LEVEL 3

Reading
LOG
Teacher’s Guide
Topics 7–9
 LEVEL 3

Reading
LOG
Teacher’s Guide
Topics 7–9
Donna Schaffer
Susan Ford-Bennett
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Introduction ............................................................................................................................. iv

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

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

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

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

Teaching Notes

Topic 7 Why should we protect the environment? ...................... T245

Yellowstone Flood ............................................................................................ T246

A Variety of Life in Madagascar ............................................................. T266

Topic 8 What have I done in my life? ....................................................... T283

The Best Cowboy in the World ............................................................... T284

World Records .................................................................................................... T306

Topic 9 Can I make a movie? ........................................................................ T323

Can I Make a Movie? ..................................................................................... T324

Lights, Camera, Action! ............................................................................... T344

Audio Scripts ........................................................................................................................ A1

Glossary ................................................................................................................................... A2

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

Compass English Language Arts

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

Compass English as a Foreign Language

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

iv
The objective of reading instruction is to help learners
become fluent, analytical readers. The Compass
Reading Log presents students with engaging original
stories, extracts and adaptations—many contributed by
award-winning children’s book authors—with vibrant,
eye-catching illustrations. Young readers will encounter
a broad range of fiction and nonfiction genres, such
as short stories, fables, poems, graphic novels and
informative texts.
The Compass Reading Log prepares students for literacy
through a hybrid approach that combines English
Language Arts instruction with EFL support. Students
will acquire a sequential, scaffolded set of reading
strategies based on the US Common Core Standards
for Reading: Literature and Reading: Informational
Text. The Compass Reading Log combines these
standards—geared toward native speakers of English—
with extensive vocabulary and comprehension support
for English language learners. All texts are graded by
the Lexile® Framework and the CEFR so that students
encounter authentic, but level-appropriate language.
Students are guided to understand and apply these
reading strategies through dynamic and intuitive
age- and level-appropriate activities.
Grade Lexile® Range CEFR
1 230L to 420L A1
2 450L to 570L A1+
3 600L to 730L A2
4 640L to 780L A2+
5 730L to 850L B1
6 860L to 920 L B1+
Reading Log
Each level of the Compass Reading Log is divided
into nine topics. The titles of the topics are in the
form of Big Questions, which are shared across all
components. Each topic contains two texts, a fiction
story and a nonfiction text, each with six lessons of
class material. Genre entries in the Topic Openers
(Levels 3-6) provide easy-to-understand descriptions of
the text type for each story or text in the topic.
Every story and text has a Reading Strategy Focus and
a Literary or Author Technique. Key Words provide
students with support for unfamiliar vocabulary, so
that they are equipped to understand each story or text.
Flashcards (Levels 1-3) help students learn and review
the Key Words. A Glossary at the end of the book gives
the part of speech and the definition of each Key Word.
After each story or text, two pages of Comprehension
activities confirm students’ understanding of the story
or text. A Making Connections page at the end of each
topic helps students examine the Big Question.
Comprehension Activities
Comprehension activities are based on the PIRLS
(Progress in International Reading Literacy Study)
framework, which recommends four scaffolded
processes of comprehension that guide learners from
lower- to higher-order thinking by: understanding
explicitly-stated information, making straightforward
inferences, interpreting and integrating information
and examining and evaluating content, language and
textual elements. Within this framework, students
also continue developing the Reading Strategy Focus
and Literary or Author Technique skills. An Active
Reading activity (with Cutouts for selected stories
in Levels 1 and 2) increases student interest and
engagement with the story or text, and the final
activity requires students to analyze the theme or
Big Question and relate it to their own lives.
Making Connections
After reading a fiction story, students complete the
Connect to Me activity, which helps students examine
the theme of the story in a personalized way.
After reading a nonfiction text, students complete the
Connect to… task, which integrates topic content with
other academic subject areas such as Science, History
or Social Studies.
Reading Log Audio
Each story or text is accompanied by full audio so that
students can listen as they read.
v
 Teaching Notes
For each story or text in the Compass Reading Log,
there are two overview pages. A Lessons Preview chart
serves as a quick reference to identify the focus of each
lesson and any required resources. There is also a
Summary of the story or text, a description of the
Genre, a list of Key Words and their definitions and
explanations of the Reading Strategy Focus and
Literary or Author Technique.
Each lesson features a lesson overview that outlines
the required resources and lesson focus, including
descriptions of additional reading strategies. Each 50-60
minute lesson plan begins with a Lead in to the Lesson
activity to engage learners, followed by easy-to-read,
step-by-step instructions that guide students through
the reading process, with comprehension and reading
strategy development. Most lessons end with a Take
the Lesson Further activity to personalize learning and
confirm students’ understanding. Each story or text
lesson set also offers a cross-curricular Connection task
to extend learning opportunities to other subject areas.
Throughout the Teaching Notes, level-appropriate
teacher language is suggested in green text (for fiction
stories) or in orange (for nonfiction texts). In addition,
Know Your Students entries provide insight into
students’ abilities and offer suggestions for supporting
differentiated learning. Manage Your Class entries give
teaching or class management tips related to lesson
content. Answers for activities appear in the Teaching
Notes for each lesson.
vi
Reading Strategies
Literary / Author Techniques
The Compass Reading Log equips students to become
stronger readers through the development of reading
strategies, and by building students’ awareness of literary
and author techniques. These strategies and techniques,
based on US Common Core Standards, give students
a repertoire of skills that can be applied across a range
of text genres to increase overall comprehension and
promote critical thinking.
The Reading Strategy Focus is the principal reading
strategy for a story or text. Activities at the beginning
of the story or text and in the Comprehension sections
help to develop the Reading Strategy Focus. In addition
to the Reading Strategy Focus, other reading strategies
are developed in the Teaching Notes over the course
of six lessons. Recycling and repetition of reading
strategies across different texts help students internalize
these skills and become more proficient readers.
Each fiction text also highlights a Literary Technique,
such as Nemesis and Epiphany. Each nonfiction text
highlights an Author Technique, which helps students
notice text features, such as photo captions, section
headings and functional language, and extend their
understanding beyond basic comprehension.
Photocopiable Worksheets
Each story or text lesson set contains two photocopiable
worksheets that reinforce and confirm understanding
of Key Words and help students develop Reading
Strategies. Instructions and answers for Worksheet
activities are included in the Teaching Notes.
Audio Scripts
In Compass Reading Logs 3 and 4, each Comprehension
section contains an extra listening comprehension
activity. The audio scripts for these tracks are located at
the back of the teacher’s guides.
Compass Reading Log 3 Topics 7–9
Reading Strategies
Comparing and Contrasting Key Details
Writers use details to support their main ideas.
First, identify the main idea. Then find all the details
that support it. Then ask yourself: Are the key details
similar or different?
Describing Characters
Characters are the people in a story or drama.
To understand characters, study their words and
their actions. What are they like? How do they feel?
Why do they do and say particular things?
Five-finger Retell
Five-finger Retell is a memory aid to help students
organize and retell key information from a story or
text. Each finger represents a question: Who are the
characters? What is the setting? What is the problem?
What are the events? and What is the solution?
Fluency: Expression
One aspect of fluency is expression—the appropriate use
of phrasing and intonation in reading. Proficient readers
are able to raise or lower their voice intonation to match
the meaning of the drama.
Identifying Character Traits
The ability to identify character traits in a story is an
essential comprehension strategy. Effective readers
analyze information about characters—actions, words,
feelings and thoughts—in order to make inferences
about them and determine the lessons they learn.
Identifying Cause and Effect Events
Cause and effect is a relationship between events.
The cause is why something happens. The effect is the
result of the cause. To find cause and effect, look for one
event that causes another. Students understand the plot
of a story better when they understand the connection
between cause and effect events.
Identifying the Central Message or Lesson
Stories, including folktales and myths, often teach a
lesson about life. The ability to identify the central
message or lesson in a story requires readers to make
inferences, which is a higher-order thinking skill.
Identifying Elements of a Drama
A drama or playscript has elements that make it look
different from a story or an article. The cast of characters
lists all the characters. Lines of dialogue show what the
characters say. Stage directions show how the characters
move and speak. They also describe the setting.
Identifying Events by Chapters
Chapters are sections of a story. They help readers see
how a story is organized. Sometimes there is one chapter
for each important event. Authors also use chapters
to create suspense or excitement. At the end of one
chapter, they leave readers wondering what will
happen next.
Identifying the Main Ideas and Key Details
The main idea is the central thought of the text.
Each section in a text can also have a main idea.
The key details are all the facts and information that
support the main ideas.
Identifying Steps in a Process
It is important to follow the steps in a process in the
correct order. To help readers understand and remember
the order of steps, authors may include a numbered list
or use words such as first. next, then, after that and last.
Identifying Story Sequence
The ability to identify the sequence of events in a story
is a critical comprehension strategy. It helps students
organize the main ideas and supporting details of a story
so they are able to better understand the development of
a story and its characters.
Identifying Text Features
The glossary is a text feature that provides readers
with definitions and parts of speech for key words.
Students need to be able to understand common
abbreviations used to indicate different parts of speech
in a glossary, such as n, v and adj, in order to classify
new words and expand active vocabulary.
vii
 Making Inferences Visualizing the Story
Making inferences is the ability to use explicit Visualization is the process of creating mental
information from a story to support an educated images. It helps readers make associations between the
guess or conclusion about the characters and events. topic or theme of a story and prior knowledge.
It is critical to story analysis and is a prerequisite for It also helps activate all five senses and emotions.
higher-order thinking. Proficient readers routinely visualize a story as they
read. It leads to a more personalized experience by
Making Predictions
helping them “connect” to the characters and their
Effective readers use pictures, titles, headings, text
actions and drawing them into the scene.
and personal experiences to make predictions before
they read. Predicting also involves thinking ahead while
Compass Reading Log 3 Topics 7–9
reading and anticipating information and events in
Literary and Author Techniques
the story. After making predictions, students can read
through the story and revise and verify Adverbs in Stage Directions
their predictions. Authors often include adverbs in stage directions
before lines of dialogue. This tells how to say the line:
Scanning
happily, angrily, quietly and so on. These adverbs help
Scanning is the ability to quickly look for and find
readers know how the character feels.
specific information in a text. Effective readers can scan
a text for specific information or text features that help Cause and Effect Words
them accomplish a task. Writers use words such as because, so, as a result
and since to show the relationship between a cause
Setting
and an effect.
The setting of a story is where and when it takes
place. The setting provides the context for the story. Clues for Inferences
Context helps readers understand what happens in Sometimes, an author will leave clues in a story to help
the story because it provides background information. readers infer, or figure out, what is happening.
A drama or playscript may have more than one setting.
Exaggeration
Skimming Exaggeration is when something is represented in an
Skimming in the ability to quickly read a text for outlandish manner.
the main ideas. Effective readers can scan a text for
Search Tools
information that helps them answer questions about
Search tools are helpful, but sometimes they can give
text content.
you too much information. Readers learn to use search
Using Pictures tools to access the information they need.
Pictures are the illustrations and photos in a story or
Sequence Words
text. Sometimes, the illustrations tell more about the
Sequence words establish the order and logical
story than just the words do. They can tell you more
connection between sentences and paragraphs.
about a character or a setting.
Sometimes, authors use adverbs at the beginning of
Using Text Features and Search Tools sentences to show the order of events.
Text features help readers gather information and
what a text is about. Text features include titles,
photos, diagrams, key words, information in bold and
information boxes. Search tools help readers look for
information online.

viii
Topic Opener

Fiction Story
Nonfiction Text

Comprehension

Making Connections

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

Genre entries describe

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

The Reading Strategy Focus

entry describes the reading
strategy students will learn.

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

Students complete a
pre-reading activity based
on the Reading Strategy
Focus in Activity 1.
Flashcards provide a visual reference
for learning and reviewing Key Words.

x
 Students confirm The Literary or Author
Students complete their understanding Technique entry describes
PIRLS-informed of the Literary or features authors use in
Comprehension activities. Author Technique. their stories and texts.

Students have fun

A Reading Strategy with a dynamic Active Students analyze
Focus activity helps Reading activity. the story or text in a
learners become more personalized activity.
proficient readers.

xi
 Making Connections
activities help students
answer the Big Question.

The Connect to Me section encourages

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

Connect to… activities approach

the Big Question through other
academic subject areas.

All the Key Words and

their definitions are in
the Glossary.

xii
 Topic Story / Text Reading Strategies Key Words Connections

The Homework Machine • Identifying Character assignment, diagram, Connect to Science

by Ann Gianola Motivations directions, enthusiastic,
Page 26
• Epiphany life cycle, magically,
Pages 10-19
metamorphosis, process,
stage, tricks
Pages 9-26
Scientific Discoveries • Using a Timeline ancestor, extinct, glacier,
by Aaron Burkholder • Sections melt, orbit, prediction,
primate, probe
Pages 20-25

Odysseus and • Identifying the Central blind, conqueror, cyclops, Connect to Art
the Cyclops Message disgusting, guest,
Page 46
by Ann Gianola • Nemesis inhabited, nobody,
responsible, sailor, satyr
Pages 28-37

Fantasy in Movies • Identifying the Main dwarf, fascinate, frame,

by Sterling Montgomery Idea and Key Details muscle, optical, puppet,
• Conjunctions scar, stretch, villain, wrinkle
Pages 27-46 Pages 38-45

Get the Picture • Using Pictures brush against, bully, bump, Connect to Art
by Oisín McGann • Feelings in Pictures draw attention to, glare,
Page 68
go all-out, palette, pick on,
Pages 48-59
tough, uneasy

Pages 47-68 Paint Like Picasso • Using Your Own collage, doodle, enormous,
by Annie Jeffrey Information innovative, old-fashioned,
• Questions as Headings profile, self-portrait
Pages 60-67

The Miser and His Gold • Identifying Views and bury, gold, miser, neighbor, Connect to
by Ann Gianola Opinions pitiful, possession, ruined, Social Studies
• Hubris shock, stingy, value
Pages 70-79 Page 86
Pages 69-86
Money, Money, Money! • Finding Information in bank account, barter, cattle,
by Sterling Montgomery Words and Images coin, exchange, happiness,
• Maps, Photos and provide, shell
Pages 80-85
Diagrams

The Ghost • Understanding adore, burglar, chimney, Connect to

Excerpt from Matilda Literal and Nonliteral fireplace, ghost, imitation, Language Arts
by Roald Dahl Language infuriate, library, parrot,
Page 104
• Clues to Meaning rattle
Pages 87-104 Pages 88-97

Biography of Roald Dahl • Putting Events in adventure, boarding

by Donald Sturrock Time Order school, crash, creative,
• Relationships Between imagination, injury, novel,
Pages 98-103
Events reality, short story

xiii
 Topic Story / Text Reading Strategies Key Words Connections

The Future is Coming • Illustrating Mood contentment, disease, Connect to Science

by Kenn Nesbitt • Words that Show Mood drone, health, imperfect,
Page 124
robot, snore, spaceship,
Pages 106-115
wealth

Pages 105-124
Mars, Here We Come! • Determining the atmosphere, colonize,
by Sterling Montgomery Meaning of Words decontaminate, dust,
• Antonyms gravity, landing, meteor,
Pages 116-123
pollution, pressurized,
supplies

Yellowstone Flood • Identifying the Central buffalo, flood, hide, Connect to Science
by Jennifer Li Message or Lesson honor, protect, shelter,
Page 142
• Clues for Inferences smoke, sport
Pages 126-135

Pages 125-142
A Variety of Life • Using Text Features climate, endangered,
in Madagascar and Search Tools food chain, hotspot,
by Annie Jeffrey • Search Tools lizard, rainforest, soil,
species
Pages 136-141

The Best Cowboy in • Identifying Events bad-tempered, cowboy, Connect to

the World by Chapters coyote, crowded, hoot, Social Studies
by Judy Goldman • Exaggeration howl, lasso, pack, snort,
Page 162
tornado
Pages 144-155

Pages 143-162

World Records • Identifying Cause and achievement, attempt,

by Barnaby Wright Effect Events break a record, compete,
• Cause and Effect Words juggle, recite, sneeze,
Pages 156-161
stilts, talent

Can I Make a Movie? • Describing Characters action, cast of Connect to Art

by Ruth Morgan • Adverbs in Stage characters, clue, cut,
Page 180
Directions director, fan, relieved,
Pages 164-173
selfie, spy
Pages 163-180

Lights, Camera, Action! • Comparing and checklist, crew, prop,

by Aaron Burkholder Contrasting Key Details scene, script, set,
• Sequence Words special effects, take
Pages 174-167

Glossary Pages 181-184

xiv
 To p ic 7

Yellowstone Genre: Myth

Flood Myths are traditional stories set in the

distant past. They can include gods or
other supernatural characters. Myths
A Retelling of a Cheyenne
often explain how parts of nature
Native American Myth
came to be.
by Jennifer Li
“The Flood of Yellowstone” is a myth
from the Cheyenne Native American
people. It tells where rainbows
come from.

A Variety of Life in
Madagascar by Annie Jeffrey

Genre: Website Article

A website article is an article on the
Internet. Website articles contain tools
to help you find important information
online. You can type in key words to
search for them in the article.
The website article “A Variety of Life
in Madagascar” describes different
plants and animals on the island of
Madagascar.

125

U7COrl3.indd 125 6/9/17 3:00 PM

T 245
 Key Words
buffalo
Yellowstone Then the Great Spirit brought people to Yellowstone. He presented
them with their beautiful valley. He showed them the elk in the meadows
and the fish in the streams.

Flood
flood
hide “This land is your home,” the Great Spirit said. “The animals are
honor your brothers. Care for them well, and they will give you food and
protect
shelter clothing whenever you have need.”
smoke
sport
A Retelling of a Cheyenne The Great Spirit called a buffalo to stand in front of
Native American Myth the people.
“You must protect the buffalo above all
Identifying the by Jennifer Li other animals,” he said. “He will give you
Central Message food and clothing. His hide will also be
or Lesson your shelter
shelter. Honor the buffalo, and he
Stories, including folk
tales and myths, often
teach a lesson about
L ong ago, when the Great Spirit formed the world, the
most beautiful place he made was the Yellowstone Valley.
In it, the Great Spirit placed the best of all the animals. There
will protect you from the heat and the
cold and the rain.”
life. To find the central
message, ask yourself:
were wolves in the hills. There were elk in the meadows.
Why do people retell this There were foxes and badgers in the forests. There were otters
story? What lesson are and fish in the streams. And everywhere in the valley were the
they trying to teach their
readers or listeners? powerful buffalo.

1 Do you know a
traditional story from
your own culture? What
lesson does it teach?

2 Listen and follow. 26

126 Topic 7 Yellowstone Flood 127

U7COrl3.indd 126 6/9/17 3:01 PM U7COrl3.indd 127 6/9/17 3:01 PM

Lessons Preview
Pages Lesson Focus Teaching Resources

1 125-133, Key Words • Topic 7 Fiction Flashcards

183 and 184 Identifying Text Features • Topic 7 Fiction Worksheet page 254
Making Predictions

2 126-133 Identifying the Central Message • Audio Track 26

or Lesson • Topic 7 Fiction Flashcards
Using Pictures • Topic 7 Fiction Worksheet page 254

3 126-133 Identifying Story Sequence • Audio Track 26 • Pictures of animals

Art Connection • Topic 7 Fiction Worksheet page 255 • Sheets of paper
• Sheets of paper with the main events • Colored pencils and crayons

4 126-133 Identifying Character Traits • Audio Track 26

• Topic 7 Fiction Worksheet page 255

5 134 and 135 Comprehension • Audio Tracks 26 and 27

Identifying the Central Message • Sunlight or a bright light source
or Lesson • Cut glass
Clues for Inferences

6 142 Art Connection • Colored pencils and crayons

Connect to Me • Salt dough

T 246 Topic 7
Summary
Key Words
“Yellowstone Flood” retells the story of a Cheyenne myth. The Great Spirit created a
beautiful valley with many gifts to provide a comfortable location for the people to live. buffalo (n.) a large North American
The Great Spirit asked the people to honor the buffalo. But, over time, people forgot animal with horns and thick fur;
the words of the Great Spirit. The Great Spirit sent reminders that the people ignored. a bison
Finally, the Great Spirit flooded the valley to remind people to care for their home and flood (n.) water covering an area that
honor the buffalo. The Great Spirit gave the people a special buffalo whose hide covered is usually dry
and protected the valley from the rain. As the hide dried, it changed to the colors of hide (n.) the skin of an animal
the rainbow.
honor (v.) to treat someone or
Genre: Myth something with respect

Myths are traditional stories set in the distant past. They can include gods or other protect (v.) to keep something safe
supernatural characters. Myths often explain how parts of nature came to be. shelter (n.) a place to live
“Yellowstone Flood” is a myth from the Cheyenne Native American people. It tells smoke (n.) a cloud that comes
where rainbows come from. from fire
Reading Strategy Focus sport (n.) fun or amusement
Identifying the Central Message or Lesson
What is it? Stories, including folktales and myths, often teach a lesson about life.
What will students do? Students will identify and describe the central message by
asking, Why do people retell this story? What lesson are they trying to teach their readers
or listeners?
Why is it important? The ability to identify the central message or lesson in a story
requires students to make inferences, which is a higher-order critical thinking skill.
It is important for students to develop the ability to make inferences because it
enhances reading comprehension and understanding of the author’s purpose.
How will students build on previous knowledge? In Compass Reading Log 2,
students learn to identify the central message of a story. They are expected to answer
questions about the main events, as well as the feelings and motivations of characters,
in the story. They are not expected to identify key details or support their claims.
In Compass Reading Log 3 Topic 2, students learn to identify the central message
by analyzing the plot and making inferences.
Most Compass Reading Log 3 students will still require teacher guidance to find the
central message in this story. Analyzing the story and making inferences is a subtle,
complex process that requires scaffolded support. Teachers can help students find
the central message by asking about:
• characters
• setting
• events in the story
• problems the characters face
• solutions to the problems

Literary Technique
Clues for Inferences
What is it? Sometimes, authors leave clues in a story to help readers infer, or figure
out, what is happening. For example, the story says, “When the Great Spirit saw that
the people had ignored his smoke signal, he sent a great and terrible rain on the valley.”
You can infer that the Great Spirit is angry with the people.
What will students do? Students will learn to identify information in the story that
helps them make inferences about the characters and the central message or lesson
of the story.
Why is it important? It is important for students to develop the ability to identify
key information because it helps them understand the characters, the events in the
story and its central message better.

Topic 7 T 247
 Lesson 1
Teaching Resources Reading Strategies
Compass Reading Log 3 pages 125-133, 183 Identifying Text Features
and 184 The glossary is a text feature that provides readers with definitions and parts of speech for key
Topic 7 Fiction Flashcards words. Students need to understand the common abbreviations used to indicate different parts
of speech in a glossary, such as n, v and adj, in order to classify new words and expand
Topic 7 Fiction Worksheet page 254
active vocabulary.
Making Predictions
The strategy of making predictions actively engages students and connects them to the
story by asking them what they think might happen in it. Effective readers use pictures, titles,
text and personal experiences to make predictions before they begin to read. Predicting also
involves thinking ahead while reading and anticipating information and events in the story.
After making predictions, students can read through the text and revise and verify
their predictions.

Lead in to the Lesson (10 min.)
• Write the Big Question on the board: Why should we protect
the environment? Brainstorm ideas about the environment.
Ask: When is the environment in danger? Write students’
ideas on the board.
• Form pairs. Have them look at the pictures on pages 126-133
and make predictions about the story.
• Tell students to write their predictions about the story
in activity 3 in the worksheet. Have students keep their
predictions for the next lesson.

Teach the Key Words (25 min.) Know Your Students

Students may not realize that most ancient cultures have
Reading Strategy
their own set of myths and that they are familiar with
• Use the flashcards to elicit or teach the Key Words. mythical characters. Be ready to name some, such as Zeus
As you teach a word, write it on the board. and Hades (from Greek mythology) and Thor and Loki
• Read the words aloud and have students repeat each (from Norse mythology).
word chorally.
• Have students complete activities 1 and 2 in
Take the Lesson Further (5 min.)
the worksheet.
• Direct students’ attention to the glossary on pages 183 • Use the flashcards to review the Key Words. Show the
and 184. Point out the abbreviations for parts of speech after pictures to elicit the words. Then show the words and read
the Key Words. Ask: What does “v” mean? (Verb.) them aloud for students to repeat chorally.
What does “n” mean? (Noun.) Point to the chart in activity • Encourage students to use the Key Words in
2 in the worksheet. Ask: What is a person or a thing? Is it a example sentences.
noun or a verb? (Noun.) What about an action? (Verb.)
• Form pairs. Tell students to use the glossary to check their
answers for activities 1 and 2.
Answers: Activity 1: 1. h 2. d 3. b 4. e 5. a 6. c 7. f 8. g
Activity 2: People and Things: buffalo, flood, hide, shelter, smoke, sport
Actions: honor, protect

Reading Strategy (20 min.)

