Weekly Literature Whole Group VOCABULARY shimmer, eerie, lurk, swallows, climate, silken, lumbering Context Clues/ Surrounding Words COMPREHENSION Strategy: Summarize Skill: Main Idea and Details 7= C2 1 2 Week At A Glance / Weekly Theme: Adapting to Survive "8BML by Marsha Adams JOUIF %FTFSU CZ3FCFDDB-+PIOTPO XJUIJMMVTUSBUJPOTCZ1IZMMJT74BSPGG Vocabulary/ Comprehension WRITING Personal Narrative Science Link Life Science Life Processes by Polly Peterson Science Link Main Selection Genre Informational Nonfiction Small Group Options Differentiated Instruction for Tested Skills Genre Cinquain */5&3"$5*7& "/5)0-0(:XJUI1-":4 Read-Aloud Anthology Tested Skills for the Week 44A -ACMILLAN-C'RAW(ILL • Listening Comprehension • Readers’ Theater IO UD C D Leveled Readers A Differentiated Instruction Resources for GR Levels N–S CLASSROOM LIBRARY Genre Informational Nonfiction Genre Informational Nonfiction • Same Theme • Same Vocabulary • Same Comprehension Skills 7\T]`[ObW]\OZ ]\bW]\OZ <]\TWQbW 7\T]`[O ]\ bW]\OZ <]\TWQbW 7\T]`[O ]\bW]\OZ <]\TWQbW 7\T]`[O ]\7\T]`[ObW]\OZ bW]\OZ <]\TWQbW 7\T]`[O <]\TWQbW]\ ]\ <]\TWQbW N BM JW SW 4V BM JW SW 4V BM JW SW 4V BM JW SW 4V BM JW SW F 4VSWJWBM UI 4V JO FF UI JO UI JO FF UI JO EZ UI JO BO JOUIF U4 FB EZ (S BO U4 FB EZ (S BO U4 FB EZ (S BO U4 FB EZ (S BO UUU U4 FS FB (SFBU4BOEZ FT (S % FS FT % FS FT % FT %%%FTFSU FSUU FTFS 7\T]`[ObW]\OZ <]\TWQbW]\ 7\T]`[ObW]\OZ <]\TWQbW]\ 7\T]`[ObW]\OZ 7\T]`[ObW]\OZ <]\TWQbW]\ <]\TWQbW]\ 7\T]`[ObW]\OZ 7\T]`[ObW]\OZ <]\TWQbW]\ <]\TWQbW]\ 4VSWJWBM P 4VSWJWBM 4VSWJWBM 4VSWJWBM JOUIF 4VSWJWBM 4VSWJWBM JOUIF JOUIF JOUIF 4BIBSB%FTFSU JOUIF JOUIF 4BIBSB%FTFSU 4BIBSB%FTFSU 4BIBSB%FTFSU 4BIBSB%FTFSU 4BIBSB%FTFSU Wn@Vi]n@^chcZg Wn@Vi]n@^chcZg Wn@Vi]n@^chcZg Wn@Vi]n@^chcZg Wn@Vi]n@^chcZg Wn@Vi]n@^chcZg Approaching On Level Beyond Trade books to apply Comprehension Skills 7\T]`[ObW]\OZ <]\TWQbW 7\T]`[O ]\ bW]\OZ <]\TWQbW 7\T]`[O ]\ bW]\OZ <]\TWQbW 7\T]`[O ]\ bW]\OZ 7\T]`[O <]\TWQbW bW]\OZ ]\ <]\TWQbW]\ 7\T]`[ObW]\OZ <]\TWQbW]\ 4VSW SWJWB JWBMJO MJOUI S F UI 4V 4V SWJWB JWBMJO MJOUI UIFFF 4V SW 4V SW (S JWB FB MJO U# UI BT F JO (S FB 4VSWJWBMJOUIF U#BT BTJO JO (SFB FBU# U# (S BTJO (S JOSU FBU# %F BT TF %F (SFBU#BTJO TFSU SU %FTF TF %F SU %F TFSU %FTFSU Pg9ObVg9W\a\S Pg9ObVg9W\a\S` ` Pg9ObVg9W\a\S ` Pg9ObVg9W\a\S ` Pg9ObVg9W\a\S Pg9ObVg9W\a\S` ` On Level Beyond Level 7= C2 1 Also available Reading Triumphs, Intervention Program Informational Nonfiction Informational Nonfiction Informational Nonfiction Informational Nonfiction Informational Nonfiction Informational Nonfiction Lifeininthe the Life Life inthe the Life in Life the Sahara Desert Sahara Desert LifeininDesert the Sahara Sahara Desert Sahara SaharaDesert Desert by Kathy Kinsner by Kathy Kinsner by Kathy Kinsner by Kathy Kinsner by Kathy Kinsner by Kathy Kinsner 2%!$).' 2 Approaching Level • Phonics and Decoding • Comprehension • Vocabulary / INTERVENTION ANTHOLOGY g Wn@Vi]n@^chcZ g Wn@Vi]n@^chcZ g Wn@Vi]n@^chcZ g Wn@Vi]n@^chcZ i]n@^chcZg Wn@V Wn@Vi]n@^chcZg -ACMILLAN-C'RAW(ILL On-Level Reader sheltered for English Language Learner LEVELED PRACTICE ELL Teacher’s Guide also available 'RADE 'RADE >`OQbWQS 0]]Y English Language Leveled Reader .BDNJMMBO.D(SBX)JMM (SBEF 'RADE >`OQbWQS 0]]Y >`OQbWQS 0]]Y .BDNJMMBO.D(SBX)JMM .BDNJMMBO.D(SBX)JMM >`OQbWQSO\R /aaSaa[S\b .BDNJMMBO.D(SBX)JMM Also Available Approaching LEVELED READER PROGRAM On Level Beyond ELL 1]\\SQbW]\ s0ARENT,ETTERS s(OMEWORK!CTIVITIES s4AKE(OME3TORIES -ACMILLAN-C'RAW(ILL • Take-Home Stories ONLINE INSTRUCTION www.macmillanmh.com IO UD C D 6][SAQV]]Z • Family letters in English and Spanish A HOME-SCHOOL CONNECTION 'RADE AUDIO CD • Listening Library • Fluency Solutions ROM CD CD ROM • Vocabulary PuzzleMaker A Walk in the Desert 44B Suggested Lesson Plan 7\T]`[ObW]\OZ <]\TWQbW]\ 4VSWJWBM "8BML JOUIF (SFBU4BOEZ %FTFSU JOUIF Instructional Navigator Interactive Lesson Planner 7\T]`[ObW]\OZ <]\TWQbW]\ A Walk in the Desert, 48–63 ; @= 12 7\T]`[ObW]\OZ <]\TWQbW]\ Informational Nonfiction 4VSWJWBM JOUIF 4BIBSB%FTFSU 4VSWJWBMJOUIF (SFBU#BTJO %FTFSU Life in the Sahara Desert by Kathy Kinsner Pg9ObVg9W\a\S` Wn@Vi]n@^chcZg %FTFSU CZ3FCFDDB-+PIOTPO XJUIJMMVTUSBUJPOTCZ1IZMMJT74BSPGG Wn@Vi]n@^chcZg Leveled Readers EV]ZS5`]c^ ORAL LANGUAGE • Listening • Speaking • Viewing 2Og 2Og Listening/Speaking/Viewing - Listening/Speaking Focus Question How is the insect in the photograph on page 45 adapting to survive? How do you adapt to your surroundings? Build Background, 44 - Focus Question What characteristics allow desert animals to live in such a hot, dry place? Read Aloud: “The Fox and the Crane,” 45 WORD STUDY • Vocabulary • Phonics/Decoding Vocabulary Vocabulary shimmer, eerie, lurk, swallows, climate, silken, lumbering, 46 Review Vocabulary, 48 Phonics Decode Words with Long a, 69E Practice Book A-O-B, 14 Practice Book A-O-B, 1 Strategy: Context Clues/ Surrounding Words, 47 READING • Develop Comprehension “Living in Alaska,” 46–47 by Marsha Adams "8BML A Walk in the Desert, 48–63 JOUIF %FTFSU CZ3FCFDDB-+PIOTPO XJUIJMMVTUSBUJPOTCZ1IZMMJT74BSPGG Comprehension, 47A–47B Strategy: Summarize Skill: Main Idea and Details Practice Book A-O-B, 9 • Fluency LANGUAGE ARTS • Writing Comprehension, 48–63 Student Book Strategy: Summarize Skill: Main Idea and Details Practice Book A-O-B, 10 Model Fluency, 45 Partner Reading, 44I Writing Daily Writing Prompt: Write a paragraph about a living creature that must adapt in order to survive. Cinquain, 68–69B Student Book Partner Reading, 44I Writing Daily Writing Prompt: Write a list of questions you would have for survivors who were stranded in the desert for one month. Cinquain, 68–69B • Grammar Grammar Daily Language Activities, 69I Subjects and Predicates, 69I Grammar Practice Book, 7 • Spelling ASSESSMENT • Informal/Formal Turn the Page for Small Group Lesson Plan 44C Spelling Pretest Words with Long a, 69G Grammar Daily Language Activities, 69I Subjects and Predicates, 69I Grammar Practice Book, 8 Spelling Word Sorts, 69G Spelling Practice Book, 7–8 Spelling Practice Book, 9 Vocabulary, 46 Comprehension, 47B Comprehension, 55, 63 Phonics, 69E Differentiated Instruction 69M-69V Differentiated Instruction 69M-69V AYWZZaAb`ObSUWSa Vocabulary Comprehension Writing Vocabulary Words Context Clues/ Surrounding Words Strategy: Summarize Skill: Main Idea and Details Cinquain 2Og! Listening/Speaking - 2Og# 2Og" @SdWSeO\R/aaSaa Listening/Speaking/Viewing Focus Question Compare the plants and animals in Alaska’s environment with those in the desert. Use details from both selections in your answer. Summarize, 65 Vocabulary - Focus Question How are the animals in these poems well adapted to their environments? Compare them with animals from A Walk in the Desert. Media Literacy: Travel Advertisements, 62 Expand Vocabulary: Adapting to Survive, 69F Vocabulary Review Words in Context, 69C Strategy: Context Clues/Surrounding Words, 69D Practice Book A-O-B, 13 Listening/Speaking/Viewing - Focus Question Compare the main ideas and details in “Living in Alaska” and A Walk in the Desert. Speaking and Listening Strategies, 69A Vocabulary Homographs, 69F Apply Vocabulary to Writing, 69F Spiral Review: Vocabulary Game, 69F Phonics Decode Multisyllabic Words, 69E A Walk in the Desert, 48–63 "8BML JOUIF %FTFSU CZ3FCFDDB-+PIOTPO XJUIJMMVTUSBUJPOTCZ1IZMMJT74BSPGG Comprehension by Polly Peterson “Three Cinquains: White Swans; Grass Snake; Fat Frog,” 66–67 Self-Selected Reading, 44I Comprehension Check, 65 Maintain Skill: Main Idea and Details, 65B Poetry: Cinquain Assonance and Metaphor, 66 Practice Book A-O-B, 12 Repeated Reading, 65A Partner Reading, 44I Practice Book A-O-B, 11 Writing Daily Writing Prompt: Write about an instance when you wish you could camouflage yourself, and how this would help you. Writer’s Craft: Precise Words, 69A Cinquain, 68–69B Grammar Daily Language Activities, 69I Mechanics and Usage, 69J Grammar Practice Book, 9 Spelling Word Meanings, 69H Spelling Practice Book, 10 Fluency, 65A Differentiated Instruction 69M-69V JOUIF %FTFSU CZ3FCFDDB-+PIOTPO XJUIJMMVTUSBUJPOTCZ1IZMMJT74BSPGG Comprehension Student Book "8BML Comprehension Student Book Partner Reading, 44I Writing Connect and Compare, 67 Student Book Practice, 65A Partner Reading, 44I Writing Daily Writing Prompt: Write a list of suggestions for how someone could survive in a very cold place. Daily Writing Prompt: Write a journal entry about what you have to do to survive on a desert island. Writing Trait: Ideas and Content, 69B Cinquain, 68–69B Cinquain, 68–69B Grammar Daily Language Activities, 69I Subjects and Predicates, 69J Grammar Practice Book, 10 Spelling Review and Proofread, 69H Spelling Practice Book, 11 Vocabulary, 69D Differentiated Instruction 69M-69V Grammar Daily Language Activities, 69I Subjects and Predicates, 69J Grammar Practice Book, 11–12 Spelling Posttest, 69H Spelling Practice Book, 12 Weekly Assessment, 21–28 Differentiated Instruction 69M-69V A Walk in the Desert 44D Differentiated Instruction What do I do in small groups? Focus on Skills Use your observations to guide additional instruction and practice. Vocabulary Words: shimmer, eerie, swallows, lurk, climate, silken, lumbering Strategy: Context Clues/Surrounding Words Comprehension Strategy: Summarize Skill: Main Idea and