Reading Comprehension [PDF]

Zitiervorschau

Units

Teacher’s Edition

5–6

GRADE 1

SAMPLER

™

COMMON

CORE

pROgRaM

Blue Ridge Mountains, North Carolina, United States

Units

Teacher’s Edition

5–6

COMMON

CORE

pROgRaM

Program Authors

Nancy Frey Lada Kratky Nonie K. Lesaux Sylvia Linan-Thompson Deborah J. Short Jennifer D. Turner

Meet the Artist Joel Sotelo grew up in Tijuana, Mexico and began coming to the United States with his mother as a young child. He now lives in San Diego where he works as an artist and designer. Sotelo loves to travel and integrates elements of many countries and cultures into his art. Acknowledgments Grateful acknowledgment is given to the authors, artists, photographers, museums, publishers, and agents for permission to reprint copyrighted material. Every effort has been made to secure the appropriate permission. If any omissions have been made or if corrections are required, please contact the Publisher. Lexile®, Lexile® Framework, Lexile® Analyzer and the Lexile® logo are trademarks of MetaMetrics, Inc., and are registered in the United States and abroad. The trademarks and names of other companies and products mentioned herein are the property of their respective owners. Copyright © 2014 MetaMetrics, Inc. All rights reserved. Cover Joel Sotelo; IFC ©Kodiak Greenwood/The Image Bank/Getty Images; TAB ©Ed Freeman/Photolibrary/Getty Images. iv ©Jingjing Li/500px Prime; xix (tr) ©Yuri Arcurs/Shutterstock; BP19 (b) ©Stock Connection Blue/Alamy; BP20 (b) ©LAWRENCE MIGDALE/Science Source/Getty Images; BP23 (bl) ©Ariel Skelley/Blend Images/Corbis; BP24 ©Bill Aron/Photo Edit; BP31 (b) ©Ariel Skelley/Blend Images/ Jupiterimages; BP37 (br) ©Photodisc/Getty Images. Unit 5 Photographic Credits: IFC (tl) Design Pics Inc./Alamy, (cl) Blend Images/Alamy, (bl) Washington Post/Getty Images, (tr) ZSSD/Minden Pictures, (cr) Glow Images/Getty Images, (br) Paul Nicklen/National Geographic Images Collection. T1h, T31d, T39f, T59fd (bl) flab/Alamy; T67b AISPIX/Shutterstock. Unit 6 Photographic Credits: IFC (tl) Design Pics Inc./Alamy, (cl) Blend Images/Alamy, (bl) Washington Post/Getty Images, (tr) ZSSD/Minden Pictures, (cr) Glow Images/Getty Images, (br) Paul Nicklen/National Geographic Images Collection. T69h, T95d, T103f, T127d (bl) flab/Alamy; T135b (bl) naluwan/Shutterstock. Interactive Read Alouds Unit 5 Illustrations: 5 Caroline Hu Photographs: 9 S1 Shutterstock/Jo Ann Snover; 9 S2 Shutterstock/Cary Kalscheuer; 9 S3 (tr) Elmer Frederick Fischer/Corbis, (bl) Elmer Frederick Fischer/Corbis, (br) Shuttersock/ Vittorio Bruno; 9 S4 Superstock/Darren J. Bradley; 9 S5 iStockPhoto/ Flavio Vallenari; 10 S1 SPI/ Paul Nicklen; 10 S2 National Geographic Image Collection; 10 S3-5 Greg Marshall Unit 6 Illustrations: 11 Pamela Becker; 12 Michael Prendergast Photography: 12 S1 (bg) Corbis, (inset) Stocktrek/PhotoDisc/ Getty Images; 12 S2 NOAA Acknowledgments and credits continued on page Ack1.

Copyright © 2017 National Geographic Learning, Cengage Learning ALL RIGHTS RESERVED. No part of this work covered by the copyright herein may be reproduced, transmitted, stored, or used in any form or by any means graphic, electronic, or mechanical, including but not limited to photocopying, recording, scanning, digitizing, taping, web distribution, information networks, or information storage and retrieval systems, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without the prior written permission of the publisher. Teachers are authorized to reproduce the copy masters in this book in limited quantity and solely for use in their own classrooms. National Geographic and the Yellow Border are registered trademarks of the National Geographic Society. For product information and technology assistance, contact us at Customer & Sales Support, 888-915-3276 For permission to use material from this text or product, submit all requests online at www.cengage.com/permissions Further permissions questions can be emailed to [email protected] National Geographic Learning | Cengage Learning 1 Lower Ragsdale Drive Building 1, Suite 200 Monterey, CA 93940 Cengage Learning is a leading provider of customized learning solutions with office locations around the globe, including Singapore, the United Kingdom, Australia, Mexico, Brazil, and Japan. Locate your local office at www.cengage.com/global. Cengage Learning products are represented in Canada by Nelson Education, Ltd. Visit National Geographic Learning online at NGL.Cengage.com Visit our corporate website at www.cengage.com Printed in the USA. RR Donnelley, Menasha, WI ISBN: 9781305493735 15 16 17 18 19 20 21 22 23 24 13 12 11 10 9 8 7 6 5 4 3 2 1

Authors & Reviewers Program Authors

Literature Review Panel Carmen Agra Deedy

Grace Lin

Johnda C. McNair

Anastasia Suen

Author

Author and Illustrator

Associate Professor, Clemson University

Author

Reviewers

Nancy Frey Professor, San Diego State University

Lada Kratky Author and Curriculum Consultant

Nonie K. Lesaux Associate Professor, Harvard University

Sylvia Linan-Thompson Associate Professor, University of Texas at Austin

Kristin Blathra Lead Literacy Teacher Donald Morrill Elementary School Chicago, IL

Laura Hook Elementary ESOL Resource Teacher Howard County Public Schools Central Office Building Ellicott City, MD

Cristina Rojas MS.Ed., District Program Specialist, EL Programs Hacienda La Puente Unified School District Hacienda Heights, CA

Irma Bravo Lawrence Director II, District and English Learner Support Services Stanislaus County Office of Education Turlock, CA

Leonila Izaguirre Bilingual-ESL Director Pharr—San Juan—Alamo Independent School District Pharr, TX

Ana Sainz de la Pena Director, ESOL and Bilingual Programs The School District of Philadelphia Philadelphia, PA

Vicky Brioso-Saldala Director of ESOL Broward County Public Schools Fort Lauderdale, FL

Myra Junyk Literacy Advocate and Writer Toronto, ON, Canada

Julie Sanabria Teacher Mamaroneck Avenue School White Plains, NY

Blanca L. Campillo Reading Coach Chicago Public Schools Chicago, IL Sandy Cano Bilingual Special Education Teacher/Case Manager Pasteur Elementary School Chicago, IL

Senior Research Associate, Center for Applied Linguistics

Lore Levene Coordinator of Language Arts, NBCT Community Consolidated School District 59 Mt. Prospect, IL

Carla Chavez Language Arts Specialist Galena Park Independent School District Houston, TX

Estee Lopez Professor of Literacy Education and ELL Specialist College of New Rochelle New Rochelle, NY

Anna Ciani Teacher PS 291X Bronx, NY

Susan Mayberger Coordinator of ESL, Migrant, and Refugee Education Omaha Public Schools Omaha, NE

James M. Cleere Teacher Donald McKay School Boston, MA

Annena Z. McCleskey ELA Consultant/Regional Literacy Training Center Director Wayne RESA Lathrup, MI

Judy H. Cole Teacher Southwestern Randolph Middle School Asheboro, NC Jonathan Eversolll International Baccalaureate Curriculum Coach Park Center Senior High Brooklyn Park, MN

Griselda E. Flores, Bilingual Instructional Coach Chicago Public Schools Chicago, IL Julie Folkert Language Arts Coordinator Farmington Public Schools Farmington, MI Barbara Ann Genovese-Fraracci District Program Specialist Hacienda La Puente Unified School District Hacienda Heights, CA

Jennifer D. Turner Associate Professor, University of Maryland

Keely Krueger Director of Bilingual Education Woodstock Community Unit School District 200 Woodstock, IL

Sina Chau-Pech Elementary ELD Lead Teacher Folsom Cordova Unified School District Sacramento, CA

Aimee R. Finley, Bilingual Teacher C.A. Tatum Jr. Elementary School Dallas, TX

Deborah J. Short

Lisa King District Lead ESOL Teacher Polo Road Elementary School Columbia, SC

Norma Godina-Silva, Ph.D Bilingual Education/ESL/Title III Consulant ESL-BilingualResources.com El Paso, TX Vanessa Gonzalez ESL Teacher/ESL Specialist Rhoads Elementary Katy, TX

Michelle Navarro Teacher Orange Unified School District Orange, CA Janie Oosterveen Bilingual Teacher Specialist San Antonio Independent School District San Antonio, TX Theresa Proctor-Reece Teacher Windy River Elementary School Boardman, OR Sashi Rayasam Director of ESL Services K-12 Durham Public Schools Durham, NC Robin Rivas Curriculum Specialist ESL/FL Milwaukee Public Schools Milwaukee, WI Shareeica Roberts Teacher Carroll Academy for International Studies Aldine, TX Cynthia Rodrigues Bilingual Teacher Brill Elementary School Spring, TX

Stephanie Savage Cantu Bilingual Teacher Stonewall Jackson Elementary School Dallas, TX Jennifer Skrocki Eargle Elementary Language Arts Specialist & Contract Employee Galena Park Independent School District Houston, TX Terri L. Sailors-Chartier Teacher Fremont Elementary School Alisal Union School District Salinas, CA Jennifer Slater-Sanchez Educator Palmdale School District Palmdale, CA Adjunct Professor Brandman University Antelope Valley, CA Georgia Thompson Literacy Coach Esperanza Hope Medrano Elementary School Dallas, TX Dr. Annette Torres Elias Assistant Professor School of Education Texas Wesleyan University Fort Worth, TX Sonia James Upton ELL Consultant, Title III Kentucky Department of Education Frankfort, KY Kathy Walcott Spanish Immersion Specialist Rockford Public Schools Rockford, MI Christine Kay Williams Teacher Baltimore County Public Schools Baltimore, MD Michelle Williams ELL & Migrant Programs Director West Ottawa Public Schools Holland, MI Bonnie Wiseman Coordinator K-12, ELA & ELD Pajaro Valley Unified School District Watsonville, CA Rebecca Wood Teacher Henry F. Kammann Elementary Salinas City Elementary School District Salinas, CA

iii

Contents at a Glance Units 5–6

Sample Pages Unit

Table of Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv

Unit 5 Creature Features

Unit 6 Up in the Air

Whole Group Time . . . . . . . . . . . . . . . . . . . . . . . . T1b

Whole Group Time . . . . . . . . . . . . . . . . . . . . . . . . T69b

Week 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T1g

Week 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T69g

Week 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T31c

Week 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T95c

Week 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T39e

Week 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T103e

Week 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T59c

Week 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T127c

Leveled Reading . . . . . . . . . . . . . . . . . . . . . . . . . . LR1

Leveled Reading . . . . . . . . . . . . . . . . . . . . . . . . . . LR13

Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . R1 Level Translation Key . . . . . . . . . . . . . . . . . . . . . . . . . . . R2 Phonics Picture Card Index . . . . . . . . . . . . . . . . . . . . . . . . R3 Cumulative Vocabulary List . . . . . . . . . . . . . . . . . . . . . . . . R4 Anthology Picture Dictionary . . . . . . . . . . . . . . . . . . . . . . . R6 Interactive Read-Aloud Masters . . . . . . . . . . . . . . . . . . . . . . R10 Research Base and Bibliography . . . . . . . . . . . . . . . . . . . . . R27 Language Transfer Chart . . . . . . . . . . . . . . . . . . . . . . . . . R36 Phonics Transfer Chart . . . . . . . . . . . . . . . . . . . . . . . . . . R44 Scope and Sequence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S&S1 Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Index1 California Common Core State Standards . . . . . . . . . . . . . . . . . . CC1 California English Language Development Standards . . . . . . . . . . . CC8 California Content Standards . . . . . . . . . . . . . . . . . . . . . . . CC16

iii

Table of Contents

My Family Unit Launch

BIG QUESTION

What makes a family?

Build Background Video . . . . . . . . . . . . . . . . . . . . T2 PHONICS

Week 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T1f

Short a Words with m, s, h, t

Learning Stations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T1h Daily Spelling and Word Work. . .

Short a Words with m, s, h, t; High Frequency Words T1j

Daily Grammar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Nouns T1l English Learner activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T1n Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Describe T4 Social Studies Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Realistic Fiction GR Level: I Qualitative: low Photo Book Qualitative: middle low

Tortillas and Lullabies by Lynn Reiser

CloseReading .

T4

. . Preview and Set a Purpose; Organize Ideas T5a

Book 1

• A Family • Find a Hat

Academic Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T6 Families in Many Cultures . . . . . . Preview and Set a Purpose; Organize Ideas by Heather Adamson

Comprehension Coach T9

Week 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T23c Learning Stations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T23e

Words With f, n, l, p Short I

Daily Spelling and Word Work . . . Words With f, n, l, p; Short I; High Frequency Words T23g Daily Grammar . . . . . . . . . . . . . . . . . . . . . . . . . . . Articles and Nouns T23i English Learner activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T23k Vocabulary Strategy . . . . . . . . . . . . . . . . . . . . . . . . . . Identify Nouns T23q Magazine Article Qualitative: middle low

The World Is Your Family . . . . . . . by Josh Thome

Preview and Set a Purpose; Author’s Purpose T24a Book 2

national geographic exclusive E-Mail Qualitative: middle low

Our Community Garden CloseReading . . . . . by Aria Gomez

• Pat, Pat • A Mat

Preview and Set a Purpose; Articles and Nouns

Interactive T30f Whiteboard

Leveled Reading

GR Level: A

GR Level: B

GR Level: B

GR Level: C

GR Level: C

GR Level: D

GR Level: D

= Comprehension Coach Comprehension Coach

xxiv

GR Level: D

= Interactive Whiteboard Interactive Whiteboard

Unit 1 SOCIal STUdIeS Families Culture

PHONICS

Week 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T31e

Short o

Learning Stations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T31g Daily Spelling and Word Work . . . . . . . . . . . . Short o; High Frequency Words T31i Daily Grammar . . . . . . . . . . . . . . . . . . . . . . . Common and Proper Nouns T31k English Learner activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T31m Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Give Information T32 Social Studies Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T32 Mystery Bottle

Fantasy GR Level: I Qualitative: low

CloseReading

. . . . . . . . .

Preview and Predict; Identify Setting T33a

by Kristen Balouch

Book 3

• My Dad • Mop, the Dog

Academic Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T34 Papá and Me . . . . . . . . . . . . . . . . Preview and Predict; Identify Setting

Realistic Fiction Qualitative: middle low

Comprehension Coach T37

by Arthur Dorros

Week 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T55c Learning Stations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T55e Daily Spelling and Word Work . .

Words with b, w, j, z Short e

Words with b, w, j, z; Short e; High Frequency Words T55g

Daily Grammar . . . . . . . . . . . . . . . . . . . . . . . .

Proper Nouns and Dates T55i

English Learner activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

T55k

Vocabulary Strategy . . . . . . . . . . . . . . . . . . . . . . . . . . Identify Nouns T56 Postcard Qualitative: low

Postcard to Grandpa . . . . . . . . . . . . . . . . . . . . . . . .

Identify Setting T57

by Amy Tong

Postcard Qualitative: middle low

Postcard Pals

Book 4

• My Mother at CloseReading

. . . . . . . . . .

Identify and Compare Settings

Work Interactive T60f Whiteboard

• Red, the Hen

by Jay Patel

Writing Project: Photo Essay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T62

Unit Wrap-Up

GR Level: E

GR Level: F

GR Level: G

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

GR Level: G

GR Level: H

GR Level: I

GR Level: I

T64

GR Level: L

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Table of Contents

Shoot for the Sun Unit Launch

BIG QUESTION

When is something alive?

Build Background Video . . . . . . . . . . . . . . . . . . . . T66 PHONICS

Week 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T65g Learning Stations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T65i

Words with y, qu, x, k, ‘s Short u

Daily Spelling and Word Work . . . . . . . . . . . . Words with y, qu, x, k, ‘s; Short u; High Frequency Words T65k Daily Grammar . . . . . . . . . . . . . . . . . . . . . . . Adjectives and Determiners T65m English Learner activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T65o Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Describe T68 Social Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T68 Science Book GR Level: J Qualitative: middle low

Life in the Forest

CloseReading

. . . . . . . . . . . . . List Facts; Monitor Reading T69a

Book 5

• Help with Work • A Yam in a Cup

by Theresa Volpe

Academic Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T70g Song Qualitative: middle low

Are You Living? . . . . . . . . . . . . . . . . . . . List Facts; Monitor Reading

Comprehension Coach T73

by Laura Purdie Salas

Week 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T87c

Words With f, n, l, p Short I

Learning Stations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T87e Daily Spelling and Word Work . . . . . Double Final Consonants; Endings –ck, –ng; High Frequency Words T87g Daily Grammar . . . . . . . . . . . . . . . . . . . . . . . . .

Descriptive Adjectives T87i

English Learner activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T87k Diagram Qualitative: middle low

Vocabulary Strategy . . . . . . . . . . . . . . . . . . . . . . . . . . . . Sort Words T88 A Straw Hat . . . . . . . . . . . . . . . . . . . . . .

Use a Diagram; Compare Texts T89

by Lily Block Social Studies Article Qualitative: middle low

From Cotton to Clothes

CloseReading

. . . . . . . . . . . . Use a Diagram

Book 6

• The Sun Is Up • Peck, Peck, Peck

Interactive T92f Whiteboard

by Courtney Taddonio

Leveled Reading

GR Level: A

GR Level: B

GR Level: C

GR Level: C

GR Level: D

GR Level: D

= Comprehension Coach Comprehension Coach

xxvi

GR Level: D

GR Level: E

= Interactive Whiteboard Interactive Whiteboard

Unit 2 SCIeNCe Living and Nonliving Things Plant Parts

PHONICS

Week 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T93e Learning Stations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T93g

Words with l Blends High Frequency Words

Daily Spelling and Word Work . . . . . . . . . . . . l Blends; High Frequency Words T93i Daily Grammar . . . . . . . . . . . . . . . . . . . . . . . . . . Indefinite Adjectives T93k English Learner activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

T93m

Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Retell a Story T94 Science Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T94

Book 7

Fairy Tale GR Level: J Qualitative: middle low

Zina, the Wooden Puppet

• Can You Do It? • Water

Folk Tale Qualitative: middle low

The Daisy . . . . . . . . . . . . . . . . . . . .

CloseReading

by Honor Teoudoussia

. . . . .

Identify Plot; Monitor Reading T95a

Academic Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . by Lada Josefa Kratky; illustrated by Vicki Wehrman

Identify Plot; Monitor Reading

T96i Comprehension Coach T99

Week 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T119c Learning Stations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T119e

Words with r blends High Frequency Words

Daily Spelling and Word Work . . . . . . Words with r blends; High Frequency Words T119g Daily Grammar . . . . . . . . . . Indefinite Adjectives with Count and Noncount Nouns T119i English Learner activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T119k Vocabulary Strategy . . . . . . . . . . . . . . . . . . . . . . . . . . . . Sort Words T120 Michael Fay and the Giant Redwoods . . . . . . . Compare Fiction and Nonfiction T120

Project Notebook Qualitative: middle low

by Gabrielle Burns

• Frog • The Crops

national geographic exclusive

Fredwood Goes to California

Tall Tale Qualitative: low

CloseReading

by Natasha Itkin

Book 8

. Compare Fiction and Nonfiction

Interactive T126f Whiteboard

Writing Project: How-to Article . . . . . . . . . . . . . . . . . . . . . . . . . . . T128

Unit Wrap-Up

GR Level: F

GR Level: F

GR Level: G

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

GR Level: G

GR Level: H

GR Level: I

GR Level: J

T130

GR Level: K

xxvii

Table of Contents

To Your Front Door Unit Launch

BIG QUESTION

How do we get what we need?

Build Background Video . . . . . . . . . . . . . . . . . . . . T132 PHONICS

Week 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T131g

Blends with -s Endings -s, -ing

Learning Stations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T131i Daily Spelling and Word Work. . Blends with -s; Endings -s, -ing; High Frequency Words T131k Daily Grammar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Verbs T131m

English Learner activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T131o Language . . . . . . . . . . . . . . . . . . . . . . . . . . Express Needs and Wants T134 Social Studies Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T134

Book 9

Fable GR Level: J Qualitative: middle low

Wen-Mei and Her Clay Pot

• A Fun Spot • Viv’s Guitar

Social Studies Article Qualitative: middle low

Markets . . . . . . . . . . . . . . . . . . . . . . . . Categorize; Ask Questions

CloseReading

by Grace Lin

. . . . . . .

Categorize; Ask Questions T135a

Academic Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T136i by Cassie Mayer

Comprehension Coach T139

Week 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T155c Learning Stations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T155e

Final Blends -nd, -nk, -nt More Final Blends Ending -ed

Daily Spelling and Word Work . . . . Final Blends; Ending -ed; High Frequency Words T155g Daily Grammar . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Present Tense T155i

English Learner activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T155k Vocabulary Strategy . . . . . . . . . . . . . . . . . . . . . . . . . . Online Article Qualitative: middle high

Identify Verbs T156

Flower Power . . . . . . . . . . . . . . . . . . . . . . . . . . . . Author’s Purpose T156 by Stefanie Boron

Book 10

national geographic exclusive Humorous Story Qualitative: middle high

Special Delivery!

CloseReading

by Geneva Martinez

. . . . . . . . . . . . . . . Author’s Purpose

• 5 Hints for Spending Less • The Best Gift Interactive Whiteboard

GR Level: C

GR Level: D

T160e

Leveled Reading

GR Level: B

GR Level: B

GR Level: D

GR Level: D

= Comprehension Coach Comprehension Coach

xxviii

GR Level: F

GR Level: F

= Interactive Whiteboard Interactive Whiteboard

Unit 3 SOCIal STUdIeS Goods and Services Needs and Wants

PHONICS

Week 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T161e

Digraphs ch, tch Digraph th

Learning Stations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T161g Daily Spelling and Word Work . . . . . . . Digraphs ch, tch, th; High Frequency Words T161i Daily Grammar . . . . . . . . . . . . . . . . . . . . .

Be and the Present Progressive T161k

English Learner activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T161m Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ask Questions T162 Science Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T162 How Did That Get in My Lunchbox?

Social Studies Book GR Level: O Qualitative: middle high

CloseReading

. . . .

Details; Ask Questions T163a

by Chris Butterworth

Book 11

• The Egg Ranch • The Cost of Things

Academic Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T164i Delivery . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Poem Qualitative: middle low

Details; Ask Questions T167

by Anastasia Suen; illustrated by Wade Zahares

Week 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T189c

Digraph wh Digraph sh

Learning Stations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T189e Daily Spelling and Word Work . . . . . . . . Digraphs wh, sh; High Frequency Words T189g Daily Grammar . . . . . . . . . . . . . . . . . . . . . . . Present Tense: Be and Have T189i English Learner activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T189k Vocabulary Strategy . . . . . . . . . . . . . . . . . . . . . . . . . .

Fact Sheet Qualitative: low

Identify Verbs T190

Money . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Connect Ideas T190 by Heather Langer

Farmers Get a Chance

Social Studies Article Qualitative: middle low

CloseReading

. . . . . . . . . . . . . Connect Ideas

Book 12

• Rubber • Let’s Shop!

Interactive T194eWhiteboard

by Jean Baptiste

Writing Project: Thank You Letter . . . . . . . . . . . . . . . . . . . . . . . . . . T196

Unit Wrap-Up

GR Level: G

GR Level: G

GR Level: H

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

GR Level: H

GR Level: I

GR Level: J

GR Level: J

T198

GR Level: K

xxix

Table of Contents

Growing and Changing Unit Launch

BIG QUESTION

How do animals change as they grow?

Build Background Video . . . . . . . . . . . . . . . . . . . . T200 PHONICS

Week 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T199g

Long a Contractions

Learning Stations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T199i Daily Spelling and Word Work. . . . . . . Long a; Contractions; High Frequency Words T199k Daily Grammar . . . . . . . . . . . . . . . . . . . . . . . . . . .

Subject Pronouns T199m

English Learner activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T199o Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Retell a Story T202 Science Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T202

Book 13

Animal Fantasy GR Level: K Qualitative: middle low

Farfallina & Marcel

• Bear Clubs • A Good Place

Animal Fantasy Qualitative: middle low

Ruby in Her Own Time . . . . . . . . . . . Identify Plot; Determine Importance

CloseReading

by Holly Keller

. . . . . .

Identify Plot; Determine Importance T203a

Academic Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T204i by Jonathan Emmett; illustrated by Rebecca Harry

Comprehension Coach T207

Week 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T233c Learning Stations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T233e

Long i Endings –ed, -ing

Daily Spelling and Word Work . . . . Long i; Endings –ed, -ing; High Frequency Words T233g Daily Grammar . . . . . . . . . . . . . . . . . . . . . . Subject and Object Pronouns T233i English Learner activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T233k Vocabulary Strategy . . . . . . . . . . . . . . . . . . . . . . . . Science Article Qualitative: middle low

Use Context Clues T233q

Turtles: From Eggs to Ocean . . . . . . . Use Text Features; Determine Importance T234a by Mariana Fuentes

Book 14

national geographic exclusive Science Article Qualitative: middle low

A Frog’s Life

CloseReading

by Todd Silva

. . . . . Use Text Features; Determine Importance

• Flamingos • Two Little Ducks

Interactive T240eWhiteboard

Leveled Reading

GR Level: A

GR Level: A

GR Level: C

GR Level: C

GR Level: D

GR Level: D

= Comprehension Coach Comprehension Coach

xxx

GR Level: E

GR Level: F

= Interactive Whiteboard Interactive Whiteboard

Unit 4 SCIeNCe Animal Life Cycles

PHONICS

Week 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T241e

Long o Digraph ph

Learning Stations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T241g Daily Spelling and Word Work . . . . . .

Long o; Digraph ph; High Frequency Words T241i

Daily Grammar . . . . . . . . . . . . . . . . . . . . . . . . . . . Possessive Nounse T241k English Learner activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T241m Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Restate an Idea T242 Science Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T242 Guess What I’ll Be? CloseReading . . . . . . . . . Identify Main Idea and Details; . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Determine Importance

Question Book GR Level: H Qualitative: middle low

T243a

Book 15

• The Mole • Kangaroos

by Anni Axworthy

Academic Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T244i Science Article Qualitative: middle high

A Butterfly Is Born . . . . Identify Main Idea and Details; Determine Importance

Comprehension Coach T247

by Fran Downey national geographic exclusive

Week 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T259c Learning Stations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T259e

Long u Long e

Daily Spelling and Word Work . . . . . . . . . Long u; Long e; High Frequency Words T259g Daily Grammar . . . . . . . . . . . . . . . . . . . . . . . . . . Possessive Adjectives T259i English Learner activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T259k Vocabulary Strategy . . . . . . . . . . . . . . . . . . . . . . . .

Use Context Clues T259q

Poem Qualitative: middle low

Caterpillar . . . . . . . . . . . . . . . . . . . Identify Rhythm; Determine Importance T260a

Poem Qualitative: middle low

Over in the Meadow

by Nikki Grimes CloseReading

. . . . . . .

Identify Rhythm and Rhyme

Book 16

• Mules • Ladybugs

Interactive T264eWhiteboard

by Olive A. Wadsworth

Writing Project: Narrative . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T266

Unit Wrap-Up

GR Level: G

GR Level: G

GR Level: H

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

GR Level: I

GR Level: J

GR Level: J

GR Level: J

T268

GR Level: K

xxxi

Table of Contents

Creature Features Unit Launch

BIG QUESTION

How are animals different?

Build Background Video . . . . . . . . . . . . . . . . . . . . T2

Sample Week PHONICS

Week 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T1g

Words with Soft c Words with Soft g

Learning Stations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T1i Daily Spelling and Word Work. . . . .

Words with Soft c and g; High Frequency Words T1k

Daily Grammar . . . . . . . . . . . . . . . . . . . . . . . . . . Possessive Pronouns T1m English Learner activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T1o Language . . . . . . . . . . . . . . . . . . . . . . . . . . .

Compare and Contrast T4

Science Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Fact Book GR Level: L Qualitative: middle low

T4

What Do You Do With a Tail Like This? CloseReading . . . . . . . Compare and Contrast; Make Connections T5a

Book 17

• Many Kinds of Mice • Giraffes

by Steve Jenkins and Robin Page

Academic Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T6i Animal Fantasy Qualitative: middle low

For Pete’s Sake . . . . . . . . . . . . Compare and Contrast; Make Connections by Ellen Stoll Walsh

Comprehension Coach T9

Week 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T31c Learning Stations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T31e

Words with –y, -s Endings -es, -ies

Daily Spelling and Word Work Words with –y, -s; Endings -es, -ies; High Frequency Words T31g Daily Grammar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Sentences T31i English Learner activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T31k Vocabulary Strategy . . . . . . . . . . . . . . . . . . . . . . . . Identify Synonyms T31q Science Article Qualitative: middle low

Alligators . . . . . . . . . . . . . . . . . . . . . . .

Science Article Qualitative: middle low

The World of Tide Pools

Identify Main Idea and Details T32a Book 18

by Julie Larson CloseReading

by Ben Keller

. . . .

Identify Main Idea and Details

• Not the Same Interactive T38e Whiteboard • Male Animals

national geographic exclusive

Leveled Reading

GR Level: A

GR Level: B

GR Level: C

GR Level: D

GR Level: E

GR Level: E

GR Level: F

= Comprehension Coach Comprehension Coach

xxxii

GR Level: F

= Interactive Whiteboard Interactive Whiteboard

Unit 5 SOCIal STUdIeS Animal Features Animal Movement

PHONICS

Week 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T39e

Digraphs ai and ay Contractions

Learning Stations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T39g Digraphs ai and ay; Contractions; High Frequency Words T39i

Daily Spelling and Word Work

Daily Grammar . . . . . . . . . . . . . . . . . Commands and Exclamatory Sentences T39k English Learner activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T39m Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Give Information T40 Science Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . CloseReading

T40

. . . . . . . . . Categorize Details; Make Connections T41a

Fact Book GR Level: G Qualitative: middle low

A Bird Can Fly

Fact Book Qualitative: middle low

Slither, Slide, Hop, and Run . . . . . . . Categorize Details; Make Connections

by Douglas Florian

Book 19

• Animal Prints • A Fun Fact

Academic Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T42i Comprehension Coach T45

by Katharine Kenah

Week 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T59c Learning Stations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T59e

Digraphs ee, ea, ie Endings –ed, -ing

Daily Spelling and Word Work Digraphs ee, ea, ie; Endings –ed, -ing; High Frequency Words T59g Daily Grammar . . . . . . . . . . . . . . . . . . . . . . . . . .

Indefinite Pronouns T59i

English Learner activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T59k Vocabulary Strategy . . . . . . . . . . . . . . . . . . . . . . . . Identify Antonyms T59q My Crittercam Journal . . . . . . . . . . . . . . . . . Distinguish Fact and Opinion T60a

Photo Journal Qualitative: middle low

by Greg Marshall

• Blood Suckers • Pond Life

national geographic exclusive Science Article Qualitative: middle low

Greg Marshall and Crittercam

CloseReading

Book 20

.

Distinguish Fact and Opinion

Interactive T64e Whiteboard

by Jenna Kwon national geographic exclusive

Writing Project: Article . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T66

Unit Wrap-Up

GR Level: G

GR Level: G

GR Level: H

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

GR Level: H

GR Level: I

GR Level: i

GR Level: J

T68

GR Level: K

xxxiii

Table of Contents

Up in the Air Unit Launch

BIG QUESTION

What’s wild about weather?

Build Background Video . . . . . . . . . . . . . . . . . . . . T70 PHONICS

Week 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T69g Learning Stations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T69i Daily Spelling and Word Work . . . . . .

Words with oa, ow, -old Compound Words

Words with oa, ow, -old; Compound Words; High Frequency Words T69k

Daily Grammar . . . . . . . . . . . . . . . . . . . . . . . . .

Compound Sentences T69m

English Learner activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T69o Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Explain T72

Science Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T72 Animal Fantasy GR Level: K Qualitative: middle low

Storm Is Coming!

Science Nonfiction Qualitative: middle low

I Face the Wind . . . . . . . . . . . . . . . . Cause and Effect; Make Inferences

CloseReading

. . . . . . . .

by Heather Tekavec; illustrated by Margaret Spangler

Cause and Effect; Make Inferences T73a

Book 21

• What Is a Storm? • The Wind and the Sun

Academic Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T74i by Vicki Cobb; illustrated by Julia Gorton

Comprehension Coach T77

Week 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T95c Learning Stations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T95e Daily Spelling and Word Work . .

Words with ie, igh Syllables

Words with ie, igh; Syllables; High Frequency Words T95g

Daily Grammar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ask Questions T95i English Learner activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T95k Vocabulary Strategy . . . . . . . . . . . . . . . . . . . . . .

Use Compound Words T96

Legend Qualitative: middle low

Wind Eagle . . . . . . . . . . . . . . . Describe Characters’ Actions and Experiences T96

Folk Tale Qualitative: middle low

The Story of Lightning and Thunder CloseReading . . . . . Describe Characters’ Actions and Experiences

retold by Renee Biermann; illustrated by Amanda Hall

Book 22

adapted by Cecilia Yang

• Day Sky and Night Sky Interactive • Rainbows T102eWhiteboard

Leveled Reading

GR Level: A

GR Level: B

GR Level: C

GR Level: D

GR Level: E

GR Level: F

GR Level: F

= Comprehension Coach Comprehension Coach

xxxiv

GR Level: G

= Interactive Whiteboard Interactive Whiteboard

Unit 6 SCIeNCe Weather Seasons

PHONICS

Week 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T103e

Words with oo, ou, ew, ue, ui, u_e

Learning Stations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T103g Daily Spelling and Word Work Words with oo, ou, ew, ue, ui, u_e; High Frequency Wordss T103i Daily Grammar . . . . . . . . . . . . . . . . . . . . . . . . . . .

Expand Sentences T103k

English Learner activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T103m Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Express Ideas T104

Science Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T104 Hey, Ray!

Poem GR Level: G Qualitative: middle low

CloseReading

. . . . . . . . . . . . . .

Classify Details; Make Inferences T105a

by Lada Josefa Kratky

Book 23

• Weather Tools • Who Needs to Know the Weather?

Academic Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T106i A Year for Kiko . . . . . . . . . . . . . . . .

Realistic Fiction Qualitative: low

Classify Details; Make Inferences

Comprehension Coach T109

by Ferida Wolff; illustrated by Joung Un Kim

Week 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T127c

Words with au, aw, alk, oo, ea

Learning Stations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T127e Daily Spelling and Word Work . . Words with au, aw, alk, oo, ea; High Frequency Words T127g Daily Grammar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ask Questions T127i English Learner activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T127k Vocabulary Strategy . . . . . . . . . . . . . . . . . . . . . .

Use Compound Words T128

Chasing Storms with Tim Samaras . . . . . . . . . . . . . . . . . Compare Texts T128

Interview Qualitative: middle low

by Jennifer Tetzloff

• What Does It Mean? • Why We Need Rain

national geographic exclusive

Hunting for Hurricanes

Science Article Qualitative: middle low

CloseReading

Book 24

. . . . . . . . . . . . Compare Texts

Interactive T132eWhiteboard

by Sofia Miller

Writing Project: Nonfiction Paragraph . . . . . . . . . . . . . . . . . . . . . . . T134

Unit Wrap-Up

GR Level: G

GR Level: H

GR Level: H

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

GR Level: I

GR Level: I

GR Level: J

GR Level: J

T136

GR Level: K

xxxv

Table of Contents

Then and Now Unit Launch

BIG QUESTION

What’s the difference between then and now?

Build Background Video . . . . . . . . . . . . . . . . . . . . T138 PHONICS

Week 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T137g

Words with ar, kn, wr, gn, mb

Learning Stations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T137i Daily Spelling and Word Work. . . Words with ar, kn, wr, gn, mb; High Frequency Words T137k Daily Grammar . . . . . . . . . . . . . . . . . . . . . . . . Past Tense: Regular Verbs T137m English Learner activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T137o Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Express Opinions T140 Social Studies Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T140 Biography GR Level: O Qualitative: middle low

Now and Ben

History Article Qualitative: middle low

Communication Then and Now . . . . . . . . Main Idea and Details; Visualize

CloseReading

by Gene Barretta

. . . . . . . . . . . . . Main Idea and Details; Visualize T141a

Book 25

• Looking at Stars • Help from the Sun and Stars

Academic Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T142i by Robin Nelson

Comprehension Coach T145

Week 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T163c Learning Stations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T163e Daily Spelling and Word Work . .

Words with or, ore Syllables

Words with or, ore; Syllables; High Frequency Words T163g

Daily Grammar . . . . . . . . . . . . . . . . . . . . . . .

