Comprehension
Genre
Realistic Fiction is a
made-up story that could
have happened in real life.
MAIN SELECTION
• The Raft
• Skill: Character, Setting, Plot
Make Inferences
and Analyze
PAIRED SELECTION
Character, Setting, Plot
As you read, fill in your
Setting Flow Chart.
• “Into the Swamp”
• Text Feature: Map
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SMALL GROUP OPTIONS
• Differentiated Instruction,
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pp. 143M–143V
Read to Find Out
What was it that turned
Nicky’s summer around?
Comprehension
GENRE: REALISTIC FICTION
Have a student read the definition of
Realistic Fiction on Student Book page
112. Students should look for characters
whose behaviors are true-to-life and
events that could actually happen.
STRATEGY
112
MAKE INFERENCES AND ANALYZE
Tell students that two ways they
can analyze what they read are by
comparing their own life experiences
to those of the characters and by
drawing conclusions about the way the
setting affects the plot.
SKILL
D]QOPcZO`g
Vocabulary Words Review the tested vocabulary words:
scattered, cluttered, disgusted, downstream, raft, and nuzzle.
Story Words Students may be unfamiliar with these words.
CHARACTER, SETTING, PLOT
Pronounce the words and give meanings as necessary.
Explain that the setting of a story
may affect what happens in the plot.
The setting may also affect what the
characters do and say.
tackle box (p. 116): a container that holds fishing supplies
snorkel (p. 116): a mask with a curved breathing tube worn for
looking just under the surface of the water
bobber (p. 118): a fishing float
cattails (p. 129): tall, thin plants with brown, fuzzy flowers
otter (p. 129): a furry animal that lives in or near water
112
Main Selection
THE
RAFT
BY J Im L A M ArCHE
“T
here’s nobody to
play with,” I complained.
“She doesn’t even have a TV.”
Dad grinned. “Well, she’s not
your normal kind of grandma,
I guess,” he said. “Calls herself
a river rat.” He chuckled. “But
I promise, she’ll find plenty for
you to do. And you know I can’t
take you with me this summer,
Nicky. There’ll be no kids there,
and I’ll be spending all my time
at the plant.”
I felt tears starting again,
but I blinked hard and looked
out the window.
Main Selection Student pages 112–113
Preview and Predict
Ask students to read the title, preview
the illustrations, and make predictions
about the selection. In what kind of
surroundings does this story take
place? Have students write about their
predictions and anything else they
want to know about the story.
Set Purposes
FOCUS QUESTION Discuss the “Read
to Find Out” question on Student
Book page 112. Remind students to
look for the answer as they read.
Point out the Setting Flow Chart in the
Student Book and on Practice Book
page 31. Explain that students will fill it
in as they read.
Read The Raft
Use the questions and Think Alouds
to support instruction about the
comprehension strategy and skill.
113
On Level Practice Book 0, page 31
As you read The Raft, fill in the Setting Flow Chart.
Setting
Grandma’s home is in the country, near a river.
If your students need support
to read the Main Selection,
use the prompts to guide
comprehension and model
how to complete the graphic
organizer. Encourage students
to read aloud.
If your students can read the
Main Selection independently,
have them read and complete
the graphic organizer. Suggest
that they use their purposes to
choose their reading strategies.
Event
Nicky discovers an
unusual raft.
Event
The birds and animals are
not afraid of Nicky.
Character’s Reaction
Nicky is curious and
excited.
Character’s Reaction
He decides to sketch the
birds and animals.
If your students need alternate selections, choose the
Leveled Readers that match their instructional levels.
7=
C2 1
Character’s Reaction
Nicky draws the fawn. He
is now part of the river.
2
/
Event
Nicky rescues a fawn
from the mud.
BSQV\]Z]Ug
Story available on Listening Library Audio CD
How does the information you wrote in the Setting Flow Chart help
you to analyze and make inferences about The Raft?
Approaching Practice Book, A, page 31
Beyond Practice Book B, page 31
The Raft
113
1
Main Selection Student page 114
That afternoon, I stood in Grandma’s yard
and watched my dad drive away. Dust rose up
behind our car as it disappeared into the pines.
2
“Well, we can’t stand here all summer,” said
Grandma. “C’mon, Nicky, it’s time for supper.”
Develop
Comprehension
1
“Honey or maple syrup on your cornbread?”
Grandma asked.
“I don’t like cornbread,” I mumbled, poking
my finger into the syrup pitcher when she
wasn’t looking.
STRATEGY
MAKE INFERENCES AND ANALYZE
Teacher Think Aloud I can see in
“If you’re going to do that, you’d better wash
up first,” she said. She had eyes in the back of her
head. “Bathroom’s through there.”
3
the pictures that Nicky is unhappy.
His father admits that Grandma is
unusual and that she calls herself a
river rat. This doesn’t seem to make
Nicky feel any better, because he
was fighting back tears in the car. I
don’t think anything his father said
has made much difference to the
way Nicky feels.
Character, Setting
2 SETTING
4
What can you tell so far about the
place where Grandma lives? (Nicky’s
father called her a “river rat,” and the
title of the story is The Raft, so she
must live near a river. Also, the car
kicks up dust as it drives away, so
she either lives on a dirt road or has
a dirt driveway. There are pine trees
around her house. She must live in the
country.) Add this information to the
setting box of your Setting Flow Chart.
How do you think Nicky feels
about spending the summer
with his grandmother?
5
114
&-Setting
Grandma’s home in the country, near a
river
114
STRATEGIES FOR EXTRA SUPPORT
Question 2 SETTING
Help students use the illustrations and text on pages 113–115 to
figure out where the boy is going and where his grandmother lives.
Point out the city landscape behind the boy in the car. Help students
describe the other illustrations and express their ideas: I see lots of
pine trees, so I think she lives in a forest. I don’t see any sidewalks, so she
probably lives in the country. Prompt with questions as needed.
Main Selection Student page 115
Develop
Comprehension
3 IDIOM
What does Nicky mean when he says,
“She had eyes in the back of her
head”? (Even though it seemed as
if she wasn’t watching him poke his
finger into the syrup pitcher, she knew
he was doing it.)
4 SETTING
How do you think Nicky feels about
spending the summer with his
grandmother? (He doesn’t want to
spend the summer with her. He says
that he will be bored because he
won’t have anyone to play with or any
television to watch.)
5 USE ILLUSTRATIONS
115
Monitor and Clarify: Read Ahead
Explain Tell students that, if something seems unclear in a story,
they can read ahead to find out more information. Learning more
can be the key to understanding the plot or a character.
Nicky’s father says that Grandma is
“not your normal kind of grandma.”
What information can you find in the
illustration to show that this might
be true? (Suggested answer: She is
dressed casually in jeans and holds a
big brimmed hat. Her apron, jeans, and
arm have colored stains on them, and
there are paint brushes in her pocket.
She might be an artist. The birds and
squirrels are not afraid of her. One bird
even sits on her shoulder.)
Discuss Have students infer why Grandma calls herself a river rat.
(Answers will vary, but students might read ahead to page 116 and
note that Grandma’s living room is filled with river-related objects.)
Apply When they’ve completed the story, encourage students to
share how reading ahead helped them identify why Grandma calls
herself a river rat.
The Raft
115
I pushed the doorway curtain aside
and walked into what would have been
a living room in anyone else’s house.
Books were scattered everywhere—on
the tables, on the chairs, even on the
floor. Three of the walls were cluttered
with sketches and stuffed fish and charts
of the river. Several fishing poles hung
from the fourth with a tackle box,
a snorkel, and a mask on the
floor beneath them. It looked
like a river rat’s workroom, all
right, except that in the middle
of everything was a half-finished
carving of a bear.
Main Selection Student page 116
Develop
Comprehension
6
6 STRATEGY
CONTEXT CLUES
What paragraph clues help you find
the meaning of charts? (Suggested
answer: The narrator says that the walls
were cluttered with sketches and charts,
so charts must be something that can
be hung on the wall like a sketch. It
also says that the charts are “of the
river.” A chart is usually used to show
information, so a chart of the river must
show how the river looks, like a map.)
7
8
“Been carving that old
fellow for years,” Grandma
called from the kitchen.
“The real one hangs out
at the dump. Now come
get your supper, before I
feed it to him.”
7 MAKE INFERENCES
Nicky says his grandmother’s living
room “looked like a river rat’s
workroom, all right.” What does this
comment tell you about his feelings
about being in his grandmother’s
home? (He thinks her living room is
messy and unusual. He isn’t very happy
to be there in the first place, and the
state of the living room doesn’t make
him feel any better.)
116
Narrator
Explain The narrator of a story is the person telling it. The narrator
may be the author or a character in the story. Remind students that
a story in which the narrator uses words such as I or me is told from a
first-person point of view. A third-person narrator is not a character
in the story.
Discuss Ask students to identify who is telling this story. (Nicky)
Then have them select and read a passage to confirm this.
Apply Have students imagine and describe how the story might be
different if Grandma were the narrator. (Students might note that she
would express feelings quite different from Nicky’s about his arrival
at her home.)
116
Main Selection Student page 117
Develop
Comprehension
8 CHARACTER
What do the objects and the way they
are arranged in Grandma’s living room
tell you about the kind of person she
is? (Suggested answer: She doesn’t
seem to worry about being neat or
organized. The sketches show that
she is very creative. The charts of the
river, animal drawings, and fishing
equipment show that she loves the
outdoors. All the books show that she
is curious and likes to read.)
117
The Raft
117
Dad was right—Grandma found plenty for
me to do. In the morning, I stacked firewood, then
helped her clean out the rain gutters and change
the spark plugs on her truck. The afternoon was
almost over when she handed me a cane pole,
a bobber, and some red worms.
Main Selection Student page 118
Develop
Comprehension
“Fish fry tonight!” she said, showing me
how to bait the hook. “That river’s full of fat
bluegills. Drop your line near the lily pads and
you’ll find ’em.”
9 PLOT
During Nicky’s first day with Grandma
in this unfamiliar setting, what activities
were probably new to him? (Because
he lives in the city, he is not likely to
have done such things as stacking
firewood, cleaning gutters, changing
spark plugs, and fishing for supper
before.)
9
Down at the dock, I looked things over. The
lily pads were too close to shore. There couldn’t
be fish there. I walked to the end of the dock and
threw my line out as far as I could. Then I sat
down to wait. And wait. And wait. My bobber
never moved.
“There’s no fish in this stupid river,” I said out
loud, disgusted.
We had hamburgers for supper.
“Give it another try,” said Grandma the next
evening. “I’ll bet you catch something.”
10
118
D]QOPcZO`g
Find the sentence that contains the
word disgusted . How do Nicky’s
thoughts and words show that he is
disgusted? (Suggested answer: He is
doubtful that any fish are nearby. He has
to wait a long time. When no fish bite, he
is fed up and calls the river “stupid.”)
118
Don’t count on it, I thought, as I headed
back to the dock. I threw my line in the water.
Then I stretched out on the dock to wait. I must
have fallen asleep, because I was awakened by
loud chirping and chattering. I sat up and looked
around. A flock of birds was moving toward me
along the river, hovering over something floating
on the water. It drifted downstream, closer and
closer, until finally it bumped up against the dock.
Main Selection Student page 119
Develop
Comprehension
10 GENRE: REALISTIC FICTION
What details on page 118 make this
story realistic? (All the chores Nicky
helps with are real things that need to
be done around a house or on a truck.
The descriptions of the dock and of
the way Nicky fishes help to create a
realistic picture in the reader’s mind of
being at the river.)
119
The Raft
119
Main Selection Student page 120
Develop
Comprehension
11
STRATEGY
MAKE INFERENCES AND ANALYZE
Teacher Think Aloud The night
before the raft floats into the dock,
Grandma tells Nicky, “I’ll bet you catch
something.” As far as Nicky knows, she
means he will catch a fish. It seems
as if she knows the raft will appear.
I think she realizes that Nicky needs
more than chores to occupy him. What
other inferences can you make about
her remark?
(Encourage students to apply the strategy
in a Think Aloud.)
Student Think Aloud I think she
knows that he is bored. Also, not
being able to catch a fish makes
him feel discouraged. Maybe she
pushed the raft toward the dock
herself. That way Nicky can discover
something new and unusual.
120
12 SETTING
How does the appearance of the raft
affect Nicky’s outlook? (He is surprised
because he has not expected anything
interesting to happen. He suddenly
feels enthusiastic. The drawings remind
him of something he learned, so he
also feels curious.) Add this information
to your Setting Flow Chart.
Setting
Grandma’s home in the
country, near a river
Event
Nicky discovers an
unusual raft.
120
Character’s
Reaction
Nicky is curious and
excited.
&-STRATEGIES FOR EXTRA SUPPORT
Question 12 SETTING
Explain that the word appearance means ”arrival” or “coming into
view” and that the word outlook means “feelings about life or the
future.” Discuss Nicky’s outlook about his summer vacation before
he finds the raft. Then read aloud the first two paragraphs on page
121. Point out how the author shows Nicky’s growing curiosity and
excitement by having him compare finding the drawings to finding
presents and the drawings themselves to cave drawings. Finally, help
students contrast Nicky’s outlook before discovering the raft with his
outlook afterward.
Though it was covered with leaves and
branches, now I could tell that it was a raft. What
was it doing floating down the river all by itself,
I wondered. I reached down and pushed some of
the leaves aside. Beneath them was a drawing of a
rabbit. It looked like those ancient cave paintings
I’d seen in books—just outlines, but wild and fast
and free.
11
Develop
Comprehension
I cleaned away more leaves and it was like
finding presents under the Christmas tree. A bear,
a fox, a raccoon—all with the wild look of the
rabbit. Who had drawn them, I wondered. Where
had the raft come from?
I ran up to the cottage. Grandma was on the
porch, reading.
13 MAKE INFERENCES
12
“Do you have some rope I can use?” I asked.
“In the shed, hon,” she said. “Help yourself.”
She didn’t ask me what I needed it for, and I
decided not to tell her yet.