Details Fluency Phonics Decode Words with Long a Suggested Lesson Plan ; @= 12 Instructional Navigator Interactive Lesson Planner Approaching Level 2Og 2Og 7\T]`[ObW]\OZ <]\TWQbW]\ • Additional Instruction/Practice • Tier 2 Instruction Fluency, 69N Vocabulary, 69N Comprehension, 69O 7\T]`[ObW]\OZ <]\TWQbW]\ 4VSWJWBM JOUIF (SFBU4BOEZ %FTFSU Wn@Vi]n@^chcZg Phonics, 69M Vocabulary, 69O Leveled Reader Lesson, 69P • Vocabulary • Comprehension 4VSWJWBM JOUIF (SFBU4BOEZ %FTFSU Wn@Vi]n@^chcZg On Level 7\T]`[ObW]\OZ <]\TWQbW]\ • Practice Vocabulary, 69Q Leveled Reader Lesson, 69R • Comprehension ELL Leveled Reader, 69U–69V 7\T]`[ObW]\OZ <]\TWQbW]\ 4VSWJWBM JOUIF 4BIBSB%FTFSU Wn@Vi]n@^chcZg Leveled Reader Lesson, 69R • Comprehension • Vocabulary 4VSWJWBM JOUIF 4BIBSB%FTFSU Wn@Vi]n@^chcZg Beyond Level 7\T]`[ObW]\OZ <]\TWQbW]\ • Extend For intensive intervention see 44E Vocabulary, 69S Leveled Reader Lesson, 69T • Comprehension READING Triumphs 7\T]`[ObW]\OZ <]\TWQbW]\ 4VSWJWBMJOUIF (SFBU#BTJO %FTFSU Pg9ObVg9W\a\S` Leveled Reader Lesson, 69T • Comprehension • Vocabulary 4VSWJWBMJOUIF (SFBU#BTJO %FTFSU Pg9ObVg9W\a\S` Small Group Options Focus on Leveled Readers Additional Leveled Reader Resources Apply skills and strategies while reading appropriate leveled books. N 7\T]`[ObW]\OZ <]\TWQbW]\ Levels N-S P 7\T]`[ObW]\OZ <]\TWQbW]\ 4VSWJWBM JOUIF 4BIBSB%FTFSU 4VSWJWBM JOUIF (SFBU4BOEZ %FTFSU S 7\T]`[ObW]\OZ <]\TWQbW]\ Leveled Reader Database 4VSWJWBMJOUIF (SFBU#BTJO %FTFSU Go to www.macmillanmh.com Search by Pg9ObVg9W\a\S` Wn@Vi]n@^chcZg • Comprehension Skill • Content Area • Genre • Text Feature Wn@Vi]n@^chcZg Approaching On Level • Guided Reading Level • Reading Recovery Level • Lexile Score • Benchmark Level Subscription also available. Beyond Informational Nonfiction Life in the Sahara Desert by Kathy Kinsner ELL 2Og! 2Og" 7\T]`[ObW]\OZ <]\TWQbW]\ Phonics, 69M Fluency, 69N Vocabulary, 69O Leveled Reader Lesson, 69P • Comprehension 7\T]`[ObW]\OZ <]\TWQbW]\ 4VSWJWBM JOUIF (SFBU4BOEZ %FTFSU Wn@Vi]n@^chcZg Phonics, 69M Leveled Reader Lesson, 69P • Comprehension ELL Skill: Main Idea and Details 7\T]`[ObW]\OZ <]\TWQbW]\ Fluency, 69Q Vocabulary, 69Q Leveled Reader Lesson, 69R • Comprehension 7\T]`[ObW]\OZ <]\TWQbW]\ 4VSWJWBM JOUIF (SFBU4BOEZ %FTFSU Wn@Vi]n@^chcZg Fluency, 69N Leveled Reader Lesson, 69P • Make Connections Across Texts 7\T]`[ObW]\OZ <]\TWQbW]\ 4VSWJWBM JOUIF 4BIBSB%FTFSU Wn@Vi]n@^chcZg Literary Elements, 69Q Leveled Reader Lesson, 69R • Comprehension 7\T]`[ObW]\OZ <]\TWQbW]\ Fluency, 69S Vocabulary, 69S Leveled Reader Lesson, 69T • Comprehension Day 5 Pg9ObVg9W\a\S` Literary Elements, 69S Leveled Reader Lesson, 69T • Comprehension ELL Poetic Language, 69S JOUIF Wn@Vi]n@^chcZg 7\T]`[ObW]\OZ <]\TWQbW]\ 4VSWJWBM JOUIF 4BIBSB%FTFSU Wn@Vi]n@^chcZg Fluency, 69Q Leveled Reader Lesson, 69R • Make Connections Across Texts 7\T]`[ObW]\OZ <]\TWQbW]\ 4VSWJWBMJOUIF (SFBU#BTJO %FTFSU 4VSWJWBM (SFBU4BOEZ %FTFSU 4VSWJWBM JOUIF 4BIBSB%FTFSU Wn@Vi]n@^chcZg 7\T]`[ObW]\OZ <]\TWQbW]\ 4VSWJWBMJOUIF (SFBU#BTJO %FTFSU Pg9ObVg9W\a\S` Fluency, 69S Self-Selected Reading, 69T 4VSWJWBMJOUIF (SFBU#BTJO %FTFSU A Walk in the Desert Pg9ObVg9W\a\S` 44F Managing the Class What do I do with the rest of my class? Class Management Tools a Te che r- Le d S m all G ro u Name ps Date My To-Do List ✔ Put a check next to the activities you complete. Reading Word Study Practice fluency Look up and define words Choose a book to read Use words with long a Writing Science Write a description Research deserts Write a letter home Share true/false questions Social Studies Leveled Readers Study a desert ecosystem Write About It! Draw a desert and label it Content Connection Independent Practice Practice Book, 8–14 Fluency Solutions Grammar Practice Book, 7–12 Listening Library Spelling Practice Book, 7–12 © Macmillan/McGraw-Hill Technology Vocabulary Puzzlemaker 4 Teacher-Led Small Groups de st a on en rk ti s I e nd p Unit 1 • A Walk in the Desert Contracts Green Red nt Wo Act L it e ra c y i v iti e s www.macmillanmh.com Literacy Workstations Independent Activities Blue Green Orange Jack Eliza Vincent Dean Isabella Maria Includes: • How-To Guides • Rotation Chart • Weekly Contracts Hands-on activities for reinforcing weekly skills. i^kZ >ciZgVX <gVe]^X h Zg Dg\Vc^o Layered Book Foldable 44G Pyramid Foldable IO UD C D Leveled Readers A Independent Activities For Repeated Readings and Literacy Activities 7\T]`[ObW]\OZ <]\TWQbW]\ by Kathy Kinsner B 4VSWJWBMJOUIF FSBD Z"DUJWJUJ U FT -J (SFBU#BTJO %FTFSU Lg^iZVEdZb Write a Diary Entry /0= 3 Pg9ObVg9W\a\S` >`SbS\R g]c O`S O b`OdSZS` W\ bVS AOVO`O With a partner, pretend you are E`WbS