Real World Reading Comprehension Genre A Nonfiction Article in a newspaper or magazine tells a true story. Summarize Compare and Contrast When you look for similarities, you compare two or more things or ideas. When you look for differences, you contrast two or more things or ideas. Each year, the news magazine Time For Kids selects several young people to serve as TFK kid reporters. These enterprising kids are not professional journalists, but like adult reporters, they still have to show they are qualified for the job. Three skills they must have are persistence in tracking down a story, good interviewing skills, and the ability to write clearly about complicated topics. Here’s a behind-the-scenes look at two TFK reporters and two of the stories they covered for the magazine. The reporters don’t have much in common, except that they are both determined to do a good job as reporters covering an interesting story. The stories seem quite different at first, too. However, they have some strong similarities. KID REPORTERS AT WORK How do kid reporters tell the story when the news is about improving the lives of children? 334 1 334 Comprehension GENRE: NONFICTION ARTICLE Have a student read the definition of Nonfiction Article on Student Book page 334. Students should look for facts and information in the article and identify the topic of the text. STRATEGY SUMMARIZE Remind students that summarizing is restating the main ideas and important details. SKILL COMPARE AND CONTRAST Comparing people, things, or ideas tells how they are alike. Contrasting them tells how they are different. Vocabulary Words Review the tested vocabulary words: enterprising, persistence, venture, and identified. Selection Words Students may be unfamiliar with these words. Pronounce the words and give meanings as necessary. promote (p. 335): move forward, improve, advance priority (p. 335): importance, urgency, necessity devastating (p. 335): causing great ruin, extremely destructive commitment (p. 337): sense of duty, dedication MAIN SELECTION • Kid Reporters at Work • Skill: Compare and Contrast TEST PREP • “Child Labor in the U.S.A.” • Test Strategy: Think and Search SMALL GROUP OPTIONS • Differentiated Instruction , pp. 341M–341V
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Real World Reading
ComprehensionGenreA Nonfiction Article in a
newspaper or magazine
tells a true story.
SummarizeCompare and ContrastWhen you look for
similarities, you compare
two or more things or
ideas. When you look for
differences, you contrast
two or more things or ideas.
Each year, the news magazine Time For Kids selects several young people
to serve as TFK kid reporters. These
enterprising kids are not professional
journalists, but like adult reporters,
they still have to show they are
qualified for the job. Three skills they
must have are persistence in tracking
down a story, good interviewing
skills, and the ability to write clearly
about complicated topics.
Here’s a behind-the-scenes
look at two TFK reporters and two
of the stories they covered for the
magazine. The reporters don’t have
much in common, except that they
are both determined to do a good job
as reporters covering an interesting
story. The stories seem quite different
at first, too. However, they have some
strong similarities.
KIDREPORTERSAT WORK
How do kid reporters tell the story when the news is about improving the lives of children?
334
1
334
ComprehensionGENRE: NONFICTION ARTICLE
Have a student read the definition of
Nonfiction Article on Student Book
page 334. Students should look for
facts and information in the article and
identify the topic of the text.
STRATEGYSUMMARIZE
Remind students that summarizing is
restating the main ideas and important
details.
SKILLCOMPARE AND CONTRAST
Comparing people, things, or ideas tells
how they are alike. Contrasting them
tells how they are different.
Vocabulary Words Review the tested vocabulary words:
enterprising, persistence, venture, and identified.
Selection Words Students may be unfamiliar with these words.
Pronounce the words and give meanings as necessary.
promote (p. 335): move forward, improve, advance
priority (p. 335): importance, urgency, necessity
devastating (p. 335): causing great ruin, extremely destructive
commitment (p. 337): sense of duty, dedication
MAIN SELECTION• Kid Reporters at Work
• Skill: Compare and Contrast
TEST PREP• “Child Labor in the U.S.A.”
• Test Strategy: Think and Search
SMALL GROUP OPTIONS
• Differentiated Instruction ,pp. 341M–341V
Terrence, from Pennsylvania, plays
softball, basketball, and field hockey.
She loves to read and write. She’s
also very interested in travel, and
has visited France and Thailand. In
2002, however, she had the chance to
meet people from all over the world
without traveling very far at all. That
year Terrence got an assignment from
TFK to go to New York City to cover
the opening ceremonies of the United
Nations Special Session on Children.
The event was a follow-up to a
conference held at the U.N. in 1990 to
promote the rights of children. World
leaders and 375 young people met to
discuss what had been accomplished
since 1990 and how much more needed
to be done. Issues with the highest
priority were health care, education,
and basic rights for the children of the
world. U.N. Secretary General Kofi
Annan addressed the opening session.
Speaking directly to the young people
in attendance, he said, “Your voices will
be heard, I promise you.”
For her story, Terrence interviewed
kids from several different countries
about what they hoped the conference
would accomplish. “We hope to
get kids closer to the government
and making decisions,” said Bala
Subrayanya of India.
Terrence also reported on her tour
of the United Nations building. Her
tour ended with an exhibit showing
the devastating effects of war. She
saw pictures of child soldiers fighting
in war-torn countries. She wrote: “It
really reminded me of why the U.N.
is working so hard to help improve
children’s lives and why its mission is
so important.”
