Wonders Teacher's Edition 5.1

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• 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 often think differently about something once they experience it first-hand.

Model Explain

• Have students look at the photograph and discuss their initial thoughts about what they see.

• Ask: What might the hiker be experiencing? (The hiker is encountering a very beautiful cave.) What have you encountered, or seen, in nature? Talk about your encounters in nature. (I have seen a waterfall, colorful birds, and a deer while hiking.)

• Give students time to discuss with their partners. Move around the classroom to check for understanding.

Essential Question

How can experiencing nature change the way you think about it?

You don't have to be a naturalist to have an amazing encounter with nature. There are natural wonders underground, such as caves, that display amazing formations. Above ground, you can find surprises while hiking among the trees. California redwoods, for example, can grow to be over 320 feet tall!

Look at the photograph. Talk to a partner about what you see and what the hiker might be experiencing. Then describe a personal experience you had in nature and how it affected you. Fill in the web with ways in which nature can affect people.

Experiencing Nature

• • Have students read the Collaborate prompt: You don’t have to be a naturalist to have an amazing encounter with nature. There are natural wonders underground, such as caves, that display amazing formations. Above ground, you can find surprises while hiking among the trees. California redwoods, for example, can grow to be over 320 feet tall!

• Give students time to read the web prompt and complete the task before asking them to share their ideas with the whole class. gain appreciation of plant life and wildlife and understand our natural world gives people a place to climb, run, swim and other physical interactions

people quiet and a beautiful place to take time to think

• Play track 02. Students will first listen and then repeat the sentences.

• Use the Define/Example/Ask routine to introduce each vocabulary word.

• Ask students to read the bolded vocabulary words with you: awe, cabin, dove, emphasis, encounter, impressed, indicated, and journal.

• Have students take turns reading the sample sentence for each of the words as well as the definitions.

• Have students think about and answer the question in blue: What would leave you with a feeling of awe? (Visiting the pyramids of Egypt would leave me in awe.)

• Say: Look at the next three 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 cabin (The best time to stay in a cabin is in the fall when the leaves change color.), dove (I would feel a mix of fear and excitement if I dove off a cliff.), and emphasis (I might say something with emphasis when I want to bring people’s attention to it.).

• Invite one or two students to share their responses.

VOCABULARY

awe n. a feeling of being greatly impressed

We listened in awe as she sang the beautiful song. What would leave you with a feeling of awe ?

cabin n. a small, simple building, usually made of wood and used as a home

We stayed in a cabin in the mountains during our vacation. When would be the best time of year to stay in a forest or mountain cabin ?

dove v. jumped into water

The children dove off of the dock into the lake. If you dove off a cliff, how might you feel?

emphasis n. a special stress or force placed on a thing or action

She said the last words with emphasis because they were important. When might you want to say something with emphasis ?

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.

encounter n. a brief meeting or exchange

I've only had one encounter with a shark, but I’ll never forget it. When have you had an encounter with a wild animal? impressed adj. feeling respect or admiration for someone or something

My teacher was impressed by my hard work. Which book or author have you been most impressed by over the years? indicated v. signaled; pointed out

The blinking light indicated that the bus was going to turn. If signs indicated that a storm was coming when you were going out, what would you do?

journal n. a book where personal events and experiences are recorded

He kept a journal while he was living overseas.

What would you write in your journal about today?

• Have students think about and answer the question in blue: When have you had an encounter with a wild animal? (I had an encounter with a wild deer while hiking.)

• Say: Look at the next three 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 impressed (I’ve been most impressed by J.K. Rowling’s “Harry Potter” series over the years.), indicated (If signs indicated that a storm was coming, I would postpone stay home and chat online with my friends.), and journal (I would write in my journal about the interesting book I started reading today.)

• Invite one or two students to share their responses.

• Continue to introduce each vocabulary word using the Define/Example/Ask routine.

• Ask students to read the bolded vocabulary words with you: live off the land, naturalist, recorded, rustling, sheer, spectacular, and woods

• Have students take turns reading the sample sentence for each of the words as well as the definitions.

• Have students think about and answer the question in blue: If you had a chance to live off the land, how long do you think you could do it? (I could try living off the land for one week, but I would miss technology a lot.)

• Say: Look at the next three 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 naturalist (A naturalist often works in a botanical garden.), recorded (Special events are usually recorded with photos and videos.), and rustling (If I heard the rustling of feet behind me on a dark, quiet street, I would walk faster to get home as soon as possible.)

• Invite one or two students to share their responses.

VOCABULARY

live off the land phrase survive by hunting, gathering, and basic farming

They decided to leave the city and live off the land . If you had a chance to live off the land , how long do you think you could do it?

naturalist n. a person with an understanding of nature and local history

A naturalist might work in a park as a ranger. Where else might you find a naturalist ?

recorded v. kept information for the future by writing it down or storing it on a computer

The scientist recorded her observations in a notebook. How are special events usually recorded ?

rustling n. the sound made by short, quick movements

He heard the rustling of the rabbit in the bush. What would you do if you heard the rustling of feet behind you on a dark, quiet street?

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.

sheer adj. very steep such that it is almost straight

The rain poured down the sheer walls of the canyon. Where else in nature might you find sheer walls? spectacular adj. amazing or overwhelming

You gave a spectacular performance in the talent show. What is the most spectacular thing you have seen?

woods n. a forested area with dense tree cover

Many animals live in the woods

What can you do when you go to the woods ?

COLLABORATE Your Turn Pick three words. Write three questions for your partner to answer.

• Have students think about and answer the question in blue: Where else in nature might you find sheer walls? (Sheer walls can be found along coastal cliffs.)

• 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 spectacular (The most spectacular thing I have seen is the Northern Lights.) and woods (I can camp overnight in the woods.).

• Invite one or two students to share their responses.

• Say: Read the Your Turn prompt 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 the questions they individually generated. Walk around the room to check students’ work. Questions should include the use of the vocabulary word.)

SHARED READ

TAKE NOTES

Deciding on a purpose, or reason, for reading will help you focus on the text's topic. Preview the text by reading the title and headings and studying the pictures. Then write your purpose for reading, or what you hope to learn.

A Life in the Woods

As you read, take note of:

Interesting Words

Key Details

How can experiencing nature change the way you think about it?

Read about how Thoreau’s stay in the woods changed his view of nature.

Before Reading

Build Background

• Explain that Henry David Thoreau was a very important author and philosopher from the 19th century. Say: Thoreau wanted to understand what life was like in nature, so he lived in a cabin by Walden Pond in Massachusetts for two years. During this time, he wrote about his experiences in a book. His work helps us understand the importance of nature and living simply. Thoreau’s observations teach us how deeply nature can influence our thoughts and lives. He showed that living close to nature can help us think more clearly and appreciate the world around us. Thoreau believed that by observing nature, we can learn valuable lessons about life and ourselves.

• Have students share their experiences in nature using the prompt: “I experienced ___ in nature.”

• Read the Essential Question: How can experiencing nature change the way you think about it?

• Explain the meaning of the Essential Question, including the vocabulary in the question. Say: Experiencing means living through or observing something, and nature refers to things in the physical world such as plants, animals, and landscape.

• Model an answer. Say: Experiencing nature could make you aware of its beauty and convince you to try protect that beauty.

• Have students connect the Essential Question to their background knowledge. Say: Turn to a partner and think of an experience in nature you have had. Discuss how this experience affected you. Then, we’ll share our ideas with the class. Call on several pairs to share their discussions.

Set Purpose for Reading

• Say: Today we will read “A Life in the Woods” and focus on understanding the language in the text. As we read, think about the Essential Question: How can experiencing nature change the way you think about it?

Take Notes

• Have students look at the TAKE NOTES prompt on page 8.

• Guide them to write down their questions, interesting words, and key details from the text in the left column on page 8.

Previewing the Text

• Before students begin reading the story, have them look at the images and headings on pages 8-11.

• Ask them to share what they see on each page to activate their prior knowledge, engage their curiosity, and enhance their comprehension of the story.

• Have students go back to page 8.

• Ask: What do you see in the photograph? (I see a pond (or lake) and a forest.) Based on the title and the photograph, what do you think the story will be about? (It might be about someone living in the woods and their experiences.)

Listening Activity

• Play track 03 and have students follow along in their books until the end of page 11.

• After listening, invite them to share what they heard or ask questions.

• Reassure them that it’s okay if they don’t remember everything, as the story will be reviewed in detail during class.

During Reading

Interactive Question-Response Routine

• After each paragraph, ask questions to help students understand the meaning of the text.

• Explain difficult or unfamiliar concepts and words.

• Reinforce the meaning of new vocabulary.

• Ask students questions that require them to use the vocabulary.

• Reinforce weekly strategies and skills by modeling and asking questions.

• Use images and other text features to aid students’ comprehension.

• Use headings to help students predict what the sections will be about.

NARRATIVE NONFICTION Into the Woods

Henry David Thoreau raised his pen to write, but the chatter of guests in the next room filled his ears. He stared at the page. “Concord, 1841” was all that he had written. How would he write a book with such noise in his family’s house? Thoreau headed outside, shutting the door with emphasis. He would have to find a place of his own.

Thoreau walked out of town. Tall white pines soon replaced the painted houses. He listened to the rustling of the leaves. What if I could stay here, he thought. He could live off the land, close to nature, and begin his book. It would take work, but he could do it.

Years passed, but Thoreau still did not have a place in the woods. One day, his friend Ralph Waldo Emerson had an idea. Emerson was a well-known writer who had bought some land near Walden Pond. Because he and Thoreau shared the same interest in nature, Emerson decided to let Thoreau use part of this land.

In March of 1845, Thoreau began to build a cabin. By July, it was ready. He could live and write in the woods.

FIND TEXT EVIDENCE

Read

Paragraphs 1–2

Cause and Effect

What was the effect of Thoreau walking out of town? Underline the text evidence.

Thoreau decided to live close to nature and begin his book.

Homographs

The word leaves has more than one meaning. Draw a box around context clues that give the meaning.

Paragraphs 3–4

Ask and Answer Questions

What question can you ask and answer about Thoreau?

How was Thoreau able to work in the woods? Emerson let him use some of his land.

Reread

Author's Craft

How does the author help you visualize Thoreau's experience as he walks out of town?

FIND TEXT EVIDENCE

Read

Paragraphs 1–2

Cause and Effect

• Read paragraphs 1-2 together. Ask: Where was Thoreau in paragraph 1? (his family’s house) What was he trying to do? (write a book) What did he hear? (He heard chatter of guests in the room next to him and lots of other noise.) What effect did the noise have on him? (He wasn’t able to write.) Have partners talk about what caused Thoreau to find a place of his own.

• Explain: The second paragraph tells me what Thoreau saw and heard on his walk out of town: “Tall white pines” and “rustling of the leaves.” Clearly, they were very different from the “painted houses” in town and the noise in his family’s house. This makes me think that noticing these details and how they were so different from his own surroundings caused Thoreau to realize that it would be an ideal place to live and write his book. Have students tell why Thoreau might have thought this environment would help him complete his book.

• Read the Cause and Effect prompts with the students and have them complete the tasks: What was the effect of Thoreau walking out of town? Underline the text evidence. (Thoreau decided to live close to nature and begin his book.)

Homographs

• Read the third sentence in the second paragraph. Ask: What are two different meanings for the word leaves? (The noun leaves refers to what grows on plants and trees. The verb leaves means “goes.”) Have students explain how they can use context to determine which meaning is correct in the sentence.

• Read the Homographs prompt with the students and have them complete the task: The word leaves has more than one meaning. Draw a box around context clues that give the meaning.

Paragraphs 3–4

Ask and Answer Questions

• Read paragraphs 3-4 together. Explain: When I began reading the third paragraph, I wondered why Thoreau didn’t have a place to live in the woods for years. As I continued reading, I learned that Thoreau’s friend Ralph Waldo Emerson offered him some land to use. That makes me think that Thoreau had not been able to acquire land of his own. As I keep reading, I will look for reasons why that might be. Have students discuss how the two men’s shared interest in nature might have impacted Emerson’s decision to lend his land to Thoreau.

• Read the Ask and Answer Questions question with the students and have them complete the task: What question can you ask and answer about Thoreau? (How was Thoreau able to work in the woods? Emerson let him use some of his land.)

Reread

Author's Craft

• Tell students that they will reread this page to analyze the techniques the author used in writing this selection.

• Reread the second paragraph on page 9 with students. Ask: How does the landscape change as Thoreau walks away from town? (Instead of houses, Thoreau begins seeing trees.) How does the author use descriptions? (The author describes the “tall white” pines that Thoreau sees and the “rustling” sound he hears the leaves making.)

• Read the Author’s Craft question with the students and have them answer: How does the author help you visualize Thoreau’s experience as he walks out of town? (The author describes what Thoreau sees and hears. Visualizing Thoreau’s experience helps me understand why the possibility of living close to nature appeals to him.)

SHARED READ

FIND TEXT EVIDENCE

Read

Paragraph 1

Ask and Answer Questions

What is a question you can ask and answer about Thoreau?

How did Thoreau feel about the animals near his cabin? He felt they kept him company.

Paragraphs 2–3

Cause and Effect

Circle the signal word that helps you identify why Thoreau thinks the loon is laughing at him. Then underline what caused him to think this.

Primary Sources

Look at the text from Thoreau's journal. What impressed him?

When the loon howled, a wind came up and filled the air with rain.

Reread

Author's Craft

Why might the author have included Thoreau's journal here?

Cabin Life

Thoreau’s move to the woods indicated that he liked to be alone. But Thoreau did not feel that way. “I have a great deal of company in my house,” he wrote. Red squirrels woke him by running up and down the sheer sides of his cabin. A snowshoe hare lived in the debris under his cabin, thumping against the floorboards. A sparrow once perched on his shoulder. Thoreau recorded these experiences in his journal. How easily writing came to him with the beauty of nature around him!

On Walden Pond

Thoreau was a naturalist. He noticed the habits of animals. Each encounter showed him something new. One afternoon, Thoreau tried to get a close look at a loon, but the bird quickly dove into the pond. He knew loons could travel long distances under water, so he guessed where it would come up. But every time Thoreau paddled to one spot, the loon came up somewhere else and let out a call—a howling laugh. What a silly loon, Thoreau thought. But after a while, Thoreau felt as though the bird was laughing at him because he still could not catch up to it. Thoreau wrote in his journal: longer As ability additional his their Back did and from him. belongings of to would entries Generations would Walden

His white breast, the stillness of the air, and the smoothness of the water were all against him. At length he uttered one of those prolonged howls, as if calling on the god of the loons to aid him, and immediately there came a wind from the east and rippled the surface, and filled the whole air with misty rain, and I was impressed.

Thoreau published his book Walden in 1854.

FIND

Paragraph 1

Ask and Answer Questions

• Read paragraph 1 together. Ask: What visitors did Thoreau receive at the cabin? (red squirrels, a snowshoe hare, a sparrow) Why might readers need to know more about these visitors? (Since Thoreau was alone in the woods, they were likely the only signs of life he encountered.) Discuss how these visitors helped Thoreau professionally as well as personally.

• Read the Ask and Answer Questions question with the students and have them complete the task: What is a question you can ask and answer about Thoreau? (How did Thoreau feel about the animals near his cabin? He felt they kept him company.)

Paragraphs 2–3

Cause and Effect

• Read paragraphs 2-3 together. Ask: What did Thoreau want to look closely at? (a loon) What is a loon? (a bird) Why did Thoreau guess where the loon would come up? (Thoreau knew loons could travel long distances underwater.) Which word shows that the sentence connects a cause and an effect? (so) What caused Thoreau to keep paddling from place to place? (He kept trying to reach the loon, but every time he paddled to where he thought it was, it moved again.) Why might this be funny? (It seems like the loon is playing a trick on Thoreau.)

• Read the Cause and Effect prompts with the students and have them complete the tasks: Circle the signal word that helps you identify why Thoreau thinks the loon is laughing at him. Then underline what caused him to think this.

Primary Sources

• Read the excerpt from Thoreau’s journal entry in the third paragraph. Ask: Why does Thoreau say that the loon’s “white breast,” the

still air, and the smooth water were “all against” the loon? (These characteristics should have made it easy for Thoreau to spot the loon and keep track of where it went.) Why was this not the case? (Each time the loon let out a call, a wind began blowing and the water rippled.) What did that cause Thoreau to believe? (The loon was causing the wind to blow and the water to ripple so that it could keep fooling Thoreau.)

• Read the Primary Sources prompt with the students and have them complete the task: Look at the text from Thoreau’s journal. What impressed him? (When the loon howled, a wind came up and filled the air with rain.)

• Review the use of primary sources prior to rereading the excerpt from Thoreau’s journal on page 10. Ask: What information does the excerpt add to the author’s description of Thoreau’s experience in paragraph 2? (The excerpt tells me in Thoreau’s own words how he felt about the experience. He said that he was “impressed” by how the loon seemed to affect the wind and water.)

• Read the Author’s Craft question with the students and have them answer it: Why might the author have included Thoreau’s journal here? (The author may have wanted to convey how the experience made Thoreau feel, and using Thoreau’s words makes the description more powerful. The excerpt also helps readers visualize the action.)

Linking ideas in a narrative nonfiction text can help readers better understand both the subject’s experience and the message the author wants to convey.

• Ask: Why did Thoreau want to live in the woods? (He needed a quiet place to write.) What did he learn there? (He learned that peace and quiet helped his writing.)

Connection

Loons are still a common sight on Walden Pond.

The spectacular scene made Thoreau wonder at the loon. It no longer seemed a silly animal, but one with some mysterious power. As months went by, Thoreau also became aware of each animal’s ability to stay alive. “His power of observation seemed to indicate additional senses,” Emerson once remarked. In winter, as he warmed his cabin by fire, he watched in awe as the moles warmed their nest by their own body heat. He understood forest life as never before.

Back to Concord

Make Connections

Talk about how Thoreau's experiences at Walden Pond changed his view of nature. ESSENTIAL QUESTION

NARRATIVE NONFICTION

FIND TEXT EVIDENCE

Read

Paragraph 1

Cause and Effect

Write a sentence that explains what caused Thoreau to understand "forest life as never before."

Observing closely how the animals lived made Thoreau understand forest life deeply.

Paragraph 2

Ask and Answer Questions

What question can you ask to check your understanding of the second paragraph? Write your question.

Why did Thoreau leave Walden?

Think about a time that you saw something in nature close-up. How did it change your idea about it?

TEXT TO SELF

Like the geese that move to new ponds at the season’s end, so too did Thoreau leave Walden. He had done what he had set out to do, and had learned much from the woods around him. He packed his few belongings and his stack of journals and returned to Concord. Now, he would turn his journal entries into a book. Generations to come would know life on Walden Pond!

Thoreau’s stay at Walden Pond helped him see nature more clearly and made him want to write a book about how beautiful and interesting it is.

When I looked at a spider web up close, I saw how much work goes into it. This made me think spiders are amazing builders, not just scary creatures.

Underline text evidence that helps you answer your question.

Summarize

Use your notes to write a summary of Thoreau's experience living by Walden Pond.

Use your notes to write a summary of Thoreau's experience living by Walden Pond.

Read

Paragraph 1

Cause and Effect

• Read paragraph 1 together. Ask: What did Thoreau first think about the loon? (He thought the loon was a silly bird.) How did his opinion change? (After his experience with the loon, he came to think that the loon had some mysterious power.) What did Thoreau learn about the forest animals during his time at Walden Pond? (The animals were able to use special skills and abilities to stay alive.) How was Thoreau able to discover this? Cite text evidence. (Thoreau was very good at observing nature around him. He spent a lot of time observing animals. The author quotes Ralph Waldo Emerson as saying that Thoreau’s ability to observe indicated “additional senses.” In other words, Thoreau was able to notice things that no one else would notice.)

• Read the Cause and Effect prompt with the students and have them complete the task: Write a sentence that explains what caused Thoreau to understand “forest life as never before.” (Observing closely how the animals lived made Thoreau understand forest life deeply.)

Paragraph 2

Ask and Answer Questions

• Read paragraph 2 together. Ask: What does the author compare Thoreau to in the last paragraph? (The author compares Thoreau to geese moving to new ponds at the end of the season.) Why do you think the author makes this comparison? Discuss and explain your answer to your partner. (Thoreau finished the work he needed to do at Walden Pond, and it was time to move on.) How might asking a question about this comparison help you check your understanding of the paragraph? (Thinking about Thoreau’s “new pond” helps me understand how Walden Pond affected his life and allowed him to do what he intended to do.)

• Read the Ask and Answer Questions prompts with the students and have them complete the tasks: What question can you ask to check your understanding of the second paragraph? Write your question. (Why did Thoreau leave Walden?) Underline text evidence that helps you answer your question.

Summarize

• After their first read, ask partners to orally summarize the selection using their notes.

• Allow students to work in pairs, small groups, or independently to complete this task. (In “A Life in the Woods,” Henry David Thoreau struggled to write in his noisy family home, so he decided to live by Walden Pond. His friend Ralph Waldo Emerson let him use some land, and Thoreau built a cabin there in 1845. Living close to nature, Thoreau wrote about his experiences, like watching animals and observing their habits. Over time, he learned a lot about nature and himself. After two years, he returned to Concord, taking his journals to turn them into a book.)

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.

