Reach Higher Teacher's Book Level 2B

2B
LEARNING
Australia • Brazil • Mexico • Singapore • United Kingdom • United States
2B_FM_Title Page.indd 1 11/06/20 3:29 PM

LEARNING
National Geographic Learning, © 2020 Cengage Learning, Inc.

a Cengage Company
ALL RIGHTS RESERVED. No part of this work covered by the copyright
herein may be reproduced or distributed in any form or by any means,
except as permitted by U.S. copyright law, without the prior written
Reach Higher Teacher’s Book 2B permission of the copyright owner.
Program Authors: Nancy Frey, Lada Kratky,
Nonie LeSaux, Sylvia Linan-Thompson, “National Geographic”, “National Geographic Society” and the Yellow
Deborah Short, Jennifer Turner Border Design are registered trademarks of the National Geographic
®
Society Marcas Registradas
Publisher, Content-based English:
Erik Gundersen
Associate Director, R&D: Barnaby Pelter
For permission to use material from this text or product,
Senior Development Editors: submit all requests online at cengage.com/permissions
Ranjini Fonseka Further permissions questions can be emailed to
Kelsey Zhang permissionrequest@cengage.com
Development Editors:
George Clarke
Michael Gutierrez ISBN-13: 978-0-357-43068-2
Bettina Liu
Editorial Assistant: National Geographic Learning
Chong Jin Teh 200 Pier Four Blvd
Boston, MA 02210
Director of Global Marketing: Ian Martin
USA
Heads of Regional Marketing:
Charlotte Ellis (Europe, Middle East and Africa)
Locate your local office at international.cengage.com/region
Irina Pereyra (Latin America)
Senior Product Marketing Manager: David Spain
Visit National Geographic Learning online at ELTNGL.com
Senior Production Controller: Tan Jin Hock Visit our corporate website at www.cengage.com
Senior Media Researcher (Covers): Leila Hishmeh
Senior Designer: Lisa Trager
Director, Operations: Jason Seigel
Operations Support:
Rebecca Barbush
Drew Robertson
Caroline Stephenson
Nicholas Yeaton
Manufacturing Planner: Mary Beth Hennebury
Compositor: MPS North America LLC
Printed in Mexico
Print Number: 01 Print Year: 2020
2B_FM_Title Page.indd 2 11/06/20 3:29 PM

CONTENTS AT A GLANCE
Program Overview
Authors and Reviewers ........................................................................................................................................... FM4
.
Program Features .................................................................................................................................................... FM5
Component Line-Up ............................................................................................................................................... FM6
.
Teaching Support .................................................................................................................................................... FM8
.
Phonics Support ...................................................................................................................................................... FM10
.
Assessment Resources .......................................................................................................................................... FM12
Reach Higher 2B
Scope and Sequence ............................................................................................................................................. FM14
.
Student’s Book Walk-Through ............................................................................................................................. FM16
.
Practice Book Walk-Through ................................................................................................................................ FM22
.
Teaching Routines and Activities
Vocabulary Routines ............................................................................................................................................... FM24
.
Phonological Awareness Routines ..................................................................................................................... FM31
.
Read on Your Own Readers ................................................................................................................................. FM34
.
Reading Routines .................................................................................................................................................... FM36
.
High Frequency Word Routine ............................................................................................................................ FM39
.
Writing Routines ....................................................................................................................................................... FM40
.
Cooperative Learning Routines ........................................................................................................................... FM44
.
Stages of Language Acquisition .......................................................................................................................... FM46
.
Teacher’s Book 2B
Student’s Book
Contents at a Glance .............................................................................................................................................. 1
.
Table of Contents .................................................................................................................................................... 2
.
Genres at a Glance ................................................................................................................................................. 10
.
Teacher’s Book
Unit 5: Everything Changes .................................................................................................................................. 12
.
Unit 6: Better Together .......................................................................................................................................... 96
.
Unit 7: Best Buddies ............................................................................................................................................... 182
.
Unit 8: Our World ..................................................................................................................................................... 266
.
Resources
Picture Dictionary .................................................................................................................................................... BM2
.
Student’s Book Index ............................................................................................................................................. BM6
.
Phonetic Symbols in Reach Higher .................................................................................................................... BM8
.
Academic Talk .......................................................................................................................................................... BM10
.
eVisuals ...................................................................................................................................................................... BM18
.
Language Builder Card Index ............................................................................................................................... BM40
.
Index of Graphic Organizers ................................................................................................................................. BM42
.
Credits ......................................................................................................................................................................... BM46
.
Notes ........................................................................................................................................................................... BM47
.
Contents at a Glance FM3
2B_FM.indd 3 11/06/20 8:52 AM

AUTHORS AND REVIEWERS
Program Authors
Nancy Frey Sylvia Linan-Thompson
Professor of Educational Leadership, Associate Professor,
San Diego State University University of Oregon
Lada Kratky Deborah Short

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

Professor of Education and Society, Associate Professor in Reading
Harvard University Education, University of Maryland
Literature Reviewers
Carmen Agra Deedy—an author of children’s literature, storyteller and radio contributor.
Grace Lin—an author of children’s literature and illustrator.
Jonda C. McNair—a Professor of Reading Education at Clemson University, specializing in literature intended for youth.
Anastasia Suen—an author of more than 300 nonfiction, fiction, and poetry books for children, teens, and adults.
Teacher Reviewers
Kristin Blathras James M. Cleere Laura Hook Annena Z. McCleskey Ana Sainz de la Pena Sonia James Upton
Lead Literacy Teacher Teacher Elementary ESOL Resource ELA Consultant/ Regional Director, ESOL and Bilingual ELL Consultant, Title III
Donald Morrill Elementary Donald McKay School Teacher Literacy Programs Kentucky Department of
School Boston, MA Howard County Public Schools Training Center Director The School District of Education
Chicago, IL Central Office Building Wayne RESA Philadelphia Frankfort, KY
Judy H. Cole Ellicott City, MD Lathrup, MI Philadelphia, PA
Irma Bravo Lawrence ESL Teacher Kathy Walcott
Director II, District and English Southwestern Randolph Middle Leonila Izaguirre Michelle Navarro Julie Sanabria Spanish Immersion Specialist
Learner School Bilingual-ESL Director Teacher on Special Assignment ESOL Teacher Rockford Public Schools
Support Services Asheboro, NC Pharr – San Juan – Alamo Orange Unified School District Mamaroneck Avenue School Rockford, MI
Stanislaus County Office of Independent School District Orange, CA White Plains, NY
Education Jonathan Eversoll Pharr, TX
Turlock, CA International Baccalaureate Janie Oosterveen Stephanie Savage Cantu Christine Kay Williams
Curriculum Coach Myra Junyk Bilingual Teacher Specialist Bilingual Teacher ESOL Teacher
Vicky Brioso-Saldala Park Center Senior High Literacy Advocate and Writer San Antonio Independent Stonewall Jackson Elementary Baltimore County Public
Director of ESOL Brooklyn Park, MN Toronto, ON, Canada School District School Schools
Broward County Public Schools San Antonio, TX Dallas, TX Baltimore, MD
Fort Lauderdale, FL Aimee R. Finley Lisa King
Bilingual Teacher District Lead ESOL Teacher Theresa Proctor-Reece Jennifer Skrocki Eargle Michelle Williams
Blanca L. Campillo C. A. Tatum Jr. Elementary Polo Road Elementary School ELL Teacher Elementary Language Arts ELL & Migrant Programs
Reading Coach School Columbia, SC Windy River Elementary School Specialist Director
Chicago Public Schools Dallas, TX Boardman, OR & Contract Employee West Ottawa Public Schools
Chicago, IL Keely Krueger Galena Park Independent Holland, MI
Griselda E. Flores Director of Bilingual Education Sashi Rayasam School District
Sandy Cano Bilingual Instructional Coach Woodstock Community Unit Director of ESL Services K-12 Houston, TX
Bilingual Special Education Chicago Public Schools School Durham Public Schools
Teacher/ Chicago, IL District 200 Durham, NC Jennifer Slater-Sanchez
Case Manager Woodstock, IL Educator
Pasteur Elementary School Julie Folkert Robin Rivas Palmdale School District
Chicago, IL Language Arts Coordinator Lore Levene Curriculum Specialist ESL/FL Palmdale, CA
Farmington Public Schools Coordinator of Language Arts, Milwaukee Public Schools
Sina Chau-Pech Farmington, MI NBCT Milwaukee, WI Adjunct Professor
Elementary ELD Lead Teacher Community Consolidated Brandman University
Folsom Cordova Unified School Barbara Ann Genovese-Fraracci School Shareeica Roberts Antelope Valley, CA
District District Program Specialist District 59 ESL Teacher
Sacramento, CA Hacienda La Puente Unified Mt. Prospect, IL Carroll Academy for Georgia Thompson
School District International Studies Literacy Coach
Carla Chavez Hacienda Heights, CA Estee Lopez Aldine, TX Esperanza Hope Medrano
Language Arts Specialist Professor of Literacy Education Elementary School
Galena Park Independent Norma Godina-Silva, Ph. D and ELL Specialist Cynthia Rodriguez Dallas, TX
School District Bilingual Education/ESL/ College of New Rochelle Bilingual Teacher
Houston, TX Title III Consultant New Rochelle, NY Brill Elementary School Dr. Annette Torres Elias
Anna Ciani ESL-BilingualResources.com Spring, TX Assistant Professor
ESL Teacher El Paso, TX Susan Mayberger School of Education
PS 291X Coordinator of ESL, Migrant Cristina Rojas, MS.Ed. Texas Wesleyan University
Bronx, NY Vanessa Gonzalez and Refugee Education District Program Specialist, EL Fort Worth, TX
ESL Teacher/ESL Specialist Omaha Public Schools Programs
Rhoads Elementary Omaha, NE Hacienda La Puente Unified
Katy, TX School District
Hacienda Heights, CA
FM4 Authors and Reviewers
2B_FM.indd 4 11/06/20 8:52 AM

PROGRAM FEATURES
Reach Higher guides students to learn English, learn about the world, and learn about
themselves through authentic content with a global perspective. Primary students develop
the academic language skills and content knowledge they need to get an education in
English.
• Cross-curricular, six-level program showcases original fiction, science, and social studies
content to develop English literacy skills
• Academic skill-building with phonics support develops students’ understanding of
different cultures while fostering independent learning
• All-in-one classroom presentation tool provides the resources teachers need to
prepare for, address, and assess a comprehensive range of instructional priorities and
requirements
• Read On Your Own phonics readers use fiction and nonfiction texts to reinforce the
phonics and high frequency words in Reach Higher through science and social studies
content
Reach Higher supports Common Core State Standards and other international standards.
Program Features FM5
2B_FM.indd 5 11/06/20 8:52 AM

COMPONENT LINE-UP
Student Resources
STUDENT’S BOOK teaches the academic PRACTICE BOOK gives students more
language, vocabulary, phonics, reading, practice with academic conversations using
writing, and conversations students need the target language and content.
to get an education in English.
COMPANION SITE includes additional content

for students, including audio recordings for the
Student’s Books and Practice Books, and word
lists of academic and content vocabulary.
READ ON YOUR OWN phonics

readers reinforce the phonics
curriculum and high-frequency
words introduced in Reach
Higher.
FM6 Component Line-Up
2B_FM.indd 6 11/06/20 8:52 AM

Teacher Resources
A rich array of age-appropriate

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

lesson plans to help teachers easily
plan and deliver their lessons
according to the number of in-class
hours.
An all-in-one CLASSROOM
PRESENTATION TOOL provides
teachers with resources they
need to prepare for, address,
and assess their students.
Component Line-Up FM7
2B_FM.indd 7 11/06/20 8:52 AM

TEACHING SUPPORT
All-in-one Classroom Presentation Tool provides teachers with resources they need to
prepare for, address, and assess a comprehensive range of instructional priorities and
requirements in and out of the classroom. This includes:
• The full content of the Student’s Book, Practice Book, and Teacher’s Book, including
audio recordings
• Extra on-page language support and resources include extra class activities and teaching
materials, games, and teaching tips
• Additional teaching resources, which include materials for speaking, phonics, and writing,
Lesson Plans, Pacing Guides, and materials for assessment
INTERACTIVE AND ANIMATED

CONTENT helps teachers to present
and practice learning goals in a fun
and focused way.
CLASSROOM PRESENTATION
TOOL is compatible with a range
of common operating systems
and devices.
All sample pages come from Reach
Higher Level 2A, Unit 3 Water for
Everyone, Part 1, Lesson 1
FM8 Teaching Support
2B_FM.indd 8 11/06/20 8:52 AM

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

on Reach Higher and
Read on Your Own
phonics readers, please
visit ELTNGL.com/
reachhigherseries.
Teaching Support FM9
2B_FM.indd 9 11/06/20 8:52 AM

PHONICS SUPPORT
Read on Your Own phonics readers reinforce the phonics curriculum and high-frequency
words introduced in Reach Higher. The readers feature decodable texts, including fiction and
nonfiction, and cover a variety of science and social studies topics.
• 60 fiction and nonfiction readers are benchmarked to levels 1-3 of Reach Higher
• Audio recordings of each reader are available for teachers and students
• Teaching support is available on the Classroom Presentation Tool and Companion Site
FOR LEVELS 1A and 1B
Foundational
Phonics Support
Thirty-six additional phonics
readers are available for
students needing more
phonics support when they
start learning with Reach
Higher.
FM10 Phonics Support
2B_FM.indd 10 11/06/20 8:52 AM

Each reader provides
ADDITIONAL PRACTICE
in a phonetic sound and
introduces related words
from the corresponding
level of Reach Higher.
For more information

on Reach Higher and
Read on Your Own
phonics readers, please
visit ELTNGL.com/
reachhigherseries.
Phonics Support FM11
2B_FM.indd 11 11/06/20 8:52 AM

ASSESSMENT RESOURCES
A rich array of age-appropriate assessments in Assessment Resources monitor students’

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

students’ knowledge of content
and academic vocabulary.
FM12 Assessment Resources
2B_FM.indd 12 11/06/20 8:52 AM

UNIT TEST WITH
MULTI-LEVEL NEEDS
measures progress in
skills and standards at
students’ appropriate
language level.
Assessment Resources FM13
2B_FM.indd 13 11/06/20 8:53 AM

SCOPE AND SEQUENCE
LANGUAGE VOCABULARY
UNIT TOPIC AND CONTENT AREA
FUNCTION
Content Academic
begins
Science day
appear
Earth
PART 1
motion
ends
Engage in Discussion observe
moon
pattern
night
repeat
shadows
5 Everything stars
Changes Changes in Nature
autumn
Why is nature always fall affect
PART 2
changing? seasons explain

Make Comparisons spring happen Com
summer measure
weather reason
winter
alone add
PART 1
Social Studies society cooperate

Give and Carry Out
team member enough
Commands
teamwork possible
together share
6 Better
Together Working Together join dream
PART 2
Why is it good to work organize education

Express Needs and
plan opportunity Ma
together? Wants
project result
skills success
chain accept
PART 1
Science relate connect

Express Likes and
roles important Ch
Dislikes
vegetation necessary
wildlife others
7 Best Buddies
Partnerships in Nature enemies ability
PART 2
How do living things partners danger

Retell a Story respond difficult To
depend on each other?
species unusual
threaten useful
beliefs
Social Studies culture alike
PART 1
history celebrate
Make a Request holidays difference Ch
language expect
people variety
8 Our World traditions
The World We Live In
What does the world body of water freedom
PART 2
landform remember
mean to you?
Express Intentions monument seek A
wilderness symbol
wildlife united
FM14 Scope and Sequence
2B_FM.indd 14 11/06/20 8:53 AM

THINKING PROJECT
READING PHONICS GRAMMAR
MAP
Oral Language Writing
Reading Strategy
Visualize Vowel Sounds
Kinds of
Theme Genres and Spellings: Theme Theater
Sentences
Realistic Fiction, air, are, ear
Science Article
Write a Comparison
Reading Strategy
Visualize Silent
Compare and Contrast Genres Consonants: gn, Questions Interview
Poem, Science kn
Article
Reading Strategy
Summarize Silent
Story Elements Consonants: mb, Pronouns Theme Theater
Genres wr
Play, Song Lyrics
Reading Strategy Write a Story

Identify Main Idea
and Details Vowel Sounds
Possessive
Main Idea and Details and Spellings: Instructions
Genres Pronouns
oo, ui
Human Interest
Feature, Photo-essay
Reading Strategy
Draw Conclusions Vowel Sounds
Characters’ Motives and Spellings: Past-Tense Verbs Theme Theater
Genres ue, ew
Folk Tale, Profile
Write a Science
Report
Reading Strategy
Form Generalizations Vowel Sounds
Narrative
Topic and Main Idea and Spellings: Future Tense
Genre Presentation
Schwa Sound
Science Article
Reading Strategy
Review Phonics Focus:
Character’s Feelings Genres Suffixes: -ly, Prepositions Theme Theater
Realistic Fiction, -ness
Poem Write a Personal
Narrative
Reading Strategy
Review Phonics Focus: Persuasive
Prepositional
Author’s Purpose Genres Suffixes: -ful, Multimedia
Phrase
Literary Nonfiction, -less Presentation
Song Lyrics
Scope and Sequence FM15
2B_FM.indd 15 11/06/20 8:53 AM

STUDENT’S BOOK WALK-THROUGH
UNIT OPENER uses a high-interest photograph to present the unit

theme which links language skills to content area learning.
1
Unit at a Glance
Language Focus: Engage in
1. UNIT AT A GLANCE
Discussion, Make Comparisons
Unit 5 Reading Strategy: Visualize

Phonics Focus: Vowel Sounds
comprising the key learning
and Spellings: air, are, ear ; Silent
consonants: gn, kn
Topic: Changes in Nature objectives helps students
Everything understand what they are
going to learn.
Changes 2. BIG QUESTION spurs
ongoing student discussion
and dialogue and develops
high levels of academic talk.
3. SHARE WHAT YOU KNOW
introduces different activities
3 which activate students’
2 Share What You Know prior experience and
? 1 Draw a picture of your favorite
time of year. Work with a partner. knowledge related to the
Big
Why is nature 2 Share your picture with the
always class. unit theme.
Question changing? 3 Place all of the pictures
in order of the seasons.
Work with the whole class.
ONTARIO, CANADA
Brother and sister looking at a maple
leaf in autumn through magnifying glasses
1. LANGUAGE FOCUS models

language patterns and
practices the use of Words to 1 2 3
Know. 1 Words
PART
Language Focus to Know Science Vocabulary

both
do
2. WORDS TO KNOW Engage in Discussion why Key Words
introduces the most Listen and read along.
The moon
The sun moves
high in the
common words in printed Dialogue
and stars
come out at
sky. Shadows
get short.
English which enables Day and Night night.
word recognition and fluent I think day is better than night.

reading. Why do you think so?
Day begins .
3. CONTENT VOCABULARY Because it is bright.

What changes
introduces key words I think night is better
happen on Earth
every day ?
through a visual format than day.
to help students quickly Why do you think so?
assimilate new words that It’s hard to say!

I like planet Mars—
are essential for success in I love all the stars!
Day ends . The sun
Night begins. moves lower
the content areas. And I love the Milky Way! 4 in the sky.
Shadows get
I guess I like both night The sun sets. long.
4. TALK TOGETHER includes and day.
Talk Together
an activity to build students’ What do you see during the day? How is it different
from what you can see at night?
confidence in using new 4 Unit 5 5
words. CONTENT
S.G2.8.D.ii describe patterns of objects in the sky
ELAR TEKS
G2.5.B.1 use context to determine the relevant meaning of
CONTENT
unfamiliar words S.G2.8.D.v describe the appearance of the Moon
G2.29.A.1 share information that focuses on the topic under
discussion
G2.29.A.3 share ideas that focus on the topic under discussion
FM16 Student’s Book Walk-Through
2B_FM.indd 16 11/06/20 8:53 AM

1. THINKING MAP uses 1 2
graphic organizers to help 1
PART
Thinking Map Academic Vocabulary
students comprehend
Theme More Key Words
text, learn new concepts, The theme of a story is its main message. Look for clues about
the theme of the story below. appear motion observe
and identify important verb noun verb
A Night Under the Stars

information and key points.
2. ACADEMIC VOCABULARY
focuses on high-utility words Theme Chart
The whale appears The man is in motion. He observes the insect.
that are commonly used above the water.
across a range of subject

Title
“A Night Under the Stars” Thomas and his dad
Characters Write
about the pattern repeat 3
Talk Together
makes me think about have fun spending time characters noun verb
here.
areas. Write the ideas you get
camping. together.
What is the message of
Make an Expanded
Meaning Map for each
Key Word. Compare your
from the title here. Theme the story? Write it here. maps with a partner’s.
3. TALK TOGETHER introduces Setting
Sleeping under the
stars is fun. Plot What the Word Means
activities which provide

action, movement
Thomas and his dad are Thomas and his dad set
Write Word
in their backyard at night. up their tent and tell Orange, gray, and She has to repeat what motion
students with opportunities Write the ideas you get

scary stories. Then they
fall asleep and wake up
the story
events
blue tiles make a
pattern on this floor.
she said because her
teacher did not hear her.
Example
The swimmer
is in motion.
What It Is Like
to be moving
from one place
to another
to learn how to take turns, from the setting here.

3
at dawn. here.
respect one another’s Talk Together

ideas, and confirm their Tell your partner about your favorite story. Write the details in a
understanding of what a 6 Unit 5

theme chart. Work together to find the theme of the story.
7
classmate said. ELAR TEKS ELAR TEKS

Not a hit, but builds background for G2.6.A.1 identify moral G2.5.D.2 use a dictionary or glossary to find words
lessons as themes in well-known fables, legends, myths, or
stories
1 3 1. READING STRATEGY
1 connects real-world examples
PART
Reading Strategy Language Frames
2 I read
I think it
.
to students’ prior experience
Learn to Visualize Talk Together
like .
As you read, try to visualize, or form pictures in your mind. Look

I draw .
and helps students focus and
Read Carmen’s story. Read the sample visualization.
for words that tell how things look, taste, smell, feel, and sound.
Then use Language Frames to tell a partner how develop the language and
After school, I play you visualized things in the story.
I wake up. The warm
sun shines through
It’s breakfast. I hear
the eggs cooking.
in the park. The wind
whistles as I play on
Story thinking to support strategic
my window. I smell the frybread. the swing.
Playtime in the Park
Sample Visualization
reading.
My friend Thomas likes to play in the park every
“I read about Thomas
day after school. He loves to play on the swings.
The motion of his legs and body make him go
really high.
playing on a swing in
the park.
I think it feels like the
2. TALK TOGETHER allows
Thomas always notices things. He observes
how the park changes from spring to summer. As
wind is rushing past him
as he swings through students to practice and
the air.
time goes on, he notices a pattern .
In spring, tulips appear in the green grass.
I draw a boy smiling as
he swings on the swing.”
apply the steps of the reading
Try to visualize what Thomas does. Thomas calls me and asks, “Why are you inside?
Don’t you want to come out and play?” I run outside.
strategy they have learned in
We play tag and hide-and-seek.
In summer, the grass is still green, but the tulips a short passage.
How to Visualize are gone. We try to repeat the games we play in
1. As you read, look for words I read .

spring, but we get too hot. Then we lie in the shadow
of a large oak tree. 3. LANGUAGE FRAMES
“Is there anything else we
that describe how things look,
taste, smell, feel, and sound. can do?” he asks. demonstrate the appropriate
“I know,” I say. “Let’s run
2. Use the words to create

I think it through the sprinklers!” Then we use of academic English
like . play until it is almost night .
pictures in your mind.
and coach students in
3. Draw the picture. Show how
you see things in your mind.
I draw . developing skills in academic
= A good place to visualize
8 Unit 5 9
conversations, discussions,
presentations, and similar
contexts.
ELAR TEKS
G2.RC-2.C.1 monitor comprehension (creating sensory images)
G2.RC-2.C.2 adjust comprehension (creating sensory images)
Student’s Book Walk-Through FM17
2B_FM.indd 17 11/06/20 8:53 AM

Continued...
1. PHONICS FOCUS uses

1 a routine from modeling
1
PART
Phonics Focus
3 the phonics rule to
Vowel Sounds and Spellings: Talk Together practicing discriminating
air, are, ear Listen and read. Find the words with the vowel and/or identifying sounds,
patterns air, are, or ear.
Over to You
and finally applying the
The Pattern of Night and Day
phonics rule to decode
The day ends. The sun is low in the sky. Shadows Work with a a short passage.
chair hare bear get long. The air feels cool. Twinkling stars appear in partner.
2 the dark sky. The moon rises slowly over the hills. It
lights up the ground.
Find words with
the vowel patterns 2. LISTEN AND LEARN
Listen and Learn air, are, and ear.
A hare hops along. It feeds on both grasses and Sort the words introduces a listening task
Listen to each group of words. Choose the two words plants. A fox stares into the darkness. A pair of mice by their vowel
in each group with the vowel sound you hear in the dare to rush from bush to bush. They have to take patterns. Then use which exposes students
word air. care. An owl is looking for food. It will swoop down if it one of each in a
sees motion.
sentence of your
own.
to more words and makes
1. fair fur flare
2. scare bear bar

What do other animals do? Bees are quiet in their
hives. A bear snores in its den. A mare sleeps in the
them practice identifying
3. hair her bare
barn. A dog curls up at the foot of a bed. and discriminating
Slowly, the moon disappears from the sky. The sun begins
4. were wear rare to rise. Birds wake up to the new day. This pattern of day and between sounds.
night will repeat over and over.
5. flair fly flare
6. star stare stair

3. TALK TOGETHER allows
students to practice
Read “The Pattern of Night and Day” with a partner.
Practice reading words with the vowel patterns air, are,
decoding a passage
10 Unit 5
or ear. 11 using the phonics rule
they have learned.
2
1 When the
Wind Stops
Read a Story
1. SELECTION PREVIEW Genre
Realistic fiction is a made-up story that
prepares students for seems like it could really happen.
reading by giving a brief
Characters
introduction of the selection Characters are the people in a story.
genre and one key point of
literary analysis.
2. READING SELECTION
including high-quality
literature written from a
global perspective helps mother boy
students expand their

understanding of the world. by Charlotte Zolotow
illustrated by Stefano Vitale
12 Unit 5 13
2B_FM.indd 18 11/06/20 8:53 AM

1
Set a Purpose
A boy wonders why the day must
end . Find out what he learns.
1. READING STRATEGY T he bright sun had shone all day , and now the day
was coming to an end. The sun sank lower into the
reminds students of glowing pink clouds. The little boy was sorry to see the
key reading strategies day end .
that they can use while

they are reading.
2. WORD DEFINITION
provides students with “But where does the sun go when the day ends ?”
the little boy asked.
easy-to-understand “The day doesn’t end,” said his mother. “It begins Later, his mother came to say good night .
somewhere else. The sun will be shining there, when “Why does the day have to end ?” he asked her.
meanings of some key night begins here. Nothing ends.” “So night can begin ,” she said. “Look.”
words in the reading “Nothing?” the little boy asked. Through the window, the little boy could see a
“Nothing,” his mother said. “It begins in another pale sliver of moon in the darkening sky behind the
selection. place or in a different way.” branches of the pear tree.
3. BEFORE YOU wonders thinks about a pale sliver of moon some of the moon
coming to an end almost over darkening sky sky that was getting darker
CONTINUE scaffolds sank lower went down
glowing bright
the application of the

14 Unit 5 15
reading strategies to
the text and develops
students into skilled
strategic readers and
thinkers. 2 3
doesn’t does not Before You Continue
somewhere else in another 1. Explain What does the boy learn about
place day and night ?
2. Visualize Picture the boy and his mother
talking about the end of the day . Where
are they? What do you see?
16 Unit 5 17
1 2 1. THINK AND RESPOND

1
PART
Think and Respond Reread and Describe

comprises questions or
Talk About It Theme tasks to assess students’
1. Name one thing in the story that is realistic. Read that part What is the theme of “When the Wind Stops”? reading comprehension
of the story aloud and then talk about it.
could happen in real life.

Theme Chart
after reading the
2. The boy’s mother says, “Nothing ends .” What does she Title Characters selection and then
mean? Discuss your ideas with a partner. “When the Wind Stops”
makes me think that the encourages students to
I think because . story is about nature.
I don’t think because . write independently with
3. Pretend you are the boy. What do you see from your
window before you go to bed? Use words and pictures
Theme: support in response to the
Setting Plot
from the story to create a picture in your mind. Tell a
partner what you see, hear, and smell.
literature.
I see .
I hear . 2. REREAD includes a
I smell . Now use your theme chart. Tell your partner
about the theme of “When the Wind Stops.”
The theme of the
story is .
graphic organizer for
students to demonstrate
Fluency their understanding of the
Write About It Practice reading with the correct expression.
Find your favorite part of the story. Write a sentence telling Rate your reading. literary analysis skill or
why you like the part. Tell how it makes you feel.
text structure.
Today we read .
I like because .
It makes me feel .
28 Unit 5 29
ELAR TEKS ELAR TEKS

G2.3.B.3 seek clarification about stories G2.6.A.1 identify moral lessons as themes in well-known fables,
G2.3.B.5 locate facts about stories legends, myths, or stories
G2.3.B.7 locate details about stories G2.4.A.1 read aloud grade-level appropriate text with fluency
G2.3.B.9 support answers with evidence from text G2.4.A.2 read aloud grade-level appropriate text with
G2.19.C write brief comments on literary or informational texts comprehension
2B_FM.indd 19 11/06/20 8:53 AM

Continued...
1
1
PART
Word Work Making Connections Now read this article to find

out why some changes in nature happen.
Genre A science article is nonfiction. It can tell how
Antonyms something in nature works. It might also have an
Antonyms are words with opposite meanings. Look at

experiment you can try to see how things work.
1. WORD WORK introduces
the pictures below. Read the antonyms. Then compare
a word-learning strategy,
their meanings.
Day and Night by Glen Phelan

providing students with
an opportunity to develop
Earth Around and Around their academic vocabulary
begin : When something end : When something stops,
The planet we live on seems
to stand still, yet Earth is
skills and, in turn, to work
starts, it begins . it ends . always moving. It rotates, or through challenging text.
Day begins at sunrise. Day ends at sunset. spins, around and around.
You cannot feel Earth rotate 2. TRY IT TOGETHER allows
2 because you are moving
along with it. students to practice and
Try It Together
apply the word-learning
Read the passage from “When the Wind Stops.” Then
answer the questions. axis
strategy they have
Earth spins on an imaginary line. It is
Later, his mother came to say good night. “Why does the day called an axis. This diagram shows how. learned.
have to end?” he asked her. “So night can begin,” she said. “Look.”
planet world Before You Continue

stand still not move
1. Find an antonym for day. Use it in a sentence. 1. Use Text Features How does the diagram
imaginary pretend help you understand the way Earth spins?
2. Clarify Why does it seem like Earth is
2. Find an antonym for end. Use it in a sentence. standing still even though the planet is
really moving?
30 Unit 5 31
ELAR TEKS
G2.5.C.1 identify common words that are opposite (antonyms)
in meaning
G2.5.C.3 use common words that are opposite (antonyms) in
meaning
1 2
1. RESPOND AND EXTEND 1
PART
Respond and Extend Grammar and Spelling
enables students to compare

the two reading selections. Compare Author’s Purpose Kinds of Sentences
The authors of “When the Wind Stops” and “Day and Night” A group of words that tells a complete thought is a sentence.
both had more than one reason for writing. Compare and There are four different kinds of sentences.
2. GRAMMAR AND SPELLING explain their purposes to complete the chart.
Comparison Chart Grammar Rules Kinds of Sentences

uses a routine from
• A statement tells something. It is morning. The day is just
modeling the grammar rule Charlotte Zolotow Glen Phelan
It ends with a period. beginning.
• to tell about • to explain how day
to recognizing the grammar patterns in nature becomes night
• A question asks something. It Where did the moon and stars
ends with a question mark. go?
• •
rule in context, and finally • •
• An exclamation shows
strong feeling. It ends with
What a great day!
to producing grammatically an exclamation mark.
• A command tells someone to Make your bed, please.

correct sentences. Write more reasons Write more reasons do something. It ends with a
for writing from for writing from period.
“When the Wind “Day and Night”
3. TALK TOGETHER Stops” here. here. Read Kinds of Sentences
encourages students to 3 Read this passage. Find two different kinds of sentences. Then
make up your own sentence.
discuss or complete a task Talk Together

The little boy lay in bed, and his mother sat beside him.
related to the unit reading What is another pattern from the world of nature? Draw a series
of pictures to show one of the cycles in nature. Explain your
“Where does the wind go when it stops?” he asked. “It
blows away to make the trees dance somewhere else.”
theme. pictures to the class. Use Key Words.

Write Kinds of Sentences
Pretend you are looking out a window at the world. Write two
different kinds of sentences about what you see. Read your
sentences to a partner.
36 Unit 5 37
ELAR TEKS ELAR TEKS

G2.13.A.2 explain the authorís purpose in writing the text G2.1.A.1 distinguish features of a sentence
G2.21.C distinguish among declarative and interrogative
sentences
G2.22.C.i recognize and use ending punctuation in sentences
2B_FM.indd 20 11/06/20 8:53 AM

WRITING PROJECT introduces the writing process
to students from studying a model to prewriting,
Writing Project
then to drafting and revising, then to editing and
Write as an Observer proofreading, and finally to presenting/publishing
Write a Comparison the writing.
What are the seasons like where you live? Write a few
paragraphs to compare or contrast two seasons. Work with
your classmates to create a book of seasons.
Prewrite
1. Choose a Topic Which seasons will you write about?
Writing
Talk with a partner to make your choice. Project, continued
Study a Model
When you compare, you tell how two things are the same. Language Frames
When you contrast, you tell how they are different. Read Andy’s Revise
Tell Your Ideas Respond to Ideas
comparison of his two favorite seasons. 1. Read, Retell, Respond Read your draft aloud to a partner.
My favorite are . Why are and Punctuation Tip
Your partner
your favorite ? listens and then retells the main details. Next,
The two are alike because
talk things
aboutareways When you write
they both . What other alike? to make your writing better.
about temperature,
My Favorite Seasons
The are different because You said and Edit and Proofread do not use an
. are alike, but I think they’re Language Frames
apostrophe.
different because . Work with a partner to edit and proofread your
By Andy Halliday Retell Make Suggestions
comparison. Be sure you use the correct end 70s, not 70’s
The topic I live near Dallas, Texas. My favorite The you compared are I’m still not sure why you say
sentence marks for different kinds of sentences. Use revision
seasons here are fall and spring . 2. Gather Information Think of all the waysand
the two . seasons and are alike.
tells the two Can you add more details? marks to show your changes.
The temperature during both seasons are alike and different. Make notesThe to gatheraredetails.
alike because
things you are Details are . The order you put the details
comparing or is great. It’s usually in the 70s. That’s3.not organized to
Get Organized Put your ideas in a The
comparison chart. because
contrasting. show how the
are different in doesn’t seem to make sense. Present
too hot and not too cold. It’s perfect! Comparison Chart . Try moving to .
seasons are
the same and On Your Own Make a final copy of your comparison. Read it
The weather during spring is a
little different from the weather in fall. In different. aloud to your class. See if they agree with how you described
Fall Spring Think about your draft and your partner’s
2. Make Changes
spring, we get storms, with lots of wind, the seasons.
ideas. Then use revision marks to make your changes.
thunder, and lightning. Once in a while, Temperature in the 70s in the 70s
there’s even a tornado! • Do you include enough details? Add more if you need them. Presentation Tips
Weather thunderstorms sunny weather
Special words In the fall, we don’t get storms or If you are the speaker…
with lots of wind, thunder, and lightning. If you are the listener…
In spring, we get storms.
help you tornadoes. We get football, though . Sports football volleyball
signal what is That’s just as exciting! Stress comparison words Summarize how the two
the same or such as both, alike, and subjects are alike and
different. Draft • Make sure the comparison is clear. Check the order of your
also. different.
Use your comparison chart to write yourdetails.
draft.
If your listeners don’t agree Is it clear how the subjects
68 Unit 5 • Write a topic sentence that tells the two things you are comparing.
The temperature during both seasons is great. It’s usually in
the 70s. We get tornadoes in the spring, though.
with your comparison, give are alike or different? If
• Arrange your details so that the comparison is clear. You can more details or examples. not, ask questions.
tell about one season first, and then the other. You can alsoMove this to next paragraph.
put details about the same things together, like Andy did. With a Group Collect names of Send Forward Delete
friends and family members who

To: Rosa@eltngl.com
69 From: Andy@eltngl.com
live in other cities or states. Send

Subject: Seasons
Attachment:
them your comparisons. Ask them to

Hi Rosa!
write back and tell you how similar
I wrote this article about fall and
or different their own seasons are to spring in Dallas. What are those
70 Unit 5
yours. Share what you find out. seasons like where you live?
Write soon!
Andy
71
ELAR TEKS G2.17.D edit drafts for grammar, punctuation, and spelling using G2.28.A.2 ask [speakers] relevant questions to clarify informa-
G2.17.A plan a first draft by generating ideas for writing a teacher-developed rubric tion
G2.17.B develop drafts by sequencing ideas through writing G2.17.E publish and share writing with others G2.29.A.2 share information, speaking clearly at an appropriate
sentences G2.19.A write brief compositions about topics of interest to the pace, using the conventions of language
G2.17.C revise drafts by adding or deleting words, phrases, or student G2.29.A.4 share ideas, speaking clearly at an appropriate pace,
sentences G2.22.C.iii recognize and use apostrophes and possessives using the conventions of language
2 Unit 1. TALK TOGETHER

5 Wrap-Up
encourages students to have
Share Your Ideas dialogues and discussions
Choose one of these ways to share your ideas about
the Big Question.
focused on the Big Question.
? Write It! Talk About It!
Big Why is nature 2. UNIT WRAP-UP ends each
always changing?
Question Draw a Cartoon Discuss Nature Topics
Show what happens during On scraps of paper, write
unit by having students
1 the four seasons. Use one
box for each season.
ways that nature changes.
Put the topics in a box or reflect on their opinions of the
Write what hat. Take turns choosing
Talk Together
happens in topics and discussing them Big Question and then work
In this unit, you found lots of answers to the Big Question. each box. Share with a partner. Be sure to
Now, use your concept map to discuss the Big Question your cartoon listen to your partner and on level-appropriate projects
with the class. with the class. It is hot in speak clearly.
Concept Map
summer. to assess students’ learning
Seasons
outcome.
Do It! Write It!
Day and Perform a Mime Write a Nature Log

Night Work with classmates to Write about changes in nature
Why is create a mime about a way that you see in the morning,
nature always Winter turns that nature changes. Perform in the middle of day, and at
changing? to spring. your skit for the class. Have night. Write them in your log.
classmates Share with the class.
guess what
you are
miming.
Weather
72 Unit 5 73
ELAR TEKS listening to others S.G2.8.A.viii record weather information, including cloud cover-
G2.19.A write brief compositions about topics of interest to the G2.30.A.2 follow agreed-upon rules for discussion, including age, in order to identify patterns in the data
student speaking when recognized S.G2.8.B.i identify the importance of weather information to
G2.28.A.1 listen attentively to speakers G2.30.A.3 follow agreed-upon rules for discussion, including make choices in clothing
G2.29.A.1 share information that focuses on the topic under making appropriate contributions S.G2.8.B.ii identify the importance of weather information to
discussion CONTENT make choices in activities
G2.29.A.2 share information, speaking clearly at an appropriate S.G2.8.A.v record weather information, including temperature, S.G2.8.B.iv identify the importance of seasonal information to
pace, using the conventions of language in order to identify patterns in the data make choices in clothing
G2.29.A.3 share ideas that focus on the topic under discussion S.G2.8.A.vi record weather information, including wind condi- S.G2.8.B.v identify the importance of seasonal information to
G2.29.A.4 share ideas, speaking clearly at an appropriate pace, tions, in order to identify patterns in the data make choices in activities
using the conventions of language S.G2.8.A.vii record weather information, including precipitation, S.G2.8.D.ii describe patterns of objects in the sky
G2.30.A.1 follow agreed-upon rules for discussion, including in order to identify patterns in the data S.G2.8.D.v describe the appearance of the Moon
2B_FM.indd 21 11/06/20 8:53 AM

PRACTICE BOOK WALK-THROUGH
PRACTICE BOOK provides consolidation and extension for language, grammar, vocabulary,
reading, writing, and fluency.
Name 1 Date
2
Unit Concept Map
Everything Changes Name Date
Make a concept map with the answers to the Big Question:

Thinking Map
Why is nature always changing?
My Favorite Story
Make a theme chart to tell the details about a favorite story.
Title Characters
1. UNIT CONCEPT MAP introduces the Big
Question of each unit. Students can think about
Seasons
the Big Question and add their ideas to the map.
Day and
Night
Why is
nature always 2. THINKING MAP reviews the use of a graphic
changing?
Theme organizer with students. Students can then use
Setting Plot
the graphic organizer to simplify understanding
Weather
of the reading selection.
© Cengage Learning, Inc.
5.1 Unit 5 | Everything Changes
Work with a partner to find the theme of your story.
1. KEY POINTS 3
READING provides Name Date
students with a
1 Fluency
Name Date
“When the Wind Stops”
shorter version of the Key Points Reading 2 Use this passage to practice reading with proper expression.
reading selection to “When the Wind Stops” Name Date The bright sun had shone all day, and now the day 11
Listen as your teacher reads. Follow with your finger. was coming to an end. The sun sank lower into the 22
quickly grasp the key 1

Reread and Retell
glowing pink clouds. The little boy was sorry to see the
A boy wonders why the day ends. His
“When the Wind Stops” 33
points of the text. mother tells him that it is so a new night

can begin. A new day begins in another
Use clues from the story to figure out the theme.
day end. 35
place. She tells the boy nothing ever ends.Title Characters

2. REREAD revisits “When the Wind Stops” makes me
think that the story is about nature.
the use of a graphic 2 The boy wonders where the wind goes.
His mother tells him it blows away to
organizer and helps make the trees dance somewhere else.
She tells him after a storm the rain goes
develop students’ back to the clouds.
Theme:
comprehension and 3 The mother tells the boy that the end of
autumn is the beginning of winter. The Setting
From “When the Wind Stops,” page 14
Plot
critical thinking skills. end of winter is the beginning of spring. Expression
B Does not read with feeling A Reads with appropriate feeling for most content
I Reads with some feeling, but does not match content AH Reads with appropriate feeling for all content
Accuracy and Rate Formula
3. FLUENCY assesses 4 The boy learns that nature goes on and

Use the formula to measure a reader’s accuracy and rate while reading aloud.
– =
students’ reading for on. Nothing ever ends.

words attempted
in one minute
number of errors words correct per minute
(wcpm)
accuracy, rate, and 5.8 Unit 5 | Everything Changes

phrasing. 5.4 Unit 5 | Everything Changes

Share your theme chart with a partner. Tell about the clues you
used.
FM22 Practice Book Walk-Through
2B_FM.indd 22 11/06/20 8:53 AM

3
1
Name Date
Vocabulary
Name Date
Vocabulary Bingo
1. GRAMMAR provides
Grammar
A Glorious Trip!
2 Play Bingo using the Key Words from this unit.
Name Date
students with more Grammar Rules Kinds of Sentences
Phonics Practice
grammar practice to Use a period at the end of a statement. Sunrise is at 6:00 a.m.
Vowel Sounds and Spellings:
this morning.
consolidate learning of key Use an exclamation mark at the air, are, ear
It’s the most beautiful
end of an exclamation. sunrise I’ve ever seen!
grammar points. Use a period or an exclamation mark Bring me my camera.
at the end of a command. Come quickly before
it’s gone!
2. PHONICS PRACTICE Read each word. Circle the word that goes with each picture.
chair hare bear
Rewrite each sentence. Add a period or an exclamation mark.
provides students with 1. We camped at the beach last night 1. 2.
exercises to strengthen 2. It was so exciting
their phonics skills. 3. The sunrise and sunset were amazing 3.

have hair heat
4.
pair peer pier

3. VOCABULARY uses 4. Come with us next time
term tear tire square squeak spare

games to help reinforce 5. Enjoy your meal
5. 6.
students’ vocabulary Read your sentences to a partner. Use proper expression as you
6.16 Unit 6 | Better Together

read exclamations and commands. part pear pore stair stop stand
learning. 5.3 Unit 5 | Everything Changes
Work with a partner. Take turns reading the sentence and answering
the question.
Can you eat a pear on the stair?
Name
2 Date
Name 1 Date
Respond and Extend
Compare Two Versions of

Reading Options
the Same Story
3 Name Date
“A Winter Wonder” Use a comparison chart to show how “Domino Soup” and “Stone Soup”
Writing Project
1. READING OPTIONS
are alike and different.
Make fact cards about frogs. Write the topic, state a fact, and draw
a picture on each card. Story Map encourages students to take
“Domino Soup” “Stone Soup”Complete the story map for your story.
That’s Amazing! Type of play song

notes of their ideas when they
Characters: Setting:
Fact Card 1
story
are reading the selection.
An amazing fact about
is Characters
2. RESPOND AND EXTEND
Beginning:
.
provides scaffolding for
Picture
Setting
students to compare the two
That’s Amazing! Middle:
reading selections.
Fact Card 2
Plot
An amazing fact about
3. WRITING PROJECT helps
is
students to plan, revise, edit,

.
Tell a partner how the two versions of the story are the same
and different.
and personalize their writing.
Picture
End:
Share your cards with a partner and compare facts.
Practice Book Walk-Through FM23
2B_FM.indd 23 11/06/20 8:53 AM

VOCABULARY ROUTINES
ROUTINE 1 Introduce the Words

1. Pronounce the word. Model the pronunciation of the key word and point to the accompanying picture; have
students pronounce the word.
2. Rate the word. Have students hold up their fingers to show how well they know the word.
Ask: What do you know about this word? Encourage students to share their ideas about the word.
I can use the word in I have seen the word I have never seen
a sentence or give a before but I can’t use or heard this word
definition. it in a sentence. before.
3. Define the word. Use a student-friendly definition to explain the meaning. (Definitions are provided in the
dictionary at the back of the Student’s Book.)
4. Elaborate the meaning. Generate discussion of the word. Use one or more of the following strategies:
• Relate the word to your personal experiences.
• Encourage students to use the word as they talk about their own experience.
• Using questions or comments, motivate students to engage in discussion about the word.
Extended discussion will help all students understand the word and how it is used.
• Point out word parts and spelling patterns that will help students recognize the word.
• Challenge students to connect the word across content areas.
• Post the words on the Word Wall.
5. Post the words on a Word Wall.
• Reserve a section of the classroom wall or bulletin board for the Word Wall.
• As new vocabulary is introduced, write the words on cards and add them to the wall. Words can be arranged
in random order, or alphabetically, by similar topic, or in other ways as you choose.
• Tell students that they will add definitions, sentences, drawings, and more to the word wall as they learn
more about each word.
• Periodically have students read the Word Wall or portions of it chorally. Encourage students to tell about
how they have used the words in class or outside of school.
FM24 Vocabulary Routines
2B_FM.indd 24 11/06/20 8:53 AM

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

Student 1: My word is food.
1. Establish partners. Pair each student with a partner who Student 2: The word I studied is energy.
studied a different vocabulary word for Vocabulary Routine 2.
Student 1: Let’s make a sentence using
2. Share. Partners take turns reading to each other their graphic both words.
organizers from Vocabulary Routine 2. Student 2: How about, “Food gives me
3. Discuss. Partners discuss and create sentences using both energy.”
vocabulary words. If needed, give students sentence starters.
4. Write. Students write their sentences in their journals and
draw a line under each vocabulary word.
5. Repeat. Repeat steps 1–4 above until each student has a journal entry for each vocabulary word.
Vocabulary Routines FM25
2B_FM.indd 25 11/06/20 8:53 AM

VOCABULARY ROUTINES
Continued...
ROUTINE 4 Use Graphic Organizers
1. Display the word. Write the word on the board or chart paper. (Refer to Vocabulary Bingo pages in the Practice
Book.)
2. Display the graphic organizer. Use the graphic organizer specified in the Teacher’s Book or select another
graphic organizer from those shown below.
3. Model. Create the graphic organizer.
4. Involve students. Talk with students about the word in a large or small group. Add information about the word
to the graphic organizer. Information can include a picture, examples and nonexamples. Have students use the
graphic organizers to talk about the word and concept.
Three-Dimensional Graphic Organizers
Window Graphic
Portrait Graphic
Upright Graphic
Fold-Up Tab
Three-Quarter Book
FM26 Vocabulary Routines
2B_FM.indd 26 11/06/20 8:53 AM

Other Graphic Organizers
lakes
nature
weather animals
Word Web Word Web of Examples
Semantic Web Word Map
Example Chart
Vocabulary Routines FM27
2B_FM.indd 27 11/06/20 8:53 AM

VOCABULARY ACTIVITIES
ACTIVITY 1 Vocabulary Bingo

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

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

1. Students write words. Have students write the words on strips of paper, one word per strip.
2. Establish categories. For an open sort, have students work together to determine the sort categories. For a
closed sort, provide the category of how the words should be sorted, such as:
• Related meanings or concepts • Synonyms • Part of speech
• Connotation • Formal or informal • Spelling patterns
• Words with multiple meanings • Words with Spanish cognates
3. Explain sorts. When students have sorted the words, have them explain their sorts. Have them create a chart
or web to record the word relationships they found.
4. Sort again. Have students sort the words again using different categories. Have them record the information in
a graphic organizer.
FM28 Vocabulary Activities
2B_FM.indd 28 11/06/20 8:53 AM

ACTIVITY 5 Word Poems
1. Concrete Poems Students draw a meaningful shape or object and write words along the outline of the shape,
so words look like the physical shape. For example, a student may draw a volcano and along the outline write:
lava, magma, cone, flow, ash, erupt.
2. Diamante Poems Diamante Poems are 7 lines long. To begin, have students think of two words that are
opposites (antonyms).
• Line 1: Write a noun
• Line 2: Add two adjectives that describe line 1
• Line 3: Add three action verbs that relate to line 1
• Line 4: Add two nouns that relate to line 1, and two nouns that relate to line 7
• Line 5: Add three action verbs that relate to line 7
• Line 6: Add two adjectives that describe line 7
• Line 7: Write a noun that is the opposite of or contrasts with line 1
3. Cinquain Poems Cinquain poems have five lines and can follow different patterns. Have students work
together to complete the pattern below with a key word.
• Line 1: A noun
• Line 2: Two adjectives
• Line 3: Three related words ending in -ing
• Line 4: A related phrase
• Line 5: Another word for the noun
Vocabulary Activities FM29
2B_FM.indd 29 11/06/20 8:53 AM

VOCABULARY ACTIVITIES
Continued...
ACTIVITY 6 Stump the Expert
1. Name the expert. Designate one student to be the expert.
2. Challenge the expert. Another student (the stumper) presents a definition. The expert has 10 seconds to
produce the term.
3. Continue the challenges. If the expert responds accurately, the next stumper offers a challenge. This continues
until the expert is stumped or answers a set number of challenges and earns applause.
4. Name a new expert. The student who stumps the expert becomes the new expert.
ACTIVITY 7 Multiple Key Word Skit

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

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

1. Prepare pairs of cards. Write each key word on two cards or slips of paper.
2. Spread the cards. Turn the cards over and spread them randomly on a table.
3. Students look for matches. Students take turns turning over two cards. When a student turns over two cards
that have same word, he or she keeps the cards.
4. The winner! The student with the most cards is the winner.
ACTIVITY 10 Rivet
1. Select a key word. For this variation of the game Hangman, choose a key word.
2. Write a blank for each letter. On the board, write a blank for each letter of the word. For example, for
ecosystem, write __ __ __ __ __ __ __ __ __.
3. Fill in letters one by one. Fill in the blanks one letter at a time: e c o __ __ __ __ __ __.
4. Have students guess the word. Pause briefly after you write each letter. Encourage the class to guess the
word.
5. Complete the word. When someone identifies the word correctly, have that student fill in the remaining blanks.
FM30 Vocabulary Activities
2B_FM.indd 30 11/06/20 8:53 AM

PHONOLOGICAL AWARENESS ROUTINES
ROUTINE 1 Match, Identify, and Isolate Sounds

1. Match sounds. Begin by telling students they will listen for sounds in words. Then have them listen as you
say two words with the same beginning (middle, ending) sound. Ask them if the two words have the same
beginning (middle, ending) sound: Are the beginning sounds the same?
2. Match and distinguish sounds. Continue with other sets of words, some of which do not share the same
beginning (middle, ending) sounds.
3. Identify matching sounds. Say three words that only share their beginning (middle, ending) sounds. Ask
students to say the one sound that is the same in all three words. Continue with other sets of words.
4. Isolate sounds. Ask students to listen for the beginning (middle, ending) sound of a word. Say the word slowly,
and have students repeat it. Then have them say the beginning (middle, ending) sound in the word.
ROUTINE 2 Blend Sounds

1. Listen to sounds. Tell students that you will say a word slowly and then they will say it fast. Say the word, sound
by sound, holding each continuous sound for a few seconds. (The following consonant sounds are continuous:
/f/, /h/, /l/, /m/, /n/, /r/, /s/, /v/, /w/, /y/, /z/.)
2. Use counters. Tell students that for every sound they say, they will place one counter on their desk in front of
them. Have students repeat the word sound by sound with you as you model how to place a counter to show
each sound. Then model how to blend the sounds to say the word fast. Begin by pointing to the first counter.
Loop your finger below each counter as you say each sound: /s/-/ă/-/t/. What’s the word? sat. Sweep your
finger fast under the counters as students repeat the word.
3. Blend sounds. Have students clear the counters. Say the next word sound by sound, holding continuant
sounds. Have them place a counter for each new sound. Then have them blend sounds to say the word.
Repeat for remaining words. If students make an error, ask them to try again.
ROUTINE 3 Count Syllables

1. Listen to a word. Tell (or remind) students that words can have one or many syllables. Give examples. Then tell
them that they are going to clap each syllable in a word. Say the first word.
2. Clap syllables. Repeat the word slowly, clapping out (or tapping) the syllables. Have students repeat the word
as they tap or clap the syllables with you.
3. Count syllables. As you say the word again, have students place in a row one block or square of paper for
each syllable. Then have them count the syllables in the word by counting the block or squares. Continue
clapping and counting syllables in other words.
Phonological Awareness Routines FM31
2B_FM.indd 31 11/06/20 8:53 AM

PHONOLOGICAL AWARENESS ROUTINES
SOUND ACTIVITIES
ACTIVITY 1 Segment Sounds
1. Use counters. Display counters and tell students that the counters will help them say a word slowly. Explain
that they will say a new sound each time you point to a new counter.
2. Listen to a model. Say a word. Model how to say it slowly, switching to each new sound as you point to the
next counter. Say the word again together slowly, cueing students for each new sound by switching to the next
counter. Have students repeat.
3. Segment sounds. Say the next word. Have students say the word slowly as they point to the counters. Repeat
for the remaining examples.
4. Count sounds. Have students say the word again slowly and place counters to show the sounds. Ask them to
count sounds by counting the counters.
ACTIVITY 2 Add Sounds

1. Say a word. Begin by telling students they will add a sound to a word to make a new word. Say a word that can
have a sound added to the beginning or end to make a new word. Have students say the word with you.
2. Listen to a model. Identify the added sound, and tell where it will be added. Model how to say the new word
slowly and then fast: Listen to this word: hi. Let’s add /d/ to the end of hi: hi, /d/, hide. What’s the word? hide.
Have students repeat the new word with you.
3. Add sounds. Say another word and have students repeat it. Identify the sound to add, and where to add it.
Have students say the new word along with you, slowly and then fast. Repeat the steps with another word and
sound, but let students say the new word on their own. Continue with the remaining examples.
ACTIVITY 3 Delete Sounds

1. Say a word. Begin by telling students that they will take a sound away from a word to make a new word. Then
say a word that can have a sound deleted from the beginning or end to make a new word. Have students say
the word with you.
2. Listen to a model. Identify the sound to take away, and tell where to take it from (beginning, end). Model how
to segment the sound and say the remaining word: Listen to this word: tear. Let’s take away the beginning
sound /t/ from tear: /t/ear. What word is left? ear. Have students say the new word with you.
3. Delete sounds. Say another word and have students repeat it. Identify the sound to take away, and tell where
it is taken from (beginning, end). Have students say the sound and new word along with you, and repeat the
new word. Repeat, having students segment the sound and say the new word on their own. Continue with the
remaining examples.
ACTIVITY 4 Substitute Sounds

1. Listen to a model. Tell students they will add a sound to a word to make a new word. Use counters to model
changing the beginning (middle, ending) sound in a word. Say a word, and repeat it slowly, having students
place a counter for each sound: Listen to this word: pan. Say it slowly with me: /p/-/a/-/n/. Now say it again
slowly. Place a counter every time you say a new sound. Identify the beginning (middle, ending) sound in
the word. Have students say the sound as they point to the counter: The beginning sound is /pl. Point to the
counter for /p/.
2. Substitute sounds. Have students change the sound: Now change the /p/ in pan to [#] /v/ What word is it? van
Have students say the word slowly and then fast as they point to the counters in the sounds boxes. Repeat with
remaining words.
FM32 Phonological Awareness Routines
2B_FM.indd 32 11/06/20 8:53 AM

ACTIVITY 5 Hear and Identify Sounds in Words
1. Listen to Sounds Show students a picture of an object whose name has three sounds, and whose initial sound
is continuous. Under the picture show a three-box grid. Using three counters, demonstrate saying the word
slowly, while moving a counter into each corresponding box. Have students repeat the word while moving each
counter, matching each sound with the corresponding counter.
2. Identify Initial Sound Have students say a word slowly while moving counters into corresponding boxes. Point
to the first box and ask: What sound do you hear at the beginning of _____? Have students start saying the
word again and identify the initial sound.
3. Identify Final Sound Have students say a word slowly while moving counters into corresponding boxes. As
they finish saying the word, have them listen to that final sound. Point to that last box and ask: What sound do
you hear at the end of _____?
SYLLABLE ACTIVITIES
ACTIVITY 1 Combine Syllables
1. Listen to a word. Tell (or remind) students that words can have one or many syllables. Give examples. Then tell
students that they are going to put syllables together to make a word. Say a word, syllable by syllable.
2. Blend syllables. Ask students to blend the syllables to say the word fast. Say another word, syllable by syllable.
Ask students to say the word. Repeat for remaining examples.
ACTIVITY 2 Segment Syllables

1. Listen to a word. Tell students they are going to say each syllable in a word. Say a word.
2. Blend syllables. Say the word again, clapping (or tapping) as you say each syllable. Have students tap or clap
as they say each syllable with you. Say a new word, and have students clap (or tap) as they say each syllable.
Repeat with remaining examples.
ACTIVITY 3 Delete Syllables

1. Listen to a word. Tell students they are going to listen to a word and take away one of the syllables. Say the
word. Have students repeat the word.
2. Delete syllables. Say: Listen to this word and clap the syllables: pencil. (pen-cil) Now say only the first syllable.
(pen) Repeat with remaining examples.
ACTIVITY 4 Substitute Syllables

1. Listen to a word. Tell students they are going to listen to a word and change one of the syllables. Say the word.
Have students repeat the word.
2. Substitute syllables. Say: Listen to this word and clap the syllables: bigger. Now change the final syllable “ger”
to “gest.” What is the new word? (biggest) Repeat with remaining examples.
Phonological Awareness Routines FM33
2B_FM.indd 33 15/06/20 1:38 PM

READ ON YOUR OWN READERS
Review and Preparation

1. Review the target phonic elements. Have students read the example together. Then have partners take turns
reading the other sample words.
2. Teach high frequency words. Encourage students to recognize high frequency words on sight in order to gain
fluency in reading and ensure comprehension.
3. Read individual sentences. Have students review unit high frequency words before reading the selection and
practice reading them in a short passage conveniently broken into individual sentences.
Read the Selection

1. Take a picture walk. Use photos or illustrations to help students preview the selection and build background.
2. Conduct a whisper read. Have students whisper read. Monitor and listen for any miscues, and then prompt
self-correction. If students cannot self-correct, correct the errors by providing students with a clear model.
3. Conduct a choral read. Have students chorally reread the text. Listen for improvement in rate and accuracy.
Then ask questions about the selection to assess students’ comprehension.
FM34 Read on Your Own Readers
2B_FM.indd 34 12/06/20 7:43 PM

Practice Phonics
1. Read aloud. Have students identify and discuss words learned in the selection. Then have students find and
build words with the target phonic element.
2. Fill in the blanks. Have students talk about the picture by filling in the blanks in the sentence frame with words
from the box. Encourage students to think about which words make sense.
Review and Wrap-up

1. Review. Have students review the target phonics elements and high frequency words in the two selections.
2. Play a game. Read aloud the directions. Explain to students how to play the game.
Read on Your Own Readers FM35
2B_FM.indd 35 12/06/20 7:44 PM

READING ROUTINES
ROUTINE 1 Guided Reading
Before Reading
1. Form groups. Organize groups of 4–6 students of similar reading ability.
2. Prepare students for reading. Adapt the preparation to the text, student language level, and student
performance. Monitor progress and select an instructional focus. Preparation may involve the following steps:
• Preview the book. Talk about the cover and title page. Page through it and discuss illustrations and other
features to build background about the selection and its topic.
• Lead a discussion about the selection’s topic to build further background and vocabulary.
• Ask students to make predictions about what will happen or what they will learn.
3. Read aloud. You may wish to read part of the selection or all of the selection aloud before students read.
During Reading
4. Have students read the selection. Students can read softly to themselves (whisper reading) or silently, you
may want to read portions of the selection aloud and then have students echo read, or you may want to have
partners take turns reading portions of the selection aloud to each other.
5. Observe students. Circulate to observe students as they read. Provide guidance as needed by asking
questions, prompting, and coaching students to apply strategies to decode difficult words or to improve
their comprehension. Monitor progress and select an instructional focus for questions. Here are examples of
questions you might ask (and the instructional focus):
• What sound does this letter make? (phonics)
• What would you do if you were this character? How do you think this character is feeling? (comprehension,
literary analysis)
• What’s happening in the picture? (comprehension, text features)
• What do you think will happen next? (comprehension)
After Reading
6. Discuss the reading. Select strategies to address challenge areas, extension opportunities, or individual
interests. After-reading activities can include:
• Have students summarize the book and make connections.
• Have students tell about how they applied reading strategies to the text.
• Have students discuss how new information or ideas relate to the Big Question.
7. Extend the reading. If time allows, encourage students to engage in activities that extend their understanding,
such as:
• Create a short play or pantomime based on the selection.
• Write a letter to the author or to one of the characters in the selection.
• Draw a picture about something related to the selection.
• Research and report on something mentioned in the selection.
8. Review your observations. Check your notes of students’ reading and comprehension to identify areas where
they need additional instruction. Use a mini-lesson format to provide needed lessons in decoding, word
structure, comprehension strategies, and other skills.
FM36 Reading Routines
2B_FM.indd 36 11/06/20 8:53 AM

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

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

1. Select a text. The text can be a complete selection or a portion of a text. Passages for choral reading are best
when they are short and motivating for students. Predictable text works well for choral reading.
2. Select students. Choral reading is most appropriate for students who are hesitant to read aloud independently
but can join in reading the text in unison with other students with the teacher leading. Choral reading helps
build students’ motivation, confidence, and fluency.
3. Read the text aloud first. Model fluent reading and good intonation.
4. Read the text in unison with students. Have all students in the group read the passage aloud in unison with
you. Encourage them to use good intonation.
5. Have students reread. After reading with the teacher, have students reread the text in pairs until they can
read it fluently.
Reading Routines FM37
2B_FM.indd 37 11/06/20 8:53 AM

READING ROUTINES
Continued...
ROUTINE 5 Paired Reading
1. Select a text or portion of text. Passages for paired reading are best when they include strong emotions or
dialogue.
2. Pair students. You may wish to pair students of similar reading ability, or pair a high level reader with a lower
level reader.
3. Explain the procedure. Tell students if you want them to:
• Read the passage aloud in unison.
• Take turns with each person reading a sentence, paragraph, or page.
• Have one student listen while the other reads.
4. Model error correction. Demonstrate how students should support each other by rereading misread words,
and asking for and giving help when needed.
5. Encourage fluent reading. Partners should practice good prosody (phrasing, expression, and intonation) as
they read.
6. Encourage discussion. Have the reader pause at the end of a paragraph or section. The listener can then
summarize or make a connection. Pairs can ask each other questions about what was read, such as:
• What was your favorite part of the story?
• What was your page about?
• Were there any parts that were hard to read ?
FM38 Reading Routines
2B_FM.indd 38 11/06/20 8:53 AM

HIGH FREQUENCY WORD ROUTINE
High Frequency Word Routine

1. Display the word. Display the word on the board or whiteboard and have students look at it carefully.
2. Pronounce the word.
3. Use the word. Pronounce the word in a sentence, and explain what it means. Example: The moon is very far
from the earth. Far means a long way away.
4. Have students say the word aloud.
5. Have students spell the word chorally.
6. Have students say the word again.
7. Use the word in sentences. Encourage students to make up sentences and to have a discussion using the
word.
High Frequency Word Routine FM39
2B_FM.indd 39 11/06/20 8:53 AM

WRITING ROUTINES
ROUTINE 1 Power Writing

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

Students can write single words as Students write sentences. Encourage students to write
a list. Say: Write all the words you paragraphs.
know.
4. Check work. Have students check their spelling and grammar and circle any mistakes.
5. Count words. Have students count the number of words they wrote and record the number on their papers.
6. Repeat the procedure. If time allows, have students create more than one passage. Repeat steps 2–5 one or
two times.
7. Record results. Have students record their best result and create a writing fluency graph. Over time, the graph
will show students’ growth in fluency and help motivate their progress as writers.
8. Adjust the time. To develop fluency further, vary the amount of writing time from 30 seconds to two minutes or
more in separate Power Writing sessions.
FM40 Writing Routines
2B_FM.indd 40 11/06/20 8:53 AM

ROUTINE 2 Modeled Writing
1. Develop a RAFT. Think aloud to model how to develop a RAFT for what you will write. For example:
Role: I will take the role of a reporter writing an article for the newspaper.
Audience: My audience is the readers of the newspaper.
Form: My form is a news article.
Topic: I will write about some new puppies.
2. Model thinking about the first sentence. Think aloud as you decide what you will include in your first
sentence. For example: I want to tell about some new puppies that were born last week at my neighbor’s
house. I’ll write a news article to tell about the puppies. I’ll begin by telling the most important facts.
3. Write the first sentence. Read aloud what you have written. For example: Last week six new puppies were
born on Davis Street.
4. Continue thinking aloud as you write. Think aloud to model how you plan and write additional sentences. For
example: Next I’ll tell what the puppies looked like. I’ll write: The puppies were brown and white and had soft
fur. Their eyes were closed.
5. Involve students. Encourage students to help write additional sentences. Discuss their ideas with them, and
add the new ideas to the writing as appropriate.
6. Add a title. When the writing is complete, think aloud as you add a title, and as you review the writing and
make any needed corrections .
Puppies Born
Last week six new puppies were born on Davis
Street. The puppies were brown and white and
had soft fur. Their eyes were closed. They were
born under the porch at the Marino’s house. Mrs.
Marino fixed a bed for the puppies and their
mother in the hall. Mrs. Marino said she would look
for new homes for the puppies in a few weeks.
Writing Routines FM41
2B_FM.indd 41 11/06/20 8:53 AM

WRITING ROUTINES
Continued...
ROUTINE 3 Interactive Writing
1. Establish a purpose. Discuss with students the purpose and audience you will be writing for. For example: Let’s
write a letter to Mayor Wheeler to thank her for visiting our class last week.
2. Talk through the text. Lead a discussion with students about how to word each sentence, and then support
individual students as they write letters or entire words in sentences on the board or chart paper. For example:
How will we begin our letter? … Good, Alana, let’s start with Dear Mayor Wheeler: Can you come up and write
that for us? Continue the discussion having different members of the class take turns writing.
3. Problem solving. Use questions or prompts to help students solve problems as they write. For example: So far
this sentence says: Thank you for coming to … What did we say comes next in the sentence? … That’s right,
Duwayne, next we’re going to write Lincoln School. … Can you come up and write the next word? What letter
does Lincoln begin with?
4. Reread frequently. Reread the entire message after each word is added. This will help students see how each
word fits into the overall process.
Dear Mayor Wheeler:

Thank you for coming to Lincoln
School to tell us about your job.
We think you really like being the
Mayor. We are sorry you don’t get
to ride on fire trucks.
Yesterday there was a cat on the
playground. We think she was lost.
Can you help us find a home for
her?
Thank you,
Mrs. Bonilla’s Class
FM42 Writing Routines
2B_FM.indd 42 11/06/20 8:53 AM

ROUTINE 4 Independent Writing
1. Provide appropriate writing prompts. Make sure that writing prompts are motivating and appropriate. Prompts
should encourage a variety of responses, allow for a range of writing abilities, be appropriate for the writers’
experiences, and include topics that interest students
2. Use RAFTs. Have students use the RAFT structure to make sure writing assignments have a clear purpose and
authenticity. Students should understand their Role, Audience, Form, and Topic before they begin to write. Here
is a sample RAFT:
Role: A student who wants to clean up a vacant lot
Audience: Neighbors who could help clean up the lot
Form: An email message
Topic: Please come on Saturday to help clean up the lot.
3. Support peer response. Teach students how to be effective peer reviewers of each others’ writing. Strategies
may include:
• Use the language frames to scaffold conversation.
• Encourage writers to invite responses from peers, but don’t compel them.
• Encourage students to talk with each other as readers, not as critics. If something makes them laugh, or feel
sad, or catches their interest, they should tell the writer so. If something isn’t clear, they should tell that, too.
However, details of word choice, organization, sentence structure, etc. are best dealt with in teacher-student
conferences.
4. Conference. Confer with students about their writing. Conferences should be short and focused. Include the
following steps:
• Inquiry: Ask about, the topic, how the work is coming, and areas of difficulty.
• Decision: Based on student responses, decide on the focus for the conference.
• Instruction: Choose a point for teaching. This may be any of the writing traits, writer’s craft, grammar, usage,
spelling, capitalization, and punctuation. Refer to records of student performance on grammar, revising and
editing, and spelling lessons and assessments.
• Recording: Record anecdotal notes of the conference for follow-up. Include next steps for the writer.
Student Journals: Journaling is a good way to help students move from note taking and assigned writing to writing
independently. Encourage students to make notes about vocabulary, language, and grammar, and to write in
response to their reading or their thoughts about Big Questions to help them remember what they have learned and
see their progress over time.
• Set up journals. Journals can take many forms. You may wish to have students keep a journal with separate
sections for vocabulary, language, grammar, and writing. Or students can just add cumulatively to their
journals as they learn. In either case, encourage students to decorate their journals and maintain them with
care.
• Coach. Observe students as they write and look for opportunities to coach them with spelling, word skills,
strategies, and their thinking about topics and Big Questions.
• Review journals. Have students review their journals with you at conference time. Reviewing their work over
time helps students recall what they’ve learned and see how they have progressed. It can also help you
focus on areas where a student may need reteaching or additional support.
Writing Routines FM43
2B_FM.indd 43 11/06/20 8:53 AM

COOPERATIVE LEARNING ROUTINES
These cooperative learning routines provide consistent opportunities for students to work together and learn from
one another .
STRUCTURE & GRAPHIC DESCRIPTION BENEFITS & PURPOSE

CORNERS • Corners of the classroom are designated • By “voting” with their feet, students literally
for focused discussion of four aspects of a take a position about a topic.
topic. • Focused discussion develops deeper
• Students individually think and write about thought about a topic.
the topic for a short time. • Students experience many valid points of
• Students group into the corner of their view about a topic.
choice and discuss the topic.
• At least one student from each corner
shares about the corner discussion.
FISHBOWL • Part of a group sits in a close circle, facing • Focused listening enhances knowledge
inward; the other part of the group sits in a acquisition and listening skills.
larger circle around them. • Peer evaluation supports development of
• Students on the inside discuss a topic specific discussion skills.
while those outside listen for new • Identification of criteria for evaluation
information and/or evaluate the discussion promotes self-monitoring.
according to preestablished criteria.
• Groups reverse positions.
INSIDE-OUTSIDE CIRCLE • Students stand in concentric circles facing • Talking one-on-one with a variety of
each other. partners gives risk-free practice in
• Students in the outside circle ask speaking skills.
questions; those inside answer. • Interactions can be structured to focus on
• On a signal, students rotate to create new specific speaking skills.
partnerships. • Students practice both speaking and active
• On another signal, students trade inside/ listening.
outside roles.
JIGSAW • Group students evenly into “expert” • Becoming an expert provides in-depth
groups. understanding in one aspect of study.
• Expert groups study one topic or aspect of • Learning from peers provides breadth of
a topic in depth. understanding of over-arching concepts.
• Regroup students so that each new group
has at least one member from each expert
group.
• Experts report on their study. Other
students learn from the experts.
FM44 Cooperative Learning Routines
2B_FM.indd 44 11/06/20 8:53 AM

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

• Student A interviews student B about a by providing scripts for expression.
topic. • Responding provides opportunities for
• Partners reverse roles. structured self-expression.
• Student A shares with the class information
form student B; then B shares information
from student A.
MIX AND MATCH • Prepare cards that can be matched as • The mixing process encourages students
pairs, such as a word and its definition. to have multiple conversations with an
• Hand one card to each student. academic focus.
• Students mingle and talk about their cards. • Discussions provide each student with
language and concept understanding.
• Teacher calls “Match,” and each student
finds the partner whose card matches with • Cards can be traded, so students don’t
his or her own. Students exchange cards know who their partner is until the end.
and mingle again.
Cooperative Learning Routines FM45
2B_FM.indd 45 11/06/20 8:53 AM

STAGES OF LANGUAGE ACQUISITION
Reach Higher incorporates Academic Language Frames, Multi-Level Strategies, Multi-Level Practice Sets, and
more supports to help English language learners move through the stages of language acquisition. As you select
strategies and monitor behaviors and progress, keep in mind that stages vary. For example, some students may be
beginning speakers and advanced writers while others may be advanced speakers and beginning writers. Use the
assessment instruments to measure and monitor language acquisition and adjust scaffolds, grouping, and challenges
to support each student.
STAGES AND BEHAVIORS TEACHING STRATEGIES

BEGINNING
Beginners: Beginners benefit when teachers:
• have little or no survival vocabulary or language structures • implement an intensive, individualized or small-group emergent
• need to gain familiarity with the sounds, rhythm, and patterns of literacy program, starting with the English alphabet
English • use gestures and other visuals to clarify concepts
• respond non-verbally by pointing, gesturing, nodding, or drawing • provide ample age-appropriate oral-to-print and emergent literacy
• have little or no ability to understand spoken English used in experiences
academic and social settings • use visuals to teach key vocabulary necessary for academic
• have little or no ability to speak English in academic and social discussion
settings • use simple sentence structures and language patterns during
• have little or no ability to use English to build foundational reading instruction
skills • provide abundant opportunities for active listening, utilizing props,
• lack the English vocabulary and English language structures visuals, and real objects
necessary to address grade-appropriate writing tasks • provide opportunities to read literature in short “chunks”
• understand new concepts best when previewed in their home • support reading with direct phonics instruction
language • avoid forcing students to speak before they are ready
• begin to respond with yes/no or one- or two-word responses • model memorable language with songs and chants
• read simple language that has already been experienced orally • pair or group students with more proficient learners
• write labels, patterned sentences, one- or two-word responses • activate prior knowledge, build background, and use visuals before
• repeat and recite memorable language; use routine expressions reading activities
independently • ask yes/no, either/or, and Who? What? Where? questions
• respond with phrases, fragments, and simple subject/verb-based • have students label/manipulate pictures and real objects
structures • provide short frames for students to complete with one- or two-
• read familiar, patterned text; read language experience texts word responses or word banks
• begin to apply reading strategies to aid comprehension of text
• write patterned text, short captions; complete simple cloze
sentences
INTERMEDIATE
Intermediate students: Intermediate students benefit when teachers:
• understand simple, high-frequency spoken English used in routine • provide direct instruction in key vocabulary necessary for
academic and social settings academic discussion
• have the ability to speak in a simple manner, using English • expose students to a variety of understandable texts
commonly heard in routine academic and social settings
• have students describe personal experiences, objects, etc.
• have a limited ability to use the English language to build
foundational reading skills • use graphic organizers or storyboards for retelling or role-plays
• have English vocabulary and grasp of English language structures • structure group discussion to support application of language
adequate to address grade-appropriate writing tasks in a limited way patterns
• understand simple messages with contextual support (gestures etc.) • structure research projects and guide use of reference resources
• understand “chunks” or gist of language, and the gist of group
• ask open-ended questions; model, expand, restate, and enrich
reading by relying on picture clues, titles, and summaries
student language
• respond to literature with structured support
• respond using newly-acquired receptive vocabulary for messages • provide frames for students to complete with short phrases
in English • provide content-area texts, trade books, newspapers, magazines,
• understand more details in spoken English etc., to promote conceptual development
• read resources independently following oral previews or • respond genuinely to student writing and hold conferences that
experiences with print highlight student strengths and progress
• apply reading strategies regularly to aid comprehension of text
• provide frames that support and extend language patterns and
• write from models for a variety of purposes
structures
• respond with connected discourse, using more extensive
FM46 Stages of Language Acquisition
2B_FM.indd 46 11/06/20 8:53 AM

STAGES AND BEHAVIORS TEACHING STRATEGIES
ADVANCED
Advanced students: Advanced students benefit when teachers:
• understand, with second language acquisition support, grade- • provide opportunities to create oral and written narratives
appropriate spoken English used in academic and social settings • focus on communication in meaningful contexts where students
• have the ability to speak, with second language acquisition express themselves in speech and print for a wide range of
support, using grade-appropriate English in academic and social purposes and audiences
settings • structure group discussion
• have the ability to use English, with second language acquisition • guide use of reference resources for research
support, to build foundational reading skills • facilitate more advanced literature studies
• have English vocabulary and grasp of English language structures
adequate to address grade-appropriate writing tasks with second
language acquisition support
• respond with longer phrases/sentences and increasing
grammatical accuracy
• respond to literature by explaining, describing, comparing, and
retelling
• participate more fully in discussions, including those with academic
content
• understand and respond with increasing levels of accuracy and
correctness
• respond with connected discourse, extensive vocabulary, and
decreasing grammatical errors
• read and comprehend a wider range of narrative genre and
content texts
• apply reading strategies consistently and skillfully
• read, write, and discuss content-area concepts in greater depth
• write connected narrative and expository texts
ADVANCED HIGH
Advanced High students: Advanced High students benefit when teachers:
• understand, with minimal second language acquisition support, • facilitate advanced literature studies
grade-appropriate spoken English used in academic and social • provide opportunities for more sophisticated writing
settings • continue on-going language development through integrated
• have the ability to speak, with minimal second language acquisition language arts and content-area activities
support, using grade-appropriate English in academic and social • provide opportunities for application of more complex language
settings structures and patterns
• have the ability to use English, with minimal second language
acquisition support, to build foundational reading skills
• have English vocabulary and command of English language
structures necessary to address grade-appropriate writing tasks
with minimal second language acquisition support
• respond with more complex language structures and patterns
• understand non-literal, idiomatic, everyday, and academic
language
• read a wide range of grade-level narrative and expository texts in a
variety of subjects, including self-selected resources
• apply reading strategies with automaticity
• write using standard forms with increased depth and breadth of
topics and purposes and more creative and analytical writing
• respond using varied grammatical structures and vocabulary
• use a repertoire of language-learning strategies to self-monitor,
correct, and further develop English language skills
Stages of Language Acquisition FM47
2B_FM.indd 47 11/06/20 8:53 AM

FM48
2B_FM.indd 48 11/06/20 8:53 AM

Contents at a Glance
Unit Title
5 Everything Changes. . . . . . . . . . . . . . . . . . . 2
6 Better Together. . . . . . . . . . . . . . . . . . . . . . . 74
7 Best Buddies . . . . . . . . . . . . . . . . . . . . . . . . 150
8 Our World . . . . . . . . . . . . . . . . . . . . . . . . . . . . 222
5 6
7 8
Contents at a Glance 1
2B_FM.indd 49 11/06/20 8:53 AM

Table of Contents
Everything Unit 5
Changes
BIG QUESTION
Why is nature always changing?
Unit Opener . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Part 1
Phonics Focus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Vowel Sounds and Spellings: air, are, ear
When the Wind Stops . . . . . . . . . . . . . . . . . Realistic Fiction 12

by Charlotte Zolotow; illustrated by Stefano Vitale
Day and Night . . . . . . . . . . . . . . . . . . . . . . . . Science Article 31

by Glen Phelan
Extra phonics support with R EAD ON YOUR OWN
Dare to
Invent
iv
2 Table of Contents
2B_FM.indd 50 11/06/20 8:53 AM

SCIENCE
Changes and Patterns in Nature
Seasons and Weather
Part 2
Phonics Focus. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Silent consonants: gn, kn
What Makes the Seasons? . . . . . . . . . . . . . . . . . . Poem 46

written and illustrated by Megan Montague Cash
A Winter Wonder . . . . . . . . . . . . . . . . . . . . . . Science Article 63

by Tyrone Hayes, PhD
NATIONAL GEOGRAPHIC EXCLUSIVE
Writing Project: Comparison . . . . . . . . . . . . . . . . . . . . . . . . . 68
Unit Wrap-Up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
Eye on
the Sky
Table of Contents 3
2B_FM.indd 51 11/06/20 8:53 AM

Table of Contents
Better Unit 6
Together
BIG QUESTION
Why is it good to work together?
Unit Opener . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
Part 1
Phonics Focus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
Silent consonants: mb, wr
Domino Soup . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Play 84

by Carmen Agra Deedy; illustrated by Dani Jones
Stone Soup . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Song Lyrics 103

by John Forster and Tom Chapin; illustrated by Sonja Lamut
Extra phonics support with READ ON YOUR OWN
Weather Look Out

Changes For Animals
in a Flash
vi
4 Table of Contents
2B_FM.indd 52 11/06/20 8:53 AM

SOCIAL STUDIES
Cooperation
Working for the Common Good
Part 2
Phonics Focus. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118
Vowel Sounds and Spellings: oo, ui
Saving an Island . . . . . . . . . . . . . . . . . Human Interest Feature 120

by Anna Goy
Mi Barrio . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Photo-Essay 137

by George Ancona
Writing Project: Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144
Unit Wrap-Up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148
Weather Little Deeds,

Wise Big Difference
vii
Table of Contents 5
2B_FM.indd 53 11/06/20 8:54 AM

Table of Contents
Best Unit 7
Buddies
BIG QUESTION
How do living things depend on each other?
Unit Opener . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150
Part 1
Phonics Focus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158
Vowel Sounds and Spellings: ue, ew
Go to Sleep, Gecko! . . . . . . . . . . . . . . . . . . . . . . . Folk Tale 160

retold by Margaret Read MacDonald; illustrated by Geraldo Valério
Enric Sala: Marine Ecologist . . . . . . . . . . . . . . . . . Profile 179

by Kristin Cozort
Extra phonics support with R EAD O N YOUR OWN
Old Bones and

New Buds
viii
6 Table of Contents
2B_FM.indd 54 11/06/20 8:54 AM

SOCIAL STUDIES
Animals and their Basic Needs
Partnerships in Nature
Part 2
Phonics Focus. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 192
Schwa Sound
Odd Couples . . . . . . . . . . . . . . . . . . . . . . . . . Science Article 194

by Amy Sarver
Working Together . . . . . . . . . . . . . . . . . . . . . Science Article 211

by Lori Wilkinson
Writing Project: Science Report . . . . . . . . . . . . . . . . . . . . . . 216
Unit Wrap-Up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 220
Bird Watchers
ix
Table of Contents 7
2B_FM.indd 55 11/06/20 8:54 AM

8 Table of Contents
2B_FM.indd 56 11/06/20 8:54 AM

SOCIAL STUDIES
Customs, Symbols, Celebrations, Landmarks
National Identity
Part 2
Phonics Focus. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 262
Suffixes: -ful, -less
An Eagle’s Eye . . . . . . . . . . . . . . . . . . . . . . Literary Nonfiction 264

by Anna Goy
This Land Is Your Land. . . . . . . . . . . . . . . . . . . . Song Lyrics 283

words and music by Woody Guthrie; photos by Sam Abell
Writing Project: Personal Narrative . . . . . . . . . . . . . . . . . . . 292
Unit Wrap-Up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 296
Find Your Way
xi
Table of Contents 9
2B_FM.indd 57 11/06/20 8:54 AM

Genres at a Glance
Fiction Nonfiction
Folk Tale Human Interest Feature
Go to Sleep, Gecko! . . . . . . . . . 160
retold by Margaret Read MacDonald Saving an Island . . . . . . . . . . . . 120
Anna Goy
Realistic Fiction
When the Wind Stops . . . . . . . . . 12
Literary Nonfiction
Charlotte Zolotow An Eagle’s Eye . . . . . . . . . . . . . 264
Anna Goy
Something to Write About . . . . . 232
Susan Henderson Photo-Essay
Mi Barrio . . . . . . . . . . . . . . . . . 137
Poetry George Ancona
Poem Profile
What Makes the Seasons? . . . . . 46
Enric Sala: Marine Ecologist . . . 179
Megan Montague Cash
Kristin Cozort
Our World Is Many Shades . . . . 249
Anna Goy
Science Article
Day and Night . . . . . . . . . . . . . . . 31
Song Lyrics Glen Phelan
Stone Soup . . . . . . . . . . . . . . . . 103
A Winter Wonder . . . . . . . . . . . . 63
John Forster and Tom Chapin
Tyrone Hayes, PhD
This Land Is Your Land . . . . . . . 283
Odd Couples . . . . . . . . . . . . . . . 194
Woody Guthrie
Amy Sarver
photographs by Sam Abell
Working Together . . . . . . . . . . . 211
Drama Lori Wilkinson
Play
Domino Soup . . . . . . . . . . . . . . . 84
Carmen Agra Deedy
xii
10 Genres at a Glance
2B_FM.indd 58 11/06/20 8:54 AM

11
2B_FM.indd 59 11/06/20 8:54 AM

Unit 5
PART 1 LESSON 1
Unit Launch
OBJECTIVES Resources
Listening and Speaking ◆ eVisual: 5.1
◆
• Participate in a Discussion
◆ Practice Book: 5.1
◆
Learning Strategies
◆ Family Newsletter 5
• Preview and Predict
◆
• Relate to Personal Experience
• Use Graphic Organizers
Unit at a Glance
Language Focus: Engage in
Discussion, Make Comparisons
Unit 5
Reading Strategy: Visualize
Phonics Focus: Vowel Sounds
and Spellings: air, are, ear ; Silent
consonants: gn, kn
Topic: Changes in Nature
Everything
Changes
Share What You Know

? 1 Draw a picture of your favorite
time of year. Work with a partner.
Big
Why is nature 2 Share your picture with the
always class.
Question changing? 3 Place all of the pictures

in order of the seasons.
Work with the whole class.
ONTARIO, CANADA
Brother and sister looking at a maple
leaf in autumn through magnifying glasses
Preview and Predict

1. Direct students’ attention to the image on Student’s Book pages 2–3. Then read the image caption and have students talk
about it. Elicit responses from students, using fun facts about the image:
• Some trees lose their leaves each winter and grow new leaves each spring. In autumn, these leaves will change colors.
They go from their summer green to autumnal yellow, red, and orange. Maple trees are especially colorful during this
time.
• Sunlight is needed for the leaves to produce the green color that we see. In autumn, with less sunlight and cooler
weather, the green color breaks down and the underlying yellow to orange colors become visible.
• During the colder months, a tree’s roots continue to grow, search, and store the nutrients needed to help the tree survive
winter and prepare for spring again.
2. Read the unit title aloud and encourage students to flip through the unit. Ask: What do you think you will learn? What
makes you think that?
12 Unit 5 Everything Changes

NGL Reach Higher TG2B Unit 5_Part 1.indd 12 6/11/20 4:36 PM
Introduce the Big Question
1. Explain: Nature is all the parts of the world not made by humans. When you think of nature, what do you think of? (the
outdoors, plants and animals)
2. Ask: How do things in nature change? (weather changes, plants and animals grow) (Answers will vary.)
3. Read aloud the Big Question. Have students share possible answers. Encourage them to provide details. List the answers.
Build Background Knowledge

Help students build background knowledge using more questions for discussion:
• What is an example of a natural cycle that happens every 24 hours?
• What is an example of another cycle in nature?
• How do the leaves of some trees change when the seasons change?
Share What You Know

1. Review the three steps of the instructions in Share What You Know on Student’s Book page 3. Explain: To complete the
activity, you will need to think about:
• your favorite time of the year
• why you like it or what you do at that time of the year
2. Encourage students to include details in their drawings that show the weather, appearance of plant and animal life, and
what they like to do during the time of year they chose.
3. Then name the seasons, beginning with winter, and have all students with pictures of winter line up in front of the class.
Ask: What do you like about winter? Repeat this process for spring, summer, and autumn.
4. Display students’ drawings on a bulletin board labeled “Nature Is Always Changing.”
Begin the Unit Concept Map

1. Introduce the concept map: As you go through this unit, it will be helpful to organize
your thinking in a concept map.
2. Display the unit concept map (eVisual 5.1) for the Big Question. Explain: The Big
Question is restated in the center flower. We’ll add our answers to the centers of the
other flowers, and give examples on the papers hanging from those flowers.
3. Have students add the ideas they already listed, and any other ideas they may
have, to Practice Book 5.1. Explain that they will add more to the concept maps as
they read the unit and learn more about how and why nature changes.
Make Connections
Send home Family Newsletter 5. Have students interview friends and family members to
learn about things in nature that change. eVisual 5.1
PART 1 LESSON 1 13

PART 1 LESSON 2 1 Words
PART
Language Focus to Know
both
Language Focus Engage in Discussion

do
why
Science Vocabulary Listen and read along.
OBJECTIVES Dialogue
Day and Night
Vocabulary
• Acquire and Use Grade-Level Vocabulary I think day is better than night.
Language Why do you think so?
• Language Function: Engage in Discussion
• Listen to and Imitate Fluent Models Because it is bright.
• Use a Variety of Sentence Types I think night is better

• Participate in a Discussion than day.
Learning to Read
Why do you think so?
• Recognize and Read Words to Know
It’s hard to say!
Learning Strategies
I like planet Mars—
• Recap Prior Knowledge
I love all the stars!
• Use Context to Build Concepts and Language
And I love the Milky Way!
Science
I guess I like both night
• Patterns of Objects in the Sky
and day.
4 Unit 5
CONTENT
Language Focus
Teach / Model
1. Review Words to Know on Student’s Book page 4 using High-Frequency Word Routine: both, do, and why.
2. Read aloud the title on Student’s Book page 4 and play the poem. Have students read along as you play it a second time.
Explain: In a discussion, two or more people talk. They share their ideas, and ask and answer questions about a topic.
They also take turns speaking. That way, each person’s ideas can be heard.
3. Display examples from the poem that use the Words to Know:
• I think day is better than night.
• Why do you think so?
• Because it is bright.
• I guess I like both night and day.
Practice / Apply
1. Display Language Builder Picture Cards G2.60–66. Have partners use the Words to Know to discuss their favorite time of
day.
2. Display and use Academic Talk 1 to provide additional language support for students at all levels.
Check Understanding
Have partners share their pictures from Share What You Know. Have them use the Words to Know to discuss their drawings.
Monitor
Use Oral Language Rubrics in Assessment Resources to monitor students’ progress in oral language performance.

