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Adapted from
Reading Wonders Teacher’s Edition Grade 3 Unit 1
Original ISBN: 978-0-07-901685-0
Original MHID: 0-07-901685-5
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ISBN: 978-981-3311-15-2
Cover: Nathan Love, Erwin Madrid
Wonders Welcome to
GENRE STUDY 2 REALISTIC FICTION
Key Concept: Traditions
Vocabulary SHARED READ
SHARED READ The Dream Catcher
Comprehension Strategy: Visualize
Genre Study: Realistic Fiction [Illustrations and Dialogue]
Comprehension Skill: Sequence
Respond to Reading
Vocabulary Strategy: Context Clues
Research and Inquiry: Generate Questions
PAIRED READ
PAIRED READ Family Traditions
Grammar: Subjects
Research and Inquiry: Present Your Work
Richard
GENRE STUDY 3 BIOGRAPHY
Key Concept: Inventions
Vocabulary SHARED READ
SHARED READ Mary Anderson’s Great Invention
Comprehension Strategy: Ask and Answer Questions
Genre Study: Biography [Diagrams and Sidebars]
Comprehension Skill: Cause and Effect
Respond to Reading
Vocabulary Strategy: Metaphors
and Inquiry: Mind Maps
PAIRED READ Lighting the World
Grammar: Simple Sentences
Grammar: Compound Sentences
Make Connections
Research and Inquiry: Present Your Work
Genre Writing
Malene Laugensen
• Read the Key Concept and Essential Question to students.
• Have students repeat after or choral read the Essential Question a second time. Ask students to share their initial ideas about the Essential Question.
• Tell students that people within communities may have very different cultures and traditions. Even though the cultures and traditions may be different, people are still able to work together to contribute to their communities.
Model
• Read with students: David is sharing his culture at a Native American dance festival in his community. Learning about other cultures is important. Communities grow when people share their cultures. Talk with a partner about what is happening in the photograph on page 2.
• Ask: What are the children wearing? (Sample: They are wearing traditional clothing.) Have you been to a festival like this one before? (Sample: I went to a Navajo festival one time.)
• Give students time to discuss with their partners. Move around the classroom to check for understanding.
Essential Question
How do people from different cultures contribute to a community?
COLLABORATE
David is sharing his culture at a Native American dance festival in his community. Learning about other cultures is important. Communities grow when people share their cultures. Talk with a partner about what is happening in the photograph.
Your Turn How can people share cultures to help their community grow? Write your ideas in the web. Use the photographs and words to help you.
traditional dances
traditional costumes
learn languages
try different foods
sing new songs
Sharing Cultures to Help Communities Grow
learn new ways to cook
Answers will vary, but students should be able to talk about the different elements of cultures and how they help communities grow.
Talk with a partner about your ideas.
• Give students time to work on their webs independently before asking them to turn and talk with a partner about their ideas. (Students should be able to talk about how sharing traditions give communities more opportunities or ways to grow.)
• Have students read the “Your Turn” prompt: How can people share cultures to help their community grow? Write your ideas in the web. Use the photographs and words to help you.
• Say: Let’s look at the photographs and words to get some ideas about how sharing cultures can help communities grow.
• Have students describe the photographs using the given words. Ask: What is happening in the first photograph? (Sample: The people are dancing a traditional dance for others.) What are the words below the first photograph? (traditional dances / traditional costumes) Does the photograph help us understand what “traditional dances” or “traditional costumes” means? (Sample: Yes, I can see how it brings people from the community together to watch and observe the dances.) Repeat for the other three photographs and phrases.
• Play track 02. Students will first listen, and then repeat the sentences.
• Introduce each vocabulary word using the Define/Example/Ask routine to introduce each word. Have students talk about each photograph.
• Ask them to read the bolded Vocabulary words, admires, bowed, community, compact, contribute, crammed, different, and practicing with you.
• Say: Each of the words in the Vocabulary section has some extra information. We can see the part of speech, or the kind of word it is, and the definition. For example, the word admires is a verb. This kind of word tells us action.
• Have students think about and complete the task for the prompt in blue: Make your own sentence. “He admires the from the mountain top.” (Sample: view)
• Say: Look at the next three words on your own and respond to the prompts or questions in blue for each one.
• Have students think about and respond to the prompts and questions in blue for bowed (Sample: I bowed after a play I was in ended.), community (Sample: They have large picnics together in the spring.), and compact (Sample: We have a compact washing machine.).
VOCABULARY
admires v. looks at something and thinks that it is attractive
My dad admires the view from the mountain top.
Make your own sentence. “He admires the from the mountain top.”
bowed v. moved the top half of your body forward to greet or show respect
The children bowed to the audience after the play.
When was the last time you bowed to someone? Why did you do it?
community n. all the people who live in the same area
Many people in my community work together.
What do people in your community do together?
compact adj. using little space
Mr. Smith’s compact car fit nicely in the parking space.
What compact items do you have?
VOCABULARY ROUTINE
1. Define the word in simple child-friendly language.
2. Provide an example of the word in a meaningful sentence, relevant to children’s lives.
3. Ask a question that requires children to apply the word. They can give an example or explanation, or they can identify a synonym or antonym.
contribute v. give money, goods, or your time to help others
The children contribute to the garden every weekend. How do you contribute to your family? What do you do for them?
crammed v. forced things into a small space
We crammed the clothes into the bag.
Make your own sentence. “I crammed my into my backpack.”
different adj. not the same as someone or something
These blocks have different shapes. How many different pencils do you have in your pencil case?
practicing v. doing something over and over to get better
Kyle was practicing playing the piano.
Make your own sentence. “I was practicing playing the yesterday.”
• Say: The words contribute, crammed, and practicing are all verbs.
• Have students think about and answer the question in blue: How do you contribute to your family? What do you do for them? (Sample: I help do the dishes and fold the laundry.)
• Have students think about and answer the question in blue: Make your own sentence. “I crammed my into my backpack.” (Sample: homework)
• Invite students to share their ideas to compare different cultures and backgrounds.
• Say: The word different is an adjective, it describes how something is.
• Have students think about and answer the question in blue: How many different pencils do you have in your pencil case? (Sample: I have three different ones.)
• Have students think about and answer the question in blue: Make your own sentence. “I was practicing playing the _____ yesterday.” (Sample: drums)
• Continue to introduce each vocabulary word using the Define/ Example/Ask routine to introduce each word. Have students talk about each photograph.
• Ask them to read the bolded Vocabulary words, pronounce, proud, scared, served, shade, stirred, and tumbled with you.
• Have students take turns reading the sample sentence for each of the words as well as the definitions.
• Ask: How do the photographs help you understand the vocabulary words? (Students may talk about the photographs showing an example of the word.)
• Have students think about and complete the task for the first prompt in blue: How do you pronounce your last name? (Students should say their last names.)
• Say: Look at the next three words on your own and respond to the prompts or questions in blue for each one.
• Have students think about and respond to the prompts and questions in blue for proud (Sample: I am proud of running a race last weekend.), scared (Sample: I get scared at nighttime.), and served (Sample: dinner)
VOCABULARY
pronounce v. make the sounds of letters or words
Cindy can pronounce French words correctly.
How do you pronounce your last name?
proud adj. pleased or happy about something you have done, someone you know or something you own
They were so proud of their perfectly baked muffins.
What have you done that you are proud of?
scared adj. frightened or worried
Our dog hides during storms because he gets scared.
When do you get scared?
served v. gave someone food or drink
The waitress came over and served dessert.
Make your own sentence. “The waiter served after we had the soup.”
VOCABULARY ROUTINE
1. Define the word in simple child-friendly language.
2. Provide an example of the word in a meaningful sentence, relevant to children’s lives.
3. Ask a question that requires children to apply the word. They can give an example or explanation, or they can identify a synonym or antonym.
shade n. a dark and cool area where the light from the sun does not reach
Zach is sitting in the shade of the tree.
What do you like to do in the shade of a tree?
stirred v. mixed food or liquid in a circular movement with a spoon or other object
Mom stirred the soup with a spoon.
Make your own sentence. “My dad stirred his before drinking it.”
tumbled v. fell or hung down loosely
Her hair tumbled over the pillow.
If plants tumbled over the furniture, are they tall or short plants?
Your Turn Pick three words. Write three questions for your partner to answer.
• Have students think about and answer the question in blue: What do you like to do in the shade of a tree? (Sample: I like to rest under a tree.)
• Say: Look at the next two words on your own and respond to the prompts or questions in blue for each one.
• Have students think about and respond to the prompts and questions in blue for stirred (Sample: coffee) and tumbled (Tall).
