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THEME 5: One Land, Many Trails160

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THEME 5: One Land, Many Trails 161

Selections

1 A Boy Called Slow

2 Pioneer Girl

3 Black Cowboy, Wild Horses

4 Elena

One Land, Many Trails

E X T R A S U P P O R T L E S S O N S F O RE X T R A S U P P O R T L E S S O N S F O R

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Prefixes un-, dis-, in-, re-;Suffix -ionWarm-Up/Academic Language,

Remind students that a prefix is a word part added to the begin-ning of a base word to change its meaning. Explain that a suffixis a word part added to the end of a base word.

Teach,

Review the Phonics/Decoding Strategy. Tell students that they can use

this strategy to decode words with prefixes or suffixes. Model how to

decode collection: Colin has a collection of movie posters.

Give five index cards to each student. Have students write one of the fol-

lowing on each card: un-, dis-, in-, re-, -ion. As you read the following

words aloud, have students hold up the appropriate cards to identify

the prefix or suffix in each word: disappear, untie, incorrect, reopen,

and reflection.

Remind students that a prefix isn’t a word on its own, and must be

added to a base word.

Explain that changes in meaning sometimes occur when a prefix or suf-

fix is added to a base word. Display the following chart on the board or

on chart paper. Help students to fill it in.

THEME 5/SELECTION 1

A Boy Called Slow

Objectives• read words that have the prefix

un-, dis-, in-, re- or the suffix -ion• use the Phonics/Decoding

Strategy to decode longer words

Materials• Teaching Master ES5-1• Practice Master ES5-1• index cards• Anthology: A Boy Called Slow

Get Set for ReadingCD-ROMA Boy Called Slow

Education Place www.eduplace.comA Boy Called Slow

Audio CDA Boy Called SlowAudio CD for One Land, Many Trails

Lexia PhonicsCD-ROMIntermediate Intervention

SKILL FOCUS: STRUCTURAL ANALYSIS 25–30 MINUTES


I see -ion at the end of this word. When I cover the suffix,

I find collect, which I recognize. Adding -ion to collect

helps me figure out cuh LEK shun. That sounds right.

5XH162 7/18/03 4:23 PM Page 162

Guided Practice,

Display or distribute Teaching Master ES5-1.

Read the sentences with students and have them identify words with the

prefixes un-, dis-, in-, re-, or the suffix -ion.

Guide students to complete the chart.

Practice/Apply,

Distribute Practice Master ES5-1. Review the directions with students.

Ask students to complete the Practice Master independently.

Check students’ responses to make sure they can read words with the

target prefixes and suffix.

Preview A Boy Called Slow Segment 1

Refer to the bottom of page 471 in the Teacher’s Edition and preview

with students Segment 1 of A Boy Called Slow (pages 470–477).

Note the suggestions in the Extra Support boxes on Teacher’s Edition

pages 473, 475, and 476.

1. Instead of giving me a hug, she

gave me an frown.

2. Tom’s dog is and ignores his commands.

Matt’s dog is and does as it’s told.

3. Should we a new shed, or just

repair and the old shed?

4. If you can see something, it is .

If you can’t see it, it’s .

Prefixes un-, dis-, in-, re-;Suffix -ion

Fill in each blank with the word from the box that best completes eachsentence. Circle the word if it has un-, dis-, in-, re-, or -ion.

obedient disobedient unfriendly friendlyinvisible visible build rebuild

Grade 5 Theme 5: One Land, Many Trails PMES 5–1

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I see you!

friendly

disobedient

build

visible

unfriendly

obedient

rebuild

invisible

Practice Master ES5–1

Word Prefix or Suffix Base Word

Prefixes un-, dis-, in-,re-; Suffix -ion

When the rain started falling, we went inside.

Emma’s dog dislikes dry dog food.

José returned the broken CD to the store.

Ben won the election for class president.

Lori was unsure of where her art class was meeting.

TMES 5–1 Grade 5 Theme 5: One Land, Many Trails

Teaching Master ES 5–1 A Boy Called Slow

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Prefixes like un-, dis-, in-,

and re- come before the

base word. Suffixes like -ion

come after the base word.

insidedislikes

returnedelectionunsure

in-dis-re-

-ionun-

sidelikes

turnedelectsure

Teaching Master ES5–1

SELECTION 1: A Boy Called Slow 163

Prefix or Suffix Base Word New Word

dis-: opposite agree disagree: to have a

different opinion

in-: not direct indirect: not direct

re-: again send resend: to send

again

un-: not true untrue: not true

-ion: result of create creation: some

an act or thing that is new

process

LITERATURE FOCUS: 10–15 MINUTES

5XH163 7/18/03 4:23 PM Page 163

Drawing ConclusionsWarm-Up/Academic Language,

Explain that authors do not always tell everything about the char-acters and events in a story. Sometimes readers must puttogether story details to come to an understanding on their own.This is called drawing conclusions.

Teach,

Read the following sentences aloud: Daniel listened to some of his

Spanish tapes while he waited at the gate.“These could come in

handy soon,” he thought as he boarded his flight.

Ask students where Daniel might be going and how he might get there.

Elicit that Daniel is probably going somewhere where Spanish is spoken,

and that he is going by plane. Point out that the author has given clues

that help readers draw each conclusion, and ask students to identify the

clues. (waited at the gate and boarded his flight are clues that Danielis traveling by plane; Spanish tapes and could come in handy soonare clues that he is going somewhere where Spanish is spoken.)

Read this story aloud:

Display the following chart. Guide students in completing the chart,

using the story clues to draw conclusions.

Objective• use facts and details from the

selection to come to an under-standing of something not directlystated in the text

Materials• Teaching Master ES5-2• Practice Master ES5-2• Anthology: A Boy Called Slow

THEME 5/SELECTION 1: A Boy Called Slow

SKILL FOCUS: COMPREHENSION 25–30 MINUTES


Even though Gaby lives on a ranch in Colorado and Nicole

lives in the city of San Francisco, they see each other often.

Their moms are sisters.

Last summer, Nicole visited Gaby in Colorado. The girls had a

wonderful week together. Nicole helped Gaby with her

chores. She fed the hens and gathered eggs. Nicole was very

tired at night, but she still had a hard time falling asleep. The

only sound she could hear outside the bedroom window

was that of crickets chirping.

5XH164 7/18/03 4:24 PM Page 164

Guided Practice,


Read the story with students.

Direct students’ attention to the chart. Have them use the story clues in

Column 1 to draw conclusions and complete the chart.

Practice/Apply,


Have students complete the Practice Master independently.

Check students’ responses to make sure that they understand how to use

story clues to draw conclusions.

Preview A Boy Called SlowSegment 2


with students Segment 2 of A Boy Called Slow (pages 478–484).


pages 482 and 484.

Drawing Conclusions

Read each story. Then use clues from the story to draw a conclusion.

The scouting party felt the ground rumble. A long line ofbrown, shaggy creatures appeared, kicking up a large dust cloud. Theparty watched as the first animals passed a few hundred feet fromthem. By the time the last animal had gone past, they felt like theyhad been standing there for hours.

