STRENGTHENING
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CURRICULUM ASSOCIATES®, Inc.
4
Table of Contents
Lesson 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Reading: Nonfiction
Note Taking: List Notes
Lesson 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Reading: Fiction
Note Taking: Story Maps
Lesson 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Listening: Nonfiction
Note Taking: Graphic Organizers
Lesson 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Listening: Fiction
Note Taking: Graphic Organizer,
List Notes, and Story Map
Lesson 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Reading: Nonfiction
Note Taking: Graphic Organizer
Writing: Friendly Letter
Lesson 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Listening: Nonfiction
Note Taking: Graphic Organizer
Writing: Cause and Effect
Lesson 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Listening: Fiction
Note Taking: Story Map
Writing: Respond to Literature
Lesson 9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Reading: Nonfiction
Note Taking: List Notes
Writing: Cause and Effect
Lesson 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Listening: Nonfiction and Fiction
Note Taking: List Notes and
Graphic Organizer
Writing: Compare and Contrast
Final CheckPoint . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Lesson 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Reading: Fiction
Note Taking: List Notes
Writing: Respond to Literature
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Lesson
3
Listening: Nonfiction
Note Taking: Graphic Organizers
So far, you have taken notes on what you have read. You sometimes
have to take notes on what you hear. When you write down a homework
assignment as your teacher tells it to you, you are listening and taking
notes. When you call the movie theater and write down the times the
movies are playing, you are listening and taking notes. The notes you take
while listening are like the notes you take while reading. Include the
selection title, the topic, and the most important details.
There is one big difference between taking notes while reading and
taking notes while listening. When you read and take notes, you can
usually go back to the reading passage. When you take notes while
listening, you cannot go back to the selection, so your notes must be clear
and complete.
Listen while your teacher reads a selection to you. The
selection tells about different kinds of construction. The title
of the selection is “Over the Bridge, Through the Tunnel.”
Your teacher will read the selection twice. The first time you
listen, try to get a general idea of what the selection is about.
“Over the Bridge, Through the Tunnel” mentioned ways that
bridges and tunnels are alike and different. When a selection
discusses how things are alike and different, it compares and
contrasts. When you listen to a compare-and-contrast
selection, you can take notes in the form of a Venn diagram.
A Venn diagram is a kind of graphic organizer. A Venn
diagram helps you see how two things are alike and how
they are different. In the center of the Venn diagram, where
the circles overlap, write how two things are alike. In the
parts of the circles that do not overlap, write how they
are different.
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Here is a Venn diagram for “Over the Bridge, Through the Tunnel.”
As your teacher reads the article for the second time, fill in the blank
spaces on the chart.
Bridges
Tunnels
allow
Golden Gate
people to
over S.F. Bay
pass beyond
obstacles
built underground, through mtns.
between France & England
Let’s Talk Work with a partner. Together, come up with another kind of
graphic organizer that you could use for a compare-and-contrast selection.
CheckPoint Answer these questions about “Over the Bridge, Through the
Tunnel.” Circle the letter of the correct answer.
1. Which of the following is one way that bridges and tunnels are alike?
A. Both are underground.
B. Both go from England to France.
C. Both allow people to pass beyond obstacles.
D. Both are easy to build.
2. How are bridges different from tunnels?
A. Bridges go over obstacles.
B. Bridges are inexpensive to build.
C. Only bridges allow people to pass beyond obstacles.
D. Only bridges are used to pass over a river.
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Listen as your teacher reads another article to you. The title
of the article is “The Night the Martians Landed.” It tells
what happened after people listened to a radio show many
years ago. Your teacher will read the article twice. The first
time, just listen and form pictures in your mind.
When one thing causes another thing to happen, the process
is called cause and effect. The cause is the reason why
something happens. The effect is what happens. In “The
Night the Martians Landed,” panic is the effect. What caused
people to panic on October 30, 1938? The cause of the panic
was listening to The War of the Worlds.
You can use a cause-and-effect chart to take notes on an
article that discusses cause and effect. A cause-and-effect
chart can help you see what happened and why. As your
teacher reads the article for the second time, complete this
chart of the causes and effects discussed in “The Night the
Martians Landed.”
Cause
Effect
The War of the Worlds presented
as news
people panic
people call everyone they know
telephone lines jammed
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Let’s Talk What do you think you would have done if you had heard
The War of the Worlds on the radio in 1938? Discuss your reactions with
a partner. Create a compare-and-contrast chart to compare how you think
you would have reacted with how your partner thinks he or she would
have reacted.
CheckPoint Answer these questions about “The Night the Martians Landed.”
Circle the letter of the correct answer.
1. Which of the following was not an effect of people’s listening to
The War of the Worlds on the radio?
A. Telephone lines were jammed.
B. In some places, traffic stopped.
C. People ran out into the streets in a panic.
D. Orson Welles was not allowed on the radio again.
2. Orson Welles told listeners that the “news” was really a story.
Why did so many people still panic?
