Comprehension - Ellis Familyellis2020.org/treasures/TG-treasures/unit5_week3_2.pdfin order to do this, equipment not available in the fifteenth or sixteenth centuries. On the other
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Why are scientists devoting their lives to learning about
the least explored territory on Earth—the ocean?
Off the coast of Hawaii in 2000, Sylvia Earle pilots a one-person submarine designed by a company she helped found.
Real World Reading
ComprehensionGenreA Nonfiction Article gives
information about real
people, places, or things.
EvaluateFact and OpinionA fact is something that
can be proved to be true.
An opinion is a belief
that does not have to be
supported by facts.
596
Vocabulary Words Review the tested vocabulary words:
period, vessels, valuable, estimated, and documenting.
Selection Words Students may be unfamiliar with these
words. Pronounce the words and give meanings as necessary.
technologies (p. 597): specialized scientific knowledge and
equipment
chief executive (p. 597): the person who heads a company or
organization
cornerstone (p. 598): a main or basic element
rigging (p. 599): the arrangement of masts, sails, and ropes on a
sailing ship
ComprehensionGENRE: NONFICTION ARTICLE
Have a student read the definition
of a Nonfiction Article on Student
Book page 596. Students should look
for characteristics of informational
nonfiction, such as photographs and
captions that provide information
about the topic.
STRATEGYEVALUATE
Remind students that they can ask
themselves questions to help them
decide what the author’s purpose is.
SKILLFACT AND OPINION
Remind students that facts can be
backed up with proof, but opinions are
the author’s thoughts and feelings and
are not necessarily supported by facts.
MAIN SELECTION• Exploring the Undersea Territory
• Skill: Fact and Opinion
TEST PREP• “Lords of the Seas”
• Test Strategy: On My Own
SMALL GROUP OPTIONS
• Differentiated Instruction, pp. 603M–603V
596
Fifteenth- and sixteenth-century European explorers
arrived in North America after dangerous ocean
voyages. Today we are in another period of ocean-
based exploration. Now the focus is on exploring the
worlds found under the water. Explorers of the past and
the present have a lot in common. However, modern
explorers have vessels equipped with technologies that
sea captains of the past could never have imagined.
SYLVIA EARLE: “HER DEEPNESS”Many things set Sylvia Earle apart from the great
explorers of the past and the present. In 1979
she set the record for the deepest ocean
dive—1,250 feet—ever made by a human
alone and untethered—not connected in
any way to a vessel or other object. That
feat earned her the title “Her Deepness.”
In 1985 she set another record for diving
solo. This time she dove to 3,000 feet in
a submersible—a “compact” version of a
submarine—she helped design.
Over the course of Earle’s career of
more than fi fty years, she spent more
than 6,000 hours under water. She held
the positions of Explorer-in-Residence
at the National Geographic Society and
Chief Scientist at the National Oceanic and
Atmospheric Administration (NOAA)—the fi rst
woman ever to hold that post. She co-founded and
served as chief executive of a company that designs
diving equipment. Add to this list the titles of mother
and grandmother.
According to Earle, “This is the Lewis and Clark
era for oceans.” She was referring to the historic 1805
expedition to explore the huge and largely unknown
area of the U.S. known as the Louisiana Purchase. Lewis
and Clark mapped and documented the new territory.
Sylvia Earle at Woods Hole, Massachusetts,in 1995
597
Story available on Listening Library Audio CD
Preview and PredictAsk students to read the title, preview
the illustrations, and make predictions
about the article. By what means do
they think scientists study undersea
territory? Have students write
predictions and questions about the
article.
Set PurposesFOCUS QUESTION Discuss the
question below the title of the article.
Explain that students will fill in the Fact
and Opinion Chart on Practice Book
page 165 as they read.
Read Exploring the Undersea
Territory
1 STRATEGYEVALUATE
Think Aloud
I notice that the first
paragraph compares explorers of the
past and deep-sea explorers working
today. The last sentence says past
explorers could not have imagined
today’s technologies. I need to evaluate
whether this statement is a fact or
opinion. What information in the
second paragraph helps you decide?
(Encourage students to apply the strategy
in a Think Aloud.)
Student Think Aloud
In the second
paragraph, I learn that Earle has set the
record for deepest ocean dive. I know
she had to have special equipment
in order to do this, equipment not
available in the fifteenth or sixteenth
centuries. On the other hand, we don’t
know what people in the past actually
thought, unless they wrote it down. So
the statement is a kind of opinion.
Main Selection Student page 597
1
2
3
If your students need support
to read the Main Selection,
use the prompts to guide
comprehension and model
how to complete the graphic
organizer. Encourage students
to read aloud.
If your students can read the
Main Selection independently,
have them read and complete
the graphic organizer. Remind
students to set and adjust their
reading rate when reading
informational nonfiction.
If your students need an alternate selection, choose the
Leveled Readers that match their instructional level.
Exploring the Undersea Territory 597
“The ocean is the cornerstone of all life,” Earle
pointed out. “It produces most of the oxygen in the
atmosphere. It shapes climate and weather. If the sea
is sick, we will feel it. If it dies, we die.” She based her
work on her belief that ignorance is the greatest threat
of all to this resource that is so valuable to life on
Earth. “We know more about Mars than we know about
the oceans,” she has said. This scientist who is also an
explorer, a businesswoman, and a grandmother has
dedicated her life to both exploring and protecting the
oceans of the world.
ROBERT BALLARD: EXPLORING “SHIPWRECK ALLEY”Robert Ballard is best known as the explorer who located
the wreck of the luxury steamship Titanic. Like Sylvia
Earle, he is a National Geographic Society Explorer-in-
Residence. As Director of the Institute for Exploration
(IFE), Ballard continues to dedicate his work to revealing
the mysteries of the world’s oceans. He and his team
locate and study ancient shipwrecks in an effort to
understand early human history.
Ballard’s team is studying wrecks like this one (left) in Lake Huron. It is the freighter Montana, shown below in 1872.
598
Main Selection Student page 598
Develop Comprehension
2 STRATEGYANALOGY
Complete this analogy: submersible
is to submarine as car is to .
(Sample answers: truck, bus)
3 FIGURATIVE LANGUAGE
Earle states, “This is the Lewis and Clark
era for oceans.” What does this mean?
(Earle means we are at a time when
people have just begun exploring the
oceans. As Lewis and Clark set out to
explore the western portion of North
America in the very early 1800s, so
undersea explorers are setting out to
learn about something unknown.)
4 FACT AND OPINION
What opinions does Earle express as if
they are facts? Explain. (She says the
ocean is the cornerstone of all life. A
case can be made for that statement,
but it is an opinion. She also says that
if the sea is sick, we will feel it, and
that if it dies, we die. The author goes
on to say that this is Earle’s belief.) List
several facts and opinions in a chart.
Facts Opinions
Earle set the record for deepest ocean
dive.
Explorers of the past and present have a
lot in common.
Earle has spent more than 6,000 hours
under water.
The ocean is the cornerstone of all
life.
Robert Ballard found the wreck of the
Titanic.
If the sea dies, we die.
Shipwreck Alley has many shipwrecks.
Shipwrecks help us understand history.
4
598
Ballard and his team don’t always
have to travel to distant oceans to fi nd
interesting old shipwrecks. In fact they
don’t have to go any further than Lake
Huron, one of the Great Lakes. There,
within the Thunder Bay National Marine
Sanctuary and Underwater Preserve,
is an area known as “Shipwreck Alley.”
It is estimated that more than 100
shipwrecks dating back to the 1800s sit on
the bottom of the lake. Ballard believes
that fi nding and documenting them will
tell an important story about trade and
shipbuilding in North America.
Using a submersible called Little
Hercules, the IFE team has identifi ed a
number of well-preserved wrecks. One is
the Cornelia B. Windiate, which sank on
November 28, 1875. It went down with
all crew members and 332 tons of wheat.
Cameras have photographed the ship’s
three wooden masts, still standing tall; its
anchors, deck, and rigging; and its name,
carved into the hull.
As their work in “Shipwreck Alley”
continues, Ballard and his team expect
to increase awareness of one aspect of
U.S. history.
A sonogram—a picture made with sound waves—shows the Cornelia B.Windiate on the fl oor of Lake Huron.
Think and Compare
1. How did Sylvia Earle
earn the nickname
“Her Deepness”?
2. Why does Robert Ballard
want to investigate
the shipwrecks in Lake
Huron?
3. What facts does Sylvia
Earle use to support
her opinion that it is
important to understand
and protect the world’s
oceans?
4. Based on these
selections, what
generalization can you
make about explorers
both past and present?
Robert Ballard carries a salvaged artifact.
599
Main Selection Student page 599
PERSONAL RESPONSE
Review students’ predictions and
purposes. Ask them to write about
the reasons scientists are spending so
much time and energy to explore the
ocean.
Make sure students can distinguish
between (and formulate) questions
based on facts and those based on
opinions.
Comprehension Check
SUMMARIZE
Have students give a summary of
Exploring the Undersea Territory. Remind
students to use their Fact and Opinion
Charts to help them.
THINK AND COMPARE
Sample answers are given.
1. Details: Sylvia Earle earned this
nickname when she made the
deepest ocean dive in 1979.
2. Critical: Robert Ballard believes the
shipwrecks will tell about trade and
shipbuilding in North America.
3. Fact and Opinion: Sylvia Earle
believes that the health of the
oceans is critical for our well-being.
She bases this on the facts that the
ocean produces most of the oxygen
in the atmosphere and it shapes the
climate and weather.
4. Evaluate/Text to World: Answers
will vary. Students might say that
explorers take risks in order to
prove how valuable exploration is to
discovering the past and improving
the future.
During Small Group Instruction
If No Approaching Level Leveled Reader Lesson, p. 603P
If Yes On Level Options, pp. 603Q–603R
Beyond Level Options, pp. 603S–603T
Can students evaluate whether statements are fact or
opinion?