Story Clues:

Conclusion:

Greg always tried to pay attention to what was going on aroundhim, but it was hard. When he had to watch the horses, he woulddaydream about riding one across the plains. He wouldn’t notice whenthe horses wandered off. When he walked through the woods, hewould daydream about bears, and then trip over a root or stone.

Story Clues:

Conclusion:


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The ground rumbles. Brown, shaggy

creatures kick up dust and the herd of animals

passes by. The scouting party watches a long time.

They saw a large herd of buffalo pass by.

Greg has a hard time paying attention.

He daydreams and lets the horses wander off or

trips on a root or stone.

Greg has a very active imagination.


Add Up the Story Clues… …and Come to a Conclusion

Joseph is tired and wet, but

still searches for his colt.

The colt is wet and

shivering. His eyes are wide

with fear and confusion.

Drawing ConclusionsThe rain came down so hard that Joseph could

barely see three feet in front of him. It had already

soaked through his coat. All he wanted to do was to find

a dry spot somewhere and sleep. Still, he kept searching.

He would not go home without his colt.

Joseph heard weak neighing. He followed the

sound until he found what he had been looking for. The

colt was under a tree, wet and shivering. His eyes were

wide with fear and confusion. Joseph approached him,

calling the colt’s name. At the sound of

Joseph’s voice, the colt’s ears perked

up and he moved towards Joseph.

Together they headed for home.


Teaching Master ES 5–2 A Boy Called Slow

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Joseph must really care for his colt.

The colt is wet andfrightened. He probablygot lost.




Story Clues Conclusion

Gaby and Nicole try to see Gaby and Nicole are cousins.

each other often, even They must be friends too, since

though they live far apart. they spend time together.

Their moms are sisters.

Nicole can’t fall asleep at Nicole is probably used to the

night. She can hear sounds of city life, and the noise

crickets chirping. of the crickets bothers her.

5XH165 7/18/03 4:24 PM Page 165

Prefixes un-, dis-, in-, re-Teach,

Write the following sentences on the board:

Read the sentences aloud with students. Have them identify the differ-

ence between the two sentences. Remind students that covering a pre-

fix and looking at the base word is a good way to figure out a word.

Model the process for students using the following sentence: Slow

wondered if the men on horses were unfriendly.

Practice,

Display the following sentences:

Objectives• identify the prefixes un-, dis-, in-,

or re-• read words with the prefixes un-,

dis-, in-, or re-

Materials• Anthology: A Boy Called Slow




Here’s a word I don’t know. But I see a prefix that I recog-

nize—un-. Let me cover it up. What’s left? Oh, friendly! So

this word is unfriendly. Since un- means “not,” I suppose

unfriendly means “not friendly.” That makes sense in the

sentence.

Slow disliked his name.

Slow liked his name.

Slow’s life felt incomplete before his brave act.

They regained all their horses.

Slow galloped over the uneven ground.

5XH166 7/18/03 4:24 PM Page 166

Explain the following tips to students:

• Separate the prefix from the base word.

• Look at each part separately.

• Use your knowledge of the meaning of the prefix and the base word to

figure out the meaning of the word.

Refer students to the Phonics/Decoding Strategy Poster for more tips.

Apply,


Guide students to:

• underline the words that have the prefixes un- dis-, in-, or -re

• divide the prefix from the base word

• circle the prefix

• read the words aloud

Review A Boy Called SlowGuide students through the Comprehension Skill Lesson for Drawing

Conclusions on page 483 in the Teacher’s Edition.



Slow was inexperienced in battle.

He was unhurt in the raid.

Slow returned to the village.

His old name soon disappeared.

5XH167 7/18/03 4:25 PM Page 167

Subject and Object PronounsTeach,

Display these sentences:

Ask students what pronouns they could use to stand for the underlined

words. (He, him; She, her; They, them) Then remind students of these

definitions and rules:

• A pronoun is a word that replaces a noun.

• I, you, she, he, it, we, and they are subject pronouns.

• Me, you, him, her, it, us, and them are object pronouns.

Practice,

Display the following sentences. Invite students to underline the subject

pronouns and circle the object pronouns:

He rode all day under the hot sun. (He)

She rode beside him on a black pony. (She, him )

We waited for them all day. (We, them )

Apply,

Display the following sentences. Have students replace the underlined

words with the correct subject or object pronouns.

1. Slow’s father taught Slow a lot. (He, him)

2. Slow’s mother also taught Slow. (She, him)

3. Slow learned a lot from Slow’s mother. (He, her)

Objectives• identify subject pronouns and

object pronouns• use subject pronouns and object

pronouns correctly in sentences


SKILL FOCUS: GRAMMAR 10–15 MINUTES


A boy was born many years ago. Returns Again loved the boy.

A daughter was born later. Returns Again also loved the daughter.

The children played in the sun. Returns Again watched the children.

5XH168 7/18/03 4:25 PM Page 168

Using I and meTeach,

Display these sentence pairs:

Slow and I like to ride. I like to ride.

Slow and me like to ride. Me like to ride.

Tell students that only one pair is correct. Have them choose the correct

pair and tell you how they know. (first) Remind them that:

• I is a subject pronoun that is used as the subject of a sentence.

• Me is an object pronoun that is used after action verbs, and after words

such as to, in, and for.

Display the following sentence pair:

Slow came with his mother and me. Slow came with me.

Ask students how making a sentence pair could help them use I and me

correctly. (If I or me sounds right by itself, it is probably right withanother word.)

Practice,

Display these sentences. Have students choose the correct pronouns.

Slow’s mother and I/me made dinner. (I)

She sat down next to Slow and I/me. (me)

Apply,

Display these sentences. Have students choose the correct pronouns.

1. My uncle and I/me rode together.

2. Slow’s father gave horses to my uncle and I/me.

3. Slow and I/me trained our horses well.

Preview Shell-FlowerWalk students through Shell-Flower and discuss the illustrations, using

words such as village and tribe. Ask them to draw conclusions about

the story and its characters based on the illustrations.


Objectives• distinguish between I, a subject

pronoun, and me, an object pronoun

• use I and me correctly in sentences

Materials• Leveled Reader: Shell-Flower



5XH169 7/18/03 4:25 PM Page 169

Drawing ConclusionsTeach,

Read the following passage:

Jenny stood on the high-dive and looked nervously down at the pool

below. “You wanted to learn to dive,” she told herself sternly. “Just

jump in.” Jenny thought she had never been so scared in her life. But

she took a deep breath and jumped.

Have students ask themselves: What kind of person is Jenny? (brave,determined) Then ask students to tell you how they know. (She isscared, but she goes ahead and jumps.) Explain that students could

use story clues in order to understand Jenny. (“nervously,” “told her-self sternly,” “never been so scared,” “But she… jumped.”)

Point out that the author did not say,“Jenny was brave and determined.”

Instead, the author gave readers story clues to use along with their

own experience to draw conclusions.

Read the five paragraphs on page 471 with students, and model the

process of drawing conclusions:

Remind students to use story clues and their own experiences to draw

conclusions about characters and events in stories they read.

