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Theme
6
202
THEME 6:
Animal Encounters
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EXTRA SUPPORT LESSONS FOR
Animal Encounters
Selections
1 The Grizzly Bear
Family Book
2 The Golden Lion Tamarin
Comes Home
3 My Side of the Mountain
THEME 6:
Animal Encounters 203
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Page 204
THEME 6/SELECTION 1
The Grizzly Bear Family Book
SKILL FOCUS: STRUCTURAL ANALYSIS
25–30 MINUTES
Prefixes com-, con-, en-, ex-,
pre-, proObjectives
• read words that have the prefixes
com-, con-, en-, ex-, pre-, and pro• use the Phonics/Decoding
Strategy to decode longer words
Materials
•
•
•
•
Teaching Master ES6-1
Practice Master ES6-1
index cards
Anthology: The Grizzly Bear
Family Book
Warm-Up/Academic Language.
Explain to students that a prefix is a word part that is added to the
beginning of a base word to change its meaning. Tell students
that the base word may or may not be familiar apart from the prefix, but that recognizing prefixes can help students decode unfamiliar words and divide them into syllables.
Teach.
Provide students with index cards, and have them write the prefixes
com-, con-, en-, ex-, pre-, and pro- on separate cards.
Write the following words on the board:
compound
confine
encircle
Get Set for Reading
CD-ROM
The Grizzly Bear Family Book
Education Place
www.eduplace.com
The Grizzly Bear Family Book
exchange
prescribe
proclaim
Read each word aloud and have students repeat the word after you. Tell
students to listen for the prefix in each word, and have them hold up
the index card that identifies the prefix for that word.
Model how to decode the word proclaim: I proclaim a school holiday!
Audio CD
The Grizzly Bear Family Book
Audio CD for Animal Encounters
Lexia Phonics
CD-ROM
Intermediate Intervention
204
THEME 6:
Animal Encounters
I don’t recognize the word p-r-o-c-l-a-i-m, but I see the prefix
pro- at the beginning of the word. When I cover the prefix,
I see the familiar base word claim. If I read the syllables
together, I get pruh KLAYM. This sounds like a word I
know, and it makes sense in the sentence. Proclaim means
“to declare” or “to announce publicly.”
7/18/03
8:40 PM
Page 205
Guide students in using what they have learned about prefixes to divide
Teaching Master ES 6–1
the remaining words into syllables. Use slash marks to divide words on
the board into syllables, and underline the prefixes.
compound
com/pound
exchange
ex/change
confine
con/fine
prescribe
pre/scribe
encircle
en/cir/cle
proclaim
pro/claim
Teaching Master ES 6–1
The Grizzly Bear Family Book
Prefixes com-, con-,
en-, ex-, pre-, pro-
I enjoy learning about Alaskan grizzly bears. These
bears can live in harsh Alaskan winters. Their thick fur
protects them from the cold. Grizzlies eat wild roots,
berries, and grasses. They also hunt animals such as
squirrels and fish such as salmon. For much of the year,
grizzlies prefer to avoid contact with other bears. In
summer, however, when salmon swim into Alaska’s rivers
and streams, grizzlies accept each other’s company and
Prefix
Word with Prefix
comcon-
company
contact
enex-
enjoy
exciting
Read the passage and the prefixes in the chart with students.
pre-
prefer
pro-
protects
Grade 5
TMES 6–1
Reread the passage, asking students to identify words that begin with
Copyright © Houghton Mifflin Company. All rights reserved.
fish together. Now that would be exciting to see!
Guided Practice.
Display or distribute Teaching Master ES6-1.
Theme 6: Animal Encounters
the prefix com-, con-, en-, ex-, pre-, and pro-.
Guide students in completing the chart.
Practice Master ES 6–1
Practice Master ES 6–1
Practice/Apply
Distribute Practice Master ES6-1 to students.
The Grizzly Bear Family Book
Name
Prefixes com-, con-, en-,
ex-, pre-, pro-
Review the directions with students to make sure they understand what
Circle words with the prefix com-, con-, en-, ex-, pre-, or pro-. Write
the word next to its definition and underline the prefix.
they are to do.
1. We’ll compare the books of two different authors.
compare
: to note the similarities or differences
2. The zookeeper is careful not to enrage the mother bear.
Have students complete the Practice Master independently.
enrage
: to make angry
3. Can we enlarge this picture so we can see it more clearly?
enlarge
Check students’ responses to make sure that they understand how to
: to make bigger
4. I will prepare dinner if you’ll do the dishes later.
prepare
read words with the prefix com-, con-, en-, ex-, pre-, and pro-.
: to make ready
5. My dog tries to comfort me when I’m sad.
comfort
: to make less sad or fearful
6. Let’s examine all the clues.
examine
: to look at closely
7. The road connects the two towns.
LITERATURE FOCUS:
10–15 MINUTES
Preview The Grizzly Bear
Copyright © Houghton Mifflin Company. All rights reserved.
5XH205
connects
: to join together
8. He will protest against that rule.
protest
: to complain about or object to
9. Where would she conceal the gift ?
conceal
Grade 5
: to hide
Theme 6: Animal Encounters
PMES 6–1
Family Book Segment 1
Refer to the bottom of page 603 in the Teacher’s Edition and preview
with students Segment 1 of The Grizzly Bear Family Book (pages
602–609).
Note the suggestions in the Extra Support boxes on Teacher’s Edition
pages 605, 607, and 608.
SELECTION 1:
The Grizzly Bear Family Book
205
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Page 206
THEME 6/SELECTION 1:
The Grizzly Bear Family Book
SKILL FOCUS: COMPREHENSION
25–30 MINUTES
Making Generalizations
Warm-Up/Academic Language.
Objectives
• identify words that often signal
generalizations
• analyze the validity of
generalizations
• distinguish valid generalizations
from overgeneralizations
• make generalizations based on
story events and their own
experiences
Materials
• Teaching Master ES6-2
• Practice Master ES6-2
• Anthology: The Grizzly Bear
Family Book
Tell students that a generalization is a statement that is true for
most, but not all, of the people, things, animals, or situations it
describes. Point out that words such as most, usually, and often
may signal a generalization. Explain that a generalization is valid
if it can be supported by facts. A generalization is invalid if it is
not supported by facts or relies on personal opinions or bias.
Teach.
Write the following sentences on the board:
Many people own pets.
Pet stores often carry cats, dogs, and fish.
All people love animals.
Read the first and second sentences with students. Point to Many and
often. Remind students that these words often signal generalizations.
Explain that these are valid generalizations because what they claim is
true for most, but not all, of the people or things they describe.
Read the third sentence with students. Point to the word All. Remind students that the word all does not allow any exceptions. In order for this
statement to be valid, it must be true for every single person in the
world. Since it isn’t, this generalization is invalid.