Main Selection Student page 121
13
I pushed the raft into the reeds along the river’s
edge, then tied it to the dock so it wouldn’t drift
away. All the while, birds flew over my head, every
now and then swooping down to the raft as if it
were a friend. A crane waded through the reeds to
it. A turtle swam up from the bottom of the river.
What do you think is Nicky’s reason, or
motivation, in deciding not to tell his
grandmother about the raft? (He wants
to keep his special discovery to himself.
Grandma makes decisions about
everything else, so he is probably glad,
for now at least, to have something
only he knows about.)
14 COMPARE AND CONTRAST
The moon had risen yellow over the river by
the time I went up to the cottage to go to bed.
14
121
How is the way Nicky feels now
different from the way he felt at the
beginning of the story? Use examples
from the story to support your answer.
(At the beginning of the story, Nicky
was upset and thought he would be
bored at his grandmother’s place.
Doing chores made his prediction
seem right. Now he is very excited
about finding the raft, and his summer
is starting to look more interesting.)
Cross–Curricular Connection
ANIMALS IN ART
Encourage students to share their own experiences with
drawing or painting animals. Tell them that animals have
been shown in works of art since prehistoric times, when
artists painted horses, bison, and other creatures on the walls
of caves. Have students consider why artists would choose
animals as their subjects so often. Invite students to research
early cave paintings. Then have them re-create paintings of
prehistoric animals, perhaps using crinkled brown paper to
suggest the surface of a cave wall.
D]QOPcZO`g
Find the sentence that contains the
word raft . How would you describe a
raft to someone who doesn’t know what
one is? (Suggested answer: It is a set of
flat wooden boards that floats on water.
People can sit or stand on the raft and
ride or paddle it on a river.)
The Raft
121
Main Selection Student page 122
Develop
Comprehension
15 MAKE INFERENCES
Why do you think Grandma wasn’t
surprised to see the raft? (Suggested
answer: The raft is probably her
raft, and she arranged for Nicky to
“discover” it.)
16 DRAW CONCLUSIONS
Why do you think Grandma lets Nicky
find the raft on his own instead of just
telling him about the raft? (Suggested
answer: Sometimes it’s better if
someone doesn’t know you are giving
him or her a gift. Grandma knew that
Nicky would be more excited about
the raft if he made the discovery on
his own.)
122
122
Main Selection Student page 123
I was already down at the dock the next
morning when Grandma appeared with a life
jacket and a long pole. She didn’t seem surprised
by the raft at all, or by the animal pictures all
over it.
“How did you know . . . ?” I started.
Develop
Comprehension
15
16
“Let’s go,” Grandma interrupted, tossing me
the life jacket and stepping onto the raft. She
pushed the pole hard into the river bottom and we
moved smoothly into the current.
“Your turn,” she said after a few minutes. She
showed me how to hold the pole and push, and I
poled us to the middle of the river. Even there, the
water wasn’t over my head.
We poled the raft up the river, then let it slowly
drift back down. The birds kept us company the
whole time, soaring, swooping, singing. Some even
landed on the raft and rode with us for a while.
Hitchhikers, Grandma called them.
17 SETTING, CHARACTER
How do the birds that live on or near
the river add to Nicky’s enjoyment of
the raft? (They seem to be attracted
to the raft and fly all around it or land
on it. They increase Nicky’s interest
and sense of wonder about nature.)
How does this detail in the setting help
the author develop the character of
Nicky? (We see how being so close to
wild creatures helps Nicky to grow and
change.)
17
After that, I had little time for anything but
the raft. I raced through whatever chores there
were, then ran down to the dock, wondering what
animals I’d see that day.
123
The Raft
123
Main Selection Student page 124
Develop
Comprehension
18 MAKE INFERENCES
How could you explain why animals
are so tame and unafraid around the
raft? (Suggested answer: The animals
have seen the raft before. They know
that the raft and the people on it are
not a danger to them.)
18
19 WRITER’S CRAFT: DETAILS
Why does the author include specific
details about the different animals that
Nicky sees from the raft? (These details
help create a clear picture for readers.
They also help readers understand the
growing sense of wonder that Nicky
feels about nature.)
19
It wasn’t just birds that the raft
attracted. One morning three raccoons
followed me along the shore. Another
time a turtle climbed on board and spent
the morning sunning itself. And one
afternoon I saw a family of foxes slip
through the trees along the river.
When the weather turned too hot
and sticky to sleep indoors, Grandma
helped me put up a small tent on
the raft. I lay on top of the cool
sheets and read comic books by
flashlight until I fell asleep.
One night, a noise woke me
up. There in the moonlight
stood a huge buck. He
looked right at me, then
lowered his head to
drink, as if I wasn’t
there at all.
20
124
124
Main Selection Student page 123
Develop
Comprehension
20 SUMMARIZE
How would you summarize the events
in the story so far? (Nicky does not
want to stay at his grandmother’s
house for the summer. When he arrives,
he is unhappy and doesn’t expect
to have any fun. Grandma gives him
various chores to do, but it is not until
he “discovers” a raft on the river that
he becomes excited about his stay.
He enjoys looking at the mysterious
drawings of animals on the raft, but is
even more excited by seeing all the real
birds and animals that seem drawn to
the raft. Nicky and Grandma pole their
way up the river on the raft, and on hot
nights Nicky even sleeps on the raft.)
125
Setting
Help students focus on the impact that the setting has on Nicky and
his actions by asking such questions as the following:
• How does Nicky feel as his father drives him to Grandma’s house?
(p. 113)
Have students respond to the selection
by confirming or revising their
predictions and purposes. Encourage
them to revise or write additional
questions they have about the
selection.
Can students make inferences
about the effect the setting has
on the plot and the characters?
If not, see the Extra Support
on this page.
• What is Nicky’s reaction to Grandma’s house? (p. 116)
• How does Nicky feel about fishing? (p. 118)
• Describe Nicky’s state of mind when he first discovers the raft.
(p. 121)
• What activities is Nicky able to do on the raft? (pp. 123 and 125)
Stop here if you wish to read
this selection over two days.
STOP
The Raft
125
I found Grandma the next
morning working on her bear carving.
“Do you have some extra paper
I could draw on?” I asked her.
Main Selection Student page 126
Develop
Comprehension
21 SETTING
She brought out a big sketchpad and
a
pouch
filled with thick pencils and
21
crayons. “I’ve been saving these just for
you,” she said. “Better take these, too.”
22 She held out the snorkel and mask.
“Never know when they might come in
handy on a raft.”
The sun was hot that afternoon, so I
poled into the shade of a willow, then waited
to see what animals the raft would bring.
It wasn’t long before a great blue heron
whooshed down with a crayfish in its bill.
What is Nicky inspired to do as a result
of his experiences on the raft? (When
he sees that the birds and animals are
not afraid to be near him when he is
on the raft, he decides to try drawing
them. He asks Grandma for some
paper.) Add this information to your
Setting Flow Chart.
I grabbed a pencil and began to sketch.
I felt invisible as the bird calmly ate its lunch
right in front of me. Then it preened its
feathers, looked back up the river, and
flew off.
22 MONITOR AND CLARIFY:
READ AHEAD
Why do you think Grandma would
give Nicky the snorkel and mask? (If
students cannot infer the answer,
they can read ahead to find more
information. If they are not sure how a
snorkel and mask are used, they might
read ahead to page 129, where they
can see in the illustration that Nicky
will use them to look underwater at
the otters.)
That night I showed my drawing
to Grandma.
“Not bad,” she said. “Not bad at all!”
And she tacked it on the wall on top of one
of her own sketches.
Character, Setting
23
Describe the ways in which Nicky
is beginning to enjoy the place
where his grandmother lives.
126
Setting
Grandma’s home in the country, near a
river
Event
Nicky discovers an
unusual raft.
Character’s
Reaction
Nicky is curious and
excited.
Ways to Confirm Meaning
Syntactic/Structural Cues
Explain Tell students that good readers use context clues and what
they know about grammar to help them understand a difficult word.
Model Read the word preened in context on page 126.
Event
The birds and
animals are not
afraid of Nicky.
Character’s
Reaction
He decides to
sketch the birds
and animals.
Think Aloud I see that the word has a long e sound and an -ed
ending. I know from the sentence that it tells what the bird did
to its feathers after having lunch. So preened must be a pasttense verb. I think it means “cleaned or smoothed out.”
Apply Encourage students to use grammatical clues to help them
with other difficult words. For example, can they tell if the word is a
noun, adjective, or verb?
126
Main Selection Student page 127
Develop
Comprehension
23 SETTING
Describe the ways in which Nicky is
beginning to enjoy the place where his
grandmother lives. (He loves to take
the raft out on the river. He is allowed
to pitch a tent and sleep on the raft at
night. He sees all sorts of wild animals
and wants to sketch them. The raft has
given Nicky a chance to explore and
appreciate nature in many ways. He
does not seem to miss playing with
other children his own age or being
able to watch television.)
127
The Raft
127
Main Selection Student page 128
Develop
Comprehension
24 CHARACTER
Nicky says, “Grandma had been right
about the mask and snorkel coming in
handy.” How does this show he feels
differently about Grandma now than
he did when he first arrived? (When
he first arrives, his comments about
Grandma show that he doesn’t think
she knows very much. Now he is
happy to admit that she is smart and
gives good advice.)
128
D]QOPcZO`g
Word Structure Clues: Prefixes
Explain/Model Explain that prefixes are word parts that are added
to the beginning of a base word to change its meaning. Knowing
the meaning of a prefix in a word can help a reader figure out the
meaning of the word. The prefixes in- and un- often mean “not, lack
of, or the opposite of.” Write the word incomplete on the board.
Think Aloud I see the prefix in- and the base word complete. I
know that complete means “finished,” and I know that the prefix
in- means “not.” So incomplete means “not finished.”
Practice/Apply Display the words inability and unemployed. Have
students identify each prefix and tell what the words mean. Ask
students to find a word with the prefix in- on page 126 and tell what
it means. (invisible, “not able to be seen”)
128
One day I poled upriver farther than I’d ever
been. Near a clump of tall cattails, I startled an
otter family. They dove underwater, but, as with
the other animals, the raft seemed to calm them
down. Soon they were playing all around me.
Main Selection Student page 129
Grandma had been right about the mask
24
and snorkel coming in handy. I slipped them on,
then hung my head over the raft and watched
the otters play—chasing fish, chasing each other,
sometimes just chasing their own tails. I kept very
still, but they didn’t seem to mind me watching.
They played keep away with a small stone, then
tug-of-war with a piece of rope. It was like they
were showing off for me. They even let me feed
25
them right out of my hand.
26
Develop
Comprehension
25 SEQUENCE
What is the sequence of events as
Nicky makes friends with the otters?
(First he puts the snorkel and mask
on. Then he hangs his head over the
side of the raft so he can look into the
water. Next, he stays very still until he
is sure the otters are not bothered by
him. He watches them play keep away
with a stone and tug-of-war with a
piece of rope. Finally, he offers them
food and they eat out of his hand.)
26 SUMMARIZE
129
How do Nicky’s experiences on the
raft affect the way he feels about the
world around him? (Suggested answer:
Exploring with the raft every day gives
him freedom but it also helps him
feel connected to the natural world.
Though he often goes out on the raft
by himself, he is aware of the river and
all the creatures that live in or near it.
He gets involved with the animals by
drawing them and playing with them.)
The Raft
129
Main Selection Student page 130
Develop
Comprehension
27 CHARACTER
What details on this page show that
Grandma understands and cares about
Nicky? (She makes lunch for the two
of them so they can spend most of
the day on the river. She shows him
her favorite swimming hole. She tells
him stories about her childhood on
the river. She watches him practice his
swimming.)
Some mornings, Grandma would make
a bagful of sandwiches and a thermos of icy
lemonade. Then we’d put on our bathing suits,
grab some towels, a lawn chair, and an inner
tube, and pole upriver to her favorite swimming
spot. “I’ve come swimming here since I was a
girl,” she told me as we tied the raft to an old
dock. “The Marshalls used to live here—all ten
of them. What a herd of wild animals we were!”
While Grandma watched from the inner
tube, I practiced my flying cannonballs. Then
we’d eat our lunch, and she’d tell me stories about
growing up on the river. My favorite was of the
27 time she’d found a small black pearl inside a
river clam. “I still have it,” she said.
Somehow, on the river, it seemed like
summer
would never end. But of course it did.
28
130
130
Main Selection Student page 131
Develop
Comprehension
28 STRATEGY
MAKE INFERENCES AND ANALYZE
Based on what you know about Nicky,
how do you think he will react when
the summer is over?
Student Think Aloud Nicky had so
much fun and learned so much that
he will probably not want to leave
at the end of the summer. I think
he will miss his grandmother, her
stories, and all the things she knows
about the river. He will also miss
the raft and being near all the birds
and animals on the river. From now
on, he might also feel less nervous
and unhappy about facing new
experiences.
131
The Raft
131
Main Selection Student page 132
Develop
Comprehension
29 SETTING
What sight, touch, and hearing words
does the narrator use to describe
the river on this last morning of the
summer? (He says that the air felt cool.
The raft drifted quietly. He saw the doe
leap. He pushed off the river bottom
and drove the raft hard into the muddy
bank. He felt himself sink ankle-deep in
the mud. He whispered to the fawn.)
132
132
On my last day, I got up extra early and
crept down to the dock. The air was cool and a
low pearly fog hung over the river. I untied the
raft and quietly drifted downstream.
Main Selection Student page 133
Ahead of me, through the fog, I saw two
deer moving across the river, a doe and her
fawn. When they reached the shore, the doe
leaped easily up the steep bank, then turned to
wait for her baby. But the fawn was in trouble.
It kept slipping down the muddy bank. The
doe returned to the water to help, but the more
the fawn struggled, the deeper it got stuck in
the mud.
Develop
Comprehension
30 STRATEGY
CONTEXT CLUES
Use paragraph clues to find the
meaning of the word eased. (The fawn
comes slowly out of the mud. Nicky
has to pull several times. Eased must
mean “moved slowly, bit by bit.”)
