unit plan · 2015-01-27 · 78 unit 2 • unit plan: lessons 1–10 unit plan lesson 1 lesson 2...

78 Unit 2 • Unit Plan: Lessons 1–10

Unit Plan

Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5

Reading• Determine the topic of the text.• Determine the author’s purpose.• Discuss the topic of the text.• Introduce text features.

Vocabulary• Determine the meaning of key

passage vocabulary.Reading

• Preview the text.• Read an informational text.• Demonstrate an understanding of

the text by asking and answering questions and referring to key details in the text.

Vocabulary• Use discussion and context to

determine the meanings of the multiple-meaning words dig and log.

• Demonstrate an understanding of the words by using them in written sentences.

Grammar• Identify plural nouns in text.• Categorize plural nouns.• Differentiate between singular and

plural nounsWriting

• Demonstrate an understanding of basic parts of a sentence.

• Demonstrate an understanding of basic ending punctuation by editing text.

Reading• Read words to develop fluency.

Vocabulary• Review key passage vocabulary.• Identify antonyms of words.

Grammar• Identify singular possessive nouns.

Reading• Demonstrate an understanding of

how to ask questions and answer them appropriately.

Reading• Read phrases to develop fluency.

Grammar• Identify singular, plural, and singular

possessive nouns.• Use plural nouns and singular

possessive nouns in sentences.Reading

• Read phrases with fluency to support comprehension.

• Generate questions with specific answers. (how and why questions)

Vocabulary• Use categories and attributes to

determine the meanings of words.• Consult reference materials to

clarify the precise meanings of words.

Reading• Review key passage vocabulary.• Read with purpose and

understanding.• Determine the main ideas of a text.• Identify explicit details in a text.

Writing• Demonstrate an understanding of

how to create basic sentences.• Write expanded simple sentences.


Reading• Write questions about the text to

deepen comprehension.• Respond to questions orally.• Refer to details and examples in

a text when answering specific questions about a text.

Vocabulary• Review key passage vocabulary.• Use examples of a word and identify

its antonyms to clarify its meaning.• Make connections among words to

increase understanding.Writing

• Identify the basic structure of a paragraph (topic sentence, supporting facts and details, transitions, elaborations, concluding sentence).

• Identify the main idea.

Reading• Read words to increase fluency.

Grammar• Identify subjects, predicates, and

direct objects in a sentence.• Demonstrate an understanding

of the function of the subject, predicate, and direct object in a sentence by diagramming sentences.

Reading• Take notes on key details in an

informational text.

Writing• Summarize notes.• Orally retell key information from an

informational text.• Write a topic sentence for an

explanatory paragraph.• Write an explanatory paragraph,

including supporting details, transition, and elaborations.

Vocabulary• Clarify the meaning of key passage

vocabulary.• Demonstrate an understanding of

passage vocabulary by using words in sentences.

Grammar• Demonstrate an understanding of

the function of singular nouns, plural nouns, and singular possessive nouns.

• Use singular nouns, plural nouns, and singular possessive nouns in sentences.

Reading• Discuss the main idea and key

details from an informational text.• Demonstrate an understanding of

basic sentence structure.Writing

• Demonstrate an understanding of sentence structure by creating sentences from noun and verb phrases.

• Respond to questions orally.

Primary Text: “Africa Digs”Text type: informational

LANGUAGE! Live Online

Word Study • Blend, read, and spell words with …

– single-letter consonants g, w, d, h, y, z, and x

– short vowel /u/ – plural -s – letter combination -ck – CVC pattern

• Map phonemes to graphemes. • Sort words by meaning.• Complete cloze sentences.• Spell isolated syllables.• Change onset for a rime.• Hear and identify single-syllable

words. • Read decodable phrases. • Dictate sentences.

Passage Quiz• Complete a passage quiz with the

following question types:main idea, inferences, cause and effect, sequencing, question words, text features, multiple-meaning words, antonyms

Unit 2 • Unit Plan: Lessons 1–10 79


Reading• Determine the topic of the text.• Determine the author’s purpose.• Discuss the topic of the text.• Introduce text features.

Vocabulary• Determine the meaning of key

passage vocabulary.Reading

• Preview the text.• Read an informational text.• Demonstrate an understanding of

the text by asking and answering questions and referring to key details in the text.

Vocabulary• Use discussion and context to

determine the meanings of the multiple-meaning words dig and log.

• Demonstrate an understanding of the words by using them in written sentences.

Grammar• Identify plural nouns in text.• Categorize plural nouns.• Differentiate between singular and

plural nounsWriting

• Demonstrate an understanding of basic parts of a sentence.

• Demonstrate an understanding of basic ending punctuation by editing text.

Reading• Read words to develop fluency.

Vocabulary• Review key passage vocabulary.• Identify antonyms of words.

Grammar• Identify singular possessive nouns.

Reading• Demonstrate an understanding of

how to ask questions and answer them appropriately.

Reading• Read phrases to develop fluency.

Grammar• Identify singular, plural, and singular

possessive nouns.• Use plural nouns and singular

possessive nouns in sentences.Reading

• Read phrases with fluency to support comprehension.

• Generate questions with specific answers. (how and why questions)

Vocabulary• Use categories and attributes to

determine the meanings of words.• Consult reference materials to

clarify the precise meanings of words.

Reading• Review key passage vocabulary.• Read with purpose and

understanding.• Determine the main ideas of a text.• Identify explicit details in a text.

Writing• Demonstrate an understanding of

how to create basic sentences.• Write expanded simple sentences.


Reading• Write questions about the text to

deepen comprehension.• Respond to questions orally.• Refer to details and examples in

a text when answering specific questions about a text.

Vocabulary• Review key passage vocabulary.• Use examples of a word and identify

its antonyms to clarify its meaning.• Make connections among words to

increase understanding.Writing

• Identify the basic structure of a paragraph (topic sentence, supporting facts and details, transitions, elaborations, concluding sentence).

• Identify the main idea.

Reading• Read words to increase fluency.

Grammar• Identify subjects, predicates, and

direct objects in a sentence.• Demonstrate an understanding

of the function of the subject, predicate, and direct object in a sentence by diagramming sentences.

Reading• Take notes on key details in an

informational text.

Writing• Summarize notes.• Orally retell key information from an

informational text.• Write a topic sentence for an

explanatory paragraph.• Write an explanatory paragraph,

including supporting details, transition, and elaborations.

Vocabulary• Clarify the meaning of key passage

vocabulary.• Demonstrate an understanding of

passage vocabulary by using words in sentences.

Grammar• Demonstrate an understanding of

the function of singular nouns, plural nouns, and singular possessive nouns.

• Use singular nouns, plural nouns, and singular possessive nouns in sentences.

Reading• Discuss the main idea and key

details from an informational text.• Demonstrate an understanding of

basic sentence structure.Writing

• Demonstrate an understanding of sentence structure by creating sentences from noun and verb phrases.

• Respond to questions orally.

Lesson 1

80 Unit 2 • Lesson 1

Lesson OpenerBefore the lesson, choose one of the following activities to write on the board or post on the LANGUAGE! Live Class Wall online.

• Copy the following sentences and add the needed punctuation and capitalization: are you going to study for the spelling test

i need to buy bread milk cheese and crackers at the grocery store sally is not going to see the play with us i cannot believe that i won the contest

• Write a paragraph about what you read on a daily basis. • What is the name of your favorite movie? What is the main idea of the movie?

Unit IntroductionDirect students to page 41 in their Student Books. Discuss the content focus with students.

Content Focus digging in Africa

This is what the passage is about. What is the topic of the passage? (digging in Africa)

Type of Text informational

The text we will read is informational. Underline the word information in informational. What do you think will be in this passage? (information) Will it be someone’s opinion? (no) It is fact, not opinion. This passage will give us information or facts. What will the information be about? (digging in Africa)

ReadingObjectives • Determine the topic of the text. • Determine the author’s purpose. • Discuss the topic of the text. • Introduce text features.

Lesson 1 | Reading

Unit 2 41

Let’s Focus: “Africa Digs”Content Focusdigging in Africa

Type of Textinformational

Big IdeasConsider the following Big Idea questions. Write your answer for each question.

What can we learn from fossils?

Why is it hard to recover fossils?

Work with your teacher to follow these instructions using the map.

Place an X to mark where you live.

Mark a C on Chicago.

Label the Atlantic Ocean.

Reading for a Purpose 1. Who led the dig in Niger, Africa?

2. Why did Dr. Sereno need help from the Touareg tribe?

3. How did the dig team protect the fossils?

4. How did the dig team load the bones onto trucks?

5. How did the scientists clean the bones?

6. Why did Dr. Sereno’s team make bones?

7. What did the team create to help build the skeleton?

8. How did they make the casts look like real fossils?

Unit 2 • Lesson 1 81

Background InformationDigging in Africa. What does that mean? Paleontology is the study of prehistoric life, such as dinosaurs. Paleontologists study dinosaurs and other prehistoric animals primarily through the discovery of fossils. These fossils are often buried beneath the soil and have to be excavated, or dug up. Dinosaurs were on Earth before humans, so their bones are buried deep below the surface. Paleontologists carefully dig for dinosaur bones so they can piece them together and learn from the fossils. The fossils can help them learn when the animal lived, where the animal lived, and how the world was when the animal was alive. Fossils can also teach them what the animal looked like, what it ate, and other characteristics.

Before we read the passage about digging in Africa, we will watch a short video to help further build our background knowledge. Watch for two things that you did not know about digging in Africa. You will share this new information with a partner. Play the Unit 2 Text Training video. Have partners discuss what they learned from the video.

Direct students to page 41 in their Student Books. Read the following Big Idea questions aloud:

As a class, discuss the two Big Idea questions. After discussing each question, have students write an answer in their Student Books. We’ll come back to these questions after we finish our exploration about digging in Africa. You will have much more to add to your answers. You don’t know enough to answer these questions completely yet, but you will by the end of the unit. You can edit your answers as you gain information.

PreviewDirect students to page 43 in their Student Books. We will look at some text features that help us comprehend text. Writers of informational text use text features to provide clues to the topic and other important information. Review the text features: title, headings, pictures, captions, bold text, and marginal information.

You will use these text features to preview passages and help you identify what you will read about. But first, let’s talk about the bold vocabulary words.

Play the Unit 2 Text Training video found in the Teacher Resources online.

Lesson 1 | Reading

Unit 2 41


















Big Ideas



Lesson 1 | Reading

Unit 2 43

desertdry place with few plants

emergeto come out of or appear

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Dr. Paul Sereno digs dinosaur bones. He gets a thrill when he digs up the bones of dinosaurs that lived millions of years ago. In 1, Dr. Sereno led a dig in Niger, Africa. He took 18 scientists with him. The Touareg tribe helped his team look for bones. The Touareg people live in Niger. They know their desert land best. They know where to look for bones.

The dig was a success. Dr. Sereno’s team had a fantastic find. They found a new dinosaur. The Touareg told them a legend about a very big animal. They call it Jobar. The Touareg showed them where to look for the bones. The scientists named the dinosaur Jobaria. It means “giant.” How did they dig up the Jobaria? Dr. Sereno followed 10 steps to dig up Jobaria.

Step 1: We’ve Got Some!The Touareg lead the team to a special

place. Bones stick out of desert rock. The Touareg tell the scientists their legend. These bones belong to the giant beast, Jobar.

Step 2: Digging InThe dig begins. They use hammers,

chisels, and drills. They work for 10 weeks.A huge skeleton emerges. It has been buried for 135 million years! Fifteen tons of rock cover it. The team carefully takes the bones from the rock.

The Touareg tribe helped the team.

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Rate Your KnowledgeDirect students to page 42 in their Student Books.

You will again rate your word knowledge. The purpose of this activity is to recognize how familiar you are with this unit’s Key Passage Vocabulary. Review the Vocabulary Rating Scale with students.

Read the list of words. Have students repeat each word. Provide time for students to rate their knowledge of each word.

Have partners discuss the words they rated as 3s and tell each other the meaning.

VocabularyObjective • Determine the meaning of key passage vocabulary.

Lesson 1 | Vocabulary

42 Unit 2

Key Passage Vocabulary: “Africa Digs”Rate your knowledge of the words. Defi ne the words. Draw a picture to help you remember the defi nition.

Vocabulary Knowledge Rating Defi nition Picture

desert 0 1 2 3

emerge 0 1 2 3

pulley 0 1 2 3

port 0 1 2 3

precise 0 1 2 3

create 0 1 2 3

fragile 0 1 2 3

display 0 1 2 3

dry place with few plants

to come out of or appear

small wheel over which a rope

moves to help lift or move objectsa place on the water where

people load and unload shipsexact or paysattention to

details

to make

easily broken ordelicate

to show or put something in

a place where others can see it

Vocabulary Rating Scale poster

Vocabulary Rating Scale

0— I have never heard the word before.

1— I have heard the word, but I’m not sure how to use it.

2— I am familiar with the word, but I’m not sure if I know the correct meaning.

3— I know the meaning of the word and can use it correctly in a sentence.


Preteach Vocabulary You’ve rated your knowledge and talked about what you think the words mean. Now, let’s discuss the words.

Preteach ProcedureThis activity is intended to take only a short amount of time, so make it an oral exercise if your students aren’t capable of writing quickly.

• Introduce each word as indicated on the word card. • Read the definition and example sentences.• Ask questions to clarify and deepen understanding.• If time permits, allow students to share.

* Do not provide instruction time to write definitions or draw pictures, but explain that students should complete both as time permits during the unit.

Note: Research has proven that vocabulary is best learned when students represent their knowledge of words in linguistic and/or nonlinguistic ways. Thus, drawing a picture will help students remember the words. This strategy is especially effective for English language learners.


desert

Let’s read the first word together. Desert.

Definition: A desert is a dry place with few plants. What is a dry place with few plants called? (a desert)

Example 1: Because there is so little rain, plants that don’t need much water grow in a desert.

Example 2: A desert can be hot or cold. In a cold desert, it might snow, but not much.

Example 3: A desert has fewer than 10 inches of rain, or precipitation, in a year.

Question 1: Does a desert have a little or a lot of rain? (a little)

Question 2: If you travel to the desert, will you pack an umbrella? Yes or no? (no)

Pair Share: Turn to your partner and tell how you think the word desert will be used in the passage “Africa Digs.”

emerge

Let’s read the next word together. Emerge.

Definition: Emerge means “to come out of or appear.” What means “to come out of or appear”? (emerge)

Example 1: If I were looking in a hole and a snake emerged, it would certainly scare me.

Example 2: I was at a concert, and the band emerged from the fog like magic.

Example 3: The little boy scared his sister when he emerged from the bush where he was hiding.

Question 1: If snow is on the ground and melting, is it emerging? Yes or no? (no) It is disappearing.

Question 2: Does a whale emerge from the water to breathe? Yes or no? (yes)

Pair Share: Turn to your partner and tell about a time that something or someone emerged to excite or scare you.

pulley

Let’s read the next word together. Pulley.

Definition: A pulley is a small wheel over which a rope moves to help lift or move objects. What is a small wheel and rope that helps lift and move objects? (pulley)

Example 1: The simple machine that raises a flag on a flagpole is a pulley.

Example 2: We use a pulley system to close the curtains in our living room.

Example 3: The ski lift has a pulley to move the wire rope on which the chairs ride.

Question 1: Could construction workers use a pulley to lift heavy machinery? Yes or no? (yes)

Question 2: Do you use a pulley to dig a hole? Yes or no? (no)

Pair Share: Turn to your partner and tell how you think the word pulley will be used in the passage “Africa Digs.”

port

Let’s read the next word together. Port.

Definition: A port is a place on the water where people load and unload ships. What is a place on the water where people load and unload ships? (port)

Example 1: The cruise ship docked at the port to let people off to explore the city.

Example 2: The ship was docked in the Japanese port to pick up electronics to bring to the United States.

Example 3: The fisherman returned to his home port with a full load of fish.

Question 1: Can we find a port near an ocean, lake, or river? Yes or no? (yes)

Question 2: Are cars built in a port? Yes or no? (no)

Pair Share: Turn to your partner and list things you might see at a port.


precise

Let’s read the next word together. Precise.

Definition: Precise means “exact,” or “to pay attention to details.” If you pay close attention to details, what are you? (precise)

Example 1: If you are measuring a board to cut to fit exactly, it is important that your measurement be precise.

Example 2: To get your math problems correct, your calculations must be precise.

Example 3: If you call 9-1-1 with an emergency, make sure the address is precise.

Question 1: Is it important to have precise directions to get to a new place? Yes or no? (yes)

Question 2: Do you need to be precise when texting a friend? Yes or no? (no)

Pair Share: Turn to your partner and tell about something it is important to do precisely.

create

Let’s read the next word together. Create.

