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276

ORAL LANGUAGE• Build Background

• Read Aloud

• Expand Vocabulary

VOCABULARY• Teach Words in Context

• Synonyms

COMPREHENSION• Strategy: Evaluate

• Skill: Author’s Purpose

SMALL GROUP OPTIONS

• Differentiated Instruction, pp. 303M–303V

Oral LanguageBuild Background

ACCESS PRIOR KNOWLEDGE

Share the following information.

Some animals need each other. The

oxpecker bird eats ticks off zebras. The

oxpecker gets food and the zebra gets

pest control.

TALK ABOUT FRIEND OR FOE

Discuss the weekly theme.

Why do animals need to have friends?

Why do they have foes?

FOCUS QUESTION Ask a volunteer to

read “Talk About It” on Student Book

page 277 and describe the photo.

What are some adjectives that could

be used to describe the photo?

Beginning Model Have students say what they can about the

picture. Model language and have students repeat. The crocodile

has sharp teeth. The frog is small. The crocodile is going to eat the frog.

They are not friends.

Intermediate Share Information Discuss the animals in the

picture. Explain the words friend and foe. Ask, Do you think they are

friends? Explain. Discuss other pairs of animals.

Advanced Develop Concepts Complete the Intermediate task.

Write the following sentence frame on the board for students to

talk about their ideas: I think that a (rabbit) and a (cat) could never be

friends because .

276

Talk About ItIs this crocodile a friend or

a foe of this frog? Why?

Find out more about

friends and foes at

www.macmillanmh.com

277

Picture Prompt

For an extended lesson plan and Web site activities for oral

language development, go to www.macmillanmh.com

Talk About It Student pages 276–277

Read AloudRead “Amazing Animals”

GENRE:

Informational

Article

Tell students they

can learn information

and facts from

informational articles.

LISTENING FOR

A PURPOSE

Ask students to listen to identify the

author’s purpose for writing as you

read “Amazing Animals” in the Read-

Aloud Anthology. Choose from

among the teaching suggestions.

Students should take notes and use

graphic organizers to record and

organize information and ideas they

recall from stories read aloud.

Fluency Ask students to listen

carefully as you read aloud. Tell

students to listen to your phrasing,

expression, and tone of voice.

RESPOND TO THE ARTICLE

Have students describe an amazing

animal pair they have seen, heard

about, or imagined.

Expand VocabularyWrite down three words from today’s

discussion and article that relate to this

week’s theme of Friend or Foe. Explain

that students will play a game. With

partners, have students give each other

one-word clues until the partner can

guess the new word. Have students

play three times for each word.

Look at the picture. Write about what you see. You can write a poem,

a story, or a description, or use any other type of writing you like.

Read Aloudpages 47–50

Roadrunner’s Dance 277

http://www.macmillanmh.com


Vocabularyinterfere agile

awkward guardian

proclaimed tottered

ThesaurusSynonyms are words that

have the same, or nearly

the same, meanings. You

can use a thesaurus to

find synonyms.

Use a thesaurus to find a

synonym for guardian.

“Today we will hear from Pam,” saidMr. Sanders.

Pam stood in front of the class. “I’m going to talk about roadrunners,” she said, smiling.

Someone snickered, but Pam didn’t let a little noise interfere with her presentation. She knew that her topic was interesting.

Pam was prepared, so she didn’t feel awkward, or uncomfortable. Holding up her photo album, Pam began her report. “This is a roadrunner.” She looked around the room. No one seemed interested. Pam knew she had to do something to get everyone’s attention.

Holding up the next photo, Pam proclaimed with confi dence,“This amazing bird is sofast and agile it can catch a rattlesnake!”

by Adam Savage

278

278

VocabularyTEACH WORDS IN CONTEXT

Use the following routine.

During Small Group Instruction

If No Approaching Level

Vocabulary, p. 303N

If Yes On Level Options,

pp. 303Q–303R

Beyond Level Options,

pp. 303S–303T

Do students understand

word meanings?For the word awkward,

demonstrate moving in

an awkward way and in a

graceful way. Explain that

dancers move in a graceful

way. Say, Seals are awkward

on land, but graceful in

the water. Ask for more

examples. For the word agile,

give examples of animals

that are agile (cat, snake) and

those that aren’t (turtle, bull).

Ask for more examples. Point

out that agile and awkward

are antonyms.

Define: When you interfere , you stop

something or get in the way.

Example: Rainy weather can interfere

with our plans to play sports outdoors.

Ask: Tell about a time when someone

tried to interfere with your plans. EXAMPLE

■ An awkward person does not move

with grace and ease. Adam was so

awkward that he tripped over his own

feet. What is an antonym for awkward?

ANTONYM

■ If you proclaimed something, you

spoke about it loudly and publicly.

When few people could read, a town

crier proclaimed the latest news. What

is a synonym for proclaimed? SYNONYM

■ A person or animal that is agile moves

quickly and easily. My father is still agile

enough to climb a tree. What kinds of

animals are considered the most agile?

PRIOR KNOWLEDGE

■ A guardian watches over or protects

people and things. A female bird is

often the guardian of her nest, while

the male searches for food. Tell about a

job or activity that requires a person to

be a guardian. EXPLANATION

■ Tottered means moved unsteadily

back and forth. The young child was

just learning to walk, so she tottered

quite a bit. What is a synonym for

tottered? SYNONYM

Vocabulary/Comprehension Student page 278

Vocabulary and Comprehension

“Whoa, that’s cool!” called Peter from the back row. “What else can it do?”

Now every eye was on Pam. “Roadrunners can run up to 15 miles per hour!” she continued.

“Do they fl y?” someone asked.“They can fl y when they sense danger. But not very far.”Pam held up the next photo. It showed the roadrunner’s

black-and-white spotted feathers and the crest on its head. “Where did you get the photos?” asked Mr. Sanders.“I took these while I was visiting my grandmother in

Arizona,” explained Pam. “I see,” said Mr. Sanders. “Is there anything

else you’d like to tell us?”“I learned that a roadrunner is a very clever

guardian of its young. Let’s say an enemy comes near a roadrunner’s nest. The roadrunner pretends to have a broken leg, and leads the enemy away. I watched a roadrunner as it tottered along. It was so brave!”

Someone asked another question, but Mr. Sanders said to save it for next time. When the class groaned, “Awww,” Pam knew her report was a winner.

Reread for Comprehension

EvaluateAuthor’s Purpose When evaluating an author’s purpose, look for exaggeration, humor, or dialogue. These can help you decide if the purpose is to inform or entertain.

An Author’s Purpose Map can help you understand the author’s purpose. Reread the selection to confirm your conclusion about why the author wrote.

279

interfere guardian awkwardagile proclaimed tottered

Use the context clues in each sentence to help you decide which vocabulary word fits best in the blank.

Small Snake couldn’t move like the other snakes. “I’m so

,” he cried.

Caterpillar offered to lend Small Snake a few legs. The young reptile

stumbled and on them.

Raven stuck out her chest and , “I am the one who

can make this poor snake enough to slither here and

there.”

Mr. Caterpillar offered to help, but Raven waved him away and said,

“Do not with what I am doing.”

She made a straight line of poles in the ground. “Now,

go in and out from each pole to the next.”

Small Snake found that he was curving and slithering.

“I know how to do it now!” he cried.

