G3 Treasures Book Unit5 PDF

Prepare
WHOLE GROUP
ORAL LANGUAGE
• Read Aloud
• Build Background
• Connect to Theme
PHONICS/WORD STUDY
• Compound Words
VOCABULARY
• Teach Words in Context
• Context Clues: Homographs
COMPREHENSION
• Strategy: Summarize
• Skill: Main Idea and Details
SMALL GROUP
• Differentiated Instruction,
pp. 171I–171HH
Oral Language
Build Background 142
212
ACCESS PRIOR KNOWLEDGE

Have students look at the photograph
on pages 142–143. Ask them to discuss
FOCUS QUESTION Ask students
the photograph. Share the following:
to read “Talk About It” on Student
■ The Emperor penguins are a kind of Book page 143 and describe the
bird that live in Antarctica. They are photo.
the largest of all penguins. Another ■ Are the animals in the photo
animal found in Antarctica are fur
semiaquatic? What clues help
seals. Both these animals live on the
you determine this?
Antarctic land and in its nearby seas.
■ What challenges would animals
■ Write the following words on the
face living on Antarctica’s ice
board and briefly define each one
sheets? Why would a seal bark
using the Define/Example/Ask
at other animals?
routine: ice sheet (layer of ice that
covers a large area), bark (sound
made by some animals), semiaquatic
(living on land and in water).
142 Unit 5 Week 1

Prepare
Build Background
Talk About It
Use the Picture Prompt
Antarctica is a cold, icy
place. What is unique about BUILD WRITING FLUENCY
the animals that live there?
Ask students to write in their Writer’s
Oral Language Activities
Notebooks what they know about
Antarctic Life working with a team. Tell students to
www.macmillanmh.com
write as much as they can as well as
they can. Students should write for 12
minutes without stopping. Meet with
individuals during Writing Conference
time to provide feedback and revision
assignments. Students should self-
correct any errors they notice prior to
the conference.
Connect to the Unit

Theme
DISCUSS THE BIG IDEA
Ask students what they know about
Antarctic life and its animals.
■ What are some special features of
Antarctic animals that help them
survive in its cold environment?
143 ■ What are some other environments
that have extreme temperatures?
How do animals in these
environments adapt to survive?
ELL ENGLISH LANGUAGE LEARNERS USE THEME FOLDABLES
Beginning Intermediate Advanced Write the Big Idea statement on the

board. Ask students to copy it on their
Use Visuals Tell Describe Ask Explain Ask students
students about the to explain the term Unit Theme Foldables. Remind them
students to tell
photograph. These you about the semiaquatic and to add details as they complete this
are penguins and photograph. Where how these animals’ week’s readings.
a seal. They live on do these animals live? physical features
land and in the water. Are penguins and may help them in
The seal is barking seals semiaquatic? their environment.
at the penguins. Why do you think so? Restate students’
Then ask students What do you think responses.
to tell you about the these animals do
photograph. Repeat while in the water?
correct responses in Repeat students’
a louder and slower responses, correcting
voice for the class grammar and
to hear. pronunciation
Accordion Book
as needed.
Penguin Chick 143

Prepare
Vocabulary/Comprehension Life in
Vocabulary Antarctica
Vocabulary fierce
echoes
huddle
down by Kenji Foster
STRATEGY shuffles junior
CONTEXT CLUES
Homographs Explain that

Context Clues
Homographs are words that
T he coldest and iciest place on Earth
is Antarctica. There, the temperature
homographs are a kind of multiple- are spelled the same but hardly ever gets above freezing, even in
have different meanings. The
meaning word. They are spelled the word down is a homograph. the summer. Believe it or not, some things
same but have different meanings. It can mean “soft feathers” or can live in such a frozen land.
“to go from a high place to a
The homograph bat means “a small, low place.” Context clues can Plants
furry, flying animal, “ “a wooden stick,”
help you figure out which In the coldest months, a fierce wind
definition makes sense.
whips the air across Antarctica. Those
or “to hit a ball with a bat.” Readers
strong, blowing winds make the air so
can use context clues in a sentence to chilly that there is little rain. Simple
distinguish among the meanings of plants without leaves, such as mosses and
homographs in a sentence. lichens (LIGH•kuhnz), are the only kinds
that can live in Antarctica. These plants
Have students read in the bookmark on grow on rocks near the coast, where it is a
Student Book page 144. Model how little warmer.
to use context clues to determine the
meaning of down.
Think Aloud The word down is a

homograph that has two meanings.
One is “from a higher to a lower
place” and the other is “a bird’s soft
feathers.” When I read “New chicks
have a layer of soft, fluffy feathers
144
called down,” I see the context clue
“soft fluffy feathers.” Now I know the
meaning of down in this sentence—
”a bird’s soft feathers. Quick Check
Have students use the homograph Can students identify word meanings?
down in context sentences of their own.
During Small Group Instruction
Remind them to look for context clues
to help them determine the meaning of If No Approaching Level Reteach the words using the
homophones as they read. Vocabulary lesson, p. 171K.
If Yes On Level Consolidate the learning using p. 171S.
Read “Life in Antarctica” Beyond Level Extend the learning using p. 171W.
As you read “Life in Antarctica” with

students, ask them to identify clues that
reveal the meanings of the highlighted
words. Students will read these words
again in Penguin Chick.
144 Unit 5 Week 1

Vocabulary and Comprehension
Prepare
Vocabulary/Comprehension
Seabirds
Penguins, Antarctic terns,
and brown skuas are three kinds
of birds that live in Antarctica. If
you listen closely, you may hear
a penguin’s bark as it echoes—
Vocabulary
bouncing off the icy land and Seals and Whales TEACH WORDS
softly repeating. Each penguin Blue whales, humpback whales, Introduce each word using the
shuffles along the ice. Then they and southern right whales spend
Define/Example/Ask routine. Model
get together in a huddle, or tight their summers in Antarctica as well.
group, to keep warm. New chicks They have plenty of fat to keep reading each word using the syllable-
have a layer of soft, fluffy feathers them warm. Leopard seals, as well scoop technique.
called down. As they grow into as Ross, Weddell, and crabeater
junior penguins, they begin to seals, rely on thick fur for warmth. Vocabulary Routine
develop stiff, waterproof feathers. Crabeater seals travel well on land,
Now they can swim in cold water. but leopard, Ross, and Weddell Define: Something that is fierce is very
While penguins live in Antarctica seals move fastest when they stay strong or violent.
all year, the terns and the brown down below the surface of the icy Example: The fierce wind blew a tree
down.
skuas only visit in the summer. water.
Ask: What word means the opposite of
fierce? ANTONYM
Reread for Comprehension
Detail
■ When you make a noise and the sound
Summarize Detail
is repeated, it echoes . My voice echoes in
Main Idea and Details Summarizing main ideas and Detail
supporting details can help you understand and the cave. Name another place where you
remember what you read. The main idea is the most Main Idea
can hear your voice echo. EXAMPLE
important point an author makes about a topic. It is
what the selection is mostly about. A main idea can be ■ A person who shuffles walks without
stated or unstated. Supporting details help to explain
and support the main idea. Using details can help you summarize a lifting his or her feet off the ground. My
selection. Reread “Life in Antarctica.” little brother shuffles in Dad’s shoes. Why
Fill in the Main Idea Chart. Comprehension
www.macmillanmh.com
do you think he shuffles? EXPLANATION
■ A huddle is a group of animals or
145
people gathered close together. The
football players formed a huddle to decide
on their next play. What does a huddle
usually look like? DESCRIPTION
ELL Practice Book, page 211
" $IPPTFBWPDBCVMBSZXPSEGSPNUIFCPYUPDPSSFDUMZDPNQMFUF
■ The word junior means younger or
UIFTFOUFODFTCFMPX8SJUFUIFXPSEPOUIFMJOF
smaller. There were two grown seals and
Preteach Vocabulary See EPXO FDIPFT GJFSDF IVEEMF KVOJPS TIVGGMFT
one junior seal at the zoo. What is the
pages 171BB and
171K to preteach the 1FUFS1FOHVJOTGBUIFS
1FUFSTFHHGSPNCSFBLJOH
shuffles JOTUFBEPGXBMLTUPLFFQ difference between a junior animal and
vocabulary words to ELL 8IFO1FUFS1FOHVJOJTCPSO IFJTDPWFSFEJOBTPGU down a grown animal? COMPARE AND CONTRAST
DPBU
and Approaching Level ■
)FTUBZTXJUIIJTGBUIFSUPLFFQXBSNXIJMFUIF fierce The fine, soft feathers on a bird are
students. Use the Visual XJOETCMPX
Vocabulary Resources to *U echoes BOEXIJTUMFTBTJUCMPXT called down . Down helps protect birds
8IJMFQFOHVJONPUIFSTMPPLGPSGPPE UIFGBUIFSTHBUIFSUPHFUIFSJOB
demonstrate and discuss huddle UPTUBZXBSN
from cold. How can you keep warm when
each word. To further 8IFOUIF junior QFOHVJOTBSFPMEFOPVHI UIFZQMBZXIJMF the temperature goes down? HOMOGRAPHS
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reinforce concepts, have
students complete page 262 # $IPPTFBOZGPVSWPDBCVMBSZXPSET BOEXSJUFBTFOUFODFGPSFBDI
POUIFMJOFTCFMPX Possible responses provided.
in the ELL Resource Book. We heard echoes in the canyon.
The players talked about their plan in the huddle.
A tree in our yard fell in the fierce storm.
My new down jacket is very warm.
Approaching Reproducible, page 211

Beyond Reproducible, page 211 Penguin Chick 145
Comprehension
Read Genre
An example of Expository
text is narrative nonfiction.
WHOLE GROUP This is a story, or account,
about actual living things.
MAIN SELECTION
• Penguin Chick Summarize
• Skill: Main Idea and Details Main Idea and Details
As you read, use your Main
PAIRED SELECTION Idea Chart.
• “Antarctic Anthem”
Detail
• Literary Element: Rhythmic
Detail
Patterns and Imagery
Detail
SMALL GROUP Main Idea
pp. 171I–171HH Read to Find Out
How does the father
penguin take care of
Main Selection the penguin chick?
GENRE: Informational Text: Expository

Have a student read the definition of
Nonfiction on Student Book page 146.
Remind students to pay attention to
facts and details as they read.
STRATEGY 146
SUMMARIZE
Explain that a summary is a short

statement of the most important ideas
in a paragraph, a section, or a whole
selection. Summarizing in logical order Vocabulary
can help students understand and Vocabulary Words Review the meanings of tested words in
remember what they read. student-friendly language: fierce, echoes, shuffles, huddle, junior,
and down.
SKILL
MAIN IDEA AND DETAILS Selection Words Students may be unfamiliar with these
words. Pronounce the words. Give student-friendly explanations.
The main idea in nonfiction is what
Antarctica (p. 148): the continent at the South Pole
a paragraph, passage, or selection is
mostly about. To find the main idea, webbed (p. 148): something joined by a web, such as toes on a
duck’s foot joined by thick skin
identify the important details, sort
them, and decide what most of them rookery (p. 149): a place where many birds go to lay their eggs
have in common. Then tell the main flippers (p. 149): broad, flat, limbs that are used for swimming
idea. It may be stated or unstated.
146 Unit 5 Week 1

Main Selection
Read
Main Selection
Preview and Predict

Ask students to read the title,
preview the illustrations, and write
their predictions about the kind of
information they will find in the text.
Students may also include information
they already know about penguins.
Set Purposes
FOCUS QUESTION Discuss the “Read
to Find Out” question on Student
Book page 146. Remind students to
look for the answer as they read and
help students establish a purpose
for reading. Have them set their own
purposes, too. Point out the Main Idea
Award
Winning Chart in the Student Book and on
Selection
Practice Book page 213. Explain that
students will fill it in as they read.
A fierce wind howls. It whips snow across the ice. Read Penguin Chick
Here, a female emperor penguin has just laid an egg.
It is the only egg she will lay this year. Use the questions and Think Alouds
to support instruction about the
147 comprehension strategy and skill.
Practice Book, page 213

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Detail
Read the Main Selection

Detail
Preteach Read Together Read Independently
Have Approaching Use the prompts If students can
Detail
Level students and to guide read the selection
English Language comprehension independently,
Learners listen to and model how have them read Main Idea
the selection on to complete the and complete the
StudentWorks Plus, graphic organizer. graphic organizer.
the interactive e- Have students use Suggest that they
Book, before reading Think/Pair/Share to use their purposes
with the class. discuss the selection. to choose their )PXEPFTUIFJOGPSNBUJPOZPVXSPUFJOZPVS.BJO*EFBBOE%FUBJMT$IBSUIFMQ
ZPVTVNNBSJ[F1FOHVJO$IJDL
reading strategies.

Beyond Reproducible, page 213
Penguin Chick 147

Read
1 Most birds build nests for their eggs. But on the ice
Main Selection in Antarctica, there are no twigs or leaves. There is no
2 grass or mud. Nothing to build a nest with. Nothing
but snow and ice.
Develop The new penguin father uses his beak to scoop the
egg onto his webbed feet.
He tucks it under his feather-covered skin, into a
Comprehension special place called a brood patch. The egg will be as

snug and warm there as if it were in a sleeping bag.
One of the penguin parents must stay with the egg
1 TOPIC
to keep it warm. But where penguins lay their eggs,
What is the topic of this selection? How there is no food for them to eat.
can you tell? (The topic is penguin
chicks. I can tell by the title and by
looking at the illustrations in the whole
selection.)
2 STRATEGY
SUMMARIZE
Teacher Think Aloud I know that

this selection is nonfiction. To
remember the important ideas
and to clear up anything that I find
hard to understand, I’m going to
summarize as I read. To help me, I’ll
look for main ideas. In the first three
paragraphs on page 148, I don’t see
a sentence that tells me the main
idea. I’ll look at the important details
to figure out the main idea. I read
that in Antarctica there aren’t any 148
twigs or leaves for building nests.
First, a penguin father puts the egg
on his feet and then in a brood patch
to keep it warm. These details help
me figure out the main idea. Now I Monitor
Monitor Comprehension
Comprehension
can summarize this part of the page:
Monitor and Clarify: Paraphrase
Penguins in Antarctica do not build
nests. Summarizing this part of the Explain One way students can monitor their comprehension
selection helps me understand what is by paraphrasing, or retelling what they read using their own
words. A paraphrase is different from a summary. It can include
I read. both important ideas and details. Paraphrasing can help readers
understand and remember what they read. It helps them
understand something that is confusing.
Discuss Model paraphrasing the first two sentences on Student
Book page 148: Most birds use twigs and leaves to build a nest. In
Antarctica there aren’t any twigs and leaves, just ice.
Apply Have students paraphrase the last paragraph on Student
Book page 149. (Possible paraphrases: The mother penguin can
slide on the ice and snow on her belly. She pushes herself with her
flippers and webbed feet.)
148 Unit 5 Week 1

Read
The penguin father is bigger and fatter than the 3 Main Selection
mother. He can live longer without food. So the father
penguin stays with the egg while the mother travels to
the sea to find food.
The two parents sing together before the mother
penguin leaves.
Along with many other penguins, the mother
Develop
penguin leaves the rookery, where she laid her egg.
The mother walks or slides on her belly. This is
Comprehension
called tobogganing. She uses her flippers and webbed 3 SKILL
feet to push herself forward over ice and snow. MAIN IDEA AND DETAILS
What are some important details on

Main Idea and Details
What is the main idea of this page? Which are not important?
this page? (The penguin father is fatter than the
mother. The father can live longer
without food. The mother penguin
travels to the sea to find food. The other
penguins leaving with the mother
penguin is not an important detail.)
What do all the important facts on page
149 tell about, explain, or describe?
(They tell why the father penguin can
stay with the egg and what the mother
penguin does when she leaves the
rookery.) What do the details have in
common? (They are about what the
penguin parents do to take care of the
egg.) What is the main idea? (The father
penguin stays with the egg.
149 Add this information to your Main Idea
and Details Chart.
Detail
ELL ENGLISH LANGUAGE LEARNERS The father is fatter than the mother.
Detail
Beginning Intermediate Advanced The father can live longer without food.
Access Content Describe Preteach Discuss Complete Detail
Preteach story story content, build the Intermediate task
The mother travels to the sea to find
content, build language, and with students. Ask
food.
language, and develop meaning students to restate
develop meaning using the Interactive their responses. Main Idea
using the Interactive Question-Response The father stays with the egg.
Question-Response Guide in the ELL
Guide in the ELL Resource Book,
Resource Book, pages 250–259.
pages 250–259. Have students use
Give ample time for complete sentences.
students to respond. Repeat their
They may point or responses, correcting
use words or short pronunciation or
phrases to respond. grammar as need.
Penguin Chick 149

Read
Main Selection
Develop
Comprehension
4 MONITOR AND CLARIFY:
PARAPHRASE
Paraphrase, or retell in your own
words, the information on pages
150–151. (The ocean along the shore
of Antarctica freezes in the winter, so
the mother penguin has to travel three
days across the ice before she reaches
water. When she reaches the water, she
jumps in and hunts for fish, squid, and
krill.)
4
Because it’s winter in Antarctica, water near the
shore is frozen for many miles. After three days the
mother penguin comes to the end of the ice.
150
Phonics/Word Study
APPLY DECODING SKILLS While
reading, point out one syllable and
multisyllabic words with the sound/
spelling patterns, syllable types, and
frequently appearing word parts students
have recently learned. Help students
blend these words. You may wish to focus
on selections words that are compound
words, such as shrimplike, underwater,
headfirst, feather-covered, brood patch,
sleeping bag, waterproof. Have students
identify and read contractions: it’s (p. 150),
he’s (p. 155), he’ll (p. 165).
150 Unit 5 Week 1

Read
Main Selection
Develop
Comprehension
5 GENRE: Informational Text: Expository
What text feature do you see at the
bottom of page 151? What information
does it give you? (There is an illustration
of three animals from Antarctica. The
illustration gives the reader a picture
of the three undersea creatures the
mother penguin eats.)
FISH SQUID KRILL
She dives into the water to hunt for fish, squid,

and tiny shrimplike creatures called krill.
151
Penguin Chick 151

Read
Main Selection 6 Back at the rookery, the penguin fathers form a
group called a huddle. They stand close together
for warmth. Each one keeps his own egg warm.
Develop Main Idea and Details

What is this paragraph
Comprehension
mostly about?
6 SKILL
MAIN IDEA AND DETAILS
What is this paragraph mostly about?

this page? Which are not important?
(The penguin fathers stand close
together for warmth. Each one keeps
his own egg warm. There are no
unimportant details.) What do all the
important facts on page 152 tell about,
explain, or describe? (They tell about
what the father penguins do to keep
their eggs warm.) What do the details
have in common? (They are all about
what happens in a penguin huddle.)
What is the main idea? (The penguin
fathers form a group called a huddle.) Is
it stated or unstated? (The main idea is
stated in the first sentence.)
7 STRATEGY
CONTEXT CLUES: HOMOGRAPHS 152
What steps can you take to figure out

the meaning of the homograph roll
in the second sentence? (The noun
roll means “a small loaf of bread,” but
that doesn’t make sense here. The next
step is to look for context clues. There
aren’t any. So I will look the word up in
the dictionary. The homograph roll is
also a verb and has another meaning:
“to move along by turning over and
over.” That meaning makes sense in
the sentence.)
152 Unit 5 Week 1

Read
For two months the penguin father always keeps
his egg on his feet. When he walks, he shuffles his feet
Main Selection
so the egg doesn’t roll away. He sleeps standing up. 7
He has no food to eat, but the fat on his body keeps
him alive.
8 Develop
Comprehension
8 SKILL

this page? Which are not important?
(The father keeps the egg on his feet
for two months. He shuffles so the egg
doesn’t roll away. He sleeps standing
up. The detail about the fat on the
penguin father’s is unimportant.) What
do all the important facts on page 153
tell about, explain, or describe? (They
tell about how the father penguin takes
care of the egg.) What do the details
have in common? (They all show how
well the father penguin cares for his
egg.) What is the main idea? (The father
takes good care of the egg.)
Add this information to your Main Idea
and Details Chart.
Detail
153
He keeps the egg on his feet for two
months.
Detail
He shuffles his feet so the egg can’t roll
ELL ENGLISH LANGUAGE LEARNERS

away.
Detail
STRATEGIES FOR EXTRA SUPPORT He sleeps standing up.
Question 8 MAIN IDEA AND DETAILS Main Idea

Recognize Details Help students recognize details about how the
penguin father cares for the egg. Repeat their answers in complete The father takes good care of the egg.
sentences.
• Where does the father keep the egg?
• How does the father walk? Have students demonstrate shuffling.
• How does he sleep? Why does he sleep that way?
Use Pictures Ask students to describe what they see in the illustration on
Student Book pages 152–153. What is the penguin father doing? Why?
Penguin Chick 153

Read
Main Selection
Develop
Comprehension
9 SENSORY LANGUAGE
What sensory words does the author
use to describe the penguin chick?
(The author uses words that appeal
to the senses of touch and sight. She
describes how the chick’s down, or soft
feathers, feel at first—wet. Then the
author describes how the down looks
when it dries—fluffy and gray.)
10 SENSORY LANGUAGE: METAPHOR

To what is the father’s voice compared?
How does this metaphor help you
understand how the father penguin
sounds when he talks to the chick? (His
voice is compared to a trumpet. This
helps me understand how loud a father
penguin’s voice is because I know that
trumpets are very loud horns.)
154
Monitor
Comprehension
Comprehension
Ask Questions
Explain/Discuss Explain that when students read a nonfiction
text, they can use the ask-questions strategy to seek clarification
about parts of the text they don’t understand. Then they need to
locate facts and details about the question and use those facts and
details as evidence to support their answers. Discuss with students
a question about page 154, such as, Why does the penguin chick
need to stay covered when he is little? Point out facts and details: If
a penguin chick does not stay covered on his father’s feet to keep
warm, then it will die. Point out that using these details to support
it, helps you formulate an answer: The penguin chick must stay
covered, because otherwise the cold would kill him.
Apply Encourage students to ask questions to seek clarification as
they read, find facts and details about the question in the text, and
then formulate their answer using those facts and details
154 Unit 5 Week 1

Read
Finally he feels the chick move inside the egg. The
chick pecks and pecks and pecks. In about three days
Main Selection
the egg cracks open.
The chick is wet. But soon his soft feathers, called
down, dry and become fluffy and gray. The father still
keeps the chick warm in the brood patch. Sometimes
the chick pokes his head out. But while he’s so little,
9
Develop
he must stay covered. And he must stay on his father’s
feet. Otherwise the cold would kill him. Comprehension
11 STRATEGY
SUMMARIZE
Teacher Think Aloud I know that

summarizing, or telling the most
important information on a page,
can help me remember what I read.
I want to understand and remember
what I read on page 155. To do this,
I can summarize. What important
details and main ideas can you find
on this page? How can you put the
details together to summarize the
page?
The father talks to the chick in his trumpet voice. Prompt students to apply the strategy
The chick answers with a whistle. 10 in a Think Aloud by asking them to
The father’s trumpet call echoes across the ice. 11 summarize information from the text.
The penguin mother is on her way back to the
rookery, but she can’t hear him. She’s still too far Student Think Aloud There are
away. If the mother doesn’t come back soon with several important details on this
food, the chick will die.
page. The father keeps the chick
155 warm in the brood patch after
it hatches. The chick needs to
stay covered because the cold of
Antarctica could kill it. The father
talks to the chick and the chick
answers. I can put these details
together to figure out the main idea
of the page: The father takes care of
the chick after it hatches.
Have students write their summary of
page 155 and read it to a classmate.
Penguin Chick 155

Read
Main Selection
Develop
Comprehension
What characteristics of nonfiction does
Penguin Chick have? (This selection tells
a true story about the life of a penguin
chick. It includes facts and information
about penguins and animal life in
Antarctica. It has illustrations showing
how penguins look.)
12 Two days pass before the mother can hear the
13 SKILL
MAIN IDEA AND DETAILS father penguin’s call.
At last the mother arrives at the rookery. She
What are some important details on this 13
cuddles close to her chick and trumpets to him.
page? Which are not important? (The He whistles back. With her beak she brushes his
penguin mother cuddles close to the soft gray down.
chick and trumpets to him. She brushes The mother swallowed many fish before she
his down with her beak. She feeds him left the ocean. She brings some of this food back
up from her stomach and feeds her chick. She has
fish from the ocean. The detail about
enough food to keep him fed for weeks. He stays
the penguin chick whistling back is on her feet and snuggles into her brood patch.
unimportant.) What do all the important
facts on page 156 tell about, explain, 14
or describe? (They tell about how the 156
penguin mother takes care of the chick.)
What do the details have in common?
(They all show how well the mother
penguin cares for her chick.) What is the
main idea? (The mother cares for the Text Evidence
chick when she arrives at the rookery.)
Add the information to your Main Idea Explain that, when answering questions about a selection, students
and Details Chart. need to find evidence in the text to support their answers. When
looking for the main idea, they must locate and classify the
Detail important details and then decide what they have in common. Have
She cuddles the chick and trumpets to him. students reread the second paragraph on page 156 and point to the
Detail details. Ask: Is the fact that the mother penguin cuddles the chick and
trumpets to him an important detail? (Yes) Locate other details in the
She brushes him with her beak.
paragraph. Point to them when you find them. (The mother penguin
Detail brushes the chick with her beak. She feeds him fish.) What do these
She feeds him fish from the ocean. details have in common? (They all show how the mother penguin
Main Idea cares for her chick.)
The mother cares for the chick when she Apply As students read, have them locate evidence that will help
arrives at the rookery. them to both determine and support their understanding of the
main idea.
156 Unit 5 Week 1

Read
Main Selection
Develop
Comprehension
14 SELF-SELECTED STRATEGY USE
What strategies have you used so far
to help you understand the selection?
Where did you use them? Why? How
did they help?
RETURN TO PREDICTIONS AND

PURPOSES
Have students respond to the selection
by confirming or revising their
predictions. Have them evaluate and
revise the purpose that was set for
them as well as the purpose they set for
themselves. Encourage them to revise
or write additional questions to help
focus their attention as they continue
to read the selection.
157
Extra Support
Help students ask questions to identify the main idea and details.
Say: What does the mother do when she arrives at the rookery? (She
cuddles the chick and trumpets to him.) What does she do to his
down? (She brushes it with her beak.) What does she feed him? (She
feeds him fish from the ocean.) What do these actions show about the
mother? (She cares for the chick.)
If students have difficulty identifying the unstated main idea, or
implied message, and supporting details, review what a main idea is
and what supporting details are. When there is not a topic sentence
that tells the main idea, they need to analyze the details and decide
what they tell about. Help them see that the details show that the
mother cares for the chick.
Stop here if you wish to read STOP
this selection over two days.
Penguin Chick 157

Read 15
Main Selection 16
Develop
Comprehension
15 STRATEGY
SUMMARIZE
Summarize what has happened in

this selection so far. (The selection so
far tells how the mother and father
penguins take turns taking care of the
egg from the time the penguin chick is
hatched through its first weeks.)
16 SEQUENCE
Think about the sequence of events in
a penguin chick’s life described so far
in the selection. What happens after
the chick is hatched? (After the chick
is hatched, the father penguin keeps it
in his brood patch. When the mother
penguin returns, she feeds it and keeps
it safe in her brood patch.)
158
158 Unit 5 Week 1

Read
Main Selection
Develop
Comprehension
17 MONITOR AND CLARIFY:
PARAPHRASE
Paraphrase the first paragraph on page
159. (Suggested answer: The father
penguin needs to find food, so he walks
to the ocean and dives in to find food.
After a few weeks, he returns to the
The father is very hungry, so he travels to open mother and chick. He has food for the
water. There he dives to hunt for food. Weeks later 17
the father returns with more food for the chick.
chick.)
18
Each day the parents preen, or brush, the 18 CAUSE AND EFFECT
chick’s downy coat with their beaks. This keeps
the down fluffy and keeps the chick warm. What causes the father penguin to
travel to open water? What signal word
in this sentence helps you identify the
cause? (The father is very hungry. This
causes him to travel to the open water
where he can hunt for food. The signal
word so helps identify the cause.)
159
Comprehension
Figurative and Literal Language
Explain/Discuss Figurative language can add interest and imagery
to the literal writing style of expository text. Similes, metaphors,
and onomatopoeia can be easily woven into writing in order to
enhance it. For example, a simile can be added to the last sentence
on page 15, This keeps the down fluffy and keeps the chick as warm as
toast. Or on page 160, onomatopoeia can be added, Swoosh! They
toboggan down fast on their fluffy bellies.
Apply Have students find other places in Penguin Chick where they
can enhance the text with similes, metaphors, and onomatopoeia.
Then, have them move into small groups to share their creative
alterations with other classmates.
Penguin Chick 159

Read
Main Selection
As the chick gets bigger, he and the

19
Develop other chicks no longer need to stay on
their parents’ feet. Instead they stay
together to keep warm.
Comprehension 20 or
This group of chicks is called a crèche,
a nursery. The chick now spends most
of his time here. But he still rushes to his
19 SKILL mother or father to be fed when either one
MAIN IDEA AND DETAILS comes back from the ocean.
What are some important details on Sometimes the chick and the other
this page? Which are not important? young penguins dig their beaks into
(The penguin chick spends time with the ice to help them walk up a slippery
hill. They toboggan down fast on their
other chicks in a group called a creche. fluffy bellies.
Sometimes the young chicks toboggan
down slippery hills. The detail about
digging their beaks in the ice is not
important.) What do all the important
facts on page 160 tell about, explain,
or describe? (These details tell about
what the chick does when it leaves its
parents.) What do the details have in
common? (They all show how the chick
can get along away from his parents.)
What is the main idea? (As the chick
grows bigger, he no longer needs to
stay on his parent’s feet.) Is the main
idea stated or unstated? (Stated.)
160
Vocabulary
Word Structure Clues: Suffixes
Explain/Model A suffix is a word part added to the end of a root
word, or base word. Suffixes change the word’s meaning. When
readers identify a suffix and know the meaning and pronunciation
of the root word, they can figure out the meaning of the word. The
suffix -er means “more,” and the suffix -est means “most.” Display
young and youngest.
Think Aloud I see the root word young and the suffixes -er and
-est. I know that -er means “more,” so younger means “more
young” and youngest means “most young.”
Practice/Apply Display smaller, highest, nearest, and fatter. Have
students identify the suffixes and root words and tell the meaning
of the word. Have students find a word with -er on page 160 and tell
what it means.
160 Unit 5 Week 1

