Download THEME 2 - Education Place

42595_044-045 7/18/03 8:20 AM Page 44
Theme
2
44
THEME 2:
Give It All You’ve Got!
42595_044-045 7/18/03 8:20 AM Page 45
EXTRA SUPPORT LESSONS FOR
Give It All You’ve Got!
Selections
1 Michelle Kwan:
Heart of a Champion
2 La Bamba
3 The Fear Place
4 Mae Jemison:
Space Scientist
THEME 2:
Give It All You’ve Got!
45
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THEME 2/SELECTION 1
Michelle Kwan: Heart of a Champion
SKILL FOCUS: STRUCTURAL ANALYSIS
25–30 MINUTES
Compound Words
Warm-Up/Academic Language..
Objectives
• read compound words
• use the Phonics/Decoding
Strategy to decode longer words
Materials
•
•
•
•
Teaching Master ES2-1
Practice Master ES2-1
index cards
Anthology: Michelle Kwan: Heart
of a Champion
Get Set for Reading
CD-ROM
Michelle Kwan: Heart of a
Champion
Education Place
www.eduplace.com
Michelle Kwan: Heart of a
Champion
Audio CD
Michelle Kwan: Heart of a
Champion
Audio CD for Give It All You’ve Got!
Lexia Phonics
CD-ROM
Intermediate Intervention
46
THEME 2:
Give It All You’ve Got!
Explain that in order to make a compound word, you put together
smaller words. For example, to create the compound word chalkboard, put together the words chalk and board.
Teach.
Write the following words on the board. Have students write each word
on a separate card.
hand
bag
base
ball
sun
shine
Help students pair words so that they form the compound words handbag, baseball, and sunshine.
hand
bag
sun
base
shine
ball
Explain that it is often possible to figure out what a compound word
means by combining the meanings of the two smaller words. Point out
that chalkboard means “a board for writing on with chalk.” Ask students to figure out the meanings of handbag, baseball, and sunshine
by combining the meanings of the smaller words.
42595_046-085 7/18/03 8:23 AM Page 47
Guided Practice.
Display or distribute Teaching Master ES2-1.
Teaching Master ES 2-1
Teaching Master ES 2–1
Michelle Kwan: Heart of a Champion
Compound Words
Read the first item aloud, and point to the picture of the raincoat.
1. If you think it’s going to rain,
Explain that by putting together the underlined words rain and coat,
you should wear this coat.
raincoat
students can make the compound word raincoat. Write raincoat on
the line next to its picture.
2. You cook it in a pan, and it
looks like a very flat cake.
pancake
Repeat this exercise with the remaining items. Ask students to use pic-
3. You pop this kind of corn
before eating it.
popcorn
ture clues and what they have learned about compound words to write
each answer and discuss its meaning.
4. Aim at the basket with this ball.
basketball
Copyright © Houghton Mifflin Company. All rights reserved.
5. You’ll need to do at home the
work you don’t finish at school.
homework
Practice/Apply..
Distribute Practice Master ES2-1 to students.
6. If you’re looking for a place
to put a book, try this shelf.
bookshelf
Review the directions with students.
Grade 5
TMES 2–1
Theme 2: Give It All You’ve Got!
Ask students to complete the Practice Master independently.
Check students’ responses to make sure they understand how to read
Practice Master ES 2-1
compound words.
Practice Master ES 2–1
Michelle Kwan: Heart of a Champion
Name
LITERATURE FOCUS:
10–15 MINUTES
SNOW
FLAKE
Compound Words
Preview Michelle Kwan:
Circle the compound word in each of the sentences below.
Then write down the two words used to form the compound word.
1. Annie ran downstairs to answer the phone.
Heart of a Champion Segment 1
down
SELECTION 1:
end
3. The lifeguard warned that she’d kick us out of the pool if we
guard
life
didn’t stop splashing.
with students Segment 1 of Michelle Kwan: Heart of a Champion
(pages 138–143).
4. I put on a sweatshirt so that I wouldn’t get cold while I
sweat
waited for the bus.
shirt
5. The streetlight was on even though it was the middle of
Copyright © Houghton Mifflin Company. All rights reserved.
pages 140 and 143.
week
this weekend.
Refer to the bottom of page 139 in the Teacher’s Edition and preview
Note the suggestions in the Extra Support boxes on Teacher’s Edition
stairs
2. My soccer team will play its first game of the season
the day.
light
street
6. My mom always recycles the newspaper after she
reads it.
paper
news
7. The airplane flew so low over our house that it made the
windows rattle.
air
plane
8. Hannah used a paperclip to keep the pages of her report
together.
Grade 5
paper
Theme 2: Give It All You’ve Got!
clip
PMES 2–1
Michelle Kwan: Heart of a Champion
47
5XH0048.pdf 7/18/03 8:25 AM Page 48
THEME 2/SELECTION 1:
Michelle Kwan: Heart of a Champion
SKILL FOCUS: COMPREHENSION
25–30 MINUTES
Fact and Opinion
Warm-Up/Academic Language..
Objectives
• identify facts
• identify opinions
• distinguish between facts and
opinions when considering an
author’s viewpoint
Explain that a fact is a statement that can be proven to be true or
false. It is possible to check whether a fact is true or false using
a reference source such as a dictionary or encyclopedia. Explain
that an opinion is a statement that tells what someone thinks,
feels, or believes. It is possible to agree or disagree with an opinion, but not to prove it either true or false.
Materials
• Teaching Master ES2-2
• Practice Master ES2-2
• dictionary or other reference
source for checking facts
• Anthology: Michelle Kwan: Heart
of a Champion
Teach..
Say these sentences: A spider has eight legs. Spiders are beautiful.
Model how to analyze the first sentence: A spider has eight legs.
I think the first statement is a fact, so I’ll try to find it in a reference book. I’ll look up the word spider in my dictionary. Here it
is—it says that a spider has eight legs and a body that is divided
into two parts. This proves that the first statement is a fact.
Repeat this procedure with the second sentence: Spiders are beautiful.
Ask students if they think the second sentence is a fact or an opinion.
Explain that it’s possible to either agree or disagree with this sentence.
Some people think that spiders are beautiful, and others might not.
Because the second sentence states a thought or belief, it is an opinion
and not a fact.
Write the following sentences on the board:
I think this spider is prettier than that one.
You should like spiders. They are the best!
48
THEME 2:
Give It All You’ve Got!
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Point out the words think, prettier, should, and best. Tell students that
Teaching Master ES 2-2
words such as believe, think, should, feel, and best are clues that a statement could be an opinion.
Teaching Master ES 2–2
Michelle Kwan: Heart of a Champion
Fact and Opinion
Guided Practice.
Display or distribute Teaching Master ES2-2. Point out that the text
Scotty Powell is a better
But Wes Garcia has won two
skater than Wes Garcia.
opinion
world championships. Scotty
Powell hasn’t won any.
fact
Powell can jump six
inches higher than Garcia
fact
can.
shows a conversation between two children.
In the last competition,
Powell got higher scores
Invite students to take turns reading aloud the statements in the speech
than Garcia did.
fact
Garcia is a more artistic
skater than Powell is.
opinion
Garcia should have scored
higher than Powell in that
competition.
opinion
balloons. Ask for a second reading of the text.
Ask students to identify each sentence as a fact or an opinion, and to
Copyright © Houghton Mifflin Company. All rights reserved.
explain how they know that the sentence is a fact or an opinion.
Have students summarize the differences between facts and opinions.
Practice/Apply..
Distribute Practice Master ES2-2 to students.
Grade 5
TMES 2–2
Theme 2: Give It All You’ve Got!
Review the directions so students understand that they need to write
Practice Master ES 2-2
both a fact and an opinion about each pictured item.
Practice Master ES 2–2
Have students complete the Practice Master independently.
Michelle Kwan: Heart of a Champion
Name
Check students’ responses to make sure that they understand how to dis-
Fact and Opinion
tinguish facts and opinions.
For each of the pictured items below, write two sentences. In the first
sentence, state a fact about the item. In the second sentence, state an
opinion. Answers will vary, but should contain one
factual sentence and one opinion sentence.
1. the weather
LITERATURE FOCUS:
10–15 MINUTES
2. the food in the cafeteria
Preview Michelle Kwan: Heart
3. two basketball players
Refer to the bottom of page 139 in the Teacher’s Edition and preview
with students Segment 2 of Michelle Kwan: Heart of a Champion
(pages 144–150).
Copyright © Houghton Mifflin Company. All rights reserved.
4. the mouse
of a Champion Segment 2
5. the shirt
6. the poster
Grade 5
Theme 2: Give It All You’ve Got!
