each pupil bought a book.
My bike’s tire made a groove in the mud.
The complex map may confuse him.
Judy has a fine sense of humor.
It is your duty to report a crime.
Be sure to come home before curfew.
Challenge Words
221.
222.
223.
224.
225.
influence
aluminum
nutrition
accumulate
igloo
The teacher is a good influence on the students.
We put aluminum cans in the recycling bin.
Good nutrition is important for overall health.
It’s easy to accumulate junk mail.
A real igloo is made of ice.
Writing
Personal Narrative: Writing for Tests: Read Like a Writer
Introduce
This week you will write a personal narrative. A personal narrative is a true story about a
personal experience or memory.
Genre Personal Narrative
Trait Voice
Mode Narrative
Examine Model Text Let’s read an example of a personal narrative. Have students read “How I
Learned to Ride a Bike,” on p. 85 of the Reader’s and Writer’s Notebook. Point out how the dialogue is
written with the comma and the quotation marks around the direct speech.
Key Features
Personal narratives are about a person’s real experiences. Have students circle at least
three sentences that tell about real experiences in this personal narrative.
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A personal narrative is written in the first-person. Remind students that the first person point of view uses
the pronouns I, me, and we. Have students read aloud some sentences that show this narrative is in the
first person.
A personal narrative usually presents the events in the order in which they occurred. Have students
interact with the text and number three events the writer experienced to show the order in which they
occurred. Then have them circle all words that signal time-order or chronology
Review the key features of a personal narrative with students. You may want to post the key features in the
classroom for students to refer to as they work on their stories.
Review Key Features of a Personal Narrative
 tells about a personal experience
 written in the first person
 usually organized in the order in which events occurred
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Unit 1 Week 5 – Letters Home From Yosemite – Day 2
Build Oral Vocabulary - Each day follow the routine for the ** words
Introduce the Word – Supply a child friendly definition
Demonstrate – Provide examples to show meaning
Apply – Have children show they understand, Ask them about the word
Display the Word – Show the word to the child
Amazing Words
earthquake **
volcano **
eruptions **
magma **
elk
lava
sequoia
geyser
a shaking or trembling of a portion of the earth
a vent in the earth’s crust that allows hot melted rock to come out
more than one bursting forth usually through a surface
hot melted rock within the earth’s crust
a large deer in North America
the hot melted rock after it has left the earth’s crust
a huge cone bearing tree in California related to the Cyprus
a spring that every now and then shoots out hot water and steam
wildlife
nonhuman living things and especially wild animals in their natural
environment
the flower of a wild plant or the plant itself
wildflowers
Word Analysis – Related Words
Teach Explain that related words share the same base word but may have different affixes. Tell students
that they will be working with the suffixes –ist and –ive this week. Have them choose base words and
prefixes or suffixes from the chart to list related words.
Model I will choose the word impress from the first column. Impress is a verb that means “to have a
strong effect on someone’s mind or feelings.” I know that I can choose affixes in the second column to
make the words impression, impressive, and unimpressive. These words have different meanings but are
related because they have the same base word.
Base Word
tour
natural
impress
Affixes
-ist
-ive
-ion
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Guide Practice Have students combine words from both columns to build related words.
On Their Own Have students check a dictionary to verify the definition of each word. Then have students
list other groups of related words they know. Follow the Strategy for Meaningful Word Parts routine to teach
unnatural.
Literary Terms – Imagery
Teach Tell students that imagery is the use of words that help readers experience things through their
senses. Writers often use imagery when they describe things to help the reader see, smell, feel, hear, or
taste what is being described.
Model Let’s look at “Letter from Denali” on p. 143. The author uses imagery to help readers understand
what the glacier looked like. What words help you to visualize the glacier? (like a huge field of ice) The
simile helps me understand. Now I can picture a ranger doing these jobs.
Guide Practice Have students locate the description of Bridalveil Fall on p. 149. Help students identify
imagery in the passage. What senses is the author trying to make the reader think about?
On Their Own Have students find other examples of imagery in other selections of their Student Edition.
Vocabulary Skill – Afffixes: Suffixes –ist, –ive, -ness
Read Have students read “Letter from Denali,” on page 43. Use the vocabulary skill and strategy as tools
to build comprehension.
Teach Context Clues TeII students that when you add the suffix –ness, it can make the word mean “the
quality of.” Explain that the suffix. -ist means “one who is an expert,” and the suffix –ive means “tending or
inclined to.”
Model Point out the word naturalist in the second paragraph of “Letter from Denali” on p. 143. I don’t know
what naturalist means, but I can use the strategy of word structure to examine the word and see that it has
the suffix –ist. I know that the suffix –ist: means “one who is an expert,” so a naturalist must be someone
who is an expert in nature. It makes sense that a naturalist would guide a tour in a national park.
Guide Practice Write this sentence on the board: Mt. McKinley is a very impressive sight. Help students
use the strategy of word structure and the suffix –ive to determine the meaning of impressive.
On Their Own
Read “Letter from Denali” on p. 143. Have students look for words with suffixes in the
selection and use the suffixes to help them determine the meanings of the words.
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Use the Reader’s and Writer’s Notebook page 90.
ReRead for Fluency
Appropriate Phrasing Read the first two paragraphs of “Letter from Denali” aloud, grouping words into
meaningful phrases. Tell students that you are using punctuation as cues for logical places to pause or take
a breath.
Text-Based Comprehension
Genre Explain that expository text tells about real people, places, or events. Explain that a letter is a kind
of expository text. It usually has a heading, inside address, salutation, body, closing, and signature. Explain
that “Letters Home from Yosemite” looks more like a scrapbook than letters.
Preview and Predict Have students preview the title, headings, guide words, photographs, and captions
to gain an overview of Letters Home from Yosemite. Ask students to predict what they will learn about,
Purpose
By analyzing Letters Home from Yosemite, an expository text students wilt gain knowledge
about how Yosemite reflects the unique qualities of the West.
-Access Main Selection
Reader and Task Suggestions
Preparing to Read the Text

Review suffixes –ist, -ive, and -ness
Leveled Tasks
 Structure If students struggle with the
unusual structure of the selection. Discuss
how the author uses a letter format to give
information. Remind students to pay
attention to the titles, captions, and
photographs.