I pushed off the river bottom and drove
the raft hard onto the muddy bank, startling
the doe. Then I dropped into the water. I was
ankle-deep in mud.
“You’re okay,” I whispered to the fawn,
praying that the raft would calm it. “I won’t
hurt you.”
29
Gradually the fawn stopped struggling, as if
it understood that I was there to help. I put my
arms around it and pulled. It barely moved.
I pulled again, then again. Slowly the fawn
eased out of the mud, and finally it was free.
30
Carefully I carried the fawn up the bank to
its mother.
133
The Raft
133
Main Selection Student page 134
Develop
Comprehension
31 COMPARE AND CONTRAST
How is the way that Nicky helps the
fawn similar to the way that Grandma
helps Nicky? (The fawn is in trouble
when it is stuck in the mud. Nicky is in
trouble when he is stuck believing he
won’t have a good summer. Nicky and
the fawn struggle at first against being
helped. When they realize they are
being helped, they both relax and trust
the one who is helping them.)
32 SETTING AND PLOT
How is Nicky’s last day on the river
different from earlier days? (Instead
of just watching the animals, he takes
action to help one. He also decides to
record his experience by drawing the
fawn on the raft. When Grandma helps
him preserve the drawing, she remarks
that he will always be part of the river,
like she is.) Add this information to
your Setting Flow Chart.
Setting
Grandma’s home in the country, near a
river
Event
Nicky discovers an
unusual raft.
Event
The birds and
animals are not
afraid of Nicky.
Middle
Nicky rescues a
fawn from the mud.
134
Character’s
Reaction
Nicky is curious and
excited.
Character’s
Reaction
He decides to
sketch the birds
and animals.
Character’s
Reaction
Nicky draws the
fawn. He feels he is
now part of the river.
134
Then, quietly, I returned to the raft. From there, I watched
31
the doe nuzzle and clean her baby, and I knew what I had to do.
I pulled the stub of a crayon from my pocket, and drew the fawn,
in all its wildness, onto the old gray boards of the raft. When I had
finished, I knew it was just right.
After supper, I showed Grandma my drawing of the fawn and
told her my story.
“It’s perfect,” she said, “but we need to do one more thing.” She
hurried up to the cottage. When she came back, she had tubes of
oil paint and two brushes.
Grandma laughed. “Just like me,” she agreed.
Develop
Comprehension
RETURN TO PREDICTIONS
AND PURPOSES
Grandma helped me trace my drawing with the oil paint,
which soaked deep into the wood. “That’ll keep it,” she said. “Now
you’ll always be part of the river.”
“Just like you, Grandma,” I told her. “A river rat.”
Main Selection Student page 135
32
Review students’ predictions and
purposes. Were they correct? Did
students find out what turned Nicky’s
summer around? (Finding the raft
helped him enjoy life on the river.)
REVIEW READING STRATEGIES
■
In what ways did making inferences
about the characters, setting, and
plot help you understand the story?
■
Do you understand the strategy of
reading ahead? When might you use
it again?
■
What strategies did you use when
you came to difficult words?
PERSONAL RESPONSE
135
Ask students to respond to the theme
of getting to know an older person.
Have them relate the relationship in
the story to their own experiences.
Then ask students to write a thankyou note that Nicky might write to his
grandmother.
Can students make
inferences about the
effects of the setting on the
characters and the plot?
During Small Group Instruction
If No
Approaching Level Leveled
Reader Lesson, p. 143P
If Yes
On Level Options,
pp. 143Q–143R
Beyond Level Options,
pp. 143S–143T
The Raft
135
A SKETCH OF
Respond Student page 136
JIM LAMARCHE
Author and Illustrator
JIM LAMARCHE
is a lot like the boy in this story. Jim
spent his summers rafting on a river when he was a child. He grew up
near the Milwaukee River in Wisconsin. All year round, the river was
a special place to play. Jim also liked drawing and crafting things.
Once he made a whole zoo out of clay that he dug up from a field.
Even though Jim liked art, he didn’t think about becoming an artist
when he grew up. Back then, he really wanted to be a magician. Today
Jim thinks that creating a book from just a blank piece of paper is not
so different from being a magician.
A SKETCH OF JIM LAMARCHE
Have students read the biography of
the author and illustrator.
DISCUSS
■
■
How did Jim LaMarche use his
childhood experiences in writing this
realistic fiction?
Other books illustrated by Jim LaMarche
What are the advantages to
illustrating your own story, as Jim
LaMarche has done?
WRITE ABOUT IT
Find out more about
Jim LaMarche at
Discuss with students how Nicky’s
attitude changed and allowed him to
enjoy the summer. Have them write
about a time when they were not
looking forward to something, yet
ended up enjoying themselves.
www.macmillanmh.com
Author’s Purpose
How might Jim LaMarche’s
own childhood experiences
have influenced his purpose for
writing The Raft? What clues in
the story help you to know?
Author’s Purpose
Have students look back at Jim
LaMarche’s biography and the story
to help them determine how his
experiences influenced his purpose
for writing. Students may say that
LaMarche used his own experiences
to help him create a true-to-life story
that would both entertain readers and
inform them about life along the river.
Students may cite all the descriptive
details in the story as clues.
BSQV\]Z]Ug
Students can find more information
about Jim LaMarche at www.
macmillanmh.com
136
136
Author’s Craft
Character Development
A writer makes characters come to life by describing what they do
and by including what others say about them.
■
Example: “She had eyes in the back of her head.” (p. 114) Nicky
says this to show that his grandmother is aware of everything.
■
Ask students how readers learn more about the characters in
this story and how they change.
■
Have students work in groups to trace how the character of
Grandma is developed. Tell them to use the dialogue between Nicky
and Grandma to find how they react to each other. For example,
“There’s no fish in this stupid river,” I said out loud, disgusted. . . .
“Give it another try,” said Grandma the next evening. (p. 118)
Comprehension Check
Summarize
Respond Student page 137
Comprehension Check
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Use your Setting Flow Chart to help you
summarize The Raft. Describe the setting
of the story.
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SUMMARIZE
Have partners summarize The Raft in
their own words. Remind students to
use their Setting Flow Charts to help
them organize their summaries.
Think and Compare
1. How does the story’s setting change Nicky? What could Nicky
have done for the summer if the setting had been his own
home? Make Inferences and Analyze: Character, Setting, Plot
THINK AND COMPARE
2. Reread page 113 of The Raft. What does Nicky expect his
vacation with his grandmother to be like? Use story details
in your answer. Analyze
Sample answers are given.
1. Setting: Since he is staying by the
river, Nicky learns to do new things
like fishing, observing nature, and
rafting. If Nicky had stayed at home,
he would have watched television
and played with his friends. USE
3. What would it be like if you were able to make use of a raft
for the summer? Apply
4. What information would you use to support the view that the
raft was a gift from Nicky’s grandmother? Evaluate
5. Read “Rafting—Ready or Not” on pages 110-111. How is the
narrator’s experience on a raft similar to Nicky’s? What do
the characters discover? Use details from both stories in your
answer. Reading/Writing Across Texts
AUTHOR AND ME
2. Analyze: Nicky expects his summer
vacation to be boring because
there are no other children around
to play with and no television to
watch. USE AUTHOR AND ME
137
Author and Me
Model the Author and Me strategy with questions 1 and 2.
The answer is not directly stated in the selection. Students have to
think about what they already know and link it to the text.
Question 1 Think Aloud: The text tells me that Nicky is not happy
about spending his vacation with his grandmother on a river. He
would rather spend time at home watching television and playing
with friends. After reading the story, I learn that Nicky is changed by
his experiences on the river.
Question 2 Think Aloud: The author writes about how Nicky
wants to stay with his father, instead of his grandmother. He
seems to expect his vacation to be boring, so he feels unhappy
and a bit angry.
3. Text to Self: Possible Answer:
Students may say they would fish
and swim in the river, and see new
animals. Some might even sketch
pictures.
4. Text to World: The raft floated
right to him, as if his grandmother
had pushed it toward him. Also, she
appeared with a pole and life jacket
even though Nicky had not told
her what he found. Then Nicky’s
grandmother used the raft to share
with her grandson her special times
on the river.
FOCUS QUESTION
5. Text to Text: Both main characters
thought they would not like the
place they were going. After they
were on the river, though, they
discovered they liked rafting, being
outdoors, and watching animals.
The Raft
137
Fluency/Comprehension
Fluency
Objectives
• Read accurately with the
appropriate tempo
• Rate: 84–104 WCPM
Repeated Reading: Tempo/Pacing
EXPLAIN/MODEL Tell students that as the tempo of a story changes,
so should the tempo of their oral reading. As you read the last
paragraph of Transparency 5, increase the tempo the second and third
time you read through the sentences. Have students pay attention to
the tempo. Then read one sentence at a time, having students echoread the sentence, imitating your tempo. Echo-read through the entire
passage again, reading the first paragraph at a slower tempo. Speed up
as you read the last paragraph to match the pace of the action and the
narrator’s eagerness.
Materials
• Fluency Transparency 5
• Fluency Solutions
• Leveled Practice Books, p. 32
&--
Transparency 5
We poled the raft up the river, then let it slowly drift back
down. The birds kept us company the whole time, soaring,
swooping, singing. Some even landed on the raft and rode
with us for a while. Hitchhikers, Grandma called them.
After that, I had little time for anything but the raft. I raced
through whatever chores there were, then ran down to the
dock, wondering what animals I’d see that day.
7=
C2 1
2
On Level Practice Book O, page 32
As I read, I will pay attention to the pace and tempo and
try to match the action of the story.
“Are we there yet?” Jamal asked, crossing his arms
across his chest.
“Almost, honey,” his mom replied. “Look out the
window. Isn’t it beautiful?”
Jamal didn’t answer, but he did look. Out his mom’s
window, all he could see was a rising, rocky cliff. Out his
own window, the cliff dropped down, and Jamal could see
the road winding below them. Below that were green
fields. A few houses and farms were scattered about.
The city was a long way away. It felt like they had been
driving forever.
They were driving up into the mountains to spend a
week at a ranch. His mom had lived at this ranch when
she was a little girl. “Some vacation,” Jamal thought to
himself. 122
Fluency Transparency 5
from The Raft, page 123
7=
C2 1
2
9
12
20
24
34
46
56
65
74
87
89
99
111
121
/
/
Practice Tempo Discuss
what is happening in each
paragraph. Point out how
the images and words
in each one suggest a
different tempo and mood.
For the second paragraph,
help students increase
their speed over a few
readings.
PRACTICE/APPLY Divide students into two groups. The first group
reads the passage a sentence at a time. The second group echoreads. Then groups switch roles. Students will practice fluency using
Practice Book page 32 or Fluency Solutions Audio CD.
Comprehension Check
Can students read accurately with the appropriate tempo?
1. How does Jamal feel about his vacation? Character, Setting, Plot
You can tell that Jamal is annoyed and doesn’t want
to spend time at the ranch.
2. How do you know that Jamal’s mom probably enjoyed the ranch?
Character, Setting, Plot Jamal’s mom probably liked the
ranch as a child so much that she wants to share
that experience with Jamal.
Words Read
–
Number of
Errors
=
First Read
–
=
Second Read
–
=
Words
Correct Score
Approaching Practice Book A, page 32
Beyond Practice Book B, page 32
137A
During Small Group Instruction
If No
Approaching Level Fluency, p. 143N
If Yes
On Level Options, pp. 143Q–143R
Beyond Level Options, pp. 143S–143T
Fluency/Comprehension
Comprehension
MAINTAIN SKILL
Objective
• Analyze character, setting,
and plot in a story
CHARACTER, SETTING, PLOT
EXPLAIN/MODEL
■
The plot of a story is the sequence of events that take place.
■
A plot can present a problem or conflict for a character and the
steps he or she takes to resolve it. An author can use the plot
to show how a character changes from beginning of a story to
the end.
■
The setting is where and when the story takes place.
Discuss the characters, setting, and plot in a selection students have
recently read.
PRACTICE/APPLY
Have students form small, cooperative groups to discuss The Raft.
■
Who is the main character in the story?
■
What were the main plot events that led to a change in the character?
Then ask three or four students to exchange places with those in a
different group. Invite students to continue the discussion.
■
Did the author include a conflict in the story?
■
What role does the setting play? Was the setting part of a solution?
AYWZZaB`OQS
Character, Setting, Plot
Introduce 85A–B
Practice/
Apply
86–101; Leveled Practice,
23–24
Reteach/
Review
107M–T, 111A–B, 112–137,
143M–T; Leveled Practice,
30–31
Assess
Weekly Tests; Unit 1, 5 Tests;
Benchmark Tests A, B
Maintain
101B, 137B, 169B, 201B,
265B, 607A–B, 608–627,
631M–T, 681B
After the discussion, ask students to write a summary of The Raft,
including answers to questions and other points their groups made.
For comprehension practice use Graphic Organizers on Teacher’s
Resource Book pages 40–64.
The Raft
137B
Paired Selection Student page 138
Social Studies
Informational
Text: Social Studies
Genre
GENRE: MAGAZINE ARTICLE
Content Vocabulary
Have students read the bookmark on
Student Book page 138. Explain that a
magazine article
bayous
swamp
guide
ancient
■
presents information about specific
topics for an audience with a special
interest in those topics;
■
usually includes pictures of people or
places mentioned in the text. These
pictures are meant to create more
interest in the topic.
Magazine Articles give
facts and information about
interesting topics.
Text Feature
Maps are drawings of all or
part of an area.
by Elizabeth Schleichert
Photos by C.C. Lockwood
How would you like to float through
twisting canals, bayous (streams), and lakes?
Some kids from the city of Baton Rouge,
Louisiana, did just that! They went canoeing
in the huge Atchafalaya (uh-CHAFF-uh-LIEuh) Swamp. Baton Rouge is only 20 miles (32
km) from the swamp, but most of the kids had
never been there before. Now they were able
to explore its winding waterways up close!