PMES 2–2
Note the suggestions in the Extra Support boxes on Teacher’s Edition
pages 147 and 150.
SELECTION 1:
Michelle Kwan: Heart of a Champion
49
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THEME 2/SELECTION 1:
Michelle Kwan: Heart of a Champion
SKILL FOCUS: STRUCTURAL ANALYSIS
25–30 MINUTES
Compound Words
Teach.
Write the following on the board:
Objectives
• identify the two words that make
up a compound word
• read compound words and
recognize their meanings
• use the Phonics/Decoding
Strategy to decode longer words
Materials:
• index cards
• Anthology: Michelle Kwan: Heart
of a Champion
Michelle did not carry a heavy backpack to school.
Ask students to identify what is unusual about the underlined word.
Explain that two base words have been combined to form a new word,
called a compound word. Draw a line between the two base words so
students can see its parts. Remind students that identifying two base
words in a compound word can help them decode it more quickly.
Take students through the process using this sentence:
I still have homework to finish, so I’ll eat breakfast later.
Model how to decode homework with this Think Aloud:
When I read I still have _____, I can’t read this word right
away, so I’ll look at it carefully for a part I know, such as
a base word, and cover the rest of the word. I know home.
Now I’m going to look at the other part of this word. I
know the base word work. I can read home and I can
read work. When I read the parts together, I get the word
homework.
50
THEME 2:
Give It All You’ve Got!
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Continue modeling with the word breakfast. Then, help students develop a strategy for decoding compound words. For example:
1. Find the two small words.
2. Think about the meaning of each small word.
3. Put the two small words together.
Practice.
Help students practice identifying visual patterns of compound words.
newspaper
wastebasket
sidewalk
popcorn
downstairs
sweatshirt
lifeguard
weekend
haircut
Discuss the meaning of each word. Explain that sometimes the meanings
of the smaller words help to define the whole word. Ask students to
come to the board and draw a line between the two base words, say
each one, then say the whole word and use it in a sentence.
Apply..
Write these words on index cards:
basketball
airplane
postcard
pancake
notebook
rainbow
ripoff
watermelon
understand
Cut the cards into two parts. Have students match parts and write
sentences using the compound words.
LITERATURE FOCUS:
10–15 MINUTES
Review Michelle Kwan:
Heart of a Champion
Guide students through the Comprehension Skill Lesson for Fact and
Opinion on page 141 in the Teacher’s Edition.
SELECTION 1:
Michelle Kwan: Heart of a Champion
51
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THEME 2/SELECTION 1:
Michelle Kwan: Heart of a Champion
SKILL FOCUS: GRAMMAR
10–15 MINUTES
Common and Proper Nouns
Teach.
Develop a chart with these headings:“People,”“Places,” and “Things.”
Objective
• identify common and proper
nouns
Materials
• index cards
Encourage students to supply words for each category. Remind students
that the people, places, and things are not specific, for example uncle,
not Uncle Pat. Help students understand that since these nouns don’t
name a particular person, place, or thing, they are called common
nouns.
Remind the students that nouns are naming words, and a common noun
names a person, place, or thing, such as coach, skater, and weekday.
Write the following sentences on the board:
I think my coach is the best in the country.
Michelle wanted the challenge of getting into
the 1994 Olympics.
Point out that that the nouns in the first sentence do not name any particular coach or country. Coach and country are general names.
Reread the second sentence and note that the nouns name a particular
skater, Michelle, and a particular event, the 1994 Olympics. Explain that
a noun that names a particular person, place, or thing is a proper noun,
and that proper nouns begin with capital letters.
Practice.
Have each student write the words common and proper on index cards.
As students take turns reading aloud paragraphs on page 146 sentence
by sentence, have their classmates raise the card that identifies each
noun they hear. You may wish to write the nouns in the correct category on the chalkboard as students respond.
Stop periodically and ask students to explain their decisions. Have them
explain the difference between a common and a proper noun.
Apply..
Instruct students to work in pairs as they look for at least ten examples
of common and proper nouns in Michelle Kwan: Heart of a Champion.
Ask students to create a chart to record their findings.
52
THEME 2:
Give It All You’ve Got!
42595_046-085 7/18/03 8:29 AM Page 53
SKILL FOCUS: GRAMMAR
10–15 MINUTES
Singular and Plural Possessive
Nouns
Objectives
Teach.
Review with students that a noun can be singular or plural. List these
nouns: coach, judges, ice rink, women. Ask students which nouns are
singular and which are plural. Tell students that all these nouns are able
to show ownership or possession.
• identify singular possessive
nouns
• identify plural possessive nouns
Materials
• index cards
• Leveled Reader: Meet Yo-Yo Ma
Write these examples on the board:
the coach’s training plan
the ice rink’s manager
the judges’ decision
women’s skating
Point to coach’s, ice rink’s, judges’, and women’s. Explain that they are
possessive nouns. Explain that an apostrophe and s added to a singular
noun turns it into a possessive noun—a noun that shows ownership.
Explain that the judges’ decision is a short way of saying the decision of
the judges. Explain that since judges is a plural noun ending in s, only
an apostrophe is added to make it possessive. A plural noun like women
that does not end in s forms the plural with an apostrophe and s.
Practice.
Have students write a singular noun on one index card and a plural noun
on another. Have a student hold up a noun card. Ask a volunteer to spell
the possessive form of the noun and use it in a sentence. Repeat the
procedure with the remaining nouns.
Apply..
Have students list ten singular and plural possessive nouns.
LITERATURE FOCUS:
10–15 MINUTES
Preview Meet Yo-Yo Ma
Walk students through Meet Yo-Yo Ma. Discuss the illustrations using
words such as musician and cello. Have students make statements of
fact and opinion using the illustrations.
SELECTION 1:
Michelle Kwan: Heart of a Champion
53
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THEME 2 /SELECTION 1:
Michelle Kwan: Heart of a Champion
SKILL FOCUS: COMPREHENSION
25–30 MINUTES
Fact and Opinion
Teach.
Display this graphic organizer:
Objectives
• explain what a fact is
• explain what an opinion is
• distinguish between fact and
opinion
Materials
• Anthology: Michelle Kwan: Heart
of a Champion
• Leveled Reader: Meet Yo-Yo Ma
FACT
a statement that can be
proven true or false
OPINION
a judgment that often
contains clue words such
as I believe, I think, best,
should, seem, or probably
Review with students that a fact is a statement that can be proven true
or false. It often includes numbers, years, or figures. Ask students to
name some facts about sports. List the facts on a chart.
Review with students that an opinion cannot be proven true or false and
often contains clue words such as I believe, I think, best, should, seem,
or probably. Ask students for opinions—theirs or someone else’s—
about sports. List the opinions on the chart.
Invite students to follow along as you read the last paragraph on page
139 aloud. Model how to distinguish between a fact and an opinion.
On page 139 of Michelle Kwan: Heart of a Champion, I
read Michelle’s own words: “I had this burning desire to
compete in the big time.” Thinking about this sentence, I
decide it is a fact because it contains Michelle’s own
words about herself. Reading more, I see that Michelle
names Olympic champions she wants to compete against.
She comments that she knows herself and her skating. I
think that’s an opinion. From personal experience, I know
that sometimes we really don’t know ourselves.
54
THEME 2:
Give It All You’ve Got!
42595_046-085 7/18/03 8:31 AM Page 55
Practice.
Discuss the following statements, based on pages 139 and 140 of the
selection. Ask students to decide whether they are facts or opinions,
and to give their reasons.
1. (p. 139) Michelle has a sister, Karen, and they practice skating at Ice
Castles. (F)
2. (p. 140) If we worked hard all year, I’d have a good chance of winning
the Junior Nationals in 1993. (O)
3. (p. 140) I took the Senior test. (F)
4. (p. 140) I felt like I knew me better than anyone else. (O)
5. (p. 140) Frank is one of the greatest coaches in the world. (O)
6. (p. 140) I passed, no problem. (O)
Apply.
Have students keep track of fact and opinion, with an eye to distinguishing between the two, in the Leveled Reader selection Meet Yo-Yo Ma
by Meish Goldish. Ask students to complete the questions and activity
on the Responding page.
LITERATURE FOCUS:
10–15 MINUTES
Revisit Michelle Kwan: Heart
of a Champion and Meet
Yo-Yo Ma
Guide students through Michelle Kwan: Heart of a Champion and Meet
Yo-Yo Ma, helping them to identify statements of fact and opinion.
Also, help them to look for compound words. As examples, you may
wish to point out words such as homework on page 150 of Michelle
Kwan: Heart of a Champion, and the words everywhere and superstar on pages 3 and 22 of Meet Yo-Yo Ma.