Exploring the Undersea Territory 599
Fluency/Comprehension
Persuasion
Introduce 473A–B
Practice/Apply
474–477; Leveled Practice, 127–128
Reteach/ Review
481M–T
Assess Weekly Tests; Unit 4 Test
Maintain 599A
Objectives• Read fluently with echo-
reading
• Rate: 113–133 WCPM
• Review persuasive techniques
Materials
• Fluency Transparency 23
• Fluency Solutions
• Leveled Practice Books,
p. 166
FluencyRepeated Reading: Pronunciation
EXPLAIN/MODEL Tell students that good readers find the
pronunciation and meaning of new words by slowly breaking them
down syllable by syllable and by using context clues. If they are not
able to do that, they use a dictionary or ask for help. Model reading
aloud Transparency 23. Then read one sentence at a time while
students echo-read each.
PRACTICE/APPLY Divide students into two groups. The first group
reads the passage a sentence at a time. The second group echo-
reads. Then groups switch roles. Have students write down any
words they could not pronounce or understand. Students will
practice fluency using Practice Book page 166 or the Fluency
Solutions Audio CD. Do a Quick Check to evaluate which students
need small-group instruction.
ComprehensionMAINTAIN SKILLPERSUASION
EXPLAIN/MODEL
■ Persuasion is a method by which an author tries to convince a
reader to do or believe something.
■ Persuasive techniques that authors use may include exaggeration,
stating opinions as if they are facts, and giving information that
is one-sided. Other persuasive methods include using a famous
person’s words.
Lead a discussion with students about any recent selections they
have read in which the author uses persuasion.
PRACTICE/APPLY
Have student pairs discuss the following questions.
■ What famous people does the author of Exploring the Undersea
Territory refer to and quote?
■ What evidence does the author present to convince readers that
exploring the deep waters of the ocean is valuable?
Invite students to compare persuasive techniques used in this
selection to those used in another selection they have read.
Transparency 23
The Taino were people who lived throughout the Caribbean, including countries now called Cuba, Puerto Rico, Haiti, and the Dominican Republic. When European explorers started arriving in the Caribbean in 1492, the lives of the Taino were changed forever. Explorers took their land. Many of the Taino were killed. By the 1520s very little was left of the Taino civilization except some artifacts and a few words. Hurricane, barbecue, and canoe are Taino words we still use today.
Fluency Transparency 23
599A
Fluency/Comprehension
Transparency 5
Skim and ScanCabeza de Vaca was one of the four surviving members of
the expedition to Florida led by the Spanish explorer Panfilo
de Narvaez. Expedition members had lived for four years
among the Native Americans in East Texas by 1534, when
de Vaca and the others set out on foot to find the Spanish
settlements in Mexico. They headed west, across Texas.
Although their exact route is not known, the men may have
also walked through parts of New Mexico and Arizona. When
they finally reached Culiacan, Mexico, in July 1536, the group
of Spaniards who first saw them were astounded at their
appearance and mistook them for natives.
Cabeza de Vaca returned to Spain in 1537 and tried to
convince the Spanish leaders to be fairer in their treatment
of the native people of the Americas. His book, Relación,
was published in 1542. It told about his adventures and
explorations in the Southwest and described the lives of the
Native Americans he encountered. De Vaca’s book was the
first text by a European about North America.
Study Skills Transparency 5
1. Why would it not have been useful to skim the passage above the box?
2. If you’re looking for key words and phrases, are you skimming or
scanning?
3. Which of the following is the best key word or phrase that you would use for scanning? a. hammerhead b. sharks c. marine life
4. Which do you think is more useful, skimming or scanning? Explain your
answer.
When you skim, you look quickly through a selection to find out what it is about. You look for its main idea and important details.
When you scan, you run your eyes through a text looking for a specific word or phrase. You don’t read every word.
Read the information below. Then answer the questions that follow.
How to Scan for Information
When you scan for information, follow these steps.
• Identify the key words and phrases that you are looking for.• Pass your eyes over each line of print quickly.• Don’t stop until you see your key word or phrase.• Double-check to be sure that you have found the information.
We skim to get a general idea of a passage. When
we need to comprehend an entire passage, such as
directions, we must read it.
scanning
Possible responses provided.
Skimming is more useful, because it helps me
find out what a passage is about.
On Level Practice Book O, page 167
Approaching Practice Book A, page 167
Beyond Practice Book B, page 167
Research
Study SkillsSkim and Scan
EXPLAIN
Tell students that when they look for information to answer
questions, they do not have to read every word. They can skim
and scan to find information quickly. Explain that students will
read at a faster pace than normal.
Discuss how to use the skim and scan study techniques.
■ When you skim a text, you quickly read paragraph by
paragraph and look for main ideas and important details. You
select information about your question and check to see if
the information answers it.
■ When you skim, pay attention to the first and last sentences of
a paragraph. These sentences often tell the main idea and the
conclusion of the paragraph.
■ You scan to pinpoint a fact or find a key word.
■ To scan, move your eyes quickly over the text to spot the key
words you are looking for. Skip over all the other words. When
you spot a key word, stop and read the surrounding material.
■ Always compare the information you find to the question you are
trying to answer. If the information does not seem to fit, skim and
scan again.
MODEL
Display Transparency 5.
Think Aloud In “Back in Time with Spanish Explorers,” I read that
Cabeza de Vaca published a book. I want to find the name of the
book, so I looked for more information. Here is the information I
found. I can scan the text to find a title in italics and skip over the
other information. I don’t see a book title in the first paragraph.
Moving my eyes quickly over the text, I find the title, Relación, in
the last paragraph.
PRACTICE/APPLY
■ Have students scan the text to find the date on which Cabeza de
Vaca and his party left East Texas. Then ask them to skim to find
the main idea of the second paragraph.
Objectives• Skim and scan for information
• Select texts for a particular
purpose using the format as a
guide
Materials
• Study Skill Transparency 5
Exploring the Undersea Territory 599B
Test Prep Student page 600
Nearly 500 years before Christopher Columbus, bold Viking sailors crossed the Atlantic Ocean. Vikings were the fi rst Europeans to reach North America. They lived in a part of Northern Europe called Scandinavia. Most Vikings were peaceful farmers, traders, and gifted craftsmen. But they were also excellent shipbuilders.
Viking ships were brilliantly designed. They were tough enough to sail hundreds of miles on the open sea. They were light enough to be carried over land. When there was no wind, the crews could row the ships with oars.
Vikings traveled far in search of goods such as silk, glass, and silver. Some Vikings sailed west and settled the islands of Iceland and Greenland. Between 997 and 1003 A.D., a Viking named Leif Eriksson landed in what is now Canada. The Vikings probably stayed for less than ten years, though they traded with Native Americans for much longer. A bit of their culture can still be found on our calendar. Tuesday, Wednesday, Thursday, and Friday are named for Viking gods!
Lo ds ofthe Seas
Viking ship from 850-900 A.D. on display in the Viking Ship Museum, Oslo, Norway
A tenth-century Viking helmet
Answer Questions
Go On
Test StrategyOn My OwnThe answer is not in the
selection. Form an opinion
about what you read for
questions 4 and 5.
600
Answer QuestionsTest Strategy: On My Own
REVIEW
Review with students the test
strategies that they have learned in the
previous units: Right There, Author
and Me, and Think and Search. Have
students use these strategies to answer
questions 1–3 and identify the strategy
they used.
Question 1 B (Right There)
Question 2 B (Right There)
Question 3 A (Right There)
EXPLAIN
■ Sometimes the answer to a question
will not be found in the text.
You have to use your own prior
experience to form an answer.
■ Form an opinion: Often the
question asks you for your opinion.
You must make a judgment based
on the selection and your own
experience. Then form your opinion
to answer the question.
MODEL
Tell students not to write in their
books but to record their answers on a
separate sheet of paper.
Tell students that they will be using
the On My Own strategy to answer
Question 4 . What is this question
asking you to do? (use prior knowledge
and then support it with text and
illustrations)
Think Aloud This question asks what made the Viking ships so
good, so strong. I know that the Vikings were talented ship builders,
but not all of this information is in the text. I need to use what I
already know along with any photos or captions from the selection
that might help support my answer.
Question 4 Answer: Their ships were so good because they were
narrow and light enough to be carried. They also had sails but could
be rowed when there was no wind.
600
Test Prep Student page 601
STOP
Directions: Answer the questions.
1. Where did the Vikings originally live?
A Canada
B Scandinavia
C Iceland and Greenland
D the Atlantic coast
2. According to the selection, which of these was a
feature of Viking ships?
A They were large enough to hold many people.
B They were light enough to be carried over land.
C They had very colorful sails.
D They were made from rare and expensive wood.
3. Which of these answers shows the cultural infl uence
of the Vikings?
A Some days of the week have Viking names.
B Vikings left ships in North America.
C Vikings were gifted craftsmen.
D Americans adopted Viking ship designs.
4. Vikings were superb shipbuilders. What made their
ships so good? Use the picture and the text to support
your response.
5. People have explored new lands and the oceans.
Should we continue to explore space and the skies
beyond Earth? Why or why not? Tip
Form an opinion.
601
APPLY
Question 5 Read question 5.
Have students use the On My Own
strategy to formulate an answer.
After students have read the question
and thought about a response, ask,
What is this question asking you to
do? (form an opinion) Anything else?
(support my opinion)
Ask, How can you respond to this
question by forming an opinion? (by
using what I already know about
exploration and what I learned from
the article)
Ask, What do you already know? (I
know that we have been exploring
space for many years already.)
Question 5 Answers will vary but
should include what students already
know about space exploration and
how they feel about future exploration
of the skies.
