weekly literature - ellis familyellis2020.org/treasures/tg-treasures/unit2_week5_1.pdfweekly...

by Catherine Lutz

Weekly Literature

Week At A Glance

Tested Skills for the Week

Read-Aloud AnthologyListening Comprehension

Readers’ Theater

•

•

Vocabulary/Comprehension

Whole Group

VOCABULARY

weekdays, cardboard,

slithered, genuine, apologize,

harmless, ambulance

Word Parts/Base Words

COMPREHENSION

Strategy: Generate

Questions

Skill: Make Inferences

WRITING

Persuasive Writing

Science LinkLife Science

Describing Animals

Small Group Options

Differentiated Instructionfor

Tested Skills

Weekly Theme: Snakes

Main Selection Genre Humorous Fiction

Science Link Genre Electronic Encyclopedia

248A

A

UDIO CD

North American Snakes

by Dina Anastasio

Informational Nonfiction


by Dina Anastasio



by Dina Anastasio



by Dina Anastasio



by Dina Anastasio



by Dina Anastasio


Resources for Differentiated Instruction

Leveled ReadersLeveled Readers

• Same Theme• Same Vocabulary• Same Comprehension Skills

LEVELED PRACTICE

CLASSROOM LIBRARY

Phonics and Decoding

Comprehension

Vocabulary

Also available Reading Triumphs,

Intervention Program

•

•

•

INTERVENTION ANTHOLOGY

Approaching On Level Beyond

On-Level Reader

sheltered for English

Language Learner

ELL Teacher’s Guide

also available

Beyond LevelApproaching Level

English Language Leveled Reader

On Level

ELL

HOME-SCHOOL CONNECTION

Family letters in

English and Spanish

Take-Home Stories

•

•

ONLINEINSTRUCTION

www.macmillanmh.com

AUDIO CD

Listening

Library

Fluency

Solutions

•

•

CD ROM

Vocabulary

PuzzleMaker

•

A

UDIO CD CD ROM

Also AvailableLEVELED READER PROGRAM

Genre Informational Nonfiction

Genre BiographyGR Levels O–T

O Q TApproaching On Level Beyond

Trade books to apply Comprehension Skills

Dear Mr. Winston 248B

http://www.macmillanmh.com


by Dina Anastasio


Dear Mr. Winston, 252–263

ORAL LANGUAGE• Listening

• Speaking

• Viewing

Listening/Speaking/Viewing

Focus Question How does the snake in the picture on pp. 248–249 make you feel? Explain why you feel that way.

Build Background, 248

Read Aloud: “A Word to the Wise,” 249

Listening/Speaking

Focus Question What do you learn when you read between the lines?

WORD STUDY• Vocabulary

• Phonics/Decoding

Vocabulary

weekdays, cardboard, slithered, genuine, apologize, harmless, ambulance, 250

Practice Book A-O-B, 66

Strategy: Word Parts/Base Words, 251

Vocabulary

Review Vocabulary, 252

Phonics

Decode Words with /âr/ and /îr/, 271E


READING• Develop

Comprehension

• Fluency

“Name That Reptile,” 250–251

Comprehension, 251A–251B

Strategy: Generate Questions



Model Fluency, 249

Partner Reading, 248I


Comprehension, 252–263




Choral Reading, 262


LANGUAGE ARTS• Writing

• Grammar

• Spelling

Writing

Daily Writing Prompt: Name a reptile you want to see at a zoo. Write a brief explanation telling why.

Letter of Complaint, 270–271B

Grammar Daily Language Activities, 271I

Plurals and Possessives, 271I

Grammar Practice Book, 57

Spelling Pretest Words with /âr/ and /îr/, 271G

Spelling Practice Book, 57–58

Writing

Daily Writing Prompt: Imagine a snake escaped from a cage in your house and disappeared. Make a list of adjectives describing how you would feel.