SELECTION 1:
Michelle Kwan: Heart of a Champion
55
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THEME 2/SELECTION 2
La Bamba
SKILL FOCUS: STRUCTURAL ANALYSIS
25–30 MINUTES
Roots spec/t and opt
Warm-Up/Academic Language.
Objectives
• read words with spec/t and opt
• use the Phonics/Decoding
Strategy to decode longer words
Materials
• Teaching Master ES2-3
• Practice Master ES2-3
• Anthology: La Bamba
Write the words inspect and optometrist on the board. Read each
word aloud, emphasizing the word roots spect and opt. Circle
spect in inspect. Tell students that spec or spect means “to
look.” Circle opt in optometrist. Tell students that opt means
“eye.” Point out that recognizing word roots can help students
read and understand longer words.
Teach.
Explain that inspect means “to look in, or at, something very closely.” Tell
students that optometrist means “a person who examines eyes.”
Read these sentences: The optometrist thinks glasses will help me see
better. Now I can inspect objects I couldn’t look closely at before.
Point to inspect and remind students that knowing what the word root
Get Set for Reading
CD-ROM
spec or spect means helps them understand that the word has to do
with looking or seeing. Then point to optometrist and remind students
that knowing what the word root opt means helps them understand
that the word has to do with the eyes or eyesight.
Write the following chart on the board:
La Bamba
Education Place
www.eduplace.com
La Bamba
Audio CD
La Bamba
Audio CD for Give It All You’ve Got!
Lexia Phonics
CD-ROM
Intermediate Intervention
56
THEME 2:
Give It All You’ve Got!
Sample Word Word Root Meaning of Root Meaning of Word
spectator
spec or
a person who
“to look”
looks at, or
spect
watches, an
event
optician
opt
“eye”
a person who
makes or sells
eyeglasses
42595_046-085 7/18/03 8:35 AM Page 57
Model how to figure out the meaning of spectator using this sentence:
Teaching Master ES 2-3
The spectator sat on the bleachers while the tennis match took place.
Teaching Master ES 2–3
La Bamba
Roots spec/t and opt
After I tripped over the dog,
stepped on my brother, and walked
into the kitchen wall, Dad got worried.
I see the root spec or spect in the word spectator, so I
know it must have something to do with “looking.” The
sentence is about someone who doesn’t take part in an
event, so I think a spectator is someone who looks at or
watches it instead.
“I suspect you may need glasses,”
Dad said to me.
“Dad’s right,” my brother agreed,
holding his foot.
“I’m taking you to the optometrist,
Dr. I. Sight,” Dad announced.
“Will that hurt?” I asked, getting nervous.
“Don’t be silly, she’ll only examine your eyes.” Dad
was right. The eye doctor was nice. She even liked the
polka-dot glasses I picked out.
Dad didn’t like them, though. “I respect your taste,”
he sighed, “but I’d prefer something without stripes.”
“Stripes?” I asked, surprised. ”Dad, I think you
Repeat this procedure with optician, and the sentence: When I went to
Words with spec/t or opt
Meaning
suspect
buy eyeglasses, the optician showed me all around her store.
to believe without being
sure; to suppose
a person who examines
eyes
to honor or admire; to
value or appreciate
optometrist
respect
Guided Practice.
Display or distribute Teaching Master ES2-3. Read it with students.
Copyright © Houghton Mifflin Company. All rights reserved.
might need glasses too!”
Grade 5
TMES 2–3
Theme 2: Give It All You’ve Got!
Have students raise their hands each time they hear a word that contains
Practice Master ES 2-3
spec/t or opt. When students identify suspect, optometrist, and respect,
write them in the chart. Ask students what they think each word
means. Write each definition in the correct column.
Practice Master ES 2–3
La Bamba
Name
Roots spec/t and opt
Practice/Apply..
Distribute Practice Master ES2-3 to students.
Complete each sentence with the correct word from the box below.
suspect
optician
Encourage students to use context clues, as well as what they have
10–15 MINUTES
inspect
spectator
a person who is
spectacles
optician
A person who makes eyeglasses is called an
.
The image you see in the trick mirror isn’t real, it’s an
optical
I was a
happened.
Copyright © Houghton Mifflin Company. All rights reserved.
LITERATURE FOCUS:
respect
Since my eyesight is getting worse, I will use
to help me see better.
Have students complete the Practice Master independently.
read words with spect/t and opt.
optometrist
optical
I look up to her because I
honest and works hard.
learned about the meanings of spec/t and opt, to choose the best word
to complete each sentence.
Check students’ responses to make sure that they understand how to
respect
spectacles
illusion.
spectator
at the event so I saw what
Before I bit into it, I looked closely at the apple to
inspect
it for worms.
suspect
I see crumbs around your mouth, so I
that you ate my cookie.
Dad took me to the
examine my eyes.
Grade 5
optometrist
Theme 2: Give It All You’ve Got!
so the doctor could
PMES 2–3
Preview La Bamba Segment 1
Refer to the bottom of page 163 in the Teacher’s Edition and preview
with students Segment 1 of La Bamba (pages 163–171).
Note the suggestions in the Extra Support boxes on Teacher’s Edition
pages 164, 169, and 170.
SELECTION 2:
La Bamba
57
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THEME 2/SELECTION 2:
La Bamba
SKILL FOCUS: COMPREHENSION
25–30 MINUTES
Story Structure
Warm-Up/Academic Language..
Objectives
• identify elements of a story,
including the setting, characters,
and plot
• discuss the relationship of one
story element to another
Materials
• Teaching Master ES2-4
• Practice Master ES2-4
• Anthology: La Bamba
Explain that every story has certain features, or story elements.
These include a story’s characters, setting, and plot. Explain that
characters are whom the story is about. The setting is where
the story takes place. The plot is what happens during the story.
Mention that the plot often includes a problem and solution.
Teach
Read aloud the following story:
Olivia woke up to the sound of the telephone ringing. She
picked up the phone.“Hello?” she said sleepily.
“Good morning!” said her friend Jake.“Isn’t it a great day?”
“A great day?” Olivia asked, groaning.“We have to present our
report today. I wish we’d had more time to practice!”
Jake burst out laughing.“You haven’t looked out your window
yet, have you? Take a look,” he said.
Olivia lifted the shade and looked out.“There must be a foot of
snow out there,” she said happily.“I guess I slept through a snowstorm last night.”
Jake laughed,“That’s right! And now school’s cancelled, so we
have one more day after all!”
Write the following on the board without the answers:
Olivia and Jake (Characters)
Olivia’s room on a snowy morning (Setting)
Olivia wishes for an extra day to practice. (Plot: problem)
A snowstorm cancels school. (Plot: event)
Olivia and Jake get an extra day to practice. (Plot: solution)
58
THEME 2:
Give It All You’ve Got!
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Read the text on the board aloud. Then read each item separately, and
Teaching Master ES 2-4
have students identify each item as characters, setting, or plot. For
items that are part of the plot, ask students to identify whether it is a
problem, event, or solution.
Teaching Master ES 2–4
La Bamba
Story Structure
At recess, Jim and Tania raced across the soccer
field, kicking a ball between them. Suddenly, Tania
slipped on something and fell.
Label the text on the board with its correct element.
She got up, dusted herself off, and looked to see
what made her fall. She found a small green bag, halfhidden in the grass. Curious, Tania looked inside.
Guided Practice.
Display or distribute Teaching Master ES2-4.
“Jim, come quick!” she called. Inside the
bag was a fistful of hundred-dollar bills.
Read the story with students.
Characters
Tania and Jim
Guide students in identifying the characters, setting, and plot elements
Plot
1. Jim and Tania are playing soccer, when Tania falls.
2. Tania finds the bag that made her fall.
3. The bag is full of money.
4. Tania and Jim take the bag and call the police.
Holding the bag tightly, they ran to call
the police.
Write the answers in the appropriate columns of the chart.
Copyright © Houghton Mifflin Company. All rights reserved.
within the story.
Setting
a soccer field
Problem
Tania finds a bag full of money.
Solution
Tania and Jim take the bag and call the police.
Practice/Apply..
Distribute Practice Master ES2-4 to students.
Grade 5
TMES 2–4
Explain the directions and discuss the sample answer so that students
Practice Master ES 2-4
understand what they are to do.
Practice Master ES 2–4
Have students complete the Practice Master independently.
Story Structure
Label each picture below with either Characters, Setting, Event,
Problem, or Solution. One picture has been done for you.
identify setting, character, and plot elements.
1.
Preview La Bamba Segment 2
on Teacher’s Edition page 174.
4.
3.
Setting
Event
5.