Exploring the Undersea Territory 601
Write to a PromptIn the selection “Exploring the Undersea Territory” you
read about two modern-day explorers. How did their
personal qualities, interests, and skills help them become
undersea explorers? Write your response in three or
more paragraphs, and use details from the article.
Being a Deep-Sea ExplorerPeople who do what Sylvia Earle and Robert
Ballard do have to l ike danger, l i ke to travel, and l ike to study. It ¢s hard to think of a more dangerous job than getting into a l ittle submarine alone and diving to the bottom of the ocean. Any kind of problem could mean death.
Earle and Ballard are both scientists. They went to college and studied hard in order to be able to do the work they do. Earle is actually a botanist—a scientist who studies plants. But the plants she studies grow underwater. Ballard is a marine geologist and geophysicist. That is a scientist who studies the structure of oceans. To be any kind of scientist takes a person who can focus on detai ls.
Explorers l ike Earle and Ballard use science to help others. That ¢s the quality I admire most.
Writing: Extended Response to Literature
I used detai ls to explain my ideas.
602
SCORING RUBRICPoints Points Points Point
Writing is
on-topic and
interesting. There
is a beginning,
middle, and end.
Writing generally
shows accuracy in
punctuation and
capitalization.
Writing is on-
topic. There is
an attempt to
sequence or
develop thoughts.
The writing holds
the reader’s
attention. May
have errors
but does not
interfere with
understanding.
Writing is
generally on-
topic. There is
an attempt to
get sentences on
paper. Sentences
may be simple or
incomplete with
limited vocabulary.
Errors may make
understanding
difficult.
Writing may
show little or no
development
of topic, but
may contain
meaningful
vocabulary. There
is an attempt to
get words on
paper. Written
vocabulary is
limited. Writing
shows no use
of writing
conventions.
3 2 14
WRITING • Tested Writing: Extended
Response to Literature
• Expository: Journal Entry
• Research and Inquiry
WORD STUDY• Words in Context
• Analogy: Relationships
• Phonics: Accented Syllables
• Vocabulary Building
SPELLING• Accented Syllables
GRAMMAR• Adjectives That Compare
SMALL GROUP OPTIONS
• Differentiated Instruction, pp. 603M–603V
Writing PromptEXPLAIN/MODEL
Help students analyze the writing
prompt on Student Book page 602.
Determine the Mode and Form Look
at the heading as well as the prompt.
What type of writing should the
student write? (extended response to
literature)
Determine the Purpose What clues tell
what the writing should be about? (the
personal qualities, interests, and skills;
response; use details from the article)
Determine the Audience Does the
prompt tell the student to whom to
address her writing? (no) To whom
should she write? (to the teacher)
602
For further timed writing practice
use the picture prompt on page 166
of the Teacher’s Resource Book.
Write to a picture prompt. Look at the photograph below. Write a story about a place you have explored or would like to explore.
Writing Tips• Use a graphic organizer to organize your thoughts.• Write your story on lined paper.• Proofread your story.
Teacher’s Resource Book, page 166
Writer¢s Checklist Ask yourself, who is my audience?
What is the purpose for writing?
Plan your writing before beginning.
Use details to support your main idea.
Be sure your ideas are clear and organized.
Use your best spelling, grammar, and punctuation.
Writing Prompt
Sylvia Earle and Robert Ballard are both explorers.
Explain how their interest in the sea has made a
difference in their lives and in ours. Write three
paragraphs, and use details from the article in
your answer.
603
PRACTICE
Have students read the student’s
writing and use the Writer’s Checklist
to see if the response includes the
correct mode, form, purpose, and
audience stated in the prompt.
Work with students to read the writing
prompt on page 603 and find the
clues that determine the mode, form,
purpose, and audience.
Mode and Form: clues—explain, use
details from the article, write three
paragraphs
Purpose: clue—explain how Sylvia
Earle’s and Robert Ballard’s interest in
the sea has made a difference in their
lives and ours
Audience: no clues; write the essay to
your teacher
APPLY
Ask students to explain briefly how
they would use these clues to begin
planning their responses.
TIMED WRITING PRACTICE
You may wish to have students
practice writing from the prompt,
simulating a test-taking situation. After
they have analyzed the prompt, tell the
students that they will have 45 minutes
to complete their extended responses.
Tell students: You may use scrap paper
to organize your thoughts in a concept
web before you begin to draft your
answer. I will tell you when to begin
and tell you when you have 15 minutes
left to finish. Be sure to use the Writer’s
Checklist to make sure you have
included all the right information.
Writing Student pages 602–603
Exploring the Undersea Territory 603
Writing
Research and Inquiry
Publishing OptionsTo publish their journal entries, students should write neat final copies or use a computer. Have students bind all entries into one book and include maps to illustrate the route each explorer took. Encourage the use of almanacs and atlases to verify information. Have students take turns role-playing the part of their explorer, reading their journal entries using convincing dialogue.
SPEAKING STRATEGIES
■ Practice your presentation
beforehand.
■ Use body language and
intonation to bring your
journal entry to life.
LISTENING STRATEGIES
■ Prepare to listen without
interruption.
■ Listen for the tone
of voice and content
that signal friendly
conversation.
■ Be courteous as you listen
to show the speaker
that he or she has your
attention. Make eye
contact.
4-Point Scoring Rubric
Use the rubric on Teacher’s Resource Book page 156 to score published writing.
Writing Process
For a complete lesson, see Unit Writing on pages 661A–661H.
Expository: Journal EntryGENERATE QUESTIONS
Direct students to the vocabulary passage “Back in Time with
Spanish Explorers” on Student Book page 594. Explain that they
will research a famous explorer and write a journal entry about the
journey to a new land.
Ask students what famous
explorer they admire most.
Draw a KWL chart and work
with students to fill in the
first two columns. Then have
students create their own
KWL chart to help them
generate questions and
narrow the focus of their
topic.
FIND INFORMATION
Explain to students that after choosing a topic and generating
questions that help them narrow their focus, they should begin
researching the topic. Tell students that using a variety of resources,
such as the Internet, books, encyclopedias, and other reference
materials, is the best way to find information. If they use the
Internet, they should think of possible key words about the topic.
In a history book, they should first check the table of contents and
index for their explorer.
ORGANIZE INFORMATION
Emphasize to students that gathering interesting and useful
information about a topic is only one step in completing a research
project; the information they gather must be organized. Use the
Take Notes minilesson on page 603B and Transparency 89 to
show students how to take notes using note cards. Use the Create
an Outline minilesson on page 603B and Transparency 90 to help
them create an outline from their notes.
SYNTHESIZE AND WRITE
Have students use their outlines to write a draft of a journal entry.
Suggest that students place a date on their journal entry and put
the events in a logical order. Show Transparency 91 and discuss
the draft. Then display Transparency 92 and discuss the changes.
Have students revise their entries, exchanging them with partners.
Make sure they set a purpose, consider their audience, and replicate
favorite authors’ styles and patterns when writing narrative text.
What IKnow
What I Wantto Know
What ILearned
Juan Ponce de Leon was
a Spanish explorer in
1513. He tried to find the Fountain of
Youth.
How long was his journey?Did he find
what he was looking for?
603A
Transparency 90
Writer’s Toolbox
Explain to students that making an outline helps a writer organize
information and see how it is related. Students will use outlines to help
them draft their journal entries.
Display Transparency 90. Use it to discuss with students how to create
an outline. Tell students that they will make an outline either on the
computer or paper.
Writing
Create an Outline
Explain to students that they should take notes to
organize their research and keep track of sources.
Remind students that they can paraphrase key
concepts and events or actions to summarize
information.
Display Transparency 89. Discuss how to take
notes using note cards.
Remind students that using an author’s exact
words without permission is called plagiarism.
For each source, have students record the
author, title, place of publication, date, and page
numbers.
•
•
•
Transparency 89: Note-taking
Take Notes
Remind students to evaluate the information by
asking themselves these questions:
Is the information accurate? Is it confirmed by
more than one source?
Does it include primary sources?
How useful is this information for my purposes?
Will this information help me write my journal
entry?
•
•
•
Research Tips
Writing Transparency 90
Exploring the Undersea Territory 603B
Word Study
Word Study
Review
VocabularyWords in Context
EXPLAIN/MODEL
Review the meanings of the vocabulary words. Display Transparency
45. Model how to use word meanings and context clues to fill in the
first missing word with students.
Think Aloud The first sentence talks about information from
underwater exploration. I know that information is important to
scientists. Something important is valuable. So valuable must be
the word that best completes that sentence.
PRACTICE/APPLY
Have students use context clues to write missing words for items
2–5 on a separate sheet of paper. Then students can exchange
papers, check their answers, and explain the context clues they used
to figure out the missing words.
Word Detectives Encourage students to look back through this
week’s selection and choose additional words they would like to
remember. Have them list the words in a word study notebook, add
a definition paraphrased from a dictionary, and compare lists with a
partner.
Objectives• Apply knowledge of word
meanings and context clues
• Recognize analogies as
relationships between words
Materials
• Vocabulary Transparencies
45 and 46
• Leveled Practice Books, p. 168
period (p. 597) a length
of time
vessels (p. 597) ships or
large boats
valuable (p. 598)
important, or worth a lot
of money
estimated (p. 599)
guessed at
documenting (p. 599)
writing down or recording
an item or event
Apply Vocabulary
Discuss ways students
could document their
experiences as fourth
graders; for example,
through film, photographs,
paintings, or writing. Have
students in groups list
important experiences and
decide how they would
record each event and
explain their choices.
Transparency 45
vessels valuable estimated period documenting
1. Scientists can gather valuable information by exploring underwater.
2. They have estimated that there are over a hundred shipwrecks at the bottom of Lake Huron.
3. Today’s explorers are documenting life in oceans and lakes.
4. We are living in a period of undersea explorations.
5. In the past, there were no vessels that could take people
deep into the ocean.
