thousands of leveled reader 3 titles online theme print is...

What Is Light? 69

Connect to Theme-Related Reading

Three children use clues to solve a mystery involving strange events and an X-ray.

Lila has a skin disease that makes her sensitive to sunlight.

Exemplar Texts from the Common Core:

• “Firefl ies” from Joyful Noise: Poems for Two Voices by Paul Fleischman

• From Seed to Plant by Gail Gibbons

Theme Resources

SKILLS MASTERS pages 15–21PROJECTABLES 19–27 COMPREHENSION BRIDGE 2, 3WRITING BRIDGE 5, 6, 33–37, 38WRITING RESOURCE GUIDE pages 7–9, 51, 72–73, 86–89WRITER’S HANDBOOK pages 34–35ESSENTIAL RESOURCE GUIDE pages 23–32

ASSESSMENT GUIDEOngoing Test Practice pages 19–20Theme 3 Progress Test pages 21–27

ASSESSMENT

ONLINE planning support, optional theme centers, developmental phonics activities, spelling masters, e-versions of all print materialscentecente

Leveled Readers Fluency Readers

Below LevelJ 3 fi ction, 5 nonfi ction 1 fi ction, 1 nonfi ction

K 3 fi ction, 5 nonfi ction 1 fi ction, 1 nonfi ction

On Level

L 3 fi ction, 5 nonfi ction 1 fi ction, 1 nonfi ction

M 3 fi ction, 5 nonfi ction 1 fi ction, 1 nonfi ction

N 3 fi ction, 5 nonfi ction 1 fi ction, 1 nonfi ction

Above Level

O 3 fi ction, 5 nonfi ction 1 fi ction, 1 nonfi ction

P 3 fi ction, 5 nonfi ction 1 fi ction, 1 nonfi ction

Q 3 fi ction, 5 nonfi ction 1 fi ction, 1 nonfi ction

Comprehension

Bridge

3_LNLEWTG743967_T03A.indd 69 9/10/11 2:44:00 PM

68 Theme 3

THEME 3 Overview

Week 1 at a Glance pp. 72–73

Week 2 at a Glance pp. 88–89

READING

Comprehension Infer Review Ask Questions

Vocabulary Week 1 monitor, pattern, projected, beam, absorption

Week 2 lens, function, focus, demonstrate, fi lament

Word Study Long VowelsWords with ch, sh, th, wh

Fluency Use Punctuation to Inform Meaning

Listening Critical Listening

Literacy Objectives and Standards

Form Story

Trait Ideas

Organizational SequencePattern

Grammar Review Sentence Structure Complex Sentences Declarative/Interrogative

WRITING

What Is Light?What kinds of things block light, refl ect it, or let it pass through?

Biography Snowfl ake BentleyRealistic Fiction A Light in Our TentExpository Welcome to Shadow

Puppet Theater!Poem “My Shadow”Science Fiction The Other Side of

the RainbowWriter’s Model: Story Starlight Time

i

Selections

• Observe that light travels in a straight line until it strikes an object and is refl ected and/or absorbed

• Know that sunlight can be blocked to create shadows; light is refl ected from mirrors and other surfaces; the color of light striking an object affects the way an object is seen

Science Connections

3_LNLEWTG743967_T03A.indd 68 9/7/11 9:48:46 PM

Comprehensive Teacher’s Guide: Theme lessonWhole Class Instruction

10 11

Connect to authentic

literature and exemplar texts

Thousands of Leveled Reader

titles onlineEverything print is also digital!

73

Monitor Fluency Progress Monitor Writing Progress Monitor Spelling ProgressMonitor Comprehension Progress

Fluency Readers Rubric: Story, Writing Bridge 5 Rubric: Infer, Comprehension Bridge 3

LESSON 3 Pages 82–83 LESSON 4 Pages 84–85 LESSON 5 Pages 86–87

Vocabulary TExplain, Restate, Show: beam, absorptionWord Study TTeach Long VowelsFluencyTeach Punctuation to Inform Meaning

Vocabulary TDiscuss, Reflect, RefineWord Study TPractice Long Vowels

Vocabulary TApply in Learning GameWord Study TWrite Long Vowels

Shared ReadingA Light in Our TentSourcebook pp. 74–75Comprehension Strategy TTeach InferTarget SkillsGenre: Realistic FictionUnderstand Typographical Cues

Interactive ReadingWelcome to Shadow Puppet Theater!Sourcebook pp. 78–79Comprehension Strategy TTeach Infer

Interactive ReadingWelcome to Shadow Puppet Theater!Sourcebook pp. 78–82Comprehension Strategy TPractice Infer

Comprehension Strategy TReinforce and Apply InferReview Comprehension StrategyReinforce Ask Questions



Comprehension Strategy Discuss Infer



Discuss Shared ReadingStoryDraft: Modeled/Shared Writing

Spotlight on Word StudyLong Vowels

Draft: Interactive Writing

Spotlight on Grammar TReview Sentence Structure

Draft: Interactive Writing

Spotlight on Grammar TComplex Sentences

Reinforce Form: Story T

Introduce Organizational Pattern: Sequence

Conference


Conference


Conference

Reflect on Writing Reflect on Writing Reflect on Writing

3_LNLEWTG743967_T03C.indd 73 8/9/11 12:35:52 PM

RE

AD

ING

WR

ITIN

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72

THEME 3 What Is Light?

ASSESSMENT T = Tested

Week 1 at a Glance LESSON 1 Pages 74–75 LESSON 2 Pages 80–81

Build Reading Skills

Oral LanguageIntroduce the ThemeWord Study TIntroduce Long VowelsSpelling TIntroduce Word List

Vocabulary TExplain, Restate, Show: monitor, pattern, projectedWord Study TTeach Long Vowels

Read and Comprehend

Modeled ReadingSnowflake BentleySourcebook pp. 68–69Comprehension Strategy TModel InferListening for a PurposeCritical Listening

Modeled ReadingSnowflake BentleySourcebook pp. 68–69Comprehension Strategy TTeach Infer

Differentiated Reading Instruction OPTIONS• Comprehension• Vocabulary• Word Study • Fluency

Comprehension StrategyIntroduce InferAssess ProgressReview Theme 2 Progress Test


Support Reading Independence

Comprehension StrategyDiscuss Infer


Build Writing Skills

Introduce Form: Story TWriter’s Model Sourcebook pp. 104–105Prewrite: Modeled/Shared WritingProjectable 27

Prewrite: Interactive WritingProjectable 27

Differentiated Writing Instruction OPTIONS

Reinforce Form: Story T Reinforce Form: Story T

Conference

Support Writing Independence

Reflect on Writing Reflect on Writing

BS

1

RC

2

SRIn

3

BS

4

SIn

5 g

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upSm

all G

roup

SmallGroup

Reading

Teacher’s Guide

GO TO Comprehension Bridge

WritingBridge

GO TO

3_LNLEWTG743967_T03C.indd 72 8/9/11 12:35:33 PM

12 13

Comprehensive Teacher’s Guide: Theme lessonWhole Class Instruction Common Core

instruction embedded in every lesson

What Is Light? 75

Have students research various lenses, such as lenses in eyeglasses, cameras, telescopes, etc., and write a report explaining the uses and functions of each lens. Students can use diagrams to help present their fi ndings.

Enrichment Research Project

Theme 2 Progress TestUse the reteaching suggestions provided in the Theme 2 Scoring Guide for students who scored fewer than 15 out of 20 items correct.

Th 2

Assess Progress

Modeled Reading: Listening ComprehensionA. Critical Listening: Snowfl ake Bentley Read aloud pages 76–79 of this guide

as students view pages 76–77 in the Sourcebook. Have students listen for words that tell about the characters’ emotions.

B. Infer Use the Think Aloud provided on page 78 to model how to infer as you read.

Support Reading Have students use the Modeled Reading Text Organizer as you read. Guide students in using the word bank words to write down key words beneath the pictures. Work together to complete the “mostly about” section.

ELL View

C. Turn and Talk: Critical Listening Reread the focus questions on page 76 of this guide and have students discuss the questions with a partner. Remind students to use good listening skills with their partners.

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up Differentiated Reading InstructionAs students read independently, meet with individuals or small groups to review Theme 2 Progress Test or to introduce Infer with Comprehension Bridge 3.

3 Support Reading Independence Group Share • Was there anything in your reading that you had to fi gure out? • Tell me how you did that.

e 4 Build Writing Skills Writing Form: StoryA. Introduce Story: Writer’s Model Using Sourcebook pages 104–107, defi ne

story and introduce the key elements. • Help students identify characters and setting in the model. • Discuss the character’s problem and solution. • Have students write a response to the fi rst Respond in Writing question on page 105. • Introduce the writer’s process on pages 106–107 and discuss the tips.

B. Prewrite: Modeled/Shared Writing As a class, brainstorm and select a theme-related topic for a class story. Using the Story Organizer, model prewriting about the class’s topic. Have the class suggest ideas as you scribe.