Discuss the features of expository text
(captions, illustrations, maps).
Point out that students will need to adjust
their reading rate when they come upon
challenging vocabulary and concepts.
 Theme and Knowledge Demands
Some students may have difficulty
understanding geographic terms. Point out
how to use the pictures and captions to gain
a deeper understanding of the geographic
terms.
Access Text
page 146-147
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Main Idea and Details
Good readers can summarize the details to identify the main idea. Have
students read the second paragraph on p. 146 and summarize the details and identify the main idea.
Model The text talk s about the efforts that were made to protect Yosemite. Details are included
that tell me when and where this was done. What was the final result of these efforts? (Yosemite was
established as a national park.) The main idea is that Yosemite became a national park.
Analysis – Text Evidence
Reread pp. 146-147. What are some of the details that would be helpful
to someone who is going to visit Yosemite? (on p. 147, the author gives information about the history of
Yosemite and its location in the Sierra Nevadas. These details might be useful to someone who is traveling
to Yosemite and wants to know more about its land and history.)
Synthesis
Summarize the information on p. 147 in chronological order. (The Sierra Nevadas were
formed first. Next, Native Americans lived there. Explorers arrived next. The author arrived last.)
page 148-149
Text Structure
Ask students to read “Badger Pass” on p. 148. Explain that identifying the text
structure can help readers better understand the information. Ask students how the author has organized
the information.
Model How can I determine the text structure for this section? I can look at the ways the author
organized the information on the page. (The first paragraph talks about tourists in 1 855. and the second
paragraph talks about tourists today. The text structure is organized by comparison.)
Analysis – Text Evidence
What is the author’s opinion of Bridalveil Fall? What facts does the
author include about Bridalveil Fall? Cite text evidence. (On p. 149. the author says that Bridalveil Fall is
one of the prettiest waterfalls in Yosemite. She includes facts, such as its height: of 620 feet, and
information about its name.)
Synthesis – Text Evidence
Why did the author organize the text by comparison? How does this
help you to understand the information on p. 148? Use textual evidence to give examples of the text
structure. (By organizing the text by comparison. the author highlights how Yosemite has changed since
1855. This helps me understand that many more people visit Yosemite today, and why much of the park is
designated as wilderness.)
page 150-151
Affixes: Suffixes -ist, -ive, -ness
Have students read the word aggressive on p. 151. Ask
students to identify the word’s suffix and explain what the suffix tells them about the word’s meaning.
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Model I can look at word parts to figure out the meaning of a word. I see that the word
aggressive has the suffix –ive. (The suffix means “tending or inclined to.”) In the text, the word aggressive
describes a mule deer, so I think aggressive means that mule deer tend to act with aggression.
Evaluation – Text Evidence Why does the author include the names of several giant sequoias? Cite
deaths from the text to support your answer. (The names of trees tell about their shape or size. On p. 150,
the author includes nicknames such as the Grizzly Giant, the Clothespin Tree, Siamese Twins, and the
Dead Giant to help readers visualize the trees.)
Research and Inquiry
Step 2: Navigate/Search
Teach
Have students search the Internet using their inquiry questions and keywords from Day 1. Point
out that they can also consult print sources such as reference texts. Have them skim and scan each source
for information that will help answer their inquiry question. Tell students to pay particular attention to bold
and italicized words when skimming and scanning. Remind students that italicized or bold words can act as
guide words that help them locate useful information. Graphic sources, such as diagrams, illustrations, or
maps, can also be helpful. Encourage students to take notes as they research.
Model
I used the keywords Yosemite and animals to start my search and I found several reliable Web
sites. I found out that bighorn sheep live in Yosemite, and they are an endangered species. I can use this
information to narrow my search and look for more information in print sources such as encyclopedias. As I
look through each source, I pay attention to text features such as bold and italicized words. These features
can help me understand what the text is about and can also be useful when I want to locate specific
information. I will also look for visual sources of information, such as maps, to include on my travel poster.
Guide Practice Have students continue to review Web sites and print sources. Remind students that in
addition to the facts and details they want to present, they should collect visual sources of information that
they can include on their travel posters. Students may wish to include graphic sources such as
photographs, illustrations, maps, or diagrams to present their information visually. Remind students to
record the sources they have used.
On Their Own Have students make a list of facts and images that they want to include on their poster.
Then have them identify additional ideas that they would like to address and think about additional sources
that they can investigate.
Conventions
Clauses and Complex Sentences
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Teach Write the following sentences on the board. We visited the beach. We ate lunch. Demonstrate
how to combine the simple sentences to make a complex sentence using the time-order transition word
after and a comma.
Guide Practice Write the sentences below on the board. Have students combine the sentences using
transition words such as when and because. Remind students that words such as who, whom, which, that,
when, where, and why can introduce clauses in complex sentences.
We went to Yosemite.
We saw waterfalls.
The temperature dropped.
The puddles turned to ice.
On Their Own Use Reader’s and Writer’s Notebook page 87.
Spelling
Long u
Teach
and u.
Remind students that long u sounds can be spelled a number of ways: u-consonant-e, ew, oo, ui,
Guide Practice Write confuse, curfew, smooth, bruise, and humor on the board. Guide students in
identifying the long u sound in each word. Then have students work in pairs to write the list of words on
note cards and sort the words into two groups: /ϋ/ and /yϋ/ words. Next have them sort each group
according to the spelling pattern.
On Their Own Use Reader’s and Writer’s Notebook page 88.
Writing
Personal Narrative
Introduce the Prompt Remind students that they have learned the key features of a personal narrative.
Then remind them to think about these features as they plan their own writing. Explain that they wm begin
the writing process for a personal narrative story today. Read aloud the writing prompt.
Writing Prompt
Write about a time you went on vacation or spent time at a place you had never been to before.
Select a Topic Point out that the writing prompt provides a broad topic-writing about a vacation or a
place they had never been to before. Good writers know how to narrow a broad topic to something that is
manageable to write about. To narrow your topic, you can make a chart with a list of specific places you
have visited on one side and things that you saw on the other.