Past Tense: Irregular Verbs T163i

English Learner activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T163k Vocabulary Strategy . . . . . . . . . . . . . . . . . Alphabetize and Use a Dictionary T164 Blog Qualitative: middle low

My Space Adventures . . . . . . . . . . . . . . . . . . . Identify Author’s Reasons T164 by Constance Adams

Book 26

national geographic exclusive Online Article Qualitative: middle low

Life in Outer Space

CloseReading

by Kevin Hand

. . . . . . . . . Identify Author’s Reasons

• Before and After the Car • A Contest for Carmen Interactive Whiteboard

T170e

national geographic exclusive

Leveled Reading

GR Level: B

GR Level: C

GR Level: D

GR Level: E

GR Level: F

GR Level: G

GR Level: G

= Comprehension Coach Comprehension Coach

xxxvi

GR Level: H = Interactive Whiteboard Interactive Whiteboard

Unit 7 SOCIal STUdIeS Past and Present Inventions and Technology

PHONICS

Week 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T171e

Words with ir, er, ur Endings –er, -est

Learning Stations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T171g Daily Spelling and Word Work Words with ir, er, ur; Endings –er, -est; High Frequency Words T171i Daily Grammar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Conjunctions T171k English Learner activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

T171m

Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Express Feelings T172

Realistic Fiction GR Level: K Qualitative: low

Social Studies Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T172

Book 27

Grandma Blanca’s Blackout Barbecue CloseReading . . . . . . . . . . . Describe Character’s Feelings; Visualize T173a

• Time Savers and Other Helpers • Stronger, Higher, Quicker, and More!

by Argentina Palacios; illustrated by Stacey Schuett

Academic Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T174i Realistic Fiction Qualitative: middle low

A New Old Tune . . . . . . . . . . . . .

Describe Character’s Feelings; Visualize by Pat Cummings; illustrated by Frank Morrison

Comprehension Coach T177

Week 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T191c

Words with air, _ear, _are, eer, ear

Learning Stations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T191e Daily Spelling and Word Work Words with air, _ear, _are, eer, ear; High Frequency Words T191g Daily Grammar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Future Tense T191i English Learner activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T191k Vocabulary Strategy . . . . . . . . . . . . . . . . . Alphabetize and Use a Dictionary T192 Poem Qualitative: low

Invention Poems: Vacuum Cleaner . . . . . . . . . . . . .

Identify Point of View T192

Charles Mericle Harper

Invention Poems: Past and Present . . . . . . . . . . . .

Identify Point of View T194

Book 28

• Airplane! • Each Year at the Farm

Hector Sanchez

The Messy Invention

Historical Fiction Qualitative: middle low

CloseReading

. . . . . . . . . . Identify Point of View

Interactive T198eWhiteboard

by Carmen Osorio

Writing Project: Friendly Letter . . . . . . . . . . . . . . . . . . . . . . . . . . . T200

Unit Wrap-Up

GR Level: H

GR Level: I

GR Level: I

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

GR Level: J

GR Level: J

GR Level: K

GR Level: L

T202

GR Level: N

xxxvii

Table of Contents

Get Out the Map! Unit Launch

BIG QUESTION

Why do we need maps?

Build Background Video . . . . . . . . . . . . . . . . . . . . T204 PHONICS

Week 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T203g Learning Stations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T203i

Words with al, all Endings –es, -ed, -ing

Daily Spelling and Word Work . . . . . . . . Words with al, all; Endings –es, -ed, -ing; High Frequency Words T203k Daily Grammar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Capital Letters T203m English Learner activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T203o Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Follow Directions T206 Social Studies Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T206 CloseReading

. . . . . . Use Information; Use Reading Strategies T207a

Adventure Story GR Level: J Qualitative: middle high

Follow That Map!

Informational Text Qualitative: middle high

If Maps Could Talk . . . . . . . . . Use Information; Review Reading Strategies

Book 29

• The Tallest Falls • Good Map Skills

by Scot Ritchie

Academic Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T208i Comprehension Coach T211

by Erika L. Shores; illustrated by Annie Bisset

Dipthongs oi, oy, ou, ow

Week 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T225c Learning Stations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T225e Daily Spelling and Word Work . . . .

Dipthongs oi, oy, ou, ow; High Frequency Words T225g

Daily Grammar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Adverbs T225i English Learner activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T225k Vocabulary Strategy . . . . . . . . . . . . . . . . . . . . . . . . . . . Use Suffixes T225q Poem Qualitative: low Poem Qualitative: middle low

Haiku . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Elements of Poetry T226a

Book 30

by Richard Wright

• Hunt with Joy and Roy

Lost!

CloseReading

. . . . . . . . . . . . . . . . . . . . . Elements of Poetry

• The Cool Map Trick Interactive T230eWhiteboard

by Katie Saucke

Leveled Reading

GR Level: B

GR Level: C

GR Level: D

GR Level: E

GR Level: F

GR Level: G

= Comprehension Coach Comprehension Coach

xxxviii

GR Level: G

GR Level: H

= Interactive Whiteboard Interactive Whiteboard

Unit 8 SOCIal STUdIeS Maps Signs and Symbols

PHONICS

Week 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T231e

Suffixes –ful, -less, -er Prefixes un-, re-

Learning Stations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T231g Daily Spelling and Word Work . . . . . . . . . . .

Suffixes –ful, -less, -er; Prefixes un-, re-; High Frequency Words T231i

Daily Grammar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Punctuation T231k English Learner activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T231m Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Tell a Story T232 Social Studies Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T232 Larry Gets Lost in Seattle CloseReading . . . . . . . . . Problem and Solution; Use Reading Strategies T233a

Adventure Story GR Level: K Qualitative: middle low

Book 31

• Are Maps Useful? • Be Safe Hikers!

by John Skewes and Robert Schwartz

Academic Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T234i Caperucita Roja. . . . . . . . . . Problem and Solution; Use Reading Strategies

Modern Fairy Tale Qualitative: middle low

Comprehension Coach T237

by Argentina Palacios; illustrated by Valeria Docompo

Week 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T259c

Final Syllable C + -le VCV Syllables

Learning Stations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T259e Daily Spelling and Word Work Final Syllable C + -le; VCV Syllables; High Frequency Words T259g Daily Grammar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Prepositions T259i English Learner activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T259k How-to Article Qualitative: middle high

Vocabulary Strategy . . . . . . . . . . . . . . . . . . . . . . . . . . . Use Prefixes T259q

Book 32

How to Make a Compass . . . . . . . . . . . . . . . . . . Describe the Connection T260a

• Animal Puzzles • Food Travels!

by Michael A. DiSpezio national geographic exclusive

How to Make a Treasure Map

How-to Article Qualitative: middle low

CloseReading

. . . . Describe the Connection

Interactive T266eWhiteboard

by Jonathan Nwosu

Writing Project: Literary Response . . . . . . . . . . . . . . . . . . . . . . . . . T268

Unit Wrap-Up

GR Level: I

GR Level: I

GR Level: J

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

GR Level: J

GR Level: J

GR Level: K

GR Level: K

T270

GR Level: M

xxxix

Units 1–8

Genres at a Glance

Fiction

Realistic Fiction unit 1

T5a

unit 1

T37

unit 6

T109

unit 7

T173a

unit 7

T177

unit 2

T126f

unit 8

T226a

unit 3

T167

unit 4

T260a

unit 4

T264e

Hey, Ray! . . . . . . . . . . . . . . . . . . . . . . . . . . . . unit 6 Lada Josefa Kratky

T105a

Vacuum Cleaner . . . . . . . . . . . . . . . . . . . . . .

unit 7

T192

unit 7

T194

Tortillas and Lullabies . . . . . . . . . . . . . . . . . .

Adventure Story

Lynn Reiser

Follow That Map! . . . . . . . . . . . . . . . . . . . . .

unit 8

T207

Scot Ritchie

Papá and Me . . . . . . . . . . . . . . . . . . . . . . . . . Arthur Dorros

Larry Gets Lost in Seattle. . . . . . . . . . . . . . . .

unit 8

T233a

John Skewes and Robert Schwartz

A Year for Kiko . . . . . . . . . . . . . . . . . . . . . . . . Ferida Wolff

Fantasy

Grandma Blanca’s Blackout BBQ . . . . . . . . . .

Mystery Bottle . . . . . . . . . . . . . . . . . . . . . . . .

unit 1

T33a

unit 4

T203a

unit 4

T207

Kristen Balouch

Argentina Palacios

A New Old Tune . . . . . . . . . . . . . . . . . . . . . . .

Farfallina & Marcel. . . . . . . . . . . . . . . . . . . . . Holly Keller

Ruby in Her Own Time . . . . . . . . . . . . . . . . . . Jonathan Emmett

Pat Cummings

Tall Tale Fredwood Goes to California . . . . . . . . . . . . . natasha itkin

For Pete’s Sake. . . . . . . . . . . . . . . . . . . . . . . .

unit 5

T9

unit 6

T73a

Ellen Stoll Walsh

Storm Is Coming! . . . . . . . . . . . . . . . . . . . . . . Heather tekavec

Poetry Haiku Haiku . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Fable Wen-Mei and Her Clay Pot . . . . . . . . . . . . . . .

unit 3

T135a

Grace Lin

Richard Wright

Poem Delivery . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Fairy Tale Zina the Wooden Puppet . . . . . . . . . . . . . . . .

unit 2

T95a

Honor teoudoussia

Caperucita Roja . . . . . . . . . . . . . . . . . . . . . . .

unit 8

T237

Argentina Palacios

Anastasia Suen

Caterpillar . . . . . . . . . . . . . . . . . . . . . . . . . . . nikki Grimes

Over in the Meadow . . . . . . . . . . . . . . . . . . . Olive A. Wadsworth

Folk Tale The Daisy . . . . . . . . . . . . . . . . . . . . . . . . . . . .

unit 2

T99

unit 6

T102e

Lada Josefa Kratky

The Story of Lightning and Thunder . . . . . . . adapted by Cecilia Yang

Charles Mericle Harper

Past and Present . . . . . . . . . . . . . . . . . . . . . .

Historical Fiction

Hector Sanchez

The Messy Invention . . . . . . . . . . . . . . . . . . .

unit 7

T198e

Carmen Osorio

Lost! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . unit 8 Katie Saucke

Song

Humorous Story Special Delivery! . . . . . . . . . . . . . . . . . . . . . .

unit 3

T160e

Geneva Martinez

Are You Living? . . . . . . . . . . . . . . . . . . . . . . . Laurie Purdie Salas

Legend Wind Eagle: A Native American Legend. . . . .

unit 6

T96

unit 1

T57

unit 1

T60f

retold by Renee Biermann

Postcard Postcard to Grandpa . . . . . . . . . . . . . . . . . . . Amy tong

Postcard Pals . . . . . . . . . . . . . . . . . . . . . . . . . Jay Patel

xl

Units 1–8

T230e

= national Geographic Exclusive

= interactive Whiteboard Selection

= Read With Me Big Book

unit 2

T73

Nonfiction

Science Article

Biography Now and Ben . . . . . . . . . . . . . . . . . . . . . . . . .

unit 4

T234a

A Frog’s Life . . . . . . . . . . . . . . . . . . . . . . . . . .

unit 4

T240e

A Butterfly Is Born . . . . . . . . . . . . . . . . . . . . .

unit 4

T247

Alligators . . . . . . . . . . . . . . . . . . . . . . . . . . . .

unit 5

T32a

Mariana Fuentes

unit 7

Gene Barretta

T141a

todd Silva

Diagram A Straw Hat . . . . . . . . . . . . . . . . . . . . . . . . . .

Turtles: From Eggs to Ocean . . . . . . . . . . . . .

unit 2

Lily Block

Fran Downey

T89

Julie Larson

Fact Book Guess What I’ll Be? . . . . . . . . . . . . . . . . . . . . .

unit 4

T243a

The World of Tide Pools . . . . . . . . . . . . . . . . .

unit 5

T38e

What Do You Do with a Tail Like This? . . . . . .

unit 5

T5a

Greg Marshall and Crittercam . . . . . . . . . . . .

unit 5

T64e

A Bird Can Fly . . . . . . . . . . . . . . . . . . . . . . . .

unit 5

T41a

Hunting for Hurricanes . . . . . . . . . . . . . . . . .

unit 6

T132e

Slither, Slide, Hop, and Run . . . . . . . . . . . . . .

unit 5

T45

unit 2

T69a

unit 6

T77

From Cotton to Clothes . . . . . . . . . . . . . . . . .

unit 2

T92f

Markets . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

unit 3

T139

Farmers Get a Chance . . . . . . . . . . . . . . . . . .

unit 3

T194e

unit 7

T164

unit 1

T30f

Flower Power . . . . . . . . . . . . . . . . . . . . . . . . .

unit 3

T156

Life in Outer Space . . . . . . . . . . . . . . . . . . . .

unit 7

T170e

Anni Axworthy

Steve Jenkins and Robin Page Douglas Florian

Katharine Kenah

Ben Keller

Jenna Kwon Sofia Miller

Science Book Life in the Forest . . . . . . . . . . . . . . . . . . . . . .

theresa Volpe

Fact Sheet Money . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

unit 3

Heather Langer

T190

Science Nonfiction I Face the Wind . . . . . . . . . . . . . . . . . . . . . . . Vicki Cobb

Informational Text How Did That Get in My Lunchbox? . . . . . . . .

unit 3

T163a

If Maps Could Talk . . . . . . . . . . . . . . . . . . . . .

unit 8

T211

Chris Butterworth Erika L. Shores

Social Studies Article Courtney taddonio Cassie Mayer

Interview Chasing Storms with Tim Samaras. . . . . . . . .

unit 6

T128

unit 7

T145

Jennifer tetzloff

History Article Communication Then and Now . . . . . . . . . . . Robin nelson

How to Make a Compass . . . . . . . . . . . . . . . .

unit 8

T260a

How to Make a Treasure Map . . . . . . . . . . . . .

unit 8

T266

Michael A. DiSpezio

Jonathan nwosu

Blog Constance Adams

E-Mail Our Community Garden . . . . . . . . . . . . . . . .

Aria Gomez

Online Article

Magazine Article unit 1

Josh thome

T24a

Photo Book Families in Many Cultures . . . . . . . . . . . . . . .

Media My Space Adventures . . . . . . . . . . . . . . . . . .

How-to Article

The World Is Your Family . . . . . . . . . . . . . . . .

Jean Baptiste

unit 1

T9

unit 5

T60a

unit 2

T120

Heather Adamson

Stefanie Boron Kevin Hand

Photo Journal My Crittercam Journal . . . . . . . . . . . . . . . . . . Greg Marshall

Project Notebook Michael Fay and the Giant Redwoods . . . . . . Gabrielle Burns

Genres at a Glance

xli

Best Practices Monographs on

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Building Comprehension for All Students . . . . . . . . . . . . . . Jennifer D. Turner and Deborah J. Short Building Foundational Skills . . . . . . . . . . . . . . . . . . . . Sylvia Linan-Thompson and Lada Kratky Developing Young Writers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Nancy Frey Beyond the Word List: Comprehensive Vocabulary Instruction . . . . . . . . . . . . . . . Nonie K. Lesaux Academic Talk: A Key to Literacy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Nonie K. Lesaux Reaching Your Reading Potential . . . . . . . . . . . . . . . . . . Deborah J. Short and Jennifer D. Turner Monitoring Progress to Reach Reading Goals . . . . . . . . . . . . . . . . . . . . Sylvia Linan-Thompson Orchestrating Instruction . . . . . . . . . . . . . . . . . . . . . . . . Lada Kratky and Jennifer D. Turner Using Technology to Foster Learning for a New Century . . . . . . . . . . . . . . . . . . . . Nancy Frey Reaching for the Common Core . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Nancy Frey Reach for the Common Core . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Deborah J. Short Understanding and Reaching Your Students . . . . . . . . . . . . . . . . . . . . . . Patricia A. Edwards And more!

Download author podcasts

Program Authors

Nancy Frey, Ph.D.

Sylvia Linan-Thompson, Ph.D.

xlii

Lada Kratky

Deborah J. Short, Ph.D.

Nonie K. Lesaux, Ph.D.

Jennifer D. Turner, Ph.D.

Program Consultant

Patricia A. Edwards

Routines Phonological Awareness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . BP1 Decoding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . BP5 Dictation and Word Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . BP8 Corrective Feedback and Reteaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . BP9 High Frequency Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . BP10 Activities for Daily Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . BP11 Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . BP13 Speaking and Listening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . BP19 Cooperative Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . BP23 Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . BP25 Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . BP35 Scripts for Letter Formation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . BP39

xliii

Whole Group Time

Leveled Reading

teacher

student

Conduct Phonics Lessons

Learn to Read

Conduct Reading Lessons

Read and Respond to Fiction and Nonfiction

Teach Daily Language Arts Daily Spelling and Word Work Daily Grammar

Build Content Knowledge

Differentiate Instruction

Engage in Daily Language Arts Activities

Guide Writing Projects

Collaborate on Writing Projects

Assess Progress

Complete Assessments

teacher

student

Introduce Books

Read and Discuss Books

Monitor Small Group Reading

Extend Content Knowledge

Guide Discussion

Apply Reading Skills

Assess Progress

Connect and Compare Texts Demonstrate Comprehension

Time

Learning Station Time

teacher

student

Suggest Books for Independent Reading

Read Independently

Introduce Learning Stations Meet with Small Groups or Individuals for Intervention, Reteaching, or Acceleration Guide and Redirect as Needed

Complete Learning Station Activities Meet for Intervention, Reteaching, or Acceleration Work on Assigned Skills Practice

Unit 5

Creature Features

?

Big Question

How are animals different?

T1b

Unit 5

Program Resources

whole group time Read on YouR own

Read onRead YouRon own Book 17Book 18 YouR own

Book 17

Unit 5 Creature Features ™

Welcome Jose Alvera!

Classroom 01 Sample Elementary School, Sample District

?

Announcements

My Books

Digital Library

READ ON YOUR OWN

BOOK 17

and

BOOK 18

Bodies Fins and Stripes

Huge

READ ON YOUR OWN

READ ON YOUR OWN

BOOK 19

3

4

READ ON YOUR OWN

BOOK 17

BOOK 18

Bodies Fins and Stripes

Huge

READ ON YOUR OWN

BOOK 20

My Reports

5

MY GEO POINTS

56

READ ON YOUR OWN

BOOK 19

Eating Up and Diving In

BOOK 20

Eating Up and Diving In

You’re on the

2

READ ON YOUR OWN

and

My Tests

1

Huge

Animals Small

My Assignments

Reach for Reading - Grade 1

Student Book

Book 18

Bodies Fins and Stripes

Read More

READ ON YOUR OWN

Animals Small and

SkillS n  Words with -y n  Plurals -s, -es, -ies

™

Read More

Welcome! Play a game, listen to a book or watch a video. Explore the site to find these and other resources.

Read on YouR own

Unit 5 Creature Features

Animals Small

SkillS n  Words with Soft c n  Words with Soft g

™

You’re on the

Trail!

Trail!

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Phonics Games

Word Builder

NGReach.com

Sing-with-Me Phonics Songs MP3s

Phonics Games

Word Builder

Sing-with-Me Phonics Songs MP3s

888-915-3276 www.NGSP.com

888-915-3276 www.NGSP.com

My Vocabulary Notebook

Resources Magazine Maker

Games

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READ ON YOUR OWN

and

SkillS n  Vowel Digraphs ee, ea, ie n  Endings -ed, -ing  

Read More READ ON YOUR OWN

BOOK 17

Huge

BOOK 18

Bodies Fins and Stripes

READ ON YOUR OWN

and

READ ON YOUR OWN

BOOK 17

Animals Small

Huge

Read on YouR own

Book 20

Eating Up and Diving In

Unit 5 Creature Features

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Read More Animals Small

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Read on YouR own Book 19 Read on YouR own Book 20

Book 19

Unit 5 Creature Features SkillS n  Vowel Digraphs ai, ay n  Contractions

™

BOOK 18

Bodies Fins and Stripes

NGReach.com READ ON YOUR OWN

READ ON YOUR OWN

BOOK 19

NGReach.com

Phonics Games

Word Builder

Sing with Me Language Songs Pages 22–25

BOOK 20

Eating Up and Diving In

READ ON YOUR OWN

BOOK 19

READ ON YOUR OWN

BOOK 20

Eating Up and Diving In

You’re on the

Trail! Sing-with-Me Phonics Songs MP3s

888-915-3276 www.NGSP.com

You’re on the

You’re on the

Trail!

Trail!

NGReach.com

Phonics Games

Word Builder

Sing-with-Me Phonics Songs MP3s

888-915-3276 www.NGSP.com

Read On Your Own: Decodable Books

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• Write-On/Wipe-Off Board • Sound Spelling Cards • Phonics Picture Cards • Sing with Me Phonics Songs

Anthology Volume 2, Pages 2–69

Build Background Video

Interactive Whiteboard

Adapted from original

What Do You Do

ABCF_Cover_091311_FPP.indd

?

With a Tail Like This by Dou l s Flori n

3

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by Steve Jenkins and Robin Page

Academic Talk flip chart

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Big Books

Decodable Text Sets 5.1–5.4

Interactive Read Aloud 9 and 10

leveled reading time

Leveled Book Finder

© National Geographic Learning, a part of Cengage Learning, Inc.

For use with TE pages LR4–LR11

Fiction Leveled Books

T1c

Unit 5

Nonfiction Leveled Books

Animal Animal

Both

Use your Venn diagram to tell a partner about the book.

Venn Diagram

Use the Venn diagram to take notes about your book as you read.

Date

Compare and Contrast

Name

LR5.1

Unit 5 | Animal Features

Leveled Reading Masters LR5.1–LR5.3, LR A.1–LR A.4

Creature Features Learning Station time ™

Welcome Jose Alvera!

Classroom 01 Sample Elementary School, Sample District

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Name

Date

Phonics

Words with Soft c

cell phone

face

Circle the word that names the picture. Read and answer the question.

1.

2. sat

ice

cent

is

can’t

3.

ink

4. fence

print

fake

price

fans

5.

prize

6. damp

mice

dash

mink

dance

Do mice dance and use cell phones?

Read It Together

© National Geographic Learning, a part of Cengage Learning, Inc.

For use with TE p. T3c

Practice Book PM5.1–PM5.56

miles

PM5.1

Unit 5 | Creature Features

Practice Masters PM5.1–PM5.56

Reach into Phonics Foundations

Teamwork Activities

pLanning reSourceS

aSSeSSment & reteaching Room 23A

Ms. Williams | Lincoln Elementary | Vista School District, CA

Teacher eEdition

Home

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Lesson Planner Planner Daily View

Ms. Matthews | School Name | Surrey District, CA

™

Classroom 01

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Home

My Plans:

02/15/2010 - 02/19/2010

Planner Daily View

Level D - Unit 7 - Part 1

My Events

Create New Plan

Oral Reading Assessment

Add / Remove Activities

Unit 5

Did you know that snakes can change

MONDAY

42 min.

TUESDAY

41 min.

WEDNESDAY

36 min.

THURSDAY

36 min.

FRIDAY

their skin? They can. A snake will shed its

41 min.

skin many times. Welcome,

Ms. Matthews!

Lesson Planner

Unit

Why does a snake shed its skin? As

Teacher’s Edition

4

Language Introduce the Big Question and Build Background T412 10 min.

Presentation Tool

Teacher & Student eEditions

exploration Digital Library

Language Language of the Day T417a 1 min.

Ms. Williams | Lincoln Elementary | Vista School District, CA

Interactive Whiteboard Lessons

education

compelling visuals

COMMON

Reach for Reading - Grade 1 great storytelling

TUESDAY

41 min.

1 min.

a snake grows, its skin will not fit. Some snakes get huge! As a snake ages,

1 min.

it doesn’t grow as much. But it still

1 min.

Help | Sign out

slides through rocks. It slides under plants.

WEDNESDAY

Language Language Planner Daily View Talk Together About the Language Function: Summarize Big My Question T420a—T420b Events Create New Plan Add / Remove Activities T415 5 min. 10 min. 36 min.

THURSDAY

36 min.

FRIDAY

Language Grammar: Adverbs T434a

It rubs its skin. The skin rips. It gets holes

Language Speaking: Stay On Topic T435a 10 min.

in places. New skin grows in place of the old.

10 min.

At shedding time, a snake has a trick.

41 min.

It rubs its face on a rock. That loosens Language Program Authors Introduce the Big Question and Nancy Frey Build Background Lada Kratky T412 Nonie K. Lesaux 10 min.

celebration of cultures Assignments

42 min.

Language Language of the Day T435a

Leveled Book Finder

Search

Global Search

Look Inside

Class Management

Announcements

Engage students with interactive learning tools.

Reports

Magazine Maker

Learn More

Professional Development

MONDAY

Room 23A

Language Language of the Day T434a

Lesson Planner

Language Share What You Know T412 My Plans: Level D - Unit 7 - Part 1 5 min.

Reach into Teaching

Resource Directory

Teacher eEdition

Home

PROGRAM

02/15/2010 - 02/19/2010

eAssessment

Enter search term

CORE

Language Language of the Day T420a

1

Sylvia Linan-Thompson Deborah J. Short Jennifer D. Turner

My Vocabulary Notebook

2

3

4

Language Share What You Know T412

authenticity

5

ESL_TE_IFC_Outline_FPP.indd 1

ESL_TE Common Inside Front Cover to all Reach TEs Levels A-F and Phonics TEs Trim Size: 10 x 12.0625-

5 min.

10/25/11 4:02 PM

Language Begin the Unit Concept Map T413 5 min.

© NGSP & HB | Terms of Use & Privacy Policy

NGReach.com

Teacher’s eEdition

Language Talk Together About the Big Question T415 5 min.

Vocabulary Language Grammar: Adverbs Science Vocabulary T417a T415 10 min.

Language

Language Language of the Day T434a Grammar: Adverbs 1 min. 1 min. T417a

5 min.

Language Language Function: Summarize T420a—T420b 10 min.

Vocabulary Expand Word Knowledge T420b

10 min.

10 min.

Writing Daily Writing: Fluency T416

Language Language Function: Tell an Original Story T414—T415 10 min.

T418—T419

15 min.

T422—T424-425

2 min.

Vocabulary Expand Word Knowledge 1 min. T420b

Reading Read "An Island Grows", Sections 2 and 3 T426-427—T433 10 min.

It changes skin!

10 min.

10 min.

Reading Read "An Island Grows", Sections 2 and 3 T426-427—T433 10 min.

Reading Fluency: Intonation T432

Reading Talk About It T434c—T434

Reading Fluency: Accuracy, Rate, and Intonation T435c—T435 5 min.

Reading Fluency: Intonation T432 5 min.

Reading Reading Reading Read "An Island Grows", Reading ReadingStrategy: Synthesize: Fluency: Accuracy, Rate, About It DrawTalk Conclusions Section 1 and Intonation T434c—T434 T435c—T435 T418—T419 T422—T424-425 5 min. 5 min. 5 min. 15 min. 5 min.

5 min.

Online Lesson Planner

its old skin. The snake slides out of it.

Vocabulary Apply Word Knowledge T435b 10 min.

10 min.

Vocabulary Apply Word Knowledge T435b

Language Talk Together T435

Language Language Function: Tell an Original Story T414—T415 10 min.

Vocabulary Share Word Knowledge T434b

Reading Introduce the Narrative Poem; Preview and Build Background 10 min. T420—T421 10 min.

Speaking: Stay On Topic T435a

10 min.

10 min.

Reading Introduce the Narrative Poem; Preview and Build Background T420—T421 10 min.

Writing Daily Reading Writing: Fluency Reading Read "An Island Grows", Reading Strategy: Synthesize: T416 Section 1 Draw Conclusions

Language Language of the Day T435a

10Language min.

Language Grammar: Adverbs T434a

Vocabulary Vocabulary Share Word Knowledge Academic Vocabulary T434b T417 10 min. 10 min.

10 min. Vocabulary Academic Vocabulary T417

Vocabulary Science Vocabulary T415

2 min.

© National Geographic Learning, a part of Cengage Learning, Inc.

Grade 1 Assessment

5 min.

Assessment Handbook A5.1–A5.62 5 min.

Unit 5 | Creature Features

01/11/11 6:01 PM

Assessment Masters A5.1–A5.62

Language Talk Together T435

Writing Daily Writing: Write About It T434

A5.1

A5p1-4_96403_ORA.indd 1

5 min.

5 min.

© NGSP & HB | Terms of Use & Privacy Policy

Writing Daily Writing: Write Reach ExamV iew ® CD-RO M

About It

Level B T434

The ExamView ® Assessme nt Suite lets you Part Tests and generate custom Unit Tests for Reach. You will find:

5 min.

Reach Item Banks and Test

ExamView®CD-ROM

•   U se banks of Generator  Reach item s to build te •   S cramble item sts which m eet your nee s and answe r choices to  customize y •   P rint paper te ds. sts and answ our tests. er sheets.

Test Player

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 area netwo © Test NGSP & HB h your local | Terms of rk.Use & Privacy Policy Manager  tests throug

•  Create or  import a cl ass roster. •  Automatic ally score a  paper test u •  Administe r and score  an online te sing a scann er. •  Generate  class and st udent repor st. ts.

ExamView® CD-ROM

Teacher Technology • Student and Teacher eEditions • Lesson Planner • eVisuals 5.1–5.15 • Family Newsletter 5 (in 7 languages) • Teamwork Activities Teacher’s Guide • Test-Taking Strategies Teacher’s Guide • Professional Development • EL Resources • Other Teacher Resources

Language

Language

Language Language of the Day Language of the Day T420a T417a Begin the Unit 1Concept Map min. T413

Name

System Requiremen

ts Internet conn ection require software updater, and Web d to access the content upd ater,    publishing fe atures  Mac®

OS X 10.2+ 

120 MHz Power  Macintosh     (G3 recomme nded) 32 MB availabl e memory for     application (6 4 MB recomme

28 MB of availa

ble hard drive s

Windows®

nded) 

pace e of displaying      16-bit color w ith 800 x 600 r esolutio n

Monitor capabl

Teacher’s Edition • Whole Group Lessons • Leveled Reading

Microsoft Wind ows® 2000/XP/   (or more rece Vista   nt operating sy stem) Intel Pentium®  II 120 MHz or     compatible pr ocessor 32 MB availabl e memory for a   (64 MB recom pplication      mended) 32 MB of availa ble hard drive s pace Monitor capabl e of displaying    with 800 x 60 16-bit color      0 resolution

ExamView® School Publishing

Date

Compare and Contrast You compare to tell how things are alike. Use words like and or both. You contrast to tell how things are different. Use a word like but. Look at the picture of two girls. The first sentence tells how they are alike. The next sentence tells how they are different.

Reteach

Both girls have books. But one girl has many books.

1. Write a sentence that tells how the kids are alike. Both 2. Write a sentence that tells how the kids are different. But

3. Write a sentence that tells how the pigs are alike. Both 4. Write a sentence that tells how the pigs are different. But © National Geographic Learning, a part of Cengage Learning, Inc.

For use with TE page T31b

RT5.1

.

. .

Unit 5 | Creature Features

24/01/15 6:13 PM

RT5p1_96403_RT_F.indd 1

eAssessment™

.

Reteaching Masters RT5.1–RT5.19

Program Resources

T1d

Unit 5

Skills at a Glance = tested skill

= tested skill FOr englisH learners

BUIld BackGroUnd VIdeo

Introduce Unit 5

whole group time Speaking and Listening

Week 1

Listen to a Fact Book Listen to an Animal Fantasy

What Do You Do

Compare and Contrast Theme Theater: Dramatization

For Pete’s Sake

Adapted from original

?

by Ellen Stoll Walsh

With a Tail Like This

by Steve Jenkins and Robin Page

K5ESL_G1U5_RABB_Tails_CVR.indd 3

1/19/10 9:11:01 AM

Comprehension Coach

esl_se_G1U5V2_Fic_8-29.indd 9

1/15/10 3:29:10 PM

IntrodUce the BIG qUeStIon

Language and Vocabulary

Reading

Phonics Substitute Initial and Final Sounds Read and Spell Words with Soft c Read and Spell Words with Soft g Grammar: Possessive Pronouns Science Vocabulary parts beak mouth tail paw coverings feathers scales fur Academic Vocabulary alike body different feature look

Read a Fact Book Read an Animal Fantasy Compare and Contrast Make Connections

eEdition

Week 2

Phonics Read Decodable Text Read and Spell High Frequency Words eyes far small three through under Fluency: Practice Accuracy and Rate Read on YouR own

READ ON YOUR OWN

and

READ ON YOUR OWN

Listen to Science Articles Relate Readings to the Big Question

Genre A science article is nonfiction. This article gives information about alligators.

Alligators by Julie Larson

Phonics Substitute and Add Final Sounds Read and Spell Words with -y Read and Spell Words with Plurals -s, -es, -ies Grammar: Complete Sentences Identify Synonyms

Interactive Whiteboard

1/15/10 3:52:00 PM

eEdition

Listen to Fact Books Give Information Categorize

Slither, Slide, Hop, and Run

Oral Language Project: News Report

by Katharine Kenah

by Dou l s Flori n Comprehension Coach

10/5/11 12:04 PM

esl_se_G1U5V2_NF_44-57.indd 45

1/15/10 4:22:22 PM

eEdition

Week 4

Listen to a Photo Journal Listen to a Science Article Relate Readings to the Big Question

Connect Across Texts Read about a camera that films animals moving in different ways. Genre A photo journal shows something important in a person’s life. It uses words and photos.

by Greg Marshall

61

1/15/10 4:56:46 PM

eEdition

Science Vocabulary swim run slide fly climb slither Academic Vocabulary back fact front movement push Grammar: Commands and Exclamatory Sentences Phonics Substitute Initial and Final Sounds Add Final Sounds Read and Spell Words with ai, ay Read and Spell Words with Contractions

Identify Antonyms Grammar: Indefinite Pronouns Phonics Substitute Initial and Final Sounds Count and Combine Syllables Read and Spell Words with ee, ea, ie Read and Spell Words with Endings -ed, -ing

My Crittercam Journal

BOOK 20

Eating Up and Diving In

You’re on the

NGReach.com

Phonics Games

Word Builder

Sing-with-Me Phonics Songs MP3s

888-915-3276 www.NGSP.com

12/27/10 2:41:42 PM

Read Science Articles Identify Main Idea and Details Compare Genres Phonics Bodies Fins and Stripes Read Decodable Text Read and Spell High Frequency Words animal color group might most move Fluency: Practice Accuracy and Rate Read on YouR own

Read on YouR own

Book 18

Book 18

Unit 5 Creature Features SkillS n  Words with -y n  Plurals -s, -es, -ies

™

Read More

READ ON YOUR OWN

Huge

READ ON YOUR OWN

READ ON YOUR OWN

BOOK 17

Animals Small

BOOK 18

Bodies Fins and Stripes

READ ON YOUR OWN

BOOK 19

BOOK 20

Eating Up and Diving In

You’re on the

Trail!

NGReach.com

Phonics Games

Word Builder

Sing-with-Me Phonics Songs MP3s

Interactive Whiteboard

Unit 5 Wrap-Up

12/27/10 2:43:08 PM

Read Fact Books Categorize Details Make Connections Phonics Read Decodable Text Read and Spell High Frequency Words funny hurt light mean sea sound Fluency: Practice Accuracy and Rate

Read on YouR own

Read on YouR own

Book 19

Book 19

Unit 5 Creature Features SkillS n  Vowel Digraphs ai, ay n  Contractions

™

Read More

READ ON YOUR OWN

and

Huge

READ ON YOUR OWN

READ ON YOUR OWN

BOOK 17

Animals Small

BOOK 18

Bodies Fins and Stripes

READ ON YOUR OWN

BOOK 19

BOOK 20

Eating Up and Diving In

You’re on the

Trail!

NGReach.com

Phonics Games

Word Builder

Sing-with-Me Phonics Songs MP3s

888-915-3276 www.NGSP.com

You’re on the

Trail!

ESL_PH_G1U5W3_CVR.indd 4-5

1/5/11 10:54:08 AM

Read a Photo Journal Read a Science Article Distinguish Fact and Opinion Compare Genres Phonics Eating Up and Diving In Read Decodable Text Read and Spell High Frequency Words few food head hold into once Fluency: Practice Accuracy and Rate Read on YouR own

Book 20

Read on YouR own

Book 20

Unit 5 Creature Features

SkillS n  Vowel Digraphs ee, ea, ie n  Endings -ed, -ing  

™

Read More

READ ON YOUR OWN

and

Huge

READ ON YOUR OWN

READ ON YOUR OWN

BOOK 17

Animals Small

BOOK 18

Bodies Fins and Stripes

BOOK 19

READ ON YOUR OWN

BOOK 20

Eating Up and Diving In

You’re on the

Trail!

NGReach.com

Phonics Games

Word Builder

Sing-with-Me Phonics Songs MP3s

888-915-3276 www.NGSP.com

ESL_PH_G1U5W4_CVR.indd 4-5

Unit 5

Huge

ESL_PH_G1U5W2_CVR.indd 4-1

Week 3

T1e

READ ON YOUR OWN

BOOK 19

and

888-915-3276 www.NGSP.com

33

esl_se_G1U5V2_NF_61-63.indd 61

BOOK 18

Bodies Fins and Stripes

Trail!

and

ABCF_Cover_091311_FPP.indd 3

READ ON YOUR OWN

BOOK 17

Huge

Book 17

Animals Small

ESL_PH_G1U5W1_CVR.indd 4-1

Connect Across Texts Learn more about what makes alligators different .

esl_se_G1U5V2_Fic_33-37.indd 33

SkillS n  Words with Soft c n  Words with Soft g

Animals Small

Read on YouR own

Book 17

Unit 5 Creature Features

™

Read More

anSWer the BIG qUeStIon

UnIt projectS

12/27/10 2:45:44 PM

Creature Features ?