• Say: Read the “Your Turn” box with me. Read: Pick three words. Write three questions for your partner to answer. (Answers will vary depending on the words that students pick and their individually generated questions. Walk around the room to check students’ work. Questions should include the use of the vocabulary word.)
SHARED READ
TAKE NOTES
Asking questions before you read helps you figure out your purpose for reading. It also helps you gain information. Write your questions here.
As you read, make note of:
Words:
Room to Grow
How do people from different cultures contribute to a community? Read how one family helps their community grow.
Before Reading
Build Background
• Share information about community and culture. Discuss information such as the following while expanding on key words and phrases as needed: Say: There are different kinds of communities. Our class is a community of learners. At home, your family and neighbors create another type of community.
• Explain the meaning of the Essential Question including the vocabulary in the question: Culture is the traditions, art, music, food, and language of a certain group of people. To contribute means “to give.” A community is a place where people live, work, and play.
• Model an answer: Sometimes people perform dances for the community. A dance is a way to share culture. They are contributing to the community by sharing culture and helping the people in the audience learn something new.
• Ask students a question that ties the Essential Question to their own background knowledge: Think about a part of your culture. How could you share it? Call on several pairs.
Set Purpose for Reading
• Choral read the title. Say: Today we will read “Room to Grow” and focus on understanding events in sequence, or time order. As we read, think about the Essential Question: How do people from different cultures contribute to a community?
During Reading
Interactive Question-Response Routine
• Ask questions that help students understand the meaning of the text after each paragraph.
• Reinforce the meanings of key vocabulary, providing meanings embedded in the questions.
• Ask students questions that require them to use key vocabulary.
• Reinforce strategies and skills by modeling and questions.
• Use the images to aid students’ comprehension.
Page 8
Take Notes
• Say: As we read the story, we need to do some tasks.
• Have students look at the TAKE NOTES prompt on page 8: Asking questions before you read helps you figure out your purpose for reading. It also helps you gain information. Write your questions here.
• Have them write their questions in the left column on page 8. As students read, have them write down interesting words and key details from the text.
• Before students begin to read, have students look at the pictures on pages 8-13.
• Ask: What do you see? Students should be able to share what they see on each page.
• Play track 03 and have students follow along with their fingers as the story goes. Stop at the end of the story on page 13.
• Have students go back to page 8.
• Ask: What is the title of this story? (“Room to Grow”) Which characters do you see in the picture? (I see a girl and her parents.) What are they doing in the picture? (They are taking care of their plants.)
Spring in the City
My name is Kiku Sato. Last spring, my family and I moved from the country to the big city.
Our new home in Portland had no yard. There wasn’t even a tiny plot of land. So Mama made an indoor garden. First, she and Papa planted seeds in pots. Then, they hung them from hooks. Next, they crammed plants onto shelves. Green vines tumbled over desks. Soon, our house had plants everywhere.
NARRATIVE NONFICTION
FIND TEXT EVIDENCE
Paragraph 2
Ask and Answer Questions
Why do Mama and Papa grow an indoor garden? Circle text evidence to answer.
At first, I was scared to start school. I was afraid no one would be my friend. But I soon met a classmate. Jill Hernandez and I were practicing reading aloud one day. She helped me say her last name, and I helped her pronounce mine. The next day we were best friends. Jill spent lots of time at my house.
A map of Oregon
Paragraph 3 Sequence
Underline what happens after Kiku meets Jill. What happens the next day?
They became best friends.
Maps
Look at the map. Draw a box around where Kiku lives.
Author's Craft
Reread the first paragraph. How do you know who is telling the story?
Reread
Paragraph 2
Ask and Answer Questions
• Read paragraphs 1-2 together. Ask: How is Kiku’s new home different from her old home? (In the first paragraph, I see that Kiku has moved from the country to the city. Then I see that she has no yard in her new home, so the family keeps many plants inside. I think that she had more room in her old home.) Why does Kiku say that there are plants everywhere? (They are on hooks, shelves, and over desks.) What does this show? (Gardens and plants are important to Kiku’s family.)
• Read the Ask and Answer Questions prompt with the students and have them complete the task. Say: Why do Mama and Papa grow an indoor garden? Circle text evidence to answer. (The second paragraph tells me that their new home does not have a yard or even a tiny piece of land. It would be hard to have an outdoor garden if you have no yard and no land. This text evidence answers the question.)
Paragraph 3
Sequence
• Read paragraph 3 together. Say: Kiku tells us she is scared to start school. What events have happened in Kiku’s life before starting school? (First, Kiku moved. She moved from the country to the big city. Then she says she is afraid no one will be her friend. I think that is why she is scared.) Do Kiku’s feelings change? (yes) Why do you think so? (Kiku meets Jill, and they become best friends.)
• Have students talk about how they might feel if they started at a new school. (Possible answer: It can be scary to be in a new place where you don’t know anybody. I have been nervous about going to new places, but I always make new friends.)
• Read the Sequence prompt with the students and have them complete the task. Say: Underline what happens after Kiku meets Jill. What happens the next day? (They became best friends.)
Maps
• Read paragraphs 1-2 again and then look at the map. Say: I see there are names of cities on the map. I can reread the text to see if it tells me where Kiku lived. In paragraph 1, I read that Kiku “moved from the country to the big city.” I read in paragraph 2 that her new home is in Portland. Now I know what to box on the map.
• Read the Maps prompt with the students and have them complete the task. Ask: Where does Kiku live? Draw a box around where she lives.
Author's Craft
• Tell students that they will reread this page to analyze the techniques the author used in writing this story.
• Ask: What pronoun is used the most on this page? (I) Who is using the pronoun I? (Kiku) Who is Kiku? (the person who is telling the story)
• Ask: How do you know who is telling the story? (The pronouns my, I, and me tell me that Kiku is telling the story.)
Reread
SHARED READ
FIND TEXT EVIDENCE
Read
Paragraph 1
Subheadings
Draw a box around the subheading. How does Jill feel about Mama and Papa's indoor garden?
Jill admires the indoor garden.
Circle text evidence.
Paragraph 2
Sequence
What does Mama do before she adds hot water to the tea bowl?
Underline the text evidence.
Write two signal words here.
first, then
Author's Craft
How does the illustration help you understand the text?
An Idea for a Garden
One afternoon, Jill and her mother came to visit Mama and Papa and me. First, they saw our beautiful potted plants. Jill’s mother said, “Jill admires your indoor garden. She has told me so much about it.”
We all sat down while Mama served tea. First, she put green tea into the tea bowl. Then, she added hot water and stirred. She handed the bowl to Jill’s mother and bowed.
special tea bowls
Mama. Japanese small, help wants
Read
Paragraph 1
Subheadings
• Read the subheading “An Idea for a Garden” and paragraph 1 together. Have students draw a box around the subheading. Ask: What do you think this selection will be about? (a way to make a garden) What detail tells how Jill feels about Mama and Papa’s indoor garden? (Jill admires the indoor garden.) Have students circle text evidence.
Paragraph 2
Sequence
• Read paragraphs 1-2 together. Ask: What happened when Jill and her mother came to visit? Use sequence words in your answer. (First, she showed them the potted plants in their indoor garden. Then, she made them tea. Finally, she bowed after handing Jill’s mom the bowl.)
• Discuss with students how Kiku’s mother shared her culture. Ask: What does Kiku’s mother do after she hands Jill’s mother the tea? (She bows.) Demonstrate bowing for students. Have them discuss when people bow. Say: In some cultures, it is common for people to bow. When does Kiku’s mother bow? (She bows when she gives Jill’s mother the tea bowl.) What does this show you about Kiku’s family? (It shows how Kiku’s family is sharing their culture with their new community.)
• Reread paragraph 2 together. Ask: What does Mama do before she adds hot water to the tea bowl? Look for a signal word to help you. (First, she put green tea into the tea bowl.) Have students find another word that signals sequence in paragraph 2 and use that word to tell how Mama finishes making tea. (then)
[Spotlight on Language]
• [Paragraph 1] Read the second sentence in the first paragraph. Ask: What does potted mean? (in pots) How do you know the meaning? (The last sentence says that Kiku’s parents have an indoor garden. The plants must be in pots.)
• Tell students that they will reread this page to analyze the techniques the author used in writing this story.
• Ask: How do you usually drink tea? (from a cup) What does the text say about how Mama serves the tea? (The tea is served in a bowl.) What does the illustration clarify? (It clarifies what the bowl might look like.)