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Display a T-chart. In Letters Home from Yosemite, we read about a trip to Yosemite National Park. I’ll put
that place and what the writer saw in our chart.
Add the information to the T-chart. Ask students to brainstorm other places they have visited and what they
saw. Fill in the chart as they give their suggestions.
Place
Yosemite Park
Hoover Dam
Grand Canyon
What I Saw
beautiful waterfall
Lake Mead
steep cliffs, trails into the canyon
Discuss Rubric
Have students look at the scoring rubric on page 89 of their Reader’s and Writer’s
Notebook. Remind them that this rubric will be used to evaluate their writing this week.
Sample Test Display the writing prompt. Before students begin writing, remind them that they should
allow themselves enough time so they can both write their narratives and reread what they have written,
making any needed changes or additions. You may wish to let students know when they have about 10
minutes left to complete their writing in order to allow them time to begin the revision and editing processes.
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Unit 1 Week 5 – Letters Home From Yosemite – Day 3
Build Oral Vocabulary - Each day follow the routine for the ** words
Introduce the Word – Supply a child friendly definition
Demonstrate – Provide examples to show meaning
Apply – Have children show they understand, Ask them about the word
Display the Word – Show the word to the child
Amazing Words
earthquake **
volcano **
eruptions **
magma **
elk
lava
sequoia
geyser
a shaking or trembling of a portion of the earth
a vent in the earth’s crust that allows hot melted rock to come out
more than one bursting forth usually through a surface
hot melted rock within the earth’s crust
a large deer in North America
the hot melted rock after it has left the earth’s crust
a huge cone bearing tree in California related to the Cyprus
a spring that every now and then shoots out hot water and steam
wildlife
nonhuman living things and especially wild animals in their natural
environment
the flower of a wild plant or the plant itself
wildflowers
Text-Based Comprehension
Synthesis What is the main idea of “Bridalveil Creek/Fall”? Summarize the details that support this main
idea. (There is always something bigger, higher, or more impressive to see in Yosemite. The details are
about Bridalveil Fall, which is very impressive because it is beautiful and very high.)
Analysis How does the author use comparison to describe the relationships among ideas and organize
the information about Yosemite wildlife? (The author compares and contrasts different types of bears and
then compares mule deer to bears. This helps readers to understand the differences between animals that
live in Yosemite.)
Retell Have students retell the first six pages of Letters Home from Yosemite, referring to details in the
text. Encourage students to use the text features in their retellings.
Access Main Selection
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Access Text
page 152-153
Author’s Purpose
Have students read “Glacier point” on p. 152 to determine the author’s purpose
for including this passage.
Model The author says the view from Glacier point was totally awesome. I think she wrote this
passage to express how she feels about Glacier point. What else does she say? (She writes facts about
Glacier Point and peregrine falcons.) I think the author’s purposes were to express her opinion and to
inform.
Analysis Why did the author choose to include information about peregrine falcons in a passage about
Glacier point? (The author wanted to inform readers about the wildlife at Glacier Point and peregrine
falcons are one species that live there.)
Analysis – Text Evidence
Cite the details on p. 153 that support the idea that EI Capitan is the
biggest single block of granite on Earth. (It is more than 3,600 feet from its base to its top: it can take
several hours to several days to climb.)
Synthesis
Why was the granite block known as El Capitan given that nickname? (EI Capitan means
“the captain.” It was probably given that nickname because a captain is a leader, and this granite block is a
leader in size.)
page 154-155
Text Structure
Have students read the passage about Yosemite Falls on p. 154 and identify the text
structure of the second paragraph.
Model The author says you can feel the ground shake in spring and early summer, but the fans
may be a trickle by the end of summer. This paragraph compares the falls by season.
Evaluation
Describe the way the author organized ideas throughout the selection. How does the
organization help readers understand the author’s message about Yosemite? (The author has organized
the text by comparison. She describes each place she has visited separately, which helps readers to see
how things at Yosemite are alike and different.)
Synthesis – Text Evidence
Using what you learned in this selection, tell what we can learn about
the unique qualities of the West. Cite examples from the text to support responses.
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Fluency
Appropriate Phrasing
Model Fluent Reading Have students turn to p. 148 of Letters Home from Yosemite. Have students
follow along as you read this page. Tell them to listen as you group related words into phrases and pause
slightly between sentences. Explain that reading with appropriate phrasing makes sentences easier to
understand.
Guide Practice
Have students follow along as you read the page again. Then have them reread the
page as a group without you until they read with appropriate phrasing and with no mistakes. Ask questions
to be sure students comprehend the text. Continue in the same way on p. 149.
Research and Study Skills
Print Sources
Teach Ask students what print sources they have used when researching a topic. Explain that print
sources, or printed reference materials, are good sources of information and include textbooks, trade
books, newspapers, magazines, encyclopedias, dictionaries, glossaries, atlases, almanacs, and pamphlets.
Discuss these points:



When selecting print sources for research, think about the purpose of each type of source.
To gain an overview of the contents or locate information in a print source, think about its
organization. A table of contents tells the main topics of information in a publication and
where they can be found. An index, usually found at the end of a publication. is an
alphabetical list of specific topics that tells on what pages the information can be found.
Other text features, such as titles, headings, and guide words, can be used to gain an
overview of texts and to locate information.
Guide Practice Display examples of various kinds of print sources and invite students to skim and scan
them to locate information and to gain an overview of the contents. Have students compare the different
sources and explain how they are alike and different.
Discuss these questions:



How would you search for information about a specific topic in a trade book or a textbook? (Look in
the index.)
What print sources might help when researching a current event? (magazine or newspaper
articles)
In which print sources would you look to find a map? (atlas, textbook, encyclopedia)
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On Their Own Use the Reader’s and Writer’s Notebook page 91 and 92.
Research and Inquiry
Step 3: Analyze Information
Teach Tell students that today they will analyze the information they gathered from their print and online
sources. Explain that they may need to refocus their inquiry question or ask new questions about the topic.
Model When I began my research, I wanted to find out about animals that live in Yosemite and how they
are unique, like the west, I learned that bighorn sheep live in Yosemite. I also found out that these unique
animals are endangered, so I am going to refocus my inquiry question to include information that I found
about what is being done at Yosemite to protect them. Now my inquiry question is How does Yosemite
Park protect the bighorn sheep that live there?