Definition: Create means “to make.” What am I doing if I make something? (creating)

Example 1: The musician created a new song that is sure to be a hit.

Example 2: My mom creates delicious meals in her kitchen.

Example 3: The artist created a sculpture of a dog out of a tree stump.

Question 1: Did people create the Rocky Mountains? Yes or no? (no)

Question 2: Can you create a report? Yes or no? (yes)

Pair Share: Turn to your partner and tell something that you have created.

fragile

Let’s read the next word together. Fragile.

Definition: Fragile means “easily broken or delicate.” If something is easily broken, what is it? (fragile)

Example 1: My brother made a tower with toothpicks. It was fragile and crashed to the floor when the wind blew.

Example 2: I broke the fragile glass when I knocked it over on the counter.

Example 3: As people get older, they have to be careful not to break a bone because bones weaken and become fragile.

Question 1: Is a delicate flower fragile? Yes or no? (yes)

Question 2: Is a dump truck fragile? Yes or no? (no)

Pair Share: Turn to your partner and name two things that are fragile and two things that are not fragile.

display

Let’s read the next word together. Display.

Definition: Display means “to show or to put something in a place where others can see it.” What will you do if you put something where others can see it? (display)

Example 1: We display our flag to show our respect for our country.

Example 2: At the restaurant, waiters display the desserts on a tray.

Example 3: The art teacher displayed students’ work on the wall.

Question 1: Are things inside of a drawer being displayed? Yes or no? (no)

Question 2: Do people display their dirty clothes or their family pictures? (family pictures)

Pair Share: Turn to your partner and tell two things that a department store will display.


“Africa Digs”Direct students to pages 43–46 in their Student Books.

Let’s preview the passage before we read. Point out the title, “Africa Digs.” • Text features can provide information about text before reading. Often, text

features can help readers identify the topic, which is the subject of the passage. What is the topic of this passage? (digging in Africa)

• Scan the title, pictures, and headings. What do you predict you will learn about in this passage? (Answers will vary.) In this text, each heading has something in common. What is it? (steps) The steps in the headings give you a clue that you will read about a sequence of events.

ReadingObjectives • Preview the text. • Read an informational text. • Demonstrate an understanding of the text by asking and answering questions and

referring to key details in the text.

Lesson 1 | Reading

Unit 2 43



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Lesson 1 | Reading

44 Unit 2

porta place on the water where people load and unload ships

preciseexact or pays attention to details

Step 3: Wrap It UpThey have to make “jackets” to protect the fossils.

They cover the bones with paper or foil. They cut burlap strips and dip them in plaster. They wrap each bone with the burlap strips. First, they cover one side. The strip dries into a hard jacket. Then, they cover the other side. They number the jackets. They log each number in the dig’s log.

Step 4: Move It OutThe team must take the bones to their lab in

Chicago. Twenty tons of bones have to be moved. Some weigh more than 5 pounds. There is no easy way to move them. They use a tripod, pulleys, rope, and a chain. They load the bones onto trucks. They drive 1, miles to a port in Ghana. They put the bones on a ship, which takes them across the Atlantic. Then, the bones are shipped to Chicago.

Step 5: Unwrap ItThe team carefully

opens each piece and cleans each bone. They match the numbers on the jackets to the numbers in the dig’s log. The bones are put in the right order. Now it’s time to rebuild the skeleton.

Step 6: Clean ’Em UpThis step takes two

years and hundreds of hours. They use dental tools, tiny jackhammers, and chemicals. The work is careful and precise. They have to clean more than 2 bones. These bones came from the adult Jobaria. But they have some other bones as well. These are from young Jobaria. They clean these bones too.

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Dr. Paul Sereno and his team at the African dig site

pulleysmall wheel over which a rope moves to help lift or move objects

Lesson 1 | Reading

Unit 2 45

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Step 7: And the Missing Pieces?They have good luck! They have almost all of the

adult’s bones. What about the ones that are missing? They fill in the missing bones by making them out of foam and clay.

Step 8: Make a PlanAll of the bones are clean. The missing bones are

made. At last, they can make a model. From it, they create a blueprint. This is the plan to rebuild the skeleton. First, they lay out the tail bones. They place them in order. Next, they study how to put the bones back together. Now, they can see the huge size of the dinosaur.

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Dr. Paul Sereno examines the dinosaur bones.

createto make

Lesson 1 | Reading

46 Unit 2

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Did You Know?The ancient Greeks did not know about dinosaurs. But they had a word, deinos, that meant “terrible” or

“monstrous” and a word, saur, that meant “lizard.” In the 18s when scientists began to study fossilized bones of these beasts, they used the Greek words to name them and gave us the word dinosaur. Why is “terrible lizard” a good name for these animals?

Step 9: Copy the FossilsJobaria’s bones are too heavy and fragile

to put together. Dr. Sereno’s team wants to display the dinosaur. What can they do? They copy the skeleton. They make molds. They create copies of the bones.

Step 10: Stack It UpThey attach the casts of the bones

to a steel frame. The hard steel frame is covered by the bones.

Finally: Share the Discovery!They paint the casts to look like

the real fossils. They are white with tints of green and red. These colors come from copper and iron in the soil. At last, they pose the dinosaur. It looks so real! You can almost hear that dinosaur roar!

Adapted with permission from “Finding the Pieces…

and Putting Them Back Together Again” by Michelle Laliberte

fragileeasily broken or delicate

displayto show or put something in a place where others can see it

Words to Know In addition to the vocabulary words, here are a few words students might have trouble with:success when something you have wanted works outfossil the remains of a plant or animal that is hardened in rocklab (short for laboratory) a room or building for science experiments or research tripod a stand with three legs used to hold something model a copy of something; the way something works blueprint a plan or how something will workmold a container that makes something into a shapeframe the part around the edges of a picture; a structure that gives something strength or shapediscovery to find something or become aware of somethingancient very, very old


• Let’s go for a picture walk. Listen as I read the captions for the pictures. I will also tell you what I’m thinking as I look at the first picture. The first page has a picture of a Touareg tribe member. The caption says: “The Touareg tribe helped the team.” I see that her body is almost totally covered with clothing, probably to protect her from the desert sun.

• Let’s look at the next picture, on page 44. The caption says: “Dr. Paul Sereno and his team at the African dig site.” Tell your partner what you are thinking when you look at this picture.

• Direct students to page 45 in their Student Books. Listen to the caption: “Dr. Paul Sereno examines the dinosaur bones.” Tell your partner what you are thinking when you look at this picture. Where do you think this picture was taken—at the dig site, the campsite, or somewhere else?

• Direct students to page 46 in their Student Books. I notice a text box with the heading, Did You Know? I also see a graphic of a dinosaur with sharp teeth! Listen as I read that text aloud.

Work with a partner to answer this question: Why is “terrible lizard” a good name for these animals? Call on one pair of partners to share their explanation. (Fossils of dinosaurs made them look like scary animals. Their long tails made them look more like lizards than any other creature.)

Direct students to page 41 in their Student Books.

Sometimes, maps help us to understand text. However, the author of “Africa Digs” did not include maps. The author assumed the reader knows where Niger, Africa, is in comparison with the United States.

Africa is a continent; Niger is a country in Africa. The Atlantic Ocean separates North America from Africa.Have students use the map to: • Place an X to mark where they live. • Mark a C on Chicago. • Label the Atlantic Ocean.

We will revisit the map when we read the text.

The ancient Greeks did not know about dinosaurs. But they had a word, deinos, that meant “terrible” or “monstrous” and a word, saur, that meant “lizard.” In the 1800s when scientists began to study fossilized bones of these beasts, they used the Greek words to name them and gave us the word dinosaur. Why is “terrible lizard” a good name for these animals?

Lesson 1 | Reading

Unit 2 41



















Have students look at the questions at the bottom of the page. Have them follow along as you read the prompts aloud.

You will learn the answers to these questions in the passage. The questions will help provide a focus for reading as they identify the important facts and concepts found within the text.

Now it’s time to read. Follow along with your eyes and your pencil eraser. Watch the words and use your pencil eraser while I read the text to you. Why? Your brain likes to detect patterns in words. While I’m reading to you, your brain is hard at work detecting patterns and making meaning while your eyes are on the text and your eraser tracks the words.

Let’s review. Where are your eyes while I read? (on text) Where is your pencil? (following along, word for word) Eyes on text, pencil on words. Let’s begin. While reading, you should also think about our two Big Idea questions: What can we learn from fossils? and Why is it hard to recover fossils?

Direct students to page 43. Read the passage aloud, pausing after each section to check for engagement.

Reading for a Purpose1. Who led the dig in Niger, Africa?2. Why did Dr. Sereno need help from the Touareg tribe? 3. How did the dig team protect the fossils?4. How did the dig team load the bones onto trucks? 5. How did the scientists clean the bones? 6. Why did Dr. Sereno’s team make bones? 7. What did the team create to help build the skeleton? 8. How did they make the casts look like real fossils?

Guiding Students Toward Independent Reading

While the lessons are written for a teacher read aloud, it is important that your students read as much and as often as they can. Assign readings that meet the needs of your students, based on your observations or data. This is a good opportunity to stretch students, but if they become frustrated, return to the read-aloud method.

Options for reading text: • Teacher read-aloud • Teacher-led or student-led choral read • Independent read of small sections with frequent comprehension checks • Paired read or independent read


For confirmation of engagement, take 30 seconds to have students share one thing they learned with their partner. Provide this example for students: I learned that Dr. Sereno’s team dug up a dinosaur in Niger, Africa. Now it’s your turn. Share one thing you learned with your partner.

For confirmation of engagement, take 30 seconds to have students share one thing they learned with their partner. Provide this example for students: During Step 1 of the dig, the Touareg tribe took Dr. Sereno to a dig location based on the legend of Jobar. Use this sentence starter to share what you learned about Step 2.

In Step 2, _____.

Africa Digs



Timer

Step 1: We’ve Got Some!

The Touareg lead the team to a special place. Bones stick out of desert rock. The Touareg tell the scientists their legend. These bones belong to the giant beast, Jobar.

Step 2: Digging In

The dig begins. They use hammers, chisels, and drills. They work for 10 weeks. A huge skeleton emerges. It has been buried for 135 million years! Fifteen tons of rock cover it. The team carefully takes the bones from the rock.


For confirmation of engagement, take 30 seconds to have students share one thing they learned with their partner.

Use these sentence starters to share what you learned in each step. During Step 3, _____. During Step 4, _____.


Step 3: Wrap It Up

They have to make “jackets” to protect the fossils. They cover the bones with paper or foil. They cut burlap strips and dip them in plaster. They wrap each bone with the burlap strips. First, they cover one side. The strip dries into a hard jacket. Then, they cover the other side. They number the jackets. They log each number in the dig’s log.

Step 4: Move It Out

The team must take the bones to their lab in Chicago. Twenty tons of bones have to be moved. Some weigh more than 500 pounds. There is no easy way to move them. They use a tripod, pulleys, rope, and a chain. They load the bones onto trucks. They drive 1,000 miles to a port in Ghana. They put the bones on a ship, which takes them across the Atlantic. Then, the bones are shipped to Chicago.

Step 5: Unwrap It

The team carefully opens each piece and cleans each bone. They match the numbers on the jackets to the numbers in the dig’s log. The bones are put in the right order. Now it’s time to rebuild the skeleton.

Step 6: Clean ’Em Up

This step takes two years and hundreds of hours. They use dental tools, tiny jackhammers, and chemicals. The work is careful and precise. They have to clean more than 200 bones. These bones came from the adult Jobaria. But they have some other bones as well. These are from young Jobaria. They clean these bones too.




Now that you have listened to “Africa Digs,” tell me something you shared with your partner during the reading. Have students share answers.

Step 7: And the Missing Pieces?

They have good luck! They have almost all of the adult’s bones. What about the ones that are missing? They fill in the missing bones by making them out of foam and clay.

Step 8: Make a Plan

All of the bones are clean. The missing bones are made. At last, they can make a model. From it, they create a blueprint. This is the plan to rebuild the skeleton. First, they lay out the tail bones. They place them in order. Next, they study how to put the bones back together. Now, they can see the huge size of the dinosaur.

Step 9: Copy the Fossils

Jobaria’s bones are too heavy and fragile to put together. Dr. Sereno’s team wants to display the dinosaur. What can they do? They copy the skeleton. They make molds. They create copies of the bones.

Step 10: Stack It Up

They attach the casts of the bones to a steel frame. The hard steel frame is covered by the bones.

Finally: Share the Discovery!

They paint the casts to look like the real fossils. They are white with tints of green and red. These colors come from copper and iron in the soil. At last, they pose the dinosaur. It looks so real! You can almost hear that dinosaur roar!

Lesson 2



• List three facts about Jobaria. • What would you do if you found a dinosaur bone? Why? • Write a what question and a when question about Jobaria.

Multiple-Meaning Words: dig, logDirect students to page 47 in their Student Books.

In this unit, we are talking about scientists digging dinosaur bones and the process they use to uncover and preserve them.

The word dig is in the story. Dig is a word that has more than one meaning. Some words not only have more than one meaning, but they function differently when used in sentences. In other words, they have different jobs. For example, the word dig can be a noun (a word that names something) or a verb (a word that shows action). It all depends on how it is used in a sentence. When we read, how do we know which meaning is being used? We look for clues around the word to help us.

Lead students in a discussion of the various meanings of the word dig. Have them write the meanings and sentences on the Multiple-Meaning Map in their Student Books.

VocabularyObjectives • Use discussion and context to determine the meanings of the multiple-meaning

words dig and log. • Demonstrate an understanding of the words by using them in written sentences.

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Multiple-Meaning MapDetermine the meanings of the word dig. Write the defi nitions in the boxes. Use the word in a sentence on the lines below the boxes.

dig

a critical comment about a person

in volleyball, to hit the ball upward before it hits the floor

like

I dig your new outfit.

The player digs the ball before it hits the ground.

She made a dig about my new shoes.

I dig what you are saying, but I don’t agree with it.

My mom is digging for information about my boyfriend.

understand

try to find out something about

someone or something


ModelIf I say, “Don’t make digs about my singing,” I am referring to critical comments. It means that I don’t want you to make fun of my singing. One of the definitions of dig is a critical comment about a person. Have students find the definition on the map and use the word in a sentence to a partner. Have them write the sentence below that definition.

Guided PracticeWhat if I were to say, “I dig your outfit”? What does dig mean in this sentence? (like) That’s right, in this sentence dig is not a noun, but it is a verb or action word. In this usage, dig means like. Have students write the definition in the box and then use the word in a sentence to a partner. Have them write the sentence below that definition.

As you can see, this small word has very different meanings. That is why we must pay attention to the context around the word so we know exactly what is being said. We don’t want to think we are being criticized when someone is actually telling us they like something.

Let’s try another one. There is a topic that I want a little more information about. I am going to do some digging. What does dig mean in this example? (to find out information) Write the definition on the board and have students write it on their maps. Have students think of a good sentence for this usage and write the sentence below the definition.

Independent PracticeWith a partner, write another definition and sentence using dig. If you can’t think of one, use the dig that paleontologists participate in. The sentence needs to have enough details that the meaning is clear. Give examples of sentences. Add to them if needed to make the definitions clear.

Continue the process until the maps are complete. Review the sentences and correct as needed.

Note: Base the number of modeled and guided examples on student ability and progress. Challenge them with independent practice when appropriate.

Additional Definitions of dig

Noun• activity/place where scientists move dirt and rocks to find ancient things• in volleyball, hitting a ball that is about to bounce on the floor

Verb• to make a hole in the ground

Idiom• dig in one’s heels: to resist or refuse to compromise


Direct students to page 48 in their Student Books. Lead students in a discussion of the various meanings of the word log. Have them write the meanings and sentences on the map.

ModelIf we think of trees, does the word log come to mind? (yes) One of the primary definitions of log is a thick piece of wood. A log comes from a tree. It can come from the trunk or a branch. Have students find the definition on the map and think of a good sentence for this usage and write the sentence below the definition.

Guided PracticeHave you ever heard anyone say something like: “I logged 50 hours at work this week”? What does log mean in this usage? (to move a certain distance or time) Write the definition on the board and have students write it on their maps. Have students think of a good sentence for this usage and write the sentence below the definition.

Independent PracticeContinue the process until the map is complete.

Less

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Multiple-Meaning MapDetermine the meanings of the word log. Write the defi nitions in the boxes. Use the word in a sentence on the lines below the boxes.

log

a thick piece of wood from a tree

to cut trees for lumber

to clear land

The farmers logged their land to plant crops.

The company logs the forested areas, then plants new trees.

The rabbit jumped over the log.