• Read the Author’s Craft question with the students and have them answer it: How does the illustration help you understand the text? (The text talks about making green tea in a bowl, and the picture shows me that.)
Students may need support understanding that the title “Room to Grow” is a play on words. Explain that we say “there is room to grow” when we get something bigger than what is needed, such as a house for a family that will get bigger or have more people there in the future.
• Ask: How does a big house fit with the words “Room to Grow”? (It fits well because a big house provides room for a family to grow.) Did Kiku have a big house? (no) Why do you think the author use the title “Room to Grow” for this story? (It’s because Kiku’s family would have “room to grow” by helping to make a community garden.)
• Point out that sometimes authors use a play on words to suggest another meaning to the story.
Reread
Author's Craft
NARRATIVE NONFICTION
GrandmotherinJapan
“My mother taught me how to make tea,” said Mama. “She also taught me how to plant a traditional Japanese garden. I learned to make the most of a small, compact space.”
All of a sudden, Jill’s mother smiled. “Can you help us with a project?” she asked. “Our community wants to plant a garden. Our plot is very small. There is so much we want to grow.”
Papa looked at Mama, and they both bowed.
“Yes,” they said.
FIND TEXT EVIDENCE
Read
Paragraph 1
Ask and Answer Questions
Think of a question about Kiku's grandmother. Write it here.
Possible answers: Where is Kiku’s grandmother? Why does she like gardening?
Underline text evidence that answers your question.
Paragraphs 2–4 Sequence
Circle what happens after Jill's mother asks Mama and Papa to help with the community garden project.
Paragraphs 2–4
Synthesize Information
Why does Jill's mother ask Kiku's mother for help? Draw a box around the text evidence.
Read
Paragraph 1
Ask and Answer Questions
• Read paragraph 1 together. Ask: What two important things did Kiku’s grandmother teach Kiku’s mother? (how to make tea, how to plant a traditional Japanese garden) Did they have a lot of space to grow their Japanese garden? (No, the space was very small.)
• Remind students that pictures are used to add information to the text. Look at the picture on page 11 and discuss what new information is shown in the picture.
• Ask: How can we figure out the meaning of a traditional garden? (We can use the text and the picture.) How would you define a traditional garden? (a small, compact garden in a house with statues) What evidence supports your definition? (the last sentence in paragraph 1; the plants and a statue in the image)
• Read the Ask and Answer Questions prompt with the students and have them complete the tasks: Think of a question about Kiku’s grandmother. Write it here. Underline text evidence that answers your question. (Possible answers: Where is Kiku’s grandmother? Why does she like gardening?)
Paragraphs 2-4
Sequence
• Read paragraphs 2-4 together. Read the Sequence prompt with the students and have them complete the task: Circle what happens after Jill’s mother asks Mama and Papa to help with the community garden project. (First, Mama and Papa looked at each other and bowed. Then, they said “yes.”)
Paragraphs 2-4
Synthesize Information
• Read the Synthesize Information prompt with the students and have them complete the tasks: Why does Jill’s mother ask Kiku’s mother for help? Draw a box around the text evidence. Ask: Why does Jill’s mother think Kiku’s mother would be a good person for the project? (Jill’s mother can tell from looking at the potted plants that Kiku’s mother really likes gardening. She also knows that Kiku’s mother knows how to grow plants in a small space.)
• Discuss with students how Kiku’s mother’s help with the community garden is a good example of how people can volunteer in their communities. (By helping plant a community garden, Kiku’s mother is helping to create something useful that will improve the community.)
[Spotlight on Language]
• [Paragraph 1] Focus on the expression make the most of. Explain that when people make the most of a place or a thing that might not be very big or seem very useful, they do the best they can with it. In this case, they use a very small area of land to grow a garden.
• [Paragraph 2] Explain that a community garden is a shared space where people can grow plants together, and a plot is a small area of land. Have students describe what they would grow if they had a plot to plant a garden. Guide them to use the words garden and plot in their sentences.
SHARED
FIND TEXT EVIDENCE
Read
Paragraph 1
Sequence
Underline two things that happen in order. Write the signal words that tell when they happen.
Paragraph 2
Compound Words
Circle a compound word. Write what it means.
READ first, then, the next day light from
Author's Craft
Why is "A Garden Grows" a good subheading for this section?
A Garden Grows
First, we had a meeting with the community. Everyone agreed to contribute. Some people brought seeds, tools, and dirt. Then, the next day we met and started our garden.
Papa built long, open boxes. Next, we filled them with dirt. The tallest box went close to the back wall. The boxes got shorter and shorter. The shortest box was in the front. “All the plants will get sunlight without making shade for the others,” Mama said.
Reread
Jill and I plant seeds
Papa builds boxes
Paragraph 1
Sequence
• Read paragraph 1 together. Read the Sequence prompt with the students and have them complete the tasks: Underline two things that happen in order. Write the signal words that tell when they happen. Ask: What are the first two things that happened to create the community garden? (There was a meeting. Everyone met and started the garden.) What signal words tell when they happened? (first, then, the next day)
Paragraph 2
Compound Words
• Read paragraph 2 together. Read the Compound Words prompt with the students and have them complete the tasks: Circle a compound word. Write what it means. Ask: What compound word is in paragraph 2? (sunlight) What two words make up the compound word sunlight? (sun and light) What does the compound word sunlight mean? (light from the sun)
Ask and Answer Questions
• Ask: What questions do you have about the boxes? (Possible answers: Why did Papa make them different sizes? Why did they get shorter and shorter? What did they look like when the boxes were all in place?)
• Have students reread the paragraph to find the answers or draw a picture of what they think the boxes looked like to help them visualize the garden.
• Tell students that they will reread this page to analyze the techniques the author used in writing this story.
• Reread the subheading “A Garden Grows” and point to the verb grows. Ask: What do you think will happen to the garden? (It will grow.) What are Papa, Jill, and Kiku doing in the pictures? (They are building boxes and planting seeds for the garden.) Does the subheading help you understand what the section is about? (yes)
• Read the Author’s Craft question with the students and have them answer it: Why is “A Garden Grows” a good subheading for this section? (It tells me the community garden is a success, and the text and the illustrations also show that it is.)
Students may need support to understand the passage of time on pages 12-13.
• Point out that students can use the text and their personal experiences to understand the passage of time. Discuss the seasons and how long each one is.
• Point out that the author’s use of the season names helps organize the text.
• Ask: In which season were the seeds planted? (We can tell that the seeds were planted in spring because “Finally, we planted the seeds.” is followed by “Jill and I worked in the garden all summer.”) How much time passes between planting the seeds and the end of the story? (At least a season passes. Kiku says that she worked in the garden all summer.)
Then, we used round, flat stones to make a rock path. Papa said that in Japan, stones are an important part of a garden. Finally, we planted the seeds.
Jill and I worked in the garden all summer. Our community grew many different vegetables. At the end of the summer, we picked enough vegetables to have a cookout. Mama brought a big pot of miso and vegetable stew. Everyone thanked Mama and Papa for their help. They brought a bit of Japan to Portland. I was so proud.
Lookwhatwepicked!
They helped build a community garden. They shared ideas for gardening in a small space. We can help by keeping it clean or decorating for holidays or festivals.
Make Connections
What did Kiku’s family do to help their new community? What parts of their culture did they share? ESSENTIAL QUESTION
How can you and your family contribute to your community? TEXT TO SELF
NARRATIVE NONFICTION
FIND TEXT EVIDENCE
Paragraph 1
Sequence
Underline what happens after Papa makes the rock path. Write the signal word here.
Finally
Paragraph 2
Ask and Answer Questions
Write a question about the cookout.
Why did they have a cookout?
Read Reread
Author's Craft
How does the author help you understand how everyone feels about Mama and Papa?
Summarize
Use your notes and think about the sequence of events in "Room to Grow." Summarize the important events.
Read
Paragraph 1
Sequence
• Read paragraph 1 together. Read the Sequence prompt with the students and have them complete the tasks: Underline what happens after Papa makes the rock path. Write the signal word here. Ask: What happens after Papa makes the rock path? (They plant the seeds.) What word signals this event? (finally) Point out that the story is not over. Ask: What does the word finally signal? (the end of building the garden)
Paragraph 2
Ask and Answer Questions
• Read paragraph 2 together. Read the Ask and Answer Questions prompt with the students and have them complete the task: Write a question about the cookout. (Possible answer: Why did they have a cookout?) Help students use text evidence to answer the question. (The text says that people picked enough vegetables for a cookout, and everyone thanked Mama and Papa for their help.)
