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Unit 1

2

mentoringminds.com totalmotivationELA™LEVEL 1 ILLEGAL TO COPY 115

Getting Started: Unit 12 student edition pages 114–116

GSE Focus: ELAGSE1RI4

5 Unpacking the StandardMeanings of Words and Phrases – Students in Grade 1 are expected to use questioning strategies to determine meanings of words and phrases in a text.

Authors use words and phrases in informational texts to teach the reader ideas and concepts associated with the topics of the texts. The reader should ask and answer questions in order to determine definitions of words and phrases.

When teaching students to determine meanings of unknown words, model asking and answering questions such as the following: Do I know the meaning of this word? Have I seen this word in another text? What do I think the word means? Does my idea of the word’s meaning make sense in the sentence? Which print or digital source(s) can help me verify the meaning? Prompt students to ask and answer these questions when they encounter unknown words during independent reading.

6 Instructional Activities Use the following activities to provide instruction and practice for the GSE Focus Standard.

Ask and Answer – Display the passage-specific words. Have students answer the following questions about the words.

• What words do I know?• What words have word parts I know?• What words are similar in spelling?• What words are similar in meaning?• What words have I seen in other texts?• What words can I use correctly in sentences?Guide student responses to the questions as they determine the word meanings.

Sticky Words – Lead discussions with students about habits of skilled readers. Emphasize that skilled readers acknowledge when they encounter words they do not know during reading. Provide students with informational texts and sticky notes. As students read the texts, direct them to use the sticky notes to flag words with unknown meanings. Prompt students to ask and answer questions about the flagged words and the words around them. Allow students to debrief with partners to share what they learned about the words based on their questions and answers.

7 Formative Assessment Provide students with several sentences that contain passage-specific vocabulary words and instruct students to record questions and answers that would help them determine the meanings of words. Use student responses to clarify misconceptions and to plan further instruction or interventions.

READING | LEVEL 4Teacher Edition Table of Contents

motivationreading™

Table of Contents

Purpose . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Student Edition Unit Components . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Teacher Edition Unit Components . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17

Instructional Technology Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Unit Instructional Plans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29

Unit 1 The Turquoise Ring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30LITERARY: Drama – TEKS Focus 4.5(A)

Unit 2 Get Media Smart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36INFORMATIONAL: Expository with Embedded Media LIteracy – TEKS Focus 4.14

Unit 3 Yes, I Can! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42LITERARY: Nonfi ction – TEKS Focus Figure 19(E)

Unit 4 A Booming Impact . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48INFORMATIONAL: Expository – TEKS Focus 4.2(B)

Unit 5 The Lost and Found Dog . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54LITERARY: Fiction with Embedded Persuasive – TEKS Focus 4.6(A)

Unit 6 Earth’s Water . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60INFORMATIONAL: Expository – TEKS Focus Figure 19(E)

Unit 7 The Search for a King / The Gift . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66LITERARY: Fiction (Fable) / LITERARY: Fiction (Modern-Day Version) – TEKS Focus 4.3(B)

Unit 8 Indians of Texas: Past and Present . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72INFORMATIONAL: Expository – TEKS Focus 4.11(A)

Unit 9 It Takes Two . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78LITERARY: Fiction with Embedded Media Literacy – TEKS Focus 4.14

Unit 10 The Power of the Moon / No Green Cheese . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84LITERARY: Fiction (Myth) / INFORMATIONAL: Expository – TEKS Focus Figure 19(D)

Unit 11 Dad Makes a Splash . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90LITERARY: Fiction with Embedded Poetry – TEKS Focus 4.6(C)

Unit 12 Spun Sugar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96INFORMATIONAL: Expository with Embedded Procedural – TEKS Focus 4.13(A)

ELA | LEVEL 1Teacher Edition Sample Page

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Unit 1

2

mentoringminds.com totalmotivationELA™LEVEL 1 ILLEGAL TO COPY 115

Getting Started: Unit 12 student edition pages 114–116

GSE Focus: ELAGSE1RI4

5 Unpacking the StandardMeanings of Words and Phrases – Students in Grade 1 are expected to use questioning strategies to determine meanings of words and phrases in a text.

Authors use words and phrases in informational texts to teach the reader ideas and concepts associated with the topics of the texts. The reader should ask and answer questions in order to determine definitions of words and phrases.

When teaching students to determine meanings of unknown words, model asking and answering questions such as the following: Do I know the meaning of this word? Have I seen this word in another text? What do I think the word means? Does my idea of the word’s meaning make sense in the sentence? Which print or digital source(s) can help me verify the meaning? Prompt students to ask and answer these questions when they encounter unknown words during independent reading.

6 Instructional Activities Use the following activities to provide instruction and practice for the GSE Focus Standard.

Ask and Answer – Display the passage-specific words. Have students answer the following questions about the words.

• What words do I know?• What words have word parts I know?• What words are similar in spelling?• What words are similar in meaning?• What words have I seen in other texts?• What words can I use correctly in sentences?Guide student responses to the questions as they determine the word meanings.

Sticky Words – Lead discussions with students about habits of skilled readers. Emphasize that skilled readers acknowledge when they encounter words they do not know during reading. Provide students with informational texts and sticky notes. As students read the texts, direct them to use the sticky notes to flag words with unknown meanings. Prompt students to ask and answer questions about the flagged words and the words around them. Allow students to debrief with partners to share what they learned about the words based on their questions and answers.

7 Formative Assessment Provide students with several sentences that contain passage-specific vocabulary words and instruct students to record questions and answers that would help them determine the meanings of words. Use student responses to clarify misconceptions and to plan further instruction or interventions.

