Comprehension - Ellis Familyellis2020.org/treasures/TG-treasures/unit1_week4_2.pdf · Story...

$: Comprehension - Ellis Familyellis2020.org/treasures/TG-treasures/unit1_week4_2.pdf · Story available on Listening Library Audio CD BSQV\]Z]Ug / C2 7 = 1 2 M ... 3 4 88 Develop Comprehension$
ComprehensionGenreRealistic Fiction is a

made-up story that could

have happened in real life.

Make Inferences and AnalyzeCharacter

As you read, fill in your

Character Web.

Read to Find OutHow does a trip to the

supermarket change Gloria?

86

86

ComprehensionGENRE: REALISTIC FICTION

Have a student read the definition of

Realistic Fiction on Student Book page

86. Students should look for characters

whose behavior is realistic and events

that could actually happen.

STRATEGYMAKE INFERENCES AND ANALYZE

Tell students that one way they

can analyze what they read is by

comparing their own life experiences

to the events in the plot and by

drawing conclusions about the

characters based on their actions.

SKILLCHARACTER

Explain that authors provide clues to a

character’s personality by telling what

the character does and says. We can

also learn about a character through his

or her dialogue with other characters.

MAIN SELECTION• The Astronaut and the Onion

• Skill: Character

PAIRED SELECTION• “The Solar System”

• Text Feature: Diagram

• Differentiated Instruction,

pp. 107M–107V

SMALL GROUP OPTIONS

Vocabulary Words Review the tested vocabulary words:

paralyzed, astronaut, universe, endless, protested, realistic, and

sensible.

Story Words Students may be unfamiliar with these words.

Pronounce the words and give meanings as necessary.

pennants (p. 88): long, narrow flags shaped like triangles

time warp (p. 91): a shift in the progress of time that causes it to stop,

slow down, or speed up

Story available on Listening Library Audio CD

MY MOTHER was making spaghetti sauce.

She said, “Gloria, honey, would you go buy me

an onion?”

“Sure,” I said. She gave me some money,

and I went.

The Astronautand the Onion

BY Ann Cameron

ILLUSTRATED BY

Anna Rich

Main Selection

87

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

students to set and adjust their

reading rate based on their

purpose for reading.

If your students need alternate selections, choose the

Leveled Readers that match their instructional level.

As you read The Astronaut and the Onion, fill in the Character Web.

How does the information you wrote in the Character Web help you analyze and make inferences about The Astronaut and the Onion?

Character:

Character:

Gloria

Dr. Street

wild and daring tests herself

has a good memory aware of important events

is realistic believes in trying to succeed

wants to help by offering advice

On Level Practice Book O, page 24

Approaching Practice Book A, page 24

Beyond Practice Book B, page 24

Preview and PredictAsk students to read the title, preview

the illustrations, and make predictions

about the story. Where does this story

take place? Have students write down

their predictions and anything else

they want to know about the story.

Set PurposesFOCUS QUESTION Discuss the “Read

to Find Out” question on Student

Book page 86. Remind students to

look for the answer as they read.

Point out the Character Web in the

student book and on Practice Book

page 24. Explain that students will fill it

in as they read.

Read The Astronaut

and the Onion

Use the questions and Think Alouds

to support instruction about the

comprehension strategy and skill.

Main Selection Student page 87

The Astronaut and the Onion 87

Point of View

Explain The narrator of a story is the person telling it, and the story

is told from that point of view. If a story is told by a character who

refers to him- or herself as I or me, the story’s point of view is called

first person. A third-person narrator is not a character and may

know the thoughts of several or all the characters.

Discuss Ask students to identify from whose point of view this story

is told and to explain their answer. (Gloria’s; she refers to herself as I,

and she tells the reader her thoughts.)

Apply Have students infer why the author chose to tell this story

from Gloria’s point of view. (Possible answer: The story is about her

special encounter, and she has a lively way of describing the events.)

Main Selection Student page 88 The store was crowded with old people holding

tightly to their shopping carts, little kids hollering to

their parents for candy, and lots of people staring at

shopping lists and blocking the aisles.

I ducked around all the carts and went to the back

where the vegetables are. From all the onions in the bin,

I took the prettiest—a big round one, light tan and shiny,

with a silvery glow to its skin.

I carried it to the express checkout and stood at the

end of a very long line.

Next to me there was a giant Berkbee’s Baby Food

display. It was like a wall of glass, and taller than I am.

All the little jars were stacked up to look like a castle,

with pennants that said “Baby Power” sticking out above

the castle doorways and windows. At the top there was a

high tower with a red-and-white fl ag that said “Berkbee’s

Builds Better Babies!” I started counting the jars, but

when I got to 346, I gave up. There must have been at

least a thousand.

The checkout line didn’t move. To pass the time, I

started tossing my onion from hand to hand. I tried to

improve and make my throws harder to catch.

A woman wearing a sky-blue jogging suit got in line

behind me. She was holding a cereal box. She smiled at

me, and I smiled back.

I decided to show her what a really good catcher

I am. I made a wild and daring onion throw.

CharacterWhat was wild and daring

about Gloria’s actions?

88

2

3

4

88

Develop Comprehension

1 WRITER’S CRAFT: TOPIC SENTENCE

Which sentence in the paragraph states

the main idea? (the first sentence) How

do the other sentences serve to add

details about that sentence? (They add

details that help the reader picture the

baby food display mentioned in the

first sentence.)

2 SETTING

The setting of this story, or where it

takes place, is a supermarket. What are

some of the details that the author

uses to show what Gloria experiences

in the supermarket? (Answers will vary;

suggested answers: People hold their

carts and stare at shopping lists; kids

holler for candy; the vegetable bin

is in the back; the express checkout

has a very long line; the stacked baby

food display is made to look like a

castle and has at least a thousand

jars.) Use the details in the setting to

predict what may happen in the story.

(Answers will vary.)

1

89


3 STRATEGYMAKE INFERENCES AND ANALYZE

Teacher Think Aloud

The actions

that Gloria takes on this first page

give me a good idea of the kind of

person she is. First, she makes sure

that she picks out the very best

onion. It seems that she does not

like to settle for anything that is just

average. Next, she makes an effort

to count all the jars in the display

and to make the onion tosses harder

to catch. I think this shows that

she likes to test her own abilities.

Finally, when she notices the woman

looking at her, she wants to show

how well she can catch the onion. I

guess Gloria likes to impress people.

4 CHARACTER

What was wild and daring about

Gloria’s actions? (It was wild and daring

to throw the onion from one hand

to the other so close to a display of

breakable glass jars. She wants to

impress the woman even though it

is dangerous.) Use inferences about

Gloria’s character traits to fill in two

boxes of the Character Web.


wild and daring tests herself

Gloria

Monitor and Clarify: Self-correct

Explain Point out that students may need to pause at times to check

their inferences about what they are reading. Are their inferences

about Gloria logical? Do they fit what is happening in the story? To

correct inaccurate ideas students may have formed, they can ask

themselves Why? How? or What if? questions.

Discuss Invite students to brainstorm questions to ask themselves

about the story. For example, Why does Gloria make her throws harder

to catch? (She likes to see how much she improves.)

Apply Encourage students to ask and answer Why questions

about Gloria’s character, such as Why does she think she can’t be an

astronaut? Have students note their answers when they find them.



90

90


5 MONITOR AND CLARIFY:

SELF-CORRECT

What actually happens right after

Gloria misses the catch? Did this part

of the story confuse you? Explain how

you figured it out. (Students can ask

themselves questions about the first

four paragraphs on page 91. Possible

answers: She says the castle is going

to fall and every jar would break. How

does she know? She says the manager

would kill her. Is that really likely? She

also thinks she may have gone deaf

or that she has entered a time warp.

Are those things possible? I need to

reread the passage. Now I can tell

these are just Gloria’s fearful thoughts,

because she uses the words would and

maybe. She is just imagining the worst.

Actually, the woman caught the onion.)

Comprehension Clarifying hard parts

of a text means that students can point

to or identify a part of a text or a word

that is difficult for them to understand

or that does not make sense. Clarifying

is a strategy that helps students to

be aware of whether or not they

understand what they are reading.

Such metacognitive awareness appears

to assist readers in understanding and

remembering what they read.

Janice Dole

Go to www.macmillanmh.com

Word Parts: Roots

Explain/Model Explain that roots or base words are the smallest

meaningful parts into which words can be broken down. Looking for

roots can help readers figure out the meanings of longer words. Write

the words agreement and disagree on the board.

Think Aloud

I see that both these words have the same base—agree.

I know the meaning of agree, and I know that the suffix

-ment means “condition of” and the prefix dis- means “the opposite

of.” So agreement means “the condition of feeling the same way,”

and disagree means “to feel the opposite about something.”

Practice/Apply Ask students to think of other words with the

root agree, and explain their meanings. (Possible words: agreeable,

disagreeable, disagreement) Then point out the word jeweled on page

91. Ask students what the root word is ( jewel) and what other words

have the same root. ( jeweler, jewelry)

http://www.macmillanmh.com

I missed the catch. The onion kept going, straight for

the middle of the baby food castle. The castle was going

to fall!

My folks would have to pay for every broken jar! The

store manager would kill me. After that, my folks would

bring me back to life to tell me things that would be

much worse than death.

I was paralyzed. I shut my eyes.

I didn’t hear a crash. Maybe I had gone deaf from

fright. Or maybe I was in a time warp because of my

fear. In fi fty years the onion would land, and that would

be the end of me.

I felt a tap on my shoulder. If I opened my eyes, I

would see the store manager and all the broken jars.

I didn’t want to see him. I didn’t want to know how

bad it was.

There came a tap again, right on the top of my head.

I heard a woman’s voice. “I have your onion.”

I opened my eyes. The woman in the jogging suit

handed the onion to me.

“Lucky I used to play baseball,” she said.

“O-o-o-h,” I said. I clutched the onion.

“O-o-o-h,” I moaned again.

“You’re welcome,” was all she said.

She had brown eyes with a sparkle in them, and her

hair was in shiny black ringlets. She wore blue-green

earrings that hung on tiny gold chains. When she tilted

her head, her earrings spun around, and I saw they were

the Earth—I mean, made to look like the Earth, jeweled

with green continents and blue oceans.

91

Find the sentence with the word

paralyzed in it. What other words could

you use instead of paralyzed in this

sentence? (Suggested answers: frozen,

stuck, petrified, immobilized)

5

6

7


6 DRAW CONCLUSIONS

Why do you think the woman says,

“Lucky I used to play baseball”? (She is

probably very good at catching things,

especially something like an onion,

which has a shape similar to a baseball.)

Why do you think she says, “You’re

welcome”? (She realizes that Gloria is still

paralyzed by the experience of almost

breaking the jars. She knows Gloria

would say “thank you” if she could.)

7 CHARACTER

What details about the woman’s

appearance does Gloria notice? (She

has sparkly brown eyes, her hair is in

shiny black ringlets, and she wears

earrings that spin around and look like

Earth.) Why do you think she notices

these things for the first time now?

(She is no longer concentrating on

catching the onion and is relieved that

the jars have not broken after all.)



Main Selection Student page 92 “Your earrings are beautiful,” I said.

She smiled. “Some friends got them for me,” she said,

“to remind me of a trip we made.”

When she said “trip,” her face started to look familiar,

but I didn’t know why. Then I remembered.

“I’ve seen you!” I said. “I saw you on TV!”

She smiled. “Could be.”

“And you come from right here in town, but you

don’t live here anymore,” I said.

“That’s right,” she said.

“And you are—aren’t you?—Dr. Grace Street,

the astronaut!”

She tilted her head, and the little Earths on both her

ears spun round. “That’s me,” she said.

I was amazed, because I never thought I would meet

a famous person in my life, and yet one was right beside

me in the supermarket, and I myself, Gloria Jones, was

talking to her, all because of my onion throw.

“We learned about the space station in school last

year,” I said. “You were up there, orbiting the Earth.”

“My team and I were there,” Dr. Street said.

“What is space like?”

“You know,” she said.

“How could I know?” I said.

