seeds, skills masters projectables 28–36...

Seeds, Fruits, and Flowers 101

Connect to Theme-Related Reading

A girl helps transform a blighted community when she plants lima beans in a vacant lot and her neighbors follow suit.

Ying’s lichee tree takes on a new significance when a landowner tries to tear apart her family.

Exemplar Texts from the Common Core:

• The Secret Garden by Frances Hodgson Burnett

• What the World Eats by Faith D’Aluisio

Theme Resources

SKILLS MASTERS pages 22–28PROJECTABLES 28–36COMPREHENSION BRIDGE 3, 4WRITING BRIDGE 7, 8, 33–37, 40WRITING RESOURCE GUIDE pages 10–12, 52, 86–88WRITER’S HANDBOOK pages 9, 34–35ESSENTIAL RESOURCE GUIDE pages 28–38

Leveled Readers Fluency Readers

Below LevelM 3 fiction, 5 nonfiction 1 fiction, 1 nonfiction

N 3 fiction, 5 nonfiction 1 fiction, 1 nonfiction

On Level

O 3 fiction, 5 nonfiction 1 fiction, 1 nonfiction

P 3 fiction, 5 nonfiction 1 fiction, 1 nonfiction

Q 3 fiction, 5 nonfiction 1 fiction, 1 nonfiction

Above Level

R 3 fiction, 5 nonfiction 1 fiction, 1 nonfiction

S 3 fiction, 5 nonfiction 1 fiction, 1 nonfiction

T 3 fiction, 5 nonfiction 1 fiction, 1 nonfiction

Comprehension

Bridge

ASSESSMENT GUIDEOngoing Test Practice pages 28–29Theme 4 Progress Test pages 30–36

ASSESSMENT

ONLINE planning support, optional theme centers, developmental phonics activities, spelling masters, e-versions of all print materials

ecente

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100 Theme 4

THEME 4 Overview

Week 1 at a Glance pp. 104–105

Week 2 at a Glance pp. 120–121

READING

Comprehension Create Images Review Infer

Vocabulary Week 1 require, pollinate, equipment, reproduction, century

Week 2 criteria, conditions, germinate, cones, adapt

Grammar Proper Nouns

Word Study Reference Materials

Fluency Use Punctuation to Inform Meaning

Listening Appreciative Listening

Literacy Objectives and Standards

Form Response to Literature

Trait Word Choice

Organizational SequencePattern

Grammar Commas Sentence Combining Review Sentence Combining

WRITING

Seeds, Fruits, and FlowersHow do plants survive and reproduce?

Memoir Century FarmRealistic Fiction Mrs. McClary’s Very Weird

GardenJournal Waking Up a BeanPoem “Ode to the Giant

Redwood”Fairy Tale The Pea BlossomWriter’s Model: Response to Literature Beans and Dreams

i

Selections

• Identify characteristics of plants that allow them to survive and reproduce

• Identify patterns of change in things—such as steady, repetitive, or irregular change—using records, tables, or graphs where appropriate

Science Connections

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Comprehensive Teacher’s Guide: Theme lessonWhole Class Instruction

10 11

Connect to authentic

literature and exemplar texts

Thousands of Leveled Reader

titles onlineEverything print is also digital!

105

Monitor Fluency Progress Monitor Writing Progress Monitor Spelling ProgressMonitor Comprehension Progress

Fluency Readers Rubric: Story, Writing Bridge 7 Rubric: Create Images, Comprehension Bridge 4

LESSON 3 Pages 114–115 LESSON 4 Pages 116–117 LESSON 5 Pages 118–119

Vocabulary TExplain, Restate, Show: reproduction, centuryWord Study/Grammar TTeach Proper NounsFluencyTeach Use Punctuation to Inform Meaning

Vocabulary TDiscuss, Reflect, RefineWord Study/Grammar TPractice Proper Nouns

Vocabulary TApply in Learning GameWord Study/Grammar TWrite Proper Nouns

Shared ReadingMrs. McClary’s Very Weird GardenSourcebook pp. 116–117Comprehension Strategy TTeach Create ImagesTarget SkillsGenre: Realistic FictionUnderstand Use of Dialogue T

Interactive ReadingWaking Up a BeanSourcebook pp. 120–121Comprehension Strategy TTeach Create Images

Interactive ReadingWaking Up a BeanSourcebook pp. 120–124Comprehension Strategy TPractice Create Images

Comprehension Strategy TReinforce and Apply Create Images



Comprehension Strategy Discuss Create Images



Discuss Shared ReadingRealistic FictionDraft: Modeled/Shared Writing

Spotlight on Word Study/GrammarProper Nouns

Draft: Interactive Writing

Spotlight on Grammar TCommas

Draft: Interactive Writing

Spotlight on Grammar TSentence Combining Review

Reinforce Form: Story T

Introduce Organizational Pattern: Sequence

Conference


Conference


Conference

Reflect on Writing Reflect on Writing Reflect on Writing

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THEME 4 Seeds, Fruits, and Flowers

ASSESSMENT T = Tested

Week 1 at a Glance LESSON 1 Pages 106–107 LESSON 2 Pages 112–113

Build Reading Skills

Oral LanguageIntroduce the ThemeWord Study/Grammar TIntroduce Proper NounsSpelling TIntroduce Word List

Vocabulary TExplain, Restate, Show: require, pollinate, equipmentWord Study/Grammar TTeach Proper Nouns

Read and Comprehend

Modeled ReadingCentury FarmSourcebook pp. 110–111Comprehension Strategy TModel Create ImagesListening for a PurposeAppreciative Listening

Modeled ReadingCentury FarmSourcebook pp. 110–111Comprehension Strategy TTeach Create Images

Differentiated Reading Instruction OPTIONS• Comprehension• Vocabulary• Word Study/Grammar• Fluency

Review Comprehension StrategyIntroduce Create ImagesAssess ProgressReview Theme 3 Progress Test


Support ReadingIndependence

Comprehension StrategyDiscuss Create Images


Build Writing Skills

Introduce Form: Story TWriter’s Model Sourcebook pp. 138–139Prewrite: Modeled/Shared WritingProjectable 36

Prewrite: Interactive WritingProjectable 36

Differentiated Writing Instruction OPTIONS

Reinforce Form: Story T Reinforce Form: Story T

Conference

SupportWritingIndependence

Reflect on Writing Reflect on Writing

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Teacher’s Guide

GO TO Comprehension Bridge

WritingBridge

GO TO

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12 13

Common Core instruction

embedded in every lesson


• Respond to a story you have read in this Theme.

• Respond to a story you have read about nature.

Suggested theme-related topics

Theme 3 Progress TestUse the reteaching suggestions provided in the Theme 3 Scoring Guide for students who scored fewer than 18 out of 25 items correct.

Assess Progress

B. Create Images Use the Think Aloud on page 110 to model creating images.

Support Reading Have students use the Modeled Reading Text Organizer for support as you read. Then read the word bank words and guide students in using them to write down key words beneath the pictures. Work together to complete the “mostly about” section.

ELL View

C. Turn and Talk: Appreciative Listening Reread the focus questions on page 108 of this guide and have students discuss the questions with a partner. Remind students to use good listening skills with their partners.

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up Differentiated Reading InstructionAs students read independently, meet with individuals or small groups to review Theme 3 Progress Test or to introduce Create Images with Comprehension Bridge 4.

3 Support Reading Independence Group Share • Share one image that you created in your mind as you read today. • How did creating images help you understand what you read?

4 Build Writing Skills Writing Form: Response to LiteratureA. Introduce Response to Literature: Writer’s Model Using Sourcebook

pages 138–141, defi ne Response to Literature and introduce its key elements. • Guide students to identify the places in which key elements of The BFG (such as the

title, author, characters, and summary) appear. • Have students discuss the how the writer’s opinions were presented. • Have students write a response to the first Respond in Writing question on page 139. • Review the writer’s process on pages 140–141. Ask students to consider the tips and

suggestions that would be helpful in their own writing.

B. Prewrite: Modeled/Shared Writing As a class, brainstorm and select a theme-related work of literature that you have recently read together to create a class response to literature. Using the Response to Literature Organizer on Projectable 36, model prewriting as you think aloud and write about the class’s topic. Then have the class share by generating more ideas as you scribe.

• Model summarizing the story, listing the main characters, setting, and main events.

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Differentiated Writing InstructionAs students brainstorm topics and begin prewriting responses of their own, meet with individuals or groups. Use the options below as appropriate.• Teach Response to Literature with Writing Bridge 7.• Support Prewriting with the Response to Literature Organizer.

5 Support Writing Independence Group Share • Which literary work did you choose to respond to? Why did you select this story? • Which key elements of the story are you listing on your Organizers?