REPORTER: TERRENCE CHEROMCKA
STORY:
A World Conference Just for Kids
In the large room where the United Nations General Assembly meets, young people from many countries perform at the opening ceremonies of the Special Session. Others sit in the U.N. delegates’ seats.
335
2
Story available on Listening Library Audio CD
If your students need support
in reading the Main Selection,
use the prompts to guide
comprehension and model
how to complete the graphic
organizer.
If your students can read the Main
Selection independently, have
them read and complete the
graphic organizer. Remind them
to set and adjust their reading rate
based on their purpose for reading.
If your students need an alternate selection, choose the
Leveled Readers that match their instructional level.
Preview and PredictAsk students to read the title, preview
the illustrations, and note questions
and predictions about the article.
Set PurposesFOCUS QUESTION Discuss with
students the question under the title
of the article. Point out the Venn
Diagram on Practice Book page 91
(Transparency 13). Explain that students
will fill it in as they read.
Read Kid Reporters at Work
Use the questions and Think Alouds
to support instruction about the
comprehension strategy and skill.
1 STRATEGYSUMMARIZE
Teacher Think Aloud
I can
summarize the first two paragraphs
by saying this article will be about
stories covered by two Time For Kids
reporters. I know the kids are alike
in some ways, because the author
says all TFK kid reporters need to
have similar skills. How does the
author let the reader know that the
kids and their assignments will be
contrasted as well as compared?
(Encourage students to apply the strategy
in a Think Aloud.)
Student Think Aloud
The author
says that the two kids don’t have
much in common and that the stories
they covered seem different at first.
I will find out how they are different
and how they are the same.
Main Selection Student pages 334–335
Kid Reporters at Work 335
3
Develop Comprehension
2 MAINTAINMAIN IDEA AND DETAILS
What is the main idea in Terrence’s
story? (The 2002 United Nations
Special Session on Children met
to discuss progress in promoting
children’s rights.) What details support
this main idea? (Young people from
many nations met with world leaders.
Health care, education, and basic rights
were identified as priorities. Secretary
General Annan promised that children’s
voices will influence government
policies.)
3 COMPARE AND CONTRAST
How is the World Children Organization
different from the United Nations? (The
WCO is small, was founded by two
brothers, and is focused on one goal,
to produce videos that teach children
in places where education is not free.)
Add this information to your Venn
diagram.
Set a Purpose Explain that students will read about and compare
two organizations that help people. Have students set a purpose
for reading by generating questions that focus on specific
information, such as: What is the name of the organization? Whom
does it help? How does it help? Who started it? What other information
do I learn? As you read, check comprehension and explain
important words.
Main Selection Student page 336
want to improve
children’s lives
concerned about
education
UN
was attended by many nations
influences governments’ policies
has three main priorities
WCO
was founded by two
brothers
provides educational
videos
focuses on a single issue
Different
Alike
336
4
4 COMPARE AND CONTRAST
Identify similarities between the
two organizations reported on by
Terrence and Martin. (They both want
to improve children’s lives and are
concerned about education.) Add this
information to your Venn diagram.
PERSONAL RESPONSE
Review students’ predictions and
purposes. Have them write what made
the reporters’ stories meaningful.
They should state a point of view and
support it with details from the text.
Comprehension Check
SUMMARIZE
Have partners summarize Kid Reporters
at Work, using their Venn diagrams to
help organize their writing.
THINK AND COMPARE
Sample answers are given.
1. Analyze: Good reporters need
to be persistent, know how to
interview well, and write well.
2. Text to Self: Answers may vary.
3. Text to World: Answers may vary.
Students may say they might want
to improve the education system
for children in other countries
where education is not a priority.
4. Compare and Contrast: Gidget,
Jhordan, the U.N. Special Session
attendees, and the Hsu brothers
all want to help children. Gidget
works locally to comfort homeless
kids. Jhordan helps kids in hospitals.
The large U.N. fights for basic
rights, education, and healthcare
for children. The much smaller WCO
focuses on improving education.
Main Selection Student page 337
During Small Group Instruction
If No Approaching Level Leveled Reader Lesson, p. 341P
If Yes On Level Options, pp. 341Q–341R
Beyond Level Options, pp. 341S–341T
Can students compare and contrast things, ideas, or people?
Kid Reporters at Work 337
Fluency/Comprehension
337A
FluencyRepeated Reading: Intonation/Pausing
EXPLAIN/MODEL Tell students that they will be echo-reading
part of this selection. Explain to them that good readers vary the
intonation of their voices to make what is happening in the text
clearer. For the same reason, they also pause at appropriate places.
Model reading aloud Transparency 13. Then read one sentence at a
time while students echo-read each sentence.
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. Watch for proper intonation
and pauses.
For additional practice, have students use Practice Book page 92 or
the Fluency Solutions Audio CD.