Science Vocabulary
Key Words
The sun moves
The moon
and stars
high in the
sky. Shadows Resources
come out at get short.
night. ◆ High-Frequency Word Routine
◆
◆ Language Builder Picture Cards
◆
Day begins . G2.60–66
◆ Academic Talk 1
◆
What changes ◆ Vocabulary Routine 1
◆
happen on Earth
every day ? ◆ Key Word Images
◆
◆ Picture Dictionary
◆
◆ Oral Language Rubrics
◆
Day ends . The sun
Night begins. moves lower
in the sky.
Shadows get
The sun sets. long.
Talk Together
What do you see during the day? How is it different

from what you can see at night?
5
ELAR TEKS CONTENT

G2.5.B.1 use context to determine the relevant meaning of S.G2.8.D.ii describe patterns of objects in the sky
unfamiliar words S.G2.8.D.v describe the appearance of the Moon
discussion
Science Vocabulary
Teach / Model
1. Read aloud the introduction and guide students through the diagram on Student’s Book page 5.
2. Use Vocabulary Routine 1 and Key Word Images to teach the words. Then access definitions in Picture Dictionary.
2.1. Pronounce the word and point to its picture: begin.
2.2. Rate the word. Have students hold up their fingers to show how well they know the word. (1 = very well, 2 = a little,
3 = not at all) Ask: What do you know about this word?
2.3. Define the word: To begin is to start.
2.4. Elaborate. Relate the word to your experience: I begin my morning by eating a healthy breakfast.
Practice / Apply
Have partners take turns repeating the routine above for each Key Word. Remind students to use complete sentences for
Steps 2.2, 2.3, and 2.4.
Talk Together
Review the Words to Know. Then read the questions and provide an example: I see the sun during the day, but I do not see
the sun at night. I see clouds during both day and night. Add the ideas to the unit concept map.
Extension
Use Writing Routine 1. Write the word stars and prompt: When do you see stars? What do they make you think about? Think
about this word and write about it.
PART 1 LESSON 2 15

PART 1 LESSON 3 1
PART
Thinking Map
Thinking Map Theme

Academic Vocabulary The theme of a story is its main message. Look for clues about
the theme of the story below.
OBJECTIVES A Night Under the Stars
Vocabulary
• Acquire and Use Classroom Vocabulary
• Acquire and Use Academic Vocabulary
• Use Grade-Level Vocabulary Theme Chart
Comprehension and Literary Analysis Title Characters Write

about the
“A Night Under the Stars” Thomas and his dad
• Demonstrate Listening Comprehension makes me think about have fun spending time characters
here.
• Analyze Theme camping. together.
Write the ideas you get What is the message of
Listening and Speaking from the title here. Theme the story? Write it here.
• Listen and Discuss Setting
Sleeping under the
stars is fun. Plot
• Analyze Theme Thomas and his dad are Thomas and his dad set
Write
in their backyard at night. up their tent and tell
Learning Strategies scary stories. Then they the story
Write the ideas you get events
• Use Graphic Organizers: Theme Chart from the setting here.
fall asleep and wake up
at dawn. here.
• Reason Deductively
Science Talk Together
• Patterns of Objects in the Sky Tell your partner about your favorite story. Write the details in a
theme chart. Work together to find the theme of the story.
6 Unit 5
Thinking Map
ELAR TEKS
Not a hit, but builds background for G2.6.A.1 identify moral
Teach
lessons as themes in well-known fables, legends, myths, or
stories
1. Connect to students’ experiences: What are your favorite stories? What do they make you think about?
2. Teach the vocabulary word theme using Vocabulary Routine 4. Read aloud the introduction on Student’s Book page 6.
Explain: The writer doesn’t always say what the theme is. You have to look for clues to figure out the story’s main message.
Model
1. Explain: I will read a short story. Listen for clues
from the title, characters, setting, and plot to help
you decide what is the most important message
in the story. Read “A Night Under the Stars”
(eVisual 5.2) aloud.
eVisual 5.2
2. Explain: I can use a theme chart to write clues
from the story. I will write the title in the first box. Then I add my ideas about the title. Repeat the process for the remaining
three boxes, pausing to review plot, characters, or setting, as needed.
3. Say: I use these clues to think about the main message of the story. I think the theme is that sleeping outside is fun. Record
the theme in the middle circle.
Practice / Apply
1. Read aloud the instructions in Talk Together on Student’s Book page 6. Ask students to use Practice Book 5.2 as they
complete their theme charts.
2. Use Multi-Level Strategies to help students at all proficiency levels analyze the theme of their favorite story.
BEGINNING INTERMEDIATE ADVANCED ADVANCED HIGH

Ask questions to help students complete Have students answer open-ended Encourage students to cite evidence
the theme chart. questions, such as: What does this from the story to support their
• What is the title? story make you think about? What conclusions about
• Who are the characters?
does the author want you to know? theme.
• Where does the story happen?
• What does the story make you think
about?

Academic Vocabulary
More Key Words

appear motion observe
verb noun verb Resources
◆ eVisual: 5.2
◆
◆
◆ Vocabulary Routine 1, 4
◆
The whale appears
above the water.
The man is in motion. He observes the insect.
◆ Key Word Images
◆
pattern repeat
Talk Together
◆
noun verb
Make an Expanded
◆ Key Words Test
◆
Meaning Map for each
Key Word. Compare your
maps with a partner’s.
What the Word Means

action, movement
Word
motion
Orange, gray, and She has to repeat what
What It Is Like
blue tiles make a she said because her Example
to be moving
The swimmer from one place
pattern on this floor. teacher did not hear her. is in motion. to another
ELAR TEKS
G2.5.D.2 use a dictionary or glossary to find words
Check Understanding
Ask: How do clues from the setting help you understand the theme in “A Night Under the Stars”? (The setting tells us that the
characters sleep outside.)
Academic Vocabulary
Teach / Model
1. Invite students to discuss each picture on the Student’s Book page 7.
2.1. Pronounce the word and point to its picture: motion.
2.2. Rate the word. Have students hold up fingers to show how well they know each word. (1 = very well, 2 = a little, 3 =
not at all) Ask: What do you know about this word?
2.3. Define the word: Motion is movement. Pantomime different ways to move.
2.4. Elaborate. Relate the word to your actions. Move your arms and say: My arms are in motion.
Practice / Apply
1. Read the instructions in Talk Together on Student’s Book page 7. Have students work in pairs, then ask partners to take
turns sharing their Expanded Meaning Maps.
2. Have volunteers share their maps with the class.
Check Understanding
1. Point to the picture of a Key Word in the book and read the sentence below it.
2. Have students give one more example of the word using the same sentence pattern.
Monitor
Use Key Words Test in Assessment Resources to monitor students’ learning progress in Content Vocabulary and Academic
Vocabulary.
PART 1 LESSON 3 17

PART 1 LESSON 3
Extension Resources
Expand Word Knowledge ◆ Vocabulary Routine 2, 3
◆
◆ Cooperative Learning Strategies

Teach / Model
◆
◆ Language Builder Picture Card

1. Explain that partners will become Key Word experts. They will study one
◆
G2.54-57
Key Word and create a fold-up tab about that word.
2. Use Vocabulary Routine 2 and model making a fold-up tab about the
word pattern.
• Write the word.
• Add a picture.
• Add a definition.
• Add a context sentence.
Practice / Apply
1. Assign a Key Word to partners.
2. Have each pair create a fold-up tab for their assigned Key Word.
3. Display the fold-up tabs in the classroom.
Check Understanding
Say a Key Word and have the partner experts for the
word read the sentence or share the picture from their fold-up tabs.
Share Word Knowledge

Teach / Model
1. Referring students to the fold-up tab they made for Extension Activity 1,
Expand Word Knowledge, tell them that they will share what they know
about Key Words.
2. Group each student with a partner who studied a different word. Have
partners follow the steps in Vocabulary Routine 3 to share their word Fold-up Tab
knowledge. They will:
2.1. Take turns reading the fold-up tabs for each Key Word.
2.2. Talk about how the pictures and sentences in the fold-up tabs show the meanings of the Key Words.
2.3. Create sentences using both Key Words and write them in their journals.
2.4. Draw a line under each Key Word.
Practice / Apply
1. Combine all the groups to form a Fishbowl with one partner on the inside and the other partner on the outside, using
Cooperative Learning Strategies.
2. Students in the inside circle share the two words they studied. Student in the outside circle listen carefully and copy the
information they learn into their vocabulary journals. Reverse roles and repeat until each student has a journal entry for
each Key Word.
3. Have students take turns reading the fold-up tabs again. All students should echo the pronunciation of each word. Correct
any mispronunciations.
Check Understanding
Display Language Builder Picture Cards G2.54–57 and ask students to use Key Words to tell about them.

Apply Word Knowledge
Teach / Model
Display all the Key Words and review them for a game of Yes or No. Explain how to play:
• I will ask a question about a Key Word. For example: Is it dark at night?
• If the answer is “yes,” raise both hands. (Demonstrate.) If the answer is “no,” raise one hand. (Demonstrate.) The answer is
“yes,” so I raise both hands.
• Here’s another question: Does begin mean to stop doing something? The answer is “no,” so I raise one hand.
Practice / Apply
1. Review the Key Words. Then have students play the game. Say: Listen carefully to each question. Think about what you
know before you answer. Ask:
• When I run, am I in motion? (yes)
• Can you touch the moon? (no)
• Are there people on Earth? (yes)
• Is a pattern something that repeats? (yes)
• Do the stars appear during the day? (no)
2. Call on volunteers to ask yes-or-no questions. Monitor students as they follow your instructions. Restate the instructions as
necessary.
Check Understanding
Reread the questions with “no” answers and have students restate them so they can be answered with “yes.” For example:
Does begin mean to start doing something? Can you see the moon? Do the stars appear during the night?
PART 1 LESSON 3 19

PART 1 LESSON 4
Reading Strategy
OBJECTIVES
Resources
Vocabulary Reading Strategy
• Acquire and Use Classroom • Visualize ◆ Vocabulary Routine 4
◆
Vocabulary Learning Strategies

• Use Academic Vocabulary • Use Personal Experience
• Use Grade-Level Vocabulary • Use Visuals
Learning to Read
1
PART

I read .
I think it
Learn to Visualize Talk Together

like
I draw
.
.
As you read, try to visualize, or form pictures in your mind. Look
Read Carmen’s story. Read the sample visualization.
for words that tell how things look, taste, smell, feel, and sound.
Then use Language Frames to tell a partner how
After school, I play you visualized things in the story.
I wake up. The warm It’s breakfast. I hear in the park. The wind
sun shines through the eggs cooking. Story
whistles as I play on
my window. I smell the frybread. the swing.
Playtime in the Park
My friend Thomas likes to play in the park every Sample Visualization
“I read about Thomas
day after school. He loves to play on the swings. playing on a swing in
The motion of his legs and body make him go the park.
really high. I think it feels like the
Thomas always notices things. He observes wind is rushing past him
as he swings through
how the park changes from spring to summer. As the air.
time goes on, he notices a pattern . I draw a boy smiling as
In spring, tulips appear in the green grass. he swings on the swing.”
Try to visualize what Thomas does. Thomas calls me and asks, “Why are you inside?
Don’t you want to come out and play?” I run outside.
We play tag and hide-and-seek.
In summer, the grass is still green, but the tulips
How to Visualize are gone. We try to repeat the games we play in
spring, but we get too hot. Then we lie in the shadow
1. As you read, look for words I read . of a large oak tree.
that describe how things look, “Is there anything else we
taste, smell, feel, and sound. can do?” he asks.
“I know,” I say. “Let’s run
I think it through the sprinklers!” Then we
2. Use the words to create
like . play until it is almost night .
pictures in your mind.
3. Draw the picture. Show how I draw .

you see things in your mind.
= A good place to visualize
8 Unit 5 9
ELAR TEKS
Reading Strategy
Teach
1. Teach the vocabulary word visualize using Vocabulary Routine 4. Then read aloud the introduction. Explain: Visualizing
helps you picture what the author is describing.
2. Point out the picture and read the speech balloons aloud. Tell students to pay attention to descriptive words that the writer
uses.

Model
Read aloud the How-to chart on Student’s Book page 8. To model visualizing, say:
• I read about bacon sizzling.
• I think it sounds like hissing. I think it smells salty and delicious.
• I draw a picture of hot bacon strips on a griddle.
Practice / Apply
1. Read aloud the instructions in Talk Together and point out the Language Frames on Student’s Book page 9. Then read
aloud “Playtime in the Park” and echo read the sample visualization. Listen and note mispronunciations.
2. Use Multi-Level Strategies to help students at each proficiency level visualize the story. Encourage students to tell how
visualization helps them monitor and enhance their comprehension of the story.

To help students visualize Point out descriptive words in the Encourage students to cite evidence from the text that
“Playtime in the Park,” story, such as green grass. Ask supports their visualization.
have them draw what they open-ended questions: What does
visualize. They can point green grass look like? What does
to their drawing to indicate it smell like?
what it looks, tastes, smells,
feels, and sounds like.
Check Understanding
Reread this sentence: I run outside. Ask: What do you visualize as Carmen runs outside? What do you see, hear, smell, feel,
and taste?
Extension
Writing: Description
1. Point out that Carmen includes details in “Playtime in the Park” to describe what she sees, tastes, smells, feels, and hears.
2. Reread the last sentence. Then write a RAFT for students to follow as they write their own descriptions:
• Role: Carmen
• Audience: her class
• Form: description
• Topic: what Carmen sees, tastes, smells, feels, and hears when it is almost night
3. Adjust the prompt to include students at all proficiency levels.
Have students draw a Have students write a sentence Have students write a Have students write
picture and label details. and choose the appropriate end paragraph and check for multiple paragraphs and
punctuation. end punctuation. check for end punctuation.
PART 1 LESSON 4 21

PART 1 LESSON 6
5 1
PART
Phonics Focus
Phonics Focus Vowel Sounds and Spellings:

(Vowel Sounds and Spellings: air, are, ear
air, are, ear)
OBJECTIVES
Phonological Awareness & Phonics
chair hare bear
• Listen for Vowel Sounds
Learning to Read Listen and Learn
• Read Words with air, are, ear Listen to each group of words. Choose the two words
• Read Decodable Text in each group with the vowel sound you hear in the
word air.
1. fair fur flare
2. scare bear bar
3. hair her bare
4. were wear rare
5. flair fly flare
6. star stare stair
10 Unit 5
Phonics Focus
Teach
1. Write or display the following r-controlled vowel spellings: air, are, ear. Say: Remember that you learned the same sound
can have different spellings. Today, we will talk about three different ways to spell the same vowel sound. Point to each
spelling as you say /âr/ and tell students that this vowel sound and its spellings are also examples of r-controlled vowels.
2. Listen to sounds. Use Phonological Awareness Routine 1. Tell students to listen carefully as you say: hair, her, hot. Tell them
to raise their hands when they hear the sound /âr/. Confirm or correct as necessary. Then continue with the following
words: steer, store, stair; shear, share, shore; care, core, cure; dear, dare, door; for, fair, fear; roar, rear, rare.
3. Blend words. Distribute counters to students. Tell students that for every letter sound they hear, they will put one counter on
their desks in front of them. Model for students by blending the word chair sound by sound, /ch/-/âr/, placing a counter
for each sound. Have students blend the word with you, placing their counters. Then have students blend the word as they
point to each counter. Say: Say each sound as I point to the counter.
4. Tell students to turn to Student’s Book page 10. Use the same procedure to introduce the remaining vowel spellings and
sample words at the top of the page.
5. Repeat this process with the other sample words until students are comfortable blending words with the spellings air, are,
and ear. Use the following words: fair, care, wear, glare, pair, dare, pear, flair, scare, bear.
6. If time permits, challenge students to blend words with the r-controlled vowel spelling ar as well as the air, are, and ear
spellings. Model the first word for them. Write the word star on the board. Pronounce each sound as you point to the
spelling, /s/-/t/-/âr/. Have students blend the word as you point to each spelling. Then continue with the following
words: shark, flare, bear, square, park, far, air, bare, tear, car, pair, blare, wear, stair, stare, dark, mark.
Model
1. Have students listen to the instructions for Listen and Learn. Answer any questions students may have.
2. Use item 1 to model the activity for students. Say: There are groups of three words. I need to listen to each word and
choose two with the vowel sound I hear in the word air. For item 1, my answer choices are fair, fur, and flare. I hear the
sound /âr/ in the words fair and flare. I will choose the words fair and flare.

Talk Together
Listen and read. Find the words with the vowel

patterns air, are, or ear. Resources
Over to You
◆ Phonological Awareness Routine 1
The Pattern of Night and Day
◆
The day ends. The sun is low in the sky. Shadows Work with a ◆ Read on Your Own Book 88
◆
get long. The air feels cool. Twinkling stars appear in partner.
the dark sky. The moon rises slowly over the hills. It Find words with ◆ Practice Book: 5.7
◆
lights up the ground. the vowel patterns
air, are, and ear.
A hare hops along. It feeds on both grasses and Sort the words
plants. A fox stares into the darkness. A pair of mice by their vowel Practice / Apply
dare to rush from bush to bush. They have to take patterns. Then use
care. An owl is looking for food. It will swoop down if it one of each in a 1. Have students listen to the next item and read along
sentence of your
sees motion. own. with the answer choices. Tell them to choose an
What do other animals do? Bees are quiet in their
answer. When everyone is ready, call on a student
hives. A bear snores in its den. A mare sleeps in the
barn. A dog curls up at the foot of a bed. to tell the answers he or she chose. Ask: What vowel
Slowly, the moon disappears from the sky. The sun begins sound were you listening for? Continue with the
to rise. Birds wake up to the new day. This pattern of day and
night will repeat over and over.
remaining items.
2. Assign Practice Book 5.7 for more practice. Read
the instructions with students. Name the images for
Read “The Pattern of Night and Day” with a partner.
students. (hair, pair, tear, square, pear, stair) Then
Practice reading words with the vowel patterns air, are, work with students to complete the first item. Have
or ear. 11 students complete the remaining items independently.
Then review the page with students, making
corrections as necessary. Finally, have partners
complete the activity at the bottom of the page.
Read Decodable Text
1. Prepare to Read. Review the target vowel spellings with students. Remind them that they have practiced reading words
with these vowel spellings. Then review the Words to Know both and do and Key Words pattern, night, day, ends,
shadows, stars, appear, moon, motion, begins, and repeat with students. Tell them that they will use these skills and words
to read a new text. Have students turn to Student’s Book page 11. Model reading the title. Have students repeat the title.
2. Preview. Have students look at the page and describe what they see in the picture. Model for students. Say: I see a dark
sky. Encourage students to describe the rest of the picture.
3. Read the Text. Tell students to follow the text as you read it aloud. Then encourage students to ask any questions they might
have about the text or about any unfamiliar words in the text they might not understand.
4. Read or Play the Text Again. This time, have students read aloud as they follow. Then have students summarize the text.
Over to You
Have students work with a partner to take turns reading the text, identifying the words with the target vowel spellings, sorting
the words, and using each word in a sentence of their own. Monitor students as they read. Compliment or correct as needed.
Then ask the following questions:
• What is this passage about? (the repeating pattern of the day and night)
• How can you tell when the day ends? (The sun goes down; the moon comes up. The air gets cooler. The sky gets dark.
The stars come out.)
• What do some animals do in the night? (Some sleep. Some look for food.)
• How can you tell when the day begins? (The moon disappears. The sun comes up. The birds start singing.)
Extension
Read on Your Own
Use Read on Your Own Book 88: Dare to Invent for additional practice on reading decodable text with vowel spellings air,
ear, are.
PART 1 LESSON 5 23

PART 1 LESSON 6
Reading: Preview
OBJECTIVES
Vocabulary Comprehension and Literary Analysis
• Use Grade-Level Vocabulary • Recognize Genre: Realistic Fiction
• Use Academic Vocabulary • Recognize Elements of Fiction: Character
Reading Strategy Learning Strategies
• Plan: Preview • Use Prereading Supports
• Build Background Knowledge
When the
Wind Stops
Read a Story
Genre
Realistic fiction is a made-up story that
seems like it could really happen.
Characters
Characters are the people in a story.
mother boy
by Charlotte Zolotow
illustrated by Stefano Vitale
12 Unit 5 13
Preview
Introduce
1. Tell students to look at the cover on Student’s Book pages 12–13 as you read aloud the title of the story.
2. Have students predict: What do you think this story will be about? What do you see in the picture? Encourage them to use
Key Words to describe what they see.

Genre and Characters
1. Read aloud the definition of realistic fiction on Student’s Book page 12. Say: This story is not about real people and
events, but the people seem like real people, and the events could really happen.
2. Review characters and point to the pictures and labels. Connect to the genre: As we read this story, think about how the
characters seem real, like the people you know.
Preview and Build Background Knowledge

Conduct a picture walk.
Pages Say (and do)

Have you ever watched the sun set? What colors in the picture match what you saw? (Trace the moon.)
14–15
Here it is night. I see the moon and a star.
How does the sun change in these pictures? (The sun looks sleepy in the first picture. Then it grows and looks
16–17
bright.) What do you think is happening? (sunset and sunrise)
Look here! (Point to the trees on page 16.) It looks like the tree branches are moving. (Sway your arms like
branches in the wind.) I see lots of leaves in the air. (Point to 3 different leaves in the page.) One, two,
18–19
three… there are too many to count. What blows them around? (the wind) This girl has dandelions. (Point
to girl on next page.) Have you ever seen a dandelion?
I see two very different places. One place is a wet ocean. The other place is a dry desert. There is
20–21 something that appears in both pictures, though. What is it? (Point near the top of each picture.) Yes,
clouds!
Look at how the tree changes on these pages! (Point to the tree on page 23.) What seasons do you see on
22–25
each side of the tree? (fall and winter) Turn to page 24. It looks like winter is over. Spring is here.
26 What is the boy dreaming of? (changes in nature)
Check Understanding
Ask: Are the characters in a realistic fiction story real? (no)
Cultural Perspectives
1. Explain that the world is full of different natural places. Display photographs of natural places around the world.
For example, share images from the Great Barrier Reef, the Amazon Basin, the Gobi Desert, and the Transantarctic
Mountains of Antarctica.
2. Discuss similarities and differences in these images and compare them to the natural world around you. Have
students tell about a place in nature they know. Point out the similarities and differences in their examples.
PART 1 LESSON 6 25

PART 1 LESSON 6
Reading: Read & Build Comprehension
Vocabulary Reading Strategies
• Use Grade-Level Vocabulary • Plan: Set a Purpose, Predict, ◆ Practice Book: 5.4
◆
• Use Academic Vocabulary Confirm Predictions ◆ Reading Routine 1

◆
Learning to Read • Visualize

• Concepts of Print: Identify Story Comprehension and Literary Analysis
Features, Page Numbers • Analyze Theme
Learning Strategy
• Use Reading Supports
Read the Selection

Concepts of Print: Identify Story Features, Use Page Numbers
1. Read aloud the title “When the Wind Stops” on Student’s Book page 13 and say: This is the title. It is the name of the
story.
2. Next, point out the text on Student’s Book page 14 and say: The words of a story are called text. The story begins where
the text starts. The story ends where all the text ends.
3. Point to the page number. Say: This is page 14. The story text begins on page 14.
Reading Options
Scaffold the support for varied reading levels.
BELOW LEVEL ON LEVEL ABOVE LEVEL
Listen and Read Along Read Together Read Independently

• Have students follow the text on Key • Have groups set a purpose for • Have students set a purpose for
Points Reading (Practice Book 5.4) reading—to get information or enjoy reading. Have them read silently
while you read it aloud. a story. and study the illustrations to clarify
• Check understanding with selected • Use Reading Routine 1. Then select the text.
Build Comprehension questions. passages for partners to read • Have students read the selection
chorally or aloud. Pause to ask the aloud and discuss its meaning as
Build Comprehension questions. you ask the Build Comprehension
questions.
• Have students share and visualize
details that help them understand
the text.

Set a Purpose
A boy wonders why the day must
end . Find out what he learns.
T he bright sun had shone all day , and now the day
was coming to an end. The sun sank lower into the
glowing pink clouds. The little boy was sorry to see the
day end .
Later, his mother came to say good night .

“Why does the day have to end ?” he asked her.
“So night can begin ,” she said. “Look.”
Through the window, the little boy could see a
pale sliver of moon in the darkening sky behind the
branches of the pear tree.
wonders thinks about a pale sliver of moon some of the moon

coming to an end almost over darkening sky sky that was getting darker
sank lower went down
glowing bright
14 Unit 5 15
Build Comprehension
Student’s Book Pages 14–15
Set a Purpose
Read aloud the introduction at the top of page 14. Explain to students that they will read to find out what the boy learns about
why the day ends.
Setting
How do the illustrations help you know what time of day the story takes place? (The illustrations show a setting sun and a
rising moon, so the story takes place as night begins.)
Relate to Personal Experience
How do you feel when night comes? What do you think, and how do you feel? (Answers will vary.)
Theme
Model organizing ideas to think about the theme of the story. Say: To discover the theme, I think about clues from the title,
characters, setting, and plot.
• The title is “When the Wind Stops.”
• The characters are a boy and his mom.
• The setting is nighttime. They are at home, looking out a window.
• The boy asks his mom why the day has to end.
Say: These clues will help me figure out the theme of the story.
PART 1 LESSON 6 27

PART 1 LESSON 6
“But where does the sun go when the day ends ?”

the little boy asked.
“The day doesn’t end,” said his mother. “It begins
somewhere else. The sun will be shining there, when
night begins here. Nothing ends.”
“Nothing?” the little boy asked.
“Nothing,” his mother said. “It begins in another
place or in a different way.”
doesn’t does not Before You Continue

somewhere else in another 1. Explain What does the boy learn about
place day and night ?
2. Visualize Picture the boy and his mother
talking about the end of the day . Where
are they? What do you see?
16 Unit 5 17
Predict
Look at the pictures. What questions
will the little boy ask next?
T
him.
he little boy lay in bed, and his mother sat beside
“Where does the wind go when it stops?” he asked.

“It blows away to make the trees dance somewhere
else.”
“Where does the dandelion fluff go when it blows

away?”
“It carries the seeds of new dandelions to someone’s
lawn.”
“Where does the mountain go after the top?”
“It goes down to where it becomes the valley.”
blows away goes to another dandelion fluff soft, white part of a

place dandelion flower
dance move and shake lawn grass
valley low place between the mountains
18 Unit 5 19

Build Comprehension (continued)
Details
What does the boy want to know about the sun? (He wants to know where it goes at the end of the day.)
Clarify Ideas
How does the day never end? (The day never ends because it is always daytime somewhere on Earth. The sun will shine in
those places.)
Critical Viewing
How do the illustrations let you know the sun is in a new place? (The first one shows the sun setting by a
house. The next one shows it rising by a castle. The trees are different, too.)
Answers to Before You Continue

1. Explain: The boy learns that the day and night do not really end. When they end in one place, they begin in another.
2. Visualize: Use the following language frames to model visualizing:
• I read about the boy and his mother talking at the end of the day.
• I think the boy is getting sleepy and his eyes are heavy, like how I feel when I am about to fall asleep.
• I draw the mother tucking the boy into his bed by the window.

Predict
Read aloud the introduction at the top of page 18. Have students view the illustrations before making their predictions.
Character’s Traits
What does the boy do in the story? What do his actions show us about him? (The boy asks his mother many questions about
nature. His actions show that he is a curious and thoughtful boy.)
Paraphrase
Use your own words to tell what happens to dandelion fluff after it blows away. (When the wind blows, the fluff carries
dandelion seeds to new places.)
Theme
Guide students to continue gathering clues to analyze the theme of the story. Say: The title, characters, and setting have
stayed the same. What clues can I find in the plot to help me figure out the theme? In other words, what is happening in the
story now? (The boy continues to ask questions about where things go when they end. The mother explains that nothing really
ever goes away.)
Extension
Literary Analysis: Literal and Nonliteral Language
1. Explain: Words can have both literal and nonliteral meanings. The literal meaning is what the words really mean. The
nonliteral meaning is what the words try to make you picture.
2. Model the literal and nonliteral meaning of “trees dance”: The literal meaning of dance is to move your body around. And
the nonliteral meaning of “trees dance” is that the trees move in the wind.
3. Provide an example of figurative language, such as: The wind howls in the dead of night. Have students identify the literal
and nonliteral meanings of “howls” and “dead of night”.
PART 1 LESSON 6 29

PART 1 LESSON 6
“Where do clouds go when they move across

the sky?”
“They go to make shade somewhere else.”
“Where does the rain go when a storm is over?”

“It goes into clouds to make other storms.”
is over ends make shade make shadows Before You Continue

1. Confirm Prediction What did the boy
ask? Was your prediction correct?
2. Visualize Think about trees “dancing.”
What else do you see, hear, and feel
when you read about the wind blowing?
20 Unit 5 21
Predict
Look at the pictures. What part of
nature will the boy learn about
next?
“W hat about the leaves when they turn

color and fall?”
“They go into the ground to become part of
new trees with new leaves.”
“But when the leaves fall, that is the end of

something!” the little boy said. “It is the end of
autumn.”
“Yes,” his mother said. “The end of autumn is when
the winter begins .”
turn color and fall change colors and

fall off the trees
22 Unit 5 23

Sequence
Where does rain go after a storm? (It goes back into clouds to make other storms.)
Clarify Language
What does it mean to “make shade”? Use “In Other Words” section to check your definition. (It means that the clouds make
things cooler by blocking the sun.)
Make Judgments
Does the author explain what happens in nature clearly? Give an example that supports your opinion.
(Answers will vary.)

1. Confirm Predictions: Possible response—The boy asked questions about where the wind, dandelion fluff, mountain tops,
rain, and clouds go. I was partly correct. I predicted he would ask about the wind.
2. Visualize: Answers will vary. To guide students in visualizing, ask: What does the wind feel like? What does it sound like?
What do you see when the wind blows? Possible response—I saw branches sway and leaves fall. I heard leaves rustling. I
felt cold air on my face.

Predict
Read aloud the introduction at the top of page 22. Have students use what they know from the art and their own experiences
to make a prediction.
Sequence
What happens after leaves turn color and fall? (The leaves go into the ground and mix into the soil to become part of new
trees with new leaves.)
Visualize
What happens at the end of autumn? What do you see, hear, and smell? (Sample response: Winter begins at the end of
autumn. I picture colorful leaves falling to the ground. The tall, dark trees are bare and the air feels cold. It smells like dead,
dry leaves and fresh, crisp air. I draw a tree with no leaves.)
Key Words
How do the seasons repeat in a pattern? (The seasons change from fall to winter at the end of each year.)
Extension
Music: Melody and Tempo
1. Tell students that the melody of a song is the part you can hum, whistle, or sing to yourself. The tempo is the speed. The
speed ranges from slow to fast.
2. Play a music selection, such as the third movement of Antonio Vivaldi’s popular Violin Concerto in F (“The Four Seasons:
Autumn”). Hum the melody and have students hum along. Point out places where the tempo changes.
3. Encourage students to visualize autumn and draw a picture of what they see, hear, taste, smell, and feel as they listen to
the movement. Have partners share illustrations and discuss how the melody and tempo fits their autumn scene.
PART 1 LESSON 6 31

PART 1 LESSON 6
“And the end of winter . . . ?” the little boy asked.

“The end of winter, when the snow melts and birds
come back, is the beginning of spring,” his mother said.
The little boy smiled.
“It really does go on and on,” he said. “Nothing

ends .”
He looked out at the sky. The sun was gone
completely and the lovely pink clouds had disappeared.
The sky was dark and purple-black, and high above the
branches of the pear tree shone a thin moon .
melts turns into water lovely pretty

disappeared gone; left
24 Unit 5 25
Meet the Author
Charlotte Zolotow
CHARLOTTE ZOLOTOW (1915–2013) was the
author of over 70 picture books for children and a
lifelong champion of honest, true-to-life literature
for young readers. Zolotow’s work offered even the
youngest children a realistic but compassionate view
of topics like anger, envy and death. Her long and
distinguished career as a writer and an editor was
based on expressing her sense of what the experience
of childhood was like, from the child’s point of view.
She said, “I remember actually thinking, when I was a
“Today is over,” his mother said, “and it’s time for child, that I would remember things that had happened,
sleep. Tomorrow morning, when you wake, the moon things that seem important to me but seemed to go
will be beginning a night far away, and the sun will be
unnoticed by the adults around me.”
here to begin a new day .” ❖
Writing Tip
Charlotte Zolotow used details
such as “lovely pink clouds” and
“purple-black” sky to help you
Before You Continue see and feel what is happening
1. Confirm Prediction What does the boy
in the story. Write your own
learn about nature? Was your prediction
correct? sentence about nature. Be sure
2. Character How does the boy feel about to use a lot of details!
what he has learned? How can you tell?
26 Unit 5 27

Theme
Use the clues you’ve gathered about the title, characters, setting, and plot to tell the theme, or main message, of the story. (The
theme of the story is that nothing in nature ends.)

1. Confirm Predictions: Possible response—My prediction was correct. I predicted the boy would learn about the seasons,
and he does. He learns about the changes that happen in fall, winter, and spring.
2. Character: The boy feels amazed by what he has learned. On page 25 he says, “It really does go on and on. Nothing
ends.”
Meet the Author

1. Have students chorally read the Meet the Author section. Ask: Why is an imagination an important thing for both authors
and readers?
2. Say: Charlotte Zolotow chooses words carefully to help readers see and feel what is happening. Point out and discuss the
effects of some examples in “When the Wind Stops”:
• glowing pink clouds, page 14
• pale sliver of moon, page 15
• the trees dance, page 18
3. Have students discuss how these details help readers visualize the story.
Extension
Fluency: Expression
1. Explain that reading with expression can enhance the reading experience.
2. Read the last paragraph on page 26 in a dry, monotone manner to demonstrate non-expressive reading. Then reread the
passage with expression.
3. Ask: How did I add interest to the story with my second reading? (I changed my tone of voice to show how the mother
feels when she speaks.) Explain: When you read, your tone should express how the characters feel.
4. Have partners practice reading the passage several times with the appropriate expression to show their understanding of
the text.
Writer’s Craft
1. Explain: Like Charlotte Zolotow, you can use details to help your readers see, hear, and feel what you mean. Start by
thinking about what you want to say about nature. Then think of words that describe what you see, hear, and feel.
2. Use Writing Routine 2 to write sentences about nature.
Say Write
I want to describe morning dew. Drops are on leaves.
Next I add details to show it how it looks and feels to help Cool, wet drops glisten like diamonds on the dark green
my reader picture what I am describing. leaves.
PART 1 LESSON 6 33

PART 1 LESSON 7 1
PART
Think and Respond
Think and Respond Talk About It

Reread and Describe
1. Name one thing in the story that is realistic. Read that part
of the story aloud and then talk about it.
could happen in real life.

OBJECTIVES
2. The boy’s mother says, “Nothing ends .” What does she
Vocabulary mean? Discuss your ideas with a partner.
• Use Grade-Level Vocabulary I think because .
• Use Academic Vocabulary I don’t think because .
Language 3. Pretend you are the boy. What do you see from your
window before you go to bed? Use words and pictures
• Language Function: Engage in Discussion from the story to create a picture in your mind. Tell a
• Reread and Describe partner what you see, hear, and smell.
• Participate in a Discussion I see .

I hear .
Fluency I smell .
• Read with Accuracy, Rate, and Expression
Comprehension and Literary Analysis
• Analyze Genre: Realistic Fiction Write About It
• Analyze Theme Find your favorite part of the story. Write a sentence telling
Learning Strategies why you like the part. Tell how it makes you feel.
• Use Graphic Organizers: Theme Chart Today we read .

• Reason Inductively I like because .
Writing It makes me feel .
• Write Responses to Realistic Fiction 28 Unit 5
ELAR TEKS
G2.3.B.3 seek clarification about stories
G2.3.B.5 locate facts about stories
G2.3.B.7 locate details about stories
G2.3.B.9 support answers with evidence from text
G2.19.C write brief comments on literary or informational texts
Think and Respond

Talk About It
1. Read aloud each question on Student’s Book page 28. Prompt students to cite evidence from the text. Remind them to use
Key Words in their answers.
2. If students have difficulty, help them use the sentence starters to form their answers.
• Realistic Fiction: Possible response—Leaves falling from a tree could happen in real life.
• Engage in a Discussion: Possible response—I think she means that things in nature do not have a true end, because
the end of one thing is the beginning of another. I don’t think things in nature end because nothing ever goes away
completely.
• Visualize: Possible response—I see the black sky spotted with stars. I hear the wind whistling outside my window. I
smell the damp air. It smells like it has just rained.
Write About It
1. Read aloud the instructions and say: Tell about your favorite part of the story. Use Writing Routine 4 to help students put
their thoughts in writing, using the Key Words and the sentence frames.
2. Point out the Key Words that you used to complete the sentence frame: observe and moon. Have students use these ideas
or their own to write sentences in their journals.
Say Write
I will tell what we read and choose my favorite part of the Today we read that the boy observes the moon from his
story. window. I like the phrase “a pale sliver of moon” because
it helps me picture the moon.
Now I will add details to tell how this part of the story It makes me feel calm to picture a sliver of moon in a dark
makes me feel. sky.

Reread and Describe
Theme
What is the theme of “When the Wind Stops”?
Theme Chart Resources

Title Characters ◆ Writing Routine 4
◆
“When the Wind Stops”
makes me think that the ◆ Practice Book: 5.4, 5.6, 5.8
story is about nature.
◆
Theme:
Setting Plot
Now use your theme chart. Tell your partner

about the theme of “When the Wind Stops.”
The theme of the Reread and Describe
story is .
Analyze Theme
Fluency 1. Read aloud the introduction on Student’s Book page
Practice reading with the correct expression. 29 and review: The theme is the main message of a
Rate your reading.
story. Use clues from the title, characters, setting, and
plot to identify the theme.
2. Read through the sample entries on the theme chart.
Explain: I write the title and what it makes me think
29
about in the first box. In the next box, I write about
ELAR TEKS the characters. Have students complete Practice Book
G2.6.A.1 identify moral lessons as themes in well-known fables,
5.6.
legends, myths, or stories
G2.4.A.1 read aloud grade-level appropriate text with fluency
G2.4.A.2 read aloud grade-level appropriate text with
comprehension
Describe
1. Read aloud the instructions and the language frame on Student’s Book page 29. Have students describe the story to their
partners.
2. Remind them think about the story’s main message. Partners reverse roles and repeat.
3. Provide Key Points Reading on Practice Book 5.4 for students who need additional support.
4. To assess students’ proficiency, refer to the rubric below.
Describing a Story Rubric
Scale Content Language
¨¨
Misses many important story elements ¨¨
Frequently hard to hear or understand
Beginning
¨¨
Does not identify a theme ¨¨
Often seems uncomfortable with the describing task
¨¨
Covers some important story elements ¨¨
Can be understood some of the time
Intermediate ¨¨
Attempts to identify and analyze theme ¨¨
Seems somewhat uncomfortable with the describing
task
¨¨
Covers most important story elements ¨¨
Can be understood most of the time
Advanced
¨¨
Gives a reasonable analysis of theme ¨¨
Seems somewhat comfortable with the describing task
Advanced ¨¨
Covers all important parts of the story ¨¨
Speaks clearly and is easily understood
High ¨¨
Gives an insightful analysis of theme ¨¨
Seems comfortable with the describing task
Fluency
1. Use the passage on Practice Book 5.8 to assess students’ reading for rate and accuracy.
2. Listen to each recording and assess students’ ability to read with expression.
PART 1 LESSON 7 35

PART 1 LESSON 8 1
PART
Word Work
Word Work Antonyms

Reading Antonyms are words with opposite meanings. Look at
the pictures below. Read the antonyms. Then compare
their meanings.
OBJECTIVES
Vocabulary
• Use Grade-Level Vocabulary
• Use Academic Vocabulary
• Strategy: Identify Antonyms
Language begin : When something end : When something stops,
starts, it begins . it ends .
• Listen to Preview
Day begins at sunrise. Day ends at sunset.
Learning to Read
• Concepts of Print: Use Captions and Labels
• Read the Selection
Try It Together
Reading Strategies
Read the passage from “When the Wind Stops.” Then
• Plan: Preview answer the questions.
• Make Connections: Text to Text
Later, his mother came to say good night. “Why does the day
• Visualize have to end?” he asked her. “So night can begin,” she said. “Look.”
• Analyze Genre: Science Article 1. Find an antonym for day. Use it in a sentence.
2. Find an antonym for end. Use it in a sentence.

Learning Strategies
• Use Prereading Supports 30 Unit 5
• Use Reading Supports ELAR TEKS
G2.5.C.1 identify common words that are opposite (antonyms)
in meaning
G2.5.C.3 use common words that are opposite (antonyms) in
meaning
Word Work
Teach / Model
1. Read aloud the introduction on Student’s Book page 30. Use gestures and actions to demonstrate words with opposite
meanings. For example:
• For yes/no: nod your head yes, and then shake your head no.
• For small/big: use your hands to show different sizes.
• For happy/sad: smile and laugh, and then frown and pretend to cry.
2. Recap prior knowledge by having students brainstorm other words they know with opposite meanings. (fast/slow, up/
down, hot/cold)
3. Read the examples aloud and review the Key Words: begin and end. Point out the horizon line in each picture and guide
students to see the sunrise and sunset.
4. Say: The day begins in the left picture and ends in the right picture. Ask: Does begin mean the same as end? (no) Explain
that the words begin and end are antonyms because they have opposite meanings.
Practice / Apply
Read aloud the instructions in Try It Together on Student’s Book page 30. Have partners work together to answer each item.
Use the Multi-Level Practice Sets to provide more examples of antonyms that address varying levels of vocabulary knowledge.
Have students name opposites for the following words: night Have students name opposites for the following words:
(day); on (off) predator (prey); thoughtful (selfish)
Check Understanding
Ask: Which pair of words are antonyms: young/old or hot/warm? (young/old)

Extension
Review / Model
1. Say: Antonyms are words with opposite meanings, like night/day and begin/end.
2. Instruct students to stand up and sit down, using the words up and down. Say: Up and down are antonyms. They have
opposite meanings.
3. Have students repeat their actions while saying the antonyms up and down. Invite volunteers to pantomime or act out other
antonyms, such as weak/strong, big/small, and open/close.
Practice / Apply
1. Display and read aloud the words below:
soft (hard) wet (dry)
in (out) open (close)
quiet (loud) near (far)
2. Place one set of words on the left and the other set of words on the right. Have partners work together to find the antonym
pairs.
Check Understanding
Ask: Which word is an antonym for happy—glad, sad, or friendly? (sad)
PART 1 LESSON 8 37

PART 1 LESSON 8
Read the Selection

Make Connections
Read aloud the introduction on Student’s Book page 31 and explain: As you read the article, think about the Big Question:
Why is nature always changing? Look for explanations about what happens when day changes to night.
Genre
Read aloud the definition of a science article on Student’s Book page 31. Clarify: A science article includes facts to give
readers information about a topic. Remind students that an experiment is one way to find out facts for yourself.
Concepts of Print: Use Captions and Labels

1. Point to the diagram and caption. Say: I can read these words to find out what the diagram shows. Ask students to follow
along as you read the caption: This diagram shows how Earth spins on an imaginary line called an axis.
2. Explain: These words are called a caption. A caption gives information about art, such as a diagram or photograph.
Next, point to the labels and say: These words are called labels. They give information about the parts of a diagram.
These labels tell us that Earth is the planet in the diagram and the imaginary line is an axis.

Pages Say (and do)

Here is what Earth looks like from space. The diagram shows how Earth moves when in motion. (Trace the
31
arrows to show the rotation of Earth.)
The diagram on page 32 shows Earth. What other place does the diagram show? (the sun) Look at the
32–33
diagram on page 33. Trace the arrows to see how the sun appears to move.
34–35 Oh wow! I see an experiment we can try. We will need a ball and a flashlight. What will we discover?
Reading Options
Listen and Read Along Use a KWLQ Chart

• Ask students to set a purpose for listening—to • Have students use KWLQ Chart on Practice Book 5.9. Students
get information or to enjoy an article. record what they know about the topic in column 1. In column 2,
• Check understanding with the Build have them write questions they want to answer.
Comprehension questions. • Use Build Comprehension questions as you read aloud. Pause for
• Use the visuals to support English vocabulary. students to record answers to their questions in column 3. After
Say, for example: Show me the axis. reading, have them write new questions in column 4.

Making Connections Now read this article to find
out why some changes in nature happen.
Genre A science article is nonfiction. It can tell how
something in nature works. It might also have an
experiment you can try to see how things work.
Resources
Day and Night by Glen Phelan
◆
Earth Around and Around
The planet we live on seems
to stand still, yet Earth is
always moving. It rotates, or
spins, around and around.
You cannot feel Earth rotate
because you are moving
along with it.
axis
Earth spins on an imaginary line. It is
called an axis. This diagram shows how.
planet world Before You Continue

stand still not move 1. Use Text Features How does the diagram
imaginary pretend help you understand the way Earth spins?
2. Clarify Why does it seem like Earth is
standing still even though the planet is
really moving?
31
Build Comprehension
Student’s Book Page 31
Key Words
Use the Key Word motion to share a fact about Earth. (Sample response: Earth is always in motion because it spins around
and around.)
Visualize
Say: Look at the diagram. What do you think the rotation looks like? Review how to visualize with students using the
language frames:
• I read that Earth rotates on an axis. I see a diagram with arrows that go around Earth.
• I think it looks like the way a bicycle tire spins.
• I draw a bicycle tire spinning around the axis.

1. Use Text Features: Possible response—The diagram helps me see that Earth spins around an imaginary line called an axis.
2. Clarify: It feels like Earth is standing still even though it is moving because we are moving along with it.
1. Explain the concept of time zones: Time zones are areas on Earth that share the same local time. There are 24
different areas altogether. Display a time zone map and point to the different longitudinal regions. Point to a specific
time zone and say: A time zone is 1 hour later to the east (point to the time zone to the east) and 1 hour earlier to
the west (point to the time zone to the west).
2. Make a class chart showing the local time in different places around the world. Have partners discuss items from the
chart by completing these language frames: When it is 3 p.m. in Vietnam, it is 4 p.m. in China.
PART 1 LESSON 8 39

PART 1 LESSON 8
Earth and the Sun Sunrise and Sunset

Because Earth spins, only one part can face the From Earth , it looks like the sun moves across the sky.
sun at a time. When the sun reaches the part facing But the sun does not move. Earth moves. When Earth
it, it makes day. The other part of Earth doesn’t get starts to face the sun, the sun looks like it rises into the
any sun at that time, so it is night . sky. When Earth starts to turn away from the sun, the
sun looks like it goes down.
This part of Earth faces
away from the sun. It is
This part of Earth
night on this part. It looks like the At night , it
faces the sun. It is
sun comes up looks like the
day on this part.
in the morning. sun goes down.
12:00 p.m.
7:00 a.m. 7:00 p.m.
sun Earth
In some parts of the world right now,

it is day. In other parts, it is night.
As Earth spins, it looks like the sun moves across the sky.
face turn toward Sunrise When the Sun Comes Up Before You Continue
doesn’t does not Sunset When the Sun Goes Down 1. Visualize Point to a spot on land in the
rises goes up diagram. Move your finger up. Describe
how the sky looks at that time.
2. Explain Why does it look like the sun is
moving down in the sky at sunset?
32 Unit 5 33

Use Text Features
Identify the caption on page 32. How does it help you understand the diagram? (The caption helps me understand what the
diagram shows. It shows that at the same time, one part of Earth is bright during the day and part of Earth is dark at night.)
Draw Conclusions
Are you on a part of Earth that faces the sun now or faces away? How do you know? (I am on a part that faces the sun now.
I know because it is day.)

1. Visualize: Have students point to a spot on the ground and describe how the sky above it appears. Possible response–At
9:00 a.m. the sky is getting brighter. It looks light blue.
2. Explain: It looks like the sun moves down at sunset because Earth is turning away from the sun.

Sequence
To complete the science experiment in order, what should Partner 2 do after Partner 1 holds the ball? (Partner 2 shines the
flashlight on the ball.)
Make Comparisons
How is the ball in the science experiment like Earth? (As it turns, half of the ball faces the flashlight, in the same way that half
of Earth faces the sun.)

1. Clarify: Possible response—The flashlight helps me visualize how the sun shines on Earth to make it day or night.
2. Use Text Features: Possible response—The numbered steps help me know what to do and in what order.
Extension
Literary Analysis: Follow Written Multi-Step Directions
1. Explain the concept: This science experiment includes a set of written directions. Directions explain how to make or do
something. These directions tell how to do an experiment to see how day turns to night.
2. Point to the list of steps. Say: Directions are often organized into steps. Point to the numbers next to each step. The author
numbers these steps to help readers follow the directions in order.
3. Have students point to the number as you choral read each step. Have partners follow the written multi-step directions to
complete the science experiment.
PART 1 LESSON 8 41

PART 1 LESSON 9 1
PART
Respond and Extend
Respond and Extend Compare Author’s Purpose

Grammar and Spelling The authors of “When the Wind Stops” and “Day and Night”
both had more than one reason for writing. Compare and
explain their purposes to complete the chart.
OBJECTIVES Comparison Chart
Vocabulary
Charlotte Zolotow Glen Phelan
• to tell about • to explain how day
• Use Academic Vocabulary patterns in nature becomes night
• •
Language
• •
Grammar and Spelling
Write more reasons Write more reasons
• Sentence Types for writing from for writing from
“When the Wind “Day and Night”
Comprehension and Literary Analysis Stops” here. here.
• Compare Author’s Purpose
Learning Strategy
Talk Together
• Use Graphic Organizers: Comparison Chart
What is another pattern from the world of nature? Draw a series
of pictures to show one of the cycles in nature. Explain your
pictures to the class. Use Key Words.
36 Unit 5
ELAR TEKS
G2.13.A.2 explain the authorís purpose in writing the text
Respond and Extend

Reread
As students reread “Day and Night” on their own, have them think about how the scientific explanation compares to the
explanation the mother gives in “When the Wind Stops.”
Compare Author’s Purpose

1. Read aloud the introduction at the top of Student’s Book page 36. Say: We call an author’s reasons for writing the “author’s
purpose.”
2. Model using the comparison chart:
• Think about why Charlotte Zolotow wrote “When the Wind Stops.” Does she write to explain something? (yes) What
does she explain? (how nature changes) I will write these ideas on the chart.
• Does Glen Phelan, the author of “Day and Night” write to entertain us with a story? (no) Why does he write? (He also
tries to explain changes in nature.) I will make notes about his reasons for writing on the chart.
3. Pair students and use Think, Pair, Share to discuss other reasons the authors had for writing. (See Cooperative Learning
Routines.) Use Multi-Level Strategies to help students at all proficiency levels. Have students record their ideas on Practice
Book 5.10.
Give several different reasons for writing. Have students nod Provide students with sentence frames to support answers:
or shake their heads to indicate whether that reason matches • ____ wrote ____ because ____.
either author’s purpose for writing the selections they have
• ____ is like/unlike ____.
read.

Kinds of Sentences
A group of words that tells a complete thought is a sentence.
There are four different kinds of sentences.
Resources
Grammar Rules Kinds of Sentences
◆ eVisual: 5.3
◆
• A statement tells something. It is morning. The day is just
It ends with a period. beginning. ◆ Practice Book: 5.3, 5.5, 5.10, 5.11
◆
• A question asks something. It Where did the moon and stars
ends with a question mark. go?
◆ Cooperative Learning Routines
◆
• An exclamation shows What a great day!
strong feeling. It ends with
an exclamation mark.
• A command tells someone to Make your bed, please. Talk Together

do something. It ends with a
period. 1. Read aloud the question and instructions in Talk
Together on Student’s Book page 36. Before they
Read Kinds of Sentences
Read this passage. Find two different kinds of sentences. Then start drawing their pictures, ask follow-up questions
make up your own sentence.
to focus the discussion and to prompt students as they
The little boy lay in bed, and his mother sat beside him. use newly acquired vocabulary:
“Where does the wind go when it stops?” he asked. “It
blows away to make the trees dance somewhere else.” • What have you learned about the cycle of day
and night?
Write Kinds of Sentences
Pretend you are looking out a window at the world. Write two
• If you look up at the moon each night for a month,
different kinds of sentences about what you see. Read your what kinds of changes will you see?
sentences to a partner.
37 • What other cycles of nature do you know about?
Where could you learn more about them?
ELAR TEKS
2. Have students add ideas to the unit concept map.

G2.1.A.1 distinguish features of a sentence
sentences

Statements, Exclamation, and Commands
1. Introduce three different kinds of sentences and display the chart (eVisual
5.3). Go over the rules and examples.
2. Say a variety of sentences. Invite students to hold up one finger for a
statement, two for an exclamation, and three for a command. Then assign
Practice Book 5.3. eVisual 5.3
Questions and Negative Sentences

1. Introduce two more kinds of sentences that students can use in a discussion: question and a negative sentence. Explain: A
question asks something, and it ends with a question mark. A negative sentence uses words like no, not, or never. It ends
with a period. The word not can come after the words is and are.
2. Write this sentence from “When the Wind Stops”: “Why does the day have to end?” Ask: Is this a question or a negative
sentence? (question). Then assign Practice Book 5.5.
Kinds of Sentences
1. Read aloud the introduction and the rules for different kinds of sentences on Student’s Book page 37.
2. Read aloud the instructions of the Read Kinds of Sentences activity and read the excerpt from “When the Wind Stops”
together. If necessary, remind students to look at end punctuation to identify the statements and question. Then have them
say a new sentence and see if a partner can identify the type.
3. Read aloud the instructions of the Write Kinds of Sentences activity and have students work independently. Provide
support, as necessary. Assign Practice Book 5.11.
PART 1 LESSON 9 43

PART 1 LESSON 10
Review
OBJECTIVES
Resources
• Use Grade-Level Vocabulary • Visualize: Form Mental Images ◆ Cooperative Learning
◆
• Use Academic Vocabulary Reading Fluency Routines

• Strategy: Antonyms • Read with Expression ◆ eVisual: 5.4
◆
Language Comprehension and Literary Analysis ◆ Key Word Images

◆
• Engage in Discussion • Analyze Theme ◆ High-Frequency Word Routine

Grammar
◆
Learning Strategies ◆ Language Builder Picture

• Sentence Types
◆
• Review Cards G2.54–57

Learning to Read • Reflect on Learning
• Words to Know
• Phonics Rules
Language: Engage in Discussion, Words to Know

1. Display Language Builder Picture Cards G2.54–57. Use an Inside-Outside Circle (see Words to Know
Cooperative Learning Strategies) to have small groups discuss the images. both
2. Review Words to Know using High-Frequency Word Routine. Have students look at each do
word, listen to the word, and listen to the word in a sentence. Then they say the word, why
spell it, and say it again.
Key Words: Science and Academic Vocabulary Key Words

1. Form two teams. Display Key Word Images. appear night
2. Have each team take turns answering a riddle for which the answer is a Key Word. If the begins observe
first team does not answer correctly, the second team can answer. day pattern
Reading Strategy: Visualize Earth repeat
ends shadows
Read the first three paragraphs of “We All Fall Down” (eVisual 5.4). Have partners use the
moon stars
language frames to share their visualizations: I read _____. I think it looks/tastes/smells/
feels/sounds like _____. I picture _____. motion
Thinking Map: Theme

1. Read the passage “We All Fall Down” (eVisual 5.4).
2. Have groups use clues from the title, characters, setting, and plot to identify the
theme of the story.
3. Provide the language frame: The theme of the story is _____. (Possible
answers: everything falls. The same force that makes things fall to the ground
allows us to stay on Earth.)
eVisual 5.4

Phonics
1. Write or display the following vowel spellings in chart form: air, are, ear, ar. Then write the following words off to the
side: star, bear, mare, chair, far, bare, tear, fair, scar, wear, hair, park, flair, stare, dark, rare.
2. Say: I will point to a word. I want you to read the word I point to. Then tell me in which column to write the word. Model
for students using the word star. Say the word slowly.
3. Ask students to tell what vowel sound they hear in the word. Then have them tell you in which column to write the word.
4. Continue with the remaining words.
Fluency: Accuracy and Expression

Have students read aloud “When the Wind Stops” to a partner, focusing on accuracy and expression.
Word Work: Antonyms

1. Have partners write these words on index cards: night, day, begin, end, hot, cold, fast, slow, up, down, in, out, open,
close.
2. Have students place the cards face down and take turns selecting two cards. If the cards selected are antonyms, the
student keeps the cards. If not, the student places the cards back on the table. The student with the most cards at the end
wins the game.
Grammar: Sentence Types

Distribute cards showing a period, exclamation mark, and question mark. Display and read aloud sentences without end
punctuation. Have partners identify the sentence type and hold up the appropriate end mark.
PART 1 LESSON 10 45

ORAL LANGUAGE PROJECT
Theme Theater
Introduce the Activity
1. Recap prior knowledge by asking students to describe the characters and story details in “When the Wind Stops.”
2. Prompt brainstorming: Imagine you are the boy in “When the Wind Stops.” What questions do you have about nature that
are not explained in the story? How will you find out? Collect ideas.
3. Model brainstorming by providing a response: I wonder where the waves on the beach go after they hit the shore. Collect
responses. Now imagine you are the boy’s mother. What will you do as the boy asks a question? How will you answer?
4. Model role-playing the boy’s mother: I listen politely as my son asks his question. When it is my turn to speak, I tell him that
the waves go back into the sea before hitting the shores again.
Plan and Rehearse

1. Form groups of four students. Two students can play mother and son and two students can create sound effects from nature
to support the dialogue. Students can adapt roles to father or daughter, if desired. Guide students at different proficiency
levels to select appropriate roles.
2. Have groups work together to create a script that includes questions and answers about changes in nature. Students should
rehearse asking and answering questions several times until they are comfortable with the dialogue.
3. Encourage them to listen actively to one another. Students with non-speaking roles can use gestures and sound effects to
add to the performance. For example, if the students with speaking roles talk about hail, the other students can shiver and
make tapping sounds with their fingers.
4. As students rehearse, use Multi-Level Strategies to help students at each proficiency level. Help them create simple props,
such as cutouts of snowflakes, wind, and water to use in their conversations.
Have students create Encourage students to Encourage students to think of answers to the questions
drawings to illustrate brainstorm questions about about nature.
questions and answers. They nature using the words who,
can point to the drawings what, when, where, how, and
and use gestures and sound why.
effects to communicate
ideas.
Role-Play!
Clear space and let the action begin! Invite family members or another class to enjoy the performances. Evaluate each
performance using the rubric.
Debrief and Compare

1. Ask each group to share what they enjoyed in the performances. Encourage students to tell how watching the role-play
helped them understand something about nature in a new way.
2. Have students add any ideas they learned to their unit concept map.

Rubric: Theme Theater
Use the rubric to evaluate students’ performance.
Theme Theater Rubric
Scale Speaking Content Listening
¨¨
Does not demonstrate an ¨¨
Is not able to engage in ¨¨
Listens but is not able to ask
understanding of formal or discussion questions
informal language
Beginning ¨¨
Asks and answers questions ¨¨
Is not able to listen actively
¨¨
Gestures and expressions do using body language only
not help communicate the idea
¨¨
Many words are informal ¨¨
Engages in discussion ¨¨
Listens and asks one or two
effectively some of the time questions
¨¨
Some gestures and expressions
Intermediate help communicate the idea ¨¨
Asks or answers one question ¨¨
Listens and picks up some
new words and expressions
¨¨
Most words are appropriately ¨¨
Listens and asks mostly
informal effectively most of the time relevant questions
Advanced ¨¨
Most gestures and expressions ¨¨
Asks or answers two or three ¨¨
Listens and picks up most new
help communicate the idea questions clearly with a good words and expressions
amount of detail
¨¨
All word choices are ¨¨
Listens and asks relevant
Advanced appropriately informal effectively questions
High ¨¨
Gestures and expressions help ¨¨
Asks relevant questions and ¨¨
Listens and picks up new
communicate the idea answers questions clearly and words and expressions
thoroughly
PART 1 ORAL LANGUAGE PROJECT 47

PART
and
Language Focus Make Comparisons

but
different
have
Science Vocabulary Listen and sing.
OBJECTIVES Autumn and Winter Song
Vocabulary Both autumn and winter have weather that’s colder

Than summer and spring, when warm days are long.
• Acquire and Use Grade-Level Vocabulary In autumn it’s chilly, but in winter it’s snowy.
Language In fall, leaves are falling. In winter, they’re gone.
• Language Function: Make Comparisons I love fall and winter because they are different.
• Listen to and Imitate Fluent Models In winter we sled, but in autumn, we run.
Both autumn and winter have one thing in common:
• Use a Variety of Grammatical Structures
Both seasons are favorites for all kinds of fun.
• Participate in a Discussion Tune: “Cockles and Mussels”
Learning to Read
Learning Strategies
Science
• Observe Weather and Seasons
38 Unit 5
CONTENT S.G2.8.B.iv identify the importance of seasonal information to

S.G2.8.B.i identify the importance of weather information to make choices in clothing
make choices in clothing S.G2.8.B.v identify the importance of seasonal information to
S.G2.8.B.ii identify the importance of weather information to make choices in activities
make choices in activities
Language Focus
Teach / Model
1. Review Words to Know on Student’s Book page 38 using High-Frequency Word Routine: and, but, different, and have.
Have students look at each word, listen to the word, and listen to the word in a sentence. Then they say the word, spell it,
and say it again.
2. Read aloud the title on Student’s Book page 38 and play the song. Invite students to sing along as you play the song a
second time.
3. Display the examples:
• Both autumn and winter have cool weather.
• Fall is different from winter. Fall is cool, but winter is cold!
4. Tell students that when they compare two or more things, they tell how they are alike. To do this, they can use the Words to
Know have and and.
5. Explain that when they contrast two or more things, they tell how they are different. To do this, they can use the Words to
Know but and different.
Practice / Apply
1. Ask students to name and compare two seasons. Prompt: How are the seasons the same? How are they different?
Check Understanding
Ask: What do I do when I tell how two things are alike? (compare) What do I do when I contrast? (You tell how two
things are different.)
Monitor

Science Vocabulary
Key Words
Weather and temperature change with the seasons .
Resources
spring summer
◆ High-Frequency Word Routine
◆
◆ Academic Talk 2
◆
◆ Vocabulary Routine 1
◆
◆ Key Word Images
◆
◆
winter fall or autumn
◆
Talk Together
Look at the photos. What happens in each season?

What changes with each season?
39
ELAR TEKS CONTENT S.G2.8.B.iv identify the importance of seasonal information to

G2.5.B.1 use context to determine the relevant meaning of S.G2.8.B.i identify the importance of weather information to make choices in clothing
unfamiliar words make choices in clothing S.G2.8.B.v identify the importance of seasonal information to
G2.29.A.1 share information that focuses on the topic under S.G2.8.B.ii identify the importance of weather information to make choices in activities
discussion make choices in activities
Science Vocabulary
Teach / Model
1. Read the introduction aloud and work through the cycle diagram on Student’s Book page 39.
2.1. Pronounce the word and point to its picture: autumn.
2.3. Define the word: Autumn is also called fall. Autumn is the season when the leaves change color and fall from the
trees.
2.4. Elaborate. Relate the word to your experience: In autumn, I like to jump in the colorful leaves.
Practice / Apply
Have partners take turns repeating the routine above for each Key Word. Remind students to use complete sentences for Steps
2.2, 2.3, and 2.4.
Talk Together
1. Review the Words to Know, then point to the flowers on Student’s Book page 299. Give an example of how nature
changes: In spring, flowers grow.
2. Invite students to tell how things change in summer. Add ideas to the unit concept map.
Extension
Use Writing Routine 1. Write the word weather and prompt: How does the weather change with the seasons? Think about
this word and write about it.
PART 2 LESSON 1 49

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

Academic Vocabulary To compare, look for how things are alike. To contrast,
look for how things are different. Compare and contrast
the animals below.
OBJECTIVES
Comparison Chart
Vocabulary
• Acquire and Use Classroom Vocabulary Summer Winter
• Acquire and Use Academic Vocabulary Brown Bears

Write or
Comprehension and Literary Analysis show facts
about the
• Demonstrate Listening Comprehension Wolves animals
• Compare and Contrast here.
Listening and Speaking

• Complete a Comparison Chart
Look for how the animals
Learning Strategies are alike and different.
• Reason Inductively Talk Together
• Make Connections Across Content Areas
With your partner, choose two
Writing picture cards. Talk about what is
the same and what is different.
• Writing Project—Lesson A: Model Together, fill in a comparison
chart.
40 Unit 5
Thinking Map ELAR TEKS

Not a hit, but builds background for G2.14.B.1 locate the facts that
are clearly stated in a text
Teach
1. Teach the vocabulary words compare and contrast using
Vocabulary Routine 4. Remind students the Words to Know and
can be used to compare two or more things. The words but
and different can be used to contrast.
2. Say: Now, as I read, listen for ways two animals are the same
and how they are different. Read aloud “Animals in Summer
and Winter” (eVisual 5.5). eVisual 5.5
Model
1. Read aloud the introduction on Student’s Book page 40. Point out the comparison chart and explain: A comparison chart
shows how things are different and the same. Read the labels aloud as you point out the rows and columns in the chart.
2. Explain: The first column lists the animals in the story. Under “Summer,” I tell what the animals do in summer. Reread the
first three sentences of the Read Aloud. Ask: What do brown bears do in summer? (play) Is this the same or different from
the wolves? (the same) That means I can write Play for both animals.
3. Repeat the questions for “Winter” to complete the chart.
Practice / Apply
1. Have students use Language Builder Picture Cards G2.54–59 and Practice Book 5.12 to compare and contrast the pictures.
2. Use Multi-Level Strategies to help students at all proficiency levels complete the activity.

Have students point to Language Builder Provide students with Encourage elaboration Challenge students
Picture Cards G2.54–59 as you ask: What a list of words and by asking questions, to identify as many
is alike/different in these pictures? Restate phrases that describe such as: What other similarities and
answers using compare and contrast each picture. Have differences/similarities differences in the
words: them use these words to do you see in these pictures as they can
• Yes, both are alike because they ____. compare and contrast pictures? find.
the pictures.
• But they are different because ____.

Academic Vocabulary
More Key Words

affect explain happen
verb verb verb R◆esources
◆
◆ Key Words Test
◆ eVisual: 5.5
◆
◆
◆
◆
The hot sun affects ice
cream. It makes ice
She explains the math
problem to her student.
They watch what
happens in the game.
◆ Language Builder Picture Cards G2.54–59
◆
cream melt.
◆ Key Word Images
measure reason
◆
Talk Together
verb noun ◆ Picture Dictionary
◆
Make a Word Web of
examples for each Key ◆ Key Words Test
◆
Word. Compare your
webs with a partner’s.
weigh size up
measure
He measures the Hard work and practice
doorway to see how are the reasons she is a long short
big it is. good musician.
Check Understanding
Ask: How are the wolves and brown bears the same?
(They both play in the summer.) How are they different?
(The wolves hunt in the winter. The bears sleep in the
41
winter.)
ELAR TEKS
Academic Vocabulary
Teach / Model
1. Invite students to discuss each picture on Student’s Book page 41.
2.1. Pronounce the word and point to its picture: affect.
2.3. Define the word: If I affect something, then I make it change.
2.4. Elaborate. Relate the word to your experience: The weather affects my mood. Sunny days make me happy.
Practice / Apply
1. Read the instructions in Talk Together on Student’s Book page 41. Have partners take turns using Key Words to make a
Word Web of Examples.
2. Have volunteers share their webs with the class.
Check Understanding
Monitor
Vocabulary.
Writing Project
Lesson A: Model
Have students turn to Writing Project on Student’s Book page 68 and review a model of the writing form for their Writing
Projects. (See Teacher’s Book—Writing Project for detailed instructions.)
PART 2 LESSON 2 51

PART 2 LESSON 2
Extension Resources
◆

Teach / Model
◆
◆ Language Builder Picture

1. Explain that each pair of students will become Key Word experts. They
◆
Card G2.57
will study one Key Word and create a “What It Means” poster about that
word.
2. Use Vocabulary Routine 2 and model making a poster about the word explain.
• Write the word.
• Write what it means.
• Add an example and a non-example.
Practice / Apply
1. Assign a Key Word to each pair of students.
2. Have the partners create a poster for their assigned Key Word.
3. Display the posters for the class to see.
Check Understanding
Say a Key Word and have the partner experts for the word read the definition and
example from their poster.
Share Word Knowledge “What It Means” Poster
Teach / Model
1. Referring students to the poster they made for Extension Activity 1, Expand Word Knowledge, tell them that they will share
what they know about Key Words.
2. Group each student with a partner who studied a different word and have them follow the steps in Vocabulary Routine 3
to share their word knowledge.
• Take turns reading each partner’s “What It Means” posters.
• Talk about how the posters show an example and a non-example of the Key Words.
• Create sentences using both Key Words and have students write them in their journals.
• Draw a line under each Key Word.
Practice / Apply
1. Have each set of partners self-identify as Partner A and Partner B. Combine all the groups to form an Inside-Outside Circle
with Partners A on the inside and Partners B on the outside. (See Cooperative Learning Routines.)
2. Students share the two words they studied and copy the information they learn into their journals. Rotate and repeat until
each student has a journal entry for each Key Word.
3. Have students take turns reading the “What It Means” posters again. All students should echo the pronunciation of each
word. Correct any mispronunciations.
Check Understanding
Display Language Builder Picture Card G2.57 and ask students to use Key Words to tell about them.

Teach / Model
1. Ask students who have played the Rivet word game to tell what the game is like.
2. Explain how to play the game.
• I make a blank for each letter in a Key Word. (Draw six blanks for the word reason.)
• Then I give you a clue about the word: This word says why something happens.
• I fill in the blanks by writing one letter at a time: The first letter is r.
• After each letter, I pause and see if anyone can guess the Key Word.
• The person who guesses the word can come to the board. He or she can finish writing the word: The word is reason.
Practice / Apply
1. Begin the game using the Key Word weather and draw the blanks. Have students to work with a partner to think of the
word.
2. Monitor students as they follow your instructions. Restate the instructions as required.
Check Understanding
Ask: Which word was most difficult to guess? What made it difficult? Also, which word was easiest to guess? What made it
easy? (Answers will vary.)
PART 2 LESSON 2 53

PART 2 LESSON 3
Reading Strategy
OBJECTIVES
Vocabulary Reading Strategy Writing
• Use Grade-Level Vocabulary • Visualize • Writing Project—Lesson B: Prewrite
• Use Academic Vocabulary Learning Strategies
Learning to Read • Use Personal Experience
• Recognize and Read Words to • Use Visuals
Know
2
PART

I read .
I see .
Learn to Visualize Talk Together I draw .

Now I understand
As you read, try to visualize, or form pictures in your mind. .
Read the letter that Leon writes to Abby. Read the
I love autumn. I hike in the I love summer. We swim at sample visualization. Then use Language Frames
woods. I see red, yellow, and a white sandy beach. The to tell a partner how you visualized things in the letter.
orange leaves on the trees. ocean is green and blue.
Letter
July 15, 2019

Dear Abby, Sample Visualization
The reason I am writing is to tell you about my vacation. “I read about Leon’s
vacation at the beach.
We are staying in the same beach town we stayed in last
I see a sunny, crowded
winter , but it is very different in summer . Let me explain . beach.
On summer mornings, crowds of people flock to the beach I draw a white beach
to swim. When that happens , it’s hard to find room to put crowded with swimmers.
Now I understand why
down a towel! it is hard for Leon to
Try to visualize what Abby and Leon are talking about. find a place to put his
In winter, clouds often block the sun. The sky is not blue. It towel.”
is gray. This affects the number of tourists who come to the
How to Visualize beach. I think the beach looks prettier when there are just a
few people.
1. As you read, look for words that I read . The two seasons at the beach are alike in one way. During
describe how things look, sound, both seasons, we buy food at the local market and have fresh
smell, taste, and feel. fish to cook and eat.
I like both seasons at
I see . the beach. I wish you
2. Use the words to create pictures
were here in summer!
in your mind.
Your friend,
I draw . Now Leon
3. Draw the picture. Ask yourself:
How does this help me understand I understand .
what I read? = A good place to visualize
42 Unit 5 43
ELAR TEKS
Reading Strategy
Teach
1. Read aloud the introduction on Student’s Book page 42. Discuss the picture with students. Ask: What does Abby picture
when she thinks of autumn? What does Leon picture when he thinks of summer? Have students tell what Abby and Leon
describe.
2. Explain: Not all stories have illustrations or photos to look at, but good readers can visualize, or form pictures in their
mind, about what they read.

Model
Read aloud the How-to card on Student’s Book page 42. Then model using the Language Frames to visualize:
• I read about a white, sandy beach and the green and blue ocean.
• I see myself building a sandcastle and splashing in the waves as they come crashing to the shore. I feel the cool water and
wet sand on my toes!
• I draw the picture I see of myself playing at the ocean. Now I understand why Leon loves summer.
Practice / Apply
1. Read aloud the instructions and Leon’s letter on Student’s Book page 43. Note the sample visualization.
2. Have students reread the second paragraph and make their own visualizations, based on the passage.
3. Use Multi-Level Strategies to help students at each proficiency level.
Have students draw Ask: What words describe what Encourage students to Have students give
pictures that match their Leon sees/hears/tastes/feels/ elaborate on what they detailed descriptions
visualizations of words from smells? What do these words visualize by asking of what they visualize
Leon’s letter. make you see in your mind? questions, such as: What seeing, hearing, tasting,
Have students draw what they are things Leon might smell smelling, and feeling
see. Then ask: What does this or hear at the beach? when they read Leon’s
help you understand? letter about the beach.
Check Understanding
Reread the last paragraph in Leon’s letter to Abby. Then ask: What do you visualize when you read this paragraph? (Answers
will vary. Students should include visualizations that engage several senses.)
Writing Project
Lesson B: Prewrite
Have students turn to Writing Project on Student’s Book page 69 and plan their Writing Projects. (See Teacher’s Book—
Writing Project for detailed instructions.)
PART 2 LESSON 3 55

PART 2 LESSON 4 2
PART
Phonics Focus
Phonics Focus Silent Consonants: gn, kn

(Silent Consonants: gn, kn)
OBJECTIVES
gnome knee
• Learn About Silent Consonants
Listen to each sentence. Choose the word with the silent

• Read Words with Silent Consonants
letter g or k that best completes the sentence.
• Read Decodable Text
1. The told us to 2. He is able to tie a strong
stop. .
know knife
sign gnat
knock knot
3. The paper has pretty 4. Turn the and

. open the door.
knits knob
signs kneel
designs knew
44 Unit 5
Phonics Focus
Teach
1. Write or display the following consonant teams: gn, kn. Say: Remember that you learned about consonants that work
together. Some consonant teams, like the blends sl or bl, do not change the sounds of the individual spellings. Some
consonant teams, like the digraphs ph or th, do change the sounds of the individual spellings. Today, we will talk about
another type of consonant team. When you see these teams, one of the letters or spellings will be silent. You will only
pronounce one of the spellings. Point to the spelling gn as you say /n/. Say: When you see the letters gn together in a
word, you will only say the sound /n/. Repeat with the spelling kn, pointing out to students that as with the spelling gn,
when they see the spelling kn, they will only pronounce the /n/.
2. Blend words. Distribute counters to students. Tell students that for every letter sound they hear, they will put one counter
on their desks in front of them. Model for students by blending the word gnome sound by sound, /n/-/ō/-/m/, placing a
counter for each sound. Have students blend the word with you, placing their counters. Then have students blend the word
as they point to each counter. Say: Say each sound as I point to the counter. Ask: What letter do you see but not hear? (g)
3. Tell students to turn to Student’s Book page 44. Use the same procedure to introduce the remaining consonant spelling and
sample word at the top of the page.
4. Repeat this process with other sample words until students are comfortable blending words with the silent consonants g
and k. Use the following words: gnaw, know, knead, gnash, gnat, kneel, gnu, knack, knife.
5. If time permits, challenge students to blend words with the r-controlled vowel spellings air, are, ear as well as the gn and
kn spellings. Model the first word for them. Write the word hair on the board. Pronounce each sound as you point to the
spelling, /h/-/âr/. Have students blend the word as you point to each spelling. Then, continue with the following words:
rare, sign, know, gnaw, wear, assign, knack, glare, bear, knit.
Model
2. Use item 1 to model the activity for students. Say: There is a sentence with a word missing. I will read the sentence: The
_____ told us to stop. There is a picture clue. The picture shows a stop sign. My answer choices are know, sign, and
knock. Which word has a silent consonant we are learning and matches the picture clue? I will choose sign as my answer.
Repeat the word slowly. Say: I can see the g in the word sign, but I do not pronounce it. Finally, read the completed
sentence.

Talk Together
Listen and read. Find the words with silent letters

g or k. Resources
Over to You
Which Season Is Best? ◆ Read on Your Own Book 57
◆
Which season do you like best? Do you know? In Work with a ◆ Practice Book: 5.17
◆
summer, it’s nice and warm. Everything is green. You partner.
can go swimming. You can play in the park. But maybe Find the words
you live where it gets really hot. Maybe you don’t like with silent g or
all that heat. Then you might like a different season. silent k. Take
turns using the Practice / Apply
In some places, snow can cover your yard in winter. words in oral
People can ski and ice-skate. That’s fun. But winter sentences. 1. Have students listen to and read along with the next
can get very cold. A cold wind can feel like the cut of
item. Tell them to choose an answer. When everyone
a knife. Other places get a lot of rain in winter. All that rain
or snow might make you gnash your teeth. In that case, you is ready, call on a student to tell the answer he or
might like spring or autumn. They are not too hot or too cold. she chose. Ask: What kind of consonant team were
Spring means new buds on trees. It means cute birds in nests.
Falling leaves are a sign that it’s autumn.
you looking for? Confirm the correct answer and
Weather can affect your mood. Do you know which season have students read the completed sentence with you.
makes you feel the happiest? Continue with the remaining items.
the instructions with students. Then name the pictures
Read “Which Season Is Best?” with a partner.
Practice reading words with silent letters g and k.
(knit, gnu, gnat, knock, align, knight) and work with
students to complete the first item. Have students
45
complete the remaining items independently. Then
review the page with students, making corrections as
necessary. Finally, have partners complete the activity
at the bottom of the page.
Read Decodable Text
1. Prepare to Read. Review the target consonant spellings with students. Remind them that they have practiced reading words
with these consonant spellings. Then review the Words to Know and, but, and different and Key Words seasons, summer,
autumn, spring, weather, and affect with students. Tell them that they will use these skills and words to read a new text.
Have students turn to Student’s Book page 45. Model reading the title. Have students repeat the title.
2. Preview. Have students look at the page and describe what they see in the picture. Model for students. Say: I see some
trees with orange leaves. Encourage students to describe the rest of the picture.
Over to You
Have students work with a partner to take turns reading the text, identifying words with the silent letters g and k, and using the
words in oral sentences. Monitor students as they read. Compliment or correct as needed. Then ask the following questions:
• What is this text about? (the seasons of the year)
• What question does the text want you to answer? (Which season do I like best?)
• How many seasons are there? (four)
• Which season do you like best? Why? (Answers will vary.)
Extension
Read on Your Own
Use Read on Your Own Book 57: Eye on the Sky for additional practice on reading decodable text with silent consonants.
PART 2 LESSON 4 57

PART 2 LESSON 5
Reading: Preview
OBJECTIVES
Vocabulary Reading Strategy Learning Strategies
• Use Grade-Level Vocabulary • Plan: Preview • Use Prereading Supports
• Use Academic Vocabulary Comprehension and Literary Analysis • Build Background Knowledge
Language • Analyze Genre: Poetry
• Listen to a Preview • Use Text Features: Diagram
What Makes
Read a Poem the Seasons?
Genre
A poem uses words in a special way to
tell about ideas. This poem gives facts
about the seasons.
Text Features
A diagram uses pictures, arrows, and
labels to show how something works.
Earth’s Orbit
arrow
Earth
picture label Sun
written and illustrated by

Megan Montague Cash
46 Unit 5 47
Preview
Introduce
1. Tell students to look at the cover on Student’s Book pages 46-47 as you read aloud the title of the poem. Have them
predict: What do you think this poem will be about? What do you see in the picture on page 47?
2. Encourage students to use Key Words to describe what they see. Point out the tree and the colors of the leaves. Then
connect to personal experience: What changes do you see in nature during fall?

Genre and Text Feature
1. Read aloud the definition of a poem on Student’s Book page 46. Say: Poets choose their words very carefully. Poems often
include rhyming words and words that repeat the same sound. These give the poem a rhythm, or a beat, so that the poem
can sound like a song. The writer also chooses words to paint pictures in the reader’s mind.
2. Read aloud the definition of diagrams on Student’s Book page 46 and point to the diagram of the sun and Earth and their
labels. Explain: A diagram is a picture that gives information about the topic. Connect to the genre: As we read this poem,
think about how the diagrams help us understand why the seasons change.

Pages Say (and do)

A girl sits inside, watching the rain fall outside her window. She hears rain tapping on the window. (Tap a
48–49 desk with your fingers.) The season is spring. The girl wears a raincoat and rain boots. What do you wear
when it rains?
Flowers are blooming and the sun is shining. The girl smells a flower. (Pantomime smelling a flower.) The
50–51
season is summer. The rain made everything grow. Which season do you think will come next in the poem?
Yes! Now the season is autumn or fall. The tree’s green leaves are now red and gold. What happens to
52–53
the tree’s leaves? (They fall.)
Children are playing outside in the cold winter weather. (Pantomime shivering and chattering your teeth.)
54–55
The children wear clothes that keep them warm. What do you wear when the weather is cold?
The diagram on page 56 shows how Earth moves around the sun. This causes the seasons of the Earth.
56–59
Help me describe the pictures of the seasons. Which season is your favorite?
Check Understanding
Ask: How are poems different from stories? (Poems have rhythm and words that rhyme.)
1. Explain that people around the world participate in different activities and celebrations for each season. For
example, some people celebrate spring with a maypole. A tall wooden pole is decorated with ribbons and flowers.
As people dance around the maypole, they weave the ribbons around it to form a pattern.
2. Have students share cultural activities and celebrations they participate in each season.
PART 2 LESSON 5 59

PART 2 LESSON 5
OBJECTIVES
Resources
• Use Grade-Level Vocabulary • Use Text Structure: Compare and ◆ Practice Book: 5.14
◆
• Use Academic Vocabulary Contrast ◆ Reading Routine 1

◆
Reading Strategies Learning Strategy

• Plan: Set a Purpose, Predict, and • Use Reading Supports
Confirm Predictions Writing
• Visualize • Writing Project—Lesson C: Draft
Read the Selection

Reading Options

• Have students follow the text on Key • Use Reading Routine 1. • Have students read each section
Points Reading (Practice Book 5.14) • Ask Build Comprehension questions silently and then discuss the
while you read it aloud. to check understanding. important ideas with a partner.
• Check understanding with selected • At the end of each section, have • Students can discuss the Build
Build Comprehension questions. students share important ideas. Comprehension questions with a
partner.

Set a Purpose
Find out what happens when the
seasons change.
Spring’s mild weather wakes the seeds,
bringing showers each seed needs.
Spring was here but couldn’t stay.

Spring left on a summer day.
The day began with sprinkling rain

tapping at the windowpane.
Rain has turned the sky to gray.

Our snowman friend has gone away.
Fresh green leaves are peeking out.

What makes this their time to sprout?
tapping at the windowpane hitting against mild warm and wet

the window wakes the seeds gets the seeds ready to grow
sprout begin to grow showers rain
48 Unit 5 49
Build Comprehension
Set a Purpose
Read aloud the introduction at the top of page 48.
Key Words
Which season does the picture on page 49 show? (spring) How can you tell? (It is raining. Plants are growing.)
Poetic Language
Reread page 49 with me. Which rhyming words do you hear? (seeds/needs, stay/day) What do you think the phrase “wakes
the seeds” means? (The seeds start growing.)
Visualize
1. Review: As you read, you can visualize, or form pictures in your mind of what is being described.
2. Use the Language Frames from Student’s Book page 43 as you model identifying sensory words that help you visualize the
description of spring.
• I read the words rain tapping, gray, and green leaves.
• I see rain falling from gray clouds. I see plants poking out with green leaves.
• I hear the rain tapping on the window.
• Now I understand that spring is a time when everything starts to grow.
PART 2 LESSON 5 61

PART 2 LESSON 5
Why is this a growing season ?
Plants grow tall, but what’s the reason ?
Plants grow best in summer light,

when days are long and warm and bright.
Plants that once were hardly there

now have flowers everywhere.
Each tree and weed and lima bean

shows its favorite shade of green.
hardly there very small what’s the reason why do the Before You Continue
shade kind plants grow tall
1. Details What happens in spring ?
What happens in summer ? How can
you measure the changes?
2. Visualize Look at the pictures. Tell how
summer feels, looks, and smells.
50 Unit 5 51
Predict
What will happen when the
summer is over?
In all the leaves on all the trees
are teeny tree food factories.
Leaves use sun to make the food.
When there’s less sun, leaves come unglued.
But when the summer days are done,
the autumn days have just begun.
The sun grows dim, the wind blows cold.

Green leaves turn to red and gold.
The colored leaves dance all around.

But why do leaves fall to the ground?
grows dim is not as bright teeny tree food factories small parts that
dance all around move in make food for the tree
the wind come unglued fall from the tree
52 Unit 5 53

Make Inferences
What happened to the small sprouts in the window box on page 48? (They grew into flowers.)
Cause and Effect

What causes plants to grow so tall in summer? (Plants get lots of sunlight on long summer days.)

1. Details: Possible response—In spring, it rains and everything begins to grow. In summer everything is green and plants
grow tall.
2. Visualize: Explain: Pictures can help you see what the text is about. You can also look for words that tell how something
feels, looks, and smells. Guide students in completing the Language Frames:
• What did you read about what is summer like? (I read that days are long, warm, and bright)
• Look at the pictures and think about the words. How does summer feel, look, and smell? (I feel warm light. I see tall,
green plants. I smell fresh flowers and plants.)
• What does this help you understand? (Now I understand how different summer is from other seasons.)
Extension
Literary Analysis: Elements of Poetry

1. Remind students that poems include rhyming words, rhythm, and repetition. These elements work together to create images
that readers can visualize. Read aloud page 50. Identify the rhyming words bean and green. Explain that sounds can be
repeated within lines as well as at the ends of lines.
2. Have students listen for the repetition of the long e sound as you read the last two lines on page 50. Explain that most
poems have a rhythm. Model tapping a desk as you read each word to help students hear the poem’s rhythm.
3. Read aloud page 51. Have students identify the rhyming words. (season/reason, light/bright) Have them tap the rhythm
as you read aloud the stanza again.

Predict
Read aloud the introduction at the top of page 52. Model using the illustrations and prior knowledge to predict what will
happen.
Make Comparisons
1. Remind students that when they compare, they look for how things are the same. When they contrast, they look for how
things are different. Ask: How are summer and fall the same and different?
2. Model identifying color words the writer uses to describe each season and the sun. Prompt students to look for details in
the illustrations. Then model using a Venn Diagram to compare and contrast the two seasons.
Figurative Language
Can leaves dance? (no) What do you think the writer means by “leaves dance all around”? (Possible response:
The wind blows the leaves and they look like they are dancing.)
Key Words
How does the lack of sunlight affect trees? (Trees cannot make as much food, so they lose their leaves.)
PART 2 LESSON 5 63

PART 2 LESSON 5
Winter is a time for sleep.

Trees are resting. Seeds will keep.
Many creatures sleep and wait.

Winter’s time to hibernate.
The weather brought a change last night.
Winter turned the world to white.
Puffy flakes swirled high and low.
Snow makes flurries. What makes snow?
In chilly clouds the raindrops freeze.
It’s one of winter’s recipes.
flurries snowflakes that blow around in creatures animals and insects Before You Continue
the wind Winter’s Winter is 1. Confirm Prediction What happens in the
freeze turn cold and hard hibernate sleep until spring comes again poem when summer is over? Was your
It’s one of winter’s recipes. It is something prediction correct?
that happens in winter . 2. Visualize Think about the snowflakes.
Which words in the poem help you
picture and feel them?
54 Unit 5 55
Predict
Look at the diagram below. What
causes the seasons to change?
But what controls the season’s change?