Objectives• use story clues to draw

conclusions• identify details in a story that can

be used to draw conclusions

Materials• Anthology: A Boy Called Slow• Leveled Reader: Shell-Flower




I wonder what kind of people the Sioux are. I’ll look for

clues to help me find out. Here the wife says her son will

“follow his father’s path.” Here the author mentions “the

custom.” Then the author says, “So it had been with

Returns Again and his father before him.” I get the impres-

sion that tradition is very important to the Sioux.

5XH170 7/18/03 4:26 PM Page 170

Practice,

Have students read pages 474–475. Ask: How does Slow feel about his

family? (He admires them.) Ask: What story clues help you know this?

(Slow wants a name like his father and uncle. Slow listens to his parents’ advice.) Have students discuss how their own experiences

helped them draw the conclusion about Slow.

Apply,

Have students draw conclusions, with an eye to using story clues and

their own experience, in the Leveled Reader selection Shell-Flower by

Rhonda Rodriguez. Ask students to complete the questions and activity

on the Responding page.

Revisit A Boy Called Slow andShell-FlowerGuide students to draw conclusions about the stories as they look

through A Boy Called Slow and Shell-Flower. Also, help them look for

words with the prefixes un-, dis-, in-, re-, and the suffix -ion. As exam-

ples, you may want to point out the words inherited and returns on

page 476 of A Boy Called Slow, or the word remained on page 16 of

Shell-Flower.



5XH171 7/18/03 4:26 PM Page 171

Stressed and UnstressedSyllablesWarm-Up/Academic Language,

Remind students that words can be divided into syllables, and thateach syllable in a word has a vowel sound. Explain that in wordswith more than one syllable, one of the syllables has morestress, or emphasis.

Teach,

Write Monday on the board. Read the word aloud. Demonstrate how to

tap out the syllables, or word parts, using your desk as a drum. Then

put a slash between the two syllables (Mon/day). Have students count

the syllables as you say them aloud.

Say the word twice, emphasizing a different syllable each time: MON day

and mon DAY. Have students raise their hands when they hear the cor-

rect pronunciation. Write MON day on the board and repeat the word

with the correct emphasis.

Repeat the procedure described above, using other words. Include multi-

syllabic words such as vacation or holiday.

Review the Phonics/Decoding Strategy. Display the following sentence,

and model how to use the strategy to figure out the stressed and

unstressed syllables in a word: Stacey saw many forms of wildlife,

including elk, bison, and bald eagles.

THEME 5/SELECTION 2

Pioneer Girl

Objectives• read words with stressed and

unstressed syllables• use the Phonics/Decoding


Materials• Teaching Master ES5-3• Practice Master ES5-3• Anthology: Pioneer Girl



I’ll sound out the underlined word. First I’ll try the stress on

the first syllable: BI son. That sounds right to me. To

make sure, I’ll try the stress another way: bi SON. That

sounds wrong. I’ll reread the sentence pronouncing the

word BI son. It makes sense in this sentence. I’ve heard of

bison. They are a kind of wildlife.

Get Set for ReadingCD-ROMPioneer Girl

Education Place www.eduplace.comPioneer Girl

Audio CDPioneer GirlAudio CD for One Land, Many Trails


5XH172 7/18/03 4:26 PM Page 172

Write the following words on the board.

Have students tap out the syllables of each word. Guide them in writing

each word in syllables, showing the stressed syllable in capital letters.

Guided Practice,

Display or distribute Teaching Master ES5-3. Discuss the illustration

with students, and point out the correct way to pronounce jacket.

Read the sentences with students.

Say each underlined word aloud. For each underlined word, guide stu-

dents to circle the word with the correctly stressed syllables.

Practice/Apply,


Have students work independently to complete the Practice Master.

Check students’ responses to make sure that they understand stressed

and unstressed syllables.

Preview Pioneer Girl Segment 1


with students Segment 1 of Pioneer Girl (pages 499–507).


pages 500, 503, 504, and 506.

Stressed and Unstressed Syllables

In each sentence, one of the words is written two ways. Circle theway that shows stress on the correct syllable.

1. May and Greg planted in their garden.

2. I have a turkey for lunch today.

3. Anna, Luisa, and Tyler walked around the mall .

4. A hot-air floated above the town.

5. We will together which movie to see.

6. Ms. Grant has a book that needs to go back to the .

7. Faith wanted to the blouse for one in a smaller size.

8. Let’s visit the rose .

9. I will remember how much fun I had at the school .

10. Today our class went on a hunt.

CAB bagecab BAGE

sand WICHSAND wich

to GETH erto geth ER

BAL loonbal LOON

de CIDEDE cide

LI brar yli brar Y

EX changeex CHANGE

gar DENGAR den

PIC nicpic NIC


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treas URETREAS ure


Stressed andUnstressed Syllables


Teaching Master ES 5–3 Pioneer Girl

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1. We should protect the land and its wildlife.

pro TECT PRO tect

2. You may borrow the book after I finish reading it.

AF ter af TER

3. I plan to travel to many new places.

tra VEL TRA vel

4. In science class, we’re learning about how a tornado forms.

tor NA do TOR na do

5. Which weighs more, a buffalo or an elephant?

buf FA lo BUF fa lo

6. That is not my concern. con CERN CON cern

7. The new engine on that train is very powerful.

POW er ful pow ER ful

“Nice jack ET” “Nice JACK et”



SELECTION 2: Pioneer Girl 173

raincoat RAIN/coat

umbrella um/BREL/la

evaporate e/VAP/o/rate

atmosphere AT/mos/phere

5XH173 7/18/03 4:27 PM Page 173

PropagandaWarm-Up/Academic Language,

Explain that propaganda is information presented in a way thatmakes people believe a certain thing or act a certain way. Pointout that print and television advertisements use forms of propa-ganda to encourage people to buy products.

Teach,

Display a magazine. Have students raise their hands when you make a

statement about the magazine that sounds like propaganda. Tell them

to keep their hands down when you make a statement that sounds

accurate.

Say: Everyone reads this magazine. All smart people read magazines

every day. Reading magazines makes your problems go away. Some

magazines contain advertisements. (Students should raise theirhands after every statement except Some magazines contain advertisements.)

Guide students to identify the last statement as the one that is supported

by facts.

Display the following information:

• Overgeneralization: makes general statements based on only a few facts (Example: I know one smart per-son who reads magazines every day. Allsmart people read magazines every day.)

• Testimonial: uses a celebrity or expert to make a state-ment supporting a product (Example: Myfavorite film star says this is the best magazine she’s ever read.)

• Bandwagon: persuades consumers to do somethingbecause “everyone else” is doing it (Example:Everyone is reading this magazine. Youshould, too.)

• Transfer: associates a person with a product so thatconsumers will transfer their admiration forthe person to the product (Example: This isthe kind of magazine the President reads,so I know it’s good.)

Objectives• identify propaganda• identify persuasive techniques

commonly used in propaganda• distinguish between statements

in propaganda that are supportedby facts and those that are not

Materials• Teaching Master ES5-4• Practice Master ES5-4• a magazine• Anthology: Pioneer Girl

THEME 5/SELECTION 2: Pioneer Girl



5XH174 7/18/03 6:08 PM Page 174

• Faulty cause and effect: says consumers will be happier simply as aresult of using the product (Example:Reading magazines makes your problems-go away.)