• Tell students that well-developed characters make a story interesting. Ask Who is in our story? What is he/she like? What problem will he/she face?

• Help students decide on a location and time for this story’s setting. • Add these elements to the Story Organizer.

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Differentiated Writing InstructionAs students brainstorm topics and begin writing stories of their own, meet with individuals or groups. Use the options below as appropriate.• Teach Story with Writing Bridge 5.• Support Prewriting with the Story Organizer.

5 Support Writing Independence Group Share • What is your topic for your story? Why did you choose that topic? • What part of your prewriting are you most excited about including in your story?

• Write a story about a character who notices a mysterious light coming from his/her closet.

• Write a story about a shadow puppet show.

Suggested theme-related topics:

PROJECTABLE 27

SOURCEBOOK pages 104–107

WRITING BRIDGE 5WRITING RESOURCE GUIDE page 51Story Organizer

GO TO

SMALL GROUP READINGTEACHER’S GUIDE

COMPREHENSION BRIDGE 3

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74 Theme 3 • Week 1

MODELED READINGLESSON 1

Spelling Listalone

arrive

behave

entire

polite

quote

scrape

space

surprise

type

NO EXCUSE WORDS

ball

day

up

what

CHALLENGE WORDS

bracelet

bruise

lonesome

plague

+ 2 PERSONAL WORDS

See Spelling Routine on pages A32–A33 in this guide.

SKILLS MASTERS page 15Modeled Reading Text Organizer

ObjectivesVocabulary ........................ Introduce the ThemeWord Study ....................... Long VowelsSpelling .............................. Introduce Word List

Listening ........................... Critical ListeningComprehension ............... InferWriting ............................... Form: Story

1 Build Reading SkillsDevelop Oral Language: Introduce the ThemeA. View and Discuss Encourage students to discuss the photos on Sourcebook

pages 74–75 by asking questions. • In what ways do we use light in our daily lives? • Describe how you think the items on page 74 use light.

B. Academic Language Write a chart on the board with three headings: “Blocks Light,” “Refl ects Light,” “Lets Light Pass Through.” With students, fi ll the chart in with objects that fi t under each heading. Answers may include: Blocks Light (wood, concrete, dark window shade); Refl ects Light (mirror, shiny metal); Lets Light Pass Through (glass, sheer curtains).

Teach Word Study: Long Vowels A. Explain Long Vowels Tell students that a vowel usually has a long sound when

a consonant and an e come after it. The e at the end of the word is silent. Write these words on the board to illustrate this VCe rule: rake, tale, slice, line, same.

B. Practice with Long Vowels Write these words on the board: alone, arrive, brake, tape, scrape. Have volunteers come to the board and underline the vowel that has the long sound, circle the silent e, and then name the consonant in between.

2 Read and Comprehend Modeled Reading

!Comprehension Strategy InferConnect to Prior Knowledge: Snowflake Bentley • What do you think the man in the picture is doing? • What do you know about snowfl akes? • Why do people look at objects with microscopes? • Set Purpose for Listening: Let’s read to learn how Snowfl ake Bentley felt about

snowfl akes. Listen for words that show emotion.fl f

1. Build Vocabulary and Background Knowledge Distribute copies of the Modeled Reading Text Organizer. Begin by naming the pictures. Use gestures to explain that Willie uses the microscope to look close-up at snowfl akes and the camera to take pictures of snowfl akes. Ask students to tell about each picture as they point to it. Say the words: camera, photographer, microscope, snowfl akes, pictures. Then have students say the words with you.

2. Develop Grammar: If Clauses Tell students If we read everyday, we will become good readers. Explain to students that if clauses show that something can or will happen as long as certain conditions are met. The story tells us, “If the shed were warm the snow would melt.” Have students say the sentence with you and explain that the shed would have to be warm (the condition) for the snow to melt. Ask intermediate and advanced learners to fi nish this sentence: If we fi nish our work, . . . .

ELL Preview



3_LNLEWTG743967_T03D.indd 74 8/9/11 12:40:19 PM

14 15


What Is Light? 77

As I read, “Fussing with snow is just foolishness” I understand how the father feels about Willy’s fascination with snow. Words that show emotion, such as foolishness, help me understand how characters in a story feel.

Turn and TalkShare with your partner how Willy’s parents feel about their son after hearing the next several lines.

A I d

Critical Listening 1

He could pick apple blossoms and take them to his mother.

But he could not share snowf lakes

because he could not save them.

When his mother gave him an old microscope,

he used it to look at f lowers, raindrops, and blades of grass.

Best of all, he used it to look at snow.

While other children built forts

and pelted snowballs at roosting crows,

Willie was catching single snowf lakes.

Day after stormy day he studied the icy crystals.

Their intricate patterns were even more beautiful

than he had imagined.

He expected to find whole f lakes that were the same,

that were copies of each other. But he never did.

Willie decided he must find a way to save snowf lakes

so others could see their wonderful designs.

For three winters he tried drawing snow crystals.

They always melted before he could finish.

When he was sixteen, Willie read of a camera

with its own microscope.

“If I had that camera I could

photograph snowf lakes,” he told his mother.

Willie’s mother knew he would not be happy until

he could share what he had seen.

“Fussing with snow is just foolishness,” his father said.

Still, he loved his son.

When Willie was seventeen

his parents spent their savings and bought the camera.

It was taller than a newborn calf,

and cost as much as his father’s herd of ten cows.

Willie was sure it was the best of all cameras.

Even so his first pictures were failures—

no better than shadows. Yet he would not quit.

Mistake by mistake, snowf lake by snowf lake,

Willie worked through every storm.

Winter ended, the snow melted,

and he had no good pictures.

He waited for another season of snow.

One day, in the second winter, he tried

a new experiment. And it worked!

1

3_LNLEWTG743967_T03E.indd 77 8/9/11 1:46:11 PM

Critical ListeningCritical listening means listening for words that show emotion. Listen to the focus questions your teacher will read to you.


Modeled ReadingRead aloud Snowflake Bentley as students listen. Pause at the points suggested in

order to support the listening skill (Critical Listening) and model a Think Aloud

related to the comprehension strategy (Infer).

Snowfl ake Bentleyby Jacqueline Briggs Martin

In the days

when farmers worked with ox and sled

and cut the dark with lantern light,

there lived a boy who loved snow

more than anything else in the world.

Willie Bentley’s happiest days were snowstorm days.

He watched snowf lakes fall on his mittens,

on the dried grass of Vermont farm fields,

on the dark metal handle of the barn door.

He said snow was as beautiful as butterf lies,

or apple blossoms.

He could net butterf lies

and show them to his older brother, Charlie.

Focus QuestionsRead these questions to focus students as they listen for words that show emotion.

• Listen for words that tell us how the characters feel. Why do you think the author uses these words?

• How do you think Willie feels when it snows? How do you know that he feels this way?

F Q

Critical Listening


16 17


What Is Light? 79

Children and adults sat on the grass and watched

while Willie projected his slides

onto a sheet hung over a clothesline.

He wrote about snow and published his pictures in magazines.

He gave speeches about snow to faraway scholars

and neighborhood skywatchers.

“You are doing a great work,” said a professor from Wisconsin.

The little farmer came to be known as

the world’s expert on snow, “the Snowf lake Man.”

But he never grew rich.

He spent every penny on his pictures.

Willie said there were treasures in snow.

“I can’t afford to miss a single snowstorm,”

he told a friend. “I never know

when I will find some wonderful prize.”

Other scientists raised money so Willie could gather

his best photographs in a book.

When he was sixty-six years old

Willie’s book—his gift to the world—was published.

Still, he was not ready to quit.

Less than a month after

turning the first page on his book,

Willie walked six miles home in a blizzard

to make more pictures.

He became ill with pneumonia after that walk

and died two weeks later.

A monument was built for Willie

in the center of town.

The girls and boys who had been his neighbors

grew up and told their sons and daughters the story

of the man who loved snow.

Forty years after Wilson Bentley’s death,

children in his village worked

to set up a museum in honor of the farmer-scientist.

And his book has taken the delicate snow crystals

that once blew across Vermont,

past mountains, over the earth.

Neighbors and strangers

have come to know of the icy wonders

that land on their own mittens—

thanks to Snowf lake Bentley.

IdiomsReview the meaning of “It’s as common as dirt.” In this story, it refers to something that is found everywhere. The neighbors say this to Willy because snow is very common in Vermont during the winter.

Idioms

ELL



2

Willie had figured out how to photograph snowf lakes!

“Now everyone can see the great beauty

in a tiny crystal,” he said.

But in those days no one cared.

Neighbors laughed at the idea of photographing snow.

“Snow in Vermont is as common as dirt,” they said.

“We don’t need pictures.”

Willie said the photographs would be

his gift to the world.

While other farmers sat by the fire or rode to town

with horse and sleigh, Willie studied snowstorms.