Plurals and Possessives, 271I


Spelling Word Sorts, 271G

Spelling Practice Book, 59

ASSESSMENT• Informal/Formal Vocabulary, 250

Comprehension, 251B

Comprehension, 257, 263

Phonics, 271E

Leveled Readers

Student Book

by Catherine Lutz

Student Book

Differentiated Instruction 271M-271VDifferentiated Instruction 271M-271VTurn the Page for

Small Group Lesson Plan

Suggested Lesson Plan Instructional NavigatorInteractive Lesson Planner

248C248C

Vocabulary

Vocabulary Words

Word Parts/Base Word

Comprehension



Writing

Persuasive Writing

Listening/Speaking

Focus Question How is the problem that Mark is trying to solve similar and different from Cara’s problem? Use details from both selections.

Summarize, 265


Focus Question Which of the snakes you have read about would not make a good pet for Cara? Explain your answer.

Expand Vocabulary: S-N-A-K-E-S, 271F


Focus Question What makes snakes especially difficult to keep as pets? How are they different from most other animals?

Speaking and Listening Strategies, 271A

Vocabulary

Review Words in Context, 271C

Strategy: Word Parts/Base Words, 271D


Phonics

Decode Multisyllabic Words, 271E

Vocabulary

Content Vocabulary: reptiles, camouflage, hibernate, digested, 266

Foreign Roots, 271F

Apply Vocabulary to Writing, 271F

Vocabulary

Spiral Review: Vocabulary Game, 271F


Comprehension

Comprehension Check, 265

Maintain Skill: Character and Plot, 265B

Repeated Reading, 265A



“Snakes,” 266–269

Comprehension

Science: Electronic Encyclopedia

Toolbars, 266



Self-Selected Reading,248I

Comprehension

Connect and Compare, 269

Practice, 265A


Writing

Daily Writing Prompt: Write a list of safety tips on how to avoid dangerous animals in the wild.

Writer’s Craft: Precise Words, 271A



Mechanics and Usage: Punctuation in Letters, 271J


Spelling Word Meanings, 271H


Writing

Daily Writing Prompt: Write a poem from the point of view of Cara’s snake.

Writing Trait: Sentence Fluency, 271B



Plurals and Possessives, 271J


Spelling Review and Proofread, 271H


Writing

Daily Writing Prompt: Imagine you have the chance to interview a caretaker in the reptile house at a zoo. List several questions you would ask.



Plurals and Possessives, 271J

Grammar Practice Book, 61–62

Spelling Posttest, 271H


Fluency, 265A Vocabulary, 271D

Student Book Student Book Student Book

Differentiated Instruction 271M-271V Differentiated Instruction 271M-271VDifferentiated Instruction 271M-271V

Weekly Assessment, 117–124

Dear Mr. Winston 248D

Suggested Lesson Plan

For intensive intervention see TriumphsR E A D I N G

Focus on Skills

Differentiated Instruction

What do I do in small groups?

Instructional Navigator Interactive Lesson Planner

Approaching Level

• Additional Instruction/Practice

• Tier 2 Instruction

Fluency, 271N

Vocabulary, 271N

Comprehension, 271OELL Reinforce Vocabulary,

271O

Phonics, 271M

Vocabulary, 271O

Leveled Reader Lesson, 271P

• Vocabulary

• ComprehensionOn Level

• Practice Vocabulary, 271Q

Leveled Reader Lesson, 271R

• ComprehensionELL Leveled Reader,

271U–271V


• Comprehension

• Vocabulary

Beyond Level

• Extend Vocabulary, 271S

Leveled Reader Lesson, 271T

• Comprehension


• Comprehension

• Vocabulary

Use your observations to guide additional instruction and practice.

Vocabulary

Words: apologize, genuine, harmless,

cardboard, slithered, ambulance,

weekdays

Strategy: Word Parts/Base Words

Comprehension



Fluency

Phonics

Decode Words with /är/ and /îr/

248E

Day 5

Focus on Leveled Readers

Leveled Reader DatabaseGo to www.macmillanmh.com

Search by

• Comprehension Skill

• Content Area

• Genre

• Text Feature

• Guided Reading Level

• Reading Recovery Level

• Lexile Score

• Benchmark Level

BeyondApproaching

ELL

Apply skills and strategies while reading

appropriate leveled books.


by Dina Anastasio


O Q T

On LevelSubscription also available.