Discuss each technique and its description. Guide students in listing

other examples if needed, using the previous procedure.

Guided Practice,


Read the advertisement with students. Have students identify each prop-

aganda technique being used, and write it on the appropriate blank.

Practice/Apply



Check students’ responses to make sure that they understand propaganda.

Preview Pioneer Girl Segment 2


with students Segment 2 of Pioneer Girl (pages 508–513).

Note the suggestions in the Extra Support box on Teacher’s Edition

page 512.

PropagandaLabel each accurate statement with an (A). Label each propagandastatement with a (P), and write the type of propaganda being usednext to the statement.

testimonial bandwagon overgeneralizationtransfer faulty cause and effect

1. Three people who went to Arizona said they had good weather

while they were there.

The weather in Arizona is the best in the world! Three people who

went there said they’ve never seen better weather.

2. The West Hotel is on Main Street.

When the President came to River City, he stayed at the West

Hotel, the best hotel anywhere.

3. General Jackson says, “Canyon sweaters are the warmest sweaters

that money can buy.”

Canyon sweaters are made of wool.

4. Since your doctor says it will help you, you should take the

medicine.

Everyone is taking Magic Cure Medicines. You should too!


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P, overgeneralization

A

P, transfer

P, testimonial

A

A

P, bandwagon


PropagandaHey there, partner! Are you looking for a way

to travel west in style? Join the thousands of

people who have taken a ride on the White Sail

Stagecoach Line. The

Governor of Nebraska uses us for all his traveling

needs. We have a long

history of safety—we’ve been accident-free for

over a year! So if you want

to find success and happiness in life, come take a

ride with us. Like Wild

Bill Hickok says, “There’s no stagecoach like a

White Sail stagecoach.”


Teaching Master ES 5–4 Pioneer Girl

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bandwagon

transfer

overgeneralization

faulty cause and effect

testimonial




5XH175 7/18/03 7:45 PM Page 175

Stressed and UnstressedSyllablesTeach,

Write the following sentence on the board:

Read the sentence aloud, stressing the second syllable in protect. Then

stress the first syllable. Ask students which pronunciation is correct.

Draw a line between the syllables. Tell students that a syllable is a word

part with one vowel sound. Explain that syllables can be either

stressed—emphasized—or unstressed—not emphasized.

Display the following sentence: Grace’s family extended a helping

hand. Model the process of decoding the underlined word:

Objectives• identify the stressed and

unstressed syllables within aword

• read words with stressed andunstressed syllables

Materials• Anthology: Pioneer Girl




I’ll try sounding this word out. First, I’ll draw lines dividing

it into syllables. Now, I’ll guess that the first syllable is

stressed: EX ten ded. That doesn’t sound right. I’ll try

stressing the second syllable: ex TEN ded. That sounds

right and makes sense in the sentence.

Poppie tried to protect the crops.

5XH175 7/18/03 7:28 PM 6

Practice,


Invite students to read each underlined word aloud, experimenting with

different pronunciations if necessary. Have a student circle the stressed

syllables. Students can refer to the Phonics/Decoding Strategy Poster

for more tips.

Apply,

Work with students to find other examples of multi-syllabic words in the

selection Pioneer Girl. List the words on the board and have students:

• divide the words into syllables

• read them aloud

• circle the stressed syllable

Review Pioneer GirlGuide students through the Comprehension Skill Lesson for

Propaganda on page 501 in the Teacher’s Edition.



The immigrants came for the rich soil.

They store pumpkins in the cellar.

The good crops convinced them to stay.

The conversation was in Swedish.

5XH175 7/18/03 7:28 PM Page 177

Possessive PronounsTeach,

Display these sentence pairs:

Ask students to identify the difference between the first and second sen-

tence in each pair. (A possessive pronoun has replaced the posses-sive noun.) Remind students of these definitions and rules:

• A possessive pronoun is a word that shows ownership.

• My, you, his, her, its, our, and their appear before nouns.

• Mine, yours, his, hers, its, ours, and theirs stand alone and replace

nouns in sentences.

Practice,

Display the following sentences. Help students replace the underlined

words with possessive pronouns.

Grace’s day was long and full. (Her)

She worked with Grace’s father. (her)

The father had the father’s own work to do. (his)

The pioneers grew the pioneers’ own food. (their)

Apply,

Display the following sentences. Have students replace the underlined

words with possessive pronouns.

Grace’s sister was called Florry. (Her)

Poppie’s horse began to run. (His)

The guests brought the guests’ own dinner. (their)

Objectives• identify possessive pronouns• replace possessive nouns with

appropriate possessive pronouns




The girl’s house was made of sod. Her house was made of sod.

The pioneers’ life was hard. Their life was hard.

5XH175 7/18/03 7:29 PM Page 178

Contractions with PronounsTeach,


She is old enough to help. She’s old enough to help.

They are crossing the prairie. They’re crossing the prairie.

Ask students how the sentences in each pair are different. (She is isreplaced by she’s; while they are is replaced by they’re.)

Remind students of these rules:

• A contraction is a shortened form of two words.

• You can combine pronouns with the verbs am, is, are, will, would,

have, has, and had to form contractions.

• Use an apostrophe (’) in place of the dropped letter or letters.

Practice,

Have students replace the underlined words with contractions.

I am going to Nebraska soon. (I’m)

You are lucky to be going! (You’re)

We will have our own farm. (We’ll)

Apply,

Have students replace the underlined words with contractions.

He is a very good farmer. (He’s)

You would like the food he grows. (You’d)

We are all looking forward to that. (We’re)

Preview Journey to a Free TownWalk students through Journey to a Free Town and discuss the illustra-

tions, using words from the story such as landowners and wagon.

Ask students to make statements of propaganda about the illustrations.



Objectives• identify contractions• replace word pairs with

contractions

Materials• Leveled Reader: Journey to a Free

Town


5XH175 7/18/03 7:29 PM Page 179

PropagandaTeach,


Have students ask themselves, What is the intention of the person who

wrote those sentences? (to get people to buy “Health Bars”) With stu-

dents, identify the ways that the writer tries to convince readers to buy

the bars. (says energy comes from healthy eating, mentions moviestar, says that “more and more people” are trying it)

Point out that students have identified propaganda, information or

ideas deliberately developed to influence how others think.

Point out that the selection, Pioneer Girl, begins with a poster advertis-

ing land for sale by the railroad. The poster is a form of propaganda

that tries to convince pioneers to come to Nebraska.

Read the poster on page 500 with students, and model the process.

Objectives• recognize techniques of

propaganda• evaluate techniques of

propaganda

Materials• Anthology: Pioneer Girl• Leveled Reader: Journey to a Free

Town




What if I were a pioneer reading this poster? How would

the authors try to influence the way I think? They tell me

that the farmlands are rich and that people can find

land suitable for any kind of farming. Sounds good. But

before I buy any land, I would want to find out whether

these statements are true or false.

The best way to get energy is to eat something

healthy. The famous star, Bart Bartly, eats our

Health Bars, and you should too. Every day more

and more people are trying our product, and they

just love it! You will too.