Tell students that while many generalizations contain words such as
most, usually, and often, not every generalization does. Model decoding the following sentence: People love to travel.
I don’t see a word such as most, usually, or often. Now, I
know that some people love to travel. I also know that
other people don’t like to travel. I think this is an overgeneralization, because just saying People might make readers think the author means everyone.
206
THEME 6:
Animal Encounters
8:41 PM
Page 207
Display the chart below. Guide students in determining whether each
Teaching Master ES 6–2
statement is a valid or an invalid generalization.
Generalization
Signal
Valid or
Word
Invalid
Most students in Most
our class are 10
or 11 years old.
valid
Teaching Master ES 6–2
How I Know
The Grizzly Bear Family Book
Making Generalizations
Cheetahs are usually a popular topic at my school.
When I asked the librarian for a book on cheetahs, he
said, “We have a hard time keeping books on cheetahs
on the shelves. Cheetahs are such a popular topic that
these books are usually out.” I looked up cheetahs in
School records would likely
prove that most fifth graders
are 10 or 11 years old. Most
allows that some students are
older or younger.
the encyclopedia. They are the fastest land
animals in the world over short
distances. There can’t be a more
amazing animal than
a cheetah.
Valid or
Generalization
Every fifth grader Every
likes video games.
invalid
Invalid
Every doesn’t allow any exceptions, so this is invalid.
How I Know
The librarian says books on
Cheetahs are usually
Valid
a popular topic at my
school.
They are the fastest
land animals in the
world over short
Valid
cheetahs are popular and
usually out.
The encyclopedia has information that is based on
research and facts, so this
claim is valid.
Just because the author
distances.
There can’t be a more
amazing animal than
Guided Practice
Display or distribute Teaching Master ES6-2.
Invalid
a cheetah.
can’t think of a more amazing animal, it doesn’t mean
he or she must be right.
Grade 5
TMES 6–2
Copyright © Houghton Mifflin Company. All rights reserved.
7/18/03
Theme 6: Animal Encounters
Read the passage with students, having them pay attention to any words
or sentences that might signal a generalization.
Practice Master ES 6–2
Help students to identify each generalization in the chart as valid or
Practice Master ES 6–2
invalid, and to explain their reasoning in each case.
The Grizzly Bear Family Book
Name
Making Generalizations
Practice/Apply.
Distribute Practice Master ES6-2. Review the directions with students.
Read the passage. Then label each generalization in the chart either
Valid or Invalid. Give the reasons for your choices.
Everyone loves Alaska. I traveled to Alaska to visit my aunt, who
works at Denali National Park. She told me interesting things about
Alaska and the park. Denali National Park has a number of
different landscapes. My aunt showed me photos of
the park’s glaciers, mountains, and tundras, which
are grassy, treeless areas. She also showed me
pictures of moose, squirrels, and grizzly bears
that live in the park. The park must have
every type of wildlife.
Read the passage with students.
Have them complete the Practice Master independently.
Generalization
Check students’ responses to make sure that they understand how to
identify valid and invalid generalizations.
LITERATURE FOCUS:
10–15 MINUTES
Preview The Grizzly Bear
Valid or
Invalid
How I Know
The word everyone shows
that this is an overgeneralEveryone loves Alaska. Invalid ization. There are probably
some people who don’t love
Alaska, so this is invalid.
Copyright © Houghton Mifflin Company. All rights reserved.
5XH207
Denali National Park
has a number of
different landscapes.
The park must have
every type of wildlife.
Grade 5
Valid
The author sees photos of
three different landscapes,
so this is valid.
The author lists three types
Invalid of animals, but this doesn’t
mean that the park must
have every type of wildlife.
Theme 6: Animal Encounters
PMES 6–2
Family Book Segment 2
Refer to the bottom of page 603 in the Teacher’s Edition and preview
with students Segment 2 of The Grizzly Bear Family Book (pages
610–616). Note the suggestions in the Extra Support boxes on
Teacher’s Edition pages 613 and 616.
SELECTION 1:
The Grizzly Bear Family Book
207
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Page 208
THEME 6/SELECTION 1:
The Grizzly Bear Family Book
SKILL FOCUS: STRUCTURAL ANALYSIS
25–30 MINUTES
Prefixes com-, con-, en-, ex-,
pre-, proObjectives
• decode words with the prefixes
com-, con-, en-, ex-, pre-, pro• identify the meaning of words with
the prefixes com-, con-, en-, ex-,
pre-, pro-
Materials
• Anthology: The Grizzly Bear
Family Book
Teach.
Write enjoy on the board. Ask students to name things they enjoy doing
and to define enjoy. Remind students that a prefix is a word part added
to the beginning of a word. A prefix adds to or changes the meaning of
a word. Write en + joy. Explain that the prefix en- means “to cause to
be” or “to go into or onto.” Enjoy means “to cause to be happy.”
Write these sentences on the board: Grizzly bears enjoy life. I watched
as a mother and her cub played tag. Ask: How do bears enjoy life?
Write the following sentence on the board, underlining as shown: It had
been a pretty frightening experience. Explain that ex- means “out, away
from” or “not, without.” Then model for students the Phonics/Decoding
Strategy using this Think Aloud:
I see that the first syllable is ex-. I know that many words
end in -ence, which I see at the end of the word. That may
be the last syllable. Could the word be iks PUR i ens? It
doesn’t sound right. I’ll change the vowel sounds—iks PIR
e ens. That works in the sentence.
208
THEME 6:
Animal Encounters
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Page 209
Practice.
Explain the meaning of each prefix and ask students to decode the
underlined words.
(com-, con-:“together, with”) Mother animals must keep constant watch
over their babies.
(pre-:“earlier, before, prior to”) The mother bear preceded her cubs into
the river to bathe.
(pro-:“prior to, in front of”) The mother bear provides a den against the
freezing winter.
Apply.
Have students use the practice words in original sentences.
LITERATURE FOCUS:
10–15 MINUTES
Review The Grizzly Bear
Family Book
Guide students through the Comprehension Skill Lesson for Making
Generalizations on page 615 in the Teacher’s Edition.
SELECTION 1:
The Grizzly Bear Family Book
209
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Page 210
THEME 6/SELECTION 1:
The Grizzly Bear Family Book
SKILL FOCUS: GRAMMAR
10–15 MINUTES
Contractions with not
Teach.
Display this sentence on the board: I did not like the story, and I
Objectives
• identify contractions with not
• form contractions with not
• write sentences using contractions with not correctly
didn’t think it was interesting.
Underline the words did not and didn’t. Explain that didn’t is a contraction that stands for the words did not.
Tell students that a contraction is a word formed by joining two words,
making one shorter word. Review with students that an apostrophe (’)
takes the place of the letter or letters that are dropped.
Explain the following points:
• You may use contractions when you write friendly letters.
• Do not use contractions in formal reports or business letters.