READING | LEVEL 4Teacher Edition Table of Contents

motivationreading™

Table of Contents

Unit 13 Stand Tall, David Crockett / Live with Davy Crockett . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102LITERARY: Nonfi ction / LITERARY: Fictional Account – TEKS Focus 4.7(A)

Unit 14 Electromagnets at Work / Traveling by Maglevs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108INFORMATIONAL: Expository / INFORMATIONAL: Expository – TEKS Focus 4.2(A)

Unit 15 Stephen F. Austin: The Father of Texas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114LITERARY: Nonfi ction – TEKS Focus 4.2(E)

Unit 16 Calling All Ducks / The Special Calling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120INFORMATIONAL: Expository / LITERARY: Nonfi ction – TEKS Focus 4.10

Unit 17 The Two Best Times of the Year . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126LITERARY: Fiction – TEKS Focus 4.6(B)

Unit 18 The Railways of Texas Progress . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132INFORMATIONAL: Expository – TEKS Focus 4.11(C)

Unit 19 A Dipper of Water . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138LITERARY: Fiction (Myth) – TEKS Focus 4.3(A)

Unit 20 A Turning Point for Texas / Sam Houston: A Texas Hero . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144INFORMATIONAL: Expository / LITERARY: Nonfi ction – TEKS Focus 4.19 (F) [Figure 19(F)]

Unit 21 Mapping the Weather . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150INFORMATIONAL: Expository – TEKS Focus 4.11(D)

Unit 22 A Zoo Filled with Poetry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156LITERARY: Fiction with Embedded Poetry – TEKS Focus 4.4(A)

Unit 23 Earth’s Natural Resources / Nature’s Gift of Trees . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162INFORMATIONAL: Expository / INFORMATIONAL: Expository with Embedded Procedural – TEKS Focus 4.13(B)

Unit 24 Polar Bears on Ice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168INFORMATIONAL: Expository – TEKS Focus 4.11(B)

Unit 25 The Heart of Texas Wildfl owers / The Legend of the Bluebonnet. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 174INFORMATIONAL: Expository / LITERARY: Fiction (Legend) – TEKS Focus 4.8(A)

Instructional Practices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181

Teacher Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 229

READING | LEVEL 2Teacher Edition Sample Page

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Unit Instructional Plans

Rainbow’s Gift

Unit 13

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Getting Started (student pages 123–132)

Introduction

This unit contains a myth titled “Rainbow’s Gift” that explains the origin of the rainbow. A literary connection for this unit might focus on myths and their explanations of events in nature or behaviors of people.

Building Background Knowledge

Select a myth from the Suggested Unit Content Literature to use as a read aloud. Prior to reading, ask students to listen for the following elements of the myth: setting, characters, plot events. After reading, allow students to discuss the story elements and post on a story map. Guide students to determine what the myth is explaining about nature or about people’s behavior.

(TEKS: 2.3(C), 2.9, 2.9(B), 2.28, 2.30(A), Figure19(A), Figure 19(C), DOK: 2, Bloom’s/RBT: Comprehension/Understand, ELPS: (c)1.C, (c)1.E, (c)1.F, (c)2.D, (c)3.D)

Suggested Formative Assessment

Ask students to use the elements posted on the story map for the Building Background Knowledge activity to write a summary of the read aloud myth. Use the evidence to determine individual student understanding of writing a summary.

(TEKS: 2.9, 2.19(A), DOK: 2, Bloom’s/RBT: Comprehension/Understand, ELPS: (c)1.A, (c)4.D, (c)5.G)

Suggested Unit Content Literature

Continue building student knowledge related to this unit by selecting books from the following list for read alouds, for student independent reading, and for research resources.

A Child’s Introduction to Greek Mythology: The Stories of the Gods, Goddesses, Heroes, Monsters, and Other Mythical Creatures – Heather Alexander

Classic Myths to Read Aloud: The Great Stories of Greek & Roman Mythology – William F. RussellMythology – Neil PhilipThe Gods and Goddesses of Olympus – AlikiGreek Myths – Retold by Marcia WilliamsTales of the Greek Heroes – Roger Lancelyn GreenGreek Myths: DK Readers – Deborah LockAll the Colors of the Rainbow – Allan FowlerWhat Makes a Rainbow?: A Magic Ribbon Book – Betty Ann SchwartzThe Rainbow Book – Kate OhrtThe Usborne Complete Book of Art Ideas – Fiona WattMaking Amazing Art: 40 Activities Using the 7 Elements of Art Design – Sandi HenryArt Lab for Kids: 52 Creative Adventures in Drawing, Painting, Printmaking, Paper, and Mixed Media – Susan Schwake

(TEKS: 2.4, 2.12, 2.28, Figure 19(C), DOK: 1, Bloom’s/RBT: Comprehension/Understand, ELPS: (c)2.D, (c)2.E, (c)2.G, (c)2.H, (c)2.I, (c)4.G, (c)4.H, (c)4.I, (c)4.J, (c)4.K)

150 ILLEGAL TO COPY totalmotivationREADING™LEVEL 4 mentoringminds.com

4.8, 4.8(A) Unit 25 The Heart of Texas Wildflowers and The Legend of the Bluebonnet

Prepare for the Unit Student Pages 245–254

Review the following information to clarify the TEKS before planning instruction.

TEKS 4.8 – Students understand, make inferences and draw conclusions about how an author’s sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to:

(A) identify the author’s use of similes and metaphors to produce imagery

Reporting Category – 2-Supporting

Unpacking the TEKSImagery is the use of language to create mental images, pictures, or sensory impressions in the mind of the reader. Figurative language is words and phrases that create interesting images using language that has a deeper meaning than the literal meaning of the words. Common forms of figurative language include the following.

simile – a figure of speech in which two things are compared using the words like or as

metaphor – a figure of speech in which two things are compared with words that are not intended to be understood literally, without using the words like or as

hyperbole – an extreme exaggeration for emphasis or effect

personification – figurative language in which nonhuman things are represented as having human qualities

alliteration – the repetition of the same sounds at the beginning of two or more adjacent words

onomatopoeia – words that provide the name of a sound

idiom – an expression with a meaning that cannot be understood from the meanings of the individual words

Critical Thinking TraitsAlthough students may demonstrate multiple critical thinking traits as they master this standard, provide opportunities for students to apply the adapt and create traits. (See Critical Thinking Traits in Teacher Resources.)

Connections to the TEKSReview the Instructional Activities and determine those you will use to support instruction and practice of the TEKS.