And what makes weather rearrange?
Earth’s yearly trip around the sun

affects the seasons one by one.
Earth’s Orbit
Earth
In summer when the days are long
Sun
the sun shines down both hot and strong.
While winter has the shortest days —

less time for Earth to get warm rays.
Earth takes a whole year to move around the sun.
controls makes; causes warm rays sunshine

rearrange change from season to season
Orbit Path Around the Sun
56 Unit 5 57

Make Comparisons
Ask: How is winter different for people and some animals? Explain that some animals hibernate, or sleep, in winter. To guide
students in making comparisons, say:
• Look at page 54. What do children do in winter? (They play in the snow.)
• Look at page 55. What do some animals do in winter? (They sleep under the ground.)
Make Inferences
Why do some animals hibernate in winter? (Winter is very cold and there is not enough food. The animals save their energy
by sleeping, and they stay warm under the ground.)

1. Confirm Prediction: Possible response—When summer ends, fall begins. The weather is colder. Leaves change color and
fall to the ground. My prediction was correct because I thought it would be colder when summer ended.
2. Visualize: Possible response—The words white, Puffy flakes swirled, and flurries help me picture and feel soft, light
snowflakes.
Extension
Home Connection: Seasonal Changes

1. Remind students about their family discussion of things that change in nature. (See Family Newsletter 5.)
2. Have students create before and after pictures to show what they found out. Invite students to share their pictures with the
class.

Predict
Read aloud the introduction at the top of page 56. Point out the diagram. Trace the path made by the arrows and ask: What
idea does the diagram show us? Encourage students to read on to find out whether their predictions are correct.
Use Text Features

Look at the diagram. How does the sun affect the seasons on Earth? (We have summer when our part of Earth tilts toward the
sun. We have winter when our part of Earth tilts away from the sun.)
Make Inferences
Why does it take a year for Earth to go through all four seasons? (It takes one year for Earth to move around the sun.)
Use Visuals
How do the pictures on page 57 show the differences between summer and winter? (One picture shows a hot summer day
with a blue sky and a bright sun. The other picture shows a cold winter day with snow and a cloudy sky.)
PART 2 LESSON 5 65

PART 2 LESSON 5
Earth’s Hemispheres
winter Seasons change four times a year.
north When each one ends, the next one’s here.
Enjoying changes one by one
makes the seasons so much fun. ❖
south
summer
But when you have a summer day,
it’s winter half the world away.
If summer blossoms open wide,
it’s winter on Earth’s other side.
Earth’s Hemispheres The Two Main the next one’s here another Before You Continue
Parts of Earth season begins
1. Confirm Prediction What causes the
half the world away on the other seasons to change?
side of Earth
2. Make Comparisons Find words in the poem
blossoms flowers
about how summer and winter are different.
Describe each season to a partner.
58 Unit 5 59

Use Text Features
What does the picture on page 58 help us understand about seasons? (When it is summer on one half of Earth, it is winter
on the opposite half.)
Author’s Point of View
Why do you think the author says the changes in the seasons are fun? (Possible response: You can enjoy doing different kinds
of activities in each season.)
Key Words
Point to the illustration on page 59. How does it show what the poem says about the seasons? (The picture shows all four
seasons in one window. The trees outside the window are shown in different stages that represent the four seasons. The
weather in each window pane changes with the seasons as well.)
1. Confirm Prediction: Possible response—The movement of Earth around the sun causes the seasons to change. My
prediction was wrong because I thought the arrows showed that the sun moved around Earth.
2. Make Comparisons: If students have difficulty making comparisons, review what they learned about changes in the
seasons from the diagrams on pages 56 and 58. Possible response—In summer, days are long and warm, and plants
grow tall. In winter, days are shorter and colder, and plants rest instead of growing bigger.

Extension
Fluency: Intonation
1. Explain the concept: Fluent readers read with appropriate intonation. The pitch or tone of their voice rises and falls as they
read aloud.
2. Direct students’ attention to pages 58–59. Say: Listen to the way my voice rises and falls as I read. Play the selection
recording or read aloud page 59 with appropriate intonation.
3. Have students read aloud pages 58-59 to a partner, focusing on intonation.
Writing Project
Lesson C: Draft
Have students turn to Writing Project on Student’s Book page 69. Have them draft their Writing Projects. (See Teacher’s
Book—Writing Project for detailed instructions.)
PART 2 LESSON 5 67

PART 2 LESSON 6 2
PART
Think and Respond

1. Poems use words in an interesting way. Find your favorite
Reread and Describe lines in the poem. What do you find interesting about them?
I like it when the author says, “ .”

OBJECTIVES It is interesting because .
Vocabulary 2. Compare the weather in spring and summer . How is it
• Use Grade-Level Vocabulary alike? How is it different? Give examples from the text.
• Use Academic Vocabulary Spring and summer are alike because .

They are different because spring weather is , but
• Use Classroom Vocabulary summer weather is .
Language 3. Tell about a season . Use words from the poem to help a
• Language Function: Make Comparisons partner picture it. Have a partner guess the season.
• Reread and Describe In this season, I see . I hear .

The season is .
Fluency
• Read with Accuracy, Rate, and Intonation
Write About It
• Analyze Genre: Poem Work with a partner to write a poem about your favorite season.
• Compare and Contrast Tell how the season looks, sounds, feels, smells, and tastes.
Learning Strategies Autumn looks .

• Use Graphic Organizers: Comparison Chart It sounds .
It smells .
• Reason Inductively
60 Unit 5
Writing
• Write a Poem ELAR TEKS
G2.3.B.6 locate facts about other texts
• Writing Project—Lesson D: Revise

G2.3.B.8 locate details about other texts
G2.14.B.1 locate the facts that are clearly stated in a text
G2.18.B write short poems that convey sensory details
Think and Respond

Talk About It
• Poem: Possible response—I like it when the author says, “In all the leaves on all the trees / are teeny tree food
factories.” It is interesting because trees and factories rhyme, and leaves are compared to factories.
• Make Comparisons: Possible response—Spring and summer are alike because plants grow during these seasons. They
are different because spring weather is cool but summer weather is hot.
• Visualize: Possible response—I see red and gold leaves dancing. I hear the cold wind blowing. It is autumn.
Write About It
Read aloud the instructions and the language frames. Use Writing Routine 4 to help students put their thoughts in writing.
Say Write
In spring, nature is colorful. Spring looks colorful.
I hear birds, insects, and water. It sounds busy and full of life.
The air is fresh with the smell of rain and sweet apple blossoms. It smells fresh and sweet.
Reread and Describe

Compare and Contrast
1. Read aloud the introduction on Student’s Book page 61 and reinforce: When we tell how things are alike, we compare.
When we tell how things are different, we contrast.
2. Explain the row and column headings of the comparison chart: The chart shows what happens to leaves, raindrops, snow,
and days during spring, summer, fall, and winter. Then have students complete Practice Book 5.16.

Reread and Describe

Think about the ideas in “What Makes the Seasons?”
How are the seasons alike? How are they different?
Comparison Chart
Resources
Spring Summer Fall Winter ◆ Practice Book: 5.14, 5.16, 5.18
◆
Leaves sprout ◆ Writing Routine 4
◆
Raindrops fall
Snow melts
Days get
longer
Now use your comparison chart. Tell Spring and summer are
your partner how the seasons are alike because .
alike and different in “What Makes Winter and spring are
the Seasons?” different because . Describe
1. Read aloud the instructions and language frames on
Fluency Student’s Book page 61. Have students describe the
Practice reading with the correct intonation. seasons to their partners. Have partners reverse roles
Rate your reading.
and repeat.
2. Provide Key Points Reading (Practice Book 5.14) for
students who need additional support. To evaluate
61
students’ proficiency, refer to the rubric below.
ELAR TEKS
comprehension
Describing a Season Rubric
¨¨
Misses many important parts ¨¨
Beginning
¨¨
Does not compare and contrast the seasons ¨¨
Often seems uncomfortable with the task
¨¨
Covers some important parts ¨¨
Intermediate ¨¨
Describes one or two ways the seasons are alike ¨¨
Seems somewhat uncomfortable with the
and different task
¨¨
Covers most important parts ¨¨
Advanced ¨¨
Describes some ways the seasons are alike and ¨¨
Seems somewhat comfortable with the task
different
Advanced
¨¨
Covers all important parts ¨¨
High ¨¨
Describes many ways the seasons are alike and ¨¨
Seems comfortable with the task
different
Fluency
2. Listen to each recording and assess students’ ability to read with accurate intonation.
Writing Project
Lesson D: Revise
Have students turn to Writing Project on Student’s Book page 70. Have them revise their Writing Project compositions. (See
Teacher’s Book—Writing Project for detailed instructions.)
PART 2 LESSON 6 69

PART 2 LESSON 7 2
PART
Word Work
Word Work Multiple-Meaning Words

Reading Some words have more than one meaning. You can use other
words near the word to figure out the right meaning.
Fall is a multiple-meaning word. Look at these examples.

OBJECTIVES
Vocabulary
• Strategy: Multiple-Meaning Words In the fall , the leaves Be careful not to fall !
change colors.
Language Meaning: the season Meaning: to trip or slip
before winter
• Listen to a Preview
Learning to Read
• Concept of Print: Captions
Try It Together
Reading Strategies
Read this passage. Then answer the questions.
• Plan: Preview
• Make Connections: Text to Text In the spring, my family always plants a garden. First, we put the
seeds in the ground. After a while, new plants spring up from the dirt!
• Visualize
Comprehension and Literary Analysis 1. What does spring mean in the first sentence?
• Analyze Genre: Science Article 2. What does spring mean in the third sentence: “a season”
or “grow quickly”?
Learning Strategies
• Collaborate with Peers 62 Unit 5
• Use Prereading Supports
• Build Background Knowledge ELAR TEKS

multiple-meaning words
Writing
• Writing Project—Lesson E: Edit and Proofread
Word Work
Teach / Model
1. Read aloud the introduction on Student’s Book page 62 and go over the first example sentence and definition for fall. Then
point to the second meaning of fall and explain: The word fall looks and sounds the same in these two sentences, but each
has a different meaning. You can read the sentence and look for words and phrases that help you figure out what the
word means. Then read the meaning to find out if you are correct.
2. Reinforce the skill. Write: Snowflakes fall down from the sky. Ask: Which definition of fall is correct? (to trip, slip, or drop
to the ground)
Practice / Apply
1. Read aloud the instructions in Try It Together on Student’s Book page 62. Explain that the passage uses the word spring in
two different ways. Have partners work together to find context clues that help them answer the questions.
2. Use Multi-Level Practice Sets to provide more examples that address various levels of vocabulary knowledge. Have
students decide the meaning of the underlined word in each sentence.

• We put the rabbits in a • The park is beautiful in • Ana pumps water from • I have a science project to
pen. the spring. the well. do for school.
• I use a pen to write my • Mom will park the car in • I am not feeling well • We can project the film
name. the driveway. today. onto a screen.
Check Understanding
Ask: When reading, what gives us clues about the meaning of a word? (other words in the sentence)

Extension Resources
Review / Model ◆ eVisual: 5.6
◆
1. Guide students for more practice with the concept, using the Dictionary
Entries in eVisual 5.6.
2. Read the following sentences and model using context clues with the
first sentence.
• There will be animals for sale at this summer’s fair. (3)
• I long for warmer weather to come soon. (2)
• There is no time like the present. (2)
• I think you are right but she is wrong. (1)
Practice / Apply
1. Read each sentence. Have students hold up fingers to show which
definition is correct for each word.
2. Then have students turn to a neighbor and explain how they
determined the correct meaning.
• I do not think the rules of the game are fair. (2)
eVisual 5.6
• The days are not as long in autumn. (1)
• I am going to make a present for my dad. (1)
• The pond is to the right of the farm. (2)
Check Understanding
Ask: How did you use words in the text to figure out the meaning of a multiple-meaning word today? (Answers will vary.)
PART 2 LESSON 7 71

PART 2 LESSON 7
Read the Selection

Making Connections
Read aloud the introduction on Student’s Book page 63 and explain: As you read, think about what you learned about
changes in nature from the diagrams in “What Makes the Seasons?”
Genre
Read aloud the definition of a science article on Student’s Book page 63. Clarify: A science article gives information or facts
about a topic. Remind students that many of this unit’s Key Words relate to cycles of nature.

Pages Say (and do)

63 This man is a scientist. What is he holding? (a toad) Dr. Hayes learns about frogs and toads.
This photo shows a pond. What season do you think it is? (winter) Frogs live in ponds. (Point to the photo
64
in the circle.) How does this frog look? (cold)
Look at this pond. What season is it now? That’s right, it’s spring. (Point to the wood frog.) How does the
65
frog look now? (warm and alive)
Reading Options
Listen and Read Along Read and Find Facts Read and Find Facts
• After reading aloud the selection, • Have partners read together and • Have students read each section
have students make a Fact Card make Fact Cards about frogs. They silently and then make Fact Cards
about frogs. (See Practice Book 5.19.) write the topic and state the facts. about frogs. They write the topic
They can draw pictures and then • Ask Build Comprehension questions and state the facts.
dictate information. to check understanding. • Ask Build Comprehension questions
• Check understanding with selected to check understanding.
Build Comprehension questions. • Have partners trade cards and
compare facts.

Making Connections Read about an
amazing change that happens to some frogs
A
each winter .
NATIONAL
GEOGRAPHIC Genre A science article is nonfiction. It can
EXCLUSIVE
explain something about nature.
Winter Resources
Wonder
◆
by Tyrone Hayes, PhD
Hi! My name is Dr. Tyrone

Hayes. I study frogs and toads.
I work in a lab and sometimes
in muddy ponds.
Dr. Tyrone Hayes

studies frogs and
toads.
study learn about Before You Continue

lab special room where 1. Visualize What do you think Dr. Hayes
scientists work feels, smells, and hears when he is at
work?
2. Make Inferences How do you think
Dr. Hayes feels about his work? Explain .
63
Build Comprehension
Details
Where does Dr. Hayes work? (in labs and muddy ponds) Why do you think he works in muddy ponds? (Frogs and toads live
in ponds, so he goes there to study them.)
Genre
How can you tell “A Winter Wonder” is a science article? (It gives information about a real scientist named Dr. Hayes.)

1. Visualize: Guide students in using the strategy:
• What did you read about Dr. Hayes’ work? (I read that he works in muddy ponds.)
• What does this make you imagine in your mind? (I see wet mud, smell plants, and hear frogs and toads splash in the
water.)
• What does this help you understand? (Now I understand more about where Dr. Hayes works.)
2. Make Inferences: Answers will vary. Possible answer—I think Dr. Hayes must like his work. He is smiling and looks happy
as he holds the big toad.
1. Explain that animals all over the world have different ways of dealing with changes in the seasons. In winter, many
animals migrate, or move, to warmer climates. The familiar expression “fly south for the winter” refers to birds that
migrate to warmer climates where there are insects to eat. Humpback whales in the Pacific Ocean swim south to
warmer waters in winter.
2. Guide students to find other examples of animals around the world that have developed specific behaviors to deal
with seasonal changes.
PART 2 LESSON 7 73

PART 2 LESSON 7
We know that weather changes with each season . Soon the warm spring comes. That's when the frog
Did you know that some frogs change with the wakes up! Its body thaws. Then it hops away until
seasons, too? winter comes again.
Winter can be a hard season for frogs. It's so cold This unique frog is truly amazing! ❖
that many ponds freeze. Insects that frogs eat can
be hard to find, too.
But winter is no problem for the North American

wood frog! It has an unusual way to survive the
harsh winter. Each winter, the wood frog lets its In the spring ,
body freeze. Then it sleeps all winter long. the wood frog
wakes up again.
In the cold winter, many ponds freeze.
In the warm spring, ponds are filled with life.
freeze turn to hard ice Its body thaws. The ice on its body melts. Before You Continue
an unusual a very different unique special 1. Make Comparisons Look at the photos on
harsh long and cold truly amazing very surprising pages 64–65. Tell how the pictures are
A North American wood the same and how they are different.
2. Main Idea What is so unusual about the
frog freezes each winter . wood frog?
64 Unit 5 65

Student’s Book Pages 64—65
Details
What details show that winter is a hard season for frogs? (Many ponds freeze because of the cold; insects that frogs eat are
hard to find.)
Concepts of Print: Captions
Point to the photos on page 64. Read the caption: “In the cold winter, many ponds freeze.” Explain: These words are called
a caption. A caption gives information about a piece of art, such as a map, a photo, or a picture.
Visualize
Visualize how a frog’s body changes in winter. What can you see and feel? (Answers will vary. Possible response: I read that
the frog’s body freezes. I see ice on the frog in the photo. The frog looks frozen solid! Now I understand that a wood frog
freezes and then goes to sleep for the winter.)
1. Make Comparisons: Both photos show a pond. One photo shows green trees in spring. The other photo shows trees
covered in snow and a frozen pond in winter.
2. Main Idea: In winter, the wood frog’s body freezes and it sleeps. In spring, the ice on the frog’s body melts and the frog
wakes up.

Extension
Math: Estimate
1. Say: In autumn, monarch butterflies migrate from Canada and the United States to Mexico. They find shelter in the forest
during the winter. In spring they migrate north. Have students find Canada, the United States, and Mexico on a world map
or a globe. Pick a city in each country. Have students predict how many miles butterflies travel during their fall migration.
2. Help students use the scale on the map to estimate the distance between two of the cities. How close were their
predictions?
Science and Math: Measuring Temperature

Materials: ruler, thermometers
1. Recap prior knowledge: Raise your hand if you think the air feels cold outside today. Connect concepts: We can say what
we feel the air is like, but we need to use a tool to find out the exact temperature. Hold up a ruler and a thermometer:
Which tool can we use? (the thermometer).
2. Write: 32°F and 0°C, and direct students’ attention to the thermometer on your hand. Explain: When you tell the
temperature, you tell the number (point to the number) and the unit (point to the °). This circle means degrees. Have
students repeat degrees. Explain that F means Fahrenheit. In the United States, people measure degrees in Fahrenheit.
Then explain: C means Celsius. In most parts of the world, people measure temperature in Celsius. Thermometers usually
show both Fahrenheit and Celsius scales.
3. Distribute thermometers. Have partners determine and record the temperature in the room. Go outside and have them read
and record the temperature there. Have students report and compare their results. Discuss why results might be slightly
different (It can be hard to be accurate to the exact degree.)
Writing Project
Lesson E: Edit and Proofread
Have students turn to Writing Project on Student’s Book page 71. Have them edit and proofread their Writing Project
compositions. (See Teacher’s Book—Writing Project for detailed instructions.)
PART 2 LESSON 7 75

PART 2 LESSON 8 2
PART
Respond and Extend
Respond and Extend Compare Genres

Grammar and Spelling “What Makes the Seasons?” is a poem. “A Winter Wonder”
is a science article. How are the two texts the same? How
are they different? Work with a partner to complete the
OBJECTIVES Venn diagram.
Vocabulary Write what is

the same here.
• Use Grade-Level Vocabulary Venn Diagram

Language
“What Makes Both “A Winter
• Participate in a Discussion the Seasons?” Wonder”
give facts
Reading Strategy poem about science article
changes in
• Make Connections: Text to Text nature
Fluency
• Read with Accuracy and Rate
Write what is different here.
• Introduce Question Types
Talk Together
• Compare Genres Why is nature always changing? Take turns choosing picture
cards with a partner. Use Key Words to explain what happens
Learning Strategies during the season on the card you picked.
• Use Graphic Organizers: Venn Diagram

• Reproduce Modeled Language 66 Unit 5
ELAR TEKS
G2.10.A.1 distinguish between fiction and nonfiction
Respond and Extend

Reread
As students reread “A Winter Wonder” on their own, have them think about how the information from this science article is
similar to and different from information in the poem “What Makes the Seasons?”
Compare Explanations
1. Read aloud the introduction on Student’s Book page 66. Then explain the Venn diagram. Say: One circle is about “What
Makes the Seasons?” The other circle is about “A Winter Wonder.” Write what is the same about both the selections in
the middle part of the diagram. Write what is different about the selections in the left and right circles.
2. Have partners use a 3-Step Interview to discuss how the two texts are alike and different. (See Cooperative Learning
Routines.) Then have them record their ideas on Practice Book 5.20.
Talk Together
1. Read aloud the question and instructions in Talk Together on Student’s Book page 66. Allow students to choose from the
seasonal images on Language Builder Picture Cards G2.54–59, G2.63, and G2.67.
2. Ask follow-up questions to focus the discussion and to prompt students as they use newly acquired vocabulary.
• What is the season like?
• How does the season look, sound, smell, taste, and feel?
• What kinds of things happen in this season?
3. Use Multi-Level Strategies to help students at all proficiency levels. Have students add ideas to the unit concept map.
Have students point to two Have students use this language Have students elaborate on why changes take place in
pictures that show how frame in discussions: nature. Have them discuss how nature might be different
nature changes. Help them • In spring/summer/fall/ if there were no changes in weather, temperature, and
select Key Words that winter, nature changes light.
describe the pictures. because _____.

Questions
You can ask questions to get information. All questions begin
with a capital letter and end with a question mark.
Resources
Grammar Rules Questions
Question Answer
◆ Practice Book: 5.13, 5.15, 5.20, 5.21
◆
• Some questions Is it spring yet? Yes, it is. ◆ eVisual: 5.7, 5.8
◆
ask for a “yes”
or “no” answer. Is the plant growing? Yes.
◆
• Some questions Who can tell me The teacher can tell
ask for more about the seasons? you about the seasons.
◆ Language Builder Picture Cards G2.54–59,
◆
information.
When will autumn Autumn will end in G2.63, G2.67
• A question can end? November.
start with who,
when, where, Where can we go
We can go to the
what, or how. this summer?
beach this summer.
Read Questions Grammar and Spelling

Read these sentences. Name the sentences that ask questions.
How do you know?
Yes/No Questions
Why is this a growing season?
Plants grow tall, but what’s the reason?
1. Display the Yes/No Question Chart (eVisual 5.7). Say:
Plants grow best in summer light, Use Is and Does to ask about one thing. Use Are and
when days are long and warm and bright.
Do to ask about two or more things.
Write Questions 2. Read aloud the questions, pausing to point out
Write two questions about seasons. Ask a partner your questions.
the capital letters, question marks, and the yes/no
67
answers. Assign Practice Book 5.13.
ELAR TEKS
G2.1.A.1 distinguish features of a sentence
sentences
Questions that Ask for More Information

1. Display and read aloud the Question Word Chart (eVisual 5.8).
Explain: When someone asks you a question, think about the
question word.
2. Point to the first question and say: The question word who asks
about a person. To answer, give information that goes with the
question word. Model: I see my cousin in summer. Repeat this
activity for the rest of the question words on the chart. Assign eVisual 5.7
Practice Book 5.15.
Questions
1. Read aloud the introduction and the first rule on Student’s Book
page 67. Then have students read the questions and answers
from the chart. Ask: What if the answer to the question is not
“yes”; what do we say? (“No” or “No, it is not.”)
2. Then read aloud the other rules, along with the sample questions
and answers. After each sample question, prompt students to
tell you what information each question word signals. Finally,
review the punctuation marks used, including periods in the
eVisual 5.8
response.
3. Read aloud the instructions of the Read Questions activity and the excerpt from “What Makes the Seasons?” If necessary,
help students identify questions and answers by using the end marks.
4. Read aloud the instructions of the Write Questions activity. Have students work independently to write questions. Assign
Practice Book 5.21.
PART 2 LESSON 8 77

PART 2 LESSON 9
Review
OBJECTIVES
Resources
• Use Grade-Level Vocabulary • Visualize ◆ High-Frequency Word Routine
◆
• Use Academic Vocabulary Reading Fluency ◆ Key Words Images
◆
• Strategy: Multiple-Meaning Words • Accuracy and Intonation ◆ eVisual: 5.9
Language
◆
Comprehension and Literary Analysis ◆ Reading Strategy Rubrics
• Make Comparisons
◆
• Use Compare and Contrast to Retell
◆ Reading Strategy Test
Grammar Learning Strategies
◆
• Questions • Review
Learning to Read • Reflect on Learning
• Words to Know Writing
• Phonics Rules • Writing Project—Lesson F: Present
and Share
Language: Make Comparisons, Words to Know

Words to Know
1. Display “What Makes the Seasons?” Have each student choose a season from the and
selection. Have partners talk about how their seasons are alike and different. but
2. Review High-Frequency Word Routine. Have students look at each word, listen to the different
word, and listen to the word in a sentence. Then they say the word, spell it, and say it have
again.
Key Words: Science and Academic Vocabulary

Key Words
1. Form two teams. Show Key Word Images. Have each team take turns telling you the Key affect reason
Word each image represents.
autumn season
2. When each word has been stated correctly, have the teams use the word in a sentence. explain spring
Reading Strategy: Visualize fall summer
1. Read “Autumn Weather in Two Places” (eVisual 5.9) to small groups. After reading, have happen weather
partners visualize the text. Ask: What happens when we visualize? (We form pictures in measure winter
our minds.) Ask: What senses are used to describe the weather in Oakland
and Columbus? (sight, touch)
2. Have partners draw a picture of something they visualized from the passage.
3. Use Reading Strategy Rubrics in Assessment Resources to measure students’
development in reading strategy.
4. Use Reading Strategy Test in Assessment Resources to assess students’ skill in
applying common reading strategies.
Thinking Map: Compare and Contrast

1. Read “Autumn Weather in Two Places” (eVisual 5.9). Have partners listen
for things to compare and contrast. After reading, have them compare and
contrast the two cities.
2. Have students use these language frames if they need help: In Columbus, fall
is _____, but in Oakland fall is _____. In both Columbus and Oakland, fall is
_____.
eVisual 5.9

Phonics
1. Write or display the following spellings in chart form: gn, kn, air, are, ear. Then write the following words off to the side:
gnat, pair, bear, care, knee, knight, gnash, scare, knot, gnome, pair, pear, gnu, know.
2. Say: I will point to a word. I want you to read the word I point to. Then tell me in which column I should write the word.
3. Model for students using the word gnat. Say: gnat. Ask students to tell what consonant team they see in the word. Then
have them tell you in which column to write the word.
Fluency: Accuracy and Intonation

Have students review their own recordings of “What Makes the Seasons?”, focusing on accuracy and intonation.
Word Work: Multiple-Meaning Words

1. Ask: What are multiple-meaning words? (words that have more than one meaning) Have small groups tell which Key
Words are multiple-meaning words. (spring, fall)
2. Encourage them to give other examples of multiple meaning words discussed in this unit. (just, fair, present, wake)
Grammar: Questions
Display the following sentences. Have partners tell how to correct each sentence by changing or adding punctuation. Have
them tell you how they know a change is needed.
• Summer is my least favorite season? (replace question mark with period)
• Is it true that you like winter. (replace period with question mark)
• Yes, it is true. I like the cooler weather? (replace question mark with period)
• In winter the wood frog freezes and goes to sleep (add missing comma, add missing period)
Writing Project
Lesson F: Present and Share
Have students turn to Writing Project on Student Book page 71. Have them present and share their Writing Project
PART 2 LESSON 9 79

Interview
1. Recap prior knowledge: What do you know about interviews? Responses should include that one person asks questions
and the other answers them. Ask: Show me how two people act when one is being interviewed.
2. Use a volunteer to help you model sitting formally, reading questions from notes, and making eye contact. Ask:What must
an interviewer do to prepare for an interview? Lead students to understand that interviewers ask a series of questions using
formal language, which is more respectful and helps to keep the interview serious.
3. Students will conduct interviews about things in nature. They will role play reporters and scientists. The reporters will ask
the scientists to compare and describe things in nature. Remind students: Dr. Tyrone Hayes is a scientist who studies frogs.
Explain that one student from each group can play the role of Dr. Hayes and other students can play the roles of other
scientists.
4. Help students brainstorm a list of questions. Post examples: How do animals get ready for a new season? How do plants
look during different seasons?
Plan
Have mixed-proficiency groups design their interviews. Remind the scientists in each group to compare different plants and
animals when they respond to questions.
Practice
1. Have students rehearse their parts. Use Multi-Level Strategies to help students at each proficiency level.
2. Remind students to listen for important details. Model and review:
• As you listen, take notes to remember important details.
• Make notes of questions you have as the speaker talks.
3. Students can make simple props to use during their interviews. Encourage them to create drawings of the animals and
plants they discuss. They can also make microphones out of paper towel rolls and aluminum foil.
Have students create drawings of the Have students finalize questions and Have students come up with
parts of nature featured in the interviews. answers for the interview. additional questions during the
Encourage them to label their drawings interview.
and reference them during the interviews.
You’re on the Air!

1. Have students conduct their interviews and then report back, using formal language. Tell them to describe what they
learned from the interviews.
2. Invite family members or another class to enjoy the presentations. Evaluate the interviews using the rubric. For each
presentation, assess one group’s listening skills.
Debrief and Compare

1. Ask each group to share what they most remember from the interviews. Have them compare the information each group
shared.
2. Encourage them to add any relevant ideas to their unit concept map, as appropriate.

Rubric: Interview
Interview Rubric
¨¨
Is not able to speak clearly ¨¨
Does not report on important ¨¨
Listens but does not
about the topic details understand the message
Beginning ¨¨
Does not use visual aids ¨¨
Does not make comparisons ¨¨
Is not able to identify
appropriately to communicate important details
ideas
¨¨
Speaks clearly about the topic ¨¨
Reports on some important ¨¨
Listens but does not fully
some of the time details understand
Intermediate
¨¨
Uses visual aids appropriately ¨¨
Makes some comparisons ¨¨
Listens and identifies some
some of the time important details
¨¨
Reports on many important ¨¨
Listens critically most of the
most of the time details time
Advanced
¨¨
Makes adequate comparisons ¨¨
Listens and identifies most
most of the time important details
Advanced
¨¨
Reports on all important ¨¨
Listens critically
details
High ¨¨
Listens and identifies
to communicate ideas ¨¨
Makes comparisons well important details throughout

WRITING PROJECT
Mode and Form

Resources
A comparison tells how two or more things are the same or different. For
this project, students will compare or contrast two seasons and present their ◆ eVisual: 5.10
◆
comparisons. ◆ Practice Book: 5.22

◆
◆
eVisual 5.10
Writing Trait: Organization

1. Students will learn how good writers:
• use a clear structure that suits their audience and purpose
• make content flow smoothly and logically.
2. Use Vocabulary Routine 4 to teach structure.
Lesson Overview and Pacing

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

Lesson A Introduce the Writing Prompt, Study a Model In Part 2, Lesson 2
Lesson B Prewrite In Part 2, Lesson 3
Lesson C Draft In Part 2, Lesson 5
Lesson D Revise In Part 2, Lesson 6
Lesson E Edit and Proofread In Part 2, Lesson 7
Lesson F Present and Share In Part 2, Lesson 9

Rubric: Comparison
Students use Practice Book 5.22 to score their own writing on the trait of organization. You can then use the Writing Rubric to
score each student’s project on all traits.
Writing Rubric
Score
Ideas Organization Voice Word Choice Fluency Conventions Presentation
Point
• The message • The structure is • The tone is • Appropriate • All sentences • The writing has • The text is
is clear and clear and fits the appropriate for words were are varied and only a few minor presented in an
focused. purpose. the purpose and chosen to clearly effective and errors in spelling, orderly way.
• Details are • All content flows the audience. convey the have transitions. capitalization, • Visuals are
accurate and in a logical • The writing message. • When read and punctuation. appropriate and
4
relevant, showing sequence. sounds genuine. • The language aloud, the writing • The writing support meaning.
excellent consistently sounds natural has only a few • Letter formation
understanding of grabs readers’ and rhythmic. minor errors in or handwriting is
the topic. attention. grammar and neat and legible.
usage.
• Most of the • Most of the • The tone is mostly • Many • Most sentences • The writing has • Most of the text is
writing has a structure is clear appropriate for appropriate are varied and some minor presented in an
clear and focused and fits the the purpose and words were effective and errors in spelling, orderly way.
message. purpose. the audience. chosen to clearly have transitions. capitalization, • Most visuals are
• Most details • Most of the • Most of the convey the • When read and punctuation. appropriate and
3 are accurate content flows in a writing sounds message. aloud, most • The writing has support meaning.
and relevant, logical sequence. genuine. • Most of the of the writing some errors in • Most of the letter
showing good language sounds natural grammar and formation or
understanding of grabs readers’ and rhythmic. usage. handwriting is
the topic. attention. neat and legible.
• The message • The structure is • The tone is • Some • Some sentences • The writing has • Some of the text
is present, confusing and sometimes appropriate are varied and several errors is presented in
but somewhat does not fit the appropriate for words were effective and in spelling, an orderly way.
unclear or purpose. the purpose and chosen to clearly have transitions. punctuation, and • Some visuals are
confusing. • Some content the audience. convey the • When read capitalization. appropriate and
• Some details flows in a logical • Some of the message. aloud, some • The writing has support meaning.
2
are accurate sequence. writing sounds • Some of the of the writing several errors in • Some of the
and relevant, genuine. language sounds natural grammar and letter formation
showing some grabs readers’ and rhythmic. usage. or handwriting is
understanding of attention. neat and legible.
the topic.
• The writing • There is no • The tone is not • Few appropriate • Few or none of • The writing has • The text is not
does not have structure or appropriate for words were the sentences are many errors presented in an
a clear, focused it is barely the purpose or chosen to clearly varied, effective, in spelling, orderly way.
message. discernible. the audience. convey the or complete. Few punctuation, and • Visuals are not
• Few or no details • The content does • The writing message. or no transitions capitalization. appropriate and
1 are included, not flow in a does not sound • Little or none of are present. • The writing has do not support
showing little or logical sequence. genuine. the language • When read many errors in meaning, or they
no understanding grabs readers’ aloud, the writing grammar and do not exist.
of the topic. attention. sounds unnatural. usage. • Letter formation
or handwriting is
not legible.
PART 2 WRITING PROJECT 83

WRITING PROJECT Writing Project
LESSON A: Model Write as an Observer

Write a Comparison
OBJECTIVES What are the seasons like where you live? Write a few
Writing paragraphs to compare or contrast two seasons. Work with
your classmates to create a book of seasons.
• Analyze a Student Model: Comparison
• Trait: Evaluate for Organization Study a Model
When you compare, you tell how two things are the same.
• Use a Rubric to Analyze Writing
When you contrast, you tell how they are different. Read Andy’s
comparison of his two favorite seasons.
Resources My Favorite Seasons

By Andy Halliday
◆ eVisual: 5.10, 5.11
◆
The topic
sentence
I live near Dallas, Texas. My favorite
seasons here are fall and spring .
tells the two
◆ things you are The temperature during both seasons Details are
comparing or is great. It’s usually in the 70s. That’s not organized to
contrasting. show how the
too hot and not too cold. It’s perfect!
seasons are
The weather during spring is a the same and
little different from the weather in fall. In different.
spring, we get storms, with lots of wind,
thunder, and lightning. Once in a while,
there’s even a tornado!
Special words In the fall, we don’t get storms or

help you tornadoes. We get football, though .
signal what is That’s just as exciting!
the same or
different.
68 Unit 5
Introduce the Writing Project

Analyze the Prompt
1. Have students turn to Writing Project on Student’s Book page 68. Ask a volunteer to read aloud the title of the project and
the prompt. As the volunteer reads, have the rest of the class begin to fill out the first three sections of a RAFT:
Role: observer
Audience: other students
Form: comparison
Topic: __________
2. Remind students that although they haven’t decided on a specific topic, the prompt gives them a broad subject to begin
thinking about. Ask them what that subject is. (a comparison of two seasons)
3. Explain that they will be choosing a topic for their writing when they do the Prewrite step. Focus on Language: Who is the
audience? (other students) Ask students how that will affect the language they use. (It will be informal and include words
that are familiar to students their own age.)
Study a Model
Focus on Features
1. Read aloud the instructions and then have students read
the model silently.
2. Remind students to look for a topic sentence, well-
organized details, and special words that signal what is
the same or different.
3. Chorally reread the model, stopping to discuss each
callout. Display the Writing Checklist (eVisual 5.10) and
have students find examples of each feature in the model. eVisual 5.10

Teach the Trait
1. Have students imagine reading an essay about spring and summer. Ask: If the first paragraph is about spring weather,
what do you think the second paragraph is about? (summer weather)
2. Say: When writing is organized, it has a clear structure that suits the writer’s audience and purpose. The ideas flow
together smoothly and in a logical way. Find examples in the model:
• What is the topic of the comparison? (seasons: fall and spring)
• Does the second paragraph compare or contrast? How do you know? (It compares. The writer uses the signal word
both.)
• Does the third paragraph compare or contrast? How do you know? (It contrasts. The writer uses the signal word
different.)
Present the Rubric

1. Have students use Practice Book 5.22. Read aloud the questions and features of each score point.
2. Assign partners the task of telling you the difference between a paper with a score of 2 and one with a score of 4.
3. Allow time for the partners to review the rubric and then report. (Students’ responses should indicate that a 4-point paper
has a clearer structure and the content flows more logically.)
4. Use the Academic Language Frames (eVisual 5.11) to support students of all proficiency levels.
eVisual 5.11
Check Progress
1. Ask students to restate these sentences in their own voice and style: I had a party. It was fun.
2. Have students chorally say comparison when you name a feature of that form and shake their heads no if it is not a
feature: signal word alike; question-answer format; topic sentence telling what is compared; details that contrast

WRITING PROJECT
LESSON B: Prewrite Prewrite
Talk with a partner to make your choice.
OBJECTIVES
Language Frames
Learning Strategies
• Generate Ideas through Brainstorming My favorite are . Why are and
The two are alike because your favorite ?
• Use Graphic Organizers: Comparison Chart they both . What other things are alike?
The are different because You said and
Writing . are alike, but I think they’re
different because .
• Writing Process (Prewrite): Select a Topic and
Organize Ideas 2. Gather Information Think of all the ways the two seasons
are alike and different. Make notes to gather details.
3. Get Organized Put your ideas in a comparison chart.
Comparison Chart
Fall Spring
Resources Temperature in the 70s in the 70s
◆ eVisual: 5.12
◆
Sports football volleyball
◆
Draft
Use your comparison chart to write your draft.
• Write a topic sentence that tells the two things you are comparing.
• Arrange your details so that the comparison is clear. You can
tell about one season first, and then the other. You can also
put details about the same things together, like Andy did.
69
Prewrite
Choose a Topic
1. Have students turn to Writing Project on Student’s Book page 69. Review: What is the subject of our comparison? (two
seasons) Say: Let’s work with sentence starters to develop topic ideas. Sentence starters are like language frames. They
help you to develop or to focus ideas.
2. Display and discuss the guidelines (eVisual 5.12):
eVisual 5.12
3. With a volunteer, model using the Language Frames at the top of Student’s Book page 69 to discuss ideas. Then model
how to use the discussion information in their sentence starters to decide on topic ideas for their comparisons.

Gather Information
1. Remind students that a comparison essay includes details about two things. Define the terms:
2. Encourage students to list information from their sentence starters and to think of more details. Then tell them to compare
the details. Suggest they cross off any details that can’t be compared or contrasted with other details.
Get Organized
1. Remind students that the details in a comparison are written in a logical order to make the comparison clear. Review the
comparison chart they created for “What Makes the Seasons?”
2. Work through the comparison chart for the seasons. Reinforce the trait of organization by reminding students that all of the
details should be presented in a clear structure and should flow smoothly and logically to make their writing purpose clear.
3. Have students turn to Practice Book 5.23. Ask: What types of information go in the first column? (categories of information
about seasons) What goes in the second column? (category details about the first season named) What goes in the third
column? (all of the same kinds of details about the second season named)
4. Have students complete their own comparison charts. Use Multi-Level Strategies to support students at each proficiency
level.
Students can begin charts Have students write either same Challenge students Suggest that students add an
with simple words and or opposite next to each row. to add at least one extreme weather event, such
pictures. Then pair students Encourage them to have at least more category, such as Hurricane Katrina, to their
with proficient speakers who one of each. as clothing, plant life, charts for their region.
can help them with more or animal behavior.
precise English words and
phrases.
Check Progress
1. Check comparison charts. Then ask students to cover the category labels in column one and exchange charts with a
partner.
2. Have partners look at the details in columns two and three to figure out the category. The details should make the category
clear.

WRITING PROJECT
LESSON C: Draft Prewrite
Talk with a partner to make your choice.
OBJECTIVES
Language Frames
Writing Tell Your Ideas Respond to Ideas
• Use the Writing Process (Drafting): My favorite are . Why are
your favorite
and
?
Write a Comparison
The two are alike because
they both . What other things are alike?
• Use Writing Strategies: Organize Ideas The
.
are different because You said and
are alike, but I think they’re
• Develop Writer’s Craft: Signal Words different because .
2. Gather Information Think of all the ways the two seasons

are alike and different. Make notes to gather details.
Resources 3. Get Organized Put your ideas in a comparison chart.

Comparison Chart
◆ Writing Routine 2
◆ Fall Spring
Temperature in the 70s in the 70s
Sports football volleyball
Draft
Use your comparison chart to write your draft.
• Write a topic sentence that tells the two things you are comparing.
• Arrange your details so that the comparison is clear. You can
tell about one season first, and then the other. You can also
put details about the same things together, like Andy did.
69
Draft
Introduce Drafting
1. Have students read how to write a draft on Student’s Book page 69.
2. Use Writing Routine 2 to show how to turn the comparison chart into a draft. Students will focus on:
• Writer’s Craft: Signal Words
Introduce: Good writers use signal words to connect ideas. Signal words help readers know if the writer is adding to
an idea or adding a new idea. Have students look at the model on Student’s Book page 68. Ask: What signal words
does the writer use? (Examples: during; during spring, in fall; In spring; In the fall) Encourage students to use signal
words to help the flow of their writing.
• Writing Strategy: Organize Ideas
Explain that details should be organized in a way that is appropriate to the purpose. Ask: Is Andy comparing or
contrasting details in paragraph two? (comparing details about temperatures) Continue with the third and fourth
paragraphs. Emphasize how details are organized.
Say Write
I need a topic sentence that tells what is being compared My favorite seasons here are fall and spring.
and contrasted.
I’ll organize details. First, I’ll tell how the seasons are the The temperature during both seasons is great.
same. Signal words show the connection.
Pause to review organization. Ask: Is the structure clear so far? (Yes, there is a topic sentence, and the first paragraph
compares likenesses.) How might the other paragraphs be organized? (by giving details about how the seasons are
different)
I have to make sure I use signal words to point out what is The weather during spring is a little different from the
the same and what is different. weather in fall.
To finish, I’ll include a paragraph to sum up or to close in In the fall, we don’t get storms or tornadoes. We get
an interesting way. football, though. That’s just as exciting!

Write the Draft
1. Have students begin their own drafts. Use Multi-Level Strategies to support writers at all levels of language proficiency.
Make sure students’ topic Encourage students to organize Encourage students to Challenge students to
sentence says what two things their drafts like the model: use signal words other include how their feelings
they are comparing. Provide a paragraph that compares than both and different, about each season are the
language frames: and then two paragraphs that and to use a variety of same and different.
•_____ and _____ are _____. contrast the seasons. sentence forms.
• _____ is _____, but _____ is
_____.
2. Explain that writing a composition is the same as other projects, such as painting a picture, baking cookies, or building
a model. It is important gather everything you need to do the project. For a writing project, you should have a pencil, a
sharpener, paper, a RAFT chart, and the notes or graphic organizer you will use.
3. Remind students: Your comparison chart and notes may contain sentence fragments or incomplete ideas. Check that every
sentence in your draft is a complete sentence.
Check Progress
Have students review their drafts, circling words that signal what is the same and what is different. Ask: Are all of your
comparisons and contrasts clear?

WRITING PROJECT Writing Project, continued
LESSON D: Revise Revise

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

The you compared are I’m still not sure why you say
• Prompt and Provide Suggestions and . and are alike.
Can you add more details?
• Discuss Writing with Classmates
The are alike because
. The order you put the details
Writing The
.
are different because in doesn’t seem to make sense.
Try moving to .
• Writing Process (Revise)

• Revise Drafts for Organization 2. Make Changes Think about your draft and your partner’s
• Revise for Transitions • Do you include enough details? Add more if you need them.
• Use Revising Marks with lots of wind, thunder, and lightning.
In spring, we get storms.
• Make sure the comparison is clear. Check the order of your

Resources details.
The temperature during both seasons is great. It’s usually in
the 70s. We get tornadoes in the spring, though.
◆ eVisual: 5.13, 5.14
◆
Move this to next paragraph.

◆
70 Unit 5
Revise
Read, Retell, and Respond
1. Have students turn to Writing Project on Student’s Book
page 70. Review the trait on Practice Book 5.24.
2. Use eVisual 5.13 to model how to conduct a peer
conference. Have students read the comparison essay
aloud.
3. Point to the Language Frames on Student’s Book page 70
as you retell the comparison and make suggestions: eVisual 5.13
• I’m still not sure why you say winter and summer are
different. Can you add more details?
• The order you put the details in doesn’t seem to make sense. Try moving “I can build a snowman in winter” to after “There
is snow.”
4. Have pairs discuss their drafts. Use Multi-Level Strategies to support students at all proficiency levels.
Hold individual conferences Have partners ask and answer: Have students hold complete peer conferences. Direct
with students. Check to be • Do my ideas flow smoothly them to point out strong parts as well as problems. Also
sure each child has included and logically? tell them to provide suggestions for improvement.
a strong topic sentence that
• Did I use signal words?
sets up the two seasons
being compared.

Make Changes
1. Read through the samples. Then use eVisual 5.13 to model how to revise a draft. Display and use the Revising Marks as
you work through the example.
2. Explain: During the peer conference, my reader gave me a lot of suggestions. I’ve also
looked at the rubric again to see what a Score 4 should contain.
3. Model the first change: The topic sentence should tell what I am comparing, but mine isn’t
specific enough. (I live in Amarillo. I like both summer and winter here.)
4. Ask students to suggest additional changes that would turn the model into a 4.
5. Have students use Practice Book 5.24 for additional practice.
Revise the Draft

1. Tell students to use the Revising Marks and begin revising their own drafts. Remind them
to review the rubric and notes from their peer conferences.
2. Post examples as a reminder to use transitions: (eVisual 5.14).
eVisual 5.14
Check Progress
As students revise, check to make sure each paper has a strong topic sentence that sets up the two seasons being compared.
Also, check that the information has a clear structure and that ideas are in a logical order.

WRITING PROJECT Punctuation Tip
When you write
about temperature,
LESSON E: Edit and Proofread Edit and Proofread do not use an
apostrophe.
Work with a partner to edit and proofread your
LESSON F: Present and Share comparison. Be sure you use the correct end
marks for different kinds of sentences. Use revision
70s, not 70’s
marks to show your changes.

OBJECTIVES
Present
Listening and Speaking On Your Own Make a final copy of your comparison. Read it
• Adjust Your Language for Your Purpose aloud to your class. See if they agree with how you described
the seasons.
• Clarify and Support Ideas
• Summarize Spoken Messages Presentation Tips
• Listen and Ask Questions If you are the speaker… If you are the listener…
Stress comparison words Summarize how the two
Writing such as both, alike, and subjects are alike and
• Writing Process (Edit and Proofread): Edit for Spelling, also. different.
Grammar, and Mechanics If your listeners don’t agree Is it clear how the subjects
with your comparison, give are alike or different? If
• Writing Process (Present and Share): Create a Final more details or examples. not, ask questions.
Copy; Read Writing Aloud
With a Group Collect names of
Grammar, Spelling, and Mechanics friends and family members who
Send Forward Delete
To: Rosa@eltngl.com
From: Andy@eltngl.com
• Check Spelling live in other cities or states. Send

Subject: Seasons
Attachment:
them your comparisons. Ask them to

• Use a Variety of Sentence Types write back and tell you how similar
Hi Rosa!
• Use Apostrophes
I wrote this article about fall and
or different their own seasons are to spring in Dallas. What are those
yours. Share what you find out. seasons like where you live?
Write soon!
Andy
Resources 71
◆ eVisual: 5.15 ELAR TEKS

G2.17.A plan a first draft by generating ideas for writing
G2.17.B develop drafts by sequencing ideas through writing
G2.17.D edit drafts for grammar, punctuation, and spelling using
a teacher-developed rubric
G2.17.E publish and share writing with others
G2.28.A.2 ask [speakers] relevant questions to clarify informa-
tion
G2.29.A.2 share information, speaking clearly at an appropriate
◆
sentences G2.19.A write brief compositions about topics of interest to the pace, using the conventions of language
student G2.29.A.4 share ideas, speaking clearly at an appropriate pace,

G2.17.C revise drafts by adding or deleting words, phrases, or
sentences G2.22.C.iii recognize and use apostrophes and possessives using the conventions of language
◆
Edit and Proofread
Focus on Grammar: Different Kinds of Sentences
1. Remind students of the different kinds of sentences, and review when to use each kind: a statement is used when
explaining; a question, when asking; a command, when telling; and an exclamation, when showing strong feelings.
Review the punctuation for each type of sentence.
2. Display the following examples and have volunteers tell what kind of sentence each is.
• What is your favorite season? (question)
• Winter is my favorite season. (statement)
• Tell me the reason you like it. (command)
• I love snow! (exclamation)
3. Assign Practice Book 5.25 for additional practice.
Focus on Mechanics: Apostrophes

1. Review: When do you use an apostrophe? Give examples. (in a contraction, that’s, isn’t; to show possession, Andy’s
essay, Grace’s grade) You should not use an apostrophe when you write a temperature.
2. Point to the example of a temperature (70s) in the model on Student’s Book page 68. Read aloud these examples and ask
volunteers to write the temperatures as numerals: At night, the temperature drops into the low 20s. During the afternoon, it
reaches into the 60s.

Edit and Proofread
1. Display the Editing Marks (eVisual 5.15) as partners work together to edit and proofread their
articles.
2. Provide and model the editing tip: As you edit, use a piece of paper to cover up the text except
for the first line. Read the writing one line at a time, pulling the paper down to reveal the next
line. This helps you focus on every word. When you find an error, pause to correct it.
Present
Share Your Comparison
1. Encourage students to make a neat copy of their comparison essay. They may choose to input
it with a word processing program and to include illustrations or photos.
2. Let students decide if they will share their writing with the class by reading it aloud or retelling
eVisual 5.15
it from memory. Go through the Presentation Tips on Student’s Book page 71 and model the
skills for the class:
• Stress Comparison Words: Explain that using appropriate comparison words makes a writer’s ideas clear to the
audience.
• Clarify and Support Ideas: Demonstrate that adding details strengthens a comparison: Winter is cold. Pause and then
say: Winter weather is cold and snowy. I like the way the winter sun shines on bright white snow.
• Summarize: Explain that students should listen for what is similar and different and then summarize the ideas, just as
they do when they read.
• Ask Questions: Encourage students to ask questions if they don’t understand something they hear. Demonstrate: Could
you repeat what you said about summer?
3. Have students share their writing in an e-mail or set up pen pals for the class so that everyone has someone to send their
essay to. Have students write emails and then share their responses.
4. Add a copy of each comparison in each student’s writing portfolio.

PART 2 LESSON 10
Wrap-Up
OBJECTIVES
?
Concepts and Vocabulary Big Why is nature
always changing?
• Use Grade-Level Vocabulary Question

• Use Learning Strategies: Graphic Organizers
Talk Together
Language
In this unit, you found lots of answers to the Big Question.
• Language Function: Engage in Discussion; Make Now, use your concept map to discuss the Big Question
Comparisons with the class.
• Discuss Ideas Concept Map
Science Seasons
• Identify Changes in Nature
Day and
Night
Why is
nature always Winter turns
changing? to spring.
Weather
72 Unit 5
Talk Together
Complete the Unit Concept Map
1. Read aloud the instructions in Talk Together on Student’s Book page
72. Encourage students to skim the selections in the unit, and think
about class discussions.
2. Have students complete the concept map. Use these possible answers
to the unit concept map to guide the discussion.
Concept Map
Community Connection
Ask students to choose a park, garden, field, or other natural place in their community. Encourage students to visit this
place with their families and to discuss how the place changes over the course of a day or the four seasons.

Unit
5 Wrap-Up
Share Your Ideas

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

Draw a Cartoon Discuss Nature Topics ◆ Self-Assessment
◆
Show what happens during On scraps of paper, write

the four seasons. Use one ways that nature changes. ◆ Unit Test
◆
box for each season. Put the topics in a box or

Write what hat. Take turns choosing
happens in topics and discussing them
each box. Share with a partner. Be sure to
your cartoon listen to your partner and
with the class. It is hot in speak clearly.
summer.
Do It! Write It!

Perform a Mime
Work with classmates to
Write a Nature Log
Write about changes in nature Share Your Ideas
create a mime about a way that you see in the morning,
that nature changes. Perform in the middle of day, and at
your skit for the class. Have night. Write them in your log.
Select and Present
classmates Share with the class.
guess what
Read aloud the presentation options on Student’s Book
you are page 73. Explain that some options can be completed
miming.
alone, but that others involve working in groups. You
may choose to assign children to specific activities or
allow them to self-select. Scaffold students at varied
73
learning levels.
ELAR TEKS listening to others S.G2.8.A.viii record weather information, including cloud cover-
G2.19.A write brief compositions about topics of interest to the G2.30.A.2 follow agreed-upon rules for discussion, including age, in order to identify patterns in the data
student speaking when recognized S.G2.8.B.i identify the importance of weather information to
G2.28.A.1 listen attentively to speakers G2.30.A.3 follow agreed-upon rules for discussion, including make choices in clothing
G2.29.A.1 share information that focuses on the topic under making appropriate contributions S.G2.8.B.ii identify the importance of weather information to
discussion CONTENT make choices in activities
G2.29.A.2 share information, speaking clearly at an appropriate S.G2.8.A.v record weather information, including temperature, S.G2.8.B.iv identify the importance of seasonal information to
make choices in clothing
Presentation Options Learning Level

pace, using the conventions of language in order to identify patterns in the data
G2.29.A.3 share ideas that focus on the topic under discussion S.G2.8.A.vi record weather information, including wind condi- S.G2.8.B.v identify the importance of seasonal information to
G2.29.A.4 share ideas, speaking clearly at an appropriate pace, tions, in order to identify patterns in the data make choices in activities
using the conventions of language S.G2.8.A.vii record weather information, including precipitation, S.G2.8.D.ii describe patterns of objects in the sky
G2.30.A.1 follow agreed-upon rules for discussion, including in order to identify patterns in the data S.G2.8.D.v describe the appearance of the Moon
Writing Activity: Draw a Cartoon

Encourage students to include details from local natural environments, such B I A AH
as their school playground or a park. Then add the cartoons to the “Nature Is 3 3
Always Changing” bulletin board that you created at the beginning of the unit.
Oral Activity: Discuss Nature Topics

Pair students with more English-proficient partners that can support them B I A AH
in their discussion about nature topics. Walk around the classroom and 3 3 3
provide partners with language, support as needed.
Kinesthetic Activity: Perform a Mime

As a group, brainstorm different ways that nature changes. Have students refer B I A AH
back to the concept map for ideas. When groups perform, classmates can guess 3 3
the changes they are miming.
Writing Activity: Write a Nature Log

Encourage students to focus on a particular area for a period of time. For
B I A AH
example, they may want to write about the changes in nature they notice on
the school playground during the course of a day. Provide them with 3 3 3
language frames such as, In the morning, _____, but at night, _____.
Respond and Close

Have students share what they learned about how nature changes.
Monitor
Use Self-Assessment in Assessment Resources to encourage students to reflect on their own learning. Then administer Unit Test
in Assessment Resources to assess students’ progress on vocabulary, reading, and grammar skills taught.
PART 2 LESSON 10 95

Unit 6
PART 1 LESSON 1
Unit Launch
OBJECTIVES
Resources
• Participate in a Discussion ◆ eVisual: 6.1
◆
Learning Strategies ◆ Practice Book: 6.1

◆
• Preview and Predict ◆ Family Newsletter 6

◆

Unit at a Glance
Language Focus: Give and Carry Out
Commands, Express Needs and Wants
Unit 6 Reading Strategy: Summarize, Identify

Main Idea and Details
Phonics Focus: Silent Consonants mb, wr;
Vowel Sounds and Spellings: oo, ui
Topic: Working Together
Better
Together
Share What You Know
1 Stand back to back with a
? partner. Link arms.

Work together to pick up
Big
2
Why is it classroom items like books,
good to work chairs, even desks.
Question together? 3 Say what you learned. What
does it mean to work
together on a task?
TARRAGONA, SPAIN
A team of castellers joining forces to build
a human tower
ELAR TEKS CONTENT

G2.15.A.1 follow written multi-step directions SS.G2.13.A identify characteristics of good citizenship
G2.29.A.3 share ideas that focus on the topic under discussion SS.G2.13.B identify historic figures who have exemplified good
G2.30.A.3 follow agreed-upon rules for discussion, including citizenship
making appropriate contributions SS.G2.13.C identify ordinary people who exemplify good
Preview and Predict

citizenship
1. Direct students’ attention to the image on Student’s Book pages 74–75. Then read the image caption and have students
talk about it. Elicit responses from students, using fun facts about the image:
• Castell, a word from Catalonia, which is part of Spain, means “castle.” A castell is also a human tower. This tradition
of building human towers emerged at the end of the 18th century, when groups of people began to compete to build
the most elaborate and highest “structures,” all of human castellers.
• The strongest people form the bottom of the castle. The youngest castellers climb to the very top because they are the
lightest and most agile. They are called the canalla. Finally, the last person to climb the tower is the anxaneta, a young
girl or boy who climbs to the very top and raises his/her arm and waves to the crowd.
• Traditional music is played during the making of the castle, performed usually for special holidays in Catalonia.
96 Unit 6 Better Together

1. Ask: What does it mean to do things together? (to work or play with other people) What kinds of things do you do
together with your family? (Answers will vary.)

• What does it mean to work together?
• Why do groups work together?
• Give an example of how people work together to achieve success.
Share What You Know

• choosing a partner to work with
• ways you can move together to pick up classroom items
2. Pair students of similar heights. Encourage pairs to work together to pick up items from their desks, from the floor, and from
shelves.
3. Have pairs model how they bend together to pick up items from the floor and how they stretch together to pick up items
from shelves.

1. Introduce the concept map: As you go through this unit, it will be helpful to
organize your thinking in a concept map.
2. Display the unit concept map (eVisual 6.1) for the Big Question. Explain:
The Big Question is restated in the middle where the five hands meet. We’ll
add our answers to the papers.
3. Have students add the ideas they already listed, and any other ideas
they may have, to Practice Book 6.1. Explain that they will add more to
the concept map as they read through the unit and learn more about why
people work together. eVisual 6.1
Make Connections
Send home a copy of Family Newsletter 6. Students poll family members and neighbors about community activities and
projects that work best when people work together as a team.
PART 1 LESSON 1 97

PART
find
Language Focus Give and Carry Out

take
turn
Social Studies Vocabulary Commands

Listen and read along.
OBJECTIVES Poem
Vocabulary Teamwork
• Acquire and Use Grade-Level Vocabulary Find a trash bag, maybe two.
One for me and one for you.
Language Take some gloves and put them on.
• Language Function: Give and Carry Out Commands Pick up trash until it’s gone!
• Listen to and Imitate Fluent Models Turn and look beneath each tree
• Use a Variety of Sentence Types And all around until you see
That teamwork helps to get things done
And helps make worktime lots of fun!
Learning to Read
Learning Strategies
Social Studies
• Characteristics of Good Citizenship
76 Unit 6
CONTENT
SS.G2.13.A identify characteristics of good citizenship
Language Focus
Teach / Model
1. Review Words to Know on Student’s Book page 76 using High-Frequency Word Routine: find, take, and turn. Have
students look at each word, listen to the word, and listen to the word in a sentence. Then they say the word, spell it, and
say it again.
2. Read aloud the title on Student’s Book page 76 and play the poem.
3. Have students choral read as you play it a second time. Explain: When you give a command, you tell someone to do
something. When you carry out a command, you do what someone tells you to do.
4. Tell students that most commands begin with an action word. Tell them they can use the Words to Know find, take, and
turn. Display the examples:
• Find a trash bag.
• Take some gloves and put them on.
• Turn and look under each tree.
5. Call on volunteers to carry out each command.
Practice / Apply
1. Lead students in a game of Simon Says. Give commands using the Words to Know find, take, and turn:
• Simon says: Find an object that is round. Point to it.
• Take a deep breath.
• Simon says: Turn around in a circle.
2. Have students give commands for the rest of the class to carry out.
Check Understanding
Have partners take turns using the Words to Know to give and carry out commands.
Monitor

Social Studies Vocabulary
Key Words
How does teamwork help our community and society ?
Resources
◆
◆ Academic Talk 3
◆
◆
◆ Key Word Images
◆
Team members work together . Sometimes, we work alone . ◆ Picture Dictionary
◆
◆
We use teamwork to get the job done.
Talk Together
Talk in a group about a class project. When do people choose

to work together? When is it good to work alone?
77
ELAR TEKS
unfamiliar words

discussion
Teach / Model
1. Read aloud the introduction and guide students through Student’s Book page 77.
2.1. Pronounce the word and point to its picture: alone.
2.3. Define the word: When you are alone, you are not with any other people.
2.4. Elaborate. Relate the word to your experience: I like to take walks alone in the evening so I can think about my day.
Practice / Apply
Have partners take turns repeating the routine above for each Key Word. Remind students to use complete sentences for steps
2.2, 2.3, and 2.4.
Talk Together
Review the Words to Know and provide an example: People work together when they want to take turns sharing ideas. It is
good to work alone if you find you need quiet time to think. Add the ideas to your unit concept map.
Extension
Use Writing Routine 1. Write the word teamwork and prompt: What is teamwork? Think about this word and write about it.
PART 1 LESSON 2 99

PART 1 LESSON 3 1
PART
Thinking Map
Thinking Map Story Elements

Academic Vocabulary Use a story map to tell about the characters, setting, and plot
of a story.
Story Map
OBJECTIVES Cleaning Up the Park
Write the
Vocabulary Character: Character: name of a
Ming Ahmed
• Acquire and Use Classroom Vocabulary person in
the story
• Acquire and Use Academic Vocabulary here.
• Use Grade-Level Vocabulary Setting:
Write where the story
Comprehension and Literary Analysis Park
takes place here.
• Demonstrate Listening Comprehension
• Analyze Story Elements: Character, Setting, and Plot Plot:
Event 1: Event 2: Event 3:
• Listen and Discuss
• Analyze Story Elements: Character, Setting, and Plot
Learning Strategies
• Use Graphic Organizers: Story Map Write or draw the
• Reason Deductively events in order here.
Talk Together
Social Studies
• Characteristics of Good Citizenship Tell your partner a story about being part of a team. Fill out
a story map together.
78 Unit 6

Not a hit, but builds background for G2.6.B.1 compare different
versions of the same story in traditional and contemporary
Not a hit, but builds background for G2.6.B.2 compare different
folktales with respect to their settings
folktales with respect to their characters Not a hit, but builds background for G2.6.B.3 compare different
folktales with respect to their plot
Teach
1. Teach the vocabulary word elements using Vocabulary
Routine 4. Say: A story has characters, setting, and a
plot. These are the elements or different parts that make
up a story.
2. Remind students that the characters are the people in a
story, the setting is where the story takes place, and the eVisual 6.2
plot is what happens.
3. Read "Cleaning Up the Park" (eVisual 6.2) aloud.
Model
1. Read the introduction on Student’s Book page 78 and explain: You can use a story map to identify the characters, setting,
and plot. Review "Cleaning Up the Park" (eVisual 6.2). Say: Listen carefully and point to pictures that show details about
characters, setting, and plot as I read aloud.
2. Model how to complete the story map. Ask: Who are the characters in “Cleaning Up the Park”? (Ming and Ahmed) I write
their names in the first two circles. Repeat the process to model adding information for setting and plot. Say: To tell about
the plot, I list events in the order they happen. I can use words to describe the events or draw pictures.
Practice / Apply
1. Read aloud the instructions in Talk Together on Student’s Book page 78. Encourage students to tell a story that has at least
three plot events and uses the order words first, next, and finally. Have students use Practice Book 6.2 to complete the
activity.
2. Use Multi-Level Strategies to help students at all proficiency levels identify the elements of a story about teamwork.

Allow students to draw pictures to complete Before they draw their story Encourage students to elaborate their
the story map. Assist them in determining maps, provide sentence starters stories by providing details, such as
the correct order of story events for their to help students sequence events: what the characters are like (traits) and
drawings. Encourage them to label the First, _____. Next, _____. Finally, why they do things (motives).
characters and the setting. _____.
Academic Vocabulary
More Key Words

add cooperate enough
verb verb adjective Resources
◆ eVisual: 6.2
◆
◆
◆
When you add things
to a group, you make
Two girls cooperate
with each other to
There is just enough
milk to fill the glass.
◆ Key Word Images
◆
the group bigger. plant trees.
◆ Key Words Test
possible share
◆
adjective verb
Talk Together
Make a drawing that

shows the meaning for
each Key Word. Then
share your drawings with
a partner.
Airplanes make it It is nice to share food

possible for people with others. The two
to fly. girls share their lunch.
add
79
ELAR TEKS
CONTENT
Check Understanding
Ask: What are story elements? (Story elements are the different parts that make up a story. The main story elements are
character, setting, and plot.)
Academic Vocabulary
Teach / Model
2.1. Pronounce the word and point to its picture: cooperate.
2.3. Define the word: When you cooperate, you work together.
2.4. Elaborate. Relate the word to your experience. Every person in my family cooperates to keep our home clean.
Practice / Apply
1. Read the instruction in Talk Together on Student Book page 7. Have partners take turns using Key Words to make a
Vocabulary Example Chart.
2. Have volunteers share their charts with the class.
Check Understanding
Display the Key Word Images and ask students to explain what each word means.
Monitor
Vocabulary.
PART 1 LESSON 3 101
PART 1 LESSON 3
Extension Resources
Expand Word Knowledge
◆
Teach / Model
◆
1. Explain that partners will become Key Word experts. They will
◆
study one Key Word and create a window graphic about that
word.
2. Use Vocabulary Routine 2 and model making a window graphic for the word
possible.
Keyword: Deﬁnition:
• Write the word. possible can be
• Add a picture. done
ms_iusa_VC_101.indd
101
Practice / Apply ESL_SWMLBBS_G2_U6_CPP.indd 39 2/8/10 1:52:21 PM

2. Have each pair create a window graphic tab for their assigned Key Word.
3. Display the window graphics in the classroom. Sentence:
If many people help,
ms_iusa_VC_103.indd
Check Understanding
103
it is possible to lift a
Say a Key Word and have the partner experts for the word read the definition and heavy load.
5/6/09 2:41:10
PM
ms_iusa_VC_102.indd 102 5/6/09 2:35:33 PM
sentence from their window graphic.
Share Word Knowledge Window Graphic
Teach / Model
1. Referring students to the window graphic they made for Extension Activity 1, Expand Word Knowledge, tell them that they
will share what they know about Key Words.
2. Group each student with a partner who studied a different word. Have partners follow the steps in Vocabulary Routine 3
• Take turns reading each partner’s window graphics.
• Talk about how the sentences in the window graphics show the meanings of the Key Words.
• Create sentences using the Key Words and have students write them in their journals.
Practice / Apply
1. Divide students into an even number of groups. Have each group study one Key Word to become experts about that word.
2. Use the Jigsaw routine and have students share their Key Word knowledge (see Cooperative Learning Routines). Regroup
students so that each new group has at least one member from each expert group.
3. Experts report on their word. Other students learn from the experts. Students copy the information they learn into their
vocabulary journals. Repeat until each student has a journal entry for each Key Word.
4. Have students take turns reading the window graphics again. All students should echo the pronunciation of each word.
Correct any mispronunciations.
Check Understanding
Teach / Model
Display the Key Words. Explain how to play Yes or No.
• I will ask a question about a Key Word.
• If the answer is “yes,” raise both hands. (Demonstrate.) If the answer is “no,” raise one hand. (Demonstrate.) For example:
Does a team member work alone?
• The answer is “no,” so I raise one hand. Here’s another example: Is it possible to share a sandwich? The answer is “yes,”
so I raise both hands.
Practice / Apply
1. Review the Key Words. Have students play the game. Say: Listen carefully to each question. Think about what you know
before you answer. Ask:
• If we have enough soup, will everyone get some? (yes)
• When people cooperate, do they work together? (yes)
• Is society made up of just one family? (no)
2. Then call on volunteers to ask yes-or-no questions. Monitor students as they follow your instructions. Restate the instructions
as necessary.
Check Understanding
Have pairs work together to change one question so the answer goes from “no” to “yes.”
PART 1 LESSON 3 103
PART 1 4
LESSON 3
Reading Strategy
OBJECTIVES
Resources
• Acquire and Use Classroom Vocabulary • Summarize ◆ Vocabulary Routine 4
◆
• Use Grade-Level Vocabulary • Use Personal Experience
Learning to Read • Use Visuals
1 Language Frames
PART
Reading Strategy
I see and read
.
Learn to Summarize Talk Together

The important
details are
.
How can you remember important ideas? A good way to do Read Ming’s description and the sample I say in my own
this is to summarize information. summary. Then summarize the next part of the words .
text. Use Language Frames to tell your partner
Helping People Is Easy your summary.
Description
Helping Is Fun
Yesterday morning, Ahmed and I were on Sample Summary
our way to clean up the park. We saw a woman “I see and read that
pushing a crying baby in a stroller. It hardly the woman needs help.
seemed possible , but she was holding two The important details
grocery bags, too. are she carries a lot, the
Ming and Ahmed see that the Ming and Ahmed help her and baby cries, and Ming
woman needs help. have fun. Ahmed said, “Let’s try to help.” and Ahmed want to help.
We walked over to her. “I don’t think you I say in my own words
When you summarize, you retell the important ideas. Use have enough arms for all that. I’ll take the that Ming and Ahmed
stop to help the woman.
your own words. grocery bags,” Ahmed said, laughing. “But why Ahmed takes the bags
don’t you rest first?” and Ming amuses the
baby.”
How to Summarize “Here are some crackers you can share
with the baby,” the woman said.
I opened the box and offered one to the baby.
1. Look at the text and pictures. Look I see and read
“Have some more,” I said. The baby began
for details. .
to smile.
2. Ask yourself: Which details are the most The important We started to walk. “I have to turn here
details are . at the corner,” said the woman.
important?
“Don’t worry,” I said. “We can help
3. Tell the important details in your I say in my own you bring your groceries home.”
own words. words . The baby began to laugh. “I think the
baby will cooperate now,” I added , laughing.
= A good place to summarize
80 Unit 6 81
ELAR TEKS
G2.RC-2.F.4 discuss textual evidence
Reading Strategy
Teach
1. Read aloud the introduction on Student’s Book page 80 and teach the vocabulary word summarize using Vocabulary
Routine 4. Then have students repeat the cartoon title and captions.
2. Explain: We can look for details in the words and pictures. Then we can retell the most important ideas in our own words.
Model
Read aloud the How-to card on Student’s Book page 80. Then model using the Language Frames on Student’s Book page 81
to summarize details in the cartoon.
• I see and read that a woman has too many things to carry.
• The important details are that the woman needs help. Ming and Ahmed have a good time helping her.
• I say in my own words: Helping people can be easy and fun.
Practice / Apply
1. Chorally read the instructions in Talk together and the passage “Helping Is Fun” on Student’s Book page 81. Note the
sample summary.
2. Have students make their own summaries, based on the next part of the text. Use the Multi-Level Strategies to help students
at each proficiency level summarize.
Have students point to Have partners work together Have students identify the story details that are not
details in the text and art as to find important details in the necessary in a summary. Challenge them to explain why
they summarize “Helping Is passage. those details are not important to include in a summary.
Fun.” Then have one partner
summarize the details while the
other partner acts them out.
Check Understanding
Ask: Does a summary include all the information from a story? (no) What does it include? (the most important details)
Extension
1. Write a RAFT for students to follow as they write about a time they helped someone. Remind students to include descriptive
details.
• Role: myself
• Audience: classmates
• Topic: a time you helped someone
Have students draw and Have students write three Have students write a Have students give reasons
label pictures with details. sentences. paragraph. why the details they
included are important.
PART 1 LESSON 4 105
PART 1 LESSON 5 1
PART
Phonics Focus
Phonics Focus Silent Consonants: mb, wr

(Silent Consonants mb, wr)
OBJECTIVES
Phonological Awareness & Phonics lamb wrist
• Work with Silent Consonants
• Read Words with Silent Consonants Listen to the picture words. Choose the correct word
for each picture.
• Read Decodable text
1. 2.
brand plum climb ranch write waste
3. 4.
team comb knob wren while rest
Use one of the words above to complete the sentence.
I my hair every morning.

82 Unit 6
Phonics Focus
Teach
1. Write or display the following consonant teams: mb, wr. Say: Remember that you learned about consonant teams with
silent letters. Today, we will talk about two more consonant teams with silent consonants. Point to the spelling mb as you
say /m/. Say: When you see the letters mb together in a word, you will only say the sound /m/. Repeat with the spelling
wr, pointing out to students that when they see the spelling wr, they will only pronounce the /r/.
2. Listen to sounds. Use Phonological Awareness Routine 2. Tell students to listen carefully as you say a word with the mb and
wr consonant teams. Say lamb slowly, emphasizing each sound. Say it again, hesitating slightly after the consonant team
(la-mb). Have students repeat the word with you.
on their desks in front of them. Model for students by blending the word lamb sound by sound, /l/-/a/-/m/, placing a
as they point to each counter. Say: Say each sound as I point to the counter. Ask: What letter do you see but not hear? (b)
4. Tell students to turn to Student’s Book page 82. Use the same procedure to introduce the remaining consonant spelling and
5. Repeat this process with the other sample words until students are comfortable blending words with the silent consonants b
and w. Use the following words: climb, wreck, wrap, crumb, wrote, wrong, limb, thumb, wren, numb.
6. If time permits, challenge students to blend words with the consonant teams gn and kn as well as mb and wr. Model the
first word for them. Write the word knack on the board. Pronounce each sound as you point to the spelling, /n/-/a/-/k/.
Have students blend the word as you point to each spelling. Then continue with the following words: write, sign, know,
gnaw, comb, climb, known, wreath, wrong, knit, jamb.
Model
1. Have students listen to the instructions in Listen and Learn. Answer any questions students may have.
2. Use item 1 to model the activity for students. Say: There is a picture clue. The picture shows a person going up a wall. I
need to choose the word that matches the picture. My answer choices are brand, plum, and climb. Which word has the
silent consonant we are learning and matches the picture clue? I will choose climb as my answer. Repeat the word slowly.
Say: I can see the b in the word climb, but I do not pronounce it.
Talk Together
Listen and read. Find the words with the silent

letter pairs mb and wr. Resources
Over to You
◆ Read on Your Own Book 81
◆
Zoos Working Together
A day at the zoo is fun. You can see lambs and Work with a
◆
lions. You can see a monkey on the limb of a tree. You partner.
can see a wren on another limb. Find the words
Zoos are more than fun places to visit. Zoos work with mb and wr.
Take turns making
to save animals. They work to keep animals healthy. new sentences Practice / Apply
Zoos can’t do this work alone. They turn to other zoos using the words.
for help. They also turn to people like you and me. 1. Have students listen to and read along with the next
Zoos cooperate with each other. They share animals. item. Tell them to choose an answer. When everyone
This helps the animals have healthy babies.
is ready, call on a student to tell the answer he or she
People can find out about the zoos. They can find out what
it takes to help. They can write about what they see. They can chose. Ask: What kind of consonant team were you
study the animals. They can be part of the zoo team. looking for? Continue with the remaining items.
2. Assign Practice Book 6.7 for more practice. Read the
instructions with students. Name the images for students
(thumb, wrench, writer, limb). Work with students to
complete the first item. Have students complete the
Read “Zoos Working Together” with a partner. remaining items independently. Then review the page
Practice reading words with silent letters.
with students, making corrections as necessary. Finally,
83
have partners complete the activity at the bottom of the
page.
Read Decodable Text

1. Prepare to Read. Review the target consonant spellings with students. Remind them that they have practiced reading words
with these consonant spellings. Then review the Words to Know turn, find, and take and Key Words together, alone,
cooperate, share, and team with students. Tell them that they will use these skills and words to read a new text. Have
students turn to Student’s Book page 83. Model reading the title. Have students repeat the title.
2. Preview. Have students look at page 83 in their books and describe what they see in the picture. Model for students. Say:
I see some animals. Encourage students to describe the rest of the picture.
Over to You
Have students work with a partner to take turns reading the text and identifying words with the target consonant teams.
Monitor students as they read. Compliment or correct as needed. Then ask the following questions:
• What is this text about? (zoos)
• What are some things that zoos do? (Zoos work to save animals. They keep animals healthy.)
• Who do zoos turn to for help? (other zoos and people)
• Why do zoos share animals? (to make sure they have healthy babies)
Extension
Read on Your Own

Use Read on Your Own Book 81: Weather Changes in a Flash for additional practice on reading decodable text with silent
consonants.
PART 1 LESSON 5 107
PART 1 LESSON 6
Reading: Preview
OBJECTIVES
• Use Grade-Level Vocabulary • Analyze Genre: Play
• Use Academic Vocabulary • Identify Parts of a Play
Reading Strategy Learning Strategies
• Plan: Preview • Use Prereading Supports
Domino Soup
Read a Play a play by Carmen Agra Deedy • illustrated by Dani Jones
Genre
A play is a story that can be acted out.
A script is the written form of a play.
Parts of a Play
The script shows the dialogue, or the words
the characters say. Stage directions tell
them what to do.
stage [GROCER, BUTCHER, and BAKER are talking

directions to MARIA and GRANDPA. Enter NEIGHBOR 1
and NEIGHBOR 2, arguing.]
NEIGHBOR 1: Another poor family, moving CHARACTERS:
dialogue for into the neighborhood! Oh, no! GRANDPA NEIGHBOR 2
a character
NEIGHBOR 2: Don’t rich people ever move? CRANKY OLD MAN GROCER (food seller)
GROCER: They do, just not to OUR (Unhappy Domino Player) BUTCHER (meat seller)
neighborhood. MARIA BAKER (bread seller)
NEIGHBOR 1 NEW NEIGHBORS
[Everyone laughs.]
84 Unit 6 85
Preview
Introduce
1. Point out the picture of the soup on Student’s Book page 85 as you read aloud the title and explain: There is a domino in
the soup bowl.
2. Have students predict: What do you think this play will be about? What do you see in the picture?
3. Encourage students to use the Key Word add to describe what items have been added to the soup. (carrots, peas, a
domino) Then connect to personal experience: What do you like to add to soup?
Genre and Parts of a Play
1. Read aloud the definition of a play on Student’s Book page 84. Say: Actors are people who act out the parts of the
characters in a play. They say the words from a script to perform a play.
2. Read aloud the definitions of dialogue and stage directions on Student’s Book page 84. Point to the dialogue for
NEIGHBOR 2 and the boldfaced character name. Explain: This name tells which character is talking.
3. Point to the next line of dialogue and ask: Which character says this line? (GROCER) Then point out the stage directions
and explain: The stage directions tell what each character does or how the character acts and talks.

Pages Say (and do)

(Point to the domino.) This is a domino. People use it to play a game, but it seems strange to add a
85
domino to soup! (Point out the character list.) This list names all the characters in the play.
(Point out the ACT ONE heading.) This is Act One. It is the first part of the play. What are the characters
86–87
doing in this act? Maria is watching her grandpa play dominoes with a friend.
These people are all part of a community. Look at the character list on page 85. Which characters do
88–91
you see? Everyone wants to hear Maria’s great idea.
Which act begins on page 92? (Act Two) It looks like Maria is cooking. But there’s not much in the pot.
92–93 What is she holding? (a domino) What is the title of this play? (Domino Soup) I wonder why she wants
to add it to the soup.
Oh yummy! I love soup! (Pretend to eat a bowl of soup.) What will the characters share to make a tasty
94–95
soup?
This is Act Three. Mmmm. This soup looks delicious! Even new people are coming to have a taste.
96–98 Everyone is smiling. The domino soup is ready to eat! It took great teamwork to make such a wonderful
soup!
Check Understanding
Ask: What does a script include? (The script includes the dialogue and stage directions of a play.)
1. Explain that many cultures have folktales in which people work together to solve a problem. Invite students to share
stories they know which feature characters working together, such as “The Enormous Turnip” from Russia.
2. Discuss what the folktales have in common and what they tell us about why it is important to cooperate with others.
Ask: What do the characters gain by working together?
PART 1 LESSON 6 109
PART 1 LESSON 5
6
• Use Grade-Level Vocabulary • Analyze Story Elements: Character,
◆
• Use Academic Vocabulary Setting, and Plot
Learning to Read Learning Strategy
• Concepts of Print: Identify Play • Use Reading Supports
Dialogue
Reading Strategies
• Plan: Set a Purpose, Predict, and
Confirm Predictions
• Determine Importance: Summarize
Read the Selection

Concepts of Print: Identify Play Dialogue
1. Direct students to the dialogue on Student’s Book pages 86–87. Say: Dialogue is what characters say to one another. Most
stories show dialogue in quotation marks. A script for a play shows dialogue in another way.
2. Point to and read aloud a character’s name, such as Maria. Point to the dialogue that follows her name. Say: A script
gives the character’s name first. Then, after the character’s name, you see the words the character says. The actor who
plays Maria will not read Maria’s name aloud. The actor will only read aloud the words Maria will say.
Reading Options
BELOW LEVEL ON LEVEL ADVANCED
Listen and Read Along Rehearse and Perform

• Have students follow the text on Key • Assign roles for students based on proficiency levels. Students reading above
Points Reading (Practice Book 6.4) level can take the larger roles of Maria and Grandpa. Students reading on
while you read it aloud. level can take the parts of the Butcher, Baker, and other supporting roles. If
• Check understanding with selected necessary, the roles of the neighbors can be divided into more parts to involve
Build Comprehension questions. more students.
• Rehearse reading through the script together, pausing to read aloud the stage
directions for characters to act out.
• Work with students to gather props and create scenery based on the settings.
• Then invite an audience to view the class performance.
Set a Purpose
Grandpa always wins a game of
dominoes. Find out how he does it.
MARIA: How DO you do it, Grandpa?
GRANDPA: I just get the other guys
ACT ONE
to play the dominoes I need.
[SETTING: A street corner in Miami’s MARIA: But how?
Little Havana: GRANDPA and CRANKY GRANDPA: [chuckles] I just make a
OLD MAN are seated at a little suggestion or two. The trick is to
table, playing dominoes.] have them think it was THEIR IDEA.
GRANDPA: I win the game!

CRANKY OLD MAN: Again? You
always win at dominoes!
GRANDPA: I know. [smiling] It’s a gift.
CRANKY OLD MAN: Bah! [exits]
Little Havana
Miami’s Little Havana a neighborhood in Miami, Florida chuckles laughs Before You Continue
It’s a gift. I am just lucky. make a little suggestion give them an idea 1. Character How does Grandpa always
Miami
exits leaves win? What does this tell you about his
character?
2. Setting Where does Act One take
place? Describe the setting.
G2_U6_p342 Miami’s Little Havana
86 Unit 6 HB26 10 87
Second Proof
Build Comprehension
Set a Purpose
Key Words
Use the Key Word together to describe the illustration. (Grandpa and the Cranky Old Man play dominoes together.)

1. Character: Give a sample response—Grandpa wins by tricking the other players into playing the dominoes he needs. This
tells me that he is clever and understands people well.
2. Setting: Have students point out the setting directions on page 86 and read them aloud. Say: Act One takes place on a
street corner in Little Havana, in Miami.
PART 1 LESSON 6 111
PART 1 LESSON 6
Predict
What do the neighbors do MARIA: [clapping hands] I know!
when a new family moves to the
We could all share what we have
neighborhood?
and make a welcome dinner!
[Laughter stops.]
BAKER: Me? I sell barely enough
bread to buy more flour!
[GROCER, BUTCHER, and BAKER are talking

to MARIA and GRANDPA. Enter NEIGHBOR 1
and NEIGHBOR 2, arguing.]
NEIGHBOR 1: Another poor family, moving
into the neighborhood! Oh, no!
NEIGHBOR 2: Don’t rich people ever move?
GROCER: They do, just not to OUR
neighborhood.
[Everyone laughs.]
arguing talking angrily welcome dinner meal to greet the new family
barely only
88 Unit 6 89
BUTCHER: You should be

a butcher! No one buys meat
anymore. Humph! I dream of
being a grocer!
GROCER: That’s not a dream,
my friend . . . it’s a nightmare!
I make pennies on a plantain
and break even on a tomato.
NEIGHBOR 2: You see, Maria?
We are all poor! Someone
should make US dinner!
MARIA: But if we all—hmmm. [rubs chin]

Grandpa, could you spare a domino . . . for
Domino Soup?
GRANDPA: Only one, my dear?
MARIA: Two would make the soup too strong!
GRANDPA: [hands over one domino] Of course.
[Everyone follows MARIA as she hurries offstage.]
Humph! Ha! spare give me Before You Continue

it’s a nightmare it is like a bad dream offstage off of the stage 1. Confirm Prediction What was your
make pennies on a plantain don’t make prediction? Was it correct? Explain.
much money by selling bananas 2. Drama Find the stage directions on
break even don’t make any money page 89. What happens after Maria
tells her idea?
90 Unit 6 91
Predict
Read aloud the introduction at the top of page 88. Guide students to predict how the characters will react to the new family in
the neighborhood.
Make Connections
Tell about a time you moved to a new neighborhood. What was it like to be in a new place with new neighbors? (Students’
stories will vary.)
Summarize
Ask: What is Maria’s plan for welcoming the new family into the neighborhood? Use the Language Frames from Student’s
Book page 81 to model summarizing the events on pages 88–89.
• I see and read that Maria has a plan.
• The important details are that Maria wants to welcome the family. She wants to have a welcome dinner.
• I say in my own words: Maria plans to have a welcome dinner for the new family.
Draw Conclusions
Why does the Baker worry about bringing bread to the welcome dinner? (The Baker says he only sells enough bread to buy
flour. If he gives bread away for the dinner, he won’t have the money he needs to buy more flour.)

Make Comparisons
The Butcher, Grocer, and Neighbor 2 all talk about Maria’s idea to share food. How are their ideas the same? (They all say
that they cannot share food because they do not have enough money.)
Make Inferences
Why does Maria say, “Hmmm,” and rub her chin? (She is thinking of a plan.)
Details
Why does Maria want only one domino for the soup? (She says two dominoes would make the soup too strong.)

1. Confirm Prediction: Possible response—My prediction was correct. I predicted that the neighbors and store owners would
welcome the new family.
2. Drama: The stage directions say that everyone stops laughing.
PART 1 LESSON 6 113
PART 1 LESSON 6
Predict
Maria wants to make Domino MARIA: Of course, an onion helps.
Soup. How will she get everyone GROCER: [coughs] I might have an onion. [exits]
to work together ?
MARIA: And garlic would be lovely—
NEIGHBOR 1: I have garlic! And some
potatoes—[exits]
NEIGHBOR 2: —and I have carrots! [exits]
ACT TWO
[SETTING: Grandpa’s kitchen.]

BUTCHER: What is Domino Soup?
MARIA: [drops domino into a pot] It’s a dish my
family has made for many years.
EVERYONE: Ahhhhh!
MARIA: [sniffs] Mmmm!
NEIGHBOR 1: I don’t smell a thing!
NEIGHBOR 2: Me neither!
GRANDPA: [tapping heart] You must have
a big heart to smell Domino Soup.
Me neither! I think the same thing. be lovely make the soup taste good
tapping heart touching his chest
92 Unit 6 93
MARIA: The smell is getting stronger,

don’t you think?
BUTCHER: I don’t smell anything.
[rolls eyes] But perhaps with a bit of
chicken . . . [exits]
BAKER: [laughs] I know, I know.
What’s soup without bread? [exits]
[GRANDPA and MARIA are alone .]

GRANDPA: You are a clever girl, granddaughter.
MARIA: I have a clever grandfather.
perhaps maybe clever smart Before You Continue

What’s soup without bread? Soup tastes 1. Confirm Prediction How does Maria get
better with bread. everyone to cooperate ?
2. Drama On page 92, Neighbors 1 and 2
say they can’t smell the soup. Who speaks
next? What does the person say?
94 Unit 6 95
Predict
Read aloud the introduction at the top of page 92. Challenge students to use the Key Word cooperate when making
predictions.
Story Elements
To guide students to analyze the story element of setting, ask: What do the stage directions tell us about where Act Two takes
place? (They tell us Act Two takes place in Grandpa’s kitchen.) Which picture clues help you to describe the setting? (The
characters are standing around a pot of hot soup. There is a table and cutting board behind them.)
Ask Questions
What question can you ask about the characters and events in the play? (Questions will vary. Encourage students to search
for answers by rereading or reading on in the text.)
Sequence
What happens right after the Grocer coughs and says he might have an onion? (Maria gives a hint about more ingredients.
Neighbor 1 offers some garlic and Neighbor 2 goes to get carrots.)
Extension
Literary Analysis: Characters’ Traits, Motivation, and Feelings
1. Model using the script and prior knowledge to describe Grandpa’s character: Grandpa goes along with Maria’s story to
help her get the neighbors to share food. These story details tell me that he is a clever man who knows many things. He
cares about Maria so he does what he can to make her plan work.
2. Have partners describe Maria’s character traits, motivation, and feelings. Tell them to cite evidence from the text that
supports their descriptions.

