Upload
truongdan
View
221
Download
2
Embed Size (px)
Citation preview
ComprehensionGenreRealistic Fiction is a
made-up story that could
have happened in real life.
Monitor Comprehension Character As you read, fill in your
Character Web.
Read to Find OutHow does James’s summer
in New York actually
turn out?
608
ComprehensionGENRE: REALISTIC FICTION
Have a student read the definition of
Realistic Fiction on Student Book page
608. Students should look for events
that could happen in real life.
STRATEGYMONITOR COMPREHENSION
Remind students to monitor, or check,
their comprehension as they read. They
should stop regularly to ask themselves
if they understand what is happening
in the story.
SKILLCHARACTER
Remind students that authors use
various methods to show what kind of
people the characters in a story are.
As readers of realistic fiction, students
should use clues provided by the
author and their own experiences to
infer why characters act as they do.
Vocabulary Words Review the tested vocabulary words: strutting,
swarms, flicked, collage, barbecue, glorious, and skyscrapers.
Story Words Students may be unfamiliar with these words.
Pronounce the words and give meanings as necessary.
studio (p. 615): the place where an artist works
fire escapes (p. 617): the outside stairways on buildings used as
emergency exits
stoops (p. 617): the sets of steps leading to the entrances of houses
saxophone (p. 618): a musical instrument used by jazz musicians
mango (p. 618): a sweet tropical fruit
MAIN SELECTION• Me and Uncle Romie
• Skill: Character
PAIRED SELECTION• “Making a Collage”
• Text Feature: Directions
SMALL GROUP OPTIONS
• Differentiated Instruction, pp. 631M–631V
608
As you read Me and Uncle Romie, fill in the Character Web.
How does the information you wrote in the Character Web help you to monitor your comprehension of Me and Uncle Romie?
Uncle Romie
On Level Practice Book O, page 172
Approaching Practice Book A, page 172
Beyond Practice Book B, page 172
Main Selection
by CLAIRE HARTFIELD pictures by JEROME LAGARRIGUE
609
Main Selection Student pages 608–609
Preview and PredictAsk students to read the title, preview
the illustrations, and make predictions
about the selection. What kinds of
new things do they think the boy will
discover? Have students write their
predictions and any questions they
may have about the story.
Set PurposesFOCUS QUESTION Discuss the “Read
to Find Out” question on Student
Book page 608. Remind students to
look for the answer as they read.
Point out the Character Web in the
Student Book and on Practice Book
page 172. Explain that students will fill
it in as they read.
Read Me and Uncle Romie
Use the questions and Think Alouds
to support instruction about the
comprehension strategy and skill.
If your students need support
to read the Main Selection,
use the prompts to guide
comprehension and model
how to complete the graphic
organizer. Encourage students
to read aloud.
If your students can read the
Main Selection independently,
have them read and complete
the graphic organizer. Remind
students to set and adjust their
reading rate based on their
purpose for reading.
If your students need alternate selections, choose the
Leveled Readers that match their instructional level.
Story available on Listening Library Audio CD
Me and Uncle Romie 609
It was the summer Mama had the twins that I fi rst met my uncle Romie. The doctor had told Mama she had to stay off her feet till the babies got born. Daddy thought it was a good time for me to visit Uncle Romie and his wife, Aunt Nanette, up north in New York City. But I wasn’t so sure. Mama had told me that Uncle Romie was some kind of artist, and he didn’t have any kids. I’d seen his picture too. He looked scary—a bald-headed, fi erce-eyed giant. No, I wasn’t sure about this visit at all.
The day before I left home was a regular North Carolina summer day. “A good train-watching day,” my friend B.J. said.
We waited quietly in the grass beside the tracks. B.J. heard it fi rst. “It’s a’coming,” he said. Then I heard it too—a low rumbling, building to a roar. WHOOO—OOO!
“The Piedmont!” we shouted as the train blasted past.
610
Main Selection Student page 610
Develop Comprehension
1 CHARACTER
Because Uncle Romie is one of the
characters in the title, we know he will
be a major character. What does the
narrator tell us about him in the first
paragraph? (The narrator knows that
Uncle Romie lives in New York and has
been told that he is an artist. He also
knows that Uncle Romie is married
and has no children. From a picture he
has seen that Uncle Romie is “a bald-
headed, fierce-eyed giant.”) Add this
information to your Character Web.
bald, fierce-eyed
Uncle Romie
12
610
“I’m the greatest train-watcher ever,” B.J. boasted.“Yeah,” I answered, “but tomorrow I’ll be riding a train.
I’m the lucky one.”Lucky, I thought as we headed home. Maybe.That evening I packed my suitcase. Voices drifted up
from the porch below.“Romie’s got that big art show coming up,” Mama said
quietly. “I hope he’s not too busy for James, especially on his birthday.”