“We’re always in space,” Dr. Street said. “We’re in

space right now.”

“Yes,” I said, “but what was it like out there, where

you went? Out there it must seem different.”

“Do you really want to know?” she asked, and I

said yes.

92

8

9

10

92


8 CHARACTER

Describe how Gloria figures out who

the woman is. (The Earth-shaped

earrings grab her attention. When

the woman mentions her trip, Gloria

recalls seeing her on television. Next,

she remembers that the woman used

to live in Gloria’s town. Finally, she

recalls Dr. Street’s name and that she is

an astronaut.) What does this tell you

about Gloria as a person? (It tells me

that she has a good memory and is

aware of important events.) Enter this

information into a Character Web.

9 GENRE: REALISTIC FICTION

What parts of the story so far seem

as though they could really happen?

(Suggested answer: All the activity

in the grocery store is realistic. Also,

real astronauts do orbit Earth in space

stations. It is even possible to meet

someone famous at a grocery store.)

How might you find out if Dr. Street is

a real-life astronaut? (Do research using

materials in the library or the Internet.)

wild and daring

Gloria

testsherself

has agood

memory

aware ofimportant

events

INTERNATIONAL ASTRONAUTS

Tell students that the International Space Station is being built in

space by astronauts and engineers from the United States, Russia,

Canada, Japan, Brazil, Belgium, Britain, Denmark, France, Germany,

Italy, the Netherlands, Norway, Spain, Sweden, and Switzerland.

Have students conduct research to write a biography of an

astronaut from another country. Have them include information

about his or her childhood and any interesting anecdotes. Provide

a sample Internet search (e.g., “Dutch astronaut” ISS) or this list:

Gerhard Thiele, Koichi Wakata, Chris Hadfield, Marcos Pontes,

Claudie Andre-Deshays, Philippe Perrin, Roberto Vittori, Andre

Kuipers, Pedro Duque, Christer Fuglesang, Gennady Padalka, and

Alexander Kaleri. Make sure students cite their sources, including

author and date.

93



Teacher Think Aloud

I notice that

Dr. Street doesn’t give a direct

answer right away when Gloria asks

her what space is like. I’ll bet she

gets asked that question all the

time. Maybe she’s tired of answering

it. She says, “You know,” as if she’s

making a joke, but it seems as if she

wants Gloria to think about what

the word space means. What other

inferences can you make about the

way Dr. Street responds to Gloria?

(Encourage students to apply the strategy

in a Think Aloud.)

Student Think Aloud

I think Dr.

Street can tell that Gloria is smart, so

she doesn’t want to give her just a

simple answer. When Gloria makes

it clear that she knows it must feel

different to be “out there,” Dr. Street

asks if Gloria really wants to know.

I think she can tell that Gloria is

serious and honestly curious.




STRATEGIES FOR EXTRA SUPPORT

Question 12 MAKE INFERENCESUse body language to demonstrate shivering. Ask students to

describe things that might make them shiver. (Students may

mention cold weather or something that scares them.) Have

students recall what Dr. Street saw in space. Discuss how being in

space might make one shiver.

“The most awesome part was when we had to fi x

things on the outside of the station. We got our jobs

done and fl oated in our space suits, staring out into the

universe. There were zillions of stars—and space, deep

and black, but it didn’t seem exactly empty. It seemed to

be calling to us, calling us to go on an endless journey.

And that was very scary.

“So we turned and looked at Earth. We were two

hundred miles above it. We saw enormous swirls of

clouds and the glow of snowfi elds at the poles. We saw

water like a giant blue cradle for the land. One big

ocean, not ‘oceans.’ The Earth isn’t really chopped up

into countries, either. Up there you see it is one great

big powerful living being that knows a lot, lot more

than we do.”

“What does it know?” I said.

“It knows how to be Earth,” Dr. Street said. “And

that’s a lot.”

I tried to imagine everything she had seen. It gave

me a shiver.

“I wish I could see what you saw,” I said. “I’d like to

be an astronaut. Of course, probably I couldn’t.”

Dr. Street frowned. “Why do you say ‘Probably I

couldn’t?’ ”

“Practically nobody gets to do that,” I said.

“You might be one of the people who do,” she said.

“But you’ll never do anything you want to do if you

keep saying ‘Probably I couldn’t’.”

“But maybe I can’t!” I protested. I looked down at

my onion. I didn’t think a very poor onion thrower had

a chance to be an astronaut.

94

11

12

13

94


11 SUMMARIZE

How would you summarize what

Dr. Street experienced in space?

(Suggested answer: She worked

outside the space station in a space

suit. She saw zillions of stars and felt

the vastness of the universe calling her

to explore it. When she looked at Earth

from two hundred miles away, she saw

it as one living being.)

12 MAKE INFERENCES

Why do you think Gloria shivers when

she tries to imagine what Dr. Street

saw? (She may recognize that an

experience like Dr. Street’s would be

both frightening and exciting. Those

are both emotions that might make a

person shiver.)

Have students find the sentence with the

word protested in it. Write the words

agreed, objected, argued, and accepted on

the board. Then ask students to provide

reasons why each could or could not be

a substitute for protested. (Substitutes:

objected, argued; reasons will vary.)

95


13 CHARACTER

What do you learn about Gloria and her

point of view when she talks with Dr.

Street about becoming an astronaut?

(Gloria believes that almost no one gets

to be an astronaut. She also doubts that

someone who doesn’t throw an onion

very well could become an astronaut. I

can infer from the first-person narration

that Gloria seems to be very tough on

herself.)

Have students respond to the selection

by confirming or revising their

predictions. Encourage students to

revise or write additional questions

they have about the selection.

Stop here if you wish to read

this selection over two days.STOP


Can students make inferences

about the characters? If not,

see the Extra Support on this

page.

Character

Review with students that to make an inference about a character

is to combine information provided by the author and one’s own

experiences to make a good guess about the kind of person a

character is. Have students write the following:

• what the character does;

• what the character says;

• how characters react to one another;

• what it would be like to be in the character’s place.

Encourage them to refer to this list when called upon to make inferences.



is realisticbelieves

in trying to succeed

Dr. Street

Vocabulary Building Have students find the words probably and

maybe in the story. Model sentences that show how the meanings

of the two words differ. Then ask students for other examples.

Dr. Street looked at my onion, too. “It was a

good throw—just a bad catch,” she said. “Anyhow—

saying ‘Maybe I can’t’ is different. It’s okay.

It’s realistic.

“Even ‘I can’t’ can be a good, sensible thing to say.

It makes life simpler. When you really know you can’t

do one thing, that leaves you time to try some of the

rest. But when you don’t even know what you can do,

telling yourself ‘Probably I couldn’t’ will stop you before

you even start. It’s paralyzing. You don’t want to be

paralyzed, do you?”

“I just was paralyzed,” I said. “A minute ago, when I

threw my onion. I didn’t enjoy it one bit.”

“If you don’t want to be paralyzed,” Dr. Street said,

“be careful what you tell yourself—because whatever

you tell yourself you’re very likely to believe.”

I thought about what she said. “If maybe I could be

an astronaut,” I asked, “how would I get to be one?”

“You need to do well in school,” she said. “And you

need to tame your fears. Not get rid of them—just

tame them.”

96

wants to help

by offering advice

14

15

96


14 MONITOR AND CLARIFY:

SELF-CORRECT

What does Dr. Street say is the difference

between saying “Probably I couldn’t”

and saying “Maybe I can’t”? (Students

can ask themselves questions to correct

the inaccurate inference that the two

sentences mean the same thing.) What

does Dr. Street say is the meaning of

“Probably I couldn’t”? (She says it will

stop you before you even start and that

it paralyzes you.) What does she say is

the meaning of “Maybe I can’t”? (She

says knowing what you can’t do leaves

you time to try other things. So the first

sentence keeps you from trying, but the

second is a realistic way to find out what

you can do.)

15 CHARACTER

What do you learn about Dr. Street’s

character traits on this page? (She is

realistic, but she believes in trying

to succeed. She wants to help Gloria

by offering her advice.) Add this

information to a Character Web.

The line moved forward suddenly, and we moved

up. Maybe the people in line behind us thought

Dr. Street and I were mother and daughter having a

serious conversation, because they left some space

around us.

“So how does a person tame fears?”

“By doing things that are diffi cult, and succeeding,”

Dr. Street said. “That’s how you learn you can count on

yourself. That’s how you get confi dence. But even then,

you keep a little bit of fear inside—a fear that keeps

you careful.”

CharacterHow do you think Dr. Street

felt when she was out in

space? How do you know?

97

16

17


16 STRATEGYDICTIONARY

Use a dictionary to find the

pronunciation and meaning of

the word confidence. (The word is

pronounced kon’ fi dәns. It means

“faith in oneself” or “self-assurance.”)

17 CHARACTER

How do you think Dr. Street felt when

she was out in space? How do you

know? (Suggested answer: She may

have found some of her tasks difficult,

and she may even have been afraid

at times. She probably felt proud of

herself when she was able to accomplish

difficult things. She would not be able to

give this advice to Gloria if she had not

experienced it for herself.)




STRATEGIES FOR EXTRA SUPPORT

Question 18 CHARACTERGuided Questioning Help students identify similarities in Gloria’s

and Dr. Street’s character traits by asking questions, such as the

following.

• Dr. Street likes to learn new things. Does Gloria like to learn new

things?

• Gloria is daring. Is Dr. Street daring?

• Dr. Street was afraid in space. Has Gloria been afraid?

• Gloria has lots of energy. Does Dr. Street have lots of energy?

The checkout line moved again, and we moved

with it.

“Big things are really little,” Dr. Street said. “That’s

a great secret of life.”

“How—” I began. But I never got to ask how big

things are really little, because I was the fi rst person

in line.

The checkout man looked at my onion.

“Young lady, didn’t you weigh that?” he asked.

“No, sir,” I said.

“Go back to Produce and have

it weighed.”

So I had to go.

“Goodbye,” Dr. Street said.

“Goodbye,” I said. On the way to

Produce, I looked back at her.

She was walking toward the exit

with her cereal box. I waved,

but she didn’t notice.

98

18

98


18 CHARACTER

Based on what you learned from their

brief meeting, what character traits

do you think Gloria and Dr. Street

share? (Gloria asks many questions,

which shows she is curious about

the world. Dr. Street must have been

curious about space in order to

become an astronaut. Gloria is daring

by tossing the onion, and Dr. Street is

daring by walking in space. Both have

experienced fear and have learned

important lessons as a result. Both are

energetic and spirited.)

19 PLOT

Think about the plot, or the events in

the story. Explain what Gloria means

when she says that little things are

really big. (Suggested answer: The little

onion is the reason why Gloria meets

Dr. Street. If she had not missed her

catch, a famous astronaut would not

have caught it and talked with her.

When Gloria has to weigh the onion, it

ends their conversation.)


What does Dr. Street mean when she

says, “Big things are really little”?

Student Think Aloud Dr. Street

talks about being able to succeed at

things that seem difficult. Difficult

things seem really big when you

think you can’t do them. I guess

once someone learns how to do

something difficult, it doesn’t seem

like such a big thing anymore.

And I could see how little things

are really big. Just on account of an

onion, I had met an astronaut, and

on account of that same onion, I had

to stop talking to her.

But how big things are really

little I couldn’t understand at all.99

19

20

Develop ComprehensionRETURN TO PREDICTIONS AND

PURPOSES

Review students’ predictions and

purposes. Were they correct? Did they

find out how a trip to the supermarket

changed Gloria? (She learns the

importance of being realistic and of

being able to count on herself.)

REVIEW READING STRATEGIES

■ In what ways did making inferences

about the characters help you to

understand the story?

■ Do you understand the strategy of

self-correcting? When might you use

it again?

■ What strategies did you use when

you came to difficult words?

PERSONAL RESPONSE

Ask students to discuss and write

about a time when they realized that

something they used to be afraid of is

not such a big thing after all.


During Small Group Instruction

If No Approaching Level Leveled

Reader Lesson, p. 107P

If Yes On Level Options, pp.