Read
Main Selection
Develop
Comprehension
20 STRATEGY
SUMMARIZE
Summarize the first two paragraphs

on page 160. Use the main ideas and
details to help you summarize the
most important information in the
paragraphs.
Student Think Aloud In the first

paragraph, I see that the chick
doesn’t need to stay on his parents’
feet as he gets bigger. In the next
paragraph, I learn that the chick
spends most of his time in the
nursery with other chicks. They stay
together to keep warm. I can put
these details together to figure out
the main idea: The penguin chick
doesn’t spend much time with his
21 parents when he gets older. Using
the details and the main idea helped
161
me summarize the passage and
helped me understand it, too.
21 USE ILLUSTRATIONS
What details do you see in the
Connect to Content illustration? (The illustration shows the
penguin chicks tobogganing downhill
HOW ANIMALS SURVIVE very quickly on their bellies, like
Both the father and mother emperor penguin sledding. The illustration shows what it
work to make sure that their chick survives and grows up into
means to toboggan.)
an adult. This is a challenge because of the harsh, cold climate
of Antarctica. Ask: What structures of penguins help them
survive in this environment?
Have students research other animals who care for their
young, using structures unique to those animals and their
environment. First, they should make a list of animals, then
search for information using a variety of resources including
nonfiction books, encyclopedias, and digital tools such
as the Internet. Have them make diagrams and give oral
presentations to present the information.
Penguin Chick 161

Read
Main Selection
The chick grows and grows. After five months, he
has grown into a junior penguin. He is old enough
to travel to the ocean.
Develop
Comprehension
Nonfiction articles often have special
text features that help explain
information in the selection, such as
a time line. What details about the
growth of a penguin chick does the
time line give you? (The time line shows
how a penguin grows month by month
until it is six months old. The time line
gives a lot of information about the
penguin chick’s growth—how much
it grows and changes over six months
from August to January. The time line
also shows the month the chick was
hatched and shows the seasons in
which it is growing up from winter to
WINTER SPRING
summer.)
August September October
23 TEXT FEATURES
What information does the time 22 23
line give you? (The time line gives 162
information about the penguin chick’s
growth.) In which month does the
penguin chick hatch from its egg?
(August.)
162 Unit 5 Week 1

Read
Main Selection
Now he has a waterproof coat of feathers, instead
of fluffy down. He can swim in the icy cold ocean 24
because his feathers keep him dry and warm.
Develop
Comprehension
24 SKILL

pages 162 and 163? Which are not
important? (A junior penguin can swim
in the ocean because of a waterproof
coat of feathers that baby penguins
do not have. The junior penguin gets
bigger and taller every month. All the
details are important.) What do the
details have in common? (They all show
what happens as the penguin chick
grows into a junior penguin.) What is
the main idea? (After 5 months, the
penguin chick has grown into a junior
penguin.)
SUMMER
November December January
163
Penguin Chick 163

Read
Main Selection
Develop
Comprehension
25 SEQUENCE
Look at the last paragraph. What is the
sequence of events in the penguin’s
life? What signal word shows you the
sequence? (After about five years, the
young penguin will find a mate. He will
take care of his own egg until another
penguin chick can hatch. The signal
word then shows the sequence.)
164
STRATEGIES FOR EXTRA SUPPORT

Question 25 SEQUENCE
Help students order the sequence of a penguin’s life in the last paragraph
using sentence frames. Number each sentence. Point out the signal words
now, after, and then. 1. Now the penguin can catch and take care
of . (his own food; himself) 2. After five years, he will find his own
. (mate) 3. Then he will take care of . (his own egg)
164 Unit 5 Week 1

Read
The young penguin spends most
of his time in the water. He swims,
Main Selection
flapping his flippers as if he were
flying underwater. He uses his
webbed feet to steer wherever he
wants to go.
He catches a fish with his beak
Develop
25
and swallows it headfirst.
Now the young penguin can
Comprehension
catch his own food and take care
of himself. In about five years he’ll RETURN TO PREDICTIONS
find a mate. Then he’ll take care AND PURPOSES
of his own egg until the chick can
Review students’ predictions and
hatch.
purposes for reading. Did they discover
how penguin chicks survive in the
cold climate of Antarctica? (The father
and mother penguins take care of the
chicks by protecting and feeding them.)
REVIEW READING STRATEGIES

■ Summarize In what ways did
summarizing by identifying the main
ideas help you to understand the
selection?
■ Monitor and Clarify: Paraphrase
Do you understand the strategy of
paraphrasing to help you understand
and remember what you read? When
might you use it again?
■ Decoding What difficult words did
165 you encounter? How did the Reading
Multisyllabic Words strategy help?
■ Self-Selected Strategy Use What
Quick Check strategies did you use to make sense
of what you read? Where? How were
Can students identify details that help identify the main idea?
these strategies helpful?
RESPONSE TO LITERATURE
If No Approaching Level Reteach the skill and have
students apply it to a simpler text. Use Leveled Reader Provide the following prompt: Write
lessons, pp. 171N–171P. about the way the penguin chick was
If Yes On Level Have students apply the skill to a new text
raised. Use details from the story to
to consolidate learning. Use Leveled Reader lessons, support your answer. Have students
pp. 171U–171V. use time-order transition words and a
Beyond Level Have students apply the skill to a transition to indicate a conclusion.
more complex text to extend learning. Use Leveled
Reader lessons, pp. 171Y–171Z. As students write, tell them to show
their understanding of the story, give
examples of the story, and use correct
grammar, spelling, punctuation, and
capitalization.
Penguin Chick 165

Read
Respond
Author
Betty Tatham likes
Author and Illustrator writing nonfiction books
about animals for children.
She became interested
CHILL OUT WITH BETTY AND HELEN! in writing after years of
teaching children to enjoy
Have students read the biographies of nature and write their
the author and illustrator. own stories. Betty works
hard at being an author.
■ How did Betty Tatham become She has taken writing
.
wy
interested in writing? classes and attended special © Al
ex L
o
conferences for writers.

■ How did illustrator Helen K. Davie Illustrator
Other books by Betty Tatham:
prepare before she drew the How Animals Communicate Helen K. Davie has chilly
penguins in this selection? and How Animals Play memories of her work on this
story. She went to Sea World
in San Diego and spent time in
the emperor penguins’ frozen
WRITE ABOUT IT habitat. Helen
got an up-close
Author’s Craft: Action Words look at the birds
Have students think about the life of so she could
a penguin chick they just read about. draw them
better.
Then have them write a short story
about the penguin chick with a plot
that builds to a climax and has details
about the characters and setting. Author’s Purpose
Nonfiction authors often write
After students have finished, they can to explain or persuade. Why
share their stories with a partner. did Betty Tatham write Penguin
Author Betty Tatham
Chick? What clues help you Illustrator Helen K. Davie
figure out her purpose? www.macmillanmh.com
166
Author’s Purpose
Remind students that authors who
write nonfiction often present facts
and information about a topic. Have
students use the topic, facts, and Author’s Craft
details in the selection to identify Action Words
the author’s purpose. The author’s
Betty Tatham uses vivid action words, or verbs, in Penguin Chick to
purpose is stated in the title, Penguin help readers visualize a penguin’s life in Antarctica.
Chick.
■ Verbs help create a picture of how the action is performed.
Example: “When he walks, he shuffles his feet so the egg doesn’t
roll away.” (p. 153) The word shuffles describes a kind of action.
■ The author could have used moves instead of shuffles, but she
used shuffles. Shuffles is more descriptive because it means to
move slowly.
■ Have students look for and discuss other action words in the
selection, such as pecks (p. 155) and snuggles (p. 156). Discuss
how action words help readers to learn facts about the lives of
penguins.
166 Unit 5 Week 1

Comprehension
www.macmillanmh.com Read
Respond
Comprehension Check
Summarize Comprehension Check

To summarize Penguin Chick use the
Detail
most important details from the selection.
Information from your Main Idea Chart may Detail
SUMMARIZE
help you. Detail Have partners summarize Penguin Chick
Main Idea in their own words. Remind students to
Think and Compare
use their Main Idea and Details Charts
1. Why does the father penguin stay with
the egg while the mother penguin goes to
to help them organize their summaries.
find food? Main Idea and Details
THINK AND COMPARE
2. What does the father penguin do after the mother penguin
returns? Use details in your answer. Sequence Text Evidence
3. Emperor penguins work as a team. Explain how the mother
and father penguin work together to take care of their Sample answers are given.
chick. Use details from the selection to support your answer.
Summarize: Main Idea and Details 1. Main Idea and Details Answer
4. What is the author’s purpose in using the
stated in text The father stays with
time line on pages 162 and 163? the egg to keep it warm. LOCATE
Author’s Purpose
2. Sequence Answer stated in text
5. What is the common main idea in
“Life in Antarctica” and Penguin Chick?
After the mother penguin returns,
Use details from both selections to the father goes to the ocean in
support your answer. Reading/Writing
Across Texts
search of food. COMBINE
3. Main Idea and Details Answer The
father and mother penguins work
together to keep their chick warm.
Evidence The father takes his turn
warming the chick while the mother
gets food, then the mother warms
167
the chick while the father gets food.
CONNECT
4. Author’s Purpose Answer The time

line shows the penguin chick’s life
Make Connection as it grows up into a junior penguin.
Evidence The time line begins with
Text-to-Self Have students respond to the following question to
make connections to their own lives. Emperor penguins work as a
the chick in August, and ends with
team. Discuss the ways you work as a member of a team. the junior penguin in January. ANALYZE
Think Aloud: Students may say that they have worked as a FOCUS QUESTION
team member on group projects at school or played on a sports
5. Text-to-Text Both selections are
team.
about living in Antarctica. Penguin
Text-to-World Have students respond to the following question Chick describes how the emperor
to make connections to the world. In what ways are emperor
penguins like other animals and their young? penguins raise their chicks. “Life in
Antarctica” includes information
Think Aloud: All animals take care of their young until they are about plants and animals in
able to survive on their own.
Antarctica and how they survive in
its cold climate. COMPARE TEXTS
Penguin Chick 167

Read
Paired Selection
Poetry
Paired Selection Humorous Poetry uses
elements such as rhyme, At the bottom of the planet
GENRE: Literary Text/Poetry rhythm, and repetition to
express feelings and ideas 1 Lies a land of ice and granite:
Have students read the bookmark on in a funny way. Ant · arc · ti · ca! Ant · arc · ti · ca!
Where winter days are dark-tica.
Student Book page 168. Explain that Literary Elements It’s the continent of our birth;
humorous poems often use rhyme Rhythmic Patterns are
It’s the coldest place on Earth:
and rhythm in a funny way, and use series of stressed and
unstressed syllables. Ant · arc · ti · ca! Ant · arc · ti · ca!
descriptive language that appeals to Imagery is the use of You’d better wear your park-tica,
the senses and helps the reader create words to create a picture
2 Or the brutal, blasting blizzards
in the reader’s mind.
visual images or pictures. Will freeze your beaks and gizzards.
Ant · arc · ti · ca! Ant · arc · ti · ca!
Literary Elements:
Rhythmic Pattern, Imagery
EXPLAIN Rhythm and imagery help Breaking “Antarctica”
into syllables and
present the ideas in the poem.
repeating it again and
again creates a rhythmic
■ Repeated words, words that rhyme,
pattern in the poem.
and words that have a pattern of
stressed and unstressed syllables
create a rhythmic pattern. Say the
first two lines of “Twinkle, Twinkle
Little Star.” Point out the repeating
words twinkle, twinkle, and rhyming
words star and are.
■ Imagery is sensory words a poet uses 168
to create a detailed picture in the

reader’s mind. Ask students to listen
to the words: I took a walk around
the world. Have students share what Monitor Comprehension
images come to mind when hearing Comprehension
these words.
Poetry Appreciation
APPLY Have a student read the first Read Poems Discuss humorous poems and their format. Have
part of the poem on page 168 aloud. students find other examples of humorous poetry with a partner to
Discuss the callout that identifies read and analyze the poems. They can identify poetic language that
creates graphic visual images using sensory details and share their
rhythmic patterns. Then have students
findings with the class. Have them read their favorite humorous
finish reading the poem, read the poems aloud, listening for poetic language.
callout, and identify imagery.
Write Poems Then have students use the conventions of poetry to
write humorous poetry of their own. Encourage them to use poetic
language that conveys sensory details such as rhythmic patterns.
Have them read their original poems to the class, and then collect
the poems into a class poetry book.
168 Unit 5 Week 1

Poetry
Read
Come visit on a lark-tica!
We’ll snuggle in the snow
Paired Selection
When it’s thirty-five below.
Ant · arc · ti · ca! Ant · arc · ti · ca!
It’s grander than New York-tica.
Skyscraping icebergs roam
All across the frosty foam
Paired Selection
In our sweet Antarctic home. Read “Antarctic Anthem”
— Judy Sierra This line uses imagery
to paint a picture of 1 RHYTHMIC PATTERNS
icebergs being as big
as skyscrapers.
Which two words in the first three lines
of the poem have a strong rhythmic
pattern? (Ant•arc•ti•ca, Ant•arc•ti•ca)
2 LITERARY ELEMENTS: IMAGERY

What kind of imagery, or picture, does
Connect and Compare “freeze your beaks and gizzards” help
1. Which words in this poem help the reader visualize an create? (It creates a picture of a person
image of Antarctica? Imagery or animal with a very cold nose and a
2. How do the rhythmic patterns in “Antarctic Anthem” help very cold body.)
the poem to sound like a song? Evaluate
3. Compare “Antarctic Anthem” with Penguin Chick. Which

selection gives you more information about life in Antarctica?
Connect and Compare
Explain. Reading/Writing Across Texts
SUGGESTED ANSWERS
4. Write a narrative poem about an animal that lives in
Antarctica. Remember to use imagery, or words to help 1. The words “Brutal blasting blizzards”
create a picture in your reader’s mind. Apply
helps the reader picture how cold it
is. The words “skyscraping icebergs”
Poetry Rhythmic Patterns, Imagery
www.macmillanmh.com
show that icebergs are as big as
giant buildings. IMAGERY
169
2. This poem is like a song because it
has rhythm and rhyme. It also shows
pride in Antarctica. In this way, it is
like an anthem. EVALUATE
Practice Book, page 216 3. FOCUS QUESTION Penguin Chick
*NBHFSZJTUIFVTFPGXPSETUPDSFBUFBQJDUVSFJOUIFSFBEFST
NJOE*NBHFSZDBOBMTPBQQFBMUPUIFTFOTFT
gives facts and details about a baby
"3FBEUIFQPFN5IFODPNQMFUFUIFDIBSU
penguin’s life in Antarctica. It tells

Penguins
The penguin is a funny clown
what penguins eat, how they care
Dressed up in black and white.
for their young, and what happens
He slips and slides on glassy ice
And chatters with delight to chicks as they grow up. “Antarctic
Then zips and darts through deep blue sea
To catch a tasty bite. Anthem” is a humorous poem.
*NBHFSZ%FTDSJCJOHUIF *NBHFSZ%FTDSJCJOHUIF
1FOHVJOT"QQFBSBODF 1FOHVJOT.PWFNFOU
*NBHFSZ
%FTDSJCJOH/BUVSF
It shows that Antarctica is a very
funny clown;
dressed up in
slips and slides;
zips and darts;
glassy ice;
deep blue sea
cold place. Penguin Chick tells more
black and white chatters
information about life in Antarctica
#:PVIBWFTFOTFTPGTJHIU UPVDI BOETPVOE8IJDITFOTFTEP
UIFQPFNBQQFBMUP but most of it is specific to penguin
sight and touch
life, while general facts can be
learned from “Antarctic Anthem.”
READING AND WRITING ACROSS TEXTS

Beyond Reproducible, page 216 Penguin Chick 169
Write
Reading and
Writing Writing
Reading Trait: Ideas
Connection
and Writing
Good writers use
supporting details to give
more information about
the topic. Read the passage below. Notice how
Connection author Betty Tatham uses supporting

details to explain how the new penguin
Trait: Ideas chick stays warm.
An excerpt from
Penguin Chick
SUPPORTING DETAILS
The author
Remind students that one way to uses supporting The chick is wet. But soon his
provide more information about a topic soft feathers, called down, dry
details to show
and become fluffy and gray. The
is to write facts, or details, about it. how the penguin
father still keeps the chick warm
Writing colorful, lively details, as well as chick stays warm
in the brood patch. Sometimes
a variety of sentence lengths and types, and why it is
the chick pokes his head out. But
important. while he’s so little, he must stay
creates stronger, more interesting
covered. And he must stay on his
supporting sentences.
father’s feet. Otherwise the cold
would kill him.
Read the Passage
Use the example from Penguin Chick
to illustrate how the author uses
supporting details that show why it is
important for the chick to stay warm.
■ Have students read the bookmark.
170
Explain that a topic is what the writer
is writing about, and that supporting
details give more information about
the topic.
Ask: Have you ever seen a very young Respond to the Selection
animal?
Have students write a response to the selection.
■ Then have students chorally read the
Engagement Help students deepen their connection to the
excerpt from Penguin Chick. Direct text and discover their own perspective.
their attention to the callout. Have ■ Focus on a moment when you were very cold.
them identify details that explain why
the chick needs to stay warm. Response Help students explore more deeply their reactions to
particular passages in the reading.
Ask: How does a penguin chick stay ■ Focus on a place where you learned something you didn’t already
warm? know about penguins. Use text evidence in your writing.
Literary Analysis Help students deepen their connection to the

text and discover their own perspective.
■ Focus on a place in the text in which you thought the author did
a good job of using supporting details about the topic. Use text
evidence in your writing.
170 Unit 5 Week 1

Ideas
Write
Read and Find
Read Alexandra’s writing below. What supporting
details does she give to provide information about
her topic? Use the Writer’s Checklist to help you.
Read the Student Model
Have students chorally read the student
Soccer model at the top of Student Book
by Alexandra P. page 171. Discuss the supporting
details the student used. Use the
Soccer is a fun game to play with
Writer’s Checklist.
your friends. Each team has eleven
Read about
players. Players use their feet, head,
or chest to move the ball. Only the
the game of Journal Prompt
soccer.
goalkeeper can use his or her hands. Draft Write the following prompt
The game moves so fast, so you get a on the board. Have students write a
lot of exercise. It’s also a fun way to response to the prompt.
learn to work and play with others.
Think about someone in the community who
works to keep people healthy and safe. Write
about one thing this community worker does.
Be sure to include supporting details.
Writer’s Checklist
What details does the writer give about the topic Tell students that you will be reading
of soccer?
and commenting on their writing
Do you understand more about soccer after reading during Writing Conference time.
the paragraph?
Model how to use the Writer’s Checklist
Can you picture how the game of soccer is played? so students can write and revise their
work. Then ask:
171
■ What is the topic you chose?
■ What supporting details did you write?
Will readers be able to clearly picture
the community worker and what he

or she does? If not, what details could
you add?
Beginning Intermediate Advanced
Write Sentences Describe Ask Explain Ask
Provide model students to write at students to respond
sentences based on least three sentences to the Journal
the Journal Prompt: based on the Journal Prompt. Have
One community Prompt. Help them them use precise
worker who helps brainstorm specific adjectives and
people is . details about strong words to
One way this person their topic. Model clearly explain their
helps is . This using the details topic.
worker also . in sentences, if
Help students add necessary. Read their
supporting details. sentences, correcting
grammar and
spelling as needed.
Penguin Chick 171

Prepare
WHOLE GROUP
ORAL LANGUAGE
• Read Aloud
PHONICS/WORD STUDY
• Inflectional Endings
VOCABULARY
• Context Clues: Homophones
COMPREHENSION
• Strategy: Analyze Text Structure
• Skill: Description
SMALL GROUP
pp. 199I–199HH
Oral Language

Honeybees live in nests called hives. Book page 173. Then have
These hives contain wax structures students turn to a partner and
called honeycombs. Bees collect nectar discuss the following:
from flowers and bring it back to the ■ Is a honeycomb a good place
hive to be turned into honey. for the bee to store the nectar
Write the following words on the board that will become honey? Why or
and briefly define each one using the why not? Where at home do you
Define/Example/Ask routine: nectar keep food?
(sweet liquid formed in flowers), store ■ What kinds of animal homes
(to put away for future use), design have you seen? Describe their
(arrangement of shapes). designs.
172 Unit 5 Week 2

Prepare
Build Background
Talk About It
What does this animal
home have in common with BUILD WRITING FLUENCY
people’s homes?
Animal Homes animal homes. Students should
www.macmillanmh.com
write as much as they can for 12
assignments. Prior to meeting, students
should self-correct any errors they find.
Connect to the Unit

Theme
Different kinds of animals have different
traits that help them to survive.
Ask students to describe what they
have learned so far in this unit about
animal life.
■ How do the animals we’ve read about
so far find sources of food in their
173 environments?
■ How do animals build and use homes
uniquely matched to their needs?

USE THEME FOLDABLES
Write the Big Idea statement on the
Beginning Intermediate Advanced board. Ask students to copy it on their
Use Visuals Tell Describe Ask Explain Ask Unit Theme Foldables. Remind them
students about the students to tell students to explain to add details as they complete this
photograph. This you about the why honeybees week’s readings.
is a honeybee. This photograph. What collect nectar.
is a honeycomb. It kind of insect is Restate students’
is part of the bee’s this? Where is the responses.
home. A bee’s home honeybee? What
is called a beehive. do the bees make
Then ask students from the nectar from
to tell you about the flowers? Repeat
photograph. Repeat students’ responses,
correct responses in correcting grammar
a louder and slower and pronunciation
voice for the class as needed.
to hear.
Accordion Book
Animal Homes 173

Prepare
Vocabulary
Vocabulary LZW
He^ccZgh
architects retreats
structures shallow
STRATEGY contain shelter
CONTEXT CLUES
Context Clues by Steven Kutner
Homophones Homophones are words Homophones are words
that sound the same but have different
spellings and meanings: some and
that sound the same but
have different spellings
? ust as bees build hives to live in, spiders
spin webs. Spiders are talented architects.
and meanings. Their and
sum are homophones. When students there are homophones. They design and build structures to live in
Surrounding words or that are works of art. These structures are
read a homophone, they can look for phrases can help you figure also traps for other insects.
context clues. Ask students to read out which homophone to
use when you write. He^cc^c\Hâ`
“Context Clues” in the bookmark on
Spider webs are made from silk. Spiders
Student Book page 174. Model how make silk in their bellies. Their silk-making
to use surrounding words and phrases gland has many tiny holes. First, the silk
to figure out the meaning of the goes through the holes to get outside the
homophone cellar. spider’s body. Next, the silk meets the air,
and forms a thread. The thread is very thin
Think Aloud The word cellar spelled but very strong.
Spiders can make different kinds of silk.
c-e-l-l-a-r sounds like another word I
Some contain, or hold inside, a material
know, seller spelled s-e-l-l-e-r. These that makes the silk sticky. Other silks do
two words are homophones. One not have this material.
means a room under a house and the Finally, a spider can spin a thread behind
itself everywhere it goes. This thread is
other is a person who sells things.
called a dragline. If an enemy comes near,
Sometimes I confuse homophones, the spider retreats on its dragline. Being
but by using context clues, I can able to go backward on its own line is like
figure out which meaning cellar has. having a self-made escape route!
I read that cellar spiders like dark 174
places. I know that the room under a
house can be dark. I also know that
spiders don’t sell things. Context
clues helped me figure out the Quick Check
meaning of the homophone cellar— Can students identify and use homophones?
”a room under a house.”
Have students use cellar and seller
If No Approaching Level Reteach the words using the
in sentences. Have them identify Vocabulary lesson, pp. 199K-199L.
homophones as they read the week’s If Yes On Level Consoldiate the learning using p. 199S.
selections.
Beyond Level Extend the learning using p. 199W.
Read “Web Spinners”

As you read “Web Spinners” with
students, ask them to identify clues that
reveal the meanings of the highlighted
words. Students will read these words
again in Animal Homes.
174 Unit 5 Week 2

Prepare
DgWLZVkZgh Vocabulary/Comprehension
The most common webs are
shaped like wheels. They are built
by orb weavers. You can find these
webs in open areas, such as the
spaces between branches.
LViZgHe^YZgh
Vocabulary
The water spider builds TEACH WORDS
IVc\aZYLZWh its web in tiny ponds and other
Introduce each word using the
Different spiders build different places with shallow water. The
kinds of webs. The simplest web web looks like a small air-filled Define/Example/Ask routine. Model
is called a tangled web. It is just a balloon. There is plenty of room for reading each word using the syllable-
mess of threads that are attached the water spider to raise its family scoop technique.
to something. A cobweb is a dusty, inside this cozy shelter.
old, tangled web. Vocabulary Routine
8ZaaVgHe^YZgh
Some spiders are called cellar Define: Architects are people who
spiders. This is because they design houses and other buildings.
usually build tangled webs in Example: The architects drew up plans
cellars or other dark places. for the new library downtown.
Ask: What skills do you think architects
need for their jobs? EXPLANATION
■ Another word for buildings is structures .

Analyze Text Structure Bridges, towers, and monuments are
Description Text structure is the way nonfiction text is
organized. One kind of text structure is description. As also structures. What are some structures

you read, look for facts and details that describe the main
in your neighborhood? EXAMPLE
idea. Signal words, such as for example and for instance,

■
tell you that descriptive facts are coming up in the text. To contain means to hold or include. A
Reread the selection and record information in your
Description Web. bottle might contain milk. What might a
box contain? EXAMPLE
Comprehension
www.macmillanmh.com ■ If something retreats , it turns back,
usually because of danger or a difficult
175
situation ahead. The cat quickly retreats
to safety when it sees a dog. What word
or phrase has the same meaning as
retreats? SYNONYM
'JMMJOUIFCMBOLXJUIUIFDPSSFDUWPDBCVMBSZXPSEGSPNUIFCPY
■ If something is shallow , it is not deep.
4PNFXPSETXJMMCFVTFENPSFUIBOPODF
Most lakes are shallow near the shore.
Preteach Vocabulary BSDIJUFDUT TIBMMPX TUSVDUVSFT
What is an antonym for shallow? ANTONYM
See pages 199K and DPOUBJO SFUSFBUT TIFMUFS
199BB to preteach the "OJNBMTBSFMJLF architects CFDBVTFUIFZCVJMEUIFJS

■ A shelter is something that protects
PXOIPNFT
vocabulary words to ELL structures or covers. People can stand under a
5FSNJUFTCVJMEUBMM
and Approaching Level 4PNF architects TUVEZBOJNBMIPNFTGPSJEFBTBCPVUTPMWJOH shelter while waiting for a bus. What is
students. Use the Visual QSPCMFNTXJUICVJMEJOHT
Vocabulary Resources to 5IFUPSUPJTFEJHTB shallow IPMFUPLFFQDPPM the difference between a shelter and a
"QPMBSCFBS IPXFWFS OFFETBWFSZEJGGFSFOUUZQFPG
demonstrate and discuss shelter
house? COMPARE AND CONTRAST
each word. To further *GZPVDPNFBDSPTTBTQJEFSTXFC CFDBSFGVMCFDBVTFJUNBZ
reinforce concepts, have contain BOJOTFDU

retreats
students complete page 274 "UVSUMF JOUPJUTTIFMMXIFOJUTFOTFTEBOHFS
"IFSNJUDSBCàOET shelter JOBOFNQUZTIFMM

in the ELL Resource Book.

