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Program AuthorsDr. Donald R. Bear
University of Nevada, RenoReno, Nevada
Dr. Janice A. DoleUniversity of Utah
Salt Lake City, Utah
Dr. Jana EchevarriaCalifornia State University, Long Beach
Long Beach, California
Dr. Jan E. HasbrouckEducational Consultant - J.H. Consulting
Seattle, Washington
Dr. Scott G. ParisUniversity of MichiganAnn Arbor, Michigan
Dr. Timothy ShanahanUniversity of Illinois at Chicago
Chicago, Illinois
Dr. Josefi na V. TinajeroUniversity of Texas at El Paso
El Paso, Texas
A Reading/Language Arts Program
Contributors
Time Magazine, Accelerated Reader
®
Students with print disabilities may be eligible to obtain an accessible, audio version of the pupil edition of thistextbook. Please call Recording for the Blind & Dyslexic at 1-800-221-4792 for complete information.
A
Published by Macmillan/McGraw-Hill, of McGraw-Hill Education, a division of The McGraw-Hill Companies, Inc.,
Two Penn Plaza, New York, New York 10121.
Copyright © 2009 by Macmillan/McGraw-Hill. All rights reserved. No part of this publication may be reproduced
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Printed in the United States of America
1 2 3 4 5 6 7 8 9 073/043 11 10 09 08 07
ii
Program Authors
Dr. Donald R. BearUniversity of Nevada, Reno
• Author of Words Their Way and Words Their Way with English Learners
• Director, E. L. Cord Foundation Center for Learning and Literacy
Dr. Scott G. ParisUniversity of Michigan, Ann Arbor
• Chair, Graduate Program in Psychology, University of Michigan
• Principal Investigator, CIERA, 1997–2004
Dr. Janice A. DoleUniversity of Utah
• Investigator, IES Study on Reading Interventions
• Member, National Academy of Sciences Committee: Teacher Preparation Programs, 2005–2007
Dr. Timothy ShanahanUniversity of Illinois at Chicago
• Member, National Reading Panel
• President, International Reading Association, 2006
• Chair, National Literacy Panel and National Early Literacy Panel
Dr. Jana EchevarriaCalifornia State University, Long Beach
• Author of Making Content Comprehensible for English Learners: The SIOP Model
• Principal Researcher, Center for Research on the Educational Achievement and Teaching of English Language Learners
Dr. Josefina V. TinajeroUniversity of Texas at El Paso
• Past President, NABE and TABE
• Co-Editor of Teaching All the Children: Strategies for Developing Literacy in an Urban Setting and Literacy Assessment of Second Language Learners
Dr. Jan E. HasbrouckEducational Consultant
• Developed Oral Reading Fluency Norms for Grades 1–8
• Author of The Reading Coach: A How-to Manual for Success
iii
Contributing Authors
Dr. Adria F. KleinProfessor Emeritus, California State University, San Bernardino
• President, California Reading Association, 1995
• Co-author of Interactive Writing and Interactive Editing
Dr. Doris Walker-DalhouseMinnesota State University, Moorhead
• Author of articles on multicultural literature and reading instruction in urban schools
• Co-chair of the Ethnicity, Race, and Multilingualism Committee, NRC
Dolores B. MalcolmSt. Louis Public SchoolsSt. Louis, MO
• Past President, International Reading Association
• Member, IRA Urban Diversity Initiatives Commission
• Member, RIF Advisory Board
In memory of our esteemed
colleague and friend,
Dr. Steven A. Stahl
Dr. Stephanie Al OtaibaAssistant Professor, College of Education Florida State University
Dr. Susan M. BrookhartBrookhart Enterprises LLC - Helena, MTCoordinator of Assessment and EvaluationDuquesne University, Pittsburgh, PA
Kathy R. BumgardnerLanguage Arts Instructional SpecialistGaston County Schools, NC
Dr. Douglas FisherProfessor, Language and Literacy EducationSan Diego State University
Dr. Vicki L. GibsonLongmire Learning Center, Inc.College Station, TX
Dr. Connie R. HebertNational Literacy ConsultantLesley UniversityThe ReadWrite PlaceWest Springfield, MA
Dr. Sharon F. O’NealAssociate Professor, College of EducationTexas State University – San Marcos
Dinah ZikeDinah-Might Adventures, L.P.San Antonio, TX
Program Consultants
iv
v
Student Reviewers: Special thanks to the students of our program reviewers who reviewed the literature selections.