• Tell students they are going to make predictions about
the story.
• Point to the story cover on page 125. Ask: What do you see?
Elicit the title and have students describe the picture.
• Focus students’ attention on the Genre entry. Read it aloud
and have students follow in their books. Ask: Do you know
any myths?
• Ask: What do you see in the picture? (A man and an animal.)
Point out the animal in the picture. Ask: What do you think
will happen to the buffalo? What will happen to the man?

T 248 Topic 7
Lesson 2
Teaching Resources Reading Strategy Focus
Compass Reading Log 3 pages 126-133 Identifying the Central Message or Lesson
Audio Track 26 Reading Strategy
Topic 7 Fiction Flashcards Using Pictures
Topic 7 Fiction Worksheet page 254 Pictures are the illustrations and photos in a story or text. Sometimes, the illustrations tell more
about the story than just the words do. They can tell you more about a character or a setting.

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.
• Read the definitions in random order for students to guess
the Key Words.
Reading Strategy Focus (5 min.)
• Direct students’ attention to the Reading Strategy entry on
page 126. Read it to the class and have students follow along.
Take the Lesson Further (10 min.)
• Encourage students’ initial response to the story.
Ask: What do you like about the story? What don’t you like
about it?
• Form pairs. Have students share the predictions they
wrote in activity 3 in the worksheet. Ask: Were any of your
predictions different from what happened in the story?

1 Do you know a traditional story from your own

culture? What lesson does it teach? (10 min.)
• Elicit examples of traditional stories. Write students’ ideas on
the board.
• Point to an example on the board. Ask: What lesson does
this story teach? Encourage students to share the lessons the
different stories teach.

Know Your Students

Students may not know of any myths or traditional stories
from their own cultures. Be prepared with a few examples
to share with the class.

2 Listen and follow. 26 (25 min.)

Reading Strategy
• Play track 26. Have students listen to the story and follow
along on pages 126-133. Tell students to pay attention to the
pictures because they help “tell” the story.
• Pause the track at the end of each page, and ask general
comprehension questions about setting (Where are they?),
characters (Who is there?), events (What is happening?)
and predictions (What do you think will happen next?).
Encourage students to identify where they are getting their
answers: from the text, the pictures or both.

Topic 7 T 249
 Lesson 3
Teaching Resources Reading Strategy Art Connection
Compass Reading Log 3 pages 126-133 Identifying Story Sequence Drawing pictures about the story is a way to
Audio Track 26 The ability to identify the sequence of events create a multisensory connection to the story.
in a story is a critical comprehension strategy. It also serves to further engage students and
Topic 7 Fiction Worksheet page 255
It helps students organize main ideas and make the story more memorable.
Sheets of paper with the main events supporting details of a story so they are able to
Pictures of animals: wolf, elk, fox, badger, better understand the development of a story
otter, fish and buffalo and its characters.
Sheets of paper (1 per student)
Colored pencils and crayons

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

• Write the letters R, O, Y, G, B, I, V on the board in
a vertical column.
• Ask: Does anyone know how these letters relate to the story?
(They are the first letter for each color in the rainbow. The hide
became a rainbow.)
• Say: People use the mnemonic ROY G BIV to remember the
colors of the rainbow. Point to the R. Ask: What color starts
with R? Write red next to the R.
• Elicit the rest of the colors of the rainbow. (Orange, yellow,
green, blue, indigo, violet.) Read the colors in order.
Have students repeat them chorally. Say: Roy G Biv.
Have students repeat it chorally.
Read and Discuss the Story 26 (20 min.)
• Write the following questions on the board before class.
Have students read them before reading the story.
1 What does the Great Spirit do at the beginning of the story?
2 What lives in the valley?
3 What are the people asked to do?
4 What does the smoke do?
5 Why is the Great Spirit angry?
6 Who remembers what the Great Spirit said?
7 How do the people survive the flood?
8 What lesson does this myth teach?
• Play track 26. Have students listen and follow along in
their books.
• Form small groups. Tell students to answer the questions.
Then elicit the answers.
Answers: 1. The Great Spirit creates a beautiful valley with many animals
and gives instructions to the people who will live there. 2. Wolves, elk, foxes,
badgers, otters, fish, buffalo and people live in the valley. 3. The Great Spirit
asks them to honor the buffalo. 4. The smoke stays in the valley. 5. The people
kill animals they don´t need for food or shelter. 6. Spotted Bear remembers.
7. The people leave their homes and move to higher ground. 8. Only kill the
animals that you need for food and shelter. Listen to your elders.
• Before class, write the main events from the story on sheets
of paper:
- The Great Spirit makes a beautiful valley.
- The Great Spirit fills the valley with different animals
and people.
- The Great Spirit tells the people to honor the buffalo.
- People begin to kill the buffalo for sport.
- The smoke covers the valley.
- A flood covers the valley with water.
- Spotted Bear reminds the people what the Great Spirit said.
- The people begin to live in peace with the animals again.
- The giant buffalo hide becomes a rainbow.
• Display the story events in random order on the board.
• Have students help you put the events in the correct order.
• Form pairs. Have students complete activity 4 in
the worksheet.
Answers: 5, 4, 3, 7, 1, 8, 2, 6, 9
Take the Lesson Further (15 min.)
Art Connection
• Say: Roy G Biv. Elicit the colors of the rainbow. (Red, orange,
yellow, green, blue, indigo and violet.) Ask: How many colors
are there in a rainbow? (Seven.)
• Ask: What animals did the Great Spirit put in the valley?
(Wolves, elk, foxes, badgers, otters, fish and buffalo.) Show the
pictures of the different animals.
• Ask: How many animals did he put in the valley? (Seven.)
• Hand out sheets of paper, colored pencils and crayons.
Tell students to draw a big rainbow and put one of the
animals in each color of the rainbow.
• Have students display their pictures around the room.

T 250 Topic 7
Lesson 4
Teaching Resources Reading Strategy
Compass Reading Log 3 pages 126-133 Identifying Character Traits
Audio Track 26 The ability to identify character traits in a story is an essential comprehension strategy.
Effective readers analyze information about characters—actions, words, feelings and
Topic 7 Fiction Worksheet page 255
thoughts—in order to make inferences about them and determine the lessons they learn.

Lead in to the Lesson (10 min.)

• Form pairs. Ask: Who are the main characters? What are the
events in the story? Have students look at the pictures and
retell the story.

Reading Strategy 26 (35 min.)

• Elicit the main characters. (The Great Spirit, the people and
Spotted Bear.)
• Play track 26. Have students listen and follow the story in
their books. Tell them to think about the characters as
they listen.
• Ask: What are they like? How do you know? Elicit a few
character traits and write students’ ideas on the board.
Make sure the following words are included: generous,
punitive, wise, helpful, greedy, selfish, kind, grateful, fair.
Confirm understanding of the words. Elicit ways characters
can demonstrate these traits. Ask: What emotions are
connected to the traits?
• Form pairs. Have students review the story and underline the
passages that show the character traits.
• Then tell students to complete the chart in activity 5 in
the worksheet. Explain that some characters don’t appear on
all the pages. Monitor and help as needed.
• Have students share their answers with the class. Tell them to
give reasons for their answers.
Possible answers:

Page The Great Spirit The People Spotted Bear

126, 127 generous, kind, wise -- --

128 -- fair / greedy, selfish --

129 punishing greedy, selfish --

130 punishing -- wise

131 -- fair, grateful --

132 -- kind, helpful --

133 kind grateful wise, grateful

Take the Lesson Further (10 min.)

• Form small groups. Have students choose a character
and a scene and act it out while others guess who they are
portraying and in what scene.

Topic 7 T 251
 Lesson 5
Teaching Resources Reading Strategy Focus
Compass Reading Log 3 pages 134 and 135 Identifying the Central Message or Lesson
Audio Tracks 26 and 27 Literary Technique
Sunlight or a bright light source Clues for Inferences
Cut glass

Comprehension (60 min.)
Lead in to the Lesson
• Have students think about the end of the story.
Ask: What does the buffalo hide become? (A rainbow.)
• Ask: How could you create a rainbow? Elicit ideas.
• Show the class how to shine the light through the cut glass.
(It is best to practice this demonstration before performing it
for the class.)
5 Clues for Inferences Read each quotation from the
story. Match the quotes with the inferences.
• Direct students’ attention to the Literary Technique entry.
Read it to the class and have students follow along.
• Form pairs. Have students match the quotes with
the inferences.
• Encourage students to give reasons for their answers.
Answers: 1. d 2. b 3. c 4. a

1 Circle the correct answers. 6 Active Reading Listen to the story again. Stand up
• Tell students to read the questions and circle the when you hear the words “Great Spirit” or
correct answers. “buffalo.” 26

Answers: 1. c 2. a 3. c 4. b • Play track 26. Have students stand up when they hear the
words “Great Spirit” and “buffalo.”
2 Match the parts of the sentences. Listen and
check. 27 7 Complete the chart. Why do you think the Great
Spirit and the buffalo are so important to the
• Have students match the parts of the sentences. Remind
Cheyenne people?
them they can refer to the glossary if they are unsure about
their answers. • Form small groups. Have students discuss the question and
• Play track 27. Have students check their answers. write their answers. Encourage students to refer to the story
to provide evidence for their answers.
Answers: 1. b 2. c 3. a 4. d 5. e 6. f
Answers: Answers will vary.
3 Circle two ways people care for the animals in
the flood.
8 Think and discuss. Is this story similar to any other
myths or stories you know? If so, how is it similar?
• Read the options to the students. Tell students to circle How is it different?
the answers.
• Elicit names of myths students know. Ask: What lessons do
Answers: a, d these myths teach?
• Form small groups. Have students compare and contrast
4 Identifying the Central Message or Lesson Circle the
myths they know to the story.
central message of the story.
• Ask: Why do people retell this story? What lesson are they
trying to teach? Elicit a few ideas.
• Read the sentences aloud. Have students circle the
correct message.
Answer: b

A Read the story again. Underline the sentences in the

story that support this central message.

Manage Your Class

Give students a break after completing the first page of the
Comprehension section. Suggest that students pretend to be
one of the animals from the valley.

T 252 Topic 7
Lesson 6
Teaching Resources Art Connection Salt Dough Recipe
Compass Reading Log 3 page 142 Making sculptures of animals from the story Ingredients: Per group—1 cup of salt, 2 cups
Colored pencils and crayons is a way to create a multisensory connection of flour, ¾ cup of water
to the text. It also serves to further engage Directions: Mix the dry ingredients.
Salt dough
students and make the text more memorable. Gradually stir in water. Mix well. Keep the
dough moist.

Lead in to the Lesson (5 min.)

• Elicit the events in the story.
• Have students share what they liked about the story.
• Elicit the animals in the story.

Art Connection (20 min.)

• Prepare enough salt dough before class.
• Hand out the salt dough.
• Tell students to make sculptures of the animals in the story.
• Set the salt dough sculptures aside to dry. Tell students they
can paint them at home.
• Ask: What animals did you make? Why? What do you like
about these animals?

Connect to Me (25 min.)

1 Draw pictures of two animals you see in your
neighborhood or town.
• Elicit some names of animals students see in their
neighborhood or town.
• Hand out colored pencils and crayons.
• Have students choose two animals and draw them.

A Think and write about each animal. What kind of

animal is it? Where do you see it? How can you help
to protect it?
• Ask: How can you help protect these animals?
• Have students write their answers to the questions.
• Form small groups. Have students share their pictures and
talk about how they can help protect the animals.

Take the Lesson Further (10 min.)

• Form small groups. Remind students of the Big Question
for this topic. Ask: What environment are you inspired to
protect? How could you start protecting it? Have students
discuss the questions in their groups.
• Invite volunteers to share their ideas with the class.

Topic 7 T 253
 To p ic 7 Yellowstone Flood
1 Match the words with the correct definitions.
1 buffalo a to keep something safe

2 flood b the skin of an animal

3 hide c a place to live

4 honor d water covering an area that is usually dry

5 protect e to treat someone or something with respect

6 shelter f a cloud that comes from fire

7 smoke g fun or amusement

8 sport h a large animal with horns and thick fur; a bison

2 Sort the words from activity 1.

People and Things Actions

3 Complete the predictions. What happens in the story? Use at least four Key Words.
1 I think .

2 I think .
3 I think .

4 I think .

T 254 Fiction Worksheet Compass 3 D.R. © Richmond Publishing, S.A. de C.V., 2018 Photocopiable
 4 Number the events from the story in the correct order.
The smoke covers the valley.

People begin to kill the buffalo for sport.

The Great Spirit tells the people to honor the buffalo.

Spotted Bear reminds the people what the Great Spirit said.

The Great Spirit makes a beautiful valley.

The people begin to live in peace with the animals again.

The Great Spirit fills the valley with different animals and people.

A flood covers the valley with water.

The giant buffalo hide becomes a rainbow.

5 Complete the chart. Write the character traits.

The Great Spirit The People Spotted Bear

Page 126

Page 127

Page 128

Page 129

Page 130

Page 131

Page 132

Page 133

Compass 3 D.R. © Richmond Publishing, S.A. de C.V., 2018 Photocopiable Fiction Worksheet T 255
 Key Words
buffalo
Yellowstone
Flood
flood
hide
honor
protect
shelter
smoke
sport
A Retelling of a Cheyenne
Native American Myth
Identifying the by Jennifer Li
Central Message
or Lesson
Stories, including folk
tales and myths, often
teach a lesson about
L ong ago, when the Great Spirit formed the world, the
most beautiful place he made was the Yellowstone Valley.
In it, the Great Spirit placed the best of all the animals. There
life. To find the central
message, ask yourself:
were wolves in the hills. There were elk in the meadows.
Why do people retell this There were foxes and badgers in the forests. There were otters
story? What lesson are and fish in the streams. And everywhere in the valley were the
they trying to teach their
readers or listeners? powerful buffalo.

1 Do you know a
traditional story from
your own culture? What
lesson does it teach?

2 Listen and follow. 26

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T 256
 Then the Great Spirit brought people to Yellowstone. He presented
them with their beautiful valley. He showed them the elk in the meadows
and the fish in the streams.
“This land is your home,” the Great Spirit said. “The animals are
your brothers. Care for them well, and they will give you food and
clothing whenever you have need.”
The Great Spirit called a buffalo to stand in front of
the people.
“You must protect the buffalo above all
other animals,” he said. “He will give you
food and clothing. His hide will also be
your shelter
shelter. Honor the buffalo, and he
will protect you from the heat and the
cold and the rain.”

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T 257
 So the people promised the Great Spirit that they would do
everything he asked. And for a long time, they cared for the animals and
the land. Each morning, the young men went out to hunt. When they
had to kill a buffalo, they gave thanks to the Great Spirit. They honored
the life of the buffalo. They ate its meat. They made tents from its hide.
Not one part of the buffalo was wasted.
Generations came and went. Soon, there were no people left who
had heard the Great Spirit’s words. Slowly the people forgot that they
had promised to care for the animals and the land. They no longer
thought of the animals as their brothers.
The people were not hungry, yet they killed the animals for sport
sport.
They did not need more shelter, yet they hunted the buffalo until there
were hardly any left in the valley. They did not have to build larger
villages, yet they cut down the trees and burned down the forests.

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T 258
 The Great Spirit looked down and saw the smoke rising from their
fires. He decided to use the smoke as a warning. Perhaps when the
people smelled the smoke, they would see the damage they had done.
Then they would remember their promise.
The Great Spirit made the wind be still and the clouds hang low in
the sky. When the people made fires or burned the forests, the smoke
no longer blew away. Instead, it sank over the people.
The people hated the smoke. They complained to one another.
“We have to get rid of this terrible smoke!” they said.
They coughed and choked on it. But they kept burning the forests
and killing the animals as they pleased. There came a day when one
young man brought the very last buffalo in the lower valley back to the
village. He had hunted and killed it for sport.
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T 259
 When the Great Spirit
saw that the people had ignored
his smoke signal, he sent a great and
terrible rain on the valley. The rain fell
until the valley was filled with water. The
people had to leave their homes and move to
higher ground. But they had no buffalo hides to make
new tents.
Only then did Spotted Bear, the old medicine man,
remember the words of the Great Spirit.
He called all the people together and said, “Few remember the
Great Spirit’s words, but this is what he told us: ‘Honor the buffalo, and
they will protect you from the heat and the cold and the rain.’”
Then, at last, the people saw what they had done.
“The buffalo are gone from the valleys,” they said. “We have no protection left!”

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T 260
 But the young men still had hope.
They went out each morning to find
any buffalo that might be left in the
valley. The rain continued to fall, but
still they searched. And as they went,
they remembered once more that the
other animals were their brothers.
They were careful not to
kill more than they needed
for food and clothing. When
they saw animals hurt in the
flood, they rescued them.
flood
When they saw that the
meadows were covered with
water, they brought grasses
from the hills to feed the elk.
Slowly, they began to live in
peace with the animals and
the land again.

And finally, one day,

they returned to the camp.
In their hands was an
enormous buffalo hide.
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T 261
 The young men told the people this story: “On a hill far from here, we saw
a family of buffalo—a male, a female and a calf. They were trying to escape
the rising water. We helped the female and the calf to high ground, and they
galloped away. But before we could help the male, the water washed him away.”
“There was nothing we could do, but finally we found his body far
downstream. We gave thanks to the Great Spirit for his life, for this buffalo has
given us a great gift. Look! His hide will be our shelter from the rain.”
The people began to stretch the buffalo hide across the hills. It
stretched farther and farther, until it reached across the whole valley. The
rains still fell, but under the buffalo hide, the people and the animals were
dry. The waters of the flood began to disappear.
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T 262
 The Great Spirit saw that the people had honored the buffalo. They had
accepted its gift. He saw, too, that the people were sharing the valley with the
animals once more. And so at last the Great Spirit stopped the rain.
Soon, the sun came out from behind the clouds. It shone on the buffalo
hide, turning it colors of red, yellow, blue and green. In the heat of the sun, the
hide became smaller and smaller, until it was only a thin line across the valley.
The people and the animals raised their heads and looked at the rainbow.
“Thank you, Great Spirit,” said Spotted Bear. “Today, we promise again to
care for the land and the animals. We will honor their gifts of food, clothing
and shelter. We will not take more than we need. We will protect them, and in
turn, they will protect us.”
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T 263
 1 Circle the correct answers.
1 What is the most important animal in the Yellowstone Valley?
a the fox b the elk c the buffalo
2 What is the first warning that the Great Spirit gives the people?
a a smoke signal b a rainbow c a flood
3 What is the second warning that the Great Spirit gives the people?
a a smoke signal b a rainbow c a flood
4 Who reminds the people of what the Great Spirit said?
a the young men b a medicine man c a bear

2 Match the parts of the sentences. Listen and check. 27

1 When you protect something, a that comes from fire.

2 When you do something for sport, b you keep it safe.

3 Smoke is a cloud c you do it for fun.

4 A hide is the d skin of an animal.
5 A shelter is e a place to live.
6 To honor someone, you can f treat him or her with respect.

3 Circle two ways people care for the animals in the flood.
a They help animals that are hurt. c They cut down trees.
b They hunt the animals for sport. d They feed the animals.

4 Identifying the Central Message or Lesson Circle the central message of the story.
a If there is a flood, move to c People can get food, clothing
higher ground. and shelter from animals.
b Protect the animals and the land, d A rainbow is made from the
and you will protect yourself. hide of a buffalo.

A Read the story again. Underline the sentences in the story that support this
central message.

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T 264
 5 Clues for Inferences Read each quotation from the story.
Match the quotes with the inferences. Clues for Inferences
Sometimes, authors leave
1 “Then the Great Spirit brought people to Yellowstone.
clues in a story to help
He presented them with their beautiful valley.” readers infer, or figure
out, what is happening.
2 “The Great Spirit made the wind be still and the clouds hang
For example, the story
low in the sky.” says, “When the Great
Spirit saw that the people
3 “...before we could help the male, the water washed him away. had ignored his smoke
There was nothing we could do, but finally we found his body signal, he sent a great
and terrible rain on the
far downstream. We gave thanks to the Great Spirit for his life.” valley.” You can infer that
4 “Soon, the sun … shone on the buffalo hide, turning it colors the Great Spirit is angry
with the people.
of red, yellow, blue and green. In the heat of the sun, the

hide began to shrink, until it was only a thin line across the

valley. The people and the animals raised their heads and
looked at the rainbow.”

a The buffalo hide turned into a rainbow. c The male buffalo died in the flood.

b The Great Spirit is a god or d The Great Spirit gave the Yellowstone
supernatural being. Valley to people.

6 Active Reading Listen to the story again. Stand up when you hear the words “Great
Spirit” or “buffalo.” 26

7 Complete the chart. Why do you think the Great Spirit and the buffalo are so
important to the Cheyenne people?

The Great Spirit is important because… Buffalo are important because…

8 Think and discuss. Is this story similar to any other myths or stories you know?
If so, how is it similar? How is it different?

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T 265
 wildlife in Madagascar

Our
Planet A Variety of Life in The central areas of Madagascar
are drier and cooler. The southern coast

Key Words
Madagascar by Annie Jeffrey
gets even less rain. In the dry forests of
Madagascar, you can find the baobab tree.
This strange, upside-down-looking tree can
climate
endangered
What do you know about Madagascar? also be found in Africa and in Australia. It is
food chain You may have heard about Madagascar from movies. But do very important to life in Madagascar. The
hotspot
you know what this island is really like? Madagascar is a large island fruit, flowers and bark of the baobab tree
lizard
rainforest off the east coast of Africa. It is the fourth largest island in the world. can support many kinds of animals. It feeds
soil Madagascar is home to a variety of unique wildlife. This island is bugs, birds and other animals.
species
home to many kinds of plants and animals that do not naturally live Baobab trees

anywhere else in the world. Read through the article to find out some
A “Hotspot” for Unique Wildlife
Using Text Features cool facts about the variety of life on Madagascar!
and Search Tools Many kinds of animals on Madagascar are unusual, and there aren’t many

Text features help readers
gather information about
what a text is about. Text
features include titles,
photos, diagrams, key
words, information in bold
and information boxes.
Search tools help readers
look for information online.
1 Look at the online
article. What text
features do you
see? What search
tools are available?
2 Listen and
follow. 28
A Climate for Variety
One reason Madagascar has a
variety of wildlife is its varied weather.
Madagascar also has different
climates because of its geography.
There are rainforests on the east of
the island. Rainforests have tall trees,
warm temperatures and a lot of rain.
It rains more to the east of the highest
mountains on the island. In the rainforests
of Madagascar, many different species of
lemur climb from tree to tree. Madagascar is famous for its lemurs.
Lemurs are in the same family as monkeys, apes and humans.
of them left in the world. A species that is in danger of disappearing is called
“endangered.” Places with high numbers of endangered species are called
“hotspots.” There are about twenty-five of these
hotspots in the world. They are home to around
60 percent of all of the species on Earth.
Scientists are trying very hard to protect
the animals in these areas. The entire
countries of Japan and New Zealand
are hotspots! But one of the most famous
hotspots in the world is the island of
Lemur Madagascar. It is important to protect the
places where these animals live. That way, they
will always have a home.

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Lessons Preview
Pages Lesson Focus Teaching Resources

1 136, 183 Key Words • Topic 7 Nonfiction Flashcards

and 184 Using Text Features and • Topic 7 Nonfiction Worksheet page 274
Search Tools
Making Predictions

2 136-139 Using Text Features and • Audio Track 28

Search Tools • Topic 7 Nonfiction Flashcards
• Topic 7 Nonfiction Worksheet page 274

3 136-139 Identifying the Main Ideas and • Topic 7 Nonfiction Worksheet page 275
Key Details • A world map or a globe
Geography Connection

4 136-139 Identifying the Main Ideas and • Audio Track 28 • Large sheets of butcher paper
Key Details • Topic 7 Nonfiction Worksheet page 275 • Colored pencils
Geography Connection • A world map or a globe

5 140 and 141 Comprehension • Audio Track 29

Using Text Features and Search • Internet access
Tools
Search Tools

6 141 and 142 Skimming • Internet access • Colored pencils, crayons and markers
Connect to Science • Sheets of poster paper • Glue

T 266 Topic 7
Summary
Key Words
“A Variety of Life in Madagascar” explains how the variation in climate and distance from
Africa lead to the development of unique flora and fauna on the island of Madagascar, climate (n.) the typical weather
creating a hotspot for biological diversity. The text also introduces the concept of food conditions for a region
chains and suggests an opportunity to participate in conservation. endangered (adj.) in danger
of disappearing
Genre: Website Article
food chain (n.) a way of looking at
A website article is an article on the Internet. Website articles contain tools to help you which things depend on each other
find important information online. You can type in key words to search for them in the as food
article. The website article “A Variety of Life in Madagascar” describes different plants and
hotspot (n.) a place where many
animals on the island of Madagascar.
endangered animals live
Reading Strategy Focus lizard (n.) a reptile with short legs
Using Text Features and Search Tools and a long tail
What is it? Text features help readers gather information about what a text is about. rainforest (n.) a forest with a lot
Text features include titles, photos, diagrams, key words, information in bold and of trees in an area where it
information boxes. Search tools help readers look for information online. rains frequently
What will students do? Students will learn to identify and use text features to get soil (n.) the top layer of ground that
more information from a text. plants grow in; earth or dirt
Why is it important? It is important for students to understand how authors use text species (n.) a group of living things
features to organize and add to information in a text because it enhances with the same characteristics
reading comprehension.
How will students build on previous knowledge? In previous Compass Reading Logs,
students learn to identify different text features, such as titles, photos, captions, simple
diagrams and key details.
In this topic, students review and consolidate their knowledge of text features.
Most Compass Reading Log 3 students will be able to identify the text features, but they
may need teacher guidance to understand how the features relate to the text and how they
can expand their understanding of the text content.