Levels O-T

Small Group Options

Additional Leveled Reader Resources

Phonics, 271M

Fluency, 271N

Vocabulary, 271O


• Comprehension

Phonics, 271M


• Comprehension

Fluency, 271N


• Make Connections Across

Texts

Fluency, 271Q

Vocabulary, 271Q


• Comprehension

Text Feature, 271Q


• Comprehension

Fluency, 271Q


• Make Connections Across

Texts

Fluency, 271S

Vocabulary, 271S


• Comprehension

Text Feature, 271S


• ComprehensionELL Elaborate, 271S

Fluency, 271S

Self-Selected Reading, 271T

Dear Mr. Winston 248F


Teacher-Led Small Groups

Indepen

de

nt

Ac

tiv

itie

sLite

rac

yW

orkstations

© M

acmillan/M

cGraw

-Hill

✔ Put a check next to the activities you complete.

Name Date

My To-Do ListMy To-Do List

Reading

Practice fluency

Read about unusual pets

Writing

Write a letter to a librarian

Write a persuasive paragraph about snakes

Social Studies

Research tropical rain forests

Draw a rain-forest map

Technology

Vocabulary Puzzlemaker

Fluency Solutions

Listening Library

www.macmillanmh.com

Word Study

Define vocabulary words

Use words with air, are, ear, ere

Science

Research reptiles

List local reptiles

Leveled Readers

Write About It!

Content Connection

Independent Practice

Practice Book, 66–72

Grammar Practice Book, 57–62

Spelling Practice Book, 57–62

12 Unit 2 • Dear Mr. Winston Contracts

Isabella

Vincent

Jack Eliza

Dean

Maria

Green

Literacy Workstations

Independent Activities

Teacher-LedSmall Groups

Red

Blue

Orange

Green

What do I do with the rest of my class?

Managing the Class

Class Management Tools

Includes:

• How-To Guides • Rotation Chart • Weekly Contracts

Hands-on activities for reinforcing weekly skills.

Layered Book Foldable Pyramid Foldable

248G

A

UDIO CD


by Dina Anastasio


Invent a Your Own SnakeWork with a partner. Make up a snake.

Write a paragraph about where your snake

lives, what it looks like, what it eats, and

how it protects itself from danger. Explain

how your snake got its name.

Make a SnakeWork with a partner. Cut out five different

paper snakes. Write the name of a snake

described in this book on one side. Decorate

the other side with the colors and patterns of

that snake.

Independent Activities

Approaching On Level ELL Beyond

LEVELED PRACTICE

Approaching On Level ELLBeyond

ONLINE INSTRUCTION www.macmillanmh.com

Turn the page for Literacy Workstations.

VOCABULARY PUZZLEMAKER

Activities providing multiple exposures to vocabulary, spelling,and high-frequency words, including crossword puzzles, word searches, and word jumbles

CD ROMCD ROM

For Repeated Readings and Literacy Activities

Leveled ReadersLeveled Readers

Skills: Vocabulary (p. 66), Comprehension: Make Inferences (p. 67), Graphic Organizer (p. 68), Fluency (p. 69),

Text Feature: Toolbars (p. 70), Vocabulary Strategy: Word Parts (p. 71), Phonics (p. 72)

• Meet the Author/Illustrator

• Oral Language Activities

• Computer Literacy Lessons

• Vocabulary and Spelling Activities

• Research and Inquiry Activities

• Leveled Reader Database

LISTENING LIBRARY

Recordings of selections

• Main Selections

• Leveled Readers

• ELL Readers

• Intervention Anthology

FLUENCY

SOLUTIONS

Recorded passages for modeling and practicing fluency

Dear Mr. Winston 248H


Reading20 Minutes

• Select a paragraph from the Fluency passage on page 69 of your Practice Book.

• With a partner, take turns reading the sentences aloud.

• Adjust your reading pace so that you are reading at the right speed.

Extension

• Read another paragraph from page 69 to a partner two times. The second time change your pace. Then ask your partner which way was easier to understand.

• Time Your Reading: Listen to the Audio CD.

