Comprehension
Genre
A Photo Essay is an article
or book composed mostly
of photographs to express a
theme or topic.
MAIN SELECTION
• Adelina’s Whales
• Skill: Sequence
Analyze Text Structure
PAIRED SELECTION
Sequence As you read, fill
in your Sequence Chart.
• Limericks
• Literary Elements: Meter and
%VENT
Rhyme Scheme
SMALL GROUP OPTIONS
• Differentiated Instruction,
pp. 507M–507V
Read to Find Out
How have the yearly visits
of the whales affected
Adelina’s life?
Comprehension
GENRE: PHOTO ESSAY
Have a student read the definition
of a Photo Essay on Student Book
page 486. Students should look
for photographs that illustrate an
informative text.
486
STRATEGY
ANALYZE TEXT STRUCTURE
Remind students that authors of
nonfiction organize their texts in
various ways. The author of an essay
can help readers understand the topic
by presenting the information in a
particular structure.
SKILL
SEQUENCE
Remind students that they can help
themselves understand an informative
essay by identifying the sequence of
events.
486
D]QOPcZO`g
Vocabulary Words Review the tested vocabulary words:
tangles, rumbling, snoring, massive, dove, unique, and
politicians.
Selection Words Students may be unfamiliar with these words.
Pronounce the words and give meanings as necessary.
lagoon (p. 490): a small bay with shallow seawater
breaching (p. 497): breaking through something, such as a water
surface
bluff (p. 498): a cliff
Main Selection
DELINA’S
Main Selection Student pages 486–487
WHALES
Preview and Predict
Text and photographs by
RICHARD SOBOL
Ask students to read the title, preview
the illustrations, and make predictions
about the selection. Do they think the
people and the whales are friendly
to each other? Why or why not? Have
students write about their predictions.
They should also write down any
questions they have about the story.
Set Purposes
FOCUS QUESTION Discuss the “Read
to Find Out” question on Student
Book page 486. Remind students to
look for the answer as they read.
Point out the Sequence Chart in the
Student Book and on Practice Book
page 135. Explain that students will fill
it in as they read.
Read Adelina’s Whales
487
Use the questions and Think Alouds
to support instruction about the
comprehension strategy and skill.
On Level Practice Book O, page 135
As you read Adelina’s Whales, fill in the Sequence Chart.
If your students need support
to read the Main Selection,
use the prompts to guide
comprehension and model
how to complete the graphic
organizer. Encourage students
to read aloud.
If your students can read the
Main Selection independently,
have them read and complete
the graphic organizer. Remind
them to use self-monitoring skills
while reading and to self-correct
as needed.
7=
C2 1
2
/
If your students need an alternate selection, choose the
Leveled Readers that match their instructional level.
BSQV\]Z]Ug
Story available on Listening Library Audio CD
How does the information you wrote in the Sequence Chart help you
to analyze the text structure of Adelina’s Whales?
Approaching Practice Book A, page 135
Beyond Practice Book B, page 135
Adelina’s Whales
487
Main Selection Student page 488
Develop
Comprehension
1
1 MAINTAIN
DRAW CONCLUSIONS
What conclusions can you draw about
the village of La Laguna? What are
some of the clues that tell you about
the village? (Suggested answers: It
is a very small village, because there
are only a few dozen homes. The
people who live there probably don’t
have very much money, because their
houses are small and made of poor
materials. It is probably far from other
towns, because it is quiet, the people
collect their own drinking water, and
they do not have electricity all day
long.)
2 GENRE: PHOTO ESSAY
How do the photographs on pages
488 and 489 help to make life in La
Laguna more vivid for the reader? (We
see the people and things that are
described in the text. For example, we
can see exactly what Adelina looks like,
even the way her hair looks when it is
tangled by the wind. We can also see
what the people’s homes are like. It is
clear that the town truly is quiet and
dusty.)
Students should be able to identify
and describe characteristics of the
genre.
488
La Laguna is the name of a quiet, dusty fishing village on
the sandy shore of Laguna San Ignacio, in Baja California,
Mexico. A few dozen homesites are scattered along the
water’s edge. These little houses are simple one- or tworoom boxes patched together with plywood and sheet metal.
Drinking water is stored outside in fifty-gallon plastic
barrels, and electricity is turned on for only a few hours each
day.
Adelina Mayoral has lived her whole life in La Laguna.
She is a bright ten-year-old girl. She loves the ocean and
the feeling of the ever-present wind that blows her long,
dark hair into wild
tangles. She knows
what time of day it
is by looking at the
way the light reflects
off the water. Adelina
can tell what month
it is by watching the
kind of birds that nest
in the mangroves
behind her home.
She can even
recognize when it is
low tide. Simply by
taking a deep breath
through her nose, she
can smell the clams
and seaweed that
bake in the hot sun
on the shoreline as
the water level
goes down.
2
488
Main Selection Student page 489
Develop
Comprehension
3 STRATEGY
ANALYZE TEXT STRUCTURE
In late January, every afternoon after school, Adelina
walks to the beach to see if her friends—the gray whales—
have returned. At this same time every year the whales come,
traveling from as far away as Alaska and Russia. They slowly
and steadily swim south, covering more than five thousand
miles along the Pacific Coast during November, December,
and January.
3
Teacher Think Aloud I know that
authors of informational texts
often organize the information in
sequence, or time order. In this
paragraph, I read that the gray
whales return to the beach near
Adelina’s home at the same time
every year. The paragraph begins
with the sequence words “In late
January.” Since the title of the essay
is Adelina’s Whales, I think that the
essay will follow the sequence of
the whales’ trip. As I continue to
read, I’ll look for more sequence
words to help me understand how
the sequence of the whales’ travels
affects Adelina and her village.
4
4 SEQUENCE
489
&-STRATEGIES FOR EXTRA SUPPORT
Question 4 SEQUENCE
Practicing Language Help English language learners identify
words that signal sequence on Student Book page 489. Have them
reread the paragraph and tell you words that have something to
do with time or calendar dates. Ask students to make a list of the
words. Words lists might include: late, January, afternoon, after,
time, year, during, November, December, January. Then discuss how
these words help students understand the information.
What signal words and phrases does
the author use to tell when the whales
travel? (The phrase “In late January”
tells when Adelina expects to see the
whales. “At the same time every year”
tells how often the whales come.
“During November, December, and
January” tells the part of the year
when the whales swim south.) Add this
information to your Sequence Chart.
Every winter, the whales swim south along
the Pacific Coast from Alaska and Russia.
Adelina’s Whales
489
Main Selection Student page 490
Develop
Comprehension
5 SEQUENCE
Use signal words to tell the sequence
of events on this page. (Suggested
answer: One night in January, a
rumbling noise wakes Adelina up.
Almost right away, she recognizes
it as the sound of a whale exhaling.
Then she realizes the whales have
returned, as she knew they would,
and goes back to sleep. First thing in
the morning, she runs to the lagoon
and sees a mother whale and her calf.)
Summarize this information and add it
to your Sequence Chart.
Every winter, the whales swim south along
the Pacific Coast from Alaska and Russia.
5
The first whales arrive in the lagoon.
One night Adelina is awakened by a loud, low, rumbling
noise. It is the sound of a forty-ton gray whale exhaling a
room-size blast of hot wet air. As she has always known they
would, the gray whales have come again to visit. Adelina
smiles and returns to her sleep, comforted by the sounds
of whales breathing and snoring outside her window. At
daybreak she runs to the lagoon and sees two clouds of mist
out over the water, the milky trails of breath left by a mother
gray whale and her newborn calf.
490
HOMETOWNS
Adelina’s village, La Laguna, is described in the first paragraph
of the selection as well as on page 491. There is something very
special about the area. It is a gray whale nursery.
Ask students to think about La Laguna and the place where they
live. What is different about the two places? What is the same?
How do they think their lives would be different if they lived
where Adelina lives? Have students use the questions above
and information from the selection to write a paragraph or two
paragraphs about the differences and the similarities between
Adelina’s village and the place where they live.
490
Main Selection Student page 491
Develop
Comprehension
6 WRITER’S CRAFT: VOICE
The waters of the protected lagoon are warm and
shallow. The scientists who have come to visit and study the
whales have explained that Laguna San Ignacio is the perfect
place for the mother whales to have their babies and then
teach them how to swim. But Adelina knows why they really
come—to visit her!
Adelina’s family lives far away from big cities with
highways and shopping malls. Her little village does not
have any movie theaters or traffic lights, but she knows that
her hometown is a special place. This is the only place on
earth where these giant gray whales—totally wild animals—
choose to seek out the touch of a human hand. Only here in
Laguna San Ignacio do whales ever stop swimming and say
hello to their human neighbors. Raising their massive heads
up out of the water, they come face-to-face with people.
Some mother whales even lift their newborns up on their
backs to help them get a better view of those who have come
to see them. Or maybe they are just showing off, sharing
their new baby the way any proud parent would.
6
491
The author writes about whales from
the point of view and in the voice
of Adelina, who lives in the small
village in Mexico where the whales
visit every year. Using this voice the
author involves the reader in the lives
of the villagers and the visits of the
whales. Explain how the author gets
the reader more involved by offering
some examples of his voice. (The
author says that Adelina feels especially
connected to the whales. He does this
by highlighting her excitement and
interest in the whales, and he draws
the reader into the special nature of
the whales’ yearly visit to the small
village. The author uses the stories her
grandfather tells about his first visit
with the whales, and we get a sense
of the ongoing connection Adelina’s
family has to the whales.)
Figurative Language: Personification
Explain The literary device of personification is a kind of figurative
language that authors use to give human qualities or characteristics to
an animal, object, or idea.
Discuss Have students reread the last three sentences on page 491.
Ask them to identify the whales’ actual behavior. (The whales raise
their heads out of the water. Mother whales lift their newborns onto
their backs.) Then ask them what human characteristics or feelings
the author says the whales may have. (They come “face-to-face”
with people and want their babies to have a better view. They are
proud parents showing off their babies.)
Apply Encourage students to consider why the author chose to
personify the whales’ behavior. Ask them to explain how this literary
device affects the way they think about the whales.
D]QOPcZO`g
Find the sentence that contains the
word massive . What other words could
you use in the sentence that mean
the same thing as massive? (Possible
answers: enormous, huge, gigantic)
Adelina’s Whales
491
Main Selection Student page 492
Develop
Comprehension
7 GENRE: PHOTO ESSAY
What statements in the text are
supported by the photograph on page
492? (The author says the whales come
to La Laguna to seek the touch of a
human hand. The photograph shows
a whale coming close to the boat and
the man’s outstretched hands. It also
shows that the whales make friendly
visits.)
7
492
Documentary Films
Explain A photo essay uses still photos while a documentary film
combines live action images and informational commentary.
Discuss Have students respond to the photographs in the
selection. Ask, How do they add to our understanding of the people
and the whales? How do they influence our opinions? How do they
enhance communication? Ask students how a documentary film
about the whales might be similar or different. Remind them to use
Discussion and Conversation Guidelines on page 410I.
Apply Have partners write proposals that explain how they would
make a documentary film about a wild creature. Have them identify
a subject, a location, the target audience, and the purpose or
message of the film. What special equipment might they need?