Text Feature: Map
Point out the map on page 139. Explain
that maps are drawings of geographic
locations, such as a city, state, or park.
Maps may include some or all of the
following parts.
■
Labels identify cities, states, rivers, or
other land features.
138
■
A compass rose shows directions
north, south, east, and west.
■
A distance scale helps the reader
figure out distances.
Content Vocabulary
■
An inset map is an enlargement of a
small section of the map.
Review the spelling and meaning of each content vocabulary word for
“Into the Swamp” on Student Book page 138: bayous, swamp, guide,
and ancient.
Have students estimate the distance in
miles from Louisiana to Mexico. (300–
500 miles)
■
Bayous are slow streams that flow in marshes or lowlands. Do you
know any places where there might be bayous?
■
A swamp is an area of wetlands, rich in minerals, plant life, and
trees. What kind of equipment do you think you would need to
study wildlife in a swamp?
■
A guide is a person who leads others on a tour. What would you
like to be a guide for?
■
Ancient means “relating to the past.” Where in the world would you
find something ancient?
138
Social Studies
The kids met up at the boat dock before sunrise. They
couldn’t wait to push off and start their adventure! They
were especially excited about camping out that night. Before
getting in their canoes, they crowded around a map of the
Atchafalaya.
“Here’s where we are now,” said Anthony, pointing
to the map. He, Adam, and Edward were trying to figure
out where they would be heading. But in fact, they didn’t
really have to worry about a thing. Their guide for the trip,
photographer C.C. Lockwood, knew every bend and bayou
in the Atchafalaya. There was no way he was going to get
them lost! C.C. gave the group some canoeing pointers, and
then they paddled into the morning mist.
Paired Selection Student page 139
Informational
Text
Read “Into the Swamp”
As you read, remind students to apply
what they have learned about reading
a map. Also have them identify clues to
the meanings of the highlighted words.
From Baton Rouge to Atchafalaya
Reading a Map
A
N
Mi
SI
What can you learn from the main
map that you cannot learn from the
inset map? (Possible answers: in what
part of the United States Louisiana is
located; Louisiana’s location in relation
to Canada; how far Mexico is from
Louisiana)
ssi
UI
1 TEXT FEATURE: MAP
s s i p p i River
LO
This map has a compass rose that
shows directions. The key helps you
measure the distance from one place
to the other.
A
Baton Rouge
New Orleans
p
Atch
a f al
aya
Sw a m
2
Gulf of Mexico
1 /Ê-///Ê-// ,/ 5 ) 3 ) ! .!
iÞ
ä
/ /
"
xääʓˆiÃ
8 "
2 TEXT FEATURE: MAP
1
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This map shows the location of the Atchafalaya Swamp.
139
Why do you think the Atchafalaya
Swamp is shown on an inset map
instead of the larger map? (There is
not enough room on the larger map to
include the label.)
&-Academic Vocabulary Explain and discuss the map illustration
with students. Point to each part and name it. (main map, inset
map, compass rose, distance scale) Have students point and repeat
each word. Next, discuss each part. Compare the inset map and the
main map with students. Have students find their location on the
main map. Ask, Are we north, south, east, or west of Baton Rouge? Ask
them to use the distance scale to measure the distance from New
Orleans to Baton Rouge and from Baton Rouge to your state.
The Raft
139
Shhh . . . Swamp Creatures!
Paired Selection Student page 140
Yikes!
Informational
Text
As the canoes followed C.C.’s,
someone yelled “Alligator!” The kids
paddled over to check it out. The
’gator swam around the canoes. One
of the kids said, “It was so close, we
could almost touch it!”
Nearby, the kids spied a super-sized
female golden silk spider. It was waiting
to snag a buggy meal in its golden web.
3 CONTENT VOCABULARY
Look at the word ancient on page 140.
What clues before or after the word
help you understand the meaning of
the word? (the words “Long ago” at the
beginning of the next sentence) How
does the author use the word in the
sentence? (The author uses the word to
describe something that is very old.)
Checkin’ It Out
3
Edward and Stephen poked around near an ancient bald
cypress stump. Long ago, loggers had chopped down lots of
trees here, leaving behind eerie-looking stumps like this one.
I’m Reelin’
“Wanna go fishing?” Ryan asked Stephen during lunch.
“Sure,” came the reply. Soon Ryan was excitedly catching
one bass after another and grinning from ear to ear. Stephen
steadied the canoe and laughed as Ryan reeled in a big one.
4 MAKE INFERENCES
Nighttime Adventures
What might the kids have been
thinking about as they hung out at
the water’s edge before leaving the
swamp? (Possible answer: They were
probably remembering and reliving
their favorite parts of the camping trip.)
Whooo’s There?
No telling who—or what—might be
watching you on a dark swampy night! A
barred owl was perched quietly in a tree
not far from the group’s tents. It was
waiting to swoop down on any meal
that might walk, wriggle, or swim by.
140
On Level Practice Book O, page 33
A compass rose shows north, south, east, and west. The map
key, or legend, explains the symbols on the map.
Use the map to answer each question.
1. The picnic area is to the east of the Rose Garden
2. Which trail would you take to walk through the forest area?
the Pine trail
3. Can you take the Cedar trail to get to the Redwood trail? Explain.
No, the river separates them.
4. It is possible to get from the Visitor Center to the Rose Garden. What is
missing from the map? the bridge
Approaching Practice Book A, page 33
140
Beyond Practice Book B, page 33
.
Noisy Frogs
Paired Selection Student page 141
Anthony giggled when C.C. put a green
tree frog on his nose. “It kind of tickled,”
he said. The boys couldn’t believe how
noisy these frogs were, filling the nighttime
swamp with their loud “quonks.” Frog calls
were just some of the sounds that kept the
kids awake that night. Scary campfire ghost
stories didn’t help them go to sleep either.
Informational
Text
So Long, Swamp!
Before leaving the swamp, the kids hung out at the water’s
edge. They’d had to put up with some heavy rain and tons of
mosquitoes, but Anthony said, “I’ll never forget the fun I had on
this camping trip.” And the other kids nodded, You got that right!
Connect and Compare
SUGGESTED ANSWERS
4
1. You would need to travel south to
get to the swamp. READING A MAP
Connect and Compare
2. Sample answer: It is very important
to have a guide in the Atchafalaya
Swamp. There are alligators and
lots of other wildlife that might hurt
humans, and it would be very easy
to get lost. EVALUATE
1. Look at the map on page 139. In what direction would you
travel to get from Baton Rouge to the Atchafalaya Swamp?
Reading a Map
2. How important is it to have a guide when exploring the
Atchafalaya Swamp? Why do you think so? Evaluate
3. Think about this article and The Raft. How is Grandma’s
river like the Atchafalaya Swamp? How is it different?
Reading/Writing Across Texts
3. FOCUS QUESTION Grandma’s
river and the swamp both have a
lot of wildlife. They also both have
good fishing spots. The swamp is
different from the river because
people usually don’t have homes
there and there are no definite
boundaries in a swamp. READING/
Social Studies Activity
Research another body of water. Draw a map to show its
location. Then write about the wildlife you might find there.
Find out more wildlife facts at www.macmillanmh.com
141
WRITING ACROSS TEXTS
Social Studies Activity
Frog Habitats
There are many different types of frogs and they do not all behave
exactly the same. Invite volunteers to list what they already know
about frogs.
Direct students to the library and Internet to find out more facts
about frogs. Divide students into groups and have each group
choose a different type of frog. Have students list questions to
narrow the focus of their research, such as where their frog lives,
what it eats, and how it gets along with other animals.
Have each group present an oral summary of their findings to the
class. Encourage groups to create and use visuals, such as maps of
areas where their frogs are most often found, to add meaning to
their presentations.
Ask students to choose different
bodies of water. Extend the activity
by having students compare and
contrast their findings in a chart or
short essay.
BSQV\]Z]Ug
Internet Research and Inquiry Activity
Students can find more facts about
wildlife at www.macmillanmh.com
The Raft
141
Writer’s Craft
Details
Adding important details
helps to make your writing
more informative. Delete
unimportant details
that do not support
the topic.
WRITING
• Personal Narrative
• Writer’s Craft: Details
October 25
Today Dad and I went on a
WORD STUDY
•
•
•
•
Write
a Journal
Entry
Words in Context
Paragraph Clues
Phonics: Words with Long o
Vocabulary Building
fantastic hike in the foothills.
After about ten minutes I saw
some hoof prints in the soft dirt
of the trail. Then I looked up, and
SPELLING
I saw a doe and her tiny spotted
• Words with Long o
My journal entry has
details about nature
and wildlife.
GRAMMAR
• Run-on Sentences
SMALL GROUP OPTIONS
fawn. Dad and I stood there very
quietly. Then they turned and
walked into some thick brush.
Wow! I had never been so close
• Differentiated Instruction,
I included fun details
that support my topic.
pp. 143M–143V
to a wild animal.
Dad patted
me on the
shoulder and
told me there’s
a first time for
Writing
everything.
Details
142
READ THE STUDENT MODEL
Read the bookmark about details.
Details should give information about
the main idea or tell readers what
happens in a story. Explain that writers
should leave out unimportant details
that can distract readers.
Have students turn to the second
paragraph on page 129. Discuss how
each detail gives information about the
otters Nicky is watching.
Then have the class read the model
and the callouts. Tell students that
they will write a journal entry about
observing nature. They will also learn
more about details.
142
Features of a Journal Entry
In a journal entry the writer describes personal experiences and
emotions. Writers tell what happened and how they feel about it,
usually for their own private use.
■
A journal entry often tells about a true experience.
■
It includes personal thoughts and feelings.
■
It is written in first person.
■
The writer’s personality comes through in a journal entry.
Personal Narrative
Your Turn
Spend some time being a
Writing Student pages 142–143
nature watcher. Safely observe
birds, insects, or other animals
PREWRITE
that live in your area. Write a
Read the writing prompt on page
143. Explain that one purpose of a
journal entry is to record a personal
experience. Have students discuss
topics in small groups and choose the
one they would most like to share or
self-select a different topic.
journal entry about your experience.
Choose details that express your
feelings about the experience. Use the
Writer’s Checklist to check your writing.
Writer’s Checklist
Display Transparency 17. Discuss how
the writer stated the main idea of the
journal entry in the center of the web
and added the details around it. Then
have students use an Idea Web to plan
their journal entries.
Ideas and Content: Did I include important details and
delete unimportant details about my experience?
Organization: Did I tell the events in the order that they
happened?
DRAFT
Voice: Does my writing show how I feel?
Display Transparency 18. Discuss how
the writer used the main idea to begin
the journal entry and then added the
details to support that main idea. Talk
about ways to improve the draft, such
as by removing unimportant details.
Word Choice: Did I use strong, colorful words to tell
what happened?
Sentence Fluency: Did I vary the length of my sentences?
Conventions: Did I fix any run-on sentences by dividing
them into separate sentences? Did I fix any sentence
fragments by making them into complete sentences?
Did I check my spelling?
REVISE
143
Transparency 17
Transparency 17: Idea Web
Transparency 18: Draft
Transparency 19: Revision
Idea Web
saw hoof
prints in the
dirt
ate trail
mix while
we hiked
saw a doe
and fawn
a hike in the
foothills
they walked
into brush
Writing Transparency 17
I wore
a red
sweatshirt
never been
so close
to a wild
animal
BVXb^aaVc$BX<gVl"=^aa
Writing Transparency 17
Before students revise, present the
lesson on Details on page 142A. Then
display Transparency 19 and discuss
the revisions. Point out how the writer
added details. She shows her enthusiasm
by adding the words fantastic and Wow.
Students can revise their drafts or place
them in writing portfolios to work on
later. If students choose to revise, have
pairs use the Writer’s Checklist on page
143. See page 143B for Conferencing
Tips. Ask students to proofread their
writing. Review proofreading marks
using Teacher’s Resource Book
page 152 as needed. For Publishing
Options, see page 142A.
For lessons on Run-on Sentences
and Spelling, see page 143B and 5
Day Spelling and Grammar on pages
143G–143J.
The Raft
143
Writer’s Craft
Writing
Details
Publishing Options
Students can share their story
orally, using the Speaking and
Listening tips below. They can
also use their best cursive to
write their journal entries. (See
Teacher’s Resource Book
pages 168–173 for cursive
models and practice.) Invite
students to illustrate their story
with drawings or photos and
put it into a class scrapbook on
taking walks.
EXPLAIN/MODEL
Writers use details to give information about their main idea or story
topic. Explain that details should tell important information that
helps readers understand what happened. Writers should leave out
details that do not support the topic or do not help explain what
happened. Display Transparency 20.
Think Aloud The first sentence tells me that the journal entry is
about something the writer saw while taking a walk. Most of the
other sentences tell about what the writer saw on the walk. These
details are important. The third sentence, however, gives me
information about the walk that is not important. This sentence
tells me unnecessary information about the topic or the writer’s
experience. It should be left out of the paragraph.
Transparency 20
SPEAKING STRATEGIES
■
■
Plan and give an oral
presentation. Use
appropriate eye and body
movements for topic,
audience, and occasion.
Writing Transparency 20
■
Details
November 5
Today I went for a walk in the park and saw a sign of
autumn. A flock of birds flew over my head. I took a huge gulp
of water. The birds were flying in a V shape and heading south.
Add expression to your
voice as you read.
Next I saw a squirrel. It was collecting nuts. I ate a bite of
my apple. It carried each nut back to a hole in a stone wall. The
squirrel disappeared into the wall with the nut, but came back
Speak precisely. Try to
avoid fillers such as um,
uh, like, and so.
without it. There must be a big pile of nuts inside that wall! I
threw my apple core in the trash can.
The third Sentence in the First paragraph should be deleted.
LISTENING STRATEGIES
The third and seventh sentences in the second paragraph should
be deleted.
Listen attentively to
speakers. See if you can
sense their personality.
■
Ask questions of speakers,
using appropriate tone.
