Comprehension
Genre
Narrative Nonfiction is a
true story or account about
actual persons, living things,
situations, or events.
MAIN SELECTION
• At Home in the Coral Reef
• Skill: Compare and Contrast
Analyze Text Structure
PAIRED SELECTION
Compare and Contrast
As you read, fill in your
Venn Diagram.
• “Poseidon and the Kingdom of
Atlantis”
• Literary Elements: Protagonist
2WTTS`S\b
/ZWYS
and Hyperbole
SMALL GROUP OPTIONS
• Differentiated Instruction,
pp. 535M–535V
Read to Find Out
How does a coral reef
change and grow?
Comprehension
GENRE: NARRATIVE NONFICTION
Have a student read the definition of
Narrative Nonfiction on Student Book
page 512. Students should look for
factual information that is presented in
a narrative, or story, form.
STRATEGY
ANALYZE TEXT STRUCTURE
Remind students that authors of
nonfiction organize their texts in
various ways. Some texts are organized
by comparing and contrasting two or
more features.
512
D]QOPcZO`g
Vocabulary Words Review the tested vocabulary words:
coral, reef, brittle, eventually, current, partnership, and suburbs.
Selection Words Students may be unfamiliar with these words.
Pronounce the words and give meanings as necessary.
polyps (p. 514): tiny sea animals that form the coral reef
SKILL
COMPARE AND CONTRAST
Remind students that using a structure
in which people, things, or ideas are
compared and contrasted lets the author
show how they are similar or different.
512
tentacles (p. 514): a polyp’s little arms that catch food
planula (p. 515): a baby coral polyp
Coral Reef
Main Selection
AT HOME IN THE
Main Selection Student pages 512–513
Preview and Predict
by Katy Muzik • Illustrated by Katherine Brown-Wing
Ask students to read the title, preview
the illustrations, and make predictions
about the selection. Where do most of
the creatures described in this selection
live? Have students write about their
predictions. Students should also write
questions they may have about the
selection.
Set Purposes
FOCUS QUESTION Discuss the “Read
to Find Out” question on Student
Book page 512. Remind students to
look for the answer as they read.
Point out the Venn Diagram in the
Student Book and on Practice Book
page 142. Explain that students will fill
it in as they read.
Read At Home in the Coral Reef
513
Use the questions and Think Alouds
to support instruction about the
comprehension strategy and skill.
On Level Practice Book 0, page 142
As you read At Home in the Coral Reef, fill in the Venn Diagram.
Different
Alike
If your students need support
to read the Main Selection,
use the prompts to guide
comprehension and model
how to complete the graphic
organizer. Encourage students
to read aloud.
If your students can read the
Main Selection independently,
have them read and complete
the graphic organizer. Remind
students to use appropriate
strategies for different purposes.
Soft Polyps
Hard Polyps
Different
Alike
Polyps/Plants
7=
C2 1
2
/
If your students need an alternate selection, choose the
Leveled Readers that match their instructional level.
Gobies/Grouper
BSQV\]Z]Ug
Story available on Listening Library Audio CD
How does completing the Venn Diagram help you to analyze the text
structure of At Home in the Coral Reef?
Approaching Practice Book, A, page 142
Beyond Practice Book, B, page 142
At Home in the Coral Reef
513
D
own, down, down in the tropical clear blue sea lives a
beautiful coral reef. The coral reef is a wonderful home for
hundreds of kinds of fish and thousands of other kinds of
creatures. The reef itself is made of zillions of tiny animals
called coral polyps.
Main Selection Student page 514
Develop
Comprehension
Each tiny coral polyp catches food with its little arms,
called tentacles. The polyps share their food and live so close
together that their skeletons are connected.
1 COMPARE AND CONTRAST
How are the soft coral polyps and the
hard coral polyps alike? How are they
different? (Alike: All the polyps use
tentacles to catch food. They all have
connected skeletons. Different: Soft
coral polyps have skeletons that move.
They have eight tentacles. Hard coral
polyps have solid skeletons. They have
twelve or more tentacles.) Use this
information to fill in a Venn Diagram.
1
Some kinds of coral polyps make soft skeletons that
sway gently back and forth in the water. These polyps have
8 tentacles. Other coral polyps make skeletons that are as hard
as rock. Their hard skeletons form the coral reef. A hard coral
polyp has 12, or 24, or 48, or more tentacles! Together, over
50 kinds of hard coral form this reef in the Caribbean Sea.
tentacles
Different
Alike
Soft
Polyps
soft
skeletons
8 tentacles
514
catch
food with
tentacles
connected
skeletons
Hard
Polyps
coral polyp
hard
skeletons
12 or more
tentacles
514
planula
Main Selection Student page 515
Develop
Comprehension
blue headed
wrasses
2 STRATEGY
ANALYZE TEXT STRUCTURE
Teacher Think Aloud At the
adult
beginning of this nonfiction selection,
the author tells me that a reef is made
up of a large community of different
creatures. I have heard of coral before,
but I didn’t know there were two main
types. By comparing and contrasting
the two types of coral polyps, the
author really helped me understand
what the reef itself is made of. I will
keep reading to see if she uses the
same method of comparing and
contrasting to provide information
about the planula.
coral egg
baby
What are these pink things? Coral eggs! Once a year, coral
polyps have babies. Eggs and sperm pop out of the polyps and
float up and up to the top of the blue sea. There each fertilized
egg becomes a baby coral called a planula. Now it is ready to
search for a new home.
The planula is completely covered with little hairs. It swims
by waving them through the water, but it cannot swim very
fast. Watch out for those hungry wrasses!
2
3 STRATEGY
CONTEXT CLUES
3
515
Captions
Explain In many kinds of informational nonfiction, such as
textbooks, magazine articles, and encyclopedia entries, illustrations
and photographs often include labels, called captions. Captions
explain complicated details or help the reader tell the difference
between images that may seem quite similar at first glance.
Can you predict what the word wrasses
means? (Suggested answer: No, it
does not have a familiar base word,
prefix, or suffix.) Tell how you can use
descriptive context clues to figure out
the meaning of the word wrasses. (The
author uses the adjective hungry to
describe the wrasses. There is a caption
in the illustration that tells me the fish
shown are called blue headed wrasses.
A wrass is a kind of fish that will eat
the coral planula.)
Discuss Have students review the illustrations on pages 514 and 515 to
locate the captions. Ask them to discuss ways in which these captions
add to their understanding of the information presented in the text.
Apply Point out the captions adult and baby on page 515. Ask
students to tell what they learn from these captions that they cannot
find in the text. (Only adult blue headed wrasses have blue heads.
The young wrasses are yellow.)
At Home in the Coral Reef
515
Just in time, a big wave carries the planula away to the
crest, or top, of the coral reef. Here the water is very shallow.
Because it is so shallow, the waves break and crash into the reef.
Main Selection Student page 516
Splash! Crash! The breaking waves make the water very
rough. It’s so rough that only a few animals can live here.
A fireworm holds on tight. A school of blue tangs darts in
and out, hunting for food.
Develop
Comprehension
4
Crash! Splash! Will this be home for the planula? No, it’s
too rough. The planula is swept along, riding a wave over the
crest to the lagoon.
4 MAINTAIN
DRAW CONCLUSIONS
The author has told us that the planula
cannot swim very fast. What clues in
the text let you know how the planula
is able to travel over large distances?
(A big wave carries the planula to the
crest of the reef. Then it rides another
wave to the lagoon. The planula
depends on the waves to help it travel
over large distances.)
barracuda
planula
adult
elkhorn coral
blue tangs
bristleworm
516
baby
&-Check Comprehension Help students understand the language
used to describe the waves. Students who already know the
meanings of break and crash may find the expressions confusing.
They may wonder how water can break or crash.
516
Main Selection Student page 517
Develop
Comprehension
emerald
clingfish
conch
stingray
5 MAIN IDEA AND DETAILS
cardinal
fish
sea star
Which sentence in the second
paragraph on page 517 states the main
idea? Explain your answer. (The first
sentence. The other two sentences
provide examples of animals being
hard to see because they hide in either
the grass or the sand.)
6 COMPARE AND CONTRAST
planula
How are the crest at the coral reef and
the lagoon alike and different? (Alike:
In both places, animals of various kinds
are looking for food. Neither place is
a good place for the planula to live.
Different: The water at the crest of
the reef is very rough. Few animals
live there. The water in the lagoon is
calm. Many animals live, feed, and hide
there.)
The water in the lagoon is calm. Although the lagoon
seems peaceful, it is really a busy place, from top to bottom.
At the top, a pelican gulps a pouchful of fish. At the bottom,
a stingray slurps up shrimp.
Many animals looking for food in the lagoon are hard to
see. An emerald clingfish hides on a blade of turtle grass.
Clams and crabs hide in the sand.
5
Compare and Contrast
How are the crest at the coral reef
and the lagoon alike and different?
6
517
&-STRATEGIES FOR EXTRA SUPPORT
Question 6 COMPARE AND CONTRAST
Ask, What is a crest? Reread the first sentence on page 516, and
show how the phrase after the word crest defines it. Point out
how the illustration can help to confirm students’ understanding.
Ask, What do we know about the crest? What is the water like? What
animals live there? Repeat these questions for the lagoon. Write
students’ responses on the board. Then write these sentence
frames on the board and have students compare the two places:
. They are
The crest of the reef and the lagoon are alike because
different because
.
At Home in the Coral Reef
517
worm
Main Selection Student page 518
Develop
Comprehension
flashlight fish
7 WRITER’S CRAFT: FIGURATIVE
LANGUAGE
Authors make their writing more
exciting by using figurative language
to evoke mental images. The second
paragraph on page 518 contains an
example of this kind of figurative
language. What words does the author
use and what is the picture she brings
to mind? (The author uses “Flash! Glow!
Blink!” and says the lights “twinkle
like stars in the sky,” but underwater.
As I read on I see that these lights
are made by animals. It must be an
amazing sight. No wonder the author
uses such vivid language.)
brittle star
jellyfish
Such a busy place, day and night in the lagoon.
7
These lights are made by animals. Animals almost too
small to see are twinkling. Brittle stars flash to scare away
lobsters and crabs. Worms glow to show other worms where
they are. Flashlight fish attract their food by blinking.
8 GENRE: NARRATIVE NONFICTION
In what ways is the informational
nonfiction text on page 518 like a
story? In what ways is it different? (By
asking questions, the author makes it
sound as if she is talking directly to
the reader, as a storyteller might. She
also describes the sights and sounds of
the lagoon at night the way someone
writing a story might describe the
setting. She speaks of the animals as
if they are characters. The planula is
on a journey, looking for a home. The
other animals communicate with or
scare each other. It is different from a
story because the information is factual
and the animals are only examples of
thousands or millions of others like
them.)
518
Flash! Glow! Blink! What could these lights be? They
twinkle like stars in the sky, but they are all under water.
8
518
Can the planula live here? No, it is too sandy.
The planula needs a rocky place. It floats along to the red
mangrove trees near the shore of the lagoon. Red mangroves
can grow in salty water. Their roots grow out and hang down
right into the ocean. Sponges and seaweeds grow on the roots.
Millions of baby fish and baby shrimp start life in the water
around mangrove roots. There’s lots of food for them there.
Will this be a home for the planula, too?
Main Selection Student page 519
9
Develop
Comprehension
snail
9 COMPARE AND CONTRAST
Are there more similarities between
the lagoon and its shore near the
mangrove trees or more differences?
Explain your answer. (There are more
similarities. Both places are busy
because they are home to many kinds
of animals. There is a lot of food in
both places. The most important
difference is the fact that the
mangrove trees grow near the shore.)
mangrove
crab
mangrove tree
oysters
baby grunts
planula
519
D]QOPcZO`g
Find the sentence on page 518 that
contains the word brittle . What are
some antonyms for brittle? (Possible
answers: strong, bending, unbreakable)
At Home in the Coral Reef
519
Main Selection Student page 520
Develop
Comprehension
10 STRATEGY
mangrove tree
palm trees
beach
ANALYZE TEXT STRUCTURE
Teacher Think Aloud Each time the
author describes a place where the
planula travels, I learn something
more about what the planula needs
to survive. I know that it needs a
place that is not too rough or too
sandy. What else do you learn about
what the planula needs when the
author compares and contrasts the
various environments?
planula
No, the water here is too shady for the planula. It turns
away and swims to the shallow water near the beach of
the lagoon.
(Encourage students to apply the strategy
in a Think Aloud.)
The sunshine heats the sandy beach. The sand was made
by the ocean waves. Over thousands of years, the waves
have pounded the skeletons of reef animals and plants into
smaller and smaller bits. Eventually, the bits formed so many
grains of sand that they covered the bottom of the lagoon and
washed up on shore to make a beach.
Student Think Aloud When the
planula travels to the shore by the
mangrove trees, the author says it
needs a rocky place, but the shore
by the trees is too shady. Now,
when it arrives at the beach, it finds
the shallow waters to be too hot.
I will keep reading to see where
the planula finds a rocky place that
provides all the things it needs to
survive.
D]QOPcZO`g
Find the sentence that contains the
word eventually . Use eventually in
a sentence that shows its meaning.
(Possible answer: Even though it usually
takes her a long time, I know she will