The man logged his daily adventures during his trip.

I logged 12 hours on the track this week.

to write about an event or fact

to move a certain distance or time


Additional Definitions of log

Noun• place where events or facts are recorded or written

Verb• log in, log on—use a password to get into a computer system• log off, log out—when finished with the computer, get out of it

Idiom• a bump on a log: someone who does nothing


Plural -sIn Unit 1, we began grouping, or categorizing, words according to their function in a phrase or sentence. Some words are naming words that answer the question who or what. What is the name of the category for words that answer these two questions? (nouns) Noun is the label put on naming words.

Singular

You probably already know several different ways to categorize nouns. One way to sort or categorize nouns is whether they mean one or more than one of something. A singular noun names one thing.

Write the word singular on the board, then write the word single underneath it.

This word contains a clue that will help you remember it. Singular is a form of the word single. If I have a single sheet of paper, how many sheets do I have? (one) Singular nouns refer to only one something.

Plural

When the naming word or noun refers to more than one, it is called a plural noun. Write the word plural on the board.

Hold up one pencil. I have a pencil. Hold up several pencils. I have pencils.

The naming word, pencil, changed when I needed to refer to more than one pencil. I added an -s. Write pencil on the board, then add the -s.

For many nouns, all we have to do is add the -s to make it plural. Endings such as -s provide clues related to a word’s function within a sentence. If you take off the plural -s, the word that remains is the singular noun.

Distribute two index cards to each student and have them write singular noun on one card and plural noun on the other card. Write the following words on the board:

glasstablespensmoss

Glass. Is glass a singular or plural noun? Respond by holding up the correct card. If it is a plural noun, I should be able to cover up the -s at the end and have a singular noun. Cover the final -s in glass. When I cover the -s in glass, I don’t have a real word left. Glass is a singular noun that just happens to end in s. Watch out because an s at the end of a word does not always signal a plural noun. Repeat this process with the other words.

Objectives • Identify plural nouns in text. • Categorize plural nouns. • Differentiate between singular and plural nouns

Grammar

Index cards


ModelDirect students to Part A on page 49 in their Student Books and read the instructions aloud. Use the procedure modeled on the board to complete the first two sentences as a model.

Guided PracticeComplete the next two as a class.

Independent PracticeHave students work independently to complete the final sentence.

Direct students to Part B and read the instructions aloud. Review the question words who and what and how to answer the questions. Have partners complete the section.

After students have completed Part B, read aloud the instructions for Part C. Have students complete the activity independently. Review the answers as a class.

Parts of a SentenceAs readers, you constantly ask yourself what you know and what you still need to find out as you read. The same thing is true of writers when writing individual sentences. A sentence is a complete thought. If you are left with questions, then maybe it isn’t a complete sentence. Knowing the difference can help you become a better writer. Because it is such an important skill, we will work on the questioning that has to be done to determine whether a cluster of words is just a phrase or a complete sentence. With enough practice, this questioning will become a habit, or something you do automatically.

Lesson 2 | Grammar

Unit 2 49

Find It: Plural NounsPart ARead the sentences. Underline the plural nouns in each sentence.

1. He took 18 scientists with him.

2. � ey knew where to look for bones.

3. � ey use hammers, chisels, and drills.

4. � ey have to make jackets to protect the fossils.

5. � ey wrap the bones with the burlap strips.

Part BSort the plural nouns according to the question they answer: who or what.

Who What

scientists boneshammerschiselsdrillsjacketsfossilsbonesstrips

Part CRewrite each plural noun from the sentences in Part A as a singular noun.

1. 4. 7.

2. 5. 8.

3. 6. 9.

scientistbonehammer

chisel drilljacket

fossilbonestrip


WritingObjectives • Demonstrate an understanding of basic parts of a sentence. • Demonstrate an understanding of basic ending punctuation by editing text.


Listen as I read a group of words, and ask yourself two questions: • Do I know the who or what? • Do I know what he/she/it/they did?

If you can answer both questions, then you have a complete sentence. It may not be a great sentence, but it is a complete thought.

Listen: The lion with a long, curly mane.• Who or what did it? (lion)• What did the lion do? (I don’t know.)• Is it a sentence or a phrase? (a phrase)

Knowing the lion has a long, curly mane helps me create a more complete picture in my mind, but it doesn’t make it a complete thought.

Repeat the process with the following examples. Point out the value of being able to answer other questions like where or how, but stress the fact that those other “answers” don’t make it a complete thought.

ModelDirect students to Part A on page 50 in their Student Books. Read the instructions aloud. Complete the first item as a model.

Guided PracticeGuide students in completing the second item.

Independent PracticeHave partners complete the activity. Review the answers as a class.

Examplessat patiently in the doctor’s office (phrase)the fish swam (sentence)walked slowly through the thick fog (phrase)a young frisky colt in a meadow full of flowers (phrase)

Lesson 2 | Writing

50 Unit 2

Parts of a SentencePart ARead each group of words. Place a check mark by the questions that can be answered. Identify the group of words by checking Phrase or Sentence.

Who or What?

Did what? Phrase Sentence

1. mac sat in the fast cab � � �

2. the fast ram � �

3. the man ran to the lab � � �

4. plans a nap � �

5. taps the fan � �

Part BCorrect the sentences in the paragraph. Insert missing end marks. Draw three lines underneath the fi rst letter of a word that needs to be capitalized.

bats help. bats eat insects. insects bite people and pets too!

many insects kill crops. many farmers would lose their

farms. people would not have food. bats help get rid of

insects.



PunctuationIn the preceding unit, we looked at punctuation and its role in reading comprehension. When you read, you understand a paragraph one sentence at a time. Without end punctuation, such as periods and question marks, it would be very difficult to figure out where one sentence ended and another began. We’ll be editors and revise a paragraph that lacks punctuation. You will need to ask the same two critical questions that you asked in the preceding exercise. What were the two questions that we had to be able to answer to have a complete sentence? (who or what and what did they do)

Direct students to Part B on page 50 in their Student Books. Read the instructions and the paragraph aloud without using any intonation. Comment on how difficult it is to understand the content of the paragraph.

ModelBegin rereading the first sentence and work with students to figure out where the first sentence ends. Read the first word and ask students what question this could answer. Then, read the first word and the next word and ask what questions can now be answered. Ask if those two words could be a complete sentence. Confirm that is where the sentence should end by reading the next word and asking if that makes sense.

Guided PracticeGuide the process for the next three sentences in a similar fashion, reminding students to correct capitalization along with inserting the end mark.

Independent PracticeHave students work with their partners to finish the paragraph. Review the paragraph as a class, stressing the relationship between punctuation and comprehension.


Lesson 3



• Write three sentences using the word dig. Use a different meaning for dig in each sentence.

• How would life be different if dinosaurs still roamed Earth? • Write three sentences about your favorite teacher. Identify the subject and predicate

in each sentence.

Word Fluency: First ReadFollow the Fluency procedures below. If it is necessary, begin the fluency drill with a choral read of the words as you provide a rhythm (snap your fingers, tap your pencil). Direct students to page 51 in their Student Books and complete the process.

ReadingObjective • Read words to develop fluency.

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Word FluencyRead the words fl uently.

yams sick back gut pass wax jam mud vans luck 10

back gut pass wax jam mud vans luck fi x but 20

pass wax jam mud vans luck fi x but zip cuts 30

jam mud vans luck fi x but zip cuts miss fuss 40

vans luck fi x but zip cuts miss fuss will rugs 50

fi x but zip cuts miss fuss will rugs kicks hut 60

zip cuts miss fuss will rugs kicks hut sick yams 70

miss fuss will rugs kicks hut sick yams gut back 80

will rugs kicks hut sick yams gut back wax pass 90

kicks hut sick yams gut back wax pass mud jam 100

Correct Errors1st Try2nd Try

Timer

Fluency Procedure• Partners switch books, so the recorder is marking errors in the reader’s book.• A timer is set for one minute.• Readers and recorders move left to right, tracking each word with a pencil.• As readers read the words aloud, recorders mark errors with a small x above the

misread word.• Recorders place a star to the right of the last word read when time ends.• If the reader is able to read all words in the allotted time, the reader needs to start

over at the beginning. The recorder must indicate this feat by placing two stars to the right of the last word read.

• When both students have read, partners switch books. • Students calculate total words read, then subtract errors and record.• Students record information on the progress chart in back of the Student Book.


ReviewDirect students to page 42 in their Student Books. Review the vocabulary words from the passage, “Africa Digs.” Have students answer in complete sentences.

• The dig for Jobaria took place in a desert in Niger. Is a desert a place that is dry or wet? (A desert is a dry place.) A dry place with few plants is what? (A desert is a dry place with few plants.)

• As scientists were digging in the desert, bones emerged. If something emerges, can you see it? (Yes, you can see something that emerges.)

• The bones of Jobaria were very old and fragile. Something that is easily broken or delicate is said to be what? (Something that is easily broken is fragile.)

• The scientists were precise when using their tools because they didn’t want to be slightly off and break a bone. What is another word for exact? (Precise is another word for exact.)

• The scientists had a hard time lifting the heavy bones, so they used a pulley. A small wheel over which a rope moves to help lift or move objects is a pulley. What two things does a pulley need? (Pulleys need a wheel and rope.)

• The dig team needed to send the bones across the ocean to the United States, so they took them to a port. Does a port exist in the middle of a desert? (No, a port does not exist in the desert.) What is a place on the water where people load and unload ships? (A port is a place on the water where people load and unload ships.)

• The scientists created copies of the bones to show people. Did they make the bones or break the bones? (They made the bones.) A verb that means “to make something” is what? (Create is a verb that means to make something.)

• The scientists put the bones together and displayed them in a museum. Do museums display ancient dinosaur bones? (Yes, they display dinosaur bones.) To show or make visible is to what? (To show or make visible is to display.)

VocabularyObjectives • Review key passage vocabulary. • Identify antonyms of words.


42 Unit 2



desert 0 1 2 3

emerge 0 1 2 3

pulley 0 1 2 3

port 0 1 2 3

precise 0 1 2 3

create 0 1 2 3

fragile 0 1 2 3

display 0 1 2 3






details

to make





Vocabulary Concept: AntonymsUnderstanding how words connect to each other improves our vocabulary and comprehension. Let’s use the last word we discussed—display. If I display something, I am showing it. What would be the opposite of displaying something? (hiding something) Words that are opposites are called antonyms. Knowing a word’s antonym can give us a deeper understanding of the word.

An antonym is a word that means the opposite. Hot and cold are opposites; they are antonyms.

• Black and white are opposites. What are they? (antonyms) • Above and below are opposites. What are they? (antonyms)

I will say a word, and you tell me the antonym (opposite). Respond as a group.• dead (alive)• dark (light)• near (far)• yes (no)

ModelDirect students to page 52 in their Student Books. I will read a word. Choose the antonym from the word bank and write it on the line. Follow along as I complete the first one.

Moon. I know the opposite of moon is sun. I see the word sun in the word bank, so I will write it on the line.

Guided PracticeLet’s do the second one together.

Round. Look at the word bank. What is a word that is the opposite of round? (flat) Flat is an antonym for round. Write it on the line.

Independent PracticeNow, listen to the remaining words, and write each antonym on the line. Use the word bank. 3. thin 4. well 5. down 6. push 7. good 8. little


52 Unit 2

AntonymsListen to the word. Choose the antonym from the word bank and write it on the line.

1. 5. 9.

2. 6. 10.

3. 7. 11.

4. 8. 12.

Word Bank

fat sad full up big pull

win back sun sick fl at bad

sunflatfatsick

uppullbadbig

winfullsadback


9. lose 10. empty 11. happy 12. front

Have partners review the answers together and correct any errors.

Singular Possessive Nouns In the preceding lesson, we worked with singular and plural nouns. What does singular mean? (one) What does plural mean? (more than one)

Write the following words in a column on the board: batcatpigkidham

Have students read the words with you. These words are all nouns. What kind of nouns are they? (singular nouns) What happens when I add an -s to each word? Add an -s to the end of each word. Choral read the words. What kind of nouns did they become when I added the -s? (plural nouns) What does the -s ending mean when it is added to a noun? (more than one)

When the -s ending is partnered with an apostrophe, it takes on an entirely different meaning. The apostrophe is a very small punctuation mark, but it signals a significant change. Let’s look at the word bat. Write bat next to bats on the board, then add -’s. Read both and point out that the words are pronounced the same, but they are spelled differently. I use an apostrophe with a noun when I want to talk about ownership.


Objectives • Identify singular possessive nouns.

Grammar


Direct students to page 53 in their Student Books. Read the information as students follow along. Review the meanings of the two endings -s and -’s.

ModelDirect students to Part A on page 54 in their Student Books. Read the instructions aloud. Complete the first two items as a model.

Guided PracticeGuide students in completing the remaining items.

ModelRead the instructions for Part B on page 54 aloud. Complete the first item as a model.


Independent PracticeRead the remaining sentences aloud, having students underline the possessive nouns and connect them to the objects they possess. Review the answers as a class.

Before we move on, let’s clarify the meanings of the endings -s and -’s. If I add an -s to many singular nouns, what do they become? (plural nouns) If I add an -’s to a singular noun, what does it become? (possessive noun) One apostrophe makes a big difference in meaning, so it’s important to pay attention to the details when we read and write.

Lesson 3 | Grammar

Unit 2 53

Noun FormsSingular NounSingular means “one of something.”

Plural NounAdding -s changes a singular noun to a plural noun.

Adding the ending -s to a singular noun . . . . . . . . . . . . . . . . . makes a plural noun.

map + s = maps dig + s = digs cat + s = cats

I had the maps in my bag. The digs were fun. The cats sat on the mats.

Singular Possessive NounAdding -’s to a noun shows possession.

Adding the ending -’s to a singular noun . . . . . . . . . . . . . . . . . makes a possessive singular noun.

Stan + ’s = Stan’s dig + ’s = dig’s man + ’s = man’s

Stan’s maps are at camp. The dig’s logbook is full. The man’s cap is black.

Lesson 3 | Grammar

54 Unit 2

The Owner: Singular Possessive NounsPart ARead the sentences. Fill in the blanks to show the meaning of the -’s in each sentence.

1. � e man’s map means the that belongs to the

.

2. Ann’s pan means a owned by .

3. � e cab’s red mat means one that belongs in the

.

4. Sam’s plant means a that belongs to

.

Part BRead the sentences. Underline each possessive noun. Draw an arrow to show what the noun owns or possesses.

1. � e man’s hat is on the cat.

2. Ann’s big boat is at the port near town.

3. � ey found bones at Paul’s dig.

4. Paul used clay to create the dinosaur’s missing bones.

5. I have Stan’s tools and Pat’s paint.

6. Paul writes in the dig’s logbook at camp.

7. � e desert’s land is dry.

8. � ey search Niger’s desert for Jobaria’s bones.

9. � e team’s work is precise.

10. � e pulley’s rope connects to the bones.

map

pan

mat

plantSam

Ann

man

cabNote: Base the number of modeled and guided examples on student ability and progress. Challenge them with independent practice when appropriate.


Question Words: How, WhyWe will continue focusing on asking and answering questions as we read. In the preceding unit, we began exploring the significance of question words. In many classes, you are asked to read a section of text and then answer questions. The first step in finding the correct answer is to make sure you know exactly what is being asked.

Direct students to page 14 in their Student Books or to the displayed Question Words poster.

What will the answer to a who question contain? (information about a person or a group)

What kind of question requires a yes or no answer? (is/are or do/does)

Direct students to the bottom section. What would have to be in the answer to a how question? (information about the way something is done) What kind of words or phrases answer a how question? Listen to the following sentences and decide whether you can tell anything about the way something is being done. • The sprinter ran quickly around the track. Were we told

how something was done? (Yes, the sprinter ran quickly.) • The dig team packed the bones with great care. What did the dig team do? (The

dig team packed.) We also know how they packed. They packed with great care. My answer to a how question can be more than a single word.

• The baby cried last night. We know the baby cried, and we know when the baby cried. We don’t know how the baby cried. Think of possible words or phrases we could use to tell how the baby cried. Write generated responses on the board.

Along with being asked how you did something, you are frequently asked why you did something. Think about the last time you asked for permission to do something and you were told no. Even if you didn’t ask it out loud, you wanted to know why. Whenever you have to answer a why question, make sure your response contains a reason or an explanation for the action. Listen to the following sentences to determine whether you know the reason why something happened. • Beth missed the bus because she overslept. Do we know why Beth missed the

bus? (Yes, she overslept and that caused her to miss the bus.) • The game was delayed, and I grew tired of waiting for it to start again. You know

that the game was delayed, but do you know why? (No, I don’t know why the game was delayed.) Think of possible words or phrases we could use to tell why the game was delayed. Write generated responses on the board.