Story Elements
Ask: What clues from the pictures and dialogue tell you that Maria and Grandpa care about each other? (The pictures show
them smiling together, and their dialogue shows that they support and respect each other.)
Summarize
Guide students to summarize the way Maria gets everyone to cooperate. Ask:
• What do you read and see? (I read and see that Maria is making Domino Soup. The neighbors look interested in what
she is doing.)
• Which details are important? (The important details are that each neighbor brings something to share and the pot fills up
with food.)
• How can you say the important details in your own words? (I say in my own words: Maria makes her neighbors curious.
She makes them want to work together to make the soup better.)

1. Confirm Prediction: Possible response—My prediction was correct. I thought she would get everyone to cooperate by
making suggestions about what the soup might need.
2. Drama: Grandpa speaks next. He says you must have a big heart in order to smell Domino Soup.
PART 1 LESSON 6 115
PART 1 LESSON 6
Predict
The soup is done. What do you NEW NEIGHBOR: Hello! We—um‚ just
think will happen next? moved in, and we smelled something . . .
wonderful.
ACT THREE [Everyone invites them in.]
NEW NEIGHBOR: What a big-hearted
[SETTING: Grandpa’s busy kitchen.] neighborhood!
[Others return and add to the pot.] BUTCHER: [laughing] We are,
BAKER: [bringing bread] That aren’t we? Who knew?
Domino Soup smells delicious!
[Everyone agrees.]
BUTCHER: [with wonder] And to
think it was made from a domino!
BAKER: You know, this reminds
me of my favorite soup that my
mama used to make. But she called
it Thimble Soup . . .
[A knock at the door interrupts them.]
reminds me of makes me think about big-hearted friendly

interrupts them stops everyone from
talking
96 Unit 6 97
BAKER: I hear there’s a new

family moving in next week.
NEIGHBOR 1: I have a great
idea! We should welcome them to Meet the Author
Carmen Agra Deedy

the neighborhood with a big feast.
NEIGHBOR 2: I’ll bring the
domino! When Carmen Agra Deedy was a
[GRANDPA hugs MARIA as young girl, she loved listening to her
MARIA winks at the audience.] ❖ family’s old stories from Cuba. Now
she tells many of those stories.
Soon after learning how to
read, Ms. Agra Deedy discovered
the town library. The librarian gave
her many books to read, and her
love of reading began. “No book
was safe,” she said. “I gobbled
them up like potato chips.” Ms. Agra Deedy
says a good book
is like a friend.
Writing Tip
Carmen Agra Deedy knows
that good dialogue shows
how characters think and
feast meal Before You Continue feel. Write words for Maria
audience people watching the play 1. Confirm Prediction Tell a partner what and her grandpa to say next.
you predicted on page 96. Explain why
it was or was not correct. Remember to show their
2. Summarize Use your own words to tell thoughts and feelings!
what happens in the final scene.
98 Unit 6 99
Predict
Read aloud the introduction at the top of page 96. Guide students to use the illustrations when making their predictions.

1. Confirm Predictions: Possible response—I predicted that the neighbors would come for dinner and everyone would think the
soup was delicious. I was correct.
2. Summarize: Some people wanted to make a meal for new neighbors, but no one had enough extra food to make it
possible. However, the neighbors cooperated. Each person added one ingredient to a soup pot. Together they could make
more food than any one person could make on his or her own.
Meet the Author

1. Read aloud the Meet the Author copy. Point out that Carmen Agra Deedy loved to listen to old stories from Cuba. Ask:
What kind of stories do you like to hear? How could these stories help you write stories of your own?
2. Read aloud the Writer’s Craft. Guide students to find and share examples of dialogue in “Domino Soup” that explain what
Maria and Grandpa think and feel.
Extension
Fluency: Expression
1. Remind students that reading with expression helps convey a character’s thoughts and feelings. Read aloud the dialogue for
the Baker on page 98 in a dry, monotone manner to demonstrate non-expressive reading.
2. Then reread the lines with expression. Ask: How did I add interest to the story with my second reading? (I changed the tone
of my voice to show the baker’s curiosity.) Explain: When you read dialogue for a play, your tone should express how the
character feels.
3. Have partners practice reading the dialogue on page 98 several times with the appropriate expression to show their
understanding of the text.
Writer’s Craft
1. Explain: Like Carmen Agra Deedy, you can write dialogue that captures your readers’ attention. Start by thinking about
what will happen next in the play. Then write dialogue to show how the characters think and feel.
2. Use Writing Routine 2 to write dialogue that shows what they think and feel. Have students write their dialogue in their
journals.
Say Write
Next, Grandpa will want to get bowls to serve the soup. I
Grandpa: We need bowls to serve this tasty soup!
write dialogue to show what he thinks.
I think about Maria’s character. I write dialogue to show Maria: What a fantastic idea, Grandpa! Now, who can
how she feels about Grandpa’s suggestion. bring extra bowls for the neighbors?
PART 1 LESSON 6 117
PART 1 LESSON 7 1
PART
Think and Respond

1. How does the play show dialogue, or words that the
Reread and Retell characters say? Give examples.
The play shows dialogue with . One example is .

OBJECTIVES 2. Pretend you are Maria. Give commands that tell how to
Vocabulary make “Domino Soup.”
• Use Grade-Level Vocabulary Please bring me the . Then take and .

Last, add .
3. Why does Grandpa say you need a big heart to smell
Language Domino Soup? What does he want people to do?
• Language Function: Give and Carry Out Commands Grandpa .
• Reread and Retell
• Analyze Genre: Plays
• Figurative Language
Write About It
Imagine you are one of the characters in the play. Write a
• Analyze Story Elements sentence that tells why you think it is important for people
to share their food. Use Key Words in
Fluency your response.
• Read with Accuracy, Rate, and Expression
We should share our food because .
Learning Strategies
• Use Graphic Organizers: Story Map
100 Unit 6
Writing
• Write Responses to Plays ELAR TEKS
G2.3.B.3 seek clarification about stories
G2.3.B.7 locate details about stories
G2.20 write persuasive statements about issues that are impor-
tant to the student for the appropriate audience in the school,
home, or local community
G2.8.A.1 identify the elements of dialogue
Think and Respond

Talk About It
1. Read aloud each question on Student’s Book page 100. Prompt students to cite evidence from the text. Encourage them to
use Key Words in their answers.
• Play and Dialogue: Possible response—The play uses dialogue with characters’ names to show who talks. One
example is: GRANDPA: I win the game!
• Give Commands: Possible response—Please bring me the pot. Then take a domino and add it to the pot. Last, add
water.
• Explain: Possible response—Grandpa wants people to bring ingredients for the soup. He knows that they will want to
show that they have a big heart.
Write About It
1. Read aloud the instructions. Point out the sentence frame: You can use this sentence frame to begin your first sentence.
2. Use Writing Routine 4 to help students put their thoughts in writing, using the Key Words.
3. Have students use these ideas on their own to write sentences in their journals.
Say Write
I think about why sharing food is important. We should share our food because everyone needs to eat.
When people eat together, they feel like they belong to a

I add details to tell more about my ideas.
group.
Reread and Retell
Story Elements
Make a story map for “Domino Soup.”
Story Map Resources
Domino Soup
◆
Character: Character: Character:

Grandpa ◆ Practice Book: 6.4, 6.6, 6.8
◆
Setting:
Little Havana
in Miami
Plot:
Event 1: Grandpa wins at dominoes. Reread and Retell
Event 2:
Event 3: Story Elements
Event
Now use 4: story map. Tell a partner
your The play takes place in . 1. Read aloud the introduction on Student’s Book page
about the characters, setting, and plot The characters are .
in “Domino Soup.” First . Next . 101 and review: A story map shows the story elements,
Then . Finally .
including the characters, setting, and plot that make up
Fluency a story. Explain: I write the characters in the top circles,
Practice reading with the correct expression. the setting in the middle, and the story events under
Rate your reading.
Plot.
101
2. Model recording the sample entries. Have students
complete Practice Book 6.6.
ELAR TEKS Not a hit, but builds background for G2.6.B.2 compare different G2.4.A.1 read aloud grade-level appropriate text with fluency
Not a hit, but builds background for G2.6.B.1 compare different versions of the same story in traditional and contemporary G2.4.A.2 read aloud grade-level appropriate text with
versions of the same story in traditional and contemporary folktales with respect to their settings comprehension
folktales with respect to their characters Not a hit, but builds background for G2.6.B.3 compare different
Retelling
folktales with respect to their plot
1. Read aloud the instructions and language frames. Have students retell the story for their partners. Remind them to tell story
events in order. Partners reverse roles and repeat.
2. Assign the Key Points Reading (Practice Book 6.4) for students who need additional support. To evaluate students’
proficiency levels, refer to the rubric below.
Retelling a Story Rubric
Scale Content Listening
¨¨
Misses many important story elements ¨¨
Beginning
¨¨
Sequence is confused or missing ¨¨
Often seems uncomfortable with the retelling task
¨¨
Misses some important story elements ¨¨
Intermediate
¨¨
Some events are in the correct order ¨¨
Seems somewhat uncomfortable with the retelling task
¨¨
Covers most important story elements ¨¨
Advanced
¨¨
Most events are in correct sequence ¨¨
Seems somewhat comfortable with the retelling task
Advanced ¨¨
Covers all important story elements ¨¨
High ¨¨
Follows sequence of events accurately ¨¨
Seems comfortable with the retelling task
Fluency
2. Listen to each recording and assess students’ ability to read with accurate expression.
PART 1 LESSON 7 119
PART 1 LESSON 8 1
PART
Word Work
Word Work Prefixes

A prefix is a word part. You can add a prefix to the
OBJECTIVES beginning of a word. This can change the word’s meaning.
Vocabulary The prefix im- means “not.”
• Use Grade-Level Vocabulary im + possible = impossible
• Use Academic Vocabulary It is impossible to make soup without

• Strategy: Use and Identify Prefixes a pot.
Language The prefix co- means “together.”
• Listen to a Preview co + operate = cooperate
Learning to Read We can cooperate to make soup.
• Concepts of Print: Identify Dialogue

Reading Strategies
• Plan: Preview Try It Together
• Make Connections: Text to Text Read the sentences. Then answer the questions.
• Determine Importance: Summarize The coworkers wanted to try the soup right away. But they did
not want to be impolite. So they waited until the soup was ready.
• Analyze Genre: Song Lyrics 1. What is a coworker? Use the word in a sentence.
Learning Strategies 2. Polite means “acting in a nice way.” What does impolite mean?
• Build Background Knowledge 102 Unit 6

ELAR TEKS
G2.5.A.1 use prefixes to determine the meaning of words
G2.2.D.1 read words with common prefixes
Word Work
Teach / Model
1. Read aloud the introduction on Student’s Book page 102 and review the meaning of impossible and cooperate.
2. Model using word parts to determine meaning: The word impossible can be broken up into two word parts, the prefix im-
and the word possible. Since im- means “not,” impossible must mean “not possible.” Repeat the process with cooperate.
3. Then recap prior knowledge by having students brainstorm other words they know with these prefixes. (Possible responses:
imperfect, impractical, copilot, coworker) List students’ responses and show how to use word parts to read words and
determine meaning.
Practice / Apply
1. Read aloud the instructions and questions in Try It Together on Student’s Book page 102. Have partners work together to
answer the questions.
2. Use the Multi-Level Practice Sets to provide more examples that address varying levels of vocabulary knowledge.
Explain that the prefix un- also means Have students add the prefix un- to these previous Key Words. Have them use
“not.” word parts to determine the meaning of the new word.
Have students underline the prefix and • safe (unsafe)
circle the base word: • clean (unclean)
• unlike • healthy (unhealthy)
• unable
Check Understanding
Ask: What does the prefix im- mean? (not) Which prefix means “together”? (co-)
Extension Resources
◆ eVisual 6.3
Teach / Model
◆
1. Display the Prefix Chart (eVisual 6.3) and review how to use word parts to understand
the meaning of impossible. (im + possible = not possible)
2. Introduce the new prefix re- and use the Prefix Chart to show that it means
“over again.” Discuss how to find the meaning for the word redo: re + do
= redo
3. Explain: Knowing the word parts helps me understand that redo means “to
do again.”
Practice / Apply
1. Read aloud the following words. Have students identify the prefix and
base word.
2. Ask partners to turn and talk about the meanings of the words: rejoin,
unlucky, coauthor, imperfect, reorganize, unkind.
eVisual 6.3
Check Understanding
1. Write this sentence: My mom refills my glass of water.
2. Have students identify the word with a prefix, define it, and explain its meaning. (re + fill = to fill once more)
PART 1 LESSON 8 121
PART 1 LESSON 8
Read the Selection

Making Connections
1. Read aloud the introduction and remind students that a folktale is an old story that has been told for many years.
2. Explain: As you read the song, think about the Big Question. How do the people in the song remind you of the characters
in “Domino Soup”? Why do they work together?
Genre
Read aloud the definition of song lyrics. Clarify: You can read a song the way you would read a poem. This song uses rhyme,
repetition, and rhythm just like many poems.
Concept of Print: Identify Dialogue

1. Say: Dialogue in a song or story appears in quotation marks. Read aloud the first line of dialogue on Student’s Book page
103.
2. Point to the quotation marks and say: The words inside the quotation marks tell what the soldier says out loud. The final
quotation mark tells us when the soldier finishes speaking.
3. Point out that dialogue often includes speaker tags, such as “she said,” to help the reader know who is saying the words.

Pages Say (and do)

Look! Everyone in this village is gathering around a big pot. What are they trying to see? (A soldier is
103–105
making a big pot of soup.)
106–107 Each child brings food to share. What foods do you see? What would you bring?
108–109 Each person gets a bowl of delicious soup. Yum! (Pantomime eating soup that is piping hot.)
Reading Options
BEGINNING INTERMEDIATE ADVANCED

• Have students follow the text as you • Have groups set a purpose for • Have students use the Dialogue
read it aloud. reading—to get information or enjoy Journal on Practice Book 6.9 as they
• Check understanding with selected a story—and read silently. read silently.
Build Comprehension questions. • Select passages to read chorally or • Students write page numbers and
in pairs. record thoughts in column 1.
• Ask Build Comprehension questions • Partners trade journals, read column
to check understanding. 1, and write responses in column 2.
Then students compare the columns.
Making Connections Now read a songwriter’s
version of the old folk tale “Stone Soup.”
Genre A song is like a poem set to music. The
words in a song are called song lyrics.
Stone Soup by John Forster and Tom Chapin

Resources
◆
illustrated by Sonja Lamut
In a threadbare town at the end of the war
A hungry soldier knocked on a door:
“Pardon me, Madam, I need some food . . .
Rum dum diddle-ii food!”
“I’m sorry, sir, but we are hungry, too.
There’s no food left
In the whole hungry village.”
threadbare poor Before You Continue

Pardon me Excuse me 1. Setting How is the song’s setting different
village town from the setting in “Domino Soup”?
2. Explain Read the first four lines of the song
aloud. Tell why the words sound musical.
103
Build Comprehension
Sequence
Reread the first line. What happens before the soldier comes to the village? (A war ends before the soldier comes to the
village.)
Problem and Solution

What problem do the soldier and the people in the village have in common? (Both the soldier and the people in the village
are hungry.)

1. Setting: “Domino Soup” is set in a present-day Cuban neighborhood in Miami. “Stone Soup” is set long ago in a small
village.
2. Explain: The end words rhyme, and the lines have the same rhythm. The last line is all fun sounds.
1. Explain the concept: Songs are used in cultures around the world as a way to share stories. Invite students to share
songs they know from another culture.
2. Discuss ways in which these songs tell a story. Have students draw a picture that illustrates the story of a song from
another culture.
PART 1 LESSON 8 123
PART 1 LESSON 8
So the soldier marched to the center of town, But the kids brought stones,
“Hear ye! Hear ye! Gather ’round!” Which he put in the pot.
He picked up a stone and gave it a kiss. Boiled the whole thing piping hot.
“Let’s make soup out of this!”
Then he hushed the crowd and, solemn-faced,
“What? Soup from a stone?” Took a rum dum diddle-ii taste.
“Oh, this is gonna be good!”
“Sure . . .
All you need is what you’ve got, “Please, Sir, please, can we have some?”
A tasty stone and water in a pot. “No, not yet. It’s not quite done.
Takes some time but feeds a lot. It needs a soup bone . . . for flavor.”
Stone soup tonight.”
“Stone soup? Stone soup?
What is this fellow, a nincompoop?”
Hear ye! Listen, everyone! hushed the crowd and, solemn-faced Before You Continue
Gather ’round! Come close! told the people to be quiet, and calmly
1. Plot How are the events in this song like
What is this fellow, a nincompoop? gonna going to the events in “Domino Soup”?
Is this man a fool? for flavor to make it taste good 2. Summarize Use your own words to tell
what happens on pages 104–105.
104 Unit 6 105
A little girl who’d brought a stone Then he took a taste, took a taste:
Said, “We’ve been saving a big hambone. “Oh, this is gonna be great!”
Shall I get it?” “Now, Sir, now, can we have some?”
“That’d be nice.” “Not just yet. It’s still not done.
She was back in a trice! It needs . . . a potato and . . . an onion.”
The soldier smiled.

The kids jumped up and off they tore
“All you need is what you’ve got.” And brought the things that he’d asked for,
He took that bone and threw it in the pot. Not to mention turnip greens,
Some grown-ups started to see the light. A carrot and some beans!
“Stone soup tonight.”
who’d who had off they tore ran away Before You Continue
That’d That would Not to mention They also brought 1. Character How are the soldier’s actions like
in a trice quickly Maria’s actions in “Domino Soup”? How are
Some grown-ups started to see the light. Some adults they different?
began to understand what was happening. 2. Details What do the kids bring to put in
the soup?
106 Unit 6 107
Interpret Visuals
Point to the faces of the people who watch the soldier. Ask: How do you think the people feel as they watch the soldier?
(surprised)
Clarify Language
What clues from the song help you know what “piping hot” means? (The song says that the soldier boils the soup and that the
soup is hot, so “piping hot” probably means very hot.)

1. Plot: In both stories, people are helping to make soup from things you cannot eat.
2. Summarize: Review how to summarize. Guide students in using the Language Frames from Student’s Book page 81:
• I see and read that the soldier is making stone soup.
• The important details are that he is hungry and the people are curious about his plan.
• I say in my own words: The soldier is hungry so he gets the people curious about stone soup.

Poetic Language
Name two words on page 106 that rhyme. (Possible responses: stone/hambone, nice/trice, got/pot, light/tonight)
Make Predictions
Will the soldier share the soup with the villagers? Explain why or why not. (Possible response: I think the soldier will share
with the villagers because he is using all of their food to make the soup and seems to be making enough for everyone.)

1. Character: Possible response—Both the soldier and Maria get other people to share items for soup. Unlike Maria, the
soldier asks for certain ingredients directly, while Maria just gives hints about what people could bring.
2. Details: The kids bring a hambone, a potato, an onion, turnip greens, a carrot, and some beans.
Extension
Literary Analysis: Rhyme, Rhythm, and Repetition

1. Sing a few lines of the soldier’s song and clap out the rhythm. Have students clap with you. Point out rhyming words in the
song, discuss the tempo (as shown through clapping), and point to examples of repeating words and phrases, such as “All
you need is what you’ve got.”
2. Model exploring how rhyme, rhythm, and repetition work together to create an image: The rhythm is quick and jumpy and
the song has a lot of fun words that rhyme and repeat. This makes me think that the soldier is a lively person who captures
the attention of everyone around him. I picture everyone in town watching the entertaining man.
3. Have partners sing a few lines of the song and discuss rhyme, rhythm, and repetition. Then have each student draw a
picture to show the image the song creates.
PART 1 LESSON 8 125
PART 1 LESSON 8 The smell of soup began to float
Into every nose and throat,
Calling people like a drum,

“Rum dum diddle-ii yum!”
“Stone soup. Stone soup.
We want some of that tasty goop.”
“No. Not yet. I’m still not through.
It needs one thing from each of you . . .

Whatever you can spare.”
to float Into every nose and

throat to smell wonderful
to everyone
goop thick soup
spare share with us
108 Unit 6

Student Book Page 108
Visualize
What do you see, hear, smell, and taste when you hear the words “The smell of soup began to float into every nose and
throat”? (Answers will vary. Say the line aloud so that students hear the music of the words. Encourage students to think about
their own experiences of what certain foods, such as potatoes, beans, and onions, taste and smell like.)
Figurative Language
1. Reread the first four lines and write: The smell of soup called people like a drum.
2. Explain: This kind of comparison is called a simile. It compares two things that are alike.
3. Point out the word like and explain that similes include the word like or as. Ask: How are the smell of soup and the sound
of a drum alike? (They catch people’s attention and make them want to see what is happening.)
Problem and Solution

How does the soldier solve his problem? (He gets everyone in the village to cooperate by making a big soup so they will not
be hungry and he will finally have something to eat.)

So the villagers scattered to their root cellars,
Corn cribs and secret nooks
And brought back everything
From an eggplant to a pepperoni.
And that night the whole hungry village
Feasted on soup made out of a stone!
All we need is what we’ve got,
A tasty stone and water in a pot.
Little things become a lot.
Tiny gifts can fill the pot
When they’re shared and served up hot.
Stone soup. Stone soup.
Stone soup tonight! ❖
scattered to their root cellars, Corn Before You Continue

cribs and secret nooks ran to get
food they had hidden 1. Clarify The song says “Little things
become a lot.” What does this mean?
Feasted on Ate
2. Plot How do the people in this song
cooperate to make the soup? How is this
like the events in “Domino Soup”?
109

Confirm Prediction
Does the soldier share the soup with the villagers? Point to the words and pictures that show this. Was your prediction
correct? (Answers will vary. Sample response: Yes, the pictures show the soldier sharing the soup, and the song says that “the
whole hungry village/Feasted on soup made out of a stone!”)
Summarize
Use your own words to summarize “Stone Soup.” If students have difficulty summarizing, ask:
• What do you see and read?
• What are the important details?
• Tell the details in your own words.

1. Clarify: Possible response—This line means that if each person shares a little bit of food, there will be enough for a feast.
2. Plot: Possible response—Like the characters in “Domino Soup,” each person in the village adds something to the pot to
make the soup better. They cooperate and accomplish their goal through teamwork.
PART 1 LESSON 8 127
PART 1 LESSON 9 1
PART
Respond and Extend
Respond and Extend Compare Two Versions of

Grammar and Spelling the Same Story
How are “Domino Soup” and “Stone Soup” alike? How are
they different?
Vocabulary
“Domino Soup” “Stone Soup”
• Use Grade-Level Vocabulary Type of Story play song
Language
Characters Write the
• Participate in a Discussion names of the
characters here.
Setting Write details
• Introduce Pronouns about the
setting here.
Plot Write events
• Compare Two Versions of the Same Story from the
plot here.
Learning Strategy
Talk Together
Work with two partners. Write a short play about working

Respond and Extend together . Use Key Words in the dialogue. Perform your
play for the class.
Reread 110 Unit 6
As students reread “Stone Soup” on their own, have them

ELAR TEKS G2.6.B.2 compare different versions of the same story in
think about how the story is the same as and different from “Domino Soup.” G2.6.B.1 compare different versions of the same story in
traditional and contemporary folktales with respect to their
characters
traditional and contemporary folktales with respect to their
settings
G2.6.B.3 compare different versions of the same story in tradi-
tional and contemporary folktales with respect to their plot
G2.8.A.2 use [the elements of dialogue] in informal plays
Compare Two Versions of the Same Story

1. Read aloud the introduction on Student’s Book page 110 and point out the callouts on the chart. Remind students that a
comparison chart will help them tell how “Domino Soup” and “Stone Soup” are alike and different.
2. Model completing the first row. Ask: What type of story is “Domino Soup”—a play or a song? (play) What type of story is
“Stone Soup?” (song) I record this information in the first row.
3. Create groups and have students use the Numbered Heads routine to compare the characters, setting, and plot (see
Cooperative Learning Routines).
4. Use Multi-Level Strategies to help students at all proficiency levels compare two versions of the same story.
5. As groups report their ideas, have students record them in the comparison chart on Practice Book 6.10.
Ask questions with embedded responses to help Provide sentence frames Encourage students to add two new
students complete the chart: to support answers: Both rows to further compare the stories:
stories _____. _____ is not Language and Author’s Purpose.
• Does the story take place in the past or present?
like _____ because _____.
• Does the story tell of soup made from a stone or
a domino?
Talk Together
1. Read aloud the instructions in Talk Together on Student’s Book page 110.
2. Ask follow-up questions to prompt students as they use newly acquired vocabulary to write a short play.
• What will your play be about?
• Who are the characters?
• Where does your play take place?
• How will you use story events to show people working together?
3. Encourage students to rehearse their lines before performing their play for the class.
4. Have students listen actively and add ideas to the unit concept map.
Pronouns
A pronoun is a word that can take the place of a noun. When
you use a pronoun in a sentence, be sure to use the right one.
Grammar Rules Pronouns
• For yourself, use I. My name is Laura.

I am eight years old.
• For one man or boy, use Jorge is my brother.
he or him. I sit with him.
• For one woman or girl, My grandmother reads.
use she or her. She sits on the chair.
• For one place or object, I will give Jack this book.
use it. Jack wants to read it.
• For yourself and another Jack and I are best friends.
person, use we or us. We like to play at the park.
• For two or more people, Our neighbors are at the park, too.
places, or things, use they Jack and I wave to them.
or them.
Read Pronouns
Read these sentences. Find four pronouns. Tell them to a partner.
The boys work on a mural. First they draw a sketch. Then

Resources
one boy colors it in. He uses bright colors. It is beautiful!
◆ eVisual: 6.4, 6.5, 6.6
◆
Use Pronouns
Write two sentences about how people in your neighborhood
◆ Practice Book: 6.3, 6.5, 6.10, 6.11
◆
work together. Use at least one pronoun. Share with a partner.
◆
111
ELAR TEKS
G2.21.A.vi understand and use pronouns in the context of read-
ing, writing, and speaking

Subject Pronouns
1. Explain: A pronoun is a word that takes the place of a noun. A
subject pronoun tells who or what is doing an action.
2. Read aloud the first pair of sentences (eVisual 6.4). Explain that
eVisual 6.4
“He” takes the place of “The boy.” Follow the same process for
the next three pairs of sentences. Assign Practice Book 6.3.
Object Pronouns
1. Explain: Use object pronouns after action verbs or after words
like to, for, at, of, or with. Write and read aloud the following
sentences:
• The grocer brings an onion. He puts it into the soup.
• The new neighbors visit. Maria feeds them.
eVisual 6.5
• Maria and I want to eat. Can you bring us some soup?
2. Read aloud the first pair of sentences. Explain: The pronoun “it”
follows the action word “puts.” It takes the place of the phrase “an
onion.” Repeat for the remaining sentence pairs. Display and
discuss the Object Pronouns chart (eVisual 6.5). Assign Practice
eVisual 6.6
Book 6.5.
Pronouns
1. Read aloud the introduction on Student’s Book page 111. Go through the rules and examples in the Grammar Rules box.
Pause to see if there are any questions.
2. Read aloud the instructions of the Read Pronouns activity and the sample paragraph.
3. Read aloud the instructions of the Use Pronouns activity and have students work independently before they share with a
partner. Assign Practice Book 6.11. Use eVisual 6.6 to help students at all proficiency levels.
PART 1 LESSON 9 129
PART 1 LESSON 10
Review
OBJECTIVES
Vocabulary Reading Fluency
• Use Grade-Level Vocabulary • Read with Expression
• Use Academic Vocabulary Comprehension and
• Strategy: Prefixes Literary Analysis
Language • Analyze Story Resources
• Give and Carry Out Commands Elements
Learning Strategies ◆ eVisual: 6.7
Grammar
◆
• Pronoun Agreement • Review ◆ High-Frequency Word Routine
◆
• Reflect on Learning
Reading Strategy
• Determine Importance: Summarize
Language: Give and Carry Out Commands, Words to Know

1. Write simple action words on separate cards, such as: jump, reach, sit, and point. Words to Know
Have students draw a card and use it to give a command to a partner. Then have find
the partners switch roles. take
2. Review Words to Know using High-Frequency Word Routine. Have students look at turn
each word, listen to the word, then listen to the word in a sentence, say the word,
spell it, and then say it again. Key Words
add share
Key Words: Social Studies and Academic Vocabulary alone society
1. Have partners write Key Words on index cards to play a game of Password.
cooperate team member
2. One student selects a Key Word card and gives clues for a partner to guess the enough teamwork
word. possible together
3. The student may use words, gestures, or pictures as clues, but may not say the word
on the card.
Reading Strategy: Determine Importance: Summarize

1. Read “Cranky Old Man Gets a Second Chance” (eVisual 6.7). Have small
groups work together to identify important details and summarize them in
their own words.
2. Provide language frames for them to complete: I see and read _____. The
important details are _____. I say in my own words _____.
Thinking Map: Story Elements

1. Read “Cranky Old Man Gets a Second Chance” (eVisual 6.7). Have
students cite an example of stage directions and an example of dialogue.
2. Have partners work together to create a story map that shows the
characters, setting, and plot.
eVisual 6.7
Phonics
1. Write or display the following spellings in chart form: mb, wr, gn, kn. Then write the following words off to the side: gnat,
comb, wrist, numb, knee, knight, gnash, climb, knot, gnome, wrong, wring, gnu, know.
Model for students using the word gnat. Say: gnat.
3. Ask students to tell what consonant team they see in the word. Then have them tell you in which column to write the word.

Have students read “Domino Soup” aloud to a partner, focusing on accuracy and expression.
Word Work: Prefixes

1. Write words with prefixes, such as: cooperate, coworker, impossible, imperfect, rethink, and restart.
2. Have partners sort the words by prefix and use one word from each set in a sentence.
Grammar: Pronoun Agreement

1. Write subject pronouns I, she, he, it, we, you, they and object pronouns me, you, him, her, it, us, you, them.
2. One partner says a pronoun. The other partner says if it names one or more girls, boys, or objects.
PART 1 LESSON 10 131
Theme Theater
Explain that groups will be performing “Domino Soup,” using the script from their books. Review the plot by calling on
volunteers to describe the important actions, in order.
Plan
1. Form groups of nine students. Assign roles according to students’ proficiency levels.
2. Have the class make simple props for all the groups to use, such as a domino and cutouts of vegetables. Students can use
a large bowl to represent the pot or they can make one from aluminum foil.
Cranky Old Man, New Neighbor 1, Neighbor 2 Butcher, Baker, Grocer Maria, Grandpa
Neighbors
Rehearse
1. As groups practice their roles, remind them to follow the stage directions. Encourage them to read their lines several times,
focusing on correct pronunciation.
2. Students who are offstage can contribute by making sound effects or holding props.
Domino Drama!
1. Have groups take turns performing the play. Remind students to use props during the performances to support the action.
Invite family members or another class to enjoy the performances.
2. Evaluate the performances, using the rubric. For each performance, assess one group’s listening skills. These students
should offer one comment to the performers at the end of the play.
Debrief and Compare

1. Ask students to share what they enjoyed in the performances. Encourage them to describe and elaborate on how each
group interpreted the characters and their actions.
2. Have students add any ideas they learned about working together to their unit concept maps.
¨¨
Has trouble with correct ¨¨
Has difficulty reading the ¨¨
Listens but does not make any
pronunciation dialogue comments
Beginning ¨¨
Has difficulty reading long, ¨¨
Needs prompting to follow ¨¨
Understands very little
complicated sentences stage directions unfamiliar language by using
context and visuals
¨¨
Uses correct pronunciation ¨¨
Reads some of the dialogue ¨¨
Listens and makes one
some of the time comment
¨¨
Follows some stage directions
Intermediate ¨¨
Reads long, complicated ¨¨
Understands some unfamiliar
sentences correctly some of language by using context
the time and visuals
¨¨
Reads the dialogue fairly well ¨¨
Listens and makes a few
most of the time comments that are mostly
¨¨
Follows most stage directions
pertinent
Advanced ¨¨
Reads sentences of various
lengths and types with ¨¨
Understands a good amount
accuracy and ease most of the of unfamiliar language by
time using context and visuals
¨¨
Reads the dialogue easily ¨¨
Listens and makes pertinent
comments
Advanced ¨¨
Reads varied sentences with ¨¨
Follows all stage directions
High accuracy and ease ¨¨
Understands unfamiliar
language by using context
and visuals
PART
good
Language Focus Express Needs and Wants

need
some
Listen and sing. want
Song
Bake Sale
OBJECTIVES
I want a good project to work on.
Vocabulary I think that I have a good plan.
• Acquire and Use Grade-Level Vocabulary Our library needs some more money.
Language Let’s organize help if we can.
• Language Function: Express Needs and Wants Chorus:
• Listen to and Imitate Fluent Models Bake sale, bake sale—

• Use a Variety of Grammatical Structures We need more books for our library.
• Participate in a Discussion Bake sale, bake sale—
Learning to Read We’ll raise lots of money, you’ll see.
Tune: “My Bonnie Lies Over the Ocean”
Learning Strategies
Social Studies
• Characteristics of Good Citizenship
112 Unit 6
CONTENT
SS.G2.13.C identify ordinary people who exemplify good
citizenship
Language Focus
Teach / Model
1. Review Words to Know on Student’s Book page 112 using High-Frequency Word Routine: good, need, some, and want.
and say it again.
2. Read aloud the title on Student’s Book page 112 and play the song.
3. Invite students to sing along as you play it a second time. Say: When you express a need, you tell about something you
must have, like food or help. When you express a want, you tell about something you do not need, but would like to have,
like toys and treats.
4. Display the examples:
• I want a good project to work on.
• Our library needs some more money.
• We need more books for our library.
Practice / Apply
1. Have students draw pictures of things they want or need and then sort each picture into a “wants” or “needs” pile.
2. Ask volunteers to explain why they want or need the items. Encourage them to use the Words to Know.
Check Understanding
Ask: What is a need? (something we must have) What is a want? (something that would be nice to have)
Monitor
Key Words
How do you complete a project ?
Resources
X High-Frequency Word Routine
X
X Academic Talk 4
X
X Vocabulary Routine 1
➊ ➋
X
Organize ideas. Make a plan .
X Key Word Images
X
X Picture Dictionary
X
X Oral Language Rubrics
X
➌ Join in. ➍ Use your skills .
➎ Work together.
Talk Together
Tell a partner about a project you worked on with other people.
113
ELAR TEKS
unfamiliar words
discussion

Teach / Model
1. Read the introduction at the top of Student’s Book page 113 and work through the steps.
2.1. Pronounce the word and point to its picture: organize.
2.3. Define the word: We organize when we put things in order.
2.4. Elaborate. Relate the word to your experience: I need to organize the messy pile of papers on my desk.
Practice / Apply
2.2, 2.3, and 2.4.
Talk Together
1. Read aloud the prompt and model an example using some of the Words to Know: When my dad needed to fix a broken
fence, my brother and I gave him some help. He said that we were a good team.
2. Have students respond and add their ideas to the unit concept map.
Extension
Use Writing Routine 1. Write the word skill and prompt: What skills do you have? Think about this word and write about it.
.
PART 2 LESSON 1 135
PART 2 LESSON 2 2
PART
PART
Thinking Map
Thinking Map Main Idea and Details

Academic Vocabulary The main idea is the most important idea in the text. Details tell more
about this very important idea. Show how the information fits together.
Use a main idea diagram.
OBJECTIVES Write details from the text here.
Main Idea Diagram
Vocabulary Detail Detail
• Demonstrate Listening Comprehension Asami gets a ladder. Daniel holds the ladder.
• Main Idea
Listening and Speaking Main Idea
• Complete a Main Idea Diagram Look at the
details to
Learning Strategies figure out
the main
• Use Graphic Organizers: Main Idea Diagram idea. Then
• Reason Inductively write it here. You can work together to reach a goal.
• Make Connection Across Content Areas
Writing Talk Together
• Writing Project—Lesson A: Model Tell your partner about a time when you worked with someone
to reach a goal. Then make a main idea and details diagram.
114 Unit 6

G2.14.A.1 identify the main idea [of] a text
Teach
1. Read aloud the introduction and teach the vocabulary word
main idea using Vocabulary Routine 4. Say: To find the main
idea, think about the important details. Do they all tell about
the same thing? Try putting the details together to figure out
the most important idea.
2. Read aloud “Working Together” (eVisual 6.8). eVisual 6.8
Model
1. Introduce the main idea diagram on Student’s Book page 114. Use examples from “Working Together” to model adding
information. Explain: The first two pictures show details. For example, Asami is wearing a green shirt. Is this an important
detail? (no) What are the important details in the story? (Asami gets a ladder. Daniel holds the ladder.) I can add these to
the details boxes.
2. Explain: The third box shows the main idea. What is the main idea that these details all show? (You can work together to
reach a goal.) I can write this as the main idea.
Practice / Apply
1. Read aloud the instructions in Talk Together on Student’s Book page 114. Review: A goal is a project you want to finish.
Have students use Practice Book 6.12 to complete the activity.
2. Use Multi-Level Strategies to help students at all proficiency levels talk about the workers in the community.

Ask: When do you work with a partner Provide students with a Encourage elaboration. Ask students which skills
at school? What is your goal? How do list of words and phrases Ask: What steps do you each partner brings to
you reach your goal together? Have for tools and steps used take together to reach the project that help them
students write or draw pictures of steps to complete a project your goal? reach their goal.
they take in the first and second boxes with a partner. Have
of the diagram. The third box should them use the words to
show their goal. write about a goal in the
main idea diagram.
Academic Vocabulary
More Key Words

dream education opportunity
noun noun noun Resources
X eVisual: 6.8
X
X Practice Book: 6.12
X
X Vocabulary Routine 1, 4
X
Her dream is to win a
medal at the track meet.
You go to school to get
an education.
She has an opportunity
to kick the ball.
X Key Word Images
X
result success X Picture Dictionary
Talk Together
X
noun noun
X Key Words Test
Work with a partner. Use
X
Key Words to ask and
answer questions.
What opportunity
does he have?
If you trip and drop They win the game. It He has the opportunity
a cup, the result is is a big success! to go to sports camp.
broken pieces.
Check Understanding
Ask: What is a main idea? (A main idea is the most
important idea in a text.) What do details do? (Details give
115
information about the main idea.)
ELAR TEKS
Academic Vocabulary
Teach / Model
2.1. Pronounce the word and point to its picture: dream
2.3. Define the word: When I dream of something, I wish for it.
2.4. Elaborate. Relate the word to your experience: My dream is to travel around the world one day.
Practice / Apply
1. Read the instructions in Talk Together on Student’s Book page 115. Have partners take turns using Key Words to ask and
answer questions.
2. Have volunteers share their questions and answers with the class.
Check Understanding
Monitor
Vocabulary.
Writing Project
Lesson A: Model
PART 2 LESSON 2 137
PART 2 LESSON 2
Extension
Resources
Expand Word Knowledge
Teach / Model
X
X Vocabulary Routine 2, 3
X
1. Explain that partners will become Key Word experts. They will study
X Cooperative Learning Routines
one Key Word and create a portrait graphic about that word.
X
X Language Builder Picture Card G2.72
2. Use Vocabulary Routine 2 and model making a portrait graphic for
X
the word result.
• Write the word.
• Add a picture.
Practice / Apply
2. Have each pair create a portrait graphic for their assigned Key Word.
3. Display the portrait graphics in the classroom.
Check Understanding
Say a Key Word and have partner experts for the word read the definition and
sentence from their portrait graphic.

Teach / Model
1. Referring students to the portrait graphic they made for Extension Activity 1,
Expand Word Knowledge, tell them that they will share what they know about
Key Words.
2. Group each student with a partner who studied a different word. Have partners Portrait Graphic
follow the steps in Vocabulary Routine 3 to share their word knowledge.
• Take turns reading each partner’s portrait graphic.
• Talk about how the sentences in the portrait graphics show the meanings of the Key Words.
• Create sentences using both Key Words and have students write them in their journals.
Practice / Apply
1. Use the Jigsaw routine (see Cooperative Learning Routines) to have students share their Key Word expertise.
2. Experts report on their Key Word study. Other students learn from the experts and take notes in their vocabulary journals.
3. After all the Key Words have been covered, regroup the class. Have students take turns reading the portrait graphics
again. All students should echo the pronunciation. Correct any mispronunciations.
Check Understanding
Teach / Model
1. Ask students who have played Bingo to tell what the game is like. Then display Practice Book 6.16 and explain how to
play Vocabulary Bingo.
• I write the Key Words in any order on the game card. I use every Key Word at least once.
• I listen to the clues or questions about the Key Words. For example: Playing the piano is one that I have.
• The answer is skill. I find the word skill on my game card and color it in.
• When I have a row colored in on my game card, I call out “Bingo.”
Practice / Apply
1. Distribute the game cards and have students write the Key Words. Clarify: Make sure you write every Key Word on your
card. If you have an extra space, you can use a word again.
2. Explain that partners will work together to write a clue for each Key Word. Provide an example: What word means
“learning”? (education) Combine all the clues to play the game with the class.
Check Understanding
Call out several clues and have students explain how the clues helped them identify Key Words on their Bingo game cards.
PART 2 LESSON 2 139
PART 2 LESSON 3
Reading Strategy
OBJECTIVES
• Use Academic Vocabulary • Use Visuals
Learning to Read Writing
• Recognize and Read Words to Know • Writing Project—Lesson B: Prewrite
Reading Strategy
• Identify Main Idea and Details
2 Language Frames
PART
Reading Strategy
I read about
.
Learn to Identify Main Idea Talk Together

The important
details are
and Details Read Asami and Daniel’s report and the sample.
.
The main idea is
When you want to understand something, look for what .
Then use Language Frames to state the details
is important about it. Look for important details. Put these and the main idea. Tell your partner about them.
together to find the most important or main idea of the text.
Working Together Gets the Job Done Report
Helping Others
Making a Plan Sample Main Idea
and Details
Our teacher, Ms. Veloso, told us about a
“I read about the
homeless shelter nearby. She explained that families that live at the
some families lose their homes. As a result , shelter.
they have to live at the shelter. These people The important details
are that these families
need furniture, and their children want toys. need furniture and toys.
Our class saw an opportunity to do some The main idea is that
Carrying a Heavy More Hands to Help The Job Is Done the class decides to help
good. We decided to give furniture and toys to
Load these families.”
the shelter. First, we needed our parents’ help.
Look for clues as you read to find the details and the main idea. Putting the Plan into Action
We explained the project to our parents, and
How to Identify Main Idea and Details many decided to help. Planning the project
gave us a real education . Some people
I read about had extra chairs and toys to give away. Other
1. Read the text and look at the pictures.
. people helped load the truck. At the end of
the day, we all helped unload the truck at the
The important
2. Look for details that seem important. shelter. Our project was a bigger success
details are .
than we dreamed it would be!
3. Put the details together. Figure out the The main idea is
most important idea. .
= A good place to identify details and a main idea
116 Unit 6 117
ELAR TEKS
G2.RC-2.E.1 retell important events in stories in logical order
Reading Strategy
Teach
1. Read aloud the introduction at the top of Student’s Book page 116. Ask students to describe what is happening in each
illustration. Explain: The pictures show the steps the people take to get a job done. Each step is a detail. We can use the
details to figure out the main, or most important, idea.
2. Reinforce the concept: Look for important details to help you identify the main idea.
Model
Read aloud the How-to chart on Student’s Book page 116. Model identifying the main idea and details:
• I read about some ways that people work together.
• The important details are that some people carry things and bring them to a donation truck for a homeless shelter.
• The main idea is that people can work together to help others.
Practice / Apply
1. Read aloud the instructions in Talk Together and point out the Language Frames on Student’s Book page 117. Then read
aloud “Helping Others” and the sample main idea and details.
2. Use Multi-Level Strategies to help students at each proficiency level identify the important details and main idea of the
report. Encourage students to explain how they found the main idea.
Guide students to understand the difference between As they identify each detail, have students explain how that
important and unimportant details. As they point out details detail tells more about the main idea.
from the text, ask: What does this detail tell you? Is this
important? Is there another detail that is more important?
Then guide students in putting together the important details
to identify the main idea.
Check Understanding
Reread the first sentence of the second paragraph in “Helping Others.” Ask: Does this sentence tell the main idea or a detail?
(detail)
Writing Project
Lesson B: Prewrite
PART 2 LESSON 3 141
PART 2 LESSON 4
3 2
PART
Phonics Focus
Phonics Focus Vowel Sounds and Spellings:

(Vowel Sounds and Spelling oo, ui) oo, ui
OBJECTIVES
• Listen for Vowel Sounds moon juice
Learning to Read
Listen and Learn
• Read Words with oo, ui
Listen to each sentence. Choose the word that best completes
the sentence.
1. We went for a swim in 2. My father wore a

the . .
pool seat
pile sight
pail suit
3. A hammer is a useful 4. A pear is a kind of

. .
tail fruit
tool fright
tile front
118 Unit 6
Phonics Focus
Teach
1. Write or display the following vowel spellings: oo, ui. Say: Remember you learned that the same sound can have different
spellings. Today, we will talk about two different ways to spell the same vowel sound. Point to each spelling as you say /
ū/.
2. Listen to sounds. Use Phonological Awareness Routine 1. Tell students to listen carefully as you say three words: fad, food,
fed. Tell them to raise their hands when they hear the sound /ū/. Confirm or correct as necessary. Then continue with the
following words: sat, sit, suit; pull, pool, pal; troop, trip, trap; fright, fruit, fret; gas, guess, goose; rhyme, roam, room.
on their desks in front of them. Model for students by blending the word moon sound by sound, /m/-/ū/-/n/, placing a
as they point to each marker. Say: Say each sound as I point to the marker.
4. Tell students to turn to Student’s Book page 118. Use the same procedure to introduce the remaining vowel spelling and
5. Repeat this process with other sample words until students are comfortable blending words with the vowel spellings oo and
ui. Use the following words: spoon, suit, fruit, soon, ooze, bruise, cruise, room, food.
6. If time permits, challenge students to blend words with the consonant spellings mb and wr as well as the vowel spellings
oo and ui. Model the first word for them. Write the word write on the board. Pronounce each sound as you point to the
spelling, /r/-/ī/-/t/. Have students blend the word as you point to each spelling. Then continue with the following words:
comb, wrist, mood, suitcase, tooth, lamb, wring, juice, boot, wrap, thumb, shoot, write, climb.
Model
2. Use item 1 to model the activity for students. Say: There is a sentence with a missing word. I will read the sentence: We
went for a swim in the _____. There is also a picture clue. The picture is of a pool. Say: My answer choices are pool, pile,
and pail. Repeat the three choices. Say: I need to choose the word that has the vowel sound we are studying and matches
the picture. I hear the sound /ū/ in the word pool. I will choose the word pool. Read the completed sentence.
Talk Together
Listen and read. Find the words with the vowel

sound you hear in the word moon.
Over to You
Resources
Collecting Water X Phonological Awareness Routine 1
X
People need water. Animals need water. Plants need Work with a
water. Some places have too little water. People want a partner. X Read on Your Own Book 55
X
good way to get water. One way is to collect rainwater. Take turns. Point
to a word with
This can be a big project. People join together to build
X
tanks. Some tanks are on roofs. The tanks catch the vowel sound
you hear in the
rainwater. The water is stored. Then it can be used
word moon. Your
when it is needed. Some tanks are built at schools. partner reads the
The students learn how to save water. It becomes
part of their education.
word and tells how
the vowel sound is
Practice / Apply
spelled.
Did you know you can reuse water, too? People use 1. Have students listen to the next item and read along
water to wash dishes. They use water to wash clothes. with the answer choices. Tell them to choose an
They use water to take showers. This water can be saved. It
cannot be used for drinking or cooking food. It cannot be used answer. When everyone is ready, call on a student
to make juice. It can be used to water plants and fruit trees. to tell the answer he or she chose. Ask: What vowel
What problems does your school have? What can you
sound were you listening for? Continue with the
and your friends do to help? The result can help everyone.
remaining items.
Read “Collecting Water” with a partner.
Practice reading words with the vowel the instructions with students. Name the images for
sound you hear in the word moon.
students. (food, cruise, bruise, boot, spoon, ruin) Work
119
with students to complete the first item. Have students
complete the remaining items independently. Then
review the page with students, making corrections as
necessary. Finally, have partners complete the activity
at the bottom of the page.
Read Decodable Text

with these vowel spellings. Then review the Words to Know need, some, want, and good and Key Words project, join,
education, and result with students. Tell them that they will use these skills and words to read a new text. Have students
turn to Student’s Book page 119. Model reading the title. Have students repeat the title.
2. Preview. Have students look at the page and describe what they see in the picture. Model for students. Say: I see rocks.
Encourage students to describe the rest of the picture.
3. Read the Text. Tell students to read along as the text is read aloud. Then encourage students to ask any questions they
might have about the content or about any unfamiliar words in the text they might not understand.
4. Read or Play the Text Again. This time, have students read aloud quietly as they follow. Then have students summarize the
text.
Over to You
Have students work with a partner to take turns reading the text and identifying the words with the target vowel sounds.
Compliment or correct as needed. Then ask the following questions:
• What is this text about? (collecting and using water)
• Why is water important? (Everything needs water. People, animals, and plants need water.)
• What problem do many places have? (There is not enough water.)
• What is one way to solve the problem of too little water? (People can collect rainwater in tanks and store it.)
Extension
Read on Your Own

Use Read on Your Own Book 55: Weather Wise for additional practice on reading decodable text with the vowel spellings
oo, ui.
PART 2 LESSON 4 143
PART 2 LESSON 5
Reading: Preview
OBJECTIVES
• Use Grade-Level Vocabulary • Analyze Genre: Human Interest Feature
• Use Academic Vocabulary • Use Text Features: Map
Language Learning Strategies
• Listen to a Preview • Use Prereading Supports
Reading Strategy • Build Background Knowledge
• Plan: Preview
Read a Human Interest

Feature
Genre
A human interest feature is nonfiction.
It gives facts about people and events of
today.
Text Feature
A map can show you where things are.
AFRICA
PEMBA
TANZANIA ZANZIBAR
Saving An
PEMBA
AFRICA
ISLAND
PEMBA
N
TANZANIA
W E ZANZIBAR
PEMBA
0 5 10 Miles
0 5 10 Kilometers
by Anna Goy
120 Unit 6 121
W E
Preview 0
0 5
5
10 Kilometers
10 Miles
Introduce
1. Tell students to look at the cover on Student’s Book pages 120–121 as you read aloud the title of the selection. Have them
predict: What do you think this selection will be about?
2. Point out the features of the landscape. Then connect to personal experience: Have you ever seen a place that looks like
this?
1. Read aloud the definition of a human interest feature on Student’s Book page 120. Say: This selection is nonfiction, so the
photographs and information about the people, places, and events are real.
2. Read aloud the definition of a map on Student’s Book page 120 and explain that a map shows where places like
countries and communities are located. Say: This selection is about the people who live in a community called Pemba.
Have students point to Pemba on the map.

Pages Say (and do)

The map and photos show the community of Pemba. What can you tell about Pemba and the people who
122–123
live there? (they have green fields and animals, and their land is near the ocean.)
(Point to the cloves on page 124.) I wonder what’s so special about this plant. Maybe it is important to the
124–125
people on Pemba Island.
What is this picture of? (a market) What is the woman doing there? (selling tomatoes) Who is the man on
126–127
page 127? (a fisherman) What is he doing? (catching fish)
128–129 The pictures show daily life on Pemba Island. What do you think their lives are like?
130–131 I see a lot of plants and a beekeeper. How do these two things save the island?
I see people on the farm on page 132. Have you ever seen a farm? What kind of farm that is? The last
132–133
picture shows children climbing a tree. It looks like Pemba Island has a lot of trees.
Check Understanding
Ask: How is a human interest feature different from a story? (A human interest feature tells about real people, places, and
events.)
1. Explain the concept of reforestation. Say: Reforestation means replanting trees on land in an area where there used
to be a forest. Invite students to share their ideas of how reforestation helps the environment. (Trees help purify both
the air we breathe and the water we drink, and provide habitats for animals.)
2. Lead students in a discussion of the other actions to help the environment.
PART 2 LESSON 5 145
PART 2 LESSON 5
OBJECTIVES
Resources
• Use Grade-Level Vocabulary • Use Text Structure: Main Idea X Practice Book: 6.14
X
• Use Academic Vocabulary Learning Strategies X Reading Routine 1
X
Learning to Read • Use Reading Supports
• Concepts of Print: Use Captions Writing
and Labels
• Writing Project—Lesson C: Draft
Reading Strategies
Confirm Predictions
• Determine Importance: Main Idea
and Details
Read the Selection

Concepts of Print: Use Captions and Labels
1. Point to the map on page 122 and say: Labels tell the names of the places on a map. Have students read aloud as you
point to the labels.
2. Point out the photograph on page 126. Explain: These words by the photo are called captions. They tell about the picture.
Have students chorally read the caption with you.
3. Have students identify other captions used in the selection. Invite volunteers to tell what the captions explain.
Reading Options

Points Reading (Practice Book 6.14) • Ask Build Comprehension questions silently and then discuss the
while you read it aloud. to check understanding. important details and the main idea
• Check understanding with selected of the section with a partner.
• At the end of each section, have
Build Comprehension questions. students identify the most important • Students can discuss the Build
details and use them to find the Comprehension questions with a
main idea. partner.
Set a Purpose
Find out how a community
worked together to save their Pemba Island is very fertile, and the local people
island.
AFRICA
grow many crops. Mangroves and lagoons line the
PEMBA coast. Tourists come to visit its beautiful beaches
Pemba Island is a beautiful place. and see colorful fish in the sea.
TANZANIA ZANZIBAR
PEMBA
Its Arabic name, Jazıˉarat Al-Khu rah,
means “Green Island.” The people of
Pemba want to keep it that way, but
it hasn’t always been easy. N
W E
Pemba Island is off the coast of 0
0 5
5
10 Kilometers
10 Miles
Tanzania. It is only 42 miles long

and 14 miles wide.
AFRICA
PEMBA
TANZANIA ZANZIBAR
PEMBA
fertile good for growing food Before You Continue

crops food that is grown on farms 1. Use Text Features Look at the map on
Mangroves coastal trees page 122. Where is Pemba Island located?
N lagoons lakes 2. Summarize What have you learned so far
about Pemba Island?
W E
122 Unit 6 S 123
0 5 10 Miles
0 5 10 Kilometers
Build Comprehension
Set a Purpose
Read aloud the introduction at the top of page 122. Be sure students understand that their purpose for reading this human
interest feature is to discover how people worked together to save an island.
Ask Questions
What questions do you have? (Responses will vary. Encourage students to look for answers to their questions by rereading the
text or reading on.)

1. Use Text Features: Pemba Island is off the coast of Tanzania, Africa.
2. Summarize: Remind students that when they summarize, they need to look for important details and tell them in their own
words. Answers will vary. Possible response—Pemba Island is in Africa. It has many trees and beautiful beaches. People
there grow crops for a living.
PART 2 LESSON 5 147
PART 2 LESSON 5
Pemba Island is the world’s biggest

producer of cloves. Cloves are
used in many countries for cooking.
During the harvest season, from
September to November, you can
smell their strong perfume all over
the island.
The island, however, has many environmental

problems. Over the years, its population grew
steadily. As a result , more and more trees
were cut down for firewood and to clear land
for farming.
cloves dried flower buds used as a spice firewood wood to make a fire Before You Continue
harvest season for collecting crops farming growing crops and keeping 1. Make Inferences Look at the photo on
animals for food page 124. Why are the cloves on the
ground?
2. Clarify What was the result of the
population increase on Pemba Island?
124 Unit 6 125

Details
When can people on Pemba Island smell cloves’ strong perfume? (Every year from September to December.)

Have you ever helped out in the harvest season? (Answers will vary.)

1. Make Inferences: The cloves are on the ground because people want to dry them. When cloves are dried, they can be
used as a spice.
2. Clarify: More and more trees were cut down for people to use, and the land was cleared for farming.
There weren’t many trees to protect the land, so rain
washed away the soil. It became more difficult for
local people to grow cloves and other crops. They
earned less money to support their families.
A woman selling tomatoes

on Pemba Island.
Mangrove trees.
A fisherman from
Pemba Island.
Mangroves on the coast were also cut down.

Mangroves provide food and shelter for fish.
So, there were less fish. This was a big
problem for the fishermen. Many people didn’t
have enough food.
washed away took away provide give Before You Continue

soil earth 1. Main Idea Why was cutting down trees a
problem for the people of Pemba Island?
2. Describe Look at the photos on this page.
Describe what you see.
126 Unit 6 127

Use Text Features
Point to the caption on page 126. How does this caption help you know more about the picture? (Sample response: The
caption helps me understand that this picture shows women on Pemba Island. It also tells me that she is selling tomatoes.)

1. Main Idea: Model using Language Frames from Student’s Book page 117 to find the main idea.
• I read about how people on Pemba Island depend on their land for food and money.
• The important details are that as the population grows, people cut down trees, which causes landslides and decreases
the number of fish.
• The main idea is that cutting down trees makes people have less food and money.
2. Describe: Possible response—I see many mangrove trees near the water, and a fisherman on a boat.
PART 2 LESSON 5 149
PART 2 LESSON 5
The people of Pemba asked for help from the

international community. Different organizations
offered their support. Together, they planned
many different projects . Each project helped
grow the forest and protect its ecology.
A village on Pemba Island.
Community leaders were worried about the

island. They started to collect seeds and asked
the community to help grow them. Many people
wanted to join in and help. Saving the island
Cows are used to
would save their future. transport crops.
seeds small part of a plant from ecology a web of life and natural resources Before You Continue
which new plants grow
1. Clarify Why did many people want
to join the project to grow seeds?
2. Make Inferences Why do you think the
people of Pemba asked for support from
the international community?
128 Unit 6 129

Key Words
What was the community leaders’ plan? (Collect seeds and ask people to grow them.)

Have you worked with other students or your family members on a project? (Answers will vary.)

1. Clarify: Possible response—Because they want to save their future.
2. Make Inferences: Possible response—Because the problem is getting worse and the people in Pemba need more help.
Some members of the community learned a new skill .
They became beekeepers. Bees pollinated the plants,
helping the reforestation project . Beekeepers on the
island could also sell the honey from the bees.
A beekeeper checks a
beehive. Beehives are
special houses for bees.
New plants growing as part of the ecology projects
The community learned how to grow seedlings, which

they then planted in community land in the forests.
They also changed how they grew their crops. The
changes protected their land and the soil.
seedlings baby trees beekeepers people who look after bees Before You Continue
pollinated carried pollen (yellow powder) 1. Details How did beekeeping help people
from one plant to another in the community?
reforestation planting trees 2. Summarize Use one sentence to describe
the projects on the island.
130 Unit 6 131

Make Inferences
How can people change the way they grow crops? (Possible response: They might stop cutting trees for farming.)
Use Text Features

Which caption gives information to help you understand a photograph better? (Answers will vary.)
Sequence
Which was the second skill the community learned? (Beekeeping)

1. Details: Beekeeping helps people in the community plant trees and earn money.
2. Summarize: Possible response—The projects on the island are to grow the forest and protect its ecology.
PART 2 LESSON 5 151
PART 2 LESSON 5
Over the last 10 years, more than two million trees

have been planted on Pemba Island. Many of the trees
provide fruit and vegetables. Now there are more trees,
and farmers have more crops to sell.
Children climb a tree on the island.
The people of Pemba Island are proud of

their success . But they know it will take
time to see all their dreams come true. They
continue to work together with one purpose: to
save their island. ❖
Farmers working on Pemba Island.

proud of feel good about Before You Continue
purpose objective 1. Character What do we learn about the
people of Pemba Island?
2. Main Idea Tell the lesson of the story in
your own words.
132 Unit 6 133

Student’s Book Pages132–133
Sequence
What happened after 10 years of planting trees? (There were more fruits and vegetables to sell.)

1. Character: Possible response—The people of Pemba Island work together to save their island and are proud of their
success.
2. Main Idea: Possible response—We must work together to protect Mother Nature.
Extension
Fluency: Phrasing
1. Explain the concept: Fluent readers use phrasing to read groups of words. They can increase their speed when they use
phrasing.
2. Read aloud page 133, emphasizing phrases that are easily read. Have partners read the page aloud together several
times, mimicking the phrasing you modeled.
Writing Project
Lesson C: Draft
PART 2 LESSON 5 153
PART 2 LESSON 6 2
PART
Think and Respond

1. What makes this selection a human interest feature?
Reread and Summarize It is a human interest feature because .
OBJECTIVES 2. Describe the main reason why the Pemba Island

reforestation project is a success . Tell how you know.
Vocabulary
The main reason is . I know because .
3. Why do the people of Pemba Island feel such pride in
• Use Academic Vocabulary their community?
• Use Classroom Vocabulary The people of Pemba Island are proud of . They worked
Language together to .
• Reread and Summarize

Fluency
• Accuracy, Rate, and Phrasing Write About It
The Pemba Island community organized a project to plant
Comprehension and Literary Analysis trees. Write a sentence. Tell what you think about the Pemba
• Analyze Genre: Human Interest Feature Island reforestation project. Use at least one Key Word.
• Analyze Text Structure: Main Idea

I think the Pemba Island reforestation
Learning Strategies project is because .
• Use Graphic Organizers: Main Idea Diagram

Writing 134 Unit 6
• Write a Response to a Human Interest Feature
• Writing Project—Lesson D: Revise ELAR TEKS
G2.3.B.8 locate details about other texts
G2.19.C write brief comments on literary or informational texts
Think and Respond

Talk About It
• Genre: Possible response—It is a human interest feature because it gives facts about people and events of today.
• Determine Importance: Possible response—The main reason is that many people worked together to make the Pemba Island
reforestation project a success. I know because the selection tells about different organizations that offered their support.
• Make Inferences: Possible response—The people of Pemba Island are proud of their success. They worked together to
save their island.
Write About It
1. Read aloud the instructions. Point out the language frame: You can use this language frame to write your sentence.
2. Use Writing Routine 4 to help students put their thoughts in writing, using the Key Words and the sentence frames.
Say Write
I think the Pemba Island reforestation project is amazing
The project of Pemba Island is great for many people. because it helped people learn different skills to protect the
environment.
Reread and Summarize

Main Idea
1. Read aloud the introduction on Student’s Book page 135 and reinforce: Details help give information about the main idea.
Read the example detail in the main idea diagram.
2. Say: First, we learn the people cut down the trees on the island. Now look for more important details in the selection. We
can use the details to figure out the main idea and write that in the bottom box. Have students complete Practice Book 6.17.
Main Idea
Make a main idea diagram for “Saving an Island.” Look for
important details in the text. Put them together to figure out the
main idea.
Main Idea Diagram
Resources
Detail Detail X Practice Book: 6.14, 6.17, 6.19
X
They cut down the trees on
X Writing Routine 4
the island.
X
Main Idea
Summarize
1. Read aloud the instructions and Language Frames on
Student’s Book page 135. Have students summarize
“Saving an Island” for their partners. Remind them to
include the main idea of the text, as well as at least two
Now use your main idea diagram. Tell One detail is .
your partner about the main idea and Another detail is . important details they used to find the main idea. Then
details from “Saving an Island.” The main idea is .
have partners reverse roles and repeat.
2. Provide the Key Points Reading (Practice Book 6.14) for
Fluency
Practice reading with the correct phrasing. Rate your reading.
students who need additional support.
135
3. To assess students’ proficiency levels, refer to the rubrics
below.
ELAR TEKS
G2.14.A.1 identify the main idea [of] a text
Summarizing a Selection Rubric

comprehension
Scale Content Presentation
¨¨
Names a few details ¨¨
Beginning ¨¨
Misses many important parts of the selection ¨¨
Often seems uncomfortable with the summarizing
task
¨¨
Summarizes both important and non- ¨¨
important details
Intermediate ¨¨
¨¨
Covers some important parts of the selection summarizing task
¨¨
Knows the main idea but not all the ¨¨
important details
Advanced ¨¨
Seems somewhat comfortable with the
¨¨
Covers most important parts of the selection summarizing task
Advanced ¨¨
Tells the main idea and at least two details ¨¨
High ¨¨
Covers all important parts of the selection ¨¨
Seems comfortable with the summarizing task
Fluency
2. Listen to each recording and assess students’ ability to read with accurate phrasing.
Writing
Lesson D: Revise
PART 2 LESSON 6 155
PART 2 LESSON 7 2
PART
Word Work
Word Work Use Context Clues

If you read a word that you do not know, look at the words
Reading around it. These clues from the text, or context clues, can help
you figure out the meaning of the word.
OBJECTIVES
The island, however, has many
Vocabulary environmental problems . . . As a result,
more and more trees were cut down context clue
• Use Grade-Level Vocabulary for firewood and to clear land for farming.

• Strategy: Use Context Clues The words “more and more trees were cut down” give a clue
about the meaning of environmental problems .
Language
Reading Strategies
Try It Together
• Plan: Preview
Read the sentences. Then answer the questions.
My friends and I wanted to start a neighborhood garden. Our
• Determine Importance: Main Idea/Details neighbors helped us buy the seeds. Everyone joined together
to make the garden. Soon, we got the results we wanted:
Comprehension and Literary Analysis vegetables. Our project was a big success!
• Analyze Genre: Photo-Essay
1. What does success mean?
Learning Strategies
2. What words help you understand the meaning?
• Collaborate with Peers
• Build Background Knowledge 136 Unit 6
Writing ELAR TEKS
unfamiliar words
Word Work
Teach / Model
1. Read aloud the introduction on Student’s Book page 136. Explain: Writers often include other words or phrases to help
you understand a new word. These are called context clues. Look out for context clues that may help you figure out the
meanings of new words or phrases.
2. Point to the photograph and read aloud its caption and labels. Say: We can use context clues to figure out the meaning
of environmental problems. I think environmental problems means destruction of nature because the context clues indicate
"more and more trees were cut down."
Practice / Apply
1. Read aloud the instructions in Try It Together on Student’s Book page 136. Explain that students should look for context
clues that help them figure out the meaning of success. Have partners work together to answer the questions. Then have
students apply what they have learned by completing additional items.
2. Provide more examples that address various levels of vocabulary knowledge. Write the sentence pairs in the Multi-Level
Practice Sets. Have students decide the meaning of the underlined word in each sentence, using context clues.

• A calculator is a small machine We show others respect Everyone should Lupe has the ability to
that helps with numbers. We use a by being polite. We practice good organize people for a
calculator to add and subtract. show that we care citizenship. We must project. She also has
• We wanted a new machine that about them and their work together to make many other skills.
does the work for us. So, we worked opinions. our community a
together to make this invention! success!
Check Understanding
Ask: What do context clues help us know about an unfamiliar word? (its meaning)
Extension
Review / Model
1. Read the Context Clue Sentences on eVisual 6.9 and guide students to Resources
use context clues to identify the meanings of the underlined words.
X eVisual: 6.9
X
2. Ask: What clues tell us about the word village? (small community, few
neighbors) Model: Using these clues, we can define village as a small,
rural community.
3. Ask: Which clues tell us about the word portraits? (people I was
painting) How would you define portraits? (paintings of people)
Practice / Apply
Write the following sentences. Have students identify the context clues that
help them understand the meanings of the underlined words. eVisual 6.9
My family has a tradition of gardening. For many years, my parents and
grandparents have grown beautiful flowers.
My uncles were farmers. They grew vegetables on their farm.
Check Understanding
How do context clues help you figure out the meaning of new words? (Answers will vary.)
PART 2 LESSON 7 157
PART 2 LESSON 7
Read the Selection

Making Connections
Read aloud the introduction on Student’s Book page 139 and explain: As you read the photo-essay, think about the Big
Question: Why do people work together? The selection is about a young boy who works together with people in his
community.
Genre
Read aloud the definition of a photo-essay. Review: A photo-essay is a selection that uses photos and text to illustrate the
ideas.

Pages Say (and do)
137 This is Marc Anthony. He looks happy. I wonder what he is doing.
Here are some more young people. It looks like they are working on a project. When you paint a large
138–139 painting on a wall, it is called a mural. They are making a mural in their community. Pantomime painting
a mural.
140–141 This is a mural by a famous artist. Look at the detailed painting. What do you see?
Reading Options

• Have students follow the text while • Have partners read together and • Have students read silently and
you read it aloud. identify important details from the identify the main idea and at least
• Check understanding with selected text. two important details that support it.
Build Comprehension and Before • Check understanding with selected • Have students complete the
You Continue questions. Build Comprehension and Before Before You Continue questions
You Continue questions. independently and then compare
answers with a partner.
Making Connections Find out how friends work
together to make their neighborhood a better place.
Brooklyn,
New York Genre A photo-essay is nonfiction. It uses photos
and words to tell about a topic.
PUERTO RICO
Mi
Barrio
G2_U6_399_Brooklyn
HB26 03
Second Proof
by George Ancona
Hi, I’m Marc Anthony. I live in
Brooklyn, in a neighborhood called
Bushwick. My parents came from
Puerto Rico, but I was born here.
Most of the people who live here
speak Spanish. I go to P.S.116.
Mi Barrio My Neighborhood Before You Continue

(in Spanish)
1. Main Idea What will this photo-essay be
P.S.116 Public School 116 mostly about?
2. Use Text Features Look at the map of Earth.
Point to the place Marc’s parents came from.
137
Build Comprehension
Interpret Visuals
Say: The title of this selection is “Mi Barrio,” which means “My Neighborhood.” What information does this page give about
Marc Anthony’s neighborhood? (The map shows where he lives. The background shows a brick wall that you might find in a
city.)

1. Main Idea: Model determining the main idea using the Language Frames from Student’s Book page 117:
• I read about a boy named Marc Anthony.
• The important details are that Marc lives in Brooklyn and his parents are from Puerto Rico.
• The main idea is: Marc lives in Brooklyn.
Have students use this information to answer the question. (Sample response: I think that this selection will be mostly about
Marc Anthony and his Brooklyn neighborhood.)
2. Use Text Features: Help students point to Puerto Rico on the map.
1. Explain that art reflects one’s community and society. Talk about ancient and modern murals around the world, from
cave paintings to muralists like Diego Rivera to modern murals in various communities.
2. Ask students to identify any community murals they know of in their neighborhood, town, or city. Discuss what these
murals show about the people in the communities.
PART 2 LESSON 7 159
PART 2 LESSON 7
There are many murals painted on the walls of the

neighborhood. This one was painted by some of the
kids in my school.
Some of Marc’s classmates painted
this mural on cement walls.
Marc helped to make

the mural in this park.
We like to get together In the summer we help artists paint murals. One of
after school. Some days the projects we did is a little park with a mural.
we go to the community
Our murals help make our neighborhood beautiful.
center to draw pictures.
They make people think about their culture. ❖
get together meet their culture language, religion, cuisine, Before You Continue
social habits, music, and arts of a particular
Marc and his friend draw group of people 1. Use Visuals How do the photos help you
know what a mural is?
at the community center.
2. Main Idea/Details Name two details
that support the idea that Marc and his
friends like to draw and paint.
138 Unit 6 139
A colorful mural in the city of San Diego, USA.
More About Murals

• Artists create murals in communities all around the world. • Painting murals is nothing new. Artists have painted on walls
They use murals to help them share ideas and tell stories. for centuries.
• Many murals show characters and places that remind people • Murals can be on the inside of buildings or on the outside. When
of their heritage. murals are on outside walls, artists must use special paints. Then
even if it rains or snows, or if the sun is very hot, the mural will
last a long time.
heritage who they are and where centuries hundreds of years Before You Continue
they came from
1. Main Idea Why are community murals
important? Use information from the text
to explain your answer.
2. Use Text Features Look at the caption on
this page. Where is the mural?
140 Unit 6 141
Use Text Features
Look at the caption above the photograph of Marc standing in front of the mural. What information do you learn about the
mural? (It was a project painted by children at his school.)

Marc and his friends like to meet after school and go to the community center. What do you like to do with your friends after
school? (Answers will vary.)

1. Use Visuals: Possible response—The photos show me that a mural is a large painting on a wall.
2. Main Idea/Details: Possible response—I read that Marc and his friends draw pictures at the community center and that in
the summer they help paint murals.

Use Text Features
Read the heading. What information do you expect to learn in this section? (how murals are made, where they are found,
who has painted murals.)
Key Words
Artists must plan to create a beautiful mural. What things do you think you would need to organize if you wanted to paint a
mural? (Answers will vary.)

1. Main Idea: Possible response—Community murals are important because they help people share their ideas and tell about
their heritage.
2. Use Text Features: The mural on this page is in the city of San Diego, USA.
Extension
Literary Analysis: Use Headings

1. Explain: Headings can be used to locate information. If I am looking for a section’s topic, I look at the headings of
chapters before I begin reading the text.
2. Turn to page 140 and point out the heading. Say: When I read this heading, I know that I am going to get more
information about murals. Have partners read the text and explain how the heading helps them understand the
information.
Writing Project
PART 2 LESSON 7 161
PART 2 LESSON 8 2
PART
Respond and Extend
Respond and Extend Compare Texts

Grammar and Spelling “Saving an Island” is a human-interest feature. “Mi Barrio” is
a photo-essay. How are the two selections alike and different?
Comparison Chart
OBJECTIVES
”Saving
Vocabulary an “Mi Barrio”
• Use Grade-Level Vocabulary Island”
• Use Academic Vocabulary It is in an urban community. ✔
Language ✔
It is in a rural community.
The community members
Reading Strategy help each other.
The children help their
• Make Connections: Text to Text community, too.
Grammar and Spelling The selection is illustrated
with photographs.
• Possessive Pronouns It is a true story.
Comprehension and Literary Analysis Put a check if the statement
is true for the selection.
• Compare Texts
Learning Strategies Talk Together
• Use Graphic Organizers: Comparison Chart Look at a photograph from one of the selections. Describe it to
• Reproduce Modeled Language your partner. Then have your partner describe a photograph to
you. Use Key Words to talk about how people work together
on projects .
142 Unit 6
Respond and Extend No reading comprehension TEKS hits
Reread
As students reread “Mi Barrio” on their own, have them think about how the information from this photo-essay is similar to
and different from information in the human interest feature “Saving an Island.”
Compare Texts
1. Read the instructions on Student’s Book page 142. Point to and explain how to read the chart. Ask: Is “Saving an Island”
about a rural community? (yes) How does this chart tell you that? (A checkmark is below “Saving an Island” and beside “It
is in a rural community.”)
2. Have students use Practice Book 6.20. Pair students and use the Think, Pair, Share routine to complete the comparison
chart. (See Cooperative Learning Routines.)
Talk Together
1. Read aloud the instructions in Talk Together on Student’s Book page 142. Suggest that students choose a photo that shows
people working together and really interests them. Remind them that when they describe, they should use words to help
others visualize what they see. Ask:
• Are people in the photo? Who are they? What are they doing? What else is in the photo?
• What are some color words that describe the photo? What shapes and textures do you see?
2. Use Multi-Level Strategies to support students at various proficiency levels. Encourage them to use Key Words in their
discussion. Have students add ideas to the unit concept map.
Help students to focus Have students use these sentence Have students tell how the photo helps them
on the photo they have frames to discuss the photo they have visualize things that appeal to senses other than
chosen. Ask: What do you chosen: sight, such as sound, touch, smell, or taste. For
see? Have them use these • _____ is in the picture. example, the photo on page 129 shows a busy
sentence frames to answer: street (the noise of motorcycles and people talking).
• The people are _____.
• I see _____.
• The picture is/has _____.
• It makes me feel _____.
• The picture makes me feel _____.
Possessive Pronouns
A pronoun is a word that can take the place of a noun. Some
pronouns tell who owns something. When you use a pronoun
in a sentence, be sure to use the right one.
Resources
Grammar Rules Possessive Pronouns
X eVisual: 6.10, 6.11
X
• For yourself, use mine. • This paintbrush is mine.
X Practice Book: 6.13, 6.15, 6.20, 6.21
X
• For yourself and one or • The bright blue paint is ours. X Cooperative Learning Routines
X
more people, use ours.
• When you speak to one or • The yellow paint is yours.
more people, use yours.
• For one man or boy, use his. • Teresa’s painting looks
different from his.
• For one woman or girl, use • Rob’s painting uses the same
hers. colors as hers.
• For two or more people, • Our class’s paintings are
places, or things, use theirs. more unusual than theirs.
Read Pronouns
Read the passage below. Find the possessive pronouns.
“This is what I painted,” said Anna. “Where is yours?”

“Mine is over by the gate,” Bobby explains.
Use Pronouns
Write two sentences about a school project. Use a possessive
pronoun in each one. Share your sentences with a partner.
143
ELAR TEKS
G2.21.A.vi understand and use pronouns in the context of read-
ing, writing, and speaking

Possessive Adjectives
1. Explain: Adjectives are words that tell about a noun. Possessive
adjectives tell who has or owns something.
2. Display the chart (eVisual 6.10). Read aloud the first rule and example.
Ask: Who has the dream? (I do.) Explain that my describes the noun
dream and tells who it belongs to. Point out that possessive adjectives
always come before a noun. Read aloud the remaining rules and
examples. Assign Practice Book 6.13.
Possessive Pronouns
1. Display the chart (eVisual 6.11). Read aloud the first row of examples.
Ask students to identify the possessive adjective and the possessive eVisual 6.10
pronoun. (my and mine) Then ask: How are the words different? (My
comes before a noun, but mine stands alone.) Repeat this for the
remaining sentences. Then assign Practice Book 6.15.
2. Read aloud the introduction and the Grammar Rules box on Student’s
Book page 143. Use gestures to help define the possessive pronouns’
meanings. For example, point to yourself as you say the word mine.
3. Read aloud instructions of the Read Pronouns activity and the passage. eVisual 6.11
Form small groups and have students practice identifying objects with
personal pronouns. For example: This backpack is mine. This backpack is yours.
4. Read aloud the instructions of the Use Pronouns activity and have students work independently to write their sentences
before sharing with a partner. Then assign Practice Book 6.21.
PART 2 LESSON 8 163
PART 2 LESSON 9
Review
OBJECTIVES
Vocabulary Reading Strategy Writing
• Use Grade-Level Vocabulary • Determine Importance: Main • Writing Project—Lesson F:
• Use Academic Vocabulary Idea and Details Present and Share
• Strategy: Use Context Clues Reading Fluency
Language • Accuracy and Phrasing Resources
• Express Needs and Wants Comprehension and Literary X eVisual: 6.12
Analysis
X
Grammar
X High-Frequency Word Routine
• Possessive Pronouns • Use Main Ideas to Retell
X
X Key Word Images
Learning to Read Learning Strategies
X
• Words to Know • Review X Reading Strategy Rubrics
X
• Phonics Rules • Reflect on Learning X Reading Strategy Test
X
Language: Express Needs and Wants, Words to Know Words to Know
1. Ask: How are needs and wants different? (A need is something I must have. A want good
is something I’d like to have.) Have partners give examples of things they want need
and need. Have them use language frames if they need help: I want _____. I need some
_____.
want
2. Review High-Frequency Word Routine. Have students look at each word, listen to
the word, then listen to the word in a sentence, say the word, spell it, and then say Key Words
it again. dream plan
Key Words: Social Studies and Academic Vocabulary education project
1. Form two teams. Show Key Word Images. Have each team take turns telling you the join result
Key Word each image represents. opportunity skill
2. When each word has been stated correctly, have the teams use each word in a organize success
sentence.
Reading Strategy: Identify Main Idea and Details

1. Read “Help for a Garden” (eVisual 6.12) to small groups. After reading, have
students identify the main idea and details using the language frames: I read about
_____. The most important details are _____. The main idea is _____.
Thinking Map: Main Idea and Details

1. Ask: What is a main idea? (It is the most important idea in a text.) How do details
in a passage help us know the passage’s main idea? (They help explain the main
idea.)
2. Have partners identify the main idea for “Help for a Garden” (eVisual 6.12).
(Possible response: The community was able to clean up the park by working
together.)
eVisual 6.12
Phonics
1. Write or display the following vowel and consonant spellings in chart form: oo, ui, wr, mb. Then write the following words
off to the side: moon, juice, wrap, climb, numb, wrist, mood, cruise, room, wrong, comb, food, wrap, bruise, wreck, roof,
lamb.
Model for students using the word moon. Say the word.
Fluency: Accuracy and Phrasing

Have students read “Saving an Island” to a partner, focusing on accuracy and phrasing.
Word Work: Use Context Clues

Write these sentences: The students’ collaboration was a success. Their work together raised money for the library. Have
partners tell what words in the sentences are clues to the meaning of collaboration. (work together)
Grammar: Possessive Pronouns

Write the following phrases:
1. My plan 3. His organization 5. Her skills
2. Our success 4. Your education 6. Their help
Have students replace each phrase with a possessive pronoun that can stand alone. (Answers: 1. Mine; 2. Ours; 3. His; 4.
Yours; 5. Hers; 6. Theirs)
Writing Project
Have students turn to Writing Project on Student’s Book page 147. Have them present and share their Writing Project
PART 2 LESSON 9 165
Instructions
1. Recap prior knowledge: What is a mural? Remind students that a mural is a type of art that is painted on a wall.
2. Have students look at the murals in “Mi Barrio.” Ask: What do the murals say about the community? Collect responses.
Explain that groups of students will create murals that represent their community.
3. Display materials, including butcher paper, paints, crayons, pencils and markers. Help students create instructions for how
to make the murals.
Plan
1. Divide the class into small groups. Students should brainstorm ideas by asking and answering the following questions:
• What kind of mural do we want for our classroom?
• What do we like about our community?
• What does our community need?
2. Have students copy the instructions for creating a mural and then take turns reading them out loud. Help each group follow
the steps and create a mural, using the materials given.
3. As students follow the instructions and create their murals, make sure they make appropriate contributions so everyone is
an active participant.
Rehearse
1. Have students practice describing how they created their murals. Ask students to include details about why they chose
specific images to represent the community.
2. Remind students to listen critically when others are speaking. Model and review:
• As you listen, try to find the most important ideas.
• Think about how the speaker wants you to feel and try to figure out the speaker’s purpose.
3. Use Multi-Level Strategies to involve students at all proficiency levels.
Post sentence frames: Encourage students to give Ask students to say what Challenge students to
• Our community needs detailed explanations of how they learned about working discuss how painting
_____. they created their murals. together from painting the and displaying a mural
mural. might help the school or
• I want to paint a picture
community.
of _____.
Mural Mania!
Display murals and have groups take turns presenting. For each presentation, assess one group’s listening skills. Invite family
members or another class to enjoy the presentations.
Debrief and Compare

Ask students to share what they enjoyed about the presentations. Then have them choose which images best represent their
community.
Rubric: Instructions
Instructions Rubrics
¨¨
Does not present in sequence ¨¨
Does not clearly express ¨¨
Is not able to listen critically
needs and wants
Beginning ¨¨
Is not able to give instructions ¨¨
Is not able to restate directions
¨¨
Does not know the difference but follows instructions
between need and want somewhat
¨¨
Presents some of the steps in ¨¨
Uses need and want, and the ¨¨
Listens and picks up some of
the correct order message is clear some of the the speaker’s message
time
Intermediate ¨¨
Instructions are missing ¨¨
Restates and follows some
important steps ¨¨
Differentiates between need instructions, but misses
and want some of the time important steps
¨¨
Presents most of the steps in ¨¨
Uses need and want, and the ¨¨
Listens and picks up most of
the correct order message is mostly clear the speaker’s message
Advanced
¨¨
Gives instructions in order and ¨¨
Differentiates between need ¨¨
Restates and follows most
includes most important steps and want most of the time instructions
¨¨
Presents in sequence ¨¨
Clearly expresses needs and ¨¨
Listens critically and
wants understands the speaker’s
Advanced ¨¨
Gives instructions in order and
message
High includes all important steps ¨¨
Knows the difference between
need and want ¨¨
Restates and follows all
instructions
WRITING PROJECT
Mode and Form

Resources
Realistic fiction is a story about people and events that could happen in real life.
For this project, students will write a story about what happens when people work X eVisual: 6.13
X
together to solve a problem.
X
X Vocabulary Routine 4
X
eVisual 6.13

1. Students learn how good writers:
• make content flow smoothly and logically.
2. Use Vocabulary Routine 4 to teach organize.

Project during Part 2 of the unit with this suggested daily sequence and pacing plan,
or adjust as your schedule and students’ needs require. Window Graphic

Rubric: Story
Writing Rubric
Score
Point
4
usage.
3 message.
are accurate content flows in a writing sounds aloud, most • The writing has support meaning.
2 • Some details flows in a logical • Some of the message. aloud, some • The writing has support meaning.
the topic.
or handwriting is
not legible.
LESSON A: Model Write as a Storyteller

Write a Story
OBJECTIVES Write a story about people who work together to make something
Writing happen. Add your story to a class magazine about cooperation.
• Analyze a Student Model: Story

Study a Model
• Trait: Evaluate for Organization Realistic fiction is a story that can happen in real life. Read
• Use a Rubric to Analyze Writing Cal’s story about what happens when friends cooperate.
Kumar’s Bath
By Cal Jackson
Resources The
beginning
Kumar has been working in the
garden again. And now he is all
tells who
X eVisual: 6.13, 6.14 the main
character is.
muddy.
X
“I want you to take a bath,” says The reader
X Practice Book: 6.22 Kumar’s mom. There is one problem. learns about
a problem that
X
Kumar’s clothes are so muddy the characters
that he’ll make a mess in the need to solve.
house !
The middle Kumar calls some of his friends.
tells what He tells them all to meet him in his
happens
next. It has backyard . He stands there waiting
more details for them.
about the
characters Kumar picks up the soap and The end
tells how the
and the sponge. His friends aim the hose. Ten
setting . problem is
minutes later, Kumar and his clothes solved.
are all clean. But now everyone is
soaking wet!
144 Unit 6
ELAR TEKS G2.17.D edit drafts for grammar, punctuation, and spelling using G2.28.A.1 listen attentively to speakers
G2.17.A plan a first draft by generating ideas for writing a teacher-developed rubric G2.28.A.2 ask [speakers] relevant questions to clarify informa-
G2.17.B develop drafts by sequencing ideas through writing G2.17.E publish and share writing with others tion
sentences G2.18.A write brief stories that include a beginning, middle,

G2.17.C revise drafts by adding or deleting words, phrases, or and end
sentences G2.22.C.ii recognize and use apostrophes and contractions
Analyze the Prompt

1. Have students turn to Writing Project on Student’s Book page 144. Ask a volunteer to read aloud the title of the project
and the prompt. As the volunteer reads, have the rest of the class begin to fill out the first three sections of a RAFT:
Role: storyteller
Form: story
Topic: _______
thinking about. Ask them what that subject is. (a story about people who work together to solve a problem.)
3. Explain that they will be choosing a topic for their writing when they do the Prewrite step. Focus on language: Who is
the audience? (other students) Ask students how knowing their audience will affect the language they use. (It can be more
informal and include words that are familiar to students their own age.) What kind of language does a story require? (A
story may have formal or informal language, or both.)
Study a Model
Focus on Features
1. Read aloud the instructions and then have students read the
model silently. Remind them to look for a main character, a
setting, a problem, and a solution.
2. Chorally reread the model, stopping to discuss each callout.
Display the Writing Checklist (eVisual 6.13) and have students
find examples of each feature in the model.
eVisual 6.13
Teach the Trait
1. Ask: When your room is organized, what is it like? (Everything is in the right place.)
2. Define: In a well-organized story, the structure is clear and makes it easy for the reader to follow events. The events flow in
a smooth, logical order. Find examples in the model:
• What paragraph tells who the main characters are? (the first)
• What paragraph tells the problem? (the second)
• What paragraph tells the solution? (the last)
Present the Rubric

has a clearer structure and the content flows more logically.)
eVisual 6.14
Check Progress
Draw three boxes and label them beginning, middle, and end. Ask volunteers to summarize in the boxes what they can
expect to find in the beginning, middle, and end of a story.
WRITING PROJECT
1. Choose a Topic What story will you tell? What happens
OBJECTIVES when people cooperate? Talk with a partner to get ideas.
Learning Strategies Language Frames

• Generate Ideas by Asking Questions People cooperate so they can I’m not sure how shows
• Use Graphic Organizers: Story Map .

I’d like to show how
cooperation. Tell me more.
Maybe your characters could
cooperation can . work together to .
Writing
• Writing Process (Prewrite): Select a Topic and 2. Gather Information Who will your characters be? What
Organize Ideas problem will they try to solve? What setting will you use?
Write down your ideas.
3. Get Organized Use a story map to show your story ideas.
Story Map
Resources Characters Setting
Kumar The backyard
X eVisual: 6.15 Kumar's friends
X
X
Beginning
Kumar works in the garden.
Middle
1. Kumar's mom tells him to take a bath.
2. Kumar calls his friends.
3.
Draft
Make End
sure your story has a beginning, middle, and end. Use
details to tell more about your characters and setting.
145
Prewrite
Choose a Topic
1. Have students turn to Writing Project on Student’s Book page 145. Review: What is the subject of the story? (people
working together to make something happen) Now we will create story ideas using “What if …?” questions. When you
use “What if …?” questions, you imagine how one event will affect future events. This strategy helps you to get ideas
about what to write.
2. Display and discuss the guidelines (eVisual 6.15):
eVisual 6.15
3. Encourage students to try the strategy two or three times and then choose the most interesting results. With a volunteer,
model using the Language Frames to tell about story ideas. Then have partners talk through the Language Frames on
Student’s Book page 145 and select their final story ideas.
Gather Information
1. Remind students that a story includes characters, a setting, a problem, and a solution. Define the terms.
Characters are the people or animals in a story. Jamie and Max

Setting is the time and place of the story. the backyard
The problem is something the characters have to fix or take care of. giving Max a bath
The solution is what the characters do to fix the problem. using a hose and having friends help
2. Encourage students to list their ideas for each story element and use the ideas they generated from their What if …
questions.
Get Organized
1. Remind students that the details in a story are written in the order of beginning, middle, and end. Using this order will
make the story events flow smoothly and logically, so the story is easy for readers to follow.
2. Review the story map they created for “Saving an Island.” Work through the story map. Reinforce the trait of organization
by reminding students that all stories have a clear structure that suits the writer’s audience and purpose, including a
beginning, middle, and end.
3. Have students use Practice Book 6.23. Ask: What information will you write in the two boxes at the top? (the characters
and the setting) What goes in the first box under Characters and Setting? (a problem the characters need to solve) What
goes in the last two boxes? (what happens next and how the problem is solved)
4. Have students complete their own story map. Use Multi-Level Strategies to support students at each proficiency level.
Have students create a Encourage students to use Have partners tell each Challenge students to use
storyboard to put their ideas action verbs to describe story other their stories from not only action verbs but
in a logical order. Have events. Have them circle action memory, checking for each also precise adjectives or
them point to each picture verbs on their story maps to other that events are in adverbs as needed.
and use words or simple make sure there is one in each logical order and match
sentences to tell the story. paragraph. the story map.
Check Progress
1. Check story maps. Read aloud a detail from a student’s story map (for example: my cousin; They can’t find the keys; my
backyard).
2. Have volunteers tell if the detail is a character, setting, an event, a problem, or a solution. Repeat with additional details.
WRITING PROJECT
1. Choose a Topic What story will you tell? What happens
OBJECTIVES when people cooperate? Talk with a partner to get ideas.
Writing Language Frames

• Use the Writing Process (Drafting): Write a Story People cooperate so they can I’m not sure how shows
• Use Writing Strategies: Paraphrasing .