Practice.
Model how to form a contraction from is not using this sentence:
It is not a sad event.
As I read this sentence, I notice the verb is followed by the
word not. I know I can combine a verb with not to make
a contraction. If I combine is with not, I form the contraction isn’t. I’ll check to see if this contraction works in
the sentence. It isn’t a sad event. That makes sense.
Review by having students name some contractions with not. (Answers
will vary.) Ask how an apostrophe is used in a contraction. (It takes
the place of the letter or letters dropped to shorten the word.)
Apply.
Have students write five interesting facts they learned about bears. Ask
them to use at least three contractions with not in their sentences.
210
THEME 6:
Animal Encounters
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8:44 PM
Page 211
SKILL FOCUS: GRAMMAR
10–15 MINUTES
Negatives
Teach.
Ask students to list advice about what to do if they see a grizzly bear in
the wild. Display responses that include negatives and add responses of
your own. For example: Never bother a mother bear’s cubs.
Remind students that negatives are words that mean “no” or “not.” List
these common negatives. Have students use each word in a sentence.
nobody
no one
nowhere
nothing
aren’t
doesn’t
• identify words that are negatives
• correct sentences that have
double negatives
• use negatives correctly in
sentences
Materials
Common Negatives
not
never
Objectives
haven’t
wouldn’t
• Anthology: The Grizzly Bear
Family Book
• Leveled Reader: The Hyrax
of Top-Knot Island
Tell students that a sentence should have only one negative. Using double
negatives in a sentence is usually incorrect.
Practice.
Have students identify the negatives in sentences on pages 610, 612, and
614, and rewrite any sentence that has a double negative.
Apply.
Have students write a brief summary of the story. Ask them to use at
least three negatives in their summary.
LITERATURE FOCUS:
10–15 MINUTES
Preview The Hyrax of TopKnot Island
Walk students through The Hyrax of Top-Knot Island, and discuss the
illustrations, using words from the story such as hyrax cubs, mammals, and colony. Ask students to make generalizations about Top-Knot
Island based on the photographs on pages 4, 5, 12, and 13.
SELECTION 1:
The Grizzly Bear Family Book
211
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Page 212
THEME 6/SELECTION 1:
The Grizzly Bear Family Book
SKILL FOCUS: COMPREHENSION
25–30 MINUTES
Making Generalizations
Teach.
Explain that a generalization is a broad statement that is true about most
Objectives
• recognize generalizations
• distinguish between
generalizations and
overgeneralizations
of the items or people in a given category. It may also be a broad rule
that applies to several different examples. A generalization should be
based on facts from sources that can be checked.
Use the following example to illustrate a generalization: Most dogs are
Materials
• Anthology: The Grizzly Bear
Family Book
• Leveled Reader: The Hyrax
of Top-Knot Island
domesticated, or tame, animals. Note that this statement is true of
most dogs and can be checked in reliable sources.
Explain that an overgeneralization is a broad statement that does not follow from facts. An overgeneralization cannot be verified, or supported,
by facts from reliable sources.
Use this example to illustrate the concept: Toys made of plastic break
easily. Note that many toys made of plastic are well-constructed and do
not break easily. The statement cannot be verified, or supported, by reliable sources.
Practice.
Use this sentence to model how to identify a generalization: Bears can
be dangerous animals.
This is a broad statement. The writer is saying that bears
can be dangerous. Bears are large, wild animals. They
have big teeth and long, sharp claws. When they snarl,
they look ferocious. Bears have been known to ransack
campsites searching for food. This statement probably
can be supported by facts from reliable sources.
Therefore, it is a generalization.
Direct students to the last sentence on page 607: In nature, all living
things, including humans, depend on other lives for their existence.
Model how to identify an overgeneralization.
212
THEME 6:
Animal Encounters
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8:45 PM
Page 213
This is a broad statement. The writer is saying that all living things kill other living things to survive. Plants are
living things. Plants survive on water and minerals or
other nonliving things in the soil. They do not kill other
living things to survive. This statement cannot be supported by facts from reliable sources. Therefore, it is an
overgeneralization.
Apply.
Direct students to the following sentence: Bears avoid fighting if at all
possible.
Have them repeat the process in the Practice and decide whether the
statement is a generalization or an overgeneralization. (This statement
is a generalization.)
Ask them to share their reasoning in a class discussion.
Have students read The Hyrax of Top-Knot Island in the Leveled Reader.
Ask them to look for generalizations and decide whether the broad
statements can be supported by facts from reliable sources. Have students complete the questions and activity on the Responding page.
LITERATURE FOCUS:
10–15 MINUTES
Revisit The Grizzly Bear Family
Book and The Hyrax of TopKnot Island
Guide students in making generalizations about the animals, plants, and
environments in The Grizzly Bear Family Book and The Hyrax of
Top-Knot Island. Also, help students look for words with the prefixes
com-, con-, en-, ex-, pre-, and pro-. As examples, you may wish to point
out the words enjoy, confront, and protect on pages 605 and 607 of
The Grizzly Bear Family Book, and the word prevent on page 19 of
The Hyrax of Top-Knot Island.
SELECTION 1:
The Grizzly Bear Family Book
213
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Page 214
THEME 6/SELECTION 2
The Golden Lion Tamarin Comes Home
SKILL FOCUS: STRUCTURAL ANALYSIS
25–30 MINUTES
Three-Syllable Words
Warm-Up/Academic Language.
Objectives
• read words with three syllables
• use the Phonics/Decoding
Strategy to decode longer words
Materials
• Teaching Master ES6-3
• Practice Master ES6-3
• Anthology: The Golden Lion
Tamarin Comes Home
Tell students that they can decode three-syllable words by looking
for familiar base words and using various syllabication patterns.
Remind students that words with the VCCV (Vowel-ConsonantConsonant-Vowel) pattern are divided between the two consonants. Words with the VCV (Vowel-Consonant-Vowel) pattern are
either divided after the consonant or after the first vowel.
Teach.
Tell students that when they come across three-syllable words, there are
questions they can ask themselves to guide them as they decode. Write
the following questions on the board:
Get Set for Reading
CD-ROM
The Golden Lion Tamarin Comes
Home
Education Place
Do I see any endings?
Do I recognize a base word?
What pattern of vowels and consonants do I see?
Show how you can use the questions as a guide to help you decode
longer words. Write the following sentence on the board and model
how to decode happening: Do you know what is happening today?
www.eduplace.com
The Golden Lion Tamarin Comes
Home
Audio CD
The Golden Lion Tamarin Comes
Home
Audio CD for Animal Encounters
Lexia Phonics
CD-ROM
Intermediate Intervention
214
THEME 6:
Animal Encounters
First, I ask myself if there are any endings in the word h-ap-p-e-n-i-n-g. I see the -ing ending. I cover the ending, and
ask myself if I see a base word. I see the base word happen. Then I ask myself which pattern of vowels and consonants I see. I notice that the letters a-p-p-e follow the
VCCV pattern, so I can divide the word between the two
consonants and the ending: hap/pen/ing. That sounds
like HAP uh nihng, which makes sense in the sentence.