SOURCEBOOK pages 138–141

PROJECTABLE 36

WRITING BRIDGE 7WRITING RESOURCE GUIDE page 52Response to Literature Organizer

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106 Theme 4 • Week 1

MODELED READINGLESSON 1

SKILLS MASTERS page 22Modeled Reading Text Organizer

Spelling ListAmerican

Canada

Challenger

Congress

Cuba

Everglades

Jupiter

Lewis and Clark

Mexico

Pacific Ocean

NO EXCUSE WORDS

been

first

soon

than

CHALLENGE WORDS

Antarctica

Thomas Edison

Frankenstein

Parliament

+ 2 PERSONAL WORDS

See Spelling Routine on pages A32–A33 in this guide.

Research ProjectHave students research how corn is planted, harvested, and shipped to market. They may create a labeled diagram or chart and a report that explains the process.

Enrichment Research Project

1 Build Reading SkillsDevelop Oral Language: Introduce the ThemeA. View and Discuss Encourage students to discuss the photos on Sourcebook

pages 108–109 by asking questions. • What do plants need in order to grow? • How do plants reproduce and survive in a natural environment?

B. Academic Language Draw an idea web with Plants in the center. On each spoke, write words about plants that students generate with your help. (stalk, leaf, roots)

Teach Grammar: Proper NounsA. Defi ne Proper Noun A proper noun is the name of a particular person, place,

or thing. Proper nouns always begin with a capital letter.

B. Identify Proper Nouns in Sentences Work with students to identify the proper nouns. Then rewrite each sentence, capitalizing each proper noun: sam harris is a new student at arch street school. (Sam Harris is a new student at Arch Street School.); we will go to washington park this saturday. (We will go to Washington Park this Saturday.)

. 2 Read and Comprehend Modeled Reading

!Comprehension Strategy Create Images

Connect to Prior Knowledge: Century Farm • What do you know about farming? • What words come to mind when you look at the pictures of life on a farm? • Set Purpose for Listening: Listen for words that create pictures in readers’ minds.

1. Build Vocabulary and Background Knowledge Distribute the Modeled Reading Text Organizer. Explain family farm. Tell students that some things in the story take place today (now), and some things take place long ago (then). Have intermediate and advanced students tell about each picture by using key words, while beginners use their primary language and gestures to communicate their ideas.

2. Develop Grammar: Regular Past Tense Verbs Write past tense verbs from the story that have -ed endings (regular verbs) on the board such as lived, plowed, planted, milked. Have students write these words under “Then” on the organizer. Together, write the present tense for each word under “Now.”

ELL Preview

Modeled Reading: Listening ComprehensionA. Appreciative Listening: Century Farm Read aloud pages 108–111 of this

guide as students view pages 110–111 in the Sourcebook. Have students listen for the words the writer uses to create mood and feelings in the selection.

ObjectivesVocabulary ........................ Introduce the ThemeGrammar ........................... Proper NounsSpelling .............................. Introduce Word List

Listening ........................... Appreciative ListeningComprehension ............... Create ImagesWriting ............................... Form: Response to Literature



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Whole C

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4GRADE


When I rode my bike up and down the barn walk while Mom and Dad

worked, I didn’t know my great-grandfather had built the barn from trees cut

right here on the land. When I learned to milk the cows, I seldom stopped to

think that my grandmother had milked cows by hand in the same stall.

When I first drove a tractor in the fields, it didn’t occur to me that I was

plowing the same soil Grandpa had plowed with horses. But when I finally

purchased the farm from Grandpa, I was continuing a tradition that began

way back before the turn of the century.

Way back then, my great-grandfather moved to northern Wisconsin from

Sweden. When he married my great-grandmother in 1893, she was a widow

with ten children living in a log house on this land. She had a few cows, a

few chickens, and a small f lock of sheep.

My great-grandfather bought a sawmill that same year. He cut trees from

our land and sawed lumber for a house, a barn, and a granary. By 1896, he

had all new buildings and a new son—my grandfather. By the time Grandpa

was old enough to help with the farm work, there were a dozen cows grazing

in the pasture and ample crops growing in the cleared fields.

Every spring, Grandpa plowed the soil and seeded oats, rye, and barley.

Then he planted corn. When the rains fell and the sun baked the earth, he

said you could almost hear that corn grow.

Each planting season still starts when I plant alfalfa and corn in that same

old dirt. The corn still reaches for the sun and whispers in the wind.

When summer days were the hottest and driest, Grandpa forked hay onto

f lat, creaky wagons drawn by horses. He used grapple hooks to lift dusty

heaps of hay into the hayloft where it was spread in knee-deep layers.

I’ll bet some of that old hay is still in our hayloft at the very bottom. But

now I chop our hay and pack it into bunker silos. Then we load it into a

mixer wagon, mix it up with corn and other grains, and feed it to our cows.

In late summer, Grandpa harvested the grain with a horse-drawn binder.

He piled the sheaves into prickly, cone-shaped stacks. Then a clanking, dust-

spewing steam thresher separated the grain from the chaff.

Today I harvest grain from the same fields with a machine called a

combine. The combine cuts and threshes the grain before pouring it into a

huge hopper.

After the first frost, Grandpa cut the corn by hand and stacked it in tall

shocks. It took ten men and ten teams of horses to haul that corn to the silo

and chop it for winter cattle feed.

1

I think the author is creating a feeling and a mood of love and respect for his grandfather and for the farm that has been a part of his family for 100 years. When he describes his grandfather working on the farm—plowing the fields and planting the crops—I can picture what his grandfather did. Reading about what his grandfather accomplished through his hard work and how the author is carrying on this family tradition helps me picture how the farm looks and what it feels like there.

Turn and TalkPause here and ask students to share something they pictured in their minds as they heard this part of the story.

Appreciative Listening 1

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Appreciative ListeningAppreciative listening is listening for language that helps you create a picture in your mind. Listen to the focus questions your teacher will read to you.

100 Years on a Family Farm100 Years on a Family Farm

Century Farm

Century Farm

by Cris Peterson photographs by Alvis Upitis

Genre

Memoir

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Modeled ReadingRead aloud Century Farm as students listen. Pause at the points suggested

in order to support the listening skill (Appreciative Listening) and model a Think

Aloud related to the comprehension strategy (Create Images).

Century Farm: 100 Years on a Family Farm

by Cris Peterson

I know a farm that’s almost as old as dirt. It’s a century farm—one

hundred years old.

The barn is old. The house is old. The granary is old.

The people who built the farm have died. The first cows and chickens and

sheep are all gone.

One hundred years is a long time. . . .

But this old farm is still alive. Young cows graze in the pasture. Young

crops in the fields reach for the sun. Young kittens totter around on hay

bales in the hayloft. And young kids still care for their cattle in the old barn.

I know because I own this farm. I grew up in the middle of the century in

the middle of America on this middle-sized, Midwestern farm.

Focus QuestionsRead these questions to focus students as they listen for language that creates a feeling or mood.

• Listen for how the author creates a feeling or mood. How does this help you create a picture in your mind?

• What are some of the words and phrases the author uses to create pictures in your mind of this 100-year-old farm? How do these help you “see” what is happening in the story?

Appreciative Listening



16 17


But work isn’t all we’ve ever done here. Back at the turn of the century,

sheep nibbled the grass in the field south of our house until it was so short

that my great-uncle could practice golfing there. Tree stumps and sheep

sometimes got in the way.

Today we golf in town, but each spring my sons still practice driving golf

balls across that same field.

On gray winter days, my great-grandfather used hand tools and pine

lumber to build rowboats from patterns he had brought from Sweden. In the

summer, Sundays were spent fishing for bass from one of those boats on a

nearby lake.

Today my kids paddle a canoe on that same lake when they fish for bass.

So much has changed in one hundred years, but many things have stayed

the same. We still work together when a cow needs help giving birth to a

calf. We still grow hollyhocks in the same garden where Grandma grew them

decades ago. And we still plant in the same soil that grew the timber for our

house and barn and granary.

My kids have grown up on this farm, just as I did, and my father and

grandfather before me. They still play in the hay. They’re learning to drive

tractors and care for the cattle. And they’re learning to love the land like

I do.

Generations of my family have come and gone, each one adding to and

changing the farm. Someday my children and grandchildren may work

the same land that I have. With each new planting season, with each new

generation, this century farm is reborn.

IdiomsReview the meaning of “as old as dirt” on page 108. In this story, it is an exaggeration that means something has existed for as many years as dirt has been on the earth. The author says this because the century farm is really old.

ELL



Today my wife and I still harvest the corn after the first frost. But we chop

it with a forage chopper pulled behind a tractor. Our equipment allows us to

do the work of those ten men and their teams of horses.