He stood at the shed door

and held out a black tray to catch the f lakes.

When he found only jumbled, broken crystals,

he brushed the tray clean with a turkey feather

and held it out again.

He waited hours for just the right crystal

and didn’t notice the cold.

If the shed were warm the snow would melt.

If he breathed on the black tray the snow would melt.

If he twitched a muscle as he held the snow crystal

on the long wooden pick the snowf lake would break.

He had to work fast or the snowf lake would evaporate

before he could slide it into place and take its picture.

Some winters he was able to make only a few dozen

good pictures.

Some winters he made hundreds.

Willie so loved the beauty of nature

he took pictures in all seasons.

In the summer his nieces and nephews rubbed coat hangers

with sticky pitch from spruce trees.

Then Willie could use them to pick up

spider webs jeweled with water drops and take their pictures.

On fall nights he would gently tie a grasshopper

to a f lower so he could find it in the morning

and photograph the dew-covered insect.

But his snow crystal pictures were always his favorites.

He gave copies away or sold them for a few cents.

He made special pictures as gifts for birthdays.

He held evening slide shows on the lawns of his friends.

InferI read about all the time and care Willie gave to photographing snowfl akes. So many things could go wrong, and no matter how hard he worked, some years he took only a few good pictures. I know that it takes a lot of patience to slowly overcome so many problems. When I combine what I read about Willie with what I already know about people, I can infer that Willie was very patient.

Turn and Talk Share with your partner what you have inferred about Willie and explain why you made these inferences.

!Think Aloud 2


18 19


What Is Light? 81

1. Discuss Reading Have students share what they’ve written on their Modeled Reading Text Organizer and discuss what happened in the selection. Have them complete and discuss the sentence “Snowfl ake Bentley was mostly about . . . .” Beginning students can fi rst discuss the organizer with a partner in their primary language, and then report out in English.

2. Use Grammar Ask partners to share if clauses with each other. Read the blue highlighted sentences on page 78 as examples for beginning learners.

3. Extend Language Model extending the language students have written to include more details from the text. For example, “Willie drew snowfl akes” might become “When Willie tried drawing snowfl akes, they always melted.” Have intermediate and advanced students work on extending other entries.

ELL Review

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Differentiated Reading InstructionAs students read independently, meet with individuals or small groups. Use the options below as appropriate. • Teach Infer with Comprehension Bridge 3 and Organizer.• Review Ask Questions with Comprehension Bridge 2. • Teach comprehension strategy assigned to selected leveled reading book.

3 Support Reading Independence Group Share • If an author does not tell you everything you want to know, why would it be useful to

make an inference? • What questions did you ask as you read the selection?

4 Build Writing Skills Prewrite: Interactive Writing Revisit the Story Organizer to continue

prewriting. Invite volunteers to record their thoughts on the organizer. • Remind students that the events leading up to the solution are the story’s plot. Ask

What happens in our story? What is/are our character(s) doing? • Pair students and have them discuss how the character might solve the problem. As

partners share their ideas, have the class decide on the best solution for the story. • As students brainstorm ideas, add these elements to the Story Organizer.

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Differentiated Writing InstructionAs students write stories of their own, meet with individuals or groups. Continue work from a previous lesson or use the options below as appropriate.• Teach Story with Writing Bridge 5.• Support Prewriting with the Story Organizer.• Coach students to understand how the Writer’s Model is a strong example of Story,

pointing out the writer’s use of dialogue to develop characters. • Conference with students to offer assistance in determining an audience.

5 Support Writing Independence Group Share • Tell me about the main character in your story. • What problem is your character going to face in your story?

PROJECTABLE 27


GO TO


COMPREHENSION BRIDGE 2, 3SKILLS MASTERS page 16Infer Organizer

3_LNLEWTG743967_T03F.indd 81 8/9/11 1:53:26 PM


MODELED READING

InferI liked reading about how Willie used the old microscope that his mother gave him to look at flowers, raindrops, and blades of grass. I can use the knowledge in my head to infer that microscopes are used to study very small objects.

!Think Aloud

SKILLS MASTERS page 113Vocabulary Journal Master

SKILLS MASTERS page 16Infer Organizer

LESSON 2ObjectivesVocabulary ........................ monitor, pattern, projectedWord Study ....................... Long Vowels

Comprehension ............... InferWriting ............................... Form: Story

1 Build Reading SkillsTeach Vocabulary: Explain, Restate, ShowA. Explain the Terms Read the information on Sourcebook page 78 aloud and

explain the new terms:monitor When we monitor something, we watch it to keep track of how it changes.pattern A pattern can be lines, shapes, and colors that are put together to make a design, such as stripes on a shirt. A pattern is repeated or used over and over.projected An image is projected when it appears on another surface, as when a movie is projected onto a screen at a movie theater.

B. Restate and Show the Terms Have small groups discuss the meaning of each word. Then have students write their own explanations and graphic depictions of words in their vocabulary journals. Students can use Picture It on page 79 to guide them.

Teach Word Study: Long Vowels A. Identify Long Vowels Review the long vowel sounds: a, e, i, o, u. Then say the

following words and have students clap once when they hear a word with a long vowel sound: price, poke, ball, make, thin, up, these. Write the words on the board that students identifi ed as having long vowels. Have volunteers underline each long vowel, circle the silent e, and name the consonant that comes in between.

B. Make Words with Long Vowels Write the word make on the board and read it aloud. Underline the long a, draw a circle around the silent e, and name the consonant in between. Ask students to come up with additional words that have long vowel sounds and follow the ake pattern (such as shake and lake).

2 Read and Comprehend Modeled Reading

!Comprehension Strategy Infer

Modeled ReadingA. Review the Text: Snowfl ake Bentley Ask students to listen as you reread the

green highlighted portion of Snowfl ake Bentley on page 77 of this guide.

B. Introduce the Strategy Infer • Model a Think Aloud using the knowledge in your head to infer. • Discuss the top of page 80. Emphasize that you are inferring in your Think Aloud.

C. Turn and Talk • Have students complete the Turn and Talk activity from page 80. Remind students

that you explained the knowledge in your head when you read the story. Encourage students to explain their thinking in complete sentences just as as you modeled. Ask them to listen to what their partner says before they respond.

• Review Take It with You from page 81. Provide copies of the Infer Organizer for students to record their inferences while reading.



English Spanishmonitor monitor

(moh-nee-TOHR)

Spanish Cognate


20 21


What Is Light? 83

Teach Target Skills: Realistic Fiction and Typographical Clues A. Genre: Realistic Fiction Discuss realistic fi ction features: believable characters

who behave in realistic ways; setting appropriate to story; true-to-life plot.

B. Understand Typographical Cues Explain to students that words in a text can be emphasized using different font styles. Give examples of these typographical cues: italics, underlining, capitalization. Ask students to fi nd a typographical cue in A Light in Our Tent. (“Antoinette!” in italics on page 82; Mom! underlined on page 83) Why do you think these words are italicized and underlined? (The words show excitement and should be emphasized.)

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3 Support Reading Independence Group Share • How can making an inference help you discover more about a character’s personality? • How can our past experiences help us infer?

4 Build Writing Skills A. Reinforce Story: Reading-Writing Connection Review the Shared Reading

selection as a second writer’s model, focusing on the Story form. • Prompt students to identify the characters in the story. • Ask students to describe when and where the story takes place.

B. Draft: Modeled/Shared Writing Model drafting by turning prewriting notes from your Story Organizer into sentences. Have students suggest sentences as you scribe.

• Help students develop a beginning for the story. Ask How can we establish the situation in our story? What could our characters do or say? Guide students to craft a beginning that will hook the reader.

• Introduce Sequence to help students think about what will happen next in the story. Remind students that events should happen in an order that makes sense.

C. Spotlight on Word Study: Long Vowels Revisit the Writer’s Model on pages 104–105. Have students identify words that use the VCe spelling pattern. (game, space, have, place, home) Prompt students to look for VCe words in the class’s story.

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Differentiated Writing InstructionAs students write stories of their own, meet with individuals or groups. Continue work from a previous lesson or use the options below as appropriate.• Teach Story with Writing Bridge 5.• Teach Organizational Pattern: Sequence with Writing Bridge 38.• Use the Story Organizer to help students transition from prewriting to drafting.• Conference with students to listen to their story beginnings.

5 Support Writing Independence Group Share • What did you fi nd challenging about beginning your draft? • Share your favorite setting detail. Why is it your favorite?



PROJECTABLES 19–20, 27

WRITING BRIDGE 5, 38

GO TO




INFER ORGANIZER

GRADE 3 THEME

Projectable 21

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3_LNLEPJ741550_T03.indd 21

INFERER O

GRADE 3 THEME 3

Antoinette pointed the flashlight at the tent flap.

Just then, their dog stuck his fuzzy head inside. “Oh,

it’s just Pickle,” said Antoinette, with a wave of her hand.