Beyond Reproducible, page 225 Animal Homes 175
Comprehension
Read Genre
Expository, or informational
nonfiction, is a detailed
WHOLE GROUP explanation of real things
using facts.
MAIN SELECTION
• Animal Homes Analyze Text Structure
• Skill: Description Description As you read,
use your Description Web.
PAIRED SELECTION
• Nonfiction: “Do Animals Have

Personalities?”
• Text Feature: Directions

SMALL GROUP

• Differentiated Instruction, Read to Find Out

pp. 199I–199HH How are some animal
homes similar to your
home?
Main Selection
GENRE: Informational Text/Expository
expository, or informational, nonfiction
on Student Book page 176. Students
should look for facts, photographs, and
captions that give information about 176
the variety of animal homes.
STRATEGY
ANALYZE TEXT STRUCTURE
Text structure is the way writers Vocabulary

organize nonfiction. The description
text structure defines, or classifies, Vocabulary Words Review the meanings of tested words in
text structure by describing its student-friendly language while reading: architects, structures,
contain, retreats, shallow, and shelter.
characteristics.
Additional Selection Words Students may be unfamiliar
SKILL with these words. Pronounce the words, give student-friendly
DESCRIPTION explanations as needed, and help students use the previously-
taught vocabulary strategies: context clues and using a dictionary.
Explain that description is a nonfiction
text structure that introduces a topic hibernating (p. 180): sleeping for the winter
and includes a list of characteristics or predator (p. 181): an animal that hunts and eats other animals
qualities that describe the topic. lodgings (p. 186): places to stay
176 Unit 5 Week 2

Main Selection
Read
Main Selection
Preview and Predict

Ask students to read the title,
preview the photographs, and write
their predictions about the kind of
information they will find in the text.
Set Purposes
to Find Out” question on the Student
Book page 176. Remind students to
look for the answer as they read.
Point out the Description Web in the
Student Book and on Practice Book
page 227. Explain that students will fill
it in as they read.
Read Animal Homes

Use the questions and Think Alouds
comprehension strategy and skill.
by Ann O. Squire Practice Book, page 227

"TZPVSFBE"OJNBM)PNFT GJMMJOUIF%FTDSJQUJPO8FC
177 Topic
Read the Main Selection Main Idea

English Language comprehension independently, Detail Detail
Learners listen to and model how have them read

)PXEPFTUIFJOGPSNBUJPOZPVXSPUFJOUIJT%FTDSJQUJPO8FCIFMQZPV
the interactive e- Have students use Suggest that they TVNNBSJ[F"OJNBM)PNFT

with the class. discuss the selection. to choose their Approaching Reproducible, page 227
reading strategies. Beyond Reproducible, page 227
Animal Homes 177

Read 1
Main Selection
Why Do Animals
Need Homes?
Develop Animals need homes for many of the same
Comprehension reasons that people do. What are some of those

reasons? Start by thinking about your own home,
and the kinds of things you do there.
ACTIVATE PRIOR KNOWLEDGE
Before reading the passage and
answering the questions ask students
where they have observed animals
living.
1 TEXT FEATURES: MAKE

PREDICTIONS
What is the heading for this section?
What do the caption and photo tell
you? Make a prediction. Tell what this
section will be about. (Students will
predict that this section will explain
some reasons why animals need
homes. The section will describe
examples of how animals use their
homes, such as how penguins need
nests to protect their chicks. For
another example, bees store honey in
their hives.) Some kinds of penguins build nests to protect their chicks.
178
Monitor
Comprehension
Monitor and Clarify: Adjust Reading Rate
Phonics/Word Study
Explain Explain that students can adjust their reading rate by
slowing down or reading faster. This is an important strategy
when reading expository nonficiton. Explain that students
reading, point out words with the sound/
should slow down when they come to a difficult section that
spelling patterns, syllable types, and word
has facts, details, or difficult words, or when they read about an
parts students have recently learned. Help
unfamiliar topic. Slowing down can help them understand.
students blend these words. You may
wish to focus on selection words with Discuss Point out that this story is nonfiction and has facts and
inflectional endings used in context, such details. On page 179, there are several science words, such as bee
as final y changing to i in bellies (p. 174), larvae, alligator mounds, and dens, so it makes sense to slow down.
nurseries (p. 179), cubbies (p. 179), carries
(p. 191), personalities (p. 194). Apply As students read the selection, have them identify other
places where they needed to adjust their reading rate and have
them tell how they adjusted it and why.
178 Unit 5 Week 2

Read
Eating is one very important thing you do every
day. Your house has a kitchen where you store and
Main Selection
prepare food. Some animals also keep food in their
homes. Honeybees, for example, live in hives made
up of waxy honeycombs. Each honeycomb has many
six-sided cubbies, or cells, where the bees store
their honey.
The cells of the honeycomb are also used as
2 3
Develop
nurseries for young bees. And that may remind you of
another reason people and animals need homes. They
Comprehension
need a safe place to raise their young. Birds’ nests,
alligator mounds, and the dens of polar bears are
other kinds of homes made for raising a family.
2 SKILL
DESCRIPTION
Description
What details describe how What are two ways honeybees use
honeybees use their hives?
their hives? (Honeybees use their hives
to store honey inside honeycombs.
Honeycomb cells are also nurseries for
young bees.) Add this information to
your Description Web.
Topic
Animal Homes
Main Idea
Honeybees live in
hives.
▼
Other cells are used as nurseries for bee larvae.
Bees store honey in some

▲
Bees store Some cells

of the cells of their hive.
honey in waxy are nurseries for
honeycomb cells. young bees.
179
3 STRATEGY
CONTEXT CLUES: HOMOPHONES
The words cells and sells are

ELL ENGLISH LANGUAGE LEARNERS homphones. What context clues help
you figure out the meaning of cells?
Beginning Intermediate Advanced (The nearby word cubbies is a synonym
Access Content Describe Preteach Explain Complete for cells. It means “a small snug place.”
Preteach story story content, build the Intermediate task This context clue shows that cells are
content, build language, and with students. Elicit
language, and details from students
small places.)
develop meaning
develop meaning using the Interactive for their responses.
using the Interactive Question-Response
Question-Response Guide in the ELL
Guide in the ELL Resource Book,
Resource Book, pages 264–271. Have
pages 264–271. students respond in
students to respond. Repeat students’
phrases to respond. grammar as needed.
Animal Homes 179

Read
Main Selection
Develop
Comprehension
4 MONITOR AND CLARIFY: ADJUST
READING RATE
Why might you adjust your reading
rate when you begin the section
that includes facts about the desert
tortoise? (When reading a section that
contains a lot of facts, slowing down A desert tortoise in its burrow
and reading more carefully helps

readers understand what they are Doesn’t it feel good to come indoors on a cold
reading.) winter day or turn up the air conditioner on a hot and
humid summer night? That’s another reason we need
5 DRAW CONCLUSIONS a home—to protect us from bad weather.
The desert tortoise lives in dry parts of the
Why is the ground a good place for a 4 southwestern United States, where summer
tortoise to go in hot and cold weather? temperatures often go above 100 degrees Fahrenheit
Draw a conclusion and find details in (38 degrees Celsius). To escape the heat, the tortoise
digs a shallow burrow, or hole, where it can rest
the text to use as evidence. (Going 5 during the hottest part of the day.
into a hole in the ground protects the In the winter, when temperatures fall below
tortoise from both heat and cold. In freezing, the tortoise digs a much deeper burrow.
the second paragraph on page 180, Then it climbs in and spends the winter there,
the author says that the desert tortoise 6 hibernating with other tortoises.
digs a hole where it can rest during hot 180

summer days. In the third paragraph,
I read that the tortoise digs a deeper
hole in winter, where it can hibernate
and escape the freezing temperature
above ground.)
6 TEXT FEATURES: CONFIRM

PREDICTIONS
What is the section “Why Do Animals
Need Homes?” about? Was your
prediction correct? (Students will
confirm their prediction that this
section explains some reasons why
animals need homes.)
180 Unit 5 Week 2

Read
Underground burrows also give animals a place to
hide from their enemies. Prairie dogs, for example, dig 7 Main Selection
long, winding burrows with many different rooms and
tunnels.
Many people’s homes have a front door, a back
door, and maybe even a side door. A prairie-dog
burrow has several openings, too. If a hungry predator
invades the burrow through the main entrance, the
8
Develop
prairie dogs can escape out the back way.
Comprehension
Description 7 STRATEGY
Use facts and details to
describe a prairie-dog burrow.
Teacher Think Aloud Authors often

use text structure in nonfiction to
A prairie dog
standing near its
organize their ideas. As I read I look
burrow entrance for clues and signal words to help
me figure out which text structure
the author used. Here I see that the
author is describing underground
burrows. I also see the signal words
for example. This tells me the author
used the description text structure
to describe the characteristics of a
prairie dog burrow. Now I know what
to look for as I read.
8 SKILL
DESCRIPTION
Think about the description text

A coyote trying to invade a prairie-dog burrow structure the author uses on page 181.
181
What characteristics does a prairie
dog’s burrow have? (The author shows
that prairie dog burrows have some
characteristics that are similar to those
of people’s homes. Prairie dog burrows
have several openings. Prairie dog
Connect to Content burrows have many different rooms
Animal Behavior and tunnels. The author also says the
Explain to students that some behaviors help an animal to
burrows are long and winding.)
survive, such as bears hibernating through cold winters.
Some animal behaviors are instincts, or traits the animal is
born with, and some are taught to the animal, by its parent
or even by humans. Dolphins are born knowing how to swim,
but trainers can teach them to swim in different ways—or do
tricks.
Have students research the behaviors of an animal and create
a T-chart showing which behaviors are instinct and which are
learned.
Animal Homes 181

Read
Main Selection Some animals build homes for more tricky
reasons. Many spiders spin webs mainly to trap
unlucky insects.
Now that you know some of the reasons animals
Develop need homes, let’s find out about some unusual

animal homes.
Comprehension
9 TEXT FEATURE
What information is in the illustration
and caption on page 183? (The
photograph shows a bird underneath a
hanging nest. The caption identifies the
bird as a weaverbird building its nest.)
182
Monitor
Listening/Speaking
Comprehension
Explain/Discuss Students can better understand the
information in electronic media—videos, movies, DVDs, TV—
about nonfiction topics by separating the facts from any speakers’
opinions that might be presented. Identifying the facts helps them
evaluate these opinions. Show students a short nonfiction video
about one of the animals named in Animal Homes and a print
article about the same animal. Then discuss how the information is
communicated differently in the different media genres.
Apply Show students another short video. Have them take notes
to identify the facts and opinions and production elements—color,
sound, animation—and use the notes to write a summary. Then
provide them with a nonfiction article or book on the same topic
and have students identify facts and opinions in it. Ask them to
compare the print source to the video and tell how the means of
communication changes the message.
182 Unit 5 Week 2

Read
Main Selection
Develop
A weaverbird
Comprehension
building its nest 9 10 MAIN IDEA AND DETAILS
Finding the main idea requires readers
to sort important facts and details from
those that are not important. What are
some important details in the second
paragraph on page 183? Which are
not important? (The bird gathers long
Building a Home blades of grass which he weaves into

a ring. Then he adds more grass. Only
Many animals build their own homes. These the bottom of the nest is left open to
animal architects can be birds, mammals, insects, keep out snakes. The weaverbird then
and even fish.
The African weaverbird’s name is a clue to the way
calls to attract a mate into the nest. It
this bird builds its nest. The male weaverbird gathers is not important that the bird’s name
long blades of grass, which he knots and weaves into 10 11 is a clue to the way the bird builds its
a sturdy ring. Then he adds grass to the ring, making nest.) What do all the important facts
a hollow ball. To keep out tree snakes, the ball is open
only at the bottom. When the nest is finished, the
in the second paragraph on page 183
weaverbird calls to attract nearby females. If a female tell about, explain, or describe? (They
likes the nest, she moves in, and the two raise a family. describe how the weaverbird builds its
nest and attracts a mate.) What do the
A spider trapping prey in its web
▼
details have in common? (They explain

183 what the nest looks like and what the
bird does at each step. ) Use these
details to determine the main idea in
the second paragraph on page 183.
(The male weaverbird builds a home
Monitor
Comprehension
Comprehension by weaving grass into a complicated,
sturdy structure.)
Ask Questions About Nonfiction
Explain/ Discuss As students read nonfiction, they can use 11 SEQUENCE
the ask-questions strategy to seek clarification about parts of the What does the male weaverbird do
text they don’t understand. Then they can locate facts and details
after he knots and weaves grass into a
about the question and use them as evidence to support their
answers. Model the strategy with a question about page 183: Why ring? How do you know this? (He adds
is the weaverbird’s name a clue to the way it builds a nest? Point grass to the ring to make a hollow ball.
out facts and details in the text: The male bird weaves long blades The signal word then helps me figure
of grass into a sturdy ring. He adds grass to the ring to make a ball. this out.)
Then answer with text evidence: The bird weaves its nest out of long
blades of grass, which is why it is called a weaverbird.
Apply Have students ask relevant questions; seek clarification as
use those facts and details as text evidence to support their answer.
Animal Homes 183

Read
Main Selection
Termite towers have
many rooms.
Develop
Comprehension
12 STRATEGY Some insects build homes, too. One of the largest
and most complicated structures in the animal world
is created by tiny African termites.
Teacher Think Aloud Authors often
A termite tower may be as tall as a giraffe and
use text structure in nonfiction to 12 contain millions of termites. The walls of the tower
organize their ideas. As I read I look are made of a rock-hard mixture of dirt and saliva.
13 They contain air shafts that
for clues and signal words to help
keep the inside of the tower
me figure out which text structure
cool, even in the blazing sun.
the author used. Now it’s your turn to The tower has many special
analyze text structure. rooms. It has a royal chamber,
where the termite king and
Prompt students to apply the analyze queen live, nurseries for the
text structure strategy in a Think Aloud. young, rooms for storing food,
and even an underground
Student Think Aloud I see that garden. Most termites live for
the author is describing termite only a few years, but a termite
towers. I also see the clue, One of tower may last for close to
a century.
the largest structures . . . is created
by tiny termites. I think that the
author will be using the description
A termite tower in
text structure to describe the Ghana, Africa
characteristics of termite towers.
Now I know what to look for as I read. 184
In the second paragraph the author
lists characteristics of termite towers.
Termite towers can be very tall. They
can contain a million termites. The
Text Evidence
walls are made of a mixture of dirt
and saliva. They contain air shafts to Description Text Structure
keep the inside cool. By analyzing
Explain Description is one way that nonfiction text can be
the text structure, I am able to better organized. The description text structure defines or classifies
understand this section of text. information by describing its characteristics. For example, on page
184, the author classifies termite towers as “One of the largest and
13 SENSORY LANGUAGE: SIMILE most complicated structures in the animal world,” and then gives a
list of their characteristics.
What simile does the author use in
the second paragraph on page 184? Discuss/Apply Have students reread the second paragraph on
page 185 and identify the signal words that tell the reader that
What two things are compared? (The
descriptive facts are coming up. (First and Then) Ask: What is being
simile, “A termite tower can be as tall described? (how beavers build a lodge) Ask: Why do beavers build
as a giraffe” compares the height of a a dam first? (They build a dam to create a pond that will surround
termite tower to the height of a giraffe.) their lodge. This makes the lodge harder for predators to reach.) Ask:
Why does the author include this description? (to show all the steps
that beavers take to build a lodge that is safe from predators) Have
students continue to look for the description text structure to help
them understand the rest of the selection.
184 Unit 5 Week 2
Read
Beavers use sticks and mud to build
a dam. Then they build their lodge Main Selection
in the middle of the pond formed
by the dam.
Develop
Comprehension
14 SKILL
DESCRIPTION

structure on page 185. What
characteristics does a beaver lodge
have? (A beaver lodge is made of sticks
in the middle of a pond. The lodge has
a room inside that beavers can reach
through underwater tunnels. But other
animals are not able to get in.)
Have you ever heard people say someone is as
“busy as a beaver”? You’d know what they mean 14 15 SELF-SELECTED STRATEGY USE
if you saw how much work goes into building a What strategies have you used so far
beaver lodge.
First, the beavers use sticks and mud to make a
dam across a stream. Then water backs up behind the Where did you use them? Why? How
dam to form a pond. In the center of the pond, the did they help?
beavers build their lodge. It looks like nothing more
than a pile of sticks, but the lodge has a room inside RETURN TO PREDICTIONS AND
that is reached by underwater tunnels. The beavers PURPOSES
can come and go easily, but it’s almost impossible for
wolves and other predators to find a way in. 15 Have students respond to the selection
185
predictions and purposes for reading.
Encourage them to revise or write
additional questions to help focus their
attention as they continue to read the
Extra Support selection.
Description Stop here if you wish to read STOP

Discuss how authors use description to help readers better this selection over two days.
understand a topic. Ask: What did the description of a termite tower
tell about animal homes? (Animals such as termites build amazing
homes. They make sure their homes are safe and comfortable.) Why
do you think the author included this description? (It is an example of
why homes are important for animals.)
If students have difficulty recognizing description, have them reread
the second paragraph on page 183. Ask: What does the male African
weaverbird need to build a nest? (long blades of grass) How does he
build it? (He knots and weaves the grass into a ring. Then he adds
more grass to the ring. This makes a hollow ball that becomes his
nest.) Why is the nest only open on the bottom? (to keep out tree
snakes) Discuss how this paragraph helps readers understand how
the bird makes its nest.
Animal Homes 185

Read 16
Main Selection
Develop
Comprehension
16 SUMMARIZE
What have you learned so far about
animals’ homes? How would you
summarize the main ideas and details
found in the selection so far? (Animals
need homes for many of the same
reasons that people need homes. They 17 The hermit crab makes its home in an empty seashell.
use their homes to store food, raise

families, and protect them from bad
weather. Other reasons to have homes
include keeping the animals safe from Finding a Home
predators and trapping prey. Some Bees, weaverbirds, termites, and beavers all work
animals build their own homes. For long and hard to build their homes. But some animals
example, the male African weaverbird take the easy way out. They look around for ready-
made lodgings.
knots and weaves grass to make a
Unlike most other crabs, the hermit crab does not
nest, termites build towers from dirt have a hard shell to protect it. It needs a safe place
and saliva, and beavers build lodges in to live, so the hermit crab searches for an empty snail
streams or ponds from sticks and mud.) shell. When it finds a shell that fits, the hermit crab
squeezes inside. It stays there until it grows too big
17 GENRE: Informational Text/Expository for that shell. Then it must look for a larger shell.
What elements of nonfiction does 186

this selection have? (The article
gives facts and information about
a nonfiction topic; animal homes. It
has photographs with captions and
headings that tell the topic of each
section of text.)

Question 16 SUMMARIZE
Have students call out the animals they read about in the text. Then have
them reread to look for examples and details about those animals. Remind
students that headings can help them identify the topics in the selection.
Guide students to identify the main idea through questions: What’s the first
topic? Help students use the heading to create a topic sentence. You may
want to write this on the board: What’s the main idea of the first paragraph?
Give me one example of the main idea. Continue to do this with the other
paragraphs. Help students as necessary. Then guide them to create a
summary using the main ideas.
186 Unit 5 Week 2

Read
The pea crab doesn’t even wait until a shell is
empty. This tiny crab moves in with the original
18 Main Selection
owner! It squeezes into the shell of a mussel, clam, or
oyster while that animal is still alive. The shellfish isn’t
even bothered by the pea crab sharing its home. As
the shellfish filters food through its gills, the pea crab
catches tiny bits of food as they float past.
Develop
Comprehension
A pea crab
18 COMPARE AND CONTRAST
Hermit crabs and pea crabs both look
for ready-made homes. What is the
difference between the kinds of homes
these animals look for? (Hermit crabs
look for empty shells to live in until they
grow too large. Then they find a new
shell. Pea crabs squeeze into shells with
shellfish that are still alive, but the crabs
are so small that the shellfish are not
bothered by them.)
187
Animal Homes 187

Read
Main Selection
Develop
Comprehension
19 STRATEGY
A white cowbird egg in a
Explain how you would use the nest containing blue wood
thrush eggs
analyze text structure on page 188. Tell
how using this strategy helps you to
understand what you read. A cowbird chick being raised by
a yellow warbler
Student Think Aloud First I will
look for signal words that help
me understand how the text is 19 The cowbird is even more daring. Instead of
building its own nest, the female cowbird searches the
organized. I see the words When, As
forest for other nesting birds. When she sees a likely
soon as, and Then. These words tell 20 couple, she settles down to wait.
me to look for a description of events As soon as the unsuspecting birds leave their nest,
or list steps. I see that this section lists the cowbird darts in and throws out one of their eggs.
the steps a cowbird takes in order Then she quickly lays one of her own. The nesting
birds never know the difference! They raise the
to lay its eggs in other birds’ nests cowbird chick as if it were one of their own.
instead of building its own.
20 SKILL
▼
Burrowing owls
DESCRIPTION

structure that the author uses on 188
page 188. What details does the author

include about how a mother cowbird
finds a nest for her egg? (First she
searches for another nesting bird. Then
she waits for the nesting bird to leave
so she can throw out one of the eggs.
She then lays her own egg in its place
before the nesting bird returns.)
188 Unit 5 Week 2

Read
Main Selection
Birds don’t usually live underground, but

one that does is the burrowing owl. These
21
Develop
long-legged owls sometimes move into
abandoned prairie-dog burrows. The birds
Comprehension
come out in the cool of the evening to hunt
small rodents, frogs, and insects. 21 MAIN IDEA AND DETAILS
those that are not important. What
are some important details on page
189? Are any details unimportant?
(Details tell about the characteristics
of the burrowing owl. Burrowing
owls move into abandoned prairie-
dog holes and they come out in the
evening to hunt for food. One detail
that is not important is that these
owls have long legs.) What do all the
important facts on page 189 tell about,
explain, or describe? (They describe
where burrowing owls live and how
they find food.) What do the details
have in common? (They describe how
burrowing owls use prairie dog holes to
survive.) Use these details to determine
189 the main idea in the second paragraph
on page 189. (Birds don’t usually live
underground, but one that does is the
burrowing owl.)
Connect to Content
Adaptations And Survival
Explain that for animals to survive in different environments,
they must use available materials to construct or find homes
that are appropriate to the their needs. Point out that climate
also affects the kind of home animals build.
Have students consider how animals adapt their homes to
their environments. What special supplies or designs might
they use? You might also invite students to conduct research
about ways architects study what is necessary for building
homes for people in different places. Have them use visuals
to report their findings.
Animal Homes 189

Read 22
Main Selection Mobile Homes
Develop
Comprehension
22 MAKE PREDICTIONS
Use the title and the illustrations
to predict what “Mobile Homes” is
A turtle can protect itself by retreating into its shell.
about. (The title makes me think that
this section will be about homes that
Most people and most animals live in homes that stay
can move around. The photographs
in one place. But if you’ve ever traveled in a camper,
show turtles and snails and a kind of trailer, or boat, you know that some kinds of homes can
caterpillar that lives inside a case. I move around with you. Did you know that some animals
think the section will be about animals also live in “mobile homes”?
who live in homes that can move Tortoises and turtles move slowly. You might think
they would be easy prey for any animal that wanted to
around with them.) eat them. But tortoises and turtles can escape into the
safety of their homes in a flash, simply by pulling their
23 WORD STUDY: PHONICS head and feet inside their hard shell.
Remind students about words in which
the y at the end changes to i when Turtles sunning themselves
on a log
endings -es or -ed are added. What
word in the first paragraph on page 191
shows this pattern? What is the root
form of the word? (The word carries
shows the pattern of y changing to i
when -es is added. The root form of the 190
word is carry.)
24 CONFIRM PREDICTIONS
What is the section about? Was your
prediction correct? (Students will Monitor
Comprehension
Comprehension
see that previewing the title and the
photographs helped them to correctly Classify and Categorize
predict that the section is about Explain/Discuss Explain that to classify and categorize means to
animals who carry their homes around group like or related objects together. For example, sparrows, robins,
and crows are all classified as birds and belong in the same category.
with them.)
Classifying and categorizing helps readers understand how things
are related. On the board, write the categories Insect and Reptile and
the animals: fly, ant; snake, turtle. Show students how to classify the
animals, explaining why each belongs in a particular category and
how the animals are alike: Insects: fly, ant; reptiles: snake, turtle.
Apply Have partners classify the kinds of animal homes in the
selection into these categories: Built Homes, Found Homes, Mobile
Homes. (Built: spider web, termite tower, beehive nests; Found:
empty shell, abandoned nest; Mobile: turtle, snail, bagworm) Then
have them explain how they classified and categorized the homes.
190 Unit 5 Week 2

Read
The snail is another animal that carries its house 23
on its back. Snails need damp conditions in order
Main Selection
to survive. In cold or dry weather, the snail retreats
into its spiral shell to avoid drying out.
Develop
Comprehension
PURPOSES
purposes for reading. Did they discover
Like turtles, snails can retreat how some animals’ homes are similar to
into their shells.
people’s homes? (Some animals’ homes
are very large and some have rooms for
special purposes, such as nurseries.)
■ Analyze Text Structure In what
A kind of caterpillar called ways did analyzing text structure
the bagworm makes its home
and identifying the description text
out of twigs woven together
with silk. The bagworm lives structure help you to understand the
inside this silken case and drags selection?
its shelter along as it moves
from branch to branch feeding
■ Monitor and Clarify: Adjust
on leaves. Reading Rate Do you understand
the strategy of adjusting your reading
A bagworm hanging rate as you read difficult sections?
from a spruce tree When might you use it again?
24 191 ■ Decoding What difficult words did
you encounter? How did the Reading
Multisyllabic Words Strategy help you
sound out these words?
Quick Check
Can students identify the description text structure?
strategies did you use to make sense
During Small Group Instruction of what you read? Where? How were
these strategies helpful?
students apply it to a simpler text. Use Leveled Reader
lessons, pp. 199M–199P.
PERSONAL RESPONSE
If Yes On Level Have students apply the skill to a new text Have students write a book review
to consolidate learning. Use Leveled Reader lessons, about Animal Homes. Have them
pp. 199U–199V. include a short summary and a
Beyond Level Have students apply the skill to a persuasive paragraph that establishes a
position and uses supporting details, in
Reader lessons, pp. 199Y–199Z.
which they explain why a reader would
or would not enjoy the book.
Animal Homes 191

Read
Respond
Author and Illustrator

AT HOME WITH ANN AUTHOR
Have students read the biography of Ann O. Squire
is an expert on how
Ann O. Squire. Ask:
animals behave. Before
■ How do you think Ann O. Squire Ann began to write
books for children, she
feels about the animals that she studied many different
describes? Why do you think this? kinds of animals. She
has studied everything
■ Do you think Ann O. Squire from rats to the African
did a good job in choosing the electric fish.
photographs and captions in the Other books by Ann O.
selection? Why or why not? Squire: Growing Crystals
and Seashells
WRITE ABOUT IT
Author’s Craft: Text Features
Discuss with students how the
author uses each section to present Author Ann O. Squire
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information about animal homes.
Have each student write a thank-you
Author’s Purpose
letter to the author for the book, What is the topic of this article? Where is the author’s
mentioning sections of the selection purpose stated? What is it? What details help you find the
author’s stated purpose?
that interested him or her. Students
can also write about the photos and
192
captions. Remind students to use
correct letter format, including the
date, salutation, body, closing, and
signature.
Author’s Craft
Text Features: Headings, Photos, and Captions
Author’s Purpose Ann O. Squire uses text features in Animal Homes to present and
Discuss how the author’s purpose organize information. Photos and captions give more information
is often directly stated in the title about the text. Each heading signals a new topic. For example,
or at the beginning of a nonfiction the paragraphs that follow the first heading, Why Do Animals Need
Homes?, describe and give examples of why animals need homes.
selection. Students should be able
to identify the topic of this selection Help students use text features to make and confirm predictions
about the contents of text and locate information. Have them
from the title. Discuss how this identify the other headings in the selection: Building a Home,
information and other key details Finding a Home, and Mobile Homes. Discuss what readers will be
from the text support the stated likely to read about under each heading. Have students skim
author’s purpose: to inform readers the text to check that the heading matches the information that
comes after it and confirm their predictions. Then have them tell
about how important homes are for
what extra information the photos and captions give.
animals’ survival.
192 Unit 5 Week 2

Comprehension
www.macmillanmh.com
Read
Respond
Comprehension Check

To summarize Animal Homes use the most

important details from the selection. Information SUMMARIZE
from your Description Web may help you.

Have partners summarize Animal
Think and Compare Homes orally, maintaining meaning and

1. Why does the desert tortoise dig a shallow

logical order.
burrow where it rests for part of the day?
Description THINK AND COMPARE
2. Reread pages 190–191 of Animal Homes. Describe Text Evidence
mobile homes and the animals that live in them. How
is a mobile home more useful than a nest or web? Use
descriptive details in your answer. Analyze Text Structure:
1. Description Answer stated in text
Description The desert tortoise digs a hole to rest
3. What do a prairie dog’s burrow and a termite tower have in in so it can escape the heat during
common? Compare and Contrast the hottest part of the day. LOCATE
4. Find one example on page 179 of how the author uses 2. Analyze Text Structure Answer
description to explain a fact about animal homes. Look for
signal words to help you find the answer. Author’s Purpose stated in text Mobile homes can be
5. Read “Web Spinners” on pages 174–175. Look at the
moved from place to place. Animals
photographs in the two selections you have that live in mobile homes need the
read. Compare the structures of the
living conditions that their home
spider webs with the structure of
another animal home. Use provides. A useful thing about
details from both selections mobile homes is that they provide
in your answer.
Reading/Writing protection from predators. COMBINE
Across Texts
3. Compare and Contrast Answer A
prairie dog burrow and a termite
tower are alike. Evidence A prairie
193 dog burrow and a termite tower are
big structures with many rooms.
A termite tower may have an
underground room like a prairie dog
burrow. Both types of homes offer
Make Connections
protection. CONNECT
Text-to-Self Have students respond to the following question to 4. Author’s Purpose Answer The
make connections to their own lives. Use the Think Aloud to model author uses description to explain
a response. Which of the animal homes described in this selection
how honeybees live in hives made
would you most want to learn more about?
of waxy honeycombs. Evidence The
Think Aloud: There were many interesting homes described. signal words for example helped me
I would especially like to learn more about termite towers
find the description. ANALYZE
because they are so big and their design is so interesting.
Text-to-World Have students respond to the following question
5. Text-to-Text Students may say that
to make connections to the world. Use the Think Aloud to model a spider webs are made from silk while
response. Why is it important for people to learn about animal homes? the honeycombs in hives are made of
Think Aloud: People should learn more about animal homes.
wax. Both homes display patterns in
If they knew more about different kinds of animal homes, they their structure.
would respect the animals and their homes and take better care
not to harm them.
Animal Homes 193

Read
Paired Selection
Science
Paired Selection Genre
Expository text gives
GENRE: Informational Text/Expository information about real
people, places, or things.
Have students read the bookmark on
Student Book page 194. Explain that Text Feature
Multi-step Directions explain
a nonfiction article
how to do something. They
give several steps in order.
■ gives facts and details about a topic
Content Vocabulary
■ may have text features, such as personality individual
headings, topic sentences, bold print, behavior
and key words that help readers
locate information and make and
confirm predictions.
Text Feature: Directions

by Patricia West
EXPLAIN Multi-step directions tell
the reader how to do something step Everyone has a personality, or a unique way of
acting and thinking. One person might love to run
by step. Multi-step directions are
and jump. Another might prefer to sit and think.
found in manuals that show how to Your next-door neighbor could be very shy, but your
use special kinds of equipment, and in cousin might be friendly to everyone. Each of these
magazines that show how to make or people has a different personality.
do something. Animals also have personalities. Scientists study
their behavior, or the way they act, in order to learn
■ Directions present each step in the more about them. Here are three individual animals
order in which it should be done. that have special personalities.
Steps in directions may be numbered 194
or may begin with a signal word,

such as first, second, next, then, or last.
Readers should read all the directions
and make sure they understand the
steps before they begin. Then they Content Vocabulary
should do each step in order. Explain the words using the Define/Example/Ask routine.
APPLY Have students read the Definitions are provided below.
introduction and the directions on personality (p. 194 ): the unique way someone acts and thinks
page 195. Ask them to tell how many behavior (p. 194 ): a person’s or animal’s actions
steps are given. (six steps) Have
individual (p. 194 ): when a person or animal has unique qualities
partners take turns explaining the
that make him or her different from others in the same group
instructions, including the materials
list. Have partners give each other oral
directions for something they know
how to do, follow the directions, and
restate them.
194 Unit 5 Week 2

Science
Read
What a Bell Can Tell Paired Selection
A cat named Phoenix doesn’t need anyone to
open doors for him. When he wants to go out, he
just pushes a special doorbell.
The doorbell’s inventor thought that many people
would rush to buy cat doorbells, but few have been
sold. That might be because not many cats have the
Paired Selection
same independent personality as Phoenix.
Read “Do Animals Have
What You Need 2 Personalities?”
Following Directions 1 • a hungry cat
The directions in this experiment will help you • a small, empty As students read, remind them
tell whether your cat is “right-pawed” or “left- plastic bottle with a
pawed.” narrow opening just
to apply what they have learned
big enough for the about directions. Also have them
Is Your Cat Right-Pawed cat’s paw identify clues to the meanings of the
or Left-Pawed? • a little food that the highlighted words.
cat likes
What to Do
1. Use the spoon to put a little cat food • a spoon 1 TEXT FEATURE: DIRECTIONS
in the bottle.
What do the directions show you how
2. Put the bottle on its side near the cat.
3 to do? How do you know? (They show
3. When the cat uses its paw to get the
food, write down whether the cat uses how to find out whether a cat is “right-
its right or left paw. pawed” or “left-pawed.” They also tell
4. Repeat Steps 1–3 several times. what is needed to do the experiment.
5. Count the number of times the cat The title tells me what the directions
uses its right paw and the number of are for.)
times it uses its left paw.
6. Decide whether your cat is right- 2 TEXT FEATURE: DIRECTIONS
pawed, left-pawed, or both.
What materials do you need to follow
the directions? Where do you find
this information? (The materials are
a hungry cat, an empty plastic bottle
195
with a narrow opening, some cat food,
and a spoon. This information is listed
in the box titled “What You Need.”)
Comprehension 3 TEXT FEATURE: DIRECTIONS

What should you do after you put the
Follow Multi-Step Directions bottle with the food inside next to the
Explain/Discuss Explain that multi-step directions show readers cat? What step in the directions is this?
how to do or make something. Point out the directions that show
(Write down whether the cat uses its
how to conduct a science experiment on page 195. Then display
a simple set of directions for making something, such as a paper right or left paw to get the food. This is
hat. Model how to follow the directions step by step. Then show the third step in the directions.)
students how to explain the directions in their own words.
Use the Interactive Question-Response
Apply Give pairs of students simple directions from a children’s
magazine that show how to make or do something. Have them Guide in the ELL Resource Book,
work together to follow the instructions. Then have them take turns pages 272–273, to help students gain
explaining the directions to another classmate. access to the paired selection content.
Animal Homes 195

Read
Pumpkin Play
Paired Selection 4 Scientists at Seattle’s Woodland Park
Zoo gave carved pumpkins to their
gorillas. They observed how their
gorillas played with the pumpkins
Paired Selection before eating them.