A. They didn’t believe him.
B. They thought Martians made him say that.
C. They tuned in late.
D. People were not as smart then as they are now.
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Now your teacher will read another article. The title of this
article is “Insect-Eating Plants.” Your teacher will read the
article twice. The first time, just listen and form pictures
in your mind.
In the article, the author compares two different kinds of
insect-eating plants. Use the Venn diagram to take notes
on the article as your teacher reads it for the second time.
Venus Flytrap
Sundew
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Let’s Talk Compare your Venn diagram with a classmate’s Venn diagram.
How are the two diagrams different? How are they alike?
CheckPoint Answer these questions about “Insect-Eating Plants.”
Circle the letter of the correct answer.
1. How are the Venus flytrap and the sundew the same?
A. They both have leaves shaped like soup spoons.
B. They both eat insects.
C. They trap insects in sticky liquid.
D. They both have leaves that grow in a circle.
2. How is the Venus flytrap different from the sundew?
A. The Venus flytrap grows in swamps.
B. The Venus flytrap needs nitrogen.
C. The Venus flytrap has unusual leaves.
D. The Venus flytrap catches insects by closing its leaves around them.
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STRENGTHENING
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CURRICULUM ASSOCIATES®, Inc.
4
Table of Contents
Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
How to Use This Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Guide to the Lessons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Lesson 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Lesson 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Lesson 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Lesson 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Lesson 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Lesson 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Lesson 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Lesson 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Lesson 9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Lesson 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Final CheckPoint . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Graphic Organizers: Sample Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Writing Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
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Lesson 3
Pages 14–19
Listening: Nonfiction
Note Taking: Graphic Organizers
Preview
In this lesson, students listen as you read aloud
three different nonfiction selections. You should
read each selection aloud twice. The first time you
read each selection, students should listen to
understand the main idea of the passage. The
second time they listen, they should take notes.
Students use graphic organizers to take notes. They
fill in blanks on a Venn diagram and a cause-andeffect chart. For the third reading selection, they
complete a Venn diagram on their own.
Page 14
Before students begin the lesson, ask them if they
have ever taken a telephone message. Point out
that taking a telephone message is an example of
taking notes while listening. Ask students for
examples of other times when people take notes
while listening.
Tell students that when they take notes while
listening, they should
•
simply listen to the first reading of the
selection.
•
give the reader their full attention.
•
picture what the reader is saying.
•
listen to the selection again and take notes.
The listening selection “Over the
Bridge, Through the Tunnel”
compares and contrasts two different
ways that people have found to pass
beyond obstacles that nature has
placed in their path. Before reading
“Over the Bridge, Through the
Tunnel” aloud to students, have
them read the listening directions
on page 14.
Over the Bridge,
Through the Tunnel
Mountains and bodies of water can be
obstacles for people who want to get from one
place to another. So people have built both
bridges and tunnels to allow them to pass beyond
these and other kinds of obstacles.
Bridges and tunnels are different in design and
placement. A bridge is built over a river, highway,
or railroad track. Bridges vary in shape and are
often placed high above ground or water. A tunnel
is a long passageway that travels under the
ground or water, or through a mountain.
The Golden Gate Bridge is one of the most
famous bridges in the world. It crosses over the
entrance of San Francisco Bay, connecting the
city of San Francisco with northern California.
The Golden Gate is known for its length and
height. But it is best known for its beauty. People
come from all over the world not just to cross the
Golden Gate, but simply to look at it.
Of course, not even the world’s most famous
tunnel gets many visitors who just want to look.
It’s hard to get a good view of an underground
passage. But since the Channel Tunnel opened
in 1994, it has transported millions of people. The
Channel Tunnel runs beneath the English
Channel and connects France and England. The
Channel Tunnel, sometimes called the “Chunnel,”
is a rail tunnel. The only automobiles that cross
the Channel Tunnel are carried on special railway
cars. The Channel Tunnel is not the longest
tunnel in the world. Still, it is famous for being
one of the few tunnels that connect two countries.
Before you read the selection for the
second time, have students read the
note-taking instructions on page 14.
As they listen to “Over the Bridge,
Through the Tunnel” for the second
time, students should complete the
Venn diagram. A sample completed
Venn diagram can be found on
page 23 of this teacher guide.
Page 15
CheckPoint The CheckPoint questions assess students’
ability to understand comparison and contrast in a
reading passage. If students have difficulty answering
the CheckPoint questions, they may need additional
practice with this reading strategy.
1. C
2. A
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Page 16
Page 17
Before reading “The Night the
Martians Landed” aloud to students
for the first time, have students read
the listening directions at the top
of page 16.
CheckPoint The questions in CheckPoint assess
students’ ability to understand cause and effect
in a reading selection. If students have difficulty
answering the CheckPoint questions, they may
need additional practice with this reading strategy.
