Topics7 9

LEVEL 2
Reading
LOG
Teacher’s Guide
Topics 7–9
LEVEL 2
Reading
LOG
Teacher’s Guide
Topics 7–9
Brienne Barrows
Susan Ford-Bennett
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Level 2 Topics 7–9 accessing the links.
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Introduction ............................................................................................................................. iv
Reading Strategies ........................................................................................................ vii
Topic Structure ................................................................................................................ ix
Topic Features .................................................................................................................... x
Scope and Sequence ................................................................................................. xiii
Teaching Notes
Topic 7 What could I do when I was small? ...................................... T239
The Magic Book ................................................................................................. T240
A Butterfly Life ................................................................................................... T262
Topic 8 What are the most amazing places on Earth? .................. T279
Explorer Sam ....................................................................................................... T280
The Most Beautiful Places on Earth .................................................... T298
Topic 9 Where do I want to travel? .......................................................... T315
Lost City of Atlantis ........................................................................................ T316
An Awesome Staycation / Vacations around the World ...... T336
Glossary ................................................................................................................................... A1
iii
Introduction
Compass is a six-level English program for bilingual
primary schools. The Compass program includes five
interrelated modules for students.
Through its integrated English as a Foreign Language
and English Language Arts programs, Compass offers
a robust curriculum incorporating the rich authentic
content and scaffolded learning outcomes available
to English language learners in an immersive
English-speaking environment.
Compass topics are developed from big questions—
life’s essential questions—about students themselves,
about society and humankind, and about the natural
world. In each log, learners examine the same big
questions from different perspectives. These questions
arouse curiosity in the topics and encourage exploration,
personalization, explanation and elaboration.
Compass English Language Arts

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

Modules: Language Log, Vocabulary and
Grammar Log
• Focus on communication
• Explicit vocabulary and grammar development
• Development of all four skills (reading, listening,
speaking, writing)
• Grammar, skills and assessments aligned to the
Common European Framework of Reference for
Languages (CEFR)
iv
The objective of reading instruction is to help learners the text type for each story or text in the topic.
become fluent, analytical readers. The Compass Every story and text has a Reading Strategy Focus and
Reading Log presents students with engaging original a Literary or Author Technique. Key Words provide
stories, extracts and adaptations—many contributed by students with support for unfamiliar vocabulary, so
award-winning children’s book authors—with vibrant, that they are equipped to understand each story or text.
eye-catching illustrations. Young readers will encounter Flashcards (Levels 1-3) help students learn and review
a broad range of fiction and nonfiction genres, such the Key Words. A Glossary at the end of the book gives
as short stories, fables, poems, graphic novels and the part of speech and the definition of each Key Word.
informative texts. After each story or text, two pages of Comprehension
The Compass Reading Log prepares students for literacy activities confirm students’ understanding of the story
through a hybrid approach that combines English or text. A Making Connections page at the end of each
Language Arts instruction with EFL support. Students topic helps students examine the Big Question.
will acquire a sequential, scaffolded set of reading
strategies based on the US Common Core Standards Comprehension Activities
for Reading: Literature and Reading: Informational Comprehension activities are based on the PIRLS
Text. The Compass Reading Log combines these (Progress in International Reading Literacy Study)
standards—geared toward native speakers of English— framework, which recommends four scaffolded
with extensive vocabulary and comprehension support processes of comprehension that guide learners from
for English language learners. All texts are graded by lower- to higher-order thinking by: understanding
the Lexile® Framework and the CEFR so that students explicitly-stated information, making straightforward
encounter authentic, but level-appropriate language. inferences, interpreting and integrating information
Students are guided to understand and apply these and examining and evaluating content, language and
reading strategies through dynamic and intuitive textual elements. Within this framework, students
age- and level-appropriate activities. also continue developing the Reading Strategy Focus
and Literary or Author Technique skills. An Active
Grade Lexile® Range CEFR
Reading activity (with Cutouts for selected stories
1 230L to 420L A1 in Levels 1 and 2) increases student interest and
2 450L to 570L A1+ engagement with the story or text, and the final
activity requires students to analyze the theme or
3 600L to 730L A2
Big Question and relate it to their own lives.
4 640L to 780L A2+
5 730L to 850L B1
Making Connections
After reading a fiction story, students complete the
6 860L to 920 L B1+
Connect to Me activity, which helps students examine
the theme of the story in a personalized way.
Reading Log After reading a nonfiction text, students complete the
Each level of the Compass Reading Log is divided Connect to… task, which integrates topic content with
into nine topics. The titles of the topics are in the other academic subject areas such as Science, History
form of Big Questions, which are shared across all or Social Studies.
components. Each topic contains two texts, a fiction
story and a nonfiction text, each with six lessons of Reading Log Audio
class material. Genre entries in the Topic Openers Each story or text is accompanied by full audio so that
(Levels 3-6) provide easy-to-understand descriptions of students can listen as they read.
v
Teaching Notes Reading Strategies
For each story or text in the Compass Reading Log, Literary / Author Techniques
there are two overview pages. A Lessons Preview chart The Compass Reading Log equips students to become
serves as a quick reference to identify the focus of each stronger readers through the development of reading
lesson and any required resources. There is also a strategies, and by building students’ awareness of literary
Summary of the story or text, a description of the and author techniques. These strategies and techniques,
Genre, a list of Key Words and their definitions and based on US Common Core Standards, give students
explanations of the Reading Strategy Focus and a repertoire of skills that can be applied across a range
Literary or Author Technique. of text genres to increase overall comprehension and
Each lesson features a lesson overview that outlines promote critical thinking.
the required resources and lesson focus, including The Reading Strategy Focus is the principal reading
descriptions of additional reading strategies. Each 50-60 strategy for a story or text. Activities at the beginning
minute lesson plan begins with a Lead in to the Lesson of the story or text and in the Comprehension sections
activity to engage learners, followed by easy-to-read, help to develop the Reading Strategy Focus. In addition
step-by-step instructions that guide students through to the Reading Strategy Focus, other reading strategies
the reading process, with comprehension and reading are developed in the Teaching Notes over the course
strategy development. Most lessons end with a Take of six lessons. Recycling and repetition of reading
the Lesson Further activity to personalize learning and strategies across different texts help students internalize
confirm students’ understanding. Each story or text these skills and become more proficient readers.
lesson set also offers a cross-curricular Connection task Each fiction text also highlights a Literary Technique,
to extend learning opportunities to other subject areas. such as Nemesis and Epiphany. Each nonfiction text
Throughout the Teaching Notes, level-appropriate highlights an Author Technique, which helps students
teacher language is suggested in green text (for fiction notice text features, such as photo captions, section
stories) or in orange (for nonfiction texts). In addition, headings and functional language, and extend their
Know Your Students entries provide insight into understanding beyond basic comprehension.
students’ abilities and offer suggestions for supporting
differentiated learning. Manage Your Class entries give Photocopiable Worksheets
teaching or class management tips related to lesson Each story or text lesson set contains two photocopiable
content. Answers for activities appear in the Teaching worksheets that reinforce and confirm understanding
Notes for each lesson. of Key Words and help students develop Reading
Strategies. Instructions and answers for Worksheet
activities are included in the Teaching Notes.
Audio Scripts
In Compass Reading Logs 3 and 4, each Comprehension
section contains an extra listening comprehension
activity. The audio scripts for these tracks are located at
the back of the teacher’s guides.
vi
Compass Reading Log 2 Topics 7–9 Identifying Story Sequence
Reading Strategies The ability to identify the sequence of events in a story
is a critical comprehension strategy. It helps students
Comparing and Contrasting Texts
organize main ideas and supporting details of a story so
When you compare texts, you look for things that are
they are better able to understand the development of a
the same. When you contrast two texts, you look for
story and its characters.
things that are different.
Identifying Text Features
Dialogue
Readers can use text features like headings and captions
When characters in a story speak, their words form
to get more information from a text. Headings divide
dialogue with other characters. Students can identify
the text into sections to make it easier for readers to find
dialogue by looking for quotation marks. There are
information. Captions are words, phrases or sentences
always two sets of quotation marks, one set before a
placed with pictures in a text. They give information
character speaks, and another set after he or she speaks.
about the pictures.
Students can also find the verb say or says after the
quotation marks. Main Characters
Main characters are the people that the story is about.
Fluency: Expression
One aspect of fluency is expression—the appropriate use Plot
of phrasing and intonation in reading. Proficient readers The plot of a story describes the events that form the
are able to raise or lower voice intonation to match the main part of the story. The events relate to each other in
meaning of the text. By first listening to a poem and then a sequence. Often, one event causes the next in a chain
reading aloud along with the audio or teacher, students of causes and effects.
can begin to practice expressing feelings conveyed by the
Predicting
characters in the poem and improve fluency.
When you make predictions, you make a guess before
How Characters React you read. The title and pictures in a text can help you
The ability to identify character traits in a story is an predict what the text is about. After you read, ask: Was
essential reading comprehension strategy. Effective my prediction correct?
readers analyze information about a character—actions,
Reading a Diagram
words, feelings and thoughts—in order to make
Authors use a diagram to present facts and show the
inferences about characters. Readers can also learn
relationship between ideas.
about character traits by identifying how characters
react to events in the story. Rhythm in a Poem
When poets write poems, they count the syllables and
Identifying the Main Ideas and Key Details
arrange the words and lines of the poem in a pattern.
The main idea is the central thought of the text. The key
In a poem with regular rhythm, each line has the same
details are all the facts and information that support the
number of syllables and the same pattern of stress, or
main idea.
strong and weak sounds. This makes the poem fun to
Identifying Point of View read aloud.
The point of view is about who is telling the story.
Scanning
It can affect how readers view events and other
Scanning is the ability to quickly look for and find
characters in the story. Being able to identify whether
specific information in a text. Effective readers can scan
one of the characters or a narrator is telling the
a text for specific information or text features that help
story gives readers insight into the story events and
them complete a task.
the characters’ thoughts, feelings and motivations.
vii
Setting Compass Reading Log 2 Topics 7–9
The setting of a story or poem is where and when it takes Literary and Author Techniques
place. The setting provides the context for the story.
Headings
Context helps readers understand what happens in the
Authors often organize informational texts into
story because it provides background information.
sections. Each section has a title called a heading.
Summarizing Author uses headings to show the topic or main idea of
Summarizing is the ability to identify the most each section. Headings also make it easier for readers to
relevant ideas of a text and to consolidate key details find information.
that support them. Proficient readers are able to
Ordinal Numbers
focus on crucial ideas and phrases and reduce the
Authors use ordinal numbers to show the order of
main points to a short summary for concise,
stages in a process.
memorable understanding.
Real or Magical Events
Using Pictures
Some stories have a combination of real and magical
The pictures that are used to illustrate a text can give us
events. Magical events cannot happen in real life.
clues that help us better understand the story.
Rhyming Words
Using Text Features
Rhyme is a common feature in poetry. It is the
Readers can use text features to get more information
similarity of sounds in two or more verses (lines)
from a text. Text features include the title, headings,
in a poem.
pictures, captions, key words and glossaries.
Headings divide the text into sections to make it easier Suspense
for readers to find information. Captions are When an author creates a feeling of excitement
words, phrases or sentences placed with pictures about what may happen in a story, he or she is
in a text. They explain what the pictures show. building suspense.
Key Words are vocabulary readers may not know.
Definitions for Key Words are in the glossary. Transition Words
Transition words connect ideas. The words also and too
Visualizing the Topic show that ideas are similar. For example and such as
Visualization is the process of creating mental images. introduce examples.
It helps readers make associations between the topic
or theme of a story and prior knowledge. It also helps
activate all five senses and emotions.
viii
Topic Opener
Fiction Story
Nonfiction Text
Comprehension
Making Connections
ix
The Topic Opener visually
presents the Big Question
of the Topic.
Key Words help

students understand
the story or text.
Students listen Colorful pictures

while they read. help tell the story.
Students complete a
pre-reading activity based
on the Reading Strategy
Focus in Activity 1.
x
Students confirm A Reading Strategy
Students complete their understanding Focus activity helps
PIRLS-informed of the Literary or learners become more
Comprehension activities. Author Technique. proficient readers.
Students have fun

with a dynamic Active Students analyze
Reading activity. Some the story or text in a
activities incorporate personalized activity.
colorful Cutouts.
xi
Making Connections
activities help students
answer the Big Question.
Activities in the Connect to Me section

encourage students to reflect on how
the Big Question relates to them.
Connect to… activities approach

the Big Question through other
academic subject areas.
All the Key Words and their

definitions are in the Glossary.
Flashcards provide a visual reference

for learning and reviewing Key Words.
xii
Topic Story / Text Reading Strategies Key Words Connections
The Big Win / The Home • Moral of the Story disappointed, home run, Connect to
Run Trophy • Humor hurry up, notice, runner, Physical Education
by Suzanne Guerrero stretch, talented, trophy
Page 26
Pages 10-19
Pages 9-26
Be a Team Player • Questions about game, kick, player,
by Esther Mizrachi Details practice, soccer, sports,
• Glossary team
Pages 20-25
Theo and Gordon • Inferences apartment, broccoli, Connect to Health

by Deirdre Sullivan • Pronouns cabbage, carrot, city,
Page 44
fire escape, french fry
Pages 28-37
Pages 27-44
Healthy Snacks • Connecting to Real Life ant, crunch, dip,
by Barnaby Wright • Topic hard-boiled, iron, log
Pages 38-43
A Virus Story • Details in Words and breeze, cover, immune Connect to Science
by Julia McKie Pictures system, rough, sneeze,
Page 62
• Speech Bubbles stuffed, throat, virus
Pages 46-55
Pages 45-62
Why Should You Wash • Cause and Effect fingernail, germs, rinse,
Your Hands? • Author’s Purpose scrub, soap, spread,
by Patricia Hamill towel, warm
Pages 56-61
Frozen in Time • Main Characters breath, bucket, cave, Connect to Science

by Debbie Thomas • Dialogue caveman, forest, fridge,
Page 82
glove, kitchen
Pages 64-75
Pages 63-82 Our Changing Planet • Sequence coast, continent,

by Sterling Montgomery • Timelines crust, float, fossil,
jigsaw puzzle, plate,
Pages 76-81
supercontinent
The Golden One • Setting ceremony, crater, Connect to

by Julia McKie • Word Choice grumble, icy, jungle, Social Studies
slip, step, tumble
Pages 84-93 Page 100
Pages 83-100 Pirates on the Sea • Comparing and fleet, government,

by Abigail Kinem Contrasting leader, outlaw,
• Transition Words pirate, rule
Pages 94-99
xiii
Topic Story / Text Reading Strategies Key Words Connections
Persephone • Retelling chariot, necklace, peek, Connect to

by Mara Bergman • Elements of Myths prefer, season, Social Studies
seed, wilt
Where Myths • Context Clues deep, god, hole,

Pages 101-118 Were Made • Synonyms and mountain, myth, volcano
by Jennifer Li Antonyms
Pages 112-117
The Magic Book • Plot amazing, disappear, Connect to Science

by Tom Percival • Real or Magical Events make up, magic,
Page 138
make-believe, notebook,
Pages 120-131
shoelace, trunk
Pages 119-138
A Butterfly Life • Reading a Diagram adult, butterfly,
by Esther Mizrachi • Ordinal Numbers caterpillar, egg, leaf,
life cycle, pupa, stage
Pages 132-137
Explorer Sam • Rhythm in a Poem canoe, desert, dune, Connect to

by Jennifer Li • Rhyming Words oasis, paddle, rainforest, Social Studies
sand, savanna
The Most Beautiful • Text Features flow, layer, rainbow,

Places on Earth • Headings sea lion, waterfall,
by Esther Mizrachi whale
Pages 139-154
Pages 148-153
Lost City of Atlantis • How Characters React aquarium, broken, Connect to

by Suzanne Guerrero • Suspense button, earthquake, Social Studies
remote control, shark,
statue, submarine
Pages 155-172
An Awesome Staycation / • Comparing and binoculars, camp out,
Vacations around Contrasting Texts dig, feed, hike,
the World • Transition Words magnifying glass, recipe,
by Annie Jeffrey scrapbook
Pages 166-171
Glossary Pages 173-176
Cutouts Pages 177-184
xiv
To p ic 7
by Tom Percival
A Butterfly Life
by Esther Mizrachi
119
U7COrl2.indd 119 9/29/17 11:46

T 239
Key Words
amazing
disappear
magic by Tom
b T Percival
P i l When I was young, I could make make-believe things come
make-believe alive. At least, I think I could…
make up
notebook It all started the day I found a magic book. It wasn’t much to
shoelace look at. It wasn’t even a book of spells or anything. It was just a
trunk
plain, old notebook. That’s probably why I didn’t realize it was
magic at first.
1 Think of a story you know

well, such as a fairy tale
or a movie you like. Tell a
classmate what happens
in the beginning, middle
and end of the story.
2 Listen and follow. 15
120 Topic 7 The Magic Book 121
U7COrl2.indd 120 10/30/17 2:36 PM U7COrl2.indd 121 9/29/17 11:46
Lessons Preview
Pages Lesson Focus Teaching Resources
1 120-122 Key Words • Topic 7 Fiction Flashcards

and 175 Predicting • Topic 7 Fiction Worksheet page 248
Art Connection • Sheets of paper
• Colored pencils and crayons
2 120-129 Plot • Audio Track 15

Main Characters • Topic 7 Fiction Flashcards
3 120-129 Identifying Story Sequence • Audio Track 15

Using Pictures • Topic 7 Fiction Worksheet page 249
4 120-129 Dialogue • Audio Track 15

Real or Magical Events • Topic 7 Fiction Worksheet page 249
5 130 and 131 Comprehension • Audio Track 15

Plot • Ice pop sticks
Real or Magical Events • Scissors and glue
6 138 Connect to Me • Sheets of paper

Art Connection • Colored pencils and crayons
• Hole punch
• Yarn sewing needle
• Colored yarn
T 240 Topic 7
Summary
Key Words
An elderly man recalls some of his adventures as a young boy. One day, on his way home
from school, he finds a notebook on a bench. He and his brother soon learn that the amazing (adj.) wonderful, surprising
stories they write in the notebook come alive. They fill the pages of the notebook with disappear (v.) to stop being visible
extraordinary tales, but when they realize there are very few pages left, they become more magic (adj.) to use tricks or
careful about the stories they write. They decide to leave the last page blank until they can supernatural forces to create things
think of the best story ever. Then one day, their mother’s friend comes to visit, and she
make-believe (adj.) imaginary or
brings her young son. While the brothers are outside, a badly-drawn elephant walks past
pretend
them. To their dismay, they realize the little boy has drawn on the last page of the magical
notebook. The boys look for other magic notebooks, but they never find any. However, make up (v.) to create a story that is
that doesn’t stop them from making up stories for years to come. not true
notebook (n.) a book with pages for
Genre: Magical Realism writing or drawing
Magical realism means that a story takes place in the real world but contains elements of shoelace (n.) a string that holds a
magic or the supernatural. In “The Magic Book,” a boy and his brother bring stories to life shoe tightly on the foot
by drawing in a magic book.
trunk (n.) the long flexible nose of
Reading Strategy Focus an elephant
Plot
What is it? The plot of a story describes the events that form the main part of the story.
The events relate to each other in a sequence. Often, one event causes the next in a
chain of causes and effects.
What will students do? Students will identify the main events of a story and analyze
how they relate to each other to form the whole story.
Why is it important? It is important for students to be able to identify the plot of
a story because it indicates they understand the sequence and the cause-and-effect
relationships of the main events.
How will students build on previous knowledge? In Compass Reading Log 1,
students learn to identify the sequence of events. They do not explore the cause-and-
effect relationships among the events.
Most Compass Reading Log 2 students should be able to identify the main events of
a story, but they may need teacher guidance to determine how the story events relate
to each other.
Author Technique
What is it? Some stories have a combination of real and magical events. Magical events
cannot happen in real life.
What will students do? Students will analyze a story that has both real and magical
events. They will compare and contrast the events to identify which are real and which
are magical.
Why is it important? It is important for students to be able to identify and then
compare and contrast real and magical events. This skill helps them understand which
elements of a story are make-believe and which are real.
Topic 7 T 241
Lesson 1
Teaching Resources Reading Strategy Art Connection
Compass Reading Log 2 pages 120-122 and 175 Predicting Drawing pictures helps students create
Topic 7 Fiction Flashcards When you make predictions, you make a a personal connection between the story
guess before you read. The title and pictures and their own lives. It also serves to further
Topic 7 Fiction Worksheet page 248
in a text can help you predict what the engage students and make the story or topic
Sheets of paper (1 per student) text is about. After you read, ask: Was my more memorable.
Colored pencils and crayons prediction correct?
Lead in to the Lesson (15 min.) Take the Lesson Further (5 min.)
Art Connection • Review the Key Words by showing students the
• Ask: What is one of your favorite stories? Elicit a few ideas. flashcards. Encourage them to use the words in
• Hand out sheets of paper, colored pencils and crayons. complete sentences.
Have students draw a scene from their favorite story.
• Form small groups. Have students share their drawings and
describe the scenes. Encourage students to give reasons why
they like the stories.
Know Your Students

Young learners may not be able to fully express why they
like certain stories. Their language level is rather limited,
and they are still developing basic critical-thinking skills.
Accept all answers, and use the exercise as an informal
evaluation of their abilities to reason.
Teach Key Words (25 min.)