Big Question How are animals different?

Writing

learning station time

assessment & reteaching

Power Writing Write a Comparison Writer’s Craft: Use Verbs Write About Animal Features Writer’s Craft Write About “For Pete’s Sake”

Speaking and Listening Compare Animals; Describe a Pet Language and Vocabulary Games: My Vocabulary Notebook Writing Design an Animal; List the Facts Cross-Curricular Count Legs!; Land, Water, or Air Reading and Intervention Comprehension Coach; Write a Book Ad; Reteach Phonics; Reach into Phonics Foundations

Substitute Initial and Final Sounds Decode and Spell Words with Soft c and Soft g High Frequency Words Fluency: Expression, Accuracy, Rate Compare and Contrast Make Connections Science and Academic Vocabulary Grammar: Pronouns Write a Comparison

Power Writing Write About Alligators Write a Comparison Write About Tide Pools Write the Main Idea and Details Write About Animals

Speaking and Listening Classify Animals; Talk About Coverings Language and Vocabulary Games; My Vocabulary Notebook Writing Can You Guess?; Describe an Alligator Cross-Curricular Tell About a Country; Ask the Expert Reading and Intervention Comprehension Coach; Animals in Books; Reteach Phonics; Reach into Phonics Foundations

Substitute and Add Final Sounds Decode and Spell Words with -y and with Plurals -s, -es, -ies High Frequency Words Fluency: Expression, Accuracy, Rate Identify Main Idea and Details Science and Academic Vocabulary Grammar: Sentences Write a Description

Power Writing Write About Movement Writer’s Craft Write About Movement Write About Movement Write About “Slither, Slide, Hop, and Run”

Speaking and Listening Animal Clues; Two Ways to Move Language and Vocabulary Games; My Vocabulary Notebook Writing How Do Animals Move?; Observe and Learn Cross-Curricular State Animals; Animals on the Move Reading and Intervention Comprehension Coach; Write about Book Choices; Reteach Phonics; Reach into Phonics Foundations

Substitute Initial and Final Sounds Add Final Sounds Decode and Spell Words with ai, ay and Contractions High Frequency Words Fluency: Intonation, Accuracy, Rate Categorize Details Make Connections Science and Academic Vocabulary Grammar: Sentences Write Informative Sentences

leVeleD reaDing guided reading levels A – K Weeks 1–4

A Little Monkeys B I See Tails! C Ears D An Elephant’s Trunk E Creature Features E Jenna’s Pet F Marks in the Sand F How Animals Move

Power Writing Write About Crittercam Write About a Photo Journal Write a Fact Write A Fact and an Opinion Write About the Cameras Writing Project Write an Expository Article

Speaking and Listening Animal Survey; The Next Scene Language and Vocabulary Games; My Vocabulary Notebook Writing Words in Action; Facts and Opinions Cross-Curricular Draw Animals; How Critters Act Reading and Intervention Comprehension Coach; Compare Thoughts; Reteach Phonics; Reach into Phonics Foundations

Substitute Initial and Final Sounds Count and Combine Syllables Decode and Spell Words with ee, ea, ie and Words with Endings -ed, -ing High Frequency Words Fluency: Intonation, Accuracy, Rate Distinguish Fact and Opinion Science and Academic Vocabulary Grammar: Pronouns Writing Trait: Fluency Write Informative Sentences

G The Speedy Cheetah G Polar Bears H Put Me in the Zoo H A Frog Has a Sticky Tongue I Walking Up Walls I A Cat’s Whiskers J What Do You Know About Dolphins?

K Seven Blind Mice Leveled Book Finder

Skills at a Glance

T1f

Week 1

Ms. Williams | Lincoln Elementary | Vista School District, CA

Planner

Teacher eEdition

Home

MONDAY

Online Lesson Planner NGReach.com

42 min.

TUESDAY

Level A - Unit 7 - Part 1

41 min.

My Events

WEDNESDAY

36 min.

Language Introduce the Big Question and Build Background T412 10 min.

Language Language of the Day T417a 1 min.

1 min.

Language Share What You Know T412

Language Talk Together About the Big Question T415 5 min.

Language Language Function: Summarize T420a—T420b

Language Grammar: Adverbs T417a

Vocabulary Expand Word Knowledge T420b

5 min.

Language Begin the Unit Concept Map T413 5 min.

Language Language of the Day T420a

Vocabulary Academic Vocabulary T417

Create New Plan

THURSDAY

36 min.

Language Language of the Day T434a

Help | Sign out

FRIDAY

41 min.

Language Language of the Day T435a

Language Grammar: Adverbs T434a

1 min.

Language Speaking: Stay On Topic T435a 10 min.

Vocabulary Share Word Knowledge T434b

10 min.

Vocabulary Apply Word Knowledge T435b

10 min.

10 min.

10 min.

10 min.

Reading Introduce the Narrative Poem; Preview and Build Background T420—T421 10 min.

Reading Read "An Island Grows", Sections 2 and 3 T426-427—T433 10 min.

Reading Fluency: Intonation T432

10 min.

Reading Read "An Island Grows", Section 1 T422—T424-425 5 min.

Reading Talk About It T434c—T434

2 min.

Reading Reading Strategy: Synthesize: Draw Conclusions T418—T419 15 min.

Reading Fluency: Accuracy, Rate, and Intonation T435c—T435 5 min.

Writing Daily Writing: Fluency T416

5 min.

Language Language Function: Tell an Original Story T414—T415 10 min.

= dediCATed eNGLiSH LeARNeR SUPPORT

Add / Remove Activities

1 min.

10 min.

10 min.

Vocabulary Science Vocabulary T415

= TeSTed SkiLL

Room 23A

Lesson Planner Planner Daily View

My Plans:

02/15/2010 - 02/19/2010

5 min.

Language Talk Together T435 5 min.

Writing Daily Writing: Write About It T434 5 min.

= TESTED SKILL FOR ENGLISH LEARNERS

© NGSP & HB | Terms of Use & Privacy Policy

Day 1

whole group time

Day 2

Learn Sounds, Letters, and Words

Read and Comprehend

Substitute Initial Sounds T3a

Phonological Awareness

Substitute Initial Sounds T6e

Decodable text

5 minutes

Phonics and Spelling

Read on YouR own

READ ON YOUR OWN

READ ON YOUR OWN

BOOK 17

Animals Small

Huge

Read on YouR own

Book 17

Unit 5 Creature Features SkillS n  Words with Soft c n  Words with Soft g

™

BOOK 18

Bodies Fins and Stripes

20–30 minutes` and

READ ON YOUR OWN

READ ON YOUR OWN

BOOK 19

Book 17

Animals Small and

Read More

Huge

BOOK 20

Eating Up and Diving In You’re on the

Trail! NGReach.com

Phonics Games

Word Builder

Sing-with-Me Phonics Songs MP3s

888-915-3276 www.NGSP.com

ESL_PH_G1U5W1_CVR.indd 4-1

High Frequency Words

Phonics Words with Soft c T3a Spelling Words with Soft c T1k, T3c Fluency Accuracy and Rate T3d

CC.1.Rfou.3 CC.1.L.2.d–e

12/27/10 2:41:42 PM

Learn High Frequency Words T1k, T3d

CC.1.Rfou.3.g; CC.1.L.2.d

5–10 minutes

whole group time Speaking and Listening 10 minutes

Anthology & Big Book

Language and Vocabulary 15–25 minutes

Reading 20–40 minutes

Listen and Comprehend

15 minutes

CC.1.Rfou.3–4

CC.1.Rfou.3; CC.1.L.2.d–e

Practice High Frequency Words T1k, T6f Handwriting T6f

CC.1.Rfou.3.g; CC.1.L.2.d CC.1.L.1.a

Listen and Analyze

Introduce the Big Question; Preview Unit Projects T2–T3 Compare and Contrast T4,

CC.1.SL.1–2 T1o

CC.1.SL.1

Summarize T1o Make Connections T7

CC.1.SL.1

Daily Grammar CC.1.L.1; CC.1.L.1.d Use Possessive Pronouns T1m CC.1.L.4; CC.1.L.5.b Science Vocabulary Learn Key Words T4 beak coverings feathers fur mouth parts paw scales tail

Daily Grammar Use Possessive Pronouns T1m, Academic Vocabulary Learn More Key Words T6i alike body different feature look

Read CC.1.Rinf.10 Read-Aloud: Fact Book T5a Comprehension CC.1.Rinf.10; Compare and Contrast CC.1.Rfou.4; T5a, T1o CC.1.Rfou.4.b

Reread CC.1.SL.1 Read-Aloud: Fact Book T7a Comprehension Make Connections T7a

Adapted from original

What Do You Do

?

With a Tail Like This

CC.1.L.1; CC.1.L.1.d

T1o CC.1.L.4; CC.1.L.6

Adapted from original

What Do You Do

by Steve Jenkins and Robin Page

K5ESL_G1U5_RABB_Tails_CVR.indd 3

Writing

Phonics Words with Soft c T6e Read with Fluency T6g Spelling Words with Soft c T1k, T6f Fluency Accuracy and Rate T6h

Power Writing T4 Writing Write a Comparison T6d

?

With a Tail Like This

by Steve Jenkins and Robin Page

K5ESL_G1U5_RABB_Tails_CVR.indd 3

1/19/10 9:11:01 AM

CC.1.W.5 CC.1.W.2

Power Writing T6i Writing Writer’s Craft T7b

1/19/10 9:11:01 AM

CC.1.W.5 CC.1.W.5

Fiction & Nonfiction

leveleD reADiNg time 20 minutes

Read Book 1 Introduce LR2 Read LR4–LR11 Make Connections Compare and Contrast Categorize

CC.1.Rlit.10; CC.1.Rinf.10

Reread Book 1 Read and Integrate Ideas LR2 Make Connections Compare and Contrast Categorize

CC.1.Rlit.10; CC.1.Rinf.10; CC.1.SL.1

leArNiNg stAtioN time Skill: Compare and Contrast Content: Animals

Skill: Classify Content: Animal Body Parts

1. Each person draws an animal.

Math

Count Legs!

partners

2. Imagine each of these animals as a pet.

1. Look at the Language Builder Picture Cards.

5BML
5PHFUIFS


8

20 minutes

Speaking and Listening T1i Language and Vocabulary T1i Writing T1i Cross-Curricular T1j Reading and Intervention T1j

Listening/Speaking

Compare Animals

feathers B62

wing

partners

partners

Compare and contrast the two animals.

and has

have , but

. has

2. Count the animals’ legs. 3. Sort the animals by the number of legs. Label them.

.

goose

flamingo

2 legs

Which animal do you want as your pet? 5BML
5PHFUIFS


on NGReach.com.

Unit 5 | Part 1

5

fur

NGSP & HB

small group

© NGSP & HB

Tell another pair about your animals.

Find animal photos in the Digital Library

tiger

horse

30

4 legs ESL_LLTA_G1U5P1_LP.indd 30

2/11/10 10:16:35 AM

ESL_CCTA_G1U5P1_M.indd 31

T1g

Unit 5

Unit 5 | Part 1

31

3/3/10 2:06:22 PM

CC.1.SL.4–5 CC.1.L.4 CC.1.W.2 CC.1.W.7; CC.1.SL.1; CC.1.L.5.a CC.1.Rfou.3–4; CC.1.W.1

Thematic Connection

Creature Features ?

Big Question How are animals different?

Day 3

Day 4 Read and Comprehend

Learn Sounds, Letters, and Words Substitute Initial and Final Sounds T7c

Phonics Words with Soft g T7c Spelling Words with Soft g T1l, T7e Fluency Accuracy and Rate T7e

Review and Apply

Substitute Initial and Final Sounds T28a

CC.1.Rfou.2.b; CC.1.Rfou.3 CC.1.Rfou.3; CC.1.L.2.d–e

Practice High Frequency Words T1l, T7e

Day 5

CC.1.Rfou.3.g; CC.1.L.2.d

Read and Comprehend

Review T29b

Phonics CC.1.Rfou.2.b; CC.1.Rfou.3–4 Words with Soft g T28a Read with Fluency T28c Spelling CC.1.Rfou.3; CC.1.L.2.d ; CC.1.L.2.e Words with Soft g T1l, T28a Fluency Accuracy and Rate T28d Practice High Frequency Words T1l, T28b

CC.1.Rfou.3.g; CC.1.L.2.d

Reread and Analyze

Preview and Predict T8

CC.1.SL.1

Daily Grammar Use Possessive Pronouns T1n Vocabulary Expand Word Knowledge T8

CC.1.L.1; CC.1.L.1.d CC.1.L.4

Read CC.1.Rlit.10 Read an Animal Fantasy T9–T28 T1p

For Pete’s Sake by Ellen Stoll Walsh

Comprehension Coach

esl_se_G1U5V2_Fic_8-29.indd 9

Power Writing T8 Writing Write About Animal Features T28

Read Book 2 Introduce LR2 Read LR4–LR11 Make Connections Compare and Contrast Categorize

1/15/10 3:29:10 PM

CC.1.W.5 CC.1.W.5; CC.1.L.1.g

CC.1.Rlit.10; CC.1.Rinf.10

CC.1.SL.1

Daily Grammar Grammar and Writing T1n Vocabulary Share Word Knowledge T28e

CC.1.L.1; CC.1.L.1.d CC.1.L.4

CC.1.Rlit.10 Reread Reread an Animal Fantasy T28f Comprehension CC.1.Rlit.7 Compare and Contrast T9–T28 Make Connections T9–T28 Describe Characters T28g T1p

CC.1.L.2.d

Review High Frequency Words CC.1.Rfou.3.g; CC.1.L.2.d T1k, T29b

Talk About “For Pete’s Sake” T30 Theme Theater: Dramatization T67e

Daily Grammar Review T1n Vocabulary Review T29a

by Ellen Stoll Walsh

CC.1.SL.1

CC.1.L.1; CC.1.L.1.d CC.1.L.4

Reread and Integrate Ideas CC.1.Rlit.7 T30 Comprehension CC.1.Rlit.7 Compare and Contrast T31, T1p Make Connections T31

For Pete’s Sake

For Pete’s Sake by Ellen Stoll Walsh

Comprehension Coach

Comprehension Coach

1/15/10 3:29:10 PM

esl_se_G1U5V2_Fic_8-29.indd 9

CC.1.W.5 CC.1.W.5

T1p

Reread Book 2 Read and Integrate Ideas LR2 Make Connections Compare and Contrast Categorize

CC.1.Rfou.3

Review and Apply

Compare Animals T28e

Power Writing T28e Writing Writer’s Craft T29,

Phonics Words with Soft c and Soft g T29b Spelling Words with Soft c and Soft g T29b Fluency Accuracy and Rate T29b

CC.1.Rlit.10; CC.1.Rinf.10; CC.1.SL.1

1/15/10 3:29:10 PM

esl_se_G1U5V2_Fic_8-29.indd 9

Power Writing T29a Writing Write About “For Pete’s Sake” T30

CC.1.W.5 CC.1.W.5

Reading Connect Across Texts LR3 Writing Choose a Writing Option LR4–LR11

CC.1.SL.1 CC.1.W.1–3

AssessmeNt & reteAchiNg ™

Welcome Jose Alvera!

Classroom 01 Sample Elementary School, Sample District

?

Announcements

Welcome! Play a game, listen to a book or watch a video. Explore the site to find these and other resources.

My Books

Name

Date

Compare and Contrast Digital Library

You compare to tell how things are alike. Use words like and or both. You contrast to tell My Assignments how things are different. Use a word like but. Look at the picture of two girls. The first sentence tells how they are alike. The next sentence tells how they are different.

My Tests

Reach for Reading - Grade 1

Student Book

1

2

3

4

5

My Vocabulary Notebook

My Reports

Reteach

Both girls have books. But one girl has many books.

MY GEO POINTS

56

1. Write a sentence that tells how the kids are alike. Both 2. Write a sentence that tells how the kids are different. But

. .

Resources Magazine Maker

Games

3. Write a sentence that tells how the pigs are alike. Both

.

4. Write a sentence that tells how the pigs are different. But

.

© National Geographic Learning, a part of Cengage Learning, Inc.

For use with TE page T31b

© NGSP & HB | Terms of Use & Privacy Policy

RT5.1

Unit 5 | Creature Features

Assessment & Reteaching T31a–T31b Foundational Skills A5.5–A5.7

CC.1.Rfou.2.a–c CC.1.Rfou.3; CC.1.Rfou.3.c Spelling Test T1k CC.1.Rfou.3; CC.1.L.2.d–e Oral Reading Assessment A5.1–A5.4 CC.1.Rfou.4

Reading Comprehension Test A5.8–A5.9 CC.1.Rlit.3 Reading Strategy Assessment LR A.2–LR A.3 CC.1.Rinf.10 Vocabulary Test A5.10–A5.14 CC.1.L.4; CC.1.L.6 Grammar and Writing Test A5.15–A5.16 CC.1.L.1 Language Function Rubric, Part 1 A5.60 Oral Language Rubrics A5.61 Reteaching Masters RT5.1–RT5.4

Week 1 | Planner

T1h

Week 1

Learning Stations

Speaking and Listening

Language and Vocabulary

Option 1: Compare Animals Skill: Compare and Contrast Content: Animals

Option 1: Design an Animal

Key Words alike beak body coverings different feathers feature fur look mouth parts paw scales tail

Listening/Speaking

Compare Animals 1. Each person draws an animal.

Writing

partners

2. Imagine each of these animals as a pet.

Option 1: Vocabulary Games

5BML
5PHFUIFS
partners

Compare and contrast the two animals.

and has

have , but

. has

.

Which animal do you want as your pet?

Find animal photos in the Digital Library

on NGReach.com.

ESL_LLTA_G1U5P1_LP.indd 30

Unit 5 | Part 1

MATERIALS

30

colored markers and crayons

2/11/10 10:16:35 AM

PROGRAM RESOURCES & MATERIALS

Language and Literacy Teamwork Activities: Card 30 Teacher’s Guide on NGReach.com colored markers • crayons Describe Animals Add Visuals to Clarify

CC.1.SL.4 CC.1.SL.5

NGReach.com Online Vocabulary Games

Determine the Meaning of Words

CC.1.L.4

Children work in pairs to design humorous imaginary animals by: • discussing features the animal will have • drawing the animal • writing a caption that includes the animal name and details about color, body covering, and other features. Display and discuss the drawings. Write Facts About Topics

Option 2: Describe a Pet

Option 2: My Vocabulary Notebook

CC.1.W.2

Option 2: List the Facts

MATERIALS

colored markers • glue • scissors • poster board

• Have children work in small groups to describe family pets or familiar pets. Ask them to give details about the pet’s size, color, and distinguishing features. • Have each child draw a picture of one of the pets. Have children glue the cutouts on poster board and write a poster title. Describe Animals Add Visuals to Clarify

CC.1.SL.4 CC.1.SL.5

NGReach.com My Vocabulary Notebook

PROGRAM RESOURCES

Digital Library Image B63

Have children expand word knowledge by: • looking up words • writing sentences with the words • sorting words into categories, such as by animal features or coverings. Determine the Meaning of Words

T1i

Unit 5

Display the photo of a crab. Have children work in small groups to compile a list of the facts they observe by studying the photo. Write Facts About Topics

CC.1.W.2

CC.1.L.4

= one child

= two children

= three or more children

Thematic Connection

Creature Features

Cross-Curricular

Reading

Intervention

Option 1: Comprehension Coach

Option 1: Count Legs!

Option 1: Reteach Soft g PROGRAM RESOURCES

Skill: Classify Content: Animal Body Parts

8

Count Legs! 1. Look at the Language Builder Picture Cards.

Phonics Picture Card 61 Use Reteaching Routine 1. • Display Phonics Picture Card 61. • Say the word: gem. Have children repeat. • Read the word. Point to the soft g and ask: What is this letter? What is the sound? • Scaffold spelling. Say: gem. Have children repeat, say the first sound, and write its spelling. Repeat for the remaining sounds. For Reteaching Routine 1, see page BP9.

Math feathers B62

wing

partners

2. Count the animals’ legs.

flamingo

3. Sort the animals by the number of legs. Label them.

goose

2 legs

5BML
5PHFUIFS
5

fur

NGSP & HB

small group

© NGSP & HB

Tell another pair about your animals.

tiger

horse

4 legs Unit 5 | Part 1

ESL_CCTA_G1U5P1_M.indd 31

31

3/3/10 2:06:22 PM

NGReach.com Comprehension Coach

PROGRAM RESOURCES

Cross-Curricular Teamwork Activities: Card 31 Digital Library Image: Language Builder Picture Cards B53–B65 Teacher’s Guide on NGReach.com Participate in Conversations Sort Words

CC.1.SL.1 CC.1.L.5.a

Have children use the software according to their individual needs: • Read silently and answer questions. • Listen to fluent models. • Record their reading and get a fluency report. Read with Fluency

CC.1.Rfou.4

Read the book good book because

by

CC.1.Rfou.3

Option 2: Phonics Games PROGRAM RESOURCES

Online Phonics Games Read with Fluency

CC.1.Rfou.4

Additional Resources Reach into Phonics Foundations

Option 2: Write a Book Ad

Option 2: Land, Water, or Air

Decode Words with Soft g

. It is a .

Have each child use the sentence frames to write an advertisement for a book. Encourage children to add pictures or additional sentences to help convince classmates to read the book. Have children share their ads. NGReach.com Student Resources

See Recommended Reading on page LR12.

Have partners choose two animals and research where the animals live. To select their animals, have children go to Resources > Unit 5 > Learning Stations > Week 1 > Animals on NGReach.com.

Write Opinions

CC.1.W.1

Have partners tell whether the animals live on land, in water, or in the air. Have them write a sentence about each animal. Participate in Conversations Participate in Shared Research and Writing

CC.1.SL.1 CC.1.W.7

Week 1 | Learning Stations

T1j

Week 1

Daily Spelling & Word Work

objectiVeS Thematic Connection: Creature Features Spell Words with Soft c Spell Words with Soft g Spell High Frequency Words

SuggeSteD paciNg DAY 1 DAY 2–4 DAY 5

Spelling Test

Day 2

Option 1

program reSourceS

materialS

Word Cards: Practice Master PM5.5

scissors

prepare

Pretest Daily Practice Options Test

Spelling Pretest

Sort Words

Spelling & Word Work

Have pairs cut out the Word Cards and sort them into piles based on the soft consonant they contain. (c, g)

Day 1 Day 5

Spelling Words Use these words and sentences for the weekly Spelling Pretest and Spelling Test.

Words with soft c 1. pencil

I took a pencil to the zoo to draw animals.

2. fence

I drew the fence in front of the animals.

Words with soft g 3. page

I used a new page for each animal.

4. giraffe

The first animal I drew was a giraffe.

Word Cards: Soft c and Soft g

play a game • One child mixes up some words while the other child isn’t looking. • The partner then tries to find all of the misplaced words and resort them as quickly as possible. Extend the activity by having children take turns saying a sentence using one word with a soft c and one with soft g.

ice

fence

cage

giraffe

nice

city

huge

cent

pencil

magic

cellar

gym

face

page

center

gel

mice

spice

age

cell

price

twice

gem

race

space

giant

dance

gentle

© National Geographic Learning, a part of Cengage Learning, Inc.

For use with TE p. T1k

NGReach.com

PM5p5-6_99003_PM.indd 5

Decode Words with Soft c Decode Words with Soft g Spell Words with Soft c Spell Words with Soft g

PM5.5

Unit 5 | Creature Features

Practice Master PM5.5

2/7/15 11:02 AM

CC.1.Rfou.3 CC.1.Rfou.3 CC.1.L.2.d CC.1.L.2.d

High Frequency Words 5. eyes

The giraffe’s eyes were big and brown.

6. far

Giraffes live in places far away.

7. small

They eat leaves and small buds.

program reSourceS

materialS

8. three

Next, I drew three monkeys on a tire swing.

scissors

9. through

One monkey climbed through the swing.

High Frequency Word Cards: Practice Master PM5.6

10. under

Another monkey sat under the swing.

More Words Use these words and sentences for additional Pretest and Test items. 1. ice

We got cups of flavored ice as we walked.

2. center

The elephants were in the center of the zoo.

3. face

I looked right into an elephant’s face.

4. giant

The father elephant was a real giant.

5. gentle

He was very gentle, though.

6. cage

I was glad many animals didn’t have to be in a cage.

Alphabetize

Day 2

prepare Ask children to form groups of three. Have each group cut out one set of High Frequency Word Cards. Note that the words in the first column are review.

Option 2

Spelling & Word Work

High Frequency Word Cards

play a game

because

eyes

carry

far

don’t

small

new three • The groups turn cards face down and mix them up. play through • On signal, the groups turn over and arrange the cards in sleep under alphabetical order. PM5.6 • Check the words and assign a point for each correctly NGReach.com Practice Master PM5.6 alphabetized word. • Have the groups shuffle the cards for another round. After several rounds, the group with the most points wins. © National Geographic Learning, a part of Cengage Learning, Inc.

For use with TE p. T1k

PM5p5-6_99003_PM.indd 6

Spell High Frequency Words

T1k

Unit 5

= one child

Unit 5 | Creature Features

2/7/15 11:02 AM

CC.1.L.2.d

= two children

= three or more children

Words with Soft c, Soft g High Frequency Words

Daily e ag Langu Arts

Illustrate a Word

Day 3

Option 1

Option 1

Display the Spelling Words.

use Visuals • Have children work with a partner. Have each partner choose a spelling word. Each child then writes the word at the bottom of a sheet of paper. • Have partners exchange drawings and illustrate the words on their new papers. • Have partners share their pictures and work together to write a sentence for each word. • Continue play until each child has made two drawings. Extend the activity by having children make one drawing that illustrates two words at a time. Spell High Frequency Words

play a game • Children choose five words to scramble and write them on paper to make a puzzle. • Then they exchange puzzles with a partner and unscramble the five words by writing them correctly.

figafer

Extend the activity by having children say sentences using their unscrambled words. Spell Words with Soft c Spell Words with Soft g Spell High Frequency Words

CC.1.L.2.d CC.1.L.2.d CC.1.L.2.d

CC.1.L.2.d

Day 3

Option 2

Use Words to Describe Day 4

Option 2

prepare

materials materialS soft c and g word cards from Day 2

Display the Spelling Words.

play a game

prepare

Have pairs access Word Builder and NGReach.com.

play a game • Have one partner choose a word card and, without showing the other child, drag the soft consonant and the letter that immediately comes before or after it on the Word Builder. • The other child guesses the word. After each incorrect guess, the first child drags another letter. Assign points based on number of letters shown: if two letters are shown, two points are awarded; if three letters are shown, three points are awarded; and so on. • Have partners continue play until all the words have been identified. The lowest total score at the end of the game wins. Decode Words with Soft c Decode Words with Soft g Spell Words with Soft c Spell Words with Soft g Spell New Words Phonetically

Day 4

prepare

materials materialS colored markers • crayons

Build Words Online

Scrambled Words

CC.1.Rfou.3 CC.1.Rfou.3 CC.1.L.2.d CC.1.L.2.d CC.1.L.2.e

• Display this sentence starter: Our giant giraffe…. • Have partners work together to brainstorm what their giant giraffe might look like or do, such as: has huge eyes, can step over a fence, or is so tall a man can walk under it. • Have partners write sentences using the sentence starter to describe what the giraffe looks like or does. Challenge children to use as many of the Spelling Words as they can. • Have partners share their sentences. Assign one point for each Spelling Word used, and two points for each additional soft c and soft g word used. The pair with the most points wins. Our giant giraffe has a huge face with small eyes. Our giant giraffe is so huge it needs three cages. Decode Words with Soft c Decode Words with Soft g Spell Words with Soft c Spell Words with Soft g Spell New Words Phonetically

CC.1.Rfou.3 CC.1.Rfou.3 CC.1.L.2.d CC.1.L.2.d CC.1.L.2.e

Week 1 | Daily Spelling & Word Work

T1l

Week 1

Daily Grammar

objective

common core stanDarDs

Thematic Connection: Creature Features

Demonstrate Command of English Grammar Use Possessive Pronouns

Use Possessive Pronouns

Day 1 proGram resources Possessive Pronouns: One Owner: eVisual 5.1

Phonics Picture Cards B4 (and other common nouns)

teach the rules

Use page T6d to introduce singular possessive pronouns . Explain that these pronouns show that someone owns something. Then teach the rules.

CC.1.L.1 CC.1.L.1.d

Day 2 proGram resources

materials

Possessive Pronouns: More Than One Owner: eVisual 5.2

index cards, 3 per group • magazines, catalogs, etc. for pictures

teach the rules

Use page T7b to introduce plural possessive pronouns . Explain that these pronouns show that more than one person owns something. Then teach the rules.

Possessive Pronouns: One Owner

Possessive Pronouns: More Than One Owner

• Use mine to show that you own something.

Look at my fish. It is mine.

• Use ours to show that we own something.

This is our alligator book. It is our book. It is ours.

• Use yours when you talk to someone.

Your fish is bigger. It is yours.

• Yours can also refer to more than one person.

The book belongs to you and your family. It is your book. It is yours.

• Use his or hers to show that he or she owns something.

Look at Jason’s fish. His fish is blue. It is his.

• Use theirs to show that they own something.

This is Max and Dan’s alligator picture. It is their picture. It is theirs.

NGReach.com

Here is Kayla’s fish. Her fish is spotted. It is hers.

Possessive Pronouns: One Owner: eVisual 5.1

play a Game

Hold up Phonics Picture Card B4 and say: This is my mitten. It is mine. This is your mitten. It is yours. This is Carl’s mitten. It is his. This is Amy’s mitten. It is hers. Continue with other Phonics Picture Cards. Say a name or pronoun (the first sentence in each pair above) and have children say the sentence using the possessive pronoun (the second sentence). Continue play until all children have answered twice.

Differentiate English Learners ISSUE In Vietnamese, a possessive pronoun is formed by placing a

separate word or character before the pronoun. STRATEGY Display these sentence frames, and help children choose the

correct word to complete each one: I have my . It is . She has her . It is .

T1m

Unit 5

NGReach.com

Possessive Pronouns: More Than One Owner: eVisual 5.2

play a Game

Give each group three cards. Have them write the pronouns ours, yours, and theirs and place the cards facedown. Distribute pictures of things people own, such as pets, household objects, and food items. One child turns over a card and reads the word. Another child points to a picture of something owned by more than one person. He or she then assigns ownership, saying: This belongs to (us/you/them). It is (ours/yours/theirs). Continue play for five minutes.

Differentiate English Learners ISSUE In Spanish, sentences similar to the model in the game do not always contain a subject. STRATEGY Post a sentence frame for the second sentence used

in the game: It is their responses.

= one child

. Remind children to include the word it in

= two children

= three or more children

Possessive Pronouns

Daily e ag Langu Arts

Day 3

Day 4

program resources

program resources

Possessive Pronouns: eVisual 5.3

Possessive Pronouns: Practice Master PM5.9

Write Possessive Pronouns: Practice Master PM5.11

Teach the rules

grammar and Writing

Use page T28 to review possessive pronouns. Teach the rules.

• my bat ➞ mine

This is my bat. It is mine.

• your bat ➞ yours

Your bat is bigger. It is yours.

• his cat ➞ his

Jason has a cat. It is his cat. It is his.

• her dog ➞ hers

Li has a dog. It is her dog. It is hers.

• our toy ➞ ours

Jo and I have a toy. It is our toy. It is ours.

• your ball ➞ yours

You and your sister have a ball. It is your ball. It is yours.

• their fish ➞ theirs

The Smiths have a fish. It is their fish. It is theirs.

Name

cue to match up the possessive pronouns.

mine

ours

theirs

We have a new book about wild animals. This book is

yours

ours

.

My favorite animal in the book is the alligator. You also have a favorite

yours theirs hers

? The book shows a family of

animal. Which one is

flamingos. The baby chicks are

. Here is a mother

giraffe with her baby. The baby is

. Here’s a picture of a

male monkey. He has a banana. That banana is

his mine

the baby lizard is really cute. I wish the baby lizard was © National Geographic Learning, a part of Cengage Learning, Inc.

PM5.11

For use with TE p. T1n

. I think

!

Unit 5 | Creature Features

Practice Master PM5.11

NGReach.com

2/7/15 11:03 AM

PM5p11-13_99003_PM.indd 11

Grammar and Writing Test: Assessment Masters A.15–A.16

Use Possessive Pronouns Directions: 1. Make a spinner. 2. Play with a partner. 3. Take turns spinning the spinner. 4. Say a sentence with the pronoun and a word from the word bank.

bird

lizard

turtle

rabbit

dog

review and assess

cat

Display the sentences below. Have pairs work together to write the correct possessive pronoun in each sentence.

irs

Make a Spinner

s our hers

1. Put a paper clip in the center of the circle.

his

ISSUE Children need a visual

his

rs you

Special Needs

hers

program resources

Date

Grammar: Possessive Pronouns

the

Differentiate

Read the story. Then choose a word from the box that goes with each sentence.

Day 5

mine

Distribute Practice Master PM5.9. Explain the game: Take turns spinning. Say two sentences using the word the spinner lands on and a word from the word bank. Play for five minutes.

Write Possessive Pronouns

Use page T29 to model the use of possessive pronouns in writing. Then distribute Practice Master PM5.11. Read the story. Have children find the words in the box that correctly complete each sentence and write them in the blanks.

Possessive Pronouns: eVisual 5.3

play a game

Date

Grammar & Writing

Explain: Good writers use pronouns so they don’t repeat the same noun.

Possessive Pronouns

NGReach.com

Name

2. Hold one end of the paper clip with a pencil. 3. Spin the paper clip around the pencil. © National Geographic Learning, a part of Cengage Learning, Inc.

For use with TE p. T1n

NGReach.com

PM5p9_99003_PM.indd 9

PM5.9

Unit 5 | Creature Features

Practice Master PM5.9

2/7/15 11:03 AM

STRATEGY Have children make flashcards by writing a possessive pronoun on one side and the matching subject pronoun and possessive adjective that modifies a noun on the other side. (mine—I, my)

1. 2. 3. 4. 5.

This is your dog. It is . . This is my cat. It is This is the neighbors’ dog. It is . That is her new cat. It is My sister and I have a turtle. It is

. .

Administer the Grammar and Writing Test.

Week 1 | Daily Grammar

T1n

Week 1

Daily English Learner Support

OBJECTIVES

Academic Talk

Selecting Language Resources Understanding Text Structure Using Nouns and Noun Phrases Connecting Ideas

Presenting Writing Supporting Opinions

Exchanging Information and Ideas Interacting Via Written English Reading/Viewing Closely Evaluating Language Choices

Day 1

Use with page T4

Academic Talk

Day 2

PROGRAM RESOURCES

PROGRAM RESOURCES

Academic Talk flip chart, page 10 Language Function: Compare and Contrast Rubric, page A5.60

Sing with Me Language Songs, page 23 Sing with Me MP3

OBJECTIVE

OBJECTIVE

Compare and Contrast

Summarize

Compare and Contrast

Summarize

For extra language support, group English Learners together during the Academic Talk activity. Use Speaking and Listening Routine 1 and display Academic Talk flip chart page 10 to support children in their discussions. Encourage them to speak clearly and in complete sentences to describe how the animals are alike and different. Evaluate children’s ability to compare and contrast using the Language Function: Compare and Contrast Rubric. For Speaking and Listening Routine 1, see page BP19.

Comprehension

Day 1

Use with page T5a

PROGRAM RESOURCES OBJECTIVE Compare and Contrast

Explain: When you summarize, you tell the most important idea. You do not tell the small details. Play “Sum It Up!” and invite children to chant along. Play “Legs” from Anthology page 4 and review its content. Read aloud “A Summary of ‘Legs’” from Sing with Me Language Songs page 23 with children. Then model summarizing: To summarize the big idea of “Legs,” I tell the most important information: Flamingos and alligators have legs. I do not tell the small detail that this flamingo is pink.

For High Frequency Word Routine 1, see page BP10.

Compare and Contrast Preview or review the lesson for English Learners. Have children work with the text “Alligators and Flamingos” from EL Resource 5.1. Display the Venn diagram on Anthology page 6 and explain: A Venn diagram can help you remember details that are alike and different . Read each label and explain: To compare, I write what is the same about alligators and flamingos in the middle. To contrast, I write what is different about alligators and flamingos in these circles. Reread the first sentence of “Alligators and Flamingos.” How are alligators and flamingos the same? They both have legs, so the word legs is written in the middle of the Venn diagram. Reread the last two sentences. Model how to use the Venn diagram to show how the animals are different . Then read the Talk Together prompt on Anthology page 6. Use the following strategies to help children at all language proficiency levels complete their Venn diagrams. Point to body parts for children to draw in the appropriate places in the Venn diagram: ears, eyes, nose, mouth, and so on. Have children focus on the color, shape, and size in their descriptions, such as small ears or red fur . Encourage children to expand their ideas by comparing and contrasting how the different animals use their body parts .

Unit 5

Build language skills with this activity just for English Learners. Display “Sum It Up!” from Sing with Me Language Songs page 23. Teach the High Frequency Words is, tell, and what using the High Frequency Words Routine 1.

