Program AuthorsDr. Donald R. Bear

University of Nevada, RenoReno, Nevada

Dr. Janice A. DoleUniversity of Utah

Salt Lake City, Utah

Dr. Jana EchevarriaCalifornia State University, Long Beach

Long Beach, California

Dr. Jan E. HasbrouckEducational Consultant - J.H. Consulting

Seattle, Washington

Dr. Scott G. ParisUniversity of MichiganAnn Arbor, Michigan

Dr. Timothy ShanahanUniversity of Illinois at Chicago

Chicago, Illinois

Dr. Josefi na V. TinajeroUniversity of Texas at El Paso

El Paso, Texas

A Reading/Language Arts Program

Contributors

Time Magazine, Accelerated Reader

®

Students with print disabilities may be eligible to obtain an accessible, audio version of the pupil edition of thistextbook. Please call Recording for the Blind & Dyslexic at 1-800-221-4792 for complete information.

A

Published by Macmillan/McGraw-Hill, of McGraw-Hill Education, a division of The McGraw-Hill Companies, Inc.,

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Copyright © 2009 by Macmillan/McGraw-Hill. All rights reserved. No part of this publication may be reproduced

or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written

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Printed in the United States of America

1 2 3 4 5 6 7 8 9 073/043 11 10 09 08 07

ii

Program Authors

Dr. Donald R. BearUniversity of Nevada, Reno

• Author of Words Their Way and Words Their Way with English Learners

• Director, E. L. Cord Foundation Center for Learning and Literacy

Dr. Scott G. ParisUniversity of Michigan, Ann Arbor

• Chair, Graduate Program in Psychology, University of Michigan

• Principal Investigator, CIERA, 1997–2004

Dr. Janice A. DoleUniversity of Utah

• Investigator, IES Study on Reading Interventions

• Member, National Academy of Sciences Committee: Teacher Preparation Programs, 2005–2007

Dr. Timothy ShanahanUniversity of Illinois at Chicago

• Member, National Reading Panel

• President, International Reading Association, 2006

• Chair, National Literacy Panel and National Early Literacy Panel

Dr. Jana EchevarriaCalifornia State University, Long Beach

• Author of Making Content Comprehensible for English Learners: The SIOP Model

• Principal Researcher, Center for Research on the Educational Achievement and Teaching of English Language Learners

Dr. Josefina V. TinajeroUniversity of Texas at El Paso

• Past President, NABE and TABE

• Co-Editor of Teaching All the Children: Strategies for Developing Literacy in an Urban Setting and Literacy Assessment of Second Language Learners

Dr. Jan E. HasbrouckEducational Consultant

• Developed Oral Reading Fluency Norms for Grades 1–8

• Author of The Reading Coach: A How-to Manual for Success

iii

Contributing Authors

Dr. Adria F. KleinProfessor Emeritus, California State University, San Bernardino

• President, California Reading Association, 1995

• Co-author of Interactive Writing and Interactive Editing

Dr. Doris Walker-DalhouseMinnesota State University, Moorhead

• Author of articles on multicultural literature and reading instruction in urban schools

• Co-chair of the Ethnicity, Race, and Multilingualism Committee, NRC

Dolores B. MalcolmSt. Louis Public SchoolsSt. Louis, MO

• Past President, International Reading Association

• Member, IRA Urban Diversity Initiatives Commission

• Member, RIF Advisory Board

In memory of our esteemed

colleague and friend,

Dr. Steven A. Stahl

Dr. Stephanie Al OtaibaAssistant Professor, College of Education Florida State University

Dr. Susan M. BrookhartBrookhart Enterprises LLC - Helena, MTCoordinator of Assessment and EvaluationDuquesne University, Pittsburgh, PA

Kathy R. BumgardnerLanguage Arts Instructional SpecialistGaston County Schools, NC

Dr. Douglas FisherProfessor, Language and Literacy EducationSan Diego State University

Dr. Vicki L. GibsonLongmire Learning Center, Inc.College Station, TX

Dr. Connie R. HebertNational Literacy ConsultantLesley UniversityThe ReadWrite PlaceWest Springfield, MA

Dr. Sharon F. O’NealAssociate Professor, College of EducationTexas State University – San Marcos

Dinah ZikeDinah-Might Adventures, L.P.San Antonio, TX

Program Consultants

iv

v

Student Reviewers: Special thanks to the students of our program reviewers who reviewed the literature selections.