ComprehensionMAINTAIN SKILLMAIN IDEA AND DETAILS
EXPLAIN/MODEL
■ The main idea is the most important idea of a paragraph or
selection. It is often the first sentence of a paragraph. Most of the
other sentences will support the main idea.
■ Supporting details are the sentences that support the main idea.
Sometimes a writer includes details that do not support the main
idea. These details might make the passage more interesting, or
they might just provide a little more information.
Lead a brief class discussion about the main idea and details in
“Their Way All the Way!”
PRACTICE/APPLY
Have student pairs discuss the main idea of Kid Reporters at Work.
Ask them to use the following questions.
■ What is the main idea of this article?
■ How do the supporting details help to create similarities and
differences between the two articles the kid reporters wrote?
Objectives• Read accurately with good
prosody
• Rate: 102–122 WCPM
• Identify main ideas and
details of a selection
Materials
• Fluency Transparency 13
• Fluency Solutions
• Leveled Practice Books, p. 92
Transparency 13
Gidget Schultz couldn’t bear to see kids living on the streets near her Encinitas, California, home. So Gidget, now 14, started her own charity.
Gidget’s Way gives backpacks, jackets, and school supplies to homeless kids. Gidget also gives teddy bears to local police to keep in their cars. Officers give the bears to kids who are scared, sad, or hurt. “Running Gidget’s Way is a full-time job,” says Gidget.
Assess Weekly Tests; Unit 1 Test; Benchmark Tests A, B
Maintain 215A; 337A
Research
Study Skills Using the Library
EXPLAIN
Tell students that if they want to find out more information
about a specific subject, they can use the library.
Discuss how to use the library.
■ A library contains books, magazines, newspapers, videos, CDs,
and a variety of reference books, including telephone books,
atlases, and dictionaries. Students can locate information in
reference books using appendices and key words.
■ Most materials are listed in an electronic catalogue. Students
can search by author’s name, title, or subject. Explain that
students can use the directions on the screen.
■ Tell students that they can search by author or title by typing
in the name. To search by subject, they should type in key
words for the topic.
■ For any search, the catalogue will give students a call number
for finding an item on the library’s shelves.
■ The library also has current and recent copies of many
newspapers, magazines, and telephone books.
■ Students can also use the non-computerized card catalogue,
where they can look for topics, key words, or authors by
alphabetical listing.
MODEL
Display Transparency 3.
Think Aloud I want to learn more about kid heroes, so I’ll do a
subject search. I click “subject,” type in kids and heroes, and click
“submit.” A screen lists books the library has about the subject.
When I click the title Kid Heroes: True Stories of Rescuers, Survivors,
and Achievers, I get a screen that gives me the call number. I’ll
write it down and look on the shelves for the book.
PRACTICE/APPLY
Have students tell how they would use the first screen to search for
the book Rescue 911: Kid Heroes, books about heroes, and books by
the author Neal Shusterman.
Fluency/Comprehension
Objective• Use the library
Materials
• Study Skills Transparency 3
• Leveled Practice Books, p. 93
Circle the correct information from the card-catalog card above.
1. The title of the book is:
Young Publishing Teen Entrepreneurs
2. The author of the book is:
Thompson Young
3. The library location for this book is:
539.7 C 0362959248
4. In what year was the book published?
539.7 C 2002
Read the summary on the card to answer the question.
5. Would this book help you fi nd ideas for classroom projects? Why?
You can search for a book in a library’s electronic card catalog by subject, author, or title. The books you find will show up in a screen that looks something like this.
Business ideas for teenagers—United States—Juvenile
Includes bibliographical references
Provides detailed ideas for creating and running a business.Ideas for different businesses are included.
0362959248
SEARCH
Thompson Thompson
539.7 C 539.7 C
No, it is about businesses, not classroom projects.
Possible response provided.
Teen EntrepreneursTeen Entrepreneurs
On Level Practice Book O, page 93
Approaching Practice Book A, page 93
Beyond Practice Book B, page 93
Transparency 3
Study Skills Transparency 3
Using the Library
Kid Reporters at Work 337B
Answer QuestionsTest Strategy: Think and Search
EXPLAIN
Good test takers think about where in
the selection they can find the best
answer to a question.
■ Think about what the question is
asking you to find.
■ Search the selection for parts that
will give you the correct answer.
■ Look for Information: Often
information you need to answer a
question is in more than one place.
Read the entire selection to gather
information to choose the best
answer.
MODEL
Remind students to record their
answers on a separate sheet of paper.
Question 1 Read the question and
all of the answer choices.
Think Aloud I know this question
is asking me about child labor
before 1938. Where will I look for
information? The first paragraph says
that children worked long hours at
unsafe jobs in the 1800s. That is not
enough information, so I should look
for more information. The third and
fourth sentences in paragraph 2 say
a law was passed in 1938 to limit
work hours and require safe working
conditions. Answer C seems like the
best choice.
Throughout its history, the United States has
counted on kids to lend a hand on farms and
in factories. In the 1800s, children as young
as 7 worked in textile mills for 12 hours a day.
By the end of the nineteenth century, almost
2 million kids performed hazardous jobs in
mills, mines, and factories.