Mable AlfredReading/Language Arts AdministratorChicago Public Schools, IL
Suzie BeanTeacher, KindergartenMary W. French AcademyDecatur, IL
Beverly BrownTeacher, KindergartenWashington Irving School Indianapolis, IN
Linda BurchTeacher, KindergartenPublic School 184Brooklyn, NY
Ann BurtonTeacher, Grade 4Cameron Park Elementary SchoolHillsborough, NC
Debra K. CaseyAssistant PrincipalWeisser Park ArtsMagnet SchoolFt. Wayne, IN
Robert J. Dandorph PrincipalJohn F. Kennedy Elementary SchoolNorth Bergen, NJ
Suzanne DelacruzPrincipalWashington Elementary SchoolEvanston, IL
Roberta DobrzenieckiTeacher, Grade 2Lafayette Elementary SchoolHammond, IN
Carol DockeryTeacher, Grade 3Mulberry ElementaryMilford, OH
Karryl EllisTeacher, Grade 1Durfee SchoolDecatur, IL
Christina FongTeacher, Grade 3William Moore Elementary SchoolLas Vegas, NV
Lenore FurmanTeacher, KindergartenAbington Avenue SchoolNewark, NJ
Beth HollandTeacher, KindergartenJeffreys Grove Elementary SchoolRaleigh, NC
Renee JonesCurriculum and Instruction Title I DirectorIndianapolis Public SchoolsIndianapolis, IN
Sister Miriam KaeserAssistant Superintendent Archdiocese of CincinnatiCincinnati, OH
Akida Kissane LewisPrincipal54th Street Elementary SchoolLos Angeles, CA
Toni KringPrincipalForest Park Elementary SchoolFt. Wayne, IN
LaVonne LeePrincipalRozet Elementary SchoolGillette, WY
Christi LindemanTeacher, Grade K/1Veterans Park ElementaryLexington, KY
SuEllen MackeyTeacher, Grade 5Washington Elementary SchoolDecatur, IL
Jan MayesCurriculum CoordinatorKent School District Kent, WA
Robyn MorrisTeacher, Grade 2Druid Hills Elementary SchoolCharlotte, NC
Bonnie NelsonTeacher, Grade 1Solano School, Osborn Elementary District Phoenix, AZ
Cyndi NicholsTeacher, Grade K/1North Ridge Elementary SchoolCommack, NY
Sharron NormanCurriculum DirectorLansing School DistrictLansing, MI
Renee OttingerLiteracy Leader, Grades K–5Coronado Hills Elementary SchoolDenver, CO
Cassandra L. PerezBilingual/ESL Instructional SpecialistRemynse ElementaryGrand Prairie, TX
Effie J. PhillipsTeacher, Grade 1Vance Elementary SchoolAsheville, NC
Michael PragmanPrincipalWoodland Elementary SchoolLee’s Summit, MO
Carol RoseTeacher, Grade 2Churchill Elementary SchoolMuskegon, MI
Monica SandovalPrincipalWharton ElementaryHouston, TX
Laura R. Schmidt-WatsonDirector of Academic ServicesParma City School District, OH
Dianne L. SkoyLiteracy Coordinator,Grades K–5Minneapolis Public SchoolsMinneapolis, MN
Charles StaszewskiESL Teacher, Grades 3–5John H. William School, No. 5Rochester, NY
Sandra Sunderland-WillisSpecial Education SpecialistFort Wayne CommunitySchool DistrictFort Wayne, IN
Patricia SynanNew York City Department of Education
Lynne VitkusTeacher, Grade 3Ernest R. Elliott Elementary SchoolMunster, IN
Beth WareLead Literacy TeacherWake County School District Raleigh, NC
Jackie WestPrincipalSea Breeze Elementary Bradenton, FL
Charlotte WilliamsTeacher, Grade 3Durant ElementaryRaleigh, NC
Stephanie YearianTeacher, Grade 2W. J. Zahnow ElementaryWaterloo, IL
Program Reviewers
Un
it 2
Re
sea
rch
RESEARCH Why It Matters
VocabularyVocabulary instruction is defined as learning the meanings of new
words, which is one of the most critical components of reading
comprehension. Students who know more words comprehend
better than those students who know fewer words. Effective
vocabulary instruction focuses on highly frequent words that will
appear in a variety of texts. Working with words in different ways
can help students build rich representations of these words and their
connections to other words and concepts.
