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Sample Pages from
Created by Teachers for Teachers and Students
Thanks for checking us out. Please call us at 800-858-7339 with questions or feedback, or to order this product. You can also order this product online at www.tcmpub.com.
For correlations to State Standards, please visit www.tcmpub.com/administrators/correlations
Standards• Reading: Explain how specific aspects of a text’s
illustrations contribute to what is conveyed by the words in a story
• Reading: Understand the author’s purpose or point of view
• Language: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of Social Studies
Word Work• High-Frequency Words: across, almost,
always• Word Study: -ign words • Word Play: collective nouns• Academic Vocabulary: natural disaster
terms • Groups of Things activity sheet (page 52)
Comprehension• Using Mental Images • Summarizing Information• What’s the Problem? activity sheet (page 53)
WritingWrite a radio report about surfing .
Cross-curricular Connections• Social Studies: Students make salt maps of
the Hawaiian islands .• Music: Students listen to slack-key guitar
music .
Building Fluency• Reading the Book: Using echo reading;
annotating a copy; working in small groups for attentive reading
• Reader’s Theater: Adding special effects; using appropriate voicing
Word Work 1. High-Frequency Words—Practice using the
words that occur often in the text .
• Write the words across, almost, and always on the board . Read each word aloud and then with students . Have them repeat and write the words .
• Have students choose a book from your classroom library . Tell them to find the words across, almost and always in the text . Instruct them not to read each word on the page, but rather scan it and look for only those words . Every time they find one of the words, have them point to it and say it aloud quietly .
2. Word Study—Practice using -ign words .
• Write the word sign on the board . • Ask, “What is unusual about the sounds of
the letters in this word?” Discuss how the letter g is silent and how the vowel sound is long .
• Write the word assign on the board . Discuss its meaning . Write the word reign on the board . Ask, “How does the word reign differ from the word sign?” Explain that both words have the -ign spelling but the -ign sounds different in each word .
• Tell students that these are words that must be memorized—they do not have families with similar spelling as some words have .
Ti p : When discussing unusual words such as sign, remind
students that some have multiple meanings, such as sign meaning to write your name on something, a placard or marker, a logo, a signal, or a clue .
3. Word Play—Practice using collective nouns .
• Write the following words on the board: shiver of sharks.
• Say, “These words are used to describe a group of sharks . What other collective nouns do you know?” (school of fish, herd of cows, pack of wolves, etc .)
• Explain that some collective nouns were developed to relate to the things in the group . Ask students if they can think of logical collective nouns for keys, grapes, and flowers .
• For additional practice with collective nouns, have students complete the Groups of Things activity sheet on page 52 . If preferred, review the collective nouns before completing the worksheet .
4. Academic Vocabulary—Practice using natural disaster terms .
• Write the word cyclone on the board . Discuss how a cyclone is a type of natural disaster formed by thunderstorms and warm ocean water .
• Write the word tsunami on the board . Discuss how a tsunami is another type of oceanic disaster . It is a large ocean wave caused by an underwater earthquake or volcanic explosion .
• Ask, “How might these words be related to surfing?” Accept reasonable responses .
1. Using Mental Images—Discuss how using the words and illustrations in a story can contribute to understanding the story .
• Show students the front cover of the book . • Ask, “What do you think Pipeline News
means?” Have students identify the microphone in one surfer’s hand and confirm that the surfers are newscasters .
• Read the back cover . Discuss how it provides more information about the content of the book .• Say, “This story takes place in Hawaii .” Show students the map of North America and the
Hawaiian Islands provided on the Digital Resource CD (resource name: Hawaiian Islands) . Ask, “How many islands are there? Which is the biggest island?”
During Reading
1. Using Mental Images—As students read the book, look for opportunities for them to analyze the illustrations in the story .
• Read the first two chapters, “Pipeline News” and “Big Island .” • Say, “Tell a partner which word or group of words helped you make a picture in your mind
of what is happening in the story? Describe the picture you made in your mind .” Accept reasonable responses .
• Ask, “What information do the illustrations convey about the setting of this story? What do they tell you about the author’s purpose?”
2. Summarizing Information—As students read, ask them to explain, in their own words, what each chapter is about .
• Ask, “What is the chapter called ‘Kauai’ mostly about?” • Ask, “What is the chapter called ‘Maui’ mostly about?” • Have students finish reading the book . Ask, “Which parts of the story could be real? Which are
exaggerated?”
3. Rereading—Have volunteers rehearse in pairs, choosing a page to read aloud, reviewing punctuation and key words to shape their reading .
Assessment Opportunity—Have students create a chart with two columns, labeled Fiction and Nonfiction . Have them write three or more statements about features of the story that are fiction and three that are nonfiction .
English Language SupportGather realistic photos of people surfing or use the ones provided on the Digital Resource CD (resource name: Surfing) . Compare and discuss their likenesses and differences to the illustrations in the story .
1. Summarizing Information—Tell students to think about the entire story .
• Ask, “What do the Pipeline News reporters have in common?” Discuss how they get in some sort of trouble, they love to surf, they are somewhat silly, etc .