Have partners look at the animals from Share What You Know on Anthology page 3. One partner tells about the animal. The other partner summarizes the information.

Alligators and Flamingos: EL Resource 5.1

T1o

Use for ELs only

= tested skill

= tested skill for English Learners

Daily Grammar

Day 2

Use with page T7b

PROGRAM RESOURCES Possessive Pronouns: One Owner: eVisual 5.1 Possessive Pronouns: More Than One Owner: eVisual 5.2

OBJECTIVE Use Possessive Pronouns

Possessive Pronouns To provide additional grammar practice, review Possessive Pronouns eVisual 5.1 and eVisual 5.2. Point to something in the classroom and have children listen for the noun/pronoun and possessive pronoun in the sentences: Look at my bookcase. It is mine. Have children chorally repeat: My bookcase. The bookcase is mine. Continue to point to objects and use different nouns and pronouns and possessive pronouns to identify them. Invite children to point to objects and say sentences with a name or pronoun and possessive pronoun. Have partners take turns pointing to objects in the room and saying nouns/pronouns and possessive pronouns. One partner says the pronoun/noun; the other says the possessive pronoun.

= Beginning

= Intermediate

= Advanced

Thematic Connection

Creature Features

For more lessons for English Learners, see pages T2–T31 of the Volume 2 Reach Teacher’s Edition.

Shared Reading

Day 3

Use with pages T9–T26–27

Reread and Analyze

PROGRAM RESOURCES

OBJECTIVE

Read with Me Selection Recordings

Comprehend Text

OBJECTIVE

Build Comprehension

Comprehend Text

Build Comprehension To reinforce language comprehension and fluency, review the reading. Play the recording or read the selection aloud. Pause when appropriate to check understanding: a) Page 10–11: Use Key Words Look at the picture. How is Pete different from the flamingos? (Pete’s body is different from theirs. Pete has scales , but the flamingos have feathers. Pete has a mouth , but the flamingos have beaks .) b) Pages 11–13: Evaluate Language Choices The flamingos say, “You probably aren’t ripe yet.” When Pete asks if that is true, the flamingos say, “Probably.” What does probably mean? (maybe) Why do the flamingos use the word probably? (They are not really sure why Pete is green. They are just guessing.) c) Pages 22–23: Evaluate Language Choices The author says that Pete “poked along.” What clue on page 23 tells you what “poked along” means? (“very, very slowly”). Have children act out how Pete poked along.

Day 4

Use with page T28f

During reading, continue working with English Learners to monitor their comprehension. e) Pages 10–28: Summarize Summarize how Pete and the flamingos are different and alike . (They are alike because they are all animals, they all live in the same place, and they are all friends. They are different because they have different bodies and features .)

Writing

Day 4

Use with page T29

OBJECTIVE Write Sentences

Writer’s Craft: Word Choice Read aloud the Writer’s Craft on Anthology page 29. Have English Learners work in a group to list words that show what Pete and his friends look like. Then have children build sentences around those words. Each child adds a word at a time until the group generates a sentence for each word listed. Encourage children to connect ideas. For example, change Pete is green. Pete is featherless. Pete is long. to: Pete is green, featherless, and long.

d) Pages 26–27: Analyze Text Elements Who are the strangers? (They are alligators.) Draw Conclusions Why does Pete say the alligators are flamingos? (because he only knows flamingos, so he thinks the alligators are flamingos who look like him.) Evaluate Language Choices What does the author mean when she says, “Pete almost popped with joy”? ( Pete was very happy.) Have children act out popping with joy.

Reread and Integrate

Day 5

Use with page T30

PROGRAM RESOURCES Compare and Contrast Rubric, page A5.61

OBJECTIVE Compare and Contrast

Compare Characters After English Learners have completed their Venn diagrams, have them use them to tell their partners how the characters are alike and different . Partners reverse roles and repeat. Use the Compare and Contrast Rubric to assess their ability to compare characters.

Week 1 | Daily English Learner Support

T1p

Day 1

Introduce Unit 5 Anthology

oBjectIVe Thematic Connection: Creature Features Preview Content

progrAM reSoUrceS

Morning WarM-up

technology only

Unit 5 Build Background Video

What special body parts does your favorite animal have?

Print & technology

Family Newsletter 5

Have children turn and talk about their favorite animals, describing them as best they can, telling how they look and what special body parts they have.

MAterIALS crayons or markers • construction paper • push pins

Science Background Big Question Language • Literacy • Content

N E W S L E T T E R Level B | Unit 5

Dear Family Member, “How are animals different?” That is the big question we are exploring in this unit. To answer it, we are reading, writing, and talking about how animals look and how they move. Be a part of our exploration! With your student, read the New Words on the next page. Then follow these directions.

What We’re Reading

1. Walk together around your neighborhood. As you walk, look for animals to observe. Talk about what the animals look like and what they are doing. 2. Using the space below, write your observations. Try to use some of the New Words in your descriptions. 3. Remind your student to bring the completed observations to class.

Read aloud the Big Question. Explain that this unit is about how animals are different. Distribute Family Newsletter 5.

“What Do You Do With a Tail Like This?” by Steve Jenkins and Robin Page

This fact book describes what various animals do with different body parts.

“For Pete’s Sake” by Ellen Stoll Walsh

Directions:

Anthology page 2

A young alligator feels different from his friends, but he soon learns that he’s not so different after all.

“Alligators” by Julie Larson

Alligator adaptations are described in this science article.

“Slither, Slide, Hop, and Run” by Katharine Kenah

This fact book shows how animals use their body parts to help them move.

Share What You Know

Anthology page 3

Activate prior knowledge: What animals have you seen? Have each child choose an animal and think about the different parts of the animal and how the animal moves. Review the directions on page 3 and distribute materials. After each child completes step 1, form pairs and have partners complete steps 2 and 3.

“My Crittercam Journal” by Greg Marshall

Explorer Greg Marshall’s journal shows the interesting way he studies animals.

And more!

© National Geographic Learning, a part of Cengage Learning, Inc.

Family Newsletter 5 | English

NGReach.com Family Newsletter 5 in seven languages

Build Background Video

Set a purpose for viewing: Watch and listen for how different animals use their body parts to move. Play the video. Discuss the video: What animals did you see? (Possible responses: cheetahs, alligators, kangaroos) What body parts do the animals have? (Possible responses: wings, legs, beaks , mouths ) How do they move? (Possible responses: fly, walk, hop)

Mini Lesson

Analyze Motion

coMMon core StAndArdS Speaking and Listening Participate in Conversations Ask and Answer Questions About Information Presented Through Media

T2

Unit 5

CC.1.SL.1 CC.1.SL.2

Explain: Audio and images work together to help you understand ideas. Play the Build Background Video a second time. Pause at 45 seconds to think aloud: The video compares a cheetah’s speed with a car’s speed. This helps me to understand how fast a cheetah can run. Pause the video at 1:35 and at 2:50 to have children NGReach.com Build Background Video explain how the motions shown help them understand how animals move. Have children turn and talk to compare and contrast animals’ motions.

Unit at a Glance

Language: Compare and Contrast, Give Information, Science Words Literacy: Make Connections Content: Animals

Creature

Unit

5

Features ?

Big Question

Week 0

S TU D ENT

TECHNOLOGY

Student eEdition

How are animals different?

Video

Word Builder

Share What You Know 1

Draw an animal.

2

Name or point to different parts of your animal.

3

Say or show how your animal moves.

Phonics Games

NGReach.com Build background: Watch a video about animals. NGReach.com

2

Anthology esl_se_G1U5UO_2-3.indd 2

1/20/10 2:34:38 PM

pages 2–3

esl_se_G1U5UO_2-3.indd 3

1/20/10 2:34:58 PM

Unit Projects

Weekly Folder

Introduce the Unit Concept Map

Word Portraits (T8, T28e)

Review the Big Question. Ask children to flip through the unit pages and prompt them to predict: What do you think you will learn in this unit? Have pairs point to and talk about the pages they find interesting. Post a class concept map. Explain: As we go through this unit, we will be organizing our answers to the Big Question using a class concept map.

Writing (T6d, T7b, T28, T29, T30) Venn Diagram: Practice Master PM5.2

Some animals can fly . Others can run .

Animals have different parts and coverings.

How are animals different?

Some Model: In the video, I learned that Some animals animals slide . have fur . Other Other animals animals have all animals move, but they move slither . feathers . in different ways. Record this idea on the class concept map. Ask: What Concept Map other ideas can we add from the video? (Possible responses: Some animals move fast. Others move slowly. Some swim. Others run or hop.) Record children’s ideas on the map.

Preview Unit Projects

Point out the activities on Anthology pages 68–69. Explain: At the end of the unit, you will choose one of these projects on the Big Question and share your work. Read aloud the project options. Ask children to think about which option they will choose.

Week 1 | Day 1

T3

ESL_PSWMBB_LvB_FCov_FPP.pdf 1/7/11 3:16:24 PM

Day 1

1 Sing with Me

™

Learn Sounds, Letters, and Words Sing with Me Phonics Songs Book

objeCtIveS Thematic Connection: Creature Features Substitute Initial Sounds Read and Spell Words with Soft c Read and Spell High Frequency Words

Phonological Awareness Substitute Initial Sounds

Read On Your Own Book 17

Use Phonological Awareness Routine 6 • Say a word: nice. • Segment the sounds: /n/ /ī/ /s/. Have children put chips in the sound boxes and repeat each sound. • Substitute a sound: Let’s change /n/ to /m/: /m/ /ī/ /s/. • Say the new word: mice. Say the new word with me: mice.

Soft c: Practice Master PM5.1

For Phonological Awareness Routine 6, see page BP3.

pRogRam ReSouRCeS print & technology

Sing with Me Phonics Songs Book, page 48 Sound/Spelling Cards 1, 2, 6, 8, 9, 11, 12, 21

Write-On/Wipe-Off Boards

Repeat the routine with the following words: face/race, hop/top, thump/bump.

technology only

Sing with Me Phonics Songs MP3 or CD 3, Tracks 1–2 Word Builder

Check & Reteach

Phonics Games

objeCtIve: Substitute Initial Sounds

mateRIaLS

Ask: If I change the beginning /s/ sound in swing to /w/, what is the new word? (wing) If children do not say wing, use Phonological Awareness Routine 1 to practice identifying and isolating sounds. Have children identify the sound that changes between day and pay. Repeat with can/man and see/bee. For Phonological Awareness Routine 1, see page BP1.

chips or small coins for counting sounds, 3 per child • popsicle sticks, 2 per child • bean bag or small ball

Phonics

Learn Words with Soft c Sing with Me Phonics Songs Book

page 48

Play Tracks 1 and 2 and follow the directions. Practice the gestures until children can perform smoothly. 1 6

Hold up three fingers. 2 Run fingers around desk. 3 4 5 Hop fingers; press hands together and wiggle; nibble at fingers.

Three Nice Mice Three nice mice,

1

Three nice mice. See how they race,

2

See how they race. They hop and they jump They all can squeeze

4

through a tiny space. They nibble seeds and

Three nice mice,

6

Three nice mice.

48

Song

MP3 or Song CD 3 Tracks 1-2

Tune: “Three Blind Mice”

Sing with Me Phonics Songs Book page 48 PB

Common CoRe StandaRdS

T3a

Unit 5

CC.1.Rfou.3 CC.1.Rfou.3.g CC.1.L.2.d CC.1.L.2.d CC.1.L.2.e

5

crumbs and rice.

ESL_BBS_G1_Phonics_v13.indd 48

Reading Decode Words with Soft c Read Irregularly Spelled Words Language and Vocabulary Spell Words with Soft c Spell High Frequency Words Spell New Words Phonetically

3

from place to place.

MP3 or Song CD 00 Track 00

Tune: TK

12/30/09 4:17:28 PM

Week 0

Use Decoding routine 1 below to connect sound and spellings /s/ce, ci_ and to blend words.

Step 1 Develop Phonological awareness

/s/ce, ci_

1. Tell children: These words have /s/ at the beginning. These words have /s/ at the end.

cell, city, center, cider face, mice, trace, space

2. Tell children: I will say a word. Listen for /s/. If you hear /s/, raise one hand. If you don’t hear it, leave your hand down.

nice, three, they, race, cent, rice, place, pride, spice

Step 2 Introduce the sound/spelling 1. Display the picture-only side of sound/spelling Card 1. Say: seed. Have children repeat.

1

2. Say: /s/. Have children repeat. s ce ci_

3. Turn the card over. Point to all the spellings and name them. Have children repeat. Then cover the s spelling for the rest of steps 2 and 3.

/s/ © NGSP & HB

Book 1.indb 2

1/12/10 7:41:03 PM

Card 1 seed, /s/, ce, ci_ 4. Give examples of words with ce and ci_ in initial and final positions.

city, cent, celery, Celia; race, mice, face, slice, dice

Step 3 Blend sound-by-sound 1. Write c. Tell children that the sound for c depends on the vowel that comes after it.

c

2. Add e. Point to the ce spelling on sound/spelling Card 1. Blend /s/ /ĕ/, sweeping your hand beneath the spellings. Have children repeat it.

ce

3. Add n. Say: /n/. Blend /c/ /ĕ/ /n/, sweeping your hand below the spellings. Have children blend the sounds with you. 4. Add t. Say: /t/. Model blending the whole word, then have children blend with you. Repeat the routine, writing and blending cell. 5. Repeat for remaining words. Explain:

• At the end of long vowel words, /s/ is spelled ce, and the e is silent. • In words that end in -nce, the vowel is short and the e is silent. For Decoding Routine 1, see page BP5.

See Differentiate

Differentiate English Learners Phonics Transfer

cen

Issue In Creole, the /s/ sound differs from the /s/ sound in English. strategy Have children:

cent ice, mice, nice, pace, place, prince, price

• tell whether the sound /s/ is used in their home languages. • practice making the /s/ sound. • repeat sentences with lots of /s/ sounds: Sara sang silly songs.

Special Needs Issue Children are having difficulty distinguishing between s and ce, ci_ for /s/. strategy Draw and cut out a snake and a penny, and glue them to popsicle sticks to give to children. Display and read words that begin with /s/ and have children hold up and move the snake stick around if the word begins with s, and the cent stick if the word begins with ce or ci_.

Week 1 | Day 1

t3b

Read on YouR own

Day 1

Learn Sounds, Letters, and Words

Read on YouR own

Book 17

Unit 5 Creature Features SkillS n  Words with Soft c n  Words with Soft g

™

and

Read More READ ON YOUR OWN

and

Huge

READ ON YOUR OWN

READ ON YOUR OWN

BOOK 17

Animals Small

BOOK 18

Bodies Fins and Stripes

BOOK 19

READ ON YOUR OWN

Book 17

Animals Small

Huge

BOOK 20

Eating Up and Diving In You’re on the

Trail! NGReach.com

Phonics Games

Word Builder

Sing-with-Me Phonics Songs MP3s

Read On Your Own Book 17

888-915-3276 www.NGSP.com

ESL_PH_G1U5W1_CVR.indd 4-1

cent cup race clap

trace twice

face clock price crash

Read Words with Soft c

High Frequency Words A-G

H-M

N-R

a

show Letters

clear workmat

help

Blends & Diagraphs Vowel Patterns Endings & Affixes Word Families

S-Z

at book both boy call

a b c d e f g h i j k l mn o p q r s t u vw x y z . , ! ? ‘ “ 1 2 3 4 5 6 7 8 9 0 A

/

Read On Your Own Book 17 page 2

Display the words and sentences using Word Builder. Have children blend the words. Then point out High Frequency Words live, many, Do, and have and ask children to read the sentences.

Mice live in many places. Do mice have nice faces? Type in a word or sentence...

12/27/10 2:41:42 PM

a

© NGSP & HB | Terms of Use and Copyrights

Have children turn to Read On Your Own Book 17 page 2. Review the sound/ spelling /s/ce, ci_ and complete the example together. Then have partners take turns reading the picture labels. Assign Practice Master PM5.1 for more practice. Children can also play Phonics Games at NGReach.com to reinforce phonics skills.

NGReach.com Word Builder

Spell Words with Soft c

Name

Use Dictation Routine 1 to have children practice spelling mice, pace, rice, and cell on their Write-On/Wipe-Off Boards. • Say a word: mice. • Segment sounds: /m/ /i/ /s/. What is the first sound you hear in mice? (/m/) • Display Sound/Spelling Cards. Have children match each sound to a card. (2 /m/, Write–On/Wipe–Off Board 11 /i/, and 1 /s/) • Repeat the word: mice. Have children write the spelling of the word. • Write the correct spelling. Have children check and correct their spelling. Repeat for pace, rice, and cell, using Sound/Spelling Cards 1 /s/, 2 /m/, 6 /a/, 8 /l/, 9 /p/, 11 /i/, 12 /r/, and 21 /e/.

Date

mise mice

Phonics

Words with Soft c

cell phone

face

Circle the word that names the picture. Read and answer the question.

1.

2. sat

ice

cent

is

can’t

ink

3.

A B C D E F G H I J K L M N O P Q R S T U VWX Y Z

abcdefghijklmnopqrstuvwxyz

© NGSP & HB

print

fake

price

fans

prize

5.

6.

Read It Together

damp

mice

dash

mink

dance

PM5.1

Then apply the spelling rule to a complete sentence. Mice race to get rice. Have children say and write the sentence. Write the correct sentence and have children check and correct.

Unit 5 | Creature Features

NGReach.com Practice Master PM5.1

PM5p1_99003_PM.indd 1

2/7/15 12:26 PM

Check & Reteach objeCtive: Read and Spell Words with Soft c

Daily

ge

a Langu Daily Language Arts Arts

Daily Spelling and Word Work Practice options on page T1k

T3c

Unit 5

3/31/08 10:10:20 AM

For Dictation Routine 1, see page BP8.

Do mice dance and use cell phones?

© National Geographic Learning, a part of Cengage Learning, Inc.

For use with TE p. T3c

miles

Printed in Mexico

ms.dp.WOWOboard.REV.indd 1

4. fence

. ? , ! “ ” 1 2 3 4 5 6 7 8 9 10

Check dictation sentences for the correct spelling of mice, race, and rice. If children have difficulty with soft c words, remind them that when c is followed by e or i, it usually has the /s/ sound. Have children make up and write a sentence that uses at least one soft c word. Then have them read their sentences to the class.

Learn High Frequency Words

Learn Phonics

Words with Soft c

Key Words

s ce ci_

Look at each picture. Read the words.

Look at the picture. Read the sentences.

/ /

Example:

High Frequency

Week 0

Words eyes far small three through under

S TU D ENT

TECHNOLOGY

cent

Student eEdition

mice

price

$3.50

Word Builder

Mice Find Food 1. Three small mice eat rice through a hole. 2. Then they see a cat’s big eyes ! 3. The mice hide under the bag. 4. The mice are not far from the cat.

face lace

NGReach.com

What will the three mice do next? t?

slice of cake

Phonics Games

rice

NGReach.com

2

3

Read On Your Own Book 17 ESL_PH_G1U5_W1.indb 2

1/21/10 8:47:53 AM

High Frequency Words Read and Spell Key Words

pages 2–3

ESL_PH_G1U5W1_02-03_FPP.indd 3

Read On Your Own Book 17 page 3

Read aloud page 3. Teach each highlighted word and review known sound/spellings.

2/2/10 2:36:14 PM

Fluency Select a text from Decodable Text Set 5.1 on NGReach.com. Have children use Fluency Routine 2 to read the text. For Fluency Routine 2, see page BP13.

Use High Frequency Words Routine 1. • Say the High Frequency Word: eyes . • Say a sentence with the word: I blinked my eyes to see more clearly. • Say the word again and have children repeat it and write it. For High Frequency Words Routine 1, see page BP10.

See Differentiate Have children track print and echo as you reread items 1–4. Reread again, pausing for children to say the High Frequency Words. Then have partners take turns saying the words.

Differentiate English Learners ISSue English Learners may not know the meanings of words. StRategy Use the gestures in parentheses and examples in blue to convey word meaning. eyes The cat has two eyes. (Point to eyes.)

Check & Reteach objeCtive: Read and Spell High Frequency Words Have children sit in a circle. Toss a beanbag or ball to a child. Call out a High Frequency Word for the child to spell. If the word is spelled correctly, the child tosses the beanbag to another child, who then spells a different word you call out. If the child spells the word incorrectly, he or she must spell the word correctly and then spell another word. Continue until all the words have been spelled correctly at least twice.

far Far is a long, long way away. (Point away to demonstrate far, then closer for near.) small The mice are small. (Mime small.) That means they are not big. three There are three mice. (Show three fingers.) through We walk through the hall. (Demonstrate through.) under The tablecloth is under, or below, the cake. (Mime under.) That means the cake is on top of the tablecloth.

Week 1 | Day 1

t3d

Day 1

Listen and Comprehend Fact Book

Anthology

objeCtives Thematic Connection: Creature Features Use Science Vocabulary in Speaking Compare and Contrast

Academic Talk Compare and Contrast

program resourCes print OnLY

Big Book: What Do You Do with a Tail Like This? print & technOLOgY

Sing with Me MP3 Venn Diagram: Practice Master PM5.2 technOLOgY OnLY

Digital Library: Key Word Images

Anthology page 4

page T1o

Tell children: This chant is about how flamingos and alligators are alike and different. Review the previously taught High Frequency Words and, but, and too. Play the chant. Have children follow in their books on page 4 as they chant. Ask: What did you learn about flamingos and alligators? (Flamingos and alligators have legs, but flamingos have two legs and alligators have four.) What else do you think we can learn about how flamingos and alligators are alike and different? (Possible responses: We will learn about their mouths . We will learn about their skin.)

My Vocabulary Notebook

Have children memorize and recite the chant to further practice the skill of compare and contrast. Then have children discuss how flamingos and alligators are similar to and different from other animals. For example: A flamingo is big, but a hummingbird is small. Alligators and lions have sharp teeth.

Family Newsletter 5

materiaLs note cards • markers

Science Vocabulary

Power Writing Have children write as much as they can as well as they can in one minute about the word parts. For Writing Routine 1, see page BP35.

Key Words

Anthology page 5

Key Words Use Vocabulary Routine 1 to teach the words. beak coverings feathers • Pronounce the word and point to its fur mouth parts picture: beak . paw scales tail • Rate the word. Have children give a thumbs up if they know the word or give a thumbs down if they do not. Ask: What do you know about this word? • Define the word: A beak is a bird’s hard mouth . • Elaborate: A beak is one of a bird’s body parts . Yesterday, I saw a bird with a worm in its beak . For Vocabulary Routine 1, see page BP25. For more images of the Key Words, use the Digital Library.

Common Core standards Reading Read Informational Text Read with Accuracy and Fluency Read Orally with Accuracy, Appropriate Rate, and Expression Writing Write About Topics Focus on a Topic Speaking and Listening Participate in Conversations Language and Vocabulary Determine the Meaning of New Words Define Words by Category

T4

Unit 5

CC.1.Rinf.10 CC.1.Rfou.4 CC.1.Rfou.4.b CC.1.W.2 CC.1.W.5 CC.1.SL.1 CC.1.L.4 CC.1.L.5.b

Part 1

Language

Science Vocabulary

High Frequency

Compare and Contrast

Words and but too

Week 0

Key Words

Listen and chant.

Parts

Coverings

beak

feathers

S T U D EN T

TECHNOLOGY

Chant Student eEdition

Flamingos have legs, mouth

And alligators do, too. Alligators have four legs,

scales

tail

But flamingos have two!

Sing with Me

fur Digital Library

leg

paw

leg

tail My Vocabulary Notebook

Talk Together

NGReach.com

Look at the parts and coverings of animals on this page. How are they different? 4

5

Anthology esl_se_G1U5C1_4-7.indd 4

2/24/10 10:47:56 AM

Have partners take turns repeating Vocabulary routine 1 for each word. Then have children add the words to My Vocabulary Notebook. See Differentiate

Talk Together

pages 4–5

esl_se_G1U5C1_4-7.indd 5

1/15/10 2:04:47 PM

Differentiate English Learners

Anthology page 5

Have partners use the chant, the animal diagram, and Key Words to ask and NGReach.com My Vocabulary Notebook answer questions about how animals are different from each other. Provide an example: How is a flamingo’s body covering different from an alligator’s? (A flamingo has feathers , but an alligator has scales .)

issue Children do not understand the definitions. strategy Provide translations of the Key Words and have children use each one in a sentence. Access Family Newsletter 5 for translations in seven languages. Use cognates for Spanish speakers: part (n)/parte (n)

scales (n)/escalas (n)

Check & Reteach objeCTive: Use Science Vocabulary in Speaking Circulate as partners do the talk together activity. Listen for correct usage of the science vocabulary and the words and, but, and too. If children use words incorrectly, say sentence frames for them to complete orally, such as: A bird has feathers , (but) a tiger has . ( fur ) An alligator is covered with ( scales ) and eats with its . ( mouth ) Feathers , scales , and fur are in a category called . ( coverings )

Week 1 | Day 1

t5

Listen and Comprehend

Day 1

Adapted from original

What Do You Do

Fact Book

Anthology

by Steve Jenkins and Robin Page

K5ESL_G1U5_RABB_Tails_CVR.indd 3

Name

For use with TE p. T5a

• 

• 

Anthology page 6

page T1o

Project the chant on student eedition page 4. Chant aloud with children. Ask: Which lines compare alligators and flamingos? (lines 1 and 2) Explain: A Venn diagram can be used to compare and contrast . The middle section where the circles overlap is used to show what is alike. Then point to the other parts of the circles and explain that they are used to note differences.

• 

• 

Animal:

PM5.2

1/19/10 9:11:01 AM

Teach children the words compare and contrast. Remind children of the words and, too, and but. Explain: • The words and and too are used to compare flamingos and alligators. When we compare , we tell how flamingos and alligators are alike. • The word but is used to contrast flamingos with alligators. When we contrast , we tell how flamingos and alligators are different.

Answers will vary.

Both Animal:

Choose two animals. Compare and contrast the animals in the Venn diagram.

Compare and Contrast Animals

Venn Diagram

Compare and Contrast

Unit 5 | Creature Features

NGReach.com Practice Master 5.2

PM5p2_99003_PM.indd 2

Big Book

Comprehension

Date

© National Geographic Learning, a part of Cengage Learning, Inc.

?

With a Tail Like This

2/7/15 11:01 AM

Reread the chant with children. Have pairs decide where in the Venn diagram to write the information from lines 3 and 4. (outer circles) Have them discuss what they could write in each part. (line 3: alligator; four legs; line 4: flamingo; two legs)

Check & Reteach objeCtive: Compare and Contrast Ask children to define compare and contrast. If a child cannot answer, point to the Venn diagram on page 6. Explain: When you say both things are the same, you compare . Point to the legs and say: They both have legs. When you say things are different, you contrast . Ask the child to name more things that contrast. ( scales , tail , feathers , beak )

talk together

Anthology page 6

Distribute Practice Master PM5.2. Have children talk about how the two animals on the picture cards are alike and different. Have them work together to fill in the chart. Suggest that they use a different color for each section of the diagram.

Differentiate Below Level issue Children need additional guidance as they compare and contrast. strategy Have children focus on color, shape, and size in their descriptions, such as short legs or pink feathers.

t5a

unit 5

See Differentiate

Big Book Read-Aloud Share a Fact book Display the cover and read aloud the title and the names of the author and illustrator. Point to the names and explain: Steve Jenkins and Robin Page wrote the words in this book. Steve Jenkins made the pictures for this book, too. Have children predict: What do you think this book is about? (Possible responses: animals, tails , animal body parts ) Why do you think that? (Possible response: The title is What Do You Do With a Tail Like This?, and the cover shows a lizard with a long tail .)

Part 1

Thinking Map

Week 0

Compare and Contrast To compare, write what is the same here.

Venn Diagram

alligator • scales • tail

both • legs

flamingo • feathers • beak

To contrast, write what is different here.

Talk Together

Choose two animal picture cards. Make a Venn diagram. Compare and contrast the animals. 6

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SCIENCE BACKGROUND Display and read the Share a Fact Book on Big Book pages 2–3. Set a purpose: Let’s read to learn more about how animals are alike and different. Elaborate: • Some animals have the same body parts. • Animals with the same body parts may use them differently. For example, an elephant uses its nose to get clean, but a platypus uses its nose to dig in mud.

Share a Fact Book What do animals do?

What is this book about?

move

animals

GENRE Define the genre: Fact books give information about a subject. This book gives information about how different animals use their body parts . Read aloud pages 4–27 of What Do You Do With a Tail Like This? Use the questions on pages T6a–T6c to build comprehension on the first read (Day 1) and second read (Day 2).

eat

3

2

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clean themselves

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Big Book pages 2–3

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Comprehension Focus FIRST READ

SECOND READ

Day 1 Listen and Comprehend

Day 2 Listen and Analyze

• Active Reading • Make and Confirm Predictions Compare and Contrast • Critical Thinking

Make Connections • Close Reading

Week 1 | Day 1

T6

Day 1 1

Listen and Comprehend Fact Book

If you’re a hyena, you find your next meal with your nose.

2 4

What do you do with a nose like this?

3 4 4 If you’re an elephant, you use your nose to give yourself a bath.

If you’re a platypus, you use your nose to dig in the mud. 5

4

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If you’re an alligator, you breathe through your nose while hiding in the water.

If you’re a mole, you use your nose to find your way underground.

7

6

Big Book pages 6–7

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1

What do you do with a tail like this?

4

2 4

If you’re a giraffe, you brush off pesky flies with your tail. 9

8

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11

10

Big Book pages 10–11 K5ESL_G1U5_RABB_tails.indd 10

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Build Comprehension FIRST READ

Day 1 Listen and Comprehend

Fluency Expression Explain the concept: Fluent readers raise and lower their voices. Sometimes, readers’ voices go up when they read a question or an exciting part. Sometimes readers’ voices go down at a sad or scary point. Model reading the question on page 10 with expression. Ask children if they noticed your voice rising or falling as you read. Then have children echo read pages 4–9 with you as you read with expression. Have children practice until they can read the pages fluently and expressively.

T6a

Unit 5

1

Active Reading After reading each question in the story, have children

2

Compare and Contrast

chorally repeat and point to their own noses, feet, and mouths. How do the platypus and the mole use their noses in the same way? (Possible response: to poke around in dirt and mud)

SECOND READ

Day 2 Listen and Analyze 3 4

Make Connections How is the elephant in this story like the walrus in Guess What I’ll Be? (Possible responses: It has tusks. It has wrinkly skin.) Explain How do the animals on pages 4–9 use their noses? (Possible responses: The hyena uses its nose to find food. The alligator uses its nose to breathe underwater.)

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Week 0

5 7 If you’re a scorpion, your tail can give a nasty sting.

If you’re a monkey, you hang from a tree by your tail.

7

7 If you’re a lizard, you break off your tail to get away.

If you’re a skunk, you lift your tail to warn that a stinky spray is on the way.

13

12

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Big Book pages 12–13

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15

14

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Big Book pages 14–15

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If you’re a blue-footed booby, you do a dance.

6

7

1

7

What do you do with feet like this?

7 If you’re a water strider, you walk on water.

If you’re a chimpanzee, you feed yourself with your feet. 17

16

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Big Book pages 16–17 1/19/10 9:21:31 AM

19

18

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Big Book pages 18–19

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Build Comprehension First reaD

Day 1 Listen and Comprehend

Compare and Contrast

Ask: How is the scorpion’s tail different from the other tails ? How is it the same? (Possible responses: It can sting. It can’t use its tail to hang. Its tail is red. Most of the animals in the book use their tails for protection.) See Differentiate 6 Make Predictions Point to the foot at the top left of page 16. Say: This foot belongs to a goat. What do you think a goat can do with its feet? (Possible responses: walk, eat) 5

seCOND reaD

Day 2 Listen and Analyze 7

Compare How do the blue-footed booby and the water strider use their feet in a similar way? (Possible responses: They both use their feet to move.)

Differentiate Special Needs issue Children struggle with contrasting. strategy Have small groups pretend to be the different animals. Have the first group complete the frames aloud: We are . We use our tails to . Have the next group complete these frames aloud: You are . You use your tails to . BUT we are . We use our tails to . Continue until all groups have presented.

Week 1 | Day 1

t6b

Day 1

Listen and Comprehend Fact Book

1

If you’re a mountain goat, you leap from ledge to ledge.

What do you do with a mouth like this?

If you’re a gecko, you use your sticky feet to walk on the ceiling.

2 21

20

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If you’re a pelican, you use your mouth as a net to scoop up fish. 23

22

Big Book pages 22–23 K5ESL_G1U5_RABB_tails.indd 22

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K5ESL_G1U5_RABB_tails.indd 23

Build Comprehension First reaD

Day 1 Listen and Comprehend

Confirm Predictions Was your prediction about how goats use their feet correct? 2 Compare After reading page 23, ask: Compare a pelican’s mouth to a net. How are they alike? (Both can scoop up fish.) See Differentiate 1

Differentiate English Learners issue Children struggle with story language. strategy Shelter story language for children. Restate the phrase “use your mouth as a net to scoop up fish” on page 23 as “use your mouth to catch and hold fish.” Use gestures and pantomime to demonstrate. Have children copy your motions.

t6c

unit 5

seCOND reaD

Day 2 Listen and Analyze 3

Details What does a snake eat with its mouth ? (eggs) How big are the eggs

4

it swallows? (bigger than its head) Determine Main idea What is the main idea of pages 22–27? (Animals use their mouths in different ways.)

1/19/10 9:22:16 AM

Week 0

If you’re an archerfish, you catch insects by shooting them down with a stream of water.

If you’re an egg-eating snake, you use your mouth to swallow eggs larger than your head.

3 If you’re an anteater, you capture termites with your long tongue.

If you’re a mosquito, you use your mouth to suck blood. 25

24

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Big Book pages 24–25 1/19/10 9:22:28 AM

4

26

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27

Big Book pages 26–27

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Writing Write a Comparison

Key Words Divide the class into small groups. Have some groups write beak foot mouth Daily e to compare and other groups write to contrast. Explain: ag Langu nose paw tail Arts Choose two animal body parts that your group would like to write about. Use the words that you know to compare or contrast the body parts . Display the Key Words and frames. Use these frames: A and a are alike because . A and a are different because

Daily

ge

a Langu Daily Language Arts Arts

Daily Grammar Point out the possessive pronoun mine in the sentence frame. Then use the Daily Grammar lesson on page T1m to teach possessive pronouns.

.

Then have them compare their noses to the nose of one of the animals in the text. A nose is . Mine is . Have children work together and share their sentences with the class.

Wrap-up

Think about the ways animals move. If an alligator, a flamingo, a mouse, and a tiger had a race, which animal do you think would win? Why? Have children turn and talk with a partner. Have volunteers offer their opinions and explain why they formed them.

Week 1 | Day 1

T6d

Day 2

Read and Comprehend Decodable Informational Text

objeCtIveS Thematic Connection: Creature Features Substitute Initial Sounds Read and Spell Words with Soft c Read and Spell High Frequency Words Read Decodable Text Fluently and with Comprehension

Morning WarM-up

What is your favorite animal? What special body parts does it have?

pRogRam ReSouRCeS print & technology

Sound/Spelling Card 1 Words with Soft c: Practice Master PM5.3

Have children talk about body parts different animals have, such as the nose of an elephant, the mouth of a snake, and the tail of a skunk.

Handwriting: Practice Master PM5.4 Read On Your Own Book 17

Phonological Awareness

technology only

Letter Cards

Substitute Initial Sounds

mateRIaLS small chips or coins for counting sounds, 5 per child

Use Phonological Awareness Routine 6. • Say a word: race. • Segment the sounds: /r/ /ā/ /s/. Have children put chips in the sound boxes and repeat each sound. • Substitute a sound: Let’s change /r/ to /f/: /f/ /ā/ /s/. • Say the new word: face. Say the new word with me: face For Phonological Awareness Routine 6, see page BP3.

Repeat the routine with the following words: ice/ace, tell/cell, went/cent, three/free.

Check & Reteach objeCtIve: Substitute Initial Sounds Ask: What word do I get if I change /f/ in fuss to /m/? (muss) If children do not say muss, display the word fuss. Read it and have children echo. Cover uss. Say /f/ and have children echo. Replace the f with m and say /m/ as children echo that as well. Uncover uss and have children echo as you read the new word muss.

Phonics Read Words with Soft c Common CoRe StandaRdS Reading Decode Words with Soft c Read Irregularly Spelled Words Read with Fluency Language and Vocabulary Print Letters Spell High Frequency Words Spell Words with Soft c Spell New Words Phonetically

T6e

Unit 5

CC.1.Rfou.3 CC.1.Rfou.3.g CC.1.Rfou.4 CC.1.L.1.a CC.1.L.2.d CC.1.L.2.d CC.1.L.2.e

RevIeW Display Sound/Spelling Card 1 and m i c e review spelling ce. Remind children that when /s/ comes at the end of a word with the CVCe word pattern, it is spelled ce. Distribute Letter Cards to display mice. Model how to build mice. Have partners build and blend the word and write it in the first column of a two-column chart.

Continue building and sorting words nice, twice, race, face, trace, and space. Have partners take turns reading each group of words. Encourage children to add other rhyming words they know.

