help students rise to the challenge 5 level€¦ · student and teacher edition new 2020–21 sy...

21
STUDENT AND TEACHER EDITION New New 2020–21 SY Standards Mastery through Critical Thinking Help Students Rise to the Challenge Activities to engage and accommodate all learners Critical thinking integrated into every activity Varied assessment items and question formats Robust Instructional Management Platform designed to support data-informed instruction and promote student mastery of content LEVEL 5 SAMPLE Available in Spanish

Upload: others

Post on 12-Jul-2020

0 views

Category:

Documents


0 download

TRANSCRIPT

Page 1: Help Students Rise to the Challenge 5 LEVEL€¦ · STUDENT AND TEACHER EDITION New 2020–21 SY Stanars aster thrgh Critical Thinking Help Students Rise to the Challenge Actiities

STUDENT AND TEACHER EDITION

NewNew

2020–21 SY

Standards Mastery through Critical ThinkingHelp Students Rise to the Challenge

Activities to engage and accommodate all learners

Critical thinking integrated into every activity

Varied assessment items and question formats

Robust Instructional Management Platform designed to support data-informed instruction and promote student mastery of content

LEVEL

5SAMPLEAvailable in Spanish

Page 2: Help Students Rise to the Challenge 5 LEVEL€¦ · STUDENT AND TEACHER EDITION New 2020–21 SY Stanars aster thrgh Critical Thinking Help Students Rise to the Challenge Actiities

Traitsof CriticalThinking

Call us at 844-452-4341 to implement ThinkUp! in your classroom. Learn more at mentoringminds.com/think-up.

ThinkUp! ELA introduces the focus CCSS and the 9 Traits of Critical Thinking™ that support students as

they learn, practice, and master CCSS concepts.

Assures that 100% of the CCSS for ELA are addressed with evidence-based strategies that help teachers scaffold high-quality instruction.

Includes activities that stimulate critical thinking as evidenced by Depth of Knowledge and Revised Bloom’s Taxonomy coding.

Offers literary texts as well as informational texts that promote cross-curricular connections across content areas.

Provides recursive practice for reading and language standards as well as composition practice.

Offers units that are organized by focus CCSS with explanations of the standards to support planning and instruction and to align with your ELA scope and sequence.

Digital-only and Bundle purchases include access to our new comprehensive K–12 platform that addresses every step in the learning journey—bringing the ThinkUp! Standards Mastery System fully into the digital realm and weaving the 9 Traits of Critical Thinking™ into every aspect of instruction.

We are pleased to introduce ThinkUp! ELA Teacher and Student Editions. We have developed this product to support your instruction of the ELA CCSS. This sample version offers you a review of the content to develop an understanding of what our resource provides for you and your students.

This sample contains the following content from ThinkUp! ELA, Level 5:

Table of Contents Teacher Edition Unit 2 Teacher Edition Unit 2 Student Edition

The final content may contain slight changes or revisions that are not yet reflected in this sample version.

Page 3: Help Students Rise to the Challenge 5 LEVEL€¦ · STUDENT AND TEACHER EDITION New 2020–21 SY Stanars aster thrgh Critical Thinking Help Students Rise to the Challenge Actiities

Table of ContentsAccess the Pre-Assessments on the Mentoring Minds website.

Unit 1 Women’s WorkCCSS Focus RL.5.6 LITERATURE: Historical Fiction......................................................................................................................................................1

Unit 2 The Secret GardenCCSS Focus RL.5.2 LITERATURE: Classic Fiction......................................................................................................................................................9

Unit 3 How I See it: One Kid’s Take on Modern LifeCCSS Focus RI.5.8 INFORMATIONAL: Opinion Piece......................................................................................................................................................18

Unit 4 The Legend of Elephant and Monkey and The Bundle of KindlingCCSS Focus RL.5.1 LITERATURE/LITERATURE: Legend/Fable......................................................................................................................................................26

Unit 5 A Shrinking RiverCCSS Focus RI.5.2 INFORMATIONAL: Informational Text......................................................................................................................................................34

Unit 6 Sliding Into the Future and Midnight Hide and SeekCCSS Focus RL.5.7 LITERATURE/LITERATURE: Poem/Poem......................................................................................................................................................42

Unit 7 The Harvest Brigade of 1944CCSS Focus RI.5.1 INFORMATIONAL: Informational Text......................................................................................................................................................50

Unit 8 The PauseCCSS Focus RL.5.3 LITERATURE: Realistic Fiction......................................................................................................................................................58

Unit 9 Seeing DoubleCCSS Focus RL.5.4, L.5.4 INFORMATIONAL: Informational Text......................................................................................................................................................66

Unit 10 Willa Beatrice Brown: American Aviator and The Tuskegee AirmenCCSS Focus RI.5.6 INFORMATIONAL/INFORMATIONAL: Informational Text/Informational Text......................................................................................................................................................75

Unit 11 What a FindCCSS Focus RL.5.5 LITERATURE: Drama......................................................................................................................................................83

Unit 12 Voices Only, Please and Human Drum MachinesCCSS Focus RI.5.9 INFORMATIONAL/INFORMATIONAL: Informational Text/Informational Text......................................................................................................................................................91

Unit 13 The Enchanted WatchCCSS Focus L.5.5 LITERATURE: Fairy Tale......................................................................................................................................................99

Unit 14 CornholeCCSS Focus RI.5.7 INFORMATIONAL: Informational Text......................................................................................................................................................107

Unit 15 Keelboat AnnieCCSS Focus RL.5.4 LITERATURE: Tall Tale......................................................................................................................................................115

Unit 16 Hong Yi: Art, Her Way and Unconventional Art Isn’t Child’s PlayCCSS Focus RI.5.5 I INFORMATIONAL/INFORMATIONAL: Informational Text/Informational Text......................................................................................................................................................123

Unit 17 The Dreams of Whispering WindCCSS Focus RL.5.3 LITERATURE: Myth......................................................................................................................................................132

Unit 18 Buffalo Dusk and First PeopleCCSS Focus RL.5.5 LITERATURE/LITERATURE: Poem/Poem......................................................................................................................................................140

Unit 19 How the Mice Overcame the Warriors and Mourning Dove and AntCCSS Focus RL.5.9 LITERATURE/LITERATURE: Legend/Fable......................................................................................................................................................148

Unit 20 The Coney Island Hot DogCCSS Focus RI.5.3 INFORMATIONAL: Informational Text......................................................................................................................................................157

Teacher Resources

CCSS Frequency Chart 166

Skill-Based Literature 182

Glossary 195

TEACHER EDITION TEACHER EDITION

Page 4: Help Students Rise to the Challenge 5 LEVEL€¦ · STUDENT AND TEACHER EDITION New 2020–21 SY Stanars aster thrgh Critical Thinking Help Students Rise to the Challenge Actiities

������

������ ������������������&��'�$��������'��������"��$����$�����"��)�$������������"�� ����������#$"%�$����

FOCUS STANDARD

���������������� � ����� ���� ���� � ��������" ���� �"�� ������� ���$�� ����������%�������' ���������� �����#$�")��"��"���"�# ����$� ���������� �"���'�$�� ������� ����� ��� ��"���� % ���� ������ �������!� $���$�($�

����� �#�����)�������$������$�"�")�$�($#���%$��"#����&�)���##���#��"���##��#����%$������$�"�%���$������"��$�"#����� ��$��&��$#���

������� ��� ������ �"�$�"�%��������#�����"�-��$���#��� ������������#�$����$�����%��&�"#��������$%"���#�$��)�$"��#�����#�����

�����%�$%"�����%���"��#��������"�##�$�����������( �"�����#��"����������#���� �� ���������$����#��"���( ����$�)� "�&����

'������"��$�)�#$�$����)�$����%$��"#����"����$����"����"#��%#$��(������$�� ������� �� ����� �������������"����#�$�

��������� $����#�

����$��������#$�"��#��"��"���# �#��� �"$��$�����%#���$���&�#�"����"#�$���� �"$%��$)�$������� �"#�����������$���#�$��$��

���������� ����$���"��( �"�����#�������"#��%#$����#���"���'����"��$�"#�"�# ����$� ���������� $�"�%���$���"���$�&�$���#�

$��%��$#��������$���#�$����$�" "�$�$�����##���#����#$�"��#��"��"���#�

����$�������� ���#��#��� �"$��$�����%#���$�����'#�"����"#�$������� �"#�����������$���#�$�� ��$#+�����#���� ��"������� ��

������ �#�$��)��"�� "�#��$�� �) ���������������"#����#���"�$��������")��,�%"�$�&������%���������"�-��$���#���� ���#�$�

%���"#$������##���#� ��$#���$����$������%����$�����"��%��)����#���"���� ��$#+�'�"��������#�����$��������'#�"����"#�$�

��$�"����� ��$#+��$$�$%��#�$�'�"��$� ��#���� ���#� �%����#$%���$#�$�����#���"�$��������'����!%�#$���#�$����� ���$�"�����$����#�

����������������������������

���������������������

����������������������������

��������

• ����������������������������������������������������

• �������������������������������������������

�������������

• �������������������������������������������������������

������������������������������

• �������������������������������������������������������

����������������������������������������������

�������������

• �������������������������������������������������������

����������������������������������

• �����������������������������

• ������������!�������������������������"������������

�����������������������������������������������

• �������������������!�������������������������"�������

���������������������������� ���������������������������

������������

• ������������������������������������������������������

�������

• ����������� �������������������������������������

������

�����#$%���$#���&����$�"������$���$����������$�"�")�$�($#��$��)���� �������!� $���$�($#������ %" �#�������#%���")��#�$�

��������$�$��������������$#����$���#$�"��#��"��"���#������� ��$��#%���")�����%��#�$���#�$$�������������"��$�"#����)� ��$��&��$#�

����$���$��������#%���")��#��"����*���%#����$������������"��"����$��� ��$��&��$#�'�$����$���#$�"��#��"��"���#���$��#��� �"$��$���"

#$%���$#�$����$�"�����'������&��$#���������"��$�������%$����"��$�"#�����#�$$����#��%����������%�������#%���"��#��&��#$%���$#

%#��"�# ��#�#�$��$��#��!%�#$���#�$����$�"�����$�������"��$����$��$�#��%����������%�������$���#%���"��#����#$�"��#������"���#�

• �����������������������������

• �������������������������

• ���������������������������������������������������������������������������������

• ���������������������������������������������������������

• ��������������������������������������������������������������

• ��������������������������������������������������������������������������������

Illegal to Copy 9

Guide students to weave the information in a logical order with appropriate transition words (e.g., �������������������������������) to

compose summaries of literary texts.

Summarizing poetry requires understanding the topics of poetry and what the poets intend to convey about the topics, including

their feelings toward the topics. Have students use responses to these questions to determine the information that should be

included in the summary of a poem.

• ������������������������������

• ��������������������������������������������������������������������������������

• �������������������������������������������������������������������������������������������

Guide students to integrate the answers to these questions in logical order with appropriate transition words (e.g., ���������������

����������������������������) to write accurate summaries of poems.

10 Illegal to Copy

TEACHER EDITION TEACHER EDITION

Page 5: Help Students Rise to the Challenge 5 LEVEL€¦ · STUDENT AND TEACHER EDITION New 2020–21 SY Stanars aster thrgh Critical Thinking Help Students Rise to the Challenge Actiities

�����

Pre-Assessment 15 min.

����������������������������������������������� ����������� �������$��� ������ ����������������������%������ �������������������������������������������������������������������������������������������������������������������������������� ������

Standard Learning Target (student edition page 17) 5 min.

������������� ������������������������������������� ��������!���������� ������������������������������ ������������� ����

� �������������������������������"���������������������������������������!��������������� ���������������������"������������������������������������ �������������������������%�������������������� �����������#��������!��

Critical Thinking Traits Formative Assessment (student edition page 17) 10 min.

������������������������������������ ������������!�����#�����������#����������������� ����������"��������$���!�� ������������������������ ����� ��������������������������� ������������������������� ������������������

�����������"���� ����������������� ����������������

�����!�� ������!�������������������������"����������������������������������!����������������������������������

�����������

��"������������������� ���� ��������������$����������������������������������"����������������������������������

�����������

������������������������������������� ����!�� ���� !�������!�����������������������������������"�������������

��������������������������!������������������ ������������������������������������������������������ �������

����������������������������!������� ����������������������!�����������������������������������������������!�

�������������� ��"���������������!��������������������"���������

�����!�� ��������!����������������������������������!������������������ ��������������������������

������������������������������������������������������!�

�� ������ �������� �������������$�������������������� ���������������������������"������������������������

����������$��������������������������������������"�

������������������������������������� ����!�����$����!�����������������!��������� �����������������������������

���������������������!�������� ������������������������������ �����������������������������������������������!��

������ �������������#�������� ������������������������� �����������������������������������������������������!

����������������������������������������������������������������������������������������!�

��������������"���� ��������������������������!�������� ����������������������

�������������� ���� ��������������������������������������

Illegal to Copy 11

Name: _________________________________

Unit 2

Unit 2

S T A N D A R D L E A R N I N G T A R G E TI will determine a theme of a story, drama, or poem from details in the text, including howcharacters in a story or drama respond to challenges or how the speaker in a poemreflects upon a topic; I will summarize the text.

Focus for 9 Traits of Critical Thinking™

Link: I apply knowledge to reach new understandings.

When you link, you connect the characters’ responses to challenges in a story to determinethe theme the author is sharing.

Why is it important to link the characters’ responses to challenges in a story to determinethe theme the author is sharing?

Reflect: I review my thoughts and experiences to guide my actions.

When you reflect, you consider the challenges faced by characters and how charactersrespond to challenges in order to determine the theme of the story.

How might reflecting on characters’ traits, behaviors, words, and feelings support yourunderstanding of the characters’ responses to the challenges in a story?

Create: I use my knowledge and imagination to express new and innovative ideas.

Collaborate: I work with others to achieve better outcomes.

Illegal to Copy 17

STUDENT EDITIONTEACHER EDITION

Page 6: Help Students Rise to the Challenge 5 LEVEL€¦ · STUDENT AND TEACHER EDITION New 2020–21 SY Stanars aster thrgh Critical Thinking Help Students Rise to the Challenge Actiities

������

Guided Instruction (student edition pages 18-22) 45 min.