Guide Practice Have students analyze their findings. They may need to refocus their inquiry question to
better fit the information they found. Remind students that they should consult both online sources and print
sources, such as encyclopedias, textbooks, and trade books, for more information. A reference librarian
can help them locate information in an encyclopedia or reference text if they need to improve the focus of
their research.
Remind students that they should also collect information from visual sources, such as photographs and
maps. Point out that students should choose graphic sources to include on their posters that will help them
present their information in an interesting way.
On Their Own After students have analyzed their findings, have them continue to search online and
print sources as necessary, paying particular attention to the visual sources that they will include on their
poster. If students have refocused their question or asked new questions, point out that they may need to
consult new sources in their search. Students who have completed their research may begin to organize
their information for their travel posters.
Conventions
Clauses and Complex Sentences
Review Remind students that this week they learned about dependent and independent clauses as well
as complex sentences.



An independent clause can stand alone as a sentence.
A dependent clause cannot stand alone as a sentence.
A complex sentence is made up of an independent and a dependent clause.
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Connect to Oral Language practice adding independent and dependent clauses to create complex
sentences. Remind students that words such as who, whom, which, that, when, where, and why can
introduce clauses in complex sentences. Begin a complex sentence with an independent clause and let
students finish it. Then repeat, but begin with a dependent clause.
The students lined up for lunch _____.
After the bell rang, _____.
Spelling
Long u
Frequently Misspelled Words The words school and too may seem easy to spell, but students often
misspell them. Write the words on the board. Remember, the letters ch stand for the /k/ sound in school.
The word too means “also.” It is often confused with to, spelled t-o, and two, the number, spelled t-w-o.
Have students write a sentence using the word school and a sentence using the word too.
Have students exchange papers and check their partner’s work.
On Their Own For additional practice, Use the Reader’s and Writer’s Notebook, page 93.
Writing
Writing for Tests: Evaluation
Display the Rubric Have students turn again to the scoring rubric on p. 89 in the Reader’s and Writer’s
Notebook that they looked at yesterday. Explain that today students will evaluate the test writing sample
that they wrote yesterday, using this rubric to guide their evaluations.
Scoring Rubric: Friendly Letter
Focus/Ideas
Organization
Voice
Word Choice
4
3
clear, focused
narrative with
engaging topic and
descriptive details
well-organized
paragraphs that tell
events in chronological
order
lively, engaging voice
that speaks to readers
focused narrative with
good topic and some
details
Narrative has some
unclear or off-topic
details
Narrative lacking
clarity or development
good paragraphs with
events largely in
chronological order
some events out of
chronological order
no paragraphs, no
chronological order
voice of lively and
engaging most of the
time
clear language;
conveys strong
impressions and
tries to be lively and
engaging
neither lively or
engaging
some vague or
repetitive words
incorrect or limited
word choice
exact, descriptive, and
time-order transition
words to convey vivid
2
1
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impressions
Sentences
Conventions
varied sentences,
including complex
sentences
excellent control and
accuracy; independent
and dependent clauses
used correctly
generally suggests
time-order
smooth sentences,
some complex
good control; few
errors; independent
and dependent clauses
mostly used correctly
too many short,
choppy sentences
many fragments and
run-ons
weak control;
independent and
dependent clauses
used somewhat;
though not totally,
correctly
serious errors that
obscure meaning;
independent and
dependent clauses not
used correctly
Writing
Personal Narrative
Mini-Lesson: Writing for Tests: Using Voice to Engage Audience
Introduce Explain that when you use a rubric to evaluate writing, you are evaluating different traits in the
writing. Have students read aloud a few of the six traits in the rubric.
Evaluate Help students evaluate their sample test based on the trait of Voice as shown in the rubric.
Explain that voice is the way the writer sounds to the reader. In a personal narrative, the writer uses a lively
voice that a reader can almost hear. The reader should be able to identify the unique and interesting
personality of the writer through an engaging voice. Review that dialogue can be used to help establish
voice and check that students use commas and quotation marks to set off the direct speech. Remind
students of the engaging voice used in the student model, and mention that they can use it to help them
evaluate their own narratives.
Apply Scoring Guide students to evaluate their own writing samples for this third trait in the rubric. Point
out that students may receive different number scores for each of the different traits. Explain that this is to
be expected. Lower or higher scores for different traits can help students see where their strengths and
weaknesses lie and where they can focus attention and effort to improve areas of their writing.
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Unit 1 Week 5 – Letters From Yosemite – Day 4
Build Oral Vocabulary - Each day follow the routine for the ** words
Introduce the Word – Supply a child friendly definition
Demonstrate – Provide examples to show meaning
Apply – Have children show they understand, Ask them about the word
Display the Word – Show the word to the child
Amazing Words
earthquake
volcano
eruptions
magma
elk
lava
sequoia
geyser
a shaking or trembling of a portion of the earth
a vent in the earth’s crust that allows hot melted rock to come out
more than one bursting forth usually through a surface
hot melted rock within the earth’s crust
a large deer in North America
the hot melted rock after it has left the earth’s crust
a huge cone bearing tree in California related to the Cyprus
a spring that every now and then shoots out hot water and steam
wildlife **
nonhuman living things and especially wild animals in their natural
environment
the flower of a wild plant or the plant itself
wildflowers **
Science in Reading
Expository Text: Magazine Article
Introduce Explain to students that what we read is structured differently he or she wishes to convey.
Different types of texts are called genres. Tell students that a magazine article is one type of genre.
Discuss the Genre
Discuss with students what they can learn by reading a magazine article. Ask:
What kinds of magazine articles have you read? (Possible response: articles about sports or news) Explain:
Magazine articles are a type of expository text and are often written to inform readers about a topic. Often,
a magazine article is written to explain the cause and effect of current events. An article has a main idea
that is supported by details. Most articles also contain text and graphic features that give readers clues to
what the article is about.
