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Theme
5
160
THEME 5:
One Land, Many Trails
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EXTRA SUPPORT LESSONS FOR
One Land, Many Trails
Selections
1 A Boy Called Slow
2 Pioneer Girl
3 Black Cowboy, Wild Horses
4 Elena
THEME 5:
One Land, Many Trails 161
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4:23 PM
Page 162
THEME 5/SELECTION 1
A Boy Called Slow
SKILL FOCUS: STRUCTURAL ANALYSIS
25–30 MINUTES
Prefixes un-, dis-, in-, re-;
Suffix -ion
Objectives
• read words that have the prefix
un-, dis-, in-, re- or the suffix -ion
• use the Phonics/Decoding
Strategy to decode longer words
Warm-Up/Academic Language,
Remind students that a prefix is a word part added to the beginning of a base word to change its meaning. Explain that a suffix
is a word part added to the end of a base word.
Materials
•
•
•
•
Teaching Master ES5-1
Practice Master ES5-1
index cards
Anthology: A Boy Called Slow
Teach,
Review the Phonics/Decoding Strategy. Tell students that they can use
this strategy to decode words with prefixes or suffixes. Model how to
decode collection: Colin has a collection of movie posters.
I see -ion at the end of this word. When I cover the suffix,
I find collect, which I recognize. Adding -ion to collect
helps me figure out cuh LEK shun. That sounds right.
Get Set for Reading
CD-ROM
A Boy Called Slow
Education Place
Give five index cards to each student. Have students write one of the fol-
www.eduplace.com
A Boy Called Slow
lowing on each card: un-, dis-, in-, re-, -ion. As you read the following
words aloud, have students hold up the appropriate cards to identify
the prefix or suffix in each word: disappear, untie, incorrect, reopen,
and reflection.
Audio CD
A Boy Called Slow
Audio CD for One Land, Many Trails
Remind students that a prefix isn’t a word on its own, and must be
added to a base word.
Lexia Phonics
CD-ROM
Intermediate Intervention
162
THEME 5:
One Land, Many Trails
Explain that changes in meaning sometimes occur when a prefix or suffix is added to a base word. Display the following chart on the board or
on chart paper. Help students to fill it in.
4:23 PM
Page 163
Prefix or Suffix
dis-: opposite
Base Word
agree
in-: not
re-: again
direct
un-: not
-ion: result of
an act or
process
true
send
create
Teaching Master ES5–1
New Word
disagree: to have a
different opinion
indirect: not direct
resend: to send
again
untrue: not true
creation: some
thing that is new
Teaching Master ES 5–1
A Boy Called Slow
Prefixes un-, dis-, in-,
re-; Suffix -ion
When the rain started falling, we went inside.
Emma’s dog dislikes dry dog food.
José returned the broken CD to the store.
Ben won the election for class president.
Lori was unsure of where her art class was meeting.
Word
inside
Prefix or Suffix
in-
dislikes
returned
disre-
election
unsure
-ion
Base Word
side
likes
turned
elect
sure
un-
Prefixes like un-, dis-, in-,
and re- come before the
base word. Suffixes like -ion
Copyright © Houghton Mifflin Company. All rights reserved.
7/18/03
come after the base word.
Guided Practice,
Display or distribute Teaching Master ES5-1.
Grade 5
TMES 5–1
Read the sentences with students and have them identify words with the
Theme 5: One Land, Many Trails
Practice Master ES5–1
prefixes un-, dis-, in-, re-, or the suffix -ion.
Practice Master ES 5–1
Guide students to complete the chart.
A Boy Called Slow
Name
Prefixes un-, dis-, in-, re-;
Suffix -ion
Practice/Apply,
Distribute Practice Master ES5-1. Review the directions with students.
Fill in each blank with the word from the box that best completes each
sentence. Circle the word if it has un-, dis-, in-, re-, or -ion.
obedient
invisible
disobedient
visible
unfriendly
build
friendly
rebuild
Ask students to complete the Practice Master independently.
1. Instead of giving me a
Check students’ responses to make sure they can read words with the
target prefixes and suffix.
2. Tom’s dog is
Matt’s dog is
3. Should we
LITERATURE FOCUS:
10–15 MINUTES
Preview A Boy Called Slow
repair and
friendly
unfriendly
gave me an
Copyright © Houghton Mifflin Company. All rights reserved.
5XH163
disobedient
obedient
build
and does as it’s told.
the old shed?
4. If you can see something, it is
Grade 5
and ignores his commands.
a new shed, or just
rebuild
If you can’t see it, it’s
hug, she
frown.
Theme 5: One Land, Many Trails
I see you!
visible
invisible
.
.
PMES 5–1
Segment 1
Refer to the bottom of page 471 in the Teacher’s Edition and preview
with students Segment 1 of A Boy Called Slow (pages 470–477).
Note the suggestions in the Extra Support boxes on Teacher’s Edition
pages 473, 475, and 476.
SELECTION 1:
A Boy Called Slow
163
5XH164
7/18/03
4:24 PM
Page 164
THEME 5/SELECTION 1:
A Boy Called Slow
SKILL FOCUS: COMPREHENSION
25–30 MINUTES
Drawing Conclusions
Warm-Up/Academic Language,
Objective
• use facts and details from the
selection to come to an understanding of something not directly
stated in the text
Materials
• Teaching Master ES5-2
• Practice Master ES5-2
• Anthology: A Boy Called Slow
Explain that authors do not always tell everything about the characters and events in a story. Sometimes readers must put
together story details to come to an understanding on their own.
This is called drawing conclusions.
Teach,
Read the following sentences aloud: Daniel listened to some of his
Spanish tapes while he waited at the gate.“These could come in
handy soon,” he thought as he boarded his flight.
Ask students where Daniel might be going and how he might get there.
Elicit that Daniel is probably going somewhere where Spanish is spoken,
and that he is going by plane. Point out that the author has given clues
that help readers draw each conclusion, and ask students to identify the
clues. (waited at the gate and boarded his flight are clues that Daniel
is traveling by plane; Spanish tapes and could come in handy soon
are clues that he is going somewhere where Spanish is spoken.)
Read this story aloud:
Even though Gaby lives on a ranch in Colorado and Nicole
lives in the city of San Francisco, they see each other often.
Their moms are sisters.
Last summer, Nicole visited Gaby in Colorado. The girls had a
wonderful week together. Nicole helped Gaby with her
chores. She fed the hens and gathered eggs. Nicole was very
tired at night, but she still had a hard time falling asleep. The
only sound she could hear outside the bedroom window
was that of crickets chirping.
Display the following chart. Guide students in completing the chart,
using the story clues to draw conclusions.
164
THEME 5:
One Land, Many Trails
4:24 PM
Page 165
Teaching Master ES5–2
Story Clues
Conclusion
Gaby and Nicole try to see Gaby and Nicole are cousins.
each other often, even
They must be friends too, since
though they live far apart. they spend time together.
Their moms are sisters.
Nicole can’t fall asleep at Nicole is probably used to the
night. She can hear
sounds of city life, and the noise
crickets chirping.
of the crickets bothers her.
Teaching Master ES 5–2
A Boy Called Slow
Drawing Conclusions
The rain came down so hard that Joseph could
barely see three feet in front of him. It had already
soaked through his coat. All he wanted to do was to find
a dry spot somewhere and sleep. Still, he kept searching.
He would not go home without his colt.
Joseph heard weak neighing. He followed the
sound until he found what he had been looking for. The
colt was under a tree, wet and shivering. His eyes were
wide with fear and confusion. Joseph approached him,
calling the colt’s name. At the sound of
Joseph’s voice, the colt’s ears perked
up and he moved towards Joseph.
Together they headed for home.
Add Up the Story Clues…
Guided Practice,
Display or distribute Teaching Master ES5-2.
…and Come to a Conclusion
Joseph is tired and wet, but
still searches for his colt.
Joseph must really care
for his colt.
The colt is wet and
shivering. His eyes are wide
The colt is wet and
frightened. He probably
got lost.
with fear and confusion.
Read the story with students.
Grade 5
TMES 5–2
Copyright © Houghton Mifflin Company. All rights reserved.
7/18/03
Theme 5: One Land, Many Trails
Direct students’ attention to the chart. Have them use the story clues in
Column 1 to draw conclusions and complete the chart.
Practice Master ES5–2
Practice/Apply,
Distribute Practice Master ES5-2. Review the directions with students.