Review Reader Tips���� � #(��'��������%���$&� !$��&�-��'����# ��*#%�&��"����)��&'(��"'&�(&��'�� ThinkUp! ELA �'(��"'���'�#"�� #&&�%,�'#� #��'�

'���!��"�"�&�#��'���*#%�&���&��&'(��"'&�'#�%����'���� #&&�%,���0"�'�#"&����&�(&&��"��$%#)�����+�!$ �&�#��'���)#���( �%,�

• �������� & ����)�!� %� ���������!� ���������������� ��������"��

• �������� & �����������������������������%�������������� ����%� �$

• ������ & ����������� ������#�����������'��������� �������! � ������������

• ��������� & ����������� ������������ ���

• ����� & ��#�� ���#���� �� � �������� ��%� ���!����� ����������������������� ������ ��������������

• ���� & ���� ����%� �$ �#�� ������"����� �� ��� ���!������% ������������%��

• ������ & �� ����������%����! ����!���� ����������!�

• ������� &� ���"����� �� ��$�������� ��� ��!�� �������������������������������������������������������� � ���� ������!������

• ����� & ������� �"����� ��������������������%����������� ���� ���� ����!���������� �!� � �������������������

• ��������� &� �� ������� ��#�� ������(%����! � ����������������������� ������� �$

• ���� & ����� !���#����������#�� �������� ���

• ���� & �� �! �����! ��!����������$���������%�����! ����������� ����%� �$

• ����� & �������� ��!�� �����!���� ������ �$

Model Reading and Thinking������ #(��'���'�+'�.�� &��"�����&' �&/��&��# #*&�

• ��������������������� !��� �� Why is it important to recognize themes in literary texts?

• !��������������� ��� ������� !��� �� What challenge(s) does Harriet face? How does Harriet respond? Are her responses

positive or negative?

• �� ����������������� !��� �� What can you learn from Harriet? How will you use what you learned from Harriet to identify the

theme of this story? How would you summarize this story?

������������������,��#�,��%��!�"

��"�,��%�# ����%%��'�1�*��#*"�'���&'��%&�'*#��'���'�!�����%� #"��&��%'��� #*�"������"����%��� !#&'�'%�$$�"��#)�%��� �-,���'�&$%�* ��

#"�'��� �"��"���&���&� �"' ,�&�# ������%&� ���#%�$ �,�"���# &�*�'���(&�"���%�'##� �'���"'#�'���"���'����%� �'' ��&�&'�%�*�&�"#'�,�'�# �

�"#(���'#�*#%���"�'������'#%,��&#�&����#( ���"�#,�'���*�%!'��#��'���%������#%�&#!��'�!�� #"��%����%%��'�*�&�"#'�&#� (��,������&("

*#( ��"#'����($��#%��#(%&���('�,#("����%%��'�*�&�'#�%�$#%'��#%�*#%���'�'���!� � #"�����#%��'���&("�%#&��

��%%��'��(%%��� ,��%��������$�����#������&���"�����%(&'�#���%�����%#!�'����($�#�%����%���#*� �����*�%"�����%�"#'�'#���� �'��'#���%

�#���'�'���'�+'� ��!� �����"����%%��'��"�*����*�&�&�%�#(&���#('�0"��"����%�$ ���!�"'��#%���%��.�$## ���% &��%������!�����#-�"�/���

����&������"��&����"�*����*�&�%���'���",���% ���%������#( ��*�"��,�%�&�#���#''#"�'�%����#"'#�*##��"�&$## &�����&���*�&� �'��'#�*#%�

����"��&���*#( ����%'��" ,� #&����%��#��

��%%��'��#( �����%�'���&�#('&�#��!�"�(" #���"���� �&�#���#''#"��%#!�'%��"���%&��"�'�����&'�"�������&���*�%��#" ,�&'%#"��%��&����#( ���%"��&�!(���!#"�,��&���%���'��%�����"���(&�"�*#( ��"�)�%���)��'#�*#%���"�'���!� �������#( ��&'�,��"�&��## ��"��!�,������#!���'�����%� ����'���%��� #)�����&&��%�"��&����%%��'�& �$$����"'#���%�$ �����'�'���&$## �%��(&'����#%��'���*��&' ��&#("����'#�����"���%&���'�������#$�����%�&�&'�%��#( �� ##���#%*�%��'#�'����#,�( �%�"��#����&��## ��� ��"&'����

12 Illegal to Copy

Name: _________________________________

Unit 2

Reader TipsAuthors convey themes in literary texts to share messages or lessons about life. Authorscommunicate the themes through details related to characters and plot events. The themes ofstories, dramas, or poems are important because they allow readers to make personal connectionsto the characters of stories or dramas and their experiences or to reflect on the topics of poems.Readers can apply lessons they learn from stories, dramas, and poems to their own lives. Themestend to apply to all readers because they address the common experiences or challenges of peoplethroughout a variety of cultures.

Sometimes, themes are directly stated in stories and dramas. More often, themes are implied andrequire readers to make inferences based on details, such as thoughts, speech, and actions of thecharacters. Readers can also infer themes by noticing how the characters respond to challengesthey face during the events of the text. When reading poems, readers determine themes byidentifying the topics and then analyzing how the speakers reflect on those topics.

Answering these questions will help you determine the theme(s) of literary texts.

Stories/Dramas

• If the character has a positive response, what can you learn from his or her thoughts,speech, and/or actions that you might transfer to your own life?

• If the character has a negative response, what can you learn from his or her thoughts,speech, and/or actions that you might avoid in your own life?

Poems

What challenge(s) does the main character face?1.How does the character respond to the challenge(s)?2.

How might you state what you learn from the character as a theme?3.What evidence in the text supports your ideas about the theme of the text?4.

What is the topic of the poem?1.How does the speaker express his or her reflections on that topic?2.How can those reflections be expressed as a theme of the poem?3.

18 Illegal to Copy

STUDENT EDITIONTEACHER EDITION

Page 7: Help Students Rise to the Challenge 5 LEVEL€¦ · STUDENT AND TEACHER EDITION New 2020–21 SY Stanars aster thrgh Critical Thinking Help Students Rise to the Challenge Actiities

Name: _________________________________

Unit 2

Summarizing literary texts requires readers to consider the elements and important ideas of thetexts. The purpose of summaries is to restate the main elements of the stories, dramas, or poems ina logical order.

Follow these steps when you summarize a literary text.

• main characters• setting• key plot events, including problem and resolution• theme

Think about these questions when you read literary texts.

Include the main elements of the story/drama, such as:1.

Include the topic of the poem and the ideas the poet expresses about the topic, includingreflections that reveal the theme.

2.

Be sure to maintain the meaning of the story/drama or poem and present the ideas in logicalorder.

3.

Remember that a summary should be shorter than the original text because it provides anoverview rather than a recounting of all details.

4.

How does the main character respond to challenges in the story/drama?1.How do these responses help me understand the theme of the story/drama?2.How does the poet express the topic of the poem?3.How does the poet’s reflection on the topic guide me to interpret the theme?4.What information should I include in a summary of this text?5.

Illegal to Copy 19

Name: _________________________________

Unit 2

Read the passage. Then answer the questions.

Bells and Whistlesby Jody Freeman

Ten-year-old Harriet flew down the stairs two at a time, her long skirt billowing behind her. Almosttripping over a lazy cat sprawled on the landing, she silently scolded herself for playing dolls withSusan far too late into the night. Her little sister was not yet old enough to work in the factory, so shecould enjoy the warmth of their bed for some time longer. Harriet was not so lucky. The sun wouldnot be up for hours, but young Harriet was to report for work at the mill long before the sun rose.

Harriet hurriedly grabbed a piece of cheese and a crust of bread from the cupboard. Mr. Lowell hadwarned her not to be late to her job at the textile mill again. Harriet knew he was serious aboutfinding a replacement for her. “Spool girls are a dime a dozen,” he had said. And she knew he wasright. Any girl her age could wind yards of cotton thread onto wooden spools. If she was late to workagain, she would certainly lose her job.