5XH215 7/18/03 8:55 PM Page 215
Write the following words on the board:
Teaching Master ES 6–3
Teaching Master ES 6–3
introduce
constantly
advantage
remainder
reliant
silently
The Golden Lion Tamarin Comes Home
Three-Syllable Words
In the 1960s, golden lion tamarin monkeys faced
extinction. They were dying out because their natural
home, the rain forest of Brazil, was in danger. Settlers
had cut down too many trees to make room for farms
such as coffee and sugar plantations.
To help save the monkeys, the government of Brazil
made the rest of the rain forest into a wildlife refuge in
1973. Saving their surroundings is one way to help save
golden lion tamarins and other wild animals.
Instruct students to work with a partner. Provide each pair with two
three-syllable words. Have each pair decode the words using the
procedure modeled above.
passage with students.
Focus students’ attention on the underlined three-syllable words.
Word into
Helpful
Pattern for First
Syllables
Base Word
Two Syllables
ex/tinc/tion
extinct
VCCV
nat/u/ral
plan/ta/tions
nature
plant
VCV
VCCV
gov/ern/ment
sur/round/ings
govern
round
VCV
VCCV
Grade 5
TMES 6–3
Copyright © Houghton Mifflin Company. All rights reserved.
tam/a/rin
Guided Practice.
Display or distribute Teaching Master ES6-3, and read through the
Theme 6: Animal Encounters
Guide students in completing the chart.
Practice Master ES 6–3
Practice/Apply.
Distribute Practice Master ES6-3 to students.
Practice Master ES 6–3
The Golden Lion Tamarin Comes Home
Name
Read the directions with students to make sure they understand what
Three-Syllable Words
Read the sentences. Then circle the correct way to divide the syllables
of the underlined word. Check the syllable pattern that applies to the
first two syllables of the word.
they are to do.
VCCV
Have students complete the Practice Master independently.
1. Today, many wild animals are in danger.
a/nim/als
2. They face the threat of extinction, or dying out.
Check students’ responses to make sure that they understand how to
ex/tinc/tion
ex/tinct/ion
✔
3. Their habitats, or homes, are being destroyed as
people move onto the same land.
decode three-syllable words.
hab/i/tats
✔
ha/bit/ats
4. Farming, building, and cutting down too many
trees may cause these animals’ homes to disappear.
di/sapp/ear
Preview The Golden Lion
Tamarin Comes Home Segment 1
sur/viv/al
surv/iv/al
6. Can we find a solution to this problem?
Copyright © Houghton Mifflin Company. All rights reserved.
10–15 MINUTES
sol/ut/ion
so/lu/tion
7. If we work together, maybe we can think of some
answers.
tog/e/ther
Grade 5
✔
dis/ap/pear
5. The problem is that both people and wild animals
need land for their survival.
LITERATURE FOCUS:
VCV
✔
an/i/mals
to/geth/er
Theme 6: Animal Encounters
✔
✔
✔
PMES 6–3
Refer to the bottom of page 629 in the Teacher’s Edition and preview
with students Segment 1 of The Golden Lion Tamarin Comes Home
(pages 629–635).
Note the suggestions in the Extra Support boxes on Teacher’s Edition
pages 632 and 634.
SELECTION 2:
The Golden Lion Tamarin Comes Home
215
5XH216 7/18/03 8:56 PM Page 216
THEME 6/SELECTION 2:
The Golden Lion Tamarin Comes Home
SKILL FOCUS: COMPREHENSION
25–30 MINUTES
Topic, Main Idea, and
Supporting Details
Objectives
• identify the topic, main ideas, and
details in a selection
• identify the main idea and key
details in a paragraph or passage
Materials
• Teaching Master ES6-4
• Practice Master ES6-4
• Anthology: The Golden Lion
Tamarin Comes Home
Warm-Up/Academic Language.
Tell students that the topic of a selection is what all or most of the
selection is about. Explain that the main idea is the most important idea or point that the author makes about the topic. Tell students that the main idea is sometimes directly stated in a sentence, and that other times readers must infer the main ideas
from details in the selection. Explain that these supporting
details provide more information to help explain the main idea.
Teach.
Read aloud the following passage:
There are many ways to find out information about endangered animals. You can find information in encyclopedias
and other reference books. You can ask your librarian
about how to find magazines and Internet Web sites with
reliable information on this topic. You can also speak with
people who are experts on endangered animals.
Ask students to identify the topic of the passage, or what it is about.
(finding information on endangered animals)
Reread the passage, and ask students to raise their hands if they hear a
sentence that states the main idea, or the author’s most important
point. (Students should raise their hands at the first sentence: There
are many ways to find out information about endangered animals.)
Write the following chart on the board. Reread the passage above, and
guide students in completing the chart.
216
THEME 6:
Animal Encounters
5XH217 7/18/03 8:57 PM Page 217
Topic: finding information
Main Idea: There are many ways to find
on endangered animals
information about endangered animals.
Teaching Master ES 6–4
Teaching Master ES 6–4
The Golden Lion Tamarin Comes Home
Topic, Main Idea, and
Supporting Details
Supporting Details:
1. You can find information in encyclopedias and other reference books.
2. You can ask your librarian about how to find magazines and Internet Web
sites with reliable information on this topic.
3. You can speak with people who are experts on endangered animals.
A rain forest is full of many kinds of
plants and animals. Smaller plants grow on
the ground and lower level of the forest,
beneath the larger plants and trees.
Animals such as the poison arrow frog and
the capybara also live there. Among the trees, there are
insects, colorful birds such as toucans, and animals such as
monkeys. There are also flowers and vines. Isn’t it amazing
Guided Practice.
Display or distribute Teaching Master ES6-4.
to find so many different forms of life in one place?
life in the
Topic:
rain forest
Main Idea: A rain forest
has many kinds of plants
Supporting Details:
Smaller plants grow on the ground and lower level
1.
of the forest, beneath the larger plants and trees.
Animals such as the poison arrow frog and the
2.
capybara also live there.
Guide students in identifying the topic, main idea, and supporting details.
3.
Help students to complete the chart with information from the passage.
Among the trees, there are insects, colorful birds
such as toucans, and animals such as monkeys.
4. There are also flowers and vines.
Grade 5
TMES 6–4
Practice/Apply.
Distribute Practice Master ES6-4 to students.
Review the directions with students to make sure they understand what
Theme 6: Animal Encounters
Practice Master ES 6–4
they are to do.
Practice Master ES 6–4
The Golden Lion Tamarin Comes Home
Name
Instruct students to complete the Practice Master independently.