Practice Master ES 5–2
A Boy Called Slow
Name
Drawing Conclusions
Have students complete the Practice Master independently.
Check students’ responses to make sure that they understand how to use
Read each story. Then use clues from the story to draw a conclusion.
story clues to draw conclusions.
The scouting party felt the ground rumble. A long line of
brown, shaggy creatures appeared, kicking up a large dust cloud. The
party watched as the first animals passed a few hundred feet from
them. By the time the last animal had gone past, they felt like they
had been standing there for hours.
Story Clues:
LITERATURE FOCUS:
The ground rumbles. Brown, shaggy
creatures kick up dust and the herd of animals
10–15 MINUTES
passes by. The scouting party watches a long time.
Conclusion:
Preview A Boy Called Slow
Segment 2
Refer to the bottom of page 471 in the Teacher’s Edition and preview
with students Segment 2 of A Boy Called Slow (pages 478–484).
Copyright © Houghton Mifflin Company. All rights reserved.
5XH165
They saw a large herd of buffalo pass by.
Greg always tried to pay attention to what was going on around
him, but it was hard. When he had to watch the horses, he would
daydream about riding one across the plains. He wouldn’t notice when
the horses wandered off. When he walked through the woods, he
would daydream about bears, and then trip over a root or stone.
Story Clues:
Greg has a hard time paying attention.
He daydreams and lets the horses wander off or
trips on a root or stone.
Conclusion:
Grade 5
Greg has a very active imagination.
Theme 5: One Land, Many Trails
PMES 5–2
Note the suggestions in the Extra Support boxes on Teacher’s Edition
pages 482 and 484.
SELECTION 1:
A Boy Called Slow
165
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4:24 PM
Page 166
THEME 5/SELECTION 1:
A Boy Called Slow
SKILL FOCUS: STRUCTURAL ANALYSIS
25–30 MINUTES
Prefixes un-, dis-, in-, reTeach,
Write the following sentences on the board:
Objectives
• identify the prefixes un-, dis-, in-,
or re• read words with the prefixes un-,
dis-, in-, or re-
Slow disliked his name.
Slow liked his name.
Materials
• Anthology: A Boy Called Slow
Read the sentences aloud with students. Have them identify the difference between the two sentences. Remind students that covering a prefix and looking at the base word is a good way to figure out a word.
Model the process for students using the following sentence: Slow
wondered if the men on horses were unfriendly.
Here’s a word I don’t know. But I see a prefix that I recognize—un-. Let me cover it up. What’s left? Oh, friendly! So
this word is unfriendly. Since un- means “not,” I suppose
unfriendly means “not friendly.” That makes sense in the
sentence.
Practice,
Display the following sentences:
Slow’s life felt incomplete before his brave act.
They regained all their horses.
Slow galloped over the uneven ground.
166
THEME 5:
One Land, Many Trails
5XH167
7/18/03
4:25 PM
Page 167
Explain the following tips to students:
• Separate the prefix from the base word.
• Look at each part separately.
• Use your knowledge of the meaning of the prefix and the base word to
figure out the meaning of the word.
Refer students to the Phonics/Decoding Strategy Poster for more tips.
Apply,
Display the following sentences:
Slow was inexperienced in battle.
He was unhurt in the raid.
Slow returned to the village.
His old name soon disappeared.
Guide students to:
• underline the words that have the prefixes un- dis-, in-, or -re
• divide the prefix from the base word
• circle the prefix
• read the words aloud
LITERATURE FOCUS:
10–15 MINUTES
Review A Boy Called Slow
Guide students through the Comprehension Skill Lesson for Drawing
Conclusions on page 483 in the Teacher’s Edition.
SELECTION 1:
A Boy Called Slow
167
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4:25 PM
Page 168
THEME 5/SELECTION 1:
A Boy Called Slow
SKILL FOCUS: GRAMMAR
10–15 MINUTES
Subject and Object Pronouns
Teach,
Display these sentences:
Objectives
• identify subject pronouns and
object pronouns
• use subject pronouns and object
pronouns correctly in sentences
A boy was born many years ago. Returns Again loved the boy.
A daughter was born later. Returns Again also loved the daughter.
The children played in the sun. Returns Again watched the children.
Ask students what pronouns they could use to stand for the underlined
words. (He, him; She, her; They, them) Then remind students of these
definitions and rules:
• A pronoun is a word that replaces a noun.
• I, you, she, he, it, we, and they are subject pronouns.
• Me, you, him, her, it, us, and them are object pronouns.
Practice,
Display the following sentences. Invite students to underline the subject
pronouns and circle the object pronouns:
He rode all day under the hot sun. (He)
She rode beside him on a black pony. (She, him )
We waited for them all day. (We, them )
Apply,
Display the following sentences. Have students replace the underlined
words with the correct subject or object pronouns.
1. Slow’s father taught Slow a lot. (He, him)
2. Slow’s mother also taught Slow. (She, him)
3. Slow learned a lot from Slow’s mother. (He, her)
168
THEME 5:
One Land, Many Trails
5XH169
7/18/03
4:25 PM
Page 169
SKILL FOCUS: GRAMMAR
10–15 MINUTES
Using I and me
Teach,
Display these sentence pairs:
Objectives
Slow and I like to ride. I like to ride.
Slow and me like to ride. Me like to ride.
Tell students that only one pair is correct. Have them choose the correct
• distinguish between I, a subject
pronoun, and me, an object
pronoun
• use I and me correctly in
sentences
pair and tell you how they know. (first) Remind them that:
• I is a subject pronoun that is used as the subject of a sentence.
• Me is an object pronoun that is used after action verbs, and after words
such as to, in, and for.
Materials
• Leveled Reader: Shell-Flower
Display the following sentence pair:
Slow came with his mother and me. Slow came with me.
Ask students how making a sentence pair could help them use I and me
correctly. (If I or me sounds right by itself, it is probably right with
another word.)
Practice,
Display these sentences. Have students choose the correct pronouns.
Slow’s mother and I/me made dinner. (I)
She sat down next to Slow and I/me. (me)
Apply,
Display these sentences. Have students choose the correct pronouns.
1. My uncle and I/me rode together.
2. Slow’s father gave horses to my uncle and I/me.
3. Slow and I/me trained our horses well.
LITERATURE FOCUS:
10–15 MINUTES
Preview Shell-Flower
Walk students through Shell-Flower and discuss the illustrations, using
words such as village and tribe. Ask them to draw conclusions about
the story and its characters based on the illustrations.
SELECTION 1:
A Boy Called Slow
169
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7/18/03
4:26 PM
Page 170
THEME 5/SELECTION 1:
A Boy Called Slow
SKILL FOCUS: COMPREHENSION
25–30 MINUTES
Drawing Conclusions
Teach,
Read the following passage:
Objectives
• use story clues to draw
conclusions
• identify details in a story that can
be used to draw conclusions
Materials
• Anthology: A Boy Called Slow
• Leveled Reader: Shell-Flower
Jenny stood on the high-dive and looked nervously down at the pool
below. “You wanted to learn to dive,” she told herself sternly. “Just
jump in.” Jenny thought she had never been so scared in her life. But
she took a deep breath and jumped.
Have students ask themselves: What kind of person is Jenny? (brave,
determined) Then ask students to tell you how they know. (She is
scared, but she goes ahead and jumps.) Explain that students could
use story clues in order to understand Jenny. (“nervously,” “told herself sternly,” “never been so scared,” “But she… jumped.”)
Point out that the author did not say,“Jenny was brave and determined.”
Instead, the author gave readers story clues to use along with their
own experience to draw conclusions.
Read the five paragraphs on page 471 with students, and model the
process of drawing conclusions:
I wonder what kind of people the Sioux are. I’ll look for
clues to help me find out. Here the wife says her son will
“follow his father’s path.” Here the author mentions “the
custom.” Then the author says, “So it had been with
Returns Again and his father before him.” I get the impression that tradition is very important to the Sioux.
Remind students to use story clues and their own experiences to draw
conclusions about characters and events in stories they read.
170
THEME 5:
One Land, Many Trails
5XH171
7/18/03
4:26 PM
Page 171
Practice,
Have students read pages 474–475. Ask: How does Slow feel about his
family? (He admires them.) Ask: What story clues help you know this?
(Slow wants a name like his father and uncle. Slow listens to his
parents’ advice.) Have students discuss how their own experiences
helped them draw the conclusion about Slow.