• Use the flashcards to elicit or teach the Key Words.
As you teach a word, write it on the board.
• Read the words aloud and have students repeat each
word chorally.
• Have students complete activities 1 and 2 in the
worksheet. For activity 1, tell students to use the glossary
on page 175.
• Form small groups. Tell students to answer the questions
in activity 3 in the worksheet.
• Encourage students to share their ideas with the class.
Answers:
Activity 1: 1. wonderful 2. visible 3. supernatural 4. imaginary 5. create
6. pages 7. string 8. nose
Activity 2: 1. trunks 2. notebook 3. magic, disappear 4. amazing 5. make up
6. shoelaces 7. make-believe
Activity 3: Answers will vary.
Reading Strategy (10 min.)

• Point to the picture on pages 120 and 121. Ask: Who do you
see? What are they doing? Elicit a few ideas and write them
on the board.
• Direct students’ attention to page 122. Ask: Who do you think
the boy is? What is the relationship between the boy and the
old man? Encourage students to make a few predictions.
• Say: We will see if your predictions are correct when we read
the story.
T 242 Topic 7
Lesson 2
Teaching Resources Reading Strategy Focus
Compass Reading Log 2 pages 120-129 Plot
Audio Track 15 Reading Strategy
Topic 7 Fiction Flashcards Main Characters
Main characters are the people that the story is about.
Lead in to the Lesson (10 min.)

• Use the flashcards to review the Key Words. Show the
pictures to elicit the words. Then show the words and read
them aloud for students to repeat chorally.
• Form pairs. Have students take turns saying a word and
giving the meaning of the word.
1 Think of a story you know well, such as a fairy tale or

a movie you like. Tell a classmate what happens in
the beginning, middle and end of the story. (10 min.)
• Guide students’ attention to the instructions on page 120.
• Say: Think of another story you like. Ask: Who was your
favorite character? What was your favorite part?
• Form pairs. Have students discuss the stories.
• Say: All stories have a beginning and an end, and things that
happen in the middle. This is called the plot of the story.
• Elicit the name of a story they all know well.
Encourage students to say what happens at the beginning,
the middle and the end.
2 Listen and follow. 15 (30 min.)
Reading Strategy
• Have students recall the predictions they made in Lesson 1.
Ask: What is the relationship between the boy and the
old man?
• Say: Let’s listen and check your predictions.
• Play track 15. Have students listen to the story and follow
along in their books.
• Pause at the end of page 122. Ask: What is the relationship
between the boy and the old man? (They are the same person.
The old man is telling a story about when he was a young boy.)
• Say: Now we know one character: the young boy. Let’s see who
the other characters are. Continue the track to the end of
the story.
• Ask: What characters are in the story? Who are they?
• Play the track again for students to find the information.
• Form pairs. Have students agree on their answers. (The young
boy, his brother—Will, their mum and Zac, the little boy.)
• Ask: Which are the main characters? (The young boy and
Will, his brother.) What are some of the characters from their
stories? (A muscly baby, a tiger, their cat and an elephant.)
Take the Lesson Further (10 min.)

• Form small groups. Ask: Which of their stories do you like
best? Why? Have students share their ideas.
Topic 7 T 243
Lesson 3
Teaching Resources Reading Strategies
Compass Reading Log 2 pages 120-129 Identifying Story Sequence
Audio Track 15 The ability to identify the sequence of events in a story is a critical comprehension strategy.
It helps students organize main ideas and supporting details of a story so they are better able
to understand the development of the story and its characters.
Using Pictures
The pictures that are used to illustrate a text can give us clues that help us better understand
the story.

• Have students stand. Tell them you’re going to say some
sentences about the story. If the sentence is correct, they
should jump up and down. If the sentence is wrong, they
should run in place.
• Say:
1 The old man tells a story about when he was young.
2 His brother, Will, finds a book on a bench.
3 The boy writes the first story, and Will draws the pictures.
4 They write a story about a tiger with a magic hat.
5 Will writes a story about an elephant.
Answers: 1. True 2. False 3. True 4. True 5. False
Reading Strategies 15 (35 min.)
• Say: The pictures help tell the story.

• Play track 15. Have students listen to the story and follow
along in their books. Tell them to pay attention to the
events in the story.
• Form pairs. Have students complete activity 4 in
the worksheet.
• Say: The pictures in the story also show us how the
characters feel.
• Elicit different feelings and write them on the board.
• Direct students’ attention to page 121. Ask: How do the
children feel, bored or interested? (Interested.) How do you
know? They are looking at the old man and listening to him.
• Have students look at the pictures in the story. Tell them
to complete activity 5 in the worksheet.
Answers: Activity 4: 3, 1, 6, 4, 2, 7, 5, 8
Activity 5: Page 122: surprised Page 123: unhappy Page 124: surprised
Page 125: very happy Page 127: amazed Page 129: excited
Know Your Students

Some students may have difficulty putting eight sentences in
the correct order. Consider telling them the first event in the
story sequence in order to help them start.

• Ask: What do the brothers do when they see Zac has drawn
in their magic book? (They are shocked, but they don’t do
anything.) Why aren’t they angry with Zac? (He didn’t know it
was a magic book. He’s too little to understand how important
the book is to the brothers.)
• Form small groups. Say: Talk about a time you or a family
member did something wrong, but didn’t realize it was the
wrong thing to do. Have students share their experiences.
T 244 Topic 7
Lesson 4
Teaching Resources Reading Strategy
Compass Reading Log 2 pages 120-129 Dialogue
Audio Track 15 When characters in a story speak, their words form dialogue with other characters.
Topic 7 Fiction Worksheet page 249 Students can identify dialogue by looking for quotation marks. There are always two sets of
quotation marks, one set before a character speaks, and another set after the character speaks.
Students can also find the verb say or says after the quotation marks.
Literary Technique

• Have students recall their favorite story the brothers made Know Your Students
up. Elicit ideas. Students remember criticism more than they do
• Ask: Do we know everything that happened in the stories? (No.) compliments. Focus on highlighting students’
• Form pairs. Say: Let’s imagine more about the stories. accomplishments as they complete this topic and
Choose one of the stories and tell your classmate what throughout the year. It can help them remember
happens in it. the things they do well.
• Elicit a few ideas about what happens in the stories.
Ask: Were your parts of the stories real or magical?
Literary Technique 15 (20 min.)
• Say: Some stories are real, and other stories are magical.
Can you think of an example of both kinds of stories?
• Play track 15 for students to listen and follow in their books.
Pause the track at the end of page 123. Ask: Do you think the
beginning of “The Magic Book” is real or magical?
(It seems real: people tell stories, find things on benches and
make up stories in real life.)
• Continue the track, and pause it at the end of page 125.
Ask: How does the story change? Do you think it is real or
magical, or both? (Both. The brothers playing outside is real.
The muscly baby driving a lorry and the tiger with a magic
hat are both magical.)
Ask: How did a cat and an elephant become magical?
(The cat became a pirate and the elephant was wearing
spotty pants.)
Reading Strategy 15 (15 min.)
• Tell students to read the lines of dialogue in activity 6

in the worksheet. Point out the quotation marks. Remind
students that we know when characters are talking when
there are quotation marks.
• Play track 15 for students to read and follow the story.
Tell them to identify who says each of the lines and to
write the names.
• Form small groups. Have students discuss the answers.
Answers: 1. Will 2. the young boy 3. Will 4. Zac

• Form small groups. Have students choose one of the
characters from the boys’ stories and describe it.
Encourage them to say why they like the character.
Topic 7 T 245
Lesson 5
Compass Reading Log 2 pages 130 and 131 Plot
Audio Track 15 Author Technique
Ice pop sticks (6 per student) Real or Magical Events
Scissors and glue
Colored pencils and crayons
Comprehension (60 min.) 6 Active Reading Cut out the pictures on page 181.
Lead in to the Lesson Glue each one to an ice pop popsicle stick.
Use the pictures to act out one of the stories
• Form small groups. Have students act out characters from
from the magic book.
the boys’ stories. Tell their classmates to guess the characters.
• Hand out ice pop sticks, scissors and glue.
1 Listen and follow again. Circle the correct • Direct students’ attention to page 181. Have them cut out the
pictures. 15 pictures on the dotted lines. Tell them to glue each picture to
• Have students look at the pictures and identify them. an ice pop stick.
• Play track 15 and have students circle the correct pictures. • Form small groups. Have students take turns acting out one
of the stories.
Answers: 1. a 2. b 3. c
7 Think and draw. Imagine you have a magic notebook.

2 Complete the sentences with the correct words.
What would you draw on the last page? Draw it in
• Elicit the meanings of the words in the box. your notebook.
• Form pairs. Have students complete the sentences.
• Have students take out their notebooks. Say: The last page of
Answers: 1. magic 2. trunk 3. disappeared 4. amazing the magic notebook was very special. What story would you
want to draw for it to come alive?
3 Circle the correct answers. • Have students draw the picture in their notebooks.
• Elicit the meaning of narrator. (The person telling the story.) • Tell students to save their pictures for the next lesson.
Ask: Who is the narrator in this story? (An old man.)
• Have students read the questions and answers. Tell them to
circle the correct answer to each question.
Answers: 1. a 2. a 3. a
4 Real or Magical Events Read the events. Write R (real)

or M (magical).
• Elicit the meanings of real and magical.
• Have students read the events.
• Form pairs. Have students decide if the events are
real or magical.
Answers: 1. R 2. R 3. M 4. M
5 Plot Look at the events of the story.

• Have students look at the pictures on page 131. Say: When we
put these events together, we can find the plot of the story.
This helps us understand the story better.
A Write the letters in the correct order on the chart.

• Draw a chart similar to the one in activity 5 on the board.
• Point to the first box on the left.
• Ask: Look at the pictures in activity 5. What happens first?
(d: The old man begins telling a story.)
• Write d in the first box on the board. Tell students to write d
in the first box in the chart in their books.
• Form pairs. Have students complete the rest of the chart.
Answers: d, e, a, b, c, f
T 246 Topic 7
Lesson 6
Teaching Resources Art Connection
Compass Reading Log 2 page 138 Making a magic notebook with a new magic story helps students relate
Sheets of paper (6 per student) to the story. It also serves to further engage students and make the text
more memorable.
Hole punch
Yarn sewing needle
Colored yarn

• Have students take out their pictures from activity 7 in Lesson 5.
• Form pairs. Tell students to share their pictures and describe
the stories.
Art Connection (35 min.)

• Elicit the stories the boys drew. (A muscly baby, a tiger with a
magic hat and a cat on a pirate ship.)
• Hand out colored yarn and sheets of paper.
• Tell students they are going to make their own magic book.
Explain that they are going to draw a new adventure for each
of the characters: the muscly baby, the tiger with a magic hat
and the cat on a pirate ship. Have students use the colored
pencils and crayons to draw the pictures for each story.
Tell them to leave the last page blank.
• While students are drawing, go around the class and help
them make their magic books by first punching holes in
their paper and next using the yarn needle to sew the pages
together with colored yarn.
• Say: Now take your magic notebook home and one day, you
can draw a very special story on the last page.
Manage Your Class

If you have a large class, consider sewing the students’ magic
books before class and handing them out already prepared.
Connect to Me (20 min.)

1 Think and draw. What stories did you make up when
you were small? Draw a picture of one thing you
pretended to be when you were younger.
• Say: What did you like to imagine when you were small?
Did you play make-believe? What did you like to play?
• Encourage students to share their experiences with the class.
• Have students draw a picture of a story they liked to act out
when they were younger.
• Form small groups. Have students share their experiences.
Topic 7 T 247
To p ic 7 The Magic Book
1 Complete the definitions. Use the glossary on page 175.
1 amazing: , surprising
2 disappear: to stop being
3 magic: to use tricks or forces to create things
4 make-believe: or pretend
5 make up: to a story that is not true
6 notebook: a book with for writing or drawing
7 shoelace: a that holds a shoe tightly on the foot
8 trunk: the long flexible of an elephant
amazing disappear magic make-believe

make up notebook shoelaces trunks
1 Elephants have long .

2 I draw pictures in my .
3 My sister can do tricks. She can make our cat !
4 We saw a meteor shower. It was !
5 Our grandmother can the best stories.
6 If you don’t tie your , you might fall.
7 Do you like stories or ones about real life?
3 Answer the questions.

1 What is amazing?
2 Have you seen something disappear?
3 Can you think of something that is magic?
4 What make-believe stories do you like?
T 248 Fiction Worksheet Compass 2 D.R. © Richmond Publishing, S.A. de C.V., 2018 Photocopiable
4 Number the events in the story in the correct order.
The young boy and his brother write and draw a story about a very strong baby.
The old man begins to tell a story.
They write a story about their cat on a pirate ship.
They see a muscly baby driving a lorry.
The young boy stops to tie his shoelaces. He sees a book.
Zac draws a picture of an elephant wearing spotty pants.
They make up a story about a cat with a magic hat.
All the pages are filled with stories and pictures. They never find another
magic book.
5 Circle the correct feelings.
Page 122 The young boy feels… sad. surprised.
Page 123 The brothers look… excited. unhappy.
Page 124 The young boy looks… surprised. afraid.
Page 125 The brothers look… very happy. angry.
Page 127 The brothers look… disappointed. amazed.
Page 129 The children look… bored. excited.
6 Identify the speakers. Write their names.

1 “It’s a good thing it’s Saturday tomorrow!”
2 “Why is that?”
3 “We have to make another story!”
4 “Look! Ele-pants!”
Compass 2 D.R. © Richmond Publishing, S.A. de C.V., 2018 Photocopiable Fiction Worksheet T 249
Key Words
amazing
disappear
magic by T
b Tom Percival
P i l
make-believe
make up
notebook
shoelace
trunk
1 Think of a story you know

well, such as a fairy tale
or a movie you like. Tell a
classmate what happens
in the beginning, middle
and end of the story.
120 Topic 7
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T 250
When I was young, I could make make-believe things come
alive. At least, I think I could…
It all started the day I found a magic book. It wasn’t much to
look at. It wasn’t even a book of spells or anything. It was just a
plain, old notebook. That’s probably why I didn’t realize it was
magic at first.
The Magic Book 121
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T 251
I was walking home from school when I saw it lying on a bench.
Well, actually, it wasn’t there when I sat down to tie my shoelaces.
But when I stood up, there it was. There was nobody else around.
So, in the end I brought it home.
122 Topic 7
U7COrl2.indd 122 9/29/17 11:46

T 252
That evening, my brother Will and I were playing around,
making up stories. We had this idea about a super-strong baby that
could pick up a house with one hand. It was pretty silly. But we had
to do something take our minds off the horrid dinner we were meant
to be eating.
Anyway, it made us
laugh. So I got the notebook
and wrote it all down. Then
Will drew a few pictures, too. Will was good at
drawing really funny pictures sometimes.
Mum said there’d be no TV over the weekend if we didn’t clear
our plates. So we finished the last of our food. We didn’t think any
more about the super-strong baby.
Until later…
The Magic Book 123
U7COrl2.indd 123 10/11/17 11:50

T 253
We went outside for a quick kick-about before bed. Then a lorry
came skidding across the grass. It stopped a couple of meters away
from us. There was this really muscly baby driving it. It looked
exactly like Will’s drawing! It was even sort of badly drawn. But it
was REAL at the same time!
The baby jumped down from the lorry. Next, the whole story
started happening, exactly as we’d described it. Then everything
disappeared.
“It’s a good thing it’s Saturday tomorrow!” Will said, his eyes shining.
“Why is that?” I asked.
“Why do you think?” he replied. “We HAVE to make another story!”
124 Topic 7
U7COrl2.indd 124 5/24/18 10:58 AM

T 254
So that’s what we did, as soon as we woke up. We lay on the
carpet in my room and made up a story. It was about a tiger with a
magic hat. It could take you to different worlds.
And guess what we saw when we ran out into the garden? The
tiger! The whole adventure happened around us. It was so amazing
we were almost late for lunch. That would have
been terrible. It was roast chicken,
which we both actually like.
The Magic Book 125
U7COrl2.indd 125 9/29/17 11:46

T 255
From then on, Will and I took every chance we had to fill in a
page of the book. Sometimes we made up stories to make us feel
better after something bad happened. Like when our cat died, we
made up a story about how she became the
captain of a big, glass pirate ship.
It sailed through
the night with a
crew of other pets.
It wasn’t long before we’d

filled in more of the book than
there were pages left. Then we
started to be careful about which stories
we wrote down. One day, there was only one
page left. Will and I didn’t want to waste that
page. It was going to have to be the best story EVER.
For a long time, that was how the book stayed. We
never felt like anything was good enough for that last page.
126 Topic 7
U7COrl2.indd 126 9/29/17 11:46

T 256
Then one day, Mum’s friend visited with her little boy, Zac. Will
and I were in the garden when a really badly-drawn elephant
wearing spotty pants strutted past. It smiled as it played a loud note
out of its trumpet-like trunk. Then it flapped its tiny wings
and took off into the sky. It left a line of bright-colored
pants behind it.
The Magic Book 127
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T 257
We ran inside the house as fast as we could. Sure enough,
there was Zac, looking out of the window. The elephant flew
loop-the-loops up in the sky.
“Ele-pants!” Zac was laughing. “Look! Ele-pants!”
He was holding a few worn-down crayons. The notebook was
lying on the floor beside him. It was open to the last page, now filled
with a scribbled elephant wearing underpants.
128 Topic 7
U7COrl2.indd 128 9/29/17 11:46

T 258
So that was that… No more magic notebook. No more magic
adventures. Will and I tried to find other notebooks. None of them
ever worked in quite the same way.
When I look back, I sometimes wonder if the book really was
magic at all. Maybe we just imagined that the stories became real?
Still, we made up so many stories over the years that in the end,
we got really good at them. So now, when someone reads one of our
stories, it sort of feels like it might have happened—a bit like this one.
The Magic Book 129
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T 259
1 Listen and follow again. Circle the correct pictures. 15
a b c
1 Who is telling the story?
a b c
2 Where does the boy find
the notebook?
a b c
3 Which story is about the
boys’ pet who died?
amazing disappeared magic trunk
The magician did another (1) trick. He put a stuffed

toy elephant in his tall, black hat. He touched the elephant’s long
(2) with his wand. POOF! The elephant (3) .
It was gone! “Wow!” Anna said. “This magician is (4) !”
3 Circle the correct answers.