finish the project eventually.)
520
10
520
Will this be home for the planula? No, it is too shallow and
too hot here.
The planula catches a current to deeper water. Oh, no, the
water is dirty! The water is so dirty, the coral is dying. The dirt
smothers the coral polyps and blocks the sunlight they need.
Main Selection Student page 521
Chemicals washed down the rivers from factories and
farms poison the coral. In the dirty water harmful bacteria
grow over the coral and kill it. Careless divers hurt the coral
too. They step on it and break it with their boat anchors.
Without living coral, the fish and other animals will leave.
The planula cannot live here either.
Develop
Comprehension
11
11 AUTHOR’S PURPOSE
Why do you think the author describes
how the deeper water got to be so
dirty? (The author is letting us know
that people have an effect on the
plants and animals that live in the
ocean. Her use of words, such as
smothers, poison, and careless, shows
that she thinks harming the creatures in
the ocean is wrong and that pollution is
a serious problem. By leading us along
the planula’s journey, the author is
persuading the reader to care about the
animals that live in the sea.)
slimy bacteria
anchor
black band bacteria on brain coral
Have students respond to the
selection by confirming or revising
their predictions. Ask them to use text
evidence to modify questions and
predictions.
planula
521
Can students compare and
contrast elements in a nonfiction
narrative? If not, see the Extra
Support on this page.
Compare and Contrast
Have students think about questions they can ask themselves that
might help them compare and contrast the various places to which
the planula travels. Some sample questions are:
• What kind of water does the planula need?
• What is the water like at the crest of the reef? At the lagoon?
• What kind of bottom does the planula need?
• What is the bottom of the lagoon like? Of the shore near the
mangrove trees?
• How much light and heat does the planula need?
• How much light is at the shore near the trees?
• How hot is it at the beach?
Stop here if you wish to read
this selection over two days.
STOP
At Home in the Coral Reef
521
Luckily, a current carries it out of the lagoon, over the top
of the reef, and down the other side of the reef deeper and
deeper and deeper to a healthy part of the reef.
Main Selection Student page 522
Develop
Comprehension
12
At last! A safe spot for the planula to settle down. The
spot is hard and rocky. It is sunny but not too hot. Gentle
currents bring clean water, and plenty of food. It will be a
perfect home.
12 SUMMARIZE
manta ray
In your own words, give a summary of
the conditions that make a good home
for a planula. (The water must not be
too rough, but it should move enough
to keep the area clean. The water
should be just deep enough so that it
receives plenty of sunlight but is not
too hot. The bottom should be hard
and rocky, not sandy.)
squid
sea squirts
vase
sponge
planula
feather star
522
522
Main Selection Student page 523
copepod
Develop
Comprehension
tentacles
13 COMPARE AND CONTRAST
mouth
hard white
skeleton
The planula begins to change. First, it sticks itself to a safe
spot. Then, around its mouth it grows twelve little tentacles.
Now it is a polyp. It looks like a flower, but it really is an animal.
Under its soft body, the polyp starts to grow a hard white
skeleton. In a few weeks it makes another tiny polyp exactly
like itself. The polyps are connected to each other. Together,
the two polyps have twenty-four tentacles for catching food.
The planula is growing up to be a staghorn coral. More
polyps grow, and more and more.
The author says the polyp looks like
a flower. Compare and contrast the
information the author gives about
the polyp with what you know about
plants. (Answers will vary; possible
answer: The young polyp’s tentacles
may look something like the petals of
a flower, but it is starting to grow a
hard skeleton. The polyp keeps making
new polyps that grow connected to
one another, but plants often create
seeds that will become separate plants.
A plant uses sunlight to make its own
food, but the polyp must catch food
with its tentacles.)
13
523
At Home in the Coral Reef
523
Main Selection Student page 524
Develop
Comprehension
butterfly fish
14 MONITOR AND CLARIFY
What self-monitoring strategies can
you use to help you find out how
the coral polyps warn each other
of danger? (Possible answer: There
is nothing in the text that tells how
they are able to warn each other.
The author says the polyps are
all connected, so maybe they can
communicate somehow. Students
should seek help from other nonfiction
sources, a teacher, or a librarian.)
2-year-old
staghorn coral
15
15 CAPTIONS
What information do you learn from
the captions in the illustration on page
524 that you do not learn from the
text? Use examples from the text to
explain your answer. (By reading the
caption, we learn what the staghorn
coral will look like when it is two years
old. We can also tell about how large
it will be compared to a fish like the
butterfly fish.)
524
14
524
Here comes a reef butterfly fish. It eats coral. The coral
polyps warn each other of danger. Quick as a wink, they hug
their tentacles in. They hide their soft bodies down inside
their hard white skeleton. When the danger is past, the coral
polyps slowly come out and open up their tentacles again.
Many creatures in the reef are partners that help each other
hide or find food. A crab hides in the coral to escape from a
hungry octopus. A shrimp lives safely inside a vase sponge.
Main Selection Student page 525
At a cleaning station, gobies eat what they clean from the
teeth of a big grouper. The grouper holds its mouth wide open for
the gobies. Away from the station, the grouper would eat gobies!
Even the tiny polyps have partners. The polyps get special
food from little golden plants living just inside their skin.
In return, the plants get a home. This partnership helps the
coral grow big enough to form reefs.
Develop
Comprehension
16
16 COMPARE AND CONTRAST
hammerhead
sharks
What is similar about the partnership
between the gobies and the grouper
and the partnership between the
polyps and the golden plants? What is
different? (In both partnerships, each
partner gets something positive. In the
partnership between the gobies and
the grouper, the gobies get food and
the grouper gets clean teeth. In the
partnership between the polyps and
the plants, the polyps get a special
food and the plants get a home. The
plants are always in the polyps’ skin,
but the gobies swim around and can
clean the groupers’ teeth in certain
locations only.) Use this information to
fill in a Venn diagram.
octopus
shrimp
crab
grouper
vase
sponge
gobies
Different
525
Alike
Gobies/
Grouper
&-STRATEGIES FOR EXTRA SUPPORT
Question 16 COMPARE AND CONTRAST
Review the meaning of the word partnership. Have students point
to the grouper and to the gobies in the illustration on page 525.
Tell students to find the words in the text that explain the animals’
partnership. For the polyps and golden plants, first show students
the illustration on page 514 to remind them what coral polyps look
like. Then have students read and tell you about their partnership.
Finally, have students compare the two partnerships: Their
partnerships are alike because
. Their partnerships are different
because
.
gobies
get food
grouper
gets clean
teeth
gobies
swim
around
each
partner
gets help
Polyps/
Plants
polyps
get food
plants get a
home
plants
always in
polyps’
skin
Draw conclusions from this diagram.
(Both partnerships are mutually
dependent.)
At Home in the Coral Reef
525
Main Selection Student page 526
Develop
Comprehension
17 COMPARE AND CONTRAST
Down, down, down in the tropical clear blue sea, this
coral reef is alive and well. The place where it lives is clean.
Zillions of coral animals have been adding their skeletons to
the reef for over 8,000 years.
It takes thousands of years for a reef to grow but only a
few years for one to be destroyed! This reef and other coral
reefs all around the world are in danger because the oceans
are becoming dirty. Coral reefs need our help.
Compare and Contrast
17
How was the safe spot the planula
chose different from the other
places? How were they all alike?
How was the safe spot the planula
chose different from the other places?
How were they all alike? (The safe
spot is different from the other places
because it is cool, light, rocky, and
clean. The other places were either hot,
shady, sandy, or dirty. The safe spot is
like the other places because it is in
the ocean and has different kinds of
creatures living in it.)
18
STRATEGY
ANALYZE TEXT STRUCTURE
How does comparing and contrasting
parts of the coral reef and the animals’
behaviors help the author make a point
about keeping the oceans clean?
Student Think Aloud The author
has provided a lot of facts by
comparing and contrasting different
environments and animals in and
around the coral reef. Now that I’ve
read about the special relationships
among creatures in the reef and
about how it takes thousands of
years for a reef to grow, I know how
sad it would be if the reef were
destroyed. The author describes how
easily people’s actions on land affect
the animals in the ocean. If she had
said this before telling all about
the planula and the polyps, I don’t
think it would have had as strong an
effect on me.
526
pork fish
queen
angelfish
15-year-old
staghorn coral
squirrel
fish
Cross–Curricular Connection
CORAL REEF DEVELOPMENT
Coral reefs take thousands of years to grow. Made of layers
of skeletons from creatures called polyps, the reef forms at
a rate of about 1 inch per year. Ask students to compare the
thousands of years it takes for a reef to form with the time it
takes people to construct a building. Have them consider the
importance of saving reefs and keeping them healthy, given
how long it takes for them to form.
Have students identify a strategy for calculating the number of
inches thick a reef might be after 1,000 years. Then have them
find equivalents in feet and yards, rounding to the nearest
whole unit. (1,000 in.; about 84 ft; about 28 yds) Ask them to
explain in writing how they solved the problem.
Main Selection Student page 527
dolphins
Develop
Comprehension
sea
turtle
RETURN TO PREDICTIONS AND
PURPOSES
octopus
Review students’ predictions and
purposes. Were they correct? Did students
find out how a coral reef changes and
grows? (Reefs are large communities of
tiny animals that develop over many
years.)
What can we do to help a little baby planula grow up to
become part of a big coral reef? The first step is to discover
how what we do on land affects life in the sea.
REVIEW READING STRATEGIES
All living creatures—including corals and people—
need clean water. We all use water on our farms, in our
suburbs, and in our cities. We throw many things into it that
make it dirty. This dirty water flows into rivers, lakes, and
underground streams, and eventually ends up in the sea.
There it hurts the coral reef and all the creatures that make
it their home.
But we can make a difference. We can make our rivers
and lakes and oceans clean again. We can learn about life on
the coral reef and share what we learn. We can help people
everywhere to care about the amazing reefs and the tiny coral
animals that build them.
18
527
■
In what ways did comparing and
contrasting information help you to
analyze the text structure?
■
What strategies did you use to help
you answer your questions about the
selection? When might you use those
strategies again?
■
What strategies did you use when
you came to difficult words?
PERSONAL RESPONSE
Ask students to plan and write a public
service announcement about how
people can help protect the world’s
coral reefs. Have them support their
ideas with examples from the text.
Can students analyze
the structure of a text that
compares and contrasts
factual information?
During Small Group Instruction
If No
Approaching Level Leveled
Reader Lesson, p. 535P
If Yes
On Level Options,
pp. 535Q–535R
Beyond Level Options,
pp. 535S–535T
At Home in the Coral Reef
527
Katy &
Katherine
AT HOME WITH
Respond Student page 528
Author and Illustrator
Katy Muzik is a marine biologist who specializes in
octocorals—commonly known as sea fans. She has dived on
coral reefs all over the world, including Fuji, Japan, Australia,
and throughout the Caribbean.
AT HOME WITH KATY & KATHERINE
Have students read the biographies of
the author and the illustrator.
Katy wrote At Home in the Coral Reef to share both her love
of the sea and her concern for its rapidly declining health. She
hopes that once people realize how beautiful, fragile, and
important corals are, they will change their behavior to
help preserve coral reefs. Katy lives near the ocean in Isabela,
Puerto Rico.
DISCUSS
Have students support their answers to
these questions with details from text.
■
■
Why did Katy Muzik feel it was
important to share her concern for
the rapid decline of the coral reefs?
Katherine Brown-Wing studied at the Art Institute of
Boston. She works as a biological illustrator, and her pictures have
been published in numerous scientific journals. Katherine lives in
North Kingstown, Rhode Island, with her husband.
Why is Katherine Brown-Wing a good
person to illustrate this book?
WRITE ABOUT IT
Ask students to think about where
they would live if they could choose
any place they wanted, such as on
an island or in the desert. Have them
write a description of this environment.
Remind them to explain why they
would choose to live there.
Author’s Purpose
Remind students that an author’s
own life and personal experiences
can influence his or her purpose for
writing. Suggest students review the
author’s biography and skim the story
for clues about Katy Muzik’s purpose
for writing.
Find out more about Katy Muzik
at www.macmillanmh.com
Author’s Purpose
528
Author’s Craft
Sentence Fluency
■
Simple sentences have a subject and a verb. Compound and complex
sentences combine two simple sentences in various ways.
■
Good writers vary their sentence lengths and complexity
to make their writing more interesting. For example, simple
sentence: “The water in the lagoon is calm.” (p. 517) Compound
sentence: “It looks like a flower, but it really is an animal.” (p. 523)
■
Ask students how the varied length and complexity of sentences
helps keep this selection interesting.
■
Have students find and discuss other varied sentences, such as “At