Best PracticesEffective vocabulary instruction
■ teaches students new words through
a variety of methods rather than
through one method alone;
■ teaches rich and deep knowledge
of words if the purpose is to impact
reading comprehension;
■ provides multiple exposures to words
in different contexts;
■ engages students actively in
vocabulary-learning tasks.
References:
• McKeown, M. G., & Beck, I. L. (2003). Direct and rich
vocabulary instruction. In J. F. Baumann and E. J.
Kame’enui, Eds. Vocabulary Instruction: Research to
Practice (pp. 13–27). NY: Guilford Press.
• Stahl, S.A., & Fairbanks, M. M. (1986). The effects of vocabulary instruction: A model-based meta-analysis. Review of
Educational Research, 56, 72–110.
• National Institute of Child Health and Human Development (NICHHD) (2000). Report of the National Reading Panel.
Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its
implications for reading instruction: Reports of the subgroups (NIH Publication No. 00-4754). Washington, DC: U.S.
Government Printing Office.
■ READING, YES! 4–6
Video Series: Module 5, Vocabulary and
Syntax
Online Course: Accredited college course
available at www.macmillanmh.com
■ TREASURES FOR TEACHERS
Video Series: Vocabulary
Online: See www.macmillanmh.com for
best practices in vocabulary.
Dr. Janice A. Dole
vi
During the day, the people of Xiaoli
(ZHOW•LEE), China, sit outside their mud-
brick shacks. Xiaoli is a poor village. Most
people in town are farmers. It has become
diffi cult to make a good living from farming,
however. So the farmers wait for darkness to fall.
That’s when Xiaoli comes alive. At night, tomb
raiders get to work.
Nearly 5,000 years of Chinese history lie
underground in Xiaoli. Fields contain tombs
of royalty of many dynasties. Valuable works
of art are buried in the tombs. Stealing these
treasures, called looting, can bring the poor
farmers of Xiaoli lots of money.
Little Su, a doctor in Xiaoli, paid for medical
school by selling stolen art. He was also able
to buy a big-screen TV. Over the past few
years, thieves have broken into at least 220,000
tombs in China, according to China’s National
C l l R li B
To whom do a country’s valuable objects from past
civilizations belong?
This Buddha was nearly smuggled out of Cambodia by a tourist.
ComprehensionGenreA Nonfiction Article in a
newspaper or magazine
tells a true story.
Make Inferences and AnalyzeFact and OpinionA fact is something that
can be proved to be true.
An opinion is a belief
that does not have to be
supported by facts.