Author Technique
Search Tools
What is it? Search tools like the one in this article are helpful but sometimes they
can give you too much information! How can you use search tools to get exactly the
information you need?
What will students do? Students will learn how to use search tools on the Internet to
look for specific information.
Why is it important? It is important for students to be able to effectively navigate the
Internet when researching topics.

Topic 7 T 267
 Lesson 1
Teaching Resources Reading Strategy Focus
Compass Reading Log 3 pages 136, 183 and 184 Using Text Features and Search Tools
Topic 7 Nonfiction Flashcards Reading Strategy
Topic 7 Nonfiction Worksheet page 274 Making Predictions
The strategy of making predictions actively engages students and connects them to the text by
asking them what they think it might be about. Effective readers use pictures, titles, text and
personal experiences to make predictions before they begin to read. Predicting also involves
thinking ahead while reading and anticipating information and events in the text. After making
predictions, students can read through the text and revise and verify their predictions.

Lead in to the Lesson (10 min.)

• Write the word environment on the board.
• Tell students to brainstorm ideas about the environment.
Write their ideas on the board.
• Have students use the words they brainstormed to talk about
the environment.

Manage Your Class

If you have a large class, consider forming small groups and
then having students discuss the environment to allow for
more student interaction and participation.

Teach the 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 them chorally.
• Have students complete activity 1 in the worksheet.
• Form pairs. Tell students to refer to the glossary on
pages 183 and 184 to check their answers.
Answers: 1. soil, g 2. hotspot, d 3. climate, a 4. lizard, e 5. endangered, b
6. rainforest, f 7. food chain, c 8. species, h

Reading Strategies (20 min.)

• Direct students’ attention to the first page of the text.
Elicit the title: “A Variety of Life in Madagascar.”
Ask: What do you know about Madagascar? Accept all
answers. Ask: What can you predict about the text, based
on the title? (The text is about animal life in Madagascar.)
• Point out the picture of the lemur. Have students make
predictions about the text.
• Have students write their predictions in activity 2 in
the worksheet. Tell students to keep their predictions for the
next lesson.

Take the Lesson Further (5 min.)

• Form pairs. Have students review the Key Words by
playing Hangman.
• Encourage them to use the words in example sentences.

T 268 Topic 7
Lesson 2
Teaching Resources Reading Strategy Focus
Compass Reading Log 3 pages 136-139 Using Text Features and Search Tools
Audio Track 28
Topic 7 Nonfiction Flashcards
Topic 7 Nonfiction Worksheet page 274

Lead in to the Lesson (10 min.) 2 Listen and follow. 28 (20 min.)

• Use the flashcards to review the Key Words. Show the • Play track 28. Have students listen and follow the text on
pictures to elicit the words. Then show the words and read pages 136-139.
them aloud for students to repeat chorally. • Pause the track at the end of each section, and ask general
• Read the definitions in random order for students to guess comprehension questions.
the Key Words.
Take the Lesson Further (5 min.)
Reading Strategy Focus (10 min.) • Form pairs. Have students review their predictions
• Write Text features on the board. in activity 2 in the worksheet. Ask: Were your
• Ask: When we made predictions about the text, what text predictions correct?
features did we look at? (Title and picture.) Write the words
on the board.
• Say: Text features give us more information about the text.
Ask: What other features help us understand the text better?
Elicit: headings, captions, diagrams, information boxes and
key words.
• Direct students’ attention to the Reading Strategy entry on
page 136. Read it to the class and have students follow along.

1 Look at the online article. What text features do you

see? What search tools are available? (15 min.)
• Read the questions to the class.
• Have students point out an example of each text feature in
the text.
• Form pairs. Tell students to complete activity 3 in
the worksheet.
• Ask: What kind of text is this? (A web article.) How do you
know? (There’s a search bar at the top of the page.)
Have students point out the search bar. Ask: What do the
icons mean? Have students describe what the search bar
functions can do.
Answers:

Page Headings Pictures Captions Diagrams Info Boxes Key Words

136 ✓ ✓ ✓ ✓

137 ✓ ✓ ✓ ✓

138 ✓ ✓ ✓ ✓

139 ✓ ✓ ✓ ✓ ✓

Know Your Students

Some students may not be familiar with the search bar icons
and functions. Be prepared to describe them.

Topic 7 T 269
 Lesson 3
Teaching Resources Reading Strategy
Compass Reading Log 3 pages 136-139 Identifying the Main Ideas and Key Details
Topic 7 Nonfiction Worksheet page 275 The main idea is the central thought of the
text. Each section in a text can also have a
A world map or a globe
main idea. The key details are all the facts and
information that support the main ideas.
Geography Connection
The purpose of geography is to guide
young learners to learn about countries
and continents around the world. It also
helps readers develop navigation skills and
realize they are members of a diverse global
community.

Lead in to the Lesson (15 min.)

Geography Connection Know Your Students
Most students will be able to identify the headings.
• Write location, climate and amazing animals on the board.
Some students may have difficulty forming questions.
• Show a world map or globe. Have students point out where
Consider having lower-level students work together so
their country is, say what the climate is like and what
you can provide guided support more effectively.
amazing animals live there.
• Say: We read about Madagascar in the last lesson.
Ask: Where is Madagascar? Have students point it out. Take the Lesson Further (10 min.)
Ask: What is the climate like? What amazing animals live • Write MADAGASCAR vertically on the board.
there? Elicit answers. • Have students create an acrostic poem, using the letters of
the word.
Reading Strategy (35 min.) • Encourage students to share their poems with the class.
• Ask: What is the text about? (Madagascar is an island with
plants and animals that don’t exist anywhere else.) Say: That
is the main idea of the text, but each section can also have a
main idea. These support the main idea of the whole text.
• Have students look at the board and read the words.
(Location, climate, amazing animals.) Say: These are some
of the main ideas. Ask: How did I find them in the text?
Tell students to look at the text and decide. (The main ideas
for the sections are often in the headings.)
• Ask: Are there any other main ideas we didn’t talk about?
(Hotspots, Madagascar’s food chain and adopting a lemur.)
• Say: Key details support the main ideas. Ask: How do we find
the key details? Accept all valid responses.
• Explain that they can ask questions using the headings and
that will help them find the key details. Point to the section
“What do you know about Madagascar?” Say: This is already
a question. Point out “A Climate for Variety” in the text.
Ask: What question can we ask? (What’s the climate like?
How is it a climate for variety?)
• Form pairs. Have students complete activity 4 in the
worksheet. Point to the first section of the text. Ask: What
is your question for this section? (What do you know about
Madagascar?) Ask: What is the next section? (A Climate for
Variety.) What is your question? (What’s the climate like?
How is it a climate for variety?) Tell students to look at the
rest of the headings and write a question for each.
Possible answers: 1. What do you know about Madagascar? 2. How is it a
climate for variety? 3. Why is it a hotspot? 4. What amazing animals live in
Madagascar? 5. Why do they protect the food chain? 6. What is the
cause-and-effect relationship in the Madagascar food chain? 7. How can
I adopt a Madagascar lemur?

T 270 Topic 7
Lesson 4
Teaching Resources Reading Strategy Geography Connection
Compass Reading Log 3 pages 136-139 Identifying the Main Ideas and Key Details
Audio Track 28
Topic 7 Nonfiction Worksheet page 275
A world map or a globe
Large sheets of butcher paper (1 per group)
Colored pencils

Lead in to the Lesson (10 min.) Take the Lesson Further (20 min.)
• Ask: What do you remember about the text? Elicit the main Geography Connection
ideas. Have students refer to the headings in the text if they • Form small groups. Hand out large sheets of butcher
cannot remember. paper and colored pencils.
• Tell students to draw the outline of Madagascar on it.
Reading Strategy 28 (30 min.)
Remind them they can refer to the world map or globe,
• Have students review the questions they made in if needed.
activity 4 in the worksheet. Ask: What information is in the Then have students draw pictures of animals and trees
questions: main ideas or key details? (Main ideas.) And what from Madagascar on it.
will the answers give you? (Key details that support the • Remind students that, within their groups, they need to
main ideas.) agree on what each person is drawing.
• Play track 28. Have students listen and underline the answers • Display students’ drawings around the classroom.
(the key details) to their questions. Pause at the end of each
section to give students more time to underline answers,
if needed.
• Form small groups. Have students compare and agree on
the answers.
• Have students write the key details in activity 4 in
the worksheet.
Possible answers: 1. It is an island off the east coast of Africa. There are
many plants and animals there that do not live anywhere else in the world.
2. There is a large variety of wildlife because it has different climates. It has
rainforests and dry forests. 3. It is a hotspot because it has a high number
of endangered species. 4. The amazing animals that live in Madagascar are
the giant day gecko, the hissing cockroach and the aye-aye. 5. It is important
to protect all species because they depend on one another for food. 6. If one
animal in a food chain is endangered, the others in the food chain may
be endangered, too. 7. You can adopt a lemur by donating money to a
protection organization.

Know Your Students

Checking answers in pairs or small groups provides a good
opportunity to foster student collaboration. If there are
more advanced students who are good “student teachers,”
try matching them with students who need more support.
The stronger students will confirm their own knowledge and
the lower-level students may be motivated to improve.

Topic 7 T 271
 Lesson 5
Teaching Resources Reading Strategy Focus
Compass Reading Log 3 pages 140 and 141 Using Text Features and Search Tools
Audio Track 29 Author Technique
Internet access Search Tools

Comprehension (60 min.) 5 Active Reading Listen and guess the animal sounds.
Lead in to the Lesson Then make the animal noises with a classmate. 29

• Direct students’ attention to the diagram on page 139. • Play track 29. Have students guess the animals.
Tell them to study it for a minute or two, then close • Form pairs. Have students take turns making animal noises.
their books. Answers: 1. a frog 2. a honeybee 3. a hissing cockroach 4. a cricket
• Form pairs. Have students describe the food chain in the 5. a mosquito 6. a lemur

correct order.
1 Read the text again. Label the pictures.
• Direct students’ attention to the pictures.
• Have students read the text again, then label the pictures.
Answers: 1. rainforest 2. aye-aye 3. cockroach 4. lemurs 5. island
6. gecko
2 Complete the sentences with the correct words.
• Form pairs. Have students give definitions for the words
in the box. Encourage them to use the words in
complete sentences.
• Tell students to complete the sentences.
Answers: 1. hotspot 2. climates 3. food chain 4. baobab trees 5. soil
3 Circle the correct answers.
• Have students read the questions and choose the correct
answers. Remind them they can refer to the text if they are
unsure about the answers.
Answers: 1. a 2. a 3. b
4 Using Text Features and Search Tools Match the text
features with their functions.
• Read the text features in the activity. Have students point to
them in the text.
• Form pairs. Tell students to match the text features and
search tools to their functions.
Answers: 1. c 2. e 3. a 4. d 5. f 6. b
6 Search Tools Read these tips for using search tools.
• Direct students’ attention to the Author Technique entry.
Read it to the class and have students follow along in
their books.
• Have students read the tips.
• Ask: Which tip should you use to find exactly the information
you need? (2)
A Follow the tips to search for information about
endangered lemurs. What did you learn?
Write one fact.
• Form pairs. Have students use their mobile devices or
school computers to research the endangered lemurs.
Tell them to use the websites from the activity.
• Form small groups (two pairs). Have students share
their findings.
7 Think and discuss. Would you like to “adopt” a lemur?
Why or why not? Would you prefer to “adopt” a
different animal from Madagascar?
• Form small groups. Have students discuss the questions.
• Encourage students to share their ideas with the class.

A Underline and label one example of each text feature

in the online article.
• Read the instructions to the class.
• Form pairs. Have students find and label examples of text
features and search tools.
• Form small groups (two pairs). Have students confirm
answers.
Answers: Answers will vary.

T 272 Topic 7
Lesson 6
Teaching Resources Reading Strategy
Compass Reading Log 3 pages 141 and 142 Skimming
Internet access Skimming is the ability to quickly read a text for the main ideas. Effective readers can skim a
text for information that helps them answer questions about text content.
Sheets of poster paper (1 per group)
Colored pencils, crayons and markers
Glue

Connect to Science (55 min.)

Lead in to the Lesson
• Have students read the search tips from activity 6 on
page 141 again. Ask: What should you use if you want to
quote information from an article? (Quotation marks.)
What websites are reliable? (The websites in number 3.)

1 Research one of the twenty-five “hotspots” on Earth.

Reading Strategy
• Say: When you are researching the hotspots, skim (read the
text quickly) for the main ideas. Ask yourself: Does this article
have information I want or need?
• Form pairs. Tell students they have twenty minutes to use
their mobile devices or school computers to research a
hotspot. Remind them to take notes. Monitor and help as
needed.

Manage Your Class

The word hotspot is also used in geology to denote areas
with volcanic activity. When students are performing the
initial web search to pick a hotspot, make sure that they are
looking for an area characterized as a “biodiversity hotspot.”

A Write an article with the information. Include text

features such as titles, pictures and information boxes
to help your readers understand.
• Write on the board: Title? Pictures? Information boxes?
• Hand out poster paper, drawing supplies and glue.
• Tell students they need to work together to create a poster
with the information they learned. Have them decide what
the title of their article will be and what information they
want to include. Have them write the article together
and glue it on the poster paper. Then have them add
drawings and information boxes.
• Monitor and help as needed.

A Present your article to the class.

• Form groups. Have students give their poster presentations.
• Display the posters around the classroom so everyone can
learn about different biodiversity hotspots.

Topic 7 T 273
 To p ic 7 A Variety of Life in Madagascar
1 Complete the words.
1 s l a the typical weather conditions for a region
2 h tsp t b in danger of disappearing

3 cl m t c a way of looking at which things depend on each other

as food

4 l z rd d a place where many endangered animals live

5 nd ng r d e a reptile with short legs and a long tail

6 r nf r st f a forest with a lot of trees in an area where it

rains frequently
7 f d ch n g the top layer of ground that plants grow in; earth or dirt

8 sp c s h a group of living things with the same characteristics

A Match the words with the definitions.

2 Complete the predictions. What is the text about? Use at least four Key Words.
1 I think .

2 I think .

3 I think .

4 I think .

3 Complete the chart. What text features are in the text? Mark (✓) the features.

Page Headings Pictures Captions Diagrams Info Boxes Key Words

136

137

138

139

T 274 Nonfiction Worksheet Compass 3 D.R. © Richmond Publishing, S.A. de C.V., 2018 Photocopiable
 4 Write a question about each section.
1 Question:

Key Details:

2 Question:

Key Details:

3 Question:
Key Details:

4 Question:

Key Details:

5 Question:

Key Details:

6 Question:

Key Details:

7 Question:

Key Details:

A Write the key details that answer the questions.

Compass 3 D.R. © Richmond Publishing, S.A. de C.V., 2018 Photocopiable Nonfiction Worksheet T 275
 wildlife in Madagascar

Our
Planet A Variety of Life in
Key Words
Madagascar by Annie Jeffrey
climate
endangered
What do you know about Madagascar?
food chain You may have heard about Madagascar from movies. But do
hotspot
you know what this island is really like? Madagascar is a large island
lizard
rainforest off the east coast of Africa. It is the fourth largest island in the world.
soil Madagascar is home to a variety of unique wildlife. This island is
species
home to many kinds of plants and animals that do not naturally live
anywhere else in the world. Read through the article to find out some

Using Text Features
and Search Tools
Text features help readers
gather information about
what a text is about. Text
features include titles,
photos, diagrams, key
words, information in bold
and information boxes.
Search tools help readers
look for information online.
1 Look at the online
article. What text
features do you
see? What search
tools are available?
2 Listen and
follow. 28
cool facts about the variety of life on Madagascar!
A Climate for Variety
One reason Madagascar has a
variety of wildlife is its varied weather.
Madagascar also has different
climates because of its geography.
There are rainforests on the east of
the island. Rainforests have tall trees,
warm temperatures and a lot of rain.
It rains more to the east of the highest
mountains on the island. In the rainforests
of Madagascar, many different species of Lemur
lemur climb from tree to tree. Madagascar is famous for its lemurs.
Lemurs are in the same family as monkeys, apes and humans.

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T 276
 The central areas of Madagascar
are drier and cooler. The southern coast
gets even less rain. In the dry forests of
Madagascar, you can find the baobab tree.
This strange, upside-down-looking tree can
also be found in Africa and in Australia. It is
very important to life in Madagascar. The
fruit, flowers and bark of the baobab tree
can support many kinds of animals. It feeds
bugs, birds and other animals.
Baobab trees

A “Hotspot” for Unique Wildlife

Many kinds of animals on Madagascar are unusual, and there aren’t many
of them left in the world. A species that is in danger of disappearing is called
“endangered.” Places with high numbers of endangered species are called
“hotspots.” There are about twenty-five of these
hotspots in the world. They are home to around
60 percent of all of the species on Earth.
Scientists are trying very hard to protect
the animals in these areas. The entire
countries of Japan and New Zealand
are hotspots! But one of the most famous
hotspots in the world is the island of
Madagascar. It is important to protect the
places where these animals live. That way, they
will always have a home.

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T 277
 wildlife in Madagascar

Amazing Animals in Madagascar

c
Our
Planet
About 75 percent of the species in M
Madagascar
ad
dag
agas
asca
asca
a live nowhere
else on the planet! Here are just a few
w of tthem:
hem:
hem
m:

Giant Day Gecko

The giant day gecko only lives in Madagascar
ascar
or on nearby islands. It is “giant” for a gecko—up
up to 25
t each
Geckos ttallkk to
ke centimeters long. These brightly colored lizards live in the trees of
other! They can ma
a short, high sounds the rainforests. Geckos do not have eyelids. They cannot blink. They
y use their
can
like a mouse. They
also make a rough, low long tongues to lick their eyes clean. At leastt one species of giant day gecko
sound like a frog. is endangered because people are cutting down the trees where it lives.

Most people don’t like
cockroaches. But they
help the rainforest. Hissing
cockroaches eat dead
plants and animals. They put
nutrients back into the soil.
Hissing Cockroach
The Madagascar hissing cockroach makes a hissing
sound like a snake. To do this, it forces air through holes
in its hard outer shell. Hissing cockroaches
ches are some of the
largest in the world—5 to 10 centimeters long. Hissing
i i cockroaches
k oaches live on
forest floors. They hide there during the day and look for food at night.

Aye-aye
This little creature looks like a mouse. But aye-ayes
are actually in the same family as chimpanzees and
humans! Aye-ayes live in the trees of the rainforest. They
Some peo ople
l on almost never touch the ground. Aye-ayes eat bugs from
Madagascar belie
ve
that aye-ayes bring the insides of trees. They are also endangered because
bad luck.
people are cutting down the rainforest.

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T 278
 Protecting Madagascar’s Food Chain
Endangered species aren't the only ones we should protect on Madagascar.
We need to protect them all. Why? The different plants and animals in an area
depend on one another for food. A food chain is a way of looking at what
the plants and animals in an area eat. This chart shows just one food chain in
Madagascar.
Ma
adag
da
da

AM
Madagascar Food Chain
Sometimes what one animal
eats
e isn’t available anymore. Spiders eat
Moths eat the moths.
When that happens, that animal
flowers’ nectar.
may disappear, too. If some parts
of a food chain are endangered,
all the other plants and animals Birds eat
spiders.
in that food chain may be Flowers grow
endangered, too! in good soil.

Adopt a Madagascar Lemur! When birds die,

cockroaches break down
Several organizations, such as the World their bodies into good soil.
Wildlife Fund and the National Wildlife Federation, help
protect endangered animals in hotspots like Madagascar.
You can support them by “adopting” an endangered tion
Certificate of Adop
This certifies that
lemur! When you adopt a lemur, the organization will
send you an adoption kit. The kit contains an “adoption a of
ha
has ffific
offic ally
ia
ial
icially ad
a d
ly ado pte
dopte ur
emur
ed a lem
le

06
0 p
Ap
Apr
6 Apri 0 7
20
201
prrill 2017
certificate,” information about the lemur, a photo of a
lemur and often a soft toy lemur. The money raised from
“adoptions” helps these organizations build and manage
parks and protected areas in Madagascar.

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T 279
 1 Read the text again. Label the pictures.

aye-aye cockroach gecko island lemurs rainforest

1 2 3

4 5 6

2 Complete the sentences with the correct words.

baobab trees climates food chain hotspot soil

1 Madagascar is a because many endangered animals live there.

2 Two in Madagascar are the rainforest and the dry forest.
3 A shows how plants, insects and animals depend on one another.
4 For example, support many animals in the dry forest.

5 At the bottom of the food chain, cockroaches break down dead things into .

3 Circle the correct answers.

1 Why does Madagascar have such unusual plants and animals?
a It is far away from other places. b People have brought species there.
2 How do people cause harm to animals in Madagascar?
a by cutting down rainforest trees b by putting the animals in zoos
3 What does it mean to “adopt” a lemur from the World Wildlife Fund?
a to take home a lemur as a pet b to donate money to protect wild lemurs

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T 280
 4 Using Text Features and Search Tools Match the text features with their functions.
1 a title a uses pictures and information to explain an idea
2 a photo b highlights interesting information

3 a diagram c tells you what the article is about

4 a search tool d helps you find information
5 a key word e illustrates an idea with a picture
6 an information box f shows you a word is important

A Underline and label one example of each text feature in the online article.
5 Active Reading Listen and guess the animal sounds. Then make the animal noises with
a classmate. 29

6 Search Tools Read these tips for using search tools.

Search Tools
1 Be clear. If you want to know what “endangered” means,
Search tools like the one in
enter “definition of endangered,” not just “endangered.” the article are helpful. But
sometimes they can give
you too much information!
2 Use quotation marks. If you’re looking for information about
How can you use search
endangered lemurs, enter “facts about endangered lemurs” tools to get exactly the
to search for the exact phrase. information you need?

3 Use reliable websites. To find out about endangered lemurs,

you can search http://www.worldwildlife.org, http://www.
discoverykids.com or http://kids.nationalgeographic.com.

A Follow the tips to search for information about endangered lemurs. What did you learn?
Write one fact.

7 Think and discuss. Would you like to “adopt” a lemur? Why or why not?
Would you prefer to “adopt” a different animal from Madagascar?

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T 281
 Connect to Me
1 Draw pictures of two animals you see in your neighborhood or town.

A Think and write about each animal. What kind of animal is it? Where do you see it?
How can you help to protect it?

Connect to Science
1 Research one of the twenty-five “hotspots” on Earth.
Use key words to search for information about your topic. Be sure to use reliable websites.
Find out about the plants and animals that live there. Why are they endangered?
How can people help protect them?

A Write an article with the information. Include text features such as titles, pictures and
information boxes to help your readers understand.

A Present your article to the class.

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T 282
 To p ic 8

The Best Cowboy Genre: Tall Tale

s-head-a
in the World As-body-txt
tall tale is a story with exaggeration.
by Judy Goldman When you exaggerate, you say something
is bigger or better than it actually is.
Some parts of a tall tale are realistic.
Other parts are exaggerations—they
cannot possibly be true.
“The Best Cowboy in the World” is a tall
tale about a cowboy named Pecos Bill.

by Barnaby Wright

Genre: Informational Text

An informational text informs the
reader about real people and the
real world.
“World Records” is about awards for
being the fastest, greatest or best in
the world. But people can win world
records in some unusual categories!

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T 283
 A
Key Words
bad-tempered long time ago, when Texas was still
till a very wild
il place, Pa heard we
cowboy
coyote had a new neighbor only...fifty miles away! That was too crowded for us,

The Best Cowboy

crowded so Pa prepared the wagon. Ma and Pa packed the wagon with their few
hoot
howl possessions and their eighteen children. Then they drove to a less crowded
lasso
pack in the World part of the state.
snort Billy was the youngest child. He was just a baby, but he was incredible.
tornado by Judy Goldman He could speak when he was only two months old. He could ride a horse
when he was three months old. He could run when he was four months old.
Identifying Events He started exploring in the woods before his first birthday. He was never
by Chapters
afraid. He even played with wild animals!
Chapters are sections
of a story. They help
readers see how a story
is organized. Sometimes
there is one chapter for
each important event.
Authors also use chapters
to create suspense or
excitement. At the end of
one chapter, they leave
readers wondering what
will happen next.

1 Find the chapters in

the story. Look at the
picture for each one.
What do you think
is happening at the
beginning of each
chapter?