Then have students respond to each other’s proposals.
492
The whales have been coming to this lagoon for hundreds
of years, and Adelina is proud that her grandfather, Pachico,
was the first person to tell of a “friendly” visit with one. She
loves to hear him tell the story of that whale and that day.
She listens closely as he talks about being frightened, since
he didn’t know then that the whale was only being friendly.
He thought he was in big trouble.
Adelina looks first at the tight, leathery skin of her
grandfather, browned from his many years of fishing in the
bright tropical sun. From his face she glances down to
the small plastic model of a gray whale that he keeps close
by. As he begins to tell the story of his first friendly whale
encounter, there is a twinkle in his eye and a large smile on
his face. Adelina and her father, Runolfo, smile too, listening
again to the story that they have heard so many times before.
Main Selection Student page 493
8
Develop
Comprehension
8 MONITOR AND CLARIFY
493
The author says that Adelina’s
grandfather is the first person to
tell of a “friendly” visit with a whale.
Do you think he is the first person
ever to experience such a visit? What
strategies can you use to help you
find an answer? (Answers may vary;
possible answer: I can reread and
generate questions. The author also
says that whales have been coming
to La Laguna for hundreds of years.
Is it possible that other people have
had friendly encounters with them?
The village is very small and poor, so
it may not have been there as long as
the whales have returned to this spot.
Perhaps at some other time in history,
long before anyone who is alive
today can remember, people also had
friendly visits with the whales.)
Ways to Confirm Meaning
Semantic/Meaning Cues
Explain Tell students that good readers use their background
knowledge and context clues to help them understand what they
read.
Model Discuss the word encounter on page 493.
Think Aloud I’m not familiar with the word encounter, but I know
it has to do with the grandfather and the whale. I see the word
friendly used in the previous paragraph to describe the whale’s
visit. So, encounter must mean “meeting” or “a coming together.”
Apply Encourage students to use context clues and their
background knowledge to help them with other difficult words or
phrases, such as the word biologist on page 498.
EV
g 7b ;ObbS` a
Comprehension Research shows
that teaching word meanings to
older students significantly improved
vocabulary knowledge as well as
improving the comprehension of texts
containing the taught words.
Steven A. Stahl
Go to www. macmillanmh.com
Adelina’s Whales
493
Main Selection Student page 494
Develop
Comprehension
9 AUTHOR’S PURPOSE
How does the author show that the
grandfather’s story is both vivid and
entertaining? Use examples from the
essay to support your answer. (The
author tells us how the grandfather
makes the story suspenseful by
beginning in a whisper. We hear how
the men’s hearts were pounding when
the whale rocked their boat. The
author also uses familiar things, like
a school bus, to let the reader know
how large the whales are. Even though
the description of how the whale
soaked the men is a little disgusting, it
definitely creates a strong image in the
reader’s mind.)
9
In a whisper, her grandfather begins to draw them in.
Adelina closes her eyes to imagine the calm and quiet on that
first afternoon when his small boat was gently nudged by a
huge gray whale. As the boat rocked, her grandfather and
his fishing partner’s hearts pounded. They held tight and
waited, preparing themselves to be thrown into the water by
the giant animal. The whale dove below them and surfaced
again on the opposite side of their boat, scraping her head
along the smooth sides. Instead of being tossed from the
boat, they were surprised to find themselves still upright
and floating.
For the next hour the whale glided alongside them,
bumping and bobbing gently—as gently as possible for an
animal that is as long as a school bus and as wide as a soccer
goal. As the sun started to set behind them, the whale gave
out a great blast of wet, snotty saltwater that soaked their
clothes and stuck to their skin. The whale then rose up
inches away from their boat and dove into the sea. Her first
visit was over.
494
Repeated Reading
Explain Tell students they will be echo-reading, with an emphasis
on punctuation.
Model Read the paragraph on Student Book page 494, starting
with the words “In a whisper” and ending with “upright and
floating.” Emphasize pausing at commas and coming to a stop
at periods. Repeat the paragraph one sentence at a time, with
students echo-reading.
Practice Divide the class into two groups. The first group reads the
paragraph one sentence at a time. The second group echo-reads.
Then groups switch roles. Listen for accuracy in students’ reading
for punctuation.
494
Main Selection Student page 495
As her grandfather finishes the story, he looks to
Adelina, who joins him in speaking the last line of the story:
“Well, my friend, no fish today!” they say before breaking
into laughter.
Develop
Comprehension
Sequence
Retell the grandfather’s story
using sequence words.
10
10 SEQUENCE
Retell the grandfather’s story using
sequence words. (At first, the two
men were quietly fishing on a calm
sea. Then they felt the boat begin
to rock. When they realized a whale
had bumped the boat, they held on,
waiting to be thrown into the water.
Next, the whale simply dove beneath
the boat and scraped her head along
its sides. After that, the whale spent
the next hour swimming alongside the
boat and gently bumping it. As the
sun went down, the whale sprayed the
men and swam away.)
495
Sequence
Ask students to respond to the
selection by confirming or revising
their predictions and purposes.
Encourage them to write additional
questions they may have about the
selection.
Can students use signal words
to tell the sequence of events? If
not, see the Extra Support on
this page.
If students are having difficulty reiterating the sequence of events,
help them identify signal words in each of the sentences on page
494. Ask them to find the words that tell when or what time
something happened. For example, in the first sentence, point out
the word begins, and in the second sentence, point out the phrase on
that first afternoon. Ask how each of these lets the reader know when
an event happened. If a sentence does not have a signal word or
phrase, model adding one that makes sense in context. For example,
add While this was happening to the beginning of the fourth sentence
and Then to the beginning of the fifth sentence. Have students retell
the episode briefly using similar signal words and phrases.
Stop here if you wish to read
this selection over two days.
STOP
Adelina’s Whales
495
Main Selection Student page 496
11
Develop
Comprehension
11
STRATEGY
12
ANALYZE TEXT STRUCTURE
Teacher Think Aloud In this part of
the essay, the author tells the story of
Adelina’s grandfather’s first encounter
with a whale. We learn that word of
this encounter spread and caused
several things to happen. How
do these events fit into the larger
sequence of the essay?
(Encourage students to apply the strategy
in a Think Aloud.)
Student Think Aloud I learn that
more whales came to the lagoon,
and that more scientists and whale
watchers started coming as a result.
This section of the essay shows how
the whales’ annual trip became an
important event for Adelina’s village.
12 PERSONIFICATION
Explain ways in which the author gives
the whales human qualities on page
496. (He says that “perhaps word spread
among the whales,” but whales don’t
use words the way people do. Then
he explains something about the ways
scientists think whales “talk” with each
other and says they may have “told”
each other that it is safe to visit the
lagoon.)
D]QOPcZO`g
Find the sentence that contains the
word unique . What are some words or
phrases that mean the opposite of unique?
(Possible answers: common, ordinary,
nothing special)
496
496
After this first friendly visit with the whales, word quickly
spread of the unique encounter between a wild fifty-foot
whale and a tiny fishing boat. Scientists and whale watchers
started to come to Laguna San Ignacio to see the whales
themselves. Perhaps word spread among the whales, too,
because now dozens of whales began to approach the small
boats. With brains as large as a car’s engine, gray whales
might even have their own language. They “talk” in low
rumbles and loud clicks, making noises that sound like the
tappings of a steel drum or the ticking that a playing card
makes as it slaps against the spokes of a turning bicycle
wheel. Maybe they told each other that it was safe to
visit here.
Main Selection Student page 497
Develop
Comprehension
13 MAINTAIN
DRAW CONCLUSIONS
Why do you think Adelina does not go
out in the boats too? (She may be in
school at the times they go out, but
she is also probably too young to go.
The whales are friendly, but they are
still wild animals. There is a risk that an
accident could happen.)
Adelina’s favorite time of the day is the late afternoon,
when her father and grandfather return from their trips
on the water, guiding visitors to see the whales. They sit
13
together as the sun goes down behind them, and she
listens to stories of the whales. She asks them lots and lots
of questions.
Adelina has learned a lot about the gray whales. She
knows that when a whale leaps out of the water and makes
a giant splash falling back in, it’s called breaching. When
a whale pops its head straight up out of the water, as if
it is looking around to see what is going on, it is called
spyhopping. Adelina also learned how the whale’s wide, flat
tail is called a fluke, and when it raises its tail up in the air as
14
it goes into a deep dive, that is called fluking.
14 SUMMARIZE
497
How would you summarize the
information about whales in the
second paragraph of page 497?
(Suggested answer: Whales show
a number of particular behaviors.
Breaching is when a whale jumps out
of the water and splashes back in.
Spyhopping is when a whale pokes
its head out of the water. The wide,
flat tail of a whale is called its fluke.
Fluking is when the whale dives with
its tail up in the air.)
&-STRATEGIES FOR EXTRA SUPPORT
Question 14 SUMMARIZE
Cross-Check Meaning Using Visuals Write the word breaching on the
board. Tell students to find the word, reread the sentence containing the
word, and tell you the meaning of the word. Provide help as needed.
Then have students look through the photos in the selection to find one
that appears to illustrate breaching. (pages 496 and 497) Allow students
to work with a partner. Discuss the reasons why a photo could or could
not be an example of breaching. Use gestures and drawings to help
students understand the actions involved in breaching when necessary.
Repeat the activity with the words spyhopping (pages 490 and 494) and
fluking (page 487). Photos that seem to clearly demonstrate each word
are in parentheses.
Adelina’s Whales
497
Although her home is a simple one on a sandy bluff
15 hugging the edge of the Pacific Ocean, Adelina has many
Main Selection Student page 498
Develop
Comprehension
15 STRATEGY
DICTIONARY
Read the sentence that contains the
word bluff. Use a dictionary to find a
homograph for bluff. Use each word
in a sentence that shows its meaning.
Students should use context to
accurately read words with more than
one pronunciation. (Sample answers:
She stood on the bluff to see the valley
below. Saying he would run away was
only a bluff.)
16
16 MAIN IDEA AND DETAILS
What is the main idea of the second
paragraph on page 498? What details
support that idea? (Main idea: No
matter what Adelina decides to do in
the future, it will have something to
do with the gray whales. Supporting
details: She may captain a fishing boat
and tell people about the whales.
She may become a biologist and
study the whales. She may become a
photographer who photographs the
whales.)
498
498
new friends who come to share her world. She has met
people who come from beyond the end of the winding,
bumpy road that rings the lagoon. Some are famous actors.
Some are politicians. Some speak Spanish. Some speak
English. Those that weigh forty tons speak to her in their
own magical style. The whales have taught her that the
world is a big place.
Adelina knows that she has many choices in her future.
Sometimes she giggles with delight at the idea of being the
first girl to captain a panga (a small open fishing boat) and
teach people about the whales in the lagoon. Or sometimes
she thinks she may become a biologist who studies the ocean
and can one day help to unlock some of the mysteries of the
whales in her own backyard. Or maybe she will take pictures
like the photographer whom she watches juggling his three
cameras as he stumbles aboard the whale-watching boat. But
no matter what she chooses, the whales will always be a part
of her life.