Activity 1: Go Figure! (15 minutes)

Provide students with fiction stories, dramas, or poetry that contain figurative language. Have students highlight the figurative language and then rewrite the stories using alternate forms of figurative language. Direct students to work with partners to compare original stories. (TEKS: 4.8(A), 4.16(A), 4.16(B), DOK: 2, Bloom’s/RBT: Synthesis/Create, ELPS: (c)1.A, (c)1.E, (c)1.F, (c)1.H, (c)4.K, (c)5.G)

Activity 2: Imagery Illustrations (15 minutes)

Ask students to close their eyes as poetry is read. Have students draw illustrations showing what they visualized as they listened to the poems. Have students share and discuss their illustrations. (TEKS: 4.8(A), 4.14, 4.27, 4.29(A), DOK: 2, Bloom’s/RBT: Analysis/Analyze, ELPS: (c)1.A, (c)1.C, (c)1.E, (c)1.F, (c)1.H, (c)2.D, (c)2.E, (c)2.G, (c)2.H, (c)2.I, (c)5.G)

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Rainbow’s Gift

Unit 13

mentoringminds.com motivationreading™LEVEL 2 ILLEGAL TO COPY 103

Vocabulary Focus

* Teachers using this selection for direct instruction may need to preteach these vocabulary words. If the unit selection is used for assessment, vocabulary should not be pretaught.

Selection-Specific Vocabulary TEKS Vocabulary

journey* display answer

lovely* glittered comprehend

amazed god detail

arch goddess evidence

awakened heavens fact

awesome honor question

creation palette story

dazzling request strategy

decorates sparkling text

Vocabulary Activities

Bull’s Eye WordsHave students create vocabulary organizers by writing selection-specific vocabulary words in center circles of bull’s eye graphic organizers. Instruct students to write meanings of the words based on the context of the selection in first outer circles. Direct students to sketch pictorial representations of the words in second outer circles. Ask students to write original sentences using the words in third outer circles. Allow students to post and share bull’s eye organizers.

(TEKS: 2.5(B), 2.16, 2.29, DOK: 2, Bloom’s/RBT: Application/Apply, ELPS: (c)1.A, (c)1.C, (c)1.E, (c)1.F, (c)2.D, (c)4.F, (c)5.G)

Group PasswordHave students work in two teams to guess TEKS vocabulary words. Choose representatives from each team to be clue-givers. Show the clue-givers a word and its definition. Instruct the Team A clue-giver to announce a clue. Allow Team A to guess the word. If the team guess is correct, the team receives one point. If the guess is incorrect, Team B is allowed a turn to guess the word. If correct, Team B receives one point. If incorrect, Team A clue-giver provides another clue. Continue rotating turns until all words have been guessed.

(TEKS: 2.5(B), 2.28, 2.29, DOK: 2, Bloom’s/RBT: Comprehension/Understand, ELPS: (c)1.A, (c)1.E, (c)1.F, (c)4.F, (c)5.G)

Suggested Formative Vocabulary Assessment

Have students write matching words as definitions are called. Use student responses to clarify misconceptions and to plan further instruction or interventions.

(TEKS: 2.5(B), 2.28, DOK: 2, Bloom’s/RBT: Comprehension/Understand, ELPS: (c)1.A, (c)1.E, (c)1.F, (c)4.F, (c)5.G)

mentoringminds.com totalmotivationREADING™LEVEL 4 ILLEGAL TO COPY 151

The Heart of Texas Wildflowers and Unit 25 4.8, 4.8(A) The Legend of the Bluebonnet

Formative Assessment (10 minutes) Provide students with lists of similes and metaphors. Have students identify the phrases as similes or metaphors and then rewrite the similes to be metaphors and the metaphors to be similes. Use student responses to correct comprehension errors and to plan further instruction or interventions. (TEKS: 4.8(A), DOK: 2, Bloom’s/RBT: Analysis/Analyze, ELPS: (c)1.A, (c)1.C, (c)1.E, (c)1.F, (c)1.H, (c)4.K, (c)5.G)

Vocabulary FocusPreteach the Selection-Specific Vocabulary that might interfere with student comprehension of the Unit Selection. Present the TEKS Vocabulary during the instruction of the standard.

Selection-Specific Vocabulary TEKS Vocabularyspectacle* hues sacred analyze metaphorablaze landscape sacrifice author sensory languageabundance medians seeding conclusion similearrays miracle shaman evidence understandingdiverse mission species imagerydrought native splendor inferenceextinction palette varieties literary textGreat Spirit quenching vision

* If the Unit Selection is used for assessment, this vocabulary word(s) should not be pretaught.

Vocabulary ActivitiesReview the Vocabulary Activities and determine those you will use to support understanding of the Selection-Specific and TEKS Vocabulary.

Activity 1: Playing with Words (15 minutes) Provide students with sentence strips containing descriptive phrases. Have students rewrite the phrases using figurative language. (TEKS: 4.2(B), 4.8, 4.16, DOK: 2, Bloom’s/RBT: Synthesis/Create, ELPS: (c)1.A, (c)1.E, (c)1.F, (c)1.H, (c)4.K, (c)5.G)

Activity 2: Concept Web Vocabulary (15 minutes) Using the Concept Web graphic organizer, guide students to write Figurative Language in the box at the top of the web. Have students select three forms of figurative language to write in the small ovals labeled word. Instruct students to write definitions of those words in the larger ovals labeled definition. Ask students to draw or record examples of the words in the boxes labeled example. (TEKS: 4.2(B), 4.8, 4.14, DOK: 2, Bloom’s/RBT: Comprehension/Understand, ELPS: (c)1.A, (c)1.C, (c)1.E, (c)1.F, (c)1.H, (c)4.F, (c)5.G)

Formative Assessment (10 minutes) Gather and evaluate evidence of learning as demonstrated by student responses on the Concept Web. Use student responses to correct comprehension errors and to plan further instruction or interventions. (TEKS: 4.2(B), 4.8, 4.14, DOK: 2, Bloom’s/RBT: Comprehension/Understand, ELPS: (c)1.A, (c)1.C, (c)1.E, (c)1.F, (c)1.H, (c)4.F, (c)5.G)

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Rainbow’s Gift

Unit 13


Unpacking the TEKS

TEKS Focus 2.3(B)

Reporting Category 2-Supporting

Students comprehend a variety of texts drawing on useful strategies as needed. Students are expected to:

(B) ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text.