Fluency

Fluency SolutionsListening Library

Things you need:

• Practice Book

19

In

dep

en

de

nt

Ac

tiv

itie

s

Teacher-Led Small Groups

Lite

rac

yW

ork

statio

ns

Objectives• Read passage fluently. Time reading.

• Make inferences based upon reading.

• Select literature for reading enjoyment every day.

• Keep a personal reading list.

Objectives• Use a dictionary to find definitions of words.

• Sort words according to spelling patterns.

Literacy ActivitiesCollaborative Learning Activities

Managing the Class

248I




ReadingWORKSTATION FLIP CHART

Macmillan/McGraw-Hill

WORKSTATION FLIP CHART


Word StudyWORKSTATION FLIP CHART

Writing


WORKSTATION FLIP CHART


Science/Social Studies

Objectives• Write a letter to make a request.

• Write a persuasive paragraph.

Objectives• Research information about reptiles.

• Research information about tropical rain

forests.

Literacy Workstations

Dear Mr. Winston 248J


ORAL LANGUAGE• Build Background

• Read Aloud

• Expand Vocabulary

VOCABULARY• Teach Words in Context

• Base Words

COMPREHENSION• Strategy: Generate Questions

• Skill: Make Inferences

SMALL GROUP OPTIONS

• Differentiated Instruction, pp. 271M–271V

Oral LanguageBuild Background

ACCESS PRIOR KNOWLEDGE

Share the following information.

The largest snakes are the anaconda and

the python. They can grow 30 feet long.

TALK ABOUT SNAKES

Discuss the weekly theme.

■ Do snakes scare you? Why or why not?

■ Have you ever seen a snake outside or

in a zoo? Describe what it looked like.

FOCUS QUESTION Ask a volunteer to

read “Talk About It” on Student Book

page 249 and to describe the photo.

■ How would you describe this snake?

■ What should people do if they see

an unfamiliar snake?

248

Beginning Develop Background Ask, What do you see in the

photo? If necessary, model sentences for the students and have them

repeat. Say, What do you know about snakes? Do you like snakes? Help

students say what they can.

Intermediate Generate Questions Ask students to describe the

snake. Ask, What do you know about snakes? Have students generate

questions they have about snakes.

Advanced Self Question Model asking yourself questions about

snakes: How long is this snake? Where does it live? Ask each student to

develop a self question about snakes. Call on different students to

share their self questions.

248

For an extended lesson plan and Web site activities for oral

language development, go to www.macmillanmh.com

Picture Prompt

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

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

Talk About ItHow does this snake make

you feel? Explain why you

feel that way.

Find out more about snakes

at www.macmillanmh.com

249

Talk About It Student pages 248–249

Read AloudRead “A Word to the Wise”

GENRE: Poem

Tell students that a

poem is arranged

in lines and stanzas.

Explain that the

speaker of this

poem is an animal.

LISTENING FOR A

PURPOSE

Ask students to listen for clues that

give information about the speaker of

the poem as you read “A Word to the

Wise” in the Read-Aloud Anthology.

Choose from among the teaching

suggestions.

Fluency Ask students to listen

carefully as you read aloud. Tell

students to listen to your phrasing,

expression, and tone of voice.

RESPOND TO THE POEM

Ask students to discuss whether or not

they have ever been surprised by a

snake or another animal.

Expand VocabularyInvite students to identify three more

words in the poem that relate to this

week’s theme of Snakes. Students can

write the words in a word journal and

create new sentences using each of the

words.

Read Aloudpages 44–46

Dear Mr. Winston 249



Vocabulary/Comprehension Student page 250

Vocabularyweekdays apologize

cardboard harmless

slithered ambulance

genuine

Word PartsBase Words can help you

figure out the meaning of

a word.

harm = “hurt; injury”

harmless = “without hurt”

by Catherine Lutz

Narrator: Mark and Jean have been studying

together weekdays aft er school for a big test on

Friday. Jean takes a card from a cardboard box.

Th e card has the name of a reptile on it. Now

Mark will ask questions and try to name the

reptile. Can you guess the answer before Mark?

Mark: Is it furry?

