Comprehension
Genre
A Biography is a story
about the life of a real
person written by
someone else.
MAIN SELECTION
• How Ben Franklin Stole the Lightning
• Skill: Problem and Solution
General Questions
PAIRED SELECTION
Problem and Solution
As you read, fill in your
Problem and Solution Chart.
• Two Concrete Poems
• Literary Elements: Figurative
Language/Alliteration
>`]PZS[
SMALL GROUP OPTIONS
• Differentiated Instruction,
pp. 247M–247V
A]ZcbW]\
Read to Find Out
What was it like to be
Ben Franklin?
Comprehension
GENRE: BIOGRAPHY
Have a student read the definition of
Biography on Student Book page 224.
Students should look for real people
and historical events. Discuss how a
biography is different from other types
of literature, such as historical fiction or
a myth or legend.
224
STRATEGY
GENERATE QUESTIONS
Tell students that asking themselves
good questions as they read will help
them to check their understanding of
the story and focus on important ideas.
SKILL
PROBLEM AND SOLUTION
D]QOPcZO`g
Vocabulary Words Review the tested vocabulary words:
independence, hilarious, dizzy, nowadays, whirlwind, handy,
mischief, and convinced.
Selection Words Students may be unfamiliar with these words.
Pronounce the words and give meanings as necessary.
Sometimes the author of a biography
writes about a problem that the subject
has and takes actions to solve. By the
end of the biography, the subject
usually finds a solution to the problem.
eclipse (p. 228): a shadow that moves across the sun or the moon
odometer (p. 231): a meter that tells how far a vehicle has traveled
scurvy (p. 233): a disease that causes weakness, joint pain, and dental
problems
scepter (p. 241): a staff carried by a king or queen to represent power
tyrants (p. 241): cruel or unfair rulers
224
Main Selection
Main Selection Student page 225
Preview and Predict
Ask students to read the title, preview
the illustrations, and note questions
and predictions about the selection.
What kinds of things does it look like
the subject of this biography could do?
Set Purposes
FOCUS QUESTION Discuss the “Read
to Find Out” question on Student
Book page 224. Remind students to
look for the answer as they read.
Point out the Problem and Solution
Chart in the Student Book and on
Leveled Practice Book page 61.
Explain that students will fill it in as
they read.
Read How Ben Franklin Stole
the Lightning
225
Use the questions and Think Alouds
to support instruction about the
comprehension strategy and skill.
On Level Practice Book 0, page 61
As you read How Ben Franklin Stole the Lightning, fill in the
Problem and Solution Chart.
If your students need support
to read the Main Selection,
use the prompts to guide
comprehension and model
how to complete the graphic
organizer.
If your students can read the
Main Selection independently,
have them read and complete
the graphic organizer. Remind
students to set and adjust their
reading rate based on their
purpose for reading.
Action
Action
Action
If your students need an alternate selection, choose the
Leveled Readers that match their instructional level.
7=
C2 1
2
/
Solution
BSQV\]Z]Ug
Story available on Listening Library Audio CD
How does the information you wrote in the Problem and Solution Chart help
you to generate questions about How Ben Franklin Stole the Lightning?
Approaching Practice Book A, page 61
Beyond Practice Book B, page 61
How Ben Franklin Stole the Lightning
225
Main Selection Student page 226
Develop
Comprehension
1
STRATEGY
GENERATE QUESTIONS
Teacher Think Aloud When I look
at the illustration on this page, I see
a man with glasses and white hair
shown in many scenes. This must
be Ben Franklin. I can ask questions
before reading the selection. What
are some of the things the man is
shown doing? He is writing, playing
music, selling things, riding a horse,
giving a speech, and so on. Why does
the drawing show all those things? I
think the selection will likely describe
Ben Franklin as a man who could do
many different things.
2 WRITER’S CRAFT: A STRONG
1
OPENING
Why is the first sentence a strong
opening for this selection? (Suggested
answers: It grabs the reader’s attention.
It makes us curious about what comes
next. It shows that what comes next
will be based on facts.)
226
D]QOPcZO`g
Word Structure Clues: Suffixes -er, -or, -ian, -ist
Explain/Model Explain that the suffixes -er, -or, -ian, and -ist all
mean “a person who does something.” Write the following examples
on the board: designer, governor, librarian, novelist.
Think Aloud Since all of these words end in a suffix that I know,
I can figure out what they mean. A designer is someone who
designs something, and a governor is someone who governs
a state. A librarian is someone who works in a library, and a
novelist is someone who writes novels.
Practice/Apply Ask students to find words in the third paragraph
on page 227 that have the suffixes -er, -ian, or -ist. (musician, printer,
cartoonist, traveler, owner, shopkeeper, politician) Discuss their
meanings. Remind students that the suffix -er can also mean “more,”
as in the word funnier.
226
Main Selection Student page 227
t’s true!
2
The great Benjamin Franklin really
did steal lightning right out of the sky!
And then he set out to tame the beast. It
goes to figure, though, because he was a
man who could do just about anything.
Why, Ben Franklin could swim faster,
argue better, and write funnier stories
than practically anyone in colonial
America. He was a musician, a printer, a
cartoonist, and a world traveler! What’s
more, he was a newspaper owner, a
shopkeeper, a soldier, and a politician.
He even helped to write the Declaration
of Independence and the Constitution
of the United States!
Ben was always coming up with
newfangled ways to help folks out,
too. He was the guy who started the
first lending library in America. His
post office was the first to deliver mail
straight to people’s houses.
Develop
Comprehension
3 MAINTAIN
FACT AND OPINION
3
4
In the third paragraph, find two
statements of opinion and two
statements of fact. Explain why each is
an opinion or a fact. (The statements
that Ben Franklin could argue better
and write funnier stories than other
people are opinions. They cannot be
checked or proven. When a statement
compares things or people like that,
it is often an opinion. The statements
that Ben Franklin was a printer and
a politician are facts. They can be
checked in a reference book.)
4 PROBLEM AND SOLUTION
227
&--
What information from this first
page makes you think that Franklin
was the kind of person who liked to
solve problems? (Suggested answer:
The author says “he set out to tame
the beast,” lightning. She also says
he could do many different things.
He came up with ways to help other
people, like starting a library and
home mail delivery.)
STRATEGIES FOR EXTRA SUPPORT
PROBLEM AND SOLUTION
Read aloud the sentence, “And then he set out to tame the beast.”
Explain that the phrase set out means started or went. Then explain
that the phrase to tame the beast means “to change a wild creature
into a gentle one.” Tell students that, in this sentence, the “beast”
is lightning. The author is showing how courageous and fearless
Franklin was. As students retell his accomplishments, check that
they understand the phrases lending library and deliver mail.
How Ben Franklin Stole the Lightning
227
He also wrote almanacs that gave hilarious advice
about life and told people when to plant crops, whether
there might be an eclipse, and when the tides would be
high or low.
Main Selection Student page 228
And he helped to start a hospital!
Develop
Comprehension
5
A free academy!
A fire department!
5 TEXT FEATURE
What purpose do you think the author
has for indenting and placing spaces
between the last three lines on page
228? (Suggested answer: Each ends
with an exclamation point, so it shows
that she is amazed by all the special
things that Ben Franklin did. It is as if
she is taking a breath between each
one, because each of these things was
so important.)
228
Cross–Curricular Connection
ALMANACS
Explain Remind students that an almanac is a book that
provides facts on many different subjects. In an almanac,
you can find out such things as how high the world’s tallest
mountains are, how fast Olympic athletes can run, or how many
people live in your state. Ben Franklin added funny stories to
his almanac to make it entertaining as well as informative.
D]QOPcZO`g
Find the sentence that contains the
word hilarious . What are some words
or phrases that mean the opposite of
hilarious? (Possible answers: sad, serious,
somber, sedate)
228
Discuss Ask students why they think many almanacs are
published at least once a year. (Some of the information
changes frequently and must be kept up-to-date.)
Apply Have students use the Internet and other resources to
find passages from Franklin’s almanac. Then have them access
contemporary almanacs and describe in writing how they
found informative and specialized materials that was similar to
and different from that in Franklin’s almanac.
Main Selection Student page 229
Develop
Comprehension
6 STRATEGY
DICTIONARY
One familiar example of an idiom is hold
your horses, which means “slow down”
or “be patient,” not “hang on to actual
horses.” What do you think the idiom
for all they were worth means? (with all
the strength and energy they had)
In colonial days, fire could break out at any time.
And it was lightning that caused some of the worst fires.
Whenever thunderstorms were brewing, they would ring
the church bells for all they were worth, but it didn’t do
anybody a lick of good.
Of course, after Ben stole the lightning, there weren’t
nearly as many fires for firefighters to put out. “Now,
why was that?” I hear you ask. “And how did he steal
any lightning in the first place?” Well, it’s a long story,
but before we get to the answer, here’s a hint. One of
the things Benjamin Franklin liked to do best was to
make inventions.
7 PROBLEM AND SOLUTION
Name a common problem in colonial
times. (Buildings could catch fire with
little warning. Even though people
knew that lightning was a major
cause of fires, ringing warning bells
when storms were coming could not
help them prevent fires.) Add this
information to your Problem and
Solution Chart.
6
Problem and Solution
Name a common problem
in colonial times.
7
Problem
229
Lightning caused many fires.
Action
Action
Literary Device: Imagery
Explain When an author uses descriptive words and phrases to
create vivid pictures or images in the reader’s mind, he or she is
making use of imagery.
Discuss Ask students to describe the pictures they get in their minds
when they read the phrase thunderstorms were brewing. (Answers will
vary; possible answers: clouds swirling around, wind blowing, sky
getting darker)
Action
Solution
Apply As they read the story, students should make note of other
uses of imagery. Encourage them to think about the author’s
purpose in using particular images.
How Ben Franklin Stole the Lightning
229
Main Selection Student page 230
Develop
Comprehension
8 STRATEGY
DICTIONARY
How do context clues help you
find the meaning of the idiomatic
expression lickety-split? (In the
previous paragraph, the author talks
about young Ben’s wanting to swim
faster. Then she says that his second
invention was a better way to go fast.
Lickety-split means “very fast.”)
9 MAKE PREDICTIONS
Based on what you have read so far,
what predictions can you make about
how Ben Franklin might use a kite later
in his life? (Possible answers: He may
use a kite to solve another problem.
The title says he stole lightning, and
the first illustration shows him with
a kite. He will probably use a kite to
“steal” lightning.)
8
Why, Ben was a born inventor. He loved to swim fast,
but he wanted to go even faster. So one day when he was
a mere lad of eleven, he got some wood and invented
swim paddles for his hands and swim fins for his feet.
Ben could go faster, all right, but the wood was pretty
heavy, and his wrists got plumb worn out.
That’s why his second invention was a better way
to go fast. He lay on his back, held on to a kite string, and
let his kite pull him lickety-split across a big pond. (You
might want to remember later on that Ben always did
like kites.)
Ben kept right on inventing better ways to do things
for the rest of his life.
9
230
Language Patterns Past and Present
Explain Tell students that writers’ vocabulary and language patterns
change over time. For example, writers in Ben Franklin’s day used
vocabulary and language patterns that are very different from those
used by writers today. You may also wish to discuss how language
patterns or dialects vary in different regions of the country.
Discuss Share this passage from Poor Richard’s Almanac by Ben
Franklin: “But dost thou love life? Then do not squander time, for
that’s the stuff life is made of.” Let students know that dost means
“do” and thou means “you.” Have a volunteer look up squander. Ask
what word we might we use. (waste) Help students put the passage
in their own words.
Apply Share another quote from Poor Richard’s Almanac: “Lost time
is never found again.” Have students put this quote in their own
words. Ask why they think Franklin wrote about using time wisely.
230
Take books, for example. Ben read so many books that
some of them sat on shelves way up high near the ceiling.
So he invented the library chair. If he pulled up the seat,
out popped some stairs to help him reach any books on
high shelves. And in case climbing stairs made him dizzy,
he invented a long wooden arm that could grab his
books, too.
He also invented an odometer that told how far he
had ridden to deliver the mail. And the first clock with
a second hand. And he even thought up daylight saving
time. Then he invented bifocals so older folks could see
up close and far away without changing glasses.
Main Selection Student page 231
Develop
Comprehension
10
11
10 PROBLEM AND SOLUTION
For what problem did Ben Franklin
invent two solutions? What were the
solutions? (For reaching books on very
high bookshelves, he invented both
a library chair with a built-in ladder
and a long wooden arm.) What were
the reasons that Ben Franklin had this
problem in the first place? (He had a
great love of reading books, and he
owned so many that he needed really
tall shelves to store them.)
11 DRAW CONCLUSIONS
231
What reasons do you think Ben
Franklin had for inventing the second
hand on a clock and daylight saving
time? (Answers may vary; possible
answers: With a second hand he could
measure periods of time shorter than
1 minute; daylight saving time gave
people more hours of light during
summer evenings.)