“Romie’s a good man,” Daddy replied. “And Nanette’ll be there too.”
Character Who is the narrator of this story? How would you describe this character?
611
Main Selection Student page 611
Develop Comprehension
2 STRATEGYMONITOR COMPREHENSION
Teacher Think Aloud
As I read, I will
monitor my comprehension. I see
that the first paragraph is printed
differently, in italics. Why does the
author use this text feature? I think
it must mean that the narrator
is writing about something he
remembers from the past. Yes, he is
recalling how he had to take a trip
to New York because his mother
was going to have twins. He seems
a little afraid to meet his Uncle
Romie. I will have to keep reading to
find out why, because I have reread
this paragraph, and I have answered
all the questions I can.
3 CHARACTER
Who is the narrator of this story? How
would you describe this character?
(Suggested answer: The narrator’s
name is James. He has a best friend,
B.J., and both of them love to watch
trains. By the way he describes people
and listens to his parents talking, we
know he pays attention to the world
around him.)
3
Me and Uncle Romie 611
The light faded. Mama called me into her bedroom. “Where’s my good-night kiss?” she said.
I curled up next to her. “I’ll miss the way you make my birthday special, Mama. Your lemon cake and the baseball game.”
“Well,” Mama sighed, “it won’t be those things. But Uncle Romie and Aunt Nanette are family, and they love you too. It’ll still be a good birthday, honey.”
Mama pulled me close. Her voice sang soft and low. Later, in my own bed, I listened as crickets began their song and continued into the night.
The next morning I hugged Mama good-bye, and Daddy and I headed for the train. He got me seated, then stood waving at me from the outside. I held tight to the jar of pepper jelly Mama had given me for Uncle Romie.
612
Main Selection Student page 612
Develop Comprehension
4 MONITOR AND CLARIFY
What self-monitoring strategies can
you use to help you find out what
kind of an upbringing James has had?
(Answers will vary; possible answer: I
can reread and read ahead. James says
that he will miss the way his mother
makes his birthday special. His father
is very careful about getting him onto
the train to New York. On the next
page, I read that his father packed
food for him to eat on the train.
James’s parents seem to be very caring
and concerned about his welfare.)
Mood
Explain The mood, or atmosphere, of a story is the feeling it gives
the reader. Authors create mood by using sensory words to describe
the setting and characters. Events in the plot are also carefully
developed to bring about a particular emotional response.
Discuss Ask students to look for descriptive details on page 612 that help
establish the mood of this part of the story (light faded; curled up next to
her; pulled me close; sang soft and low; crickets began their song; held tight
to the jar). What mood is the author creating? How does it reflect what
is happening in the plot? (Possible answer: The mood is quiet, slightly
fearful, and tense, because James is worried about his upcoming trip.)
Apply As students read, have them continue to scan the text for
descriptive details that signal mood. Ask them to keep a list of the major
plot events in the story and to identify the associated mood for each.
4
612
“ALL A-BOARD!” The conductor’s voice crackled over the loudspeaker.
The train pulled away. Chug-a-chug-a-chug-a-chug. I watched my town move past my window—bright-coloredhouses, chickens strutting across the yards, fl owers everywhere.
After a while I felt hungry. Daddy had packed me a lunch and a dinner to eat one at a time. I ate almost everything at once. Then my belly felt tight and I was kind of sleepy. I closed my eyes and dreamed about Mama and Daddy getting ready for those babies. Would they even miss me?
Later, when I woke up, I ate the last bit of my dinner and thought about my birthday. Would they make my lemon cake and take me to a baseball game in New York?
The sky turned from dark blue to black. I was getting sleepy all over again.
“We’re almost there, son,” the man next to me said.Then I saw it . . . New York City. Buildings stretching up
to the sky. So close together. Not like North Carolina at all.613
Main Selection Student page 613
Develop Comprehension
5 WRITER’S CRAFT: VOICE/MOOD
How does the author make the narrator
sound like a boy instead of a grownup?
(Suggested answer: The author shows
us how the boy experiences the train
ride. The narrator notes all the sights and
sounds, as would a child who has not
traveled like this before. In the sentence
“My belly felt tight and I was kind of
sleepy,” the author uses simple words that
a child might use.) Why is this important
to James’s role as narrator? (The author
wants us to experience the trip through
James’s eyes, to feel what it is like for
a child to travel for the first time to an
unfamiliar place.) How does this help
establish the mood of the story? (It helps
readers experience James’s feelings more
directly, which builds the mood.)
5
Me and Uncle Romie 613
“Penn Station! Watch your step,” the conductor said, helping me down to the platform. I did like Daddy said and found a spot for myself close to the train. Swarms of people rushed by. Soon I heard a silvery voice call my name. This had to be Aunt Nanette. I turned and saw her big smile reaching out to welcome me.