Mable AlfredReading/Language Arts AdministratorChicago Public Schools, IL

Suzie BeanTeacher, KindergartenMary W. French AcademyDecatur, IL

Beverly BrownTeacher, KindergartenWashington Irving School Indianapolis, IN

Linda BurchTeacher, KindergartenPublic School 184Brooklyn, NY

Ann BurtonTeacher, Grade 4Cameron Park Elementary SchoolHillsborough, NC

Debra K. CaseyAssistant PrincipalWeisser Park ArtsMagnet SchoolFt. Wayne, IN

Robert J. Dandorph PrincipalJohn F. Kennedy Elementary SchoolNorth Bergen, NJ

Suzanne DelacruzPrincipalWashington Elementary SchoolEvanston, IL

Roberta DobrzenieckiTeacher, Grade 2Lafayette Elementary SchoolHammond, IN

Carol DockeryTeacher, Grade 3Mulberry ElementaryMilford, OH

Karryl EllisTeacher, Grade 1Durfee SchoolDecatur, IL

Christina FongTeacher, Grade 3William Moore Elementary SchoolLas Vegas, NV

Lenore FurmanTeacher, KindergartenAbington Avenue SchoolNewark, NJ

Beth HollandTeacher, KindergartenJeffreys Grove Elementary SchoolRaleigh, NC

Renee JonesCurriculum and Instruction Title I DirectorIndianapolis Public SchoolsIndianapolis, IN

Sister Miriam KaeserAssistant Superintendent Archdiocese of CincinnatiCincinnati, OH

Akida Kissane LewisPrincipal54th Street Elementary SchoolLos Angeles, CA

Toni KringPrincipalForest Park Elementary SchoolFt. Wayne, IN

LaVonne LeePrincipalRozet Elementary SchoolGillette, WY

Christi LindemanTeacher, Grade K/1Veterans Park ElementaryLexington, KY

SuEllen MackeyTeacher, Grade 5Washington Elementary SchoolDecatur, IL

Jan MayesCurriculum CoordinatorKent School District Kent, WA

Robyn MorrisTeacher, Grade 2Druid Hills Elementary SchoolCharlotte, NC

Bonnie NelsonTeacher, Grade 1Solano School, Osborn Elementary District Phoenix, AZ

Cyndi NicholsTeacher, Grade K/1North Ridge Elementary SchoolCommack, NY

Sharron NormanCurriculum DirectorLansing School DistrictLansing, MI

Renee OttingerLiteracy Leader, Grades K–5Coronado Hills Elementary SchoolDenver, CO

Cassandra L. PerezBilingual/ESL Instructional SpecialistRemynse ElementaryGrand Prairie, TX

Effie J. PhillipsTeacher, Grade 1Vance Elementary SchoolAsheville, NC

Michael PragmanPrincipalWoodland Elementary SchoolLee’s Summit, MO

Carol RoseTeacher, Grade 2Churchill Elementary SchoolMuskegon, MI

Monica SandovalPrincipalWharton ElementaryHouston, TX

Laura R. Schmidt-WatsonDirector of Academic ServicesParma City School District, OH

Dianne L. SkoyLiteracy Coordinator,Grades K–5Minneapolis Public SchoolsMinneapolis, MN

Charles StaszewskiESL Teacher, Grades 3–5John H. William School, No. 5Rochester, NY

Sandra Sunderland-WillisSpecial Education SpecialistFort Wayne CommunitySchool DistrictFort Wayne, IN

Patricia SynanNew York City Department of Education

Lynne VitkusTeacher, Grade 3Ernest R. Elliott Elementary SchoolMunster, IN

Beth WareLead Literacy TeacherWake County School District Raleigh, NC

Jackie WestPrincipalSea Breeze Elementary Bradenton, FL

Charlotte WilliamsTeacher, Grade 3Durant ElementaryRaleigh, NC

Stephanie YearianTeacher, Grade 2W. J. Zahnow ElementaryWaterloo, IL

Program Reviewers

RESEARCH Why It Matters

Fluency Fluent readers can read text accurately, at a reasonable and appropriate

rate, and with good expression and phrasing. Fluency is a critical

component of skillful reading in part because it serves as a bridge

between decoding and comprehension. Students with fluency problems

read less than their peers do and often fall further and further behind.