Week 0

Spell Words with Soft c

Use Letter Cards to build place and space and blend the words. Have pairs use Letter Cards to build twice, lace, brace, cent, and dance. When all pairs have built their words, have the class chorally blend and read the words. Have them build the rest of the words in the Word Bank. Assign Practice Master PM5.3 for more practice.

glance dice face fence ice slice spice place

truce space twice lace brace cent dance

Name

Date

Phonics

Words with Soft c Write the letters to complete the word. Read the sentence.

1.

2.

cell

city 3.

Word Bank

4.

race

Check & Reteach

5.

objeCtive: Read and Spell Words with Soft c

lace 6. $5.00

Dictate: Mice. Nice. Mice are very nice! Mice. Nice. Have children write and then chorally spell the words mice and nice. If children misspell, repeat the misspelled words and have children sound them out with you. Then have children rewrite the words correctly. Repeat with: I have nice mice!

price

cent Read It Together

We’ll race from this place to the fence.

© National Geographic Learning, a part of Cengage Learning, Inc.

For use with TE p. T6f

PM5.3

Unit 5 | Creature Features

NGReach.com Practice Master PM5.3

PM5p3-4_99003_PM.indd 3

2/7/15 11:02 AM

High Frequency Words Read and Spell Key Words

Daily e ag Langu Arts

Display and read the following sentences, having children clap when they hear the underlined word. Distribute High Frequency Word Cards. Reread each sentence, and have children hold up a card when they hear an underlined word.

Daily

ge

a Langu Daily Language Arts Arts

Daily Spelling and Word Work Practice options on page T1k

three I see three mice. small

They are small.

eyes

They have dark eyes.

through under far

They run through the grass. They hide under a rock.

They don’t go far from home.

Assign Practice Master PM5.4.

Check & Reteach objeCtive: Read and Spell High Frequency Words Hand out multiple sets of High Frequency Word Cards. Have children walk around the room and find another child with the same card. Each spells the word and says it aloud. For children who misspell a word, use High Frequency Words Routine 2 to reteach . For High Frequency Words Routine 2, see page BP10.

Name

Date

Handwriting

High Frequency Words Trace each word two times and then write it.

eyes eyes eyes far far far small small small three three three through through through under under under © National Geographic Learning, a part of Cengage Learning, Inc.

For use with TE p. T6f

PM5.4

Unit 5 | Creature Features

NGReach.com Practice Master PM5.4

PM5p3-4_99003_PM.indd 4

Week 1 | Day 2

2/7/15 11:01 AM

T6f

Read and Comprehend

Day 2

Read on YouR own

Read on YouR own

Book 17

Unit 5 Creature Features SkillS n  Words with Soft c n  Words with Soft g

™

and

Read More READ ON YOUR OWN

and

Huge

READ ON YOUR OWN

READ ON YOUR OWN

BOOK 17

Animals Small

Decodable Informational Text

BOOK 18

Bodies Fins and Stripes

BOOK 19

READ ON YOUR OWN

Book 17

Animals Small

Huge

BOOK 20

Eating Up and Diving In You’re on the

Trail! NGReach.com

Phonics Games

Word Builder

Sing-with-Me Phonics Songs MP3s

Read On Your Own Book 17

888-915-3276 www.NGSP.com

ESL_PH_G1U5W1_CVR.indd 4-1

Many Kinds of Mice

Legend

field mice

1

deer mice

2

12/27/10 2:41:42 PM

city

log jumping mice

field

3 maze

by Deanne W. Kells

words with soft c high frequency words

Field*Mice

We will look at three kinds of mice.

There are many kinds of mice.

* story words

These mice are small. They have small

These mice live in fields far from the

The mice are not all the same.

faces and eyes. They sleep under logs

city.* They like a lot of space! The mice make mazes through the field. They race through the mazes. 5

4

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or rocks.

1 7

6

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pages 4–7

Decodable Reading Read “Many Kinds of Mice”

Use the photos to preteach the story words city (page 6) and deer (page 8). Use Decoding Routine 4 to conduct two readings of “Many Kinds of Mice.” First, conduct a whisper read to monitor decoding. Then conduct a choral read to monitor progress.

Differentiate Below Level ISSuE Children mispronounce words with previously taught phonics elements. STRATEgy Use the chart to identify specific resources for review and reteaching. Skill

Book 17

Teacher’s Edition

words with digraphs th

there (page 4) three (page 5) through (page 6) their (pages 9, 10)

th (page T165c)

space (page 6) blends with s (page small (page 7) T133a) sleep (page 7)

ending -s

ending -s (page kinds (pages T153b) 4, 5) fields (page 6) mazes (page 6) eyes (pages 7, 9)

ending -ing

jumping (pages 10, 11)

ending -ing (page T240a)

Above Level ISSuE Children can easily comprehend the text. STRATEgy Guide children to use a Venn diagram to compare and contrast two of the kinds of mice in the text.

unit 5

FIRST READ

Day 2 Decode and Self-Correct

Have children whisper read. Monitor and listen for miscues. Prompt selfcorrection. If children do not self-correct, provide corrective feedback. See Differentiate SEconD READ

blends with s

T6g

Read On Your Own Book 17 pages 4–12

Day 2 Reread and Comprehend

Have children chorally reread the text. Listen for improvement with accuracy and rate. Use the following questions to build comprehension. 1 Make Inferences Why do you think field mice make mazes in the grass? (Possible responses: They need to get from place to place; they are too small to walk over the grass.) 2 Identify Details Where do the mice live? (Field mice live in fields; deer mice nest under logs; jumping mice live in grass.) 3 compare What is special about each kind of mouse? (Field mice build mazes; deer mice look like deer; jumping mice have long back legs.) 4 Make connections Which mice do you like best? Why? (Possible responses: I like the deer mice because I like the way deer look; I like jumping mice because I like to jump, too.) For Decoding Routine 4, see page BP7.

1/21/10 8:48:38 AM

Week 0

S T U D EN T

TECHNOLOGY

deer mice

nest

grass

Student eEdition

long back leg

Deer* Mice

Jumping Mice

These mice are tan and

These mice live in nests under logs.

white. Their faces look like deer

You will not see a trace of them.

for jumping. They can jump quite far from

Jumping mice live in places with grass.

faces. They have eyes twice as

place to place.

They use grass to make their nests.

deer

NGReach.com

big as field mice!

2 3

8

9

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Comprehension Coach

These small mice have long back legs

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11

10

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Read On Your Own Book 17 1/21/10 8:48:59 AM

pages 8–13

Practice Phonics

Words with Soft c Read these words. rice space

maze trace

eat slice

race fit

Find the words with soft c. Use letters to build them.

5BML
5PHFUIFS


Choose words from the box above to tell your partner what mice can do.

Which mice do you like best? Can it be nice to have mice as pets? ❖

1.

2.

r

i

c

e

Mice can eat through this rice .

4

12

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Fluency

3.

Have children reread Read on Your Own Book 17 and practice their accuracy and rate.

13

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Practice Phonics Words with Soft c

Read On Your Own Book 17 page 13

Distribute Letter Cards. Read aloud page 13 and have partners find and build words with soft c.

r

i

c

e

Differentiate

See Differentiate

Talk Together

Read On Your Own Book 17 page 13

Point out the photos on page 13 and have partners discuss. Have them use the sentence frame and the words from the box to tell about what mice can do. (Possible responses: Mice can eat through this rice; fit through this space.)

Check & Reteach objeCTive: Read Decodable Text Fluently and with Comprehension

Below Level Issue Children mix up the spelling of /s/ spelled s and /s/ spelled ce, ci_. stRategY Reinforce that when the letter c is followed by an e or i, it is usually pronounced as /s/, not as /k/. Demonstrate with Letter Cards, then ask children to build and say words that have /s/ spelled ce, ci_.

Have each child read aloud a page from “Many Kinds of Mice.” Note speed and miscues. For children with low reading speeds and many miscues, conduct partner readings or use the Comprehension Coach to build automaticity. Use Reteaching Routine 1 to conduct one-on-one reteaching for miscues. For Reteaching Routine 1, see page BP9.

Week 1 | Day 2

t6h

Day 2

Listen and Analyze Fact Book

Anthology

objeCTives Thematic Connection: Creature Features Use Academic Vocabulary in Speaking Make Connections

Academic Vocabulary More Key Words

pRogRAM ResouRCes print OnLY

Big Book: What Do You Do With a Tail Like This? technOLOgY OnLY

Digital Library: Key Word Images My Vocabulary Notebook

MATeRiALs markers

Power Writing Have children write as much as they can as well as they can in one minute about the word coverings. For Writing Routine 1, see page BP35.

Anthology page 7

Key Words Use Vocabulary Routine 1 and the images on page 7 to alike body different teach the Key Words. feature look • Pronounce the word and point to its picture: alike. • Rate the word. Have children give a thumbs up if they know the word or give a thumbs down if they do not. Ask: What do you know about this word? • Define the word: Things that are alike are the same in some way. • Elaborate. Relate the word to your experience: My two dogs are alike . Their furry coverings are brown and white. For Vocabulary Routine 1, see page BP25. For more images of the Key Words, use the Digital Library.

Have partners take turns repeating Vocabulary Routine 1 for each word on page 7. Have children add the words to My Vocabulary Notebook. See Differentiate

Talk Together

NGReach.com My Vocabulary Notebook

Anthology page 7

Read the directions and examples. Have partners take turns using Key Words in sentences. Then have volunteers share one sentence with the group.

Check & Reteach objeCTive: Use Academic Vocabulary in Speaking Circulate as partners do the Talk Together activity to listen for any incorrect usage of the academic vocabulary. If children use words incorrectly, point to the picture of the Key Word and read back the example sentence. Have children give one more example of the word using the same sentence pattern. Provide an example. For the Key Word look, say: • These apples look good. • These apples look crunchy. • These apples look fresh. CoMMon CoRe sTAndARds Writing Focus on a Topic Speaking and Listening Participate in Conversations Language and Vocabulary Determine the Meaning of New Words Use Possessive Pronouns Use Words and Phrases

T6i

Unit 5

CC.1.W.5 CC.1.SL.1 CC.1.L.4 CC.1.L.1.d CC.1.L.6

Academic Vocabulary

Week 0

More Key Words alike

• body

different S T U D EN T

TECHNOLOGY HIGH RES IN PLACE

Student eEdition

These cats are photo needs alike.

CC feature

A baby has a small body.

• look

These fruits are different. Talk Together

Digital Library

Use one Key Word in a sentence.

neck

I look like my brother. A long neck is the main feature of a giraffe. • High Frequency Word

My Vocabulary Notebook

These apples look the same.

NGReach.com Add words to My Vocabulary Notebook. NGReach.com

7

Anthology page 7 esl_se_G1U5C1_4-7.indd 7

1/15/10 2:05:30 PM

Differentiate

Academic Talk

Above Level

Make Connections

issue Children can handle challenging sentences.

Ask: When you are reading, have you remembered things that you saw before or read about before? What did you remember when you were reading about animals recently?

strategy Challenge children to use as many Key Words as they can in a single sentence.

Jigsaw

Have children use Jigsaw to talk about different animal body parts. Assign each “expert” group one body part: nose, tail, feet, mouth. Have groups think of animals they have read about and seen with the body part. Have children use Key Words as they describe the body part and tell how it is used. Regroup children so that the new groups have at least one member from each expert group. Have experts report to the group. Remind them to listen attentively to what other experts have to say.

A C A C A C A C

Expert Group 1

Expert Group 2

Expert Group 3

Expert Group 4

B D B D B D B D

A’s

B’s

C’s

D’s

Jigsaw

For Jigsaw, see page BP23.

Week 1 | Day 2

t7

Day 2

Listen and Analyze

Adapted from original

What Do You Do

Fact Book

Big Book

?

With a Tail Like This

by Steve Jenkins and Robin Page

K5ESL_G1U5_RABB_Tails_CVR.indd 3

1/19/10 9:11:01 AM

Comprehension Make Connections

Big Book page 28

Display and read aloud page 28. Teach the word connection (connect or join together). Tell children that they can better understand what they read when they make text-to-self and text-to-text connections. Model how to use the photo to make a text-to-self connection: • I see that two boys are taking their dog for a walk. • This reminds me of when I walk my dog so he can get exercise. • This helps me understand that it is important to help a dog get exercise. Model how to use the photo to make a text-to-text connection: • I see that two boys are taking their dog for a walk. • This reminds me of a story about a boy who went jogging with his dog to get ready for a race.

Check & Reteach objeCtive: Make Connections Ask children to tell what they have read recently that connects to something they have done. Then ask children to tell about two items they read that were alike. If children have difficulty making text-to-self or text-to-text connections, say: Watch the pictures, and tell me if you see something that you have done or read. When I saw the alligator, I remembered swimming in the water like that. I read a story about an elephant who kept getting in the mud and had to give himself a bath. Turn slowly through the Big Book and, from time to time, ask: Do you see anything that you remember happening?

Listen Again and Analyze build Comprehension

Big Book pages 4–27

Use the Listen and Analyze questions on pages T6a–T6c as you reread What Do You Do With a Tail Like This? and practice making connections.

Meet the Author and illustrator

Reread

Reread Display and read the biography aloud. Say: Steve Jenkins and Robin Page like to get their book ideas from their children. Their children probably asked lots of questions about animal body parts . How do Steve Jenkins’ collages help you make connections ? (The collages show me how the animals use their body Reread parts . His artwork supports images in my mind of animals I have seen.) Big Book back cover

Reread

T7a

Unit 5

Strategic Reading

Week 0

Make Connections

Meet the Author and Illustrator

Steve Jenkins and Robin Page

Look at the picture. What does it make you think of? Something you experienced? A story you read? Something you saw in your neighborhood?

Steve Jenkins and Robin Page like to create books together. They are married and have three children. The questions their children ask give them ideas for their books.

If the picture reminded you of something you know, you made a connection.

Mr. Jenkins makes special art for his books called collages. He works with Ms. Page in a studio attached to their house.

How to Make Connections 1. Look for details in the text. 2. What do they remind you of? 3. Use what you know to understand the text.

I read

.

This reminds . me of This helps me understand

. ISBN 978-0-7362-8004-4

1

Writer’s Craft Find verbs that the writers use to describe the animals. Then write a sentence about one of the animals using two of the verbs used.

28

K5ESL_G1U5_RABB_tails.indd 28

1/19/10 9:22:47 AM

Big Book

K5ESL_G1U5_RABB_Tails_CVR.indd 2

1/19/10 9:10:48 AM

page 28 amd back cover

Writing Writer’s Craft: Use Verbs

Big Book back cover

Read aloud the Writer’s Craft. Explain that the authors use verbs to tell what the animals do. Display page 9 of What Do You Do With a Tail Like This? Read

Think Aloud

If you’re an alligator, you breathe through your nose while hiding in the water.

The verbs breathe and hiding tell me what the alligator does. These verbs help me understand why the alligator is below the water and how it is able to stay alive there.

Daily e ag Langu Arts

Write a list of verbs for children to read: break, brush, capture, catch, dance, dig, eat, feed, find, flap, fly, sniff, stand, swim, walk. Have children use at least two verbs in a sentence that they write about an animal of their choice.

DAY 1

Daily

ge

a Langu Daily Language Arts Arts

Daily Grammar page T1o Use page 11 of the Big Book and read the phrase aloud: “you brush off pesky flies with your tail.” Explain that unlike most possessive pronouns, your can be used to show one owner or more than one owner. Read aloud the following possessive pronouns and have children identify whether they describe one owner or more than one owner: his (one), their (more than one), my (one), mine (one), ours (more than one), her (one), theirs (more than one). Then use the Daily Grammar lesson on page T1m to teach possessive pronouns. 

Wrap-up

Prompt a class discussion about the Big Question: DAY 2 How are animals different? Ask: How are animals different ? How are some animals alike ? Compare and contrast animals that children have read about. Have children add their comments to the unit’s concept map. DAY 3

DAY 4

Week 1 | Day 2

T7b

Day 3

ESL_PSWMBB_LvB_FCov_FPP.pdf 1/7/11 3:16:24 PM

1 Sing with Me

™

Learn Sounds, Letters, and Words Sing with Me Phonics Songs Book

objectiveS Thematic Connection: Creature Features Substitute Initial and Final Sounds Read and Spell Words with Soft g Read and Spell High Frequency Words

program reSourceS

Morning WarM-up

Would you rather be an alligator or a flamingo? Why?

print & technology

Sing with Me Phonics Songs Book page 49 Sound/Spelling Cards 2, 3, 14, 17, 21, 24, 35 Soft g: Practice Master PM5.7

Form a circle and roll a ball to different children in turn. Invite children who catch the ball to talk about features of each animal, such as its legs or its nose.

Write-On/Wipe-Off Board Read On Your Own Book 17 High Frequency Words: Practice Master PM5.8 technology only

Sing with Me Phonics Songs MP3 or CD 3, Tracks 3–4 Word Builder

materiaLS small chips or coins for counting sounds, 3 per child

Phonological Awareness Substitute initial and Final Sounds

Use Phonological Awareness Routine 6. • Say a word: me. • Segment sounds: /m/ /ē/. Have children use sound boxes and repeat sound. • Substitute a sound: Let’s change /m/ to /j/: /j/ /ē/. • Say the new word: gee. Say the new word with me: gee. For Phonological Awareness Routine 6, see page BP3.

Have children substitute ending sounds, using the word neck and changing it to net. Continue with the words firm/germ, high/by, him/gym, cake/cage, fun/fudge.

check & reteach objective: Substitute Initial and Final Sounds Tell children: Change the /d/ in dart to /p/. (part) Change the /t/ in part to /k/. (park) If children cannot answer, use Phonological Awareness Routine 1 as children identify changing sounds in cage, page, and pave. Repeat with bug/mug/mud and keep/heap/heat. For Phonological Awareness Routine 1, see page BP1.

Phonics Learn Words with Soft g Sing with Me Phonics Songs Book page 49

Play Tracks 3 and 4 and follow the directions. Practice the gestures until children can perform smoothly.

This Giraffe 1 This 2 He

T7c

Unit 5

CC.1.Rfou.2.b CC.1.Rfou.3 CC.1.Rfou.3.g CC.1.L.2.d CC.1.L.2.d CC.1.L.2.e

1 2 3 4

uses it to stretch and stretch.

3 He

can reach those leaves high up in the trees.

4

Gee! Giraffes are taller than me.

common core StandardS Reading Blend Sounds to Orally Produce Words Decode Words with Soft g Read Irregularly Spelled Words Language and Vocabulary Spell Words with Soft g Spell High Frequency Words Spell New Words Phonetically

giraffe

has a long neck.

Pat neck. Stretch arms up high. Make grabbing motion with hands up high. Pat head and raise arms up high.

Tune: “This Old Man”

Sing with Me Phonics Songs Book page 49 ESL_BBS_G1_Phonics_v13.indd 49

Tune: TK

MP3 or Song CD 3 Tracks 3-4

MP3 or Song CD 00 Track 00

Song

Chant

49

PB

12/30/09 4:18:53 PM

Week 0

Use the routine below to connect sound and spellings /j/ge, gi_, _dge and to blend words.

Step 1 Develop Phonological Awareness

/j/ ge, gi_, _dge

1. Tell children: These words have /j/ at the beginning. These words have /j/ at the end.

gym, giraffe, giant age, huge, fudge, judge

2. Tell children: I will say a word. Listen for /j/. If you hear /j/, jiggle around in your seat. If you don’t hear /j/, don’t do anything.

gee, neck, gentle, reach, high, gem, edge

Step 2 Introduce the Sound/Spelling 1. Display the picture-only side of Sound/Spelling Card 17. Say: jar. Have children repeat.

17

2. Say: /j/. Have children repeat. 3. Turn the card over. Point to all the spellings and name them. Have children repeat. Cover the spelling for the rest of steps 2 and 3.

j ge gi_ _dge /j/ © NGSP & HB

Book 1.indb 34

1/12/10 7:42:34 PM

Card 17 jar, /j/, ge, gi_, _dge 4. Give examples of words with ge, gi_, and _dge.

giant, giraffe, germ, huge, page, edge, hedge

Step 3 Blend Sound-by-Sound 1. Write g. Tell children that the sound for g depends on the vowel that comes after it.

g

2. Add e. Point to the ge spelling on Sound/Spelling Card 17. Blend /j/ /ĕ/, sweeping your hand below the spellings. Have children blend the sounds with you.

ge

3. Add m. Say: /m/. Blend /j/ /ĕ/ /m/, sweeping your hand below the spellings. Have children blend the sounds with you.

gem

4. Repeat for the remaining words. Explain that:

• At the end of a word with a long vowel, /j/ can be spelled ge, and the e is silent. • At the end of a word with short vowel, /j/ can be spelled dge, and both the d and the e are silent.

See Differentiate

gel, page, cage, rage; huge, edge, badge, smudge

Differentiate English Learners PhoniCS TranSfer

ISSue In Spanish and Hmong there is no /j/ sound. There are similar sounds in Cantonese, Vietnamese, and Korean, but children speaking these languages may need help creating a /j/ sound. StrAtegy Have children: • tell whether the /j/ sound is used in their home languages. • practice making the /j/ sound. • Practice pronouncing classmates’ names that begin with /j/, such as Jim, Jennifer, and Jamal.

Week 1 | Day 3

t7d

Read on YouR own

Day 3

Learn Sounds, Letters, and Words

Read on YouR own

Book 17

Unit 5 Creature Features SkillS n  Words with Soft c n  Words with Soft g

™

and

Read More READ ON YOUR OWN

and

Huge

READ ON YOUR OWN

READ ON YOUR OWN

BOOK 17

Animals Small

BOOK 18

Bodies Fins and Stripes

READ ON YOUR OWN

BOOK 19

Book 17

Animals Small

Huge

BOOK 20

Eating Up and Diving In You’re on the

Trail! NGReach.com

Phonics Games

Word Builder

Sing-with-Me Phonics Songs MP3s

Read On Your Own Book 17

888-915-3276 www.NGSP.com

ESL_PH_G1U5W1_CVR.indd 4-1

Name

Date

Read Words with Soft g

Phonics

Words with Soft g

gem

cage

bridge

Read On Your Own Book 17 page 14

Circle the word that names the picture. Read and answer the question.

1.

Use the Word Builder to project the words and sentences shown. Have children blend the words as they did in step 3 on page T7d. Then point out High Frequency Words I and some.

2. hut

jam

hug

jog

huge

gel

3.

4. fringe

stack

fling

stag

flag

stage

5.

Have children turn to Read On Your Own Book 17, page 14. Review the sound/spellings /j/ ge, gi_, _dge and read the labels for the pictures on page 14 together. Assign Practice Master PM5.7 for more practice.

6.

Read It Together

bang

smudge

badge

smug

bag

smile

Would you sing or jog on a huge stage?

© National Geographic Learning, a part of Cengage Learning, Inc.

For use with TE p. T7e

12/27/10 2:41:42 PM

PM5.7

NGReach.com Practice Master PM5.7

nudge ledge

age cage page huge

I ate some fudge. I got a huge smudge. High Frequency Words A-G

H-M

N-R

at book both boy call

a

show

Type in a word or sentence... Letters

clear workmat

help

Blends & Diagraphs Vowel Patterns Endings & Affixes Word Families

S-Z

a b c d e f g h i j k l mn o p q r s t u vw x y z . , ! ? ‘ “ 1 2 3 4 5 6 7 8 9 0 A

/

a

© NGSP & HB | Terms of Use and Copyrights

NGReach.com Word Builder

Spell Words with Soft g

Unit 5 | Creature Features

PM5p7-8_99003_PM.indd 7

gas gem gull grade

2/7/15 11:03 AM

Use Dictation Routine 1 to have children practice writing words with soft g on their Write-On/Wipe-Off Boards. • Say a word: gem. • Segment sounds: /j/ /ĕ/ /m/. • Display Sound/Spelling Cards. Have children match each sound to a card. (cards Write-On/Wipe-Off Board 17 /j/, 21 /ĕ/, 2 /m/) • Repeat the word: gem. Have children write the spelling of the word. • Write the correct spelling. Have children check and correct their spelling. Repeat for cage and fudge, using Sound/Spelling Cards 3 /f/, 14 /k/, 17 /j/, 24 /ŭ/, 35 /ā/.

jem gem

A B C D E F G H I J K L M N O P Q R S T U VWX Y Z

abcdefghijklmnopqrstuvwxyz

© NGSP & HB

. ? , ! “ ” 1 2 3 4 5 6 7 8 9 10 Printed in Mexico

ms.dp.WOWOboard.REV.indd 1

Fluency Select a text from Decodable Text Set 5.1 on NGReach.com. Have children use Fluency Routine 2 to read the text. For Fluency Routine 2, see page BP13.

3/31/08 10:10:20 AM

For Dictation Routines 1, see page BP8.

Then apply the spelling rule to a complete sentence: The ring has a huge gem. Have children say and write the sentence. Write the sentence and have children use it to check and correct their spellings.

High Frequency Words Read and Spell Key Words

Read On Your Own Book 17 page 15

Read aloud page 15. Point to the list of High Frequency Words in the upper right corner of the page. Then reread the sentences. Have children raise a hand when they hear a High Frequency Word.

T7e

Unit 5

Learn Phonics

Practice High Frequency Words

Words with Soft g Look at each picture. Read the words.

j ge gi_ _dge

High Frequency

Key Words Read the sentences. Match each sentence to one of the pictures.

/j/

Example:

1.

2.

Week 0

Words eyes far small three through under

S T U D EN T

TECHNOLOGY

3.

gem

Student eEdition

page

stage

One, Two, Three Giraffes 1. One giraffe stands under a tree. 2. A mother keeps her eyes on her small baby. 3. The mother does not let the baby go far . 4. Three giraffes walk through the trees.

fringe

Word Builder

NGReach.com

How many small giraffes do you see? Phonics Games

bridge

hedge

NGReach.com

15

14

Read On Your Own Book 17 ESL_PH_G1U5_W1.indb 14

1/21/10 8:49:22 AM

pages 14–15 2/3/10 9:28:14 AM

ESL_PH_G1U5W1_13-15_FPP.indd 15

Play Memory. • Use index cards to create two cards of each High Frequency Word. • Partners lay the cards face down and take turns turning two cards face up and reading them. • If the cards match, the child keeps them. • If the cards do not match, they are turned face down again and play continues. • When all cards are matched, the child with the most matches wins. REVIEW Check children’s retention of High Frequency Words from Unit 4. Have children play Memory with new, play, sleep, because, don’t, carry, was, two, both, kind, over, and almost. For Memory Game, see page BP12.

Name

Date

High Frequency Words

The Duck Can Swim Look at the picture. Write a word from the box to complete each sentence. Read the sentences. High Frequency

Words eyes far small three through under

1. How

far three small through eyes

will the duck swim?

2. She swims by

frogs.

3. She swims under a

Assign Practice Master PM5.8 for more practice.

Check & Reteach objECtIVEs: Read and Spell Words with Soft g Read and Spell High Frequency Words Have pairs of children make up sentences that include one High Frequency Word and one word with soft g. Ask them to share their sentences with the class and then spell the High Frequency Word and soft g word used in their sentence. If children misspell words, use Dictation Routine 1 to dictate High Frequency Words and Daily age Langu words with soft g for children to write. Arts For Dictation Routine 1, see page BP8.

4. She swims

some plants.

5. Then she shuts her

© National Geographic Learning, a part of Cengage Learning, Inc.

For use with TE p. T7f

bridge.

PM5.8

to nap!

Unit 5 | Creature Features

NGReach.com Practice Master PM5.8

PM5p7-8_99003_PM.indd 8

Daily

2/7/15 11:02 AM

ge

a Langu Daily Language Arts Arts

Daily Spelling and Word Work Practice options on page T1l

Week 1 | Day 3

T7f

Day 3

Read and Comprehend Animal Fantasy

Anthology

objeCtive Thematic Connection: Creature Features Preview a Story and Make Predictions

Vocabulary Practice expand Word Knowledge

pRogRam ResouRCes technology only

My Vocabulary Notebook Read with Me MP3

mateRiaLs strips of colored paper • glue • crayons or colored markers

Use Vocabulary Routine 2 to model making a portrait for the Key Word feature. • Fold an 8 1/2” x 11” sheet of paper in half, gluing the top edge to the bottom. • Glue small strips of colored paper to the outside edges of the cover to form a picture frame. • In the frame, draw a picture to illustrate the meaning of the word. Write the word on the inside.

Power Writing

For Vocabulary Routine 2, see page BP26.

Have children write as much as they can as well as they can in one minute about the word feature.

Assign a Key Word to a small group of children. Have each group create a portrait. Display the portraits in the classroom.

For Writing Routine 1, see page BP35.

Academic Talk preview and predict

feature Portrait

Key Words alike beak body coverings different fur look mouth paw scales tail

feature parts

Anthology pages 8–9

Read aloud the story title. Explain: “For Pete’s sake” is an expression that some people use to say, “That is silly!” Have children do a picture walk. Have partners turn and talk to make predictions based on their picture walks. Have children share with the rest of the class: What do you think the story will be about? (Possible response: I think it will be about flamingos and alligators.) Why do you think that? (Possible response: I see flamingos and alligators playing in sand and water.)

Check & Reteach objeCtive: Preview a Story and Make Predictions Tell children to explain how they made their predictions. If children don’t predict something reasonable, ask them to look at the cover picture. Ask: What are the alligator and the flamingos doing here? (Possible response: going somewhere) Do you predict the book will be about what the alligator and flamingos do together?

Common CoRe standaRds Reading Read Prose Writing Focus on a Topic Speaking and Listening Participate in Conversations Language and Vocabulary Use Possessive Pronouns Use Conjunctions Determine the Meaning of New Words

T8

Unit 5

CC.1.Rlit.10 CC.1.W.5 CC.1.SL.1 CC.1.L.1.d CC.1.L.1.g CC.1.L.4

Week 0

For Pete’s Sake

Read a Story An animal fantasy is a story that is not true. The animals act like people.

by Ellen Stoll Walsh

S T U D EN T

TECHNOLOGY

Characters Characters are the people or animals in the story.

Digital Library

Read with Me

Pete

Pete’s Friends

Reading Strategy

Student eEdition

Make connections as you read. How are your feelings like Pete’s feelings? My Vocabulary Notebook

NGReach.com Comprehension Coach 8

Anthology esl_se_G1U5V2_Fic_8-29.indd 8

1/15/10 3:29:06 PM

esl_se_G1U5V2_Fic_8-29.indd 9

pages 8–9 1/15/10 3:29:10 PM

Shared Reading Read a Story

Anthology pages 8–9

page T1p

GenRe and ChaRaCteR Explain: This story is an animal fantasy like Ruby in Her Own Time. The characters are animals. Have children identify what animals the characters are. SCienCe BaCkGRound Share information to build background: • Alligators and flamingos always live around water. • An alligator is a reptile and a great swimmer. An alligator’s strong tail moves it quickly through water. • Flamingos’ feathers can become a very bright pink when the flamingos eat food such as shrimp and water plants called algae and plankton. Read pages 10–28 to the class. Use questions on pages T10–11 to T26–27 to guide discussion on the first read (Day 3) and second read (Day 4).

Comprehension Focus FIRST READ

SECOND READ

Day 3 Read and Comprehend

Day 4 Reread and Analyze

• Make and Confirm Predictions • Active Reading • Critical Thinking

Compare and Contrast Make Connections • Critical Thinking

Week 1 | Day 3

T9

Day 3 “I’m green,” said Pete. “I want to be

“Don’t worry,” said the others. “You

pink. Everyone else is.” 3

probably aren’t ripe yet. It takes longer for some.” 1 2 4

10

11

Anthology

pages 10–11

esl_se_G1U5V2_Fic_8-29.indd 10

1/15/10 3:29:13 PM

esl_se_G1U5V2_Fic_8-29.indd 11

1/15/10 3:29:15 PM

Build Comprehension FIRST READ

Day 3 Read and Comprehend 1

2

Active Reading Convey differences in the animals’ tones as you have one group of children read Pete’s words with you and another read the flamingos’ words. Pete should sound worried or sad, and the others should be reassuring. Make Predictions Do you think that Pete will believe what the flamingos told him and that he will change colors? (Possible response: Yes, he will believe friends.)

SECOND READ

Day 4 Reread and Analyze 3

Character’s Motive Why does Pete want to be pink? (Possible response: His friends are pink.)

4

T10–11

Unit 5

Character’s Feelings Do Pete’s friends care that he is different ? (No.) How do you know? (They tell him not to worry.)

Week 0

6 7 “Is that true?” Pete wondered.

“Probably,” they said. “Let’s play in the sand!”

5 8

12

13

Anthology esl_se_G1U5V2_Fic_8-29.indd 12

1/15/10 3:29:18 PM

esl_se_G1U5V2_Fic_8-29.indd 13

pages 12–13 1/15/10 3:29:22 PM

Build Comprehension First reaD

Day 3 Read and Comprehend 5

Confirm Predictions Did Pete believe what the flamingos told him? (No.)

6

What did he think? (He was not sure whether it was true.) Did Pete change colors? (No, alligators are green.) active reading Have two groups read only the dialogue, one group as Pete and the other group as the flamingos. Remind children that quotation marks tell them the exact words a character says.

seCOND reaD

Day 4 Reread and Analyze

Make Connections

Guide children to make connections with Pete’s question. What is Pete wondering? (whether the flamingos are right) What does this remind you of? (Possible response: When my sister told me that I acted like a baby, I wondered if she was right.) How does this help you understand? (Possible response: Maybe Pete wonders just as I did.) See Differentiate 8 Compare and Contrast Point to the illustration. Ask: How are Pete’s legs different from the flamingos’ legs? (Possible response: Pete’s legs are short and thick; the flamingos’ legs are long and thin.) 7

Differentiate Special Needs issue Children have trouble relating the text to personal meanings. strategy Prompt with questions, such as: • How do you feel if someone doesn’t really answer your question? • How do you feel if someone changes the subject instead of answering your question?

Below Level issue Children have trouble making connections between text and self. strategy Prompt with questions, such as: • How does the flamingos’ answer remind you of an answer an adult may have given you? • How did you feel when you got that answer?

Week 1 | Day 3

t12–13

Day 3 “Oh no,” cried Pete. “I have four feet. No one else has four feet.” 2

1

14

15

Anthology

pages 14–15

esl_se_G1U5V2_Fic_8-29.indd 14

1/15/10 3:29:25 PM

“You’re lucky, Pete,” said the others.

esl_se_G1U5V2_Fic_8-29.indd 15

1/15/10 3:29:28 PM

Pete tried to feel lucky.

“Two, and two extra. C’mon. Let’s

Before long he was having fun.

go wading.” 3

16

17

Anthology

pages 16–17

esl_se_G1U5V2_Fic_8-29.indd 16

T14–17

Unit 5

1/15/10 3:29:32 PM

esl_se_G1U5V2_Fic_8-29.indd 17

1/15/10 3:29:36 PM

Week 0

“Stop!” said the others, laughing.

“The best feathers take the longest to

“You’re getting our feathers wet.”

grow,” they said. “Hurry, it’s getting late.” 2

Uh-oh. Pete didn’t have any feathers. 4

18

19

Anthology esl_se_G1U5V2_Fic_8-29.indd 18

1/15/10 3:29:38 PM

pages 18–19

esl_se_G1U5V2_Fic_8-29.indd 19

1/15/10 3:29:40 PM

Build Comprehension FIRST READ

Day 3 Read and Comprehend 1

Active Reading Have children chime in as you read the sentences.

SECOND READ

Day 4 Reread and Analyze 2

3 4

Compare and Contrast What features does Pete notice about himself and his friends? (He has four feet, and his friends have two. He doesn’t have feathers like the flamingos have.) Character’s Motive Ask: Why do Pete’s friends tell him he is lucky? (Possible response: They want him to feel better about being different .) Draw Conclusions How does Pete feel when his friends tell him he is getting their feathers wet? (Possible responses: He is sad that he got their feathers wet. He wishes he had feathers .)

Fluency Expression Explain the concept: Reading with correct expression means matching your voice to what you read. Read aloud the text on page 18. Tell children that even though the flamingos tell Pete to stop, they are laughing. Model reading the text in a playful way. Then show Pete’s disappointment through, “Uh-oh.” Then have children read the passage aloud together several times, mimicking the expression you modeled.

Week 1 | Day 3

T18–19

Day 3 The others hurried home.