“The moonlight cast Pickle’s shadow on the tent. See?

There’s nothing scary at all.”

Jocelyn lay quietly in her sleeping bag scratching

the dog’s ear. Antoinette listened to music. Suddenly

Jocelyn cried, “ANTOINETTE! I see something flashing

outside our tent!”

Antoinette crawled toward the door and slowly

peeled back the flap. She saw the flash of light. She

quickly put back the flap.

“Antoinette!” yelled Jocelyn. “Do you see that light?

It’s moving!”

“Yes, I see something. And I hear something too.

It’s right outside our tent!” whispered Antoinette.

The light stopped in front of their tent.

The girls stared at the tent flap as a

shadowy hand reached out to open it.

Suddenly, their mother poked through

the tent flap with a tray of cookies and

milk. She had a small lantern hanging from

her wrist.

“It’s just Mom !” said Jocelyn.

“See? I told you there was nothing

to be afraid of!”

SHARED READINGGRADE 3 THEME

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Projectable 20

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Antoinette pointed the flasted the flashlight at the ten

then, their dog stuck hr dog stuck his fuzzy head insi

ust Pickle,” said Antoe,” said Antoinette, with a wave

moonlightlight cast Pic cast Pickle’s shadow on thes

s nothinthing scary at g scary at all.”

lyn lay n lay quietly iquietly in her sleeping bag scra

’s ear.ear. Antoinette li Antoine stened to music. S

ried,ried, “ “ANTOINETTE!ANTO““ I see something

ur teur tent!” nt!”

tte crtte crawled toward tawled tow he door and s

k thk the flap. She flap. She saw the flash of lig

baack the flap.ck the flap

e!” yelled Jo” yelled Jocelyn. “Do you see

omethething. And I hear somethi

our tenur tent!” whispered Ane toin

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ntoinette and her sister Jocelyn were camping in the

backyard. Antoinette had just closed the tent flap when

Jocelyn said, “I don’t like the dark.” She held tightly to

her stuffed bear. “Neither does Nico.”

“You’ll both be fine. Mom and Dad are in the house,

just ten feet away,” said Antoinette. “Besides, we have a

flashlight and light from the full moon.”

The girls snuggled into their sleeping bags. Antoinette

read a book by flashlight while Jocelyn patted Nico’s head.

“Antoinette!” Jocelyn cried after a few minutes of quiet.

“Something is moving outside our tent! I’m

scared!”

by Tonya Leslie

640 T03.indd 82

5/30/11 1

SHARED READING

GRADE 3 THEME

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SHARED READINGLESSON 3

A InferFrom my reading, I know that Jocelyn is afraid and that Antoinette tells her not to worry. Also, Jocelyn plays with a stuffed animal while Antoinette reads and listens to music. From what I know about younger kids and older kids, I can infer that Antoinette is older than Jocelyn.

B Infer Have students join in your Think Aloud. As Mom came toward the tent, Antoinette saw and heard something. She whispered to her sister. From what you read and what you know, do you think Antoinette was afraid, too?

!Think Aloud

!Think Along

ObjectivesVocabulary ........................ beam, absorptionWord Study ....................... Long VowelsFluency............................... Use Punctuation to

Inform MeaningComprehension ............... Infer

Target Skills ..................... Genre: Realistic FictionUnderstand Typographical Cues

Writing ............................... Form: Story

1 Build Reading SkillsTeach Vocabulary: Explain, Restate, ShowA. Explain the Terms Reread page 78 aloud. Explain the new terms:

beam A beam is a ray of light, such as the light from a fl ashlight or a car’s headlight.absorption Absorption occurs when an object is able to take in or soak up a liquid, such as a sponge soaking up water. Absorption can also occur when an object soaks up light.

B. Restate and Show the Terms Ask students to restate and show the meanings of the new terms in their vocabulary journals.

Teach Word Study: Long VowelsA. About Long Vowels Review About Long Vowels on page 85. Remind students that

a vowel has a long sound when a consonant and silent e come after it. List the example words on the board with the long vowel sound. Ask students to listen for words with long vowel sounds as you read the passage.

B. Long Vowels in Context Read the passage “Fun with Silhouettes” aloud. Find the word made on page 84. What is the long vowel sound in made? (a) How do you know that this word has a long vowel sound? Ask students to look for other words with a long vowel sound. (make, white, tape, shine, side, size, trace, line, use) Have students work in pairs to complete Long Vowels in Context on page 85.

Teach Fluency: Use Punctuation to Inform Meaning• Tell students that good readers use puntuation as they read to help them understand the

text. Use echo reading as you reread a portion of page 84. As you read, draw attention to the commas, periods, and exclamation points.

2 Read and Comprehend Shared Reading


Connect to Prior Knowledge: A Light in Our Tent • Have you ever been camping? What was it like? • If you were spending the night in a tent, why would you need a fl ashlight? • Set Purpose: Help me set a purpose for reading. Let’s read to . . . .

Shared ReadingA. Projectables 19 and 20:

A Light in Our Tent Read A Light in Our Tent as students follow along in their Sourcebooks.

B. Infer Use a Think Aloud and Think Along as you read. Model fi lling in Projectable 21 for the Think Along.

PROJECTABLES 19, 20, & 21





English Spanishabsorption absorción

(ahb-sohr-see-OHN)

Spanish Cognate


22 23


What Is Light? 85

Writing: StoryW iti S

Assess Progress

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3 Support Reading Independence Group Share • What did you infer during today’s reading? • How would you explain to someone the reasons why readers infer?

4 Build Writing Skills A. Draft: Interactive Writing Invite volunteers to add sentences to the class’s draft. • Remind students that the sequence of events in the story should unfold naturally.

Encourage students to use time-order words to help the reader follow the events. Provide a bank of words (fi rst, before, during, meanwhile, fi nally, etc.) for students to choose from. Have students add time-order words to the draft to show the order of events.

• Explain that showing how characters react or what they say can help the reader understand that character better. Ask What would our character be thinking during this event? Would he/she be happy or sad? How would we know? Discuss the reactions and dialogue that the character might use to show his/her thoughts and feelings. As a class, decide where to add actions and dialogue to the draft.

B. Spotlight on Grammar: Review Sentence Structure Use Writing Resource Guide page 5 to provide a review lesson on sentence structure. Invite students to fi nd examples of various sentence structures on Sourcebook pages 104–105.

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Differentiated Writing InstructionAs students write stories of their own, meet with individuals or groups. Continue work from a previous lesson or use the options below as appropriate.• Teach Story with Writing Bridge 5.• Have students elaborate on the key words and phrases in their Organizers in

order to shape their thoughts into a draft, focusing on complete sentences and paragraphs.

• Conference with students to assess their understanding of Story.

5 Support Writing Independence Group Share • Did something you’ve read infl uence your writing? • What do you do when you get stuck while drafting?

PROJECTABLE 27

WRITING RESOURCE GUIDE page 5

WRITER’S HANDBOOK page 34

Review Sentence Structure



GO TO




Imagine sitting in a quiet, dark room. Suddenly a big white screen is lit from behind. Music begins to play. Soon beautiful shadows take the shapes of monsters, animals, and people on the screen. This is shadow puppet theater.

A Bright History Shadow puppets are different from the puppets

you usually see. Shadow puppets are placed between a light and a screen. The screen must be thin enough to let light through. You see only the puppet’s shadow through the screen.

Shadow puppets were made long ago in Asia. The people of different places, such as India, Java, and China, had different styles of puppets.

People used shadow puppets to tell stories. Often, the stories were tales of heroes.

by Candyce NorvellTHEATER!

Welcome to

The Shadow Puppet Theater of Java In Java, people still love to watch shadow puppets.

Java is part of the Asian country of Indonesia. The shadow puppets of Java show people with long arms and legs. Many puppets have cutout patterns that make beautiful shadows.

The theater is set up outdoors at night in a village. People gather to watch and listen. Bright lights help bring the moving, talking puppets to life.

The puppeteer does the voices of the puppets and sometimes sings. Another function of the puppeteer is to direct the music. Musicians play drums and other instruments. A shadow puppet play may last nine hours!


INTERACTIVE READINGLESSON 4

SKILLS MASTERS page 17Long Vowels Have students complete this page at home for practice with long vowels.

Homework

ObjectivesVocabulary ........................ Discuss, Reflect, Refine Word Study ....................... Long VowelsComprehension ............... Infer

Writing ............................... Form: StoryGrammar ........................... Review Sentence Structure

1 Build Reading SkillsTeach Vocabulary: Discuss, Reflect, RefineA. Structured Vocabulary Discussion Have students engage in a Structured

Vocabulary Discussion using the activity on page 78 of their Sourcebooks.

B. Refl ect and Refi ne Journal Entries Support students in refi ning or adding to their descriptions and representations of the fi ve vocabulary words in their vocabulary journals.

Teach Word Study: Long Vowels• Explore Words Together Together, read the directions for Activity Two on

page 85 of the Sourcebook. Offer support as students make new words by adding a silent e to the end of each word.