A gorilla called Zuri grabbed as many
pumpkins as he could. Another gorilla,
4 MAIN IDEA AND DETAILS Jumoke, spent a lot of time picking out the
Identifying the important facts and biggest pumpkin. Alafia looked for a pumpkin she
could fit over her head. Congo chose a pumpkin with
details helps readers find the main a face he liked best. Each gorilla showed his or her
idea. What are some important details personality while making choices.
on page 196? What are some details
that are not important? (Details: One
gorilla grabbed many pumpkins,
while another carefully picked out the
biggest one. A third looked for one
that fit over her head while a fourth
chose one based on its face. All of
the details are important.) What do
all the important details on page 196
describe? (The details tell how each
gorilla behaved with the pumpkins.)
What do the details have in common?
(All the details tell how each gorilla
showed his or her personality through
their choices.) Use these details to
determine the main idea on page 196.
(Scientists at the Woodland Park Zoo
gave pumpkins to their gorillas and
observed how the animals played with
196
them before eating them.)
5 COMPARE AND CONTRAST

What behaviors make Alex the parrot
different from most parrots? (Most Practice Book, page 230 ELL
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answer questions. Alex is different. He CVUUIFZBSFPVUPGPSEFS/FYUUPFBDITUFQ XSJUFBOVNCFS
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3 (MVFUIFUXPGPMEFEQJFDFTUPHFUIFSUPNBLFBMPOHCPEZ which people are individual.
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196 Unit 5 Week 2 Beyond Reproducible, page 230
Read
Brilliant Birdbrain
5 Paired Selection
Most parrots can only repeat words their owners
say, but one parrot, named Alex, is a talker and a
good listener! When his owner holds up a tray
with different objects, Alex can pick out the yellow
object, the biggest object, or even “the one under
the square.”
Paired Selection
Alex also has a good memory.
If his owner asks, “Alex,
what color is corn?”
Connect and Compare
Alex answers, “Yellow.” 1. Step 4 says to do steps 1–3 again. It
He can do this even
means that the reader should give
if there is no corn
in sight to give the food in the bottle to the cat
him a hint. several times and write which paw
it uses. This is necessary in order to
count how many times the cat uses
its right or left paw and must be
Connect and Compare done before moving on to step 5.
1. Look at the experiment on page 195. Explain the directions
FOLLOWING DIRECTIONS
in Step 4. Following Directions
2. Why is Phoenix the cat special? Analyze 2. Phoenix the cat has an independent
personality. He doesn’t need people
3. Compare the cowbird in Animal Homes with the parrot
in this selection. What does each bird’s behavior tell you to open doors for him. When he
about its personality? Use details from both selections in wants to go out, he can push a
your answer. Reading/Writing Across Texts
special doorbell. ANALYZE
3. FOCUS QUESTION The cowbird is
Science Activity
different from other birds because
Research an animal with unusual abilities. Write a
paragraph that tells about three new things you
it leaves its egg in another bird’s
learned in your research. nest instead of building its own. It
Science Animal Personalities
is a daring bird. The parrot, Alex, is
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different from other parrots because
197 he has a good memory and talks on
his own. Both birds are smart and act
differently from other birds.
READING/WRITING ACROSS TEXTS
Connect to Content Science Activity

RESEARCH AND INQUIRY Students can create illustrations or
Make A Visual Representation Share with students that diagrams to support what they learned
animals have different physical structures, or body parts, that from their research. Have volunteers
help them survive. Point out that a bird’s wings and a gorilla’s read their paragraphs aloud and
hands are examples of these kinds of physical structures. present their illustrations and diagrams.
Have small groups choose one of the animals in this article
and research how its body structures help it survive. Have
them make diagrams of the animals that label the body parts.
Students can make a visual representation to display their
findings. Then they can present their findings orally to the
class and answer questions.
Animal Homes 197

Write
Reading and
Writing Writing
Reading Trait: Ideas
Connection
and Writing Good writers choose
details that support their
main idea.
Read the passage below. Notice how
Connection the writer states a main idea and then

supports it with details.
Trait: Ideas An excerpt from

Animal Homes
MAIN IDEA AND DETAILS The author’s

The African weaverbird’s
Remind students that writing strong main idea is that
name is a clue to the way this
weaverbirds
paragraphs with clearly stated main bird builds its nest. The male
weave their weaverbird gathers long blades
ideas and details helps writers share nests. All the of grass, which he knots and
information with readers in a research details in the weaves into a sturdy ring. Then
report. paragraph give he adds grass to the ring, making
more information a hollow ball. To keep out tree
Read the Passage about how the
weaverbird
snakes, the ball is open only at
the bottom.
Use the example from Animal Homes builds its nest.
to show how the author uses details
to support the main idea that the
weaverbird’s name comes from the way 8OÃÞDDÃÃGK?H;
it builds its nest.

Explain that the main idea is usually
198
stated at the beginning of the
paragraph. The details that follow
support the main idea.
Ask: Where have you seen homes of
animals around your neighborhood? Respond to the Selection
■ Then have students chorally read the Have students write a response to the selection.
excerpt from Animal Homes. Direct
Engagement Help students deepen their connection to the text
their attention to the callout. Have and discover their own perspective.
students identify the main idea and ■ Focus on a moment when you built something.
one detail that supports it.
Response Help students explore more deeply their reactions to
Ask: Look back at the first sentence. particular passages in the reading.
Why do you think the author chose to ■ Focus on a moment in the selection when you learned something
start with the name of the bird? about animal homes that you did not already know. Use text
evidence in your writing.

text and discover their own perspective.
■ Focus on a detail in the text that really helped you understand
what the author was describing. Use text evidence in your writing.
198 Unit 5 Week 2

Ideas
Write
Read and Find
Read Kelsie’s writing below. What is her main idea?
How does she support it? Use the Writer’s Checklist
to help you.
Clubhouse model at the top of Student Book
by Kelsie W. page 199. Discuss what kinds of details
My friend and I built a clubhouse out this student writer used to support her
of materials we found in my house. main idea. Use the Writer’s Checklist.
We gathered blankets and sheets Read about
from my room and some rope from the how I built my Journal Prompt
garage. In the yard, we tied the ends clubhouse.
Draft Write the following prompt
of the rope to two trees. Then we
on the board. Have students write a
draped the blankets over the rope
response to the prompt.
and put the sheets on the ground.
Finally our clubhouse was finished. Think about your favorite animal from the
selection. Write what you know about this
animal.
Writer’s Checklist
Tell students that you will be reading
Does the writer state a main idea?
Does the writer choose details that support the during Writing Conference time.
main idea?
Do the details help you understand how the writer so students can write and revise their
built the clubhouse? work. Then ask:
■ What is the animal you chose?
199 ■ What main idea did you write about
the animal? What facts and details did
you use to support the main idea?

Write Explain Ask Respond Ask
Sentences Provide students to write students to respond
model sentences three sentences to the Journal
based on the based on the Journal Prompt. Have them
Journal Prompt: Prompt. Have them use strong, precise
The most interesting use specific words words to write clear
animal was . in their supporting supporting details.
It was interesting details to show
because .I why the animal is
was amazed that interesting. Provide
it . Help a model if necessary.
students scan the Read their sentences,
selection for key correcting grammar
words to use for and spelling as
writing strong needed.
supporting details.
Animal Homes 199

Talk About It
Prepare What do animals need to
survive? Why is it important
that we share the planet
WHOLE GROUP with animals?
ORAL LANGUAGE
• Build Background Animals on the Move
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• Read Aloud
PHONICS/WORD STUDY
• Closed Syllables
VOCABULARY
• Context Clues: Synonyms
COMPREHENSION
• Strategy: Analyze Text Structure
• Skill: Cause and Effect
SMALL GROUP
pp. 211M–211LL
Oral Language

The elephants in this photo are Book page 200. Then have them
traveling in a group called a herd. turn to a partner and discuss the
Because they are endangered, many following:
countries have created wildlife ■ Why might elephants be
preserves where elephants are safe
endangered?
from hunters.
■ How can you help wildlife that is
Write the following words on the board endangered?
and briefly define each one using the
Define/Example/Ask routine: wildlife
(wild animals that live in nature),
environment (natural surroundings),
endangered (at risk of dying out).
200 Unit 5 Week 3

Prepare
Build Background

BUILD WRITING FLUENCY
what animals need to survive. Tell
them to write as much as they can
for 12 minutes without stopping.
Meet with individuals during Writing
Conference time to provide feedback
and revision assignments. Students
should self-correct any errors they
notice prior to the conference.
Connect to the
Unit Theme
Animals have unique features that help
them survive.
Ask students what they have learned
so far in this unit about ways animals
survive.
■ How do animals’ habitats affect the
201 homes they make?
■ How do animals react to their
environment in order to survive?

USE THEME FOLDABLES
Use Visuals Tell Describe Ask Discuss Have Unit Theme Foldables. Remind them
students about the students to tell students discuss to add details as they complete this
photograph. These you about the why elephants are week’s readings.
are elephants. They photograph. What endangered. How
are walking together, kind of animals are can countries save
or on the move. in the photograph? elephants? Restate
These elephants What are they doing? students’ responses.
live in nature. Then Are these elephants
ask students to part of wildlife? Why?
tell you about the Correct grammar
photograph. Repeat and pronunciation in
correct responses in students’ responses
a louder and slower as needed.
voice so the rest of
the class may hear.
Accordion Book
Call of the Wild 201

Prepare Real World Reading
Vocabulary
Daddy
Vocabulary
STRATEGY
crucial
adjust
survive
Daycare
CONTEXT CLUES source
unpredictable
SYNONYMS Tell students that
synonyms are words with the same or
similar meanings. For example, small
and little are synonyms. Point out that
Dad to the rescue!
writers use synonyms so their writing A father protects his baby
does not become repetitive. Often the from a baboon bully.
synonyms are found near each other.

The meaning of a synonym can be
determined by looking at the words in
nearby sentences. Model analyzing the
word strange based on context clues. S cientists have discovered that
baboon moms aren’t on the job
Baboon dads don’t monkey
around when they protect their
Think Aloud When I look at the word alone. Studies show that baboon babies. If a baboon baby gets in
odd being used to describe a sound dads help care for their young, a fight, Dad rushes to help. Dad’s
too. Male baboons can identify help is crucial, or important, in
in the first paragraph of “The Frog
their kids by the way the young keeping his offspring safe. As a
Finder,” I am not sure what it means. ones look and smell. result, when he is near, his babies
When I reread the section, I see the With their sharp teeth, male are less likely to get hurt.
word strange is used to describe baboons can be dangerous. Silk says, “It’s always fun to
the whistle, so strange must be a However, Joan Silk, who worked find out that animals are smarter
on one male baboon study, says, than you thought!”
synonym for odd. Since strange
“They can be sweet with infants.”
means “different or unusual,” odd
must have the same meaning. 202
Emphasize that context clues can help

students find meanings of unknown
words by finding synonyms for those
words. Quick Check
Read “Daddy Daycare,” “Species Can students identify word meanings?
in Danger,” and “The Frog Finder” During Small Group Instruction

As you read the articles with students, Vocabulary lesson, p. 211O.
ask them find synonyms that reveal
If Yes On Level Consolidate the learning using p. 211W.
the meanings of the highlighted
words. Explain that they will find more Beyond Level Extend the learning using p. 211AA.
synonyms as they read Call of the Wild.

Have students reread the three
articles after their phonics lesson
and find examples of closed-syllable
words. (discovered, important, p. 202;
environment, midnight, patter, p. 203).
202 Unit 5 Week 3

Prepare
Species in Danger
Animals often must adjust to
a changing environment. But
sometimes animals cannot adapt
fast enough to survive. If a
species, or kind of animal, is in
Vocabulary
danger of dying out, it is said to
be endangered. Texas has more TEACH WORDS
than 60 endangered animals. Introduce each word using the
The Golden-Cheeked Warbler is
endangered because people have
chopped down many of the trees reading each word using the syllable-
where they build their nests. scoop technique.
The Golden-Cheeked Warbler

builds its nests in tall juniper
and oak trees in Texas.
Vocabulary Routine
Define: Something that is crucial is
The Frog Finder very important.
Example: It is crucial for people, plants,
It was just after midnight when and animals to have water.
zoologist Stephen Richards heard a Ask: What is an antonym for crucial?
strange whistle. He listened for the ANTONYM
odd sound through the patter of rain
and then headed toward it.
When he found the source of the ■ When you adjust, you make a change.
noise, he gently picked it up. It bit him
When he moved north, Raul learned to
on the hand! “I was shocked,” he says.
“Frogs don’t normally bite you.” Such adjust to the cold weather by wearing a
The frog that bit Stephen Richards
unpredictable behavior was exciting was a “warty brown blob” found heavy jacket and a hat. How would you
deep in the forest.
to Richards. As a result of that bite, adjust if you could not watch TV for a
along with the frog’s odd cry and week? EXPLANATION
appearance, Richards had discovered a
■ To survive , someone or something
new species!
203 manages to stay alive through a hard
time. To survive a tornado, people often
stay in special underground shelters. How
are the words survive and live the same?
ELL
How are they different? COMPARE AND
"3FBEUIFTUPSZ5IFOGJMMJOFBDICMBOLXJUIUIFDPSSFDU CONTRAST
WPDBCVMBSZXPSEGSPNUIFCPY
■ A source is the place where something

Preteach Vocabulary See DSVDJBM BEKVTU TVSWJWF TPVSDF VOQSFEJDUBCMF
pages 211FF and Sometimes the weather can be unpredictable . Weather starts. A loose branch was the source of
211O to preteach the changes can cause problems for animals in the wild. The animals have
the tapping noise on the window. What is
adjust
vocabulary words to ELL to to changes in temperature. If the weather gets
too cold, the animals need to find ways to survive .

a synonym for source? SYNONYM
and Approaching Level
Some animals may huddle together. Staying close to each other provides a
students. Use the Visual ■ If something is unpredictable , you
source of heat. It is crucial for the
Vocabulary Resources to animals to find shelter so they can be safe from the cold. Since animals are cannot tell if or when it will happen. The
demonstrate and discuss clever, they usually find ways to adapt to any weather.
weather is unpredictable today, so take an
each word. To further #6TFUIFDPOUFYUDMVFTJOUIFTUPSZUPXSJUFUIFEFGJOJUJPOT
reinforce concepts, have

PGUIFWPDBCVMBSZXPSET6TFBEJDUJPOBSZUPDIFDLZPVS
BOTXFST Possible responses provided. umbrella in case it rains. What are some
DSVDJBM very important
students complete page 278 things that are unpredictable? EXAMPLE
BEKVTU make a change that makes things work better
in the ELL Resource Book. TVSWJWFstay alive through a hard time
TPVSDFthe place where something starts
VOQSFEJDUBCMFnot sure, surprising

Real World Reading
Comprehension
Call of the
Read
WHOLE GROUP
MAIN SELECTION
Genre
Expository articles give
information about real
people, places, or events.
Analyze Text Structure

Wild How do animals react
• Call of the Wild
• Skill: Cause and Effect
Cause and Effect when the environment
A cause is why something
happens. An effect is what they live in changes?
TEST PRACTICE happens.
• “A Wild Vote”
SMALL GROUP Have you ever heard a coyote howl at night? If you have,
you may live near coyote country. These days, coyote
country is nearly everywhere, but this was not always true.
pp. 211M–211LL
Coyotes used to live mostly in the Great Plains states.
1 How did this coyote spread occur? Each year, more
Main Selection and more suburban homes are built near coyote country.
Since coyotes prefer open land, they roam
farther away from old
GENRE: Informational Text: Expository habitats in search of it. As
a result, coyotes have been
Have a student read the definition of forced to adjust to living
Nonfiction on Student Book page 204. near humans as open land
Remind students to use the photos becomes more difficult
and captions to better understand the to find.
information in the selection.
ong humans.
rning to live am
Coyotes are lea yotes.
ngerous for co
STRATEGY This can be da
ANALYZE TEXT STRUCTURE 204
Remind students that text structure

refers to the way an author presents
and organizes information in a
nonfiction text.
Vocabulary
SKILL
CAUSE AND EFFECT Vocabulary Words Review the tested words while
reading: crucial, adjust, survive, source, and unpredictable.
Remind students that a cause is an
event or action that makes something Additional Selection Words Students may be unfamiliar
with these words. Pronounce the words, give student-friendly
happen. An effect is something that explanations as needed, and help students use the previously
happens because of an event or action. taught vocabulary strategies: context clues and synonyms.
Authors who use cause-and-effect text
react (p. 204): to respond by showing feelings or taking action
structure often use signal words such as
because or as a result. suburban (p. 204): relating to an area with homes near a city
thrive (p. 205): to grow in a healthy, successful way
taste (p. 206): a liking or a preference
204 Unit 5 Week 3

Read
Adapting to Survive
Main Selection
Change is good. At least it is for some animals. Over
long periods of time, most animals must change as
their environment changes. These changes are called
adaptations, and they can be crucial, or
Preview and Predict
important, to an animal’s existence. Ask students to use ideas in the
Arctic foxes, for example, have
2 title and the photographs to make
made several adaptations to the
Arctic environment. Thick white
write predictions about the kind of
fur keeps foxes warm. Its color also information they will find in the text.
helps them blend into the snow and
ice. In summer, a fox’s fur becomes
brown. With the snow gone, brown An Arctic fox has wh
This helps them ble
ite fur in winter. Set Purposes
nd into the snow.
fur helps the fox almost disappear
against the dark ground. These color FOCUS QUESTION Discuss with
changes make it harder for enemies to spot the fox. students the question under the title
Another example of adaptation is found in the on Student Book page 204. Point out
Galápagos Islands, in the Pacific Ocean. Hundreds of the cause and effect Chart on Practice
years ago, a type of bird called a finch flew to the islands Book page 241. Explain that students
from South America. The original Galápagos finches had
will use the chart to analyze the text’s
only one type of beak. But over
time, some finches developed structure.
beaks with different sizes and
shapes. The beaks allowed them
to eat different types of food Read Call of the Wild
found on the islands. Birds with
long, thin beaks could get food 1 STRATEGY
from a thorny cactus. A finch ANALYZE TEXT STRUCTURE
ds have
with a strong beak was able to Finches on the Galápagos Islan
d on their diet.
different types of beaks base Teacher Think Aloud I think that this
break open hard seeds. Thanks to
these adaptations, the finches continue selection has a cause-and-effect text
to thrive on the islands. structure. To make sure, I will look
for signal words, such as because or
205
since. Look at the second paragraph
on page 204. What cause and effect
can you find? What signal words help
you figure out the cause and effect?
Read the Main Selection Prompt students to analyze text
Preteach Read Together Read Independently structure in a Think Aloud to identify
the cause-and-effect text structure.
Level students and to guide read the selection Student Think Aloud In the second
paragraph, I see the signal words
the selection on to complete the and complete the as a result. They tell me that this
StudentWorks Plus, graphic organizer. graphic organizer. part of the text has a cause-and-
and use the ELL Have students use Suggest that they effect text structure. I ask myself,
Resource Book, Think/Pair/Share to use their purposes “What happened?” Coyotes have
pages 276–277, before discuss the selection. to choose their
reading with the class. reading strategies. been forced to adjust to living near
humans. This is the effect. Then I
ask, “Why did it happen?” More and
more suburban homes are built near
coyote country. This is the cause.

Read
Main Selection Finding Food
Just as an animal’s body may adapt, so can its behavior.
Take coyotes, for example. They usually feed on birds,
rodents, and small mammals. But coyotes living near
Develop humans seek fruits and vegetables from home gardens.

Because they live so close to people, these animals eat pet
food left out for dogs or cats. Coyotes have even learned
Comprehension how to tip garbage cans to find scraps.
Animals Gone Wild

2 DESCRIPTION Other animals are also learning to adjust to living around
people. Wild turkeys have moved into some suburban
Look at the second paragraph on page
backyards in Detroit, Michigan. A new source of food
205. What signal words tell you that for them is backyard bird feeders.
the author used the description text Javelinas have eaten their way through many
feature in this paragraph? What are neighborhoods in Phoenix, Arizona. These wild pigs
the characteristics of an Arctic fox? normally live in the desert and eat desert plants. But because
(The author uses the signal words for of having to adjust to living around people, they’re now
example. The examples of an Arctic fox’s chowing down on plants found in home gardens.
adaptations are: It has thick white fur Black bears have been on the prowl in the suburbs of
New Jersey. They have developed a taste for human food—
that blends into the snow in winter. The
and learned how to get it.
fur changes to brown in the summer Some bears have even climbed
and makes it hard to see the fox.) tall fences to get to food in a
dumpster. The bears threw
3 SKILL the food over the fence and
CAUSE AND EFFECT climbed back over it. Then
What effect has global warming had they took off with their treats.
on animals? (Some animals have

changed the way they migrate.) What
signal word clues you to this cause- This bear is hungry! He is looking for food
in his new “neighborhood.”
and-effect pair? (caused) Add this
information to your Cause and Effect 206
Chart.
Cause Effect
Quick Check
Global warming Some animals
has caused have changed Can students identify stated cause-and-effect relationships?
changes to animal the way they
environments. migrate. During Small Group Instruction

4 STRATEGY students apply it to a simpler text. Use Leveled Reader
SYNONYMS lessons, pp. 211R–211T.
Read the last sentence in the first If Yes On Level Have students apply the skill to a new text
to consolidate learning. Use Leveled Reader lessons,
paragraph on page 207. What synonym
pp. 211Y–211Z.
helps you figure out the meaning of
migrate? How do you know? (travel; Beyond Level Have students apply the skill to a
the word follows migrate and is used as Reader lessons, pp. 211CC–211DD.
another way to describe migrate.)
206 Unit 5 Week 3

Read
On the Hot Seat 3 Main Selection
Another major change
to animal environments is
caused by global warming.
Certain animals now
must adjust to Earth’s
rising temperature. Some
Develop
birds, fish, and turtles
have changed the way they
migrate. Some animals
Comprehension
migrate, or travel, great
distances each year to eat
Loggerhead turtles have adap
ted to global warming. Comprehension Check
or breed.
4
SUMMARIZE
For example, the loggerhead turtle Think and Compare
and the little egret bird used to migrate Have students summarize the selection
1. What are some of the using the Writing Frame Reproducible
to southern countries in the winter. Now
things that threaten
those areas are too warm for them. So they animal survival? on Teacher’s Resource Book page 234.
swim and fly to cooler places, closer to the Remind them to use their Cause-and-
North and South poles. In England, some 2. What happens when
people build homes Effect Charts as they complete their
birds have stopped flying south and are
staying put the whole year.
where animals live? summary.
Explain your answer
Scientists think this adaptation using details from the
story.
THINK AND COMPARE
is a good thing. These changes will
help animals live in a warmer climate. 3. What effect is global
Text Evidence
Changes to the environment are often warming having on some
unpredictable. What is certain is that birds and turtles? 1. Cause and Effect Answer stated in
the animals that adapt to such changes text Homes are being built too close
4. Explain how a baby
will probably survive them. baboon’s need for to animal habitats. LOCATE
protection and an Arctic
fox’s need to blend into 2. Cause and Effect Answer Animals
its environment are adapt or adjust to living around
similar.
people. Evidence Coyotes eat pet
food people leave out; javelinas eat
207 plants in home gardens. COMBINE
3. Summarize Answer Global
warming has changed the way
some that fish and birds migrate.
ELL Cause/Effect Writing Frame
Reproducible, page 234 Evidence Egrets and loggerhead
turtles go north now, instead of
Writing Frames The A. Summarize Call of the Wild. Use the Cause/Effect Writing Frame below.
south, because southern countries
Many animals have had to adapt to their environments to survive.
nonfiction writing frames Arctic foxes have adapted to living in the Arctic because
are too warm for them. ANALYZE
are especially useful for .
English Language Learners The result of this is

4. Text-to-Text Both needs will help
when speaking and writing .
the animals escape enemies and
The breaks of the Galapagos Island finches have changed because
because they focus on . survive when they are in danger.
those key transition words. The result of this is
COMPARE TEXTS
Suggest all students .
Other animals that have changed are

use these frames when .
presenting information to They have changed because

.
the class.
B. Rewrite the completed summary on another sheet of paper. Keep

it as a model for writing a summary of an article or selection using
this text structure.
234_A3WF_TXNA_U5_RD11.indd 234 1/22/09 11:12:51 AM

Read
A WILD Vote
Test Practice
Test Practice
Test Practice Answering Questions
Right There answers are
Answering Questions found in one place in the text.

Think and Search answers are
found in more than one place.
EXPLAIN Author and Me answers ask
the reader to look for clues.
Good test takers know how to answer This African buffalo looks at the camera.
Will the herd go after the photographer?
T
the question that’s asked.
1 he African buffaloes agreed group simply follows the leader.
■ Read the selection. to head east. The decision This study says that the animal
was made quietly. First, several kingdom is more of a democracy.
■ Read the question and all the
members of the herd gazed into So how do animals take a 4
answers. the distance. Other buffaloes vote? It depends on the animal.
■ Paraphrase the question. Put it into noticed where they were looking. They don’t write on pieces of
your own words to make sure you Then the whole group took off paper! Voting seems to be based
in that direction. on body language, or movement,
understand what the question is
2 How did the buffaloes decide or calls.
asking.
where to go? Scientists say they African buffaloes go in the 5
■ Reread or scan the selection to voted! Tim Roper is a scientist direction the female buffaloes
determine the best answer. from England. He was part of a gaze. Red deer move when
study of how animals act. three fifths of the adults stand
■ Some answers are stated. An answer 3 “Most groups of animals have up. Whooper swans decide when
stated in one place is right there. a leader,” says Roper. Scientists to fly with head movements.
When an answer is in two parts of once thought that an animal Bees dance to get the swarm
the text, think and search to locate going. Among these animals, the
places where it is stated. ayes have it!
■ Sometimes the answer is not stated. A red deer stands up and sees if others
follow. Then the whole group moves.
Connect clues and evidence from 208
the selection or analyze the text
evidence to determine the answer.
MODEL
Remind students to record their Answering Questions
answers on a separate sheet of paper.
QAR Strategies
Question 1 Read the question and
all of the answer choices. A good reader thinks about question-answer relationships and
different ways to reread a text to answer questions.
Think Aloud This question asks Right There: The answer is stated in the text. You can locate the
what the article is mostly about. The answer in one place.
answer is not stated, so I have to Think and Search: The reader combines information stated in
connect text evidence to figure it different parts of the text to find the answer.
out. Paragraph 2 says that scientists Author and Me: The answer is not directly stated. The reader must
studied how animals act. Paragraph infer the answer by finding clues in the text.
4 says that they learned that herds of
animals vote with body movements
or calls about where to go. So, the
208 Unit 5 Week 3

Test Practice Read
Test Practice
DIRECTIONS
Decide which is the best answer to each question.
article is mostly about how different

1 This article is mostly about — 4 Which is the best summary of the
selection?
types of animals decide where and
A how groups of animals
decide where to go A African buffaloes decide as
when to move. The best answer is A.
B how African buffaloes decide a group which direction to AUTHOR AND ME
where to go move. Like all other animals,
C how two scientists from these buffaloes follow one
England studied animals leader from place to place. GUIDED PRACTICE
D how groups of animals play Scientists find this behavior
Follow-the-Leader fascinating. Question 2 Read the question.
B One study showed that Ask: What is this question asking you?
2 The animal study in paragraphs 2 animals everywhere depend
and 3 showed scientists that — on each other for directions. (What did the animal study mentioned
A adult males in any animal
Most animals vote by moving in paragraphs 2 and 3 tell scientists?)
or looking around. This is
group choose where to go
very interesting to people What information can you locate about
B animal groups vote only by
using movements
who study animals. the study ? (The study shows that the
C Scientists found that most
C if an animal group votes, then
animals use body language
animal kingdom is like a democracy.)
it doesn’t have a leader
D the animal kingdom is like a
and sounds to communicate. Which is the best answer? (D)
African buffaloes, red deer,
democracy RIGHT THERE
bees, and whooper swans
are examples of animals
3 What will happen if two fifths of a
that vote on where they
group of red deer stand up?
should go. APPLY
A They will move, but the rest D Many animals move in
will stay where they are. groups. Each group follows
Have students answer questions 3 and 4.
B The group will stay where it one leader from place to
is until more deer stand up. place. Scientists are trying
Question 3 After students have
C The rest will wait to see if to learn more about how answered the question, ask: What text
their leader stands up. animals decide where to
D The rest of the group will live. Whooper swans vote by
evidence did you find to help you answer
stand up and start to move. moving their heads. this question? (Paragraph 5 says that
when three-fifths of the deer stand,
they will move.) How can you connect
this information to an answer? (When
209
three-fifths of the deer stand, the group
moves, but the question asked about
two-fifths. Not enough of the group
voted to move, so they would stay
Monitor Comprehension where they were. The best answer is B.)
AUTHOR AND ME
Self-Monitoring for Reading Comprehension Question 4 After students have

Ask yourself: answered the question, remind them
• Am I determining my answer by using personal experience instead that a good summary includes the
of real proof from the selection? most important ideas in an article.
• Am I adding information that is not connected to the selection to Ask: What ideas did you connect to
determine my answer?
summarize this article? (Scientists
• Can I prove my answer with text evidence?
• Is there a logical connection between my answer and the text studied how animals in groups
evidence I am using to prove my answer? communicate and decide where they
will move. They learned that different
types of animals decide by voting,
which they do in different ways.) Which
answer includes most of these ideas? (C)
THINK AND SEARCH

Read Writing: Narrative
Standards Practice
Write to a Prompt
Writing Prompt Write a composition about something that can make
your life easier.
EXPLAIN
Tell students that often when taking
a test, they will be asked to write
Narrative writing tells a To organize your ideas, make sure each
to a prompt. Explain that a prompt story about a personal sentence is linked to the next, like a chain. This
introduces or gives information about or fictional experience. helps your readers understand your ideas.
a writing topic, and then provides
instructions about a specific writing Below, see how one student begins a response to the prompt above.
assignment related to the information.
Explain to students that most prompts Last weekend my uncle brought his
will fall under two types of writing or dog robot, Bob, to my house. Bob did not
writing modes: expository prompts, look like a dog at all. He was just a small
which ask the writer to explain The writer makes metal machine with wheels, but what a
something, or narrative prompts, which sure each sentence
neat machine! The best part about Bob
ask the writer to tell a story. is connected to
the next in a was that he vacuumed while he moved!
Before students begin to write to logical way. Bob worked like a remote-controlled
a prompt, they need to find the car. I practiced moving him around. I
following information: asked my uncle if Bob could help me clean
■ What is the mode or type of writing? my room. My uncle said Bob could.
Is the prompt narrative or expository? Bob helped me get my room clean
■ What is the purpose for writing? What quickly. I did have to help him by picking
is the actual assignment? things up from the floor first and
■ Does the prompt call for a specific telling him how to move. But it was fun!
210
form or format?
Determine the Writing Mode Read
the prompt above the student model
aloud. Then draw students’ attention to
the information in the bubbles. Review
the definition of narrative writing. Point
out the clue words in the bubble and
the specific clue words in the prompt.
Determine the Purpose Ask: What
clues tell the student what the writing
should be about? Point out the second
and third sentences. (Think about
something that helps make your life
easier.)
210 Unit 5 Week 3

Read
Standards Practice
Writing Prompt
PRACTICE
Respond in writing to the prompt below. Review the hints
below before and after you write. Work with students to read the writing
prompt on Student Book page 211
and find the clues that determine the
Write a composition about a time when you had to change or correct mode and purpose.
adjust to a new situation. Writing Mode This is a narrative
prompt. The student is being asked to
tell a story.
Purpose The student is asked to think
about a time he or she tried something
new and then to write about it.
Writing Hints APPLY

Remember to write about a time when you Writing Prompt Students can practice
had to change or adjust to a new situation. writing from the prompt, simulating a
Plan your writing by organizing your ideas. test-taking situation. After they have
Include important details to support your analyzed the prompt, they will have 12
ideas. minutes to write their responses.
Check that each sentence you write helps the
reader understand your story. Tell students: You may use scrap paper
Use correct spelling, punctuation, and grammar. to organize your thoughts before you
Review and edit your writing. begin to draft your story. Use Writing
Hints for Prompts to help you draft, revise,
and edit for language conventions.
For a guided writing process lesson, see
211
pages 211A–211F.
4-POINT SCORING RUBRIC
4 Excellent 3 Good 2 Fair 1 Unsatisfactory

Focus and Coherence Gives interesting Focus and Coherence Gives information Focus and Coherence Gives information Focus and Coherence Does not give
and detailed information about a about a central topic. about a topic, but may stray from focus. information about a central topic.
central topic.
Organization Presents a main idea that Organization Presents a main idea and Organization Omits a main idea or Organization Does not present a main
is supported by clear, factual details. supports it with details. offers few supporting details. idea supported by details.
Development of Ideas Thoroughly Development of Ideas Attempts to Development of Ideas Attempts to Development of Ideas Provides little or
develops ideas. Uses precise word choice develop ideas. Uses word choice to suit develop ideas, but may be inconsistent. no development of ideas. Omits or fails
to enhance quality of content. the purpose. Chooses words that are often ill-suited to use chosen words correctly.
for the purpose.
Voice Uses a personal voice that adds Voice Uses a personal voice that generally Voice Writer has difficulty expressing an Voice Writer does not express a
an inviting, unique tone to the writing. expresses an inviting, unique tone. inviting, unique tone. personal voice.
Conventions Writing is almost entirely Conventions Spelling, capitalization, Conventions Makes mistakes that can Conventions Makes frequent errors
free of mechanical, grammatical, and punctuation, and usage are mostly interfere with the reading of the writing. in grammar, spelling, mechanics, and
spelling errors. Sentences flow from one correct. Sentences lead naturally to those Sentences flow in a somewhat fluid usage. Sentences run together or are
to the other. that follow. manner. confusing.

