Writer’s Craft
Transition Words
Use transition words in
sentences to show cause
and effect. Words such as
“because” and “as a result”
can make your writing
clearer.
WRITING
• Fictional Narrative
• Writer’s Craft: Transitions: Cause
Write
Dialogue
Hare and Tortoise Again
and Effect
by Keisha F.
WORD STUDY
•
•
•
•
Words in Context
Thesaurus
Phonics: Words with /ûr/
Vocabulary Building
Hare met Tortoise in the park
one day.
“Since I am faster, I should have won
that race!” shouted Hare sternly.
SPELLING
Tortoise laughed, “You are not a
• Words with /ûr/
good loser, Hare.”
GRAMMAR
“Because I was tired that day, I lost,”
• Action Verbs
said Hare. “Let's race again!”
SMALL GROUP OPTIONS
I included the word
“since” to explain
why Hare thought he
should have won.
• Differentiated Instruction,
pp. 303M–303V
“Why don't we invite others to
race, too?” suggested Tortoise.
Hare thought for a minute. “We'll
challenge Coyote, too. He's new in town.”
“I’ll see you there!” answered
I used the word
“because” to explain
why Hare thought
he lost.
Writing
Tortoise.
302
Transitions: Cause and
Effect
READ THE STUDENT MODEL
Read the bookmark. Explain that
transitions help readers see the
connections between a writer’s ideas.
Transitions may show cause and effect.
Have students turn to the top of page
283. Identify and discuss the transition
word so.
Then have the class read Keisha F.’s
dialogue and the callouts. Tell students
that they will write a dialogue between
two characters in a folk tale. They will
also learn how to include effective
transitions.
302
Features of a Dialogue
Dialogue is used in stories to show interaction between characters.
Students should recognize the difference between formal and
informal language. Dialogue is usually informal.
■
It shows characters speaking to one another.
■
It describes what a character thinks and feels.
■
It contains quotation marks and punctuation.
Story
Your Turn
Writing Student pages 302–303
Choose characters from your favorite folk
tale and write a page of dialogue for them.
Include quotation marks, commas, and
PREWRITE
correct sentence punctuation
Read and discuss the writing prompt
on page 302. Help students choose
a favorite folk tale and a dialogue
between characters.
in the dialogue. Also use transition words.
Then read your dialogue aloud. Does it
sound like something those characters
would say? Use the Writer’s Checklist to
Display Transparency 41. Discuss how
Keisha F. used her dialogue chart. Have
students create their own charts to
plan their dialogues.
check your writing.
Writer’s Checklist
DRAFT
Ideas and Content: Did my dialogue show what
my characters think and feel?
Display Transparency 42. Discuss
how Keisha used her dialogue chart to
organize and write her draft. Talk about
how she could improve it.
Organization: Are my sentences in correct order?
Voice: Do the characters’ words match their
personalities?
Before students write, present the
explicit lesson on Transitions: Cause
and Effect on page 303A. Then
have students use this lesson and
their dialogue charts to write their
dialogues.
Word Choice: Do transition words help show cause
and effect?
Sentence Fluency: Did my dialogue sound like a
real conversation when I read it out loud?
Conventions: Did I use quotation marks and
punctuation in the right places? Did I check
my spelling?
REVISE
303
Display Transparency 43. Discuss
Keisha’s revisions. Point out that Keisha
adds transitions that show why Hare
believes he lost the race. Students can
revise their drafts or keep them to
work on later.
Transparency 41
Transparency 41: Dialogue
Chart
Transparency 42: Draft
Transparency 43: Revision
If they choose to revise, have them
work in pairs to use the Writer’s
Checklist on page 303. Then ask
students to proofread their writing.
For Publishing Options, see page
303A.
Dialogue Chart
Characters
Tortoise and Hare
Reason for
Dialogue
To plan another
race
How Tortoise
Feels
He’s happy he
won.
How Hare Feels
He wants to race
again.
For lessons on Ideas and Content,
Generating Ideas, Action Verbs, and
Spelling, see page 303B and 5 Day
Spelling and Grammar on pages
303G–303J.
Writing Transparency 41
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Writing Transparency 41
Roadrunner’s Dance
303
Writer’s Craft
Writing
Transitions: Cause and Effect
Publishing Options
Students can read aloud their
dialogues to the class. See
Speaking and Listening tips
below. They can also use their
best cursive to write their tales.
(See Teacher’s Resource Book
pages 168–173 for cursive
models and practice.) Invite
students to make illustrations
for their dialogues that show
an event that affected the
animal. Display the tales and
pictures.
EXPLAIN/MODEL
Good writers pay attention to organization. Cause and effect
transitions help writers make the organization clear. Such words as
because, so, and that show the cause and effect connection between
ideas. Have students reread Keisha’s model on page 302. Point out
the transition word because in the fourth sentence. This word tells
why Hare thought he lost the first race. Display Transparency 44.
Think Aloud In the first example, the first sentence tells me that
Hare complained to Tortoise. The second sentence tells me that
Hare lost their race. In the second example, the transition word
because is added to connect the sentences. Now I can understand
why Hare complained.
SPEAKING STRATEGIES
■
Practice reading the
folk tale aloud before
presenting it to the class.
Use facial expressions,
body language, and
gestures to show
characters’ actions and
feelings.
Transparency 44
Writing Transparency 44
■
Transitions: Cause and Effect
No transition:
Hare complained to Tortoise. Hare had lost
their race.
With a transition: Hare complained to Tortoise because he had
lost their race.
1. Tortoise was slow and steady, so he won
the race.
2. Tortoise was slow and steady. He won
LISTENING STRATEGIES
■
the race.
Listen carefully to identify
the tale’s important
characters and events.
Picture story events and
characters as the reader
describes them.
■
Think about what parts of
the story are imaginary,
and what parts could
happen in real life.
4- and 6-Point Scoring Rubrics
Use the rubrics on pages 409G–
409H to score published writing.
Writing Process
For a complete lesson, see Unit
Writing on pages 409A–409H.
303A
4. Because Hare was tired, he lost the race.
BVXb^aaVc$BX<gVl"=^aa
■
3. Hare was tired. He lost the race.
(1. transition; 2. no transition; 3. no transition; 4. transition)
Writing Transparency 44
PRACTICE/APPLY
Work with students to read 1 through 4 and identify which has a
cause and effect transition and which does not. Invite volunteers to
explain how the transition shows the cause and effect. Then have
students identify cause and effect transitions in another fiction story
they have recently read.
Tell students that as they plan their tales, they should think about
organization. Their cause and effect charts will help them to plan
a tale that shows a clear cause and effect link between how the
animal is and why the animal is that way.
Writing
Writer’s Toolbox
Writing Trait: Ideas and Content
Action Verbs
Explain/Model Tell students that details help
writers create a complete picture of the characters
and events in a story. Have students reread Keisha’s
dialogue on page 302. Point out details, such as
Hare’s complaints about losing the race. Discuss
how these details work together to create a clear
picture of Hare for readers.
Explain/Model An action verb tells what the
subject does, did, or will do. Action verbs have
different tenses that can show action in the
present, future, or past. Point out the action verbs
met and shouted in the first paragraph of Keisha’s
tale.
Practice/Apply As students plan their tales, ask
them to pay attention to choosing details that
explain and create a clear picture for their stories.
Generate Ideas
Explain/Model Discuss how to come up with ideas
for a folk tale. Since the purpose is to teach a lesson
or explain why something is the way it is, students
can start by asking a why question. Ask: Why do
cats purr? Encourage students to work in small
groups to brainstorm ideas to answer the question.
They can take notes or draw pictures to generate
ideas.
Practice/Apply As students plan their tales, tell
them to choose an animal and then ask a why
question. They may want to write about the animal
that presents them with the best answer to this
question.
Practice/Apply Work with students to find other
action verbs in Keisha’s tale and to identify their
tense. Ask students to pay attention to using
action verbs in their writing. For a complete lesson
on action verbs, see pages 303I–303J.
Mechanics Remind students to use a variety of
sentence types and lengths. As students proofread
their stories, ask them to check their sentences.
Spelling Words with /ûr/
Ask students to find the word sternly in the second
sentence of the student model on page 302. Point
out that the /ûr/sound is spelled er in sternly. The