Raven said, “Caterpillar, you will watch out for

Small Snake and be his until he

grows up.”

awkward

tottered

proclaimed

agile

interfere

guardian

Approaching Practice Book A, page 75

Beyond Practice Book B, page 75

Vocabulary/Comprehension Student page 279

VocabularySTRATEGYTHESAURUS

Synonyms Demonstrate how words

in a thesaurus, or synonym finder, are

listed in alphabetical order. Students

should be able to alphabetize to the

fifth letter. Sometimes the alphabetical

entry refers to a second section

where words with similar meanings

are grouped. Finding a synonym for a

word in a thesaurus can help readers

understand the word’s meaning and

help writers use a variety of words.

Write the word guardian on the

board. Ask for synonyms for guardian.

(protector, defender, watcher) Create

a Synonym Word Web. Students can

then use a thesaurus to create their

own webs for guardian or for the

other words. Webs can be decorated,

grouped, and hung around the

classroom.

Read “Roadrunners:

Surprising Birds”

As you read “Roadrunners: Surprising

Birds” with students, ask them to

identify clues that reveal the meanings

of the highlighted words. Tell students

they will read these words again in

Roadrunner’s Dance.

On Level Practice Book O, page 75


Objectives• Evaluate a text

• Understand the author’s

purpose for writing

• Use academic language:

evaluate, author’s purpose

Materials

• Comprehension

Transparencies 11a and 11b

• Graphic Organizer

Transparency 11

• Leveled Practice Books, p. 76

Reread for

ComprehensionSTRATEGYEVALUATE

When evaluating a story, students can ask themselves such questions

as the following: Why has the author included these details? Why

has the author described the character this way? Why has the

author used poetic language, humor, or suspense? By asking these

kinds of questions, students can increase their understanding and

appreciation of the story and of the author’s purpose in writing it.

SKILLAUTHOR’S PURPOSE

As they read, students should ask themselves if the author is trying

to entertain, inform, or persuade. If a selection includes humor or

suspense, the author’s purpose may be to entertain. If the author

gives a lot of information about a topic, the purpose is probably to

inform. An author whose purpose is mainly to persuade tries to get

the reader to think or act a certain way. Point out that word choice

and the way a text is organized are also affected by the author’s

purpose. Students should respect the age, gender, and cultural

traditions of the writer.

Author’s Purpose Write

the words entertain,

persuade, inform, and

instruct on the board.

Explain what those

words mean. (entertain

= make you laugh;

persuade = change your

thinking; inform = give

you information; instruct

= teach) Give examples of

each type of purpose using

recently read materials:

“Dear Mr. Winston”

entertained us. “Snakes”

informed us.

Author’s Purpose

Introduce 151A–B

Practice /Apply

152–169; Leveled Practice, 39–40

Reteach / Review

175M–T; 279A–B; 280–297; 303M–T; Leveled Practice, 76–77

Assess Weekly Tests; Unit 2, 3 Tests; Benchmark Tests A, B

Maintain 307A–B; 308–323; 329M–T; 367B; 401B; 437B; Leveled Practice, 83–84

Student Book pages 278–279 available on Comprehension Transparencies 11a and 11b

Vocabulary and Comprehension

“Whoa, that’s cool!” called Peter from the back row. “What else can it do?”

Now every eye was on Pam. “Roadrunners can run up to 15 miles per hour!” she continued.

“Do they fl y?” someone asked.“They can fl y when they sense danger. But not very far.”Pam held up the next photo. It showed the roadrunner’s

black-and-white spotted feathers and the crest on its head. “Where did you get the photos?” asked Mr. Sanders.“I took these while I was visiting my grandmother in

Arizona,” explained Pam. “I see,” said Mr. Sanders. “Is there anything

else you’d like to tell us?”“I learned that a roadrunner is a very clever

guardian of its young. Let’s say an enemy comes near a roadrunner’s nest. The roadrunner pretends to have a broken leg, and leads the enemy away. I watched a roadrunner as it tottered along. It was so brave!”

Someone asked another question, but Mr. Sanders said to save it for next time. When the class groaned, “Awww,” Pam knew her report was a winner.

Reread for Comprehension

EvaluateAuthor’s Purpose When evaluating an author’s purpose, look for exaggeration, humor, or dialogue. These can help you decide if the purpose is to inform or entertain.

An Author’s Purpose Map can help you understand the author’s purpose. Reread the selection to confirm your conclusion about why the author wrote.

279

Transparency 11b

Vocabularyinterfere agile

awkward guardian

proclaimed tottered

ThesaurusSynonyms are words that

have the same, or nearly

the same, meanings. You

can use a thesaurus to

find synonyms.

Use a thesaurus to find a

synonym for guardian.

“Today we will hear from Pam,” saidMr. Sanders.

Pam stood in front of the class. “I’m going to talk about roadrunners,” she said, smiling.

Someone snickered, but Pam didn’t let a little noise interfere with her presentation. She knew that her topic was interesting.

Pam was prepared, so she didn’t feel awkward, or uncomfortable. Holding up her photo album, Pam began her report. “This is a roadrunner.” She looked around the room. No one seemed interested. Pam knew she had to do something to get everyone’s attention.

Holding up the next photo, Pam proclaimed with confi dence,“This amazing bird is sofast and agile it can catch a rattlesnake!”

by Adam Savage

278

Transparency 11a

Vocabulary/Comprehension

279A

Vocabulary/Comprehension

Author’s Purpose Map

Transparency 11

When authors write, they have a purpose, or reason, for what they want their work to do. They write fiction to entertain. They write nonfiction to inform. And they write essays to persuade.

Read the story excerpt below and decide on the author’s purpose.

Squirrels did not always have big, bushy tails.

Once upon a time, they had long, pointed tails, which

did nothing to help them balance high up in the

trees. Squirrels had to move slowly and were always

afraid of falling. Also, they had to remember to hold

up their tails or the scales that covered them would

scrape against the tree bark and let predators know

where they were.

Armadillos, on the other hand, had very bushy tails, but it was difficult

to tuck all that lovely fur in when they had to roll up in protective little balls.

1. What was the author’s purpose in writing this story?

2. How did you decide on the author’s purpose?

3. If the author wanted to inform readers, what would the author write?

4. If the author wanted to persuade readers, what would the author write?

to entertain

The passage is

fiction because it’s unlikely those tails were like that.

The author might give facts about squirrels and

armadillos.

The author might try to convince readers that there

are too many armadillos.





If No Approaching Level Comprehension, p. 303O

If Yes On Level Options, pp. 303Q–303R

Beyond Level Options, pp. 303S–303T

Can students evaluate the author’s primary purpose?

MODEL

Read the first four paragraphs of “Roadrunners: Surprising Birds”

on Student Book page 278.

Think Aloud At the beginning of the selection, the character

named Pam says, “I’m going to talk about roadrunners.” This

makes me think that the author’s purpose may be to inform.

But the author is telling a story about Pam and her concern

that the class will find her presentation interesting. So his

purpose may also be to entertain. Either way, I’m pretty sure

I will learn something about roadrunners as I read.

GUIDED PRACTICE

■ Display the Author’s Purpose Map, Transparency 11. Fill in

the first clue box: “The author makes you wonder if Pam will

hold the students’ interest.”