Grandma cooked meals for all those workers on a wood stove in the farm

kitchen. She also heated water for washing clothes, a job done outside most

of the year. It took a small mountain of firewood to keep the house warm in

winter and the stove going all year long.

Today, we cook our family’s meals in that same kitchen. But when we

make cookies, we use an electric mixer and an electric oven.

Every summer Grandma had a big garden. She grew tomatoes, potatoes,

onions, and beans. Cucumbers climbed up fences, and peas climbed up

poles. Flowers grew everywhere—hollyhocks, phlox, iris, and roses. She

canned bushels of sweet corn, tomatoes, and beans. Hundreds of jars of

home-grown fruits and vegetables stood in neat rows in her root cellar.

Our family still plants tomatoes and potatoes in the same garden soil

Grandma did. And we grow phlox and morning glories by the porch door.

Along with housework and gardening, Grandma milked a dozen cows by hand

both morning and evening. As our farm began to specialize more and more in

dairy production, Grandma used milking machines to milk twenty cows.

When my parents married, they helped Grandma and Grandpa with the

chores. Dad also had a job off the farm. He and my mother lived next to the

big farmhouse in the summer kitchen.

Years later when I took over the farm, Mom helped me milk thirty cows

a day. Then, after I got married, my wife and I milked forty cows while our

kids rode their bikes up and down the barn walk.

Today with our children and our employees we milk two hundred cows in

a milking parlor we built inside the same old barn surrounded by the same

fields. The cows will soon live in a breezy free stall barn that is being built in

the old pasture behind the barn. Dad drives out from town every day to help

with all the extra work as we expand our dairy.

Create ImagesI can use my senses to bring images in this story to life: I can see Grandpa out in the field cutting corn by hand; I can hear the sounds of the forage chopper and the tractor that the author uses now; I can smell and almost taste Grandma’s homemade biscuits and beef stew; and I can feel the rough bark of the firewood being thrown in the wood stove to keep the house warm. I can create mental images of what the author is talking about to help me better understand the story.

Turn and Talk Share with your partner the sensory images you created during this part of the story.

!Think Aloud 2 2



18 19


WRITING BRIDGE 7WRITING RESOURCE GUIDE page 52Response to Literature Organizer

1. Discuss Reading Ask students to share what they’ve written on their Modeled Reading Text Organizer and discuss what happened in the text. Have them complete and discuss the sentence “Century Farm is mostly about . . .” Beginning students can first discuss the organizer with a partner and then report out in English.

2. Use Grammar Remind students that some things in the story happen on the farm today (present), while some things happened on the farm long ago (past). Read aloud the blue highlighted sentences on page 109, which contain examples of past tense verbs. Ask partners to share other past tense sentences about the farm, and say them together.

3. Extend Languge Model extending the language students have written to include more sensory language. For example, “farm” may become “old family farm.” Have intermediate and advanced students work on extending other entries.

ELL Review

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Differentiated Reading InstructionAs students read independently, meet with individuals or small groups. Use the options below as appropriate. • Teach Create Images with Comprehension Bridge 4 and Organizer.• Review Infer with Comprehension Bridge 3.

3 Support Reading Independence Group Share • What is one image you created in your mind as you read today? • What experiences from the past did you use to infer in your reading today?

4 Build Writing Skills Prewrite: Interactive Writing Revisit the Response to Literature Organizer to

continue prewriting. Invite volunteers to record their thoughts on the organizer. • Tell students that a response should include why they liked the story and that opinions

should be supported with details from the story. • Help students list the things they like about the story and why, and guide them to cite

details from the story that are related to their opinions.

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Differentiated Writing InstructionAs students write responses of their own, meet with individuals or groups. Continue work from a previous lesson or use the options below as appropriate.• Teach Response to Literature with Writing Bridge 7.• Support Prewriting with the Response to Literature Organizer.• Ensure that students understand the expectations for writing by having them explain the

expectations in their own words.• Conference with students to offer assistance in how to cite details from the text that are

related to their opinions.

5 Support Writing Independence Group Share • Tell me what you like most about the story you are responding to and why you like it. • What details and events from the story did you list to support your opinion?

PROJECTABLE 36

GO TO

SMALL GROUP READINGTEACHER’S GUIDE

COMPREHENSION BRIDGE 3, 4SKILLS MASTERS Page 23Create Images Organizer

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MODELED READING

SKILLS MASTERS page 113Vocabulary Journal Master

SKILLS MASTERS page 23Create Images Organizer

Create ImagesAs I read the text, I can imagine what the writer describes. In my mind, I can see him riding his bike in the barn while his parents work. I can also hear the laughter and feel the wind as it blows through the fields. I can use my knowledge of touch and smell to imagine what it was like when he learned to milk cows. Imagining these scenes in my mind helps me understand what I read.

!Think Aloud

English Spanishrequire requerir

(reh-keh-REER)pollinate polinizar

(poh-lee-nee-SAHR)equipment equipo

(eh-KEE-poh)

Spanish Cognates

LESSON 2

1 Build Reading SkillsTeach Vocabulary: Explain, Restate, ShowA. Explain the Terms Read Ask Farmer Joe on Sourcebook page 112 aloud and

explain the new terms:require To require something means it is necessary or must be done. For example, a law might require that people wear seat belts while riding in cars.pollinate Insects or wind can pollinate by carrying pollen from one plant to another or between parts of the same flower. equipment The special supplies or things that you use for a certain purpose are the equipment. For example, special equipment is used to harvest crops on a farm.

B. Restate and Show the Terms Have small groups discuss the meaning of each word. Then have students write their own explanations and graphic depictions of words in their vocabulary journals. Students can use Picture It on page 113 to guide them.

Teach Grammar: Proper Nouns A. Capitalize Proper Nouns Write the following proper nouns on the board:

ms. harris, kensington hospital, lincoln memorial. Have volunteers begin each part of the proper noun with a capital letter.

B. Identify Proper Nouns Create a chart with the headings “People,” “Places,” and “Things” on the board. Ask students to suggest examples of proper nouns for each category. For example: People: Ms. Gomez, Anthony; Places: Spring Street School, Florida; Things: Spring Arts Festival, Mount Rushmore.

2 Read and Comprehend Modeled Reading


Modeled ReadingA. Review the Text: Century Farm Ask students to listen as you reread the green

highlighted portion of Century Farm on page 109 of this guide.

B. Introduce the Strategy Create Images • Model a Think Aloud related to creating images. • Discuss the top of page 114. Emphasize that you are creating images to enhance

understanding in your Think Aloud.

C. Turn and Talk • Have students complete the Turn and Talk activity from page 114. Encourage

students to use good listening skills with their partners. • Review Take It with You from page 115. Provide copies of the Create Images

Organizer for students to record what they see, hear, taste, touch, smell, and feel while reading.

ObjectivesVocabulary .................... require, pollinate, equipmentGrammar ....................... Proper Nouns

Comprehension ........... Create ImagesWriting ........................... Form: Response to Literature



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20 21


B. Understand Use of Dialogue Reread the first four paragraphs on Projectable 28, emphasizing the dialogue in your expression. After rereading paragraph 1 ask, How do you think Amelia Salazar feels when she walks into Donna McClary’s yard? After paragraph 3 ask, What can you tell about Amelia Salazar’s character from the way she speaks to Donna McClary? Point out that dialogue can show a lot about how characters think and act.

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3 Support Reading Independence Group Share • How is your ability to create images changing as you read? • What sense or senses did you use as you created images today?

4 Build Writing Skills A. Reinforce Response to Literature: Reading-Writing Connection

Review the Shared Reading selection, using it as a source text to discuss the Response to Literature form.

• Guide students to identify the key elements (such as author, title, and characters) and summarize the main events of the story.

• Have students state their opinions of the story and discuss how they might support their opinions in a response to literature.

B. Draft: Modeled/Shared Writing Model drafting by turning several prewriting notes from your Response to Literature Organizer into sentences. Then have students share in drafting by making suggestions for additional sentences as you scribe.

• Help students create beginning that introduces the text clearly. • Guide students in summarizing the story. Introduce Sequence to assist students with

ordering the story’s events. Remind students to tell enough about the story to interest readers without giving away the ending.

C. Spotlight on Word Study: Proper Nouns Revisit the Writer’s Model on Sourcebook pages 138–139 and have students identify proper nouns. (Roald Dahl, Big Friendly Giant, Giant Country, Sophie) Prompt students to look for proper nouns in the class’s response to literature.

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Differentiated Writing InstructionAs students write responses of their own, meet with individuals or groups. Continue work from a previous lesson or use the options below as appropriate.• Teach Response to Literature with Writing Bridge 7.• Teach Organizational Pattern: Sequence with Writing Bridge 39.• Use the Response to Literature Organizer to assist students in turning their prewriting

phrases into complete sentences and paragraphs.• Conference with students to listen to their response beginnings.