/ûr/sound can also be spelled ir as in bird or ur as
in purse. Ask students to pay attention when they
spell words with the /ûr/sound. Remind them that
they can use a print or online dictionary to check
spelling in their drafts. For a complete lesson on
/ûr/, see pages 303G–303H.
Technology
Remind students to save often as they type their drafts.
Taking this precaution will prevent loss of their folk tale in
case of an accident or power loss.
Roadrunner’s Dance
303B
Word Study
Vocabulary
Review
Objectives
• Apply knowledge of word
meanings and context clues
• Use synonyms to find the
meaning of an unfamiliar
word
Materials
• Vocabulary Transparencies
21 and 22
• Leveled Practice Books, p. 80
Vocabulary
Words in Context
EXPLAIN/MODEL
Review the meanings of the vocabulary words. Display
Transparency 21. Model how to use word meanings, structures,
context clues, and predictions to fill in the first missing word with
students.
Think Aloud In the first sentence, I learn that Snake has
D]QOPcZO`g
interfere (p. 283) to take
part in the affairs of others
when not asked
guardian (p. 286)
someone or something
who watches over or
protects
agile (p. 288) able to move
and react quickly and
easily
tottered (p. 288) walked
or moved with unsteady
steps
awkward (p. 288) without
grace in movement or
behavior
proclaimed (p. 294)
announced publicly
announced to all the animals that he is King of the Road. I know
that proclaimed means “announced publicly.” That’s what Snake
did. I think the missing word is proclaimed. When I try proclaimed
in the sentence, it makes sense.
Transparency 21
tottered proclaimed agile guardian interfere awkward
1. Snake proclaimed himself King of the Road,
announcing to all that he was the finest animal.
2. Desert Woman acted as the guardian of the animals,
protecting them from Snake.
3. Raven was agile, moving from branch to branch with
ease.
4. Roadrunner’s dance at first was not smooth; he was
awkward with his new wings.
5. Roadrunner moved from one leg to another, tottered,
and then fell on his face.
6. Roadrunner practiced and gained speed. In the end,
Snake did not interfere, allowing him to travel safely.
Vocabulary Transparency 21
&-Practice Vocabulary For
the word interfere, say,
The animals and people in
Roadrunner’s Dance have
a problem. They do not ask
Desert Woman for help, but
she helps them anyway. We
say she interferes. Discuss
with students why and
how she interferes.
303C
PRACTICE/APPLY
Help students complete item 2. Have students use context clues to
write missing words for items 3–6, exchange papers, check answers,
and explain the context clues they used.
Antonym Scales First, explain that related words have shades of
meaning. Model how to create an antonym scale using gradable
antonyms like hot/cold. Have student pairs use a thesaurus or
dictionary to create antonym scales for the vocabulary words agile
and awkward.
Word Study
STRATEGY
&--
THESAURUS: SYNONYMS
Use Synonyms
Introduce synonyms for
the vocabulary words:
awkward/clumsy; agile/
graceful; tottered/wobbled;
proclaimed/announced.
Have students use each
word in a sentence and
repeat the sentence with
its synonym. Ask students
to choose words to add
to their personal picture
dictionaries.
EXPLAIN/MODEL
Remind students that a synonym is a word that has the same or a very
similar meaning to another word. Tell students that finding synonyms for
an unfamiliar word can help them to understand its meaning. They can
find synonyms in a thesaurus or synonym finder.
Have students figure out the meanings of the underlined words in the
sentences on Transparency 22. Model how to figure out the meanings
of ruckus using synonyms. Then have students use a thesaurus to find
the word meanings for numbers 2–6 on their own using synonyms.
Transparency 22
Synonyms
1. The people and the animals heard the ruckus and drew
close to watch.
2. She looked at all of the animals assembled.
3. Instead of inhibiting Rattlesnake, the rattle only made
him more threatening.
4. He coiled around, shaking his tail and baring his fangs.
5. “Stand still!” Rattlesnake cried and lunged again.
6. She returned to her abode on Sacred Mountain.
On Level Practice Book O, page 80
A synonym is a word that means the same or almost the same as
another word. For example, a synonym for guardian is protector.
Vocabulary Strategy Transparency 22
PRACTICE/APPLY
After students replace each underlined word on Transparency 22 with
a synonym, they can choose one word to place in the center of a
word web, adding as many synonyms as they can find for the word.
Replace each of the words in parentheses with one of the
following synonyms.
clumsy
nimble
1. “Don’t (interfere)
the road!”
announced
meddle
wobbled
wobbled
with my plans to be king of
clumsy
2. The roadrunner was (awkward)
run and jump.
3. He (tottered)
meddle
when he first tried to
, but he did not fall.
4. Later, when Roadrunner danced in circles, you could see how (agile)
nimble
Can students identify words, using context clues?
Can students use a thesaurus to find synonyms?
he had become.
5. “Roadrunner is our hero!” the animals (proclaimed)
announced .
Answers will vary. Possible responses below.
Write a sentence using a synonym for both of the words in dark type.
6. frightened and trembled
During Small Group Instruction
If No
Approaching Level Vocabulary, pp. 303N–303O
If Yes
On Level Options, pp. 303Q–303R
Beyond Level Options, pp. 303S–303T
I was so scared my whole body shook.
7. yelled and bragged Jim shouted as he boasted about
winning the game.
8. hopped and quick The rabbit jumped across the road,
too fast for the fox chasing it.
Approaching Practice Book A, page 80
Beyond Practice Book B, page 80
Roadrunner’s Dance
303D
Word Study
Word Study
Objectives
• Decode words with /ûr/
• Use synonyms to build
vocabulary
• Apply decoding strategies
to “problem solve” unknown
words when reading
independently.
Phonics
Decode Words with /ûr/
EXPLAIN/MODEL The /ûr/ sound can be spelled er as in her, ir as in
first, or as in worm, or ur as in curb.
Recognizing the letters that stand for the /ûr/ sound can help
students figure out an unfamiliar word. Write twirl.
Materials
• Leveled Practice Books, p. 81
• Teacher’s Resource Book,
p. 15
twirl
Think Aloud I see that this word begins with the blend tw. Next,
&-Pronunciation
R-controlled vowels are
difficult for speakers of
many languages. Provide
extra practice saying the
sounds in isolation and in
words. Demonstrate how
the mouth and lips form
the /ûr/ sound. Discuss the
meanings of the words in
the lesson.
On Level Practice Book O, page 81
I see the letters ir. I know that ir often has the /ûr/ sound. The
word ends with the l sound. When I blend the sounds together, I
get /twûrl/ twirl. I know that word.
PRACTICE/APPLY
Write these words on the board: shirt, purse, birth, curl, curve, curb.
Have students underline the r-controlled vowels. Have them read
the words aloud. Point out how the r changes the vowel sounds.
Decode Multisyllabic Words Have students use their knowledge of
phonics patterns, compound words, and word parts to decode long
words. Write these words on the board: purpose, squirting, sternly, serpent,
worthless, turkey, and further. Model how to decode purpose, focusing on
the /ûr/ sound. Then work with students to decode the other words and
read them aloud. For additional practice with multisyllabic words, see
the passages on Teacher’s Resource Book page 15.
The /ûr/ sound can be spelled er, ir, ur, and ear. The sound is
found in words such as serpent, bird, turkey, and heard.
Underline the vowel + r combination that represents the /ûr/
sound in each of these words.
1. b u r d e n
6. w h i r l w i n d
2. s t e r n l y
7. l e a r n e r
3. s e r p e n t
8. p u r p o s e
4. b i r t h
5. t u r n i p
9. p e r s o n
10. p e a r l
Now read the paragraph below. Find and circle six words that
have the /ûr/ sound. Then continue the story. Circle the words
with the /ûr/ sound.
One day, a raccoon climbed in the window of a house. He found a pearl
p
necklace on the floor. Holding it carefully in his mouth, he took it outside.
Then he returned and carried away a small purse. Finally, he emerged with
a purple shirt.
Spelling Game Draw a follow-the-path game board, but leave the
spaces blank except for some with directions (Go Back 3, Lose a
Turn). Make cards with spelling or /ûr/ words. Add playing pieces
and a spinner. A player draws and reads a card aloud. Another
player must spell the word correctly and spin for the number of
spaces to move. If the player misspells the word, he or she cannot
move. The winner is the first one to complete the path.
Can students decode words with the /ûr/ sound?
During Small Group Instruction
Approaching Practice Book A, page 81
Beyond Practice Book B, page 81
303E
If No
Approaching Level Phonics, p. 303M
If Yes
On Level Options, pp. 303Q–303R
Beyond Level Options, pp. 303S–303T
Word Study
Vocabulary Building
Oral Language
Spiral Review