2 Read and Comprehend Interactive Reading


Connect to Prior Knowledge: Welcome to Shadow Puppet Theater! • Name some puppets that you’ve seen on television. • What causes a shadow to appear? • Set Purpose: Let’s read to learn about shadow puppets and where they came from.

1. Build Vocabulary and Background Knowledge Distribute copies of the Interactive Reading 1 Text Organizer. Begin by pointing to and identifying the shadow puppets. Explain that the reading will tell about shadow puppets and how to make them. Say the words scissors, puppet, show, cardboard, and stapler as you point to these pictures. Then have students say the words with you.

2. Develop Grammar: Ordinal Numbers Hold up one, two, and three fi ngers as you model using ordinal numbers. For example, First, I sit down. Second, I put on my glasses. Third, I open my book. Ask students to perform the actions with you. Intermediate and advanced learners may introduce the class to a fourth step. Remind these students to hold up four fi ngers before performing an appropriate action.

ELL Preview

Interactive ReadingA. Interactive Selection: Welcome to Shadow

Puppet Theater! Read aloud pages 86–87 as students follow along in their Sourcebooks.

B. Infer Use a Think Along to reinforce the comprehension strategy. When fi nished, tell students they will continue reading the text later.

SOURCEBOOK page 78

SOURCEBOOK page 85


SKILLS MASTERS page 18Interactive Reading 1Text Organizer

InferHave students join in a Think Aloud with you. The author says that the puppeteer moves the puppets, does the voices, and sometimes sings and directs the music. She also says a play may last up to nine hours. What can you infer about the puppeteer’s job by combining this information with what you know?

!Think Along


24 25


What Is Light? 87

SpellingGive a spelling test on this week’s spelling list.

S lli

Assess Progress

Comprehension: InferFor students scoring “Little Evidence” on the rubric of Comprehension Bridge Infer, continue working on this strategy, using the “Below Level” teaching suggestions.

C h

Assess Progress

Think and Respond: Reflect and Write A. Together, read the directions for this activity on page 91 of the Sourcebook. Support

pairs as they write on their index cards.

B. Culminate the activity by having students share clues that helped them make inferences.

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3 Support Reading Independence Group Share • What does it mean to infer as you are reading? • Can we make inferences while reading both fi ction and nonfi ction? Why or why not?

4 Build Writing Skills A. Draft: Interactive Writing Invite volunteers to add sentences to the class’s draft. • Remind students that endings should conclude the events in a story and tell how the

problem is solved. • Have students consider the role of the character in the ending. Ask How would our

character react to the solution? What would he/she say? • Guide students in writing an ending that tells how the problem is solved and shows

details about the reaction of the character.

B. Spotlight on Grammar: Complex Sentences Use Writing Resource Guide page 6 to provide a focus lesson on complex sentences. Ask students to revisit the Writer’s Model on Sourcebook pages 104–105 to identify examples of complex sentences. (Because it doesn’t move, people have used it to fi nd their way for hundreds of years.)

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Differentiated Writing InstructionAs students write stories of their own, meet with individuals or groups. Continue work from a previous lesson or use the options below as appropriate.• Teach Story with Writing Bridge 5.• Provide clear expectations for students’ writing. Ensure students understand by

having them explain the expectations in their own words.• Conference with students to offer support in developing dialogue.

5 Support Writing Independence Group Share • Read your best sentence. Why do you think this is the best? • What part of your story do you think needs revision? Why?

SOURCEBOOK page 91


PROJECTABLE 27

WRITING RESOURCE GUIDE page 6

WRITER’S HANDBOOK page 35

Complex Sentences

WRITING BRIDGE 5



INTERACTIVE READING

InferHave students use the interactive questions in the margins of the text in the Sourcebook to help them infer with a partner. Distribute copies of the Infer Organizer for students to use to record their inferences.

!Think Together

LESSON 5ObjectivesVocabulary ........................ Apply in Learning GameWord Study ....................... Long VowelsSpelling .............................. Assessment

Comprehension ............... InferWriting ............................... Form: StoryGrammar ........................... Complex Sentences

1 Build Reading SkillsTeach Vocabulary: Apply in Learning Game• Draw Me Divide the class into pairs of students and designate one as a “drawer” and

the other a “guesser.” Also, provide each pair with fi ve index cards on which they can write the vocabulary words monitor, pattern, projected, beam, absorption. The drawer selects a card from the stack and sketches picture clues on the back of the card for the guesser. Once the vocabulary word has been guessed, partners should switch roles and select another vocabulary card. Play continues until all vocabulary words have been drawn and guessed.

Teach Word Study: Long Vowels • Explore Words in Writing Together, read the directions on page 85. Have

students complete Activity Three. Support students as they write notes to their partner using VCe pattern words. Ask them to compare the sentences they created in the activity.

• Long Vowels in Context Have partners complete the Long Vowels in Context on page 91.


!Comprehension Strategy InferInteractive ReadingA. Infer Summarize the fi rst two pages of the story from yesterday and discuss the

inferences students made while reading. Remind students to infer as they read, using a Think Together. On the following day, partners should be ready to discuss the inferences they made on the last three pages of the story.

B. Reverse Think-Aloud Technique: Welcome to Shadow Puppet Theater! Divide the class into partners of mixed abilities. As one partner reads aloud, the other partner follows along silently. The student following along selects a point in the text to stop the other student and ask him or her a question about the content of the text or about specifi c comprehension or decoding strategies he or she used while reading. Partners then reverse roles.

Support Reading As others are working in pairs, use the Interactive Reading 1 Text Organizer with these students. Have them follow along in their books as you read the text. Then read the words in the word bank and guide students in using them to write down key words beneath the pictures. Work together to complete the “mostly about” section.

ELL View

Have below-level readers read or reread the selection on the eBook. As students answer the interactive questions, encourage them to think aloud about inferring. Have students fi ll out the Interactive Reading 1 Text Organizer and discuss with a partner: Based on clues from the text and what you know, what would be the right size puppet to use with a stage and screen made from a cereal box?

Struggling Readers

SKILLS MASTERS page 18Interactive Reading 1 Text Organizer

SOURCEBOOK page 85

SOURCEBOOK page 91


26 27


89

Monitor Writing Progress Monitor Comprehension Progress Monitor Spelling ProgressTheme 3 Progress Test

Rubric: Ideas, Writing Bridge 6 Rubric: Ask Questions, Comprehension Bridge 2 Assessment Guide, pp. 21–27

LESSON 8 Pages 94–95 LESSON 9 Pages 96–97 LESSON 10 Pages 98–99

Vocabulary TStructured DiscussionWord Study TPractice Consonant Digraphs ch, sh, th, wh

Vocabulary TReflect and RefineWord Study TWrite Consonant Digraphs ch, sh, th, wh

Vocabulary TApply in Learning GameWord Study TReview Long VowelsReview Consonant Digraphs ch, sh, th, wh

Interactive ReadingThe Other Side of the RainbowSourcebook pp. 90–91Comprehension Strategy TReinforce Ask Questions

Interactive ReadingThe Other Side of the RainbowSourcebook pp. 90–94Comprehension Strategy TReinforce Ask Questions

Interactive ReadingThe Other Side of the RainbowSourcebook pp. 90–94Comprehension Strategy TReinforce InferAssessmentAdminister Theme 3 Progress Test

Comprehension Strategy TReinforce and Apply Ask Questions

Comprehension Strategy TReinforce and Apply Ask Questions

Comprehension Strategy TReinforce and Apply Infer

Comprehension StrategyDiscuss Ask Questions

Comprehension StrategyDiscuss Ask Questions

Comprehension StrategyDiscuss Infer

Revise: Interactive Writing

Spotlight on Grammar TDeclarative/Interrogative

Edit and Publish: Modeled/Shared/Interactive Writing

Writing ShareShare, Reflect, Discuss

Teach Writer’s Craft

Use Writing Traits Checklist

Conference

Use Editing Checklist

Conference

Use Writer’s Reflection Checklist

Reflect on Writing Reflect on Writing Reflect on Writing

3_LNLEWTG743967_T03G.indd 89 8/9/11 1:57:56 PM

RE

AD

ING

WR

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GTHEME 3 What Is Light?