Topic, Main Idea, and
Supporting Details
Check students’ responses to make sure that they understand how to
Read the passage. Circle the correct answer to each question.
identify the topic, main idea, and supporting details of a selection.
LITERATURE FOCUS:
Copyright © Houghton Mifflin Company. All rights reserved.
and animals.
Read the passage with students.
It’s important to save endangered plants and animals. We live
on the earth, so we should take good care of it. When any kind of
plant or animal dies out, we’re not taking care of our planet.
Every time a kind of plant or animal disappears, it affects other
living things. For example, people make medicine from many plants in
the rain forest. If we let these plants die out, we lose an important
source of medicine. We also lose the chance to ever see these plants
outside of a book.
10–15 MINUTES
1. What is the topic of this passage?
Preview The Golden Lion
a. fighting pollution
b. becoming a doctor
c. saving endangered plants and animals
Tamarin Comes Home Segment 2
Refer to the bottom of page 629 in the Teacher’s Edition and preview
with students Segment 2 of The Golden Lion Tamarin Comes Home
(pages 636–641).
Copyright © Houghton Mifflin Company. All rights reserved.
2. What is the main idea of the passage?
a. We can’t help save endangered plants or animals.
b. It’s important to save endangered plants or animals.
c. Medicines are important.
3. Which of the following is NOT a supporting detail?
a. We live on the earth, and we need to take good care of it.
b. If we let these plants die out, we lose an important source of
medicine.
c. Saving endangered species costs too much money.
Grade 5
Theme 6: Animal Encounters
PMES 6–4
Note the suggestions in the Extra Support boxes on Teacher’s Edition
pages 637 and 640.
SELECTION 2:
The Golden Lion Tamarin Comes Home
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THEME 6/SELECTION 2:
The Golden Lion Tamarin Comes Home
SKILL FOCUS: STRUCTURAL ANALYSIS
25–30 MINUTES
Three-Syllable Words
Teach.
Discuss with students when the word unloaded might be used: truck
Objective
• decode words with three syllables
Materials
• Anthology: The Golden Lion
Tamarin Comes Home
drivers unloaded packages, school bus drivers unloaded passengers,
and so forth. Write this sentence on the board: The tamarins are
unloaded and carried into the woods. Ask students to look for the
base word in unloaded and then name and explain the ending. Next,
review that the prefix un- means “opposite” or “not,” and help students
define unloaded.
Write this pair of sentences on the board:
When the tamarins begin to eat natural foods, the observers reduce the
number of visits.
The reduction in visits increases until all feeding is stopped.
Point out that since reduce and reduction have the same base word, students might expect to pronounce reduction as re DOOS shuhn, but
adding the suffix had two results:
• dropping the e makes the c sound like k
• the changed syllabication affects the u
Use this sentence to model decoding starvation: Alone, a newlyreintroduced tamarin can die of starvation.
I see starv at the beginning of the word. The a before the
suffix -tion could be pronounced ah or as a long a. I’ll try
long a: star VA shuhn. That sounds right.
218
THEME 6:
Animal Encounters
5XH219 7/18/03 8:58 PM Page 219
Practice.
Have pairs of students use different strategies to decode the underlined
words in the following sentences.
The nesting box is a modified picnic box.
Cages in the woods await the immigrants.
The tamarins are accustomed to the climate.
Apply.
Encourage students to find other three-syllable words in the story. Have
them make a list of the words and divide the words into syllables after
they have identified any prefixes and suffixes.
LITERATURE FOCUS:
10–15 MINUTES
Review The Golden Lion
Tamarin Comes Home
Guide students through the Comprehension Skill Lesson for Topic,
Main Idea, and Supporting Details on page 631 in the Teacher’s
Edition.
SELECTION 2:
The Golden Lion Tamarin Comes Home
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THEME 6/SELECTION 2:
The Golden Lion Tamarin Comes Home
SKILL FOCUS: GRAMMAR
10–15 MINUTES
Prepositions
Teach.
Explain that words that show relationships between other words are
Objectives
• identify prepositions
• identify objects of prepositions
• use prepositions in original
sentences
Materials
• Anthology: The Golden Lion
Tamarin Comes Home
called prepositions.
Some Common Prepositions
about
out
into
below
for
across
to
of
on
in
behind
with
above
over
near
from
before
under
Tell students that a preposition relates the noun or pronoun that follows
it (the object of the preposition) to another word in the sentence. The
object of the preposition answers the question of whom or what.
A lizard ran under the car. (preposition: under; object: car)
I saw a turtle near the pond. (preposition: near; object: pond)
Practice.
Model how to identify a preposition using this sentence: I put the pie on
the table.
As I read this sentence, I see the word on. I think on is a
preposition, but I’ll check to make sure. I look at the words
that follow on and ask, “Do these words tell whom or
what?” The word table tells “on what.” So on must be a
preposition.
Have students find four prepositions and their objects on page 631.
Apply.
Have students write four things that they learned about tamarins. Ask
them to include a preposition in each statement.
220
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Animal Encounters
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SKILL FOCUS: GRAMMAR
10–15 MINUTES
Prepositional Phrases
Teach.
Remind students that a preposition is always followed by an object. Tell
them that a prepositional phrase is made up of a preposition, the
object of the preposition, and all the words between them.
Have students describe the position of objects in the classroom. Record
responses on the board and underline the prepositions. For example:
Objectives
• identify prepositional phrases
• identify prepositional phrases
with compound objects of the
preposition
• use prepositional phrases in
sentences
The flag is near the window.
Materials
The pencil sharpener is on the bookshelf.
Ask students what kind of word is underlined in each sentence. (a prepo-
• Leveled Reader: Saving Sea
Turtles
sition) Review that the object of a preposition is the noun or the pronoun that follows it. Then have students name the prepositional phrase
in each sentence on the board. (near the window, on the bookshelf)
Practice
Display the following sentences, and underline the prepositions. Have
students name the entire prepositional phrase.
The golden lion tamarin is named for its color and its mane. (for its
color and its mane)
The tall trees of the rain forest offer the tamarin food. (of the rain
forest)
Above the tamarins fly owls that are predators. (Above the tamarins)
Apply.
Ask students to write a brief summary of The Golden Lion Tamarin
Comes Home. Have them use prepositional phrases in their writing.
LITERATURE FOCUS:
10–15 MINUTES
Preview Saving Sea Turtles
Walk students through Saving Sea Turtles and discuss the illustrations,
using words such as endangered, habitat, and pollution. Ask students
to predict the topic and main idea using the photographs.
SELECTION 2:
The Golden Lion Tamarin Comes Home
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THEME 6/SELECTION 2:
The Golden Lion Tamarin Comes Home
SKILL FOCUS: COMPREHENSION
25–30 MINUTES
Topic, Main Idea, and
Supporting Details
Objectives
• identify topics, main ideas, and
details
• infer main ideas from details
Materials
• Anthology: The Golden Lion
Tamarin Comes Home
• Leveled Reader: Saving Sea
Turtles
Teach.
