Real World Reading KID - Ellis Familyellis2020.org/treasures/TG-treasures/unit3_week3_2.pdfReal...

Real World Reading

ComprehensionGenreA Nonfiction Article in a

newspaper or magazine

tells a true story.

SummarizeCompare and ContrastWhen you look for

similarities, you compare

two or more things or

ideas. When you look for

differences, you contrast

two or more things or ideas.

Each year, the news magazine Time For Kids selects several young people

to serve as TFK kid reporters. These

enterprising kids are not professional

journalists, but like adult reporters,

they still have to show they are

qualified for the job. Three skills they

must have are persistence in tracking

down a story, good interviewing

skills, and the ability to write clearly

about complicated topics.

Here’s a behind-the-scenes

look at two TFK reporters and two

of the stories they covered for the

magazine. The reporters don’t have

much in common, except that they

are both determined to do a good job

as reporters covering an interesting

story. The stories seem quite different

at first, too. However, they have some

strong similarities.

KIDREPORTERSAT WORK

How do kid reporters tell the story when the news is about improving the lives of children?

334

1

334

ComprehensionGENRE: NONFICTION ARTICLE

Have a student read the definition of

Nonfiction Article on Student Book

page 334. Students should look for

facts and information in the article and

identify the topic of the text.

STRATEGYSUMMARIZE

Remind students that summarizing is

restating the main ideas and important

details.

SKILLCOMPARE AND CONTRAST

Comparing people, things, or ideas tells

how they are alike. Contrasting them

tells how they are different.

Vocabulary Words Review the tested vocabulary words:

enterprising, persistence, venture, and identified.

Selection Words Students may be unfamiliar with these words.

Pronounce the words and give meanings as necessary.

promote (p. 335): move forward, improve, advance

priority (p. 335): importance, urgency, necessity

devastating (p. 335): causing great ruin, extremely destructive

commitment (p. 337): sense of duty, dedication

MAIN SELECTION• Kid Reporters at Work

• Skill: Compare and Contrast

TEST PREP• “Child Labor in the U.S.A.”

• Test Strategy: Think and Search

SMALL GROUP OPTIONS

• Differentiated Instruction ,pp. 341M–341V

Terrence, from Pennsylvania, plays

softball, basketball, and field hockey.

She loves to read and write. She’s

also very interested in travel, and

has visited France and Thailand. In

2002, however, she had the chance to

meet people from all over the world

without traveling very far at all. That

year Terrence got an assignment from

TFK to go to New York City to cover

the opening ceremonies of the United

Nations Special Session on Children.

The event was a follow-up to a

conference held at the U.N. in 1990 to

promote the rights of children. World

leaders and 375 young people met to

discuss what had been accomplished

since 1990 and how much more needed

to be done. Issues with the highest

priority were health care, education,

and basic rights for the children of the

world. U.N. Secretary General Kofi

Annan addressed the opening session.

Speaking directly to the young people

in attendance, he said, “Your voices will

be heard, I promise you.”

For her story, Terrence interviewed

kids from several different countries

about what they hoped the conference

would accomplish. “We hope to

get kids closer to the government

and making decisions,” said Bala

Subrayanya of India.

Terrence also reported on her tour

of the United Nations building. Her

tour ended with an exhibit showing

the devastating effects of war. She

saw pictures of child soldiers fighting

in war-torn countries. She wrote: “It

really reminded me of why the U.N.

is working so hard to help improve

children’s lives and why its mission is

so important.”

REPORTER: TERRENCE CHEROMCKA

STORY:

A World Conference Just for Kids

In the large room where the United Nations General Assembly meets, young people from many countries perform at the opening ceremonies of the Special Session. Others sit in the U.N. delegates’ seats.

335

2

Story available on Listening Library Audio CD

If your students need support

in reading the Main Selection,

use the prompts to guide

comprehension and model

how to complete the graphic

organizer.

If your students can read the Main

Selection independently, have

them read and complete the

graphic organizer. Remind them

to set and adjust their reading rate

based on their purpose for reading.

If your students need an alternate selection, choose the

Leveled Readers that match their instructional level.

Preview and PredictAsk students to read the title, preview

the illustrations, and note questions

and predictions about the article.

Set PurposesFOCUS QUESTION Discuss with

students the question under the title

of the article. Point out the Venn

Diagram on Practice Book page 91

(Transparency 13). Explain that students

will fill it in as they read.

Read Kid Reporters at Work

Use the questions and Think Alouds

to support instruction about the

comprehension strategy and skill.

1 STRATEGYSUMMARIZE

Teacher Think Aloud

I can

summarize the first two paragraphs

by saying this article will be about

stories covered by two Time For Kids

reporters. I know the kids are alike

in some ways, because the author

says all TFK kid reporters need to

have similar skills. How does the

author let the reader know that the

kids and their assignments will be

contrasted as well as compared?

(Encourage students to apply the strategy

in a Think Aloud.)

Student Think Aloud

The author

says that the two kids don’t have

much in common and that the stories

they covered seem different at first.

I will find out how they are different

and how they are the same.

Main Selection Student pages 334–335

Kid Reporters at Work 335

3

Develop Comprehension

2 MAINTAINMAIN IDEA AND DETAILS

What is the main idea in Terrence’s

story? (The 2002 United Nations

Special Session on Children met

to discuss progress in promoting

children’s rights.) What details support

this main idea? (Young people from

many nations met with world leaders.

Health care, education, and basic rights

were identified as priorities. Secretary

General Annan promised that children’s

voices will influence government

policies.)

3 COMPARE AND CONTRAST

How is the World Children Organization

different from the United Nations? (The

WCO is small, was founded by two

brothers, and is focused on one goal,

to produce videos that teach children

in places where education is not free.)

Add this information to your Venn

diagram.

Set a Purpose Explain that students will read about and compare

two organizations that help people. Have students set a purpose

for reading by generating questions that focus on specific

information, such as: What is the name of the organization? Whom

does it help? How does it help? Who started it? What other information

do I learn? As you read, check comprehension and explain

important words.

Main Selection Student page 336

want to improve

children’s lives

concerned about

education

UN

was attended by many nations

influences governments’ policies

has three main priorities

WCO

was founded by two

brothers

provides educational

videos

focuses on a single issue

Different

Alike

336

4

4 COMPARE AND CONTRAST

Identify similarities between the

two organizations reported on by

Terrence and Martin. (They both want

to improve children’s lives and are

concerned about education.) Add this

information to your Venn diagram.

PERSONAL RESPONSE

Review students’ predictions and

purposes. Have them write what made

the reporters’ stories meaningful.

They should state a point of view and

support it with details from the text.

Comprehension Check

SUMMARIZE

Have partners summarize Kid Reporters

at Work, using their Venn diagrams to

help organize their writing.

THINK AND COMPARE

Sample answers are given.

1. Analyze: Good reporters need

to be persistent, know how to

interview well, and write well.

2. Text to Self: Answers may vary.

3. Text to World: Answers may vary.

Students may say they might want

to improve the education system

for children in other countries

where education is not a priority.

4. Compare and Contrast: Gidget,

Jhordan, the U.N. Special Session

attendees, and the Hsu brothers

all want to help children. Gidget

works locally to comfort homeless

kids. Jhordan helps kids in hospitals.

The large U.N. fights for basic

rights, education, and healthcare

for children. The much smaller WCO

focuses on improving education.

Main Selection Student page 337

During Small Group Instruction

If No Approaching Level Leveled Reader Lesson, p. 341P

If Yes On Level Options, pp. 341Q–341R

Beyond Level Options, pp. 341S–341T

Can students compare and contrast things, ideas, or people?


Fluency/Comprehension

337A

FluencyRepeated Reading: Intonation/Pausing

EXPLAIN/MODEL Tell students that they will be echo-reading

part of this selection. Explain to them that good readers vary the

intonation of their voices to make what is happening in the text

clearer. For the same reason, they also pause at appropriate places.