Group Practice Display a concept web and write Magazine Article in the center circle. Ask the following
questions and add students’ responses:
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


Why do you read a magazine article? (Possible response: To learn about an important or
interesting topic, such as a current event)
What are some features that magazine articles have? (Possible response: A title, subheads,
photographs or diagrams, captions, important words in bold type)
How can you find out what a magazine article is about? (Possible response: the title or topic
sentence of an article will often tell you what the article is about. You can also scan the article for
photographs and bold or italicized words to get an idea about the article’s content.)
main idea
and details
Inform
current
event
cause and
effect
Magazine
Article
title
captions
Features
heads
bold words
photos
Read
Tell students that they will now read an expository text that is a magazine article about a herd of
bison that live in Texas. Have students establish a purpose for reading by thinking about what features they
might expect to find in the article.
Access Text pg. 160-161
Teach Genre: Magazine Article Have students preview “The Bison of Caprock Canyons” on pp. 160163. Have them skim and scan the photos and text, looking for bold words and other text features. Then
ask: What features do you notice that tell you this is a magazine article?
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Model I can tell by skimming that this is expository text, because there are facts and dates. I
think I see the main idea on the first page, but I’ll read on to make sure. I also see a title and author’s name,
some photographs, and large type. All these things are features of a magazine article.
Ask students to identify the factual information shown in the text and the organization of the text.
(chronology)
On Their Own Have students design a one-page article about a favorite park. Have them sketch what
kind of photographs they’d like to include and use big print for heads and other features. They will not write
the article but will use boxes to show where on the page the text would fit.
Analysis – Text Evidence Reread p. 161. Why did the number of bison in Texas decrease in the
1800s? What caused their numbers to grow again? (The number of bison decreased because settlers and
ranchers hunted them for food and clothing. Their numbers grew again because Charles and Mary Ann
Goodnight made an effort save the bison.)
Analysis Based on what you read in the first two pages, What is the author’s purpose for writing this
article? (The author wants to inform people about the bison that live in Caprock Canyons, because he has
included several facts and photographs so far.)
Access Text pg. 162-163
Teach Genre: Magazine Article Remind students that magazine articles are examples of expository text
and are usually written to inform. Articles may organize ideas using cause-and-effect relationships. Ask:
How are the ideas in this article organized?
Model I know the article is expository text, so it may organize ideas using cause-and-effect
relationships. On p. 162, the author explains that officials stay inside a truck when feeding bison. This is the
effect. The cause is that some bison could injure a person. The cause-and-effect structure helps me
understand the officials’ actions.
On Their Own Have students describe explicit and implicit relationships among ideas in texts organized by
cause-and-effect.
Analysis – Text Evidence How did the author choose to organize the information in paragraph 2 on p.
163? Why do you think the author chose to structure the text in this way? (The author organized the
information in this paragraph by cause and effect. He explains that the presence of bison causes many
people to visit Caprock Canyons. I think the author chose to organize ideas using cause-and-effect
relationships because he wants to explain why people go to Caprock Canyons.)
Synthesis What is the main idea of paragraph 1 on p. 163? What details support the main idea? (There
are many forms of wildlife in Caprock Canyons. Facts about Auodad sheep and possums support this
idea.)
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Fluency pg. 164
Appropriate Phrasing
Guide Practice Use the Student Edition activity as an assessment tool. Make sure the reading passage is
at least 200 words in length. As students read aloud with partners, walk around to make sure their
expression is appropriate.
Vocabulary Skills
Affixes: Suffixes –ist, -ive
Teach
Write the following words on the board:
pianist
artist
chemist
inventive
creative
decorative
Point out the suffixes in each word. Remind students that the suffixes –ist and –ive give clues to the words’
meanings.
Guide Practice Have students determine the meaning of each word using what they know about its
base word and suffix.
On Their Own Have students work with a partner to use each word in a sentence, and then invite
volunteers to share their sentences. Make sure that students understand the meanings of words with
suffixes -ist and -ive.
Media Literacy
Travel Show
Teach Remind students that when creating a TV travel show, they think about the visual design
technique as well as the spoken description. Ask students to explain how the design techniques of the
show, such as a close-up of screen shots and the sound effects, can influence how the audience
understands the message. Remind students to use photos and graphics that will create interest in the topic.
Guide Practice As students practice their presentations, remind them that they should support their
opinions with facts and accurate information. Before recording the spoken description of their travel film,
have students practice speaking clearly at an appropriate rate and volume to communicate ideas
effectively.
On Their Own Have students present their travel shows to the class. Remind students in the audience
to listen attentively so that they can make pertinent comments and ask relevant questions at the conclusion
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of the show. After each presentation, have students in the audience ask questions. Remind presenters to
respond to questions with details.
Research and Inquiry
Step 4: Synthesize
Teach
Have students synthesize their research findings and design a travel poster to display their
results. Explain that travel posters should present interesting facts and details as well as graphic sources to
make people interested in visiting the West. Review how to choose relevant information from a number of
sources and organize it visually. Explain that students can design the posters in any way they choose, but
the information should be organized clearly and logically.
Guide Practice Help students use appropriate materials to create their travel posters. Remind students
that the travel posters should represent what they have discovered about the unique qualities of the West.
Make sure that students provide captions or labels for any maps, photographs, or , illustrations. Check to
see that students have cited each source somewhere on their poster.
On Their Own
Have students write a brief explanation in which they draw conclusions about their
research findings to accompany their travel poster. Then have them organize and combine information and
plan how they will present their posters to the class.
Conventions
Clauses and Complex Sentences
Test Practice Remind students that grammar skills, such as the correct use of clauses and complex
sentences, are often assessed on important tests. Remind students of the definitions of independent
clauses, dependent clauses, and complex sentences. Review how the words such as who, whom, which,
that, when, where, and why introduce clauses in complex sentences.



An independent clause expresses a complete thought.
A dependent clause does not express a complete thought.
A complex sentence has an independent clause and a dependent clause.
On Their Own For additional practice, use Reader’s and Writer’s Notebook, page 94.
Spelling
Long u
Practice Spelling Strategy Distribute graph paper. Demonstrate making a word puzzle, writing spelling
words across and down in the grid and then filling in the extra spaces with random letters. Have each
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student make a word puzzle using at least ten spelling words. Then have students exchange puzzles with a
partner and solve the puzzles.