BVXb^aaVc$BX<gVl"=^aa
■
Writing Transparency 20
PRACTICE/APPLY
4- and 6-Point Scoring Rubrics
Use the rubric on pages 147G–
147H to score published writing.
Writing Process
For a complete lesson, see Unit
Writing on pages 147A–147H.
143A
Work with students to identify and cross out two sentences in the
second paragraph that include unimportant details. Ask volunteers to
explain why these details are unimportant. Then have students look
back at The Raft and discuss whether it contains unimportant detail
sentences that the author could have left out. Have them also identify
three details in a single paragraph that they consider important.
As students revise their journal entries, remind them to add details
that provide important information and take out unimportant details
that do not support their topic.
Writing
Writer’s Toolbox
Writing Trait: Voice
Explain/Model Explain that voice means the
writer’s personality as it comes through in the
writing. In journal entries, the voice should reveal
the writer’s feelings about the experience. Good
writers choose words and phrases that show
thoughts and feelings clearly. Have students
reread the student model on page 142. Point out
words such as fantastic and Wow! that show the
writer’s feelings and reveal her personality.
Practice/Apply As students draft their journal
entries, encourage them to share their thoughts
and feelings. Remind them to choose words and
phrases that show their personalities.
Conferencing Tips
Peer Conferencing Have students work in pairs
to read each other’s drafts. Encourage them to
check for unimportant details that could be left out.
Remind them to pay attention to the writer’s voice.
In addition, have students look for places where
new paragraphs begin and make sure that the
writer has indented the first sentence. Tell students
to start a new paragraph for each new main idea.
Run-on Sentences
Explain/Model Good writers avoid runon sentences, which include two or more
independent clauses that are combined
incorrectly. Display Transparency 18. Have
students reread the second sentence. Tell
students that this sentence is a run-on because it
combines too many independent clauses into one
sentence. Point out that the writer corrects this
on Transparency 19 this by making two separate
sentences. Other run-on sentences may need a
comma or a conjunction to make them correct.
Practice/Apply Have students identify and
correct run-on sentences in their drafts. For a
complete lesson on identifying and correcting
run-on sentences, see pages 143I–143J.
Mechanics If two related thoughts are joined
without a connecting word, add a coordinating
conjunction such as or, and, or but, and a comma.
Spelling Words with Long o
Point out the word doe in the first paragraph
of the student model on page 142. This long o
sound is spelled oe. The long o sound can also
be spelled with o_e, ow, or oa, as in stone, own, or
foam. Remind students to pay attention when they
spell words with the long o sound. They can use a
print or online dictionary to check spelling in their
drafts. For a complete lesson on spelling words
with long o, see pages 143G–143H.
Technology
Students can use technology even if they are making
handwritten journal entries. Show them how to download
images from the Internet for illustrations of their observations.
The Raft
143B
Word Study
Word Study
Review
Objectives
• Apply knowledge of word
meanings and context clues
• Use paragraph context clues
to find the meaning of an
unfamiliar word
Materials
• Vocabulary Transparencies 9
and 10
• Leveled Practice Books, p. 34
D]QOPcZO`g
scattered (p. 116) spread
or thrown about in various
places
cluttered (p. 116) appearing
crowded with items
disgusted (p. 118)
showing a feeling of
strong dislike
downstream (p. 118) in
the same direction as the
current of a stream
raft (p. 121) a flat boat
made of logs fastened
together
nuzzle (p. 135) to touch or
rub with the nose
&-Writing Sentences Go
over the meanings of the
vocabulary words. Have
each student choose three
of them. Have each student
use each word in a sentence
that shows understanding
of the word meaning.
143C
Vocabulary
Words in Context
EXPLAIN/MODEL Review the meanings of the vocabulary words.
Display Transparency 9. Model how to use word meanings and
context clues to fill in the first missing word with students.
Think Aloud In the first sentence, I read that the drawings are all
around. I know that scattered means “spread around.” I think the
missing word is scattered. When I try scattered in the sentence, it
makes sense.
Transparency 9
nuzzle scattered disgusted
cluttered raft downstream
1. The raft had drawings of animals scattered around.
2. Grandma’s house was cluttered with art supplies,
sketches, books, and fishing tackle in every available
space.
3. The raft floated downstream with the current.
4. At first, Nicky felt disgusted with the plan for his
summer; he wanted to stay with his dad.
5. At the end of the summer, Nicky thought of the raft as a
gift that opened up a new world for him.
6. The fawn put its head down to nuzzle the moss as it
tried to find a tender bit to eat.
Vocabulary Transparency 9
PRACTICE/APPLY Help students complete item 2. Then have
students use context clues to write the missing words for items 3–6
on a separate sheet of paper. Students can exchange papers, check
answers, and explain the context clues they used to figure out the
missing words.
Story Time In small groups, have students tell stories using
vocabulary words. A student might start the story with scattered,
as in, Sarah walked down the street and scattered papers behind her.
Another student continues the story using a different vocabulary
word.
Word Study
STRATEGY
CONTEXT CLUES: PARAGRAPH CLUES
&--
EXPLAIN/MODEL
Work in Groups Make
sure students understand
the words drawn and
coat on the transparency.
Have students work in
small groups to discuss
the context clues that
help them figure out the
meaning of words.
Remind students that sometimes there are no context clues in the
sentence in which a word appears, but the writer includes clues
elsewhere in the paragraph. Understanding the main idea of a
paragraph can help clarify the meanings of unfamiliar words.
Read item 1 on Transparency 10 and then model how to figure out
the meaning of the underlined word using paragraph clues.
Transparency 10
Paragraph Clues
1. The table was cluttered. On one side were glasses, forks,
knives and dishes from breakfast. On the other side were
piles of paper and stacks of books.
2. A great blue heron alighted on the raft. After she landed,
she preened her feathers as if she knew she was going
to be drawn. The bird took great care to make her coat
smooth and neat.
Vocabulary Strategy Transparency 10
PRACTICE/APPLY
Have students figure out the meanings of alighted and preened in
item 2 above. Then on page 123 of The Raft, read the paragraph that
begins “We poled the raft up the river, then let it slowly drift back
down.” Have students discuss context clues in the paragraph that
can help them figure out the meaning of hitchhiker.
On Level Practice Book O, page 34
Sometimes you will find a word in a story that you do not know.
Read the sentence the word is in, as well as the sentences
around the word. They will often give a clue to its meaning.
Look for a clue to the meaning of disappeared below:
Dust rose up behind Dad’s car as it disappeared into
the pines. Then I could no longer see it.
The phrase could no longer see it is a context clue.
Circle the letter next to the word or words that help you find the
meaning of the underlined word.
1. The exchange student looked wistfully at her sister’s photo.
a. looked at
b. sister’s photo
2. We were going to the swamp, and I was sure I would hate the soggy, wet land.
a. I was sure I would hate
Do students understand word meanings? Can they find the
meaning of an unfamiliar word by using context clues in the
paragraph?
During Small Group Instruction
b. the soggy, wet land
3. The otters slid down the riverbank and jumped into the water. It was
such fun to watch the furry, playful animals.
a. slid down the riverbank
b. furry, playful animals
4. I swam out to the raft and pulled myself up using the rope that held the
logs together.
a. the rope that held the logs together
b. and pulled myself up
If No
Approaching Level Vocabulary, pp. 143N–143O
If Yes
On Level Options, pp. 143Q–143R
5. We paddled upstream, forcing our boat to move against the river’s flow.
a. paddled
b. move against the river’s flow
Beyond Level Options, pp. 143S–143T
Approaching Practice Book A, page 34
Beyond Practice Book B, page 34
The Raft
143D
Word Study
Word Study
Phonics
Objective
• Decode words with long o
Decode Words with Long o
Materials
• Leveled Practice Books, p. 35
• Teacher’s Resource Book, p. 9
EXPLAIN/MODEL In words with /ō/ sounds, the long o can be
spelled o-Consonant-e, as in mole, ow as in own, or oa as in coat.
Sometimes /ō/ is spelled o when followed by certain blends, such as
st (most) or ld (gold). Write quote.
Think Aloud When I read the word quote, I see the letters qu,
which spell /kw/. Then I see o-C-e. This gives me a clue that the
o should be pronounced as a long o. I get /kwōt/ quote. I know
that word.
&--
PRACTICE/APPLY Write these words on the board: tow, groan, mold,
cloak, chose, and lower. Have volunteers underline the clues in each
word that help them know that the word is pronounced with a long
o sound. Then have the students pronounce the words.
Create Sentences Write
the following words on
the board: wrote, own,
coat, most, chose, and
lower. Pronounce them
with students and write
sentences with them. Have
students create sentences
for the words and read
them to partners.
Decode Multisyllabic Words Explain that suffixes are word parts
added at the end of base words. Write -ly (characteristic of, in a
certain way) and -able (able to be) on the board and give their
meanings. Write lonely on the board. Point out and say the base
word lone and the suffix -ly. Draw a line between them. Say the
word. Tell students that lonely means “characteristic of being
alone.” Display closely, approachable, foldable. Help students decode
approachable. Then have students decode the other words on their
own. For more practice, see the decodable passages on page 9 of
the Teacher’s Resource Book.
On Level Practice Book 0, page 35
The long o sound can be spelled several different ways.
stole (o_e)
foam (oa)
flow (ow)
mold (o)
Fill in the blanks using each long o word in the box once.
boat
most
rowed
close
don’t
owned
floating
home
Cole
floating
1. We were
in our
Cole
4. He answered, “I
.
beautiful white horse.
owned
if he knew who
don’t
know
go
hoped
boat
most
2. Along the bank we saw the
3. I asked
shallow
soaked
foal
know
her.
.”
5. Just then I caught sight of something small and brown and whispered,
foal
“She has a
6. “How
close
hoped
7. I
!”
do you think we can get?” I asked.
Can students decode words with long o?
to feed them the leftover apples from our lunch.
rowed
8. We
until the bottom scuffed against something
below us and I stepped out to wade through the
shallow
go
home
soaked
,” I grumbled.
Approaching Practice Book A, page 35
Beyond Practice Book B, page 35
143E
During Small Group Instruction
water to shore.
9. To my surprise I promptly sank instead. I got
Cole thought it was hysterical!
10. “Let’s
Word Lotto Make tic-tac-toe grids on a piece of paper with spaces
large enough for index cards. Make sets of cards with words that
use the long o patterns discussed in this lesson. Make a spinner
with spaces for the oa, ow, o, and o-C-e patterns. Students take nine
cards from the deck and place each card in an open space in the
grid. Students may remove a card from their grid if it matches the
spelling pattern that the spinner indicates. Students then replace the
missing card with another from the deck. The student with the most
cards wins.
!
If No
Approaching Level Phonics, p. 143M
If Yes
On Level Options, pp. 143Q–143R
Beyond Level Options, pp. 143S–143T
Word Study
Vocabulary Building
Oral Language
Apply Vocabulary
Expand Vocabulary Work with students
to brainstorm words that are related
to wildlife. Students may use
the selection, dictionaries,
thesauruses, the Internet, and
encyclopedias to find words and
create a Word Web.
habitat
nature
Write a Paragraph Using at least three
vocabulary words and Spelling
Words, write a paragraph
that describes a cluttered
place. Include details
that explain why the
place is cluttered.
Have partners draw
pictures of each
other’s cluttered places.
WILDLIFE
wild
safari
guide
Vocabulary Building
Transportation Words Tell students that a raft
is a type of boat. One purpose of a boat is for
transportation. Have students make a threecolumn chart with the heading, Transportation. The
column heads should read Water, Land, and Air,
respectively. Students should list as many forms
of transportation for each column as they can. Tell
them to be specific in their choice of words.
Spiral Review
Vocabulary Game: Concentration Write present
and past vocabulary words on blank index cards;
on separate cards write the definitions. Shuffle the
index cards, then turn them facedown on a table
or desk. Students should play in small groups,
taking turns. A player may pick up any two cards
and look at them. If the cards are a word and its
definition, then the player keeps the “match” and
takes another turn. If the cards are not a match, then
the player turns the cards face down again and loses
a turn. The object of the game is to accumulate the
most pairs.
BSQV\]Z]Ug
@=;
12
Vocabulary PuzzleMaker
For additional vocabulary
and spelling games go to
www.macmillanmh.com
The Raft
143F
5 Day Spelling
Spelling
A^SZZW\UE]`Ra
goal
flow
roasting
mole
mold
lower
stone
toll
sole
stove
groan
blown
chose
stole
bolt
own
foam
quote
fold
mows
Review kite, shy, climb
Challenge coaster, motor
Dictation Sentences
1. Leigha scored the winning goal.
2. A mole dug up our yard.
3. The stone rolled down the hill.
4. Ana cooked beans on the stove.
5. Each team captain chose a player.
6. Do you have your own room?
7. We helped fold the clean clothes.
8. I love to watch the river flow by.
9. The old bread had mold on it.
10. We pay a toll to cross the bridge.
11. I groan every time that happens!
12. The fox stole eggs from the farm.
13. The soap came in a bar or foam.
14. Dana mows the lawn each week.
15. Mom is roasting a turkey.
16. We played on the lower field.
17. Gum is stuck on the sole of my
shoe!
18. Winds had blown the chair over.
19. A bolt of lightning lit up the sky.
20. Do you know a famous quote?
Review/Challenge Words
1. Ramón’s kite rose higher.
2. She was too shy to come outside.
3. He will climb Mt. Everest.
4. The roller coaster is a wild ride!
5. The boat needs a new motor.
Words in bold are from the main
selection.
143G
Words with Long o
2Og
2Og
Pretest
Word Sorts
ASSESS PRIOR KNOWLEDGE
TEACHER AND STUDENT SORTS
Use the Dictation Sentences. Say the
underlined word, read the sentence,
and repeat the word. Have students
write the words on Spelling
Practice Book page 25. For a
modified list, use the first 12
Spelling Words and the 3 Review
Words. For a more challenging list,
use Spelling Words 3–20 and the
2 Challenge Words. Have students
correct their own tests.
■
Review the Spelling Words, pointing
out the long o vowel spellings.