614
Main Selection Student page 614
Develop Comprehension
6 FIGURATIVE LANGUAGE
Reread the last sentence on page 614.
Does it have a literal or a figurative
meaning? Explain. (This is a figure of
speech, a metaphor. It means that Aunt
Nanette’s smile is so big and warm that
James feels as if it can reach out and
hug him. A smile cannot actually reach
out.)
Find the sentence that contains
the word swarms . What are some
synonyms for swarms? (Sample answers:
crowds, hordes, throngs)
6
Syntactic/Structural Cues
Explain Tell students that good readers sometimes use context
clues, word structure, and grammar to help them understand an
unfamiliar word.
Model Discuss the word silvery on page 614.
Think Aloud I’m not sure what the word silvery means. I see the
base word silver and the suffix -y. Other words I’ve seen that
have the suffix -y are adjectives, such as dirty. In this context,
silvery describes the sound of Aunt Nanette’s voice, so silvery
must be an adjective that means “musical,” like the sound of a
silver bell.
Apply Have students use structural clues to help with other difficult
words. For example, what other suffixes show that a word is an
adjective?
Ways to Confirm Meaning
614
She took my hand and guided me through the rushing crowds onto an underground train called the subway. “This will take us right home,” she explained.
Home was like nothing I’d ever seen before. No regular houses anywhere. Just big buildings and stores of all kinds—in the windows I saw paints, fabrics, radios, and TVs.
We turned into the corner building and climbed the stairs to the apartment—fi ve whole fl ights up. Whew! I tried to catch my breath while Aunt Nanette fl icked on the lights.
“Uncle Romie’s out talking to some people about his big art show that’s coming up. He’ll be home soon,” Aunt Nanette said. She set some milk and a plate of cookies for me on the table. “Your uncle’s working very hard, so we won’t see much of him for a while. His workroom—we call it his studio—is in the front of our apartment. That’s where he keeps all the things he needs to make his art.”
615
Main Selection Student page 615
Develop Comprehension
7 SETTING
What details in the story tell you
how North Carolina is different from
New York City? (At the beginning of
the story, James talks about grass,
chickens in the yards, and flowers all
over. In New York, he describes seeing
buildings, store windows, and walking
up five flights to his aunt’s apartment.)
8 CHARACTER
What new information does Aunt
Nanette offer James about Uncle
Romie’s character? (She says that
Uncle Romie is preparing an art show
and is working very hard.) Add this
information to your Character Web.
bald, fierce-eyed
hard-working artist
Uncle Romie
7
8
Me and Uncle Romie 615
“Doesn’t he just paint?” I asked.“Uncle Romie is a collage artist,” Aunt Nanette
explained. “He uses paints, yes. But also photographs, newspapers, cloth. He cuts and pastes them onto a board to make his paintings.”
“That sounds kinda easy,” I said.Aunt Nanette laughed.“Well, there’s a little more to it than that, James. When
you see the paintings, you’ll understand. Come, let’s get you to bed.”
Lying in the dark, I heard heavy footsteps in the hall. A giant stared at me from the doorway. “Hello there, James.” Uncle Romie’s voice was deep and loud, like thunder. “Thanks for the pepper jelly,” he boomed. “You have a good sleep, now.” Then he disappeared down the hall.
616
Main Selection Student page 616
Develop Comprehension
9 USE ILLUSTRATIONS
How does the illustration add to
your understanding of Uncle Romie’s
character? What is the illustration’s
theme? (Suggested answer: The
illustration shows Uncle Romie in
shadow, standing in James’s doorway.
He looks a bit mysterious, which
is still how James sees him. The
theme it conveys is of guardedness,
unfamiliarity.)
Students should create mental images
to derive meaning.
9
616
The next morning the door to Uncle Romie’s studio was closed. But Aunt Nanette had plans for both of us. “Today we’re going to a neighborhood called Harlem,” she said. “It’s where Uncle Romie lived as a boy.”
Harlem was full of people walking, working, shopping, eating. Some were watching the goings-on from fi re escapes. Others were sitting out on stoops greeting folks who passed by—just like the people back home calling out hellos from their front porches. Most everybody seemed to know Aunt Nanette. A lot of them asked after Uncle Romie too.
We bought peaches at the market, then stopped to visit awhile. I watched some kids playing stickball. “Go on, get in that game,” Aunt Nanette said, gently pushing me over to join them. When I was all hot and sweaty, we cooled off with double chocolate scoops from the ice cream man. Later we shared some barbecue on a rooftop way up high. I felt like I was on top of the world.