The benefits of reading practice can be optimized to build fluency

by giving students frequent opportunities to read text orally, with

corrective feedback and at an appropriate level of difficulty. Fluency-

based assessments can be used as powerful “spot checks” of

overall progress in reading because fluency is so highly related to

comprehension. If a student’s fluency is lower than expected, this can

be an indicator of a variety of reading concerns.

Best Practices Effective fluency instruction

■ includes assessing children before

instruction begins to determine

their needs;

■ provides a model of fluent reading;

■ gives students repeated opportunities

to read and reread text orally;

■ provides practice in text at an

independent level;

■ uses a variety of practice formats,

and including partner reading and

choral reading;

■ has students time themselves and

monitor their progress to give them

immediate and positive evidence that

practice is making a difference in their fluency.

References:

• National Institute of Child Health and Human Development (NICHHD), 2000, Report of the National Reading Panel.

• Fuchs, L. S., Fuchs, D., Hosp, M.K., & Jenkins, J., (2001) Oral reading fluency as an indicator of reading competence: A

theoretical, empirical, and historical analysis. Scientific Studies of Reading, 5(3), 239–256.

• Hasbrouck, J. & Tindal, G., (in press) Oral Reading Fluency Norms: A Valuable Tool for Reading Teachers. The Reading Teacher.

• Osborn & Lehr, www.prel.org, A Focus on Fluency.

• Rasinski, www.prel.org, Assessing Reading Fluency.

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Dr. Jan E. Hasbrouck

■ READING, YES! 4–6

Video Series: Module 2, Intervention

Online Course: Accredited college course

available at www.macmillanmh.com

■ TREASURES FOR TEACHERS

Video Series: Fluency

Online: See www.macmillanmh.com for

best practices in fluency.

vi

Why are scientists devoting their lives to learning about

the least explored territory on Earth—the ocean?

Off the coast of Hawaii in 2000, Sylvia Earle pilots a one-person submarine designed by a company she helped found.

Real World Reading

ComprehensionGenreA Nonfiction Article gives

information about real

people, places, or things.

EvaluateFact and OpinionA fact is something that

can be proved to be true.

An opinion is a belief

that does not have to be

supported by facts.

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ten

tsTheme: RelationshipsPlanning the UnitUnit Planner . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 540B

Unit Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 540D

Assessment Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 540F

Unit Opener . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 540H

Research and Inquiry Instruction and Cross-Curricular Projects

Using the Student BookBecause of Winn-Dixie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 540J

Ranita, the Frog Princess . . . . . . . . . . . . . . . . . . . . . . . . . . . . 562A

“Exploring the Undersea Territory” . . . . . . . . . . . . . . . . 592A

Me and Uncle Romie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 604A

Wild Horses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 632A

Test Strategy: Think and Search . . . . . . . . . . . . . . . . . . . . . . . . 658

Wrapping Up the UnitWriting Workshop . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 661A

Descriptive

Computer Literacy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 661I

Unit Closer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .661K

Unit AssessmentDiagnose and Prescribe . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 661M

Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 661O

Additional Lessons and ResourcesAdditional Lessons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T1

Classroom Library Lessons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T13