&-STRATEGIES FOR EXTRA SUPPORT
Question 11 DRAW CONCLUSIONS
Sharing Information Some students may come from places where
daylight saving time is not used. To help them draw conclusions
about Franklin’s reasons, explain what daylight saving time is or
have students explain it.
D]QOPcZO`g
Find the sentence that contains the
word dizzy . Use dizzy in a sentence
of your own. (Possible answer: If I spin
around too fast, I get dizzy.)
How Ben Franklin Stole the Lightning
231
Main Selection Student page 232
Develop
Comprehension
12 STRATEGY
DICTIONARY
What does the author mean by the
idiom “everybody and his brother and
sister”? (It is a colorful way of saying
that everyone you can think of needed
heat in winter.)
13 COMPARE AND CONTRAST
Compare and contrast the inventions
of the Franklin stove and the glass
armonica. Explain how they are similar
and how they are different. (Suggested
answer: Both inventions are very clever
and show that Franklin could create
things to use in familiar situations. The
stove provides something necessary for
people who live where there are cold
winters, but the musical instrument
is purely for the enjoyment of people
listening.)
12
13
Everybody and his brother and sister just had to find
better ways to heat their houses in wintertime. So Ben
came up with a Franklin stove that could warm up cold
rooms faster and use a lot less wood than old-fashioned
stoves and fireplaces.
People all over Europe and America loved Ben’s glass
armonica. This instrument could spin wet glass bowls
to make music that sounded like it came straight from
heaven. Mozart and Beethoven wrote music for it, and it
was even played at a royal Italian wedding.
But as popular as warmer stoves and glass armonicas
were, they aren’t anywhere near as celebrated nowadays
as the invention Ben made after he stole the lightning.
232
PROVERBS
Benjamin Franklin was not only an inventor and politician, but he
was also known for his way with words. One of his famous proverbs,
or sayings, is “Early to bed, early to rise makes a man healthy,
wealthy, and wise.”
Have students collect proverbs from books of quotations or other
reference sources. Ask students to present their proverbs and
explain what they mean. After the presentations, have the class vote
on their favorites, and create a class book of wise sayings.
232
Another hint about Ben’s most famous invention is
that it helped make life easier for everyone. His scientific
ideas were helpful, too, and were often way ahead of their
time. For example, he had a lot of ideas about health. He
said that exercise and weight lifting help keep folks fit,
but they have to work hard enough to sweat if they want
to do any good.
He wrote that breathing fresh air and drinking lots
of water are good for you. He was the guy who said “an
apple a day keeps the doctor away.”
And before anyone ever heard of vitamin C, he wrote
that oranges, limes, and grapefruit give people healthy
gums and skin. Sailors soon got wind of this idea. They 14
began eating so many limes to stop getting sick from
scurvy at sea that they became known as limeys.
Main Selection Student page 233
Develop
Comprehension
14 STRATEGY
GENERATE QUESTIONS
Teacher Think Aloud To understand
how Ben was able to learn so much
about health, I can ask myself
questions. Why was he interested
in health? He looked at things very
carefully. He probably noticed how he
himself felt after exercising or eating
citrus fruit. Did he notice things about
other people too? I bet he was a good
listener and heard people talking
about their lifestyles and eating habits.
What other questions could you ask
about how Ben gathered information
about health?
(Encourage students to apply the strategy
in a Think Aloud.)
Student Think Aloud How did he
233
Problem and Solution
Help students formulate questions about the kinds of problems
described in the selection so far. Model such questions as:
keep track of all the information he
learned? He probably kept notes.
That way he could recall information
he had gathered a long time
ago. What would he do with that
information? He could compare it to
new information as he learned it.
Have students respond to the selection
by confirming or revising their
questions and predictions.
• What was the problem with lightning?
• Which of Ben’s inventions to help himself swim faster worked
better? Why?
• How did Ben solve the problem caused by owning so many books?
• What problems did Ben solve by inventing the Franklin stove and
bifocals?
Can students identify the
problems Ben Franklin set out
to solve? If not, see the Extra
Support on this page.
• In general, what did Franklin tend to do when he found a problem?
Stop here if you wish to read
this selection over two days.
STOP
How Ben Franklin Stole the Lightning
233
15
Main Selection Student page 234
Develop
Comprehension
16
15 AUTHOR’S PURPOSE
Why do you think the author asks at
this point if Franklin ever stopped to
rest? (It is a humorous question. Not
meant to be answered, it expresses
wonder at how much Franklin
accomplished.)
Didn’t the man ever stop to rest? Even when he was
outside, Ben kept right on experimenting.
For instance, he often sailed to England and France
to do business for America. As he crossed the Atlantic
Ocean, he charted the Gulf Stream by taking its
temperature. Once sailors knew the route of this fast,
warm “river” in the cold ocean, they could travel between
America and Europe in a shorter time than ever before.
He was probably the first person to write weather
forecasts, too. Once he chased a roaring whirlwind by
riding over the hills and forests of Maryland just to find
out how it worked.
Ben had an old scientific trick that he liked to show
people every chance he got. He used to store some oil
inside a bamboo walking stick, and whenever he poured
a few drops onto angry waves in a pond or lake, the water
became smooth as glass!
16 GENRE: BIOGRAPHY
Biographies tell you what character
traits the subject had. What did you
find out about Ben Franklin when you
read that he chased the tornado? (He
was willing to put himself in danger in
order to learn new things.)
What makes biography different from
autobiography? (Autobiography is written
by the subject. Biography is written by
someone else.)
234
Ways to Confirm Meaning
Semantic/Meaning Cues
Explain Tell students that good readers use their background
knowledge and context clues to help them understand what they
read.
Model Discuss the word charted on page 234.
Think Aloud I’ve never seen the word charted before, but I know
that it’s something Ben did with the information he gathered
after sailing across the Atlantic Ocean so often. Ben learned
where in the ocean the warmer, faster waters of the Gulf Stream
were. Then he let other people know about it. So, I think charted
means “made a map of a part of the ocean.”
Apply Encourage students to use context clues and their
background knowledge to help them with other difficult words or
phrases, such as the word medallion on page 241.
234
Main Selection Student page 235
Develop
Comprehension
Meanwhile, over in Europe, people called “electricians”
had started doing some tricks of their own. One trick was
to raise a boy up near the ceiling with a bunch of silk
cords, rub his feet with a glass “electric tube,” and make
sparks shoot out of his hands and face.
Another mean trick made the king of France laugh so
hard he could hardly stop. His court electrician had run
an electric charge through 180 soldiers of the guard, and
they jerked to attention faster than they ever had in their
entire lives.
But although people were doing lots of tricks with
electricity, nobody had a clue about why or how it
worked. So Benjamin Franklin decided to find out. He
asked a British friend to send him an electric tube so that
he could do some experiments.
In one experiment, he made a cork “electric spider”
with thread for legs. It kept leaping back and forth
between a wire and an electric tube just like it
was alive.
Another time he asked a lady and gentleman to stand
on some wax. One held an electric tube, the other held a
wire, and when they tried to kiss, they got shocked by all
the sparks shooting between their lips.
Ben even figured out how to light up a picture of a king
in a golden frame. Anyone trying to remove the king’s
gold paper crown was in for a shock!
17 MONITOR AND CLARIFY: SEEK HELP
What self-monitoring strategies can
you use to find out why the sparks
flew out of the boy’s hands, the
soldiers jerked to attention, and
Franklin’s “electric spider” leaped
around? (Suggested answer: I have
reread the paragraphs on this
page and read ahead on the next
page. Neither really explains. I can’t
paraphrase if I don’t understand it well.
I don’t know enough about electricity,
so I need to ask for help. I can ask
the teacher in school, a librarian at a
library, or a family member.)
17
Students should identify other specific
passages causing comprehension
difficulties and use self-monitoring
strategies to help clarify.
18
235
18 SUMMARIZE
How would you summarize the kinds
of tricks with electricity that are
described on page 235? (Most made
use of an “electric tube,” and many
involved someone’s getting shocked.)
How Ben Franklin Stole the Lightning
235
Main Selection Student page 236
Develop
Comprehension
19 MAKE INFERENCES
What about his experiments with
electricity do you think led Ben
Franklin to believe that lightning was
electricity? (The experiments caused
sparks, and bolts of lightning are like
very large sparks.)
20 PROBLEM AND SOLUTION
What actions did Ben Franklin take
to start solving the problem of fires
caused by lightning? (He had the
idea that lightning was electricity,
so he decided to study it. He made
a kite with a wire on top to attract
lightning during a storm. He proved
that lightning was electricity.) Add
this information to your Problem and
Solution Chart.
Problem
Lightning caused many fires.
Action
Ben studied electricity.
Action
Ben made a kite to attract
electricity.
Action
Ben proved lightning was electricity.
Solution
236
19
236
Doing all these tricks gave Ben his idea for stealing
lightning out of the sky. He believed that lightning was
nothing more nor less than pure electricity. Now he set
out to prove it.
First he made a silk kite with a wire on top to attract
some lightning. Next he added a kite string, tied a key
to the bottom, and knotted a silk ribbon below the key.
Ben and his son William stood out of the rain inside the
doorway of a shed on the side of a field. To keep from
getting shocked, Ben held on to the dry silk ribbon.
Then he flew his kite straight up toward a big rain cloud.
Main Selection Student page 237
Develop
Comprehension
21 IMAGERY
For the longest time, nothing happened.
Just as Ben and William were about to give up, the
hair on that wet kite string began to rise up and stand at
attention. Ben put his knuckle near the key, and YIKES!!!!
Out jumped a bright spark of genuine electricity!
Real lightning had traveled all the way down that
kite string! Ben had stolen electric fire out of the heavens
and proven that he was right.
(Of course, now we know that if the storm had been
any stronger, the great inventor would have been toast.)
The author says that “Ben had stolen
electric fire out of the heavens.” Is this
a statement of scientific fact? Why or
why not? (No, because he didn’t really
steal it; he gave the electricity a path
to follow. Electricity isn’t fire; it can
cause a fire.) Why do you think she
uses this image? (Suggested answer:
It points out that conducting this
experiment for the first time was very
exciting and important.)
What is the difference between
literal and figurative language?
(Literal language just states the facts;
figurative language uses sensory words
to create images in the reader’s mind.)
20
21
22 STRATEGY
22
DICTIONARY
237
In the last sentence on page 237, what
does the author mean when she uses
the idiom “the great inventor would
have been toast?” (He would have
been killed by a more powerful bolt
of lightning.) Why is this expression an
idiom? (Franklin would not actually be
turned into toast.)
How Ben Franklin Stole the Lightning
237
Main Selection Student page 238
Develop
Comprehension
23 STRATEGY
DICTIONARY
What does the author mean when
she writes, “Ben’s practice thinking
up all those inventions came in so
handy?” (Suggested answer: Franklin
remembered all the information he
had learned in the past and was able
to use it later.)
24 STRATEGY
GENERATE QUESTIONS
Using the paragraph on page 238,
generate questions that will help you
describe what kind of person Ben
Franklin was.
23
Student Think Aloud What is the
main idea of this paragraph? Ben
used what he learned from inventing
things to make the lightning rod.
Why does this make him special? It
shows that he was not only smart
but that he was likely to keep at a
problem until he found a solution.
What else does it show about the
kind of person he was? He also
wanted to help people and make
their lives better.
238
24
238
Finally! Here’s the part of the story where Ben’s
practice from thinking up all those inventions came in
so handy. Way back then, you remember, lightning was
always setting fire to ships, houses, and church spires.
Even the best fire departments couldn’t keep entire towns
from going up in smoke. So Ben decided to make his most
famous invention of all—the lightning rod!
Main Selection Student page 239
Develop
Comprehension
25 PROBLEM AND SOLUTION
How did Ben’s invention solve the
problem? (A lightning rod attracts
electricity like the kite did. Ben’s
invention prevented fires by making
the lightning from a thunderstorm
travel down a wire on a house or
ship and end up in the ground or the
water.) Add this information to your
Problem and Solution Chart.
Problem
Lightning caused many fires.
The whole idea was to pull lightning safely out of the
sky before it could do any mischief. Ben showed people
how to put a pointed iron rod on the tip-top of a roof or
ship’s mast and connect it to a wire leading all the way
down under the ground or into water. Now the lightning
could follow a safe path without burning up a thing.
Action
Ben studied electricity.
Action
Problem and Solution
How did Ben’s invention
solve the problem?
Ben made a kite to attract
electricity.
25
239
Action
Ben proved lightning was electricity.
Solution
&--
Ben invented the lightning rod.
Clarify Help students clarify their understanding by retelling in
their own words how the lightning rod helped people. Ask, What
was the problem with lightning? (It struck buildings and set them on
fire.) What did Ben Franklin learn about lightning in his experiment
with the kite? (He learned that it is electricity and that he could
attract it.) Where does the lightning rod send the electricity it attracts?