Skilled readers learn to ask questions while reading literary selections to monitor understanding and comprehension. Teach students to pause as they are reading and ask relevant questions about the settings, plot events, and characters of the selections. Remind students to use evidence from the texts to locate or to verify answers. Guide students to review texts if they encounter words/phrases within the texts or sections of the texts that are confusing. Teach students to use this review strategy to locate the information that will provide clarification and address confusion. In addition, students require practice locating facts and details within texts. Authors use facts and details to support descriptions of the settings, plot events, and characters, allowing readers to have deeper understandings of the stories. Facts are statements that can be proven true. Details are small parts of the whole story that provide specific information about the settings, plot events, or characters. Students should be required to support answers about facts and details with direct evidence located within texts.

Instructional Activities

Stop and AskPause periodically during read alouds to ask who, what, when, where, why, and how questions. As students answer questions, instruct them to provide evidence from the texts to support responses. Teach students to continue this practice when they are reading independently.

(TEKS: 2.3(B), 2.9, 2.28, 2.30, Figure 19(B), DOK: 2, Bloom’s/RBT: Comprehension/Understand, ELPS: (c)1.A, (c)2.D, (c)2.G, (c)2.H, (c)2.I, (c)3.D, (c)3.G, (c)3.H)

What’s That?Prior to read alouds, prepare cards with knowledge and comprehension level questions related to the stories. Have students select cards, listen to the read alouds, record answers to questions on the cards, and respond with the answers during class discussions. Guide students to use the same process during independent reading.

(TEKS: 2.3(B), 2.9, 2.28, 2.29, 2.30(A), Figure 19(B), DOK: 2, Bloom’s/RBT: Comprehension/Understand, ELPS: (c)1.A, (c)2.D, (c)2.G, (c)2.H, (c)2.I, (c)3.D, (c)3.G, (c)3.H, (c)5.G)

Suggested Formative AssessmentAfter reading literary selections, ask students to write sentences/paragraphs about the selections that answer who, what, when, where, why, and how questions. Use the evidence to clarify misconceptions and to plan further instruction or interventions.

(TEKS: 2.3(B), 2.9, 2.19(A), Figure 19(B), DOK: 2, Bloom’s/RBT: Comprehension/Understand, ELPS: (c)1.A, (c)4.G, (c)4.H, (c)4.I, (c)4.J, (c)4.K, (c)5.G)



Introduction to Selection Student Pages 245–247

This unit contains paired selections. “The Heart of Texas Wildflowers” is an informational selection about Texas wildflowers. “The Legend of the Bluebonnet” is a literary selection that shares the legend of the Texas bluebonnet.

Note: A cross-curricular connection for this unit might focus on the origins of symbols of Texas.

Building Background KnowledgeActivity: (20 minutes) Display photographs of Texas wildflowers. Allow students to provide creative names for the flowers based on their appearances. Then share the actual names of the flowers. Explain to students the significance of wildflowers as symbols of Texas and as conservation features of the landscape. Encourage students to brainstorm additional symbols of Texas. (TEKS: 4.8, 4.14, 4.16, Figure 19(A), Figure 19(C), DOK: 2, Bloom’s/RBT: Synthesis/Create, ELPS: (c)1.A, (c)1.E, (c)1.F, (c)1.H, (c)2.D, (c)2.E, (c)5.G)

Assessment of TEKSActivity: (30 minutes) Student Pages 248–250

Provide a variety of ways for students to complete the assessment: partners, small groups, independently, with options, without options. Debrief by providing explanations for correct and incorrect responses.

InterventionsReview the Intervention Activities and determine those you will use to support students who require additional instruction of the Focus TEKS.

Activity 1: Ad Interest (15 minutes) Have students read digital or print advertisements and identify figurative language used in the ads. (TEKS: 4.8(A), 4.14, DOK: 2, Bloom’s/RBT: Analysis/Analyze, ELPS: (c)1.C, (c)1.E, (c)1.F, (c)1.H, (c)4.K)

Activity 2: List It (15 minutes) Have students maintain lists of figurative language when encountered in independent reading. Encourage students to record the words and phrases in reading logs and to use the figurative language to add interest to their own writing. (TEKS: 4.8(A), DOK: 2, Bloom’s/RBT: Analysis/Analyze, ELPS: (c)1.A, (c)1.E, (c)1.F, (c)1.H, (c)4.K, (c)5.G)

Activity 3: It’s Figurative Language (15 minutes)

Guide students to locate examples of similes and metaphors in provided selections. Allow students to perform the examples in pairs or small groups. (TEKS: 4.8(A), 4.27, 4.28, DOK: 2, Bloom’s/RBT: Analysis/Analyze, ELPS: (c)1.A, (c)1.E, (c)1.F, (c)1.H, (c)4.K)

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Rainbow’s Gift

Unit 13


Assessment of TEKS (student pages 126–128)

TEKS addressed in the selection

2.3(B), 2.5(B), 2.5(C), 2.6(A), 2.9, 2.9(B), 2.11(A), 2.16, Figure 19(E)

Selected-Response Assessment

Question Answer TEKSReporting Category

DOK Level

Bloom’s Original/Revised ELPS

1 A 2.9(B) 2-Readiness 2 Analysis/Analyze (c)4.K

2 G 2.9 Fig.19(E) 2-Readiness 2 Comprehension/Understand (c)4.I

3 C 2.9 Fig.19(E) 2-Readiness 2 Comprehension/Understand (c)4.I

4 J 2.5(C) 1-Supporting 1 Application/Apply (c)4.F

5 B 2.6(A) 2-Supporting 3 Comprehension/Understand (c)4.J

6 H 2.16 2-Supporting 2 Analysis/Analyze (c)4.K

7 D 2.5(B) 1-Readiness 2 Application/Apply (c)4.F

8 F 2.3(B) 2-Supporting 1 Comprehension/Understand (c)4.I

9 C 2.9(B) 2-Readiness 2 Analysis/Analyze (c)4.K

10 J 2.11(A) 2-Supporting 2 Analysis/Analyze (c)4.K

Interventions

TEKS Focus 2.3(B)

When formative assessments reveal students in need of intervention, use the following activities.