Theme Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T19

Word Lists . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T22

Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T28

Main Selections

Unit Assessment

Relationships 540A

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Theme: Relationships

ORAL LANGUAGE

• Listening, Speaking, Viewing ThemeGoing to the LIbrary

Build Background

ThemePutting on a Play

Build BackgroundWORD STUDY

• Vocabulary

• Phonics/Decoding

Vocabulary snuffled, selecting,

positive, consisted, peculiar, advanced

Dictionary: Connotation/Denotation

PhonicsVCCV patterns

Vocabulary cranky, bumbling, selfish,

exasperated, specialty, famished, commotion

Thesaurus: Antonym

PhonicsV/CV and VC/V patterns

READING

• Comprehension

• Fluency

• Leveled Readers/ELL Readers

ComprehensionStrategy: Evaluate

Skill: Summarize

Repeated Reading: Intonation/Pausing

APPROACHINGThe ABC Volunteer

ON LEVELDrawing Highland

BEYONDA Change of Weather

ENGLISH LANGUAGE LEARNERSPictures of Highland

ComprehensionStrategy: Evaluate

Skill: Make Judgments

Repeated Reading: Stress/Inflection

APPROACHINGHans and Greta

ON LEVELThe Dragon’s Dinner

BEYONDSleeping Beauty and the Prince of Andequesta

ENGLISH LANGUAGE LEARNERSDragon Stew

LANGUAGE ARTS

• Writing

• Grammar

• Spelling

WritingCompare and Contrast

Grammar Adjectives

SpellingWords with the VCCV pattern

WritingPoster

Grammar Articles

SpellingWords with VCV patterns

pages 540J–561V pages 562A–591V

WEEK 1 WEEK 2

540B

Why are scientists devoting their lives to learning about

the least explored territory on Earth—the ocean?

Off the coast of Hawaii in 2000, Sylvia Earle pilots a one-person submarine designed by a company she helped found.

Real World Reading

ComprehensionGenreA Nonfiction Article gives

information about real

people, places, or things.

EvaluateFact and OpinionA fact is something that

can be proved to be true.

An opinion is a belief

that does not have to be

supported by facts.

pages 592A–603V pages 632A–657Vpages 604A–631V

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WEEK 3 WEEK 4 WEEK 5 WEEK 6

ThemeExplorations

Build Background

ThemeArtists at Work

Build Background

ThemeWild Horses

Build Background

Vocabulary period, vessels, valuable,

documenting, estimated

Analogies: Relationships

PhonicsAccented Syllables

Vocabulary strutting, swarms, fl icked,

barbecue, skyscrapers, glorious, collage

Context Clues: Descriptions

PhonicsFinal /ә r/

Vocabulary descendants, habitat,

threatened, sanctuary, coaxing, fragile, glistening

Context Clues: Paragraph clues

PhonicsFinal /ә l/

ComprehensionStrategy: Evaluate

Skill: Fact and Opinion

Repeated Reading: Pronunciation

APPROACHINGSo Many Fish!

ON LEVELThe (Really!) Great Barrier Reef

BEYONDMarco Polo

ENGLISH LANGUAGE LEARNERSThe Great Barrier Reef

ComprehensionStrategy: Monitor

Comprehension Skill: Character

Repeated Reading: Tempo

APPROACHINGGirl Arranging Her Hair

ON LEVELBeautiful or Not

BEYONDThe Goldsmith’s Apprentice

ENGLISH LANGUAGE LEARNERSEveryday Beauty

ComprehensionStrategy: Monitor

Comprehension Skill: Cause and Effect

Repeated Reading: Tempo

APPROACHINGHorses of the Plains

ON LEVELCattle-Driving Horses of the Old West

BEYONDFull Gallop

ENGLISH LANGUAGE LEARNERSHorses in the Old West

WritingExtended Response to Literature

Grammar Adjectives that Compare

SpellingAccented Syllables

WritingIntroduction Speech

Grammar Comparing with More

and Most

SpellingWords with Final /ә r/

WritingScientific Observation

Grammar Comparing with Good

and Bad

SpellingWords with Final /ә l/

Test StrategyThink and Search

Writing Workshop Descriptive

Unit 5 Assessment, 79-96

ComprehensionSummarize, Make Judgments, Fact and Opinion, Character, Cause and Effect

Vocabulary StrategiesDictionary: Connotation/Denotation; Thesaurus: Antonyms; Analogies: Relationship; Context Clues: Paragraph Clues, Descriptions

Text Features/Literary Elements/Study Skills

Interviews, Directions, Onomatopoeia and Simile, Hyperbole and Figure of Speech, Skim and Scan