(into the ground or water) Why is this better? (The lightning won’t
set buildings on fire or put people in danger.)
How Ben Franklin Stole the Lightning
239
Main Selection Student page 240
Develop
Comprehension
26 MAINTAIN
FACT AND OPINION
What are three facts about Ben Franklin
that the reader learns on page 241?
(Ben Franklin was given medals and
awards. He convinced France to help
with America’s war against Great Britain.
He helped convince Great Britain to end
the war.)
27 IMAGERY
The writing on the medallion says
that Ben Franklin “snatched” or took
two things. How were those things
the same? How were they different?
(Suggested answer: Both lightning and
the power of tyrants—represented by
the scepter—hurt people. Lightning
comes from nature, but a tyrant is a
person who misuses his power.) How is
saying that Ben snatched these things
a way to tell about the problems he
solved? (It shows how clever he was. By
proving that lightning is electricity and
“taking” it from the sky with his lightning
rod, he helped prevent many fires. By
working to win and end the war, he
helped to take power away from a tyrant
and to make America independent.)
240
This simple but brilliant invention
worked beautifully. It saved more
lives than anyone can count and
made Ben Franklin a great hero.
Scientists from around the world
lined up to give Ben medals and
awards. But during his long life, he
became much more than the master
of lightning. Why, when America
fought against Great Britain for the
right to become a free nation, Ben
convinced France to come help
win the war, and when it was over,
he helped convince Great Britain
to sign the peace. He had helped
in so many ways that the people of
France honored him with a beautiful
medallion. It says “He snatched the
lightning from heaven and the scepter
from tyrants.”
Main Selection Student page 241
Develop
Comprehension
26
27
And he did.
RETURN TO PREDICTIONS AND
PURPOSES
Review students’ predictions and
purposes. Were they correct? Did they
find out what it was like to be Ben
Franklin? (He was a curious person who
invented things to help people.)
REVIEW READING STRATEGIES
■
In what ways did generating
questions about the way Ben
Franklin solved problems help you to
understand the story?
■
What strategies did you use when
you came to difficult words?
PERSONAL RESPONSE
241
Ask students to use a computer to
write about an award they would
give Ben Franklin. Have them respond
to and interpret examples from the
main selection to generate any text
on the award and to cite specific
accomplishments. Encourage them to
draw or create a model of the award.
How would this award compare to
awards that scientists are given today?
Can students identify the
problem, the actions taken,
and the solution?
During Small Group Instruction
If No
Approaching Level Leveled
Reader Lesson, p. 247P
If Yes
On Level Options,
pp. 247Q–247R
Beyond Level Options,
pp. 247S–247T
How Ben Franklin Stole the Lightning
241
MEET
Respond Student page 242
Author and Illustrator
R
Have students read the biography of
the author and illustrator.
DISCUSS
Why did Rosalyn Schanzer feel that
going to Philadelphia would help her
accuracy in this story?
■
How does Rosalyn Schanzer show
the personality of Ben Franklin in her
drawings?
INVENTOR
S
OSALYN
CHANZER spent a lot of time in
Philadelphia to write this piece. She visited the
places where Ben Franklin lived and worked to
make sure that her words and pictures would
be accurate. Rosalyn probably would have
gotten along really well with Ben. She is a great
swimmer, just like he was. Once she even swam
past sharks on a trip to Belize! Rosalyn also
shares Ben’s curiosity about the world. She’s
explored a jungle, visited an ancient city, and
sailed a boat more than 800 miles.
MEET THE INVENTOR
■
THE
Other books by Rosalyn Schanzer
WRITE ABOUT IT
Have students brainstorm ideas for
inventions they would like to see.
Then ask them to write a descriptive
paragraph about an original invention.
They should include details about
how it would work and explain how it
would help people.
FPO
Find out more about Rosalyn
Schanzer at www.macmillanmh.com
Author’s Purpose
What was the author’s purpose for writing How Ben Franklin Stole
the Lightning? What clues helped you decide if Rosalyn Schanzer
was trying to inform, explain, or persuade?
Author’s Purpose
Remind students that authors who
write to inform often include facts and
information about a topic or person.
Have students skim the story to find
the clues that tell us that Rosalyn
Schanzer’s purpose for writing is to
inform us about a brilliant inventor.
Students should cite the many facts
and details about Ben as clues.
BSQV\]Z]Ug
Students can find more information about
Rosalyn Schanzer at
www.macmillanmh.com
242
242
Author’s Craft
Idioms
An idiom is a phrase or expression whose meaning cannot be
understood from the ordinary meanings of the separate words.
Idioms help bring characters to life and enhance plot development.
■
For example: “It goes to figure, though, because he was a man
who could do just about anything.” (p. 227) It goes to figure
means “it’s not surprising.” It is another way of saying this idea in
a descriptive way.
■
Ask students how idioms help make the story sound realistic
and informal. Ask how idioms depict the time and culture.
■
Have students look for and discuss other idioms in the story, such as
“got wind of this idea” (p. 233) and “a lick of good.” (p. 229)
Comprehension Check
Summarize
Respond Student page 243
Comprehension Check
>`]PZS[
Summarize How Ben Franklin Stole the
Lightning. Include some of the problems
Ben Franklin saw and how he solved
them. Use your Problem and Solution
Chart to help you.
SUMMARIZE
1. What was Ben Franklin’s most famous invention, and what
problem did it solve? Use story details to support your answer.
Generate Questions: Problem and Solution
Have partners summarize How Ben
Franklin Stole the Lightning in their own
words, orally or in writing. Remind
students to use their Problem and
Solution Charts to help them organize
their summaries.
2. Reread pages 235–236. Why was Ben Franklin so convinced
that lightning was a form of electricity? Analyze
THINK AND COMPARE
A]ZcbW]\
Think and Compare
Sample answers are given.
3. If you could improve on any of the inventions mentioned in the
story, what new invention would you create? Apply
1. Problem and Solution: Ben
Franklin’s most famous invention
was the lightning rod. It solved
the problem of lightning striking
buildings and ships and starting fires.
4. Based on what you know, do you think Ben Franklin was ever
bored? Give reasons for your opinion. Evaluate
5. Read “He Made the World Brighter” on pages 222–223. How
was Thomas Alva Edison like Ben Franklin? Use details from
both selections in your answer. Reading/Writing Across Texts
2. Analyze: Ben’s experiments and
the ones that people did in Europe
showed him that electricity leaps
and makes sparks just as lightning
does. He concluded that lightning
and electricity must be the same.
243
On My Own
Model the On My Own strategy with questions 3 and 4.
The answer is not in the selection. Students have to use what they
already know to answer the question.
Question 3 Think Aloud: I know that Ben Franklin created
many interesting inventions that helped people. His most
famous invention helped to prevent fires caused by lightning.
Since the lightning rod was the greatest invention, I might want
to make it even better.
Question 4 Think Aloud: Thinking up new ideas and
inventions takes a lot of time and dedication. I know that thinking
up new inventions was only one thing Ben Franklin spent time
working on. He was also involved in writing the Declaration of
Independence. I think he was too busy to be bored.
3. Text to Self: Answers may vary.
Students might say that they
would try to find a way to use the
electricity when lightning hits the
rod. USE ON MY OWN
4. Text to World: Answers may vary.
Students may say Ben Franklin kept
himself so busy with inventing new
things or thinking of new ideas that
he probably never had time to be
bored. USE ON MY OWN
FOCUS QUESTION
5. Text to Text: Both men were
inventors, so they were both curious
and hardworking. Both men’s
most important discoveries had to
do with electricity. Franklin made
electricity in the form of lightning
less dangerous, and Edison used
electricity to make light.
How Ben Franklin Stole the Lightning
243
Fluency/Comprehension
Fluency
Objectives
• Read accurately with good
tempo
• Rate: 84–104 WCPM
Repeated Reading: Tempo
EXPLAIN/MODEL Model reading the text on Fluency
Transparency 9. Remind students to pay attention to the correct
pronunciation of odometer and bifocals. Slow your tempo when you
read the sentences in which these words appear.
Materials
• Fluency Transparency 9
• Fluency Solutions
• Leveled Practice Books, p. 62
Transparency 9
He also invented an odometer that told how far he had
ridden to deliver the mail. And the first clock with a second
hand. And he even thought up daylight saving time. Then
he invented bifocals so older folks could see up close and
far away without changing glasses.
&-Build Comprehension
Summarize the meaning of
the passage. Ask students
to name the inventions
in the passage. Practice
saying the names of the
inventions with students.
Echo-read the passage
with students. Students
may also read along with
the Fluency Solutions
Audio CD.
7=
C2 1
2
On Level Practice Book O, page 62
As I read, I will pay attention to match my tempo with the
energy of the passage.
9
19
27
35
45
54
55
65
66
74
84
91
98
107
116
What would the world be like without light bulbs?
We have Thomas Edison to thank for that bright idea!
He also invented the phonograph and motion pictures.
Thomas Edison is the most famous American inventor.
He came up with more than 1,000 new devices. He worked
with electricity and technology to make our daily lives
better.
Find out how this one man changed history through his
inventions.
The 1800s have been called “The Age of Invention.”
That is because many things were invented at that time.
It seemed like a whirlwind of inventions!
The first steamboat, steam-engine train, and airplane
were invented during this time. The telephone was invented
too. These inventions changed the way people lived and
worked. 117
7=
C2 1
2
/
/
Fluency Transparency 9
from How Ben Franklin Stole the Lightning, page 231
PRACTICE/APPLY Have one student read a sentence, then have
the next student join in, then a third. Repeat until all students have
read. When the students reach the end of the passage, go back to
the beginning and repeat until every student has been included. For
additional practice, have students use Practice Book page 62 or the
Fluency Solutions Audio CD. Encourage partners to work together.
Comprehension Check
Can students read accurately with good tempo?
1. How did Thomas Edison’s inventions solve problems? Problem and
Thomas Edison worked with electricity and
technology to make our daily lives better.
Solution
2. When the author says that Thomas Edison is the most famous American
inventor, is this statement a fact or opinion? Fact and Opinion
During Small Group Instruction
This is an opinion.
Words Read
–
Number of
Errors
=
First Read
–
=
Second Read
–
=
Words
Correct Score
Approaching Practice Book A, page 62
Beyond Practice Book B, page 62
243A
If No
Approaching Level Fluency, p. 247N
If Yes
On Level Options, pp. 247Q–247R
Beyond Level Options, pp. 247S–247T
Fluency/Comprehension
Comprehension
Objective
• Distinguish fact and opinion
MAINTAIN SKILL
FACT AND OPINION
EXPLAIN/MODEL
■
A fact is something that can be proven true.
■
An opinion is a belief or how someone feels about something.
Talk about how facts and opinions are used in another selection
students have read recently.
PRACTICE/APPLY Have students discuss How Ben Franklin Stole the
Lightning in literature circles. Ask students to use these questions as
prompts.
■
What are some facts about Ben Franklin in the selection? How
might you prove that these facts are true or not?
■
Think about Ben Franklin’s almanacs. What opinion does the
selection give about the almanacs? What facts?
■
What is your opinion of this biography?
Encourage each student circle to share their responses with the
other circles.
AYWZZaB`OQS
Fact and Opinion
Introduce 211A–B
Practice/
Apply
212–215; Leveled Practice,
53–54
Reteach/
Review
219M–T, 595A–B, 596–599,
603M–T; Leveled Practice,
164–165
Assess
Weekly Tests; Unit 2, 5 Tests;
Benchmark Tests A, B
Maintain
243B, 753B
For comprehension practice use Graphic Organizers on Teacher’s
Resource Book pages 40–64.
How Ben Franklin Stole the Lightning
243B
Paired Selection Student page 244
Poetry
Poetry
A Concrete Poem has
words arranged in the
shape of the thing
it describes.
GENRE: CONCRETE POEM
Literary Elements
Figurative Language
uses words to evoke
mental images.
Have students read the bookmark on
Student Book page 243. Explain that a
concrete poem:
■
has a shape or design that helps
express the meaning or feeling of
the poem;
■
may include figurative language.
Alliteration is the
repetition of the same
consonant sound in a
series of words.
Literary Elements:
Figurative Language and
Alliteration
Edison didn’t really squeeze
his thoughts into a bulb. This
figurative language helps
the reader picture how hard
Edison was thinking.
EXPLAIN/MODEL
Tell students that figurative language
and alliteration are two techniques poets
use.
■
■
Figurative Language includes similes,
metaphors, and other words that
create images in the reader’s mind.
Alliteration is the repetition of
beginning consonant sounds.
Discuss how figurative language and
alliteration make a concrete poem
more interesting.
APPLY Point out how the author used
figurative language to illustrate how
Edison thought about electricity.
Read “Light Bulb” and
“Lightning Bolt”
As you read, remind students to apply
what they have learned about concrete
poems.