Problem
Copyright © Houghton Mifflin Company. All rights reserved.
with students Segment 2 of La Bamba (pages 172–175).
Note the suggestions in the Extra Support box
2.
Characters
10–15 MINUTES
Refer to the bottom of page 163 in the Teacher’s Edition and preview
La Bamba
Name
Check students’ responses to make sure that they understand how to
LITERATURE FOCUS:
Theme 2: Give It All You’ve Got!
6.
Solution
Event
Now find the sentence that describes what happens in each picture.
Write the number of the picture next to its sentence.
2
3
We were at the lake in Memorial Park.
1
Today I made a new friend. Her name’s Ellen, and she’s my age.
5
We wheeled our bikes back toward the parking lot, where our
parents were waiting for us.
4
6
But then Ellen’s bike got a flat tire.
We had a great time riding our bikes on the bike path.
Her mom fixed Ellen’s flat tire!
Grade 5
Theme 2: Give It All You’ve Got!
SELECTION 2:
PMES 2–4
La Bamba
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THEME 2/SELECTION 2:
La Bamba
SKILL FOCUS: STRUCTURAL ANALYSIS
25–30 MINUTES
Roots spec/t and opt
Teach.
Write the following list of words on the board: respect, spectacle, suspect,
Objectives
• identify the roots spec/t and opt
in words
• use the roots spec/t and opt as
an aid to decoding for meaning
Materials
• Anthology: La Bamba
inspect, spectator, spectacular. Ask students if they can see anything
alike in all of the words. Underline the root spec/t in each word.
Tell students that the word part spec/t is called a word root. The root
spec/t means “to see.” Explain that recognizing this root in unfamiliar
words can help students decode new words. Also point out that most
words with this word root have a similar meaning. They are related,
like members of the same family. Use a Think Aloud to model the
process of figuring out the meaning of the root spec/t.
When I read about a sports event, I often read
about “spectators” watching the game or about the “spectacle” of a player scoring a hard-won goal. Spectators must
be the people who watch the game; spectacle means
“something that is seen,” or “a sight.”
It looks like both words have something to do with
seeing. I think the root spec/t means “to see.” Next time I
see an unfamiliar word with this root, I will use what I
know about it to help myself figure out the word.
Use a process similar to that above to discuss the root opt with the following list of words: optical, optician, optimist, option. Help students
to recognize that the words all have something to do with “eye.”
60
THEME 2:
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Practice.
Have students copy the following sentences:
1. I asked an optician to fix my broken eyeglasses.
2. Manuel inspected the record after he dropped it.
3. When the principal walked into the room, everyone stood to show
respect.
4. Next year Manuel has the option of volunteering for the talent show
or not raising his hand.
5. The audience thought Manuel’s act was spectacular.
Ask them to underline words with the root spec/t or opt, and discuss the
meanings of the words in context.
Apply..
Instruct students to write a paragraph in which they include three
words with the root opt or spec/t. Have students underline the root in
each word. Invite students to read their paragraphs aloud in small
groups.
LITERATURE FOCUS:
10–15 MINUTES
Review La Bamba
Guide students through the Comprehension Skill Lesson for Story
Structure on page 173 in the Teacher’s Edition.
SELECTION 2:
La Bamba
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THEME 2/SELECTION 2:
La Bamba
SKILL FOCUS: GRAMMAR
10–15 MINUTES
Action Verbs
Teach.
Have students look through the story illustrations in La Bamba, and dic-
Objectives
• identify verbs
• identify action verbs
• use action verbs
tate simple sentences that describe what they see, such as Manuel
drops the record. Write their responses on the board.
Explain that an action verb tells that something is happening or has
happened. It helps make readers feel as if they are at the scene of an
event. Ask students to identify the verb in each sentence on the board.
You might want students to act out the action named by some of the
action verbs students used in their sentences.
Help students identify some of the action verbs that appear on page 167
of the story, such as walked, raised, waited, inhaled, blew. Then ask
students to read the sentences in which those verbs appear.
Practice.
Work with students to identify some more action verbs from page 168 of
the story, such as prayed, wired, told, practiced, pressed. Write these
words on the board. Ask students to read the sentences in which those
verbs appear.
Invite volunteers to come up and mime other action verbs for their
classmates to identify. Add those action verbs to the list. Have students
use each verb in a sentence.
Apply..
Provide students with a list of ten action words from the selection.
(kicked, muttered, twirled, discovered, raced, commanded, shivered,
maneuvered, clapped, jumped) Have them write their own sentences
using each of the words. Ask students to share their sentences with the
group.
62
THEME 2:
Give It All You’ve Got!
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SKILL FOCUS: GRAMMAR
10–15 MINUTES
Direct Objects
Teach.
Say this sentence: Manuel pantomimed the song.
Objective
Explain that a noun often comes after an action verb in a sentence. The
noun is needed to tell what or who receives the action of the verb.
Explain that this noun is called the direct object. A direct object completes the meaning of a sentence. The direct object is song.
• identify nouns used as direct
objects
Materials
• Leveled Reader: Victor Sews
Write the following sentences on the board:
1. That night, Manuel washed the dishes.
2. He pressed the wire to the battery.
3. Mr. Roybal ripped the needle across the record.
Point to the first sentence and ask: What did Manuel wash? Explain that
dishes is the direct object of the verb washed; it receives the action of
washing. Draw an arrow from the verb to the direct object. Repeat the
process with the second and third sentences.
Practice.
Have two different colors of chalk available.Write five sentences from
the selection that contain direct objects on the board.
Ask students to read the sentences, identify the action verb, and underline
it. Then have them find the direct object, circle it in the second color
of chalk, and draw an arrow from the action verb to the direct object.
Apply..
Have students find five more sentences in the selection that contain
direct objects and repeat the procedure above.
LITERATURE FOCUS:
10–15 MINUTES
Review Victor Sews
Walk students through Victor Sews. Discuss the illustrations, using words
such as sewing and tailor. Have students predict story structure elements using the illustrations. They can predict what will happen using
terms such as characters, setting, plot, problem, and solution.
SELECTION 2:
La Bamba
63
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THEME 2/SELECTION 2:
La Bamba
SKILL FOCUS: COMPREHENSION
25–30 MINUTES
Story Structure
Teach.
Display the following text without the answers.
Objectives
• identify story characters, setting,
and plot
• recognize a story’s structure
Who’s in the story? (characters)
Where does it take place? When? (settings)
Materials
• Anthology: La Bamba
• Leveled Reader: Victor Sews
What happens? (plot, including a problem and solution)
How does it end? (outcome)
Ask students to discuss a story they all know and record the main characters, setting, and story events. Use student responses to model identifying story structure: We know that this story takes place in _____ .
(Write the setting on the board.) This is the setting. Continue until all
the elements have been mentioned.
Use clues to review the concepts. For example, say: The plot, including
the problem and solution, tells what happens. Explain that most stories have a plot, characters, and settings.
Practice.
Have students determine the story structure of La Bamba.
1. Who is the story about? (Manuel, Benny, his father, other students)
2. Where does it take place? (home, school cafeteria)
3. What is the problem? (Manuel is worried about doing well as he pantomimes the song “La Bamba” for the talent show.)
4. What happens? (Manuel is ready, but at the concert the record sticks,
and he has to repeat his movements over and over. Everyone laughs
and Manuel is embarrassed.)
5. How is the problem solved? (Manuel realizes that no one thought it
was a mistake, and he is a big hit.)
64
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Apply..
Have students keep track of story structure, with an eye to identifying
different story elements, in the Leveled Reader selection Victor Sews by
Lee S. Justice. Ask students to complete the questions and activity on
the Responding page.
LITERATURE FOCUS:
10–15 MINUTES
Revisit La Bamba and
Victor Sews
Guide students through La Bamba and Victor Sews, helping them identify story structure elements in both stories. Students can use story
element terms such as characters, setting, plot, problem, and solution.
Also, help students look for words with the roots spec/t and opt. As an
example, you may wish to point out the word optics on page 175 of
La Bamba.
SELECTION 2:
La Bamba
65
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THEME 2/SELECTION 3
The Fear Place
SKILL FOCUS: STRUCTURAL ANALYSIS
25–30 MINUTES
Suffixes -ward and -ous
Warm-Up/Academic Language..
Objectives
• read words with -ward and -ous
• use the Phonics/Decoding
Strategy to decode longer words
Materials
• Teaching Master ES2-5
• Practice Master ES2-5
• cards with -ous and -ward, and a
card with an arrow for each
student
• Anthology: The Fear Place
Explain that suffixes are word parts that can be added to the ends
of base words to make new words. The suffix -ward means “in a
certain direction.” The suffix -ous means “full of.”