Prepare
WHOLE GROUP
ORAL LANGUAGE
• Read Aloud
PHONICS/WORD STUDY
• Inflectional Endings
VOCABULARY
• Word Parts: Prefixes
COMPREHENSION
• Strategy: Monitor Comprehension
• Skill: Draw Conclusions
SMALL GROUP
pp. 233I–233HH
Oral Language

(special ability), capable (able),
unique (one of a kind).
The animal in this photo is an elephant.
These large mammals have long trunks
to help them wash themselves, drink
Book page 213. Then have them
water, and hold objects such as food.
turn to a partner and discuss the
This elephant is using its trunk to hold
following:
something unusual: a paintbrush. It is
using the brush to paint. Bystanders are ■ What makes some animals
taking photographs of it because it is capable of doing unique, or
such an extraordinary sight. one-of-a-kind, things?
Write the following words on the board, ■ What other kinds of animals
and briefly define each one using the have unique talents? Why?
Define/Example/Ask routine: talent
212 Unit 5 Week 4

Prepare
Build Background
Talk About It
What is the most amazing
thing you have ever seen BUILD WRITING FLUENCY
an animal do?
Unusual Animal Talents animals’ special abilities. Tell students
www.macmillanmh.com
to write as much as they can for 12
assignments. Students should self-
correct any errors they notice prior to
the conference.
Connect to the
Unit Theme
Many animals are capable of doing
amazing things.
so far in this unit about animals’ unique
capabilities.
■ In what ways do animals express their
213 abilities?
■ What makes their abilities amazing
and unique?

USE THEME FOLDABLES
Use Visuals Tell Describe Ask Explain Ask Unit Theme Foldables. Remind them
students about the students to tell students to to add details as they complete this
photograph. This you about the explain why this is week’s readings.
is an elephant. The photograph. What a photograph of
elephant is holding kind of animal is this? something unusual.
a paintbrush. The Describe the trunk of Restate students’
elephant is painting. an elephant. What is responses.
I think this is a special this elephant doing
talent for an elephant. with its trunk? Repeat
Then ask students students’ responses,
to tell you about the correcting grammar
photograph. Repeat and pronunciation
correct responses in as needed.
a louder and slower Accordion Book
voice for the class
to hear.
Wilbur’s Boast 213

Prepare
Vocabulary
Vocabulary conversation scrambled
interrupted seized
STRATEGY boasting rebuild
WORD PARTS
Word Parts
Prefixes (re-, un-, dis-, pre-) A prefix Prefixes are word parts, such
is a word part that can be added to the as re-, un-, dis-, and pre-,
the Amazing
that come at the beginning
beginning of a root word to change of words and change their
its meaning. When readers know the meaning. Adding the prefix
Hamster
dis- to agree changes its
meaning of a prefix and a root, they meaning to “not agree.”
can find the meaning of the new word.
On the board, write these prefixes and by Raymond So
their meanings and examples: re- =
My pet hamster, Max, is really cool and
again, replay; un- = not or opposite fun. One day while I was feeding Max, my
of, unhappy; dis- = not or opposite of, brother, Marco, came to me with a problem.
disappear; pre- = before, preschool. “The science fair is next month,” he said.
“I have to come up with a great project.”
Ask students to read “Word Parts” in the “That’s easy,” I said. “Just build a volcano.”
bookmark on Student Book page 214. Marco disagreed. “Everyone makes
Then model for students how to figure volcanoes!” he said. “I want to do something
really different.”
out the meaning of the word disagree. I could see that our conversation about
volcanoes was over. I stopped talking, and so
Think Aloud When I look at the
did Marco. Finally, I interrupted the silence
word disagree, I see a prefix, dis–, and said, “What about Max? Maybe you could
and a root word, agree. I know that use him for a science project.”
dis– means “not” and will change “Max!” Marco grinned at us and yelled with
delight. “That would be great! Thanks, Mike!”
the meaning of the root agree, or
214
“consent,” to the opposite meaning.
Thus, disagree means “not consent.”
Read “Max, the Amazing Hamster” Quick Check
As you read “Max, the Amazing Can students identify word meanings?
Hamster” with students, have them During Small Group Instruction
identify clues that reveal the meanings
of the highlighted words. Tell them If No Approaching Level Reteach the words using the
Vocabulary lesson, pp. 233K–233L.
they will read these words again in the
If Yes On Level Consolidate the learning using p. 233S.
upcoming selection, Wilbur’s Boast.
Have students reread “Max, the
Amazing Hamster” after the phonics
lesson and find words in which the
final consonant doubles or the final e
is dropped when endings are added
(grinned, stopped, p. 214; timing,
amazing, timed, p. 215).
214 Unit 5 Week 4

Prepare
Marco did some research on At first, Max started to sway
hamsters. A few days later, he back and forth on his little legs,
shared his idea. as if rocking like that would
“I’m not boasting, but I think help him figure out what was
I’ve got a really smart project. happening. Then, he smelled the
I’ll build a maze. I’ll see if Max
can go through it faster in the
morning or at night. I read that
food. Max scrambled quickly
toward it, knocking down a
wall as he hurried along. When
Vocabulary
hamsters are more active at he reached the food pellet, he TEACH WORDS
night. I think Max will be faster seized it in his teeth. Introduce each word using the
then. Want to help?” “Max did okay, but the maze
I did! We built a cardboard fell apart!” I said. “Let’s rebuild
maze. Then we put a food pellet it. I’ll get some new cardboard.” reading each word using the syllable-
at one end and Max at the other. We made the maze again. scoop technique.
The next morning Marco started
timing Max. He timed Max twice Vocabulary Routine
a day for two weeks—every
morning and every night. Marco Define: Conversation is friendly talk.
discovered that Max was faster Example: I had an enjoyable
at night than in the morning. conversation with friends last night.
That little guy is one amazing Ask: With what famous person would
hamster! you like to have a conversation? EXAMPLE
■ To have interrupted something is to

Reread for Comprehension have stepped in and stopped it. The boy
Monitor Comprehension interrupted his sister when she was talking.
Draw Conclusions To monitor your comprehension, stop often,

When has someone interrupted you?
reread, and ask questions to correct your understanding of
what you have read. To draw conclusions, use details about EXAMPLE

plot, events, and the characters’ relationships. Think about your
■ Speaking with too much pride about
own prior experience that is similar to the one you are reading
about. Use this information to come to a new understanding yourself is boasting . Hal is boasting that
about the plot or characters. Reread
the story. Use your Conclusion Map
he is the best artist in the class. What is
Comprehension
to record information. www.macmillanmh.com another word that has the same meaning
as boasting? SYNONYM
215 ■ To have scrambled is to have climbed or
moved quickly. Ron scrambled over the
fence. When have you scrambled to go
somewhere? EXAMPLE
'JMMJOFBDICMBOLXJUIUIFWPDBCVMBSZXPSEGSPNUIFCPYUIBU
■ To have seized something is to have
NBLFTUIFNPTUTFOTF4PNFXPSETNBZCFVTFENPSFUIBOPODF
taken hold of it suddenly. He seized the
Preteach Vocabulary See CPBTUJOH DPOWFSTBUJPO JOUFSSVQUFE
ball. What is another word that has the
pages 233K and TFJ[FE SFCVJME TDSBNCMFE
233BB to preteach the same meaning as seized? SYNONYM

Whenever you read a conversation between two animals, you
vocabulary words to ELL know that you are reading a fantasy. My friend wrote a story about ■ To rebuild something is to build it again.
boasting
and Approaching Level a peacock that would not stop about his beautiful
interrupted The children had to rebuild the sandcastle
students. Use the Visual tail feathers. The peacock’s bragging was suddenly
Vocabulary Resources to
by a noisy bluebird. The bird complained that last night’s storm had blown after a wave destroyed it. Why might it
his nest out of the tree. Now he had to find twigs and grasses to
demonstrate and discuss rebuild the nest. The peacock seized the
take less time to rebuild a structure than
each word. To further opportunity to spread his feathers and sway back and forth with his head to make it in the first place? EXPLANATION
boasting
reinforce concepts, have held high. He kept about how grand he looked. The
bluebird just flew away.

students complete page 288 scrambled
Then a squirrel by and sat in front of the
in the ELL Resource Book. peacock. “Watch me. I bet you can’t do this,” he said, as he juggled five
acorns high in the air. The peacock said, “What a show-off you are!
Stop your boasting !”

Beyond Reproducible, page 253 Wilbur’s Boast 215
Comprehension
Read Genre
Fantasy has made-up
characters who could not
WHOLE GROUP exist in real life.
MAIN SELECTION Monitor Comprehension

• Wilbur’s Boast Draw Conclusions
• Skill: Draw Conclusions As you read, use your
Conclusion Map.
PAIRED SELECTION
• Literary Text: Fiction: “The Lion and
the Mouse”

• Literary Devices: Personification

and Moral

SMALL GROUP
Read to Find Out
• Differentiated Instruction, How would you
pp. 233I–233HH describe Charlotte?
Main Selection
GENRE: Literary Text/Fiction
Fantasy on page 216. Students should
look for characters who do not exist in
real life.
216
STRATEGY
MONITOR COMPREHENSION
Readers monitor their comprehension

by stopping to check their
understanding before reading on. Vocabulary
They also reread or read ahead to
Vocabulary Words Review the meanings of the tested words
correct their understanding and make in student-friendly language: conversation, interrupted, boasting,
adjustments in how they think about scrambled, seized, rebuild.
the text.
Additional Selection Words Students may be unfamiliar
SKILL with these words. Pronounce the words, give student-friendly
DRAW CONCLUSIONS explanations as needed, and help students use the previously
taught vocabulary strategy: context clues.
To draw conclusions, readers use text
spinnerets (p. 220): parts of a spider’s body that make silk thread
details to gain a new understanding of for webs
how a plot’s main events influence future
trough (p. 222): a long, narrow bin that holds food or water
events and characters’ relationships.
for animals
216 Unit 5 Week 4

Main Selection
Read
Main Selection
GSPN
Preview and Predict
$IBSMPUUFµT8FC Ask students to read the title, preview
the illustrations, think about the genre,
by E. B. White and use this information to write
illustrated by predictions about the story.
Garth Williams
Set Purposes
to Find Out” question on Student Book
page 216. Remind students to look for
the answer as they read.
Point out the Conclusion Map in the
Student Book and on Practice Book
page 255. Explain that students will fill
it in as they read.
Read Wilbur’s Boast


"TZPVSFBE8JMCVST#PBTU GJMMJOUIF%SBX$PODMVTJPOT$IBSU
217 Detail
Detail

Preteach Read Together Read Independently Detail

Conclusion
)PXEPFTUIFJOGPSNBUJPOZPVXSPUFJOUIJT%SBX$PODMVTJPOT$IBSU
the interactive e- Have students use Suggest that they IFMQZPVVOEFSTUBOEQMPUEFWFMPQNFOUJO8JMCVST#PBTU

with the class. discuss the selection. to choose their Approaching Reproducible, page 255
reading strategies. Beyond Reproducible, page 255

Read
Main Selection
Develop
Comprehension
" spider’s web is stronger than it looks. Although
it is made of thin, delicate strands, the web is not easily
broken. However, a web gets torn every day by the insects
that kick around in it, and a spider must rebuild it when it
ACTIVATE PRIOR KNOWLEDGE gets full of holes. Charlotte liked to do her weaving during
the late afternoon, and Fern liked to sit nearby and watch.
Before reading the selection, discuss One afternoon she heard a most interesting conversation
with students their experiences reading and witnessed a strange event.
1
stories about talking animals. “You have awfully hairy legs, Charlotte,” said
Wilbur, as the spider busily worked at her task.
1 STRATEGY “My legs are hairy for a good reason,” replied
MONITOR COMPREHENSION Charlotte. “Furthermore, each leg of mine has seven
sections—the coxa, the trochanter, the femur, the
Teacher Think Aloud As I read patella, the tibia, the metatarsus, and the tarsus.”
this story, I will monitor my Wilbur sat bolt upright. “You’re kidding,” he said.
comprehension by asking myself “No, I’m not, either.”
questions and making sure I “Say those names again, I didn’t catch them the
understand what I am reading. Who first time.”
“Coxa, trochanter, femur, patella, tibia, metatarsus,
is Charlotte? I will reread the first
and tarsus.”
paragraph to find details about her. “Goodness!” said Wilbur, looking down at his
After rereading carefully, I see that own chubby legs. “I don’t think my legs have
the paragraph gives details about
2 seven sections.”
a spider’s web. I also learn that
Charlotte likes to do her weaving Draw Conclusions
How can you tell that Charlotte is
during the late afternoon. Charlotte a very smart spider?
may be a spider, but I am not
certain. I will read ahead to get more 218
information. In the next paragraph,
the author states that Charlotte is
a spider. Reading ahead helped me
answer my question about Charlotte.
Monitor
Comprehension
Monitor and Clarify: Seek Help
Explain Tell students that they can seek help to adjust their
understanding if they are still confused about the meaning of
a word or an idea in a passage after rereading, reading ahead,
or asking themselves questions about it. They can ask a teacher,
librarian, or classmate.
Discuss Point out the words coxa, trochanter, tibia, and tarsus on
page 218. Explain that these words are probably not in a dictionary.
Readers might want to ask a teacher or another adult to find out
that these are Latin words that name parts of the leg and foot.
Apply Have students use the seek-help strategy as they read the
rest of the selection, when they cannot answer questions by reading
ahead or rereading.
218 Unit 5 Week 4

Read
Main Selection
Develop
Comprehension
2 SKILL
DRAW CONCLUSIONS
What details in the story help you

conclude that Charlotte is a very
smart spider? (Charlotte knows the
complicated names of her leg parts and
teaches Wilbur about them.) Record
this information on your Conclusion
Map.
Details
Charlotte knows the names of her leg
parts. She teaches them to Wilbur.
Conclusion
Charlotte is a very smart spider.
Phonics/Word Study
219
reading, point out words with the sound/
spelling patterns, syllable types, and
word parts students have recently
learned. Help students blend these words.
ELL
You may wish to focus on selection
ENGLISH LANGUAGE LEARNERS words with inflectional endings, such as
strands, witnessed, looking, chuckled, and
Beginning Intermediate Advanced weaving. They will also decode several
Access Content Discuss Complete words in which y changes to i when
Describe Preteach
Preteach story the Intermediate -es or -ed is added in context (replied,
story content, build
content, build task with students. p. 218; supplies, p. 224), and where the
language, and
language, and Correct the meaning consonant is doubled before -ed or -ing is
develop meaning
develop meaning of students’ added in context (kidding, p. 218; grinned,
using the Interactive
using the Interactive responses as trapping, p. 224). They will identify and
Question-Response
Question-Response needed. read contractions: you’re, didn’t, I’m, don’t
Guide in the ELL
Guide in the ELL (p. 218).
Resource Book,
Resource Book, pages 280–285. Have
pages 280–285. students respond in
students to respond. Repeat their
phrases to respond. grammar as needed.

Read
Main Selection
Develop “Well,” said Charlotte, “you and I lead different lives.

You don’t have to spin a web. That takes real leg work.”
“I could spin a web if I tried,” said Wilbur, boasting.
Comprehension “I’ve just never tried.”

“Let’s see you do it,” said Charlotte. Fern chuckled
softly, and her eyes grew wide with love for the pig.
3 SKILL “O.K.,” replied Wilbur. “You coach me and I’ll spin
DRAW CONCLUSIONS one. It must be a lot of fun to spin a web. How do I start?”
“Take a deep breath!” said Charlotte, smiling. Wilbur
Wilbur boasts that he can spin a web. breathed deeply. “Now climb to the highest place you
What details in the story help you can get to, like this.” Charlotte raced up to the top of the
understand how Charlotte feels about doorway. Wilbur scrambled to the top of the manure pile.
his boasting? (Wilbur boasts about “Very good!” said Charlotte. “Now make an
being able to do something he had attachment with your spinnerets, hurl yourself into
3 space, and let out a dragline as you go down!”
actually never tried before. Charlotte
Wilbur hesitated a moment, then jumped out into the
doesn’t seem to think that Wilbur can air. He glanced hastily behind to see if a piece of rope
spin a web, but she urges him to try. was following him to check his fall, but nothing seemed
She smiles at him while urging him to to be happening in his rear, and the next thing he knew he
try, so she seems to think he is a little landed with a thump. “Ooomp!” he grunted.
4 Charlotte laughed so hard her web began to sway.
silly for attempting it. But she does not
“What did I do wrong?” asked the pig, when he
dislike Wilbur, and she doesn’t act as if
5 recovered from his bump.
she is trying to hurt him or teach him a “Nothing,” said Charlotte. “It was a nice try.”
lesson. ) “I think I’ll try again,” said Wilbur, cheerfully. “I
believe what I need is a little piece of string to
hold me.”
220
Monitor
Comprehension
Comprehension
Ask Questions
Explain/Discuss Explain that when read a story, they can
use the ask-questions strategy to seek clarification about parts of
the story they don’t understand. Then they need to locate facts
and details about the question and use those facts and details as
evidence to support their answers. Discuss with students a question
about page 220, such as, How does Wilbur feel about having jumped?
Point out facts and details: Wilbur hesitated to jump; then he
asked what he did wrong after he jumped. These details help you
formulate and support your answer: Wilbur was afraid to jump and
then was puzzled when it did not work.
they read, find facts and details about the question in the story, and
then formulate their answer using those facts and details.
220 Unit 5 Week 4

Read
Main Selection
Develop
Comprehension
4 NARRATOR OF THE STORY
Is the narrator of this story one of the
characters? Is the story told in the first
person or third person? How can you
tell? (No, the narrator is not a character
in the story. The story is told in the third
person. I can tell because the narrator
describes what happens to all the
characters in the story but does not tell
a story that happened to him or her,
does not express feelings about events
in the story, and does not use the
pronouns I, my, me, or mine.)
5 CAUSE AND EFFECT

What is the effect of Wilbur’s jump?
How does it influence Wilbur? (It causes
Charlotte to laugh, which makes Wilbur
question what he is doing and causes
him to ask what is wrong.)
221
Text Evidence
Draw Conclusions
Explain that when students draw conclusions, they must use logical
reasoning to consider various pieces of information and then arrive
at a new understanding of a story. Reread question 3 on page 220
aloud. What conclusions can you draw about how Charlotte feels? (She
does not try to lecture Wilbur or teach him a lesson. It seems as if
she likes him and is just having fun. ) Where is the information that
supports your response? Point to it in the text. (Charlotte smiles when
she says “Take a deep breath!” She demonstrates for Wilbur how to
reach the highest place you can get to. She also praises Wilbur when
he jumps to the top of the manure pile, and after he fails to spin a
web, encourages Wilbur by telling him it was a “nice try.”)
As students continue to read, have them locate evidence in the text
that will help them draw conclusions.

Read
Main Selection
Develop
Comprehension The pig walked out to his yard. “You there,
Templeton?” he called. The rat poked his head out
from under the trough.
6 STRATEGY “Got a little piece of string I could borrow?” asked
MONITOR COMPREHENSION 6
Wilbur. “I need to spin a web.”
How can monitoring your “Yes, indeed,” replied Templeton, who saved string.
“No trouble at all. Anything to oblige.” He crept down
comprehension help you figure out
into his hole, pushed the goose egg out of the way,
why Wilbur asks Templeton for a piece and returned with an old piece of dirty white string.
of string on Student Book page 222? Wilbur examined it.
“That’s just the thing,” he said. “Tie one end to my
Teacher Think Aloud Suppose tail, will you, Templeton?”
that you don’t understand why Wilbur crouched low, with his thin, curly tail
Wilbur asks Templeton for a piece toward the rat. Templeton seized the string, passed
of string. How can monitoring your it around the end of the pig’s tail, and tied two half
comprehension can help you figure hitches. Charlotte watched in delight. Like Fern, she
was truly fond of Wilbur, whose smelly pen and stale
out what is happening in the story?
food attracted the flies that she needed, and she was
Prompt students to apply the monitor proud to see that he was not a quitter and was willing
comprehension strategy in a Think to try again to spin a web.
Aloud. 7 8 9
Student Think Aloud Monitoring my
comprehension can help me clarify
what is happening in the story. I will
reread the passage to see if I can find
222
the reason Wilbur asks Templeton for
string. Charlotte told Wilbur that he
needed a dragline to spin a web. But a
string isn’t a dragline. I still don’t know
what Wilbur is going to do with the
string, so I will read ahead to find out.
I see that Templeton is tying the string
to Wilbur’s tail. As I continue reading,
I see that Wilbur wants to spin a
web with the string he gets from
Templeton. By reading ahead, I now
understand what Wilbur is doing.
7 GENRE: Literary Text/Fiction

How can you tell that this story is a
fantasy? (Animals talk and act like
humans in the story. That couldn’t
happen in real life.)
222 Unit 5 Week 4

Read
Main Selection
Develop
Comprehension
8 SKILL
DRAW CONCLUSIONS
Draw conclusions about Charlotte’s

actions. Do her actions show that she
is a good friend to Wilbur? (Charlotte
finds something positive about Wilbur’s
smelly pen and leftover food. She is
proud of him for not quitting. These
actions make her a good friend.) Add
these details to your Conclusion Map.
Detail
Charlotte watches in delight and is fond of
Wilbur.
Detail
Charlotte is proud that Wilbur is not a
quitter.
Conclusion
Charlotte is a good friend to Wilbur.
223
9 SELF-SELECTED STRATEGY USE

What strategies have you used so far
Extra Support Where did you use them? Why? How
did they help?
Draw Conclusions
Question 8 asks students to draw conclusions about the RETURN TO PREDICTIONS AND
relationship between Charlotte and Wilbur. Ask: How does Charlotte PURPOSES
treat Wilbur? How does she react when Templeton ties the string to
Wilbur’s tail? (She is kind to Wilbur. She watches him with delight.) Have students respond to the selection
How does Charlotte feel about Wilbur’s smelly pen? Is this different by confirming or revising their
from the way most characters would probably feel? Explain. (She likes predictions and purposes for reading.
his pen because it helps her find food. Yes; most characters would
Have them revise or write additional
not like it.) Is Charlotte is a good friend to Wilbur? Why? (Yes. She likes
Wilbur the way he is and is proud of him.) questions to help focus their attention
as they continue to read the selection.
If students have difficulty drawing conclusions based on the
characters’ actions, ask them to picture themselves in Wilbur’s
situation. Ask them to imagine how they might react to Charlotte’s
comments. Discuss whether they would like Charlotte, and why. Stop here if you wish to read STOP

Read
Main Selection
10
Develop While the rat and the spider and the little girl
watched, Wilbur climbed again to the top of the
Comprehension manure pile, full of energy and hope.

“Everybody watch!” he cried. And summoning all
his strength, he threw himself into the air, headfirst.
10 SUMMARIZE The string trailed behind him. But as he had neglected
to fasten the other end to anything, it didn’t really
Summarize in sequence what has do any good, and Wilbur landed with a
happened in the story so far. (Charlotte, thud, crushed and hurt. Tears came
a spider, tells a pig named Wilbur about 11 to his eyes. Templeton grinned.
the parts of her legs that help her to Charlotte just sat quietly. After a bit
make webs. Wilbur says he can spin she spoke.
“You can’t spin a web, Wilbur,
webs too, and then he tries. When he
and I advise you to put the idea out
fails, he falls to the ground. Then he of your mind. You lack two things
decides to try again. This time he ties a needed for spinning a web.”
piece of string to his tail.) “What are they?” asked Wilbur, sadly.
“You lack a set of spinnerets, and you lack know-
11 STRATEGY how. But cheer up, you don’t need a web. Zuckerman
MONITOR COMPREHENSION supplies you with three big meals a day. Why should
you worry about trapping food?”
Explain how using the monitoring
Wilbur sighed. “You’re ever so much cleverer and
comprehension strategy can help you brighter than I am, Charlotte. I guess I was just trying
figure out why Wilbur has tears in his 12 to show off. Serves me right.”
eyes. Is he really hurt? 13 Templeton untied his string and took it back to his
home. Charlotte returned to her weaving.
Student Think Aloud Monitoring my
comprehension can help me correct
my understanding about why Wilbur
224
has tears in his eyes. I will reread to
find out what happens to him. Even
though Wilbur lands with a thud, it
is not clear to me whether or not he
is hurt. I need to identify clues, so I
will read ahead. I see that Templeton Vocabulary
is grinning and Charlotte is quiet.
Word Structure Clues: Prefixes
They aren’t worrying about Wilbur,
so he must not really be hurt, just Explain/Model Explain that prefixes are word parts added to the
beginning of a root word to change its meaning. Readers use the
embarrassed. Wilbur’s pride is what meanings of the root and prefix to find the word’s meaning. Explain
got “crushed and hurt.” That is why he that the prefix re– means “again” or “back.” Write refill on the board.
has tears in his eyes. Think Aloud I see the root word fill and the prefix re–. Fill means
“put something in a container,” and re– means “again.” Re– changes
the meaning of the root word so that refill means “fill again.”
Practice/Apply Have students find returned on page 224. Have
them identify the prefix and root word and use their meanings to
determine the meaning of the word. (turned back) Have students
tell how the prefix re– changes the meanings of the root words in
the words replay and repay. (play again; pay back)
224 Unit 5 Week 4

Read
Main Selection
“You needn’t feel too badly, Wilbur,” she said. “Not

many creatures can spin webs. Even men aren’t as
good at it as spiders, although they think they’re pretty
Develop
good, and they’ll try anything. Did you ever hear of the
Queensborough Bridge?”
Comprehension
Wilbur shook his head. “Is it a web?”
“Sort of,” replied Charlotte. “But do you know how 12 MONITOR AND CLARIFY:
long it took men to build it? Eight whole years. My READ AHEAD
goodness, I would have starved to death waiting that long. I Have Wilbur’s actions so far hurt his
can make a web in a single evening.”
“What do people catch in the Queensborough Bridge—
friendship with Charlotte? Read ahead
bugs?” asked Wilbur. to find details to help you answer the
“No,” said Charlotte. “They don’t catch anything. question. (I can’t tell whether Charlotte
14 They just keep trotting back and forth across the bridge is upset with Wilbur. Reading ahead
thinking there is something better on the other side. If can help me adjust my understanding
they’d hang head-down at the top of the thing and wait
of her feelings toward him. When I
quietly, maybe something good would come along. But
no—with men it’s rush, rush, rush, every minute. I’m glad
read on, I find out that Charlotte tells
I’m a sedentary spider.” Wilbur to cheer up and reminds him
“What does sedentary mean?” asked Wilbur. that he gets three big meals a day, so
“Means I sit still a good part of the time and don’t go he doesn’t need to trap his food, as she
wandering all over creation. I know a good thing when I see does. She is friendly, so I don’t think
it, and my web is a good thing. I stay put and wait for what
Wilbur has hurt his friendship with her.)
comes. Gives me a chance to think.”
“Well, I’m sort of sedentary myself, I guess,” said the pig.
13 STRATEGY
“I have to hang around here whether I want to or not. You WORD PARTS
know where I’d really like to be this evening?”
Look at the word untied in the last
paragraph on page 224. What is the
225
prefix in untied? Explain how adding
this prefix changes the meaning of the
root word. (The prefix un– means “not.”
The root word tied means “fastened” or
ELL
“connected,” so adding the prefix to the
ENGLISH LANGUAGE LEARNERS root changes the root’s meaning to “not
fastened or connected.”)
Question 12 READ AHEAD 14 PHONICS/WORD STUDY
Explain the term friendship is the warm feelings that friends have for each
Read the second sentence in the fifth
other. Discuss how friends treat each other. Be aware that demonstration
of friendship may vary in different cultures. Ask students which of the paragraph. In which word was the
characters in the story seem to have a close friendship. consonant doubled before –ing was
added? (The word trotting has the root
trot and the suffix –ing; the root ends
with vowel-consonant, so the t was
doubled before –ing was added.)