• Read the Author’s Craft question with the students and have them answer it: How does the author help you understand how everyone feels about Mama and Papa? (by telling us that everyone thanked Mama and Papa for their help)
Monitor understanding of literal and nonliteral language. Read the sentence: “They brought a bit of Japan to Portland.”
• Ask: Did Mama and Papa actually go to Japan, get some of the land, and bring it to Portland? (no) What does the sentence mean? (Mama and Papa brought ideas they learned in Japan and shared the ideas.)
Summarize
• Tell students that they will reread this page to analyze the techniques the author used in writing this story.
• Reread paragraph 2 together. Ask: Was the garden a success? (yes) Who helped make it a success? (Mama and Papa) How do you know people are happy with the garden? (They grew many vegetables to eat.) When do you thank people? (When they help or do something kind or nice.) Why do the people thank Mama and Papa? (Mama and Papa helped grow all of the vegetables.) What can you infer from these details? (I can infer that the community was happy with the contributions to their garden from a different culture.)
• After their first read, ask partners to orally summarize the selection using their notes. Say: To finish your work with this story, summarize “Room to Grow.” Use your notes and think about the sequence of events in “Room to Grow.” Allow students to work in pairs, small groups, or independently to complete this task. (Kiku and her family moved to a new city. She became friends with Jill. Jill’s parents were impressed with Kiku’s parents’ garden. They asked for help in making a community garden. Everyone worked together with the garden and had a cookout once the vegetables were ready.)
Make Connections
• Invite students to address the Make Connections box as a small group or in pairs. Students should be able to answer and discuss both questions with their peers.
Reread
Author's Craft
Access Complex Text Connection of Ideas
Explain
• Explain to students that if they are unsure of something in a text, they can ask themselves questions as they read. Then, they can look for details in the text to support their answers.
• Have students read the Quick Tip box to learn more about asking questions to help their understanding.
Ask and Answer Questions
Ask yourself questions as you read. Then look for details to support your answers.
FIND TEXT EVIDENCE
Look at the section “Spring in the City” on page 9. Think of a question and then read to answer it.
Page 9
Quick Tip
Asking questions helps you understand the text better. As you read, stop and ask yourself questions. Then reread to find text evidence.
Model FIND TEXT EVIDENCE
• Using page 9, model how to identify, ask questions, and read to find the answers in “Room to Grow.”
• Say: I have a question about why there were so many plants at Kiku’s house. I read that they had no yard, so Kiku’s parents planted a lot of seeds. I can answer my question. Kiku’s family like to grow things, but they didn’t have the space outside. They had to grow plants inside.
I have a question. Why were there so many plants in Kiku’s house? I read that they did not have a yard. So Mama and Papa planted lots of seeds. I can answer my question. Kiku’s family liked to grow things and didn’t have the space to do it outdoors.
Your Turn Reread the first paragraph on page 13. Think of one question. You might ask: Why did Kiku's father use round, flat stones in the garden? With a partner, reread the section to find text evidence. Then write the answer here.
Her father uses the stones for a path in the garden.
Also, stones are an important part of gardens in Japan.
Guided Practice
Your Turn
• Say: Now it’s your turn. Have students look at the Your Turn prompt and help complete the task: Reread the first paragraph on page 13. Think of one question. You might ask: Why did Kiku’s father use round, flat stones in the garden? With a partner, reread the section to find text evidence. Then write the answer here. (Sample: Her father uses the stones for a path in the garden. Also, stones are an important part of gardens in Japan.)
Explain
Subheadings and Maps
“Room to Grow” is an autobiography. An autobiography
• is a kind of narrative nonfiction
• tells the true story of a person's life in order
• is written by that person and uses I and me
• may use text features such as subheadings and maps
FIND TEXT EVIDENCE
“Room to Grow” is an autobiography. It is a true story by Kiku about her life. She uses time-order words such as first, next, and finally. She uses I and me. Kiku’s story has subheadings and a map.
Subheadings
Readers to Writers
Look at the subheadings in each section of "Room to Grow." How do they help you understand the order of events?
When you write, think about how to use subheadings to organize your ideas.
A subheading tells what a section of text is mostly about. Maps A map is a flat drawing of a real place.
COLLABORATE
Your Turn Find parts of “Room to Grow” that tell you it is an autobiography. Tell your partner what you learned about Kiku and her culture. Write your answer below.
Kiku’s culture is Japanese. I learned that they enjoy teas and gardening outdoors in Japanese culture.
Guided Practice
Your Turn
• Say: Now it’s your turn. Have students look at the Your Turn prompt and help complete the task: Find parts in “Room to Grow” that tell you it is an autobiography. Tell your partner what you learned about Kiku and her culture. Write your answers below. (Students should be able to find more examples of time-order words, text features, and first-person pronouns to support the claim that this is an autobiography.)
• Explain the characteristics of an autobiography. Autobiographies are narrative nonfiction that tells the true events in a real person’s life.
• Point out that an autobiography is written by the person the story is about and uses pronouns like I and me. In addition, some autobiographies may include text features such as subheadings and maps to help readers understand the text more.
• Model identifying the characteristics of an autobiography in “Room to Grow.” Use page 9 to discuss the timeorder words and pronouns Kiku uses to tell her story.
• Say: Kiku includes words like first, next, and finally to talk about the events in her narrative. She also uses the first-person point of view with words like I and me
• Read the Readers to Writers box with students and talk more about subheadings.
• Tell students that there are also subheadings and a map on page 9 that helps give more information and organizes Kiku’s writing. Model FIND TEXT EVIDENCE
Explain
• Tell students that authors write using a sequence, or order of events. They use words like first, next, then, and finally to show when different events happen in a narrative.
COMPREHENSION SKILL
Sequence
Sequence is the order in which important events take place. Look for words, such as first, next, then, and finally. These signal words show the sequence of events.
FIND TEXT EVIDENCE
Quick Tip
Authors also use the sequence text structure to show steps in a process. Look for signal words that show the order of the steps.
Model FIND TEXT EVIDENCE
• Model how to identify the sequence of events in an autobiography using the section “Spring in the City” from Kiku’s story and record the information on the graphic organizer.
• Say: In this section, I see the signal word, first, on page 9. As I continue reading, I can find out what happens next by looking for signal words.
In this autobiography, the events are told in sequence. I see the signal word first in “Spring in the City” on page 9. I will read to find out what happens next. I will look for signal words to help me.
Event
First, Mama and Papa planted lots of seeds.
Event
Then, they hung pots from hooks.
Event
Next, they crammed the plants on shelves.
Your Turn Reread page 12. How do Kiku and her family help plant the garden? List the steps in order in your graphic organizer.
First, they had a meeting with the community.
Then, the next day we met and started our garden.
Next, we filled the open boxes with dirt.
• When students complete the organizer, have partners move on to the last page and add more boxes to the graphic organizer if time allows. This way they can identify the signal words and get a fuller picture of the end of the narrative.
Guided Practice
• Say: Now it’s your turn. Have students look at the Your Turn prompt and help complete the task: Reread page 12. How do Kiku and her family help plant the garden. List the steps in order in your graphic organizer.
• Have students turn to page 18.
• Say: You will be responding to the reading. When we see questions about something we read, we need to be able to provide text evidence. This is the information from the text that helps us answer a question.
• Read aloud the questions and the “Discussion Starters” for each of the questions.
• Guide students to work with a partner to answer the questions orally using the “Discussion Starters.”
• Have students find text evidence to support their answers. Have them write the page number(s) where the answers can be found.
• 1. What happens at the beginning of the story? (Possible answers: Kiku and her family move to Portland. Mama and Papa made an indoor garden. I read that Kiku made friends with Jill.)
• 2. What happens in the middle of the story? (Possible answers: Jill and her mother admire Kiku’s parents’ garden. Mama talked about her grandmother in Japan. Then I read that Jill’s mom asked for help with the community garden.)
• 3. How do Kiku and her family share their culture with their new community? (Possible answers: Papa built open boxes for the plants. Mama made soup with the vegetables. I know this because the text tells what they did.)
RESPOND TO READING
Discuss Work with a partner. Use the discussion starters to answer the questions about “Room to Grow.” Write the page numbers.
What happens at the beginning of the story? Kiku and her family . . . Mama and Papa . . . I read that Kiku . . .
What happens in the middle of the story?
Page(s):
Jill and her mother . . . Mama . . .
Then I read that . . . Page(s):
How do Kiku and her family share their culture with their new community? Papa
• After students have attempted, call on students to share their answers.
• Ask: How do we know what the answers are? (Students should be able to say something about looking back in the text to find the information.)