■ Have students read the next three paragraphs. Then work

with them to fill in the next clue box.

APPLY

As students read the remainder of “Roadrunners: Surprising

Birds,” have them look for clues that the author is trying to

persuade them about something. After they fill in the third clue

box, ask them to identify what they think the author’s main

purpose is. Have them explain their thinking and complete the

Author’s Purpose Map.

Graphic Organizer Transparency 11

Clue Clue Clue

The author makes you wonder if

Pam will hold the students’

interest.

Through Pam’s

presentation, the author provides

much information

about roadrunners.

The author does not try to persuade the reader.

Author’s Purpose

The author’s main purpose is to inform the reader.

Roadrunner’s Dance 279B

ComprehensionGenreA Folk tale is a story based

on the traditions of a people

or region, told by parents

to children and then by the

children to their children.

EvaluateAuthor’s Purpose As you

read, fill in your Author’s

Purpose Map.

Read to Find OutWhat does this folk tale teach you about life?

280

280

Vocabulary Words Review the tested vocabulary words:

interfere, guardian, agile, tottered, awkward, and proclaimed.

Story Words Students may be unfamiliar with these words.

Pronounce the words and give meanings as necessary.

inhibiting (p. 284): slowing down or holding back

coiled (p. 284): moved in a circling or twisting way

mesquite (p. 286): a shrub with thorns that grows in the southwestern

United States

yucca (p. 291): a warm-climate plant with long leaves, strong stems,

and white flowers

ruckus (p. 292): a lot of noise and activity

MAIN SELECTION• Roadrunner’s Dance

• Skill: Author’s Purpose

PAIRED SELECTION• “Flycatcher and Coyote”

• Literary Elements: Foreshadowing and Symbolism

SMALL GROUP OPTIONS

• Differentiated Instruction, pp. 303M–303V

ComprehensionGENRE: FOLK TALE

Have a student read the definition

of Folk Tale on Student Book page

280. Students should look for animal

characters that speak and for a lesson

about life.

STRATEGYEVALUATE

Tell students they should begin

evaluating a text by identifying the

reason the author has written it.

SKILLAUTHOR’S PURPOSE

Remind students that an author’s

purpose may be to entertain, persuade,

instruct, or inform.

By Rudolfo Anaya • Illustrated by David Diaz

ROADRUNNER’SDANCE

Main Selection

281

Preview and PredictAsk students to read the title, preview

the illustrations, and write questions

and predictions about the story. What

lesson do they think they might learn

from this story?

Set PurposesFOCUS QUESTION Discuss the “Read

to Find Out” question. Remind students

to look for the answer as they read.

Point out the Author’s Purpose Map

in the student book and on Practice

Book page 77. Explain that students

will fill it in as they read.

Read Roadrunner’s Dance

Use the questions and Think Alouds

to support instruction about the

comprehension strategy and skill.

Story available on Listening Library Audio CD

If your students need support

to read the Main Selection,

use the prompts to guide

comprehension and model

how to complete the graphic

organizer. Encourage students

to read aloud.

If your students can read the

Main Selection independently,

have them read and complete

the graphic organizer. Have

students adjust their reading

rate based on their purpose for

reading.

If your students need an alternate selection, choose the

Leveled Readers that match their instructional level.

As you read Roadrunner’s Dance, fill in the Author’s Purpose Map.

Clue

How does the information you wrote in the Author’s Purpose Map help you to evaluate Roadrunner’s Dance?

Clue Clue

Author’s Purpose




Main Selection Student page 281


“Ssss,” hissed Snake as he slithered out of his hole by the side of the road. He bared his fangs and frightened a family walking home from the cornfi eld.

The mother threw her basketful of corn in the air. The children froze with fright.

“Father!” the children called, and the father came running.

“Ssss,” Snake threatened.“Come away,” the father said, and the family took

another path home.“I am king of the road,” Snake boasted. “No one may

use the road without my permission.”That evening the people of the village gathered

together and spoke to the elders.

282

282

Develop Comprehension

1 STRATEGYEVALUATE

Teacher Think Aloud I did not

expect the first word of the story

to imitate a hissing sound. So,

reading the very first sentence really

grabbed my attention. And just

the fact that the snake can speak is

unusual. I know this story will not

be entirely realistic, but I like the

way the author brings the characters

to life by beginning the story with

dialogue. For instance, I know right

away that the snake is a bully and

that he threatens the people. The

author wants me to get right into

the story. I can add this information

to an Author’s Purpose Map.

2 WRITER’S CRAFT:

TRANSITION WORDS

Look back at the first sentence in the

second paragraph on page 283. What

transition words does the author use to

show cause and effect? (and so) Which

words state the cause, and which state

the effect? (Cause: The elders agreed

that something should be done; effect:

the following morning they went to

Sacred Mountain)

Monitor and Clarify: Paraphrase

Explain Tell students that they can check their understanding of

what they have read by restating the main points in their own words.

They should make sure that they can restate important details and

that they do not include their own opinions.

Discuss Ask, Why is paraphrasing a passage a good way to make sure

you understand it? (Students may say that they can restate it only if

they understand it.)

Apply Have students paraphrase the action on page 282. (Snake

frightens a family on their way home. The father leads them to a

different path. Snake boasts that he is the king of the road.)

Clue Clue Clue

Dialogue gets the

reader right into the story.

Author’s Purpose

1


“We are afraid of being bitten by Snake,” they protested. “He acts as if the road belongs only to him.”

The elders agreed that something should be done, and so the following morning they went to Sacred Mountain, where Desert Woman lived. She had created the desert animals, so surely she could help.

“Please do something about Snake,” the elders said. “He makes visiting our neighbors and going to our fi elds impossible. He frightens the children.”

Desert Woman thought for a long time. She did not like to interfere in the lives of the people and animals, but she knew that something must be done.

“I have a solution,” she fi nally said.

283


3 MAINTAINMAKE INFERENCES

The narrator says that Desert Woman

does not like to interfere in the lives

of the people and animals. Why do

you think she agrees to respond to the

problems caused by Snake? (Suggested

answer: She recognizes that Snake is

behaving unfairly and that the situation

cannot continue that way.)

4 USE ILLUSTRATIONS

How does the illustrator show that

Desert Woman is different from the

people? (She is larger than they are,

has flowers or stars in her hair, and

wears a decorated belt.)

Read the sentence that contains the

word interfere . Use interfere in a

sentence of your own. (Sample answer:

I try not to let playing video games

interfere with doing my homework.)


3

4

2


Dressed in a fl owing gown, she traveled on a summer cloud across the desert to where Snake slept under the shade of a rocky ledge.

“You will let people know when you are about to strike,” Desert Woman said sternly. And so she placed a rattle on the tip of Snake’s tail.

“Now you are Rattlesnake. When anyone approaches, you will rattle a warning. This way they will know you are nearby.”

Convinced she had done the right thing, Desert Woman walked on the Rainbow back to her home in Sacred Mountain.

However, instead of inhibiting Rattlesnake, the rattle only made him more threatening. He coiled around, shaking his tail and baring his fangs.

“Look at me,” Rattlesnake said to the animals. “I rattle and hiss, and my bite is deadly. I am king of the road, and no one may use it without my permission!”

Author’s Purpose How is the author building

suspense in this story?