Vocabulary Transparency 45
603C
1. Saltwater is to as freshwater is to stream.
2. Breakfast is to morning as dinner is to .
3. Ship is to above water as is to below water.
4. Camera is to photographer as paintbrush is to .
5. Big is to as small is to tiny.
6. Watching is to movie as is to music.
7. Sad is to miserable as angry is to .
8. are to eyes as smells are to nose.
Write two more analogies below.
9. is to as
is to .
10. is to as
is to .
An analogy shows how two pairs of words are related. The first pair of words has to be related to the second pair in the same way.
An example of an analogy is hot is to summer as cold is to winter.
Complete each analogy with a word from the box.
enormous listening submarine evening elatedocean sights painter expensive furious
ocean
evening
submarine
painter
enormous
listening
furious
Sights
Sample response provided.popcorn pan popsicle
freezer
On Level Practice Book O, page 168
Approaching Practice Book A, page 168
Beyond Practice Book B, page 168
Vocabulary Strategy Transparency 46
Word Study
Group Work Write the
words synonym and
antonym on the board
and give examples
of each. Ask students
for other examples.
Check that students
understand all the words
on the transparency. Have
students work in small
groups to complete the
Practice/Apply activity.
STRATEGYANALOGY: RELATIONSHIPS
EXPLAIN/MODEL
Review: An analogy is a comparison of two pairs of words. For an
analogy to make sense, the words in each pair must be related to each
other in the same way. Antonyms, synonyms, and other relationships
can be used to form analogies. Model how to complete the first
analogy on Transparency 46 using the antonym relationship. Have
students complete items 2–5, stating each time if the analogies are
antonyms or synonyms. Item 6 is optional.
PRACTICE/APPLY Have students find the words modern, untethered,
and connected on Student Book page 597, and ancient near the end
of page 598. Help students understand the antonym relationships
between these two pairs of words. Then have students use one of
these pairs as the first pair of a new analogy, and think of a second
pair to complete the analogy.
During Small Group Instruction
If No Approaching Level Vocabulary, pp. 603N–603O
If Yes On Level Options, pp. 603Q–603R
Beyond Level Options, pp. 603S–603T
Can students use context clues to choose the correct word?
Can students correctly complete analogy relationships?
Transparency 46
Analogies 1. most is to least as known is to (possible
antonym: unknown)
2. hot is to warm as cold is to (possible synonym: cool)
3. present is to past as now is to (possible antonym: then)
4. find is to lose as down is to (possible antonym: up)
5. simple is to easy as difficult is to (possible synonym: hard)
*Challenge:
6. apple is to fruit as lettuce is to (vegetable)
*How does analogy 6 differ from the others? (It is a relationship of member to category.)
Exploring the Undersea Territory 603D
Objectives• Recognize syllabication
patterns in two-syllable words
• Recognize and define
acronyms
Materials
• Leveled Practice Books, p. 169
• Teacher’s Resource Book, p. 27
PhonicsDecode Words with Accented Syllables
EXPLAIN/MODEL Explain that the accented syllable in a word is the
one you say with emphasis or force.
Some two-syllable words have accented first syllables, such as
clipper and poster. Other two-syllable words have accented second
syllables, such as unfold and above. Write carton.
Think Aloud When I see this word on the page, I don’t know
which syllable is accented. Let me try saying it while accenting
the different syllables. Is it /kär’ tәn/ or /kär ton’/? I recognize the
word /kär’ tәn/, so the first syllable is accented.
PRACTICE/APPLY Write local, meter, support, locate, arrest, await, bacon,
and begun. Have students try pronouncing each word two ways, then
decide which syllable is accented and underline the accented syllable.
Decode Multisyllabic Words Guide students to use their knowledge
of phonics patterns and word parts to decode long words. Write a
two-syllable name on the board, such as Marie or Ramon. Say the name
aloud, placing the accent on the first and then on the second syllable.
Ask students which pronunciation sounds more common. Have
students write down the names of five classmates whose names have
two syllables, underlining the accented syllables. Then have students
think of five more names that have two syllables and challenge a
partner to underline the accented syllables. For more practice, use the
decodable passages on Teacher’s Resource Book page 27.
Syllable Word Pass Have students work in pairs. Have one student
write down five two-syllable words with the accent on the first syllable
and the other write down five two-syllable words with the accent on
the second syllable. Have them take turns guessing the words from
one-word clues. Partners should try to guess using the fewest number
of clues. For example, for hello, the clues could be greeting or hi.
Students should identify specific words that cause comprehension
difficulties, and seek clarification using self-monitoring strategies.
Group Work Determining
accented syllables may be
a challenge for students.
Students need to have
many listening experiences
hearing the sounds of
the words first. Have
students work in groups
to complete the activities.
Practice saying the words
alone and in sentences
with students.
Word Study
Word Study
Say each word from the list above aloud. Then sort the words into two groups: words with an accented first syllable and words with an accented second syllable.
First Syllable Accented Second Syllable Accented
When you say a two-syllable word, one of the syllables is pronounced with more emphasis. The syllable pronounced with more emphasis is the accented syllable.
In the word between, the second syllable is accented.
Word First Syllable Second Syllable
between be tween
cancel remind frosty behave tenderaction chamber gather belief confusecontain certain mustang convince damage
cancel
frosty
tender
action
chamber
gather
remind
behave
belief
confuse
certain
mustang
damage
contain
convince
On Level Practice Book O, page 169
Approaching Practice Book A, page 169
Beyond Practice Book B, page 169
During Small Group Instruction
If No Approaching Level Phonics, p. 603M
If Yes On Level Options, pp. 603Q–603R
Beyond Level Options, pp. 603S–603T
Can students decode words with accented syllables?
603E
Apply Vocabulary
Write a Travel Log Ask students to imagine that
they are doing an undersea exploration. Have them
describe how they travel underwater, what kinds of
sea life they encounter, and how their exploration
is exciting or dangerous. Have them write a log of
their activities and discoveries for one day’s worth
of exploration. Students should use at least two
vocabulary words and one example of sensory detail
in their log.
Vocabulary Building
Acronyms Tell students that acronyms are words
created by combining the first letters or syllables
of a series of other words. For example, NOAA is
an acronym for National Oceanic and Atmospheric
Administration. Some other acronyms are radar,
scuba, NATO, NASA, and UNICEF. Have students,
using a dictionary, encyclopedia, or online resource
if necessary, tell what each acronym stands for.
Challenge them to name or find other acronyms.
Spiral Review
Vocabulary Game Tell students that they will be
playing a vocabulary questions game. Write the
vocabulary words for this week and last week on
index cards. Then ask a volunteer to come to the front
of the class, draw a card, and read it to him- or herself.
The other students can then ask “Yes/No” questions
about the word on the card. For example, “Does it
have anything to do with time?” or “Can you travel
in it?” Have students continue asking questions until
they guess the word. Then ask another volunteer to
draw a card and answer the next set of questions.
Continue until you have used all the cards.
Vocabulary PuzzleMaker For additional vocabulary
and spelling games, go to
www.macmillanmh.com
Word Study
Vocabulary Building
Oral Language
Expand Vocabulary Ask students
to create a chart with two
columns, labeling one “Explorers”
and the other “What They
Explored.” Have students use
the information they have
read to brainstorm entries
for each column. Challenge
them to add other explorers.
EXPLORERS WHAT THEY EXPLORED
Hernán Cortés Mexico
Sylvia Earle Deepest part of ocean
Vikings Iceland, Greenland, Canada
Exploring the Undersea Territory 603F
Pretest Word Sorts
Dictation Sentences 1. Look above the cabinets.
2 I will cancel my order.
3. Remind me to do my homework.
4. I’ll gather our things.
5. I sat between my two friends.
6. Try to unfold the paper neatly.
7. My ankle is still tender.
8. The movie had a lot of action.
9. There is no monster in your closet.
10. Some sleep in a bed chamber.
11. Look at the yellow flower petal.
12. The woman has a red dress.
13. This garden needs a weeder.
14. It’s cold and frosty out here.
15. Do you need a nail clipper?
16. Kevin has a Spanish tutor.
17. I hung a poster on my wall.
18. Everyone will behave on the bus.
19. I can relate to your frustration.
20. The news should excite her.
Review/Challenge Words 1. A deep-sea diver needs oxygen.
2. Who will finish the race first?
3. Have you spoken to the teacher?
4. There is another blue car.
5. I remember being here before.
Word in bold is from the main selection.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
Fold back the paperalong the dotted line. Write the words inthe blanks as they are read aloud. When you finish the test,unfold the paper. Use the list at the right tocorrect any spelling mistakes.
Review Words
Challenge Words
1. above
2. cancel
3. remind
4. gather
5. between
6. unfold
7. tender
8. action
9. monster
10. chamber
11. petal
12. woman
13. weeder
14. frosty
15. clipper
16. tutor
17. poster
18. behave
19. relate
20. excite
21. diver
22. fi nish
23. spoken
24. another
25. remember
Spelling Practice Book, pages 141–142
above between monster weeder postercancel unfold chamber frosty behaveremind tender petal clipper relategather action woman tutor excite
Accent on the Syllable
Use a dictionary to help you sort the spelling words according to the placement of the accent.
Accented Second Syllable
14.
15.
16.
17.
18.
19.
20.
Accented First Syllable
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
cancelgathertenderaction
monsterchamber
petalwomanweederfrosty
clippertutor
poster
aboveremind
betweenunfold
behaverelateexcite
Spelling Practice Book, page 143
5 Day SpellingSpelling
Accented Syllables
ASSESS PRIOR KNOWLEDGE
Using the Dictation Sentences, say
the underlined word. Read the
sentence and repeat the word.
Have students write the words on
Spelling Practice Book page 141.
For a modified list, use the first 12
Spelling Words and the three Review
Words. For a more challenging list,
use Spelling Words 3–20 and the
two Challenge Words. Have students
correct their own tests.