Real World Reading
Un
it 2 C
on
ten
tsTheme: Take a StandPlanning the UnitUnit Planner . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148B
Unit Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148D
Assessment Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .148F
Unit Opener . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148H
Research and Inquiry Instruction and Cross-Curricular Projects
Using the Student BookMighty Jackie: The Strike-out Queen . . . . . . . . . . . . . . . 148J
My Diary from Here to There . . . . . . . . . . . . . . . . . . . . . . . .176A
“Stealing Beauty” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 208A
How Ben Franklin Stole the Lightning . . . . . . . . . . . . . 220A
Dear Mr. Winston . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 248A
Test Strategy: Think and Search/On My Own . . . . . . . . . . . . 272
Wrapping Up the UnitWriting Workshop . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 275A
Persuasive
Computer Literacy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 275I
Unit Closer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 275K
Unit Assessment Diagnose and Prescribe . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 275M
Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 275O
Additional Lessons and ResourcesAdditional Lessons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T1
Classroom Library Lessons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T12
Theme Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T18
Word Lists . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T21
Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T27
Main Selections
Unit Assessment
Take a Stand 148A
Un
it 2
Pla
nn
er
Theme: Take a Stand
ORAL LANGUAGE
• Listening, Speaking, Viewing ThemeBaseball
Build Background
ThemeNew Places, New Faces
Build Background
WORD STUDY
• Vocabulary
• Phonics/Decoding
Vocabulary muttered, gaped, insult,
snickering, legendary, fluke, flinched
Context Clues: Descriptions
Phonicsch and tch
Vocabulary overheard, opportunities,
boycotts, citizen, unions, strikes, border
Dictionary: Word Origins
Phonicsth, sh, wh, ph
READING
• Comprehension
• Fluency
• Leveled Readers/ELL Readers
ComprehensionStrategy: Make Inferences and Analyze
Skill: Author’s Purpose
Repeated Reading: Intonation/Pausing
APPROACHINGWilma Rudolph
ON LEVELDetermined to Win
BEYONDJackie Robinson
ENGLISH LANGUAGE LEARNERSChampion Athlete
ComprehensionStrategy: Generate Questions
Skill: Make Inferences
Repeated Reading: Punctuation/Quotation Marks
APPROACHINGLili Kiat
ON LEVELPaolo
BEYONDJin
ENGLISH LANGUAGE LEARNERSA New Home
LANGUAGE ARTS
• Writing
• Grammar
• Spelling
WritingPersuasive Letter
Grammar Common and Proper Nouns
Spelling Words with ch and tch
WritingRadio or TV Ad
Grammar Singular and Plural Nouns
Spelling Words with th, sh, wh, and
ph
pages 148H–175V pages 176A–207V
WEEK 1 WEEK 2
148B
During the day, the people of Xiaoli
(ZHOW•LEE), China, sit outside their mud-
brick shacks. Xiaoli is a poor village. Most
people in town are farmers. It has become
diffi cult to make a good living from farming,
however. So the farmers wait for darkness to fall.
That’s when Xiaoli comes alive. At night, tomb
raiders get to work.
Nearly 5,000 years of Chinese history lie
underground in Xiaoli. Fields contain tombs
of royalty of many dynasties. Valuable works
of art are buried in the tombs. Stealing these
treasures, called looting, can bring the poor
farmers of Xiaoli lots of money.
Little Su, a doctor in Xiaoli, paid for medical
school by selling stolen art. He was also able
to buy a big-screen TV. Over the past few
To whom do a country’s valuable objects from past
civilizations belong?
This Buddha was nearly smuggled out of Cambodia by a tourist.
ComprehensionGenreA Nonfiction Article in a
newspaper or magazine
tells a true story.
Make Inferences and AnalyzeFact and OpinionA fact is something that
can be proved to be true.
An opinion is a belief
that does not have to be
supported by facts.