88

ASSESSMENT Ongoing Test Practice

Assessment Guide, pp. 19–20T = Tested

Week 2 at a Glance LESSON 6 Pages 90–91 LESSON 7 Pages 92–93

Build Reading Skills

Vocabulary TExplain, Restate, Show: lens, function, focusWord Study TIntroduce Consonant Digraphs ch, sh, th, whSpelling TIntroduce Word List

Vocabulary TExplain, Restate, Show: demonstrate, filamentWord Study TTeach Consonant Digraphs ch, sh, th, wh

Read and Comprehend

Interactive ReadingWelcome to Shadow Puppet Theater!Sourcebook pp. 78–82Comprehension Strategy TPractice Infer

Interactive Reading“My Shadow”Sourcebook pp. 86–87Comprehension Strategy TReinforce InferTarget Skill TRecognize Rhythm and Rhyme

Differentiated Reading Instruction OPTIONS• Comprehension• Vocabulary• Word Study • Fluency



Support Reading Independence



Build Writing Skills

Introduce Trait: Ideas TProjectable 26Revise: Modeled/Shared Writing

Spotlight on Spelling

Reinforce Trait: Ideas TModeled Reading Revise: Interactive Writing

Spotlight on Word StudyConsonant Digraphs ch, sh, th, wh

Differentiated Writing Instruction OPTIONS

Reinforce Trait: Ideas T

Conference

Reinforce Trait: Ideas T

Conference

Support Writing Independence

Reflect on Writing Reflect on Writing

BS

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RC

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SRIn

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BS

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SWIn

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Teacher’s Guide

GO TOComprehension

Bridge

WritingBridge

GO TO

3_LNLEWTG743967_T03G.indd 88 8/9/11 1:57:11 PM

28 29


What Is Light? 91

Think and Respond: Turn and TalkA. Have students work in pairs to discuss the questions on page 91. Encourage them to

listen actively to partners.

B. Bring the group together to discuss student inferences relating to puppeteers.

Think and Respond: Critical ThinkingA. Together, read the activity on page 91 and check students’ understanding.

B. Support students as they write down what they learned about shadow puppets. Encourage students to explain how they would tell a story using shadow puppet characters.

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Differentiated Reading InstructionAs students read independently, meet with individuals or small groups. Use the options below as appropriate. • Teach Infer with Comprehension Bridge 3 and Organizer.• Teach comprehension strategy assigned to selected leveled reading book.

3 Support Reading Independence Group Share • How can inferences help you visualize the setting of a story? • How can inferences help you determine if a story is realistic?

4 Build Writing Skills Focus Trait: IdeasA. Introduce Ideas Using Projectable 26, introduce the Ideas trait of good writing.

Have students listen for the main idea as you read the piece aloud. • Discuss how the italicized ideas are delivered clearly and maintain focus. • Explain that good writing should focus on one topic and all details in the writing

should help the reader better understand the main idea. • Have students revisit Sourcebook pages 104–105 to analyze the Writer’s Model for use

of Ideas. Have them write a response to the second Respond in Writing question.

B. Revise: Modeled/Shared Writing Model revising by reading the class’s fi rst draft and suggesting revisions. Ask volunteers to make revisions as you scribe.

• Read the draft aloud to students. Circle the dialogue of the characters. Ask students Does the dialogue of our character show how he/she thinks and feels? How can we make the dialogue better?

• Support students in seeing the story as a whole. Ask Does our story have a clear beginning, a middle, and an ending? Guide students in arranging details as needed.

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Differentiated Writing InstructionAs students write stories of their own, meet with individuals or groups. Continue work from another lesson or use the options below as appropriate.• Teach Ideas with Writing Bridge 6.• Pair selected students to listen to each other’s story and note one positive element.• Conference with students to guide them toward mentor texts that may help with revision.

5 Support Writing Independence Group Share • How did you approach revision today? Where did you start? • What is most challenging about focusing on only one topic when writing?

Have students write a short script for a shadow puppet play. Invite students to share their scripts with the rest of the class.

H t d

Enrichment Activity

SOURCEBOOK page 91


PROJECTABLE 26

WRITING BRIDGE 6

GO TO


COMPREHENSION BRIDGE 3SKILLS MASTERS page 16Infer Organizer

3_LNLEWTG743967_T03H.indd 91 8/10/11 12:22:14 PM


INTERACTIVE READING

SKILLS MASTERS page 19Home ConnectionHave students complete this activity with a family member.

Home Activity

Spelling Listbranchchildrenfl eshpurchaseshadow

souththawwharfwhisperwhistle

NO EXCUSE WORDS

goodhouselandoh

CHALLENGE WORDS

establishmachinematchsugar

+ 2 PERSONAL WORDS

See Spelling Routine on pages A32–A33 in this guide.

LESSON 6

1 Build Reading SkillsTeach Vocabulary: Explain, Restate, ShowA. Explain the Terms Read Camera Magic on Sourcebook page 92. Explain the

new terms: lens A lens is a piece of glass used to help bring objects into focus.

function The function of something is its purpose. focus To focus something like an object seen through a camera means to make

something that is blurry more clear.

B. Restate and Show the Terms Have small groups discuss the meaning of each word. Then have students write their own explanations and graphic depictions of words in their vocabulary journals. Students can use Picture It on page 93 for examples of organizers they can use.

Teach Word Study: Words with ch, sh, th, wh A. Explain Consonant Digraphs ch, sh, th, wh Tell students that the letter pairs

ch, sh, th, and wh each make one sound. Write these examples on the board and sound them out together: choke, shake, these, white.

B. Connect Long Vowels to Words with ch, sh, th, wh Point out that the above words also have long vowels that follow the VCe pattern. For each word, have a volunteer underline the long vowel, circle the silent e, and say the consonant in between.



Wrap Up the Interactive ReadingA. Summarize the Selection: Welcome to Shadow Puppet Theater!

Have students help you summarize the text. Encourage students to recall important steps in the process and describe inferences that they made during their reading.

B. Comprehension Questions Discuss the following: LITERAL: What if the puppet screen is not thin enough? (The light cannot shine through.)

INFERENTIAL: Why do you think the puppeteer keeps “good” puppets on one side and “bad” puppets on the other?p pp

1. Discuss Reading Have students share what they’ve written on the Interactive Reading 1 Text Organizer and discuss information from the selection. Have partners use the pictures to tell about the shadow puppet theater. They may use gestures and movement to aid in their explanations.

2. Use Grammar Encourage intermediate and advanced learners to say their own sentences that use ordinal numbers.

3. Extend Language Have intermediate and advanced learners share descriptions from their text organizers. Model expanding them. For example, “screen” might become “a screen made of tissue paper.”

ELL Review

ObjectivesVocabulary ...................... lens, function, focusWord Study ....................... Consonant Digraphs

ch, sh, th, wh

Spelling .............................. Introduce Word ListComprehension ............... InferWriting ............................... Trait: Ideas





English Spanishfunction función

(fuhn-see-OHN)

Spanish Cognate


30 31


What Is Light? 93

Interactive ReadingA. Read the Poem and Identify Rhythm and Rhyme: “My Shadow”

Use your voice and body movement to emphasize the rhythm of the poem as you read it aloud. Ask students to listen for the rhyming words at the ends of lines. Reread the beginning of the poem. What sound is the same in me and see? (the long e sound)

B. Turn and Talk Have partners reread the poem, each reading two stanzas at a time. Students can identify pairs of rhyming words at the end of their turns.

Ongoing Test Practice A. Model Sample Question Distribute copies of pages 19–20 in the Assessment

Guide and work through the example question together.

B. Send Home for Practice Have students take the passage and questions home as homework. You can review the correct answers the next day.

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3 Support Reading Independence Group Share • How did you infer today? • How has the ability to infer changed the way you read?

4 Build Writing SkillsA. Reinforce Ideas Read aloud the magenta highlighted text on page 77 of this guide.

Discuss with students the author’s use of Ideas.

B. Revise: Interactive Writing Revisit the class’s draft to continue revising. Invite volunteers to make revisions directly on the draft.

• Invite students to highlight the main idea of an underdeveloped paragraph. Ask What details can we add to this paragraph to better support the main idea?

• Prompt students to add details to strengthen use of Ideas in weak paragraphs.

C. Spotlight on Word Study: Words with ch, sh, th, wh Review the sounds and spellings of these letter pairs. Discuss how students can use their understanding of these letter pairs to spell words correctly when they write. Invite students to fi nd examples in the Writer’s Model on pages 104–105. (she, then, thought)

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Differentiated Writing InstructionAs students write stories of their own, meet with individuals or groups. Continue work from a previous lesson or use the options below as appropriate.• Teach Ideas with Writing Bridge 6.• Encourage students to write in small groups and share feedback with each other. • Conference with students to assess their writing progress and needs.

5 Support Writing Independence Group Share • Tell me a revising strategy you used today. How was it helpful? • What part of your story are you going to focus on during revising tomorrow?

Have students write the letters ROYGBIV (as suggested by Professor Roy G. Biv) down the left side of a sheet of paper and then use each letter to begin an interesting and imaginative sentence about the color it represents. For example, an R sentence might be Red is for summer, heat, and sunburns. For an added challenge, ask students to create a rhyming pattern for their sentences.

H t d

Enrichment Activity

ASSESSMENT GUIDE pages 19–20Infer


WRITING BRIDGE 6




1 Build Reading SkillsTeach Vocabulary: Explain, Restate, ShowA. Explain the Terms Reread page 93 aloud. Explain the new terms:

demonstrate When we demonstrate, we show how something works.fi lament A fi lament is a very fi ne wire or thread. You can fi nd a fi lament inside a light bulb.