O ^]S[ OP]cb bVS RSaS`b CaS RSaQ`W^bWdS AO\Rg 2SaS`b E`WbS O ^O`OU`O^V T`][ 2SaS`b E`WbS O RWO`g ]` SgSeWb\Saa travelers in the Sahara Desert. Write two e]`Ra W\ g]c` ^]S[ B`g b] ^OW\b O ^WQbc`S bVS O\W[OZ¸a ^]W\b ]T dWSe OQQ]c\b ]T g]c` TW`ab W[^`SaaW]\a paragraphs in a diary of what you see. Wn@Vi]n@^chcZg B B7 E @7 /0= 3 C B Life in the "DUJWJU FSBD Z JF T Sahara Desert-JU B B7 B B7 1V]]aS O\ O\W[OZ bVOb ZWdSa W\ bVS 5`SOb 7\T]`[ObW]\OZ <]\TWQbW]\ Informational Nonfiction 4VSWJWBM "DUJWJU FSBD Z JF T JOUIF -JU 4BIBSB%FTFSU Lg^iZV9^Vgn:cign C /0= 3 C (SFBU4BOEZ Lg^iZ6Wdji9ZhZgiA^[Z %FTFSU B - JOUIF SBD Z"DUJWJUJF JUF T E @7 4VSWJWBM E @7 7\T]`[ObW]\OZ <]\TWQbW]\ ]T bVS RSaS`b Pg Q][^O`W\U Wb b] a][SbVW\U TO[WZWO` G]c [WUVb OZa] b`g b] caS a][S ]T bVS A1 <31B7= Make a Diorama BV`ZV9^dgVbV <13 73 < < A1 < < 8gZViZVEdhiZg <13 73 1= Wn@Vi]n@^chcZg <31B7= 1= 1= < < A1 d]QOPcZO`g e]`Ra <13 73 <31B7= GZhZVgX]i]Z9ZhZgi 4W\R ]cb []`S OP]cb O\ O\W[OZ bVOb ZWdSa W\ ;OYS O RW]`O[O aV]eW\U ^ZO\ba O\R O\W[OZa With a partner, make a diorama that shows bVS 5`SOb AO\Rg 2SaS`b BSZZ eVOb Wb Z]]Ya W\ O RSaS`b S\dW`]\[S\b 0S ac`S b] aV]e plants and animals in a desert environment. W\ bVS 5`SOb 0OaW\ 2SaS`b BOYS \]bSa ]\ eVOb bVS ZWYS eVOb Wb SOba V]e O\R eVS`S Wb ZWdSa a][S eOga ^ZO\ba O\R O\W[OZa ORO^b b] bVS Show some ways plants and animals adapt ^ZO\b ]` O\W[OZ Z]]Ya ZWYS O\R ]\ eVOb VSZ^a Wb CaS ^WQbc`Sa O\R QVO`ba b] Q`SObS O ^]abS` QZW[ObS ]T bVS RSaS`b to the climate of the desert. 1V]]aS O ^ZO\b ]` O\W[OZ T`][ bVWa P]]Y bVOb ZWdSa ac`dWdS ;OYS O ^]abS` OP]cb g]c` ^ZO\b ]` O\W[OZ O\R aVO`S Wb eWbV bVS QZOaa bVOb bSZZa OP]cb bVS O\W[OZ Approaching On Level ELL Beyond LEVELED PRACTICE Skills: Vocabulary (p. 8), Main Idea and Details (p. 9), Graphic Organizer (p. 10), Fluency (p. 11), Assonance and Metaphor (p. 12), Context Clues (p. 13), Phonics (p. 14) 'RADE >`OQbWQS 0]]Y >`OQbWQS 0]]Y .BDNJMMBO.D(SBX)JMM Literacy Lessons / ELL 7= C2 1 • Research and LISTENING LIBRARY Recordings of selections • Main Selections • Leveled Readers • ELL Readers • Intervention Anthology :D3?!!#"*%%!)$ **(!" * ()!!#" *%%!)) % DWaWb]c`ESPaWbSOb( eee[OQ[WZZO\[VQ][ 7= C2 1 2 • Computer .BDNJMMBO.D(SBX)JMM Beyond 2 Author/Illustrator >`OQbWQSO\R /aaSaa[S\b .BDNJMMBO.D(SBX)JMM On Level ONLINE INSTRUCTION www.macmillanmh.com • Meet the >`OQbWQS 0]]Y .BDNJMMBO.D(SBX)JMM Approaching (SBEF 'RADE / 'RADE FLUENCY SOLUTIONS Recorded passages for modeling and practicing fluency Inquiry Activities M RO CD VOCABULARY PUZZLEMAKER Activities providing multiple exposures to vocabulary, spelling, and high-frequency words including crossword puzzles, word searches, and word jumbles • Oral Language Activities • Vocabulary and Spelling Activities 3YSTEM2EQUIREMENTS 7INDOWS /PERATING3YSTEM 0ROCESSOR -ACINTOSH 7INDOWS.4AND 7INDOWS80 -!#/3ANDABOVE TOX 0ENTIUM))ORHIGHER RECOMMENDED 0OWER-ACINTOSH0OWER 0#PROCESSOR'OR HIGHERRECOMMENDED 2!-REQUIREMENTS -INIMUMOF-"2!- -"2!-RECOMMENDED -INIMUMOF-" 2!--"2!- RECOMMENDED $ISKSPACENEEDED FORFULLINSTALL !ROUND-"OF AVAILABLEDISKSPACE !ROUND-"OF AVAILABLEDISKSPACE XMINIMUM BITBITORHIGHER RECOMMENDED XMINIMUM BITHIGHER RECOMMENDED $ISPLAY DWaWb]c`ESPaWbSOb( • Leveled Reader eee[OQ[WZZO\[VQ][ Database Turn the page for Literacy Workstations. A Walk in the Desert 44H Managing the Class ac her - L e d S m all Gr o up s Literacy Activities L it e t A c ti v iti e s Te s n d ti o ep en sta den rac y W ork Collaborative Learning Activities In Objectives Objectives • Read passage fluently and with expression. • Time reading to practice fluency. • Read aloud with a partner. • Read to identify the main idea and details. Fluency Reading • Select a paragraph from the Fluency passage on page 11 of your Practice Book. • With a partner, take turns reading the sentences aloud. Adjust your reading pace so that you are reading at the right speed. • Use vocabulary words in sentences with context clues. • Identify words with long a. EH:ÃJK:O 20 Minutes Extension • Read another paragraph from page 11 to a partner. Then read it a second time, but change your pace. Ask your partner which way made it easier for him or her to understand the passage. • Time Your Reading: Listen to the Audio CD. -=6IjD:HjIj#:6C qyÃ?DKJ;I NJ;DI?ED Add`jei]ZhZldgYh^ci]ZY^Xi^dcVgn/ Xa^bViZ!XgZk^XZh!cdXijgcVa!VcY h]^bbZg# Ldg`^c\l^i]VeVgicZg!lg^iZ VhidgnWnjh^c\ndjg[Vkdg^iZ hZciZcXZh# Lg^iZdcZYZ[^c^i^dc[dgZVX]ldgY# JhZZVX]d[i]ZldgYh^cVhZciZcXZ# >cXajYZXdciZmiXajZh# >?D=IÃOEKÃD;;: Y^Xi^dcVgn eZcX^aVcYeVeZg 6cdXijgcVaVc^bVa ]jcihVic^\]i# Things you need: Fluency Solutions Listening Library 3 ;7:?D= )NDEPENDENT2EADING 8]ddhZVcdc[^Xi^dcWdd`dgVgi^XaZndj ldjaYa^`ZidgZVY# 6hndjgZVY!