Many concerned citizens worked to change
this. Photographer Lewis Hine, who took
these pictures of young cotton mill workers,
was one of them. In 1938, a U.S. law was
passed that limits work hours for kids. The
law also requires safe conditions. The law still
exists, but some people break it. An estimated
800,000 children work illegally in the U.S.
today. Most of them work on farms and jobs
related to farming. Some work with heavy
machinery, poisonous chemicals, or under
other conditions that could harm them.
Child Labor in the U.S.A.
These photos of young boys working in U.S. cotton mills were taken by Lewis Hine around 1911.
Test StrategyThink and SearchRead on to find the answer.
Look for information in
more than one place.
Answer Questions
Go On338
Test Prep Student page 338
338
Test Prep Student page 339
GUIDED PRACTICE
Question 2 Ask, Where do you think
you might find the answer? (throughout
the entire selection) Point out the first
paragraph. What is the main idea of
this paragraph? (In the 1800s, children
worked long hours at dangerous jobs
in mills, mines, and factories.) Answer B
seems like the best answer, but I must
look at the whole selection to be sure.
What does Paragraph 2 say? (Paragraph
2 says that, despite a law, some
children today work at dangerous jobs
on farms. The best answer is B.)
APPLY
Question 3 Read question 3 and
all of the answer choices. Have the
students use the Think and Search
strategy to choose an answer.
After the students have chosen an
answer ask, What do you think the
question is asking you to do? (find what
about kids’ work has not changed
since the 1800s) To be sure you chose
the best answer what did you need to
do? (look for information in more than
one place in the selection) The best
answer is D.
Have students answer questions 4
and 5.
Question 4 Answer: They work in
hazardous conditions, with dangerous
chemicals and equipment.
Question 5 Answers will vary but
may include: The United States needs
these laws to protect children from
being used for cheap labor.
Students should use evidence from
the text to respond to open-ended
questions.
TipLook for information in more than one place.
Directions: Answer the questions.
1. What happened before the 1938 child labor
law was passed?
A Children were not allowed to work in factories.
B Children were not required to go to school.
C Children worked long hours at unsafe jobs.
D Children were prevented from working on farms.
2. This selection is MOSTLY about
A farming jobs.
B protecting children who work.
C photographer Lewis Hine.
D fi nding the right job.
3. What has NOT changed since the 1800s?
A Kids still work in mines and factories.
B Kids still work in cotton mills.
C Lewis Hine is still photographing children.
D Kids still work at dangerous jobs.
4. Why are some jobs harmful to children?
5. Laws in the United States require children to attend
school. Do you think the United States still needs those
laws? Explain your answer.
STOP 339
Kid Reporters at Work 339
SCORING RUBRIC FOR WRITING PROMPTPoints Points Points Point
Writing is on
topic. There is a
beginning, middle,
and end. Writing
shows accuracy in
punctuation and
capitalization.
Writing is on
topic. There is
an attempt to
sequence the
events. Errors do
not interfere with
understanding.
Writing is generally
on topic, but
does not include
sufficient order.
Errors may make
understanding
difficult.
Writing may
show little or no
understanding
of topic. There is
an attempt to get
words on paper.
Writing shows
no use of writing
conventions.
3 2 14
Writing: Persuasive Writing
Write to a PromptGidget Schultz, Jhordan Logan, and Andrew and
Patrick Hsu started their own charitable organizations.
As reporters, Terrence Cheromcka and Martin Jacobs
conducted interviews. Imagine you are starting your
own magazine and you’re trying to interview a famous
person. Persuade that person that he or she should
agree to be interviewed for your magazine.
January 1 7, 2008Dear Mr. President,
I ¢m starting a new magazine for kids. It ¢s called Kids Today. The magazine talks about everything that happens in a kid ¢s l ife: school, friends, sports, music, and more.
In each issue, we talk to a famous person about what it was l ike for him or her as a kid. Every kid knows what you do, but we don¢t know what your chi ldhood was l ike. I know you¢re very busy, but this would be a good thing for you to do.
Sincerely, Rebecca H.
I started my writing by stating facts that describe the topic.
I started my writing by stating facts that describe the topic.
340
WRITING• Tested Writing: Persuasive
Writing
• Expository: Brochure
• Research and Inquiry
WORD STUDY• Words in Context
• Inflected Verb Endings
• Phonics: Words with Soft c and g
• Vocabulary Building
SPELLING• Words with Soft c and g
GRAMMAR• Main and Helping Verbs
SMALL GROUP OPTIONS
• Differentiated Instruction, pp. 341M–341V
Writing PromptEXPLAIN/MODEL
Help students analyze the writing
prompt on Student Book page 340.
Determine the Mode and Form Look
at the heading as well as the prompt.
What type of writing is the prompt
asking the student to write? (persuasive
letter)
Determine the Purpose What clues
tell what the writing should be about?
(persuade that person, agree to be
interviewed for your magazine)
Determine the Audience To whom
does the prompt tell the student to
address her writing? (someone famous
she would like to interview)
340
Teacher’s Resource Book, page 164
For further timed writing practice
use the prompt on page 164 of the
Teacher’s Resource Book.