Intervention Activities

Question PracticeGuide students to generate written questions about literary selections. Remind students to allow space for answers on the question pages. Have students place the questions with the selections in a designated area. Allow students to select sets of selections and questions, read the selections, and record answers to the questions on the answer pages. Have students return the selections and questions to the original students to be checked for accuracy.(TEKS: 2.3(B), 2.9, Figure 19(B), DOK: 2, Bloom’s/RBT: Comprehension/Understand, ELPS: (c)1.A, (c)4.G, (c)4.H, (c)4.I, (c)4.J, (c)4.K, (c)5.G)

Post ItHave students complete book walks prior to independent reading. Instruct students to write questions about the books on sticky notes. During reading, ask students to answer the questions and place the sticky notes on the pages where the answers are located.(TEKS: 2.3(A), 2.3(B), 2.9, Figure 19(B), DOK: 2, Bloom’s/RBT: Comprehension/Understand, ELPS: (c)1.A, (c)1.C, (c)4.G, (c)4.H, (c)4.I, (c)4.J, (c)4.K, (c)5.G)

A Matter of TimeWhile reading literary selections, have students record the order of the plot events on time lines. Ask students to prepare questions based on the time lines and exchange time lines and questions with partners. Have students return time lines and responses to original partners to confirm accuracy.(TEKS: 2.3(B), 2.9, Figure 19(B), Figure 19(E), DOK: 2, Bloom’s/RBT: Application/Apply, ELPS: (c)1.A, (c)1.C, (c)4.G, (c)4.H, (c)4.I, (c)4.J, (c)4.K, (c)5.G)



Critical ThinkingUse the Critical Thinking questions/prompts to deepen student comprehension and analysis of the Unit Selection.

Knowledge/Remember (1 minute) Student Page 251her doll (TEKS: 4.6(A), DOK: 1, Bloom’s/RBT: Knowledge/Remember, ELPS: (c)5.G)

Comprehension/Understand (5 minutes) Student Page 251Answers may vary. Student responses might include the purpose of the Lady Bird Johnson Wildflower Center is to promote the use and survival of Texas native plants. (TEKS: 4.11(A), DOK: 2, Bloom’s/RBT: Comprehension/Understand, ELPS: (c)5.G)

Application/Apply (10 minutes) Student Page 251Answers may vary. Student responses should include a description of something considered to be beautiful. (TEKS: 4.18(A), 4.18(C), DOK: 3, Bloom’s/RBT: Application/Apply, ELPS: (c)5.G)

Analysis/Analyze (10 minutes) Student Page 252Answers may vary. Student responses might include Lady Bird Johnson cared for the environment because she knew that planting wildflowers protects natural habitats, guards against erosion, and conserves water. She cared about people because she wanted people to enjoy and appreciate the world around them. She was willing to give so others would benefit. (TEKS: 4.18(A), 4.18(C), DOK: 3, Bloom’s/RBT: Analysis/Analyze, ELPS: (c)5.G)

Evaluation/Evaluate (10 minutes) Student Page 252Answers may vary. Students should answer the question and provide a reasonable explanation for the response. (TEKS: 4.18(C), 4.19(A), DOK: 3, Bloom’s/RBT: Evaluation/Evaluate, ELPS: (c)5.G)

Synthesis/Create (10 minutes) Student Page 252Answers may vary. Student responses should include an additional paragraph for “The Legend of the Bluebonnet.” (TEKS: 4.16(A), 4.18(C), DOK: 3, Bloom’s/RBT: Synthesis/Create, ELPS: (c)5.G)

Motivation StationActivity: (20 minutes) Student Page 253

Use the Motivation Station activity to provide practice for the specified TEKS.

Answers may vary. Student responses should include words that follow the pattern of a cinquain on the topic of wildflowers. (TEKS: 4.16(B), DOK: 3, Bloom’s/RBT: Synthesis/Create, ELPS: (c)1.A, (c)1.C, (c)1.E, (c)1.F, (c)1.H, (c)4.F, (c)5.G)

JournalActivity: (15 minutes) Student Page 253

Use the Journal prompt for students to respond to the Unit Selection with evidence that demonstrates understanding.

Answers may vary. Student responses should include a description of a personal possession that would be difficult to sacrifice. (TEKS: 4.18(A), 4.18(C), DOK: 3, Bloom’s/RBT: Application/Apply, ELPS: (c)1.A, (c)5.G)

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Rainbow’s Gift

Unit 13


Constructed-Response Formative Assessments (student pages 129–130)

Knowledge/Remember in the City of ColorTEKS: 2.3(B), DOK: 1, Bloom’s/RBT: Knowledge/Remember, ELPS: (c)5.G)

Comprehension/Understand Answers may vary. Student responses might include Rainbow needs to ask Zeus for permission to place her creation in the sky for the people to enjoy on dreary days. (TEKS: 2.9, DOK: 2, Bloom’s/RBT: Comprehension/Understand, ELPS: (c)5.G)

Application/Apply Answers may vary. Student responses should include an explanation of an activity that will brighten the days of others.(TEKS: 2.19, 2.19(C), DOK: 3, Bloom’s/RBT: Application/Apply, ELPS: (c)5.G)

Analysis/Analyze Answers may vary. Student responses might include after a day of rain, people are sad because they have not seen the sun, a rainbow can only appear with the sun, the brightness of the sun and the beautiful colors of the rainbow bring cheer and happiness. (TEKS: 2.19(A), 2.19(C), DOK: 3, Bloom’s/RBT: Analysis/Analyze, ELPS: (c)5.G)

Evaluation/Evaluate Answers may vary. Students circle an answer and provide reasonable justification. (TEKS: 2.19(C), 2.20(A), DOK: 3, Bloom’s/RBT: Evaluation/Evaluate, ELPS: (c)5.G)