Apply,
Have students draw conclusions, with an eye to using story clues and
their own experience, in the Leveled Reader selection Shell-Flower by
Rhonda Rodriguez. Ask students to complete the questions and activity
on the Responding page.
LITERATURE FOCUS:
10–15 MINUTES
Revisit A Boy Called Slow and
Shell-Flower
Guide students to draw conclusions about the stories as they look
through A Boy Called Slow and Shell-Flower. Also, help them look for
words with the prefixes un-, dis-, in-, re-, and the suffix -ion. As examples, you may want to point out the words inherited and returns on
page 476 of A Boy Called Slow, or the word remained on page 16 of
Shell-Flower.
SELECTION 1:
A Boy Called Slow
171
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4:26 PM
Page 172
THEME 5/SELECTION 2
Pioneer Girl
SKILL FOCUS: STRUCTURAL ANALYSIS
25–30 MINUTES
Stressed and Unstressed
Syllables
Objectives
• read words with stressed and
unstressed syllables
• use the Phonics/Decoding
Strategy to decode longer words
Materials
• Teaching Master ES5-3
• Practice Master ES5-3
• Anthology: Pioneer Girl
Warm-Up/Academic Language,
Remind students that words can be divided into syllables, and that
each syllable in a word has a vowel sound. Explain that in words
with more than one syllable, one of the syllables has more
stress, or emphasis.
Teach,
Write Monday on the board. Read the word aloud. Demonstrate how to
tap out the syllables, or word parts, using your desk as a drum. Then
put a slash between the two syllables (Mon/day). Have students count
the syllables as you say them aloud.
Say the word twice, emphasizing a different syllable each time: MON day
and mon DAY. Have students raise their hands when they hear the correct pronunciation. Write MON day on the board and repeat the word
with the correct emphasis.
Get Set for Reading
CD-ROM
Repeat the procedure described above, using other words. Include multisyllabic words such as vacation or holiday.
Review the Phonics/Decoding Strategy. Display the following sentence,
Pioneer Girl
Education Place
www.eduplace.com
Pioneer Girl
and model how to use the strategy to figure out the stressed and
unstressed syllables in a word: Stacey saw many forms of wildlife,
including elk, bison, and bald eagles.
Audio CD
Pioneer Girl
Audio CD for One Land, Many Trails
Lexia Phonics
CD-ROM
Intermediate Intervention
172
THEME 5:
One Land, Many Trails
I’ll sound out the underlined word. First I’ll try the stress on
the first syllable: BI son. That sounds right to me. To
make sure, I’ll try the stress another way: bi SON. That
sounds wrong. I’ll reread the sentence pronouncing the
word BI son. It makes sense in this sentence. I’ve heard of
bison. They are a kind of wildlife.
7/18/03
4:27 PM
Page 173
Write the following words on the board.
Teaching Master ES5–3
Teaching Master ES 5–3
raincoat
umbrella
evaporate
atmosphere
RAIN/coat
Pioneer Girl
Stressed and
Unstressed Syllables
um/BREL/la
“Nice JACK et”
“Nice jack ET”
e/VAP/o/rate
AT/mos/phere
1. We should protect the land and its wildlife.
pro TECT
PRO tect
2. You may borrow the book after I finish reading it.
AF ter
Have students tap out the syllables of each word. Guide them in writing
af TER
3. I plan to travel to many new places.
tra VEL
each word in syllables, showing the stressed syllable in capital letters.
TRA vel
4. In science class, we’re learning about how a tornado forms.
TOR na do
Copyright © Houghton Mifflin Company. All rights reserved.
tor NA do
5. Which weighs more, a buffalo or an elephant?
Guided Practice,
Display or distribute Teaching Master ES5-3. Discuss the illustration
buf FA lo
BUF fa lo
6. That is not my concern.
con CERN
CON cern
7. The new engine on that train is very powerful.
with students, and point out the correct way to pronounce jacket.
POW er ful
pow ER ful
Grade 5
TMES 5–3
Theme 5: One Land, Many Trails
Read the sentences with students.
Say each underlined word aloud. For each underlined word, guide stuPractice Master ES5–3
dents to circle the word with the correctly stressed syllables.
Practice Master ES 5–3
Pioneer Girl
Practice/Apply,
Distribute Practice Master ES5-3. Review the directions with students.
Name
Have students work independently to complete the Practice Master.
In each sentence, one of the words is written two ways. Circle the
way that shows stress on the correct syllable.
Stressed and
Unstressed Syllables
1. May and Greg planted
Check students’ responses to make sure that they understand stressed
CAB bage
cab BAGE
2. I have a turkey sand WICH
SAND wich
and unstressed syllables.
in their garden.
for lunch today.
3. Anna, Luisa, and Tyler walked around the mall
to GETH er
.
to geth ER
4. A hot-air BAL loon floated above the town.
bal LOON
5. We will
LITERATURE FOCUS:
10–15 MINUTES
Preview Pioneer Girl Segment 1
Refer to the bottom of page 499 in the Teacher’s Edition and preview
with students Segment 1 of Pioneer Girl (pages 499–507).
de CIDE
DE cide
together which movie to see.
6. Ms. Grant has a book that needs to go back to the
Copyright © Houghton Mifflin Company. All rights reserved.
5XH173
LI brar y
.
li brar Y
7. Faith wanted to EX change the blouse for one in a smaller size.
ex CHANGE
8. Let’s visit the rose
gar DEN .
GAR den
9. I will remember how much fun I had at the school
10. Today our class went on a
Grade 5
Theme 5: One Land, Many Trails
treas URE
TREAS ure
PIC nic .
pic NIC
hunt.
PMES 5–3
Note the suggestions in the Extra Support boxes on Teacher’s Edition
pages 500, 503, 504, and 506.
SELECTION 2:
Pioneer Girl
173
5XH174
7/18/03
6:08 PM
Page 174
THEME 5/SELECTION 2:
Pioneer Girl
SKILL FOCUS: COMPREHENSION
25–30 MINUTES
Propaganda
Warm-Up/Academic Language,
Objectives
• identify propaganda
• identify persuasive techniques
commonly used in propaganda
• distinguish between statements
in propaganda that are supported
by facts and those that are not
Materials
•
•
•
•
Teaching Master ES5-4
Practice Master ES5-4
a magazine
Anthology: Pioneer Girl
Explain that propaganda is information presented in a way that
makes people believe a certain thing or act a certain way. Point
out that print and television advertisements use forms of propaganda to encourage people to buy products.
Teach,
Display a magazine. Have students raise their hands when you make a
statement about the magazine that sounds like propaganda. Tell them
to keep their hands down when you make a statement that sounds
accurate.
Say: Everyone reads this magazine. All smart people read magazines
every day. Reading magazines makes your problems go away. Some
magazines contain advertisements. (Students should raise their
hands after every statement except Some magazines contain
advertisements.)
Guide students to identify the last statement as the one that is supported
by facts.
Display the following information:
174
THEME 5:
One Land, Many Trails
• Overgeneralization:
makes general statements based on only a
few facts (Example: I know one smart person who reads magazines every day. All
smart people read magazines every day.)
• Testimonial:
uses a celebrity or expert to make a statement supporting a product (Example: My
favorite film star says this is the best
magazine she’s ever read.)
• Bandwagon:
persuades consumers to do something
because “everyone else” is doing it (Example:
Everyone is reading this magazine. You
should, too.)
• Transfer:
associates a person with a product so that
consumers will transfer their admiration for
the person to the product (Example: This is
the kind of magazine the President reads,
so I know it’s good.)
7/18/03
7:45 PM
Page 175
• Faulty cause and effect: says consumers will be happier simply as a
result of using the product (Example:
Reading magazines makes your problemsgo away.)
Teaching Master ES5–4
Teaching Master ES 5–4
Pioneer Girl
Propaganda
Discuss each technique and its description. Guide students in listing
Hey there, partner! Are you looking for a way
other examples if needed, using the previous procedure.
to travel west in style? Join the thousands of
people who have taken a ride on the White Sail
Stagecoach Line.
Guided Practice,
Display or distribute Teaching Master ES5-4.
bandwagon
The
Governor of Nebraska uses us for all his traveling
transfer
needs.
We have a long
history of safety—we’ve been accident-free for
over a year!