Writer¢s Checklist Ask yourself, who is my audience?
Think about your purpose for writing.
Choose the correct form for your writing.
Use reasons to support your opinion.
Be sure your ideas are logical and organized.
Use your best spelling, grammar, and punctuation.
Writing Prompt
In “Tips for Planning a Service Project” you read about
things you can do to get a project started. One tip
is “Get others involved.” Imagine you are starting
your own service project. Choose one person whose
help would be very important to you in getting your
project started. Write a letter to persuade that person
to help you. Provide reasons why he or she should
get involved. State your opinion and support it with
convincing reasons.
341
PRACTICE
Have students read the writing prompt
on Student Book page 341. Work
with students to find the clues that
determine the mode, form, purpose,
and audience.
Mode, Form: clues—letter to
persuade, state your opinion and
support it with convincing reasons; a
letter
Purpose: clues—starting your own
service project, persuade that person
to help you
Audience: clue—one person whose
help would be very important to you
APPLY
Have students summarize the
information they have found in the
prompt and the clue words they used
to help them. Be sure their summary
includes the mode, form, purpose, and
audience.
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
students that they will have 45 minutes
to complete their persuasive writing.
Tell students: You may use scrap paper
to organize your thoughts before you
begin to draft your letter. I will tell you
when to begin and tell you when you
have 15 minutes left to finish writing.
Be sure to use the Writer’s Checklist to
make sure you have included all the
right information.
Writing Student pages 340–341
Kid Reporters at Work 341
341A
Publishing OptionsStudents can work on the computer or use their best cursive to write their brochures. (See Teacher’s Resource Book pages 168–173 for cursive models and practice.) Students should include captions for any drawings or photographs. Set up a classroom job fair and have students role-play people offering and looking for jobs. See the Speaking and Listening tips below.
SPEAKING STRATEGIES
■ Practice your presentation
beforehand.
■ Speak loudly and clearly.
LISTENING STRATEGIES
■ Look at the speaker.
■ Focus on the speaker’s
main points.
4-Point Scoring Rubric
Use the rubric on Teacher’s Resource Book page 158 to score published writing.
Writing Process
For a complete lesson, see Unit Writing on pages 409A–409H.
Expository: BrochureGENERATE QUESTIONS
Direct students to the
vocabulary passage “Kids’
Jobs” on Student Book
page 333. Explain that they
will research and write a
brochure to share with
classmates about an interesting and fun job for kids.
Draw a KWL Chart on the board. Work with students to fill in the
first two columns of the chart about kids’ jobs.
Have students create a KWL Chart to help them generate questions
and narrow the focus of their brochure. Have them reread their
questions and think about the kind of information they will need to
answer their questions. For example: Will they need facts? Opinions?
Photos? Diagrams? Ask them to think about where they might find
this information.
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 reference materials
at the library to complete research can be one of the most helpful
ways to find current facts and interesting details about a topic.
Suggest that students may want to check the classified section of
newspapers or magazines as well as telephone directories for job
information.
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
Citation of Sources mini lesson on page 341B and Transparency
49 to show students how to paraphrase information from reference
materials. Use the Outlining mini lesson on page 341B and
Transparency 50 to help them create an outline.
SYNTHESIZE AND WRITE
Have students use their outlines to write a well-organized draft
of their brochure, keeping their purpose and audience in mind.
Show Transparency 51 and discuss the draft of the brochure. Then
display Transparency 52 and discuss the revisions. Tell students that
they may need to write several drafts of their brochures. Remind
students to check their brochures carefully for errors.
What IKnow
What I Wantto Know
What ILearned
There are many
interesting jobs kids can
do.
What jobs are the most rewarding?
Writing
Research and Inquiry
Transparency 49
Writer’s Toolbox
Explain to students that they can paraphrase information that they
gather. Show students how to paraphrase information from reference
materials, such as newspapers, telephone directories, magazines, and
library books.
Display Transparency 49. Discuss how to paraphrase information.
Review how properly to cite various sources, including books,
magazine or newspaper articles, and Web pages.
Remind students that copying information directly without crediting
the author is plagiarism, and it is illegal. Students must include citations
of all work that they cite or paraphrase.
•
•
•
Writing
Citation of Sources
Explain to students that making an outline helps
a writer organize information and see how it is
related. Once an outline is written, a writer uses it
as a guide when he or she writes a report.
Display Transparency 50. Use it to discuss with
students how to create an outline. Point out that
the main ideas are listed next to Roman numerals.
The details that support each main idea are listed
next to capital letters. Use the outline model to
discuss how the information shown is related.
Transparency 50: Outlining
Outlining
Have students practice paraphrasing reference
materials and citing sources. Remind them to
ask themselves questions about the sources of
information they are reading by asking these
questions:
Is the information accurate and current?
Does this information give me what I need to
know about the type of job I am interested in?
Will this information help me write my brochure?