■
Use the cards on the Spelling
Word Cards BLM. Attach the
key words stove, flow, goal, and
mold to a bulletin board. Model
how to sort words by long o
spellings. Place one or two cards
beneath the correct key words.
Have students take turns sorting
cards and explaining how they
sorted them. When students have
finished the sort, discuss which of
the patterns are more common
among the Spelling Words.
■
Invite students to do an open
sort in which they sort all the
Spelling Words any way they
wish, for example, by unusual
consonant spellings, by rhyme,
or by meaning. Discuss students’
various methods of sorting.
Have students cut apart the Spelling
Word Cards BLM on Teacher’s
Resource Book page 70 and figure
out a way to sort them. Have them
save the cards for use throughout
the week.
Use Spelling Practice Book page 26
for more practice with this week’s
Spelling Words.
For leveled Spelling Word lists, go to
www.macmillanmh.com
Spelling Practice Book, page 25
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VOGPMEUIFQBQFS6TF
UIFMJTUBUUIFSJHIUUP
DPSSFDUBOZTQFMMJOH
NJTUBLFT
Spelling Practice Book, page 27
HPBM
NPMF
TUPOF
TUPWF
DIPTF
PXO
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GPME
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áPX
NPME
UPMM
HSPBO
TUPMF
GPBN
NPXT
SPBTUJOH
MPXFS
TPMF
CMPXO
CPMU
RVPUF
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TIZ
DMJNC
>7BB;D=;ÃEH:I DPBTUFS
NPUPS
DIPTF
PXO
TUPWF
TUPOF
GPME
HPBM
CMPXO
CPMU
[daY
idaa
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GMPX
NPMF
NPME
MPXFS
TPMF
HSPBO
RVPUF
SPBTUJOH
TUPMF
GPBN
NPXT
Wdai
bdaY
8IJDIXPSETDPOUBJOUIFTPVOEPGMPOHPTQFMMFEPB
\dVa
gdVhi^c\
\gdVc
[dVb
8IJDIXPSETDPOUBJOUIFTPVOEPGMPOHPTQFMMFEP@F
fjdiZ
X]dhZ
bdaZ
hidaZ
hidkZ
hdaZ
hidcZ
8IJDIXPSETDPOUBJOUIFTPVOEPGMPOHPTQFMMFEPX
dlc
adlZg
Wadlc
bdlh
[adl
8SJUFUIFPOFTZMMBCMFTQFMMJOHXPSEUIBUSIZNFTXJUIFBDIPG
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HPME
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CMPXT
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bdlh
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HSPX
TMPXT
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Spelling
2Og
2Og
2Og
ANTONYMS
SPIRAL REVIEW
POSTTEST
Read the list of words below.
Explain that the meaning of each
word below is the opposite of
a Spelling Word. Have students
copy the words into their word
study notebooks and identify the
opposite Spelling Word.
Review the long i sound. Write kite,
climb, and shy on the board. Have
students identify the patterns that
spell the long i sound.
Use the Dictation Sentences on
page 143G for the Posttest.
! Word Meaning
" Review and Proofread
1. refused (chose)
2. raise (lower)
3. laugh (groan)
PROOFREAD AND WRITE
Write these sentences on the
board. Have students proofread,
circle each misspelled word, and
write the word correctly.
1. The moel scampered over the
stown and into his tunnel.
(mole, stone)
4. borrow (own)
5. straighten (fold)
Challenge students to come
up with other opposites for
Spelling Words, Review Words, or
Challenge Words.
Have partners write a sentence
for each Spelling Word, leaving
a blank space where the word
should go. They can exchange
papers and fill in the blanks.
GPME
HPBM
CMPXO
CPMU
UPMM
GMPX
NPMF
NPME
MPXFS
TPMF
HSPBO
RVPUF
4. We smelled the chicken
rowsting in the stoav. (roasting,
stove)
Spelling Practice Book, page 29
SPBTUJOH
TUPMF
GPBN
NPXT
There are six spelling mistakes in this story about making a raft.
Circle the misspelled words. Write the words correctly on the
lines below.
Alex said, “I wonder if the eagle’s nest was bloan away in the storm.”
The boys made a gole then. They chos to build a raft to sail across the
lake and check on the eagle. They tied long, thick branches together with
vines. To lowr the raft into the lake, they had to push it along the sand.
You could hear them grone as they pushed. On the other side, they saw
that the eagle’s nest needed repair. They gathered twigs and left them for
the bird to rebuild its nest. They had built a raft on their owne, and they
had taken care of a beautiful eagle.
8SJUFUIFTQFMMJOHXPSEUIBUNBUDIFTFBDIDMVF
bdaZ
[dVb
*NGPSNFEJOXBUFSXIFOJUSFBDIFTUIFTIPSF
*NXIBUFWFSZPOFXBOUTUPSFBDI
*NXIBUZPVàOEPOBNPVOUBJO
*NXIBUZPVDPPLZPVSGPPEPO
*NXIBUHSPXTPOPMEDIFFTF
\dVa
hidcZ
hidkZ
bdaY
*NUIFTPVOEZPVNBLFXIFOZPVSFUJSFE
*NUIFPQQPTJUFPGVQQFS
*NUIFPOFBOEPOMZ
1.
2.
adlZg
hdaZ
%FDJEFXIJDITQFMMJOHXPSEGJUTJOFBDITFOUFODF8SJUFUIFNJTTJOH
XPSET
5IFCPBUDBQUBJO
bdlh
X]dhZ
UIFHSBTTFBDIXFFL
UPTUPQUIFCPBU
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8FHPUPVUPGUIFXBUFSXIFOXFTBXB
*UXBTUIFDBQUBJOT
dlc
3.
4.
chose
lower
5.
6.
groan
own
Write a short report about a raft trip to be read on a TV news
show. Use four of the spelling words in your report.
\gdVc
EH:IÃ?DÃ;DJ;D9;I
5IFIBOEZNBO
blown
goal
Writing Activity
[adl
*NXIBUUIFSJWFSTEP
Wadlc
Wdai
Challenge student partners to look
for words that have the same long
o vowel patterns they studied this
week.
3. The cleaning fome began to
eat through the moled. (foam,
mold)
>7JÃÞCË
*NXIBUMJWFTJOBIPMFVOEFSHSPVOE
If students have difficulty with any
words in the lesson, have students
place them on a list called Spelling
Words I Want to Remember in a
word study notebook.
2. The steady floe of traffic
stopped near the tole booths.
(flow, toll)
Spelling Practice Book, page 28
DIPTF
PXO
TUPWF
TUPOF
# Assess and Reteach
VQ
PGMJHIUOJOH
CPBUBOEIFMPWFEJU
Spelling Practice Book, page 30
-PPLBUUIFXPSETJOFBDITFUCFMPX0OFXPSEJOFBDITFUJT
TQFMMFEDPSSFDUMZ6TFBQFODJMUPGJMMJOUIFDJSDMFOFYUUPUIFDPSSFDU
XPSE#FGPSFZPVCFHJOMPPLBUUIFTBNQMFTFUPGXPSET4BNQMF
"IBTCFFOEPOFGPSZPV%P4BNQMF#CZZPVSTFMG8IFOZPVBSF
TVSFZPVLOPXXIBUUPEPZPVNBZHPPOXJUIUIFSFTUPGUIFQBHF
4BNQMF"
4BNQMF#
CPXF
CPPX
CPX
CPBXF
CPBU
CPUF
CPIU
CPUU
DIPTF
DIPBTF
DIPXTF
DIPB[F
HPMF
HPBM
HPFM
HPXM
NPMMF
NPBM
NPMF
NPXM
RVPU
RVPUF
RVUF
RVU
PXO
PBO
PBOF
PXOF
CMPXO
CMPBO
CMPOF
CMPO
NPME
NPXMFE
NPMEF
NPBMFE
SPBTUJOH
SPTUJOH
SPXTUJOH
SPTUFJOH
TUPBWF
TUPXWF
TUPW
TUPWF
CPBMU
CPXMU
CPMFU
CPMU
MPFS
MPBFS
MPBXFS
MPXFS
TUPMF
TUPBM
TUPXM
TUPM
TUPXO
TUPOF
TUPBO
TUPFO
UPMF
UPMM
UPBM
UPXM
TPXM
TPBM
TPBMF
TPMF
GPXN
GPBN
GPNF
GPNNF
GPMMFE
GPBME
GPME
GPXME
GMPBX
GMPB
GMPX
GMP
HSPOF
HSPXOF
HSPBO
HSPBOF
NPXTF
NPBTF
NPTF
NPXT
The Raft
143H
5 Day Grammar
Grammar
Run-on Sentences
Daily Language
Activities
Use these activities to introduce each
day’s lesson. Write the day’s activities on
the board or use Transparency 5.
2Og
DAY 3
Teach the Concept
REVIEW RUN-ON SENTENCES
Present the following:
Review how to recognize run-on
sentences.
■
■
DAY 2
Dad Mom and I. saw birds in the park.
They soared swooped and sang in the
air and the trees, (1: Dad, Mom,; 2: I saw;
3: soared, swooped,; 4: trees.)
2Og
INTRODUCE RUN-ON SENTENCES
DAY 1
How I would love to visit a big
swamp? I have asked my family but
they do not want to go. When I asked
why Dad said that the wildlife in the
state park is better. (1: swamp!;
2: family,; 3: why,)
Introduce the Concept
■
Good writers combine closelyrelated thoughts into compound
and complex sentences to
improve fluency.
A run-on sentence is a sentence
with two or more independent
clauses that are combined
incorrectly: Sam hit the ball
toward the fence it went over.
INTRODUCE TYPES OF RUN-ON
SENTENCES
Present the following types of run-ons:
■
two or more independent clauses
joined without a conjunction or
comma;
■
two or more independent clauses
joined with a comma but no
coordinating conjunction, or
connecting word;
■
too many independent clauses
joined in one sentence, even
if commas and coordinating
conjunctions are correct.
Only closely related thoughts
should be combined into one
sentence.
I thought about you at the park I
wished you were with us. We saw some
deer our car had a flat tire on the way
home. (1: park, and; 2: deer. Our)
DAY 4
A stoan was in the river a frog
jumped on it. When a fly flew over.
The frog shot out its tongue. What a
fast tongue he had?(1: stone; 2: river.
A; 3: over, the; 4: had!)
DAY 5
The mother bird flew up, the baby birds
opened their mouths. One baby bird
stoal some food. From another baby
bird. (1: up, and; 2: stole; 3: food from)
See Grammar Transparency 21 for
modeling and guided practice.
Grammar Practice Book, page 25
• A run-on sentence joins together two or more
sentences that should be written separately.
Run-on Sentences Ask
students to describe various
things they did today. Write
these events as run-on
sentences. Help students
circle the subjects and the
predicates in each sentence.
Show how to rewrite the
run-on sentences.
143I
Grammar Practice Book, page 26
• You can correct a run-on sentence by rewriting it as a
compound or a complex sentence.
The boy found the raft the raft floated down the river.
• You can correct a run-on sentence by separating two
complete ideas into two sentences. Each sentence
should have a subject and a verb.
The boy found the raft. The raft floated down the river.
&--
See Grammar Transparency 22 for
modeling and guided practice.
Correct the run-on sentences by separating them into two sentences.
Each sentence should have a subject and a verb. Possible answers
are given.
I’m bored at Grandma’s house. She doesn’t have a TV.
1. I’m bored at Grandma’s house she doesn’t have a TV.
2. We’re going bird watching you can bring your friend along.
We’re going bird watching. You can bring your friend
along.
3. The raft
aft floated by he wondered where it came from.
The raft floated by. He wondered where it came from.
4. The animals are fascinating I will try drawing them.
The animals are fascinating. I will try drawing them.
5. I played with the otters they let me feed them.
I played with the otters. They let me feed them.
6. Grandma found a pearl inside the clam she kept it for years.
Correct these run-on sentences by rewriting them as compound or
complex sentences. Be sure that the new sentence makes sense.
Possible answers are given.
1. I thought the visit would be boring I h
had
d a fun
f time
time.
i
I thought the visit would be boring, but I had a fun time.
2. I woke up the birds started chirping.
I woke up as the birds started chirping.
3. She looked at the drawings wondered who drew them.
She looked at the drawings and wondered who drew
them.
4. He’s never been on a boat he’s afraid he’ll get seasick.
He’s never been on a boat because he’s afraid he’ll
get seasick.
5. Grandma is an artist is carving a bear.
Grandma is an artist and is carving a bear.
6. You can go on the raft you must wear a life jacket.
You can go on the raft, but you must wear a life
jacket.
Grandma found a pearl inside the clam. She kept it
for years.
7. The fawn was trapped I set her free.
He draws a picture on the raft. He draws well.
8. We have to be careful the water is deep.
7. He draws
r
ap
picture on the raft he draws well.
8. Grandma loves the river she uses the raft to float on it.
Grandma loves the river. She uses the raft to float on it.
The fawn was trapped, but I set her free.
We have to be careful because the water is deep.
Grammar
2Og
2Og
2Og
REVIEW TYPES OF RUN-ON
SENTENCES
REVIEW RUN-ONS AND
FRAGMENTS
ASSESS
Review how to identify types of
run-on sentences.
Ask students to explain how to
correct fragments and run-ons.
Use the Daily Language Activity
and page 29 of the Grammar
Practice Book for assessment.
MECHANICS AND USAGE:
CORRECTING FRAGMENTS
AND RUN-ONS
PROOFREAD
RETEACH
Have students identify and correct
the following:
On index cards, write corrected
and uncorrected fragments and
run-on sentences. Have students
form two teams. One team
draws and reads a card, noting
punctuation. The other team calls
out whether it is a sentence, a
fragment, or a run-on. If the team
calls out the wrong answer, the
other team can correct them. The
team that calls out the correct
answer draws the next card.
! Review and Practice
■
A group of words without both
a subject and a predicate is a
fragment. Add what is missing.
■
A dependent clause by itself is a
fragment. Finish the thought or
eliminate the connecting word.