Read the advertisement with students. Have students identify each prop-
overgeneralization So if you want
to find success and happiness in life, come take a
ride with us.
faulty cause and effect
Like Wild
Copyright © Houghton Mifflin Company. All rights reserved.
aganda technique being used, and write it on the appropriate blank.
Bill Hickok says, “There’s no stagecoach like a
testimonial
White Sail stagecoach.”
Practice/Apply
Distribute Practice Master ES5-4. Review the directions with students.
Grade 5
TMES 5–4
Theme 5: One Land, Many Trails
Have students complete the Practice Master independently.
Check students’ responses to make sure that they understand propaganda.
Practice Master ES5–4
Practice Master ES 5–4
LITERATURE FOCUS:
Pioneer Girl
Name
10–15 MINUTES
Propaganda
Preview Pioneer Girl
Label each accurate statement with an (A). Label each propaganda
statement with a (P), and write the type of propaganda being used
next to the statement.
Segment 2
testimonial
transfer
Refer to the bottom of page 499 in the Teacher’s Edition and preview
with students Segment 2 of Pioneer Girl (pages 508–513).
bandwagon
faulty cause and effect
overgeneralization
1. Three people who went to Arizona said they had good weather
A
while they were there.
The weather in Arizona is the best in the world! Three people who
Note the suggestions in the Extra Support box on Teacher’s Edition
went there said they’ve never seen better weather.
P, overgeneralization
page 512.
A
2. The West Hotel is on Main Street.
When the President came to River City, he stayed at the West
Hotel, the best hotel anywhere.
Copyright © Houghton Mifflin Company. All rights reserved.
5XH175
P, transfer
3. General Jackson says, “Canyon sweaters are the warmest sweaters
P, testimonial
that money can buy.”
Canyon sweaters are made of wool.
A
4. Since your doctor says it will help you, you should take the
medicine.
A
Everyone is taking Magic Cure Medicines. You should too!
P, bandwagon
Grade 5
Theme 5: One Land, Many Trails
SELECTION 2:
PMES 5–4
Pioneer Girl
175
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7:28 PM
Page 176
THEME 5/SELECTION 2:
Pioneer Girl
SKILL FOCUS: STRUCTURAL ANALYSIS
25–30 MINUTES
Stressed and Unstressed
Syllables
Objectives
• identify the stressed and
unstressed syllables within a
word
• read words with stressed and
unstressed syllables
Teach,
Write the following sentence on the board:
Poppie tried to protect the crops.
Materials
• Anthology: Pioneer Girl
Read the sentence aloud, stressing the second syllable in protect. Then
stress the first syllable. Ask students which pronunciation is correct.
Draw a line between the syllables. Tell students that a syllable is a word
part with one vowel sound. Explain that syllables can be either
stressed—emphasized—or unstressed—not emphasized.
Display the following sentence: Grace’s family extended a helping
hand. Model the process of decoding the underlined word:
I’ll try sounding this word out. First, I’ll draw lines dividing
it into syllables. Now, I’ll guess that the first syllable is
stressed: EX ten ded. That doesn’t sound right. I’ll try
stressing the second syllable: ex TEN ded. That sounds
right and makes sense in the sentence.
176
THEME 5:
One Land, Many Trails
5XH175
7/18/03
7:28 PM
Page 177
Practice,
Display the following sentences:
The immigrants came for the rich soil.
They store pumpkins in the cellar.
The good crops convinced them to stay.
The conversation was in Swedish.
Invite students to read each underlined word aloud, experimenting with
different pronunciations if necessary. Have a student circle the stressed
syllables. Students can refer to the Phonics/Decoding Strategy Poster
for more tips.
Apply,
Work with students to find other examples of multi-syllabic words in the
selection Pioneer Girl. List the words on the board and have students:
• divide the words into syllables
• read them aloud
• circle the stressed syllable
LITERATURE FOCUS:
10–15 MINUTES
Review Pioneer Girl
Guide students through the Comprehension Skill Lesson for
Propaganda on page 501 in the Teacher’s Edition.
SELECTION 2:
Pioneer Girl
177
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7/18/03
7:29 PM
Page 178
THEME 5/SELECTION 2:
Pioneer Girl
SKILL FOCUS: GRAMMAR
10–15 MINUTES
Possessive Pronouns
Teach,
Display these sentence pairs:
Objectives
• identify possessive pronouns
• replace possessive nouns with
appropriate possessive pronouns
The girl’s house was made of sod. Her house was made of sod.
The pioneers’ life was hard. Their life was hard.
Ask students to identify the difference between the first and second sentence in each pair. (A possessive pronoun has replaced the possessive noun.) Remind students of these definitions and rules:
• A possessive pronoun is a word that shows ownership.
• My, you, his, her, its, our, and their appear before nouns.
• Mine, yours, his, hers, its, ours, and theirs stand alone and replace
nouns in sentences.
Practice,
Display the following sentences. Help students replace the underlined
words with possessive pronouns.
Grace’s day was long and full. (Her)
She worked with Grace’s father. (her)
The father had the father’s own work to do. (his)
The pioneers grew the pioneers’ own food. (their)
Apply,
Display the following sentences. Have students replace the underlined
words with possessive pronouns.
Grace’s sister was called Florry. (Her)
Poppie’s horse began to run. (His)
The guests brought the guests’ own dinner. (their)
178
THEME 5:
One Land, Many Trails
5XH175
7/18/03
7:29 PM
Page 179
SKILL FOCUS: GRAMMAR
10–15 MINUTES
Contractions with Pronouns
Teach,
Display these sentences:
Objectives
They are crossing the prairie. They’re crossing the prairie.
• identify contractions
• replace word pairs with
contractions
Ask students how the sentences in each pair are different. (She is is
Materials
She is old enough to help. She’s old enough to help.
replaced by she’s; while they are is replaced by they’re.)
Remind students of these rules:
• Leveled Reader: Journey to a Free
Town
• A contraction is a shortened form of two words.
• You can combine pronouns with the verbs am, is, are, will, would,
have, has, and had to form contractions.
• Use an apostrophe (’) in place of the dropped letter or letters.
Practice,
Have students replace the underlined words with contractions.
I am going to Nebraska soon. (I’m)
You are lucky to be going! (You’re)
We will have our own farm. (We’ll)
Apply,
Have students replace the underlined words with contractions.
He is a very good farmer. (He’s)
You would like the food he grows. (You’d)
We are all looking forward to that. (We’re)
LITERATURE FOCUS:
10–15 MINUTES
Preview Journey to a Free Town
Walk students through Journey to a Free Town and discuss the illustrations, using words from the story such as landowners and wagon.
Ask students to make statements of propaganda about the illustrations.
SELECTION 2:
Pioneer Girl
179
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7:30 PM
Page 180
THEME 5/SELECTION 2:
Pioneer Girl
SKILL FOCUS: COMPREHENSION
25–30 MINUTES
Propaganda
Teach,
Display the following sentences:
Objectives
• recognize techniques of
propaganda
• evaluate techniques of
propaganda
Materials
• Anthology: Pioneer Girl
• Leveled Reader: Journey to a Free
Town
The best way to get energy is to eat something
healthy. The famous star, Bart Bartly, eats our
Health Bars, and you should too. Every day more
and more people are trying our product, and they
just love it! You will too.
Have students ask themselves, What is the intention of the person who
wrote those sentences? (to get people to buy “Health Bars”) With students, identify the ways that the writer tries to convince readers to buy
the bars. (says energy comes from healthy eating, mentions movie
star, says that “more and more people” are trying it)
Point out that students have identified propaganda, information or
ideas deliberately developed to influence how others think.
Point out that the selection, Pioneer Girl, begins with a poster advertising land for sale by the railroad. The poster is a form of propaganda
that tries to convince pioneers to come to Nebraska.
Read the poster on page 500 with students, and model the process.
What if I were a pioneer reading this poster? How would
the authors try to influence the way I think? They tell me
that the farmlands are rich and that people can find
land suitable for any kind of farming. Sounds good. But
before I buy any land, I would want to find out whether
these statements are true or false.
180
THEME 5:
One Land, Many Trails
5XH175
7/18/03
7:30 PM
Page 181
Practice,
Look further at the poster with students. Notice some more examples of
propaganda. (region is good for growing corn and wheat; winters are
not long and cold) Then, work with students to find facts in the selection that show if the statements are true or false.
Apply,
Have students notice propaganda, with an eye to analyzing if statements
are true or false, in the Leveled Reader selection Journey to a Free
Town by Delores Lowe Friedman. Ask students to complete the questions and activity on the Responding page.