the top, a pelican gulps a pouchful of fish,” (p. 517) and “It swims by
waving them through the water, but it cannot swim very fast.” (p. 515)
BSQV\]Z]Ug
Students can find more information
about Katy Muzik at
www.macmillanmh.com
528
How do you think the author’s job
affected her purpose for writing
At Home in the Coral Reef ? What
clues tell whether she wanted
to inform, explain, entertain, or
persuade?
Comprehension Check
Respond Student page 529
Comprehension Check
Summarize
Summarize what you learned from At Home in the Coral Reef.
Include only the most important information in your summary.
SUMMARIZE
Have partners summarize At Home in
the Coral Reef by paraphrasing. Remind
students to use their Venn Diagrams to
help them organize their summaries.
Think and Compare
1. Use your Venn Diagram to show how
the sandy beach and the coral reef
are alike and how they are different.
Use story details and illustrations to
support your answers. Analyze Text
Structure: Compare and Contrast
2WTTS`S\b
/ZWYS
THINK AND COMPARE
Sample answers are given.
2. Reread pages 519–520 of At Home in the Coral Reef. Why do
you think baby fish and baby shrimp live among the mangrove
roots instead of in the coral reef? Use story details in your
answer. Analyze
1. Compare and Contrast: The sandy
beach is made up of the skeletons
of reef animals and plants that were
pounded into bits by the waves. The
water by the beach is shallower than
that by the reef. The weather is hotter.
The reef is sunny, not too hot, and
alive with colorful animals and plants.
The beach has only sand.
3. What changes in your life could you make to avoid adding
pollution to ocean waters? Explain. Synthesize
4. Suppose there was a large increase in butterfly fish. How
would this change the coral reef community? Evaluate
5. Read “Coral Reefs” on pages 510–511 and page 514 of At
Home in the Coral Reef. What did you learn about hard and
soft coral from each selection? Explain.
Reading/Writing Across Texts
2. Analyze: There’s food for baby fish
and shrimp.
529
Think and Search
Model the Think and Search strategy with question 5.
The answer is found in more than one place. You need to put
different parts of the text together to answer the question.
Question 5 Think Aloud: To answer this question, I know that
I must look carefully through both selections. I know that each one
tells me about the different types of coral, but I need to review
further for details about what makes each selection different. What
is one selection telling me about coral reefs that the other is not?
Finding these details will help support my answer.
3. Text to Self: Answers may vary.
Students may say they could use
shampoos and detergents that do
not pollute water. They might also
say that if they visited a coral reef,
they would be careful not to leave
trash in the water or touch the reef.
4. Text to World: If there were too
many reef butterfly fish, they might
eat most of the coral polyps. This
could stop the coral from growing.
FOCUS QUESTION
5. Text to Text: Both selections are
about characteristics of different
types of coral found in the ocean.
“Coral Reefs” tells readers about hard
and soft coral, their similarities and
differences. In At Home in the Coral
Reef, the author writes about the birth
of coral polyps called planula and
their journey to a safe place to live.
USE THINK AND SEARCH
At Home in the Coral Reef
529
Fluency/Comprehension
Fluency
Objectives
• Read accurately with good
prosody
• Rate: 102–122 WCPM
• Read grade-level instructional
text, adjusting reading rate to
difficulty and type of text
Repeated Reading: Punctuation
EXPLAIN/MODEL Tell students that paying close attention to
punctuation will help them with proper intonation and expression.
Contrast intonation for questions, statements, and exclamations
as you model reading aloud Transparency 20. Then read one
sentence at a time, having students echo-read each.
Materials
• Fluency Transparency 20
• Fluency Solutions
• Leveled Practice Books, p. 143
Transparency 20
Just in time, a big wave carries the planula away to the
crest, or top, of the coral reef. Here the water is very shallow.
Because it is so shallow, the waves break and crash into the
reef.
Splash! Crash! The breaking waves make the water very
rough. It’s so rough that only a few animals can live here. A
fireworm holds on tight. A school of blue tangs darts in and
out, hunting for food.
Crash! Splash! Will this be home for the planula? no, it’s
too rough. The planula is swept along, riding a wave over the
crest to the lagoon.
&--
Fluency Transparency 20
from At Home in the Coral Reef, page 516
7=
C2 1
2
On Level Practice Book O, page 143
Think Aloud I am making sure to pay attention to all the punctuation.
As I read, I will pay attention to my pronunciation of vocabulary words.
Life in a tide pool is difficult. The temperature may
range from very hot in the daytime to very cold at night.
Twice a day, during high tide, ocean waves rush in and fill
the tide pool with water. At low tide the water goes out
again. The same tide pool may be completely dry.
Tide pool animals must hang on tight at high tide and
keep themselves wet at low tide. They must adapt to
both heat and cold. And they must defend themselves
against becoming another creature’s lunch. Only the most
adaptable tide pool animals can survive.
The barnacle is an example of a true tide pool survivor.
A barnacle is born swimming freely. But soon after that,
it finds a rock or other hard surface in a tide pool. The
animal cements itself there for life. 139
7=
C2 1
2
10
22
34
46
55
66
76
85
93
99
110
120
133
/
/
Practice Punctuation
Discuss what is happening
in each paragraph. Have
students practice using
the proper intonation for
each kind of punctuation
mark in a sentence.
Choose sentences from the
transparency and echoread each sentence with
students a few times.
Each comma tells me to pause just a little. The exclamation marks
after Splash! Crash! tell me to read those words with a louder voice and
with excitement.
PRACTICE/APPLY Divide students into two groups. The first group
reads the passage a sentence at a time. The second group echoreads. Then groups switch roles. Students will practice fluency using
Practice Book page 143 or the Fluency Solutions Audio CD.
Comprehension Check
1. How is a tide pool different from a part of the ocean that is always under
water? Compare and Contrast A tide pool has a range of
Can students read accurately with good prosody?
temperatures. Sometimes the tide pool is filled with
water, and sometimes the tide pool is dry. Other
parts of the ocean do not change as much.
2. Why does the barnacle need to cement itself to a rock? Draw
The barnacle needs to cement itself to a
rock to avoid getting swept out to sea by the tides.
Conclusions
Words Read
–
Number of
Errors
=
First Read
–
=
Second Read
–
=
Words
Correct Score
Approaching Practice Book A, page 143
Beyond Practice Book B, page 143
529A
During Small Group Instruction
If No
Approaching Level Fluency, p. 535N
If Yes
On Level Options, pp. 535Q–535R
Beyond Level Options, pp. 535S–535T
Fluency/Comprehension
Comprehension
MAINTAIN SKILL
DRAW CONCLUSIONS
Objective
• Use information from a
selection in order to draw
conclusions
EXPLAIN/MODEL
■
Readers can draw conclusions by combining what they learn or
infer from the text and illustrations with what they already know.
■
When reading a nonfiction text, readers should think about
what they already know about the topic. Then they should ask
themselves, “What new information is the author providing? What
new information are the illustrations providing?”
AYWZZaB`OQS
Draw Conclusions
Introduce 413A–B
Discuss how to draw conclusions in “Coral Reefs.”
Practice/
Apply
414–437; Leveled Practice
113–114
PRACTICE/APPLY
Reteach/
Review
443M–T, 447A–B, 448–463,
469M–T; Leveled Practice,
120–121
Assess
Weekly Tests; Unit 4 Test;
Benchmark Tests A, B
Maintain
503B, 529B, 557B
Discuss the details in At Home in the Coral Reef that will help
students to draw conclusions. Use the following questions to lead a
discussion:
■
What inferences can be made about the importance of coral reefs?
■
Aside from food, what evidence tells you why the mangrove roots
are a good place for baby fish and baby shrimp to live?
■
What conclusions can you draw as to why it is a rough journey for
the planula to find a safe place to live?
Next, have student pairs talk about the next question and write their
responses. Ask student pairs to share with the class.
■
What can you conclude about the author’s purpose for writing this
selection? What is the author’s position related to this subject?
For comprehension practice use the Graphic Organizers on pages
40–64 in the Teacher’s Resource Book.
At Home in the Coral Reef
529B
Paired Selection Student page 530
Language Arts
Genre
Myths
Myths are stories that help
people make sense of the
world. They may explain
natural occurrences, such
as the sunrise, with stories
of gods or goddesses.
GENRE: MYTH
Have students read the bookmark on
Student Book page 530. Explain that a
myth:
■
Literary Elements
A Protagonist is the main
character in a story. In a
myth, the protagonist is
usually a god or goddess,
or a heroic character.
tries to explain a culture’s core
beliefs and values;
■
has larger-than-life characters who
often exhibit human qualities;
■
is set in ancient times and places.
Hyperbole is the use of
exaggeration to create
emphasis or a sense
of drama.
Literary Elements:
Protagonist and Hyperbole
Poseidonand
the Kingdom
of Atlantis
retold by Gillian Reed
A
t the beginning of time, the immortal
Greek gods of Mount Olympus divided the
world among themselves. Zeus, the king of the
gods, ruled over the sky and the thunderbolt.
Poseidon, his brother, was the god of the sea,
the lake, and the earthquake. Poseidon’s power
and bad temper earned him the name “Earth
Shaker.” He could stir up the oceans with his
trident, a three-pronged fishing spear. He
could also calm the sea, riding over
the waves in his golden chariot.
1
EXPLAIN/MODEL Point out that all
stories have a protagonist, or main
character. For example, in The Blind
Hunter, Chirobo is the protagonist.
Hyperbole can be found in other
selections, such as Dear Mrs. LaRue.
Discuss with students the use of
hyperbole on Student Book page 532.
Where else in the myth can they find
hyperbole used?
PRACTICE/APPLY Have students
locate examples of protagonists and
hyperbole in selections they have read
earlier.
Have students discuss the story
grammar (character roles, plot, theme)
with partners, emphasizing expression,
gestures, and body language.
530
530
2
In this paragraph we learn
about Poseidon. We see that
he will be the protagonist of
this story.
Language Arts
Along with the seas, Poseidon ruled over an
island in the middle of the Atlantic Ocean called
Atlantis. The people of the island grew wheat, fruit,
and vegetables in its fertile soil. Gold and other
metals lay beneath the soil. Herds of magnificent
elephants and other animals lived in the forests.
Poseidon created hot and cold springs, so the people
always had fresh water to drink, and warm water in
which to bathe.
On the island of Atlantis lived a beautiful woman
named Cleito. Poseidon was so taken by Cleito’s
beauty that he married this mortal woman. He built
a palace for Cleito on a graceful hill in the middle of
the island. To protect Cleito, Poseidon surrounded
the hill with circular belts of water and land. A canal
from the ocean to the hill cut across these belts.
Cleito and Poseidon became the parents of five sets
of twins, all of them boys. The boys grew up to rule
over their father’s territory, with the oldest, Atlas,
ruling as king.
Paired Selection Student page 531
Myths
Read “Poseidon
and the Kingdom of Atlantis”
As you read, remind students to apply
what they have learned about myths.
1 LITERARY ELEMENTS: PROTAGONIST
Who is Poseidon and what makes
him the protagonist in this myth?
(Poseidon is the god of the sea, lakes,
and earthquakes and is known for
his terrible temper. He is the main
character who ruled the island of
Atlantis.)
2 LITERARY ELEMENTS: HYPERBOLE
What are two examples of hyperbole in
the first paragraph? (Possible answer:
Poseidon could stir up the oceans with
his trident, and he could calm them by
riding over the waves in his chariot.)
531
&-Ask Questions Before reading, help students connect the
information in the title to the illustration on pages 530–531 by
asking, What place is this? What do you know about Atlantis from
the illustration? What do you think the name of the male character
is? Describe Poseidon. During reading, pause at times and check
students’ understanding by asking questions such as Who is the king
of the gods? What does Poseidon rule over? What does it mean when
someone has a bad temper? If you lived in Atlantis, what would you eat?
What would you see? Was Poseidon’s wife a god, too? Explain words as
needed.
At Home in the Coral Reef
531
Paired Selection Student page 532
Myths
3 COMPARE AND CONTRAST
What was Atlantis like when the people
followed Poseidon’s laws? How did it
change when people ignored the laws?
(When the people followed Poseidon’s
laws, Atlantis was a rich and happy
land. When people ignored the laws,
the community became petty and
greedy.)
4 GENRE
3
What natural occurrences are
explained in this myth? (tsunamis and
earthquakes)
Students should identify and explain
the defining characteristics of myth.
Atlantis was the greatest island
kingdom ever known. The power of
its rulers extended beyond the island
to Europe and Africa. For many
generations, Atlantis was a rich and
happy land. The walls of the city
were lined with brass and tin. Gold
covered the temple of Poseidon.
The people of Atlantis were noble
and virtuous and lived by a set of
laws that Poseidon had created. But,
over time, the kings and the people
became petty and greedy. They
ignored Poseidon’s laws and began
to war against other nations.
532
On Level Practice Book O, page 144
The main character in a story is called the protagonist.
Hyperbole is the use of exaggeration to make a point or create
a sense of drama.
Read the passage below. Then answer the questions that follow.
Possible responses provided.
Devin was amazed by what he saw when he jumped into the water.
Through his mask, he could see different kinds of fish flitting around the
coral. “There must be a million of them,” he thought to himself. Some
shimmered so brightly that they must have been made of silver. Others
were bright blue, red, and yellow. It was as if a museum full of paintings