5 Support Writing Independence Group Share • Why is it important to leave the ending of the story you are writing about a mystery? • How is your Response to Literature Organizer helping you draft your response?



PROJECTABLE 36

PROJECTABLES 28–29

WRITING BRIDGE 7, 39

GO TO


COMPREHENSION BRIDGE 3, 4SKILLS MASTERS page 23Create Images Organizer


CREATE IMAGES ORGANIZER

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Amelia was amazed. “But why do want such a stinky plant in your backyard?” she asked.

“I’m the president of the local chapter of the International Carnivorous Plant Society,” Mrs. McClary replied. “Do you know anything about carnivorous plants?”

Amelia shook her head no. “They’re plants that eat insects. The dragon lily isn’t

actually a meat eater. But the Venus flytrap”–– she pointed to her t-shirt, which had a picture of a Venus flytrap chomping down on a big juicy fly–– “it’s a meat eater, for sure.”

“Meat-eating plants are from areas where there aren’t enough nutrients in the soil. So the plants develop ways to trap insects for food. Take my sundew. It traps insects with little sticky hairs on its leaves. It’s a plant-eat-bug world in my garden,” Mrs. McClary said with a chuckle.

Just then a fly landed on a scary-looking sundew. Its legs became trapped in goo. Mrs. McClary smiled. “Lunch time!” she said.

SHARED READINGGRADE 4 THEME

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Amelia was amazed. “Butt why do want sucht in your backyard?” shee asked.m the president of the llocal chapter of thational Carnivorous Plant Society,” Mrs.ry replied. “Do you knnow anything abourous plants?”ia shook her head noo.re plants that eat innsects The dragonre plants that eat innsects. The dragonmeat eater. But thee Venus flytrap”––rt, which had a piicture of a Venus own on a big juiccy fly–– “it’s a mea

ng plants are from areas where thnts in the soil. So the plants devefor food. Takee my sundew. It tr

hairs on its leaves. It’s a plantden,” Mrs. MMcClary said with

anded on a scary-looking supped in goo. Mrs. McClaMrs. M rypp g ysaid. s

At maryroia’rr

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d by David Dreier

melia Salazar walked around the backyard of her new

house, smiling. Suddenly her smile disappeared. “What is

that smell ?” she exclaimed, perhaps a bit too loudly.

A cheerful-looking woman popped her head above the

low fence between the yards. “I couldn’t help hearing you,”

she said. “I’m Donna McClary.”

“Amelia Salazar,” Amelia said. “I’m sorry if I disturbed

you. But something in my yard smells just awful. Sort of like

rotting meat.”

Donna McClary laughed. “That smell is coming from

my yard, not yours. It’s my dragon lily,” Mrs. M

cClary

said. “Come on over and I’ll show you.”

Mrs. McClary led Amelia to a group of plants.

The plants had beautiful, wide, purplish-red flowers. But

the smell –– it was even stronger here. Seeing the puzzled

look on Amelia’s face, Mrs. McClary explained, “Dragon

lilies need to be pollinated by flies to reproduce. So the

lily creates a smell like rotting meat to attract flies.”

Mrs.McClary’s

K734606_T04.indd 116

5/27/11 11:0

SHARED READING

GRADE 4 THEME

Projectable 28

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SHARED READINGLESSON 3

A Create Images As I read, I use my sense of smell to imagine what the dragon lily flower must have smelled like. I can also use my sense of touch to imagine how sticky the sundew is.

B Create Images Have students join in your Think Aloud. I wonder what the sundew catching the fly looked like. Does anyone see words that help you picture it? The word goo helps us imagine what it looked like.

!Think Aloud

!Think Along


English Spanishreproduction reproducción

(reh-proh-dook-SEEOHN)century centuria

(sehn-TOO-reeah)

E li h

Spanish Cognates

1 Build Reading SkillsTeach Vocabulary: Explain, Restate, ShowA. Explain the Terms Reread page 112 aloud. Explain the new terms:

reproduction New animals and plants are created through the process called reproduction. century A century is a time period of 100 years.

B. Restate and Show the Terms Ask students to restate and show the meanings of the new terms in their vocabulary journal.

Teach Grammar: Proper NounsA. About Proper Nouns Go over About Proper Nouns on page 119. Write the names

of students, several street names, and the name of the school on the board.

B. Proper Nouns in Context Find the proper noun United States Botanic Garden on page 118. Does this proper noun name a person, a place, or a thing? (place) What kind of letter does each word in this proper noun begin with? (a capital letter) Have students work in pairs to read the brochure and complete Proper Nouns in Context.

Teach Fluency: Use Punctuation to Inform MeaningTell students that good readers use punctuation as they read to help them understand the text. Use choral reading as students read the first two paragraphs of page 118 with you, drawing attention to the periods and exclamation point.

2 Read and Comprehend Shared Reading


Connect to Prior Knowledge: Mrs. McClary’s Very Weird Garden • What do you know about gardens? • Set Purpose: Help me set a purpose for reading. Let’s read to . . . .

Shared ReadingA. Projectables 28 and 29:

Mrs. McClary’s Very Weird Garden Read Mrs. McClary’s Very Weird Garden as students follow along in their Sourcebooks.

B. Create Images Use a Think Aloud and Think Along as you read. Model filling in Projectable 30 for the Think Along.

Teach Target Skills: Realistic Fiction and DialogueA. Genre: Realistic Fiction Discuss the features of realistic fiction: characters act

in realistic ways; plot is realistic; dialogue adds to the plot and shows what characters are like.

ObjectivesVocabulary .................... reproduction, centuryGrammar........................ Proper NounsFluency ........................... Use Punctuation to

Inform Meaning

Comprehension ........... Create ImagesTarget Skills.................. Genre: Realistic Fiction

Understand Use of DialogueWriting ............................ Form: Response to Literature

PROJECTABLES 28, 29, & 30






22 23


Writing: Response to LiteratureW i i

Assess Progress

WRITING RESOURCE GUIDE page 10WRITER’S HANDBOOK page 9

Commas

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Differentiated Reading InstructionAs students read independently, meet with individuals or small groups. Use the options below as appropriate. • Teach Create Images with Comprehension Bridge 4 and Organizer.• Review Infer with Comprehension Bridge 3.• Teach comprehension strategy assigned to selected leveled reading book.

3 Support Reading Independence Group Share • Why do you think it’s important to create images as you read? • Why are we making a big deal about creating images?

4 Build Writing Skills A. Draft: Interactive Writing Invite volunteers to add sentences to the class’s draft. • Guide students in drafting a statement that tells one thing the class likes about

the story. • Remind students to support their opinion with facts and details from the story. Model

using a quotation from the story to support the opinion and ask students to provide several more supporting details.

B. Spotlight on Grammar: Commas: Items in a Series Use Writing Resource Guide page 10 to provide a focus lesson on commas. Invite students to find examples of commas in items in a series in the Writer’s Model on Sourcebook pages 138–139. (She’s brave, smart, and not afraid to speak up for herself; silly language, exciting plot, and funny ending.)

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Differentiated Writing InstructionAs students write responses of their own, meet with individuals or groups. Continue work from a previous lesson or use the options below as appropriate.• Teach Response to Literature with Writing Bridge 7.• Coach students in understanding what makes the Writer’s Model a strong example

of Response to Literature, pointing out the writer’s use of details from the source material.

• Conference with students to assess their understanding of Response to Literature.

5 Support Writing Independence Group Share • How are you using details from the story to support your opinion? • What do you do when you get stuck while drafting?


WRITING BRIDGE 7

GO TO


COMPREHENSION BRIDGE 3, 4SKILLS MASTERS page 23Create Images Organizer



INTERACTIVE READINGLESSON 4

SKILLS MASTERS page 24Proper NounsHave students complete this page at home for practice with proper nouns.

Homework

SKILLS MASTERS page 25Interactive Reading 1Text Organizer

Create ImagesHave students join in a Think Aloud with you. What images are you creating in your mind to help you imagine how the student feels as she begins her experiment? What kinds of images does the title Waking Up a Bean create for you as you begin reading the selection?

!Think Along

1 Build Reading SkillsTeach Vocabulary: Discuss, Reflect, RefineA. Structured Vocabulary Discussion Have students engage in a Structured

Vocabulary Discussion using the activity on page 113 of their Sourcebooks.

B. Reflect and Refine Journal Entries Support students in refining or adding to their descriptions and representations of the five vocabulary words in their vocabulary journals.

Teach Grammar: Proper Nouns• Explore Words Together Together, read the directions for Activity Two on

page 119 of the Sourcebook. Offer support as student partners identify the proper nouns and capitalize the first letter in each one.