617
Main Selection Student page 617
Develop Comprehension
10 COMPARE AND CONTRAST
How does Harlem in New York
compare to James’s home in North
Carolina? (Harlem is busier than his
hometown, and there are fire escapes
on tall apartment buildings. People
in Harlem call out, “Hello!” from
their front porches, which is what
people do in James’s North Carolina
neighborhood. The places are more
alike than James at first thought.)
11 CHARACTER
When James says, “I felt like I was
on top of the world,” what do we
learn about him? (Although James is
actually sitting on a rooftop, the fun
he is having in this new place makes
him feel as if there is no place higher.
He has probably rarely had so many
different experiences in one day
before.)
Students should recognize the
difference between formal and
informal language and how dialogue
can make a character more realistic.
STRATEGIES FOR EXTRA SUPPORT
Question 11 CHARACTERFigurative Language Explain the expression I felt like I was on top
of the world. Convey its literal meaning using a sketch of the world
or globe, and then explain its figurative meaning. Ask students
to retell what James did that day. You may need to explain such
words and phrases as fire escapes, stoops, front porches, stickball, and
rooftop. Ask students why they think James felt so happy. Would
they feel on top of the world if they had the same kind of day? Why
or why not? What would make them feel on top of the world? Find the sentence that contains the word
barbecue . In one minute, list as many
words as you can that are associated
with barbecue. (Sample answers: grilled,
hot, smoked, meat, ribs, chicken, sauce)
10
11
Me and Uncle Romie 617
As the days went by, Aunt Nanette took me all over the city—we rode a ferry boat to the Statue of Liberty . . . zoomed 102 fl oors up at the Empire State Building . . . window-shopped the fancy stores on Fifth Avenue . . . gobbled hot dogs in Central Park.
But it was Harlem that I liked best. I played stickball with the kids again . . . and on a really hot day a whole bunch of us ran through the icy cold water that sprayed out hard from the fi re hydrant. In the evenings Aunt Nanette and I sat outside listening to the street musicians playing their saxophone songs.
On rainy days I wrote postcards and helped out around the apartment. I told Aunt Nanette about the things I liked to do back home—about baseball games, train-watching, my birthday. She told me about the special Caribbean lemon and mango cake she was going to make.
618
Main Selection Student page 618
Develop Comprehension
12 MAINTAINSUMMARIZE
Summarize the story so far. (A young
boy named James lives with his
parents in North Carolina. His mother
is about to have twins, so his dad
suggests he spend some time in New
York City, staying with an uncle and
aunt he has not met. Though he is
afraid at first, James takes the train
to New York by himself, tours the city
with his aunt, and is looking forward to
his birthday. He still has not spent any
time with Uncle Romie.)
12
618
My uncle Romie stayed hidden away in his studio. But I wasn’t worried anymore. Aunt Nanette would make my birthday special.
4 . . . 3 . . . 2 . . . 1 . . . My birthday was almost here!And then Aunt Nanette got a phone call.“An old aunt has died, James. I have to go away for
her funeral. But don’t you worry. Uncle Romie will spend your birthday with you. It’ll be just fi ne.”
That night Aunt Nanette kissed me good-bye. I knew it would not be fi ne at all. Uncle Romie didn’t know about cakes or baseball games or anything except his dumb old paintings. My birthday was ruined.
When the sky turned black, I tucked myself into bed. I missed Mama and Daddy so much. I listened to the birds on the rooftop—their songs continued into the night.
619
Main Selection Student page 619
Develop Comprehension
13 STRATEGYMONITOR COMPREHENSION
Teacher Think Aloud
As I come
to the end of this section, I want
to make sure I understand all the
events. Now that James is in New
York, he is having a great time with
his Aunt Nanette. Even though he
is a little afraid of Uncle Romie, he
hasn’t seen him too much, because
Uncle Romie is working. What just
happened to change this? What is
James worried about as a result?
(Encourage students to apply the strategy
in a Think Aloud.)
Student Think Aloud
James has
just found out that his aunt has to
go to a funeral. Now James will be
home alone with Uncle Romie, and
he doesn’t really know him. When
I read this section again, I see that
James is sure his birthday is ruined,
because his aunt won’t be there to
bake his cake. He says he misses his
parents, so I know this new problem
is making him homesick.
Stop here if you wish to read
the selection in two parts.STOP
Can students use their
comprehension strategies to
analyze the characters? If not,
see the Extra Support on this
page.
13
Character
Help students check their understanding of the characters by
modeling self-monitoring questions such as the following: What
is James like? (He is a reliable young man, and likes to learn about
places.) How do I know? (He got to New York by himself, listened to
his parents’ instructions, and is enjoying his tour of the city.) What
are his Aunt Nanette, mother, and father like? (They are very loving
toward James.) What do I know about Uncle Romie? (He is an artist
and works all day.) What do I think he is like, based on what I know?
(He did thank James for the pepper jelly, so he may not be too fierce.
Also, a nice woman like Aunt Nanette is married to him.)