•
•
•
Research Tips
Writing Transparency 49
Be a Camp Counselor
To become a camp counselor at Camp
Ticonderoga, you need patience, kindness, and
the ability to work well with young children. You
will be responsible for a small group of children,
ages 4 and 5. Events for the day include arts and
crafts, swimming, races, T-ball, kickball, and board
games. It is a fun job.
Children will also need to be supervised during
lunch and snack times. Come and join our team!
Paraphrase:
At Camp Ticonderoga, to become a good camp
counselor you need to show that you care about
little kids. You will be asked to help out during
many activities, such as sports, games, and art.
You will also need to help kids with their lunch
and snacks. Being a camp counselor is a fun job!
Writing Transparency 49
Kid Reporters at Work 341B
Transparency 25
enterprising identified venture persistence
1. My friends and I identified a need for a fundraiser at our school.
2. I was very excited about working on this new venture .
3. My family was surprised at my persistence in working on the program.
4. They said that my hard work and creativity showed them how enterprising I am.
Vocabulary Transparency 25
341C
Word Study
Review
VocabularyWords in Context
EXPLAIN/MODEL
Review the meanings of the vocabulary words. Display Transparency
25. Model how to use word meanings and context clues to fill in the
first missing word with students.
Think Aloud The first sentence seems to talk about recognizing
and naming a need. So, identified must be the word to use to
complete the sentence. When I put identified in the sentence, it
seems to fit.
PRACTICE/APPLY
Help students complete item 2. Then have students use context
clues to write missing words for items 3 and 4 on a separate sheet
of paper. Then students can exchange papers, check answers, and
explain the context clues they used to figure out the missing words.
Word Lists Have students list an antonym for each vocabulary word
and then examples for each word and its antonym. For example,
for enterprising, students would write the antonym lazy across from
it. Under enterprising, they might use the example of a famous
inventor, and for lazy, they might use the example of a summer day.
Have partners check each other’s lists.
Word Study
Objectives• Apply knowledge of word
meanings and context clues
• Use inflected endings to find
meanings of unfamiliar words
Materials
• Vocabulary Transparencies 25
and 26
• Leveled Practice Books, p. 94
enterprising (p. 334)
showing energy and
initiative; willing or
inclined to take risks
persistence (p. 334) the
ability to keep trying in
spite of difficulties
venture (p. 336) a business
or some other undertaking
that involves risk
identified (p. 336)
proved that someone or
something is a particular
person or thing
Simplify Vocabulary
Students might have
difficulty using the
vocabulary words in
context. Provide synonyms
for each word on a word
web. Example: identified
is close in meaning to
named, labeled, and
described. Explain how
identified differs slightly
in meaning from these
synonyms. Have them
make other connections to
identified with words like
identification and ID.
Vocabulary Strategy Transparency 26
Transparency 26
Inflected Verb Endings
1. Jamie was waiting for me after class. (wait + ing)
2. She said she would be making cookies for the bake sale. (make + ing)
3. We had applied for a booth at the school fair to raise money for our club. (apply + ed)
4. Ben said he was getting his father to bake a pie. (get + ing)
5. We called Henry, hoping he would make something too. (call + ed, hope + ing)
6. Terry had planned to help, but she got a bad cold. (plan + ed)
7. We had tried our best to make the sale a big success. (try + ed)
Word Study
STRATEGYWORD PARTS: INFLECTED VERB ENDINGS
EXPLAIN/MODEL
Remind students that words that end in -ed are usually the past tense
forms of verbs. Words that end in -ing are usually present- or past-tense
verbs used with helping verbs. Remind students that some verbs drop e,
double their consonants, or change y to i before adding -ed or -ing.
Read the first sentence on Transparency 26 and then model how
to decode the word waiting by breaking it into a base word and an
inflected ending. Have students do the same for numbers 2–7.
PRACTICE/APPLY
Write arrive, brag, and multiply on the board. Have students add -ed and
-ing to each and write sentences using the inflected forms.
Give Examples Write
the following words on
the board and use them
to explain the inflected
endings: talk, give, try, and
drop. Make sentences with
the words using students’
ideas. Help students give
you examples of other
words for each category.
Read the passage. Circle the words with -ed and -ing that are spelled correctly. Underline the words with -ed and -ing that are spelled incorrectly and spell them correctly on the lines below.
Lateesha, Toby, and Margarita decideed to start buying notebooks
for seventy cents and selling them for a dollar a book. Lateesha was in
charge of geting the notebooks. Toby was supposed to make signs telling
everyone about their sale. Margarita was investigatieng where they could
sell their books. Things did not go well. Toby kept forgeting to make the
signs. Margarita couldn’t get anyone to let them sell the books in school.
Lateesha decided to quit and beged the others to forgive her.
Toby and Margarita told Lateesha that they were clossing the notebook
business and openning a dog wash instead. They hurryed to the store to
buy soap and towels. Margarita and Toby were hopping it would be a
success. Lateesha was worryed, especially when she realizeed that their
first customer was a Saint Bernard.
“Well, I’ve enjoied knowing you guys,” Lateesha said.
1. 2. 3.
4. 5. 6.
7. 8. 9.
10. 11. 12.