If two related thoughts are
joined without a coordinating
conjunction, or connecting
word, add a conjunction and a
comma if needed.
See Grammar Transparency 23 for
modeling and guided practice.
Grammar Practice Book, page 27
• You can correct a run-on sentence by separating two
complete ideas into two sentences. Make sure each
sentence starts with a capital letter and ends with a period.
• You can correct a run-on sentence by rewriting it as a
compound or complex sentence. Be sure to use a comma
before and, but, or or.
Correct the following run-on
sentences. Separate the
parts into two sentences,
or join the parts into one
compound or complex
sentence.
1. The workroom is messy there are books, sketches, and fishing poles
Possible answers are given.
everywhere.
The workroom is messy. There are books, sketches,
and fishing poles everywhere.
2. We want to camp out it is too cold outdoors.
We want to camp out, but it is too cold outdoors.
3. It is difficult to photograph the buck it gets frightened and runs away.
It is difficult to photograph the buck. It gets
frightened and runs away.
4. Hal likes his raft Hal fishes off it.
Hal likes his raft and fishes off it.
5. I travel on the raft I push it along with a pole.
I travel on the raft and push it along with a pole.
6. The deer came right up to me it was not scared at all.
The deer came right up to me and was not scared
at all.
" Review and Proofread
1. Birds flew overhead and
swooped down, a crane waded
to the raft. (Run-on; down. A
crane)
2. Walking to the river. I saw
many types of wildlife. Hiding.
(Fragments; river, I; wildlife
hiding.)
3. I heard chirping a flock of
birds came into view. (Run-on;
chirping, and)
See Grammar Transparency 24 for
modeling and guided practice.
Grammar Practice Book, page 28
• A run-on sentence joins together two or more sentences.
• You can correct a run-on sentence by separating two
complete ideas into two sentences.
• You can correct a run-on sentence by rewriting it as a
compound or complex sentence.
# Assess and Reteach
Also use page 30 of the Grammar
Practice Book for reteaching.
See Grammar Transparency 25 for
modeling and guided practice.
Grammar Practice Book, pages 29–30
A. Correct these run-on sentences by separating them into two
sentences.
Possible answers are given.
1. Have you ever been on a raft it’s lots of fun.
Have you ever been on a raft? It’s lots of fun.
2. My grandfather is a painter he paints animals.
My grandfather is a painter. He paints animals.
Rewrite the journal entry below, correcting any punctuation and
grammar mistakes. Be sure to fix any run-on sentences.
April 10 2005
Mom, Dad, Dave, and I went rafting on Foamy river today we had so
much fun! We were worried about the water being cold it is only April.
We brought extra sweaters. Of course, we also brought our lifejackets?
Dave and I wanted to steer the raft we were too little. The current was
very strong. The raft went up and down we got splashed a few times. We
passed the woods my brother saw a deer. At the end of the day we were
tired we want to go again soon.
Possible answers are given.
April 10, 2005
Mom, Dad, Dave, and I went rafting on Foamy River
today. We had so much fun! We were worried about the
water being cold since it is only April. We brought extra
sweaters. Of course, we also brought our lifejackets.
Dave and I wanted to steer the raft, but we were too
little. The current was very strong. The raft went up and
down, and we got splashed a few times. We passed the
woods where my brother saw a deer. At the end of the
3. I woke up a huge buck was standing there.
I woke up. A huge buck was standing there.
4. Beavers are so funny-looking have you ever seen one?
Beavers are so funny-looking. Have you ever seen one?
5. I drew the fawn I showed it to Grandma.
I drew the fawn. I showed it to Grandma.
B. Rewrite the following run-on sentences as compound or complex
sentences. Be sure that the new sentences make sense.
Possible answers are given.
6. You should bring your life jackett the
h water iis d
deep
deep.
You should bring your life jacket because the water
is deep.
7. He had to walk quietly the deer would run away.
He had to walk quietly, or the deer would run away.
8. I invited Bob to visit he likes the outdoors.
I invited Bob to visit because he likes the outdoors.
9. Kerry watched sadly the otters swam away.
Kerry watched sadly as the otters swam away.
10. I was sad to leave the river I was glad to be going home.
I was sad to leave the river, although I was glad
to be going home.
day, we were tired, but we want to go again soon.
The Raft
143J
End-of-Week Assessment
Administer the Test
Weekly Reading Assessment,
(SBEF
Passage and questions, pages 53–60
ESSYZg
/aaSaa[S\b
ASSESSED SKILLS
• Character, Setting, and Plot
*ODMVEFT-FWFMFE8FFLMZ5FTUT
• Vocabulary Words
• Context Clues: Paragraph Clues
• Run-on Sentences
• Words with Long o
.BDNJMMBO.D(SBX)JMM
@=;
12
Assessment Tool
Administer the Weekly Assessment from the CD-ROM
or online.
Weekly Assessments, 53–60
(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
• Leveled Weekly Assessment for Approaching Level,
pages 61–68
• ELL Assessment, pages 48–49
>`OQbWQSO\R
/aaSaa[S\b
.BDNJMMBO.D(SBX)JMM
ELL Practice and
Assessment, 48–49
143K
VOCABULARY WORDS
VOCABULARY STRATEGY
Context Clues: Paragraph
Clues
Items 1, 2, 3, 4
End-of-Week Assessment
Diagnose
Prescribe
IF...
THEN...
0–2 items correct . . .
Reteach skills using the Additional
Lessons page T1.
Reteach skills: Go to
www.macmillanmh.com
@=;
12
Vocabulary PuzzleMaker
COMPREHENSION
Skill: Character, Setting, and
Plot
Items 5, 6, 7, 8
0–2 items correct . . .
GRAMMAR
Run-on Sentences
Items 9, 10, 11
0–1 items correct . . .
Reteach skills: Grammar Practice Book
page 30.
SPELLING
Words with Long o
Items 12, 13, 14
0–1 items correct . . .
Reteach skills: Go to
www.macmillanmh.com
FLUENCY PASSAGE
79–83 WCPM
/
Evaluate for Intervention.
Reteach skills using the Additional
Lessons page T3.
0–78 WCPM
Evaluate for Intervention.
Evaluate for Intervention.
2
7=
C2 1
Fluency Solutions
READING
Triumphs
AN INTERVENTION PROGRAM
To place students
in the Intervention
Program, use
the Diagnostic
Assessment in the
Intervention Teacher’s
Edition.
The Raft
143L
Approaching Level Options
Constructive
Feedback
If students say a short o
sound, such as hop, instead
of a long o sound, for hope,
write hope on the board,
point to the o and the e
and say:
This word is hope.
When o is following by
a consonant and e, the
e is silent but it makes
the o stand for its name,
the long o sound. Say it
with me: /ō/. Let’s sound
out and say the word
together: /hhhōōōp/,
hope.
Repeat as needed with
other long o words spelled
o_e, oa or ow.
Phonics
Objective
Materials
Decodable Text
To help students build
speed and accuracy with
phonics patterns, use
additional decodable text
on page 9 of the Teacher’s
Resource Book.
143M
• Student Book “Rafting—Ready or Not”
• Decodable Passages, Teacher’s Resource Book, p. 9
DECODE WORDS WITH LONG o
Model/Guided Practice
■
Write the letters b, o, a, t on the board. Say the sounds that the letters
stand for. Then blend the sounds: /bōt/. Say the word with me: boat.
Repeat with the words told, mow, and rode.
■
Explain that o, o_e, oa, or ow can spell the long o sound.
■
Write gold, note, float, and bowl as column headings and underline the
letter or letters that spell /ō/. Have students add other long o words
under the appropriate heading: toast, cold, grow, poke.
MULTISYLLABIC WORDS WITH LONG o
■
Write the word roadway on the board and have students identify the first
syllable as containing long o: road. Have students repeat the long-vowel
syllable, then blend, and read the whole word several times. Repeat the
activity with nobody, awoke, and towing.
■
Have pairs of students work together to practice decoding longer words
with long o. Write the following words on the board and ask student
pairs to copy them and decode them together. Have them take turns
circling the letters in each word that stand for the long o sound and
then sorting the the words by spelling pattern.
Additional Resources
For each skill below,
additional lessons are
provided. You can use these
lessons on consecutive days
after teaching the lessons
presented within the week.
• Character, Setting, Plot, T3
• Context Clues, T8
• Maps, T10
Decode one-syllable and multisyllabic words with long o
rewrote
reloading
■
slowest
postal
owner
hopefully
refold
sailboat
Check each pair or group for their progress and accuracy. Provide
constructive feedback.
WORD HUNT: WORDS WITH LONG o IN CONTEXT
■
Review the long o sound. Have students search “Rafting—Ready or Not”
to find words with the long o sound, spelled o, ow, or oa. Ask them
to write the words and underline the letters that stand for the long o
sound. Have them sound out each word to a partner.
■
Check to see if students have found the following: so, boats, told, narrow,
flow, coyote, glow, tomorrow.
■
Have students repeat the activity with Decodable Passages on
Teacher’s Resource Book page 9.
Constructive
Feedback
Objective
Materials
Read with increasing prosody and accuracy at a rate of 84–94 WCPM
• Index cards
If students read without
correct pacing and tempo,
reread the passage to them
at the correct pace and
rate. Then lead a choral
reading so students can
copy your pacing and
tempo.
• Approaching Practice Book A, page 32
WORD AUTOMATICITY
Have students make flashcards for the following long o words: goal, flow,
mole, mold, lower, toll, stole, stove, groan, blown, chose, sole, bolt, foam,
quote, fold, mows.
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
EV
Model reading the Fluency passage on Practice Book A, page 32. Tell
students to pay close attention and listen to your pace and tempo as you
read. Then read one sentence at a time and have students echo-read the
sentences, copying your pace and tempo.
Fluency It is important to
link oral reading fluency
practice to reading
comprehension. Having
students both reading
the text aloud and
focusing on its meaning is
important.
During independent reading time, have students work with a partner.
One student reads aloud while the other repeats each sentence. Remind
students to wait until their partners get to the end of a sentence before
they correct mistakes. Circulate and provide constructive feedback.
TIMED READING
Timothy Shanahan
At the end of the week, have students do a final timed reading of the
passage on Practice Book A, page 32. Tell each student:
■
Place the passage facedown.
■
When I say “Go,” begin reading the passage aloud.
■
When I say “Stop,” stop reading the passage.
As students read, note any miscues. Stop them after one minute. Help
students record and graph the number of words they read correctly.
Vocabulary
Objective
Materials
Apply vocabulary word meanings
• Vocabulary Cards
g 7b ;ObbS` a
• Transparencies 5a and 5b
Go to
www. macmillanmh.com
Approaching Practice Book A, page 32
"T*SFBE*XJMMQBZBUUFOUJPOUPUIFQBDFBOEUFNQPBOEUSZUP
NBUDIUIFBDUJPOPGUIFTUPSZ
,BUISZOXBTTUBZJOHXJUIIFSVODMFBOEBVOUJOUIFJS
OFXIPVTFJOUIF"SJ[POBEFTFSU5IFMJWJOHSPPNXBT
DMVUUFSFEXJUINPWJOHCPYFT6ODMF"CFIBEGPVOEBOPME
CPPL0OUIFDPWFSJUSFBEi;:7):--1‡177,-'(u
i*UTXSJUUFOJODPEFuIFSVODMFTBJE
i8IBUTBDPEF u,BUISZOBTLFE
i*UTBTFDSFUXBZPGXSJUJOHUIJOHTuTBJE6ODMF"CF
i:PVDBOSFBEJUCVUPUIFSTDBOU:PVNBLFJUCZSFQMBDJOH
POFMFUUFSXJUIBOPUIFS.ZDPEFXPSLTMJLFUIJTu6ODMF
"CFXSPUFUIFDPEFPVUGPS,BUISZO
,BUISZOUSJFEUPàHVSFPVUUIFDPWFSi0I*HFUJUuTIF
TBJEi*UTBZTA"CFT#PPL‡,FFQ0VUu VOCABULARY WORDS
Display the Vocabulary Cards: cluttered, disgusted, downstream, nuzzle,
raft, and scattered. Help students locate these words in “Rafting—Ready
or Not” and circle any context clues on Transparencies 5a and 5b.
Review the definitions. Have students create word webs with related
words or ideas for each vocabulary word. For example, for raft, related
words could be boat, float, river.
ECFH;>;DI?EDÃ>;9A
)PXDBOZPVUFMMUIBU6ODMF"CFIBTKVTUNPWFE $IBSBDUFS4FUUJOH
1MPUNdjXVciZaai]ViJcXaZ6WZ]Vh_jhibdkZY^cidV
cZl]djhZWZXVjhZ]Z^hjceVX`^c\bdk^c\WdmZh#
8IBUEPFT,BUISZOMFBSOGSPNIFSVODMF $IBSBDUFS4FUUJOH1MPU
@Vi]gncaZVgch]dlidlg^iZ^c]ZgjcXaZ¾hdaYXdYZ#
8PSET3FBE
m
CjbWZgd[
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m
4FDPOE3FBE
m
The Raft
LdgYh
8dggZXiHXdgZ
143N
Approaching Level Options
Vocabulary
Objective
Materials
Use context clues in paragraphs for the meanings of unfamiliar words
• Student Book The Raft
• Dictionary
CONTEXT CLUES: PARAGRAPH CLUES
Review last week’s words
(astronaut, endless,
paralyzed, protested,
realistic, sensible,
universe) and this
week’s words (cluttered,
disgusted, downstream,
nuzzle, raft, and
scattered). Students can
use a dictionary to review
meanings.
Review how to use paragraph clues to figure out the meaning of an
unfamiliar word. Find fawn on Student Book page 133 of The Raft. Have
students identify paragraph clues that help them figure out what fawn
means. Have them use a dictionary to confirm the meaning.
Comprehension
Objective
Materials
Identify setting
• Student Book “Rafting—Ready or Not”
• Transparencies 5a and 5b
STRATEGY
MAKE INFERENCES AND ANALYZE
Tell students that one way they can analyze what they read is by
comparing their own life experiences with those of the characters.