Model reading aloud Transparency 13. Then read one sentence at a

time while students echo-read each sentence.

PRACTICE/APPLY Divide students into two groups. The first

group reads the passage a sentence at a time. The second group

echo-reads. Then groups switch roles. Watch for proper intonation

and pauses.

For additional practice, have students use Practice Book page 92 or

the Fluency Solutions Audio CD.

ComprehensionMAINTAIN SKILLMAIN IDEA AND DETAILS

EXPLAIN/MODEL

■ The main idea is the most important idea of a paragraph or

selection. It is often the first sentence of a paragraph. Most of the

other sentences will support the main idea.

■ Supporting details are the sentences that support the main idea.

Sometimes a writer includes details that do not support the main

idea. These details might make the passage more interesting, or

they might just provide a little more information.

Lead a brief class discussion about the main idea and details in

“Their Way All the Way!”

PRACTICE/APPLY

Have student pairs discuss the main idea of Kid Reporters at Work.

Ask them to use the following questions.

■ What is the main idea of this article?

■ How do the supporting details help to create similarities and

differences between the two articles the kid reporters wrote?

Objectives• Read accurately with good

prosody

• Rate: 102–122 WCPM

• Identify main ideas and

details of a selection

Materials

• Fluency Transparency 13

• Fluency Solutions

• Leveled Practice Books, p. 92

Transparency 13

Gidget Schultz couldn’t bear to see kids living on the streets near her Encinitas, California, home. So Gidget, now 14, started her own charity.

Gidget’s Way gives backpacks, jackets, and school supplies to homeless kids. Gidget also gives teddy bears to local police to keep in their cars. Officers give the bears to kids who are scared, sad, or hurt. “Running Gidget’s Way is a full-time job,” says Gidget.

Fluency Transparency 13

Main Idea and Details

Introduce 47A–B

Practice /Apply

49–65; Leveled Practice, 9–10

Reteach / Review

69M–T; 73A–B; 74–77; 81M–T; Leveled Practice, 16–17

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

Maintain 215A; 337A

Research

Study Skills Using the Library

EXPLAIN

Tell students that if they want to find out more information

about a specific subject, they can use the library.

Discuss how to use the library.

■ A library contains books, magazines, newspapers, videos, CDs,

and a variety of reference books, including telephone books,

atlases, and dictionaries. Students can locate information in

reference books using appendices and key words.

■ Most materials are listed in an electronic catalogue. Students

can search by author’s name, title, or subject. Explain that

students can use the directions on the screen.

■ Tell students that they can search by author or title by typing

in the name. To search by subject, they should type in key

words for the topic.

■ For any search, the catalogue will give students a call number

for finding an item on the library’s shelves.

■ The library also has current and recent copies of many

newspapers, magazines, and telephone books.

■ Students can also use the non-computerized card catalogue,

where they can look for topics, key words, or authors by

alphabetical listing.

MODEL

Display Transparency 3.

Think Aloud I want to learn more about kid heroes, so I’ll do a

subject search. I click “subject,” type in kids and heroes, and click

“submit.” A screen lists books the library has about the subject.

When I click the title Kid Heroes: True Stories of Rescuers, Survivors,

and Achievers, I get a screen that gives me the call number. I’ll

write it down and look on the shelves for the book.

PRACTICE/APPLY

Have students tell how they would use the first screen to search for

the book Rescue 911: Kid Heroes, books about heroes, and books by

the author Neal Shusterman.

Fluency/Comprehension

Objective• Use the library

Materials

• Study Skills Transparency 3


Circle the correct information from the card-catalog card above.

1. The title of the book is:

Young Publishing Teen Entrepreneurs

2. The author of the book is:

Thompson Young

3. The library location for this book is:

539.7 C 0362959248

4. In what year was the book published?

539.7 C 2002

Read the summary on the card to answer the question.

5. Would this book help you fi nd ideas for classroom projects? Why?

You can search for a book in a library’s electronic card catalog by subject, author, or title. The books you find will show up in a screen that looks something like this.

Electronic Card Catalog

Electronic Card Catalog

Call NumberAuthor

TitlePublisher

DescriptionSubject

BibliographySummary

ISBN

539.7 C

Thompson

Teen Entrepreneurs

Young Publishing, New York, © 2002

84 p.: ill.: 28 cm.

Business ideas for teenagers—United States—Juvenile

Includes bibliographical references

Provides detailed ideas for creating and running a business.Ideas for different businesses are included.

0362959248

SEARCH

Thompson Thompson

539.7 C 539.7 C

No, it is about businesses, not classroom projects.

Possible response provided.

Teen EntrepreneursTeen Entrepreneurs

On Level Practice Book O, page 93

Approaching Practice Book A, page 93

Beyond Practice Book B, page 93

Transparency 3

Study Skills Transparency 3

Using the Library

Kid Reporters at Work 337B

Answer QuestionsTest Strategy: Think and Search

EXPLAIN

Good test takers think about where in

the selection they can find the best

answer to a question.

■ Think about what the question is

asking you to find.

■ Search the selection for parts that

will give you the correct answer.

■ Look for Information: Often

information you need to answer a

question is in more than one place.

Read the entire selection to gather

information to choose the best

answer.

MODEL

Remind students to record their

answers on a separate sheet of paper.

Question 1 Read the question and

all of the answer choices.

Think Aloud I know this question

is asking me about child labor

before 1938. Where will I look for

information? The first paragraph says

that children worked long hours at

unsafe jobs in the 1800s. That is not

enough information, so I should look

for more information. The third and

fourth sentences in paragraph 2 say

a law was passed in 1938 to limit

work hours and require safe working

conditions. Answer C seems like the

best choice.

Throughout its history, the United States has

counted on kids to lend a hand on farms and

in factories. In the 1800s, children as young

as 7 worked in textile mills for 12 hours a day.

By the end of the nineteenth century, almost

2 million kids performed hazardous jobs in

mills, mines, and factories.

Many concerned citizens worked to change

this. Photographer Lewis Hine, who took

these pictures of young cotton mill workers,

was one of them. In 1938, a U.S. law was

passed that limits work hours for kids. The

law also requires safe conditions. The law still

exists, but some people break it. An estimated

800,000 children work illegally in the U.S.

today. Most of them work on farms and jobs

related to farming. Some work with heavy

machinery, poisonous chemicals, or under

other conditions that could harm them.

Child Labor in the U.S.A.

These photos of young boys working in U.S. cotton mills were taken by Lewis Hine around 1911.

Test StrategyThink and SearchRead on to find the answer.

Look for information in

more than one place.

Answer Questions

Go On338

Test Prep Student page 338

338

Test Prep Student page 339

GUIDED PRACTICE

Question 2 Ask, Where do you think

you might find the answer? (throughout

the entire selection) Point out the first

paragraph. What is the main idea of

this paragraph? (In the 1800s, children

worked long hours at dangerous jobs

in mills, mines, and factories.) Answer B

seems like the best answer, but I must

look at the whole selection to be sure.

What does Paragraph 2 say? (Paragraph

2 says that, despite a law, some

children today work at dangerous jobs

on farms. The best answer is B.)

APPLY

Question 3 Read question 3 and

all of the answer choices. Have the

students use the Think and Search

strategy to choose an answer.

After the students have chosen an

answer ask, What do you think the

question is asking you to do? (find what

about kids’ work has not changed

since the 1800s) To be sure you chose

the best answer what did you need to

do? (look for information in more than

one place in the selection) The best

answer is D.

Have students answer questions 4

and 5.

Question 4 Answer: They work in

hazardous conditions, with dangerous

chemicals and equipment.

Question 5 Answers will vary but

may include: The United States needs

these laws to protect children from

being used for cheap labor.

Students should use evidence from

the text to respond to open-ended

questions.

TipLook for information in more than one place.

Directions: Answer the questions.

1. What happened before the 1938 child labor

law was passed?