Teach.
Write the following words on the chalkboard: downward, skyward.
Circle the suffix -ward in the first word. Remind students that -ward
means “in a certain direction.” Give the card with an arrow to a
volunteer. Ask the student to hold the card so that the arrow points in
a downward direction. Repeat the exercise using the word skyward.
Write the following words on the chalkboard: dangerous, joyous.
Circle the suffix -ous in the first word. Remind students that -ous means
“full of.” Read each word aloud and ask students to raise their hands
when you read the word that means “full of danger.” Repeat the exercise using the definition “full of joy” for the word joyous.
Model how to figure out the meaning of upward.
Get Set for Reading
CD-ROM
The Fear Place
Education Place
www.eduplace.com
The Fear Place
Audio CD
The Fear Place
Audio CD for Give It All You’ve Got!
Lexia Phonics
CD-ROM
Intermediate Intervention
66
THEME 2:
Give It All You’ve Got!
I know that the suffix -ward means “in a certain direction.”
When I add this suffix to the base word up, it forms a new
word that must mean “in the direction of up.”
42595_046-085 7/18/03 8:45 AM Page 67
Create the following chart on the board and have students give the
Teaching Master ES 2-5
meanings of -ward and -ous. Guide students in decoding the meanings
of the words in the chart. Ask students to provide other words that end
in -ward and -ous, and add them and their definitions to the chart.
Teaching Master ES 2–5
The Fear Place
Suffixes -ward and -ous
We left camp and walked to
the foot of the hill, where the trail
began. From there, we planned to
up ward, following the
hike
up
trail. We knew it would be a long
Suffix Meaning of Suffix Sample Words Word Definition
-ward “in a certain
upward
“in the direction of up”
direction”
backward
“in the direction of
hike, but at least we were sure it
mountain
safely. We began walking, paying
close attention to where we
back”
“full of”
courageous
envious
stepped. We didn’t want to twist
any ankles or step on any
poison ous snakes. After hiking
poison
“full of courage”
“full of envy”
for several hours, we heard a bird
sky ward
cry overhead. I looked
and saw a falcon circling high above
Copyright © Houghton Mifflin Company. All rights reserved.
-ous
wouldn’t be too rocky or
mountain ous for us to climb
us. I looked again at our trail map.
sky
According to the map, the trail
down ward
would circle back
and lead us back into camp.
Guided Practice.
Display or distribute Teaching Master ES2-5.
down
Grade 5
TMES 2–5
Theme 2: Give It All You’ve Got!
Read the story with students. Tell them to use picture and context clues
to help them choose the correct word for each -ward and -ous
sentence blank.
Practice Master ES 2-5
Practice Master ES 2–5
Help students to write each correct answer in the appropriate blank.
The Fear Place
Name
Suffixes -ward and -ous
Practice/Apply..
Distribute Practice Master ES2-5 to students.
For each sentence below, fill in the blank with the correct word from
the box. Each word is used only once.
skyward
famous
Explain the directions, making sure that students understand what they
nervous
downward
dangerous
toward
1. When the fire alarm went off, the audience walked
toward
are to do.
the exits.
2. Carla’s dad warned her that riding her bike without wearing a
dangerous
safety helmet was
Have students complete the Practice Master independently.
Check students’ responses to make sure they understand how to read
.
skyward
3. The rocket lifted off and shot
.
cautious
4. Doug knew he should be
when
he approached the stray dog.
5. My brother wants to become a
words with -ward and -ous.
famous
6. Madeline watched the golf ball roll
actor.
downward
into the hole.
10–15 MINUTES
Preview The Fear Place
Copyright © Houghton Mifflin Company. All rights reserved.
LITERATURE FOCUS:
cautious
ridiculous
ridiculous
7. I think the story is
because the
plot doesn’t make sense.
8. On the night of the play, Tim felt
nervous
about his performance.
Grade 5
Theme 2: Give It All You’ve Got!
PMES 2–5
Segment 1
Refer to the bottom of page 185 in the Teacher’s Edition and preview
with students Segment 1 of The Fear Place (pages 185–194).
Note the suggestions in the Extra Support boxes on Teacher’s Edition
pages 186, 188, 189, 193, and 194.
SELECTION 3:
The Fear Place
67
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THEME 2/SELECTION 3:
The Fear Place
SKILL FOCUS: COMPREHENSION
25–30 MINUTES
Predicting Outcomes
Warm-Up/Academic Language,
Objectives
• identify story information and
personal knowledge used to make
predictions about story characters
• make predictions about what
story characters might do in a
different situation
Materials
•
•
•
•
Teaching Master ES2-6
Practice Master ES2-6
plastic water glass
Anthology: The Fear Place
Write the word prediction on the board and read it aloud. Explain
that a prediction is a guess about what might happen next.
Explain that predicting outcomes while reading means guessing
what might happen next in the story. Students should predict
outcomes by adding together what they know from story details
and their own personal knowledge.
Teach,
Write the following chart on the board. Do not copy the answers yet.
Selection details
+ Personal knowledge = Prediction
1. When he doesn’t
pay attention, Jim
often spills or
knocks things over.
I know that people
who aren’t paying
attention are more
likely to spill or knock
something over.
2. Jim reaches for
the glass without
looking up from his
book.
Jim knocks
over or spills
the water.
Read the following paragraph aloud:
When Jim doesn’t pay attention to what he’s doing, he often
spills or knocks things over. Today, Jim has a glass of water on his
desk while he’s reading. Without looking up from his book, he
reaches toward the glass of water.
Invite students to listen closely to story details as you read the paragraph
aloud a second time. Ask students to think about what might happen
next. Guide students in filling out each column on the chart above.
68
THEME 2:
Give It All You’ve Got!
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Teaching Master ES 2-6
Guided Practice.
Display or distribute Teaching Master ES2-6.
Teaching Master ES 2–6
The Fear Place
Predicting Outcomes
Read the story with students.
Drew’s knees shook as he climbed the ladder to the high
Encourage students to think about story details and their own personal
dive. He had dreaded this day for weeks. Each step took him
closer to the thin plastic board, ten feet above the water.
Below him, his friends called out encouragement.
Suddenly, Drew reached the diving board.
knowledge to make good predictions about what will happen next.
“This is it,” he thought. “I’ll just run out
Model how to predict a story outcome. Complete the first chart as you
and do it. I’ve done scarier
things before.” Drew took
a few steps out onto the
diving board.
read the Think Aloud.
Question 1: Do you think Drew will jump?
Story Details
Personal Knowledge
He’s nervous, but climbs up If they’ve done scarier stuff
before, people can often
to the diving board. He’s
do something less scary.
done scarier stuff before.
I read that Drew’s dreaded this day, but he climbs up to
the high dive. His friends cheer him on. I know he’s done
scarier things before. I read that he steps onto the board.
From my own knowledge, I know that it helps people if
their friends cheer them on, and if they’ve done scarier
things before. I predict that Drew will dive even though
he’s afraid.
Question 2: If Drew jumps, how will his friends react?
Story Details
His friends call out
Personal Knowledge
Friends usually clap and
encouragement.
cheer to congratulate you.
Prediction: Drew’s friends will clap and cheer for him.
Grade 5
TMES 2–6
Copyright © Houghton Mifflin Company. All rights reserved.
Prediction: Drew will dive even though he’s afraid.
Theme 2: Give It All You’ve Got!
Practice Master ES 2-6
Practice Master ES 2–6
The Fear Place
Name
Predicting Outcomes
Guide students in making valid predictions for the second chart.
Compare the story details with your own knowledge. Write whether
you think the predicted outcome makes sense, and why.
1. Julie’s team is losing five to zero with two seconds left to go.
Outcome: Julie’s team wins.
Doesn’t make sense. Julie’s team needs six goals
Practice/Apply..
Distribute Practice Master ES2-6 to students.
to win, and they can’t score six goals in two
seconds.
2. Pam needs to write things down to remember them. Today, Pam
doesn’t write down her homework assignments.
Outcome: Pam forgets her assignments.
Explain the directions to make sure that students understand what they
Makes sense. Pam writes things down to
remember them. She didn’t write down her
are to do.
assignments, so it’s no surprise she forgets them.
3. Tom practices the saxophone for an hour every day.
Outcome: Tom gets worse at the saxophone.
Tell students to complete the Practice Master independently.
LITERATURE FOCUS:
10–15 MINUTES
Copyright © Houghton Mifflin Company. All rights reserved.
Check students’ responses to be sure they can predict outcomes.
Doesn’t make sense. Practicing usually makes
you better at something, not worse.