Synthesis/Create Answers may vary. Student responses should include an appropriate description of something that might be created to bring happiness to people. (TEKS: 2.19(A), 2.19(C), DOK: 3, Bloom’s/RBT: Synthesis/Create, ELPS: (c)5.G)

Creative Thinking (student page 131)

Motivation StationAnswers may vary. Students responses should include an illustration of Rainbow and a decorated frame.(TEKS: Art 2.2(A), ELA 2.16, DOK: 3, Bloom’s/RBT: Synthesis/Create, ELPS: (c)1.A)

JournalAnswers may vary. Student responses should include a personal experience of seeing a rainbow. (TEKS: 2.18, 2.19(C), DOK: 3, Bloom’s/RBT: Application/Apply, ELPS: (c)1.A, (c)5.G)



Homework AssessmentActivity: (20 minutes) Student Page 254

Provide a variety of ways for students to complete the Homework Assessment: partners, small groups, independently, with options, without options. Debrief by providing explanations for correct and incorrect responses.

The Homework contains an informational selection and map of the areas in Texas where wildflowers can be enjoyed.

Note: A cross-curricular connection for this unit might focus on the varieties of wildflowers found in Texas.

Performance Task AssessmentUse the Performance Task Assessment as an activity that spans the duration of the unit or that is completed during one day. Use the Performance Task Assessment as noted or modify and adapt based on available time.

TEKS Focus 4.15, 4.16(A), 4.21, 4.22, 4.24, 4.25, 4.26

Performance Task (90 minutes)

Create and write a legend that shares a story of the origin of a Texas symbol (e.g., chili, mockingbird, Mexican free-tailed bat, longhorn, Texas horned lizard, armadillo, Monarch butterfly, rodeo, pecan tree, railroad, sweet onion, prairie grass, Guadalupe bass, friendship, guitar, crepe myrtle, or symbol of your choice). (DOK: 4, Bloom’s/RBT: All, ELPS: (c)1.A, (c)1.E, (c)1.F, (c)1.H, (c)4.G, (c)4.H, (c)4.I, (c)4.J, (c)4.K, (c)5.G)

Performance Task Steps1. Read “The Legend of the Bluebonnet. ”

2. Choose a topic for your legend and research information about that topic.

3. Answer questions about your task.

• How does the author of “The Legend of the Bluebonnet” share the origin of the wildflower?

• How will you share the origin of your selected topic?

• What characters, setting, and plot events are used in “The Legend of the Bluebonnet” that cause the story to be interesting and appealing to readers?

• What characters, setting, and plot events will you use to make your legend interesting and appealing to readers?

4. Use a graphic organizer such as a web or story map to plan your legend.

5. Write your legend.

Scoring CriteriaUse a scoring guide with the following criteria for student self-assessment and teacher scoring: Evidence of Planning, Inclusion of Story Elements, Organization, Language and Conventions, Creativity.

Partners Individual

Key for Recommended Groupings

Groups Whole Class

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Rainbow’s Gift

Unit 13


Homework Assessment (student page 132)

The Homework selection is an expository paragraph that describes an artist’s palette and the way an artist uses this tool. A cross-curricular connection for this selection might focus on tools used by artists.

TEKS addressed in the Homework 2.14(A), 2.14(B), 2.16

Homework Assessment

Question Answer TEKSReporting Category

DOK Level

Bloom’s Original/Revised ELPS

1 C 2.14(A) 3-Readiness 2 Comprehension/Understand (c)4.I

2 G 2.16 3-Supporting 2 Analysis/Analyze (c)4.K

3 A 2.14(B) 3-Readiness 2 Comprehension/Understand (c)4.I

4 Open-Ended

Performance Task Assessment

TEKS Focus 2.16, 2.17, 2.19(A), 2.21, 2.22, 2.23, 2.24, 2.25, 2.26, 2.27, 2.29(A), Figure 19(F)

Performance TaskWrite and present a demonstration lesson using an art medium of your choice (e.g., pastels, watercolors, clay, crayons, ink, pencils, markers).

(DOK: 4, Bloom’s/RBT: All, ELPS: (c)1.A, (c)4.G, (c)4.H, (c)4.I, (c)4.J, (c)4.K, (c)5.G)

Performance Task Steps1. Read “Rainbow’s Gift” and the Homework selection.2. Use print and digital sources to gather information about art mediums.3. Select the art medium you will demonstrate.4. Gather additional information about your chosen medium, including how artists use the medium to

create art pieces.5. Answer questions about your task.

• How does Rainbow use the palette to paint her creation?• How will you use the information you gathered to write about and present your selected art medium? • What steps will you use in your demonstration lesson?• What supplies will you use in your demonstration lesson?• How will you add interest to your demonstration lesson?

6. Prepare and present your art demonstration lesson.

Scoring CriteriaUse a scoring guide with the following criteria for student self-assessment and teacher scoring: Clarity of Demonstration, Organization of Presentation, Appropriate Use of Materials, Effectiveness of Oral Communication.



Additional Resources

Unit Content LiteratureContinue building student knowledge related to this unit by selecting books from the following list for read alouds, for student independent reading, and for research resources.

Bloomin’ Tales: Legends of Seven Favorite Texas Wildflowers – Cherie Foster Colburn

Texas Wildflowers: A Beginner’s Field Guide to the State’s Most Common Flowers – Beverly Magley

The ABC’s of Texas Wildflowers – Glenna Gardiner Grimmer

Miss Lady Bird’s Wildflowers: How a First Lady Changed America – Kathy Appelt

Texas in Bloom: A Wildflower Guide for Children – Jane Scoggins Bauld

Legends & Lore of Texas Wildflowers – Elizabeth Silverthorne

Wildflowers of Texas – Geyata Ajilvsgi

Texas Wildflowers: A Field Guide – Campbell and Lynn Loughmiller

Texas Facts and Symbols – Emily McAuliffe

Celebrating Texas: Patriotic Symbols and Landmarks – Trisha James

Texas in Historic Sites and Symbols – Betsy Warren(TEKS: 4.1, 4.9, 4.27, Figure 19(C), DOK: 1, Bloom’s/RBT: Comprehension/Understand, ELPS: (c)2.D, (c)2.E, (c)2.G, (c)2.H, (c)2.I, (c)4.G, (c)4.H, (c)4.I, (c)4.J, (c)4.K)

Teacher Reflection

What activities best supported student learning and success?