2 Listen and follow. 30

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Lessons Preview
Pages Lesson Focus Teaching Resources

1 144 and 145 Key Words • Topic 8 Fiction Flashcards

Setting • Topic 8 Fiction Worksheet page 292
Visualizing the Story • Colored pencils

2 144-153 and Identifying Events by Chapters • Audio Track 30

184 Making Predictions • Topic 8 Fiction Flashcards

3 144-153 Identifying Story Sequence • Audio Track 30

Exaggeration • Topic 8 Fiction Worksheet page 293
• Playground or gymnasium

4 144-153 Identifying Cause and • Audio Track 30

Effect Events • Topic 8 Fiction Worksheet page 293
Art Connection • Large sheets of butcher paper
• Colored pencils

5 154 and 155 Comprehension • Audio Track 31

Identifying Events by Chapters
Exaggeration

6 162 Connect to Me

T 284 Topic 8
Summary
Key Words
This tall tale tells the exaggerated story of the life of Pecos Bill. From a young age, Billy is
incredible. He could speak at two months, ride a horse at three months and run by the bad-tempered (adj.) frequently
time he was four months old. But that is only the beginning of his famous adventures. angry
On the trail to a more remote part of Texas, Billy falls out of the wagon near the Pecos cowboy (n.) a person who rides a
River. He waits for his family, but before they return, he is adopted by a coyote and grows horse and takes care of cattle
up with her pups. Years later, a cowboy sees Billy playing with the pack. The cowboy is coyote (n.) a dog-like animal that
Jonah, one of Billy’s seventeen older siblings. Billy goes with Jonah and learns how to hunt lives in North America
and cook. He also gets a new name: Pecos Bill. He becomes even more famous by being
crowded (adj.) full of people
able to ride anything—including an untamable horse, Widow-Maker, and the biggest
tornado the world has ever seen. It was so big, the rain formed the Grand Canyon, and hoot (v.) a sound an owl makes
when the tornado disappeared, Pecos Bill fell to the ground leaving a large hole—now howl (v.) a sound a dog, coyote or
known as Death Valley. Nowadays, Pecos Bill is still out West with his wife, Slue-Foot Sue, wolf makes
and their forty kids. lasso (v.) to catch an animal by
spinning a rope in the air and
Genre: Tall Tale
looping it over the animal’s head
A tall tale is a story with exaggeration. When you exaggerate, you say something is
pack (n.) a group of animals, such as
bigger or better than it actually is. Some parts of a tall tale are realistic. Other parts are
coyotes or wolves
exaggerations—they cannot possibly be true. “The Best Cowboy in the World” is a tall tale
about a cowboy named Pecos Bill. snort (v.) to push air violently out of
the nose in anger or disgust
Reading Strategy Focus tornado (n.) a violent storm with
Identifying Events by Chapters extremely high winds
What is it? Chapters are sections of a story. They help readers see how a story is
organized. Sometimes there is one chapter for each important event. Authors also use
chapters to create suspense or excitement. At the end of one chapter, they leave readers
wondering what will happen next.
What will students do? Students will identify and analyze the events in the chapters of
the story to determine how the story is segmented and why.
Why is it important? It is important for students to understand that authors segment
stories into chapters for a reason and what those reasons are.
How will students build on prior knowledge? In previous Compass Reading Logs,
students learn to identify how informational texts are organized and segmented.
Most Compass Reading Log 3 students will be able to identify the chapters in a story,
but they may need teacher support to determine how the chapters are arranged.
Teachers may provide support by asking about story events and suspense.

Literary Technique
Exaggeration
What is it? Exaggeration is when something is represented in an outlandish manner.
In this tall tale, the author maginifies the story of Pecos Bill by exaggerating several
things he does.
What will students do? Students will analyze the events in the tall tale and distinguish
between what is possible and what is an exaggeration.
Why is it important? It is important for students to be able to identify credible and
overstated events in a story.

Topic 8 T 285
 Lesson 1
Teaching Resources Reading Strategies
Compass Reading Log 3 pages 144 and 145 Setting
Topic 8 Fiction Flashcards The setting of a story is where and when it takes place. The setting provides the context for
the story. Context helps readers understand the story events because it provides
Topic 8 Fiction Worksheet page 292
background information.
Colored pencils
Visualizing the Story
Visualization is the process of creating mental images when reading. It helps readers make
associations between the topic or theme of a story and readers’ prior knowledge. It also helps
activate all five senses and emotions. Proficient readers routinely visualize a story as they read.
It leads to a more personalized experience by helping them “connect” to the characters and
their actions and drawing them into the scene.

Lead in to the Lesson (10 min.) • Read the description again.

• Write the Big Question on the board: What have I done in
my life?
• Have students brainstorm memorable events and trips from
theirs lives. Write students’ experiences on the board.
Know Your Students
Some students may feel that nothing noteworthy has
happened in their lives. Encourage students to think about
what is important to them, and not compare themselves
with other students.
Teach the Key Words (15 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 activity 1 in the worksheet.
Answers: 1. f 2. d 3. b 4. a 5. c 6. h 7. j 8. e 9. g 10. i
• Hand out colored pencils. Have students draw pictures of
their visualizations in activity 2 in the worksheet.
• Direct students’ attention to pages 144 and 145. Tell them to
look at the picture. Ask: Is this picture similar or different to
what you envisioned? Elicit comparisons.
Take the Lesson Further (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.
• Encourage students to use the Key Words in
example sentences.

Reading Strategies (25 min.)

• Tell students they are going to read a story about a cowboy.
Ask: What do you think of when you hear the word cowboy?
Elicit ideas.
• Elicit the meaning of setting. (Where and when a story takes
place.) Explain that readers often visualize the setting and
story events as they read because it helps them remember the
story better. Tell students you are going to read a description
to them. Have them close their eyes and put their heads on
their desks.
• Read the description of Texas:
Close your eyes and let’s visit Texas. Texas is BIG. Big skies,
big views, big ranches. You can see for miles in all directions.
Texas is the second biggest state in the United States of
America. Our story takes place in the southwest part of Texas
where there are mountains and canyons. This part of Texas is
very dry. There is very little rain, and there are very few plants.
Only desert plants, such as sage, yucca and cacti. The land is
brown, and the air is dusty. There are very few animals, but
the lizards, snakes and coyotes love their home.

T 286 Topic 8
Lesson 2
Teaching Resources Reading Strategy Focus
Compass Reading Log 3 pages 144-153 and 184 Identifying Events by Chapters
Audio Track 30 Reading Strategy
Topic 8 Fiction Flashcards Making Predictions
The strategy of making predictions actively engages students and connects them to the
story by asking them what they think might happen in it. Effective readers use pictures, titles,
text and personal experiences to make predictions before they begin to read. Predicting also
involves thinking ahead while reading and anticipating information and events in the story.
After making predictions, students can read through the text and revise and verify
their predictions.

Lead in to the Lesson (10 min.)

• Display the flashcards on the board. Elicit the Key Words.
• Form pairs. Have students take turns reading definitions
from the glossary on page 184 and guessing the Key Words.
Encourage them to use the Key Words in example sentences.

Reading Strategy Focus (5 min.)

• Direct students’ attention to the Reading Strategy entry on
page 144. Read it to the class and have students follow along
in their books. Make sure that students understand how to
identify where a chapter begins. Ask: How can you identify
where a chapter begins and ends? (There are chapter headings,
usually with numbers.)

1 Find the chapters in the story. Look at the picture

for each one. What do you think is happening at the
beginning of each chapter? (15 min.)
Reading Strategy
• Write Chapter 1 on the board. Have students find the
chapters. Ask: How many chapters are in this story?
(There are five chapters.)
• Form pairs. Have students describe the pictures for each
chapter and make predictions.
• Elicit predictions for each chapter. Write them on the board.

2 Listen and follow. 30 (20 min.)

• Play track 30. Have students listen to the story and follow
along on pages 144-153. Pause the track at the end of each
chapter, and ask general comprehension questions about the
setting, characters and story events.

Take the Lesson Further (10 min.)

• Point to the predictions on the board. Ask: Were your
predictions correct? Elicit answers.
• Form small groups. Have students discuss the questions:
What do you like about the story? What don’t you like about it?
• Encourage students to share their opinions with the class.

Topic 8 T 287
 Lesson 3
Teaching Resources Reading Strategy
Compass Reading Log 3 pages 144-153 Identifying Story Sequence
Audio Track 30 The ability to identify the sequence of events in a story is a critical comprehension strategy.
It helps students organize main ideas and supporting details of a story so they are able to
Topic 8 Fiction Worksheet page 293
better understand the development of a story and its characters.
Playground or gymnasium
Literary Technique
Exaggeration

Lead in to the Lesson (15 min.) Literary Technique (10 min.)

• Play Cowboy Round-Up (a version of tag). • Say: An exaggeration is something that is bigger or greater
• Take students to a place where they can run. Delineate one than normal.
area as the corral. • Write on the board: 1. Billy can ride a horse. 2. Billy learned
• Say: We are going to play Cowboy Round-Up. Two students to ride a horse when he was three months old.
are the cowboys / cowgirls who collect the “cattle.” Tell • Ask: Which sentence is realistic? Which sentence is
students that, at most, two “stragglers” can be captured an exaggeration? (Number 1 is realistic. Number 2 is
and delivered to the corral at one time. Once a “straggler” an exaggeration.)
has been corralled, he or she cannot escape. The cowboys / • Have students look at the story events in activity 3
cowgirls run after, catch and collect the “cattle” until only two in the worksheet. Tell them to underline the events that
are left. These two students are the next cowboys / cowgirls. are exaggerations.
Answers: Pecos Bill stays on Widow-Maker for three days. Billy learned to
Read and Discuss the Story 30 (20 min.)
run when he was four months old. He rides a tornado. Pecos Bill and Slue-
• Write the following questions on the board before class. Foot Sue take turns lassoing cows and raising their forty children.
Have students read them before reading the story.
Take the Lesson Further (5 min.)
1 What is Pecos Bill called at the beginning of the story?
2 Where is Billy at the beginning of the story? • Form pairs. Have students recall the memorable events in
3 What was he able to do before he was one year old? their lives from Lesson 1. Tell them to exaggerate the events.
4 How many siblings does Billy have? • Encourage students to share their exaggerated events.
5 Who is the youngest child?
6 Who raises Billy and what does he learn?
7 Who finds Billy and what does he learn?
8 According to the story, what do cowboys do?
9 Why did the cowboys think Pecos Bill could ride
Widow-Maker?
10 What was the strangest thing Pecos Bill rode?
• Play track 30. Have students listen and underline the passages
that answer the questions. Pause at the end of each page if
students need more time to underline passages in the story.
• Form pairs. Have students compare underlined passages and
agree on answers.
Answers: 1. He is called Billy. 2. He is riding in a wagon. 3. He could speak,
ride a horse, run and explore the woods. 4. He has seventeen brothers and
sisters. 5. Billy is the youngest. 6. A pack of coyotes raises Billy and teaches
him to hunt, howl at the moon and scratch his ear with his back leg.
7. His brother Jonah finds him, and he teaches Billy to be a cowboy.
8. Cowboys hunt for food, cook on a fire, use stars to find their way and care
for cows and horses. 9. Pecos Bill wasn’t afraid of anything, and he could ride
anything. 10. He rode a tornado.

Reading Strategy (10 min.)

• Elicit the first few story events. Then have students
number the story events in the correct order in activity 3
in the worksheet.
• Form pairs. Have students compare the order of events and
confirm their answers.
Answers: 8, 2, 3, 1, 4, 7, 9, 5, 10, 6

T 288 Topic 8
Lesson 4
Teaching Resources Reading Strategy Art Connection
Compass Reading Log 3 pages 144-153 Identifying Cause and Effect Events Drawing scenes from the story is a way to
Audio Track 30 Cause and effect is a relationship between create a multisensory connection to the text.
events. The cause is why something happens. It also serves to further engage students and
Topic 8 Fiction Worksheet page 293
The effect is the result of the cause. To find make the text more memorable.
Large sheets of butcher paper (1 per group) cause and effect, look for one event that
Colored pencils causes another. Students understand the plot
of a story better when they understand the
connection between cause and effect events.

Lead in to the Lesson (10 min.)

• Form pairs. Have students look at the pictures in the story
and retell the events.
• Elicit the story events.

Reading Strategy 30 (20 min.)

• Remind students that cause and effect is a relationship

between events. Say: The cause is why something happens.
The effect is the result of the cause. To find cause and effect,
look for one event that causes another.
• Write on the board: I am tired at school. I don’t eat breakfast.
Ask: Which is the cause? Which is the effect? (The cause is
“I don’t eat breakfast.” The effect is “I am tired at school.”)
Say: I am tired at school BECAUSE I don’t eat breakfast.
I don’t eat breakfast and that makes me tired.
• Play track 30. Have students listen and think about cause
and effect events in the story.
• Form pairs. Have students complete activity 4 in
the worksheet.
Answers: 1. a: cause, b: effect 2. a: cause, b: effect 3. a: effect, b: cause
4. a: effect, b: cause 5. a: cause, b: effect

Take the Lesson Further (25 min.)

Art Connection
• Form small groups. Assign each group one of the chapters
from the story.
• Distribute the paper. Tell students they are going to draw
graphic novel panels to illustrate more scenes from the
chapter. Monitor and help as needed.
• Remind students they need to work together and make
decisions about what events they want to portray from
their chapters and who is going to draw each scene.
• Have groups display their pictures in the correct order
around the classroom to form a complete graphic novel of
the story.

Manage Your Class

This is a collaborative activity. Students practice making
group decisions. Make sure no one student in a group is
dominating the decision-making process.

Topic 8 T 289
 Lesson 5
Teaching Resources Reading Strategy Focus
Compass Reading Log 3 pages 154 and 155 Identifying Events by Chapters
Audio Track 31 Literary Technique
Exaggeration

Comprehension (60 min.) A Think and discuss. How does Billy grow and
Lead in to the Lesson change in the story?
• Form small groups. Have students take turns recalling • Have students write a few ideas in their notebooks.
exaggerations from the story. • Form small groups. Tell students to share their ideas.
• Encourage students to share their ideas with the class.
1 Circle the correct answers.
6 Write the next chapter in Pecos Bill’s
• Tell students to read the questions and circle the
story. Exaggerate!
correct answers.
• Form pairs. Have students think of the next chapter in Pecos
Answers: 1. a 2. b 3. c 4. a 5. c
Bill’s story. Tell them to write it in their notebooks.
2 Label the pictures. Listen and check. 31 • Have students exchange notebooks and read the chapters.
• Have students look at the pictures and label them.
• Play track 31. Have students confirm their answers.
Answers: 1. howl 2. snort 3. lasso 4. hoot

3 Exaggeration Read Pecos Bill’s actions.

Write R (realistic) or E (exaggerated).
• Elicit the meaning of exaggeration.
• Direct students’ attention to the Literary Technique entry.
Read it to the class and have students follow along in
their books.
• Have students complete the activity.
Answers: 1. R 2. E 3. R 4. E 5. E

4 Identifying Events by Chapters Sort the events

and complete the chart.
• Have students read the sentences.
• Form pairs. Tell them to refer to the story chapters to
confirm their answers.
Answers: Chapter 1: Billy’s family moves to a less crowded place.
Chapter 2: Billy falls out of the wagon and is lost to his family.
Chapter 3: Billy grows up with coyotes until his brother finds him.
Chapter 4: Pecos Bill works hard to become a great cowboy.
Chapter 5: Pecos Bill rides a bad-tempered horse and a tornado.

5 Active Reading Work in a small group. Answer the

questions for one of the chapters.
• Form small groups. Assign a chapter to each group.
Have students answer the questions.
• Review answers, chapter by chapter, with the class.

T 290 Topic 8
Lesson 6
Teaching Resources
Compass Reading Log 3 page 162

Connect to Me (55 min.)

Lead in to the Lesson
• Elicit exaggerated story events.
• Have students choose their favorites.
• Encourage students to give reasons for their choices.

1 Write a tall tale based on your life.

• Have students write four sentences about events or
achievements in their lives. Tell them to include one
exaggeration.
• Monitor and help as needed.
• Tell students to use the information from the chart to write
a story in their notebooks.
• Monitor and help as needed.

A Tell your story to the class.

• Form small groups. Say: Read your story to your classmates.
Ask: Which part of the story is the exaggeration?
• Have students read their stories. Tell listeners to identify the
exaggerated events.

Topic 8 T 291
 To p ic 8 The Best Cowboy in the World
1 Match the words with the correct definitions.
1 bad-tempered a full of people

2 cowboy b a dog-like animal that lives in North America

3 coyote c a sound an owl makes

4 crowded d a person who rides a horse and takes care of cattle

5 hoot e a group of animals, such as coyotes or wolves

6 howl f frequently angry

7 lasso g to push air violently out of the nose in anger or disgust

8 pack h a sound a dog, coyote or wolf makes

9 snort i a violent storm with extremely high winds

10 tornado j to catch an animal by spinning a rope in the air and

looping it over the animal’s head

2 Listen to the description. Draw a picture of the place you visualized.

T 292 Fiction Worksheet Compass 3 D.R. © Richmond Publishing, S.A. de C.V., 2018 Photocopiable
 3 Number the story events in the correct order.
Pecos Bill stays on Widow-Maker for three days.

Billy falls out of the wagon.

When Billy wakes up, he sees that he is in the den of a coyote and her pups.

Billy learned to run when he was four months old.

Jonah sees a boy playing with a pack of coyotes and recognizes him.

He is not afraid to fight wolves, bears and snakes with his hands.

He rides a tornado.

Billy likes Jonah and the horse so he decides to stop being a coyote.

Pecos Bill and Slue-Foot Sue take turns lassoing cows and raising their forty children.

He learns how to take care of cows and horses.

A Underline the sentences that are exaggerations.

4 Circle the cause. Underline the effect.
1 a The wagon hits a rock. b Billy falls out of the wagon.

2 a Billy is adopted by a coyote pack. b Billy learns to howl.

3 a Billy leaves the coyote pack. b Jonah recognizes Billy as his brother.

4 a His new name is Pecos Bill. b Billy becomes a cowboy.

5 a The cows will not go to sleep. b Pecos Bill sings to his cows at night.

Compass 3 D.R. © Richmond Publishing, S.A. de C.V., 2018 Photocopiable Fiction Worksheet T 293
 Key Words
bad-tempered
cowboy
coyote

The Best Cowboy

crowded
hoot
howl
lasso
pack in the World
snort
tornado by Judy Goldman

Identifying Events
by Chapters
Chapters are sections
of a story. They help
readers see how a story
is organized. Sometimes
there is one chapter for
each important event.
Authors also use chapters
to create suspense or
excitement. At the end of
one chapter, they leave
readers wondering what
will happen next.

1 Find the chapters in

the story. Look at the
picture for each one.
What do you think
is happening at the
beginning of each
chapter?

2 Listen and follow. 30

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T 294
 A long time ago, when Texas was still
till a very wild
il place, Pa heard we
had a new neighbor only...fifty miles away! That was too crowded for us,
so Pa prepared the wagon. Ma and Pa packed the wagon with their few
possessions and their eighteen children. Then they drove to a less crowded
part of the state.
Billy was the youngest child. He was just a baby, but he was incredible.
He could speak when he was only two months old. He could ride a horse
when he was three months old. He could run when he was four months old.
He started exploring in the woods before his first birthday. He was never
afraid. He even played with wild animals!

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T 295
 O ne very dark night near the Pecos River, the wagon hit a rock. It was
thrown to the left and then thrown to the right—and it almost crashed. The
children shouted and ended up in a tangled mess of arms and legs.

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T 296
 In the confusion, nobody noticed that Billy had fallen out of the wagon.
Pa drove on and on. Many miles later, he stopped the wagon and everyone
got out. They were ready to eat supper and sleep.
Ma called out, “James, Justin, Jane, Jonah, Julia, Jerome, June, Joan,
Jill, Jeremiah, Jackson, Jake, Janet, Jennifer, Joy, Jessica, Josephine, Billy!”
Everyone—except Billy—answered, “Here, Ma!”
She called again. “James, Justin, Jane, Jonah, Julia, Jerome, June, Joan,
Jill, Jeremiah, Jackson, Jake, Janet, Jennifer, Joy, Jessica, Josephine, Billy!”
Everyone except Billy said, “Here!”

“Where’s Billy?” Ma asked and scratched her head.

Everyone looked here and there. They looked inside the wagon and
under the wagon. They even drove back a few miles, but Billy was not there.
After a few more days of searching, and because they were running out
of food, they tied the horses to the wagon and drove off. Ma, Pa and the
seventeen children were all very sad. But where WAS Billy???
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T 297
 After Billy fell out of the wagon, he sat up and looked at the darkness
around him.
He shouted, “Pa! Ma!” but no one answered.
Billy called, “James, Justin, Jane, Jonah, Julia, Jerome, June, Joan, Jill,
Jeremiah, Jackson, Jake, Janet, Jennifer, Joy, Jessica, Josephine!” But only
an owl hooted nearby.
He didn’t cry. He wasn’t afraid. He waited for his family to come and
get him.
And then he heard something moving...

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T 298
 S omething furry brushed against
i Billy’s
Bill ’ neck.
k
Billy didn’t move.
A very wet tongue licked his face.
Billy laughed, stretched out his hand and touched something big and
furry. He held onto the creature’s tail and followed it home. Then, Billy curled
up and went to sleep.
When Billy woke up, he saw that he was in the den of a coyote and
her pups.
And that was just fine with him! He became one of the pack. He learned
how to hunt, howl at the moon and scratch his ear with his back leg.

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T 299
 Many years passed. Then one day, a cowboy rode by and saw Billy
playing with his pack.
He said, “You look just like my Pa! I’m Jonah and you must be my brother
Billy. We lost you and here you are! Do you want to come with me? I’ll show
you how to be a cowboy.”
Billy liked Jonah and the horse so he decided to stop being a coyote. He
said goodbye to his pack, put on some clothes and went away with Jonah. That
same day, Jonah started to teach him how to be a cowboy.
It wasn't easy being a cowboy. Billy learned how to hunt for food and
cook it on a fire. He learned how to find his way at night by using the stars.
He even learned how to take care of cows and horses. He also got a new
name: Pecos Bill.

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T 300
 P ecos Bill was brave and tough. He was also a fast learner. He became the best
cowboy in the whole world.
He could lasso anything. He lassoed rabbits and squirrels for supper. He
could even catch a bird.
One night, he saw that the cows wouldn’t go to sleep. He sang a song to calm
them. Now all cowboys sing at night to their cows.

He was also not afraid to fight wolves, bears and snakes with his hands.
Because he always won, they ran away from him as soon as they saw him.
Soon, all the other cowboys talked about him and his skills. They
admired his ability to ride. Pecos Bill could ride anything, and the proof was
his horse—Widow-Maker.
That horse was very bad-tempered and wild. No one, not even a mosquito,
could ride him. Every cowboy who tried to ride him was thrown off.
Then one day, Pecos Bill saw the horse. He knew he could ride him!
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T 301
 A s soon as Pecos Bill jumped on the horse’s back, Widow-Maker got angry.
He snorted and jumped. Pecos Bill stayed on—for three days! Widow-Maker
finally gave up. From that day on, only Pecos Bill could ride Widow-Maker.

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T 302
 Cowboys said that there was nothing Pecos Bill couldn’t ride.
One day, Pecos Bill jumped on a tornado—the biggest, meanest,
strongest tornado ever. He was thrown to the left and then thrown to the
right. The wind blew down trees and houses, but he stayed on.
The storm continued for days and days. It rained so much that it
formed the Grand Canyon. When the tornado disappeared, Pecos Bill
fell to the ground. He landed so hard that he made a huge hole. Now
people call it Death Valley.

Cowboys say that Pecos Bill is still out West with his wife, Slue-Foot
Sue. She is just as brave and tough as he is. They take turns lassoing cows and
taking care of their forty kids.
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T 303
 1 Circle the correct answers.
1 Where does Pecos Bill grow up?
a in a coyote’s den b with his family c with a group of cowboys
2 Who helps Pecos Bill become a cowboy?
a his parents b his brother Jonah c Slue-Foot Sue
3 According to the story, what formed Death Valley?
a a tornado b water flowing c Pecos Bill falling down

4 How does Widow-Maker act the first time Pecos Bill rides him?
a He jumps and snorts. b He gives up right away. c He ignores Pecos Bill.
5 Why does Pecos Bill ride Widow-Maker and a tornado?
a to win a contest b to impress his family c to prove he can ride anything

2 Label the pictures. Listen and check. 31

hoot howl lasso snort

1 2 3 4

3 Exaggeration Read Pecos Bill’s actions.

Exaggeration
In this tall tale, the author
builds up the story of Pecos
Bill by exaggerating several
things he does. As you
read, notice which actions
are realistic and which are
exaggerations.
Write R (realistic) or E (exaggerated).
1 falling out of a wagon
2 riding a horse at three months old
3 catching animals with a lasso
4 riding a tornado
5 making Death Valley

154 Topic 8

U8COrl3.indd 154 6/9/17 3:03 PM

T 304
 4 Identifying Events by Chapters Sort the events and complete the chart.

Pecos Bill works hard to become a great cowboy.

Bill’s family moves to a less crowded place.
Bill grows up with coyotes until his brother finds him.
Billy falls out of the wagon and is lost to his family.
Pecos Bill rides a bad-tempered horse and a tornado.

5 Active Reading Work in a small group. Answer the questions for one of the chapters.
1 In this chapter, how old is Billy?
2 Does someone teach Billy? Or does he do things on his own?
3 What does Billy learn to do?