Me and Uncle Romie 619
The next morning everything was quiet. I crept out of bed and into the hall. For the fi rst time the door to Uncle Romie’s studio stood wide open. What a glorious mess! There were paints and scraps all over the fl oor, and around the edges were huge paintings with all sorts of pieces pasted together.
I saw saxophones, birds, fi re escapes, and brown faces. It’s Harlem, I thought. The people, the music, the rooftops, and the stoops. Looking at Uncle Romie’s paintings, I could feel Harlem—its beat and bounce.
Then there was one that was different. Smaller houses, fl owers, and trains. “That’s home!” I shouted.
“Yep,” Uncle Romie said, smiling, from the doorway. “That’s the Carolina I remember.”
“Mama says you visited your grandparents there most every summer when you were a kid,” I said.
620
Develop Comprehension
14 STRATEGYCONTEXT CLUES
When James sees his uncle’s art studio
for the first time, he says, “What a
glorious mess!” How does the narrator’s
description tell you what he means
by glorious? (He describes paints and
scraps all over the floor. The paintings
have pieces pasted together. He says
he can feel the beat and bounce of
Harlem. The art supplies and paintings
make the room seem like a huge mess,
but it’s also exciting to look at.)
Main Selection Student page 620
14
STYLES OF ART
Explain Uncle Romie enjoyed being a collage artist. His feelings
about people, places, and events in his life were represented in his
work. He was also a pop artist because he used everyday objects.
Discuss Discuss other art styles, such as abstract, impressionism,
and cubism. Have groups use library and online resources to
research two different styles and the artists who used them.
Apply Ask groups to give a brief oral summary about the artists and
styles they chose. Have students display illustrations or photographs
of the artwork. They may download images from art or museum sites
online. Afterward, have the class compare and contrast each style and
work and tell how the historical period and culture may have inspired
the artists. Invite students to choose the style they like best and create
their own artwork in that style. Ask, How does this experience help you
to understand Me and Uncle Romie?
620
“I sure did, James. Mmm. Now that’s the place for pepper jelly. Smeared thick on biscuits. And when Grandma wasn’t looking. . . I’d sneak some on a spoon.”
“Daddy and I do that too!” I told him.We laughed together, then walked to the kitchen for
a breakfast feast—eggs, bacon, grits, and biscuits.“James, you’ve got me remembering the pepper jelly
lady. People used to line up down the block to buy her preserves.”
“Could you put someone like that in one of your paintings?” I asked.
“I guess I could.” Uncle Romie nodded. “Yes, that’s a memory just right for sharing. What a good idea, James. Now let’s get this birthday going!”
621
Main Selection Student page 621
Develop Comprehension
15 PROBLEM AND SOLUTION
James was worried about the problem
of being alone with Uncle Romie. How
is the problem being solved? (James
realizes that Uncle Romie’s collages
are all about life in Harlem and life
in North Carolina. They begin to talk
about what things Uncle Romie puts
into his paintings, and James suggests
an idea that his uncle likes very much.
It seems as if the two have found a
way to get along with each other.)
15
Me and Uncle Romie 621
He brought out two presents from home. I tore into the packages while he got down the pepper jelly and two huge spoons. Mama and Daddy had picked out just what I wanted—a special case for my baseball cards, and a model train for me to build.
“Pretty cool,” said Uncle Romie. “I used to watch the trains down in North Carolina, you know.”
How funny to picture big Uncle Romie lying on his belly!
“B.J. and me, we have contests to see who can hear the trains fi rst.”
“Hey, I did that too. You know, it’s a funny thing, James. People live in all sorts of different places and families. But the things we care about are pretty much the same. Like favorite foods, special songs, games, stories . . . and like birthdays.” Uncle Romie held up two tickets to a baseball game!
It turns out Uncle Romie knows all about baseball—he was even a star pitcher in college. We got our mitts and set off for the game.
622
Main Selection Student page 622
Cross–Curricular ConnectionCOMMON VALUES
Although James lives in North Carolina and his Uncle Romie
lives in New York City, they have a lot in common. Uncle Romie
tells James that the things people care about are the same, no
matter where they live.
What are some of the things that you care about in your city
or town? Make a list of at least five things that you think are
important. Trade your list with a partner. What things are the
same on both lists? What things are different? Make a list of
the whole class’s Important Things. Are some of the choices
the same? Discuss with your classmates why certain things
are usually important to people. Remind students to use the
Discussion and Conversation Guidelines on page 540I.
Develop Comprehension
16 CHARACTER
What character trait does James see
in Uncle Romie on the morning of his
birthday? (Uncle Romie is very kind and
friendly to James, and he loves his family.