Writing
Personal Narrative: Writing for Tests: Time Order Transition Words
Review Review the key features of a personal narrative. Stress the importance of using a lively voice.
Explain that students will practice writing for tests today with a new prompt.




One of the key features of a personal narrative is that the events are organized in the order in
which they occurred. A story elements chart helps you organize your events. Display a story
elements graphic organizer. I’m going to write about a trip’ went on to Muir Woods. I’ll begin my
chart with my title, A Visit to Muir Woods. Write the title in the chart.
The story is about a trip 1 took with Tonya and James. Write their names in the chart. We went to
Muir Woods last summer. Fill in This story takes place line with this information.
Explain how to use time-order transition words. I can use the time-order words in the organizer to
help me write the events in order. First, we drove across the Golden Gate Bridge. Write this for
when the action begins. Write other events using the transition words in the organizer: Then, when
we arrived, we parked the car; Next, we hiked in the woods. After that, we had lunch. The story
ends when we headed home.
Explain that the theme of this narrative is having fun on a trip with friends.
Introduce New Prompt Remind students that before they begin to write, they should think about the key
features they will include in their narrative. Have students take out writing paper and pencil. Display the
prompt by writing it on the board. Give students time to write to the prompt. Remind them to allow a couple
of minutes after writing to reread what they’ve written and to make changes, additions, or corrections.
Prompt
Write about a time when you made a new friend.
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Unit 1 Week 5 – Letters Home From Yosemite– Day 5
Build Oral Vocabulary - Each day follow the routine for the ** words
Introduce the Word – Supply a child friendly definition
Demonstrate – Provide examples to show meaning
Apply – Have children show they understand, Ask them about the word
Display the Word – Show the word to the child
Amazing Words
earthquake
volcano
eruptions
magma
elk
lava
sequoia
geyser
a shaking or trembling of a portion of the earth
a vent in the earth’s crust that allows hot melted rock to come out
more than one bursting forth usually through a surface
hot melted rock within the earth’s crust
a large deer in North America
the hot melted rock after it has left the earth’s crust
a huge cone bearing tree in California related to the Cyprus
a spring that every now and then shoots out hot water and steam
wildlife **
nonhuman living things and especially wild animals in their natural
environment
the flower of a wild plant or the plant itself
wildflowers **
Amazing Ideas include these key concepts:
 Land features have been formed by many different forces, and
therefore, the West looks different from place to place.
 There are many kinds of plants and wildlife that make the West
unique.
 It is important to preserve the beautiful and unique places in our
world so that people can enjoy and learn from them.
Text-Based Comprehension
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Review: Main Idea and Details
Teach Review the definitions of main idea and details on p. 140. Remind students that the main idea is
the most important idea. Details are the pieces of information that support and describe the main idea. For
additional support have students review p. EI.12.
Guide Practice
Ha.ve partners identify and summarize the main idea of one section of Letters Home
from Yosemite. Have student pairs find details that support the main idea. Then have pairs explain how
they were able to identify the main idea.
Vocabulary Skills
Affixes: Suffixes -ist, -ive, -ness
Teach
Remind students that they can use affixes, such as the suffixes –ist, -ive, and –ness, to
determine the meanings of words.
Guide Practice
Review with students how to use word structure to determine the meaning of
impressive. Help them to identify the base word impress and the suffix -ive and discuss the meaning of
each word part.
On Their Own
Have students identify the suffixes and use them to determine the meaning of
naturalist. Have students use the words impressive and naturalist in sentences to demonstrate
understanding.
Word Analysis
Compound Words
Teach
Review the definition of related words with students. Discuss the meanings of these related
words: nature, naturalist, and unnatural. Point out how the words have different meanings but share the
same base word.
Guide Practice
Display the following words: recycle, bicycle, cyclist, and cyclical; Use the Strategy for
Meaningful Word Parts to teach the word recycle.
Routine: Strategy for Meaningful Word Parts
13. Introduce word parts Identify and circle the prefix re- and underline the base word cycle.
14. Connect to meaning Define the base word and prefix. I see the word cycle, which means “to go
around in a circle.” I know that the prefix re means “again.” so recycle means “to go around in a circle
again.”
15.
Read the word Blend the meaningful word parts to read recycle.
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Literary Terms
Imagery
Teach
Have students reread pp, 152-153 of Letters Home from Yosemite, looking for examples of
imagery. Remind students that imagery is the author’s use of words that help the reader experience how
things look, sound, feel, smell, or taste.
Guide Practice
Find an example of imagery in the second paragraph of “Yosemite FaIls” on page 154.
Discuss with students what senses the author is trying to appeal to.
On Their Own
Have students make a five-column chart with the headings hear, smell, feel, see, and
taste. Ask them to list each example of imagery they find in the appropriate column.
Examples of Imagery in Yosemite Falls
hear
smell
feel
see
taste
ASSESSMENTS:
Monitor Fluency Progress
Fluency As the student reads the text below aloud, mark mistakes on your copy. Also mark where the
student is at the end of one minute. To check the student’s comprehension of the passage, have him or her
retell you what was read. To figure words correct per minute (WCPM), subtract the number of mistakes
from the total number of words read in one minute.
Reaching The Peak
On August 29, 1871, John Tileston got up early. He toasted some bacon and boiled his tea. John
had climbed nearly to the snow line or Mount Lyell the day before. Now he was ready to climb the
peak.
The lower part of Mount Lyell had been climbed by many. Mount Lyell was the highest mountain in
Yosemite National park. However, no one had climbed its peak. This part of the mountain was a
piece of granite that rose high above the snow. It had been described as sharp and impossible to
reach. Other climbers had tried and failed.
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At 6 a.m., after breakfast, John left his campsite and began his climb. John, from Boston, was on
vacation for pleasure. Yet, he reached the peak before 8 a.m.! Looking out, he saw the valleys and
lakes below. The land was rugged and lovely like much of the West.
John left his card at the peak for others to find. By 1 p.m. that day, he had climbed back down and
reached his camp. He felt tired, but well. He later wrote to his wife that he had climbed the top
(thought to be “inaccessible”).