284


5 PARAPHRASE

The narrator says that “instead of

inhibiting Rattlesnake, the rattle only

made him more threatening.” How

can paraphrasing this sentence help

you find its meaning? (Suggested

answer: The word inhibiting means

“slowing down” or “holding back.” So

in other words, the rattle didn’t slow

Rattlesnake down or hold him back. It

made him an even worse bully.)

6 CHARACTER

What do you learn about Rattlesnake’s

character from the way he reacts to

being given the rattle? Use details to

explain your answer. (Rattlesnake is

stubborn and angry. He won’t back

down easily. He repeats that he is king

of the road. He mentions his rattle,

hiss, and bite to threaten the people.)

5

6

7


284

285


7 AUTHOR’S PURPOSE

How is the author building suspense

in this story? (Suggested answer: He

creates a sequence of events in the

plot that makes the reader wonder

what is going to happen next. At

first, the people are being threatened

by Snake and ask Desert Woman for

help. But after she puts a rattle on

Snake’s tail, he becomes even more

threatening. Desert Woman’s solution

hasn’t worked. It has made things even

worse for the people who need to

walk on the road.) Add this information

to your Author’s Purpose Map.

STRATEGIES FOR EXTRA SUPPORT

Question 7 AUTHOR’S PURPOSEExplain the word suspense. Draw a house on the board and say,

People build houses. Authors build things, too. Authors build suspense,

or excitement, in you. You want to know what will happen next, but the

author wants to surprise you. A story’s suspense keeps you interested.


Clue Clue Clue

Dialogue gets the


The sequence of events makes the

reader wonder

what will happen

next.

Author’s Purpose


Now the animals went to Desert Woman to complain.

“Who, who,” Owl said, greeting Desert Woman with respect. “Since you gave Rattlesnake his rattle, he is even more of a bully. He will not let anyone use the road. Please take away his fangs and rattle!”

“What I give I cannot take away,” Desert Woman said. “When Rattlesnake comes hissing and threatening, one of you must make him behave.”

She looked at all the animals assembled. The animals looked at one another. They looked up, they looked down, but not one looked at Desert Woman.

“I am too timid to stand up to Rattlesnake,” Quail whispered.

“He would gobble me up,” Lizard cried and darted away.

“We are all afraid of him,” Owl admitted.Desert Woman smiled. “Perhaps we need a new

animal to make Rattlesnake behave,” she suggested.“Yip, yip,” Coyote barked. “Yes, yes.”“If you help me, together we can make a guardian

of the road,” Desert Woman said. “I will form the body, and each of you will bring a gift for our new friend.”

She gathered clay from the Sacred Mountain and wet it with water from a desert spring. Working quickly but with great care, she molded the body.

“He needs slender legs to run fast,” said Deer. He took two slender branches from a mesquite bush and handed them to Desert Woman.

She pushed the sticks into the clay.“And a long tail to balance himself,” said Blue Jay.“Caw, Caw! Like mine,” croaked Raven, and he

took long, black feathers from his tail.“He must be strong,” cried the mighty Eagle, and

he plucked dark feathers from his wings.

286



When Desert Woman says that one

of the animals must make Rattlesnake

behave, why won’t any of the animals

look at her? (They are all afraid to be

chosen for the job.)

9 STRATEGYTHESAURUS

What context clues help you find

synonyms for the word timid? (The

narrator has just shown that none of

the animals will volunteer to make

Rattlesnake behave. Quail responds in

a whisper, and Lizard darts away. These

actions show that they are afraid, so

good synonyms for timid might be

afraid or easily frightened.)

8

9

10


286

287



What literary devices does the author

use to show that each of the animals

is special and has something to offer?

(Suggested answers: Some of the

animals begin speaking by making the

sound that humans normally associate

with them. Owl says, “Who, who.”

Coyote says, “Yip, yip.” And Raven says,

“Caw, caw.” The author uses action

verbs to describe the animals’ traits:

Quail whispers, Lizard darts away,

Coyote barks, and Raven croaks. Each

of the animals offers Desert Woman

something unique to or resembling

themselves. For example, Deer offers

sticks for slender legs, Raven offers

his own feathers for a long tail, and

mighty Eagle offers his strong wing

feathers.) Add this information to your

Author’s Purpose Map.


Cross–Curricular ConnectionANIMAL ATTRIBUTES

Tell students that roadrunners are swift birds that can run at speeds

averaging 17 miles per hour. Note that they can only fly for a few

seconds because their bodies are so big. Ask students why the

ability to run would be useful to the roadrunner.

Then have students form questions to define research about

the special survival traits of other birds and animals. Guide their

research by suggesting they look up such terms as mimicry and

camouflage. Ask them to evaluate the information and describe

how these traits help animals function well. Then invite students to

find creative ways of presenting their findings, such as contributing to

a group poster about the survival skills of animals.

Clue Clue Clue

Dialogue gets the



reader wonder

what will happen

next.

The author shows

that each animal is

unique, yet they work

together for a common

goal.

Author’s Purpose


“And have a long beak to peck at Rattlesnake,” said Heron, offering a long, thin reed from the marsh.

“He needs sharp eyes,” said Coyote, offering two shiny stones from the riverbed.

As Desert Woman added each new gift to the clay body, a strange new bird took shape.

“What is your gift?” Owl asked Desert Woman.“I will give him the gift of dance. He will be

agile and fast,” she answered. “I will call him Roadrunner.”

Then she breathed life into the clay.Roadrunner opened his eyes. He blinked and

looked around.“What a strange bird,” the animals said.Roadrunner took his fi rst steps. He tottered

forward, then backward, then forward, and fell fl at on his face.

The animals sighed and shook their heads. This bird was not agile, and he was not fast. He could never stand up to Rattlesnake. He was too awkward. Disappointed, the animals made their way home.

Desert Woman helped Roadrunner stand, and she told him what he must do. “You will dance around Rattlesnake and peck at his tail. He must learn he is not the king of the road.”

“Me? Can I really do it?” Roadrunner asked, balancing himself with his long tail.

“You need only to practice,” Desert Woman said.Roadrunner again tried his legs. He took a few

steps forward and bumped into a tall cactus.“Practice,” he said. He tried again and leaped

over a sleeping horned toad.

288

Read the sentence that contains the

word awkward . Name two synonyms

for awkward. (Sample answers: clumsy,

klutzy)


11 STRATEGYEVALUATE

Teacher Think Aloud I notice

the author chooses to show that

Roadrunner is clumsy and awkward

at first. This reminds us that

everybody needs to learn. How else

is this important to the story?

(Encourage students to apply the strategy

in a Think Aloud.)

Student Think Aloud I think it’s

better that Roadrunner has to learn

first. That way he can learn to be

brave and stand up to Rattlesnake. If

Roadrunner believes in himself, then

maybe he can show Rattlesnake that

he is not the king of the road.


How does the action on this page

remind readers of the story’s title?

(Desert Woman says that she will give

Roadrunner the gift of dance.) Why

do you think the author chose this

title? (Suggested answer: If Roadrunner

learns to dance, his special talent will

help the people and animals. Learning

to dance is his special purpose.)

Idiomatic Expressions Reread aloud the sentence that contains

the idiomatic phrase flat on his face. Explain and show what it

means literally and then what it means (figuratively) in this story.