He talks about the things they have in
common. Uncle Romie also shows he is
generous by getting baseball tickets for
James’s birthday.) Add this information
to your Character Web.
bald, fierce-eyed
hard-working artist
friendly and generous
Uncle Romie
16
622
Way up in the bleachers, we shared a bag of peanuts, cracking the shells with our teeth and keeping our mitts ready in case a home run ball came our way. That didn’t happen—but we sure had fun.
Aunt Nanette came home that night. She lit the candles and we all shared my Caribbean birthday cake.
After that, Uncle Romie had to work a lot again. But at the end of each day he let me sit with him in his studio and talk. Daddy was right. Uncle Romie is a good man.
The day of the big art show fi nally came. I watched the people laughing and talking, walking slowly around the room from painting to painting. I walked around myself, listening to their conversations.
“Remember our fi rst train ride from Chicago to New York?” one lady asked her husband.
“That guitar-playing man reminds me of my uncle Joe,” said another.
All these strangers talking to each other about their families and friends and special times, and all because of how my uncle Romie’s paintings reminded them of these things.
623
Main Selection Student page 623
Develop Comprehension
17 STRATEGYMONITOR COMPREHENSION
How has Uncle Romie changed in
James’s eyes?
Student Think Aloud
I reread the
beginning of the story to remind
myself that James was afraid of
his uncle at first, because Uncle
Romie looked fierce in a photo. I
also reread how James didn’t get
to see his uncle much when he first
came to New York. By asking myself
questions, I learned that spending
time with Uncle Romie helped James
see that he is very generous and
really cares about James’s birthday.
James also sees that his uncle is an
important artist, and he even likes
the art.)
18 CHARACTER
After reading about his art exhibit,
what other character trait of Uncle
Romie’s can you identify? (Suggested
answer: Uncle Romie creates art that
brings people together. Community is
important to Uncle Romie.)
bald, fierce-eyed
hard-working artist
likes to bring people
together
friendly and generous
Uncle Romie
STRATEGIES FOR EXTRA SUPPORT
Question 18 CHARACTERTo help students identify a character trait of Uncle Romie’s, have
them think about what motivates him to create his art. Ask, What
were people talking about as they looked at Uncle Romie’s collages?
(trips they took together, people they knew) Then have students
reread the conversation Uncle Romie and James had on page 622.
Ask, What did they talk about? (friends, fun times) How does Uncle
Romie want people to feel when they look at his art? What does this tell
us about him?
17
18
Me and Uncle Romie 623
Later that night Daddy called. I had a brand-new brother and sister. Daddy said they were both bald and made a lot of noise. But he sounded happy and said how they all missed me.
This time Aunt Nanette and Uncle Romie took me to the train station.
“Here’s a late birthday present for you, James,” Uncle Romie said, holding out a package. “Open it on the train, why don’t you. It’ll help pass the time on the long ride home.”
I waved out the window to Uncle Romie and Aunt Nanette until I couldn’t see them anymore. Then I ripped off the wrappings!
And there was my summer in New York. Bright sky in one corner, city lights at night in another. Tall buildings. Baseball ticket stubs. The label from the pepper jelly jar. And trains. One going toward the skyscrapers. Another going away.
Character Were the opinions James had of his uncle and his birthday in New York proven correct? How would this story be different if Uncle Romie were the narrator?
624
Main Selection Student page 624
Develop Comprehension
19 CHARACTER
Were the opinions James had of his
uncle and his birthday in New York
proven correct? (James was not correct,
because he had formed opinions which
were based on too little information.
Now he sees Uncle Romie in a whole
new light. He had a great birthday.)
How would this story be different
if Uncle Romie were the narrator?
(Answers will vary; possible answer:
Uncle Romie might have talked about
how shy James seemed and how glad
he was to be able to make James’s
birthday memorable.)
20 GENRE: REALISTIC FICTION
What about the story makes it very
realistic? (The settings, both in North
Carolina and in New York City, are real
places. The details used to describe
each seem to be accurate. Also, the
characters have feelings that most
people have for each other. Uncle
Romie’s art seems very real, because
it shows people living and working
together in the real settings.)
19
624
Back home, I lay in the soft North Carolina grass. It was the fi rst of September, almost Uncle Romie’s birthday. I watched the birds streak across the sky.
Rooftop birds, I thought. Back home from their summer in New York, just like me. Watching them, I could still feel the city’s beat inside my head.
A feather drifted down from the sky. In the garden tiger lilies bent in the wind. Uncle Romie’s favorite fl owers. I yanked off a few blossoms. And then I was off on a treasure hunt, collecting things that reminded me of Uncle Romie.