20

21

Anthology

pages 20–21

esl_se_G1U5V2_Fic_8-29.indd 20

1/15/10 3:29:44 PM

esl_se_G1U5V2_Fic_8-29.indd 21

But poor, green, featherless Pete poked

1/15/10 3:29:47 PM

very, very slowly. 3 4

along on his four feet …

22

23

Anthology

pages 22–23

esl_se_G1U5V2_Fic_8-29.indd 22

T20–23

Unit 5

1/15/10 3:29:52 PM

esl_se_G1U5V2_Fic_8-29.indd 23

1/15/10 3:29:55 PM

Week 0

Nothing could cheer him up. 1 2

24

25

Anthology

esl_se_G1U5V2_Fic_8-29.indd 24

1/19/10 11:15:00 AM

esl_se_G1U5V2_Fic_8-29.indd 25

pages 24–25 1/19/10 11:15:32 AM

Build Comprehension FIRST READ

Day 3 Read and Comprehend 1

2

Active Reading Read the word nothing slowly for emphasis and lower your voice when you say up. Have children point to the words as you read them and chime in when they feel comfortable. Make Predictions What do you predict will cheer up Pete? (Possible response: seeing someone who looks like him)

SECOND READ

Day 4 Reread and Analyze 3

4

Make Connections Have children make a connection to Pete’s feelings. If children have difficulty, ask: What did you read about Pete? (Pete is walking very, very slowly; the author calls him “poor Pete.” Nothing can cheer up Pete.) Model walking slowly, with your head down. Ask: What does this remind you of? Have you ever felt this way? (Possible response: This reminds me of when I feel sad.) How does this help you understand? (Possible response: This helps me understand that Pete feels very sad.) Categorize How was the way the flamingos went home different from the way Pete went home? (Possible response: The flamingos hurried home, and Pete went very, very slowly.) Week 1 | Day 3

T24–25

Day 3 1 Then one day some strangers

stopped by on their way to the swamp. Flamingos who looked just like Pete. Pete almost popped with joy. 2 3

26

27

Anthology

pages 26–27

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Build Comprehension First reaD

Day 3 Read and Comprehend 1

2

active reading Point out the paragraph indentations. Explain to children that the first paragraph is about the strangers and the second paragraph is about Pete. Have children point to the words as you read them aloud. Confirm Predictions Give a thumbs up if your predictions about what would cheer Pete up were correct.

seCOND reaD

Differentiate

Day 4 Reread and Analyze 3

Below Level issue Children are unsure about the meaning. strategy Have partners ask and answer questions, such as: • How are Pete and the flamingos alike ? How are Pete and the strangers alike ? • How are Pete and the flamingos different ? How are Pete and the strangers different ?

t26–27

unit 5

Draw Conclusions Why is Pete so excited? (Possible response: He finally

meets someone that looks like him.) 4 Clarify Meaning What does Pete mean when he says he is different but the same? (Possible response: He means that he looks different from the flamingos but the same as the alligators.) See Differentiate

Week 0

“I’m different but the same,” he told the others. “Well, for Pete’s sake, Pete,” they said. “You always have been.” ❖ 4

28

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Writing Write About Animal Features

Say: Think about how Pete and the flamingos are different and alike . Display sentence frames: Pete is , but his friends are . Pete and his friends .

Daily e ag Langu Arts

Explain that the first sentence tells how Pete is different from his flamingo friends. The second tells how they are alike. Tell children to use the text and illustrations in their anthologies for ideas. Encourage them to use Key Words if possible. Have children share their writing with the class.

Daily

ge

a Langu Daily Language Arts Arts

Daily Grammar Point out the possessive pronoun his in the sentences. Ask: What does the possessive pronoun tell you? (The friends belong to Pete.) Then use the Daily Grammar lesson on page T1n to review possessive pronouns.

Wrap-up

What do you think now? Would you rather be an alligator or a flamingo? Did your answer change? Have children talk about the alligators and flamingos in the story.

Week 1 | Day 3

T28

Day 4

Read and Comprehend Decodable Informational Text

objeCtives Thematic Connection: Creature Features Substitute Initial and Final Sounds Read and Spell Words with Soft g Read and Spell High Frequency Words Read Decodable Text Fluently and with Comprehension

Morning WarM-up

How is an alligator different from a flamingo? How are they both different from giraffes?

pRogRam ResouRCes print & technology

Words with Soft g: Practice Master PM5.10 Write-On/Wipe-Off Boards Read On Your Own Book 17

Have children turn and talk with a partner. Encourage them to think about how the animals have different colors, sizes, necks, and legs. Then go around the room and ask each pair to share their answer.

technology only

Letter Cards

mateRiaLs small chips or coins for counting sounds, 5 per child

Phonological Awareness substitute initial and Final sounds

Use Phonological Awareness Routine 6. • Say a word: neck. • Segment the sounds: /n/ /ĕ/ /k/. Have children put chips in sound boxes and repeat each sound. • Substitute a sound: Let’s change /k/ to /t/: /n/ / ĕ / /t/. • Say the new word: net. Say the new word with me: net. For Phonological Awareness Routine 6, see page BP3.

Have children repeat the routine with the words net/set, feet/meet, meet/meal.

Check & Reteach objeCtive: Substitute Initial and Final Sounds Ask: What word do I get if I change the /k/ in coat to /b/? (boat) What word do I get if I change the /t/ in boat to /th/? (both) If children have trouble, have them put a chip in their sound boxes for each sound in coat. Then say: boat. Have children point to the sound that changed and repeat the word. Repeat with the words bone, loan, load, and road.

Phonics Read and spell Words with soft g

Common CoRe standaRds Reading Blend Sounds to Orally Produce Words Decode Words with Soft g Read Irregularly Spelled Words Read with Fluency Language and Vocabulary Spell Words with Soft g Spell High Frequency Words

T28a

Unit 5

CC.1.Rfou.2.b CC.1.Rfou.3 CC.1.Rfou.3.g CC.1.Rfou.4 CC.1.L.2.d CC.1.L.2.d

RevieW Distribute Letter Cards. Model how to dge age build edge. Have partners build the words in the edge cage Word Bank, pointing out the long vowel, silent e, hedge page and final blend in strange and change. Then have ledge stage them sort and write the words according to the Word Bank sound/spellings of soft g, and add other rhyming words they know. Assign Practice Master PM5.10 for more practice.

ange change strange

Week 0

Name

Use Dictation Routine 2 to have children spell sentences on their Write-On/ Wipe-Off Boards. • Say a sentence: Animals change as they age. • Repeat the sentence. Have children write it. Ask children to read and check their sentence as you repeat it again. • Write the sentence. Write the sentence on the board and have children use it to correct their spelling.

Date

Phonics

Words with Soft g Write the letters to complete the word. Read the sentence. Tell what else you see.

1.

2.

page 3.

cage 4.

For Dictation Routine 2, see page BP8.

stage

Check & Reteach

5.

gem 6.

objeCtive: Read and Spell Words with Soft g Draw a two-column chart, label the columns Soft g: gem and Hard g: gate, and have children take turns sorting the words page, leg, ledge, and gill in the appropriate column. If children have trouble, point out the letters and vowel sounds that appear with g and review how these letters and vowel sounds affect the sound of g.

bridge Read It Together

I see a hedge and a bridge on this page.

© National Geographic Learning, a part of Cengage Learning, Inc.

For use with TE p. T28b

hedge PM5.10

Unit 5 | Creature Features

NGReach.com Practice Master PM5.10

PM5p10_99003_PM.indd 10

2/7/15 11:03 AM

High Frequency Words Read and Spell Key Words Model pronouncing each of this week’s words. Have children chant and spell the words three times as you point to each of them on the Word Wall: eyes, far, small, three, through, under. RevieW Have children review previously taught words new, play, sleep, because, don’t, carry, was, two, both, kind, over, and almost. Have children take turns saying the words to a partner and spelling them.

Check & Reteach objeCtive: Read and Spell High Frequency Words Dictate the following sentence: The animal’s three small eyes are under its ears. Have children identify the four High Frequency Words in the sentence and write them. If children misspell words, point to the misspelled words on the Word Wall and have children write them three times.

Daily e ag Langu Arts

Daily

ge

a Langu Daily Language Arts Arts

Daily Spelling and Word Work Practice options on page T1l

Week 1 | Day 4

T28b

Read and Comprehend

Day 4

Read on YouR own

READ ON YOUR OWN

Decodable Informational Text

and

READ ON YOUR OWN

READ ON YOUR OWN

BOOK 17

Huge

BOOK 18

Bodies Fins and Stripes

BOOK 19

READ ON YOUR OWN

Book 17

Animals Small and

Read More Animals Small

Read on YouR own

Book 17

Unit 5 Creature Features SkillS n  Words with Soft c n  Words with Soft g

™

Huge

BOOK 20

Eating Up and Diving In You’re on the

Trail! NGReach.com

Phonics Games

Word Builder

Sing-with-Me Phonics Songs MP3s

Read On Your Own Book 17

888-915-3276 www.NGSP.com

ESL_PH_G1U5W1_CVR.indd 4-1

lashes

eye

Giraffes

Legend words with soft g

12/27/10 2:41:42 PM

hoof

lips

by Kelsey Bruce

high frequency words

What do giraffes* look like? Giraffes

You can stand up under them. Each

* story words

Giraffes have big eyes. They can see

*

are big!

hoof is huge. It is the size of a plate.

Why does a giraffe have spots? The

far. Look at that thick fringe of lashes!

spots are not strange. They help it hide.

Giraffes have thick lips as well. Branches

The spots look like sun and shade.

and twigs do not poke their lips. 16

17

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18

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19

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pages 16–19

Decodable Reading Read “Giraffes”

Read On Your Own Book 17 pages 16–24

REVIEW Use the photographs to preview the story words giraffes (page 16), hoof (page 17), and leaves (page 20). Then use Decoding Routine 4 to conduct two readings of “Giraffes.” First, conduct a whisper read to monitor decoding. Then conduct a choral read to monitor progress. FIRST READ

Day 4 Decode and Self-Correct

Differentiate

Have children whisper read. Monitor and listen for miscues. Prompt self-correction. If children cannot self-correct, provide corrective feedback. See Differentiate

Below Level ISSuE Children mispronounce words with previously taught phonics elements. STRATEgy Use the chart to identify specific resources for review and reteaching. Skill

Book 17

Teacher’s Edition

words with double consonants

giraffes (pages 16, 18, 20, 21, 22, 23, 24) well (page 18) will (page 20) full (page 20) small (page 24)

double consonants (page T87m)

blends with l

plate (page 17) close (page 23) sleep (page 24)

blends with l (page T93o)

Above Level ISSuE Children can quickly decode the text. STRATEgy Have partners try to find out answers to the question Why does a giraffe have spots? (to help it hide)

T28c

unit 5

SECOND READ

Day 4 Reread and Comprehend

Have children chorally reread the text. Listen for improvement in rate and accuracy. Use the following questions to build comprehension. 1 Identify Details What are giraffes’ eyes like? Tell details from the text. (Giraffes’ eyes are big. They can see far. They have thick lashes.) 2 Draw Conclusions Why do giraffes need long necks? (Their long necks help them get food and reach high leaves.) 3 Analyze The author wrote this text by asking and answering questions. What questions does the text answer? (Children should identify the questions that begin pages 16 and 19–23.) 4 Make Connections Which of the giraffe’s body parts is the best? Why? (Possible responses: Their long legs because they can stand over other animals; their spots because they are in interesting patterns.) For Decoding Routine 4, see page BP7.

Week 0

walking giraffe

S T U D EN T

resting giraffe

running giraffe

TECHNOLOGY

leaves

Student eEdition

legs

lake

What do giraffes eat? They like leaves*

How do giraffes drink? They go to the

How do giraffes use their legs? They

best. A big giraffe will walk through a

edge of a lake. They must stretch their

walk or run. But they change how they

wide range to find leaves. It must eat

legs so wide!

use their legs.

But they may not close their eyes.

NGReach.com

a lot of leaves to get full!

3

2

20

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Comprehension Coach

How do giraffes rest? They rest a lot.

21

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23

22

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Read On Your Own Book 17 1/21/10 8:50:58 AM

pages 20–25

Practice Phonics

Words with Soft g Read these words. gem cage

lips

jumped tire

bridge changed

Fluency

crossed hedge

Have children reread Read on Your Own Book 17 and practice their accuracy and rate.

neck

Find the words with soft g. Use letters to build them.

g

e m

leg 5BML
5PHFUIFS


Choose words from the box above to tell your partner how the man got to the giraffe.

hoof a giraffe’s body

The man crossed a bridge .

Giraffes start out small. They walk, run, sleep, eat, and drink. Then they grow up to be huge! What is the best thing a giraffe’s body has? You be the judge. ❖

4

X start 25

24

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ESL_PH_G1U5_W1.indb 25

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Practice Phonics Words with Soft g

Read On Your Own Book 17 page 25

Distribute Letter Cards. Read aloud the first activity on page 25. Have partners find the words with soft g and build each one.

Talk Together

g

e

m

Read On Your Own Book 17 page 25

Display the Talk Together illustration. Have children choose words from the box to tell their partners how the man got to the giraffe. Encourage them to think about how he used different objects and the actions he took to meet his goal. (Possible responses: The man crossed a bridge/hedge, changed a tire, jumped a hedge.)

Check & Reteach objeCTive: Read Decodable Text Fluently and with Comprehension Have each child read aloud a page from “Giraffes.” Note reading rate and accuracy. Have children who have low reading speeds conduct partner readings or use the Comprehension Coach to build automaticity. Use Reteaching Routine 1 to conduct one-on-one reteaching for miscues. For Reteaching Routine 1, see BP9.

Week 1 | Day 4

T28d

Day 4

Reread and Analyze Animal Fantasy

Anthology

objeCtiveS Thematic Connection: Creature Features Compare and Contrast Make Connections

Vocabulary Practice Share Word Knowledge

pRogRAm ReSouRCeS technology only

Read with Me MP3

mAteRiALS children’s word portraits from Day 3 • for class book: construction paper • paper punch • yarn

Power Writing Have children write as much as they can as well as they can in one minute about the word different. For Writing Routine 1, see page BP35.

Have children use the word portraits they made on Day 3 (see page T8). Remind them that they became Key Word experts by creating these portraits and that today they will share what they know. Pair children and have them follow the steps of Vocabulary Routine 3 to share their alike word knowledge. • Children take turns reading their definitions and sentences. • Children discuss how the pictures show the Portrait meanings of the Key Words. Key Words • Children create one sentence using two Key Words. alike beak body coverings • Children create a sentence using their Key Word different feathers feature and another Key Word. They write this sentence look mouth parts fur on the back page of their portraits. For Vocabulary Routine 3, see page BP27.

paw

scales

tail

Academic Talk Compare Animals RevieW Remind children that when you compare and contrast two people, animals, or things, you tell how they are alike and different. Ask: Do you remember what makes a flamingo and an alligator alike and what makes them different ? Encourage children to use Key Words in their answers. Use Corners. • Organize the class into four groups. • Assign each group to one of the corners, with two animals per group. • Have groups list what is alike and different for their animals. Encourage children to think about animal facts they have read in other texts that may help them. • Ask groups to share their lists. For Corners, see page BP23.

Check & Reteach Common CoRe StAndARdS Reading Use Illustrations and Details to Describe Read Prose Writing Focus on a Topic Speaking and Listening Participate in Conversations Language and Vocabulary Use Possessive Pronouns Determine the Meaning of New Words

T28e

Unit 5

CC.1.Rlit.7 CC.1.Rlit.10 CC.1.W.5 CC.1.SL.1 CC.1.L.1.d CC.1.L.4

objeCtive: Compare and Contrast Make Connections After groups share their lists, ask children what connections they thought of when they were comparing animals. If any information given is not a comparison as children Reread and Analyze the story, give explicit reteaching. For example, if children have difficulty comparing Pete with the flamingos, explain: The text on page 18 tells me that the flamingos have feathers and Pete does not. In the picture, the flamingos’ feathers look fluffy. Pete’s covering looks hard. An alligator is different from a flamingo.

Week 0

For Pete’s Sake

Read a Story An animal fantasy is a story that is not true. The animals act like people.

by Ellen Stoll Walsh

S TU D ENT

TECHNOLOGY

Characters Characters are the people or animals in the story.

Student eEdition

Read with Me

Pete

Pete’s Friends

NGReach.com

Reading Strategy Make connections as you read. How are your feelings like Pete’s feelings?

Comprehension Coach 8

Anthology esl_se_G1U5V2_Fic_8-29.indd 8

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esl_se_G1U5V2_Fic_8-29.indd 9

pages 8–9 1/15/10 3:29:10 PM

Reread and Analyze Build Comprehension

Anthology pages 8–28

page T1p

Read page 8. Say: Look at the cover illustration. Pete and the flamingos are friends. They do things together. What do you like to do with your friends? How do you feel when you are with your friends? (Responses will vary.) Tell children to make connections as they reread. Use the reread and analyze questions on pages T10–11 to T26–27 as you reread For Pete’s Sake. See Differentiate

Differentiate Below Level Frontload Have children listen to the story using the read with Me MP3 before conducting the whole-class rereading.

On Level read together Have children track the print as you reread together.

Above Level read along Have children whisper read as you conduct the rereading.

Week 1 | Day 4

t28f

Day 4

Reread and Analyze Animal Fantasy

Anthology

Fluency

Mini Lesson

Expression Model reading with appropriate expression as you reread the text.

Describe Characters

Use Fluency Routines on page BP13.

Explain: You can describe characters by telling what they look like and what they do. Looking at the pictures will show you the characters’ size and color. Then model describing characters: • Point to the illustration on Anthology pages 10 and 11. Think aloud: This illustration helps me describe Pete. Pete has short legs, and he is green. • Point to the illustration on pages 14 and 15. Think aloud: This picture shows all four of Pete’s legs. Pete has four short, green legs. Point to the illustration on Anthology pages 16 and 17. Ask: How does this picture help you describe what the characters like to do? (Possible response: It shows me the characters like to play in the water.) Explain: Sometimes the picture shows you how a character feels. Have children look at the illustration on pages 18 and 19. Ask: What happens when Pete splashes water on the flamingos? (They get out of the water.) How can you describe the flamingos’ feelings? (Possible response: They do not like to get their feathers wet.) Point to the illustration on Anthology pages 26 and 27. Ask children to describe the characters they see by telling what the characters look like, what they are doing, and how they feel. If children can’t answer, model a Think Aloud using page 28. Then ask again.

Meet the Author

Anthology page 29

Read aloud the biography of Ellen Stoll Walsh. Use the biography to build comprehension: • Make Connections Ellen can’t imagine doing anything but writing stories. What do you want to do most when you grow up? See page LR12 for additional books by Ellen Stoll Walsh.

T28g

Unit 5

Week 0 Meet the Author

Ellen Stoll Walsh Ellen Stoll Walsh has nine brothers and sisters. Ellen was the family storyteller. Ellen grew up and started writing stories to read to her children. Now she can’t imagine doing anything else! Daily e ag Langu Arts

Daily

ge

a Langu Daily Language Arts Arts

Daily Grammar Point out the possessive pronoun his in the writing model. Have children complete the Grammar and Writing lesson on page T1n and apply it as they edit possessive pronouns in their writing.

Writer’s Craft Find words that Ellen Stoll Walsh used to show what Pete and his friends look like. Can you add some words?

29

Anthology page 29 esl_se_G1U5V2_Fic_8-29.indd 29

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Writing Writer’s Craft: Word Choice

Anthology page 2

page T1p

Read aloud Writer’s Craft. Work together to identify words chosen to show what Pete and his friends look like. Display them. Use one of the words in a sentence describing Pete. For example, say: His body is green. Have each child create a page for a class book about the characters in the story. Encourage them to use Key Words in their writing. After children share their sentences and pictures, put all the pages together to make a class book. See Differentiate

Differentiate English Learners ISSUE Children lack the vocabulary to write what they want to describe.

Wrap-up

Discuss what children read today and refer back to the Morning Warm-Up discussion. Ask: What did you learn about giraffes? What other animals did you learn about? How are giraffes, flamingos, and alligators alike and different ? (Giraffes and flamingos have long necks. Giraffes have spots. Giraffes have four feet like an alligator, but long legs like a flamingo.)

STRATEGY Have children work with partners who are proficient in English. English learners can share their ideas with gestures, and partners can help write the sentences to describe the character.

Week 1 | Day 4

T29

Day 5

Read on YouR own

Review and Apply

READ ON YOUR OWN

and

READ ON YOUR OWN

READ ON YOUR OWN

BOOK 17

Huge

BOOK 18

Bodies Fins and Stripes

BOOK 19

READ ON YOUR OWN

Book 17

Animals Small and

Read More Animals Small

Read on YouR own

Book 17

Unit 5 Creature Features SkillS n  Words with Soft c n  Words with Soft g

™

Huge

BOOK 20

Eating Up and Diving In You’re on the

Trail! NGReach.com

Phonics Games

Word Builder

Sing-with-Me Phonics Songs MP3s

Read On Your Own Book 17

888-915-3276 www.NGSP.com

objectives

ESL_PH_G1U5W1_CVR.indd 4-1

Thematic Connection: Creature Features Read and Spell Words with Soft c Read and Spell Words with Soft g Read and Spell High Frequency Words Demonstrate Understanding of a Story Compare and Contrast

Morning WarM-up

How are the members of your family alike? How are you different from them?

Make Connections

pRogRAm ResouRces print & technology

Vocabulary: Practice Master PM5.12 Venn Diagram: Practice Master PM5.13 Read On Your Own Book 17

Explain that animal families have some things that are alike and some that are different, too. Have children use their completed Family Newsletters to discuss the question in small groups. Then have each group share at least one sentence with the class.

technology only

Family Newsletter 5

Vocabulary Review

Online Vocabulary Games

Apply Word Knowledge

mAteRiALs

Have children apply their knowledge of the Key Words to play games.

bingo markers

VOCABUL ARY GA M E

Power Writing Have children write as much as they can as well as they can in one minute about the word alike. For Writing Routine 1, see page BP35.

ONLINE VOCABUL ARY GA M E

Introduce Vocabulary Bingo. Display the Key Words and distribute Practice Master PM5.12. Key Words alike beak body coverings different feathers feature fur look mouth parts paw scales tail NGReach.com Online Vocabulary Games

common coRe stAndARds Reading Use Illustrations and Details to Describe Decode Words with Soft c Decode Words with Soft g Read Irregularly Spelled Words Writing Focus on a Topic Speaking and Listening Participate in Conversations Language and Vocabulary Use Possessive Pronouns Use Conjunctions Spell Words with Soft c Spell Words with Soft g Spell High Frequency Words Determine the Meaning of New Words

T29a

Unit 5

CC.1.Rlit.7 CC.1.Rfou.3 CC.1.Rfou.3 CC.1.Rfou.3.g CC.1.W.5 CC.1.SL.1 CC.1.L.1.d CC.1.L.1.g CC.1.L.2.d CC.1.L.2.d CC.1.L.2.d CC.1.L.4

To play, call out clues and have children copy Key Words to fill in their bingo cards. For example, you might say: One way that an alligator is from a flamingo is that an alligator has four legs. ( different ) For Vocabulary Bingo, see page BP32.

12/27/10 2:41:42 PM

Week 0

S T U D EN T

Review Phonics and High Frequency Words ds

TECHNOLOGY

What Is It? Look at the pictures with a partner. Take turns reading the clues. Then name the animal.

1

I walk far through a wide range of space.

4

I have a strange nose on my face.

2

I am almost twice as big as this small truck.

5

I have huge feet.

My small eyes look through a fringe of lashes.

6

words with soft c or g high frequency words

3

What animal am I?

Fluency Resources

?

Answer: an elephant! Answer: YouYou are are an elephant!

Legend

Vocabulary Games

26

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ESL_PH_G1U5_W1.indb 27

NGReach.com

Select a text from Decodable Text Set 5.1 on NGReach.com. Have children use Fluency Routine 2 to read the text. For Fluency Routine 2, see page BP13.

27

Read On Your Own Book 17 1/21/10 8:53:18 AM

pages 26–27

Phonics Review Play What Is It?

Name

Read On Your Own Book 17 pages 26–27

Date

Vocabulary

Read aloud the directions and clues on pages 26–27. Have children take turns reading the sentences on pages 26–27. Form pairs and have children play the game. Gather the group and discuss the clues and pictures. Then have children find and read: • three words with soft c (space, twice, face) • four words with soft g (range, fringe, strange, huge) • High Frequency Words far, small, eyes, and through.

Vocabulary Bingo 1. Write Key Words. 2. Listen to the clues. Place a marker on the Key Word. 3. Say “Bingo” when you have four markers in a row.

Children should add a Key Word to each paw.

Check & Reteach objeCtIves: Read and Spell Words with Soft c Read and Spell Words with Soft g Read and Spell High Frequency Words Have children do a word hunt in the classroom for words that have soft c or g and for High Frequency Words. Ask them to look in books and magazines and write each word on an index card as they find it. Time children, and then see who found the most words. Have partners exchange cards and challenge each other to spell the words without looking.

© National Geographic Learning, a part of Cengage Learning, Inc.

For use with TE p. T29a

PM5.12

Unit 5 | Creature Features

NGReach.com Practice Master PM5.12

PM5p11-13_99003_PM.indd 12

Daily e ag Langu Arts

Daily

2/7/15 11:03 AM

ge

a Langu Daily Language Arts Arts

Spelling & Word Work Practice options on pages T1k–T1l

Week 1 | Day 5

T29b

Day 5

Review and Apply Anthology

Answers

Talk About It

1. Identify Details Pete and his friends play in the sand and go wading. 2. Draw Conclusions Pete wants to look like his friends. He doesn’t want to be different . 3. Make Inferences I can tell because Pete’s friends play with him and tell him not to worry about being different . They tell him he is lucky.

Academic Talk Talk About It

Anthology page 30

Have partners answer the Talk About It questions. Prompt children to cite evidence from the text or illustrations and use Key Words in their responses.

Writing Write About It

PM5.13

Take turns with a partner. Tell about Pete and Pete’s friends. Use your Venn diagram.

•  have beaks •  has teeth

•  2 feet

•  have feathers

•   have two  eyes •  4 feet

•  has scales

• like to play

Pete’s friends For use with TE p. T30

Pete

Both © National Geographic Learning, a part of Cengage Learning, Inc.

• green

Compare Pete and Pete’s friends.

For Pete’s Sake

Venn Diagram

Tell children that they will write about how their friends are like Pete’s friends and how they are different. Read aloud the directions on page 30 and point out the sentence frames. Give an example for the first frame that shows how friends are alike: Pete’s friends are funny, and my friends are funny. Before modeling an example for the second frame, ask: How are Pete’s friends different from your friends? Project Student eEdition pages 10–11 and say: Pete’s friends have wings, but my friends have arms. Share a written example for the second frame: Pete’s friends are flamingos, but my friends are people.

Date

• pink

Name

Anthology page 30

Check & Reteach objeCTIve: Demonstrate Understanding of a Story Use the answers to Talk About It to monitor comprehension. Also, review children’s Write About It sentences to see if they correctly identify similarities and differences. Have children who do not demonstrate comprehension listen to the selection audio provided in the Student eEdition. Use questions from the Comprehension Coach to guide comprehension.

Unit 5 | Creature Features

NGReach.com Practice Master PM5.13

PM5p11-13_99003_PM.indd 13

2/7/15 11:03 AM

Reread and Integrate Compare Characters

Anthology page 31

page T1p

RevIeW Remind children: When you compare characters, you tell how they are alike and different . Review Key Words alike, body, different, feature, and look.

Daily

ge

a Langu Daily Language Arts Arts

Daily Grammar Point out the possessive pronouns on page 18 (our), page 22 (his), and page 26 (their). Ask what the possessive pronouns tell the reader. (our: the feathers belong to the flamingos; his: the four feet are Pete’s; their: the way is the route the strangers are taking) Ask why my is used in the Write About It. (My tells that the friends belong to me.) Then use the Review and Assess on page T1n.

T30

Unit 5

Read aloud the directions. Model how to complete the Venn diagram using the example on page 31. (Pete is green. Both Pete and the flamingos like to play.) Distribute Practice Master PM5.13. Have each child complete the diagram. Remind children that the text and the illustrations give them clues about how the characters are alike and different. Tell children they can also use information they have read about in other texts. Circulate and guide children as they complete their diagrams. Have partners share and compare their completed Venn diagrams. Then, as a whole class, have volunteers tell how Pete and the flamingos are different and how they are alike.

Part 1

Reread and Compare

Think and Respond

Week 0

Talk About It

Compare Characters

1. What do Pete and his friends do together?

How are the characters different? How are they alike ?

Pete and his friends

.

S T U D EN T

TECHNOLOGY

2. What does Pete want? Why?

Pete wants

. He

.

Venn Diagram

3. How can you tell that Pete’s friends like him the way he is? Explain.

I can tell because Pete’s friends

Student eEdition

.

Pete • green •

Learn test-taking strategies.

both • like to play

Pete’s friends • •

Resources

NGReach.com

Write About It Make connections. How are your friends like Pete’s friends? How are they different ? Pete’s friends Pete’s friends

and my friends are but my friends are

Comprehension Coach

Use your diagram. Tell a partner about Pete and Pete’s friends.

. .

Online Assessment

Pete’s friends have feathers.

30

NGReach.com 31

Anthology

esl_se_G1U5C1_30-32.indd 31

pages 30–31 1/15/10 3:44:09 PM

Check & Reteach objeCtives: Compare and Contrast Make Connections Listen to children as they describe the characters. For children who are unable to compare and contrast the characters, flip through the book using different selections and ask: How does this character look ? Record answers as a Key Points List and have children use it to make comparisons between Pete and the flamingos.

Wrap-up

Have each child review his or her Weekly Folder. Form heterogeneous groups and ask children to use what they’ve learned to discuss the Big Question: How are animals different? Have children add any new information to their concept maps. Circulate and prompt discussion: •  What different coverings can animals have? •  What different parts do animals have? •  What different sounds do animals make?

Week 1 | Day 5

T31

Week 1

Week 1

Thematic Connection: Creature Features Spell Words with Soft g Spell High Frequency Words

SuggeSteD paciNg DAY 1 DAY 2–4 DAY 5

AssessMeNts Date

Foundational Skills Test

Unit 5, Week 1

Administer this part of the test individually with each child. Record responses on a copy of the Student Profile on page A5.7.

4 tell (cell)

A

went

A

face

B

cent

B

fake

2 three (tree)

5 seeds (needs)

C

city

C

lace

3 top (hop)

High Frequency Words

• Soft c

Make a copy of this page so you can cut out the list of High Frequency Words. Have the child read the list of words out loud to you. Record the child’s responses on a copy of the Student Profile on page A5.7.

.

1 cent

eye

2 gem

5 cage

small

6 badge

Read High Frequency Words

B

cage

C

gate

under A5.5

We got cups of flavored ice as we walked. The elephants were in the center of the zoo.

3. face

I looked right into an elephant’s face.

4. giant

The father elephant was a real giant.

5. gentle

He was very gentle, though.

6. cage

I was glad many animals didn’t have to be in a cage.

Name

Unit 5 | Creature Features

Date

Book Title

Plan 4

4

3

2

• What did you predict that the book might be about?

• Show me what you do when that happens.

• What answers did you find to the questions?

• How did this help you understand?

• Show me where/how you found the answer.

Consistently identifies when comprehension breaks down, and can clarify text independently and successfully.

Asks questions to understand and expand comprehension, and easily demonstrates how to answer the questions. Can ask a variety of questions. Asks questions and shows how to find the answers by citing text/images.

3

Sometimes previews, but does not have Can monitor comprehension, but does a purpose for reading. May predict, but not attempt to solve comprehension problems. prediction is not appropriate.

Asks questions, but does not attempt to find answers in the text/images, or answers are inaccurate.

2

Does not preview. Does not set a purpose or predict.

Does not ask questions.

Often previews, but may not articulate a purpose for reading. Makes a prediction before reading but not during reading.

Monitors comprehension, but cannot always clarify.

Is not aware of comprehension difficulties.

Watch Actions and expressions

mine ours

Week 1

Grade 1 Assessment

A5.15

Unit 5 | Creature Features

Oral Language Rubrics

Rubric

Use with Academic Talk activity, TE page T1o.

❑

• Language Function: Compare and Contrast

28/11/11 11:59 PM

A5p15-16_96403_GWW1.indd 15

B Beginning uses simple statements to compare and contrast and may use more details but may hesitate frequently to think about how to communicate what is wanted or exhibit errors.

❑

I Intermediate uses complete sentences to compare and contrast and can elaborate on details, but may make some errors, especially when trying to form more complex statements.

❑

A Advanced uses a variety of statement structures nearly comparable to native English-speaking peers. Can use English grammar structures and complex sentences to compare and contrast, but may have minor acquisition or vocabulary gaps or errors.

Compare and Contrast Rubric

TE Page T1p

Scale

Speaking

B

Does not know the characters well Comparisons are not made or are confusing

Frequently hard to hear or understand Often seems uncomfortable with the task

I

Seems to somewhat know the characters Uses and and but some of the time when comparing

Can be understood most of the time Seems somewhat comfortable with the task

A

Seems to mostly know the characters Uses and and but in most sentences when comparing

Is almost always understood Seems mostly comfortable with the task

Language

Date

Rubric

Use with Academic Talk activity, TE page T39m.

Theme Theater Rubric

❑

Scale

• Language Function: Give Information

B Beginning uses single words or simple statements to give information. May try to give more details but may hesitate frequently or exhibit errors.

❑

I Intermediate uses complete sentences to give information. May make grammar errors or lack some vocabulary.

❑

A Advanced uses a variety of statement structures without hesitation and can vary and adapt language to his/her needs. Has a vocabulary nearly comparable to native English-speaking peers.

B

I

A

© National Geographic Learning, a part of Cengage Learning, Inc.

Grade 1 Assessment

A5p60_93933_LFR.indd 60

A5.60

Speaking

24/01/15 4:30 PM

Listening

Does not know the difference between comparing and contrasting Shows how animals act using body language only

Watches actions and expressions to confirm understanding Listens but does not make any comments

Some gestures and expressions help communicate the idea Speaks clearly about the topic some of the time

Compares and contrasts correctly some of the time Shows how animals act using body language and some words

Watches actions and expressions and understands most language Listens and makes some pertinent comments

Most gestures and expressions help communicate the idea Speaks clearly about the topic most of the time

Compares and contrasts correctly most of the time Shows how animals act using body language and a few sentences

Watches actions and expressions and understands some language Listens and makes comments that are mostly pertinent

Grade 1 Assessment

A5p61_93933_OFR.indd 61

TE Page T67e

Content

Gestures and expressions do not help communicate the idea Does not speak clearly about the topic

© National Geographic Learning, a part of Cengage Learning, Inc.

Unit 5 | Creature Features

•

•

Oral Reading Assessment A5.1–A5.4

Changes pitch, but does not match the content.

Does not change pitch.

Occasionally pauses while reading the text.

Rarely pauses while reading the text.

Pauses to decode many words. Pace is slow with occasional stops and starts.

Can only read some high frequency words automatically. Pauses to decode all others or skips words. Pace is very slow and irregular with many stops and starts.

Reads with appropriate feeling for some content.

Does not read with feeling.

Reads with appropriate feeling for most content. Changes pitch to match some of the content.

CC.1.L.2.d

= three or more children

1

2

= two children

Unit 5 | Creature Features

Reading Comprehension Test A5.8–A5.9

A5.61

A5.55

•  Letter formation or handwriting is not legible.

•  Visuals are not appropriate and do not support meaning, or they do not exist.

•  The text is not presented in an orderly way.

•  The writing has many errors in spelling, punctuation, and capitalization.

•  The writing has many errors in grammar and usage. •  When read aloud, the writing sounds unnatural.

•  Few or none of the sentences are varied, effective, or complete. Few or no transitions are present.

Grammar and Writing Test A5.15–A5.16

•  Little or none of the language grabs readers’ attention.

•  The writing does not sound genuine. •  The content does not flow in a logical sequence.

•  Few appropriate words were chosen to clearly convey the message. •  The tone is not appropriate for the purpose or the audience. •  There is no structure or it is barely discernible.

•  Some of the letter formation or handwriting is neat and legible.

•  When read aloud, some of the writing sounds natural and rhythmic. •  Some of the language grabs readers’ attention.

•  Some of the writing sounds genuine.

•  Most of the writing sounds genuine.

•  The writing has several errors in grammar and usage.

•  Some visuals are appropriate and support meaning.

•  Most of the letter formation or handwriting is neat and legible.

•  Some of the text is presented in an orderly way.

•  The writing has several errors in spelling, punctuation, and capitalization.

•  The writing has some errors in grammar and usage. •  Most of the language grabs readers’ attention.

•  Some sentences are varied and effective and have transitions.

•  When read aloud, most of the writing sounds natural and rhythmic.

•  The tone is sometimes appropriate for the purpose and the audience.

•  Some appropriate words were chosen to clearly convey the message.

•  Most visuals are appropriate and support meaning.

•  Most of the text is presented in an orderly way.

•  The writing has some minor errors in spelling, capitalization, and punctuation. •  Most sentences are varied and effective and have transitions.

•  Letter formation or handwriting is neat and legible.

Presentation

•  Visuals are appropriate and support meaning.

•  The text is presented in an orderly way.

A5p55_96403_WRC.indd 55

Vocabulary Test A5.10–A5.14

Writing Rubric A5.55

Unit 5 | Creature Features

29/11/11 11:49 PM

Language Function Rubric A5.60 Oral Language Rubrics A5.61

Date

Week 3

Grade 1 Assessment

11/17/14 4:46 PM

Unit 5, Week 1

Date 18/11/11 6:04 PM

Use Gestures and expressions

Unit 5

© National Geographic Learning, a part of Cengage Learning, Inc.

© National Geographic Learning, a part of Cengage Learning, Inc.

Unit 5 | CreatureUnit Features 5

Date A5p10-14_96403_W1VT.indd 10

small

•  Few or no details are included, showing little or no understanding of the topic.

hers

B

•  The writing does not have a clear, focused message.

A

C Name

A5.10 Language Function Rubrics

© National Geographic Learning, a part of Cengage Learning, Inc.

Grade 1 Assessment

don’t

Unit 5 | Creature Features

24/01/15 3:36 PM

Have pairs access

play a game

1

I see your pencil, but I don’t see my pencil. Where could be?