11

12

13


288

289


13 SUMMARIZE

What has happened so far in the

story? (Snake threatens everyone

who wants to use the road, and the

people complain to Desert Woman.

When she puts a rattle on Snake’s

tail, things only get worse. With the

help of the animals, Desert Woman

creates Roadrunner to protect the

road. However, the animals have no

faith that Roadrunner will be able to

help them. Desert Woman convinces

Roadrunner that he just needs to

practice.)

Ask students to respond to the

selection by using text evidence to

confirm or revise their predictions and

purposes. Encourage students to list

additional questions and search for

answers as they read.

Author’s Purpose

Help students evaluate the author’s purpose by focusing their

attention on the clues in their Author’s Purpose Maps. Have them

read aloud each of the clues. Then encourage discussion by asking

questions such as the following. Remind students to use Discussion

and Conversation Guidelines on page 276I.

• Why might the author want to grab our attention at the beginning

of the story?

• Why does the author build suspense?

• What do we learn when the author shows us how the animals help

Desert Woman to create Roadrunner?

Stop here if you wish to read

this selection over two days.STOP


Can students evaluate the

author’s purpose as he develops

the characters and the plot? If

not, see the Extra Support on

this page.


He tried jumping over a desert tortoise, but landed right on her back. The surprised turtle lumbered away, and Roadrunner crashed to the ground.

“I’ll never get it right,” he moaned.“Yes, you will,” Desert Woman said, again helping

him to his feet. “You need only to practice.”So Roadrunner practiced. He ran back and forth,

learning to use his skinny legs, learning to balance with his tail feathers.

“Practice,” he said again. “Practice.”With time, he was swirling and twirling like a twister.

The once awkward bird was now a graceful dancer.“I’ve got it!” he cried, zipping down the road, his

legs carrying him swiftly across the sand. “Thank you, Desert Woman.”

290

Author’s Word Choice

Explain Authors choose very carefully the words they use to

describe characters and actions. To convey exactly what they mean,

they try to find the most precise or vivid word. In this story, the

author uses many lively words to describe movement.

Discuss Ask students to list words on page 290 that describe how

characters move. (Sample words: lumbered, crashed, swirling, and

others.)

Apply Have students identify substitutes for the word zipping on

page 290. Ask, Which words are lively? Which ones seem dull? (Students

might note, for example, that speeding is more energetic than

running.)


14 GENRE: FOLK TALE

Besides being entertaining, folk tales

often teach a lesson to those who hear

or read them. What lessons can you

learn from Roadrunner’s experiences so

far? (Suggested answers: It is important

to keep at something in order to learn

it. Feeling discouraged doesn’t mean

that something is impossible. Relying

on the help of someone who cares

about you can make all the difference.)

14


290

“Use your gift to help others,” Desert Woman said,and she returned to her abode on Sacred Mountain.

“I will,” Roadrunner called.He went racing down the road until his sharp eyes

spied Rattlesnake hiding under a tall yucca plant.“Sssss, I am king of the road,” Rattlesnake hissed

and shook his tail furiously. “No one may use my road without my permission.”

“The road is for everyone to use,” Roadrunnersaid sternly.

“Who are you?”“I am Roadrunner.”“Get off my road before I bite you!”

Rattlesnake glared.“I’m not afraid of you,” Roadrunner replied.

291

15

16


15 STRATEGYTHESAURUS

What synonyms can you think of for

the word abode? Tell how you found

your answer. (Suggested answer: home,

dwelling. Desert Woman returned to

Sacred Mountain, and because that is

where she came from at the beginning

of the story, it makes sense that it is

her home.)


How does the author create suspense

on this page? (Suggested answer:

Roadrunner has just mastered his

dancing skills, yet he sets off to find

Rattlesnake right away. Rattlesnake

threatens Roadrunner, but Roadrunner

stands up to him. It is the first time

Rattlesnake has met someone who

is not afraid of him. We don’t know

if Roadrunner will succeed in making

Rattlesnake back down, and we want

to find out what happens.)


NATIVE AMERICAN ANIMAL STORIES

Certain themes recur throughout Native American stories and folk

tales from around the world. Students should tell why there are

similiar tales in diverse cultures. For example, some kinds of animal

characters are frequently portrayed as bullies who must learn a

lesson: Coyote decides to start a fire to smoke out Rabbit, whom

Coyote has trapped in a hole. Rabbit pretends that he is dying from

the smoke and urges Coyote to come closer. When Coyote puts

his face in the hole, Rabbit kicks the fire in Coyote’s face and runs

off. The moral of this story is that even the weak can succeed by

being clever. Have students write their own story about an animal

character that learns not to bully weaker animals. Suggest that their

purpose in writing be to show how characters solve a problem.

Remind them to choose words carefully when developing their

characters and plots.


The people and the animals heard the ruckus and drew close to watch. Had they heard correctly? Roadrunner was challenging Rattlesnake!

“I’ll show you I am king of the road!” Rattlesnake shouted, hissing so loud the desert mice trembled with fear. He shook his rattle until it sounded like a thunderstorm.

He struck at Roadrunner, but Roadrunner hopped out of the way.

“Stand still!” Rattlesnake cried and lunged again.

But Roadrunner danced gracefully out of reach.

Rattlesnake coiled for one more attempt. He struck like lightning, but fell fl at on his face. Roadrunner had jumped to safety.

Now it was Roadrunner’s turn. He ruffl ed his feathers and danced in circles around Rattlesnake. Again and again he pecked at the bully’s tail. Like a whirlwind, he spun around Rattlesnake until the serpent grew dizzy. His eyes grew crossed and his tongue hung limply out of his mouth.

“You win! You win!” Rattlesnake cried.

“You are not king of the road, and you must not frighten those who use it,” Roadrunner said sternly.

292



How do the people and animals react

when they hear that Roadrunner is

challenging Rattlesnake? How do you

know? (They are surprised, because no

one has challenged Rattlesnake before,

and Roadrunner was so awkward when

they last saw him. The sentence “Had

they heard correctly?” tells me that

they can hardly believe their ears.)

18 COMPARE AND CONTRAST

The author’s word choice can help

make the plot more interesting. What

words does the author use to show

the differences between Rattlesnake’s

and Roadrunner’s actions during

the battle? (Rattlesnake is loud and

threatening. His rattle “sounded

like a thunderstorm” and he struck

at Roadrunner “like lightning.”

Roadrunner, on the other hand, is

swift and agile. He “danced gracefully”

and “spun around” Rattlesnake “like a

whirlwind.”)

Syntactic/Structural Cues

Explain Remind students that good readers can use what they

know about context clues and grammar to help them figure out the

meaning of a difficult word.

Model Read the word lunged in context.

Think Aloud I see that the word has an -ed ending. I know from

the sentence that it is something Rattlesnake did when he was

attacking Roadrunner. He has already struck at Roadrunner. I

think lunged means “moved forward suddenly to attack.”

Apply Encourage students to use grammatical clues to help them

understand other difficult words. Suggest that they look for word

endings to decide whether a word is a noun, a verb, or an adjective.

Ways To Confirm Meaning

17

18

19 20


292

293


19 GENRE: FOLK TALE

Folk tales often take facts from real

life and use them in an imaginative

way. What part or parts of the story

are likely to be facts from real life?

In what ways did the author use

his imagination to write this story?