1. D
The Night the Martians Landed
The night before Halloween in 1938 was
scarier than any Halloween night ever for
thousands of people living on earth. It was the
night that the science-fiction novel The War of the
Worlds was presented as a radio news
broadcast. Orson Welles, a famous movie actor
and director, made the broadcast from a studio
in New York City. The story was about Martians
invading the earth.
Before the program began, Welles explained
to his listeners that the “news” was fiction. But
many listeners tuned in late and missed Welles’s
explanation. As a result, thousands of people
thought that the earth was really being invaded
by Martians!
As people listened, they began to panic. They
called everyone they knew to warn them. They
ran out into the streets, into parks, and into their
cars, hoping to escape the “invasion.” Telephone
lines were jammed, and traffic was stopped in
many places. It was a terrible night.
The next day, the newspapers told of the “fake”
news broadcast. Thousands of people had heard
it and believed it. Those who lived through it have
never forgotten it.
Tell students that before they begin
to take notes, they must know what
form the notes will take—list notes,
story map, or graphic organizer. Point
out to students that for this selection
the notes will take the form of a
cause-and-effect chart. Before you
read the article for the second time,
preview the chart with students. Ask
them what they should be listening
especially hard for (another cause and
effect). Read the selection for the
second time, using appropriate
expression to help students focus on
the important details.
As they listen to “The Night the Martians Landed”
for the second time, students should complete the
cause-and-effect chart. A sample completed chart
can be found on page 23 of this teacher guide.
2. C
Page 18
Tell students that they will use a
Venn diagram to take notes for this
article. Ask them what they think
they should focus on while they
listen (compare and contrast). “InsectEating Plants” compares and
contrasts the Venus flytrap and the
sundew, two plants that trap and eat
insects. Before reading the article
aloud for students for the first time,
have them read the listening
directions at the top of page 18.
Insect-Eating Plants
Some plants live in places such as swamps
or marshes. These plants eat insects to get
nitrogen, an element that they cannot get from
the soil in these damp areas. Two of these insecteating swamp plants are the Venus flytrap and
the sundew.
Both the Venus flytrap and the sundew have
unusual looking leaves. Both plants catch insects
by trapping them, but their methods are different.
The Venus flytrap has a dozen or so wide
leaves arranged in a circle. There are sharp
spikes at the edges of the leaves. The plant is
designed to close its leaves and trap an insect
inside.
The sundew’s several leaves are shaped
somewhat like tiny soup spoons with the handles
at the center. The leaves are covered with small,
short hairs, and each hair has a drop of sticky
liquid. Insects that come in contact with the liquid
will get stuck.
As they listen to “Insect-Eating
Plants” for the second time, students
should complete the Venn diagram.
A sample completed Venn diagram
can be found on page 24 of this
teacher guide.
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Page 19
Summer Camp
CheckPoint The questions in CheckPoint assess
students’ ability to understand comparison and
contrast in a reading selection. If students have
trouble answering the CheckPoint questions,
they may need additional practice with this
reading strategy.
1. B
2. D
Lesson 4
Pages 20–23
Listening: Fiction
Note Taking: Graphic Organizer, List Notes, and Story Map
Preview
In this lesson, students continue to work on their
listening skills as they listen to three short fiction
selections and take notes on each of them.
Students use each form of note taking that they
have been introduced to—list notes, story map,
graphic organizer. Help students in their listening
and note taking by reading each selection
expressively, to convey characterization and the
appropriate emotions.
Summer vacation was finally here! Lois was so
excited because she and her twin sister, Lisa,
were going to camp for the first time.
“I can’t wait to go canoeing and hiking! Won’t it
be fun to roast marshmallows over a campfire
and sing songs?” Lois chattered. “Maybe we’ll
even come upon some interesting creatures. I’d
love to see some big bugs and snakes in the
woods!”
Lois loved the idea of camping and being
outdoors with nature. She wanted adventures.
Lisa, however, was not happy about camp.
“Ugh! I hate bugs and snakes,” she said,
frowning. “I don’t want to go canoeing or hiking.
I don’t even like marshmallows.”
“Well, maybe you should ask Mom and Dad if
you can stay home and not go to camp,” Lois
suggested.
“Why would I do that?” asked Lisa. “Then I
would miss all the adventures!”
As they listen to “Summer Camp”
for the second time, students should
complete the Venn diagram on
page 20. A sample completed Venn
diagram can be found on page 25
of this teacher guide.
Review the key strategies for taking notes while
listening on page 8 of this teacher guide.
Page 21
Page 20
Before students listen to the first selection, discuss
with them the important details in fiction
(characters, setting, problem, major events,
resolution). Tell students that the notes they take
while listening to fiction should include this
information.
Before you read the listening
selection “Summer Camp” aloud to
students, have students read the
listening directions on page 20.
CheckPoint The questions in CheckPoint assess
students’ ability to compare and contrast. Students
who have difficulty answering the CheckPoint
questions may require further practice with this
reading strategy.
1. C
2. B
Before you read “They Glow by
Night” aloud to students for the first
time, have them read the listening
instructions on page 21.
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