• Mark went to the store to buy milk and bread. Do you know why Mark went to the store? (Yes, he went to buy milk and bread.)

ReadingObjective • Demonstrate an understanding of how to ask questions and answer them

appropriately.

Question Words: Basic poster

Lesson 3 | Reading

14 Unit 1

Question WordsHow to Answer Questions

Use these steps to answer a short-answer question with a complete sentence:

1 Look for a question word to know what the question is asking.2 Find information in the text to answer the question.3 Plan and write the answer.4 Check the answer.

Example question:

Look for the question word.

What do bats eat?

Bats eat fruit, bugs, and fl owers.

Lesson 1 | Reading

4 Unit 1

Batty About Bats!

Flying and FeedingBats can fly. They are the only mammals that can fly. Bats use wings to fly. Skin connects the arms, hands, and ankles of the bat. The skin makes wings. Wings are important to bats. They need them to fly and find food.

Flying takes lots of energy, so bats eat a lot. Bats eat half their weight each day! Bats eat a lot of things. Some eat fruits and flowers. Some eat frogs and fish. Some eat bugs. They eat mosquitoes and flies. They eat moths and even termites!

Super SonarDid you think bats were blind? They are not. They

can see. Some even have good vision. Bats fly at night. How do they find their way in the dark? Bats can “see” with sound. They use sonar. Bats can hear where they are. Bats cry out. We can’t hear these sounds. Bats find their way by listening to the echoes. Bats use other clues too. They hear bugs buzzing in the air. They know where to find a good meal.

connectjoin together; unite

5

10

15

visionthe act of seeing; sight

sonara way of locating objects using sound

LanguageLive_ST_Unit01.indd 4

6/17/13 9:36 AM

Find answer in text.

Question words help you know how to answer the question.

Question Words How to Answer

If the question asks . . . Your answer must include . . .

Who information about a person or groupWhat an action or name of a thingWhen a specifi c time, date, or eventWhere a general location or specifi c place



Is/Are a “yes” or a “no” answer plus explanationDo/Does a “yes” or a “no” answer plus explanation



Why a reason or explanationHow the way something is done


Direct students to page 55 in their Student Books. Have students track with their pencil erasers as you read the instructions aloud. Before reading the passage, establish a purpose for reading by reading aloud the questions at the bottom of the page.

Read the passage aloud as students follow along with their pencil erasers. Prompt them to listen for information that would answer the how and why questions they read.

ModelAfter reading the passage, reread each question. Complete the first question as a model.

Guided PracticeGuide students in completing the second question.

Independent PracticeHave partners answer the remaining questions. Review the answers as a class and have students use the text to justify their answers.

Lesson 3 | Reading

Unit 2 55

Answering How and Why QuestionsRead the passage. Use the information to answer the questions.

Boston’s Big Dig

Traffi c is a big problem in cities. Millions of people use the roads to get to work and school. Municipal and city governments have the responsibility to maintain bridges, roads, and tunnels; but, as time passes, all structures suff er wear and tear. Sometimes, everything needs fi xing. In Boston, Massachusetts, that is what happened. Road congestion in Boston was so fi erce in the 1990s that for up to 10 hours of the day, traffi c could only crawl. � e city had a high accident rate, combined with heavy noise and air pollution. � e metropolitan area needed new bridges, roads, and tunnels. � e solution to the problem was to replace roads with a huge underground tunnel.

1. Why is traffi c a problem in big cities?

2. Why do bridges, roads, and tunnels need fi xing?

3. Why was it even worse in Boston?

4. Most of the time, how did traffi c move?

5. How did Boston solve its traffi c problem?

Traffic is a problem because millions of people use the roads to get to work and school. They need fixing because structures suffer wear and tear.

Boston’s bridges, roads, and tunnels were wearing out, and a high rate of accidents made traffic even worse.

Traffic moved extremely slowly most of the time.

They dug a huge tunnel to solve the traffic problem.

Boston’s Big Dig

Traffic is a big problem in cities. Millions of people use the roads to get to work and school. Municipal and city governments have the responsibility to maintain bridges, roads, and tunnels; but, as time passes, all structures suffer wear and tear. Sometimes, everything needs fixing. In Boston, Massachusetts, that is what happened. Road congestion in Boston was so fierce in the 1990s that for up to 10 hours of the day, traffic could only crawl. The city had a high accident rate, combined with heavy noise and air pollution. The metropolitan area needed new bridges, roads, and tunnels. The solution to the problem was to replace roads with a huge underground tunnel.


Lesson 4



• Write sentences with the following words: cat’s, cats, pig’s, pigs. • Write three sentences with antonyms. Use the following sentence frames: is the opposite of . I like , but my friend likes .

My mom is , but my dad is . • Dress your avatar as though he or she were going on a dig in the African desert.

Explain the clothes and accessories you chose.

Phrase FluencyDirect students to page 56 in their Student Books. Follow the Fluency Procedure outlined below and complete the process. If it is necessary, begin with a choral read of all phrases.

ReadingObjective • Read phrases to develop fluency.

Lesson 4 | Reading

56 Unit 2

Phrase FluencyRead each phrase fl uently.

Bill and Vick 3 in a big bag 83

fill the bill 6 Rick’s pals 85

cans in the sacks 10 the fizz in the cup 90

fill the back 13 of the van 93

Sam’s sack 15 give him a mat 97

has a sax 18 Kip’s big sick fox 101

can the man 21 the six kids in the wigs 107

the fax in the bin 26 fix the van 110

pick jazz 28 six big wigs 113

pits in the pan 32 rip the sacks and bags 118

in the big sack 36 kids win 120

Nick’s bills 38 zip the bags 123

the mad lads 41 into the box 126

the kids in the tan hats 47 the ruts on the hill 131

pick the hits 50 the pig’s mud 134

kick the puck 53 fans in the cab 138

Zack’s fax 55 tip the pan 141

Jack’s bull 57 pack the sack 144

wax on the lid 61 give the hams and hats 149

is a kick 64 the duck’s bill 152

the big gull 67 have Jack and Sam 156

give a tip 70 have his back 159

jazz on the sax 74 has a big rip 163

Vick’s lip 76 pick one kid 166

the van’s rims 79 my six sacks 169

Corr

ect

Erro

rs1s

t Try

2nd

Try

Timer

Fluency Procedure• Partners switch books, so the

recorder is marking errors in the reader’s book.

• A timer is set for one minute.• Readers and recorders move

top to bottom in each column, tracking each word with a pencil.

• As readers read the words aloud, recorders mark errors with a small x above the misread word.

• Recorders place a star to the right of the last word read when time ends.

• If the reader is able to read all words in the allotted time, the reader needs to start over at the beginning. The recorder must indicate this feat by placing two stars to the right of the last word read.

• When both students have read, partners switch books.

• Students calculate total words read, then subtract errors and record.

• Students record information on the progress chart in back of the Student Book.


Plural -s, Singular Possessive NounsYou just read phrases for accuracy. Now, we are going to look more closely at some of the phrases to determine meaning.

Direct students to Part A on page 57 in their Student Books and read the instructions aloud.

ModelComplete the first item as a model by circling the nouns and sorting them in the appropriate categories.

Guided PracticeGuide students in completing the next two phrases.

Independent PracticeHave students complete the activity. Review the answers as a class.

Objectives • Identify singular, plural, and singular possessive nouns. • Use plural nouns and singular possessive nouns in sentences.

Grammar

Lesson 4 | Grammar

Unit 2 57

Singular Possessives and Plural NounsPart ARead the phrases. Circle all of the nouns in each phrase. Decide whether each noun is a singular noun, plural noun, or singular possessive noun. Write each noun in the appropriate column.

1. Rick’s pals 4. the six kids in the wigs

2. cans in the sacks 5. fi x the van

3. fi ll the bill 6. Sam’s sack

Nouns

Singular Plural Singular Possessive

bill pals Rick’svan cans Sam’ssack sacks

kidswigs

Part BRead the sentence frames. Circle the word that correctly completes each sentence. Write the word on the line. Read the sentence again.

1. � e raft is at camp. Stans or Stan’s

2. logbook is at her camp by the dig. Anns or Ann’s

3. Fran has in her bag. hats or hat’s

4. plans are good. Sams or Sam’s

5. � e man’s sat on his tools. cats or cat’s

Stan’s

Ann’s

Sam’s

hats

cats



Now, we are going to look at plural nouns and possessive nouns in complete sentences.

ModelDirect students to Part B and read the instructions aloud. Complete the first item as a model.


Independent PracticeRead the remaining sentences and have partners choose the correct word. Review the answers as a class.

Sentence MorphsWhen we read text, it is helpful to group the words into meaningful chunks or phrases. This will help provide rhythm to what we read and help us understand what we read. The goal is to group words into phrases while reading, just as we do when speaking. It helps us make sense of the words. We group or chunk words based on their meaning or what questions they answer.


We will practice reading sentences that have already been broken into phrases. Our goal is to stop reading word-by-word and begin to look at chunks of a sentence to unlock meaning. This will help us read fluently.

Let’s look at the first sentence. I will read each phrase, and I want you to repeat it. As you read the phrase, I want you to “scoop it” by joining the dots at each end of the phrase with your pencil.


ReadingObjectives • Read phrases with fluency to support comprehension. • Generate questions with specific answers. (how and why questions)

58 Unit 2

Lesson 4 | Reading

Sentence MorphsRead the phrases. Scoop them in the complete sentences.

• He has •

• a bag of rags •

• in the cab •

He has a bag of rags

in the cab.

• � e man •

• will tag the bag •

• for the win •

� e man will tag the bag

for the win.

• � e tan wig •

• on the rack •

• is •

• for Jan •

� e tan wig on the rack

is for Jan.

• Will •

• has •

• a fat tick •

• on his back •

Will has a fat tick

on his back.

• Jack and Jill •

• live •

• by the dam •

Jack and Jill

live by the dam.

• Give Zack •

• the bibs and mats •

• for the kids •

Give Zack the bibs and mats

for the kids.

• � e lid of the bin •

• has a rat •

• on it •

� e lid of the bin

has a rat on it.

• Fill the bun •

• and pack it •

• in the bag •

Fill the bun and pack it

in the bag.

• Max hid •

• the bag of yams •

• for his pal •

Max hid the bag of yams

for his pal.


Then, we will read all of the phrases together as a complete sentence, scooping as we read.

He has (He has) a bag of rags (a bag of rags) in the cab (in the cab). Together: He has a bag of rags in the cab.

Continue reading each set of phrases and complete sentences in this way. Have students scoop and read all of the sentence morphs with you.

Generating Questions: How and WhyYou have practiced answering how and why questions as they related to a passage of text. Now you will use pictures to generate how and why questions. Then, think about possible answers for your questions. Review the questions and answers by asking a few simple questions.

• Why did you come to school today?• How did you get to school today?

Direct students to page 59 in their Student Books and read the instructions aloud.

Lesso

n 4

| Read

ing

Un

it 2

59

Generating Questions: How and WhyLook at the following pictures. Write a how question on the fi rst pair of lines. Write a why question on the second pair of lines. Use all of the clues in the picture and be creative.

1. 1. 1.

2. 2. 2.

1. 1. 1.

2. 2. 2.

Answers will vary.


ModelLook at the first picture. It shows a young woman with her hand over her mouth. I have to think about an action, so I will focus on “covered her mouth.” I have my first question. How did she cover her mouth? Write that on the first pair of lines below the picture. Model writing this on the board. My guess would be she covered her mouth quickly or suddenly.

My second question needs to focus on the why. Why did she cover her mouth? Write that question on the second pair of lines. Write the question on the board. Then I wonder what she did or what she saw that made her cover her mouth. She may have said something she didn’t mean to say or seen something that startled her.

Guided PracticeLet’s look at the second picture. Several friends are playing together and seem to be having a good time. First, we need to choose an action. Then, we can ask the how and why questions about that action. What are some possible actions? (played, laughed) If I choose played as my action, what would be my first question? (How did they play?) Write that on the first pair of lines. Think about how you describe playing. What words could you use to answer the question? (freely, often, roughly, happily) Now, why did they play? Write that as your second question and think about possible reasons. Have volunteers share their reasons.

Independent PracticeWork with your partner to generate how and why questions for the remaining pictures. Remember, the first thing you need to do is choose the action. Then you can ask two questions that revolve around the action: how and why. Talk about your answers and be ready to share them.

Monitor students to ensure understanding. Once students have generated questions, have partners or groups compare their questions and possible answers.


Lesson 5



• Create two how questions and two why questions. • Write two sentences with a plural noun and two sentences with a possessive singular

noun. • Make a list of things you would need to pack for a trip to the desert.

Define ItDirect students to page 60 in their Student Books.

Understanding a word and being able to define it or explain it are two different things. Sometimes you can use a word in a sentence but not be able to put the meaning in your own words. We will think about aspects of the word—the way it looks, its qualities, its parts, and its features. If you can put the word into a category and think of qualities or characteristics, it is easy to create a sentence that serves as the definition of the word.

ModelLet’s use a simple example that you are already familiar with—bat. The category of a word is the broad group that it fits into. The broad category for bat is “mammal.”

The attributes of a word are what make it unique or different from other words within the category. Attributes are things like size, shape, color, texture, and function. An attribute of bats is that they fly. So, bat can be defined as “a mammal that can fly.”

VocabularyObjective • Use categories and attributes to determine the meanings of words. • Consult reference materials to clarify the precise meaning of words.


60 Unit 2

Define ItDetermine the category and attributes of each word. � en, write the defi nition.

Word Category Attribute(s)

legend = story + takes place long ago; can’t be proven

Defi nition:


scientist = +

Defi nition:


dinosaur = +

Defi nition:


tint = +

Defi nition:

A legend is a story from long ago that is thought to be true but that can’t be proven.

person

A scientist is a person who studies nature and how things work.

A dinosaur is a prehistoric, lizard-like animal that is extinct.

A tint is a light color.

animal

color

studies nature and how things work

prehistoric; extinct; lizard-like

light; pale


Guided PracticeDirect students to the word legend in the second paragraph of “Africa Digs.” In the passage “Africa Digs,” Dr. Sereno’s team went to Africa and the Touareg people told them a legend about a very big animal.

If we put legend into a broad category, what would it be? (story) A legend is a story. Could they prove the story? (no) Was it an old story? (yes) What attributes make legends different from other stories? (takes place long ago; can’t be proven) Use the category and attributes to write a definition. (A legend is a story from long ago that is thought to be true but that can’t be proven.)

Independent PracticeRepeat the process for the second word, allowing students to provide the category, attributes, and definition. Then have partners complete the activity. Review the answers as a class.

Have partners verify their definitions in a dictionary and make corrections as needed.

Close Reading: Guided Highlighting of “Africa Digs”Proficient readers preview the text for text features such as headings and graphics. We already did that. They also reread text slowly and carefully to gain understanding. Proficient readers monitor their thinking while reading to be sure that each sentence and paragraph make sense. They look for answers to Big Idea questions. In this unit, we are answering the questions What can we learn from fossils? and Why is it hard to recover fossils?

Let’s do what proficient readers do and reread “Africa Digs.”

Have students get out a colored pencil or highlighter.

Dictionaries


ReadingObjectives • Review key passage vocabulary. • Read with purpose and understanding. • Determine the main ideas of a text. • Identify explicit details in a text.

Green, yellow, and pink highlighters or colored pencils


Direct students to page 61 in their Student Books. We will review the text features of nonfiction or expository text. Please use your writing utensil to mark your text according to my instructions. • Draw a rectangle around the

title, “Africa Digs.” • Circle each heading as I read

them aloud. Step 1: We’ve Got Some!Step 2: Digging InStep 3: Wrap It UpStep 4: Move It OutStep 5: Unwrap ItStep 6: Clean ’Em UpStep 7: And the Missing Pieces?Step 8: Make a PlanStep 9: Copy the FossilsStep 10: Stack It UpFinally: Share the Discovery!

Mark each bold vocabulary word as I read it aloud. • desert—A desert is a dry place with few plants. Say desert. (desert) The bones of

Jobaria were found in a desert in Niger. • emerge—Emerge means “to come out of or appear.” Say emerge. (emerge) The

bones began to emerge from the desert as the workers chipped away the rock. • pulley—A pulley is a small wheel over which a rope moves to help lift or move

objects. Say pulley. (pulley) The workers tied the rope of a pulley to the bones, then pulled the rope over the wheel to lift the heavy bones.

• port—A port is a place on the water where people load and unload ships. Say port. (port) The bones were taken to a port and put on a ship headed for the United States.