Jean: No. Remember, reptiles don’t have fur.

Mark: Th at’s right. Where does it live?

Jean: Mostly in the southwestern United States.

Mark: What does it eat?

Jean: It eats small birds, rabbits, mice, and

squirrels.

Mark: Is it a crocodile?

Jean: No. Crocodiles live near streams, and this

reptile lives where it’s dry.

Mark: How big is it?

Jean: Some can be 7 feet long. Others are only

2 feet long.

Mark: It’s probably not a turtle or a lizard. Is it

a snake?

Jean: Yes!

250

VocabularyTEACH WORDS IN CONTEXT

Use the following routine.

■ Cardboard is a very stiff and heavy

paper used to make boxes. Sarah

mailed the cookies in a cardboard box

to keep them from breaking. How is

cardboard different from regular paper?

COMPARE AND CONTRAST

■ Slithered means “slid or glided like a

snake.” The dog slid under the house to

fetch the tennis ball and then slithered

back out. What other animals could

slithered describe? EXAMPLE

■ If something is genuine , it is real

or true. A genuine person is sincere

and natural. What is an antonym for

genuine? ANTONYM

■ When you apologize , you tell

someone that you are sorry. Liam was

sorry for breaking the vase, so he came

to apologize. Tell about a time you

needed to apologize. DESCRIPTION

■ Anything that is harmless cannot do

damage or hurt you. Crayons have to

be harmless to protect young children

from injury. What is a synonym for

harmless? SYNONYM

■ An ambulance is a special vehicle

that takes sick or injured people to the

hospital. After Andrew was injured, an

During Small Group Instruction

If No Approaching Level

Vocabulary, p. 271N

If Yes On Level Options,

pp. 271Q–271R

Beyond Level Options,

pp. 271S–271T

Do students understand

word meanings?

ambulance drove him to the hospital.

How can you tell if an ambulance

is taking someone to the hospital?

DESCRIPTION

Practicing Vocabulary

Use familiar student

experiences to develop the

vocabulary. For cardboard,

show cardboard boxes in

the classroom. For slithered,

use hand gestures to show

how an animal moves. Say

as you gesture, The snake

slithered through the grass.

For ambulance, ask about

siren noises students have

heard.

Define: Weekdays are the days of the

week except Saturday and Sunday.

Example: On Saturday and Sunday

we have pancakes for breakfast, but on

weekdays we have oatmeal.

Ask: What are regular weekdays like at

your house? EXPLANATION

250

Vocabulary and Comprehension

Reread for Comprehension

Generate QuestionsMake Inferences Generating questions as you read can help you make inferences. For example, ask yourself, “Why did the character just say that?” or “What are some clues to what might happen next?”

Reread the selection and make inferences. Write the clues in the Inferences Word Web.

Mark: Remember when my pet snake

got loose and slithered across

my mother’s foot? I had to

return it to the pet store.

Jean: What did the store say?

Mark: I think they were genuine

when they off ered to speak with

my mom. I knew that wouldn’t

help, though.

Jean: Did you apologize to your

mom and say you were sorry?

Mark: Of course, but she didn’t

change her mind.

Jean: Okay, back to studying.

Mark: Does the snake crush its prey?

Jean: No.

Mark: So it’s not a python. Is it

harmless?

Jean: No. It’s dangerous. Its bite can

be fatal. If you get bitten, you’d

need an ambulance!

Mark: Yikes. Does it give a warning

before it attacks?

Jean: Its tail shakes and makes a

noise. Each time the snake

sheds, its tail gets a new

segment in it.

Mark: I’ve got it! It’s a rattlesnake!

Narrator: Did you guess the reptile

before Mark did?

Is it a crocodile?

It’s a rattlesnake!

251

apologize genuine harmless cardboardslithered ambulance weekdays

Use the correct vocabulary word from the box to fill in the blank.

1. On our hike a snake across the trail.

2. The reptile exhibit at the zoo is open from 10 A.M. to 5 P.M.

3. My encyclopedia says that the green snake we saw in my garden is

.