Harriet could hear the shouts of men unloading bales of cotton from train cars in the distance. If shewere only stronger, she could earn as much money as her father. Then, Susan would never have towork in the mill. She could stay in school and maybe become a teacher like their beloved MissFrancis. Harriet slipped into her place at the spooler just before the whistle sounded to begin hershift. She hoped her sister could look forward to the joyful ring of a school bell instead.

20 Illegal to Copy

STUDENT EDITIONSTUDENT EDITION

Page 8: Help Students Rise to the Challenge 5 LEVEL€¦ · STUDENT AND TEACHER EDITION New 2020–21 SY Stanars aster thrgh Critical Thinking Help Students Rise to the Challenge Actiities

������

Debrief the Items�������������������������������������%��)*+�%�

• �������������������

• ������������������������������#�!���� �����

• � �����������������������!�����������

• �� ������������������������������������#��������!��������������� ��. ##��&%* ��)�+������)��+�)*��%��+�� )�)�*'&%*�*�+&����##�%��*

�%����+�)$ %��.� ���&��+����%*.�)���& ��*���*+�$�+���*���#�**&%�#��)%���

• ����!��������������������������������������!�����������"��� �����������������������������

• ���$����������!�������������������������������� ��)) �+�)�*'&%�*�+&�+������##�%���&��.&)" %���+�+���+�/+ #��$ ##�. +����'&* + -�

�++ +,����%���0�)�$ %� %����)*�#��+��+�+���$&%�0�*�����)%*�$�0��%*,)��+��+���)�0&,%��)�* *+�)�. ##�%&+������+���*�$�

���##�%��� %�+����,+,)��

�������������������������������������%��)*+�%�

• �������������������

• ������������������������������#�!����� �������������� ��������� �����

• � �����������������������!�����������

• �� ������������������������������������#��������!��������������� ��. ##�)����+���+��$��*+�+�$�%+� %�+���(,�*+ &%�����%����. ##

#&��+���- ��%����)&$�+���'�**����+��+�*,''&)+*�+���+��$��*+�+�$�%+�

• ����!��������������������������������������!�����������"��� �����������������������������

• ���$����������!���������������������������������������� ����'�)�*�*�2���&$����+�����)�# "��+�� )���#&-���� **��)�%� *3 �%�

2!&0�,#�) %��&����*��&&#���##3�*,''&)+�+��+���,��+ &%�. ##�')&- ���� $&)���%!&0��#��.�0�&��# ���

�������������������������������������%��)*+�%�

• �������������������

• ������������������������������#�!���� ������

• � �����������������������!�����������

• �� ������������������������������������#��������!��������������� ��. ##��*"���� ����%*.�)���& ���)�4��+*�+���$&*+� $'&)+�%+

�-�%+*��%��"�0���+� #*�

• ����!��������������������������������������!�����������"��� �����������������������������

• ���$����������!�������������������������������� �� *��%*.�)���& ���')&- ��*�+���$&*+� $'&)+�%+��-�%+*��%����+� #*� %�+��

'�**����. +�&,+� %�#,� %��$ %&)��-�%+*��%����+� #*�&)�)�'��+��� ���*�

Reflection

�����������������%�����������"��������������������%�������������������������������������������������������������������������������������������������� �������������

���������������������������+�+�/+��- ��%���. ##�0&, ��%+ �0 +&���#'�0&,���+�)$ %��+���+��$��&����*+&)0�����+�*+)�+�� �*�. ##�0&,�,*��+&�*,$$�) 1���

*+&)0� ����������������� �������� ��������������������������#�����������"�$� ����������$��������������$�#�������������� ����$����

#��������$���������������������"�������������"����"������������������������������ �����������������������������������������

���������������������������������������"�

�������������������������������� ������ �� �����&.�� ��0&,�,*��+����) + ��#�+� %" %��+)� +* ������ �%� ���� +&���#'�0&,�,%��)*+�%��+���+��$���%��*,$$�) 1��+� *�*+&)0� ���������������� �����������"��������� ������ ������ �������"������������!������������������������������������������������������������������������������������ �����������"��������� ���� ����������������������������������������������������������������"����������������������������������������������!��Illegal to Copy 13

Name: _________________________________

Unit 2

What is a theme in the passage?1.

Hard work is its own reward.A.

Sacrifices are easily made for those we love.B.

Responsibilities must be fulfilled before we play.C.

People should be more considerate of others’ time and talent.D.

Which text evidence supports the theme that education is the key to a more enjoyable life?Choose two options.

2.

“Harriet could hear the shouts of men unloading bales of cotton from train cars in thedistance.”

A.

“If she were only stronger, she could earn as much money as her father.”B.

“She could stay in school and maybe become a teacher like their beloved Miss Francis.”C.

“Harriet slipped into her place at the spooler just before the whistle sounded to begin hershift.”

D.

“She hoped her sister could look forward to the joyful ring of a school bell instead.”E.

What is the best summary of the passage?3.

Harriet stays up too late playing with her little sister. Now she must hurry so she gets to workon time. When she arrives at work, she thinks of Miss Francis. She hopes her younger sistercan become a teacher.

A.

Harriet hurriedly prepares for work, knowing she will lose her job if she does not arrive on time.She makes it to her job just in time and hopes that she can earn enough so her younger sisterwill be able to go to school rather than work.

B.

Harriet quickly runs down the stairs and trips over a cat. She was running late for work at themill. On her way out the door, she grabs a piece of cheese and some bread. She can’t lose herjob. She slips into her place just as the whistle sounds.

C.

Harriet sees the sun has not yet risen, but she has to be up to get ready for work. Her youngersister is still in bed because she’s not old enough to work yet. Mr. Lowell tells her she cannotbe late again, so Harriet rushes out the door. She hopes her sister will be able to go to school.

D.

Illegal to Copy 21

STUDENT EDITIONTEACHER EDITION

Page 9: Help Students Rise to the Challenge 5 LEVEL€¦ · STUDENT AND TEACHER EDITION New 2020–21 SY Stanars aster thrgh Critical Thinking Help Students Rise to the Challenge Actiities

Name: _________________________________

Unit 2

Reflection on My LearningWhat text evidence will you identify to help you determine the theme of a story? Whatstrategies will you use to summarize a story?

Reflection on Critical Thinking – Reflect and LinkHow did you use the critical thinking traits reflect and link to help you understand thetheme and summarize this story?

22 Illegal to Copy

STUDENT EDITION

Page 10: Help Students Rise to the Challenge 5 LEVEL€¦ · STUDENT AND TEACHER EDITION New 2020–21 SY Stanars aster thrgh Critical Thinking Help Students Rise to the Challenge Actiities

������

Building Background Knowledge 20 min.

�)����'()��"('�(#��'(�� �'����$)&$#'���#&�&����"��(���)"�(�(�,(��-��#!$ �(�"��(��'���(�*�(-����'$ �-���$�#(#�&�$��#��/#+�&'�#&���#)%)�(�#��/#+�&'����*��'()��"('��&��"'(#&!��� �'(�#��+#&�'�(#���'�&����(�����'$ �-���/#+�&'�����#&��(����&��"'(#&!���+#&�'��"���'$ �-�������"���,$ ��"�+#&�'�(��(�!�-����"�+�(#�'()��"('���"'(&)�(�'()��"('�(#�&��#&��')!!�&��'�#���,$�&��"��'�+�(������&��")'�"����'�&�$(�*��+#&�'��&#!�(��� �'(���� �"���'()��"('�(#�)'���(� ��'(�#"��+#&��(��(��'�"�+�(#�(��!���"*�(��'()��"('�(#�'��&�')!!�&��'�+�(��(��� �&����&#)$�

(CCSS: RL.5.2, SL.5.2, SL.5.6)

Vocabulary Mastery 10 min.