(Suggested answer: Roadrunners are

probably able to fight rattlesnakes in

real life. The author imagined the other

animals helping to make what Desert

Woman calls “a guardian of the road.”)

Have students compare and contrast

folk tales they know of across non-text

resources such as videos or recordings.

20 PROBLEM AND SOLUTION

The author used problems and their

solutions, or multiple conflicts, to

organize the plot of this story. Describe

in your own words the problems in

this folk tale. Then use the information

from the story to summarize the

steps that were taken to solve them.

(Suggested answer: Snake won’t let

people use the road. The people ask

Desert Woman for help, but when she

puts a rattle on Snake’s tail, he just

gets more threatening. Then Desert

Woman asks the animals to work

together with her to make an animal

that could stand up to Rattlesnake.

Before Roadrunner could make

Rattlesnake stop bullying everyone, he

still had to practice his dance.)


STRATEGIES FOR EXTRA SUPPORT

Question 20 PROBLEM AND SOLUTIONWrite on the board the words Problem and Solution. Under Solution,

write the numbers 1–4. Ask, What is the problem in the story? Write

the problem. Then ask, Name ways the people and Desert Woman

try to solve the problem. Write students’ responses next to the

numbers. If there is time, pair students and have them take turns

summarizing the story.


“I promise, I promise,” the beaten Rattlesnake said and quietly slunk down his hole.

The people cheered andpraised the bird.

“Now we can visit our neighbors in peace and go to our cornfi elds without fear!” the elders proclaimed. “And the children will no longer be frightened.”

“Thank you, Roadrunner!”the children called, waving as they followed their parents tothe fi elds.

Then the animals gathered around Roadrunner.

“Yes, thank you for teaching Rattlesnake a lesson,” Owl said. “Now you are king of the road.”

“No, now there is no king of the road,” replied Roadrunner. “Everyone is free to come and go as they please. And the likes of Rattlesnake had better watch out, because I’ll make sure the roads stay safe.”

Author’s Purpose What purpose do you think

the author had for writing

this story?

294

294


21 STRATEGYEVALUATE

Why does Roadrunner say that now

there is no king of the road? Use

examples from the story to support

your answer.

Student Think Aloud I remember

that Desert Woman told him to use

his gift to help others. We know

that his special skill came to him

by joining together all the gifts

from the other animals. The author

is reminding us that Roadrunner’s

ability to dance was not given to

him just so he could be important.

It is meant to be used for everyone’s

sake. I can quickly scan the story to

make sure my examples are correct

and that they verify, support, and

confirm my answer.


What purpose do you think the author

had for writing this story? (Suggested

answer: His purpose is to entertain

and to teach lessons. The story is

entertaining because it is humorous,

suspenseful, and full of action. It also

includes several lessons. One lesson

is that it is wrong to be a bully, to try

to hurt others, or to take their rights

away. A second is that cooperating

with others helps achieve goals.

Another lesson is how important it

is to believe in yourself.) Add this

information to your Author’s Purpose

Map.


21

22

295




If No Approaching Level Leveled Reader Lesson, p. 303P



Can students evaluate the author’s purpose?

Clue Clue Clue

Dialogue gets the



reader wonder

what will happen

next.

The author shows

that each animal is

unique, yet they work

together for a common

goal.

Author’s Purpose

To entertain and to teach lessons.

RETURN TO PREDICTIONS

AND PURPOSES

Review students’ predictions and

purposes. Were they correct? What did

the folk tale teach about life? (We need

to work together toward common

goals.)

REVIEW READING STRATEGIES

■ In what ways did evaluating the

author’s purpose help you to

understand the story?

■ Do you understand the strategy of

paraphrasing? When might you use it

again?

■ What strategies did you use when

you came to difficult words?

PERSONAL RESPONSE

Ask students to discuss and write

about a time when they reached a goal

by cooperating with others.


Dancing wi thDancing wi thRudolfo and DavidRudolfo and David

Rudolfo Anaya did not have to do any

research on roadrunners to write this story.

The birds run free all around his home in the

southwestern United States. When Rudolfo was

a boy in New Mexico, he heard lots of Mexican

American folk tales called cuentos. Now he

writes his own tales to share his Mexican/Native

American heritage.

Other books by Rudolfo Anaya and David Diaz

David Diaz likes to experiment

when he illustrates a book. He

always tries different art techniques

for a story before deciding on one.

David has even tried using a

computer to do some of his

illustrations. He believes that

using different techniques makes

his art more interesting.

Author’s PurposeWhat details from Roadrunner’s Dance do you find

entertaining? Do you think the author’s Mexican/Native

American heritage affected his purpose for writing? Explain.

Find out more about Rudolfo

Anaya and David Diaz at

www.macmillanmh.com

296

296

Author and Illustrator

DANCING WITH RUDOLFO

AND DAVID

Have students read the biographies of

the author and the illustrator.

DISCUSS

■ What advantages as a writer did

Rudolfo Anaya have because he lives

in the American Southwest?

■ What might be another appropriate

title for this story? Why?

■ How does knowing many different

artistic styles help David Diaz to be a

better artist?

WRITE ABOUT IT

Remind students that the animals

in the folk tale go to Desert Woman

when they need help. Lead a

discussion about people who help.

Have students write about someone

they go to when they need advice or

help.

Students can find more information

about Rudolfo Anaya and David Diaz at

www.macmillanmh.com

Respond Student page 296

Author’s CraftAnimal Characters

Folk tales and fables often use animals as the main characters.

■ The animals act out the moral of the story. Each animal represents

a single quality or role of a human. Example: “Since you gave

Rattlesnake his rattle, he is even more of a bully.” (p. 286)

■ Have students point out other examples where animals

represent a quality. Examples: “He must be strong,” cried the

mighty Eagle. (p. 286); “No, now there is no king of the road,”

replied Roadrunner. “Everyone is free to come and go as they

please.” (p. 294)

■ Discuss the effectiveness of this technique. Ask students why a

writer would use animals instead of humans for characters.

Author’s PurposeStudents may find that the different

traits of the characters in the story are

entertaining. They may also say that

the Mexican American tales the author

heard as a boy contribute to the tales he

writes today.



Comprehension Check

Summarize

Summarize Roadrunner’s Dance. Tell about the plot of the story,

where it happens, and who the main characters are.

Think and Compare

1. What lesson is the author trying to teach?

Use your Author’s Purpose Map to organize

clues and discover the lesson. Evaluate:

Author’s Purpose

2. Look at the last page of the story. Why do you think

Roadrunner turned down the offer to be king of the road?

Use story details in your answer. Analyze

3. How would you have dealt with a bully like Snake? Apply

4. Why was it better that Desert Woman did not interfere by

taking away Snake’s new rattle? Evaluate

5. Read “Roadrunners: Surprising Birds” on pages 278–279.

What information did you learn about roadrunners from this

selection that was not provided in Roadrunner’s Dance? Use

details in your answer. Reading/Writing Across Texts

297

Comprehension Check

SUMMARIZE

Have partners summarize Roadrunner’s

Dance in their own words. Remind

students to use their Author’s Purpose

Map to help them organize their

summaries.

THINK AND COMPARE

Sample answers are given.

1. Author’s Purpose: The lesson is

that while one person may not

be able to stand up to a bully, a

group of people together can find

a solution to handling a bully. The

author also says that it does not pay

to be a bully.