4. An rushed the snakebite victim to the hospital.

5. Evan should for leaving a rubber snake on his sister’s pillow.

6. The box I used for my snake’s house was made of

and decorated with hearts and fl owers.

7. Danielle’s snake is , not rubber!

Write a sentence using one of the vocabulary words.

8.

weekdays

harmless

ambulance

apologize

cardboard

genuinePossible response provided.

slithered

Some sharks are dangerous, but the nurse shark is

harmless.

On Level Practice Book O, page 66

Approaching Practice Book A, page 66

Beyond Practice Book B, page 66

Vocabulary/Comprehension Student page 251

VocabularySTRATEGYWORD PARTS

Base Words Remind students that

adding a prefix or suffix changes

the meaning of the base word. Tell

students that they can decode the

meaning of the new word that has

a prefix or suffix if they know the

meaning of the prefix or suffix.

Write harm on the board and ask the

students to define it or give a synonym

for it. Then add the suffix -less. Elicit

from students that the suffix -less

means “without.” Point to the word

harmless in “Name That Reptile.” Ask

students if any other words or phrases

help them determine the meaning of

harmless. (“No. It’s dangerous.”)

To extend the lesson, add other

prefixes or suffixes to the word harm,

or choose another base word, such

as help, and add -less. Discuss general

meanings of prefixes and suffixes.

Read “Name That Reptile”

As you read “Name That Reptile”

with students, ask them to identify

clues that reveal the meanings of the

highlighted words. Tell students they

will read these words again in Dear Mr.

Winston.

Dear Mr. Winston 251


Objectives• Generate questions

• Make inferences

• Use academic language:

generate, inference

Materials

• Comprehension Transparencies

10a and 10b

• Graphic Organizer

Transparency 10

• Leveled Practice Books, p. 67

Reread for

ComprehensionSTRATEGYGENERATE QUESTIONS

Tell students that, as they reread the selection, they can ask

themselves questions to help them identify information that is not

directly stated. If they have difficulty posing these sorts of questions,

they can simply ask questions about particular details. This will

help them pinpoint the reason why the author has organized the

dialogue in this way.

SKILLMAKE INFERENCES

Good readers use clues provided by the author in combination with

their own experiences to help them understand what the author

has not stated directly. For example, in this selection, the author has

provided only the characters’ dialogue and does not state directly

what the characters’ thoughts might be. Readers may have been in

a similar situation, however, and they may be able to infer what has

already happened and how the characters felt about it.

Make Inferences

Introduce 179A–B

Practice /Apply

180–201; Leveled Practice, 46–47

Reteach / Review

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

Assess Weekly Tests; Unit 2 Test

Maintain 297B; 323B

Perform Read aloud the

entire skit and discuss

what students learn

about snakes. Clarify

unknown words. Model

the appropriate intonation

patterns as you ask the

questions and have

students repeat. Divide the

class into pairs and have

them read the lines. Then

have students work in pairs

to complete the Inferences

Word Web.

Student Book pages 250–251 available on Comprehension Transparencies 10a and 10b

Vocabulary and Comprehension

Reread for Comprehension

Generate QuestionsMake Inferences Generating questions as you read can help you make inferences. For example, ask yourself, “Why did the character just say that?” or “What are some clues to what might happen next?”

Reread the selection and make inferences. Write the clues in the Inferences Word Web.

Mark: Remember when my pet snake

got loose and slithered across

my mother’s foot? I had to

return it to the pet store.

Jean: What did the store say?

Mark: I think they were genuine

when they off ered to speak with

my mom. I knew that wouldn’t

help, though.

Jean: Did you apologize to your

mom and say you were sorry?

Mark: Of course, but she didn’t

change her mind.

Jean: Okay, back to studying.

Mark: Does the snake crush its prey?

Jean: No.

Mark: So it’s not a python. Is it

harmless?

Jean: No. It’s dangerous. Its bite can

be fatal. If you get bitten, you’d

need an ambulance!

Mark: Yikes. Does it give a warning

before it attacks?

Jean: Its tail shakes and makes a

noise. Each time the snake

sheds, its tail gets a new

segment in it.

Mark: I’ve got it! It’s a rattlesnake!