___________________________________________________________________________________________

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What did I notice about students’ understanding of the Focus TEKS?

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How can I revisit the unit Focus TEKS in future instruction?

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How might I improve the instruction of this unit?

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4

READING | LEVEL 4Student Edition Sample Page

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Name __________________________________________

The Heart of Texas Wildflowers and The Legend of the Bluebonnet


Unit 25 Selection

Read the next two selections. Then choose the best answer to each question.

The Heart of Texas Wildflowers

1 Each spring, Texas is ablaze with wildflowers. The colorful displays appear as if an artist has

splashed paint from a palette onto roadsides and fields. The many varieties of wildflowers cause

the spectacle to continue for weeks. At one time, wildflowers were at risk of extinction in Texas

and in the United States. While First Lady of the United States, Lady Bird Johnson worked to

protect and care for the native plants of the nation. Her efforts were recognized in the Lone

Star State and across America. Today, flowers thrive in the wild because of the work of Lady

Bird Johnson.

2 Mrs. Johnson encouraged the seeding of the medians along Texas highways. Thousands of

pounds of seed continue to be planted each year. Spring brings fresh arrays of color to the Texas

landscape. The bluebonnet and the Indian paintbrush are two of the most recognized species of

Texas wildflowers.

3 The Lady Bird Johnson Wildflower Center was founded and named to honor the former First

Lady. This research center is located in the city of Austin, Texas. Its mission is to promote the

use and survival of diverse and valuable native plants. The center oversees year-round care of

landscapes, conducts research, and provides educational programs.


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Unit 25 Selection

4 Wildflowers grow in abundance when rain is plentiful. When nature adds a warm Texas sky

to the well-watered fields, a flora-filled spring is guaranteed. Wildflowers answer their

wake-up calls in demonstrations of multicolored hues that appear as rainbows. Thousands

of tourists photograph nature’s explosion of reds, blues, yellows, and pinks along the Texas

highways. Beyond their beauty, the native plants are important to the environment. They help

conserve water and control erosion of the soil. Their presence among the landscape provides

a habitat for wildlife. Therefore, tourists are encouraged to preserve memories through

photographs rather than by removing or picking the flowers.

5 A sunrise on a field of bluebonnets or Indian paintbrushes is both breathtaking and inspiring.

Perhaps Lady Bird Johnson expressed it best when she said, “My heart found its home long ago

in the beauty, mystery, order, and disorder of the flowering earth.” Indeed, when nature’s brush

touches the landscape of Texas, the hearts of people are painted with hope.


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Unit 25 Selection

The Legend of the Bluebonnet

1 On the hills above the village, the shaman listened for words from the Great Spirit to answer

the people’s cry for rain. The villagers anxiously awaited the shaman’s return, hoping for relief

from the drought. A small girl waiting with the villagers clutched her cherished doll which was

decorated with a blue jay’s feather. The young girl understood thirst because her beloved family

had died during the drought. The doll was the little girl’s thread to her past. Because she had no

mother or father, a family had taken the orphan into their tipi.

2 Soon, the shaman returned from the hills. The little girl listened as he shared his vision, “We

have taken too much from the land and returned too little. The Great Spirit who guides our

people tells us to make sacrifices and the rains will come.” Gazing at her doll, the little girl knew

what she must do.

3 While her new family lay sleeping, the girl slipped outside carrying a torch from the tipi’s fire.

She walked to the place where the shaman spoke to the Great Spirit, gathering sticks along the

way. Using the torch, the little girl touched the pile of sticks. She wept and placed her sacred doll,

with the feather as blue as the sky, in the fire. The girl begged, “Oh Great Spirit, save my people.

Please accept my sacrifice and send rain to water our land.” When the fire cooled, the young girl

scattered the ashes of her doll in all directions. She trusted the Great Spirit to hear her cry. The

sky was black like the raven when the girl lay down and fell asleep in the cool grass.

4 The next morning while the people of the village slept, the young child

awakened. The Indian girl gasped with joy as she looked where she had

scattered the ashes. Flowers the color of the blue jay feather covered the

earth. The villagers were amazed at the splendor of the display.

5 The shaman proclaimed a miracle! The Great Spirit had accepted the

sacrifice of the little girl. The ashes of the doll had become wildflowers

as a promise of rain. The warm rain began to fall, watering the land and

quenching the thirst of the people. The legend continues each spring

when bluebonnets sprinkle the landscape of Texas as reminders of a

young girl’s sacrifice for the land and the people she loved.

In the spring when bluebonnets color Texas roadsides, “The Legend of the Bluebonnet” reappears. Texans celebrate the story and enjoy the beauty of a favorite Texas flower, the bluebonnet.


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Name __________________________________________



Unit 25 Assessment

4 How do the wildflowers along Texas highways promote tourism based on the information found in “The Heart of Texas Wildflowers”?

F Visitors travel to Texas to write stories about wildflowers.

G Visitors travel to Texas to view and photograph the wildflowers.

H Visitors travel to Texas to pick wildflowers that grow along the highways.

J Visitors travel to Texas to learn how to plant and care for wildflowers.

5 What is the best caption for the photograph above paragraph 1 in “The Heart of Texas Wildflowers”?

A Nature’s Art

B Wildflower Seeds

C Planting Wildflowers

D Bluebonnets at Sunset

1 Based on information from “The Heart of Texas Wildflowers,” why was a wildflower center named in honor of Lady Bird Johnson?

A She learned to care for wildflowers while attending college.

B She placed wildflowers in the gardens near the White House.

C She was the wife of a popular President of the United States.

D She influenced the conservation of wildflowers in the United States.

2 Based on information from “The Heart of Texas Wildflowers,” what action has the greatest impact on the growth of wildflowers along Texas highways?

F Research is conducted each year to find ways to improve wildflowers.

G Workers are hired to water the flowers growing along the Texas highways.