1 What could the narrator do when he was small?
a He could make up stories. b He could read comic books.
2 Can the narrator still do that now?
a Yes, he can. b No, he can’t.
3 How do the two brothers feel when Zac draws on the last page?
a angry and disappointed b excited about Zac’s story
130 Topic 7
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T 260
4 Real or Magical Events Read the events. Write R (Real) or M (Magical).
1 The boys like to write and draw stories.
2 The boys don’t like their dinner.
3 The tiger’s hat can take people to different worlds.
4 Stories from a book become real.
5 Plot Look at the events of the story.

a b c
d e f
A Write the letters in the correct order on the chart.
Beginning Middle End
6 Active Reading Cut out the pictures on page 181. Glue each one to an ice pop
stick. Use the pictures to act out one of the stories from the magic book.
7 Think and draw. Imagine you have a magic notebook. What would you draw
on the last page? Draw it in your notebook.
The Magic Book 131
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T 261
Key Words A Butterfly Life There are four stages in a butterfly’s life:
adult by Esther Mizrachi
butterfly
egg, caterpillar, pupa and adult butterfly.
caterpillar Each stage is very different.
egg
leaf
life cycle
pupa
stage
Caterpillar
Eggs
3-12 days
Life Cycle of
a Butterfly
1 Look at the diagram on
E verybody loves butterflies. We love

page 133. Trace the path
with your finger. How Adult Butterfly
does the diagram show
to watch them fly. We love to see the Pupa
the order of stages? colors of their beautiful wings. But did 10-14 days

you know that when a butterfly is born,
it doesn’t look like a butterfly at all?
132 Topic 7 A Butterfly Life 133
U7COrl2.indd 132 9/29/17 11:46 U7COrl2.indd 133 10/30/17 1:08 PM
Lessons Preview
1 132-135 Key Words • Topic 7 Nonfiction Flashcards

Predicting • Topic 7 Nonfiction Worksheet page 270
2 132-135 Reading a Diagram • Audio Track 16

• Topic 7 Nonfiction Flashcards
3 132-135 Identifying Text Features • Audio Track 16

• Pictures of common butterflies and caterpillars in your area
4 132-135 Identifying the Main Ideas and • Audio Track 16

Key Details • Topic 7 Nonfiction Worksheet page 271
• Pictures and maps about the monarch butterfly migration

Reading a Diagram • Topic 7 Nonfiction Worksheet page 271
Summarizing
Ordinal Numbers
6 138 Connect to Science • Pictures of the life cycle of a mosquito

Art Connection • Salt dough
T 262 Topic 7
Summary
Key Words
“A Butterfly Life” is about the life cycle of a butterfly: egg, caterpillar, pupa and adult.
adult (adj.) fully grown or developed
Genre: Informational Text butterfly (n.) a long thin insect with
An informational text gives information about the real world. large colorful wings
caterpillar (n.) a long worm-like
Reading Strategy Focus
animal that will become a butterfly
Reading a Diagram
egg (n.) a round or oval thing that
What is it? The author uses a diagram to present facts and show the relationship
will produce an insect, fish, reptile
between ideas.
or bird
What will students do? Students will learn to identify the information in a diagram
leaf (n.) a flat, green part of a plant
and understand its relationship to the text.
life cycle (n.) the stages in the life of
Why is it important? It is important for students to be able to read diagrams because
a creature, such as egg, caterpillar,
they provide additional information that enhances reading comprehension.
adult
pupa (n.) a stage in an insect’s life
students learn to read pictures and basic diagrams. In Compass Reading Log 2,
when it transforms from a larva or
students will expand on this reading strategy to include reading a diagram with
caterpillar into an adult
sequenced information.
stage (n.) a step in a process
Most Compass Reading Log 2 students will be able to identify and read the labels in the
diagram, but some students may have difficulty understanding the sequence of stages.
Teachers can guide students by asking what the first (second, third, etc.) stage is and by
having them point it out on the diagram.
Author Technique
Ordinal Numbers
What is it? In this text, the author uses ordinal numbers to show the order of stages in
a butterfly’s life.
What will students do? Students will learn to identify the relationship between ordinal
numbers and a sequence of stages.
Why is it important? Students need to understand that ordinal numbers provide
information about the logical sequence of stages, steps or events in a text.
Topic 7 T 263
Lesson 1
Compass Reading Log 2 pages 132-135 Predicting
Topic 7 Nonfiction Flashcards When you make predictions, you make a guess before you read. The title and pictures in a text
can help you predict what the text is about. After you read, ask: Was my prediction correct?
Topic 7 Nonfiction Worksheet page 270
Lead in to the Lesson (10 min.) Reading Strategy (10 min.)

• Write the word hatch on the board. Say: Hatch means to • Tell students they are going to predict what the text is about.
come out of an egg, to be born. Elicit the names of creatures • Say: We can use the pictures to predict what the text will
that hatch from eggs. Write students’ ideas on the board. be about.
• Have students stand. Say: Pretend to be a little egg. • Explain to students that pictures help them understand the
(Students should curl up into a ball.) You are starting to hatch. text better.
Move one arm or leg out of your egg. (Students will extend • Point to pages 132 and 133. Say: What do you see in this
an arm and a leg out of their “eggs.”) You are hatching more. picture? What do you think the text is about? Write students’
Move something else out of your egg. (Students may lift their ideas on the board.
heads or extend their other arms and legs.) You are about
to finish hatching. Jump out of your egg! (Students should jump Take the Lesson Further (10 min.)
up and down.) • Review the Key Words by showing students the flashcards
to elicit the words. Encourage them to use the words in
Know Your Students complete sentences.
Including activities involving movement in lessons adds
variety, helps maintain students’ interest and makes content
more memorable. It is also an effective way to improve
listening skills and confirm comprehension.
Teach the Key Words (25 min.)

As you teach each word, write it on the board.
word chorally.
• Have students complete activities 1 and 2 in the worksheet.
Answers:
Activity 1: 1. butterfly 2. adult 3. caterpillar 4. stages, life cycle 5. eggs, leaf
6. pupa
Activity 2:
J B M M N D O H F I C P
Y L F R E T T U B A T U
T E Z V F Y Q E T B Z P
E V L R J L C E S F I A
L Y G C T M R L E R Y Y
N F H L Y P L W G B M T
K K U X I C K U A I Z S
M D O L N W E E T D C N
A K L O L B G F S J C I
X A F K V E J K I J T I
R E G G S F A B S L W T
D J K D N X W F S C N G
T 264 Topic 7
Lesson 2
Compass Reading Log 2 pages 132-135 Reading a Diagram
Audio Track 16
Topic 7 Nonfiction Flashcards

• Use the flashcards to review Key Words. Show the
pictures to elicit the words. Then show the words and read
them aloud for students to repeat chorally.
• Read the definitions in random order for students to guess
the Key Words.
1 Look at the diagram on page 133. Trace the path with

your finger. How does the diagram show the order of
stages? (10 min.)
• Point to the diagram on page 133. Explain that diagrams
help us understand information in a text better.
• Ask: What is this diagram about? (The life cycle of a
butterfly.) Elicit the meaning of life cycle. (The stages of
life of a creature.) What is the first stage? (Eggs.)
• Have students trace the path of the diagram with
their fingers.
• Ask: How many stages are there? (Four.) How does the
diagram show the order of the stages? Explain that diagrams
usually show information in order, from first to last.
• Play track 16. Have students listen and follow the text in
their books.
• Pause the track at the end of each page or section, and ask
general comprehension questions: (What is this section
about? What does the author want you to learn?) Also, at the
end of each section, ask: Where is this stage on the diagram?
Have students point it out on the diagram.
• At the end of the text, ask: Did the text follow the stages on
the diagram? (Yes.) Why did the author write about the stages
in this order? (It goes in order from the birth stage to the
adult stage.)
Know Your Students

Different students have different learning strengths.
School tends to focus on “hearing” and “seeing.” Adding the
tactile aspect of following with a finger will help students
whose strength is learning from touching.

• Write 3-2-1 on the board.
• Have students write about three things they learned, two
things that interested them and one question they still have.
• Form pairs. Have students share their information.
• Encourage students to share their questions with the class.
Topic 7 T 265
Lesson 3
Compass Reading Log 2 pages 132-135 Identifying Text Features
Audio Track 16 Readers can use text features like headings and captions to get more information from a text.
Headings divide the text into sections to make it easier for readers to find information.
Pictures of common butterflies and caterpillars in
Captions are words, phrases or sentences placed with pictures in a text. They give information
your area
about the pictures.
• Display pictures of butterflies and their corresponding • Form small groups. Have students take turns acting out the
caterpillars on the board. Say: These are a few of the different stages in a butterfly’s life while their classmates
butterflies that live in our area. Say: Do you know guess the stages.
their names?
• Encourage students to ask questions about the butterflies.
Know Your Students

Most students will not be able to name butterflies that
are common to the area. Be prepared with some basic
information about the butterflies.

• Write title, headings and captions on the board.
Elicit the meaning of each and have students point them
out in the text.
• Ask: What does the title tell you? (It often tells us the topic of
the text.) What do the headings tell us? (They tell us what the
section is about.) What do captions tell us? (They give us more
information about the picture or diagram.)
• Remind students that authors use headings to organize
information so it is easier to remember. Elicit the headings in
the text. (Egg, Caterpillar, Pupa, Adult Butterfly.)
• Direct students’ attention to page 134. Point to the pictures of
the eggs. Ask: What are butterfly eggs like? (They come
in many shapes and colors.) How do you know that?
(The information is in the caption.)
• Have students read the captions for the other pictures on
pages 134 and 135. Ask a few comprehension questions to
confirm understanding.
Read and Discuss the Text 16 (20 min.)
• Write the questions on the board before class. Have students

read the questions before they read the text again.
1 What are the four stages in a butterfly’s life?
2 Where does a female butterfly lay her eggs?
3 How does a caterpillar spend its time?
4 What happens when the caterpillar’s skin becomes
too tight?
5 What does the caterpillar do inside the shell?
6 What does a butterfly drink?
• Play track 16. Pause the track at the end of each page or
section and ask the corresponding questions.
Answers: 1. Egg, caterpillar, pupa, adult. 2. On a leaf. 3. It spends its
time eating plants. 4. Its skin splits open and the caterpillar leaves it
behind. / It molts. 5. It changes into a butterfly. 6. It drinks water and
sweet nectar from flowers and fruit.
T 266 Topic 7
Lesson 4
Compass Reading Log 2 pages 132-135 Identifying the Main Ideas and Key Details
Audio Track 16 The main idea is the central thought of the text. The key details are
all the facts and information that support the main idea.
Pictures and maps about the monarch
butterfly migration

• Before the lesson, find maps and pictures that illustrate the
migration of the monarch butterfly. (A helpful website may
be: https://www.fs.fed.us/wildflowers/pollinators/Monarch
Butterfly/migration/.)
• Display the map of the monarch migration and a picture of
the monarch butterfly.
• Ask: Do butterflies always stay in one place? (No, sometimes
they move or migrate to other areas.) What butterfly did we
read about in the text? (The monarch butterfly.)
• Say: It is too cold in most of North America for the monarch
butterflies to survive the winter, so they migrate to Mexico.
When the weather gets warm, they lay their eggs.
Eventually, they become butterflies and they fly north.
• Explain that each generation flies north, stops and produces
another generation that then flies even further north. The last
generation then flies south to Mexico again.
• Give students time to look at the maps and the different
generations for each part of the migration.
• Write main idea and key details on the board. Explain that the
main idea is the central thought of the text and that key details
are the facts and information that support the main idea.
• Have students look at the chart in activity 3 in the
worksheet. Tell them they are going to read the text again
and then complete the main idea and key details.
• Play track 16. Tell students to underline information that will
help them complete the activity in the worksheet.
• Form pairs. Have students complete the activity.
Answers: Title: Butterfly Main Idea: egg, caterpillar, pupa, adult 1. leaf 2. life
3. different 4. eats 5. times 6. skin 7. shell 8. Inside 9. first 10. dry

• Hand out colored pencils and crayons.
• Have students draw a picture of their favorite stage in the
life of a butterfly in activity 4 in the worksheet.
• Form pairs. Tell students to share their pictures and give
reasons why it is their favorite stage in the life of a butterfly.
Topic 7 T 267
Lesson 5
Compass Reading Log 2 pages 136 and 137 Reading a Diagram
Topic 7 Nonfiction Worksheet page 271 Summarizing
Summarizing is the ability to identify the most relevant ideas of a text and to consolidate key
details that support them. Proficient readers are able to focus on crucial ideas and phrases and
reduce the main points to a short summary for concise, memorable understanding.
Author Technique
Ordinal numbers
Comprehension (60 min.) 4 Ordinal Numbers Match the numerals with the
Lead in to the Lesson ordinal numbers.
Reading Strategy • Read the instructions. Have students match the numbers
with the ordinal numbers.
• Have students review the main idea and key details in
activity 3 in the worksheet. Answers: 1: first 2: second 3: third 4: fourth
• Form pairs. Tell students to put away their worksheets and
summarize the main idea and key details of the text.
A Complete the sentences with the correct ordinal
numbers and stages.
1 Listen and follow again. Circle Yes or No. 16 • Hold up one finger and ask: What is the ordinal number for
• Read the sentences to the class. “one?” (First.)
• Play track 16. • Have students look at the numerals they matched in the first
• Pause the track after each section so students can circle half of the activity. Tell them to use this information to help
the answers. them complete the activity.
Answers: 1. No 2. No 3. Yes 4. No 5. Yes 6. Yes Answers: 1. first, egg 2. second, caterpillar 3. third, pupa
4. fourth, adult butterfly
2 Label the pictures. 5 Reading a Diagram Look at the diagram on page 133.
• Elicit the stages in the life of a butterfly. (Egg, caterpillar, Circle the correct phrases to complete the sentences.
pupa, adult.) • Have students refer to the diagram on page 133 to help them
• Have students label the pictures. complete the sentences.
Answers: 1. pupa 2. adult 3. caterpillar 4. eggs Answers: 1. on a leaf 2. three to twelve 3. hangs from a branch
4. ten to fourteen
3 Write the correct stage for each ability.
• Elicit the stages in the life of a butterfly. (Egg, caterpillar, 6 Active Reading Use the diagram on page 133 to
pupa, adult.) explain the butterfly’s life cycle to a classmate.
• Point to the first question. Ask: When can this butterfly fly? • Ask: Where should you start? (Students can start with the egg
Elicit the correct stage. (Adult.) or with the adult butterfly.)
• Form pairs. Have students complete the rest of the activity. • Form pairs. Have students take turns explaining the stages in
Remind them that they can refer to the text if they are unsure a butterfly’s life.
about the answers.
7 Think and draw. A person’s life has stages, too.
Answers: 1. adult 2. caterpillar 3. adult 4. adult 5. pupa 6. adult
Draw a picture of yourself at three different ages.
Manage Your Class How are you different at each stage?
Young learners need breaks in order to remain focused. • Tell students to draw a picture of themselves as a baby, a child
Take a break once or twice during the Comprehension and an adult.
activities. Have students stand, stretch their “wings” and • Form pairs. Have students pretend to be the different stages
pretend to fly like butterflies around the classroom. from their drawings. Ask: Can your classmate guess which
stage you are?
T 268 Topic 7
Lesson 6
Teaching Resources Art Connection Salt Dough Recipe
Compass Reading Log 2 page 138 Making sculptures of the stages of a butterfly Ingredients: Per group—1 cup of salt, 2 cups of
Pictures of the life cycle of a mosquito or a frog is a way to create a multisensory flour, ¾ cup of water
connection to the text. It serves to further Directions: Mix the dry ingredients.
Salt dough
engage students and make the text content Gradually stir in the water. Mix well.
more memorable. Keep the dough moist.
Connect to Science (25 min.)

Lead in to the Lesson
• Before the lesson, search for a diagram of the life cycle of a
mosquito on the Internet and print it out.
• Write on the board: Similarities and Differences.
• Show the picture of the life cycle of a mosquito.
• Say: Both the mosquito and the butterfly are insects. Look at
the life cycle of a butterfly on page 133 and look at this picture
of the life cycle of a mosquito.
• Ask: What are the similarities and differences between the
life cycle of a butterfly and a mosquito? Write the students’
responses on the board under the appropriate category.
(Life cycles are similar; the main difference is that the egg,
larva and pupa stages of a mosquito occur in water.)
• Ask: What other creatures have life cycles? (They all do.)
1 What are the stages in a frog’s life cycle? Guess and

label the diagram.
• Read the possible stages to the students.
• Ask: What stages are similar between frogs and butterflies?
What stages are different? (They both have egg and adult
stages. Tadpoles aren’t in a shell while they become frogs.)

• Hand out salt dough.
• Have students create their favorite stage in the life cycle of
a butterfly or a frog.
• Set the salt dough sculptures aside to dry. They can take
them home in a day or two. Tell them they can paint their
sculptures once they are dry.
Topic 7 T 269
To p ic 7 A Butterfly Life
adult butterfly caterpillar eggs leaf life cycle pupa stages
1 There is a yellow on the window.

2 I am a child. My mother is an .
3 A green is eating a leaf.
4 There are four in the of
a butterfly.
5 A female butterfly lays on the
of a plant.
6 There is a inside a cocoon.
2 Find and circle the words from activity 1.
J B M M N D O H F I C P
Y L F R E T T U B A T U
T E Z V F Y Q E T B Z P
E V L R J L C E S F I A
L Y G C T M R L E R Y Y
N F H L Y P L W G B M T
K K U X I C K U A I Z S
M D O L N W E E T D C N
A K L O L B G F S J C I
X A F K V E J K I J T I
R E G G S F A B S L W T
D J K D N X W F S C N G
T 270 Nonfiction Worksheet Compass 2 D.R. © Richmond Publishing, S.A. de C.V., 2018 Photocopiable
3 Complete the outline.
adult Butterfly caterpillar different dry eats egg

egg first Inside leaf life pupa shell skin times
Title: A Life
Main Idea There are stages in the life of a butterfly: ,

, , and .
Egg 1 The female butterfly lays her eggs on a or

stem of a plant.
2 Inside each egg, a begins to grow.
3 Each kind of butterfly lays a kind of egg.
Caterpillar 4 The second stage of the butterfly’s life begins when a

caterpillar its way out of the egg.
5 It will grow very big–about 100 larger.
6 Its gets too tight and splits open.
Pupa 7 A hard forms around this monarch caterpillar.
8 , the caterpillar is changing.
Adult 9 At , the new butterfly stays still.

Butterfly 10 When the wings , the butterfly flies into the air.
4 Draw your
favorite
stage in
the life of a
butterfly.
Compass 2 D.R. © Richmond Publishing, S.A. de C.V., 2018 Photocopiable Nonfiction Worksheet T 271
Key Words A Butterfly Life
adult by Esther Mizrachi
butterfly
caterpillar
egg
leaf
life cycle
pupa
stage
1 Look at the diagram on
E verybody loves butterflies. We love

page 133. Trace the path
with your finger. How
does the diagram show
to watch them fly. We love to see the
the order of stages? colors of their beautiful wings. But did
you know that when a butterfly is born,
it doesn’t look like a butterfly at all?
132 Topic 7
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T 272
There are four stages in a butterfly’s life:
egg, caterpillar, pupa and adult butterfly.
Each stage is very different.
Caterpillar
Eggs
3-12 days
Life Cycle of
a Butterfly
Adult Butterfly
Pupa
10-14 days
A Butterfly Life 133
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T 273
Egg
The first stage of a butterfly’s life is
spent as an egg. A female butterfly
lays eggs on a leaf of a plant. The
eggs are very small. Inside each
egg, a life begins to grow.
There are many different kinds
of butterflies. Each kind lays a
different type of egg. Some eggs
are round. Others are oval. Some
eggs are smooth. Others are bumpy.
Butterfly eggs come in many shapes and colors.
Caterpillar
The second stage of the
butterfly’s life begins when a
caterpillar eats its way out of the
egg. Then it spends most of its
time eating plants. It eats and
eats and eats. It will grow very
big—about 100 times larger!
As the caterpillar grows,
its skin gets too tight and splits
open. The caterpillar leaves its
old skin behind. There is new skin
underneath. This process is called
These caterpillars will become monarch butterflies. “molting.” It happens four or five
But first, they must eat a lot of milkweed leaves! times in the caterpillar stage.
134 Topic 7
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T 274
A hard shell forms around this monarch caterpillar.
Pupa
In the third stage of a butterfly’s
life, the caterpillar stops moving. A
hard shell forms around it. The shell
keeps the caterpillar safe. Inside, the
caterpillar is changing. It is becoming a
Finally, an adult butterfly climbs out and
butterfly. This is the pupa stage. opens its wings.
Adult Butterfly
After a while, the hard shell opens.
Inside is an adult butterfly! This is the
fourth and last stage of a butterfly’s life.
At first, the new butterfly stays still.
Its wings are wet and soft. It cannot fly.
When its wings dry, the butterfly flies
into the air. It drinks water and sweet
nectar from flowers and fruit.
Soon the female butterflies will lay
eggs, and the life cycle will happen all
over again.
U7COrl2.indd 135 9/29/17 11:47

T 275
1 Listen and follow again. Circle Yes or No. 16
1 Baby butterflies look like adult butterflies. Yes No

2 Butterfly eggs are all small and round. Yes No
3 Caterpillars shed their skin four or five times. Yes No
4 The pupa is very soft. Yes No
5 At first, an adult butterfly’s wings are wet. Yes No
6 A butterfly can fly when its wings are dry. Yes No
2 Label the pictures.
adult caterpillar eggs pupa
1 2 3 4
3 Write the correct stage for each ability.
adult caterpillar eggs pupa
When can this butterfly…

1 fly?
2 eat leaves?
3 drink from flowers and fruit?
4 lay eggs?
5 stay inside a safe shell?
6 grow out of its skin?
136 Topic 7
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T 276
4 Ordinal Numbers Match the numerals with the ordinal numbers.
1 2 3 4
third first fourth second
A Complete the sentences with the correct ordinal numbers and stages.
1 The stage is the .
5 Reading a Diagram Look at the diagram on page 133. Circle the correct
phrases to complete the sentences.
1 A butterfly lays eggs on a leaf / on the ground.
2 A caterpillar comes out of its egg after three to twelve / ten to fourteen days.
3 The pupa sits on a leaf / hangs from a branch.
4 A butterfly comes out of the pupa after three to twelve / ten to fourteen days.
6 Active Reading Use the diagram on page 133 to explain the butterfly’s life
cycle to a classmate.
7 Think and draw. A person’s life has stages, too. Draw a picture of yourself at
three different ages. How are you different at each stage?
Baby Child Adult
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T 277
Connect to Me
1 Think and draw. What stories did you make up when you were small? Draw a
picture of one thing you pretended to be when you were younger.
A Share your picture.