Main Selection Student page 499
Develop
Comprehension
17 SEQUENCE
What events drew whale watchers to
Laguna San Ignacio? Be sure to name
the events in the order in which they
occurred. (Gray whales have come to
the warm waters in the lagoon each
winter for hundreds of years. Adelina’s
grandfather had the first “friendly”
encounter with a whale. Once the
whales and people began to “visit”
with each other, more whales began
coming to the lagoon. All sorts of
people from all over the world heard
about the whales and come to see
them in the lagoon.)
For these three months Adelina knows how lucky she is
to live in Laguna San Ignacio, the little corner of Mexico
that the gray whales choose for their winter home. This
is the place where two worlds join together. She wouldn’t
trade it for anything.
Sequence
What events drew whale watchers
to Laguna San Ignacio? Be sure
to name the events in the order in
which they occurred.
17
499
Cross-Curricular Connection
CONSERVING SEA LIFE
For centuries, the island nation of Japan has depended on
plants and animals from the ocean for food. However, the
Japanese have not been eager to pass laws to protect ocean
life and prevent pollution. Recently though, some Japanese
conservationists formed a group called the Human-Animal
Bond for the 21st Century. One of the group’s members, Keiichi
Iwashige, built a conservation center for dolphins in Cambodia.
This center will work to prevent dolphins from drowning in
fishing nets. The group also wants to raise awareness about
dolphins.
Have students draw posters or write the text for a Web site,
asking people to help protect the dolphins. In this way, they
can understand a task through group cooperation.
Adelina’s Whales
499
Main Selection Student page 500
Develop
Comprehension
18 STRATEGY
ANALYZE TEXT STRUCTURE
How does the information that
the author includes in the last two
paragraphs help to bring the sequence
of events in the photo essay to a close?
Student Think Aloud I know that
the lagoon is the whales’ home only
in the winter. They have to leave
and head north every spring to
search for food. The author makes
it seem as if both the whales and
the people are saying good-bye.
He talks about the whales having
memories of the people they met
and dreams about the sunsets
at the lagoon. Those sound like
reactions that people would have.
He also describes how Adelina still
sees and hears the whales after they
are gone. I can use this information
to complete my Sequence Chart.
18
In the early spring the lagoon grows quiet. One by one
the whales swim off, heading north for a summer of feeding.
On their heads and backs they carry the fingerprints of
those they met, the memories of their encounters in Mexico.
Maybe, as the whales sleep, they dream of the colorful
sunsets of Laguna San Ignacio.
Every afternoon Adelina continues to gaze across the
water. Sometimes now, when she closes her eyes, she can
still see the whales swimming by. And if she listens really
closely, she can even hear their breathing.
500
Every winter, the whales swim south along
the Pacific Coast from Alaska and Russia.
&-The first whales arrive in the lagoon.
FIGURATIVE LANGUAGE
In the spring, the whales leave the lagoon
to feed up north.
500
Explain that the whales do not actually “carry the fingerprints” of the
people. The author does not mean that the whales have fingerprints
on them. He chose to express the connection between the whales
and the people in this poetic way.
Main Selection Student page 501
Develop
Comprehension
RETURN TO PREDICTIONS
AND PURPOSES
Review students’ predictions and
purposes. Were they correct? Did
students find out how the whales’
yearly visits affected Adelina’s life? (She
has learned much about gray whales,
has made new friends, and wants to
do work involving the whales.)
REVIEW READING STRATEGIES
501
■
What questions do you have about
the selection? What strategies can
you use to answer them?
■
In what ways did identifying the
sequence of events help you to
understand the selection?
■
What strategies did you use when
you came to difficult words?
PERSONAL RESPONSE
Ask students to discuss and write
about an experience that helped them
think about what they would like to do
when they grow up.
Can students analyze
the structure of a text that
presents factual information
in sequential order?
During Small Group Instruction
If No
Approaching Level Leveled
Reader Lesson, p. 507P
If Yes
On Level Options,
pp. 507Q–507R
Beyond Level Options,
pp. 507S–507T
Adelina’s Whales
501
A Snapshot of
Richard Sobol
Respond Student page 502
Author and Illustrator
Richard Sobol is a
photographer who has snapped
many different subjects in his long
career. For the past few years,
Richard has spent a lot of time
photographing wildlife, including
the whales. He is especially
interested in capturing images
of endangered species.
A SNAPSHOT OF RICHARD SOBOL
Have students read the biography of
the author and photographer.
DISCUSS
■
How might Richard Sobol’s work in
photography have helped prepare
him to write this book?
■
How might photographs, such as
the ones Sobol took, help save
endangered species?
■
What do you think Sobol’s position
is on the subject of endangered
species? Explain.
■
What are his views on gender? Do
you think Sobol believes Adelina
might grow up to be a whale
specialist?
Other books by Richard Sobol
Find out more about Richard
Sobol at www.macmillanmh.com
Author’s Purpose
Nonfiction texts are often written
to inform the reader or to explain
something. Why did Richard
Sobol write Adelina’s Whales?
What clues help you figure out
his purpose in creating this photo
essay?
WRITE ABOUT IT
Ask students to think of an animal they
would like to know more about. Have
them write a paragraph explaining
what they would want to learn and
observe, if given the chance to live
among those animals.
502
Author’s Craft
Author’s Purpose
Tell students that authors who write to
inform often provide examples in the
form of text features like photographs.
Have students look in the story for
clues that will help them determine
Richard Sobol’s intentions.
BSQV\]Z]Ug
Students can find more information about
Richard Sobol at www.macmillanmh.com
502
Theme
The theme of any piece of writing is the main idea or message,
which tells the reader what the article or story is about.
■
Whales are beautiful and worth saving. This is one way to state
the theme of Adelina’s Whales.
■
Ask students for other ways to state the theme of the photo
essay, such as Living in tune with nature has many rewards.
■
Then ask students to look again at the photographs and find the
ones they think relate most closely to the theme.
Comprehension Check
Respond Student page 503
Comprehension Check
Summarize
3dS\b
Summarize the relationship between
humans and gray whales in Laguna San
Ignacio. Use your Sequence Chart to
organize events in the correct order.
SUMMARIZE
Have partners summarize Adelina’s
Whales by paraphrasing. Remind
students to use their Sequence Chart
to help them organize their summaries.
Think and Compare
1. When did scientists and whale watchers start going to Laguna
San Ignacio? Use text details to support your answer. Analyze
Text Structure: Sequence
THINK AND COMPARE
2. Reread page 494 of Adelina’s Whales. Why do you think the
massive whale did not overturn the small boat? Use details
from the text to support your answer. Analyze
Sample answers are given.
1. Sequence: Scientists and whale
watchers started going to Laguna
San Ignacio after Adelina’s
grandfather began to tell about his
first friendly visit with the whales.
3. How would you organize a club to study whales and visit
Laguna San Ignacio? Develop a plan to show the steps you
would take. Apply
4. Can you predict what will happen to the whales and Adelina’s
community if the lagoon becomes polluted? Synthesize
5. Read “A Whale of a Trip!” on pages 484–485. What did you
learn about whales in this article that was not in Adelina’s
Whales? Reading/Writing Across Texts
2. Analyze: Students should suggest
that the whale was curious about
the boat and the people in it. She
did not mean to harm them and
was careful not to turn the boat
over.
503
On My Own
Model the On My Own strategy with question 3.
The answer is not in the selection. You have to use what you already
know to answer the question.
Question 3 Think Aloud: I know that there are many ways to
get classmates together for a good cause or a fun event. Many
people think whales are fascinating creatures. Doing research
about marine life, looking into related groups, using the Internet,
and writing to marine biologists might be a fun and interesting
way to start a club dedicated to the study of whales.
3. Text to Self: Answers may vary.
Students might say they would
get permission from their school
to start a club. They might put
up posters to try to persuade
other students to join and then
do research to learn more about
whales. USE ON MY OWN
4. Text to World: If the lagoon
becomes polluted, the whales could
get sick or even die. If that happens,
tourists and scientists may stop
coming to Laguna San Ignacio.
FOCUS QUESTION
5. Text to Text: In “A Whale of a Trip!”
we learn about baleen whales, how
they eat, and how they need to be
protected from tuna fishing nets.
The story of Adelina’s Whales not
only talks about whales, but it also
tells us about Adelina’s community.
Adelina’s Whales
503
Fluency/Comprehension
Fluency
Objectives
• Read accurately with good
tempo
• Rate: 102–122 WCPM
Repeated Reading: Tempo
EXPLAIN/MODEL Tell students they will be doing a choral reading,
or reading out loud together. Point out that the passage on
Transparency 19 begins with slow action and a slow mood. After
the whale nudges the boat, the fishers become frightened and the
action picks up. As you model reading the passage, increase the
speed the second and third times you read through the last four
sentences. Have students pay attention to the tempo.
Materials
• Fluency Transparency 19
• Fluency Solutions
• Leveled Practice Books, p. 136
&--
Transparency 19
In a whisper, her grandfather begins to draw them in.
Adelina closes her eyes to imagine the calm and quiet on
that first afternoon when his small boat was gently nudged
by a huge gray whale. As the boat rocked, her grandfather
and his fishing partner’s hearts pounded. They held tight
and waited, preparing themselves to be thrown into the
water by the giant animal. The whale dove below them and
surfaced again on the opposite side of their boat, scraping
her head along the smooth sides. Instead of being tossed
from the boat, they were surprised to find themselves still
upright and floating.
7=
C2 1
2
Fluency Transparency 19
from Adelina’s Whales, page 494
On Level Practice Book O, page 136
As I read, I will pay attention to tempo and match the action in the story.
Did you know that whales talk to each other? Whales
make sounds for different reasons. Some sounds are used to
locate calves. Others are used to find mates. Whales even use
sounds to warn other pod members that a predator is around.
Toothed whales click and whistle in order to locate food.
Baleen whales make knocking, moaning, snoring, and
rumbling noises. Humpback whales sing, but not during
feeding season. They save their tunes for the warmer waters
where they spend their breeding season. Some scientists
believe they are singing love songs. Other scientists think
they are sending out threats, like “Go away!” We may never
know exactly why whales sing.
Some humpback whales swim up to the surface and take
a few breaths. Then they dive under the water and start to
sing. They do not move when they sing. Their underwater
songs can be heard for miles. Sometimes they sing for a half
hour without stopping. 157
7=
C2 1
2
10
20
31
42
52
59
67
77
85
94
105
110
120
132
142
154
/
/
Vary Reading Pace Act
out the actions as you
explain the sequence of
events in the passage.
Next, read it aloud using
lots of expression and
gestures to help with
meaning. Then echo-read
the passage with students.
Ask students to imitate
your tempo and voice.
PRACTICE/APPLY Reread the first two sentences of the passage
with students. Then divide them into two groups. Have groups
alternate reading sentences. Remind students to pay attention to
the tempo changes they should make. Students will practice fluency
using Practice Book page 136 or the Fluency Solutions Audio CD.
Comprehension Check
Can students read accurately with good tempo?
1. What actions does a humpback whale take when it sings? Sequence
A humpback whale swims to the surface and takes a few
breaths. Then the whale dives under the water to sing.
The whale does not move when singing.
2. Why might a whale need to communicate with another whale? Draw
Conclusions Whales might need to communicate with
other whales to warn them about predators, to find
mates, or to locate their calves.