They can also analyze by thinking about the way the setting affects the
characters and the plot.
by Olivia Snow
SKILL
CHARACTER, SETTING, PLOT
Explain/Model
Student Book
&-Context Clues Provide
sentences for students
that relate to the meaning
of each vocabulary word.
Have students say or write
the correct word after each
sentence. For example:
1. I really disliked that
sandwich. (disgusted) 2. I
couldn’t even walk into my
sister’s room, there was so
much stuff on the floor.
(cluttered) 3. Dina held the
kitten up to her face so she
could feel how soft and
warm it was. (nuzzle)
143O
■
The setting is the place where the story events, or plot, happen.
■
Knowing the setting of a story can help readers understand why certain
events occur and why characters feel or act the way they do.
Display Transparencies 5a and 5b. Reread the first two paragraphs. Model
how to identify the setting. Then ask another volunteer to identify details
that tell more about the setting and how the main character feels about it.
Think Aloud As I read I can think about the setting of the river, the
grandmother’s house, and the country where Nicky will be spending
the summer. The boy is bored, but the grandmother seems to give him
freedom.
Practice/Apply
Reread the rest of “Rafting—Ready or Not” with students. Have students
summarize the diary entry, including details about the setting. Ask
students how important the river is to what happens in the story. Ask
students to state what animals are part of the story’s setting.
Leveled Reader Lesson
Objective
Materials
Read to apply strategies and skills
• Leveled Reader The Secret Code
• Student Book The Raft
PREVIEW AND PREDICT
Have students read the title, look at the illustrations, and preview the
first two chapters. Ask them if they have any questions. Then have
students make predictions about the setting and how it might affect
the story.
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VOCABULARY WORDS
Review the vocabulary words as needed. Suggest that students note
any unfamiliar words as they read and use context clues from the
surrounding paragraphs to figure out their meanings.
STRATEGY
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Leveled Reader
MAKE INFERENCES AND ANALYZE
Remind students that recognizing how the story is organized can help
them understand how the characters, setting, and plot are related.
SKILL
CHARACTER, SETTING, PLOT
Remind students as they read the first chapter to pay attention to the
setting and how it affects the characters and the plot.
Think Aloud In the first chapter, I learn that Kathryn is visiting her aunt
and uncle in the Arizona desert. I can guess that whatever happens in
the story will happen in a hot and dry desert setting with desert plants
and animals. I will add this information to my Setting Flow Chart.
READ AND RESPOND
Ask students to describe the details that contribute to the setting. Have
students discuss how the story would be different if set in a city or on a
farm. Discuss the following:
■
How does the desert setting affect what happens to Uncle Abe?
■
Would you like to live in the place described in the story? Why or why not?
MAKE CONNECTIONS ACROSS TEXTS
Invite students to compare The Raft and The Secret Code. Ask:
■
Think about the setting in The Raft and the setting in The Secret Code.
What did you like best about each setting? What did you not like?
■
Do you think Nicky would have been happy to spend the summer in a
desert like the one in The Secret Code? Why or why not?
The Raft
143P
On Level Options
Vocabulary
Leveled
Reader Lesson
Objective
Materials
Review vocabulary words
• Vocabulary Cards
• Student Book The Raft
VOCABULARY WORDS
Tell students that they will be playing a vocabulary game. Write the
vocabulary words on the board. Then place all of the Vocabulary Cards
in a pile facedown. Explain that one student will choose a card, but will
not let the rest of the group see the word. Divide the group in two teams.
Each team asks a question, such as Does it float on water? or Is it a feeling
word? The team that guesses the correct word gets a point. The team with
the most points wins.
Student
Book
CONTEXT CLUES: PARAGRAPH CLUES
Remind students that they can look for context clues in a paragraph to
understand the meaning of a word. Have students find three vocabulary
words in The Raft. Challenge them to find context clues and discuss how
each clue helps them understand the meaning of the vocabulary word.
by Elizabeth Schleichert
Photos by C.C. Lockwood
Student
Book
Text Feature
Objective
Materials
Read maps for information
• Magazines or newspapers
• Student Book “Into the Swamp”
MAP
Discuss the purpose and importance of maps in a nonfiction piece,
such as “Into the Swamp.” Have students look through magazines or
newspapers to point out, discuss, and read maps.
On Level Practice Book O, page 32
As I read, I will pay attention to the pace and tempo and
try to match the action of the story.
9
12
20
24
34
46
56
65
74
87
89
99
111
121
“Are we there yet?” Jamal asked, crossing his arms
across his chest.
“Almost, honey,” his mom replied. “Look out the
window. Isn’t it beautiful?”
Jamal didn’t answer, but he did look. Out his mom’s
window, all he could see was a rising, rocky cliff. Out his
own window, the cliff dropped down, and Jamal could see
the road winding below them. Below that were green
fields. A few houses and farms were scattered about.
The city was a long way away. It felt like they had been
driving forever.
They were driving up into the mountains to spend a
week at a ranch. His mom had lived at this ranch when
she was a little girl. “Some vacation,” Jamal thought to
himself. 122
Objective
Materials
1. How does Jamal feel about his vacation? Character, Setting, Plot
You can tell that Jamal is annoyed and doesn’t want
to spend time at the ranch.
2. How do you know that Jamal’s mom probably enjoyed the ranch?
Character, Setting, Plot Jamal’s mom probably liked the
ranch as a child so much that she wants to share
that experience with Jamal.
Words Read
–
Number of
Errors
=
–
=
Second Read
–
=
143Q
• On Level Practice Book O, p. 32
REPEATED READING
Comprehension Check
First Read
Read fluently with appropriate prosody at a rate of 84–104 WCPM
Words
Correct Score
Model reading the passage on page 32 of Practice Book O. Remind students
that they should vary the pace and tempo of their oral reading whenever the
pace and tempo of the story changes. Echo-read through the entire passage,
reading the first and second paragraphs at a slower pace. Read the last
paragraph more quickly to match the narrator’s pace and the action.
Timed Reading Throughout the week, partners take turns and practice
echo-reading. At the end of the week have partners time each other and
note how many words they read correctly in a minute.
Leveled Reader Lesson
Objective
Materials
Read to apply strategies and skills
• Leveled Reader X Marks the Spot
PREVIEW AND PREDICT
Have students preview X Marks the Spot.
■
Ask students to predict what the story is about.
■
Ask students to write down any questions they have.
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STRATEGY
MAKE INFERENCES AND ANALYZE
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Review how making inferences as they read, based on story clues and
their prior knowledge, will enhance students’ understanding.
SKILL
CHARACTER, SETTING, PLOT
■
The characters are the people or animals in a story.
■
The setting is the place where the story happens.
■
The plot is the sequence of events.
Explain that students will fill in information about the characters, setting,
and plot in Setting Flow Charts.
READ AND RESPOND
Leveled Reader
ELL
Leveled Reader
Go to pages
143U–143V.
Read Chapter 1. Pause to discuss what Jamal sees on the ride to his
vacation. At the end of Chapter 1, fill in the Setting Flow Chart. Have
students tell how the setting might influence what happens in the story.
Have them complete the chart as they continue reading.
VOCABULARY WORDS
As they read X Marks the Spot, ask students to point out the vocabulary
words as they appear. Then discuss how each word is used.
MAKE CONNECTIONS ACROSS TEXTS
Invite students to summarize The Raft and X Marks the Spot and draw
connections between them.
■
Ask students to describe the feelings that Jamal and Nicky have when
they first hear about the places they are going to visit.
■
Ask them how much influence the setting has on the plot of each story.
Have them use story details in their answer.
■
Discuss which setting they would rather visit and why.
The Raft
143R
Beyond Level Options
Vocabulary
Objective
Materials
by Elizabeth Schleichert
Photos by C.C. Lockwood
Apply content vocabulary words
• Dictionary
EXTEND VOCABULARY
Write the content vocabulary words on the board (adapted, migrate,
organisms). Invite students to use a dictionary to find the meaning for
each word. Remind students they can sometimes use a word wall to check
the spelling of content words before using a dictionary. Then ask them to
write a fill-in-the blank sentence for each word. For example, Many _____
such as algae and fish live in the Everglades. (organisms) Have students
exchange sentences with a partner and complete each other’s sentences.
Student Book
Text Feature
Objective
Materials
Use maps for information
• Student Book “Into the Swamp”
• Reference books
MAP
Point out that most maps are drawings of all or part of Earth, usually
showing cities, rivers, oceans, and other features. Ask students to find
Everglades National Park on the map in “Into the Swamp.”
Have students use maps in an atlas and other maps to find rivers,
mountains, or other natural landforms in your region. Then ask students to
make a small map of their state or neighborhood. Remind them to include
a compass rose with cardinal points, and a legend indicating landforms,
cities, roadways, parks, landmarks, and streets, as appropriate.
Beyond Practice Book B, page 32
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Objective
Materials
Read fluently with appropriate prosody at a rate of 94–104 WCPM
• Beyond Practice Book B, p. 32
REPEATED READING
Model reading the passage on page 32 of Practice Book B. Remind
students that they should vary the pace of their oral reading as the pace
of the story changes. Echo-read through the entire passage, reading the
first and second paragraphs at a slower pace. Read the last paragraph
more quickly to match the story’s pace, the narrator’s anticipation, and the
action.
During independent time, listen for accuracy as partners echo-read.
Remind students that if their partners have difficulty with a word, they
should encourage their partners to sound it out.
Leveled Reader Lesson
Objective
Materials
Read to apply strategies and skills
• Leveled Reader Saving Larry
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PREVIEW AND PREDICT
Have students preview Saving Larry, predict what it is about, and set a
purpose for reading.
SKILL
CHARACTER, SETTING, PLOT
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Ask a volunteer to explain what the terms character, setting, and plot
mean and why the setting is important to understanding a story.
Explain that students will read Saving Larry together and look for
important details about character, setting, and plot.
READ AND RESPOND
Leveled Reader
As students read, they should identify the setting and fill in their Setting
Flow Chart. Invite students to exchange and discuss details on their charts.
Have them share questions and personal responses.
VOCABULARY WORDS
As they read Saving Larry, ask students to point out the vocabulary words
as they appear. Review definitions as needed.
Self-Selected Reading
Objective
Materials
Read independently to analyze a story’s setting, character, and plot
• Leveled Readers or trade books at students’ reading level
READ TO ANALYZE SETTING, CHARACTER, AND PLOT
Invite students to choose a book for independent reading. Remind them
that the setting of a story affects the plot and the main characters. Have
students read their books and write down details that help identify the
setting.
&-Setting , Character,
Plot Explain that
sometimes the setting
causes a character to act in
a certain way. Write these
examples of settings on
the board: a boat during a
storm; a desert; a swamp;
a snowstorm. Then ask
students to brainstorm the
ways characters might act
in each setting. Why would
their actions differ?
After reading, ask the students to write a variation of the story using a
different setting. Discuss how the story changed and whether the change
affected the characters and plot.
The Raft
143T
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
143U
Skill/Strategy Words
Writing/Grammar Words
wildlife (p. 108)
paragraph clues (p. 110)
journal entry (p. 142)
bayous (p. 138)
make inferences and analyze
(p. 111A)
details (p. 142)
swamp (p. 138)
setting (p. 111A)
voice (p. 143)
guide (p. 138)
plot (p. 111A)
run-on sentences (p. 143I)
ancient (p. 138)
events (p. 111B)
independent clauses (p. 143I)
geographic location (p. 138)
conjunctions (p. 143I)
distance scale (p. 138)
subject (p. 143J)
inset map (p. 138)
predicate (p. 143J)
Realistic
Fiction
ELL Leveled Reader Lesson
Objective
Jamal’s
[Art:Surprises
picture of ELL
0ST]`S@SORW\U
DEVELOP ORAL LANGUAGE
Leveled Reader
Jamal’s
Surprises]
by Julian Fleisher
4.1.07.b, 4.1.tpi.22. Organize prior knowledge
illustrated by
Kristin Sorra
Build Background Ask students, What did you do
on your last vacation? If any students went to the
countryside, ask them to share what they saw. Write
the word countryside on the board and brainstorm:
What can you see in the countryside? What wildlife
lives there?
Materials
• ELL Leveled Reader
3::#2Og>ZO\\S`
DAY 1
• Academic Language
• Oral Language and
Vocabulary Review
DAY 2
Review Vocabulary Write the vocabulary and story support words on the
board. Use drawings with labels to convey each word’s meaning. Example:
Draw a raft in a river and label it raft. Use the word in a sentence. Example:
I can take a raft to go downstream on the river.
PREVIEW AND PREDICT
• To apply vocabulary and
comprehension skills
• Academic Language
• ELL Leveled Reader
DAY 3
• Academic Language
• ELL Leveled Reader
DAY 4
• Academic Language
• ELL Leveled Reader
4.1.07.d. Preview text using text features
Point to the cover illustration and read the title aloud. Point out the map. Trace
the lines with your fingers as you explain that it tells you where to go. Ask,
Who is Jamal? Where does the story take place? What do you think Jamal will find?
DAY 5
• Academic Language
• ELL Leveled Reader
Comprehension
Check and Literacy
Activities
Set a Purpose for Reading Show the Setting Flow Chart and remind
students they have used it before. Remind them to identify setting and to
record details as they read.
2c`W\U@SORW\U
Choose from among the differentiated strategies below to support
students’ reading at all stages of language acquisition.
Beginning
Intermediate
Advanced
Shared Reading As you
read, model how to use the
strategy. Ask students to use
the illustrations to support
comprehension. Model
filling in the chart as you
read.
Read Together Read the
first chapter. Point out
pictures and ask, What is
the setting? What is Jamal’s
reaction? Model filling in the
chart. Take turns reading
with students as you model
the strategy.
Independent Reading
Ask students to discuss what
they’ve read with a reading
partner. Have them use the
strategy and the illustrations
to fill in the chart. Remind
them to identify the setting
and the character’s reaction.
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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
The Raft
143V