• precise—To be precise means “to be exact, or to pay attention to details.” Say precise. (precise) The workers must be very precise in their digging so they don’t break a bone.

• create—Create means “to make.” Say create. (create) The scientists created bones out of plaster to make the skeleton.

• fragile—Fragile means “easily broken or delicate.” Say fragile. (fragile) It is difficult to move the fragile bones without breaking them.

• display—Display means “to show or to put something in a place where others can see it.” Say display. (display) The scientists want to display the bones so other people can learn about Jobaria.

Lesson 5 | Reading

Unit 2 61

Close Reading: Guided HighlightingRead the text and complete the tasks.

Africa Digs

What will the rest of the passage be about? Write a topic sentence.

Dr. Paul Sereno digs dinosaur bones. He gets a thrill when he digs up the bones of dinosaurs that lived millions of years ago. In 1, Dr. Sereno led a dig in Niger, Africa. He took 18 scientists with him. � e Touareg tribe helped his team look for bones. � e Touareg people live in Niger. � ey know their desert land best. � ey know where to look for bones.

� e dig was a success. Dr. Sereno’s team had a fantastic fi nd. � ey found a new dinosaur. � e Touareg told them a legend about a very big animal. � ey call it Jobar. � e Touareg showed them where to look for the bones. � e scientists named the dinosaur Jobaria. It means “giant.” How did they dig up the Jobaria? Dr. Sereno followed 10 steps to dig up Jobaria.

5

10

Step 1: We’ve Got Some!� e Touareg lead the team to a special place. Bones stick out of desert rock. � e Touareg tell the scientists their legend. � ese bones belong to the giant beast, Jobar.Step 2: Digging In� e dig begins. � ey use hammers, chisels, and drills. � ey work for 10 weeks. A huge skeleton emerges. It has been buried for 135 million years! Fifteen tons of rock cover it. � e team carefully takes the bones from the rock. Step 3: Wrap It Up � ey have to make “jackets” to protect the fossils. � ey cover the bones with paper or foil. � ey cut burlap strips and dip them in plaster. � ey wrap each bone with the burlap strips. First, they cover one side. � e strip dries into a hard jacket. � en, they cover the other side. � ey number the jackets. � ey log each number in the dig’s log.

15

20

Dr. Sereno followed 10 steps to dig up Jobaria.


Talk with a partner about any vocabulary word that is still confusing for you to read or understand. Share your ratings from day 1. Were you honest about your word knowledge? Now is the time to do something about it!

You will reread the text, “Africa Digs,” one paragraph at a time. After each paragraph, you will monitor your understanding by circling the check marks or the question marks. Please be sure to draw a question mark over any confusing words, phrases, or sentences. I will also provide specific instruction on how to mark the text that will help you with your comprehension and writing.

With eyes on text, we’ll read each section. Use your pencil eraser to follow along. Decide whether each section makes sense to you.

Let’s read the first section, lines 1–10. Read the paragraphs aloud.

• Circle the check mark or question mark for each paragraph. Draw a question mark over words that confuse you.

• Go to lines 1 and 2. How does Dr. Sereno feel when he digs up old bones? Mark the answer. (gets a thrill)

• Go to line 3. Mark the location of Dr. Sereno’s dig. (Niger, Africa)• Go to lines 3–5. Why did Dr. Sereno need the help of the Touareg tribe? Give

two reasons. (1. They know their desert land best. 2. They know where to look for bones.)

• Go to line 6. Underline the possessive noun. Draw an arrow to show what the noun owns. (team)

Note: If you feel your students are capable, instruct them to highlight the main idea of each paragraph or section in green and the supporting details in yellow.

Note: While the lessons are written for a teacher read aloud, it is important that your students read as much and as often as they can. Assign readings that meet the needs of your students, based on your observations or data. This is a good opportunity to stretch students, but if they become frustrated, return to the read-aloud method.

Africa Digs




• Go to line 7. Mark a word that means the same as tale or story. (legend)• Go to line 8. Mark what the Touareg showed Sereno’s team. (where to look for

the bones)• Go to line 9. Mark what the scientists named the dinosaur. (Jobaria)• Look at line 10. Write a topic sentence that tells what the rest of the passage will

be about. (Dr. Sereno followed ten steps to dig up Jobaria.)• Using the topic sentence you wrote, circle the number word (ten) and underline

the topic. (Jobaria)• In the second paragraph, are they talking about the dig as it happens, or like it

already happened in the past? Write your answer in the margin. (past)

Let’s read Step 1: We’ve Got Some!, lines 11–13. Read the section.

• Circle the check mark or question mark for this paragraph. Draw a question mark over words that confuse you.

• Go to the heading. Circle the punctuation mark that shows they were excited. (!)• Go to lines 11 and 12. Mark what the scientists see when they arrive at the

special place. (bones stick out of desert rock)• Go to line 13: Underline two words that define Jobar. (giant beast)

Let’s read Step 2: Digging In, lines 14–17. Read the section.


• Go to line 14: Mark three tools used for digging. (hammers, chisels, drills)• Go to lines 14 and 15: How long do they dig? Mark the answer. (10 weeks)• Go to line 15: What has been buried for 135 million years? (a huge skeleton)• Go to lines 16 and 17. Mark what the team does. (takes the bones form the rock)

Mark the word that answers how they do this. (carefully)• Circle the answer: What is covered by 15 tons of rock? (skeleton)



Step 2: Digging In



Let’s read Step 3: Wrap It Up, lines 18–22. Read the section.


• Go to line 18. Mark how they protect the fossils. (make “jackets”)• Review lines 18 and 19. Number the steps to make the jackets. (1. Cover bones

with paper or foil, 2. Cut strips, 3. Dip them in plaster) • Review lines 20 and 21. In a different color, number the steps to wrap the fragile

bones in jackets. (1. Cover one side, 2. Dries, 3. Cover the other side)• Go to line 22. The word log is used twice in this sentence. Write an N over the

noun and a V over the verb. (V, N)• Go to lines 21 and 22. Do the same with the word number. (V, N)

Let’s read Step 4: Move It Out, lines 23–28. Read the section.


• Go to line 23. Mark where the team wants to take the bones. (their lab in Chicago)

• Review line 25. Mark the simple machine used to lift and move the bones. (pulleys)

• Mark why they use pulleys. (Some weigh more than 500 pounds.)• Review lines 26 and 27. Mark the two words that help you understand the

definition of port. (ship, Atlantic) • What is the section mostly about? Fill in the blanks to answer the question.

(Ghana, Africa; Atlantic; ship; Chicago)

Step 3: Wrap It Up


Step 4: Move It Out



Let’s read Step 5: Unwrap It, lines 29–31. Read the section.


• Go to line 30. Mark what the team does to each bone after it is opened. (match the numbers on the jackets to the numbers in the dig’s log)

• Mark what they do with the bones after they match the numbers. (the bones are put in the right order)

• Read the IVF summary sentence for this section. (Step 5: Unwrap It describes how the team prepares the bones before rebuilding the skeleton.)

• Underline the heading in the summary sentence. (Step 5: Unwrap It)• Circle the main verb or action word in the summary sentence. (describes) • Double underline the rest of the sentence. (how the team prepares the bones

before rebuilding the skeleton.)

62 Unit 2

Lesson 5 | Reading

Close Reading: Guided Highlighting (cont.)

What is the section mostly about? Fill in the blanks to complete the

sentences. Without machines, 20 tons of bones need to be moved

from , across the Ocean by

. Next, the bones are shipped across land to

.

Read the IVF summary sentence for this section. Step 5: Unwrap It describes how the team prepares the bones before rebuilding the skeleton.

Finish the IVF summary sentence for this section. Use the word precise in your sentence.

Step 6: Clean ’Em Up explains how

.

Step 4: Move It Out � e team must take the bones to their lab in Chicago. Twenty tons of bones have to be moved. Some weigh more than 500 pounds. � ere is no easy way to move them. � ey use a tripod, pulleys, rope, and a chain. � ey load the bones onto trucks. � ey drive 1,000 miles to a port in Ghana. � ey put the bones on a ship, which takes them across the Atlantic. � en, the bones are shipped to Chicago.

25

Step 5: Unwrap It� e team carefully opens each piece and cleans each bone. � ey match the numbers on the jackets to the numbers in the dig’s log. � e bones are put in the right order. Now it’s time to rebuild the skeleton.

30

Step 6: Clean ’Em Up� is step takes two years and hundreds of hours. � ey use dental tools, tiny jackhammers, and chemicals. � e work is careful and precise. � ey have to clean more than 200 bones. � ese bones came from the adult Jobaria. But they have some other bones as well. � ese are from young Jobaria. � ey clean these bones too.

35

the precise cleaning of adult and young Jobaria takes two years and hundreds of hours

Ghana, Africaship

Chicago

Atlantic

Lesson 5 | Reading

Unit 2 63

Close Reading: Guided Highlighting (cont.)

Complete the sentence frame to write an IVF summary sentence for this section. Identify the Item. Select a Verb. Finish your thought.

Step 7: And the Missing Pieces? tells how

.

Step 7: And the Missing Pieces?� ey have good luck! � ey have almost all of the adult’s bones. What about the ones that are missing? � ey fi ll in the missing bones by making them out of foam and clay.

Step 8: Make a PlanAll of the bones are clean. � e missing bones are made. At last, they can make a model. From it, they create a blueprint. � is is the plan to rebuild the skeleton. First, they lay out the tail bones. � ey place them in order. Next, they study how to put the bones back together. Now, they can see the huge size of the dinosaur.Step 9: Copy the FossilsJobaria’s bones are too heavy and fragile to put together. Dr. Sereno’s team wants to display the dinosaur. What can they do? � ey copy the skeleton. � ey make molds. � ey create copies of the bones.

Step 10: Stack It Up� ey attach the casts of the bones to a steel frame. � e hard steel frame is covered by the bones.

Finally: Share the Discovery!� ey paint the casts to look like the real fossils. � ey are white with tints of green and red. � ese colors come from copper and iron in the soil. At last, they pose the dinosaur. It looks so real! You can almost hear that dinosaur roar!

40

45

50

they make missing pieces out of foam and clay

Step 5: Unwrap It



Let’s read Step 6: Clean ’Em Up, lines 32–36. Read the section.


• In line 32, mark how long this step takes. (two years and hundreds of hours) Because the text says “This step...” we know they are referring to something written before this. Look at the heading. Mark the step that takes two years and hundreds of hours. (Clean ’Em Up)

• Go to lines 32 and 33. Mark the cleaning tools they use. (dental tools, tiny jackhammers, and chemicals)

• Go to line 34. Mark how many bones they clean. (more than 200)• Find the evidence that suggests they found bones from more than one animal.

Mark the two animals. (adult Jobaria; young Jobaria)• Finish the IVF summary sentence for this section. Use the word precise in your

sentence. (the precise cleaning of adult and young Jobaria takes two years and hundreds of hours.)

• Underline the heading. (Step 6: Clean ’Em Up) • Circle the main verb or action word in the summary sentence. (explains)

Let’s read Step 7: And the Missing Pieces?, lines 37–39. Read the section.


• Mark how many adult bones they have. (almost all)• Mark how they fill in the missing bones. (making them out of foam and clay)• Complete the sentence frame to write an IVF summary sentence for this section.

Don’t forget to Identify the Item, select a Verb, and Finish your thought. (they make missing pieces out of foam and clay.)






Let’s read Step 8: Make a Plan, lines 40–44. Read the section.


• Go to line 41. Mark what they will make. (a model)• On the same line, mark the word it. Draw a line from it to the word it replaced.

(model)• On the same line, mark the word This. Draw an arrow to the word it replaced.

(blueprint)• On the same line, mark the word plan and then mark the word that means the

same thing as plan. (blueprint) Draw an equal sign between the two words.• Review lines 40–42. Mark three words that mean construct. (make, create,

rebuild)• Review lines 42 and 43. Number three steps to make a dinosaur model. (1. Lay

out the tail bones. 2. Place them in order. 3. Study how to put the bones back together.)

Let’s read Step 9: Copy the Fossils, lines 45–47. Read the section.


• Go to line 45. Underline the possessive nouns in this paragraph. Draw an arrow to show what each noun owns. (Jobaria, bones; Dr. Sereno, team)

• Review line 45. Underline the problem that the dig team faced. (Jobaria’s bones are too heavy and fragile to put together.)

• Go to lines 46 and 47. Number three steps they took to solve the problem. (1. They copy the skeleton. 2. They make molds. 3. They create copies of the bones.)

Step 8: Make a Plan





Let’s read the remainder of the text, lines 48–53. Read the sections.

• Circle the check mark or question mark for each paragraph. Draw a question mark over words that confuse you.

• Go to line 48. Mark the word casts. Draw an arrow to the word in the previous line that means the same thing. (copies)

• Review line 50. Mark the word that means “light shades of color.” (tints)• Review line 51. Mark the tints that come from copper and iron in the soil. (green

and red)• Review line 52. Mark how the team makes the dinosaur look real. (pose the

dinosaur) • Find line 52. Circle the phrase that means “imagine.” (almost hear)

Have partners compare text markings and correct any errors.

Masterpiece Sentences: Stage 2In Unit 1, we developed simple, yet complete, sentences by answering two questions. • Who or what did it? • What did they (he, she, it) do?

Write the following sentence on the board and read it aloud: The dinosaur ate.

This is an example of a Stage 1 sentence.

As we move into Stage 2, we’ll expand our sentence by asking more questions. We can ask and answer the question: What did they do it to?

Read the sentence on the board again. What did it? (dinosaur) What did it do? (ate) Now, consider what the dinosaur could have eaten. Give me some ideas. Write student responses on the board. (Possible responses: bugs, fruit, other dinosaurs) I will say bugs. Add bugs to the kernel sentence on the board. Read the new sentence.





WritingObjectives • Demonstrate an understanding of how to create basic sentences. • Write expanded simple sentences.

Display the Masterpiece Sentences poster where students can easily see it.


As a writer, I have included a detail that will help the reader generate a more complete mental picture of the dinosaur. As a reader, I want to use all of the details I can to visualize the content and confirm my understanding of the text.

Direct students to page 64 in their Student Books. Let’s use some of the facts you learned in “Africa Digs” to build sentences. Before we begin, look at the labels for your sentence building elements. What is the subject question? (Who or what did it?) Listen as I read the words that answer the subject question. Read them aloud. Each one of those choices contains a naming word, or a noun.

What is the predicate question? (What did they (he/she/it) do?) Listen as I read the words that answer the predicate question. Read them aloud. Each one of those choices contains a doing word, or a verb.

Now, look at the third column. There is a name for words that answer the what did they do it to question. They are called direct objects. Let’s look at the words that answer this question. Read them aloud. How could you categorize these words? (nouns) They are nouns, so the term objects applies. They also directly receive the action of the verb, so they are called direct objects.

ModelRead the instructions aloud and complete the first item as a model. Show students how to use the answers provided to build the sentence: Scientists tagged the bones. Have students write it on the first line.

Guided PracticeComplete the remaining sentences as a class. Monitor students’ writing for correct use of capital letters and punctuation marks. Have volunteers read the sentences.

Lesson 5 | Writing

64 Unit 2

Masterpiece Sentences: Stages 1 and 2Use the information in the chart to build four sentences. Remember to use capital letters and punctuation marks for each sentence.

Subject Predicate Direct Object

Who or What did it? What did they do? What did they do it to?

scientists tagged the bones

the dig team cleaned the fossils

Dr. Sereno led the dig

the fabric strips protected each bone

1.

2.

3.

4.

Scientists tagged the bones.The dig team cleaned the fossils.Dr. Sereno led the dig.The fabric strips protected each bone.


Lesson 6



• Turn to your Key Passage Vocabulary chart. Complete your drawings and add information to the definitions as needed.

• Ask five why questions about dinosaurs. • Use the word precise in a sentence.

Guided Reading of “Africa Digs”: Ask and Answer Questions In Unit 1, we worked on asking and answering questions with who, what, when, and where. Now we will focus on some other question words.

It is critical to understand what a question is asking and how to answer it. We will become familiar with these question words and learn exactly how to answer these types of questions.

Direct students to page 14 in their Student Books or the Question Words poster. Have them follow along as you review the information.

I already pointed out that skilled readers preview the text for features such as headings and graphics. They also reread text slowly and carefully to gain understanding. Skilled readers monitor their thinking while reading to be sure that each sentence and paragraph make sense. They look for answers to Big Idea questions.

Skilled readers also ask themselves and others questions about their reading.

You will learn more about asking good questions. The heading on page 14 is Question Words. The top of the page provides hints on how to answer questions. The chart at the bottom of the page lists signal words or question words that you can use to ask good questions.