244
Thomas
Edison didn’t
hesitate to let
ideas incubate, and
try again, if they
weren’t right. One
1 day to his intense
delight, he squeezed
his thoughts
into a bulb
and then
turned
on the
light
light
light
!!!
— Joan Bransfield Graham
244
Poetry
L i g h t n i n g B ol t
Paired Selection Student page 245
1 LITERARY ELEMENT: FIGURATIVE
LANGUAGE
2
What are two examples of figurative
language from the poem “Light
Bulb?” (The two examples are “let
ideas incubate” and “he squeezed his
thoughts into a bulb.”)
2 LITERARY ELEMENT: ALLITERATION
This use of “kite” and “key” is
an example of alliteration.
Which words in “Lightning Bolt” show
alliteration? (flash and Franklin; kite
and key)
3
3 COMPARE AND CONTRAST
— Joan Bransfield Graham
What similar idea connects these two
poems? (They are both about famous
inventors, inventions, and discovery.)
What is different about them? (Each
poem is about a different inventor and
invention. Each has a different shape.)
Connect and Compare
1. Which words in “Lightning Bolt” show figurative language?
Figurative Language
2. What do the shapes of these poems have to do with their
topics? Analyze
3. How is the information presented in “Lightning Bolt” similar
to the information in How Ben Franklin Stole the Lightning? In
what ways is it different? Reading/Writing Across Texts
Connect and Compare
SUGGESTED ANSWERS
Find out more about concrete poems at www.macmillanmh.com
245
BSQV\]Z]Ug
Internet Research and Inquiry Activity Students can find more
facts about concrete poems at www.macmillanmh.com
1. The words FLASH and UNLOCK
show figurative language in the
poem “Lightning Bolt.” The word
FLASH creates an image of lightning
in the sky. The word UNLOCK
creates an image of opening a door
to new knowledge. FIGURATIVE LANGUAGE
2. Each has the same shape as its
topic. ANALYZE
3. FOCUS QUESTION The information
presented in “Lightning Bolt” is
similiar to the information in How
Ben Franklin Stole the Lightning
because both tell how Ben Franklin
discovered the power of lightning.
The poem gives its information in
a concise way. The story contains a
great deal of additional information
about Ben Franklin. READING/WRITING
ACROSS TEXTS
How Ben Franklin Stole the Lightning
245
Writer’s Craft
A Strong Opening
Good writers start with a
strong opening. They may
lead with an interesting
question, quotation, or
description.
WRITING
Write a
Book
Review
• Persuasive Writing
• Writer’s Craft: A Strong
Opening
Kid s' Bright Ideas
WORD STUDY
•
•
•
•
Words in Context
Dictionary
Phonics: Words with /är/ and /ôr/
Vocabulary Building
by Katie G.
Do you dream of being a great
inventor? Then read Invented by
Kids by Cynthia Mills. You’ll find
SPELLING
• Words with /ôr/ and /är/
out about some great ideas by
kids. The Auto-Off Candle goes out
GRAMMAR
I started with a
strong opening
question.
• Possessive Nouns
SMALL GROUP OPTIONS
• Differentiated Instruction,
after a set time. A natural poison
wards off mosquitoes while being safe
to use in an animal’s drinking water.
If you like experimenting with
pp. 247M–247V
I wanted to
recommend a book
I liked, so I answered
the question.
Writing
new ideas, I recommend this book.
These inventors inspired me. You’ll
be inspired, too!
246
A Strong Opening
READ THE STUDENT MODEL
Read the bookmark. Explain that
a strong opening grabs readers’
attention right away. One way to
write a strong opening is to ask an
interesting question. This invites
readers to read on for the answer.
246
Features of a Book Review
In a book review the writer describes a book and gives reasons why
the reader would like or dislike it.
■
A good book review begins with an attention-getting opening.
Have students turn to the first
paragraph on page 222. Ask students if
this opening is strong.
■
It presents the title, author, and topic of the book.
■
It states the reviewer’s opinion of the book.
Then have the class read Katie’s book
review and the callouts. Tell students
that they will write a book review
recommending a book to classmates.
They will also learn how to write a
strong opening.
■
It includes details from the book that support the reviewer’s
opinion.
■
It explains why other people should or should not read the
book.
Persuasive Writing
Your Turn
Writing Student pages 246–247
Think about a book you have read
recently. Would you recommend
it to others? Write a book review.
PREWRITE
Briefly summarize the book. Tell
Discuss the writing prompt on page
246. Explain that a purpose of a book
review is to give the writer’s opinion.
Students’ audience will be their teacher
and classmates. Have students list
books they have read recently and
choose one they feel strongly about.
why a reader will or won’t enjoy it.
Begin with a strong opening. Use
the Writer’s Checklist to check
your writing.
Display Transparency 33. Point out
that as Katie filled in the Book Review
Chart, she included her opinion and
supporting details from the book.
Have students use a chart to plan their
writing.
Writer’s Checklist
Ideas and Content: Will my strong opening grab
my readers’ attention?
Organization: Did I summarize the book and
include details about it?
DRAFT
Display Transparency 34. Discuss how
Katie started with a command and her
opinion. Then she used details from
her chart to support that opinion. Talk
about ways to improve the draft.
Voice: Did I make my feelings clear?
Word Choice: Did I choose precise words?
Sentence Fluency: Did I avoid choppy writing
by including both short and long sentences?
Conventions: Did I capitalize the main words in
the book title? Did I underline the title? Did I check
my spelling?
247
Before students begin writing, present
the lessons on A Strong Opening on
page 247A and Ideas and Content on
page 247B. Have students use ideas
from their Book Review Charts to come
up with a strong opening.
REVISE
Transparency 33
Transparency 33: Book Review
Chart
Transparency 34: Draft
Transparency 35: Revision
Display Transparency 35. Discuss the
revisions. Point out that Katie added a
strong opening question and reasons
why she would recommend the book.
Book Review Chart
Book Title:
Invented by Kids
Author:
Cynthia Mills
Topic:
Things invented by kids
Details:
A natural poison wards
off mosquitoes while
being safe to use in an
animal’s drinking water.
Opinion:
I recommend this book.
Writing Transparency 33
BVXb^aaVc$BX<gVl"=^aa
Writing Transparency 33
Students may choose to revise their
drafts or put them in portfolios to work
on later. If students choose to revise,
have pairs use the Writer’s Checklist on
page 247. Ask them to proofread their
writing. For Publishing Options, see
page 247A.
For lessons on Possessive Nouns and
Spelling, see page 247B and 5 Day
Spelling and 5 Day Grammar on
pages 247G–247J.
How Ben Franklin Stole the Lightning
247
Writer’s Craft
Writing
A Strong Opening
Publishing Options
EXPLAIN/MODEL
Students can video or film
their reviews or present them
orally as part of a book-themed
television show. Invite students
to create a title and format
for this show. Alternatively,
have students read their
book reviews aloud. Share
the Speaking and Listening
tips below. They can also use
their best cursive to write
their reviews. (See Teacher’s
Resource Book pages 168–
173 for cursive models and
practice.)
A strong opening can get a book review off to a good start.
Point out the question that Katie used to open her book review
and explain that it invites readers to get involved. Display
Transparency 36.
■
Practice reading your
book review beforehand.
■
Speak clearly and with
expression. Look up at
the audience from time to
time.
grabs my attention because it appeals to my imagination and my
interests. I can see myself as a detective! The second question is
more ordinary and does not pique my interest.
Transparency 36
Writing Transparency 36
SPEAKING STRATEGIES
Think Aloud In the first example, the first question is exciting and
A Strong Opening
strong:
Can you see yourself as a detective who solves
tough mysteries?
weak:
Do you like mystery stories?
Then you’ll love Encyclopedia Brown Solves Them All by Donald Sobol.
Can you imagine finding a sunken treasure ship?
■
Then read The Deep by Gordon Korman.
Would you like to find out more about caves?
Would you like to join the daredevil scientists who
explore and study caves?
Then you should read Cave Sleuths: Solving Science Underground
BVXb^aaVc$BX<gVl"=^aa
Concentrate on making
your opening and
conclusion particularly
effective.
Do you like books about scuba diving?
by Laurie Lindop.
(first set: sentence 1: strong; sentence 2 weak; second set: sentence 1 weak;
sentence 2 strong)
Writing Transparency 36
LISTENING STRATEGIES
■
Focus your attention on
the speaker.
■
Listen for details that
support the speaker’s
opinion.
■
Be prepared to ask
questions.
4–6-Point Scoring Rubrics
Use the rubrics on pages 275G–
275H to score published writing.
Writing Process
For a complete lesson, see Unit
Writing on pages 275A–275H.
247A
PRACTICE/APPLY
Have students work through the remaining two exercises to choose
the stronger opening. Ask volunteers to discuss why their choices
are the stronger openings. Then have students identify strong
openings in other book reviews or persuasive writing they have
read.
As students write their book reviews, remind them to use a strong
opening such as a question in order to get readers interested. Also
encourage them to build a strong conclusion that links to their
opening.
Writing
Writer’s Toolbox
Writing Trait: Ideas and Content
Explain/Model Good book reviewers state their
opinion about the book and include whether or
not they recommend it to readers. Reviewers need
to provide details from the book to support their
opinions. Have students look at Katie’s book review
on page 246. Point out that she includes details
that support her opinion. In the last paragraph,
Katie gives reasons for recommending the book.
Practice/Apply As students draft their book
reviews, have them choose details that support
their opinions.
Possessive Nouns
Explain/Model Point out the word animals’ in
Katie’s book review. Explain that it is a possessive
noun. It shows that the drinking water belongs
to the animals. Clarify the difference between the
possessive noun animals’ and the plural noun
animals, which indicates more than one.
Practice/Apply Have students find the possessive
noun in the title of Katie’s review. For a complete
lesson on possessive nouns, see pages 247I–247J.
Mechanics Writers should capitalize every
important word in titles of books. Unimportant
words, like the, should be capitalized if they appear
first in the title. Titles should also be underlined.
Facts and Opinions
Explain/Model Writers use both facts and opinions
in a book review. Facts are pieces of information
that can be proven true. Opinions tell what
someone thinks or feels about a topic. Point out that
Katie’s naming of the Auto-Off Candle is a fact. Her
saying the inventors’ ideas are “great” is an opinion.
Practice/Apply Ask volunteers to find another
fact in Katie’s book review on page 246. Have them
explain why it is a fact and tell what opinion it
supports. Remind them to use facts and opinions as
they draft their book reviews.
Words with /ôr/ and /är/
Have students reread Katie’s book review on page
246. Point out the word important in the first
sentence. The /ôr/ sound is spelled or. This sound
can also be spelled oor as in door. Point out the
word guarding in fourth sentence. The /är/ sound
is spelled ar. Remind students to pay attention
when they spell words with the /ôr/ and /är/
sounds. They can use a print or online dictionary to
check spelling in their drafts. For a complete lesson
on words with /ôr/ and /är/, see pages 247G–247H.
Technology
Remind students that many word processing programs
allow you to set margins so that the first line of a paragraph
indents automatically.
How Ben Franklin Stole the Lightning
247B
Word Study
Word Study
Review
Objectives
• Apply knowledge of word
meanings and context clues
• Recognize idioms and
understand their meanings
Materials
• Vocabulary Transparencies 17
and 18
• Leveled Practice Books, p. 64
Vocabulary
Words in Context
EXPLAIN/MODEL
Review the meaning of the vocabulary words. Display Transparency
17. Model how to use word meanings and context clues to fill in the
missing word in the first sentence.
Think Aloud In the first paragraph, I learn that Jack wants to use
D]QOPcZO`g
wind to power his bike. He believes that he will never be late
for school again. This confidence in his idea suggests that Jack
is convinced that he can make his plan work. If I try convinced in
the sentence, it makes sense.
independence (p. 227)
freedom from control
hilarious (p. 228) very
funny
dizzy (p. 231) having a
feeling of spinning and
being about to fall
nowadays (p. 232) at the
present time
whirlwind (p. 234) a current
of air that moves forward
with great force
handy (p. 238) nearby
mischief (p. 239) an action
that causes trouble
convinced (p. 241) caused
a person to believe or do
something
Transparency 17
handy convinced dizzy hilarious independence
mischief nowadays whirlwind
Jack was convinced that he could use strong wind to power
his bike and never be late for school again. He aimed to create
a whirlwind using air blown by a strong current. I thought that
the idea was hilarious , but Jack was famous for his creativity. He
couldn’t be talked out of the idea.
Jack always kept many different objects nearby as he
worked. He had boxes, bottles, and even large cans, and he
built his inventions out of whatever was handy . Since Jack
was often getting himself into mischief , nobody paid much
attention to him. His actions showed his independence from
rules and the regular ideas of others. However, when I looked
out the window and saw Jack wrestling with a garbage can, I
was afraid that he would get dizzy and fall into the street. I ran
to help him, but not before the garbage can took off down the
street, leaving Jack in a heap on the ground.
Nowadays , Jack just walks to school.