• Ask, “What is each reporter’s problem?”• Ask, “If you had to write a sentence to tell
what the whole story is about, what would you write?”
• For additional practice with comprehension, have students complete the What’s the Problem? activity sheet on page 53 .
2. Building Oral Language—Discuss the meanings of the following words and phrases related to surfing: air (anytime a surfer and the board leave the face of a wave); chillax (combination of chill out and relax); curl (top part of a wave); fat wave (an unusually great wave); flail (loss of control); lines (set of waves); grommet (a young surfer); out there (crazy); rad (awesome); set (group of waves); tube (hollow part of the wave); wipeout (falling off the surfboard) .
Writing
Discuss how each reporter has a different experience with their surfing .
• Have below-grade-level students write a radio report about surfing conditions . • Have on-grade-level students write a radio report about a surfing experience as if they are
watching it from the beach or overhead . • Have above-grade-level students write a radio report about a surfing competition as if they are
a radio reporter .
Cross-curricular ConnectionsSocial Studies: Have students make a salt map of the Hawaiian Islands . Mix 2 cups flour, 1 cup salt, and P cups water . Spread the dough onto heavy cardboard and shape accordingly . Paint with tempera paint when dry .
Music: Share Hawaiian music with students . A recording of slack-key guitar music, which originated in Hawaii, can be played while students complete their salt maps of the islands . A sample of slack-key guitar music is provided on the Digital Resource CD (resource name: Slack-Key Guitar Music) .
English Language SupportDevelop a poster or chart of words related to surfing or to a sport that students follow from their home country, such as soccer . Discuss how words are often made up to reflect the sport, such as tube for the hollow part of a wave .
Use the Interactiv-eBook to practice comprehension and writing .
Name: __________________________________ Date: ________________What’s the Problem?Directions: Think about the story. Each reporter has a problem. Write
the name of the reporter and a phrase or sentence that tells what the
problem is.
Island ReporterProblem
Big Island
Kauai
Maui
Oahu
Do more! Write a solution to one of the problems above.
Name: __________________________________ Date: ________________Groups of ThingsDirections: Read each sentence below. Choose the correct collective noun
to complete each sentence.
Collective Nounsbunch bundle deck fleet flight pod string
1. We had to go up a ___________ of stairs to get to the second story.
2. Peter brought a ___________ of cards on the camping trip.
3. The ___________ of ships set sail from San Diego. 4. Sala placed a ___________ of grapes on the table.
5. The queen wore a ___________ of pearls around her neck.
6. Tracy and Nico gathered a ___________ of sticks for the fire.
7. Mr. Negip’s class saw a ___________ of whales on their field trip.Do more! Write a news report about spotting a shiver of sharks.
Building Fluency 1. Reading the Book—Use one or more of the following methods for fluency practice:
• Use echo reading, page by page, to demonstrate how to read with specific character voicing .• Photocopy a book that can be marked up . Have students annotate the copy so that they can
read with expression and appropriate voicing . • Have students work in small groups to read the story to you without mistakes .
2. Reader’s Theater—Use one or more of the following methods for fluency practice:
• Have students brainstorm special sound effects to add to their readings .• Discuss how the characters would sound . Have students read the characters’ parts with
appropriate voicing .• To model proper fluency and expression, allow students to listen to the professional recording
of the reader’s theater script (provided on the Audio CD) .
Assessment Opportunities—Use the oral reading record and the fluency rubric provided in the Assessment Guide to assess students’ ability to read the book fluently and accurately .
Pipeline News
Announcer: Start your morning with Hawaii’s Pipeline News! Over to you, Brad .
Brad: Brad here, reporting from the water at the Big Island . Man, oh man, it’s a fine day for surfing, but wait …
Announcer: What’s happening, Brad?
Brad: All the surfers are heading to the beach . And I’m staring right at a shiver of sharks! This is Brad, signing off from the Big Island!
Announcer: Too right, Brad! Rad, over to you .
Rad: I’m surfing off the island of Kauai . I’m ready to do the aerial trick I’ve been practicing .
Announcer: Good luck to you, mate!
Rad: Here’s the wave! Steady, steady! Uh-oh . Well, instead of doing the aerial, I just did another amazing trick . It’s called a wipeout . Bummer!
Announcer: Better luck next time, mate! Over to you, Tad .
Tad: Good morning from the island of Maui! The waves are high as skyscrapers, and a cyclone’s coming . There’s a chance of an underwater volcanic eruption and tsunami . Otherwise, it’s perfect .
Announcer: Good man, Tad! Jad, over to you .
Jad: Hey! I’m out here with several surfers in Oahu, waiting to catch the next set of waves .
Announcer: Sounds like fun! What do you see?
Jad: You might wonder what surfers do while waiting . Well, one’s reading a book . One’s eating breakfast . One’s talking on his cell phone . And one crazy dude is doing his ironing .
Announcer: Well, surfers, now you’ve got all the information you need to hit the boards and power through those waves . Thanks for listening . Happy surfing!