Expand Vocabulary Have students start a twocolumn chart, labeling the first column “Friends”
and the second column “Foes.” Tell them to
use the selections, dictionaries, and print and
electronic resources to find and brainstorm words
to describe animals that are friends or foes, as well
as traits of friends and foes.
Vocabulary Game On the board, draw a
roadrunner without tail feathers. Using
construction paper and scissors, help students
make feathers. Write vocabulary words on the
feathers and post the words on the board. Have
students take turns choosing a feather and giving
the definition for the vocabulary word. If a student
provides a correct definition, he or she takes the
feather. The student with the most feathers wins.
Friends
Foes
Apply Vocabulary
Vocabulary Building
Synonyms Using a thesaurus, have student
partners look up one synonym each for interfere,
guardian, awkward, agile, proclaimed, and tottered.
Students can then create a crossword puzzle using
their six synonyms as clues. Have pairs exchange
their crossword puzzles with other pairs for more
practice.
Write a Paragraph Have students use the
vocabulary words to describe a creature that
they would like to create. Remind them to
explain what gifts and
parts they used from
different animals. Then
have them draw a
picture of their animal
or cut and paste one
from a magazine.
BSQV\]Z]Ug
@=;
12
Vocabulary PuzzleMaker
For additional vocabulary
and spelling games, go to
www.macmillanmh.com
Roadrunner’s Dance
303F
5 Day Spelling
Spelling
A^SZZW\UE]`Ra
dirty
shirt
turnip
purse
worse
purpose
birth
hurl
blurred
curl
twirl
sternly
curve
swirl
serpent
curb
herb
pearl
person
turkey
Review hear, spare, lair
Challenge spurt, further
Dictation Sentences
1. My keyboard was dirty.
2. She bought a new leather purse.
3. Our cat gave birth to eight kittens.
4. Her hair had a little curl.
5. The car rounded the curve.
6. He fell off the curb.
7. A person ran by the window.
8. Only his shirt was torn.
9. The fall could have been worse.
10. The quarterback can hurl the
football.
11. I twirl my hair around my finger.
12. Swirl the soapy water in the glass.
13. This herb will flavor the sauce.
14. We have turkey on Thanksgiving.
15. The turnip came from our garden.
16. I stated the purpose for my visit.
17. The writing blurred from the rain.
18. I lectured my dog sternly.
19. A serpent slithered past my feet.
20. There was a pearl in the oyster.
Words with /ûr/
2Og
2Og
Pretest
Word Sorts
ASSESS PRIOR KNOWLEDGE
TEACHER AND STUDENT SORTS
Using the Dictation Sentences,
say the underlined word, read the
sentence, and repeat the word.
Have students write the words on
Spelling Practice Book page 65.
For a modified list, use the first 12
Spelling Words and the 3 Review
Words. For a more challenging list,
use Spelling Words 3–20 and the
2 Challenge Words. Have students
correct their own tests.
■
Review the Spelling Words and
point out the different /ûr/
spellings.
■
Use the cards from the Spelling
Word Cards BLM. Display the key
words person, birth, and purse.
Model how to sort words by
r-controlled vowel sounds. Place
one or two cards beneath the
correct key words. Tell students
two words will not fit the sort.
■
When students have finished the
sort, discuss the oddball words
(pearl, worse). Then invite students
to do an open sort in which
they sort all the Spelling Words
any way they wish, for example,
by beginning consonants, by
syllables, or by rhyming words.
Discuss students’ various methods
of sorting.
Have students cut apart the Spelling
Word Cards BLM on Teacher’s
Resource Book page 76 and figure
out a way to sort them. Have them
save the cards for use through the
week.
Use Spelling Practice Book page
66 for additional practice with this
week’s Spelling Words.
For Leveled Spelling Word lists go
to www.macmillanmh.com
Spelling Practice Book, page 65
EJSUZ
QVSTF
CJSUI
DVSM
DVSWF
DVSC
QFSTPO
TIJSU
1.
birth
XPSTF
2.
swirl
IVSM
3.
dirty
Review/Challenge Words
UXJSM
4.
TXJSM
shirt
twirl
1. Did you hear that noise?
2. Spare tires are important.
3. The bear slept in its lair.
4. We saw jelly spurt out of a
doughnut.
5. Read a little further in your book.
Words in bold are from the main
selection.
IFSC
UVSLFZ
6.
UVSOJQ
QVSQPTF
CMVSSFE
TUFSOMZ
TFSQFOU
QFBSM
;L?;MÃEH:I IFBS
303G
'PMECBDLUIFQBQFS
BMPOHUIFEPUUFEMJOF
8SJUFUIFXPSETJO
UIFCMBOLTBTUIFZ
BSFSFBEBMPVE8IFO
ZPVGJOJTIUIFUFTU
VOGPMEUIFQBQFS6TF
UIFMJTUBUUIFSJHIUUP
DPSSFDUBOZTQFMMJOH
NJTUBLFT
Spelling Practice Book, page 67
TQBSF
MBJS
>7BB;D=;ÃEH:I TQVSU
GVSUIFS
birth
worse
pearl
curl
dirty
hurl
swirl
curb
herb
curve
turnip
purpose
purse
blurred
shirt
person
Write the spelling words with these spelling patterns.
words with ir
5.
words with ur
10.
hurl
11.
turnip
12.
13.
purpose
curb
14.
purse
15.
curl
person
16.
7.
sternly
17.
blurred
turkey
8.
serpent
herb
18.
curve
words with er
9.
sternly
serpent
turkey
twirl
Spelling
2Og
2Og
2Og
CATEGORIES
SPIRAL REVIEW
POSTTEST
Read each group of words below.
Ask students to copy the words
into their notebooks, completing
the groups by adding a similar
Spelling Word that matches the
theme of the group.
Review words with /âr/ and /îr/.
Write hear, lair, and spare on the
board. Have students identify the
vowel spellings and sounds in each
word.
Use the Dictation Sentences on
page 303G for the Posttest.
! Word Meanings
" Review and Proofread
1. pocketbook, wallet, (purse)
PROOFREAD AND WRITE
Write these sentences on the
board. Have students proofread,
circle each misspelled word, and
write the word correctly.
2. throw, pitch, (hurl)
3. carrot, potato, (turnip)
4. goose, duck, (turkey)
5. diamond, gold, (pearl)
Challenge students to come
up with other similar word
groups to which they can add
Spelling Words, Review Words, or
Challenge Words.
Have partners write a sentence
for each Spelling Word, leaving
a blank space where the word
should go. They can exchange
papers and fill in the blanks.
herb
curve
turnip
purpose
purse
blurred
shirt
person
sternly
serpent
turkey
twirl
3. The purpos of the purl sale
was to get rid of old stock.
(purpose, pearl)
4. I only ate the turnups with the
urb flavoring. (turnips, herb)
Spelling Practice Book, page 69
There are five spelling mistakes in the paragraphs below. Circle
the misspelled words. Write the words correctly on the lines
below.
The tree was tired of standing in one place all the time and never
moving. The tree wanted to move. During the winter, the tree wanted to
kirl up for warmth. In the summer, the tree wanted to swim and swurl
through the water. Never in its whole life had the tree left its spot. It
wanted to travel the earth.
One day a snake slithered by. The tree said, “I wish I could travel the
world like you.” “Really?” replied the sirpent. “Here I was thinking I’d rather
be a tree. I wouldn’t have to search for my food every day. And I could let my
branches and leaves twirle around in the wind while I stood still.”
At that, the tree started thinking. “That’s true, I don’t have to run around
all the time, and that’s pretty nice.” From then on, the tree understood how
lucky it was to be able to stand, and found a perpose in life.
What’s the Word?
Complete each sentence with a spelling word.
1. Are you feeling
worse
than yesterday?
curl
up when it sleeps.
swirl
around in the water.
curb
The rattlesnake slithered beside the
.
turnip
A
is a root vegetable like a carrot.
blurred
My sight is
by the fog.
person
That
is really scared of rattlesnakes!
turkey
Does your family eat
for Thanksgiving dinner?
birth
The
of the coyote was a reason to celebrate.
pearl
You might find a
inside of an oyster.
2. The rattlesnake likes to
3. The snake likes to
4.
5.
6.
7.
8.
9.
10.
What do You Mean?
Read each dictionary definition below. Then write the spelling
word that matches the definition.
11. Not clean
12. To bend
13. Turn quickly
14. To throw
15. Used for flavor
dirty
curve
twirl
hurl
herb
Challenge students to search for
words that have the /ûr/ pattern in
their reading this week.
2. The photo of the terkey was
blirred. (turkey, blurred)
Proofreading
dirty
hurl
swirl
curb
If students have difficulty with any
words in the lesson, have students
place them in a list called Spelling
Words I Want to Remember in a
word study notebook.
1. Her perse is the same color as
her shurt. (purse, shirt)
Spelling Practice Book, page 68
birth
worse
pearl
curl
# Assess and Reteach
1.
2.
curl
swirl
3.
4.
serpent
twirl
5.
purpose
Writing Activity
Imagine someone you’ve met taught you a lesson. Who was the
person and what did you learn from them? Use at least four spelling
words in your paragraph.
Spelling Practice Book, page 70
Look at the words in each set below. One word in each set is
spelled correctly. Use a pencil to fill in the circle next to the correct
word. Before you begin, look at the sample set of words. Sample
A has been done for you. Do Sample B by yourself. When you are
sure you know what to do, you may go on with the rest of the page.
Sample A:
Sample B:
훽 berd
훾 bird
훿 burd
 berde
 nirrs
 nerse
 nirse
 nurse
1. 훽
훾
훿