• • 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 using text features to help them find the answers to their questions.

Model FIND TEXT EVIDENCE

• Using page 9, model how to ask questions and read to find the answers in “A Life in the Woods.”

• Say: I wonder why Thoreau had to find a place of his own. I reread the paragraph of page 9 to find the answer. I read how his family’s house had noise. I was able to infer that because it was so noisy there, he needed to find someplace quiet for him to focus on his writing.

COLLABORATE

Ask and Answer Questions

When you read, you can ask yourself questions to monitor, or check, your understanding. Asking and then finding the answers to questions such as What just happened? or Why did that happen? will help you deepen your understanding of the text and gain knowledge. You can also ask and answer questions about the whole selection.

FIND TEXT EVIDENCE

After you read the first paragraph of “A Life in the Woods” on page 9, you might ask yourself: Why did Thoreau have to find a place of his own? Reread the paragraph to find the answer.

Page 9

Into the Woods

Henry David Thoreau raised his pen to write, but the chatter of guests in the next room filled his ears. He stared at the page. “Concord, 1841” was all that he had written. How would he write a book with such noise in his family’s house? Thoreau headed outside, shutting the door with emphasis. He would have to find a place of his own.

Quick Tip

You can use headings to help you find the section where the answer to your question might be. Think about what kind of information will most likely answer your question. Then look for the section that has that information.

I read that Thoreau wondered how he could write a book with such noise in his family’s house. From this I can infer that Thoreau needed to find a place of his own because the noise in his family’s house made it impossible for him to write.

Your Turn Reread “Back to Concord” on page 11. Ask a question that will help you check your understanding. How can you find the answer?

•

Guided Practice Your Turn

• Say: Now it’s your turn. Have students look at the Your Turn prompt and help them complete the task: Reread “Back to Concord” on page 11. Ask a question that will help you check your understanding. How can you find the answer? (What had Thoreau set out to do? In the beginning of the selection, it says he wanted to live off the land and write his book.)

Primary and Secondary Sources

The selection “A Life in the Woods” is a narrative nonfiction text. Narrative nonfiction gives facts about real people and events. It tells a true story with a beginning, middle, and end. It may include both primary and secondary sources.

FIND TEXT EVIDENCE

I can tell that “A Life in the Woods” is narrative nonfiction. It gives facts about a real person, Henry David Thoreau, using primary and secondary sources. It also tells a story about how Thoreau was able to write a book about his experiences at Walden Pond.

Secondary Source

Readers to Writers

One reason authors use primary sources such as journals and letters is so the reading audience can hear directly from people who experienced the events. This makes the writing more interesting and helps the reader to better understand the subject matter. Good authors make sure that their primary sources are credible, or believable. How can you use this feature in your own writing?

A secondary source retells or interprets information from a primary source.

Primary Source

A primary source provides first-hand information about a topic. Autobiographies, journals, and letters are examples.

COLLABORATE

Your Turn Reread the passage “Cabin Life” on page 10. Find a sentence that comes from a primary source. How is a primary source unique?

• • Explain the characteristics of narrative nonfiction. Narrative nonfiction texts are narrative texts that give facts about real people and events.

• Point out that narrative nonfiction tells a true story and includes a beginning, middle, and end. It may also include both primary and secondary sources.

• Read the Readers to Writers box with students and talk more about primary sources.

Model FIND TEXT EVIDENCE

• Model identifying the characteristics of narrative nonfiction in “A Life in the Woods.” Use page 10 to discuss how primary and secondary sources are used to give facts about Thoreau.

•

Guided

Practice Your Turn

• Say: Now it’s your turn. Have students look at the Your Turn prompt and help them complete the task: Reread the passage “Cabin Life” on page 10. Find a sentence that comes from a primary source. How is a primary source unique? (In the sentence “’I have a great deal of company in my house,’ he wrote,” the phrase “he wrote” shows that the quote came from a primary source. Primary sources are unique because they describe events from the perspective of someone who actually experienced them.)

• Say: A secondary source retells or interprets facts, details, and information from a primary source. A primary source is a source that provides a firsthand account or information about an event in the past. It was created at the time when the event occurred.

• Tell students that autobiographies, journals, letters, and photographs are examples of primary sources.

• • Tell students that authors tend to organize their work to show cause and effect. These are ideas about what happened and why it happened.

Model FIND TEXT EVIDENCE

• Model how to identify the cause and effect in the section “Into the Woods” and record the information on the graphic organizer.

• Say: In this section, I can look for signal words to give a clue about the causeand-effect relationships in the text. For example, on page 9, I see the word because in the sentence, “Because he and Thoreau shared the same interest in nature, Emerson decided to let Thoreau use part of this land.” The cause part of the relationship is that Emerson and Thoreau had a shared interest in nature. The effect was that Emerson allowed Thoreau to use his land.

COMPREHENSION SKILL

Cause and Effect

To explain how and why things happen, authors may organize information to show cause and effect. A cause is an event or action that makes something happen. An effect is what happens as the result of a cause. Sometimes signal words and phrases such as because, so, and as a result are used to link ideas and show cause-and-effect relationships

FIND TEXT EVIDENCE

When I read the section “Into the Woods” from “A Life in the Woods” on page 9, I can look for signal words that show cause-and-effect relationships. I see the signal word because in the sentence, “Because he and Thoreau shared the same interest in nature, Emerson decided to let Thoreau use part of this land.”

Quick Tip

If there are no signal words, you can use the following to help you identify cause-and-effect relationships in the text: Because of this: Thoreau did this:

Emerson and Thoreau shared an interest in nature.

Emerson let Thoreau use his land.

Your Turn Reread “A Life in the Woods.” Find cause-and-effect relationships and list them in your graphic organizer on page 15.

The chatter of guests

Thoreau began to build a cabin.

He could live and write in the cabin.

The beauty of nature was all around Thoreau.

He was able to write easily. Guided Practice Your Turn

• • Say: Now it’s your turn. Have students look at the Your Turn prompt and help them complete the task: Reread “A Life in the Woods.” Find cause-andeffect relationships and list them in your graphic organizer on page 15.

• When students complete the organizer, have them add more boxes in their notebooks if time allows. This way they can identify additional causeand-effect relationships from the text.

Thoreau headed outside.

• Have students turn to page 16.

• 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 did Thoreau think about nature at first? (Thoreau thought nature was a place he could be alone and write his book.)

• 2. What did Thoreau think about nature after living in the woods? (He thought it was amazing and understood it better.)

• 3. What caused Thoreau to change the way he thought about nature? (He saw how animals lived and had amazing encounters with them.)

RESPOND TO READING

Discuss Work with a partner. Use the discussion starters to answer the questions about “A Life in the Woods.” Write the page numbers.

What did Thoreau think about nature at first?

What did Thoreau think about nature after living in the woods?

What caused Thoreau to change the way he thought about nature?

Before he moved to the woods, Thoreau thought . . .

Thoreau’s first thoughts about nature were . . .

I know this because I read . . .

After living in the woods, Thoreau thought . . .

I know this because I read . . .

One thing that caused Thoreau to change the way he thought about nature was . . .

Another reason Thoreau’s thoughts about nature changed is because . . . I noticed that . . .

Page(s):

Page(s):

Page(s):

• After students have attempted the activity, 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.)

Discuss Discuss the prompt below. Think about how the author helped you understand Thoreau’s experience at Walden Pond. Use your notes and graphic organizer. Make sure your central, or main, idea is clear and supported by details from the text.

How does the author help you understand the effect nature had on Thoreau?

The author tells what caused Thoreau to go live in nature and then describes his experiences and the results of his living there. The author starts off by telling how Thoreau couldn’t write in his family’s house because there was too much noise. He realized he wanted to live in nature and write his book there. He was able to go live in nature because his friend, Ralph Waldo Emerson, let him use part of his land near Walden Pond. The author describes Thoreau’s experiences observing the natural world and how being in nature made writing come easily. The author also includes part of Thoreau’s journal to show in his own words the effect nature had on him. The author describes Thoreau’s reactions to the moles as “awe.” The author ends by telling that Thoreau learned so much around him that he was ready to “turn his journal entries into a book.”

Quick Tip

Use these sentence starters to discuss the text and to organize ideas.

• The author uses a cause and effect structure to . . .

• Thoreau discovered that nature . . .

• In the end, Thoreau . . .

Readers to Writers

When you write about a text, it is important to use information from that text to support your ideas. Using text evidence helps your readers know that your response is appropriate. It also helps you to know whether or not you understand the text. If you can't find evidence to support your ideas, then you may need to revise your response.

• Have students look at page 17.

• 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 Discuss prompt together: Discuss the prompt below. Think about how the author helped you understand Thoreau’s experience at Walden Pond. Use your notes and graphic organizer. Make sure your central, or main, idea is clear and supported by details from the text.

• Read the Quick Tip and Readers to Writers boxes together with students.

• Tell students to answer the questions independently and that there will be time to share with the whole class later.

VOCABULARY STRATEGY

•

• Say: Today we will be looking at homographs. These are words that are spelled the same but have different meanings. They might be pronounced differently as well.

• Explain that the meaning and pronunciation of a homograph can be found by using sentence clues.

Model FIND TEXT EVIDENCE Explain

• Say: Look at the Find Text Evidence section. It gives us more information about how to find the meaning of homographs by considering the sentence clues.

• Say: I see the word dove on page 10. I know that this might be a type of bird, or it might be the past tense of the verb dive. As I read the sentence, I can determine which meaning is used. In this case, it is the past tense of the verb dive

Homographs

Homographs are words that are spelled the same but have different meanings and may be pronounced differently. Use sentence clues to help you choose the correct meaning and pronunciation of a homograph. A dictionary can also help you with finding the meaning and pronunciation of the word.

FIND TEXT EVIDENCE

When I read the fourth sentence of “On Walden Pond” on page 10, I see a word that has two meanings: dove. I can use the phrase dove into the pond to help me choose the correct meaning. That also helps me figure out the right way to say the word.

Thoreau tried to get a close look at the loon, but the bird quickly dove into the pond.

Your Turn Use sentence clues to figure out the meanings of the following homographs in “A Life in the Woods.”

felt, page 10

felt as though; meaning is “past tense of feel”

wind, page 10

a wind from the east; meaning is “moving air”

•

Guided Practice Your Turn

• Say: Now it’s your turn. Have students look at the Your Turn prompt and help them complete the task: Use sentence clues to figure out the meanings of the following homographs in “A Life in the Woods.”

• Have students determine the meaning of the words felt and wind from page 10.

•

RESEARCH AND INQUIRY

Relevant Information

When doing research, you look for information that is relevant, or appropriate, for your topic. The following will help you identify relevant information.

• Write a main idea question or statement for your project to help you focus on information connected to your topic.

• Enter key words that focus on your topic in a search engine.

If you need more help, ask a trusted adult to help you develop a research plan that includes identifying relevant information.

What is another idea you could use to look for relevant information?

I could skim headings and graphic features in books and online to see if they relate to my topic.

Create a Promotional Map Work collaboratively with a group and develop a plan to create a map that promotes, or encourages, people to visit a national park. Your map can be drawn on paper or digitally created. Include features such as

• insets—small maps or pictures on or next to your larger map to show more detail of places in the park

• symbols for attractions, roads, trails, and other places

• a legend, or key, to identify symbols

With your group, develop a research plan using reliable sources of information such as the National Park Service website. After you finish your map, you will be sharing your work with the class.

•

• Tell students that it is important that, when conducting research, they look for relevant information. This means that the information is appropriate for the topic.

• Have students read the Relevant Information section and complete the activity prompt on the given lines at the middle of the page.

Tech Tip

If you want to create your map digitally, ask your teacher to show you a mapmaking program. The National Park Service website also includes different kinds of maps of park roads, trails, and attractions.

Guided Practice Create a Promotional Map

• Say: Now it’s your turn. Have students look at the Create a Promotional Map prompt and help them begin their initial work with their partner.

• Students will need to create a map that also encourages people to visit a national park.

• Remind students to read the prompt carefully and make sure they include all the listed items on their maps.

• Read the Tech Tip box together with students and invite them to ask any clarifying questions before they get started.

Old Faithful geyser erupts about every 94 minutes.

• Play track 04. Students will first listen and then repeat the sentences.

• Use the Define/Example/Ask routine to introduce each vocabulary word.

• Ask students to read the bolded vocabulary words with you: companion, established, explore, realized, resembles, take a walk, and tramped.

• Have students take turns reading the sample sentence for each of the words as well as the definitions.

• Have students think about and answer the question in blue: Who would you choose as a companion for a fun trip? (I would choose my best friend as a companion for a fun trip.)

• Say: Look at the next three 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 established (My school was established in 1976.), explore (I would like to explore the science museum and learn about space and dinosaurs.), and realized (I realized that I can run faster than I thought.).

• Invite one or two students to share their responses.

VOCABULARY

companion n. a person or animal that travels with another

His loyal dog is his companion wherever he goes. Who would you choose as a companion for a fun trip?

established v. built or set up

Our community was established in 1821. When was your school established ?

explore v. look through and discover new things about something

I want to explore my new neighborhood. Where would you like to explore ?

realized v. knew something for the first time

At the checkout, she realized that she had forgotten her wallet. What is something you have recently realized about yourself?

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.

resembles v. looks like

Jeremy resembles his older brother. Who resembles you in your family? take a walk v. phr. go for a relaxing walk

We decided to take a walk along the beach. Where would you like to take a walk ? tramped v. walked with heavy steps and with purpose

The scouts tramped through the dense forest in search of the best campsite. When have you tramped through nature?

COLLABORATE

Your Turn Pick three words. Write three questions for your partner to answer.

• Have students think about and answer the question in blue: Who resembles you in your family? (My younger brother resembles me the most in my family.)

• 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 take a walk (I would like to take a walk on the beach and collect seashells.) and tramped (I tramped through the muddy trail at the park to reach the playground after it rained.).

• Invite one or two students to share their responses.

• Say: Read the Your Turn prompt 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 the questions they individually generated. Walk around the room to check students’ work. Questions should include the use of the vocabulary word.)

• Have students turn to page 22 and recall their previous discussion about the Essential Question: How can experiencing nature change the way you think about it?

• Have students look at the photographs on pages 22-25 before reading the story.

• Ask: What do you see? Students should be able to talk about the photographs they see on each page. Say: The photographs include captions. How do the captions help you understand what you are looking at? (They tell more about the photographs and help me understand what I am looking at.)

• Say: This is a Paired Read text. It is called “A Walk with Teddy.” 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 in their books as they listen to the text. Stop at the end of the text on page 25.

• Have students go back to page 22. Read each paragraph together. If it’s possible for your class, invite students to read individual paragraphs aloud.

• Read each prompt together and help students find the answers.

PAIRED READ

FIND TEXT EVIDENCE

Read

Paragraph 1

Underline the purpose of Teddy Roosevelt’s trip to England.

Paragraph 2

How had Roosevelt learned about the birds of England before his trip?

He had only learned about them in books.

Paragraph 2 What did Roosevelt write that records his experiences?

He wrote them in his autobiography.

Essential Question

How can experiencing nature change the way you think about it?

Read about how an experience changed the way Theodore Roosevelt thought about birds.

Not long after Theodore Roosevelt’s camping trip to Yosemite, he took another trip to explore the outdoors. This time he went to England.

Talk with a partner about how people study nature. Use details in the text to support your answer.

Theodore Roosevelt, or “Teddy” as he was often called, had always been interested in birds of England. But he had only read about them in books. Roosevelt decided to take a walk in the countryside with a naturalist. He wanted to see the birds in person. While on his walk, one type of bird impressed him. He wrote of this encounter in his autobiography.

• Have students read the Talk prompt with you and help them complete the task: Talk with a partner about how people study nature. Use details in the text to support your answer. (People who study nature go out into nature. You need to seek out what you are studying, so some naturalists travel great distances across difficult terrain to study nature. Then, they share what they learn with others.)

We left London on the morning of June 9… Getting off the train at Basingstoke, we drove to the pretty, smiling valley of the Itchen. Here we tramped for three or four hours, then again drove, this time to the edge of the New Forest, where we first took tea at an inn, and then tramped through the forest to an inn on its other side, at Brockenhurst. At the conclusion of our walk my companion made a list of the birds we had seen…

The bird that most impressed me on my walk was the blackbird. I had already heard nightingales in abundance near Lake Como… but I had never heard either the blackbird, the song thrush, or the blackcap warbler; and while I knew that all three were good singers, I did not know what really beautiful singers they were. Blackbirds were very abundant, and they played a prominent part in the chorus which we heard throughout the day… In its habits and manners the blackbird strikingly resembles our American robin… It hops everywhere over the lawns, just as our robin does… Its song has a general resemblance to that of our robin, but many of the notes are far more musical, more like those of our wood thrush… I certainly do not think that the blackbird has received full justice in the books. I knew that he was a singer, but I really had no idea how fine a singer he was.

AUTOBIOGRAPHY

FIND TEXT EVIDENCE

Read

Paragraph 1

Circle the location where Roosevelt and his companion first tramped for several hours.

Paragraph 2

Why did the blackbird impress Roosevelt?

He was impressed by the blackbird’s singing.

• Have students move to page 23. Read each paragraph together. If it’s possible for your class, invite students to read individual paragraphs aloud.

• Read each prompt together and help students find the answers.

• Have students read the Talk prompt with you and help them complete the task: Talk with a partner about the behavior of birds. How do the birds you are familiar with behave similarly and differently to the birds in the story?

Paragraph 2

Draw a box around the text that describes how the blackbird and the American robin behave the same.

COLLABORATE

Talk with a partner about the behavior of birds. How do the birds you are familiar with behave similarly and differently to the birds in the story?

(Some birds are very smart, and others seem pretty goofy. Pigeons seem goofy. They get eaten by hawks often. Hawks have a hard time hunting ravens, though. Ravens are smart like the blackbirds in the story.)

• Have students turn to page 24 and read each paragraph together. If it’s possible for your class, invite students to read individual paragraphs aloud.

• Read each prompt together and help students find the answers.

• Have students read the Talk prompt with you and help them complete the task: Talk with a partner about proper ways to use land. Use details in the text to support your answer. (When someone has control of land, they have a great responsibility. It is up to them to decide how to keep space for nature. Hopefully, they remember that life depends on the health of the land and they should treat it responsibly.)

PAIRED READ

FIND TEXT EVIDENCE

Paragraph 1

What information did Roosevelt get from seeing and hearing birds in the wild that he couldn’t get from books?

He could see them in action and hear their calls.

Paragraph 2

Circle what Roosevelt took every opportunity to do.

Paragraph 2

Draw a box around the sentence that summarizes Roosevelt’s achievements in land preservation.

COLLABORATE

Talk with a partner about proper ways to use land. Use details in the text to support your answer.

Roosevelt realized that seeing and hearing these birds in the wild gave him more information than any book. He could see the birds in action. He could hear their calls to each other. His experience revealed much about the birds of the country.

Roosevelt continued to travel throughout his life. He took every opportunity to study animals in the wild. But his travels also showed him that habitats needed to be protected. In his years as president, Roosevelt worked to preserve land. He established 150 national forests, 4 national parks, and 51 bird reservations. These sites continue to protect the nation’s wildlife.

Make Connections

Talk about how Roosevelt’s experience in England changed the way he thought about birds. ESSENTIAL QUESTION

How was Roosevelt’s trip to England like another experience with nature you’ve read about? How was each experience different?

TEXT TO TEXT

AUTOBIOGRAPHY

FIND TEXT EVIDENCE

Read

Photograph

How many species of bird can you identify in the photograph?

I can identify two different species of birds in the photograph.

Photograph

What differences can you spot between the different bird species?

The larger birds are white with large bills, while the smaller birds are dark with pointed bills.

Caption

What is the name of the park shown in the photograph? Circle it in the caption.

• Have students move to page 25. Read each paragraph together. If it’s possible for your class, invite students to read individual paragraphs aloud.

• Read each prompt together and help students find the answers.

• Have students read the Talk prompt with you and help them complete the task: Talk with a partner about animal habitats. What habitats can you see in parks near you? (Animals rely on different plants or prey to survive. That means different animals live in different areas because the plants or prey are different. In parks near me, there are desert plants. We have animals like quail, roadrunners, rabbits, and coyotes.)

Talk with a partner about animal habitats. What habitats can you see in parks near you?

• Say: To finish analyzing the text, we are going to make connections. Look at the questions in the Make Connections box.

• Allow students to work in pairs, as small groups, or independently to answer the first question. (Roosevelt’s experience in England made him realize that he had to see and hear birds in person to really appreciate them.)

• Invite students to address the second question as small groups or in pairs. Students should be able to answer and discuss the question with their peers. (Roosevelt found great value in the natural world and gained knowledge that fueled his desire to conserve and protect natural resources. In Yosemite, Roosevelt learned about many aspects of nature. In England, he focused on birds.)

• 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 a student read the opening question.

• Say: Look at the Quick Tip box. It gives us more information about how to answer the opening question.

• 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 the things Roosevelt did after his trip to England. (Students should be able to talk about the insights Roosevelt gained from this trip and his later travels that led to his conservation efforts.)

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 Reread

How do the excerpts, photograph, and caption help you understand that Roosevelt’s trip to England had a lasting impact on him?