A Think and discuss. How does Billy grow and change in the story?
6 Write the next chapter in Pecos Bill’s story. Exaggerate!

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T 305
 For more than sixty years, the Guinness
Key Words World Records has kept all kinds of records. The
achievement
book is so popular that it has sold more than
attempt
break a record 134 million copies around the world. Officials
compete update the book every year with the new record
juggle
recite
holders. They approve about 6,000 records
sneeze
by Barnaby Wright
each year. People want to be famous for their
stilts
amazing achievements. Anyone can set a
talent
record—individuals, groups and people of
all ages—including kids!
This group of 530 dancers in South Africa is trying to break
Identifying Cause Let’s look at some of these world records.
the world record for the world’s largest ballet class.
and Effect Events What made the people decide to set such
Cause and effect is a
relationship between
incredible records? How did they do it?
We All Love World Records!
events. The cause is why
something happens. The Have you ever Jagger Eaton and
effect is the result of the
wondered about world An Amazing Talent his brother Jett
cause. To find cause and
effect, look for one event records? Who has the world’s Some people were born with a special
that causes another. loudest sneeze? Yi Yang talent. Sometimes this talent is so amazing
from China does! Who ran that it helps them break a world record at
the slowest marathon ever? a young age.
Lloyd Scott did! He wore a Jagger Eaton is one of them. He started
deep-sea diving suit as he ran riding a skateboard when he was just four
the 42.2-kilometer race in the years old. In 2012, when he was eleven
London Marathon in 2002. It years old, he became the youngest athlete
1 Think about
took him five days, eight hours ever to compete in the X Games. It's a new
causes and
effects. Imagine and thirty minutes! world record!
you woke up
Where can you find Kelly Sildaru was also born with a
late for school.
What might be information like this? In the special talent. She can do incredible skiing
the cause?
Guinness World Records. It lists the tricks! In 2016, when she was thirteen
2 Listen and greatest and the best in the world! years old, she became the youngest Winter
Lloyd Scott
follow. 32 Kelly Sildaru
X Games winner.

156 Topic 8 World Records 157

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Lessons Preview
Pages Lesson Focus Teaching Resources

1 156 and 184 Key Words • Topic 8 Nonfiction Flashcards

Making Predictions • Topic 8 Nonfiction Worksheet page 314
• A timer

2 156-159 Identifying Cause and • Audio Track 32

Effect Events • Topic 8 Nonfiction Flashcards

3 156-159 Using Text Features • Audio Track 32

Identifying the Main Ideas and • Topic 8 Nonfiction Worksheet page 315
Key Details • A world map or a globe
Geography Connection

4 156-159 Identifying Cause and • Audio Track 32

Effect Events • A timer
Cause and Effect Words

5 160 and 161 Comprehension • Audio Track 33

Identifying Cause and • Red and green crayons
Effect Events
Cause and Effect Words

6 159 and 162 Connect to Social Studies • Internet access

Physical Education Connection

T 306
Summary
Key Words
“World Records” explains that the book, Guinness World Records, lists thousands of world
records in events most people have not thought about. These records include the slowest achievement (n.) the completion of a
marathon time, the youngest competitors at the X Games, the largest Bollywood dance, difficult, unusual or important task
the largest bike parade and many others. attempt (v.) to try to do something
break a record (v.) to do better than
Genre: Informational Text
the best
An informational text informs the reader about real people and the real world.
compete (v.) to participate in a sport
“World Records” is about awards for being the fastest, the greatest or best in the world.
or contest
People can win world records in some unusual categories!
juggle (v.) to toss and catch multiple
Reading Strategy Focus objects at the same time
Identifying Cause and Effect Events recite (v.) to read something aloud to
What is it? Cause and effect is a relationship between events. The cause is why a group, sometimes from memory
something happens. The effect is the result of the cause. To find cause and effect, sneeze (n./v.) an explosion of air
look for one event that causes another. through the mouth and nose, often
What will students do? Students will identify events as either causes or effects. when a person is sick; to cause air to
Why is it important? It is important for students to be able to identify the relationship explode from the mouth or nose
between events, and one type is cause and effect. It is the foundation for developing stilts (n.) long pieces of wood
hypotheses and scientific investigation in informational texts. that elevate the legs of someone
How will students build on previous knowledge? In previous Compass Reading Logs, or something
students often practice the skill of identifying main ideas and relating them to the topic. talent (n.) a natural ability to do
In Compass Reading Log 2 and Compass Reading Log 3 Topic 8 Fiction, students learn something well
to identify cause and effect events.
Most Compass Reading Log 3 students will be able to identify events, but they may need
teacher guidance to distinguish between cause and effect in the text.

Author Technique
Cause and Effect Words
What is it? Writers use words such as because, so, as a result and since to show the
relationship between a cause and an effect. For example, the author writes, “Because of
his talent, Victor became a professional gamer at the age of six!”
What will students do? Students will learn to look for words that indicate a
relationship between cause and effect events.
Why is it important? It is important for students to be able to identify cause and effect
words because it facilitates reading comprehension.

Topic 8 T 307
 Lesson 1
Teaching Resources Reading Strategy
Compass Reading Log 3 pages 156 and 184 Making Predictions
Topic 8 Nonfiction Flashcards The strategy of making predictions actively engages students and connects them to the text by
asking them what they think it might be about. Effective readers use pictures, titles, text and
Topic 8 Nonfiction Worksheet page 314
personal experiences to make predictions before they begin to read. Predicting also involves
A timer thinking ahead while reading and anticipating information and events in the text. After making
predictions, students can read through the text and revise and verify their predictions.

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

• Have students stand. Tell them to make sure they have
enough space around them so they don’t bump into their
classmates. Explain they have one minute to do as many
jumping jacks as possible. Tell them to count the number
they do.
• Start the timer and say: Go! After a minute, tell students to
stop and sit down.
• Write Class Record for Jumping Jacks on the board. Find out
who did the most jumping jacks and write his or her name
under the heading.
• Say: (Name of student) holds the class record for jumping
jacks. Explain that there are records for many things.
• Direct students’ attention to page 156. Elicit the title of the
text: “World Records.” Ask: Do you know of any world records?
Elicit ideas and write them on the board. Ask: What can
you predict about the text based on the title? (World records
people have made.) What other information helps us predict
what a text is about? (Headings and pictures.)
• Have students look at the headings and the pictures and
write their predictions in activity 3 in the worksheet.
Take the Lesson Further (5 min.)
• Have students share their predictions with the class.
Encourage them to use Key Words.

Manage Your Class

If students do not settle quickly after an active game,
consider a less energizing record to establish, such as
tapping on desks or saying the alphabet quickly.

Teach the Key Words (30 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. Tell students to refer to the glossary on page 184
to confirm their answers in activity 1. For activity 2, have
students write an idea rather than a complete sentence.
Then form pairs, and have students ask and answer the
questions. Encourage them to use the Key Words in
their answers.
Answers: Activity 1: 1. juggle 2. talent 3. attempt 4. compete 5. sneeze
6. achievement 7. stilts 8. break a record 9. recite
Activity 2: Answers will vary.

T 308 Topic 8
Lesson 2
Teaching Resources Reading Strategy Focus
Compass Reading Log 3 pages 156-159 Identifying Cause and Effect Events
Audio Track 32
Topic 8 Nonfiction Flashcards

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.
• Read the definitions in random order for students to guess
the Key Words.

Reading Strategy Focus (10 min.)

• Direct students’ attention to the Reading Strategy entry
on page 156. Read it to the class and have students follow
along in their books. Make sure that students understand
that the cause happens first and the effect happens because
of the cause.

1 Think about causes and effects. Imagine you woke up

late for school. What might be the cause? (15 min.)
• Write I woke up late because… on the board. Have students
copy the first part of the sentence two times in their
notebooks. Tell them to write one realistic cause for waking
up late and one exaggeration.
• Form small groups. Have students share their sentences.
• Encourage students to share their exaggerations with
the class.

2 Listen and follow. 32 (20 min.)

• Play track 32. Have students listen and follow the text on
pages 156-159.
• Pause the track at the end of each section, and ask general
comprehension questions.

Take the Lesson Further (5 min.)

• Form pairs. Have students discuss the questions: Which is
the most interesting record from the text? Which is the
strangest? Why?
• Encourage students to share their ideas with the class.
Have them give reasons for their answers.

Topic 8 T 309
 Lesson 3
Teaching Resources Reading Strategies Geography Connection
Compass Reading Log 3 pages 156-159 Using Text Features The purpose of geography is to guide young
Audio Track 32 Text features help readers gather information learners to learn about countries around the
about text content. Text features can include world. It also helps readers develop navigation
Topic 8 Nonfiction Worksheet page 315
pictures and captions. skills and realize they are members of a
A world map or a globe diverse global community.
Identifying the Main Ideas and Key Details
The main idea is the central thought of the
text. Each section in a text can also have a
main idea. The key details are all the facts and
information that support the main ideas.

Lead in to the Lesson (10 min.) Reading Strategy (25 min.)

Reading Strategy • Elicit the meanings of main idea and key details. (The central
Geography Connection thought of a section. The information that supports the
main ideas.)
• Elicit the topic of the text. (World records.)
• Form pairs. Have students identify the main ideas and key
• Ask: According to the text, where are people breaking records?
details and complete activity 4 in the worksheet. Monitor and
Where can you find that information? (In the text and
support as needed.
the captions.)
• Have students skim the text and read the captions and Possible answers: “We All Love World Records!” Main Idea: People like to
break records, and other people like to read about the records. Key Details:
name the places. (South Africa, London and Thailand.) More than 134 million copies of the Guinness Book of World Records have
(Note that the X Games are held at different places around sold. “An Amazing Talent” Main Idea: Some people are born with a talent.
the world every year.) Key Details: Jagger Eaton is the youngest person to compete in the X Games.
Kelly Sildaru was the youngest Winter X Games winner. Victor de Leon
• Display a world map or globe. Have students point out the III is the youngest professional gamer. “Strength in Numbers” Main Idea:
places mentioned in the text. People can break records by working together. Key Details: In India, 8,726
students performed the largest Bollywood dance. In Thailand, 136,411 people
Read and Discuss the Text 32 (20 min.) participated in the largest bicycle parade. “A World-Record Setter”
Main Idea: Ashrita Furman holds the most world records. Key Details:
• Write the following questions on the board before class. (See text for bulleted list of a few of his world records.) “Your Own
Have students read them before reading the story. World Record” Main Idea: There are ways to break a world record. Key Details:
The best way to break a record is to choose one and then train hard.
1 Is it possible for anyone to break a world record? Be prepared for things to go wrong.
2 What book holds all the world records? How many
copies of the book have sold? Take the Lesson Further (5 min.)
3 What do some people have that helps them break • Form pairs. Have students discuss the question: Which world
a world record? record from the text would be the hardest to break?
4 Do you need to break a record by yourself? • Invite volunteers to share their ideas with the class.
5 What does Ashrita Furman do?
6 How many world records has Ashrita Furman held?
7 What is his craziest world record?
8 Does Ashrita always break the records he attempts?
9 What do you do first if you want to break a world record?
• Play track 32. Have students follow along and underline the
passages that answer the questions. Pause at the end of each
section to give students time to underline information.
• Form pairs. Have students compare underlined passages and
agree on answers.
Answers: 1. Yes, it is. 2. Guinness World Records. 134 million copies have sold.
3. They have a talent. 4. No, you can also be in a group. 5. He breaks world
records. 6. He has held more than 500 records. 7. Answers will vary.
8. No, he doesn’t. 9. You need to choose the record you want to break.

T 310 Topic 8
Lesson 4
Teaching Resources Reading Strategy Focus
Compass Reading Log 3 pages 156-159 Identifying Cause and Effect Events
Audio Track 32 Author Technique
A timer Cause and Effects Words

Lead in to the Lesson (15 min.)

• Elicit some of the world records from the text. (The slowest Know Your Students
marathon, the youngest athlete to participate in the X Games, Some students may have difficulty understanding the
the youngest athlete to win the Winter X Games, the youngest cause-and-effect relationship between events. If so,
professional video gamer, the largest Bollywood dance, the consider drawing a timeline on the board to demonstrate
largest bicycle parade and the person with the most the chronological order of events and how it relates
world records.) to cause and effect.
• Ask: What class record did we set in Lesson 1? (The most
jumping jacks in a minute.) Say: Let’s set another record. Take the Lesson Further (10 min.)
Have students stand. Tell them to count how many times
• Form small groups. Have students brainstorm and make a
they can clap their hands in a minute.
list of world records they would like to attempt to break.
• Start the timer and say: Go! After a minute, tell students to
Tell them the records can be as silly and fun as they like.
stop and sit down.
• Encourage students to share some of the records on their
• Write Class Record for Clapping Hands on the board.
lists. Have them keep the lists for a future lesson.
Find out who clapped their hands the most and write his or
her name under the heading.
• Say: (Name of student) holds the class record for
clapping hands.

Reading Strategy Focus 32 (35 min.)

Author Technique
• Elicit the meanings of cause and effect. (Cause is why
something happens. The effect is the result of the cause.)
• Write Why…?, because and as a result on the board.
Say: These words help us talk about cause and effect events.
• Ask: Why does (name of student) hold the class record for
clapping hands? Elicit: (Name of student) holds the record
because he (or she) clapped his (or her) hands the most in
one minute.
• Point to as a result on the board and say: As a result of
clapping his (or her) hands the most in a minute, (name of
student) holds the class record.
• Play track 32. Have students listen and circle the names
of the people or groups that hold world records.
Say: Think about the cause and effect for each world-record
holder’s achievement.
• Elicit the names of the world-record holders in the text.
(Yi Yang, Lloyd Scott, Jagger Eaton, Kelly Sildaru, Victor de
Leon III, students from a dance school in India, a group of
people in Thailand and Ashrita Furman.)
• Form pairs. Have students write sentences in their notebooks
about the world-record holders. Tell them to use because and
as a result.
• Monitor and support as needed.

Topic 8 T 311
 Lesson 5
Teaching Resources
Compass Reading Log 3 pages 160 and 161
Audio Track 33
Red and green crayons (1 of each per student)
Comprehension (60 min.)
Lead in to the Lesson
• Form small groups. Have students act out and guess some of
the world records from the text.
1 Match the people with the world records.
• Tell students to read the names and accomplishments and
then write the correct answers.
Answers: 1. e 2. d 3. a 4. b 5. c
2 Label the pictures.
• Direct students’ attention to the Key Words in the box.
• Form pairs. Have students describe or give definitions for
the words.
• Tell students to label the pictures.
Answers: 1. stilts 2. sneeze 3. recite 4. juggle 5. talent 6. compete
3 Circle the correct answers.
• Have students read the questions and options.
• Tell them to refer to the text if they are unsure about
their answers.
Answers: 1. b 2. a 3. a
4 Identifying Cause and Effect Events Color the causes
red. Color the effects green.
• Elicit the meanings of cause and effect. (Cause is why
something happens. The effect is the result of the cause.)
Have students read the Reading Strategy entry on page 156
again if they cannot remember.
• Hand out red and green crayons (one of each color)
to students.
• Read the sentences in item 1 to the class. Ask: Which is the
cause? Which is the result? Tell students to color the causes
red and the effects green.
• Have students complete the rest of the activity.
Answers: 1. Cause: Dance students in India wanted to do something good.
Effect: They broke a world record for the largest Bollywood dance ever.
2. Cause: Ashrita read the Guinness World Records as a boy.
Effect: Ashrita decided to start breaking world records. 3. Cause: Ashrita only
juggled underwater for thirty-eight minutes. Effect: Ashrita didn’t break the
world record for underwater juggling. 4. Cause: You made up your own world
record. Effect: Guinness doesn’t accept it.
T 312 Topic 8
Reading Strategy Focus
Identifying Cause and Effect Events
Author Technique
Cause and Effect Words
5 Cause and Effect Words Find and circle the words
because and as a result in the text.
• Direct students’ attention to the Author Technique entry.
Read it to the class and have students follow along in
their books.
• Form pairs. Have students scan the text and find the words
because and as a result.
• Confirm the causes and effects of the sentences with because
and as a result in the text.
A Match the parts of the sentences. Use cause and
effect words to help you. Listen and check. 33
• Form pairs. Have students read the parts of the sentences.
Tell them to circle the cause and effect words. (a. because,
b. so, c. since, d. as a result) Then have students match the
parts of the sentences.
• Play track 33. Tell students to listen and check their answers.
Answers: 1. d 2. a 3. b 4. c
6 Active Reading Imagine you work for the Guinness
World Records. Interview a world-record holder.
Take turns.
• Form pairs. Have students create a set of general questions
to ask a world-record holder.
• Form different pairs. Tell students to take turns pretending
to be the world-record holder and the one conducting
the interview.
7 Think and discuss. Choose one of Ashrita Furman’s
unusual world records to challenge. Why did you
choose this record? How will you practice or train to
break the record?
• Have students go to page 159 and review Ashrita Furman’s
world records. Tell them to choose one.
• Form groups. Have students discuss their choices and give
reasons for them.
Lesson 6
Teaching Resources Physical Education Connection
Compass Reading Log 3 pages 159 and 162 When students do physical activities related to the content or theme of a text, it helps them
Internet access engage with key concepts and remember the information better.

Connect to Social Studies (35 min.)

Lead in to the Lesson
• Elicit the world records Ashrita Furman holds. Have students
refer to page 159 if they cannot remember.
• Ask: Why did he decide to break records? Say: Today you are
going to investigate more world records on the Guinness World
Records website.

1 Research world records online.

• Form pairs. Tell students to create a chart similar to the one
on page 162 in their notebooks.
• Have students use mobile devices or school computers to
research world records. Tell them to write about three
world records.
• Form small groups (two or three pairs). Have students share
their findings.

Manage Your Class

When students work online, they can be distracted by all the
additional content that is available. Monitor their progress
to confirm they stay on task.

Physical Education Connection (20 min.)

• Elicit the two class records. (Jumping jacks and clapping
hands.) Ask: Who holds the class records for those?
• Have students look at the list of world records they made
in Lesson 4. Ask: Are any of these possible for class records?
Write students’ ideas on the board and elicit others.
(Possible ideas: the highest jumper, the lowest limbo pole
dancer, the widest arm span.)
• Have students compete for each class record category.

Topic 8 T 313
 To p ic 8 World Records
1 Write the correct words.

achievement attempt break a record compete

juggle recite sneeze stilts talent

1 To toss and catch multiple objects at the same time:

2 A natural ability to do something well:

3 To try to do something:

4 To participate in a sport or contest:

5 An explosion of air through the mouth and nose:

6 The completion of a difficult, unusual or important task:

7 Long pieces of wood that elevate the legs of someone or something:

8 To do better than the best:

9 To read something aloud to a group:

2 Answer the questions.

1 What is your biggest achievement?

2 What did you attempt to do last week?

3 Did you ever break a record?

4 Do you compete in any activities?

5 Do you know how to juggle?

6 What can you recite?

7 How often do you sneeze?

8 Can you walk on stilts?

9 What do you have a talent for?

3 Complete the predictions. What is the text about? Use at least two Key Words.
1 I think .

2 I think .

T 314 Nonfiction Worksheet Compass 3 D.R. © Richmond Publishing, S.A. de C.V., 2018 Photocopiable
 4 Complete the chart. Write the main ideas and key details.

We All Love Main Idea:

World Records!

Key Details:

An Amazing Talent Main Idea:

Key Details:

Strength in Main Idea:

Numbers

Key Details:

A World-Record Main Idea:

Setter

Key Details:

Your Own Main Idea:

World Record

Key Details:

Compass 3 D.R. © Richmond Publishing, S.A. de C.V., 2018 Photocopiable Nonfiction Worksheet T 315
 Key Words
achievement
attempt
break a record
compete
juggle
recite
sneeze
by Barnaby Wright
stilts
talent

This group of 530 dancers in South Africa is trying to break

Identifying Cause
and Effect Events
Cause and effect is a
relationship between
events. The cause is why
something happens. The
effect is the result of the
cause. To find cause and
effect, look for one event
that causes another.
1 Think about
causes and
effects. Imagine
you woke up
late for school.
What might be
the cause?
2 Listen and
follow. 32
the world record for the world’s largest ballet class.
We All Love World Records!
Have you ever
wondered about world
records? Who has the world’s
loudest sneeze? Yi Yang
from China does! Who ran
the slowest marathon ever?
Lloyd Scott did! He wore a
deep-sea diving suit as he ran
the 42.2-kilometer race in the
London Marathon in 2002. It
took him five days, eight hours
and thirty minutes!
Where can you find
information like this? In the
Guinness World Records. It lists the
greatest and the best in the world!
Lloyd Scott

156 Topic 8

U8COrl3.indd 156 5/24/18 12:27 PM

T 316
 For more than sixty years, the Guinness
World Records has kept all kinds of records. The
book is so popular that it has sold more than
134 million copies around the world. Officials
update the book every year with the new record
holders. They approve about 6,000 records
each year. People want to be famous for their
amazing achievements. Anyone can set a
record—individuals, groups and people of
all ages—including kids!
Let’s look at some of these world records.
What made the people decide to set such
incredible records? How did they do it?

Jagger Eaton and

An Amazing Talent his brother Jett

Some people were born with a special

talent. Sometimes this talent is so amazing
that it helps them break a world record at
a young age.
Jagger Eaton is one of them. He started
riding a skateboard when he was just four
years old. In 2012, when he was eleven
years old, he became the youngest athlete
ever to compete in the X Games. It's a new
world record!
Kelly Sildaru was also born with a
special talent. She can do incredible skiing
tricks! In 2016, when she was thirteen
years old, she became the youngest Winter
Kelly Sildaru
X Games winner.

World Records 157

U8COrl3.indd 157 5/24/18 12:28 PM

T 317
 Victor de Leon III has a different kind of talent. He started playing video games
when he was just two years old. By age four, he was playing in competitions. Because of
his talent, Victor became a professional gamer at the age of six! He now holds the world
record for the youngest professional video gamer.

Strength in Numbers
Not everyone is born with a special talent. But people can still break world records by
asking their friends to help them! There are many records for the largest group of people
to do something together.
For example, in January 2016, 8,726 students from a dance school in India performed
the largest Bollywood dance ever. They dressed in matching yellow uniforms and danced
for nearly five minutes. For this group, it was not about individual achievement. It was
about doing something good. They set out to break the record to tell people about the
dangers of drugs.
Another large group set a world record while riding bicycles. In August 2015, the
largest bicycle parade ever was held in Thailand. There were 136,411 people riding
bicycles in the parade!

In Thailand, a world record 136,411

people rode bicycles in a parade.

158 Topic 8

U8COrl3.indd 158 6/9/17 3:03 PM

T 318
 A World-Record Setter
For some people, one world record is not enough! Ashrita Furman loved reading
about the people and places in the Guinness World Records when he was a boy. As a
result, he decided to start breaking records himself. He now holds more records than
any other person alive! Since 1979, he’s held more than 500 world records. This is a
record on its own!
Ashrita likes to break unusual records. He holds the world record for the highest
mountain climbed—on stilts! The mountain was almost three kilometers high.
Here are some of his other world records:
• doing somersaults for the longest distance (19.6 kilometers)
• walking the farthest with a milk bottle on his head (130.3 kilometers)
• catching the most grapes in his mouth in one minute (86 grapes)
• reciting a poem in the most languages
(203 of them!)
Ashrita doesn’t break every record he
attempts. For example, he once tried to
break the world record for the longest time
juggling underwater. He didn’t break the
record, but he still juggled underwater for
nearly thirty-eight minutes while sharks and
eels swam by!

Your Own World Record Ashrita Furman tries to break the world record
for juggling underwater for the longest time.
What’s the best way to become a world-
record holder? Ashrita says that first you need
to choose a record to break. Find out what the current record is and then train hard.
Guinness will send you the rules for the record. When you try to break a record, you
have to be prepared for something to go wrong. Something usually does! Breaking a
world record is a great challenge. The person you’re challenging isn’t really the one
who holds the current record. You're challenging yourself!

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T 319
 1 Match the people with the world records.
1 Lloyd Scott a youngest Winter X Games winner
2 Jagger Eaton b youngest professional video gamer
3 Kelly Sildaru c highest mountain climbed on stilts
4 Victor de Leon III d youngest X Games athlete

5 Ashrita Furman e slowest marathon

2 Label the pictures.

compete juggle recite sneeze stilts talent

1 2 3

4 5 6

3 Circle the correct answers.

1 Of these world-record-winning groups, which is the largest?
a Bollywood dancers b bicycle riders c ballet dancers in
in India in Thailand South Africa

2 How do you think people feel when they break a world record?
a proud b nervous c sad

3 Why do you think it is important to update the Guinness World Records?

a People break world b People think of new kinds of c People make mistakes in
records every year. world records every year. the book every year.

160 Topic 8

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T 320
 4 Identifying Cause and Effect Events Color the causes red. Color the effects green.

1 Dance students in India wanted to They broke a world record for the
do something good. largest Bollywood dance ever.

2 Ashrita decided to start breaking Ashrita read the Guinness World

world records. Records as a boy.

3 Ashrita didn’t break the world Ashrita only juggled underwater

record for underwater juggling. for thirty-eight minutes.