Words Read
–
Number of
Errors
=
First Read
–
=
Second Read
–
=
Words
Correct Score
Approaching Practice Book A, page 136
Beyond Practice Book B, page 136
503A
During Small Group Instruction
If No
Approaching Level Fluency, p. 507N
If Yes
On Level Options, pp. 507Q–507R
Beyond Level Options, pp. 507S–507T
Fluency/Comprehension
Comprehension
MAINTAIN SKILL
Objective
• Draw conclusions from
details in a story
DRAW CONCLUSIONS
AYWZZaB`OQS
EXPLAIN/MODEL
■
■
You can use information from a selection as well as personal
experience to draw conclusions.
A reader can draw conclusions about a person’s character and
about events by looking for clues in the selection.
Draw Conclusions
Introduce 413A-B
Practice /
Apply
414–437; Leveled
Practice, 113–114
Reteach /
Review
443M–T; 447A–B; 448–463;
469M–T; Leveled Practice,
120–121
Assess
Weekly Tests; Unit 4 Test;
Benchmark Tests A, B
Maintain
503B; 529B; 557B
Lead a class discussion about drawing conclusions in “A Whale of a Trip!”
PRACTICE/APPLY Discuss the photo essay Adelina’s Whales and
what details can help readers to draw conclusions. Then ask student
partners to discuss the following questions. Encourage them to take
notes so that they may share answers with their peers afterward.
■
What tells you that Adelina enjoys living by the ocean?
■
How do you know that Adelina wants to work with whales in the
future? What do you think her grandfather’s reaction will be?
■
What can you conclude about the future of Laguna San Ignacio?
(Students should be able to identify a conclusion that summarizes
the main idea.)
Using conclusions and parts of their discussion, have each student
write a paragraph that continues the story. For comprehension
practice use the Graphic Organizers on pages 40–64 in the
Teacher’s Resource Book.
Adelina’s Whales
503B
LOZ_Subhd_LFT
Paired
Selection LOZ_StudentPgs
Student page 504
Poetry
Poetry
A Limerick is a funny poem
with a specific pattern
of rhyme and meter. All
limericks have five lines.
GENRE: LIMERICK
Literary Elements
Have students read the bookmark on
Student Book page 504. Explain that a
limerick:
■
is meant to be funny;
■
sometimes contains idioms, puns, or
other kinds of figurative language.
Meter is the rhythm of the
syllables in a line of poetry.
Rhyme Scheme is the
pattern of rhymes within
a poem.
Limericks
A
Whale of a Meal
There once was a whale named Alene
Who strained all her meals through baleen.
But she dreamed of a lunch
With a food that goes “crunch”
Like a truckload of just-picked string beans.
—Doreen Beauregard
1
Whale Watch
The meter in these
three lines is created
by emphasizing the
third, sixth, and ninth
syllables.
Literary Elements:
Meter and Rhyme Scheme
EXPLAIN/MODEL
Near our boat is a mammal named Luke
Who’s exceedingly proud of his fluke.
Just don’t call it a tail
Or this dignified whale
Will respond with a splashy rebuke.
—Doreen Beauregard
Tell students that literary elements,
such as meter and rhyme scheme, help
give poetry its rhythm.
■
Meter is the rhythm, or beat,
of a poem. It is created by the
arrangement of accented and
unaccented syllables in a line.
■
Rhyme scheme is the pattern of
rhymes in a poem. Capital letters are
used to represent each individual
rhyme.
Discuss how “Whale Watch” contains
three accented syllables in lines 1, 2,
and 5.
PRACTICE/APPLY
Have students point out the rhyme
scheme of the limerick on page
505. Where does the rhyme scheme
change? (the second and third lines)
504
504
Read “A Whale of a Meal,” “Whale Watch,” and
“The Podless Whale”
As you read, remind students to apply what they have learned
about limericks.
2
Poetry
Paired Selection Student page 505
1 LITERARY ELEMENTS: RHYME
SCHEME
If the name of the whale in “A Whale
of a Meal” were changed to Rose, what
other words would have to change in
the poem? (baleen, string beans) Why?
(This poem is a limerick so its rhyme
scheme must be AABBA.)
The
Podless Whale
There once was a whale near Cape Cod
Who just could not locate his pod.
So he joined with a mass
Of bewildered sea bass
Who found this behavior quite odd.
—Doreen Beauregard
3
The last line of a limerick
always rhymes with
the first two lines. The
second and third lines
have a different rhyme.
2 LITERARY ELEMENTS: METER
What is the meter used in the limerick
“Whale Watch”? (Lines 1, 2, and 5 have
three beats. Lines 3 and 4 have two
beats.)
3 MAKE INFERENCES
Connect and Compare
What is a group of whales called? What
poem helped you figure this out? (A
group of whales is called a pod. This
can be figured out from “The Podless
Whale.”)
1. What is the rhyme scheme of “Whale Watch”? What if the last
line rhymed with the third and fourth lines? Rhyme Scheme
2. Why were the sea bass in “The Podless Whale” bewildered?
Apply
3. How are the whales in these poems similar to the ones in
Adelina’s Whales? How are they different?
Reading/Writing Across Texts
Connect and Compare
Find out more about limericks at www.macmillanmh.com
SUGGESTED ANSWERS
505
BSQV\]Z]Ug
Internet Research and Inquiry Activity Students can find more
facts about limericks at www.macmillanmh.com
HISTORY AND CULTURE OF LIMERICKS
Limericks derive from the Irish town of Limerick, and date back to
the 14th century. Limericks were originally used in nursery rhymes
for children. Later, these rhymes were repeated and changed by the
working classes who created choruses based on the refrain, “Will
you come to Limerick?”
A famous children’s book of limericks, Edward Lear’s Book of
Nonsense, was published in England in 1846. Because limericks are
short and funny, they have survived to this day across many cultures.
1. The rhyme scheme of “Whale
Watch” is AABBA. If the last line
rhymed with the third and fourth
lines, the rhyme scheme would be
AABBB and this would not be a
limerick. RHYME SCHEME
2. The sea bass were bewildered
because a whale became a member
of their group, and this is not
typical of whale behavior. APPLY
3. FOCUS QUESTION The whales in
these poems are similar to the ones
in Adelina’s Whales because they
share whale characteristics, such as
swimming near boats and in pods.
They are different from Adelina’s
Whales because they are fictional.
Adelina’s whales are real. READING/
WRITING ACROSS TEXTS
Adelina’s Whales
505
Share Your
Point of View
Writer’s Craft
Voice
Writers want their readers
to understand their point of
view. They use appropriate
words to show voice and to
share their opinions.
WRITING
• Explanatory Writing
• Writer’s Craft: Voice
Why We Need Whales
WORD STUDY
•
•
•
•
by Maggie W.
Words in Context
Dictionary
Phonics: Words with /oi/ and /ou/
Vocabulary Building
We learned in class today that some kinds
of whales are in danger of becoming extinct.
I think we should try to save them. We need
SPELLING
whales.
• Words with /oi/ and /ou/
Why do we need whales? We don’t need
GRAMMAR
them for food. They don’t do any work for us.
• Possessive Pronouns
But they are fascinating to watch. They seem
I think whales are
great! I wrote this to
express my point of
view about whales.
SMALL GROUP OPTIONS
• Differentiated Instruction,
pp. 507M–507V
to play and talk together. The world would be
less interesting if there were no whales.
I want the world to be an interesting place,
so I hope there will
always be whales
I tried to show why
I feel that whales
are important.
Writing
making their wonderful
noises.
506
Voice
READ THE STUDENT MODEL
Read the bookmark about voice.
Explain that a writer’s voice shows his
or her personality. It helps readers to
hear changes in the writer’s feelings
just as they would if the writing were
spoken aloud.
Have students turn to page 477.
Discuss the writer’s voice and its effect.
Then have the class read Maggie W.’s
article and the callouts. Tell students
that they will write an article about the
importance of animals. They will also
learn how to create a voice that shows
their feelings.
506
Features of a Point-of-View Article
In a point-of-view article the writer gives his or her opinion about
a subject. A writer should use good reasons to explain his or her
point of view.
■
It is written using first person.
■
It describes a writer’s opinion about a subject.
■
It uses supporting statements in a logical order.
Explanatory Writing
Your Turn
Writing Student pages 506–507
Write an article of one or two paragraphs to explain
your point of view about the importance of animals.
You may write about animals in general or one kind
PREWRITE
of animal in particular. State your opinion and
Read and discuss the writing prompt
on page 507. Students can brainstorm a
list of animals they feel it is important
to save. Ask them to choose the animal
they care most about saving.
give strong reasons for it. Save your strongest
reason for last. Back up your reasons with
examples. End by restating your opinion.
Use the Writer’s Checklist to check
your writing.
Display Transparency 73 and discuss
how Maggie used a point-of-view chart
to plan an article with opinions about
animals, including the use of strong
supporting statements. Have students
use a point-of-view chart to plan their
own articles.
Writer’s Checklist
Ideas and Content: Did I explain my point of view
clearly?
DRAFT
Organization: Did I state my opinion first and then
give reasons to explain it? Did I save the strongest
reason for last?
Voice: Is my voice clear as I write about the topic?
Word Choice: Did I choose words carefully?
Sentence Fluency: Did I vary the length of
my sentences?
Conventions: Did I spell possessive pronouns
correctly?
507
REVISE
Transparency 73
Transparency 73: Point-of-View
Chart
Transparency 74: Draft
Transparency 75: Revision
Display Transparency 75 and discuss
Maggie’s revisions. Point out that she
added sentences to show her feelings
about whales. Students can revise their
drafts or keep them to work on later.
Point of View Chart
Opinion:
We should save whales.
Reason:
They are fun to watch.
If students choose to revise, have
them work in pairs to use the Writer’s
Checklist on page 507. Then ask
students to work with a partner to
proofread their writing. For Publishing
Options, see 507A. For lessons on
Possessive Pronouns and Spelling,
see page 507B and 5 Day Spelling and
Grammar on pages 507G–507J.
Reason:
They play and talk together.
Reason:
They make the world interesting.
Writing Transparency 73
Display Transparency 74. Discuss how
Maggie used her chart to organize and
write a draft of her article. Talk about
how she could improve the draft. Before
students write, present the explicit
lesson on Voice on page 507A and
the Ideas and Content and Purpose
and Audience mini lessons on page
507B. Have students use their charts
to write their articles. Remind them to
keep their purpose and audience in
mind, to express strong opinions, and to
emphasize strong supporting statements.
BVXb^aaVc$BX<gVl"=^aa
Writing Transparency 73
Adelina’s Whales
507
Writer’s Craft
Writing
Voice
Publishing Options
EXPLAIN/MODEL
Students can read aloud
their article to the class. See
Speaking and Listening tips
below. They can also use
their best cursive to write
their article. (See Teacher’s
Resource Book pages 168–
173 for cursive models and
practice.) Then invite students
to illustrate their articles or act
them out with a friend.
Good writers use language that shows their feelings about a topic.
These feelings make up the writer’s voice. Reread the first paragraph
of the model on page 506. Point out that Maggie shows her strong
feelings about saving whales when she says we need them and that
they are fascinating to watch. Display Transparency 76.