3

Name

his

•  Some content flows in a logical sequence.

paw

yours

LR A.3

Grade 1 Assessment

•  Some details are accurate and relevant, showing some understanding of the topic.

C

.

theirs

B C

© National Geographic Learning, a part of Cengage Learning, Inc.

2

bud

A

Writing Rubric LRAp2-3_93933_RSA.indd 3

•  The structure is confusing and does not fit the purpose.

job

B

Does not describe images related to the text.

•  The message is present, but somewhat unclear or confusing.

A

Does not attempt to make inferences.

3

This is a

Does not make a connection with the text.

•  Most of the content flows in a logical sequence.

mouth

far

Reading Strategy Assessment lR A.2–lR A.3

Uses specific parts of the text Describes multi-sensory and background knowledge mental images that are to make accurate inferences. elaborated from existing text or pictures. Can explain how visualizing helped them understand the text.

Does not identify important ideas.

•  Most details are accurate and relevant, showing good understanding of the topic.

C

The horse belongs to my cousins. . It is

2

• How did visualizing help you understand the book?

Describes some simple images directly related to text or a picture. May describe inappropriate images not related to what the author is trying to convey.

•  Many appropriate words were chosen to clearly convey the message.

mine

.

• What did you already know about those clues and how did they help you make this inference?

Makes attempts, but the inference is inaccurate or unsubstantiated by the text.

•  The tone is mostly appropriate for the purpose and the audience.

hers

C

petal

1

Makes a weak connection, but cannot relate the connection clearly to the text.

•  Most of the structure is clear and fits the purpose.

B

seed

store

2

Identifies both important ideas and unimportant details.

Conventions

his

beak

B

3

Describes some sensory images based on the text, or gives descriptions of the pictures.

•  The writing has only a few minor errors in spelling, capitalization, and punctuation.

A

B C

listen and Make Comments

T31a

LW: Please check the borderline between “Score Point” and “4”. It is showing up as gray when printed. This line should be white, or no line (orange).

nest

A

4

• What pictures did you see in your mind as you read?

Sometimes makes accurate inferences. Often relies too much on text or own experience to make inferences.

Fluency

These flowers belong to the boy. They are .

A

This is a

Date

Directions: Choose the answer that completes the sentence correctly.

.

1

Makes some connections, but cannot explain how this helps understanding.

•  All sentences are varied and effective and have transitions.

28/11/11 11:00 AM

2

Identifies some important ideas, but cannot explain how they were identified.

•  Most of the writing has a clear and focused message.

2

This is a

LR A.2

Grammar and Writing Test

1 1

3

Compare and Contrast

Grade 1 Assessment

LRAp2-3_93933_RSA.indd 2

Directions: Choose the answer that completes the sentence correctly.

Write a Comparison

Speaking and Listening

Unit 5, Week 1

A5p8-9_96403_RCW1.indd 8

Grammar and Writing Possessive Pronouns Test

Unit 5 | Creature Features

Ideas

Use Academic Vocabulary

Name

© National Geographic Learning, a part of Cengage Learning, Inc.

Date

Notes: LW: This rubric has changed. (See G1U3). It is now 7 columns and the text of the rubric has changed too. This is a GLOBAL change for G1. I have changed the titles of the columns here. Please add the Unit 5, Week 1 following: Between “Word Choice’ and 10:51 AM “Conventions” add11/18/14 a column titled “Fluency”. After “Conventions” add a column titled “Presentation”.

Score Point

Use science Vocabulary

A5.8

Grade 1 Assessment

carry

1

1

Vocabulary Test

3

• Were there clues, or details, in the book that helped you figure this out?

Makes all types of Uses many parts of the text connections, and can (pictures, title, words) to accurately identify important explain how the connections increase comprehension. ideas. Makes some attempt to explain importance.

4

Word Choice

2

Consistently previews and articulates a purpose for reading. Makes a prediction before and during reading. Confirms predictions.

4

Visualize

• What did you imagine when • What did you figure out about this book on your own? you read this book?

• Did you read anything you already knew about in the world around you? Tell me about that.

•  Appropriate words were chosen to clearly convey the message.

new house.

1

Voice

Cat and her kittens are warm in their

2

•  The tone is appropriate for the purpose and the audience.

3

At last, the house is done! Now,

3

1

Organization

After that, Duck builds the roof.

4

• What questions did you have when you were reading?

2

• Did you read anything in the book that reminded you of something in your life? Show me what that was.

•  All content flows in a logical sequence.

first. Next, Dog builds the walls.

1

3

Make Inferences

• Did you read anything that reminded you of some other book you read? Show me what that was.

Ask Questions

2

4

1

•  The structure is clear and fits the purpose.

4

3

• When you were reading, did you stop and think about any parts?

Bear and Cat work together. They build the floor of the house

4

2

• Tell me why you think that is an important idea.

Monitor 1

3

• What is an important idea of this book?

• Show me what you did before you started reading the book.

01/11/11 6:02 PM

Make Connections

•  Details are accurate and relevant, showing excellent understanding of the topic.

come to help Cat build a house.

Frequently pauses at all appropriate places in the text.

4

3

2

1

Automaticity

Determine Importance

Reading Strategies

house to keep them warm. Friends

Name © National Geographic Learning, a part of Cengage Learning, Inc.

eyes

Unit 5 | Creature Features

Reading Strategies

What did you do while you were reading? Were there any parts of the book that confused you or were hard to follow? What did you do to understand better? How did it work?

kittens are getting cold. Cat needs a

Vocabulary

because

Use these passages throughout Unit 5. Work with Below Level readers this week.

Reading Strategy Assessment

•  The writing has only a few minor errors in grammar and usage.

Ask:

= one child

Pages

•  When read aloud, the writing sounds natural and rhythmic.

A New House

Spell High Frequency Words

A5p1-4_96403_ORA.indd 3

Check the reading strategies the child used and ask the questions that follow about how the child used the strategy. Use the rubric to help you determine how well the child used the strategy. Circle the child’s score.

prepare

Spelling & Word Work

High Frequency Word Cards

Date

Book Title 01/11/11 6:01 PM

Reading Strategy Assessment

It is almost winter. Cat and her

A5.3

Grade 1 Assessment

Name

Pages

A5p1-4_96403_ORA.indd 2

•  The language consistently grabs readers’ attention.

6:01 PM

Directions: Read the story. Then answer the questions about the story.

Make Connections

© National Geographic Learning, a part of Cengage Learning, Inc.

A5.2

Grade 1 Assessment

Name

Unit 5, Week 101/11/11

•  The writing sounds genuine.

Unit 5 | Creature Features

Date

Reading Comprehension Test

•  The message is clear and focused.

Compare and Contrast

© National Geographic Learning, a part of Cengage Learning, Inc.

A5.1

Name

4

© National Geographic Learning, a part of Cengage Learning, Inc.

Grade 1 Assessment

Circle Score

words attempted in one minute

–

It changes skin!

Reads most words automatically but still pauses to decode some words. Pace varies but is mostly consistent.

3

2

Expression

4 1 3 4

= Accuracy and Rate

its old skin. The snake slides out of it.

3

Miscue Observations

At shedding time, a snake has a trick.

2

Intonation words correct per minute (wcpm)

the old.

It rubs its face on a rock. That loosens

1

15

in places. New skin grows in place of

Reads with appropriate feeling for all content.

107

Changes pitch to match all of the content.

It changes skin!

Grade

95 104

1

76 78 86

its old skin. The snake slides out of it.

2

68

It rubs its face on a rock. That loosens

Unit 5

3

It rubs its skin. The skin rips. It gets holes

T1k

Phrasing

58

4

51

slides through rocks. It slides under plants.

At shedding time, a snake has a trick.

It rubs its skin. The skin rips. It gets holes

A5p1-4_96403_ORA.indd 1

Option 2

•

© National Geographic Learning, a part of Cengage Learning, Inc.

Consistently pauses at all appropriate places in the text.

it doesn’t grow as much. But it still

gentle

Unit 5 | Creature Features

Practice Master PM5.5

new three • The groups turn cards face down and mix them up. play through • On signal, the groups turn over and arrange the cards in sleep under alphabetical order. PM5.6 • Check the words and assign a point for each correctly NGReach.com Practice Master PM5.6 alphabetized word. • Have the groups shuffle the cards for another round. After several rounds, the group with the most points wins.

Unit 5

Reads smoothly and automatically. Pace is consistent.

43

dance

PM5.5

• two words at a time.

CC.1.Rfou.3 CC.1.Rfou.3 CC.1.L.2.d CC.1.L.2.d

play a game

Date

4

36

snakes get huge! As a snake ages,

the old.

slides through rocks. It slides under plants.

LaserWords: The art shifted in our review. Can you please place it according to spec once again? JW

giant

For use with TE p. T1k

Ask children to form groups of three. Have each group cut out one set of High Frequency Word Cards. Note that the words in the first column are review.

2. center

Oral Reading Fluency Rubrics

19 27

a snake grows, its skin will not fit. Some

in places. New skin grows in place of

it doesn’t grow as much. But it still

Accuracy and Rate

space

© National Geographic Learning, a part of Cengage Learning, Inc.

NGReach.com

prepare

1. ice

2006 Hasbrouck & Tindal Oral Reading Fluency Data

7 16

Why does a snake shed its skin? As

Why does a snake shed its skin? As

snakes get huge! As a snake ages,

expression

cell

race

Another monkey sat under the swing.

Oral Reading Assessment

Unit 5

Did you know that snakes can change their skin? They can. A snake will shed its skin many times.

skin many times.

a snake grows, its skin will not fit. Some

Fluency

age

gem

materialS

53

Oral Reading Assessment

their skin? They can. A snake will shed its

spell High Frequency Words

spice

twice

For use with TE p. T1k

19/11/11 2:31 AM

Did you know that snakes can change

spell Words with soft g

18/11/11 11:06 PM

Date

mice

price

new papers. •

soft c and g

Use these words and sentences for additional Pretest and Test items.

A5.6

gel

One monkey climbed through the swing.

C

Name

center

9. through

mite

A5p5-6_96366_FS_U5W1.indd 6

page

Spelling Pretest/ Spelling Test Day 2 see page T1k

Alphabetize

Unit 5 | Creature Features

Unit 5

face

sheet of paper. •

materialS

82

Grade 1 Assessment

gym

scissors

28

© National Geographic Learning, a part of Cengage Learning, Inc.

Oral Reading Assessment

A5p5-6_96366_FS_U5W1.indd 5

cellar

program reSourceS

More Words

Unit 5 | Creature Features

magic

High Frequency Word Cards: Practice Master PM5.6

10. under

/6

pencil

•

Next, I drew three monkeys on a tire swing.

bike

Score

cent

They eat leaves and small buds.

bat

Grade 1 Assessment

huge

Giraffes live in places far away.

B

© National Geographic Learning, a part of Cengage Learning, Inc.

= three or more children

city

8. three

A

through

= two children

nice

The giraffe’s eyes were big and brown.

mile

badge

giraffe

7. small

mice

C

cage

6. far

B

6

fence

5. eyes

A

three

= one child

spell Words with soft c

gem game

111

Spelling

3

far

4 face

Decode Words with Soft c Decode Words with Soft g Spell Words with Soft c Spell Words with Soft g

High Frequency Words

cake

A

B C

Week 1

.

3 mice

High Frequency Words

5

The first animal I drew was a giraffe.

6

decode Words with soft g

Say: Listen to this word: Choose the word

hem

A

I used a new page for each animal.

4. giraffe

12

decode Words with soft c

2

3. page

81

The Decoding Test on page A5.6 is multiplechoice and may be administered to a group of children. Give each child a copy of the test. Record each child’s responses on a copy of the Student Profile on page A5.7.

I drew the fence in front of the animals.

47

• Soft g

I took a pencil to the zoo to draw animals.

2. fence

Words with soft g

8 me (my)

7 net (neck)

Decoding

1. pencil

23

Phonics

6 fun (fudge)

Extend the activity by having children take turns saying a sentence using one word with a soft c and one with soft g.

Words with soft c

10

substitute Final sounds

4

Winter WCPM Spring WCPM

Say a word and a final sound to substitute. Have the student say the new word.

1 race (face)

Fall WCPM

Substitute Final Sounds

1

Items

75

Say a word and an initial sound to substitute. Have the student say the new word.

50

Assessment Routine

Substitute Initial Sounds

ice

Foundational Skills Test A5.5–A5.6

Use these words and sentences for the weekly Spelling Pretest and Spelling Test.

25

substitute initial sounds

Tested Skill

use Visuals

Spelling & Word Work

Word Cards: Soft c and Soft g

• One child mixes up some words while the other child isn’t looking. • The partner then tries to find all of the misplaced words and resort them as quickly as possible.

Day 5

Spelling Words

90

Phonological Awareness

Name

Unit 5, Week 1

Phonological Awareness

materialS colored markers • crayons

play a game

Day 1

Spelling Test

Foundational Skills Test

Option 1

materialS scissors

Have pairs cut out the Word Cards and sort them into piles based on the soft consonant they contain. (c, g)

Spelling Pretest

Percentile

Foundational Skills

Day 2

program reSourceS Word Cards: Practice Master PM5.5

prepare

Pretest Daily Practice Options Test

1

objectives

speak Clearly

Sort Words

Spell Words with Soft c

Assess

Reading

Daily Spelling & Word Work

objectiVeS

= TesTed skill FOR eNGlisH leARNeRs

number of errors

= TesTed skill

Assessment & Reteaching

Decode Words with Soft c Decode Words with Soft g Spell Words with Soft c Spell Words with Soft g

NGReach.com

Day 3

Option 1

Scrambled Words

Day 4

Option 1

Reteach Reteachand andPractice Practice

prepare Display the Spelling Words.

play a game • Children choose five words to scramble and write them on paper to make a puzzle. • Then they exchange puzzles with a partner and unscramble the five words by writing them correctly.

figafer

RepoRts RepoRts

ResoURces ResoURces AND AND RoUtiNes RoUtiNes

Extend the activity by having children say sentences using their unscrambled words.

CC.1.L.2.d

CC.1.L.2.d CC.1.L.2.d CC.1.L.2.d

NOTES:

Name

Name LW: Please add a column to the “Unit Test Student Profile Writing Prompt Name Traits” Table. Add a Date column titled “Fluency” between the columns of “Word Choice” and “Conventions”. The 2nd row of the Grammar and Writing Tests “Fluency” column should be the same as the other columns: _____/4. Unit 5 Enter the scores for the Oral Reading Assessment administered in this unit.

Student Profile Date

The Class Profile will help you

group students for review and Weekly and Unit Assessments reteaching. Use the Student

Name

Weekly and Unit Assessments Foundational Skills Pronouns

CC.1.L.1.d

Use this chart to summarize the strengths and needs of individual students. This information will be helpful Unitand 5 for instructional planning. during student conferences

Profiles to complete this Unit 5 Weekly Test Items summary information for your class. Week 1 Write a minus Week 2sign (–) Week 3 if the student would benefit 1 2 from 3 4 review and reteaching.

Day 3

Option 2

prepare

seeds (needs) fun (fudge) net (neck)

Display the Spelling Words. me (my) Total

play a game Decoding

Write Informative

Option 2

Reading Comprehension bow (both)

penny (pennies) Tests rock (rocks)

they (they’ve)

fly Compare (flies) and Contrast bus (buses) Main Idea CC.1.Rinf.2, Rinf.5

Weekly Test Items spotted (2 syl)

Including Week 4

Week 1Unit Test 2Ideas frogsWeek (1 syl) Writing

buzzing row (road) 1 2 Prompt 3 —Traits sea (seal) 1 wading 2 3 Total

Total

Categorize

CC.1.W.2

Total

/ 41

/4

2 3

CC.1.L.4

CC.1.L.4

CC.1.L.5

Word Builder.

CC.1.L.5

Total

Total

Total

Weekly Total

© National Geographic Learning, a part of Cengage Learning, Inc.

CC.1.Rfou.3 CC.1.Rfou.3 CC.1.L.2.d CC.1.L.2.d CC.1.L.2.e

© National Geographic Learning, a part of Cengage Learning, Inc. Total Grade 1 Assessment Weekly Total /20 /20

A5.51

© National Geographic Learning, a part of Cengage Learning, Inc.

Decode Words with Soft c Decode Words with Soft g Spell Words with Soft c Spell Words with Soft g Spell New Words Phonetically

A5p51-52_96403_SP.indd 51

/8

/ 14

Fluency

Conventions

/4

/ 10 % /4 Academic Vocabulary /4

/4 /4

/4 /4

1

CC.1.L.5

9

/4 /4 /4

/4

/4

Grammar

/ 13

Week 1

Week 2

6

/6

/ 24 2 3 4 / 12

/4 / 18

CC.1.Rfou.3 CC.1.Rfou.3 CC.1.L.2.d CC.1.L.2.d CC.1.L.2.e

Phonological Phonological Awareness Awareness Routines, Routines, pages pages BP1–BP4 BP1–BP4 Decoding Decoding Routines, Routines, pages pages BP5–BP7 BP5–BP7

Week 4

/4

CC.1.L.4

Totals

/ 24

/4

Spelling Week 3

Synonyms /Week 4 CC.1.L.5 Including 4 Across Tests/ 4

Unit Test Items

5

ReteAcH ReteAcH

Total

/5

/4 10 Antonyms 11 12 8

/4

%

Vocabulary

6 / 64 /4 Writing in Response to Prompt 4 CC.1.W.2 10 /4

Week 3

/ 24

Week 4

/ 24

/ 24

/4 %

Writing

© National Geographic Learning, a part of Cengage Learning, Inc.

Grade 1 Assessment

Grade 1 Assessment

A5.52

A5.53

A5.54

Unit 5 | Creature Features

Unit 5 | Creature Features

Dictation Dictation Routines, Routines, page page BP8 BP8 High High Frequency Frequency Words Words Routines, Routines, page page BP10 BP10 Fluency Fluency Routines, Routines, page page BP13 BP13

Unit 5 | Creature Features

Unit 5 | Creature Features

Unit 5 | Creature Features

/4

/4

%

1

7

Foundational FoundationalSkills, Skills,Spelling, Spelling,Fluency Fluency

/4

/4 /4

A5p54_96403_SN.indd 54

24/11/11 4:26 PM 24/11/11 2:59 PM

A5p53_96403_CP.indd 53

A5p51-52_96403_SP.indd 52

pRiNt pRiNt && oNLiNe oNLiNe A5p7_96366_FS_U5.indd 7

/ 10

© National Geographic Learning, a part of Cengage Learning, Inc.

few

sea

move

under

Our giant giraffe has a huge face with small eyes. Weekly Total /20 Weekly Total /20 Our giant giraffe is so huge it needs three Gradecages. 1 Assessment Grade 1 Assessment A5.7

9

/ 12

Oral Reading

Fact and Opinion

5

Greatest Needs

/ 10

/4

/4

Fill in the strategy or the strategies used each week and enter the score. 2 3 7 8 /4 Decoding Science Reading Strategy Assessments Week 1Vocabulary CC.1.L.4 Week 2 • Vowel Digraphs ee, ea, ie

Decoding Fact and Opinion Decoding

Some Successes

Across Tests

2 3 5 6 8 10

Reading 1 4 7 9 Comprehension /4

Unit Test Items Totals Week 3 Including Week 4 Word Across Tests Organization Voice Choice Sentence Structure CC.1.L.1.j

• Vowel Digraphs • Words with -y • Soft c % /3 % /3 % Totalai, ay / 3 • Display this sentence starter: Our giant giraffe…. • Endings -ed, -ing • Contractions • Plurals -s, -es, ies • Soft g Vocabulary Testswhat their giant Weekly Test Items • Have partners work together tocandy brainstorm giraffe scream train cent Week 1 Week 2 Week 3 feetor spray frogshuge eyes, can gemdo, such as: has might look like or step1 over a fence, 2 3 4 5 1 2 3 4 popped nail trophy mice Science Vocabulary 6 7 8 9 5 6 is so tall a man can it. thief hay 10 11 12 face walk underbunnies 7 8Project. 9 10 Enter the score for each Weekly Academic Vocabulary skating I’m 13 14 cage 11 • Have partners write sentences glasses using the sentence starterWeekly to describe Projects seatbelt we’re cry badge Synonyms 1 2 3 4 ResearchTotal Project Total Total Challenge children what the giraffeTotal looks like or does. toWriting useor as many Antonyms Words High Frequency High Frequency Words % Frequency /4 % / 11 % Total Words/ 14 High of the Spelling Words as they can. Words High Frequency food funny animal eye • Have partners share for each head hurt color Assign one point far their sentences. light group small Spelling Word used, and two points for each additional soft c andhold soft into mean might three once most points wins.sound through g word used. The pair with the most

and NGReach.com.

Compare / 4 / 4 and Contrast/ 4 / 4

gleeCC.1.W.2 (flea) found (round) by (be) Text Circle the item number for each item answered correctly. Assign 1 point for each correct answer. For tests scored keep (peep) crack (track) trash (trap) /4 Subtotal with rubrics, enter the student’s rubric scores. Calculate the percent of the overall score or/ 4use the conversion them (then) so (say) mat (mash) Pronouns CC.1.L.1.d charts on page A5.59. /8 % /8 % Total tip (tick) snake (snail) ski (sky)

Use Words totopDescribe Day 4 (hop) tell (cell)

/4

Grammar and Writing

race (face) three (tree)

/ 4 Subtotal

4 aDate ________ Date ________ Week 3 Date ________ Week Write Comparison Enter the scores from the Spelling Pre-Test and the End-of-Week Test in the table. Calculate percent for each CC.1.W.2 / 4 the Main Idea CC.1.Rinf.2, Rinf.5 End-of-Week Test or use the conversion charts on page A5.59. Weekly Write a Description Awareness Phonological Awareness Phonological Awareness Phonological Writing 1CC.1.W.2 Week 2 Week 3 Week/ 44 Spelling •Week Substitute Initial Sounds • Substitute Final Sounds Tests • Substitute Initial Sounds Skills Categorize an Informative Pre-Test CC.1.Rfou.3, L.2.d, L.2.e /Write 16 Final / 16 / 16 • Substitute Sounds / 16 • Substitute Final Sounds • Add Final Sounds (Writing Sentence CC.1.W.2 • Count & Combine Syllables • Add Final Sounds Prompts) / 16 % / 16 % / 16 % / 16 % End-of-Week Test CC.1.Rfou.3, L.2.d, L.2.e Week 2

Vocabulary

• Substitute Initial Sounds • Substitute Final Sounds

Reading Comprehension

/4

Date ________

Phonological Awareness

Consistent Strengths Totals

Unit Test Items

Oral Reading Put a check next to each word read correctly and an X next to each word read incorrectly. GrammarOral Reading Fluency Rubrics Retelling wcpm Assessment 1 2 3 4 1 2 3 4 Total each section of the test. Add all of the subtotals to get the weekly total. AutomaticitySentence Phrasing Intonation Expression CC.1.L.1.j Structure

Week 1

Class Profile Date

Student Profile

Unit 5 Weekly and Unit Assessments Strengths and Needs Summary Student Name

Spell Words with Soft c Spell Words with Soft g Spell High Frequency Words

Student Profile

24/11/11 4:20 PM

18/11/11 11:07 PM

Report Report Forms Forms forfor Teacher Teacher toto Complete Complete Student Student Profile: Profile: Foundational Foundational skills Skills Student Student Profile: Profile: Weekly Weekly and and Unit Unit Tests Tests Class Class Profile: Profile: Weekly Weekly and and Unit Unit Tests Tests Student Student Profile: Profile: strengths Strengths and and Needs Needs Student Student Profile: Profile: Oral Oral Reading Reading Progress Progress Tracker Tracker

Reach Reach into into Phonics Phonics Foundations Foundations

ADDitioNAL ADDitioNAL pRActice pRActice

24/11/11 4:20 PM

A1.10 A1.10 A1.57–A1.58 A1.57–A1.58 A1.59 A1.59 A1.60 A1.60 AiiiAiii

NGReach.com Phonics Phonics Games Games NGReach.com NGReach.com Word Word Builder Builder NGReach.com Activities Activities forfor Daily Daily Practice, Practice, pages pages BP11–BP12 BP11–BP12

Reading Reading ReteAcH ReteAcH Categorize: Categorize: Reteaching Reteaching Master Master RT3.1 RT3.1 Ask Ask Questions: Questions: Reteaching Reteaching Master Master RT3.2 RT3.2

ADDitioNAL ADDitioNAL pRActice pRActice Leveled Leveled Books, Books, pages pages lR4–lR12 LR4–LR12 NGReach.com Comprehension Comprehension Coach Coach NGReach.com

Vocabulary, Vocabulary,Grammar Grammarand andWriting Writing ReteAcH ReteAcH Verbs: Verbs: Reteaching Reteaching Master Master RT3.3 RT3.3 Reteaching Reteaching Vocabulary Vocabulary Routine, Routine, page page BP31 BP31 Interactive Interactive Writing Writing Routine, Routine, page page BP37 BP37

ADDitioNAL ADDitioNAL pRActice pRActice More More Grammar Grammar Practice Practice RT3.4 RT3.4

eAssessment™

oNLiNe oNLiNe oNLY oNLY

Speaking Speakingand andListening Listening ReteAcH ReteAcH

Automated Automated Reports Reports

Speaking Speaking and and Listening Listening Routine, Routine, pages pages BP19–BP22 BP19–BP22 Academic Academic Talk Talk flip flip chart, chart, page page 1010

Student Student Profile: Profile: Weekly Weekly and and Unit Unit Assessment Assessment Class Class Profile: Profile: Weekly Weekly and and Unit Unit Assessment Assessment Standards Standards Summary Summary Report Report

Sing Sing with with MeMe MP3 MP3

ADDitioNAL ADDitioNAL pRActice pRActice

Week 1 | Assessment & Reteaching

T31b

Unit 5

English Learner Extension Activities

objEctivEs

Theme Theater: Dramatization

Compare and Contrast Watch Actions and Expressions Listen and Make Comments

introduce the Activity

Use Gestures and Expressions

Tap prior knowledge by having children tell what happened in “For Pete’s Sake.” Have children share what they recall. Ask: How did the characters look? How did the characters act? Tell children that they will dramatize, or act out, this story in groups.

Speak Clearly

progrAm rEsourcEs print & technology

plan

Theme Theater Rubric, page A5.61 Academic Talk flip chart, page 10

mAtEriALs materials for costumes and props, such as: construction paper, tape, tissue paper, scissors, crayons or markers

Form casts of seven children: Pete, three flamingos, and three alligators. Assign roles according to children’s proficiency levels. Have each cast use Speaking and Listening Routine 2 to discuss the illustrations in the story, and negotiate how they will create the animals and their body parts out of construction paper and tissue paper. Encourage children to compare and contrast the animals’ body parts and coverings using Academic Talk flip chart page 10. For Speaking and Listening Routine 2, see page BP20.

suggEstEd timing Conduct this activity on Week 1, Day 5 during your speaking and listening time.

rehearse Have children listen to the audio recording several times to get ideas for dialogue and action. Remind them to use expressions and gestures to show action. Ask: How can you use your body to show Pete digging in the sand? Have them practice the action in each part of the story and say their lines several times. See Multi-Level Strategies

Lights, camera, Action! Have children act out the story, using their own words and appropriate facial expressions, gestures, and movements . Have children use Speaking and Listening Routine 3 as they perform. Evaluate performances using the Theme Theater Rubric. For each performance, assess one group’s listening skills. If possible, invite family members or another class to enjoy the performance. For Speaking and Listening Routine 3, see page BP21.

Multi-Level Strategies Coach children on how to pantomime actions and indicate body parts to tell the story. Encourage children to practice speaking their lines in a clear voice that is loud enough for the audience to hear. Ask children to change their voices to speak as the character would. Ask: Does Pete have a high voice? Do the flamingos have low voices?

= Beginning

T67e

Unit 5

= Intermediate

= Advanced

debrief and compare Ask each group to share what they enjoyed in the performances. Ask the Biq Question: How are animals different? Have them compare how the characters looked and acted in the dramatization. Then encourage them to add ideas to their unit concept maps.

Creature Features objeCtIves

Oral Language Project: News Report

Give Information

Introduce the Activity

Listen Critically

Activate prior knowledge: What does a news reporter do? Discuss the typical components of news reports, including using notes and visuals aids. Explain and model how news reporters introduce themselves and name the place they are reporting from before giving the audience other information.

Interpret a Speaker’s Message Speak at the Right Pace Stay on Topic

ProgrAm resourCes print & technology

Oral Language Project Rubric, page A5.62

Say: You will work together to present a news report that tells facts about one of the amazing animals on a nature preserve, a special place where many animals live. Explain that animals living on a nature preserve are protected and kept safe. Point out that people visit nature preserves to learn more about the way the animals live.

Academic Talk flip chart, page 15

Plan and Practice

materials for props, such as: posters, empty paper towel rolls and empty tissue boxes, pictures of animals from magazines, markers and crayons, glue, chairs

Form groups of five children each. Help children pick roles based on their proficiency levels. Assign roles such as news reporters, camera operator(s), and cue card holder(s). Have groups use Speaking and Listening Routine 2 and the How to Prepare a Report Chart on EL Resource 5.6 to negotiate and plan their news reports. Display a variety of nonfiction materials about animals to help children find information, including their different movements . Then help each group create a poster of the animal or a map of where it lives. Each group can also make a camera from a tissue box and an empty paper towel roll.

technology only

How to Prepare a Report: EL Resource 5.6

mAterIALs

suggesteD tImIng Conduct this activity on Week 3, Day 5 during your speaking and listening time.

Have children with speaking parts rehearse their lines. Encourage reporters to use Academic Talk flip chart page 15, and interrupt one another politely or wait until there is a break in dialogue before they say their part. Other children can point to posters, hold up cue cards, or operate the camera. For Speaking and Listening Routine 2, see page BP20.

See Multi-Level Strategies

You’re on the Air! Set up a table in the front of the classroom with chairs for the reporters and have groups take turns presenting. Have children use Speaking and Listening Routine 3 as they deliver their reports. If possible, invite family members or other classes to attend. Evaluate the news reports using the Oral Language Project Rubric. For each report, assess one group’s listening skills. For Speaking and Listening Routine 3, see page BP21.

Debrief and Compare Ask children to share one thing they have learned from each report and one question they still have. Have them add any ideas they learned about how animals move to their unit concept map.

Multi-Level Strategies Have children draw a picture of the nature preserve. Ask them to include the animal from the report and label its parts. Provide sentence frames: • The nature preserve has many • They use their

to

. .

Challenge children to come up with additional questions of their own for each group.

English Learner Extension Activities

T67f

Unit 5

Wrap-Up ?

Big Question

Unit How are animals different?

5

Wrap-Up

Talk About It! Interview Have an interview with a partner. The reporter asks questions about how animals look and move. The expert answers the questions.

Share Your Ideas

How do penguins move?

Think about how animals move and look. How are animals different? Choose one of these ways to share your ideas about the Big Question.

They waddle!

Reporter

Write It!

Do It!

Draw and Label Draw your favorite animal from the unit. Label the animal’s parts. Write a sentence about your animal.

I Am an Animal Pretend you are an animal. Make a mask. In a group, act out how your animal moves.

tail legs

teeth

r Alligators have fou

legs.

Expert

68

69

Anthology

pages 68–69

esl_se_G1U5UW_68-69.indd 68

objectives Thematic Connection: Creature Features Review Content

1/19/10 10:54:40 AM

esl_se_G1U5UW_68-69.indd 69

1/19/10 10:54:46 AM

Academic Talk big Question

Anthology page 68

Display the Big Question. Read aloud Share Your Ideas on page 68. Have children revisit their unit concept maps to remind them of their answers to the Big Question. Encourage them to add any additional ideas. Guide them in thinking about their class discussions by looking at the selections in the unit and their leveled reading books.

materials unit concept map

Have children share something they enjoyed learning about in the unit. Guide them to tell how it relates to the Big Question. Ask: What did you most enjoy learning about in this unit? How did it help you understand ways animals are different? What examples can you give? common core standards Writing Focus on a Topic Speaking and Listening Ask and Answer Questions Describe Animals Add Visuals to Clarify Language and Vocabulary Use Words and Phrases

T68

Unit 5

CC.1.W.5 CC.1.SL.2 CC.1.SL.4 CC.1.SL.5 CC.1.L.6

Unit Projects share Your ideas

Anthology pages 68–69

Read aloud the project options. Allow children a few minutes to turn and talk in order to choose their project. Have children who choose the Do It! option gather in an area where they have room to perform. Have the other children work at their desks or in other areas of the classroom.

Creature Features Write It! MATERIALS unlined paper • colored pencils or crayons

Plan Have children page through the unit and look at the different animals. Have children turn and talk about how some of these animals move and look. Then have children choose their favorite animals from the unit and study the different parts and coverings of each. Focus on a Topic Use Words and Phrases

Draw and Label Give children time to draw their animals and label their parts. When children have completed their drawings, have them read the sentences they wrote about the animals and read their labels while pointing to the features. Post pictures on a bulletin board titled “Creature Features.”

CC.1.W.5 CC.1.L.6

Talk About It! Plan Pair children and read aloud the activity. Display the words who, what, where, when, why, and how. Encourage children to begin their questions with these words to avoid “yes” or “no” answers. Interview Have children decide who will be the “reporter” and who will be the “expert.” Tell the reporter to think of at least three questions to ask the expert about how animals look and move. Ask and Answer Questions Describe Animals

Encourage the expert to give detailed answers. When the interview is complete, have children switch roles. Challenge children to determine how the two animals are different and how they are the same.

CC.1.SL.2 CC.1.SL.4

Do It! MATERIALS construction paper • scissors • tape • colored markers

Plan Have groups discuss different animals they know or have learned about in the unit. Then tell children to secretly choose an animal they want to be during the activity. Encourage them to think about how the animal looks, moves, and sounds. Add Visuals to Clarify

= one child

= two children

I Am an Animal Allow time for children to create their animal masks. Then ask children to take turns wearing their masks and acting out how that animal moves. Invite other children in the group to guess what kind of animal the child is. Encourage the “animal actor” to make sounds to help others figure out what animal he or she is.

CC.1.SL.5

= three or more children

Unit Wrap-Up

T69

Small Group Reading Time

teacheR

StudentS

Introduce Books

Read and Discuss Books

Conduct Mini Lessons

Extend Content Knowledge

Monitor Small Group Reading

Apply Reading Skills

Guide Discussion

Connect and Compare Texts

Assess Progress

Demonstrate Comprehension

Contents Page Books at a Glance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . SG1, SG37 Reading Routines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . SG2, SG38 Teaching Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . SG4, SG40

Small Group Reading

Small Group Reading Practice Masters Answer Keys . . . . . . . . . . . . . . . . . . . SG28, SG64 Independent Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . SG36, SG72

Go to NGReach.com for the Leveled Book Finder

Leveled Reading Suggested Pacing by Week Day 1

20 minutes per day

Day 2

Day 3

Day 4

Day 5

Reread with a Partner

Connect Across Texts

BOOK 2

BOOK 1 Read Independently

Unit 5

Reread with a Partner

Read Independently

Books at a Glance Level*

Title

Author

Content Connection

Genre

Length

Pages

A

Little Monkeys

Gustav Blümchen

Animals and Their Young

Nonfiction

8 pp.

LR4

B

I See Tails!

Lada Kratky

Animal Features

Nonfiction

8 pp.

LR4

C

Ears

Lada Kratky

Animal Features

Fiction

8 pp.

LR5

D

An Elephant’s Trunk

Leroy Taylor

Animal Features

Nonfiction

8 pp.

LR5

E

Creature Features

Maria Valdez

Animal Features

Fiction

16 pp.

LR6

E

Jenna’s Pet

Claudia Moore

Pets

Fiction

16 pp.

LR6

F

Marks in the Sand

Marilyn Woolley

Animal Tracks

Nonfiction

12 pp.

LR7

F

How Animals Move

Ricardo Lopez

Animal Movement

Nonfiction

16 pp.

LR7

G

The Speedy Cheetah

Rachel Elliott

Cheetahs

Nonfiction

12 pp.

LR8

G

Polar Bears

Caroline Candusio

Bears

Nonfiction

12 pp.

LR8

H

Put Me in the Zoo

Robert Lopshire

Animal Stories

Fiction

61 pp.

LR9

H

A Frog Has a Sticky Tongue

Pamela Graham

Animal Features

Nonfiction

24 pp.

LR9

I

Walking Up Walls

Isabella Jose

 Animal Features

Nonfiction

12 pp.

LR10

I

A Cat’s Whiskers

Sharon Street

Animal Features

Nonfiction

16 pp.

LR10

J

What Do You Know About Dolphins?

Harley Chan

Dolphins

Nonfiction

12 pp.

LR11

K

Seven Blind Mice

Ed Young

Animal Stories

Fiction

36 pp.

LR11

* as measured by the Fountas and Pinnell leveling system; see page R2 for leveling translation information

Weeks 1–4

LR1

Unit 5

Reading Routines Fiction & Nonfiction

objectives Thematic Connection: Creature Features

Fiction

Nonfiction

Read and Comprehend Text Make Connections Compare and Contrast Categorize

pRogRam ResouRces print only

Fiction and Nonfiction Books print & technology

Assessment Masters LR A.1–LR A.4 technology only

Practice Masters LR5.1–LR5.3

common coRe standaRds Read Prose Read Informational Text Respond to Reading Participate in Conversations

CC.1.Rlit.10 CC.1.Rinf.10 CC.1.W.1, 2, 3 CC.1.SL.1

Introduce

Read and Integrate Ideas

Assign books.