4 You made up your own world record. Guinness doesn’t accept it.

5 Cause and Effect Words Find and

circle the words because and as a Cause and Effect Words
result in the text. Writers use words such as because, so, as a result and since

A Match the parts of the sentences.

to show the relationship between a cause and effect. For
example, the author writes, “Because of his talent, Victor
Use cause and effect words to became a professional gamer at the age of six!”
help you. Listen and check. 33

1 Emma trained hard for months; a because he was riding too fast.
2 Craig fell off his bike b so the students stopped talking.

3 The teacher arrived, c since I had the highest score.

4 I won the competition d as a result, she broke a world record.

6 Active Reading Imagine you work for the Guinness World Records.
Interview a world-record holder. Take turns.

7 Think and discuss. Choose one of Ashrita Furman’s unusual world records to
challenge. Why did you choose this record? How will you practice or train to
break the record?

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T 321
 Connect to Me
1 Write a tall tale based on your life.
1 Think about your life. Choose four events or achievements. Include one exaggeration.
Write them in the chart.

Age: Age:

Event / Event /
Achievement: Achievement:

Age: Age:

Event / Event /
Achievement: Achievement:

2 Write your story. Think about how each event builds on the one before it.

A Tell your story to the class.

Connect to Social Studies
1 Research world records online.
Choose a topic to research at http://www.guinnessworldrecords.com or a similar website.
Use a key word or phrase, such as “cat,” to search the site. Find three world records for
your topic. Complete a chart like this one.

World Records: Cats

Record Who What Where

7 centimeters tall, United States
Smallest cat ever Tinker Toy
19 centimeters long (Taylorville, Illinois)

162 Topic 8

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T 322
 To p ic 9

Genre: Drama
A drama is a story that is performed. It
by Ruth Morgan can be a script for a movie, a TV show or
a play in a theater. A drama is divided
into acts and scenes. It has dialogue
and stage directions. The words the
characters say are dialogue. Stage
directions tell you what the characters
do and where they are.
In “Can I Make a Movie?” the characters
are in a small town. They are trying to
film a movie with a famous movie star.

Lights,
Genre: Technical Writing
Camera,
This type of nonfiction explains how
to do something. The author includes
Action! er
by Aaron Burkhold
each step in the process in order.
“Lights, Camera, Action!” explains the
steps for making a movie in Hollywood.
“Make Your Own Movie” gives you
checklists for making a movie yourself.

163

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T 323
 Cast of Characters
Key Words ACT 1
action
Glenda Mr. Carter
cast of characters
SCENE 1
Spy Kevin
clue A new movie is being filmed in the small town of Birdville.
cut Director Makeup artist
director The movie is called Spy Story and the main actor is the
by Ruth Morgan Mrs. Hart Police officer
fan famous movie star, Glenda Lee. A scene is being filmed in
relieved
Mrs. Hart’s coffee shop.
selfie
spy GLENDA: Have you got the money?
SPY: Yes. It’s in this bag.
GLENDA: Give me the bag. Now.
Describing The Spy passes Glenda the bag. Glenda opens the bag and
Characters
looks at the money. The door of the coffee shop bursts open
Characters are the people
in a story or drama. To and Kevin rushes in.
understand characters, KEVIN: Glenda Lee, I can’t believe it. I’m your
study their words and
their actions. What are biggest fan. I’ve seen all your movies!
they like? How do they DIRECTOR: Cut!
feel? Why do they do and
GLENDA: We’re filming a scene.
say particular things?
KEVIN: Please let me take a selfie with you!
DIRECTOR (angrily): We haven’t got time for
selfies.
KEVIN (sadly): I’m sorry. I’ll…I’ll just go and
stand over there.
Kevin goes to stand at the back of the coffee shop.
DIRECTOR: Let’s try again. Action!
1 Look at the cast of
GLENDA: Have you got the money?
characters on page
165 and try to find SPY: Yes. It’s in this bag.
each character in the
GLENDA: Give me the bag. Now.
illustrations. What
do you think the DIRECTOR: Cut! Who’s that behind Glenda?
characters are like?
Mrs. Hart, is that you?
2 Listen and follow. 34 Mrs. Hart comes in carrying a tray of cakes.

164 Topic 9 Can I Make a Movie? 165

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Lessons Preview
Pages Lesson Focus Teaching Resources

1 163-171 and Key Words • Topic 9 Fiction Flashcards

184 Making Predictions • Topic 9 Fiction Worksheet page 332

2 164-171 and Describing Characters • Audio Track 34

184 Identifying Elements of a Drama • Topic 9 Fiction Flashcards
Making Inferences • Topic 9 Fiction Worksheet page 332

3 164-171 Setting • Audio Track 34

Identifying Story Sequence • Topic 9 Fiction Flashcards
• Topic 9 Fiction Worksheet page 333

4 164-171 Describing Characters • Audio Track 34

Fluency: Expression • Topic 9 Fiction Worksheet page 333
Art Connection • Sheets of paper
• Colored pencils

5 172 and Comprehension • Audio Track 35

173 Describing Characters
Adverbs in Stage Directions

6 180 Connect to Me • Students’ drawings

Five-finger Retell • Recording equipment

T 324 Topic 9
Summary
Key Words
“Can I Make a Movie?” is a script for a drama. The drama tells the story of events that
happen during the making of a spy movie in Birdville. The famous movie star, Glenda Lee, action (v.) a command to begin
is starring in it. During the first act, a fan interrupts and asks Glenda to take a selfie with acting and recording a scene
him. Then the caterer, Mrs. Hart, accidentally walks onto the set during filming. cast of characters (n.) the characters
The Director becomes extremely upset by this second interruption and tears up Mrs. in a play or movie
Harts’ sign. Later, there is a technical mishap and another interruption. In the second act, clue (n.) a piece of information
Glenda is missing, and the Director finds a note with “Help! They’ve got me.” written on that helps you to solve a puzzle or
it. The police arrive and begin questioning the Director and the film crew. In the end, they a mystery
follow the clues and find Glenda.
cut (v.) a command to stop acting
Genre: Drama and recording a scene

A drama is a story that is performed. It can be a script for a movie, a TV show or a play director (n.) a person who
in a theater. A drama is divided into acts and scenes. It has dialogue and stage directions. supervises the making of a movie
The words the characters say are dialogue. Stage directions tell you what the characters do fan (n.) a very enthusiastic follower
and where they are. In “Can I Make a Movie?” the characters are in a small town. They are or supporter, such as a fan of a
trying to film a movie with a famous movie star. famous actor or a music group
relieved (adj.) to stop feeling worried
Reading Strategy Focus
selfie (n.) a picture of yourself to
Describing Characters
share online
What is it? Characters are the people in a story or drama. To understand characters,
study their words and their actions. What are they like? How do they feel? Why do they spy (n.) a person who collects
do and say particular things? information in secret

What will students do? Students will identify and analyze the characters’ thoughts,
feelings and actions in order to make inferences about the characters.
Why is it important? It is important for students to be able to describe characters
because it confirms their understanding of the characters’ thoughts and actions.
How will students build on previous knowledge? In Compass Logs 1 and 2, students
learn to identify the main characters, as well as their thoughts and actions. In previous
topics of Compass Reading Log 3, students begin to analyze characters’ thoughts and
actions to make inferences about what motivates them to speak and behave as they do.
Students also learn to use character analysis to predict their actions.
Compass Reading Log 3 students may require teacher support to understand how the
elements of a drama provide information about the characters, which then leads to
character analysis, making general inferences and being able to describe the characters.

Literary Technique
Adverbs in Stage Directions
What is it? The author of this drama includes adverbs in stage directions before
lines of dialogue. This tells the actors how to say the line: happily, angrily, quietly
and so on. These adverbs help you know how the character feels.
What will students do? Students will identify the stage directions that indicate
characters’ feelings and use this information to analyze the characters and
make inferences.
Why is it important? It is important for students to understand how stage directions
provide information about the characters.

Topic 9 T 325
 Lesson 1
Teaching Resources Reading Strategy
Compass Reading Log 3 pages 163-171 and 184 Making Predictions
Topic 9 Fiction Flashcards The strategy of making predictions actively engages students and connects them to the
drama by asking them what they think might happen in it. Effective readers use pictures,
Topic 9 Fiction Worksheet page 332
titles, text and personal experiences to make predictions before they begin to read.
Predicting also involves thinking ahead while reading and anticipating information and events
in the drama. After making predictions, students can read through the text and revise and
verify their predictions.

Lead in to the Lesson (10 min.) Take the Lesson Further (10 min.)
• Write the Big Question on the board: Can I make a movie? • Ask: What kind of movie do you think this is? (A spy movie.)
• Ask: What do you need to make a movie? Brainstorm ideas • Form small groups. Have students talk about the kinds of
and write students’ suggestions on the board. movies they like.
• Encourage students to share their ideas with the class.
Teach the Key Words (25 min.)
• Use the flashcards to elicit or teach the Key Words. Know Your Students
As you teach a word, write it on the board. Some students may not know the names of different movie
• Read the words aloud and have students repeat each genres. Be prepared to provide that information.
word chorally.
• Have students complete activities 1 and 2 in the
worksheet. Tell students to use the glossary on page 184 for
activity 1. For activity 2, tell them they may have to use the
plural form of words.
Answers: Activity 1: 1. command, scene 2. play, movie 3. information, solve,
mystery 4. stop, acting 5. person, supervises 6. follower, supporter 7. stop,
worried 8. picture, yourself 9. collects, secret
Activity 2: 1. fan, selfies 2. director, Action 3. spy 4. cast of characters 5. Cut
6. relieved 7. clues

Reading Strategy (15 min.)

• Tell students they are going to make predictions about
the drama.
• Point to the cover on page 163. Ask: What do you see?
Elicit the title and have students describe the picture.
• Direct students’ attention to the Genre entry. Read it aloud
and have students follow along.
• Ask: Who are the characters? Is one of them the Director?
Point out the case on the table that the man is holding.
Ask: What do you think will happen with the case?
• Form pairs. Have them look at the pictures on pages 164-171
and make predictions.
• Have students write their predictions for the drama
in activity 3 in the worksheet. Tell them to keep
their predictions for the next lesson.

T 326 Topic 9
Lesson 2
Teaching Resources Reading Strategy Focus
Compass Reading Log 3 pages 164-171 and 184 Describing Characters
Audio Track 34 Reading Strategies
Topic 9 Fiction Flashcards Making Inferences
Topic 9 Fiction Worksheet page 332 Making inferences is the ability to use explicit information from a story to support an educated
guess or conclusion about the characters and events. It is critical to story analysis and is a
prerequisite for higher-order thinking.
Identifying Elements of a Drama
A drama or playscript has elements that make it look different from a story or an article.
The cast of characters lists all the characters. Lines of dialogue show what the characters say.
Stage directions show how the characters move and speak. They also describe the setting.

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

• Display the flashcards on the board. Elicit the Key Words.
• Form pairs. Have students review the Key Words on page
184 of the glossary or activity 1 in the worksheet. Tell them to
take turns giving definitions or example sentences.
Reading Strategy Focus (10 min.)
• Write names on the board of both real people and characters
from movies that are familiar to the students.
• Direct students’ attention to the Reading Strategy entry on
page 164. Read it to the class and have students follow along
in their books.
• Point to the names on the board. Say: Some of these names
are characters and some are real people. Ask: Which are the
names for characters? Which are the names of real people?
• Form pairs. Have students choose a character from the list on
the board and describe him or her.
• Write cast of characters, dialogue and stage directions on
the board.
• Elicit the genre. (Drama.) Say: Look at pages 164 and 165.
Ask: Does this drama look like most stories. (No.)
• Explain that a script is a written version of a theater
production or a movie. Actors use it when preparing
for filming.
• Say: Look at the blue box on page 164. What does “Cast of
Characters” mean? (They are the characters in the drama.)
• Point out that the drama is divided into acts and scenes.
Say: In a drama, a “scene” is often a series of events in one
setting. Continue pointing out and explaining the other
elements in a drama: setting, dialogue and stage directions.
Distinguish between the different stage directions.
2 Listen and follow. 34 (20 min.)

• Elicit descriptions from the class. Ask: How do you know • Say: We have made some inferences, or educated guesses,
what the character is like? about the characters. Let’s see if we are right or not.
• Play track 34. Have students listen to the drama and follow
1 Look at the cast of characters on page 165 and try to along on pages 164-171.
find each character in the illustrations. What do you • Pause the track at the end of each scene, and ask general
think the characters are like? (10 min.) comprehension questions about setting, characters and
Reading Strategy events in the drama.
• Direct students’ attention to the list of characters on
Take the Lesson Further (5 min.)
page 165. Read the names to the class and have students
follow along. • Form pairs. Have students review their predictions for the
• Form small groups. Have students identify the characters drama in activity 3 in the worksheet. Tell them to confirm or
in the illustration. reject their predictions.
• Ask: What do you think the characters are like? Elicit a
few ideas.
• Focus on one of the characters the students described.
Ask: How do you know (name of character) is (description
word)? Elicit ideas.
• Explain to students that when we describe characters, we first
have to collect information from the story and from pictures.
Then we combine this with information we already know.
This is called making inferences. Point to the Director on
page 166. Say: When people make this expression, it usually
means they’re angry. We know this. Ask: What can we infer
about the Director? Is he happy or angry here?
(He’s probably angry.)

Topic 9 T 327
 Lesson 3
Teaching Resources Reading Strategies
Compass Reading Log 3 pages 164-171 Setting
Audio Track 34 The setting of a drama is where and when it takes place, and a drama can have more than one
setting. Setting provides the context for the story. Knowing about the context helps readers
Topic 9 Fiction Flashcards
connect to prior knowledge and better understand the events in the drama.
Topic 9 Fiction Worksheet page 333
Identifying Story Sequence
The ability to identify the sequence of events in a story is a critical comprehension strategy.
It helps students organize main ideas and supporting details of a story so they are able to
better understand the development of a story and its characters.

Lead in to the Lesson (10 min.) Answers:

• Display the flashcards on the board. Setting Story Events
• Form pairs. Tell students to use the Key Words to retell the
Act 1 Mrs. Hart’s coffee shop Glenda and the spy are acting. Kevin
main events in the drama. wants a selfie. Mrs. Hart brings a tray
Scene 1 of cakes. The Director, frustrated with
Read and Discuss the Drama 34 (20 min.) Kevin for interrupting the scene, and
angry with Mrs. Hart for bringing the
• Write the following questions on the board before class. cakes, rips up the sign.
Have students read them before reading the drama. Act 1 Outside the Glenda: acting. Mr. Carter’s dogs:
1 Where is Glenda at the beginning of the story? coffee shop barking: Fake money: blowing around.
Scene 2
2 What does she ask for? Helicopter in the air Dogs jump on Glenda, and she falls.
3 What does Kevin want? Mr. Carter takes a selfie with Glenda.
4 What is Mrs. Hart carrying? Act 2 Mrs. Hart’s coffee shop Glenda is missing. “Help” note is
5 Why does the Director rip up the note? found. The Director thinks Glenda has
Scene 1 been kidnapped and phones the police.
6 What machine is in the scene outside the coffee shop?
A police officer comes and interviews
7 Why is the Director angry at Mr. Carter? people. Mrs. Hart tries to talk to the
8 Why does the crew think Glenda was kidnapped? police officer. He tells her to wait.
Mrs. Hart and Kevin find clues.
9 Who tries to talk with the Director about the note?
They follow the clues to the restroom.
10 What clues lead to finding Glenda? Glenda is inside.
• Play track 34. Have students listen and follow along in Act 2 Mrs. Hart’s coffee shop The Director is relieved and says he’s
their books. sorry. He asks about the “Help” note.
Scene 2 Mrs. Hart shows him the other half of
• Form small groups. Have students answer the questions.
the sign. They all take a selfie.
Answers: 1. She is in Mrs. Hart’s coffee shop. 2. She asks for the bag.
3. He wants to take a selfie with Glenda. 4. She’s carrying a tray of
Take the Lesson Further (5 min.)
cakes. 5. He is frustrated because of the interruptions. 6. It’s a helicopter.
7. Mr. Carter’s dogs are barking. 8. They find a note that says, “Help! They’ve • Form pairs. Have students discuss the questions: What do
got me.” 9. Mrs. Hart tries to talk to the Director. 10. They find Glenda’s hat,
you like about the drama? What don’t you like about it?
scarf and sunglasses.
• Encourage students to share their ideas with the class.
Reading Strategies (20 min.)
• Tell students they are going to review information in
the drama.
• Form pairs. Direct students’ attention to activity 4
in the worksheet. Read the column headings to the class.
Explain that they are going to organize information in the
drama by acts and scenes. Tell them to write notes about
the most important events in the drama. Have students
complete the chart.

T 328 Topic 9
Lesson 4
Teaching Resources Reading Strategy Focus Art Connection
Compass Reading Log 3 pages 164-171 Describing Characters Drawing scenes from the drama is a way to
Audio Track 34 create a multisensory connection to the text.
Reading Strategy
It also serves to further engage students and
Topic 9 Fiction Worksheet page 333 Fluency: Expression make the drama more memorable.
Sheets of paper (1 per student) One aspect of fluency is expression—the
Colored pencils appropriate use of phrasing and intonation
in reading. Proficient readers are able to raise
or lower their voice intonation to match the
meaning of the drama. By first listening to
a story and then reading aloud along with
the audio or teacher, students can begin to
practice expressing feelings conveyed by the
characters in the drama and improve fluency.

Lead in to the Lesson (10 min.) Take the Lesson Further (20 min.)
• Form pairs. Have students use the chart in activity 4 in Art Connection
the worksheet to help them retell the events in the drama. • Tell students they are going to draw another scene for
the drama.
Reading Strategies 34 (30 min.)
• Hand out sheets of paper and colored pencils. Monitor and
• Elicit the different feelings the characters express. help as needed.
(Excited, angry, sad, happy, relieved, etc.) • Display the scenes around the classroom.
• Have students choose one of the characters from the list on • Have students look at the scenes and vote on the funniest,
page 165 or the narrator role. Call out the names of each most dramatic and so on.
character to make sure there are at least two students for • At the end of the lesson, give students back their drawings
each role. and tell them to keep them for Lesson 6.
• Group students together by role. Have them find and
underline their lines in the story. Tell them to practice
saying their lines. Encourage them to imitate the feelings
the characters express in the audio track.
• Play track 34. Have students listen and read their characters’
lines aloud.
• Say: We have read the drama a few times. Ask: What is
Glenda like? Elicit a few ideas and write them on the board.
Encourage students to give reasons for their answers.
• Form pairs. Have students describe the characters and
write their ideas in activity 5 in the worksheet.
• Encourage students to share ideas.
Possible answers: 1. Glenda: polite 2. Director: angry, easily frustrated
3. Kevin: excited, happy, helpful 4. Mrs. Hart: kind, thoughtful, observant
5. Mr. Carter: curious, nice 6. Police officer: professional, polite

Manage Your Class

Students with the same role can take turns reading their
lines aloud, or they can read together. Make sure they decide
before you begin.

Topic 9 T 329
 Lesson 5
Teaching Resources Reading Strategy Focus
Compass Reading Log 3 pages 172 and 173 Describing Characters
Audio Track 35 Literary Technique
Adverbs in Stage Directions

Comprehension (60 min.) 6 Active Reading Work in a small group. Act out one
Lead in to the Lesson scene of the drama. Choose a part. Practice reading
your dialogue with the character’s feelings. Try to
• Form small groups. Have students take turns reading a
follow the stage directions for your character’s lines.
character’s line aloud, for example: “Let’s try again. Action!”
Their classmates guess the name of the character: Director. • Form small groups. Tell students to choose a part to act out.
• Encourage students to express the characters’ feelings.
1 Read the text again. Circle Yes or No.
7 Think and discuss. This drama is about a
• Tell students to read the questions and circle the
misunderstanding. Do you know of any
correct answers. Have them read the text again if they are
misunderstandings that have led to funny or
unsure about their answers.
even serious situations?
Answers: 1. No 2. No 3. No 4. Yes
• Form small groups. Have students discuss the question.
2 Match the parts of the sentences. How do the • Encourage students to share their experiences with the class.
characters interrupt the movie?
• Have students match the characters with their interruptions.
Answers: 1. d 2. a 3. b 4. c

3 Listen to the excerpts from the story. Answer the

questions. 35

• Read the questions to the class.

• Play track 35.
• Have students answer the questions.
Answers: 1. The note on the floor says, “Help! They’ve got me.” 2. She wants
to tell him that it is part of her note about the cakes.

4 Describing Characters Think about the characters.

Circle the correct answers.
• Have students read the questions and options.
Remind them they can refer to the drama if they are unsure
about their answers.
Answers: 1. b 2. c 3. b

5 Adverbs in Stage Directions Read these lines from

the drama. Underline the stage directions.
• Direct students’ attention to the Literary Technique entry.
Read it to the class and have students follow along in
their books.
• Have students point out the stage directions in the lines from
the drama. Tell them to underline them.
Answers: angrily, sadly, Kevin goes to stand at the back of the coffee shop.

A Look at the stage directions. Answer the questions.

• Form pairs. Have students discuss the questions and write
their answers.
Answers: 1. He’s angry. The stage direction says “angrily.” 2. He’s sad.
The stage direction says “sadly.” 3. Kevin stands at the back of the coffee shop.
4. Answers will vary.

T 330 Topic 9
Lesson 6
Teaching Resources Reading Strategy
Compass Reading Log 3 page 180 Five-finger Retell
Students’ drawings Five-finger Retell is a memory aid to help students organize and retell key information from a
story or text. Each finger represents a question: Who are the characters? What is the setting?
Recording equipment
What is the problem? What are the events? and What is the solution?

Connect to Me (60 min.)

Lead in to the Lesson
Reading Strategy
• Draw a hand (with the thumb on the left) on the board and
write characters, setting, problem, events and solution, one on
each finger, going from left to right.
• Explain to students that they can use five fingers to
remember all the important parts of a story.
• Point to your thumb and say: Identify the characters.
• Point to your index finger and say: Describe the setting.
• Point to your middle finger and say: Identify the problem.
• Point to your ring finger and say: Describe the events in
the story.
• Point to your pinky finger and say: Describe the ending and
how the problem is resolved.
• Say: Let’s retell the story of “Can I Make a Movie?”
Guide students to use their fingers and retell the story and
events with you.

1 Write a short script for a conversation between two

characters in your notebook.
• Have students take out the drawing of their new scenes from
Lesson 4 or think of a story they like.
• Form pairs. Have students choose one of the scenes they’ve
drawn or a scene from a story they both like.
• Read the instructions for item 1 in the activity to the class.
• Tell students to complete the chart. Monitor and help
as needed.
• Have students write the dialogue in their notebooks.
Remind them to include stage directions.

A Act out your script with a classmate. Film it.

• Have students practice acting out their scenes.
• Record the scenes using a cell phone or video camera.

A Watch your movie. Did you follow your dialogue and

stage directions? Share your ideas.
• Have students watch their recordings and decide if they
followed the dialogue and stage directions correctly.

Topic 9 T 331
 To p ic 9 Can I Make a Movie?
1 Complete the definitions. Use the glossary on page 184.
1 action: a to begin acting and recording a

2 cast of characters: the characters in a or

3 clue: a piece of that helps you to a puzzle or a

4 cut: a command to and recording a scene

5 director: a who the making of a movie

6 fan: a very enthusiastic or

7 relieved: to feeling

8 selfie: a of to share online

9 spy: a person who information in

2 Complete the sentences with the correct words from activity 1.

1 My older sister is a of rock music. She loves going to concerts and

taking .

2 The yelled, “ !” and they started filming the scene.

3 A stole the secret documents.

4 The includes seven actors.

5 When the scene was over, the director yelled, “ !”

6 My dad was when he found the car keys; they are the only set he has.

7 When we have a treasure hunt, my brother is good at following the .

3 Complete the predictions. What happens in the drama? Use at least five Key Words.
1 I think .

2 I think .

3 I think .
4 I think .

5 I think .

T 332 Fiction Worksheet Compass 3 D.R. © Richmond Publishing, S.A. de C.V., 2018 Photocopiable
 4 Complete the chart.

Setting Story Events

Act 1

Scene 1

Act 1

Scene 2

Act 2

Scene 1

Act 2

Scene 2

5 Write descriptions for the main characters.

1 Glenda: 4 Mrs. Hart:

2 Director: 5 Mr. Carter:

3 Kevin: 6 Police officer:

Compass 3 D.R. © Richmond Publishing, S.A. de C.V., 2018 Photocopiable Fiction Worksheet T 333
 Key Words
action
cast of characters
clue
cut
director
by Ruth Morgan
fan
relieved
selfie
spy

Describing
Characters
Characters are the people
in a story or drama. To
understand characters,
study their words and
their actions. What are
they like? How do they
feel? Why do they do and
say particular things?

1 Look at the cast of

characters on page
165 and try to find
each character in the
illustrations. What
do you think the
characters are like?