GrammarAdjectives

WritingDescriptive

Fluency Assessment

Diagnose and PrescribeInterpret AssessmentResults

Relationships 540C

Grade 4

Teacher’sResource

BookIncludes:• Decodable Passages

• Spelling and VocabularyWord Cards

• Writing Rubrics

Macmillan/McGraw-Hill

Macmillan/McGraw-Hill

WeeklyContracts

Grade 4

Writing

My To-Do ListReading

Social Studies

Technology

Science

Word Study

Leveled Readers

Independent Practice

Isabella

Vincent

Jack Eliza

Dean

Maria

Green

HHorsesorsesinin the the

Old WestOld West

by Ann Gadzikowskiby Ann Gadzikowski

Informational Nonfiction

Everyday Everyday BeautyBeauty

by Kirsten Andersonillustrated by Matthew Archambault

Realistic Fiction

by Tisha Hamilton

InformationalNonfiction

DragonDragon StewStew

by Rebecca Motilillustrated by Liz Callen

Play

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sTheme: Relationships

Literature Teaching Support

Teacher’s Edition

Leveled Readers

Classroom Library Tradebooks

ELL Leveled Readers

Vocabulary Cards

Read-Aloud AnthologyIncludes Plays for Readers’ Theater

Student Edition

Transparencies

ELL Teacher’s Guide Teacher’s Resource Book

Class Management Tools

Small Group How-To Guide

Rotation Chart

Dinah Zike Foldables™

positive advanced

Weekly Contracts

540D

Grade 4

Phonics/SpellingPRACTICE BOOK

Macmillan/McGraw-Hill

ReadingWORKSTATION FLIP CHART

Macmillan/McGraw-Hill

WORKSTATION FLIP CHART

Macmillan/McGraw-Hill

Word Study

WORKSTATION FLIP CHART

Macmillan/McGraw-Hill

Science/Social Studies

WORKSTATION FLIP CHART

Writing

Macmillan/McGraw-Hill

Student Practice

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Home-School Connection

• Take-Home Stories

• Homework Activities

Approaching Level Beyond Level English Language Learners

On Level

Leveled Practice

Spelling Practice Book Grammar Practice Book

Literacy Workstation Activities

Treasure ChestFOR ENGLISH LANGUAGE LEARNERS

TriumphsAN INTERVENTION PROGRAM

R E A D I N G

READING, YES!

• Videos

• Online Course

TREASURES FOR TEACHERS

• Videos

CD ROM CD ROM

• Vocabulary PuzzleMaker

• Handwriting

• Instructional Navigator

Interactive Lesson Planner

• Student Navigator

• Accelerated Reader Quizzes

A

UDIO CD AUDIO CD

• Listening Library

• Fluency Solutions

www.macmillanmh.com• Author/Illustrator

Information

• Research and Inquiry

Activities

• Vocabulary and Spelling

Activities

• Oral Language Activities

• Computer Literacy

• Leveled Reader Database

Relationships 540E

Un

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Theme: Relationships

Screening, Diagnostic, and Placement AssessmentsScreening

Use the Oral Reading Fluency passages on pages 28–39 in our

Screening, Diagnostic, Placement Assessment book for screening.

Diagnostic Tools for Instructional Placement

For an individually administered Diagnostic, use the Informal Reading

Inventory passages on pages 104–111 in our Screening, Diagnostic,

Placement Assessment book.

For a group administered Placement Test, see pages 215–223 in our

Screening, Diagnostic, Placement Assessment book.

Use the results from these assessments to determine the instructional

levels of your students for differentiated instruction grouping.

Monitoring ProgressOngoing Informal Assessments

■ Daily Quick Check Observations

■ Weekly Comprehension Check

■ Weekly Fluency Practice Passages

Formal Assessments

■ Weekly Assessment includes

On Level Assessments

Approaching Level Assessments

■ Fluency Assessment

■ Running Records

■ Unit and Benchmark Assessment

■ ELL Practice and Assessment

Weekly Tests

Unit Progress Test

Managing and ReportingAssessment Online Instructional Navigator Interactive Lesson Planner