�&�(�����(�����,(��$���.���#���) �&-�+#&�'�(��(�!���(��"(�&��&��+�(��'()��"(��#!$&���"'�#"�#��(���)"�(�(�,(�'����&�'�"(�(������#���) �&-��)&�"��(����"'(&)�(�#"�#��(���'(�"��&�'�

���������� ��������� ��������������

�������� ����� �������� �������

����� ������������ ������� �����

������ ������ ���������

��� ��������� ����

����� ����� �����

����� ���� ����

����� �����

Vocabulary Activities 15 min.

�'��(����#���) �&-���(�*�(��'�(#�')$$#&(�'()��"(�)"��&'(�"��"��#��(�����,(��$���.���"������#���) �&-�

Activity: Clued In to Vocabulary��*��'()��"(�$��&'�'�-�� )�'�(��(����"(��-�(�����,(��$���.��*#���) �&-�+#&�'����*��$�&("�&'� �'(�"�(#�(���� )�'��"��+&�(��(���+#&�'�'�(��-����"(��-�(��!���"'(&)�(�'()��"('�(#��������"'+�&'��#&����)&��-�

(CCSS: L.5.4.A, L.5.4.B, L.5.4.C, L.5.6)

Activity: Sketch Books�"��"��*��)� �'���('�#��$�$�&����*��'()��"('�'��(���� )'(&�(�#"'��"��+&�(����."�(�#"'��#&�'$���.�����,(��$���.��*#���) �&-�+#&�'��"'(&)�(�'()��"('�(#�$ ����(���+#&�'��"�� $����(��� �#&��&�(#��&��(��$��()&�����(�#"�&��'���"�#)&����'()��"('�(#�&���&�(#�(�����(�#"�&��'�(�&#)��#)(�(���)"�(�#��'()�-�

(CCSS: L.5.4.A, L.5.4.B, L.5.4.C, L.5.6)

Reading: Foundational Skills 10 min.

�)����'()��"('�(#���!#"'(&�(��)"��&'(�"��"�'�#��(��'��&����"���#)"��(�#"� �'�� '����#&��(��-�&����(���(�,(�'����&#!$(�'()��"('�(#�$$ -�)"��&'(�"��"��#��(��'��&����"���#)"��(�#"� �'�� '��'�(��-�&����+#&�'��"��#"(�,(��"��#)(�#���#"(�,(�

�'��(��'��+#&�'��"�(���)"�( (�,( (#�$&#*�����"'(&)�(�#"��#&����#��"��!) (�'- �����+#&�'�+�(��&��#"(&# ���'- �� �'� cholera, manor,

surly

�'��(��'�+#&���"�(���)"�( (�,( (#�$&#*�����"'(&)�(�#"��#&����#��"��+#&�'�+�(��$&�.,�'��"��')0,�'� uncompanionable

(CCSS: RF.5.3.A)

14 Illegal to Copy

TEACHER EDITION

Page 11: Help Students Rise to the Challenge 5 LEVEL€¦ · STUDENT AND TEACHER EDITION New 2020–21 SY Stanars aster thrgh Critical Thinking Help Students Rise to the Challenge Actiities

UNIT 2

Read the Text (student edition pages 23-25) 30 min.

����$�($�#��%������"������"��$��������$�������������+�"��$����$�($#������%�����$�����"�"�������%�#�� �"$��"�"���#��#������"�% "���#���������� �����$�"���#���"�#%#$�������������"��#���� �"���#����$������% �"$�#$%���$#��#�$��)�����$�"���� "����#���������������%#$���$#��)�"�"��������%#���������"�%������'������������������"�&�#%����%�#�������#�����!%�#$���#��CCSS: RL.5.10, RF.5.4.A, RF.5.4.B, RF.5.4.C�

�� ��������!��� ����

Items (student edition pages 26-30) 30 min.

�"�&������&�"��$)����� �"$%��$��#���"�#$%���$#�$��"�# ����$��$����$��#������ �����$�)��'�$�� �"$��"#�����#������"�% #���"����$�����"���"�% ������$������)���+�"�&�"��$)����$���%#�����$����$��#����&��#$%���$#�'"�$��� $���#���#��#$%���$#�$��'"�$��$���#$��#��%#����+�"��$

#$"�$����#���"�#$%���$#�$�������#$"�$������#% �"$�$���"�"�# ��#�#�

� ������ ���� �� ���

1 C RL.5.3 3 Understand

2 D RL.5.4 2 Analyze

3 A RL.5.2 3 Understand

4A C RL.5.1 2 Understand

4B C, D RL.5.1 3 Understand

5 A RL.5.1 2 Understand

6 B RL.5.4 2 Apply

7 D RL.5.2 2 Understand

8 C L.5.4.C 1 Apply

9 Answers may vary. RL.5.2 3 Understand

10 Answers may vary. RL.5.2 3 Understand

11 B W.5.2.A 2 Apply

12 C W.5.2.C 2 Apply

13 C W.5.2.E 2 Apply

Reflection (student edition page 29)10 min.

��������%��$�����,��$��������)����"�����������,��$��������"�$�������������� "�� $#���&��#$%���$#����"�������$�����"����"�% ����#������"�% #���"�'�$�� �"$��"#�

��#�����������!���������What is important to remember when determining the theme of a passage or when summarizing a passage? ��"����"�#��%��

"������$������"��$�"#��#�$$���#�������&��$#��#�'�����#�'��$�$������"��$�"�#�����"�#��#���"�#%�$����$����&��$#�'������$�"�������$��

$��������"����"�#��%���#%���"�*���� �##�����)����&�)����$�����)�����#��"��&��$#��������"��"�$��$�����#�#��#������#��'#���'

$��)��"��������$���

��#��������������������������� " ����� ��� ����What questions do you have about determining the theme of a passage? �$%���$�"�# ��#�#�#��%�������%���$��%��$�%��!%�#$���#

"���$����$����$�"�������$���$���������� �##���� What do you know about the way passages are constructed that helps yousummarize? �����'�$��$�#����#��$����#������ �##�������$��������#�$��$��"������##�")���"�%���"#$�����������#����#��$����#���$��������$��������$���#������#�����'�$��$��%$��"#�$) �����)��""������&��$#������"������������"��"�#��$��$�$���"����"���&��� #����� ��$��%���"#$����������$�����$���#�����"������*�#���'��&��$#���%#���$��"��&��$#�

Illegal to Copy 15

Name: _________________________________

Unit 2

Read the passage. Then answer the questions.

After her parents die from cholera, Mary is sent to England to live with Mr. Craven’s family. But she feelsdisliked by the Craven children. A family maid tells Mary that somewhere on the manor exists a secretgarden that belonged to Mr. Craven’s wife. When his wife died, Mr. Craven locked the garden doors andburied the key. Intrigued, Mary begins her search.

from The Secret Gardenby Frances Hodgson Burnett

An old man with a spade over his shoulder walked through the door leading from the second garden.He had a surly old face and did not seem at all pleased to see her.

“What is this place?” she asked.

“One o’ th’ kitchen-gardens,” he answered.

“What is that?” said Mary, pointing through the green door.

“Another of ’em. There’s another on t’other side o’ th’ wall an’ there’s th’ orchard t’other sideo’ that.”

“Can I go in them?” asked Mary.