B. Restate and Show the Terms Ask students to restate and show the meanings of the new terms in their vocabulary journals.

Teach Word Study: Words with ch, sh, th, whA. Words with ch, sh, th, wh Warm-Up Have students listen to the following

list of words and identify ch, sh, th, or wh letter pairs: show, wish, this, children, south, branch, whisper. Ask students to tell you which letter pair they heard in each word and whether they heard the letter pair at the beginning or end of the word. Write the word on the board and underline the letter pair as you repeat the word.

B. About Words with ch, sh, th, wh With students, read the explanation of words with the sounds ch, sh, th, wh on page 96 of the Sourcebook.

C. Words with ch, sh, th, wh in Context Read aloud the interview “How Are Rainbows Formed?” on page 88 of the Sourcebook. Have students listen for words with ch, sh, th, wh (this, with, another, shining, where, when, show, the, white, each). Have students work in pairs to complete Words with ch, sh, th, wh in Context on page 96 of the Sourcebook.



Teach Target Skill: Recognize Rhythm and Rhyme A. Introduce Rhythm and Rhyme Tell students that rhythm is the “beat” in poetry.

Use lines of a poem to demonstrate, such as the up-down rhythm of “Jack and Jill/Went up the hill . . . .” Then explain that in many poems the words at the ends of lines rhyme, or share the same ending sounds, such as Jill/hill.

B. Reinforce the Concept Have students think of rhyming words for a few words from the spelling list, such as land (hand, grand, sand) and thaw (draw, law, paw). Encourage students to create simple two-line or four-line verses using these words. Have partners read aloud and clap the rhythm of their poems.

Connect to Prior Knowledge: “My Shadow” • Do you have a shadow? Is it always with you? • Does your shadow always look the same? Why or why not? • Set Purpose: Let’s listen for rhythm and rhyme in this poem.

ObjectivesVocabulary ........................ demonstrate, filamentWord Study ....................... Consonant Digraphs

ch, sh, th, whComprehension ............... Infer

Target Skill ....................... Recognize Rhythm and RhymeWriting ............................... Trait: Ideas

SOURCEBOOK page 93




English Spanishdemonstrate demostrar

(deh-mohs-TRAHR)filament filamento

(fee-lah-MEHN-toh)

Spanish Cognates


32 33


Grandpa burst into the kitchen. “Evan, help me find a light bulb.” He jerked open a cupboard and a mountain of dish towels fell on his head. “The light’s out in the hallway. I guess the filament burned out. Let’s go to the store.”

“Can we stop at the flea market?” I asked.“Sure,” said Grandpa. “Let’s go.” The flea market was packed with books, jewelry,

clothes, and other things. While Grandpa hunted for light bulbs, I examined a table full of telescopes and binoculars. There was a strange glass lens unlike anything I had seen before.

What more would you like to know

about Evan? What more would you like to know about his

grandfather?

By Annie Choi

Genre

Scienc

e Fict

ion

Carefully, I picked up the lens. It was smooth, clear, and fit in the palm of my hand.

“It’s a prism.”I looked up and saw a man behind the table.“What does it do?” I asked.“Find a sunny spot and you’ll figure it out.

It’s a bargain for fifty cents!” The man chuckled and smiled mysteriously.

I handed the man my change and shoved the prism in my pocket.

When I returned to my grandparents’ house, I sprinted to the garden and took out my prism. I held it up to the sun and saw flashes of color dance and spin inside the glass. Then slowly, a rainbow stretched out in front of me. The rainbow arched brightly across the sky. It looked as if I could walk right on top of it.

Carefully, I stepped onto the rainbow. It wasn’t just any rainbow–– it was a bridge! But where did it go? I had to find out.

What questions do you have about

the prism?

What Is Light? 95

Writing: IdeasW iti

Assess Progress

Interactive ReadingA. Interactive Selection: The Other Side

of the Rainbow Read The Other Side of the Rainbow on pages 98–99 as students follow along in their Sourcebooks.

B. Review Ask Questions Remind students that asking questions about the text as they read, such as What should I know after reading this selection? will help them gain meaning. Use a Think Along to reinforce this strategy of asking questions before, during, and after reading. Have students ask questions of their own.

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Differentiated Reading InstructionAs students read independently, meet with individuals or small groups. Use the options below as appropriate. • Teach Infer with Comprehension Bridge 3 and Organizer.• Review Ask Questions with Comprehension Bridge 2.

3 Support Reading Independence Group Share • What questions did you ask today during your reading? • How can inferences help you answer questions you have while reading?

4 Build Writing Skills A. Revise: Interactive Writing Continue revising the class’s story. Invite volunteers

to make suggestions and mark revisions. • Remind students that reading a piece of writing aloud can help the writer identify

weak areas. Ask students to read the class story aloud to a partner. Have students listen for the order of events and details. Ask Do the events happen in an order that makes sense?

• Remind students about the key elements of Story—characters, setting, and plot (problem, events, solution). Ask Have we included all the elements of a story?

B. Spotlight on Grammar: Declarative/Interrogative Use Writing Resource Guide page 6 to provide a focus lesson on declarative and interrogative sentences. Have students revisit Sourcebook pages 104–105 to identify examples. (How long do you think it takes starlight to get to Earth?, Maybe this year I’ll ask for a telescope to look at the stars instead!)

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Differentiated Writing InstructionAs students write stories of their own, meet with individuals or groups. Continue work from a previous lesson or use the options below as appropriate.• Introduce Writer’s Craft: Build Strong Paragraphs.• Reinforce the Writing Traits with the Writing Traits Checklist.• Pair students together to share revisions. Partners should offer feedback for new

revision ideas.• Conference with students to assess their understanding of the Ideas.

5 Support Writing Independence Group Share • What message are you trying to tell your reader? How are you revising to help? • How did you make your story better today?

Thee fleaclclothees, andforfor ligight buufulfull ofof teleesThThere e was sunliknlike ananytun

11 Ask Questions

Have students join in a Think Aloud with you. What kind of relationship do you think Grandpa and Evan have? Why do you think Evan wants to go to the flea market?

!Think Along

WRITING RESOURCE GUIDE page 6WRITER’S HANDBOOK page 35

Declarative/Interrogative

WRITING RESOURCE GUIDE pages 72–73Build Strong Paragraphs

Writer’s Craft


WRITING RESOURCE GUIDE page 88Writing Traits Checklist

GO TO





INTERACTIVE READING

SKILLS MASTERS page 20Words with ch, sh, th, whHave students complete this page at home to practice words with ch, sh, th, wh.

Homework

LESSON 8

1 Build Reading SkillsTeach Vocabulary: Discuss• Structured Vocabulary Discussion Have students engage in a Structured

Vocabulary Discussion using the activity on page 93 of their Sourcebooks.

Teach Word Study: Words with ch, sh, th, whA. Listing Words with ch, sh, th, wh Have students work with a partner. Write

the letter pair ch on the board. Ask partners to write as many words as they can think of that contain ch. Let the pair with the most words write their list on the board. Then ask other students to volunteer more words to add to the list. Repeat with sh, th, wh.

B. Review Words with ch, sh, th, wh Review the explanation of Words with ch, sh, th, and wh on page 97 of the Sourcebook.

C. Explore Words Together Have students complete Activity Two on page 97.


!Review Comprehension Strategy Ask Questions

Connect to Prior Knowledge: The Other Side of the Rainbow • What items can you buy at a fl ea market? • What do you know about rainbows and how they are formed? • Set Purpose: Let’s read to fi nd out what is on the other side of the rainbow in this story.

1. Build Vocabulary and Background Knowledge Distribute copies of the Interactive Reading 2 Text Organizer. Point to the characters and say that the story is about a boy named Evan, his grandpa, and a girl named Mia. Point to the pictures as you say prism and rainbow. Have students say the words with you. Name colors mentioned in the story (black, white, orange, blue) and have beginning learners fi nd these colors in the classroom. Ask students to point to and name other colors they see.

2. Develop Grammar: Time clauses with as and while Read aloud the sentence on the fi rst page: While Grandpa hunted for light bulbs, I (Evan) examined a table full of telescopes and binoculars. Explain to students that the time clause while is used to show that two events are occurring at the same time. Help students understand that the clause while is used to show that Evan is looking at telescopes and binoculars at the same time that his Grandpa is hunting for light bulbs. Tell them that the time clause as could replace while in the sentence. Ask intermediate and advanced students to fi nd an example of the time clause as in the story.

ELL Preview

ObjectivesVocabulary ........................ DiscussWord Study ....................... Consonant Digraphs

ch, sh, th, wh

Comprehension ............... InferWriting ............................... Trait: IdeasGrammar ........................... Declarative/Interrogative


SOURCEBOOK page 93


SOURCEBOOK page 97


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What Is Light? 97

Ask student groups to brainstorm questions they have about light and what it can and can’t pass through. Then have them use the Yahoo! Kids Web site or another protected search engine to research answers.