Let me explain the chart. The words in the left column are used to start the question. The right column lets you know what information is needed to answer the question. For example, if I ask, “How do you get to school?” your answer to the question would include the way you get to school—by walking, by car, or by bus. If I ask, “Why do you walk to school?” your answer would include a reason for walking to school.

This time when we read “Africa Digs,” we will ask questions about the text. Doing this helps us understand what is important. We will also answer the questions that we ask.

ReadingObjectives • Write questions about the text to deepen comprehension. • Respond to questions orally. • Refer to details and examples in a text when answering specific questions about a text.


Lesson 3 | Reading

14 Unit 1

Question WordsHow to Answer Questions

Use these steps to answer a short-answer question with a complete sentence:

1 Look for a question word to know what the question is asking.2 Find information in the text to answer the question.3 Plan and write the answer.4 Check the answer.

Example question:

Look for the question word.

What do bats eat?

Bats eat fruit, bugs, and fl owers.

Lesson 1 | Reading

4 Unit 1

Batty About Bats!

Flying and FeedingBats can fly. They are the only mammals that can fly. Bats use wings to fly. Skin connects the arms, hands, and ankles of the bat. The skin makes wings. Wings are important to bats. They need them to fly and find food.

Flying takes lots of energy, so bats eat a lot. Bats eat half their weight each day! Bats eat a lot of things. Some eat fruits and flowers. Some eat frogs and fish. Some eat bugs. They eat mosquitoes and flies. They eat moths and even termites!

Super SonarDid you think bats were blind? They are not. They

can see. Some even have good vision. Bats fly at night. How do they find their way in the dark? Bats can “see” with sound. They use sonar. Bats can hear where they are. Bats cry out. We can’t hear these sounds. Bats find their way by listening to the echoes. Bats use other clues too. They hear bugs buzzing in the air. They know where to find a good meal.

connectjoin together; unite

5

10

15

visionthe act of seeing; sight

sonara way of locating objects using sound

LanguageLive_ST_Unit01.indd 4

6/17/13 9:36 AM

Find answer in text.

Question words help you know how to answer the question.



Who information about a person or groupWhat an action or name of a thingWhen a specifi c time, date, or eventWhere a general location or specifi c place



Is/Are a “yes” or a “no” answer plus explanationDo/Does a “yes” or a “no” answer plus explanation



Why a reason or explanationHow the way something is done


Direct students to page 43 in their Student Books or have them tear out the extra copy of “Africa Digs” from the back of their books.

Let’s do what good readers do and reread “Africa Digs” with a focus on asking and answering questions.

Remember what you do when you read. Your eyes need to track or follow the text while your eraser points to the words. While you’re busy looking and pointing to text, your brain is busy looking for patterns and making meaning. While listening, you should be aware of questions that come to mind and questions that you can ask others.

Eyes ready? Pencil ready? Let’s begin.

Read the introduction, lines 1–14.

Lesson 1 | Reading

Unit 2 43



��








5

10

15

20

25

Note: To minimize flipping back and forth between the pages, a copy of each text has been included in the back of the Student Books. Encourage students to tear this out and use it when working on activities that require the use of the text.


Africa Digs




Direct students to page 65 in their Student Books. Think about the text. What questions do you have, or what should your peers have learned about the African dig in this section?

• Choose one question word to begin your question. Consider starting your question with Who or Where.

• Write the question on the page. Be prepared to answer your question orally.

Direct students back to the passage. Next, we will read Steps 1 and 2. Eyes ready? Pencil ready? Let’s begin.

Read Step 1: We’ve Got Some! and Step 2: Digging In.

Direct students to page 65 in their Student Books. • Choose a different question word. Try using What or When. • Write the question on the page. Be prepared to answer your question orally.

Lesson 6 | Reading

Unit 2 65

Ask and Answer QuestionsReread “Africa Digs.” After each section, write a question for your partner to answer using question words that you have learned so far. Try not to use the same question word twice. Be prepared to answer your question orally. Use the Question Words chart on page 14 to help you.

Introduction

1.

Step 1: We’ve Got Some! and Step 2: Digging In

2.

Step 3: Wrap It Up and Step 4: Move It Out

3.

Step 5: Unwrap It and Step 6: Clean ’Em Up

4.

Step 7: And the Missing Pieces? and Step 8: Make a Plan

5.

Lines 73–87:

6.

Where?Who?

When?What?

Is/Are?Where?

How?What?

Why?How?

Why?What?



Step 2: Digging In



Direct students back to the passage. It’s time to read Steps 3 and 4. Eyes ready? Pencil ready? Let’s begin.

Read Step 3: Wrap It Up and Step 4: Move It Out.

Direct students to page 65 in their Student Books. • Let’s ask more questions. It will be more difficult, but use a question word that

you haven’t used yet. Try using Where or Is/Are. • Write the question on the page. Be prepared to answer your question orally.

Direct students back to the passage. Follow along as I read Steps 5 and 6.

Read Step 5: Unwrap It and Step 6: Clean ’Em Up.

Direct students to page 65 in their Student Books. • Choose a different question word. Try using What or How. • Write the question on the page. Be prepared to answer your question orally.

Step 3: Wrap It Up


Step 4: Move It Out


Step 5: Unwrap It




Step 5: Unwrap It






Step 8: Make a Plan









Direct students back to the passage. It’s time to read Steps 7 and 8. Eyes ready? Pencil ready? Let’s begin.

Read Step 7: And the Missing Pieces? and Step 8: Make a Plan.

Direct students to page 65 in their Student Books. • Let’s ask more questions. Try using How or Why. • Write the question on the page. Be prepared to answer your question orally.

Direct students back to the passage. It’s time to finish the steps. Eyes ready? Pencil ready? Let’s begin.

Read Step 9: Copy the Fossils, Step 10: Stack It Up, and Finally: Share the Discovery!

Direct students to page 65 in their Student Books. • Write your last question on the page. Try using What or Why for this question. • Be prepared to answer your question orally.



Step 8: Make a Plan









Share QuestionsHave partners read their questions to each other and answer them orally. Have students correct each other if needed. Have volunteers share their questions and answers with the class.

Passage ComprehensionDirect students to pages 66 and 67 in their Student Books. Now, we will answer other questions about “Africa Digs” for more practice. Some of the questions may be similar to the questions you already asked and answered.

• Read each question. Identify and underline the question word.

• Use the Question Words poster or the chart on page 14 to review the type of information required to respond to the question.

• Use text headings or other text features in the passage to locate the content needed to answer each question.

• Reread the section to retrieve exact information to use as text evidence.

ModelRead the first question aloud.

If the question asks who, the answer must include a person or group.

I can look in the text to find the answer. On page 43, lines 3 and 4, it says that “in 1997, Dr. Sereno led a dig in Niger, Africa.” This is my text evidence. Now I will write my answer. I want to make sure that my answer is enough for me to look at and learn from, so I need to include part of the question in my answer.

66 Unit 2

Lesson 6 | Reading

Passage ComprehensionUnderline the question word in each question. � en, answer each question using a complete sentence. Write the evidence from the text.

1. Who led the dig in Niger, Africa?

Text Evidence:


Text Evidence:


Text Evidence:


Text Evidence:


Text Evidence:

In 1997, Dr. Sereno led a dig in Niger, Africa.Dr. Sereno led the dig in Africa.

The dig team protected the fossils by making jackets to cover them.

The dig team used a tripod, pulleys, rope, and chain to load the bones onto trucks.

The scientists carefully used dental tools, tiny jackhammers, and chemicals to clean the bones.

Dr. Sereno needed help from the Touareg tribe because they knew where to look in the desert for the bones. The Touareg people live in Niger. They know their desert land best. They know where to look for bones.

They use a tripod, pulleys, rope, anda chain. They load the bones onto trucks.

They use dental tools, tiny jackhammers, and chemicals. The work is careful and precise. They have to clean more than 200 bones.

They have to make “jackets” to protect the fossils. They cover the bones with paper or foil. They cut burlap strips and dip them in plaster. They wrap each bone with the burlap strips.


1. Who led the dig in Niger, Africa?


Write the following sentence frame on the board:__________ __________________________________________________ (who) (Finish the sentence using words from the question.)

Fill in the blanks on the board as you formulate the answer. (Dr. Sereno led the dig in Niger, Africa.) Have students write the answer and specific text evidence on the page in their Student Books.

Guided PracticeRead the next question aloud.

What is the question word in this sentence? (Why) How do we answer a question that begins with why? (with a reason) Let’s use this sentence frame to answer the question. Write the following sentence frame on the board:

________________ _____________________________ because _______________ (Who or what?) (Use words from the question.) (Add a reason.)

Fill in the blanks as students tell you the answer. (Dr. Sereno needed help from the Touareg tribe because they knew where to look in the desert for the bones.) Have students write the answer. If they have difficulty finding the text evidence, refer them to lines 6 and 7 on page 43.

Let’s try one more with a partner.

Read the next question aloud.

What is the question word in this sentence? (How) How do we answer a question that begins with how? (with a way that something is done) Let’s try this one with a partner without a sentence frame to help us. Remember to put part of the question in your answer and provide text evidence from the passage.

Allow time, then provide this sentence frame on the board if needed:

The dig team protected the fossils by . (Include a way something is done.)

(The dig team protected the fossils by making jackets to cover them.) Have students write the answer and use lines 26–29 of page 44 to write the text evidence.




Independent PracticeHave students answer the remaining questions and provide text evidence for their answers. Review the answers as a class. Remind students to compare their answers and make corrections if necessary.

Unit 2 67

Lesson 6 | Reading

Passage Comprehension (cont.)


Text Evidence:

7. What did the team create to help them build the skeleton?

Text Evidence:


Text Evidence:

Dr. Sereno’s team made bones because some were missing.

The team created a model and a blueprint to help them build the skeleton.

They made the casts look like real fossils by painting them with colors that come from copper and iron in the soil.

What about the ones that are missing? They fill in the missing bones by making them out of foam and clay.

At last, they can make a model. From it, they create a blueprint. This is the plan to rebuild the skeleton.

They paint the casts to look like the real fossils. They are white with tints of green and red. These colors come from copper and iron in the soil.


Lesson 7



• Handwriting is very important. Write the alphabet in lowercase and capital letters on a sheet of paper.

• Ask five how questions about the desert. • Make a list of six antonym (opposite) word pairs.

Recontextualize Passage VocabularyDirect students to page 42 in their Student Books. Review the vocabulary words from “Africa Digs.”

• What simple machine is used to pull a flag up the flagpole at school? (a pulley) Turn to your neighbors and tell them the parts of a pulley and how it works. (A pulley is a small wheel over which a rope moves to lift or move objects.)

• Do many plants and animals live in the desert? (no) What attribute of a desert makes it difficult for plants and animals to survive? (It’s very dry.)

• Does water emerge from the bathtub drain? (no) Where does water emerge from? (faucet) Water emerges from the faucet but disappears down the drain. Those two words are completely different. They are opposites. Emerge and disappear are examples of what? (antonyms)

• My friend likes to create mash-ups of songs on his computer. He didn’t create the original songs, but he creates a new song. Is he making or deleting a song? (making) The new songs are his creation.

VocabularyObjectives • Review key passage vocabulary. • Use examples of a word and identify its antonyms to clarify its meaning. • Make connections among words to increase understanding.


42 Unit 2



desert 0 1 2 3

emerge 0 1 2 3

pulley 0 1 2 3

port 0 1 2 3

precise 0 1 2 3

create 0 1 2 3

fragile 0 1 2 3

display 0 1 2 3






details

to make





• Do fashion designers want to display their clothing? (yes) Models on the runway show the clothes for others to see. What do they do? (display the clothes)

• Is a delicate porcelain doll fragile? (yes) Why would it be a bad idea to give a porcelain doll to a baby? (It is breakable.)

• If I read the instructions three times, am I being precise? (yes) To put the model train together exactly as it should be, what do I need to be? (precise)

• Would a ship likely dock at a port? (yes) If I wanted to unload the oil drums off my ship, where would I go? (the port)

Four-Square: AntonymsDirect students to page 68 in their Student Books.

Some words are more difficult to remember than others. It helps to use a Four-Square graphic organizer. This will help you look at the word more closely to provide a deeper understanding.

Have students define fragile, and write the definition under the word.

In Four-Square in Unit 1, we worked on the Examples square using the word interfere. We talked about interference in football and humans interfering with bats’ habitats.

So, let’s use today’s word, fragile, and talk about examples. We discussed examples of fragile, such as dishes, porcelain dolls, and dinosaur bones. Please write the examples in the correct box.

ModelWe introduced antonyms in a previous lesson. An antonym is a word that means the opposite. Emerge and disappear are opposites; they are antonyms. Black and white are antonyms. Above and below are antonyms.

Review antonyms as needed.


68 Unit 2

Four-SquareWrite the defi nition of fragile. � en, write examples and antonyms of the word in the appropriate boxes.

fragile

Defi nition:

Synonyms:

Examples:

Antonyms:

Nonexamples:

easily broken or delicate

Possible answers:dishes, porcelain dolls, dinosaur bones

Possible answers:unbreakable, sturdy, strong, rugged, durable, tough

Example Antonyms for Reviewdead/alive happy/sadleave/stay hot/colddisplay/hide frown/smile


Guided PracticeI broke the fragile glass when I knocked it over on the counter. Why did it break? (because it was fragile) However, when I dropped the plate on the floor, it did not break. It was the opposite of fragile. What was it? (Possible answers: unbreakable, sturdy, strong, rugged, durable, tough) Have students repeat the antonyms and write them in the appropriate place on the Four-Square.

Making Connections: scientistDirect students to page 69 in their Student Books. Display the semantic map from the student page or draw one on the board. In “Africa Digs,” we read about a man named Dr. Paul Sereno and a group of others who discovered Jobaria. All of the members of the team were scientists. What were they? (scientists) Good readers are able to make many connections to words as they read. The more connections we can make, the faster we can give a word meaning. We’re going to use this strategy with the word scientist. Let’s see how many connections we can make.

Point to the word scientist in the middle circle. Scientists are people who study nature and why things happen. Do all scientists study the same things? (no) We learned at the beginning of this unit that paleontologists are scientists who study prehistoric animals, such as dinosaurs. • Write paleontologist in the connected circle below scientist. • Write prehistoric times and dinosaurs on the two right branches. Paleontologists

must dig in the dirt to find the things that they study. • Write dig on the left branch.

Archaeologists are similar to paleontologists. They, too, dig in the dirt to find the things that they study. They study the people and places of ancient times. • Write archaeologist in the circle connected to dig. • Write ancient times and people and places on the branches. These two scientists

study nonliving beings—things of the past.

Let’s talk about another group of scientists. These scientists study living things, unlike paleontologists and archaeologists. • Write biologist in the circle to the right of scientist. A biologist studies life. There

are different types of biologists. Two of them are botanists and zoologists. • Write botanist and zoologist in the circles connected to biologist. One of these

scientists studies plants and one studies animals. Can you guess which scientist studies animals? (zoologist) If students have trouble with the answer, underline zoo in the word.

• Write animals and life on the branches off of zoologist. Repeat the process with botanist, writing plants and life.



Since we have talked about paleontologists and archaeologists who dig below Earth’s surface, we will add one more scientist to our connected map. A geologist studies the origin and structure of Earth. Geologists tell us what Earth is made of and how Earth has changed over time. • Write geologist in the upper left circle. • Write Earth’s origin and Earth’s structure on the two branches.

If you had come across the words botanist, zoologist, biologist, paleontologist, geologist, or archaeologist in isolation, you may not have made any connections between the words. This semantic map helps us make connections and understand how words are related to things we already know. This will help us create a deeper understanding of words.

Have students complete the semantic map. If time permits, ask students if they can make any other connections or know the names of any other scientists.

Parts of a ParagraphDistribute green, yellow, and pink highlighters or colored pencils.

We have learned that sentences have parts and that understanding the parts of a sentence can help us understand the meaning of the sentence. Paragraphs also have a structure, and knowing that structure can strengthen our ability to understand the meaning of the related sentences that make up the paragraph.

We have already looked at text to find the main ideas and key details. This is an important strategy when reading. It helps us to focus on only the most important

Lesso

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69

Making ConnectionsMake connections to the word scientist by generating other words related to the word.

scientist

botanist

zoologist

biologistgeologist

paleontologist

archaeologist

dig prehistoric times

dinosaurs

ancient times

Earth’s origin

animals

plants

people and places

Earth’s structure

life

life

WritingObjectives • Identify the basic structure of a paragraph (topic sentence, supporting facts and

details, transitions, elaborations, concluding sentence). • Identify the main idea.

Green, yellow, and pink highlighters or colored pencils


information. However, when we write, we want our writing to be informative and enjoyable. Therefore, we must go beyond main ideas and key details.