Think Aloud The first example shows me how the writer feels
about her cat. He is her best buddy. She likes it when the cat
comes to see her in the garden. The second example tells me
only the facts, without saying how the writer feels about them.
I don’t learn as much about the writer or the animal from this
example.
SPEAKING STRATEGIES
■
■
Change voices when the
strongest feelings are
mentioned.
Look at the audience
to help them see your
interest in the article.
Transparency 76
Writing Transparency 76
■
Use tone of voice to show
exciting parts of the article.
1. Wow! Seeing Flossie run across the lawn to greet
me is so fantastic. She barks loudly, as if she’s as
glad to see me as I am to see her.
2. Flossie runs across the lawn to greet me. She
barks loudly.
LISTENING STRATEGIES
■
■
Listen to hear how the
author feels about saving
the animal.
BVXb^aaVc$BX<gVl"=^aa
Try to imagine the setting
of the article in your mind.
Voice
Strong Voice: Gumby is my best buddy. It feels great when he
appears in the garden and then jumps on my back
to purr and watch me dig.
Weak Voice:
Gumby is my cat. He walks through the garden to
watch me dig.
3. My parrot Polly talks all the time. I like the sound
of her voice. She always tells me that I’m her friend.
4. I love to hear Polly, my pet parrot, talk all the
time. Her voice is music that fills our family’s
kitchen. Best of all, she always tells me that I’m
her friend.
(1: strong; 2: weak; 3: weak; 4: strong)
Writing Transparency 76
PRACTICE/APPLY
4- and 6-Point Scoring Rubrics
Use the rubric on pages 539G–
539H to score published writing.
Writing Process
For a complete lesson, see Unit
Writing on pages 539A–539H.
507A
Work with students to read the two choices in each set. Invite
volunteers to identify the stronger voice in each set and explain
how it shows the writer’s feelings. Then have students identify and
discuss voice in another story they have recently read.
Tell students that as they draft their article, they should think about
ways to create a voice that shows their feelings about the animal or
animals they are describing.
Writing
Writer’s Toolbox
Writing Trait: Ideas and Content
Possessive Pronouns
Explain/Model Good writers state their opinions
or point of view at the beginning of their writing.
They use appropriate words to show voice, and
they use good reasons and examples to support
their opinions and explain their point of view.
They end their writing by repeating their opinion
strongly in a closing sentence.
Explain/Model Possessive pronouns take the
place of nouns that show ownership, as in her.
Point out the first possessive pronoun her in the
first sentence of Adelina’s Whales on page 494. This
pronoun shows that the grandfather is Adelina’s.
Practice/Apply Have students reread the student
model on page 506. Discuss the callouts on the
left. Can students identify Maggie W.’s point of view
in her article? Ask students if Maggie W. supports
her point of view.
Practice/Apply Work with students to find more
possessive pronouns in the story on page 494.
Have them identify the ownership each pronoun
suggests. For a complete lesson on possessive
pronouns, see pages 507I–507J.
Mechanics Do not use apostrophes in possessive
pronouns. As students proofread their stories, ask
them to check that they have used possessive
pronouns correctly.
Purpose and Audience
Explain/Model Point out that one purpose of
writing an article is to inform and persuade the
audience of your opinion. Using examples, as
Maggie did, helps to do this.
Practice/Apply As students draft, tell them to
consider their audience. They should use ideas that
will appeal to the people who will read their article.
Spelling Words with /oi/ and /ou/
Ask students to find the words noise and clouds in
the main selection on page 490. Point out that the
sound /oi/ is spelled oi in noise. Explain that the
sound /ou/ is spelled ou in clouds, but can also be
spelled ow as in flowers. For a complete lesson on
words with /oi/ and /ou/, see pages 507G–507H.
Technology
Remind students to use centering to position their title
correctly, and to use formatting to capitalize the first letter
in each important word of the story’s title.
Adelina’s Whales
507B
Word Study
Word Study
Review
Objectives
• Apply knowledge of word
meanings and context clues
• Use a dictionary to look up the
meanings of homographs
Materials
• Vocabulary Transparencies 37
and 38
• Leveled Practice Books p. 138
Vocabulary
Words in Context
EXPLAIN/MODEL
Review the meanings of the vocabulary words. Display
Transparency 37. 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 learn that the speaker is going
on a boat to whale watch. The speaker makes a note about the
boat’s size. A boat for whale watching would be large. I think that
the missing word is massive. When I try massive in the sentence, it
makes sense.
D]QOPcZO`g
tangles (p. 488) things
twisted together, such as
strands of hair
Transparency 37
dove massive politicians rumbling
snoring tangles unique
rumbling (p. 490) heavy,
deep, and rolling
1. We boarded the massive boat, amazed at its size, and
hoped it would be a good day for whale watching.
snoring (p. 490) making
loud breathing sounds
when sleeping
2. The politicians had done a good job of protecting the
whales in this bay, so I was hopeful that we would see
many whales.
3. I stepped over the nets that lay in tangles on the deck.
massive (p. 491) big or
heavy
4. I watched as the birds dove into the ocean to catch their
dinner.
dove (p. 494) jumped into
the water head first
5. When I heard a rumbling sound, I looked toward the
horizon where I saw a unique sight: a whale.
unique (p. 496) one of a
kind
6. I shouted for my father, but when I heard his snoring, I
knew that he had missed the fantastic sight.
politicians (p. 498) people
who hold a government
office
Vocabulary Transparency 37
PRACTICE/APPLY
&-Give Examples For massive,
sketch a bus and a whale on
the board. Say, A bus is big,
but a whale is massive. Have
students brainstorm other
examples in pairs.
507C
Help students complete item 2. Then have them use context clues
to write missing words for items 3–6 on a separate sheet of paper.
Students can exchange papers, check their answers, and explain the
context clues they used to determine the missing words.
Fun with Puns Remind students that the vocabulary word dove
is a homograph. Review its pronunciations and definitions. Have
students work in small groups to create puns using dove. Invite
groups to share their puns with the class.
Word Study
STRATEGY
DICTIONARY: HOMOGRAPHS
EXPLAIN/MODEL
Remind students that homographs are words that are spelled alike
but have completely different meanings and may have different
pronunciations. Explain how a dictionary and context clues can help
a reader to figure out the correct meaning and pronunciation of
homographs.
Read the first sentence and definitions on Transparency 38. Model
how to figure out the meaning of content, trying both definitions
and pronunciations. Ask student volunteers to read aloud and
choose the correct homograph definitions for numbers 2–4.
Transparency 38
Homographs
&-Practice Vocabulary
Homographs can be
confusing to students,
especially those that are
pronounced differently.
Create sentences for pairs
of words and model how
to guess the meaning
through the context.
Practice with dove, wind,
and bow.
1. What was the content of Karla’s letter?
a. subject or topic noun
b. satisfied adjective
2. We tried to wind the kite string around a stick.
a. moving air noun
b. to wrap around verb
3. Casey did not shed a tear as he watched the sad movie.
a. to pull apart or into pieces verb
b. a drop of fluid that comes from the eye noun
4. Tanya put dates and nuts in her bread.
a. specific points in time noun
b. fruits from palm trees noun
On Level Practice Book 0, page 138
Vocabulary Strategy Transparency 38
PRACTICE/APPLY
Ask students to look up meanings and write sentences for the
following homographs: bow, row, and present.
Homographs are words that have the same spelling but different
meanings. They may also have different pronunciations.
Read the list of homographs and their meanings. Then read
the sentences and decide the meaning of the underlined
homograph. Write the letter of the correct meaning in the blank
next to the sentence.
dove – a. past tense of dive
b. a kind of bird
fluke – c. part of a whale’s tail
d. something lucky
2. The eagle dove for its prey.
a
3. It was a fluke that my mother won the game.
d
4. The bird watchers saw a mourning dove sitting in a tree.
Do students understand word meanings? Can students use
context clues and dictionaries to understand homographs?
During Small Group Instruction
If No
Approaching Level Vocabulary, pp. 507N–507O
If Yes
On Level Options, pp. 507Q–507R
Beyond Level Options, pp. 507S–507T
c
1. The whale splashed the surface of the water with its fluke.
b
Pick another homograph. Write one sentence for each meaning
of the word. Possible response provided.
5. My brother gave his girlfriend an engagement ring.
6. I didn’t hear the phone ring, so I missed your call.
Approaching Practice Book A, page 138
Beyond Practice Book B, page 138
Adelina’s Whales
507D
Word Study
Word Study
Objectives
• Decode the sounds /ou/ and
/oi/
• Identify and write sentences
with homophones
Materials
• Leveled Practice Books, p. 139
• Teacher’s Resource Book, p. 23
Phonics
Decode Words with /oi/ and /ou/
EXPLAIN/MODEL
Remind students that the letters oi and oy almost always spell the
sound /oi/. The letters ou often spell /ou/, unless they are followed
by r or gh. The letters ow often spell /ou/, but they may also spell
/ō/. Write bow.
Think Aloud This word is a homograph. When I say /bou/, I know
the word means “to bend the head” or “the front of a boat.”
When I say /bō/, I know the word means “a weapon” or “a knot
with loops.” I need to look at the context to figure out which
word the writer means.
&-Use Context Hearing
and distinguishing vowel
sounds can be challenging
for students. As students
read and hear the words
within the context of
shared reading and writing
activities, they will connect
the sounds to their spelling
patterns.
On Level Practice Book O, page 139
The /oi/ sound can be spelled with oi as in foil or with oy as
in boy. The /ou/ sound can be spelled with ou as in couch or
with ow as in now. Keep in mind, though, that not all words
containing oi have the /oi/ sound and not all words spelled with
ou and ow have the /ou/ sound.
PRACTICE/APPLY Write these words on the board: joy, spoil,
mountain, blouse, coin, tower, and around. Have students underline
the letters that spell /ou/ and /oi/. Then have them read the words
aloud, pronouncing each sound with emphasis.
Decode Multisyllabic Words Write these words on the board:
voyage, hardboiled, encounter, southpaw, ownership, and nowadays.
Model how to decode voyage, focusing on the sound /oi/. Then work
with students to decode the other words, explaining the spelling
of each sound. For more practice, use the decodable passages on
Teacher’s Resource Book page 23.
Fill-in-the-Blanks Have students write out ten Spelling Words or
other words with the /ou/ or /oi/ sound. Tell them to leave blanks
for the letters that represent these vowel sounds. For example,
C L _ _ N. Students can trade papers with a partner and fill in the
missing letters.
In each row of words below, there is one word that does not
belong. If the word does not have the same sound as the others,
make an X over it. If the word is a homograph, sometimes
pronounced like the other words and sometimes pronounced
differently, put an asterisk (*) next to it. Then on the blank line,
add another word that belongs with the group you made.