2 Read and Comprehend Interactive Reading


Connect to Prior Knowledge: Waking Up a Bean • Have you ever tried to grow a plant for a science experiment? What happened? • What did you observe as the plant grew? • Set Purpose: Let’s read to find out what may happen when conducting a science

experiment.p

1. Build Vocabulary and Background Knowledge Distribute copies of the Interactive Reading 1 Text Organizer and discuss what is happening in each picture. (1. The girl wets a paper towel at the kitchen sink. We see four groups of five seeds on the kitchen counter. 2. The girl places the plastic bag with the seeds on a paper towel in the path of sunlight on a windowsill. 3. The plastic bag on the windowsill has germinating seeds that have ‘tails’ coming out of them.) Ask students with intermediate and advanced language skills to share what they know about growing plants. Introduce the words seeds, beans, and sprout using the pictures and gestures. Explain that in the selection, the character does an experiment on how plants grow.

2. Develop Academic Language Using gestures or pictures, explain the term experiment: “a test to learn something, especially something related to science.” Ask students to repeat the sentence “The girl does an experiment on how plants grow.” Support the vocabulary by pointing to the pictures. Ask intermediate and advanced students to complete the sentence We can use experiments to. . . .

ELL Preview

Interactive ReadingA. Interactive Selection: Waking Up a Bean Read

pages 120–121 as students follow along in their Sourcebooks.

B. Create Images Use a Think Along to reinforce the comprehension strategy. When finished, tell students they will continue reading the text later.

ObjectivesVocabulary .................... Discuss, Reflect, Refine Grammar........................ Proper Nouns

Comprehension ........... Create ImagesWriting ............................ Form: Response to LiteratureGrammar........................ Commas: Items in a Series

SOURCEBOOK page 113

SOURCEBOOK page 119




24 25


SpellingGive a spelling test on this week’s spelling list.

S lli

Assess Progress

Comprehension: Create Images For students scoring “Little Evidence” on the rubric of Comprehension BridgeCreate Images, continue working on this strategy, using the “Below Level” teaching suggestions.

C h

Assess Progress

Think and Respond: Reflect and WriteA. Together, read the directions for this activity on page 125 of the Sourcebook. Support pairs

as they discuss the words they wrote on sticky notes and how the notes helped them create images.

B. Culminate the activity by having volunteers share their images with the class.

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Differentiated Reading InstructionAs students read independently, meet with individuals or small groups. Use the options below as appropriate. • Teach Create Images with Comprehension Bridge 4 and Organizer.• Review Infer with Comprehension Bridge 3.• Teach comprehension strategy assigned to selected leveled reading book.

3 Support Reading Independence Group Share • Do you think the images you create are the same as everyone else’s? Why or why not? • What was the most interesting image that you created today as you read?

4 Build Writing Skills A. Draft: Interactive Writing Invite volunteers to add sentences to the class’s draft. • Explain to students that they should also tell what they would change about the story

if they could rewrite it. Guide students in drafting a paragraph that explains one thing that the class would change about the story.

• Prompt students to provide a concluding statement or section related to the opinions presented. Tell students that they should ask themselves as they write Would you recommend this story to others? Why or why not?

B. Spotlight on Grammar: Sentence Combining Use Writing Resource Guide page 11 to provide a focus lesson on sentence combining. Ask students to revisit the Writer’s Model on Sourcebook pages 138–139 to identify examples of sentence combining. (The BFG is afraid she will tell everyone that she saw him, so he whisks her away to Giant Country.)

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Differentiated Writing InstructionAs students write responses of their own, meet with individuals or groups. Continue work from a previous lesson or use the options below as appropriate.• Teach Response to Literature with Writing Bridge 7.• Pair selected students, encouraging them to listen to each other’s stories and to

note at least one positive element, such as a strong detail or unique idea.• Conference with students to support them in combining sentences in their

own writing.

5 Support Writing Independence Group Share • Tell me about the conclusion of your response. What do you want your reader to

think about? • Do you think you are ready to revise? How do you know?

SOURCEBOOK page 125

WRITING RESOURCE GUIDE page 11

WRITER’S HANDBOOK pages 34–35

Sentence Combining


WRITING BRIDGE 7



INTERACTIVE READING

SKILLS MASTERS page 25Interactive Reading 1 Text Organizer

Create ImagesHave students use the interactive questions in the Sourcebook to help them create images with their partner. Distribute copies of the Create Images Organizer for students to use to record their images.

!Think Together

LESSON 5

1 Build Reading SkillsTeach Vocabulary: Apply in Learning Game• Name That Category Divide the class into teams of five students each. Give each

team a set of five index cards, each card having one vocabulary word (require, pollinate, equipment, reproduction, or century) on it. Designate one student on each team as the first clue giver. That student will look at one index card and then provide verbal clues to the rest of the group (without saying any form of the vocabulary word). When the team guesses the correct term, a second index card is given to a new clue giver.

Teach Grammar: Proper Nouns• Explore Words in Writing Together, read the directions for Activity Three on

page 119. Have students complete the activity. Ask volunteers to read aloud some of the words they used.

• Proper Nouns in Context Have partners complete Proper Nouns in Context on page 125.



Interactive ReadingA. Create Images Summarize the first two pages of the story from yesterday and

discuss the images students created. Remind students to think about creating images as they read, using a Think Together. On the following day, the partners should be prepared to describe their images on the last three pages.

B. Two-Word Technique: Waking Up a Bean Divide the class into partners of mixed abilities and distribute three sticky notes to each student. Have students read the rest of the selection together. While reading, have each student write only two words that reflect their thoughts about each page. Then have students take turns reading the words to their partner and explaining why they chose them, how they relate to the events on that page, and how they helped create images.

Support Reading As others are working in pairs, use the Interactive Reading 1 Text Organizer with these students. Have them follow along in their books as you read the text. Then read the words in the word bank and guide students in using them to write down key words beneath the pictures. Work together to complete the “mostly about” section.

ELL View

Have below-level readers read or reread the selection using the eBook audio. As students answer the interactive questions, encourage them to think aloud about creating mental images. Have students fill out the Interactive Reading 1 Text Organizer and discuss with a partner: What images did you create while reading and listening?

Struggling Readers

ObjectivesVocabulary .................... Apply in Learning GameGrammar........................ Proper Nouns

Sentence Combining

Spelling .......................... AssessmentComprehension ........... Create ImagesWriting ............................ Form: Response to Literature

SOURCEBOOK page 119

SOURCEBOOK page 125




26 27

121

Monitor Writing Progress Monitor Comprehension Progress Monitor Spelling ProgressTheme 4 Progress Test

Rubric: Word Choice, Writing Bridge 8 Rubric: Create Images, Comprehension Bridge 4 Assessment Guide, pp. 30–36

LESSON 8 Pages 126–127 LESSON 9 Pages 128–129 LESSON 10 Pages 130–131

Vocabulary TStructured DiscussionWord Study TPractice Reference Materials

Vocabulary TReflect and RefineWord Study TWrite Reference Materials

Vocabulary TApply in Learning GameWord Study/Grammar TReview Proper NounsReview Reference Materials

Interactive ReadingThe Pea BlossomSourcebook pp. 132–133Comprehension Strategy TReview Infer

Interactive ReadingThe Pea BlossomSourcebook pp. 132–136Comprehension Strategy TReview Infer

Interactive ReadingThe Pea BlossomSourcebook pp. 132–136Comprehension Strategy TReteach Create ImagesAssessmentAdminister Theme 4 Progress Test

Comprehension Strategy TReinforce and Apply Infer

Comprehension Strategy TReinforce and Apply Infer


Comprehension StrategyDiscuss Infer

Comprehension StrategyDiscuss Infer


Revise: Interactive Writing

Spotlight on Grammar TSentence Combining

Edit and Publish: Modeled/Shared/Interactive Writing

Writing ShareShare, Reflect, Discuss

Teach Writer’s Craft

Use Writing Traits Checklist

Conference

Use Editing Checklist

Conference

Use Writer’s Reflection Checklist

Reflect on Writing Reflect on Writing Reflect on Writing

4_LNLEWTG744094_T04G.indd 121 8/9/11 3:22:40 PM

RE

AD

ING

WR

ITIN

G

120

THEME 4 Seeds, Fruits, and Flowers

ASSESSMENT Ongoing Test Practice

Assessment Guide, pp. 28–29T = Tested

Week 2 at a Glance LESSON 6 Pages 122–123 LESSON 7 Pages 124–125

Build Reading Skills

Vocabulary TExplain, Restate, Show: criteria, conditions, germinateWord Study TIntroduce Reference MaterialsSpelling TIntroduce Word List