LITERATURE FOCUS:
10–15 MINUTES
Revisit Pioneer Girl and
Journey to a Free Town
Guide students to look for examples of propaganda in Pioneer Girl and
Journey to a Free Town. Also, help them look for words with stressed
and unstressed syllables. As examples, you may want to point out the
words favorite and buffalo on page 501 of Pioneer Girl, or the words
potatoes, careful, and pennies on page 30 of Journey to a Free Town.
SELECTION 2:
Pioneer Girl
181
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7:30 PM
Page 182
THEME 5/SELECTION 3
Black Cowboy, Wild Horses
SKILL FOCUS: STRUCTURAL ANALYSIS
25–30 MINUTES
Review of Syllabication
Warm-Up/Academic Language,
Objectives
• review how to read multi-syllabic
words
• use the Phonics/Decoding
Strategy to decode longer words
Materials
• Teaching Master ES5-5
• Practice Master ES5-5
• Anthology: Black Cowboy, Wild
Horses
Remind students that words with the VV pattern, such as giant, are
divided into syllables between the two vowels (gi/ant). Explain
that words with the VCV pattern, such as debate, are divided
either after the vowel (de/bate) or after the consonant (lem/on).
Tell students that words with the VCCV pattern, such as problem,
are usually divided between the two consonants (prob/lem).
Explain that words with the VCCCV pattern, such as simple, are
usually divided after the first consonant (sim/ple).
Teach,
Display the following chart. Use it to review the four patterns and how
words with these patterns are divided into syllables.
Get Set for Reading
CD-ROM
Black Cowboy, Wild Horses
Education Place
www.eduplace.com
Black Cowboy, Wild Horses
Audio CD
Lexia Phonics
CD-ROM
Intermediate Intervention
THEME 5:
Usual Word Division
V/V
V/CV or VC/V
VC/CV
VC/CCV
Example
pi/an/o
de/part, pan/el
suf/fer
com/plain
Read aloud piano. Have students tap out the syllables on their desks.
Explain how the VV pattern has been used to divide the word piano.
Repeat this exercise using each example.
Model how to decode oasis : They were lucky to find an oasis in
Black Cowboy, Wild Horses
Audio CD for One Land, Many Trails
182
Pattern
VV
VCV
VCCV
VCCCV
One Land, Many Trails
the desert.
oasis
o/a/sis
V/V
7/18/03
7:30 PM
Page 183
Teaching Master ES5–5
Teaching Master ES 5–5
Black Cowboy, Wild Horses
Review of Syllabication
I don’t know this word, but I see that a consonant follows the
vowels oa. If I try the VCV pattern and divide after the vowel,
I’ll get OH sihs. That’s not right. If I divide after the consonant,
I get OHS ihs. That’s not right either. Maybe it’s not the VCV
pattern. I’ll try the VV pattern and divide between the two
vowels. I get oh AY sihs. That sounds right, and makes sense
in the sentence. An oasis is a spot in a desert that has water.
Victor ruined his violin.
VV
VV
Carla opens the jar of honey.
VCV
Dan completes the task with enthusiasm.
VCCCV
alive, China, stopping, violin, angry, tumbling, obey, viola. Tell
students to decode their assigned words and identify their syllable
patterns.
VCCCV
Copyright © Houghton Mifflin Company. All rights reserved.
Ask students to choose partners. Assign each pair words from the list:
The scientist stumbled into the room.
VV
VCCCV
Grade 5
TMES 5–5
Guided Practice,
Display or distribute Teaching Master ES5-5.
Theme 5: One Land, Many Trails
Practice Master ES5–5
Review the illustrations and sentences with students. Guide them to
Practice Master ES 5–5
identify the syllable pattern for each underlined word. Write the correct pattern beneath the appropriate letters in each underlined word.
Black Cowboy, Wild Horses
Name
Review of Syllabication
VV
gi/ant
Practice/Apply,
Distribute Practice Master ES5-5. Review the chart and directions with
VCV
ve/to reb/el
VCCV
sus/pend
VCCCV
mis/spell
Circle the correct syllable pattern for each word.
1. She will dial the phone.
VV
VCV
VCCV
students.
VCCCV
2. Do you remember that story detail?
VV
VCV
VCCV
VCCCV
3. Be careful not to trip and stumble.
VV
VCV
VCCV
VCCCV
Ask students to complete the Practice Master independently.
4. We crawled through the tunnel.
VV
VCV
VCCV
VCCCV
Check students’ responses to make sure that they understand the VV,
VCV, VCCV, and VCCCV patterns.
LITERATURE FOCUS:
VCV
Madeline borrows a pencil for the test.
VCCV
VCCV
10–15 MINUTES
5. Please turn down the volume so that it’s not so loud.
VV
VCV
VCCV
VCCCV
Copyright © Houghton Mifflin Company. All rights reserved.
5XH175
6. You’ve got a perfect smile.
VV
VCV
VCCV
VCCCV
7. A lion is a type of wild cat.
VV
VCV
VCCV
VCCCV
8. The sailors let down the ship’s anchor.
VV
VCV
VCCV
VCCCV
Grade 5
Theme 5: One Land, Many Trails
PMES 5–5
Preview Black Cowboy, Wild
Horses Segment 1
Refer to page 523 in the Teacher’s Edition and preview with students
Segment 1 of Black Cowboy, Wild Horses (pages 523–531).
Note the suggestions in the Extra Support boxes on Teacher’s Edition
pages 524, 529, and 530.
SELECTION 3:
Black Cowboy, Wild Horses
183
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7:31 PM
Page 184
THEME 5/SELECTION 3:
Black Cowboy, Wild Horses
SKILL FOCUS: COMPREHENSION
25–30 MINUTES
Making Judgments
Warm-Up/Academic Language,
Objectives
• discuss what it means to make a
judgment about something you
read
• make judgments about a character’s actions based on story
details and your own opinions and
values
Materials
• Teaching Master ES5-6
• Practice Master ES5-6
• Anthology: Black Cowboy, Wild
Horses
Tell students that they can make judgments about characters in
stories. Explain that good readers try to make sound judgments
about story characters’ actions. To do this, readers use their own
opinions and values as well as facts from the story.
Teach,
Discuss how students make judgments about people in real life. Elicit
that they think about the person’s actions and their own beliefs about
what is good or bad and right or wrong to make judgments.
Read this story aloud:
Calvin found a guinea pig in his yard. The small animal was
dirty and trembling. Calvin’s mom wouldn’t let him bring the
guinea pig inside. So Calvin brought water outside and
washed the animal in the yard. Then he dried the guinea pig
gently and fed it.
Calvin didn’t want to leave the guinea pig alone. He remembered that his neighbor, Mr. Temkin, loved animals. Calvin
brought the guinea pig to Mr. Temkin.“I’ll be happy to take
care of this little fellow,” Mr. Temkin said.
Display the chart below. Guide students to complete the chart.
184
THEME 5:
One Land, Many Trails
Question
Story Details Own Values and Judgment
Experiences
What kind
of person
is Calvin?
He obeys
Considerate people Calvin is a
his mom. He
often listen to their considerate
cares for the
parents and are
guinea pig.
kind to animals.
person.
7/18/03
7:31 PM
Page 185
Teaching Master ES5–6
Guided Practice,
Display or distribute Teaching Master ES5-6.
Teaching Master ES 5–6
Black Cowboy, Wild Horses
Making Judgments
Read the story with students.
Sarah rode her horse in the hills above her family’s
ranch all morning. Suddenly, she heard someone at the
ranch calling out. Sarah saw a little smoke coming from a
Ask students: What kind of person is Sarah?
window of the ranch house. Was it on fire?
Sarah turned her horse around and started charging
Guide students to complete the chart as you model the thinking.
down the trail to the ranch. She knew that if her horse
lost his balance, they could both be seriously hurt. Still,
she rode him, trying to get home as quickly as she could.
Back at the ranch, Sarah saw that the smoke had
stopped. She asked her dad what had happened. “I
burned lunch,” he said. “Did you come to help out?”
Sarah nodded. Her dad smiled. “Well, I appreciate it,” he
said, “but everything’s fine.”
Facts from
the Passage
At first, I think that Sarah is brave to rush home to help.
But then as I read further, I see that she charges down
the trail, even though she knows that both she and her
horse could get hurt by going so quickly. I think Sarah
won’t be much help if she’s injured on the trail. Now I
think she’s also being reckless.