Review that the topic is the subject the author is writing about. The
main idea is the most important idea that the writer wants readers to
understand about the topic. Supporting details are pieces of information that explain or tell more about the main idea. Supporting details
may include facts and examples.
Explain that in a longer piece of writing, one paragraph (or a group of
paragraphs) may have a topic, a main idea, and supporting details that
explain this main idea. Point out that main ideas are often stated in
headings or key sentences. However, sometimes readers must infer the
main idea by summing up details and inferring the author’s meaning.
Direct students to the first two paragraphs on page 631 of the selection.
Use this passage to model the concept:
The rain forest once was huge. Human beings cut down
trees. A large city grew in the area. Now only 2 percent of
the original rain forest is left. If I add these details together, I can infer the main idea of the paragraph. The main
idea is that human development has destroyed the habitat of golden lion tamarins.
Practice.
Point out the topic of the entire selection: the return of golden lion
tamarins to the rain forest. Discuss with students the main idea of the
entire selection: People are trying to save the golden lion tamarin from
extinction. Explain that students are going to focus on passages that are
individual paragraphs. Have them infer the main idea by summing up
details in these paragraphs. You might include the following excerpts.
222
THEME 6:
Animal Encounters
5XH223 7/18/03 9:00 PM Page 223
• paragraph 1 on page 633 (Main Idea: Zoo keepers are trying to prepare the tamarins for life in the wild.)
• paragraph 2 on page 636 (Main Idea: The zoo-bred tamarins do not yet
know how to find food on their own.)
• paragraph 2 on page 638 (Main Idea: Observers must be prepared for
emergencies as they track the tamarins.)
• paragraph 3 on page 639 (Main Idea: Observers want to remain objective and not think of the tamarins as pets.)
Challenge students to infer the main idea in a two-paragraph passage.
Use the last paragraph on page 640 and the first paragraph on page
641. (Main Idea: Over time, the observers force the tamarins to
become more independent.)
Apply.
Have students read Saving Sea Turtles in the Leveled Reader. Ask them
to infer main ideas by summing up supporting details in paragraphs.
Have students complete the questions and activity on the Responding
page.
LITERATURE FOCUS:
10–15 MINUTES
Revisit The Golden Lion
Tamarin Comes Home and
Saving Sea Turtles
Guide students in identifying the topics, main ideas, and supporting
details in The Golden Lion Tamarin Comes Home and Saving Sea
Turtles. Also, help students look for three-syllable words. As examples,
you may wish to point out the words canopy and extinction on page
630 of The Golden Lion Tamarin Comes Home, and the words survival and jewelry on page 34 of Saving Sea Turtles.
SELECTION 2:
The Golden Lion Tamarin Comes Home
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THEME 6/SELECTION 3
My Side of the Mountain
SKILL FOCUS: STRUCTURAL ANALYSIS
25–30 MINUTES
Suffixes -ent, -ant, -able, -ible
Warm-Up/Academic Language.
Objectives
• read words with suffixes -ent,
-ant, -able, and -ible
• use the Phonics/Decoding
Strategy to decode longer words
Materials
• Teaching Master ES6-5
• Practice Master ES6-5
• Anthology: My Side of the
Mountain
Explain to students that a suffix is a word part added to the end of
a base word to change its meaning. Tell students that adding
suffixes to base words also changes many base words into
adjectives. Explain that the suffixes -ent and -ant mean “being in
a condition of” or “causing to be,” and the suffixes -able and
-ible mean “capable of” or “inclined to.” Point out that recognizing suffixes may help students decode unfamiliar words.
Teach.
Write the following sentences on the board and read them aloud.
I rely on you to finish the job.
She is self-reliant and rarely asks for help.
I trust him because I know he is reliable.
Point to the underlined word in each sentence. Circle the suffix -ant in
Get Set for Reading
CD-ROM
self-reliant, and the suffix -able in reliable. Explain that the base word
rely is the same for both words. Point out that the y in rely changes to
an i when a suffix is added.
My Side of the Mountain
Display the following chart. Guide students in completing the chart.
Education Place
www.eduplace.com
My Side of the Mountain
Audio CD
My Side of the Mountain
Audio CD for Animal Encounters
Lexia Phonics
CD-ROM
Intermediate Intervention
224
THEME 6:
Animal Encounters
Explain spelling changes to base words as needed. You may wish to
have students confirm word meanings using a dictionary.
Word with
Suffix
Base
Word
Suffix
apparent
compliant
appear
comply
-ent
-ant
moveable
horrible
move
horror
-able
-ible
Meaning
easily seen
giving in to the wishes
or requests of others
able to be moved
causing horror; being
dreadful
5XH225 7/18/03 9:01 PM Page 225
Teaching Master ES 6–5
Guided Practice.
Display or distribute Teaching Master ES6-5.
Teaching Master ES 6–5
My Side of the Mountain
Suffixes
-ent, -ant, -able, -ible
Read each sentence with students.
Help students to identify words with the suffixes -ent, -ant, -able, or -ible.
Write each word on the line provided, and have students point out
1. We explored two
5. The dog is persistent
different paths, but found
that neither led to the
and won’t stop begging
for treats.
persistent
top of the mountain.
different
6. The wonderful smells
2. The branch of the young
Practice/Apply.
Distribute Practice Master ES6-5 to students.
coming from the kitchen are
tree is flexible.
flexible
irresistible.
irresistible
3. Maia and Charles had a
pleasant day canoeing
7. Has your lemonade stand
been profitable or have you
lost money on it?
profitable
around the lake.
pleasant
Review the directions with students to make sure they understand what
4. Because Tim is reliable, I
can depend on him.
reliable
they are to do.
Instruct students to complete the Practice Master independently.
8. She is observant and
notices details.
observant
Grade 5
TMES 6–5
Copyright © Houghton Mifflin Company. All rights reserved.
the -ent, -ant, -able, or -ible suffix in the word. Circle the suffixes as
they are identified.
Theme 6: Animal Encounters
Check students’ responses to make sure that they understand how to
read and decode words with the suffixes -ent, -ant, -able, and -ible.
Practice Master ES 6–5
Practice Master ES 6–5
LITERATURE FOCUS:
Name
10–15 MINUTES
Suffixes
-ent, -ant, -able, -ible
Preview My Side of the
Mountain Segment 1
-ant, -ent
-able, -ible
distant
relevant
different
patient
agreeable
comfortable
visible
terrible
Use the words from the box above to complete the sentences.
Each word will be used only once.
Refer to the bottom of page 651 in the Teacher’s Edition and preview
terrible
1. That’s not a good idea, it’s a
with students Segment 1 of My Side of the Mountain (pages 651–659).
idea!