107Q–107R

Beyond Level Options,

pp. 107S–107T

Can students make

inferences about characters?

Cross–Curricular ConnectionMAKING CHANGE

Tell students that Gloria’s onion costs 87 cents. If she gives

the clerk a five-dollar bill, how much change should she

receive? Invite students to use counting on to find the change

due. ($0.87 + $0.13 + $4.00 = $5.00. The change due is $4.13.)

Have student partners practice similar transactions with

different amounts.


Respond Student page 100Blast Off Blast Off with Ann and Annawith Ann and Anna

Anna Rich has always

loved to draw. From an early age,

her mother saw her talent and

encouraged Anna to follow her

dream. Her passion for illustration

eventually became a full-time job.

Good thing, too, because Anna has never considered

doing anything else as a career. Anna, a native

New Yorker, still lives there with her family.

Author’s PurposeThink about Ann Cameron’s purpose for writing this story. Did she mainly write to inform, persuade, entertain, or explain something to the reader? How do you know?

Ann Cameron is a well-known writer. When she

was a young girl, like Gloria, she was always outside

exploring and wondering about the world around her.

Ann did not have a TV until she was nine years old. She

spent time listening to stories on the radio and reading

books. Today Ann still loves nature and books. She lives

in Guatemala, near a waterfall and volcanoes.

Other books by Ann Cameron

Find out more about

Ann Cameron and Anna Rich at

www.macmillanmh.com

100

100

Author and Illustrator

BLAST OFF WITH ANN AND ANNA

Have students read the biographies of

the author and the illustrator.

DISCUSS

■ How might listening to stories on the

radio have helped Ann Cameron to

write realistic dialogue?

■ How do Anna Rich’s colorful

paintings add to the story?

WRITE ABOUT IT

Lead students in a group discussion

about the advice Dr. Street gives Gloria.

Ask them which piece of advice they

think is most important. Then have

them write to explain what this advice

means to them.

Students can find more information

about Ann Cameron and Anna Rich at

www.macmillanmh.com

Author’s CraftDialogue

Dialogue can break up long sections in a story that describe or

explain.

■ By reading the words a character speaks, readers can also learn

something about that person. Example: “I heard a woman’s

voice. ‘I have your onion . . . Lucky I used to play baseball,’ she

said.” (p. 91) Here readers find out that the woman in line was

able to catch the onion because she used to play baseball.

■ Ask students how dialogue helps break up the story and reveal

things about the characters. Have students look for and discuss

other dialogue in the story, such as “Your earrings are beautiful,”

I said. . . . “Some friends got them for me,” she said, “to remind

me of a trip we made.” (p. 92)

Author’s PurposeRemind students that the author’s

purpose may be stated directly or

implied in the story. Ask students to

list ways that The Astronaut and the

Onion is entertaining (for example, it

tells about a girl meeting a famous

astronaut) and ways that Ann Cameron

may be informing the reader (for

example, it describes what it takes to

become an astronaut).



Comprehension Check

Summarize

Summarize the plot of The Astronaut and the Onion. In your

summary include details about Gloria’s character.

Think and Compare

1. How might Gloria’s character traits help her

become an astronaut? Use the Character Web

and story details to support your answer. Make

Inferences and Analyze: Character

2. Reread page 97. Dr. Grace Street tells Gloria that she still keeps

some fear inside of her. What character traits might have helped

her overcome that fear? Analyze

3. Suppose you meet someone who has a career that interests you.

What kind of questions would you ask that person? Apply

4. Why does Dr. Street tell Gloria not to be paralyzed by her

fears? Explain your answer. Evaluate

5. Read “Astronauts in Training” on pages 84-85. Compare Ana’s

character to Dr. Street’s character. In what ways are they alike?

How are they different? Reading/Writing Across Texts

101

Comprehension Check

SUMMARIZE

Have partners summarize The Astronaut

and the Onion in their own words.

Remind students to use their Character

Webs to help them organize their

summaries.

THINK AND COMPARE

Sample answers are given.

1. Character: Gloria is smart and

curious about space. She is also

daring and energetic. These are

traits Gloria shares with Dr. Street,

who became an astronaut.

2. Analyze: Dr. Grace Street was

probably smart in school and eager

to explore and learn new things.

Learning about things can help

someone overcome fears of them.

She was probably brave enough to

overcome many of her fears.

3. Text to Self: Students may suggest

questions such as “Would I be able

to get a job like that? Is it a difficult

job? Is it dangerous? What skills

would I need to be good at that

job? Do you enjoy your work?”

4. Text to World: If she is paralyzed by

her fears, she will never find out if she

can do the things that she is afraid to

try. If she tries them, she might find

that she will stop being afraid.

FOCUS QUESTION

5. Text to Text: Ana is curious, brave,

cheerful, and sensible. Dr. Street

has similar character traits. The

difference between Ana and

Dr. Street is that we learn that

Dr. Street was afraid at times but

learned to tame her fears. USE THINK

AND SEARCH

Respond Student page 101

Think and Search

Model the Think and Search strategy with question 5.

The answer is found in more than one place. Students need to

compare texts to answer the question.

Question 5 Think Aloud:

The text from “Astronauts in

Training” tells me that Ana will be taking a space journey to

her favorite planet, Venus. She is happy, excited, and looking

forward to her adventure. The text from The Astronaut and the

Onion tells me that Dr. Street is intelligent and brave. She gained

more confidence from facing her fears and using them to make

her careful.


Fluency/Comprehension

101A

Objectives• Read accurately with good

prosody

• Rate: 84–104 WCPM

Materials

• Fluency Transparency 4

• Fluency Solutions

• Leveled Practice Books,

p. 25

FluencyRepeated Reading: Intonation/Pausing

EXPLAIN/MODEL Tell students that good readers learn to read groups

of words together in phrases. Explain that the text on Transparency 4

has been marked with slashes that indicate pauses and stops. A single

slash indicates a pause, usually between phrases or a person’s words and

the name or pronoun of the person speaking. A double slash indicates

a stop, usually between sentences. Have the class listen carefully to your

pauses and intonations as you read. Point out that you will model good

prosody, or good expression, by varying your tone, pitch, and intonation

with the character and the feeling expressed in the quoted words.

PRACTICE/APPLY Reread the sentences with students. Then divide

them into two groups and have groups alternate reading sentences.

Remind students to pay attention to the pauses and stops indicated

by the slash marks. Students will practice fluency using Practice

Book page 25 or Fluency Solutions Audio CD.

Fluency Transparency 4

from The Astronaut and the Onion, page 91

Transparency 4

I heard a woman’s voice.// “I have your onion.”//

I opened my eyes.// The woman in the jogging suit handed the onion to me.//

“Lucky I used to play baseball,”/ she said.//

“O-o-o-h,”/ I said.// I clutched the onion.//

“O-o-o-h,”/ I moaned again.//

“You’re welcome,”/ was all she said.//

She had brown eyes with a sparkle in them,/ and her hair was in shiny black ringlets.// She wore blue-green earrings that hung on tiny gold chains.//

As I read, I will pay attention to pauses, stops, intonation, and the characters’ words.

Rahul was staring anxiously out the spaceship window.

8 “Mom, how long ’til we get there again?” he asked.

18 His sister Shona laughed. “Rahul, didn’t you just ask her

28 ten minutes ago? And she said two hours?”

36 From her seat at the control panels, Astronaut Amla

45 Gupta smiled. “Now kids,” she said, “there’s no point in

55 arguing about it. We’ll get there when we get there. Why

66 don’t you play with the other kids? I thought I saw Carlos

78 and Keisha and Fatima playing space tag on the landing.”

88 The Guptas were on their way to Space Station 88

97 for the summer with ten other families. The station had

107 been abandoned for 50 years.

111 Now the space station was needed for research. So the

121 families would spend the summer fixing it up. In the fall,

132 a caretaker would live there. 137

Comprehension Check

1. What are the families going to do at Space Station 88? Character

2. What kind of people are Rahul and Shona? Character

Words Read – Number of Errors = Words

Correct Score

First Read – =

Second Read – =

The families are going to fix up the space station so that it can be used again for research.

Rahul is impatient, and Shona is a know-it-all.





If No Approaching Level Fluency, p. 107N

If Yes On Level Options, pp. 107Q–107R

Beyond Level Options, pp. 107S–107T

Can students read accurately with good prosody?

Echo-Reading Review the

meaning of the passage

sentence by sentence,

to ensure that students

understand what they are

reading. Model reading the

passage phrase by phrase

and the dialogue line by

line. Then echo-read the

passage with students.

ComprehensionMAINTAIN SKILLANALYZE CHARACTER

EXPLAIN/MODEL

■ Like real people, characters in stories have traits, or qualities that

give them their personalities.

■ Students can begin to analyze a character’s traits by noting how

he or she is described by the author or the other characters.

Students should also pay attention to the character’s words and

actions, as these will also help to identify character traits.

■ As you read, students should add to and revise their

understanding of a character’s traits by continuing to examine his

or her actions in the story.

Briefly discuss with students the characters of Ana and Larry in

“Astronauts in Training.”

PRACTICE/APPLY

Ask small groups to discuss the characters in The Astronaut and the

Onion using the following questions.

■ Who are the main characters in the story? How would you

compare their personalities?

■ How do you think meeting Dr. Street might change Gloria?

■ Do you think meeting Gloria will have any effect on Dr. Street?

Then have students choose a partner to role-play the characters of

Gloria and Dr. Street. Encourage students to be specific when acting

out their character’s traits.

Fluency/Comprehension

Objective• Analyze the character traits of

the main characters of a story

Character, Setting, Plot

Introduce 85A–B

Practice /Apply

86–101; Leveled Practice, 23–24

Reteach / Review

107M–T; 111A–B; 112–137; 143M–T; Leveled Practice, 30–31

Assess Weekly Tests; Unit 1, 5 Tests; Benchmark Tests A, B

Maintain 101B; 137B; 169B; 201B; 265B; 607A–B; 608–627; 631M–T; 681B

The Astronaut and the Onion 101B

Paired Selection Student page 102

OOur solar system is made up of the Sun, Earth, our moon, seven other planets and their moons, meteors, asteroids, and all the space around them. All eight planets move in orbits around the Sun, which is the center of our solar system.

The SunThe SunThe Sun is a medium-size star made up

of very hot gases. The temperature of the Sun is almost 10,000˚F! The closer a planet is to the Sun, the higher the temperatures are on its surface. The farther away a planet is from the Sun, the lower the temperatures are on its surface.

by Thomas Morabito

TheThe

SolarSolarSystemSystem

ScienceGenreNonfiction Articles explain a topic by presenting facts about it in text, photos, and graphic aids.

Text FeatureDiagrams are graphic aids that show how things relate to each other.

Content Vocabularyorbits craters rotateexploration

102

102

Informational Text: ScienceGENRE: NONFICTION ARTICLE

Have students read the bookmark on

Student Book page 102. Explain that a

nonfiction article

■ uses headings to help the reader

locate information;

■ presents facts, and may include

photos and captions, diagrams,

charts, graphs, or tables.

Text Feature: Diagram

Point out the diagram on page 103.

Explain that diagrams can help a

reader visualize information explained

in the text.

■ Diagrams usually contain labels that

help to identify each part.

■ Captions explain the diagram as a

whole.

■ Diagrams provide additional

information that may not appear

within the text.

Have students discuss what the

diagram on page 103 shows and how

the diagram adds to the article.

Ask students how many miles

are between the sun and Saturn.

(885,904,700 miles)

Content VocabularyReview the spelling and meaning of each content word for “The Solar

System” on Student Book page 102: orbits, craters, rotate, and exploration.

■ Orbits are circular paths that heavenly bodies travel in around other

bodies. What objects move in orbits around the sun?

■ Craters are deep pits or valleys. Describe how the moon’s craters

look from Earth.

■ An object is said to rotate when it turns around in a circle. The

word rotate comes from the Latin word rota, which means “wheel.“

How are the words wheel and rotate related?

■ An exploration is a journey into an unknown place. What type of

exploration would you like to read about?