I painted and pasted them together on a big piece of cardboard. Right in the middle I put the train schedule. And at the top I wrote:
625
Main Selection Student page 625
Develop Comprehension
21 WRITER’S CRAFT: MOOD
What precise words and details in
the text help you identify the mood
at the story’s end? (The author uses
descriptive images, such as soft . . .
grass, birds streak, city’s beat inside my
head, feather drifted, tiger lilies bent in
the wind, and yanked off . . . blossoms,
to reflect James’s contentment and
gratitude, his affection for his uncle,
and his delight in creating the collage.)
RETURN TO PREDICTIONS AND
PURPOSES
Review students’ predictions and
purposes. Were they correct? Did
students predict what James’s summer
would be like? (James got to know and
like his Uncle Romie. He also learned a
lot about New York and people.)
REVIEW READING STRATEGIES
■ In what ways did recording the traits
of a main character help you to
understand this story?
■ What questions do you still have
about the story? What strategies can
you use to answer them?
■ What strategies did you use when
you came to difficult words?
PERSONAL RESPONSE
Ask students to compare events in the
story with a time they had formed an
opinion of someone before they got
to know the person. Did their opinion
change? Why or why not?
During Small Group Instruction
If No Approaching Level Leveled Reader Lesson, p. 631P
If Yes On Level Options, pp. 631Q–631R
Beyond Level Options, pp. 631S–631T
Can students monitor their comprehension while analyzing
character traits?
20
21
Me and Uncle Romie 625
Claire HartfieldClaire Hartfield based this story on African American artist Romare Bearden. She likes his collages because they seem to tell stories. Claire wrote her story to show how we can use art to share ideas. She’s been expressing herself through art since she was young. Claire was a shy child, and she found that dance and art helped her share her feelings.
Jerome LagarrigueJerome Lagarrigue comes from a family of artists. He grew up in France, but came to the United States to study art. Jerome illustrates books and magazines. He also teaches art.
VisitVisit the the StudiosStudios of of ClaireClaire and and JeromeJerome
Author’s Purpose Did Claire Hartfield write Me and
Uncle Romie to entertain, explain,
inform, or persuade the reader? How
may the author’s own love of art have
affected her purpose for writing?
Explain. Use details from the story.
Other books by Jerome Lagarrigue
Find out more about Claire
Hartfield and Jerome Lagarrigue
at www.macmillanmh.com
626
Author and Illustrator
VISIT THE STUDIOS OF CLAIRE
AND JEROME
Have students read the biographies of
the author and the illustrator.
DISCUSS
■ Why did Claire Hartfield choose to
write about an artist?
■ How do the details in Jerome
Lagarrigue’s illustrations help give
the story a sense of place?
■ If you had to write an alternative
solution to James’s problem, what
would it be? Have students write
them down and share.
WRITE ABOUT IT
Ask volunteers to describe different
paintings or photographs they have
seen. Next, have students write about
what they notice and enjoy in their
favorite types of artwork. Suggest they
make a web to help focus their ideas.
Respond Student page 626
Students can fi nd more information
about Claire Hartfi eld and Jerome
Lagarrigue at
www.macmillanmh.com
Author’s CraftWord Choice
■ Writers choose just the right word to show readers what they mean
and to set the mood, or atmosphere, of the story.
■ Word choice can make a difference in what readers see and hear in
the story. Example: “the train blasted past.” (p. 610) The word blasted
tells readers that the train was going fast and making a lot of noise.
Another example: “Her voice sang soft and low.” (p. 612) Soft and low
describes a pleasant sound.
■ Ask students which descriptive word choices helped create the
mood. Have students find and discuss examples, such as “Swarms of
people rushed by.” (p. 614) The words remind readers of a swarm of
bees, making the crowd seem frightening, as it might to a young boy
who has just come to the big city.
Author’s PurposeRemind students that authors’ personal
lives can often play a part in their
writing. Have students look for clues to
Claire Hartfield’s purpose for writing on
the author’s biography page and in the
story.
626
Comprehension Check
Summarize
Summarize Me and Uncle Romie. Tell why
James went to New York City to stay with his
aunt and uncle and what happened there.
Think and Compare
1. How do Uncle Romie’s character traits differ from his
physical traits? Use your Character Web to help you.
Monitor Comprehension: Character
2. Look again at the collage on page 625 that James created
for his uncle. Why do you think James arranged the pieces
of the collage in this way? Analyze
3. Have you ever discovered that you were mistaken about
someone’s character based on the person’s appearance?
Explain your answer. Apply
4. Why is art a good way to express feelings and ideas?
Evaluate
5. Read “Secondhand Art” on pages 606–607. Compare this
story with Me and Uncle Romie. How are the stories alike?
How are they different? Use details from both selections in
your answer. Reading/Writing Across Texts
627
Respond Student page 627
Comprehension Check
SUMMARIZE
Have partners summarize Me and Uncle
Romie in their own words. Remind
students to use their Character Webs to
help them organize their summaries.
THINK AND COMPARE
Sample answers are given.