A Children were not allowed to work in factories.

B Children were not required to go to school.

C Children worked long hours at unsafe jobs.

D Children were prevented from working on farms.

2. This selection is MOSTLY about

A farming jobs.

B protecting children who work.

C photographer Lewis Hine.

D fi nding the right job.

3. What has NOT changed since the 1800s?

A Kids still work in mines and factories.

B Kids still work in cotton mills.

C Lewis Hine is still photographing children.

D Kids still work at dangerous jobs.

4. Why are some jobs harmful to children?

5. Laws in the United States require children to attend

school. Do you think the United States still needs those

laws? Explain your answer.

STOP 339


SCORING RUBRIC FOR WRITING PROMPTPoints Points Points Point

Writing is on

topic. There is a

beginning, middle,

and end. Writing

shows accuracy in

punctuation and

capitalization.

Writing is on

topic. There is

an attempt to

sequence the

events. Errors do

not interfere with

understanding.

Writing is generally

on topic, but

does not include

sufficient order.

Errors may make

understanding

difficult.

Writing may

show little or no

understanding

of topic. There is

an attempt to get

words on paper.

Writing shows

no use of writing

conventions.

3 2 14

Writing: Persuasive Writing

Write to a PromptGidget Schultz, Jhordan Logan, and Andrew and

Patrick Hsu started their own charitable organizations.

As reporters, Terrence Cheromcka and Martin Jacobs

conducted interviews. Imagine you are starting your

own magazine and you’re trying to interview a famous

person. Persuade that person that he or she should

agree to be interviewed for your magazine.

January 1 7, 2008Dear Mr. President,

I ¢m starting a new magazine for kids. It ¢s called Kids Today. The magazine talks about everything that happens in a kid ¢s l ife: school, friends, sports, music, and more.

In each issue, we talk to a famous person about what it was l ike for him or her as a kid. Every kid knows what you do, but we don¢t know what your chi ldhood was l ike. I know you¢re very busy, but this would be a good thing for you to do.

Sincerely, Rebecca H.

I started my writing by stating facts that describe the topic.

I started my writing by stating facts that describe the topic.

340

WRITING• Tested Writing: Persuasive

Writing

• Expository: Brochure

• Research and Inquiry

WORD STUDY• Words in Context

• Inflected Verb Endings

• Phonics: Words with Soft c and g

• Vocabulary Building

SPELLING• Words with Soft c and g

GRAMMAR• Main and Helping Verbs

SMALL GROUP OPTIONS

• Differentiated Instruction, pp. 341M–341V

Writing PromptEXPLAIN/MODEL

Help students analyze the writing

prompt on Student Book page 340.

Determine the Mode and Form Look

at the heading as well as the prompt.

What type of writing is the prompt

asking the student to write? (persuasive

letter)

Determine the Purpose What clues

tell what the writing should be about?

(persuade that person, agree to be

interviewed for your magazine)

Determine the Audience To whom

does the prompt tell the student to

address her writing? (someone famous

she would like to interview)

340

Teacher’s Resource Book, page 164

For further timed writing practice

use the prompt on page 164 of the

Teacher’s Resource Book.

Writer¢s Checklist Ask yourself, who is my audience?

Think about your purpose for writing.

Choose the correct form for your writing.

Use reasons to support your opinion.

Be sure your ideas are logical and organized.

Use your best spelling, grammar, and punctuation.

Writing Prompt

In “Tips for Planning a Service Project” you read about

things you can do to get a project started. One tip

is “Get others involved.” Imagine you are starting

your own service project. Choose one person whose

help would be very important to you in getting your

project started. Write a letter to persuade that person

to help you. Provide reasons why he or she should

get involved. State your opinion and support it with

convincing reasons.

341

PRACTICE

Have students read the writing prompt

on Student Book page 341. Work

with students to find the clues that

determine the mode, form, purpose,

and audience.

Mode, Form: clues—letter to

persuade, state your opinion and

support it with convincing reasons; a

letter

Purpose: clues—starting your own

service project, persuade that person

to help you

Audience: clue—one person whose

help would be very important to you

APPLY

Have students summarize the

information they have found in the

prompt and the clue words they used

to help them. Be sure their summary

includes the mode, form, purpose, and

audience.

TIMED WRITING PRACTICE

You may wish to have students

practice writing from the prompt,

simulating a test-taking situation. After

they have analyzed the prompt, tell

students that they will have 45 minutes

to complete their persuasive writing.

Tell students: You may use scrap paper

to organize your thoughts before you

begin to draft your letter. I will tell you

when to begin and tell you when you

have 15 minutes left to finish writing.

Be sure to use the Writer’s Checklist to

make sure you have included all the

right information.

Writing Student pages 340–341


341A

Publishing OptionsStudents can work on the computer or use their best cursive to write their brochures. (See Teacher’s Resource Book pages 168–173 for cursive models and practice.) Students should include captions for any drawings or photographs. Set up a classroom job fair and have students role-play people offering and looking for jobs. See the Speaking and Listening tips below.

SPEAKING STRATEGIES

■ Practice your presentation

beforehand.

■ Speak loudly and clearly.

LISTENING STRATEGIES

■ Look at the speaker.

■ Focus on the speaker’s

main points.

4-Point Scoring Rubric

Use the rubric on Teacher’s Resource Book page 158 to score published writing.

Writing Process

For a complete lesson, see Unit Writing on pages 409A–409H.

Expository: BrochureGENERATE QUESTIONS

Direct students to the

vocabulary passage “Kids’

Jobs” on Student Book

page 333. Explain that they

will research and write a

brochure to share with

classmates about an interesting and fun job for kids.

Draw a KWL Chart on the board. Work with students to fill in the

first two columns of the chart about kids’ jobs.

Have students create a KWL Chart to help them generate questions

and narrow the focus of their brochure. Have them reread their

questions and think about the kind of information they will need to

answer their questions. For example: Will they need facts? Opinions?

Photos? Diagrams? Ask them to think about where they might find

this information.

FIND INFORMATION

Explain to students that after choosing a topic and generating

questions that help them narrow their focus, they should begin

researching the topic. Tell students that using reference materials

at the library to complete research can be one of the most helpful

ways to find current facts and interesting details about a topic.

Suggest that students may want to check the classified section of

newspapers or magazines as well as telephone directories for job

information.

ORGANIZE INFORMATION

Emphasize to students that gathering interesting and useful

information about a topic is only one step in completing a research

project: the information they gather must be organized. Use the

Citation of Sources mini lesson on page 341B and Transparency

49 to show students how to paraphrase information from reference

materials. Use the Outlining mini lesson on page 341B and

Transparency 50 to help them create an outline.

SYNTHESIZE AND WRITE

Have students use their outlines to write a well-organized draft

of their brochure, keeping their purpose and audience in mind.

Show Transparency 51 and discuss the draft of the brochure. Then

display Transparency 52 and discuss the revisions. Tell students that

they may need to write several drafts of their brochures. Remind

students to check their brochures carefully for errors.

What IKnow

What I Wantto Know

What ILearned

There are many

interesting jobs kids can

do.

What jobs are the most rewarding?

Writing

Research and Inquiry

Transparency 49

Writer’s Toolbox

Explain to students that they can paraphrase information that they

gather. Show students how to paraphrase information from reference

materials, such as newspapers, telephone directories, magazines, and

library books.

Display Transparency 49. Discuss how to paraphrase information.

Review how properly to cite various sources, including books,

magazine or newspaper articles, and Web pages.

Remind students that copying information directly without crediting

the author is plagiarism, and it is illegal. Students must include citations

of all work that they cite or paraphrase.

•

•

•

Writing

Citation of Sources

Explain to students that making an outline helps

a writer organize information and see how it is

related. Once an outline is written, a writer uses it

as a guide when he or she writes a report.

Display Transparency 50. Use it to discuss with

students how to create an outline. Point out that

the main ideas are listed next to Roman numerals.