Science

Reading a DiagramThis diagram shows the distance from the Sun to

each of the eight planets in miles and kilometers.

The Inner PlanetsThe Inner PlanetsThe inner planets are those

closest to the Sun. They are made of solid rock.

MercuryMercury is the closest planet to

the Sun. It is about one-third the size of Earth. Covered with craters, it looks a lot like the moon. Mercury has no water and very little air.

VenusVenus, the second planet from

the Sun, is veiled in thick, swirling clouds. About the same size as Earth, Venus is sometimes called a sister planet.

Venus, though, is very different from Earth. It has no oceans and no life. The air is made up of carbon dioxide. This layer traps in heat.

arm

That makes Venus the hottest planet in the solar system. With temperatures of 900˚F, Venus is even hotter than Mercury!

EarthEarth is the third planet from

the Sun. In addition to having the most comfortable temperatures, Earth has water and oxygen. As far as we know, Earth is the only planet able to sustain life.

Besides heat, we also get light from the Sun. It takes about 24 hours for Earth to spin, or rotate, all the way around. For half of that time, a side of Earth faces the Sun and it is day. At the same time, the other side faces away from the Sun and it is night.

It takes Earth about 365 days to move around the Sun. We call this time period a year.

Distance from the Sun

Mercury57,909,175 km

35,983,095 mileS

Venus108,208,930 km

67,237,910 miles

Earth149,597,890 km

92,955,820 miles

Mars227,936,640 km

141,633,260 miles

Jupiter778,412,020 km

483,682,810 miles

Saturn1,426,725,400 km

885,904,700 miles

Uranus2,870,972,200 km

1,783,939,400 miles

Neptune4,498,252,900 km

2,795,084,800 miles

Sun

103

2


Informational TextRead “The Solar System”

As you read, remind students to

apply what they have learned about

reading a diagram. Also, have them

identify clues to the meanings of the

highlighted words.

1 TEXT FEATURE: DIAGRAM

How do the labels help you read this

diagram? (The labels help to identify

each of the planets and the sun.)

2 TEXT FEATURE: DIAGRAM

How many miles is Earth from the

sun? (92,955,820 miles) How many

kilometers? (149,597,890 km)

1

Academic Vocabulary Illustrate the Content Vocabulary on the

board. Draw a planet and its orbit around another planet and label

the drawing. Draw the action of the word rotate and demonstrate

it. Show through drawings how the force of an object hitting the

surface of a planet causes a crater.

Use a T Chart to compare the general characteristics of the inner

and outer planets.

Discuss the information about planets that the diagram tells

you, including their distance from the sun, their sizes, and their

locations. Ask questions about the diagram to check students’

understanding.


MarsMars, the planet next farthest

from the Sun, is often called the Red Planet. The rocks, soil, and sky are red in color. Before space exploration, people thought there might be life on Mars. They thought the lines on Mars’s surface were canals made by intelligent life forms. Now we know that Mars has no surface water and no life. Traces of shorelines, riverbeds, and islands may suggest that there was water on Mars at one time. Craters and inactive volcanoes cover most of its surface today.

The Outer PlanetsThe Outer PlanetsIn addition to being farther away

from the Sun, these planets are not made of rock. Although they may have solid centers, these planets are made up of gases. They are dark and cold.

JupiterJupiter is the largest planet.

If Jupiter were hollow, more than one thousand Earths could fit inside. It is the fifth planet from the Sun and is famous for its great red spot. Scientists believe this spot to be a storm.

SaturnSaturn, the sixth planet from the

Sun, is the second largest planet. It has thousands of beautiful shiny rings. These rings are made up of chunks of ice, rock, and dust. Saturn is also very windy. Near the equator, the wind blows at speeds of up to 1,100 miles an hour!

UranusUranus, the third largest planet,

has at least 22 moons. Like Saturn, Uranus has faint gray rings that might be made out of graphite, the black material inside a pencil.

Saturn

104

3

4

104

Informational Text

3 CONTENT VOCABULARY

Find the word exploration on page

104. What clues in the article help

you understand the meaning of this

vocabulary word? (Paragraph clues

explain how we now know that Mars

has no water or life. This means we

must have found a way to visit or

photograph Mars. Space exploration

has shown us that there is no life on

Mars.)

4 COMPARE AND CONTRAST

Which planets are most like Earth?

Which are most unlike Earth? Support

your answers with details from the

article. (Possible similarities: Mercury,

Venus, Earth, and Mars are all made

of solid rock and they are closest to

the sun; Venus has clouds like Earth;

Mars may have had water at one time.

Possible differences: Jupiter, Saturn,

Uranus, and Neptune are made up of

gases instead of rock; some have rings;

many have multiple moons.)

© M

acm

illa

n/M

cGra

w-H

ill

A diagram is a drawing that presents information. Some information is easier to understand by looking at a diagram.

Use the diagram to answer the questions.

1. What is the diagram about?

2. What rivers are included?

3. Which river is longest? Which is shortest?

4. What can you use this diagram to do?

5. Where in the diagram would you put a river that is 1,320 miles long?

the lengths of some American rivers

St. Lawrence, Brazos, Columbia,

Colorado, Mississippi

the Mississippi; the

St. Lawrence

Compare the lengths of

some rivers.

between the Columbia and the Colorado





Astronomy Through Time

People have always been interested in studying the stars and

planets. Have the class brainstorm some sources where they can

find information about astronomy throughout history.

Have small groups choose one time period to research. Students

should try to learn about specific discoveries, breakthroughs,

and any other interesting facts that were found during their

period. Have each group illustrate a time line, chart, or collage

that highlights their findings. Ask them to include the content

vocabulary in their presentations, writing, or illustrations.

Connect and Compare1. Look at the diagram. Which planet is farther away from the

Sun—Mars or Neptune? How do you know? Reading a Diagram

2. Using information from the article and the latest findings about the solar system, make three observations about the planets. Synthesize

3. Think about Gloria from “The Astronaut and the Onion.” What do you know about her that tells you Gloria would probably like to visit the solar system? Reading/Writing Across Texts

Science ActivityResearch the reasons why the International Astronomical Union calls Pluto a “dwarf planet.” Draw a diagram of Pluto and its nearest neighbors.

Find more about space travel at www.macmillanmh.com

NeptuneNeptune has a great dark spot,

about the size of Earth. Neptune’s spot, like the one on Jupiter, is thought to be a storm. The winds there are the strongest on any planet. They have been found to reach speeds of 1,200 miles per hour. Neptune has faint rings and eight moons.

A Note About PlutoPluto was discovered in

1930 and was called the ninth planet. In 2006, the International Astronomical Union said planets

must orbit the Sun, have a nearly round shape, and clear other objects in their orbital neighborhood. Because Pluto’s orbit intersects Neptune’s, it was renamed a dwarf planet.

Pluto

105


Informational TextConnect and Compare

SUGGESTED ANSWERS

1. Neptune is farther from the sun

on the diagram. Students can also

compare the numbers: 2.7 billion

miles is greater than 141 million

miles. READING A DIAGRAM

2. Answers will vary. Students

should be able to support their

observations with information from

the text. For example, planets come

in two general categories: those

made up of rock, and those made

up of mostly gases. SYNTHESIZE

3. FOCUS QUESTION Students may

say that Gloria tells Dr. Street that she

wishes to see what the astronaut saw

and would like to be an astronaut

herself. READING/WRITING ACROSS TEXTS

Science ActivityPluto is a “dwarf planet” because it orbits the sun, is nearly round, has not cleared the neighborhood around its orbit, and is not a satellite. Invite volunteers to present their diagrams. Some will have Pluto with nearby planets; others will have Pluto with its moons.

Internet Research and Inquiry Activity

Students can find more facts about space

travel at www.macmillanmh.com




Features of an E-Mail

In an e-mail the writer often shares personal experiences or

information with a reader. The writer tells what happened and how

he or she feels about it, then usually asks the reader to respond.

■ An e-mail shares an experience.

■ It contains interesting and informative details.

■ It may express the writer’s feelings.

■ It is written from a first-person point of view.

■ It asks the reader to respond.

Write anWrite an E-MailE-Mail

Writer’s CraftTopic SentenceYour fi rst sentence, the topic sentence, lets the reader know what you are writing about.

TO: [email protected]

FROM: [email protected]

SUBJECT: Space Camp

Dear Chanell,

While I was at Space Camp, I felt what it’s

like to walk on the moon. At first, I just

hopped a bit. Then I bounced high in the

air! It was awesome. I hope you and I can

leap across the moon together some day

for real. Write soon!

Your friend,

Taqoya

The topic sentence in my e-mail to a friend is about my Space Camp trip.

Detai ls make my e-mail lively and informative.

106

106

WRITING • Personal Narrative

• Writer’s Craft: Topic Sentence

WORD STUDY• Words in Context

• Pronunciation and Meaning

• Phonics: Words with Long i

• Vocabulary Building

SPELLING• Words with Long i

GRAMMAR• Complex Sentences

SMALL GROUP OPTIONS

• Differentiated Instruction, pp. 107M–107V

WritingTopic Sentence

READ THE STUDENT MODEL

Read the bookmark about topic

sentences. Explain that a topic

sentence is usually the first sentence

in a paragraph. It tells what the

paragraph will be about.

Have students turn to the second

paragraph on page 102. Note that the

first sentence states the main idea and

the other sentences elaborate.

Then have the class read Taqoya’s e-

mail and the callouts. Tell students that

they will write an e-mail telling a story

about something they have done. They

will also learn how to write good topic

sentences for their paragraphs.

mailto:[email protected]

mailto:[email protected]

Transparency 13

Writer’s Checklist

Ideas and Content: Did my e-mail clearly describe

my experience and include interesting details?

Organization: Did my e-mail include a topic

sentence telling about my experience?

Voice: Did the writing show my excitement about

the experience?

Word Choice: Did I use strong verbs?

Sentence Fluency: Did I join related sentences to

make complex sentences?

Conventions: Did I use commas in the greeting and

closing? Did I check my spelling?

Your TurnWrite an e-mail telling about

an experience. You may write

to a friend or a family member.

Be sure to include a topic sentence.

Your e-mail should include to whom

it is addressed, who is writing, and

what it is about. Use the Writer’s Checklist

to check your writing.

Personal Narrative

107

PREWRITE

Discuss the writing prompt on page

107. Have students list experiences

they enjoyed in writer’s notebooks and

identify the one they’d like to share.

Display Transparency 13. Point

out that Taqoya wrote her story’s

purpose, audience, topic sentence,

and important details in the E-Mail

Graphic Organizer. Have students use

an organizer to plan their writing.

DRAFT

Display Transparency 14. Discuss how

Taqoya stated her topic in the first

sentence and then used details from

her organizer to tell more about it. Talk

about ways to improve the draft, such

as by adding more details.

Before students begin writing, present

the lesson on Important Details on

page 107A. Then have students use

their graphic organizers to write their

e-mails. Remind them to include clear

sentences.

REVISE

Use the minilessons on Time-Order

Words and Word Choice on page

107B to help students choose words

to show the order of events and vivid

words to make their e-mail interesting.

Display Transparency 15. Point out

that Taqoya added vivid words and

important details about her experience.

If students choose to revise, have pairs

use the Writer’s Checklist on page

107 to proofread their writing. For

Publishing Options, see page 107A.

For lessons on Complex Sentences

and Spelling, see page 107B and 5

Day Spelling and 5 Day Grammar on

pages 107G–107J.

Transparency 13: E-Mail

Graphic Organizer

Transparency 14: Draft

Transparency 15: Revision

Writing Student pages 106–107

Writing Transparency 13

E-Mail Graphic Organizer

Purpose:

To tell an exciting event that happened at

Space Camp

Audience:

My friend Chanell

Topic Sentence:

While I was at Space Camp, I felt what it’s like to walk on the moon.

Supporting Details:

At first, I just hopped a bit.

It was fun.



SPEAKING STRATEGIES

■ Practice reading your

e-mail before presenting

it to the class.

■ Speak clearly and with

expression.