Vocabulary Transparency 17
PRACTICE/APPLY
&-Syntax Help students
construct sentences for
the vocabulary words.
Point out the relationship
between each word’s part
of speech and where it
occurs in the sentence.
247C
Help students fill in the second missing blank. Then have students
use context clues to write missing words for the remaining blanks
on a separate sheet of paper. When finished, students can exchange
papers, check answers, and explain the context clues they used to
figure out the missing words.
WORD FAMILIES Have student pairs define a vocabulary word,
identify its base (if applicable), and list other forms of the word. For
independence, students might list depend, dependent, dependence,
independent, independently. Then students can use the word family
to create a humorous story.
Word Study
STRATEGY
&--
DICTIONARY: IDIOMS
Illustrate Idioms Idioms
can be very confusing to
students. Students often
take the words literally. Give
additional sentences to
explain each idiom. Have
students choose an idiom,
write a sentence with it, and
illustrate its meaning. Have
students share their work in
groups.
EXPLAIN/MODEL
Remind students that an idiom is an interesting and unusual way to
say something. Although idioms use familiar words, understanding
them can be challenging.
Looking up each individual word in a dictionary will not explain the
exact meaning of an idiom, but dictionaries often include idioms
following the entry for the most important word.
Read the first idiom on Transparency 18 and model looking it up in
a dictionary.
Transparency 18
Idioms
1. know like a book (to know completely)
2. get wind of (to hear about something)
3. stick one’s neck out (to take a chance)
4. draw the line (to set the limit)
5. give someone a piece of one’s mind (a severe scolding)
6. pull his leg (to tease)
7. put your foot down (to take a firm stand)
On Level Practice Book O, page 64
Vocabulary Strategy Transparency 18
Idioms are words or groups of words that cannot be
understood by figuring out the meaning of each word. Example:
pulling my leg. This group of words means “to trick or to tease.”
You can find this phrase in the dictionary under the word leg.
1. Under which word in the dictionary are you most likely to find this idiom?
PRACTICE/APPLY
Have students find and discuss the meanings of items 2–7.
out of the blue
blue
2. Read the sentence, then circle the meaning of “out of the blue.”
The news came out of the blue, so Isaac was shocked.
a. suddenly
b. out of the sky
3. Use “out of the blue” in a sentence. Possible response provided.
The announcement came out of the blue.
4. Read the sentence, then circle the meaning of “to wind up.”
Do students understand word meanings? Can students
recognize and explain idioms?
During Small Group Instruction
The meeting was almost over when Janet said, “Let’s wind up by
six o’clock.”
a. change time on the clock
b. finish
5. Use “wind up” in a sentence. Possible response provided.
Let’s wind this up and go for a walk.
Look up wind up in a dictionary. Write other meanings below.
If No
Approaching Level Vocabulary, pp. 247N–247O
If Yes
On Level Options, pp. 247Q–247R
Beyond Level Options, pp. 247S–247T
6. to come to an end; to reach or arrive in a specified
place or condition; to wrap or roll string, yarn, hose,
or twine completely around; to prepare for pitching a
baseball
Approaching Practice Book A, page 64
Beyond Practice Book B, page 64
How Ben Franklin Stole the Lightning
247D
Word Study
Word Study
Phonics
Objective
• Decode words with /är/ and
/ôr/
Decode Words with /är/ and /ôr/
EXPLAIN/MODEL An r-controlled vowel is a vowel followed by the
letter r. One r-controlled vowel is ar, which usually spells /är/, as in
car. After w, ar usually represents /ôr/ as in war. Another r-controlled
vowel is or, which often spells /ôr/ as in shore. Write warp.
Materials
• Leveled Practice Books, p. 65
• Teacher’s Resource Book,
p. 13
warp
Think Aloud When I see the word warp, I know that ar either
&--
stands for /ôr/ or /är/. Let’s see: /wärp/. That does not sound like a
word I know. So I’ll try /wôrp/. Yes. I know that word.
Pronunciation Provide
students with additional
opportunities hearing the
sounds, pronouncing them,
and distinguishing them.
R-controlled vowel sounds
/ôr/ and /är/ are very
difficult for some students,
especially Japanese and
Korean speakers.
PRACTICE/APPLY Write these words on the board: form, chore, sore,
torn, ward, shark, and sharp. Have students underline the letters ar
and or. Then have them read the words aloud.
Decode Multisyllabic Words Have students use their knowledge
of phonics patterns, compound words, and word parts to decode
long words. Write these words on the board: hornet, hardware,
portrait, and guarded. Model how to decode hornet, focusing on the
/ôr/ sound. Then work with students to decode the other words and
read them aloud. For more practice, see decodable passages on
Teacher’s Resource Book page 13.
On Level Practice Book 0, page 65
Sometimes when the letter r comes after a vowel, the sound
of the short vowel changes. Say the following words aloud and
notice the sound of the vowels.
bat
bar
cat
cart
fox
floor
The sounds of these vowels is shown as /är/ and /ôr/.
Circle the word with /är/ or /ôr/ to complete each sentence.
Then write /är/ or /ôr/ on the blank at the end.
1. Please close the
dear
2. The
roar
3. The
horns
when you leave.
door
rear
core
party
pat
warm
calm
doorway
fork
floor marker barbecue
/är/
/ôr/
still in use today.
/är/
Can students decode words with /är/ and /ôr/?
are
.
/är/
trap
.
/ôr/
pretty
Approaching Practice Book A, page 65
Beyond Practice Book B, page 65
247E
corner
stars
5. We are going to have a birthday
6. My new scarf is nice and
carpet
artist
on the rosebush are sharp.
thorns
milk carton
dare
used watercolors to finish his painting.
4. Ben Franklin’s inventions
care
/ôr/
Sound Search Have partners search the room or the playground
to identify objects whose names contain the /är/ and /ôr/ sounds.
Have students list all the items that they find, underlining the letters
that spell the /är/ and /ôr/ sounds. For reinforcement, have students
continue the activity for homework, listing items in their homes
whose names contain the sounds /är/ or /ôr/.
During Small Group Instruction
If No
Approaching Level Phonics, p. 247M
If Yes
On Level Options, pp. 247Q–247R
Beyond Level Options, pp. 247S–247T
Word Study
Vocabulary Building
Apply Vocabulary
Oral Language
Expand Vocabulary Create a
two-column chart. The heads
of the columns are Inventions
and Effects. Brainstorm aloud
inventions with students.
In the right column, have
students write how those
inventions change our lives.
Inventions
Effects
telescope
learn about heavens
Write a Paragraph Using the
vocabulary words, have
students write about bright
ideas that they have had.
Encourage students to
describe the ideas, the goals
they hoped to accomplish,
and whether or not their
ideas were successful. Tell
students to include at least
one idiom.
microwave easier to heat food
airplane
travel faster
wheelchair help those with
special needs
Vocabulary Building
Building Inventions Explain that many inventors
built upon the inventions of past inventors. Have
students list as many inventions as they can that
were made possible by the invention of electricity.
Ask students if they can come up with other
inventions that built upon previous inventions.
Spiral Review
Whirlwind Vocabulary Draw a whirlwind on the
board and have students help to create a display
called “A Whirlwind of Vocabulary.” Invite students
to prepare note cards for the display. Each note
card should contain a vocabulary word, its part of
speech, its definition, a sentence in which the word
is used correctly, and synonyms and antonyms for
the word. The student who contributes the highest
number of correct cards to the display wins the
game. Be sure to include vocabulary words from
other units and weeks.
heritage
dynasties
muttered
preserve
unions
hilarious
citizen
BSQV\]Z]Ug
@=;
12
Vocabulary PuzzleMaker
For additional vocabulary
and spelling games, go to
www.macmillanmh.com
How Ben Franklin Stole the Lightning
247F
5 Day Spelling
Spelling
A^SZZW\UE]`Ra
Words with /ôr/ and /är/
2Og
2Og
Pretest
Word Sorts
door
cord
stormy
dart
spark
bore
fort
award
guard
ASSESS PRIOR KNOWLEDGE
TEACHER AND STUDENT SORTS
morning
smart
ward
charge
warp
ford
worn
barnyard
Review the Spelling Words,
pointing out the different
r-controlled sounds (/ôr/ and /är/).
core
argue
Using the Dictation Sentences, say
the underlined word. Read the
sentence and repeat the word.
Have students write the words on
Spelling Practice Book page 51.
For a modified list, use the first 12
Spelling Words and the 3 Review
Words. For a more challenging list,
use Spelling Words 3–20 and the
2 Challenge Words. Have students
correct their own tests.
■
carpet
■
Use the cards on the Spelling Word
Cards BLM. Attach the key words
ford and dart to a bulletin board.
Model how to sort words by
r-controlled sounds. Then have
students take turns choosing
cards, sorting them, and
explaining how they sorted them.
■
When students have finished the
sort, discuss the oddballs that have
unexpected spellings (in ward,
award, and warp /ôr/ is spelled ar;
in door /ôr/ is spelled oor). Then
invite students to do an open sort
in which they sort all the Spelling
Words any way they wish, for
example, by meanings or by
syllables. Discuss students’ various
methods of sorting.
Review screech, shrimp, throat
Challenge charcoal, forecast
Dictation Sentences
1. Shut the door when you leave.
2. He threw a dart at the board.
3. We passed by an old fort.
4. I work best in the morning.
5. The carpet we bought is soft.
6. Please help the horse ford the
stream.
7. Is the core of the apple edible?
8. The telephone cord is broken.
9. The fire threw off a spark.
10. He won the attendance award.
11. I am smart at trivia.
12. A battery has an electric charge.
13. I was worn out after the game.
14. I won’t listen to you argue.
15. If it’s stormy outside, we stay in.
16. Please don’t bore me with that
story again.
17. The guard let us enter the gate.
18. The spray will ward off bugs.
19. Dampness made the door warp.
20. Are the animals in the barnyard?
Review/Challenge Words
1. I could hear the owl screech.
2. She made shrimp salad.
3. I have a sore throat.
4. We burn charcoal in our grill.
5. Did you hear the weather forecast?
Words in bold are from the main
selection.
Have students cut apart the Spelling
Word Cards BLM on Teacher’s
Resource Book page 74 and figure
out a way to sort them. Have them
save the cards for use throughout
the week.
Use Spelling Practice Book page
52 for practice with r-controlled
sounds.
For Leveled Word Lists, go to
www.macmillanmh.com
Spelling Practice Book, pages 51–52
'PMECBDLUIFQBQFS
BMPOHUIFEPUUFEMJOF
8SJUFUIFXPSETJO
UIFCMBOLTBTUIFZ
BSFSFBEBMPVE8IFO
ZPVGJOJTIUIFUFTU
VOGPMEUIFQBQFS6TF
UIFMJTUBUUIFSJHIUUP
DPSSFDUBOZTQFMMJOH
NJTUBLFT
EPPS
EBSU
GPSU
NPSOJOH
DBSQFU
GPSE
DPSF
DPSE
TQBSL
BXBSE
TNBSU
DIBSHF
XPSO
BSHVF
12.
TUPSNZ
13.
CPSF
14.
HVBSE
15.
XBSE
All in Order
XBSQ
CBSOZBSE
Write the following words in alphabetical order: ward, fort, cord,
stormy, barnyard, guard, core, dart, smart, morning
ford
spark
charge
morning
1.
2.
3.
10.
11.
22.
UISPBU
23.
DIBSDPBM
GPSFDBTU
stormy
ward
barnyard
warp
ford
morning
worn
4.
5.
6.
core
door
bore
7.
8.
9.
cord
fort
stormy
y
words with -ar
21.
carpet
cord
fort
argue
words with -or
TISJNQ
>7BB;D=;ÃEH:I door
bore
dart
award
Write the spelling words with each of these spelling patterns.
TDSFFDI
guard
smart
worn
core
Pattern Power
;L?;MÃEH:I 247G
Spelling Practice Book, page 53
24.
25.
spark
charge
guard
smart
dart
award
barnyard
cord
core
dart
fort
16.
17.
18.
19.
20.
26.
27.
28.
29.
30.
carpet
argue
ward
barnyard
warp
guard
morning
smart
stormy
ward
Spelling
2Og
2Og
2Og
ANALOGIES
SPIRAL REVIEW
POSTTEST
Remind students that analogies
show relationships between two
pairs of words. Then read each
analogy below. Have students
copy the analogies into their
notebooks. Tell them to complete
each analogy by writing a Spelling
Word in the blank.
Write screech, shrimp, and throat
on the board. Have students
identify the sounds made by each
three letter cluster.
Use the Dictation Sentences on
page 247G for the Posttest.
! Word Meanings
" Review and Proofread
1. dark is to night as light is to
(morning)
PROOFREAD AND WRITE
Write these sentences on the
board. Have students proofread,
circle each misspelled word, and
write the word correctly.
1. I will get the aword at the
ceremony in the moorning.