Have students cut apart the Spelling
Word Cards BLM on Teacher’s
Resource Book page 88 and figure
out a way to sort them. Have them
save the cards for use throughout
the week.
Use Spelling Practice Book page 142
for more practice with this week’s
Spelling Words.
For Leveled Word Lists, go to
www.macmillanmh.com
TEACHER AND STUDENT SORTS
■ Review the Spelling Words,
pointing out examples of
accented first and second
syllables.
■ Use the cards from the Spelling
Word Cards BLM. Attach the
key words above and cancel to
a bulletin board. Model how to
sort words according to accented
syllable by placing one or two
cards beneath each key word.
■ Have students take turns putting
cards on the bulletin board,
explaining how they decided
where to place each word.
■ Then invite students to do an
open sort in which they sort all
the Spelling Words any way they
wish; for example, by end sounds,
by parts of speech, or by long and
short vowels. Discuss students’
various methods of sorting.
above action clipper
cancel monster tutor
remind chamber poster
gather petal behave
between woman relate
unfold weeder excite
tender frosty
Review diver, finish, spoken
Challenge another, remember
603G
Review and Proofread
Spelling
Word Meanings
CATEGORIES
Write these groups of words
on the board. Have students
copy them into their word study
notebooks and complete them by
adding a Spelling Word.
1. collect, save, (gather)
2. girl, lady, (woman)
3. stem, leaf, (petal)
4. over, on top of, (above)
5. cold, icy, (frosty)
Challenge students to come up
with other word groups using
Spelling Words, Review Words, and
Challenge Words.
Have partners write a sentence
for each Spelling Word, leaving a
blank where the word should go.
Then have them trade papers and
write the missing words.
SPIRAL REVIEW
Review words with the V/CV
VC/V patterns. Write diver, finish,
and spoken on the board. Have
students identify where the
syllable breaks are in each word.
(di·ver, fin·ish, spo·ken)
PROOFREAD AND WRITE
Write these sentences on the
board. Have students proofread,
circle each misspelled word, and
write the word correctly.
1. They had to cansel the monstur
movie. (cancel, monster)
2. Rimind your tuter that you
have a math test next week.
(Remind, tutor)
3. We needed to unfoled the petil
on the flower. (unfold, petal)
4. I will remined my mom to
rent an acsion movie. (remind,
action)
POSTTEST
Use the Dictation Sentences on
page 603G for the Posttest.
If students have difficulty with any
words in the lesson, have students
place them on a list called Spelling
Words I Want to Remember in a
word study notebook.
Challenge student partners to look
for two-syllable words in other
reading materials, copy them, and
mark the accented syllables.
Assess and Reteach
above between monster weeder postercancel unfold chamber frosty behaveremind tender petal clipper relategather action woman tutor excite
What’s the Word?
Complete each sentence with a spelling word.
1. Earth is Venus and Mars.
2. Sally Ride was the fi rst American to go into space.
3. the map and let’s get going!
4. The diver plunged into the water.
5. Our guides us to bring plenty of water.
6. On a clear night you can see millions of stars you.
7. Many explorers have tried to fi nd the Loch Ness .
8. The tales of space exploration the class.
9. We around the computer to see the Web page.
10. The family set sail on a to explore the coast.
Define It!
Write the spelling words that have the same meaning as the words or phrases below.
11. Teacher who gives private instruction
12. Bedroom
13. Give an account of
14. Part of a fl ower
betweenwoman
Unfoldfrosty
remindabove
monsterexcite
gatherclipper
tutorchamber
relatepetal
Spelling Practice Book, page 144
There are six spelling mistakes in these paragraphs. Circle themisspelled words. Write the words correctly on the lines below.
The wagon was slowly moving west. A womin sat beetwenn her two
children while two men sat in the front. The older man was holding the
reins. Every so often the mother would remminde the children to beehav.
They were setting off to explore the new western territory. It was a
long journey, but they hoped to fi nd the perfect place to settle and build a
farm.
As night drew near, the air grew frostie. The family would gathere
around the fi re and tell stories until the children fell asleep.
The next day the exploration would begin again.
1. 3. 5.
2. 4. 6.
Writing Activity
What part of the world (or the universe) would you like to explore? Imagine that you are an explorer. Write a paragraph describing a recent adventure. Use at least four spelling words in your description.
womanbetween
remindbehave
frostygather
Spelling Practice Book, page 145
Look at the words in each set below. One word in each set is spelled correctly. Use a pencil to fill in the circle next to the correctword. Before you begin, look at the sample set of words. SampleA has been done for you. Do Sample B by yourself. When you are sure you know what to do, you may go on with the rest of the page.
Sample A: Sample B:
� about � ketel� uhbout � kettle� ubowt � kettel� abowt kettul
1. � above� abuv� uhbove� abov
2. � cansell� cansill� cancel kancel
3. � remined� remind� reemind� reemined
4. � gathur� gather� gathir gathor
5. � between� betwene� betwean� batween
6. � unfolled� unfoled� unfold unfoaled
7. � tinnder� tender� tinderr� tendur
8. � akshun� aktion� acshun action
9. � monstir� mawnster� monster� monstur
10. � chamber� chambur� chambir chambor
11. � petal� petul� petall� pettal
12. � wooman� wuman� woman womin
13. � weader� weeder� weder� weedur
14. � frosty� frostie� frostee frossty
15. � cliper� clipper� clippor� clippur
16. � tootor� tootur� tutur tutor
17. � poaster� postur� poster� postir
18. � behaive� beehave� behaeve behave
19. � reelate� relate� relait� relaite
20. � egsite� eksite� exsite excite
���
��
��
��
����
�� ��
��
��
����
����
�� ����
Spelling Practice Book, page 146
Exploring the Undersea Territory 603H
Grammar
5 Day Grammar
Adjectives That CompareDaily Language ActivitiesUse these activities to introduce each day’s lesson. Write the day’s activity on the board or use Transparency 23.
DAY 1There are only Four more days until vacation. Are you going away! we are going to mexico (1: four; 2: away?; 3: We; 4: Mexico.)
DAY 2It was warm today than yesterday. Yesterday was the colder day we’ve had all winter. (1: warmer; 2: coldest)
DAY 3I am tallest than my Sister. She is taller than her goodest friend. That means they are both shortest than I am. (1: taller; 2: sister.; 3: best; 4: shorter)
DAY 4In the first place you can’t stay home alone. Let me remined you that your most youngest sister wants to be with you. (1: place,; 2: remind; 3: your youngest)
DAY 5In case you forgot. It’s time to take out the garbage. It is fullest than it should be. New bags are abuve the sink. (1: forgot, it’s time; 2: fuller; 3: above) Grammar Practice Book, page 141
• Add -er to most adjectives to compare two people, places,ror things.
• Add -est to most adjectives to compare more than two. t• For adjectives ending in e, drop the e before adding -er
or -est.• For adjectives ending in a consonant and y, change the y toy i
before adding -er or -r est.• For adjectives that have a single vowel before a final
consonant, double the final consonant before adding -eror -est.
Rewrite the sentences below, correcting the form or spelling of the underlined adjective.
1. After the sun went down, the air felt chilliest than before.
2. I think fi sh feel freeer in the ocean than they do in tanks.
3. Dad caught the bigest fi sh of all.
4. I wonder which ocean is the saltyest.
5. The dolphin is one of the smartiest animals.
6. The water is calmmer than it was yesterday.
7. My clothes are wettest than they were this morning.
8. That shark has the paleest skin I’ve ever seen.
After the sun went down, the air felt chillier than before.
I think fish feel freer in the ocean than they do in tanks.
Dad caught the biggest fish of all.
I wonder which ocean is the saltiest.
The dolphin is one of the smartest animals.
The water is calmer than it was yesterday.
My clothes are wetter than they were this morning.
That shark has the palest skin I’ve ever seen.
Grammar Practice Book, page 142
Demonstrate Compare
two objects using the -er
form and write the sentence
on the board. Compare
other objects. Then write
is than
. Have students
create their own sentences.
Repeat the activity with
the superlative form -est.
Present the other
comparative and superlative
forms in a similar way.
See Grammar Transparency 111 for modeling and guided practice.
See Grammar Transparency 112 for modeling and guided practice.
Introduce the Concept
INTRODUCE ADJECTIVES THAT
COMPARE
Present the following:
■ Besides describing nouns and
pronouns, adjectives can be used
to compare two or more things.
■ Comparative adjectives are only
used to compare two things.
These adjectives usually end in -er
or include the word more (or less).
Her shoes are nicer than mine.
■ Superlative adjectives are only
used to describe a noun when
three or more things are being
compared. These adjectives
usually end in -est or include the
word most (or least). Frank’s shoes
are the nicest of all three pairs. They
were also the least expensive.
REVIEW COMPARATIVE AND
SUPERLATIVE FORMS
Discuss with students how to
distinguish between comparative
and superlative forms.
INTRODUCE IRREGULAR
ADJECTIVES FOR COMPARISON
Present the following:
■ The comparative form of good is
better, and the superlative form
is best: Jose had a good day,
even better than yesterday. It was
definitely the best day of all.
■ The comparative form of bad is
worse, and the superlative form is
worst.
Teach the Concept
603I
Review and Proofread
Grammar
• A proper noun or adjective begins with a capital letter.• The name of a day, month, or holiday begins with a capital
letter.• Capitalize family names if they refer to specific people.• Capitalize titles of people before names.
Read the sentences below. Then correct the capitalization mistakes. Rewrite the sentences on the lines provided.
1. The beach was closed after labor day.
2. The dead sea is the lowest place in the world.
3. The north pacifi c octopus can grow to over 100 pounds.
4. I learned this from dr. stevenson, an expert on ocean life.
5. We are going scuba diving on sunday.
6. We are bringing grandpa along.
7. Jacques cousteau was a famous french undersea explorer.
8. Cousteau was born in june 1910 in france.
The beach was closed after Labor Day.