COLLABORATE

Talk About It Reread page 24 and look at the photograph. Talk with a partner about the things Roosevelt did after his trip to England.

Cite Text Evidence Give examples of information about Roosevelt's experiences with nature. Use the web to record text evidence.

The excerpt tells that he felt that being in the wild gave him more information than a book.

The caption tells that Roosevelt made Crater Lake a national park.

How it helps

The excerpt tells that he continued to travel and that he worked to preserve land.

Write I know Roosevelt's trip had an impact on his life because

The photograph helps me visualize what Roosevelt experienced. it made him realize that seeing birds in the wild gave him information he couldn’t find in a book. He continued to travel and saw that habitats needed to be protected. He preserved land, including Crater Lake.

To help you determine how Roosevelt’s trip impacted his life, use these sentence starters.

•

Write (Show What You Learned)

• Roosevelt learned that . . .

• Roosevelt realized . . .

• The animals in the wild taught Roosevelt that . . . Quick Tip

• 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 know Roosevelt’s trip had an impact on his life because...

•

Point of View

Point of view refers to whom is telling the story. In an autobiography, the author uses first-person point of view to tell about his or her own experience. In a third-person point of view, the author tells about someone else’s experience.

FIND TEXT EVIDENCE

“A Walk with Teddy” on pages 23–24 tells the story of a bird walk Theodore Roosevelt took in England. The author includes Roosevelt’s firstperson account of the walk, and then switches to a third-person point of view to tell how this walk was important to Roosevelt.

Readers to Writers

Authors may quote someone who experienced an event, and then interpret, or explain, the event for readers. Think about how you might use this technique in your own writing.

•

• Have students turn to page 27.

• Before reading through the page, say: We will be looking at the point of view of a text. In an autobiography, the author uses first-person as a way to talk about his or her own experiences. To talk about someone else’s experiences, a writer would use thirdperson point of view.

• Read the Readers to Writers box together.

“The bird that most impressed me on my walk was the blackbird.”

Roosevelt realized that seeing and hearing these birds in the wild gave him more information than any book.

Your Turn Reread the rest of the second paragraph on page 23 and the first paragraph on page 24.

• Choose a sentence from page 24 and rewrite it from the first-person point of view of Roosevelt.

I realized that seeing and hearing these birds in the wild gave me more information than any book.

• Why do you think the author included Roosevelt’s own words?

The author wanted readers to know the story in Roosevelt’s own voice.

Guided Practice Your Turn

• Say: Read the Your Turn prompt with me. Guide students to reread the rest of the second paragraph on page 23 and the first paragraph on page 24 and answer the questions on the given lines.

Model FIND TEXT EVIDENCE

• Show students how to identify different points of view in the text.

• Say: In “A Walk with Teddy,” the author shares the story of a bird walk that Roosevelt took while in England. The author included Roosevelt’s firstperson account of the walk, and then later switches to third-person point of view to tell how the walk was important.

• Have students turn to page 28.

• 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 photograph.

• Call on students to help read the information on the page. Have a student read the opening question.

Talk About It

• Invite another student to read the Talk About It section.

• Invite students to share what they think and how they would answer the prompt. (Students should be able to discuss how the photograph of the eagle makes them feel and why.)

Cite Text Evidence

• Invite another student to read the Cite Text Evidence section.

• Guide students to read the caption again and underline the cause and effect of the Bald Eagle Protection Act. Then, have them circle details in the photograph that shows how powerful and strong the eagle is.

MAKE CONNECTIONS

Text Connections

How do the photographer of the picture below and the authors of the selections you have read help you experience nature and change the way you think about it?

Talk About It Look at the photograph and read the caption. Talk with a partner about how it makes you feel and why.

Cite Text Evidence Underline the cause and effect of the Bald Eagle Protection Act noted in the caption. Circle three details in the photograph that show how powerful and strong this bald eagle is. Think about how the authors use words and phrases to paint pictures of nature in the selections you read.

Write The photographer and the authors help me experience nature by

showing me how powerful an animal like the bald eagle is and explaining how delicate they can be and why they are in need of our help.

Look at the details in the photograph to help you experience nature. Then think about the authors' messages about nature.

In 1940, the Bald Eagle Protection Act was passed to prevent bald eagles from going extinct. In 2007, the bird was no longer threatened because its population had greatly recovered.

•

Write (Show What You Learned)

• Have students write a response synthesizing the knowledge they have built about how people share their art and stories. When students have finished writing, have them share their responses.

• Remind students to use the Quick Tip box as a guide.

• Say: Let’s look at the photograph one more time. For the writing section, you will write about how the selections you have read, as well as the photograph, help you understand something about ways of experiencing nature. Take some time to consider everything we have read and talked about before you begin writing.

Quick Tip

•

Present Your Work

Discuss how you will present your promotional map of a national park. Use the Presenting Checklist as you practice your presentation. Discuss the sentence starters below and write your answers.

In my research about a national park, I discovered

If I visited this park, I would like to see

Have a member of your group sit in the back of the room or presentation space. During your rehearsal, have the member let you know if he or she can see and hear everything. Adjust the volume of your voice as needed.

Presenting Checklist

Rehearse your presentation. When presenting your map, point out the park’s special features. Tell why people should visit the park. Present your information in a logical, organized sequence. Use conventions of language such as speaking in complete sentences. Make sure that your audience can see your map. Make eye contact with your audience.

During the Presentation

• Tell students to write down any questions they have while observing 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 from the presentation.

• Guide students to use the provided sentence starters to help focus their discussion and responses.

•

• Have students turn to page 29.

• 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 national park and create a promotional map of that park. 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.

• Discuss each item on the Presenting Checklist and give students time to practice their presentations before having them share their maps either in front of the class or from their seats.

Genre Writing: Write Your Own Narrative Nonfiction Essay

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

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. Publish /

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 description • Write the

• Revise the narrative nonfiction essay, checking for strong conclusion

• Revise the narrative nonfiction essay based on partner feedback

• Edit the narrative nonfiction essay, checking for correct grammar

• Proofread the narrative nonfiction essay, checking for correct spelling

• Publish and present the narrative nonfiction essay

• Self-evaluate using a rubric

Features of a Narrative Nonfiction Essay

• Have students look at page 30.

• 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.

• Read the Word Wise box together with students.

Analyze an Expert Model

• First, we need to analyze an expert model. For us, we will be analyzing “A Life in the Woods.” 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 Narrative Nonfiction Essay

A narrative nonfiction essay is written in the form of a story. It informs readers about a real subject by presenting information in an interesting way. A narrative nonfiction essay

• tells about real people and events

• may include the writer’s feelings and opinions

• presents facts and includes text features

Analyze an Expert Model Studying “A Life in the Woods” will help you learn how to write a narrative nonfiction essay. Reread pages 9-11. Then answer the questions below.

How does the author use storytelling to talk about the experience of Thoreau?

The author uses a narrative to tell Thoreau’s experience so that readers can experience it in a way similar to what the subject was going through. By structuring the story over a period of time with a beginning, middle, and ending, we can get a sense of Thoreau’s feelings during this period in his life.

What important detail does the author give in the first paragraph?

The author gives the detail that Thoreau needed quiet to write. To meet this need, he would have to find a place away from his family.

Active voice is preferred in narratives because it enhances clarity, engages readers, and allows for concise storytelling. Passive voice is generally less effective in creating dynamic and engaging narratives.

When using active voice, the subject of the sentence performs the action described by the verb. In contrast, in passive voice, the object appears as the subject of the sentence.

• Active voice: A snowball hit my friend!

• Passive voice: My friend was hit by a snowball. Word Wise

Plan: Choose Your Topic

COLLABORATE

Freewrite Think about a time in your life when you worked hard to create or achieve something. On a separate sheet of paper, quickly write down your ideas for five minutes without stopping. Do not worry about spelling, grammar, or punctuation. Then, exchange papers with a partner and discuss each other’s ideas.

Quick Tip

Writing narrative nonfiction, like the story of Thoreau in “A Life in the Woods,” requires deep research and understanding of the subject person. To write a narrative nonfiction essay, you follow the style of narrative nonfiction while relying on your own understanding of yourself.

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Freewrite

• Have students look at page 31.

• Say: Before we begin to write something, we need to come up with ideas. We can freewrite to help generate some ideas.

• Invite a reader to read the Freewrite section. Then give students time to share their ideas with a partner.

Writing Prompt Choose one idea from your freewriting. Write a narrative nonfiction essay about your experience. Make sure the experience you will discuss was a real event so that your narrative will be nonfiction.

I will write my personal narrative about

Purpose and Audience Think about who will read or hear your narrative. Will your purpose be to persuade, inform, or entertain them? Then think about the language you will use to write your narrative nonfiction essay.

My purpose is to My audience will be

I will use language when I write my narrative nonfiction essay.

Plan In your writer’s notebook, make a Sequence of Events Chart to plan your essay. Using notes from your freewriting, fill in the chart with the most important events in time order.

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• Have students make a Sequence of Events Chart in their notebooks. They will need to use ideas from their freewriting to fill in the chart with the most important events in time order. Plan

• If time allows, ask students to share something they talked about.

Writing Prompt

• Say: Choose one of the ideas you shared with your partner to write about in a narrative nonfiction essay. Write your topic on the lines in the middle of the page.

Purpose and Audience

• Explain that authors often write narratives to share information about a topic of interest with their readers.

• Read the Quick Tip box with students and answer clarifying questions they may have about narrative nonfiction.

• Give students time to consider their audience and record their ideas on the given lines.

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What Happens Next?

• Have students look at page 32.

• 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 nonfiction essay.

• Have students read the What Happens Next? section.

• Give students time to think about how they will respond to the prompt before having them write their ideas on the given lines at the middle of the page.

GENRE WRITING

Plan: Sequence

What Happens Next? To create a strong story structure, you need to plan the order of events in your narrative nonfiction essay before you begin to write. The sequence of your essay will help readers understand what happened and why. To make sure you cover everything, answer these questions:

• Am I telling the events in the order that makes the most logical sense?

• How, when, and where does this event begin?

• Have I used signal words and transition words such as first, earlier, then, next, after, before, later, meanwhile, and last to show the sequence from beginning to end and how events are connected?

List two things you will talk about in the sequence of your nonfiction essay.

Take Notes In your writer’s notebook, make notes on your topic. When you have finished making notes, revise your Sequence of Events Chart to organize the information for your essay. Include only the most important details to keep your chart entries brief.

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Take Notes

• Tell students that before they write their essays, they will need to research and take notes in their writer’s notebooks.

• Have students add to or change the information in their Sequence of Events Charts based on the notes they took.

• Remind them to keep their chart entries brief.

Draft

Description Writers of narrative nonfiction essays use vivid, descriptive language to depict events. They use words and phrases that allow readers to visualize their experience and understand their thoughts and feelings about it. In the sentence below from “A Life in the Woods,” Thoreau describes what he sees and feels.

At length he uttered one of those prolonged howls, as if calling on the god of the loons to aid him, and immediately there came a wind from the east and rippled the surface, and filled the whole air with misty rain, and I was impressed.

Now use the above excerpt as a model to write a paragraph that could form a part of your narrative nonfiction essay. Think carefully about the descriptions to use.

When I saw the exhibit, “Expressionism Through Vases,” my whole attitude toward sculpture transformed. Here were ordinary vases, that had been transformed into the fantastic. I began looking at my reality in a new way. The only limit to what I could sculpt was my imagination.

Write a Draft Use your Sequence of Events Chart to help you write your draft in your writer’s notebook. Don’t forget to use signal and transition words to help your audience understand the order in which things happen. Include plenty of descriptive details to help your readers understand your experience.

Quick Tip

To help you come up with descriptive words, close your eyes and think about the experience you are describing. Use words that describe what you saw, heard, smelled, tasted, and felt. You can also use a thesaurus to help you find an appropriate descriptive word.

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Description

• Have students look at page 33.

• Explain that authors use descriptive language to depict the events that happen throughout the narrative nonfiction essay.

• Have students read the Description section and complete the prompt to practice using description in their essays.

Write a Draft

• 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 essays should use signal words to help readers understand the order in which events occur.

• Read the Quick Tip box together with students.

• 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.

Strong Conclusion

• • Have students look at page 34.

• 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 end with a strong conclusion that provides a sense of closure to the narrative.

• Have a student read the section and prompt for Strong Conclusion.

• Give students time to respond before asking them to share their ideas.

• Read the Word Wise box with students.

Revision

• Say: Now, it’s time to revise your writing. Be sure to reread your draft and look for places where you might change the conclusion to ensure that it is strong.

• Have students read this section before they begin working.

GENRE WRITING

Revise

Strong Conclusion An effective narrative has a strong conclusion that gives a sense of closure, or ending. A strong conclusion focuses the reader’s attention on the experiences or feelings that are most important to the writer. Read the paragraph below. Then revise the last four sentences to make a stronger conclusion.

Last fall I decided to try out for the school musical. Everyone trying out had to memorize a character’s speech for the audition. I was afraid I would forget the words and embarrass myself, so I practiced every night for a week. Finally, it was time for the audition. I went out on the big empty stage and looked at the audience. I said my lines well, and then I heard clapping because I was good at it. I knew I got the part. I smiled. I was happy.

I spoke my lines as if I were actually the character. When I heard the audience clapping, I felt that all my practicing had paid off. I smiled happily, knowing I got the part.

Revision Revise your draft and check that your conclusion is strong. Make sure it shows why the experience was important to you.

The ideas in your conclusion should be coherent so that they are easy to follow.

I smiled happily, knowing I got the part. is more coherent than I knew I got the part. I smiled. I was happy. Word wise

Peer Conferences

Review a Draft Listen actively as a partner reads his or her work aloud. Take notes about what you liked and what was difficult to follow. Begin by telling what you liked about the draft. Ask questions that will help your partner think more carefully about his or her writing. Make suggestions that you think will make the writing more focused and coherent. Use these sentence starters:

I enjoyed reading this part of your draft because . . . You might improve this description by . . .

I have a question about . . . You could revise your conclusion to . . .

Partner Feedback After your partner gives you feedback on your draft, write one of the suggestions that you will use in your revision. Refer to the rubric on page 37 as you give feedback.

Based on my partner's feedback, I will

After you finish giving each other feedback, reflect on the peer conference. What was helpful? What might you do differently next time?

Revision As you revise your draft, use the Revising Checklist to help you figure out what ideas you may need to add, delete, combine, or rearrange. Remember to use the rubric on page 37 to help with your revision.

Revising Checklist

Does my writing fit my purpose and audience? Is my sequence of events clear and logical? Did I use enough descriptive language? Do I have a strong conclusion that gives a sense of closure?

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• Have students look at page 35.

• 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 essay. 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.

• Have students share the suggestion from their partner that they intend to implement in their revision.

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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 37 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 essays.

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• Have students look at page 36.

• 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, or 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 narrative nonfiction essays.

GENRE WRITING

Edit and Proofread

When you edit and proofread your writing, you look for and correct mistakes in spelling, punctuation, capitalization, and grammar. Reading through a revised draft multiple times can help you make sure you’re catching any errors. Use the checklist below to edit your narrative.

Editing Checklist

Do all sentences begin with a capital letter and end with a punctuation mark?

Are commas used correctly?

Do all of the paragraphs have a topic sentence?

Is capitalization used correctly throughout the essay? Is proper grammar used throughout the essay?

Are all words spelled correctly?

List two mistakes you found as you proofread your narrative nonfiction essay.

Grammar Connections

A narrative nonfiction essay may include dialogue. Lines of dialogue are set off by quotation marks. Make sure you have used quotation marks correctly in any dialogue you write. Use a comma to separate a phrase, such as she said, from the quotation itself. For example: My sister said, “I think that is a terrific idea!”

• Give students time to go through their writing to edit and proofread. Ask them to list two mistakes that they found while proofreading their essay on the lines provided.

Publish, Present, and Evaluate

Publishing When you publish your writing, you create a clean, neat final copy that is free of mistakes. As you write your final draft be sure to write legibly in cursive. Check that you are holding your pencil or pen correctly.

Presentation When you are ready to present your work, rehearse your presentation. Use the Presenting Checklist to help you.

Evaluate After you publish your writing, use the rubric below to evaluate your writing.

What did you do successfully?

What needs more work?

• uses plenty of descriptive language to talk about an experience, including thoughts and feelings

• has a logical sequence of events with transition words to connect events

• has a strong conclusion that gives a sense of closure

• uses some descriptive language to talk about an experience, including thoughts and feelings

• has a mostly logical sequence of events with some transition words to connect events

• has a conclusion that does not give a complete sense of closure

• talks about an experience, but lacks descriptive language and includes few thoughts and feelings

• has a sequence of events that is not logical with few transition words to connect events

• has a weak or abrupt conclusion

Presenting Checklist

Stand up straight. Look at the audience and make eye contact. Speak slowly and clearly.

Speak loud enough so that everyone can hear you.

Use natural gestures when telling your narrative to keep your audience engaged with your narrative nonfiction essay.

• does not share an experience and has no descriptive details

• does not have a particular sequence of events

• does not have a conclusion

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Evaluate

• 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 essays 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.

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Publishing

• Have students look at page 37.

• Once their drafts are final, students can prepare for publishing and presenting their work. Published work should be error-free with all images in place.

• Say: You have now finished your narrative nonfiction essays and are ready to publish your work.

• Read the Publishing section together with students. Allow students time to create their final copy of the essay. 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 nonfiction essay and any illustrations or visuals to the whole class. To prepare for the presentation, practice a few times and refer to the Presenting Checklist.

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• 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 have different needs. Some needs are easy to meet, while others take a lot of planning and effort.

Model Explain

• Read with students: From the time we get up in the morning to the time we go to sleep at night, we need things to help us survive. We meet these needs in a variety of ways.

• Have students look at the photograph together.

• Ask: What does the woman do to get what she needs? (She grows rice to get the food she needs.) What other things does she need to live? (She needs water, shelter, and warmth.)

• Give students time to discuss with their partners. Move around the classroom to check for understanding.

Essential Question

How do we get the things we need?

From the time we get up in the morning to the time we go to sleep at night, we need things to help us survive. We meet these needs in a variety of ways.

Why is this woman in the rice field? Talk with a partner about what the woman does to get what she needs. How does this connect to your society? What other things does she need to live? Write her needs in the web.

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• Have students continue reading on page 39. Say: We’ve already answered some of the questions. Now, talk about how the way this woman gets what she needs connects with your own society and community. What other things does she need to live? Write your ideas in the web.

• 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 things that are important for survival.)

• Play track 07. Students will first listen and then repeat the sentences.

• Use the Define/Example/Ask routine to introduce each vocabulary word.

• Ask students to read the bolded vocabulary words with you: deal, empty, investment, loan, looking forward to, place, profit, and prosper.

• Have students take turns reading the sample sentence for each of the words as well as the definitions.

• Have students think about and answer the question in blue: Who could you make a deal with, and for what? (I could make a deal with my friend to trade books.)

• Say: Look at the next three 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 empty (I can see an empty trash can in the corner.), investment (I would like to invest in a new computer for schoolwork.), and loan (I would like to take a loan for a new laptop.).

• Invite one or two students to share their responses.

VOCABULARY

deal n. an agreement or arrangement, especially in business

They made a deal that would help both of them. Who could you make a deal with, and for what?

empty adj. with nothing inside

I looked in the pizza box, but it was empty. What can you see around you that is empty ?

investment n. money spent for potential profit

My new baseball glove is an investment for my baseball career. What investment would you like to make?

loan n. something borrowed that has to be returned or repaid with interest

My parents gave me a loan so I could buy a new phone. What would you like to take a loan for?

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.

looking forward to phrase being excited about an upcoming event

I’m really looking forward to the school carnival. What are you looking forward to this week? place v. put in a particular location

Please place your hands on the table.

Where do you place your school bag when you get home?

profit n. the money left after expenses have been paid

If you bought something for $50 and sold it for $100, you made a profit of $50.

How do businesses make a profit ?

• Have students think about and answer the question in blue: What are you looking forward to this week? (I am looking forward to my friend’s birthday party.)

• Say: Look at the next three 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 place (I place my school bag in my bedroom.), profit (Businesses make a profit by selling products for more than they cost to make.), and prosper (To make a business prosper, you can innovate and improve products.).

• Invite one or two students to share their responses.

prosper v. be strong and successful

If you work hard, your business will prosper

What else can you do to make a business prosper?

• Continue to introduce each vocabulary word using the Define/Example/Ask routine.

• Ask students to read the bolded vocabulary words with you: ripened, room, savings, scarce, stand, wages, and weeds

• Have students take turns reading the sample sentence for each of the words as well as the definitions.

• Have students think about and answer the question in blue: How can you tell when apples have ripened? (You can tell when apples have ripened by their smell, which should be sweet.)

• Say: Look at the next three 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 room (Yes, we have room for extra students if we rearrange the seating.), savings (I keep my savings in a piggy bank.), and scarce (Green leaves on trees become scarce in winter.).

• Invite one or two students to share their responses.

VOCABULARY

ripened v. became ripe and ready to eat The bananas turned yellow as they ripened . How can you tell when apples have ripened ?

room n. space that can be used for a certain purpose

They made room for the new student by adding a desk. Do you have room for any extra students in your classroom?

savings n. money put away for future use

She put her savings in the bank.