(award, morning)
2. pitch is to ball as throw is to
(dart)
3. curtains are to window as
is to floor (carpet)
4. children are to playground as
animals are to
(barnyard)
Challenge students to create more
analogies using Spelling Words,
Review Words, and Challenge
Words.
HVBSE
TNBSU
XPSO
DPSF
EPPS
CPSF
EBSU
BXBSE
DBSQFU
DPSE
GPSU
BSHVF
4. I was smort to prepare for the
sturmy weather. (smart, stormy)
5. The library will chorge extra if
you worp the pages. (charge,
warp)
Spelling Practice Book, page 55
There are six spelling mistakes in these paragraphs. Circle the
misspelled words. Write the words correctly on the lines below.
TUPSNZ
XBSE
CBSOZBSE
XBSQ
Early in the mourning, Ben Franklin had a good feeling. He could tell it
was going to be a starmy day and he needed lightning to test his idea. Ben
was so excited he didn’t even change his clothes. He just wore the same
clothes he had warn yesterday.
His idea was that lightning is a large spork, like the ones he would get by
rubbing his feet on the corpet and touching the doar handle.
8SJUFUIFTQFMMJOHXPSETUIBUNBUDIUIFDMVFTCFMPX
SPQF
UPCFOE
XdgZ
XdgY
lVge
WVgcnVgY
[dgi
\jVgY
BSFBPOBGBSN GPSTPMEJFST
QSPUFDUT
EVMM
XJO
àHIU
XBLFVQ
TUBUJD
POUIFáPPS
WdgZ
VlVgY
Vg\jZ
bdgc^c\
heVg`
XVgeZi
That night, he was finally ready. He tied his kite string to a key and then
he flew his kite. Up it went into the windy night and soon lightning struck it.
To his delight, he saw a spark jump from the key. He knew he had been right.
1.
2.
morning
stormy
3.
4.
worn
spark
5.
6.
carpet
door
Writing Activity
>7J©IÃJ>;ÃEH:‹
If you could interview Ben Franklin, what questions would you
ask him? Write your questions on the lines below. Use four
spelling words in your interview questions.
$PNQMFUFFBDITFOUFODFCFMPXXJUIBTQFMMJOHXPSE
hbVgi
UPCFBOJOWFOUPS
Yddg
hidgbn
#FO'SBOLMJOSFTFBSDIFEFMFDUSJDJUZPOBSBJOZBOE
:PVNVTUCFWFSZ
*IFBSEBLOPDLPOUIF
OJHIU
lVgY
ldgc
PVU
YVgi
BUUIFCVMMTFZF
5SZUPUISPXUIF
X]Vg\Z
EVSJOHUIFTUPSN
)FGFMUBOFMFDUSJD
[dgY
PGUIFSJWFS
)PXEJEIFDSPTTUIF
5IFEPDUPSTUSFBUUIFQBUJFOUTJOUIFIPTQJUBM
5IFTFTIPFTBSF
Challenge student partners to
look for words that have the same
r-controlled spelling patterns they
studied this week.
3. The corpet was stuck under the
doar. (carpet, door)
>7J©IÃJ>;ÃEH:‹
JOOFSQBSU
If students have difficulty with any
words in the lesson, have students
place them in a list entitled
Spelling Words I Want to Remember
in a word study notebook.
2. Don’t bor the gard with those
jokes. (bore, guard)
Spelling Practice Book, page 54
GPSE
TQBSL
DIBSHF
NPSOJOH
# Assess and Reteach
Spelling Practice Book, page 56
-PPLBUUIFXPSETJOFBDITFUCFMPX0OFXPSEJOFBDITFUJT
TQFMMFEDPSSFDUMZ6TFBQFODJMUPGJMMJOUIFDJSDMFOFYUUPUIFDPSSFDU
XPSE#FGPSFZPVCFHJOMPPLBUUIFTBNQMFTFUPGXPSET4BNQMF
"IBTCFFOEPOFGPSZPV%P4BNQMF#CZZPVSTFMG8IFOZPVBSF
TVSFZPVLOPXXIBUUPEPZPVNBZHPPOXJUIUIFSFTUPGUIFQBHF
4BNQMF"
4BNQMF#
TQSPU
TQPSU
TQPSFU
TQBSU
TDIBSLT
TIBSY
TIBSLT
TDIBSDLT
GPSE
QIPSE
QIPSEF
GPSEF
TNBSE
TNBSU
TNBSUF
TNBSEU
EBVSU
EBSUF
EBVSUF
EBSU
BSHVF
BSHFX
BSHPP
BSHPV
TQBVSL
TQBSLF
TQBSL
TQBVSLF
XPVSO
XPSOF
XPSFO
XPSO
VIXBSE
BXPSE
BXBSE
VIXPSE
TUPSNZ
TUPSNJF
TUPSNFF
TUPVSNZ
DIBSK
DIBSH
DIBSHF
DIBSKF
DPSF
DBVS
DPSS
DPSSF
DBSQFUUF
DBSQFU
DBSQJU
DBVSQFU
XBSEF
XPSEF
XBSE
XPVSE
NPSFOJOH EPSF
NPSOJOH
EPS
NPSOFFO
EPPSF
NPXSOJOH
EPPS
DPSFE
DPSSFE
DPVSE
DPSE
CBSOZBSU
CBSOZBSE
CBVSOZBSE
CBSOZBVSE
HVBSE
HBSE
HBSSFE
HVBSEF
QIPSU
GPSUF
GPSU
QIPSUF
XPSQ
XBSQ
XBVSQ
XPVSQ
CPSF
CPVS
CPPSF
CPSSF
How Ben Franklin Stole the Lightning
247H
5 Day Grammar
Grammar
Possessive Nouns
Daily Language
Activities
Use these activities to introduce each
day’s lesson. Write the day’s activity on
the board or use Transparency 9.
2Og
INTRODUCE POSSESSIVE NOUNS
Present the following:
■
A possessive noun shows
ownership.
■
When a possessive noun is used
before another noun, it shows
to what or to whom that noun
belongs.
DAY 1
All my classmates gave reports the
last two dayes. Some reported about
inventors from other countrys one
report was about digital watchs.
(1: days.; 2: countries. One; 3: watches.)
DAY 2
Those are my sisters toys. She got
those blocks’ from my dads sister.
(1: sister’s; 2: blocks; 3: dad’s)
DAY 3
We discussed ideas for the familys’
gifts. The childrens’ suggestions were
the goodest. (1: family’s; 2: children’s;
3: best)
Introduce the Concept
■
To form the possessive of most
singular nouns, add an apostrophe
and an s to the end of the noun:
baby’s bottle, river’s current,
Jonathan’s dinner.
DAY 4
I read a book about a mans’
experiences inventing solutions. It
was called How Ben Franklin Stole
the Lightning? (1: man’s; 2: How Ben
Franklin Stole the Lightning.)
I reviewed a magazine article called
Keep Trying. It was about the authors
aword-winning inventions. (1: “Keep
Trying.”; 2: author’s; 3: award-winning)
Grammar Practice Book, page 51
• A possessive noun is a noun that shows who or what owns
or has something.
• A singular possessive noun is a singular noun that shows
ownership.
• Form a singular possessive noun by adding an apostrophe
(’) and -s to a singular noun.
Write the possessive form of each underlined singular noun.
1. Ben Franklin almanacs are very funny to read. Ben Franklin’s
2. The book is the library, so please return it.
Possessives On the
board, write the teacher’s
book. Point out the ‘s
placement and say: That
shows me the book
belongs to the teacher.
Substitute a student’s
name: Eric’s book. Ask, Who
does the book belong to and
how do I know that?
247I
Teach the Concept
REVIEW SINGULAR POSSESSIVE
NOUNS
Review with students how to
recognize singular possessive nouns.
Ask them to identify the difference
between singular and plural (but not
possessive) forms of the same nouns.
INTRODUCE PLURAL POSSESSIVE
NOUNS
Present the following:
■
To form the possessive of a plural
noun that ends in s, add only
an apostrophe to the end of the
noun: markers’ colors
■
To form the possessive of a plural
noun that does not end in s, add
an apostrophe and an s to the
end of the noun: children’s books
See Grammar Transparency 41
for modeling and guided practice.
DAY 5
&--
2Og
library’s
3. People rang the church loud bells when there was a fire.
church’s
4. The inventor fame spread throughout the nation.
5. Have you seen Mary bifocals?
inventor’s
Mary’s
6. Ben Franklin was one of America best-known citizens.
America’s
book’s
doctor’s
My doctor advice is to exercise more.
kite’s
The key was tied to the kite long string.
battery’s
The battery power is running low.
lawyer’s
y
The lawyer advice was quite helpful.
person’s
One person work is not enough today.
7. This old bookk pages are torn.
8.
9.
10.
11.
12.
13. The car fender is dented.
14. I created the office design.
car’s
office’s
See Grammar Transparency 42
for modeling and guided practice.
Grammar Practice Book, page 52
• A plural possessive noun is a plural noun that shows
ownership.
• To form the possessive of a plural that ends in s, add an
apostrophe.
• To form the possessive of a plural noun that does not end
in s, add an apostrophe and -s. A few nouns have the same
plural and singular form.
Write the plural possessive form of each underlined noun.
1. Those experiments purpose was to teach us more about electricity.
experiments’
2. For the first time, the post office delivered mail directly to people
people’s
houses.
3. The mayor honored the firefighters heroism. firefighters’
charges’
countries’
bells’
4. Electrical charges effects can be dangerous.
5. Ben Franklin won several countries respect.
6. The church bells ringing woke me.
7. Most limes skin is green, but one kind of lime is yellow.
limes’
children’s
workers’
bulbs’
10. The bulbs shoots will sprout flowers.
sinks’
11. Twelve sinks drains must be cleaned out.
insects’
12. The insects habits inspired my work.
8. The children book was very interesting.
9. That is the workers break room.
13. Airplanes tires are fully inflated.
14. Those objects tags are missing.
Airplanes’
p
objects’
Grammar
2Og
2Og
2Og
REVIEW POSSESSIVE NOUNS
REVIEW SINGULAR AND PLURAL
POSSESSIVE NOUNS
ASSESS
! Review and Practice
Review the use of singular
possessives and plural possessives.
MECHANICS AND USAGE: TITLES
Present the following.
■
■
■
Underline or italicize titles of
television shows, movies, books,
CDs, and names of newspapers
and magazines.
Use quotation marks around
titles of stories, articles, essays,
songs, and poems.
Each word in any title should
be capitalized, with a few
exceptions: articles (a, an, the),
conjunctions (and, or), and short
prepositions (of, for, to), unless
they are the first or last words in
the title.
See Grammar Transparency 43
for modeling and guided practice.
" Review and Proofread
Ask students to explain the
differences between singular
and plural possessives. Ask how
to decide whether to add an
apostrophe and s, or only an
apostrophe.
PROOFREAD
Have students correct errors in the
following sentences.
1. Ellens article was called
Paddling up the river. (1: Ellen’s;
2: “Paddling up the River.”)
2. I read the poem in my
parents’s study. (parents’)
3. This book about womens’
inventions won an aword.
(1: women’s; 2: award)
Grammar Practice Book, page 54
• Capitalize the first and last words and all important words in the
titles of books and newspapers.
• Underline titles of books, newspapers, magazines, and TV series.
• Put quotation marks around the titles of short stories, articles,
songs, poems, and book chapters.
• Remember to use apostrophes to form possessive nouns.
• A singular possessive noun is a singular noun that shows ownership.
• A plural possessive noun is a plural noun that shows ownership.
1. One of Ben Franklin best-known books is titled poor Richard’s almanac.
One of Ben Franklin’s best-known books is titled
Poor Richard’s Almanac.
2. Lewis Latimer wrote a book called incandescent electric lighting in 1890.
Lewis Latimer wrote a book called Incandescent
Electric Lighting in 1890.
3. I learned about Thomas Edison and Lewis Latimer from an article called
great american inventors of the past. I learned about Thomas
Edison and Lewis Latimer from an article called
“Great American Inventors of the Past.”
4. The article was published in the magazine science for kids.
The article was published in the magazine Science
for Kids.
5. My friend is writing a short story titled the amazing mind of lewis latimer.
My friend is writing a short story titled “The Amazing
Mind of Lewis Latimer.”
6. He hopes to get his story published in his local newspaper, the miami herald.
He hopes to get his story published in his local
newspaper, the Miami Herald.
Use page 55 of the Grammar
Practice Book for assessment.
RETEACH
Have students do a scavenger
hunt with the sentences from the
Daily Language Activities and the
Proofread activity. Ask student
pairs to find six examples of
singular possession, one example
of plural possession, and two
examples of irregular noun plural
possession. Students should sort
these examples into categories
and examine them to find the
rules that guide possession.
Also use page 56 of the Grammar
Practice Book for reteaching.
See Grammar Transparency 44
for modeling and guided practice.