2. Analyze: Roadrunner doesn’t want

to be king of the road because he

doesn’t think anyone should be

in charge. He says that everyone

should be able to use the road.

3. Text to Self: Students may say that

they would get everyone together

and invite the bully to discuss a

solution. They might tell the bully

that no one could scare them or

tell them what to do. USE ON MY OWN

4. Text to World: Desert Woman

wanted people and animals to

solve their own problems. If she

solved their problems for them,

they wouldn’t be able to think for

themselves. USE ON MY OWN

FOCUS QUESTION

5. Text to Text: In “Surprising Birds”

the reader learns that roadrunners

can run up to 15 mph and fly for a

few seconds to guard young from

enemies. In Roadrunner’s Dance the

reader only learns that roadrunners

are fast enough to catch a rattlesnake.

On My Own

Model the On My Own strategy with questions 3 and 4.

The answer is not in the selection. Students have to use what they

already know to answer the question.

Question 3 Think Aloud:

The text tells me that Snake was a

bully to the other animal creatures living in the desert. I know

that the best way to deal with a bully is to talk to him or her

and think up ways to solve a problem together. I think Snake’s

problem was that he had nobody to talk to.

Question 4 Think Aloud:

I know that when someone

interferes, he or she is deciding what is best for others. If

someone is always telling me what to do, I won’t learn how

to solve my own problems. I think Desert Woman wanted the

animals to think for themselves.

Respond Student page 297


297A

FluencyRepeated Reading: Intonation/Pausing

EXPLAIN/MODEL Remind students that good readers learn to

read groups of words together in phrases. Explain that the text on

Transparency 11 has been marked with slashes that indicate pauses

and stops. A single slash indicates a pause, usually between phrases.

A double slash indicates a stop, usually between sentences. A single

slash mark separates a character’s words from phrases identifying

the speaker, such as “‘I’ll never get it right,’/ he moaned.” Have the

class listen carefully to your pauses and intonation as you model

reading the passage with good prosody.

PRACTICE/APPLY Reread the sentences with students. Then divide

them into two groups and have groups alternate reading sentences.

Remind students to pay attention to the pauses and stops indicated

by the slash marks. Students will practice fluency using Practice

Book page 78 or the Fluency Solutions Audio CD.

Objectives• Read accurately with good

prosody

• Rate: 102–122 WCPM

• Recognize grade level words

with ease so that a text

sounds like spoken language

when read aloud

Materials

• Fluency Transparency 11

• Fluency Solutions

• Leveled Practice Books,

p. 78


If No Approaching Level Fluency, p. 303N



Can students read accurately with good prosody?

As I read, I will pay attention to pauses, stops, intonation, and the characters’ words.

The monkey was having a simply splendid day. Then

9 she spotted a tiger bounding toward her through the jungle.

19 The monkey was sure the tiger would eat her on the spot.

31 She had to think fast.

36 The monkey covered a big pile of coconuts with some

46 banana leaves. She marched back and forth in front of it.

57 The tiger was intrigued by the monkey’s odd behavior

66 and didn’t attack. “What are you doing?” the tiger

75 demanded.

76 “I’m the king’s guardian,” proclaimed the monkey.

83 “I am guarding the king’s food.”

89 “Hmm,” the tiger thought. “The king’s food is bound to

99 be more delicious than that skinny monkey. Perhaps I can

109 trick the monkey into giving it to me.”

117 “You are too small to be the king’s guardian,” said the

128 tiger. “A big animal like me should be the protector of

139 his food.” 141

Comprehension Check

1. How does the monkey serve the author’s purpose? Author’s Purpose

2. What inference can you make about the tiger? Make Inferences

Words Read – Number of Errors = Words

Correct Score

First Read – =

Second Read – =

The monkey’s actions entertain the reader as she tries to fool the tiger and escape being eaten.

The tiger is greedy and changes his plan to get something more delicious than the monkey.




Visualize Text

Summarize what is

happening in the

transparency passage.

Demonstrate the words

moan, back and forth,

swirling, twirling, and

twister so that students

can visualize what is

happening.

Transparency 11

“I’ll never get it right,”/ he moaned.//

“Yes, you will,”/ Desert Woman said,/ again helping him to his feet.// “You need only to practice.”//

So Roadrunner practiced.// He ran back and forth,/ learning to use his skinny legs,/ learning to balance with his tail feathers.//

“Practice,”/ he said again.//“Practice.”//

With time,/ he was swirling and twirling like a twister.// The once awkward bird was now a graceful dancer.//

Fluency Transparency 11 from Roadrunner’s Dance, page 290

Fluency/Comprehension

Fluency/Comprehension

Objective• Make inferences about

a story

ComprehensionMAINTAIN SKILLMAKE INFERENCES

EXPLAIN/MODEL

■ Readers make inferences to understand things the author wants

them to know but does not directly state in the story.

■ To make inferences, readers can use information from the text,

illustrations, and things they already know to help them make

connections.

Discuss inferences in “Roadrunners: Surprising Birds.”

PRACTICE/APPLY Have pairs of students choose a story to read.

Ask one student to read the story aloud, stopping halfway through,

while the other student writes down clues the author has left that

will help to make inferences.

Have students discuss the clues found so far in the text and connect

them with what they already know to make inferences about

characters and unfolding events. Encourage students to talk about

how the inferences they are making will help to predict what might

happen in the remainder of the story.

Encourage students to read the rest of the story together and

identify correct inferences and predictions.

For comprehension practice use Graphic Organizers on Teacher’s

Resource Book pages 40–64.

Make Inferences

Introduce 179A–B

Practice/Apply

180–201; Leveled Practice, 46–47

Reteach/ Review

207M–T; 251A–B; 252–265; 271M–T; Leveled Practice, 67–68

Assess Weekly Tests; Unit 2 Test

Maintain 297B; 323B

Roadrunner’s Dance 297B

Language ArtsGenreTrickster Tales are folk

tales, mostly about animals,

in which one character tries

to trick another. Often, the

trickster ends up looking

foolish.

Literary ElementsForeshadowing is the use

of clues to hint at what is

going to happen.

Symbolism is the use of an

object to represent an idea,

such as sorrow, pride,

or strength.

Many years ago, Flycatcher visited a lake whose water was a spectacular shade of blue. At that time, Flycatcher’s feathers were dull, gray, and ugly, and so the bird loved to look at the beautiful blue water. Coyote hid nearby to watch Flycatcher.

Flycatcher loved the blue of the lake so much that she swooped down from the tree to bathe in the lake. She did this four times every morning for four days in a row. Each time the bird bathed in the water, she sang this song:

Lovely lake, So pure and blue, Let me dip myself, So I’ll be blue, too.

by Gillian Reed

Coyote appears near the start of the story. This foreshadows the important role that Coyote has in the story.

298

Folk TaleGENRE: TRICKSTER TALE

Have students read the bookmark on

Student Book page 298.

Explain that trickster tales

■ have animal characters with human

traits that teach a moral lesson;

■ were first passed down by word of

mouth, and then written down;

■ have one character who outsmarts

the other.

Literary Elements: Foreshadowing and Symbolism

Point out the author’s use of

foreshadowing on page 298 and

symbolism on page 301.

Explain that an author sometimes uses

these literary elements to make writing

more interesting and add suspense.