Where do you keep your savings ?

scarce adj. rare or hard to find

Song birds are becoming scarce as they fly south for the winter. What other things become scarce in winter?

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.

stand n. an open-air market space where things are sold or displayed

We will open a stand to sell lemonade. What would you sell if you had a stand at the market?

wages n. the money earned from working She gets her wages every other Friday. What things would you spend your wages on?

weeds n. unwanted plants growing in a garden or other spaces

If you don’t pull the weeds, they’ll take over the garden. How do you know which plants are weeds ?

COLLABORATE Your Turn Pick three words. Write three questions for your partner to answer.

• Have students think about and answer the question in blue: What would you sell if you had a stand at the market? (If I had a stand at the market, I would sell homemade cookies.)

• 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 wages (I would spend my wages on gifts for my family.) and weeds (I know which plants are weeds because they often grow aggressively and compete with garden plants for space, light, water, and nutrients.).

• Invite one or two students to share their responses.

• Say: Read the Your Turn prompt 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 the questions they individually generated. Walk around the room to check students’ work. Questions should include the use of the vocabulary word.)

SHARED READ

TAKE NOTES

Making predictions helps you focus your reading. Use what you already know about stories that can really happen to make a prediction. As you read, you can see if your prediction is confirmed or if you need to correct it. This will help you check your understanding. Write your prediction below.

As you read, take note of:

How do we get the things we need?

Read about how one girl meets a need in her neighborhood.

Mali the mom jumped the look block. she great stand empty every at last stand. run hands stand only

Before Reading

Build Background

• Have students share their experiences of earning money. Ask: Do you receive an allowance or make money helping with chores? What kinds of things do you do to earn this money?

• Have them describe using “I earn money by ___.”

• Then, discuss with students what a neighborhood might need (e.g., a park, a garden, a playground). Ask: What would you like to add to your neighborhood?

• Have them describe using “I would like to add ___ to my neighborhood.”

• Read the Essential Question: How do we get the things we need?

• Explain the meaning of the Essential Question, including the vocabulary in the question. Say: We all need certain things. We need some things just to stay alive, such as food, water, and shelter. We need other things to do well and to be happy, such as a good education, a good job, and a community.

• Model an answer. Say: People get the things they need to survive by finding, growing, making, trading for, or buying them. People get what they need to do well and be happy in many different ways. A good education and a good job often go together. Community comes from living and working together with people in a way that is good for everyone.

• Have students connect the Essential Question to their background knowledge. Say: Turn to a partner and think of something you need. What do you do to get it? Then, we’ll share our ideas with the class. Call on several pairs to share their discussions.

Set Purpose for Reading

• Say: Today we will read “A Fresh Idea” and focus on how Mali finds a solution to a community problem. As we read, think about the Essential Question: How do we get the things we need?

Take Notes

• Have students look at the TAKE NOTES prompt on page 44.

• Use headings to help students predict what the sections will be about. Page 44

• Guide them to write down their questions, interesting words, and key details from the text in the left column on page 44.

Previewing the Text

• Before students begin reading the story, have them look at the images and headings on pages 44-47.

• Ask them to share what they see on each page to activate their prior knowledge, engage their curiosity, and enhance their comprehension of the story.

• Have students go back to page 44.

• Ask: Based on the title and the illustration, why do you think the girl on the swing is smiling? (She might be happy about the fresh idea they are working on.) How do you feel when you look at the illustration? (I feel happy and curious about their plans.)

Listening Activity

• Play track 08 and have students follow along in their books until the end of page 47.

• After listening, invite them to share what they heard or ask questions.

• Reassure them that it’s okay if they don’t remember everything, as the story will be reviewed in detail during class.

During Reading

Interactive Question-Response Routine

• After each paragraph, ask questions to help students understand the meaning of the text.

• Explain difficult or unfamiliar concepts and words.

• Reinforce the meaning of new vocabulary.

• Ask students questions that require them to use the vocabulary.

• Reinforce weekly strategies and skills by modeling and asking questions.

• Use images and other text features to aid students’ comprehension.

One bright Saturday morning, Mali and her mom walked around the neighborhood. That is, her mom walked, but Mali ran, skipped, jumped over puddles, and visited the neighbors’ dogs. Mali paused to look at the budding trees on her block. “I can’t wait until summer,” she said, “especially for Mrs. Fair’s great tomatoes at her market stand.” She pointed.

Mali’s mom stood looking at the empty lot where the market set up every summer weekend. She looked at Mali. “Honey, Mrs. Fair told me last week that she had to close her stand. She’s really getting too old to run it anymore.”

Mali turned, stared, and put her hands on her hips. “But Mrs. Fair’s stand can’t close!” she said. “It’s the only place in the neighborhood we

can buy fresh, delicious tomatoes.” Then she added, to show she wasn’t being selfish, “Everyone needs fruits and vegetables for a healthy diet.”

After they got home, Mali headed out to her backyard swing to think. “If only I could plant a garden,” she thought, “but our yard is way too small.” Just then, she noticed her neighbor, Mr. Taylor, looking at his daffodils. Mali knew he was thinking about how he had planted those flowers with his wife. This was the first spring since his wife had died, and Mali saw the sadness on his face. Then she had an idea.

REALISTIC FICTION

FIND TEXT EVIDENCE

Read

Paragraphs 1–3

Reread

In paragraph 1, Mali is happy. In paragraph 3, she is upset. Draw a box around what causes Mali's mood to change.

Paragraph 3

Context Clues

Circle the words that help you determine what diet means. Write its meaning.

Diet

Paragraph 4

Sequence

you eat.

Underline the character introduced in paragraph 4. Is this before or after Mali thinks about her problem?

Author's Craft

How does the author help you learn about Mali and Mr. Taylor?

Reread

Read

Paragraphs 1–3

Reread

• Read paragraphs 1-3 together. Ask: Who are the characters in paragraph 1? (Mali, her mom, Mrs. Fair) What do we learn about Mrs. Fair? (She has great tomatoes.) What words help us imagine what Mali’s neighborhood looks like? (bright Saturday morning, puddles, neighbors’ dogs, budding trees)

• Ask: How might rereading the first three paragraphs help you understand why Mali’s mood changes?

• Explain: I know that Mali is upset from the description in the first sentence of paragraph 3—she puts her hands on her hips like she’s about to yell at someone. I find out why in the next sentence, when she declares, “Mrs. Fair’s stand can’t close!” By rereading the first three paragraphs, I can tell that Mrs. Fair’s tomatoes are something Mali really looks forward to. So, when she finds out Mrs. Fair won’t be selling them anymore, she’s upset. Have students reread to confirm why Mrs. Fair is closing her stand.

• Read the Reread prompt with the students and have them complete the task: In paragraph 1, Mali is happy. In paragraph 3, she is upset. Draw a box around what causes Mali’s mood to change.

Paragraph 3

Context Clues

• Read paragraph 3 together. Ask: What does the word healthy tell you about the meaning of diet? (If a diet is healthy, it is something that can be good for you.) How do the words fruits and vegetables add to your understanding of the word’s meaning? (Mali says they are needed for a healthy diet. Fruits and vegetables are healthy foods, so a diet must have something to do with what people eat.)

• Read the Context Clues prompts with the students and have them complete the tasks: Circle the words that help you determine what diet means. Write its meaning. (Diet means food you eat.)

Paragraph 4

Sequence

• Read paragraph 4 together. Monitor students’ understanding of the importance of the setting to the plot. Ask: Why was Mrs. Fair’s market stand so important to Mali? (It was where her family bought fresh tomatoes in the summer.) How does the closing of the stand contribute to the story’s conflict? (Mali loves Mrs. Fair’s tomatoes but now won’t be able to get them.) What setting details in paragraph 4 develop this conflict? (Mali’s backyard is too small for her to grow her own tomatoes.) Have students discuss how Mr. Taylor’s yard might impact the plot.

• Read the Sequence prompts with the students and have them complete the tasks: Underline the character introduced in paragraph 4. Is this before or after Mali thinks about her problem? (after)

Author's Craft

• Tell students that they will reread this page to analyze the techniques the author used in writing this selection.

• Ask: What important story details do you learn from the dialogue between Mali and her mother in paragraphs 1–3? (I learn that the local market stand will not be open this summer, which means Mali won’t be able to get fresh tomatoes.) How do Mali’s thoughts in paragraph 4 provide details about Mr. Taylor? (When Mali sees Mr. Taylor, she notices that he is looking at his daffodils and that he seems sad. She thinks Mr. Taylor is remembering his wife, who died recently and who had helped him plant the flowers.)

• Read the Author’s Craft question with the students and have them answer it: How does the author help you learn about Mali and Mr. Taylor? (The author uses dialogue between Mali and her mother to explain Mali’s problem and why she is upset—because she won’t have fresh tomatoes this summer. Then, through Mali’s thoughts, the author tells readers about Mr. Taylor: that he had planted daffodils with his wife, that his wife had died recently, and that he seemed sad as he looked at the flowers.)

Reread

SHARED READ

FIND TEXT EVIDENCE

Read

Paragraphs 1–3

Reread

How can rereading the first three paragraphs help you understand and retell Mali's idea?

Mali wants to grow tomatoes in Mr. Taylor’s yard, but I’m not sure how that will work with his flowers. I reread and see that Mr. Taylor will loan her a plot of land. Then I know that Mali will grow tomatoes next to the flowers in his yard.

Paragraphs 4–6

Sequence

Underline three events that retell important elements of the story.

Mali cleared her throat, and Mr. Taylor looked up. Mali decided to walk over to the fence. “Hi, Mr. Taylor,” she said. He waved, and turned away. “Wait!” Mali cried. Taking a risk while she still felt brave, she rushed to gather her thoughts: “Mr. Taylor, Mrs. Fair isn’t doing her tomato stand anymore because she’s getting old. So I’d like to grow tomatoes. I don’t want to get in the way of your flowers, though. I mean, I really like tomatoes.”

Suddenly, Mr. Taylor smiled. “Mali, I’m not sure what you’re talking about, but you’ve made me smile. Reasons to smile have been scarce lately. What do you want to do?”

Mali and Mr. Taylor shook hands on this deal. “But first,” Mr. Taylor said, “you’ll have to make an investment by buying some tomato plants at the nursery.”

Mali thought. “Well, I have some savings from my allowance, and I was saving to buy a computer game.” She paused. “But I’d rather have tomatoes, so let’s start right away!”

Author's Craft

How does the falling action show the changes in Mr. Taylor and Mali's relationship?

As Mr. Taylor listened, an idea came to him. “I still need a place to plant my flowers, but there’s room for tomatoes. How about I make you a loan? I’ll let you use a plot of land in my yard. I’ll help you, and when your garden starts to prosper, you can repay me with a few tomatoes.”

The next day, Mali bought all the tomato plants she could afford. Mr. Taylor taught Mali how to prepare the soil and place the plants. Finally, Mali placed stakes as supports in the ground to help hold the plants up. Mr. Taylor explained, “Once the tomatoes come, the heavy fruit makes the branches bend.” Then all they could do was water, pull weeds, and wait. were even “There these,” Mali crates market, had get said of twenty also that

Reread

Paragraphs 1–3

Reread

• Read paragraphs 1-3 together. Ask: In paragraph 2, why does Mr. Taylor say that he is not sure what Mali is talking about? (She only tells him she wants to grow tomatoes, not that she wants to do so in his yard.) Reread the paragraphs. How does Mali’s idea become clear to Mr. Taylor? (In paragraph 2, he asks Mali to explain. When she does, he offers to let her grow tomatoes on his land in exchange for some once they’re ripe.) Discuss how this agreement will benefit both characters. (Mali will be able to grow tomatoes and Mr. Taylor will be able to eat some, too.)

• Read the Reread question with the students and have them complete the task: How can rereading the first three paragraphs help you understand and retell Mali’s idea? (Mali wants to grow tomatoes in Mr. Taylor’s yard, but I’m not sure how that will work with his flowers. I reread and see that Mr. Taylor will loan her a plot of land. Then I know that Mali will grow tomatoes next to the flowers in his yard.)

Paragraphs 4–6

Sequence

• Read paragraphs 4-6 together. Ask: What does Mr. Taylor tell Mali she has to do first? (He says she needs to invest in tomato plants.) What does Mali decide to do? (She decides to use her allowance money to buy plants.) What happens the next day? (Mali buys the plants, and Mr. Taylor helps Mali plant them and put stakes in the ground.) Discuss with students how these events develop the plot. (They tell what Mali and Mr. Taylor do to grow the tomatoes.)

• Read the Sequence prompt with the students and have them complete the task: Underline three events that retell important elements of the story.

• Ask: What do Mali and Mr. Taylor agree to do? (They agree that Mali will grow tomatoes in Mr. Taylor’s yard and share some tomatoes with him.) What happens next? (Mali buys the plants, and she and Mr. Taylor plant them together.) How does Mr. Taylor feel about planting the tomatoes? (He is willing to help Mali. Her idea gives him a reason to smile.)

• Read the Author’s Craft question with the students and have them answer it: How does the falling action show the changes in Mr. Taylor and Mali’s relationship? (Mali and Mr. Taylor work in the garden together. They water and pull weeds while they wait for the tomatoes to grow. He agrees to help her, and her enthusiasm makes him smile again.)

T C A

Genre

While reading realistic fiction, students may have difficulty making connections between the text and the illustrations.

• Ask: What details about tomato plants does the last paragraph on page 46 give? (It gives details about how tomato plants are planted and why they need stakes.) How does the illustration on page 46 help you understand details in the paragraph? (It shows what stakes look like and how they are used to hold up the plants.)

When the fruit ripened, there were more juicy, red tomatoes than even Mali could have imagined. “There is no way I can eat all these,” she realized. On Saturday, Mali and Mr. Taylor carried several crates of ripe tomatoes to the market, and by the day’s end they had sold them all. “Not only did I get back the money I invested,” said Mali, “but I also made a profit of twenty dollars!”

Mr. Taylor said, “Those are also your wages! You’ve earned that money.”

Mali beamed and said, “Mr. Taylor, maybe you could sell some of your flowers, and we could run a market stand together!” Mr. Taylor, picturing a garden of zinnias and marigolds, was already looking forward to next summer.

REALISTIC FICTION

FIND TEXT EVIDENCE

Read

Paragraphs 1–2

Sequence

Underline what happens that changes Mali's original idea of growing tomatoes for herself.

Paragraph 3 Plot

Draw a box around what Mali says to Mr. Taylor in paragraph 3. How does the story end?

Make Connections

How did Mali and Mr. Taylor each get something they needed?

ESSENTIAL QUESTION

How has someone helped you get something you needed?

TEXT TO SELF

My best friend sometimes helps me finish my chores so I can play with her quicker.

Mali helped lift Mr. Taylor’s mood when he was feeling sad about his wife, and Mr. Taylor gave Mali advice and help to grow her tomatoes.

Mali and Mr. Taylor plan to run a market stand together next summer.

Reread

Author's Craft

How does the author help you see how Mr. Taylor's mood has changed?

Summarize

Use your notes to orally summarize what happened in the story and to describe the main characters.

Talk about whether your prediction from page 44 was confirmed or if it needed correction.

Paragraphs 1–2

• Read paragraphs 1-2 together. What does Mali realize when the plants finally grow? (The plants have produced so many tomatoes that she will never be able to eat them all.) How does this change her plans? (Mali and Mr. Taylor decide to sell them at the market.) What happens as a result of this change in plans? (Mali makes a money selling the tomatoes at a market.) Discuss with students how the change in plans leads to the story’s climax when Mali unexpectedly earns money from her tomatoes.

• Read the Sequence prompt with the students and have them complete the task: Underline what happens that changes Mali’s original idea of growing tomatoes for herself.

Paragraph 3 Plot

• Read paragraph 3 together. Ask: What does Mali suggest she and Mr. Taylor do? (She suggests they sell both tomatoes and flowers from Mr. Taylor’s garden.)

• Discuss with students how this resolution resolves the story’s conflicts. (The resolution means that Mali will continue to grow tomatoes with Mr. Taylor. Also, Mali’s friendship means that Mr. Taylor will not feel so lonely.)

• Read the Plot prompts with the students and have them complete the tasks: Draw a box around what Mali says to Mr. Taylor in paragraph 3. How does the story end? (Mali and Mr. Taylor plan to run a market stand together next summer.)

• Reread paragraph 3 together. Ask: What is Mr. Taylor looking forward to? (the next summer when he and Mali will sell flowers and tomatoes together at the market) How does this show that his feelings have changed since the beginning of the story? (At the story’s beginning, he was sad. Now he is happy and looking forward to next summer.)

• Read the Author’s Craft question with the students and have them answer it: How does the author help you see how Mr. Taylor’s mood has changed? (At the beginning, Mr. Taylor was sad because his wife had died. By the end, he’s looking forward to next summer. The author reveals his mood to show he’s changed.)

• After their first read, ask partners to orally summarize the selection using their notes.

• Allow students to work in pairs, small groups, or independently to complete this task. (In “A Fresh Idea,” Mali and her mom learn that Mrs. Fair’s market stand is closing because she’s too old to run it. Mali, disappointed because she loves the fresh tomatoes, wants to start her own garden but thinks her yard is too small. She talks to her neighbor, Mr. Taylor, who offers her a plot in his yard. Together, they grow tomatoes, which Mali sells at the market. My prediction on page 44 that Mali would find a way to grow tomatoes and keep the market going was confirmed.)

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.

• • Explain to students that if they feel that events or relationships between characters in a story are unclear, they can reread to help in their understanding. Once they reread the text, students can retell what they understand to check that they are on the right track.

• Have students read the Quick Tip box to learn more about character relationships in realistic fiction stories.

Model FIND TEXT EVIDENCE

• Using page 45, model how to reread as a way to ensure understanding.

• Say: I am not sure how Mali got her idea to grow a garden of her own with Mr. Taylor’s help. I reread the fourth paragraph on page 45 to understand. I read that Mr. Taylor knows how to plant gardens. He’s also sad because his wife died. Mali got the idea after noticing Mr. Taylor’s flowers and his sadness.

COMPREHENSION STRATEGY

Reread

When you read a story for the first time, you might find that some events or characters' relationships seem unclear. As you read “A Fresh Idea,” stop and reread difficult parts of the story to make sure you understand them. Retell the events and analyze, or describe, the characters' relationships to check your understanding of the story.

FIND TEXT EVIDENCE

You may not be sure how Mali got her idea to grow a garden of her own, with Mr. Taylor’s help. Reread the fourth paragraph on page 45.

Quick Tip

You can tell about the relationships among characters by the way they speak to and act toward one another. For example, if characters smile at each other they may have a friendly relationship.

COLLABORATE

Just then, she noticed her neighbor, Mr. Taylor, looking at his daffodils. Mali knew he was thinking about how he had planted those flowers with his wife. This was the first spring since his wife had died, and Mali saw the sadness on his face. Then she had an idea.

When I read, I see that Mr. Taylor knows how to plant gardens. He is also sad because his wife died. Mali got her idea after noticing Mr. Taylor’s flowers and his sadness.

Your Turn Reread page 47. Discuss and retell why Mali decides to sell her tomatoes. Also tell what Mr. Taylor's actions show about his relationship with Mali. Remember to use the Reread strategy.

•

Guided Practice Your Turn

• Say: Now it’s your turn. Have students look at the Your Turn prompt and help them complete the task: Reread page 47. Discuss and retell why Mali decides to sell her tomatoes. Also tell what Mr. Taylor’s actions show about his relationship with Mali. Remember to use the Reread strategy. (Mali realizes that she has grown a lot of tomatoes and can’t eat all of them herself. So, she decides to sell them. Mr. Taylor helps her sell them. This shows that he enjoys working with her.)

Page 45

GENRE STUDY REALISTIC

Plot

Realistic fiction is a made-up story that has characters who look and act like real people and often includes dialogue. It takes place in a setting that could be real and has a plot, or story events, that could really happen. A conflict, or problem, is introduced at the beginning of the story. The elements, or parts, of a plot include rising action, climax, falling action, and resolution.

FIND TEXT EVIDENCE

I can tell that “A Fresh Idea” is realistic fiction. Details about the neighborhood show it could be a real place. The characters say and do things that real people might say and do. All the events could really happen.

Plot

The plot is the sequence of events that make up a story.

Illustrations

Quick Tip

When you analyze a plot, you discuss the plot elements.

The rising action shows more about the main conflict, or problem. The climax is the turning point or high point of interest. The falling action is the events that happen after the climax and lead to the resolution. In the resolution, the conflict is resolved, and the story ends.

Illustrations can give readers visual clues about characters, settings, and events.

COLLABORATE

Your Turn Analyze the plot elements in "A Fresh Idea.” How does the rising action lead to the climax?

In the rising action, Mali tries to figure out how to get fresh tomatoes. This leads to the climax where, despite being nervous, Mali asks Mr. Taylor if she can grow tomatoes in his yard, and they make a deal.

•

• Explain the characteristics of realistic fiction. Realistic fiction stories are made-up stories but have characters who may look and act like real people.

• Point out that a realistic fiction often includes dialogue. It can take place in a setting that could be real and has a plot or story events that could really happen.

• Read the Quick Tip box together with students to learn more about plot elements.