“If tha’ likes. But there’s nowt to see.”

Mary went down the path and through the green door. There, she found more walls and wintervegetables, but in the second wall there was another green door and it was not open. Perhaps it ledinto the garden which no one had seen for ten years. Mary went to the green door and turned thehandle. She hoped the door would not open because she wanted to be sure she had found themysterious garden. But it did open quite easily and she walked through it and found herself in anorchard. There were walls all round it also, and there were bare fruit trees growing in thewinter-browned grass—but there was no green door to be seen anywhere. When she stood still shesaw a bird with a bright red breast sitting on the topmost branch of one of them, and suddenly heburst into his winter song—almost as if he was calling to her.

She listened until he flew away. Perhaps he lived in the mysterious garden and knew all about it.

Perhaps it was because she had nothing to do that she thought so much of the deserted garden.Why had Mr. Craven buried the key? If he had liked his wife so much why did he hate her garden?

She thought of the robin and of the way he seemed to sing his song at her, and as she rememberedthe tree-top he perched on she stopped rather suddenly.

Illegal to Copy 23

STUDENT EDITIONTEACHER EDITION

Page 12: Help Students Rise to the Challenge 5 LEVEL€¦ · STUDENT AND TEACHER EDITION New 2020–21 SY Stanars aster thrgh Critical Thinking Help Students Rise to the Challenge Actiities

Name: _________________________________

Unit 2

“I believe that tree was in the secret garden—I feel sure it was,” she said.

She walked back into the first kitchen-garden she had entered and found the old man digging there.

“I went into the orchard. There was no door there into the other garden,” said Mary.

“What garden?” he said in a rough voice, stopping his digging for a moment.

“The one on the other side of the wall,” answered Mary. “There are trees there. A bird with a redbreast was sitting on one of them and he sang.”

To her surprise the old weather-beaten face changed its expression. A slow smile spread over it andthe gardener looked quite different.

He turned to the orchard side of his garden and began to whistle. Almost the next moment awonderful thing happened. She heard a soft little rushing flight through the air—and it was the birdwith the red breast flying to them, and he alighted on the big clod of earth quite near to thegardener’s foot.

“Here he is,” chuckled the old man. “Where has tha’ been?” he said.

The bird put his tiny head on one side and looked up at him. He seemed quite familiar.

“What kind of a bird is he?” Mary asked.

“He’s a robin redbreast an’ they’re th’ friendliest, curiousest birds alive. Watch him lookin’ round atus. He knows we’re talkin’ about him.”

Mary thought his eyes gazed at her with great curiosity. “Where did the rest of the brood fly to?”she asked.

“There’s no knowin’. The old ones turn ’em out o’ their nest an’ make ’em fly an’ they’re scatteredbefore you know it. This one was lonely.”

Mary went a step nearer to the robin.

“I’m lonely,” she said.

The old gardener pushed his cap back on his bald head and stared at her a minute.

“What is your name?” Mary inquired.

24 Illegal to Copy

Name: _________________________________

Unit 2

“Ben Weatherstaff,” he answered, and then he added with a surly chuckle, “I’m lonely mysel’ exceptwhen he’s with me. He’s th’ only friend I’ve got.”

“I have no friends at all,” said Mary.

“Tha’ an’ me are a good bit alike,” he said.

Suddenly a clear rippling little sound broke out near her and she turned round. She was standing afew feet from a young apple-tree and the robin had flown on to one of its branches and had burstinto song. Ben Weatherstaff laughed.

“What did he do that for?” asked Mary.

“He’s made up his mind to make friends with thee,” replied Ben.

“Would you make friends with me? Would you?”

Just that moment the robin gave a little shake of his wings, spread them, and flew away.

“He has flown over the wall!” Mary cried out, watching him. “He has flown into the orchard—he hasflown across the other wall—into the garden where there is no door!”

“He lives there,” said old Ben. “Among th’ old rose-trees there.”

“Rose-trees,” said Mary. “Are there rose-trees?”

“There was ten year ago,” he mumbled.

“I should like to see them,” said Mary. “There must be a door somewhere.”

Ben drove his spade deep and looked as uncompanionable as he had looked when she first saw him.

“There was ten year ago, but there isn’t now,” he said.

“No door!” cried Mary. “There must be.”

Illegal to Copy 25

STUDENT EDITIONSTUDENT EDITION

Page 13: Help Students Rise to the Challenge 5 LEVEL€¦ · STUDENT AND TEACHER EDITION New 2020–21 SY Stanars aster thrgh Critical Thinking Help Students Rise to the Challenge Actiities

Name: _________________________________

Unit 2

She heard a soft little rushing flight through the air—and it was the bird with the red breastflying to them, and he alighted on the big clod of earth quite near to the gardener’s foot.

The author uses the language in this sentence to help the reader understand

Mary and Ben Weatherstaff are similar because they are1.

concerned.A.

humorous.B.

lonely.C.

playful.D.

Read this sentence from the passage.2.

how the bird makes loud calls.A.

how Mary feels about the bird.B.

how the gardener treats the bird.C.

how Mary observes the bird’s movements.D.

Based on this passage, how does Mary respond to the challenge of having no friends?3.

by being friendly with the old man and trying to make friends with the birdA.

by ignoring the people around her and exploring the gardens on her ownB.

by making the old man upset by asking too many questionsC.

by chasing the bird through the different gardensD.

26 Illegal to Copy

Name: _________________________________

Unit 2

Part A

Based on the passage, what can the reader infer?

Part B

Which two excerpts support your answer to part A?

A. asks a lot of questions.

B. is friendly with the gardener.

C. helps the gardener with his work.

D. is surprised by the appearance of the bird.

Ben drove his spade deep and looked as uncompanionable as he had looked when she firstsaw him.

The author uses the word uncompanionable to

The following question has two parts. First, answer part A. Then, answer part B.4.

The old man has raised the bird for many years.A.

The old man thinks the bird acts odd.B.

The bird makes the old man happy.C.

The bird is friendly to the old man.D.

“An old man with a spade over his shoulder walked through the door leading from the secondgarden. He had a surly old face and did not seem at all pleased to see her.”

A.

“‘There are trees there. A bird with a red breast was sitting on one of them and he sang.’”B.

“To her surprise the old weather-beaten face changed its expression. A slow smile spread overit and the gardener looked quite different.”

C.

“‘Here he is,’ chuckled the old man. ‘Where has tha’ been?’ he said.”D.

“‘He lives there,’ said old Ben. ‘Among th’ old rose-trees there.’”E.

The reader can infer that Mary is curious because she5.

Read the sentence from the passage.6.

show how the old man appears unintelligent when he speaks.A.

describe the old man’s unfriendly expression.B.

explain how the old man acts as he works.C.

create confusion about the old man.D.

Illegal to Copy 27

STUDENT EDITIONSTUDENT EDITION

Page 14: Help Students Rise to the Challenge 5 LEVEL€¦ · STUDENT AND TEACHER EDITION New 2020–21 SY Stanars aster thrgh Critical Thinking Help Students Rise to the Challenge Actiities

Name: _________________________________

Unit 2

rough (adj) 1. having a surface that is not smooth 2. difficult to travel over or through 3. harshto the ear 4. not fully detailed or complete

Which definition of the word rough is used in the sentence “‘What garden?’ he said in a roughvoice, stopping his digging for a moment”?

What is the best summary of the passage?7.

Mary searches for the mystery garden. Then she meets the gardener and becomes friendswith a bird.

A.