■ Look up from time to

time. Make eye contact

with the audience.

LISTENING STRATEGIES

■ Focus your attention on

the speaker.

■ Be prepared to ask

questions or express your

opinion.

107A

Publishing OptionsStudents can read aloud or play a recording of their e-mails for classmates. See the Speaking and Listening tips below. They also can type their e-mails carefully on a computer. Invite students to present their e-mails by sending them to the friend addressed. Students can continue an e-mail correspondence about things they enjoy doing.

4- and 6-Point Scoring Rubrics

Use the rubrics on pages 147G–147H to score published writing.

Writing Process

For a complete lesson, see Unit Writing on pages 147A–147H.

Topic SentenceEXPLAIN/MODEL

Writers usually start a paragraph with a topic sentence. Explain that

the topic sentence gives the main idea of the paragraph. It tells

what the paragraph will be about. The other sentences explain the

main idea. Display Transparency 16. Do the top part with students.

Think Aloud Which is the better topic sentence? Both show that

the topic is the desert, but the first one tells clearly what the

rest of the paragraph will be about. The writer likes the desert

because of its colors. The other sentences give details about the

colors so I will understand why the writer likes them.

Writer’s CraftWriter’s Craft


Transparency 16

Topic Sentence

Topic Sentence: I like the desert because of its colors.

The desert is a pretty place.

Details: The sand looks like pink and white diamonds.

The desert sky is a bright blue.

After it rains, desert flowers come out in all

the colors of the rainbow.

Topic Sentence: The desert is a fun place to visit.

The desert is filled with wonderful sounds.

Details: The sound of the wind rushes by and moves

the sand.

At night you can hear desert owls calling

“who!”

In the morning birds chirp happily.

(Sentence 2 is the better topic sentence.)

Writing Transp

arency 16

PRACTICE/APPLY

Work with students to choose the better topic sentence in the

second activity. Ask volunteers to identify the correct topic sentence

and explain how they know. Then have students identify topic

sentences in another piece of writing they have recently read.

As students write their e-mails, remind them to include topic

sentences as well as supporting details that give interesting

information.

Technology

Writer’s Craft

Writer’s Toolbox

Complex Sentences

Explain/Model Good writers use complex

sentences to make their writing interesting.

Complex sentences have an independent part and

a dependent part. The independent part can be

its own sentence. The dependent part cannot. A

dependent clause starts with a connecting word

like while or because. Ask students to look at the

first sentence of the e-mail on page 106. Tell them

that this sentence is a complex sentence.

Practice/Apply Have students identify the

independent and dependent parts of the sentence

on page 106. Remind students to include complex

sentences in their writing. For a complete lesson,

see pages 107I–107J.

Spelling Words with Long i

Point out the word like in the first sentence of the

student model on page 106. The long i sound is

spelled with the CVCe pattern. The long i sound

can also be spelled with just i as in I, with the CVCC

pattern as in high, or with the CVV pattern as in

tie. Remind students to pay attention when they

spell words with the long i sound. They can use a

print or online dictionary to check spelling in their

drafts. For a complete lesson on words with long i,

see pages 107G–107H.

Writing Trait: Word Choice

Explain/Model An e-mail is usually short, just

a paragraph or two. This makes every word

important. Point out the word awesome in Taqoya’s

e-mail on page 106. Explain that it creates a

more vivid feeling than the word fun. Introduce a

thesaurus as a book that lists words with similar

meanings. Model how Taqoya might have used a

thesaurus to find different words that mean fun.

Practice/Apply Discuss how hopped, bounced,

and leap create interesting pictures. As students

draft their e-mails, have them identify an ordinary

word and use a thesaurus or synonym finder to

find a similar word that creates a clearer picture.

Time-Order Words

Explain/Model Writers can use time-order words

to show the order of events or ideas. Have students

reread Taqoya’s e-mail on page 106. Point out that

at first and Then tell readers when Taqoya did things.

Practice/Apply Tell students to add time-order

words as they revise. Urge them to use these words

to show the order in which events happened clearly.

Remind students that sometimes when they add

time-order words, they may notice that sentences

or paragraphs are out of order.

Remind students that a spell-checker can’t always tell if the

names of persons and places are spelled correctly. Remind

students to always read over their e-mails and letters to

check for correct spelling.

The Astronaut and the Onion 107B

107C

Word Study

Word Study

Transparency 7

paralyzed sensible astronautprotested realistic universe endless

1. Dr. Street became an astronaut because she loved to fly.

2. Traveling through space changed Dr. Street’s view of the universe.

3. Gloria was paralyzed with fear when she threw the onion.

4. Gloria told her teacher about meeting Dr. Street. “I thought you were more sensible than to tell a story like that,” he said.

5. Gloria protested that she was telling the truth.

6. It just didn’t seem realistic that a famous person would be in the local supermarket!

7. Dr. Street described space as a wonderful, endless place.

Vocabulary Transparency 7

Review

VocabularyWords in Context

EXPLAIN/MODEL Review the meanings of the vocabulary words.

Display Transparency 7. 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 Dr. Street loved to

fly. I know an astronaut flies in a spaceship. I think the missing

word is astronaut. When I try astronaut in the sentence, it makes

sense.

PRACTICE/APPLY

Help students complete item 2. Then have them use context clues

to write the missing words for items 3–7 on a separate sheet of

paper. Students can exchange papers, check answers, and explain

the context clues they used to figure out the missing words.

Student Interaction Say to students, If any of these things are

related to the word astronaut, raise your hand. If they are not, don’t do

anything. Then say the words: juice, space, explore, baseball, kite, fly.

Assign small groups to do the same with the remaining words.

Objectives• Apply knowledge of word

meanings and context clues

• Use a dictionary to find the

pronunciation and meaning

of an unfamiliar word

Materials

• Vocabulary Transparencies

7 and 8

• Leveled Practice Books, p. 27

paralyzed (p. 91) unable

to move or act

astronaut (p. 92) a

person trained to fly in a

spacecraft

universe (p. 93) Earth, the

planets, stars, and all of

space

endless (p. 93) having no

limit or end

protested (p. 93)

complained or objected to

something

realistic (p. 96) showing

people, things, or events

as they appear in everyday

life

sensible (p. 96) showing

good judgment

Word Webs Create simple

word webs for the words

astronaut and universe.

Have students make

sentences using the words.

When you are reading and come to a word you do not know, a dictionary can tell you what the word means and how to say it.

Use the dictionary entry above to answer these questions.

1. Which meaning of distort do you fi nd in the following sentence?

Eduardo twisted the hanger and distorted its shape.

a. Meaning #1 b. Meaning #2

2. True or false: distort has two syllables.

a. true b. false

3. Which is the correct way to say distort?

a. di´ stôrt b. di stôrt´

4. Use distort in a sentence of your own. Then write the number of the meaning you used.

I used meaning # .

dis•tort (di stôrt´) verb. 1. to twist the meaning of something. The reporter distorts what people say. 2. to twist out of shape. The mirror distorts my face when I look into it.

A phonetic spelling tells you how to say the word. Notice that distort is divided into two parts. Each part is called a syllable.

The accent mark (´) after the second syllable shows you which syllable to stress when pronouncing the word.

Possible response: Be careful not to distort what

people tell you.

1





If No Approaching Level Vocabulary, pp. 107N–107O



Do students understand word meanings? Can students use

a dictionary to find the pronunciation and meaning of an

unfamiliar word?

Word Study

Transparency 8

Using a Dictionary1. Bethany walked down the produce aisle.

A) produce verb (pr e düs´) To bring forth; yield

B) produce noun (pro–´ düs) farm products, especially fruits and vegetables

2. At the music store I bought a new record.

A) record noun (rek´ erd) a disc on which sounds are recorded to be played back

B) record verb (ri kôrd´) to set down in permanent form

3. The stain was so minute that my friend could hardly see it.

A) minute adjective (mı– nüt´) very small; tiny

B) minute noun (min´ it) a unit of time equal to 60 seconds

Vocabulary Strategy Transparency 8

STRATEGYDICTIONARY: PRONUNCIATION AND MEANING

EXPLAIN/MODEL

Remind students that a dictionary tells readers the meanings of a

word. Students will have to decide which meaning is being used

from the context. The dictionary includes symbols that show how to

pronounce each part of a word and which part is accented.

Read the first sentence on Transparency 8 and then model how to

figure out the pronunciation and meaning of the underlined word.

Using a Dictionary Say

the words in the

pronunciation key

with students so they

understand the connection

between the symbols and

the sounds. Point out the

accent marks and explain

how they are used. Have

students work in small

groups to complete the

Practice activity.

PRACTICE/APPLY

Have students do items 2 and 3. Then have them make up

sentences for the other meaning of each word and share their

sentences.

The Astronaut and the Onion 107D

Word StudyWord Study

Remember the following common spellings for the long i sound: ie, i-e, igh, i, and y.

Complete the following sentences with one of these long i words.

kind drive kite wipe pride sky prime sly sigh fright pies spy twice find

1. The rocket rose up into the .

2. What of person becomes an astronaut?

3. Fernando went outside on a windy day to fl y his .

4. The spaceship orbited the moon not once, but .

5. The astronauts wanted to life on Mars.

6. It’s much easier to a car than to pilot a spaceship.

Circle the word in each pair that has the long i sound.

7. fi t fi ght

8. dine done

9. fl eas fl ies

10. rip ripe

11. trim try

12. high hog

find

sky

kind

kite

twice

drive

dine dine

riperipe

high high




107E

Objectives• Decode words with long i

• Find words with Greek roots

Materials

• Leveled Practice Books, p. 28

• Teacher’s Resource Book, p. 8

Practice Spelling Write a

list of words for each long

i pattern. Pronounce each

word with students. Next,

randomly say a word and

have students repeat it and

spell it aloud. After a few

times, cover the words after

you say them and challenge

students to spell them.

Phonics Decode Words with Long i

EXPLAIN/MODEL The long i sound can be spelled several

different ways. The most common ways to spell the /ī/ sound are

i-consonant-e as in file, ie as in pie, or y as in spy. Other ways of

spelling this sound include -igh as in sigh, i as in climb, and ei as in

height. Write alike.

Think Aloud

When I read the word alike, I see the i followed

by a consonant and then a final e. I know that i followed by a

consonant-e usually has a long i sound. The second syllable is

pronounced /līk/. The first syllable is probably not accented. Let’s

see: /ә līk/ alike. It is a word I know.

PRACTICE/APPLY Write climb, slight, sly, wipe, die, and height.

Call volunteers to the board to have them read the words aloud

and point out how the long i is spelled in each word. Have other

students suggest words with the same long i spelling to write under

each word.

Decode Multisyllabic Words Explain that to read long words

students can use their knowledge of phonics patterns, such as

letters that stand for short and long vowel sounds. They can also

use their knowledge of small words in compound words and word

parts (prefixes, suffixes, and endings) added to base words. They

can sound out and blend together the word parts and use context

to make sure they’re right. Display the words insight, nighttime,

clothesline, clarify. Have students decode the words. Help them when

necessary. For more practice, see the decodable passages on page 8

of the Teacher’s Resource Book.

Play “Ways to Spell Long i” Player A makes a list of four Spelling

Words with the long i sound spelled a different way in each word.

Player B asks up to five questions about each word, and then makes

a guess for each word. Players switch roles. The winner is the player

who guesses more words correctly.


If No Approaching Level Phonics, p. 107M



Can students decode words with long i?

Vocabulary BuildingWord Study

Spiral Review

Space Game On the board or on poster

board, draw a model of the solar system. Using

construction paper and scissors, make one spaceship

for each team. Write vocabulary words from this

week and previous weeks on note cards. Divide the

class into teams. Have students choose vocabulary

words and say a synonym or define the chosen

word. If a student answers correctly, he or she moves

the team’s spaceship, starting at the sun, to the next

planet. The first team to reach the last planet wins.