4. Ellen’s plant needs water every day. She doesn’t water it for days.
Outcome: Ellen finds her plant looking dry and shriveled.
Makes sense. If Ellen doesn’t water the plant
each day, it will start to die.
Grade 5
Theme 2: Give It All You’ve Got!
PMES 2–6
Preview The Fear Place
Segment 2
Refer to the bottom of page 185 in the Teacher’s Edition and preview
with students Segment 2 of The Fear Place (pages 194–201).
Note the suggestions in the Extra Support boxes on Teacher’s Edition
pages 194, 196, and 200.
SELECTION 3:
The Fear Place
69
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THEME 2/SELECTION 3:
The Fear Place
SKILL FOCUS: STRUCTURAL ANALYSIS
25–30 MINUTES
Suffixes -ward and -ous
Teach.
Write these sentences on the board:
Objectives
• recognize when words have the
suffix -ward or -ous
• decode words with the suffix
-ward or -ous
When you are on a short ledge, lean inward, away from the edge.
Charlie gave Doug a monstrous scare.
Review the concepts base word and suffix. In the sentences above,
Materials
• Anthology: The Fear Place
underline the words inward and monstrous. In each word, circle
-ward and -ous. Explain that in these words, -ward and -ous are suffixes, or word parts added to the end of a base word. The suffix -ward
refers to “direction.” The suffix -ous means “full of.” Write the suffixes
and their meanings on the board.
Remind students that knowing when words have suffixes can help them
decode those words more quickly. Using the first sentence, model
decoding words with suffixes with the following Think Aloud:
As I read, “When you are on a short ledge, lean _____ ,” I
can’t read this word right away, so I’ll look at it carefully for
a part I know, like a base word, and cover the rest of the
word. I know the word in.
Now I’m going to look at the other part of this word. I
know the suffix -ward. It refers to direction. I can read in and I
can read -ward. When I blend the parts together, I get the word
inward. I check and it makes sense in the sentence.
70
THEME 2:
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Remind students that knowing the following tips can help them decode
words with the suffixes -ward and -ous.
• A suffix always appears after the base word.
• A suffix is usually a syllable.
• A suffix has the same pronunciation in different words.
Practice..
Help students practice identifying visual patterns of words with suffixes.
Display the following word pairs:
in
inward
monster
monstrous
up
upward
vary
various
to
toward
danger
dangerous
Read each pair of words aloud with students.
Repeat the process with student-supplied words ending in the
suffixes -ward and -ous.
Apply..
Write sentences with these words on the board: toward, monstrous,
downward, and dangerous. Have students decode the words with suffixes and define each word.
LITERATURE FOCUS:
10–15 MINUTES
Review The Fear Place
Guide students through the Comprehension Skill Lesson for Predicting
Outcomes on page 193 in the Teacher’s Edition.
SELECTION 3:
The Fear Place
71
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THEME 2/SELECTION 3:
The Fear Place
SKILL FOCUS: GRAMMAR
10–15 MINUTES
Main Verbs and Helping Verbs
Teach.
Write the following sentences on the board:
Objectives
• identify main verbs and helping
verbs
• use main verbs and helping verbs
Charlie scares Doug. Charlie has scared Doug.
Ask students to compare the two sets of underlined words. (One is in the
present, the other in the past; one verb has one word, the other has
two words.)
Review these concepts with students:
• When a verb has more than one word, the main verb shows the action.
• A helping verb works with the main verb. The verbs am, is, and are
help other verbs show action happening now. Write these examples:
Doug is going to look for his brother. The clouds are growing darker.
• The verbs was, were, have, has, and had help other verbs show action
that happened in the past. Write these examples: They have reached
the top of the mountain. Charlie has stayed near Doug.
Practice.
Help students underline main verbs twice and helping verbs once:
Higher on the mountain, Charlie is clinging to a scrubby bush.
I have looked over the cliff several times.
Invite students to supply some original, story-based sentences, using
main and helping verbs.
Apply..
Have students suggest ten action verbs that act as main verbs. Have students work in small groups to create original sentences, using the main
verbs and helping verbs.
72
THEME 2:
Give It All You’ve Got!
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SKILL FOCUS: GRAMMAR
10–15 MINUTES
Linking Verbs
Teach.
Display the following sentences: Charlie is a cougar. I am happy now.
Explain that the underlined words are linking verbs. A linking verb connects a predicate noun or predicate adjective to the subject. In the sentences above, draw a connecting line from the predicate noun or predicate adjective back to the subject as you review these rules:
Objectives
• identify linking verbs
• use linking verbs
Materials
• Leveled Reader: Falling Off a Log
• The noun that follows a linking verb tells what the subject is.
• The adjective that follows a linking verb tells what the subject is like.
List these common linking verbs: am, is, are, was, were, will be, look,
feel, taste, smell, seem, appear.
Practice.
Help students underline the linking verbs in these examples and draw a
line from the predicate noun or predicate adjective to the subject.
1. Doug’s brother was missing.
2. Charlie will be helpful during this climb.
3. Doug’s troop seems happy today.
4. At the beginning, Doug feels terrified.
Apply..
Have students copy the last two paragraphs on page 192 of the selection
on a sheet of paper. Tell them to underline each linking verb in the sentences and circle the predicate noun or predicate adjective.
LITERATURE FOCUS:
10–15 MINUTES
Preview Falling Off a Log
Walk students through Falling Off a Log and discuss the illustrations,
using words from the story such as fearless and allergic.
Ask students to predict outcomes in the story based on personal knowledge and selection details from illustrations on pages 8–22.
SELECTION 3:
The Fear Place
73
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THEME 2/SELECTION 3:
The Fear Place
SKILL FOCUS: COMPREHENSION
25–30 MINUTES
Predicting Outcomes
Teach.
Walk over to the chalkboard and pick up a piece of chalk. Ask students
Objectives
• use story details combined with
personal knowledge and thinking
to make predictions
• confirm and/or revise predictions
Materials
• Anthology: The Fear Place
• Leveled Reader: Falling Off a Log
to predict, or make a guess about, what you will do next. Then, actually
write on the chalkboard.
Point out to students that they used the details they saw and their own
personal experience and knowledge to predict what you would do.
Tell students that making predictions about characters in stories is
done in the same way as in real life. Explain the process:
1. Look at the details the author gives.
2. Think about your own knowledge and life experiences.
3. Put details and experience together to predict an outcome.
Direct students’ attention to the first two paragraphs on page 199. Use a
Think Aloud to model the process of predicting an outcome.
Doug has been thinking about all the dangers of the
trail. On this page I learn that he doesn’t have much selfconfidence. He isn’t Teddy or Frank, two of the guys in his
troop who are accomplished climbers.
Putting what the author has told me about Doug together with my own knowledge at this point in the story, I
would predict that unless Doug gets help or finds Gordie
around the next bend, I’ll be reading more about Doug’s
growing fear. When I read on, I will be able to confirm my
prediction—see if I am correct—or see what else happens
and then revise—change—my prediction after I get more
information.
Ask students if your prediction makes sense.
74
THEME 2:
Give It All You’ve Got!
42595_046-085 7/18/03 9:23 AM Page 75
Practice.
Display this chart:
Story Details
My Knowledge and Experience
Prediction
Have partners first read the last three paragraphs on page 199 and confirm or revise the original prediction. Then, have partners make a prediction about how Doug will act on his next encounter with danger on
this trail. Next, ask students to think about whether they think Doug
will lose this fear. Have them discuss what he accomplished by the end
of the story and whether this surprised them. Suggest that they use a
chart like the one above to make their predictions.
Review students’ predictions, asking them to describe the process
they used to make them. Ask how predictions might change if a
detail is omitted or changed.
Apply..
Have students keep track of story details, with an eye to making
predictions, in the Leveled Reader selection Falling off a Log by
Anne Miranda. Ask students to complete the questions and activity
on the Responding page.
LITERATURE FOCUS:
10–15 MINUTES
Revisit The Fear Place and
Falling Off a Log
Guide students through The Fear Place and Falling Off a Log, helping
them to predict outcomes. Also, help them look for words with the
suffix -ward or -ous. As examples, you may wish to point out words
such as monstrous, downward, and upward on pages 192 and 194
of The Fear Place.
SELECTION 3:
The Fear Place
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THEME 2/SELECTION 4
Mae Jemison: Space Scientist
SKILL FOCUS: STRUCTURAL ANALYSIS
25–30 MINUTES
Suffixes -ive and -ic
Warm-Up/Academic Language..