I’d like to show how
cooperation. Tell me more.
Maybe your characters could
• Develop Writer’s Craft: Show, Don’t Tell cooperation can . work together to .
2. Gather Information Who will your characters be? What

problem will they try to solve? What setting will you use?
Write down your ideas.
3. Get Organized Use a story map to show your story ideas.
Resources Story Map
Characters Setting
X Writing Routine 2 Kumar The backyard
Kumar's friends
X
Beginning
Kumar works in the garden.
Middle
1. Kumar's mom tells him to take a bath.
2. Kumar calls his friends.
3.
Draft
Make End
sure your story has a beginning, middle, and end. Use
details to tell more about your characters and setting.
Draft 145
Introduce Drafting
2. Use Writing Routine 2 to show how to turn the story map into a draft. Students will focus on:
• Writer’s Craft: Show, Don’t Tell
Introduce: Good storytellers don’t always tell readers things directly. Have students look at the model on Student’s Book
page 144. Ask: How do we know that Kumar often works in the garden? (The writer shows Kumar working in the
garden again.)
• Writing Strategy: Paragraphing
Explain that each new idea should be in its own paragraph. Ask: What idea is in the first paragraph? (introduction of
the main character) Continue with the other paragraphs, emphasizing that each paragraph has one main idea.
Say Write
I need to introduce my main characters: Jamie and his Jaime’s dog Max has been digging in the garden again.
dog, Max. Max digs in the dirt all the time. He is always He is all muddy.
muddy and dirty. I bet I can show that in an interesting
way.
I need to show what the problem is. “I want you to give that dog a bath,” says Jaime’s mom.
There is one problem. Max weighs more than Jaime. Jaime
calls some of his friends. He tells them all to wear swimsuits
and meet in his backyard. He and Max are waiting.
Pause to review organization. Ask: Is the structure clear so far? (There are too many ideas in paragraph two.) Model
forming another paragraph with details about the plan for solving the problem. How should the last paragraph be
organized? (It should show the solution.)
Now I will show the solution. Ten minutes later, everyone is wet and laughing. But Max
the dog is clean!
Write the Draft
Ask students questions about Have students tell you what Tell students to add dialogue Have students work with less
their stories, and have them they will include in each to show the thoughts and proficient partners to help
point to the answers. Review paragraph of their story and feelings of their characters. them write a well-organized
that who questions are about explain what story element Review correct punctuation. story.
characters, when and where is in each.
about setting, how and what
about events.
2. Explain that there are different ways to write. Some people can write their ideas quickly and all at once. Others work more
slowly and take a lot of time to develop different parts of their writing. Others might write the middle section first and then
go back and write the beginning and the ending. Encourage students to create their draft in whichever ways work best for
them.
3. Remind students: Your story map and notes may contain fragments or incomplete ideas. Check that every sentence in your
draft is a complete sentence.
Check Progress
Tell students to identify the parts of their stories by circling the introduction of the main character, the problem, and how the
problem got solved.

Your partner listens and then retells the story. Next, talk
OBJECTIVES about ways to make your writing better.

The story takes place in/at I can’t really picture the
• Prompt and Provide Suggestions . The main characters setting. Could you add details
are . about ?
• Discuss Writing with Classmates The characters in the story I didn’t understand why
work together to . . Maybe you need to
Writing At the end, . explain that more.

2. Make Changes Think about your draft and your partner’s
• Revise Drafts for Organization ideas. Then use revision marks to make your changes.
• Revise Drafts for Descriptive Language • Make sure your readers can picture your characters and
• Use Revising Marks setting.
And now is all muddy.

Kumar has been working in the garden again.
• Do you tell every important event? Add any missing

Resources details.
He stands there waiting for them.

X eVisual: 6.16, 6.17 Kumar tells them all to meet him in his backyard.
X
Kumar picks up the soap and sponge.

X
146 Unit 6
Revise
page 146. Review the trait on Practice Book 6.24.
2. Use eVisual 6.16 to model how to conduct a peer
conference. Have students read the paragraph aloud.
3. Point to the Language Frames on Student’s Book page
146 as you retell the story and make suggestions:
• I can’t really picture the setting. Could you add eVisual 6.16
details about what Ben’s room looks like?
• I didn’t understand why Ben had to clean his room before the baseball game. Maybe you need to explain that more.
• I know that Ben’s brothers helped him. Can you show more of what they did?
Hold individual conferences Have partners ask and Have students hold complete peer conferences. Direct them
with students. Check that answer: to point out strong parts as well as problems. Also tell them
their stories include details • Is each paragraph about to provide suggestions for improvement.
about setting and a clear one idea?
flow for a problem and
• Do the ideas flow
solution.
smoothly and logically?
Make Changes
1. Read through the samples. Then use eVisual 6.16 to model how to revise a draft. Display
and use the Revising Marks as you work through the example.
3. Model the first change: The setting isn’t clear enough, so I’ll add more details. (His room
is a big mess! There are books and snack wrappers on the floor. Baseball cards and
comic books cover his bed. Dirty clothes are everywhere.)
4. Call on students to suggest additional changes that would turn the model into a 4.
Remind them to think about organization, paragraphing, and ways to show instead of
tell.
Revise the Draft

1. Tell students to use the Revising Marks and begin revising their own drafts. Remind them to review the rubric and notes
from their peer conferences.
2. Display examples as a reminder to show rather than tell (eVisual 6.17).
eVisual 6.17
Check Progress
As students revise, check to make sure they show rather than tell. Also check that each paragraph is about one idea.
WRITING PROJECT
LESSON E: Edit and Proofread Edit and Proofread
LESSON F: Present and Share story. Be sure to use the correct form of pronouns.
Use revision marks to show your changes.
Present
OBJECTIVES
On Your Own Make a final copy of your story. Read it aloud to
Listening and Speaking your classmates. You can also retell it from memory.
• Use Gestures and Expressions
• Present in Sequence
Presentation Tips
• Listen for Important Details If you are the speaker… If you are the listener…
• Listen to and Learn from Others Use your hands to help Listen for details about
Writing your listeners picture character and setting.
what’s happening in the Try to picture them.
• Writing Process (Edit and Proofread): Edit for Spelling, story.
Grammar, and Mechanics If you are retelling your Is the speaker a good
• Writing Process (Present and Share): Create a Final story, make sure you tell storyteller? See what you
events in order. can learn as you watch
Copy; Read Writing Aloud and listen.
Grammar, Spelling, and Mechanics With a Group Publish your stories in
• Check Spelling a class magazine. Think of a good
title. Make copies. Then share the
• Use Pronoun Agreement magazine with your friends and
• Use End Punctuation family. Show them what cooperation
is all about!
Resources 147
X eVisual: 6.18
X

X
Edit and Proofread

Focus on Grammar: Pronoun Agreement
1. Remind students that a pronoun can take the place of a noun and that a pronoun must agree with the gender and number
of the noun it refers to.
2. Display a chart of personal pronouns, listing singular and plural. (Singular: I, you, he, she, it; Plural: we, you, they;
Singular: me, you, him, her, it; Plural: us, you, them) Omit a few, and ask students to provide them.
3. Display and read these sentences. Have students supply the pronouns.
• Jim and Linda live on Main Street. _____ live in an apartment. (They)
• I need to take notes. Give _____ a pencil. (me)
• My cousins are going to Mexico. _____ go there every year. (They)
• Marcie can’t lift that heavy box. You can help _____. (her)
4. Remind students that demonstrative pronouns represent a thing or things. Display this, that, these, those. Review how to
use each pronoun, and have students create sentences by referring to things in the room. Then repeat the process with
possessive pronouns that are adjectives (my, your, his, her, its; our, your, their) and possessive pronouns that are used
alone (mine, yours, his, hers, its; ours, yours, theirs).
Focus on Mechanics: End Punctuation

1. Review: Punctuation at the end of a sentence is important because it shows what kind of sentence we are reading. Recap
the different kinds of sentences and ask what punctuation each needs. (statement, period; question, question mark;
exclamation, exclamation point; command, period or exclamation point)
2. Have students look through reading selections to find examples of each kind of end punctuation. Have them make three
lists with the headings: period, question mark, and exclamation point, and put their examples under the correct heading.
Edit and Proofread
1. Display the Editing Marks (eVisual 6.18) as partners work together to edit and proofread
their articles.
2. Provide and model the editing tip: As you edit, read the text aloud, as if you were doing a
speech. This helps you focus on the words. When you locate an error, pause to correct it.
Present
Share Your Comparison
1. Encourage students to make a neat copy of their story. They may choose to create it using
a word processing program and include illustrations.
2. Then let students decide if they will share their writing with the class by reading it aloud
or retelling it from memory. Go through the Presentation Tips on Student’s Book page 147 eVisual 6.18
and model the skills for the class:
• Use Gestures: Model how using gestures as you read a story adds drama and makes it more interesting for the
audience.
• Present in Sequence: Demonstrate that incorrect sequence is often confusing. Say: The dog dug in the garden and got
dirty. The dog weighs more than I do. I have to give him a bath.
• Listen for Important Details: Explain that students should listen for the important details that tell about the characters,
setting, problem, and solution.
• Listen to and Learn from Others: Tell students that others may give new or interesting ideas, so it is important to listen
and learn.
3. Have students cooperate to create a class magazine of stories. Have them design a cover and think of a magazine name.
Encourage students to include photos or pictures to illustrate their stories.
4. Then put the stories together and scan or copy them. Add a copy of each story to the appropriate student’s Writing
Portfolio.
PART 2 LESSON 10
Wrap-Up
OBJECTIVES
Concepts and Vocabulary
Language
• Language Function: Give and Carry Out Commands;
Express Needs and Wants
• Discuss Ideas
Social Studies
• Learn About Working Together
Talk Together
1. Read aloud the introduction in Talk Together on Student’s Book
page 148. Encourage students to skim the selections in the
unit, and think about class discussions.
2. Have students complete the concept map. Use these possible
answers to the unit concept map to guide the discussion.
Concept Map
1. Ask students to choose an activity they enjoy that they usually do on their own. Then ask them to brainstorm ways
that they can work with another person or small group to complete the activity.
2. Ask students to complete the activity and report back to the class on how it went.
Unit
6 Wrap-Up
Share Your Ideas

the Big Question.
Resources
Write It! Talk About It!
Make a Booklet Storytelling Performance X Self-Assessment
X
With a partner, make a Work with a partner to tell
booklet about places or your own version of “Stone
X Unit Test
X
groups in your community Soup.” Act out your version of
that help people. the story for the class. Speak
Hospital clearly and with expression.
Move your hands and your
body as you act out the story.
Do It! Write It!

Create a Mural Make a Poster
Work with a group to paint Pretend you need help to
a mural on bulletin board
paper. Show what is special
clean the park. Make a poster
to ask all your neighbors
Share Your Ideas
about your community. Post to help. Make sure your
the mural in the classroom for handwriting is legible and that Select and Present
all to enjoy. everything
is spelled Read aloud the presentation options on Student’s Book
correctly.
page 149. Explain that some options can be completed
alone, but that others involve working in groups. You may
choose to assign students to specific activities or allow them
149
to self-select. Scaffold students at varied learning levels.
ELAR TEKS G2.29.A.4 share ideas, speaking clearly at an appropriate pace, CONTENT
G2.29.A.1 share information that focuses on the topic under using the conventions of language SS.G2.4.C.i explain how local people have influenced local
discussion G2.30.A.1 follow agreed-upon rules for discussion, including community history
G2.29.A.2 share information, speaking clearly at an appropriate listening to others SS.G2.13.A identify characteristics of good citizenship
pace, using the conventions of language G2.30.A.3 follow agreed-upon rules for discussion, including SS.G2.13.B identify historic figures who have exemplified good
G2.29.A.3 share ideas that focus on the topic under discussion making appropriate contributions citizenship
Presentation Options G2.13.C identify ordinary people who exemplify good citizenship
Learning Level
Writing Activity: Make a Booklet B I A AH
Show students how to use yarn to sew their booklets together. Invite partners to
share their books with other pairs.
3 3
Oral Activity: Storytelling Performance B I A AH

Encourage pairs to make notes to help them remember their stories. Tell them that
they can refer to their notes during their reenactment.
3 3 3
Kinesthetic Activity: Create a Mural

Encourage students to look at the murals on pages 138–141 for ideas. Spread B I A AH
poster paper on the floor. Give each student an area in which to paint what they 3 3
find special about their community.
Writing Activity: Make a Poster

As a group, have students brainstorm reasons why neighbors should help clean B I A AH
the park. Encourage them to identify at least one reason that the park needs to
be cleaned and one reason why they want it to be cleaned. Students can choose
3 3 3
from these ideas to make their poster. Display their posters around the classroom.
Respond and Close

Have students share the most inspiring facts they learned about cooperation.
Monitor
Unit 7
PART 1 LESSON 1
Unit Launch
OBJECTIVES
Resources
◆

◆

◆

Unit at a Glance
Language Focus: Express Likes and
Dislikes, Retell a Story
Unit 7 Reading Strategy: Draw Conclusions,

Form Generalizations
Phonics Focus: Vowel Sounds and
Spellings: ue, ew; Schwa Sound
Topic: Partnerships in Nature
Best
Buddies
Share What You Know
? 1 Choose your two favorite
animals. Think about how the two
Big
How do living animals could be friends. How
could they help each other?
things depend
Make a comic strip. Show your
Question on each other?
2
two animal friends helping
each other.
3 Share your comic strip with
the class.
MPUMALANGA, SOUTH AFRICA
Red-billed oxpeckers searching for parasites on an impala
ELAR TEKS Science TEKS S.G2.9.C.iii give examples of the ways living organisms depend
G2.15.A.1 follow written multi-step directions S.G2.9.C.i compare the ways living organisms depend on each on each other
G2.29.A.1 share information that focuses on the topic under other S.G2.9.C.iv give examples of the ways living organisms depend
discussion S.G2.9.C.ii compare the ways living organisms depend on their on their environments
G2.29.A.3 share ideas that focus on the topic under discussion environments
Preview and Predict

• When animals, such as a red-billed oxpecker and an impala, work together, this is called symbiosis. Symbiosis means
that there is a relationship between two animals, though not necessarily beneficial to both. When an insect, such as a
flea, feeds on a dog, for example, this helps the flea, but not the dog.
• When a symbiotic relationship helps both animals (or plants) that is called a mutualistic relationship, or mutualism.
Insects spreading the pollen of flowering plants is one example of mutualism. Both the plants and the insects benefit
from this relationship. The insects feed on and spread the plants’ pollen and that helps the plants to reproduce.
• Humans and plants also share a mutually beneficial relationship. In fact, neither could exist without the other. People
breathe the oxygen that plants create. Plants absorb the carbon dioxide that humans exhale, and use it to create more
oxygen.
182 Unit 7 Best Buddies
1. Ask: What does it mean to depend on someone? (to rely on them, to get help from them) Who do you depend on? (Answers
will vary.)

• What makes a good partnership?
• Name one reason why animals help each other.
• How can humans and plants help each other?
Share What You Know

• your two favorite animals
• how those two animals could help each other
2. To help students think of ways their animals could help each other, encourage them to consider their animals’ unique traits.
Ask: Does one of your animals run fast, fly, or swim? Does one of your animals have sharp teeth or powerful hooves?
3. Display students’ drawings in the classroom. Encourage students to add to their drawings throughout the unit.

1. Introduce the concept map: As you go through this unit, it will be helpful to organize
your thinking in a concept map.
2. Display the unit concept map (eVisual 7.1) for the Big Question. Explain: The Big
Question is restated below the fish. We’ll add our answers to the sea anemone
around the fish.
3. Have students add the ideas they already listed, and any other ideas they may
have to Practice Book 7.1. Explain that they will add more to the concept map as
they read the unit and learn more about animals working together.
Make Connection
Send home a copy of Family Newsletter 7. Have students discuss with friends and
family members how things in nature work together. eVisual 7.1
PART 1 LESSON 1 183
PART
like
Language Focus Express Likes and Dislikes

no
yes
you
Science Vocabulary Listen and sing.
Spiders and Wolves Song

OBJECTIVES
Do you like spiders?
Vocabulary Yes, I like helpful spiders.
• Acquire and Use Grade-Level Vocabulary I like to find their beautiful webs.
They can trap bugs in their sticky webs so
Language Spiders are members of the food chain.
• Language Function: Express Likes and Dislikes
Do you like gray wolves?
• Listen to and Imitate Fluent Models No, I don’t like the gray wolves.
• Use a Variety of Sentence Types They are so strong and often they kill.
• Participate in a Discussion But wolves are cousins to
your dog Juno.
Learning to Read They have to kill so they can
• Recognize and Read Words to Know survive.
Tune: “Morning Has Broken”
Learning Strategies
Science
• Compare the Ways Living Organisms Depend
on Each Other
152 Unit 7
Language Focus
Teach / Model
1. Review Words to Know on Student’s Book page 152 using High-Frequency Word Routine: like, no, yes, and you. Have
say it again.
2. Read aloud the title on Student’s Book page 152 and play the song.
3. Have students sing as you play it again. Tell students that when they express likes and dislikes, they are giving an opinion
about something.
4. Explain that they can use the Words to Know yes, no, and like to express likes and dislikes. Display the examples:
• Do you like spiders?
• Yes, I like helpful spiders.
• Do you like gray wolves?
• No, I don’t like gray wolves.
5. Ask: Do you like spiders? Have each student nod yes or no and say “Yes, I like spiders” or “No, I don’t like spiders.”
Practice / Apply
1. Display Language Builder Picture Cards G2.80–86. Have partners use the Words to Know to express whether they like or
dislike each animal or pair of animals.
Check Understanding
Point to the animals in the comic strip students made in Share What You Know on Student’s Book page 151. Have students
use the Words to Know to express their likes and dislikes.
Monitor
Science Vocabulary
Key Words
Plants have important roles in nature. A chain can show
Resources
how they relate to animals and each other.
◆
◆
◆ Academic Talk 5
◆
Wildlife eat fruit They drop the
◆
from plants. fruit’s seeds.
◆ Key Word Images
◆
◆
◆
The plants grow The seeds grow into
new fruit. new vegetation .
Talk Together
Look at the pictures. How do plants and animals work

together in nature?
153
ELAR TEKS S.G2.9.C.ii compare the ways living organisms depend on their
G2.5.B.1 use context to determine the relevant meaning of environments
unfamiliar words S.G2.9.C.iii give examples of the ways living organisms depend
Science Vocabulary
Science TEKS on each other
S.G2.9.C.iv give examples of the ways living organisms depend
S.G2.9.C.i compare the ways living organisms depend on each
on their environments
other
Teach / Model
1. Read the introduction and work through the cycle diagram on Student’s Book page 153.
2.1. Pronounce the word and point to the diagram: role.
2.3. Define the word: A role is a part you play.
2.4. Elaborate. Relate the word to your experience: I played the role of a bird in a school play.
Practice / Apply
Have partners take turns repeating the routine for each Key Word. Students should use complete sentences for Steps 2.2, 2.3,
and 2.4.
Talk Together
Read aloud the prompt in Talk Together on Student’s Book page 153 and model a response: Birds and plants like each other.
They help each other get what they need. Remind students that they can use Words to Know to respond. Add the ideas to the
unit concept map.
Extension
Use Writing Routine 1. Write the word vegetation and prompt: What is vegetation? Think about this word and write about it.
PART 1 LESSON 2 185
PART 1 LESSON 3 1
PART
Thinking Map
Thinking Map Characters’ Motives

Academic Vocabulary Characters do things in stories. You can figure out why they
do these things. You can figure out their motives. Use a
character map to show what a character does and why.
OBJECTIVES Character Map
Vocabulary Character
What the Why the Character
Character Does Does It
Sergio feeds his dog He loves his dog and
• Acquire and Use Academic Vocabulary wants to take good
• Use Grade-Level Vocabulary care of her.

• Analyze Characters’ Motives
• Demonstrate Listening Comprehension
Listening and Speaking Write the Write what Write why the
character’s the character character acts
• Listen and Discuss name here. does here. this way here.
Learning Strategies
• Use Graphic Organizers: Character Map Talk Together
• Reason Inductively Choose a picture card. Make up a story about the animal on
your card. Work with your partner to fill in a character map.
Show what the animal does and why.
Thinking Map 154 Unit 7
Teach Standards
G2.9.B.2 describe motivations of main characters in works of
1. Teach the vocabulary word motive using Vocabulary Routine 4.

fiction
Then read aloud the introduction.

2. Explain: Characters have reasons for doing the things they
do. Sometimes these reasons are stated and sometimes they
are not. Good readers put together what they know about
characters to figure out their motives. eVisual 7.2
3. Read "Sergio and the Wet Dog Nose" (eVisual 7.2) aloud.
Model
1. Review the introduction on Student’s Book page 154 and explain: You can use a character map to tell about what and
why people do things in a story.
2. Point to the character map and model how to complete the chart. Say: My character map will organize my thoughts about
Sergio’s motives. I write his name under Character.
3. Ask: What does Sergio do in the story? (wakes up, smiles, feeds his dog, hugs and pets her) I will focus on one action at
a time. I write feeds his dog in the next box. Now I think about why Sergio feeds his dog.
4. Ask: Who has a pet that they feed? Why do you feed it? (Answers will vary.) Say: The author says Ella is Sergio’s favorite
pal and he wants her to be healthy. I write these ideas about motive in the final box.
Practice / Apply
1. Read aloud the instructions in Talk Together on Student’s Book page 154. Have students choose an animal from Language
Builder Picture Cards G2.80–91. Have students use Practice Book 7.2 as they complete their character maps.
2. Use Multi-Level Strategies to help students at all proficiency levels analyze the characters’ motives in their stories.
Allow students to draw Provide a sentence starter to Have students work Have students cite
pictures to complete the first help students focus on motives: independently before evidence that supports their
two columns of the character The character does _____ sharing ideas with a thinking: I would describe
map. Ask yes/no questions because _____. partner. the character’s motive as
to help them complete the _____ because the story
final column. tells me _____.
Academic Vocabulary
More Key Words

accept connect important
verb verb adjective Resources
◆ eVisual: 7.2
◆
◆
◆
Her mother accepts the
flowers and a hug.
He connects the wires
to make the computer
Firefighters have an
important job.
◆
work.
◆ Key Word Images
necessary others
◆
Talk Together
adjective noun ◆ Key Words Test
◆
Write a sentence for each
Key Word. Take turns
reading your sentences
with a partner.
Parents have an important
job.
It is important for
A seatbelt is necessary Casey stands away neighbors to work together.
to stay safe in a car. from the others.
155
ELAR TEKS
unfamiliar words
Check Understanding
Ask: Which question word is best to use to ask about motives—what, why, or how? (why)
Academic Vocabulary
Teach / Model
2.1. Pronounce the word and point to its picture: necessary.
2.3. Define the word: When something is necessary, you must have it.
2.4. Elaborate. Relate the word to your experience. Yarn is necessary to knit a sweater.
Practice / Apply
1. Read the instructions in Talk Together on Student’s Book page 7. Have partners take turns using Key Words to write
sentences.
2. Have volunteers share their sentences with the class.
Check Understanding
Monitor
Vocabulary.
PART 1 LESSON 3 187
PART 1 LESSON 3
Extension Resources
◆
Teach / Model
◆
1. Explain that partners will become Key Word experts about one ◆ Language Builder Picture Cards G2.80–86
◆
Key Word.
2. Use Vocabulary Routine 2 and model making a window graphic
about the word accept.
• Write the word.
• Add a picture.
Practice / Apply
2. Have each pair create a window graphic for their assigned Key Word.
3. Display the window graphics in the classroom.
Window Graphic
Check Understanding
Say a Key Word and have the partner experts for the word read the sentence or share the picture from their window graphic.

Teach / Model
1. Referring students to the window graphic they made for Extension Activity 1, Expand Word Knowledge, tell them that they
will share what they know about the Key Words.
• Take turns reading each partner’s window graphics.
• Talk about how the sentences on the window graphics show the meanings of the Key Words.
• Create sentences using both Key Words and write them in their journals.
Practice / Apply
1. Have each set of partners self-identify as Partner A and Partner B and conduct a Three-Step Interview. (See Cooperative
Learning Routines.) Partners can take turns asking and answering questions about the word they studied.
2. Then Partner A shares with the class information from Partner B, and Partner B shares information from Partner A.
3. Students copy the information they learn into their journals. Have students take turns reading the window graphics again.
All students should echo the pronunciation. Correct any mispronunciations.
Check Understanding
Teach / Model
Give instructions for how to play the drawing game: Picture it!
• First we will divide into small groups. I will give your group a Key Word.
• Each small group should work quickly and quietly together to think of a drawing that shows your Key Word.
• Next, each group will choose an artist who will draw the group’s picture.
• Groups will rotate around the room and try to guess each other’s Key Words.
Practice / Apply
1. Distribute markers and chart paper to each small group. Clarify: Work together to think of a way to draw the meaning of
your Key Word. Choose one person to draw the meaning when you meet with another group.
2. Explain that the artist will have 15 to 30 seconds. Then, the other group will get one guess. If they are correct, they receive
1 point. Continue having groups rotate around the room to try and guess each Key Word. The first group to get 3 points
wins the game.
Check Understanding
Call on students to explain which picture clues helped them figure out the word.
PART 1 LESSON 3 189
PART 1 4
LESSON 3
Reading Strategy
OBJECTIVES
Reading Strategy
Resources
Vocabulary
• Acquire and Use Classroom • Synthesize: Draw Conclusions ◆ Vocabulary Routine 4
◆
• Use Academic Vocabulary • Use Personal Experience
• Use Grade-Level Vocabulary • Use Visuals
Learning to Read
• Recognize and Read Words to
Know
1 Language Frames
PART
Reading Strategy
I read .
I also read
Learn to Draw Conclusions Talk Together I conclude

.
Look at the pictures. What do you see that you think is .

Read Joshua’s description. Read the sample and
important ? Think about how these pictures go with one
draw your own conclusions. Then use Language
another. Then draw a conclusion, or decide what you think
Frames to tell a partner about them.
the pictures are about.
Description
The Oak Tree and the Squirrel

It is easy to accept the idea that trees are important
to squirrels. Do you know that squirrels are also
important to oak trees? You probably know that oak
trees provide a place for squirrels to run, play, nest,
and live. The trees also have acorns. Acorns are one Sample Conclusion
of the foods that squirrels like best. In fact, acorns let “I read that there may
squirrels help regrow oak trees. Trees, acorns, and be no food when winter
comes.
squirrels are linked together in a chain .
I also read that in
Squirrels know that there may be no food once winter autumn squirrels bury
Conc lusion: Squirrels and trees are good for each other. acorns they find.
comes. So it’s necessary to collect acorns and nuts I conclude that those
When you read, you draw conclusions, too. during autumn. Then, the squirrels bury the food they acorns help squirrels
find. During the winter, squirrels uncover and eat survive the winter.”
some of the acorns. Others are misplaced. They
How to Draw Conclusions stay in the ground.
In the spring, shoots of a small

1. Notice an important idea in the text. I read . oak tree may grow. Does a
squirrel that connects with
2. Look for another idea that you think I also read . an acorn help to build a tree?
is important. Yes, and one day, squirrels may
have a new place to build a nice,
3. Put the ideas together. Draw a I conclude . large nest.
conclusion about the text.
= A good place to draw a conclusion
156 Unit 7 157
Reading Strategy
Teach
1. Teach the vocabulary word conclusions using Vocabulary Routine 4. Then read aloud the introduction at the top of
Student’s Book page 156.
2. Introduce the concept: When you read, you often figure out things on your own. You put together the important ideas and
what you know to draw conclusions.
Model
Read aloud the How-to chart on Student’s Book page 156. Model drawing a conclusion:
• I see a squirrel living in a tree.
• I also see the squirrel planting an acorn.
• I conclude that squirrels and trees are good for each other.
Practice / Apply
1. Read aloud the instructions and point out the Language Frames on Student’s Book page 157. Then read aloud “The Oak
Tree and the Squirrel” and chorally read the sample conclusion. Listen and note mispronunciations.
2. Use Multi-Level Strategies to help students at each proficiency level draw conclusions about “The Oak Tree and the
Squirrel.” Encourage students to cite evidence from the text that supports their conclusions.
Ask yes/no questions to guide students to Ask open-ended questions to help Have students work independently
draw conclusions. For example, ask: partners draw conclusions: The story before sharing conclusions with a
• Do squirrels bury acorns in autumn? (yes) says squirrels like acorns best. Do partner.
squirrels eat other food? How do
• Do squirrels find all of their acorns? (no)
you know?
• Do you think squirrels forget where they
hid some of the acorns? (yes)
Check Understanding
Reread the last paragraph of “The Oak Tree and the Squirrel.” Ask: What causes the shoots of a new oak tree to grow? (The
new shoots grow from acorns that the squirrel leaves behind.)
Extension
1. Remind students that in “The Oak Tree and the Squirrel,” Joshua and Sergio describe how two living things help each
other survive. Then write a RAFT for children to follow:
• Role: Sergio
• Audience: Joshua
• Topic: how two living things help each other
Have students label pictures Have students draw the pair Have students write 3 or 4 Have students write a
showing how squirrels and and add a caption. sentences. paragraph.
oak trees relate.
PART 1 LESSON 4 191
PART 1 LESSON 5 1
PART
Phonics Focus
Phonics Focus Vowel Sounds and Spellings: ue, ew

(Vowel Sounds and Spellings ue, ew)
OBJECTIVES
Phonological Awareness & Phonics glue screw
• Listen for Vowel Sounds
Listen and Learn
Learning to Read
Listen to each picture word. Choose the pictures with
• Read Words with ue, ew
the vowel sound you hear in the word moon.
1. ue 2. ew
3. ue 4. ew
158 Unit 7
Phonics Focus
Teach
1. Write or display the following vowel spellings: ue, ew. Say: Remember that you learned the same sound can have different
spellings. Today, we will talk about two more ways to spell the vowel sound you hear in the word moon. Point to each
spelling as you say /ū/.
2. Listen to sounds. Use Phonological Awareness Routine 1. Tell students to listen carefully as you say three words: crow,
crew, cry. Tell them to raise their hands when they hear the sound /ū/. Confirm or correct as necessary. Then continue
with the following words: coop, cup, cap; dye, doe, due; duck, duke, dike; fly, flow, flew; groove, grove, grave; grape,
group, gripe; grey, grow, grew.
their desks in front of them. Model for students by blending the word glue sound by sound, /g/-/l/-/ū/, placing a counter
for each sound. Have students blend the word with you, placing their counters. Then have students blend the word as they
point to each counter. Say: Say each sound as I point to the counter.
4. Tell students to turn to Student’s Book page 158. Use the same procedure to introduce the remaining vowel spelling and
5. Repeat this process with other sample words until students are comfortable blending words with the spellings ue and ew.
Use the following words: knew, Sue, true, stew, new, crew, due.
6. If time permits, challenge students to blend words with the oo and ui spelling of /ū/ as well as the spellings ue and ew.
Model the first word for them. Write the word soon on the board. Pronounce each sound as you point to the spelling,
/s/-/ū/-/n/. Have students blend the word as you point to each spelling. Then continue with the following word: fruit,
flew, pool, glue, suit, mood, threw, food, juice, true, bruise, grew.
Model
2. Use item 1 to model the activity for students. Say: There are two pictures in a column with the spelling ue above it. I need
to listen to the picture words and then choose the picture with the vowel sound I hear in the word moon. The picture words
are blue and blow. Say: I hear the sound /ū/ in the word blue. I will choose the word blue.

Talk Together
Listen and read. Find the words with the sound you
hear in the word moon spelled ue and ew. Resources
Over to You
◆
Nature’s Chain
We are all connected to wildlife. How? Here is one ◆ Read on Your Own Book 84
Work with a
◆
way. The rivers and oceans near you may be getting partner. ◆ Practice Book: 7.7
warmer. This is partly due to the actions of people.
◆
Find the words
Yes, it is true. with the vowel
sound you hear
Here is an example. You really like orca whales.
in the word moon
You go on a whale-watching trip. The day is bright. spelled ue and ew. Practice / Apply
The waters are blue. The boat is new. On the trip, you Take turns making 1. Have students listen to the next item. Tell them to choose
don’t see any whales. The boat crew tells you that sentences using
there are fewer orcas now. The whales eat salmon. the words. an answer. When everyone is ready, call on a student to
The water is too warm for salmon. The salmon are tell the answer he or she chose. Ask: What vowel sound
dying. There’s not enough salmon for orcas to eat. Soon,
there could be no orcas.
were you listening for? Continue with the remaining
People are part of nature’s chain. Pollution makes the items.
waters warm. The warm waters kill the salmon. The whales
have nothing to eat. It is important for people
to accept their role in nature’s chain. Then they directions with students. Name the images for students.
can do what is necessary to protect the environment. (flew, clue, stew, Sue, new, threw) Work with students
to complete the first item. Have students complete the
Read “Nature’s Chain” with a partner.
remaining items independently. Then review the page
Practice reading words with ue and ew. 159 with students, making corrections as necessary. Finally,
page.
Read Decodable Text

with these vowel spellings. Then review the Words to Know you, yes, and no and Key Words chain, connected, wildlife,
important, role, and necessary with students. Tell them that they will use these skills and words to read a new text. Have
students turn to Student’s Book page 159. Model reading the title. Have students repeat the title.
2. Preview. Have students look at page 159 in their books and describe what they see in the picture. Model for students.
Say: I see water. Encourage students to describe the rest of the picture.
Over to You
Have students work with a partner to take turns reading the text, identifying the words with the target vowel spellings, and
using the words in oral sentences. Compliment or correct as needed. Then, ask the following questions:
• What is this text about? (how people and wildlife are connected)
• What is one way people and wildlife are connected? (People pollute the water, and the wildlife can die.)
• What animals are used as examples? (orca whales and salmon)
• How can people help wildlife? (People can protect the environment.)
Extension
Read on Your Own

Use Read on Your Own Book 84: Old Bones and New Buds for additional practice on reading decodable text with vowel
digraphs oo, ui, ue, ew.
PART 1 LESSON 5 193
PART 1 LESSON 6
Reading: Preview
OBJECTIVES
• Use Grade-Level Vocabulary • Analyze Elements of Fiction:
• Use Academic Vocabulary Characters and Setting
• Analyze Genre: Folk Tale
Reading Strategy
• Plan: Preview Learning Strategies
Go to Sleep,
Read a Folk Tale
Genre
A folk tale is a story that has been told
Gecko!
for many years. Many of the same folk
tales are told around the world. This folk
tale is told in Indonesia, India, and Congo.
Characters and Setting

The characters in this story are animals.
Elephant Gecko
This story happens at night in Bali,

Indonesia. That’s the setting. ASIA
BALI
AUSTRALIA
Retold by Margaret Read MacDonald
illustrated by Geraldo Valério
HB26 07 G2_U7
Third proof
160 Unit 7 161
Preview
Introduce
1. Point out the picture on Student’s Book page 161 as you read aloud the title of the story.
2. Have students predict: What do you see in the picture? What do you think this story will be about? Ask: What kind of
wildlife do you see?
3. Encourage students to use Key Words to describe what they see. Then connect to personal experience: Have you seen a
gecko or an elephant in real life? Share your experiences.
Genre, Characters, and Setting
1. Read aloud the definition of a folk tale on Student’s Book page 160. Say: Folk tales are popular stories from long ago that
have been told over and over again. Some folk tales teach an important lesson about life and tell why things happen.
2. Read aloud the definition of characters and setting on Student’s Book page 160. Explain: The characters in this story are
Gecko and Elephant. Point out the island of Bali on the locator map to show where the story takes place.

Pages Say (and do)

Elephant is in his forest home. How does he look? (sleepy) What time do you think it is? (night) It looks
162–163
like Gecko wants to tell Elephant something. Gecko must have a big problem!
Wow! Look at all the fireflies around Elephant. Fireflies have lights that flash on and off. (Open and
164–165 close your hands to show flashing.) Elephant looks at the biggest firefly. (Point to the fly on its trunk.) It
looks like they are talking.
Gecko is back at Elephant’s house. It is nighttime again. Does Elephant look happy to see him this time?
166–167
(no)
What is the weather like? (cloudy and rainy) Look at the cloud. Point to its eyes, nose, and arms. What
168–169
do you think Elephant and the cloud are talking about? (rain, water)
Gecko is at Elephant’s house again! Elephant points a finger at Gecko. (Pretend to scold and wag your
170–171
finger.) How do you think he feels about Gecko?
At last, Gecko looks happy. (Point to the drawings in each thought bubble.) Each picture shows one of
172–174 Gecko’s thoughts. (Turn the page.) Now Gecko is sound asleep. The fireflies are all around. It looks like
his problem is solved.
Check Understanding
Ask: Who are the main characters in this story? (Gecko and Elephant) Where does the story take place? (in a forest in Bali)
1. Explain the concept of a cumulative story. Say: The same events in “Go to Sleep, Gecko!” happen over and over
again: Gecko goes to Elephant three nights in a row to ask for help. Each time Elephant tells Gecko something new.
2. Discuss other cumulative tales, such as “The House that Jack Built,” “There Was an Old Lady Who Swallowed a Fly,”
and “The Sky Is Falling.” Invite students to share stories they know with similar structures.
PART 1 LESSON 6 195
PART 1 LESSON 5
6
Vocabulary Reading Strategies
• Plan: Set a Purpose, Predict, and ◆ Practice Book: 7.4
◆
• Use Academic Vocabulary Confirm Predictions ◆ Reading Routine 1
◆
• Synthesize: Draw Conclusions
Learning to Read
• Concepts of Print: Identify Comprehension and Literary
Paragraphs Analysis
Learning Strategy
Read the Selection

Concepts of Print: Identify Paragraphs
Direct students to the paragraph on Student’s Book page 162. Say: This group of sentences makes one paragraph. Point
to the indentation and explain: The first word of a paragraph is usually indented. This space shows where the paragraph
begins.
Reading Options
BELOW LEVEL ON LEVEL ADVANCED

Points Reading (Practice Book 7.4) • Ask Build Comprehension questions silently and then discuss the events
while you read it aloud. to check understanding. with a partner.
• Check understanding with selected • At the end of each section, have • Students can discuss the meaning as
Build Comprehension questions. students synthesize information in you ask the Build Comprehension
order to draw conclusions. questions.
Set a Purpose
Gecko cannot go to sleep!
Find out why.
“I can’t sleep,” said Gecko. “The

fireflies are flitting all around my
house. They’re blinking their lights on
and off . . . on and off . . . You’ve got
to make them stop. You’re the village
boss. Do something about it.”
“I’ll talk to the fireflies in the
morning,” said Elephant. “Now go
home and go to bed.”
Gecko dragged himself grumpily
home.
“Geck-o . . . geck-o . . . geck-o . . .”
One night, Elephant was awakened by a loud noise

right under his window.
“GECK-o! GECK-o! GECK-o!”
“Gecko, what are you doing here? It is the middle of
the night. Go home and go to bed.”
was awakened by woke up because flitting flying

he heard village boss leader of our town
dragged himself grumpily walked slowly
and unhappily
162 Unit 7 163
Build Comprehension
Set a Purpose
Read aloud the introduction at the top of page 162. Point to Gecko as you clarify that students will read to find out why
Gecko can’t go to sleep.
Role-Play
Have partners role-play the scene between Elephant and Gecko on page 162. Encourage students to read with expression to
show each character’s feelings.
Key Words
Tell why Elephant is important. What role does he have in the village? (Elephant is the village boss.)
Cause and Effect

Why is Gecko so grumpy? (Gecko is grumpy because he cannot sleep.)
PART 1 LESSON 6 197
PART 1 LESSON 6
Next morning, Elephant called the fireflies. “Oh, yes,” said the fireflies. “We have
“Is it true that you have been flashing your lights to blink our lights on and off all night. Rain
on and off . . . on and off . . . all night long? Have you washes out holes in the road. Without our
been keeping Gecko awake?” lights, someone would step in a hole!”
“Why, that is very thoughtful of you,”
said Elephant. “Just keep on doing what
you’ve been doing. You can go home now.”
So the fireflies went home.
flashing blinking thoughtful nice; kind Before You Continue

1. Cause/Effect Why can’t Gecko go to
sleep?
2. Setting Look at the pictures on
pages 162–163. What can you tell
about the setting of the story?
164 Unit 7 165
Predict
Will Elephant find a way to
help Gecko go to sleep?
“But I can’t sleep. The fireflies are

still blinking their lights on and off . . .
on and off . . . You said you’d make
them stop.”
“Gecko, the fireflies need to blink
their lights. Rain washes out holes in
the road every afternoon. Without their
lights, someone might step in a hole.
You’ll just have to put up with the
fireflies.”
“Then talk to Rain! You’re the
village boss. Do something about it!”
That night at midnight, Elephant was

awakened again.
Elephant leaned out his window.
“Gecko, go home and go to bed.”
That night at midnight put up with accept

In the middle of the night
166 Unit 7 167
Sequence
When does Elephant talk to the fireflies? (Elephant talks to the fireflies the morning after Gecko asks for help.)
Characters’ Motives
Ask: Why do the fireflies blink their lights on and off? Then model: I read in the story that the fireflies say “Rain makes holes
in the road. Without our lights, someone would step in a hole!” That is the fireflies’ motive: They believe it is necessary to
blink their lights so animals can see the holes at night.
Clarify
Does Elephant ask the fireflies to stop flashing their lights? Why or why not? (No, Elephant tells the fireflies to keep flashing
their lights because the lights help others avoid holes in the road.)

1. Cause/Effect: Gecko cannot sleep because the fireflies keep him awake at night.
2. Setting: The story takes place in a tropical forest. It takes place both at night and during the day.
Extension
Home Connections: Changes in Nature

1. Explain to students that this story tells how fireflies, rain, mosquitoes, and geckos are connected. Remind them about
Family Newsletter 7, which asked them to discuss with friends and family members how things in nature work together.
2. Have students draw a picture to show what they learned. Invite volunteers to talk about their drawings.

Predict
Read aloud the introduction at the top of page 166. Guide students to use what they know about Elephant’s character to
make a prediction.

Have you had someone wake you up while you were sleeping? How did it feel? (Students’ responses will vary.)
Clarify Language
What does it mean “to put up with something”? (It means that you have to accept, or go along with, something you might not
like.)
Draw Conclusions
Why does Gecko think Elephant can do something about the fireflies blinking their lights on and off? Use the Language
Frames from Student’s Book page 157 to model how to draw conclusions. Say:
• I read that Gecko tells Elephant: “Then talk to Rain! You’re the village boss.”
• I also read that Gecko says: “Then do something about it!”
• I conclude that because Elephant is important and is in charge of the village, Gecko thinks the fireflies will listen to him
and stop flashing their lights.
PART 1 LESSON 6 199
PART 1 LESSON 6
In the morning, Elephant called

Rain.
“Is it true you wash out holes in
the road every afternoon?”
“Oh, yes. I rain hard every
afternoon to make puddles for the
mosquitoes. If the puddles dried
up, the mosquitoes would die. If the
mosquitoes died, there would be
nothing for Gecko to eat. So I rain
very hard every day.”
“I see,” said Elephant. “Rain, you
may go home.”
puddles water on the Before You Continue

ground
1. Confirm Prediction Think about your
dried up did not have prediction. Has Elephant helped Gecko
water in them
go to sleep? Explain.
2. Character’s Motive Why does Rain make
puddles in the road every afternoon?
168 Unit 7 169
Predict
Will Gecko ever learn to
accept the fireflies? “I still can’t sleep. The fireflies
are blinking their lights on and off
. . . on and off . . . You said you’d
do something about it!”
“Gecko, listen carefully. If
Rain doesn’t rain every afternoon,
there will be no puddles. If there
are no puddles, there will be
no mosquitoes. If there are no
mosquitoes, YOU, Gecko, will
have nothing to eat. Now what do
you think of that?”
That night at midnight, Elephant was

awakened yet again.
He leaned out his window. “Gecko, go home
and go to bed!”
170 Unit 7 171
Cite Evidence
Is Elephant polite to Rain? How can you tell? (Yes, Elephant politely asks whether Rain washes the holes in the road rather
than commanding Rain to stop. Also, picture clues show that Elephant smiles at Rain. Elephant knows that Rain is performing
a necessary role.)
Details
How often does Rain make puddles? (Rain makes puddles every afternoon.)
Ask Questions
What questions do you have at the end of page 168? (Possible response: What will Elephant tell Gecko about Rain?)
Encourage students to search for answers to their questions in the text.

1. Confirm Prediction: Possible response—Elephant has not helped Gecko go to sleep yet, but he still might. So I’m not sure
yet if my prediction was correct. I will keep reading to find out.
2. Character’s Motive: Ask: What does Rain do? (Rain makes puddles.) What reason does Rain give for making puddles? (Rain
makes puddles to keep the mosquitoes alive.)
Extension
Literary Analysis: Locate Facts About Stories

1. Explain to students that they will locate facts about the story. Say: The author says that geckos eat mosquitoes. This is an
example of a fact we can research.
2. Discuss sources students can use when conducting research, such as a science textbook, an encyclopedia, or a trusted
website. Talk about what makes some sources more reliable than others.
3. Have small groups research information about what geckos eat, or have them choose a different fact from the story to
research. Allow time for groups to share what they learned with the class.

Predict
Read aloud the introduction at the top of page 170. Guide students to use what they know about Gecko to make a prediction.
Draw Conclusions
Why is Elephant getting angry with Gecko? Ask questions to guide students in drawing conclusions:
• What did you read? (I read that Gecko has awakened Elephant three times.)
• What else did you read? (I also read Elephant’s words. He tells Gecko to go home. He explains other characters’ motives
to Gecko, but Gecko still doesn’t understand.)
• What do you conclude? (I conclude that Elephant is tired of Gecko waking him up and complaining about things Elephant
has already explained.)
Character’s Motive
Why does Elephant tell Gecko to go home? (Elephant wants Gecko to accept the fireflies and stop waking him up in the
middle of the night.)
PART 1 LESSON 6 201
PART 1 LESSON 6
Gecko thought.
If Elephant told Rain to stop raining, there
would be no holes and puddles in the road. If there
were no holes and puddles in the road, the fireflies
would stop flashing their lights . . . but Gecko
would have nothing to eat!
“Gecko,” said Elephant.

“This world is all connected .
Some things you just have to
put up with. Now go home
and go to sleep.”
172 Unit 7 173
So Gecko went home. Gecko

closed his eyes and went to sleep. Meet the Illustrator
Geraldo Valério
Outside the fireflies blinked on
and off . . . on and off . . .
Some things you just have Geraldo Valério loves art. When he
to put up with. ❖
was a boy growing up in Brazil,
he liked to draw. At first he
used colored pencils and
pens. Then when he was
ten years old, he began
painting.
Now, it is Mr. Valério’s
job to illustrate children’s
books. He reads the
stories and then paints
pictures for them. “Most
of all, I love playing with
colors while painting the
Drawing Tip
illustrations,” he said. Find places in the story where
Mr. Valério’s illustrations help
you see and feel what the
Before You Continue words say. Then make your
1. Confirm Prediction Does Gecko accept own drawing. Try to show
the role of the fireflies? Explain.
2. Draw Conclusions Think about how
something that the author
Elephant treats Gecko. What does this describes.
show about Elephant’s character?
174 Unit 7 175
Key Words
How is Gecko’s world all connected? (The fireflies light up the puddles that are homes for the mosquitoes that Gecko eats.)

1. Confirm Prediction: Gecko accepts the role of the fireflies, and instead of being grumpy, he looks happy and understands
Elephant’s comment that “Some things you just have to put up with.”
2. Draw Conclusions: Possible response—Elephant is kind and wise. I think this because Elephant listens to Gecko’s problem
and tries to solve it. He also listens to what the fireflies and Rain say. Then he gives Gecko smart advice.
Meet the Illustrator

1. Read aloud Meet the Illustrator and point out that Geraldo Valério loves to play with colors in his illustrations. Ask: How
can you add interest to a story with colorful drawings? (Sample response: Colors can make things look dark and sad or
happy and bright.)
2. Say: Like other award-winning illustrators, Geraldo Valério includes details to show how story scenes look and feel. Have
partners find examples of sensory details, such as light, dark, cold, or wetness, in story illustrations.
Extension
Fluency: Expression
1. Remind students that reading with expression helps convey a character’s thoughts and feelings. Say: You can use what you
know about a character to help you read his or her lines.
2. Read aloud Gecko’s thoughts on page 172 and then read Elephant’s speech to Gecko on page 173. Read each excerpt
in a way that shows the characters’ thoughts and feelings. Explain: When you read aloud, your tone should express how
the character feels.
3. Have partners practice reading both pages several times. Then have them discuss ways in which their reading tells about
the characters.
Writer’s Craft
1. Explain: Geraldo Valério thinks about the details in a story, and then draws the scene. Choose a page in the story. What
do you see and feel when you read the words? Draw the scene. Then write your own sentence to tell about your drawing.
2. Use Writing Routine 2 to write sentences.
Think Aloud Write
The author says “Elephant was awakened by a loud

noise.” Elephant must have been surprised and confused.
I’ll draw Elephant that way.
Now I’ll write a sentence about my drawing. Elephant wonders what made that loud noise.
PART 1 LESSON 6 203
PART 1 LESSON 7 1
PART
Think and Respond

1. How do you know this selection is a folk tale?
Reread and Describe It is a folk tale because .
OBJECTIVES 2. In the end, Gecko had to choose between getting rid of the
fireflies and eating. What did he choose? Do you agree?
Vocabulary Explain.
• Use Grade-Level Vocabulary Gecko chose .

• Use Academic Vocabulary I agree/disagree because .
3. What lesson does Gecko learn about the way

Language things connect ?
• Use Language Function: Evaluate
Gecko learns .
• Reread and Describe
Fluency Write About It
• Read with Accuracy, Rate and Expression Work with a partner. Write a short letter to your favorite
character from the folk tale. Tell him what you think about his
Comprehension and Literary Analysis actions in the story. Use Key Words in your letter.
• Analyze Genre: Folk Tale
• Analyze Characters’ Motives May 12, 20
Dear ,
Learning Strategies I like/don’t like the way . I agree/disagree that .
• Relate to Prior Experience Yours truly,
<your name>
• Use Graphic Organizers: Character Map
176 Unit 7
Writing
• Write About a Character ELAR TEKS
G2.3.B.1 ask relevant questions about stories
Science TEKS
S.G2.9.C.iii give examples of the ways living organisms depend
G2.3.B.5 locate facts about stories on each other
G2.3.B.7 locate details about stories S.G2.9.C.iv give examples of the ways living organisms depend
G2.29.A.3 share ideas that focus on the topic under discussion on their environments
G2.RC-2.F.3 make connections to the larger community
Think and Respond

Talk About It
• Folk Tale: It is a folk tale because it is an old story that teaches an important lesson and tells why things happen.
• Evaluate: Possible response—Gecko chose eating. I agree because it is worth being annoyed by something in order to
live.
• Draw Conclusions: Possible response—Gecko learns that all living things are connected and need each other.
Write About It
1. Read aloud the instructions. Point out the letter format: You can use this letter format to write your letter.
2. Use Writing Routine 2 to help students put their thoughts in writing, using the Key Words.
3. Point out the Key Words that you used to complete the first sentence frame: relate and others. Have students use these
ideas or their own to write letters in their journals.
Say Write
I like Elephant, so I’ll write to that character. I’ll write his
Dear Elephant,
name in the greeting.
Now I’ll use details to tell Elephant what I think about his I like the way you relate to others by listening. I agree that
actions. Gecko should just be quiet and go to sleep.
Reread and Describe
Characters’ Motives
What do the characters do in “Go to Sleep, Gecko!”? Why?
Make a character map.
Resources
Character Map
What the Why the Character ◆ Writing Routine 2

◆
Character
Character Does Does It
◆ Practice Book: 7.4, 7.6, 7.8
◆
Gecko He complains He can’t sleep.

about the fireflies.
Now use your character map. Tell a My favorite character

partner about your favorite character in is . This
“Go to Sleep, Gecko!” character
because .
Reread and Describe
Fluency Characters’ Motives
Practice reading with correct expression. Rate your reading. 1. Read aloud the introduction and reinforce: A character
map can show what characters do and why they do it.
2. Read through the example and explain: Gecko complains
about the fireflies for a reason. He complains because he
is unable to sleep. That is his motive for that action. Have
students complete Practice Book 7.6.
177
Standards
Describe
G2.9.B.2 describe motivations of main characters in works of
fiction
1. Read aloud the instructions and language frames on Student’s Book page 177. Have students describe a character to their
partners. Remind them to include details about the character’s motives. Partners reverse roles and repeat.
2. Provide the Key Points Reading (Practice Book 7.4) for students who need additional support. Refer to the rubric below to
assess students’ proficiency levels.
Describing a Character Rubric
Scale Content Listening
¨¨
Does not describe a favorite character ¨¨
Beginning ¨¨
Does not offer details about the character’s ¨¨
Often seems uncomfortable with the describing
motives task
¨¨
Briefly describes a favorite character ¨¨
Intermediate ¨¨
Attempts to give details about the character’s ¨¨
motives describing task
¨¨
Describes a favorite character ¨¨
Advanced ¨¨
Includes details about the character’s motives ¨¨
Seems somewhat comfortable with the describing
task
Advanced ¨¨
Thoroughly describes a favorite character ¨¨
High ¨¨
Offers insight into the character’s motives ¨¨
Fluency
1. Use the passage on Practice Book 7.8 to assess students’ reading for rate and accuracy..
2. Listen to each recording and assess students’ ability to read with accurate expression.
PART 1 LESSON 7 205
PART 1 LESSON 8 1
PART
Word Work
Word Work Use a Dictionary

Reading
You can use a dictionary to find out what a word means. The
words in the dictionary are in alphabetical order. Find the
word accept in the dictionary.
OBJECTIVES ability ➤ autumn
Look at the guide
a A words to find the
Vocabulary b ability appear
c
right page. noun
When you are able to do
verb
When something appears,
something, you have an it comes into sight.

d ability.
e
f The entry for
• Use Academic Vocabulary g
h appear comes
• Strategy: Use a Dictionary
The whale appears above
i She has great ability in art. the water.
after accept
j accept autumn
k verb noun and before
Language
When you accept Autumn is the season
l something, you take a between summer and
thing that is offered to you. winter. It is also called “fall.” autumn .
This entry m
• Listen to a Preview tells about n

o
the word p
Learning to Read
q
accept . r
flowers and a hug.
s
• Concepts of Print: Use Captions t
u
Autumn is when the leaves
on trees change color and
fall to the ground.
• Read the Selection Try It Together

v
w
x
Reading Strategies Read the sentences.

y
Then answer the questions.
z
• Plan: Preview 280 Picture Dictionary

At the end of the story, Gecko learns how everything in nature is
connected to everything else. It’s an important lesson. He learns
• Make Connections: Text to Text that even the fireflies are playing a necessary role when they
blink. Accepting that helps Gecko go to sleep!
• Synthesize: Draw Conclusions
1. Look in a dictionary for the word important. Write the
Comprehension and Literary Analysis definition of the word.
• Analyze Genre: Profile 2. Write a sentence with the word necessary. Use a dictionary if
• Analyze Author’s Purpose necessary.
178 Unit 7
Learning Strategies
• Use Prereading Supports ELAR TEKS

Word Work
Teach / Model
1. Read aloud the introduction on Student’s Book page 178 and review the Key Word accept. Explain that dictionaries can
include books, CD-ROMs, and online dictionaries. Point to the sample dictionary page and read aloud the callouts. Have
students point to and chorally read the guide words (ability-autumn). Ask:
• How many entries are on the page? (4)
• How are the entries organized? (alphabetically)
2. Find the entry for accept: Each entry begins with the letter a-. I need to look at the second letter. Since the c in accept
comes after b, accept comes after ability in the dictionary.
Practice / Apply
1. Read aloud the instructions in Try It Together on Student’s Book page 178. Then have partners work together to use a
dictionary.
2. Use the Multi-Level Practice Sets to provide more examples that address varying levels of knowledge.
Work with students to answer questions Look at the three words: role, wildlife, Look at the guide words ability–
about dictionaries and alphabetical vegetation. Which word comes first autumn. Now look at these words:
order. Look at the two words: fur, in a dictionary? (role) What comes abandon, available, attend, awesome,
feathers. They begin with the same second and third? (vegetation, wildlife) average, and abide. Which word
letter. Which word comes first in a Which word means the plants in a would you find on this dictionary
dictionary? (feathers) Which word place? (vegetation) Use a dictionary to page? (attend) What does it mean? (to
means the hair on an animal? (fur) Use check your answer. present at an event) Use a dictionary
a dictionary to check your answer. to check your answer.
Check Understanding Resources
Ask: Which word will come first in a dictionary— relate or role? (relate) Why?
(e comes before o in the alphabet) ◆ eVisual: 7.3
◆
Extension
Review / Model
1. Say: We learned how to use a dictionary. Now we will look up words in a glossary. A glossary is a short dictionary at the
back of some books. It includes definitions of words used in the book.
2. Use the guide words on the sample Glossary Page (eVisual 7.3) to model how to determine if healthy is on the page and
then locate it.
eVisual 7.3
3. Have students use Think, Pair, Share to answer questions about the entries (see Cooperative Learning Routines).
• Why does the word healthy come before hospital?
• Which part shows the meaning?
Practice / Apply
1. Direct students to Picture Dictionary on Student’s Book pages 298–310. Display the Key Words accept, connect, important,
necessary, others.
2. Have partners locate each word and tell how they found it. Then have them discuss with another pair how the entry helps
them to understand the word.
Check Understanding
Ask: How is a glossary like a dictionary? How is it different? (Possible answer: Both show words in alphabetical order and
tell what the words mean. A glossary is a short dictionary at the back of some books with only the words used in the book.)
PART 1 LESSON 8 207
PART 1 LESSON 8
Read the Selection

Making Connections
Read aloud the introduction on Student’s Book page 179. Explain: As you read the profile, think about the Big Question. How
do underwater animals depend on each other?
Genre
Read aloud the definition of a profile. Elaborate: This profile tells about Enric Sala, a scientist who studies living things in the
ocean.

Pages Say (and do)

Wow! This man works underwater! Have you ever seen science programs on television about
179 underwater explorers? (Role play exploring new places underwater.) Do you think this is important
work?
Here are two pictures of coral reefs, but they look very different. Name the colors you see in the first
180—181
photograph. (Point to the colors as students name them.) Which reef would you rather explore?
There are so many living things to see in the ocean. How do you think this underwater photographer
182—183
feels?
Reading Options
BEGINNING INTERMEDIATE ADVANCED
Listen and Learn Read and Grow Vocabulary Read and Grow Vocabulary
• Ask students to set a purpose for • Pause after you read aloud each • As students read silently, have them
listening—to get information or to section. Have students use Word fill out the top part of each Word
enjoy a story. Have them follow the Detective cards (Practice Book 7.9) Detective card.
text as you read aloud. to write one unfamiliar word, what • Use the Build Comprehension
• Check understanding with selected they think it means, and clues to its questions during the reading.
Build Comprehension questions. meaning.
• After reading, have students look
• Use Build Comprehension questions up the words, write the dictionary
while reading. definitions, and compare to their
• After reading, have students look meanings derived from context.
up their words, write the dictionary
definitions, and compare them to
their meanings derived from context.
Making Connections Now read about other living things in
nature and how they connect to one another.
NATIONAL
Genre A profile tells about a person and what the person does.
GEOGRAPHIC
EXCLUSIVE
Enric Sala
Marine Ecologist Resources
by Kristin Cozort
◆
Enric Sala has always wondered

about things that live in the ocean.
When he was young, he loved to
swim. He liked to watch all kinds
of animals and plants through
his mask. He wanted to be an
underwater explorer.
Today, Mr. Sala is a marine

ecologist. He studies how
underwater plants and
animals relate to each other.
He learns how they need each
other to stay alive.
underwater explorer person who Before You Continue

looks for new things in the ocean
1. Draw Conclusions How do you think
Mr. Sala feels about underwater
wildlife ? How do you know?
2. Make Connections How can you connect
Mr. Sala’s job today with what he did
when he was young?
179
Build Comprehension
Fact and Opinion
Is the following sentence a fact or an opinion: Today, Mr. Sala is a marine ecologist. How do you know? (It is a fact because
it gives information about Mr. Sala that can be proven.)
Key Words
Mr. Sala studies how underwater plants and animals relate to each other. What does that mean? (It means that Mr. Sala
studies how they work together.)

1. Draw Conclusions: Guide students in completing the Language Frames.
• What did you read? (I read that Mr. Sala is a marine ecologist.)
• What else did you read? (I also read that he studies and learns about underwater plants and animals.)
• What do you conclude? (I conclude that Mr. Sala is interested in plants and animals that live under water and cares
about what happens to them.)
2. Make Connections: Possible response—When Mr. Sala was young, he swam in the ocean and looked at plants and
animals. This is what he does today as a marine ecologist.
1. Explain the concept: All around the world people adapt to and change their environment. These changes affect the
balance of nature in both good and bad ways. Provide examples of ways people change their surroundings, such as
by cultivating farmland, building water irrigation systems, canals, roads, railroad tracks, and landfills.
2. Invite students to share other examples. Discuss the impact these changes have on the balance of nature.
PART 1 LESSON 8 209
PART 1 LESSON 8
Underwater Cities Reefs and Humans

Mr. Sala studies coral reefs in the Pacific Ocean. A Mr. Sala also studies how people’s actions can
coral reef is like an underwater city. Thousands of change coral reefs. Sometimes people pollute the
plants and animals live there. They compete for food water or overfish. That changes the way all the living
and space. Coral reefs are beautiful. They are also things connect to one another.
easily harmed.
Coral reefs can become damaged. Then, many
animals must find new homes. Some animals just
disappear. Mr. Sala wants to prevent this.
This reef is damaged. Many animals can’t find food here.
Many different kinds of compete for try to be the first to find pollute the water or overfish make the Before You Continue
water dirty or kill too many fish for food
vegetation and animals live in damaged hurt
1. Ask Questions You ask yourself, “What is
it that Mr. Sala wants to prevent?” What
a coral reef. prevent this keep the animals’ homes safe can you do to find the answer?
2. Make Inferences How does Mr. Sala feel
about the coral reefs? How do you know?
180 Unit 7 181

Concepts of Print: Use Captions
Remind students that captions give information about visuals, such as a photograph or drawing. Point to the caption on page
180 and say: The caption tells me that this picture shows a coral reef.
Make Comparisons
How are coral reefs like underwater cities? (Coral reefs are like underwater cities because they have different areas, like
neighborhoods, where plants and animals live.)
Cause and Effect

What happens to coral reefs when they are damaged? (They lose their color and the animals stop living in them.)

1. Ask Questions: Possible response—I can reread the paragraph about what Mr. Sala wants to prevent. When I look at the
nearby sentences, I see that he wants to prevent coral reefs from being damaged and animals from having to find new
homes.
2. Make Inferences: Possible response—Mr. Sala cares about the coral reefs and believes it is important to protect them. I
know this because he is trying to figure out ways to protect the chain of life there.
All Parts Matter
Mr. Sala believes that all living things in a
coral reef should be kept safe. “Underwater
ecosystems are like airplanes,” Mr. Sala
says. “They need all of their parts to function.
Who wants to travel on a plane knowing five
or ten parts are missing?”
“To take better care of marine habitats, we

first have to study them. It’s the only way to
understand the full impact humans have on
these places,” Mr. Sala says. ❖
Enric Sala swims with a green turtle. They are

at Dirty Rock off Coco’s Island in Costa Rica.
ecosystems neighborhoods of plants and animals Before You Continue

function work correctly 1. Draw Conclusions What is necessary to
habitats homes help preserve life in the ocean?
the full impact humans have on all the ways 2. Topic/Main Idea What is the topic of this
people can change selection? What is the main idea?
182 Unit 7 183

Details
How are underwater ecosystems and airplanes alike? (Both things need all of their parts to work.)
Paraphrase
Why does Mr. Sala believe we should study marine habitats? (Possible response: He believes it is the best way for people to
understand the roles they play in keeping the habitats safe.)

1. Draw Conclusions: Have students explain how they drew conclusions using the details in the text, the photos, the captions,
and what they know. Possible response—I think Mr. Sala spends a lot of time underwater. In both pictures, he is wearing a
scuba suit. Also, he studies underwater habitats and coral reefs.
2. Topic/Main Idea: The topic is Enric Sala and his work. The main idea is that Mr. Sala studies coral reefs so he can help
protect them.
PART 1 LESSON 8 211
PART 1 LESSON 9 1
PART
Respond and Extend
Respond and Extend Compare Genres

“Go to Sleep, Gecko!” is a folk tale and “Enric Sala: Marine
Grammar and Spelling Ecologist” is a profile. How are they the same? How are they
different?
OBJECTIVES Folk Tale Profile

Set a Purpose
Vocabulary
Gecko cannot go to sleep! Making Connections Now read about other living things in
Find out why. nature and how they connect to one another.
NATIONAL
Genre A profile tells about a person and what the person does.
GEOGRAPHIC

EXCLUSIVE
Enric Sala
Marine Ecologist
• Use Academic Vocabulary by Kristin Cozort
Enric Sala has always wondered
Language
about things that live in the ocean.
When he was young, he loved to
swim. He liked to watch all kinds
of animals and plants through
his mask. He wanted to be an
underwater explorer.
Today, Mr. Sala is a marine
Grammar and Spelling One night, Elephant was awakened by a loud noise
right under his window.
ecologist. He studies how
underwater plants and
animals relate to each other.
• Identify Past Tense Verbs “GECK-o! GECK-o! GECK-o!”

“Gecko, what are you doing here? It is the middle of
the night. Go home and go to bed.”
He learns how they need each
other to stay alive.
Comprehension and Literary Analysis was awakened by woke up because

he heard
underwater explorer person who
looks for new things in the ocean
Before You Continue
1. Draw Conclusions How do you think
Mr. Sala feels about underwater
a story with tells about a

• Compare Genres
wildlife ? How do you know?
2. Make Connections How can you connect
Mr. Sala’s job today with what he did
animal person and

when he was young?
162 Unit 7 179
characters what the

Learning Strategy person does
• Use Graphic Organizers: T chart
Talk Together
Look at the pictures in the folk tale with your partner.

Take turns telling how the characters depend on each
other. Use Key Words.
Respond and Extend

184 Unit 7
ELAR TEKS Science TEKS S.G2.9.C.iii give examples of the ways living organisms depend
Reread
G2.3.B.5 locate facts about stories S.G2.9.C.i compare the ways living organisms depend on each on each other
G2.3.B.6 locate facts about other texts other S.G2.9.C.iv give examples of the ways living organisms depend
G2.3.B.9 support answers with evidence from text S.G2.9.C.ii compare the ways living organisms depend on their on their environments
environments
As students reread “Enric Sala: Marine Ecologist” on their own, have them think about why the author wrote this profile.
Compare Genres
1. Read aloud the introduction on Student’s Book page 184. Go over the labels and callouts for each selection. Create
groups and have students use the Jigsaw cooperative learning routine. (See Cooperative Learning Routines.) Help focus
students’ thinking. Say: Each genre has features that make it special. We’ll start with three features: author’s purpose,
literary elements, and text features. Ask questions to help guide discussion.
Focus Questions
1. Author’s Purpose Why did the author write the selection—to entertain, to persuade, or to inform?
2. Literary Elements Are there characters, a plot, and a setting?
What images are there?

3. Text Features Do they show real places or made-up places?
How are the words and sentences organized?
2. Have expert group members talk about their ideas on one topic. Then regroup the students and have them share ideas.
Students should record their answers in Practice Book 7.10.
3. Use Multi-Level Strategies to help students at all proficiency levels compare the selections.
To help them compare Provide sentence frames Encourage students to use Have students brainstorm
the two selections, allow such as: Both stories _____, academic words: compare, lists of words that describe
students to point to pictures but _____ has _____ and contrast, alike, and different differences. Have them
or use drawings to share _____ has _____. in their discussion. use these words in their
their thoughts. discussion.
Past-Tense Verbs
All action verbs show when the action happens. Past-tense
verbs show that the action happened in the past.
Resources
Grammar Rules Past Tense Verbs
◆ eVisual: 7.4
Regular Past Add -ed to the end of Examples:
◆
Tense many verbs to show an walk + -ed = walked ◆ Practice Book: 7.3, 7.5, 7.10, 7.11
action in the past.
◆
jump + -ed = jumped
◆
Irregular Past Some verbs have Example:
Tense special forms to show begin ➞ began
past tense. You have to
remember the forms. say ➞ said
Read Past-Tense Verbs

Read these sentences from “Go to Sleep, Gecko!” Identify one
irregular past-tense verb and one regular past-tense verb.
Elephant leaned out his window. “Gecko, go to bed.”

“But I can’t sleep. The fireflies are still blinking their lights
on and off... on and off... You said you’d make them stop.”
Talk Together
1. Read aloud the instructions on Student’s Book page
Use Past-Tense Verbs
Write two sentences about how animals help one another. 184. Ask follow-up questions to focus the discussion
Use at least one regular and one irregular past-tense verb. and to prompt students as they use newly acquired
Share your sentences with a partner.
vocabulary: Why is Elephant important to Gecko?
How does Elephant relate to others, like the fireflies?
185
2. Have students add ideas to the unit concept map.
ELAR TEKS
G2.21.A.i understand and use verbs (past, present, and future) in
the context of reading, writing, and speaking
G2.23.D spell base words with inflectional endings

Regular Past Tense Verbs
1. Explain: The past tense of a verb tells about an action
that happened earlier, or in the past. Write the sentence:
Aaron watered the tomato plant last week. Ask: When
did Aaron water the plant? (last week) The verb watered
is a past tense verb. The ending -ed tells us that the action
happened in the past.
2. Write the sentence: Aaron raked the leaves. Point to the
word raked. Explain: The root word rake ends with a
eVisual 7.4
silent e. The silent e is dropped when -ed is added. Then
assign Practice Book 7.3.
Irregular Past Tense Verbs

1. Explain: Some verbs use special forms to tell about the past. Display the chart (eVisual 7.4).
2. Read aloud the sentences in lines 1 and 2. Say: Use is and are to tell about something that is happening now. Use was
and were to tell about something that happened in the past. Follow the same procedure for the verbs go and do. Then
assign Practice Book 7.5.
Past Tense Verbs

1. Read aloud the introduction on Student’s Book page 185. Direct students’ attention to the Grammar Rules box. Then read
aloud the rule and examples of regular past tense verbs. Next, read aloud the rule and examples of irregular past tense
verbs. Point out begin and say from the chart. Provide further examples of past tense verbs with special forms.
2. Read aloud the instructions of the Read Past-Tense Verbs activity and chorally read the sentences from “Go to Sleep,
Gecko!” Help students locate the verbs.
3. Read aloud the instructions of the Use Past-Tense Verbs activity and have students work independently. Then assign Practice
Book 7.11.
PART 1 LESSON 9 213
PART 1 LESSON 10
OBJECTIVES
Resources
• Use Grade-Level Vocabulary • Synthesize: Draw
• Use Academic Vocabulary Conclusions ◆ eVisual: 7.5
◆
• Strategy: Use a Dictionary or Glossary Fluency ◆ Cooperative Learning Routine
◆
Language • Read with Expression
• Express Likes and Dislikes
◆
Comprehension and
◆ Key Word Image
Grammar Literary Analysis
◆
• Present and Past Tense • Analyze Characters’
Motives
Learning to Read
• Words to Know Learning Strategies
• Phonics Rules • Review
Language: Review and Assess, Words to Know

Words to Know
1. Have students use Think, Pair, Share (see Cooperative Learning Routines) to discuss
like
what they like and dislike about “Go to Sleep, Gecko!” and “Enric Sala: Marine
Ecologist.” Provide the sentence frames: Do you like _____? Yes, I like _____. No, I no
don’t like _____. yes
you
2. Review Words to Know using High Frequency Word Routine. Have students look at
each word, listen to the word, listen to the word in a sentence, say it, spell it, and
say it again. Key Words
accept others
Key Words: Science and Academic Vocabulary chain relate
1. Form two teams. Show Key Word Images. Have teams take turns telling you the connect role
Key Word each image represents. important vegetation
2. Have each student select a word and illustrate it. Partners share pictures and guess necessary wildlife
each other’s word.
Reading Strategy: Synthesize—Draw Conclusions

Read the first paragraph of “Red Fox” (eVisual 7.5). Have students use language
frames to draw conclusions: I read _____. I also read _____. I conclude _____.
Thinking Map: Character’s Motives

1. Read “Red Fox.” Ask: Is this a profile? Why or why not? (No; it does not give
information about a real person.) Is this a folk tale? Why or why not? (Yes; it is an
old story with animal characters that explain something.)
2. Have partners work together to create a character map that shows what Rabbit
does and why.
eVisual 7.5
Phonics
1. Write or display the following spellings in chart form: ue, ew, oo, ui. Then write the following words off to the side: chew,
moo, cruise, blue, dew, suit, pool, knew, Sue, Tuesday, food, juice, new, soon, fruit, screw, glue.
Model for students using the word chew. Say: chew.

Have students read “Go to Sleep, Gecko!” to a partner, focusing on accuracy and expression.
Word Work: Use a Dictionary or Glossary

5. Display the following Key Words: chain, relate, role, vegetation wildlife. Have pairs of students compete to find the Key
Words in the dictionary. The first team to find the word must tell how they found it and share the definition.
6. Then have volunteers locate the words and entries in Picture Dictionary on Student’s Book pages 298–310.
Grammar: Present and Past Tense

1. Display these sentences:
We _____ to the ocean. (went/go)
We _____ at all the fish. (look/looked)
2. Have students use both verbs to complete and read aloud each sentence. Then have them identify whether the verbs are
present or past tense.
Theme Theater
1. Recap prior knowledge by asking students to share what they remember from “Go to Sleep, Gecko!” Then have them think
about Gecko. How did Gecko express what he liked and disliked in the story? Did his feelings change by the end of the
story? If so, how?
2. Help students understand that at the end of the story, Gecko still disliked the flashing lights, but he learned to put up with
them because they served an important purpose. Then tell students that they will perform a play based on the story.
Plan
1. Form groups of four students each. Have students look over the script. Assign roles according to students’ proficiency
levels.
2. Students can make masks or headbands to represent their characters. Have the class make simple props for all the groups
to use, such as drawings of fireflies, rain, and a cutout of Elephant’s house.
Sound effect Gecko Narrator Elephant
Setting: The play takes place at Elephant’s house in the forest.

Scene 1: At Elephant’s house
Gecko is standing outside the window of a small house under a coconut tree. Through the window, Elephant can be seen
sleeping.
Narrator: Late one night, Gecko went to see Elephant. Elephant was sleeping, but Gecko could not sleep.
Gecko: Geck-o! Geck-o!
Elephant [sleepy]: Gecko! What are you doing here? It is the middle of the night. Go home and go to bed.
Gecko: I cannot sleep, Elephant. The fireflies are blinking their lights on and off. They are too bright. You are the village
boss. You have to make them stop.
Elephant: I will talk to them tomorrow. Now go home and go to bed.
Gecko [grumpy]: All right. I am going home now.
Narrator: The next day Elephant asked the fireflies why they blinked. They said Rain made holes in the road. They did not
want anybody to fall into the holes.
Scene 2: At Elephant’s house
Gecko is again standing outside the window of a small house in the forest. Elephant is looking at Gecko out of the
window.
Narrator: That night, Gecko went to Elephant’s house again. He could not sleep.
Elephant: Gecko! Go home and go to bed.
Gecko: But the fireflies are still blinking. You said you would make them stop.
Rehearse
1. Have students highlight their lines in the script and then read through the play several times. Students with non-speaking
roles can practice making sound effects that support the action.
2. Help students focus on using correct pronunciation as they rehearse. Remind them to practice speaking at a volume that is
easy for the audience to understand.
Curtains Up!
1. Have groups take turns reading the script, using appropriate expressions to suit the characters and events. Invite family
members or another class to enjoy the performances. Evaluate the performances using the rubric.
2. Ask audience members to take notes on what they like about each performance. For each performance, assess one
group’s listening skills.
Debrief and Compare
Ask each group to share their notes about what they enjoyed in the performances. Have students add any information they
learned about living things to their unit concept maps.

¨¨
Is not able to adjust volume, ¨¨
Has difficulty reading the ¨¨
Does not understand enough
pitch or tone dialogue to take notes
Beginning
¨¨
Has trouble with correct ¨¨
Needs prompting to begin ¨¨
Is not able to communicate
pronunciation reading the purpose for listening
¨¨
Adjusts volume, pitch and tone ¨¨
Reads some of the dialogue ¨¨
Listens and takes some notes
some of the time
Intermediate ¨¨
Reads the correct part without ¨¨
Has trouble determining the
¨¨
Uses correct pronunciation prompting some of the time purpose for listening
some of the time
¨¨
Reads the dialogue fairly well ¨¨
Listens and takes notes on
most of the time most new information
¨¨
Reads the correct part without
Advanced ¨¨
Uses correct pronunciation prompting most of the time ¨¨
Determines the purpose for
most of the time listening with one or two
words
¨¨
Reads the dialogue easily ¨¨
Listens and takes notes on all
throughout new information
Advanced ¨¨
Reads the correct part without
High ¨¨
Uses correct pronunciation prompting ¨¨
Determines the purpose
for listening in complete
sentences
PART 2 LESSON 1 2 Words to
PART
Language Focus Know
after
Language Focus Retell a Story

before
when
while
Science Vocabulary Listen to the poem and read along.
OBJECTIVES Partners Poem
Vocabulary Before this small bird flies onto its back,

The rhino’s too itchy to play.
• Acquire and Use Grade-Level Vocabulary After the bird eats the bugs on its hide,
Language The rhino is feeling okay.
• Language Function: Retell a Story When this little bird helps a rhino,
It eats many bugs off its back.
• Listen to and Imitate Fluent Models
While the rhino enjoys a good cleaning
• Use a Variety of Grammatical Structures The little bird has a good snack.
Learning to Read
Learning Strategies
Science
• Compare the Ways Living Organisms Depend on
Each Other
186 Unit 7
Language Focus
Teach / Model
1. Review the Words to Know on Student’s Book page 186 using High-
Frequency Word Routine: after, before, when, and while.
2. Read aloud the title on Student’s Book page 186 and play the poem.
3. Invite students to read along as you play the poem a second time.
Explain: When you retell a story, you use your own words to tell the
events in order.
eVisual 7.6
4. Tell students that to retell a story, they can use the Words to Know:
after, before, when, and while. Display the following How-to chart
(eVisual 7.6):
Practice / Apply
1. Have partners take turns retelling a favorite story.
2. Tell pairs to use the Words to Know to tell when the events happened.
Check Understanding
Ask: What do you do when you retell a story? (You use your own words to tell about the events.)
Monitor
Science Vocabulary
Key Words
How do animals respond to other species ?
Resources
◆ eVisual: 7.6
◆
◆
◆ Academic Talk 6
◆
◆
◆ Key Word Images
◆
Some animals are partners . They help each other.
◆
◆
Some animals are enemies . They threaten each other.
Talk Together
Why do you think some animals are partners and others

are enemies ?
187
ELAR TEKS
unfamiliar words
Science TEKS
S.G2.9.C.i compare the ways living organisms depend on each other
S.G2.9.C.iii give examples of the ways living organisms depend
on each other
Science Vocabulary
Teach / Model
1. Read aloud the introduction at the top of Student’s Book page 187 and review each picture and caption.
2.1. Pronounce the word and point to its picture: respond.
2.3. Define the word: We respond when we answer someone’s question.
2.4. Elaborate. Relate the word to your experience: When someone smiles at me, I respond by smiling back at the person.
Practice / Apply
2.2, 2.3, and 2.4.
Talk Together
1. Ask the Big Question: How do living things depend on each other? Review the Words to Know. Provide an example: They
help each other when there is a problem.
2. Add the ideas to the unit concept map.
Extension
Use Writing Routine 1. Write the word partner and prompt: When is it good to have a partner? Think about this word and
write about it.
PART 2 LESSON 1 219
PART 2 LESSON 2 2
PART
Thinking Map
Thinking Map Topic and Main Idea

Academic Vocabulary The topic is what a selection is mostly about. The main idea
is the most important idea about the topic. Look at these
pictures.
OBJECTIVES Topic and Main Idea Chart
Vocabulary Topic Main Idea

The oxpecker gets its food
• Demonstrate Listening Comprehension The oxpecker by pecking an animal's body.
• Topic and Main Idea
• Complete a Topic and Main Idea Chart
Learning Strategies The clownfish The clownfish gets protection
• Use Graphic Organizers: Topic and Main Idea Chart from the sea anemone.
• Reason Inductively Write the Write the main
• Make Connections Across Content Areas topic here. idea here.
Writing Talk Together
• Writing Project—Lesson A: Model Read a nonfiction text with a partner. Work together to find the
topic and main idea. Then write the information in a chart.
188 Unit 7
Thinking Map Standards

G2.13.A.1 identify the topic [of the text]
G2.14.A.2 distinguish [the main idea] from the topic
Teach
1. Read aloud the introduction on Student’s Book page 188 and
teach the vocabulary word topic using Vocabulary Routine 4.
Reinforce: The topic of a text is who or what the text is about. The
main idea is the most important idea that the author wants to say
about the topic.
2. Read "The Oxpecker" and "The Clownfish" (eVisual 7.7) aloud.
eVisual 7.7
Model
1. Read the introduction on Student’s Book page 188 and explain: A topic and main idea chart shows how a main idea is
connected to the topic. Review "The Oxpecker." Ask: What is this text about? (the oxpecker) I write this under “Topic.”
Then ask: What is the most important idea about the oxpecker? (The oxpecker eats bugs off the water buffalo.)
2. Continue the instruction, reading aloud “The Clownfish”, and then guiding students to identify the topic and main idea.
Have students point to and read aloud the information in the topic and main idea chart.
Practice / Apply
1. Read the instructions in Talk Together on Student’s Book page 188. Have partners choose a nonfiction selection they have
already read, such as “Enric Sala: Marine Ecologist,” to use for their chart.
2. Have students use Practice Book 7.12 to complete the activity.
3. Use Multi-Level Strategies to help students at each level.

To help students identify the topic Have partners find a picture Have partners tell Encourage students
and main idea, ask: What is this card that names the topic of their how the main idea to complete a topic
selection about? What is the most selection. (See Language Builder connects to the topic and main idea chart
important idea that the author Picture Cards G2.80–C83.) They of the text. for more than one
wants you to know about the can use this name to fill in the topic selection.
topic? Encourage students to point of their chart and then write a
to photographs that support their sentence that includes the name to
answers. tell the text’s main idea.
Academic Vocabulary
More Key Words

ability danger difficult
noun noun adjective R◆esources
◆
◆ Key Words Test
◆ eVisual: 7.7
◆
◆
◆
◆
She has great ability in
art.
If you walk too close
to the edge, you are in
It can be difficult to
learn some new things.
◆
danger of falling.
◆ Key Word Images
unusual useful
◆
Talk Together
adjective adjective ◆ Picture Dictionary
◆
Make a Word Map for
each Key Word. Then ◆ Key Words Test
◆
compare your maps with a
partner’s.
Word Map
Definition What It’s Like
hard, not easy,

hard to do needs help
Word
difficult
This tiny animal is very Tools are useful for finding food eating
unusual. fixing broken things. Example Non-example
Check Understanding
Ask: What is the topic of a selection? (who or what the
189
text is about)
ELAR TEKS
unfamiliar words
Academic Vocabulary
Teach / Model
2.1. Pronounce the word and point to its picture: ability.
2.3. Define the word: If I have the ability to do something, it means that I can do it.
2.4. Elaborate. Relate the word to your experience: I have the ability to read and write.
Practice / Apply
1. Read the instructions in Talk Together on Student’s Book page 180. Use the ratings from Step 2.2 to form pairs. Have
partners take turns sharing their Word Maps.
2. Call on volunteers to tell how their maps are the same as or different from their partner’s maps.
Check Understanding
Monitor
Vocabulary.
Writing Project
Lesson A: Model
Project. (See Teacher’s Book—Writing Project for detailed instructions.)
PART 2 LESSON 2 221
PART 2 LESSON 2
Extension Resources
Expand Word Knowledge ◆ Practice Book: 7.16
◆
Teach / Model
◆

1. Explain that each pair of students will become Key Word experts.
◆
They will study one Key Word and create a Key Word poster about ◆ Language Builder Picture Card G2.83
◆
that word.
2. Use Vocabulary Routine 2 and model making a 4-corner poster about the word
ability.
• Write the word.
• Add a picture.
Practice / Apply
2. Have each pair create a poster for their assigned Key Word.
3. Display the posters in the classroom.
4-Corner Poster
Check Understanding
Say a Key Word and have partner experts read its definition and the sentence from their 4-corner poster.