**IF students cannot read fluently at a rate of 95-105 WCPM, make sure they practice with text at
their independent reading level.
**IF students already read at 130 WCPM, have them read a book of their choice independently.
Research and Inquiry
Step 4: Communicate
Present Ideas Have students share their inquiry results by presenting the information on their travel
poster and giving a brief talk on their research. Have students display the poster they created on Day 4,
pointing out maps, illustrations, photographs, captions, and their list of sources.
Speaking Remind students how to be good speakers and how to communicate effectively with their
audience.
o Respond to relevant questions with appropriate details.
o Speak clearly and loudly.
o Keep eye contact with audience members.
Listening Review with students these tips for being a good listener.
o Listen attentively by staying focused on the speaker.
o Wait until the speaker has finished before raising your hand to ask a relevant question or
make a pertinent comment.
o Be polite. Even if you disagree.
Listen to Ideas Have students listen attentively to the various travel poster talks. Have them make
pertinent comments closely related to the topic.
Monitor Progress: For a written assessment of Main Ideas and Details and Selection
Vocabulary, use Weekly Test 5, pages 25-30.
Spelling Post-Test
Long u
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Dictate Spelling Words Dictate the spelling words and read the sentences. Have child write the words. If
needed, segment the words for child, clarify the pronunciations, and give meanings of the words.
226.
227.
228.
229.
230.
231.
232.
233.
234.
235.
236.
237.
238.
239.
240.
241.
242.
243.
244.
245.
usual
huge
flute
mood
smooth
threw
afternoon
scooter
juice
cruise
truth
bruise
cruel
excuse
pupil
groove
confuse
humor
duty
curfew
I gave the waiter my usual order.
The hot-air balloon was huge.
Liz prays the flute in the band.
Drew is in a happy mood today.
That is a smooth stone.
I threw the ball into the air.
The sun came out by afternoon.
I wear a helmet when I ride my scooter.
This apple juice is so sweet!
The cruise ship sailed away from the port.
Jim usually told the truth.
The ball hit me and caused a bruise.
Don’t be cruel to your pets.
Please excuse me for bumping into you.
Each pupil bought a book.
My bike’s tire made a groove in the mud.
The complex map may confuse him.
Judy has a fine sense of humor.
It is your duty to report a crime.
Be sure to come home before curfew.
Challenge Words
246.
247.
248.
249.
250.
influence
aluminum
nutrition
accumulate
igloo
The teacher is a good influence on the students.
We put aluminum cans in the recycling bin.
Good nutrition is important for overall health.
It’s easy to accumulate junk mail.
A real igloo is made of ice.
Conventions
Clauses and Complex Sentences
More Practice Remind students that an independent clause is a complete thought, a dependent clause
is not a complete thought, and a complex sentence has an independent and dependent clause.
Guide Practice Have students combine the following independent clause and dependent clause to write
two correctly punctuated complex sentences one with the independent clause first and one with it at the
end.

Because she was tired
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
Maggie went to bed early
On Their Own Write these sentences. Have students look back in Letters Home from Yosemite to find
correct clauses to fill in the blanks. Remind them that a complex sentence has an independent and a
dependent clause.
18. As our plane touched down in San Francisco _____ (, I knew we were in for an exciting
vacation.)
19. _____ Southern Sierra Miwok Indians were living there. (When explorers arrived at
Yosemite Valley in the 1830s and 1840s.)
20. After a four-hour drive from San Francisco _____ (, we arrived at the Arch Rock entrance
station.)
21. I’m glad I brought my raincoat _____ (because we got soaked by the spray on the way up!)
Writing
Personal Narrative
Review Revising Remind students that yesterday they learned more about using time-order transition
words to show the order of events in their narratives and then wrote to a second prompt. Today, students
will evaluate their writing from yesterday.
Mini-Lesson: Writing for Tests: Complex Sentences


Today we will focus our editing on making simple sentences into complex sentences and
making sure that our complex sentences are punctuated correctly.
Let’s look at this sentence first. Write on the board As we took our hike in the woods we
were starving. I see an error. This is a complex sentence with the dependent clause first.
That means I need a comma. Place a comma after woods. Then display these sentences: We
saw a sign for Muir Beach. We decided to have lunch on the sand. Point out that these two
simple sentences can be combined into a complex sentence to make the writing flow more
smoothly. Write: When we saw a sign for Muir Beach, we decided to have lunch on the
sand.
Revising Tips



Make sure to use your voice in the writing so readers can hear your voice as they read.
Review your writing to make sure that it is clear and engaging·
Reread your sentences to see if you can combine clauses or simple sentences to make
the writing smoother.
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Evaluate Have students spend a few minutes editing and revising the sample test writing they wrote on
Day 4. When students have finished editing, have them use the Scoring Rubric from their Reader’s and
Writer’s Notebook. They should use it to evaluate the sample test writing they just revised.
Unit 2 Week 1 – What Jo Did – Day 1
Build Oral Vocabulary - Each day follow the routine for the ** words
Introduce the Word – Supply a child friendly definition
Demonstrate – Provide examples to show meaning
Apply – Have children show they understand, Ask them about the word
Display the Word – Show the word to the child
Amazing Words
accept **
nervous **
dizzy **
learn **
inspire
reliable
underdog
defy
unique
value
to receive or take willingly
easily excited or irritated
having a feeling of whirling; mentally confused
to gain knowledge or understanding of something
to move or guide by divine influence
fit to be trusted
the loser or predicted loser in an event
to refuse boldly to obey
being the only one of a kind
the amount of money something is worth
Text-Based Comprehension – Sequence - Summarize
Read Remind students of the weekly concept-Appreciating Talents. Have students read “Up, Up, and
Down” on p. 175.
Model a Close Read The text talks about bending your knees to gain energy when you jump_ I know that
I can jump higher if I bend my knees than if I don’t bend them. This helps me to understand what the text
means about using energy and springs to jump high. Have students follow along as you read the first and
second paragraphs. The first paragraph asks how basketball players can jump so high. How is a clue that
the text will explain what causes basketball players to jump so high. I see another clue word about cause
and effect: because. This paragraph talks about the effects of gravity on people. Gravity causes a person to
be pulled to the ground.