Paragraphs are written for different purposes. We will use a paragraph on the benefits of exercise to uncover four of the basic building blocks for a well-written paragraph.

ModelDirect students to page 70 in their Student Books and have students follow along as you review the parts of a paragraph.

We will start by looking for the topic sentence or big idea of the paragraph. Then we’ll identify the supporting details, or facts that support the topic sentence. Transition words help a writer or a reader move through the supporting details, so we’ll circle the transition words. Paragraphs are expanded through elaboration—examples, explanations, or evidence. We’ll look for information related to each supporting detail. A well-written conclusion will restate the topic sentence or big idea of the paragraph.

Guided PracticeRead the instructions for the activity. Read the first sentence of the paragraph aloud and have students highlight it green. Identify it as the topic sentence. If this is the topic sentence, what will it tell us? (the big idea of the paragraph) What is this paragraph about? (It is about the benefits of regular exercise.)

Read the second sentence aloud and have students highlight it yellow. Identify it as a supporting detail. If this is a supporting detail, what must it do? (It must provide facts that support the topic.) How does this sentence support the topic? (It is talking about one of the benefits of exercise.) Help students make this connection if they are struggling.

Notice the sentence contains the word one. It indicates this is the first supporting detail. Number words often work as transition words in paragraphs. How are we supposed to mark our transitions? (Circle them.) Make sure you circle it.

Read the third sentence aloud. Is this a new supporting detail, or is it related to how exercise improves health? (It is related to how exercise improves health.) This must be an elaboration. It tells us how exercise can improve someone’s health. How do we mark our elaborations? (Highlight them in pink.) Highlight this sentence pink.

Lesson 7 | Writing

70 Unit 2

Parts of a Paragraph Topic sentence tells what the paragraph is about.

Supporting details give facts or reasons about the topic.

Transition words link one supporting detail to the next.

Elaborations add interest for the reader. Elaborations (Es) are explanations, examples, and evidence.

Conclusion restates the topic sentence or big idea.

Read the paragraph. Highlight the parts of the paragraph. � e topic sentence is green. Supporting details and transition words are yellow. � e elaborations are pink, and the conclusion is green. Circle the transition words, and label each part of the paragraph.

The Benefi ts of Exercise

Regular exercise benefi ts people’s health in two important ways. One benefi t is that exercise improves people’s physical health. It makes the heart, lungs, bones, and muscles stronger and keeps people at a healthy weight. Exercise is also good for the mind. It makes people feel better about themselves and calms them down when they are angry or stressed. When people regularly do physical activities they enjoy, their bodies and minds stay fi t, happy, and healthy.

topic sentence

supporting detail

elaboration

supporting detail

elaboration

conclusion


Independent PracticeRead the remaining sentences, one at a time. Ask students to consider the role of each sentence, then mark it appropriately. Then, model how to properly label the parts of the paragraph.

Let’s read another paragraph and apply what we learned about building a solid paragraph. Direct students to page 71 in their Student Books and read the instructions.

Tell students they will identify the four parts of a paragraph by highlighting and labeling. Read through the sentences as in the previous paragraph, but do not identify the parts of the paragraph. Ask students what color the sentence(s) should be highlighted and ask them to defend their choice. After all of the sentences have been highlighted, direct them to work with their partner to label the parts of the paragraph.

Knowing the parts of a paragraph is the first step in learning how to write a solid paragraph. It will also help you think about all the parts you should find as you read a paragraph in any text.

In the preceding unit, we used the Blueprint for Writing template to help organize our information for a paragraph about bats. Look at the bottom of your page, and you’ll see the template. Notice the relationship between the parts of a paragraph and the elements in the template. The topic sentence is the floor, or foundation. The supporting details are the walls. The elaborations are the windows, and the conclusion is the roof. We’re simply using colors instead of parts of the house to help us get ready to write about what we’ve read. In the last unit, you highlighted information and dropped it into the Blueprint for Writing. In this unit, you will work on your note-taking skills.


Lesson 7 | Writing

Unit 2 71

Millions of years ago, two kinds of giant animals lived in the area that is now Northern Africa. One animal was a dinosaur known as Jobaria. This dinosaur was huge. It probably looked terrifying to other animals, but it ate only plants. The other giant animal was a huge crocodile. Scientists named the animal SuperCroc. SuperCroc weighed about as much as an elephant and grew as long as 40 feet. That’s about as long as a city bus! Today, bones of both dinosaurs are on display for the whole world to see.

Concluding Sentence

Topic Sentence

Elaboration Elaboration Elaboration




Su

pp

ort

ing

Det

ail

Su

pp

ort

ing

Det

ail

Su

pp

ort

ing

Det

ail

Identify Parts of a ParagraphRead the paragraph. Highlight the topic sentence green. Highlight the supporting details yellow. Highlight elaborations pink. Circle the transitions, and label the parts of the paragraph.

Blueprint for Writing + Parts of a Paragraph

topic sentence

supporting detail

supporting detail

conclusion

elaboration

elaboration

Lesson 8



• Write sentences with the following words: bats, bat’s, bones, bone’s. • Would you like to go on a dig in the desert? Why or why not? • Write five why questions you would ask a new teacher.

Word Fluency: Second ReadFollow the Fluency Procedure outlined below. If it is necessary, begin the fluency drill with a choral read of the words as you provide a rhythm (snap your fingers, tap your foot, tap your pencil).Direct students to page 72 in their Student Books and complete the process.

ReadingObjective • Read words to increase fluency.

Timer

Less

on

8 |

Read

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72

U

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Word FluencyRead the words fl uently.

yams sick back gut pass wax jam mud vans luck 10

back gut pass wax jam mud vans luck fi x but 20

pass wax jam mud vans luck fi x but zip cuts 30

jam mud vans luck fi x but zip cuts miss fuss 40

vans luck fi x but zip cuts miss fuss will rugs 50

fi x but zip cuts miss fuss will rugs kicks hut 60

zip cuts miss fuss will rugs kicks hut sick yams 70

miss fuss will rugs kicks hut sick yams gut back 80

will rugs kicks hut sick yams gut back wax pass 90

kicks hut sick yams gut back wax pass mud jam 100

Correct Errors1st Try2nd Try

Fluency Procedure• Partners switch books, so the recorder is marking errors in the reader’s book.• A timer is set for one minute.• Readers and recorders move left to right, tracking each word with a pencil.• As readers read the words aloud, recorders mark errors with a small x above the

misread word.• Recorders place a star to the right of the last word read when time ends.• If the reader is able to read all words in the allotted time, the reader needs to start

over at the beginning. The recorder must indicate this feat by placing two stars to the right of the last word read.

• When both students have read, partners switch books. • Students calculate total words read, then subtract errors and record.• Students record information on the progress chart in back of the Student Book.


Direct ObjectsWe know how to expand a simple sentence by asking additional questions. Whenever we ask the question what did they do it to, we add something very specific to our sentence. What is it called? Direct students to page 73 in their Student Books for a clue. (a direct object)

Write subject on the board. Think about “Africa Digs” and answer the who or what did it question. (Possible answers: scientists, tribe members, workers, people) Display student responses underneath subject.

Write predicate on the board and ask students to generate answers to the what did they do question. Write responses on the board.

Let’s “prepare our canvas” using some of these responses. What subject and predicate responses make sense together? Create two Stage 1 sentences by writing each subject word on a colored index card and writing the predicate words on index cards of a different color. Designate one color to consistently be the subject parts of the sentence and another color for the predicate parts of the sentence. Display the cards for students to view.

Now, we have to answer the what did they do it to question. Ask for direct objects. Write student responses on separate index cards that are the same color as the predicate and add them to the kernel sentences. Direct students to copy the sentences on the lines at the bottom of the page. Remind them to capitalize and add punctuation marks. Once they’ve copied the two sentences, have them underline the direct object in each sentence and check their answer with a partner.

To help us see how words are functioning in a sentence, we can diagram them. A diagram is a graphic organizer for a sentence and helps us “see” the relationships between the words and better understand the sentence. Let’s start by diagramming the sentences we created. Diagram the two sentences on the board, using the same question flow that is outlined on page 73 in the Student Book.

Objectives • Identify subjects, predicates, and direct objects in a sentence. • Demonstrate an understanding of the function of the subject, predicate, and direct

object in a sentence by diagramming sentences.

Grammar

Lesson 8 | Grammar

Unit 2 73

Noun as a Direct ObjectA noun can be the direct object—the person, place, or thing that receives the action.

� e direct object: Is in the predicate part of the sentence Answers What (whom) did they (he, she, it) do it to?

Copy the sentences from class on the lines. Remember to include proper punctuation for each sentence. Underline the direct object in both sentences.

1.

2.

noun verb direct object

Casey visits granddad. subject predicate

Who did it?What did

he do?

Whom didhe do it to?

Ask yourself…

Casey visits granddad.

To fi nd the direct object,ask yourself the following questions: Who did it? What did he do? Then ask: Whom did he do it to?

Answers will vary.

Prepare subject and predicate color-coded index cards.


ModelDirect students to page 74 in their Student Books and read the instructions. Complete the first sentence as a model.

Guided PracticeGuide students in completing the second sentence.

Independent PracticeRead the remaining sentences and have students complete the diagrams. Review the answers as a class.

Guided Reading of “Africa Digs”: Take Note/SequenceYou have read for many purposes. First, you read to confirm answers to our big ideas. Next, you read closely and highlighted specific information in the text to improve your vocabulary and increase comprehension. Then, you read with a focus on asking and answering questions about the text. Now, you are ready to do some advanced thinking while reading informational text. We will identify and record a sequence of events in our own logbook. What is a log again? (a record of events) That’s right. We are going to record the events of the dig in the order in which they happened.

Well-written text has organization. Sometimes informational text is organized using a sequence or order of events.

Good readers pay attention to the order in which things happen. This is easiest to do when text is written step by step. Good readers also take notes about the important details to help them understand and remember. Notes are written in phrases or bulleted lists of information. Complete sentences and punctuation are not required during note-taking.

Lesson 8 | Grammar

74 Unit 2

Diagramming Subject/Predicate/Direct ObjectWrite each sentence in the diagram below it. Use the questions to help you fi ll in the diagram correctly.

1. Jackets protected the fossils. What did it? What did they do? What did they do it to?

Jackets protected fossilsthe

2. � e ship crossed the Atlantic. What did it? What did it do? What did it do it to?

ship crossed Atlantic

the

The3. � e scientists built a dinosaur. Who did it? What did they do? What did they do it to?

scientists built dinosaur

aThe

4. � e team took the bones. Who did it? What did they do? What did they do it to?

team took bones

the

The

5. Dr. Sereno led the dig. Who did it? What did he do? What did he do it to?

Dr. Sereno led dig

the


ReadingObjective • Take notes on key details in an informational text.


Direct students to pages 75 and 76 in their Student Books.

The notes you take will be your logbook. You will own it. How do we show that you own the logbook in writing? (-’s) On the line, write your name the correct way to show that you possess the logbook. Let’s do what good readers do and reread “Africa Digs” with an eye on sequencing the steps of the African dig into phases. Each phase is a stage in a process. While I read, listen for important facts during the first phase of the African dig.


Lesson 8 | Reading

Unit 2 75

Take Note: Writing a Log of EventsTake notes for each step of the dig. Start each note with a strong verb or action word.

Phase 1:

Phase 2:

Logbook

Step 1: _______________________________________________________

_____________________________________________________________

_____________________________________________________________

Step 2: _______________________________________________________

_____________________________________________________________

Step 3: _______________________________________________________

_____________________________________________________________

Step 4: _______________________________________________________

_____________________________________________________________

Step 5: _______________________________________________________

_____________________________________________________________

Step 6: _______________________________________________________

_____________________________________________________________

Step 7: _______________________________________________________

_____________________________________________________________

Collecting the dinosaur bones

found dig site in Niger, Africa

dug up a dinosaur skeleton

numbered and wrapped the fossils to

shipped the bones to Chicago

prepared the bones

cleaned the bones

made missing bones out of foam and

Putting the dinosaur bones together

protect them

takes 2 years

clay

Lesson 8 | Reading

76 Unit 2

Take Note: Writing a Log of Events (cont.)

Phase 3:

Logbook

Step 8: ______________________________________________________

____________________________________________________________

____________________________________________________________

Step 9: ______________________________________________________

____________________________________________________________

Step 10: _____________________________________________________

____________________________________________________________

Finally, ______________________________________________________

____________________________________________________________

Displaying the dinosaur bones

made a plan to rebuild skeleton

created copies of bones because too

covered steel frame with man-made

painted the bones and displayed the

heavy and fragile

bones

skeleton


ModelRead Steps 1–4. Model how to complete the logbook.

Since our logbook has to do with the steps of the dig, we will start our note-taking with Step 1. What is the most important event or fact in Step 1? (found dig site in Niger, Africa) I will take notes, starting each phrase with an action verb to show how the action took place over time at different places. While I take notes on the board, you take the same notes in your logbook.

Let’s write an important event from Step 2. (dug up a dinosaur skeleton)

How about Step 3? (numbered and wrapped the fossils to protect them)

Let’s continue with Step 4. (shipped the bones to Chicago) We just took notes about how the dinosaur bones were collected.



Step 2: Digging In


Step 3: Wrap It Up


Step 4: Move It Out



Guided PracticeRepeat this process with a partner, taking notes on the second phase of the dig as I read the text. Read Steps 5–7.

Give partners ample time to complete the task.

Step 5: Unwrap It







Independent PracticeNow, you will work independently to take notes on the final phase, displaying the dinosaur bones. Read Steps 8–10 and the conclusion.

Give students ample time to complete the task.

Step 8: Make a Plan









Lesson 9



• List tools and materials needed for a dig in the desert. • Write three sentences about a friend using a subject, predicate, and direct object. • Write five how questions you would ask a new student in class.

Prepare to WriteToday, we will use our notes to develop an explanatory paragraph. Think about the parts of a paragraph that we explored in Lesson 7. We will need to develop a topic sentence and supporting details. We will include transitions to improve the flow of our paragraph. We will also want to add some elaborations for each supporting detail. We will finish by restating our topic sentence in a conclusion.

Direct students to pages 75 and 76 in their Student Books. On the board, write Identify the main phases in the dig for Jobaria. To help us establish a purpose for writing, consider the prompt displayed on the board. Often you will have a specific prompt for a writing assignment. We will use this prompt and our log to create a paragraph. Let’s take a closer look at the prompt. Circle main phases. Explain that a phase is a stage in a process. Tell students the name for each stage and its description will need to be included in the paragraph.

Look at the first four steps in your log. What was the purpose of those steps? Discuss briefly and have students write the purpose on the lines labeled Phase 1. Continue with the sets of steps for Phases 2 and 3. Explain to students that these three purposes are the main phases of the dig.

WritingObjectives • Summarize notes. • Orally retell key information from an informational text. • Write a topic sentence for an explanatory paragraph. • Write an explanatory paragraph, including supporting details, transitions, and

elaborations.


Passage RetellReview the main phases of the dig by telling your partner about them. Instead of reading your notes to your partner, use your own words to identify and describe the phases. I will give you enough time for each of you to explain the phases of the dig. Provide ample time for students to talk about the passage with their partners. Expressing your thoughts aloud is a good strategy to use when you have a writing assignment. It will help you put your thoughts in order and clarify what you know about the topic.

Lesson 8 | Reading

Unit 2 75

Take Note: Writing a Log of EventsTake notes for each step of the dig. Start each note with a strong verb or action word.

Phase 1:

Phase 2:

Logbook

Step 1: _______________________________________________________

_____________________________________________________________

_____________________________________________________________

Step 2: _______________________________________________________

_____________________________________________________________

Step 3: _______________________________________________________

_____________________________________________________________

Step 4: _______________________________________________________

_____________________________________________________________

Step 5: _______________________________________________________

_____________________________________________________________

Step 6: _______________________________________________________

_____________________________________________________________

Step 7: _______________________________________________________

_____________________________________________________________

Collecting the dinosaur bones

found dig site in Niger, Africa

dug up a dinosaur skeleton

numbered and wrapped the fossils to

shipped the bones to Chicago

prepared the bones

cleaned the bones

made missing bones out of foam and

Putting the dinosaur bones together

protect them

takes 2 years

clay

Lesson 8 | Reading

76 Unit 2

Take Note: Writing a Log of Events (cont.)