^YZci^[ni]ZbV^c^YZV VcYYZiV^ah# GZYlddYigZZhVgZ kZgndaYVcYkZgniVaa# qyÃ?DKJ;I ;dgVYY^i^dcVakdXVWjaVgnVcYheZaa^c\\VbZh! \didlll#bVXb^aaVcb]#Xdb EH:ÃJK:O NJ;DI?ED 1 7= C2 1 2 / • Practice Book Lg^iZYdlcZVX]ldgYdcVcdiZXVgY# Ejii]ZbV^c^YZV^cVWdmVi i]Zided[i]ZXVgYVcYi]Z YZiV^ah^cWdmZhWZadl# KdXVWjaVgnEjooaZBV`Zg }ÊVÊ7À`Ã ;^cYadc\VldgYh^c6LVa`^ci]Z 9ZhZgi# BV`ZVBV^c>YZVVcY 9ZiV^ahX]Vgi# 2@=; r qyÃ?DKJ;I NJ;DI?ED 8gZViZbdgZldgYXVgYhl^i] di]ZgldgYhl^i]adc\V# HdgindjgcdiZXVgYhWnadc\ VheZaa^c\# >?D=IÃOEKÃD;;: HijYZci7dd` cdiZXVgYh +%%id'!%%%nZVghdaY (+,[ZZiiVaa ;dgbdgZWdd`hVWdji6YVei^c\idHjgk^kZ!\didi]Z 6ji]dg$>aajhigVidghZXi^dcd[lll#bVXb^aaVcb]#Xdb 44I >?D=IÃOEKÃD;;: eaV^c cdc[^Xi^dcWdd`h VcYVgi^XaZh bVYZ h]VYZ eZcX^a eZcVcYeVeZg s ;dgVYY^i^dcVakdXVWjaVgnVcYheZaa^c\\VbZh! \didlll#bVXb^aaVcb]#Xdb s Literacy Workstations WORKSTATION FLIP CHART WORKSTATION FLIP CHART WORKSTATION FLIP CHART WORKSTATION FLIP CHART Reading Word Study Writing Science/ Social Studies Macmillan/McGraw-Hill Macmillan/McGraw-Hill Macmillan/McGraw-Hill Macmillan/McGraw-Hill Objectives Objectives • Write descriptions of items for desert survival. • Write a letter describing life in the desert. 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VcYdi]ZggZ[ZgZcXZbViZg^Vah!gZhZVgX] l]ZgZYZhZgihVgZadXViZYVgdjcYi]Z ldgaY# Lg^iZV_djgcVaZcign YZhXg^W^c\VYVn^cndjga^[Z ^ci]ZYZhZgi# Add`[dg[VXihVWdjii]ZgZ\^dch^c l]^X]YZhZgihVgZ[djcY!i]ZXa^bViZ! Vc^bVahi]Via^kZi]ZgZ!VcYlZVi]Zg eViiZgch# >?D=IÃOEKÃD;;: lg^i^c\eVeZg r qyÃ?DKJ;I NJ;DI?ED Jh^c\i]Z[VXihndj[djcY! YgVlVe^XijgZd[i]ZYZhZgi VcYaVWZai]ZY^[[ZgZcii]^c\h [djcY^c^ihZXdhnhiZb# >?D=IÃOEKÃD;;: dca^cZgZhdjgXZh eZcdgeZcX^a gZ[ZgZcXZWdd`h eZcVcYeVeZg XdadgZYeZcX^ah dgbVg`Zgh s s A Walk in the Desert 44J ORAL LANGUAGE • Build Background • Read Aloud • Expand Vocabulary VOCABULARY • Teach Words in Context • Context Clues COMPREHENSION • Strategy: Summarize • Skill: Main Idea and Details SMALL GROUP OPTIONS • Differentiated Instruction, pp. 69M–69V Oral Language Build Background ACCESS PRIOR KNOWLEDGE Share the following information. A chameleon changes its color to blend in with its surroundings. It protects itself from predators, and hunts without being seen. &/(-*4)-"/(6"(&-&"3/&34 TALK ABOUT ADAPTING TO SURVIVE Beginning Build Language Have students say what they can Discuss the weekly theme. ■ What other animals adapt to survive? about the photo. Make statements and have students repeat: This is an insect. It is on a branch. Next, ask students to point to the insect and branch. ■ Why must animals adapt? Intermediate Ask Questions Help students describe the insect FOCUS QUESTION Ask a volunteer to read “Talk About It” on Student Book page 45 and describe the photo. 44 44 ■ If you were a predator, why might you not see this creature? ■ How do people adapt to survive? in the photo. Ask, How does this insect look like the tree branch? Write the words survive and adapt on the board and explain them. Ask, What do humans need to survive? How do we adapt to changes in weather? Have students name other animals that adapt to weather. Advanced Discussion Have students complete the Intermediate task. Help them use more complex sentence structures and varied language to talk about their ideas. Talk About It Student pages 44–45 Read Aloud Talk About It Read “Fox and Crane” How is the insect in the photograph adapting to survive? How do you adapt to your surroundings? GENRE: Fable Tell students that fables are short stories that teach lessons. Many fables use animal characters. Find out more about adaptation at www.macmillanmh.com LISTENING FOR A PURPOSE */5&3"$5*7& "/5)0-0(:XJUI1-":4 -ACMILLAN-C'RAW(ILL Read Aloud pages 14–16 Ask students to listen carefully to the fable to identify its theme as you read “Fox and Crane” in the Read-Aloud Anthology. Choose from among the teaching suggestions. Fluency Ask students to listen carefully as you read aloud. Tell students to listen to your phrasing, expression, and tone of voice. RESPOND TO THE FABLE 45 Picture Prompt Look at the picture. Write about what you see. You can write a poem, a story, or a description, or use any other type of writing you like. BSQV\]Z]Ug Ask students to think about other ways to get their point across besides playing a joke on someone. Have them describe the best and worst ways. Expand Vocabulary Ask students to identify three more words in the story that relate to this week’s theme of Adapting to Survive. Students can write the words in a word journal and create new sentences using each of the words. For an extended lesson plan and Web site activities for oral language development, go