Connect to Science
1 What are the stages in a frog’s life
cycle? Guess and label the diagram.
adult frog egg tadpole

tadpole with legs young frog
138 Topic 7
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T 278
To p ic 8
Expl ore r
Sam
by Jennifer Li
The
Most Beautiful
Places
on Earth
by Esther Mizrachi
139
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T 279
Key Words
Expl ore r
Sam
canoe
desert
dune
oasis
paddle
rainforest
sand
savanna
by Jennifer Li
Explorer Sam jumped out of bed.

“It’s time to see the world,” he said.
“The first thing that I’ll do is climb,
The highest mountain I can find.”
1 Look at the first stanza
of the poem on page 141.
He climbed the tallest of them all,
How does it look different
from other stories? Mount Everest in far Nepal.
The peaks were full of ice and snow.
People looked so small down below!

140 Topic 8 Explorer Sam 141
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Lessons Preview
1 140-145, Key Words • Topic 8 Fiction Flashcards

175 and 176 Visualizing the Topic • Topic 8 Fiction Worksheet pages 288 and 289
Predicting • Sheets of paper
2 140-145 Rhythm in a Poem • Audio Track 17

Rhyming Words • Topic 8 Fiction Flashcards
3 140-145 Setting • Audio Track 17

Using Pictures • Note cards with places
Geography Connection • A world map or a globe
4 140-145 Rhythm in a Poem • Audio Track 17

Fluency: Expression • Topic 8 Fiction Worksheet page 289
Rhyming Words • Note cards with rhyming words

Rhythm in a Poem
Rhyming Words
6 154 Connect to Me • Note cards

T 280 Topic 8
Summary
Key Words
“Explorer Sam” is an imaginative poem about a young boy and all of his amazing
adventures. Sam travels around the world and sees everything from desert sands to canoe (n.) a light, narrow boat
zebra stripes, but what will he do for lunch? desert (adj.) living in a desert or dry
region where there is little rain
Genre: Narrative Poem
dune (n.) a hill of sand
A narrative poem is a poem that tells a story. A poem has short lines in sections called
oasis (n.) a small area with water
stanzas. It often has a rhythm and words that rhyme.
and plants surrounded by desert
Reading Strategy Focus paddle (v./n.) to move forward by
Rhythm in a Poem pushing the water with a flat wooden
What is it? When poets write poems, they count the syllables and arrange the words pole; a flat wooden pole, or oar
and lines of the poem in a pattern. In a poem with a regular rhythm, each line has the rainforest (n.) a forest in a rainy
same number of syllables and the same pattern of stress, or strong and weak sounds. area; jungle
This often makes the poem fun to read aloud. sand (n.) tiny pieces of rock and dust
What will students do? Students will identify the rhythm (similar patterns in syllables, savanna (n.) a large flat area of grass
sounds and stress) in a poem. with very few trees
Why is it important? It is important for students to be able to identify the patterns of
rhythm because they create the structure and flow of a poem.
students focus on imagery and word choice in poetry. They do not learn about counting
syllables or stress patterns.
Most Compass Reading Log 2 students will need teacher guidance to identify the number
of syllables and the stress patterns in verses (lines) of poetry. The teacher can help
students by clapping out the syllables with the class and emphasizing stressed words when
reading the poem so that students can hear the stress patterns.
Literary Technique
Rhyming Words
What is it? Rhyme is a common feature in poetry. It is the similarity of sounds in two
or more verses (lines) in a poem.
What will students do? Students will identify the words that rhyme at the end of
verses. Some of the words have similar spellings, but others do not.
Why is it important? It is important for students to be able to identify rhyming words
and to know that some rhyming words are spelled differently, but have the same sound.
Topic 8 T 281
Lesson 1
Teaching Resources Reading Strategies Art Connection
Visualizing the Topic Visualizing a topic and then drawing
Compass Reading Log 2 pages 140-145, 175, 176
Visualization is the process of creating the mental images is a way to create a
Topic 8 Fiction Flashcards mental images. It helps readers make multisensory connection to the story.
Topic 8 Fiction Worksheet pages 288 and 289 associations between the topic or theme of It serves to further engage students and
Sheets of paper (1 per student) a story and prior knowledge. It also helps make the story more memorable.
activate all five senses and emotions.
Predicting
When you make predictions, you make
a guess before you read. The titles and
pictures in a story can help you predict what
the story is about. After you read, ask: Was
my prediction correct?
Reading Strategy • Review the Key Words. Show students the flashcards
Art Connection and elicit the words. Encourage them to use the Key Words
in complete sentences.
• Write the word adventure on the board and elicit its
meaning. (An exciting experience.)
• Elicit the names of places where students would like to go on
an adventure. Write them on the board.
• Tell students to close their eyes. Say: Imagine you are on an
adventure. Where are you? What are you doing? What do you
see around you? What do you hear? Is it hot or cold? Are there
animals? Is there water or mountains?
• Hand out sheets of paper, colored pencils and crayons.
Tell students to draw a picture of the adventures
they imagined.
• Form small groups. Have students share their drawings
and talk about their adventures.

word chorally.
• Have students complete activities 1 and 2 in the
worksheet. Tell them to refer to the glossary on pages 175
and 176 for activity 1.
Answers:
Activity 1: 1. rock, dust 2. region, little, rain 3. rainy, jungle 4. boat
5. water, plants 6. area, grass 7. hill 8. forward, oar
Activity 2: 1. dune 2. rainforest 3. canoe 4. sand 5. savanna 6. paddle
7. oasis 8. deserts

• Point to the title. Ask: What do you think Sam will explore?
Elicit a few ideas.
• Have students look at the pictures on pages 140-145.
Ask: What do you see in the pictures? Elicit some of the Key
Words: desert, oasis, savanna, canoe, paddle and rainforest.
• Form pairs. Say: What do you think will happen to Explorer
Sam? Elicit a few ideas.
• Have students write two predictions in activity 3 in
the worksheet.
T 282 Topic 8
Lesson 2
Compass Reading Log 2 page 140-145 Rhythm in a Poem
Audio Track 17 Literary Technique
Topic 8 Fiction Flashcards Rhyming Words

• Use the flashcards to review the Key Words.
Show students the pictures and elicit the words.
Then show the words and read them aloud for students to
repeat chorally.
• Form pairs. Have students look at the pictures
in the story and point out some of the pictures that represent
Key Words.
1 Look at the first stanza of the poem on page 141.

How does it look different from other stories? (5 min.)
• Point to the first stanza (first four lines) on page 141.
• Ask: How do these lines look different from a story? Elicit a
few ideas.
• Explain that this is a poem, and poems have shorter lines.
• Say: This poem also tells a story.
Literary Technique (10 min.)

• Say: This poem has rhythm. A rhythm is something that
repeats, such as a similar sound.
• Read the first two lines of the poem: Explorer Sam jumped
out of bed. “It’s time to see the world,” he said.
• Ask: What words have the same sound? (Bed and said.)
• Read the verses again if necessary.
• Write bed and said on the board. Ask: What parts of
the words have the same sounds? Underline ed and aid.
(The vowels and end consonant.) Ask: Are they written
the same way? (No.) Explain that sometimes words are
written differently, but they have the same sound.
• Say: Let’s listen to the poem.

• Play track 17. Have students listen to the text and follow
along in their books.
• Play the track again. Pause it at the end of each page, and
ask general comprehension questions: What did Sam do?
Where did he go? What did he see?

• Form pairs. Ask: What did you like about the poem?
Which place do you want to go to? Have students talk about
what they liked and the places they want to go.
• Encourage students to share their ideas with the class.
Have students give reasons for their choices.
Topic 6 T 283
Lesson 3
Teaching Resources Reading Strategies Geography Connection
Compass Reading Log 2 pages 140-145 Setting The purpose of geography is to guide young
Audio Track 17 The setting of a story or poem is where and learners to contextualize stories and texts.
when it takes place. The setting provides the It also helps readers develop navigation skills
Note cards with the words desert, savanna,
context for the story. Context helps readers and realize that they are members of a diverse
rainforest and mountains on them (1 set
understand what happens in the story because global community.
per group)
it provides background information.
A world map or a globe
Using Pictures
Pictures of people, things and events can help
students understand and retell the events in a
story or poem.
Lead in to the Lesson (15 min.) places out on the map or globe.
• Form groups of four students. Place a set of note cards, • Form small groups. Have students talk about different places
word-side down, in the middle of each group. they want to visit around the world.
• Model the activity. Hold a note card in your hand and • Encourage students to share their ideas with the class and to
pretend to read it. Say: Close your eyes. Listen to the give reasons for their choices.
description. Where are you?
Know Your Students
• Say: It is hot and sunny. There is sand. The water is cold and
Some students may not be able to name places around the
salty. Where are you? Have students guess: At the beach.
world that have high mountains, deserts, savannas and
• Guide the groups. Have one student in each group take a
rainforests. Be prepared to provide students with basic
card and look at the name of the place. Tell them not to say
information about different places.
the name of the place. Tell the other students to close their
eyes and listen. Have the students holding the cards describe
the place to their classmates. Continue the activity until all
the students have had a turn at describing a place.
along in their books. Tell them to pay attention to the places
in the pictures.
• Say: The pictures help us understand the poem. Look at the
pictures on pages 140 and 141. Describe the place.
Write students’ ideas on the board. Note that the words can
be adjectives (cold) or nouns (snow).
• Have students complete activity 4 in the worksheet.
Tell them they can copy the words for the mountains from
the board or think of other words.
• Form small groups. Have students compare their description
words. Encourage them to add any new words from their
classmates’ lists to theirs.
Possible answers: Mountains: cold, snow, ice, windy Desert: sand, sunny,
hot, dry Savanna: sunny, green Rainforest: wet, warm, rainy

Geography Connection
• Display the world map or globe. Have students point out
where they live.
• Ask: Where did Explorer Sam go? (The mountains, the desert,
the savanna and the rainforest.) Where are these places?
(Nepal, North Africa, Kenya, Brazil.)
• Point out the places Sam went to.
• Ask: Are there other parts of the world that have high
mountains? Elicit ideas. What other places have deserts?
Savanna? A rainforest? Continue to elicit ideas and point the
T 284 Topic 8
Lesson 4
Compass Reading Log 2 pages 140-145 Rhythm in a Poem
Topic 8 Fiction Worksheet page 289 Fluency: Expression
Note cards with rhyming words (1 set per pair) One aspect of fluency is expression—the appropriate use of phrasing and intonation in reading.
Proficient readers are able to raise or lower voice intonation to match the meaning of the text.
By first listening to a poem and then reading aloud along with the audio or teacher, students can
begin to practice expressing feelings conveyed by the characters in the poem and improve fluency.
Literary Technique
Rhyming Words
Lead in to the Lesson (5 min.) • Ask: How many syllables are in each line? (8 syllables.)
• Form pairs. Have students look at the pictures and Say: This poem has rhythm because each line has eight
retell the story. syllables and the end words of every two lines rhyme.
• Play track 17. Have students read aloud with the audio to
Read and Discuss the Poem 17 (15 min.) practice fluency: expression. Encourage them to mirror the
• Have students read the questions in activity 5 in intonation expressed.
the worksheet before they listen to the poem again. Answers: 1. bed – said 2. dune – soon 3. fast – passed 4. new – canoe
• Play track 17. Have students listen and follow along 5. warm – storm
in their books.
• Form pairs. Have students answer the questions in
the worksheet. • Form pairs. Hand out a set of note cards with the rhyming
words from the poem on them. (Make sure the cards are not
Answers: 1. Nepal 2. An oasis 3. A tent 4. Birds, frogs, bees and monkeys
5. “Explorer Sam, how was your day?” in order.)
• Have students match the rhyming words.
Literary Technique
• Elicit the meaning of rhyme. (Words that have the
same sound.)
• Point to the first lines of the poem on page 141. Ask: Do you
remember which words rhymed in the first two lines of the
poem? (Bed and said.)
• Play track 17. Pause at the end of the second stanza.
Ask: What words rhyme in lines 3 and 4? (Snow and below.)
Tell students to circle the words that rhyme.
• Continue playing the track and pausing after each stanza so
students can circle the words that rhyme.
• Say: The words bed and said sound the same, but they are
written differently. Ask: What other words rhyme, but have
different spellings? (Dune and soon are the next pair with
different spellings.)
• Form pairs. Have students write other similar-sounding
word pairs in activity 6 in the worksheet.
• Say: Rhyming words is one way a poem has rhythm.
Another way is with syllables. Say and clap the syllables
to the first line of the poem. Have students count.
Repeat if necessary.
Ask: How many syllables does this line have? (8 syllables.)
• Read and clap the next line. Ask: How many syllables does
this line have? (8 syllables.)
• Form pairs. Assign a stanza of the poem to each pair.
Have them clap and count the number of syllables.
Topic 8 T 285
Lesson 5
Compass Reading Log 2 pages 146-147 Rhythm in a Poem
Audio Track 17 Literary Technique
Rhyming Words
Comprehension (60 min.) 6 Active Reading Choose one stanza from the poem.
Lead in to the Lesson Underline the syllables you should say louder.
• Write on the board: desert, oasis, savanna and rainforest. • Read the first stanza to the class. Stress the words Sam,
• Form pairs. Have students describe each place. bed, time, said, first, climb, high (from highest) and find.
• Have students identify the words you are saying louder.
1 Listen and follow again. Match the places with the • Form pairs. Have students choose a stanza and take turns
descriptions. 17 reading it aloud. Tell them to identify and underline the
• Have students read the places and the descriptions. stressed syllables.
• Play track 17. Have students choose the correct description • Encourage students to share their answers with the class.
for each place.
Manage Your Class
Answers: 1. c 2. d 3. a 4. b If students have difficulty identifying the stressed syllables,
consider doing this activity as a class instead of in groups so
you can offer more guidance and avoid student frustration.
• Have students label the pictures with the words from the box.
Answers: 1. dunes 2. rainforest 3. canoe, paddle 7 Think and write. Imagine you traveled with Explorer
Sam on his trip. Which place did you like best? Why?
• Say: Write the place you liked best. Next write why you liked
• Have students read the questions and answers.
that place.
• Tell them to circle the correct answers.
Answers: 1. c 2. a 3. b 4. c A Share your ideas.
• Form small groups. Have students share their answers.
4 Rhythm in a Poem Read the lines from the poem.
Write the number of syllables in each line. Which pair
of lines has the same rhythm?
• Have students read the lines from the poem.
• Form pairs. Have students work with their partners to answer
the questions.
Answers: 8 syllables, 8 syllables, b
5 Rhyming Words Read the stanza from the poem.

Circle the word at the end of each line. Draw lines to
connect the rhyming words.
• Have students read the stanza on page 147.
• Have students circle the words and draw lines to connect the
words that rhyme.
Answers: Yet and forget, face and place
A Read the poem again. Write the lines that do

not rhyme.
Answer: All the lines rhyme.
T 286 Topic 8
Lesson 6
Teaching Resources Art Connection
Compass Reading Log 2 page 154 Making postcards can help students relate to the settings of the
Note cards (2 per student) poem. It also serves to further engage students and make the poem
more memorable.

• Say: We have adventures all the time! Sometimes our
adventures are at home, and other times we have adventures
on our vacations. Can you remember one of your adventures?
• Form pairs. Have students share their experiences.
1 Think and draw. What amazing places would you like

to visit?
• Ask: Is there a place from the poem you would like to visit?
Are there other places in the world you would like to visit?
Let’s imagine and draw two of those places.
• Hand out colored pencils and crayons. Have students draw
two places they would like to visit.
A Share your ideas.

• Form pairs. Have students share their drawings.

• Say: Imagine you are on vacation at the places you drew in
your book. Now you are going to make a postcard for each
place and write a message on the back.
• Hand out note cards to students. Tell them to draw pictures
and write the name of each place.
• Tell students to write a message to a friend or family member
on the back of each postcard.
• Have students display their postcards on their desks.
Encourage students to walk around the classroom and look at
each other’s postcards.
Know Your Students

Postcards are not as common as they used to be.
Consider bringing in a few postcards as samples to
show students.
Topic 8 T 287
To p ic 8 Explorer Sam
1 Complete the definitions. Use the glossary on pages 175 and 176.
1 sand: tiny pieces of and
2 desert: a dry where there is
3 rainforest: a forest in a area;

4 canoe: a light, narrow
5 oasis: a small area with and
surrounded by desert
6 savanna: a large flat of
with very few trees
7 dune: a of sand
8 paddle: to move by pushing water / a flat, wooden
pole; an
canoe deserts dune oasis paddle rainforest sand savanna
1 We climbed over a big on our walk.

2 Daniel likes to walk through the and listen to the birds.
3 They are in a on the lake.
4 My grandma helps me make castles at the beach.
5 The doesn’t have many trees.
6 You need a to move a canoe.
7 After walking in the sun, they saw a green with water.
8 Some have cactus growing in them.
3 Complete the predictions. What is the poem about?
1 I think .
2 I think .
4 Complete the chart. Write four words to describe each place.
Mountains Desert Savanna Rainforest
5 Answer the questions.

1 Where is Mount Everest?
2 What did Sam see in the Sahara?
3 What did he set up in Kenya?
4 What did he hear in the rainforest?
5 What did his mother say?
6 Write the words that rhyme, but do not have the same spelling pattern.
1 bed – said
2
3
4
5
Key Words
Expl ore r
Sam
canoe
desert
dune
oasis
paddle
rainforest
sand
savanna
by Jennifer Li
1 Look at the first stanza

of the poem on page 141.
How does it look different
from other stories?
140 Topic 8
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T 290
Explorer Sam jumped out of bed.
“It’s time to see the world,” he said.
“The first thing that I’ll do is climb,
The highest mountain I can find.”
He climbed the tallest of them all,

Mount Everest in far Nepal.
The peaks were full of ice and snow.
People looked so small down below!
Explorer Sam 141
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T 291
Sam flew a plane across the land,
And walked on the Sahara’s sand.
The sun lit up the hot, dry dune.
Sam said, “I must find water soon!”
A green oasis saved the day.

Some desert camels led the way.
Sam drank fresh water from a pool.
The shade of palm trees kept him cool.
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T 292
Explorer Sam said, “Next I’d like
An African savanna hike.”
In Kenya he set up his tent,
And off into the wild he went.
He saw gazelles of different types,

And counted all the zebras’ stripes.
He raced with cheetahs, running fast,
And roared at lions as they passed.
Explorer Sam 143
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T 293
“And now it’s time for something new,”
Sam said, and paddled a canoe,
Down rivers that went on and on,
Into the deep, dark Amazon.
The rainforest was wet and warm,

With thunder from a far-off storm.
He heard the birds and frogs and bees,
And monkeys chattered in the trees.
144 Topic 8
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T 294
But all explorers need a snack,
So Sam took off his hat and pack.
His mother took the time to say,
“Explorer Sam, how was your day?”
“It was the most exciting yet!