Teach / Model
1. Referring students to the poster they made for Extension Activity 1, Expand Word Knowledge, tell them that they will share
what they know about Key Words.
• Take turns reading 4-corner posters.
• Talk about how the sentences on the posters show the meanings of the Key Words.
• Create sentences using the Key Words and write them in their journals.
Practice / Apply
1. Have each set of partners self-identify as Partner A and Partner B. Group Partners A together; group Partners B together.
Form an Inside-Outside Circle with each group, using Cooperative Learning Routines.
2. Students share the two words they studied and copy the information they learn into their journals. Rotate and repeat until
each student has a journal entry for each Key Word.
3. Have students take turns reading the 4-corner posters again. All students should echo the pronunciation of each word.
Correct any mispronunciations.
Check Understanding
Teach / Model
Display all the Key Words and review them for a game of Yes or No. Then display Practice Book 7.16 and explain how to
play:
• Listen as I ask a question. Write or say a Key Word to finish the sentence. For example: Do animals in the wild have an
easy life or a _____ life?
• The answer is difficult. Write or say the word.
• Listen to the whole question. This time answer the question: Do animals in the wild have a difficult life?
• Raise one hand for “yes.”
• Raise two hands for “no.”
Practice / Apply
1. Have students use Practice Book 7.16. Point to number 1. Ask: Do animals in the wild hide from _____? What Key Word
finishes the question? (danger) Then ask: Do animals in the wild hide from danger? (yes)
2. Monitor to make sure students answer each question with a yes or no. Note who correctly answers first by asking students
to raise their hands. Repeat instructions as needed.
Check Understanding
Have partners ask and answer additional yes/no questions using Key Words.
PART 2 LESSON 2 223
PART 2 LESSON 3
Reading Strategy
OBJECTIVES
Reading Strategy
• Form Generalizations
2 Language Frames
PART
Reading Strategy
I read .
I know .
Learn to Form Generalizations Talk Together Most of the

time, it is true
Look at the pictures. What kind of relationship do the ants that .
Read Graciela’s and Emily’s blog entry. Read the
and flower have? Can you think of other things that have this
sample and form your own generalizations. Then
kind of relationship? If so, then you can form a generalization.
use Language Frames to tell a partner about them.
Blog Entry
https://eltngl.com/reachhigherseries
Read ’n Share Blog

Today’s Posts | Calendar | Announcements | News | Search REGISTER | SIGN IN
June 16, 2019
This Week’s
The ants keep other bugs The flower makes food Selection: Graciela & Emily: The Science Blog
away from the flower. that the ants like. June 16, 2019
Before today, we had never even heard of the trap- Sample

jaw ant or the costus flower. Both of these unusual Generalization
A generalization is a statement that has to do with many species live in the rainforest. Do you want to know “I read that the trap-
situations. When you read, you form generalizations, too. what makes them special? They are great partners . jaw ant and costus
flowers are great
While we were researching our science report, this partners.
How to Form Generalizations is what we found out. When the trap-jaw ant visits a I know of other plants
costus, it gets a good meal by sucking nectar from and animals that are
the flower. Yum. partners, like trees and
1. Think about the important ideas in I read . squirrels.
the text. But how is the ant useful to the flower? The Most of the time, it is
trap-jaw ant has a special ability . Its bite is full true that partners in
of danger , since it has a very large jaw that it can nature help each other
2. Think about how they go together. I know . somehow.”
open and shut very fast. That means it can injure
How are they like things you know other small creatures. If we got bit, we would feel a
from your own life? painful sting. Ouch!
If another insect wanders too close, the trap-jaw ant responds

3. Make a statement that seems true for Most of the time, it
by biting it. Then that insect will not do any damage to the
both the text and what you know. Use is true that .
flower. We could all use such a good partner!
words like some, many, most, or all.
= A good place to form a generalization
190 Unit 7 191
Standards
110.13.E
110.13.b.3.B.5
110.13.b.3.B.6
Reading Strategy
Teach
1. Have students read the introduction on Student’s Book page 190. Teach the vocabulary word generalization and have
students discuss the photos.
2. Make the connection: This flower and the ants are partners. What other unusual partners do you know? (Example: the
clownfish and the anemone) What do all these partners have in common? (Each partner has something the other partner
needs.) We just made a generalization. What we learned from these partnerships helped us make a statement about all
partnerships. A statement that says something that is true about many things and situations is called a generalization.
Model
Read aloud the How-to chart on Student’s Book page 191. Then model using the Language Frames to form generalizations:
• I read that the ants protect the flower and the flower makes food for the ants.
• I know about other partners that help each other in different ways.
• Most of the time, it is true that partners work together so that they can both get what they need.
Practice / Apply
1. Read aloud the instructions in Talk together and the science blog entry on Student’s Book page 191. Define blog as a
journal people write online. Note the sample generalization. Then have students make their own generalizations.
2. Use the Multi-Level Strategies to help students at each proficiency level.
Help students make a Have students work with Encourage students to Challenge students to make
generalization about the a partner to make a generalize independently three generalizations based
passage by pointing to the generalization about the and then share their on this passage.
photos of the ants and flower on passage. generalizations with a
Student’s Book page 190. Say: partner.
What makes the ants and the
flower partners? What do you
know about how partners act?
Check Understanding
Ask: Is a generalization about only one situation? (no) How do you make a generalization? (tell something that is true about
more than one situation)
Writing Project
Lesson B: Prewrite
PART 2 LESSON 3 225
PART 2 LESSON 4 2
PART
Phonics Focus
Phonics Focus Schwa Sound

(Schwa Sound)
OBJECTIVES
salad broken pencil carrot
• Listen for the Schwa Sound
• Read Words with the Schwa Sound Listen to each word. Then sort the words by the spelling of
• Read Decodable Text the schwa sound.
onion again token reason
cousin habit ago silent
a e i o
Choose two words from above. Write your own sentences

with the words.
192 Unit 7
Phonics Focus
Teach
1. Write or display the following vowel spellings: a, e, i, o. Say: Remember that you learned one sound can be spelled in
different ways. Today, we will talk the most common sound in the English language. Say: This sound /ə/ is called the
schwa sound. It is the most common sound in English and can be spelled many ways. Today, we will talk about four ways
to spell the schwa sound.
2. Explain to students that the schwa sound always appears in words with more than one syllable and in the syllable that has
less stress than the other syllable(s) in the word. Say the word about, stressing the second syllable. Write the word on the
board and say it again. Point to the initial a. Say: The word about has two syllables. The stress or accent is on the second
syllable. Say the word again and have students say it with you. Say: In this word, the a does not have the normal short
sound /a/ or the long a sound /ā/. It has the schwa sound /ə/. In the word about, the schwa sound is spelled a.
3. Use the following words to illustrate the remaining spellings of the schwa sound: e, problem; i, habit; o, wisdom. As you
say each word, point to the schwa spelling. Have students repeat each word with you, stressing the accented syllable.
4. Listen to sounds. Use Phonological Awareness Routine 1. Tell students to listen carefully as you say two words. Tell them
to raise their hands when they hear the schwa sound /ə/. Say: balance, ball. Have students repeat the words with you.
Confirm or correct as necessary. Then, continue with the following word pairs: stem, system; ditch, difficult; again, gain;
wisdom, wise.
their desks in front of them. Model for students by blending the word salad sound by sound, /s/-/a/-/l/-/ə/-/d/, placing
a counter for each sound. Have students blend the word with you, placing their counters. Then have students blend the
word as they point to each counter. Say: Say each sound as I point to the counter.
6. Tell students to turn to Student’s Book page 192. Use the same procedure to introduce the remaining schwa spellings and
sample words at the top of the page.
7. Repeat this process with the other sample words until students are comfortable blending words with the schwa spellings.
Use the following words: agree, complete, problem, rapid, custom, balance, seven, rabbit, tuna, velvet.
Model
1. Have students listen to the instructions in Listen and Learn. Answer any questions students may have.
2. Model the activity for students. Say: There is a box with words. I need to listen to the words and then sort them by how
the schwa sound is spelled. The first word is onion. Say the word slowly again. Say: I hear the schwa sound /ə/ at the
beginning of the word. Say the word again. Say: In the word onion, the schwa sound is spelled o. Onion would go in the
last column, the column with the o at the top.
Talk Together
Listen and read. Find the words with the schwa

sound. Resources
Over to You
Animals Helping Each Other
◆
Animals can help each other. Sheep and llamas Work with a
◆ Read on Your Own Book 92
◆
are one example. Sheep cannot protect themselves. partner.
Predators threaten sheep. Some farmers keep
Find words with
◆
llamas with their sheep. The llamas protect the the schwa sound.
sheep. The llamas fight when predators attack. They Sort the words
according to how
kick. They spit. They even scream. They fight hard.
each schwa sound
They make the enemies run away. is spelled.
Birds help zebras. They also help rhinos. Ticks Practice / Apply
are small bugs. They bite zebras. They bite rhinos.
1. Have students listen to and read along with the next
Birds eat the ticks. The birds get a free meal.
These animal partners might seem unusual. But they
word. Tell them to decide where to put the word. When
depend on each other. They are happy to help each other. everyone is ready, call on a student to tell the answer he
or she chose. Ask: What vowel sound did you listen for?
Confirm the correct answer and have students say the
word together. Continue with the remaining items.
instructions with students. Name the images for students.
(parrot, family, balloon, open) Work with students to
Read “Animals Helping Each Other” with a partner.
Practice reading words with the schwa sound.
complete the first item. Have students complete the
193
remaining items independently. Then review the page
with students, making corrections as necessary. Finally,
page.
Read Decodable Text

with these vowel spellings. Then review one of the Words to Know when and Key Words threaten, enemies, partners, and
unusual with students. Tell them that they will use these skills and words to read a new text. Have students turn to Student’s
Book page 193. Model reading the title. Have students repeat the title.
2. Preview. Have students look at the page and describe what they see in the picture. Model for students. Say: I see a zebra.
have about the content or about any unfamiliar words in the text they might not understand.
4. Read or Play the Text Again. This time, have students read aloud as they follow along. Then have students summarize the
text.
Over to You
Have students work with a partner to take turns reading the text, identifying words with the schwa sound, and sorting the
words by how each schwa sound is spelled. Compliment or correct as needed. Then ask the following questions:
• What is this text about? (animals that help each other)
• How do llamas help sheep? (Llamas fight to protect sheep from predators.)
• How do birds help zebras and rhinos? (Birds eat the ticks that bother the zebras and rhinos.)
• What do the birds get in return? (a free meal)
Extension
Read on Your Own
Use Read on Your Own Book 92: Bird Watchers for additional practice on reading decodable text with schwa spellings.
PART 2 LESSON 4 227
PART 2 LESSON 5
Reading: Preview
OBJECTIVES
• Use Grade-Level Vocabulary • Use Text Features: Headings
• Use Academic Vocabulary • Analyze Genre: Science Article
Reading Strategy
• Plan: Preview
NATIONAL
GEOGRAPHIC
EXCLUSIVE
Read a Science Article

Genre
A science article gives facts about a topic.
Text Features
Look for headings. They tell you what each
section, or part, of the article is about.
Keeping Clean heading
Some animals help others stay clean.

Cleaner shrimps do that. They live in the
sea at cleaning stations.
Odd Couples by Amy Sarver
194 Unit 7 195
Preview
Introduce
1. Tell students to look at the cover on Student’s Book pages 194–195 as you read aloud the title of the selection. Explain
that an “odd couple” refers to a pair of things that don’t seem to belong together. What do you think this selection will be
about? What do you see in the picture?
2. Point to and name the animal pair. (clownfish and sea anemones) Ask: How do you think these partners help each other?
Then connect to personal experience: When is it useful to have a partner?
1. Read aloud the definition of a science article on Student’s Book page 194. Say: All the information in a science article is
true. Its facts are about one topic. The topic is a thing or event that is real.
2. Read aloud the definition of headings on Student’s Book page 194 and have students page through the selection to identify
more headings. Explain: A heading tells what the text after it is mostly about.
3. Connect to the genre: As we read this selection, think about how headings help you identify what each section is about
and find information in the article.
Pages Say (and do)

196–197 What can you say about these partners? (one partner is big, the other little; they all live outside)
Here are some unusual animal partners. (Point to and name each animal.) Do the smaller partners look
198–199
like they are afraid of the bigger ones? (No)
200–201 (Point to and read the heading on page 200.) Show me which animals are getting a ride.
(Point to and name each animal pair.) I wonder if these animal pairs are friends or enemies. The other
202–203
pairs seem to help each other in some way, so maybe they do, too.
(Describe each photo.) It looks like animal partners are everywhere! Some live on land, others live
204–207
underwater.
Check Understanding
Ask: How is the article different from a story about animals? (It has facts about real animals.)
1. Explain that the animals featured in this selection are from all over the world. Some animals live close to us. Some
animals live far away.
2. Invite students to share what they know about animals around the world, especially animals that have unusual
partnerships with other animals.
PART 2 LESSON 5 229
PART 2 LESSON 5
OBJECTIVES
Vocabulary Comprehension and Text Features Resources
• Use Grade-Level Vocabulary • Use Text Structure: Topic and Main
Idea ◆ Practice Book: 7.14
◆
Reading Strategies Learning Strategy

• Plan: Set a Purpose, Predict, and • Use Reading Supports
Confirm Predictions Writing
• Synthesize: Form Generalizations • Writing Project—Lesson C: Draft
Read the Selection

Reading Options

• Have students follow the text on Key • Have students set a purpose for • Have students set a purpose for
Points Reading (Practice Book 7.14) reading. Have them read silently at reading. Have them read silently
while you read it aloud. first and then aloud. and study the headings, photos, and
• Check understanding with selected • Ask Build Comprehension Questions captions to clarify the text.
Build Comprehension questions. to check understanding. • Then have students read the selection
• After reading, have students listen aloud and discuss its meaning as
to the Read with Me Selection and you ask the Build Comprehension
practice reading more selections questions.
aloud to a partner. • Have students share heading, photo,
and caption details that helped them
understand the text.
Set a Purpose
Find out about some unusual
To make life easier, some animals
ways that animals work together. pair up. The two kinds of animals
may be very different. Yet these
odd couples live together. This is
called a symbiotic relationship.
Pairing Up in the Wild Each animal helps the other. Let’s
Animals in the wild have a difficult life. see how this works.
They need to find food, stay healthy, and
hide from danger .
Pairing Up Becoming Partners odd couples unusual partners
196 Unit 7 197
Build Comprehension
Set a Purpose
Key Words
Clarify: Point out that students will discover how some animals work together; ways that they’ve never thought of before.
Text Features
1. Point to the heading on page 196. Say: The heading looks different from other text on these pages. How is it different? (It
has its own color and size.)
2. Read the heading, and then ask: What is this section of text mostly about? (Some animals pair up, or become partners, in
the wild.)
Make Comparisons
1. Ask: Who is someone who helps you? How is this like an animal partnership? How is it different?
2. If necessary, give students these sentence frames to use: (Name of person) helps me. This is (like/different from) an animal
partnership, because (reason).
PART 2 LESSON 5 231
PART 2 LESSON 5
Shrimps are not the only cleaners. So are
Keeping Clean plovers. These brave birds clean crocodile

teeth. Crocs cannot do that themselves.
Some animals help others
Plovers eat tiny animals stuck to a croc’s
stay clean. Cleaner shrimps
teeth. It’s a good trade. Birds get food.
do that. They live in the sea at
Crocs get clean teeth.
cleaning stations.
To get clean, a dirty fish stops plover

by. A shrimp climbs onto the
fish. The shrimp has tiny
claws. The claws pick dead
skin and pests off the fish.
The hungry shrimp eats what it
picks. The fish gets cleaned.
shrimp
A cleaner shrimp cleans

a moray eel’s mouth.
cleaning stations places where Crocs Crocodiles Before You Continue

many animals come to get clean It’s a good trade. This is good for both the 1. Use Text Features Is “Keeping Clean”
claws sharp nails on its toes plover and the crocodile. a good heading for pages 198–199?
pests harmful bugs Explain.
2. Generalize What general point can you
make about some animals, based on
what cleaner shrimps and plovers do?
198 Unit 7 199
Riding Along
Like plovers, oxpeckers are birds. They ride on
giraffes, rhinos, and other big buddies.
The big animals don’t mind. Why not? Well, the birds remora Some remora fish get a
eat bugs. That’s good for the big animals. In return, ride from a shark!
the birds get plenty of food. It’s a perfect pairing!
oxpecker
Sea animals also work together. Some fish ride on

other sea animals. The remora is a fish that attaches
itself to sharks. It sticks to the shark’s body. The
shark gives the fish a ride. In return, the fish eats the
shark’s leftover food.
One big buddy for an rhinos rhinoceroses attaches sticks Before You Continue
oxpecker bird is an antelope. buddies friends the shark’s leftover food the food the shark 1. Problem/Solution How do antelopes and
In return As a trade has not eaten sharks solve a problem for their animal
pairing way to be partners buddies?
2. Compare How are the oxpecker and
remora the same? How are they different?
200 Unit 7 201
Topic and Main Idea
1. Ask: What is the topic and main idea of this section? What are these pages about? (animal partners)
2. Remind students that the heading can give clues about the main idea. Ask: What is the main idea about animal partners?
(Some animals have partners that keep them clean.)
Problem/Solution
1. Ask: What problem does the crocodile have? (dirty teeth) Then ask: How does the plover solve the crocodile’s problem? (The
plover eats very small animals on the crocodile’s teeth.)
2. Have students pantomime the plover using its beak to clean the crocodile’s teeth.
1. Use Text Features: Possible response—The heading “Keeping Clean” is good because the text tells how some animals keep
their partners clean.
2. Generalize: Use the Language Frames from Student’s Book page 191 to model how to form a generalization.
• I read that plovers and cleaning shrimp eat while crocodiles and fish get clean.
• I know that when animal partners make a trade, they each get something they want or need.
• Most of the time, it is true that in a good trade, both partners get something they want or need.

Summarize
Have students summarize what they learned about unusual ways animals work together on pages 196–199. Then have them
read pages 200–201.
Clarify
Say: What does pairing mean? (a way to be partners) Have students act out the meaning of pairing by linking arms with a
partner.
Explain
Ask: How does the remora hold onto a shark? (It attaches itself to the shark’s body.)

1. Problem / Solution: Antelopes and sharks are useful to their buddies because they give them rides from place to place.
2. Compare: Possible response—Oxpeckers and remoras are the same because both get rides and food from their partners.
They are different because the oxpecker eats bugs and just sits on its buddy, while the remora eats leftover food and sticks
to its buddy.
Extension
Fluency: Intonation
1. Explain the concept: Fluent readers read with correct intonation. They make their voices rise and fall. This shows whether a
sentence is a question, a statement, or an exclamation.
2. Direct students’ attention to page 200, paragraph 2. Say: What punctuation marks do you see? (period, question mark,
comma, exclamation point) Then read the paragraph aloud to demonstrate how intonation varies, depending on the
punctuation.
3. Have partners read page 200, paragraph 2 together several times, mimicking the intonation you modeled.
PART 2 LESSON 5 233
PART 2 LESSON 5
Finding Food
Some animals like the same food. Both the Coyotes and badgers also team up as hunting
honeyguide bird and the ratel love honey. So they partners . Both like to catch small animals such as
team up. ground squirrels.
The bird finds a beehive. Then the ratel uses sharp When the squirrel is above the ground, the coyote
claws to tear it open. Both animals get a sweet treat. runs fast and catches it. Sometimes the squirrel
darts into a hole. That’s when the badger uses its
long claws to dig under the ground and catch it.
A coyote usually hunts alone,

This honeyguide bird unless a badger is around.
finds a beehive.
A badger’s long
claws help it dig.
The ratel is also called team up work together darts runs quickly Before You Continue
a honey badger. beehive place where bees live and 1. Generalize What general point can you
make honey make about some animals, based on
a sweet treat something good to eat what you read about ratels and other
badgers?
2. Explain How do coyotes and badgers
work together to get food?
202 Unit 7 203
Keeping Safe How does the clownfish help the anemone? It

helps the anemone get food. The clownfish is
The sea anemone and the clownfish make a great colorful. Hungry fish can spot it easily.
underwater team. Sea anemones have tentacles that
Sometimes a hungry fish chases a clownfish into
catch fish and sting them.
the anemone. Then the anemone stings the fish
Most fish stay away from the tentacles, but the and eats it.
clownfish hides in them. The tentacles don’t sting
the clownfish. Its body has a thick layer of mucus
that protects the clownfish from stings. An anemone eats a shrimp.
tentacles on a
sea anemone
A clownfish hides from its layer of mucus slippery covering spot it see it Before You Continue
enemies fish that want to eat it 1. Explain How do the clownfish and the
enemies in a sea anemone.
sea anemone make an unusual team?
2. Generalize What general point can you
make about how some creatures get
food, based on the sea anemone?
204 Unit 7 205
Use Text Features
Ask: How many photos are on pages 202 and 203? (five) What do they help you understand? (what honeyguide birds,
ratels, beehives, badgers, and coyotes look like)
Key Words
Ask: What partners are described on page 202? (The partners are the honeyguide bird and the ratel, or honey badger.)

1. Generalize: To guide students in forming a generalization, ask:
• What did you read? (I read that the honeyguide bird and the ratel love honey.)
• What do you know? (I know that when people like the same things they get along well.)
• What can you now say is true most of the time? (Most of the time, it is true that partners who want the same thing will
work together to get it.)
2. Explain: Possible response—A coyote chases the food into a hole, and then the badger digs under the ground to catch it.
Extension
Literary Analysis: Text Features
1. Remind students that in nonfiction pieces, text features are often included to help readers understand information in the
main text. Point to each text feature and explain:
• The heading tells the main idea of the section that follows it. This heading is in a different color and size from the main
text.
• The photo shows how something mentioned in the text looks like.
• The caption gives more information about this photo. This caption is in a different size from the main text.
2. Have partners look at other nonfiction selections that contain photos, headings, and captions. Have them discuss what
the photos, headings, and captions do, as well as any differences in type size and color they see in the headings and
captions. Then have them report their findings to the group.

Summarize
Have students recall their purpose for reading. (to learn about unusual ways animals work together) Have them restate the
main ideas of the article so far. Then have them read pages 204–205.
Topic and Main Idea

1. Guide students to identify the topic and main idea. Ask: What is the topic of this section? (animal partners)
2. Remind students that the heading can help us find the main idea. Ask: What is the heading on page 204? (Keeping Safe)
Then ask: What is the main idea on these pages? (The clownfish brings food to the sea anemone, and the sea anemone
keeps the clownfish safe.)
1. Explain: The sea anemone is an enemy to most fish. However, it protects the clownfish. In return, the clownfish leads fish
that chase it to the anemone. The anemone eats those fish.
2. Generalize: Possible response—Some creatures, such as the sea anemone, get food by stinging other creatures with their
tentacles.
PART 2 LESSON 5 235
PART 2 LESSON 5
Helping Each Other Live
All animals try to survive. For some, that
means living with or near other kinds of
animals.
At first, these odd couples may seem

strange, but look again.
These partners help one another find food,

get clean, and stay safe. Each animal helps
the other get the most out of life. ❖
A shrimp helps this fish stay clean.
206 Unit 7

Summarize
Say: Our purpose for reading this selection was to find out some unusual ways animals work together. What did we learn?
(Animals sometimes work together to find food. Other times they make good trades: one animal gets food, while the other
gets something else that keeps it healthy.)
Make Judgments
Ask: Which animal pair makes the best team? Explain your opinion. (Answers will vary. Encourage students to think about
each partner’s work and reward.)
Remoras get plenty of
food from a shark.
An oxpecker
helps keep
pests off an
impala.
get the most out of life live happily Before You Continue
and safely
1. Generalize How does living together
help animal partners get the most out of
life? Use examples from the text.
2. Main Idea What is the main idea of
“Odd Couples”? Tell a partner.
207

1. Generalize: Read aloud the question. Suggest that students look back at the photos to help them recall how the partners
help each other. Then reread the last paragraph. Possible response: Many animals need a partner so they can find food,
get clean, or stay safe. For example, the sea anemone helps the clownfish stay safe. In return, the clownfish attracts food to
the anemone.
2. Main Idea: The main idea of “Odd Couples” is that some animals form unusual partnerships to get what they need.
Writing Project
Lesson C: Draft
Have students turn to Writing Project on Student’s Book page 217. Have them draft their Writing Project. (See Teacher’s
PART 2 LESSON 5 237
PART 2 LESSON 6 2
PART
Think and Respond

Reread and Summarize 1. What facts did you learn from the science article? Read the
facts aloud and then answer.
I learned .
OBJECTIVES
2. What is a symbiotic relationship? Use your own words to
Vocabulary explain.
• Use Grade-Level Vocabulary A symbiotic relationship is .
3. Think about the different animals in “Odd Couples.”
• Use Classroom Vocabulary What do they tell you about size? Is it important in
animal partners ? Explain.
Fluency
The size of the animals is/is not .
• Accuracy, Rate, and Intonation
• Analyze Genre: Science Article
Write About It
Learning Strategies Write two questions about the animal pairs in the selection.
• Create Visual Maps Use at least one Key Word. Trade papers with a partner.
Write answers to your partner’s questions.
• Follow Directions
• Review Question: What does the do? Why?
Answer: The does because .
Writing
• Write Questions and Answers
• Writing Project—Lesson D: Revise
208 Unit 7
ELAR TEKS Science TEKS
Think and Respond

G2.3.B.1 ask relevant questions about stories S.G2.9.C.iii give examples of the ways living organisms depend
G2.3.B.5 locate facts about stories on each other
G2.3.B.7 locate details about stories S.G2.9.C.iv give examples of the ways living organisms depend
G2.29.A.3 share ideas that focus on the topic under discussion on their environments
G2.RC-2.F.3 make connections to the larger community
Talk About It
• Summarize: Possible response—I learned that sharks give rides to smaller fish called remoras.
• Explain: Possible response—A symbiotic relationship is when two different kinds of animals or plants work together to
make life easier for both of them.
• Generalize: The size of the animals is not important. Big and small animals can be partners, such as plovers and
crocodiles, or remoras and sharks.
Write About It
1. Read aloud the instructions. Point out the language frames.
2. Use Writing Routine 2 to help students put their thoughts in writing.
Say Write
I'll write questions about the ratel and the honeyguide
Question: What does the ratel do? Why?
bird.
The ratel and the bird team up because they both eat Answer: The honeyguide bird helps the ratel find food.
honey. The answer tells what the ratel does and why. The ratel gets honey from a beehive so they can both eat.

Topic and Main Idea
1. Read aloud the introduction on Student’s Book page 209 and reinforce: Details help explain the main idea. The main idea
is the most important idea about the topic.
2. Read though the examples in the chart. Then ask: How does the detail in this chart help explain the main idea? (It is an
example of animals that help each other.) Have students complete Practice Book 7.17.
Topic and Main Idea

Make a topic and main idea chart for “Odd Couples.”
Add details to the chart. Use them to figure out the topic of
the selection. Resources
Topic and Main Idea Chart
◆ Practice Book: 7.14, 7.17
◆
Topic: Main Idea:
Animal partnerships help ◆ Writing Routine 2
◆
both animals survive.
Details:
Cleaner shrimp keep other fish clean.
Details:
Details:
Now use your topic and main One detail is . Another
idea chart. Tell your partner detail is . The selection
about “Odd Couples.” is mostly about .
Summarize
Fluency 1. Read aloud the instructions and language frames on
Practice reading with correct intonation. Rate your reading. Student’s Book page 209. Have students summarize
the selection for their partners. Have partners reverse
roles and repeat.
2. Provide the Key Points Reading (Practice Book 7.14)
209
for students who need additional support. To assess
students’ proficiency levels, refer to the rubric below.
Standards
G2.13.A.1 identify the topic [of the text]
G2.14.A.2 distinguish [the main idea] from the topic
G2.4.A.1
G2.4.A.2
¨¨
Does not know the topic, main idea, or details of ¨¨
the text
Beginning ¨¨
Often seems uncomfortable with the
¨¨
Misses many important parts of the selection summarizing task
¨¨
Retells some details, but not a main idea or topic ¨¨
Intermediate ¨¨
Covers some important parts of the selection ¨¨
summarizing task
¨¨
Knows the topic and main idea but not all the details ¨¨
Advanced ¨¨
Covers most important parts of the selection ¨¨
summarizing task
Advanced ¨¨
Tells the topic, main idea, and important details ¨¨
High ¨¨
Covers all important parts of the selection ¨¨
Is comfortable with the summarizing task
Fluency
2. Listen to each recording and assess students’ ability to read with accurate intonation.
Writing Project
Lesson D: Revise
PART 2 LESSON 6 239
PART 2 LESSON 7 2
PART
Word Work
Word Work Use Context Clues

Reading
If you read a word that you do not know, look at all the
words around it. These clues from the text, or context clues,
can help you figure out the meaning of the word.
OBJECTIVES
Vocabulary
• Strategy: Context Clues
Language Cleaner shrimp have the ability to clean a dirty fish.
They can pick off tiny pieces of food from the fish.
context clues
Learning to Read
The words “can pick off tiny pieces of food” give clues about
• Concepts of Print: Paragraphs the meaning of ability .
Reading Strategies
• Plan: Preview
• Make Connections: Text to Text Try It Together
• Synthesize: Form Generalizations Read these sentences. Look for context clues to
tell what the words species and pattern mean.
• Describe the Order of Events in Text There are over 17,000 species of butterflies in the
• Analyze Genre: Science Article world. These groups of butterflies all have different
patterns and designs on their wings.
Learning Strategies
210 Unit 7
• Collaborate with Peers
• Use Prereading Supports ELAR TEKS
• Build Background Knowledge unfamiliar words

Writing
Word Work
Teach / Model
1. Read aloud the introduction on Student’s Book page 210 and review the Key Word: ability. Remind students that writers
often include other words or phrases to help readers understand a new word. Explain: When you come to a word you
don’t know, use the words and phrases around the new word to help you figure out the meaning.
2. Point to the picture on Student’s Book page 210 and read aloud its caption. Then explain how context clues in the caption
help define ability. Ask: What are the context clues in the second sentence? (can pick off tiny pieces of food)
Practice / Apply
1. Read aloud the instructions in Try It Together on Student’s Book page 210. Explain that students should look for context
clues that help them figure out the meaning of species. Have partners work together to find context clues for the word
pattern.
2. Use items in the Multi-Level Practice Sets to provide more examples that address various levels of vocabulary knowledge.
Have students use context clues to determine the meaning of the underlined word:
• A fish swims in the water. A bear Squirrels are prey for People, animals, and Elephants attract
gets wet when it chases the fish. coyotes. The coyotes hunt plants require partners. oxpeckers. The oxpeckers
• Partners in nature keep each other them for food. Without partners, we come to elephants
in good health. They keep each could not survive. because elephants carry
other clean, safe, and fed. their favorite food—bugs!
Check Understanding
Ask: How did you use context clues to decide the meaning of an unfamiliar word today? (Answers will vary.)
Extension Resources
◆
Guide students for more practice with the concept, using eVisual 7.8.
• Example 1—Ask: What clues tell us about the word safe? (hides from
its dangerous enemies) Model: Using these clues, we can define safe
as “keeping something away from danger.”
• Example 2—Ask: What clues tell us about the word teamwork? (finds
a beehive, uses its sharp claws to tear it open) How would you define
teamwork using these clues? (to work well together)
Practice / Apply
Write the following sentences. Have students identify the context clues eVisual 7.8
that help them understand the meaning of the underlined words.
1. A coyote usually hunts alone. If a badger is around, they will work together.
2. Honeybees and flowers help each other survive. They keep each other healthy.
3. The moray eel has interesting features. It has large, sharp teeth, a patterned body, and very small eyes.
Check Understanding
Ask: How do you use context clues? (Look at words or phrases near a new word to understand its meaning.)
PART 2 LESSON 7 241
PART 2 LESSON 7
Read the Selection

Making Connections
Read aloud the introduction on Student’s Book page 211 and explain: As you read the article, think about the Big Question.
Think about how the partners in the article depend on each other.
Genre
Read aloud the definition of a science article on Student’s Book page 211. Elaborate: All the information in a science article
is true. Its facts are about one topic. The topic is a thing or event that is real.
Concepts of Print: Paragraphs

1. Point out page 212, Paragraph 1. Say: This group of sentences makes one paragraph. Each sentence tells about the same
topic. Then point to the space between the paragraphs. Say: In this article, a space shows that the paragraph ends. Point
to sentence 1 in Paragraph 2 and say: Here is the beginning of a new paragraph.
2. Invite students to find another paragraph in “Working Together.” Ask them to count the number of sentences and show you
where the paragraph begins and ends. Remind them to tell the steps in order.

Pages Say (and do)

A bee flies toward a flower. (Trace the bee’s path with a finger.) What sound do bees make? (Have
211
students make a buzzing sound along with you.)
Look at the bee’s face and legs! What do you see? (Point to the pollen on the bee.) It looks like yellow
212–213 dust. The dust and these petals are the same color. The dust must be something that comes from the flower.
Then the bee flies off to land on another flower.
Reading Options
Listen and Learn Use a K-W-L-Q Chart Use a K-W-L-Q Chart

• Ask students to set a purpose for • Have students complete a K-W-L-Q • Have students record what they
listening—to get information or to chart (Practice Book 7.20). Have know about the topic in column 1 on
enjoy a story. Have them follow the them record what they know about a K-W-L-Q chart (Practice Book 7.20)
text as you read aloud. the topic in column 1 and their and their questions in column 2.
• Pause to ask selected Build questions in column 2. • Have students read silently to find
Comprehension questions. • Ask Build Comprehension questions answers for column 3.
as you read aloud. • Ask Build Comprehension questions.
• Pause for students to record their Then have students write new
answers in column 3. After reading, questions in column 4.
have students record new questions
in column 4.
Making Connections Read about two
more of nature’s amazing partners .
Genre A science article can tell how
things in nature work.
Working Together Resources

by Lori Wilkinson
◆
There are many interesting partnerships in nature. One
unique pair is the honeybee and the flower. Each does a
job the other cannot do on its own. Honeybees and flowers
need each other to thrive.
partnerships teams Before You Continue

unique pair special team 1. Set Purpose What do you already know
thrive live and grow from this page about bees and flowers?
Why will you read the article?
2. Clarify Find words that tell what a
partnership is. Then say it in your own
words.
211
Build Comprehension
Generalize
Review how to generalize information from text. Have students reread page 211 and make a generalization about bees and
flowers. (Bees and flowers help each other.)
Use Text Features

Ask: What do you see in the photo on this page? (a bee and flowers)

1. Set Purpose: Possible response—I read that bees and flowers help each other. I will read the article to find out how.
2. Clarify: Cannot do on its own and need each other tell what a partnership is. Possible response—A partnership is when
two living things need each other to do things.
PART 2 LESSON 7 243
PART 2 LESSON 7
Honeybees Need Flowers

Honeybees get their food from
flowers. Flowers make a sweet
juice called nectar. Bees drink
the nectar. They fly to their hives.
There they turn the nectar into
honey for their babies to eat.
Flowers also make pollen. Pollen A bee takes pollen

helps new flowers grow. But for from one flower to
a honeybee, pollen is good another.
food. It has all the vitamins,
minerals, and protein a
Flowers Need
bee needs.
Honeybees
Plants need honeybees
to help them make more
plants. When a bee sits on
a flower, some pollen sticks
pollen to it. When the bee flies to
other flowers, it spreads
the pollen around. Without
the honeybee, fewer new
flowers would grow! ❖
A honeybee collects vitamins, minerals, and fewer not many Before You Continue
protein healthy things
nectar and pollen from 1. Topic/Main Idea What is the topic of this
article? What is the main idea?
a flower. 2. Generalize What general point can
you make about how some insects help
plants, based on what you learned about
honeybees?
212 Unit 7 213

Clarify
Point to context clues on page 212 that tell you what the word nectar means. What definition could you give for the word?
(Sample response: Nectar is a sweet juice that flowers make.)
Key Words
How is a honeybee useful to a plant? (The honeybee spreads pollen to different flowers, which helps new flowers grow.)
1. Topic/Main Idea: The topic of this article is the partnership between honeybees and plants. The main idea is that
honeybees and plants need each other to get food and grow new plants.
2. Generalize: Possible response—Based on what I learned about honeybees, some insects help plants by spreading the
plants’ pollen.
Extension
Literary Analysis: Describe the Order of Events in a Text
1. Explain that “Working Together” describes a process, or steps for completing a task.
2. Say: It is important to understand the order of events in a process. Ask: What does a honeybee do first? (drinks the nectar)
What does the honeybee do after that? (flies to its hive) What happens when the honeybee returns to its hive? (It turns the
nectar into honey for its babies to eat.)
3. Have partners reread page 213. Tell them to describe what happens after a honeybee sits on a flower.
Science: Give an Aquarium Tour

Materials: paper, pencil, computers
1. Connect concepts: Display the home page of a website students may be familiar with. The page should prominently
display links to other parts of the site. Explain: There are different ways to find information on a website. Point to the links:
These are “links.” Links take you to other parts of a website. Have students read the links chorally.
2. Place the cursor on the first link. Explain to students what information they would find if they followed the first link. Have
volunteers tell what information they would find if they followed the other links.
3. Help students find the website of an aquarium near your neighborhood or in your city or country. Have them explore the
website. Tell students to learn all they can about the aquarium. Explain to them that they will give the class a tour of the
aquarium. They should show and tell about what a visitor can see there.
Writing Project
PART 2 LESSON 7 245
PART 2 LESSON 8 2
PART
Respond and Extend
Respond and Extend Compare Topics and

Grammar Main Ideas
“Odd Couples” and “Working Together” both have topics
and main ideas. How are these ideas the same? How are
OBJECTIVES they different? Work with a partner to complete the chart.
Vocabulary Comparison Chart
• Use Grade-Level Vocabulary Title Topic Main Idea

• Use Academic Vocabulary “Odd Couples”
Language
Reading Strategy “Working Together”

Fluency
• Read with Accuracy and Rate
The topic is what The main idea is the
Grammar and Usage the selection is most important
• Future Tense mostly about. Write
the topic here.
message. Write the
main idea here.
• Compare Topics and Main Ideas Talk Together
Learning Strategies Talk with a partner. Name some pairs of animals. Use Key
Words to tell how the animal partners help each other.
• Reproduce Modeled Language 214 Unit 7
G2.3.B.5 locate facts about stories environments
G2.3.B.6 locate facts about other texts S.G2.9.C.iii give examples of the ways living organisms depend
Respond and Extend

G2.3.B.9 support answers with evidence from text on each other
Science TEKS S.G2.9.C.iv give examples of the ways living organisms depend
other
Reread
As students reread “Working Together” on their own, have them think about how its topic and main idea are similar to the
topic and main idea in “Odd Couples.”
Compare Explanations
1. Read the instructions on Student’s Book page 214.
2. Have students use Practice Book 7.21 and form Numbered Heads groups of four students each. (See Cooperative Learning
Routines.) Have students number off within each group and take some time to work individually on their charts.
3. Guide practice by filling in the topic and main idea for “Odd Couples.” Then have the entire group discuss how to
complete the chart’s remaining row for “Working Together.”
4. Go to each group and call a number from 1–4. The student with that number should report for the group, explaining the
main idea for each selection that they wrote in the last row of the chart.
Talk Together
1. Read aloud the instructions in Talk Together on Student’s Book page 214. Ask:
• How are the animals partners?
• Does one animal protect the other from enemies that threaten it?
• What abilities make these animals useful to each other?
2. Use Multi-Level Strategies to help students at all proficiency levels. Have students add ideas to the unit concept map.

Ask: What are some animal partners Have students use these language Challenge students to use all of
from “Odd Couples”? How do they help frames in discussions: this unit’s Key Words during their
each other? Have students use these • ___ and ___ are partners. discussions.
language frames to answer:
• ___ and ___ are enemies.
• The ___ and the ___ are partners.
• ___ threatens ___ by doing ___.
• The ___ and the ___ are partners.
• ___ is useful to ___ because ___.
Grammar
Future Tense
Future-tense verbs tell what will happen in the future. There
are two ways to make a verb tell about the future.
Resources
Grammar Rules Future Tense
◆ eVisual: 7.9
◆
Future Tense with will: Sample Sentences:
will hunt The badger will hunt later.
◆ Practice Book: 7.13, 7.15, 7.21, 7.22
◆
will eat The ratel will eat honey. ◆ Cooperative Learning Routines
◆
Future Tense with (be) going to: Sample Sentences:
am going to visit I am going to visit the aquarium.
is going to be It is going to be fun.
are going to see We are going to see clownfish.
Read Future Tense Verbs

Read these sentences with a partner. Find three verbs that
show what will happen in the future.
Sea animals will help each other. Some fish are going to
ride on other sea animals. The remora is one fish that
will attach itself to a shark
Use Future Tense Verbs

Look at the photograph of the giraffe. Write two
sentences telling what you think the giraffe is
about to do. Use future tense verbs.
215
ELAR
G2.21.A.i understand and use verbs (past, present, and future) in
the context of reading, writing, and speaking
Grammar
Future Tense with will
1. Say: Future tense verbs tell about something that will happen later. Explain that
future tense verbs can be created by adding the word will before the present
tense form of a verb.
2. Write these verbs on the board: eat, clean, trade, attach, help. Have students tell
the future tense form of each verb and then use it in a sentence. (For example:
The oxpecker will eat the bugs.) Then assign Practice Book 7.13. eVisual 7.9
Future Tense with going to
1. Write the sample sentences:
• The partners will help each other survive.
• The partners are going to help each other survive.
2. Read aloud the first sentence and ask: What is the future tense verb in this sentence? (will help) Then read the second
sentence and say: Another way to say “will help” is to say “going to help.” You can add “going to” to a present tense
verb to make it future tense.
3. Display the chart (eVisual 7.9) to model selecting the correct form of the verb to be. Write the sentence: I will help. Model
another way to say the future tense: I am going to help. Work through examples for different subjects. Then assign Practice
Book 7.15.
Future Tense
1. Say: Future-tense verbs tell what will happen in the future. You can use “will + present tense verb” or “be going to +
present tense verb” to form future tenses.
2. Go through the rules and examples in the Grammar Rules box on Student’s Book page 215.
3. Read aloud the instructions and passage of the Read Future Tense Verbs activity. Help students identify the future tense
verbs if necessary.
4. Read aloud the instructions of the Use Future Tense Verbs activity and have students work independently. Then assign
Practice Book 7.22.
PART 2 LESSON 8 247
PART 2 LESSON 9
Review
OBJECTIVES
Resources
• Use Grade-Level Vocabulary • Accuracy and Intonation ◆ High-Frequency Word Routine
◆
• Use Academic Vocabulary Comprehension and Literary Analysis ◆ Key Words Images
◆
• Strategy: Context Clues • Topic and Main Idea ◆ eVisual: 7.10

◆
Language Learning Strategies ◆ Reading Strategy Rubrics

• Retell a Story
◆
• Review
Grammar • Reflect on Learning
◆
• Future Tense Writing

Learning to Read • Writing Project—Lesson F: Present
• Words to Know and Share
• Phonics Rules
Reading Strategy
• Form Generalizations
Language: Retell a Story, Words to Know Words to Know

1. Read aloud “Peony Partners” (eVisual 7.10). Then have students retell the story. after
Remind them to retell the events in the correct order. before
2. Review Words to Know using High-Frequency Word Routine. Have students look at when
each word, listen to the word, then listen to the word in a sentence, say the word, while
spell it, and then say it again.
Key Words: Science and Academic Vocabulary Key Words

1. Form two teams. Display Key Word Images. Have each team take turns telling you ability respond
the Key Word each image represents. danger species
2. When each word has been stated correctly, have the teams use the word in a difficult threaten
sentence. enemies unusual
partner useful
Reading Strategy: Form Generalizations
1. Reread “Peony Partner” (eVisual 7.10) to small groups. Then have students form
generalizations using the language frames: I read _____. I know _____. Most of the
time, it is true that _____.
Thinking Map: Text Structure: Topic and Main Idea

1. Reread “Peony Partner” (eVisual 7.10). This time, have students listen for the topic
and main idea.
2. Ask: What is the topic, or subject? (Possible response: peonies) What main idea do
the details in this passage help explain? (Possible response: Peonies and ants are
partners.)
eVisual 7.10
Phonics
1. Write or display the following schwa spellings in chart form: a, e, i, o. Then write the following words off to the side:
about, broken, carrot, pencil, salad, balloon, parrot, open, family, cousin, rabbit, taken, ago, zebra, complete, problem.
Model for students using the word about. Say: about.
3. Ask students to tell where they hear the schwa sound in the word. Then have them tell you in which column to write the
word.

Have students read aloud “Odd Couples” to a partner, focusing on accuracy and intonation.
Word Work: Context Clues

Write these sentences: The ratel and the honeyguide bird have a symbiotic relationship. They are partners because each
is useful to the other. Have partners tell which words in the sentences are clues to the meaning of symbiotic. (Clues to its
meaning include “partners” and “useful to the other.”)
Grammar: Future Tense

Write this sentence: The shark and the remora help each other. Have students identify the verb. (help) Then ask: What are two
ways you can change the verb in this sentence to future tense? Have students make two new sentences that include the future
tense of help. (The shark and the remora will help each other. The shark and the remora are going to help each other.)
Writing Project
PART 2 LESSON 9 249
Narrative Presentation
1. Recap prior knowledge: What are some stories you know about animals that help each other? Encourage students to
share stories from other cultures.
2. If students are having difficulty naming stories, share or read a few stories you know (examples: “The Three Little Pigs,”
“Winnie the Pooh, Frog and Toad Are Friends,” “The Lion and the Mouse”).
3. Then explain that each student will give a narrative presentation. Say: A narrative is a story. You will present a story you
choose, about animals that are partners. Explain that students will need to tell all the main events of the story in the correct
order. Students may retell a story they already know, or they may find a new story to retell.
4. Encourage students to be creative with their retellings. They may dress as one of the characters in their story, create props
or pictures that go with the presentation, or perform the story as a skit, on their own or as part of a group.
Plan and Rehearse

1. Have students decide which stories they want to retell and whether they want to retell them by themselves or as part of a
group. Then have students practice retelling their stories until they are ready to present.
2. Students who are audience members will summarize the stories they hear. Model:
• As you listen, take notes on the topic, main idea, and details.
• Review your notes to decide what information to include in your summary.
3. Use Multi-Level Strategies to help students at all proficiency levels.
Have students draw and Have students use these Encourage students to Challenge students to use
label pictures of what frames to retell their stories: elaborate on their retellings, this unit’s Key Words in their
happens in their story about • My story is ____. giving more than just the retellings.
animal partners. main events.
• First,____ happens.
• Next,____ happens.
• Then,____ happens.
• Last,____ happens.
Tell Us Your Story!

1. Have students conduct their narrative presentations. Invite family members or another class to enjoy the performances.
2. Evaluate performances using the rubric. For each performance, assess one group’s listening skills.
Debrief and Compare

1. Ask each group to share what they liked the most from each presentation. Have them compare the stories each student or
group shared.
2. Encourage them to add ideas to their unit concepts map.
Rubric: Narrative Presentation
Narrative Presentation Rubric
¨¨
Does not know how to retell a ¨¨
Cannot identify the main idea
complicated sentences story
¨¨
Does not understand what the
Beginning ¨¨
Is not able to summarize the ¨¨
Uses only body language to speaker says
story communicate ideas
¨¨
Understands that a story has ¨¨
Listens and identifies the main
sentences correctly some of the a beginning, middle, and end idea in a few words
time
Intermediate ¨¨
Retells the story in one or two ¨¨
Listens and picks up some of
¨¨
Identifies most main events but sentences the speaker’s message
has trouble tying them together
¨¨
Reads sentences of various ¨¨
Can identify the beginning, ¨¨
lengths and types with middle, and end of the story idea in a sentence
accuracy and ease most of the
Advanced time
¨¨
Retells the story in a few ¨¨
Listens and picks up most of
sentences, in order the speaker’s message
¨¨
Summarizes the story and
includes most important events
¨¨
Can identify the beginning, ¨¨
Advanced accuracy and ease middle, and end of the story idea in a few sentences
High ¨¨
Summarizes the story and ¨¨
Retells the whole story with ¨¨
Listens and understands the
includes all important ideas detail, using appropriate speaker’s message
language to show sequence
WRITING PROJECT
Mode and Form

Resources
Informative, or expository, writing presents information and explains ideas. For
this project, students will write a science report about a partnership in nature and ◆ eVisual: 7.11
◆
publish a classroom science magazine. ◆ Practice Book: 6.22

◆
◆
eVisual 7.11

1. Students will learn how good writers:
• make smooth, logical transitions from one idea to the next.
2. Use Vocabulary Routine 4 to teach purpose and transition.

Project during Part 2 of the unit with this suggested daily sequence and pacing Portrait Graphic
plan, or adjust as your schedule and students’ needs require.

Rubric: Science Report
Writing Rubric
Score
Point
4
usage.
3 message.
are accurate content flows in a writing sounds aloud, most • The writing has support meaning.
2
the topic.
or handwriting is
not legible.
LESSON A: Model Write as a Researcher

Write a Science Report
OBJECTIVES Write a report about a partnership in nature. You will publish
Writing your report in a classroom science magazine.
• Analyze a Student Model: Report Study a Model

• Trait: Evaluate for Organization When you write a report, you gather information from different
places. You organize the information and share it with others.
Open House
By Amy Lin
The first
Resources
Hermit crabs and sea anemones
paragraph sometimes work as partners . They
presents
the topic of
make a very strange pair.
the report. A hermit crab has a soft body. The report is
◆ eVisual: 7.11, 7.12
◆
It needs protection . So it lives in well organized.
Each paragraph
shells it picks up from the ocean floor. has a different
◆
A sea anemone is an animal that main idea .
Facts and looks like a plant. It sticks on rocks or
◆
details coral. When it’s hungry, it has to wait
support for smaller animals to float by . Then
the main
idea in each
it stings them with its poison tentacles
paragraph. and eats them.
Sometimes, a crab and an anemone
team up . A crab will pick up an
anemone and put it on its shell. The
anemone gets to eat the crab’s leftover
food. The crab is protected by the
anemone’s tentacles. Both win!
216 Unit 7

Analyze the Prompt
Role: researcher
Form: science report
Topic: __________
thinking about. Ask them what that subject is. (a report about a partnership in nature) Explain that they will be choosing a
topic for their writing when they do the Prewrite step.
3. Focus on language: Who is the audience? (other students) Ask students how knowing their audience will affect the
language they use. (Their report will include words that are familiar to students their own age.) What kind of language
does a report require? (A report will have language that is more formal. Since the report is for other students, the
language can still be friendly, but it should be formal.)
Study a Model
Focus on Features
1. Read aloud the instructions and then have students read the model
silently.
2. Remind students to look for topic, a main idea in each paragraph, and
facts and details that support the main ideas.
3. Chorally reread the model, stopping to discuss each callout. Display
the Writing Checklist (eVisual 7.11) and have students find examples
eVisual 7.11
of each feature in the model.
Teach the Trait
1. Ask: When a puzzle is complete, what does it look like? (All the pieces fit together. The picture is clear.) Define: In a well-
organized report, the structure is clear, suits the audience and purpose, and makes it easy for the reader to understand the
topic and the main ideas. The details flow smoothly and logically from one idea to the next.
2. Find examples in the model:
• Which paragraph presents the topic? (the first)
• What is the main idea of the second paragraph? (The hermit crab has a soft body and needs protection.)
• What facts and details support that main idea? (It lives in shells to protect its soft body.)
Present the Rubric

1. Have students turn to Practice Book 7.23. Read aloud the questions and features of each score point.
has a clearer structure and the ideas flow more logically.)
eVisual 7.12
Check Progress
Have partners do a Think, Pair, Share (see Cooperative Learning Routines) and explain the features of each score point.
WRITING PROJECT
1. Choose a Topic What will your report be about? Get ideas
from books and websites. Talk about those ideas with
OBJECTIVES a partner.
• Generate Ideas through a Concept Map Tell Your Ideas Respond to Ideas
• Use Graphic Organizers: Topic, Main Ideas, and I know about and
I once saw a show about .
. sounds interesting. I’d like
to read about that!
Details Chart I could write about that. What do and do?
I’d like to learn more about . Tell me more about .
Writing
• Writing Process (Prewrite): Select a Topic and 2. Gather Information What do you want to find out? Write
questions. Find the answers in books or on the Internet. Talk
Organize Ideas to someone who knows about the topic.
• Conduct Research: Locate Information in Texts and 3. Get Organized Use a main idea and details chart to help
Other Sources, and Identify Details you organize your information.
Topic, Main Idea, and Details Chart
Topic: Hermit crabs and sea anemones work as partners.
Resources Main Idea 1:

Hermit crab
Details:
Soft body
needs protection Lives in shells to protect itself
◆ eVisual: 7.13
◆
Main Idea 2: Details:

Anemone needs Sticks on rocks
◆ Practice Book: 7.24 food Eats animals that float by
Draft
◆
Has tentacles that sting

Use your chart and notes to write your draft. Begin by telling
about the Main
topic. Idea
Write3:about each
Details:
main idea in a new
paragraph. Add facts and details. Include a picture if you can.
217
Prewrite
Choose a Topic
1. Have students turn to Writing Project on Student’s Book page 217. Review: What is the subject of the report? (a
partnership in nature) Now we will create a concept map of topic ideas. When you use a concept map, you write a
general big idea in a center circle and more specific ideas in circles around it. This strategy helps you to get ideas about
what to write and to organize your ideas.
2. Display and discuss the guidelines (eVisual 7.13). Provide an example concept map, with sea creatures that work together
in the center circle and these examples in the outer circles: eels and coral; sharks and remora fish.
eVisual 7.13
3. With a volunteer, model using the Language Frames at the top of Student’s Book page 217 to tell about topic ideas. Then
have partners create concept maps and select a topic.
Gather Information
1. Remind students that a science report must include facts and details. Define the terms.
2. Help students gather information from books, the Internet, or an expert and record it. Then have them review the
information and cross out any facts or details that do not relate to their topic.
Get Organized
1. Remind students that a report must have a clear structure that suits the writer’s purpose and audience, and the ideas should
flow smoothly and logically. Review the topic, main idea, and details chart they created for “Odd Couples.” Work through
the chart.
2. Reinforce the trait of organization by reminding students that the first paragraph introduces the topic, and each paragraph
that follows has a main idea with facts and details that support the topic.
3. Have students turn to Practice Book 7.24. Ask: What goes in the first box at the top? (the topic) What goes in the next two
boxes? (the main idea and details about that idea)
4. Have students complete their own chart, using the facts and details they collected earlier. Use Multi-Level Strategies to
support students at each proficiency level.
Students can write simple Encourage students to write simple Challenge students to write descriptive sentences for
words and phrases for each phrases for each main idea and each main idea. Encourage them to provide details
main idea and detail. They simple descriptions for each detail. by including more supporting examples or additional
may add pictures to support facts.
their ideas.
Check Progress
Check charts. Have students share one main idea and detail from their completed charts.
WRITING PROJECT
1. Choose a Topic What will your report be about? Get ideas
from books and websites. Talk about those ideas with
OBJECTIVES a partner.
• Use the Writing Process (Drafting): Write a Report Tell Your Ideas Respond to Ideas
I know about and . sounds interesting. I’d like
• Use Writing Strategies: Write a Strong Beginning I once saw a show about . to read about that!
• Develop Writer’s Craft: Use Precise Word Choice I could write about that.
I’d like to learn more about .
What do
Tell me more about
and
.
do?
2. Gather Information What do you want to find out? Write

questions. Find the answers in books or on the Internet. Talk
Resources to someone who knows about the topic.

3. Get Organized Use a main idea and details chart to help
you organize your information.
◆
Topic, Main Idea, and Details Chart
Topic: Hermit crabs and sea anemones work as partners.

Hermit crab Soft body
needs protection Lives in shells to protect itself
Anemone needs Sticks on rocks
Draft food Eats animals that float by
Has tentacles that sting
Use your chart and notes to write your draft. Begin by telling
about the Main
topic. Idea
Write3:about each
Details:
main idea in a new
paragraph. Add facts and details. Include a picture if you can.
217
Draft
Introduce Drafting
1. Have students read how to write a draft on Student’s Book, page 217.
2. Use Writing Routine 2 to show how to turn the topic, main idea, and details chart into a draft. Students will focus on:
• Writer’s Craft: Precise Word Choice
Introduce: Good writers use exact words to give specific information about the topic. Ask: In the second paragraph,
what are the precise words the writer uses to give specific information about the topic? (soft, protection, shells, ocean
floor)
• Writing Strategy: Strong Beginning
Explain that a strong beginning is important because it presents the topic to the readers and makes them want to read
more. Chorally read the first paragraph. Ask: What is the topic? (Hermit crabs and sea anemones sometimes work as
partners.)
Say Write
I need a strong beginning that presents the topic. Then Hermit crabs and sea anemones sometimes work as
I want to add a detail with precise words to make my partners. They make a very strange pair.
beginning interesting.
My next paragraph has one main idea. I am going to A hermit crab has a soft body.
look back at my topic, main idea, and details chart for my
main idea. Now I will write a complete sentence that tells
my main idea.
I need to include facts and details with precise words to It needs protection. So it lives in shells it picks up from the
support my main idea. ocean floor.
Pause to review organization. Ask: Is the structure clear so far? (yes) Is my report complete? (No. I need to add a
paragraph about sea anemones and a paragraph about the animals’ partnership. Continue modeling how to draft a
report using the Student Model on page 216.
Write the Draft
Provide students with a sentence Tell students to write at least Have students include elaborate details with precise
frame to structure the beginning one precise word in each words.
of their report: sentence.
• The title of my research report
is _____.
• My report is about _____.
2. Suggest that students write a “kernel” essay first. A kernel essay has just the main points without any details. They should
write the kernel essay, leaving space between ideas. Then, they should look at the details they want to include and where
they should put them. They can insert the details in the spaces between the sentences.
3. Remind students: Your topic, main ideas, and details chart and notes may contain fragments or incomplete ideas. Check
that every sentence in your draft is a complete sentence.
Check Progress
Have students explain the organization of their drafts. Ask: What is in your first paragraph? How many paragraphs are
there? What are your main ideas? Where are they located in your draft?

Your partner listens and then retells the main points. Next,
OBJECTIVES talk about ways to make your writing better.

Your report is about . I didn’t understand .
• Prompt and Provide Suggestions The main ideas I heard are Can you say it in a different
way?
• Discuss Writing with Classmates
.
Some interesting facts and Can you add more details
details are . about ?
Writing
• Writing Process (Revise) 2. Make Changes Think about your draft and your partner’s
ideas. Use revision marks to make your changes.
• Trait: Revise Drafts for Organization
• Did you explain each idea clearly? Add details if you
• Revise Drafts for Ideas need to.
• Revise Drafts for Precise Word Choice It needs protection. So
• Revise Drafts for Strong Beginning A hermit crab has a soft body. It lives in shells it picks up from
the ocean floor.
• Use Revising Marks
• Put your details in an order that makes sense.
them
When it’s hungry, it stings smaller animals with its poison tentacles
Resources and eats them. it has to wait for smaller animals to float by. Then
◆ eVisual: 7.14, 7.15

◆

◆
218 Unit 7
Revise
1. Have students turn to their Student Book, page 218, Writing Project. Review the trait on Practice Book 7.23.
2. Use eVisual 7.14 to model how to conduct a peer conference. Have students read the paragraphs aloud.
eVisual 7.14
3. Point to the Language Frames as you retell the report and make suggestions:
• Your report is about an oxpecker and a zebra. The main idea I heard is the oxpecker and zebra are different animals
but they help each other.
• I don’t understand why the zebra doesn’t want bugs on it. Can you explain why with some details?
• Can you add more details about why both animals are happy?
Hold individual conferences Have partners ask and answer Have students hold complete peer conferences.
with students. Check to be sure questions: Direct them to point out strong parts as well as
each one has included a topic • Is each paragraph about one problems. Also tell them to provide suggestions for
sentence, main ideas, and idea? improvement.
supporting details.
• Did I include supporting
details?
Make Changes
1. Read through the samples. Then use eVisual 7.14 to model how to revise a draft.
Display and use the Revising Marks as you work through the example.
2. Explain: During the peer conference, my reader gave me a lot of suggestions. I’ve
also looked at the rubric again to see what a Score 4 should contain.
3. Model the first change: There aren’t enough supporting details for the third
paragraph, so I’ll add more details. (The zebra doesn’t want the insects because
they bite it and suck its blood. The oxpecker likes to eat the insects from the zebra’s
back.)
4. Call on students to suggest additional changes that would turn the model into a 4.
Revise the Draft

from their peer conference.
eVisual 7.15
2. Post examples as a reminder to have a strong beginning (eVisual 7.15):
Check Progress
As students revise, check to make sure their papers have strong beginnings and precise words. Also check that each
paragraph has a main idea.
WRITING PROJECT
Remember that
some verbs,
LESSON E: Edit and Proofread Edit and Proofread like dig, have
irregular past
LESSON F: Present and Share
tense forms. Spell
report. Pay special attention to verb tense. Use them correctly.
revision marks to show your changes.
OBJECTIVES
Listening and Speaking Present
• Speak Clearly On Your Own Make a final copy of your report. Present it out
loud to your class. Invite your listeners to ask questions.
• Clarify and Support Ideas
• Determine the Purpose for Listening Presentation Tips
• Listen for Main Idea and Details If you are the speaker… If you are the listener…
Writing Speak clearly. Pronounce Think about what you

all words correctly. should be learning from
• Writing Process (Edit and Proofread): Edit for Spelling, the report.
Grammar, and Mechanics If your listeners have Listen for the main ideas
• Writing Process (Present and Share): Create a Final questions, answer them and the details that
with more details from support them.
Copy; Read Writing Aloud your notes.
Grammar, Spelling, and Mechanics
With a Group Collect all of the
• Use Future-Tense Verbs reports. Publish them in a magazine
• Check Spelling called “Nature’s Partners.” Make
copies of the magazine and share
• Use Commas after Introductory Phrases them with another class.
Resources
219
◆ eVisual: 7.16
◆

◆
Edit and Proofread

Focus on Grammar: Future Tense Verbs
1. Remind students that future tense verbs tell about something that will happen later. Point out that the future tense can be
formed by adding will or going to before the main verb.
2. List the following verbs and have volunteers tell the future tense of each verb and then use it in a sentence. Write each
sentence.
eat clean
trade attach
help find
3. Remind students that when forming the future tense with going to, the correct form of be must be used. Display these
sentences and have volunteers suggest corrections.
• The oxpecker am going to eat the insect. (is going to)
• The anemone will eats the leftovers. (will eat)
• A crab are going to live in the shell. (is going to)
Focus on Mechanics: Commas after Introductory Words and Phrases

1. Review: Use a comma after a word or phrase at the beginning of a sentence. Display the examples:
To make life easier, some animals pair up.
Sometimes, oxpeckers ride on giraffes.
Luckily, the coyote and badger work together to find food.
2. Turn to “Odd Couples” and have students find additional examples of commas after introductory words and phrases.
Assign Practice Book 7.26 for additional practice.
Edit and Proofread
their articles.
2. Provide and model the editing tip: Use the items on the lesson pages to create a checklist for
yourself. As you edit, check off the items on your checklist. When you see an error, pause to
correct it.
Present
eVisual 7.16
Share Your Comparison Report
1. Encourage students to make a neat copy of their report. They may choose to create it using a word processing program
and include illustrations. Then let students share their writing with the class by reading it aloud.
2. Go through the Presentation Tips on Student’s Book page 219 and model the skills for the class:
• Speak Clearly: Explain that pronouncing words correctly will help your listeners to understand your ideas. Demonstrate
the difference between pronouncing clearly and not pronouncing clearly.
• Clarify and Support Ideas: Demonstrate by having a student ask you: What is the topic of your report? First answer:
Two animals. Then answer: My topic is how sea anemones and hermit crabs help each other to survive.
• Determine the Purpose for Listening: Explain that students should decide what they are listening for: to get information,
to be entertained, to be persuaded, to hear a story. Explain that determining the purpose will help them know what
kinds of details to listen for.
• Listen for Main Ideas and Details: Practice with students by reading the model or students’ examples and having
students raise their hands when they hear the main idea and a supporting idea.
3. Have students design a magazine cover. Encourage them to include photos or pictures to illustrate their report. Then put
the reports together and scan or copy them. Add a copy of each report to the appropriate student’s writing portfolio.
PART 2 LESSON 10
Wrap-Up
OBJECTIVES
?
Concepts and Vocabulary Big How do living
things depend on
• Use Grade-Level Vocabulary Question each other?

Talk Together
Language
In this unit, you found lots of answers to the Big Question. Now,
• Language Function: Express Likes and Dislikes; use your concept map to discuss the Big Question with the class.
Retell a Story Concept Map
• Discuss Ideas
Science
pr
ote
c ti
• Mutual Dependence in the Natural World
on
How do living
things depend
on each other?
220 Unit 7
Talk Together
1. Read aloud the instructions in Talk together on Student’s Book page 220.
Encourage students to skim the selections in the unit, and think about class
discussions.
2. Have students complete the concept map. Use these possible answers to the
unit concept map to guide the discussion.
Concept Map
1. Ask students to pick a spot within their community in which they can observe the natural world. Have them work
with friends or family members to identify the different animals that live in that area.
2. Encourage students to make a poster showing how the animals depend on each other.
Unit
7 Wrap-Up
Share Your Ideas

the Big Question.

Write a Song Give a Radio Report ◆ Self-Assessment
◆
Work with a partner to write Work with a partner to write
a song about how living a report about a partnership ◆ Unit Test
◆
things depend on each other. in nature. Record your report.
Prepare to sing the song for Remember to keep your voice
your class. Teach the song to natural and speak slowly and
your classmates so they can clearly. Then play the report
sing along. for the class.
Do It! Write It!

Perform a Puppet Show
Create paper bag puppets
Make a Booklet
Make a booklet that asks
Share Your Ideas
of different animals that people to protect coral reefs
help each other. Then write
dialogue for a skit about the
and the animals
that live there.
Select and Present
animals. Read aloud the presentation options on Student’s Book
page 221. Explain that some options can be completed
alone, but that others involve working in groups. You
may choose to assign students to specific activities or
allow them to self-select. Scaffold students at varied
221
learning levels.
G2.3.C.2 monitor comprehension, making corrections when that environments
understanding breaks down S.G2.9.C.iii give examples of the ways living organisms depend
G2.25.C record basic information in simple visual formats on each other
Sci TEKS S.G2.9.C.iv give examples of the ways living organisms depend

other
Writing Activity: Write a Song B I A AH

Work with students to create a list of familiar tunes they can use to set their songs
to. Explain that it will be easier to teach classmates the song if the tune is familiar.
3 3 3
Oral Activity: Give a Radio Report B I A AH

Encourage partners to look back through the unit for ideas for their report. Ask
them to practice the report several times before recording it.
3 3 3
Kinesthetic Activity: Perform a Puppet Show

Provide the following sentence frames that students can use to write their B I A AH
dialogues: I am a _____. I help _____. Encourage students to have their puppets
ask each other questions. Invite students to perform their puppet shows for the
3 3
class.
Writing Activity: Make a Booklet

Have students draw pictures showing coral reefs and the animals that live there. B I A AH
Pictures may also show how people can damage coral reefs. Encourage students
to provide reasons to support their statements about why people should protect
3 3 3
coral reefs.
Respond and Close

Have students share the most interesting facts they learned about animals helping each other.
Monitor
Unit 8
PART 1 LESSON 1
OBJECTIVES
Resources
◆
◆
◆
Unit at a Glance
Language Focus: Make a Request,
Express Intentions
Unit 8 Reading Strategy: Review

Phonics Focus: Suffixes: -ly, -ness;
-ful, -less
Topic: The World We Live In
Our
World
Share What You Know My square tells

about my family.
1 Make a quilt square that tells
about you, your family, or your
? culture.
Big
What does 2 Put all the squares together to
make a class quilt.
the world 3 Tell the class about your
Question mean to you? square. What does the quilt
say about your country and
its culture?
INTERNATIONAL SPACE STATION

An astronaut in space taking a photograph of Earth
ELAR TEKS SS TEKS

G2.28.B.1 follow oral instructions that involve a short related SS.G2.14.B.i identify selected symbols
Preview and Predict sequence of actions

discussion
SS.G2.14.B.ii identify selected patriotic symbols
SS.G2.14.C.i explain how selected customs reflect an American
love of individualism, inventiveness, and freedom
• The International Space Station (ISS) is the biggest man-made thing in space. It is a habitable artificial satellite, which
means people can live in it.
• The Earth is the third planet from the sun in our solar system, the Milky Way. It is the fifth largest in our solar system with
a diameter of about 8,000 miles.
• Scientist estimate that Earth is 4.54 billion years old, give or take 50 million years. This estimate is based on the dating
of rocks in the Earth’s crust as well as rocks from the moon and meteorites.
266 Unit 8 Our World

Read aloud the Big Question. Have students share possible answers. Encourage them to provide details. List the answers.

• Which part of the world are you in?
• Are plants and animals part of the world?
• What would you do for the world?
Share What You Know

• something that tells about you, your family, or your culture
• what this tells us about the world
2. Ask questions to give students ideas about what to draw, such as: What do you celebrate with your family? What kinds
of things do you eat and do at the celebration? Do you have special music or dances? Does anyone in your family wear
something special?
3. Hang the quilt in the classroom where students can refer to it throughout the unit.

1. Introduce the concept map: As you go through this unit, it will
be helpful to organize your thinking in a concept map.
2. Display the unit concept map (eVisual 8.1) for the Big Question.
Explain: The Big Question is restated on the world map. We’ll
add our answers around the map.
3. Have students add the ideas they already listed, and any other
ideas they may have, to Practice Book 8.1. Explain that they
will add more to the concept maps as they read through the
unit and learn more about the world. eVisual 8.1
Make Connections
Send home Family Newsletter 8. Have students talk with family members about their country’s culture. In the classroom,
encourage students to share their stories and help them mark the places on a map.
PART 1 LESSON 1 267
PART 1 LESSON 2 1
Words
PART
may
please
Language Focus Make a Request we
will
Social Studies Vocabulary Listen and sing.
Independence Days Song

OBJECTIVES
A Mexican tradition is Independence Day.
Vocabulary It’s on September 16. That’s when we celebrate.
There’s dancing and there’s music, and good
• Acquire and Use Grade-Level Vocabulary food to eat.
Language May I help you make some?
• Language Function: Make a Request Yes, thank you. That’s sweet.
The U.S. also has an Independence Day.
• Use a Variety of Sentence Types July Fourth is a time for picnics and parades.
• Participate in a Discussion Please tell me what will happen
Learning to Read on July the Fourth.
• Recognize and Read Words to Know We’ll go to see some fireworks,

And we’ll play some sports.
Learning Strategies
Tune: “Corre, Niño”

Social Studies
• Identify Selected Songs and Symbols
224 Unit 8
Language Focus
Teach / Model
1. Review Words to Know on Student’s Book page 224 using the High-Frequency Word Routine: may, please, we, and will.
and say it again.
2. Display "Independence Days." Read the introduction and play the song. Say: When you make a request, you ask for
something.
3. Explain that it is polite to use the Words to Know may and please to make a request. Display the examples:
• May I help you?
• Yes, thank you.
• Please tell me what will happen on the Fourth of July.
• We will go to see some fireworks.
4. Model making requests. Ask a volunteer to pantomime cooking. Ask: May I help you? Have the volunteer nod or say: Yes,
thank you or No, thank you. Continue to model making requests with other volunteers.
Practice / Apply
1. Have partners continue the activity. One student pantomimes an action while the other makes requests using may, please,
we, and will. Partners switch roles.
Check Understanding
Display the class quilt from Share What You Know on Student’s Book page 223. Encourage students to use the Words to
Know to make requests about the quilt: May I _____? Please, will you _____?
Monitor
Key Words
What do the pictures tell you about cultures in different countries?
Resources
◆
beliefs history
◆ Academic Talk 7
◆
◆
Culture ◆ Key Word Images
◆
◆
holidays people
◆
language traditions
Talk Together
What other things are part of your country’s culture? Which parts
are most important to you?
225
ELAR TEKS SS.G2.14.C.i explain how selected customs reflect an American

G2.5.B.1 use context to determine the relevant meaning of love of individualism, inventiveness, and freedom
unfamiliar words SS.G2.14.C.ii explain how selected symbols reflect an American
SS TEKS love of individualism, inventiveness, and freedom
SS.G2.14.C.iii explain how selected celebrations reflect an
SS.G2.14.B.i identify selected symbols
American love of individualism, inventiveness, and freedom
SS.G2.14.B.ii identify selected patriotic symbols

Teach / Model
1. Read the introduction and work through the diagram on Student’s Book page 225.
2.1. Pronounce the word and point to its picture: holiday.
2.3. Define the word: A holiday is a day to celebrate a person or an event.
2.4. Elaborate. Relate the word to your experience: My favorite holiday is Thanksgiving.
Practice / Apply
Have partners take turns repeating the routine above for each Key Word. Students should use complete sentences for Steps 2.2,
2.3, and 2.4.
Talk Together
Review the Words to Know and provide an example: The song we sing is about American and Mexican cultures. I will talk
about my country’s cultures that are most important to me. Add ideas to the unit concept map.
Extension
Use Writing Routine 1. Write the word tradition and prompt: What traditions do you share with your family? Think about this
word and write about it.
PART 1 LESSON 2 269
PART 1 LESSON 3 1
PART
Thinking Map
Thinking Map Character’s Feelings

Academic Vocabulary A character is a person in a story. A character has feelings.
Use a character map to name the feelings. Then tell why the
character has those feelings.
OBJECTIVES Character Map
Vocabulary How the

Why the
Character Character Feels
• Acquire and Use Academic Vocabulary Character Feels
This Way
• Use Grade-Level Vocabulary Gisele Gisele is curious. Gisele wants to find
I wonder. out more about
Comprehension and Literary Analysis the Taj Mahal and
• Demonstrate Listening Comprehension who built it.
• Analyze Characters’ Feelings
David David is happy. David likes to see
• Listen and Discuss I feel good. his mom happy.
• Analyze Character’s Feelings
Learning Strategies
Write the name Describe how Explain why the
• Reason Deductively of the character the character character feels
Social Studies here. feels here. that way here.
• Identify Selected Songs and Symbols Talk Together
Tell your partner about a story that you like. Talk about the main
character’s feelings. Then, fill in a character map.
226 Unit 8
Thinking Map
Teach
Read the introduction on Student’s Book page 226 and remind students that they have learned how to identify character traits
and motives. Explain: We can learn more about characters by thinking about how they feel.
Model
1. Explain: Now I will read “Summer Vacation” (eVisual 8.2).
Say: Think about how the characters feel and why.
2. Say: I can use a character map to organize my thoughts about
how the characters feel. Point to and read aloud the callouts.
3. Model how to complete the map: I write a character’s name in
eVisual 8.2
the first column. Write Gisele. Say: Next, I tell how she feels.
Ask: How does Gisele feel when she sees the Taj Mahal? (She
is curious.) I write about her feelings in the middle column. For the last column, I write why Gisele feels the way she does.
Ask: Why is Gisele curious about the Taj Mahal? (She wants to find out more about the Taj Mahal and who built it.)
4. Write students’ ideas in the final column. Then call on them to share details about David’s feelings and model completing
the chart.
Practice / Apply
1. Read aloud the instructions in Talk Together on Student’s Book page 226. Have students use Practice Book 8.2 as they
complete their character maps.
2. Use Multi-Level Strategies to help students at all proficiency levels analyze the main character’s feelings.
Have students use facial Provide a sentence Provide sentence frames to extend Encourage students
expressions and other nonverbal frame to support language: to add rows to the
responses to convey the feelings students as they • I think the main character feels character map for
of the main character in the describe the main _____. I know this because secondary characters.
story they chose. character’s feelings: _____.
• _____ feels _____ • In my opinion, the main
because _____. character feels because _____.
Academic Vocabulary
More Key Words

alike celebrate difference
adjective verb noun Resources
◆ eVisual: 8.2
◆
◆
◆
These dogs look alike. Many people celebrate
holidays by watching
One apple is red. That
is the difference.
◆ Key Word Images
◆
fireworks.
expect variety
◆
Talk Together
verb noun ◆ Key Words Test
◆
Make a study card using
each Key Word. Write the
word on the front. Write the
meaning and a sentence on
the back. Use the cards to
quiz your partner.
difference how things are

I expect the clouds will I have a variety of not alike
We learn about the
turn into rain today. crayons. They are difference between
eagles and hawks.
many colors.
227
ELAR TEKS
unfamiliar words
Check Understanding
Ask: How did you know that Gisele was curious about the Taj Mahal? (Gisele says “I wonder” as she points to the picture.)
Academic Vocabulary
Teach / Model
2.1. Pronounce the word and point to its picture: expect.
2.2. Rate the word. Have students hold up fingers to show how well they know each word. (1=very well, 2=a little, 3=not
at all) Ask: What do you know about this word?
2.3. Define the word: When you expect something, you hope it will happen.
2.4. Elaborate. Relate the word to your experience. I saw storm clouds this morning, so I expect rain.
Practice / Apply
1. Read the direction in Talk Together on Student’s Book page 227. Have partners take turns using Key Words to make a
study card.
2. Have volunteers share their cards with the class.
Check Understanding
Monitor
Vocabulary.
PART 1 LESSON 3 271
PART 1 LESSON 3
Extension Resources
◆

Teach / Model
◆
1. Explain that partners will become Key Word experts. They will study one Key
Word and create a fold-up tab about that word.
2. Use Vocabulary Routine 2 and model making a fold-up tab for the word alike.
• Write the word.
• Add a picture.
Practice / Apply
2. Have each pair create a fold-up tab for their assigned Key Word.
3. Display the fold-up tabs in the classroom.
Check Understanding
Say a Key Word and have the partner experts for the word read the definition and
sentence from their fold-up tabs.

Teach / Model
Fold-up Tab
1. Referring students to the fold-up tab they made for Extension Activity 1, Expand
Word Knowledge, tell them that they will share what they know about Key Words.
• Take turns reading the Key Word fold-up tabs graphics they created earlier.
• Talk about how the pictures and sentences in the fold-up tabs show the meanings of the Key Words.
Practice / Apply
1. Combine all the groups to form a Fishbowl with one partner on the inside and the other partner on the outside (see
Cooperative Learning Routinesu.
2. Have students share the two words they studied and copy the information they learn into their journals.
3. Have the circles trade roles until each student has a journal entry for each Key Word.
4. Have students take turns reading the fold-up tabs again. All students should echo the pronunciation. Correct any
mispronunciations.
Check Understanding
Have students work in pairs and use Key Words to talk about one holiday in their country.
Teach / Model
Play a Concentration game. Explain how to play a variation that uses the unit’s Key Words:
• I make two cards for each Key Word. On one card, I write the Key Word variety. On the other card, I write a definition of
the word. For the word variety, I will write: many things. Then I make a set of cards for the other Key Words.
• I mix up the cards and put them face down.
• Player 1 turns two cards over. If the cards show the word and its definition, Player 1 keeps the cards. If the cards do not
match, Player 1 puts the cards back and Player 2 takes a turn.
• Play until all the cards are paired up. The player with the most cards wins the game.
Practice / Apply
1. Distribute blank cards and have groups work together to write the Key Words and their definitions.
2. Remind students that they can use the glossary for definition ideas.
Check Understanding
Call out a Key Word and have a representative from each group share their definition.
PART 1 LESSON 3 273
PART 1 LESSON 4
Reading Strategy
OBJECTIVES
• Use Grade-Level Vocabulary • Review Reading Strategies
Learning to Read • Use Personal Experience
• Recognize and Read Words to Know • Use Visuals
1 Reading Strategies
PART
Reading Strategy
• Plan and Monitor
• Make Inferences
• Ask Questions
Choose Reading Strategies Talk Together • Make Connections
• Visualize
Good readers use reading strategies. You can use more than
Practice using at least two reading strategies. • Draw Conclusions
one strategy. It is important to know what strategies to use • Summarize
and when to use them. As you read:
• Think about the strategies. Each one is a different tool.

Description
It can help you understand what you read.
A World Celebration
I live in Dubai, in the United Arab Emirates. My favorite holiday
is World Book Day. It’s a tradition that started in the United
Kingdom. It is now celebrated in more than 100 countries
around the world. We celebrate the books we love and their
authors. It helps me remember how much I enjoy reading,
although I like to play computer games, too!
On World Book Day, all the children in my school dress up as

their favorite character from a book. This year, I’m going to get
dressed as Willy Wonka from Charlie
When you read, choose a reading strategy to help and the Chocolate Factory. I expect
you understand. we will see a variety of different
costumes.
At school, we are going to have a

How to Choose a Reading Strategy parade. Then there will be a prize for
the best costume. It’s a really enjoyable
1. Think about what you want to I want to know day. It also has an important message:
understand. . reading is fun!
2. Figure out which strategy will help I can .

you understand what you read.
3. Think about how the strategy helps This strategy helps

you. me .
228 Unit 8 229
Reading Strategy
Teach
1. Read aloud the introduction on Student’s Book page 228 and point out the toolbox illustration. Explain: Good readers use
several strategies all at once.
2. Guide students to name some of the reading strategies they have learned. Have them chorally read the list at the top of
Student’s Book page 229 to review each strategy.
Model
Read aloud the How-to chart on Student’s Book page 228 and model choosing a strategy:
• I want to know how a story fits with my life.
• I can use the make connections strategy.
• This strategy helps me connect what I read with what I know. This will help me understand the text in a new way.
Practice / Apply
1. Read aloud the instruction on Student’s Book page 229.
2. Then read aloud “A World Celebration.”
3. Use Multi-Level Strategies to help students at each proficiency level choose two appropriate reading strategies.
Model how to choose a strategy. Encourage students to Have students explain why one strategy is more useful
Read a few sentences from review and make a chart of than another in certain cases:
“A World Celebration” and language frames they can use When reading _____, I use the _____ strategy
say: I don’t understand the first for each strategy.
instead of the _____ strategy because _____.
paragraph. Should I use the
make connections or plan and
monitor? (plan and monitor)
Check Understanding
Ask: What do good readers do to understand what they read? (Sample response: They use different reading strategies.)
Extension
1. Point out that the writer describes his favorite holiday in “A World Celebration.”
2. Write a RAFT for students to follow as they write their own descriptions. Encourage them to use Key Words to tell about a
special holiday in their country.
• Role: myself
• Audience: classmates
• Topic: a special holiday that is celebrated in my country
4. Invite students to share their descriptions with the class.
Have students draw and Have students write 2–3 Have students write 3–5 Have students write
label pictures. sentences. sentences. multiple paragraphs.
PART 1 LESSON 4 275
PART 1 LESSON 5 1
PART
Phonics Focus
Phonics Focus Suffixes: -ly, -ness

(Suffixes -ly, -ness)
OBJECTIVES
slowly happiness
• Learn About Suffixes
• Listen for Suffixes Listen and Learn
Learning to Read Listen to the picture words for the suffix -ly or -ness.
Choose the same suffix from the box to complete
• Read Words with Suffixes -ly, -ness
each word.
ly ness
1. 2.
Phonics Focus
There was sad They cleaned the
Teach in her voice. room quick .
1. Write or display the following suffixes: -ly, -ness. Say: In 3. 4.

English, a letter or letters can be added to the end of a
word to change the word. These additions to words are
The bright of Hold the baby chick
called suffixes. Suffixes are used in English to change the sun hurt their eyes. careful .
singular words to plural words or present-tense words 230 Unit 8
to past tense or future tense. They can also change the

part of speech of a word. Today, we will talk about
two suffixes, -ly and -ness. The suffix -ly can change an
adjective into an adverb. The suffix -ness can change an
adjective into a noun.
2. Review with students what they have previously learned about the parts of speech: A noun names a person, place, thing,
or idea (girl/Nancy, city/New York, dog/Fido, movie/The Lion King); a pronoun takes the place of a noun (He/Tom); a
verb shows an action (run) or a state of being (is, am); an adjective modifies or describes a noun or pronoun (cute puppy);
and an adverb modifies or describes a verb, an adjective, or another adverb (walked quickly).
3. Listen for endings. Tell students to listen carefully as you say a word with a suffix. Say: gently slowly, emphasizing the suffix
-ly. Say it again, hesitating slightly before the suffix. (gent-ly) Have students repeat the word with you. Say: If I am gentle,
I do things gently. The word gentle is an adjective. The word gently is an adverb. Repeat with the word fitness. Say: If I
am fit, I believe in fitness. The word fit is an adjective. The word fitness is a noun. Say: I am going to say pairs of words.
I want you to raise your hand when you hear the word with the suffix -ly or -ness. Use the following words: -ly: quick/
quickly, slowly/slow, happy/happily, terribly/terrible, proud/proudly; -ness: kind/kindness, happiness/happy, sad/
sadness, illness/ill, shyness/shy.
4. Segment endings. Tell students that you will write and say a word and that you want them to repeat the word and then
tell what the ending on the word is. Write the word slowly. Say: slow-ly as you run your hand under the word. Say: In the
word slowly, the suffix -ly turns the base word slow into the adverb slowly. Have students segment the word with you. Then,
have students tell what the base word is, what the suffix is, and what the suffix does to the word.
5. Tell students to turn to Student’s Book page 230. Use the same procedure to introduce the remaining suffix and sample
word at the top of the page.
6. Repeat this process with other sample words until students are comfortable reading words with each of the suffixes. Use the
following words: -ly: gladly, boldly, badly, bravely, carefully, evenly, finally, gracefully, perfectly, proudly; -ness: fairness,
wetness, iciness, dryness, hotness, newness, fullness, laziness, sleepiness, thinness.
Model
2. Use item 1 to model the activity for students. Say: The picture word is sadness. Repeat the word slowly. The picture shows
a girl who looks sad. Say: I hear the suffix -ness at the end of the word sad. I will choose the suffix -ness to finish the word.
Now, I will read the complete sentence: There was sadness in her voice.
Talk Together
Listen and read. Find the words with the suffixes

-ly and -ness. Resources
Over to You
An American Holiday ◆ Read on Your Own Book 45
◆
The Fourth of July is an American holiday. We Work with a ◆ Practice Book: 8.7
◆
celebrate freedom on this day. We declared our partner.
independence from Great Britain on July 4, 1776. We Find words with
happily celebrate this day every year. Most people the suffixes
have the day off. That is fun. People proudly walk in -ly and -ness.
Take turns using
parades. Bands play. Flags wave. People watch. We
the words in Practice / Apply
have picnics. We have parties in the parks. We eat sentences.
fun foods. People give speeches. Listeners cheer loudly. 1. Have students listen to and read along with the next
Then comes the best part. Darkness falls. Boom! item. Tell them to choose an answer. When everyone
Fireworks shoot up! Lovely colors fill the sky. People cheer
the brightness. Happiness shows on everyone’s face. What is ready, call on a student to tell the answer he or
a great day! she chose. Ask: What suffix were you listening for?
Continue with the remaining items.
the instructions with students. Work with students
to complete the first item. Have students complete
Read “An American Holiday” with a partner. Practice
the remaining items independently. Then review the
reading words with the suffixes -ly and -ness. page with students, making corrections as necessary.
231 Finally, have partners complete the activity at the
bottom of the page.
Read Decodable Text

1. Prepare to Read. Review the target suffixes with students. Remind them that they have practiced reading words with these
suffixes. Then review the Words to Know we and Key Words holiday and celebrate with students. Tell them that they will
use these skills and words to read a new text. Have students turn to Student’s Book page 231. Model reading the title.
Have students repeat the title.
2. Preview. Have students look at the page and describe what they see in the picture. Model for students. Say: I see some
people. Encourage students to describe the rest of the picture.
3. Read the Text. Tell students to read along as the story is read aloud. Then, encourage students to ask any questions they
might have about the content or about any unfamiliar words in the text they might not understand.
Over to You
Have students work with a partner to take turns reading the text, identifying the words with the target suffixes, and using the
words in sentences. Compliment or correct as needed. Then ask the following questions:
• What is this text about? (the Fourth of July)
• Why is the Fourth of July a holiday in America? (Americans celebrate the day they declared their independence from
Great Britain on July 4, 1776.)
• What are some of the things people do to celebrate the Fourth of July? (They march in parades. They listen to bands play.
They have picnics in the parks. They watch fireworks displays.)
• What holidays do we celebrate? What do we do to celebrate? (Answers will vary.)
Extension
Read on Your Own
Use Read on Your Own Book 45: Animals at Home for additional practice on reading decodable text with suffixes.
PART 1 LESSON 5 277
PART 1 LESSON 6
Reading: Preview
OBJECTIVES
• Use Grade-Level Vocabulary • Analyze Features of Fiction: Characters, Setting, and
• Use Academic Vocabulary Plot
Reading Strategy • Analyze Genre: Realistic Fiction
• Plan: Preview Learning Strategies
Something
to Write
Read a Story
Genre
This story is realistic fiction. It tells about
things that could really happen.
Features of Fiction
A fiction story has characters, a setting,
About
and a plot.
by Susan Henderson
The next morning, Cheng and his family
The plot enjoyed the delicious rice dumplings for
tells what breakfast.
“I helped make these,” Cheng told his
happens.
grandparents.
“They are the best I have ever tasted,” said his
grandmother.
The setting
is in Hong
Kong.
Cheng is a character in the story.
232 Unit 8 233
Preview
Introduce
1. Tell students to look at the picture on Student’s Book pages 232–233 as you read aloud the title of the story.
2. Have them predict: What do you think this story will be about? What do you see in the picture?
3. Connect to personal experience: What holidays do you like to celebrate? What traditions do you share with friends and
family?
Genre and Features of Fiction
1. Read aloud the definition of realistic fiction on Student’s Book page 232. Review: This story is not about real people and
events, but the people seem like real people, and the events could really happen.
2. Read aloud the description of features of fiction on Student’s Book page 232. Explain that these are also called story
elements. Review: The characters are the people in the story, the setting is when and where the story takes place, and the
plot is made up of the events that happen.

Pages Say (and do)

What is this a picture of? (a dragon boat) The man is beating on the drums. (Pantomime the actions.)
232–233
Doesn’t it look like fun? I think the selection is about some fun activities, what do you think?
The boy is reading a letter in his room. He looks a bit worried, doesn’t he? (Pantomime a worried
234–235
expression.) Wow, rice dumplings! Have you ever tried one before? I did! And they are absolutely delicious.
Hey! A dragon boat race. (Act out rowing a boat.) Fun! What do you think the country is celebrating?
236–237 (Dragon Boat Festival) The next page shows the boy and his family. They are having rice dumplings for
breakfast, yum!
The boy’s father is hanging wormwood on the door, why do you think he does this? (it’s a tradition) The
238–239 boy is happy to help. Watching the lion dance troupe is so much fun. Have you ever watched a lion
dance performance before? Did you like it?
It looks like the boy’s father joins in the dragon boat race. Do you think he will win? (Yes) They are
240–243
celebrating in a restaurant. Everyone is having so much fun!
244 What is the boy doing? (writing letters) What do you think he will write about? (Dragon Boat Festival)
Check Understanding
Ask: What are three features in a fiction story? (character, setting, and plot)
1. Explain to students that one of the traditions in the Dragon Boat Festival is dragon boat racing which is believed
to have originated in ancient China more than 2,500 years ago. It was initially a ritual for rain in ancient China,
but now it has become a global sport. In 1991, the International Dragon Boat Federation (IDBF) was established in
Hong Kong to promote and develop the sport of dragon boat racing. Nowadays, even western countries like the US
and the UK hold dragon boat races on a regular basis and regard dragon boat racing as a sport, rather than just a
tradition during the Dragon Boat Festival.
2. Invite students to discuss if their country has the Dragon Boat Festival or dragon boat racing. Have them share their
opinions of this holiday or sport.
PART 1 LESSON 6 279
PART 1 LESSON 6
OBJECTIVES
Resources
• Use Grade-Level Vocabulary • Analyze Character’s Feelings ◆ Practice Book: 8.4
◆
• Use Academic Vocabulary Learning Strategy ◆ Reading Routine 1

◆
Reading Strategies • Use Reading Supports

Confirm Predictions
• Select and Use Reading Strategies
Read the Selection

Reading Options
Scaffold the support for varied reading levels

Points Reading (Practice Book 8.4) • Ask Build Comprehension questions silently and then discuss the events
while you read it aloud. to check understanding. with a partner.
• Check understanding with selected • At the end of each section, have • Students can discuss the meaning
Build Comprehension questions. students summarize the main events. as you ask Build Comprehension
questions.
Set a Purpose
What do you want to find out?
“Come help me make dumplings,” his
mother called.
C heng read the letter from his

Cheng ran to the kitchen. His mother was
making rice dumplings wrapped in bamboo
pen pal in the United States.
leaves for the
Max wrote about the fun he
Dragon Boat
would have this summer during
Festival. Cheng
the 4th of July holiday .
loved those
dumplings, with
Cheng worried. Would he have
sweet bean paste
fun things to say in his reply?
or with meat.
pen pal friend who writes letters dumplings traditional Chinese dish
4th of July holiday a national wrapped covered
holiday in the United States sweet bean paste a sweet filling
234 Unit 8 235
Build Comprehension
Set a Purpose
Details
What is Cheng worried about? (He’s worried about nothing fun to write in his reply to his pen pal.)
Key Words
On which holiday does the story take place? (Dragon Boat Festival)
Ask Questions
Ask: What questions do you have about the story so far? Model using the strategy:
• I wonder what the boy and his mother are doing.
• I read that mother says “dumplings.” So I know that they are making dumplings.
• Now I wonder why they want to make dumplings. I will read on to find out.
PART 1 LESSON 6 281
PART 1 LESSON 6
The Dragon Boat Festival is a special holiday in The next morning, Cheng and his family enjoyed the
Hong Kong. It is held on the fifth day of the fifth delicious rice dumplings for breakfast.
month of the lunar calendar. It has a long history ,
going back thousands of years. “I helped make these!” Cheng told his grandparents.
“They are the best I have ever tasted,” said his

grandmother.
lunar calendar calendar based on the Before You Continue

cycles of the moon
1. Clarify How can you tell this story is
fiction?
2. Visualize What do you see, hear, and
smell when you read about the family’s
preparations for the festival?
236 Unit 8 237

Character’s Feelings
How does Cheng feel about the delicious rice dumplings? (He is proud of himself because he helped make them.)
Genre
Do the characters in this story seem real to you? Why or why not? (Answers will vary. Possible response: The characters seem
real to me because they are like the people in my family.)