to www.macmillanmh.com A Walk in the Desert 45 Vocabulary/Comprehension Student Page 46 Vocabulary Vocabulary shimmer climate eerie silken lurk lumbering swallows TEACH WORDS IN CONTEXT Context Clues Use the following routine. Surrounding Words can often help you figure out the meaning of unfamiliar words. Find shimmer in the story. Use the other words in the sentence to figure out what shimmer means. @]cbW\S Define: When things shimmer , they shine with a soft, unsteady light. Example: We saw a reflection of the moon shimmer on the lake. Ask: What is a synonym for shimmer? SYNONYM ■ When something is eerie , it is frightening and strange. The cry of a wolf in the distance sounds eerie. Describe an eerie event that you have experienced. DESCRIPTION ■ To lurk is to hide, usually with a bad intention. If you see a cat lurk near a birdbath, it is likely that the cat is looking for a meal! How are the words lurk and hide the same? How are they different? COMPARE AND CONTRAST ■ As someone swallows , he or she is moving food from the mouth to the rest of the digestive system. Colin knows how important it is to chew thoroughly before he swallows. Where does food go after someone swallows it? PRIOR KNOWLEDGE ■ ■ The climate of an area is the weather that it usually has. The climate of southern Florida is tropical. How would you describe the climate in your community? EXPLANATION Something can be called silken if, like silk, it has delicate threads or is generally soft and shiny. The kitten’s fur was silken. What things can you think of that could be described as silken? EXAMPLE 46 by Marsha Adams Another World In some ways, living in Alaska is like living in another world. Winter lasts for about nine months. For more than two months each year, the northern lights that shimmer in the sky are the only source of light. For the people there, it can be eerie to go so long without seeing the sun. For the animals, it can be dangerous. Such dim light makes it difficult to see whether predators lurk in the shadows, waiting for their next meal. It may be a snowy owl that swoops down on silent wings and swallows its prey whole! 46 ■ If you are lumbering , you are moving slowly and heavily. We saw the bears at the zoo lumbering in their cages. What is an antonym for lumbering? ANTONYM Do students understand word meanings? During Small Group Instruction If No Approaching Level Vocabulary, p. 69N If Yes On Level Options, pp. 69Q–69R Beyond Level Options, pp. 69S–69T &-Reinforce Vocabulary Pantomime the action lurk. Give examples of animals that lurk around their prey before catching it. Give examples of eerie noises, such as creaking doors and howling. For climate, use a map and discuss the climates in different areas of the world. Connect the word to the Spanish cognate clima. Vocabulary and Comprehension Winter Coats A Winter Nap Beavers, sea otters, and other mammals are adapted to survive in the cold Alaskan climate. They grow two layers of fur. The thick bottom layer is soft, silken fur that helps trap body heat. Longer, coarse hairs that form the outer layer act as a barrier against water, snow, and wind. The ptarmigan, Alaska’s state bird, has a special way to keep warm. It grows feathers down its legs, over its toes, and on the soles of its feet! You won’t find lumbering black or brown bears when the frigid weather arrives. Bears, mice, and other animals hibernate, or go into a deep sleep, during the winter. When they hibernate, their bodies don’t need food or water. Other animals, such as some caterpillars, fish, and houseflies, actually freeze during the winter. Then they thaw out in the spring! Reread for Vocabulary/Comprehension Student page 47 Vocabulary STRATEGY CONTEXT CLUES Surrounding Words Explain three basic strategies that students can use to help them understand a word they do not know. A Low Profile Arctic plants have their own special traits that help them survive. During the summer months, the dark soil absorbs the sun’s heat. So plants grow close to the ground where it’s warmer. When snow falls, it protects the plants from the cold winds above. Comprehension Summarize Main Idea and Details When you summarize what you’ve read, include the main idea and details. The main idea is the most important point of each paragraph or section. The details give information that supports it. ;OW\7RSOa 2SbOWZa A Main Idea Chart can help you summarize what you’ve read. Reread the selection to find the main idea and supporting details. 47 On Level Practice Book O, page 8 climate lurk silken shimmer lumbering eerie swallows Substitute a vocabulary word for the underlined word or words in each sentence. 