The details that support each main idea are listed

next to capital letters. Use the outline model to

discuss how the information shown is related.

Transparency 50: Outlining

Outlining

Have students practice paraphrasing reference

materials and citing sources. Remind them to

ask themselves questions about the sources of

information they are reading by asking these

questions:

Is the information accurate and current?

Does this information give me what I need to

know about the type of job I am interested in?

Will this information help me write my brochure?

•

•

•

Research Tips

Writing Transparency 49

Be a Camp Counselor

To become a camp counselor at Camp

Ticonderoga, you need patience, kindness, and

the ability to work well with young children. You

will be responsible for a small group of children,

ages 4 and 5. Events for the day include arts and

crafts, swimming, races, T-ball, kickball, and board

games. It is a fun job.

Children will also need to be supervised during

lunch and snack times. Come and join our team!

Paraphrase:

At Camp Ticonderoga, to become a good camp

counselor you need to show that you care about

little kids. You will be asked to help out during

many activities, such as sports, games, and art.

You will also need to help kids with their lunch

and snacks. Being a camp counselor is a fun job!

Writing Transparency 49

Kid Reporters at Work 341B

Transparency 25

enterprising identified venture persistence

1. My friends and I identified a need for a fundraiser at our school.

2. I was very excited about working on this new venture .

3. My family was surprised at my persistence in working on the program.

4. They said that my hard work and creativity showed them how enterprising I am.

Vocabulary Transparency 25

341C

Word Study

Review

VocabularyWords in Context

EXPLAIN/MODEL

Review the meanings of the vocabulary words. Display Transparency

25. Model how to use word meanings and context clues to fill in the

first missing word with students.

Think Aloud The first sentence seems to talk about recognizing

and naming a need. So, identified must be the word to use to

complete the sentence. When I put identified in the sentence, it

seems to fit.

PRACTICE/APPLY

Help students complete item 2. Then have students use context

clues to write missing words for items 3 and 4 on a separate sheet

of paper. Then students can exchange papers, check answers, and

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

Word Lists Have students list an antonym for each vocabulary word

and then examples for each word and its antonym. For example,

for enterprising, students would write the antonym lazy across from

it. Under enterprising, they might use the example of a famous

inventor, and for lazy, they might use the example of a summer day.

Have partners check each other’s lists.

Word Study

Objectives• Apply knowledge of word

meanings and context clues

• Use inflected endings to find

meanings of unfamiliar words

Materials

• Vocabulary Transparencies 25

and 26


enterprising (p. 334)

showing energy and

initiative; willing or

inclined to take risks

persistence (p. 334) the

ability to keep trying in

spite of difficulties

venture (p. 336) a business

or some other undertaking

that involves risk

identified (p. 336)

proved that someone or

something is a particular

person or thing

Simplify Vocabulary

Students might have

difficulty using the

vocabulary words in

context. Provide synonyms

for each word on a word

web. Example: identified

is close in meaning to

named, labeled, and

described. Explain how

identified differs slightly

in meaning from these

synonyms. Have them

make other connections to

identified with words like

identification and ID.

Vocabulary Strategy Transparency 26

Transparency 26

Inflected Verb Endings

1. Jamie was waiting for me after class. (wait + ing)

2. She said she would be making cookies for the bake sale. (make + ing)

3. We had applied for a booth at the school fair to raise money for our club. (apply + ed)

4. Ben said he was getting his father to bake a pie. (get + ing)

5. We called Henry, hoping he would make something too. (call + ed, hope + ing)

6. Terry had planned to help, but she got a bad cold. (plan + ed)

7. We had tried our best to make the sale a big success. (try + ed)

Word Study

STRATEGYWORD PARTS: INFLECTED VERB ENDINGS

EXPLAIN/MODEL

Remind students that words that end in -ed are usually the past tense

forms of verbs. Words that end in -ing are usually present- or past-tense

verbs used with helping verbs. Remind students that some verbs drop e,

double their consonants, or change y to i before adding -ed or -ing.

Read the first sentence on Transparency 26 and then model how

to decode the word waiting by breaking it into a base word and an

inflected ending. Have students do the same for numbers 2–7.

PRACTICE/APPLY

Write arrive, brag, and multiply on the board. Have students add -ed and

-ing to each and write sentences using the inflected forms.

Give Examples Write

the following words on

the board and use them

to explain the inflected

endings: talk, give, try, and

drop. Make sentences with

the words using students’

ideas. Help students give

you examples of other

words for each category.

Read the passage. Circle the words with -ed and -ing that are spelled correctly. Underline the words with -ed and -ing that are spelled incorrectly and spell them correctly on the lines below.

Lateesha, Toby, and Margarita decideed to start buying notebooks

for seventy cents and selling them for a dollar a book. Lateesha was in

charge of geting the notebooks. Toby was supposed to make signs telling

everyone about their sale. Margarita was investigatieng where they could

sell their books. Things did not go well. Toby kept forgeting to make the

signs. Margarita couldn’t get anyone to let them sell the books in school.

Lateesha decided to quit and beged the others to forgive her.

Toby and Margarita told Lateesha that they were clossing the notebook

business and openning a dog wash instead. They hurryed to the store to

buy soap and towels. Margarita and Toby were hopping it would be a

success. Lateesha was worryed, especially when she realizeed that their

first customer was a Saint Bernard.

“Well, I’ve enjoied knowing you guys,” Lateesha said.

1. 2. 3.

4. 5. 6.

7. 8. 9.

10. 11. 12.

Different verbs follow different rules for adding -ed and -ingseemed admitted arrivingobeyed carried answering

selling selling

supposed supposed tellingtelling

forgetting

getting

begged

investigating

closing

opening hurried hoping

worried realized enjoyed

decided decided

buying buying

decided





If No Approaching Level Vocabulary, pp. 341N–341O



Can students identify words in context?

Can students recognize inflected endings?

Kid Reporters at Work 341D

341E

Word Study

PhonicsDecode Words with Soft c and g

EXPLAIN/MODEL The letters c and g can have either a hard or soft

sound. The letter c has a hard /k/ sound in cold and a soft /s/ sound

in cement. The letter g has a hard /g/ sound in good and a soft /j/

sound in germ. When c comes before the letters i or e, it has an /s/

sound. When g comes before the letters i or e, it has a /j/ sound.

Recognizing the letters that come after c and g can help students

figure out how to pronounce a word. Write circular.

Think Aloud

At first, I do not know how to pronounce this word,

but I notice that the first c is followed by an i. I know that I

should pronounce that syllable with a soft c, or /s/ sound. The

second c must have a hard c, or /k/ sound, because it is followed

by a u. I pronounce /sûr kū lәr/, circular. I know that word.

PRACTICE/APPLY

Ask students to work with a partner. One student should “place an

order” for a word, asking for either a soft c or g, or a hard c or g. The

other student must name a word that matches the order and write

its spelling. For example, if the first student says “soft c,” the second

student can answer with city. Students then trade roles.

Decode Multisyllabic Words Have students use their knowledge

of phonics patterns, compound words, and word parts to decode

long words. Write these words on the board: arrange, bridge, ginger,

certain, strange, cinnamon, wedge, and sponge. Model how to decode

arrange, focusing on the soft /j/. Then work with students to decode

the other words and read them aloud. For additional practice, use

the decodable passages on Teacher’s Resource Book page 17.

Word Search Challenge partners to look through newspaper and

magazine articles and find a single paragraph that contains a word

with soft c, a word with hard c, a word with soft g, and a word with

hard g. They should circle each of those words.

Objective• Decode words with soft

c and g

Materials


• Teacher’s Resource Book,

p. 17

Circle the word with soft c or g and write it on the line.