•

• Say: Now it’s your turn. Have students look at the Your Turn prompt and help them complete the task: Analyze the plot elements in “A Fresh Idea.” how does the rising action lead to the climax? (In the rising action, Mali tries to figure out how to get fresh tomatoes. This leads to the climax where, despite being nervous, Mali asks Mr. Taylor if she can grow tomatoes in his yard, and they make a deal.)

• Model identifying the characteristics of realistic fiction in “A Fresh Idea.” Use page 45 to discuss how the author includes details that show the setting and characters could be real.

• Say: Details that the author includes about the neighborhood show that it could be a real place. Also, the characters say and do things that real people might do. The events in the story are things that could really happen.

• Tell students that realistic fiction stories may also include illustrations to give readers visual clues about the characters, settings, and events.

Guided Practice Your Turn

COMPREHENSION SKILL

• Tell students that authors write using a sequence, or order of events. They include the most important events at the beginning, middle, and end. Sequence also includes when certain characters and settings are introduced.

Model FIND TEXT EVIDENCE Explain

• Model how to identify the sequence of events in “A Fresh Idea.”

• Say: From page 45, I can see the sequence of events that leads to Mali’s idea. At the beginning of the story, Mali, her mom, and their neighborhood are introduced. We also learn about Mali’s problem at the beginning of the story.

Sequence

The sequence is the order in which the plot events happen in a story. The sequence of events includes the most important events at the beginning, middle, and end. Sequence also includes when characters and settings are introduced.

FIND TEXT EVIDENCE

When I read the paragraphs on page 45 of “A Fresh Idea,” I can see the sequence of events that leads to Mali’s idea. The beginning of the story introduces Mali, her mom, and their neighborhood. Then we learn about Mali’s problem.

Characters

Mali, Mali’s mom, Mr. Taylor

Setting

Mali’s neighborhood in spring

Beginning

Mali learns that the tomato stand will not be at the summer market anymore. Mali sees her neighbor in his garden and gets an idea. Mr. Taylor lets Mali use his land.

Middle

COLLABORATE

End

Quick Tip

Setting, when and where a story takes place, usually influences a story’s plot. The cultural setting includes where a story takes place, such as in a certain community or country. A historical setting includes the time from the past when a story is set.

Your Turn Reread “A Fresh Idea.” List events in the middle and end of the story in your graphic organizer on page 51. Select important details that show the sequence of events.

Mali, Mali’s mom, Mr. Taylor

Characters

Setting Mali’s neighborhood in spring

Beginning

Mali learns that the tomato stand will not be at the summer market anymore. Mali sees her neighbor in his garden and gets an idea. Mr. Taylor lets Mali use his land.

Mali buys tomato plants from the nursery. Mr. Taylor teaches her how to plant and care for them. When the tomatoes ripen, there are lots of them, so Mali decides to sell them at the market.

Mali makes a profit selling tomatoes. She and Mr. Taylor think about selling Mr. Taylor’s flowers and running a market stand together next summer. Guided Practice Your Turn

• Say: Now it’s your turn. Have students look at the Your Turn prompt and help them complete the task: Reread “A Fresh Idea.” List events in the middle and end of the story in your graphic organizer on page 51. Select important details that show the sequence of events.

• Have students turn to page 52.

• 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 does Mali need at the beginning of the story? (Mali needs a place to get fresh tomatoes.)

• 2. What does Mr. Taylor need at the beginning of the story? (Mr. Taylor needs a friend.)

• 3. What do Mali and Mr. Taylor do to get what they need? (Mali and Mr. Taylor start a garden. Mr. Taylor offers Mali his land. They both get what they need by working together. Mali gets fresh tomatoes and Mr. Taylor gets a friend.)

RESPOND TO READING

Discuss Work with a partner. Use the discussion starters to answer the questions about “A Fresh Idea.” Write the page numbers.

iscussion

What does Mali need at the beginning of the story?

What does Mr. Taylor need at the beginning of the story?

What do Mali and Mr. Taylor do to get what they need?

At the beginning of the story, Mali finds out . . . Mali needs . . .

When Mali sees Mr. Taylor, he looks . . .

Mr. Taylor must need . . .

I know this because . . .

Mali gets an idea to . . .

Mr. Taylor offers Mali . . .

One way they both get what they need is by . . .

I know this because I read . . .

Page(s):

Page(s):

Page(s):

• After students have attempted the activity, 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.)

Discuss Discuss the prompt below. Think about how the author developed the relationship between characters in “A Fresh Idea.” Use your notes and graphic organizer.

How does the author show how the characters help each other to solve their problems?

Mrs. Fair decides not to open her stand. This disappoints Mali because she wants fresh tomatoes. She thinks about planting a garden, but her yard is too small. She

asks Mr. Taylor, her neighbor, if she can use some of his yard to plant tomatoes. Mr. Taylor’s garden reminds him of how sad he is about his wife’s death. Mali’s idea makes him smile, so he is willing to help. Together, they grow tomatoes, but they grow more than Mali can eat. They sell the extra tomatoes at the market. Mr. Taylor helps Mali solve her problem of having fresh tomatoes to eat. Mali helps Mr. Taylor solve his problem of feeling sad about his wife’s death. By the end of the story, the characters become friends and look forward to having a farm stand together next year.

Quick Tip

Use these sentence starters to discuss the text and to organize ideas.

• In “A Fresh Idea,” Mali finds out . . .

• Mali asks Mr. Taylor . . .

• Mr. Taylor listens to Mali and . . .

Grammar Connections

As you write your response, think about how you can merge your sentences by combining ideas into compound sentences using words such as and, but, or, or so For example: Mali wants to plant a garden. Mali’s yard is too small. These sentences can be combined. Mali wants to plant a garden, but her yard is too small.

• Have students look at page 53.

• Before reading the prompt with students, say: You will be responding to the reading by answering a specific question based on the notes you took.

• Read the Discuss prompt together: Discuss the prompt below. Think about how the author developed the relationship between characters in “A Fresh Idea.” Use your notes and graphic organizer.

• Read the Quick Tip and Grammar Connections boxes together with students.

• 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 context clues. These are words and phrases in a sentence, or nearby sentences, that can help you determine the meaning of unfamiliar words. Explain that some words have multiple meanings. Clues may be in the form of a synonym or antonym.

Model FIND TEXT EVIDENCE

• Say: Look at the Find Text Evidence section. It gives us more information about how to find the meaning of unfamiliar words by using context clues.

• Say: I see the word plot in the excerpted sentence. I’m not sure what it means, but I can use the words and phrases around it to help me. I can use the phrase “in my yard” and the word “land” to figure out that “plot” means a “piece of ground.”

Context Clues

Words and phrases in a sentence may help you figure out the meaning of an unfamiliar or multiple-meaning word. Sometimes clues may be in the form of synonyms, words with the same meanings, or antonyms, words with opposite meanings.

FIND TEXT EVIDENCE

I’m not sure what plot means in the sentence “I’ll let you use a plot of land in my yard.” But I can use the phrase “in my yard” with the word “land” to figure out that “plot” means “a piece of ground.”

I'll let you use a plot of land in my yard. I'll help you, and when your garden starts to prosper, you can repay me with a few tomatoes.

COLLABORATE

Your Turn Use context clues to figure out the meanings of the following words from “A Fresh Idea.” stakes, page 46 ripened, page 47

as supports in the ground; definition is “sticks used as support”

the fruit ripened, there were more juicy, red tomatoes; definition is “to become ready for picking”

•

Guided Practice Your Turn

• Say: Now it’s your turn. Have students look at the Your Turn prompt and help them complete the task: Use context clues to figure out the meanings of the following words from “A Fresh Idea.”

• Have students determine the meaning of the word stakes from page 46 and ripened on page 47.

RESEARCH AND INQUIRY

Evaluate Sources

Evaluate sources for a research project to make sure they are reliable, or trusted for information. For example, primary and secondary sources from a museum or print encyclopedias are credible. Generate and answer questions such as these about your resources.

• Is the website, article, or video from a trusted, reliable source?

• Is the source current?

• Does the source seem exaggerated or appear incomplete? What might you do to answer questions you have about the information in a resource?

I could look for more sources about the information and then compare and contrast the sources.

History of Farming Project With a partner or group, plan a research project that compares and contrasts the changes in the United States' farming industry over the past decades. Select a genre, such as a composition with graphic features or an argument explaining the most effective methods of farming. Keep your audience in mind when you choose your genre. Map your ideas in a graphic organizer and include facts such as these

• tools and machinery

• planting and harvesting

• kinds of crops

Then develop your presentation and write, revise, and edit your information. After you finish, you will present your work to the class.

Tech Tip

Skim, read quickly, and scan, search quickly, a multimodal or digital text to look for information you need. A multimodal text uses words, pictures, or videos together to give information. A digital text, read on a computer, may have links you can click on for more information.

•

• Tell students that when they conduct research, they need to evaluate their sources to ensure they are reliable and trusted.

• Say: You can find primary and secondary sources from a museum or library.

• Have students look at questions they should work to answer as they evaluate the sources they will use for their research.

• Read the Tech Tip box together with students.

•

Guided Practice

History of Farming Project

• Say: Now it’s your turn. Have students look at the History of Farming Project prompt and help them begin their initial work with their partner.

• Students will need to select a genre for their project.

• Remind students to read the prompt carefully and make sure they include all the listed items in their projects.

• Play track 09. Students will first listen and then repeat the sentences.

• Use the Define/Example/Ask routine to introduce each vocabulary word.

• Ask students to read the bolded vocabulary words with you: Braille, career, handicapped, old-fashioned, typewriter, vision, and vivid.

• Have students take turns reading the sample sentence for each of the words as well as the definitions.

• Have students think about and answer the question in blue: Where can you find Braille when you are out and about? (You can find Braille on elevator buttons.)

• Say: Look at the next three 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 career (I would like to have a career as a teacher.), handicapped (My school helps handicapped students by providing ramps for easy access.), and old-fashioned (I see old-fashioned clothes in old family photographs.).

• Invite one or two students to share their responses.

VOCABULARY

Braille n. an alphabet which uses raised dots in order to be read by the blind

A blind reader runs their fingers over the Braille. Where can you find Braille when you are out and about?

career n. a particular type of job that a person plans to do for the long term

He had a long career as a teacher. What would you like to do for a career?

handicapped adj. having a physical condition which limits one’s abilities

These parking spots are reserved for handicapped shoppers. How does your school help handicapped students?

old-fashioned adj. of a style that is no longer popular or no longer made

This old-fashioned car looks like the ones people drove in the 1950s. What old-fashioned things do you see around you?

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.

typewriter n. a machine with keys that you press to print letters, numbers, and signs on paper

She can type really fast on the typewriter. Who might need to use a typewriter nowadays?

vision n. the ability to see

Our vision was limited because of the heavy smoke. How can you protect your vision ?

vivid adj. creating clear images in the mind

I enjoy her writing because it is so vivid

Can you give a vivid description of your favorite food?

COLLABORATE

Your Turn Pick three words. Write three questions for your partner to answer.

• Have students think about and answer the question in blue: Who might need to use a typewriter nowadays? (A teacher demonstrating old technology might need to use a typewriter.)

• 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 vision (I can protect my vision by wearing sunglasses in bright sunlight.) and vivid (My favorite food is a warm pancake with sweet syrup, fresh berries, and fluffy whipped cream.).

• Invite one or two students to share their responses.

• Say: Read the Your Turn prompt 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 the questions they individually generated. Walk around the room to check students’ work. Questions should include the use of the vocabulary word.)

• Have students turn to page 58 and recall their previous discussion about the Essential Question: How do we get the things we need?

• Have students look at the photographs on pages 58-61 before reading the story.

• Ask: What do you see? Students should be able to talk about the photographs they see on each page. Say: The photographs include captions. How the captions on these pages help you understand what you are looking at? (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 “Reading Between the Dots.” We will listen to the audio first and then read together. When we read together, we will need to do some tasks.

• Play track 10 and have students follow along in their books as they listen to the story. Stop at the end of the story on page 61.

• Have students go back to page 58. Read each paragraph together. If it’s possible for your class, invite students to read individual paragraphs aloud.

• Read each prompt together and help students find the answers.

PAIRED READ

FIND TEXT EVIDENCE

Read

Paragraph 1

Circle what Brittany had many of in the house.

Paragraph 1

Underline the name of the inventor of Braille.

Paragraph 1

What is Braille? Who reads a Braille book?

Braille is a raised-dot code that blind or visually disabled individuals read using their fingers.

COLLABORATE

Talk with a partner about other kinds of books that you know about other than print books.

How do we get the things we need?

Read about how a student helped blind people get more access to books.

Reading Between t he Dots

by Brittany Metts

“Brittany, you have so many library books in this house, it isn’t funny!” my grandmother yelled from the living room. You would think 30 library books in the house wouldn’t be a pain, right? Wrong. That’s because these books were Braille books. For those of you who don’t know, Braille is a raised-dot code, invented by Louis Braille, that blind or visually disabled individuals read using their fingers. Braille takes up a lot of room on a page. One book in print can be many volumes in Braille.

• Have students read the Talk prompt with you and help them complete the task: Talk with a partner about other kinds of books that you know about other than print books. (I know about virtual books that you can read on a phone or a special reading device. There are also books that have scratch and sniff pages you can smell as you read.)

My work as a library volunteer started in the summer of 2008. The Baltimore public school system required all of its students to do community service before graduation. I decided to volunteer at my state library for the blind and physically handicapped.

On my first day, I made six Braille copies of a booklet. No, I didn’t have to make all of those bumps by hand! Like other Braille documents and books, the booklet was typed on a computer. A special program converted the print file into a Braille file. Then a machine called a Braille embosser was hooked up to a computer and made six copies of the booklet in a matter of minutes.

The next few days at the library, I helped with book inventory. I unpacked and organized new arrivals, including magazines. The company that makes and sends Braille books to the library also makes Braille magazines. Picture or cartoon descriptions in magazines are set between special Braille symbols that act like parentheses. Depending on the publisher, the descriptions can be vivid or just a few words to let the reader know a picture is there.

Louis Braille

Louis Braille was born in France in 1809. He lost his vision at the age of three after a terrible accident. During his childhood, Braille attended the National Institute for Blind Youth in Paris. While there, he thought of ways to make reading easier for blind people. The method at that time was to read raised letters. But most blind people were unable to do this with much success. Braille came up with his idea for using raised dots instead after learning about a French officer in Napoleon’s army who used a similar idea to help his soldiers communicate in the dark without making noise. By 1824, Braille had invented his raised dot code to help blind people read more efficiently. Over the years he improved his system, and it is still widely used today.

PERSONAL NARRATIVE

FIND TEXT EVIDENCE

Read

Paragraph 1

Circle the job Brittany had when volunteering in 2008.

Paragraph 2

How did Brittany make six Braille copies of a booklet?

She used a computer and a special machine.

Text Box

What happened to Louis Braille at the age of three?

He lost his sight in a tragic accident.

• Have students move to page 59. Read each paragraph together. If it’s possible for your class, invite students to read individual paragraphs aloud.

• Read each prompt together and help students find the answers.

• Have students read the Talk prompt with you and help them complete the task: Talk with a partner about your senses. What would it be like to no longer be able to use one? (I think it would be an incredible challenge to learn to live without one of your senses. Losing a sense would require relearning how to live your day-to-day life.)

COLLABORATE

Talk with a partner about your senses. What would it be like to no longer be able to use one?

Louis Braille using a machine to type in Braille

• Have students turn to page 60 and read each paragraph together. If it’s possible for your class, invite students to read individual paragraphs aloud.

• Read each prompt together and help students find the answers.

• Have students read the Talk prompt with you and help them complete the task: Talk with a partner about the library near you. What does your library offer? (My neighborhood library not only has books, but also computers, magazines, audio and digital books. Sometimes it holds fun events like storytime or classes.)

PAIRED READ

FIND TEXT EVIDENCE

Paragraph 1

Underline the sentence that tells what information Brittany typed using a Braillewriter.

Paragraph 2

Draw a box around the text that describes what programs the media center’s computers had.

Paragraph 2

What did Brittany like to do on the library computers? Read

She liked to use it to surf the Internet.

COLLABORATE

Talk with a partner about the library near you. What does your library offer?

After unpacking the new arrivals, I went down to the area where they store the Braille books. It was time to catalog everything. This time I had to use an old-fashioned Braillewriter. A Braillewriter is similar to a typewriter. I used it to write down information about the books, including author, title, and catalog number, and whether any volumes were missing. Besides Braille materials, the library also provides large-print materials and talking books. Talking books are just electronic recordings of books read aloud. When new and previously-borrowed talking books came to the library, I helped with them.

During my break, I used the computers in the library’s media center. The computers have many programs. One program can read the text on the screen. Another program can enlarge the text and images on the screen. The computers also have hardware for scanning text into the computer and software that reads aloud text that’s been scanned. The computers also have the Braille embossing program. I liked to use the library computers to surf the Internet. When I went online using one of those computers, the speech software would read aloud what was on each webpage.

A young student uses Braille to read.

I learned a lot from my volunteering assignment. First of all, I think becoming a librarian might be a possible career goal. I like that a lot of a librarian’s work is done electronically, like inventory and scanning in books. I know some aspects of being a librarian would be hard for me, though. I wouldn’t like to search shelves for books, especially if the books are not in the order I expect them to be.

Also, doing work with inventory helped me to realize how hard the library works to provide people with all kinds of reading materials. Large inventories mean you don’t need to spend all of your savings to get books. Now I try to be more aware of how many items I check out of the library. I am also careful to return them in a timely manner. What if somebody checked out a scarce copy of a book and never returned it? Somebody else who really wanted to read it wouldn’t be able to! I’ve had that feeling, and it isn’t a nice one. So whether you are a member of a regular or specialized library, don’t damage materials you check out. Also, be sure to return them when you’re done!

FIND TEXT EVIDENCE

Paragraph 1

Underline the sentence that tells what Brittany would NOT enjoy about being a librarian.

Paragraph 2

Circle what helped Brittany realize how hard the library works to provide people with reading materials.

Paragraph 2 What should people do when they’re done with a library book?

They should return the library book.

Make Connections

Talk about the steps Brittany took to help blind people get what they needed.

ESSENTIAL QUESTION

How has a person or character you’ve read about gotten what they needed? In what other ways can people get what they need?

TEXT TO TEXT

Talk with a partner about possible career goals. What jobs interest you?

• Have students move to page 61. Read each paragraph together. If it’s possible for your class, invite students to read individual paragraphs aloud.

• Read each prompt together and help students find the answers.

• Have students read the Talk prompt with you and help them complete the task: Talk with a partner about possible career goals. What jobs interest you? (I’d like to be a lawyer when I grow up. The laws of our society are important, and we’d be lost without them. I want to learn about and defend those laws.)

• Say: To finish analyzing the text, we are going to make connections. Look at the questions in the Make Connections box.

• Allow students to work in pairs, as small groups, or independently to complete the first task. (Brittany organized all the new Braille material that came into the library. She made copies of Braille books so more than one person can borrow each book.)

• Invite students to address the second question as small groups or in pairs. Students should be able to answer and discuss the question with their peers. (Brittany helped her community by working in a library. Other people can meet their needs by asking for help, using community resources, and working hard.)

Braillewriters have been in use since the late 1800s.

• Have students turn to page 62.

• 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 a student read the opening question.

• Say: Look at the Quick Tip box. It gives us more information about how to draw conclusions from a text.

• 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 Braille books are made. (Students should be able to talk about how Braille books are made and the equipment used.)

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 Reread

How does the title “Reading Between the Dots” relate to the personal narrative?

Talk About It Reread pages 60 and 61. Talk with a partner about how Braille books are made.

Cite Text Evidence What are some details about Braille’s system? How is Braille used? Use the chart to record text evidence.

uses raised dots is used in books and magazines for blind people to read with their fingers

Write The title “Reading Between the Dots” relates to the personal narrative because

Braille is a raised-dot code that allows blind people to read. it is about the use of Braille, which is a system that helps blind people to read using raised dots as symbols for letters.

Quick Tip

A conclusion is a decision you reach based on details and evidence. You can draw a conclusion about the texts you read. For example: Dentists recommend you brush your teeth. Dentists also suggest you floss every day. From these details, you can conclude that dentists feel that taking care of your teeth every day is important.

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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: The title “Reading Between the Dots” relates to the personal narrative because…

Text Structure

A personal narrative describes events the author experienced. The narrative may be structured by a logical order of events or their order of importance. A personal narrative may start with an anecdote, or a brief account of some incident, to grab the reader’s attention. The anecdote may entertain, inform, persuade, or inspire the reader.

FIND TEXT EVIDENCE

Read page 58 of “Reading Between the Dots.” The first paragraph is an anecdote. Below is the beginning of the anecdote.

“Brittany, you have so many library books in this house, it isn’t funny!” my grandmother yelled from the living room. You would think 30 library books in the house wouldn’t be a pain, right?

Your Turn Reread pages 58 and 59.

• How does the author structure the text?

The author starts with an anecdote and then describes her experience as a volunteer at the library.

• What is the author's purpose for using an anecdote to begin her personal narrative?

The author wants to grab the reader’s attention by describing a humorous situation before getting into the actual topic.

Readers to Writers

Structuring a personal narrative in a logical order will help readers understand your experience. Focusing on parts of the experience in more detail will show readers what you think is most important. You may start a personal narrative

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Guided Practice Your Turn

• Say: Read the Your Turn prompt with me. Guide students to reread pages 58 and 59 and answer the questions on the given lines.