Phase 3:

Logbook

Step 8: ______________________________________________________

____________________________________________________________

____________________________________________________________

Step 9: ______________________________________________________

____________________________________________________________

Step 10: _____________________________________________________

____________________________________________________________

Finally, ______________________________________________________

____________________________________________________________

Displaying the dinosaur bones

made a plan to rebuild skeleton

created copies of bones because too

covered steel frame with man-made

painted the bones and displayed the

heavy and fragile

bones

skeleton


Number Topic SentenceThe phases have been identified, and you have had a chance to clarify your thoughts using your notes. To begin writing our paragraph, we need to start by developing our topic sentence. It will define the content we need to include in our paragraph.

In the preceding unit, we learned how to write an IVF topic sentence. This type of topic sentence is especially good for summary paragraphs. We’re writing a paragraph today where we want to explain the phases of the dig, so we will learn to write a different kind of topic sentence. When we have a certain number of things to include in a paragraph, a number topic sentence will help organize our thoughts. The sentence has two parts. First, it identifies the topic, and then it requires a number word that tells how many supporting details will be included in the paragraph.

Direct students to page 77 in their Student Books. Read the instructions for Part A. Read the first topic sentence.

What do you think this paragraph will be about? (cities, pollution) What words provide clues for the topic? (cities, serious pollution problems) Underline those words. They tell us the paragraph will be about cities with serious pollution problems. How many cities will the paragraph address? (three) Circle it. The writer will need to tell us about three cities and their serious pollution problems. As a reader, the topic sentence should help you anticipate what’s coming next. A good topic sentence helps a writer organize his or her thoughts.

As a class, complete the remaining topic sentences using the questions to guide discussion about each one. Make sure students underline the words that define the topic and circle the number words.

We’ve examined five good examples of number topic sentences. Now, we need to practice writing our own topic sentences. Direct students to Part B at the bottom of page 77 and read the instructions aloud.

Look at the first topic along with its supporting details. Read it aloud. How many details are to be included? (two) The paragraph will focus on two ways that bats are unusual. The details are things that bats can do, but we do not want to use the word thing in our topic sentence. Can you think of another word for “things bats can do”? (abilities, attributes, actions) Our topic sentence could be: Two abilities make bats unusual mammals. Write it as our first topic sentence.

Lesson 9 | Writing

Unit 2 77

Number Topic SentencePart ARead each topic sentence and underline the words that tell about the topic. Circle the number word. Answer the questions orally for each topic sentence.

1. � ree cities have serious pollution problems.

2. Maps have multiple layers of information.

3. In winter, I watch two high school sports.

4. I enjoy several kinds of music.

5. At our school, the band raises money in three ways.

What is the topic? What will the writer need to tell about the topic?

Part BWrite a number topic sentence using the topic and supporting details provided.

1. Topic: what makes bats unusualSupporting Details: can fl y use sonarTopic Sentence: __________________________________________________

2. Topic: mammalsSupporting Details: warm-blooded breathe air have hair live birthsTopic Sentence: __________________________________________________

3. Topic: main phases in the dig for JobariaSupporting Details: collecting the dinosaur bones putting the dinosaur bones together displaying the dinosaur bonesTopic Sentence: __________________________________________________

Two abilities make bats unusual

Mammals have several distinct

The dig for Jobaria had three

mammals.

features.

main phases.


As a class, complete the next item, guiding students to write another number topic sentence about mammals. Our third prompt gives us the information we need to write the topic sentence for our assignment. Considering the topic and the supporting details, what do you think our topic sentence should be? (The dig for Jobaria had three main phases.) Discourage students from saying, There were three main phases in the dig for Jobaria. Consider writing There are on the board and drawing a circle around the words with a line through them to indicate that terminology isn’t allowed.

Explanatory Sequence ParagraphGuide students in developing an explanatory sequence paragraph.

Have students get out a sheet of lined paper. Let’s work together to write an explanatory paragraph. We have decided on our topic sentence, so we’ll start by writing it on the top line. Write the topic sentence on the board. Look at your logbook and identify what happened in the first phase. (gathering dinosaur bones) We can use that information to write our first supporting detail. Write it on the board. Students should copy the sentences on their paper as they are discussed and written on the board. We will add elaborations under each supporting detail. These will come from the notes you took for each step. Have students provide good elaboration sentences from their notes and write them on the board.

Continue working through the sentences of the paragraph. Use student-generated sentences if they are able to put the details into complete sentences. If they struggle, take their ideas and work them into the model paragraph. The goal of the activity is to model the process for writing an explanatory paragraph. It is not to expect students to work through the process independently and generate their own paragraphs.

Notebook paper

Steps for Paragraph Writing poster

Example Explanatory ParagraphThe dig for Jobaria had three main phases. The first phase was gathering the dinosaur bones. The team members used special tools to dig up the bones. They wrapped the bones carefully and sent them to Chicago. The second phase was putting the bones together. The team cleaned all the bones. Then they made missing bones. The third phase was displaying the bones. The team made copies of bones. Then, the team attached the copies to a steel frame. Finally, they painted the dinosaur and displayed it for everyone to see. Thanks to the team’s hard work, many people will be able to see and learn about Jobaria.

Lesson 10



• What are the steps you take to get ready in the morning? Use transition words to write a sequence of events.

• Write five sentences about dinosaur bones. Identify the subject, predicate, and direct object in each sentence.

• Write four sentences with at least two vocabulary words in each. Show you know the meanings. (desert, emerge, fragile, precise, pulley, port, create, display)

ReviewDirect students to page 42 in their Student Books. Remind them of the review procedure. Have partners review the Key Passage Vocabulary.

Have students revisit their rating of the words. If they cannot change all ratings to a 3, pull them aside to discuss the vocabulary words they do not know.

VocabularyObjectives • Clarify the meaning of key passage vocabulary. • Demonstrate an understanding of passage vocabulary by using words in sentences.


42 Unit 2



desert 0 1 2 3

emerge 0 1 2 3

pulley 0 1 2 3

port 0 1 2 3

precise 0 1 2 3

create 0 1 2 3

fragile 0 1 2 3

display 0 1 2 3






details

to make




Review Procedure• Student A reads the word.• Student B tells the meaning.• Students swap roles for each word.


Cloze ActivityNow, we will read a paragraph. You will determine which vocabulary words are missing and write them on the lines.

Direct students to page 78 in their Student Books. Remind them of the cloze procedure.


78 Unit 2

Using New VocabularyFill in the blanks with the appropriate vocabulary words. If you need assistance, use the word bank at the bottom of the page.

� ere is a legend about a giant beast that used to live in the

________________ in Africa. Scientists went there to dig for the

________________ bones. � e scientists needed to be ________________ in

where and how they dug. With careful digging, the bones ________________

from the desert. Because they were so heavy, the bones had to be

loaded onto trucks using tripods and ________________. � e nearest

________________ was 1,000 miles away. After the bones were shipped to

Chicago, they were cleaned. � ey used foam and clay to ________________

the missing pieces. At last, they had a dinosaur to ________________ for

everyone to see.

Word Bank

display port emerged pulleys

fragile desert create precise

desert

fragile precise

emerged

pulleys

port

create

display

Cloze Procedure• Teacher reads the text aloud,

pausing at the blanks for students to write.

• Students fill in the blanks with words from the word bank.

• Teacher rereads the text as students chorally tell the correct word for each blank.

• Students correct errors.


Plural -s, Singular Possessive NounsWe learned the -s ending can make a singular noun into a plural noun. The -’s ending shows possession.

I have prepared index cards that contain either a plural noun, a singular noun, or a singular possessive noun. The class will be divided into teams, and you can earn points for your team if you can do two things with the word you pick. To earn one point, you have to properly identify its category: singular noun, plural noun, or singular possessive noun. To earn a second point, you have to use it correctly in a sentence.

A member from each team will pick a card. Teammates can help if you have a question about the category or a sentence. You will only have one minute to decide on the category and think of a sentence. You need to listen as the other team presents its word, so you can challenge an answer if you think it’s incorrect.

Write the three categories on the board. As students identify the category, have them tape the index cards under the correct heading. This is a quick activity. Tell students they have to work quickly so they can earn as many points as possible in the allotted time.

Objectives • Demonstrate an understanding of the function of singular nouns, plural nouns, and

singular possessive nouns. • Use singular nouns, plural nouns, and singular possessive nouns in sentences.

Grammar

Prepare noun index cards. Use this list of nouns to prepare index cards for this activity:

bibs bag pals rags man’s Rick’s kid’s mat lid bill cans cup bat’s Sam’s fox pans jazz sack rats hat


Sentence SequencingPrepare word cards. Each word from the sentences below needs a separate card. Include capitalization and punctuation only if your students won’t be able to do the activity without it. All cards for each complete sentence will go into one envelope or plastic bag. Each group of students will need a set of envelopes or plastic bags—one for each of the sentences you choose. Groups will compete using the same scrambled sentence to see who can unscramble it the fastest.

Students within each group take one word and stand in their area and physically put themselves and their word in the right order. • One group member is the manager and is responsible for distributing the words

and working to help put everyone in the right place in their “human” sentence. • You will provide a set amount of time to complete the task. • Every group that has successfully unscrambled its sentence before time is up

earns a point.

To understand passages, you have to understand the individual sentences that make up the text. To strengthen your comprehension skills at the sentence level, you will work in small groups to unscramble sentences. Each of you will represent a word in a sentence, and you will work as quickly as you can to physically put your sentence in order. All the groups will work with the same scrambled sentence, and your goal is to unscramble it before time is up.

Model the sentence: They had the bone in the dig bag. Distribute index cards to individuals with one word from the sentence written on each. Have students stand in the front of the class and put themselves in the proper order. Time them to see how long it takes them to figure out the sentence. Then, have the class chorally read the sentence.

Once you have modeled the activity, have student teams participate.

ReadingObjectives • Discuss the main idea and key details from an informational text. • Demonstrate an understanding of basic sentence structure.

Timer

Prepare word index cards.

Example Decodable SentencesJack was sick of him.Dan is at the back of the mill.The pup ran in the mud.The cubs have fun in the sun.Jan fits the cup in the rack.Yuck, a bug is in the cup!


Big IdeaDirect students to page 41 in their Student Books.

Before we began reading “Africa Digs,” we answered two Big Idea questions. Turn to page 41 in your Student Books and take a look at your answers.

Now that we have read the passage thoroughly and have developed a deeper understanding of the topic, have your answers changed? Have you learned additional facts that support or challenge your answers?

Discuss the questions and answers with the class. Have students determine whether the questions could be answered with the text, or if they need to do additional reading.

Lesson 1 | Reading

Unit 2 41



















Oral Language We learned several new questions we can ask about sentences in this unit that help us monitor our understanding of text as well as expand our written thoughts. To become more automatic with this questioning strategy, we will play a game where quick thinking matters.

Each of you will take a turn providing an answer to a question. You have to think quickly because the clock will be running. We will monitor our time as a class to see if we’re getting faster with our thinking.

Let’s practice with one of our most basic questions—who or what did it? We answer this question to find the subject of a sentence. Without the timer, everyone will take turns answering this question. Remember, your answer can be a single word or a group of words. Your answer must be accurate, and it cannot be a duplication, so you need to listen to all of the answers.

Work methodically through the class to give everyone a chance to generate a response. Choose a subject noun to write on the board, and ask the what did they do question. Start the timer and see how long it takes for the entire class to respond. Add a predicate to the subject on the board and ask students to answer the how question. Set the timer again to see if students can better their time. End with the what did they do it to question and make note of the class’s best time.

WritingObjective • Demonstrate an understanding of sentence structure by creating sentences from

noun and verb phrases. • Respond to questions orally.

Timer

Example Answers to QuestionsWho or What? The pigsWhat did they do? kickHow? happilyWhat did they do it to? the mud


Plural -s and Singular PossessivesFollow the procedure outlined below for each of the Grammar Content Mastery questions.


Let’s look at the example first. Read the example aloud to students.

Listen: Which word in the following sentence is a singular possessive noun? The boys went over to their friend’s house to play video games. Fill in the bubble for your answer.

A gamesB houseC friend’sD boys

Which bubble did you fill in? You should have filled in C, “friends.” We know that the word friend’s is a possessive noun because it refers to a person and it ends with -’s. If it was a plural noun, it would end in -s with no apostrophe.

Follow along as I read aloud the sentences and possible answers. Fill in the bubble for your answer choice.

Objectives for Content Mastery • Demonstrate an understanding of plural nouns and singular possessive nouns. • Demonstrate an understanding of the function of direct objects in a sentence.

Grammar

Content Mastery Procedure• Teacher reminds students to follow along with their pencils and listen.• Teacher reads the question.• Teacher reads each answer choice. • Students choose the correct answer.• Teacher repeats the question as students check their answers.

Unit 2 79

Lesson 10 | Grammar Content Mastery

Plural -s and Singular PossessivesListen to the sentences and possible answers. Fill in the bubble for your answer choice.

Example: Which word in the following sentence is a singular possessive noun?The boys went over to their friend’s house to play video games.

A gamesB houseC friend’sD boys

1. Which word in the following sentence is a singular possessive noun?My dad’s car needs new brakes and wipers.A brakesB dad’sC wipersD car

2. Which word in the following sentence is a plural noun?The team’s players were hoping to make one more goal.A team’sB playersC moreD goal

3. Which word in the following sentence is a singular possessive noun?The store’s window displays were full of funny hats.A hatsB windowC displaysD store’s

4. Which word in the following sentence is a plural noun?The puppy’s toys were all over the floor.A toysB allC puppy’sD fl oor

5. Which word in the following sentence is a plural noun?The pet store’s kittens are in a box in the window.A boxB windowC kittensD store’s


Use the following recommendations to reinforce or reteach according to student performance.

If… Then…

Students miss 2 questions Review the questions in a small group or individual setting, offering answer explanations.

Students miss 3 or more questions

Reteach the elements taught in Lessons 2, 3, and 4 in a small group or individual setting. Unmarked copies of the student page can be reprinted from the Teacher Resources online.

Direct ObjectsDirect students to page 80 in their Student Books.


Listen: Which word in the following sentence is the direct object? Peter passed the ball to his friend. Fill in the bubble for your answer.

A ballB PeterC friendD his

Which bubble did you fill in? You should have filled in A, “ball.” A direct object answers the question what did they do it to? The ball is what Peter did something to. He passed it.

Follow along as I read aloud the sentences and possible answers. Fill in the bubble for your answer choice.


If… Then…



Reteach the elements taught in Lesson 8 in a small group or individual setting. Unmarked copies of the student page can be reprinted from the Teacher Resources online.

80 Unit 2

Lesson 10 | Grammar Content Mastery

Direct ObjectsListen to the sentences and possible answers. Fill in the bubble for your answer choice.

Example: Which word in the following sentence is the direct object?Peter passed the ball to his friend.

A ballB PeterC friendD his

1. Which word in the following sentence is the direct object?My sister poured the juice into the glass.A MyB sisterC juiceD glass

2. Which word in the following sentence is the direct object?The man bought our old washer and hauled it off in his truck.A truckB manC itD washer

3. Which word in the following sentence is the direct object?The storm blew the leaves off the trees.A treesB leavesC off D storm

4. Which word in the following sentence is the direct object?I hung my coat on a hook in my room.A coatB IC roomD hook

5. Which word in the following sentence is the direct object?We put the cookies in the oven for ten minutes. A minutesB cookiesC ovenD We


AntonymsFollow the procedure outlined below for the Vocabulary Content Mastery questions.



Listen: Which word is an antonym for inside? Fill in the bubble for your answer.

A aroundB intoC besideD outside

Which bubble did you fill in? You should have filled in the bubble for D, “outside.” The opposite, or antonym, of the word inside is outside.

Follow along as I read aloud each word and the possible answers. Choose the word that is an antonym for the first word I read. Fill in the bubble for your answer choice.


If… Then…



Reteach the elements taught in Lesson 3 in a small group or individual setting. Unmarked copies of the student page can be reprinted from the Teacher Resources online.

VocabularyObjective for Content Mastery • Identify antonyms.

Content Mastery Procedure• Teacher reminds students to follow along with their pencils and listen.• Teacher reads the question.• Teacher reads each answer choice. • Students choose the correct answer.• Teacher repeats the question as students check their answers.

Unit 2 81

Lesson 10 | Vocabulary Content Mastery

AntonymsListen to the questions and possible answers. Fill in the bubble for your answer choice.

Example: Which word is an antonym for inside?A aroundB intoC besideD outside

1. Which word is an antonym for full? A stuff edB emptyC readyD missing

2. Which word is an antonym for quiet? A loudB silentC stillD afraid

3. Which word is an antonym for shouting? A whisperingB talkingC arguingD screaming

4. Which word is an antonym for sunrise? A noonB afternoonC sunsetD night

5. Which word is an antonym for come? A arriveB travelC waitD go

unit plan · 2015-01-27 · 78 unit 2 • unit plan: lessons 1–10 unit plan lesson 1 lesson 2...

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