Own Values
and
Judgment
home when she
sees smoke,
although she
might put
People can get
hurt when
they aren’t
careful coming
down a hill.
herself and her
Sarah is brave,
but she is also
reckless. She
should have ridden her horse
more carefully
down the trail.
horse in danger.
Grade 5
TMES 5–6
Theme 5: One Land, Many Trails
Copyright © Houghton Mifflin Company. All rights reserved.
Experiences
Sarah rushes
Practice Master ES5–6
Practice/Apply,
Distribute Practice Master ES5-6. Review the directions with students.
Practice Master ES 5–6
Black Cowboy, Wild Horses
Name
Making Judgments
Tell students to complete the Practice Master independently.
Read each passage. Put a check next to the best judgment, or write
your own. Explain your choice. Answers will vary.
Check students’ responses to be sure that they understand how to make
1. No farmer had been able to grow crops on the farm for thirty
years. But Jed bought it anyway, and planted crops. “Those folks
didn’t know how to farm,” he said. “My crops will grow.”
judgments.
Jed shows courage by buying the farm.
Jed is foolish to plant crops on land that hasn’t grown
anything for thirty years.
Your own judgment:
Reasons why you made your judgment:
LITERATURE FOCUS:
10–15 MINUTES
2. Beth had planned to canoe down the river into town for supplies.
It had been raining for the last two days, though. The water in
the river kept rising. “I don’t want to get caught in a flood,” Beth
decided. “I’ll wait until the river is safe.”
Preview Black Cowboy, Wild
Horses Segment 2
Refer to the bottom of page 523 in the Teacher’s Edition and preview
with students Segment 2 of Black Cowboy, Wild Horses (pages
532–541).
Copyright © Houghton Mifflin Company. All rights reserved.
5XH175
Beth is smart to wait until she knows the river is safe.
Beth should take risks, or she’ll never get things done.
Your own judgment:
Reasons why you made your judgment:
Grade 5
Theme 5: One Land, Many Trails
PMES 5–6
Note the suggestions in the Extra Support boxes on Teacher’s Edition
pages 534, 536, and 540.
SELECTION 3:
Black Cowboy, Wild Horses
185
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8:14 PM
Page 186
THEME 5/SELECTION 3:
Elena
SKILL FOCUS: STRUCTURAL ANALYSIS
25–30 MINUTES
Review of Syllabication
Teach,
Write the following sentence on the board:
Objectives
• review how to read multi-syllabic
words
• use the Phonics/Decoding
Strategy to decode longer words
The storm exploded into light.
Materials
• Anthology: Black Cowboy, Wild
Horses
Read the sentence aloud, slowly sounding out the word exploded. Ask
students what they might do if they did not know this word. Help students remember that they can break a word into syllables to help
sound it out. Remind them that a syllable is a word part with one
vowel sound.
Remind students that they know several syllable patterns that they can
use to help them break words into syllables: VV, VCV, VCCV, and VCCCV.
Display the following sentence: He ate with enthusiasm. Model the
process of decoding this word.
I’d like to sound this word out, but I can’t figure out how
to divide it into syllables. Oh, wait, there’s the VCCCV
pattern in enthu. I also see two consonants that usually
go together to make one sound—th. They probably
belong in one syllable. Let’s see what happens if I
divide the word this way: en/thu/si/asm. I’ll sound it
out— ehn THOO zee azuhm. That sounds right, and it
makes sense here.
186
THEME 5:
One Land, Many Trails
42595_162-201
7/18/03
7:39 PM
Page 187
Practice,
Display the following sentences:
The mustangs ran swiftly.
The colt was shivering.
The stallion neighed triumphantly.
Help students figure out how to use syllable patterns to decode the
underlined words. Students can refer to the Phonics/Decoding Strategy
Poster for more tips.
Apply,
Display sentences with multi-syllabic words from the selection. Help
students underline the words, divide them into syllables, and read the
words aloud.
LITERATURE FOCUS:
10–15 MINUTES
Review Black Cowboy, Wild
Horses
Guide students through the Comprehension Skill Lesson for Making
Judgments on page 535 in the Teacher’s Edition.
SELECTION 3:
Black Cowboy, Wild Horses
187
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8:14 PM
Page 188
THEME 5/SELECTION 3:
Black Cowboy, Wild Horses
SKILL FOCUS: GRAMMAR
10–15 MINUTES
Double Subjects
Teach,
Display these sentences:
Objectives
• identify double subjects
• avoid double subjects
Bob he rode his mustang up the hill.
Bob rode his mustang up the hill.
He rode his mustang up the hill.
Ask students to identify the differences between the sentences. (The first
sentence has two subjects—Bob and he. The second and third sentences each have one subject.)
Remind students that double subjects are incorrect. Point out that the
way to correct a double subject is to remove one of the subjects.
Practice,
Help students replace the double subjects with single subjects in the
following sentences:
The horses they were scared.
The colt she fell down.
Bob he watched the snake run away.
Apply,
Display the following sentences. Have students replace the double
subjects with a single subject.
The mustangs they were wild.
The stallion he bit the mare.
The cowboys they cheered when Bob came back.
188
THEME 5:
One Land, Many Trails
5XH189
7/18/03
8:15 PM
Page 189
SKILL FOCUS: GRAMMAR
10–15 MINUTES
Using We and Us with Nouns
Teach,
Display these sentences:
Objectives
• distinguish between we and us
• use we and us appropriately with
nouns
We girls worked on a ranch. The first ones were we girls.
The horses were not afraid of us girls. They liked us girls.
Ask students how the two pairs of sentences are different. (The first pair
uses we, the second uses us.) Explain that the pronoun is the word
that would be used if the other word were not there.
Materials
• Leveled Reader: Zachary’s Ride
We worked on a ranch. The first ones were we.
The horses were not afraid of us. They liked us.
Remind students of these rules:
• Use we with a noun subject or after a linking verb.
• Use us with a noun that follows an action verb or a word such as to,
for, with, or at.
Practice,
Ask volunteers to choose the correct sentence in each sentence pair.
We boys were working hard. Us boys were working hard.
Did you see we boys out riding? Did you see us boys out riding?
Apply,
Display these sentences. Tell students that some are correct, and some
are not. Have students write them all correctly on a separate page.
1. We students want to see the ranch.
2. She gave a tour to we students.
3. Us students liked it very much.
LITERATURE FOCUS:
10–15 MINUTES
Preview Zachary’s Ride
Walk students through Zachary’s Ride and discuss the illustrations, using
words from the story such as ranch, mustang, and stationmaster. Ask
students to make judgments about the characters’ feelings and actions
based on the illustrations.
SELECTION 3:
Black Cowboy, Wild Horses
189
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7/18/03
8:15 PM
Page 190
THEME 5/SELECTION 3:
Black Cowboy, Wild Horses
SKILL FOCUS: COMPREHENSION
25–30 MINUTES
Making Judgments
Teach,
Read the following passage aloud:
Objectives
• make judgments about a
story they read
• identify reasons for their
judgments
Materials
• Anthology: Black Cowboy, Wild
Horses
• Leveled Reader: Zachary’s Ride
Luis loved his horse, Starlight, very much. But now Starlight had
a broken leg.
Luis knew that a horse with a broken leg cannot get better, and
that an injured horse must be put out of its misery. Still, he
couldn’t bear the thought of having Starlight put to sleep.
What should he do?
Have students ask themselves what Luis should do. Invite students to
share their opinions and to give reasons for why they think the way
they do.
Point out that students have been making judgments. Good readers
make judgments based on their own values and opinions, and based on
all the facts. There is no one correct judgment for any situation—but a
judgment must have some basis in fact.
Point out that the selection requires students to make many judgments
about Bob Lemmons and the situations he encounters.
Read the first three paragraphs on page 535 with students, and model
the process of making judgements.
190
THEME 5:
One Land, Many Trails
5XH191
7/18/03
8:16 PM
Page 191
Even though Bob loves the horses, he doesn’t try to kill
the snake that hurt them. Instead, Bob thinks,
“Everything in nature had the right to protect itself,
especially when it was afraid.” Do I agree? Yes, partly.
But I also feel that the snake deserved to be punished.
I guess, after thinking about it, that my judgment is that
Bob was right not to kill the snake. After all, the snake
thought the colt was going to step on it. I suppose it
did have the right to strike back. What do you think?