1. The young people were their plan would work.

careful certain concerned

2. They wanted to work in the .

city country crowd

3. They could help people exercise in a .

gymnasium grade school gang

4. Or they could give care to sick pets.

glad grateful gentle

5. Maybe they could feed the pets .

cereal corn cupcakes

6. They could play with the while they were not working.

game goose gerbil

7. They could make sure the animals were free of .

grease gags germs

8. Shelby has been learning to play the .

clarinet cymbals castanets

When the letters c and g are followed by e, i, or y, they usually have a soft sound. Say the following words aloud.ceiling circus cyclegenius giant gyroscope

city

gymnasium

gentle

cereal

gerbil

germs

city city

gymnasium gymnasium

cereal cereal

germsgerms

cymbals cymbals

cymbals

certain

certain certain




Word Study

Analyze Language Write

words with the hard and

soft c sounds. Say the

words with students and

have them categorize the

words by the sound of

the letter c. Help students

deduce a rule for the letter

c regarding each sound.

Repeat this for the letter g.


If No Approaching Level Phonics, p. 341M



Can students decode words with soft c and g?

Vocabulary Building

Vocabulary Building

Theme-related Words This selection contains many

difficult vocabulary words. Help students look up the

definitions for the following theme-related words:

journalists, determined, accomplishment, mission, and

commitment. Then have them summarize a section

about one of the three reporters in Kid Reporters at

Work using their new vocabulary words.

Spiral Review

Synonym Game Divide the class into two teams.

Then write previous weeks’ vocabulary words in a

row along the top of the board. Point to a Vocabulary

Word. Allow the teams to take turns identifying

words or phrases that mean the same as the word.

Give each team a point for each word or phrase they

identify. If one team cannot think of a word or phrase

on a turn, the other team has a chance to give an

answer. If neither team can think of a word or phrase,

move on to the next word. Continue until you have

used all the Vocabulary Words.

Vocabulary PuzzleMaker For additional vocabulary

and spelling games, go to

www.macmillanmh.com

Oral Language

Expand Vocabulary Ask students to write the

weekly theme KIDS GET IT DONE in the middle of

their own idea webs. Have students

use the information they

have read and their own

ideas to brainstorm and

fill in the outer circles

with descriptions of

businesses that kids

could start themselves.

design clothes

teach computer

skills

publish a newsletter

make greeting

cards entertain at parties

Word Study

KIDS GET IT DONE

Apply Vocabulary

Write a Letter Tell students that someone has

offered to give them everything they will need

to start a business. Have students brainstorm

the kinds of businesses they

might enjoy creating. Then tell

each student to write a one- or

two-paragraph letter to a

friend or family member

about this exciting new

business. Students should

use the Vocabulary

Words and include

important information.

Kid Reporters at Work 341F

http://www.macmillanmh.com

341G

Spelling

5 Day Spelling

Words with Soft c and g

Dictation Sentences 1. What’s in the center of the candy?

2. We practice once a week.

3. I can dance to this music.

4. Wash the germs off your hands.

5. Add a little spice to your food.

6. Let’s cross the bridge.

7. I earned a badge at the scout meeting.

8. I like the lions in the circus.

9. The sign says “Wet cement.”

10. Glance at the mirror.

11. He is really strange.

12. You can trust the police.

13. Are you certain you saw a bear?

14. Peel the orange.

15. Add one ounce of sugar.

16. Do you like the taste of ginger?

17. Cut a wedge of cheese.

18. Please arrange the books neatly.

19. Use a sponge to wash the table.

20. What village do you live in?

Review/Challenge Words 1. He combs his hair every morning.

2. You have to kneel to get that low.

3. Use a wrench to fix that.

4. In general, everything is okay.

5. That was a lovely ceremony.

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 77.

For a modified list, use the first

12 Spelling Words and the Review

Words. For a more challenging list,

use Spelling Words 3-20 and the

Challenge Words. Have students

correct their own tests.

Have students cut apart the Spelling

Word Cards BLM on Teacher’s

Resource Book page 78 and figure

out a way to sort them. Have them

use the cards through the week.

Use page 78 of the Spelling Practice

Book for more practice with this

week’s Spelling Words.

For Leveled Word Lists, go to

www.macmillanmh.com

TEACHER AND STUDENT SORTS

■ Review the Spelling Words,

pointing out the different soft c

and g spellings.

■ Use the cards from the Spelling

Word Cards BLM. Attach the key

words germs, badge, and glance

to a bulletin board. Model how

to sort words with soft c or /s/

spelled c before e or i. Model

how to sort words with soft g

or /j/ spelled g before e or i, and

spelled dge at the end of a word.

Have students take turns sorting

cards, and explaining how they

sorted them.

■ Invite students to do an open sort

using the Spelling Word cards any

way they wish, such as by number

of syllables, or by part of speech.

Discuss students’ various methods

of sorting.

Pretest Word Sortscenter circus ounce

once cement ginger

dance glance wedge

germs strange arrange

spice police sponge

bridge certain village

badge orange

Review combs, kneel, wrench

Challenge general, ceremony

Spelling Practice Book, page 77 Spelling Practice Book, page 79


Word Meanings

Spelling

CATEGORIES

Write these groups of words

on the board. Have students

copy them into their word study

notebooks and complete each

group by adding a Spelling Word.

1. apple, banana, (orange)

2. town, city, (village)

3. middle, inside, (center)

4. ton, pound, (ounce)

5. mop, towel, (sponge)

Challenge students to come up

with other word groups using

Spelling Words, Review Words, or

Challenge Words. Have partners

write a sentence for each Spelling

Word, leaving a blank where the

word should go. Then have them

trade papers and write the missing

words.

SPIRAL REVIEW

Review silent letters. Write combs,

wrench, and kneel on the board.

Have students identify the silent

letter in each word.

PROOFREAD AND WRITE

Write these sentences on the

board. Have students proofread,

circle each misspelled word, and

write the word correctly.

1. The clowns did a dans at the

cercus. (dance, circus)

2. Did the polis officer show you

her bage? (police, badge)

3. At the senter of our villij we

have a park. (center, village)

4. Does it seem strang that the

bridje was closed? (strange,

bridge)

5. My favorite spise is jinjer. (spice,

ginger)

POSTTEST

Use the Dictation Sentences on

page 341G for the Posttest.

If students have difficulty with any

words in the lesson, have them

place the words on a list called

Spelling Words I Want to Remember

in a word study notebook.

Challenge students to search for

other words with letters that spell

soft c and g in their reading for

the week.

Assess and ReteachReview and Proofread

Spelling Practice Book, page 80 Spelling Practice Book, page 81 Spelling Practice Book, page 82

Kid Reporters at Work 341H

341I

Grammar

5 Day Grammar

Main and Helping VerbsDaily Language ActivitiesUse these activities to introduce each day’s lesson. Write the day’s activity on the board or use Transparency 13.

DAY 1We was at the park yesterday Then it, started to rain. We left and goed to the mall? (1: were; 2: yesterday.; 3: it started; 4: and went to; 5: mall.)

DAY 2I wants a dog? I am gonna feed it in the morning. I will happy all the time. (1: want; 2: dog.; 3: am going to feed; 4: will be happy)

DAY 3I am been here before. By the end of last summer, I have ridden on all the rides. And I has seen all the shows already? (1: have been; 2: I had ridden; 3: I have; 4: already.)

DAY 4You arent going yet. First lets’ clean up the mess we maked. Then we will going to your hous. (1: aren’t; 2: let’s; 3: we made.; 4: will go; 5: house.)

DAY 5I do asked for a chocolate shake. Didnt’ they fix it yet? I have hungry. (1: did ask; 2: Didn’t; 3: am hungry.)

Introduce the Concept Teach the Concept

Practice Language in

Context Review verb

tenses in a familiar context

such as school: We have

visited two museums

this year. We will have a

test tomorrow. It is best

to reinforce verb tenses

during reading and writing

activities.

See Grammar Transparency 61 for modeling and guided practice.


Grammar Practice Book, page 77 Grammar Practice Book, page 78

INTRODUCE MAIN AND HELPING

VERBS

Present the following:

■ The main verb in a sentence tells

what the subject does or is: They

work for me.