birth
berthe
burth
birthe
6. 



hirl
herl
hirle
hurl
11. 훽
훾
훿

turnip
turnup
ternip
tirnup
16. 



pirsin
person
purson
persin
2. 



wurse
wirse
werse
worse
7. 훽
훾
훿

swurl
swerl
swirl
swerle
12. 



pirpuss
perpose
purposs
purpose
17. 훽
훾
훿

stirnlee
sternlie
stirnly
sternly
3. 훽
훾
훿

pearl
perle
pirle
purl
8. 



kerb
curb
cirb
kurb
13. 훽
훾
훿

perse
pirse
purse
pers
18. 



serpent
cirpent
sirpent
serpint
4. 



kurl
kerl
curl
cerl
9. 훽
훾
훿

erb
herb
hurb
urb
14. 



blurred
blerd
blirred
blurd
19. 훽
훾
훿

tirkey
turkey
terkey
tirkie
5. 훽
훾
훿

dirtie
durty
dertie
dirty
10. 



kurve
kerve
curve
cerve
15. 훽
훾
훿

shirt
shert
shurt
schirt
20. 



twurl
twerl
twerle
twirl
Roadrunner’s Dance
303H
5 Day Grammar
Grammar
Action Verbs
Daily Language
Activities
Use these activities to introduce
each day’s lesson. Write the day’s
activities on the board or use
Transparency 11.
2Og
DAY 2
2Og
Teach the Concept
INTRODUCE VERBS
REVIEW VERBS
Present the following:
Review with students how verbs
function in a sentence.
■
DAY 1
My friend’s came to my house today.
We were going to the Park together.
(1: friends; 2: park)
Introduce the Concept
■
A verb tells what the subject
does or is: Roadrunner dances. He
is happy.
A verb can include more than one
word, a main verb and a helping
verb: Roadrunner is dancing.
I met Jans new friend today. Do you
know shelley. what a nice girl she is!
(1: Jan’s; 2: Shelley?; 3: What)
DAY 3
“The other team plays really well.”
said mr. Chen.
INTRODUCE ACTION VERBS
Present the following:
■
An action verb tells what the
subject does, did, or will do.
■
Action verbs have different
tenses that can show action
in the present, future, or past:
Roadrunner dances. He will dance
tomorrow. He danced yesterday.
I asked “Can we beat them,” (1: well,”;
2: Mr.; 3: asked, ; 4: them?”)
DAY 4
There is only one purson in our
school who runs faster than George?
Cindy wins more races than any
of the other runner’s. (1: person;
2: George.; 3: runners)
DAY 5
I asked Libby. “will you teach me to
pitch better?”
“I will help you practice” said Libby”.
(1:Libby, “Will; 2: practice,”; 3: Libby.)
&-Action Verbs
Demonstrate the word
action by waving or
jumping. Explain that
action means movement.
(Spanish cognates: accion,
movimiento.) Brainstorm
with students actions they
do: play ball, dance, shop
at the mall. Write phrases
and underline action verbs.
303I
See Grammar Transparency 51
for modeling and guided practice.
Grammar Practice Book, page 65
Grammar Practice Book, page 66
• An action verb tells what the subject does or did.
• A verb in the present-tense tells what happens now.
• The present-tense must have subject-verb agreement. Add
-s to most verbs if the subject is singular. Do not add -s if the
subject is plural or I or you.
Write the correct present-tense form of each underlined verb on
the lines provided.
races
1. The roadrunner race across the empty desert.
See Grammar Transparency 52
for modeling and guided practice.
• Add -es to verbs that end in s, ch, sh, x, or z if the subject is
singular.
• Change y to i and add -es to verbs that end with a consonant
and y.
• Do not add -s or -es to a present-tense verb when the
subject is plural or I or you.
Read each sentence. Write the correct present-tense form of
each underlined verb on the lines provided.
stretches
1. The rattlesnake stretch out along the rocks.
pauses
2. He pause near the ribbon of highway.
3. A car speed down the road.
3. He swish his long tail.
look
4. The passengers looks out the window.
5. They stares at the roadrunner.
stare
6. The roadrunner take off again.
takes
scurries
jumps
blows
9. Two hares hops out of the roadrunner’s way.
10. The roadrunner shake its long tail.
swishes
4. A prairie dog scurry away when it hears the snake’s rattle.
7. A lizard jump into a hole to escape the roadrunner.
8. The wind blow the roadrunner’s feathers.
flash
2. His scales flashes silver in the hot desert sun.
speeds
shakes
hop
5. A small lizard crawl away.
crawls
6. The rattlesnake reach the edge of the rock.
7. A bee buzz past the snake.
reaches
buzzes
8. The rattlesnake hurry down the rock.
hurries
9. He quickly pass by a cold, shaded area.
passes
10. You approaches any snake with caution.
approach
Grammar
2Og
2Og
2Og
REVIEW ACTION VERBS
REVIEW ACTION VERBS
ASSESS
Review with students how to
identify action verbs.
Ask students to explain what a
verb does in a sentence. Ask how
action verbs can be identified.
Use the Daily Language Activity
and page 69 of the Grammar
Practice Book for assessment.
PROOFREAD
RETEACH
Use sentence frames for more
practice using verbs. (For example,
Jorge will
the book.) Have
students suggest verbs to fill in
the blank. Ask them to create
their own sentences, underlining
the verbs. Create a class story by
placing blanks for the noun or the
verb in simple sentences. Each
learner contributes one or the
other until all have had a chance.
! Review and Practice
MECHANICS AND USAGE:
PUNCTUATION IN DIALOGUE
" Review and Proofread
■
Use quotation marks before and
after someone’s exact words.
Have students correct errors in the
following lines of dialogue.
■
Begin a quotation with a capital
letter.
1. Jerry called out, “noreen, it’s
your ball!” (Noreen,)
■
Commas and periods always
appear inside quotation marks.
■
■
If the end of a quotation comes
at the end of a sentence, use
a period, question mark, or
exclamation point to end it.
Use a comma to close the
quotation if the sentence
continues.
See Grammar Transparency 53
for modeling and guided practice.
Grammar Practice Book, page 67
r 6TFRVPUBUJPONBSLTBUUIFCFHJOOJOHBOEFOEPGBTQFBLFST
FYBDUXPSET
r #FHJOBRVPUBUJPOXJUIBDBQJUBMMFUUFS
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TQFBLFSTFYBDUXPSET
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RVPUBUJPONBSLTXIFSFUIFZCFMPOH
3PCFSUPBTLFENFIBWFZPVFWFSTFFOBSBUUMFTOBLF
GdWZgid
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OP*OFWFSIBWF*BOTXFSFE
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SPCFSUPUPMENFUIBUSBUUMFTOBLFTBSFIJTGBWPSJUFBOJNBM
GdWZgid
idaYbZi]VigViiaZhcV`ZhVgZ]^h[Vkdg^iZVc^bVa#
0VSTDJFODFUFBDIFSTBJESBUUMFTOBLFTBSFSFMBUFEUPMJ[BSET
DjghX^ZcXZiZVX]ZghV^Y!»GViiaZhcV`ZhVgZgZaViZYid
a^oVgYh#¼
2. “I got it.” yelled Sam. (it!”)
3. “Where is Sam,” asked Noreen.
(Sam?”)
4. “Right behind you, answered
Sam.” (1: you,”; 2: Sam.)
5. Jerry warned, “watch out, you
two!” (,”Watch)
gViiaZhcV`ZhVcYa^oVgYhVgZgZei^aZh!¼h]ZZmeaV^cZY#
TPNFSFQUJMFTDBOFWFODIBOHFDPMPST"OESFBTBJE
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ZFTZPVBSFUIJOLJOHPGDIBNFMFPOT"OESFBSFQMJFE.T(JPSEFMMP
»NZh!ndjVgZi]^c`^c\d[X]VbZaZdch!6cYgZV!¼
gZea^ZYBh#<^dgYZaad#
XIZEPUIFZEPUIBU BTLFE)BLJN
»L]nYdi]ZnYdi]Vi4¼Vh`ZY=V`^b#
Also use page 70 of the Grammar