Real World Reading
pages 208A–219V
ThemeFocus on China
Build Background
ThemeBright Ideas
Build Background
ThemeSnakes
Build Background
Vocabulary temples, dynasties,
heritage, preserve, overjoyed
Word Parts: Plural Endings
PhonicsComplex Consonant Clusters
Vocabulary hilarious, dizzy, nowadays,
independence, convinced, handy, whirlwind, mischief
Dictionary: Idioms
Phonics/är/ and /ôr/
Vocabulary apologize, genuine, harmless,
cardboard, slithered, ambulance, weekdays
Word Parts: Base Words
Phonics/âr/ and /îr/
ComprehensionStrategy: Make Inferences and Analyze
Skill: Fact and Opinion
Repeated Reading: Pronunciation
APPROACHINGThe Bamboo Eaters
ON LEVELThe Story of Silk
BEYONDThree Gorges Dam
ENGLISH LANGUAGE LEARNERSSilk
ComprehensionStrategy: Generate Questions
Skill: Problem and Solution
Repeated Reading: Tempo
APPROACHINGClara Barton
ON LEVELThomas Alva Edison
BEYONDAlexander Graham Bell
ENGLISH LANGUAGE LEARNERSA Great Inventor
ComprehensionStrategy: Generate Questions
Skill: Make Inferences
Repeated Reading: Intonation/Pausing
APPROACHINGSnakes in the Rain Forest
ON LEVELSnakes in North America
BEYONDSnakes in Asia and Africa
ENGLISH LANGUAGE LEARNERSNorth American Snakes
WritingPersonal Narrative
Grammar Irregular Plural Nouns
Spelling Complex Consonant
Clusters
WritingBook Review
Grammar Possessive Nouns
Spelling Words with ar, or, and uar
WritingLetter of Complaint
Grammar Plurals and Possessives
Spelling Words with air, are, ear, and
ere
pages 220A–247V pages 248A–271V
Un
it 2 P
lan
ne
r
WEEK 3 WEEK 4 WEEK 5 WEEK 6
Test StrategyThink and Search
Writing Persuasive
Unit 2 Assessment, 25–42
ComprehensionMake Inferences, Author’s Purpose, Fact and Opinion,Problem and Solution
Vocabulary StrategiesContext Clues: Description; Dictionary: Word Origins, Idioms; Word Parts: Base Words, Plural Endings
Text Features/Literary Elements/Study Skills
Table, Primary Sources, Toolbars, Parts of a Book, Figurative Language, and Alliteration
GrammarNouns
WritingPersuasive Writing
Fluency Assessment
Diagnose and PrescribeInterpret AssessmentResults
Take a Stand 148C
Grade 4
Teacher’sResource
BookIncludes:• Decodable Passages
• Spelling and VocabularyWord Cards
• Writing Rubrics
Macmillan/McGraw-Hill
Macmillan/McGraw-Hill
WeeklyContracts
Grade 4
Writing
My To-Do ListReading
Social Studies
Technology
Science
Word Study
Leveled Readers
Independent Practice
Isabella
Vincent
Jack Eliza
Dean
Maria
Green
North American Snakes
by Dina Anastasio
Informational Nonfiction
A GreatA Great
InventorInventorby Laurie Rozakis
Biography
by Tricia Levi
Informational Nonfiction
a new a new homehome
by Bob McCallillustrated by Paul Lee
Historical Fiction
Champion Champion AthleteAthlete::
Babe Didrikson Zaharias
by Terre Lintner
Biography
Un
it 2
Re
sou
rce
sTheme: Take a Stand
Literature Teaching Support
Teacher’s Edition
Leveled Readers
Classroom Library Tradebooks
ELL Leveled Readers
Vocabulary Cards
Read-Aloud AnthologyIncludes Plays for Readers’ Theater
Student Edition
Transparencies
ELL Teacher’s Guide Teacher’s Resource Book
Class Management Tools
Small Group How-To Guide
Rotation Chart
Dinah Zike Foldables™
career muttered
Weekly Contracts
148D
Grade 4
Phonics/SpellingPRACTICE BOOK
Macmillan/McGraw-Hill
ReadingWORKSTATION FLIP CHART
Macmillan/McGraw-Hill
WORKSTATION FLIP CHART
Macmillan/McGraw-Hill
Word Study
WORKSTATION FLIP CHART
Macmillan/McGraw-Hill
Science/Social Studies
WORKSTATION FLIP CHART
Writing
Macmillan/McGraw-Hill
ReadingWORKSTATION FLIP CHART
Macmillan/McGraw-Hill
WORKSTATION FLIP CHART
Macmillan/McGraw-Hill
Word Study
WORKSTATION FLIP CHART
Macmillan/McGraw-Hill
Science/Social Studies
WORKSTATION FLIP CHART
Writing
Macmillan/McGraw-Hill
Student Practice
Un
it 2 R
eso
urce
s
Home-School Connection
• Take-Home Stories
• Homework Activities
Approaching Level Beyond Level English Language Learners
On Level
Leveled Practice
Spelling Practice Book Grammar Practice Book
Literacy Workstation Activities
Treasure ChestFOR ENGLISH LANGUAGE LEARNERS
TriumphsAN INTERVENTION PROGRAM
R E A D I N G
READING, YES!