Have children read independently.

Introduce books.

Have homogenous pairs reread and discuss. Pair children who have read the same book. Have

Introduce story words.

pairs reread the book. After children have learned the reading strategy and target skills, have them complete a graphic organizer together to demonstrate how the skill applies to their book. • Compare and Contrast: Practice Master LR5.1 • Categorize: Practice Master LR5.2

Review the Teaching Resources on pages LR4–LR11. Use the summary of each book for an overview of content. Select eight books for each child to read over the course of the four-week unit, based on the children’s interests, their reading levels, and the completed Assessment Masters for Unit 4.

Use the Teaching Resources for each book to activate prior knowledge and preview the content. Remind children that they can use what they learn from the books to answer the Big Question: How are animals different? Preview any story words that are listed for each book. When applicable, point out corresponding story illustrations or photos to scaffold word meaning.

Establish a weekly reading plan.

Children will repeat the same schedule to read two books each week.

Circulate to observe children reading. Ask them to read a page aloud. Note miscues and check for fluency. Encourage children to self-correct. Ask: Did that make sense? You said . Does that sound right?

Monitor partners’ discussions.

Have children share their completed graphic organizers. Prompt children to show you where in the book they gathered the information to complete them. Use the build comprehension questions in the Teaching Resources to check for understanding.

Have children self-assess.

Distribute Assessment Master LR A.4. Have children evaluate their ability to read on their own and determine importance.

Provide writing options.

Have each child complete one of the writing options from the Teaching Resources to respond to one of the books they read during the week. Encourage volunteers to share their writing with the group.

LR2

Unit 5

Thematic Connection

Creature Features

after reading

© National Geographic Learning, a part of Cengage Learning, Inc.

NGReach.com

LR1-3_96403_PM.indd 1

NGReach.com

24/01/15 5:23 PM

LR1-3_96403_PM.indd 2

Practice Master LR5.1

Grade 1 Assessment 24/01/15 5:23 PM

Form heterogeneous discussion groups.

Assess reading.

Write the Big Question: How Are Animals Different? Distribute Practice Master LR5.3. Explain to children in each group that they will take turns retelling or summarizing one of the books they read that week.

after reading Date

Discussion Guide

Connect Across Texts

Title:

Title:

3. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. CC.1.SL.3

Assess writing.

Draw a picture for a book that you read. Then listen to other people in your group. Draw pictures about some of the books they read.

Title:

c. Ask questions to clear up any confusion about the topics and text under discussion. CC.1.SL.1.c

Use the Reading Strategy Rubrics on Assessment Master LR A.2 and LR A.3 to assess the child’s use of reading strategies. Say: • Tell me one important idea or event from the book. How do you know it is important? • Were there any parts of the book that you didn’t understand? What did you do?

Have each child retell his or

Title:

2. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. CC.1.SL.2

Have each child choose a favorite part of his or her book and read it aloud. Listen for miscues as you check for fluency. Ask the child to tell why it was the best part of the story or the most important part of the informational text. Have the child self-select a part of the book related to the Big Question. Ask: What makes [animal] special? or How does [animal] move?

Introduce the activity.

Name

11/17/14 4:42 PM

Assessment Masters LR A.1–LR A.4

Conduct Conferences

her story or summarize his or her book. Have listeners use Practice Master LR5.3 to draw or take notes about the books. They may begin by writing about one book they read and then add notes about three other books described by their group members.

a. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and text under discussion). CC.1.SL.1.a

NGReach.com

Connect Across Texts

Have children summarize.

LR A.1

LRAp1_93933_SL.indd 1

Practice Master LR5.2

Group children of mixed ability levels into clusters of four, representing different combinations of books.

b. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. CC.1.SL.1.b

Speaking and Listening Standards

Unit 5 | Animal Features

Comprehension and Collaboration

Use your chart to tell a partner about the book.

LR5.2

For use with TE pages LR4–LR11

As you monitor students in their small groups, put a check mark beside each behavior that you observe. Use conferences to coach students in developing speaking and listening skills.

Unit 5 | Animal Features

1. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. CC.1.SL.1

Features Animals

Use the category chart to take notes about your book as you read.

Category Chart

© National Geographic Learning, a part of Cengage Learning, Inc.

LR5.1

Speaking and Listening Observation Log

For use with TE pages LR4–LR11

Date

Categorize

Both Animal

© National Geographic Learning, a part of Cengage Learning, Inc.

Name

Use your Venn diagram to tell a partner about the book.

Animal

Date

Use the Venn diagram to take notes about your book as you read.

Venn Diagram

Compare and Contrast

Name

during conferences

Student Name

after reading

Ask: Which writing option did you choose? Why did you choose that option? Have the child read his or her writing aloud. Ask: How did your writing help you understand the book?

Have children connect across texts. Have groups use completed Connect Across Texts Practice Master LR5.3 to LR5.3 guide discussion. Use Speaking and Listening Observation Log NGReach.com Practice Master LR5.3 Assessment Master LR A.1 to assess students’ participation in discussions. How are animals different?

Plan intervention or acceleration. Ask the child if there is anything he or she didn’t understand. Plan for further instruction: • Use independent time to provide reteaching or practice with skills.

© National Geographic Learning, a part of Cengage Learning, Inc.

For use with TE pages LR4–LR11

Unit 5 | Animal Features

LR1-3_96403_PM.indd 3

= one child

= two children

24/01/15 5:24 PM

= four or more children

Use the Recommended Books on page LR12 to guide children in choosing books to read independently.

Weeks 1–4 | Days 1–5

LR3

Weeks 1– 4 A

Teaching Resources Fiction/Nonfiction

Guided Reading Level

B

Guided Reading Level

Little Monkeys

I See Tails!

by Gustav Blümchen

by Lada Kratky

Nonfiction | Pages: 8 Content Connection: Animals and Their Young

Nonfiction | Pages: 8 Content Connection: Animal Features

Summary

Little monkeys do many activities, such as sit, jump, climb, eat, hang, and run.

Summary

Activate Prior Knowledge Ask: What are some of the things you can do? (Possible responses: eat, play, run) Explain that little monkeys can do some of the same things as human children.

Activate Prior Knowledge Ask: What is a tail? (Possible response: a part of an animal on the back of its body) Explain that many animals have tails.

Preview

Display the cover and read aloud the title. Ask: What is the little monkey doing? (eating) Tell children they will read to find out other things that little monkeys do. Introduce the story word monkeys (page 2).

Preview

Build Comprehension

Build Comprehension

Display the cover and read aloud the title. Ask: How does this animal’s tail look? (Possible response: It is colorful.) Explain that animals have different kinds of tails. Introduce the story words short (page 3) and curly (page 8).

Categorize What are some of the ways little monkeys move?

Compare and Contrast How are all tails the same? (They

(sit, jump, climb, eat, hang, and run) Make Connections What are some things monkeys do that you do too? (Possible response: I run and jump.) Use Visuals Look at page 6. What do monkeys use to hang from a vine? (Possible response: legs and arms)

are all on the back of an animal’s body.) How are tails different? (Some are long and some are short.) Make Connections What are some other animals you know that have tails? (Possible response: dogs, cats, lizards, fish)

Writing Options Book Page Have children write and illustrate a new book

LR4

Animals have different kinds of tails. Some tails are long, some are short, and some are curly.

Writing Options Labeled Drawing Have children draw a picture of

page that shows something they think little monkeys can do.

an animal with a tail and write a sentence that describes its tail.

Journal Entry Have children write about something they

Journal Entry Have children write about their

like to do.

favorite animal.

Unit 5

Guided Reading Level

Thematic Connection

Creature Features

C

A

B

C

D

E

Guided Reading Level

E

F

D

F

G

G

H

H

I

I

J

K

Guided Reading Level

Ears

An Elephant’s Trunk

by Lada Kratky

by Leroy Taylor

Fiction | Pages: 8 Content Connection: Animal Features

Nonfiction | Pages: 8 Content Connection: Animal Features

Summary SummaryAnimals Animals have have ears. ears. We We can can identify identify animals, animals, such such asas

Summary SummaryAnAnelephant elephant uses uses itsits truck trunk to to dodo many many things, things, such such

giraffes, giraffes, horses, horses, and and elephants elephants byby their their ears. ears.

asas smell, smell, dig, dig, eat, eat, drink, drink, wash, wash, and and hug. hug.

Activate ActivatePrior PriorKnowledge KnowledgeSay: Say: Point Point toto your your ears. ears. Then, Then, ask: ask: What What dodo you you use use your your ears ears for? for? (to(to hear) hear) Explain Explain that that animals animals have have different different kinds kinds ofof ears. ears.

Activate ActivatePrior PriorKnowledge KnowledgeAsk: Ask: How How would would you you describe describe anan elephant? elephant? (Possible (Possible responses: responses: big, big, gray, gray, wrinkled, wrinkled, has has a trunk a trunk and and big big ears) ears) Explain Explain that that elephants’ elephants’ trunks trunks areare very very important important toto them. them.

Preview PreviewDisplay Display the the cover cover and and read read aloud aloud the the title. title. Say: Say: Point Point

Preview PreviewDisplay Display the the cover cover and and read read aloud aloud the the title. title. Point Point toto the the

toto thethe animal’s animal’s ears. ears. Tell Tell children children they they will will read read toto find find out out about about the the different different kinds kinds ofof ears ears animals animals have. have. Introduce Introduce the the story story words words whose whose (page (page 2)2) and and giraffe giraffe (page (page 2).2).

photo photo and and ask: ask: What What dodo you you think think thethe elephant elephant is doing? is doing? Tell Tell children children they they will will read read toto find find out out about about many many things things elephants elephants can can dodo with with their their trunks. trunks. Introduce Introduce the the story story word word hug hug (page (page 8).8).

Build BuildComprehension Comprehension

Build BuildComprehension Comprehension

Make MakeConnections ConnectionsThink Think ofof anan animal. animal. What What areare itsits ears ears like? like?

Categorize CategorizeWhat What part part ofof anan elephant elephant helps helps you you toto know know it is it an is an

(Possible (Possible response: response: AA catcat has has small, small, pointed pointed ears.) ears.) Compare Compareand andContrast ContrastHow How areare animals’ animals’ ears ears thethe same? same? (Possible (Possible response: response: Their Their ears ears are are onon their their heads.) heads.) Give GiveInformation InformationWhy Why does does thethe boy boy say say “Surprise!” “Surprise!” onon page page 8?8? (Possible (Possible response: response: He’s He’s wearing wearing bunny bunny ears.) ears.)

elephant? elephant? (its(its trunk) trunk)

Writing WritingOptions Options Book BookPage PageHave Have children children write write and and illustrate illustrate a page a page forfor the the

Make MakeConnections ConnectionsWhat What dodo you you think think it would it would bebe like like toto have have a trunk? a trunk? Explain. Explain. (Possible (Possible response: response: It would It would bebe fun fun because because I could I could pick pick things things upup with with it.)it.)

Writing WritingOptions Options Labeled LabeledDrawing DrawingHave Have children children draw draw and and label label a picture a picture ofof

book book that that shows shows another another animal animal and and itsits ears. ears.

anan elephant. elephant.

Journal JournalEntry EntryHave Have children children choose choose one one animal animal from from the the

Journal JournalEntry EntryHave Have children children choose choose one one page page from from the the

book book and and write write about about itsits ears. ears. Provide Provide a sentence a sentence frame: frame: hasears earsthat thatareare . . The The has

book book and and write write a sentence a sentence telling telling how how they they dodo the the same same thing thing the the elephant elephant does. does. (Possible (Possible response: response: I use I use mymy nose nose toto smell.) smell.)

Weeks 1–4 | Days 1–5

LR5

Weeks 1– 4 E

Teaching Resources Fiction/Nonfiction

Guided Reading Level

E

Guided Reading Level

Creature Features

Jenna’s Pet

by Maria Valdez

by Claudia Moore

Fiction | Pages: 16 Content Connection: Animal Features

Fiction | Pages: 16 Content Connection: Pets

Summary

A zookeeper gives a group of children a tour of the zoo, giving rhyming clues about the animals’ features. The children guess which animal they will see next.

Summary

Activate Prior Knowledge

Ask children to describe themselves. Explain that the words they are using tell about their features.

Activate Prior Knowledge

Ask: What are some animals people keep as pets? (Possible response: dogs, cats, hamsters) Have children share why they think people might have pets.

Preview

Display the cover and read aloud the title. Point to the illustration and ask: What are some of the animals you see here? (eagle, giraffe, penguin, monkey, snake) Introduce the story words tour (page 2), clue (page 2), webbed (page 9), and creatures (page 15).

Preview

Build Comprehension

Build Comprehension

Display the cover and read aloud the title. Point to the illustration on the cover of the book and ask: Who do you think this is? (Jenna) Where is she? (in a pet store) Introduce the story words claws (page 4), apartment (page 5), and flippers (page 9).

Make Connections What are some animals you can see at

Categorize Why do you think Jenna says that they can’t have

the zoo? (Possible responses: giraffe, zebra, monkeys) Compare and Contrast What three animal features in the book are long? (a snake’s body, a giraffe’s neck, and a monkey’s tail)

some animals in their apartment? (Possible responses: They are wild. They are too big.) Make Connections What pet do you think would be good for Jenna and her mom? Explain. (Possible response: a cat because it can live in an apartment)

Writing Options

LR6

Jenna and her mom think of an animal they could keep as a pet in their apartment. Her mom suggests unusual pets, such as a seal or kangaroo. Jenna decides a fish would be the best choice, and her mom agrees.

Writing Options

Riddle Have children draw a picture of their favorite animal

Book Page Have children write and illustrate a new page for

and write their own rhyming clue to give for it. Journal Entry Have children write about something they liked about the story.

the book that shows another animal that Jenna could not have in her apartment. Journal Entry Have children write about a pet they have or would like to have.

Unit 5

Guided Reading Level

Thematic Connection

Creature Features

F

A

B

C

D

E

Guided Reading Level

E

F

F

F

G

G

H

H

I

I

J

K

Guided Reading Level

Marks in the Sand

How Animals Move

by Marilyn Woolley

by Ricardo Lopez

Nonfiction | Pages: 12 Content Connection: Animal Tracks

Nonfiction | Pages: 16 Content Connection: Animal Movement

Summary SummaryWhen When animals animals move move across across sand, sand, they they make make specific specific

Summary SummaryAnimals Animals move move inin different different ways. ways. They They can can walk, walk,

marks marks because because their their features, features, such such asas feet feet and and flippers, flippers, are are unique. unique.

climb, climb, run, run, hop, hop, swim, swim, crawl, crawl, and and fly.fly. Some Some animals animals can can move move inin more more than than one one way. way.

Activate ActivatePrior PriorKnowledge KnowledgeAsk: Ask: Have Have you you ever ever made made

Activate ActivatePrior PriorKnowledge Knowledge Ask Ask children children toto move move like like

footprints footprints in in thethe sand sand oror snow? snow? How How diddid they they look? look? (Possible (Possible response: response: They They were were the the shape shape ofof mymy shoes.) shoes.) Explain Explain that that different different kinds kinds ofof animals animals make make different different marks. marks.

anan animal animal they they know. know. Allow Allow other other children children toto guess guess the the animal. animal. Explain Explain that that different different animals animals move move inin different different ways. ways.

Preview PreviewDisplay Display the the cover cover and and read read aloud aloud the the title. title. Ask: Ask: Why Why dodo

Preview PreviewDisplay Display the the cover cover and and read read aloud aloud the the title. title. Point Point toto

you you think think thethe sand sand has has these these marks marks in in it?it? (An (An animal animal moved moved through through it.)it.) Say: Say: Let’s Let’s find find out out what what animal animal made made these these marks. marks. Introduce Introduce the the story story words words marks marks (page (page 2),2), gull gull (page (page 3),3), long long (page (page 5),5), and and thin thin (page (page 5).5).

the the photo photo and and ask: ask: How How is this is this frog frog moving? moving? (It(It is is swimming.) swimming.) Tell Tell children children they they will will read read toto find find out out other other ways ways animals animals can can move. move. Introduce Introduce the the story story words words pond pond (page (page 5),5), hop hop (page (page 10), 10), and and crawl crawl (page (page 12). 12).

Build BuildComprehension Comprehension

Build BuildComprehension Comprehension

Categorize CategorizeWhy Why dodo a gull’s a gull’s marks marks look look different different from from a seal’s a seal’s

Make MakeConnections ConnectionsSay: Say: Think Think ofof anan animal. animal. Then Then ask: ask: What What

marks? marks? (Possible (Possible response: response: AA gull gull walks walks onon itsits feet. feet. AA seal seal drags drags itself itself inin the the sand.) sand.) Make MakeConnections ConnectionsThink Think ofof anan animal. animal. How How would would this this animal’s animal’s marks marks look? look? (Possible (Possible response: response: AA rabbit rabbit hops, hops, soso it it would would have have large large spaces spaces between between itsits footprints.) footprints.)

areare some some ofof thethe ways ways you you have have seen seen this this animal animal move? move? (Possible (Possible response: response: AA dog dog can can run run and and jump.) jump.) Compare Compareand andContrast ContrastWhat What is one is one way way some some animals animals can can move move that that people people can’t? can’t? (Possible (Possible response: response: People People can’t can’t fly.) fly.)

Writing WritingOptions Options Drawing Drawingand andCaption CaptionHave Have children children draw draw anan animal animal and and how how they they think think the the animal’s animal’s footprints footprints might might look look and and write write aa sentence sentence describing describing the the footprints. footprints. Journal JournalEntry EntryAsk Ask children children toto look look atat page page 1212 and and write write the the answer answer toto the the question question posed posed there: there: Who Who made made these these marks marks in in thethe sand? sand? (a (a person) person)

Writing WritingOptions Options Labeled LabeledDrawing DrawingHave Have children children draw draw anan animal animal and and write write aa sentence sentence about about the the ways ways the the animal animal can can move. move.

Journal JournalEntry EntryHave Have children children write write about about some some ofof the the ways ways they they can can move. move.

Weeks 1–4 | Days 1–5

LR7

Weeks 1– 4 G

Teaching Resources Fiction/Nonfiction

Guided Reading Level

G

Guided Reading Level

The Speedy Cheetah

Polar Bears

by Rachel Elliott

by Caroline Candusio

Nonfiction | Pages: 12 Content Connection: Cheetahs

Nonfiction | Pages: 12 Content Connection: Bears

Summary

A cheetah is a wild African cat that weighs about 120 pounds, is about 4 feet long, and is about 3 feet tall. It has four legs and runs as fast as a car on a highway. Its babies are called cubs.

Summary

Activate Prior Knowledge

Say: Name some cats you know. (house cat, lion, tiger, leopard) Explain that cheetahs are a kind of cat that can run very fast.

Activate Prior Knowledge

Ask: What do you do when it’s cold outside? (Possible responses: dress warmly, play in the snow) Explain that polar bears have special features that help them to live where it is always cold.

Preview

Display the cover and read aloud the title. Ask: Why do you think this book is called The Speedy Cheetah? (The cheetah runs fast.) Tell children they will read to find out about cheetahs. Introduce the story words wild (page 2) and highway (page 10).

Preview

Display the cover and read aloud the title. Have children point out the features of the polar bears on the cover. (big paws, thick fur, sharp teeth) Tell children they will read to find out about polar bears. Introduce the story words icy (page 2), gripping (page 5), and slippery (page 11).

Build Comprehension

Build Comprehension

Compare and Contrast How does a cheetah compare with a

Categorize What are three things that polar bears need to live

7-year-old boy? (Possible response: A cheetah is heavier, shorter, and faster.) Make Connections What is something you think is interesting about a cheetah? (Possible response: It can run as fast as a car on a highway.)

in an icy place? (Possible responses: sharp claws, strong legs, long bodies, and big paws) Make Connections What is something polar bears do that you do too? (Possible responses: walk, jump, swim, play, and sleep)

Writing Options

LR8

Polar bears have features, such as sharp claws, strong legs, long bodies, and big paws that help them walk, jump, swim, and play in their cold environment.

Writing Options

Drawing and Caption Have children draw a cheetah and

Book Page Review Have children pick one feature of a

write a sentence telling a fact about cheetahs. Journal Entry Have children write about something else that is speedy and compare it to a cheetah.

polar bear and draw a picture showing that feature. Then, have them tell how the feature helps the polar bear do something. Journal Entry Have children write about what they think it would be like to be a polar bear.

Unit 5

Guided Reading Level

Thematic Connection

Creature Features

H

A

B

C

D

E

Guided Reading Level

E

F

H

F

G

G

H

H

I

I

J

K

Guided Reading Level

Put Me in the Zoo

A Frog Has a Sticky Tongue

by Robert Lopshire

by Pamela Graham

Fiction | Pages: 61 Content Connection: Animal Stories

Nonfiction | Pages: 24 Content Connection: Animal Features

Summary SummaryAnAnunusual unusual animal animal wants wants toto live live inin the the zoo. zoo. HeHe

Summary SummaryAnimals Animals have have features features that that they they share share with with other other

shows shows two two children children many many wonderful wonderful things things hehe can can dodo with with hishis spots. spots. The The children children suggest suggest hehe should should bebe inin the the circus circus instead instead ofof inin the the zoo. zoo.

animals, animals, but but they they are are still still unique unique inin their their appearance. appearance. For For example, example, frogs frogs and and tigers tigers have have big big eyes, eyes, and and giraffes giraffes and and goats goats have have horns. horns.

Activate ActivatePrior PriorKnowledge KnowledgeAsk: Ask: What What is the is the most most unusual unusual

Activate ActivatePrior PriorKnowledge KnowledgeSay: Say: Think Think ofof anan animal. animal. Then, Then,

animal animal you you have have seen? seen? What What made made it unusual? it unusual? Invite Invite volunteers volunteers toto share share their their descriptions. descriptions.

ask: ask: What What feature feature does does it have it have that that helps helps you you know know what what it is? it is? Have Have children children telltell about about the the animal animal and and itsits feature. feature. Explain Explain that that animals animals have have special special features features that that help help you you know know what what animals animals they they are. are.

Preview PreviewDisplay Display the the cover cover and and read read aloud aloud the the title. title. Point Point toto

Preview PreviewDisplay Display the the cover cover and and read read aloud aloud the the title. title. Page Page

the the cover cover illustration illustration and and ask: ask: What What dodo you you think think this this animal animal is?is? Tell Tell children children they they will will read read about about anan unusual unusual animal. animal. Introduce Introduce the the story story words words spots spots (page (page 15), 15), violet violet (page (page 23), 23), and and circus circus (page (page 59). 59).

through through the the book book and and say: say: Look Look atat thethe pictures. pictures. Then, Then, ask: ask: DoDo you you think think these these animals animals have have anything anything in in common? common? Introduce Introduce the the story story words words sticky sticky (page (page 2),2), tongue tongue (page (page 2),2), whiskers whiskers (page (page 5),5), and and spines spines (page (page 21). 21).

Build BuildComprehension Comprehension

Build BuildComprehension Comprehension

Make MakeConnections ConnectionsWould Would you you like like toto seesee this this animal? animal? Why Why oror

Compare Compareand andContrast ContrastHow How areare anan ostrich ostrich and and a giraffe a giraffe

why why not? not? (Possible (Possible response: response: Yes, Yes, I would I would like like toto see see it because it because it it is is friendly friendly and and fun fun toto watch.) watch.) Categorize CategorizeHow How does does this this make-believe make-believe animal animal remind remind you you ofof anan animal animal you you know? know? (Possible (Possible response: response: It has It has spots spots and and a tail a tail and and looks looks like like a big a big cat, cat, such such asas a leopard.) a leopard.)

similar? similar? (Both (Both have have a long a long neck.) neck.) Make MakeConnections ConnectionsWhat What areare two two animals animals you you have have seen seen that that share share a feature? a feature? (Possible (Possible response: response: AA bird bird and and a butterfly a butterfly have have wings.) wings.)

Writing WritingOptions Options

Writing WritingOptions Options

Book Book Page PageHave Have children children write write and and illustrate illustrate a new a new page page forfor

Book BookPage PageHave Have children children write write and and illustrate illustrate a new a new scene page

the the book book that that shows shows a new a new thing thing the the animal animal can can dodo with with hishis spots. spots. Journal JournalEntry EntryHave Have children children draw draw their their own own make-believe make-believe animal animal and and write write a sentence a sentence about about it.it.

Journal Have children look at the ladybug on the about inEntry the book. Journal Entryand Have children look at the ladybug onspots? the back of the book answer the question: What else has

about about something another animal else the that girlhas canone buyofatthe thefeatures farmer’sthey market. read

back of the book and answer the question: What else has spots?

Weeks 1–4 | Days 1–5

LR9

Weeks 1– 4 I

Teaching Resources Fiction/Nonfiction

Guided Reading Level

I

Guided Reading Level

Walking Up Walls

A Cat’s Whiskers

by Isabella Jose

by Sharon Street

Nonfiction | Pages: 12 Content Connection: Animal Features

Nonfiction | Pages: 16 Content Connection: Animal Features

Summary

Animals have special body parts that help them to climb without falling. Some have claws at the ends of their legs, and others have sticky pads or hooks.

Summary

Activate Prior Knowledge

Ask: Have you ever noticed that some animals can climb up a wall? Have children share what they have observed. Then say: Special body parts help these animals climb without falling.

Activate Prior Knowledge

Ask children to move like a cat. Have them share what they know about cats.

Preview

Display the cover and read aloud the title. Page through the book and ask: What are some animals you see? (caterpillar, spider, ant, fly, gecko) Tell children they will read to find out how these animals can climb up things. Introduce the story words branch (page 3) and hooks (page 10).

Preview

Build Comprehension

Build Comprehension

A cat has features that help it take care of itself. Its whiskers, ears, nose, and eyes help it understand its surroundings. Its paws and tail help it move and stay balanced.

Display the cover and read aloud the title. Point to the cat and ask: What are some features of this cat? (Possible responses: pointy ears, big eyes, grey fur) Tell children they will read to find out how cats use their features. Introduce the story words itself (page 2), whiskers (page 3), eyesight (page 9).

Compare and Contrast How are spiders and ants the same

Make Connections A cat uses its features to help it take care

and different? (Both have claws at the end of each leg. Spiders have eight legs, and ants have six legs.) Make Connections Why do you think it is important for some animals to be able to walk up walls? (Possible response: They might have to look for food.)

of itself. How do you use your features? (Possible responses: My eyes help me see. My ears help me hear.) Compare and Contrast What is something a cat can do that you cannot do? (Possible response: I cannot turn my ears in different directions.)

Writing Options Drawing Caption Have children draw their favorite animal from the book and write about how it climbs up walls. Journal Entry Have children write about what they think it would be like to be able to walk up walls.

LR10

Unit 5

Writing Options Labeled Diagram Have children draw a picture of a cat, label its features, and write what each feature does. Journal Entry Have children write a sentence telling something they learned from the book.

Guided Reading Level

Thematic Connection

Creature Features

J

A

B

C

D

E

Guided Reading Level

What Do You Know About Dolphins? by Harley Chan Nonfiction | Pages: 12 Content Connection: Dolphins

E

F

K

F

G

G

H

H

I

I

J

K

Guided Reading Level

Seven Blind Mice by Ed Young Fiction | Pages: 36 Content Connection: Animal Stories

Summary SummaryA Adolphin dolphin has has special special features features that that help help it to it to

Summary SummarySeven Seven blind blind mice mice find find a “strange a “strange Something” Something” byby

breathe, breathe, eat, eat, and and swim swim fast. fast.

their their pond. pond. Each Each mouse mouse explores explores only only a part a part ofof the the thing thing and and decides decides what what it is. it is. But, But, the the seventh seventh mouse mouse explores explores the the whole whole thing thing and and discovers discovers it is it is anan elephant. elephant.

Activate ActivatePrior PriorKnowledge KnowledgeAsk: Ask: Have Have you you ever ever seen seen aa

Activate ActivatePrior PriorKnowledge KnowledgeHave Have a few a few children children volunteer volunteer

dolphin dolphin in in a book, a book, in in a magazine, a magazine, onon a nature a nature show, show, oror in in real real life? life? Invite Invite volunteers volunteers toto share share their their descriptions. descriptions.

toto identify identify anan item, item, such such asas a pencil, a pencil, eraser, eraser, oror book, book, without without using using their their eyes. eyes. Ask: Ask: What What diddid you you dodo toto figure figure out out what what thethe item item is?is? (Possible (Possible response: response: I used I used mymy other other senses.) senses.)

Preview PreviewDisplay Display the the cover cover and and read read aloud aloud the the title. title. Repeat Repeat the the

Preview PreviewDisplay Display the the cover cover and and read read aloud aloud the the title. title. Point Point toto the the

title title and and have have children children share share what what they they know. know. Tell Tell children children they they will will read read toto learn learn more more about about dolphins. dolphins. Introduce Introduce the the story story words words whole whole (page (page 7),7), finfin (page (page 9),9), and and smooth smooth (page (page 9).9).

mice mice and and ask: ask: If these If these mice mice areare blind, blind, how how dodo you you think think they they can can telltell what what is around is around them? them? (by (by using using their their other other senses, senses, such such asas touch) touch) Introduce Introduce the the story story words words pillar pillar (page (page 5),5), believed believed (page (page 5),5), cliff cliff (page (page 17), 17), and and argue argue (page (page 27). 27).

Build BuildComprehension Comprehension

Build BuildComprehension Comprehension

Make MakeConnections ConnectionsWhat What is something is something interesting interesting you you

Categorize CategorizeWhat What areare two two features features ofof thethe elephant? elephant? (Possible (Possible

learned learned about about dolphins? dolphins? (Possible (Possible response: response: AA dolphin dolphin breathes breathes through through a hole a hole inin itsits head.) head.) Compare Compareand andContrast ContrastHow How is ais dolphin a dolphin similar similar toto and and different different from from another another ocean ocean animal animal you you know? know? (Possible (Possible response: response: It swims It swims like like a fish, a fish, but but it breathes it breathes airair above above the the water.) water.)

responses: responses: a leg a leg [pillar], [pillar], a trunk a trunk [snake], [snake], a tusk a tusk [spear], [spear], a head a head [cliff], [cliff], anan ear ear [fan], [fan], and and a tail a tail [rope]) [rope]) Make MakeConnections ConnectionsWhat What lesson lesson diddid thethe mice mice learn learn in in thethe story? story? (Possible (Possible response: response: You You have have toto look look atat the the whole whole picture picture toto understand understand what what you you areare seeing.) seeing.)

Writing WritingOptions Options Labeled LabeledDiagram DiagramHave Have children children draw draw a picture a picture ofof aa dolphin dolphin and and label label the the parts parts mentioned mentioned inin the the book. book. Journal JournalEntry EntryHave Have children children write write a short a short story story about about aa dolphin dolphin using using facts facts from from the the book. book.

Writing WritingOptions Options Poster PosterHave Have children children draw draw the the elephant elephant from from the the book book and and label label itsits parts parts asas the the mice mice identified identified them them and and asas what what the the parts parts really really are. are. Journal JournalEntry EntryHave Have children children write write about about a time a time they they were were surprised surprised toto learn learn that that something something was was different different from from what what they they thought thought it was. it was.

Weeks 1–4 | Days 1–5

LR11

Unit 5

Independent Reading

Leveled Book Finder

Fiction & Nonfiction

Recommended Books Level*

A

Fiction About Animal Features

Nonfiction About Animal Features

Mayer, Mercer. A Boy, a Dog, a Frog, and a Friend. Puffin, 1993.

Canizares, Susan. Chanko, Pamela. What Do Insects Do? Scholastic, 1998.

Common Core exemplar

Chessen, Betsy. The Things Birds Eat. Scholastic, 1998.

Tafuri, Nancy. Have You Seen My Duckling? Greenwillow Books, 1991. CaldeCott Honor Book

Brown, Ann. Rick and Rosie. Hampton-Brown, 1999.

Hutt, Thea. Legs. National Geographic, 2003.

Long, Sharon. The Hungry Goat. National Geographic, 1998.

Mitchell, Melanie. Feet. Lerner Classroom, 2003.

Sands, Kay. Cat Prints. Steck-Vaughn, 1997.

Schirmer, Regina. My Cat and I. National Geographic, 2004.

C

dePaola, Tomie. Shapiro, Arnold. Mice Squeak, We Speak. Puffin, 2000.

Donnelly, Jane. Different Dogs. National Geographic, 2006.

Williams, Rozanne L. Scaredy Cat. Creative Teaching Press, 1994.

Whiting, Sue. Who Lives Here? National Geographic, 2003.

D

Ginsburg, Mirra. The Chick and the Duckling. Aladdin, 1988.

Intrater, Roberta G. Two Eyes, a Nose and a Mouth. Scholastic, 1995.

Rockliff, Mara. Next to an Ant. Children’s Press, 2005.

Koyama, Neve. Baby Birds. National Geographic, 2003.

E

Cabrera, Jane. Cat’s Colors. Puffin, 2000.

Foley, Cate. Let’s Go to the Zoo. Children’s Press, 2000.

Church, Caroline J. Do Your Ears Hang Low? Egmont Books, 2002.

Gardiner, Stewart. Birds. National Geographic, 2003.

F

Garcia, Dave. A Surprise for Jake. National Geographic, 2006.

Fowler, Allan. Horses, Horses, Horses. Childrens Press Chicago, 1992.

Lionni, Leo. A Color of His Own. Knopf Books, 2006.

Phillips, Cory. Animal Bodies. National Geographic, 2006.

G

Karlin, Nurit. Fat Cat Sat on the Mat. HarperCollins, 1998.

Fowler, Allan. Spiders Are Not Insects. Children’s Press, 1996.

Root, Phyllis. One Duck Stuck. Candlewick, 2003.

Pullen, Ray. Which Is the Tallest? National Geographic, 2005.

H

Ada, Alma Flor. Giraffe’s Sad Tale (with a Happy Ending). Hampton-Brown, 1993.

Fowler, Allan. Stars of the Sea. Scholastic, 2002.

Kunari, Anna. The Missing Suit. Hampton-Brown., 2000.

Lewin, Betsy. Animal Snackers. Henry Holt and Co., 2004.

Wilson, Karma. Bear Snores On. Little Simon, 2005.

Swinburne, Stephen R. Lots and Lots of Zebra Stripes: Patterns in Nature. Boyds Mills Press, 2002.

Baker, Alan. White Rabbit’s Color Book. Kingfisher, 1999.

Hurd, Edith Thatcher. Starfish. HarperColllins, 2000.

B

I

Birnbaum, A. Green Eyes. Dragonfly Books, 2011.

CaldeCott Honor Book

Cowley, Joy. Chameleon, Chameleon. Scholastic, 2005.

Fox, Mem. Hattie and the Fox. Aladdin, 1992.

Smith, Cathy. Animal Armor. National Geographic, 2001.

J

Asch, Frank. Bear Shadow. Houghton Mifflin, 1996.

Jenkins, Steve. What Do You Do With a Tail Like This? Houghton Mifflin, 2003.

K

Andreae, Giles. Giraffes Can’t Dance. Orchard, 2001.

Davies, Nicola. One Tiny Turtle. Candlewick, 2005.

Lobel, Arnold. Frog and Toad Together. HarperFestival, 1999.

Heller, Ruth. Chickens Aren’t the Only Ones. Puffin, 1999.

Minarik, Elsa H. Little Bear. Harper Trophy, 1978.

Common Core exemplar

Common Core exemplar

Tainui, Bronwyn. Spiders Spin Silk. National Geographic, 2001.

James, Sylvia M. Dolphins. Mondo Publishing, 2002.

Author Study: Ellen Stoll Walsh

For Pete’s Sake

Balancing Act. Beach Lane Books, 2010.

by Ellen Stoll Walsh

Author Study: Katharine Kenah

Slither, Slide, Hop, and Run

Hop Jump. Sandpiper, 1996.

The Amazing, Incredible You! Brighter Child, 2005.

by Katharine Kenah

Mouse Paint. Sandpiper, 1995.

The Dream Shop. HarperCollins, 2002.

You Silly Goose. Sandpiper, 1996.

Eggs Over Easy. Dutton Children’s Books, 1993. Undercover Creatures. Brighter Child, 2004. Comprehension Coach

Comprehension Coach

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* as measured by the Fountas and Pinnell leveling system; see page R2 for leveling translation information

LR12

Unit 5

1/15/10 4:22:22 PM

Resources

Units 5–6

Contents Teaching Resources

Pages

Reading Level Translation Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . R2 Phonics Picture Card Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . R3 Cumulative Key Word List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . R4 Anthology Picture Dictionary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . R6 Interactive Read-Alouds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . R10 Anthology Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . R23 Professional Resources

Pages

Research Base and Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . R27 Language Transfer Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . R36 Phonics Transfer Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . R44 Scope and Sequence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S&S1 Additional Resources

Pages

Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Index1 Acknowledgements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ack1

Units 5–6 | Resources Contents

R1

Teacher’s Edition

Units

5–6

GRADE 1

Anthology Volume 1

Anthology Volume 2

Unit

Unit

Title

Title

1

My Family

5

Creature Features

2

Shoot for the Sun

6

Up in the Air

3

To Your Front Door

7

Then and Now

4

Growing and Changing

8

Get Out the Map!

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