Vocabulary PuzzleMaker For additional vocabulary and

spelling games go to

www.macmillanmh.com

Oral Language

Expand Vocabulary Ask students to brainstorm

words about qualities of an astronaut and then

write them in a word web like the one below.

scientist

clever

pilot weightless

ASTRONAUT

healthy

mathematical

Apply Vocabulary

Write a Log Using the Vocabulary Words, have

students write an entry for a spaceship log. Their

entries should tell what they see on a journey into

space. They should include some daily activities

they think would take place while on a spaceship.

Explain to students that their entries can be

serious or humorous.

Make sure they use a

dictionary to check

their spelling.

Vocabulary Building

Greek Roots Explain that the word astronaut

comes from two Greek words: astron,

meaning “star,” and nautēs,

meaning “sailor.” Ask students

if they think “star sailor” is

an appropriate way to

describe an astronaut and

why. Then have students

work together to think of

other words that originate

from either of these two

Greek words. Have them use

dictionaries or other reference

sources if they need help.

The Astronaut and the Onion 107F


107G

Pretest Word Sorts

Spelling

5 Day Spelling

Words with Long i

Dictation Sentences 1. Please use a file cabinet.

2. Do you know how to drive a car?

3. It is a perfect day to fly a kite.

4. She baked two blueberry pies.

5. Water the rose or it will die.

6. Use a rag to wipe up that spill.

7. We stayed inside for recess today.

8. Amy measured the door’s height.

9. He carried the flag with pride.

10. The detective’s job was to spy on the thief.

11. She gave a sigh as she waited.

12. The shy toddler hid in his room.

13. October is the prime month to see fall colors.

14. The three sly pigs tricked the fox.

15. Use a screwdriver to pry it open.

16. She started to climb the rock wall.

17. I was minding my own business.

18. The movie gave us a fright.

19. We only went to the pool twice.

20. The baby had a slight fever.

Review/Challenge Words 1. The police chief is in charge.

2. Please watch your step.

3. Sharks swim very fast because of their sleek body shape s .

4. We hit traffic on the highway.

5. We need to protect wildlife.

Words in bold are from the main selection.

ASSESS PRIOR KNOWLEDGE

Use the Dictation Sentences. Say the

underlined word, read the sentence,

and repeat the word. Have students

write the words on Spelling Practice

Book page 19. 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 .

Have students cut apart the Spelling

Word Cards BLM on Teacher’s

Resource Book page 69 and figure

out a way to sort them. Have them

save the cards for use throughout

the week.

Use Spelling Practice Book page 20

for more practice with this week’s

Spelling Words.

For leveled Spelling Word lists go to

www.macmillanmh.com

TEACHER AND STUDENT SORTS

■ Review the Spelling Words,

pointing out the different ways

to spell the long i sound. Use the

cards on the Spelling Word Cards

BLM. Attach the key words drive,

pry, sigh, die, and minding to a

bulletin board. Model how to sort

words by long i spellings. Place

one or two cards beneath the

correct key words.

■ Have students take turns sorting

cards and explaining how they

sorted them. When students finish

the sort, discuss the oddball word

with an unexpected vowel spelling

(height). Then invite students to do

an open sort in which they sort

all the Spelling Words any way

they wish, for example, by part of

speech or by number of letters.

Discuss students’ methods of

sorting.

Spelling Practice Book, page 19 Spelling Practice Book, page 21

file height pry

drive pride climb

kite spy minding

pies sigh fright

die shy twice

wipe prime slight

inside sly

Review chief, please, sleek

Challenge highway, wildlife


Spelling

Word Meanings

MULTIPLE-MEANING WORDS

Ask students to copy the following

words into their word study

notebooks. Explain that each word

has more than one meaning. Tell

students to look up each word

in a dictionary, then write two

definitions for each word.

1. prime 3. minding

2. file 4. slight

Challenge students to write two

sentences for each word, using

the word in different ways. Also

have students do a word hunt for

the words in weekly materials and

identify which definition is being

used.

Have partners write a sentence for

each Spelling Word, leaving blank

spaces where the words should

go. They can exchange papers and

fill in the blanks .

SPIRAL REVIEW

Review the long e vowel sound in

the words chief, please, and sleek.

Have students recall other Spelling

Words with similar long e vowel

sounds.

PROOFREAD AND WRITE

Write these sentences on the

board. Have students proofread,

circle each misspelled word, and

write the word correctly.

1. She had to prie open the fi gh e l

cabinet with a knife. (pry, file)

2. The baker took pried in his

prize-winning pise. (pride, pies)

3. My favorite scene was when

the spigh was forced to dryve

a tractor. (spy, drive)

4. She had a shigh, quiet voice

and had to repeat herself twise.

(shy, twice)

POSTTEST

Use the Dictation Sentences on

page 107G for the Posttest.

If students have difficulty with any

words in the lesson, have students

place them on a list called Spelling

Words I Want to Remember in a

word study notebook.

Challenge student partners to look

for words that have the same long

i vowel patterns they studied this

week.

Review and Proofread Assess and Reteach

drive pride slight fright spyfile pry climb inside mindingkite shy sly pies twicewipe prime sigh die height

Analogies

An analogy is a statement that compares sets of words that are yalike in some way. For example, night is to t day as black is towhite. Night andt day are opposites in the same way that y blackand white are opposites.

Use spelling words to complete the analogies.

1. plane is to fl y as car is to

2. wave is to surfboard as wind is to

3. grass is to outside as carpet is to

4. scissors are to hair as is to nail

5. paint is to pictures as bake is to

6. happy is to laugh as tired is to

7. “Rest!” is to calm as “Boo!” is to

8. clock is to k time as ruler is to

9. 1 is to once as 2 is to

10. wash is to clean as is to dry

drive

kite

inside

file

pies

sigh

fright

height

twice

wipe

Spelling Practice Book, page 22

There are six spelling mistakes in this fantasy story of travelingto the sun. Circle the misspelled words. Write the wordscorrectly on the lines below.

Long, long ago, a girl named Annabelle wanted to go to the sun. She

could not clime there because there were no ladders high enough. She

rode her horse for three days until she reached a mountain of great hite.

There she asked Bird-of-All-Birds if he had ever fl own to the sun. “Yes,”

he said. “I take great pryde in my trip.” Annabelle heard him sye. “It is a

diffi cult trip,” he said. “Will you take me there?” asked Annabelle. Bird-

of-All-Birds fl apped his wings twiece and off they fl ew. They came to

a golden land. Annabelle was so excited she had to wiep the tears from

her eyes. “Bird-of-All-Birds,” she asked, “are there other places we can

visit in the sky?” The great bird took her to the moon, and then to other

wonderful lands. They spent their lives exploring.

1. 3. 5.

2. 4. 6.

Writing Activity

Write an advertisement for riding a space ship to visit one of ourplanets. Use at least four spelling words.

climbheight

pridesigh wipe

twice


Look at the words in each set below. One word in each set is spelled correctly. Use a pencil to fill in the circle next to the correct word. Before you begin, look at the sample set of words. SampleA has been done for you. Do Sample B by yourself. When you are sure you know what to do, you may go on with the rest of the page.

Sample A: Sample B:

� fl ite � biet� fl yte � byte� fl ight � bight� fl yght bite

1. � dreive� drive� dryve� driv

2. � fi le� feile� fyle fi l

3. � kite� keight� kyte� kight

4. � wipe� wip� wype wyp

5. � priede� pride� pryed� pryd

6. � prye� prigh� pry prie

7. � sheigh� shie� shy� shigh

8. � pryme� prighm� prime preim

9. � slight� slyte� slite� sleight

10. � cleighm� clime� clyme climb

11. � sligh� sly� slie� slye

12. � sye� sy� sigh sie

13. � fright� frite� fryte� frit

14. � ensyde� insighed� enside inside

15. � pighs� pyes� pys� pies

16. � dy� digh� deigh die

17. � spye� spy� spie� spigh

18. � mynding� mighnding� minding meinding

19. � twyce� twice� twise� twyse

20. � hite� height� hyte hight

�

��

��

��

��

��

��

��

��

��

��

��

��

��


The Astronaut and the Onion 107H

107I

Grammar

5 Day Grammar

Complex SentencesDaily Language ActivitiesUse these activities to introduce each day’s lesson. Write the day’s activity on the board or use Transparency 4.

DAY 1We finished our space chapter and we had a test. Bill failed the test but I did well. How was your class! (1: chapter,; 2: the test,; 3: class?)

DAY 2We will have another test about space exploration and I expect to do well. When I get home I will study for it? (1: exploration,; 2: home,; 3: it.)

DAY 3After I read a space chapter I take notes. I study the notes, when I go home. Do you want to study with me! (1: chapter,; 2: notes when; 3: me?)

DAY 4What a hard test that was? When I finished I gave a sy of relief. (1: was!; 2: finished,; 3: sigh)

DAY 5Are you going to study for the space test tomorrow. when you read the chapter twiece, you always do well. (1: tomorrow? When; 2: twice,)

Introduce the Concept

INTRODUCE CLAUSES

Present the following:

■ A clause is a group of words that

contains both a subject and a

verb.

■ An independent clause can

stand alone as a sentence:

Marianne got an award.

■ A dependent clause cannot

stand alone as a sentence:

because she won first place.

■ A dependent clause often begins

with a connecting word such as

before, when, or because.

REVIEW CLAUSES

Review with students how to

recognize clauses.

INTRODUCE COMPLEX SENTENCES

Present the following:

■ A complex sentence includes an

independent clause and one or

more dependent clauses.

■ When a dependent clause begins

a sentence, it is usually followed

by a comma: After I heard the

alarm, I got up.

■ When an independent clause

begins a sentence, it usually is not

followed by a comma: Henry tried

to get an autograph after the

concert ended.

Grammar Practice Book, page 19

• A sentence that contains two related ideas joined by a conjunction other than and, but, or or is called a complexsentence.

To form a complex sentence, combine these ideas using the given conjunction. Be sure that the new sentence makes sense.

1. The astronaut eats his meal. He fl oats around in the rocket. (as)

2. Light leaves a star. It takes thousands of years to reach Earth. (after)

3. Eat some freeze-dried snacks. You work at the computer. (while)

4. He goes to the library. He reads books about space. (where)

5. Mom doesn’t want me to come along. It is dangerous. (since)

6. Fasten your seatbelts. The ship takes off. (before)

7. He brought a chunk of moon rock. He came home for the holidays. (when)

8. They watched. The rocket blasted off into space. (as)

The astronaut eats his meal as he floats around inthe rocket.

After light leaves a star, it takes thousands of yearsto reach Earth.

Eat some freeze-dried snacks while you work at thecomputer.

He goes to the library where he reads books aboutspace.M d

He brought a chunk of moon rock when he camehome for the holidays.

Mom doesn’t want me to come along since it isdangerous.ddF tFasten your seatbelts before the ship takes off.

They watched as the rocket blasted off into space.


Teach the Concept

See Grammar Transparency 16 for modeling and guided practice.


Compare Write on the

board: When I get home,

I will study. I will study

when I get home. Ask

students to identify the

difference between the

two sentences. Circle

the comma and the

connecting words. Create

other sentences with

students.

Review and Proofread

Grammar

Review and Practice Assess and Reteach

REVIEW COMPLEX SENTENCES

Review how to identify

independent clauses, dependent

clauses, and connecting words in

complex sentences.

MECHANICS AND USAGE:

PUNCTUATE CLAUSES AND

COMPLEX SENTENCES

■ A complex sentence includes an

independent clause and one or

more dependent clauses. It does

not always need a comma.

■ When a dependent clause

begins a sentence, it is usually

followed by a comma.

■ When an independent clause

begins a sentence, it usually is

not followed by a comma.

REVIEW COMPLEX SENTENCES

Ask students to explain the

differences between independent

and dependent clauses. Ask

how complex sentences are

punctuated.

PROOFREAD

Have students correct the errors.

1. After I checked the guide I

found a show about space on

TV. (guide,)

2. My brother, and sister do not

like TV but I do. (1: brother and;

2: TV, but)

3. i did my homework After the

show. (1: I; 2: homework after)

4. Because I had watched the

show my teacher asked me to

share it with the class (1: show,

my; 2: class.)