■ A helping verb helps the main

verb show an action or make

a statement. The helping verb

makes clearer when the action

takes place: They are working

for me.

■ The verbs have, has, had, is, am,

are, was, were, and will are used as

helping verbs.

REVIEW MAIN AND HELPING

VERBS

Review with students how to

identify the main verb and the

helping verb.

INTRODUCE HELPING VERBS AND

TENSES

Present the following:

■ The helping verbs am, is, and are

are used to show present tense: I

am eating. The helping verbs was

and were are used to show past

tense: I was eating. The helping

verb will is used to show future

tense: I will eat tomorrow.

■ The helping verbs have, has, and

had can be used with the past

tense form of a verb to show an

action that has already happened:

I had eaten; I have eaten.

Grammar

Review and Practice

REVIEW MAIN VERBS AND

HELPING VERBS

Review how to form verb phrases

using the helping verbs be and

have.

MECHANICS AND USAGE:

PUNCTUATION IN

CONTRACTIONS

■ A contraction is a word that

combines two words and leaves

out some of the letters.

■ Use an apostrophe for the

letters that have been left out.

The word can’t is a contraction

for the words can and not.

■ Ask students to identify what

contractions can be made using

the verbs be and have.

REVIEW CONTRACTIONS WITH

HELPING VERBS

Have students explain how to use

helping verbs. Ask them what

punctuation is used to make

a contraction and where that

punctuation should be placed.

PROOFREAD

Have students correct errors in the

following sentences.

1. Im’ going to the mall. (I’m or I

am)

2. There willn’t be time left to go

to the store. (won’t or will not)

3. I do’nt like the circus. (don’t)

4. She wasnt nice. (wasn’t)

5. I amn’t going to come with

you. (am not or I’m not)

ASSESS

Use the Daily Language Activity

and page 81 of the Grammar

Practice Book for assessment.

RETEACH

Write the corrected predicates

from the Daily Language Activities

on index cards. Have students

form two teams. One team draws

a card and reads the verb. The

other team identifies the helping

verb and the main verb. If the

team misidentifies either verb, the

other team has a chance to correct

them. Whichever team calls out

the correct answer then draws the

next card.

Use page 82 of the Grammar

Practice Book for additional

reteaching.

Assess and ReteachReview and Proofread

Grammar Practice Book, page 79 Grammar Practice Book, page 80 Grammar Practice Book, pages 81–82




Kid Reporters at Work 341J

ELL Practice and

Assessment, 92–93

Fluency Assessment

En

d-o

f-W

ee

k A

sse

ssm

en

tAdminister the Test

Weekly Reading Assessment, Passage and questions, pages 157–164

ASSESSED SKILLS

• Compare and Contrast

• Vocabulary Words

• Word Parts: Inflected Verb Endings

• Main and Helping Verbs

• Words with Soft c and g

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: 102–122 words

correct per minute (WCPM).

Approaching Level Weeks 1, 3, 5

On Level Weeks 2, 4

Beyond Level Week 6

Alternative Assessments• Leveled Weekly Assessment for Approaching Level,

pages 165–172

• ELL Assessment, pages 92–93

Weekly Assessment, 157–164Assessment Tool

341K

VOCABULARY WORDS

VOCABULARY STRATEGY

Word Parts/Inflected Verb

Endings

Items 1, 2, 3, 4

IF...

0–2 items correct . . .

THEN...

Reteach skills, using the Additional

Lessons page T7.

Reteach skills: Go to

www.macmillanmh.com

Vocabulary PuzzleMaker

Evaluate for Intervention.

COMPREHENSION

Skill: Compare and Contrast

Items 5, 6, 7, 8

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

Lessons page T2.


GRAMMAR

Main and Helping Verbs

Items 9, 10, 11

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

page 82.

SPELLING

Words with Soft c and g

Items 12, 13, 14

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

www.macmillanmh.com

FLUENCY 98–101 WCPM

0–97 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

En

d-o

f-We

ek

Asse

ssme

nt

Kid Reporters at Work 341L



Phonics

Approaching Level Options

Objective Decode words with soft c and g

Materials • Student Book “Their Way All the Way”

DECODE WORDS WITH SOFT c AND g

Explain/Model

■ Explain that the letter c can have a hard k sound, as in cat, or a soft s

sound when the c comes before the letter e or i, as in cement.

■ Write city on the board and read it aloud. Explain that the word city

begins with a c followed by an i. When c is followed by i or e, the c has

a soft c or s sound. As you run your finger under the letters, say: The

sounds in this word are /s/ /i/ /t/ /ē/. When I blend the sounds together, I get

/sitē/. The word is city. Repeat with the word ice and have students join

you aloud. Provide constructive feedback if necessary.

■ Explain that the letter g can have a hard g sound as in good or a soft j

sound, usually when the g comes before the letter e or i, as in germ.

■ Write gel on the board and read it aloud. Explain that the word gel

begins with a g followed by an e. I know that usually when g is followed

by i or e, the g has a soft g or j sound. As you run your finger under the

letters, say: The sounds in this word are /j/ /e/ /l/. When I blend the sounds

together, I get /jel/. The word is gel.

MULTISYLLABIC WORDS WITH SOFT c AND g

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

first syllable as containing soft g, or /j/: gen. Have students repeat the

syllable, blend, and read the whole word several times.

■ Have student pairs work together to practice decoding longer words

with soft c and g. Write the following words on the board and ask

student pairs to copy them. Have them divide each word into syllables,

circle the soft c or g. Then ask students to organize the words by sound.

generator circus geography decide

engine sincere concern vegetable

fancy giraffe celebrate bridge

■ Check each pair or group for their progress and accuracy.

WORD HUNT: WORDS WITH SOFT c AND g IN CONTEXT

■ Review words with soft c and g. Have students search “Their Way All the

Way” to find words with soft c and g. Ask them to write the words and

cross out the letter that is silent.

■ Check to see if students have found such words as police, energy, and

age.

For each skill below,

additional lessons are

provided. You can use these

lessons on consecutive days

after teaching the lessons

presented within the week.

• Compare and Contrast, T2

• Word Endings, T7

• Study Skill: Using the

Library, T10

Additional Resources

To help students build

speed and accuracy with

reading multisyllabic

words, use the additional

decodable text on page 17

of the Teacher’s Resource

Book.

Decodable Text

If students have trouble

figuring out whether to

pronounce the c in a word

with a hard or soft sound,

write concert on the board

and say:

I notice that the first c

is followed by an o so I

know I must pronounce

that syllable with a hard

c, or /k/. The second c

is followed by an e so

I must pronounce that

syllable with a soft c, or

/s/. Let’s sound out and

say the word together:

/kon sûrt/.

Repeat as needed with

other words with soft c

and g.

ConstructiveFeedback

341M

Objective Read with increasing prosody and accuracy at a rate of 102–122 WCPM

Materials • Index cards • Approaching Practice Book A, page 92

WORD AUTOMATICITY

Have students make flashcards for the following words with soft c and

g: center, circus, ounce, once, cement, ginger, dance, glance, wedge, germs,

strange, arrange, spice, police, sponge, bridge, certain, village, badge, orange.

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 Practice Book A page 92. Tell students to pay close

attention and listen to your tempo as you read. Then read one sentence at

a time and have students echo-read the sentence, copying your tempo.

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

student reads aloud while the other repeats each sentence back. Have

students write down any words they could not pronounce or did not

understand. Circulate and provide constructive feedback, as necessary.

TIMED READING

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

passage on Practice Book A page 92. Students should

■ begin reading the passage aloud when you say “Go.”

■ stop reading the passage after one minute when you say “Stop.”

Keep track of miscues. Coach students as needed. Help students record

and graph the number of words they read correctly.