5XH175 7/18/03 7:30 PM Page 180

Practice,

Look further at the poster with students. Notice some more examples of

propaganda. (region is good for growing corn and wheat; winters arenot long and cold) Then, work with students to find facts in the selec-

tion that show if the statements are true or false.

Apply,

Have students notice propaganda, with an eye to analyzing if statements

are true or false, in the Leveled Reader selection Journey to a Free

Town by Delores Lowe Friedman. Ask students to complete the ques-

tions and activity on the Responding page.

Revisit Pioneer Girl andJourney to a Free TownGuide students to look for examples of propaganda in Pioneer Girl and

Journey to a Free Town. Also, help them look for words with stressed

and unstressed syllables. As examples, you may want to point out the

words favorite and buffalo on page 501 of Pioneer Girl, or the words

potatoes, careful, and pennies on page 30 of Journey to a Free Town.



5XH175 7/18/03 7:30 PM Page 181

Review of SyllabicationWarm-Up/Academic Language,

Remind students that words with the VV pattern, such as giant, aredivided into syllables between the two vowels (gi/ant). Explainthat words with the VCV pattern, such as debate, are dividedeither after the vowel (de/bate) or after the consonant (lem/on).Tell students that words with the VCCV pattern, such as problem,are usually divided between the two consonants (prob/lem).Explain that words with the VCCCV pattern, such as simple, areusually divided after the first consonant (sim/ple).

Teach,

Display the following chart. Use it to review the four patterns and how

words with these patterns are divided into syllables.

Read aloud piano. Have students tap out the syllables on their desks.

Explain how the VV pattern has been used to divide the word piano.

Repeat this exercise using each example.

Model how to decode oasis : They were lucky to find an oasis in

the desert.

THEME 5/SELECTION 3

Black Cowboy, Wild Horses

Objectives• review how to read multi-syllabic

words• use the Phonics/Decoding


Materials• Teaching Master ES5-5• Practice Master ES5-5• Anthology: Black Cowboy, Wild

Horses



Pattern Usual Word Division Example

VV V/V pi/an/o

VCV V/CV or VC/V de/part, pan/el

VCCV VC/CV suf/fer

VCCCV VC/CCV com/plain

oasis o / a / s i s V/V

Get Set for ReadingCD-ROMBlack Cowboy, Wild Horses

Education Place www.eduplace.comBlack Cowboy, Wild Horses

Audio CDBlack Cowboy, Wild HorsesAudio CD for One Land, Many Trails


5XH175 7/18/03 7:30 PM Page 182

Ask students to choose partners. Assign each pair words from the list:

alive, China, stopping, violin, angry, tumbling, obey, viola. Tell

students to decode their assigned words and identify their syllable

patterns.

Guided Practice,


Review the illustrations and sentences with students. Guide them to

identify the syllable pattern for each underlined word. Write the cor-

rect pattern beneath the appropriate letters in each underlined word.

Practice/Apply,

Distribute Practice Master ES5-5. Review the chart and directions with

students.


Check students’ responses to make sure that they understand the VV,

VCV, VCCV, and VCCCV patterns.

Preview Black Cowboy, WildHorses Segment 1

Refer to page 523 in the Teacher’s Edition and preview with students

Segment 1 of Black Cowboy, Wild Horses (pages 523–531).


pages 524, 529, and 530.

VV VCV VCCV VCCCV

gi/ant ve/to reb/el sus/pend mis/spell

Review of Syllabication

Circle the correct syllable pattern for each word.

1. She will dial the phone.

VV VCV VCCV VCCCV

2. Do you remember that story detail?

VV VCV VCCV VCCCV

3. Be careful not to trip and stumble.

VV VCV VCCV VCCCV

4. We crawled through the tunnel.

VV VCV VCCV VCCCV

5. Please turn down the volume so that it’s not so loud.

VV VCV VCCV VCCCV

6. You’ve got a perfect smile.

VV VCV VCCV VCCCV

7. A lion is a type of wild cat.

VV VCV VCCV VCCCV

8. The sailors let down the ship’s anchor.

VV VCV VCCV VCCCV


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Review of Syllabication

Victor ruined his violin.

Carla opens the jar of honey.

Madeline borrows a pencil for the test.

Dan completes the task with enthusiasm.

The scientist stumbled into the room.


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VV VV

VCV VCV

VCCV VCCV

VCCCV VCCCV

VV VCCCV


SELECTION 3: Black Cowboy, Wild Horses 183

I don’t know this word, but I see that a consonant follows the

vowels oa. If I try the VCV pattern and divide after the vowel,

I’ll get OH sihs. That’s not right. If I divide after the consonant,

I get OHS ihs. That’s not right either. Maybe it’s not the VCV

pattern. I’ll try the VV pattern and divide between the two

vowels. I get oh AY sihs. That sounds right, and makes sense

in the sentence. An oasis is a spot in a desert that has water.


5XH175 7/18/03 7:30 PM Page 183

Making JudgmentsWarm-Up/Academic Language,

Tell students that they can make judgments about characters instories. Explain that good readers try to make sound judgmentsabout story characters’ actions. To do this, readers use their ownopinions and values as well as facts from the story.

Teach,

Discuss how students make judgments about people in real life. Elicit

that they think about the person’s actions and their own beliefs about

what is good or bad and right or wrong to make judgments.

Read this story aloud:

Display the chart below. Guide students to complete the chart.

Objectives• discuss what it means to make a

judgment about something youread

• make judgments about a charac-ter’s actions based on storydetails and your own opinions andvalues

Materials• Teaching Master ES5-6• Practice Master ES5-6• Anthology: Black Cowboy, Wild

Horses

THEME 5/SELECTION 3: Black Cowboy, Wild Horses



Calvin found a guinea pig in his yard. The small animal was

dirty and trembling. Calvin’s mom wouldn’t let him bring the

guinea pig inside. So Calvin brought water outside and

washed the animal in the yard. Then he dried the guinea pig

gently and fed it.

Calvin didn’t want to leave the guinea pig alone. He remem-

bered that his neighbor, Mr. Temkin, loved animals. Calvin

brought the guinea pig to Mr. Temkin.“I’ll be happy to take

care of this little fellow,” Mr. Temkin said.

Question Story Details Own Values and Judgment

Experiences

What kind He obeys Considerate people Calvin is a

of person his mom. He often listen to their considerate

is Calvin? cares for the parents and are person.

guinea pig. kind to animals.

5XH175 7/18/03 7:31 PM Page 184

Guided Practice,


Read the story with students.

Ask students: What kind of person is Sarah?

Guide students to complete the chart as you model the thinking.

Practice/Apply,


Tell students to complete the Practice Master independently.

Check students’ responses to be sure that they understand how to make

judgments.

Preview Black Cowboy, WildHorses Segment 2


with students Segment 2 of Black Cowboy, Wild Horses (pages

532–541).


pages 534, 536, and 540.

Making JudgmentsRead each passage. Put a check next to the best judgment, or writeyour own. Explain your choice.

1. No farmer had been able to grow crops on the farm for thirtyyears. But Jed bought it anyway, and planted crops. “Those folksdidn’t know how to farm,” he said. “My crops will grow.”