Practice Book for reteaching.
See Grammar Transparency 54
for modeling and guided practice.
See Grammar Transparency 55
for modeling and guided practice.
Grammar Practice Book, page 68
• The present-tense must have subject-verb agreement.
• Add -s to most verbs if the subject is singular.
• Add -es to verbs that end in s, ch, sh, x, or z if the subject is
singular.
• Change y to i and add -es to verbs that end in a consonant
and -y.
Proofread the dialogue below. Look for mistakes in action verbs
and quotations. Rewrite the dialogue, using action verbs and
quotations correctly.
I am so excited! Today I leaves on a trip to Taos, New Mexico! Carla say.
Dad reply, we should be there in about an hour.
Mom point to the mountains in the distance. She say, stop the car so we can
takes some pictures.
Carla remark, I see a strange bird in the distance.
Dad explain, the bird is a roadrunner.
Carla watch the speedy bird. It pass close enough to see its feathers.
“I am so excited! Today I leave on a trip to Taos, New
CPUISBUUMFTOBLFTBOEMJ[BSETBSFSFQUJMFTTIFFYQMBJOFE »7di]
# Assess and Reteach
Mexico!” Carla says.
Dad replies, “We should be there in about an hour.”
Mom points to the mountains in the distance. She
says, “Stop the car so we can take some pictures.”
Grammar Practice Book, pages 69–70
A. Read each sentence. Circle the letter of the sentence that has
correct subject-verb agreement.
1. a. The roadrunner comes down from the mountain.
b. He look at the desert.
c. The roadrunner speed across the road.
d. The other animals rushes out of his way.
2. a. The rattlesnake slide down the rocks.
b. He see the roadrunner.
c. The rattlesnake shake his tail.
d. The rattles make a hollow clatter.
B. Read each sentence. Circle the letter before the presenttense verb that belongs in the sentence. Make sure the
spelling is correct.
3. The roadrunner
across the highway.
a. run
b. runs
c. runes
d. runies
4. The rattlesnake
the desert for other animals.
a. watch
b. watchs
Carla remarks, “I see a strange bird in the distance.”
c. watches
Dad explains, “The bird is a roadrunner.”
d. watchies
Carla watches the speedy bird. It passes close enough
to see its feathers.
Roadrunner’s Dance
303J
End-of-Week Assessment
Administer the Test
Weekly Reading Assessment,
(SBEF
Passage and questions, pages 133–140
ESSYZg
/aaSaa[S\b
ASSESSED SKILLS
• Author’s Purpose
*ODMVEFT-FWFMFE8FFLMZ5FTUT
• Vocabulary Words
• Thesaurus: Synonyms
• Action Verbs
• Words with /ûr/
.BDNJMMBO.D(SBX)JMM
@=;
12
Assessment Tool
Administer the Weekly Assessment from the CD-ROM
or online.
Weekly Assessments, 133–140
(SBEFT
Fluency
4ZcS\Qg
/aaSaa[S\b
Assess fluency for one group of students per week. Use the
Oral Fluency Record Sheet to track the number of words
read correctly. Fluency goal for all students: 102–122 words
correct per minute (WCPM).
Approaching Level
On Level
Beyond Level
Weeks 1, 3, 5
Weeks 2, 4
Week 6
Alternative
Assessments
.BDNJMMBO.D(SBX)JMM
Fluency Assessment
(SBEF
• Leveled Weekly Assessment for Approaching Level,
pages 141–148
• ELL Assessment, pages 84–85
>`OQbWQSO\R
/aaSaa[S\b
.BDNJMMBO.D(SBX)JMM
ELL Practice and
Assessment, 84–85
303K
VOCABULARY WORDS
VOCABULARY STRATEGY
Thesaurus: Synonyms
Items 1, 2, 3, 4
Prescribe
IF...
THEN...
0–2 items correct . . .
Reteach skills using the Additional
Lessons page T5.
Reteach skills: Go to
www.macmillanmh.com
@=;
12
Vocabulary PuzzleMaker
Evaluate for Intervention.
0–2 items correct . . .
Reteach skills using the Additional
Lessons page T1.
Evaluate for Intervention.
GRAMMAR
Action Verbs
Items 9, 10, 11
0–1 items correct . . .
Reteach skills: Grammar Practice Book
page 70.
SPELLING
Words with /ûr/
Items 12, 13, 14
0–1 items correct . . .
Reteach skills: Go to
www.macmillanmh.com
FLUENCY
98–101 WCPM
7=
C2 1
2
0–97 WCPM
/
COMPREHENSION
Skill: Author’s Purpose
Items 5, 6, 7, 8
Fluency Solutions
Evaluate for Intervention.
End-of-Week Assessment
Diagnose
READING
Triumphs
AN INTERVENTION PROGRAM
To place students
in the Intervention
Program, use
the Diagnostic
Assessment in the
Intervention Teacher’s
Edition.
Roadrunner’s Dance
303L
Approaching Level Options
Constructive
Feedback
If students have trouble
pronouncing words with
/ûr/, have them practice
saying the sounds in
isolation and then in words,
while looking at you to see
how the mouth moves to
produce /ûr/. For example,
write the word her on the
board and point out the er.
This word is her. The er
has the sound /ûr/. Say it
with me: /ûr/. Let’s sound
out and say the word
together: /ûr/, her.
Phonics
Objectives
Decode words with /ûr/
Decode multisyllabic words that include /ûr/
Materials
• Student Book “Roadrunners: Surprising Birds”
WORDS WITH /ûr/
Explain/Model
■
Explain that the letters er, ir, or, and ur can stand for the /ûr/ sound, as in
the words her, first, worm, and curb.
■
Write the letters b, i, r, d on the board. Say the sounds that the letters
stand for: /b/ /ûr/ /d/. Then blend the sounds: /bûrd/. Say the word with
me: bird.
■
Repeat this process with stern, work, and purse. Provide constructive
feedback as necessary.
Repeat with the word turn.
MULTISYLLABIC WORDS WITH /ûr/
■
Write the word birthday on the board and have students identify the
first syllable as having /ûr/. Have students repeat the syllable and then
blend and read the whole word several times.
■
Have pairs of students work together to practice decoding longer words
with /ûr/. Write the following words on the board and ask student pairs
to copy them onto separate index cards. Have them say each word and
circle the letters that stand for the /ûr/ sound. Then have them sort the
words by their spelling: er, ir, or, or ur.
Additional Resources
For each skill below,
additional resources are
provided. You can use these
lessons on consecutive days
after teaching the lessons
presented within the week.
• Author’s Purpose, T1
• Thesaurus: Synonyms, T5
urgent
workbench
sunburn
■
undershirt
confirm
birthplace
adverb
swerving
turtleneck
worry
deserve
worldwide
Check each pair or group for their progress and accuracy.
WORD HUNT: WORDS WITH /ûr/ IN CONTEXT
■
Review words with /ûr/.
■
Have students search the first page of “Roadrunners: Surprising Birds”
on Student Book pages 278 and 279 to find words with /ûr/. Ask them
to write the words and circle the syllable in each word that has /ûr/.
Students can record example words, such as her and bird.
■
To continue the activity, have students search the rest of the selection
for words with /ûr/.
Decodable Text
To help students build
speed and accuracy with
reading multisyllabic
words, use the additional
decodable text on page 15
of the Teacher’s Resource
Book.
303M
Constructive
Feedback
Objective
Materials
If students read without