Different verbs follow different rules for adding -ed and -ingseemed admitted arrivingobeyed carried answering
selling selling
supposed supposed tellingtelling
forgetting
getting
begged
investigating
closing
opening hurried hoping
worried realized enjoyed
decided decided
buying buying
decided
On Level Practice Book O, page 94
Approaching Practice Book A, page 94
Beyond Practice Book B, page 94
During Small Group Instruction
If No Approaching Level Vocabulary, pp. 341N–341O
If Yes On Level Options, pp. 341Q–341R
Beyond Level Options, pp. 341S–341T
Can students identify words in context?
Can students recognize inflected endings?
Kid Reporters at Work 341D
341E
Word Study
PhonicsDecode Words with Soft c and g
EXPLAIN/MODEL The letters c and g can have either a hard or soft
sound. The letter c has a hard /k/ sound in cold and a soft /s/ sound
in cement. The letter g has a hard /g/ sound in good and a soft /j/
sound in germ. When c comes before the letters i or e, it has an /s/
sound. When g comes before the letters i or e, it has a /j/ sound.
Recognizing the letters that come after c and g can help students
figure out how to pronounce a word. Write circular.
Think Aloud
At first, I do not know how to pronounce this word,
but I notice that the first c is followed by an i. I know that I
should pronounce that syllable with a soft c, or /s/ sound. The
second c must have a hard c, or /k/ sound, because it is followed
by a u. I pronounce /sûr kū lәr/, circular. I know that word.
PRACTICE/APPLY
Ask students to work with a partner. One student should “place an
order” for a word, asking for either a soft c or g, or a hard c or g. The
other student must name a word that matches the order and write
its spelling. For example, if the first student says “soft c,” the second
student can answer with city. Students then trade roles.
Decode Multisyllabic Words Have students use their knowledge
of phonics patterns, compound words, and word parts to decode
long words. Write these words on the board: arrange, bridge, ginger,
certain, strange, cinnamon, wedge, and sponge. Model how to decode
arrange, focusing on the soft /j/. Then work with students to decode
the other words and read them aloud. For additional practice, use
the decodable passages on Teacher’s Resource Book page 17.
Word Search Challenge partners to look through newspaper and
magazine articles and find a single paragraph that contains a word
with soft c, a word with hard c, a word with soft g, and a word with
hard g. They should circle each of those words.
Objective• Decode words with soft
c and g
Materials
• Leveled Practice Books, p. 95
• Teacher’s Resource Book,
p. 17
Circle the word with soft c or g and write it on the line.
1. The young people were their plan would work.
careful certain concerned
2. They wanted to work in the .
city country crowd
3. They could help people exercise in a .
gymnasium grade school gang
4. Or they could give care to sick pets.
glad grateful gentle
5. Maybe they could feed the pets .
cereal corn cupcakes
6. They could play with the while they were not working.
game goose gerbil
7. They could make sure the animals were free of .
grease gags germs
8. Shelby has been learning to play the .
clarinet cymbals castanets
When the letters c and g are followed by e, i, or y, they usually have a soft sound. Say the following words aloud.ceiling circus cyclegenius giant gyroscope
city
gymnasium
gentle
cereal
gerbil
germs
city city
gymnasium gymnasium
cereal cereal
germsgerms
cymbals cymbals
cymbals
certain
certain certain
On Level Practice Book O, page 95
Approaching Practice Book A, page 95
Beyond Practice Book B, page 95
Word Study
Analyze Language Write
words with the hard and
soft c sounds. Say the
words with students and
have them categorize the
words by the sound of
the letter c. Help students
deduce a rule for the letter
c regarding each sound.
Repeat this for the letter g.
During Small Group Instruction
If No Approaching Level Phonics, p. 341M
If Yes On Level Options, pp. 341Q–341R
Beyond Level Options, pp. 341S–341T
Can students decode words with soft c and g?
Vocabulary Building
Vocabulary Building
Theme-related Words This selection contains many
difficult vocabulary words. Help students look up the
definitions for the following theme-related words:
journalists, determined, accomplishment, mission, and
commitment. Then have them summarize a section
about one of the three reporters in Kid Reporters at
Work using their new vocabulary words.
Spiral Review
Synonym Game Divide the class into two teams.
Then write previous weeks’ vocabulary words in a
row along the top of the board. Point to a Vocabulary
Word. Allow the teams to take turns identifying
words or phrases that mean the same as the word.
Give each team a point for each word or phrase they
identify. If one team cannot think of a word or phrase
on a turn, the other team has a chance to give an
answer. If neither team can think of a word or phrase,
Spelling Practice Book, page 80 Spelling Practice Book, page 81 Spelling Practice Book, page 82
Kid Reporters at Work 341H
341I
Grammar
5 Day Grammar
Main and Helping VerbsDaily Language ActivitiesUse these activities to introduce each day’s lesson. Write the day’s activity on the board or use Transparency 13.
DAY 1We was at the park yesterday Then it, started to rain. We left and goed to the mall? (1: were; 2: yesterday.; 3: it started; 4: and went to; 5: mall.)