Objectives
• read words with suffixes -ive
and -ic
• use the Phonics/Decoding
Strategy to decode longer words
Materials
• Teaching Master ES2-7
• Practice Master ES2-7
• Anthology: Mae Jemison: Space
Scientist
Remind students that suffixes are word parts that can be added to
the ends of base words to make new words. Explain that the suffix -ive means “full of, or tending towards.” The suffix -ic means
“having the qualities of.”
Teach.
Write the following words on the chalkboard: active, inventive.
Cover the suffix -ive in active. Tell students that act means “to do,” and
adding the suffix -ive turns the verb act into an adjective that means
“busy, or full of energy.”
Model how to figure out the word inventive.
Get Set for Reading
CD-ROM
I know that the base word invent is a verb that means
“to make or think of something new.” When I see the suffix
-ive at the end of invent, I know the word becomes an adjective, or describing word. So inventive probably describes
someone who can think of new things.
Mae Jemison: Space Scientist
Education Place
www.eduplace.com
Mae Jemison: Space Scientist
Write the following words on the board: artistic, futuristic.
Cover the suffix -ic in artistic. Remind students that an artist is “a person
Audio CD
Mae Jemison: Space Scientist
Audio CD for Give It All You’ve Got!
Lexia Phonics
CD-ROM
Intermediate Intervention
who practices an art such as painting or sculpture.” Explain that adding
the -ic to artist turns it into an adjective that means “having the talents
of an artist.”
Repeat the exercise with futuristic and the definition “of the future.”
Explain that recognizing suffixes can help students find the base words
in unfamiliar words they come across in their reading.
Write these sentences on the board, underlining the words as shown:
1. His supportive friends always cheered him on.
2. The discovery of the Pacific Ocean was a historic event.
76
THEME 2:
Give It All You’ve Got!
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Cover the suffix -ive in the first sentence to find the base word support.
Teaching Master ES 2-7
Explain that support is a verb that means “to help or strengthen,” and
that adding the suffix -ive turns the verb into an adjective. Define the
new word as “helpful.” Repeat the process using historic. Explain that
history means “important events of the past,” and that adding the suffix
-ic turns the noun into an adjective. Define historic as “important in
history.”
Teaching Master ES 2–7
Mae Jemison: Space Scientist
Suffixes -ive and -ic
The new Space Shuttle is about to launch a historic
new mission. Its crew will travel to Jupiter, the most
massive planet in our solar system. The crew will study
Jupiter’s moons to look for signs of volcanic activity.
During the journey, crew members plan to stay active by
Have students use the Phonics/Decoding Strategy to decode energetic,
conducting scientific experiments.
Guided Practice.
Display or distribute Teaching Master ES2-7.
Word with
Meaning of
-ive or -ic
Base Word
Adjective
historic
history: events of the past
leading to the present
important or
famous in
history
massive
mass: a large amount
large and solid
volcano: an opening in the
having to do
earth from which lava, ash, with volcanoes
and hot gases shoot out
volcanic
Read the passage with students.
science: an area of knowlused in science
edge that uses observation
and experiments
scientific
Discuss and analyze each word with -ive or -ic. Work with students to
full of energy,
busy
act: to do
active
Guide students in finding all words containing the suffix -ive or -ic.
Meaning of
Grade 5
TMES 2–7
Theme 2: Give It All You’ve Got!
Copyright © Houghton Mifflin Company. All rights reserved.
creative, photographic, and sensitive.
identify the word, define its base word, and figure out the meaning of
the adjective.
Practice Master ES 2-7
Practice/Apply..
Distribute Practice Master ES2-7 to students.
Practice Master ES 2–7
Mae Jemison: Space Scientist
Name
Suffixes -ive and -ic
Review the directions with students to make sure they understand what
Fill in each sentence blank with a word from the list below. Use
context clues to help you choose the best word for each sentence.
they are to do.
Instruct students to complete the Practice Master independently.
massive
scientific
Check students’ responses to make sure that they understand how to
majestic
volcanic
historic
supportive
active
1. My sister, who is always busy with school clubs or teams, is an
active
read words with the suffixes -ive and -ic.
person.
2. My mom likes reading books about astronomy and other
scientific
topics.
supportive
3. My dad is
and encourages me
to do well.
volcanic
4. Did you read the article about
10–15 MINUTES
eruptions on the island?
Preview Mae Jemison: Space
Scientist Segment 1
massive
5. The rock was so
Copyright © Houghton Mifflin Company. All rights reserved.
LITERATURE FOCUS:
we could not
move or lift it at all.
6. The king and queen looked very dignified
majestic
and
.
7. The day the first person stepped on the
moon was a
historic
moment in time.
Grade 5
Theme 2: Give It All You’ve Got!
PMES 2–7
Refer to the bottom of page 211 in the Teacher’s Edition and preview
with students Segment 1 of Mae Jemison: Space Scientist (pages
210–215).
Note the suggestions in the Extra Support boxes on Teacher’s Edition
pages 212 and 214.
SELECTION 4:
Mae Jemison: Space Scientist
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THEME 2/SELECTION 4:
Mae Jemison: Space Scientist
SKILL FOCUS: COMPREHENSION
25–30 MINUTES
Topic, Main Idea, and
Supporting Details
Objectives
• identify the topic of a selection
• identify the main ideas in a
selection
• infer the main idea from details in
a paragraph or passage
Materials
• Teaching Master ES2-8
• Practice Master ES2-8
• Anthology: Mae Jemison: Space
Scientist
Warm-Up/Academic Language.
Tell students that well-organized writing includes a topic, main
ideas, and supporting details. Explain that the topic is the subject of the selection, or what most of the selection is about.
Main ideas are the most important ideas about the topic, and
supporting details give information and examples that support
the main ideas.
Teach.
Read aloud the following passage, having students listen for the topic:
Scientists needed to solve many problems before the first
person could walk on the moon. They needed to figure out how
astronauts could survive the journey to and from the moon in the
weightless environment of space. They needed to figure out how
astronauts could repair the outside of the spacecraft in case
something needed to be fixed. Scientists also needed to figure
out how to make sure the spacecraft had enough power to
return to earth again.
Write the following text on the board:
•
•
•
how to become an astronaut
how to build and repair space ships
problems scientists faced before the first person could
walk on the moon
Ask students to identify the topic of the passage from the items listed on
the board. Have a volunteer circle the correct topic. (problems scientists faced before the first person could walk on the moon)
Guide students in identifying the main idea, or most important idea
about the topic. (Scientists needed to solve many problems before
the first person could walk on the moon.)
78
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Reread the passage, having students raise their hands when they hear a
Teaching Master ES 2-8
detail that supports the main idea. (They needed to figure out how
astronauts could survive the journey to and from the moon in the
weightless environment of space. They needed to figure out how
astronauts could repair the outside of the spacecraft in case something needed to be fixed. Scientists also needed to figure out how to
make sure the spacecraft had enough power to return to earth
again.)
Teaching Master ES 2–8
Mae Jemison: Space Scientist
Topic, Main Idea, and
Supporting Details
Mercury, the Planet of Fire
Mercury is one of the smallest and hottest planets in our
solar system. Only Pluto is smaller, and only Venus is
hotter. Mercury measures roughly 3,000 miles in
diameter, compared to Earth’s 8,000 miles and Jupiter’s
89,000 miles. It can come as near to the Sun as 28 million
Guided Practice.
Display or distribute Teaching Master ES2-8.
miles, less than a third of the distance between Earth
Topic: Mercury Main Idea: Mercury is one of the smallest
and hottest planets in our solar system.
Read the passage with students.
Supporting Details:
1. Only Pluto is smaller, and only Venus is hotter.
2. Mercury measures roughly 3,000 miles in diameter.
3. It can come as near to the Sun as 28 million miles.
Guide students as they identify the topic, main idea, and supporting
4. The average temperature on Mercury’s surface is 333
degrees Fahrenheit.
details. Work with them to complete the chart as shown.
Grade 5
TMES 2–8
Copyright © Houghton Mifflin Company. All rights reserved.
and the Sun. The average temperature on Mercury’s
surface is a scorching 333 degrees Fahrenheit.
Theme 2: Give It All You’ve Got!
Practice/Apply..
Distribute Practice Master ES2-8 to students.
Practice Master ES 2-8
Explain the directions to make sure that students understand both parts
Practice Master ES 2–8
of the task.
Mae Jemison: Space Scientist
Name
Have students complete the Practice Master independently.
Topic, Main Idea, and
Supporting Details
Check students’ responses to make sure that they are able to identify the
Choose a topic to write a paragraph about. Focus on something or
someone you know well. In the chart below, list your topic, main
idea, and three supporting details. Answers will vary.
topic, main idea, and supporting details in their paragraphs.