Mary becomes friends with a little bird that is friendly with the gardener. The gardener isunpleasant and is hesitant to answer Mary’s questions.

B.

Mary and the gardener discover a bird that lives in the mystery garden. Mary is desperate tofind the mystery garden and asks the gardener many questions about it.

C.

Mary speaks with the gardener to learn more about the mystery garden. As she does, shebecomes friends with a bird and learns that the garden once contained rose-trees.

D.

Use the dictionary entry to answer the question.8.

definition 1A.

definition 2B.

definition 3C.

definition 4D.

28 Illegal to Copy

Name: _________________________________

Unit 2

10. How does Mary respond to the challenge of locating the secret garden? Use details from thepassage to support your answer.

Reflection on My LearningWhat is important to remember when determining the theme of a passage or when summarizing apassage?

Reflection on Critical Thinking – Reflect and Link

Reflect – I review my thoughts and experiences to guide my actions.

What questions do you have about determining the theme of a passage?

Link – I apply knowledge to reach new understandings.

What do you know about the way passages are constructed that helps you summarize?

What is the theme of this passage? Use details from the passage to support your answer.9.

Illegal to Copy 29

STUDENT EDITIONSTUDENT EDITION

Page 15: Help Students Rise to the Challenge 5 LEVEL€¦ · STUDENT AND TEACHER EDITION New 2020–21 SY Stanars aster thrgh Critical Thinking Help Students Rise to the Challenge Actiities

Name: _________________________________

Unit 2

Writing: Revising/EditingDorian is writing an informative text. Read the draft and complete the tasks that follow.

When European settlers arrived in the New World, they were anxious and afraid. They were in aforeign land with few of the comforts of their home country. So when colonists caught sight of ared-breasted songbird, they gave it the same name as the bird from Europe—the robin.

The American robin and the European robin are not related. The American robin is two times thesize of its namesake, the European robin. And the differences do not stop there. The Americanrobin’s chest feathers are deep red, extending across the belly. The European robin’s redfeathers cover the face and neck and are a much brighter orangey-red.

11. Dorian wants to revise his text to strengthen the introduction. Choose the sentence that bestreplaces the underlined sentence in the introduction.

12. Dorian wants to revise the text to improve the organization. Choose the transition that couldbest be added to the beginning of the underlined sentence of the second paragraph.

13. Dorian wants to add a sentence that gives a sense of closure to his informative text. Choose thesentence that is the best conclusion to Dorian's text.

They had left their friends and family behind.A.

Imagine how the song of a familiar bird might raise their spirits.B.

They longed for relief from the harsh realities of their new home.C.

Over the years, Native Americans proved to be reliable friends and helpers.D.

Once the birds were examined more closely,A.

Though Native Americans referred to the birds as apichi,B.

Despite their similar appearances, feeding, and nesting habits,C.

Because of the distinct variations in pitch and length of their songs,D.

Robins of both species are known for their distinctive mating calls.A.

Some albatrosses have been known to migrate across the Atlantic Ocean from Europe to theUnited States.

B.

Though the American robin isn’t even a distant cousin of the European robin, they felt likefamily to the new settlers.

C.

Neither the American robin nor the European robin mates for life, but each maintains arelationship with a single mate during the breeding season.

D.

30 Illegal to Copy

STUDENT EDITION

Page 16: Help Students Rise to the Challenge 5 LEVEL€¦ · STUDENT AND TEACHER EDITION New 2020–21 SY Stanars aster thrgh Critical Thinking Help Students Rise to the Challenge Actiities

UNIT 2

Listening (student edition pages 31-32) 20 min.

Direct students to listen as you read aloud “Intergenerational Care.” Then instruct students to answer the questions about thepresentation. Debrief student responses and expect students to provide evidence for their responses.

Intergenerational Care

�%*�(��%�(�*!&%�#���%*�()��&(�'(&�(�$)�* �*�'(&,!����#��(���(���%��� !#����(��!%�* ��)�$�����!#!*!�)���(�����(&-!%��*(�%��!%�* ���%!*��

�*�*�)��� �)����%*�()��&$�!%��* ����*!,!*!�)�&��* ��&#���%��* ��/&+%����##&-!%���+%��%��$��%!%��+#�(�#�*!&%) !')�*&���,�#&'��� !)

!%*�(��*!&%�&1�()�!%,�#+��#����%�2*)�*&�$�$��()�&���&* ������(&+')�

�!* �* ����,�%��)�!%�)�!�%����%��$��!�!%���'�&'#���(��#!,!%��#&%��(���&-�,�(��!*�!)�!$'&(*�%*�* �*�* �)����+#*)�"��'�* �!(��&�!�)��%�

$!%�)���*!,����*+�!�)�) &-�* �*�&#��(���+#*)�- &�)'�%��*!$��-!* �� !#�(�%��(��)*(&%��(�' /)!��##/��%����%�* !%"�$&(���#��(#/���)

)�%!&(���+#*)���(��%��'�!%*���%��)!%��-!* �� !#�(�%��* �/����#�#�))�#&%�#/��%����!%���)�%)��&��'+('&)��!%�* �!(�#!,�)�

�%�* ��)�$��-�/��� !#�(�%���%�2*��(&$�* �)��!%*�(��*!&%)������+)��)&$��� !#�(�%�$�/�%&*��(&-�+'�#!,!%��-!* �&(�%��(�* �!(

�(�%�'�(�%*)��* �/�$!))�&+*�&%�* ��-!)�&$��(&$�* !)�&#��(���%�(�*!&%���%*�(��%�(�*!&%�#���%*�()���%�&�*�%�2##�* ����'��� �

&%��&%�&%���**�%*!&%�&����!%��(&�"������&(��%�'�*!$���&��#!)*�%!%��*&����&&"�(�����#&+���&(�&��) �(!%��$��#)�-!* �&#��(���+#*)��!,�)

� !#�(�%���)�%)��&��)��+(!*/�����!*!&%�##/��* ��� !#�(�%�#��(%�*&��&�+)�&%�* ��%���)�&��&* �()��%��*&���,�#&'���(!%���**!*+��)�*&-�(�

* ���#��(#/�

�#��(���+#*)���%�) �(��* �!(��.'�(!�%��)��%��)"!##)���%��� !#�(�%�&1�(�* �!(�-&%��($�%*��%������'*�%�����+*�'�( �')�* ���(��*�)*

�)'��*�&��!%*�(��%�(�*!&%�#�'(&�(�$)�!)�* �*��&* �* ��/&+%���%��* ��&#���.'�(!�%�����(��

# Answer CCSS DOK RBT

�� � ������ � �%��()*�%�

�� ���� ������ � �%��()*�%�

� ��%!&(���+#*)���$�!%�)*(&%��(

' /)!��##/��� �(���.'�(!�%��)��%�

)"!##)

� !#�(�%����(%��(&$�&* �()0�-!)�&$�

�1�(�-&%��($�%*��%������'*�%��

������ � �%��()*�%�

� � ������ � �%��()*�%�

16 Illegal to Copy

Name: _________________________________

Unit 2

ListeningListen as your teacher reads aloud the presentation “Intergenerational Care.” Then answer thequestions.

Part A

What is the main idea of the presentation?

Part B

Which two sentences from the presentation best support the main idea?

Senior Adults Children

Remain stronger physically

Learn from the wisdom of others

Offer wonderment and acceptance

Share experiences and skills

The following question has two parts. First, answer part A. Then, answer part B.1.

Intergenerational care provides one-on-one attention to children and adults.A.

Intergenerational care offers advantages for both the children and the adults.B.