Read
Main Selection
“Where?”
Develop “In a forest looking for beechnuts and truffles and

delectable roots, pushing leaves aside with my wonderful
strong nose, searching and sniffing along the ground,
Comprehension smelling, smelling, smelling …”

“You smell just the way you are,” remarked a lamb
who had just walked in. “I can smell you from here. You’re
15 SKILL the smelliest creature in the place.”
DRAW CONCLUSIONS Wilbur hung his head. His eyes grew wet with tears.
Charlotte noticed his embarrassment and she spoke
How can you tell that Charlotte wants
15 sharply to the lamb.
Wilbur to feel better? What conclusion “Let Wilbur alone!” she said. “He has a perfect right to
can you draw about her? (Charlotte smell, considering his surroundings. You’re no bundle of
knows that Wilbur is unhappy because sweet peas yourself. Furthermore, you are interrupting a
he can’t make a web. She tells him why very pleasant conversation. What were we talking about,
she is glad to be a spider instead of a Wilbur, when we were so rudely interrupted?”
“Oh, I don’t remember,” said Wilbur. “It doesn’t
person. This tells me that she wants make any difference. Let’s not talk any more for a while,
to help him be happy and feel better. Charlotte. I’m getting sleepy. You go ahead and finish fixing
Then Charlotte tells the lamb to leave your web and I’ll just lie here and watch you. It’s a lovely
Wilbur alone when the lamb says evening.” Wilbur stretched out on his side.
Wilbur is smelly. From these actions, I Twilight settled over Zuckerman’s barn, and a feeling
of peace.
can conclude that Charlotte is brave
and caring because she stands up for
her friend.) Draw Conclusions
How can you tell that Charlotte wants
Wilbur to feel better? What conclusion
can you draw about her?
226
Monitor
Listening/Speaking
Comprehension
Have selected students share their Personal Response
paragraphs. Direct the speakers to make a descriptive
presentation in which they use concrete sensory details that
show their impression of Wilbur. Suggest that they
use details that will help the listeners picture Wilbur.
After students listen to one speaker, say, Let’s make sure we
understood what we heard. Turn to your partner and retell, or
paraphrase, what the speaker said. If students can successfully
retell what they heard, it shows they listened carefully. Encourage
students to ask relevant questions and make pertinent comments
about the presentations.
226 Unit 5 Week 4

Read
Main Selection
Develop
Comprehension
PURPOSES
purposes for reading. Are they able
to describe what kind of character
Charlotte is? (She is a spider who is
patient and very kind to others.)

■ Monitor Comprehension In
what ways did monitoring your
comprehension help you correct your
understanding of the selection?
■ Monitor and Clarify: Seek Help
Do you understand the strategy of
seeking help when you cannot find
answers to your questions on your
own? When might you use it again to
adjust your understanding?
227 you encounter? How did the Reading
Multisyllabic Words strategy help you
sound out these words?
Quick Check ■ Self-Selected Strategy Use What
Can students draw conclusions?
During Small Group Instruction these strategies helpful?
If No Approaching Level Reteach the skill and have PERSONAL RESPONSE
students apply it to a simpler text. Use Leveled Reader
lesson, pp. 233N–233P. Provide this prompt: Write a description
If Yes On Level Have students apply the skill to a new text of Charlotte. Use details from the story
to consolidate learning. Use Leveled Reader lesson, and include your own impression of her.
pp. 233U–233V.
As students write, remind them to
Beyond Level Have students apply the skill to a
more complex text to extend learning. Use Leveled ■ show that they understand the story
Reader lesson, pp. 233Y–233Z.
■ use descriptive language and include
their own impressions
■ use correct grammar, spelling,
punctuation, and capitalization

Read
Respond 4QJOB8FCXJUI
&#BOE(BSUI
Author and Illustrator AUTHOR
&#8IJUF had a farm very much like the one in
SPIN A WEB WITH E. B. AND GARTH this story. One day when E. B. was going to feed his
pig, he began to feel sad. He did not want his pig to be
Have students read the author and killed. E. B. thought about how to save him. While he
illustrator biographies. Ask: was thinking, he saw a big spider spinning a web. Soon
E. B. was spinning the novel Charlotte’s Web.
■ How do you think E. B. White’s
experiences with farm animals
helped him write Charlotte’s Web? Other books by E. B. White:
■ Why do you think Garth Williams Stuart Little and The Trumpet of the Swan
wanted the animals he drew to look

more like people?
ILLUSTRATOR
(BSUI8JMMJBNT has said that Charlotte’s Web was one of
WRITE ABOUT IT his favorite books to illustrate. Garth did the pictures while
he was living on a farm. He based his illustrations on what
Author’s Craft: Figurative
he saw around him. He drew the animals over and over
Language again until they seemed to look like people.
Have students write a short skit or
play with two characters from Wilbur’s
Author E. B. White
Boast. Ask students to continue to use Illustrator Garth Williams
www.macmillanmh.com
personification as they write a new
scene. After students have finished,
have them enlist classmates’ help to Author’s Purpose
Is this story told from a first-person or third-person point of view?
present the skit or perform it as a play
Why do you think the author chose to write the story from this
for the class. point of view?
228
Author’s Purpose
Help students find clues that show
that the story narrator is third person. Author’s Craft
Have students discuss how the story Personification
might be different if it were told in Tell students that E. B. White uses personification in Wilbur’s
the first person, and why the author Boast. Explain that personification is a literary element in
wrote it as he did. which the author gives nonliving objects or animals human
characteristics. It creates a graphic visual experience.
■ Fantasy authors often give animals human characteristics, such
as the ability to talk, think, and have feelings. For example:
“Charlotte laughed so hard her web began to sway. ‘What did I
do wrong?’ asked the pig.” (p. 220) In this scene the animals are
thinking and talking.
■ Discuss how the animals’ human characteristics allow them to

do things real animals cannot do. Have students list the names
of the animals in the story and record the animals’ human
characteristics.
228 Unit 5 Week 4

Comprehension
www.macmillanmh.com
Read
Respond
Comprehension Check

To summarize Wilbur’s Boast use the most important

details from the story. Information from your Conclusion SUMMARIZE
Map may help you.
Have partners summarize Wilbur’s

Boast orally, maintaining meaning and
Think and Compare

logical order.
1. What does Charlotte try to teach Wilbur to do at the
beginning of the story? Details
THINK AND COMPARE
2. What does Charlotte do after Wilbur tries to spin a web
the second time? Sequence Text Evidence
3. Why does Wilbur show off in front of Charlotte? Use details
from the story to explain your answer. Monitor Comprehension:
1. Details Answer stated in
Draw Conclusions text Charlotte tries to teach Wilbur
4. How does the author show how the friendship between Wilbur how to spin a web.
and Charlotte grows? Explain your answer. Author’s Purpose
2. Sequence Answer stated in
5. Read “Max, the Amazing Hamster” on pages 214–215. Compare text Charlotte pauses and then tells
Max with the animals in Wilbur’s Boast. Which story is more
realistic? Use details from both selections to explain your Wilbur to accept the fact that he
answer. Reading/Writing Across Texts can’t spin a web because he doesn’t
have spinnerets and doesn’t know
how to spin a web.
3. Monitor Comprehension: Draw
Conclusions Answer Wilbur wants
to impress Charlotte. Evidence
Wilbur tells Charlotte that he wanted
to show off because she was smarter
and cleverer than he was.
229
4. Author’s Purpose Answer
He shows them talking and
getting to know each other
better. They support each
Make Connections other. Evidence Charlotte sees
Wilbur’s embarrassment at the
Text-to-Self Have students respond to the following question to lamb’s comment and defends him.
make connections to their own lives. Use the Think Aloud to model
a response. If you were Charlotte’s friend, what would you think of her? FOCUS QUESTION
Think Aloud: Based on the way she treats Wilbur and the other 5. Text-to-Text In “Max, the Amazing
animals in the selection, I would probably like Charlotte and Hamster,” Max acts like a real
trust her because she is kind and knowledgeable. hamster. He runs through a maze
Text-to-World Have students respond to the following question to get food, which hamsters can
to make connections to the real world. Use the Think Aloud to actually do. In Wilbur’s Boast, the
model a response. How do you think people become friends? animals think and talk. This couldn’t
Think Aloud: The selection is about animals that live on the happen in real life, so the first story is
same farm and become friends. I think people become friends more realistic. COMPARE TEXT
because they meet and find they have something in common.
Then they start talking and get to know each other better,
sharing thoughts and feelings with each other.

Read
Paired Selection
The Lion
Language Arts and the
Paired Selection Fables teach a lesson and
often have animal characters Mouse
that talk and act like people.
GENRE: Literary Text/Fiction retold by Max McGee
Have students read the bookmark on Literary Elements More than anything else in the
Student Book page 230. Explain that Personification is when an world, Lion liked being King of
animal or thing is given the Jungle. He strutted all around,
a fable human characteristics. In showing off his impressive,
this fable, the author uses
■ is a story from the past that includes shaggy mane.
words to help you see that
a moral or teaches a lesson the animals are like people. Each day Lion took a long, lazy
A Moral is the lesson a nap under the shade of his favorite
■ often features animal characters fable teaches. tree. He always dreamed of weaker
that are personified, or given human jungle creatures bowing before him.
qualities One day Mouse scurried through
the jungle and tripped over Lion’s
Literary Elements: huge paws.

Lion woke up with a start. “How
Personification and Moral dare you wake me up!” he roared
furiously.
EXPLAIN Authors sometimes use A mouse who speaks and Lion grabbed Mouse with one
thinks is an example of
paw. “On second thought, I’m in
literary devices such as personification personification.
the mood for a snack, and you’ll
and morals to help readers visualize the make a delicious morsel,” he said.
characters and learn lessons about life. Mouse cried out, “King Lion,
please spare me! If you let me
■ Personification is a technique live, I will always remember your
authors use to give human kindness. And, some day, I might
characteristics, such as the ability to be able to help you.”
talk and act like people, to animals,
plants, or non-living things. Authors
use personification to create a 230
graphic visual experience for readers.

■ A moral is a lesson taught through
a fable. The moral is usually stated at
the end of the fable and is the theme,
Phonics: Adding –ing,-ed, and –able
or author’s message.
PRACTICE/APPLY Have students Explain/Discuss Explain that some root words have spelling
read the callout about personification changes when endings are added. Words that end with a consonant
and e often drop the final e when –ing, ed, or the suffix –able are
on page 230. Then have them find added. For example, use becomes using, used, or usable when
an example of personification in the endings are added. Write sentences with the words amazing, hoped,
fourth paragraph of the fable. Ask: and movable. Have students decode the words in the sentences and
Why is this personification? Why do you explain the spelling change.
think the author uses personification Apply Have students reread “The Lion and the Mouse” aloud and
here? (The lion yells at the mouse. decode and identify words with spelling changes in which the final
e is dropped when endings are added. (liked, page 230; decided,
It is personification because people
saving, smiling, page 231)
can talk, but real animals cannot. The
author uses personification to show the
lion’s human quality of strength.)
230 Unit 5 Week 4

Language Arts
Read
Paired Selection
“How could such a powerless little mouse ever 1 LITERARY ELEMENT: PERSONIFICATION
help me?” That thought made Lion laugh so much
How does this fable show
that he decided to let Mouse go. A week later, Lion
was strutting through the jungle on the way to his personification? In what way does
napping tree when he stepped onto a hunter’s net. this create a graphic experience of
The net scooped him up. No matter how he twisted the fable? (The animals think and talk
and turned, he couldn’t escape.
like humans. This helps me picture the
When Mouse heard Lion’s frightened roars, he
raced to help. Mouse quickly chewed through the animals behaving like humans and
ropes to make a hole in the net. Soon, Lion crawled interacting with each other.)
out and was free.
Lion looked down at the little mouse. “Thank you 2 LITERARY ELEMENT: MORAL
for saving my life,” said Lion, smiling his widest
smile. “I was mistaken. You are not a powerless
What is the moral, or theme, of this
little mouse. You are a great friend!” story? How do the events support
Moral: Even the small can show great strength. 1 2 the moral? (The moral is that even if a
creature is small in size, it can be strong.
Although Mouse is little, he helps Lion
escape from a hunter’s net.)
Connect and Compare
1. How are Lion’s actions like those of a real person’s? Use
details from the story in your answer. Personification Connect and Compare
2. How do Mouse’s actions help you understand the fable’s
moral? Analyze SUGGESTED ANSWERS
3. Compare the mouse in this fable with Charlotte in Wilbur’s 1. Lion struts, shows off his mane,
Boast. How are they similar? How are they different? Reading/
Writing Across Texts and dreams of weaker animals
4. Write a fable about two animals. Remember to include
bowing down to him. He also yells
details about the characters and setting. Apply at Mouse for waking him. In the
end, Lion smiles and thanks Mouse
231 for saving his life. All are actions
people could take. PERSONIFICATION
2. Mouse helps Lion by chewing
through the rope. This shows that
Practice Book, page 258 small creatures can think of ways to
1FSTPOJGJDBUJPOJTXIFOBOBOJNBMPSUIJOHJTHJWFOIVNBO show great strength. ANALYZE
DIBSBDUFSJTUJDT*UDSFBUFTBQJDUVSFPSHSBQIJDWJTVBMFYQFSJFODF
GPSUIFSFBEFS&YBNQMFT
BUBMLJOHUSFF BTNJMJOHTVO 3. FOCUS QUESTION Alike: Both
BGSPHUIBUTXJOHTPOBUSBQF[F BDPXUIBUTJOHT
'BCMFTBSFTUPSJFTUIBUUFBDIBMFTTPOBOEPGUFOIBWFBOJNBM
DIBSBDUFSTUIBUUBMLBOEBDUMJLFQFPQMF
talk, are small, and help another
"NPSBMJTBMFTTPOUIBUBGBCMFUFBDIFT5IFSFBEFSDBOBQQMZ
BNPSBMUPIJTPSIFSPXOQFSTPOBMFYQFSJFODFT
character. Different: Charlotte helps
Possible a friend feel better and the mouse
responses
3FBEUIFGBCMFCFMPX5IFOBOTXFSUIFRVFTUJPOT
provided.
One day an ant was drinking from the river. He fell in and was carried
saves the lion’s life. READING/WRITING
along by the stream. A dove saw the ant and threw a twig into the water.
The ant crawled onto the twig and made it safely to the bank of the river.
ACROSS TEXTS
“Thank you,” said the ant. “You saved my life.” Soon after, the ant spotted
a hunter who was aiming his rifle toward the dove. The ant crawled onto
the hunter’s foot and bit him hard. The hunter dropped his rifle. The dove’s
4. Fables will vary, but students should
life was saved.
include a plot that builds to a
)PXEPFTUIFBVUIPSVTFQFSTPOJàDBUJPOJOUIFGBCMF The animals act
like people in the way they help each other. climax and details that describe the
8IBUJTUIFNPSBMPGUIJTTUPSZ If you help someone in need,
characters and the setting. APPLY
he or she will help your when you are in need.
8IBUXPSETJOUIFTUPSZDSFBUFBQJDUVSFGPSUIFSFBEFS
The ant crawled onto the hunter’s foot and bit him hard.

Beyond Reproducible, page 258 Wilbur’s Boast 231
Write
Reading and
Writing Writing
Reading Trait: Sentence Fluency
Connection
and Writing Good writers use transition
words and phrases to
connect their ideas and
to make their writing flow Read the passage below. Notice how
Connection smoothly. author E. B. White describes one

moment in great detail.
Trait: Sentence Fluency

An excerpt from
Wilbur’s Boast
TRANSITION WORDS AND PHRASES
The author
Remind students that good writing uses the “My legs are hairy for a good
reason,” replied Charlotte.
sounds smooth and natural, and the transition word
“furthermore” “Furthermore, each leg of mine
relationship among the ideas is clear. has seven sections—the coxa,
to signal that
The addition of transition words and the trochanter, the femur, the
Charlotte is
phrases can help writers connect adding more patella, the tibia, the metatarsus,
ideas with strong sentences that flow information. and the tarsus.”
smoothly.
Read the Passage

Use the example from Wilbur’s Boast to
show how a character uses a transition
to signal that she is about to provide
more information.
232
Explain that transition words and
phrases make writing flow more
smoothly because they connect the
information and ideas.
Ask: When have you tried to explain Respond to the Selection
something about yourself to another
person? Have students write a response to the selection.
■ Then have students chorally read the and discover their own perspective.
excerpt from Wilbur’s Boast. Direct ■ Focus on a moment when you wanted to tell people about
their attention to the callout. Have something you had done well.
students identify the transition word
Response Help students explore more deeply their reactions to
and the information that Charlotte particular passages in the reading.
adds about her legs. ■ Focus on a moment in the story when Charlotte reminded you of
Ask: How are your legs different from someone you know. Use text evidence in your writing.
Charlotte’s? Are they the same in any Literary Analysis Help students deepen their connection to the
ways? text and discover their own perspective.
■ Focus on a place where the author describes related moments
with detail and sensory words. Use text evidence in your writing.
232 Unit 5 Week 4

Sentence Fluency
Write
Read and Find
Read Mike’s writing below. How did he use
transition words and phrases to connect his ideas?
Use the Writer’s Checklist to help you.
Taming Butterflies model at the top of Student Book
by Mike T. page 233. Discuss what this student
I get nervous before piano recitals. writer did to write sentences that flow
Therefore, I do things to relax. For smoothly, and help students identify
example, I take a deep breath to calm Read about any transition words he used. Use the
down. In addition, I picture myself when I played in Writer’s Checklist.
a recital.
playing the song perfectly so I’ll be
confident. I also wear comfortable Journal Prompt
clothes. Although nothing guarantees Draft Write the following prompt
a great performance, taming my on the board. Have students write a
butterflies helps me do my best. response to the prompt.
Write what you learned from the story about

how spiders spin webs. Use transition words
Writer’s Checklist and phrases to connect your ideas.
Does the writer use transition words and phrases
to connect ideas?
Does the writer show how each step helps tame and commenting on their writing
his butterflies? during Writing Conference time.
Does the writer give enough details to help you Model how to use the Writer’s Checklist
picture what he does before playing the piano? so students can write and revise their
work. Then ask:
233
■ What did you learn about how spiders
spin webs?
■ What transitions did you use? Will
readers be able to understand how the
ideas in your paragraph are connected?
Beginning Intermediate Advanced If not, what transitions could you add?
Write Describe Ask Explain Ask Point out that writers also use
Sentences Provide students to write students to respond
model sentences to the Journal transitional words and phrases to
three or four
based on the sentences based on Prompt. Have them improve the flow of ideas between
Journal Prompt: First, the Journal Prompt. use transition words multiple paragraphs as well. Add
spiders . Then, Have them use the such as next, also, transitional words and phrases at the
they . Finally, transition words first, because, and last.
they . Point
beginning of a new paragraph. For
next, and last in the
out that first, then, sentences. Provide a example, As a result of studying spiders,
and finally show the model if necessary. I came to like them.
order of events. Read their sentences,
correcting grammar
and spelling as
needed.

Prepare
WHOLE GROUP
ORAL LANGUAGE
• Read Aloud
PHONICS/WORD STUDY
• Open Syllables
VOCABULARY
• Dictionary: Unknown Words
COMPREHENSION
• Strategy: Monitor Comprehension
• Skill: Compare and Contrast
SMALL GROUP
pp. 267I–267HH
Oral Language

In order to survive, or live, animals Book page 235. Then have them
must find ways to adapt to their turn to a partner and describe the
surroundings. Some animals have photo. Ask:
developed ways to blend in with their ■ How do you think an animal like
surroundings to protect themselves.
this can survive?
Other animals can live with little water,
or hunt for food at a time of day when ■ How would you describe
their enemies can’t find them. this animal’s environment, or
surroundings?
Write the following words on the board
and briefly define each one using the
Define/Example/Ask routine: survive
(live), environment (surroundings).
234 Unit 5 Week 5

Prepare
Build Background
Talk About It
How has this animal
adapted to its BUILD WRITING FLUENCY
environment?
In their Writer’s Notebooks, ask students
to write what they know about how
Survival and Adaptation animals survive in their environments.
www.macmillanmh.com
Students should write as much as they
can for 12 minutes without stopping.
Meet with individuals during Writing
Conference time to provide feedback
and revision assignments. Prior to
the conference, students should self-
correct any errors they notice.
Connect to the Unit

Theme
Animals have special characteristics
and traits that help them survive in
their habitats.
about animals and their unique traits.
■ What animals have we read about
235 so far? What special traits do these
animals have that help them survive?
■ What other animals adapt to survive?

USE THEME FOLDABLES
Use Visuals Tell Describe Ask Discuss Have Unit Theme Foldables. Remind them
students about the students to tell you students discuss how to add details as they complete this
photograph. This about the animal other animals they week’s readings.
animal is a type of in the photograph. know of adapt to
cat. It has thick fur. It What type of animal their environment.
lives in nature. It can do you think this Elaborate on or
survive, or live, in its is? Where do you clarify students’
environment. Then think it lives? How responses.
ask students to tell do you think its fur
about the animal. helps it survive in
Repeat correct its environment?
responses in a louder Correct grammar
and slower voice so and pronunciation in
the rest of the class students’ responses
may hear. as needed. Accordion Book
Unique Animals of the Southwest 235

Prepare
Vocabulary
Vocabulary related
female
sight
venom
STRATEGY identical odor
DICTIONARY
Dictionary The world is full of unusual animals. Things
Unknown Words When students find You can look up Unknown that make an animal unusual and special
an unknown word as they read, they Words in the dictionary include where it lives and how it looks. One
or glossary. Then find animal with a special look is a lion, which
can use context clues to determine the their meanings, count the
is a kind of cat. Lions look similar to house
word’s meaning. If context clues don’t number of syllables, and
cats because they are related to each other,
learn how to pronounce
help, they can look up the word in the them. Use a dictionary or or in the same family. But they are different
dictionary. If they find more than one glossary to find out what from each other in important ways. House
the word identical means.
definition, they should try each one cats can be pets, but lions live in the wild.
in the sentence to see which makes
sense. They can also find a word’s
pronunciation and syllabication in the
dictionary.
Ask students to read “Dictionary” in
the bookmark on Student Book page
236. Model how to use the dictionary
to determine the meaning of the word
identical, how many syllables it has, and
how to pronounce it.
Think Aloud When I read “they are

not identical,” I’m not sure what
identical means. The words “exactly
236
alike” in the previous sentence give
me a clue but I want to be sure,
so I will look up identical in the
dictionary. I find two definitions, so Quick Check
I try each one in the sentence to see
Can students identify word meanings?
which makes sense. “The very same”
doesn’t make sense. The second one During Small Group Instruction
matches the context clue from the
previous sentence. In this sentence, Vocabulary lesson, p. 267K.
identical means “exactly alike.” I see If Yes On Level Consolidate the learning using p. 267S.
that this word has four syllables.
Read “What Curious Creatures!”
As you read “What Curious Creatures!”
with students, ask them to use
context to determine the meanings of
highlighted words. Students will read
the words again in Unique Animals of
the Southwest.
236 Unit 5 Week 5

Prepare
Sometimes male and female Many people enjoy studying
animals look exactly alike. In other all the things that make animals
ways they are not identical. With special. Different kinds of animals
lions, the male lion has a thick mane, live in forests, deserts, the ocean,
or hair, around its head. Female lions
do not have this. On the other hand,
the same kind of male and female
and in cold areas. Wherever people
live, unusual animals can be found
there, too.
Vocabulary
house cat may look alike. TEACH WORDS
Some special qualities of animals
Introduce each word using the
are not clear at first sight. One
example of this is how an animal Define/Example/Ask routine. Model
protects itself. What an animal reading each word using the syllable-
uses to protect itself cannot always scoop technique.
be seen. Some animals, such as
snakes, use poison called venom. A Vocabulary Routine
snake passes venom onto another
creature through its bite. Another Define: When things are related to one
protection animals can use is odor. another, they belong to the same family.
Skunks, for example, spray a strong Example: Dogs are related to wolves and
smell to keep animals away. have some of the same characteristics.
Ask: What things can you think of that
are related to each other? EXAMPLE

■ The female in a species has specific
Monitor Comprehension characteristics that are different from
Compare and Contrast To monitor your comprehension,
stop often, reread, and ask questions to correct and the male species, such as the ability to
adjust your understanding. Monitoring comprehension can give birth. Many female birds have dark
help you compare and contrast information. When you
compare two things, you look for ways they are alike. When feathers to help them hide. What is an
you contrast, you figure out how they are different. Use signal antonym for the word female? ANTONYM
words such as alike, similar, or different to help you analyze
text and describe as you compare ■ Two things are identical when they are
and contrast. Reread the article. Comprehension
Fill in the Venn diagram. www.macmillanmh.com
exactly the same. I have a red bike that
is identical to my cousin’s bike. Describe
237 the characteristics of two things that are
identical. DESCRIPTION
■ The ability to see is called sight . My sight
improved greatly with eyeglasses. Give the
"3FBEUIFTUPSZ5IFOGJMMJOUIFCMBOLTXJUIUIFDPSSFDU
two meanings that the word sight has in
WPDBCVMBSZXPSETGSPNUIFCPY these sentences: The sun dazzled me, and
Preteach Vocabulary See SFMBUFE UP GFNBMFT JEFOUJDBM TJHIU PEPS WFOPN I lost my sight for a moment. The beautiful
pages 267BB and Animals may seem to be alike in many ways, but they are not mountain was a sight to remember.
267K to preteach the identical Males and females of a
MULTIPLE-MEANING WORDS
vocabulary words to ELL species look similar, but most females are smaller. Animals that are
related to
and Approaching Level one another, such as dogs and wolves, are ■ Something that has an odor smells
students. Use the Visual also alike in some ways. How animals are alike is not always clear
strongly. A skunk’s odor is not pleasant!
at first sight . One way they’re alike is that they
Vocabulary Resources to
demonstrate and discuss
all have ways to protect themselves. Some animals spray a horrible
odor
Describe something that has a strong
to keep their enemies away. Others bite enemies
each word. To further and venom passes into the enemy’s body. odor. DESCRIPTION
reinforce concepts, have #6TFUIFDPOUFYUDMVFTJOUIFTUPSZUPXSJUFUIFEFGJOJUJPOTPGUIF
WPDBCVMBSZXPSET6TFBEJDUJPOBSZUPDIFDLZPVSEFGJOJUJPOT ■ Venom is a poisonous liquid. That
students complete page 304 Possible responses provided.
exactly the same
in the ELL Resource Book.
JEFOUJDBM
snake is harmless and has no venom in its
PEPS a strong smell
WFOPN a poisonous liquid fangs. What things can you think of that
TJHIU the ability to see
contain venom? EXAMPLE
GFNBMFT animals that can give birth to young
SFMBUFEUP connected to

Beyond Reproducible, page 267 Unique Animals of the Southwest 237
Comprehension
Read Genre
Expository texts give
information about real
WHOLE GROUP people, places, or things.
MAIN SELECTION Monitor Comprehension

• Unique Animals of the Southwest Compare and Contrast
• Skill: Compare and Contrast As you read, use your
Venn diagram.
PAIRED SELECTION
• Myth: “The Story of the First
Woodpecker”
• Literary Element: Foreshadowing
Read to Find Out

SMALL GROUP What unique animals
live in the deserts of the
• Differentiated Instruction, Southwest?
pp. 267I–267HH
Main Selection
GENRE: Informational Text/Expository
Nonfiction on Student Book page 238.
STRATEGY
238
To monitor comprehension, readers
check their understanding of the
text and then make corrections
and adjustments. Students can use
background knowledge, ask questions,
or reread a portion of text aloud. Vocabulary
Vocabulary Words Review the meanings of tested words
SKILL in student-friendly language: related, female, identical, sight,
COMPARE AND CONTRAST venom, and odor.
To compare two things means to tell Additional Selection Words Students may be unfamiliar
how they are alike. To contrast them with these words. Pronounce the words, give student-friendly
is to tell how they are different. Signal explanations as needed, and help students use previously taught
vocabulary strategies, such as context clues.
words, such as alike, different, similar,
both help students identify this text unique (p. 239): something that is special, one-of-a-kind
structure.
protect (p. 245): to guard or shield from danger
communicate (p. 248): to exchange thoughts or ideas with
someone else
238 Unit 5 Week 5

Main Selection
Read
Main Selection
Preview and Predict

Ask students to read the title, preview
the illustrations, and write their
predictions about what information
0G(/<G/ 33'B=<3 they will find in the text.
Set Purposes
FOCUS QUESTION To establish a
purpose for reading, discuss the “Read
to Find Out” question on Student Book
page 238. Remind students to look for
the answer as they read. Have students
set their own purposes, too. Point
out the Venn diagram in the Student
Book and on Practice Book page 269.
Explain that they’ll fill it in as they read.
Read Unique Animals


239
"TZPVSFBE6OJRVF"OJNBMTPGUIF4PVUIXFTU GJMMJOUIF7FOOEJBHSBN
)PXEPFTUIFJOGPSNBUJPOZPVXSPUFJOUIF7FOOEJBHSBNIFMQZPV
CFUUFSVOEFSTUBOE6OJRVF"OJNBMTPGUIF4PVUIXFTU
the interactive e- Have students use Suggest that they
with the class. discuss the selection. to choose their
reading strategies. Approaching Reproducible, page 269

Read
C1B7=< 1
Main Selection <B@=2
There are four major deserts in the Southwest
region. Parts of the Chihuahuan Desert fall in Texas
Develop and New Mexico. The Sonoran Desert covers almost

half of Arizona. Part of the Mojave Desert crosses
into Nevada. And the Great Basin Desert blankets a
Comprehension huge part of Nevada.

A variety of wildlife lives in these deserts, and
in the rest of the Southwest region. Some of these
ACTIVATE PRIOR KNOWLEDGE animals are especially well known.
Before reading the passage and
answering the questions, discuss desert
habitats with students.
1 STRATEGY
Teacher Think Aloud I will monitor

my comprehension to make sure
I understand what I am reading.
I am not sure what kind of text
structure this nonfiction story has.
After I reread aloud the title Unique
Animals of the Southwest and the
introduction, I think this selection will
use the compare-and-contrast text
structure to compare and contrast A variety of unique
animals, including
animals that live in this part of the the Gila monster,
country. On pages 240 and 241, make their home
in the American
I see photographs with captions Southwest.
telling about two different animals, 240

a Gila monster and a peccary. Now I
will reread the captions aloud. I see
that both of these animals live in
the Southwest. This is how they are
alike. Looking at the photographs Monitor Comprehension
shows me how they are different:
the Gila monster has scales, and the Monitor and Clarify: Seek Help
peccary has fur. By stopping and Explain Tell students that if they don’t understand a word or
monitoring my comprehension, I idea in a passage, they can reread it or ask themselves questions
now understand what I read in this about it. If they still don’t understand, they should seek help in
reference sources or ask a teacher, librarian, or classmate for help.
section of the selection.
Discuss Ask students where they might find more information
2 USE TEXT FEATURES: MAPS about major deserts in the Southwest region. (online sources or
reference books in the library)
Read the title of the map. Then use the
map key to identify each desert and Apply As they read the selection, have students make note of other
questions they have that might require them to seek outside help.
the states it covers. (Chihuahuan: Texas, Have them identify who they might ask or which reference source
New Mexico; Sonoran: Arizona; Mojave they might use to find the find the information.
and Great Basin: Nevada)
240 Unit 5 Week 5

Read
This peccary
makes its Main Selection
home in the
American
Southwest.
Develop
Comprehension
3 SKILL
COMPARE AND CONTRAST
3
Look at the photographs of the two
2 !/>=4'=CB6E3AB3@< animals on pages 240–241 and read
)<7B32'B/B3A the captions. How are the animals
alike? How are they different? (Alike:
Nevada Great Basin Both animals inhabit the Southwest.
Desert
Different: The peccary has fur and
Las looks like a mammal. The Gila monster
Vegas
Santa Fe has scales and looks like a reptile.)
Oklahoma
Arizona New Tell students to use the Venn diagram
Mexico
Mojave graphic organizer to record this
Desert Phoenix
Dallas
information. Tell them that they will
Texas learn more about these two creatures
Sonoran later in the selection.
Desert Houston
Chihuahuan
Desert
Gila
Both live in monsters
Peccaries
the desert have scales.
have fur.
Southwest.
241
Beginning Intermediate Advanced Phonics/Word Study

Access Content Describe Preteach Explain Complete
Preteach story story content, build the Intermediate task APPLY DECODING SKILLS While reading,
content, build language, and with students. Elicit point out words with the sound/spelling
language, and develop meaning details to support patterns, syllable types, and word parts
develop meaning using the Interactive students’ responses. students have recently learned. You may
using the Interactive Question-Response want to focus on selection words with
Question-Response Guide in the ELL open syllables (the consonant-vowel or
Guide in the ELL Resource Book, CV pattern), such as related (p. 236), Basin
Resource Book, pages 290–301. (p. 240), region (p. 240), rodents (p. 242),
pages 290–301. Have them respond bony (p. 245), protects (p. 245), belongs
They may point or in complete (p. 246), favorite (p. 246), even (p. 257),
use short phrases to sentences. Correct and closed syllables: running (p. 242),
respond. Give ample the meaning of insects (p. 244).
time for students to students’ responses
respond. as needed.