• Videos
• Online Course
TREASURES FOR TEACHERS
• Videos
CD ROM CD ROM
• Vocabulary PuzzleMaker
• Handwriting
• Instructional Navigator
Interactive Lesson Planner
• Student Navigator
• Assessment Tool
• Accelerated Reader Quizzes
A
UDIO CD AUDIO CD
• Listening Library
• Fluency Solutions
www.macmillanmh.com• Author/Illustrator
Information
• Research and Inquiry
Activities
• Vocabulary and Spelling
Activities
• Oral Language Activities
• Computer Literacy
• Leveled Reader Database
Take a Stand 148E
Un
it 2
Ass
ess
me
nt
Theme: Take a Stand
Screening, Diagnostic, and Placement AssessmentsScreening
Use the Oral Reading Fluency passages on pages 28–39 in our
Screening, Diagnostic, Placement Assessment book for screening.
Diagnostic Tools for Instructional Placement
For an individually administered Diagnostic, use the Informal Reading
Inventory passages on pages 104–111 in our Screening, Diagnostic,
Placement Assessment book.
For a group administered Placement Test, see pages 215–223 in our
Screening, Diagnostic, Placement Assessment book.
Use the results from these assessments to determine the instructional
levels of your students for differentiated instruction grouping.
Monitoring ProgressOngoing Informal Assessments
■ Daily Quick Check Observations
■ Weekly Comprehension Check
■ Weekly Fluency Practice Passages
Formal Assessments
■ Weekly Assessment includes
On Level Assessments
Approaching Level Assessments
■ Fluency Assessment
■ Running Records
■ Unit and Benchmark Assessment
■ ELL Practice and Assessment
Weekly Assessments
Unit Progress Test
Managing and Reporting Assessment Online Instructional Navigator Interactive Lesson Planner
■ All Teacher Edition Pages
■ Electronic Lesson Planner
■ Student Blackline Masters
Assessment Tool
148F
Un
it 2 A
ssessm
en
t
GRADE 4 UNIT 2 ASSESSED SKILLSNAEP TerraNova/
CAT6
ITBS SAT10
COMPREHENSION STRATEGIES AND SKILLS
• Strategies: Make Inferences and Analyze, Generate
Questions
♦ ♦ ♦ ♦
• Skills: Author’s Purpose, Fact and Opinion,
Problem and Solution, Make Inferences
♦ ♦ ♦ ♦
VOCABULARY STRATEGIES
• Dictionary ♦ ♦ ♦
• Context Clues ♦ ♦ ♦ ♦
• Word Parts ♦ ♦ ♦
TEXT FEATURES AND STUDY SKILLS
• Table ♦ ♦ ♦ ♦
• Primary Sources ♦ ♦ ♦ ♦
• Parts of a Book ♦ ♦ ♦
• Toolbars ♦ ♦ ♦ ♦
GRAMMAR, MECHANICS, USAGE
• Nouns: Common, Proper, Singular, Plural, Irregular
Plural, Possessive
♦ ♦ ♦
• Capitalizing Proper Nouns ♦ ♦ ♦
• Commas in a Series ♦ ♦ ♦
• Titles ♦ ♦ ♦
• Abbreviations ♦ ♦ ♦
WRITING
• Persuasive Essay/Editorial ♦
NAEP National Assessment of Educational Progress ITBS Iowa Tests of Basic Skills
TerraNova/
CAT6
TerraNova, the Second Edition SAT10 Stanford Achievement Test
KEY
National Test Alignment
Take a Stand 148G
Theme: Take A Stand
Theme ProjectBuild Background Write this theme statement on the board: To take
a stand you need to take action. Ask, What kinds of events or issues inspire
people to take a stand? What kind of stories or people inspire you to take
a stand?