ASSESS

Use the Daily Language Activity

and page 23 of the Grammar

Practice Book for assessment.

RETEACH

On cards, write clauses from

the corrected sentences in the

Daily Language Activities and

Proofread activity. Omit capitals and

punctuation. Give a card to each

student. Tell one to read a clause

aloud and name it as dependent

or independent. The student with

the other clause from the same

sentence brings that card forward.

Have them put the two clauses

together on the board rail and say if

there should be a comma.

Use page 24 of the Grammar

Practice Book for reteaching.


Choose the best conjunction to combine each pair of sentences.

1. It was the year 1969 __________ the fi rst person walked on the moon.

a untilb as ifc whend since

2. A month will pass __________ we see a full moon again.

e beforef unlessg ash as soon as

3. You need to wear a space suit __________ the temperatures are extreme.

a althoughb becausec afterd why

4. He jumped high off the ground _________ his body were weightless.

e howf beforeg as ifh until

5. I would not move to the moon __________ it is a beautiful place.

a ifb afterc as thoughd although

c

e

b

g

d

Grammar Practice Book, pages 23–24Grammar Practice Book, page 22




The Astronaut and the Onion 107J

En

d-o

f-W

ee

k A

sse

ssm

en

tAdminister the Test

Weekly Reading Assessment, Passage and questions, pages 45–52

ASSESSED SKILLS

• Character

• Vocabulary Words

• Dictionary: Pronunciation

• Complex Sentences

• Words with Long i

Administer the Weekly Assessment from the CD-ROM

or online.

FluencyAssess fluency for one group of students per week.

Use the Oral Fluency Record Sheet to track the number

of words read correctly. Fluency goal for all students:

84–104 words correct per minute (WCPM).

Approaching Level Weeks 1, 3, 5

On Level Weeks 2, 4

Beyond Level Week 6

Alternative Assessments• ELL Assessment, pages 44–45

ELL Practice and

Assessment, 44–45

Fluency Assessment

Weekly Assessments, 45–52Assessment Tool

107K

En

d-o

f-We

ek

Asse

ssme

nt

VOCABULARY WORDS

VOCABULARY STRATEGY

Dictionary: Pronunciation

Items 1, 2, 3, 4

IF...

0–2 items correct . . .

THEN...

Reteach skills using the Additional

Lessons page T6.

Reteach skills: Go to

www.macmillanmh.com

Vocabulary PuzzleMaker

Evaluate for Intervention.

COMPREHENSION

Skill: Character

Items 5, 6, 7, 8

0–2 items correct . . . Reteach skills using the Additional

Lessons page T3.


GRAMMAR

Complex Sentences

Items 9, 10, 11

0–1 items correct . . . Reteach skills: Grammar Practice Book

page 24.

SPELLING

Words with Long i

Items 12, 13, 14

0–1 items correct . . . Reteach skills: Go to

www.macmillanmh.com

FLUENCY PASSAGE 79–83 WCPM

0–78 WCPM

Fluency Solutions


Diagnose Prescribe

To place students

in the Intervention

Program, use

the Diagnostic

Assessment in the

Intervention Teacher’s

Edition.

TriumphsAN INTERVENTION PROGRAM

R E A D I N G

The Astronaut and the Onion 107L



Phonics

Approaching Level Options

Objective Decode one-syllable and multisyllabic words that include long i

Materials • Student Book “Astronauts in Training”

• Decodable Passages, Teacher’s Resource Book, p. 8

WORDS WITH LONG i

Model/Guided Practice

■ Write by on the board and read it aloud. Ask students to identify the

vowel sound they hear. Write pipe, tie, blind, and high on the board.

Follow the same procedure. Segment and blend the sounds in each

word. Point to the letter(s) that make the long i sound as you say it.

■ Repeat the words, pointing to the letters that spell /ī/ again. Have

students read the words: by, pipe, tie, blind, high.

■ Have students practice segmenting, blending, and sorting the words

find, bite, lie, child, and try. Have them underline the letter(s) that spell /ī/.

Provide constructive feedback.

MULTISYLLABIC WORDS WITH LONG i

■ Write the word unwind on the board and have students identify the

second syllable as containing /ī/: wind. Have students repeat the long-vowel syllable, then blend, and read the whole word several times.

■ Have pairs of students work together to practice decoding longer words

with long vowel sounds. Write the following words on the board and

ask student pairs to copy them onto separate index cards. Have them

divide each word into syllables and then underline the letter(s) that spell

/ī/. Then ask students to sort the words according to spelling patterns.

iceberg lightning passerby flyer

shyly mighty tidy mildest

■ Check each pair or group. Give support as needed.

WORD HUNT: WORDS WITH LONG i IN CONTEXT

■ Review the long i sound. Have students search “Astronauts in Training”

to find words with the long i sound spelled y, i_e, i, ie, or igh. Ask them

to write the words and underline the letters that stand for /ī/.

■ Check to see if students have found the following: flight, like, smiled, hi,

time, wise, applied, child, replied.

■ Have students repeat the activity with the Decodable Passages on

Teacher’s Resource Book page 8.

For each skill below,

additional lessons are

provided. You can use these

lessons on consecutive days

after teaching the lessons

presented within the week.

• Character, T3

• Dictionary, T7

• Diagram, T10

Additional Resources

To help students build

speed and accuracy with

phonics patterns, use the

additional decodable text

on page 8 of the Teacher’s

Resource Book.

Decodable Text

If students say a short

vowel sound, such as

chilled, instead of a long

vowel sound, write child on

the board, point to the i

and then the ld, and say:

Look at the ild. This

word is child. When i

is followed by ld, the

i stands for its name,

the long i sound. Say it

with me: /ī/. Let’s sound

out and say the word

together: /chīīīld/, child.

Repeat as needed with

other long i words.

ConstructiveFeedback

107M

Objective Read with increasing prosody and accuracy at a rate of 84–94 WCPM

Materials • Index cards • Approaching Practice Book A, page 25

WORD AUTOMATICITY

Have students make flashcards for long i words: find, fly, I’d, kind, light,

myself, right, why. Display the cards one at a time and have students say

each word. Repeat twice more, displaying the words more quickly each

time.

REPEATED READING

Model reading the passage on Practice Book A, page 25. Then read one

sentence at a time and have students echo-read, copying your pauses,

stops, intonation, and expression. Listen and give feedback.

During independent reading time, have students work with a partner. One

student reads aloud while the other repeats each sentence.

TIMED READING

At the end of the week, have students do a final timed reading of the

passage on Practice Book A, page 25. Tell each student:

■ Place the passage facedown.

■ When I say “Go,” begin reading the passage aloud.

■ When I say “Stop,” stop reading the passage.

As students read, note any miscues. Stop them after one minute. Help

students record and graph the number of words they read correctly.

Vocabulary

Objective Apply vocabulary word meanings

Materials • Vocabulary Cards • Transparencies 4a and 4b

VOCABULARY WORDS

Display the Vocabulary Cards: astronaut, endless, paralyzed, protested,

realistic, sensible, and universe. Help students locate and circle context

clues for the words in “Astronauts in Training” on Transparencies 4a and

4b. Guide students in creating a word map of synonyms, antonyms and

examples for each word, as possible.

protested

Synonym: complained Antonym: supported

Example sentence: I protested when we had liver for dinner.



Chris Rogers was one cool kid. He could handle

9 anything. At least that’s what he wanted his mom to think.

20 Chris and his mom were parked in front of his new

31 friend Anton’s apartment building. Chris wanted to go in

40 to see if Anton was home. And he didn’t want his mom

52 coming with him. He was too big for that. And too cool.

64 “C’mon Mom,” Chris begged. “Let me go in alone.

73 Please?”

74 “I don’t know, honey,” his mom said. “I’m not sure I

85 like the idea.”

88 “But you’ve already met Anton and his mom. And I’ve

98 been to their place before.” Chris hoped this would

107 convince her. 109

Comprehension Check

1. How would Chris feel if his mom went with him to Anton’s apartment? Character Chris would be embarrassed if his mom went with him to Anton’s apartment.

2. Why do you think Chris’s mom doesn’t want him to go to Anton’s apartment by himself? Character Anton is Chris’s new friend, and his mom doesn’t know Anton’s family or the building.


Correct Score

First Read – =

Second Read – =

If students read without

sufficient pauses and

intonation, reread

the passage to them,

exaggerating the correct

pauses and intonation.

Then read one sentence at

a time and have students

echo-read the sentence,

copying your pauses and

intonation.

ConstructiveFeedback

The Astronaut and the Onion 107N

Vocabulary

Approaching Level Options

Objective Use the dictionary to check pronunciation and meaning

Materials • Student Book The Astronaut and the Onion • Dictionary

DICTIONARY: PRONUNCIATION AND MEANING

Work with students to say each vocabulary word slowly. Then name a

vowel sound, such as long i, and have students point out any vocabulary

words that contain that sound. Students can then review The Astronaut

and the Onion or other texts to find other words with the same sound.

They should use a dictionary to check the pronunciation and meaning.

Comprehension

Objective Analyze how characters affect plot

Materials • Student Book “Astronauts in Training” • Transparencies 4a and 4b


Remind students that good readers analyze the traits or special qualities

of characters. They make inferences about what the characters may do.

SKILLCHARACTER

Explain/Model

■ The characters are the people whom a story is about. Their actions and

words show what they are like.

■ Characters’ actions affect the plot, or the events, in a story.

Display Transparencies 4a and 4b. Read the first page and offer modeling.

Think Aloud

I can tell that Ana is a thoughtful person who is excited by

her upcoming trip to Venus. She also knows that the trip to Pluto would

take too long at her age.

Ask a volunteer to talk about Ana. Then ask another volunteer to identify

clues from the story that help readers understand what Ana is like.

Practice/Apply

Reread the rest of “Astronauts in Training” with students. Afterward, have

them discuss each character’s traits.

Ask if they think Ana is a sensible person. Have them give details that

support their opinions. Also have students infer how Larry feels about

Sergio being the commander for the next trip to Mars. Have them give

reasons why Larry is either happy or jealous. Finally, have students

compare and contrast Ana and Larry’s character traits.

Student Book, orTransparencies 4a and 4b

by Benjamin Telicki

Think, Pair, Share

Say, What is the job of an

astronaut? (to travel into

space and learn about

other planets) Ask, What

traits would make a person

a good astronaut? Have

students work in pairs to

brainstorm a list of traits.

Then ask them to share

their lists with the class.

Review last week’s words

(completed, journey,

natural, roamed, wildlife)

and this week’s words

(astronaut, endless,

paralyzed, protested,

realistic, sensible). Have

students look up each word

in the Glossary and make

definition cards for words

they find difficult.

107O

Leveled ReaderLeveled Reader Lesson

Objective Read to apply strategies and skills

Materials • Leveled Reader Elevator to Trouble • Student Book The Astronaut and the Onion

PREVIEW AND PREDICT

Have students read the title, look at the cover, and preview the first two

chapters. Have students make predictions about the characters. Students

should write down any questions they may have before reading.

VOCABULARY WORDS

Review the vocabulary words as needed. Suggest that students note any

unfamiliar words as they read and then look them up in a dictionary later.


Read the first chapter with students. Remind students that recognizing

how the characters behave can help them guess what will happen story.

SKILLCHARACTER

Read the first chapter with students. Remind students to pay attention to

the descriptions and dialogue to see where the author included important

information about the characters. Have students discuss how they think

this information will affect the next event in the story.

Think Aloud

In the first chapter, I learn that Chris Rogers wants to be

cool, and he wants his mom to think that he can handle anything. I also

learn that he thinks he is too old to have his mother go with him when

he visits Anton. I will write this information on my Character Web.

READ AND RESPOND

Both during and after reading, discuss the characters.

■ Can Chris really handle anything that might happen?

■ How would the story have been different if Chris had let his mom come

with him to visit Anton?

MAKE CONNECTIONS ACROSS TEXTS

Invite students to compare the characters in The Astronaut and the Onion

and those in Elevator to Trouble. Ask:

■ How does Gloria feel about meeting Dr. Street? Does Chris feel the same

way when he meets Captain Ruiz? Why or why not?