2 Listen and follow. 34

164 Topic 9

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T 334
 Cast of Characters
ACT 1
Glenda Mr. Carter
SCENE 1
Spy Kevin
A new movie is being filmed in the small town of Birdville.
Director Makeup artist
The movie is called Spy Story and the main actor is the
Mrs. Hart Police officer
famous movie star, Glenda Lee. A scene is being filmed in
Mrs. Hart’s coffee shop.
GLENDA: Have you got the money?
SPY: Yes. It’s in this bag.
GLENDA: Give me the bag. Now.
The Spy passes Glenda the bag. Glenda opens the bag and
looks at the money. The door of the coffee shop bursts open
and Kevin rushes in.
KEVIN: Glenda Lee, I can’t believe it. I’m your
biggest fan. I’ve seen all your movies!
DIRECTOR: Cut!
GLENDA: We’re filming a scene.
KEVIN: Please let me take a selfie with you!
DIRECTOR (angrily): We haven’t got time for
selfies.
KEVIN (sadly): I’m sorry. I’ll…I’ll just go and
stand over there.
Kevin goes to stand at the back of the coffee shop.
DIRECTOR: Let’s try again. Action!
GLENDA: Have you got the money?
SPY: Yes. It’s in this bag.
GLENDA: Give me the bag. Now.
DIRECTOR: Cut! Who’s that behind Glenda?
Mrs. Hart, is that you?
Mrs. Hart comes in carrying a tray of cakes.

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T 335
 MRS. HART: Yes. I’ve made these
cakes for everyone. Would you like
one, Glenda? Be careful, they’ve got
cream inside and may be messy!
Don’t get cream on your lovely
costume.
DIRECTOR (angrily): No, no, no,
Mrs. Hart! We haven’t got time to
eat cakes. We must finish this scene.

The Director tears up Mrs. Hart’s

sign and throws it on the floor.
MRS. HART (sadly): I’m
sorry. I’ll leave the cakes
here. Help yourselves.

Mrs. Hart leaves the cakes on a table and

goes to stand with Kevin.
DIRECTOR: Let’s try again. Action!
GLENDA: Have you got the money?
SPY: Yes. It’s in this bag.
GLENDA: Give me the bag. Now.
Glenda looks in the bag.
SPY: How will you get out of town?
GLENDA: Leave that to me.
DIRECTOR: Cut! OK. Now let’s go
outside for the helicopter scene.

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T 336
 SCENE 2
The crew is outside the coffee shop. A helicopter is in the air.
DIRECTOR: Is everyone ready? Action!
Glenda runs out of the coffee shop carrying the bag. She climbs onto
the bottom of the helicopter ladder. Some people from Birdville are
watching the scene being filmed. Mr. Carter has been walking his dogs.
MR. CARTER: Is that Glenda Lee? She’s very famous.
MRS. HART: Yes. Isn’t she wonderful?
KEVIN: I’m her biggest fan. I’ve seen all her movies.

The helicopter is very noisy. The dogs start to bark.

DIRECTOR (angrily): Cut! Can’t you keep those dogs quiet?
MR. CARTER: I’m sorry. They don’t like the noise.
DIRECTOR: I don’t like their noise.
Glenda’s bag opens because it is so windy.
GLENDA: Oh no!
DIRECTOR: Cut!
Lots and lots of dollars blow into the air. Everyone tries to grab the
money as it blows around.
MRS. HART: Look at all that money!
KEVIN (disappointed): Hey, these dollars aren’t real.
MRS. HART: It’s the kind of money they use in the movies.

The dogs are so excited about the flying money, they run away
from Mr. Carter. They start jumping up at Glenda on the ladder.
GLENDA: Help! Get them off me!
Glenda falls off the bottom of the ladder and the dogs jump on
top of her and lick her. Mr. Carter runs up to her.
MR. CARTER: Don’t worry, my dogs are very friendly.
Please, can I have a selfie with you and the dogs
before I go home? One, two, three! Smile!

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T 337
 ACT 2
SCENE 1
In the afternoon, the crew are back in the coffee shop. They
are going to film another scene.
DIRECTOR: Are we nearly ready? Where’s Glenda?
MAKEUP ARTIST: I haven’t seen her since this
morning.
DIRECTOR: Mrs. Hart, have you seen Glenda?
MRS. HART: No, I’m sorry.
DIRECTOR: Has anyone seen Glenda?
The crew all shake their heads. The Director sees a piece
of paper on the floor. He picks it up.
DIRECTOR: What’s this? It says “HELP! They’ve
got me.”
MAKEUP ARTIST: What does it mean?
Everyone is shocked and the Director looks very scared.
He takes out his mobile phone.

DIRECTOR: It means… Glenda Lee has been

kidnapped!
MAKEUP ARTIST: Are you sure?
DIRECTOR: Yes! We must phone the police quickly.
MRS. HART: Wait a minute. Can I say something
about that piece of paper?
DIRECTOR: Not now, Mrs. Hart. This is very serious.
The Director phones the police. Mrs. Hart walks over to Kevin.
KEVIN: Poor Glenda!
MRS. HART: Do you really think she’s been
kidnapped?
KEVIN: The Director thinks so.
MRS. HART: Hmmm.

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T 338
 The Police Officer is in the coffee shop
talking to the Director and the crew.
POLICE OFFICER: Where did you
find this piece of paper?
DIRECTOR: It was on the floor.
POLICE OFFICER: It says “HELP
They’ve got me.”
DIRECTOR (scared): I know.
It shows that Glenda has been
kidnapped. You must
find her. She could be in danger!
POLICE OFFICER: We will do
everything we can.

Mrs. Hart comes up to the police officer.

MRS. HART: Excuse me. Can I say
something about that piece of paper?
DIRECTOR: Not now, Mrs. Hart,
this is very serious. Glenda could
be in danger.
POLICE OFFICER: Have you seen
Glenda Lee?
MRS. HART: No, but…
POLICE OFFICER: Please, can you
stand over there. I will speak to you
in a moment.

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T 339
 Mrs. Hart sees something on the floor. She picks
it up. It is a fedora hat. She shows it to Kevin.
MRS. HART: Look at this.
KEVIN: Glenda was wearing a hat like
this. It could be a clue.
Mrs. Hart and Kevin look around the floor.
KEVIN: Look over there, by the door.
MRS. HART: It’s a scarf. I think
Glenda has a scarf like this.
KEVIN: It’s another clue.

Mrs. Hart and Kevin go out the back door.

KEVIN: Look here, sunglasses. I think those
are Glenda’s sunglasses.
MRS. HART: Listen. Can you hear something?

There is a banging noise coming from the

restroom. Mrs. Hart and Kevin run over.
KEVIN: Someone is in there.
Glenda, is it you?
GLENDA: Yes, can you please help
me? I’m locked in!

Kevin tries to open the door but the lock is stuck.

MRS. HART: Wait, let me try this.
Mrs. Hart takes a spoon from her pocket. She puts it in the
lock and twists it. The door opens and Glenda bursts out.
GLENDA (relieved): Oh, thank you for saving me!

170 Topic 9

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T 340
 SCENE 2
Everyone is sitting in the coffee shop, eating cakes.
The Director looks very happy and relieved.
DIRECTOR: Mrs. Hart and Kevin,
thank you so much for finding Glenda.
I’m so happy she’s safe.
KEVIN (proudly): We just followed
the clues.

DIRECTOR: I am very sorry I didn’t listen

to what you were trying to say, Mrs. Hart.
MRS. HART: That’s all right.
DIRECTOR: There’s one thing I still don’t
understand. Where did this piece of paper
come from? The one that says, “HELP!
They’ve got me”? This is why I thought
Glenda had been kidnapped.
Mrs. Hart picks up the other half of the sign.
MRS. HART: It’s the other half of my sign.
KEVIN: That’s the sign you tore up.

DIRECTOR: I am so, so sorry. I shouldn’t

have torn it up.
GLENDA: Never mind, I was rescued by two
fabulous spies, and thanks to them we can
carry on with the movie. First, let’s have a big
selfie with everyone in it. One, two, three…
EVERYONE: SMILE!

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T 341
 1 Read the text again. Circle Yes or No.
1 The Director is making a movie about a kidnapping. Yes No
2 All of the scenes take place in Mrs. Hart’s coffee shop. Yes No
3 The action starts when the Director yells, “Cut!” Yes No
4 Glenda’s hat and scarf are clues to where she is. Yes No

2 Match the parts of the sentences. How do the characters interrupt the movie?
1 Kevin a wants to serve cakes.
2 Mrs. Hart b has dogs that bark loudly.

3 Mr. Carter c gets stuck in the restroom.

4 Glenda Lee d rushes into the coffee shop.

3 Listen to the excerpts from the story. Answer the questions. 35

1 Why does the Director think Glenda Lee has been kidnapped?

2 Mrs. Hart tries to tell the Director “something about that piece of paper.”
What do you think she wants to tell him?

4 Describing Characters Think about the characters. Circle the correct answers.
1 How are Kevin and Mrs. Hart alike?
a They like eating b They are fans of c They want to be in the
cakes. Glenda Lee. Director’s movie.
2 What is the Director like at the beginning of the drama?
a He doesn’t like b He enjoys being in a c He is angry when
Glenda Lee. small town. people interrupt him.
3 How is the Director different at the end of the drama?
a He does not want to b He is happy to take c He knows Glenda has
make a movie. pictures with fans. been kidnapped.

172 Topic 9

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T 342
 5 Adverbs in Stage Directions Read these lines from the drama.
Underline the stage directions. Adverbs in Stage
Directions
The author of this drama
KEVIN: Please let me take a selfie with you!
includes adverbs in stage
DIRECTOR (angrily): We haven’t got time for selfies. directions before lines of
KEVIN (sadly): I’m sorry. I’ll…I’ll just go and stand over there. dialogue. This tells the actors
how to say the line: happily,
Kevin goes to stand at the back of the coffee shop. angrily, quietly, etc. These
DIRECTOR: Let’s try again. Action! adverbs help you know how
the character feels.

A Look at the stage directions. Answer the questions.

1 How does the Director feel? Why?

2 How does Kevin feel? Why?

3 What does Kevin do?

4 How do you think he does this? Write an adverb.

6 Active Reading Work in a small group. Act out one scene of the drama. Choose a part.
Practice reading your dialogue with the character’s feelings. Try to follow the stage
directions for your character’s lines.

7 Think and discuss. This drama is about a misunderstanding. Do you know of any
misunderstandings that have led to funny or even serious situations?

Can I Make a Movie? 173

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T 343
 Preproduction rk on the movie. Ne
xt,
hires people to wo
Key Words First, the producer en eve ryb ody rea ds the
tes the script. Th
the screenwriter wri ng to make the sto
ry
ing how they are goi
checklist
starts plann
crew script and
ctice how the y are going to
that, actors pra
prop come alive. After ces to film. They bu
ild
scene e crew looks for pla
say their lines. Th n for any special eff
ects
script tum es. They pla
sets and make cos movie to
Lights, how they want the
set
add. They decide
special effects they would like to rythin g. He or she makes all ll off
coordinates eve

Camera,
take look. The director ryb ody ’s qu estion s.
ns and answers eve
the creative decisio

Comparing and
Contrasting Key Action! lder
Production
part. This is when
the production tea
m films
Details by Aaron Burkho Next comes the fun is a par t of a mo vie. A schedule
movie. A scene
Writers use details to the scenes for the pare each day. Th
e actors and
support their main ideas. y like actac ion at they need to pre
movie? D
tte kind of m
rite
ori
Do o you tells everyone wh ors nee d to get on their
First, identify the main What’s yo avo
your fav you like funny ready. First, the act
eroes or mo nsters ? Do crew all have to be nd when the filming
begins.
movies with superh sta
idea. Then find all the ces to
vies the pla
the Hollywood mo m rks. These are
ma ne with cameras
in
details that support it. like you? Most of sam e sce
movies with kids dol lar s to ma ke. T e crew gets rea
Th
dy to film the
Of course,
rs cost millions of
Then ask yourself: Are “Ac tio n!”
or say s,
we watch in theate create them. A lot
of en the direct
the key details similar or
work together to different places. Th
d e. So then the cre
w
different? ndred s of people
. Professional fect on the first tak
Hu
ing eve n beg ins it’s not always per es they havavee
s before film in. Som etim
planning happen rs in the planning
stage.
resets everything
re
and trie s aga
nd months or yea many times to get
it just right.
filmmakers can spe do the same scene
to d
1 Look at the titles
and headings of the
two articles. What
Postproduction er all the scenes
editors puts togeth
is similar? What is
different? Finally, a team of nes recorded by
watch all the sce
from filming. They sho ts fro m the different
2 Listen and follow. they look at
each camera. Then
36
the
ose the bes t vie ws of the actors and
cameras and cho surprised
and sou nd effe cts. You might be
music s
action. They add ge tak es! Big Hollywood movie
time this sta
to learn how much thi s sta ge. Th ere are many
nths to a year in
can spend six mo vie perfect. Last, the
movie
do to make the mo
technical things to ups of peo ple as a test. They
movie to small gro
makers show their k at how the y react. After a few
nions and loo
ask for people’s opi theaters!
movie goes out to
final changes, the
174 Topic 9 Lights, Camera, Action! 175

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Lessons Preview
Pages Lesson Focus Teaching Resources

1 163, 174-177 Key Words • Topic 9 Nonfiction Flashcards

and 184 Making Predictions • Topic 9 Nonfiction Worksheet page 352

2 174-177 Comparing and Contrasting • Audio Track 36

Key Details • Topic 9 Nonfiction Flashcards
Identifying Text Features • Topic 9 Nonfiction Worksheet page 353

3 174 and 175 Identifying Steps in a Process • Audio Track 36

Sequence Words • Topic 9 Nonfiction Worksheet page 353

4 176 and 177 Comparing and Contrasting • Audio Track 36 • Glue

Key Details • Sheets of poster paper • Colored pencils and crayons
Art Connection • Sheets of paper

5 178 and 179 Comprehension • Audio Track 37

Comparing and Contrasting
Key Details
Sequence Words

6 180 Connect to Art • Internet access

Scanning

T 344 Topic 9
Summary
Key Words
The nonfiction texts “Lights, Camera, Action!” and “Make Your Own Movie” describe
how movies are created. “Lights, Camera, Action!” explains how a movie is made in checklist (n.) a list of items or
Hollywood. Professional filmmakers employ many people and can take years to complete activities, each with a box to place
a movie. “Make Your Own Movie” explains how a reader could make a movie at home or a checkmark
at school. crew (n.) a group of people working
together to do something, such as
Genre: Technical Writing make a movie
This type of nonfiction text explains how to do something. The author includes each step prop (n.) an object that actors use in
in the process in order. “Lights, Camera, Action!” explains the steps for making a movie in a movie
Hollywood. “Make Your Own Movie” gives you checklists for making a movie yourself.
scene (n.) a part of a movie that is
Reading Strategy Focus like a chapter in a book

Comparing and Contrasting Key Details script (n.) a story with dialogue that
What is it? Writers use details to support their main ideas. First, identify the main tells the actors what to say and how
idea. Then find all the details that support it. Then ask yourself: Are the key details to act
similar or different? set (n.) where the movie takes place
What will students do? Students will identify the key details in two texts and analyze special effects (n.) effects that
them for similarities and differences. make a movie more believable
Why is it important? It is important for students to be able to compare and contrast and exciting, such as computer-
text content in order to more readily identify patterns across texts and enhance generated animation
comprehension. take (n.) a scene that was recorded
How will students build on previous knowledge? In previous Compass Reading without stopping
Logs, students identify main ideas and key details, as well as compare and contrast
people and texts. In Compass Reading Log 3, students continue to refine their ability
to compare and contrast information across texts.
Most Compass Reading Log 3 students will be able to identify main ideas and key details,
but they may need teacher support to compare and contrast them.

Author Technique
Sequence Words
What is it? Sequence words establish the order and logical connection between
sentences and paragraphs. In this text, the author uses adverbs at the beginning of
sentences to show the order of events.
What will students do? Students will find sequence words such as first, next, then,
after that and last or finally in the text.
Why is it important? It is important for students to understand that sequence words
indicate the order of a process or series of events.

Topic 9 T 345
 Lesson 1
Teaching Resources Reading Strategy
Compass Reading Log 3 pages 163, 174-177 and 184 Making Predictions
Topic 9 Nonfiction Flashcards The strategy of making predictions actively engages students and connects them to the text by
asking them what they think it might be about. Effective readers use pictures, titles, text and
Topic 9 Nonfiction Worksheet page 352
personal experiences to make predictions before they begin to read. Predicting also involves
thinking ahead while reading and anticipating information and events in the text. After making
predictions, students can read through the text and revise and verify their predictions.

Lead in to the Lesson (10 min.)

• Elicit or teach a few movie genres. (Action, adventure,
comedy, horror, science fiction and Western.)
• Write the following questions on the board before class:
1 What’s your favorite kind of movie?
2 Do you like action movies with superheroes or monsters?
3 Do you like comedies with kids like you?
• Form small groups. Have students discuss the questions.
• Encourage students to share their ideas with the class.

Teach the 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 turn to the glossary for this topic
on page 184. Hold up flashcards. Invite volunteers to read
the definitions aloud.
• Have students complete activities 1 and 2 in
the worksheet.
Answers: Activity 1: 1. crew 2. prop 3. set 4. take 5. checklist 6. script
7. special effects 8. scene
Activity 2: 1. checklist 2. script, scene 3. take 4. set 5. crew 6. special effects
7. prop

Reading Strategy (15 min.)

• Tell students they are going to make predictions about
the text.
• Point to the cover on page 163. Ask: What do you see?
Elicit the title and have students describe the pictures.
Encourage students to use Key Words.
• Direct students’ attention to the Genre entry. Read it to the
class and have students follow in their books. Ask: What do
you read that has steps in it? (Instructions for games, etc.)
• Form pairs. Have them look at the pictures on pages 174-177
and make predictions about the texts.
• Have students write their predictions in activity 3 in the
worksheet. Tell them to write one prediction for each text.
• Encourage students to share their predictions with the class.

Take the Lesson Further (10 min.)

• Form small groups. Have students play Twenty Questions
about their favorite movies.

Know Your Students

Students may not know the names of the movies in English.
Be prepared to provide that information.

T 346 Topic 9
Lesson 2
Teaching Resources Reading Strategy Focus
Compass Reading Log 3 pages 174-177 Comparing and Contrasting Key Details
Audio Track 36 Reading Strategy
Topic 9 Nonfiction Flashcards Identifying Text Features
Topic 9 Nonfiction Worksheet page 353 Readers can use text features like headings to get more information from a text.
Headings divide the text into sections to make it easier for readers to find information.

Lead in to the Lesson (5 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.
• Read the definitions in random order for students to guess
the Key Words.

Reading Strategy Focus (10 min.)

• Direct students’ attention to the Reading Strategy entry
on page 174. Read it to the class and have students follow
along in their books. Elicit the meanings of comparing and
contrasting. (Looking for similarities and differences.)

1 Look at the titles and headings of the two articles.

What is similar? What is different? (20 min.)
Reading Strategy
• Have students identify the titles. Ask: What is similar?
What is different? (They are similar because they are both
about how to make a movie. They are different in that one
is about making a Hollywood movie and the other is about
making your own movie.)
• Tell students to look at the headings in both texts.
Ask: Are they similar or different? (They are exactly the same:
“Preproduction,” “Production” and “Postproduction.”)
Write the words on the board, and have students write the
words in activity 4 in the worksheet. Ask: What does
production mean in these texts? (To make a movie.)
Have students write the meaning of production in the
worksheet. Ask: What does pre- mean? (Before.) What does
post- mean? (After.) Ask: If pre- means before and post-
means after, what do preproduction and postproduction
mean? (Before making a movie and after making a movie.)
Have students write the meanings in the worksheet.

2 Listen and follow. 36 (15 min.)

• Play track 36. Have students listen to the text and follow
along on pages 174-177.
• Pause the track at the end of each section, and ask general
comprehension questions.

Take the Lesson Further (10 min.)

• Form pairs. Have students discuss the questions:
Which do you think is the hardest part of making
a movie: preproduction, production or
postproduction? Why?
• Encourage students to share their ideas with the class.

Topic 9 T 347
 Lesson 3
Teaching Resources Reading Strategy
Compass Reading Log 3 pages 174 and 175 Identifying Steps in a Process
Audio Track 36 It is important to follow the steps in a process in the correct order. To help readers understand and
remember the order of steps, authors may include a numbered list or use words such as first, next,
Topic 9 Nonfiction Worksheet page 353
then, after that and last.

Author Technique
Sequence Words

Lead in to the Lesson (10 min.) • Ask: Which people are involved in the production and
• Elicit the stages to making a movie. Ask: According to postproductions stages? (Actors, crew, director, editors and
the text, what are the three stages to making a movie? test groups.)
(Preproduction, production, postproduction.) What stage • Form pairs. Have students read the “Production” and
do you think is the most interesting? Why? “Postproduction” sections again. Then complete activities 5
and 6 in the worksheet.
Read and Discuss the Text 36 (20 min.)
Answers: Activity 5: 4, 3, 5, 1, 2
• Write the following questions on the board before class. A After that, Then / Next, Finally, First, Next / Then
Activity 6: 1. First, a team of editors puts together all the scenes. 2. Next, they
Have students read them before reading the first part of watch all the scenes. 3. Then they look at the shots from different cameras
the text again. and choose the best views. 4. After that, they add music and sound effects. 5.
1 How long can it take for professional filmmakers to plan Finally, the movie makers show th e movie to test groups.
a movie?
Take the Lesson Further (5 min.)
2 Who hires people to work on the movie?
3 What does the crew look for? • Form pairs. Have students talk about the different
4 If the first take is not perfect, what does the crew do? people who work to create films. Ask: Which would you
5 What do the editors do? like to be? Why?
6 What is the movie maker’s last step before releasing the • Encourage students to share their ideas.
movie to theaters?
• Play track 36 for pages 174 and 175. Have students listen
and follow along to answer the questions.
• Form small groups. Tell students to answer the questions.
Answers: 1. It can take them months or years to plan a movie.
2. The producer hires people. 3. They look for places to film. 4. They reset
everything and try again. 5. They put all the scenes together and add music
and sound effects. 6. They show the movie to small groups of people to test
how they react.

Reading Strategy (25 min.)

Author Technique
• Ask: What is the first stage in making a movie?
(Preproduction.) What’s the next stage? (Production.)
And then? (Postproduction.) Can filmmakers start with
production? (No, they can’t.) Explain to students that the
stages to filmmaking are a process and it has a specific order.
• Tell students to look at page 175. Say: Sometimes authors use
sequence words to organize steps in a process. Ask: What is
the first word in each section? (First, next and finally.)
Say: These sequence words show the order for the stages of
making a movie.
• Elicit more sequence words and write them on the board:
first, next, then, after that, finally and last. Say: There are steps
in each section, too.
• Form pairs. Have students read the “Preproduction” section
again. Then tell them to close their books and retell the steps
of the preproduction stage using sequence words.
• Confirm the preproduction steps with the class.

T 348 Topic 9
Lesson 4
Teaching Resources Reading Strategy Focus Art Connection
Compass Reading Log 3 pages 176 and 177 Comparing and Contrasting Key Details Writing a script, drawing sets and props
Audio Track 36 and acting out a movie scene are all ways to
create a multisensory connection to the topic.
Sheets of poster paper (1 per group)
They also serve to further engage students
Sheets of paper (2 per group) and make the text more memorable.
Glue
Colored pencils and crayons

Lead in to the Lesson (10 min.)
• Elicit the different people who work to create movies.
Write them on the board. Make sure to include writer,
crew, director, producer and editor.
• Form pairs. Have students recount the stages and steps to
making a movie. Encourage them to use sequence words.
Know Your Students
Most students will be able to recall the stages of making a
movie. Some students may have difficulty recounting the
steps in each stage. Have students skim pages 174 and 175
if they need to refresh their memories.
Read and Discuss the Text 36 (15 min.)
• Write the following questions on the board before class:
1 What is the last step in the preproduction stage?
2 What can you use to film scenes?
3 Where can you edit videos?
4 What can you add to the shots when you are editing them?
• Play track 36 for pages 176 and 177. Have students listen and
find answers to the questions.
• Form pairs. Have students compare their answers.
Answers: 1. Practice with the actors. Plan their actions. 2. You can use a
smartphone, a tablet or a camera. 3. You can edit videos on a phone, tablet or
computer. 4. You can add effects to the shots.
• Say: For small movies, sometimes just a few people do
everything. They write the script, find locations and create
props and special effects.
• Hand out sheets of paper, colored pencils and crayons.
• Form small groups. Have students decide what kind of movie
they are going to make and what it will be about. Tell them
to make a list of the actors and equipment they would need.
Also have them write a short paragraph that describes their
movie and draw pictures of the locations or sets where they
would film it.
• Monitor and help as needed.
• When they have their lists, movie description and locations
or sets done, have students glue them to the poster paper and
display them around the classroom.
• Have students read about each other’s scenes.
Manage Your Class
When forming groups, consider students’ abilities
and personalities and when monitoring, encourage
communication and teamwork. Lower-level or shy students
tend to interact less when they are in group activities with
stronger, more dominant personalities.

Reading Strategy Focus (10 min.)