had been turned into fish and let loose among the coral.
To his left he could see his sister Brianna swimming near a big fanshaped piece of coral. He motioned toward the surface, and they both
swam up and stuck their heads out.
“Is this great or what?” Devin asked.
“Yeah!” said Brianna. “I’m going to spend my whole vacation out here.”
1. Who is the story’s protagonist?
Devin
What are two examples of hyperbole from the story?
2. “There must be a million of them”; Some shimmered so
brightly that they must have been made of silver; It was
3. as if a museum full of paintings had been turned into
fish; “I’m going to spend my whole vacation out here.”
Use hyperbole to create your own description of a coral reef.
4.
Approaching Practice Book A, page 144
532
Beyond Practice Book B, page 144
Zeus saw what was happening
to this great race of people and
was angry. He called the gods to
Mount Olympus. Pointing his finger
at Poseidon, he blamed him for
allowing Atlantis to become spoiled.
Using his powers, Poseidon took
his trident and furiously whipped
up the seas. A gigantic wave washed
over the kingdom of Atlantis and
flooded the island. Atlantis instantly
sank into the sea.
4
Saying that Atlantis
“instantly” sank into the
sea is an exaggeration and
an example of hyperbole.
Paired Selection Student page 533
Myths
Connect and Compare
SUGGESTED ANSWERS
1. Answers may vary. Students might
describe the island of Atlantis
using a hyperbole, such as “most
wonderful kingdom since the
beginning of time.” HYPERBOLE
There are some who believe
that the great island kingdom of
Atlantis really existed. The Greek
philosopher Plato described such a
place in his writings. Many people
have searched for the sunken island,
but no one has ever found it.
2. Answers will vary. Students might
say that a tsunami or an earthquake
might have flooded Atlantis. ANALYZE
Connect and Compare
3. FOCUS QUESTION Atlantis would
have to be in deep, unpolluted,
clear water. READING/WRITING ACROSS TEXTS
1. Pretend that you are writing your own version of this myth.
Use hyperbole to describe Poseidon, Atlantis, or the island’s
destruction. Hyperbole
2. In this myth, the god Poseidon is blamed for sinking Atlantis.
Can you think of a natural cause for such an event? Analyze
BSQV\]Z]Ug
3. If Atlantis did exist, it might now be covered by coral reefs.
Think about what you learned from At Home in the Coral Reef.
In what kind of waters would Atlantis have to lie to be a home
to coral reefs? Reading/Writing Across Texts
Internet Research and Inquiry Activity
Students can find more facts about
myths at www.macmillanmh.com
Find out more about myths at www.macmillanmh.com
533
Many More Myths
The myth of Poseidon is only one example of the explanation and
exaggeration of natural phenomena.
Have students use library and Internet resources to find another
myth. Ask them to search for myths from other time periods and
cultures. Have them compare themes, pointing out the protagonist,
the writer’s use of hyperbole, and what natural occurrences the
myth explains.
Have students compare and contrast different versions of similar
myths reflecting different cultures. Discuss works that have a
common theme.
At Home in the Coral Reef
533
Writer’s Craft
Figurative Language
Writers improve their
writing by changing or
adding words. They may
add figurative language to
evoke mental images for
readers.
WRITING
• Explanatory Writing
• Writer’s Craft: Figurative
Language
Keeping It Clean
WORD STUDY
•
•
•
•
Write About
a Community
Project
Words in Context
Context Clues
Phonics: Words with /ô/
Vocabulary Building
“Sparkles like
diamonds” creates
a strong mental
picture.
SPELLING
• Words with /ô/
My last sentence
describes a
trash pile.
GRAMMAR
• Possessive Pronouns and
Contractions
SMALL GROUP OPTIONS
• Differentiated Instruction,
pp. 535M–535V
Writing
534
by Kyle M.
Do you want a clean beach
that sparkles like diamonds? If so,
then here’s what you can do. You
can organize a community beach
cleanup. You can advertise it with
posters at school, in the library,
and in supermarkets.
On cleanup day, gather at the
beach. Then, everyone should put on
gloves and pick up litter. Be careful
not to touch broken glass. Look for
plastic bags and bottles along the
edge of the water. Put everything in
big trash bags. Finally, have a cleanbeach party. Just be sure to pick up
your mountain of trash!
Figurative Language
READ THE STUDENT MODEL
Have students read the bookmark. Explain
that figurative language uses words to
help readers make a picture in their minds
of the writer’s ideas. This keeps readers
interested in the writing because they can
“see” what they’re reading.
Have students turn to pages 518–524.
Identify and discuss the figurative
language.
Have the class read the student model
and the callouts. Tell students that they
will write paragraphs describing how
to solve a problem. They will also learn
to use figurative language to paint
pictures with words.
534
Features of How-to Paragraphs
How-to paragraphs are written in clear sequential order so the
reader can follow along easily.
■
They describe how to do something.
■
How-to paragraphs include a topic sentence and supporting
details.
■
They may include personal feelings.
Explanatory Writing
Your Turn
Write one or two paragraphs explaining
Writing Student pages 534–535
how to join or start a community project.
Identify your topic and tell why it is
important. Then explain the steps
PREWRITE
for getting it done. When you’re
Discuss the writing prompt on page
535. Explain that how-to paragraphs
describe how to do something.
Students’ audience will be their teacher
and classmates.
done, read your work. Can you
change or add words to improve
your writing? Use the Writer’s
Checklist to check your writing.
Display Transparency 77. Discuss how
the student writer used a flowchart
to plan his writing. Have students
use a flowchart to plan their own
paragraphs.
Writer’s Checklist
Ideas and Content: Did I experiment with
figurative language to present a familiar topic
in a fresh way?
DRAFT
Display Transparency 78. Discuss how
the student writer used the flowchart
to organize and write a draft. Talk
about ways to improve it.
Organization: Did I make my directions clear?
Voice: Did I share my feelings in a way that will
get others interested in the topic?
Word Choice: Did my choice of precise words
show that I know about my topic?
Sentence Fluency: Did I try changing or adding
words to make my sentences sound better?
Conventions: Did I use contractions and
possessives correctly? Did I check my spelling?
535
Present the explicit lesson on
Figurative Language on page 535A
and Word Choice mini lesson on
page 535B. Have students use their
How-To Flowcharts to write their
paragraphs. Emphasize that they keep
steps easy to follow and use sequence
words. Remind them to use figurative
language, including descriptive words
and similes or metaphors.
REVISE
Transparency 77
Transparency 77: How-To
Flowchart
Transparency 78: Draft
Transparency 79: Revision
How-to Flowchart
Organize a community beach cleanup.
Step 1
Advertise it with posters.
Step 2
Go to beach and pick up litter.
Step 3
Have a party, but pick up your trash.
Display Transparency 79. Discuss the
writer’s revisions. Tell students they
can revise their drafts or keep them
to work on later. If they choose to
revise, have them work in pairs to use
the Writer’s Checklist on page 535.
Then ask students to proofread their
writing. For Publishing Options, see
535A.
For lessons on Pronouns and
Homophones, Spelling, and Simile
and Metaphor, see page 535B, and
5 Day Spelling and Grammar on
pages 535G–535I.
Writing Transparency 77
BVXb^aaVc$BX<gVl"=^aa
Writing Transparency 77
At Home in the Coral Reef
535
Writer’s Craft
Writing
Figurative Language
Publishing Options
EXPLAIN/MODEL
Students can read aloud their
how-to paragraphs to the class.
See Speaking and Listening
tips below. They can also use
their best cursive to write their
story. (See Teacher’s Resource
Book pages 168–173 for cursive
models and practice.)
Good writers use figurative language to help readers picture their
ideas. Figurative language includes words that have meanings
beyond their dictionary definition. Display Transparency 80.
Think Aloud The first example tells me the writer’s feelings
directly. The second example uses figurative language to create
a picture of the writer’s feelings. Those feelings are the way I feel
when I am at my home, but the writer doesn’t literally mean that
he or she is at home.
SPEAKING STRATEGIES
Speak clearly and
emphasize such words as
first, next, and then.
■
Look up often. Make
eye contact with your
audience.
■
Transparency 80
Writing Transparency 80
■
Figurative Language
Without Figurative Language: I feel comfortable here.
With Figurative Language:
I am at home here.
1. Our project has hit the rocks.
Use gestures and your
expression to show your
enthusiasm.
2. We have problems with our project.
3. Tall slides can be dangerous.
4. You are playing with fire to climb that high on
the slide.
LISTENING STRATEGIES
■
■
understand.
Listen for each step in
sequence.
Ask questions to help you
decide if you want to start
or join the project the
speaker describes.
6. Mrs. Genera will let us off the hook if we explain
why we are late.
BVXb^aaVc$BX<gVl"=^aa
■
5. If we explain why we are late, Mrs. Genera will
Focus on each speaker.
(1: figurative; 2: not figurative; 3: not figurative; 4: figurative;
5: not figurative; 6: figurative)
Writing Transparency 80
PRACTICE/APPLY
4- and 6-Point Scoring Rubrics
Use the rubrics on pages 539G–
540H to score published writing.
Writing Process
For a complete lesson, see Unit
Writing on pages 539A–539H.
535A
Work with students to read the sentences and identify those with
figurative language. Ask volunteers to read the figurative language
in each of the identified examples and tell what it describes. Discuss
how this language helps readers picture the sentence ideas. Then
have students identify and discuss figurative language in another
story or poem they have recently read.
Tell students that as they draft their how-to paragraphs, they should
think about ways to use figurative language to create a picture in
the reader’s mind.
Writing
Writer’s Toolbox
Writing Traits: Word Choice
Pronouns and Homophones
Explain/Model Good writers choose words
carefully to explain their ideas. They use
descriptive words that help readers see, hear, taste,
smell, and touch what is being described. Readers
can use these words to make mental pictures.
Explain/Model Three possessive pronouns,
its, their, and your, are often confused with
contractions. Contractions, such as it’s, they’re,
and you’re, are formed by combining two words
with an apostrophe. Good writers spell possessive
pronouns and contractions correctly.
Practice/Apply Work with students to find other
examples of descriptive words in the student
model and identify the sense each word appeals
to. Discuss how using descriptive words helps
readers clearly envision what the writer is talking
about. As students draft their how-to paragraphs,
ask them to choose descriptive words that create
pictures.
Practice/Apply Work with student pairs to
create sentences that use possessive pronouns or
contractions. Have partners exchange sentences
and tell if possessive pronouns and contractions
are used correctly. For a complete lesson on
pronouns and homophones, see pages 535I–535J.
Mechanics Remind students that contractions
always have apostrophes to take the place of the
missing letters. An apostrophe is never used in
possessive pronouns.
Simile and Metaphor
Explain/Model Similes and metaphors are kinds
of figurative language that compare two things. A
simile uses like or as. For example, Her hands were
as cold as ice. A metaphor is a comparison that does
not use like or as. For example, Her hands were ice.
Practice/Apply Work with students to find an
example of a simile and identify the things being
compared. Then ask them to suggest a metaphor
that makes the same comparison. As students draft,
tell them to try to use similes or metaphors in their
writing.
Spelling Words with /ô/
Ask students to find the word small in the selection
on page 518. Point out that the sound /ô/ can
be spelled a as in small, aw as in straw, or ou as in
fought. Ask students to pay attention when they
spell words with the /ô/ sound. Remind them that
they can use a print or online dictionary to check
spelling in their drafts. For a complete lesson on
words with /ô/ see pages 535G–535H.
Technology
Remind students that as they draft, revise, and proofread,
they can replace words by selecting the text and typing
the new text.
At Home in the Coral Reef
535B
Word Study
Word Study
Review
Objectives
• Apply knowledge of word
meanings and context clues
• Use descriptions with
examples to find the meaning
of unfamiliar words
Materials
• Vocabulary Transparencies
39 and 40
• Leveled Practice Books p. 145
D]QOPcZO`g
coral (p. 514) a hard
substance made of the
skeletons of tiny sea
animals
reef (p. 514) a ridge of
coral at or near the water’s
surface
brittle (p. 518) easily broken
eventually (p. 520) finally
current (p. 521) a part of
the water that is moving
along in a path
partnership (p. 525) two
people or things working
together
Vocabulary
Words in Context
EXPLAIN/MODEL
Review the meanings of the vocabulary words. Display Transparency
39. Model how to use word meanings and context clues to fill in the
missing word in the first sentence.
Think Aloud In the first sentence, the writer and the sister make a
plan to explore the reef by swimming in opposite directions. This
agreement to work together allows them to cover a lot of territory in
a short amount of time. I think that the missing word is partnership.
When I try partnership in the sentence, it makes sense.
Transparency 39
brittle coral current eventually
partnership reef suburbs
1. My sister and I formed a partnership to explore the reef.
After we jumped off the boat, she swam in one direction,
and I went in the other.
2. I first spotted some seaweed being pulled closer to shore
by the current.
3. Then I saw the coral reef and swam closer to get a better
look at the sea creatures living near it.
4. I was careful not to touch the coral. I knew it was brittle,
and I didn’t want to break it.
5. Eventually, I headed back to the boat to meet my sister,
even though I wanted to stay in this magical place.
6. We were a long way from our home in the suburbs, and I
was feeling as if I never wanted to go back.