Research and InquirySelf-Selected Theme Project
State the Problem and Identify Needed Information Tell students
that they will research a person or group of people who took a
stand they believed in. Help students identify key words to help
them in their search.
Identify Resources for Finding Information Tell
students to make a list of all the possible sources
that will help them in their search. These may include
library books, magazines and newspapers, Web sites,
documentaries, interviews, experiments, surveys, letters,
and photographs. Encourage them to consider how
they can gather useful information from government
or community sources, such as local experts.
Find the Information Encourage students to ask
parents, teachers, and librarians for help locating
information in print and electronic sources based on
key words and phrases. Students should take notes
and cite sources.
■ For books, use the index or table of contents.
■ For reference Web sites, type your person’s name in the
search box.
Organize the Information Students should organize notes and
identify information. They should include main ideas and important
details.
See the Unit Closer on pages 275K–275L for Step 5: Create the
Presentation and Step 6: Review and Evaluate.
Un
it 2
Op
en
er
RESEARCH STRATEGIES
Use Text Features
• Icons, Web site pull-down features, and search engines can help you find information.
• Most books you will use have a table of contents, preface, index, and footnotes.
• Most articles you will use for research have headings and subheadings. Many articles contain sidebars.
• Look for bold or colored type.
148H
Un
it 2 O
pe
ne
rCross-Curricular Projects
Math and Media Activity: Solving ProblemsStudents should locate information in a text that is needed to solve a problem. Have
students use an encyclopedia or the Internet to locate articles containing scientific or
mathematical information. Students can use this background information to help them
solve real-life problems, such as how to grow and care for cactus plants.
• To begin their research, students can use a term (“cactus plants”) or broadly defined
topic (“small business”) as key words.
• Have students put a star next to each piece of information needed to solve the
problem. Have them justify their potential solutions to problems by verifying and
supporting them with evidence from multiple sources.
Media Activity: Critical ViewingMany groups have taken a stand on the kind and degree of influence exerted by the
media. Have students explore the impact of television, film, and the Internet.
• Point out that the media focuses people’s attention on current events. By choosing
events and explaining them, the media helps shape what people say, think, and do
about important issues.
• Assign teams of students a film, video, or Web site to examine and evaluate. Preview
each film, video, and Web site that you assign.
• Have students identify the purpose of their source and write summaries. Remind
them to distinguish facts, opinions, and probabilities.
• For their final presentation, students can play clips from a film or video, pausing
to interpret each clip. Alternatively, they can create a PowerPoint presentation,
downloading text and visuals from a Web site.
CHARACTER BUILDING: CARING
• While the class is exploring the impact of the media, discuss the idea of respecting people who have different opinions.
• Ask students how they can show respect for people with different beliefs or opinions and how others can show respect for them.
• Have students write slogans that encourage respecting everyone’s feelings.
• Post the signs around the classroom.
For Technology research and presentation strategies, see the Computer Literacy Lessons on pages 275I–275J.
DISCUSSION AND CONVERSATION
GUIDELINESListening and Speaking
Remind students to• Show respect for others’ ideas.• Show respect when responding to others’ ideas and opinions.• Be good listeners and do not
interrupt while others are speaking.
Take a Stand 148I