1. The rattlesnake’s rattle makes a scary sound, warning us to keep out of eerie its way. 2. Alligators often lie in wait in the reeds until small animals come near. lurk 3. A bear’s heavy, awkward step warns small creatures in its path. lumbering 4. The surface of frozen ponds glow brightly in the winter sunlight. shimmer 5. Cacti are plants adapted to dry weather for most of the year. climate 6. A snake gulps its prey without chewing. swallows 7. A spider’s web is made of soft, smooth strands. ■ First, they can look up the word in a dictionary, if one is handy. ■ Second, they can look for familiar parts within the word, such as a prefix, a suffix, or a smaller word within a compound word. ■ Third, they can look closely at the text around the word to see if they can find any helpful hints. For example, sometimes the meaning of an unfamiliar word can be found by looking at surrounding words in the same sentence. The meanings of those surrounding words can be clues. Ask students to find any clues in the sentence on Student Book page 46 that might help them tell what eerie means. (“. . .To go so long without seeing the sun” would be frightening and strange, so eerie probably means “frightening and strange.”) Read “Living in Alaska” As you read “Living in Alaska” with students, ask them to identify clues that reveal the meanings of the highlighted words. Tell students they will read these words again in A Walk in the Desert. silken Choose three vocabulary words and use them in one sentence. Possible response: The silken webs shimmer as the spiders lurk in the shadows. Approaching Practice Book A, page 8 Beyond Practice Book B, page 8 A Walk in the Desert 47 Vocabulary/Comprehension Reread for Comprehension Objectives • Summarize a text • Identify the main idea and supporting details • Use academic language: main idea, supporting details STRATEGY SUMMARIZE Tell students that summarizing something they have read means making a brief statement of the most important ideas. Summarizing helps readers understand what they have read, because they must decide which points are the most important and then restate them in their own words. Materials • Comprehension Transparencies 2a and 2b • Graphic Organizer Transparency 2 • Leveled Practice Books, p. 9 SKILL MAIN IDEA AND DETAILS ■ To summarize nonfiction, students should identify the main ideas and details. The main idea is what a paragraph or section is mostly about. The main idea is often stated (explicit). Sometimes the main idea is not stated (implicit) and must be inferred from the details. ■ Sentences in the paragraph or section that contain information related to the main idea are called supporting details. The paragraph or section may also include details that do not support the main idea. AYWZZaB`OQS Main Idea and Details Introduce 47A–B Practice / Apply 49–65; Leveled Practice, 9–10 Reteach / Review 69M–T; 73A–B; 74–77; 81M–T; Leveled Practice, 16–17 Assess Weekly Tests; Unit 1 Test; Benchmark Tests A, B Maintain 65B; 77A; 215A; 337A Transparency 2b Transparency 2a Vocabulary and Comprehension Vocabulary shimmer climate eerie silken lurk lumbering swallows Context Clues Surrounding Words can often help you figure out the meaning of unfamiliar words. Find shimmer in the story. Use the other words in the sentence to figure out what shimmer means. &-Demonstrate Vocabulary Act out the meanings of the words shimmer, eerie, lurk, and lumbering. Say each word as you act it out, and explain its meaning. Then use it in a sentence as you act it out. Next, act out the words with students. Ask, What is an example of something that shimmers? What do you think is eerie? by Marsha Adams Another World In some ways, living in Alaska is like living in another world. Winter lasts for about nine months. For more than two months each year, the northern lights that shimmer in the sky are the only source of light. For the people there, it can be eerie to go so long without seeing the sun. For the animals, it can be dangerous. Such dim light makes it difficult to see whether predators lurk in the shadows, waiting for their next meal. It may be a snowy owl that swoops down on silent wings and swallows its prey whole! Winter Coats A Winter Nap Beavers, sea otters, and other mammals are adapted to survive in the cold Alaskan climate. They grow two layers of fur. The thick bottom layer is soft, silken fur that helps trap body heat. Longer, coarse hairs that form the outer layer act as a barrier against water, snow, and wind. The ptarmigan, Alaska’s state bird, has a special way to keep warm. It grows feathers down its legs, over