Vocabulary

Objective Apply vocabulary word meanings

Materials • Vocabulary Cards

VOCABULARY WORDS

Display the Vocabulary Cards for this week’s words: enterprising,

identified, persistence, and venture. Help students locate and read the

Vocabulary Words in Young Inventors. Review the definitions of each

word in the Glossary of the Student Book, and discuss the meanings.

Then have students reply to questions that can be answered with

vocabulary words. For example: Juan kept recopying his drawing until all

his lines were correct. What quality does this show about him? (persistence)


If students have

trouble maintaining the

appropriate tempo, have

them listen as you model

reading the passage aloud

at the correct tempo. Then

have them follow your

model to echo-read the

passage with you.

ConstructiveFeedback

Vocabulary Have

students demonstrate

their understanding of

the vocabulary words

by writing their own

original sentences using

enterprising, identified,

persistence, and venture.

Have students draw

pictures to accompany

their sentences. Review the

meanings of the words.

Have students take turns

sharing their sentences

with the class.

Kid Reporters at Work 341N


Vocabulary

Approaching Level Options

Review last week’s words

(ancestors, avoided,

injustice, numerous,

segregation, unfair,

unsuspecting) and this

week’s words (enterprising,

identified, persistence,

venture). Have students

use word cards to quiz one

another on definitions.

Objective Use inflected endings to understand word meanings

Materials • Student Book Kid Reporters at Work

WORD PARTS: INFLECTED VERB ENDINGS

■ Review how to use word parts to understand unfamiliar words. Have

students find verbs with inflected endings in Kid Reporters at Work, such

as the following: covered, visited, making, and improving. Have students

identify the root verb in each. Help them explain how the inflected

endings -ing and -ed changed the tense of the words in context.

Comprehension

Objective Understand compare and contrast

Materials • Student Book “Their Way All the Way” • Transparency 13

STRATEGYSUMMARIZE

Remind students that summarizing is restating the main ideas and

important details of a text.


Explain/Model

■ When you compare two or more people, things, or ideas, you tell how

they are similar.

■ When you contrast two or more people, things, or ideas, you tell how

they are different.

Display Transparency 13. Reread the article. Ask a volunteer to identify one

way in which Gidget and Jhordan are alike.

Think Aloud

Thinking about ways that the two girls in this article are

alike is comparing them. Thinking about ways they are different is

contrasting them. If I can compare and contrast the two girls, I know

that I have understood what the article is telling me.

Practice/Apply

Discuss the following questions:

■ Ask students to contrast the items Gidget gives to homeless kids and

police officers, with those that Jhordan gives to kids in the hospital.

■ Have students compare and contrast the charities started by Gidget and

Jhordan to other charities they have read or heard about.

Student Book, or Transparency 13

Gidget Schultz

Vocabularyidentified

enterprising

persistence

venture

Real World Reading

Gidget Schultz couldn’t bear to see kids living on

the streets near her Encinitas, California, home.

So Gidget, now 14, started her own charity.

Gidget’s Way gives backpacks, jackets, and school

supplies to homeless kids. Gidget also gives teddy

bears to local police to keep in their cars. Offi cers

give the bears to kids who are scared, sad, or hurt.

“Running Gidget’s Way is a full-time job,” says Gidget.

Jhordan Logan of New Castle, Indiana, identifi ed

a different need. She discovered there were hardly

any good books for kids to read at Riley Hospital for

Children in Indianapolis. Jhordan organized a Read It

Again drive that collected over 5,000 books. Another

program she started matches elementary school

students with nursing home residents.

Gidget and Jhordan share an enterprising, high-

energy attitude. “No matter what age you are, you can

always volunteer,” says Jhordan.

332

341O

Leveled ReaderLeveled Reader Lesson

Objective Read to apply strategies and skills

Materials • Leveled Reader Young Inventors • Student Book Kid Reporters at Work

PREVIEW AND PREDICT

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

chapter. Help them set a purpose for reading, write questions they have

about the story, and make predictions about the author’s purpose.

VOCABULARY WORDS

Review the vocabulary words as needed. Tell students to pay attention

to how inflected verb endings change the meanings of words.

STRATEGYSUMMARIZE

Remind students that recognizing how the text is organized can help

them to summarize it.


Remind students to pay attention to the way the author presents

information so that they can determine whether things are being

compared or contrasted. Read Chapter 1 with students.

Think Aloud In the first chapter, I read about the invention of braille

and the invention of television. If I compare these inventions, I notice

that they both transmit information. I also notice that one has to do

with words, and the other has to do with pictures. I need to put this

information on my Venn diagram.

READ AND RESPOND

Finish reading Young Inventors with students. Have students summarize

the selection, using the words first, next, and finally. Then review the most

important information from the selection about each kid and the work he

or she did.

MAKE CONNECTIONS ACROSS TEXTS

Invite students to discuss Kid Reporters at Work and Young Inventors.

■ Have students contrast Kid Reporters at Work with Young Inventors.

■ Ask students compare the characteristics of the kids mentioned in Young

Inventors and the two reporters in Kid Reporters at Work. Ask them to

decide which characteristics are more important to them.

Leveled Reader

Kid Reporters at Work 341P

Leveled Reader LessonVocabulary

On Level Options


As I read, I will pay attention to tempo.

Everyone needs money, even kids. Some kids get

8 allowances. And some enterprising kids work to earn extra

17 money. They have paper routes or run lemonade stands.

26 They shovel snow or mow grass. They baby-sit or pet-sit.

36 You may do these things yourself.

42 But some kids have jobs that are special. They are

52 dream jobs. These jobs are hard to get. They are so good

64 that you might do them for free!

71 If you love baseball, your dream job might be working

81 as a bat boy or girl. If you love performing, your dream job

94 might be working as an actor.

100 Why are dream jobs so hard to get? To begin with, there

112 aren’t many of these jobs. And there are many children

122 who want them. Laws also limit when, where, and how

132 many hours children can work. That’s good. In the 1800s,

141 kids often worked instead of going to school. Those kids

151 had hard lives. Laws make sure that can’t happen now. 161

Comprehension Check

1. How are dream jobs different from ordinary jobs? In which ways are they alike? Compare and Contrast

2. Name the main idea and supporting details in the last paragraph. Main Idea and Details

Words Read – Number of Errors = Words

Correct Score

First Read – =

Second Read – =

Dream jobs are so exciting that people will take these jobs even if they are unpaid. Like ordinary jobs, time and effort are required.

The main idea is that dream jobs are hard to get. There aren’t a lot of them for kids, many kids want them, and laws limit how kids can work.

Objective Apply vocabulary words and knowledge of inflected endings

Materials • Vocabulary Cards

VOCABULARY WORDS

Tell students that they will be creating a crossword puzzle. Display all of

the Vocabulary Cards. Guide students to find letters that match in words,

so that they can arrange two words down, and the other two across, with

a blank square for each letter. Students can then write a clue for each

down and each across word, using the definition as a guide.

WORD PARTS: INFLECTED VERB ENDINGS

Remind students that they can add -ed or -ing to many verbs without

making any other changes. Remind them that for verbs ending in a silent

e, they should drop the e before adding -ed or -ing. Write on the board

arrange, dedicate, and expose. Have students tell you how they would

change the words.

Study Skill

Objective Use library resources to find information

Materials • Magazines, electronic card catalog, and other library resources

USING THE LIBRARY

Encourage students to look through magazines or library resources for

ideas about a job they would like to have when they are older. Students

can then use an electronic card catalog to do a subject search about this

job. They must cite their sources and credit them accordingly.

Objective Read fluently with appropriate prosody at a rate of 102–122 WCPM

Materials • On Level Practice Book O, p. 92

REPEATED READING

Work with students to begin reviewing the Fluency passage on page 92

of Practice Book O. Remind them to pay attention to tempo as you read

the entire passage aloud. Then read one sentence at a time while students

echo-read the sentences.

Timed Reading Have students read the passage and record their reading

rate. Students should practice the passage throughout the week. At the

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

words they read correctly in one minute.