Jed shows courage by buying the farm.Jed is foolish to plant crops on land that hasn’t grownanything for thirty years.

Your own judgment:

Reasons why you made your judgment:

2. Beth had planned to canoe down the river into town for supplies.It had been raining for the last two days, though. The water inthe river kept rising. “I don’t want to get caught in a flood,” Bethdecided. “I’ll wait until the river is safe.”

Beth is smart to wait until she knows the river is safe.Beth should take risks, or she’ll never get things done.

Your own judgment:

Reasons why you made your judgment:


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Making JudgmentsSarah rode her horse in the hills above her family’s

ranch all morning. Suddenly, she heard someone at the

ranch calling out. Sarah saw a little smoke coming from a

window of the ranch house. Was it on fire?

Sarah turned her horse around and started charging

down the trail to the ranch. She knew that if her horse

lost his balance, they could both be seriously hurt. Still,

she rode him, trying to get home as quickly as she could.

Back at the ranch, Sarah saw that the smoke had

stopped. She asked her dad what had happened. “I

burned lunch,” he said. “Did you come to help out?”

Sarah nodded. Her dad smiled. “Well, I appreciate it,” he

said, “but everything’s fine.”

Facts from Own Values Judgment

the Passage and

Experiences

Sarah rushes

home when she

sees smoke,

although she

might put

herself and her

horse in danger.


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hurt whenthey aren’tcareful comingdown a hill.

Sarah is brave,but she is alsoreckless. Sheshould have rid-den her horsemore carefullydown the trail.



At first, I think that Sarah is brave to rush home to help.

But then as I read further, I see that she charges down

the trail, even though she knows that both she and her

horse could get hurt by going so quickly. I think Sarah

won’t be much help if she’s injured on the trail. Now I

think she’s also being reckless.


5XH175 7/18/03 7:31 PM Page 185

Review of SyllabicationTeach,

Write the following sentence on the board:

Read the sentence aloud, slowly sounding out the word exploded. Ask

students what they might do if they did not know this word. Help stu-

dents remember that they can break a word into syllables to help

sound it out. Remind them that a syllable is a word part with one

vowel sound.

Remind students that they know several syllable patterns that they can

use to help them break words into syllables: VV, VCV, VCCV, and VCCCV.

Display the following sentence: He ate with enthusiasm. Model the

process of decoding this word.

Objectives• review how to read multi-syllabic

words• use the Phonics/Decoding


Materials• Anthology: Black Cowboy, Wild

Horses

THEME 5/SELECTION 3: Elena



I’d like to sound this word out, but I can’t figure out how

to divide it into syllables. Oh, wait, there’s the VCCCV

pattern in enthu. I also see two consonants that usually

go together to make one sound—th. They probably

belong in one syllable. Let’s see what happens if I

divide the word this way: en/thu/si/asm. I’ll sound it

out—ehn THOO zee azuhm. That sounds right, and it

makes sense here.

The storm exploded into light.

5XH186 7/18/03 8:14 PM Page 186

Practice,


Help students figure out how to use syllable patterns to decode the

underlined words. Students can refer to the Phonics/Decoding Strategy

Poster for more tips.

Apply,

Display sentences with multi-syllabic words from the selection. Help

students underline the words, divide them into syllables, and read the

words aloud.

Review Black Cowboy, WildHorsesGuide students through the Comprehension Skill Lesson for Making

Judgments on page 535 in the Teacher’s Edition.



The mustangs ran swiftly.

The colt was shivering.

The stallion neighed triumphantly.

42595_162-201 7/18/03 7:39 PM Page 187

Double SubjectsTeach,


Ask students to identify the differences between the sentences. (The firstsentence has two subjects—Bob and he. The second and third sen-tences each have one subject.)

Remind students that double subjects are incorrect. Point out that the

way to correct a double subject is to remove one of the subjects.

Practice,

Help students replace the double subjects with single subjects in the

following sentences:

The horses they were scared.

The colt she fell down.

Bob he watched the snake run away.

Apply,

Display the following sentences. Have students replace the double

subjects with a single subject.

The mustangs they were wild.

The stallion he bit the mare.

The cowboys they cheered when Bob came back.

Objectives• identify double subjects• avoid double subjects




Bob he rode his mustang up the hill.

Bob rode his mustang up the hill.

He rode his mustang up the hill.

5XH188 7/18/03 8:14 PM Page 188

Using We and Us with NounsTeach,


We girls worked on a ranch. The first ones were we girls.

The horses were not afraid of us girls. They liked us girls.

Ask students how the two pairs of sentences are different. (The first pairuses we, the second uses us.) Explain that the pronoun is the word

that would be used if the other word were not there.

We worked on a ranch. The first ones were we.

The horses were not afraid of us. They liked us.

Remind students of these rules:

• Use we with a noun subject or after a linking verb.

• Use us with a noun that follows an action verb or a word such as to,

for, with, or at.

Practice,

Ask volunteers to choose the correct sentence in each sentence pair.

We boys were working hard. Us boys were working hard.

Did you see we boys out riding? Did you see us boys out riding?

Apply,

Display these sentences. Tell students that some are correct, and some

are not. Have students write them all correctly on a separate page.

1. We students want to see the ranch.

2. She gave a tour to we students.

3. Us students liked it very much.

Preview Zachary’s RideWalk students through Zachary’s Ride and discuss the illustrations, using

words from the story such as ranch, mustang, and stationmaster. Ask

students to make judgments about the characters’ feelings and actions

based on the illustrations.



Objectives• distinguish between we and us• use we and us appropriately with

nouns

Materials• Leveled Reader: Zachary’s Ride


5XH189 7/18/03 8:15 PM Page 189

Making JudgmentsTeach,

Read the following passage aloud:

Have students ask themselves what Luis should do. Invite students to

share their opinions and to give reasons for why they think the way

they do.

Point out that students have been making judgments. Good readers

make judgments based on their own values and opinions, and based on

all the facts. There is no one correct judgment for any situation—but a

judgment must have some basis in fact.

Point out that the selection requires students to make many judgments

about Bob Lemmons and the situations he encounters.

Read the first three paragraphs on page 535 with students, and model

the process of making judgements.

Objectives• make judgments about a

story they read• identify reasons for their

judgments

Materials• Anthology: Black Cowboy, Wild

Horses• Leveled Reader: Zachary’s Ride




Luis loved his horse, Starlight, very much. But now Starlight had

a broken leg.

Luis knew that a horse with a broken leg cannot get better, and

that an injured horse must be put out of its misery. Still, he

couldn’t bear the thought of having Starlight put to sleep.

What should he do?

5XH190 7/18/03 8:15 PM Page 190

Practice,

Look at the next two paragraphs on the page with students. Ask students

to share their judgments of the stallion’s efforts to move the herd on.

Apply,

Have students make judgments based on facts in the Leveled Reader

selection Zachary’s Ride by Chenille Evans. Ask students to complete

the questions and activity on the Responding page.

Revisit Black Cowboy, WildHorses and Zachary’s RideGuide students to make judgments about characters’ feelings and actions

as they look through Black Cowboy, Wild Horses and Zachary’s Ride.