Practice,
Look at the next two paragraphs on the page with students. Ask students
to share their judgments of the stallion’s efforts to move the herd on.
Apply,
Have students make judgments based on facts in the Leveled Reader
selection Zachary’s Ride by Chenille Evans. Ask students to complete
the questions and activity on the Responding page.
LITERATURE FOCUS:
10–15 MINUTES
Revisit Black Cowboy, Wild
Horses and Zachary’s Ride
Guide students to make judgments about characters’ feelings and actions
as they look through Black Cowboy, Wild Horses and Zachary’s Ride.
Also, help them look for words with VV, VCV, VCCV, and VCCCV patterns. As examples, you may want to point out the words bottom and
examine on page 526 of Black Cowboy, Wild Horses, or the words letter and deliver on page 53 of Zachary’s Ride.
SELECTION 3:
Black Cowboy, Wild Horses
191
5XH192
7/18/03
8:17 PM
Page 192
THEME 5/SELECTION 4
Elena
SKILL FOCUS: STRUCTURAL ANALYSIS
25–30 MINUTES
Changing Final y to i
Warm-Up/Academic Language,
Objectives
• read words in which the final y
changes to i when an ending is
added
• use the Phonics/Decoding
Strategy to decode longer words
Materials
• Teaching Master ES5-7
• Practice Master ES5-7
• Anthology: Elena
Tell students that spelling changes often occur when suffixes or
endings are added to base words. Point out that in a word that
ends in the letter y, the y changes to i when an ending is added.
Teach,
Write these sentences and word equations on the board:
It is partly sunny today. Yesterday was sunnier.
That joke is funny. It’s the funniest joke I know.
sunny + er = sunnier
funny + est = funniest
Read the sentences and word equations with students. Point out that, for
Get Set for Reading
CD-ROM
each underlined word, the y changes to i before the ending is added.
Write hurry and lazy on the board. Invite volunteers to make a sentence
for each word. Then write the following word equations on the board:
Elena
Education Place
www.eduplace.com
Elena
hurry + ed = hurried
lazy + ness = laziness
Audio CD
Elena
Audio CD for One Land, Many Trails
Invite volunteers to make sentences using the new words.
Lexia Phonics
CD-ROM
Intermediate Intervention
192
THEME 5:
One Land, Many Trails
Remind students that removing an ending can often help them figure
out the meaning of longer words. Use the following sentence to model
this process: The jokes she told just kept getting sillier.
7/18/03
8:18 PM
Page 193
Teaching Master ES5–7
Teaching Master ES 5–7
I see a word with the ending -er. If I take off the ending, I
see silli. This isn’t a word that I recognize. But I can try to
pronounce it by dividing between the two l’s: SIHL ee.
When I blend the ending, I get SIHL ee ur. This word
makes sense in the sentence.
Elena
Changing Final y to i
The juggling clown at the fair was so silly.
He was the silliest clown I have ever seen!
silly + est = silliest
If you can’t open that jar, try hitting it on the counter.
I already tried that and it didn’t work!
try + ed = tried
I am always really happy on my birthday.
My teacher says happiness is the most powerful emotion.
happy + ness = happiness
Did your dog bury his bone in the backyard?
Guided Practice,
Display or distribute Teaching Master ES5-7.
He always buries his bones, and then he can’t find them.
bury + es = buries
He claims that his bag is too heavy to lift.
Read the sentences and word equations with students. Guide them to
Copyright © Houghton Mifflin Company. All rights reserved.
My bag is heavier than his, and I can’t lift mine either.
heavy + er = heavier
observe that, for each underlined word, the final y changes to i when
an ending is added.
Grade 5
TMES 5–7
Theme 5: One Land, Many Trails
Practice/Apply,
Distribute Practice Master ES5-7 to students.
Practice Master ES5–7
Direct students’ attention to the illustration. Discuss the text in the
Practice Master ES 5–7
thought bubble. Then review the directions with students.
Elena
Name
Have students complete the Practice Master independently.
Changing Final y to i
Check students’ responses to make sure that they understand how to
I see an i in busier. If I drop
the -er ending, and change
the i to y, I get... busy.
change the final y to i when adding endings to base words ending in y.
LITERATURE FOCUS:
10–15 MINUTES
Preview Elena Segment 1
Refer to the bottom of page 551 in the Teacher’s Edition and preview
with students Segment 1 of Elena (pages 550–557).
Note the suggestions in the Extra Support boxes on Teacher’s Edition
For each bolded word below, underline the ending and circle the i
that comes before it. Then write the base word in the blank provided.
1. Look how time flies.
Copyright © Houghton Mifflin Company. All rights reserved.
5XH193
fly
2. He seems angrier than ever.
angry
3. That’s my funniest joke.
funny
4. I picked fresh berries.
5. They cried when they saw the sad movie.
6. I’m getting sleepier by the minute.
7. He is late and hurries to class.
8. The dog looks dirtier than before his bath!
9. They worried that it might rain.
10. If only today were sunnier!
Grade 5
Theme 5: One Land, Many Trails
berry
cry
sleepy
hurry
dirty
worry
sunny
PMES 5–7
pages 554, 555, and 556.
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Page 194
THEME 5/SELECTION 4:
Elena
SKILL FOCUS: COMPREHENSION
25–30 MINUTES
Story Structure
Warm-Up/Academic Language,
Objectives
• identify story structure:
characters, setting, and plot
• explain how elements of story
structure interact with one
another
• use story structure to
summarize a story
Materials
• Teaching Master ES5-8
• Practice Master ES5-8
• cards with Characters, Setting,
Events, Problem, Resolution
• Anthology: Elena
Remind students that most stories have characters, one or more
settings, and events that make up a plot. Tell students that characters are the people (or animals) in a story. Explain that the
setting is the time and place where the story occurs. Tell students that the plot often includes a problem the characters face
and a series of events that leads up to the resolution.
Teach,
Read aloud the following story:
On the first day of vacation, Ana got ready to take her first
airplane ride from Mexico to Los Angeles, California.
She was nervous as she boarded the plane with her mother. She had never been on a plane before. Ana’s palms were
already cold and clammy.
“Relax, Ana,” her mother said gently.“You’ll be fine. Close
your eyes and think of how nice it will be in California.”
Ana leaned her head back and pictured California. She
smiled at the thought of seeing her cousins.
Ana felt the plane rumble. She tried to concentrate on
thoughts of California. Before she knew it, they were flying
safely above the clouds. Ana relaxed and smiled.
Reread the story, asking students to hold up the card with Characters
when they hear the names of the characters. (Ana, Ana’s mother,
cousins)
Have students hold up the card with Setting when they hear when and
where the story occurs. (on the first day of vacation, in an airport and
plane in Mexico)
194
THEME 5:
One Land, Many Trails
7/18/03
8:20 PM
Page 195
Ask students to hold up the card with Events. Have them list the things
Teaching Master ES5–8
that happen in the plot. (Ana and her mother board a plane that will
take them from Mexico to Los Angeles, California. Ana is nervous.
Her mother tells Ana to relax, close her eyes, and think of California.
Ana thinks of California as the plane takes off, and soon they are flying safely above the clouds. Ana relaxes and smiles.)
Teaching Master ES 5–8
Elena
Story Structure
Helen was about to close the store when a man
walked in. He had a big mustache and a twinkle in his
eye. Tied to his belt was a small, heavy bag.
Have students hold up the card with Problem. Ask them to summarize
“Howdy, ma’am,” he said. “My name’s Jack Dunn.
I’d like to buy your finest saddle.” “Certainly,” Helen
what needs to be solved. (Ana is nervous about her first plane trip.)
said, “but before I round up your order, I’ll need some
proof that you can pay.”
Jack Dunn smiled and pulled out a golden rock. “I
Ask students to hold up the card with Resolution. Have them summarize
believe that should cover it, ma’am,” he said.
Helen looked the rock over. “Mr. Dunn,” she said
how the problem is solved. (Ana closes her eyes and thinks about
California. This makes her smile and be less afraid.)
sharply, “this is an ordinary rock that you’ve painted
gold. And we only take cash anyway.”
Characters: Helen, Jack Dunn
Setting: a general store
Jack Dunn tries to pay with fake gold.
Problem:
1. Jack Dunn walks into Helen’s store.
2. Jack asks to buy a saddle.
3. Jack tries to pay with a golden rock.
Events:
Guided Practice,
Display or distribute Teaching Master ES5-8.