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• Have students turn to page 63.

• Before reading through the page, say: We will be looking at how a personal narrative is structured. This usually includes a logical order of events as well as an anecdote to get the reader’s attention.

• Read the Readers to Writers box together.

Model FIND TEXT EVIDENCE

• Show students how to identify text structures in a personal narrative.

• Say: In “Reading Between the Dots,” the author shares a funny thing about herself at the beginning of the story. This small story is an anecdote. It shares an interesting account of the author’s collection of a particular type of library book.

• Have students turn to page 64.

• 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 poem.

• Call on students to help read the information on the page. Have a student read the opening question.

Talk About It

• Invite another student to read the Talk About It section.

• Invite students to share what they think and how they would answer the question. (Students should be able to discuss what the poet wants them to know as well as how the poem itself is organized.)

Cite Text Evidence

• Invite another student to read the Cite Text Evidence section.

• Guide students to reread the poem and address the prompts.

MAKE CONNECTIONS Integrate

Text Connections

How do the authors of the selections you have read use cause and effect in a similar way?

Talk About It Read the poem below. Talk with a partner about what the poet wants you to know and how the poem is organized.

Cite Text Evidence Reread the poem. Circle the phrase the poet repeats. Underline words and phrases that tell what will happen if you follow the poet's advice. This is the effect. Draw a box around the cause. Compare how the authors use cause and effect in the selections you read.

Write The poet's use of cause and effect is similar to

the way the authors use cause and effect because they all show positive outcomes resulting from the causes in their works. The poet says that you will be rewarded for trying again. In “A Fresh Idea,” the author shows that Mali’s hard work throughout the season leads to success. In “Reading Between the Dots,” the author explains the positive impacts of an improved reading system for blind people.

Quick Tip

When you compare ideas, you show how they are similar. To help you compare ideas in the readings, think about how one event causes another to happen in the selections you have read. Then do the same for "Try Again."

Try Again

If you find your task is hard, Try again; Time will bring you your reward, Try again. All that other folks can do, With your patience should not you? Only keep this rule in view― Try again. ― Anonymous

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Write (Show What You Learned)

• Have students write a response synthesizing the knowledge they have built about the use of causeand-effect in a piece of writing. When students have finished writing, have them share their responses.

• Remind them to read the Quick Tip box for reference.

• Say: Let’s look at the poem one more time. For the writing section, you will write about how the selections you have read, as well as the poem, help you understand something about cause and effect. Take some time to consider everything we have read and talked about before you begin writing.

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Present Your Work

Discuss how you will present your information about the United States' farming industry from a point in the past to the present. Use the Presenting Checklist as you practice your presentation. Discuss the sentence starters below and write your answers.

In my research about the farming industry, I understood its economic impact to be

Quick Tip

When you speak, you need to use correct grammar. This will help you communicate your ideas effectively. For example, speak in complete sentences and make sure your verbs agree with your subjects.

Presenting Checklist

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• Have students turn to page 65.

• Tell students that they will need to prepare in order to best present their projects. Say: Last time, you had the chance to gather information about the United States’ farming industry from some point in the past to now. You will have the time to present the projects that you made. Read together the directions at the top of the page.

I think the greatest changes are in

Rehearse your presentation with your partner or group. Present your information in a logical, organized sequence. Speak in complete sentences. Follow the conventions of language, including using correct grammar. Make sure that your audience can see any graphic features clearly. Allow time for your audience to ask relevant questions.

• 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 use correct grammar as they speak.

• Discuss each item on the Presenting Checklist and give students time to practice their presentations before having them share their projects either in front of the class or from their seats.

During the Presentation

• Tell students to write down any questions they have while observing 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 from the presentation.

• Guide students to use the provided sentence starters to help focus their discussion and responses.

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Explain

• 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 have options, or choices, when they are working toward a goal. Sometimes, they may need to rethink an idea if their original plan isn’t working well.

Model

• Have students look at the photograph of the surfer on page 66.

• Ask: This surfer did not accomplish his goal of riding the wave. What can he do differently next time to accomplish his goal? (He can explore new options or try something new.) What can he learn from trial and error? (He can learn problems are often solved through trial and error.)

• Give students time to discuss with their partners. Move around the classroom to check for understanding.

Essential Question

What can lead us to rethink an idea?

Before trying out a new idea, we first learn all we can in order to get the desired result. If we do not accomplish the goal, we work to figure out what caused the problem. Look at the photograph. After a wipe-out like this one, this surfer may ask himself, “What went wrong?” Every wave is different, and each mistake will teach him more about his options for next time!

Talk with a partner about a time you had to rethink the way you did something. Discuss what can lead us to rethink an idea. Write your ideas in the web.

Getting a Poor Grade

Misunderstanding with a Friend

Rethinking Ideas

Plans Not Going as Expected

Argument with Sibling

• • Have students read the Collaborate prompt: Before trying out a new idea, we first learn all we can in order to get the desired result. If we do not accomplish the goal, we work to figure out what caused the problem. Look at the photograph. After a wipe-out like this one, this surfer may ask himself, “What went wrong?” Every wave is different, and each mistake will teach him more about his options for next time!

• Give students time to talk with a partner about a time they had to rethink the way they did something. They should discuss what can lead us to rethink an idea.

• Have them write their ideas in the web on page 67. If time allows, invite students to share what they discussed.

• Play track 12. Students will first listen and then repeat the sentences.

• Use the Define/Example/Ask routine to introduce each vocabulary word.

• Ask students to read the bolded vocabulary words with you: accomplish, anxious, assemble, boarded, decipher, distracted, halt, and lift.

• Have students take turns reading the sample sentence for each of the words as well as the definitions.

• Have students think about and answer the question in blue: What would you like to accomplish in your life? (I would like to accomplish writing a book.)

• 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 or questions in blue for anxious (I feel anxious when speaking in front of a large group.), assemble (Workers assemble computers in a factory.), and boarded (Yes, I have boarded a boat on a lake.).

• Invite one or two students to share their responses.

VOCABULARY

accomplish v. successfully complete

Never give up halfway if you want to accomplish your dreams. What would you like to accomplish in your life?

anxious adj. being nervous or worried

We all felt anxious waiting to go on stage. When do you feel anxious ?

assemble v. put the parts of something together

We need to assemble the bookcase before we can use it.

Name something workers assemble in a factory.

boarded v. got onto something, especially a vehicle

The last passengers boarded the plane just before takeoff.

Have you ever boarded a boat?

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.

decipher v. read a code; understand something that is difficult to read

Can you decipher these strange markings?

Have you ever had to decipher someone’s handwriting? What was the handwriting like? distracted adj. paying attention to something other than one’s main focus

He was distracted during class by thoughts of his new video game. What might cause you to get distracted from your classwork?

halt n. the stopping or ending of movement, progress, or action

The accident brought traffic to a halt

If a moving vehicle suddenly comes to a halt , what might happen?

lift v. move something to a higher position; raise

We need to lift this box onto the shelf.

Lift your hands above your head, then bend your body down. Can you touch the floor?

• Have students think about and answer the question in blue: Have you ever had to decipher someone’s handwriting? What was the handwriting like? (Yes, I had to decipher my friend’s handwriting, which was very messy.)

• Say: Look at the next three 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 distracted (I might get distracted from my classwork by thinking about recess.), halt (If a moving vehicle suddenly comes to a halt, passengers might be thrown forward.), and lift (Yes, I can touch the floor with my fingertips.).

• Invite one or two students to share their responses.

• Continue to introduce each vocabulary word using the Define/Example/Ask routine.

• Ask students to read the bolded vocabulary words with you: navigate, options, rafting, retrace, swaying, tear, and technique

• Have students take turns reading the sample sentence for each of the words as well as the definitions.

• Have students think about and answer the question in blue: How can a ship navigate at night? (A ship can navigate at night using GPS.)

• Say: Look at the next three 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 options (I have options for fun like playing video games, reading books, watching movies, doing puzzles, and playing board games at home.), rafting (I could go rafting on the large river near my town.), and retrace (I might need to retrace my steps to find my lost keys.).

• Invite one or two students to share their responses.

VOCABULARY

navigate v. steer a ship or aircraft along a path

We need to navigate the ship away from the rocks. How can a ship navigate at night?

options n. things that can be chosen from

We have a few options for dinner. What options for fun do you have at home?

rafting n. the sport of riding down a river in a small rubber boat

We went rafting down the Silver River. Where could you go rafting ?

retrace v. follow or go back on the same path

I lost my headphones in the park, so I had to retrace my steps to find them.

Why else might you need to retrace your steps?

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.

swaying v. moving back and forth

The trees were swaying in the strong wind. What else might you see swaying ? tear v. pull or cut something into pieces; rip

Please tear out these pages and turn them in to the teacher. When might you need to tear something?

technique n. a special way of doing something

The chef uses a special technique to make the most delicious chocolate mousse. What is your technique for studying?

COLLABORATE Your Turn Pick three words. Write three questions for your partner to answer.

• Have students think about and answer the question in blue: What else might you see swaying? (I might see curtains swaying in the breeze.)

• 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 tear (I might need to tear wrapping paper off a package.) and technique (My technique for studying is to find a quiet place, study in short times, and review often.).

• Invite one or two students to share their responses.

• Say: Read the Your Turn prompt 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 the questions they individually generated. Walk around the room to check students’ work. Questions should include the use of the vocabulary word.)

SHARED READ

TAKE NOTES

To determine your purpose for reading, consider the pictures and the title of the story before you begin. Next, think about what you want to know. Write your purpose here and keep it in mind as you read.

As you read, take note of: Interesting Words

Key Details

Essential Question

Before Reading

Page 72

Build Background

• Have students share their experiences of overcoming a challenge. Ask: What did you do to solve a problem? How did you help others solve a problem?

• Have them describe using “I solved the problem by ___.”

• Read the Essential Question: What can lead us to rethink an idea?

• Explain the meaning of the Essential Question, including the vocabulary in the question. Say: Rethink means to think carefully about something again in order to change a decision. Sometimes, new information or unexpected situations can make us rethink our ideas. For example, if we learn something new that we didn’t know before or if something unexpected happens, we might need to change our plans.

• Model an answer. Say: I wanted to plant a vegetable garden in my backyard to grow my own food. At first, I was excited about the idea, but then I realized there was not enough sunlight in the backyard. Without enough sunlight, the plants wouldn’t grow well. So, I had to rethink my idea. I thought about other places where the plants could get more sunlight. Then, I decided to plant vegetable plants in pots and put them on my front porch where they would get plenty of sunshine. By rethinking my original plan and making this change, I was able to solve the problem and still have a vegetable garden.

• Have students connect the Essential Question to their background knowledge. Say: Turn to a partner and think of a time you had to rethink an idea. Why did you have to rethink the idea, and what did you change? Then, we’ll share our ideas with the class. Call on several pairs to share their discussions.

Set Purpose for Reading

• Say: Today we will read “Whitewater Adventure” and focus on how the characters overcome unexpected challenges. As we read, think about the Essential Question: What can lead us to rethink an idea?

Take Notes

• Have students look at the TAKE NOTES prompt on page 72.

• Guide them to write down their questions, interesting words, and key details from the text in the left column on page 72.

Previewing the Text

• Before students begin reading the story, have them look at the images and headings on pages 72-75.

• Ask them to share what they see on each page to activate their prior knowledge, engage their curiosity, and enhance their comprehension of the story.

• Have students go back to page 72.

• Ask: What are the characters doing in the illustration? (They are rafting on a river.) Based on the title and the illustration, what do you think the story will be about? (It might be about the family’s adventure while rafting on a river.)

Listening Activity

• Play track 13 and have students follow along in their books until the end of page 75.

• After listening, invite them to share what they heard or ask questions.

• Reassure them that it’s okay if they don’t remember everything, as the story will be reviewed in detail during class.

During Reading

Interactive Question-Response Routine

• After each paragraph, ask questions to help students understand the meaning of the text.

• Explain difficult or unfamiliar concepts and words.

• Reinforce the meaning of new vocabulary.

• Ask students questions that require them to use the vocabulary.

• Reinforce weekly strategies and skills by modeling and asking questions.

• Use images and other text features to aid students’ comprehension.

• Use headings to help students predict what the sections will be about.

I don’t know about you, but I never pictured my family on a whitewater rafting vacation in Colorado. We had tried rafting several times before with instructors and guides. All of us liked it! I come from a family of excellent athletes, and I sometimes have to work hard at holding my own. I didn’t even mind when my sister, Marta, who is fourteen, kept correcting my technique. Because she’s three years older, Marta believes it’s her mission in life to make sure I do everything perfectly. “Nina, hold your paddle this way. Nina, plant your feet firmly,” she corrects. Honestly, sometimes she’s full of herself, although I guess she means well.

That morning, Dad had us assemble our equipment, as we had learned. He then took us through his checklist. Only Dad could read his checklist because his handwriting was so hard to decipher. “Paddles – check, helmets – check, life jackets – check, buckets –check,” until everything was accounted for. Then we boarded our raft for our second solo trip and headed down the beautiful Colorado River.

Mom had mapped out our route─a novice’s course with just enough whitewater to make it exciting. It felt great to navigate the raft, paddling in rhythm with everyone else. Dad and I sat in the rear, or stern, of the raft. Mom and Marta sat in the front, or the bow. From time to time, waves slapped against the sides of the raft, spraying water in our faces.

REALISTIC FICTION

FIND TEXT EVIDENCE

Read

Paragraph 1

Idioms

What words in the text help you understand the meaning of “holding my own”?

“comes from a family of athletes” and “kept correcting my technique”

Paragraph 1 Reread

How can rereading the first paragraph help you understand the main plot in the story?

On rereading, I understand that Nina’s effort to keep up with her athletic family is important to the plot of the story.

Paragraph 2

Problem and Solution

What problem did Dad’s handwriting cause for his family?

Dad’s messy handwriting made it hard for anyone else to read the checklist, so they had to rely on him.

Reread

Author's Craft

What point of view is the story written from? Why might the author have written it from this point of view?

Read

Paragraph 1

Idioms

• Read paragraph 1 together. Ask: What does Nina say about her family’s athletic abilities? (She says her family members are excellent athletes.) What does Nina mean when she says, “holding my own”? (It means she is trying hard to be as good as her family. She is trying hard to keep up with her athletic family.) How does Nina feel about her sister Marta correcting her? (She feels annoyed but knows Marta wants to help her.) Why does Nina need to work hard to “hold her own”? (Because her family is very good at sports, and she wants to be just as good.)

• Read the Idioms question with the students and have them complete the task: What words in the text help you understand the meaning of “holding my own”? (“comes from a family of athletes” and “kept correcting my technique”)

Paragraph 1

Reread

• Reread paragraph 1 together. Ask: What is Nina’s family doing on their vacation? (They are on a whitewater rafting trip.) How does Nina feel about rafting with her family? (She likes it but has to try hard to keep up.) What do we learn about Nina from the first paragraph? (Nina tries hard to be as good as her family.)

• Read the Reread question with the students and have them complete the task: How can rereading the first paragraph help you understand the main plot in the story? (On rereading, I understand that Nina’s effort to keep up with her athletic family is important to the plot of the story.)

Paragraph 2

Problem and Solution

• Read paragraph 2 together. Ask: What did Dad have the family do before rafting? (Dad had them check their equipment using a list.) Why was Dad the only one who could read the list? (It’s because his handwriting was messy.)

• Read the Problem and Solution question with the students and have them complete the task: What problem did Dad’s handwriting cause for his family? (Dad’s messy handwriting made it hard for anyone else to read his checklist, so they had to rely on him.)

• Tell students that they will reread this page to analyze the techniques the author used in writing this selection.

• Ask: What words does the author use to show the story is told by the main character? (The author uses words like I and my to show the story is told by the main character.) Why do you think the author chose to write the story this way? (The author chose this way to make us feel like we are experiencing the story with the main character.) How does this point of view help us understand the story better? (It helps us know what the main character is thinking and feeling, making the story more interesting.)

• Read the Author’s Craft questions with the students and have them answer them: What point of view is the story written from? Why might the author have written it from this point of view? (The story is written from the first-person point of view, using words like I and my. The author wrote it this way to help us feel closer to the main character and understand her thoughts and feelings.)

Reread

Author's Craft

SHARED READ

FIND TEXT EVIDENCE

Read

Paragraphs 1-3

Reread

In paragraph 1, the family sees a danger ahead. In paragraph 3, Mom identifies a new danger. Draw a box around these two dangers.

Paragraph 5

Problem and Solution

Circle the solution Dad suggested. Did his solution work?

No, it didn’t work.

Suspense

How does the author build suspense?

The author builds suspense by adding problems one after another: the bear, the raft getting stuck, and the storm clouds. This makes the reader worry about what will happen next.

Reread

Author's Craft

Why might the author have made Dad's solution fail?

Suddenly, I was distracted by a bear coming out of the trees, but it turned around and began to retrace its steps. All of us must have been distracted by that bear because, in the blink of an eye, we ran into a problem! Our raft came to a complete halt.

“What’s wrong?” I asked, hoping I didn’t sound nearly as anxious as I felt.

“Yikes!” exclaimed Mom. “We’re stuck on some rocks!”

“Maybe a river guide will come by and give us a shove,” suggested Marta. However, there wasn’t a soul in sight. She tried shouting, “HELLO, OUT THERE!” All we heard back was an echo.

To make matters worse, storm clouds were gathering. The last thing we needed now was a rainstorm.

“Don’t worry, folks, I know what we can do,” said Dad. “It’s the front of the raft that’s stuck, so let’s all sit in the stern. Our weight will probably shift the raft off the rocks.” Carefully, Mom and Marta moved to the rear. Nothing happened.

FIND

Read

Paragraphs 1-3

Reread

• Read paragraphs 1-3 together. Ask: What did the family see at the beginning of the story? (They saw a bear coming out of the trees.) What happened to the raft after they saw the bear? (The raft came to a complete halt.) What did Mom say was wrong with the raft? (She said the raft was stuck on some rocks.)

• Read the Reread prompts with the students and have them complete the tasks: In paragraph 1, the family sees a danger ahead. In paragraph 3, Mom identifies a new danger. Draw a box around these two dangers.

Paragraph 5

Problem and Solution

• Read paragraphs 4-5 together. Ask: What did Marta hope would help them get unstuck? (She hoped a river guide would come by.) What new problem did they see in the sky? (They saw storm clouds gathering.) What solution did Dad suggest to get the raft off the rocks? (Dad suggested everyone sit in the stern to shift the weight.)

• Read the Problem and Solution prompts with the students and have them complete the tasks: Circle the solution Dad suggested. Did his solution work? (No, it didn’t work.)

Suspense

• Ask: What distracted the family at the beginning of the story? (A bear coming out of the trees.) What happened to the raft after the bear distracted the family? (The raft came to a complete halt.) What did the family see that made the situation worse? (They saw storm clouds gathering.)

• Read the Suspense question with the students and have them complete the task: How does the author build suspense? (The author builds suspense by adding problems one after another: the bear, the raft getting stuck, and storm clouds. This makes the reader worry about what will happen next.)

Reread

Author's Craft

• Ask: What was Dad’s idea to get the raft unstuck? (Dad thought if everyone moved to the back of the raft, their weight would push the raft off the rocks.) Did Dad’s idea work? Why do you think the author made it not work? (No, Dad’s idea did not work. The author might have made it not work to make the story more exciting and keep us guessing what will happen next.)

• Read the Author’s Craft question with the students and have them answer it: Why might the author have made Dad’s solution fail? (The author might have made Dad’s idea fail to make the story more exciting and to keep us wondering what will happen next. It tells us that not all ideas work right away, which makes the story more interesting.)

Organization T C A

Point out that the story begins with Nina recalling several earlier rafting trips. After the first paragraph on page 73, however, events in the story focus on one important rafting trip and are presented chronologically.

• Ask: What language shows that the first paragraph on page 73 refers to past events? (We had tried rafting several times before.) What key event happens after the family sees the bear? (Their raft gets stuck.)

“Let’s try swaying from side to side,” urged Mom, looking up at the darkening sky. So we swayed and swayed, but the raft didn’t move an inch. Dad even tried jumping a couple of times, but that didn’t work either. Now it started to drizzle, and although no one wanted to admit it, we were running out of options.

“Wait!” I yelled. I thought back to our rafting lessons. “What if we tried to lift the side of the raft away from the rocks?” I asked hesitantly.

“Quick, let’s try it!” said Mom. We went to the front of the raft and lifted the side away from the rocks. Then we heard a little popping noise. We held our breath.

“Did we tear the raft?” cried Marta.

“No, we broke the suction between the raft and the rocks!” said Dad, as he pushed off the rocks with his paddle.

“We did it!” yelled Marta. “I mean, you did it, Nina─that was truly brilliant!”

“Good thinking, Nina!” cheered Mom and Dad.

By this time, it was raining steadily, so we paddled really hard to return to land and wait indoors for the rain to stop. And how was I feeling? It’s kind of hard to describe. I was on cloud nine! I felt like I could accomplish anything I wanted.

REALISTIC FICTION

FIND TEXT EVIDENCE

Read

Paragraph 1 Problem and Solution

Circle the solution Mom suggested. Did her solution work?

No, it didn’t work.