Intergenerational care helps the elderly population remain active.C.

Intergenerational care is a popular trend in the United States.D.

“Intergenerational centers, or programs that provide elder care and child care in the samefacilities, are a growing trend in the United States.”

A.

“With the advances in science and medicine, people are living longer.”B.

“As senior adults garden, read, paint, and sing with children, they feel less lonely and gain asense of purpose in their lives.”

C.

“Intergenerational centers can often fill the gap.”D.

“Additionally, the children learn to focus on the needs of others and to develop caringattitudes toward the elderly.”

E.

The presentation gives information about the interaction between senior adults and children.Complete the chart by indicating whether the detail applies to senior adults or children.

2.

Illegal to Copy 31

STUDENT EDITIONTEACHER EDITION

Page 17: Help Students Rise to the Challenge 5 LEVEL€¦ · STUDENT AND TEACHER EDITION New 2020–21 SY Stanars aster thrgh Critical Thinking Help Students Rise to the Challenge Actiities

Name: _________________________________

Unit 2

ListeningWhich question can a listener answer after hearing the presentation?3.

How can someone learn more about intergenerational care programs?A.

When did intergenerational care become a growing trend in the United States?B.

Why do some children not have the opportunity to grow up near their grandparents?C.

What are the benefits of children and senior adults receiving care in the same facilities?D.

32 Illegal to Copy

STUDENT EDITION

Page 18: Help Students Rise to the Challenge 5 LEVEL€¦ · STUDENT AND TEACHER EDITION New 2020–21 SY Stanars aster thrgh Critical Thinking Help Students Rise to the Challenge Actiities

UNIT 2

Reflection on Critical Thinking (student edition page 33) 5 min.

�##&.�+!$���&)�*+,��%+*�+&�)�5��+�&%�+ �!)��''#!��+!&%�&��+ ���)!+!��#�+ !%"!%��+)�!+*��,)!%��+ ��,%!+�

During this unit, you used a variety of critical thinking traits. Which critical thinking trait do you wish you had used, but you did not?

Explain how you might use that critical thinking trait more in other units..

�+,��%+�)�*'&%*�*�* &,#��!%�#,���+ ��!��%+!4��+!&%�&��&%���)!+!��#�+ !%"!%��+)�!+�+ �+�.�*�%&+�,*�����,+�+ ��*+,��%+�.!* �*� ��&)�* �.&,#�� �-��,*����,)!%��+ !*�,%!+�.!+ ��%��/'#�%�+!&%��&)� &.�+ �+��)!+!��#�+ !%"!%��+)�!+�$!� +� �-�����%�,*���

Home Connection� �)��+ ���&##&.!%����+!-!+!�*�&%�0&,)��#�**�����'����&)�!%�0&,)��#�**�%�.*#�++�)�+&��)��+��#��)%!%��&''&)+,%!+!�*��&)�*+,��%+*��%�+ �!)���$!#!�*�

Literature Connection�&%+!%,���,!#�!%��*+,��%+�"%&.#�����)�#�+���+&�+ !*�,%!+��0�!%-!+!%��*+,��%+*�+&�*�#��*�#��+�+�/+*��&)�!%��'�%��%+�)���!%����0�)���!%��#&,��+�/+*���%���0�)��&$$�%�!%��+!+#�*��*�!%(,!)0�)�*&,)��*�

The Secret Garden 2��)�%��*��&��*&%��,)%�++�����

The Secret Garden 2����&)� ���,+1!������

Turtle in Paradise 2���%%!��)�����&#$����

Bridge to Terabithia 2���+ �)!%����+�)*&%�����

The Lions of Little Rock 2��)!*+!%���-!%�����

The Secret Garden – )�+&#���0���)+ ����!#�0��,�&*�

The Colour of Home 2���)0��&3$�%

(CCSS: RL.5.10, RI.5.10, RF.5.4)

Teacher Reflection

Help your child make cards to give to neighbors or family members who might be lonely.1.

Help your child use books or the Web to discover information about the robin redbreast. Compare the robin to other birds.2.

What activities best supported student learning and success?1.

What did I notice about students’ understanding of the Focus CCSS?2.

How can I revisit the unit Focus CCSS in future instruction?3.

How might I improve the instruction of this unit?4.

Illegal to Copy 17

Name: _________________________________

Unit 2

Reflection on Critical Thinking

During this unit, you used a variety of critical thinking traits. Which critical thinking trait do you wishyou had used, but you did not?

Explain how you might use that critical thinking trait more in other units.

Illegal to Copy 33

STUDENT EDITIONTEACHER EDITION

Page 19: Help Students Rise to the Challenge 5 LEVEL€¦ · STUDENT AND TEACHER EDITION New 2020–21 SY Stanars aster thrgh Critical Thinking Help Students Rise to the Challenge Actiities

NOTES NOTES

Page 20: Help Students Rise to the Challenge 5 LEVEL€¦ · STUDENT AND TEACHER EDITION New 2020–21 SY Stanars aster thrgh Critical Thinking Help Students Rise to the Challenge Actiities

Bring Critical Thinking to Life!

Create a critical thinking culture throughout your school!Team ThinkUp! introduces the 9 Traits of Critical Thinking™ through the lenses of ELA, Math, and Science content. Authentic examples and cross-curricular activities teach students to apply the 9 traits in context and refl ect on their thinking.

* Class Pack includes 20 Student Activity Books, one Teacher Guide, and one 9 Traits of Critical Thinking Poster.

Team ThinkUp!™ Class Pack ENGLISH SPANISHGrade K 5002300 5002308Grade 1 5002310 5002318Grade 2 5002320 5002328Grade 3 5002330 5002338Grade 4 5002340 5002348Grade 5 5002350 5002358Grade 6 5002360 Grade 7 5002370 Grade 8 5002380 Secondary 5002390

$100Class Pack*

Special pricing available for school- or district-wide purchases. Call for a quote.

NOTES

Page 21: Help Students Rise to the Challenge 5 LEVEL€¦ · STUDENT AND TEACHER EDITION New 2020–21 SY Stanars aster thrgh Critical Thinking Help Students Rise to the Challenge Actiities

Build a solid critical thinking culture in your classroom.Ready to look inside? Schedule a walk-through to learn about campus and district-wide licenses.

Use ThinkUp! Foundations to guide educators in building a school-wide

thinking culture based on the 9 Traits of Critical Thinking.™

Integrate critical thinking across the curriculum with suggested strategies and activities.

ThinkUp!™ Foundations

ELEMENTARYPrincipal 2003400 Teacher 2003500

SECONDARYPrincipal 2003460 Teacher 2003560

$20each

Special pricing available for school- or district-wide purchases.

844-452-4341mentoringminds.com

Available in: PRINT: Levels 1–8 | Levels 1–5 also in SpanishDIGITAL: Levels 1–8 (English only)PRINT + DIGITAL BUNDLE: Levels 1–8 | Levels 1–5 also in Spanish

The PRINT + DIGITAL BUNDLE provides instructional flexibility and delivers immediate, actionable data to inform instruction, design extensions, and personalize the learning experience.

Contact your Account Executive or visit our website for pricing.

ThinkUp!™ ELA | LEVEL 5PRINT STUDENT TEACHEREnglish 1000850 1000851 Spanish 1000858 DIGITAL STUDENT TEACHEREnglish 6000850 6000851 BUNDLE STUDENT TEACHEREnglish 5000850 5000851 Spanish 5000858 All Teacher Editions are available in English only. Special pricing available for school- or district- wide purchases.