its toes, and on the soles of its feet! You won’t find lumbering black or brown bears when the frigid weather arrives. Bears, mice, and other animals hibernate, or go into a deep sleep, during the winter. When they hibernate, their bodies don’t need food or water. Other animals, such as some caterpillars, fish, and houseflies, actually freeze during the winter. Then they thaw out in the spring! Reread for A Low Profile Arctic plants have their own special traits that help them survive. During the summer months, the dark soil absorbs the sun’s heat. So plants grow close to the ground where it’s warmer. When snow falls, it protects the plants from the cold winds above. Comprehension Summarize Main Idea and Details When you summarize what you’ve read, include the main idea and details. The main idea is the most important point of each paragraph or section. The details give information that supports it. 2SbOWZa A Main Idea Chart can help you summarize what you’ve read. Reread the selection to find the main idea and supporting details. 46 Student Book pages 46–47 available on Comprehension Transparencies 2a and 2b 47A ;OW\7RSOa 47 Vocabulary/Comprehension MODEL Read aloud the first paragraph of “Living in Alaska” on Student Book page 46. Think Aloud I can summarize the information in the first paragraph by identifying the main idea. The main idea is usually stated, so let me try the first sentence. If the main idea is that living in Alaska is like living in another world, then the other sentences should have details about that. Let’s see: Winter lasts about nine months. The northern lights are the only light for two months. Yes, those things are unusual, so the other sentences do support the main idea. GUIDED PRACTICE ■ ■ Begin by helping students identify the main idea of the second paragraph. Remind them that sometimes a main idea is not stated. (See row 2 of the Main Idea Chart at right.) Help students identify supporting details for the main idea in the second paragraph. Remind them that not all sentences are supporting details. (See row 2 of the Main Idea Chart at right.) Transparency 2 Main Idea Chart Main Idea Living in Alaska is like living in another world. The lack of sun affects people and animals. Animals have adapted to survive the cold. Animals, fish, and insects become inactive in winter. Plants have special survival traits. Details Winter lasts nine months. Northern lights are the only light for two months. People find it eerie. It is dangerous for animals that might be eaten by predators. Mammals have two layers of fur. The ptarmigan has feathered legs and feet. Bears and mice hibernate. Some insects and fish freeze. In summer they grow low to absorb heat from the soil. In winter the snow keeps them warm. Graphic Organizer Transparency 2 APPLY Have students identify the main idea in each of the remaining sections. Ask students to complete the Main Idea Chart. Then help them use the chart to summarize the entire selection. On Level Practice Book O, page 9 The main idea of a selection tells you what it is all about. The supporting details in the selection help you to understand the main idea. The main idea is often, but not always, stated in the first sentence. Read the passage and answer the questions that follow. Many newborn rattlesnakes do not survive their first year of life. A baby rattlesnake is only about 10 inches long. Although they have short fangs and a poisonous bite, they are often eaten by birds and animals. The adult rattlesnakes do not raise their young. The young snakes are entirely on their own. Many die of hunger. In the winter they die if they do not find a warm place where they can hibernate. Possible responses provided. 1. What is the main idea of this passage? Many young rattlesnakes do not survive. 2. What supporting details tell you how young rattlesnakes are in danger? List two details on the lines below. They are small, only 10 inches; they are eaten by birds and animals; they may die of hunger; they may Can students identify main ideas and supporting details? During Small Group Instruction If No Approaching Level Comprehension, p. 69O die of cold. 3. What supporting detail tells you how baby rattlesnakes can survive in the winter? They find a warm place where they can hibernate. 4. What supporting detail tells you how baby rattlesnakes can attempt to defend themselves? They are born with short fangs and a poisonous bite. If Yes On Level Options, pp. 69Q–69R Beyond Level Options, pp. 69S–69T Approaching Practice Book A, page 9 Beyond Practice Book B, page 9 A Walk in the Desert 47B
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