Paragraph 8 Reread

How did Nina feel after solving the problem?

She felt like she was on cloud nine and could accomplish anything she wanted.

Underline text evidence that helps you answer your question.

Make Connections

Talk about why Nina and her family had to rethink solutions to the problem of being stuck on the rocks. Compare the different ideas they came up with. ESSENTIAL QUESTION

When have you had to rethink an idea in order to solve a problem? TEXT TO SELF

I needed to reach a book on a high shelf and first tried jumping for it, but I couldn’t grab it. Then, I stood on a chair and got the book easily.

Use your notes and the illustrations to orally summarize Nina’s experience on her whitewater rafting vacation.

Nina and her family had to think of new ways to get the raft off the rocks because their first ideas didn’t work. They tried shifting their weight, swaying, and jumping, but lifting the raft’s side worked at last.

Read

Paragraph 1

Problem and Solution

• Read paragraph 1 together. Ask: What did Mom suggest to do to move the raft? (She suggested swaying from side to side.) Did swaying from side to side work to move the raft? (No, the raft didn’t move an inch.) Point out that the story is not over. Ask: What did Dad try to do after swaying didn’t work? (Dad tried jumping a couple of times.)

• Read the Problem and Solution prompts with the students and have them complete the tasks: Circle the solution Mom suggested. Did her solution work? (No, it didn’t work.)

Paragraph 8

Reread

• Read paragraph 8 together. Ask: What was the weather like when they were paddling back to land. (It was raining steadily.) What did the family do when it started to rain? (They paddled really hard to return to land and wait indoors.) How did Nina describe her feelings after solving the problem? (She felt like she was on cloud nine and could accomplish anything she wanted.)

• Help students understand the meaning of the phrase “on cloud nine” by explaining it in relatable terms and connecting it to their own experiences. Say: “On cloud nine” means feeling extremely happy or joyful, like you’re floating on a fluffy cloud. In the story, Nina felt “on cloud nine” after solving the problem with the raft, which means she felt very happy and proud of herself. It’s a way to describe those times when you feel really great, like when you win a game or get a good grade. So, when you read “on cloud nine,” remember it means feeling very happy and accomplished, just like Nina did.

• Read the Reread prompts with the students and have them complete the tasks: How did Nina feel after solving the problem? (She felt

really great and pleased with herself, and her self-esteem rose.) Underline text evidence that helps you answer your question.

Summarize

• After their first read, ask partners to orally summarize the selection using their notes.

• Allow students to work in pairs, small groups, or independently to complete this task. (In “Whitewater Adventure,” Nina’s family goes on a rafting trip in Colorado. They enjoy navigating the river until they get stuck on some rocks. While trying to free the raft, they encounter difficulties, including a bear and approaching storm clouds. After several failed attempts, Nina remembers a lesson from their rafting practice. By lifting the side of the raft, they break the suction and get free. The family paddles back to shore as it starts to rain. Nina feels proud and confident after helping solve the problem.)

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.

• • Explain to students that if they are unsure of something in a text, they can reread any difficult parts when they feel details are confusing. This can help them to make sure they comprehend what they have read.

Model FIND TEXT EVIDENCE

• Using page 73, model how to reread for understanding.

• Say: I am unsure just how Nina feels about her older sister. I can reread the first paragraph on “Whitewater Adventure” to help myself understand. When I reread the paragraph, I can infer that Nina was being sarcastic when she said, “it’s her mission in life to make sure I do everything perfectly.” I figured this out because Nina’s sister Marta often corrects her.

COMPREHENSION STRATEGY

Reread

When you read a story for the first time, you may find that some of the events, descriptions, or details are confusing. As you read “Whitewater Adventure,” you can stop and reread difficult parts of the story to check your understanding.

FIND TEXT EVIDENCE

You may not be sure how Nina feels about her older sister, Marta. Reread the first paragraph of “Whitewater Adventure” on page 73.

Page 73

I don’t know about you, but I never pictured my family on a whitewater rafting vacation in Colorado. We had tried rafting several times before with instructors and guides. All of us liked it! I come from a family of excellent athletes, and I sometimes have to work hard at holding my own. I didn’t even mind when my sister, Marta, who is fourteen, kept correcting my technique. Because she’s three years older, Marta believes it’s her mission in life to make sure I do everything perfectly. “Nina, hold your paddle this way. Nina, plant your feet firmly,” she corrects. Honestly, sometimes she’s full of herself, although I guess she means well.

At first, I’m not sure what Nina means by “it’s her mission in life to make sure I do everything perfectly.” When I reread the paragraph, I can infer that Nina is being sarcastic, because her sister Marta often corrects her.

Your Turn Why is Nina’s solution to the problem successful? Reread page 75 to answer the question. As you read other selections, remember to use the strategy Reread.

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Guided Practice Your Turn

• Say: Now it’s your turn. Have students look at the Your Turn prompt and help them complete the task: Why is Nina’s solution to the problem successful? Reread page 75 to answer the question. As you read other sections, remember to use the strategy Reread. (Nina’s solution worked because it broke the suction between the raft and the rocks by lifting the side of the raft away, something they hadn’t tried before. This idea came from her rafting lessons.)

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Suspense

The selection “Whitewater Adventure” is realistic fiction. Realistic fiction tells about characters and events that resemble people and events in real life. It may have adventure involving actions to reach a goal. It may also create suspense through dialogue and details.

FIND TEXT EVIDENCE

I can tell that “Whitewater Adventure” is realistic fiction. Rafting is an adventure that could happen in real life, and it happens in a place that actually exists. The author also creates suspense.

Suspense is what you feel when you are uncertain and excited about how events in a story will turn out. Unexpected events help create suspense. Page 74

Suspense

Your Turn List three details in “Whitewater Adventure” that show the story is realistic fiction. Then identify ways the author builds suspense.

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Guided Practice Your Turn

• Say: Now it’s your turn. Have students look at the Your Turn prompt and help them complete the task: List three details in “Whitewater Adventure” that show the story is realistic fiction. Then identify ways the author builds suspense. (The family checks their gear before rafting. They see a bear by the river. They also try different ways to free their stuck raft. The author builds suspense by showing a bear, the raft getting stuck, and the family’s various efforts to solve the problem until they succeed.)

• Explain the characteristics of realistic fiction. Realistic fiction stories tell about characters and events that resemble people and events in real life.

• Point out that realistic fiction stories may include adventures that involve actions to reach a certain goal or aim. They may also include dialogue and details that help build suspense.

Model FIND TEXT EVIDENCE Explain

• Model identifying the characteristics of realistic fiction in “Whitewater Adventure.” Use page 74 to discuss how the author builds suspense in the story.

• Say: Suspense is what you might feel when you’re unsure and excited about the events in a story. Events that happen unexpectedly in a story can help create suspense.

• Tell students that descriptive details as well as dialogue can help readers feel the suspense the author is trying to create.

• • Tell students that authors include a problem and eventual solution within the plot of a story.

Model FIND TEXT EVIDENCE

• Model how to identify a problem in “Whitewater Adventure.”

• Say: In the beginning of the story, I learned that Nina, Marta, and their parents are the main characters. I also learned that they are whitewater rafting on the Colorado River. I then learn about their problem: their raft has gotten stuck on some rocks in the river.

Problem and Solution

The plot of a story usually involves a problem that the main character or characters in the story need to solve. What the characters want to do or change is called the problem. The way the problem is solved is called the solution.

FIND TEXT EVIDENCE

When I read the beginning of “Whitewater Adventure” on page 73, I learn that the characters are Nina, Marta, Mom, and Dad, and that they are whitewater rafting on the Colorado River. When I read what Mom said on page 74, I learn about the problem they encounter.

Characters Nina, Marta, Mom, Dad Setting Colorado River; a raft Problem

The raft gets stuck on some rocks.

Your Turn Reread the remaining section of “Whitewater Adventure.” Complete the rest of your graphic organizer by recording the events that show how the family tries to solve the problem, and then telling their solution.

Characters Setting

• The family tried sitting in the stern to shift the raft off the rocks, but nothing happened.

• They swayed from side to side, but the raft didn’t move.

• Dad tried jumping, but that didn’t work either.

Nina remembered their rafting lessons and suggested lifting the side of the raft away from the rocks. This idea worked, and they freed the raft.

• When students complete the organizer, have partners add additional boxes to the graphic organizer if time allows in their notebooks. This way they can practice identifying other problems and solutions in the story.

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• Say: Now it’s your turn. Have students look at the Your Turn prompt and help them complete the task: Reread the remaining section of “Whitewater Adventure.” Complete the rest of your graphic organizer by recording the events that show how the family tries to solve the problem, and then telling their solution.

Nina, Marta, Mom, Dad

Colorado River; a raft

The raft gets stuck on some rocks.

• Have students turn to page 80.

• 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. How does Dad think the family can move the raft off the rock? (Dad thinks they can move the raft by moving to the back of the raft. When the family does this, nothing happens.)

• 2. What does Mom think the family should do? (Mom thinks the family should sway the boat from side to side. When the family does this, the raft still doesn’t move.)

• 3. what happens when the family tries the narrator’s idea? (The narrator thinks they should lift the side of the raft away from the rocks. When the family tries her idea, the raft breaks free.)

RESPOND TO READING

Discuss Work with a partner. Use the discussion starters to answer the questions about “Whitewater Adventure.” Write the page numbers. Q uestions

Text E vidence D iscussion S tarte rs

How does Dad think the family can move the raft off the rock?

Dad thinks they can move the raft by . . .

When the family does this . . .

I know this because I read . . .

What does Mom think the family should do?

Page(s):

What happens when the family tries the narrator’s idea?

Mom thinks the family should . . .

When the family does this . . .

I know this because I read . . . Page(s):

Nina, the narrator, thinks that they should . . .

When the family tries her idea . . .

I know this because I read . . . Page(s):

• After students have attempted the activity, 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.)

Discuss Discuss the prompt below. Think about how the author develops the relationships between the family members. Use your notes and graphic organizer.

How does the author show how Nina feels about her role in the family? How do Nina's feelings change by the end of the story?

The author introduces Nina’s inner conflict by writing the story from her perspective. Nina is part of an athletic family and at first finds it hard to measure up. Her older sister often tries to correct her technique. Later in the story, her family’s raft gets stuck on a rock. The author provides an opportunity for Nina to prove herself by freeing the raft. In the end, Nina is able to solve the problem and is praised by all of her family. She feels on top of the world.

Quick Tip

Use these sentence starters to discuss the text and organize your ideas.

• The author introduces the main character’s inner conflict by . . .

• The author provides an opportunity for Nina to prove herself by . . .

• In the end, Nina is able to . . .

Grammar Connections

As you write, think about your sentence structure. When you begin a sentence with a dependent clause, you need to use a comma. If the dependent clause follows the independent clause, the comma is not needed. For example:

• That morning, Dad had us assemble our equipment.

• Dad had us assemble our equipment that morning.

• Have students look at page 81.

• 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 Discuss prompt together: Discuss the prompt below. Think about how the author develops the relationships between the family members. Use your notes and graphic organizer.

• Read the Quick Tip and Grammar Connections boxes together with students.

• Tell students to answer the questions independently and that there will be time to share with the whole class later.

•

• Say: We will be looking at idioms. These are expressions that can’t truly be understand if we just look at the individual words within them. Explain that the meaning of an idiom comes from looking for context clues within and around surrounding sentences.

Model FIND TEXT EVIDENCE

• Say: Look at the Find Text Evidence section. It gives us more information about how to find the meaning of an idiom by looking at the surrounding sentences for clues.

• Say: I see the idiom “she’s full of herself” on page 73. I remember that I had read that Marta is always correcting Nina, as if Marta considers herself to be an expert. From this information, I can determine that the meaning of the idiom is she thinks she knows everything.

Idioms

An idiom is an expression that cannot be understood from the meanings of the individual words in it. To figure out the meaning of an idiom, you have to use clues in the sentence or the surrounding sentences.

FIND TEXT EVIDENCE

When I read the end of the first paragraph on page 73, I see an idiom. In the sentences that came before, Marta is always correcting Nina, as if Marta thinks of herself as an expert. The idiom she’s full of herself means she thinks she knows everything.

“Nina, hold your paddle this way. Nina, plant your feet firmly,” she corrects. Honestly, sometimes she’s full of herself, although I guess she means well.

Your Turn Use context clues in the sentence or the surrounding sentences to help you figure out the meanings of the following idioms from “Whitewater Adventure.” holding my own, page 73 in the blink of an eye, page 74 on cloud nine, page 75

doing well even though it was tough very quickly

super happy

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Guided Practice Your Turn

• Say: Now it’s your turn. Have students look at the Your Turn prompt and help them complete the task: Use context clues in the sentence or the surrounding sentences to help you figure out the meanings of the following idioms from “Whitewater Adventure.”

RESEARCH AND INQUIRY

Advertisement

Imagine you offer a service to people. Maybe you have a restaurant, or perhaps you operate a whitewater rafting tour. How would people know about your offering?

Advertising helps share your product or service to the public. But it isn’t as simple as it sounds. Advertisers need to think about their message carefully. They must consider what they will say about the product or service. They must keep in mind what they don’t want to say as well.

Advertising isn’t about saying everything there is to say about a product or service. In an advertisement, only the things that will sell or promote a product or service should be included.

What service have you seen a good advertisement for lately? What made the advertisement good?

I saw an ad for a pizza arcade. It showed kids playing video games and eating pizza. I want to go there too.

Make an Advertisement Research different products or services with a partner. Imagine you have been hired to create a new advertisement for one of the products or services you’ve researched. Consider the following:

• Think about who would be interested in the product or service. Be sure to make an advertisement that these people will appreciate.

• Where will your advertisement appear? Will it be a print advertisement, or will you make a video advertisement?

• Make sure your advertisement makes people want to buy your product or service. Successful advertisements lead to sales.

Keep these points in mind as you create your advertisement. Add photographs, art, or props to your advertisement. After you finish, you will share your work with the class.

Tech Tip

Many service providers maintain a website. You can learn a lot about what is offered by visiting a service provider’s website. Take a look at a service provider’s website to learn more about them and help you plan your project.

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Explain

• Tell students that advertisements are ways to share information about a product or service people may be interested in purchasing.

• Say: Let’s read the Advertisement section together to learn more.

• Have students complete the prompt at the end of the section. Then, invite students to share their ideas.

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Guided Practice Make an Advertisement

• Say: Now it’s your turn. Have students look at the Make an Advertisement prompt and help them begin their initial work with their partner.

• Students will need to choose a product to create an advertisement for.

• Read the Tech Tip box together with students.

• Remind them to read the prompt carefully and make sure they include all the listed items on their ads.

• Play track 14. Students will first listen and then repeat the sentences.

• Use the Define/Example/Ask routine to introduce each vocabulary word.

• Ask students to read the bolded vocabulary words with you: approaching, catch up, chaperones, exhibit, fuss, wander, and watchful.

• Have students take turns reading the sample sentence for each of the words as well as the definitions.

• Have students think about and answer the question in blue: What should vehicles do when they are approaching a crosswalk? (Vehicles should slow down when they are approaching a crosswalk.)

• Say: Look at the next three 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 catch up (I might need to catch up to others after missing school due to illness.), chaperones (Young students might need chaperones for a field trip to the zoo.), and exhibit (I would like to see an exhibit of dinosaur fossils at a museum.).

• Invite one or two students to share their responses.

VOCABULARY

approaching v. coming nearer; getting closer

The plane is approaching its destination.

What should vehicles do when they are approaching a crosswalk?

catch up

phr. v. make an additional effort to reach someone or something ahead or to complete a task that could have been done earlier

After her vacation, she is trying hard to catch up on her work. When might you need to catch up to others?

chaperones n. adults responsible for the safety of children who are going on a trip or to an event

Our parents all volunteered as chaperones for the school trip. For what events might young students need chaperones ?

exhibit n. a display of objects in a museum or other places for people to see

We went to see an exhibit of ancient pottery. What type of exhibit would you like to see at a museum?

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.

fuss n. a noisy or excited reaction to something; a lot of attention

My parents are making a big fuss over my sister’s sixteenth birthday party. What do you make a fuss over?

wander v. move about in a relaxed way without a set direction

They like to wander through the park together.

Would you prefer to wander in a mall or along a beach?

watchful adj. paying close attention

Be watchful of dangerous animals when you’re in the woods.

When must you be watchful ?

COLLABORATE

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 make a fuss over? (I make a fuss over my birthday celebration.)

• 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 wander (I would prefer to wander in a mall because I like shopping.) and watchful (I must be watchful when crossing the street.).

• Invite one or two students to share their responses.

• Say: Read the Your Turn prompt 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 the questions they individually generated. Walk around the room to check students’ work. Questions should include the use of the vocabulary word.)

• Have students turn to page 86 and recall their previous discussion about the Essential Question: What can lead us to rethink an idea?

• Have students look at the illustrations on pages 86-89 before reading the story.

• Ask: What do you see? Students should be able to talk about the illustrations they see on each page.

• Say: This Paired Read text is called “Lost in the Museum Wings.” We will listen to the audio first and then read together. When we read together, we will need to do some tasks.

• Play track 15 and have students follow along in their books as they listen to the story. Stop at the end of the story on page 89.

• Have students go back to page 86. Read each paragraph together. If it’s possible for your class, invite students to read individual paragraphs aloud.

• Read each prompt together and help students find the answers.

PAIRED READ

FIND TEXT EVIDENCE

Paragraph 2

What concern did Mrs. Roberts have?

Essential Question

What can lead us to rethink an idea?

Read about a group’s adventure when they get separated from their class in a museum.

She was concerned about keeping everyone together with so many distractions.

Paragraph 2

Circle where the rest of the class was headed.

Paragraph 4

What caused the four children to giggle? Read

Seeing butterflies fly across the hall caused them to giggle.

COLLABORATE

Talk with a partner about field trip behavior. How do you behave on a field trip?

“James,” called Mrs. Roberts. “Please keep up with the rest of the group.”

How am I ever going to accomplish keeping everyone together, she wondered, when at every turn there’s something interesting to see! As she waited for her distracted son to catch up, she peered into a nearby display of gemstones, all the while keeping a watchful eye on her other three charges as they browsed the Hall of Minerals. When James caught up, she gathered Kaitlin, Ian, and Emi and they continued along with the rest of the class and chaperones into the museum’s Meteor Maze.

Before they entered, James tapped Kaitlin and pointed behind her. “Look,” he whispered. “Butterflies!”

Ian and Emi overheard, and all three turned around to look. Two orange and black butterflies fluttered across the hall and the children giggled.

“What’s all the fuss?” Mrs. Roberts asked.

“James just saw two butterflies,” Ian explained. “Over there!”

• Have students read the Talk prompt with you and help them complete the task: Talk with a partner about field trip behavior. How do you behave on a field trip? (You need to be on your best behavior when on a field trip. You are representing your school, and you want your hosts to feel that your school is worthy of being invited back.)

“In here? That’s odd,” Mrs. Roberts turned to look too, but all she saw was a flood of visitors pouring out of the hall.

Then she noticed the back of a boy’s head moving away from the group and immediately recognized it—James! When she looked back, the class was already making their way through the Meteor Maze. She’d have to act fast to get her son and catch up to the class. She gathered the three and said, “Come with me. I’ve got to get James. Now stay together.”

Together they hurried down the hall and caught up with James as he was rounding the corner into the Coral Corridor.

“James, you can’t just wander off when you know we must all stay together as a group,” Mrs. Roberts chided.

“Sorry—I wanted to get a look at those butterflies,” James explained. The five retraced their steps, but when they returned, the Meteor Maze had now been roped off. A sign read: Last Tour 1 pm.

“Now how will we find them?” Mrs. Roberts wondered aloud.

“I know!” Kaitlin said. “Our teacher said we would visit the Monarchs exhibit next and assemble by the bus at two o’clock to return to school.”

Mrs. Roberts looked at her watch: 1:15. They would have to hurry.

“Please, where is the exhibit on monarchs?” she asked, approaching a guard.

“Go down the end of this hall,” the guard directed, “but before you get to the end, take a right, just past the sign Ancient Dynasties.”

REALISTIC FICTION

FIND TEXT EVIDENCE

Read

Paragraph 2

Circle what Mrs. Roberts noticed moving away from the group.

Paragraphs 4-5

Underline what Mrs. Roberts scolded James about. Write James’s response to her.

“Sorry—I

wanted to get a look at those butterflies.”

• Have students move to page 87. Read each paragraph together. If it’s possible for your class, invite students to read individual paragraphs aloud.

• Read each prompt together and help students find the answers.

Paragraph 6

Draw a box around the information that explains why the group could not enter the Meteor Maze.

• Have students read the Talk prompt with you and help them complete the task: Talk with a partner about keeping focus. How do you stay focused on a task without getting distracted? (Sometimes it is very hard to stay focused on a task. I find playing relaxing music in the background helps me stay calm and focus on my work.)

COLLABORATE

Talk with a partner about keeping focus. How do you stay focused on a task without getting distracted?

• Have students turn to page 88 and read each paragraph together. If it’s possible for your class, invite students to read individual paragraphs aloud.

• Read each prompt together and help students find the answers.

• Have students read the Talk prompt with you and help them complete the task: Talk with a partner about maps. When do you use a map? (Maps are helpful if they’re well made. I use the map in the mall to help me get around. I also use the map when I visit the zoo and the aquarium.)