■ Whom would you rather go into space with, the characters in Elevator to

Trouble or the characters in The Astronaut and the Onion? Why?

Leveled Reader

The Astronaut and the Onion 107P

Leveled Reader LessonVocabulary

On Level Options

Student Book

by Thomas Morabito

The

SolarSystem



Rahul was staring anxiously out the spaceship window.

8 “Mom, how long ’til we get there again?” he asked.

18 His sister Shona laughed. “Rahul, didn’t you just ask her

28 ten minutes ago? And she said two hours?”

36 From her seat at the control panels, Astronaut Amla

45 Gupta smiled. “Now kids,” she said, “there’s no point in

55 arguing about it. We’ll get there when we get there. Why

66 don’t you play with the other kids? I thought I saw Carlos

78 and Keisha and Fatima playing space tag on the landing.”

88 The Guptas were on their way to Space Station 88

97 for the summer with ten other families. The station had

107 been abandoned for 50 years.

111 Now the space station was needed for research. So the

121 families would spend the summer fixing it up. In the fall,

132 a caretaker would live there. 137

Comprehension Check

1. What are the families going to do at Space Station 88? Character

2. What kind of people are Rahul and Shona? Character


Correct Score

First Read – =

Second Read – =

The families are going to fix up the space station so that it can be used again for research.

Rahul is impatient, and Shona is a know-it-all.

Objective Apply vocabulary words and use a dictionary

Materials • Vocabulary Cards • Dictionary

VOCABULARY WORDS

Tell students that they will be playing a word game. Divide students into

teams. Display the Vocabulary Cards. Review the definitions together.

Have each team write a few sentences, using as many of the vocabulary

words as they can in the time allotted. Each team gets one point for every

vocabulary word they use correctly.

DICTIONARY: PRONUNCIATION AND MEANING

Remind students that they can check a dictionary for the meaning and

pronunciation of an unfamiliar word. Have students look up realistic and

universe in a dictionary and review the meaning and pronunciation.

Text Feature

Objective Use diagrams

Materials • Science textbook • Student Book “The Solar System”

DIAGRAM

Discuss the purpose and importance of diagrams in a nonfiction piece

such as “The Solar System.” Have students look through a science

textbook to point out and discuss diagrams.

Objective Read fluently with appropriate prosody at a rate of 84–104 WCPM

Materials • On Level Practice Book O, p. 24

REPEATED READING

Model reading the Fluency passage on page 25 of Practice Book O. Then

work with students to begin marking it up with phrasing cues. Remind

them to pay attention to the pauses and stops indicated by the slash

marks as they read. Model reading the beginning of the passage again,

then repeat with students reading along. Students can finish marking the

passage on their own. Divide the group in two, and have students read

the entire passage with each group reading alternate sentences.

Timed Reading Student pairs can practice reading the passage. At the

end of the week, have partners time each other, note how many words

they read in one minute, and give each other feedback.

107Q



Materials • Leveled Reader Summer in Space

PREVIEW AND PREDICT

Have students preview Summer in Space.

■ Ask students to write down any questions they have about the

selection.

■ Have students describe Shona and Rahul. Ask them to predict if they

think Shona and Rahul will enjoy their summer.


Remind students that understanding how characters behave can help

them guess what will happen in the story.

SKILLCHARACTER

■ The characters are the people in the story. Their words and actions show

what they are like.

■ Characters’ actions affect the plot.

Explain that students will fill in information about the traits and actions of

each character in their Character Webs.

READ AND RESPOND

Read Chapter 1. Pause to discuss the things Shona and Rahul say and

what their words reveal about their personalities. At the end of Chapter 1,

fill in the Character Web. Have students explain how the characters’ words

help show what they are like and how their actions can affect the plot.

Students should share questions and responses as they read on.

VOCABULARY WORDS

As they read Summer in Space, ask students to point out the vocabulary

words as they appear. Ask them if Shona thinks that space travel is more

sensible now than it was in the past.

MAKE CONNECTIONS ACROSS TEXTS

Invite students to summarize The Astronaut and the Onion and Summer in

Space. Then have them compare characters.

Ask students if they think Gloria would want to communicate with

the creature in the storeroom, as Shona did, or get rid of it, as Carlos

suggested. Have them give reasons for their answers.

ELLLeveled Reader

Go to pages

107U–107V.

Leveled Reader

The Astronaut and the Onion 107R

Vocabulary


Correct Score

First Read – =

Second Read – =

As I read, I will pay attention to pauses, stops, intonation, and characters’ words.

“Ready, Rae?” Commander Assad asked me. It was time to get into

12 my sleeping capsule. After a long mission in outer space, we were

24 heading home to Claryville. Everyone had to be asleep for the landing

36 on Earth. The computer would land the spaceship while we slept.

47 I climbed into my sleeping capsule and Commander Assad closed

57 the top. Pilot Velez was already asleep. The computer would close

68 Commander Assad’s capsule. I shut my eyes, relaxed, and waited for

79 sleep to come. I was happy to be going home. We had been in space for

95 only a few weeks, but it had seemed endless at times. I missed my

109 family and friends. I couldn’t wait to see everyone at school and tell

122 them about my trip.

126 Let me introduce myself. I’m Rae Chen, astronaut-in-training. I’m

135 the junior member of the Lotus Space Mission — that’s Commander

145 Assad, Pilot Velez, and me. 150

Comprehension Check

1. Even though Rae is excited to be going home, how do you know she enjoyed her time in space? Character She says that she can’t wait to tell everyone at school about her trip.

2. What clues tell you that Rae is not a typical astronaut? Character Rae is a junior member of the space team and is still in school.


Beyond Level Options

Objective Apply content vocabulary words

Materials • Student Book • Dictionary

EXTEND VOCABULARY

Write the content vocabulary words on the board: orbits, craters, rotate,

and exploration. Have students find the words in the text and use context

clues to determine their meanings.

Invite students to choose one word to make a word web. Have students

place that word in the middle oval. For each surrounding oval, have them

write a word they associate with the content word. For example, for the

word exploration, students may write things that can be explored, such as

history, the ocean, or a national park. Have students use a dictionary to

check the spelling of each content word.

Text Feature

Objective Use features of a diagram

Materials • Science textbooks or other reference materials

• Student Book “The Solar System”

DIAGRAM

Point out that a diagram presents information in a visual form. Ask

students, Is the first diagram in “The Solar System” easy to understand? How

does the diagram help you understand distances and locations more easily

than the text would on its own?

Have students find diagrams in textbooks or in other reference materials.

Ask students to make a second diagram using information in the text and

discuss the differences and similarities between the two with a partner.

Objective Read fluently with appropriate prosody at a rate of 94–104 WCPM

Materials • Beyond Practice Book B, p. 25

REPEATED READING

Work with students to begin marking up the Fluency passage on page

25 of Practice Book B. Remind them to pay attention to the pauses

and stops indicated by the slash marks as they read. Model reading the

beginning of the passage, then repeat with students reading along.

Students can finish marking the passage on their own. Divide the group

in half and have them read the entire passage, but with each half reading

alternate sentences. At the end of the week, have partners time each other

and note how many words they read correctly in one minute.

Student Book

by Thomas Morabito

The

SolarSystem

Graphic Organizer Have

students write the words

solar system (the main idea)

in the middle of a graphic

organizer. Ask them to

think of words that are

details about the solar

system. Have them say

each word aloud and tell

how the word is connected

to the main idea. Then

have them write the details

in their graphic organizers.

107S



Materials • Leveled Reader Back to School

PREVIEW AND PREDICT

Have students preview Back to School, predict what it is about, and set

a purpose for reading.


Discuss how good readers use text clues and their own experience to

make inferences about characters’ actions and traits.

SKILLCHARACTER

Ask a volunteer to explain what the term character means and why it is

important for understanding the plot of a selection. Explain that students

will read Back to School together, and look for details about characters in

the story.

READ AND RESPOND

As students read, they should identify the characters and make Character

Webs. Ask them to include the character’s traits in their webs and consider

how they affect the plot. Have them exchange their webs with a partner.

Afterward, discuss students’ personal responses. Do they generally enjoy

reading this type of story? Why or why not?

VOCABULARY WORDS

Have students point out vocabulary words as they come up. Review

definitions as needed. Rae Chen says space travel at times seems endless.

Ask, What is another word for endless?

Self-Selected Reading

Objective Read independently to analyze characters as an element of plot development

Materials • Leveled Readers or trade books at students’ reading level

READ TO ANALYZE CHARACTER

Invite students to choose a book for independent reading. As they read,

have students write down details about the main character. Ask them to

compare the main character with other characters in the text.

After reading, ask students to use their details to write a biography of the

main character. Invite students to share their biographies with the group.

Leveled Reader

The Astronaut and the Onion 107T

For additional language

support and oral language

development, use the lesson

at www.macmillanmh.com

English Language Learners

Academic LanguageThroughout 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.

Strategies to Reinforce Academic Language

■ Use Context Academic Language (see chart below)

should be explained in the context of the task during

Whole Group. Use gestures, expressions, and visuals to

support meaning.

■ Use Visuals Use charts, transparencies, and graphic

organizers to explain key labels to help students

understand classroom language.

■ Model Demonstrate the task using academic language in

order for students to understand instruction.

Academic Language Used in Whole Group Instruction

Content/Theme Words Skill/Strategy Words Writing/Grammar Words

astronaut (p. 82)

mission (p. 82)

space shuttle (p. 82)

orbits (p. 102)

craters (p. 102)

rotate (p. 102)

exploration (p. 102)

astronomers/astronomy (p. 104)

pronunciation (p. 84)

meaning (p. 84)

make inferences and analyze (p. 85A)

character (p. 85A)

trait (p. 85A)

biography (p. 104)

research (p. 104)

e-mail (p. 106)

topic sentence (p. 106)

details (p. 106)

content (p. 107)

clauses (p. 107I)

independent clause (p. 107I)

dependent clause (p. 107I)

complex sentences (p. 107I)

107U


ELL Leveled ReaderELL Leveled Reader Lesson Objective• To apply vocabulary and

comprehension skills

Materials

• ELL Leveled Reader

ELL Teacher’s Guide

for students who need

additional instruction

DEVELOP ORAL LANGUAGE

Build Background It is the year 2200. What

is your life like? Where do you live? How do you

travel? Write the words hyperspace travel and have

students guess what that term may mean.

Review Vocabulary Write the vocabulary

and story support words on the board and discuss the meanings. Use

synonyms when possible. Example: Endless means “never-ending.” The

universe, for example, is so big, so large, it seems endless.

PREVIEW AND PREDICT

Point to the cover illustration and read the title aloud. Ask, What kind of

adventure are the characters going on? Where does the story take place? Do a

picture walk and have students use illustrations to make predictions.

Set a Purpose for Reading Show the Character Web. Ask students to

pay attention to picture and text clues to identify the characters and their

traits.

Choose from among the differentiated strategies below to support

students’ reading at all stages of language acquisition.

Beginning

Shared Reading As you

read, model using pictures

and text clues to identify

a character’s traits. Then

model how to make

inferences about a character.

Have students help you find

at least two details about a

character and fill in the web.

Intermediate

Read Together Read the

first chapter. Point out picture

and text clues to identify a

character. Then model how

to make inferences about a

character and begin filling in

the web. Continue reading,

by taking turns with students.

Have them add on to the

web as they read.

Advanced

Independent Reading

Have students read the

story. Ask them to discuss it

with a reading partner. Have

them use picture and text

clues to identify a character’s

traits. Encourage them to

use this information to make

inferences about a character.

Remind students to use the vocabulary and story words in their whole

group activities.

[Art: picture of ELL

Leveled Reader

Summer in Space]

SpaceSpace AdventureAdventure

by Sunita Apteillustrated by Jeffrey Lindberg

Science Fiction

DAY 1 • Academic Language

• Oral Language and Vocabulary Review








• ELL Leveled Reader Comprehension Check and Literacy Activities

The Astronaut and the Onion 107V

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