My topic, or what I’ll write about,
is my dog. My main idea is that
he’s the funniest dog I know. What
details can I use to support
my main idea?
LITERATURE FOCUS:
Topic:
10–15 MINUTES
Main Idea:
Supporting Details:
Copyright © Houghton Mifflin Company. All rights reserved.
Preview Mae Jemison:
Space Scientist
Segment 2
Refer to the bottom of page 211 in the
Now write your paragraph. Label your topic with a T , your main
idea with an M , and each of your supporting details with a D .
Answers will vary.
Grade 5
Theme 2: Give It All You’ve Got!
PMES 2–8
Teacher’s Edition and preview with
students Segment 2 of Mae
Jemison: Space Scientist (pages
216–222).
Note the suggestions in the Extra
Support boxes on Teacher’s
Edition pages 218, 221, and 222.
SELECTION 4:
Mae Jemison: Space Scientist
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THEME 2/SELECTION 4:
Mae Jemison: Space Scientist
SKILL FOCUS: STRUCTURAL ANALYSIS
25–30 MINUTES
Suffixes -ive and -ic
Teach.
Display these sentences to review the concepts base word and suffix:
Objectives
• recognize when words have the
suffix -ive or -ic
• decode words with the suffix -ive
or -ic
The space shuttle looked massive compared to the astronauts.
Mae’s childhood interests were both artistic and scientific.
Underline massive, artistic, and scientific. Circle -ive and -ic. Explain
Materials
• Anthology: Mae Jemison: Space
Scientist
that in these words -ive and -ic are suffixes, or word parts added to the
end of a base word.
Remind students that knowing when words have suffixes can help them
decode those words more quickly. Using the first sentence, model
decoding words with suffixes with this Think Aloud:
As I read, “The space shuttle looked _____ ,” I can’t
read this word right away, so I’ll look at it carefully for a
part I know, like a base word, and cover the rest of the
word. I know the word mass.
Now I’m going to look at the other part of this word.
I know the suffix -ive. I can read mass, and I can read -ive.
When I read the parts together, I get the word massive. I
check, and it makes sense in the sentence.
Have students apply this decoding strategy to the words artistic and
scientific in the second sentence.
Practice.
Remind students that knowing the following tips can help them decode
words with the suffixes -ive or -ic.
• A suffix always appears after the base word.
• A suffix is usually a syllable.
• A suffix has the same pronunciation in different words.
80
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Help students practice identifying visual patterns of words with the suffixes -ive or -ic. Display the following word pairs:
act
active
adapt
adaptive
investigate
investigative
act
active
history
historic
support
supportive
Read each pair of words aloud with students. Repeat the process with
student-supplied words ending in the suffixes -ive or -ic.
Apply..
Display sentences with the Practice words. Have students decode the
words with suffixes and define each word. Ask them to use each in a
sentence. Encourage them to come up with other words ending in the
suffix -ive or -ic.
LITERATURE FOCUS:
10–15 MINUTES
Review Mae Jemison:
Space Scientist
Guide students through the
Comprehension Skill Lesson
for Topic, Main Idea, and
Supporting Details on page 221 in
the Teacher’s Edition.
SELECTION 4:
Mae Jemison: Space Scientist
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THEME 2/SELECTION 4:
Mae Jemison: Space Scientist
SKILL FOCUS: GRAMMAR
25–30 MINUTES
Verb Tenses
Teach.
Write the following sentences on the board:
Objectives
• identify the tense of a verb as
present or past
• spell forms of past tense verbs
correctly
Mae loves science and art.
Mae loved science and art.
Remind students that the tense of a verb tells when something happens.
• Present tense shows something that is happening now.
• Past tense shows something that has already happened.
Discuss the examples, and review with students that if the subject is singular, they add -s or -es to form the present tense of most verbs.
Students should not add -s or -es if the subject is plural or I or you. To
form the past tense, they add -ed to most verbs.
Write the following sentences:
1. After Mae graduated from high school in 1973, she enters Stanford
University.
2. Now Mae traveled around the country giving speeches.
Ask students to identify what is wrong in each sentence.
Practice.
Write a number of sentences in past and present tense on the board.
Invite students to identify the tenses.
Write the following words on the board: continue, decide, perform, happen, improve, want. Invite students to change each of these verbs into
the past tense.
Apply..
Give students some more story-related sentences written in the present
or past tense, and have them identify the tense.
Ask students to write some original, story-related sentences, using verbs
in the present and past tense.
82
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42595_046-085 7/18/03 9:29 AM Page 83
SKILL FOCUS: GRAMMAR
10–15 MINUTES
More About Verb Tenses
Teach.
Display these sentences:
Objectives
• identify the future tense of verbs
• use the future tense correctly
Mae receives her degree from Stanford University.
Mae decided to become a doctor.
Mae will join the Peace Corps.
Materials
Ask students when the action occurs in each sentence. Review that the
• Leveled Reader: Buck Leonard:
Baseball’s Greatest Gentleman
present tense shows action that is happening now, and the past tense
shows action that has already happened.
Explain that the future tense shows action that is going to happen.
Remind students that to form the future tense, they use the helping
verb will or shall with the main verb, as in the last sentence above.
Write other story-related sentences on the board, using a mixture of
tenses, and ask students to identify the verbs in the future tense.
Practice.
Ask students to write sentences using the future tense of complete,
dance, work, live, and earn.
Apply..
Have students write their own story-related sentences in which they use
verbs in the future tense. Tell them to exchange their sentences with a
partner and have the partner underline each future tense verb.
Volunteers can share their sentences with the group.
LITERATURE FOCUS:
10–15 MINUTES
Preview Buck Leonard:
Baseball’s Greatest Gentleman
Walk students through Buck Leonard: Baseball’s Greatest Gentleman
and discuss the illustrations, using words from the story such as baseball, league, and gentleman.
Ask students to predict the topic, main idea, and supporting details based
on the illustrations.
SELECTION 4:
Mae Jemison: Space Scientist
83
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THEME 2/SELECTION 4:
Mae Jemison: Space Scientist
SKILL FOCUS: COMPREHENSION
25–30 MINUTES
Topic, Main Idea, and
Supporting Details
Objectives
• identify the topic of a selection
• identify the main idea of a
paragraph
• identify the main ideas in
a selection
Materials
• index cards
• Anthology: Mae Jemison: Space
Scientist
• Leveled Reader: Buck Leonard:
Baseball’s Greatest Gentleman
Teach.
Tell students that every selection has the following:
• a topic, or the one thing that the selection is about. It is usually
expressed in one word or a short phrase.
• the main ideas, or the most important ideas or information about the
topic. Sometimes they are directly stated; other times readers must use
details to figure them out.
• supporting details, or pieces of information—facts and examples that
explain or support each main idea.
Explain that identifying topics and main ideas can help a reader to
organize, summarize, and remember what they have read. Reading carefully and taking notes can help.
Have students follow on pages 212–213 as you model the process for
identifying the topic, main idea, and supporting details.
The story title Mae Jemison: Space Scientist tells me the topic
of this selection. Not every title will do this. Page 212 offers
these important ideas: Mae had to work a long time to make
her dream come true. Her parents encouraged all her interests
in science, dance, and art.
If I skim each paragraph on page 213 and look for an
important idea in each, I learn that other people didn’t offer
Mae encouragement. Nonetheless, she kept up her love of
dancing, music, and science. After she graduated from college,
she went to a top medical school and became a doctor.
There are other interesting details, but they do not support
the main idea that she would not let people’s limited
imaginations keep her from becoming an astronaut.
84
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Give It All You’ve Got!
42595_046-085 7/18/03 9:32 AM Page 85
Practice.
Have students reread the selection through page 216 and take notes on
index cards, using one card for each detail or main idea. Come together
as a group periodically to discuss what students have learned about
Mae Jemison. Discuss the main ideas and how they are developed by
details.
Apply..
Have students keep track of topic, main idea, and details, with an eye to
identifying them, in the Leveled Reader selection Buck Leonard:
Baseball’s Greatest Gentleman by Tyrone Washington. Ask students to
complete the questions and activity on the Responding page.
LITERATURE FOCUS:
10–15 MINUTES
\Revisit Mae Jemison: Space
Scientist and Buck Leonard:
Baseball’s Greatest Gentleman
Guide students through Mae Jemison: Space Scientist and Buck
Leonard: Baseball’s Greatest Gentleman, helping them to identify
topics, main ideas, and supporting details. Also, help them look for
words with the suffixes -ive and -ic. As examples, you may wish to
point out words such as supportive, intensive, and scientific on pages
212, 216, and 218 of Mae Jemison: Space Scientist.
SELECTION 4:
Mae Jemison: Space Scientist
85