Vocabulary TExplain, Restate, Show: cones, adaptWord Study TTeach Reference Materials

Read and Comprehend

Interactive ReadingWaking Up a BeanSourcebook pp. 120–124Comprehension Strategy TPractice Create Images

Interactive Reading“Ode to the Giant Redwood”Sourcebook pp. 128–129Comprehension Strategy TReinforce Create ImagesTarget Skill TUnderstand Metaphor

Differentiated Reading Instruction OPTIONS• Comprehension• Vocabulary• Word Study• Fluency



Support ReadingIndependence



Build Writing Skills

Introduce Trait: Word Choice TProjectable 35Revise: Modeled/Shared Writing

Spotlight on Spelling

Reinforce Trait: Word Choice TModeled Reading Revise: Interactive Writing

Spotlight on Word StudyReference Materials

Differentiated Writing Instruction OPTIONS

Reinforce Trait: Word Choice T

Conference

Reinforce Trait: Word Choice T

Conference

SupportWritingIndependence

Reflect on Writing Reflect on Writing

1

2

3

4

5

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upSm

all G

roup Differentiated

ReadingInstruction

Teacher’s Guide

GO TOComprehension

Bridge

WritingBridge

GO TO

4_LNLEWTG744094_T04G.indd 120 8/9/11 3:22:23 PM


28 29


B. Bring the group back together to discuss the images created during their reading. Note some of the images on the board. Model explaining how that image helped you enjoy and understand the observation log.

Think and Respond: Critical ThinkingA. Together, read the description of the activity on page 125 of the Sourcebook and be sure

students understand the directions.

B. Support students as they identify the growing conditions for each set of beans and list what happened to each group of beans. Ask students to provide a rationale for their conclusions.

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Differentiated Reading InstructionAs students read independently, meet with individuals or small groups. Use the options below as appropriate. • Teach Create Images with Comprehension Bridge 4 and Organizer.• Teach comprehension strategy assigned to selected leveled reading book.

3 Support Reading Independence Group Share • Which part of creating images do you find the most challenging? Why? • What background knowledge do you need to create images?

4 Build Writing Skills Focus Trait: Word ChoiceA. Introduce Word Choice Using Projectable 35, introduce the Word Choice trait of

good writing. Have students listen for descriptive words as you read aloud. • Invite students to discuss how precise words and sensory language helped them

better understand the story. Then work as a class to identify places where Word Choice could be improved in the passage.

• Have students analyze the Writer’s Model for use of Word Choice. Then have them write a quick response to the second Respond in Writing question.

B. Revise: Modeled/Shared Writing Using the class’s fi rst draft, model revising by reading several sentences and offering suggestions for revision. Then have students share in revision by encouraging volunteers to make revisions as you scribe.

• Ask students to point out the important sections of the draft. Draw a box around each important section, such as the title of the story, the author’s name, and the class’s opinion.

• Prompt students to ensure that all the pertinent information is included in the draft. Then have students consider the order of the important information. Draw arrows to show any rearranging that students agree upon.

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Differentiated Writing InstructionAs students write responses of their own, meet with individuals or groups. Continue work from a previous lesson or use the options below as appropriate.• Teach Word Choice with Writing Bridge 8.• Meet with students to help them review the order of their drafts.• Conference with students to encourage them to set goals, such as improving their

use of a particular writing trait.

5 Support Writing Independence Group Share • Did you think about Word Choice in your revisions? How did it help? • Reflect on how you changed your writing today. Be ready to share at least

one example.

Have students plant a bean seedling in soil and observe the growth process. They should record their observations and share the results with the class.

Enrichment Activity


WRITING BRIDGE 8

PROJECTABLE 35

4_LNLEWTG744094_T04H.indd 123 8/9/11 3:31:40 PM


INTERACTIVE READING

Spelling Listagain

alphabet

energy

glossary

Internet

neighbor

puzzle

reference

research

system

NO EXCUSE WORDS

could

make

no

time

CHALLENGE WORDS

dictionary

mystery

thesaurus

vocabulary

+ 2 PERSONAL WORDS

See Spelling Routine on pages A32–A33 in this guide.

LESSON 6

1 Build Reading SkillsTeach Vocabulary: Explain, Restate, ShowA. Explain the Terms Read Conifers on Sourcebook page 126. Explain the

new terms:criteria When we apply certain rules or standards to make a judgment or a decision about something, we are using criteria. conditions Conditions, such as weather and resources, are the various things that surround animals and plants and affect the way they live. germinate Things, such as seeds, germinate when they start to grow.

B. Restate and Show the Terms Have small groups discuss the meaning of each word. Then have students write their own explanations and graphic depictions of words in their vocabulary journals. Students can use Picture It on page 127 for examples of organizers they can use.

Teach Word Study: Reference MaterialsA. Defi ne Reference Materials Tell students that reference materials are sources

that provide different kinds of information about a variety of topics. Examples of reference materials are dictionaries and encyclopedias.

B. Connect Proper Nouns to Reference Materials Have students identify proper nouns (people, places, or things) they would like to learn more about. Then ask them to fi nd two facts about a proper noun using reference materials in the classroom.



Wrap Up the Interactive ReadingA. Summarize the Selection: Waking Up a Bean Have students help you

summarize each section of Waking Up a Bean.

LITERAL: Where did the student put the plastic bags of seeds? INFERENTIAL: How was this experiment was useful for testing what seeds need to grow?p f f g g

1. Discuss Reading Have students share what they’ve written on the Interactive Reading 1 Text Organizer and discuss information from the selection. Ask partners to share new information they learned about what seeds need to grow, using gestures and pictures as needed and referring to the text for support.

2. Extend Language Have intermediate and advanced learners share examples of the language they’ve written on their organizers. Model expanding them. For example, “seeds” may become “The seeds grow into plants.” Have partners follow your model, revising their own descriptions.

ELL Review

Think and Respond: Turn and TalkA. Have students work in pairs to discuss the questions on page 125.

ObjectivesVocabulary .................... criteria, conditions, germinateWord Study ................... Reference Materials Spelling .......................... Introduce Word List

Comprehension ........... Create ImagesWriting ........................... Trait: Word Choice


SKILLS MASTERS page 26Home ConnectionHave students complete this activity with a family member.

Home Activity


English Spanishcriteria criterios

(kree-TEH-ree-ohs)conditions condiciones

(kohn-dee-see-OH-nehs)germinate germinar

(hehr-mee-NAHR)

Spanish Cognates

SOURCEBOOK page 125





30 31


Ongoing Test Practice A. Model Sample Question Distribute copies of pages 28–29 in the Assessment

Guide and work through the example question together.

B. Send Home for Practice Have students take the passage and questions home as homework. You can review the correct answers the next day.

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Differentiated Reading InstructionAs students read independently, meet with individuals or small groups. Use the options below as appropriate. • Teach Create Images with Comprehension Bridge 4 and Organizer.• Teach comprehension strategy assigned to selected leveled reading book.

3 Support Reading Independence Group Share • How is creating images making your reading more interesting? • How would you explain creating images to a friend?

4 Build Writing Skills A. Reinforce Word Choice Read aloud the magenta highlighted text on page 110 of

this guide. Discuss with students the author’s use of Word Choice.

B. Revise: Interactive Writing Revisit the class’s draft to continue revising. Invite volunteers to make revisions directly on the draft.

• Encourage students to underline words and phrases that could be improved upon. Ask for volunteers to provide more interesting alternatives.

• Explain to students that they can also use a thesaurus to find stronger and more precise words. Model using a thesaurus to replace a word in the writing. Then, model using a dictionary to confirm the exact meaning of a word listed in a thesaurus entry.

C. Spotlight on Word Study: Reference Materials Discuss how reference materials can help students improve their drafts. Invite students to select words in the Writer’s Model on Sourcebook pages 138–139 and fi nd alternatives using a thesaurus.

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Differentiated Writing InstructionAs students write responses of their own, meet with individuals or groups. Continue work from a previous lesson or use the options below as appropriate.• Teach Word Choice with Writing Bridge 8.• Have students underline words and phrases that could be improved upon in their

own writing. Provide thesauruses and dictionaries for student use.• Conference as needed to offer support in general revising techniques, such as

replacing be verbs with action verbs.

5 Support Writing Independence Group ShareBring students together to reflect on their writing. • Tell a word that you replaced and the word that you replaced it with. How do you

think it changed your writing? • Today we practiced using strong words to convey meaning to readers. What other

strategies could you use when revising to ensure that readers would take away what you are really trying to state?