suburbs (p. 527) areas
with homes and stores
near a city
Vocabulary Transparency 39
PRACTICE/APPLY
&-Classify Write on the
board: brittle, strong, easy to
break. Ask, Which word or
phrase doesn’t belong? Why?
Continue the activity with
other words.
535C
Instruct students to complete the remaining sentences on their own.
Have them use context clues to fill in the missing words for items
2–6 on separate sheets of paper.
Cinquains As a class, select a vocabulary word and write a cinquain
describing the word. Then have student pairs write cinquains for the
other words and share their cinquains with the class.
Word Study
STRATEGY
CONTEXT CLUES: DESCRIPTIONS
EXPLAIN/MODEL
Remind students that writers often include descriptions with
examples that can provide readers with context clues. Tell students
that these descriptions and examples can help them to understand
the meaning of one or more words.
Read the first item on Transparency 40 and model how to figure
out the meaning of tangs. Tell students to do numbers 2–4 on their
own. Have them write down the descriptions and examples that
helped them to understand the meanings of the underlined words.
Discuss students’ answers.
&-Context Clues Turn
to Student Book page
514. Read aloud the
first paragraph and
demonstrate how to use
the surrounding text to
understand the words
coral and reef.
Transparency 40
Description Context Clues
1. It’s so rough that only few animals can live here. A fireworm
holds on tight. A school of blue tangs darts in and out,
hunting for food.
2. Red mangroves are trees that can grow in salty water. Their
roots grow out and hang down right into the ocean.
3. Poseidon could stir up the oceans with his trident. This
fishing spear with three prongs, or points, was always near
his hand.
4. The people of Atlantis were virtuous because they were
always honest, truthful, and kind.
On Level Practice Book 0, page 145
PRACTICE/APPLY
Vocabulary Strategy Transparency 40
Ask student partners to write about two or more fish, animals, or other
things that are found in the sea. Have them include examples that
describe each. Volunteers can share their descriptions with the class.
Context clues can help readers determine the meaning of an
unfamiliar word. Sometimes writers will provide context clues
through a description that makes the meaning of a word
clearer.
Example: My uncle could never eat clams or oysters because
he was allergic to mollusks. You can use the context clues
clams and oysters to figure out the meaning of the word
mollusks.
The wording of definitions in responses may vary.
Underline the context clues that describe the word in dark type.
Then write the word’s definition. Possible responses provided.
1. I saw all kinds of marine life swimming underwater at the aquarium.
Definition: existing in the sea
2. After the earthquake, there were a few smaller tremors that
shook the ground.
Do students understand word meanings? Can students use
context clues and descriptions to figure out the meanings of
words?
During Small Group Instruction
If No
Approaching Level Vocabulary, pp. 535N–535O
If Yes
On Level Options, pp. 535Q–535R
Beyond Level Options, pp. 535S–535T
Definition: shaking movements
3. Some fish feed on plankton because these tiny plants and animals
are very nutritious.
Definition: tiny plants and animals
4. To put out the fire, the man doused the flames with a bucket of water.
Definition: poured water over
5. The captain pulled the rudder hard to the left to steer the ship away
from the rocks.
Definition: the part of a ship used to steer it
6. The brilliant sunshine streamed in through the window and lit up
the room.
Definition: very bright
Approaching Practice Book A, page 145
Beyond Practice Book B, page 145
At Home in the Coral Reef
535D
Word Study
Word Study
Objectives
• Decode the sound /ô/
• Use multiple-meaning words
Materials
• Leveled Practice Books p. 146
• Teacher’s Resource Book,
p. 24
Phonics
Decode Words with /ô/
EXPLAIN/MODEL
Remind students that the /ô/ sound can be spelled by several
different letter combinations: aw as in saw; au as in vault; al as in
talk; a as in wall; and ou as in cough. Write caution.
Think Aloud I see that this word begins with a c, followed by
au. This syllable probably sounds like /kô/. I know that tion is
pronounced /shәn/. If I put the two syllables together, I get
/kô shәn/ caution. I know that word.
&-Pronunciation Write the
five spellings of the vowel
sound /ô/ on the board.
Under each one, write two
example words. Say the
words with students. Next,
say one of the words. Have
students call out the letters
that make the /ô/ sound in
the word.
On Level Practice Book O, page 146
The underlined letters in the following words show you
different ways to spell the /ô/ sound: bald, stalk, straw,
caught. Notice that in bald you pronounce the l, but that in
stalk you do not.
PRACTICE/APPLY Write these words on the board: claw, flaunt,
bawl, talk, wall, stalk, scrawl, gauze, and malt. Model how to decode
the word claw. Have students underline the letters that spell /ô/ in
each word. Then have them read the words aloud.
Decode Multisyllabic Words Write these words on the board:
autograph, auditorium, afterthought, awkward, and plausible. Model
how to decode autograph, focusing on the /ô/ sound. Then work
with students to decode the other words, explaining each spelling
of the sound. For more practice, use the decodable passages on
Teacher’s Resource Book page 24.
Phonics Bingo Make bingo cards with the spelling variations for
the spelling of /ô/. Call out words with the different sounds. Students
should place a game piece on a square with similar spelling of the
vowel sound in each word you call out. The first person to cross off
the whole card wins. Review and check student answers against the
words called out.
Read the list of words below. Then sort the words into two
columns. The left column is for words with the /ô/ sound. The
right column is for other words.
laws
sale
wail
catch
wall
mall
Words with /ô/
malt
band
strawberry
bows
talking
taught
Other Words
laws
catch
malt
bows
wall
sale
talking
band
mall
wail
strawberry
taught
Approaching Practice Book A, page 146
Beyond Practice Book B, page 146
535E
au
ou
al
a
ou
aw
aw
a
au
Can students decode words with /ô/?
During Small Group Instruction
If No
Approaching Level Phonics, p. 535M
If Yes
On Level Options, pp. 535Q–535R
Beyond Level Options, pp. 535S–535T
Word Study
Vocabulary Building
Oral Language
Apply Vocabulary
Expand Vocabulary Write THE SEA in the center
of a word web. Using the selection, dictionaries,
interviews, newspapers, and other print and electronic
resources, tell students to brainstorm items related to
the sea.
Write a Description Using the vocabulary words,
ask students to write about any
experiences that they have had
with the sea. Some students
may have visited the sea, while
others may have read books
or watched movies about
the sea. Tell students to
describe their impressions
of the sea and to explain
why the sea is so appealing
to many humans. Have them include literary
elements such as hyperbole, sensory detail, and
figurative language in their descriptions.
coral reefs
pelicans
sand
THE SEA
vessels
seashells
salt water
Vocabulary Building
Multiple-Meaning Words Ask students to look
up the following words from At Home in the Coral
Reef: watch, pop, rock, tight, change, and current.
Have them write sentences with each of these
words, using only one of the
dictionary meanings. Then
ask students to trade
papers with partners.
Challenge them to write
additional sentences for
each word, using other
meanings. Volunteers
can share their
sentences with the class.
Spiral Review
Vocabulary Game Using construction paper,
make a coral reef on the board. Have students
use additional construction paper to draw sea
life for the reef. On the back of each creature,
ask students to write a vocabulary word from
Unit 4. Students should attach their creatures to
the reef so that the vocabulary words are not
visible. To play the game, ask a student to select
a creature from the reef. The student must recall
the definition for the word on the back of the
creature, and use it correctly in a sentence in order
to earn a point. Continue until all words are used.
BSQV\]Z]Ug
@=;
12
Vocabulary PuzzleMaker
For additional vocabulary
and spelling games, go to
www.macmillanmh.com
At Home in the Coral Reef
535F
5 Day Spelling
Spelling
A^SZZW\UE]`Ra
walker
halt
thought
chalk
strawberry
talking
laws
fought
awe
stalk
caller
shawl
bald
half
false
caught
straw
squall
drawn
small
Review south, pouch, annoy
Challenge wallpaper, awkward
Dictation Sentences
1. A walker waited to cross the street.
2. Our teacher bought new chalk.
3. We have laws about speeding.
4. I took a picture of a stalk of corn.
5. White head feathers make some
eagles look bald.
6. The player caught the ball.
7. How was that cartoon drawn?
8. Traffic was at a halt near the exit.
9. We bought a huge strawberry.
10. My uncle fought in two wars.
11. A car was given to the tenth caller.
12. Limes are on sale for half price.
13. We loaded the truck with straw.
14. My new puppy is still very small.
15. I thought the game had started.
16. We were talking during gym.
17. We watched in awe as the
magician disappeared.
18. Grandma knitted a warm shawl.
19. We marked every question false.
20. The strong squall knocked
branches off the trees.
Review/Challenge Words
1. Should we drive south or north?
2. The key is in the pouch.
3. The bugs will annoy us.
4. I have flowered wallpaper in my
bedroom.
5. It was awkward walking in highheeled shoes.
Word in bold is from main selection.
535G
Words with /ô/
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 121.
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,
pointing out that each has the
same /ô/ sound spelled a different
way. Point out how the l is
pronounced before the t in halt,
but is silent in chalk.
■
Use the cards on the Spelling
Word Cards BLM. Attach the
key words small, laws, chalk, and
thought to a bulletin board. Model
how to sort the words by their
spelling of /ô/. Have students take
turns sorting cards and explaining
how they sorted them.
■
When students have finished the
sort, discuss any oddballs that do
not fit into any category (caught,
half, awe). Then invite students
to sort all the Spelling Words any
way they wish, for example, by
syllables or alphabetically. Discuss
students’ methods of sorting.
Have students cut apart the Spelling
Word Cards BLM on Teacher’s
Resource Book page 85 and figure
out a way to sort them. Have them
save the cards for use throughout
the week.
Use Spelling Practice Book page 122
for practice with the Spelling Words.
For Leveled Word Lists, go to
www.macmillanmh.com
Spelling Practice Book, pages 121–122
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ANTONYMS
SPIRAL REVIEW
POSTTEST
Write the following list of words
on the board. Have students copy
the words into their word study
notebooks, and write the Spelling
Word that is an antonym for each.
Review words with /oi/ and /ou/.
Write south, pouch, and annoy on
the board. Have students identify
the spelling of the /oi/ and /ou/
sound in each word.
Use the Dictation Sentences on
page 535G for the Posttest.
1. hairy (bald)
PROOFREAD AND WRITE
2. threw (caught)
Write these sentences on the
board, including the misspelled
words. Have students proofread,
circle each misspelled word, and
write the words correctly.
! Word Meanings
" Review and Proofread
3. continue (halt)
4. large (small)
5. listening (talking)
Challenge students to sort this
week’s Spelling Words, Review
Words, and Challenge Words into
nouns, verbs, and adjectives.
Have partners write sentences for
each Spelling Word, leaving blank
spaces where the words should
go. They can exchange papers and
fill in the blanks.
halt
strawberry
walker
fought
stalk
shawl
awe
chalk
thought
caught
straw
half
3. The bawld man wanted to buy
some fallse hair. (bald, false)
4. The waulker cut his best time
in haf. (walker, half)
Spelling Practice Book, page 125
There are six spelling mistakes in this paragraph. Circle the
misspelled words. Write the words correctly on the lines below.
What If…
Lazily the bawld eagle flew over the water. Looking down, he could
see the huge coral reef just below the surface of the waves. Smaul fish
darted everywhere. The eagle imagined what it would be like to be a
giant shark. All day he would stalck the reefs. Whatever he cought would
be his next meal. Just then, a cold breeze ruffled the eagle’s feathers. In
the air, he could smell that a great sqwall was coming in from the south.
“Luckily,” the eagle thawt, “I am a bird and not a shark. I can fly away
from the rain instead of swimming all day in the water.” With that, the
eagle flew toward land.
Fill in the Blanks
Complete each sentence with a word from the spelling list.
1. Sharks
2. I am in
3. A sudden
stalk
awe
squall
coral reefs for crabs, lobsters, and fish.
of the beauty of the coral reefs.
caused the ship to crash on the coral reefs.
halt
the destruction of the coral reefs.
caught
5. Many colorful fish are
by coral reef divers.
small
6. Coral reefs are created by very
animals and plants.
fought
7. The group has
for years to preserve the coral reefs.
bald
8. We watched the
eagle soar over the water.
thought
9. I never
that I would get to see a coral reef.
half
plant.
10. Coral is considered half animal and
4. We must work to
What’s the Word?
Write the spelling words that match the clues below.
11. Someone who pays a visit
12. What you use to write on the board
13. A small red fruit
14. Someone who strolls
15. A wrap that keeps you warm
caller
chalk
strawberry
walker
shawl
Challenge student partners to look
for words that have the same vowel
patterns they studied this week.
2. I thought I heard a cawler
tawking. (caller, talking)
Proofreading
bald
squall
talking
drawn
If students have difficulty with any
words in the lesson, have students
place them in a list entitled
Spelling Words I Want to Remember
in a word study notebook.
1. A smawll tree was knocked
over in the squawl. (small,
squall)
Spelling Practice Book, page 124
small
laws
caller
false
# Assess and Reteach
1.
2.
bald
Small
3.
4.
stalk
caught
5.
6.
squall
thought
Writing Activity
Write about an animal you might like to be. Use at least three
spelling words in your paragraph.
Spelling Practice Book, page 126
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 tawk
훾 tocke
훿 talk
 tokk
 bott
 bought
 bowt
 boute
1. 훽
훾
훿