• Form small groups. Have students compare and contrast the
texts. Ask: How are the texts similar? How are they different?
Tell students to write two similarities and two differences in
their notebooks.
Possible answers: Both texts describe how to make movies, and they
both have three stages: preproduction, production and postproduction.
The first text is more general. The second text gives specific tips on
planning, producing and editing a movie.

Take the Lesson Further (25 min.)

Art Connection
• Tell students they are going to plan a movie. Ask: What do
you have to do in the preproduction stage? Elicit and write
on the board:
1 Write the script.
2 Decide how many actors you need.
3 Find locations.
4 Decide what equipment you need.
5 Create costumes, props and special effects.

Topic 9 T 349
 Lesson 5
Teaching Resources Reading Strategy Focus
Compass Reading Log 3 pages 178 and 179 Comparing and Contrasting Key Details
Audio Track 37 Author Technique
Sequence Words

Comprehension (60 min.) 6 Comparing and Contrasting Key Details

Lead in to the Lesson
• Form pairs. Assign one of the texts to each student.
Have them recount the stages and steps in their texts.
1 Circle the correct answers.
• Tell students to read the questions and circle the
correct answers.
Answers: 1. a 2. c 3. b 4. b
2 Complete the sentences with the correct words.
• Form pairs. Have students give definitions or describe the
words in the box.
• Tell students to complete the sentences.
Answers: 1. scenes 2. scripts 3. sets 4. props 5. special effects
3 Answers the questions.
• Have students read and answer the questions.
• Tell them to refer to the texts to help answer the questions.
Answers: 1. Answers will vary, but should include something about the
number of people and pieces of equipment that are involved. 2. A Hollywood
movie.
Complete the chart. How are the articles similar and
different? Write one detail that is only in “Lights,
Camera, Action!” Write one detail that is only in
“Make Your Own Movie.” Then write one detail that
you can find in both articles.
• Form pairs. Have students skim the texts to compare and
contrast them.
7 Active Reading Work with a classmate. Read a step
from the checklist. Your classmate guesses what
stage: preproduction, production or postproduction.
Take turns.
• Form pairs. Have students read steps from the texts.
Encourage them to say steps in random order.
8 Think and discuss. What do you know about making
movies now that you didn’t know before?
• Form small groups. Have students discuss the question.
• Encourage students to share their ideas with the class.

4 Sequence Words Listen and circle. What sequence

words do you hear? 37

• Elicit sequence words.

• Direct students’ attention the Author Technique entry.
Read it to the class and have students follow along in
their books.
• Play track 37. Have students circle the sequence words
they hear.
Answers: first, next, then, after that

5 Listen again. Number the sentences in the

correct order. 37

• Play track 37 again for students to follow the excerpts.

Have students number them in the order that they
hear them.
Answers: 3, 4, 1, 2

A Underline the sequence words in the articles.

• Form pairs. Have students scan the articles and circle the
sequence words they find.
• Form small groups (two pairs). Have students compare
answers.

T 350 Topic 9
Lesson 6
Teaching Resources Reading Strategy
Compass Reading Log 3 page 180 Scanning
Internet access 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.

Connect to Art (60 min.)

Lead in to the Lesson
• Elicit the steps to making a movie.
• Ask: If you could choose any movie, which one would you like
to help produce?

1 Research a movie you know. Answer these questions.

Reading Strategy
• Have students read the questions. Ask: What information
are you going to look for? Write the answers on the board:
Director? Actor? Time? Money? Why is it special?
• Say: When you research a topic, do you read everything
carefully or do you look quickly for the information you want?
(First, you look quickly.) Remind students that looking quickly
for information is called scanning. Ask: What information
will you be scanning for? (Names of the director and actors,
numbers that indicate how long the movie took to make and
how much it cost to produce it.) Tell students to scan web pages
first to decide if the pages have the information they want.
• Form pairs. Tell students to choose a movie to research.
Have them use mobile devices or school computers to
research their movies. Set a time limit of 20 minutes.
• Monitor and help as needed.

A Write a paragraph about the movie.

• Tell students to write a paragraph about the movie they
researched. Remind them to include the answers to
the questions.
• Have students exchange and read their paragraphs.
• Ask: Which movie do you think would be the most difficult
to make? Why?

Manage Your Class

Students are easily distracted by all the content that is
available on the web. Monitor students to ensure they stay
focused on their task.

Topic 9 T 351
 To p ic 9 Lights, Camera, Action! /
Make Your Own Movie
1 Complete the words.
1 cr w

2 pr p

3 s t

4 t k

5 ch ckl st

6 scr pt

7 sp c l ff cts

8 sc n

2 Complete the sentences with the correct words from activity 1.

1 I have a of things I want to do before I’m fifteen years old. I’ve only

done one thing on it so far.

2 The actors read the before they started filming the .

3 It is difficult to film scenes with animals. Sometimes a scene requires more than one
to get it right.

4 The for the old Western movie was a ghost town.

5 There were more than a hundred people in the for the action film.

6 Science fiction movies often have a lot of .

7 He was playing a Viking in that movie, so he had a sword for a .

3 Write your predictions. What do you think the texts are about? Use at least two
Key Words.

T 352 Nonfiction Worksheet Compass 3 D.R. © Richmond Publishing, S.A. de C.V., 2018 Photocopiable
 4 Look at the texts. What are the headings in both texts? What do they mean?
1 :

2 :

3 :

5 Number the steps for the production stage in the correct order.

After that Finally First Next Then

, the director says, “Action!”

, actors get on their marks.

, the crew resets everything.

, everyone reads the schedule.

, the crew puts cameras in different places.

A Complete the sentences with the correct sequence words.

6 Write the steps for the postproduction stage.
1

Compass 3 D.R. © Richmond Publishing, S.A. de C.V., 2018 Photocopiable Nonfiction Worksheet T 353
 Key Words
checklist
crew
prop
scene
script

Lights,
set
special effects

Camera,
take

Comparing and
Contrasting Key Action! lder
Details by Aaron Burkho
Writers use details to
support their main ideas.
d of m y u like action
ovviiee?? Do yo
or
vo
av it
ri e
te
t ki n
First, identify the main ’s yourr fa
att’s ny
Wha
oe s or m on ster s? Do you like fun
idea. Then find all the rher
movies with supe d movies
details that support it.
ds like yo u? M os t of the Hollywoo
Then ask yourself: Are movies with ki n s of dollars to make.
rs co st m illio
the key details similar or we watch in theate er to create them. A lo
t of
le w or k to ge th
different? Hundreds of peop rofessional
en s be fore film ing even begins. P
planning happ years in the plann
ing stage.
en d m on th s or
filmmakers can sp
1 Look at the titles
and headings of the
two articles. What
is similar? What is
different?

2 Listen and follow. 36

174 Topic 9

U9COrl3.indd 174 6/9/17 3:05 PM

T 354
 Preproduction ork on the movie. N
ext,
hire s pe op le to w
First, the producer Then everybody re
ads the
ri te s th e sc ri pt .
the screenwriter w ey ar e going to make the
story
anni ng ho w th
script and starts pl e going to
er th at , ac to rs pr actice how they ar
come alive. Aft r places to film. The
y build
cr ew lo ok s fo
say their lines. The an for any special ef
fects
stum es . T he y pl
sets and make co de ho w th ey want the movie
to
add. The y de ci
they would like to er ythi ng . He or she makes allll off
coordinates ev
look. The director er s ev er ybody’s questions
.
ons an d an sw
the creative decisi

Production n th e production team

films
n part . T his is w he
Next comes the fu is a pa rt of a movie. A schedu
le
movie. A sc en e
the scenes for the pr ep are each day. The
actors and
t they ne ed to
tells everyone wha t, th e ac to rs need to get on
their
read y. Fi rs
crew all have to be stan d w he n the filming begi
ns.
the plac es to
marks. These are sa me scene with ca
meras in
ad y to film th e
The crew gets re or says, “Action!” Of co
urse,
he n th e di re ct
d fferent places. T
di the crew
s pe rf ec t on th e first take. So then
it’s not alway Sometimes they ha
avvee
an d tr ie s ag ai n.
resets everything t.
sc en e m an y tim es to get it just righ
do the sam
to d e

Postproduction
ed ito rs pu ts to ge ther all the scenes
Finally, a team of ed by
g. T he y w at ch all the scenes record
from filmin shots from the diffe
rent
he n th ey lo ok at
each camera. T s of the actors and
the
se th e be st vi ew
cameras and choo surprised
an d so un d ef fe cts. You might be
music
action. They add e ta ke s! Big Hollywood mov
ies
h time th is stag
to learn how muc th is stage. There are
many
th s to a ye ar in
can spend six mon e m ov ie perfect. Last, the
movie
do to m ak e th
technical things to l gr ou ps of people as a test. T
hey
r movie to sm al
makers show thei ok at how they react. A
fter a few
in io ns an d lo
ask for people’s op theaters!
al chan ge s, the movie goes out to
fin
Lights, Camera, Action! 175

U9COrl3.indd 175 6/9/17 3:05 PM

T 355
 Make Your
Own Movie by Aaron Burkholder

You don’t need a lot of money or a hundred people

to make your own movie! You can do it with just a
smartphone and a few friends. Do you want
to try? Come on, let’s learn how!
ction checklist:
Follow this preprodu
Preproduction
Write the script.
First, plan what your movie give each actor.
Decide which role to
will be about, who will be in it ch the script.
Find locations to mat
and how you want it to look. and how you want
Plan all your scenes
Write a script that includes
to shoot them.
pment you
dialogue and stage directions.
Find and get the equi
Ask a teacher or parent to
will need.
ps and
help you find scripts online Design costumes, pro
to get an idea of what they special effects.
look like. Start with a tors. Plan their
Practice with the ac
scene or two. You’ll be actions.
surprised by how long
five minutes feels when
you’re recording!
Share your script with
your friends. Discuss
which jobs each of
you should do.

176 Topic 9

U9COrl3.indd 176 6/9/17 3:05 PM

T 356
 Production
And, action! Start
recording your
movie scenes. These
days, you can use a
smartphone, a tablet
or a camera to shoot
your scenes. You
don’t need to worry
if anyone makes
mistakes because
you can always film
another take of the
same scene.
Follow this productio
n checklist:
Don’t hold your cam
era.
Set it on a table or st
and
so it doesn’t move.
After you finish a sh
ot,
check the video. Do yo
u
need another take?
Always record a few
extra
seconds before and af
ter the shot.
Save everything in ca
se you
need it again.
Everybody should he
lp out.
Remember, this shou
ld be fun!

Postproduction uction checklist:

Follow this postprod
you can decide
Finally, you have all your shots Watch every take so
st to use.
from filming. Now what? There are which ones are the be
other and watch
many free movie-editing apps for Put shots next to each
ey work?
phones and tablets. You can also them together. Do th
s and music
edit your videos on a computer. Find free sound effect
Try different effects when you are lin e. Th is w ill he lp create a mood for
on
editing your movie. Put different your movie.
rent effects and
shots together, add different kinds of Experiment with diffe
your movie fun!
music, experiment and have fun! editing tools to make

Lights, Camera, Action! 177

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T 357
 1 Circle the correct answers.
1 Where does the story for a movie come from?
a A screenwriter writes b The actors make it up. c The editor puts it together.
a script.

2 Who has to read the script?

a the actors b the crew c everyone
3 Why is preproduction important?

a It’s when all the scenes in b It’s when everyone plans c It is when all the shots are
the movie come together. how they are going to recorded for the movie.
make the movie.
4 Who makes all the decisions and answers all the questions?
a the actors b the director c the crew

2 Complete the sentences with the correct words.

props scenes scripts sets special effects

1 The parts of a movie that are like chapters in a book are called .
2 The tell the actors what to say and how to act.
3 The crew builds to show where the movie is taking place.

4 A movie might include things like a bench, a book or an umbrella as .

5 Adding such as computer-generated animation can make the movie
more interesting.

3 Answer the questions.

1 Why do you think Hollywood movies cost so much money to make?

2 Which do you think takes longer, making a Hollywood movie or making your own?

178 Topic 9

U9COrl3.indd 178 6/9/17 3:05 PM

T 358
 4 Sequence Words Listen and circle. What sequence words
do you hear? 37 Sequence Words
The author uses adverbs
after that finally first last next then at the beginning of
sentences to show the
5 Listen again. Number the sentences in the correct order. 37 order of events. Look for
sequence words such as
“...everybody reads the script and starts planning how first, next, then, after that
and last or finally.
they are going to make the story come alive.”
“...actors practice how they are going to say their lines.”

“...the producer hires people to work on the movie.”

“...the screenwriter writes the script.”

A Underline the sequence words in the articles.

6 Comparing and Contrasting Key Details Complete the chart. How are the articles
similar and different? Write one detail that is only in “Lights, Camera, Action!” Write one
detail that is only in “Make Your Own Movie.” Then write one detail that you can find in
both articles.

“Lights, Camera, Both “Make Your

Action!” Own Movie”

7 Active Reading Work with a classmate. Read a step from the checklist. Your classmate
guesses what stage: preproduction, production or postproduction. Take turns.

8 Think and discuss. What do you know about making movies now that you didn’t
know before?

Lights, Camera, Action! 179

U9COrl3.indd 179 6/9/17 3:05 PM

T 359
 Connect to Me
1 Write a short script for a conversation between two characters in your notebook.
1 Choose characters from a story you know. Describe them.

Character 1 Character 2

Name

Description

2 Write dialogue for the characters in your notebook.

Example:
DIRECTOR: Not now, Mrs. Hart. This is very serious.
Write stage directions. Tell what your characters do. Use adverbs to tell how they do it.
Put the stage directions with adverbs in parentheses.
Examples:
The Director phones the police.
KEVIN (proudly ): We just followed the clues.
A Act out your script with a classmate. Film it.
A Watch your movie. Did you follow your dialogue and stage directions? Share your ideas.
Connect to Art
1 Research a movie you know. Answer these questions.
1 Who worked on the movie? Who was the director? Who were the actors?
2 How long did it take to make the movie?
3 How much did it cost to make the movie?
4 What makes the movie special? Describe its script, sets, costumes or effects.

A Write a paragraph about the movie.

180 Topic 9

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T 360
Topic 7 Topic 9
Track 27 Track 35
1 When you protect something, you keep it safe. 1 The Director sees a piece of paper on the floor. He
2 When you do something for sport, you do it for fun. picks it up.
3 Smoke is a cloud that comes from fire. Director: What’s this? It says “HELP! They’ve
4 A hide is the skin of an animal. got me.”
5 A shelter is a place to live. Makeup Artist: What does it mean?
6 To honor someone, you can treat him or her 2 Everyone is shocked and the Director looks very
with respect. scared. He takes out his mobile phone.
Director: It means… Glenda Lee has been
Track 29
kidnapped!
1 [frog croak]
Mrs. Hart: Wait a minute. Can I say something
2 [sound of a honey bee]
about that piece of paper?
3 [Madagascar cockroach hiss]
Director: Not now, Mrs. Hart. This is very serious.
4 [sound of a cricket]
5 [sound of a mosquito] Track 37
6 [sound of a lemur] First, the producer hires people to work on the
movie. Next, the screenwriter writes the script. Then
Topic 8 everybody reads the script and starts planning how
they are going to make the story come alive. After that,
Track 31
actors practice how they are going to say their lines.
1 A coyote taught Pecos Bill to howl at the moon.
2 Pecos Bill’s horse was angry, so he snorted in disgust.
3 Pecos Bill could lasso anything.
4 When Pecos Bill fell out of the wagon, he heard an
owl hooting.

Track 33
1 Emma trained hard for months; as a result, she broke
a world record.
2 Craig fell off his bike because he was riding too fast.
3 The teacher arrived, so the students stopped talking.
4 I won the competition since I had the highest score.

A1
 Topic 1
ancestor (n.) a person who is related to you
but who lived in former times
assignment (n.) a task or job that a teacher
tells you to do; homework
diagram (n.) a simple drawing that illustrates
an idea or shows the parts of something
directions (n.) steps that you can follow to do a
task or arrive at a place; instructions
enthusiastic (adj.) showing excitement and
interest in something
extinct (adj.) when all the members of a
species are dead
glacier (n.) a large body of ice that moves
extremely slowly down a slope or across
flat land
life cycle (n.) the stages in the life of a creature,
such as egg, larva, adult
magically (adv.) done in a magical way
melt (v.) to change from a solid to a liquid
because of heat
metamorphosis (n.) a complete change in
appearance or form
orbit (n.) the path that a planet, moon or
other space object follows around another
space object
prediction (n.) an action or event that people
expect to see in the future
primate (n.) a category of animals that includes
humans, apes and monkeys
probe (n.) a tool or device for examining
and exploring
process (n.) a series of actions or stages that
lead to a result or product
stage (n.) a single step in a process
tricks (n.) actions that surprise or deceive
someone
GlossaryCOrl3.indd 181
A2
Topic 2
blind (adj./v.) unable to see; to cause someone
to be unable to see
conqueror (n.) a soldier that has won a war
or a battle
cyclops (n.) a mythological creature that is
very large and has only one eye
disgusting (adj.) to cause a strong feeling
of dislike
dwarf (n.) a character in legends and fairy tales
that resembles a small man or gnome and
has magical powers
fascinate (v.) to attract and hold the interest of
frame (n.) a single complete picture in a series
in a film or video
guest (n.) a person invited to a place or
an event
inhabited (adj.) a place with people, creatures
or animals; lived in
muscle (n.) a group of tissue that moves a
particular bone or part of the body
nobody (pron.) no person; no-one
optical (adj.) having to do with the eyes or the
sense of sight
puppet (n.) a figure of a person or animal with
moving parts controlled by pulling attached
strings, wires or sticks, or by a hand moving
inside it
responsible (adj.) being the cause of an action
sailor (n.) a person or a soldier who works
on a boat
satyr (n.) a mythological creature that looks
like a human but has the legs, feet and tail
of a horse
scar (n.) a mark or sign of damage or injury
stretch (v.) to extend something by pulling
its sides
villain (n.) the evil character in a book, movie
or play; the opposite of a hero
Glossary 181
6/16/17 12:51
 wrinkle (n.) a small crease or ridge in a smooth
surface, such as cloth or skin
Topic 3
brush against (v.) to touch something lightly
bully (n.) a person who abuses others
physically or emotionally
bump (v.) to hit or push a little
collage (n.) a picture made by sticking small
pieces of paper or other materials onto
a surface
doodle (v./n.) to draw without thinking about it;
a drawing made without thinking about it
draw attention to (v.) to attract someone
to something
enormous (adj.) very big; huge or gigantic
glare (v.) to look at someone in an angry way
go all-out (v.) to put the maximum effort into a
project or activity
innovative (adj.) new and original
old-fashioned (adj.) from a period in the past
palette (n.) a thin, oval-shaped board where an
artist places and mixes paints
pick on (v.) to laugh at and bully someone
profile (n.) the shape of a face when you see it
from the side
self-portrait (n.) a picture of yourself that you
painted or drew
tough (adj.) brave and strong
uneasy (adj.) worried or uncomfortable
Topic 4
bank account (n.) a record of money you
keep in a bank
barter (v.) to exchange things instead of
using money
bury (v.) to place something in the ground and
cover it with dirt
cattle (n.) cows, bulls or oxen
coin (n.) a round, flat piece of metal that
is used as money
182 Glossary
GlossaryCOrl3.indd 182
exchange (v.) to give one thing in order
to receive another thing
gold (n.) a valuable yellow metal used in
coins and jewelry
happiness (n.) a state of being happy
or content
miser (n.) a person who does not want to
spend any money
neighbor (n.) a person who lives near you
pitiful (adj.) in a miserable condition, deserving
of compassion
possession (n.) something that you own
provide (v.) to give or make something
available
ruined (adj.) completely damaged; destroyed
shell (n.) a hard covering that protects
something, such as a seashell or
an eggshell
shock (n.) an extreme feeling caused by
something sudden and unexpected
stingy (adj.) does not want to spend
any money
value (n.) the importance, usefulness or worth
of something
Topic 5
adore (v.) to love or admire
adventure (n.) a risky action with an unknown
outcome
boarding school (n.) a school where students
live far from home
burglar (n.) a person who enters a home or
building to take something without permission
chimney (n.) a brick or metal structure that
removes smoke from a fireplace
crash (v.) to hit a vehicle into something
creative (adj.) having a lot of ideas; able to
think and do things in an original way
fireplace (n.) a structure of metal, stone or brick
where you can make a fire
6/9/17 3:06 PM
A3
 ghost (n.) the spirit of a person who has died
imagination (n.) the ability to form mental
pictures or ideas of things that are not
physically present
imitation (n.) a copy of someone or
something else
infuriate (v.) to cause someone to be
extremely angry
injury (n.) damage to a part of the body
library (n.) a building where you can find
a collection of books
novel (n.) a long story, usually in the form
of a book
parrot (n.) an intelligent tropical bird that some
people keep as pets
rattle (v.) to shake something so that it makes
a noise
reality (n.) the truth of circumstances; real life
short story (n.) a short piece of writing,
usually fiction
Topic 6
atmosphere (n.) a layer of gases that cover
a planet
colonize (v.) to start a colony in a place
contentment (n.) a state of being happy
or at peace
decontaminate (v.) to remove toxic substances
from something
disease (n.) a serious illness or medical
condition
drone (n.) a small aircraft that does not
have a pilot in it
dust (n.) small particles; dirt
gravity (n.) a force that pulls everything toward
the center of a star or planet
health (n.) good physical condition
imperfect (adj.) with mistakes; not perfect
landing (n.) the act of stopping a flying vehicle
on the ground
GlossaryCOrl3.indd 183
A4
meteor (n.) a space object made of rock or
metal that burns brightly as it enters the
atmosphere of a planet; a shooting star
pollution (n.) contamination of the soil, air
or water
pressurized (adj.) when an area has air in it at
a specific pressure so that people, plants and
animals can live there
robot (n.) a machine that can do some of the
work of a human being
snore (v.) to make noises with the nose or
throat while asleep
spaceship (n.) a vehicle for traveling
in space
supplies (n.) necessary items, such as food
and equipment
wealth (n.) a large amount of money
or possessions
Topic 7
buffalo (n.) a large North American animal with
horns and thick fur around its neck; a bison
climate (n.) the typical weather conditions for a
region
endangered (adj.) in danger of disappearing
flood (n.) water covering an area that is
usually dry
food chain (n.) a way of looking at which
things depend on each other as food
hide (n.) the skin of an animal
honor (v.) to treat someone or something
with respect
hotspot (n.) a place where many endangered
animals live
lizard (n.) a reptile with short legs and
a long tail
protect (v.) to keep something safe
rainforest (n.) a forest with a lot of trees in an
area where it rains frequently
shelter (n.) a place to live
Glossary 183
6/9/17 3:06 PM
 smoke (n.) a cloud that comes from fire
soil (n.) the top layer of ground that plants grow
in; earth or dirt
species (n.) a group of living things with the
same characteristics
sport (n.) fun or amusement
Topic 8
achievement (n.) the completion of a difficult,
unusual or important task
attempt (v.) to try to do something
bad-tempered (adj.) frequently angry
break a record (v.) to do better than the best
compete (v.) to participate in a sport
or contest
cowboy (n.) a person who rides a horse and
takes care of cattle
coyote (n.) a dog-like animal that lives in
North America
crowded (adj.) full of people
hoot (v.) a sound an owl makes
howl (v.) a sound a dog, coyote or
wolf makes
juggle (v.) to toss and catch multiple objects
at the same time
lasso (v.) to catch an animal by spinning a
rope in the air and looping it over the
animal’s head
pack (n.) a group of animals, such as coyotes
or wolves
recite (v.) to read something aloud to a group,
sometimes from memory
sneeze (n./v.) an explosion of air through
the mouth and nose, often when a person is
sick; to cause air to explode from the mouth
or nose
snort (v.) to push air violently out of the nose
in anger or disgust
stilts (n.) long pieces of wood that elevate
the legs of someone or something
184 Glossary
GlossaryCOrl3.indd 184
talent (n.) a natural ability to do
something well
tornado (n.) a violent storm with extremely
high winds
Topic 9
action (v.) a command to begin acting and
recording a scene
cast of characters (n.) the characters in a
play or movie
checklist (n.) a list of items or activities, each
with a box to place a checkmark
clue (n.) a piece of information that helps you
to solve a puzzle or a mystery
crew (n.) a group of people working together
to do something, such as make a movie
cut (v.) a command to stop acting and
recording a scene
director (n.) a person who supervises the
making of a movie
fan (n.) a very enthusiastic follower or
supporter, such as a fan of a famous actor
or a music group
prop (n.) an object that actors use in a movie
relieved (adj.) to stop feeling worried
scene (n.) a part of a movie that is like a
chapter in a book
script (n.) a story with dialogue that tells the
actors what to say and how to act
selfie (n.) a picture of yourself to share online
set (n.) where the movie takes place
special effects (n.) effects that make a movie
more believable and exciting, such as
computer-generated animation
spy (n.) a person who collects information
in secret
take (n.) a scene that was recorded
without stopping
5/24/18 12:35 PM
A5
• How does science work?
• Why do we tell stories about fantasy creatures?
• What is the purpose of art?
• What is money for?
• Do words have power?
• What will the future be like?
• Why should we protect the environment?
• What have I done in my life?
• Can I make a movie?

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