sufficient pauses, stops,
and intonation, reread
the passage to them,
exaggerating the correct
pauses, stops, and
intonation. Then read one
sentence at a time and
have students echo-read
the sentence, copying
your pauses, stops, and
intonation.
Read with increasing prosody and accuracy at a rate of 102–112 WCPM
• Index cards
• Approaching Practice Book A, page 78
WORD AUTOMATICITY
Have students make flashcards for the following words with /ûr/: dirty,
shirt, turnip, purse, worse, purpose, birth, hurl, blurred, curl, twirl, sternly, curve,
swirl, serpent, curb, herb, pearl, person, and turkey.
Display the cards one at a time and have students say each word. Repeat
twice more, displaying the words more quickly each time.
REPEATED READING
Model reading the Fluency passage on Practice Book A page 78. Tell
students to pay close attention and listen to your pauses and intonation as
you read. Then read one sentence at a time and have students echo-read
the sentence, copying your pauses and intonation.
During independent reading time, have students work with a partner.
One student reads aloud while the other repeats each sentence. Remind
students to listen for their partner’s pauses, stops, and intonation. Circulate
and provide constructive feedback, as necessary.
TIMED READING
At the end of the week, have students do a final timed reading of the
passage on Practice Book A page 78. Students should
■
begin reading the passage aloud when you say “Go.”
■
stop reading the passage after one minute when you say “Stop.”
Keep track of miscues. Coach students as needed. Help students record
and graph the number of words they read correctly.
Vocabulary
Objective
Materials
Apply vocabulary word meanings
• Vocabulary Cards
Approaching Practice Book A, page 78
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UIFDIBSBDUFSTXPSET
+VTUCFZPOEUIFIJMMTMBZBRVJFUTUSFUDIPGXPPET5IF
BOJNBMTUIFSFMJWFEUPHFUIFSJOQFBDF5IFZXFSFLJOEUPFBDI
PUIFS5IFJSCBCJFTQMBZFEJOUIFNFBEPXOFBSUIFSJWFS
#VUTPNFUIJOHXBTBCPVUUPJOUFSGFSFXJUIUIFHFOUMF
PSEFSPGUIJOHT4PPOUIPTFRVJFUXPPETXPVMECFUVSOFE
VQTJEFEPXO5IFZXFSFBCPVUUPCFTUJSSFEVQMJLFBTXBSN
PGBOHSZIPSOFUT
0OFNPSOJOHBGPYXPLFVQWFSZIVOHSZ)FXBTFBHFS
UPEPTPNFNJTDIJFG)FDBNFBDSPTTBSBCCJUXPSLJOHJOIJT
HBSEFO5IFGPYIJEJOUIFCVTIFTBOEXBUDIFEUIFSBCCJU
NBLFBTDBSFDSPXPVUPGTUSBXBOENVE
i.ZNZNZ5IBUTDBSFDSPXHJWFTNFBXPOEFSGVMJEFBu
DIVDLMFEUIFGPY VOCABULARY WORDS
Display the Vocabulary Cards for this week’s words. Help students
locate the vocabulary words in Roadrunner’s Dance and review their
definitions. Have students create a group tale about two animals of their
choice using these words. Prompt them with sentence frames, such as
There once was an awkward
who was so clumsy that he
.
ECFH;>;DI?EDÃ>;9A
8IBUJTUIFBVUIPSTQVSQPTFJOUFMMJOHUIJTUBMF "VUIPST1VSQPTFI]Z
Vji]dg¾hejgedhZ^hidZciZgiV^c#
8IPEPZPVUIJOLJTHPJOHUPUVSOUIFRVJFUXPPETVQTJEFEPXO .BLF
*OGFSFODFTI]Z[dm^hegdWVWan\d^c\idhi^gi]^c\h
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Roadrunner’s Dance
LdgYh
8dggZXiHXdgZ
303N
Approaching Level Options
Vocabulary
Review last week’s words
(ambulance, apologize,
cardboard, genuine,
harmless, slithered,
weekdays) and this week’s
words (agile, awkward,
guardian, interfere,
proclaimed, tottered). Have
students write an antonym
for each word.
Objective
Materials
Identify and use synonyms
• Student Book “Roadrunners: Surprising Birds”
THESAURUS: SYNONYMS
Remind students that synonyms are words that have similar meanings.
Encourage students to find the vocabulary words in “Roadrunners:
Surprising Birds,” and write down the sentences from the text that contain
each word. Then have students find a synonym to replace each vocabulary
word. Tell students that a thesaurus or dictionary is a good resource to
use when looking for synonyms.
Comprehension
Objective
Materials
by Adam Savage
Identify author’s purpose
• Student Book “Roadrunners: Surprising Birds”
• Transparencies 11a and 11b
STRATEGY
EVALUATE
Remind students that they can begin to evaluate a text by identifying the
reason the author has written it.
Student Book, or
Transparencies 11a and 11b
SKILL
AUTHOR’S PURPOSE
Explain/Model
EV
g 7b ;ObbS` a
■
The author’s purpose is his or her main reason for writing the text.
■
The author’s purpose can be to inform, to persuade, or to entertain.
Display Transparencies 11a and 11b. Reread the first page. Ask a volunteer
to identify the fact that the author includes in the last paragraph.
Fluency Partner reading
is a research-proven
technique that provides
children with the kinds
of fluency practice that
can improve reading
achievement. Having a
child read a text while
a classmate listens and
provides guidance and
support really works.
Timothy Shanahan
Go to
www.macmillanmh.com
303O
Think Aloud I learn that Pam has prepared her presentation carefully.
She includes many facts to get her audience interested. An author
usually includes facts when his purpose is to inform, so I will read
carefully to grasp as many facts as I can.
Practice/Apply
Reread the rest of “Roadrunners: Surprising Birds.” Invite students to retell
the story. Have students identify the different examples of dialogue in the
story. Ask students if they can identify the different speakers’ purposes.
Ask them why they think the author has Mr. Sanders ask where the photos
came from. Tell them to look at Pam’s answer for clues.
Leveled Reader Lesson
Objective
Materials
Read to apply strategies and skills
• Leveled Reader The Mud Monster
• Student Book Roadrunner’s Dance
4]ZYBOZS
PREVIEW AND PREDICT
Have students look at the cover, read the title, and preview the first two
chapters. Encourage students to make predictions about the author’s
purpose. Help them set a purpose for their reading, such as to find out
if the fox will get away with his tricky plans. Ask them if they have any
questions before reading.
Wn6ccZB^gVcYV
^aajhigViZYWn@g^hi^cHdggV
VOCABULARY WORDS
Review the vocabulary words as needed. As you read together, ask
students to name synonyms for each word.
STRATEGY
Leveled Reader
EVALUATE
Remind students that evaluating what they read can help them
understand the author’s purpose.
SKILL
AUTHOR’S PURPOSE
Remind students that authors write for three basic reasons, or purposes: to
inform, to entertain, or to persuade. Read Chapter 1 with students.
Think Aloud In the first chapter, I learn that the fox gets an idea while
watching the rabbit make a scarecrow. Then I read the dialogue
between the fox and rabbit. The fox convinces the rabbit to make a
scarier scarecrow. I think the author wrote this to entertain. I will add
this information to my Author’s Purpose Map.
READ AND RESPOND
Have students finish reading the story. Ask them to summarize the story