ASSESSMENT GUIDE pages 28–29Create Images


WRITING BRIDGE 8

GO TO


COMPREHENSION BRIDGE 4SKILLS MASTERS page 23Create Images Organizer



INTERACTIVE READING

Have students brainstorm metaphors for thunder, lightning, clouds, sky, and sunshine. They can then use the metaphors in a descriptive paragraph or a poem.

Enrichment Activity

1 Build Reading SkillsTeach Vocabulary: Explain, Restate, ShowA. Explain the Terms Reread page 126 aloud. Explain the new terms:

cones Cones are the parts of some trees, such as evergreen or pine, that hold seeds and pollen.adapt When things adapt, they change so they can survive in certain conditions. For example, cactus plants adapt to dry, hot weather by storing water.

B. Restate and Show the Terms Ask students to restate and show the meanings of the new terms in their vocabulary journals.

Teach Word Study: Reference MaterialsA. Reference Materials Warm-Up Ask students to identify and discuss examples

of reference materials in the classroom. Write their suggestions on the board.

B. About Reference Materials Read the defi nition of reference materials on page 131.

C. Reference Materials in Context Read the instant message exchange “Alien Invaders” on page 130. Have students identify the reference materials in the passage and work in small groups to complete Reference Materials in Context on page 131 of the Sourcebook.



Teach Target Skill: Understand MetaphorA. Introduce Metaphor Tell students that sometimes writers compare two very different

things to create exciting images in readers’ minds. Writers do this so we can “see” an image. For example, in the sentence “The sky is a huge blue ocean,” a comparison is made by saying that the sky is like an ocean. This metaphor encourages us to think about and see the sky in a different way. Metaphors can make reading more interesting.

B. Reinforce the Concept Work with students to brainstorm other metaphors. To begin, write the following words on the board: skyscraper, pillow, sun. Suggest that students compare each one with another object. For example, The skyscraper is a tall mountain; The pillow is a big, fl uffy marshmallow; The sun is a bright, golden globe.

Connect to Prior Knowledge: “Ode to the Giant Redwood” • What do you know about redwood trees? • What conditions do you need to grow a tree? • Set Purpose: Let’s listen for examples of metaphor in the poem.

Interactive ReadingA. Read the Poem and Identify Metaphor: “Ode to the Giant

Redwood” Have students listen for examples of metaphor as you read “Ode to the Giant Redwood.” Discuss the metaphor “An army of giants as far as I can see.”

B. Turn and Talk Have partners of mixed abilities reread the poem softly together. Have them stop after each stanza and talk about the metaphors they’ve found.


English Spanishcones conos

(KOH-nohs)adapt adaptar

(ah-dahp-TAHR)

Spanish Cognates

LESSON 7ObjectivesVocabulary .................... cones, adaptWord Study ................... Reference MaterialsComprehension ........... Create Images

Target Skill ................... Understand MetaphorWriting ........................... Trait: Word Choice






32 33

retold by Ernestine Giesecke

Once upon a time, in a secret Persian garden, there were five peas in a single pod. The pod was green, and the peas were green, so the peas decided that the entire world was green.

As the weeks passed, the pod turned brown and the peas turned brown. Obviously, the peas proclaimed, the world had now turned brown.

The peas often wondered what life was like outside the pod. Surely, some adventure must await them.

Then one day, “CRACK! The pod suddenly burst open and the five peas tumbled into a young boy’s hand.

“Excellent!” the boy exclaimed. “These peas are perfect for my new pea shooter.” He slipped a pea into the shooter, puffed into it, and sent the pea in a high arch across the garden.

“Whee, I’m flying!” shouted the pea. “Catch me if you can!”

The boy shot a second pea high into the air. “I’m headed for the moon!” shouted the pea.

When their turn came, peas three and four proudly announced, “We’re on our way to faraway castles to dine among kings and queens!” One pea remained. “Whatever is supposed to happen will happen!” it thought as the boy shot it into the air. The fifth pea tumbled into a window box outside a tiny house, settling into the soft, warm moss.

The house belonged to a woodsman and his frail, delicate daughter. Every day, the woodsman gathered camel-thorn branches to sell as firewood. Although he worked very hard, he seldom had enough money for the two of them.

One morning, as the father prepared for work, the sun shone through the window, across the floor, and onto the girl’s bed. The frail girl looked toward the window.

“What is that green thing peeping in the window?” she asked. Her father looked out the window. “Oh, it’s a little plant! I wonder how it got here,” he replied.

He pushed the girl’s bed toward the window so she could see the tiny plant. “Please, Father, would you bring me some books so I can learn about this plant?”

“Of course, my dear.” Later that day, on his way home, he visited the town’s wisest, oldest woman. “Madam,” he asked, “have you any reference books about plants?"

H Hcouwoucan

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Writing: Word Choice

Assess Progress

Interactive ReadingA. Interactive Selection: The Pea Blossom Read

The Pea Blossom on pages 132–133 as students follow along in their Sourcebooks.

B. Review Infer Remind students that when they make inferences, they combine what they already know with information from the story they are reading. Use a Think Along to reinforce the strategy of making inferences.

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3 Support Reading Independence Group Share • Why do you think it’s important to infer as you read? • Do you think inferring helps you read more carefully? Why or why not?

4 Build Writing Skills A. Revise: Interactive Writing Continue revising the class’s response to literature.

Invite volunteers to make suggestions and mark revisions. • Read the draft aloud and ask students to stop you if any parts are confusing. Guide

students in moving, adding, or changing details if needed. • Remind students that authors use a variety of sentence lengths to make their work

more interesting and fun to read. Ask students to look for places where they have varied or could vary sentence lengths.

B. Spotlight on Grammar: Review Sentence Combining Use Writing Resource Guide page 11 to provide a review lesson on sentence combining. Invite students to fi nd examples of sentences that could be combined in the Writer’s Model on Sourcebook pages 138–139.

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Differentiated Writing InstructionAs students write responses of their own, meet with individuals or groups. Continue work from a previous lesson or use the options below as appropriate.• Reinforce the Writing Traits with the Writing Traits Checklist.• Pair students and have them read each other’s responses focusing on sentence length

and variety. Have students give each other feedback on ways to improve sentence variety.

• Conference with students to assess their understanding of Word Choice.

5 Support Writing Independence Group Share • Tell a detail that you added or changed to make your writing stronger. • How can combining sentences and varying sentence lengths improve your writing and

make it more fun to read?

1 InferHave students join in a Think Aloud with you. I wonder how the little girl will be affected by the pea. I think that the pea and the girl will take care of each other. I combined what I already know about some fairy tales with information from this story that shows me the pea and the little girl were similar.

!Think Along

WRITING RESOURCE GUIDE pages 11

WRITER’S HANDBOOK pages 34–35

Review Sentence Combining


WRITING RESOURCE GUIDE page 88Writing Traits Checklist



INTERACTIVE READING

SKILLS MASTERS page 27Reference MaterialsHave students complete this page at home for practice with reference materials.

Homework

LESSON 8

1 Build Reading SkillsTeach Vocabulary: Discuss• Structured Vocabulary Discussion Have students engage in a Structured

Vocabulary Discussion using the activity on page 127 of their Sourcebooks.

Teach Word Study: Reference MaterialsA. Reference Materials: Riddle Have students make up “What Am I” riddles for

various reference materials in the classroom. For example: I include maps of many different countries. I show where mountains and rivers are located. I also show the capital cities of states and countries. What am I? (atlas) Students can share their riddles with the rest of the class while other students guess the answers.

B. Review Reference Materials Review the defi nition of reference materials on page 131. Have students discuss the reference materials used in the riddles above. How did the clues help you identify the reference materials? What other clues could you add to the riddles?

C. Explore Words Together Have students complete Activity Two on page 131.


!Review Comprehension Strategy Infer

Connect to Prior Knowledge: The Pea Blossom • What do you know about pea plants and pea pods? • Do you think the pea pod in this story might be special? Why or why not? • Set Purpose: Let’s read to find out what happens to the peas in this story.

1. Build Vocabulary and Background Knowledge Distribute copies of the Interactive Reading 2 Text Organizer. Point to the diagram of the pea plant and introduce key terms: roots; stalk; leaf; flower; pods. Have beginning language students use gestures and pictures to describe how a plant grows. Tell students this is a story about a girl who identifies a plant by reading and doing research.

2. Develop Academic Language Explain the term almanac (a calendar or book that contains important dates and information). There are many kinds of almanacs. In this selection, the main character uses a farmer’s almanac. A farmer’s almanac gives the farmer important information for planting and growing healthy plants. Ask intermediate and advanced students to use the word almanac in a sentence.