The Dead Sea is the lowest place in the world.
The North Pacific octopus can grow to over 100pounds.
I learned this from Dr. Stevenson, an expert onocean life.
We are going scuba diving on Sunday.
We are bringing Grandpa along.
Jacques Cousteau was a famous French underseaexplorer.
Cousteau was born in June 1910 in France.
Grammar Practice Book, page 143
Rewrite the title and each sentence in the response to literaturebelow. Remember to use –er and –est endings correctly withadjectives. Be sure to capitalize proper nouns, names, and titles.
Response to “exploring the undersea Territory”
I enjoyed reading this article. After learning about undersea explorers, I
think that the work they do is strangeer and scaryer than most people’s jobs.
But it is also more interesting.
One of the braveest explorers of all is sylvia Earle. She was nicknamed
“Her deepness” because in 1979 she made the deeper ocean dive any human
being had ever made alone. She went on to work as a businesswoman and as
a scientist at the National oceanic and Atmospheric Administration.
Response to “Exploring the Undersea Territory”
I enjoyed reading this article. After learning about
undersea explorers, I think that the work they do is
stranger and scarier than most people’s jobs. But it is
also more interesting.
One of the bravest explorers of all is Sylvia Earle.
She was nicknamed “Her Deepness” because in
1979 she made the deepest ocean dive any human
being had ever made alone. She went on to work as
a businesswoman and as a scientist at the National
Oceanic and Atmospheric Administration.
Grammar Practice Book, page 144
A. Read each sentence. Write yes if the underlined adjective is thecorrect form or the correct spelling. Write no if it is not the correctform or the correct spelling.
1. Since the bottom of the ocean is the murkyest part, some deep-sea fi sh have feelers as well as eyes.
2. The small cookiecutter shark can catch and eat much larger fi sh.
3. To me, jellyfi sh are the scaryest fi sh.
4. This clown fi sh has the brightest colors of all.
5. It’s chillyer in this water than over there.
6. That is the strangest looking shell of all.
B. Read each sentence. Use the correct form of the adjective in parentheses. Write it on the line.
7. This lionfi sh has the (long) spines I have ever seen!
8. Next to the green algae, the coral looked even (red) than before.
9. You will be (safe) if you wear a life preserver.
10. September is one of the (stormy) months.
11. This fi sh tastes (salty) than the other one.
12. You look (pale) than I do.
no
yes
no
yes
longestredder
saferstormiest
yes
saltierpaler
no
Grammar Practice Book, pages 145–146
See Grammar Transparency 113 for modeling and guided practice.
See Grammar Transparency 114 for modeling and guided practice.
See Grammar Transparency 115 for modeling and guided practice.
Review and Practice
REVIEW IRREGULAR ADJECTIVES
THAT COMPARE
Ask students to identify irregular
comparative and superlative
adjectives.
MECHANICS AND USAGE:
PHRASES AND INTERJECTIONS
■ An introductory phrase is a
group of words that comes at
the beginning of a sentence. A
comma is used to separate most
introductory phrases from the
rest of the sentence.
■ An interjection is a word or
phrase that expresses an emotion,
like oh or hey. Usually, an
interjection is set apart from the
rest of the sentence with commas.
If it expresses a very strong
emotion, it is followed with an
exclamation point instead.
REVIEW COMPARATIVE AND
SUPERLATIVE ADJECTIVES
Have students practice using
comparative and superlative
adjectives.
PROOFREAD
Have students identify and correct
the wrong usage of comparatives,
superlatives, and punctuation
marks in the following sentences.
1. Holding his money in his hand
he waited in line for a ticket.
(hand,)
2. Alaina is most pretty than
Janet. (is prettier)
3. Today is the happier day of my
life. (happiest)
4. Hey can you let me try that?
(Hey,)
ASSESS
Use page 145 of the Grammar
Practice Book for assessment.
RETEACH
Write the corrected sentences from
the Daily Language Activities and
Proofread activity on index cards.
Have students form two teams. One
team draws a card and reads the
sentence from the card. The other
team writes the sentence on the
board, placing any commas correctly
and identifying comparative and
superlative adjective forms. If the
team is correct, they draw the next
card. If the team gives an incorrect
or incomplete answer, the other
team can correct them and draw the
next card.
Use page 146 of the Grammar
Practice Book for reteaching.
Assess and Reteach
Exploring the Undersea Territory 603J
En
d-o
f-W
ee
k A
sse
ssm
en
t
Fluency Assessment
ELL Practice and
Assessment, 144–145
Administer the Test Weekly Reading Assessment, Passage and questions, pages 285–292
ASSESSED SKILLS
• Fact and Opinion
• Vocabulary Words
• Analogy: Relationships
• Adjectives That Compare
• Words with Accented Syllables
Administer the Weekly Assessment online or
on CD-ROM.
FluencyAssess fluency for one group of students per week.
Use the Oral Fluency Record Sheet to track the number
of words read correctly. Fluency goal for all students:
113–133 words correct per minute (WCPM).
Approaching Level Weeks 1, 3, 5
On Level Weeks 2, 4
Beyond Level Week 6
Alternative Assessments• Leveled Weekly Assessment for Approaching Level,
pages 293–300
• ELL Assessment, pages 144–145
Weekly Assessments, 285–292Assessment Tool
603K
En
d-o
f-We
ek
Asse
ssme
nt
VOCABULARY WORDS
VOCABULARY STRATEGY
Analogy: Relationships
Items 1, 2, 3, 4
IF...
0–2 items correct . . .
THEN...
Reteach skills using the Additional
Lessons page T8.
Reteach skills: Go to
www.macmillanmh.com
Vocabulary PuzzleMaker
Evaluate for Intervention.
COMPREHENSION
Skill: Fact and Opinion
Items 5, 6, 7, 8
0–2 items correct . . . Reteach skills using the Additional
Lessons page T3.
Evaluate for Intervention.
GRAMMAR
Adjectives That Compare
Items 9, 10, 11
0–1 items correct . . . Reteach skills: Grammar Practice Book
page 146.
SPELLING
Words with Accented Syllables
Items 12, 13, 14
0–1 items correct . . . Reteach skills: Go to
www.macmillanmh.com
FLUENCY 109–112 WCPM
0–108 WCPM
Fluency Solutions
Evaluate for Intervention.
Diagnose Prescribe
To place students
in the Intervention
Program, use
the Diagnostic
Assessment in the
Intervention Teacher’s
Edition.
TriumphsAN INTERVENTION PROGRAM
R E A D I N G
Exploring the Undersea Territory 603L
Phonics
Approaching Level Options
Objective Decode words with accented syllables
Materials • Student Book “Tales of the Taino” • Teacher’s Resource Book, p. 27
WORDS WITH ACCENTED SYLLABLES
Model/Guided Practice
■ Explain that in a word with two or more syllables, the accented syllable
is the one said with emphasis or force. In some two-syllable words, the
first syllable is accented; in others, the second syllable is accented.
■ Write below on the board. Say: When I see this word, I don’t know which
syllable is accented. Let me try saying it different ways. Is it /bē’ lō/ or
/bē lō’/? The word /bē lō’/ sounds right to me, so the second syllable is
accented.
■ Write being on the board. Say: When I see this word, I don’t know which
syllable is accented. Let me try saying it different ways. Is it /bē’ ing/ or
/bē ing’/? The word /bē’ ing/ sounds right to me, so the first syllable is
accented.
■ Have students follow your model to pronounce the words limit and
wiper. Provide constructive feedback.
MULTISYLLABIC WORDS WITH ACCENTED SYLLABLES
■ Write the word supporting on the board. Say: I do not know whether the
first or second syllable is accented, so I will pronounce it both ways to see
which is right: /sә’ pôrt ing/ or /sә pôrt’ ing/? The word /sә pôrt’ ing/ sounds
right to me.
■ Have pairs of students work together to practice decoding longer words
with accented syllables. Write the following words on the board and
ask the pairs to copy them onto individual index cards. Have them say
each word, draw a line to divide it into syllables, and circle the accented
syllable.
canceling reminder gathering behavior
believing container confusion tutoring
■ Check each pair or group for their progress and accuracy.
WORD HUNT: WORDS WITH ACCENTED SYLLABLES IN CONTEXT
■ Review words with accented syllables.
■ Have students search page 595 of “Tales of the Taino” to find two-
syllable words. Ask them to write each word, divide it into syllables, and
circle the accented syllable.
■ Repeat the activity with the decodable passages on Teacher’s Resource
Book page 27.
For each skill below,
additional lessons are
provided. You can use these
lessons on consecutive days
after teaching the lessons
presented within the week.
• Fact and Opinion, T3
• Analogies, T8
• Skim and Scan, T11
Additional Resources
To help students build
speed and accuracy with
phonics patterns, use
additional decodable
text on page 27 of the
Teacher’s Resource Book.
Decodable Text
If students are confused
about which syllable in
a two-syllable word is
accented, tell them that
they can rely on their
listening experiences
hearing the sounds in the
word. If they are still unsure
of a word, show students
how to look up and read
the phonetic respellings in
the dictionary to see how
the syllables in a word
should be stressed.
ConstructiveFeedback
603M
Objective Read with increasing prosody and accuracy at a rate of 113–123 WCPM
Materials • index cards • Approaching Practice Book A, p. 166
WORD AUTOMATICITY
Have students make flashcards for the following two-syllable words: above,
action, clipper, cancel, monster, tutor, remind, chamber, poster, gather, petal,
behave, between, woman, relate, unfold, weeder, excite, tender, frosty.
Display the cards one at a time and have students say each word. Repeat
twice more, displaying the words more quickly each time.