Also, help them look for words with VV, VCV, VCCV, and VCCCV pat-

terns. As examples, you may want to point out the words bottom and

examine on page 526 of Black Cowboy, Wild Horses, or the words let-

ter and deliver on page 53 of Zachary’s Ride.



Even though Bob loves the horses, he doesn’t try to kill

the snake that hurt them. Instead, Bob thinks,

“Everything in nature had the right to protect itself,

especially when it was afraid.” Do I agree? Yes, partly.

But I also feel that the snake deserved to be punished.

I guess, after thinking about it, that my judgment is that

Bob was right not to kill the snake. After all, the snake

thought the colt was going to step on it. I suppose it

did have the right to strike back. What do you think?

5XH191 7/18/03 8:16 PM Page 191

Changing Final y to iWarm-Up/Academic Language,

Tell students that spelling changes often occur when suffixes orendings are added to base words. Point out that in a word thatends in the letter y, the y changes to i when an ending is added.

Teach,

Write these sentences and word equations on the board:

Read the sentences and word equations with students. Point out that, for

each underlined word, the y changes to i before the ending is added.

Write hurry and lazy on the board. Invite volunteers to make a sentence

for each word. Then write the following word equations on the board:

Invite volunteers to make sentences using the new words.

Remind students that removing an ending can often help them figure

out the meaning of longer words. Use the following sentence to model

this process: The jokes she told just kept getting sillier.

THEME 5/SELECTION 4

Elena

Objectives• read words in which the final y

changes to i when an ending isadded

• use the Phonics/DecodingStrategy to decode longer words

Materials• Teaching Master ES5-7• Practice Master ES5-7• Anthology: Elena



It is partly sunny today. Yesterday was sunnier.

That joke is funny. It’s the funniest joke I know.

sunny + er = sunnier

funny + est = funniest

hurry + ed = hurried

lazy + ness = laziness

Get Set for ReadingCD-ROMElena

Education Place www.eduplace.comElena

Audio CDElenaAudio CD for One Land, Many Trails


5XH192 7/18/03 8:17 PM Page 192

Guided Practice,


Read the sentences and word equations with students. Guide them to

observe that, for each underlined word, the final y changes to i when

an ending is added.

Practice/Apply,

Distribute Practice Master ES5-7 to students.

Direct students’ attention to the illustration. Discuss the text in the

thought bubble. Then review the directions with students.


Check students’ responses to make sure that they understand how to

change the final y to i when adding endings to base words ending in y.

Preview Elena Segment 1


with students Segment 1 of Elena (pages 550–557).


pages 554, 555, and 556.

Changing Final y to i


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1. Look how time flies.

2. He seems angrier than ever.

3. That’s my funniest joke.

4. I picked fresh berries.

5. They cried when they saw the sad movie.

6. I’m getting sleepier by the minute.

7. He is late and hurries to class.

8. The dog looks dirtier than before his bath!

9. They worried that it might rain.

10. If only today were sunnier!

I see an i in busier. If I dropthe -er ending, and change

the i to y, I get... busy.

For each bolded word below, underline the ending and circle the ithat comes before it. Then write the base word in the blank provided.

angry

funny

fly

berrycry

sleepyhurrydirtyworry

sunny



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Changing Final y to iThe juggling clown at the fair was so silly.

He was the silliest clown I have ever seen!

If you can’t open that jar, try hitting it on the counter.

I already tried that and it didn’t work!

I am always really happy on my birthday.

My teacher says happiness is the most powerful emotion.

Did your dog bury his bone in the backyard?

He always buries his bones, and then he can’t find them.

He claims that his bag is too heavy to lift.

My bag is heavier than his, and I can’t lift mine either.

silly + est = silliest

try + ed = tried

happy + ness = happiness

bury + es = buries

heavy + er = heavier


SELECTION 4: Elena 193

I see a word with the ending -er. If I take off the ending, I

see silli. This isn’t a word that I recognize. But I can try to

pronounce it by dividing between the two l’s: SIHL ee.

When I blend the ending, I get SIHL ee ur. This word

makes sense in the sentence.


5XH193 7/18/03 8:18 PM Page 193

Story StructureWarm-Up/Academic Language,

Remind students that most stories have characters, one or moresettings, and events that make up a plot. Tell students that char-acters are the people (or animals) in a story. Explain that thesetting is the time and place where the story occurs. Tell stu-dents that the plot often includes a problem the characters faceand a series of events that leads up to the resolution.

Teach,

Read aloud the following story:

Reread the story, asking students to hold up the card with Characters

when they hear the names of the characters. (Ana, Ana’s mother,cousins)

Have students hold up the card with Setting when they hear when and

where the story occurs. (on the first day of vacation, in an airport andplane in Mexico)

Objectives• identify story structure:

characters, setting, and plot• explain how elements of story

structure interact with one another

• use story structure to summarize a story

Materials• Teaching Master ES5-8• Practice Master ES5-8• cards with Characters, Setting,

Events, Problem, Resolution• Anthology: Elena




On the first day of vacation, Ana got ready to take her first

airplane ride from Mexico to Los Angeles, California.

She was nervous as she boarded the plane with her moth-

er. She had never been on a plane before. Ana’s palms were

already cold and clammy.

“Relax, Ana,” her mother said gently.“You’ll be fine. Close

your eyes and think of how nice it will be in California.”

Ana leaned her head back and pictured California. She

smiled at the thought of seeing her cousins.

Ana felt the plane rumble. She tried to concentrate on

thoughts of California. Before she knew it, they were flying

safely above the clouds. Ana relaxed and smiled.

5XH194 7/18/03 8:19 PM Page 194

Ask students to hold up the card with Events. Have them list the things

that happen in the plot. (Ana and her mother board a plane that willtake them from Mexico to Los Angeles, California. Ana is nervous.Her mother tells Ana to relax, close her eyes, and think of California.Ana thinks of California as the plane takes off, and soon they are fly-ing safely above the clouds. Ana relaxes and smiles.)

Have students hold up the card with Problem. Ask them to summarize

what needs to be solved. (Ana is nervous about her first plane trip.)

Ask students to hold up the card with Resolution. Have them summarize

how the problem is solved. (Ana closes her eyes and thinks aboutCalifornia. This makes her smile and be less afraid.)

Guided Practice,


Examine the illustration and read the story with students.

Guide students to complete the chart.

Practice/Apply,

Distribute Practice Master ES5-8 to students.

Review the directions with students.


Have partners read each other’s stories and identify the characters, set-

ting, and plot in the story.

Check students’ responses to make sure that they understand how to

identify story structure.

Preview Elena Segment 2


with students Segment 2 of Elena (pages 558–562).


pages 560 and 562.

Story StructureFor each setting, circle the character that you would most likely find there.

Write a short story about one of the settings and characters above.Include a problem, story events, and a resolution.

1. Setting: a town in the Old WestCharacters: a race car driver

a cowboya space alien

2. Setting: a boat on the Mississippi RiverCharacters: a boat captain

a football playera talking elephant


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Story Structure


Teaching Master ES 5–8 Elena

Characters: Setting:

Plot:

Problem:

Events: 1.

2.

3.

4.