smawl
small
smaul
smal
6. 



skwall
squall
schwall
squawl
11. 훽
훾
훿

wokker
wauker
walker
wawker
16. 



chalk
chokk
chawk
chauk
2. 



laus
losse
lawz
laws
7. 훽
훾
훿

tokking
tawking
talking
tauking
12. 



faught
fott
fought
fawt
17. 훽
훾
훿

thott
thought
thawt
thaute
3. 훽
훾
훿

kawler
cawler
coller
caller
8. 



draun
drawn
dran
druan
13. 훽
훾
훿

stawk
stalk
staulk
stolk
18. 



cott
cawte
caught
caut
4. 



fals
fawlse
fauls
false
9. 훽
훾
훿

halt
holt
hault
hawlt
14. 



shaul
shalle
shawl
sholl
19. 훽
훾
훿

strah
strau
strawe
straw
5. 훽
훾
훿

balld
bawld
bauled
bald
10. 



strahberry
strawbery
strawberry
strawbarry
15. 훽
훾
훿

awe
auwe
aue
ahwe
20. 



half
haff
haf
hafe
At Home in the Coral Reef
535H
5 Day Grammar
Grammar
Pronouns and Homophones
Daily Language
Activities
2Og
Introduce the Concept
Use these activities to introduce each
day’s lesson. Write the day’s activity on
the board or use Transparency 20.
INTRODUCE NEW CONTRACTIONS
AND REVIEW POSSESSIVE
PRONOUNS
DAY 1
Present the following:
The cabin at the ocean is our’s. The
troops cabin is near it. Each boy in
the troop spends their vacation on
the beach. (1: ours.; 2: troop’s; 3: his)
■
DAY 2
My friend and me like to swim in the
surf. Her likes to build sand castles,
too. (1: friend and I; 2: She)
DAY 3
Their going to take their boat out. Your
invited to come. Us girls always have a
good time. (1: They’re going; 2: You’re;
3: We girls)
DAY 4
You aut to see the fossil the scientist’s
found. Its going to be studied this
summer. (1: ought; 2: scientists; 3: It’s)
■
■
Review: A possessive pronoun
shows ownership and takes
the place of a possessive noun.
Possessive pronouns are my/mine,
your/yours, his, her/hers, its,
our/ours, and their/theirs: Look at
her bag. That bag is hers.
Subject pronouns are often used
with verbs to form contractions:
She’s carrying a bag.
Pronoun contractions include
such words as you’ll, you’d, we’ve,
they’re, she’s, she’d, I’m, I’ll, I’ve, I’d,
it’s, we’re, he’s, she’ll, he’ll, they’ll,
you’re and you’ve.
DAY 5
Your coming to sleep on the beach,
aren’t you. My friend’s haven’t cought a
fish all summer. (1: You’re; 2: you?;
3: friends; 4: caught)
2Og
Teach the Concept
REVIEW POSSESSIVE PRONOUNS
AND CONTRACTIONS
Discuss with students how to
recognize possessive pronouns and
contractions. Have them identify
each one’s purpose in a sentence.
INTRODUCE HOMOPHONES
Present the following:
■
Homophones are words that
sound alike but have different
spellings and meanings.
■
Homophones include contractions
and possessive pronouns such as
your/you’re, its/it’s, and their/they’re:
You’re going to lose your hat in
this wind.
■
Other, less confusing homophone
pairs include our/hour, he’ll/heel,
and we’ve/weave.
See Grammar Transparency 96
for modeling and guided practice.
See Grammar Transparency 97
for modeling and guided practice.
Grammar Practice Book, page 121
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sentences for each pair of
homophones. Compare
the differences in meaning
and spelling between each
word. Then have students
create their own sentences.
Make a homophone chart
with short definitions or
pictures next to the words.
535I
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Grammar Practice Book, page 122
• Its, their, and yourr are possessive pronouns.
• It’s, they’re, and you’re are contractions for it is, they are,
and you are.
• The word there means “in that place.” It sounds just like their
and they’re.
Write the homophone that correctly completes each sentence.
5IFNPUIFSTUBZTXJUIJUTJUT
ZPVOH
there
Go to a coral reef and explore the warm, clear waters
2. Its
there
.
It’s
It’s
3. their
not uncommon to find corals in many bright colors.
they’re
there
Corals belong to a family of animals, and
include jellyfish and anemones.
4. Its
their
relatives
It’s
It’s
5. its
even possible to find corals growing on shipwrecks.
it’s
A sponge eats by pumping water through tiny holes in
body.
6. their
they’re
its
there
The bottom of the ocean is a busy place, and many creatures live
there
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they’re
1. their
7. your
.
you’re
your
Which one is
or the spiny lobsters?
8. their
they’re
favorite: the sea stars, the sand dollars,
there
No matter which one is your favorite,
life under the sea.
they’re
all important to
Grammar
2Og
Review and Practice
!
REVIEW PRONOUNS AND
HOMOPHONES
Review the differences between
pronouns and their homophones.
MECHANICS AND USAGE:
CONTRACTIONS AND
POSSESSIVES
2Og
"
Review and Proofread
# Assess and Reteach
REVIEW POSSESSIVE PRONOUNS
ASSESS
Ask students to explain the
differences between possessive
pronouns and contractions. An
appositive means the same thing
as or further explains another noun
or pronoun. Commas are used to
set off appositives.
Use page 125 of the Grammar
Practice Book for assessment.
Contractions always have
apostrophes. The apostrophe takes
the place of the missing letters.
PROOFREAD
■
An apostrophe is never used
with a possessive pronoun.
1. Their on their way to the
ocean. (They’re)
■
To choose the correct word,
think about whether you are
combining words or trying to
show possession: It’s (It is) time
to leave the zoo.
■
2Og
Have students correct errors.
2. They took they’re car, an old
jeep, from it’s parking spot.
(their car from its) The phrase
an old jeep is an appositive.
3. Your going with them, aren’t
you? (You’re)
RETEACH
Write a two-column sorting table
on the board. Label the left side
“Contractions” and the right side
“Possessive Pronouns.” Have students
sort the corrected possessive
pronouns and contractions from
the Daily Language Activities and
Proofread activity. Students should
write each word under the correct
heading. When done, discuss the
correct classifications with students.
Also use page 126 of the Grammar
Practice Book for reteaching.
4. That raft is there’s. (theirs)
See Grammar Transparency 98
for modeling and guided practice.
Grammar Practice Book, page 123
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See Grammar Transparency 100
for modeling and guided practice.
Grammar Practice Book, page 124
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Grammar Practice Book, pages 125–126
Read each sentence. Choose either the possessive pronoun or
the contraction to complete the sentences.
its
it’s
it’s
Although coral is hard,
made by a soft, jelly-like
animal. When the soft animal dies, it leaves behind
its
skeleton, which is called a polyp. Thousands and thousands of corals
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DBSFPGUIFNUPP5IJTTVNNFS*WJTJUFEBCFBVUJGVMDPSBMSFFG#VUBDPSBM
SFFGJTOUKVTUBOJDFQMBDFUPWJTJU*UTBMTPMJLFBOFJHICPSIPPE*UTNJMMJPOT
PGDSBDLTBOEIPMFTBSFIPNFUPNBOZLJOETPGTFBDSFBUVSFT8IFO*WJTJUFE
UIFJS*MFBSOFEUIBUQFPQMFIBWFUPUBLFDBSFPGUIFPDFBOTOPUKVTUUIFMBOE
BdhieZdeaZXVgZVWdjii]Z^gZck^gdcbZciVcYYd
begin to form a big pile. After a long time,
your
gZZ[#7jiVXdgVagZZ[^hc¾i_jhiVc^XZeaVXZidk^h^i#>i¾h
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d[i]ZdXZVch!cdi_jhii]ZaVcY#
not just
you’re
When
you’re
swimming underwater, be sure to bring
your
You’re
sure
scuba gear and goggles.
to see many amazing sights there.
their
they’re
there
If the water is clear and warm, coral reefs may grow
there
their
i]VilZYdc¾ihZZZkZgnYVn#>i¾h^bedgiVciidiV`ZXVgZ
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it’s
a pile, but a coral reef.
i]^c\hidegdiZXi^i#7jieaVXZhZm^hi]ZgZVcYi]ZgZ
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XdcigVXi^dc
4PNFQFPQMFUIJOLUIBUDPSBMJTBQMBOUCVUSFBMMZJUTBOBOJNBM
See Grammar Transparency 99
for modeling and guided practice.
weeks afterward,
. After the corals of the reefs release
eggs, the eggs become baby corals. For a few
they’re
floating through the sea, looking
they’re
near one, they settle
their
. Then
growth depends on
for a hard surface. Once
there
temperature, salt, and sunlight.
its
it’s
it’s
When a coral reef forms,
like an underwater city.
Each tiny plant inside the coral animals contributes
colors. When this “city” grows,
it’s
its
a home for millions
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of small sea animals.
edhhZhh^kZcdjc
At Home in the Coral Reef
535J
End-of-Week Assessment
Administer the Test
Weekly Reading Assessment,
(SBEF
Passage and questions, pages 245–252
ESSYZg
/aaSaa[S\b
ASSESSED SKILLS
• Compare and Contrast
*ODMVEFT-FWFMFE8FFLMZ5FTUT
• Vocabulary Words
• Context Clues: Descriptions
• Pronouns and Homophones
• Words with /ô/
.BDNJMMBO.D(SBX)JMM
@=;
12
Assessment Tool
Administer the Weekly Assessment online
or on CD-ROM.
Weekly Assessment, 245–252
(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 253–260
• ELL Assessment, pages 126–127
>`OQbWQSO\R
/aaSaa[S\b
.BDNJMMBO.D(SBX)JMM
ELL Practice and
Assessment, 126–127
535K
VOCABULARY WORDS
VOCABULARY STRATEGY
Context Clues: Descriptions
Items 1, 2, 3, 4
Prescribe
IF...
THEN...
0–2 items correct . . .
Reteach skills, using the Additional
Lessons page T9.
Reteach skills: Go to
www.macmillanmh.com
@=;
12
Vocabulary PuzzleMaker
Evaluate for Intervention.
0–2 items correct . . .
Reteach skills, using the Additional
Lessons page T4.
Evaluate for Intervention.
GRAMMAR
Pronouns and Homophones
Items 9, 10, 11
0–1 items correct . . .
Reteach skills: Grammar Practice Book
page 126.
SPELLING
Words with /ô/
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: Compare and Contrast
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.
At Home in the Coral Reef
535L
Approaching Level Options
Phonics
Constructive
Feedback
The /ô/ sound can be
difficult for some students
to hear and produce. Have
them practice saying /ô/ in
isolation and then in words,
while looking at you to see
how the mouth moves to
produce the /ô/ sound. For
example, write the word
lawn on the board and
point out the aw.
This word is lawn. The aw
has the sound /ô/. Say it
with me: /ô/. Let’s sound
out and say the word
together: /lôn/, lawn.
Repeat with /ô/ and the
word auto.
Objective
Materials
Decodable Text
To help students build
speed and accuracy with
reading multisyllabic
words, use the additional
decodable text on page 24
of the Teacher’s Resource
Book.
535M
• Student Book “Coral Reefs”
• Teacher’s Resource Book page 24
WORDS WITH /ô/