2. The twins may look alike, but they act like very
different
3. He is usually an
Note the suggestions in the Extra Support boxes on Teacher’s Edition
people.
agreeable
and pleasant person.
patient
4. There’s a long line, so you’ll have to be
while you wait.
Copyright © Houghton Mifflin Company. All rights reserved.
pages 654 and 658.
My Side of the Mountain
SELECTION 3:
5. That old sofa is the most
6. Can you see that
comfortable
distant
place to sit.
mountain through your
binoculars?
7. That fact is interesting, but it’s not
relevant
to
our topic.
8. It was so foggy that the road was barely
Grade 5
Theme 6: Animal Encounters
visible
.
PMES 6–5
My Side of the Mountain
225
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9:08 PM
Page 226
THEME 6/SELECTION 3:
My Side of the Mountain
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 ES6-6
• Practice Master ES6-6
• Anthology: My Side of the
Mountain
Explain to students that authors do not always state everything
directly. Sometimes readers must add up the facts and details
and come to an understanding of events on their own. Tell students that this process is called drawing conclusions.
Teach.
Read aloud the following passage:
Jake’s tail was wagging so hard that his entire body wiggled back
and forth. He jumped up and tried to lick Pete’s face, almost
knocking the boy over.“Well, how are you, buddy?” said Pete,
laughing.“I guess you missed me. It was a long semester,
wasn’t it? I’m glad to finally be home again. Give me a minute
to unpack this suitcase, and then I’ll take you for a nice walk.”
Reread the passage, pausing after each sentence. Have students identify
details that give clues about the characters and events.
Model the process of drawing conclusions about the character Jake.
The passage says that Jake’s tail is wagging, and that he tries
to lick Pete’s face. Later on, Pete says he’ll take Jake on a
walk. Based on these details, I think Jake is a dog. Dogs
have tails and often act that way when they’re excited, and
people often take dogs on walks. It also says that Jake
almost knocks Pete over when he jumps up. I think Jake
must be a big dog, otherwise he couldn’t knock Pete over.
226
THEME 6:
Animal Encounters
7/18/03
9:08 PM
Page 227
Write the following chart on the board, and guide students in completing
Teaching Master ES 6–6
the chart. Ask students these questions: Who is Pete? How long has
Pete been away from home? Where might he have come from?
Teaching Master ES 6–6
My Side of the Mountain
Drawing Conclusions
Characters
Story Clues
Conclusions
Jake
wags his tail, will be
taken for a walk
Jake is a dog.
says he’s glad to be
home, says it was a long
semester, talks about
unpacking a suitcase,
will take Jake for a walk
Pete is a boy, and is probably
Jake’s owner. He has been gone
for a semester. He might have
been at a boarding school.
Grace’s stomach rumbles. She looks eagerly
at her watch. Only five minutes until lunch time.
She licks her lips as she thinks about what she’ll
eat for lunch.
1. How does Grace feel?
Story Clues
Pete
Grace’s +
stomach
rumbles.
She looks
eagerly at
her watch.
= Conclusions
+ She licks her =
lips and
thinks about
what she’ll
eat for lunch.
Grace
must be
hungry.
Toby lies in bed with a thermometer in his
mouth. He wishes he could have gone to the
2. How does Toby feel?
Guided Practice.
Display or distribute Teaching Master ES6-6.
Story Clues
+ He wishes he could
have gone to the
aquarium today
with his class.
Toby lies in
bed with a
thermometer in
his mouth.
Read the first passage with students, and point out the illustration.
Grade 5
TMES 6–6
= Conclusions
= Toby must
feel
sick and
unhappy.
Copyright © Houghton Mifflin Company. All rights reserved.
aquarium today with his class.
Theme 6: Animal Encounters
Guide students in using clues from the passage to draw conclusions
about Grace and to complete the chart.
Practice Master ES 6–6
Follow a similar procedure with the second passage and chart.
Practice Master ES 6–6
My Side of the Mountain
Name
Practice/Apply
Distribute Practice Master ES6-6 to students.
Drawing Conclusions
Read each paragraph. Then complete the following charts.
A blanket of snow covers the ground. Icicles hang on
the bare tree branches. A bear hibernates in her den.
Even without a calendar, Mark can tell what
season it is.
Review the directions with them.
1. What season is it? How do you know?
Instruct students to complete the Practice Master independently.
Story Clues
= Conclusions
= It must be
Snow cov- + Icicles hang +
A bear
ers the
on the
hibernates.
winter.
ground.
bare tree
branches.
Check students’ responses to make sure that they understand how to use
story details to draw conclusions about something not directly stated
in the text.
LITERATURE FOCUS:
Elisa plays soccer every day after school. She often goes
swimming as well. On the weekends, Elisa goes hiking with her family.
10–15 MINUTES
Preview My Side of the
Copyright © Houghton Mifflin Company. All rights reserved.
5XH227
2. Does Elisa prefer to stay active or to sit still? How do you know?
Story Clues
= Conclusions
Elisa plays + She often + She goes = She prefers
soccer
goes
hiking, too.
to stay active.
every day.
swimming.
Grade 5
Theme 6: Animal Encounters
PMES 6–6
Mountain Segment 2
Refer to the bottom of page 651 in the Teacher’s Edition and preview
with students Segment 2 of My Side of the Mountain (pages 659–665).
Note the suggestions in the Extra Support boxes on Teacher’s Edition
pages 662, 663, and 664.
SELECTION 3:
My Side of the Mountain
227
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9:09 PM
Page 228
THEME 6/SELECTION 3:
My Side of the Mountain
SKILL FOCUS: STRUCTURAL ANALYSIS
25–30 MINUTES
Suffixes -ent, -ant, -able, -ible
Teach.
Ask students to name people or things that they can rely on. Then write
Objectives
• identify the meaning of words
with the suffixes -ent, -ant, -able,
and -ible
• decode words with the suffixes
-ent, -ant, -able, and -ible
Materials
• Anthology: My Side of the
Mountain
this sentence on the board: Living alone on the mountain had made
me self-reliant. Circle the -ant in reliant and write its meaning: “being
in a certain condition” or “performing or causing a certain action.”
Discuss why the letter i might be a y in the base word. Change reli to
rely. Help students define self-reliant: “in the condition of relying on
yourself.” Then ask a volunteer to explain the strategy used. Point out
that -ent and -ant mean the same thing.
Discuss where students might see audio, such as on a remote control,
and the word’s meaning. Then write this sentence: An audible yelp
announced the red fox. Circle the letters ible. Explain that -ible and
-able mean “capable of” or “inclined to.” Help students define audible as
“capable of being heard.”
Use this sentence to model how to decode livable: I realized I had to
make my tree livable during the cold winter.