REPEATED READING
Model reading aloud the Fluency passage on Practice Book A page
166. Tell students to pay close attention and listen to your pauses and
intonation as you read. Then read one sentence at a time and have
students echo-read the sentence, copying your pauses and intonation.
Students can take turns reading the passage with a partner. One student
should read aloud, and the other repeat each sentence. Students should
write down any words they found difficult to pronounce. Remind students
to wait until their partner gets to the end of a sentence before correcting
mistakes. Circulate and provide constructive feedback.
TIMED READING
At the end of the week, have students do a final timed reading of the
passage on Practice Book A page 166. Students should
■ begin reading the passage aloud when you say “Go”
■ stop reading the passage after one minute when you say “Stop”
Keep track of miscues. Coach students as needed. Help students record
and graph the number of words they read correctly.
Vocabulary
Objective Apply vocabulary word meanings
Materials • Vocabulary Cards • Student Book Exploring the Undersea Territory
• Leveled Reader So Many Fish!
VOCABULARY WORDS
Display the Vocabulary Cards for this week’s words: period, vessels,
valuable, documenting, and estimated. Help students review the definition
of each word in the Glossary of the Student Book. Then have them
find the vocabulary words in both Exploring the Undersea Territory and So
Many Fish! Partners can then write a sentence using each word.
Approaching Practice Book A, page 166
If students make mistakes
in pronunciation while
reading, pronounce each
troublesome word in
isolation for students and
have them repeat after you.
Then reread each sentence
with a troublesome
word and have students
echo-read. Finally echo-
read the entire passage
with students. Evaluate
students’ miscues to see if
they would benefit from
any particular phonics
reinforcement.
ConstructiveFeedback
Exploring the Undersea Territory 603N
Vocabulary
Approaching Level Options
Review last week’s words
(cranky, bumbling, selfish,
exasperated, specialty,
famished, commotion)
and this week’s words
(period, vessels, valuable,
documenting, estimated).
Have students use five of the
words in a story.
Objective Analyze and create analogies using antonyms
Materials • Student Book Exploring the Undersea Territory • thesaurus
ANALOGY: RELATIONSHIPS
Write valuable : cheap : : light : dark. Have students explain the analogy
relationship using the sentence Valuable is the opposite of, or the antonym
of, cheap. Have students use a dictionary to write the definitions of the
following words from Exploring the Undersea Territory: dangerous, deepest,
first, huge, and sick. Then have students think of antonyms for each word,
using a thesaurus if needed, and create their own analogies.
Comprehension
Objective Identify fact and opinion
Materials • Student Book “Tales of the Taino” and “Back in Time with Spanish Explorers”
• Transparency 23
STRATEGYEVALUATE
Remind students that evaluating what they read can help them compare
and contrast elements of articles or stories.
SKILLFACT AND OPINION
Explain/Model
■ A fact is something that can be proved to be true.
■ An opinion is a belief that does not have to be supported by facts.
Display Transparency 23. Reread the second paragraph.
Think Aloud
I can look at the lives of the Taino as they were before
1492 and as they changed after 1492. I will think about which
statements about each can be proven by checking reference books
or history text books. This may help me to figure out the difference
between fact and opinion in the text.
Practice/Apply
Reread “Back in Time with Spanish Explorers” and “Tales of the Taino” with
students. Discuss the following questions:
■ Is it a fact or an opinion that Juan Ponce de Leon went to Puerto Rico?
■ Does “Tales of the Taino” include mostly facts or mostly opinions? Give
examples from the text to support your answer.
Student Book, or Transparency 23
Tales of the Taino
This carved fi gure represents a Taino idol or god.
The Commonwealth of Puerto Rico
Deep in a forest of the Dominican Republic is an unusual well. It contained more than 240 objects—chairs, jars, baskets, and bowls—that are at least 500 years old. Far from being worthless, these old everyday objects are extremely valuable. They are giving scientists new information about the Taino (tie•EE•no).
The Taino were people who lived throughout the Caribbean, including the countries now called Cuba, Puerto Rico, Haiti, and the Dominican Republic. When European explorers started arriving in the Caribbean in 1492, the lives of the Taino were changed forever. Explorers took their land. Many of the Taino were killed. By the 1520s very little was left of the Taino civilization except some artifacts and a few words. Hurricane, barbecue, and canoe are Taino words we still use today.
Scientists and historians are documenting—making a record of—and studying the items from the well. After 500 years of silence, it seems that the story of the Taino will fi nally be told.
Puerto Rico is a territory of the
United States. That means it
belongs to the U.S. but is not
one of the 50 states. Puerto Rico
is located in the Caribbean Sea,
southeast of Miami, Florida. It
consists of the island of Puerto
Rico and the smaller islands of
Vieques, Culebra, and Mona.
Capital: San Juan
Land area: 3,459 square miles
Estimated population: 3,886,000
Languages: Spanish and English
Find out more about Puerto Rico at
www.macmillanmh.com
595
603O
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials • Leveled Reader So Many Fish!
• Student Book Exploring the Undersea Territory
PREVIEW AND PREDICT
Have students read the title and preview the first chapter. Ask them if
they have any questions. Then have students make predictions about
the different types of fish that will be mentioned in the selection.
VOCABULARY WORDS
Review the vocabulary words as needed. As you read together, discuss
how each word is used in context.
STRATEGYEVALUATE
Remind students that evaluating what they read can help them
compare and contrast the people and events in a selection.
SKILLFACT AND OPINION
Tell students to read the first two chapters. Remind students that paying
attention to the difference between factual information and people’s
beliefs can help them recognize the difference between fact and opinion.
Think Aloud In the first two chapters, I see that the author has included
only facts. Then on page 9 it says, “The catfish is almost downright
strange looking.” That is the author’s belief, not a fact. I need to
remember this information for my Fact and Opinion Chart.
READ AND RESPOND
Finish reading So Many Fish! with students. Discuss the events and details
of the selection using the following questions.
■ Is it a fact or an opinion that catfish is a funny name?
■ Does the author believe that learning about fish might help humans? Is
this a fact or an opinion?
MAKE CONNECTIONS ACROSS TEXTS
Invite students to compare Exploring the Undersea Territory and So Many Fish!
■ Compare the information in each selection. Which includes more of the
author’s opinions, or beliefs, rather than facts? Give examples.
■ Which selection did you enjoy reading more? How did the author’s use
of fact and opinion influence your decision?
Leveled Reader
Use Illustrations Ask
students to divide a sheet
of paper in half. At the top
of one side have students
write Fact. On the other
side, have students write
Opinion. Ask students to
draw a picture illustrating
one fact and one opinion
from their Fact and
Opinion Charts. Have
students write a sentence
for each side describing
each picture. Hang the
pictures on the board
and discuss the different
interpretations.
Exploring the Undersea Territory 603P
Leveled Reader LessonVocabulary
On Level Options
On Level Practice Book O, page 166
As I read, I will pay attention to pronunciation of vocabulary words and other difficult words.
A coral reef is a shelf that runs along the coastlines of
12 countries throughout the world. Coral reefs are found in
21 shallow, warm waters all over the world.
28 Among all these reefs, there is one that stands out. It is
40 the Great Barrier Reef along the coast of Australia. It is
51 remarkable for many reasons. One is its length—over 1,250
60 miles. It is the largest coral reef ecosystem in the world,
71 and the largest organic structure on the planet. It is also
82 home to numerous kinds of sea life.
89 About 40,000 years ago, the Aboriginal peoples were
96 the only humans living on the Australian continent. They
105 fished and hunted along parts of the Great Barrier Reef.
115 For a long period of time they were the only people who
127 knew the reef existed.
131 When sailors began to explore the world, their boats
140 sometimes hit the sharp coral that was under the water,
150 sinking their vessels. The reef remained a mystery. 158
Comprehension Check
1. What details support the idea that the Great Barrier Reef is remarkable? Main Idea and Details
2. Why were the sailors unaware of the coral reef? Make Inferences
Words Read – Number of Errors = Words
Correct Score
First Read – =
Second Read – =
The Great Barrier Reef is very long, is the largest coral reef ecosystem in the world, and is the largest organic structure on the planet.
The sailors were new to that part of the world. They didn’t discover the reef until their boats had hit it.
Objective Apply vocabulary words and use synonyms in analogies
Materials • Vocabulary Cards • dictionary
VOCABULARY WORDS
Divide students into two groups. Display two Vocabulary Cards. Explain
that students in the first group will use a dictionary to help them create
two different definitions for each displayed word. One should be correct,
and the other incorrect. When they are finished, they will write each pair
of definitions on the board. The second group chooses the definition they
think is correct. They get one point for each correct answer. Then switch
groups. The group with the most points wins.
ANALOGY: RELATIONSHIPS
Remind students that an analogy shows a comparison of two sets of
words or ideas. Ask students to choose a synonym from the words ugly,
lovely, sweet, and large to complete the analogy valuable is to expensive
as beautiful is to . Challenge partners to write and share other
analogies.
Study Skill
Objective Use the skim and scan strategies to locate information
Materials • Textbooks, magazines, and other resources
SKIM AND SCAN
Review skim and scan techniques. Then encourage students to skim and
scan textbooks, magazines, and other resources for information about
some aspect of exploration that they would like to research. Then they
can go back to reread any passages that relate to their research.
Objective Read fluently with appropriate prosody at a rate of 113–133 WCPM
Materials • On Level Practice Book O, p. 166
REPEATED READING
Model reading the passage on page 166 of Practice Book O. Then read
one sentence at a time while students echo-read. During independent
reading time, partners can take turns echo-reading the passage they have
practiced reading together. Remind students to write down any words
they could not pronounce or understand. Have students do a timed
reading at the end of the week.
603Q
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials • Leveled Reader The (Really!) Great Barrier Reef
PREVIEW AND PREDICT
Have students preview The (Really!) Great Barrier Reef. Show the cover
and read the title of the book.