1. joy
foil
employ
onio
on
on
onion
/oi/ word
2. bow *
allowed
south
outside
/ou/ word
3. coil
destroy
oil
going
goi
n
ng
/oi/ word
4. mouth
doubt
thro
through
hro
ou
ugh
how
/ou/ word
5. broil
doing
i
spoil
noise
/oi/ word
6. sow *
tower
frown
sprout
/ou/ word
7. couch
dou
ugh
ugh
dough
cloud
crowd
/ou/ word
8. enjoy
soil
shoo
oing
oing
shooing
toys
/oi/ word
9. now
eno
ou
ugh
enough
crown
proud
/ou/ word
10. brow
cow
ow
w
low
down
/ou/ word
11. annoy
voices
boil
porpoise
p
/oi/ word
trout
/ou/ word
thou
hou
ught
ught
12. thought
shower
loud
Approaching Practice Book A, page 139
Beyond Practice Book B, page 139
507E
Can students decode words with /oi/ and /ou/?
During Small Group Instruction
If No
Approaching Level Phonics, p. 507M
If Yes
On Level Options, pp. 507Q–507R
Beyond Level Options, pp. 507S–507T
Word Study
Vocabulary Building
Oral Language
Spiral Review
Expand Vocabulary Write the weekly topic
Whales on the board above a two-column chart.
Label the columns Adjectives and Verbs. Using the
selection, print and electronic resources, including
interviews and newspapers, tell students to
brainstorm adjectives or verbs relating to whales.
Vocabulary Game Form two teams. Divide the
Vocabulary Cards electrical, globe, decayed,
amazement, loosened, midst, mysterious, patchwork,
responsibility, and soared from past weeks between
the teams.
Adjectives
Verbs
huge
spray
humpback
swim
endangered
spout
slippery
leap
A Team 1 player takes a card and reads the word.
A Team 2 player tells the word’s meaning and uses
it in a sentence. If the definition and sentence are
correct, Team 2 gets a point. If not, the card is
returned to the bottom of the pile. Then a Team 2
player takes a card and reads the word.
Continue playing until all the words have been
correctly defined and used in sentences. The team
with the most points wins.
Vocabulary Building
Homophones Write on the board, The children
let out (wails)(whales) because they couldn’t see
the (wails)(whales). Remind students that a
homophone is pronounced in the same way as
another word but has a different meaning and
spelling. Have students write more sentences
containing homophone pairs, or triples (there,
they’re, their). Make sure students know how
homophones differ from homographs.
Apply Vocabulary
Write a Personal Narrative Using the vocabulary
words, ask students to complete the following
sentence: “I had a whale of a good time when . . .”
Tell students to continue writing after completing
this sentence. Remind students to use descriptive
language that appeals to the five senses. They
should provide a context to allow the reader
to picture the world of the event. Post student
writing inside the body of a whale on a display
board.
BSQV\]Z]Ug
@=;
12
Vocabulary PuzzleMaker
For additional vocabulary and
spelling games, go to
www.macmillanmh.com
Adelina’s Whales
507F
5 Day Spelling
Spelling
A^SZZW\UE]`Ra
flower
south
thousand
voices
howling
wound
tower
annoy
grouch
mound
noises
cough
cowboy
pound
grown
gown
hound
voyage
frown
pouch
Review cookie, zoom, huge
Challenge drought, downtown
Dictation Sentences
1. A daisy is a flower.
2. We heard voices outside.
3. The princess hid in the tower.
4. We dumped a mound of dirt.
5. I read a story about a cowboy.
6. Her wedding gown was beautiful.
7. You frown when you are not
happy.
8. We drove south to Florida.
9. Why are the dogs howling?
10. It will annoy Mike if you keep
interrupting him.
11. The car made noises yesterday.
12. My kitten weighs about a pound.
13. The hound followed the scent.
14. Put your money in the pouch.
15. We collected a thousand cans.
16. I wound the rope around the tree.
17. I’m a grouch when I’m tired.
18. I felt fine, but I still had a cough.
19. I’ve grown two inches in a year.
20. They took a voyage to China.
Review/Challenge Words
1. I ate a peanut butter cookie.
2. Use the zoom on your camera.
3. The new mall is huge.
4. During a drought, we can’t water
the grass.
5. We took the bus downtown.
Words in bold are from the main
selection.
507G
Words with /oi/ and /ou/
2Og
2Og
Pretest
Word Sorts
ASSESS PRIOR KNOWLEDGE
TEACHER AND STUDENT SORTS
Using the Dictation Sentences, say
the underlined word. Read the
sentence and repeat the word.
Have students write the words on
Spelling Practice Book page 115.
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 /oi/ or /ou/
sound in most words.
■
Use the cards on the Spelling Word
Cards BLM. Attach the key words
south, flower, noises, and annoy to a
bulletin board. Model how to sort
the words according to their vowel
sounds and spellings. Have students
take turns choosing cards, sorting
them, and explaining how they
sorted them.
■
When students have finished the
sort, discuss any oddballs that do
not fit in any category (grown,
cough). Point out that wound is a
homograph. Then invite students to
do an open sort in which they sort
all the Spelling Words any way they
wish, for example, by rhyme or by
consonant blends. Discuss students’
methods of sorting.
Have students cut apart the Spelling
Word Cards BLM on Teacher’s
Resource Book page 84 and figure
out a way to sort them. Have them
save the cards for use throughout
the week.
Use Spelling Practice Book page 116
for more practice with this week’s
Spelling Words.
For Leveled Word Lists, go to
www.macmillanmh.com
Spelling Practice Book, pages 115–116
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Spelling Practice Book, page 117
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Spelling
2Og
2Og
2Og
SYNONYMS
SPIRAL REVIEW
POSTTEST
Write the following list of words
on the board. Have students copy
the words into their word study
notebooks, and write the Spelling
Word that is a synonym for each.
Review words with /ū/, /ü/, and /u· /.
Write cookie, zoom, and huge on
the board. Have students identify
the spelling of the /ū/, /ü/, or /u· /
sound in each word.
Use the Dictation Sentences on
page 507G for the Posttest.
! Word Meanings
" Review and Proofread
1. pile (mound)
PROOFREAD AND WRITE
2. scowl (frown)
Write these sentences on the
board, including the misspelled
words. Ask students to proofread,
circling incorrect spellings and
writing the correct spellings.
3. trip (voyage)
4. crying (howling)
5. dress (gown)
Challenge students to identify
three Spelling Words that can be
used as both a noun and a verb.
Have them write sentences for
both usages.
3. The noyses in the hall were
houling dogs. (noises, howling)
4. A thowsand voyces were
singing. (thousand, voices)
Spelling Practice Book, page 119
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Challenge students to look for
words that have the same vowel
patterns they studied this week.
2. My cogh is starting to annoi
me. (cough, annoy)
Spelling Practice Book, page 118
HPXO
NPVOE
GSPXO
QPVOE
WPJDFT
If students have difficulty with any
words in the lesson, have students
place them in a list entitled
Spelling Words I Want to Remember
in a word study notebook.
1. My lizard has grone, and she
gained two pownds. (grown,
pounds)
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.
QPVDI
OPJTFT
GMPXFS
TPVUI
DPXCPZ
# Assess and Reteach
Spelling Practice Book, page 120
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QPXOE
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Adelina’s Whales
507H
5 Day Grammar
Grammar
Possessive Pronouns
Daily Language
Activities
Use these activities to introduce each
day’s lesson. Write the day’s activity on
the board or use Transparency 19.
DAY 1
Adelinas favorite time of year was
when the whales visited she. Her and
her grandfather watch for them every
day. (1: Adelina’s; 2: her.; 3: She and)
2Og
INTRODUCE POSSESSIVE
PRONOUNS
DAY 3
Every Fisherman takes their rod on
the boat. They pull in his lines if
a whale come close. (1: fisherman;
2: his rod; 3: their lines; 4: comes)
A possessive pronoun shows
ownership.
■
A possessive pronoun takes
the place of a possessive noun.
Possessive pronouns never have
an apostrophe: my, your, his, her,
its, our, and their.
Possessive pronouns must match
the nouns they replace in both
number and gender: Give the
pass to Armita. Give the pass to
her. This is Dillon and Leigh’s car.
This is their car.
DAY 4
The camera on Adelinas lap is her’s. She
is taking a voiage to cownt whales.
(1: Adelina’s; 2: hers.; 3: voyage;
4: count)
DAY 5
Grammar Practice Book, page 115
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QSPOPVOTBOEOPVOT
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507I
Present the following:
■
A stand-alone possessive
pronoun is not used directly
before a noun.
■
Most stand-alone possessive
pronouns are formed by adding
s to the pronoun that is used
before a noun. These pronouns
are yours, hers, ours, theirs, and
mine: This report is ours. That one
is yours.
■
His and its are the same when
used as stand-alones or before
a noun: His shirt was brown. The
shirt was his.
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See Grammar Transparency 92
for modeling and guided practice.
Grammar Practice Book, page 116
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Possessive Pronouns
Write on the board: This
pencil belongs to Sheila.
pencil. Model
It is
how to choose the correct
pronoun in the second
sentence. Create more
sentences using other
students’ names and your
name to practice all the
pronouns.
INTRODUCE STAND-ALONE
POSSESSIVE PRONOUNS
See Grammar Transparency 91
for modeling and guided practice.
Thowsands of people come to see
the whales. They act as though it is
not mine town, but their’s.
(1: Thousands; 2: my; 3: theirs)
&--
Teach the Concept
Discuss with students how to
recognize possessive pronouns.
■
■
2Og
REVIEW POSSESSIVE PRONOUNS
Present the following:
DAY 2
Her grandfather knowed about
whales too. Him was the one who
had the first friendly visit with
whales. (1: knew; 2: He)
Introduce the Concept
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Grammar
2Og
2Og
2Og
REVIEW POSSESSIVE PRONOUNS
REVIEW TYPES OF POSSESSIVE
PRONOUNS
ASSESS
! Review and Practice
Review how to identify possessive
pronouns.
MECHANICS AND USAGE:
POSSESSIVE NOUNS AND
PRONOUNS
" Review and Proofread
Ask students to explain the
differences between regular and
stand-alone possessive pronouns.
PROOFREAD
■
Possessive nouns are formed with
apostrophes: teachers’ books.
Have students correct errors in the
following sentences.
■
Most possessive pronouns that
are used before a noun are not
formed with s: her book, his car.
The exception is its.
1. That whale is Renas favorite,
and this one is mine favorite.
(Rena’s; my)
■
■
Possessive stand-alone pronouns
are formed without apostrophes.
Except for mine, the last letter is
always s: It is yours.
All possessive pronouns should
agree in number and gender
with the nouns they replace.
See Grammar Transparency 93
for modeling and guided practice.
Grammar Practice Book, page 117
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3. This book about whales is my.
(mine)
RETEACH
Have students create sentences
using possessives pronouns.
After checking for accuracy, have
students write the sentences
again, this time leaving a blank
where the pronoun should be.
Students should trade papers
with a partner and try to fill in the
blanks. They can then check their
own work.
Also use page 120 of the Grammar
Practice Book for reteaching.
4. Which is the better picture of a
whale—Miguels or her’s?
(Miguel’s; hers)
See Grammar Transparency 94
for modeling and guided practice.
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Use page 119 of the Grammar
Practice Book for assessment.
See Grammar Transparency 95
for modeling and guided practice.
Grammar Practice Book, page 118
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2. Each boy should take their seat
while the whales are close. (his
seat)
# Assess and Reteach
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Grammar Practice Book, pages 119–120
Circle the letter before the possessive pronoun that correctly
completes each sentence.