Grammar Practice Book, page 53
Rewrite each sentence, making sure the titles are written correctly.
# Assess and Reteach
See Grammar Transparency 45
for modeling and guided practice.
Grammar Practice Book, pages 55–56
A Choose the correct singular possessive form to complete each
sentence.
1.
invention changed the world.
a. Edisons
Rewrite the book review below. Fix any spelling, punctuation, and
grammar mistakes. Be sure to correct any mistakes in titles or
possessive nouns.
I found Akimi Gibsons book, Lewis Howard Latimer: an inventive
Mind, very interesting. Latimer, an African-American inventor, was born
in the mid-1800s. He made drawings of other inventors creations, which
were used to apply for patents. Then Latimers own ideas for inventions
began to unfold. He helped improve the lavatories on trains and assisted
with Alexander Graham Bells invention of the telephone. While working
for the U. S. Electric Lighting Company, he found a way to protect light
bulbses’ filaments so they would not burn out quickly. This was a great
improvement to Thomas Edisons’ lightbulb. Gibsons biography of Latimer
is an informative one.
I found Akimi Gibson’s
Gibson s book, Lewis Howard
Latimer: An Inventive Mind, very interesting. Latimer,
an African-American
Af i
A
i
iinventor,
t
was b
born iin th
the
mid
mid-1800s.
1800s. He made drawings of other inventors
inventors’
creations, which were used to apply for patents. Then
Latimer’s
L
ti
’ own id
ideas ffor inventions
i
ti
began
b
tto unfold.
f ld H
He
helped improve the lavatories on trains and assisted
with Alexander Graham Bell’s invention of the
ttelephone.
l h
While
Whil working
ki
ffor th
the U
U.S.
S El
Electric
t i Li
Lighting
hti
Company, he found a way to protect light bulbs
bulbs’
filaments so they would not burn out quickly. This was
a greatt improvement
i
t tto Th
Thomas Edi
Edison’s
’ li
lightbulb.
htb lb
Gibson’s
Gibson
s biography of Latimer is an informative one.
2. The
b. Edison’
c. Edison’s
d. Edisons’
effect was devastating.
a. fire’
b. fire’s
3. The
c. fires’
d. fires
temperature is warmer in some places.
a. oceans
4. The
b. oceans’
c. ocean
d. ocean’s
laughter lasted a long time.
a. king’s
b. kings
c. kings’
d. king’
B. Choose the correct plural possessive form to complete each
sentence.
5. These
inventions were amazing!
a. people
b. peoples
6. African-American
recognized after the Civil War.
a. inventors
7. The
b. inventor’s
c. peoples’
d. people’s
right to take out patents was
c. inventors’
d. inventor’
efforts led to a new creation.
a. worker
8. The
b. workers’
c. workers
d. worker’s
amazement showed on their faces.
a. childs’
b. childrens’
9. All of the
a. books
10. The
c. children’s
d. childrens
covers were torn.
b. books’
c. book’s
d. book
purposes must be made clearer.
a. experiments
b. experiment’s
c. experiment’
d. experiments’
How Ben Franklin Stole the Lightning
247J
End-of-Week Assessment
Administer the Test
Weekly Reading Assessment,
(SBEF
Passage and questions, pages 109–116
ESSYZg
/aaSaa[S\b
ASSESSED SKILLS
• Problem and Solution
*ODMVEFT-FWFMFE8FFLMZ5FTUT
• Vocabulary Words
• Dictionary: Idioms
• Possessive Nouns
• Words with /är/ and /ôr/
.BDNJMMBO.D(SBX)JMM
@=;
12
Assessment Tool
Administer the Weekly Assessment from the CD-ROM
or online.
Weekly Assessments, 109–116
(SBEFT
Fluency
4ZcS\Qg
/aaSaa[S\b
Assess fluency for one group of students per week.
Use the Oral Fluency Record Sheet to track the number
of words read correctly. Fluency goal for all students:
84–104 words correct per minute (WCPM).
Approaching Level
On Level
Beyond Level
Weeks 1, 3, 5
Weeks 2, 4
Week 6
Alternative
Assessments
.BDNJMMBO.D(SBX)JMM
Fluency Assessment
(SBEF
• ELL Assessment, pages 70–71
>`OQbWQSO\R
/aaSaa[S\b
.BDNJMMBO.D(SBX)JMM
ELL Practice and
Assessment, 70–71
247K
VOCABULARY WORDS
VOCABULARY STRATEGY
Dictionary: Idioms
Vocabulary Words
Items 1, 2, 3, 4
Prescribe
IF...
THEN...
0–2 items correct . . .
Reteach skills, using the Additional
Lessons page T8.
Reteach skills: Go to
www.macmillanmh.com
@=;
12
Vocabulary PuzzleMaker
COMPREHENSION
Skill: Problem and Solution
Items 5, 6, 7, 8
0–2 items correct . . .
Reteach skills, using the Additional
Lessons page T4.
Evaluate for Intervention.
GRAMMAR
Possessive Nouns
Items 9, 10, 11
0–1 items correct . . .
Reteach skills: Grammar Practice Book
page 56.
SPELLING
Words with /är/ and /ôr/
Items 12, 13, 14
0–1 items correct . . .
Reteach skills: Go to
www.macmillanmh.com
FLUENCY
79–83 WCPM
/
Evaluate for Intervention.
0–78 WCPM
Evaluate for Intervention.
2
7=
C2 1
Fluency Solutions
End-of-Week Assessment
Diagnose
READING
Triumphs
AN INTERVENTION PROGRAM
To place students
in the Intervention
Program, use
the Diagnostic
Assessment in the
Intervention Teacher’s
Edition.
How Ben Franklin Stole the Lightning
247L
Approaching Level Options
Constructive
Feedback
R-controlled vowel
sounds are difficult for
some students to hear
and produce. Have them
practice saying /är/ in
isolation and then in words,
while looking at you to see
how the mouth moves to
produce the /är/ sound. For
example, write the word tar
on the board and point out
the ar.
This word is tar. The ar
has the sound /är/. Say it
with me: /är/. Let’s sound
out and say the word
together: /tär/, tar.
Repeat with /ôr/ for the
word tore.
Phonics
Objective
Materials
• Student Book “He Made the World Brighter”
WORDS WITH /är/ AND /ôr/
Explain/Model
■
Remind students that an r-controlled vowel is a vowel followed by the
letter r. The r affects the sound the vowel usually stands for.
■
Write the letters f, a, r on the board. Segment the sounds: /f/ /är/. Then
blend the sounds: /fär/. Say the word with me: far.
■
Explain that a with r is an r-controlled vowel. It stands for the sound /är/.
■
Repeat this procedure with or and the word fork.
■
Ask students to provide their own examples of words with /är/ and /ôr/.
Provide constructive feedback as necessary.
MULTISYLLABIC WORDS WITH /är/ AND /ôr/
■
Write the word carpet on the board and have students identify the first
syllable as containing the r-controlled /är/: car. Have students repeat the
syllable, then blend, and read the whole word several times.
■
Have student pairs work together to practice decoding multisyllabic
words with /är/ and /ôr/. Write the following words on the board and ask
student pairs to copy them onto a sheet of paper. Say each word. Circle
the syllable that contains the r-controlled vowel. Then sort the words by their
r-controlled vowels.
Additional Resources
For each skill below
additional lessons are
provided. You can use these
lessons on consecutive days
after teaching the lessons
presented within the week.
• Problem and Solution, T4
• Idioms, T8
Decode words with /är/ and /ôr/
cartoon
barber
normal
■
radiator
morning
airport
snorkel
landmark
backyard
harvest
history
largely
Check each pair or group for their progress and accuracy.
WORD HUNT: WORDS WITH /är/ AND /ôr/ IN CONTEXT
■
Review Words with /är/ and /ôr/. Have students search the first
paragraph of “He Made the World Brighter” to find words with these
vowel sounds. Ask them to write the words and circle the syllable in
each word that has /är/ and /ôr/. Check to see if students have found the
following: poor, inventor, smart.
■
Have students continue the activity for the rest of the selection. Check
to see if students have found examples, such as shortly, recorder, hard.
Decodable Text
To help students build
speed and accuracy with
reading multisyllabic
words, use the additional
decodable text on page 13
of the Teacher’s Resource
Book.
247M
Objective
Materials
Read with increasing prosody and accuracy at a rate of 84–94 WCPM
• Index cards
• Approaching Practice Book A, page 62
WORD AUTOMATICITY
Constructive
Feedback
Have students make flashcards for the following words with /är/ and
/ôr/: door, cord, stormy, dart, spark, charm, bore, fort, guard, morning, smart,
carpet, charge, scar, ford, worn, barnyard, core, large.
If students read too quickly
or too slowly, reread
the passage to them at
the correct tempo. Then
lead the class in a choral
reading so they can follow
you lead in reading at the
appropriate rate. Repeat
the choral reading as
necessary.
Display the cards one at a time and have students say each word. Repeat
twice more, displaying the words more quickly each time.
REPEATED READING
Model reading the passage on Practice Book A page 62. Tell students to
listen to your tempo as you read. Then read one sentence at a time and
have students read it back, copying your tempo.
During independent reading time, have students work with a partner.
One student reads aloud and the other repeats each sentence. Remind
students to wait until their partner gets to the end of a sentence before
they correct mistakes. Circulate and provide constructive feedback.
TIMED READING
At the end of the week, have students do a final timed reading of the
passage on Practice Book A page 62. Students should
■
begin reading the passage aloud when you say “Go.”
■
stop reading the passage after one minute when you say “Stop.”
Keep track of miscues. Coach students as needed. Help students record
and graph the number of words they read correctly.
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Vocabulary
Objective
Materials
Apply vocabulary word meanings
• Vocabulary Cards
Approaching Practice Book A, page 62
• Transparencies 9a and 9b
VOCABULARY WORDS
Display the Vocabulary Cards for this week’s words. Help students
locate and read these words in “He Made the World Brighter” on
Transparencies 9a and 9b. Have a volunteer underline any context
clues. Then review the definition of each word. Challenge students to
talk about or act out their own experiences with each word. Ask, What is
something that you have done or heard that was hilarious? How would you
walk if you were very dizzy?
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How Ben Franklin Stole the Lightning
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247N
Approaching Level Options
Vocabulary
Objective
Materials
Review last week’s words
(dynasties, heritage,
overjoyed, preserve,
temples) and this week’s
words (convinced,
dizzy, handy, hilarious,
independence, mischief,
nowadays, whirlwind).
Have students find an
antonym for five words.
• Art supplies
IDIOMS
■
Review idioms. Have the group brainstorm examples.
■
In pairs, have students illustrate a common, colorful idiom in a creative
way. (Some common idioms include: it’s raining cats and dogs, turn over
a new leaf, hold your tongue, chew the fat, and sharp as a tack.) Then have
the group try to guess the idiom based on the picture.
Comprehension
Objective
Materials
He Made
the World
Brighter
Determine the meanings of idioms
Identify problem and solution
• Student Book “He Made the World Brighter” • Transparencies 9a and 9b
STRATEGY
GENERATE QUESTIONS
Tell students that asking themselves questions as they read will help them
check their understanding of the story and focus on important ideas.
by Susan Dickson
SKILL
PROBLEM AND SOLUTION
Explain/Model
Student Book, or
Transparencies 9a and 9b
■
The problem is a difficult situation that a character has to deal with.
■
The solution is how the character fixes or solves the problem.
Display Transparencies 9a and 9b. Reread the first paragraph.
&-Drawing Ask students
to divide a sheet of paper
in half. At the top of one
side have students write
Problem. On the other side,
write Solution. Ask students
to draw a picture of one
problem that Thomas
Edison faced under
Problem and a picture
of his solution under
Solution. Have students
write a sentence for each
picture. Share the pictures
and discuss the different
interpretations.
247O
Think Aloud I know that Thomas Alva Edison overcame many problems
in his life. I can ask myself how he solved them. This gives me a better
understanding of him because his whole life seems to have been about
his success at solving problems.
Practice/Apply
Reread the rest of “He Made the World Brighter” with students. Invite
students to retell the story and to identify the problem and solution by circling
clues on the transparency. Ask the following questions.
■
What are some of the difficulties Edison faced before becoming a
successful inventor?
■
What was Edison’s solution to the problem of gas being unhealthy when
used for lighting?
Leveled Reader Lesson
Objective
Materials
Read to apply strategies and skills
• Leveled Reader Clara Barton
• Student Book How Ben Franklin Stole the Lightning
0W]U`O^Vg
PREVIEW AND PREDICT
Have students look at the cover, read the title, and preview the first
two chapters. Have them make predictions about the selection. Ask
students if they have any questions before reading.
VOCABULARY WORDS
Review the Vocabulary Words as needed. Suggest that students note
any idioms as they read and discuss their meanings after reading.
STRATEGY
GENERATE QUESTIONS
Remind students that asking questions can help them to figure out a
problem and its solution in the selection.