I took a trip I won’t forget,”
He said, a smile upon his face.
“The world is an amazing place!”
Explorer Sam 145
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T 295
1 Listen and follow again. Match the places with the descriptions. 17
1 Mount Everest a the most exciting

2 the Sahara Desert b the wettest
3 the African savanna c the tallest
4 the Amazon rainforest d the driest
canoe dunes paddle rainforest
1 2 3

1 Who is Sam?
a a famous world b a tourist taking a trip c a boy pretending
explorer around the world to be an explorer
2 Which word best describes Sam?
a adventurous b bored c nervous
3 Why do the people on Mount Everest look very small to Sam?
a Sam cannot b The people c The people
see well. are far away. are very short.
4 Sam thinks his trip was…
a scary. b long. c amazing.
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T 296
4 Rhythm in a Poem Read the lines from the poem. Write the number of
syllables in each line. Which pair of lines has the same rhythm?
The rainforest was wet and warm, syllables

With thunder from a far-off storm. syllables
a I went outside at night. b I climbed right up the high rock wall.

The moon and stars were bright. My mother warned me not to fall.
5 Rhyming Words Read the stanza from the poem. Circle the word at the end of
each line. Draw lines to connect the rhyming words.
“It was the most exciting yet!

I took a trip I won’t forget,”
He said, a smile upon his face.
“The world is an amazing place!
A Read the poem again. Write the lines that do not rhyme.
6 Active Reading Choose one stanza from the poem. Underline the syllables
you should say louder.
7 Think and write. Imagine you traveled with Explorer Sam on his trip.
Which place did you like best? Why?
A Share your ideas.
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T 297
The
Most Beautiful Places Paradise Harbor:
Brrrr... It’s Cold!
First, let’s go south—as far south as we
can go! We’re visiting Paradise Harbor in
Key Words
on Earth Antarctica. There is ice and snow everywhere.
by Esther Mizrachi Antarctica is the coldest place in the world.
flow
layer The temperature can be as low as –57°C.
rainbow
sea lion
Let’s get on a little boat called a zodiac.
waterfall There are snowy mountains above us. There
whale are whales and sea lions swimming in the
water around us. Do you see the big sheets of
ice on top of the water? These are called ice
floes. They are great places for penguins to
1 Look at the pictures.
Read the captions. Which
rest. And there
picture do you like best? are thousands
Why? What did you learn
of penguins in
from the caption?
Paradise Harbor!
A penguin and its chick
You can ride through Paradise Harbor on a zodiac!
W hat is the most beautiful place on Earth?

Let’s take a trip around the world and decide.
Which one is the most beautiful to you?
148 Topic 8 The Most Beautiful Places on Earth 149
Lessons Preview
1 148-151 Key Words • Topic 8 Nonfiction Flashcards

Text Features • Topic 8 Nonfiction Worksheet page 306
Predicting
Headings
2 148-151 Text Features • Audio Track 18

Scanning • Topic 8 Nonfiction Flashcards
• Topic 8 Nonfiction Worksheet page 306
3 148-151 Text Features • Audio Track 18

Geography Connection • Topic 8 Nonfiction Worksheet page 307
• A world map or a globe
4 148-151 Identifying the Main Idea and • Audio Track 18

Key Details • Topic 8 Nonfiction Worksheet page 307

Text Features
Headings
6 154 Connect to Social Studies • Topic 8 Nonfiction Worksheet page 307

Summarizing • A world map or a globe
T 298 Topic 8
Summary
Key Words
“The Most Beautiful Places on Earth” gives a brief description of five places that are
known for their natural beauty. These places include Paradise Harbor in Antarctica, flow (v.) the movement of water in a
Iguazu Falls between Argentina and Brazil, the Great Barrier Reef in Australia, the particular direction
Rainbow Mountains in China and the northern lights, which can often be viewed layer (n.) a horizontal section, often
in Iceland. above or below other horizontal
sections
Genre: Informational Text
rainbow (n.) a colored arc that
An informational text informs readers about science, technology and other subjects. sometimes appears in the sky when
“The Most Beautiful Places on Earth” is about five beautiful locations and what you can the sun shines through moisture
see there. or raindrops
Reading Strategy Focus sea lion (n.) a marine mammal that

lives in coastal areas, with short,
Using Text Features
thick fur and flippers for swimming
What is it? Readers use text features to get more information from a text. Text features
include the title, headings, pictures, captions, key words and glossaries. waterfall (n.) running water, usually
in a stream or river, that falls from a
What will students do? Students will identify text features and learn how they can add
high place
information to a text.
whale (n.) a very large marine
Why is it important? It is important for students to be able to identify and use text
mammal that lives in the ocean
features as this ability enhances reading comprehension.
students learn to identify headings, captions and the table of contents. They also learn
the importance of simple diagrams.
In Compass Reading Log 2, students refine their abilities to identify and use text features
to improve reading comprehension.
Author Technique
Headings
What is it? Authors often organize informational texts into sections. Each section has
a title called a heading. The author uses headings to show the topic or main idea of each
section. Headings also make it easier for readers to find information.
What will students do? Students will identify headings and learn to accurately predict
the topic or main idea of each section based on its heading.
Why is it important? It is important for students to be able to use headings to quickly
gain basic information about text content.
Topic 8 T 299
Lesson 1
Compass Reading Log 2 pages 148-151 Text Features
Topic 8 Nonfiction Flashcards Reading Strategy
Topic 8 Nonfiction Worksheet page 306 Predicting
When you make predictions, you make a guess before you read. The title and pictures in a text
Author Technique
Headings

• Write the word beautiful on the board. Elicit the meaning
of the word and a few examples of beautiful things.
• Form pairs. Have students brainstorm and make a list of
beautiful things and places.
• Encourage students to share their ideas.
• Tell students they are going to read about some beautiful
places on Earth.
Teach the Key Words (25 min.)

word chorally.
• Have students complete activities 1 and 2 in
the worksheet.
Answers: Activity 1: 1. e 2. d 3. b 4. f 5. a 6. c
Activity 2: 1. rainbow 2. sea lion 3. layers 4. whales 5. waterfall 6. flow
Reading Strategies (15 min.)

Author Technique
• Point out the title (“The Most Beautiful Places on Earth”) and
invite a volunteer to read it aloud. Have students look at the
pictures on pages 148 and 149.
Ask: What do you see? (Penguins, icebergs, people in a boat.)
Ask: What is the name of the place? (Paradise Harbor.)
How do you know? (The heading.) Remind students what a
heading is if necessary. Ask: What do headings tell us?
(They tell us what the section of the text is about.)
• Form pairs. Have students find the headings in the text
and complete activity 3 in the worksheet.
Answers: 1. Paradise Harbor 2. Iguazu Falls 3. The Great Barrier Reef
4. The Rainbow Mountains 5. The Northern Lights

• Form pairs. Point to the Key Words on the board.
Tell students to find pictures in the text that represent
the words.
T 300 Topic 8
Lesson 2
Compass Reading Log 2 pages 148-151 Text Features
Topic 8 Nonfiction Flashcards Scanning
Topic 8 Nonfiction Worksheet page 306 Scanning is the ability to quickly look for and find specific information in a text. Effective readers
can scan a text for specific information or text features that help them complete a task.
Lead in to the Lesson (5 min.) 2 Listen and follow. 18 (20 min.)
• Use the flashcards to review the Key Words. • Play track 18. Have students listen and follow in their books.
Show students the pictures and elicit the words. • Pause the track at the end of each section, and ask general
Then show the words and read them aloud for students questions: What is the name of the place? Where is it?
to repeat chorally. What did you learn?
• Read the definitions in random order for
students to guess the Key Words. Take the Lesson Further (5 min.)
• Form pairs. Have students talk about the places from the text
Reading Strategy (15 min.) and say which ones they want to visit. Encourage them to
• Elicit the places students are going to read about in the give reasons for their answers.
text. Have them refer to the text or their answers in activity 3
in the worksheet if necessary.
• Ask: Where are these places? (Students probably won’t know
where most of them are.)
• Tell students they are going to scan the text for the places.
Explain that scan means to look for specific information;
it does not mean students will read the text. Ask: What
information are you looking for? (Names of countries or
areas.) What clues can help you find that information
quickly? (Names of countries and areas are capitalized.)
• Tell students they have two minutes to find and underline
the countries or areas theses places are in. (Paradise Harbor:
Antarctica. Iguazu Falls: Argentina and Brazil. The Great
Barrier Reef: Australia. The Rainbow Mountains: northern
China. The northern lights: Iceland.)
Manage Your Class

Setting a time limit for the scanning activity motivates
students to look quickly for specific information and helps
them avoid reading the text.
1 Look at the pictures. Read the captions. Which picture

do you like best? Why? What did you learn from the
caption? (15 min.)
• Write caption on the board. Elicit the meaning of the word.
If necessary, give clues. Say: This is a text feature. It is next
to or under pictures in a text.
• Direct students’ attention to page 148. Have them point out
the caption. (You can ride through Paradise Harbor on a
zodiac!) Ask: How do captions help us? (They give us more
information.)
• Say: Look at the picture again. What did you learn? (You can
take a tour through Paradise Harbor. The kind of boat they
use there is called a zodiac.)
• Have students look at the other pictures in the text. Tell them
to read the captions. Ask: What did you learn?
• Elicit answers from the class.
Topic 8 T 301
Lesson 3
Teaching Resources Reading Strategy Focus Geography Connection
Compass Reading Log 2 pages 148-151 Text Features The purpose of geography is to guide young
Audio Track 18 learners to contextualize stories and texts.
It also helps readers develop navigation
skills and realize they are members of a
A world map or a globe diverse global community.
Lead in to the Lesson (10 min.) Read and Discuss the Text 18 (15 min.)
Geography Connection • Write the following questions on the board before class.
• Display the world map or globe. Have students point Have students read the questions before they read the
out where they live. text again.
• Have students call out the places in the text. Point them 1 How cold can it get in Paradise Harbor?
out to students. Ask: Which place is closest to us? 2 What can you see there?
Which place is farthest away from us? 3 How many waterfalls are there? How tall is the highest one?
4 What does Iguazu mean?
Reading Strategy Focus (25 min.) 5 What can you see at the Great Barrier Reef?
• Elicit the text features they know so far. (Title, headings 6 What are the Rainbow Mountains made of?
and captions.) 7 When is the best time to see them?
• Explain that this text has another special feature. Tell them to 8 Where is it best to see the northern lights?
look at page 151 and find it. 9 What colors are they?
(A glossary.) Say: We have a glossary at the back of the book, • Play track 18. Pause at the end of each section and ask the
and we have a glossary for the text. Ask: How does the glossary question(s) for it.
at the back of the book help us? (It gives us definitions Answers: 1. It can be as low as –57ºC. 2. You can see whales, sea lions, ice
for Key Words in the text.) Can you find these words in the floes and penguins. 3. There are 275 waterfalls. The highest one is 80 meters
tall. 4. Iguazu means “big water.” 5. You can see fish, coral and thousands of
text? Are they different in some way? (They are in bold text.) small animals. 6. They are made of sandstone. 7. The best time to see them is
How are words in the glossary for the text highlighted? on a sunny day after the rain. 8. It is best where the night sky is the darkest.
(They are in purple text.) 9. They are bright green and pink.
• Form pairs. Have students circle the words in purple text.
Tell them to take turns reading the definitions. Ask: Are there
any pictures that help you understand these words? (Yes, there • Write 3-2-1 on the board. Have students write three things
are pictures of coral, ice floes, sandstone and a zodiac.) they learned, two things they think are interesting and one
• Have students complete activity 4 in the worksheet. question they have.
• Encourage students to share their ideas.
Answers:
Page 148 Page 149 Page 150 Page 151
Heading
Caption
Key Word
Glossary
Words
Glossary
T 302 Topic 8
Lesson 4
Compass Reading Log 2 pages 148-151 Identifying the Main Idea and Key Details
Audio Track 18 The main idea, or topic, is the central thought of the text. The key details are all the facts and
information that support the main idea.
• Write Wh- on the board. • Play a quick game with the class.
• Tell students that when they ask for information, the • Say: When you hear a key detail, tell me the heading. If I say
question words often begin with Wh. Elicit the Wh- question a main idea, tell me a key detail or the heading.
words. (What, where, who, when and why.) • Say: The temperature can be as low as –57°C.
Students should respond: Paradise Harbor: Brrrr…It’s Cold!
• Elicit the meanings of main idea and key details. (The central
thought of the text; the facts and information that support the
main idea.)
• Ask: Where can we find the main idea or topic of the text?
(In the title, the introduction and the headings.)
• Have students read page 148 and look at the headings to
decide on the main idea of the text.
• Ask: Where can we find key details? (In the text.)
What questions can we ask ourselves to decide if the
information is a key detail? (We can ask Wh- questions.)
Elicit the Wh- question words.
• Tell students to write the main idea in the chart in activity
5 in the worksheet.
• Play track 18. Have students listen and underline the key
details in the text. Pause, if necessary, at the end of the
section to give students time to underline information.
• Form pairs. Have students compare the information they
underlined and agree on the key details. Remind them to
ask Wh- questions to decide if the information is important.
• Have students complete the chart in activity 5 in
the worksheet.
Possible answers: Main idea of the text: The most beautiful places on Earth are
Paradise Harbor, Iguazu Falls, The Great Barrier Reef, The Rainbow Mountains
and the northern lights.
Key details: Paradise Harbor: It is in Antarctica. It is the coldest place in the
world. You can see whales, sea lions, ice floes and penguins.
Iguazu Falls: They are in Argentina and Brazil. The highest waterfall is 80 meters.
The Great Barrier Reef: It is in Australia. You can see colorful coral and
thousands of small animals.
The Rainbow Mountains: They are in northern China. They are made of
sandstone. Each layer is a different color.
The northern lights: You can see them in Iceland. They are bright green and pink.
Know Your Students

Most students will be able identify the main ideas.
Some students will have difficulty identifying the key
details. Consider students’ abilities when forming pairs.
One way is to match students by ability so you can give
more concentrated support to lower-level learners.
Topic 8 T 303
Lesson 5
Compass Reading Log 2 pages 152 and 153 Text Features
Audio Track 18 Author Technique
Headings
Comprehension (60 min.) A Answer the questions.

Lead in to the Lesson • Read the questions to the class. Ask: Where can you find the
• Form pairs. Have students recall the places in the text. answers? (In the glossary at the end of the text.)
• Ask: What is your favorite place in the text? Why? Elicit ideas. • Form pairs. Have students answer the questions.
Answers: 1. glossary 2. a sheet of ice that floats on water 3. zodiac
1 Listen and follow again. Match the places with the
countries. 18 6 Headings Match the headings with the features.
• Play track 18. Have students listen and follow in their books. • Form pairs. Have students match the headings with the
• Tell students to match the places with the countries. features, or key details.
Remind them that they can refer to the text if they are Answers: 1. d 2. c 3. e 4. a 5. b
unsure of their answers.
Answers: 1. d 2. e 3. c 4. a 5. b 7 Active Reading Work with a classmate. Take turns
reading facts from the text and guessing the place.
2 Write the names of the places. • Form pairs. Have students take turns reading facts and
• Read the questions to the class. guessing the places.
• Form pairs. Have students answer the questions.
Remind them that they can refer to the text if they are 8 Think and draw. Imagine you are going to one of the
unsure of their answers. places in the text. What do you need to take with you?
Answers: 1. The Rainbow Mountains 2. The Great Barrier Reef • Read the instructions to the class.
3. Paradise Harbor 4. Iguazu Falls • Have students choose a place and draw what they need
to take.
3 Label the pictures. • Form small groups. Have students share pictures and talk
• Have students look at the pictures and label them. about the places they want to visit.
Answers: 1. waterfall 2. rainbow 3. whale 4. sea lion
Know Your Students

It is important to give students a break during long
assignments. Taking a break clears the mind and lets
students refocus. Have students stand and put their hands
on the back of their heads. With their right elbows, have
them write their first name in the air. With their left elbows,
have them write their last name in the air.
4 Circle Yes or No.

• Have students read the sentences and decide if they are
correct or not.
• Encourage students to correct the No sentences.
Answers: 1. No 2. Yes 3. Yes 4. No
5 Text Features Find the purple words in the text.

Write the words here.
• Have students look through the text, locate the words in
purple and write them on the lines provided.
Answers: zodiac, ice floes, wet suit, coral, sandstone
T 304 Topic 8
Lesson 6
Compass Reading Log 2 page 154 Summarizing
Topic 8 Nonfiction Worksheet page 307 Summarizing is the ability to identify the most relevant ideas of a text and to consolidate key
Connect to Social Studies (15 min.)

• Elicit the names of the places from the text.
1 Look at the map. Match the names with the places on

the map.
• Have students match the names with the places.

• Explain to students that they are going to summarize the text.
Ask: What does summarize mean? (To talk or write about the
most important information in the text.) Tell them they have
some of this information in the worksheet.
• Have students review the main idea and key details in
activity 5 in the worksheet.
• Tell students to write a brief summary of the text in their
notebooks. Remind them that the most important details
will answer the questions what and where.
• Have students exchange and read each other’s summaries.
Encourage them to say what they liked about the summaries.

• Ask: You have studied five beautiful places around the world.
Which place do you think is the most beautiful? Which place
would you like to visit?
• Take a vote and decide which place is the class favorite.
• Display the world map or globe. Ask: What beautiful places
do you know about in our country? Have students locate the
places on the map or globe.
• Encourage them to share their ideas with the class.
Topic 8 T 305
To p ic 8 The Most Beautiful Places on Earth
1 Match the words with the correct definitions.
1 flow a running water that falls from a high place

2 layer b a colored arc
3 rainbow c a very large marine mammal
4 sea lion d a horizontal section
5 waterfall e the movement of water in a particular direction
6 whale f a marine mammal with short, thick fur and flippers for
swimming
flow layers rainbow sea lion waterfall whales
1 Sometimes you can see a after it rains.

2 We saw a lying in the sun on the beach.
3 His birthday cake had three ! It was the tallest cake I
have ever seen.
4 Some can swim as deep as 1,800 meters.
5 The highest is 80 meters.
6 Most rivers downhill because of gravity.
3 Write the headings.

1
2
3
4
5
4 Complete the chart. Mark () the text features.
Page 148 Page 149 Page 150 Page 151
Heading
Caption
Key Word
Glossary Words
Glossary
5 Complete the chart. Write the main idea and key details.
Main Idea of
the Text:
Paradise Key Details:

Harbor
Key Details:
Iguazu Falls
The Great Key Details:

Barrier Reef
The Rainbow Key Details:
Mountains
The
Key Details:
Northern
Lights
The
Most Beautiful Places
Key Words
on Earth
by Esther Mizrachi
flow
layer
rainbow
sea lion
waterfall
whale
1 Look at the pictures.

Read the captions. Which
picture do you like best?
Why? What did you learn
from the caption?
You can ride through Paradise Harbor on a zodiac!
W hat is the most beautiful place on Earth?

Let’s take a trip around the world and decide.
Which one is the most beautiful to you?
148 Topic 8
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T 308
Paradise Harbor: First, let’s go south—as far south as we
Brrrr... It’s Cold! can go! We’re visiting Paradise Harbor in
Antarctica. There is ice and snow everywhere.
Antarctica is the coldest place in the world.
The temperature can be as low as –57°C.
Let’s get on a little boat called a zodiac.
There are snowy mountains above us. There
are whales and sea lions swimming in the
water around us. Do you see the big sheets of
ice on top of the water? These are called ice
floes. They are great places for penguins to
rest. And there
are thousands
of penguins in
Paradise Harbor!
A penguin and its chick
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T 309
Iguazu Falls:
Next, let’s go north to Iguazu Falls
So Much Water!
in Argentina and Brazil. It has 275
waterfalls! Each waterfall flows down
from a high part of the river to another
part below. The highest waterfall in the
Iguazu system is 80 meters tall.
Let’s walk out to the falls on a
bridge. Iguazu means “big water” in
the language of the Guarani people, so
be ready to get wet! What’s that loud
roaring sound? That’s the sound of
water falling!
There are often rainbows at Iguazu Falls.
The Great Barrier Reef: Put on your wet suit. Our next trip
Underwater Color will be under the ocean in Australia.
We’ll swim over the Great Barrier Reef,
the largest coral reef in the world.
In the Great Barrier Reef, life
comes in many colors—orange, pink,
blue, yellow, purple and more. There
are beautiful fish swimming over the
reef. It is made of coral. Coral is hard,
but it is not a rock. And it is not a
plant. It is made of thousands of very
small animals!
Fish swim over the coral on the Great Barrier Reef.
150 Topic 8
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T 310
The Rainbow Mountains:
How Many Colors? Now let’s travel to Asia. The
Rainbow Mountains of northern China
look just like their name! They are made
of sandstone of all different colors. The
mountains have layers, like the parts of
a cake. Each layer is a different color.
The best time to see them is on a sunny
day after the rain. Then you can see
almost every color in the rainbow!
How many colors can you find in China’s
Rainbow Mountains?
Finally, let’s go see the northern The Northern Lights:

lights in Iceland. It’s best to go A Light Show in the Sky
where the night sky is the darkest.
We’ll find a place with a good view of
the sky and wait. If we’re lucky, we’ll
see the bright green and pink lights.
Do you want to come back
again someday? The northern lights
never look the same. Sometimes,
they don’t show themselves at all. se five
So which of the
ost beautiful?
places is the m ?
Glossary Can you decide
coral: a hard, underwater formation that wet suit: special clothes to keep you dry
is made of very small animals and warm in the water
ice floe: a sheet of ice that floats on water zodiac: a small boat filled with air so
sandstone: a kind of rock it floats
U8COrl2.indd 151 9/29/17 11:54

T 311
1 Listen and follow again. Match the places with the countries. 18
1 Paradise Harbor a China

2 Iguazu Falls b Iceland
3 The Great Barrier Reef c Australia
4 The Rainbow Mountains d Antarctica
5 The Northern Lights e Argentina and Brazil
2 Write the names of the places.