Write Review your notes. Then use text evidence to answer the question below.
How does Kiku's family share their culture with the community?
Kiku and her family
move to Portland from a small town and work to build an indoor garden at their new home.
Jill's mother
Mama and Papa
admires the indoor garden. She asks Kiku’s parents to help build the community garden. help by building the boxes for the plants and telling others where they should be placed to get good sunlight.
They brought Japan to Portland by
using the ideas for gardening in a small space to create a community garden.
• Have students look at page 19.
• Before reading the prompt with students, say: You will be responding to the reading by answering specific questions based on the notes you took.
• Read the Write prompt together: Review your notes. Then use text evidence to answer the questions below.
• Tell students to answer the questions independently and that there will be time to share with the whole class later.
Explain
• Say: We will be looking at compound words. These are words that are made up of smaller words that are joined together. Explain that the meaning of a compound word can be found by using the meanings of the two smaller words.
Compound Words VOCABULARY STRATEGY
A compound word is made up of two smaller words joined together. Use the meanings of the two smaller words to help you figure out what the compound word means.
FIND TEXT EVIDENCE
I see the compound word afternoon on page 10. It has two smaller words, after and noon. I know what after means. I know noon means "12 o'clock." I think afternoon means "after 12 o'clock."
Model FIND TEXT EVIDENCE
• Say: Look at the Find Text Evidence section. It gives us more information about how to find the meaning of compound words by considering the two smaller words that make it.
• Say: I see the word afternoon on page 10. There are two smaller words, after and noon, that make up the compound word. I know what the word after means. I also know that the word noon means “12 o’clock.” From this information, I think that afternoon means “after 12 o’clock.”
Your Turn Figure out the meaning of the compound word.
cookout, page 13:
I know cook means “to make food,” and out means “outside.” I think cookout means “making food outside.”
Guided Practice
Your Turn
• Say: Now it’s your turn. Have students look at the Your Turn prompt and help complete the task: Figure out the meaning of the compound word.
• Have students determine the meaning of the word cookout from page 13. (I know cook means “to make food,” and out means “outside.” I think cookout means “making food outside.”)
One afternoon, Jill and her mother came to visit.
Using a Map
Most maps include features to help you understand them. A compass rose is a small drawing on a map that helps you find directions. The map legend, or key, tells you what the symbols on the map mean.
Look at the map. What is the state capital?
Quick Tip
A symbol is a small shape. The small black dots on the map show where some cities in Texas are located.
Explain
• Tell students that many maps include features that help people understand them. There might be a compass rose, which is a small drawing that helps people find directions.
Write the names of two cities.
San Antonio and Amarillo
Make a Map Choose a place in your community, like a park or school. Go over the steps below with your partner. Follow them to make a map.
1. Draw your map. Mark some interesting features, like a pond, picnic table, or grass.
2. Make a map legend with at least two symbols.
3. Draw a compass rose.
4. Share your map.
Guided Practice
Make a Map
• Say: Now it’s your turn. Have students look at the Make a Map prompt and help them begin their initial work with their partner.
• Students will need to select a place within their community and create a map of that area.
• Remind students to read the prompt carefully and make sure they include all the listed items on their maps.
• Say: Other map features include things like a map legend or map key. These tell us what the symbols on the map mean.
• Have students look at the map of Texas. They should be able to look at the map legend and complete the activity by writing their answers on the lines given.
• Read the Quick Tip box together with students.
• Play track 04. Students will first listen, and then repeat the sentences.
• Introduce each vocabulary word using the Define/Example/Ask routine to introduce each word. Have students talk about each photograph.
• Ask them to read the bolded Vocabulary words, artist, athletes, author, bilingual, burst, get together, and inspired with you.
• Have students take turns reading the sample sentence for each of the words as well as the definitions.
• Have students think about and complete the task for the first prompt in blue: What kinds of supplies does an artist need? (Sample: Paint and paint brushes.)
• Say: Look at the next three words on your own and respond to the prompts or questions in blue for each one.
• Have students think about and respond to the prompts and questions in blue for athletes (Sample: LeBron James is one of the best basketball players in the US.), author (Sample: Yes, I like to write stories.), and bilingual (Sample: I would like to speak Spanish and French well.)
• If time allows, invite students to share their responses to the blue questions.
VOCABULARY
artist n. a person who makes art
He is a famous artist known for his outdoor paintings.
What kinds of supplies does an artist need?
athletes n. people who train to compete in sports
Jack and Lenny practice hard to be the best athletes in the world.
Who are some of the best athletes in your country?
author n. a person who writes books
The author is working on his new book.
Would you like to be an author? Why or why not?
bilingual adj. able to speak and understand two languages
My mom is a bilingual speaker because she speaks English and French.
Would you like to be a bilingual person? Which two languages would you like to speak well?
VOCABULARY ROUTINE
1. Define the word in simple child-friendly language.
2. Provide an example of the word in a meaningful sentence, relevant to children’s lives.
3. Ask a question that requires children to apply the word. They can give an example or explanation, or they can identify a synonym or antonym.
burst v. are very full of something
Children burst with excitement on their first day of school.
Make your own sentence. “I burst with when I play with my friends.”
get together phr. v. meet in order to spend time together
We get together for my grandma’s birthday every year.
When does your family get together with your grandparents?
inspired adj. given an idea for a book, film, or painting, etc.
I was inspired by nature to draw a tree.
Tell about a time when you felt inspired to do something.
Your Turn Pick three words. Write three questions for your partner to answer.
• Have students think about and answer the question in blue: Make your own sentence. “I burst with when I play with my friends.” (Sample: happiness) Allow students to share with their class.
• Say: Look at the next two words on your own and respond to the questions in blue for each one.
• Have students think about and respond to the questions in blue for get together (Sample: We get together with them every other weekend.) and inspired (Sample: I was inspired to learn to play piano when I heard my friend play.).
• Say: Read the “Your Turn” box with me. Read: Pick three words. Write three questions for your partner to answer. (Answers will vary depending on the words that students pick and their individually generated questions. Walk around the room to check students’ work. Questions should include the use of the vocabulary word.)
• Have students turn to page 24 and recall their previous discussion about the Essential Question: How do people from different cultures contribute to a community?
• Have students look at the photographs on pages 24-25 before reading the story.
• Ask: What do you see? Students should be able to talk about the images they see on each page. Say: The images include captions. How do the captions help you understand what you are looking at? (Sample: They tell more about the photograph and help me understand what I am looking at.)
• Say: This is a Paired Read text. It is called, “Sharing Cultures.” We will listen to the audio first, and then read together. When we read together, we will need to do some tasks.
• Play track 05 and have students follow along with their fingers as the story goes. Stop at the end of the story on page 25.
• Have students go back to page 24. Read each paragraph together. If it’s possible for your class, invite students to read individual paragraphs aloud.
• Remind students to use their pointer finger as they read the text.
• Read each prompt together and help students find the answers.
PAIRED READ
FIND TEXT EVIDENCE
Read
Paragraph 2
Circle the word Pat Mora uses to describe how she feels about books.
Paragraph 4
Underline the sentence that explains what bilingual means. Write the languages Pat spoke in her home.
English and Spanish
Essential Question
How do people from different cultures contribute to a community?
Read about how two people share their cultures.
Sharing Cultures
Pat Mora is an author. Kadir Nelson is an artist. Their stories and paintings help others learn about different cultures.
Pat Mora Loves Books
Pat Mora has a special word for how she feels about books. She calls it bookjoy. Born in El Paso, Texas, in 1942, Pat learned to love books and reading from her mother. Books are magic to Pat.
“I wouldn’t be me without books,” she says.
Paragraph 3
How do people in America celebrate Día?
They get together at libraries, schools, and parks.
Pat grew up in a bilingual home. That means she and her family spoke both English and Spanish. Pat is proud of her culture. She has written more than 36 children’s books. Many of them are written in both English and Spanish.
Pat uses her stories and poems to share her culture. She works hard to share her love of books with all children. Every year in April, many libraries and schools in America celebrate Día. Día is the nickname for Children’s Day, Book Day. Día means “day” in Spanish. Children get together at libraries, schools, and parks to celebrate. It’s like a big book fiesta, or party.
Children and families get together at libraries to celebrate Día every year in April.
Heroes and History
Kadir Nelson was born in Washington, DC, in 1974. When he was three years old, he picked up a pencil and started drawing. Then, when he turned eleven, he spent the summer with his uncle. His uncle was an artist and teacher. Kadir says that summer changed his life.
Kadir Nelson has also illustrated many children’s books. His art has been on magazine covers.