PAIRED READ

FIND TEXT EVIDENCE

Paragraph 1

Draw a box around what welcomed the group to the next hall.

Paragraph 4

What did James realize when he thought of the butterflies? Write his realization here.

He said they were supposed to see monarch butterflies.

They hurried away, but when they reached the next hall, a silence welcomed them. “This is way too quiet for our class. Do you think they’ve already left?” Emi worried.

The group passed displays filled with jewels, robes, and headdresses, but there was no sign of their class. James stopped suddenly. “Wait! Maybe it’s not monarchs as in kings,” he said.

Paragraph 8

Underline the description of the Magnificent Monarchs and Stunning Swallowtails exhibit.

COLLABORATE

Talk with a partner about maps. When do you use a map?

“What other options are there?” Ian asked.

“Remember the butterflies?” James asked. “I bet we’re supposed to see monarch butterflies!”

“Well, we won’t have much time to find them if we have to hurry back to the guard,” Mrs. Roberts said, checking her watch anxiously.

Kaitlin pointed to a wall. “Look—a map! Maybe we can find another way to the exhibit without having to go back.”

Ian quickly deciphered it. “Here’s an exhibit called Magnificent Monarchs and Stunning Swallowtails—it’s just down those stairs!”

They quickly descended the stairs. There, they could see an exhibit, but it was enclosed in glass and had a special entrance.

As they waited impatiently to enter, the group peered into the exhibit. “There they are!” James exclaimed.

“Our class?” Kaitlin asked.

“The kinds of butterflies I saw earlier!” James replied.

“Look,” Ian said, pointing to their teacher. “Our class is here, too. We got here just in time!”

Inside the exhibit, they rejoined their class. As butterflies flapped and danced above their heads, the others excitedly blurted out facts they had learned. “I found out that monarchs can travel long distances,” a fellow classmate informed James.

“They move together in colonies, or groups!” another chimed in.

James gave his mother a knowing look and said “They’re not the only ones!”

REALISTIC FICTION

FIND TEXT EVIDENCE

Read

Paragraph 3

Circle what James saw in the exhibit.

Paragraph 4

What did Ian see in the exhibit?

He saw his class.

Paragraph 7

What did James mean when he said, “They’re not the only ones”?

He meant that he and his classmates moved together in groups too.

Make Connections

What led Mrs. Roberts and the group to rethink their plan to get back to the class? ESSENTIAL QUESTION

How is the problem the group faces in this story similar to a problem in another adventure story you’ve read? How does rethinking ideas help the characters in each story solve the problem? TEXT TO TEXT

Talk with a partner about museums. What interesting exhibits have you seen at a museum?

• Say: To finish analyzing the text, we are going to make connections. Look at the questions in the Make Connections box.

• Allow students to work in pairs, as small groups, or independently to answer the first question. (Mrs. Roberts and the group reconsidered when they couldn’t find their class. This made James remember the butterflies they saw earlier, leading them to realize they misunderstood “Monarchs” as kings instead of butterflies.)

• Invite students to address the second question as small groups or in pairs. Students should be able to answer and discuss the question with their peers. (In both stories, the characters tried a few ideas before they realized they needed to think again. They were able to achieve their goals after rethinking: Nina and her family freed their raft from the rocks. Mrs. Roberts and the students found the rest of the class.)

• Have students move to page 89. Read each paragraph together. If it’s possible for your class, invite students to read individual paragraphs aloud.

• Read each prompt together and help students find the answers.

• Have students read the Talk prompt with you and help them complete the task: Talk with a partner about museums. What interesting exhibits have you seen at a museum? (I saw an exhibit of the art of Salvador Dali. I learned a lot about his life and the work that he created. Then, I stopped at the museum shop and bought my favorite print.)

• Have students turn to page 90.

• 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 a student read the opening question.

• Say: Look at the Quick Tip box. It gives us more information about problems and solutions in a text.

• 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 the different problems that the group has and the solutions they find. (Students should be able to talk about the various problems and solutions in the story.)

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 Reread

How does the author combine problems and solutions to drive the plot of the story?

COLLABORATE

Talk About It Reread pages 86-89. With a partner, make a list of problems the group has and the solutions they find as the plot of the story develops.

Cite Text Evidence How does the author drive the plot of the story through a sequence of problems and solutions?

James wanders away from his group when he follows some butterflies.

The group wants to join the class at the Meteor Maze, but they find it closed.

Quick Tip

As you think about the problems and solutions in the story, consider especially the overarching problem posed by Mrs. Roberts at the beginning of the story. She has the problem of keeping her students together with the class. This is the main problem of the story and provides the main plotline.

Kaitlin remembers the next stop is the Monarchs exhibit, but they get the exhibit wrong.

They realize their mistake and join their class just in time.

Write The author drives the plot using problems and solutions by

having each solution lead to another problem that needs to be solved.

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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: The author drives the plot using problems and solutions by…

Author’s Purpose

An author’s purpose is the reason he or she writes something. It may be to inform, entertain, or persuade readers to do something. Authors may choose to use adjectives and adverbs to add excitement to their writing when their purpose is to entertain. Using adjectives and adverbs can help readers feel the urgency in the rush between events in the story.

FIND TEXT EVIDENCE

On page 88 of “Lost in the Museum Wings,” the author wants us to feel the pinch of time and the urgency of the characters’ situation. The author’s word choice helps the reader experience the excitement.

“Well, we won’t have much time to find them if we have to hurry back to the guard,” Mrs. Roberts said, checking her watch anxiously.

Kaitlin pointed to a wall. “Look—a map! Maybe we can find another way to the exhibit without having to go back.”

Your Turn Reread the sentences on page 89.

• What does the author want the reader to feel? What words does the author use to achieve this?

The author wants the reader to feel excited and relieved. The words used to achieve this are “impatiently,” “exclaimed,” and “excitedly.”

Readers to Writers

Decide your purpose before you write. In realistic fiction, you can have your characters experience situations that people might face in real life. To make the writing entertaining, use language that helps your reader feel a certain way.

•

• Have students turn to page 91.

Guided Practice Your Turn

• • Say: Read the Your Turn prompt with me. Guide students to reread the sentences on page 89 and answer the questions on the given lines.

• Before reading through the page, say: We will be looking at the author’s purpose for writing their pieces.

• Read the Readers to Writers box together.

Model FIND TEXT EVIDENCE Explain

• Show students how to identify the author’s purpose in the text.

• Say: In “Lost in the Museum Wings,” the author wants us to feel the pinch of time and the urgency of the characters’ situation. Most of the time, the word choices the author makes help the reader relate to the characters and experience their excitement.

• Have students turn to page 92.

• 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 photograph.

• Call on students to help read the information on the page. Have a student read the opening question.

Talk About It

• Invite another student to read the Talk About It section.

• Ask: If we look at the photograph 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 different people in the photograph and what they are doing.)

Cite Text Evidence

• Invite another student to read the Cite Text Evidence section.

• Guide students to look at the photograph again to identify the parts that help them understand that the jobs the people are doing are significant. Then have them underline clues in the caption that help them understand this.

• Remind students to use the Quick Tip box as a guide.

MAKE CONNECTIONS Integrate

Text Connections

How are the workers in the photograph below like the characters in the selections you have read?

Talk About It Look at the photograph and read the caption. Talk with a partner about what you see. Choose two or three people in the photograph and discuss what they are doing.

Cite Text Evidence In the photograph, circle groups of people who are working together. How do you know that their job is a big one? Underline clues in the caption.

Write The workers in the photograph and the characters in the selections are alike in that

they all show how working together can lead to solving problems, rethinking ideas, and even building something as big as the Statue of Liberty.

Quick Tip

Consider how a large project requires various people to work together to make it successful. Think about leadership and who must rethink ideas as you recall the readings.

This photograph was taken in 1882 in a warehouse in Paris, France. It is called “Constructing the Statue of Liberty.” Can you see the statue's left hand in the photograph?

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Write (Show What You Learned)

• Have students write a response synthesizing the knowledge they have built about how people solve problems. When students have finished writing, have them share their responses.

• Say: Let’s look at the photograph one more time. For the writing section, you will write about how the selections you have read, as well as the photograph, help you understand something about solving problems. Take some time to consider everything we have read and talked about before you begin writing.

•

Present Your Work

Discuss how you and your partner will present your advertisement to the class. Consider how you can work with one another to present the advertisement. You can play parts or write a creative dialogue to present it. Use the Listening Checklist as you listen to your classmates’ presentations. Then answer the questions below.

Quick Tip

Effective advertisements tend to be entertaining. Consider various ways to keep your audience’s attention as you present your advertisement. Try humor, drama, or a catchy tune.

•

Planning the Presentation

• Have students turn to page 93.

I would go on a hiking trip with my friends. The way they advertised it made it look fun.

What product or service would you buy from your classmates? Why? What product or service would you probably not buy from your classmates? Why?

I probably wouldn’t go on the household chores event. I do enough chores as it is.

During the Presentation

Listening Checklist

Listen to the speaker carefully.

Pay attention to how the speaker uses visuals.

Take notes on what you liked about each advertisement. Make a note of which products or services you would and would not buy.

Wait until after each presentation to comment on it.

• Tell students that they will need to prepare in order to best present their advertisements. Say: Last time, you had the chance to come up with an advertisement for a product. Now you will have the time to present the ads 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 their presentations fun and entertaining.

• Discuss each item on the Listening Checklist and remind students to use these skills while listening to their classmates’ presentations. Give students time to practice their presentations before having them share their ads either in front of the class or from their seats.

• Tell students to write down any questions they have while observing 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 from the presentation.

• Guide students to use the provided sentence starters to help focus their discussion and responses.

Genre Writing: Write Your Own Realistic Fiction

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 dialogue

• Write the draft

• Revise the realistic fiction, checking for sensory details

• Revise the realistic fiction based on partner feedback

• Edit the realistic fiction, checking for correct grammar • Proofread the realistic fiction, checking for correct

Publish

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Features of Realistic Fiction

• Have students look at page 94.

• Explain that students will begin writing a realistic fiction piece.

• Review the features of realistic fiction. Ask students to recall what they know about realistic fiction 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 “Whitewater Adventure.” It is our example of realistic fiction.

• 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

Expert Model

Features of Realistic Fiction

Realistic fiction is a type of narrative text that tells a made-up story that could happen in real life. Realistic fiction

• has characters that could be real people and includes realistic dialogue

• has settings that are real or seem real

• has a sequence of events, or plot, that could happen in real life

Analyze an Expert Model Studying “Whitewater Adventure” will help you learn how to write a realistic fiction story. Reread pages 73-75. Then answer the questions below.

What details tell you that “Whitewater Adventure” is realistic fiction?

The story takes place in a real time and place, the characters say and do things that real people would say and do, and the events could happen in real life.

What kind of person is Nina? What details in the text tell you that?

Nina is a young girl trying to find her place among her athletic family. In the text, she mentions that she often has to work hard to hold her own.

On page 73, the author uses the phrase “she means well” to describe Nina’s sister, Marta. This phrase sums up Nina’s opinion of her sister’s behavior. Although Marta frustrates Nina, Nina can see that Marta’s intention is to help her, not to make her feel bad.

Plan: Choose Your Topic

Brainstorm With a partner or a small group, talk about adventure trips you would like to go on, such as whitewater rafting or jet skiing. Then, on a sheet of paper, make a list of characters to take part in a story about an adventure trip. Brainstorm ideas about what the characters might do.

Writing Prompt Choose one trip and some of the characters from your list. Decide who is your main character. Write a story about your character participating in an adventure trip. Remember, stories usually have a conflict, or problem, that needs to be resolved.

Purpose and Audience An author’s purpose is his or her main reason for writing. What is your purpose for writing your realistic fiction story? Are you writing to inform, persuade, or entertain your readers?

My purpose is to

Think about the audience for your story. Who will read it?

My audience will be

I will use language when I write my story.

Plan In your writer’s notebook, make a Cause-and-Effect Chart to plan your story.

Quick Tip

If you are having trouble picking an adventure trip for your story, consider the conflict you want your characters to experience. Since conflict is a driving force of a story, consider which adventure trip would naturally present an opportunity for interesting conflict.

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Brainstorm

• Have students look at page 95.

• 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 students to share something they talked about.

Writing Prompt

• Say: Choose one of the trips you shared with your partner to write about in a realistic fiction story. Think about your characters and the events that will happen.

• Read the Quick Tip box together with students and answer any clarifying questions they may have about getting started with their writing.

Purpose and Audience

•

• Have students create a Cause-and-Effect Chart in their writer’s notebook to help them plan their story.

• Explain that authors often write realistic fiction stories to entertain their readers.

• Give students time to consider their audience and record their ideas on the given lines.

What Happened? Why Did It Happen?

• Have students look at page 96.

• Say: Part of planning our writing is thinking about why or how different events occur. Let’s read about how to plan for what happens and why in a realistic fiction.

• Tell students that authors think carefully about the problems that their characters face in the story. They think about what effect the problem has on their characters.

• Ask: How will your characters work to solve their problem? What happens to the characters as they solve the problem and after it is solved?

• Give students time to think about what they will be writing about. Then give them time to respond to the What Happened? Why Did It Happen? prompt.

Plan: Cause-and-Effect Text Structure

What Happened? Why Did It Happen? Things don’t just happen; people or things make them happen. The person or thing is the cause, and what happened is the effect. As you research and plan your realistic fiction story about an adventure trip, answer these questions:

• What problem will you introduce for your characters? What effect does this problem have on the characters?

• How does your character attempt to deal with the problem? Does it work, or does it make things worse?

• What happens that eventually solves the problem? List two causes and effects that you could use in your story. 1 2 Take Notes As you make notes on your topic, think of the cause and effect of each situation. When you have finished making notes, use your Cause-and-Effect Chart to organize the information you will use in your story. Include only the most important details to keep your chart entries brief.

My character will follow an animal into a different area of the cave. This will result in them getting separated from the group. When my character gets lost in the cave, they will shout out. This has the effect of causing an echo to ring through the cave.

•

Take Notes

• Tell students that before they write their stories, they will need to take notes on their topic. They can use the Cause-and-Effect Chart to organize the information they collected.

• Remind students that they should only include the most important details to keep their chart entries brief.

Draft

Dialogue Authors add dialogue to develop the characters and to move the events of the plot along. In the dialogue below from “Whitewater Adventure,” the author uses the commands “Nina, hold your paddle this way” and “Nina, plant your feet firmly” to show that Marta is constantly making sure her sister, Nina, does everything perfectly.

Because she’s three years older, Marta believes it’s her mission in life to make sure I do everything perfectly. “Nina, hold your paddle this way. Nina, plant your feet firmly,” she corrects. Honestly, sometimes she’s full of herself, although I guess she means well.

Use the above paragraph as a model to write about an interaction between two of your characters. In the first sentence, identify the character that your main character is interacting with.

Quick Tip

Plan your characters to have unique and different personalities. Personality differences create good writing opportunities and allow readers to identify characters through their choice of words. They also allow for conflict between characters.

Joseph is always worrying about something. “Do I have fresh batteries? Will I need extra water? Should I bring a sweater?” he asks. I guess he’s just trying to be prepared. But, what does he expect? It’s not like we’ll get lost in the cave.

Write a Draft Use your Cause-and-Effect Chart to help you write the first draft in your writer’s notebook. Make sure that for every cause you introduce, you include the effect it creates. Use dialogue to show how your characters feel.

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• Have students look at page 97.

• Say: Let’s look at the expert model again.

• Explain that authors use dialogue to help move the story forward.

• Have students read the Dialogue section. Then look at the excerpt to see how the author uses dialogue in their story.

• Give students time to complete the prompt at the center of the page. If time allows, invite volunteers to share their drafts.

Write a Draft

• 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 stories should include an effect for every cause they introduce.

• Remind them to use dialogue to show how characters are thinking and feeling.

• Read the Quick Tip box together with students and discuss how to create characters in a realistic fiction story.

• 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.

Sensory Details

• • Have students look at page 98.

• 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 add sensory details to describe places and experiences that their characters encounter. These details help readers to see, hear, smell, taste, and feel what the characters in the story are experiencing.

• Have a student read the activity prompt for Sensory Details. Give students time to respond before asking them to share their ideas.

Revision

• Say: Now, it’s time to revise your writing. Be sure to reread your draft and look for places where you might add or adjust sensory details.

• Have students check that their story is told in sequence, or time order.

GENRE WRITING

Revise

Sensory Details Writers use sensory details to describe the experiences of their characters. Sensory details are words that help the reader see, hear, smell, taste, and feel in the same way as the characters. Read the paragraph below, then revise it by adding sensory details. Use a thesaurus to help you find the precise words you need when you add sensory details.

I saw the bat clinging to the wall. “Look Joseph! A bat!” But the bat flew away. “I’ll just get a picture of it,” I said, chasing it back into the cave.

I saw the frail, brown bat clinging to the damp wall. “Look Joseph! A bat!” But as soon as I spoke, the bat flew away. “I’ll just get a quick picture of it,” I said, quickly chasing it back into the deep, dark cave.

Revision Revise your draft, and check that you have added sensory details to help your reader see, hear, smell, taste, and feel what the characters are experiencing. Check that you have told the story in sequence.

•

COLLABORATE

Peer Conferences

Review a Draft Listen actively as a partner reads his or her work aloud. Take notes about what you liked and what was difficult to follow. Begin by telling what you liked about the draft. Ask questions about the writing to clarify information. Make suggestions you think will make the writing more focused and coherent. Use these sentence starters:

I enjoyed the beginning of your story because . . .

Can you add dialogue to this scene to show . . .

I don’t understand what causes . . .

I think you could add more sensory details to this sentence . . .

Partner Feedback After your partner gives you feedback on your draft, write one of the suggestions that you will use in your revision. Refer to the rubric on page 101 as you give feedback.

use dialogue to move the plot forward more often.

Based on my partner's feedback, I will After you finish giving each other feedback, reflect on the peer conference. What was helpful? What might you do differently next time?

Revision As you revise your draft, use the Revising Checklist to help you figure out what ideas you may need to add, delete, combine, or rearrange. Remember to use the rubric on page 101 to help with your revision.

Revising Checklist

Does my story have a logical sequence of events?

Did I explain the relationship between cause and effect throughout my story? Does my dialogue help develop the plot and characters?

Did I use sensory words to help readers picture the characters and setting? What can I add or remove to make my story clearer?

•

• Have students look at page 99.

• Say: Writers often need other people to help them through their revisions. We are going to help each other revise our realistic fiction stories.

• 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 realistic fiction story. 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.

• Have students share the suggestion from their partner that they intend to implement in their revision.

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 101 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 stories.

•

• Have students look at page 100.

• 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 realistic fiction. 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.

• 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 stories.

GENRE WRITING

Edit and Proofread

When you edit and proofread your writing, you look for and correct mistakes in spelling, punctuation, capitalization, and grammar. Reading through a revised draft multiple times can help you make sure you’re catching any errors. Use the checklist below to edit your sentences.

Editing Checklist

Do all sentences begin with a capital letter and end with a punctuation mark?

Does every sentence have a subject and a predicate?

Are proper nouns capitalized?

Are quotation marks used correctly?

Are all words spelled correctly?

List two mistakes you found as you proofread your realistic fiction story.

When you write dialogue, make sure that everything the characters say is in quotation marks. Use a comma to separate words such as he said from the dialogue itself. For example: He said, “I have soccer practice.”

When a new character begins speaking, remember to begin a new line.

• 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.

Grammar Connections

Publish, Present, and Evaluate

Publishing When you publish your writing, you create a clean, neat final copy that is free of mistakes. Adding visuals can make your writing more interesting. Consider including illustrations or maps to help make your story more interesting.

Presentation When you are ready to present your work, rehearse your presentation. Use the Presenting Checklist to help you.

Evaluate After you publish your writing, use the rubric below to evaluate your writing.

What did you do successfully?

What needs more work?

• cause and effect clearly explained for each topic discussed

• realistic dialogue develops characters and plot

• includes rich sensory details

• few if any errors in grammar or spelling

• the events in the story could happen in real life

• cause and effect adequately explained for each topic discussed

• dialogue somewhat develops characters and plot

• includes some sensory details

• some errors, but not enough to affect meaning

• most of the events in the story could happen in real life

• many explanations of cause and effect are unclear

• satisfactory use of dialogue

• includes few sensory details

• frequent errors that might confuse the reader

• many of the events in the story could not happen in real life

Presenting Checklist Presenting Checklist

Stand up straight. Look at the audience. Speak clearly and slowly.

Speak loud enough so that everyone can hear you.

Talk with expression to help the audience understand how the characters feel and what is happening in the story.

• most explanations of cause and effect are unclear

• very little or unsatisfactory use of dialogue

• includes no sensory details

• many errors making it difficult to follow

• the events in the story could not happen in real life

Publishing

• • Have students look at page 101.

• Once their drafts are final, students can prepare for publishing and presenting their work. Published work should be error-free with all visuals in place.

• Say: You have now finished your realistic fiction stories and are ready to publish your work.

• Read the Publishing section together with students. Allow students time to create their final copy of the story. 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 story and any illustrations or visuals to the whole class. To prepare for the presentation, practice a few times and refer to the Presenting Checklist.

•

Evaluate

• 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.