Read 4 Roadrunners use their long legs to chase
Main Selection down prey. Here, a roadrunner carries a
lizard off for an afternoon meal.
Develop
Comprehension
4 USE TEXT FEATURES: CAPTIONS
What information about roadrunners is
presented in the caption on page 242? & 17<5
(The caption explains that roadrunners / @=C<2!
use their long legs to catch prey and The roadrunner is a common sight in the Southwest
5 and is the state bird of New Mexico. These birds are made
that, in this photo, the roadrunner has
for running! They have long legs that are very strong.
caught a lizard.) Their feet are strong, too. Roadrunners can run more
than 15 miles (24km) per hour! They have long tails that
help them balance when they run. Although these birds
5 DESCRIPTION can fly, they do not do it very often.
Roadrunners use their speed to escape predators (an
What physical features of the animal that hunts another animal for food). Hawks and
roadrunner does the author describe? coyotes are their main predators. Roadrunners also run
(strong feet and legs, long tail, strong to chase prey (an animal that is hunted by another animal
beak) for food). These birds eat insects, lizards, and snakes.
They also eat bird eggs and small rodents.
242
Monitor
Comprehension
Ask Questions
Explain/Discuss Explain that when students read a nonfiction
text, they can use the ask-questions strategy to seek clarification
about parts of the text they don’t understand. Then they need to
locate facts and details about the question and use those facts and
details as evidence to support their answers. Discuss with students
a question about page 242, such as, Why do roadrunners run? Point
out facts and details: Roadrunners have long legs and strong feet.
They can run fast. Point out that these details help you formulate an
answer: Roadrunners run fast to escape predators and to chase prey.
then formulate their answer using those facts and details.
242 Unit 5 Week 5

Read
Main Selection
Develop
Comprehension
In addition to being fast runners, 6
roadrunners are able to hop around and change 6 MAIN IDEA AND DETAILS
direction quickly. This helps confuse or tire
another animal. Roadrunners use this trick
on rattlesnakes. As soon as the snake gets
tired from trying to strike at the roadrunner, details that are not important. What are
the bird stabs the snake with its strong beak. some important details on page 243?
Roadrunners are so fast on their feet they can Are any details not important? (The
even snatch a hummingbird or dragonfly that fact that roadrunners can hop around
flies too close!
and change direction quickly enough
to confuse other animals is important.
Roadrunners have long tails that help them The detail that this trick works on
balance when they run.
rattlesnakes is important. The detail
that roadrunners are fast enough to
catch dragonflies and hummingbirds
is also important. All of the details
are important.) What do these details
tell about or explain? (These details
explain how the roadrunner catches
food.) What do these details have in
common? (The roadrunner catches
food by moving quickly.) What is the
243 main idea of page 243? Is this idea
stated or unstated? (The main idea
is unstated. Roadrunners’ speed and
agility help them catch food.)

Read
Main Selection
Develop
Comprehension
7 USE TEXT FEATURES: MAKE
PREDICTIONS
What is the heading on page 244?
(Armored Armadillos) What do you
think the section on armored armadillos
will be about? What information in the / @;=@32 / @;/ 27::=A
heading and photograph help you 7 Armadillos are related to sloths
The armadillo uses
make this prediction? (The heading and anteaters. The nine-banded armadillo is the its sharp sense
makes me think that this section will state mammal of Texas. It is also found in Oklahoma of smell to find
ants, beetles, and
and in southern states east of Texas. Armadillos are
give information about armadillos. termites.
The photograph shows me what an

8 mainly nocturnal. This means they sleep during the day
and are active at night. They sometimes search for food
armadillo looks like and also helps me in the daytime. They eat ants, beetles, and termites.
make the prediction that this section Their sharp sense of smell helps them find food. They
will focus on information about this use their long, sticky tongues to pull ants and termites
animal. The photograph also helps me from their nests. Armadillos eat other kinds of insects,
too. They also feed on fruit, bird eggs, snakes, and
to understand the word armored.)
carrion (dead animals).
8 CONTEXT CLUES
What words help you figure out what
nocturnal means? (The sentence
that comes after the sentence with 244
nocturnal is “This means they sleep
during the day and are active at
night.” This sentence is a definition of
nocturnal.)
244 Unit 5 Week 5

Read
An armadillo is about 18 to 22 inches (46 to 56cm)
long. Its tail adds an extra 9 to 15 inches (23 to 38cm).
Main Selection
It has a long, pointy nose and large, pointy ears.
Armadillos are born with soft, leathery skin. As they
grow, their skin starts to harden. They develop bony
plates that cover most of their bodies.
This bony plating is used for protection. When it 9
Develop
is in danger, an armadillo can curl up. That way, its
soft belly stays safe. This protects it from enemies.
Armadillos also use speed to escape enemies. They
Comprehension
slip into burrows to hide when necessary. Armadillos 9 SKILL
use their strong legs and claws to dig burrows more COMPARE AND CONTRAST
than 6 feet (2m) deep and 15 feet (5m) long. Burrows
are used for sleeping, escaping danger, and nesting.
Use the information on pages 242 to
Nine-banded armadillos are the only mammals that 245 to compare the ways armadillos
give birth to four identical babies. 10 and roadrunners protect themselves.
Armadillos curl
into a ball to How are they the same? How are they
protect their
Compare and Contrast soft belly when different? (Road runners use their speed
How are the ways armadillos and they sense
danger.
to run away from predators. Armadillos
roadrunners protect themselves
alike? How are they different? curl up into a ball and are protected by
their bony plating.)
10 USE TEXT FEATURES: CONFIRM

PREDICTIONS
What was the section titled “Armored
Armadillos” about? Was your
prediction correct? (The section is
about armadillos, where they live, their
habits, what they eat, their size, and
how they protect themselves. Students
should have been able to use text
245
features including the photographs and
captions, the heading, key words, and
topic sentences to predict the contents
of the sections.)
Comprehension
Sensory Language
Explain/Discuss Authors use special literary devices such as
sensory words to add interest, meaning, and beauty to a text.
Sensory words show how something looks, feels, tastes, sounds, or
smells. They also help readers visualize events in a text and appeal
to our senses. On the board, write: The bright yellow parrot chattered
noisily. Point out the sensory words bright yellow (sight) and
chattered (sound).
Apply Have students identify a sensory word in the fourth sentence
of the first paragraph on page 245 and tell the sense it appeals to.
(leathery; appeals to sense of touch) As students continue to read,
have them identify descriptive words and phrases that help them
hear, see, feel, taste, or smell what is happening in the story.

Read
Main Selection $@719:G>3/@$311/@73
A
Collared peccaries are a common sight
11 throughout the Southwest. This mammal looks like a
Develop pig, but belongs to its own family. They are 35 to 45 inches
(89 to 114cm) long. They weigh 30 to 60 pounds (14 to
27kg). A collared peccary gets its name from the band
Comprehension of fur around its neck. It is also called a javelina or a

musk hog.
Smell plays a big part in this animal’s life. It gives off
11 DESCRIPTION a strong odor and can be smelled from a few hundred
feet away. It is also good at using its nose to find other
What characteristics does a collared 12 members of its herd. These animals usually live in groups
peccary have? Give details. (It looks like of twelve to fifteen. They have a scent gland on their
a pig, and weighs 30 to 60 pounds. It backs. This is used to mark territory.
gives off a strong odor, and has a keen A collared peccary uses its excellent sense
of smell to sniff out its favorite foods.
sense of smell.)
12 DRAW CONCLUSIONS
Why is smell important to the collared
peccary? Use facts in the text to help
you support your conclusion. (In
paragraph two on page 246, the author
says the peccary gives off a strong smell
that helps other members of the herd
find it. They also use scent to mark their
territory.)
246
Vocabulary
Dictionary
Explain/Discuss Explain to students that in expository nonfiction,
authors often give readers one or more context clues in nearby
sentences about the meaning of an unfamiliar word. On page 246,
I see the word musk hog. I don’t know what musk means. However,
as I continue to read, I find that smell plays a big part in this animals
life. It gives off a strong odor. Using these clues, I think that the
word musk might mean strong odor. I can check my prediction
in a dictionary. I find that musk is a strong odor. I can also use the
dictionary to check how many syllables the word has (one) and how
it is pronounced.
Practice/Apply Have students find the relevant meaning of diurnal
on page 251 in a dictionary and then use the entry to tell how many
syllables the word has and how it is pronounced.
246 Unit 5 Week 5

Read
Main Selection
Collared peccaries also use their excellent sense of

smell to find food. They can sniff out roots several inches
under the ground. They eat roots, herbs, nuts, berries, and
13
Develop
grasses. They also feed on fruit and worms. One of their
favorite foods is the prickly pear cactus. Comprehension
Females usually give birth to two babies. The whole
herd helps look out for the young. A baby can travel with 13 SUMMARIZE
the herd when it is only a day old. These animals can Summarize the first paragraph on page
run fast—up to 25 miles (40km) per hour! They usually
247 in your own words. (Students will
choose to run from a predator. They also make noises to
alert the rest of the herd. If it has to, a collared peccary
say that the paragraph is about how
will use its sharp teeth on an enemy. A collared peccary collared peccaries use their sense of
can even fight off a bobcat or coyote. smell to locate food. The paragraph also
Baby peccaries can keep up gives details about what the peccaries
with their mothers a day after
their birth. eat: roots, herbs, nuts, berries, grasses,
fruit, worms, and the prickly pear
cactus.)
247

Read
Main Selection C<<7<5=G=B3A
14 A coyote is a medium-sized member of
the dog family. It is related to the wolf, but is much
Develop smaller. It has pointy ears and a droopy, bushy tail.

Its tail is about as long as its body. Coyotes can be
found in most parts of North America. But these
Comprehension 15 16 wild dogs are a common sight in the Southwest.

They even live in neighborhoods and cities.
Like all wild dogs, coyotes A coyote howls for its
14 GENRE: Informational Text/Expository communicate with each other through pack. Coyotes howl,
whine, and growl to
What features of nonfiction have you sounds. Coyotes howl, bark, whine, communicate with
and growl. In fact, scientists have each other.
found so far in this selection? (Answers
discovered that coyotes make
should include headings, photographs, many different sounds.
and captions.) Different sounds have
different meanings, such as
15 SKILL “danger” or “keep out!” Coyotes
COMPARE AND CONTRAST also communicate with each other
How are wolves and coyotes alike? by moving their ears and tails in
certain ways.
(Both animals belong to the dog
family.) How are they different?
(Coyotes are smaller than wolves.) Place
this information on your Venn diagram.
Both
animals Coyotes are
Wolves
belong to medium-
are large.
the dog sized.
family.
248

Question 15 COMPARE AND CONTRAST
Help students compare and contrast wolves and coyotes. Read aloud the
first sentence on page 248: A coyote is a medium-sized member of the dog
family. Ask children to look at the photographs of the coyote. Then show a
photo of a medium-sized dog and a wolf. Help them discuss likenesses and
differences by asking the following questions: How are a wolf and coyote
alike? (Both belong to the dog family.) How are they unlike? (The wolf is
bigger than the coyote.)
248 Unit 5 Week 5

Read
A coyote feasts
on a rodent. Main Selection
Develop
Comprehension
Coyotes hunt alone, in pairs, or in a small group. 16 STRATEGY
They have keen hearing and an excellent sense of smell. MONITOR COMPREHENSION
A coyote can run up to 40 miles (64km) per hour. They 17
are great swimmers and can leap up to 13 feet (4m). All Teacher Think Aloud As I read,
of these things make coyotes good hunters. They will eat I stop often to monitor my
almost anything, but seem to prefer small mammals such
comprehension, so I can correct any
as mice, rats, rabbits, and squirrels. They also eat carrion,
fruits, and vegetables.
misunderstandings I have.
Coyotes often mate for life. The female usually gives Prompt students to use the monitor-
birth to her pups inside a safe, cozy den. Coyotes either
comprehension strategy to better
build their own dens or take over the home of another
animal. A coyote pair raises its young together. Pups are understand the compare and contrast
born blind, and with floppy ears. Within about ten days, text structure in a Think Aloud.
their ears start to stand up and they are able to see.
Student Think Aloud I think the
author is using the compare-
and-contrast text structure. To
These coyotes
hunt together make sure, I will stop and monitor
for their favorite
foods but will eat my comprehension. In the first
almost anything.
paragraph, I see that the author is
comparing coyotes and wolves. I will
reread the first two paragraphs on
page 248 aloud. I find that coyotes
249 are smaller than wolves. This is one
way they are different. I read they
are both part of the dog family, and
since both are wild dogs, wolves and
coyotes communicate with sounds
Connect to Content like barks and yips. These are ways
they are alike. By monitoring my
RESEARCH AND INQUIRY comprehension I can understand
Have students work in groups to form hypotheses about a ways coyotes and wolves are alike
desert animal. For example, they might form a hypothesis and different.
about why coyotes have large ears. Then have them
gather information from at least two sources to prove their 17 GENRE: Informational Text/Expository
hypothesis. Encourage them to use a variety of sources,
including books, interviews, reference materials, Web sites, What characteristics show coyotes are
CD-ROMs. Have them organize their information in an orderly good hunters? (Coyotes have keen
manner, such as outlining, or using a graphic organizer. Also hearing and sense of smell, can run up
provide students with a simple bibliography form and have to 40 miles per hour, and can leap up
them use it to cite their sources.
to 13 feet. These characteristics make
Have students present their findings to the class in an oral
coyotes good hunters.)
report, using standard American English.

Read
Main Selection &/11==<&3:/B7D3A
18 Ringtails and coatis are both related to raccoons,
and both live in the Southwest. The ringtail is Arizona’s
state mammal. It is also found in Nevada, Oklahoma,
Develop Texas, and New Mexico. A ringtail is about the size of a

house cat. It gets its name from its long, bushy tail that
has black and white rings.
Comprehension Ringtails are nocturnal. They sleep most of the day

in small spaces such as rock crevices and hollow logs.
At night, they hunt. They are expert climbers and have
18 SKILL excellent hearing and eyesight. This makes them good
COMPARE AND CONTRAST
hunters. Ringtails eat small mammals, lizards, frogs, and
How are ringtails and coatis alike? How birds. They also eat snakes, insects, and fruit.
are they different? Add the information
to your Venn diagram. (Alike: Both are
The ringtail hunts at night.
related to the raccoon and live in the
American Southwest. They both eat
small animals, lizards, insects, and fruit.
They are both good climbers. Different:
Ringtail has rings on its tail; coati has
white markings on its nose; ringtail
hunts at night while the coati looks for
food during the day.)
Both
animals live
Ringtail in American Coati
has rings Southwest; has white
on its tail. both are on its nose.
Ringtail good Coati hunts
hunts at climbers and during the
night. eat many day.
of the same
foods. 250
Text Evidence
Compare and Contrast
Explain/Discuss Explain to students that when they are asked
to compare and contrast information they will often need to find
evidence in the text to support their answer. Reread question 18
aloud. Ask: What clue words does the author use to signal how ringtails
and coatis are alike? Point to the words when you find them. (Students
will note that the word both appears twice in the first sentence on
page 250, the word also is used in the first sentence on page 251,
and the word like appears in the fourth sentence of the second
paragraph on that page.) Ask: What clue words does the author use to
signal how ringtails and coatis are different? (The word unlike is used
in sentence two of paragraph 2 on page 251.)
Apply Have students locate evidence in the text that will help them
to support their understanding of comparing and contrasting.
250 Unit 5 Week 5

Read
Main Selection
White-nosed coatis also eat

both plants and animals. They
Develop
like fruits, nuts, insects, and eggs.
They also eat rodents, lizards, and
snakes. Coatis eat carrion, too.
Comprehension
As its name suggests, the 19 SELF-SELECTED STRATEGY USE
white-nosed coati has a white
snout. Unlike ringtails, this coati What strategies have you used so far
is a diurnal animal. This means to help you understand the selection?
it sleeps at night and is active Where did you use them? Why? How
during the day. Like ringtails, did they help?
white-nosed coatis are good
climbers. Their long tails help RETURN TO PREDICTIONS AND
them balance while in trees.
PURPOSES
19 Have students respond to the selection
predictions and purposes for reading.
The coati looks for food
during the day. Both
Encourage them to revise or write
ringtails and coatis are additional questions to help focus their
excellent climbers.
attention as they continue to read the
selection.

How are ringtails and coatis alike? How
are they different?
251
Extra Support
Guide students who need help to compare and contrast information
in the text. Reread pages 250 and 251 aloud. Point out that page
250 is mostly about ringtails, while on page 251 the author writes
about coatis. Then help students identify signal words that will help
them compare and contrast these two animals. Ask: What are some
examples of signal words authors use to describe how things are alike
and different? (both, too, also, unlike, but, however) Where are these
signal words usually found in a sentence? (At the beginning or middle
of a sentence.) What signal word on page 250 helps you compare and
contrast the two animals? (both) Turn to page 251. Identify two words
that signal how the two animals are similar and different. (also, unlike)
Then help students complete the Venn diagram.
Stop here if you wish to read STOP

Read
Main Selection 2 3A3@B2 7553@A Desert tortoises are cold-blooded animals
that can live to eighty years old.
A tortoise is a type of turtle that
lives on land. The desert tortoise
Develop is the state reptile of Nevada. It is

a threatened species. That means
it is against the law to harm them.
Comprehension Desert tortoises can live up to 80

years if left alone! Reptiles such
as the tortoise are cold-blooded
20 DRAW CONCLUSIONS animals. This means that the
temperature of their bodies changes
Why do desert tortoises live in
with the temperature of the air
underground burrows? Use facts in around them.
the text to help you support your Desert tortoises live in both
conclusion. (In paragraph two on the Sonoran and Mojave deserts.
page 252, the author says that desert They are able to live in areas
tortoises live underground to escape where temperatures on the ground
reach 140 degrees Fahrenheit
the heat in the desert. The author (60°C)! Desert tortoises live in
also says that the burrows protect the underground burrows to escape
tortoises from cold temperatures in the the heat. Sometimes, they look
winter. ) for shade under big rocks. Their
burrows also protect them from
the cold temperatures in the winter.
20
In fact, desert tortoises spend
most of their lives in
their burrows.
252
252 Unit 5 Week 5

Read
Main Selection
Develop
Desert tortoises weigh about 8 to 15 pounds
(4 to 7kg). Their carapace (top shell) is 9 to 15
inches (23 to 38cm) long. These tortoises have
Comprehension
strong front limbs for digging. They use them 21 SKILL
to dig burrows. Desert tortoises also dig shallow COMPARE AND CONTRAST
basins to catch rainwater. They remember
Reread pages 244–245 and 252–253.
where the basins are and return to them when it
rains. These tortoises are plant eaters. They get
How are the desert tortoise and the
some of the water they need from the grasses armadillo alike? How are they different?
and wildflowers they eat. If necessary, a desert (Alike: Both have hard coverings
tortoise can live a year without water. instead of skin. Both use underground
21
burrows to protect themselves from the
desert’s harsh temperatures. Different:
Armadillo eats insects and small
reptiles; tortoise is a plant eater.)
Tortoises are plant eaters. Here, a

tortoise nibbles on grasses in its path.
253

Read 22
A collared lizard
Main Selection eats its prey.
Collared lizards
hunt mostly
in the cooler
morning and late
afternoon hours.
Develop
Comprehension
22 USE TEXT FEATURES: PHOTOGRAPHS
What information do you find in the
photograph and caption on page 254? 7H/@2A
3/>7<L !
(The photo shows what collared lizard
The Southwest is home to many
looks like, and what it eats. The caption 23 kinds of lizards. The collared lizard is
tells when it hunts.) Oklahoma’s state reptile. It is also found in the other
states of this region. Other common lizards throughout the
23 STRATEGY Southwest include the chuckwalla and the Gila monster.
Collared lizards are diurnal, but are mostly active in
Have students tell how they can use the morning or late afternoon when it is not as hot.
the analyze-text-structure strategy to They are swift runners. They sometimes stand upright
on their back legs when they run. Males often sit on
understand the section titled “Leapin’
high rocks where they have a good view of the area.
Lizards.” This may be to guard their territory, watch for females,
or spot prey. Collared lizards mostly eat insects and
Student Think Aloud I think that
other small lizards.
the author has used the compare-
and-contrast text structure in the
section titled “Leapin’ Lizards!” To
make sure, I will stop and monitor
my comprehension. When I read
the section aloud, I found that she
254
presented information about three
different kinds of lizards—collared
lizards, chuckwallas, and Gila
monsters and showed how they are
similar and different. By rereading the
section and asking questions, I can Connect to Content
see how these animals are alike—
they all live in the Southwest; they SCIENCE
are all lizards. I can also see how they Adaptations
are different. Each eats different kinds Discuss how the animals students have been reading about
of food; they protect themselves in survive in a desert. Discuss the roadrunner’s skill at striking
different ways, too. By monitoring my and eating rattlesnakes, the armadillo’s bony plates and
burrowing instincts, or the ringtail’s ability to survive on ants
comprehension, I better understand
and insects. Have students conduct research on other animals
this part of the selection. that thrive in desert conditions and report what they learn to
the class. Have them use visuals to report their findings.
254 Unit 5 Week 5

Read
Because their colorful
rounded scales resemble Main Selection
beads, Gila monsters
like this one are called
beaded lizards.
Develop
Comprehension
24 CONTEXT CLUES
Chuckwallas are herbivores. A chuckwalla likes 24 What words tell you what the word
flowers, leaves, and buds. Chuckwallas have a unique herbivore means? (The first sentence
way of protecting themselves from predators. They on page 255 says that chuckwallas are
have folds of loose skin on their flat bodies. To escape herbivores. In the next sentence, I read
danger, a chuckwalla will crawl into a small space such
as a crack in a ledge. It then gulps air and puffs up its
that a chuckwalla likes to eat flowers,
body so it becomes wedged into place. It is practically leaves, and buds. This tells me that a
impossible to get a chuckwalla out until it is good and herbivore is an animal that eats plants.)
ready to come out!
A Gila monster does not need much protection. It is 25 SKILL
one of only two venomous lizards in the world. It is a COMPARE AND CONTRAST
beaded lizard. Its rounded scales look a bit like beads.
How are collared lizards and Gila
Gila monsters are big and colorful. They have strong
claws made for digging. These reptiles spend hot desert
monsters alike? How are they different?
days under rocks or in holes they dig. They come out at (Alike: Both are lizards that live in the
dusk to hunt. Gila monsters move slowly, except when Southwest. Different: Gila monsters
striking prey. A Gila monster will clamp its jaws onto a kill with venom; collared lizards have
small mammal or bird quickly. Its venom then flows 25
no venom. Collared lizards eat insects
into the animal’s wound and kills it.
and small lizards; Gila monsters eat
birds and small mammals.) Add this
information to your Venn diagram.
255
Gila Collared
monster uses lizard has
venom to kill; Both are no venom;
eats birds lizards. eats insects
and small and small
Comprehension mammals. lizards.
Literal, Interpretive, and Evaluative Questions

Explain/Discuss Asking different kinds of questions can help
readers understand a text. Literal questions help them find facts
and information stated in the text. Interpretive questions help
them make inferences about something the author does not state
directly. Evaluative questions help readers judge whether the author
did a good job. Model the different kinds of questions and answers:
Literal: What is the title of the selection? Interpretive: Why are Gila
monsters more dangerous than other lizards? Evaluative: What is
author’s stated purpose in writing this story?
Apply Have students think of literal, interpretive, and evaluative
questions as they read and then answer them, continuing
throughout the text.

Read
Main Selection ' </93A!
' 3@7=CA
Snakes are reptiles. They are cold-blooded
animals. When they need to cool their bodies down,
Develop 26 they look for shade. When they need to warm up, they
bask in the sun. Many different kinds of snakes live in the
Southwest. Some are poisonous and some are not.
Comprehension Coral snakes and rattlesnakes are particularly

dangerous. Coral snakes are very colorful. They have red,
yellow, and black bands. Other snakes with similar colors
26 DESCRIPTION are not poisonous, so it is important to be able to tell
What characteristics do snakes have? them apart. One easy way is to remember the saying, “red
touches yellow—deadly fellow.” This refers to the coral
(Snakes are reptiles. They are cold
snake. Their coloring warns off predators. Coral snakes
blooded. Snakes look for shade to cool use their venom to kill prey. They mainly eat lizards and
their bodies down, and they bask in the 27 other kinds of snakes.
sun to warm up.)
A coral snake uses its powerful
venom to kill another snake.
27 SUMMARIZE
Summarize the section about coral
snakes. (Coral snakes are dangerous
snakes. They have red, yellow, and
black bands. On coral snakes, the red
and yellow bands touch, which helps
distinguish them from other snakes
with the same colors.)
256
256 Unit 5 Week 5

Read
Respond
Develop
Comprehension
28 GENRE: Informational Text/Expository
What features of expository nonfiction
have you found so far in this
article? (Students will mention two
photographs, two captions, and a title.)
This rattlesnake
There are many different kinds of rattlesnakes, but has just shed its
they all have jointed rattles at the ends of their tails. skin, adding a 29 SKILL
new piece to its
Each time a rattlesnake molts (sheds its skin) a new rattle. COMPARE AND CONTRAST
piece of the rattle is formed. Rattlesnakes shake their
rattles when they are threatened. Reread pages 256–257. How are
28
A rattlesnake is a pit viper. This kind of snake rattlesnakes and coral snakes alike?
has two large pits in its head. The pits are heat- How are they different? Record your
sensing organs. This helps a rattlesnake find its prey. answers on your Venn diagram. (Alike:
Rattlesnakes also pick up nearby scents with their
Both are reptiles. Both kill using venom.
flickering tongues. A rattlesnake will strike its victim
and inject the animal with its venom. Rattlesnakes eat Different: Coral snakes have three
small mammals, lizards, and even birds. A western colored bands. Rattlesnakes have
diamondback can swallow an animal that outweighs it! 29 rattles on their tails.)
Coral
snakes have
Both are
three colored
cold-blooded Rattlesnakes
bands: red
reptiles. Both have rattles
257 touching
kill using on their tails.
yellow
venom.
touching
black.

Read
@/E:73A
Main Selection @33>G
Scorpions are found on every continent
except Antarctica. They are well suited to the desert
and are common in the Southwest. Several different
Develop kinds of scorpions live in this region. Scorpions

are arachnids and have four pairs of legs. They also
Comprehension have two pincer claws.

A scorpion has a sharp stinger on the end of
its tail. This stinger packs a punch—it comes with
30 SKILL poison glands! A scorpion warns off predators with
COMPARE AND CONTRAST its poisonous stinger. It also uses the venom to kill
its prey. Scorpions eat spiders, insects, and other
How are scorpions and tarantulas alike? scorpions! A scorpion attacks by swinging its tail
How are they different? (Alike: The up over its body and plunging its stinger into the A mother scorpion
scorpion and the tarantula are both prey. The most poisonous scorpion in the United carries her babies
on her back.
arachnids and both carry poison to States—the bark scorpion—makes its home in
Arizona. It is quite dangerous to humans.
attack prey. Different: A scorpion carries
a stinger on the end of its tail. It can
be dangerous to humans. A tarantula
This scorpion (below) used the
attacks with poison in its fangs. It is poisonous stinger on its tail to
generally not dangerous to humans.) kill a beetle for its lunch.
Place the information in your Venn

diagram.
Tarantula:
Scorpion: Both are
attacks with
attacks with arachnids;
poison fangs;
tail stinger; use poison
not very
dangerous to to kill
dangerous
humans prey
to humans
258
Comprehension
Author’s Point of View
Explain/Discuss Explain that an author’s point of view is his or
her attitude about characters in a story or about a nonfiction topic.
Discuss “What Curious Creatures” on page 236. Point out that the
author uses the words unusual and special on page 236 and says
that many people enjoy studying the things that make animals
special on page 237. Using these clues, a reader can determine
that the author likes and enjoys studying animals like the ones
described.
Apply Have students identify clues in the title of Unique Animals of
the Southwest and in the last paragraph on page 259 that show the
author’s point of view. (The word unique in the title and the words
wonderful, richness, and beauty show that the author likes the
animals and the desert where they live.)
258 Unit 5 Week 5

Read
Main Selection
Develop
Comprehension
PURPOSES
The largest spiders
in the world, Review students’ predictions and
tarantulas have
Tarantulas live in many parts of the Southwest. two pointed fangs purposes for reading. Did they find
They are arachnids, too. Their eight legs are hairy! in addition to their
out what unique animals live in the
eight hairy legs.
Although they have eight eyes, they still cannot see Southwest?
very well. Tarantulas are the largest spiders in the
world. Their bodies are 1 to 3 inches (2.54 to 8cm) REVIEW READING STRATEGIES
long. Tarantulas are generally not poisonous to
people. But these spiders have poison glands inside ■ Monitor Comprehension In what
their jaws. The glands are connected to two pointed ways did the monitor-comprehension
fangs. When it senses an insect nearby, a tarantula strategy help you to understand the
runs quickly to it and stabs it with its fangs. The 30 selection?
poison kills the insect and the spider can begin
its meal. ■ Monitor and Clarify: Seek Help
There are many unique and wonderful animals Do you understand the strategy of
that live in the Southwest region. They all add to seeking help when you cannot find
the area’s richness and beauty. answer to questions on your own?
When might you use it again?
you encounter? How did the Reading
Multisyllabic Words Strategy help you
259 sound out these words?
Quick Check these strategies helpful?
Can students compare and contrast facts and details from a PERSONAL RESPONSE
nonfiction selection?
Ask students to choose the animal from
During Small Group Instruction the selection that they found the most
If No Approaching Level Have students apply the skill
interesting. Have them summarize what
to a new text to consolidate learning. Use Leveled they learned about the animal, then tell
Reader lessons, pp. 267N–267P. why they found that animal the most
If Yes On Level Have students apply the skill to a new text interesting.
to consolidate learning. Use Leveled Reader lessons,
pp. 267U–267V.
Beyond Level Have students apply the skill to a
Reader lessons, pp. 267Y–267Z.