Kadir is inspired by brave and honest leaders. He sometimes paints African American heroes he admires, such as Martin Luther King Jr. He also paints great athletes and everyday heroes, such as dads taking their children to the beach.
Kadir wants people to feel good when they look at his art. His paintings are colorful and real. They burst with action. Kadir says he has always been an artist. Sharing how he sees the world is part of who he is.
Inspired by Cultures
Pat’s books and Kadir’s paintings are inspired by their cultures. Their stories and paintings contribute to how other people see the world. That’s inspiring!
Make Connections
How do people help others learn about different cultures? ESSENTIAL QUESTION
How can artists and authors contribute to their communities? TEXT TO TEXT
FIND TEXT EVIDENCE
Paragraph 2
Draw a box around the kind of people Kadir Nelson sometimes paints. Write the name of one of these people here.
Martin Luther King Jr.
Paragraph 4
What are Pat’s books and Kadir’s paintings inspired by?
They are inspired by their cultures.
Talk with a partner about how people contribute to helping others learn about different cultures. Use the details in the text to support your answer.
• Have students move to page 25. Read each paragraph together. If it’s possible for your class, invite students to read individual paragraphs aloud.
• Remind students to use their pointer finger as they read the text.
• Read each prompt together and help students find the answers.
• Have students read the fourth prompt with you and help them complete the task: Talk with a partner about how people contribute to helping others learn about different cultures. Use the details from the text to support your answer. (Students should be able to talk about how art and literature are ways to share cultures with others.)
• Say: To finish your work with the story, we are going to work to make connections. Look at the questions in the Make Connections box.
• Allow students to work in pairs, small groups, or independently to complete this task. (Sample: They share stories and ideas from their cultures with others.)
• Invite students to address the second question as a small group or in pairs. Students should be able to answer and discuss the question with their peers. (Sample: They can create art or write about things that are important to the community.)
• Have students turn to page 26.
• Before reading through the page, say: We will be looking at ways to answer questions about the text.
• Call on students to help read the information on the page. Have one student read the opening question.
• Say: Look at the Quick Tip box. It gives us more information about visualizing for understanding.
• Read the Quick Tip box together.
Talk About It
• Invite another student to read the Talk About It section.
• Have students talk with their partners about how Pat Mora and Kadir Nelson share their cultures. (Students should be able to talk about how each person shares through creativity.)
Cite Text Evidence
• Invite another student to read the Cite Text Evidence section.
• Guide students to use text evidence to add information to the graphic organizer.
PAIRED READ
How does the author use words and phrases to help you visualize how people share their cultures?
Talk About It Reread pages 24 and 25. Talk with a partner about how Pat Mora and Kadir Nelson share their cultures.
Cite Text Evidence What words and phrases help you picture how people share their cultures? Write three ways and how they help.
Text Evidence
written 36 books
How It Helps
When you reread, look for words and phrases that help you picture in your mind what people are doing. Making images in your mind helps you understand the text better.
inspired by brave and honest leaders books and paintings are inspired by their cultures
bilingual books to share language shows leaders from his culture to others words and art help people see those other cultures
Write I can visualize how people share their cultures because
the words they use to describe their culture creates an image in my mind.
Write (Show What You Learned)
• Students should refer to the notes on the graphic organizer as they respond to the writing prompt at the bottom of the page. When students have finished writing, have them share their responses.
• Say: Now, using the information you put into the graphic organizer, complete the writing activity: I can visualize how people share their cultures because… Your answer should include things that you feel helps you understand how others share their cultures. (Sample: I can visualize how people share their cultures because the words they use to describe their culture creates an image in my mind.)
Quick Tip
Word Choice
Writers use strong, concrete words, and details to make their writing interesting and clear. Strong words show rather than tell.
FIND TEXT EVIDENCE
On page 24 in “Sharing Cultures,” the author uses the word bilingual to tell about Pat Mora's culture. By choosing this word, the author is helping you understand that Pat Mora grew up in a home where two languages were spoken.
Pat grew up in a bilingual home. That means she and her family spoke both English and Spanish.
Your Turn Reread paragraph 3 on page 25.
• What words and phrases does the author use to describe Kadir's art?
Sample: Colorful and real. They burst with action.
• How do these words help you picture what Kadir's art is like?
Sample: I imagine his art to be bright and colorful. I imagine the images to look like they’re moving.
Readers to Writers
If you want your readers to picture in their minds what you are writing about, choose words that are strong. A thesaurus can help you choose words that give a clear picture.
Explain
• Have students turn to page 27.
• Before reading through the page, say: We will be looking at how writers use strong, concrete words and details to make their writing interesting and clear.
• Read the Readers to Writers box together.
Guided Practice
• Say: Read the “Your Turn” section with me. Guide students to reread the third paragraph on page 25 and answer the questions on the lines given. Your Turn
Model FIND TEXT EVIDENCE
• Model showing students how to identify concrete words and details in the text.
• Say: In “Sharing Cultures,” the author uses the word bilingual to tell about Pat Mora’s culture. By including this word, we are able to understand something about Pat Mora: that she grew up in a home where two languages were spoken.
Explain
• Have students turn to page 28.
• Before reading the prompts with students, say: You will be learning about sentence fragments.
• Read the description of sentence fragments at the top of the page with students.
GRAMMAR
Sentences and Fragments
• A sentence is a group of words that shows a complete thought.
• A sentence fragment is a group of words that does not show a complete thought.
FIND TEXT EVIDENCE
Underline the subject and circle the predicate.
Our new home in Portland had no yard.
Model FIND TEXT EVIDENCE
• Read the prompt together: Underline the subject and circle the predicate.
• Model how to identify the subject and predicate in a sentence. Say: The part of the sentence that contains the subject tells what the sentence is about. The sentence here is telling about Kiku’s new home in Portland. The predicate gives more information about the subject and includes a verb. In this sentence, the predicate is “had no yard.”
Your Turn
A. Put a ( ) if it is a sentence. Put an ( ) if it is a fragment.
1. An indoor garden.
2. She placed the plants in pots.
3. The plot was very.
4. Everyone was grateful for the help.
X
B. Write a complete sentence about something you like to do.
Quick Tip
Sentences begin with a capital letter. Sentences end with end punctuation such as a period, question mark, or exclamation point.
Guided Practice
Your Turn
• Say: Now, it’s your turn. Before working on the activities, let’s look at the Quick Tip box. Read the Quick Tip box together with students.
• Say: Look at activity A. You will need to put a ( ) if it is a sentence and an ( x ) if it is a fragment. Remember to look back at the top of the page if you need to.
• Give students time to complete activity A before moving to activity B.
• Say: For activity B, you will write a sentence about something you like to do. (Sample: I like to go fishing with my grandpa.)
Commands and Exclamations
• A command is a sentence that tells someone to do something.
• An exclamation is a sentence that shows excitement or a strong emotion.
FIND TEXT EVIDENCE
Circle the end punctuation.
There is so much we want to grow!
Your Turn
A. Put a (.) if it is a command. Put an (!) if it is an exclamation.
1. Plant these seeds right here
2. Wow, my grandpa sent me a free ticket
3. Get the baskets ready for the vegetables
4. Oh no, I can't find my key
B. Write about something that surprised you using an exclamation.
Quick Tip
A command ends in a period most of the time. An exclamation ends in an exclamation point.
Explain
• Have students turn to page 29.
• Before reading the prompts with students, say: You will be learning about commands and exclamations.
• Read the description of commands and exclamations at the top of the page with students.
Guided Practice
Your Turn
• Say: Now, it’s your turn. Before working on the activities, let’s look at the Quick Tip box. Read the Quick Tip box together with students. Say: Look at activity A. You will need to put a ( . ) if it is a command and an ( ! ) if it is an exclamation. Remember to look back at the top of the page if you need to.
• Give students time to complete activity A before moving to activity B.
• Say: For activity B, you will write about something that surprised you using an exclamation. (Sample: My mom said we could get a new puppy!)
Model FIND TEXT EVIDENCE
• Read the prompt together: Circle the end punctuation.
• Say: This sentence is showing excitement. I know this because there is an exclamation point at the end.
• Have students turn to page 30.
• Before reading the prompts with students, say: You will be thinking about all the information you’ve read and connecting it with ideas from a mural. A mural is a painting that is made on a wall. They can be indoors or outdoors.
• Call on students to help read the information on the page. Have one student read the opening question.
Talk About It
• Invite another student to read the Talk About It section.
• Ask: If we look at the mural and read the caption, what information can we get?