DAY 2I wants a dog? I am gonna feed it in the morning. I will happy all the time. (1: want; 2: dog.; 3: am going to feed; 4: will be happy)
DAY 3I am been here before. By the end of last summer, I have ridden on all the rides. And I has seen all the shows already? (1: have been; 2: I had ridden; 3: I have; 4: already.)
DAY 4You arent going yet. First lets’ clean up the mess we maked. Then we will going to your hous. (1: aren’t; 2: let’s; 3: we made.; 4: will go; 5: house.)
DAY 5I do asked for a chocolate shake. Didnt’ they fix it yet? I have hungry. (1: did ask; 2: Didn’t; 3: am hungry.)
Introduce the Concept Teach the Concept
Practice Language in
Context Review verb
tenses in a familiar context
such as school: We have
visited two museums
this year. We will have a
test tomorrow. It is best
to reinforce verb tenses
during reading and writing
activities.
See Grammar Transparency 61 for modeling and guided practice.
See Grammar Transparency 62 for modeling and guided practice.
Grammar Practice Book, page 77 Grammar Practice Book, page 78
INTRODUCE MAIN AND HELPING
VERBS
Present the following:
■ The main verb in a sentence tells
what the subject does or is: They
work for me.
■ A helping verb helps the main
verb show an action or make
a statement. The helping verb
makes clearer when the action
takes place: They are working
for me.
■ The verbs have, has, had, is, am,
are, was, were, and will are used as
helping verbs.
REVIEW MAIN AND HELPING
VERBS
Review with students how to
identify the main verb and the
helping verb.
INTRODUCE HELPING VERBS AND
TENSES
Present the following:
■ The helping verbs am, is, and are
are used to show present tense: I
am eating. The helping verbs was
and were are used to show past
tense: I was eating. The helping
verb will is used to show future
tense: I will eat tomorrow.
■ The helping verbs have, has, and
had can be used with the past
tense form of a verb to show an
action that has already happened:
I had eaten; I have eaten.
Grammar
Review and Practice
REVIEW MAIN VERBS AND
HELPING VERBS
Review how to form verb phrases
using the helping verbs be and
have.
MECHANICS AND USAGE:
PUNCTUATION IN
CONTRACTIONS
■ A contraction is a word that
combines two words and leaves
out some of the letters.
■ Use an apostrophe for the
letters that have been left out.
The word can’t is a contraction
for the words can and not.
■ Ask students to identify what
contractions can be made using
the verbs be and have.
REVIEW CONTRACTIONS WITH
HELPING VERBS
Have students explain how to use
helping verbs. Ask them what
punctuation is used to make
a contraction and where that
punctuation should be placed.
PROOFREAD
Have students correct errors in the
following sentences.
1. Im’ going to the mall. (I’m or I
am)
2. There willn’t be time left to go
to the store. (won’t or will not)
3. I do’nt like the circus. (don’t)
4. She wasnt nice. (wasn’t)
5. I amn’t going to come with
you. (am not or I’m not)
ASSESS
Use the Daily Language Activity
and page 81 of the Grammar
Practice Book for assessment.
RETEACH
Write the corrected predicates
from the Daily Language Activities
on index cards. Have students
form two teams. One team draws
a card and reads the verb. The
other team identifies the helping
verb and the main verb. If the
team misidentifies either verb, the
other team has a chance to correct
them. Whichever team calls out
the correct answer then draws the
next card.
Use page 82 of the Grammar
Practice Book for additional
reteaching.
Assess and ReteachReview and Proofread
Grammar Practice Book, page 79 Grammar Practice Book, page 80 Grammar Practice Book, pages 81–82
See Grammar Transparency 63 for modeling and guided practice.
See Grammar Transparency 64 for modeling and guided practice.
See Grammar Transparency 65 for modeling and guided practice.
Kid Reporters at Work 341J
ELL Practice and
Assessment, 92–93
Fluency Assessment
En
d-o
f-W
ee
k A
sse
ssm
en
tAdminister the Test
Weekly Reading Assessment, Passage and questions, pages 157–164
ASSESSED SKILLS
• Compare and Contrast
• Vocabulary Words
• Word Parts: Inflected Verb Endings
• Main and Helping Verbs
• Words with Soft c and g
Administer the Weekly Assessment from the CD-ROM
or online.
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: 102–122 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 165–172
• ELL Assessment, pages 92–93
Weekly Assessment, 157–164Assessment Tool
341K
VOCABULARY WORDS
VOCABULARY STRATEGY
Word Parts/Inflected Verb
Endings
Items 1, 2, 3, 4
IF...
0–2 items correct . . .
THEN...
Reteach skills, using the Additional
Lessons page T7.
Reteach skills: Go to
www.macmillanmh.com
Vocabulary PuzzleMaker
Evaluate for Intervention.
COMPREHENSION
Skill: Compare and Contrast
Items 5, 6, 7, 8
0–2 items correct . . . Reteach skills, using the Additional
Lessons page T2.
Evaluate for Intervention.
GRAMMAR
Main and Helping Verbs
Items 9, 10, 11
0–1 items correct . . . Reteach skills: Grammar Practice Book