1 Which place should you see after the rain?
2 Which place is underwater?
3 Which place can you see from a zodiac?
4 Which place can you see from a bridge?
rainbow sea lion waterfall whale
1 2 3 4
4 Circle Yes or No.

1 The coldest place in the world doesn’t have any ice or snow. Yes No
2 The Rainbow Mountains were named for their colors. Yes No
3 To see the Great Barrier Reef well, you must get wet. Yes No
4 All people agree on the most beautiful place on Earth. Yes No
152 Topic 8
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T 312
5 Text Features Find the purple words in the text. Write the words here.
A Answer the questions.

1 Where can you find the meanings of the words?
2 What does ice floe mean?
3 Which word means “a small boat filled with air so it floats”?
6 Headings Match the headings with the features.

1 The Great Barrier Reef a sea lions and snowy mountains
2 Iguazu Falls b sandstone of different colors
3 The Northern Lights c the sound of water falling
4 Paradise Harbor d coral in many colors
5 The Rainbow Mountains e colors in the night sky
7 Active Reading Work with a classmate. Take turns reading facts from the text
and guessing the place.
8 Think and draw. Imagine you are going to one of the places in the text.
What do you need to take with you?
A Share your ideas.
U8COrl2.indd 153 9/29/17 11:54

T 313
Connect to Me
1 Think and draw. What amazing places would you like to visit?
A Share your ideas.

Connect to Social Studies
1 Look at the map. Match the names with the places on the map.
1 Paradise Harbor, Antarctica 4 Gansu Province, China
2 Iguazu Falls, Argentina and Brazil 5 Reykjavik, Iceland
3 Great Barrier Reef, Australia
154 Topic 8
U8COrl2.indd 154 5/24/18 11:01 AM

T 314
To p ic 9
Lost City
of Atlantis
by Suzanne Guerrero
by Annie Jeffrey
Vacati ons aro un d

th e world by Annie Jeffrey
155
U9COrl2.indd 155 9/29/17 11:59

T 315
Key Words
Lost City of Atlantis
aquarium by Suzanne Guerrero
broken
button
earthquake
remote control
shark
statue
submarine
“What’s this?” asked Sarah as she walked in.

“Lost City of Atlantis,” I said.
“What’s it about?” she asked.
“Uh, Atlantis,” I said. “People say it was once a great city on an island,”
I told her, “but the island isn’t there anymore. They think it could be
under the sea, but nobody knows where. In this movie, they find it!”
Sarah wasn’t nearly as excited as I was.
“OK,” she said, “but I want to watch something else.”
1 Look at the picture on
pages 156 and 157. “No, Sarah! I have the remote control.”
What is happening?
How do the
characters feel?
I t was Saturday afternoon, and my boring
sister was listening to boring music in her
boring room. I was in the living room, and
She tried to take it from me, but I pulled back.
“Alex, give it to me!” Sarah shouted.
She pulled harder, and I pulled harder, and then it flew out of our
2 Listen and follow. 19 my favorite movie was about to start.
hands and into the air…
156 Topic 9 Lost City of Atlantis 157
Lessons Preview
1 156 and 157 Key Words • Topic 9 Fiction Flashcards

Predicting • Topic 9 Fiction Worksheet page 324
2 156-163 How Characters React • Audio Track 19

• Topic 9 Fiction Flashcards
3 156-163 Identifying Story Sequence • Audio Track 19

Art Connection • Topic 9 Fiction Worksheet page 325
• Sheets of paper
4 156-163 How Characters React • Audio Track 19

Identifying Point of View • Topic 9 Fiction Worksheet page 325
5 164, 165 Comprehension • Audio Track 19

and 183 How Characters React • Ice pop sticks
Identifying Point of View • Scissors and glue
Suspense
6 172 Connect to Me • A world map or a globe
T 316 Topic 9
Summary
Key Words
In “Lost City of Atlantis,” two children use a broken remote control to visit a coral reef,
a mythological city under the sea and an alien planet. They are faced with a shark, an aquarium (n.) a glass container with
earthquake and strange sea creatures. In each place, they are never really sure how they water where fish can live
will escape. Will they ever return home? broken (adj.) damaged; not
functioning
Genre: Fantasy
button (n.) a small part of a machine
Fantasy stories are about imaginary places and characters. or device you can push to control
something
Reading Strategy Focus
earthquake (n.) an event where
How Characters React
the earth shakes, often damaging
What is it? The ability to identify character traits in a story is an essential reading
buildings
comprehension strategy. Effective readers analyze information about a character—
actions, words, feelings and thoughts—in order to make inferences about characters. remote control (n.) a device you can
Readers can also learn about character traits by identifying how characters react to hold or carry, used to control another
events in the story. electronic device from a distance
What will students do? Students will identify the characters’ actions and reactions to shark (n.) a marine animal with a
events in the story to gain more insight into the characters. large mouth and many teeth
Why is it important? It is important for students to be able to identify and interpret statue (n.) the figure of a person
characters’ actions and reactions because it gives them more insight into the characters, or animal made out of stone, metal
helps them predict events in the story and enhances reading comprehension. or wood
How will students build on previous knowledge? In Compass Reading Log 1, students submarine (n.) a ship that can travel
learn to identify characters in a story. They do not learn to identify and interpret underwater
characters’ actions and reactions.
Most Compass Reading Log 2 students will need teacher guidance to identify the
relationships between characters’ actions, reactions and personality traits.
Teachers can help students by pointing out specific actions that provide information
about the characters’ traits and by guiding students to interpret the characters’ actions
and reactions.
Literary Technique
Suspense
What is it? When an author creates a feeling of excitement about what may happen,
he or she is building suspense. In this story, there is suspense when the remote control
flies out of the kids’ hands, when they test the remote control to see if it works, when
they need to escape from a shark, when they need to escape from Atlantis during an
earthquake and when they try to go home.
What will students do? Students will analyze the text to identify how the author uses
seemingly impossible situations to create moments of excitement and uncertainty
about what will happen next.
Why is it important? It is important for language learners to learn how an author
creates suspense in a story because it is a common literary technique that generates
more interest in a story and creates a sense of expectation in readers.
Topic 9 T 317
Lesson 1
Compass Reading Log 2 pages 156 and 157 Predicting
Topic 9 Fiction Flashcards When you make predictions, you make a guess before you read. The titles and pictures
in a story can help you predict what the text is about. After you read, ask: Was my
prediction correct?

• Write the Big Question for the topic on the board: Where do
I want to travel? Elicit ideas and write them on the board.
Encourage students to give reasons for their choices.

word chorally.
the worksheet.
Answers: Activity 1: 1. shark 2. button 3. aquarium 4. statue 5. earthquake
6. submarine 7. broken 8. remote control
A 1. d 2. h 3. e 4. c 5. a 6. b 7. f 8. g
Activity 2: 1. earthquake 2. aquarium 3. statue 4. button, broken, remote
control 5. shark 6. submarine

• Point to the title on page 156. Ask: What is Atlantis?
Write students’ ideas on the board. Accept all answers at
this stage.
• Direct students’ attention to the picture on pages 156 and
157. Elicit some of the Key Words: aquarium, button, remote
control. Have students describe the scene.
• Form pairs. Ask: What do you think will happen in this story?
Tell students to make predictions about the text.
• Have students write two predictions in activity 3 in the
worksheet. Monitor and help as needed.

• Review the Key Words. Show students the flashcards
and elicit the words. Encourage them to use the words in
complete sentences.
T 318 Topic 8
Lesson 2
Compass Reading Log 2 pages 156-163 How Characters React
Audio Track 19
Topic 9 Fiction Flashcards
• Use the flashcards to review the Key Words. • Form pairs. Have students discuss the questions:
Show the pictures to elicit the words. Then show the What place was scary? What place was exciting? What place
words and read them aloud for students to repeat chorally. is your favorite?
Encourage them to use the words in complete sentences. • Encourage students to share their answers with the class.
1 Look at the picture on pages 156 and 157. What is

happening? How do the characters feel? (10 min.)
• Form pairs. Direct students’ attention to pages 156 and 157.
Have students look at the picture and answer the questions.
• Say: We can learn a lot about characters by the way they
act. The pictures in a text also give us information about
the characters.
• Ask: What does the picture tell you about the boy and the
girl? Are they playing? Are they having fun?
Encourage students to give reasons for their answers.
• Say: We’re going to read “Lost City of Atlantis.” Explain that

Atlantis is an imaginary city that sinks into the ocean.
There are many stories about people finding Atlantis.
• Play track 19. Have students listen and follow along in
their books.
• Play the track again. Pause it at the end of page 157, and ask
general comprehension questions: Who are the characters?
(Alex and Sarah. They are brother and sister.) What is Alex
watching on TV? (A movie called Lost City of Atlantis.) What
does Sarah do? (She tries to take the remote control from Alex.)
What happens to the remote control? (It flies into the air.)
Ask: Where did the remote control go? (Into the aquarium.)
Where do Alex and Sarah go? (Underwater, possibly their
aquarium.) What do they see? (A shark.) What does Sarah try
to do? (Change the channel.)
Ask: Where are Sarah and Alex? (In the lost city of Atlantis.)
What do they find? (A map.) What happens? (There is
an earthquake.)
• Continue the track to the end of the story. Ask: Where do
Sarah and Alex go? (To an alien planet.) How do they go
home? (Sarah presses the OFF button.)
• Continue the track to the end of the story. Ask: How do Sarah
and Alex feel when they are home again? (Happy, relieved.)
What is the program on the TV about? (A coral reef.)
What does Sarah have in her bag? (A map.)
Topic 6 T 319
Lesson 3
Teaching Resources Reading Strategy Art Connection
Compass Reading Log 2 pages 156-163 Identifying Story Sequence Making a map of a lost city helps students
Audio Track 19 The ability to identify the sequence of events visualize the setting and creates a stronger
in a story is a critical comprehension strategy. connection between the text content and
It helps students organize main ideas and understanding. It also serves to further
Sheets of paper (1 per student) supporting details of a story so they are able to engage students and make the text content
Colored pencils and crayons better understand the development of a story more memorable.
and its characters.

• Say: Imagine you land on an alien planet. You want to learn
about the planet and its citizens, but you don’t speak their
language. What will you do?
• Form small groups. Guide students to act out this encounter
with their classmates. Have them take turns being the
children and the aliens.
• Play track 19. Have students listen and follow along in their
books. Pause the track at the end of pages 157, 159, 161,
162 and 163. Tell students to write where the characters are.
(Home, aquarium, Atlantis, alien planet, home.)
• Write on the board: first, next, then, later and finally.
• Form pairs. Ask: What happens first in the story when the
children are at home? What happens next? Have students
use the words on the board and their notes to retell the story.
Monitor and help as needed.
• Have students complete activity 4 in the worksheet. For
the second part of activity 4, tell students to draw lines from
the story events to the places.
Answers: 5, 1, 7, 4, 2, 6, 3, 8
An alien planet: 7 Atlantis: 5, 6 An aquarium: 3, 4 Home: 1, 2, 8

• Ask: What did they find in Atlantis? (A map.) What do you
think the map was for? What do you think was on the map?
Elicit a few ideas.
• Say: Let’s make our own maps of Atlantis!
• Hand out sheets of paper, colored pencils and crayons.
• Have students make their maps. Tell them that they can
include things they talked about and they can also use their
own ideas about things that might have been in Atlantis.

• Have students display their maps around the classroom.
Encourage students to ask each other questions about
the maps.
T 320 Topic 9
Lesson 4
Compass Reading Log 2 pages 156-163 How Characters React
Topic 9 Fiction Worksheet page 325 Identifying Point of View
The point of view is about who is telling the story. It can affect how readers view events and
other characters in the story. Being able to identify whether one of the characters or a narrator
is telling the story gives readers insight into the story events and the characters’ thoughts,
feelings and motivations.
• Write place, characters and story events on the board. • Have students leave their descriptions on their desks.
• Form pairs. Have students describe the place, the characters Tell students to walk around and read the different
and retell the story events. descriptions.
• Elicit description words and write them on the
Manage Your Class board. Have students agree on Sarah’s and Alex’s
A variation to this activity is to form small groups. character traits.
Students go around the circle and give one description each
about the place, the characters and then the story events.
Reading Strategy Focus 19 (20 min.)
• Elicit different feelings. Write students’ ideas on the board.

If students do not say them, make sure to include afraid,
angry, excited, surprised and worried.
• Have students read the sentences in activity 5 in the
worksheet. Tell them they are going to complete the
sentences while they read.
• Play track 19. Have students listen and follow along in
their books. Pause at the end of each page so students can
complete the sentence(s).
• When checking answers, encourage students to give reasons
for their answers.
Possible answers: Page 157: excited, angry Page 158: worried
Page 159: afraid Page 160: surprised Page 161: worried
Page 162: excited, worried Page 163: excited

• Direct students’ attention to page 156. Have a volunteer read
the page.
• Ask: Who is telling the story? (Alex.) Say. When we read a
story, sometimes one of the characters tells the story,
like this one. That means we “see” the story through his eyes.
We learn what he thinks and feels. Ask: What does he think
about Sarah? (He thinks she is boring.) Say: This gives us
information about Alex. The characters’ feelings and reactions
also give us information about them.
• Form pairs. Have students write a brief description of the
characters in their notebooks. Encourage them to give
reasons for their decisions.
Know Your Students

Writing descriptions about characters requires some basic
inferencing skills. Consider pairing up lower-level students
so you can give guidance and support more effectively.
Topic 9 T 321
Lesson 5
Compass Reading Log 2 pages 164, 165 and 183 How Characters React
Ice pop sticks Identifying Point of View
Scissors and glue
Literary Technique
Suspense
Comprehension (60 min.) 5 How Characters React Complete the chart.

Lead in to the Lesson Mark () the correct character.
Reading Strategy • Have students read the sentence fragments.
Confirm understanding.
• Form small groups.
• Form small groups. Have students complete the chart.
• Ask: Who tells the story? (Alex.) Say: Imagine Sarah is
telling the story. Answers: 1. Sarah 2. Alex / Sarah 3. Sarah 4. Alex 5. Sarah
• Direct students’ attention to pages 156 and 157.
6 Active Reading Cut out the pictures on page 183.
Have students retell the events, but from Sarah’s point
Glue each one to an ice pop stick. Use the cutouts
of view.
to act out the most exciting part of the story.
1 Listen and follow again. Number the pictures in the • Hand out ice pop sticks, scissors and glue.
correct order. 19 • Have students cut out the pictures on page 183 and glue
• Have students look at the pictures. Play track 19 and have them to ice pop sticks.
students number the pictures in the correct order as they • Form pairs. Have students decide on the most exciting part
listen to the story. of the story. Tell them to act it out, using the cutouts.
Answers: 3, 2, 1, 4 7 Think and discuss. Imagine that you have a TV
remote like Sarah and Alex’s. It takes you to a
place similar to your favorite movie. Where is it?
• Have students label the pictures with the words from the box. What happens there?
Answers: 1. earthquake 2. remote control 3. aquarium 4. statue • Form pairs. Have students discuss the questions: What is
your favorite movie? Which place from the movie do you want
to visit? Why?
• Have students read the questions and options. Tell them to • Encourage students to share their ideas with the class.
circle the correct answers.
Answers: 1. a 2. c 3. c 4. b
4 Suspense Complete the sentences about the story.

• Point out the pictures on page 165 in activity 4. Say: For
readers, some parts of the story are very exciting because
we don’t know what will happen next. Sarah and Alex were
scared when they saw the shark coming. Why were they
scared? They were also worried in Atlantis and on the alien
planet. Why were they worried?
• Form pairs. Have students discuss the situations and write
their answers.
• Elicit answers from the class.
Possible answers: 1. eat Sarah and Alex. 2. return home from Atlantis.
T 322 Topic 9
Lesson 6
Teaching Resources
Compass Reading Log 2 page 172

• Say: The remote control took Sarah and Alex to some
interesting places. Now they are going to pick up the remote
control again to go on more adventures. Where will they go?
What will they see?
• Form pairs. Have students share their ideas.

1 Look and mark (). Which places would you like
to visit?
• Direct students’ attention to page 172. Have a student
read the instructions and the places. Say: Which places are
interesting to you? Are there other places you want to visit
some day?
• Have students mark the places they would like to visit.
• Form pairs. Have students discuss their choices.
Encourage them to give reasons for their answers.
A Choose and circle one place. Imagine you are taking

a three-day trip. What are you going to do each day?
What do you need to bring? Complete the chart.
• Point to the world map or globe. Say: Let’s go on a trip!
Where do you want to go? Have students call out places.
• Say: There is so much to do, but you only have three days.
What will you do? What do you need to take? Don’t forget
your camera!
• Write on the board: activities, weather. Tell students to think
about the things they will do and the weather in the places
they will go. Tell them this information can help them decide
what to take.
• Tell students to choose a place and write their plans for
their trip.
• Form pairs. Have students share their plans with a classmate.

• Have students leave their books open to page 172. Tell them
to walk around and read their classmates’ plans.
• Have students decide, as a class, which places they want to go
and trace the route on the world map or globe.
Topic 9 T 323
To p ic 9 Lost City of Atlantis
1 Complete the words.
1 sh rk a an event where the earth shakes
2 b tt n b a ship that can travel underwater
c the figure of a person or animal made out
3 q r m
of stone, metal or wood
4 st t d a marine animal with a large mouth and
5 rthq k many teeth
6 s bm r n e a glass container with water where fish live
f damaged; not functioning
7 br k n
g a device used to control another electronic
8 r m t c ntr l device from a distance
h a small part of a machine or device
i you can push to control something
A Match the words with the correct definitions.

2 Complete the sentences with the correct words from activity 1.
1 My dog felt the and started to bark.
2 Our salamanders live in an .
3 There is a of the first president in the park.
4 The power on my TV is .
We have to use the to turn it on and off.
5 Luca saw a swimming in the ocean.
6 I want to go in a to the bottom of the ocean.
3 Complete the predictions. What is the story about?

1 I think .
2 I think .
4 Number the story events in the correct order.
Sarah finds a map. an alien planet
Alex is watching TV.
The children see a submarine. Atlantis
There is a shark swimming toward the children.
Sarah tries to take the remote control from Alex. an aquarium
There is an earthquake.
The remote control gets wet. home
The map is in Sarah’s bag.
A Match the story events with the places.