Focus on New Literacy

Comprehension:Ask QuestionsFor students scoring “Little Evidence” on the rubric of Comprehension Bridge Ask Questions, continue working on this strategy, using the “Below Level” teaching suggestions.

C h

Assess Progress

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Differentiated Reading InstructionAs students read independently, meet with individuals or small groups. Use the options below as appropriate. • Teach Infer with Comprehension Bridge 3 and Organizer.• Review Ask Questions with Comprehension Bridge 2.

3 Support Reading Independence Group Share • How did asking questions help you understand your reading today? • How would you explain asking questions to a friend?

4 Build Writing Skills

A. Edit: Shared/Interactive Writing Using the class’s revised draft, model editing by locating an error and marking a correction. Then have students share in editing by making suggestions and marking edits on the class’s draft.

• Assist students in checking to ensure all sentences are complete. Ask Do all of our sentences have a subject and a verb?

• Circle misspelled words as students point them out. Support students in fi nding the correct spellings.

• Direct students to check the story for correct capitalization and punctuation. • Prompt students to check for correct use and punctuation of declarative and

interrogative sentences.

B. Spotlight on Spelling With students, review the spelling words for the theme. Invite students to identify the theme’s spelling words that appear in the Writer’s Model on Sourcebook pages 104–105. (space, surprise) As you revise the class writing piece, suggest that students look for opportunities to include the words and spell them aloud as a class.

C. Publish As a class, decide how you would like to publish your story. Model publishing by writing the title of the class’s story. Invite volunteers to participate in publishing by writing a sentence on the fi nal draft.

• Suggest that students think about pictures that could be added to the story. • Encourage students to consider other ways this piece of writing could be published,

such as posting it in the classroom or sending it in a letter. • Invite students to explore ways that the class’s story could be published using

digital tools.

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Differentiated Writing InstructionAs students write stories of their own, meet with individuals or groups. Continue work on a previous lesson or use the options below as appropriate.• Support Editing with the Editing Checklist.• Meet with students to discuss what they want to share in this story, asking them to

point out examples that accomplish this goal.• Conference with students to help them decide on a method of publication.

y 5 Support Writing Independence Group Share • Tell me how you chose to publish your story. • What is most challenging about writing a story? What can you do to make it easier?


WRITING RESOURCE GUIDE page 86Editing Checklist




1 Build Reading SkillsTeach Vocabulary: Reflect and Refine• Refl ect and Refi ne Vocabulary Journals Support students in refi ning,

adding to, or completing their previous descriptions and representations of any of this theme’s vocabulary words in their vocabulary journals.

Teach Word Study: Words with ch, sh, th, wh• Explore Words in Writing Together, read the directions for Activity Three on

Sourcebook page 97. Emphasize using a variety of words with ch, sh, th, and wh as students write about what they might like to fi nd at the end of the rainbow.


!Review Comprehension Strategy Ask Questions

Interactive ReadingA. Ask Questions Summarize pages 98–99 of The Other Side of the Rainbow and

review the questions you asked. Remind students of last theme’s strategy, Ask Questions. On the following day, students should be ready to summarize the selection and discuss the questions they asked to gain new meaning from the text.

B. Say Something Technique: The Other Side of the Rainbow Divide the class into partners of mixed abilities to read the rest of the selection. Have them alternate reading paragraphs, covering each paragraph up, and then saying something about it—any thought, idea, or question they have in response to the text.

Support Reading As others are working in pairs, use the Interactive Reading 2 Text Organizer with these students. Have them follow along in their books as you read the text. Then read the words in the word bank and guide students in using them to write down key words beneath the pictures. Work together to complete the “mostly about” section.

ELL View

Have below-level readers read or reread the selection on the eBook audio. As students answer the interactive questions, encourage them to think aloud about using inferring to answer the questions. Have students fi ll out the Interactive Reading 2 Text Organizer and discuss with a partner: How is the prism in the story different from a real prism?

Struggling Readers

Think and Respond: Reflect and Write• Close this part of the lesson by having students complete the activity on page 103. Pairs

can share their questions and answers with the group.

ObjectivesVocabulary ........................ Reflect and RefineWord Study ....................... Consonant Digraphs

ch, sh, th, wh

Comprehension ............... InferWriting ............................... Trait: Ideas


SOURCEBOOK page 97


SOURCEBOOK page 103

Ask QuestionsHave students use the interactive prompts in the Sourcebook to think of questions about the selection. Distribute copies of the Ask Questions Organizer for students to record their questions.

!Think Together


36 37


What Is Light? 99

SpellingGive a spelling test on this week’s spelling list.

S lli

Assess Progress

Think and Respond: Turn and TalkA. Have students discuss the question on page 103.

B. Ask students to share questions that they wrote down on their Ask Questions Organizers. Ask students to note how their own questions were similar to or different from questions of classmates.

Think and Respond: Critical ThinkingA. Together, read the description of the activity on page 103 of the Sourcebook and make

sure that students understand the directions.

B. Support students as they think about the differences between a real prism and the prism in the story. Guide them to a higher level of thinking as they answer the question.

Assessment: Theme 3 Progress Test Administer the Theme 3 Progress Test that assesses Comprehension, Target Skills,

Vocabulary, Word Study, Grammar, and Writing.

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3 Support Reading Independence Group Share • What are some reasons for making inferences as you read? • How do inferences make reading more interesting?

4 Build Writing Skills A. Share Writing Use whole class writing time for a writing share. Have selected

students present their writing pieces to the class. Encourage students to read clearly and with emotion. Remind the rest of the class to listen carefully and with respect.

B. Model Critiquing As students present, offer praise for strong points and suggestions for areas that need improvement.

C. Discuss Feedback Lead a discussion in which volunteers offer feedback to writers about their work.

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up Differentiated Writing InstructionHave students refl ect on their own writing processes and experiences by completing the Writer’s Refl ection Checklist.

5 Support Writing Independence Group ShareGather to discuss the shared writing pieces and students’ responses on their Writer’s Refl ection Checklists. • Which stories had only one main topic? • Which stories used lively dialogue? Which stories used exciting descriptive words? • What strategy did you fi nd helpful when you were writing your story?

ASSESSMENT GUIDE pages 21–27 Theme 3 Progress Test

SOURCEBOOK page 103

WRITING RESOURCE GUIDE page 87Writer’s Refl ection Checklist

GO TO


COMPREHENSION BRIDGE 3SKILLS MASTERS page 16Infer Organizer



INTERACTIVE READING

Have students imagine that they bought a special item related to light at a garage sale. Ask students to write a science fi ction story about what happened when they used the purchased item.

Enrichment Activity

LESSON 10

1 Build Reading SkillsTeach Vocabulary: Apply in Learning Game• Name That Category Divide the class into small teams. Tell a vocabulary word

(monitor, pattern, projected, beam, absorption, lens, function, focus, demonstrate, fi lament) to one student on each team (the fi rst clue-giver). The clue-giver will then give clues about the word to his or her teammates without saying the actual vocabulary word. When the team guesses the word, another member of the team becomes clue-giver and receives the next vocabulary word.

Review Word Study A. Words with ch, sh, th, wh in Context With students, read the directions for

the activity on page 103 of their Sourcebooks. Model drawing a four-column chart to list the words.

B. Long Vowels Review Remind students that a vowel usually has a long sound when a consonant and an e come after it. Write four blank spaces on the board. Add an a to the second space and an e to the fi nal space (_a_e). Ask students to think of consonants they could add to the remaining spaces to make a complete word (bake, came, page). Work with students to create additional words using other long vowels.



Wrap Up the Interactive ReadingA. Summarize the Selection: The Other Side of the Rainbow Ask

students to summarize The Other Side of the Rainbow and share questions they asked to help them understand the story.

B. Comprehension Questions Discuss the following: LITERAL: How did Evan learn about the function of a prism? (The man behind the

table told him.) INFERENTIAL: How did Evan determine that he had entered a town?

C. Reteach the Theme Strategy Infer Reteach inferences by modeling how you used what you already knew and clues in the text to infer different details about the characters and setting.g

1. Discuss Reading Have students share what they’ve written on their Interactive Reading 2 Text Organizers and discuss what happened in the story.

2. Use Grammar Reread the time fl ies sentence from the selection as an example for beginning learners. Intermediate and advanced learners can say their own time fl ies sentences.

3. Extend Language Model extending the written language to include more details for intermediate and advanced learners. For example, “Evan bought a prism,” might become “Evan bought a prism for fi fty cents.”

ELL Review

ObjectivesVocabulary ........................ Apply in Learning GameWord Study ....................... Consonant Digraphs

ch, sh, th, wh Long Vowels

Spelling ............................ AssessmentComprehension ............... InferWriting ............................... Writing Share/Reflect

SOURCEBOOK page 103


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