ELL Preview

ObjectivesVocabulary .................... DiscussWord Study ................... Reference Materials

Comprehension ........... InferWriting ............................ Trait: Word ChoiceGrammar ....................... Review Sentence Combining


SOURCEBOOK page 127

SOURCEBOOK pages 132-133

SOURCEBOOK page 131



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Comprehension: InferFor students scoring “Little Evidence” on the rubric of Comprehension Bridge Infer, continue working on this strategy, using the “Below Level” teaching suggestions.

Assess Progress


WRITING RESOURCE GUIDE page 86Editing Checklist

Using the Yahoo! Kids Web site or another protected search engine, have students research a plant or flower that is indigenous to your state or region. Students can discuss what types of information the Web sites provide and compare this information to that found in classroom reference materials.

Focus on New Literacy

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3 Support Reading Independence Group Share • How would you explain inferring to a friend? • Why might some of your classmates make inferences that are different from yours?

4 Build Writing Skills A. Edit: Modeled/Shared/Interactive Using the class’s revised draft, model

editing by locating an error and marking a correction. Then have students share in editing by making suggestions and marking edits on the class’s draft.

• Help students check that commas are used correctly when listing items in a series. • Guide students in checking that they’ve used the correct conventions for any sentences

that they’ve combined. • Encourage students to reread their work several times, with a particular emphasis

each time. For example, on one read they might read for punctuation errors, and on another they might look for misspelled words.

B. Spotlight on Spelling With students, review the spelling words for the theme. Invite students to identify the theme’s spelling word that appears in the Writer’s Model on Sourcebook pages 138–139. (neighbors) As you edit the class draft, have students look for spelling words and make sure they are spelled correctly.

C. Publish: Modeled/Shared/Interactive As a class, decide how you would like to publish your response to literature. Model publishing by writing the fi rst sentence of the class’s response to literature. Invite volunteers to participate in publishing by writing a sentence on the fi nal draft.

• Encourage students to use the title of the story, pull a phrase from their writing, or use their imagination to craft a title for the response.

• Encourage students to think of other ways this response could be published, such as posting it in the classroom or submitting it to an online book review site.

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Differentiated Writing InstructionAs students write responses of their own, meet with individuals or groups. Continue work from a previous lesson or use the options below as appropriate.• Support Editing with the Editing Checklist. • Encourage students to highlight places in their drafts where they have successfully

combined sentences or used commas for items in a series. • Conference with students to help them prepare for tomorrow’s writing share.

b

5 Support Writing Independence Group Share • Tell me how you chose to publish your story. • What did you find most challenging about writing a response to literature? What can

you do to make it easier?



INTERACTIVE READINGLESSON 9

1 Build Reading SkillsTeach Vocabulary: Reflect and Refine• Refl ect and Refi ne Vocabulary Journals Support students in refi ning,

adding to, or completing their previous descriptions and representations of any of this theme’s vocabulary words in their vocabulary journals.

Teach Word Study: Reference Materials• Explore Words in Writing Together, read the directions for Activity Three on

Sourcebook page 131. Discuss how students can use reference materials to fi nd facts about their topics.


!Review Comprehension Strategy Infer

Interactive ReadingA. Infer Summarize the fi rst two pages of The Pea Blossom. Remind students of the last

theme’s strategy, Infer. On the following day, students should be ready to discuss the selection and share the inferences they made to gain new meaning from the text.

B. Reverse Think-Aloud Technique: The Pea Blossom Divide the class into partners of mixed abilities to read the rest of the story. One partner follows along silently while the other partner reads aloud. The student following along selects a point in the text to stop the other student and asks a question about what he or she is thinking about the text at that moment. Partners then reverse roles.

Support Reading As others are working in pairs, use the Interactive Reading 2 Text Organizer with these students. Have them follow along in their books as you read the text. Then read the words in the word bank and guide students in using them to write down key words beneath the pictures. Work together to complete the “mostly about” section.

ELL View

Have below-level readers read or reread the selection using the eBook audio. As students answer the interactive questions, encourage them to think aloud about making inferences. Have students fill out the Interactive Reading 2 Text Organizer and discuss with a partner: What did you learn about the parts of a pea plant? How is the pea blossom different from other plants?

Struggling Readers

Think and Respond: Reflect and Write• Close this part of the lesson by having students complete this activity on page 137. Pairs

can share their inferences with the group.

ObjectivesVocabulary .................... Reflect and RefineWord Study ................... Reference Materials

Comprehension ........... InferWriting ............................ Trait: Word Choice


InferHave students use the interactive prompts in the Sourcebook to make inferences about the selection. Distribute copies of the Infer Organizer for students to record their inferences.

!Think Together

SOURCEBOOK page 131


SOURCEBOOK page 137



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SpellingGive a spelling test on this week’s spelling list.

Assess Progress

Think and Respond: Turn and TalkA. Have students work in pairs to complete Turn and Talk on page 137.

B. Bring the class together to discuss a few inferences from their reading. Have students share what they wrote down on their Infer Organizer.

Think and Respond: Critical ThinkingA. Together, read the description of the activity on page 137 of the Sourcebook and make

sure that students understand the directions. Then divide the class into groups.

B. Support partners as they identify what happened to each pea. Guide them to a higher level of thinking as they answer the questions.

Assessment: Theme 4 Progress Test Administer the Theme 4 Progress Test that assesses Comprehension, Target Skills,

Vocabulary, Word Study, Grammar, and Writing.

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Differentiated Reading InstructionAs students read independently, meet with individuals or small groups. Use the optionsbelow as appropriate.• Teach Create Images with Comprehension Bridge 4 and Organizer.• Teach comprehension strategy assigned to selected leveled reading book.

3 Support Reading Independence Group Share • Do you use all of your senses when you create images? Explain. • What are the benefits of creating images as you read?

4 Build Writing Skills A. Share Writing Use whole class writing time for a writing share. Have selected

students present their writing pieces to the class. Encourage students to listen carefully and with respect.

B. Model Critiquing As students present, offer praise for strong points and suggestions for areas that need improvement.

C. Discuss Feedback Lead a discussion in which volunteers offer feedback to writers about their work.

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up Differentiated Writing InstructionHave students reflect on their own writing processes and experiences by completing the Writer’s Reflection Checklist.

5 Support Writing Independence Group ShareGather to discuss the shared writing pieces and students’ responses on their Writer’s Reflection Checklists. • Which response discussed a literary work you would like to read? • Which responses used details from the literary work to support points and opinions? • Which strategy was most helpful as you worked on your response to literature?

ASSESSMENT GUIDE pages 30–36 Theme 4 Progress Test

SOURCEBOOK page 137

WRITING RESOURCE GUIDE page 87Writer’s Reflection Checklist



INTERACTIVE READING

Have students choose and conduct an experiment using a plant. Students can go through the scientific process and present their project to the class.

Enrichment Activity

LESSON 10

1 Build Reading SkillsTeach Vocabulary: Apply in Learning Game• 20 Questions Divide students into small teams. Have one student on each team

choose a vocabulary word (require, pollinate, equipment, reproduction, century, criteria, conditions, germinate, cones, adapt) while the other team members ask yes-or-no questions about the word. The questioners’ goal is to guess the mystery word before asking 20 questions. Model appropriate questions before beginning the activity, such as: Is the word you’re thinking of a thing? Is the word you’re thinking of related to trees? Rotate until each team member has had a chance to choose a word and have teammates ask questions about it.

Review Word Study and GrammarA. Reference Materials in Context Together, read the directions for the activity on

page 137 of the Sourcebook. Have students locate the names of the reference materials in The Pea Blossom. Have students share their paragraphs about pea blossoms.

B. Proper Nouns Review Ask volunteers to provide examples of proper nouns that identify people, places, or things in their town. How should you write the fi rst letter of each proper noun?



Wrap Up the Interactive ReadingA. Summarize the Selection: The Pea Blossom Have students summarize

The Pea Blossom and share an inference they made during their reading.

B. Comprehension Questions Discuss the following: LITERAL: What happened to the fifth pea? (It landed in a window box outside a

small house.)INFERENTIAL: How are the little girl and the pea plant similar?

C. Reteach the Theme Strategy Create Images Reteach creating images by modeling an image students can base on the selection.

1. Discuss Reading Have students share what they’ve written on their Interactive Reading 2 Text Organizer and discuss the selection. Ask partners to share new words they have learned about plants. Beginners can point to the text organizer for support.

2. Extend Language Model extending the language intermediate and advanced learners have written to include more specific descriptions. For instance, if they’ve written “underground parts” to describe roots, extend the description to “underground parts that bring food to the plant.”

ELL Review

ObjectivesVocabulary .................... Apply in Learning GameWord Study ................... Reference MaterialsGrammar ....................... Proper Nouns

Spelling .......................... AssessmentComprehension ........... Create Images Writing ........................... Writing Share/Reflect

SOURCEBOOK page 137



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seeds, skills masters projectables 28–36...

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