1. Adelina’s village was small, and
a few houses.
a
b
c
d
main street had only
his
our
its
their
2. The whales came to Mexico to have
a
b
c
d
3. Although
I’m going in January.
a
b
c
d
young.
their
your
my
her
first visit to La Laguna was in June, this year
his’s
theirs
my
her
4. Adelina knows the ocean very well, because
family works on the water.
a
b
c
d
my
their
our
her
5. Pachico made a sign for his business, and
large and easy to read.
a
b
c
d
whole
letters are
hers
their
its
my
Adelina’s Whales
507J
End-of-Week Assessment
Administer the Test
Weekly Reading Assessment,
(SBEF
Passage and questions, pages 237–244
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/aaSaa[S\b
ASSESSED SKILLS
• Sequence
*ODMVEFT-FWFMFE8FFLMZ5FTUT
• Vocabulary Words
• Dictionary: Homographs
• Possessive Pronouns
• Words with /oi/ and /ou/
.BDNJMMBO.D(SBX)JMM
@=;
12
Assessment Tool
Administer the Weekly Assessment online
or on CD-ROM.
Weekly Assessment, 237–244
(SBEFT
Fluency
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/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:
102–122 words correct per minute (WCPM).
Approaching Level
On Level
Beyond Level
Weeks 1, 3, 5
Weeks 2, 4
Week 6
Alternative
Assessment
.BDNJMMBO.D(SBX)JMM
Fluency Assessment
(SBEF
• ELL Assessment, pages 122–123
>`OQbWQSO\R
/aaSaa[S\b
.BDNJMMBO.D(SBX)JMM
ELL Practice and
Assessment, 122–123
507K
VOCABULARY WORDS
VOCABULARY STRATEGY
Dictionary: Homographs
Items 1, 2, 3, 4
Prescribe
IF...
THEN...
0–2 items correct . . .
Reteach skills using the Additional
Lessons page T8.
Reteach skills: Go to
www.macmillanmh.com
@=;
12
Vocabulary PuzzleMaker
Evaluate for Intervention.
0–2 items correct . . .
Reteach skills using the Additional
Lessons page T3.
Evaluate for Intervention.
GRAMMAR
Possessive Pronouns
Items 9, 10, 11
0–1 items correct . . .
Reteach skills: Grammar Practice Book
page 120.
SPELLING
Words with /oi/ and /ou/
Items 12, 13, 14
0–1 items correct . . .
Reteach skills: Go to
www.macmillanmh.com
FLUENCY
98–101 WCPM
7=
C2 1
2
0–97 WCPM
/
COMPREHENSION
Skill: Sequence
Items 5, 6, 7, 8
Fluency Solutions
Evaluate for Intervention.
End-of-Week Assessment
Diagnose
READING
Triumphs
AN INTERVENTION PROGRAM
To place students
in the Intervention
Program, use
the Diagnostic
Assessment in the
Intervention Teacher’s
Edition.
Adelina’s Whales
507L
Approaching Level Options
Phonics
Constructive
Feedback
If students have trouble
figuring out how to
pronounce words that
are homographs, such as
bow, /bou/ and bow, /bō/,
have them look at how the
word is used and try out
each pronunciation and
its related definition in the
context of a sentence. Write
She had a pink bow in her
hair. on the board and say:
I can say /bou/ in the
sentence, but a pink
“bending of the head”
does not make sense.
I can say /bō/ in the
sentence. A pink “knot
with loops” does make
sense. This word is
pronounced /bō/.
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.
• Sequence, T3
• Homographs, T8
Objective
Materials
Decode words with /oi/ and /ou/
• Student Book Adelina’s Whales
WORDS WITH /oi/ AND /ou/
Explain/Model
■
Remind students that the letters oi and oy together usually stand for
/oi/, as in coil and joy. The letters ou as in house and ow as in cow usually
stand for /ou/. However, ow can also stand for /o/ as in snow.
■
Write the letters t, o, y, on the board. Say the sounds that the letters
stand for /t/ /oi/. Then blend the sounds: /toi/. Say the word with me: toy.
Repeat this process with oi and boil.
■
Write the letters t, o, w, n on the board. Say the sounds that the letters
stand for /t/ /ou/ /n/. Then blend the sounds: /toun/. Say the word with
me: town. Repeat this process with ou and house.
■
Ask students to provide their own examples of words with /oi/ and /ou/.
Listen and provide constructive feedback.
MULTISYLLABIC WORDS WITH /oi/ AND /ou/
■
Write the word destroy on the board. Have students identify the second
syllable as containing /oi/: troy. Have students repeat the syllable, then
blend, and read the whole word several times. Repeat this process with
pounding and /ou/.
■
Have student pairs work together to practice decoding longer words
with /oi/ and /ou/. Write the following words on the board and ask
student pairs to copy them onto index cards or sheets of paper. Say
each word. Circle the letters that stand for the /ou/ or the /oi/ sound. Then
sort the words by spelling pattern.
rejoice
growling
■
annoy
browning
crouching
moisture
underground
employment
Check each pair for their progress and accuracy.
WORD HUNT: WORDS WITH /oi/ AND /ou/ IN CONTEXT
Decodable Text
To help students build speed
and accuracy with reading
multisyllabic words, use the
additional decodable text
on page 23 of the Teacher’s
Resource Book.
507M
■
Review words with /oi/ and /ou/. Have students search pages 488–490 of
Adelina’s Whales to find words with /oi/ and /ou/. Ask them to write the
words and circle the letters that spell the /oi/ and /ou/ in each word.
■
Check to see if students have found examples, such as outside, down,
south, thousand, loud, noise, sound, clouds, and out.
Constructive
Feedback
Objective
Materials
If students read too quickly
or too slowly, reread
the passage to them at
the correct tempo. Then
lead the class in a choral
reading so they can follow
you lead in reading at the
appropriate rate. Repeat
the choral reading as
necessary.
Read with increasing prosody and accuracy at a rate of 102–112 WCPM
• Index cards
• Approaching Practice Book A, page 136
WORD AUTOMATICITY
Have students make flashcards for the following words with /oi/ and
/ou/: flower, south, thousand, voices, howling, wound, tower, annoy, grouch,
mound, noises, cough, cowboy, pound, gown, hound, voyage, frown, pouch.
Display the cards one at a time and have students say each word. Repeat
twice more, displaying the words more quickly each time.
REPEATED READING
Model reading the Fluency passage in Practice Book A page 136. Tell
students to pay close attention and listen to your tempo. Then read
sentences in clusters based on tempo, and have students read each cluster
back, copying your tempo.
During independent reading time, have students work with a partner.
One student reads aloud while the other repeats each sentence. Remind
students to use positive and encouraging phrases when giving feedback
to their partners. Circulate and provide constructive feedback. Circulate
and provide constructive feedback.
TIMED READING
At the end of the week, have students do a final timed reading of the
passage on Practice Book A page 136. Students should
■
begin reading the passage aloud when you say “Go.”
■
stop reading the passage after one minute when you say “Stop.”
Keep track of miscues. Coach students as needed. Help students record
and graph the number of words they read correctly.
Vocabulary
Objective
Materials
Apply vocabulary word meanings
• Vocabulary Cards
• Student Book Adelina’s Whales
Approaching Practice Book A, page 136
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MBXTUIBUQSPUFDUXIBMFT4PNFMBXTBSFBHBJOTUIVOUJOH
XIBMFT0UIFSTTUPQQFPQMFGSPNQPMMVUJOH"OEUIFSFBSF
OFXXBZTUPTUPQPJMTQJMMT VOCABULARY WORDS
Display the Vocabulary Cards for this week’s words: dove, politicians,
snoring, massive, tangles, rumbling, and unique. Help students locate and
read the vocabulary words in Adelina’s Whales. Review the definitions
of each word in the Glossary of the Student Book, and discuss the
meanings. Then have students write their own narratives about whales
using all of these vocabulary words.
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LdgYh
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507N
Approaching Level Options
Vocabulary
Objective
Use homographs
DICTIONARY: HOMOGRAPHS
Review last week’s words
(electrical, globe, fuels,
decayed) and this week’s
words (rumbling, snoring,
unique, dove, massive,
tangles, politicians). Have
students write a synonym for
each word.
Have students create simple crossword puzzles using Vocabulary and
Spelling Words. Make sure they include at least two homographs (wound,
dove) and write the definitions of the homographs as clues. They may use
a dictionary to help them, if necessary.
Comprehension
Objective
Materials
Identify sequence
• Student Book “A Whale of a Trip”
• Transparencies 19a and 19b
STRATEGY
! 7HALE
OFA4RIP
ANALYZE TEXT STRUCTURE
Remind students that recognizing how a text is organized can help them
to identify the sequence of story events.
by Kristin Gold
SKILL
SEQUENCE
Explain/Model
Student Book, or
Transparencies 19a and 19b
&-Retelling Have students
retell the sequence of
events in “A Whale of a
Trip!” by drawing them. Ask
students to choose one
event from the book they
would like to retell. Have
students draw the scene
and write one sentence
describing it. After the
students have finished,
hang the drawings on the
board. Then, as a class, put
the pictures in the order
of events that the story
follows.
507O
■
Authors sometimes use signal words, such as first, next, and last, to help
readers recognize the sequence of events in a story.
■
Authors of history texts or how-to articles typically use chronological
order to organize their texts.
Display Transparencies 19a and 19b. Reread the first pages. Ask a
volunteer to identify what the narrator saw first and identify the signal
words.
Think Aloud As I read I learn that many things are happening. It helps to
recognize sequence words to help summarize what is happening in the
story so I can better understand it.
Practice/Apply
Invite students to retell the story, considering the sequence of events. Ask
the following questions.
■
Before going on the trip, do you think the narrator expected the whale
would be as big as it turned out to be?
■
What was the first thing Matty told people on the whale-watching trip?
■
Why are birds often seen in areas where whales are present?
Leveled Reader Lesson
Objective
Materials
Read to apply strategies and skills
• Leveled Reader Saving the Whales
PREVIEW AND PREDICT
Have students read the title, look at the images, and preview the first
chapter. Have students make predictions about what they will read and
set a purpose for reading.
7\T]`[ObW]\OZ
<]\TWQbW]\
7L?D=ÃJ>;Ã
>7B;I
VOCABULARY WORDS
Review the vocabulary words as needed. As you read together, discuss
how context clues can help you figure out word meanings.
STRATEGY
ANALYZE TEXT STRUCTURE
Remind students that recognizing how a text is organized can help
them better understand the text’s important ideas and the author’s
purpose.
8OÃ?D7ÃD7IJ7I?E
Leveled Reader
SKILL
SEQUENCE
Remind students to pay attention to the way the selection is organized
and the order in which events occur. Read Chapter 2 with students.
Think Aloud In the first chapter I learn that in the past, there were whale
hunters in all parts of the world. Now there are laws to protect whales
from hunters, but whales are still being killed in other ways. I need to
remember this information for my Sequence Chart.
READ AND RESPOND
Finish reading Saving the Whales with students. Discuss the following:
■
■
If the plants that the krill eat die, and then the krill die, ask students
what will happen next in the food chain.
Ask them what happened after Keiko the whale was set free.
Work with students to review and revise their Sequence Charts. Help
students paraphrase the important ideas in each chapter.