■ Foreshadowing hints at what is

going to happen without giving a

piece of the story away. It is used to

build suspense in the reader.

■ In symbolism, concrete objects are

used to represent qualities or ideas

such as love, happiness, or courage.

Have students point out an object in

the story that the author has used to

represent something else. (the color

blue represents beauty)

1

Paired Selection Student Page 298

298

Language Arts

On the fifth morning that Flycatcher went bathing, something amazing happened. When she flew out of the water, her feathers had become a dazzling blue. Flycatcher was now the same color as the lake.

This whole time, Coyote had been watching the bird. Coyote didn’t admire the bird or want to learn more about her. No, Coyote was trying to think of a way to trick the bird and eat her. But Coyote was afraid of the water and could never get close enough to Flycatcher.

On the day that Flycatcher turned blue, Coyote was so impressed that he forgot all about catching it. He called up to Flycatcher, who was perched safely in a tree, “How did your ugly gray feathers turn that wonderful blue? Tell me how you did it, so that I can be blue, too.”

Flycatcher was so happy that she was feeling generous. She remained safely on her branch, but she told Coyote, “This is what you must do. Jump in the lake four times every morning for four mornings. Then jump in the lake on the fifth morning, and you will turn blue. You might try singing my song, too.” Flycatcher taught Coyote her song and then flew merrily on her way.

299

Paired Selection Student page 299

Folk TaleRead “Flycatcher and Coyote”

As students read, remind them to

apply what they have learned about

foreshadowing and symbolism.

1 LITERARY ELEMENT:

FORESHADOWING

Coyote is mentioned in the first

paragraph. What might this

foreshadow? (Coyote is hiding and

watching Flycatcher. He may be trying

to catch her.)

2 MAKE PREDICTIONS

Do you think Coyote will turn blue?

Explain your prediction. What clues

helped you with your prediction?

(Answers will vary.)

Use Academic Vocabulary To explain foreshadowing, write the

word on the board and underline the word shadow.

Say, When you walk, your shadow sometimes appears in front of you

and can be a signal to people ahead that you are coming. Explain

that an event in a story can be like your shadow and signal that

something will happen later in the story.

To explain the word symbolism, draw a heart on the board and ask

students what it means or symbolizes. Say, A heart symbolizes love.

Explain that in this story a boulder symbolizes the character’s problem.

2


Well, Coyote really wanted to be blue. So even though he hated the water, he jumped into the lake four times the next morning.

He sang the bird’s song, and he shivered as he sang. He did this for four days. On the fifth morning, Coyote emerged from his lake bath with lovely blue fur. Coyote whistled to himself. “I’m blue and beautiful.”

Coyote couldn’t wait to show off his new color. He thought his fine blue fur would make him the envy of all the desert creatures. He strolled along, looking left and right for someone to admire him. Coyote walked for hours, but he didn’t find

any admirers. He grew impatient. Then Coyote remembered a canyon where many animals and people lived. They would notice him, but he would have to hurry to reach the canyon before sundown.

As Coyote ran, he noticed the late afternoon shadows around him. He wondered if his shadow was as blue as he was. He twisted his blue head around to take a look. Coyote got a good look at his shadow, which was not blue. But he failed to see the big boulder directly ahead of him. Coyote ran smack into the boulder and fell to the ground.

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Folk Tale3 PROBLEM AND SOLUTION

What is Coyote’s problem after he

becomes blue? How does he decide

to solve the problem? (Coyote can’t

find anyone to admire him. He decides

to hurry to the canyon where many

animals live.)

4 LITERARY ELEMENT: SYMBOLISM

Coyote comes across a boulder in the

road. How does this affect him and

what might this symbolize? (Coyote

can no longer continue on his journey

to the canyon. The boulder symbolizes

a road block in his plan to be admired.)

• Foreshadowing is the use of clues to hint at what is going to happen.

• Symbolism is the use of an object to represent an idea.

Read each passage. Then on the blank line, indicate whether the passage had any examples of symbolism or foreshadowing. Explain your answer.

1. Yoko thought again about her dream. It was such a strange dream.

In it, she was feeling confused, as if her thoughts were far away. Then

an enormous yellow rhinoceros charged her from the left and almost

trampled her.

Stepping off the curb to cross the avenue, Yoko wondered what her

dream meant. Suddenly she heard a blaring horn and the screech of

brakes. Yoko looked to her left and saw the school bus. She jumped back

to safety.

2. Sheriff Crawford reached for his cowboy hat and looked his deputy in

the eye. “If Jed and his gang are headed this way, I plan to head them off

at the pass. Round up the boys and meet me there.”

“But how will we know that it’s Jed, Sheriff?” Barney asked.

“He always wears a mask that covers his whole face and rides a

troublesome horse.”

Foreshadowing: The yellow rhinoceros in the dream

was the school bus.

Symbolism: A mask symbolizes Jed’s dishonesty.




3

4


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Connect and Compare1. What event is foreshadowed by the flycatcher’s song?

Foreshadowing

2. What do you learn about Coyote’s personality in this trickster

tale? Analyze

3. Compare what happens to Coyote to what happens to

Rattlesnake in Roadrunner’s Dance. Use information from the

stories to support your answers.

Reading/Writing Across Texts

He rolled over and over in the dirt, his blue legs flying. When he finally stopped and stood up, Coyote was the color of the dusty desert earth. Coyote shook himself, but the dusty color stayed on him. To this day, all coyotes are the color of the dusty desert. And to this day, because her intentions were pure, the flycatcher is the color of the beautiful blue lake.

Coyote decided not to go to the canyon after all. No one would be impressed by his color now. He headed for home, stopping only to give the boulder a good, swift kick.

Find out more about trickster tales at www.macmillanmh.com

The dull, dusty color of his fur is a symbol of his hurt pride.

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Internet Research and Inquiry Activity Students can find more facts about trickster

tales at www.macmillanmh.com

Folk TaleConnect and Compare

SUGGESTED ANSWERS

1. The song foreshadows Flycatcher’s

turning blue. FORESHADOWING

2. Coyote is a trickster who wants to

eat Flycatcher. Then he becomes

impressed with her blue color, and

he wants to show off his new color

and impress others. ANALYZE

3. FOCUS QUESTION Sample answer:

Both Coyote and Rattlesnake

behave selfishly. Coyote wants to

be the only animal admired in the

canyon. He learns his lesson by

falling through dust and dirt, losing

his new beautiful blue color, and

becoming ordinary. Rattlesnake

wants to be the boss of the road

and bullies the desert animals.

Desert Woman creates Roadrunner

who outsmarts Rattlesnake and

makes the road safe for all. Students

should use details from the stories

to explain or show relationships

between information and events.

READING/WRITING ACROSS TEXTS


Animal Tales

Tell students that many animal tales come from different cultures

throughout the world. Discuss with students the themes, morals, or

lessons of popular tales and what they say about human behavior.

Have students compare one or more story elements and the points

of view of different versions of the same tale. Have them tell why

there are similar tales in diverse cultures.

Students can use the library, Internet, and bookstores to find a tale

they would like to read, view, or listen to. After students read their

tale, have them write a short summary of it. Make sure they focus

on the moral or lesson the tale teaches. Encourage students to

present their summaries to the class. After the presentations, have

the class compare and contrast the stories, themes, and cultures.




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