using the words first, next, and finally. Ask students to give examples from
the story that support their evaluation of the author’s purpose for writing.
MAKE CONNECTIONS ACROSS TEXTS
Invite students to compare Roadrunner’s Dance and The Mud Monster.
■
Ask them to identify how the fox in The Mud Monster and the
roadrunner in Roadrunner’s Dance are alike and different.
■
Have students compare and contrast each author’s purpose for writing
these texts.
&-Reinforce Vocabulary
Use physical actions to
pantomime the words
tottered, proclaimed,
awkward, and interfere. Use
the words in sentences
as you pantomime. Ask
students to follow you
in pantomiming the
words and repeating the
sentences. Then have
students pantomime their
own words and create their
own original sentences.
Roadrunner’s Dance
303P
On Level Options
Vocabulary
Leveled
Reader Lesson
Objective
Materials
Use vocabulary words
• Vocabulary Cards
• Student Book Roadrunner’s Dance
VOCABULARY WORDS
Student
Book
Have the group play a game of Ten Questions with the vocabulary words.
Display all of the Vocabulary Cards. Allow one volunteer to be “it.” The
volunteer thinks of one vocabulary word. Students can ask yes/no questions
until they figure out the word. Questions can relate to the part of speech,
the meaning, and syllabification. (Is it a noun? Does it have three syllables?) If
the group asks ten questions and cannot name the word, the person who is
“it” says the word and its definition.
THESAURUS: SYNONYMS
Remind students that synonyms are words that have similar meanings.
Encourage students to find sentences that use the vocabulary words in
Roadrunner’s Dance. Have them change each sentence by replacing the
vocabulary word with a synonym. If necessary, they can use a thesaurus.
by Gillian Reed
Student
Book
Literary Elements
Objective
Materials
Understand foreshadowing and symbolism
• Fiction books that are familiar to students
• Student Book “Flycatcher and Coyote”
FORESHADOWING AND SYMBOLISM
Discuss the purpose and importance of foreshadowing and symbolism in
fiction stories, such as “Flycatcher and Coyote.”
On Level Practice Book O, page 78
Have students look through different fiction books and identify uses of
foreshadowing and symbolism.
As I read, I will pay attention to pauses, stops, intonation, and
the characters’ words.
9
19
31
36
46
57
66
75
76
83
89
99
109
117
128
139
The monkey was having a simply splendid day. Then
she spotted a tiger bounding toward her through the jungle.
The monkey was sure the tiger would eat her on the spot.
She had to think fast.
The monkey covered a big pile of coconuts with some
banana leaves. She marched back and forth in front of it.
The tiger was intrigued by the monkey’s odd behavior
and didn’t attack. “What are you doing?” the tiger
demanded.
“I’m the king’s guardian,” proclaimed the monkey.
“I am guarding the king’s food.”
“Hmm,” the tiger thought. “The king’s food is bound to
be more delicious than that skinny monkey. Perhaps I can
trick the monkey into giving it to me.”
“You are too small to be the king’s guardian,” said the
tiger. “A big animal like me should be the protector of
his food.” 141
Objective
Materials
1. How does the monkey serve the author’s purpose? Author’s Purpose
The monkey’s actions entertain the reader as she
tries to fool the tiger and escape being eaten.
2. What inference can you make about the tiger? Make Inferences
The tiger is greedy and changes his plan to get
something more delicious than the monkey.
Words Read
–
Number of
Errors
=
–
=
Second Read
–
=
303Q
• On Level Practice Book O, p. 78
REPEATED READING
Comprehension Check
First Read
Read fluently with appropriate prosody at a rate of 102–122 WCPM
Words
Correct Score
Work with students to begin marking up phrasing cues in the Fluency
passage on page 78 of Practice Book O. Remind them that one slash
means “pause.” It also separates a character’s words from phrases
identifying the speaker. A double slash means “stop” and comes between
sentences. Partners can finish marking the passage on their own. During
independent time, partners take turns reading the marked passage. Have
them do a timed reading at the end of the week.
Leveled Reader Lesson
Objective
Materials
Read to apply strategies and skills
• Leveled Reader Three Tricky Tales
• Student Book Roadrunner’s Dance
4]ZYBOZS
PREVIEW AND PREDICT
Have students preview Three Tricky Tales. Ask them what the title
suggests about the tales they will read. Ask students to set a purpose
for reading and note any questions they have about the story.
STRATEGY
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EVALUATE
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Remind students that evaluating what they are reading can help them
identify the author’s purpose.
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SKILL
AUTHOR’S PURPOSE
Three basic reasons, or purposes, that authors have for writing include:
to inform, to persuade, or to entertain. When the purpose is to inform or
persuade, authors usually include facts. When the purpose is to entertain,
authors often use humor or suspense. Explain that students will fill in
clues about the author’s purpose in an Author’s Purpose Map.
Leveled Reader
READ AND RESPOND
Read the first story, “The Jay and the Coyote.” Discuss how the author
portrays the coyote and the blue jay. Have students look for clues about
the author’s purpose and complete an Author’s Purpose Map for this story.
Then have them read the next two stories independently and complete
Author’s Purpose Maps.
VOCABULARY WORDS
As they read Three Tricky Tales, ask students to point out the vocabulary
words when they appear. Ask, Why might a blue coyote feel awkward?
ELL
Leveled Reader
Go to pages
303U–303V.
MAKE CONNECTIONS ACROSS TEXTS
Invite students to draw connections between Three Tricky Tales and
Roadrunner’s Dance.
■
Ask students which character they think the author wants the reader to
like most in each story. Ask them how they know.
■
Ask students to compare and contrast the authors’ purposes for writing
the selections.
Roadrunner’s Dance
303R
Beyond Level Options
Vocabulary
Objective
Materials
by Gillian Reed
Apply vocabulary words
• Student Book “Flycatcher and Coyote”
EXTEND VOCABULARY
Review the vocabulary words for the week. Have students discuss how the
words could be added to “Flycatcher and Coyote” by rewriting sentences or
adding sentences. Then ask students to write their own trickster tale using
vocabulary words. Invite them to edit their tale or a partner’s tale.
Student Book
Literary Elements
Objective
Materials
Use literary elements to understand trickster tales
• Books of folk tales
FORESHADOWING AND SYMBOLISM
Point out that foreshadowing is a literary element that is used to build