Model/Guided Practice
■
Remind students that the letters aw as in jaw, au as in launch, al as in all,
and ou as in thought stand for the /ô/ sound.
■
Write the letters p, a, w on the board. Say the sounds that the letters
stand for /p/ /ô/. Then blend the sounds: /pô/. Say the word with me: paw.
■
Repeat the routine with au and vault, al and tall, and ou and fought.
■
Ask students to provide their own examples of words with /ô/.
MULTISYLLABIC WORDS WITH /ô/
■
Write the word talking on the board and have students identify the
first syllable as containing /ô/sound: talk. 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 /ô/. Write the following words on the board and ask student pairs
to copy them onto index cards or sheets of paper. Say each word. Circle
the letters that stand for the /ô/ sound. Then sort the words by spelling
pattern.
Additional Resources
For each skill below,
additional lessons are
provided. You can use these
lessons on consecutive days
after teaching the lessons
presented within the week.
• Compare and Contrast, T4
• Context Clues: Descriptions,
T9
Decode words with /ô/
launches
hauling
■
crawling
salted
scrawling
always
basketball
haunting
Check each pair or group for their progress and accuracy.
WORD HUNT: WORDS WITH /ô/ IN CONTEXT
■
Review words with /ô/.
■
Have students search “Coral Reefs” to find words with this vowel
sounds. Ask them to write the words and circle the syllable in each word
that has /ô/.
■
Check to see if students have found examples, such as small, all.
■
Have students repeat the activity with the decodable passages on
Teacher’s Resource Book page 24.
Constructive
Feedback
Objective
Materials
If students read without
sufficient pauses, stops, and
attention to punctuation,
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 143
WORD AUTOMATICITY
Have students make flashcards for the following words with /ô/: walker,
halt, thought, chalk, strawberry, talking, laws, fought, awe, stalk, caller, shawl,
bald, half, false, caught, straw, squall, drawn, small.
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 143. Tell
students to pay close attention to your pronunciation, especially of
vocabulary words. Then read one sentence at a time and have students
echo-read the sentences, 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 wait until their partners get to the end of a sentence before
they correct mistakes. Circulate and provide constructive feedback.
TIMED READING
At the end of the week, have students do a final timed reading of the
passage on Practice Book A page 143. 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
• Student Book At Home in the Coral Reef
Approaching Practice Book A, page 143
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ZPVSCBUIJOHTVJUBUIPNF'PSQFPQMFTXJNNJOHJTQSFUUZNVDI
PVUPGUIFRVFTUJPO&WFOJOUIFTVNNFSUIFBWFSBHFXBUFS
UFNQFSBUVSFJTCFMPXGSFF[JOH5ISFFGPVSUITPGUIFPDFBOTVSGBDFJT
GSP[FO*OUIFXJOUFSUIFFOUJSFPDFBOTVSGBDFJTGSP[FO1PMBSCFBST
TFBMTBOEPUIFSBOJNBMTMJWFPOJTMBOETNBEFPGCSJUUMFJDF
5IF"SDUJD0DFBOJTBUUIFUPQPGUIFXPSME'PSQBSUPGUIFTVNNFS
UIFTVOOFWFSTFUT"OEGPSQBSUPGUIFXJOUFSUIFTVOOFWFSSJTFT5IJT
BMPOHXJUIUIFFYUSFNFDPMENBLFTUIF"SDUJD0DFBOBUPVHIQMBDFUP
MJWFPSUPWJTJU5PTVSWJWFBSDUJDQMBOUTBOEBOJNBMTNVTUBEBQUUP
UIFTFDPOEJUJPOT VOCABULARY WORDS
Display the Vocabulary Cards for this week’s words: coral, reef, brittle,
eventually, current, partnership, and suburbs. Help students locate and read
the vocabulary words in At Home in the Coral Reef. Review the definitions,
and discuss the meanings. Then provide sentences for students with
synonyms or synonym phrases for the vocabulary words. Have students
write the correct vocabulary word after each sentence.
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At Home in the Coral Reef
LdgYh
8dggZXiHXdgZ
535N
Approaching Level Options
Vocabulary
Objective
Use correct pronunciation of vocabulary words
VOCABULARY WORDS
Review last week’s words
(dove, massive, politicians,
rumbling, snoring,
tangles, unique) and this
week’s words (brittle,
coral, current, eventually,
partnership, reef, suburbs).
Have students write a
sentence for each word.
Work with students to compare the pronunciation of stressed syllables in
vocabulary words. Break down words into syllables and pronounce each
with the accents placed on different syllables. Have students listen to the
differences and note which pronunciations are correct.
Comprehension
Objective
Materials
Identify compare and contrast
• Student Book “Coral Reefs”
• Transparencies 20a and 20b
STRATEGY
ANALYZE TEXT STRUCTURE
Remind students that authors organize their texts in various ways. Authors
of nonfiction texts present their information in a way that will help readers
understand it.
by Mindy Smith
SKILL
COMPARE AND CONTRAST
Explain/Model
Student Book, or
Transparencies 20a and 20b
&-Compare and Contrast
Ask students to divide a
sheet of paper in half. At
the top of one side have
students write Compare.
On the other side, have
students write Contrast. Ask
students to compare the
similarities and contrast
the differences of coral
and rock. Students should
draw pictures and list at
least three similarities and
differences for both coral
and rock. Then hang the
pictures on the board and
discuss.
535O
■
Authors sometimes organize information in a selection by comparing
and contrasting two or more things.
■
Comparing is telling how things or people are alike. Contrasting is telling
how they are different.
Display Transparencies 20a and 20b. Reread the first page. Ask a
volunteer to tell one way that hard and soft corals are alike and one way
that they are different.
Think Aloud If I pay attention to the way the author compares and
contrasts two different things, I can often get a better grasp of the
material I am reading.
Practice/Apply
Invite students to retell the selection, comparing the different facts and
details the author presents. Discuss the following with students:
■
How is coral different from rock?
■
What are two other differences between hard and soft corals?
■
Compare the colors and sizes of different corals.
Leveled Reader Lesson
Objective
Materials
Read to apply strategies and skills
• Leveled Reader The Arctic Ocean
• Student Book At Home in the Coral Reef
PREVIEW AND PREDICT
Ask students to read the title and preview the first two chapters. Have
students make predictions and ask questions about what they will be
reading.
VOCABULARY WORDS
Review the Vocabulary Words as needed. As you read together, discuss
how context clues can help you figure out word meanings. Work with
student to pronounce each vocabulary word correctly.
7\T]`[ObW]\OZ
<]\TWQbW]\
>RO
+\M^SM
9MOKX
STRATEGY
ANALYZE TEXT STRUCTURE
Remind students that recognizing how a text is organized can help
them draw comparisons and contrasts about its information.
Wn8Vgdanc8aVg`
Leveled Reader
SKILL
COMPARE AND CONTRAST
Remind students to pay attention to the details about the Arctic. Read the
first two chapters with students.
Think Aloud In the second chapter the author compares the large
amount of sea life in the Arctic Ocean and the coral reef. I need to
remember this comparison for my Venn diagram.
READ AND RESPOND
Finish reading The Arctic Ocean with students. Discuss the following.
■
Ask students to explain the differences and similarities between animal
life under the ice and animal life on the surface.
■
Have them find one difference between auks and penguins.
Work with students to review and revise their Venn diagrams.
MAKE CONNECTIONS ACROSS TEXTS
Invite students to compare At Home in the Coral Reef and The Arctic Ocean.
Discuss with students the following questions.
■
Which has a colder temperature, the water in a coral reef or the water in
the Arctic Ocean?
■
Which animals mentioned in The Arctic Ocean are not mentioned in At
Home in the Coral Reef?
At Home in the Coral Reef
535P
On Level Options
Vocabulary
Leveled
Reader Lesson
Objective
Materials
#ORAL2EEF
"5)0.&*/5)&
Review vocabulary words and context clues
• Vocabulary Cards
• Student Book At Home in the Coral Reef
VOCABULARY WORDS
CZ,BUZ.V[JLr*MMVTUSBUFECZ,BUIFSJOF#SPXO8JOH
Student
Book
Tell students that they will play a game. Write the vocabulary words on
the board. Then place all of the Vocabulary Cards in a pile facedown.
Have one student choose a card, but do not let the other students see it.
Divide students into two groups. Each group asks the student a question
about the vocabulary word. The student responds with the correct answer.
The group that asked the question can guess the word. Give one point to
the group that gets the word right. The group with the most points wins.
CONTEXT CLUES: DESCRIPTIONS
Review with students that context clues are parts of sentences that help
you figure out the meaning of unfamiliar words. Work with students to
find descriptions and examples of coral and algae in At Home in a Coral
Reef. Challenge students to find other vocabulary words and identify the
context clues.
Poseidonand
the Kingdom
of Atlantis
Student
Book
retold by Gillian Reed
Literary Elements
Objective
Materials
Discuss literary elements
• Myths in books and other resources
PROTAGONIST AND HYPERBOLE
Discuss the purpose and importance of the protagonist and hyperbole in
the myth “Poseidon and the Kingdom of Atlantis.” Have students read other
myths and identify who the protagonist is and how hyperbole is used.
On Level Practice Book O, page 143
As I read, I will pay attention to my pronunciation of vocabulary words.
10
22
34
46
55
66
76
85
93
99
110
120
133
Life in a tide pool is difficult. The temperature may
range from very hot in the daytime to very cold at night.
Twice a day, during high tide, ocean waves rush in and fill
the tide pool with water. At low tide the water goes out
again. The same tide pool may be completely dry.
Tide pool animals must hang on tight at high tide and
keep themselves wet at low tide. They must adapt to
both heat and cold. And they must defend themselves
against becoming another creature’s lunch. Only the most
adaptable tide pool animals can survive.
The barnacle is an example of a true tide pool survivor.
A barnacle is born swimming freely. But soon after that,
it finds a rock or other hard surface in a tide pool. The