H Seeds are planted along Texas highways.

J Soil is fertilized each year.

3 Which sentence from “The Heart of Texas Wildflowers” is an opinion?

A At one time, wildflowers were at risk of extinction in Texas and in the United States.

B A sunrise on a field of bluebonnets or Indian paintbrushes is both breathtaking and inspiring.

C Today, flowers thrive in the wild because of the work of Lady Bird Johnson.

D Spring brings fresh arrays of color to the Texas landscape.


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Unit 25 Assessment

6 In “The Legend of the Bluebonnet,” what is the cause of the drought?

F The people have not asked for rain.

G The people do not listen to the shaman.

H The people are lazy.

J The people are selfish.

7 What characteristic causes the little girl in “The Legend of the Bluebonnet” to sacrifice her special doll?

A She is lonely.

B She is cheerful.

C She is wise.

D She is sad.

8 Read the sentence from paragraph 1 of “The Legend of the Bluebonnet.”

The doll was the little girl’s thread to

her past.

The author’s use of the metaphor in this sentence refers to the doll as —

F the reminder of her parents

G the symbol of her hope

H the source of her sadness

J the cause of the drought

9 The author includes the photograph in “The Legend of the Bluebonnet” to provide evidence that —

A the people of the village are pleased with the young girl

B the young girl is rewarded for her sacrifice

C the flowers in the village are watered by rain

D the shaman is recognized by the Great Spirit

10 Read the sentence from paragraph 3 of “The Legend of the Bluebonnet.”

The sky was black like the raven

when the girl lay down and fell

asleep in the cool grass.

Which words from this sentence form a simile?

F The sky was black

G in the cool grass

H when the girl lay down

J black like the raven


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Name __________________________________________



Unit 25 Assessment

11 Both the legend and the selection provide information about —

A the conservation of wildflowers

B the location of wildflowers

C the seeding of wildflowers

D the importance of wildflowers

12 What is one difference between “The Heart of Texas Wildflowers” and “The Legend of the Bluebonnet”?

F Lady Bird Johnson sacrifices an important possession, while the young girl does not.

G Lady Bird Johnson knows what the results of her actions will be, while the young girl does not.

H Lady Bird Johnson shows an interest in other people, while the young girl does not.

J Lady Bird Johnson displays concern about the land, while the young girl does not.

13 Which word in “The Legend of the Bluebonnet” has the same meaning as spectacle in paragraph 1 of “The Heart of Texas Wildflowers”?

A splendor

B sacrifice

C vision

D miracle

14 Read the sentence from paragraph 2 of “The Heart of Texas Wildflowers.”

Mrs. Johnson encouraged the seeding

of the medians along Texas highways.

Which sentence from “The Legend of the Bluebonnet” demonstrates a similar action?

F The villagers were amazed at the splendor of the display.

G She wept and placed her sacred doll, with the feather as blue as the sky, in the fire.

H When the fire cooled, the young girl scattered the ashes of her doll in all directions.

J The warm rain began to fall, watering the land and quenching the thirst of the people.


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Name __________________________________________



Unit 25 Critical Thinking


Knowledge

Remember

Comprehension

Understand

Application

Apply

Describe something you consider to be beautiful.

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What is the purpose of the Lady Bird Johnson Wildflower Center?

___________________________________________________________________

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In “The Legend of the Bluebonnet,” what does the young girl sacrifice?

___________________________________________________________________


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Name __________________________________________



Unit 25 Critical Thinking

Analysis

Analyze

Evaluation

Evaluate

Synthesis

Create

Write an additional paragraph for “The Legend of the Bluebonnet.”

____________________________________________________________________

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Do you think the outcome of the sacrifice was worth the girl’s loss of her doll?

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Justify your thinking. ____________________________________________________________

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What can you infer about Lady Bird Johnson based on her efforts with wildflower conservation?

____________________________________________________________________

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Unit 25 Creative Thinking

Motivation Station

Journal

Motivation Mike says, “Characters in literary selections experience problems and search for solutions.”

Cinquains are poems that have 5 lines. They are easy to write because they are not required to rhyme and can follow different patterns. One pattern for a cinquain is provided.

Line 1: Name of topic Line 2: Two adjectives that describe the topic Line 3: Three verbs (with the –ing suffix) that show actions performed by the topic Line 4: A short sentence that tells something about the topic Line 5: A new name for the topic

Use this pattern to create a cinquain about wildflowers.

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_______________________, _______________________

_______________________, _______________________, _______________________

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Write about a personal possession that would be difficult for you to sacrifice.

_____________________________________________________________________________

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Unit 25 Homework

✁

1. Use digital and print sources to locate information about beginning a garden of bluebonnets.

2. Create an album of Texas wildflowers with photographs and brief descriptions.3. Help your child plant and maintain a garden.

Parent Activities

1 Based on the map, in which direction would a person living in Austin, Texas, travel to view the largest display of wildflowers?

A North

B South

C East

D West

2 How is a map helpful to a person who would like to photograph wildflowers?

F It shows the most beautiful landscapes.

G It identifies when the flowers bloom.

H It helps plan the most efficient route.

J It highlights tourist centers.

3 In what publication are maps of wildflower trails found?

A The Texas Hill Country Wildflower Trail

B The Eastern Region of Texas

C Texas Department of Transportation

D Texas Highways magazine

4 Explain the purpose of a compass rose.

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Wildflowers grow in many regions across Texas. The map highlights areas people visit to view the breathtaking settings: Central Texas, the Texas Hill Country, and East Texas. These locations boast spectacular displays of flowers. Maps guide people as they travel mile after mile watching the colors unfold. The Texas Department of Transportation offers print or digital maps. The Texas Hill Country Wildflower Trail maintains a website people access to locate wildflower destinations. Texas Highways magazine publishes articles with beautiful photographs of wildflower landscapes and maps that accompany the articles. Bluebonnets in Texas

Austin

San Antonio

Georgetown

Brenham

LlanoBurnet

Marble Falls

Willow City Loop

La Grange

Yoakum

Cuero

LampasasMap Key

Location of

Wildflowers

N

S

EW

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