up suspense in a story without giving it away. Symbolism is a literary
element that uses objects to stand for ideas. Ask students to choose either
foreshadowing or symbolism and use that literary element in a short story
of their own. Encourage students to use books of folk tales as a guide
when writing their stories.
Objective
Materials
Read fluently with appropriate prosody at a rate of 112–122 WCPM
• Beyond Practice Book B, p. 78
REPEATED READING
Beyond Practice Book B, page 78
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303S
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Have students mark up the Fluency passage on page 78 of Practice
Book B. Remind them that one slash means “pause.” It also separates a
character’s words from phrases identifying the speaker. A double slash
means “stop” and should come between sentences.
During independent time, partners can take turns reading the passage
they have marked. Remind students to pay careful attention to the pauses
and stops indicated by the slash marks.
Leveled Reader Lesson
Objective
Materials
Read to apply strategies and skills
• Leveled Reader Miki and the North Wind
4]ZYBOZS
PREVIEW AND PREDICT
Have students preview Miki and the North Wind, predict what it is about,
and set a purpose for reading.
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SKILL
AUTHOR’S PURPOSE
Ask a volunteer to explain what an author’s purpose is and why it is
important for understanding a story. Have another volunteer identify
the three main purposes authors usually have for writing. Explain that
students will read Miki and the North Wind together, and look for the
author’s purpose.
Leveled Reader
READ AND RESPOND
As students read, they should identify reasons why the author wrote the
story and tell which details help them to discover the writer’s purpose.
Have students fill in their Author’s Purpose Map.
VOCABULARY WORDS
Have students pay attention to vocabulary words as they come up. Have
students provide definitions as needed. Ask: What vocabulary word could
you use to replace protector in the sentence “Great North Wind, protector of
the ice and snow, I ask for your help.”
Self-Selected Reading
Objective
Materials
Read independently to analyze author’s purpose
• Leveled Readers or informational trade books at students’ reading level
READ TO IDENTIFY AUTHOR’S PURPOSE
Ask students to choose a book for independent reading. Remind them
to look for reasons why an author might write a story, such as to inform,
entertain, or persuade. Have students read their books and ask them to
take notes.
Next, ask students to research and write a biography of the author of
the book they chose. Have them use the details they think might be
important to show why the author decided to write the story.
Roadrunner’s Dance
303T
English Language Learners
Academic Language
Throughout the week, the English language learners will need help in
building their understanding of the academic language used in daily
instruction and assessment instruments. The following strategies will help
to increase their language proficiency and comprehension of content and
instructional words.
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For additional language
support and oral language
development, use the lesson
at www.macmillanmh.com
Strategies to Reinforce
Academic Language
■
Use Context Academic Language (see chart below)
should be explained in the context of the task during
Whole Group. Use gestures, expressions, and visuals to
support meaning.
■
Use Visuals Use charts, transparencies, and graphic
organizers to explain key labels to help students
understand classroom language.
■
Model Demonstrate the task using academic language in
order for students to understand instruction.
Academic Language Used in Whole Group Instruction
Content/Theme Words
Skill/Strategy Words
foe (p. 276)
evaluate (p. 279A)
transition words (p. 302)
trickster tale (p. 298)
author’s purpose (p. 279A)
dialogue (p. 302)
foreshadowing (p. 298)
inform (p. 279A)
quotation marks (p. 302)
symbolism (p. 298)
persuade (p. 279A)
folk tale (p. 303)
moral (p. 298)
entertain (p. 279A)
action verbs (p. 303I)
humor (p. 279A)
suspense (p. 279A)
303U
Writing/Grammar Words
Folk Tale
Animal
Tales
ELL Leveled Reader Lesson
Objective
• To apply vocabulary and
comprehension skills
0ST]`S@SORW\U
Materials
DEVELOP ORAL LANGUAGE
• ELL Leveled Reader
Build Background Ask, What tales do you know?
Remind students of tales, such as Little Red Riding
Hood. Ask, What can we learn from this tale?
by Anne Miranda
3::#2Og>ZO\\S`
DAY 1
illustrated by
Craig Spearing
Review Vocabulary Before class, write definitions
for each word on a sentence strip. Then write the
vocabulary and story support words on the board. Read each definition
and have students help you pair them to the words. Model using each
word in a sentence. The coyote is agile, but the turtle is not.
• Academic Language
• Oral Language and
Vocabulary Review
DAY 2
• Academic Language
• ELL Leveled Reader
DAY 3
• Academic Language
• ELL Leveled Reader
PREVIEW AND PREDICT
DAY 4
Point to the cover illustration and read the title aloud. Turn to the table
of contents and have students predict what each tale is about. Next, do a
picture walk of one tale and have students add to their predictions.
Set a Purpose for Reading Show the Author’s Purpose Map and remind
students they have used one before. Ask them to do a similar one to
write details about the author’s purpose. Remind them to evaluate the
information.
• Academic Language
• ELL Leveled Reader
DAY 5
• Academic Language
• ELL Leveled Reader
Comprehension
Check and Literacy
Activities
2c`W\U@SORW\U
Choose from among the differentiated strategies below to support
students’ reading at all stages of language acquisition.
Beginning
Intermediate
Advanced
Shared Reading As you
read each tale, retell the story
and write the key points on
the board. Model evaluating
the information to find
clues leading to the author’s
purpose. What did we learn
from this tale? Fill in the map.
Read Together Read the
first tale. Help students retell
it. Model how to find clues
that identify the author’s
purpose. Take turns reading
with students. Then ask
them to use the strategy as
they read.
Independent Reading
After they read each tale, ask
students to discuss it with a
reading partner and identify
clues leading to the author’s
purpose. Have them use the
strategy to fill in the map.
/TbS`@SORW\U
Remind students to use the vocabulary and story words in their whole
group activities.
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-ACMILLAN-C'RAW(ILL
ELL Teacher’s Guide
for students who need
additional instruction
Roadrunner’s Dance
303V