BY,UISA2EYES
Leveled Reader
SKILL
PROBLEM AND SOLUTION
Remind students to pay attention to the character and how her actions
affect the solution of the problem. Read Chapter 2 with students.
Think Aloud In the second chapter, I learn that Civil War hospitals
did not have the supplies needed to treat the wounded. To solve
this problem, Clara Barton gathered supplies and asked friends and
volunteers to help her deliver them. I need to add this information for
my Problem and Solution Chart.
READ AND RESPOND
Finish reading Clara Barton with students. Ask students: What was one
of the first problems Barton faced as a young girl? How did she solve that
problem? During the Civil War, how did Barton care for the wounded? What
did Barton do after the war? Work with students to review and revise their
Problem and Solution Charts.
MAKE CONNECTIONS ACROSS TEXTS
Invite students to compare How Ben Franklin Stole the Lightning and Clara
Barton.
■
How are Ben Franklin and Clara Barton alike? How are they different?
Use details from the texts to support your answer.
■
If you could go back in time to help either Edison or Barton with his or
her work, who would you help, and why?
How Ben Franklin Stole the Lightning
247P
On Level Options
Vocabulary
Leveled
Reader Lesson
Objective
Materials
Define vocabulary words and analyze idioms
• Vocabulary Cards
VOCABULARY WORDS
Tell students that they will play a vocabulary game. Explain that you
will hold up a Vocabulary Card. The student whose turn it is will give
a definition for the word. If the student gives the correct definition, he
or she gets a point. Continue with the next student using a different
vocabulary word. If a word is defined incorrectly, use the same vocabulary
word until somebody defines it correctly.
IDIOMS
Remind students that idioms are words or groups of words that together
mean something different from the usual meaning. Present pairs with
different idioms, such as hit the nail on the head. Have pairs create sentences
that use context clues to hint at the idiom’s meaning, and then present their
sentences to the class.
Lightning Bolt
Student
Book
Literary Elements
— Joan Bransfield Graham
Objective
Materials
Use literary elements in poems
• Poetry books, magazines
• Student Book “Lightning Bolt”
FIGURATIVE LANGUAGE AND ALLITERATION
Discuss the purpose and importance of figurative language and alliteration
in concrete poems, such as “Light Bulb” and “Lightning Bolt.” Have
students look at various poems and magazines to point out and discuss
the use of figurative language and alliteration.
On Level Practice Book O, page 62
As I read, I will pay attention to match my tempo with the
energy of the passage.
9
19
27
35
45
54
55
65
66
74
84
91
98
107
116
What would the world be like without light bulbs?
We have Thomas Edison to thank for that bright idea!
He also invented the phonograph and motion pictures.
Thomas Edison is the most famous American inventor.
He came up with more than 1,000 new devices. He worked
with electricity and technology to make our daily lives
better.
Find out how this one man changed history through his
inventions.
The 1800s have been called “The Age of Invention.”
That is because many things were invented at that time.
It seemed like a whirlwind of inventions!
The first steamboat, steam-engine train, and airplane
were invented during this time. The telephone was invented
too. These inventions changed the way people lived and
worked. 117
Comprehension Check
1. How did Thomas Edison’s inventions solve problems? Problem and
Solution Thomas Edison worked with electricity and
technology to make our daily lives better.
2. When the author says that Thomas Edison is the most famous American
inventor, is this statement a fact or opinion? Fact and Opinion
This is an opinion.
Words Read
–
Number of
Errors
=
First Read
–
=
Second Read
–
=
247Q
Words
Correct Score
Objective
Materials
Read fluently with appropriate prosody at a rate of 84–104 WCPM
• On Level Practice Book O, p. 62
REPEATED READING
Model reading the Fluency passage on page 62 of Practice Book O. Then
have students do a choral reading, focusing on tempo. Have one student
read a sentence, then tell the next student to join in, and so on. When
the students reach the end of the passage, tell them to go back to the
beginning and repeat until every student has joined the reading.
Timed Reading Throughout the week, have partners take turns reading
the passage. Have them do a timed reading at the end of the week.
Leveled Reader Lesson
Objective
Materials
Read to apply strategies and skills
• Leveled Reader Thomas Alva Edison
• Student Book How Ben Franklin Stole the Lightning
PREVIEW AND PREDICT
Have students preview Thomas Alva Edison.
■
Ask students to write down any questions they have about Thomas
Alva Edison.
■
Have students predict what the chapter “A Bright Idea” is about.
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&EJTPO
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VOCABULARY WORDS
As they read Thomas Alva Edison, ask students to point out the
vocabulary words as they appear. Then have them discuss how each
word is used. Ask: How does electricity give people independence?
Leveled Reader
STRATEGY
GENERATE QUESTIONS
Remind students that good readers ask questions while reading to check
their understanding and organize information.
SKILL
PROBLEM AND SOLUTION
The problem in a text is the difficulty that the characters face. The
solution is what is done to overcome or fix the problem. Explain that
students will fill in information about problems and solutions in their
Problem and Solution Charts.
READ AND RESPOND
Read Chapter 1. Pause to discuss the details the author includes about
how Edison solved problems. At the end of Chapter 1, fill in the Problem
and Solution Chart. Have students tell how the facts and details in the
story helped them to identify problems and solutions. Have students
complete the chart as they read.
ELL
Leveled Reader
Go to pages
247U–247V.
MAKE CONNECTIONS ACROSS TEXTS
Invite students to summarize and make connections between How Ben
Franklin Stole the Lightning and Thomas Alva Edison.
■
Ask students who solved more problems with his inventions, Ben Franklin or
Thomas Edison. Have them give details to support their answers.
■
Have them describe their favorite invention.
How Ben Franklin Stole the Lightning
247R
Beyond Level Options
Vocabulary
Lightning Bolt
Objective
Materials
Apply vocabulary
• Selections for the week, dictionary
EXTEND VOCABULARY
Ask students to play a word scramble game with words from different
selections. Have them choose at least three words, scramble the letters,
and give one clue to a partner to guess the word and unscramble it. If
a word has been unscrambled correctly, that student gets a point. If the
student can define the word, he or she gets another point. The student
who gains the most points wins the game.
— Joan Bransfield Graham
Paired Selection
Encourage students to check the spelling of each unscrambled word. They
may use a dictionary or word wall.
&-Practice Fluency Discuss
the passage to ensure that
students comprehend
what they are reading.
Next, model reading the
entire passage. Track
with your finger under
sentences as you read.
Then have students read
along with you to ensure
that they are reading at the
proper tempo.
Text Feature
Objective
Materials
Use literary elements in poems
• Poetry books, magazines
• Student Book “Light Bulb” and “Lightning”
FIGURATIVE LANGUAGE AND ALLITERATION
Point out that literary elements, such as figurative language and
alliteration, make poems more interesting. Ask students to look through
and choose a poem from poetry books or a magazine. Which poem best
uses figurative language and alliteration to enhance its message?
Have students use figurative language and alliteration in their own poems.
Ask them to create a concrete poem about something that has been
invented or based on a subject they find interesting. You may wish to
have them review “Light Bulb” and “Lightning” in the Student Book first.
Beyond Practice Book B, page 62
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Objective
Materials
Read fluently with appropriate prosody at a rate of 94–104 WCPM
• Beyond Practice Book B, p. 62
REPEATED READING
Work with students to begin marking up the Fluency passage on page
62 of Practice Book B. Remind them to pay attention to tempo as you
model reading the passage aloud. Have one student practice reading the
passage aloud, changing the tempo. Discuss with students how changing
tempo can affect the meaning of the passage.
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During independent time, partners can take turns reading the passage.
Remind students to review their partner’s reading and offer feedback.
Leveled Reader Lesson
Objective
Materials
Read to apply strategies and skills
• Leveled Reader Alexander Graham Bell
• Student Book How Ben Franklin Stole the Lightning
PREVIEW AND PREDICT
Have students preview Alexander Graham Bell, predict what it is about,
and set a purpose for reading, such as to learn more about Bell and the
invention of the telephone.
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VOCABULARY WORDS
Ask students to pay attention to vocabulary words as they come up.
Have students provide definitions as needed. Ask: How did moving to
London give Bell more independence from his family?
SKILL
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Leveled Reader
PROBLEM AND SOLUTION
Ask a volunteer to explain what the terms problem (conflict) and solution
(resolution) mean and why they are important for understanding a
selection. Explain that students will read Alexander Graham Bell together,
and fill in their Problem and Solution Charts.
READ AND RESPOND
As students read, they should identify the information that is important to
understanding problems and solutions, and fill in their charts accordingly.
Then ask students to exchange charts with a partner and discuss their
answers.
Self-Selected Reading
Objective
Materials
Read independently to identify problem and solution
• Leveled Readers or trade books at students’ reading level
READ TO IDENTIFY PROBLEM AND SOLUTION
Invite students to choose a book for independent reading. Remind them
that the problem in a story is a challenge the character faces. The steps
involved in meeting that challenge are the solution. Have students read
their books, determine a problem, and write down the details of the
solution.
After reading, invite students to share their solutions with a partner.
EV
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Small Group Research
cites that small group
instruction gives more
students a chance to read
and work with text at their
own reading level, and this
is important as how a text
matches with a student’s
reading level has an
impact on learning. Faster
progress will be evident
when there is a good
match and small group
teaching facilitates this.
Timothy Shanahan
Go to
www.macmillanmh.com
How Ben Franklin Stole the Lightning
247T
English Language Learners
Academic Language
Throughout the week the English language learners will need help in
building their understanding of the academic language used in daily
instruction and assessment instruments. The following strategies will help
to increase their language proficiency and comprehension of content and
instructional words.
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For additional language
support and oral language
development, use the lesson
at www.macmillanmh.com
Strategies to Reinforce
Academic Language
■
Use Context Academic Language (see chart below)
should be explained in the context of the task during
Whole Group. Use gestures, expressions, and visuals to
support meaning.
■
Use Visuals Use charts, transparencies, and graphic
organizers to explain key labels to help students
understand classroom language.
■
Model Demonstrate the task using academic language in
order for students to understand instruction.
Academic Language Used in Whole Group Instruction
Content/Theme Words
Skill/Strategy Words
inventions (p. 220)
generate questions (p. 223A)
strong opening (p. 247)
electricity (p. 220)
problem and solution (p. 223A)
singular possessive nouns
(p. 247I)
appliances (p. 220)
biography, biographical sketch,
biographer (pp. 223A–223B)
plural possessive nouns (p. 247I)
primary sources (p. 221)
concrete poem (p. 244)
apostrophe (p. 247I)
artifacts (p. 221)
figurative language (p. 244)
quotation marks (p. 247J)
alliteration (p. 244)
capitals in titles (p. 247J)
repetition (p. 244)
247U
Writing/Grammar Words
Biography
ELL Leveled Reader Lesson
A Great
Inventor
by Laurie Rozakis
Objective
• To apply vocabulary and
comprehension skills
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Materials
DEVELOP ORAL LANGUAGE
• ELL Leveled Reader
Build Background Write the word inventor on
the board and have students brainstorm names of
inventors and inventions they know. Refer to the
time line at the beginning of the book for ideas.
Ask, How did these inventions change our lives?
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DAY 1
• Academic Language
• Oral Language and
Vocabulary Review
Review Vocabulary Write the vocabulary and story support words on
the board and discuss the meanings. Use actions and/or pictures to help
explain the words. Use each word in a sentence. Have a student turn
around several times and act dizzy. Samuel is dizzy. He cannot stand straight.
DAY 2
• ELL Leveled Reader
DAY 3
Point to the cover photograph and read the title aloud. What do you think
the story is about? Refer to the Table of Contents, and have students add to
their predictions based on the information.
Set a Purpose for Reading Show the Problem and Solution Chart and
remind students they have used it before. Ask them to do a similar chart
to identify and record problems and solutions. Remind them to generate
questions as they read to help them identify problems and find solutions.
• Academic Language
• ELL Leveled Reader
DAY 4
PREVIEW AND PREDICT
• Academic Language
• Academic Language
• ELL Leveled Reader
DAY 5
• Academic Language
• ELL Leveled Reader
Comprehension
Check and Literacy
Activities
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Choose from among the differentiated strategies below to support
students’ reading at all stages of language acquisition.
Beginning
Shared Reading As you
read, model generating
questions to identify
problems and solutions.
What problem did Al have in
school? Model filling in the
chart as you read.
Intermediate
Advanced
Read Together Read the first
chapter. Generate questions
to help students identify the
problem. Find the solutions as
a group. Have students take
turns reading. Model using the
strategy and fill in the chart
with students.
Independent Reading
After reading each day, ask
students to generate questions
and discuss the answers with
a partner. Have them identify
problems and solutions to
fill in the chart.
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Remind students to use the vocabulary and story words in their whole
group activities.
ELL Teacher’s Guide
for students who need
additional instruction
How Ben Franklin Stole the Lightning
247V