Narrator: Did you guess the reptile

before Mark did?

Is it a crocodile?

It’s a rattlesnake!

251

Transparency 10b

Vocabularyweekdays apologize

cardboard harmless

slithered ambulance

genuine

Word PartsBase Words can help you

figure out the meaning of

a word.

harm = “hurt; injury”

harmless = “without hurt”

by Catherine Lutz

Narrator: Mark and Jean have been studying

together weekdays aft er school for a big test on

Friday. Jean takes a card from a cardboard box.

Th e card has the name of a reptile on it. Now

Mark will ask questions and try to name the

reptile. Can you guess the answer before Mark?

Mark: Is it furry?

Jean: No. Remember, reptiles don’t have fur.

Mark: Th at’s right. Where does it live?

Jean: Mostly in the southwestern United States.

Mark: What does it eat?

Jean: It eats small birds, rabbits, mice, and

squirrels.

Mark: Is it a crocodile?

Jean: No. Crocodiles live near streams, and this

reptile lives where it’s dry.

Mark: How big is it?

Jean: Some can be 7 feet long. Others are only

2 feet long.

Mark: It’s probably not a turtle or a lizard. Is it

a snake?

Jean: Yes!

250

Transparency 10a

251A


Sometimes you have to use clues and what you know from your own experiences to help you make inferences about what’s happening in a story.

Read the story. Then make inferences to answer the questions.

Evangeline didn’t look up from her book when the new student said

hello. The book was called Adventures with Reptiles. She’d already read it

twice, but she just couldn’t put it down. At the end of a chapter, she finally

looked up from her book.

“I have that book,” Jae said. “It’s great. Do you want to come over after

school to meet my pet lizard?”

“You bet!”

1. How does Evangeline feel when Jae says hello? How do you know?

2. Is the book Evangeline is reading one of her favorites? Why or why not?

3. What kinds of books would the new student like to read? How do you

know?

4. Do you think Evangeline and the new student will become friends? Why

or why not?

It is one of her favorites. She has read it twice before,

and she’s reading it again.

They may because they seem to have a lot

in common.

She doesn’t want to be interrupted. She keeps

reading and doesn’t answer.

She would like books about reptiles. She has a

pet lizard.

Possible responses provided.

On Level Practice Book O, page 67

Approaching Practice Book A, page 67

Beyond Practice Book B, page 67

MODEL

Read the first page of “Name That Reptile” on Student Book

page 250.

Think Aloud I know from the narration that Mark and Jean

are studying by using questions to test their knowledge of

reptiles. Why does Mark ask if the reptile is furry? Doesn’t

he know very much about reptiles? I think he does, because

when Jean corrects him, he says, “That’s right.” I can infer

that he is remembering a fact he knows. Why does Mark ask

about what the reptile eats and where it lives? I think that

information will help him narrow down his guesses. From

Mark’s questions and Jean’s answers, I can infer that they both

know a lot about reptiles.

GUIDED PRACTICE

■ Ask students to reread the left column of dialogue on page

251. Then ask why Mark had to return the snake to the store.

Help students identify clues in the dialogue that tell why.

■ Have students use the clues and their inference to complete

an Inferences Word Web. (Mark’s mother is afraid of the

snake.) See the completed graphic organizer at the right.

APPLY

Ask students to explain how making inferences is important to

Mark and Jean’s study method. (Mark is asking questions that will

help him to eliminate choices from the list of possible reptiles. He

combines what he already knows with the information that Jean

provides to make inferences about the kind of reptile it could be.)

During Small Group Instruction

If No Approaching Level Comprehension, p. 271O

If Yes On Level Options, pp. 271Q–271R

Beyond Level Options, pp. 271S–271T

Can students make inferences about a character?

INFERENCES WORD WEB

Transparency 10

The snake slithered over his mother’s

foot.

Mark’s mother doesn’t

change her mind.

The store probably offered

to reassure his mother that the

snake is harmless.

Mark’s mother is afraid of the snake.

Mark apologized to

his mother.

Inferences Word Web

Graphic Organizer Transparency 10

Dear Mr. Winston 251B

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