5 Complete the sentences. Write the characters’ feelings.
Alex is going to watch a movie. He is .

Page 157
Sarah tries to take the remote control. Alex gets .
Page 158 Alex is the remote control is broken.
Page 159 Sarah sees a shark. She is .
When they realize they are in Atlantis, Sarah and Alex are
Page 160
.
Page 161 When they feel the earthquake, they are .
When they realize they are on an alien planet, Alex is

Page 162 .
Sarah is because the battery is almost dead.
Page 163 They still have the map. They are .
Key Words
Lost City of Atlantis
aquarium by Suzanne Guerrero
broken
button
earthquake
remote control
shark
statue
submarine
1 Look at the picture on

pages 156 and 157.
What is happening?
How do the
characters feel?
I t was Saturday afternoon, and my boring
sister was listening to boring music in her
boring room. I was in the living room, and
2 Listen and follow. 19 my favorite movie was about to start.
156 Topic 9
T 326
U9COrl2.indd 156 9/29/17 11:59
“What’s this?” asked Sarah as she walked in.
“Lost City of Atlantis,” I said.
“What’s it about?” she asked.
“Uh, Atlantis,” I said. “People say it was once a great city on an island,”
I told her, “but the island isn’t there anymore. They think it could be
under the sea, but nobody knows where. In this movie, they find it!”
Sarah wasn’t nearly as excited as I was.
“OK,” she said, “but I want to watch something else.”
“No, Sarah! I have the remote control.”
She tried to take it from me, but I pulled back.
“Alex, give it to me!” Sarah shouted.
She pulled harder, and I pulled harder, and then it flew out of our
hands and into the air…
Lost City of Atlantis 157
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T 327
…and right into the aquarium! Pop! The TV turned off.
“No!” I shouted.
“Shhh, Mom will hear,” said Sarah. She got the remote control
out of the aquarium and dried it with her shirt.
“Is it broken?” I asked.
“I don’t know,” Sarah answered. She pushed the ON button.
I closed my eyes. I couldn’t watch!
158 Topic 9
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T 328
When I opened my eyes,
we were under the sea!
“What happened?” I asked.
“I have no idea,” Sarah said,
“but let’s go check it out!”
As we looked around, we saw fish
swimming around the coral. It reminded me of something at home…
“Our aquarium!” I said. “Weren’t you just checking to see if the
remote control was broken? Do you think it brought us here?”
“Maybe,” Sarah said. But she was looking at something in the water.
“Alex! Shark!” she shouted.
I was afraid, but then Sarah pointed the remote control at the shark,
and the sea around us was suddenly empty.
“What did you do?” I asked.
Sarah answered. “What I always do. I changed the channel!”
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T 329
“Hey, what’s that?” Sarah said, pointing to something far away.
“Wow,” I said, “there’s a city”
We swam closer to it. The city looked really old, with buildings,
streets and statues of people who must have lived there a long
time ago.
“Look, Sarah!” I said. “I think I found some writing!”
“A-T-L-A…” I read, as I cleaned off the letters. “Atlantis!”
“You mean it’s real?” said Sarah, very surprised.
“It is!” I said. “Or, it was…”
I looked down and saw a small, flat rock with lines and
shapes on it. I picked it up to get a closer look. “Maybe
it’s a map!” I said.
160 Topic 9
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T 330
Just then, the city moved. The buildings wobbled. A statue
fell and broke into pieces.
It was an earthquake! “Here, take the map!” I told Sarah,
and she put it in her bag. “Let’s get off this mountain!”
Then we saw rocks and lava coming from the top. “It’s not
a mountain,” Sarah shouted. “It’s a volcano!”
Parts of buildings were falling into the streets. “Time to
go—I hope this works!” Sarah said, as she pushed a button on
the remote control again.
The water turned cold, and it was quiet.
“Now we know how Atlantis became a lost city,” I said
sadly. “But where are we now?”
U9COrl2.indd 161 9/29/17 12:00

T 331
“I don’t know. Do you see that light over there?” Sarah asked.
“Yes, I do,” I said. “It looks like…a submarine.”
We swam closer. “It’s some kind of machine,” said Sarah.
“It says, ‘Space Program,’” I said, reading the writing on the side.
“Space? But we’re under the sea!” Sarah shouted.
“Maybe we’re not in a sea on Earth!” I said. “We’re on—”
“An alien planet!” Sarah cried.
A strange animal swam in front of me. It was like a little dolphin
with lights on its body. That’s not from anywhere on Earth, I thought.
A light on the remote control turned on and off. “Oh, no! I think
the battery is almost dead,” Sarah said.
“How do we get home?” I asked.
“Let's try the OFF button,” Sarah said.
Then everything went dark.
162 Topic 9
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T 332
It worked! We were home. The TV was back on, with a
program about a coral reef.
Sarah and I stood very still for a moment. “What an
adventure!” she said excitedly.
“Was it real?” I asked.
Then I remembered…
“Sarah! Your bag! Do you still have the map from Atlantis?”
She looked in her bag, and smiled, “Yes, I do.”
U9COrl2.indd 163 9/29/17 12:00

T 333
1 Listen and follow again. Number the pictures in the correct order. 19
aquarium earthquake remote control statue
1 2 3 4

1 At the beginning of the story, Alex thinks Sarah is…
a boring. b adventurous. c excited.
2 Why is Atlantis a lost city?
a People forgot b People destroyed it. c People don't
about it. know where it is.
3 How does Sarah send herself and Alex home?
a She changes b She throws the remote c She pushes the
the channel. control into the aquarium. OFF button.
4 At the end of the story, Alex and Sarah are…

a bored. b excited. c sad.
164 Topic 9
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T 334
4 Suspense Complete the sentences about the story.
1 The shark might 2 Sarah and Alex might not
. .
5 How Characters React Complete the chart. Mark (✓) the correct character.
Alex Sarah
1 ...isn’t interested in the story of Atlantis
2 ...is afraid of the shark
3 ...uses the remote control to get out of danger
4 ...is sad when Atlantis falls
5 ...discovers how to return home
6 Active Reading Cut out the pictures on page 183. Glue each one to an
ice pop stick. Use the cutouts to act out the most exciting part of the story.
7 Think and discuss. Imagine that you have a TV remote like Sarah and Alex’s.
It takes you to a place similar to your favorite movie. Where is it?
What happens there?
U9COrl2.indd 165 9/29/17 12:00

T 335
In this first article about
vacations, Annie Jeffrey
by Annie Jeffrey writes about “staycations.”
tuesday
MONDAY Look for fun project ideas on the
Dance like crazy to your favorite Internet. Choose one to make
songs. At night, sit together on your together. Find an easy recipe
sofa to watch your favorite movies. online. Make dinner together.
Key Words wednesday

binoculars During the day, plant seeds in thursday
camp out your backyard or in pots. At night, Spend time in the library. Read
dig a good book. Later, go to a park
camp out in your backyard or at a
feed
campground. See how many stars near your home. Feed the birds
hike
magnifying glass you can name. and the ducks.
recipe
scrapbook
1 Read the title and first

paragraph of each article.
How are these vacations
I s an expensive vacation just a dream
right now? Take a “staycation” instead!
A staycation is a vacation where you stay friday saturday
different? Which kind of
vacation would you like
at home. You can do cool things with your Visit a museum or art gallery in your Draw pictures or print photos of
to take? family. You can sleep in your own bed. city. You can be an artist, too! Bring things you did with your family.
2 Listen and follow. 20 and 21
You don’t need your passport! Here is our crayons and paper. Draw a copy of Create a scrapbook with memories of
day-by-day guide to an awesome staycation. one of the works of art you see. your staycation! So awesome!
166 Topic 9 An Awesome Staycation 167
Lessons Preview
1 166, 168 Key Words • Topic 9 Nonfiction Flashcards

and 176 Using Text Features • Topic 9 Nonfiction Worksheet page 344
Predicting
2 166-169 Comparing and Contrasting Texts • Audio Tracks 20 and 21

• Topic 9 Nonfiction Flashcards
• Topic 9 Nonfiction Worksheet page 345
3 166-169 Comparing and Contrasting Texts • Audio Tracks 20 and 21 • Sheets of paper
Art Connection • Topic 9 Nonfiction Worksheet page 345 • Colored pencils and crayons
Geography Connection • A world map or a globe • Maps of your town / city
4 166-169 Summarizing • Audio Tracks 20 and 21

• Note cards
5 170 and 171 Comprehension • Audio Tracks 20 and 21

Comparing and Contrasting Texts
Transition Words
6 172 Connect to Social Studies • A world map or a globe • Colored pencils and crayons
• Sheets of paper • Reference books or Internet access
T 336 Topic 9
Summary
Key Words
“An Awesome Staycation” is about a vacation that you take at home. This article tells us
about fun activities to do in our homes and in the town or city we live in, from dancing binoculars (n.) large glasses that
and planting seeds to visiting an art gallery or the library, and all without the need of a make distant things seem closer
passport or big expenses. In “Vacations Around the World,” the author describes three and larger
places to visit around the world and why these places are so special. camp out (v.) to sleep outdoors,
often in a tent
Genre: Travel Article
dig (v.) to make a hole in the ground
A travel article invites readers to visit special places and do fun activities. by moving dirt or sand
“An Awesome Staycation” tells readers how they can have a vacation without traveling.
feed (v.) to give food to animals
“Vacations Around the World” suggests some fun places to visit.
hike (v.) to walk a long distance
Reading Strategy Focus for enjoyment
Comparing and Contrasting Texts magnifying glass (n.) a special glass
What is it? When you compare two texts, you look for things that are the same. with a handle that can be used to
When you contrast two texts, you look for things that are different. see objects larger than they are
What will students do? Students will analyze two texts and identify the main ideas and recipe (n.) a list of ingredients and
key details that are similar and different. instructions for preparing food
Why is it important? Comparing and contrasting information across texts helps scrapbook (n.) a large book with
students organize main ideas and details, which in turn helps them understand and blank pages to paste photos and
retain information. decorations
students learn to compare and contrast characters’ actions and feelings. In Compass
Reading Log 2, students compare and contrast characters.
Most Compass Reading Log 2 students will need teacher guidance to find the main
ideas and key details that they will compare and contrast. Teachers can help students by:
• eliciting information about each text
• asking what is similar about the two texts
• asking what is different about the two texts
Author Technique
Transition Words
What is it? Transition words connect ideas. The author uses also and too to show that
ideas are similar. She uses for example and such as to introduce examples.
What will students do? Students will find instances in the text of the transition words
also, too, for example and such as. They will analyze the examples to determine the
relationships that the words show.
Why is it important? It is important for students to understand the relationships
between ideas in a text and how transition words work to connect those ideas.
Topic 9 T 337
Lesson 1
Teaching Resources Reading Strategies
Compass Reading Log 2 pages 166, 168 and 176 Using Text Features
Topic 9 Nonfiction Flashcards Readers can use text features to get more information from a text. Text features include the
title, headings, photos, captions, key words and glossaries.
Predicting
When you make predictions, you make a guess before you read. The title and pictures in a text
Lead in to the Lesson (10 min.) Reading Strategies (20 min.)

• Form small groups. Have students discuss the questions: • Direct students’ attention to pages 166 and 168. Ask: What
What did you do on your school break? Did you stay at home do you see in big letters at the top of the two pages? (The titles:
or did you travel? Who was with you? Where did you go? “An Awesome Staycation” and “Vacations Around the World.”)
• Encourage students to share their experiences with the class. Say: Read the text in the yellow boxes. What does it say?
What information does it have? (It says what the text is about;
Teach Key Words (25 min.) a description of the topic.)
Reading Strategy • Form pairs. Have students look at the pictures on pages 166
• Use the flashcards to elicit or teach the Key Words. and 168. Ask: What do you see in the pictures? What do the
As you teach each word, write it on the board. pictures tell you about the titles? Have students discuss
• Read the words aloud and have students repeat each the questions.
word chorally. • Form small groups. Tell students to make predictions about
• Ask: Where can you find Key Words in your books? the text.
(On the first page of a story or text and in the glossary.) • Encourage students to share their predictions.
Have students find the Topic 9 Nonfiction section in the
glossary. (Page 176.)
• Have students complete activities 1 and 2 in the • Form pairs. Point to the Key Words on the board.
worksheet. Tell them to use the glossary for activity 1. Tell students to take turns giving the meanings of
the words.
Answers:
Activity 1: 1. glasses, larger 2. outdoors 3. hole 4. food, animals 5. walk
6. handle, larger 7. ingredients, preparing 8. paste photos
Activity 2:
P M D M U K Z J Z N M A R U F
J E A A O N O W F U L E V O B
E X D G P S T O B B C A B O E
K X F N U F P C B I N H B G U
I Q Z I C F A L P P R D I G Y
H N B F Q Z O E Q B A V D O H
Q Q I Y D G G O Z A W R D J X
Z H N I T U O P M A C H C C I
M B O N S O Q S D R B Y Z S L
B H C G C U K D S N L Z Q T B
H S U G W Z K E A M B I O E J
N T L L S C I E G A W L M L B
L O A A Q Z N F T I K V J S R
R F R S A O C D C A D K M F Y
A N S S R I M T Z P G O Q U M
T 338 Topic 9
Lesson 2
Compass Reading Log 2 pages 166-169 Comparing and Contrasting Texts
Audio Tracks 20 and 21
Topic 9 Nonfiction Flashcards
• Use the flashcards to review the Key Words. Show the • Have students complete activity 3 in the worksheet.
pictures to elicit the words. Then show the words and read Point to the instructions. Explain that odd word out means
them aloud for students to repeat chorally. the word that doesn’t belong to the group. Complete the
• Read the definitions in random order for students to guess first one together. Ask: What can you do on a staycation?
the Key Words. (Watch movies, camp out and go to a museum.) What can’t
you do? (Take an airplane.) Why? (Because you stay at home
1 Read the title and first paragraph of each article. on a staycation.)
How are these vacations different? Which kind of • Tell students to complete the rest of the activity. Say: You can
vacation would you like to take? (10 min.) refer to the texts if you are unsure of the answers.
• Direct students’ attention to pages 166 and 168. Read the title
Answers: 1. a 2. c 3. d 4. d
and first paragraph of each article to the class. Have students
follow along in their books.
Manage Your Class
• Form small groups. Have students discuss their answers to
Some students prefer to work out the answers on their
the questions.
own; others prefer to work in groups. Consider letting
• Ask: Are the vacations the same? What similarities do they
students decide if they want to work with other classmates
have? Elicit a few ideas.
for this activity.
• Say: These two texts have a similar theme: vacations.
When we compare two texts, we can find how they are similar.
When we contrast two texts, we look at how they are different.
• Write compare = find similarities and contrast = find
differences on the board.
2 Listen and follow. 20 and 21 (30 min.)
along in their books. Tell them to raise their hands when they
hear the heading of a new section.
• Form pairs. Tell them to read the headings in the text.
(The days of the week.)
• Point to compare = find similarities and contrast = find
differences on the board.
• Play the track again. Pause at the end of page 166. Ask: How
is a “staycation” different from a vacation? Write students’
ideas under contrast = find differences on the board.
• Continue the track and pause at the end of page 167.
Ask: How is a “staycation” similar to a vacation? Can you
do any of these activities on a vacation? Write students’ ideas
under compare = find similarities on the board.
• Play track 21. Pause at the end of page 168. Ask: Where is the
Serengeti National Park? (Africa.) What animals can you see
there? (Wildebeests, elephants, giraffes and lions.)
• Continue the track to the end of the text. Ask: What is near
Paris? (The Chateau of Versailles.) What animals can you
feed at Queen Marie Antoinette’s country house? (Ducks.)
Where can you find dinosaur fossils? (Dinosaur Provincial
Park.) What can you do under the stars? (Camp out.)
Topic 9 T 339
Lesson 3
Teaching Resources Reading Strategy Focus Art Connection
Compass Reading Log 2 pages 166-169 Comparing and Contrasting Texts Drawing pictures about the topic is a way to
Audio Tracks 20 and 21 create multisensory connections to the text.
It also serves to further engage students and
to make the text more memorable.
Geography Connection
Sheets of paper (2 per student)
The purpose of geography is to guide young
learners to contextualize topics. It also helps
Maps of your town / city readers develop navigation skills. Tracing
routes from place to place, based on students’
itineraries, allows them to connect the text to
their own lives.
Art Connection Geography Connection
• Say: Close your eyes. Imagine you are going to spend an • Say: A staycation is an opportunity to visit new places where
amazing day with your family or friends. Who is there? you live. Elicit fun things to do around your city or town.
What is the weather like? What do you do together? Write students’ ideas on the board.
Do you travel or stay at home? Open your eyes. • Form pairs. Hand out the city maps, sheets of paper and
• Hand out sheets of paper, colored pencils and crayons. colored pencils.
Have students draw a picture of the day they imagined. • Have students create an itinerary for their staycation.
• Form pairs or small groups. Have students share their Tell them to trace the routes they will take from one place
drawings and describe them. to another.
• Display students’ maps and itineraries around the classroom.
Reading Strategy Focus 20 and 21 (25 min.)
• Direct students’ attention to page 167. Ask: How is the Know Your Students
information organized? (By days of the week.) Students may not have many ideas of things to do in their
• Play track 20. Have students listen to the text and follow city. Be prepared with a list of creative activities you can
along in their books. Tell them to underline the activities for share with your students.
each day. Pause the track after each day if students need more
time to underline activities.
• Form pairs. Have students compare the words and phrases
they underlined.
• Direct students’ attention to pages 168 and 169. Ask: How is
the information organized? (By places to visit.)
• Display a world map or globe. Have students point out where
the three places from the text are.
along in their books. Point out that each place has different
things people can do. Tell them to underline the activities.
Pause the track after each place if students need more time to
underline activities.
• Form pairs. Tell students to compare the words and phrases
they underlined.
the worksheet.
• Form pairs for students to compare their answers.
• Play the tracks again for students to check.
Answers: Activity 4: 1. c 2. e 3. b 4. a 5. f 6. d
Activity 5: 1. savanna, Maasai 2. tour, French, feed, house 3. dig, dinosaurs
T 340 Topic 9
Lesson 4
Compass Reading Log 2 pages 166-169 Summarizing
Audio Tracks 20 and 21 Summarizing is the ability to identify the most relevant ideas of a text and to consolidate key
Note cards (1 set of words for each group)

• Write on the board: dance, hike, camp out, dig, feed and find. Know Your Students
Elicit meanings of the words. Consider students’ language levels and personalities
• Form small groups. Give each group a set of note cards with when forming groups. Higher- or on-level “student
the words from the board. teachers” might work well with lower-level students.
• Say: Let’s play charades! Choose a card and act out the word. Grouping lower-level students together so you can
Your classmates guess what it is. provide them with more support is also an effective way
• Model the activity with actions not on the cards to confirm to guide students.
understanding of how to play the game.
• Have groups play charades. Take the Lesson Further (5 min.)
• Form pairs. Ask: Think about the places to visit around the
Read and Discuss the Story 20 and 21 (20 min.)
world. Which one is your favorite? Why?
• Write the following questions on the board before class. • Have students talk about their favorite places from the text.
Have students read the questions before they read the
texts again.
1 What is a staycation?
2 What don’t you need for a staycation?
3 Where can you plant seeds on a staycation?
4 What can you put in your scrapbook?
5 Who has a list of more than a thousand places to visit?
6 What will you see when you travel across the savanna?
7 How many kinds of dinosaurs have been found at the
Dinosaur Provincial Park?
• Play tracks 20 and 21. Have students listen to the texts and
follow along to answer the questions.
• Form pairs. Tell students to answer the questions.
• Encourage them to share their answers with the class.
Answers: 1. a vacation where you stay at home 2. your passport 3. in
your backyard or in pots 4. drawings and photos 5. the World Heritage
Committee 6. thousands of wildebeest 7. more than thirty-five

• Form an even number of small groups. Assign the first text to
half of the groups and the second text to the other half.
• Ask: What information do you include in a summary?
(Main ideas and key details.)
• Say: Take notes about the text. Ask yourselves:
What information do I need to include so other people
can learn the basic information about the text?
• Have students look at their assigned texts and take notes.
• Say: Put your books away. Use your notes to summarize
the text.
• Have groups exchange and read their summaries.
Topic 9 T 341
Lesson 5
Compass Reading Log 2 pages 170 and 171 Comparing and Contrasting Texts
Audio Tracks 20 and 21 Author Technique
Transition Words
Comprehension (60 min.) 5 Transition Words Find the transition words in the text.
Lead in to the Lesson Underline the sentences.
• Form pairs. Have students recount the main ideas from • Point out the words in the box. Explain that also and too
the texts. connect similar ideas. For example and such as are used to
give examples.
1 Listen and follow again. Circle the correct answers. • Direct students’ attention to page 167. Tell them to look for
20 and 21 the word too. Ask: What two similar ideas does this transition
• Have students read the questions. word connect? (Artwork: You can see art and be an artist, too.)
• Play tracks 20 and 21. • Form pairs. Have students find the transition words in the
• Tell students to circle the correct answers. text and underline the sentences.
Answers: 1. c 2. a 3. b 4. c Answers:
1. (Page 168) You’ll also see other animals, such as elephants, giraffes and
lions. 2. (Page 168) You can learn some words in the language of the local
2 Label the pictures. Maasai people, too. 3. (Page 169) For example, you can tour the palace and
• Have students stand and act out the words in the box. learn about French kings and queens. 4. (Page 169) It also has beautiful views.
• Tell them to label the pictures.
Know Your Students
Answers: 1. feed 2. dig 3. hike Some students may have difficulty finding the transition
words. Consider giving clues, such as the page numbers or
3 Write one thing you need for each vacation.
section of the text so they can complete the activity.
• Form pairs. Have students decide on what they need for
each vacation.
6 Active Reading Act out an activity from the vacations.
Answers: Answers will vary. Your classmate guesses the activity and the vacation.
Take turns.
4 Comparing and Contrasting Texts Complete the
chart. What can you do on a staycation? What can • Form pairs or small groups. Tell students to take turns acting
you do on a vacation? out activities from the vacations and guessing what they are.
• Point out the words in the box. Ask: Where can you camp
out under the stars? Can you camp out at home or only on 7 Think and discuss. Imagine you are taking a weekend
a vacation? staycation. What are you going to do each day?
• Have students complete the chart. Remind them that they
• Form small groups. Have students discuss the question and
can refer to the text if they are unsure of their answers.
agree on a plan for a weekend staycation.
Answers: Staycation: make dinner, go to the library Vacation: dig for fossils, • Encourage students to share their ideas with the class.
take a tour of a palace Both: camp out under the stars, feed the ducks
A Circle the correct answer. How are both kinds of

vacations similar?
• Have students read the question and circle the
correct answer.
Answer: c
T 342 Topic 9
Lesson 6
Teaching Resources
Compass Reading Log 2 page 172
Sheets of paper (1 per student)
Reference books or Internet access
Connect to Social Studies (35 min.)