Read
Respond
Author Tanya Lee Stone likes to write fiction

Author and nonfiction for children. Ever since she was a
child, she loved creating stories. Going to school and
THE UNIQUE TANYA LEE STONE helping other people write children’s stories helped
her grow as a writer. She has published close to 80
Have students read the biography of books for children and teens. When she’s not writing,
the author. Ask: she likes to visit schools and talk to students about
writing and how research is important.
■ How might Tanya Lee Stone’s
meetings with students have helped Tanya Lee Stone
her choose appealing subjects for her

Another book by Tanya Lee Stone
nonfiction books?
Author Tanya Lee Stone

www.macmillanmh.com
WRITE ABOUT IT
Author’s Craft: Sensory Language
Remind students how vividly the
author describes the physical
appearance of the unique animals
of the Southwest. Then discuss with Author’s Purpose
students an interesting bird or animal Where is the author’s
that is found in your region, and purpose stated? What is it?
What details help you find
brainstorm adjectives and adverbs the author’s stated purpose?
that can be used to describe it. Have
students write a brief composition
using sensory language to describe a
bird or animal that they like.
260
Author’s Purpose
Discuss how the author’s purpose Author’s Craft
is often directly stated in the title
Sensory Language
or at the beginning of a nonfiction
We experience sensory language through our five senses:
selection. Students will find details
hearing, sight, taste, smell, or touch.
in the introduction to help them
determine the topic of the selection ■ Authors create sensory images with descriptive words and
and the author’s stated purpose: to phrases. Example: “They use their long, sticky tongues to pull
ants and termites from their nests.” (p. 244) The phrase long,
inform readers about how a variety of sticky tongues helps create a sensory image by appealing to the
animals survive in the desert regions senses of sight and touch. Ask students how sensory images
of the Southwest. help readers visualize how different animals in the desert attack
their prey.
■ Have students find other examples of sensory images, such as

“The bird stabs the snake with its strong beak.” (p. 243) Discuss
the effectiveness of the descriptive words.
260 Unit 5 Week 5

Comprehension
www.macmillanmh.com
Read
Respond
Comprehension Check

To summarize Unique Animals of the Southwest
use the most important details from the SUMMARIZE
selection. Information from your Venn diagram
may help you. Have partners summarize Unique
Animals of the Southwest orally,
Think and Compare maintaining meaning and logical order.
1. How does the roadrunner’s ability to hop around and change
direction quickly help it to survive? Details
THINK AND COMPARE
2. What effect does the collared peccary’s sense of smell have
on how it finds food? Include details in your answer. Cause
Text Evidence
and Effect
1. Details Answer stated in text
3. How are coral snakes and rattlesnakes alike and different?
Summarize: Compare and Contrast Roadrunners hop around to tire out
4. What was the author’s purpose in writing this selection?
other animals that are attacking
Author’s Purpose them, such as the rattlesnake. LOCATE
5. Read “What Curious Creatures!” on pages 236–237. How is this 2. Cause and Effect Answer stated
selection similar to Unique Animals of the Southwest? How are
they different? Use details from both selections in your answer.
in text Peccaries use their noses to
Reading/Writing Across Texts sniff out food. They can find roots
that are several inches underground.
COMBINE
3. Compare and Contrast Answer

Coral snakes and rattle snakes are
alike and different in many ways.
Evidence Both are reptiles. Both kill
using venom. Their appearance is
different. Coral snakes have three
261
colored bands. Rattlesnakes have
rattles on their tails. CONNECT
4. Author’s Purpose Answer The
author’s purpose is to inform people
Make Connections about how some animals survive
in the deserts of the Southwest.
Text-to-Self Have students respond to the following question to
make connections to their own lives. Use the Think Aloud to model Evidence The author’s purpose is
a response. How do sounds and smells keep you safe? stated in the introduction. A variety
of wildlife lives in the deserts of the
Think Aloud: Sounds like thunder can warn you that bad
weather is arriving. A smell can warn you if there is a fire Southwest region. ANALYZE
nearby. Food that is rotten and unsafe to eat might smell funny. 5. Text-to-Text Answers may vary but
Text-to-World Have students respond to the following question should include that both selections
to make connections to the world. Use the Think Aloud to model a talk about how animals protect
response. Why is it important for people to learn about the wildlife of themselves and hunt. The selections
the Southwest, such as the desert tortoise?
are different in that they describe
Think Aloud: Learning about the abilities of these unique different animals.
animals will help people to respect the animals and protect
their habitat. The desert tortoise is a threatened species. People
are not supposed to harm this unique animal.

Read
Paired Selection
Language Arts
Paired Selection Genre
Myths are stories that
GENRE: Literary Text/Fiction explain how certain things
in the world came to be.
Have students read the bookmark on
Student Book page 268. Explain that Literary Elements
a myth Foreshadowing is the use of by Florence Holbrook
ideas to hint at what is going
to happen later in a story.
■ often explains how something in Foreshadowing helps you
nature came to be; make and confirm predictions.
■ often uses gods or magical creatures

to affect and control events;
■ may feature animal characters that
embody human characteristics.
I N THE DAYS OF LONG AGO, the Great
Spirit would come down from the sky.
Once, as he went up and down the Earth,
he came to the wigwam of a woman. He
Literary Element: went into the wigwam and sat down by
the fire, but he looked like an old man,
Foreshadowing and the woman did not know who he
was.
EXPLAIN Myths often include “I have fasted for many days,” said the
foreshadowing as a way of presenting Great Spirit to the woman. “Will you give
plot events and keeping the reader me some food?” The woman made a very
little cake and put it into the fire. “You
interested.
can have this cake,” she said, “if you will
■ Foreshadowing clues are story wait for it to bake.” “I will wait,” he said.
clues that help readers predict what
will come next. Authors often use
foreshadowing to build suspense 262
in a story. Foreshadowing clues are
details in the story.
APPLY Have a volunteer read the first
paragraph. Discuss the importance of
Monitor
Comprehension
Comprehension
the Great Spirit’s disguise. Point out
that the disguise will probably affect Compare Settings
what happens later on in the story.
Explain/Discuss The setting is where and when a story takes place.
Then have students read the callout Readers can compare and contrast settings in different kinds of
about foreshadowing on page 262. stories to better understand them. To compare is to tell how two
Have students finish reading the story things are alike. To contrast is to tell how they are different. Compare
and contrast the setting in the folktale Nacho and Lolita where
and identify what the events on page
feathers turn into colorful vegetation and the Greek myth Baucis
262 were foreshadowing. and Philemon, where an old couple turn into trees. One takes place
in California not so long ago and the other takes place in Greece a
very long time ago.
Apply Have partners with the help of a librarian, find a traditional
folktale about a disguised visitor. Then have them compare and
contrast the settings in that folktale and the myth “The Story of the
First Woodpecker” Have them present their comparisons to the class.
262 Unit 5 Week 5

Language Arts
Read
Paired Selection
Paired Selection
When the cake was baked, the woman Read “The Story of the First
stood and looked at it. She thought, “It is Woodpecker”
very large. I thought it small. I will not
give him so large a cake as that.” So she 1 Remind students to apply what they
put it away and made a small one. “If you 1
will wait, I will give you this when it is
have learned about foreshadowing to
baked,” she said, and the Great Spirit said, help them understand the myth.
“I will wait.”
When that cake was baked, it was larger than 1 LITERARY ELEMENT:
the first one. “It is so large that I will keep it for a FORESHADOWING
feast,” she thought. So she said to her guest, “I will 2 What does the woman do with the cake
not give you this cake, but if you will wait, I will 2
make you another one.” “I will wait,” said the Great in the first paragraph on page 262?
Spirit again. What does this action foreshadow?
The woman bakes
Then the woman made another cake. It was two cakes and (She decides the cake is too large to
smaller than the others had been at first, but when does not give them
give the man, and says she will bake
to the man. This
she went to the fire for it, she found it the largest of
all. She did not know that the Great Spirit’s magic
foreshadows that
she might do the
him another. This action foreshadows
had made each cake larger, and she thought, “This same with the that she may do the same thing with
third cake.
is a marvel, but I will not give away the largest the second cake.)
cake of all.” So she said to her guest, “I have no
food for you. Go to the forest and look there for 2 CHARACTER
your food. You can find it in the bark of the trees, if
you will.” How does the woman treat the Great
Spirit? (The woman is not willing to
share a big cake with the visitor. She
thinks only of herself and is not willing
263
to really help her hungry guest.)
Use the Interactive Question-Response
Guide in the ELL Resource Book, pages
302–303, to help students gain access
Monitor
Comprehension
Comprehension to the paired selection content.
Theme
Explain A story’s theme is the author’s message. To figure out an
author’s theme in a story, readers can paraphrase the supporting
details and then the theme.
Discuss/Apply Show students how to paraphrase the theme and
supporting details in a simple tale, such as the “Tortoise and the
Hare.” Paraphrase the details: A tortoise and a hare have a race. The
hare is faster but he stops along the way. The tortoise is slow but
steady. He wins because he doesn’t stop. Paraphrase the theme:
A steady pace can win over speed. Have students paraphrase the
theme and supporting details in the myth “The Story of the First
Woodpecker.” (Be kind to people, or you will pay a price.)

Read
The Great Spirit was angry when he heard the words
Paired Selection of the woman. He rose up from where he sat and threw
back his cloak. “People must be good and gentle,” he
said, “and you are cruel. You shall no longer be a woman
and live in a wigwam. You shall go out into the forests
Paired Selection and hunt for your food in the bark of trees.”
The Great Spirit stamped his foot on the earth, and
the woman grew smaller and smaller. Wings started
3 GENRE: Literary Text/Fiction from her body and feathers grew upon her. With a loud
How can you tell that this story is a cry she rose from the earth and flew away to the forest.
myth? (It is a story about the Great 33 44
Spirit, a Native American deity who has
magical powers. The story also explains
that woodpeckers were created
because the Great Spirit punished the
selfish, cruel woman by turning her into
the first woodpecker.)
4 PLOT
Why does the Great Spirit turn the
woman into a woodpecker? (The
woman sent her visitor, who was the
Great Spirit in disguise, out into the
forest to look for food in the bark of
trees because she didn’t want to share
her cakes. The Great Spirit punished the
woman for being selfish and cruel by
turning her into a creature that had to
look for food in the bark of trees.)
264

5PNBLFBQSFEJDUJPO ZPVDBOVTFGPSTIBEPXJOH'PSTIBEPXJOH
BSFIJOUTBOEDMVFTBCPVUXIBUJTHPJOHUPIBQQFOMBUFSJOBTUPSZ
'PSDMVFT MPPLBUUIFUJUMFBOETUPSZEFUBJMT
Possible
3FBEUIFQBTTBHFCFMPX5IFOBOTXFSUIFRVFTUJPOT responses
provided.
Why Bear Has No Tail
At a time long ago, Bear had a fine-looking, long, glossy tail. He
thought it was the most amazing tail any animal could have.
The animals, including Fox, thought Bear was very vain, but they didn’t
want to anger him. So they all agreed that his big, black, shiny tail was the
most beautiful they’d ever seen.
One frosty winter’s day, Bear went trudging down to the stream. Fox
was sitting on the ice, surrounded by fish. Fox knew that Bear was hungry.
He told Bear to put his beautiful tail in the water to catch a fish. A huge
fish saw Bear’s tail and bit it off. That’s how Bear lost his tail.
3FBEUIFUJUMF8IBUEPZPVHVFTTXJMMQSPCBCMZIBQQFOMBUFSJOUIFTUPSZ
Bear will lose his tail.
8IBUTUPSZEFUBJMTIFMQZPVàHVSFPVUXIBUXJMMIBQQFO
The animals thought Bear was very vain.
8BTZPVSQSFEJDUJPODPSSFDU

264 Unit 5 Week 5 Beyond Reproducible, page 272
Read
And to this day all woodpeckers
live in the forest and hunt for Paired Selection
their food in the bark of trees.
Paired Selection
Connect and Compare
1. Each time the woman bakes a cake
the Great Spirit makes it larger. We
realize that he is testing the woman
to see if she is generous. Each time
she behaves selfishly and keeps the
cake for herself. FORESHADOWING
2. Because the woman does not know
the old man is the Great Spirit,
she behaves according to her real
character: selfish and unkind. ANALYZE
Connect and Compare
1. What example of foreshadowing helped you predict 3. FOCUS QUESTION Students may
that the Great Spirit might get angry at the old woman? compare the woodpecker in the
Foreshadowing
story to the roadrunner in Unique
2. Why is it important to know that the woman did not know
who the old man really was? Analyze
Animals of the Southwest—including
details about what they eat and how
3. This myth tells about why a woodpecker must look for
food in a certain way. Compare and contrast how different
they get their food. READING/WRITING
animals gather food in Unique Animals of the Southwest. ACROSS TEXTS
Reading/Writing Across Texts
Have students write an imaginative
Language Arts Foreshadowing
www.macmillanmh.com story explaining the origin of another
animal. The story should include a plot
Practice Book, page XX 265 that builds to a climax, and details
about characters and setting.
Connect to Content
AMERICAN INDIAN NATIONS’ FOLKLORE
TRADITIONS
Explain that American Indian nations in Texas have special
stories and legends that are passed down from generation
to generation. These stories help preserve their customs
and cultures.
Have pairs of students choose an American Indian nation in
Texas and do research to find legends and folklore belonging
to that group. Have students choose one myth or legend and
present it orally to the class, as a storyteller might. Have them
go on to tell about the nation the myth or legend belongs to
and explain the lesson the myth or legend teaches.

Write
Reading and
Writing Writing
Reading Trait: Organization
Connection
and Writing Expository writing often
ends with a concluding
sentence or sentences that
sum up the author’s ideas. Read the passage below. Notice how the
Connection author writes a concluding paragraph

that sums up her thoughts on unique
Trait: Organization animals.
An excerpt from
Unique Animals of the Southwest
CONCLUSION
The author There are many unique and
Remind students that research reports
has written wonderful animals that live in the
end with a concluding paragraph that a concluding Southwest region. They all add to
sums up what the writer learned or paragraph that the area’s richness and beauty.
states any conclusions the writer drew. sums up her
One way to write a strong concluding research about 0G(/<G/ 33'B=<3
animals in the
paragraph is to restate the main idea in
Southwest.
a slightly different way.
Read the Passage

Use the example from Unique Animals
to show how the author sums up
her ideas about unique animals in a
concluding paragraph.
266
Explain that summing up ideas
means restating ideas in a different
way and leaving out many of the
details.
Ask: When have you seen interesting Respond to the Selection
animals in their own surroundings?
Have students write a response to the selection.
■ Then have students chorally read the
excerpt from Unique Animals. Direct and discover their own perspective.
their attention to the callout. Have ■ Focus on describing an animal that you find interesting.
students state in their own words
the writer’s overall message about Response Help students explore more deeply their reactions to
particular passages in the reading.
animals.
■ Focus on one part of the article where you learned something
Ask: What does the author think about that you didn’t already know. Use text evidence in your writing.
unique animals? Do you agree? Why or
why not? text and discover their own perspective.
■ Focus on one sentence from the piece that you think the author
wrote to get your attention. Is it effective? Why or why not? Use
text evidence in your writing.
266 Unit 5 Week 5

Organization
Write
Read and Find
Read Billy’s writing below. How does he sum up his
ideas? Use the Writer’s Checklist to help you.
A Colorful Lizard model at the top of Student Book
by Billy S.
page 267. Discuss how this student
Many people think chameleons
writer used a concluding sentence to
change colors to blend in with their
sum up information in the paragraph.
surroundings. It’s really because Read what I Use the Writer’s Checklist.
of their mood, the light, or the learned about
temperature. For example, angry chameleons.
chameleons turn yellow. Now that
Journal Prompt
you know that a chameleon’s color Draft Write the following prompt
matches its mood, the next time you on the board. Have students write a
see one that doesn’t blend in, you’ll response to the prompt.
understand why.
Write a paragraph that tells some things you
learned about a unique animal from reading
this selection. End your paragraph with a
Writer’s Checklist sentence that sums up what you learned.
Does the writer use a concluding sentence?
Does the writer restate the main idea in a slightly
different way?
during Writing Conference time.
How does the writer make the conclusion
interesting for the reader?
so students can write and revise their
work. Then ask:
267
■ What animal did you choose?
■ How did you sum up what you learned?
Will readers be able to understand
ELL
what you learned from reading this
ENGLISH LANGUAGE LEARNERS paragraph? If not, what information
could you add?
Write Sentences Explain Ask Summarize Ask

Provide model students to write students to respond
sentences based three sentences to the Journal
on the Journal based on the Journal Prompt. Have them
Prompt: I learned Prompt. Students end with a sentence
about . The may find it helpful to that sums up what
most interesting thing tell a partner what they learned about
I learned was . they learned before the animal.
This animal is unique writing. Read their
because . Help sentences, correcting
students choose grammar and
words and ideas spelling as needed.
from the selection to
complete the frames.
Unique Animals 267

Show What You Know
REVIEW
Show What Review

You Know Cause and Effect
Sequence
Draw Conclusions
Spiral Review Homophones
Directions
Show What You Know provides a spiral
review of reading comprehension
and vocabulary skills and strategies “Today we’re going to take a hike in the desert,”
previously taught. After reading fiction said Ms. Fogerty, Marcia’s teacher. Marcia was
and nonfiction selections, students will excited to go on a field trip with her class. She loved
being outside and exploring new places.
answer questions that assess reading
Marcia’s friend Josh wasn’t as excited. “The
comprehension and vocabulary. desert is nothing but sand and the hot sun,” he said.
“I’d rather stay here for art class.” Josh loved art.
Have students turn to page 268 in The class got on the bus. Soon they were driving
the Student Book and read “Josh’s out of the city into an area where there were just a
Discovery” independently. Distribute few houses. After about 40 minutes, they saw a sign
pages 17–18 from Show What You for Red Rock Canyon Scenic Drive. “This is it!”
Know. Have students complete cried Ms. Fogerty.
Once the bus turned, the class saw hikers
the questions. and bikers moving along the road. After a
few minutes, Ms. Fogerty instructed the bus
Share Your Thinking driver, “Pull over here, please.
This is our trail.”
After students have completed the
questions, model your own thinking 268
on how to arrive at correct answers.
Question 1 Draw Conclusions Why
do the students take a bus to the desert?
Students must connect clues and Genre
evidence from the story to the
unstated answer. The third paragraph Fiction
says that they drove for about 40 Fiction is a made-up story that comes from the
minutes. This means the desert was far author’s imagination.
away from the school. (B) Setting The setting is when and where the story takes place.
AUTHOR AND ME
Characters The characters are the people, animals, or things that
Question 2 Homophones In the appear in the story.
first paragraph, the word new means — Plot The plot includes the events, or what happens, in the story.
The plots in most stories have a beginning, middle, and an end.
Tell students they must connect the
context clues to find the answer. Maria Theme The theme of a story is the central idea or message that the
author wants to tell the reader.
likes to explore new places. New must
mean unfamiliar. (D) THINK AND SEARCH
268 Unit 5 Week 6

REVIEW
REVIEW
“Remember, you’ll write a report on what you see
here today. Keep your eyes open and be alert,” said
Ms. Fogerty.
“What are we supposed to be looking at?” Josh asked.
Question 3 Draw Conclusions Why
Ms. Fogerty replied, “Look all around you. Since it is
spring, some of the cactuses are in bloom. If we’re lucky, is Josh silent during the hike?
we’ll see desert wildflowers farther down the trail. You Remind students to connect the clues
might see some animals, too. Maybe you’ll see lizards, in the story with the unstated answer.
birds, or even snakes!”
“I bet we won’t see anything that interesting,” said
Josh says he doesn’t think he’ll see
Josh quietly to Marcia. She gave him a mean look. anything interesting. This means he is
After walking a few minutes, Marcia yelled, “Look! probably not having fun. (A)
A rabbit!” The students oohed and aahed as the rabbit AUTHOR AND ME
hopped away. Josh stayed silent.
Then another student called out, “Check out this Question 4 Cause and Effect Mr.
cactus. It looks like an old man’s beard!” There were Fogerty tells the students to keep their
laughs and more oohs and aahs. Josh was still silent.
eyes and ears open because they will
The children kept calling out their discoveries. Josh
didn’t say anything. Then he noticed something on a tall have to .
group of rocks. There were pictures—wavy lines, stick
men, four-legged animals. “What are these?” Josh Students should locate the stated
asked Ms. Fogerty. answer. Mr. Fogerty tells the students
“Those are petroglyphs. Some people call them they will have to write a report. (C)
rock art. Native Americans who lived here hundreds RIGHT THERE
of years ago made them. No one is sure what the
pictures mean.” Question 5 Draw Conclusions Why
“Now that’s something to write about!” said Josh
does Josh change his mind about the
happily.
“I guess the desert isn’t so bad after all,” said Marcia, desert? Explain your answer and support
as the children drove home on the bus. it with details from the story.
“Bad?” asked Josh. “No, it’s amazing!”
Possible response: Josh loves art.
He does not care about the desert
269
animals. But when he sees old pictures
in the desert, he thinks they
P3v2_CA_U5W6_SWYK_RD10.indd 269 10/25/07 2:33:19 PM
are amazing. AUTHOR AND ME
Use the Short-Answer Reading

GRADE 3 Rubric on page 228 in the Teacher’s
Resource Book to score students’
written responses.
Show What
You Know
Spiral Review
Macmillan/McGraw-Hill
Pages 17–18
Those Amazing Animals 269

Show What You Know
REVIEW
Have students turn to page 270 in the

Student Book and read “Tornadoes”
independently. Distribute pages 19–20
Tornadoes
Nature’s
from Show What You Know. Have Toughest Storms
students complete the questions.
Share Your Thinking What Is a Tornado?

A tornado is a funnel of wind spinning
very fast. Its wind can blow as fast as 300
After students have completed the
miles per hour, which is almost six times
questions, model your own thinking the speed limit on a highway! Tornadoes
on how to arrive at correct answers. can be caused by powerful thunderstorms
called supercells. Cold, dry air mixing with
Question 1 Cause and Effect warm, moist air makes a supercell. When the
warm air in the supercell rises very quickly, it
Use the diagram to answer the question
starts to spin into a tornado.
below. Which of these belongs on the
When a tornado reaches the ground, it begins to
empty lines? travel. A tornado can have a straight, a zigzag, or
a circular path. As a result, the damage along this
Point out to students that this is a
path can be as wide as 1 or 2 miles and as long as
cause-and-effect diagram. Students 50 miles. Tornadoes typically touch down for
must connect the facts in the article only two or three minutes.
to determine what causes the air in a At first a tornado’s long cone shape
tornado to spin. Rereading the article is almost invisible. As it picks up dirt
and other materials, the tornado gets
shows that air in a supercell spins
darker and becomes easier to see. A
when it rises quickly. (D) THINK AND SEARCH tornado can also pick up cars, trees,
and parts of buildings.
Question 2 Sequence The author
organizes the first three paragraphs of 270
the article by .
Students should connect the facts
and details from the article to the
unstated answer. The article describes
what causes tornadoes and how they Genre
are created from beginning to end. (A)
Nonfiction
AUTHOR AND ME
A nonfiction passage may tell about an event, a person, or a place.
Introduction The introduction tells what a nonfiction passage
is about.
Body The body is the main text of a nonfiction passage. It gives
more detail about the topic.
Conclusion The conclusion tells the author’s ideas about what
is the most important lesson in a nonfiction passage.
Text Features Text features, such as graphs, directions, pictures
captions, titles, and headings help present information in clear,
organized formats that are easy to understand.
270 Unit 5 Week 6

REVIEW
REVIEW
Staying Safe in a Tornado

Tornadoes are hard to predict, but Question 3 Directions
meteorologists can help with this. Which is the best place to take cover from
Be sure to listen to local weather a tornado?
warnings. Also, the sky might
appear slightly greenish just before a Tell students to locate the stated
tornado. Loud winds that sound like a train answer in the article. It says people
might mean a tornado is very close.
Tornadoes come
should take cover in a place without
The best place to take cover from a tornado is in in different shapes
windows, such as a cellar. (C)
a place without windows, such as a cellar, hallway, and sizes.
or closet. People in cars should stop driving and get RIGHT THERE
into a building as quickly as possible. Question 4 Homophones In

the first sentence of “Tornado Safety
Tornado Safety Directions Directions,” the word hall means .
At school
Students must connect the clues and
1. Go to an interior hall or room in an orderly way.
2. Crouch low, keep your head down. evidence in the sentence to find the
3. Protect the back of your head with your arms. unstated answer. The directions say to
4. Stay away from windows and large open rooms, such as gyms.
go to an interior hall or room. A hall is a
In a car or bus passage way between two rooms. (B)
1. Drive out of its path, if possible. If not, go to Step 2.
AUTHOR AND ME
2. Park the car quickly and safely.
3. Get out and seek shelter in a sturdy building.
4. If in the open country, run to low ground, away from any cars. Question 5 Directions
5. Crouch low, keep your head down. Look at the directions on page 271. In
6. Protect the back of your head with your arms.
case of a tornado, what are two things
you should do no matter where you are?
Explain your answer and support it with
details from the article.
271 Possible response: No matter where
you are, you should crouch or get
down low. You should also keep your
head down and protect the back of
your head with your arms. THINK AND SEARCH
GRADE 3
Use the Short-Answer Reading

Rubric on page 228 in the Teacher’s
Show What Resource Book to score students’
You Know written responses.
Spiral Review
Macmillan/McGraw-Hill
Pages 19 –20
Challenges 271
Show What You Know
REVIEW
Word Study
Closed Syllable Clues
Show What • When you don’t know a word, you can break it in
two between closed syllables to help you. A closed
You Know syllable has a short vowel sound and ends in a

consonant. For example, mag + net = magnet.
• Write the following words: splendid, catnip, napkin,
rabbit, submit. Draw a line between the closed
Spiral Review syllables and say each word to a partner.
• Go on a word hunt. Skim Unique Animals of the
Show What You Know Unit Review
Southwest on pages 240–259. Find three words with
provides a spiral review of the core two closed syllables. Write them down and divide the
skill taught in this unit. Students will words. Read them aloud to a partner.
review by answering questions and
completing short, targeted activities.
Word Study
Have students turn to pages 272
and 273 of the Student Book. Have Do You Mean Bat or Bat?
students note their responses on a • Homographs are words that are spelled the same
separate sheet of paper. but have different meanings. Use the dictionary and
context clues to help you decide which meaning fits.
Share Your Thinking • A bat is a small flying mammal. It can also be used to
hit a baseball. Read this sentence and decide which
definition fits: A small bat flew into my tent.
Read the questions for each activity
in the Student Book with students. If • Use a dictionary and write two sentences for these
words: second, left, wave. Have a partner match the
additional review is needed, go back to words’ definitions with the sentences.
the lessons in the Teacher’s Edition
if necessary.
Word Study: Closed Syllables
272
Remind students that they can use
common syllabication patterns to
help them decode words with closed
syllables. Explain that a closed syllable
has a vowel followed by a consonant,
as in cat. Closed syllables usually have
a short vowel sound. Use magnet as an
example. Work together on the activity
on page 272 of the Student Book. Then
have students work with a partner to
complete the word hunt. To review,
see pages 211A–211B of the
Teacher’s Edition.
272 Unit 5 Week 6

REVIEW
REVIEW
Comprehension
First Do This, Then Do That

Word Study: Homographs
• Multi-step directions are a good way to learn how to Remind students that homographs
do something new. They help you follow the steps in
a process in order.
are words that are spelled the same
but have different meanings. Explain
• Reread the directions on page 195. Retell the
directions to a partner, but leave out Step 3. Why is it that they can use context clues to help
important to follow and give directions in order? them distinguish among meanings of
• Think of something simple you know how to do. Jot homographs. Do the activity on page
down three or four steps. Now explain the directions 273 of the Student Book together. Then
to a partner and have him or her follow the directions.
have students work with a partner to
Then read and follow your partner’s directions.
identify and use homographs.
Comprehension: Multi-Step
Genre Directions Explain to students the
Of Lessons and Mice importance of explaining and following
• Fables are short stories that teach a lesson. The multi-step directions in the order
theme of a fable is called the moral. The theme they are written. Discuss the activity
must be supported by details in the story. on page 273 of the Student Book.
• Reread “The Lion and the Mouse.” In this fable, the Have students complete the activity.
moral is stated at the end. Paraphrase the theme.
Encourage them to follow, restate, and
What details support the theme?
give oral instructions that involve a
• Find another fable at the library. Retell the story to a
partner by putting the theme into your own words.
series of related sequences of action.
Identify the supporting details. To review, see pages 194–195 of the
Genre: Theme in Fables
Remind students that fables teach a
Interactive Student Book 273
lesson and have animal characters
Media Literacy Activities www.macmillanmh.com
that talk and act like people. A fable’s
theme, or message, is called a moral
and is supported by details in the
story. Read the activity on page 273
of the Student Book. Have students
complete the activity. Remind them to
paraphrase the theme and supporting
details of the fable. To review, see
pages 230-231 of the
Media Literacy Activities

See Teacher’s Edition, p. 273J.
Those Amazing Animals 273

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Prepare

ACCESS PRIOR KNOWLEDGE

142 Unit 5 Week 1

Connect to the Unit

ELL ENGLISH LANGUAGE LEARNERS USE THEME FOLDABLES

Beginning Intermediate Advanced Write the Big Idea statement on the

Penguin Chick 143

Homographs Explain that

Think Aloud The word down is a

As you read “Life in Antarctica” with

144 Unit 5 Week 1

 The players talked about their plan in the huddle.

 A tree in our yard fell in the fierce storm.

 My new down jacket is very warm.

Approaching Reproducible, page 211

SMALL GROUP Main Idea

Main Selection the penguin chick?

GENRE: Informational Text: Expository

Explain that a summary is a short

146 Unit 5 Week 1

Preview and Predict

Practice Book, page 213

Read the Main Selection

Approaching Reproducible, page 213

Penguin Chick 147

Comprehension special place called a brood patch. The egg will be as

Teacher Think Aloud I know that

148 Unit 5 Week 1

What are some important details on

Penguin Chick 149

150 Unit 5 Week 1

FISH SQUID KRILL

She dives into the water to hunt for fish, squid,

Penguin Chick 151

Develop Main Idea and Details

What is this paragraph mostly about?

What steps can you take to figure out

152 Unit 5 Week 1

What are some important details on

ELL ENGLISH LANGUAGE LEARNERS

STRATEGIES FOR EXTRA SUPPORT He sleeps standing up.

Question 8 MAIN IDEA AND DETAILS Main Idea

Penguin Chick 153

10 SENSORY LANGUAGE: METAPHOR

154 Unit 5 Week 1

Teacher Think Aloud I know that

Penguin Chick 155

156 Unit 5 Week 1

RETURN TO PREDICTIONS AND

Penguin Chick 157

Summarize what has happened in

158 Unit 5 Week 1

Penguin Chick 159

As the chick gets bigger, he and the

160 Unit 5 Week 1

Summarize the first two paragraphs

Student Think Aloud In the first

Penguin Chick 161

162 Unit 5 Week 1

What are some important details on

Penguin Chick 163

ELL ENGLISH LANGUAGE LEARNERS

STRATEGIES FOR EXTRA SUPPORT

The players talked about their plan in the huddle.

A tree in our yard fell in the fierce storm.

My new down jacket is very warm.

199BB to preteach the "OJNBMTBSFMJLF architects CFDBVTFUIFZCVJMEUIFJS

reinforce concepts, have contain BOJOTFDU

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