1. Clarify: Possible response—I can tell the story is fiction because it is about a holiday that could really happen. Also, the
pictures are drawings, not photos.
2. Visualize: Possible response—I see the dragon boat race. I hear the family talking at the table. I smell rice dumplings.
Predict
How do you think the family
will celebrate the Dragon Boat Cheng, his mother, and grandparents went to
Festival? the harbor.
T he family got ready to go. His dad hung wormwood

There were many things to do and see at the
festival. There was lion dancing, music, and
on the door, a festival tradition . The belief is that it games. There were stalls selling a variety of
brings good health and prosperity. different food. Everyone was having fun.
“Hurry,” said Cheng.

“The festival starts
soon.”
“And I need to get

ready for the race,”
said his dad.
wormwood a plant with harbor place where boats stay

woody branches stalls stores
prosperity wealth and
success
238 Unit 8 239

Predict
Read aloud the introduction at the top of page 238 and guide students to make a prediction. Model using the plan and
monitor strategy.
• I read that Cheng helped his mom make rice dumplings. I see Cheng and his family enjoyed the delicious rice dumplings
for breakfast.
• I predict that Cheng’s family will celebrate the Dragon Boat Festival in a traditional way.
• I will read on to see if my prediction is correct.
Key Words
What is a tradition during the Dragon Boat Festival? (Hanging wormwood on the door.)
Visualize
What do you see, hear and smell when you read about the festival on page 239? (I see lion dance performances, I hear loud
music, and I smell delicious food from stalls.)
PART 1 LESSON 6 283
PART 1 LESSON 6
Then it was time for Cheng’s dad to race.

A man at the front of the boat beat out a
Next, the family lined up to watch the races. There
rhythm on his drum. Water splashed.
were many boats in the water. Cheng thought the
People shouted and clapped. Cheng’s dad
boats were beautiful with their fierce dragon heads.
paddled as hard as he could.
Cheng waited anxiously for his dad’s race to begin.
fierce wild and strong beat played Before You Continue

anxiously nervously rhythm song 1. Sequence What happened before the
splashed came up in a kind of spray dragon boat race?
paddled pushed and pulled the water 2. Describe Look at the pictures on this
page. What can you see? What are
the people doing?
240 Unit 8 241

Have you seen a dragon boat race? How did you feel about it? (Students’ stories will vary.)
Role-Play
Have students work in groups to role-play rowing dragon boats.

1. Sequence: Possible response—There was a lion dance performance before the dragon boat race.
2. Describe: Possible response—I see a boat and a drum. People on the boat are paddling, and other people are watching
the race from the river bank.
Extension
Home Connection: Festivals and Holidays
Explain that this story tells about how a family in Hong Kong celebrates the Dragon Boat Festival. Remind students about
Family Newsletter 8, which asked them to discuss their country’s cultures. Have students share what the important festivals and
holidays in their cultures are and how they celebrate these festivals and holidays.
H is dad’s boat was gliding right next to After a day full of fun, the family celebrated his dad’s
another boat. The men paddled even harder. win at their favorite restaurant. They ordered all the
Cheng held his breath. Then he cheered as his things that Cheng liked best—especially dumplings!
dad’s boat glided across the finish line just in
front of the other boat. “What a great day! What a great festival!” Cheng said
proudly.
gliding moving across the water ordered chose from a menu

held his breath didn’t breathe
for a moment
cheered shouted and clapped
242 Unit 8 243

How does Cheng feel about his father’s dragon boat race? How can you tell? (Possible answer: He feels excited and nervous
because he holds his breath.)
Confirm Predictions
Was your prediction about how Cheng’s family celebrates the Dragon Boat Festival right? Why or why not? (Sample
response: Yes, Cheng’s family celebrated the Dragon Boat Festival in a traditional way. They hung wormwood on the door.
They eat rice dumplings. Cheng’s dad joined a dragon boat race and Cheng’s family watched the race.)
Extension
Fluency: Intonation
1. Explain the concept: Fluent readers raise their voices at the end of a question, speak louder and faster to show strong
feelings, and let their voices go down at the end of a sentence.
2. Read aloud Student’s Book page 243, emphasizing intonation. Say: Using correct intonation shows that you understand
the text, and it helps your listeners to understand the text as well.
3. Have students read aloud page 243 to a partner, focusing on intonation.
PART 1 LESSON 6 285
PART 1 LESSON 6
Cheng knew that he shouldn’t have

worried about his letter. He would write Meet the Author
Susan Henderson
about the dragon boats and the variety
of ways to celebrate the festival. He
would put in a photo of his dad’s race.
The author grew up in a small
Max would like that. ❖
Scandinavian community in Wisconsin.
She loved the traditional Norwegian and
Danish foods and the holiday traditions.
Now, Susan lives in Seattle, where
she can enjoy the wonderful artwork,
food, and dances of the Pacific Northwest
Native Americans. Susan believes that
the best thing about living in the United
States is being able to enjoy the traditions
of so many cultures.
Writing Tip
Susan Henderson uses some
long sentences and some
short ones to make her writing
interesting. Try writing a
Before You Continue description of your favorite
1. Confirm Prediction Was your prediction
correct? How did Cheng and his family A Native holiday. Mix up the length
celebrate the Dragon Boat Festival? American totem of your sentences to make it
2. Make Connections Cheng is proud of the pole, which is
really interesting to read!
Dragon Boat Festival in Hong Kong. What traditionally
makes you proud of your country? carved out of a
large tree 245
244 Unit 8

1. Confirm Predictions: Possible response—My prediction was correct. I predicted that Cheng and his family would celebrate
the holiday by having rice dumplings and watching a dragon boat race.
2. Make Connections: Possible response—I am proud of the Mid-Autumn Festival in my country. On that day, family and
friends will get together and celebrate it by having mooncakes. They are delicious!
Meet the Author

1. Have students chorally read Meet the Author on page 245. Point out that the totem in the picture is part of the native
American culture.
2. Ask: Where would you like to read a story that you wrote? What kind of story would you share? Say: Susan Henderson
changes the lengths of sentences in the story to keep the reader’s interest. Point out examples in “Something to Write
About”:
• A man at the front of the boat beat out a rhythm on his drum. Water splashed. (page 241)
• Cheng held his breath. Then he cheered as his dad’s boat glided across the finish line just in front of the other boat. (page
242)
3. Have students find other examples of short and long sentences in the story. Discuss how the story would be different if the
author used all long or all short sentences.
Extension
Writer’s Craft
1. Explain: Like Susan Henderson, you can write sentences with different lengths to make your writing interesting. Start by
thinking about what you want to say. Write short and long sentences to describe it.
2. Use Writing Routine 2 to write sentences about a favorite holiday. Have students write their descriptions in their journals.
Say Write
I want to write about Chinese New Year. I will tell how my My brother and I clean the house and decorate it in
family celebrates the holiday. red while Mom cooks dinner.
My first sentence was long. Next, I will write a short It smells delicious!
sentence.
PART 1 LESSON 6 287
PART 1 LESSON 7 1
PART
Think and Respond

Reread and Describe
1. What parts of this realistic fiction story could really
happen?
The parts that could really happen are .

OBJECTIVES
2. Imagine you are Cheng. Describe what you will do
Vocabulary to celebrate The Dragon Boat Festival.
• Use Grade-Level Vocabulary Today we will and we will .
3. How are Cheng and his pen pal's lives similar? How are
Language they different?
• Use Language Function: Make a Request Their lives are similar because .
• Reread and Describe Their lives are different because .
Fluency
• Read with Accuracy, Rate, and Intonation Write About It
Think of a special day you celebrate in your country. Why is
Comprehension and Literary Analysis it important? How do you celebrate it? Write 3 sentences.
• Analyze Genre: Realistic Fiction Use Key Words.
• Analyze Character’s Feelings

In my country we celebrate .
Learning Strategies It is important because .
• Use Context to Build Concepts and Language To celebrate it we and we .
Writing 246 Unit 8
• Write Responses to Realistic Fiction ELAR TEKS G2.20 write persuasive statements about issues that are impor- SS TEKS
G2.3.B.1 ask relevant questions about stories tant to the student for the appropriate audience in the school, SS.G2.14.C.i explain how selected customs reflect an American
G2.3.B.3 seek clarification about stories home, or local community love of individualism, inventiveness, and freedom
G2.3.B.7 locate details about stories G2.29.A.3 share ideas that focus on the topic under discussion SS.G2.14.C.ii explain how selected symbols reflect an American
G2.3.B.9 support answers with evidence from text love of individualism, inventiveness, and freedom
G2.10.A.1 distinguish between fiction and nonfiction SS.G2.14.C.iii explain how selected celebrations reflect an
G2.13.A.2 explain the authorís purpose in writing the text American love of individualism, inventiveness, and freedom
Think and Respond

Talk About It
1. Read aloud each question on Student’s Book page 246. Prompt students to cite evidence from the text as they answer the
questions. Encourage them to use Key Words in their answers.
• Realistic Fiction: Possible response—The parts that could really happen are hanging wormwood and the dragon boat
race.
• Describe: Possible response—Today we will make rice dumplings and we will watch my dad’s dragon race.
• Make a comparison: Possible response—Their lives are similar because they have holidays. Their lives are different
because they celebrate the holidays in a different way.
Write About It
1. Read aloud the instructions. Remind students: When you convince someone, you try to make that person think the same
way you do.
2. Use Writing Routine 4 to help students put their thoughts in writing.
3. Point out the Key Words that you used to complete the sentence frame: celebrate. Have students use these ideas or their
own to write sentences in their journals.
Say Write
I think of a special day in my country. In my country, we celebrate Tomb Sweeping Day.
Next, I will explain why people celebrate it. It is important because the day is meant to pay respect to
a person’s ancestors.
Finally, I will write about how to celebrate it. To celebrate it, we clean our ancestors’ graves and we eat
delicious traditional treats.
Reread and Describe
Think about how the characters feel and why. Then fill in a
character map for “Something to Write About.”
Character Map
Resources
Why the
◆
How the
Character Character Feels ◆ Practice Book: 8.4, 8.6, 8.8
Character Feels
This Way
◆
Cheng Worried He doesn't know
what to write in
the letter to his
pen pal.
Now use your character map. The main character is .

Reread and Describe
Tell your partner about the other He feels because .
characters in “Something to Write Review Character’s Feelings
About.”
1. Read aloud the introduction on Student’s Book page
Fluency 247 and reinforce: A character map can show how
Practice reading with the correct intonation. Rate your characters feel and why.
reading.
2. Read through the example and explain: Use a word
that names a feeling in the middle column. Then, in
the last column, give reasons from the story to support
247
the word you chose. Have students complete Practice
Book 8.6.
Describe
1. Read aloud the instructions and Language Frames on Student’s Book page 247. Have students describe characters in the
story to their partners. Remind them to include details about the characters’ feelings. Partners reverse roles and repeat.
2. Use Key Points Reading (Practice Book 8.4) for students who need additional support. To assess proficiency, refer to the
rubric below.
Describing Characters in a Story Rubric
¨¨
Does not describe how characters feel ¨¨
Beginning
¨¨
Does not offer reasons to support ideas ¨¨
Often seems uncomfortable with the describing task
¨¨
Tells how one or two characters feel ¨¨
Intermediate ¨¨
Attempts to offer reasons to support ¨¨
Seems somewhat uncomfortable with the describing
ideas task
¨¨
Includes details about how characters ¨¨
feel
Advanced ¨¨
Seems somewhat comfortable with the describing task
¨¨
Offers some reasons to support ideas
¨¨
Offers several examples of how ¨¨
Advanced characters feel
High ¨¨
¨¨
Offers insight to support ideas
Fluency
2. Listen to each recording and assess students’ ability to read with appropriate intonation.
PART 1 LESSON 7 289
PART 1 LESSON 8 1
PART
Word Work
Word Work Use a Dictionary

Reading You can use a dictionary to find out how to spell and say
words. You can also learn what words mean. Use alphabetical
order to find the word culture in the dictionary.
OBJECTIVES
Look at the celebrate ➤ culture
Vocabulary guide words a C
celebrate cooperate
to find the b
verb verb
right page. c We celebrate events like When you cooperate, it

birthdays and holidays to means you work with or

d show how special they are help others.
to us.
e
• Strategy: Use a Dictionary f

g
Language h
i Many people celebrate
the holidays by watching
• Listen to a Preview j
k
fireworks.
connect
verb
l
Learning to Read m
To connect things means
to link or join them
together.
Two girls cooperate
with each other to plant
This entry
n trees.
tells about o culture

noun
the word p
Reading Strategies connect. q
Culture is the way of life,
art, ideas, and customs of a
group of people.
r The entry
• Plan: Preview s He connects the wires to
make the computer work. for culture comes
• Make Connections: Text to Text t
u
after cooperate.
• Select and Use Strategies v

w
He likes traveling and
meeting people from
different cultures.
Literary Analysis x
y
• Analyze Genre: Poem Try It Together
z
• Recognize Literal and Non-Literal Language 280 Picture Dictionary

1. What word comes before cooperate on this dictionary page?
• Focus on Rhyme, Rhythm, and Repetition 2. Where would you find the words before and belong? Between
the guide words beet ➤ begin or bell ➤ below?
Learning Strategies 248 Unit 8
Word Work
Teach / Model
1. Display a dictionary and remind students: A dictionary tells what words mean, how they are spelled, and how to say
them.
2. Read aloud the introduction on Student’s Book page 248. Point to the sample dictionary page and read aloud the callouts.
3. Have students point to and chorally read the guide words celebrate and culture. Ask:
• How many entries, or featured words, are on the page? (4)
• How are the entries organized? (in alphabetical order)
4. Model using the guide words to determine whether a word is on the page. Then model how to locate a word. Say: Since
both guide words, celebrate and culture, begin with the letter c, we know all words on the page begin with c. Looking at
the second letter, I find connect after celebrate.
Practice / Apply
1. Read aloud the questions in Try It Together on Student’s Book page 248. Have partners work together to answer the
questions.
2. Use Multi-Level Practice Sets to provide more examples that address varying levels of knowledge.
Have partners work together to Think about the Key Words Imagine that a dictionary page has the guide
alphabetize the following sets of culture, difference, celebrate. words behalf–believe. Now look at these words:
words. Look at the two words: bud, Which word comes first in a build, belong, become, and begin. Decide which
buy. They begin with the same dictionary? (celebrate) What words come before the dictionary page and put
letter. Which word comes first in comes second and third? them in order. (become, begin) Decide which
a dictionary? (bud) Which word (culture, difference) words come after the dictionary page and put
comes second? (buy) them in order. (belong, build)
Check Understanding
Ask: Would the word center (c-e-n-t-e-r) come before or after the word celebrate on this dictionary page? (after) Why? (The
letter n follows l in the alphabet.)
Extension
Review / Model
1. Model how to use guide words to determine if holiday is on the page and then locate it.
2. Remind students that words in a dictionary are in alphabetical order.
3. List the Key Words in random order. Have students use Think, Pair, Share (see Cooperative Learning Routines) to answer
questions about the entries:
• Which Key Word will show up first in a dictionary? (alike)
• Which Key Word will show up last? (variety)
Practice / Apply
1. Have partners work together to order Key Words from other units alphabetically: important, respond, relate, partner,
ability, accept.
2. Then have them take turns locating the Key Words in a dictionary.
Check Understanding
Say: Tell me how you know if a word is on a dictionary page. (The letters in the word will be in alphabetical order between
the guide words.)
PART 1 LESSON 8 291
PART 1 LESSON 8
Read the Selection

Make Connections
Read aloud the introduction on Student’s Book page 249 and explain: There are many different countries in the world, and
this means there are many different traditions and customs in the world. As you read the poem, think about how traditions
vary.
Genre
1. Read aloud the definition of a poem on Student’s Book page 249.
2. Remind students that poets may use repetition, rhythm, rhyme, and non-literal language to share their ideas.

Pages Say (and do)

What are the women doing? (Shaking hands) Why are they doing that? (They are saying “hello” to each
249
other.)
Here are many different people—and lots of good food, too! What people, places, and foods match what
250–251
your life in your country is like?
252–253 These people look so happy together. Are you happy around your family and friends?
Reading Option

• Ask students to set a purpose for • Have students set a purpose for • Have students draw a double-entry
listening—to get information or reading—to get information or enjoy a log on a separate paper and use it
enjoy a poem. Have them track poem. as they read the selection silently.
the print as you read aloud. • Have them read silently and then aloud. • Students should write the page
• Check understanding with • Ask Build Comprehension questions to number in column 1, at least two
selected Build Comprehension check understanding. details from each page in column 2,
questions. and their thoughts about each detail
• After reading, have partners practice
in column 3.
reading selected passages fluently.
• Meet with students to review their
journals.
Making Connections Find out about traditions and
customs in different parts of the world.
Genre A poem tells about feelings and ideas in a
special way. Sometimes, the words don’t mean exactly
what they say.
Our World
Is Many Shades by Anna Goy
Our world is many shades

of traditions and greetings.
Some give gifts when they visit.
Others shake hands or take a deep bow.
A gentle touch to their fingertips.
Placing a hand on your heart.
We respect others’ customs and habits.
We share.
shades light and dark colors Before You Continue

greetings ways to say “hello” 1. Preview and Predict What do you think
bow bend forward from the waist the next part of the poem is going to be
about?
2. Make Connections What kinds of
greetings are described in the poem?
How are they similar or different from the
way you greet people in your country? 249
Build Comprehension
Adjust Reading Rate
Model reading the first stanza, or group of lines. Adjust your reading rate to read the lines slowly and with rhythm. Put more
feeling into the words that seem most important.
Clarify
What does “shades” mean? (It is non-literal language that means a slightly different form or type of something.)

1. Preview and Predict: Possible response—I predict that this poem will be about cultural diversity.
2. Make Connections: Possible response—Giving gifts, taking a deep bow, gently touching fingertips, and placing a hand on
the heart. Answers will vary. Possible response—In my country, we usually take a deep bow to greet each other.
Explain the concept: This poem describes cultural differences in greetings, traditions, languages, families, and ways
of life. Invite students to discuss some of the features of their own culture. Then choose one country and encourage
students to compare and contrast the culture of their country and the selected country.
PART 1 LESSON 8 293
PART 1 LESSON 8
of the languages we speak.
Mandarin, Swahili, Portuguese.
Hindi, Russian, French, Arabic.

Thousands of languages heard across the world,
of the food we eat.
yet we find a way of listening to others’ stories.
Dishes to celebrate traditions and holidays .
To understand.
Sushi, tacos, kapsa, pizza.
We share.
Brigadeiros in Brazil, lefse in Norway.
A variety of tastes and textures,
yet we break bread together.
We share.
textures how the food feels Before You Continue

in our mouth
1. Make Connections Think of people you have
break bread together met who don’t speak the same language as
sit down and eat with
you. How do you understand each other?
other people
2. Context Clues Look at page 250. What do
you think brigadeiros and lefse are? How do
the words around them help you understand?
250 Unit 8 251

Draw Conclusions
Ask: What conclusion can you make for the part of the poem on page 250? If necessary, review how to use the reading
strategy:
• I read our world is many shades of the food we eat.
• I also read about the various names of traditional dishes from different places.
• I conclude that despite the various dishes we have from different cultures and traditions, we always enjoy and share the
food when we celebrate traditions and holidays.
Use Text Features

Ask: What do you see on page 251? (two pictures of people from different cultures interacting with one another.)

1. Make Connections: Possible response—We understand each other by using gestures and smiles, and by showing patience
and respect to each other.
2. Context Clues: Possible response—I think they are traditional dishes in Brazil and Norway respectively. The first four lines
are about the special dishes to celebrate traditions and holidays in different places.
Our world is many shades of people and ways of life.
of the families we live in. Of traditions . Of cultures .
We celebrate our differences

A house full of brothers and sisters,
and how alike we are.
or just one or two.
Proud of our homes, and
Living with many generations under one roof,
opening them to our neighbors.
or visiting the homes of those we love.
We look to connect.
We spend time together. We find similarities.
We share. We share. ❖
generations young and old family similarities things we have in common Before You Continue
members
1. Confirm Prediction Was your prediction
under one roof living together in the correct? What are the world’s many
same house shades?
2. Theme What’s the poem about? In your
own words, summarize the poem’s main
ideas.
252 Unit 8 253

Make Connections
How many people are there in your family? Who do you live with? (Answers will vary.)
Poetic Language
Which phrases are repeated on pages 249–253? (Our world is many shades of … / We share ...)
Clarify
What do “homes” and “neighbors” mean on page 253? (They are both non-literal language. “Home” means your own
cultures and “neighbors” means people from other countries and with different cultural backgrounds.)

1. Confirm Prediction: Possible response—Yes. The world’s many shades are the traditions, languages, and cultures.
2. Theme: Possible response—This poem is about cultural diversity. Despite our cultural differences, we share with,
understand, and connect to one another.
PART 1 LESSON 8 295
PART 1 LESSON 9 1
PART
Respond and Extend
Respond and Extend Compare Language

Grammar Sometimes words mean exactly what they say. Sometimes
they mean something else. Read the sentences from
“Something to Write About” and “Our World Is Many
OBJECTIVES Shades.” Does each sentence mean exactly what it says?
If not, tell what the sentence really means.
Vocabulary Comparison Chart

"Something to "Our World Is
• Use Academic Vocabulary Write About" Many Shades"
These words These words
Language mean just
Cheng ran to the Our world is many
do not mean
kitchen. shades of the languages
• Participate in a Discussion what they we speak. exactly what
say. This means exactly Meaning: There are they say.
Grammar and Usage what it says. many languages in
• Introduce Prepositions the world.
Comprehension and Literary Analysis We find a way to listen
to others' stories.
• Compare Literal and Non-Literal Language Meaning:
Learning Strategy
• Use Graphic Organizers: Comparison Chart Talk Together
Draw a picture that shows exactly what these words say:
“Proud of our homes, and opening them to our neighbors.”
Then write a caption that tells what the words really mean.
Try to use Key Words.
254 Unit 8
Respond and Extend ELAR TEKS

Reread
As students reread “Our World Is Many Shades” on their own, have them think about how the language in the poem
compares with the language in “Something to Write About.”
Compare Language
1. Read the introduction on Student’s Book page 254 and talk through the chart and callouts.
2. Model how to complete the comparison chart. Ask: Can a person really run to a kitchen? (yes) These words mean exactly
what they say. Is our world really many shades of the languages? (no) The author uses non-literal words to give the lines a
meaning beyond their usual, everyday definitions.
3. Divide students into Numbered Heads groups. (See Cooperative Learning Routines.) Assign numbers and have students
work on the next sentences in the chart individually and silently. Then have the whole group discuss how to fill in the chart.
4. Check in with each group, calling out a number and having the student with that number report for the group. As groups
report their ideas, have students record them on Practice Book 8.9.
Draw a picture of the literal To help students report their Encourage students to use Challenge students to find
meaning of sentences. Ask: ideas, provide the sentence secondary sources, such other examples of figurative
Does my drawing show frame: I think _____ means as a dictionary, teacher, or language in “Our World Is
something you can see in _____ because _____. classmate to check the literal Many Shades.”
real life—yes or no? meanings of words.
Talk Together
1. Read aloud the instructions in Talk Together on Student’s Book page 254. Ask follow-up questions to focus the discussion
and to prompt students as they use newly acquired vocabulary.
• What would “open them (our homes) to our neighbors” really look like? Draw what you picture in your mind.
• Can people really open their homes to their neighbors? (no) What does the author try to say? (she tries to say that we
need to be open-minded and embrace different cultures.)
• How is your drawing like the caption? How is it different? (Both are alike because they talk about opening; the
drawing shows the exact meaning of the words, and the caption shows what the sentence really means.)
Grammar
Prepositions
A preposition links a noun or pronoun to the other words in
the sentence.
Resources
Grammar Rules Prepositions
◆ eVisual: 8.3
◆
• A preposition often tells The fireworks
where. burst over ◆ Practice Book: 8.3, 8.5, 8.9, 8.10
◆
the buildings.
◆
• Prepositions that are used Then the lights
often: next to, in front of, shine in
over, under, beside, the sky.
between, in, out, on, off,
up, down, through, across,
around, and into.
Read Prepositions
Read these sentences from “Something to Write About” with a
partner. Find three prepositions. Explain or show what they mean.
A man at the front of the boat beat out a rhythm on his drum.
His dad's boat was gliding right next to another boat.
Then he cheered as his dad's boat glided across the finish
line just in front of the other boat.
Write Prepositions
Write two sentences about going to a fireworks show. Use
prepositions to tell about a place or direction. Share your
sentences with a partner.
255
ELAR TEKS
G2.21.A.v understand and use prepositions and prepositional
phrases in the context of reading, writing, and speaking
Grammar
Prepositions of Place
1. Explain: Some words like in, on, above, and under tell where things are. These
words are called prepositions. Display the chart (eVisual 8.3) and explain each
preposition.
2. Have partners play I Spy. Partners take turns giving clues using prepositions
from the chart that describe the location of classroom objects. For example: I spy
something on the desk. What is it? Assign Practice Book 8.3.
Prepositions of Direction and Movement

1. Remind students: You learned how to use prepositions like in, on, above, and
under to tell where something is located. Then say: Some prepositions like to,
through, into, and across show the direction something is going or moving toward.
2. Write the sentences and read them aloud: Cheng ran to the kitchen. His dad’s
boat glided across the finish line. Identify the preposition in each sentence.
eVisual 8.3
3. Have students pantomime each action as they say it aloud. Model using gestures
to show direction. Then assign Practice Book 8.5.
Prepositions
1. Read the introduction and the rules in the Grammar Rules box on Student’s Book page 255. Explain: The word on is a
preposition that tells where something is. It can also refer to when something happens, as in “We’re going on Monday.”
2. Read aloud the instructions of the Read Prepositions activity and chorally read the sentences from “Something to Write
About.” Have partners work together to identify the prepositions. (next to, across, in front of)
3. Read aloud the instructions of the Write Prepositions activity and have students work independently. Provide support, as
necessary. Assign Practice Book 8.10.
PART 1 LESSON 9 297
PART 1 LESSON 10
Review
OBJECTIVES
Resources
• Use Grade-Level Vocabulary • Strategy Review ◆ eVisual: 8.4
◆
• Use Academic Vocabulary Reading Fluency ◆ Key Word Image

◆
• Strategy: Use a Dictionary • Read with Accuracy and ◆ Cooperative Learning Routine
Language Intonation
◆

• Make a Request/Ask for Help Comprehension and Literary
◆
Grammar Analysis
• Prepositions • Analyze Character’s Feelings
Learning to Read Learning Strategies
• Words to Know • Review
• Phonics Rules • Reflect on Learning
Language: Make a Request/Ask for Help, Words to Know Words to Know

1. Ask: What are polite worlds we can use to make a request? (please, may I, may
thank you) Have partners take turns asking for help. Provide language frames: please
Please, will you _____? Can you help me _____, please? Have partners we
respond Yes, I will help you _____. Students can use Think, Pair, Share as they will
ask for help. (See Cooperative Learning Routines.)
2. Review the High-Frequency Word Routine. Have students look at each word, Key Words
listen to the word, then listen to the word in a sentence, say the word, spell it, alike expect
and then say it again. American history
Key Words: Social Studies and Academic Vocabulary belief holiday
1. Form two teams. Show Key Word Images. celebrate language
culture tradition
2. Have each team take turns answering a riddle in which the answer is a Key
difference variety
Word. If the first team does not answer correctly, the second team can answer.
Reading Strategy: Strategy Review

1. Read aloud “Independence Day Parade” (eVisual 8.4).
2. Use a Roundtable to have students discuss which reading strategies help them
understand the story.
3. Have students complete these language frames: I want to know _____. I can
_____. This strategy helps me _____.
Thinking Map: Character’s Feelings

1. Read the passage “Independence Day Parade” (eVisual 8.4).
2. Have students complete a comparison chart to analyze characters’ feelings.
Have them tell how Blake and Lena feel and why.
Whey the
How the Character
Character Character Feels
Feels
this Way
eVisual 8.4
Phonics
1. Write or display the following suffixes in chart form: -ly, -ness.
2. Say: I am going to say a word. Listen carefully for the suffix at the end of the word. Then tell me in which column to write
the word. Model for students using the word fully. Say the word slowly.
3. Ask students to tell what suffix they hear at the end of the word fully. Then have them tell you in which column to write the
word.
4. Continue with the following words: blackness, loudly, lowly, sickness, weakness, weekly, goodness, greatly, slowly,
wellness, perfectly, dampness.

Have students read aloud “Something to Write About” to a partner, focusing on accuracy and intonation.
Word Work: Use a Dictionary

1. Display the following Key Words from past units: species, society, skill, season, shape, size.
2. Have pairs compete to find the Key Words in the dictionary. The first team to find the word must tell how they found it.
Grammar: Prepositions
1. Write the following prepositions on index cards and place them in a bag: in, on, above, over, below, under, beside, next
to, up, down, through, across, and into.
2. Have students choose an index card and pantomime motions to demonstrate the preposition for the group to guess.
Provide support as needed.
Theme Theater
1. Recap prior knowledge by asking students to describe characters in “Something to Write About.”
2. Prompt students to think about characters’ feelings with these questions and instructions:
• Imagine you are Cheng’s father. How do you feel when you are in a dragon boat race? Use the frame: I feel _____.
• Imagine you are the main character. How do you feel about celebrating the Dragon Boat Festival?
Plan
1. Form casts of 5 students each. Assign or guide students at different proficiency levels to select appropriate roles. Example
roles include Cheng, Mom, Dad, Grandpa, Grandma.
2. Have students write simple dialogues for the scene on Student’s Book pages 243–244. Have them use the language
frames from above, as necessary. Encourage students to provide details that describe the characters’ feelings.
Rehearse
1. Have students study the illustrations in the book and use paper and paint to create a restaurant scene.
2. Have students cut out or create pictures of Chinese food and paste them onto cardboards. They can put the cardboard
pictures on the table.
3. Have students practice their lines before performing. Encourage students to speak clearly. Use Multi-Level Strategies to
help students at each proficiency level.
Practice gestures and facial Tell students to practice lines Encourage students to practice lines using different
expressions with students to slowly, focusing on expression. gestures and tones to express feelings. Have partners
provide nonverbal ways to provide feedback on which techniques were most
express emotion. effective.
Curtain’s Up!
1. Clear space and let the action begin! Invite family members or another class to enjoy the performances.
2. Evaluate the performances using the rubric. For each performance, assess one group’s listening skills.
Debrief and Compare

1. Ask each group to share what they enjoyed in the performances. Encourage students to tell how watching the
dramatizations helped them understand the characters in new ways.
2. Have students add any ideas they learned about helping others to their unit concept maps.
¨¨
Makes requests using body ¨¨
Watches actions and
complicated sentences language almost exclusively expressions but does not
understand language
Beginning ¨¨
Does not demonstrate an ¨¨
Uses may, please, we, and
understanding of formal or will with guidance ¨¨
Listens but does not
informal language understand new words or
expressions
¨¨
Makes one or two requests ¨¨
Watches actions and
sentences correctly some of the expressions and understands
time
¨¨
some language
Intermediate will correctly some of the time
¨¨
Many words are appropriately ¨¨
Listens actively and picks
informal up some new words and
expressions
¨¨
Reads sentences of various ¨¨
Makes three or four requests ¨¨
Watches actions and
lengths and types with expressions and understands
accuracy and ease most of the
¨¨
most language
time will correctly most of the time
Advanced ¨¨
Listens actively and picks
¨¨
Most words are appropriately up most new words and
informal expressions
¨¨
Makes clear requests that are ¨¨
Watches actions and
accuracy and ease easy to understand expressions to confirm
understanding
Advanced ¨¨
All word choices are ¨¨
High appropriately informal will correctly ¨¨
Listens actively and picks up
new words and expressions
PART 2 LESSON 1 2 Words to
PART
Language Focus Know
going
Language Focus Express Intentions

there
these
Social Studies Vocabulary Listen and read along.
Trips We’ll Take Poem

OBJECTIVES One day I am going to Vietnam.
I plan to see Ha Long Bay there.
Vocabulary They say its landforms are amazing.
• Acquire and Use Grade-Level Vocabulary I’ll be sure to take photos to share.
Language One day I am going to Egypt.
• Language Function: Express Intentions Where the Red Sea is deep and so clear.
You can swim in this body of water.
Its coral is super, I hear.
• Use a Variety of Language Structures
• Participate in a Discussion The world has these beautiful landforms.
There are mountains and deserts and more.
Learning to Read We are lucky to live on this earth
• Recognize and Read Words to Know With such wonderful lands to explore!
Learning Strategies
Social Studies
• Explore Map Concepts
256 Unit 8
Language Focus
Teach / Model
1. Review Words to Know on Student’s Book page 256 using High-Frequency Word Routine: going, there, and these. Have
say it again.
2. Read aloud the title on Student’s Book page 256 and play the poem. Have students read it aloud as you play it a second
time. Explain: When we express intentions, we tell what we have decided to do.
3. Tell students that to express intentions, they can use the Words to Know going, there, and these. Display examples:
• One day I am going to Vietnam. I plan to see Ha Long Bay there.
4. Ask: Where does the speaker intend to go? (Vietnam) What does the speaker plan to see? (Ha Long Bay) Explain: These
are the speaker’s intentions.
Practice / Apply
1. Write these language frames: I am going to _____. I plan to _____. Have students practice using these language frames to
express intentions about places, nearby or faraway, that they plan to visit.
Check Understanding
Follow up on the activity above. Ask: What do you plan to do when you get there? (Answers should include at least one
activity students intend to do.)
Monitor
Key Words
Look at the map. What things can you see?
Resources
◆
◆ Academic Talk 8
◆
◆
◆ Key Word Images
◆
◆
◆
Legend
body of water = monument =
wildlife = wilderness =
landform =
Talk Together
What places in the world would you like to visit? What

landforms and animals would you like to see? Explain
your answers to a partner.
257
ELAR TEKS SS.G2.6.A.i identify major landforms, including continents,

G2.5.B.1 use context to determine the relevant meaning of on maps
unfamiliar words SS.G2.6.A.iii identify major bodies of water, including oceans,
SS TEKS on maps
SS.G2.5.A.i use symbols on maps
SS.G2.5.A.iii find locations on map

Teach / Model
1. Read the introduction at the top of Student’s Book page 257 and point out the map features and labels.
2.1. Pronounce each word and point to its picture: body of water.
2.3. Define the word: A large area of water is called a body of water.
2.4. Elaborate. Relate the word to your experience: Last summer, I visited Songkhla Lake. It is the largest body of water in
Thailand.
Practice / Apply
2.2, 2.3, and 2.4.
Talk Together
1. Read aloud the prompt and model an example using some of the Words to Know: I am going to visit Egypt. The pyramids
are amazing there.
2. Have students respond and add their ideas to the unit concept map.
Extension
Use Writing Routine 1. Write the word landforms and prompt: What do you know about landforms? Think about this word
and write about it.
PART 2 LESSON 1 303
PART 2 LESSON 2 2
PART
Thinking Map
Thinking Map Author’s Purpose

Academic Vocabulary The author’s purpose tells why the author wrote the text.
Author’s Purpose Chart
Clues from the Title: Clues from the Kind

OBJECTIVES This tells about Write the of Writing:
Write the Write the
Vocabulary title and
Yellowstone Park. author’s map
kind of
reason for
your ideas
• Acquire and Use Classroom Vocabulary about it
writing the writing,
text here. or genre,
• Acquire and Use Academic Vocabulary here. here.
• Use Grade-Level Vocabulary Author’s
Purpose
Comprehension and Literary Analysis To inform visitors
• Demonstrate Listening Comprehension Clues from the about Yellowstone Clues from the
Details: Park Main Idea:
• Author’s Purpose
Write what you will see in where to find places Write what
Listening and Speaking details different places in in Yellowstone Park you learn
from the the park from the
• Complete an Author’s Purpose Chart text here. main idea
here.
Learning Strategies
• Use Graphic Organizers: Author’s Purpose Chart
• Make Connection Across Content Areas
Talk Together
Writing
Read a magazine article or other nonfiction text with a partner.
• Writing Project—Lesson A: Model Then, use an author’s purpose chart to figure out why the author
wrote the text.
258 Unit 8
Thinking Map
Teach
1. Connect concepts: Earlier we read the poem “Trips We’ll
Take.” Why did the author write it? (to give information
about places, to tell about the author’s plans) Now you
will learn how to make a graphic organizer that helps
you decide the author’s purpose.
2. Read the introduction and teach the vocabulary word
purpose using Vocabulary Routine 4. Reinforce: Authors eVisual 8.5
write to entertain, to inform, to explain, or to persuade the
reader to do something.
3. Read aloud “Our National Monuments” (eVisual 8.5).
Model
1. Explain the author’s purpose chart. Clarify: I can use this chart to figure out the author’s reason for writing.
2. Model using clues from “Our National Monuments” to complete the chart.
3. To identify the author’s purpose, ask: What is the reason the author wrote this text? What does the author want you to do?
(to persuade the reader to visit national monuments)
Practice / Apply
1. Read the instructions in Talk Together on Student’s Book page 258. Have students work in pairs and turn to Practice Book
8.11 and choose a nonfiction text to read.
2. Use Multi-Level Strategies to help students at each level complete an author’s purpose chart for the text they chose.

Allow students to Have students use these language frames to Have students tell how Encourage students to
point to the title and discuss their text: Its title is ____. Its genre is clues in the text can complete an author’s
examples of details ____. Its main idea is ____. I learned ____ reveal the author’s purpose chart for more
in the text. about the main idea. I think the author’s purpose. than one selection.
purpose is ____.
Academic Vocabulary
More Key Words

freedom remember seek
noun verb verb R◆esources
◆
◆ Key Words Test
◆ eVisual: 8.5
◆
◆
◆
◆
We have the freedom
to say what we want.
Remember to call and
say, ”Happy birthday!”
The girl seeks the
piñata with a stick.
◆ Key Word Images
◆
symbol united
◆
Talk Together
noun adjective ◆ Key Words Test
◆
Tell a partner what a Key
Word means. Then your
partner uses the word in
a sentence.
A symbol is something that

stands for something else.
The Statue of Liberty

Each candle on a When we play soccer, is a symbol of the
birthday cake is a we are united as a United States.
symbol for one year team.
of your life.
Check Understanding
Ask: What is the purpose behind an author’s writing?
259
(to entertain, to inform, to explain, and to persuade)
ELAR TEKS
unfamiliar words
Academic Vocabulary
Teach / Model
2.1. Pronounce the word and point to its picture: freedom.
2.3. Define the word: If I have freedom, that means I am free to do many things.
2.4. Elaborate. Relate the word to your experience: I enjoy having the freedom to be whatever I want to be when I grow
up.
Practice / Apply
1. Read the instructions in Talk Together on Student’s Book page 259. Have partners take turns using a Key Word in a
sentence.
2. Have volunteers share their sentences with the class.
Check Understanding
Monitor
Vocabulary.
Writing Project
Lesson A: Model
PART 2 LESSON 2 305
PART 2 LESSON 2
Extension Resources
◆

Teach / Model
◆
◆ Language Builder Picture Card G2.92

1. Explain that partners will become Key Word experts.
◆
They will study one Key Word and create a portrait graphic about that
word.
2. Use Vocabulary Routine 2 and model making a portrait graphic about the word remember.
• Write the word.
• Add a picture.
• Write a definition.
Practice / Apply
1. Assign a Key Word to each pair of students. Have them create a portrait graphic for their
assigned Key Word.
2. Display the portrait graphics for the class to see.
Check Understanding
Say a Key Word and have partner experts for the word read the definition and sentence from Portrait Graphic
their portrait graphic.

Teach / Model
1. Referring students to the portrait graphic they made for Extension Activity 1, Expand Word Knowledge, tell them that they
will share what they know about Key Words.
to share their word knowledge. They will:
• Take turns reading their portrait graphics.
• Talk about how the pictures and sentences on the portrait graphics show the meanings of the Key Words.
Practice / Apply
1. Use a Jigsaw (see Cooperative Learning Routines) to have students share their Key Word expertise.
2. Have students form expert groups based on the Key Word they studied in this lesson. Then regroup students so that each
group has a least one member from each expert group. Experts report on their Key Word study. Other students learn from
the experts and take notes in their vocabulary journals.
3. After all Key Words have been covered, regroup the class. Have students take turns reading the portrait graphics again.
All students should echo the pronunciation. Correct any mispronunciations.
Check Understanding
Teach / Model
Ask students who have played a Rivet word game to tell what the game is like. Explain how to play the game:
• I make a blank for each letter in a Key Word. (Draw four blanks.)
• Then I give you a clue about the word. I tell you its meaning. This word names to try to find something.
• I fill in the blanks by writing one letter at a time: The first letter is s.
• After each letter, I pause and see if anyone can guess the Key Word.
• The person who guesses the word can finish writing the word: The word is seek.
Practice / Apply
1. Begin the game using the Key Word, symbol. Allow students to work with a partner to think about the word. Then begin
the game.
Check Understanding
Ask: During Rivet, which word was most difficult to guess? What made it difficult? Also, which word was easiest to guess?
What made it easy? (Answers will vary.)
PART 2 LESSON 2 307
PART 2 LESSON 3
Reading Strategy
OBJECTIVES
Reading Strategy
• Strategy Review
2 Reading Strategies
PART
Reading Strategy
• Plan and Monitor
• Make Inferences
Use Reading Strategies Talk Together

•
•
Ask Questions
Make Connections
Use reading strategies before, during, and Practice using at least two reading strategies.
• Visualize
after you read. • Draw Conclusions
• Summarize
• Before: look through the text quickly. What
is the text mostly about? Decide on your
Description
purpose, or reason, for reading.
National Parks around the World
• During: as you read, stop now and then.
Did you know that there are more than 4,000
Ask yourself: Does this make sense?
national parks around the world?
Use a reading strategy to help you
understand better. In some parks, you can see beautiful bodies of
water . Jiuzhaigou National Park is in China. There
are many waterfalls and lakes. Giant pandas, the
• After: when you finish reading, stop and think. international symbol of animal conservation, once
Decide what you learned from reading the text. lived here.
Share your ideas with others.
Göreme National Park is
in Turkey. Visitors come
to remember ancient
How to Use a Reading Strategy civilizations. You can see the
ruins of their homes and cities.
1. Before you start to read, stop and Before I read There are also unusual rock
ask: What strategies will help me I will . formations. These landforms
get ready to read? are called “fairy chimneys.”
Jiuzhaigou National Park
National parks are important
2. During reading, think about what As I read, because they preserve wilderness areas and
protect wildlife . Plus they are perfect places to go
strategies will help you understand. I can .
hiking and camping.
Now that I’m done, Millions of people visit national parks around the
3. After reading, ask yourself: What
world. Which would you like to visit?
strategies can I use? How will they I think .
help me think about what I read?
260 Unit 8 261
Reading Strategy
Teach
1. Read aloud the introduction on Student’s Book page 260. Remind students that good readers can choose from many
reading strategies to help them understand the text.
2. Chorally read the list of reading strategies at the top of Student’s Book page 261.
Model
1. Select a text to demonstrate using the strategies. Work through each group, pausing to verbalize.
2. For “Working Together” on Student’s Book pages 211–213, for example, you might:
• Preview the pages and say: I see bees and flowers. I know what bees and flowers are like. But I’ll read to find out if the
author tells me something new.
• Read aloud page 211. Say: I have a question. “What job does each do for the other?” I’ll read on to find out.
• Turn to pages 212–213. Read aloud the headings and first lines for each paragraph. Say: Yes. This text answers my
question.
• Say: Now that I’m done, I’ll summarize the most important ideas. I don’t want to forget how bees and flowers help
each other.
Practice / Apply
1. Chorally read the instruction in Talk Together and the passage on Student’s Book page 261. Listen for mispronunciations.
Have students use at least two strategies with the text.
2. Use Multi-Level Strategies to help students at each proficiency level use a variety of strategies.
Say: This passage is about Guide students to select two of Have students decide Challenge students to give
national parks around the their favorite strategies with the which strategies work examples of how all the
world. What will be your passage. best with the passage, strategies can be used with
purpose for reading this? based on its content. the passage.
What questions do you
have? What are some
important ideas?
Check Progress
Ask: Which strategies did you use with the passage “National Parks around the World”? How did you use them? (Answers
will vary.)
Writing Project
Lesson B: Prewrite
PART 2 LESSON 3 309
PART 2 LESSON 4 2
PART
Phonics Focus
Phonics Focus Suffixes: -ful, -less

(Suffixes -ful, -less)
OBJECTIVES
bowlful shoeless
• Listen for Suffixes
• Read Words with Suffixes -ful, -less Listen to the picture words for the suffix -ful or -less. Choose
• Read Decodable Text the same suffix from the box to complete each word.
ful less
1. 2.
The cloud I like one spoon

sky was very blue. of honey in my tea.
3. 4.
One hand of seeds Some people like

will grow many plants. hair cats.
262 Unit 8
Phonics Focus
Teach
1. Write or display the following suffixes: -ful, -less. Say: Remember you learned that suffixes can be added to the ends of
words to change the base words. Today, we will learn about two more suffixes. Like the suffix -ness, they can be used to
change nouns into adjectives. The suffix -ful can change a noun into an adjective that means “full of.” Write the words fear
and fearful on the board. Pronounce each word and have students repeat the words with you. Repeat for the suffix -less,
which means “without,” using the words thought/thoughtless.
2. Listen for endings. Tell students to listen carefully as you say a word with a suffix. Say painful slowly, emphasizing the suffix
-ful. Say it again, hesitating slightly before the suffix. (pain-ful) Have students repeat the word with you. Say: I feel pain in
my finger. It is painful. The word pain is a noun. The word painful is an adjective. Repeat with the words hat/hatless. Say:
If I am without a hat, I am hatless. The word hat is a noun. The word hatless is an adjective. Say: I am going to say pairs
of words. I want you to raise your hand when you hear the word with the suffix -ful or -less. Use the following words: -ful:
mouth/mouthful, helpful/help, care/careful, playful/play, beauty/beautiful; -less: use/useless, endless/end, air/airless,
joyless/joy, sun/sunless.
3. Segment endings. Tell students that you will write and say a word and that you want them to repeat the word and then tell
what the ending of the word is. Model for students by segmenting the word bowlful. Write the word. Say: bowl-ful as you
run your hand under the word. Say: In the word bowlful, the suffix -ful changes the meaning of the noun from “bowl” to “a
full bowl.” Have students segment the ending with you. Then have students tell what the base word is, what the suffix is,
and what the suffix means.
4. Tell students to turn to Student’s Book page 262. Use the same procedure to introduce the remaining suffix and sample
word at the top of the page.
5. Repeat this process with other sample words until students are comfortable reading words with each of the suffixes. Use
the following words: -ful: playful, harmful, graceful, spoonful, helpful, tuneful, hopeful, willful, hateful, tearful; -less: carless,
keyless, winless, iceless, colorless, tasteless, wordless, joyless, sunless, wireless.
6. If time permits, have students identify words containing the suffixes -ly and -ness as well as words containing the suffixes -ful
and -less. Use the following words: -ly: truly, happily, strongly, sadly, finally; -ness: sadness, fullness, kindness, goodness,
darkness; -ful: fruitful, restful, gleeful, fistful, wakeful; -less: hairless, windowless, sleepless, painless, meaningless.
Model
2. Use item 1 to model the activity for students. Say: The picture word is cloudless. Repeat the word slowly. Say: The picture
shows a clear sky with no clouds. I hear the suffix -less at the end of the word cloud. I will choose the suffix -less to finish the
word. Now, I will read the complete sentence: The cloudless sky was very blue.
Talk Together
Listen and read. Find the words with the suffixes

-ful and -less. Resources
Over to You
A Long Journey ◆ Read on Your Own Book 63
◆
Many immigrants came to New York in the Work with a ◆ Practice Book: 8.16
◆
1800s. They came on ships. They crossed a large partner.
body of water. The trip was long and hard. Some of Say a word from
these people wanted freedom. All wanted a better the text with the
life. It was wonderful to see the Statue of Liberty. suffix -ful or -less.
Your partner then
This monument was a symbol for them. It made
points to the word
them thankful. It made them hopeful. It meant their and uses it in a
endless journey was over. sentence.
There was one more step, though. There were Practice / Apply
tests to take. Doctors checked for illness. Each
person was checked. Some were too sick to 1. Have students listen to and read along with the next item.
come in. The doctors had to be careful. Only healthy Tell them to choose an answer. When everyone is ready,
people could come in. Most were welcomed call on a student to tell the answer he or she chose. Ask:
happily. Finally, these fearless people could start What suffix were you listening for? Continue with the
their new life.
remaining items.
directions with students. Work with students to complete
Read “A Long Journey” with a partner. Practice the first item. Have students complete the remaining
reading words with the suffixes -ful and -less.
items independently. Then review the page with students,
263
making corrections as necessary. Finally, have partners
complete the activity at the bottom of the page.
Read Decodable Text

1. Prepare to Read. Review the target suffixes with students. Remind them that they have practiced reading words with these
suffixes. Then review the Words to Know these and there and Key Words immigrants, body of water, freedom, monument,
and symbol with students. Tell them that they will use these skills and words to read a new text. Have students turn to
Student’s Book page 263. Model reading the title. Have students repeat the title.
2. Preview. Have students look at the page and describe what they see in the picture. Model for students. Say: I see a skyline.
3. Read the Text. Tell students to read along as the text is read aloud. Then encourage students to ask any questions they might
have about the content or about any unfamiliar words in the text they might not understand.
Over to You
Have students work with a partner to take turns reading the text and identifying the words with the target suffixes. Compliment
or correct as needed. Then ask the following questions:
• What large group of people came to New York in the 1800s? (immigrants)
• What were they glad to see as they approached New York? (the Statue of Liberty)
• Why did these people go to America? (Some wanted freedom. All wanted a better life.)
• What final test did they have to pass before they could come into the country? (They had to prove they were healthy.)
Extension
Read on Your Own
Use Read on Your Own Book 63: Find Your Way for additional practice on reading decodable text with suffixes.
PART 2 LESSON 4 311
PART 2 LESSON 5
Reading: Preview
OBJECTIVES
• Use Grade-Level Vocabulary • Analyze Genre: Literary Nonfiction
• Use Academic Vocabulary • Recognize Features of Nonfiction
Reading Strategy • Build Background Knowledge
• Plan: Preview
An
Read Literary
Nonfiction Eagle’s
Genre
Literary nonfiction gives facts about a topic
in a way that sounds like a story or a poem.
Eye by Anna Goy
Features of Nonfiction
All nonfiction tells about real people,
places, and events. It uses facts to explain or
describe a topic.
Literary Nonfiction
Africa is home to many lands and many people.
It stretches from the Sahara Desert in the north,
through the rain forests of Central Africa, all the way
to rocky Cape Town.
Textbook Nonfiction
Africa is the second-largest continent in the world. It
has a diverse range of landforms and climate zones.
With more than 1.2 billion people, it is also one of the
most populated continents.
264 Unit 8 265
Preview
Introduce
1. Have students look at the picture on Student’s Book page 265 as you read aloud the title of the selection. Have them
identify the topic: What do you think this selection will be about? What do you see in the picture?
2. Encourage students to use Key Words to describe what they see.
Genre and Features of Nonfiction
1. Read aloud the definition of literary nonfiction on Student’s Book page 264. Elaborate: Literary nonfiction tells facts, but it
uses language in a special way. It both entertains and informs.
2. Read aloud the features of nonfiction on Student’s Book page 264. Explain: Facts are true statements. A topic is the subject
of a text. Connect to the genre: As we read this selection, think about how it is both true and entertaining.
Pages Say (and do)

(Point to the eagle.) The eagle is flying above the city. (Stretch your arms and pretend to fly) How do the
266–267 buildings look? (small) (Point to the ocean.) Do you like oceans? I enjoy the sound of ocean waves. They
make me feel calm.
There are lots of islands on Earth. Have you been to an island? How can you get to an island? (by boat,
268–269
by airplane) Wow! The Great Wall of China! What a magnificent architecture, don’t you think?
The world has many landscapes. Look through pages 270 to 279. Point to places you have heard
270–279 about. (Help students name the features: mountains, seas, buildings, waterfall, desert and forest, based
on these pictures. Also help them name the different landforms and bodies of water depicted.)
Check Understanding
Ask: What is the topic of this selection? (the beauty of our world)
1. Remind students that during their preview of the selection, they saw a picture of the Great Wall of China. Tell them
that it is one of the most visited tourist attractions in the world.
2. Ask students if they’ve taken a trip to the Great Wall. How did they go there? Who did they go with? What did they
see? Did they enjoy the trip? Encourage students to share their experiences.
PART 2 LESSON 5 313
PART 2 LESSON 5
OBJECTIVES
Vocabulary Fluency Resources
• Use Grade-Level Vocabulary • Read with Phrasing
Comprehension ◆ Practice Book: 8.13
◆
Reading Strategies • Identify Author’s Purpose

• Identify Main Idea
• Plan: Set a Purpose, Predict, Confirm
Predictions Learning Strategy
• Select and Use Reading Strategies • Use Reading Supports
Writing
• Writing Project—Lesson C: Draft
Read the Selection

Reading Options

• Have students follow the text on Key • Have students set a purpose for • Have students set a purpose for
Points Reading (Practice Book 8.13) reading—to get information or enjoy reading. Have them read silently
while you read it aloud. a story. Have them read silently first and study the pictures to clarify the
• Check understanding with selected and then aloud. text.
Build Comprehension questions. • Ask Build Comprehension questions • Have students read the selection
to check understanding. aloud and discuss its meaning
• After reading, have partners practice as you ask Build Comprehension
reading more passages aloud. questions.
• Have them share pictures that help
them understand the text.
Set a Purpose
Find out where the eagle goes.
Eagles fly across our skies. They look down onto In the distance, a wedge-tailed eagle sees the blue
the Earth. The Earth is their home. The Earth of the ocean. The sky and water meet; their colors
is our home, too. They see us moving quickly combine. He sees the corals and fish of the Great
across the land, like ants in the distance. Our Barrier Reef of Australia. It is a monument to the
eyes look down. We don’t look up. beauty of our oceans.
combine mix together

ants small insects
corals very small, invertebrate sea animals that live
in compact colonies
266 Unit 8 267
Build Comprehension
Set a Purpose
Ask Questions/Plan and Monitor/Make Connections

Which reading strategies can help us understand this part of the selection? Model choosing strategies that match the
selection. Say:
• Before I read, I will ask questions. I wonder what the eagle sees. I will read the text to find out.
• As I read, I can plan and monitor. I don’t understand what the author means when she says “Our eyes look down. We
don’t look up.” I will reread the text to help me understand.
• Now that I’m done, I think I will make connections. The author uses eagles’ viewpoints to show us that our world is an
amazing place, we need to look up and look around, so we will find the beauty around us.
Context Clues
Explain to students that different kinds of eagles are mentioned in this selection. Each eagle represents the country or place it
inhabits. Say: We read about the Great Barrier Reef in Australia, so we know the wedge-tailed eagle is an Australian bird.
Though we are not bird experts, we can use context clues to understand where this kind of eagle is from. Read on to learn
more about various kinds of eagles from different places.
Author’s Purpose
Ask: What is the author’s purpose? Then model thinking aloud: I know that authors can write for different reasons. The ocean
on page 267 tells me that one of the author’s purposes is to inform.
PART 2 LESSON 5 315
PART 2 LESSON 5
A white-bellied sea eagle flies over an island, resting in

the calm waters of the Indian Ocean. Orangutans and An eastern steppe eagle sees a great and
elephants enjoy freedom in the island’s forests. White ancient wall. Like a powerful dragon, it travels
sands paint its beaches. Monkeys play on its shores. He through China. It climbs up and over mountains.
soars over the biggest island in Asia, Borneo. It falls down into deserts. The eagle follows its
path for thousands of kilometers.
shores beaches powerful strong Before You Continue

soars flies path line 1. Imagery Why does the writer describe
people as “ants” and China’s Great Wall
as a “dragon”?
2. Describe Look at the photo on page 268.
What landforms can you see?
268 Unit 8 269
Predict
What do the photos on
pages 270–271 show?
The Himalayan golden eagle pushes through the clouds

to the peak of Mount Everest, or Qomolangma. Standing
proud, it seeks the sun. It is the king of landforms .
It is the king of the skies. It is the highest mountain in
the world.
The pallas’s fish eagle sees the waters of the

Caspian Sea. Lying between Europe and Asia,
it is trapped on all sides. This body of water
is the largest lake in the world. The eagle
flies high above the water. He celebrates
his freedom .
peak top Lying Located Before You Continue

trapped surrounded by land 1. Confirm Prediction What do the photos
show on pages 270–271? Was your
prediction correct?
2. Detail What do we learn about the
height of Mount Everest (Qomolangma)
and the size of the Caspian Sea?
270 Unit 8 271
Main Idea
Is the main idea of this paragraph the white-bellied sea eagle? (no) What is the main idea? (nature and animals in Borneo)
Clarify Language
Can sand really paint beaches? (no) The author uses the non-literal word paint to give the lines a meaning beyond their usual,
everyday definitions. The word paint makes the sentence more vivid and helps us visualize white sandy beaches.

1. Imagery: Possible response—The writer describes people as “ants” because when eagles fly high in the sky, everything
looks very small, even humans. The Great Wall of China looks like a “dragon” when seen from the sky.
2. Describe: Possible response—I can see a beach, an island and a forest.

Predict
Read the introduction on page 270. Say: From the picture, I predict that we are going to learn about some cold places on
Earth. Let’s read to see if our predictions are correct.
Clarify Language
What does “it” in the second sentence refer to? The Himalayan golden eagle? Or Mount Everest? (Mount Everest) How can
you tell? (Because the third sentence says “It is the king of landforms.”)
Plan and Monitor

Did this paragraph confirm your prediction? Help students monitor and confirm or correct their predictions.

1. Confirm Prediction: Possible response—The photos show a mountain covered with snow and the sea. I was partly correct
because I predicted that we would learn about cold places.
2. Detail: Possible response—We learn that Mount Everest is very tall because it is the king of the skies. The size of the
Caspian Sea is huge because it is the largest lake in the world, lying between Europe and Asia.
Extension
Fluency: Phrasing
1. Explain the concept: Fluent readers read with correct phrasing. Punctuation helps readers know how to phrase text. Pause
briefly after commas. Pause longer after end punctuations, such as periods, question marks, and exclamation points. Text
read with correct phrasing sounds like natural speech.
2. Read the paragraph on page 271 aloud to demonstrate how phrasing varies, depending on the punctuation.
3. Have partners read page 271 together several times, mimicking the phrasing you modeled.
PART 2 LESSON 5 317
PART 2 LESSON 5
A spotted eagle pauses as he flies through A crowned eagle flies fast. He crosses the grasslands
the Middle East. He remembers an ancient and deserts of Africa. He hears the sound of water
civilization. Their tombs and monuments are before he arrives. He sees the Zambezi River, more
hidden in the deserts of Jordan. It is the city of than 2 kilometers wide. Feeling water on his feathers,
Petra, built deep into the mountain behind. It he flies down into Victoria Falls.
glows as the sun rises into the sky.
pauses stops feathers body

tombs a special place built in rock
where people are buried
glows lights up
272 Unit 8 273
A bald eagle enjoys his freedom in the wilderness

of Alaska. Icy mountains, rivers, and forests cover
the land. The eagle sees bright colors dancing
in the sky. He flies high and is united with the
greens of Aurora, the Northern Lights.
The white-tailed eagle flies over Europe, to the

Colosseum of Rome in Italy. Its empty windows
welcome the eagle inside. He flies around the
amphitheater. He imagines people shouting as they
watch wild animals face each other. He imagines
their symbols of power.
amphitheater stadium Before You Continue Icy Frozen

wild animals animals 1. Clarify Look at the photos on
that live in natural pages 272–274. Which of these
environments show man-made structures?
2. Make Connections Do you have
important buildings and structures in
your country? Describe them.
274 Unit 8 275
Key Words
What landforms are mentioned in this paragraph? (mountain, grasslands, deserts, river and waterfall)
Make Inference
What does the writer mean when she says that a spotted eagle remembers an ancient civilization? (Possible response: He
has flown through the same city before.)
Author’s Purpose
1. What is the purpose for writing literary nonfiction? (to inform, to entertain) On pages 272–273, what does the author write
about to inform the reader? (facts about monuments and bodies of water)
2. What does the author write that entertains? (She uses descriptive language, such as glows as the sun rises into the sky and
feeling water on his feathers that appeals to our senses.)
Extension
Literary Analysis: Main Idea
1. Discuss how the main idea differs from a topic. (A topic is a subject. The main idea is the most important idea being
expressed about that topic.)
2. Have partners reread pages 272–273. Ask: What is the topic? (An Eagle’s Eye) Then, have partners tell the main idea.
(Through an eagle’s eye, we can see many different landforms in the world.)
Social Studies: Landforms
While reading the selection, students will encounter descriptions of a variety of landforms around the world. Encourage
students to name what countries are notable for being mountainous, being flat, having lakes, or having deserts.

Clarify Language
What does it mean that the eagle imagines people shouting as they watch wild animals face each other? (In ancient times,
people would have animals fight each other in the Colosseum.)

1. Clarify: On page 272, the photo shows tombs and monuments hidden in the deserts of Jordan. The picture shows the
Colosseum in Italy on page 274.
2. Make Connections: Possible response—The Taj Mahal is the most important building in my country. It is made up of white
ivory marble. It was built hundreds of years ago: a tomb for an emperor’s favorite wife. Nowadays, it is one of the most
popular tourist attractions in my country.
Use Text Features
Ask: What does the photo on page 275 help you understand? (what the Northern Lights look like)
PART 2 LESSON 5 319
PART 2 LESSON 5
Crossing the mountains of Mexico, a black hawk

The golden eagle flies south over the continent eagle flies towards the magnificent ruins of
of North America. He feels the heat of the Chichén Itzá. It was the ceremonial capital of the
Sonora Desert. It extends from the state Mayan civilization. Enormous pyramids rise above
of Arizona to Mexico. He sees coyotes and the forest around it. Snakes and jaguars decorate
mountain lions. He sees cacti, like needles in its walls. They are symbols of a great past.
the hot, dry earth.
continent of North America land magnificent great Before You Continue

mass that includes Canada, ruins remains of very old structures
the U.S., and Mexico 1. Make Comparisons Look at pages 275–
ceremonial capital center of the ancient culture 276. How is the climate different in
extends continues Alaska and in the Sonora Desert? Which
needles sharp tools words in the text help you know this?
2. Detail Which different types of landforms
are listed on pages 275–277?
276 Unit 8 277

Context Clues
What does coyotes mean? (desert animals) How do you know? (I read mountain lions after the word and, so I think coyotes
are also desert animals.) What does cacti mean? (desert plants) How do you know? (I read like needles and I see needle-like
plants in the picture on page 276. I think cacti refers to desert plants.)
Ask Questions
1. Remind students that earlier in the reading they asked questions about the text. Ask: Did you find answers to your
questions? Invite students to share their questions and answers.
2. Then say: I have a question about the Maya civilization. It does not say much in this text. But I can look for answers
somewhere else! Maybe they are in a library book or on the Internet.
1. Make Comparisons: The climate in Alaska is cold, and it is hot in the Sonora Desert. These words from the text helped me:
icy, heat, hot, dry earth.
2. Detail: The wilderness in Alaska, the desert in America, and the pyramids in Mexico.
The black-and-white hawk eagle flies seeking Eagles see our cities. They see us. Our eyes look
the South American winds. He finds a blanket down. They cry out. They tell us to enjoy the natural
of forest below him, crossing into Brazil. beauty of our earth. They tell us to admire the
It is the great Amazon rain forest. It is a monuments of its people. To look up. ❖
celebration of nature. The calls of its wildlife
unite, welcoming the eagle to their home.
blanket large area admire look at with pride Before You Continue
1. Clarify What does the eagle tell us
to do?
2. Author’s Purpose What is the writer’s
purpose in this selection? How does the
author want us to feel?
278 Unit 8 279

Clarify Language
What does it mean when the writer writes "the calls of its wildlife unite, welcoming the eagle to their home"? (The wild
animals in the Amazon rain forest make a loud sound at the same time to greet the eagle.)

1. Clarify: The eagle tells us to see our earth the way he does.
2. Author’s Purpose: Possible response—The author wants us to appreciate the differences in our world and be proud of them.
Writing Project
Lesson C: Draft
PART 2 LESSON 5 321
PART 2 LESSON 6 2
PART
Think and Respond

Reread and Summarize 1. How do you know this selection is nonfiction?
It is nonfiction because .
OBJECTIVES 2. The selection tells about some of the world’s landforms,
buildings, and structures. Describe one that you would like
Vocabulary to visit. Give a reason why you want to go there.
• Use Grade-Level Vocabulary One of the world’s landforms/famous structures is .
• Use Academic Vocabulary I want to go because .
• Use Classroom Vocabulary 3. What does this selection teach us? Where in the text does
it say this?
Language
This selection teaches us that .
• Language Function: Express Intentions The text says .
• Reread and Summarize
Fluency Write About It
Write a brief poem that describes what an eagle would see,
• Read with Accuracy, Rate, and Phrasing hear, smell, and feel in your country. Use Key Words in your
Comprehension and Literary Analysis poem.
• Analyze Author’s Purpose An eagle flies in my country’s sky.

He sees .
Learning Strategies He hears .
• Use Graphic Organizers: Author’s Purpose Chart He smells .
• Reason Deductively He feels .
Writing
280 Unit 8
• Write Poems
• Writing Project—Lesson D: Revise ELAR TEKS
G2.3.B.1 ask relevant questions about stories
G2.18.B write short poems that convey sensory details
SS.G2.14.C.ii explain how selected symbols reflect an American
G2.3.B.3 seek clarification about stories SS TEKS SS.G2.14.C.iii explain how selected celebrations reflect an
G2.3.B.7 locate details about stories SS.G2.14.C.i explain how selected customs reflect an American American love of individualism, inventiveness, and freedom
G2.3.B.9 support answers with evidence from text love of individualism, inventiveness, and freedom
Think and Respond

Talk About It
1. Read aloud each question on Student’s Book page 280. Prompt students to cite evidence from the text in their responses.
Remind them to use Key Words in their answers.
• Analyze Genre: Possible response—It is nonfiction because it gives facts and information about a topic and is not a
made-up story.
• Express Intentions: Possible response—One of the world’s landforms is the Amazon rain forest. I want to go there
because I want to see the wildlife there.
• Main Idea: Possible response—This selection teaches Say Write
us that the Earth is made up of many different
An eagle flies in my country’s sky.
landforms. The text says, “They tell us to enjoy the I will write about what He sees many beautiful temples.
natural beauty of our earth.” an eagle would see,
He hears the sound of praying.
hear, smell, and feel in
Write About It He smells the incense.
my country.
Read the instructions aloud. Use Writing Routine 4 to help He feels peaceful.
students.

Author’s Purpose
1. Read aloud the introduction on Student’s Book page 281 and reinforce: The author’s reason for writing may be to
entertain, to inform, to explain, or to persuade.
2. Read though the example clues in the chart. Have students complete Practice Book 8.15.
Reread
Rereadand
andRetell
Summarize
Author’s Purpose
Think about the author’s reasons for writing “An Eagle’s Eye.”
Author’s Purpose Chart
Resources
Clues from the Title: Clues from the Kind of
Writing: ◆ Practice Book: 8.13, 8.15, 8.17
◆
“An Eagle’s Eye”
The selection describes Literary nonfiction presents ◆ Writing Routine 4
◆
what eagles can see facts and ideas in
from the sky. an interesting way.
Author’s
Purpose:
Clues from the Clues from the
Details: Main Idea:
Summarize
Now work with a partner and
The author tells me . 1. Read aloud the instructions and Language Frames on
use your author’s purpose chart
to figure out the author’s reason
The author wrote this selection to
The author’s purpose is .
.
Student’s Book page 281. Have students summarize
for writing “An Eagle’s Eye.”
the selection for their partners, including the author’s
purpose. Then have partners reverse roles and
Fluency repeat.
Practice reading with correct phrasing. Rate your reading.
2. If students need additional support, have them use the
281
Key Points Reading (Practice Book 8.13). To assess
students’ proficiency, refer to the rubric below.

¨¨
Does not include the text’s most important ideas in the ¨¨
Beginning summary
¨¨
Does not know the author’s purpose for writing the text ¨¨
Often seems uncomfortable with the
summarizing task
¨¨
Includes some of the text’s important ideas in the ¨¨
summary
Intermediate ¨¨
Seems somewhat uncomfortable with
¨¨
Is unsure of the author’s purpose for writing the text the summarizing task
¨¨
Includes most of the text’s important ideas in the ¨¨
summary
Advanced ¨¨
¨¨
Is mostly sure of the author’s purpose for writing the text summarizing task
¨¨
Includes the text’s most important ideas in the summary ¨¨
Advanced
High ¨¨
Knows the author’s purpose for writing the text ¨¨
Seems comfortable with the
summarizing task
Fluency
2. Listen to each recording and assess students’ ability to read with accurate phrasing.
Writing Project
Lesson D: Revise
PART 2 LESSON 6 323
PART 2 LESSON 7 2
PART
Word Work
Word Work Prefixes

Reading A prefix is a word part that is added to the
beginning of a word. A prefix can change
the meaning of the word.
OBJECTIVES My grandparents were immigrants
from Korea.
Vocabulary
Prefix: im- Word: migrant im + migrant = immigrant
Meaning: into Meaning: a person Meaning: a person who has
• Use Grade-Level Vocabulary who moves around moved from one place
• Strategy: Prefixes to live in another place
Language She inputs numbers into the computer.
• Listen to a Preview Prefix: in- Word: put in + put = input
Meaning: into Meaning: place Meaning: place into

Learning to Read
• Concepts of Print: Punctuation Marks
Reading Strategies
• Plan: Preview
Try It Together
Read the sentences. Then answer the questions.
• Select and Use Reading Strategies
Our family comes together during reunions.
• Elements of Poetry 1. The prefix re- means again. What does the word reunion
mean?
• Analyze Genre: Song Lyrics
2. Write a sentence with a word that begins with a prefix.
Learning Strategies
282 Unit 8
G2.2.D.1 read words with common prefixes
• Use Reading Supports G2.5.A.1 use prefixes to determine the meaning of words
Writing
Word Work
Teach / Model
1. Read aloud the introduction on Student’s Book page 282. Explain: Each prefix has its own meaning. We add a prefix to a
base word to make a new word. The new word carries the meaning of both the prefix and the base word.
2. Read through the examples for immigrant and input.
Practice / Apply
1. Read aloud the instructions and the sentences in Try It Together on Student’s Book page 282. Explain that a “union” is
when people meet together. Then help students complete the activities.
2. Use Multi-Level Practice Sets to provide more examples that address various levels of knowledge.Write the following words
and definitions. Have students decide the meaning of a word, based on the meaning of its base word and prefix.
• afternoon; after- means “later than;” unusual; un- means cooperate; co- means reform; re- means
noon means “middle of the day” “not;” usual means “together;” “again;” form means
• nonliving; non- means “not;” living “common” operate means “work” “make”
means “alive”
Check Understanding
Ask: What is a prefix? (It is a word part added to the beginning of a word to change its meaning.)
Extension Resources
◆
1. Guide more practice with the concept using eVisual 8.6.
2. Have partners use the meaning of the underlined word’s
prefix and base word to define the word.
eVisual 8.6
Practice / Apply
Write the following sentences, and then read them aloud. Have partners work together to decide the meaning of each
underlined word, based on the meanings of its base word and prefix.
• I misspoke when I said that we can leave early. (The prefix mis- means “wrongly,” and spoke means “said.”)
• I overestimated how long the trip would take. (The prefix over- means “above,” and estimated means “guessed.”)
• I need to reorganize my bookshelf. (The prefix re- means “again,” and organize means “put in order.”)
Check Understanding
Ask: What does a prefix do? (It changes the meaning of the word it is added to.)
PART 2 LESSON 7 325
PART 2 LESSON 7
Read the Selection

Making Connections
Read aloud the introduction on Student’s Book page 283 and explain: As you read the song lyrics, think about the Big
Question. These song lyrics are about what America meant to songwriter, Woody Guthrie.
Genre
Read the definition of song lyrics on Student’s Book page 283. Review: Words that rhyme have the same ending sounds, such
as in land and band. Rhythm gives the song a beat. Repetition is when sounds and words repeat.

Pages Say (and do)

The United States includes many different kinds of landforms. What kind of landform do you see in this
283
photo? (a beach)
(Point to the road.) Have you ever been on a road like this? Where do you think it goes? (Point to the
284–285 landscape on page 285.) What season does this photo show? (fall or autumn) How do you know? (the
colors of the leaves on the trees)
How does it feel to be in a desert? (hot, dry) Now point to the picture on page 287. What do you see?
286–287
(trees, horses, people) How is this part of America different from a desert?
288–289 Fog is lifting from a forest. What a beautiful place!
Reading Options
Listen and Learn Read and Grow Vocabulary Read and Grow Vocabulary
• Ask students to set a purpose for • Pause after you read aloud each • As students read silently, have them
listening. section for students to complete the use Practice Book 8.18.
• Have them follow the text as you Word Detective cards on Practice • They write an unfamiliar word, what
read it aloud. Pause to ask Build Book 8.18. they think it means, and clues to its
Comprehension questions. • Ask Build Comprehension questions meaning.
• Use visuals to support English during reading. • Ask Build Comprehension questions
vocabulary. For example, say: Show • After reading, have students during reading.
me the highway. complete their Word Detective cards • After reading, have students
using a dictionary. complete their Word Detective cards
using a dictionary.
Making Connections Find out what the people of the
United States share.
Genre Song lyrics are the words of a song. They often
use rhyme, rhythm, and repetition like poems do.
This Land Is Resources
Your Land
◆
words and music by Woody Guthrie
photos on pages 283, 285–289
by Sam Abell
This land is your land. This land is my land.
From California to the New York Island.
From the Redwood Forest to the Gulf Stream waters
This land was made for you and me.
the Redwood Forest a big park in Before You Continue

California full of redwood trees
1. Analyze Genre Read the song lyrics
Gulf Stream waters warm Atlantic aloud. How are they like a poem?
Ocean waters
2. Main Idea What is the most important
idea of this verse? Tell it in your own
words.
283
Build Comprehension
Clarify Ideas
Reread the song title and the verse on page 283. What land does the song tell about? (America)
Plan and Monitor/Ask Questions/Make Inferences

1. Ask: Which reading strategies can we use to help us better understand the song? Review how to use reading strategies
before, during, and after reading the first verse.
2. Offer a possible response:
• Before I read, I will plan and monitor. I will look through the text and decide my purpose.
• As I read, I can ask questions. I will ask about the text and read on to find the answers.
• Now that I’m done, I think I will make inferences. The author wants me to know that all the beautiful things and places
in America were made for people to take care of and enjoy.
Elements of Poetry
1. Guide students in clapping out the rhythm. Then have them identify rhyming words. (highway/skyway, valley/me) Finally,
point out the line that repeats in each stanza. (“This land was made for you and me.”)
2. Invite volunteers to choose another page of “This Land Is Your Land” and look for examples of rhythm, repetition, and
rhyme.
Elements of Poetry
1. Analyze Genre: Like a poem, the lyrics have rhythm, they repeat words and phrases, and they have rhyming words. (land,
island)
2. Main Idea: Review how to identify the main idea of a text and how to differentiate main idea from topic. Then answer the
question: America belongs to the songwriter and the people who live there.
PART 2 LESSON 7 327
PART 2 LESSON 7
As I was walking that ribbon of highway,
I saw above me that endless skyway.
I saw below me that golden valley.
that ribbon of highway on a road that Before You Continue

looked like a long, thin piece of cloth
1. Ask Questions What question do you
that endless skyway the sky have about this verse of the song? Look
for an answer in the text or photos.
2. Figurative Language Reread the first line
on page 284. Was the speaker really
walking on a ribbon? Explain.
284 Unit 8 285

Tell about a time you took a walk. Describe things you could see, hear, smell, taste, and touch. How does this help you
understand the writer’s feelings about the land? (Answers will vary.)

1. Ask Questions: Possible response—I wonder what a skyway is. I know what the words sky and way mean. The author tells
me that he can see the “endless skyway” above the highway. The photo shows the sky above a road. So, I think skyway
means the open sky you see when you’re traveling on a long road.
2. Figurative Language: The speaker was not really walking on a ribbon. The highway reminded him of a ribbon because it
is long and curves like a ribbon.
I’ve roamed and rambled and I followed my footsteps
To the sparkling sands of her diamond deserts;
And all around me a voice was sounding:
roamed and rambled gone to many places Before You Continue

sparkling sands of her diamond deserts 1. Make Inferences What can you tell about
dry, sandy areas of land that shine
the speaker from the song lyrics? How
brightly in the sun
does he feel about his country?
sounding singing
2. Visualize Which words help you see,
feel, and hear the places the song
describes?
286 Unit 8 287

Role-Play
Imagine you are the writer. Act out his actions in the first three stanzas of the song. Use expressions to show how he feels
about the different landforms and bodies of water he sees.
Poetic Language
Have students read line 2. Ask: Were the deserts really made of diamonds? (no) What did the speaker really mean? (The
desert sand looked like they were made of diamonds because they sparkled.)
1. Make Inferences: Remind students that when you make an inference, you combine what you read with what you know.
Possible response—I read that the speaker repeats the line “This land was made for you and me.” I know that writers
repeat their most important ideas. And so I think the speaker feels proud of the land and glad that he shares it with others.
2. Visualize: “Sparkling sands,” “diamond deserts,” and “a voice was sounding” help me see and hear the places described.
PART 2 LESSON 7 329
PART 2 LESSON 7
When the sun came shining, and I was strolling,
And the wheat fields waving and the dust

clouds rolling,
As the fog was lifting a voice was chanting:
This land was made for you and me. ❖
strolling walking
was lifting leaving
chanting singing
288 Unit 8

Concepts of Print: Punctuation Marks
1. Say: Sometimes in songs and poems writers use different punctuation marks, such as commas and semicolons, to help a
reader know where to pause when reading. This helps create a rhythm or beat in the song or poem.
2. On page 288, point out all the punctuation marks. Then, read the sentences, pausing at each punctuation mark. Say: The
pause for a semicolon is a bit longer than for a comma, but not as long as for a period. A colon tells you that the words
that come after it explain or say something more about the words that came before.
3. Have partners take turns identifying the punctuation marks on page 288.
Poetry
1. Say: Both poems and songs are meant to be read aloud. Chorally reread the stanza on page 288 with students. Ask
questions to review the elements of poetry:
• Which words in this stanza rhyme? (strolling/rolling)
• What other sounds do you hear repeated in this stanza? (There are several -ing words: shining, strolling, waving,
rolling, lifting, chanting. These words sound similar, though they are not exact rhymes. Unlike rhymes, they occur within
the lines, not at the ends of lines.)
2. Discuss how the repeated sounds affect the rhythm of the song. (They give the song a rolling rhythm and a sense of
forward movement, like someone who is walking.)
Main Idea
Ask: What is the topic of “This Land Is Your Land”? (America/ This Land) What is the main idea of the text? (America is vast
and beautiful, and it is a place we all share.)
More About Sam Abell
Sam Abell travels across the
United States and around the
world, taking photos of many
places and people. He has
provided photos for National
Geographic Society for
almost 40 years.
Mr. Abell learned photography

from his father when he was
very young.
“For me, photography means,

‘Andiamo!’” he said. “It’s
what gets me
out the door.”
photography how to take photos Before You Continue

Andiamo! Let’s go! (in Italian) 1. Make Inferences The song tells about
a singing voice. What do you think the
speaker means?
2. Draw Conclusions How are the speaker
and Sam Abell alike?
289

1. Make Inferences: I think the speaker meant that the mood at that moment, with the sun shining and the fog lifting, felt
magical, almost as if a voice was also singing to the speaker.
2. Draw Conclusions: Both men see great beauty in the different landscapes across America.
Extension
Science: Create Visual Material to Express Ideas
1. Tell students they can be like Sam Abell. Have them choose a description from “This Land Is Your Land,” such as “diamond
deserts” or “golden valley,” to use as the basis for a drawing or collage.
2. Tell them to try and create the image they visualize when they read the words in the description.
Writing Project
PART 2 LESSON 7 331
PART 2 LESSON 8 2
PART
Respond and Extend
Respond and Extend Compare Author’s Purpose

Grammar Authors have a purpose, or reason, for writing texts. What
do you think the authors of “An Eagle’s Eye” and “This Land
is Your Land” are trying to do?
Vocabulary "An Eagle's Eye" “This Land Is Your Land”

by Anna Goy by Woody Guthrie
persuade readers ✔
inform readers ✔
Language
entertain readers
share experiences
Reading Strategy
• Make Connections: Text to Text express feelings
Grammar express creativity
• Prepositional Phrases Authors can have Put a check if the

more than one statement is true
Comprehension and Literary Analysis purpose. for the selection.
• Compare Author’s Purposes
Learning Strategies
Talk Together
• Reproduce Modeled Language With your partner, take turns choosing picture cards. Use the cards
and Key Words to tell about America.
290 Unit 8
Respond and Extend ELAR TEKS

Reread
As students reread “This Land Is Your Land” on their own, have them think about how the author’s purpose is similar to and
different from the author’s purpose in “An Eagle’s Eye.”
Compare Author’s Purpose

1. Read the introduction on Student’s Book page 290. Then explain the comparison chart to students. Say: The chart helps us
compare information from “An Eagle’s Eye” and “This Land Is Your Land.” Explain that a selection usually has one main
author’s purpose, but an author may have more than one purpose for writing.
2. Have students complete the chart on Practice Book 8.19 using “An Eagle’s Eye” and “This Land Is Your Land.”
Talk Together
1. Read aloud the instructions in Talk Together on Student’s Book page 290. Using the Language Builder Picture Cards G2.95
and G2.99–101 and Key Words, have partners conduct a Three-Step Interview (see Cooperative Learning Routines).
2. Have students pair off and take turns interviewing each other, asking the following questions:
• What are some of America’s landforms?
• Who are the people who make this nation special?
• What kinds of jobs do some Americans have?
• What are things that many Americans like to do?
3. When partners have finished interviewing each other, have Partner A share with the class what he or she learned from
Partner B; then reverse roles.
4. Use Multi-Level Strategies for various levels in discussion. Have students add ideas to the unit concept map.

Provide language frames for Have students skim the pictures Challenge students to use all of this unit’s Key
students to use as they answer the and text in “An Eagle’s Eye” Words during their discussions.
questions: and “This Land Is Your Land” for
• _____ is a landform in America. words to use in their discussions.
• _____ make this nation special.
Grammar
Prepositional Phrases
A prepositional phrase starts with a preposition and ends with a
noun or pronoun. Prepositional phrases add details to a sentence.
Resources
Grammar Rules Prepositional Phrases
◆ Practice Book: 8.12, 8.14, 8.19, 8.20
◆
Use prepositional phrases in Yosemite National Park
below the waterfall ◆ Cooperative Learning Routines
• to show where something is
◆
above, below, between, in, out
◆ Language Builder Picture Cards G2.95,
◆
• to show direction through the woods
up, down, through, around, into around the big boulder G2.99–101
• to show time until our next visit
before, during, after, until during summer vacation
• to add details about the park
at, for, of, to, about, with, without without our backpack
Read Prepositional Phrases

Read these sentences from “This Land is Your Land” with a
partner. Identify two prepositional phrases.
I saw above me
that endless skyway.
I saw below me that
golden valley.
Use Prepositional Phrases

Write two sentences using the two prepositional phrases you
found in the song above.
291
ELAR TEKS
G2.21.A.v understand and use prepositions and prepositional
phrases in the context of reading, writing, and speaking
Grammar
Prepositions that Show Time
1. Write the sample sentences and read them aloud.
• We can eat breakfast during the drive.
• It is four hours until our arrival.
2. Review: These prepositions all tell when something happens or how long it lasts. Then assign Practice Book 8.12.
Prepositional Phrases Tell More

1. Explain: A prepositional phrase is a group of words that starts with a preposition and ends with a noun or pronoun. We
can add a prepositional phrase to a sentence to tell more about something.
2. Write a sentence: You can see the mountaintop on a clear day. Then ask: In this sentence, what is the prepositional
phrase? (on a clear day) What does it talk more about? (when you can see the mountaintop). Then assign Practice Book
8.14.
Prepositional Phrases
1. Read aloud the introduction and the first three grammar rules on Student’s Book page 291. Point out the nouns at the end
of each prepositional phrase. When you reach the fourth rule, explain that these prepositions have many uses.
2. Write the following sentences: We read about the park. We went hiking without our backpack. Have students identify the
prepositional phrase in each sentence. Discuss how it adds details that give more information. Have volunteers replace the
phrases with new ones. (Example: We read about the Statue of Liberty. We went hiking in the Redwood Forest.)
3. Read aloud the instructions and passage of the Read Prepositional Phrase activity. If necessary, help students by asking:
Where was the endless skyway? (above me) Where was that golden valley? (below me).
4. Read aloud the instruction of the Use Prepositional Phrase activity. Have students work independently. Provide support, as
necessary. Then assign Practice Book 8.20.
PART 2 LESSON 8 333
PART 2 LESSON 9
Review
OBJECTIVES
Resources
• Use Grade-Level Vocabulary • Accuracy and Phrasing ◆ eVisual: 8.7
◆
• Use Academic Vocabulary Comprehension and Literary Analysis ◆ High-Frequency Word

◆
• Strategy: Prefixes • Author’s Purpose Routine

Language Learning Strategies ◆ Cooperative Routine
◆
• Express Intentions • Review ◆ Reading Strategy Rubrics

Grammar
◆
• Prepositional Phrases Writing
◆
Learning to Read • Writing Project—Lesson F: Present

• Words to Know and Share
• Phonics Rules
Reading Strategy
• Strategy Review
Language: Express Intentions, Words to Know Words to Know

1. Write the sentence frame: This year I am going to _____. Have students Think, going
Pair Share to name intentions for their plans and goals this year (see Cooperative there
Learning Routines). Next have them report their partner’s intentions to the group. these
2. Review High-Frequency Word Routine. Have students look at each word, listen to
the word, then listen to the word in a sentence, say the word, spell it, and then say Key Words
it again. body of water remember
Key Words: Social Studies and Academic Vocabulary freedom seek
landform symbol
Form two teams. Show Key Word Images and have each team take turns identifying
the Key Word. Then, teams can use each word in a sentence. monument united
wildlife wilderness
Reading Strategy: Strategy Review
1. Review how students have used these strategies in the past: plan and monitor, make
connections, visualize, make inferences, synthesize, and determine importance.
Then read aloud “First Fourth of July” (eVisual 8.7).
2. Have partners choose a strategy to help them understand the text. After reading,
have them explain how they used the strategy and how it helped them.
Thinking Map: Identify Author’s Purpose

1. Ask: What is author’s purpose? (It is the author’s reason for writing a text.)
2. Read “First Fourth of July” (eVisual 8.7). Have students listen for the author’s
purpose. Ask: What clues in the text can you use to figure out the author’s purpose?
(title, genre, and information) What is the author’s purpose for writing this text? (to
express feelings or to describe). eVisual 8.7
Phonics
1. Write or display the following suffixes in chart form: -ful, -less, -ly, -ness.
2 Say: I am going to say a word. Listen carefully for the suffix at the end of the word. Then tell me in which column to write
the word. Model for students using the word friendly. Say the word slowly.
3. Ask students to tell what suffix they hear at the end of the word friendly. Then have them tell you in which column to write
the word.
4. Continue with the following words: kindness, shoeless, cupful, hopeful, hopeless, slowly, goodness, brimful, gladly,
beautiful, tearless, tenderness, joyful, fearless, hardness.
Fluency: Accuracy and Phrasing

Have students read aloud “An Eagle’s Eye” to a partner, focusing on accuracy and phrasing.
Word Work: Prefixes

1. Ask: What is a prefix? (It is a word part added to the beginning of a word.) Write this sentence: I am uncertain how long
it takes to drive to New York.
2. Explain that un- is a prefix that means “not” and certain means “sure.” Have partners explain what the word uncertain
means. (not sure)
Grammar: Prepositional Phrases

1. Write this sentence from “An Eagle’s Eye”: The eagle sees bright colors dancing in the sky. Have small groups identify the
prepositional phrase (in the sky) and the preposition. (in)
2. Ask: What does the prepositional phrase in this sentence do? (It tells more about the bright colors.)
Writing Project
PART 2 LESSON 9 335
Persuasive Multimedia Presentation

1. Recap prior knowledge: What are some stories of people who fixed a problem in the world? What did they do? What
are some problems we can help fix in our world?
2. Explain that each student will give a persuasive multimedia presentation. Say: When we give a persuasive presentation,
we try to persuade the audience. What do you know about how to persuade? Collect ideas. Make sure students
understand that a persuasive presentation:
• includes words such as should and must
• tells an opinion
• tries to convince people to agree
• gives reasons or examples
3. Tell students they will give a presentation about something they intend to do to help make the world a better place. During
their presentations, they will try to persuade others to help them in their cause.
4. Remind students that this is also a multimedia presentation. Explain that a multimedia presentation includes visual aids,
such as props, charts, posters, photographs, illustrations, and so on. Visual aids should help the audience understand the
presentation’s persuasive message.
Plan and Rehearse

1. Divide students into groups of four or five. Have them discuss what they want their persuasive presentations to be about
and what kinds of visual aids they will use. If possible, have students record themselves rehearsing.
2. Suggest that they play back the recordings to improve their delivery. Model:
• As you listen, pay attention to information that seems incomplete.
• Think about how pieces of information relate to each other.
3. Use Multi-Level Strategies to involve all proficiency levels.