■ Ask students to predict what they think this selection will be about.
■ Ask students to write down any questions they have about the Great
Barrier Reef.
VOCABULARY WORDS
As they read The (Really!) Great Barrier Reef, ask students to point out
vocabulary words as they appear. Discuss how each word is used. Ask,
Why would divers care whether coral is valuable?
STRATEGYEVALUATE
Encourage students to evaluate the information the author provides. Does
the author present mainly facts or opinions?
SKILLFACT AND OPINION
Review: Facts are statements that can be proven to be true. Opinions are
beliefs that do not have to be supported by facts. Explain that students will
fill in facts and opinions in a Fact and Opinion Chart.
READ AND RESPOND
Have students read Chapter 1. Pause to discuss details the author includes
about coral reefs. At the end of Chapter 1, fill in the Fact and Opinion
Chart. Have students discuss the information about the Great Barrier Reef
in that chapter. Students should complete the Fact and Opinion Chart
after finishing the book.
MAKE CONNECTIONS ACROSS TEXTS
Invite students to make connections between Exploring the Undersea
Territory and The (Really!) Great Barrier Reef.
■ Ask students which selection had the most interesting facts.
■ Have students compare the opinions or beliefs mentioned in each
selection. Ask them which are closest to their own views.
ELLLeveled Reader
Go to pages
603U–603V.
Leveled Reader
Exploring the Undersea Territory 603R
Vocabulary
As I read, I will pay attention to my pronunciation of vocabulary and other difficult words.
Marco Polo was born around 1254 in Venice, Italy. His father and
11 uncles were successful merchants. When Marco was born, his father,
21 Niccolo, and his uncle, Maffeo, were in Constantinople. The Polos left
32 Constantinople in about 1260. They set out eastward, along the Black
42 Sea. Marco did not meet his father until years later.
52 In this period the Mongol Empire ruled much of Asia. Local
63 Mongol leaders, or khans, ruled different regions. The greatest was
73 Kublai Khan, the ruler of Cathay. That was what medieval Europeans
84 called China. After four years of travel, the Polos reached the Great
96 Khan’s court. He was probably at his summer palace. It was called
108 Shang-du, or Xanadu (ZAN-ah-doo).
112 The Polos won Kublai Khan’s favor. After a while, he sent them back
125 home to Europe. Their trip paved the way for Marco’s own adventures.
137 The Polos could not stay home for long since Kublai Khan was
149 expecting them back. Marco’s father and uncle left again after being
160 home for only two years. This time, the teenaged Marco went with
172 them. They traveled by camel across what is now Turkey and
183 northern Iran. 185
Comprehension Check
1. Why do you think trading trips took years? Draw Conclusions
Trading trips took years because there were no paved roads and ships depended on the wind.
2. What kinds of characteristics did the Polos have? Character They were very brave and adventurous.
Words Read – Number of Errors = Words
Correct Score
First Read – =
Second Read – =
Beyond Practice Book B, page 166
Beyond Level Options
Objective Generate questions using vocabulary words
EXTEND VOCABULARY
Write each of the vocabulary words (period, vessels, valuable, documenting,
estimated) on the board at the top of separate columns.
Explain that one student will choose a word secretly. Divide the group
into two teams. Each team in turn asks the student a question, such as
Does it float on water? or Does this word describe something that costs a lot
of money? The team that asked the question gets to guess the word and
earns one point if they are correct.
Study Skills
Objective Use the skim and scan strategy to locate information
Materials • Textbooks, magazines, and other resources
SKIM AND SCAN
Discuss: Readers can skim a text to quickly read and look for main ideas and
important details. To scan, readers can move their eyes quickly over the text to
spot key words.
Encourage students to use skim and scan techniques to locate information
in textbooks, magazines, and other resources about some aspect of
exploration that they would like to learn more about. Afterward they
can go back to read carefully through any passages that relate to their
research.
Objective Read fluently with appropriate prosody at a rate of 123–133 WCPM
Materials • Beyond Practice Book B, p. 166
REPEATED READING
Model reading the passage on page 166 of Practice Book B. Remind
students to use decoding strategies and context clues to figure out the
pronunciation and meaning of new or difficult words. Read the entire
passage aloud. Then have students echo-read.
Timed Reading During independent reading time, partners can take
turns reading the passage. Listen for accuracy as they read to each other.
At the end of the week, have partners time each other and note how
many words they have read correctly in one minute.
Vocabulary The National
Reading Panel summary
indicates that learning
word meanings also
means learning how
words connect together.
Categorizing activities,
semantic mapping, and
other procedures that
guide students to think
about the connections
among words stimulate
valuable vocabulary
learning.
Timothy Shanahan
Go to
www.macmillanmh.com
603S
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials • Leveled Reader Marco Polo
PREVIEW AND PREDICT
Have students preview Marco Polo, predict what it is about, and set a
purpose for reading.
VOCABULARY WORDS
Have students pay attention to vocabulary words as they come up.
Review definitions as needed. Ask, In which period did the Mongol Empire
rule a large part of Asia?
SKILLFACT AND OPINION
Have volunteers explain what the terms fact and opinion mean and why
they are important for understanding a selection. Explain that students will
read Marco Polo together and fill in a Fact and Opinion Chart.
READ AND RESPOND
As students read, they should identify facts and opinions about Marco
Polo the author includes in the text, and fill in their Fact and Opinion
Chart. Invite volunteers to share their opinion of Marco Polo and support
it with evidence from the text. They should also identify three interesting
facts they learned.
Self-Selected Reading
Objective Read independently to identify details of fact and opinion
Materials • Leveled Readers or informational trade books at students’ reading level
READ TO IDENTIFY FACT AND OPINION
Invite students to choose a nonfiction book for independent reading and
enjoyment. As they read, have them compare and contrast people, events,
places, and ideas from the selection and keep track of fact and opinion.
Ask them to write each main fact or opinion in a chart they create.
Encourage students to share their results with a partner.
Leveled Reader
Act Out Ask students to
review Marco Polo. Group
students and ask each
group to write a skit using
the vocabulary words:
period, vessels, valuable,
documenting, estimated.
Students can use Marco
Polo as a source. Have them
perform their skits.
Exploring the Undersea Territory 603T
Content/Theme Words Skill/Strategy Words Writing/Grammar Words
adventure (p. 593)
scientist (p. 597)
explorers (p. 597)
equipment (p. 597)
centuries (p. 597)
ocean (p. 598)
continent (p. 598)
analogy (p. 595)
antonyms (p. 595)
evaluate (p. 595A)
make judgments (p. 595A)
fact (p. 595A)
opinion (p. 595A)
evidence (p. 595A)
beliefs (p. 595A)
reference materials (p. 603A)
encyclopedias (p. 603A)
key words (p. 603A)
table of contents (p. 603A)
primary sources (p. 603B)
comparative adjectives (p. 603I)
superlative adjectives (p. 603I)
irregular adjectives (p. 603I)
Strategies to Reinforce Academic Language
■ Use Context Academic Language (see chart below)
should be explained in the context of the task during
Whole Group. Use gestures, expressions, and visuals to
support meaning.
■ Use Visuals Use charts, transparencies, and graphic
organizers to explain key labels to help students
understand classroom language.
■ Model Demonstrate the task using academic language in
order for students to understand instruction.
Academic LanguageThroughout the week, the English language learners will need help in
building their understanding of the academic language used in daily
instruction and assessment instruments. The following strategies will help
to increase their language proficiency and comprehension of content and
instructional words.
Academic Language Used in Whole Group Instruction
English Language Learners
For additional language
support and oral language
development use the lesson
at www.macmillanmh.com
603U
ELL Leveled ReaderELL Leveled Reader Lesson Objective• To apply vocabulary and
comprehension skills
Materials
• ELL Leveled Reader
DAY 1 • Academic Language
• Oral Language and Vocabulary Review
DAY 2 • Academic Language
• ELL Leveled Reader
DAY 3 • Academic Language
• ELL Leveled Reader
DAY 4 • Academic Language
• ELL Leveled Reader
DAY 5 • Academic Language
• ELL Leveled Reader Comprehension Check and Literacy Activities
ELL Teacher’s Guide
for students who need
additional instruction
DEVELOP ORAL LANGUAGE
Build Background Ask students to close their
eyes and pretend they are explorers. Suppose you
get on a boat, put on scuba gear, and jump into the
water to explore the bottom of the ocean. What do
you see? Have students share and direct them to
identify elements of a coral reef. (different shapes,
colors, sea plants)
Review Vocabulary Write the vocabulary and story support words on the board
and discuss the meanings. Write a sentence for each word. Leave a space and ask
students to find the correct word. I was afraid it would break because it is .
(valuable) I that four hundred children come to this school. (estimated)
PREVIEW AND PREDICT
Point to the cover photograph and ask students to describe it. Read the
title aloud. Then read the Table of Contents and have students make
predictions: What do you think we are going to learn about?
Set a Purpose for Reading Show the Fact and Opinion Chart and remind
students they have used it before. Ask students to make a similar chart.
Have them ask themselves questions like Is this a fact about reefs, or is this
the author’s opinion?
Choose from among the differentiated strategies below to support
students’ reading at all stages of language acquisition.
Beginning
Shared Reading As you
read, model how to evaluate
information. Use this
information to fill in the Fact
and Opinion Chart.
Intermediate
Read Together Read the
first chapter. Help students
retell it and list the important
information. Model
evaluating this information. Is
this a fact or an opinion? Ask
students to fill in their charts.
Advanced
Independent Reading
Have students read the story.
After reading each day, ask
them to discuss it with a
reading partner and identify
facts and opinions. Ask them
to fill in the chart every day.
Remind students to use the vocabulary and story words in their whole
group activities.
by Tisha Hamilton
InformationalNonfiction
Exploring the Undersea Territory 603V
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