Copyright © Houghton Mifflin Company. All rights reserved.
Plot:
4. Helen realizes the gold is fake.
Resolution: Helen won’t sell Jack Dunn the saddle.
Grade 5
TMES 5–8
Examine the illustration and read the story with students.
Theme 5: One Land, Many Trails
Guide students to complete the chart.
Practice Master ES5–8
Practice/Apply,
Distribute Practice Master ES5-8 to students.
Practice Master ES 5–8
Elena
Name
Story Structure
Review the directions with students.
For each setting, circle the character that you would most likely find there.
1. Setting: a town in the Old West
Characters: a race car driver
a cowboy
a space alien
Ask students to complete the Practice Master independently.
2. Setting: a boat on the Mississippi River
Characters: a boat captain
a football player
a talking elephant
Have partners read each other’s stories and identify the characters, setting, and plot in the story.
Write a short story about one of the settings and characters above.
Include a problem, story events, and a resolution.
Check students’ responses to make sure that they understand how to
Answers will vary. Check that problem, events, and
resolution are present.
identify story structure.
LITERATURE FOCUS:
10–15 MINUTES
Preview Elena Segment 2
Copyright © Houghton Mifflin Company. All rights reserved.
5XH195
Grade 5
Theme 5: One Land, Many Trails
PMES 5–8
Refer to the bottom of page 551 in the Teacher’s Edition and preview
with students Segment 2 of Elena (pages 558–562).
Note the suggestions in the Extra Support boxes on Teacher’s Edition
pages 560 and 562.
SELECTION 4:
Elena
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THEME 5/SELECTION 4:
Elena
SKILL FOCUS: STRUCTURAL ANALYSIS
25–30 MINUTES
Changing Final y to i
Teach,
Write the following sentences on the board:
Objectives
• recognize words in which the final
y changes to i when an ending is
added
• read words in which the final y
changes to i when an ending is
added
My father hurried to the meeting.
He was in a hurry to get there.
Materials
• Anthology: Elena
Ask students how the two underlined words are related. Explain that
both words have the base word hurry.
Ask students how hurry changed to become hurried. (The y changed to
an i before the final suffix -ed was added.) Help students remember
that some of the endings that can change a y to an i are -es, -ed, -er, -est,
and -ness. Remind students that recognizing these endings can help
them figure out longer words.
Display the following sentence: She had many duties. Model the
process of decoding this word:
What is this word? Maybe if I take off the ending, I can figure it out. Crossing out the final es leaves duti. That
reminds me of a word I know, duty. I remember that
some endings change a final y to i. In fact, -es is one of
those endings. So duties comes from duty, with the y
changed to i. That makes sense here.
196
THEME 5:
One Land, Many Trails
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8:21 PM
Page 197
Practice,
Display the following sentences:
The two countries were neighbors.
We were happier in our new country.
Then the armies marched in.
Later, we knew happiness again.
Help students figure out how to remove the endings from the underlined
words and change the i back to y. Help students sound out and identify
the words. Students can refer to the Phonics/Decoding Strategy Poster
for more tips.
Apply,
Display sentences with words where y changes to i. Have students
identify and decode the words.
LITERATURE FOCUS:
10–15 MINUTES
Review Elena
Guide students through the Comprehension Skill Lesson for Story
Structure on page 559 in the Teacher’s Edition.
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Elena
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THEME 5/SELECTION 4:
Elena
SKILL FOCUS: GRAMMAR
10–15 MINUTES
Adverbs
Teach,
Display these sentences:
Objectives
• identify adverbs
• recognize that adverbs modify
verbs
Mama went quickly into the room.
She knelt down beside the bed.
Ask students how Mama went into the room. (quickly) Ask where she
knelt. (down)
Point out that quickly and down are adverbs. Explain that:
• Adverbs tell how, when, or where.
• They can describe verbs.
• Many adverbs end in -ly.
Practice,
Display the following sentences. Invite students to identify the adverbs
and to tell what kind of information each one gives about the verb.
Papa rode slowly through the town. (slowly: how)
Mama waited impatiently for him. (impatiently: how)
We went up to the roof to wait. (up: where)
Then we went out on the patio. (out: where)
Apply,
Display these sentences. Have students identify the adverbs.
1. Our friends greeted us loudly. (loudly)
2. We looked sadly at the photographs. (sadly)
3. She spoke about them often. (often)
4. Sometimes she smiled. (sometimes)
198
THEME 5:
One Land, Many Trails
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7/18/03
8:32 PM
Page 199
SKILL FOCUS: GRAMMAR
10–15 MINUTES
Comparing with Adverbs
Teach,
Display these sentences:
Objectives
Papa’s horse ran fast. My horse ran faster. Mama’s horse ran fastest of all.
He came to see us often. He came more often after Papa died. He came
most often after dinner.
Explain that fast, faster, and fastest are all adverbs modifying the verb
ran. Explain that often, more often, and most often are adverbs modifying the verb came. Tell students that:
• write comparative and
superlative forms of adverbs
• use adverbs to make
comparisons
Materials
• Leveled Reader:
America: A Dream
• Adverbs ending in -er are comparative adverbs and compare two items.
Adverbs ending in -est are superlative adverbs and compare three or
more items.
• Some adverbs form the comparative with more and form the superlative with most.
• Most one-syllable adverbs take -er and -est.
• Most adverbs with more than one syllable take more and most.
Practice,
Display this sentence: The wagon drove quickly into town.
Ask volunteers to compare how quickly a wagon, a car, and a train drive.
Invite students to suggest their own comparisons with adverbs.
Apply,
Display these sentences. Tell students that some are correct, and some
are not. Have students write them correctly on a separate page.
1. The car is more fast than the horse.
2. The plane is fastest of all.
3. She comes here oftener than she used to.
LITERATURE FOCUS:
10–15 MINUTES
Preview America: A Dream
Walk students through America: A Dream and discuss the illustrations,
using words from the story such as homeland and rooming house.
Ask students to predict the story structure based on the illustrations.
SELECTION 4:
Elena
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8:33 PM
Page 200
THEME 5/SELECTION 4:
Elena
SKILL FOCUS: COMPREHENSION
25–30 MINUTES
Story Structure
Teach,
Read the following sentences:
Objectives
• recognize that every story has
characters, a setting, and a plot
• use story structure to summarize
a story
Materials
• Anthology: Elena
• Leveled Reader:
America: A Dream
Once upon a time, there was a brave little girl. She lived in a kingdom
far, far away. One day her father came to her and said, “We have
nothing more to eat. What shall we do?” “Don’t worry,” said the little
girl.“I have an idea.”
Ask students to identify the people in the story. (the girl and her father)
Ask them to identify the time and place where the story occurs. (once
upon a time; in a kingdom far, far away) Ask them what has happened
so far. (There is nothing to eat, but the little girl has an idea.)
Point out that students have identified characters—the main people or
animals in a story; setting—the time and place that a story happens;
and plot—the main things that happen in a story, which usually
includes a problem that has to be solved and its resolution. Explain that
characters, setting, and plot are all elements of story structure.
Explain that sometimes a writer will put a story inside another story.
Read page 562 with students, and model how to identify when this
happens.
When I start reading this paragraph, I am in the same
time period that the story has been in all along. But look
at this sentence:“At those times, Mother liked to talk
about the old days.” This is a signal that the time period
has shifted to “the old days.” The writer goes on to talk
about Mother’s childhood and her relationship with
Father. These things happened long ago, way before the
parts of the story I just read. If I notice that the time and
place have changed, I won’t be confused.
200
THEME 5:
One Land, Many Trails
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8:34 PM
Page 201
Practice,
Work with students to fill in a story map similar to the one shown.
Characters:
Setting:
Problem:
Event 1:
Event 2:
Event 3:
Solution:
Apply,
Have students summarize the story, with an eye to noting the story structure, in the Leveled Reader selection America: A Dream by Stanford
Makishi. Ask students to complete the questions and activity on the
Responding page.
LITERATURE FOCUS:
10–15 MINUTES
Revisit Elena and America: A
Dream
Guide students to identify elements of story structure as they look
through Elena and America: A Dream. Also, help them look for base
words that have had the y changed to i when an ending was added. As
examples, you may wish to point out the words denied and hurried on
page 551 of Elena, or the word luckily on page 74 of America: A
Dream.
SELECTION 4:
Elena
201