Fluency Reports

conclude that repeated

reading is valuable.

Rereading a text multiple

times helps readers

master the words, figure

out how the text should

sound, and come to

terms with relationships

and meanings. Most

importantly, over time,

the benefits of rereading

transfer to other texts.

Timothy Shanahan

Go to

www.macmillanmh.com

341Q




Materials • Leveled Reader Dream Jobs for Kids • Student Book Kid Reporters at Work

• Student Book “Their Way All the Way!”

PREVIEW AND PREDICT

■ Have students preview Dream Jobs for Kids. Ask them to write down

any questions they have about the selection.

■ Have them predict what kinds of work they think they will read about.

STRATEGYSUMMARIZE

Remind students that summarizing is retelling the material in their own

words.

Think Aloud When I read I can take the time to summarize the

material, I am reading. This means using my own words to state the

main idea and the details that support it.


When you compare two or more people, things, or ideas, you look for

similarities. When you contrast two or more people, things, or ideas, you

look for differences. Explain that students will fill in information about

comparing and contrasting in Venn diagrams.

READ AND RESPOND

Read Chapter 1. Pause to discuss the information the author includes

about various jobs that kids have. Have students talk about how the kids

and their jobs mentioned in that chapter might be similar or different. Fill

in the Venn diagram.

VOCABULARY WORDS

As they read Dream Jobs for Kids, ask students to point out the vocabulary

words as they appear. Discuss how each word is used. Ask students, What

qualities do you think an enterprising kid would have?

MAKE CONNECTIONS ACROSS TEXTS

Invite students to compare and contrast “Their Way All the Way!,” Kid

Reporters at Work, and Dream Jobs for Kids.

■ Ask students to explain which selection was the most interesting to read.

■ Ask students which selections tell about something they would most

enjoy doing. Ask them what they would least like to try.

ELLLeveled Reader

Go to pages

341U–341V.

Leveled Reader

Kid Reporters at Work 341R

Vocabulary


Beyond Level Options

Objective Apply vocabulary words

Materials • Dictionary

EXTEND VOCABULARY

Write each of the vocabulary words on the board at the top of a separate

column (identified, enterprising, persistence, venture). Tell students that they

are going to play a game with the vocabulary words. Ask them to think

up a sentence in seven minutes, using only seven words, including the

vocabulary word and a context clue to help identify it. For example, “The

girl’s ring was found and identified.” Have students do the same for each

word. Students may wish to share their sentences with a partner and use a

dictionary to check the word meanings.

Study Skill

Objective Use library resources to find information

Materials • Electronic card catalog and other library resources

USING THE LIBRARY

Point out that most materials in a library are listed in an electronic card

catalog. Students can search by author’s name, title, or subject. They

should follow the directions on the screen to look for what they need.

Encourage students to look through magazines and other library resources

to help them decide on two dream jobs they would like to research.

Students can then use a computer to do a subject search for each of

these jobs.

Objective Read fluently with appropriate prosody at a rate of 102–122 WCPM

Materials • Beyond Practice Book B, p. 92

REPEATED READING

Work with students to begin reviewing the Fluency passage on page 92

of Practice Book B. Remind them to change their tempo for each part

of the passage. Model reading aloud the entire passage adjusting your

tempo and tone of voice. Then read one sentence at a time while students

echo-read the sentences.

During independent reading time, partners can take turns echo-reading

the passage they have practiced reading together. Remind students that if

their partners make mistakes, they should give a hint, such as “Sound out

this word,” before they give their partners the correct word.

Using Research After

completing the library

activity, ask students to

write a paragraph on a

dream career. Ask students

to use information they

gathered in the library as

sources for writing their

paragraphs. Have students

answer the following

questions: What is your

dream job? Why would you

consider this your dream

job? What will you need

to do to get your job? Ask

for volunteers to read their

paragraphs aloud.

341S



Materials • Leveled Reader Kids Work

PREVIEW AND PREDICT

Have students preview Kids Work, predict what it is about, and set a

purpose for reading.

STRATEGYSUMMARIZE

Discuss what makes a good summary. Remind students to include only

important information in their summaries.

Think Aloud Summarizing retells a story or an article and highlights

important details. I can use my own words to help me remember the

material and make sure I understand the selection.


Ask a volunteer to explain what the terms compare and contrast mean

and tell why they are important for understanding a selection. Explain

that students will read Kids Work together, and identify similarities and

differences they notice among the jobs that kids can do.

READ AND RESPOND

As students read, they should identify similarities and differences in the

author’s description of jobs and fill in their Venn diagram.

VOCABULARY WORDS

Have students pay attention to vocabulary words as they come up. Review

definitions as needed.

Self-Selected Reading

Objective Read independently to identify similarities and differences

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

READ TO COMPARE AND CONTRAST

As students choose a book for independent reading, remind them to look

for details in the story that can be compared and contrasted.

Ask students to think about another story they have read that has a similar

theme. Invite them to compare and contrast the two stories by making

their own Venn diagram. Encourage volunteers to share their diagrams.

Leveled Reader

Kid Reporters at Work 341T

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

achieve (p. 330)

goals (p. 330)

reporter (p. 334)

interviewing skills (p. 334)

health care (p. 335)

mission (p. 336)

poverty (p. 337)

abuses (p. 337)

summarize (p. 333A)

compare/comparison (p. 333A)

contrast (p. 333A)

passage (p. 333A)

signal words (p. 333A)

writing form (p. 340)

expository (p. 341A)

reference materials (p. 341A)

paraphrase (p. 341B)

outline (p. 341B)

main verb/helping verb (p. 341I)

contractions (p. 341J)

For additional language

support and oral language

development, use the lesson

at www. macmillanmh.com

341U


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

comprehension skills

Materials

• ELL Leveled Reader

DAY 1 • Academic Language

• Oral Language and Vocabulary Review








• ELL Leveled Reader Comprehension Check and Literacy Activities

ELL Teacher’s Guide

for students who need

additional instruction

DEVELOP ORAL LANGUAGE

Build Background Write the words Top 10 Fun

Jobs on the board. Top 10 means the best 10. What

do you think are the top 10 fun jobs? Ask students

to discuss jobs and explain why. Record the jobs

mentioned.

Review Vocabulary Write the vocabulary and story support words on

the board and discuss the meanings. Describe a situation using a new

word. I was not good at swimming, but I practiced a lot and got better. I had

a lot of persistence. Ask students to use words in sentences.

PREVIEW AND PREDICT

Point to the cover photograph and read the title aloud. What are we going

to read about? What kinds of jobs do you think kids can do? Do a picture

walk to preview the kinds of jobs students will learn about.

Set a Purpose for Reading Show a Venn Diagram and remind students

they have used one before. Ask them to make a similar diagram to

compare and contrast kids’ jobs and adults’ jobs as they read.

Choose from among the differentiated strategies below to support

students’ reading at all stages of language acquisition.

Beginning

Shared Reading As you

read, model writing a list

of key information about

kids’ jobs. Model comparing

and contrasting kids’ jobs

and adults’ jobs. Fill in the

diagram with students.

Intermediate

Read Together Read the

first chapter. Help students

gather key information

about kids’ jobs and list

it. Take turns reading with

students. Model adding to

the list. Ask students to use

information to compare

and contrast and fill in their

diagrams.

Advanced

Independent Reading

After reading each day, ask

students to write a list of

key information about kids’

jobs. Have them use the

information to compare

and contrast kids’ jobs

and adults’ jobs and fill in

a diagram. Have partners

discuss their diagram.

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

group activities.

Fun JobsFun Jobs forfor KidsKids

by Dennis Fertig

Informational Nonfiction

Kid Reporters at Work 341V

Real World Reading KID - Ellis Familyellis2020.org/treasures/TG-treasures/unit3_week3_2.pdfReal...

Documents

Transcript of Real World Reading KID - Ellis Familyellis2020.org/treasures/TG-treasures/unit3_week3_2.pdfReal...