• Invite students to share what they think and how they would answer the question. (Students should be able to discuss the facial expressions on the peoples’ faces, and in some cases, they should be able to identify the type of work the people do.)
Cite Text Evidence
• Invite another student to read the Cite Text Evidence section.
• Guide students to read the caption again and underline the clues that help them figure out why the artist painted the mural. Remind students to use the Quick Tip box as a guide.
MAKE CONNECTIONS Integrate
Text Connections
How do the selections you read and the mural below help you understand how the artists and authors share their art and stories?
Talk About It With a partner, talk about the people you see in the mural. Look closely at what each worker does and how the artist shows how they each feel.
Cite Text Evidence Underline clues that help you figure out why the artist painted his mural.
Write The artists and authors share their art and stories to
allow people to see parts of their culture. They share ideas and images that reflect their cultures and allow others to appreciate another culture more.
The artist painted this mural on a building in Chicago, Illinois. He used real people. It celebrates the community’s hardworking Latino people.
Write (Show What You Learned)
Quick Tip
You can find clues in the mural that show how the people in this community feel. This will help you compare text to the art.
• Have students write a response synthesizing the knowledge they built about how people share their art and stories. When students have finished writing, have them share their responses.
• Say: Let’s look at the mural one more time. For the writing part, you will write about how the narrative and text you read, as well as the mural, help you understand something about sharing cultures. Take some time to consider everything we read and talked about before you begin writing. (Sample: The artists and authors share their art and stories to allow people to see parts of their culture. They share ideas and images that reflect their cultures and allow others to appreciate another culture more.)
COLLABORATE
Present Your Work
Decide how you will present your community map to the class. Create an online slide show or a digital poster. Use the Presenting Checklist to help you improve your presentation. After all the presentations are finished, discuss the sentence starters below and write your answers.
The most interesting thing I learned about my community map is
Quick
Tip
Be sure to look up from your notes and make eye contact with your audience. Rehearse in front of a mirror so that you remember to look at your audience.
Presenting Checklist
Planning the Presentation
• Have students turn to page 31.
I would like to know more about
I think my presentation was Next time I could
I will practice my presentation. I will look at the audience. I will speak clearly and slowly. I will make sure that everyone can see my map.
• Tell students that they will need to prepare in order to best present their maps. Say: Last time, you had the chance to gather information about a place in your community and create a map of that area. Now you will have the time to present the maps that you created. Read together the directions at the top of the page.
• Remind students that they will be audience members for other students’ presentations and that as observers and listeners they will play an important role in the presentations.
• Next, read the Quick Tip box with students and discuss how to make eye contact with various members of the audience.
During the Presentation
• Tell students to write down any questions they have as they observe others’ presentations. Explain that doing so will help them remember their questions after each speaker has finished. Following each presentation, guide the discussion by asking students to paraphrase or summarize the key ideas in the presentation. Guide students to use the sentence frames on the bottom of page 31 to focus on discussion.
• Discuss each item on the Presenting Checklist and give students time to practice their presentations before having them stand in front of the class or from their seat to share their maps.
Genre Writing: Write Your Own Personal Narrative
Explain that students will develop a longer piece of writing in the same genre as the Shared Read or Paired Read. Students will work through all the stages of the writing process for these pieces.
Plan
Draft
Revise
Edit / Proofread
Publish / Present / Evaluate
Writers choose their topic. They consider their purpose and audience and plan their work using a range of strategies such as brainstorming, freewriting, and filling in graphic organizers. Sometimes they do research.
Writers use their notes to get their initial ideas on the topic down on paper.
Writers use rubrics and participate in peer and teacher conferences to help them refine the structure and content of their work. Students should revise their writing several times.
Writers check their spelling and edit their pieces for correct grammar, mechanics, and usage. Remind students that using standard English conventions allows them to communicate more effectively.
Writers create a final version of the piece by printing out a clean copy or using their best handwriting. They synthesize and share their ideas.
Expert Model
• Discuss descriptive details
• Write the
• Revise the personal narrative checking for sentence fluency
• Revise the personal narrative based on partner feedback
• Edit the personal narrative checking for correct grammar
• Proofread the personal narrative
• Have students look at pages 3233.
• Explain that students will begin writing a narrative nonfiction piece.
• Review the features of narrative nonfiction. Ask students to recall what they know about narratives and nonfiction that can help them with their own writing.
Analyze an Expert Model
• First, we need to analyze an expert model. For us, we will be analyzing “Room to Grow.” It is our example of narrative nonfiction.
• Have students read the Analyze an Expert Model section with a partner to collaborate.
• Say: Work with your partner to answer the questions on this page. We will go over your ideas in a few minutes.
GENRE WRITING
Expert Model
Features
of a Personal Narrative
A personal narrative is a kind of narrative nonfiction. A personal narrative
• tells about a true story of a person's life in order
• shares the writer’s feelings about an experience
• has a beginning, middle, and end
Analyze an Expert Model Studying “Room to Grow” will help you learn how to write a personal narrative. Reread pages 8-13. Then answer the questions below.
How does Kiku organize her writing to make it easy to follow?
Shared Read (pages 8-13)
Writers use pronouns, such as I, we, she, he, him, her, to take the place of nouns. For example, Kiku says, “So, Mama made an indoor garden. First, she and Papa planted seeds in pots.” The pronoun she stands for Mama. Pronouns can tell readers if the author is writing about themselves or someone else. Word Wise
How does helping her community make Kiku feel? Where did you find evidence for your answer?
She talks about the events in the order that they happen. She also includes subheadings. She feels pride in the work she and her family did.
The last line says that she “was so proud.”
Plan: Choose Your Topic
Brainstorm With a partner, brainstorm memories of when you helped someone else complete a task. Use the sentence starters below to talk about your ideas.
I remember when . . .
This made me feel . . .
Writing Prompt Choose one of your memories to write about in a personal narrative.
I will write about
Purpose and Audience An author’s purpose is the main reason for writing. Your audience is who will be reading it.
Who will read your personal narrative?
Quick Tip
When you write a personal narrative, you are sharing your thoughts and feelings with your audience. As you plan your personal narrative, ask yourself: What do I want people to remember about my story?
Brainstorm
• Have students look at page 33.
• Say: Before we begin to write something, we need to come up with ideas. This is brainstorming.
• Invite a reader to read the Brainstorm section. Then give students time to share their ideas with a partner.
• If time allows, ask for students to share something they talked about.
Writing Prompt
• Say: Choose one of the memories you shared with your partner to write about in a personal narrative. Write your topic on the lines in the middle of the page.
Plan Think about what you want your readers to learn about you. Ask yourself questions and answer them in your writer's notebook.
Plan
• Have students think about what they would like their readers to learn about themselves.
• In their writer’s notebooks, have students come up with a list of questions and answers about themselves.
Purpose and Audience
• Explain that authors often write narratives to share information about themselves with their readers.
• Read the Quick Tip box with students and answer clarifying questions they may have about personal narratives.
• Give students time to consider their audience and record their ideas on the given lines.
Sequence
• Have students look at page 34.
• Say: Part of planning our writing is thinking about when different events happen. Let’s read about how to organize and develop the sequence in a narrative.
• Have students read the passage from “Room to Grow.”
• Tell students that authors think carefully about how to order events. They often use sequence words to help readers follow the order. Discuss the sequence words first, then, and next
• Say: These words, as well as others, can tell us the order in which certain things happen.
• Have students read the passage again and circle four signal words.
• Read the Quick Tip box with students before they begin the Collaborate activity.
GENRE WRITING
Plan: Sequence
Sequence Writers tell stories in sequence, or in the order that events happen. The sequence of events in a story helps readers understand what happens and why it happens.
Let's look at another expert model. Read this passage from "Room to Grow."
First, she and Papa planted seeds in pots. Then, they hung them from hooks. Next, they crammed plants onto shelves. Green vines tumbled over desks. Soon, our house had plants everywhere.
Signal words show the sequence of events. Now reread the passage and circle four signal words.
Think about the memory you are going to write about. Talk with a partner about what you did. Use these sentence starters as you tell your story:
First, I . . . Then, I . . . Finally, I . . .
Chart In your writer's notebook, draw a Sequence Chart. Fill in the chart to plan your writing. Be sure to add signal words.
Quick Tip
Remember that every story has to have a beginning, middle, and end. Use signal words to show when things are happening.
• Give students time to think about what they will be writing about. Then invite them to discuss their ideas with their partners. They should use the sentence starters listed to share what they did. Chart
• Tell students that before they write their narratives, they will organize their ideas into a Sequence Chart like one on this page.