MAKE CONNECTIONS ACROSS TEXTS
Invite students to compare Adelina’s Whales and Saving the Whales.
■
Have students identify which selection is organized into chapters. Ask
them why this format is better for this selection.
■
Have students explain how reading Saving the Whales helps them better
understand the information and events in Adelina’s Whales.
Adelina’s Whales
507P
On Level Options
Vocabulary
Leveled
Reader Lesson
Objective
Materials
Apply vocabulary words and homographs
• Vocabulary Cards
• Dictionary
VOCABULARY WORDS
Tell students that they will play a word-definition game. Display half of
the Vocabulary Cards. Have the first team use a dictionary to help create
two different definitions for each displayed word. One should be the
correct definition, and the other should be incorrect. Then have students
write each pair of definitions on the board. The second team chooses
the definition they think is correct. They get one point for each correct
answer. The team with the most points wins.
DICTIONARY: HOMOGRAPHS
Remind students that homographs are spelled alike but have different
meanings, so they have separate dictionary entries. Have students use the
adjective fine in a sentence. Then challenge them to use the homograph
fine (money paid) in another sentence. Repeat with the word content.
Limericks
Student
Book
Literary Elements
Objective
Materials
Read poems to identify literary elements
• Poetry books and resources with limericks
• Student Book “Limericks”
METER AND RHYME SCHEME
Discuss the use of meter and rhyme in each limerick on Student Book
pages 504–505. Then have students look through poetry books and other
resources to locate limericks. Ask students to discuss the meter and rhyme
scheme in the limericks.
On Level Practice Book O, page 136
As I read, I will pay attention to tempo and match the action in the story.
10
20
31
42
52
59
67
77
85
94
105
110
120
132
142
154
Did you know that whales talk to each other? Whales
make sounds for different reasons. Some sounds are used to
locate calves. Others are used to find mates. Whales even use
sounds to warn other pod members that a predator is around.
Toothed whales click and whistle in order to locate food.
Baleen whales make knocking, moaning, snoring, and
rumbling noises. Humpback whales sing, but not during
feeding season. They save their tunes for the warmer waters
where they spend their breeding season. Some scientists
believe they are singing love songs. Other scientists think
they are sending out threats, like “Go away!” We may never
know exactly why whales sing.
Some humpback whales swim up to the surface and take
a few breaths. Then they dive under the water and start to
sing. They do not move when they sing. Their underwater
songs can be heard for miles. Sometimes they sing for a half
hour without stopping. 157
Comprehension Check
1. What actions does a humpback whale take when it sings? Sequence
A humpback whale swims to the surface and takes a few
breaths. Then the whale dives under the water to sing.
The whale does not move when singing.
2. Why might a whale need to communicate with another whale? Draw
Conclusions Whales might need to communicate with
other whales to warn them about predators, to find
mates, or to locate their calves.
Words Read
–
Number of
Errors
=
First Read
–
=
Second Read
–
=
507Q
Objective
Materials
Read fluently with appropriate prosody at a rate of 102–136 WCPM
• On Level Practice Book O, p. 136
REPEATED READING
Model reading the passage on page 136 of Practice Book O. Remind
students to pay attention to the tempo to see if it matches the action of
the story. Then read one sentence at a time, having students echo-read
the sentence back, imitating your pace. Echo-read through the entire
passage again, speeding up to reflect each part of the selection. During
independent reading time, partners take turns reading.
Words
Correct Score
Timed Reading Have students read the passage and record their rates.
Leveled Reader Lesson
Objective
Materials
Read to apply strategies and skills
• Leveled Reader Looking at Whales
PREVIEW AND PREDICT
Have students preview Looking at Whales.
■
Ask students to write down any questions they have about the
selection.
■
Ask if they think this book will be the story of one whale or about
many whales.
7\T]`[ObW]\OZ
<]\TWQbW]\
,OOKING
AT
7HALES
7N>C6C6HI6H>D
SKILL
SEQUENCE
The sequence is the order in which events happen. Signal words, such
as before, after, and then, often help to indicate the sequence of events.
Explain that students will fill in this information in Sequence Charts.
Leveled Reader
READ AND RESPOND
Read Chapter 1. Pause to discuss how the information in the chapter
is presented. At the end of Chapter 2, fill in the Sequence Chart. Have
students discuss the sequencing of information, including how the word
then helped them understand the information about humpback whales
singing.
VOCABULARY WORDS
As they read Looking at Whales, ask students to point out vocabulary
words as they appear. Then have students discuss how each word is used.
Ask, Are blue whales massive or small?
ELL
Leveled Reader
Go to pages
507U–507V.
MAKE CONNECTIONS ACROSS TEXTS
Invite students to draw connections between Looking at Whales and
Adelina’s Whales.
■
Ask students to use chronological order words to summarize the
information they learned in Looking at Whales.
■
Ask students if they think Adelina would know most of the information
in Looking at Whales.
Adelina’s Whales
507R
Beyond Level Options
Vocabulary
Objective
Limericks
Apply vocabulary words in writing
EXTEND VOCABULARY
Ask students to write a nonfiction piece about a whale. Have them use
all of the vocabulary words from this week’s selection and as many words
from this unit’s previous weeks as possible.
Invite them to edit their essays or a partner’s essay. Remind them to check
the spelling and usage of each word.
Student Book
Literary Elements
Objective
Materials
&-Read Aloud Review meter
and rhyme scheme. Then
reread a limerick aloud.
Say: Listen for the meter and
rhyme scheme of the poem.
Then tell students you will
read the poem once more
together. Let them know
that this time they should
clap along to the rhythm of
the poem. Read the poem
chorally and clap out the
rhythm together.
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TPUIFCBCZJTQSPUFDUFEGSPNUIFPSDBXIBMFT'JOBMMZUIFNPUIFSHSBZ
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507S
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• Student Book “Limericks”
• Poetry books with limericks
• Nonfiction books about whales
METER AND RHYME SCHEME
Use limericks to point out that meter and rhyme scheme can add to a
reader’s enjoyment of a poem. Ask: How does the use of meter and
rhyme scheme make these limericks more fun to read?
Have students read limericks and note the use of meter and rhyme
scheme. Then have them read information about whales or use what they
have already learned to write their own limerick about whales.
Objective
Materials
Beyond Practice Book B, page 136
Use meter and rhyme to write a limerick
Read fluently with appropriate prosody at a rate of 112–136 WCPM
• Beyond Practice Book B, p. 136
REPEATED READING
Work with students to begin marking up the Fluency passage on page 136
of Practice Book B. Remind them to pay attention to the tempo. Then
read one sentence at a time, having students echo-read the sentence
back, imitating your pace. Echo-read through the entire passage again,
speeding up to reflect each part of the selection.
During independent reading time, partners can take turns reading the
passage they have practiced reading aloud. Remind students to pay
attention to one another’s tempo and discuss how different actions in the
passage change the tempo or mood.
Timed Reading Have students read the passage and record their reading
rate.
Leveled Reader Lesson
Objective
Materials
Read to apply strategies and skills
• Leveled Reader Gray Whales
7\T]`[ObW]\OZ
<]\TWQbW]\
PREVIEW AND PREDICT
Have students preview Gray Whales, predict what it is about, and set a
purpose for reading.
SKILL
(SBZ
8IBMFT
SEQUENCE
Ask a volunteer to explain what the terms text structure and sequence
mean. Have another volunteer explain why identifying the text structure
or sequence of events is important for understanding a selection.
Explain that students will read Looking at Whales together, and fill in
information about order in Sequence Charts.
READ AND RESPOND
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Leveled Reader
As students read, they should identify the order of events in the selection,
and fill in their Sequence Charts. Discuss with the group how the story
would change if the sequence of events were different.
VOCABULARY WORDS
Have students pay attention to vocabulary words as they come up. Ask
students to provide definitions as needed. Ask, What do whales sometimes
get tangled in?
Self-Selected Reading
Objective
Materials
Read independently to identify the sequence of a text
• Leveled Readers or informational trade books at students’ reading level
READ TO IDENTIFY SEQUENCE
Invite students to use their personal interests to choose a nonfiction book
for independent reading. Have students read their books and take notes
on the selection’s sequence in their response journals.
After reading have students compare the order in which the information
was presented in the book they chose to one of the selections they read
during this week’s lessons. Ask: Which selection presented information in the
more interesting way? Which selection taught you the most about the topic?
Adelina’s Whales
507T
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.
BSQV\]Z]Ug
Oral Language For
additional language
support and oral vocabulary
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
Writing/Grammar Words
ocean (p.484)
homograph (p. 484)
voice (p. 506)
aquarium (p. 484)
photo essay (p. 486)
point of view (p. 506)
whales (p. 484)
analyze text structure (p. 485A)
opinion (p. 506)
mammals (p. 484)
sequence (p. 485A)
audience (p. 507B)
gills (p. 484)
limerick (p. 504)
possessive pronouns (p. 507I)
lungs (p. 484)
meter (p. 504)
ownership (p. 507I)
legend (p. 485)
rhyme scheme (p. 504)
stand-alone possessive pronoun
(p. 507I)
pod (p. 505)
507U
Skill/Strategy Words
Informational
Nonfiction
ELL Leveled Reader Lesson
The World
of
Whales
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by Dina Anastasio
DEVELOP ORAL LANGUAGE
Objective
• To apply vocabulary and
comprehension skills
Materials
• ELL Leveled Reader
Build Background Write the word whales on
the board and have students share what they
know. What do whales look like? What do they eat?
How do they communicate? List key points. Then
do a brief picture walk of the book to add on to
the list.
3::#2Og>ZO\\S`
DAY 1
• Academic Language
• Oral Language and
Vocabulary Review
DAY 2
Review Vocabulary Write the vocabulary and story support words
and discuss the meanings. Use each word in a sentence. Clarify the two
meanings of schools and dove. Schools of fish are large groups of fish, not
where fish go to learn. Who can use “schools of fish” in a sentence?
• Academic Language
• ELL Leveled Reader
DAY 3
• Academic Language
• ELL Leveled Reader
DAY 4
• Academic Language
• ELL Leveled Reader
PREVIEW AND PREDICT
Point to the cover photograph and read the title aloud. What are we going
to read about? Have students brainstorm a list of questions about facts
they would like to learn from this book.
Set a Purpose for Reading Show the Sequence Chart and remind students
they have used it before. Ask them to use a similar chart to identify the
sequence of events as they are presented in the book.
DAY 5
• Academic Language
• ELL Leveled Reader
Comprehension
Check and Literacy
Activities
2c`W\U@SORW\U
Choose from among the differentiated strategies below to support
students’ reading at all stages of language acquisition.
Beginning
Shared Reading As you
read, model analyzing text
structure by identifying key
information about whales.
Number the facts to explain
sequence. Model filling in
the chart.
Intermediate
Read Together Read the
first chapter. Help students
analyze text structure by
numbering and recording
key information. Take turns
reading with students. Ask
them to identify events in
sequence as they read.
Advanced
Independent Reading
Have students read the story.
After reading each day, ask
them to work with a partner
to analyze text structure and
identify events in sequence.
Encourage them to use the
new vocabulary.
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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
Adelina’s Whales
507V