animal cements itself there for life. 139
Objective
Materials
1. How is a tide pool different from a part of the ocean that is always under
water? Compare and Contrast A tide pool has a range of
temperatures. Sometimes the tide pool is filled with
water, and sometimes the tide pool is dry. Other
parts of the ocean do not change as much.
2. Why does the barnacle need to cement itself to a rock? Draw
The barnacle needs to cement itself to a
rock to avoid getting swept out to sea by the tides.
Conclusions
Words Read
–
Number of
Errors
=
–
=
Second Read
–
=
535Q
• On Level Practice Book O, p. 143
REPEATED READING
Comprehension Check
First Read
Read fluently with appropriate prosody at a rate of 102–136 WCPM
Words
Correct Score
Work with students to begin marking up the Fluency passage on page 143 of
Practice Book O. Remind them to pay attention to the correct pronunciation
of unfamiliar words. Model reading aloud the entire passage. Then read one
sentence at a time while students echo-read the sentences back.
Timed Reading During independent reading time, partners take turns
reading the passage they have practiced reading aloud. At the end of the
week, have students do a timed reading.
Leveled Reader Lesson
Objective
Materials
Read to apply strategies and skills
• Leveled Reader Tide Pools
PREVIEW AND PREDICT
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<]\TWQbW]\
Have students preview Tide Pools.
■
Ask students to write down any questions they have about the
selection.
■
Ask students to predict what they will learn about tide pools.
SKILL
COMPARE AND CONTRAST
When readers compare and contrast two or more things or people, they
identify their similarities and differences. Explain that students will fill in
similarities and differences about what they read in a Venn diagram.
CZ$BSPMZO$MBSL
Leveled Reader
READ AND RESPOND
Read Chapter 1. Pause to discuss the various details about life in a tide
pool. At the end of Chapter 1, fill in the Venn diagram. Have students
compare and contrast information, such as the way mollusks and sea stars
get their food.
VOCABULARY WORDS
As they finish reading Tide Pools, ask students to point out vocabulary
words as they appear. Then have students discuss how each word is used.
MAKE CONNECTIONS ACROSS TEXTS
ELL
Leveled Reader
Go to pages
535U–535V.
Invite students to draw connections between Tide Pools and At Home in
the Coral Reef.
■
Ask students to compare and contrast information to summarize what
they learned in Tide Pools.
■
Ask students if the details in Tide Pools seems as realistic as the details in
At Home in the Coral Reef.
■
Ask students to compare the way natural events are described in both
selections.
At Home in the Coral Reef
535R
Beyond Level Options
Vocabulary
Objective
Materials
Poseidonand
the Kingdom
of Atlantis
Write a newspaper article using vocabulary words
• Dictionary
EXTEND VOCABULARY
Ask students to write short newspaper articles to share interesting facts
about the Earth’s oceans using vocabulary words they have learned
throughout the week’s lesson. Remind them to check the vocabulary
words by using a dictionary. Invite students to edit their articles or a
partner’s article and present them to the class.
retold by Gillian Reed
Student Book
Literary Elements
&--
Objective
Materials
Retelling Have students
work in pairs to retell a
myth. Before they begin,
review the meaning of
the terms protagonist and
hyperbole. Students should
include a protagonist and
use hyperbole in their
retold myth. One partner
can write down the myth.
The other partner can
illustrate the myth. When
they are finished, ask
students to share their
myths.
Use literary elements in a myth
• Student Book “Poseidon and the Kingdom of Atlantis”
• Myths in books and other resources
PROTAGONIST AND HYPERBOLE
Point out that all myths generally include a protagonist and use
hyperbole. Explain that myths have their beginnings in folklore, and that
they sometimes have a god or goddess as the protagonist. Hyperbole is
generally used to exaggerate what the main characters can do. Review
“Poseidon and the Kingdom of Atlantis,” for examples.
Have students read myths in books and other resources, noting
protagonists and uses of hyperbole. Then challenge them to compare
and contrast two myths. Ask students to use a Venn diagram and list the
similarities and differences between the two. Invite them to share their
diagrams with a partner and discuss which myth they like better.
Beyond Practice Book B, page 143
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Objective
Materials
Read fluently with appropriate prosody at a rate of 112–143 WCPM
• Beyond Practice Book B, p. 143
REPEATED READING
Work with students to begin marking up the Fluency passage on page
143 of Practice Book B. Remind them to pay attention to the correct
pronunciation of vocabulary or unfamiliar words. Model reading aloud the
entire passage. Then read one sentence at a time while students echoread the sentence back.
During independent reading time, partners can take turns reading the
passages they have practiced reading aloud. Remind students that if their
partner makes a mistake they should give a hint, such as “sound out this
word,” before they give their partner the correct word.
Leveled Reader Lesson
Objective
Materials
Read to apply strategies and skills
• Leveled Reader Hydrothermal Vents
PREVIEW AND PREDICT
Have students preview Hydrothermal Vents, predict what it is about, and
set a purpose for reading.
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<]\TWQbW]\
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SKILL
COMPARE AND CONTRAST
Ask a volunteer to explain what the terms compare and contrast mean
and how they can help readers analyze text. Explain that students
will read Hydrothermal Vents together and fill in information about
similarities and differences.
READ AND RESPOND
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Leveled Reader
As students read, they should compare the different facts about
hydrothermal vents that are presented in the selecton, then fill in their
Venn diagrams. Discuss with students if there were more similarities or
differences.
VOCABULARY WORDS
Have students pay attention to vocabulary words as they come up. Ask
volunteers to provide definitions as needed.
Self-Selected Reading
Objective
Materials
Read independently to compare and contrast parts of a story
• Magazine or newspaper articles
READ TO COMPARE AND CONTRAST
Invite students to choose two articles about a topic that interests them for
independent reading. Remind them that comparing and contrasting two
selections means looking for similarities and differences. Have students
read their articles and take notes in their response journals.
After reading, ask students to compare the information from both articles.
How were the articles similar? What were the differences between the
two? Did one article contain more information than the other about the
topic?
At Home in the Coral Reef
535T
English Language Learners
Academic Language
Throughout the week, the English language learners in your class 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 vocabulary
development, use the lesson
at www. macmillanmh.com
Strategies to Reinforce
Academic Language
■
Use Context Academic Language used by the teacher
(see chart below) should be explained in the context
of the task during Whole Group. You may 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
Writing/Grammar Words
Earth’s surface (p. 508)
analyze text structure (p. 511A)
figurative language (p. 534)
seas, sea floor (p. 508)
compare and contrast (p. 511A)
how-to paragraph (p. 534)
culture’s core beliefs and values
(p. 530)
Venn diagram (p. 511A)
sentence fluency (p. 535)
earthquakes (p. 531)
myth (p. 530)
possessive pronoun (p. 535I)
temper (p. 531)
protagonist (p. 530)
contractions (p. 535I)
trident (p. 531)
hyperbole (p. 530)
homophones (p. 535J)
chariot (p. 531)
535U
Skill/Strategy Words
apostrophe (p. 535J)
Informational
Nonfiction
ELL Leveled Reader Lesson
Objective
• To apply vocabulary and
comprehension skills
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Materials
DEVELOP ORAL LANGUAGE
• ELL Leveled Reader
Build Background Write ocean/sea on the board
and have students share what they know about
oceans. What are some words that describe the
ocean? What animals live in the ocean? As students
respond, write the information on the board.
3::#2Og>ZO\\S`
DAY 1
• Academic Language
• Oral Language and
by Carolyn Clark
Vocabulary Review
Review Vocabulary Write the vocabulary and story support words on
the board and discuss the meanings. Use each word in a sentence. Use
the pictures in the book to convey meaning. Snails, mussels, and clams are
mollusks that can be found in reefs.
DAY 2
• ELL Leveled Reader
DAY 3
Point to the cover photograph and ask students to describe it. Read the title
aloud. What does tiny oceans mean? Explain that they will learn about tide
pools, which are small areas of water—or “tiny oceans”—on the beach.
Set a Purpose for Reading Show the Venn Diagram and remind students
they have used one before. Ask them to make a similar diagram to
compare and contrast tide pools and oceans as they read.
• Academic Language
• ELL Leveled Reader
DAY 4
PREVIEW AND PREDICT
• Academic Language
• 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, model writing key
information about tide
pools. Model comparing and
contrasting oceans and tide
pools and fill in the Venn
Diagram.
Read Together Read the
first chapter. Help students
gather and record key
information about tide
pools. Take turns reading
with students. Model adding
to the list. Model comparing
and contrasting oceans and
tide pools. Fill in the Venn
Diagram.
Independent Reading
Have students read the story.
Ask them to discuss it with
a reading partner and write
a list of key information.
Using the information, have
them compare and contrast
oceans and tide pools and
fill in the Venn Diagram.
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ELL Teacher’s Guide
for students who need
additional instruction
Remind students to use the vocabulary and story words in their whole
group activities.
At Home in the Coral Reef
535V