• Say: Now, you will be working more in your writer’s notebook. Read the Chart section and complete the task for your narrative.
• Tell students to draw the boxes in their writer’s notebook and plan what happens at the beginning, middle, and end of their narratives. As they write, encourage students to think about what sequence words they can use to help the reader understand the order of events.
PERSONAL NARRATIVE
Draft
Descriptive Details Authors use descriptive details to help readers visualize what they are reading. Reread pages 12 and 13 of “Room to Grow.” Use evidence from the passage to answer the questions below.
How does Kiku’s family begin work on the garden project?
Sample: First, Papa builds the boxes for the plants. They are different sizes, so all the plants get sunlight.
What words help you visualize how the family made the garden?
Sample: The description of how Papa built the plant boxes and how they placed the stones helped me imagine the garden.
Write a Draft Look over the Sequence Chart that you made. Use it to help you write your draft in your writer's notebook. Remember to use signal words and descriptive details.
Quick Tip
When you write a draft, you are creating your fist version of your writing. You don't have to worry about making mistakes when you write a draft. There will be time to fix those mistakes in later stages. The important thing is to get all your ideas down on paper.
Descriptive Details
• Have students look at page 35.
• Say: Let’s look at the expert model again.
• Explain that authors use descriptive details to help readers visualize what they are reading.
• Have students look back and reread pages 12 and 13 from “Room to Grow." They will need to use evidence from the passage to answer the questions.
Write a Draft
• Say: The very first time you write, we call that a draft. This is the first time the ideas are put on paper. It does not need to be perfect. There are other steps that will help us get it cleaned up. At this point, we can take all the ideas you have written done in the student book and your writer’s notebook and begin your draft.
• Read the Quick Tip box together with students and discuss what it means to write a first draft.
• Give students time to work on their drafts. If they are stuck, or need help, ask them questions about their ideas that might help them get back on task.
• Have students review the charts they created during the Plan phase. They will use their charts as they write their drafts. Remind students that their narrative should have a beginning, middle, and end. Help students organize their ideas into paragraphs with descriptive details and sequence words.
Sentence Fluency
• Have students look at page 36.
• Say: Now that you have your first draft written down, you can start the revision process. This means you make improvements on what you have written.
• Explain that writers will use a variety of sentence types in their work. They might include statements, questions, and exclamations. They also vary the sentence lengths. These strategies can help make the writing more interesting.
• Have a student read the activity prompt for Sentence Fluency. Give partners time to respond before asking them to share their ideas.
• Read the Quick Tip box with students.
Revise
• Say: Now, it’s time to revise your writing. Be sure you reread your draft and look for places where you might change the length of your sentences or vary the kinds of sentences you use.
• Have students circle two sentences from their own draft they will change and write them on the given lines.
GENRE WRITING
Revise
Sentence Fluency Writers use a variety of sentence types, such as statements, questions, and exclamations. Writers also vary the length of their sentences. This helps make their writing more interesting to read.
Reread pages 10 and 11 of “Room to Grow.” Talk with a partner about the different types of sentences the author uses. Write about it here.
Sample: The author includes statements and questions. Also, the sentences are different lengths.
Revise It's time to revise your writing. Read your draft and look for places where you might
• vary the lengths of your sentences
• use different kinds of sentences Circle two sentences from your draft that you can change. Revise and write them here.
When you revise your personal narrative, you are making it more interesting to read. Quick Tip
Peer Conferences
Review a Draft Listen carefully as a partner reads his or her draft aloud. Share what you like about the draft. Use these sentence starters to help you discuss your partner’s draft.
Revision After you finish your peer conference, use the Revising Checklist to help you make your narrative better. Remember to use the rubric on page 39 to help you with your revision. COLLABORATE
I like this part because it made me feel . . .
Can this sentence be . . .
Add another detail to describe . . .
Partner Feedback After you take turns giving each other feedback, write one of the suggestions from your partner that you will use in your revision.
Revising Checklist
Does my narrative have a logical sequence of events? Is there a beginning, middle, and end? Does my narrative include descriptive details? Did I use different kinds of sentences?
Review a Draft
• Have students look at page 37.
• Say: Writers often need other people to help them through their revisions. We are going to help each other revise our narratives.
• Partners should already be in place to complete this activity. Say: Listen carefully while your partner reads their work. Once your partner has finished, talk about what you liked about their narrative. Then, you can ask questions or make suggestions using kind words.
• Have students use the sentence starters on the page, or their own, to talk about their partner’s draft.
Partner Feedback
• After both partners have given feedback, have students complete the task in the Partner Feedback section.
Revision
• Say: At this point, it’s time to take the feedback you received from your peer conferences and make additional revisions.
• Review the Revising Checklist together. Allow students time to implement suggestions. Tell students that the rubric on page 39 can also help with revision. Go over each box so students know how to reach each score. Give students time to consider the feedback they received.
• After students have completed their revisions, allow them time to share how their partners’ feedback helped improve their narratives.
• Have students share the suggestion from their partner that they intend to implement in their revision.
Edit and Proofread
• Have students look at page 38.
• Tell students that after they have finished their drafts, they must go back to edit and proofread. Say: We are nearly done with the writing process for the narrative nonfiction. At this point, you don’t need to make really big changes.
In the Edit and Proofread section, you will make sure your work is ready for publication. When you edit, you can move or add details in a better order, add words to describe your thoughts and feelings, and add words to show sequence.
• Proofreading means to correct grammar, usage, punctuation, and spelling. It is often helpful to have someone else read your draft to help edit and proofread it.
• Read the information at the top of the page with students. Tell them that the Grammar Connections box and the Editing Checklist are all things to consider as they work to put the final revisions on their narratives.
GENRE WRITING
Edit and Proofread
After you revise your narrative, proofread it to find any mistakes in grammar, spelling, and punctuation. Read your draft at least three times. This will help you catch any mistakes. Use the checklist below to edit your sentences.
Editing Checklist
Do all sentences begin with a capital letter and end with a correct punctuation mark?
Are sentences complete sentences with a subject and predicate?
Are there any sentence fragments? Are all words spelled correctly?
List two mistakes that you found as you proofread your narrative.
Tech Tip
If you wrote your draft on a computer, print it out. It’s easier to check for mistakes on paper than reading the text on a screen.
Grammar Connections
When you proofread your draft for punctuation mistakes, remember that you should always capitalize the pronoun I as in, “At lunch, I ate pizza and carrot sticks.”
• Give students time to go through their writing to edit and proofread. Ask them to list two mistakes that they found while proofreading their story on the lines provided.
Publish, Present, and Evaluate
Publishing When you publish your writing, you create a neat final copy that is free of mistakes. If you are not using a computer, use your best handwriting. Write legibly in print or cursive.
Presentation When you are ready to present, practice your presentation. Use the Presenting Checklist.
Evaluate After you publish and present, use the rubric to evaluate your writing.
What did you do successfully?
Evaluate
• tells about a personal experience and includes thoughts and feelings
• presents events in the correct order
• includes rich descriptive details
• uses a variety of sentences
• tells about a personal experience and includes some feelings
• presents events in the correct order
• includes some descriptive details
• varies sentences
• Have students look at page 39.
• tells about a personal experience
• includes events that are told out of order
• includes a few descriptive details
• uses only simple sentences
Presenting Checklist
Look at the audience. Speak slowly and clearly.
Speak loudly enough so that everyone can hear you.
Answer questions thoughtfully.
Publishing
• Have students look at page 39.
• Once their drafts are final, students can prepare for publishing and presenting their work. Published work should be error-free with all illustrations in place.
• Say: You have now finished your narratives and are ready to publish your work.
• does not tell about a personal experience
• includes some events that are told out of order
• lacks descriptive details
• uses choppy sentences
• Explain that rubrics show what is expected from the assignment and how it will be evaluated. Ideally, students should look at rubrics before they begin writing in order to fulfill all the requirements. When they finish, they should evaluate their work.
• Say: After you have presented, evaluate your writing using the rubric. Think about what you did successfully and what you think needs more work. Write down your ideas on the lines.
• Have students exchange stories with a partner and give the partner a score. Remind them to be respectful. When they are finished, have students reflect on the effectiveness of the collaboration and on their progress as writers. Have them note where they need improvement and set writing goals.
• Read the Publishing section together with students. Allow students time to create their final copy of the narrative. Remind them that they can add illustrations or other visuals once their writing is done.
Presentation
• Say: You will have the opportunity to present your narrative and any illustrations or visuals to the whole class. To prepare for the presentation, practice a few times and refer to the Presenting Checklist.