■ All Teacher Edition Pages

■ Electronic Lesson Planner

■ Student Blackline Masters

Assessment Tool

540F

Un

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tNational Test Alignment

UNIT 5 ASSESSED SKILLSNAEP TerraNova/

CAT6

ITBS SAT10

COMPREHENSION STRATEGIES AND SKILLS

• Strategies: Evaluate, Monitor Comprehension ♦ ♦ ♦ ♦

• Skills: Summarize, Make Judgments, Fact and

Opinion, Analyze Character, Cause and Effect

♦ ♦ ♦ ♦

VOCABULARY STRATEGIES

• Dictionary ♦ ♦

• Context Clues ♦ ♦ ♦ ♦

• Analogies ♦ ♦ ♦ ♦

• Thesaurus

TEXT FEATURES AND STUDY SKILLS

• Interviews ♦

• Skim and Scan

• Directions ♦ ♦

GRAMMAR, MECHANICS, USAGE

• Adjectives: common, proper, comparing ♦

• Articles ♦

• Punctuation Marks ♦ ♦

• Comparative and Superlative Forms

WRITING

• Compare/Contrast Essay ♦

NAEP National Assessment of Educational Progress ITBS Iowa Tests of Basic Skills

TerraNova/

CAT6

TerraNova, the Second Edition SAT10 Stanford Achievement Test

KEY

Relationships 540G

Theme: Relationships

Theme ProjectBuild Background Write this theme statement on the board: Good

relationships make people feel cared for. Ask, Who is your best friend? Why?

Who are some important grown-ups to you?

Research and InquirySelf-Selected Theme Project

State the Problem and Identify Needed Information Have students

think of a kind of relationship that they know about and would

like to explore. It could be a relationship between friends, siblings,

teachers and students, athletes and coaches, doctor and patients, or

firefighters, police, and the community.

Identify Resources for Finding Information Have

students brainstorm to identify people who can give

them information. These may include friends, family

members, neighbors, teachers, and other community

members. Have students determine those who would

provide the best information and would be available

for an interview.

Find the Information Have students contact the

sources they chose to set up interviews. Remind them

to think carefully about the types of language that are

appropriate to the situation.

Organize the Information Soon after conducting their

interviews, students should review their notes.

■ Students should clarify information;

■ Contact their sources to ask any follow-up questions;

■ Use simple bibliographical information to cite sources.

See the Unit Closer on pages 661K–661L for Step 5: Create the

Presentation and Step 6: Review and Evaluate.

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RESEARCH STRATEGIES

Conduct an Interview

• Telephone or write an e-mail describing your project and asking for an interview.

• Make a list of interview questions. Try not to ask questions that can be answered with “yes” or “no.”

• Listen carefully, and take good notes using key words.

• Write the answers beside the questions. On a separate sheet of paper, write any other information that your source gives.

• Read back quotations to make sure you wrote them correctly. Be sure to check your punctuation and capitalization.

540H

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rCross-Curricular Projects

For technology research and presentation strategies see the Computer Literacy Lessons on pages 661I–661J.

CHARACTER BUILDING: TRUSTWORTHINESS

• While the class is investigating how advertisements use relationships, discuss the importance of trustworthiness in relationships. As a point of departure, suggest that, while smart consumers do not expect advertising to be absolutely trustworthy, we have different expectations of our friends.

• Ask students to give examples of showing trustworthiness in relationships; for example, by being honest, reliable, and loyal.

• Have students present their examples by drawing cartoons that encourage responsibility in relationships.

• Display the cartoons on a bulletin board.

Science: Animal InteractionsAnimals have relationships, too.

• Explain that two species may interact over a long period of time in a relationship. Three

kinds of relationships between species are mutualism (in which each species benefits),

commensalism (in which one species benefits and the other is neither helped nor

harmed), and parasitism (in which one species benefits and the other is harmed).

• Assign each student one of these three relationships: guide dog and human, cow and

cattle egret, lice and human. Have them research their relationship; identify it as mutual,

commensal, or parasitic; and make a captioned drawing to explain it.

Media: Explore AdvertisementsBesides the arts of persuasion and exaggeration, advertisers may use relationships—

between consumers and others or consumers and themselves—to sell products.

• Have students find advertisements that show relationships. They can look in

magazines and newspapers, on television, on the Internet, or in DVDs and videos.

Have them cut out or download and print the advertisement. They should express

preferences for their media choice.

• In class discussion, have students display their advertisements, point out the product

being sold, summarize its purpose, and describe the relationship used to sell it.

• Challenge students to identify the target audience. Have them point out factual and

misleading information.

• After class discussion, invite students to create their own print advertisements, using

a relationship to sell a product.

DISCUSSION AND CONVERSATION

GUIDELINESListening and Speaking

Remind students to• Show respect for others’ ideas.• Show respect when responding to others’ ideas and opinions.• Be good listeners and do not

interrupt while others are speaking.• Adjust pacing to suit purpose,

audience, and setting when speaking.

• Adjust speaking content according to the audience’s needs.

Relationships 540I