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Teach Have students read p. 174. Explain that the skill of cause and effect and the strategy of background
knowledge are tools they can use to draw inferences and deepen their understanding of the text. Review
the buffeted items and explanations on p. 174. Then have students use a graphic organizer like the one
shown to list causes and effects from the select on.
Guide Practice Have students reread “Up, Up, and Down,” using the callouts as guides. Then ask
volunteers to respond to the callouts. Citing specific examples from the text to support their answers.
Skill: The clue word is Because. The relationship is implicit.
Skill: The weight of a person on the pogo stick causes energy to be stored in the spring.
Releasing the energy lifts the person off the ground.
Strategy: Possible response: It feels like pushing off from the ground.
Apply Use Reader’s and Writer’s Notebook page 109 for additional practice with cause and effect.
Selection Vocabulary
Introduce Selection Words
Use the following routine to introduce this week’s tested selection vocabulary.
fouled: in sports, made an unfair play against an opposing player
hoop: a ring or a round, flat band
jersey: a shirt that is pulled over the head, made of a soft, knitted cloth
marveled: be filled with wonder, be astonished
rim: an edge, border, or margin on or around anything
speechless: not able to talk
swatted: hit sharply or violently
unbelievable: incredible, hard to think of as true or real
See It/Say It: Write unbelievable. Scan across the word with your finger you say it: un-be-live-able
Hear It: Use the word in a sentence. Have you seen a magic trick that was unbelievable?
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Define It: Elicit definitions from student. How would you describe to another student what unbelievable
means? Clarify or give a definition when necessary. Yes, it means “incredible” or “extraordinary.” Restate
the word in student friendly terms. Something that is unbelievable is so amazing it is difficult to believe.
Make Connections Have students discuss the word. Have you ever seen or experienced something that
was unbelievable? Turn and talk to your partner about this. Then be prepared to share. Rephrase their
ideas for usage when necessary or to correct misunderstandings.
Record Have students write the word and its meaning. Continue this routine to introduce the remaining
words in this manner.
Research and Inquiry
Step 1: Identify and Focus Topic
Teach Display the following question: How can we learn to appreciate the talents of others? Tell
students that they will research the lives of talented people to create a biography. They will present their
biographies to the class using a chart or table on Day 5.
Model I’ll start by brainstorming a list of questions about talented people and their accomplishments. I
know that people have many different kinds of talent. I am interested in music, so I’ll raise questions about
a talented musician. I will research the biography of jazz musician Wynton Marsalis. Some possible
questions could be How did Wynton Marsalis learn to play the trumpet? What kind of training did he have?
What has he accomplished?
Guide Practice Have students work with partners or in small groups to brainstorm open-ended inquiry
questions based on their personal interests. Explain that tomorrow they will start collecting information from
multiple sources of oral and written information, including online sources and reference texts. To generate a
research plan, help students identify keywords they will use to guide their search.
Spelling Pre-Test
Adding –s and -es
Dictate Spelling Words Dictate the spelling words and read the sentences. Have child write the words. If
needed, segment the words for child, clarify the pronunciations, and give meanings of the words. Have
child self-check their pretests and correct misspelled words.
251.
252.
253.
254.
monkeys
friends
plays
supplies
I like to watch monkeys at the zoo.
Good friends help each other.
Our class will put on two plays.
Please take out your art supplies.
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255.
256.
257.
258.
259.
260.
261.
262.
263.
264.
265.
266.
267.
268.
269.
270.
taxes
holidays
months
companies
costumes
sandwiches
hobbies
daisies
delays
scratches
counties
teammates
memories
bunches
batteries
donkeys
Our taxes help pay for the park.
What are you favorite holidays?
How many months are in a year?
Big companies hire many people.
It’s fun to dress up in costumes.
We made sandwiches for lunch.
What hobbies do you enjoy in your spare time?
Dad planted daisies in the yard.
There were many delays at the airport.
The fallen branches left scratches on the car.
How many counties does your state have?
Jen’s teammates cheered when she scored a goal.
My, but that song brings back memories!
We picked bunches of grapes.
How many batteries does that game need?
The donkeys enjoy pulling carts.
Challenge Words
271.
272.
273.
274.
275.
eyelashes
ambulances
trophies
secretaries
inventories
She has beautiful, long eyelashes.
Two ambulances rushed to the fire at the store.
The athlete won three basketball trophies.
The secretaries stayed late to complete the project.
The store’s inventories dropped after the big sale.
Conventions
Common and Proper Nouns
Make Connections To focus attention on common and proper nouns, call on volunteers and ask them to
describe what a classmate is doing. For example, Matt sits at his desk. Then say: The boy sits at his desk.
Have students identify the common noun (boy) and the proper noun (Matt).
Teach. Review the following information about nouns and common nouns.



A noun is a word that names a person, place, or thing.
A common noun names any person, place, or thing.
A proper noun names a particular person, place or thing. Proper nouns begin with a capital
letter.
Model none
Guide Practice none
Writing
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Limerick: Read Like a Writer
Introduce This week you will write poems. A poem is a piece of writing with an arrangement of words in
lines or stanzas that usually have a rhythm and a pattern of sounds. Poems can take many different forms.
Prompt Write a humorous poem
Trait Word Choice
Mode Descriptive
Examine Model Text Let’s read an example of a humorous poem called a limerick. Have students read
“Alien Race” on p. 110 of their Reader’s and Writer’s Notebook.
Key Features Limericks are five-line poems with a strict form. Have students count the number of lines
in the poem. Do they find five lines?
Limericks usually introduce a person and a place in the first line. How does this poem follow the tradition of
a limerick? Have students underline the person and the place in the first line of this limerick.
Limericks have a particular rhyme scheme. Usually, the first, second, and fifth lines rhyme with each other,
and the third and fourth lines rhyme with each other. Ask students to read aloud and circle the rhyming
words. Ask them to tell if this limerick follows the usual rhyming pattern.
Limericks are usually humorous poems. Do you think this poem is funny? Why?
Review Key Features of a Limerick




has five lines
first line introduces a person and a place
lines 1, 2 and 5 rhyme; lines 3 and 4 rhyme
is usually humorous
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