Have students draw pictures of Have students use these frames to Challenge students to use this unit’s Key Words in
what they want to do to make retell their stories: their presentations.
the world a better place. Have • My/Our goal is _____.
them label their pictures with a
• You must help me/us _____.
sentence, using this frame: We
must _____. • One reason is _____.
• Another reason is _____.
• Together, we can make the
world a better place!
Join Our Cause!

1. Have students conduct their persuasive multimedia presentations. Invite family members or another class to enjoy them.
2. Evaluate the presentations using the rubric. For each presentation, assess one group’s listening skills.
Debrief and Compare

1. Ask each group to summarize the main ideas from the presentations. Have them compare the presentations each student
or group shared.
2. Then encourage them to add ideas to their unit concept map, as appropriate.
Rubric: Persuasive Multimedia Presentation
Persuasive Multimedia Presentation Rubric
¨¨
Is not able to summarize the ¨¨
Expresses intentions using ¨¨
Does not understand enough
story mostly body language to take notes
Beginning ¨¨
Visual aids do not ¨¨
Is not able to persuade ¨¨
Listens but is not able to
appropriately communicate identify ideas that are not
ideas spoken
¨¨
Identifies most main events but ¨¨
Expresses intentions using the ¨¨
Listens and takes some notes
has trouble tying them together words going, there, and these
correctly some of time
¨¨
Listens for implicit ideas but
Intermediate ¨¨
Uses visual aids appropriately does not fully understand
some of the time ¨¨
Uses persuasion effectively ideas that are not spoken
some of the time
¨¨
Listens and takes notes on
includes most important events words going, there, and these most new information
correctly most of time
Advanced ¨¨
Listens and identifies one or
most of the time ¨¨
Uses persuasion effectively two implicit ideas
most of the time
¨¨
Listens and takes notes on all
Advanced includes all important ideas words going, there, and these new information
correctly
High ¨¨
Listens and understands
to communicate ideas ¨¨
Uses persuasion effectively to implicit ideas
communicate ideas
WRITING PROJECT
Mode and Form

Resources
In a personal narrative, the writer tells a story about an event in his or her life
and shares their feelings about it. For this project, students will write a personal ◆ eVisual: 8.8
◆
narrative about what the world means to them. ◆ Practice Book: 8.21
◆
◆
eVisual 8.8
Writing Trait: Voice

1. Students learn how good writers use voice to make:
• the writing sound genuine and unique to the writer
• the tone appropriate for the purpose and audience.
2. Use Vocabulary Routine 4 to teach genuine. Word Web
Each lesson in the Writing Project provides detailed instruction. Teach the Writing Project during Part 2 of the unit with this
suggested daily sequence and pacing plan, or adjust as your schedule and students’ needs require.

Rubric: Personal Narrative
Students use Practice Book 8.21 to score their own writing on the trait of voice. You can then use the Writing Rubric to score
each student’s project on all traits.
Writing Rubric
Score
Point
4
usage.
3 are accurate content flows in a writing sounds message. aloud, most • The writing has support meaning.
2
the topic.
or handwriting is
not legible.
LESSON A: Model Write about Yourself

Write a Personal Narrative
OBJECTIVES Tell what the world means to you or someone you know.
Put your story into a class scrapbook.
Writing
• Analyze a Student Model: Personal Narrative Study a Model
A personal narrative tells about a real event that means a
• Trait: Evaluate for Voice
lot to you. Read about how Ömer celebrated Earth Day.
Together We Care
by Ömer Aksoy
Resources The beginning

tells what event
Ömer is writing
Last year I saw a lot of trash in my
neighborhood. I felt sad, so I decided to
clean up the streets on Earth Day .
about.
◆ eVisual: 8.8
◆
I asked for help at my school. I didn’t The middle tells
more about
think anyone would come, but I was
what happened.
◆
in for a big surprise! Around 50 kids
Ömer uses
came. They brought their families, too. words that
We picked up more than 100 bags of sound like him.
He writes using
trash in the streets. It was awesome!
his own voice.
The end That day I learned that together,
tells why it we can help our world . My mom was
was important .
happy, too. She said my small idea
made a big difference.
292 Unit 8

Analyze the Prompt
Role: yourself
Form: personal narrative
Topic: __________
thinking about. Ask them what the subject is. (what the world means to them or someone they know) Remind them that they
will choose a topic for their writing when they do the Prewrite step.
3. Focus on language: Who is the audience? (other students) Ask students how knowing their audience will affect the
language they use. (It will be informal and have a genuine voice.)
Study a Model
Focus on Features
1. Read aloud the instructions and then have students read the
model silently.
2. Remind students to look for the event, words that sound like the
writer, and why the event was important.
3. Chorally reread the model, stopping to discuss each callout.
Display the Writing Checklist (eVisual 8.8) and have students find eVisual 8.8
examples of each feature in the model.
Teach the Trait
1. Display the following sentences: Picnics are fun. The food is good. Even my crabby brother had a good time! Ask: Which
sentence most clearly shows the writer’s personality and voice? (Even my crabby brother …)
2. Say: When writing has a unique voice and style, the words sound like the writer. The writer also chooses words that make
the writing’s tone appropriate to the purpose and audience. Find examples in the model:
• What words give the writing a unique, genuine voice? (I was in for a big surprise!)
• If the writer wanted a more formal tone, what sentence could he use instead of “I was in for a big surprise”? (I felt very
surprised.)
Present the Rubric

has a more genuine, unique voice.)
eVisual 8.9
Check Progress
1. Give examples of features that exemplify different score points, such as: (3) “I can probably guess who the writer is” and (1)
“I can’t tell who the writer is.”
2. Have students show a “thumbs up” for features that score points 3 and 4 and a “thumbs down” for features that score
points 1 and 2.
WRITING PROJECT
1. Choose a Topic What will you write about? Talk with
a partner. Choose an event from your life that is important
OBJECTIVES to you.
• Generate Ideas through Freewrite Tell Your Ideas Respond to Ideas

I remember when . Tell me why is
• Use Graphic Organizer: Feelings Chart One of the most important important to you.
things that ever happened to sounds interesting!
Writing me is . What details will you use?
I believe . I don’t think this is a good
• Writing Process (Prewrite): Select a Topic, and topic because .
Organize Ideas
2. Gather Information Think about the event. What happened?
Who was there? What did you see, hear, and feel?
3. Get Organized Use a Feelings Chart to help you organize
details.
Resources Feelings Chart
◆ eVisual: 8.10
◆
Character How the Why the Character
Character Feels Feels This Way
◆
My mom She is happy.
Draft
Use your details and chart to write your draft. Remember to tell
why the event is important. Use words and sentences that sound
like you.
293
Prewrite
Choose a Topic
1. Have students turn to Writing Project on Student’s Book page 293. Review: What is the subject of the personal narrative?
(what the world means to you or someone you know) Now we will create a list of topic ideas by freewriting. When you
freewrite, you write all of the ideas that you think of. You don’t stop to decide what might be the best idea. This will help
you get ideas about what to write.
2. Display the following guidelines (eVisual 8.10):
eVisual 8.10
3. Model freewriting. Then choose some ideas and model using the Language Framesat the top of Student’s Book page 293
to talk with a partner about your ideas. Have partners take five minutes to freewrite. They should discuss the ideas and
select their topics.
Gather Information
Remind students that a personal narrative tells about an event and also expresses thoughts and feelings about the event.
Define the terms.
Get Organized
1. Explain that students can collate their ideas in a feelings chart. Review the Characters’ Feelings Map they created for
“Something to Write About”.
2. Work through the feelings chart on Student’s Book page 293. Reinforce the trait of voice by reminding students to choose
words that sound like them and that make their writing unique. Remind them that they are using an informal tone.
3. Have students use Practice Book 8.22. Ask: What goes in the first column? (the name of the person) What goes in the next
two columns? (what the person feels and why the person feels that way) Have students complete their own chart.
4. Use Multi-Level Strategies to support students at each proficiency level.

Have students illustrate their event and Have students use complete sentences Have students use a thesaurus to find
label the people. List words for them in columns 2 and 3 of their charts. more descriptive words to include in
to use to describe feelings, such as Encourage them to use words from the their charts, but remind them to keep
happy, glad, pleased, excited, sad, list you created above. their writing voice genuine. Suggest
amazed, worried, surprised. that they add words to the list you
started.
Check Progress
Check feelings charts. Students should check to see that the ideas listed in their charts are clear and easy to understand.
WRITING PROJECT
1. Choose a Topic What will you write about? Talk with
a partner. Choose an event from your life that is important
OBJECTIVES to you.
• Use the Writing Process (Drafting): Write a Personal Tell Your Ideas Respond to Ideas
Narrative I remember when . Tell me why
important to you.
is
One of the most important
• Use Writing Strategies: Write a Strong Concluding things that ever happened to sounds interesting!
me is . What details will you use?
Sentence I believe . I don’t think this is a good
• Develop Writer’s Craft: Use Sentence Variety topic because .
2. Gather Information Think about the event. What happened?

Who was there? What did you see, hear, and feel?
Resources 3. Get Organized Use a Feelings Chart to help you organize

details.
Feelings Chart
◆
Character How the Why the Character

Character Feels Feels This Way
My mom She is happy.
Draft
Use your details and chart to write your draft. Remember to tell
why the event is important. Use words and sentences that sound
like you.
293
Draft
Introduce Drafting
2. Use Writing Routine 2 to show how to turn the feelings chart into a draft. Students will focus on:
• Writer’s Craft: Sentence Variety
Introduce: Good writers use a variety of sentence types to make their writing interesting and to make their voice more
unique and genuine. They can use short sentences, longer sentences, exclamations, questions, and simple statements.
Have students look at the model on Student’s Book page 292. Ask: What types of sentences do you see? (short
sentences, longer sentences, statements, exclamations)
• Writing Strategy: Strong Concluding Sentence
Explain that a strong conclusion is important because it leaves the reader with something to remember. Say: The
concluding sentence is the writer’s chance to remind readers of their main point and to emphasize what they think and
feel. Have students chorally read the concluding sentence in the model on page 292. Ask: What does Ӧmer feel about
Earth Day? (He thinks together, we can help the world.)
Say Write
My beginning will tell what event I am writing about. Last Sunday, I played soccer in the park. I saw a lot of
trash there.
The middle will tell more about what happened. I will There were bottles and plastic bags everywhere. They
include ideas from my feelings chart. I will also use were on the ground, in the trees, even around the trash
descriptive words and sentence variety to make my writing cans! I felt annoyed and decided to clean the place up. To
voice unique. I want my story to be interesting and sound my surprise, some people joined and helped me.
like me.
Pause to review voice. Ask: Does my writing sound like me? (yes) Is my narrative complete? (Not yet. I need a strong
ending.)
I finish my writing with a strong concluding paragraph That’s when I realized that you won’t be alone when you
that tells why the event was important. do the right thing.
Write the Draft
Encourage students to Have students focus on including Ask students to include figurative language such as
include a simple question or two or three different sentence similes and metaphors to add interest to their writing.
exclamation in their drafts types in their draft.
for sentence variety.
2. Explain that sometimes it can be helpful to get ideas from a partner. A partner can tell you what is good about your writing
and what might need to be improved. It is good to ask a partner questions about a sentence or two as you write to make
sure what you want to say is clear. A partner can also tell you if your writing sounds like you.
3. Remind students: Your feelings chart and notes may contain fragments or incomplete ideas. Check that every sentence in
your draft is a complete sentence.
Check Progress
Have students review their drafts. Have them draw a line under language that expresses their unique voice and then decide if
they need to add to or change the language.
WRITING PROJECT
Writing Project, continued

OBJECTIVES Your partner listens and then retells the story. Next, talk
about ways to make your writing better.
Language Frames
• Prompt and Provide Suggestions You tell about . I’m not sure why is
special. Can you explain that
• Discuss Writing with Classmates I think this story is important
to you because . more?
The writing doesn’t sound like
Writing you. Maybe you could change
.
• Revise Drafts for Voice 2. Make Changes Think about your draft and your partner’s
• Revise Drafts for Details
• Do your words and sentences sound like you? If not,
• Use Revising Marks change some.
I was in for a big surprise!
More people came than I thought.
• Do you tell why the event is important? Add details that

will help your reader understand.
Resources
that together, we can help our world.
That day I learned how people work together.
◆ eVisual: 8.11, 8.12

◆

◆
294 Unit 8
Revise
page 294.
2. Review the trait on Practice Book 8.22. Then use eVisual
8.11 to model how to conduct a peer conference. Have
students read the paragraphs aloud.
3. Point to the Language Frames as you retell the personal
eVisual 8.11
narrative and then make suggestions:
• You tell about your grandmother. I think this story is
important to you because your grandmother is an important person in your life.
• I’m not sure why your grandmother’s party was special. Can you explain that more?
• The writing doesn’t sound like you. Maybe you could change it by adding more details about how you felt about the
party or how you feel about your grandmother.
Hold individual conferences Have partners ask and answer: Have students hold complete peer conferences.
with students. Check to be sure • Does the narrative have the Direct them to point out strong parts as well as
each one has introduced the appropriate tone for my problems. Also tell them to provide suggestions for
event and includes the reason audience and purpose? improvement.
it was important and his or her
• Do the words sound like me?
feelings about it.
Make Changes
1. Read through the samples. Then use eVisual 8.11 to model how to revise a draft. Display
and use the Revising Marks as you work through the example.
3. Model the first change: I haven’t explained why the party was special, so I’ll add more
details. (It was my grandmother’s 75th birthday. Friends, family, and neighbors were at
the party. Everyone loves my grandmother.)
4. Call on students to suggest additional changes that would turn the model into a 4-point narrative.
Revise the Draft

from their peer conferences.
2. Post examples as a reminder to include sentence variety (eVisual 8.12):
eVisual 8.12
Check Progress
As students revise, check to make sure each narrative has its own unique style and voice, sentence variety, and details that tell
why the event was important.
WRITING PROJECT
Watch out for
words that sound
LESSON E: Edit and Proofread Edit and Proofread alike: through is
a preposition, but
LESSON F: Present and Share
threw is a verb.
personal narrative. Look for prepositional phrases.
If a prepositional phrase starts a sentence, you may need to add
a comma after it. Use revision marks to show your changes.
OBJECTIVES
Listening and Speaking Present
• Use Correct Speech On Your Own Make a final copy of your personal narrative.
Read it aloud to your classmates. You could also send it in an
• Adjust Voice with Content e-mail to a friend or family member.
• Listen to Make Connections
• Listen to Determine Importance Presentation Tips
If you are the speaker… If you are the listener…
Writing
Listen to how you’re telling As you listen, think of
• Writing Process (Edit and Proofread): Edit for Spelling, the story. You should sound something similar that
Grammar, and Mechanics like you’re talking to a happened to you.
friend.
• Writing Process (Present and Share): Create a Final
Change your voice when Think about why the event is
Copy, Read Writing Aloud events are funny or sad or important to the reader.
Grammar, Spelling, and Mechanics serious.
• Use Prepositions and Prepositional Phrases With a Group Collect all of the
• Check Spelling personal narratives. Put them in
a scrapbook. Add photographs,
• Use Indenting drawings, and decorations. Take
turns bringing the book home to
share with your families.
Resources 295
◆ eVisual: 8.13
◆
◆
Edit and Proofread
Focus on Grammar: Prepositions
1. Remind students that prepositions are words that signal where things are or the direction that something is moving in.
2. Display the following prepositions: in, on, above, over, under, below, up, down, through, across, into, and around. Have
students take turns describing the location of classroom objects and giving directions using prepositions.
3. Remind students that a prepositional phrase is a group of words that starts with a preposition and ends with a noun or
pronoun. Say: We can add a prepositional phrase to a sentence to tell more about something. When a prepositional
phrase starts a sentence, put a comma after it.
4. Display the following sentences:
• In the summer, my sister and I went to the parade.
• We watched the band march down the street.
• The dogs jumped through hoops.
• The clown juggled balls in the air.
5. Have volunteers circle the prepositional phrase. Then have them tell you what the prepositional phrase describes. Assign
Practice Book 8.24 for additional practice.
Focus on Mechanics: Paragraph Indent

1. Explain: Whenever you begin a new paragraph, you indent a few spaces. When you indent, it helps the reader see
where the paragraph starts.
2. Have students look at the model on Student’s Book page 292 and find the indents.
3. Use other books in the classroom and have students find more examples. Reinforce the concept: When you begin a new
paragraph, you should always indent.

Edit and Proofread
their articles.
2. Provide and model the editing tip: Use a highlighter or colored pen to mark things you
are unsure of. After you edit your writing, consult a dictionary to check and correct things
you highlighted.
Present
Share Your Personal Narrative
1. Encourage students to make a neat copy of their personal narrative. Invite them to eVisual 8.13
prepare an e-mail to send their personal narrative to a friend or relative.
2. Let students decide if they will share their writing with the class by reading it aloud or retelling it from memory. Go through
the Presentation Tips on Student’s Book page 295 and model the skills for the class:
• Use Correct Speech: Explain that when you are telling a narrative about your own life, you should sound like you’re
talking to a friend. Your language should sound informal and casual.
• Adjust Your Voice with Content: Demonstrate by saying the following sentences with a sad voice and then an excited
voice: I had a wonderful time at the park yesterday. Ask students which example is appropriate.
• Listen to Make Connections: Explain that if students can think of something that is similar from their life, they will better
understand the events and feelings in a personal narrative.
• Listen for Important Ideas: Explain that students should think about what is important in the narrative. This will help them
understand the details and the feelings of the characters.
3. Have students collaborate on a scrapbook name and design a cover. Encourage them to include photos, pictures,
mementos, or decorations in the scrapbook. Put the narratives together and scan or copy them.
4. Add a copy of each personal narrative to the appropriate student’s writing portfolio.
PART 2 LESSON 10
Wrap-Up
OBJECTIVES
?
Concepts and Vocabulary
Big
Question
What does the
world mean to you?

Talk Together
Language
In this unit, you found lots of answers to the Big Question. Now, use
• Language Function: Make and Respond to a Request/ your concept map to discuss the Big Question with the class.
Ask for Help; Express Intentions Concept Map
• Discuss Ideas
Social Studies
• Explore Map Concepts
296 Unit 8
Talk Together
1. Read aloud the instructions in Talk together on Student’s Book
page 296. Encourage students to skim the selections in the
unit, and think about class discussions.
2. Have students complete the concept map.
Concept Map
1. Discuss historic places with students, including famous landmarks, historic homes, or museums, which are
located in or near their community.
2. Encourage students to visit one of these places with their friends or families.
Unit
8 Wrap-Up
Share Your Ideas

the Big Question.

Write a Song Give a News Report ◆ Self-Assessment
◆
Work with a partner to write Pretend that you and your
your own song about the partner are reporters on the ◆ Unit Test
◆
world we live in. Perform local news. Give a news
your song for the class. Tell report about a famous ◆ Review Test
◆
what the landmark close to where
world you live. Share your report
means with the class.
to you.
Do It! Write It!

Perform a Skit Write a Recipe
Make up a skit about Write the recipe for a favorite Share Your Ideas
another holiday. Use the meal that you enjoy at home.
characters from “Something
to Write About.” Assign Select and Present
roles and think of lines for
each character to say. Make Read aloud the four presentation options on Student’s
props to use in the skit. Book page 297. Explain that some options can be
Then perform the skit for
your class. completed alone, but that others involve working in
groups. You may choose to assign students to specific
297
activities or allow them to self-select. Scaffold students at
varied learning levels.
ELAR TEKS SS.G2.14.C.ii explain how selected symbols reflect an American
G2.29.A.3 share ideas that focus on the topic under discussion love of individualism, inventiveness, and freedom
G2.RC-2.E.1 retell important events in stories in logical order SS.G2.14.C.iii explain how selected celebrations reflect an
SS TEKS American love of individualism, inventiveness, and freedom
SS.G2.14.C.i explain how selected customs reflect an American

Writing Activity: Write a Song B I A AH
Work with the class to brainstorm a list of common tunes. Together, choose a tune
everybody knows. Ask students to set their new songs to the tune.
3 3 3
Oral Activity: Give a News Report

Brainstorm a list of famous world landmarks close to your town. Elicit some B I A AH
information about each. Then have partners prepare and give their news report 3 3 3
to the class.
Kinesthetic Activity: Perform a Skit

Reread "Something to Write About" with students and identify the characters: B I A AH
Cheng, father, mother. Assign roles and help students create dialogue. Provide 3 3
materials for them to use to make props.
Writing Activity: Write a Recipe

Ask students to include a sentence about when they usually have this meal, for B I A AH
example, “When we celebrate my brother’s birthday, we usually eat _____.”
Encourage them to ask family members how they can help participate in the
3 3
meal’s preparation.
Respond and Close

Have students share the most amazing facts they learned about the world.
Monitor
Use Self-Assessment in Assessment Resources to encourage students to reflect on their own learning. Then administer Unit
Test in Assessment Resources to assess students’ progress on vocabulary, reading, and grammar skills taught. Finally, have
students take the Review Test in Assessment Resources to understand their progress after completing the four units.
PICTURE DICTIONARY
ability ➤ autumn
Picture Dictionary ability
A
affect appear
a
The definitions are for the words as they are introduced in the selections of this book.
noun verb verb
b
When you are able to do When you affect When something appears, c
something, you have an something, you change it. it comes into sight.
ability. d
e
f
g
The hot sun affects ice
cream. It makes ice cream The whale appears above
h
She has great ability in art. melt. the water. i
Parts of an Entry accept alike autumn j
verb adjective noun
The entry shows how the variety When you accept Things that are alike look Autumn is the season
k
word is spelled. noun part of speech
A mix of the same kind of
something, you take a the same. between summer and l
thing that is offered to you. winter. It is also called “fall.”
The definition gives the
thing is called a variety.
meaning of the word. m
The picture helps you
n
understand more about
the meaning of the word. o
p
I have a variety of crayons. The sample sentence uses flowers and a hug. These dogs look alike.
q
They are many colors. the word in a way that
shows its meaning. r
add alone
verb adverb s
To add means to put Alone means to be
things together. without anyone else.
t
u
v
Autumn is when the leaves
on trees change color and w
fall to the ground.
x
When you add things to a
group, you make the group y
bigger. She likes to be alone. z
298 Picture Dictionary 299
begin ➤ connect cooperate ➤ dream

a B D a
b begin body of water chain cooperate danger difference b
verb noun noun verb noun noun
c To begin means to start. A body of water is a large A chain is a series of things When you cooperate, it Something is a danger The difference is the way c
amount of water, such as that are connected. means you work with or when it can hurt you. that one thing is not the
d an ocean, lake, or river. help others. same as the other thing. d
e e
f f
g ocean
g
h One apple is red. That is the
h
i difference. i
j difficult j
adjective
k lake When something is k
difficult, it is hard to do.
l Food chains show how l
animals and plants are Two girls cooperate
m with each other to plant
m
connected.
n trees. n
connect
o river verb culture o
To connect things means
p The Pacific Ocean is the to link or join them
noun
If you walk too close to the p
Culture is the way of life,
largest body of water on edge, you are in danger of It can be difficult to learn
q When
begins.
the sun rises, the day
Earth.
together. art, ideas, and customs of a
falling. some new things.
q
group of people.
r C r
belief celebrate day dream
s noun verb noun noun s
A belief is a strong feeling We celebrate events like The time between sunrise A dream is something you
t that something is true. birthdays and holidays to and sunset is day. hope to do or succeed at in
t
u show how special they are the future. u
to us.
v He connects the wires to He likes traveling and v
make the computer work. meeting people from
w different cultures.
w
x x
y Her belief that people should Many people celebrate
The sun can be seen in the Her dream is to win a y
share helped her to give half the holidays by watching
z of her lunch to her friend. fireworks. sky during the day. medal at the track meet. z
BM2 Picture Dictionary
2B_BM.indd 2 11/06/20 7:44 AM

Earth ➤ fall freedom ➤ landform
a E I a
b Earth enemy explain freedom history important b
noun noun verb noun noun adjective
c Earth is the planet we An enemy is someone To explain is to talk about Freedom means you can do History is the study of If something is important, c
live on. who hates you and wants an idea so that someone the things you want to do. people and events from you care about it a lot.
d to harm you. else can understand it. the past. d
e e
f f
g g
h What does Earth look like The opposite of an enemy
She explains the math
Firefighters have an
h
problem to her student.
i from space? is a friend. important job. i
F J
j education enough fall j
noun adjective noun
join
k To get an education To say you have enough Fall is another word for
verb k
To join means to become a
l means to learn things you means you have all that “autumn.” It is the season
member of a group. l
didn’t know before. you need. between summer and
m winter. m
n n
o o
p We have the freedom to George Washington was p
There is just enough milk say what we want.
q You go to school to get an
education. to fill the glass.
the first president in U.S.
history.
He was happy to join a
q
Little League team.
r H L r
end expect happen holiday landform
s verb verb verb noun noun
s
end is the last part of When you expect something, When something happens, A holiday is a special day
t The
something. you think it is likely to happen. it takes place. when many people do not
A landform is the way that t
the surface of the land is
u work. shaped. u
v v
w w
x x
y We turned off the TV at the I expect the clouds will In the fall, children like to They watch what happens They celebrated the holiday This landform is called a y
play in piles of leaves. by having a parade. valley.
z end of the program. turn into rain today. in the game. z
language ➤ observe opportunity ➤ project

a N P a
b language monument necessary opportunity partner plan b
noun noun adjective noun noun noun
c A language is a system of A monument is something When something is An opportunity is a A partner is someone you A plan is a set of organized c
words and grammar used that is built so that people necessary, it is absolutely chance to do something. do something with, such as ideas that help you reach a
d by people to talk and write remember something needed. dancing. goal. d
to each other. important.
e Plan to Clean My Room e
1. Make bed.
f 2. Fold clothes. f
g 3. Put away clothes.
g
4. Clean desk.
h This is a monument to war A seatbelt is necessary to
These people were famous
This is a plan to clean my
h
She has an opportunity to dance partners in the
i These people are using sign heroes. stay safe in a car. kick the ball. movies. room. i
language.
j moon night j
M organize pattern possible
k measure noun
A moon is a natural
noun
Night is the time between
verb noun adjective k
verb To organize means to put When things are done in If something is possible, it
l To measure is to figure satellite that travels sunset and sunrise.
things neatly in order. a pattern, they are done means it could happen. l
out the size or amount of around, or orbits, a planet.
again and again in the
m something. same order or way. m
n n
o o
p p
You can see our moon
q from Earth. It is dark outside at night.
She organized the robots Orange, gray, and blue tiles Airplanes make it possible q
on her shelf. make a pattern on this floor. for people to fly.
r O r
motion observe others people project
s noun verb
s
noun noun noun
If something is in motion,
t it is moving.
When you observe Others are people apart People are groups of men, A project is work that you t
something, you watch it. from you. women, and/or children. plan carefully.
u u
measures the doorway
v He
to see how big it is.
v
w w
x x
y These people are students in y
Casey stands away from a school. His school science project
The man is in motion. He observes the insect.
z the others. took a long time to finish. z
Picture Dictionary BM3
2B_BM.indd 3 11/06/20 7:44 AM

PICTURE DICTIONARY
Continued...
reason ➤ role season ➤ society
a R S a
b reason repeat result season shadow skill b
noun verb noun noun noun noun
A season is one of the
c A reason is why something To repeat means to do or The result is what happens
four parts of the year.
A shadow is a dark A skill is the ability to do c
is a certain way. say the same thing again. after a series of actions. area that is made when something well.
d The seasons are spring, something blocks the d
summer, autumn or fall, light.
e and winter. e
f f
spring
g g
She has to repeat what she
h Hard work and practice are
the reasons she is a good said because her teacher If you trip and drop a cup,
h
i musician. did not hear her. the result is broken pieces. i
summer
j relate respond role j
verb verb noun
k When things relate to each To respond is to answer Something’s role is its job
k
l other, there is a connection someone by speaking or or its purpose.
fall You can see the shadow of Rock climbing takes a lot of l
between them. writing.
the palm tree on the wall. skill.
m m
n share society n
verb noun
o winter When you share, you A society is a group of o
give someone part of people who live in the
p All the questions relate to something you have. same area or country. It p
can also be a group of
q what
class.
our teacher said in Which one is your favorite
people with the same
q
season?
r interests and hobbies. r
remember seek
s verb verb s
To remember something When you seek something,
t means to think of it again you are trying to find it.
t
u or have a memory of it. The two girls share their u
lunch.
v v
He responds to the letter
w from his friend.
w
x A guide dog’s role is to help
In our society, we salute
x
blind people walk from one
y Remember to call and say, place to another. The girl seeks the piñata
the flag. y
z “Happy birthday!” with a stick. z
society ➤ team member teamwork ➤ vegetation

a a
b society (continued) spring summer teamwork tradition useful b
noun noun noun noun adjective
Spring is one of the four
c seasons of the year. It
Summer is one of the four When people work well A tradition is a custom or When something is useful, c
seasons of the year. together, they are using belief that is shared by a it helps you.
d comes between winter and teamwork. group of people. d
summer.
e e
f f
g g
blossoms
h This chess society meets
Spring is a time of
Summer comes after
Dancing is part of their
Tools are useful for fixing h
on Wednesdays. spring and before autumn. It takes teamwork to build broken things.
i regrowth. a house. tradition. i
U V
j species stars symbol j
noun noun
threaten united variety
k noun Stars are very large balls of A symbol is something
verb adjective noun k
A species is a group of If something or someone When a group is united, A mix of the same kind of
l animals or plants that have gas. From Earth, stars look that represents something
threatens you, it causes the people agree and work thing is called a variety. l
similar characteristics. like points of light in the else. together.
you to feel afraid or in
m night sky.
danger. m
n n
o o
Each candle on a birthday
p lion
cake is a symbol for one
p
The stars shine brightly at I have a variety of crayons.
q night.
year of your life. The angry dog threatens When we play soccer, we They are many colors. q
r T by barking. are united as a team.
r
success team member together unusual vegetation
s noun noun s
adverb adjective noun
Success is when you set Team members are the
t house cat out to do something and people who work together
People are together when Something unusual is odd Vegetation is all the plants t
they are in the same place or uncommon. of an area.
u you get it done. to get something done.
at the same time. u
v v
w w
x cougar x
y There are many different They win the game. It is a
These team members work
This family likes to spend This tiny animal is very Can you name the different y
together to win the game. kinds of vegetation?
species of cats. big success! time together. unusual.
z z
BM4 Picture Dictionary
2B_BM.indd 4 11/06/20 7:44 AM

weather ➤ winter
a W
weather
b noun wildlife winter
noun noun
c Weather is the current Animals that live in their Winter is one of the four
condition of the air. natural environment are seasons of the year. Winter
d Weather is how cold or wildlife. comes after autumn and
hot it is or if it is raining, before the spring.
e snowing, or sunny.
f
g snow
h
deer in forest
i The weather is cold today.
j wilderness
k noun
A wilderness is an area of
l natural land which is not
used by people.
m
zebra in grasslands
n
Different wildlife live in
o different parts of the world.
p
There are many fun things
q we can do in winter.
We can only find wild
r animals and plants in the
s wilderness.
t
u
v
w
x
y
z
310 Picture Dictionary
Picture Dictionary BM5
2B_BM.indd 5 11/06/20 7:44 AM

STUDENT’S BOOK INDEX
Index
A plots 105
texts 142, 214
Academic vocabulary 7, 41, 79, 115, topics 214
155, 189, 227, 259
two versions of the same story 110
science 5, 39, 153, 187
social studies 77, 113, 225, 257 Compare/Contrast 40, 60, 61, 65, 107,
201
Activate prior knowledge 3, 75, 151, 223
Compound words
Alphabetizing 178, 248 see Vocabulary, strategies
Answer questions Comprehension strategies
using resources 181 see Strategies for reading comprehension
using text 181, 285
Conclusions, drawing 156–157, 174,
Antonyms 30 179, 183, 190–191, 228–229, 260–261
Ask questions 228–229, 260–261 Connections
about other texts 181, 285 making 228–229, 249, 260–261, 274
of others text to self 127, 179, 244, 249, 251
see Speaking text to text 31, 63, 103, 137, 179, 211,
types of questions 249, 283
literal 181 text to world 125, 137, 283
Author’s purpose 258, 281, 290 Context clues
Author’s style 27, 99, 245 for multiple meaning words 62
for unfamiliar words 136, 210, 251
C see also Vocabulary, strategies
Capitalization Contractions 147
see Conventions, in writing
Conventions, in writing
Cause and effect 165 capitalization 37, 67, 176
Character traits, identifying 133 parts of speech
Characters see Prepositions; Pronouns; Verbs
feelings 26, 226, 247, 293 punctuation
identifying 12, 144, 160 apostrophe
motivations 154, 169, 177 in contractions 147
story 78, 101, 232 in possessives 147
traits 87, 107 comma 295
see also Play, parts of ending 37
Clarify 28, 31, 35, 100, 109, 125, 129, exclamation mark 37
211, 237, 274, 279 period 37, 71
Compare question mark 37, 67, 71
author’s purpose 36, 289, 277, 290
character’s adventures 107 D
facts 59, 60, 201 Details
genres 66, 184, 283 identifying 116, 271, 277
information 201 locating
language 254 about stories 107
main ideas 214 about other texts 51, 81, 114
311
Index, continued
Dialogue, elements of 84, 95

Dictionary 178, 248
photo-essay 137–141
play and skit 84–98, 100, 297
L Moral lessons
see Theme
poetry 46–59, 60, 249, 280 Listening
Drama ask and answer questions 71, 77, 219 Multiple-meaning words 62
see Dialogue, elements of; Play, parts of profile 179 see also Context clues
realistic fiction 12–26, 28, 144, ask for and give information 3, 73,
E 232–244, 246 259
carry out commands 71, 76 O
Evidence recipe 297
report 117, 216, 297 collaborate with peers 3, 6, 66, 73, 75, Oral language
discussing 28, 60, 81, 114, 117, 134, 78, 110, 147, 149, 154, 184, 188, 214, see Listening; Speaking
135, 184, 214, 254 science article 31–35, 63–65, 194–207,
223, 258, 259, 294
gathering 208, 211–213
for sounds 10, 44, 82, 118, 158, 192,
from sources 28, 184, 216, 246, 280 script 84–98, 297
230, 262 P
textual song 103, 297 Paraphrasing 80, 101, 117, 186
monitor understanding of spoken
using to support answers 28, 60, 81, song lyrics 103–109, 283–289, 297 language 4, 70, 71, 73, 76, 112, 146, Parts of speech
100, 134, 214, 246, 254, 290, 280 story 9, 144 149, 186, 218, 219, 294, 295 see Conventions, in writing
Glossary to media
F see Picture Dictionary audio 4, 13, 31, 38, 47, 63, 76,
Phonics 10–11, 44–45, 82–83,
118–119, 158–159, 192–193,
Facts, locating 40, 60, 61, 134, 184, Grammar 37, 67, 111, 143, 185, 215, 85, 103, 112, 137, 152, 161, 179, 230–231, 262–263
208, 214, 254, 290 255, 291 186, 211, 224, 233, 249, 256, Picture Dictionary
Figurative language 269, 285 see also Prepositional phrases; 265, 283 meanings 298–310
see also Vocabulary, strategies Prepositions; Verbs to phonics 10, 11, 44, 45, 82, 83, 118,
119, 158, 159, 192, 193, 230, 231, Plan and monitor 228–229, 260–261
Fluency Graphic organizers preview and predict see Predictions;
expression 29, 101, 177 author’s purpose chart 258, 281 262, 263
to speakers Preview
intonation 61, 209, 247 character map 154, 177, 226, 247 Play, parts of
phrasing 135, 281 comparison chart 36, 40, 61, 69, 110, asking questions 71, 73, 219
making comments 70, 71, 147, 218, characters 85
Folk tales 160–174, 176 142, 214, 254, 290
261, 294 dialogue 84, 95, 100
comparing characters 177, 184 concept map 72, 148, 220, 296
to vocabulary 5, 7, 39, 41, 77, 79, 113, stage directions 84, 91
comparing plot 184 details chart 217
feelings chart 293 115, 153, 155, 187, 189, 225, 227, Plot 78, 101, 105, 109, 144, 232
comparing setting 184 257, 259
main idea diagram 114, 135 Poetry 4, 48–59, 76, 186,
G story map 78, 101, 145 Logical order 117, 297 250–253, 256
repetition 49, 51, 53, 58
Generalizations, forming 190, 191, 199, theme chart 6, 29
203, 205, 207, 208, 213 topic and main idea chart 188, 209, M rhyme 48–59
rhythm 48–59
Genres 217 Main idea 65, 114, 127, 133, 135, 137,
Venn diagram 66 141, 188, 207, 213, 283 see also Listening; Speaking
article 93, 128
blog entry 191 Word web 41 Main idea and details 116, 117, 131, Predictions
booklet 149 133, 139, 183, 188, 209, 213, making 18, 22, 52, 56, 88, 92, 96,
comparison 68 I 216, 277 166, 170, 238, 249, 270
Images confirming 21, 26, 55, 59, 91, 95, 98,
description 81, 157, 229, 261 Media 169, 174, 244, 253, 271
folk tale 160–174, 176 in poetry 51, 55, 60, 249, 280 non–print 3, 4, 7, 28, 38, 41, 60,
human interest feature 120–133, 134 in writing 269 71, 75, 76, 79, 100, 112, 115, Prefixes 102, 282
letter 43, 176 Inferences 134, 151, 152, 155, 176, 186, 189, Prepositional phrases 291
literary nonfiction 264–279 making 63, 125, 129, 181, 228–229, 208, 223, 224, 227, 246, 256, 259, Prepositions 255
personal narrative 292 260, 261, 287 280 Preview 249
312 Index 313
BM6 Student’s Book Index
2B_BM.indd 6 11/06/20 7:44 AM

Index, continued
Problem and solution 144, 201 exclamations 37 phonics 11, 45, 83, 119, 159, 193, Synthesize
Pronouns 147 questions 37 231, 263 draw conclusions
agreement 111 statements 37 photographs 241 see Conclusions, drawing
object 111 types of 37 poems 4, 186, 256 form generalizations
possessive 143 Sequence 3, 241 provide suggestions 70, 146, 218, 294 see Generalizations, forming
subject 111 Setting 78, 87, 101, 103, 144, 160, retell 29, 61, 101, 135, 146, 186, 209,
218, 247, 281, 294
Punctuation 165, 232
share ideas 3, 9, 28, 40, 43, 73, 75, 78, T
see Conventions, in writing Speaking Text features
79, 81, 151, 154, 157, 184, 191, 223,
Purpose for reading adapt spoken language for 229, 254, 257, 258, 261, 294, 295 captions 141, 254
answer a question 14, 48, 86, 122, purposes 71, 73, 147, 149, 219, 221, share information 5, 37, 61, 77, diagrams 31, 35, 46
122, 196, 211, 234, 266 295, 297 111, 113, 114, 117, 135, 153, 185, headings 194, 199
enjoyment 162 ask and answer questions 73, 77, 187, 209, 214, 225, 290, 281, maps 120, 123, 137
get information 14, 48, 122, 196, 225 290, 297 see also Play, parts of
211, 266 ask for and give information 226 songs 38, 112, 152, 221, 224, 297
chant 5, 259, 281 Theme 6, 29
summarize 81, 131
R describe 28, 29, 39, 61, 101, 127,
225, 134, 142, 177, 184, 241, 246,
tell a story 6, 78, 147, 149, 151, 154,
Topic 68, 183, 188, 207, 209,
213, 216
Reading aloud 70, 71, 146, 147, 218, 226, 255
219, 221, 294, 295 247, 269 use a variety of grammatical
expression 29, 101, 147, 177, 221, 295 engage in discussion 4, 5, 28, 142
explain 9, 17, 33, 36, 66, 75, 103,
structures 37 V
intonation 61, 71, 209, 219, 221, 247, see also Vocabulary Verbs
295 131, 176, 203, 205, 223, 253, 257,
280, 283 Spelling action 185
phonics 11, 45, 83, 119, 159, 193, base words with inflectional future tense 215
231, 263 express
endings 185 past tense
phrasing 135, 281 dislikes 152, 153, 176
contractions 147 regular 185
feelings 176
Researching phonics 10, 44, 82, 118, 158, 192, irregular 185, 218
ideas 151, 223 230, 262
asking questions 68–71, 73, 145–147, Visualize 3, 8–9, 17, 21, 33, 42–43, 51,
intentions 256, 280 using resources to check 71, 147, 178,
149, 216–219, 221, 292–295, 297 55, 63, 141, 228–229, 237, 260–261,
likes 152, 153, 176, 225 219, 248, 295
conveying results 71, 73, 147, 149, 219, 287, 289
221, 295, 297 needs 112
Story elements Vocabulary
finding information resources 68–69, opinions, 75, 225, 257, 280
see Characters; Plot; Setting academic
144–145, 216–217, 292–293, 297 wants 112
form a generalization 191, 208 Strategies for reading comprehension science 5, 39, 153, 187
gathering evidence 69, 73, 145, 149, 80–81, 116–117, 228–229,
217, 221, 293, 297 give commands 76, 100 social studies 77, 113, 225, 257
260–261 see also Academic vocabulary
generating topics 69, 73, 145, 149, 217, give presentations 3, 71, 73, 147, 149,
151, 219, 221, 223, 295, 297 form generalizations 190 strategies
221, 293, 297 main idea and details 116–117
recording information in visual identify objects, people, and ask and answer questions 115
places 223 review figurative language 269, 285
formats 73, 147, 149, 219, 221, 295 summarize 80–81, 131
revising topic 70, 146, 218, 294 make a request 224 drawings/pictures 79
make comparisons 5, 38, 40, 60, 61, see Ask questions; Connections, expanded meaning map 7
making; Generalizations, forming;
S 71, 77, 277
narrate 147, 149, 295, 297 Inferences; Plan and monitor;
study cards 227
word map 189
Sentences Synthesize; Visualize
perform skits, plays, and mimes 73, word web of examples 41
commands 37 110, 149, 221, 297 Summarize 71, 80–81, 98, 105, 123, words to know 4, 38, 76, 112, 152,
ending punctuation 37 131, 135, 209, 229, 281 186, 224, 256
314 Index 315
Index, continued
W personal narrative 292

play 110
Index of Authors Index of Illustrators
Writing Ancona, George 137 Cash, Megan Montague 47
poetry 60, 280
answers 208, 246 Cash, Megan Montague 47 Jones, Dani 85
poster 149
paragraphs 68–71, 144–147, 216–219, Chapin, Tom 103 Lamut, Sonja 103
proverb 263
221, 292–295, 297 Cozort, Kristin 179 Valério, Geraldo 161, 175
realistic fiction 28, 144, 246
questions 67, 208 Deedy, Carmen Agra 85, 99 Vitale, Stefano 13
recipe 297
sentences Forster, John 103
complete 28, 37, 100, 111, 134, 143,
report 216, 221, 297
Goy, Anna 121, 249, 265 Index of Photographers
185, 215, 246, 255, 291 science article 208 Abell, Sam 283, 289
Guthrie, Woody 283
kinds of 37 skit 221, 297
Hayes, Tyrone 63
song 263, 221, 297
Writing forms Henderson, Susan 233, 245
story 9, 144
blog entry 191 MacDonald, Margaret Read 161
see also Researching
booklet 149, 221 Phelan, Glen 31
caption 254 Writing process Sarver, Amy 195
cartoon 73 drafting 69, 145, 217, 293 Wilkinson, Lori 211
chant 263 editing 71, 147, 219, 295 Zolotow, Charlotte 13, 27
comic strip 151 revising 70, 146, 218, 294
comparison 68 prewrite
e-mail 295 planning 69, 145, 217, 293
human-interest feature 134 organizing 69, 145, 217, 293
letter 176 publishing 71, 147, 219, 295
nature log 73
316 Index 317
Student’s Book Index BM7
2B_BM.indd 7 11/06/20 7:44 AM

PHONETIC SYMBOLS IN REACH HIGHER
Symbols Used in
IPA Symbols K.K. Symbols Grapheme Key Word
Teacher’s Book
Consonants
/b/ /b/ /b/ b book
c carrot
/k/ /k/ /k/ k key
ck check
/d/ /d/ /d/ d desk
/f/ /f/ /f/ f fish
/g/ /g/ /g/ g girl
/h/ /h/ /h/ h hand
j jacket
/ʤ/ /ʤ/ /j/ g cage
dge badge
/l/ /l/ /l/ l lamp
/m/ /m/ /m/ m map
/n/ /n/ /n/ n newspaper
/p/ /p/ /p/ p pizza
/kw/ /kw/ /kw/ qu quarter
/r/ /r/ /r/ r red
s seed
/s/ /s/ /s/
c city
/t/ /t/ /t/ t ten
/v/ /v/ /v/ v van
/w/ /w/ /w/ w window
/ks/ /ks/ /ks/ x six
/j/ /j/ /y/ y yellow
/z/ /z/ /z/ z zero
Digraphs
ch chin
/ʧ/ /ʧ/ /ch/
tch match
/ʃ/ /ʃ/ /sh/ sh shell
/hw/ /hw/ /hw/ wh whisk
/θ/ /θ/ /th/ th bath
/ð/ /ð/ /th/ th this
/ŋ/ /ŋ/ /ng/ ng ring
Short Vowels
/ӕ/ /ӕ/ /a/ a map
/e/ /ɛ/ /e/ e ten
/ɪ/ /ɪ/ /i/ i lid
/ɒ/ /ɑ/ /o/ o dot
/ʌ/ /ʌ/ /u/ u cup
BM8 Phonetic Symbols in Reach Higher
2B_BM.indd 8 11/06/20 7:44 AM

Symbols Used in
IPA Symbols K.K. Symbols Grapheme Key Word
Teacher’s Book
Long Vowels
a_e cake
/eɪ/ /e/ /ā/ ai sail
ay tray
ee feet
/i:/ /i/ /ē/ ea sea
y happy
i_e bike
ie tie
/aɪ/ /aɪ/ /ī/
igh night
y sky
o_e globe
/əʊ/ /o/ /ō/ oa boat
ow rowboat
u_e flutes
/u:/ /u/ /ū/ ui suit
ue blue
u_e mule
/ju:/ /ju/ /yōō/
ue rescue
R-Controlled Vowels
/ɑ:/ /ɑr/ /är/ ar star
/ɔ:/ /ɔr/ /ôr/ or horn
er fern
/ɜ:/ /ɝ/ /ûr/ ir bird
ur curb
air chair
/eə/ /ɛr/ /âr/
ear bear
eer deer
/ɪə/ /ɪr/ /îr/
ear tear
Variant Vowels
oi coin
/ɔɪ/ /ɔɪ/ /oi/
oy boy
ou cloud
/aʊ/ /aʊ/ /ou/
ow crown
aw saw
/ɔ:/ /ɔ/ /ô/ au laundry
al salt
/u:/ /u/ /ōō/ oo moon
ew screw
/ʊ/ /ʊ/ /ŏŏ/
oo book
/ə/ /ə/ /ə/ a (initial syllable) asleep
Phonetic Symbols in Reach Higher BM9
2B_BM.indd 9 11/06/20 7:44 AM

ACADEMIC TALK
Engage in Discussion
Do you have any ideas about ?

What do you think about ?
I think .
What’s your opinion about ?

In my opinion, is .
Do you believe that ?
I strongly believe that .
Can you explain why you think ?

I (agree/disagree) that
because .
How does connect to the topic?
I think you said . Is that right?
Engage in Discussion 1 © Cengage Learning, Inc.
BM10 Academic Talk
2B_BM.indd 10 11/06/20 7:44 AM

(has/have) .
(does/do), too.
But (has/have) .
(has/have) , and
(does/do), too.
(has/have) , but
(has/have) .
and are alike, because

they both have .
is different from ,
because is .
But is , and is .
Compare and Contrast 2 © Cengage Learning, Inc.
Academic Talk BM11
2B_BM.indd 11 11/06/20 7:44 AM

ACADEMIC TALK
Continued...
Give and Carry Out Commands
Listen to .
Find .
I will .
Listen to , and then .

Find the that is .
Give to .
I will , and then I will .
Point to .
Let’s work together to .
Try to .
Please repeat .
Give and Carry Out Commands 3 © Cengage Learning, Inc.
BM12 Academic Talk
2B_BM.indd 12 11/06/20 7:44 AM

Express Needs and Wants
I need .
I want .
I need and .
I want because .
I need , but .
I want for .
Express Needs and Wants 4 © Cengage Learning, Inc.
Academic Talk BM13
2B_BM.indd 13 11/06/20 7:44 AM

ACADEMIC TALK
Continued...
Express Likes and Dislikes
Do you like ?
Yes, I like .
No, I don’t like .
I like because .
I don’t like or because .
I like , but I don’t like .
I like and because .

One thing I like about is that .
The reason I don’t like
is that .
Express Likes and Dislikes 5 © Cengage Learning, Inc.
BM14 Academic Talk
2B_BM.indd 14 11/06/20 7:44 AM

Retell a Story
The story is about .

In the beginning, .
Then, .
In the end, .
The story takes place in .

At first, .
In the end, .
The characters in the story are .

In the beginning, .
Later in the story, .
Retell as Story 6 © Cengage Learning, Inc.
Academic Talk BM15
2B_BM.indd 15 11/06/20 7:44 AM

ACADEMIC TALK
Continued...
Make a Request or Ask for Help
Can you help me ?

May I ?
Can you help me ?

Yes, I can help you .
I’m sorry. I can’t because .
Can you please tell me ?

(Could/Would) you ?
Would you mind helping me ?
Make a Request or Ask for Help 7 © Cengage Learning, Inc.
BM16 Academic Talk
2B_BM.indd 16 11/06/20 7:44 AM

Express Intentions
Will you ?
Yes, I will .
No, I will not .
I plan to .
Do you plan to ?
I plan to and .
Are you going to ?
When are you going to ?

I am going to as soon as I .
I plan to and because .
I plan to after I .
Express Intentions 8 © Cengage Learning, Inc.
Academic Talk BM17
2B_BM.indd 17 11/06/20 7:44 AM

eVISUALS: UNIT 5
eVisual 5.1
eVisual 5.2
eVisual 5.3
BM18 eVisuals: Unit 5
2B_BM.indd 18 11/06/20 7:44 AM

eVisual 5.4
eVisual 5.5
eVisual 5.6
eVisuals: Unit 5 BM19
2B_BM.indd 19 11/06/20 7:44 AM

eVISUALS: UNIT 5
Continued...
eVisual 5.7
eVisual 5.8
eVisual 5.9
2B_BM.indd 20 11/06/20 7:45 AM

eVisual 5.10
eVisual 5.11
eVisual 5.12
2B_BM.indd 21 11/06/20 7:45 AM

eVISUALS: UNIT 5
Continued...
eVisual 5.13
eVisual 5.14
eVisual 5.15
2B_BM.indd 22 11/06/20 7:45 AM

eVISUALS: UNIT 6
eVisual 6.1
eVisual 6.2
eVisual 6.3
eVisual 6.4
2B_BM.indd 23 11/06/20 7:45 AM

eVISUALS: UNIT 6
Continued...
eVisual 6.5
eVisual 6.6
eVisual 6.7
eVisual 6.8
2B_BM.indd 24 11/06/20 7:45 AM

eVisual 6.9
eVisual 6.10
eVisual 6.11
2B_BM.indd 25 11/06/20 7:45 AM

eVISUALS: UNIT 6
Continued...
eVisual 6.12
eVisual 6.13
2B_BM.indd 26 11/06/20 7:45 AM

eVisual 6.14
eVisual 6.15
eVisual 6.16
2B_BM.indd 27 11/06/20 7:45 AM

eVISUALS: UNIT 6
Continued...
eVisual 6.17
eVisual 6.18
2B_BM.indd 28 11/06/20 7:45 AM

eVISUALS: UNIT 7
eVisual 7.1
eVisual 7.2
eVisual 7.3
2B_BM.indd 29 11/06/20 7:45 AM

eVISUALS: UNIT 7
Continued...
eVisual 7.4
eVisual 7.5
eVisual 7.6
2B_BM.indd 30 11/06/20 7:45 AM

eVisual 7.7
eVisual 7.8
eVisual 7.9
2B_BM.indd 31 11/06/20 7:45 AM

eVISUALS: UNIT 7
Continued...
eVisual 7.10
eVisual 7.11
2B_BM.indd 32 11/06/20 7:45 AM

eVisual 7.12
eVisual 7.13
eVisual 7.14
2B_BM.indd 33 11/06/20 7:45 AM

eVISUALS: UNIT 7
Continued...
eVisual 7.15
eVisual 7.16
2B_BM.indd 34 11/06/20 7:45 AM

eVISUALS: UNIT 8
eVisual 8.1
eVisual 8.2
eVisual 8.3
2B_BM.indd 35 11/06/20 7:45 AM

eVISUALS: UNIT 8
Continued...
eVisual 8.4
eVisual 8.5
eVisual 8.6
2B_BM.indd 36 11/06/20 7:45 AM

eVisual 8.7
eVisual 8.8
2B_BM.indd 37 11/06/20 7:45 AM

eVISUALS: UNIT 8
Continued...
eVisual 8.9
eVisual 8.10
eVisual 8.11
eVisual 8.12
2B_BM.indd 38 11/06/20 7:45 AM

eVisual 8.13
2B_BM.indd 39 11/06/20 7:45 AM

LANGUAGE BUILDER CARD INDEX
Unit Order
Unit Card Label Unit Card Label Unit Card Label
G2.1 library G2.41 helping to learn G2.80 oxpecker
G2.2 office building G2.42 carrying bags oxpeckers and
G2.81
G2.3 shopping mall feeding the impalas
G2.43
G2.4 park family pet G2.82 clownfish
G2.5 post office helping to get clownfish and
G2.44 G2.83
G2.6 homes dressed sea anemone
Unit 1: G2.7 school G2.45 washing the car G2.84 vultures
Hello, Neighbor! G2.46 wheelchair Unit 7: G2.85 sloth
G2.8 farmer’s market
Unit 4: G2.47 eyeglasses Best Buddies arctic fox and
G2.9 hospital G2.86
Lend a Hand G2.48 hearing aid polar bear
G2.10 fire station honeybee and
G2.49 prosthesis G2.87
G2.11 police station flower
G2.50 We dig a hole.
G2.12 movie theater G2.88 beekeeper
We get the
community G2.51 G2.89 pets
G2.13 seeds.
garden
We plant the G2.90 dairy cow
G2.14 rainforest G2.52
seeds. G2.91 egg farm
G2.15 ocean
We cover the G2.92 Statue of Liberty
G2.16 desert G2.53
seeds. G2.93 New York City
G2.17 marsh G2.54 Bears play. G2.94 Los Angeles
G2.18 grassland G2.55 Bears sleep. Rocky
G2.19 gecko G2.95
G2.56 Wolves play. Mountains
G2.20 leopard G2.57 Wolves hunt. G2.96 Miami Beach
Unit 2:
G2.21 snake A raccoon looks Golden Gate
Staying Alive G2.58 G2.97
G2.22 eel for food. Unit 8: Bridge
G2.23 octopus Our United
Ducks look for G2.98 Niagara Falls
G2.59 States
G2.24 walking stick food. G2.99 Gateway Arch
Unit 5: G2.60 getting dressed
G2.25 squid G2.100 Grand Canyon
Everything
G2.26 fish Changes G2.61 going to school Washington,
G2.101
G2.27 dolphin G2.62 going home D.C.
G2.28 crane playing at the G2.102 fireworks
G2.63
G2.29 rain park G2.103 parade
doing G2.104 flag
G2.30 water pump G2.64
homework
G2.31 well
G2.65 eating dinner
G2.32 water pipes
G2.66 looking at stars
G2.33 lake
G2.67 sledding
Unit 3: G2.34 sea or ocean
Water for G2.68 making music
G2.35 river
Everyone G2.69 rowing
G2.36 cloud types
G2.70 making art
Put the dog in
G2.37 G2.71 building a home
the tub.
G2.38 Wash the dog. G2.72 recycling
G2.39 Rinse the dog. planting a
G2.73
Unit 6: garden
G2.40 Dry the dog.
Better Together G2.74 bake sale
G2.75 charity walk
G2.76 wall mural
mural on a
G2.77
fence
G2.78 mural at school
G2.79 city mural
BM40 Language Builder Card Index
2B_BM.indd 40 11/06/20 7:45 AM

Topics
Unit Card Label Unit Card Label Unit Card Label
Put the dog in Ducks look for G2.11 police station
G2.37 G2.59
the tub. food. places in the G2.12 movie theater
G2.38 Wash the dog. G2.80 oxpecker community community
G2.13
G2.39 Rinse the dog. oxpeckers and garden
G2.81
G2.40 Dry the dog. impalas G2.92 Statue of Liberty
activities in G2.50 We dig a hole. G2.82 clownfish G2.93 New York City
sequence We get the clownfish and
G2.51 animals G2.83 G2.94 Los Angeles
seeds. sea anemone
We plant the G2.84 vultures Rocky
G2.52 G2.95
seeds. G2.85 sloth Mountains
We cover the arctic fox and places in the G2.96 Miami Beach
G2.53 G2.86
seeds. polar bear United States Golden Gate
G2.41 helping to learn honeybee and G2.97
G2.87 Bridge
G2.42 carrying bags flower G2.98 Niagara Falls
feeding the G2.70 making art G2.99 Gateway Arch
G2.43
family pet G2.76 wall mural G2.100 Grand Canyon
helping to get mural on a
G2.44 art G2.77 Washington,
dressed fence G2.101
D.C.
G2.45 washing the car G2.78 mural at school G2.54 Bears play.
G2.60 getting dressed G2.79 city mural G2.55 Bears sleep.
G2.61 going to school G2.14 rainforest G2.56 Wolves play.
G2.62 going home G2.15 ocean
seasonal G2.57 Wolves hunt.
playing at the habitats G2.16 desert activities
G2.63 playing at the
park G2.17 marsh G2.63
park
doing G2.18 grassland
activities with G2.64 G2.67 sledding
homework
people G2.46 wheelchair G2.69 rowing
G2.65 eating dinner
G2.47 eyeglasses G2.92 Statue of Liberty
G2.66 looking at stars inventions
G2.48 hearing aid G2.93 New York City
G2.67 sledding
G2.49 prosthesis symbols of
G2.68 making music G2.102 fireworks
America
feeding the G2.103 parade
G2.69 rowing G2.43
family pet G2.104 flag
G2.70 making art
people and G2.88 beekeeper G2.15 ocean
G2.71 building a home
animals G2.89 pets
G2.72 recycling G2.17 marsh
G2.90 dairy cow G2.29 rain
planting a
G2.73 G2.91 egg farm
garden G2.30 water pump
G2.1 library G2.31 well
bake sale
G2.74 G2.2 office building water
fundraising G2.32 water pipes
G2.75 charity walk G2.3 shopping mall G2.33 lake
G2.19 gecko G2.4 park G2.34 sea or ocean
G2.20 leopard places in the G2.5 post office G2.35 river
G2.21 snake community G2.6 homes G2.36 cloud types
G2.22 eel G2.7 school
G2.23 octopus G2.8 farmer’s market
G2.24 walking stick G2.9 hospital
animals G2.25 squid G2.10 fire station
G2.26 fish
G2.27 dolphin
G2.28 crane
A raccoon looks
G2.58
for food.
Language Builder Card Index BM41
2B_BM.indd 41 11/06/20 7:45 AM

INDEX OF GRAPHIC ORGANIZERS
Research has indicated that graphic organizers are effective tools for reading, writing, and content-area learning.
Organizers help students in a variety of ways, including:
• organizing information
• showing relationships
• determining importance
• making information more accessible
Reach Higher uses graphic organizers for vocabulary acquisition, literary analysis, text structure analysis, and
writing. Graphic organizers are most effective when they are introduced in advance of a lesson and used after the
lesson as a tool for analysis or summarization. When introducing a new organizer, model how to complete it using
a familiar set of examples. Then, engage students in collaborative work with the organizer. When students become
comfortable with the organizer, encourage them to use it independently for identified tasks. In addition, point out
other opportunities for using the organizer—in content-area lessons, vocabulary journals or activities, and other
literacy activities.
As students read and write a broader variety of texts and organizers, encourage them to select their own organizers.
Students may choose different organizers. Encourage flexible methods of presenting and expressing ideas and
information. By choosing graphic organizers, students will also rehearse key strategic and metacognitive skills that
support the development of learning strategies that apply across the curriculum.
Beginning-Middle-End Character-Setting-Plot
Character Description Goal and Outcome
BM42 Index of Graphic Organizers
2B_BM.indd 42 11/06/20 7:45 AM

Problem-and-Solution Cause-and-Effect Chart
Cycle Diagram Sequence Chain
Time Line Main-Idea Diagram
Index of Graphic Organizers BM43
2B_BM.indd 43 11/06/20 7:45 AM

INDEX OF GRAPHIC ORGANIZERS
Continued...
Idea Web Topic Triangle
Venn Diagram Classification Chart
Five-Ws Chart KWL Chart
BM44 Index of Graphic Organizers
2B_BM.indd 44 11/06/20 7:45 AM

Table Outline
Graph T Chart
Word Map
Index of Graphic Organizers BM45
2B_BM.indd 45 11/06/20 7:45 AM

CREDITS
Text and Illustrator Credits (cr) Arterra/Getty Images (bl) MILLARD H.

SHARP/Science Source (br) M & J Bloomfield/
Shutterstock (tr) Tory Kallman/Shutterstock.com
(bl) Comstock Images/Stockbyte/Getty Image
Images/Shutterstock.com (tcr) digitalskillet/
Shutterstock.com (tr) Siri Stafford/DigitalVision/
Photodisc/Getty Images (cr) Jim Craigmyle/First
Light/Getty Images (bl) Monkey Business Images/
Alamy Stock Photo. 41 (tl) moira lovell/Alamy (br) Duskbabe/Dreamstime.com Maximiliane/ Getty Images (bl) Denise Kappa/Shutterstock.com Shutterstock.com (blc) digitalskillet/Shutterstock.
Unit Five Stock Photo (tc) GoGo Images Corporation/Alamy Shutterstock.com. 175 Marian Reiner. 179 Zafer (bc) aabejon/iStock/Getty Images. 261 Efired/ com. 307 (tl) rotofrank/iStock/Getty Images
HarperCollins Publishers: WHEN THE WIND Stock Photo (tr) Rawpixel.com/Shutterstock.com Kizilkaya/Images & Stories. 180 James Watt/ Shutterstock. 262 (tl) baibaz/Shutterstock.com (tc) Tomasz Adameczek | Dreamstime.com (tr)
STOPS by Charlotte Zolotow. ©1962, renewed 1990 (bl) SW Productions/Getty Images (bc) T.TATSU/ Perspectives/Getty Images. 181 Paul Kay/Oxford (tr) MoreGallery/Shutterstock.com (cl) photolinc/ Buena Vista Images/DigitalVision/Getty Images
Charlotte Zolotow Trust. By permission of Edite Shutterstock. 44 (tl) anela.k/Shutterstock.com (tr) Scientific/Getty Images. 182–183 Octavio Aburto. Shutterstock.com (cr) Sepp photography/ (c) Jose Luis Pelaez Inc/DigitalVision/Getty Images
Kroll Literary Agency, Inc. Illustrations copyright Elvira Koneva/Shutterstock.com (cl) Tobias 184 Zafer Kizilkaya/Images & Stories. 187 Shutterstock.com (bl) Narsil/Shutterstock.com (br) Andersen Ross/Stockbyte/Getty Images.
© 1995 by Stefano Vitale. Used by permission of Arhelger/Shutterstock.com (cr) froggyimage/ (t) Prasanth Aravindakshan/Shutterstock.com (bl) (br) Tanee/Shutterstock.com. 263 byvalet/ 308 (tl) Peter Horree/Alamy Stock Photo (tc) John
HarperCollins Publishers. Shutterstock.com (bl) Africa Studio/Shutterstock. waniuszka/Shutterstock.com (br) Pal Teravagimov Shutterstock.com. 264–265 Tanee/Shutterstock.com Foxx/Stockbyte/Getty Images (tr) Brand X Pictures/
Penguin Random House: Illustrations and entire com (br) Drpnncpptak/Shutterstock.com. 45 elod_ Photography/Moment/Getty Images. 188 (tl) Johan 266 StockIllustrations.com/Alamy Stock Photo. Stockbyte/Getty Images (cl) Jeremy Woodhouse/
text from WHAT MAKES THE SEASONS? by Megan pali/Shutterstock.com. 62 (l) Compass Productions/ Swanepoel/Shutterstock.com (tr) NIGEL DENNIS/ 267 Larissa Dening/Shutterstock.com. 268 DigitalVision/Getty Images (cl) John Foxx/
Montague Cash, copyright © 2003 by Megan Alamy Stock Photo (r) Steve Debenport/iStock/Getty Science Source (bl) Tropical Marine Reef Fish and LENSAMCC/Shutterstock.com. 269 Hendi Stockbyte/Getty Images (c) OHishiapply/
Montague Cash. Used by permission of Viking Images. 63 (tr) Peg Skorpinski (bc) focus35/iStock/ Invertebrates/Alamy Stock Photo (br) Stephen Sujatmiko/Shutterstock. 270 Vixit/Shutterstock. Shutterstock.com (cr) Jareso/Dreamstime.com
Children’s Books, an imprint of Penguin Young Getty Images. 64 (bc) istock.com/VLIET (inset) J. Frink/Photodisc/Getty Images. 189 (tl) Jacek com. 271 Boris Rezvantsev/Shutterstock.com. (bl) NICK NORMAN/Media Bakery (bc) Jamie
Readers Group, a division of Penguin Random M. Storey/Carleton University. 65 (c) stevegeer/ Chabraszewski/Shutterstock.com (tc) Mostovyi 272 Travel Wild/Alamy Stock Photo. 273 Torsten cross/Shutterstock.com (br) Denise Kappa/
House LLC. All rights reserved. Any third party iStock/Getty Images (inset) Joel Sartore Sergii Igorevich/Shutterstock.com (tr) Steve Smith/ Reuter/Shutterstock.com. 274 SF photo/ Shutterstock.com. 309 (tl) Brand X Pictures/
use of this material, outside of this publication, is Photography/National Geographic Image DigitalVision/Getty Images (bl) microstocker/ Shutterstock.com. 275 Christopher Boswell/ Stockbyte/Getty Images (tc) Monkey Business
prohibited. Interested parties must apply directly to Collection. 72 Vast Photography/Getty Images Shutterstock.com (br) Vitaly Titov/Shutterstock. Shutterstock.com. 276 (t) NortePhoto/Alamy Stock Images/Getty Images (tr) Vitaly Titov/Shutterstock.
Penguin Random House LLC for permission. 74–75 David Ramos/Getty Images. 75 (br) George com. 190 (l) Dr Morley Read/Science Source (r) Photo (b) badboydt7/Shutterstock.com. 277 Hemis/ com (cl) Dennis MacDonald/PhotoEdit (c) Kayte
Rudy/Shutterstock.com. 77 (tl) Jim West/Alamy Mark Moffett/Minden Pictures/Getty Images. Alamy Stock Photo. 278 Octavio Campos Salles/ Deioma/PhotoEdit (cr) microstocker/Shutterstock.
Unit Six Stock Photo (tr) Jupiterimages/Photolibrary/Getty 192 (l) subbotina/123RF (cl) science photo/ Alamy Stock Photo. 279 worledit/Shutterstock.com. com (bl)GK Hart/Vikki Hart/Getty Images (bc)
Images (b) Ariel Skelley/Getty Images. 79 (tl) JGI/ Shutterstock.com (cr) Vitaly Zorkin/Shutterstock. 280 worledit/Shutterstock.com. 282 (t) Horizon aabejon/iStock/Getty Images (br) David P. Smith/
John Forster and Tom Chapin: Excerpt from
Jamie Grill/Getty Images (tc) Maica/E+/Getty com (r) aimy27feb/Shutterstock.com. 193 paula International Images Limited/Alamy Stock Photo Shutterstock. 310 (tl) Tracy Ferrero/Alamy Stock
the lyrics of “Stone Soup” by John Forster and
Images (tr) Robert Byron/Dreamstime.com (bl) french/Shutterstock.com. 194–195 Jeff Hunter/ (b) carlosseller/Shutterstock.com. 283 Sam Abell/ Photo (tc) Erhard Nerger/Getty Images (tr) John
Tom Chapin. Copyright © 1990 by Limousine
Denise Kappa/Shutterstock.com 82 (tl) Pozdeyev Stone/Getty Images. 194 Tim Laman/National National Geographic Image Collection. 284 Oscity/ Rizzo/Photolibrary/Getty Images (c) Mogens Trolle/
Music Company and The Last Music Co. (ASCAP).
Vitaly/Shutterstock.com (tr) Asier Romero/ Geographic Image Collection. 196–197 Beverly Shutterstock.com. 285 Sam Abell/National Shutterstock.com (bl) JOEL SARTORE/Media
Reprinted by permission of the authors.
Shutterstock.com (cl) mrs/moment/Getty Images Joubert/National Geographic Image Collection. Geographic Image Collection. 286 Sam Abell/ Bakery (br) XiXinXing/Shutterstock.com.
Scholastic, Inc: Reprinted from Mi Barrio (My (cr) arrowsmith2/Shutterstock.com (bl) 198–199 Tim Laman/National Geographic Image National Geographic Image Collection. 287 Sam
Neighborhood) by George Ancona, published Gavran333/Shutterstock.com (br) Mriya Wildlife/ Collection. 198 Gerard Soury/The Image Bank/ Abell/National Geographic Image Collection.
by Children’s Press. Used with permission of Shutterstock.com 83 Michael Gancharuk/ Getty Images. 199 (r) Federico Cabello/SuperStock 288 Sam Abell/National Geographic Image
Scholastic. Shutterstock.com (bc) Jose Luis Pelaez Inc/ (inset) David Hosking/Alamy Stock Photo. 200–201 Collection. 289 (bkgd) Sam Abell/Nation
DigitalVision/Getty Images. 99 Peachtree Reinhard Dirscherl/WaterFrame/Getty Images. 200 Geographic Image Collection (inset) Sam Abell/
Unit Seven Publishers. 100 Jose Luis Pelaez Inc/DigitalVision/ age fotostock/Alamy Stock Photo. 202 (t) NIGEL National Geographic Image Collection. 291 Sam
Marian Reiner Literary Agent: Excerpt from Getty Images. 113 (tl) Monkey Business Images/ DENNIS/Science Source (bl) Doug Cheeseman/ Abell/Getty Images. 296 NASA Photo/Alamy Stock
Go to Sleep, Gecko by Margaret Read MacDonald, Dreamstime.com (tr) Monkey Business Images/ Photolibrary/Getty Images (br) Steve Cukrov/ Photo. 298 David P. Smith/Shutterstock. 299 (tl)
illustrated by Geraldo Valério. Text copyright © Getty Images (cl) Monkey Business Images/ Shutterstock.com. 203 (c) Jeremy Woodhouse/ Jacek Chabraszewski/Shutterstock (tc) moira lovell/
2006 by Margaret Read MacDonald. Illustrations Dreamstime.com (cr) Monkey Business Images/ DigitalVision/Getty Images (inset) Fuse/Corbis/ Alamy Stock Photo (tr) Tory Kallman/Shutterstock
© 2006 by Geraldo Valério. Published by August Getty Images (bc) Monkeybusinessimages/ Getty Images. 204 Prisma by Dukas/Universal (cl) Comstock Images/Stockbyte/Getty Images
House Publishers Inc. Used by permission of Dreamstime LLC. 115 (tl) Jun Tsukuda/Aflo/Getty Images Group/Getty Images. 205 Oxford Scientific/ (c) Shutterstock/Shutterstock.com (cr) Duskbabe/
Marian Reiner. Images (tc) Digital Vision/Getty Images (tr) Rob Photodisc/Getty Images. 206–207 Reinhard Dreamstime.com. 300 (tl) Yellowj/Shutterstock.
Marmion/Shutterstock.com (bl) jacglad/ Dirscherl/WaterFrame/Getty Images. 206 Tim com (tc) Image Farm Inc./Alamy Stock Photo
Unit Eight Shutterstock.com (bc) Brand X Pictures/Stockbyte/ Laman/National Geographic Image Collection. (tc) 2009fotofriends/Shutterstock.com (tc) Janne
Ludlow Music Inc.: Excerpt from the lyrics of Getty Images. 118 (tl) Craig Heath/Shutterstock. 207 Steffen Foerster/Shutterstock.com. 208 Paul Hamalainen/Shutterstock.com (tr) Encyclopaedia
“This Land is Your Land”, words and music by com (tr) Gayvoronskaya_Yana/Shutterstock.com Banton/Shutterstock.com. 210 (tl) Tim Laman/ Britannica/UIG/Getty Images (bl) Jupiterimages/
Woody Guthrie. Copyright © 1956 (renewed), (cl) Sabir Babayev/Shutterstock.com (cr) National Geographic/Getty Images (br) Ian Shaw/ The Image Bank/Getty Images (bc) Nathan Guinn/
1958 (renewed), 1970 (renewed), 1972 (renewed), michaeljung/Shutterstock.com (bl) Erickson Stock/ Alamy Stock Photo. 211 Primož Cigler/ Shutterstock.com (br) Yurchyks/Shutterstock.
Ludlow Music, Inc. International copyright Shutterstock.com (br) bondvit/Shutterstock (br). Shutterstock.com. 212–213 Steve Hopkin/The 301 (tl) Maica/E+/Getty Images (tc) Sergey
secured. Made in U.S.A. Used by permission 120–121 Alexis TOUREAU/Getty Images. Image Bank/Getty Images. 213 Konrad Wothe/ Mostovoy/Dreamstime.com (tr) CharlieAJA/iStock/
of TRO. All rights reserved including public 122 Angus McComiskey Alamy. 123 (t) Stephen Minden Pictures/Getty Images. 215 namibelephant/ Getty Images (cr) Steve Smith/DigitalVision/Getty
performance for profit. Butler/Shutterstock.com (b) Tim Graham/Getty iStock/Getty Images. 220 Heini Wehrle/ BIA/ Images (bl) Gallo Images/ROOTS RF collection/
Images. 124 (c) Per-Anders Pettersson/Getty Images Minden Pictures/Getty Images. 222–223 NASA Getty Images (bc) Ldambies/Dreamstime.com
(inset) Pajac Slovensky/Shutterstock (b) Zoonar Photo/Alamy Stock Photo. 224 catherine lucas/ (br) Jun Tsukuda/Aflo/Getty Images. 302 (tl)
Photographic Credits GmbH/Alamy Stock Photo. 125 Alexis TOUREAU/ Alamy Stock Photo. 225 (tl) Darrenp/Shutterstock Stocktrek/Photodisc/Getty Images (tc)
Getty Images. 126 (c) DrimaFilm/Shutterstock.com (tr) Bettmann/Getty Images (cl) Lane Oatey/Blue ERproductions Ltd/Blend Images/Getty Images
Cover Sevenkingdom/Dreamstime. iii (tl) 2–3 Vast (b) bluedog studio/Shutterstock.com. 127 (t) Tim Jean Images/Getty Images (cr) Matt Moyer (bl) (tr) GoGo Images Corporation/Alamy Stock Photo
Photography/Getty Images (tr) David Ramos/Getty Graham/Getty Images (inset) Alexis TOUREAU/ Cade Martin/UpperCut Images/Getty Images (br) (cl) Digital Vision/Getty Images (c) Robert Byron/
Images (bl) Heini Wehrle/ BIA/ Minden Pictures/ Getty Images. 128 (t) oneworld picture/Getty Lane Oatey/Blue Jean Images/Getty Images. 227 (tl) Dreamstime.com (cr) Donna Day/The Image Bank/
Getty Images (br) NASA Photo/Alamy Stock Photo. Images (b) Dan Kitwood/Getty Images. Shutterschock/Shutterstock.com (tc) Nathan Getty Images (bl) Marc Bruxelle/Shutterstock.com
iv Angus McComiskey/ Alamy Stock Photo. ix Jeff 129 oneworld picture/Getty Images. 130 Elena- Guinn/Shutterstock.com (tr) CharlieAJA/iStock/ (bc) absolut/Shutterstock.com. 303 (tl) Bruce C.
Hunter/Stone/Getty Images. xi aabejon/iStock/ Grishina/Shutterstock.com 131santypan/ Getty Images (bl) absolut/Shutterstock.com (bc) Murray/Shutterstock.com (tc) Everett Historical/
Getty Images. 2–3 Vast Photography/Getty Images. Shutterstock.com. 132 Angus McComiskey/Alamy David P. Smith/Shutterstock.com. 230 (tl) Jaromir Shutterstock.com (tr) Sueddeutsche Zeitung Photo/
5 (tc) James P. Blair/National Geographic Image Stock Photo. 133 oneworld picture/Getty Images. Chalabala/Shutterstock.com (tr) Monkey Business Alamy Stock Photo (cr) John A. Rizzo/Photodisc/
Collection (tr) Creative Travel Projects/Shutterstock 134 Pajac Slovensky/Shutterstock.com. 136 Alexis Images/Shutterstock.com (cl) Lopolo/Shutterstock. Getty Images (bl) Rawpixel.com/Shutterstock.com
(br) Martin Maun/Shutterstock.com (bc) John TOUREAU/Getty Images. 140–141 meunierd/ com (cr) kate_sept2004/E+/Getty Images (bl) (bc) Davis Barber/PhotoEdit (br) David Young-
Foxx/Stockbyte/Getty Images (bl) Veni/E+/Getty Shutterstock.com. 148 David Ramos/Getty Images. Kokhanchikov/Shutterstock.com (br) Tmild/ Wolff/PhotoEdit. 304 (tl) Fuse/Corbis/Getty Images
Images (tl) Media Union/Shutterstock.com. 150–151 Heini Wehrle/BIA/ Minden Pictures/Getty Shutterstock.com. 231 Debra Anderson/ (tc) SW Productions/Getty Images (tr) J&L Images/
7 (tl) Tory Kallman/Shutterstock.com (tc) J&L Images. 153 (tl) Vishnevskiy Vasily/Shutterstock. Shutterstock.com. 248 (tl) Nathan Guinn/ Photodisc/Getty Images (cl) KATHLEEN REVIS/
Images/Photodisc/Getty Images (tr) all_about_ com (tr) Peter Steiner/Alamy Stock Photo Shutterstock.com (tr) Maica/E+/Getty Images National Geographic Image Collection
people/Shutterstock.com (bl) apdesign/ (bl) Tamara Kulikova/Shutterstock.com (br) Ross (bl) Yurchyks/Shutterstock.com (br) Gallo Images/ (c) robertharding/Alamy Stock Photo (cr) Diego
Shutterstock.com (bc) Africa Studio/Shutterstock. Jolliffe/Alamy Stock Photo. 155 (tl) Comstock ROOTS RF collection/Getty Images. 249 szefei/ Vito Cervo/Dreamstime.com (bl) Lokibaho/E+/
10 (tl) Siyapath/Shutterstock.com (tc) Simon Bratt/ Images/Stockbyte/Getty Images (tc) Yurchyks/ Shutterstock.com. 250 (l) Dragon Images/ Getty Images (bc) Media Union/Shutterstock.com
Shutterstock.com (tr) Michele Aldeghi/Shutterstock. Shutterstock.com (tr) John A. Rizzo/Photodisc/ Shutterstock.com (r) Zurijeta/Shutterstock. 251 (br) Frank Schiefelbein/EyeEm/Getty Images.
com. 11 Craig Heath/Shutterstock.com. 34–35 TSI Getty Images (bl) diego_cervo/iStock/Getty Images (tr) Photographee.eu/Shutterstock.com (br) 305 (tl) all_about_people/Shutterstock.com
Incorporated. 35 (l) Klaus Tiedge/Blend Images/ (bc) Jupiterimages/Stockbyte/Getty Images. UfaBizPhoto/Shutterstock.com. 252 (tr) PixieMe/ (tc) Jupiterimages/Stockbyte/Getty Images (cl) Rob
Getty Images (r) Image Source/Photodisc/Getty 158 (tl) Mega Pixel/Shutterstock.com (tr) Natpant Shutterstock.com (br) Monkey Business Images/ Marmion/Shutterstock.com (c) Michael Ochs
Images. 39 (tl) Amehime/Shutterstock.com Prommanee/Shutterstock.com (tcl) polarpig/ Shutterstock.com. 253 (tr) Rawpixel.com/ Archives/Moviepix/Getty Images (cr) Denise
(tr) FamVeld/Shutterstock.com (bl) John Foxx/ Shutterstock.com (tcr) Evano/Shutterstock.com Shutterstock (br) Photographee.eu/Shutterstock. Kappa/Shutterstock.com (bl) Martin Poole/
Stockbyte/Getty Images (br) IdeaBug Inc/ (cl) kristiillustra/Shutterstock.com (cr) KK Tan/ com. 255 (t) Galyna Andrushko/Shutterstock.com DigitalVision/Getty Images (bc) apdesign/
Shutterstock.com (r) Steve Wisbauer/Photodisc/ Shutterstock.com (bcl) Colin Hui/Shutterstock (b) anopdesignstock/iStock/Getty Images. 256 Shutterstock.com (br) Ted Horowitz/Corbis/Getty
Getty Images. 40 (tl) Matthias Breiter/Minden (bcr) Colin Hui/Shutterstock.com (bl) Colin Hui/ (b) John_Walker/Shutterstock.com (inset) Images. 306 (tl) T.TATSU/Shutterstock (tc) Africa
Pictures/Getty Images (tr) Igor Shpilenok/Minden Shutterstock.com (br) Peetz/Shutterstock.com. PhotoRoman/Shutterstock. 259 (tl) Bruce C. Studio/Shutterstock (tr) jacglad/Shutterstock.com
Pictures (cl) Minden Pictures/Masterfile 159 R. 178 credits: (tl) Jacek Chabraszewski/ Murray/Shutterstock.com (tcl) Monkey Business (cl) Cleve Bryant/PhotoEdit (c) Jim Arbogast/
318 Credits 319
Photographic Credits
Acknowledgments
The Authors and Publisher would like to thank the following reviewers and teaching professionals for their valuable feedback during the development of the series.
Literature Reviewers
FM24 (t) YuriyZhuravov/Shutterstock.com.
Carmen Agra Deedy, Grace Lin, Jonda C. McNair, Anastasia Suen
Global Reviewers
FM25 (b) Jacek Chabraszewski/Shutterstock.com.
USA:
Blanca L. Campillo, Reading Coach, Chicago Public Schools, Chicago, IL; Carla Chavez, Language Arts Specialist, Galena Park Independent School District,
FM38 (b) Monkey Business Images/Shutterstock.com.
FM39 (b) Jannarong/Shutterstock.com.
Houston, TX; Annena Z. McCleskey, ELA Consultant/Regional Literacy Training Center Director, Wayne RESA, Lathrup, MI; Sashi Rayasam, Director of
ESL Services K-12, Durham Public Schools, Durham, NC; Robin Rivas, Curriculum Specialist ESL/EFL; Milwaukee Public Schools, Milwaukee, WI; Shareeica
Roberts, ESL Teacher, Carroll Academy for International Studies, Aldine, TX; Cynthia Rodriguez, Bilingual Teacher, Brill Elementary, Klein ISD, TX; Julie
Sanabria, ESOL Teacher, Mamaroneck Avenue School, New Rochelle, NY; Jennifer Slater-Sanchez, Educator, Palmdale School District, Palmdale, CA/Adjunct
Professor, Brandman University, Antelope Valley, CA; Georgia Thompson, Literacy Coach, Esperanza Hope Medrano Elementary School, Dallas, TX
Asia: FM40 (b) KK Tan/ Shutterstock.com.
FM41 (b) ermess/Shutterstock.com.
Mohan Aiyer, School Principal, Brainworks International School, Yangon; Andrew Chuang, Weige Primary School, Taipei; Sherefa Dickson, Head Teacher,
SMIC, Beijing; Ms Hien, IP Manager, IPS Vietnam, Ho Chi Minh; Christine Huang, Principal, The International Bilingual School at the Hsinchu Science Park
(IBSH), Hsinchu; Julie Hwang, Academic Consultant, Seoul; David Kwok, CEO, Englit Enterprise, Guangzhou; Emily Li, Teaching Assistant, SMIC, Beijing;
Warren Martin, English Teacher, Houhai English, Beijing; Bongse Memba, Academic Coordinator, SMIC, Beijing; Hoai Minh Nguyen, Wellspring International
Bilingual School, Ho Chi Minh; Mark Robertson, Elementary School Principal, Yangon Academy, Yangon; Daphne Tseng, American Eagle Institute, Hsinchu;
Amanda Xu, Director of Teaching and Research, Englit Enterprise, Guangzhou; Alice Yamamoto, ALT, PL Gakuen Elementary School, Osaka; Yan Yang,
Director of Research Development, Houhai English, Beijing
FM42 (b) Andrey_ Kuzmin/Shutterstock.com.
Middle East:
Lisa Olsen, Teacher, GEMS World Academy, Dubai, United Arab Emirates; Erin Witthoft, Curriculum Coordinator, Universal American School, Kuwait
Latin America:
Federico Brull, Academic Director, Cambridge School of Monterrey, Mexico; Elizabeth Caballero, English Coordinator, Ramiro Kolbe Campus Otay, Mexico;
Renata Callipo, Teacher, CEI Romualdo, Brazil; Lilia Huerta, General Supervisor, Ramiro Kolbe Campus Presidentes, Mexico; Rosalba Millán, English
Coordinator Primary, Instituto Cenca, Mexico; Ann Marie Moreira, Academic Consultant, Brazil; Raúl Rivera, English Coordinator, Ramiro Kolbe Campus
Santa Fe, Mexico; Leonardo Xavier, Teacher, CEI Romualdo, Brazil
The Publisher gratefully acknowledges the contributions of the following National Geographic Explorers and photographers to our program and planet:
Tyrone Hayes, Enric Sala, and Sam Abell
320 Acknowledgments
BM46 Credits
2B_BM.indd 46 11/06/20 7:45 AM

NOTES
Notes BM47
2B_BM.indd 47 11/06/20 7:45 AM

NOTES
BM48 Notes
2B_BM.indd 48 11/06/20 7:45 AM

NOTES
Notes BM49
2B_BM.indd 49 11/06/20 7:45 AM

NOTES
BM50 Notes
2B_BM.indd 50 11/06/20 7:45 AM

Reach Higher Teacher's Book Level 2B

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Reach Higher Teacher's Book Level 2B

Uploaded by

Copyright:

Available Formats

2B

Australia • Brazil • Mexico • Singapore • United Kingdom • United States

2B_FM_Title Page.indd 1 11/06/20 3:29 PM

National Geographic Learning, © 2020 Cengage Learning, Inc.

2B_FM_Title Page.indd 2 11/06/20 3:29 PM

2B_FM.indd 3 11/06/20 8:52 AM

Lada Kratky Deborah Short

Nonie LeSaux Jennifer Turner

FM4 Authors and Reviewers

2B_FM.indd 4 11/06/20 8:52 AM

Program Features FM5

2B_FM.indd 5 11/06/20 8:52 AM

COMPANION SITE includes additional content

READ ON YOUR OWN phonics

FM6 Component Line-Up

2B_FM.indd 6 11/06/20 8:52 AM

A rich array of age-appropriate

TEACHER’S BOOK provides flexible

Component Line-Up FM7

2B_FM.indd 7 11/06/20 8:52 AM

INTERACTIVE AND ANIMATED

FM8 Teaching Support

2B_FM.indd 8 11/06/20 8:52 AM

For more information

Teaching Support FM9

2B_FM.indd 9 11/06/20 8:52 AM

FOR LEVELS 1A and 1B

FOR LEVELS 2A and 2B

FOR LEVELS 3A and 3B

FM10 Phonics Support

2B_FM.indd 10 11/06/20 8:52 AM

For more information

Phonics Support FM11

2B_FM.indd 11 11/06/20 8:52 AM

A rich array of age-appropriate assessments in Assessment Resources monitor students’

KEY WORDS TEST assesses

FM12 Assessment Resources

2B_FM.indd 12 11/06/20 8:52 AM

Assessment Resources FM13

2B_FM.indd 13 11/06/20 8:53 AM

changing? seasons explain

Social Studies society cooperate

Why is it good to work organize education

Science relate connect

How do living things partners danger

FM14 Scope and Sequence

2B_FM.indd 14 11/06/20 8:53 AM

Reading Strategy Write a Story

Scope and Sequence FM15

2B_FM.indd 15 11/06/20 8:53 AM

UNIT OPENER uses a high-interest photograph to present the unit

Unit 5 Reading Strategy: Visualize

1. LANGUAGE FOCUS models

Language Focus to Know Science Vocabulary

word recognition and fluent I think day is better than night.

3. CONTENT VOCABULARY Because it is bright.

to help students quickly Why do you think so?

assimilate new words that It’s hard to say!

FM16 Student’s Book Walk-Through

2B_FM.indd 16 11/06/20 8:53 AM

A Night Under the Stars

across a range of subject

activities which provide