Resolution:

Helen was about to close the store when a man

walked in. He had a big mustache and a twinkle in his

eye. Tied to his belt was a small, heavy bag.

“Howdy, ma’am,” he said. “My name’s Jack Dunn.

I’d like to buy your finest saddle.” “Certainly,” Helen

said, “but before I round up your order, I’ll need some

proof that you can pay.”

Jack Dunn smiled and pulled out a golden rock. “I

believe that should cover it, ma’am,” he said.

Helen looked the rock over. “Mr. Dunn,” she said

sharply, “this is an ordinary rock that you’ve painted

gold. And we only take cash anyway.”

Cop

yrig

ht ©

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n M

ifflin

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pany

. All

right

s re

serv

ed.

Jack Dunn tries to pay with fake gold.

Jack Dunn walks into Helen’s store.

Jack asks to buy a saddle.

Jack tries to pay with a golden rock.

Helen realizes the gold is fake.

Helen won’t sell Jack Dunn the saddle.

Helen, Jack Dunn a general store




5XH195 7/18/03 8:20 PM Page 195

Changing Final y to iTeach,

Write the following sentences on the board:

Ask students how the two underlined words are related. Explain that

both words have the base word hurry.

Ask students how hurry changed to become hurried. (The y changed toan i before the final suffix -ed was added.) Help students remember

that some of the endings that can change a y to an i are -es, -ed, -er, -est,

and -ness. Remind students that recognizing these endings can help

them figure out longer words.

Display the following sentence: She had many duties. Model the

process of decoding this word:

Objectives• recognize words in which the final

y changes to i when an ending isadded

• read words in which the final ychanges to i when an ending isadded

Materials• Anthology: Elena




What is this word? Maybe if I take off the ending, I can fig-

ure it out. Crossing out the final es leaves duti. That

reminds me of a word I know, duty. I remember that

some endings change a final y to i. In fact, -es is one of

those endings. So duties comes from duty, with the y

changed to i. That makes sense here.

My father hurried to the meeting.

He was in a hurry to get there.

5XH196 7/18/03 8:21 PM Page 196

Practice,


Help students figure out how to remove the endings from the underlined

words and change the i back to y. Help students sound out and identify

the words. Students can refer to the Phonics/Decoding Strategy Poster

for more tips.

Apply,

Display sentences with words where y changes to i. Have students

identify and decode the words.

Review ElenaGuide students through the Comprehension Skill Lesson for Story

Structure on page 559 in the Teacher’s Edition.



The two countries were neighbors.

We were happier in our new country.

Then the armies marched in.

Later, we knew happiness again.

5XH197 7/18/03 8:21 PM Page 197

AdverbsTeach,


Mama went quickly into the room.

She knelt down beside the bed.

Ask students how Mama went into the room. (quickly) Ask where she

knelt. (down)

Point out that quickly and down are adverbs. Explain that:

• Adverbs tell how, when, or where.

• They can describe verbs.

• Many adverbs end in -ly.

Practice,

Display the following sentences. Invite students to identify the adverbs

and to tell what kind of information each one gives about the verb.

Papa rode slowly through the town. (slowly: how)

Mama waited impatiently for him. (impatiently: how)

We went up to the roof to wait. (up: where)

Then we went out on the patio. (out: where)

Apply,

Display these sentences. Have students identify the adverbs.

Objectives• identify adverbs• recognize that adverbs modify

verbs




1. Our friends greeted us loudly. (loudly)

2. We looked sadly at the photographs. (sadly)

3. She spoke about them often. (often)

4. Sometimes she smiled. (sometimes)

5XH198 7/18/03 8:22 PM Page 198

Comparing with AdverbsTeach,


Papa’s horse ran fast. My horse ran faster. Mama’s horse ran fastest of all.

He came to see us often. He came more often after Papa died. He came

most often after dinner.

Explain that fast, faster, and fastest are all adverbs modifying the verb

ran. Explain that often, more often, and most often are adverbs modify-

ing the verb came. Tell students that:

• Adverbs ending in -er are comparative adverbs and compare two items.

Adverbs ending in -est are superlative adverbs and compare three or

more items.

• Some adverbs form the comparative with more and form the superla-

tive with most.

• Most one-syllable adverbs take -er and -est.

• Most adverbs with more than one syllable take more and most.

Practice,

Display this sentence: The wagon drove quickly into town.

Ask volunteers to compare how quickly a wagon, a car, and a train drive.

Invite students to suggest their own comparisons with adverbs.

Apply,

Display these sentences. Tell students that some are correct, and some

are not. Have students write them correctly on a separate page.

1. The car is more fast than the horse.

2. The plane is fastest of all.

3. She comes here oftener than she used to.

Preview America: A DreamWalk students through America: A Dream and discuss the illustrations,

using words from the story such as homeland and rooming house.

Ask students to predict the story structure based on the illustrations.SELECTION 4: Elena 199

Objectives• write comparative and

superlative forms of adverbs• use adverbs to make

comparisons

Materials• Leveled Reader:

America: A Dream



5XH199 7/18/03 8:32 PM Page 199

Story StructureTeach,

Read the following sentences:

Once upon a time, there was a brave little girl. She lived in a kingdom

far, far away. One day her father came to her and said, “We have

nothing more to eat. What shall we do?” “Don’t worry,” said the little

girl.“I have an idea.”

Ask students to identify the people in the story. (the girl and her father)Ask them to identify the time and place where the story occurs. (onceupon a time; in a kingdom far, far away) Ask them what has happened

so far. (There is nothing to eat, but the little girl has an idea.)

Point out that students have identified characters—the main people or

animals in a story; setting—the time and place that a story happens;

and plot—the main things that happen in a story, which usually

includes a problem that has to be solved and its resolution. Explain that

characters, setting, and plot are all elements of story structure.

Explain that sometimes a writer will put a story inside another story.

Read page 562 with students, and model how to identify when this

happens.

Objectives• recognize that every story has

characters, a setting, and a plot• use story structure to summarize

a story

Materials• Anthology: Elena• Leveled Reader:

America: A Dream




When I start reading this paragraph, I am in the same

time period that the story has been in all along. But look

at this sentence:“At those times, Mother liked to talk

about the old days.” This is a signal that the time period

has shifted to “the old days.” The writer goes on to talk

about Mother’s childhood and her relationship with

Father. These things happened long ago, way before the

parts of the story I just read. If I notice that the time and

place have changed, I won’t be confused.

5XH200 7/18/03 8:33 PM Page 200

Practice,

Work with students to fill in a story map similar to the one shown.

Apply,

Have students summarize the story, with an eye to noting the story struc-

ture, in the Leveled Reader selection America: A Dream by Stanford

Makishi. Ask students to complete the questions and activity on the

Responding page.

Revisit Elena and America: ADreamGuide students to identify elements of story structure as they look

through Elena and America: A Dream. Also, help them look for base

words that have had the y changed to i when an ending was added. As

examples, you may wish to point out the words denied and hurried on

page 551 of Elena, or the word luckily on page 74 of America: A

Dream.



Characters:

Setting:

Problem:

Event 1:

Event 2:

Event 3:

Solution:

5XH201 7/18/03 8:34 PM Page 201

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