• Display a world map or a globe. Have students locate
Tanzania on it. Ask: What did we read about? (Serengeti
National Park.)
• Elicit information about Serengeti National Park.
Write students’ answers on the board.
1 Research the Maasai people in Tanzania. Write three

interesting facts about them.
• Direct students’ attention to page 172. Ask: What do you see
in the pictures? Say: The Maasai people live in the same region
as the Serengeti National Park.
• Tell students they will research the Maasai people. Ask: What
do you want to know about them? Write students’ ideas on
the board.
• Form pairs. Have students use reference books, mobile
devices or school computers to learn more about the Maasai
people. Tell them to write three interesting facts. Monitor
and help as needed.
• Have groups share their findings.
Know Your Students

Students at this age may not have much experience with
online research. Also, it is important that they stay on task
and do not wander onto unhelpful or inappropriate websites.
Be prepared with appropriate links, such as http://kinooze.
com/maasai-of-africa/.

• Hand out paper, colored pencils and crayons. Tell students
to draw pictures and include their interesting facts about the
Maasai people.
• Display students’ work around the classroom.
Topic 9 T 343
To p ic 9 An Awesome Staycation /
Vacations Around the World
1 Complete the definitions. Use the glossary on page 176.
1 binoculars: large that make distant things seem closer and
2 camp out: to sleep , often in a tent

3 dig: to make a in the ground by moving dirt or sand
4 feed: to give to
5 hike: to a long distance for enjoyment
6 magnifying glass: a special glass with a that can be used to
see objects than they are
7 recipe: a list of and instructions for food
8 scrapbook: a large book with blank pages to
and decorations
2 Find and circle the words P M D M U K Z J Z N M A R U F

from activity 1. J E A A O N O W F U L E V O B
E X D G P S T O B B C A B O E
K X F N U F P C B I N H B G U
I Q Z I C F A L P P R D I G Y
H N B F Q Z O E Q B A V D O H
Q Q I Y D G G O Z A W R D J X
Z H N I T U O P M A C H C C I
M B O N S O Q S D R B Y Z S L
B H C G C U K D S N L Z Q T B
H S U G W Z K E A M B I O E J
N T L L S C I E G A W L M L B
L O A A Q Z N F T I K V J S R
R F R S A O C D C A D K M F Y
A N S S R I M T Z P G O Q U M
3 Circle the odd word out.
1 Staycation
a take an airplane b watch movies c camp out d go to a museum
2 Serengeti National Park
a lions b wildebeests c ducks d elephant
3 Versailles
a palace b kings and c Chateau d giraffes
queens
4 Dinosaur Provincial Park
a fossils b magnifying c under d dance like crazy
glass the stars
4 Match the activities with days of the week.
1 Monday a feed the birds and ducks at a park

2 Tuesday b camp out and see the stars
3 Wednesday c dance like crazy
4 Thursday d create a scrapbook
5 Friday e make dinner together
6 Saturday f visit a museum
5 Complete the sentences. What can you do on vacations around the world?
1 At Serengeti National Park, you can see wildebeest travel across the
. You can learn some words in the language of the local
people, too.
2 At Versailles, you can take a of the palace, learn about
kings and queens and then the ducks at
the country .
3 At Dinosaur Provincial Park, you can for .
In this first article about
vacations, Annie Jeffrey
by Annie Jeffrey writes about “staycations.”
Key Words
binoculars
camp out
dig
feed
hike
magnifying glass
recipe
scrapbook
1 Read the title and first

paragraph of each article.
How are these vacations
I s an expensive vacation just a dream
right now? Take a “staycation” instead!
A staycation is a vacation where you stay
different? Which kind of
vacation would you like
at home. You can do cool things with your
to take? family. You can sleep in your own bed.
2 Listen and follow. 20 and 21

You don’t need your passport! Here is our
day-by-day guide to an awesome staycation.
166 Topic 9
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T 346
tuesday
MONDAY Look for fun project ideas on the
Dance like crazy to your favorite Internet. Choose one to make
songs. At night, sit together on your together. Find an easy recipe
sofa to watch your favorite movies. online. Make dinner together.
wednesday
During the day, plant seeds in thursday
your backyard or in pots. At night, Spend time in the library. Read
camp out in your backyard or at a a good book. Later, go to a park
campground. See how many stars near your home. Feed the birds
you can name. and the ducks.
friday saturday
Visit a museum or art gallery in your Draw pictures or print photos of
city. You can be an artist, too! Bring things you did with your family.
crayons and paper. Draw a copy of Create a scrapbook with memories of
one of the works of art you see. your staycation! So awesome!
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T 347
Vac at i o n s a ro u n d
th e world In this second article about
by Annie Jeffrey
vacations, Annie Jeffrey writes
about some cool places to visit.
Do you want an adventure? Maybe you

don’t know where to go? There are so
many exciting places in the world
to visit! A group called the World
Heritage Committee has a list of
more than a thousand places. Some
of them are great for children!
These are our three favorites.
1 Serengeti National Park, Tanzania and Kenya

What’s special about it?
Serengeti National Park is in Africa. It is
one of the most famous parks in the world.
What can children do there?
Take your binoculars! You will see
thousands of wildebeest travel across the
savanna to find more food and water.
You’ll also see other animals, such as
elephants, giraffes and lions. You can learn
some words in the language of the local
Maasai people, too. Cool, right?
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T 348
2 Versailles , Paris, France
What’s special about it?

The Chateau of Versailles is near
Paris. It is a beautiful palace in France.
Take your walking shoes! There are
many fun things to see and do! For
example, you can tour the palace and
learn about French kings and queens.
Then feed the ducks at Queen Marie
Antoinette’s country house. How fun!
3 Dinosaur Provincial Park What’s special about it?

, Alberta, Canada
Dinosaur Provincial Park is one of the best

dinosaur fossil sites in the world. More than
thirty-five kinds of dinosaurs have been
found there. It also has beautiful views.
Take your magnifying glass! You can hike
with your family. You can dig for dinosaurs.
How cool is that? And you can camp out
under the stars. Isn’t that amazing?
Which trip would you choose?
Vacations around the World 169
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T 349
1 Listen and follow again. Circle the correct answers. 20 and 21
1 A staycation is a vacation…
a in the mountains. b at a hotel. c at home.
2 At Serengeti National Park, you can…
a learn words in an b only visit in May c see animals in a zoo.
African language. and June.
3 At Versailles, you can…
a buy a duck. b see a beautiful palace. c only speak French.
4 At Dinosaur Provincial Park, you can…
a see living dinosaurs. b play on a playground. c look for fossils.
dig feed hike
1 2 3
3 Write one thing you need for each vacation.

1 Staycation: 3 Versailles:
2 Serengeti National Park: 4 Dinosaur Provincial Park:
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T 350
4 Comparing and Contrasting Texts Complete the chart. What can you do
on a staycation? What can you do on a vacation?
camp out under the stars dig for fossils feed the ducks
go to the library make dinner take a tour of a palace
Staycation Both Vacation
A Circle the correct answer. How are both kinds of vacations similar?
a You can go to b You can take a vacation c You can have fun
different places that doesn’t cost money. and do interesting,
around the world. cool things.
5 Transition Words Find the transition words in the text.

Underline the sentences.
also for example such as too
6 Active Reading Act out an activity from the vacations. Your classmate guesses
the activity and the vacation. Take turns.
7 Think and discuss. Imagine you are taking a weekend staycation.

What are you going to do each day?
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T 351
Connect to Me
1 Look and mark (✓). Which places would you like to visit?
an alien planet an ancient city a coral reef
a palace in France the African savanna a friend’s house
A Choose and circle one place. Imagine you are taking a three-day trip. What are
you going to do each day? What do you need to bring? Complete the chart.
What I’m Going to Do What I Need
Day 1
Day 2
Day 3
Connect to Social Studies

1 Research the Maasai people in Tanzania.
Write three interesting facts about them.
1
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T 352
Topic 1 broccoli (n.) a green vegetable
Fiction cabbage (n.) a round vegetable
disappointed (adj.) sad because you carrot (n.) an orange, yellow or purple
expect something that does not happen root vegetable
home run (n.) a hit in a baseball game city (n.) a big place where many people
that allows the batter to score a point live and work
hurry up (v.) to do things faster than usual fire escape (n.) a metal structure on a
notice (v.) to see something and building that allows people to exit the
understand its importance building safely in the event of a fire
runner (n.) a person who runs in a race french fry (n.) a long strip of potato
stretch (v.) to extend your muscles in cooked in hot oil
preparation for exercise Nonfiction
talented (adj.) having an exceptional ant (n.) a small insect that lives in a colony
natural ability crunch (n.) the noise or feeling of breaking
trophy (n.) an award for winning a a hard food with your teeth
competition; a metal statue or cup dip (v.) to place something into a liquid for
Nonfiction a short period of time
game (n.) a sports event where two teams hard-boiled (adj.) in the case of eggs,
play against each other thoroughly cooked in very hot water
kick (v.) to hit with the foot iron (n.) a type of metal and a nutrient
player (n.) a person who plays a game log (n.) the trunk of a tree that has fallen
or a sport or been cut down
practice (n.) the action of preparing to
Topic 3
play a sport
Fiction
soccer (n.) a game played by two teams
breeze (n.) a light wind
of eleven players using a round ball
cover (v.) to place something completely
sports (n.) games or activities where
over something else
people use their bodies in a physical
immune system (n.) natural mechanisms
way in order to win
that protect the body from germs
team (n.) a group of people who play a
rough (adj.) with a textured surface;
sport together
not smooth
Topic 2 sneeze (v.) to expel air suddenly from the
Fiction mouth and nose
apartment (n.) a home in a large building stuffed (adj.) blocked or congested
Glossary 173
GlossaryCOrl2.indd 173 9/29/17 12:05

A1
throat (n.) the back of the mouth crust (n.) the hard surface or exterior
virus (n.) a tiny organism that can invade of something
the body and cause an illness float (v.) to have buoyancy, such as a
Nonfiction boat floating on water
fingernail (n.) a hard covering that grows fossil (n.) the remains of a plant or animal
on the ends of the fingers that lived in ancient times
germs (n.) viruses or bacteria jigsaw puzzle (n.) pieces with unique
rinse (v.) to wash something with water shapes that fit together to form a picture
scrub (v.) to clean by rubbing plate (n.) a flat piece of a hard material
soap (n.) a substance that helps remove supercontinent (n.) an extremely large
dirt and germs area of land made of continents that are
spread (v.) to travel from person to person joined together
towel (n.) a piece of cloth for
Topic 5
absorbing liquid
Fiction
warm (adj.) having a pleasant feeling of
ceremony (n.) a formal event that is part
slight heat
of a social or cultural custom
Topic 4 crater (n.) a hole in the earth, formed by a
Fiction volcanic eruption or a meteor
breath (n.) air that enters and exits the lungs grumble (v.) to complain in a low voice
bucket (n.) a large container with an open icy (adj.) very cold
top for holding liquid jungle (n.) a tropical forest
cave (n.) a hollow space in a rocky place slip (v.) to lose one’s balance
caveman (n.) a prehistoric human that step (n.) a flat surface, usually wood or
lived in caves stone, in a staircase
forest (n.) an area with many trees tumble (v.) to fall with a rolling motion
fridge (n.) a device for storing food so that Nonfiction
it stays cool and fresh; a refrigerator fleet (n.) a group of ships
glove (n.) an item of clothing that protects government (n.) a political system that
the hand and covers each finger makes laws for a country or state
kitchen (n.) a room where people leader (n.) a person who guides, directs or
prepare food controls others
Nonfiction outlaw (n.) a criminal who is hiding
coast (n.) the edge of a continent that from authorities
touches an ocean pirate (n.) a person who attacks or steals
continent (n.) a very large area of land from ships at sea
174 Glossary

A2
rule (n.) a statement that says what you make-believe (adj.) imaginary or pretend
must or must not do make up (v.) to create a story that is not true
notebook (n.) a book with pages for
Topic 6
writing or drawing
Fiction
shoelace (n.) a string that holds a shoe
chariot (n.) a two-wheeled vehicle pulled
tightly on the foot
by horses used in ancient times
trunk (n.) the long flexible nose of
necklace (n.) a piece of jewelry worn
an elephant
around the neck
Nonfiction
peek (v.) to look at someone or
adult (adj.) fully grown or developed
something secretly
butterfly (n.) a long thin insect with large
prefer (v.) to like someone or something
colorful wings
more than another person or thing
caterpillar (n.) a long worm-like animal
season (n.) a three-month period of time
that will become a butterfly
that is usually marked by particular
egg (n.) a round or oval thing that will
changes in the weather
produce an insect, fish, reptile or bird
seed (n.) a small object produced by a
leaf (n.) a flat, green part of a plant
plant from which a new plant will grow
life cycle (n.) the stages in the life of a
wilt (v.) to bend down like a plant as if
creature, such as egg, caterpillar, adult
from lack of water
pupa (n.) a stage in an insect’s life when
Nonfiction
it transforms from a larva or caterpillar
deep (adj.) far below the surface
into an adult
god (n.) a spirit or being with great power
stage (n.) a step in a process
hole (n.) an opening in a surface
mountain (n.) a large area of land and rock Topic 8
that rises high above the land around it Fiction
myth (n.) a story about gods and heroes canoe (n.) a light, narrow boat
that is used to explain natural events desert (adj.) living in a desert or dry
volcano (n.) a mountain that was formed region where there is little rain
by lava, often with a hole at the top dune (n.) a hill of sand
oasis (n.) a small area with water and
Topic 7
plants surrounded by desert
Fiction
paddle (v./n.) to move forward by pushing
amazing (adj.) wonderful, surprising
the water with a flat wooden pole; a flat
disappear (v.) to stop being visible
wooden pole, or oar
magic (adj.) to use tricks or supernatural
forces to create things
Glossary 175
GlossaryCOrl2.indd 175 5/24/18 11:03 AM

A3
rainforest (n.) a forest in a rainy area; jungle statue (n.) the figure of a person or animal
sand (n.) tiny pieces of rock and dust made out of stone, metal or wood
savanna (n.) a large flat area of grass submarine (n.) a ship that can travel
with very few trees underwater
Nonfiction Nonfiction
flow (v.) the movement of water in a binoculars (n.) large glasses that make
particular direction distant things seem closer and larger
layer (n.) a horizontal section, often above camp out (v.) to sleep outdoors, often
or below other horizontal sections in a tent
rainbow (n.) a colored arc that sometimes dig (v.) to make a hole in the ground by
appears in the sky when the sun shines moving dirt or sand
through moisture or raindrops feed (v.) to give food to animals
sea lion (n.) a marine mammal that lives hike (v.) to walk a long distance
in coastal areas, with short, thick fur and for enjoyment
flippers for swimming magnifying glass (n.) a special glass
waterfall (n.) running water, usually in a with a handle that can be used to see
stream or river, that falls from a high place objects larger than they are
whale (n.) a very large marine mammal recipe (n.) a list of ingredients and
that lives in the ocean instructions for preparing food
scrapbook (n.) a large book with blank
Topic 9
pages to paste photos and decorations
Fiction
aquarium (n.) a glass container with water
where fish can live
broken (adj.) damaged; not functioning
button (n.) a small part of a machine
or device you can push to control
something
earthquake (n.) an event where the earth
shakes, often damaging buildings
remote control (n.) a device you can
hold or carry, used to control another
electronic device from a distance
shark (n.) a marine animal with a large
mouth and many teeth
176 Glossary

A4
• What’s my favorite sport?
• What do I need to eat?
• Why do I get sick?
• What was there millions of years ago?
• Where is the lost treasure?
• What did ancient cultures believe?
• What could I do when I was small?
• What are the most amazing places on Earth?
• Where do I want to travel?

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LEVEL 2

Illustrations: Guadalupe Calvo Leyva pp. T250-T261;

Photographs: © AFP: WANG SONG / XINHUA p. T311

Images used under license from © Shutterstock.com

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

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

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

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

Topic 7 What could I do when I was small? ...................................... T239

The Magic Book ................................................................................................. T240

A Butterfly Life ................................................................................................... T262

Explorer Sam ....................................................................................................... T280

The Most Beautiful Places on Earth .................................................... T298

Topic 9 Where do I want to travel? .......................................................... T315

Lost City of Atlantis ........................................................................................ T316

An Awesome Staycation / Vacations around the World ...... T336

Compass English Language Arts

Compass English as a Foreign Language

Key Words help

Students listen Colorful pictures

Students have fun

Activities in the Connect to Me section

Connect to… activities approach

All the Key Words and their

Flashcards provide a visual reference

Theo and Gordon • Inferences apartment, broccoli, Connect to Health

Frozen in Time • Main Characters breath, bucket, cave, Connect to Science

Pages 63-82 Our Changing Planet • Sequence coast, continent,

The Golden One • Setting ceremony, crater, Connect to

Pages 83-100 Pirates on the Sea • Comparing and fleet, government,

Persephone • Retelling chariot, necklace, peek, Connect to

Where Myths • Context Clues deep, god, hole,

The Magic Book • Plot amazing, disappear, Connect to Science

Explorer Sam • Rhythm in a Poem canoe, desert, dune, Connect to

The Most Beautiful • Text Features flow, layer, rainbow,

Lost City of Atlantis • How Characters React aquarium, broken, Connect to

Glossary Pages 173-176

Cutouts Pages 177-184

U7COrl2.indd 119 9/29/17 11:46

1 Think of a story you know

2 Listen and follow. 15

120 Topic 7 The Magic Book 121

U7COrl2.indd 120 10/30/17 2:36 PM U7COrl2.indd 121 9/29/17 11:46

1 120-122 Key Words • Topic 7 Fiction Flashcards

2 120-129 Plot • Audio Track 15

3 120-129 Identifying Story Sequence • Audio Track 15

4 120-129 Dialogue • Audio Track 15

5 130 and 131 Comprehension • Audio Track 15

6 138 Connect to Me • Sheets of paper

Know Your Students

Teach Key Words (25 min.)

Reading Strategy (10 min.)

Lead in to the Lesson (10 min.)

1 Think of a story you know well, such as a fairy tale or

2 Listen and follow. 15 (30 min.)

Take the Lesson Further (10 min.)

Lead in to the Lesson (10 min.)

Reading Strategies 15 (35 min.)

• Say: The pictures help tell the story.

Know Your Students

Take the Lesson Further (10 min.)

Lead in to the Lesson (10 min.)

Literary Technique 15 (20 min.)