I see the suffix -able. Liv looks like live, so live may be the
base word. If so, livable would mean “capable of being
lived in.” That makes sense in the sentence.
228
THEME 6:
Animal Encounters
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9:09 PM
Page 229
Practice.
Ask students to decode the underlined words using what they know
about suffixes and base words.
I did not go any closer to the defiant Baron.
The flat stone could work. It was not flexible.
It is apparent Frightful scares the squirrels.
The fox thought the mess was laughable.
Apply.
Have students define each of the underlined words that they decoded,
using the context, base word, and suffix to help with meaning. Then
have them use the practice words in original sentences.
LITERATURE FOCUS:
10–15 MINUTES
Review My Side of the
Mountain
Guide students through the Comprehension Skill Lesson for Drawing
Conclusions on page 657 in the Teacher’s Edition.
SELECTION 3:
My Side of the Mountain
229
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9:10 PM
Page 230
THEME 6/SELECTION 3:
My Side of the Mountain
SKILL FOCUS: GRAMMAR
10–15 MINUTES
Object Pronouns in
Prepositional Phrases
Objectives
• identify object pronouns in
prepositional phrases
• use prepositional phrases with
object pronouns in sentences
Materials
• Anthology: My Side of the
Mountain
Teach.
Write these sentences on the board: Mia read to Arthur. Arthur read
to Mia.
Point out that each underlined name is the object of the preposition to.
Remind students that the object of a preposition is the noun or the
pronoun that follows the preposition. Tell them that when the object
of the preposition is a pronoun, it is called an object pronoun. Remind
students that a pronoun is a word that is used in place of a noun. Then
ask students to substitute a pronoun for each underlined name on the
board. (Mia read to him. Arthur read to her.)
Explain that the pronouns him and her are object pronouns. Emphasize
that only object pronouns may be used in a prepositional phrase.
Create a complete list of object pronouns with students: me, him, it,
you, her, us, them.
Practice.
Display the following sentences. Have students identify the prepositional
phrases that contain an object pronoun.
Frightful snagged crickets as Sam paddled near her. (near her)
The creek seemed like an old friend to him. (to him)
Sam dug clay for a fireplace and went home with it. (with it)
He heard birds in the trees and smiled at them. (at them)
Apply.
Ask students to write a brief summary of My Side of the Mountain. Have
them use object pronouns in some of the prepositional phrases they
write. Then have students read their summaries aloud. Ask listeners to
identify the object pronouns they hear.
230
THEME 6:
Animal Encounters
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9:10 PM
Page 231
SKILL FOCUS: GRAMMAR
10–15 MINUTES
Pronouns in Prepositional
Phrases with Compound
Objects
Objectives
Teach.
Display this sentence: This page tells about Jean Craighead George and
Gary Aagaard. Have students identify the object of the prepositional
phrase. (Jean Craighead George and Gary Aagaard)
Point out that the object is compound. It refers to more than one person. Ask students to substitute an object pronoun for one of the
names in the sentence. (This page tells about Jean Craighead George
and him. This page tells about her and Gary Aagaard.)
• identify pronouns in compound
objects of a prepositional phrase
• distinguish the correct pronoun
form to use in a compound object
of the preposition
• write sentences using the correct
pronoun form in a compound
object of the preposition
Materials
• Leveled Reader: Kat the Curious
Display the following sentence. Have students choose the object pronoun that best completes the compound object. Squirrels ran away
from Sam and _____ . (she, her)
Practice.
Have students add object pronouns to these compound objects.
The wind blew the grass seed, and animals ate it. The grass seed was
harvested by _____ and the wind. (them)
Many animals joined Sam’s party. At first it was fun for the animals
and _____ . (him)
Apply.
Ask students to write a description of an outdoor trip they took with a
friend or a family member. Have them use pronouns in prepositional
phrases with compound objects.
LITERATURE FOCUS:
10–15 MINUTES
Preview Kat the Curious
Walk students through Kat the Curious and discuss the illustrations,
using words such as impatient and explore. Ask students to draw
conclusions about how Kat feels, based on the illustrations.
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My Side of the Mountain
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THEME 6/SELECTION 3:
My Side of the Mountain
SKILL FOCUS: COMPREHENSION
25–30 MINUTES
Drawing Conclusions
Teach.
Review that readers draw conclusions when they use facts and details to
Objectives
• evaluate information and draw
conclusions
• use conclusions to examine
characters
Materials
• Anthology: My Side of the
Mountain
• Leveled Reader: Kat the Curious
reach an understanding about something that is not directly stated in
the text.
Explain that readers draw conclusions to help them understand characters in a story. Direct the students to pages 652 and 653. Use these
examples to model how readers can use details to draw conclusions
and understand characters.
On page 652, Sam describes what is happening in the
mountains in September. He talks about the weather, the
plant life, and the animals. He sounds happy when he
describes them. He says that he “felt wonderful.” I can
conclude that Sam likes being in the mountains in the
fall. On page 653, Sam talks about gathering unusual
bulbs, tubers, and roots. He eats a cricket, but he does
not like it. He smokes fish and rabbits, digs wild onions,
and “races September for her crop.” I can conclude that
Sam knows how to survive in the woods by gathering
wild plants, fishing, and hunting.
Practice.
Guide students through events in the story and have them draw other
conclusions about Sam’s character by “adding up details.” Examples
might include:
• paragraphs 3–4 on page 654 (Sam is making clothing from hides and
furs. Conclusion: He is handy.)
• paragraphs 3–5 on page 656 (He uses his imagination to solve problems when building a fireplace. Conclusion: He is creative.)
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Animal Encounters
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• paragraph 3 on page 660 (Sam eats slightly wormy apples.
Conclusion: He is not squeamish.)
• paragraph 7—“note” on page 660 (Sam does not disturb Baron Weasel
when the Baron fiercely protects his food. Conclusion: Sam understands wild animals and is cautious around them.)
Apply.
Have students find other examples of details on which they can base
conclusions about Sam’s character. Have them write a character study
based on their conclusions. Tell them to support their conclusions
with details from the story. They might use a word web to list traits
they identify in Sam’s character. Suggest that behind each trait they
write the page number(s) on which supporting details can be found.
They can refer to these pages, as necessary, when writing their character study. Afterward, have partners compare and contrast their work.
Have students read Kat the Curious in the Leveled Reader. Ask them to
draw conclusions about characters based on story details. Have students complete the questions and activity on the Responding page.
LITERATURE FOCUS:
10–15 MINUTES
Revisit My Side of the Mountain
and Kat the Curious
Guide students to draw conclusions about the characters, setting, and
events in My Side of the Mountain and Kat the Curious. Also, help
students to look for words with the suffix -ent, -ant, -able, or -ible. As
examples, you may wish to point out the word excellent on page 653
of My Side of the Mountain and the word impatient on page 55 of
Kat the Curious.
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