1. Character: Uncle Romie’s large size
and booming voice make him seem
tough and mean, but he is a caring
and thoughtful person.
2. Analyze: James arranged his
collage to show the many things
he and his uncle have in common.
He used things that remind him
of Uncle Romie, items from both
North Carolina and New York City.
USE AUTHOR AND ME
3. Text to Self: Students may give
examples of family members or
friends whom they didn’t like at
first based on looks, but then
discovered were good people.
4. Text to World: Art can tell a story
about who you are or what you are
thinking. It can also remind you about
something from the past.
FOCUS QUESTION
5. Text to Text: Uncle Romie,
Danny, and Emma are all artists
who make pieces of art by using
materials other than paint. Me and
Uncle Romie is not only a story
about creating pieces of art, it is
about creating new and lasting
relationships. “Secondhand Art”
focuses more on how two friends
made an interesting project. USE
AUTHOR AND ME
Author and Me
Model the Author and Me strategy with questions 2 and 5.
The answer is not directly stated in the selection. You have to think about
what you already know and link it to the text.
Question 2 Think Aloud:
I read that the more James and Uncle
Romie spent time together, the more they realized how much
they had in common. James wanted to express his feelings about
his uncle through art, so he chose items from his uncle’s past and
present homes for the collage.
Question 5 Think Aloud:
I need to review Me and Uncle Romie
and “Secondhand Art.” In Me and Uncle Romie, art brought two
people closer together. In “Secondhand Art,” two friends worked
together to create a piece of art as a project.
Me and Uncle Romie 627
Fluency/Comprehension
FluencyRepeated Reading: Tempo
EXPLAIN/MODEL As you model the passage from Transparency 24,
increase the speed the second and third times you read through the
sentences. Echo-read with students through the entire passage again,
increasing your tempo to underscore the brisk pace and bustle of
the city.
Think Aloud
I will read the first sentence. “Swarms of people rushed
by.” I read it slowly, to get the words and my expression right. Now I
am going to read it faster. I read it quickly to match the pace of the
people rushing by.
PRACTICE/APPLY Divide students into two groups. The first group
reads the passage a sentence at a time at a slow tempo. The second
group echo-reads. Then groups switch roles. Have students repeat
twice more while increasing the tempo. Students will practice fluency
using Practice Book page 173 or the Fluency Solutions Audio CD.
Objectives• Read accurately with good
tempo
• Rate: 113–133 WCPM
Materials
• Fluency Transparency 24
• Fluency Solutions
• Leveled Practice Books, p. 173
During Small Group Instruction
If No Approaching Level Fluency, p. 631N
If Yes On Level Options, pp. 631Q–631R
Beyond Level Options, pp. 631S–631T
Can students read accurately with good tempo?
As I read, I will pay attention to my tempo in order to match the action in the story.
Carly held her breath as the broad-tailed hummingbird
8 fluttered near the cluster of wildflowers. She stared into
17 her camera, waiting. A fly landed on Carly’s arm. She
27 flicked it away with a finger. The bird flew near a flower.
39 The flower wasn’t red enough, though. Carly waited.
47 The bird flew to another flower. This one was too small.
58 Finally, the bird hesitated over the largest, reddest flower.
67 Carly began to snap pictures. She was certain that these
77 would be some of the best pictures she had ever taken.
88 Carly raced home and uploaded the pictures onto her
97 computer. She couldn’t wait to see the results.
105 But when the pictures came up on the screen, she was
116 disappointed. Carly studied them, then opened her photo
124 journal. She wrote: “Hummingbird pictures: The bird’s
131 wings are a blur, not enough detail on flower, bird isn’t
142 close enough to the flower in any shot. Why aren’t these
153 the way I thought they would be?” 160
Comprehension Check
1. What do you learn about Carly in this passage? Character
2. How might the journal help Carly take better pictures in the future? Draw Conclusions
Words Read – Number of Errors = Words
Correct Score
First Read – =
Second Read – =
Carly is patient. She thinks and writes about what she is doing.
The photo journal might help Carly take better pictures because she can learn from her mistakes and not make them again.
On Level Practice Book O, page 173
Approaching Practice Book A, page 173
Beyond Practice Book B, page 173
Transparency 24
Swarms of people rushed by. Soon I heard a silvery voice call my name. This had to be Aunt Nanette. I turned and saw her big smile reaching out to welcome me.
She took my hand and guided me through the rushing crowd onto an underground train called the subway. “This will take us right home,” she explained.
Home was like nothing I’d ever seen before. No regular houses anywhere. Just big buildings and stores of all kinds—in the windows I saw paints, fabrics, radios, and TVs.
We turned into the corner building and climbed the stairs to the apartment—five whole flights up.
Fluency Transparency 24
from Me and Uncle Romie, pages 614–615
Model Discuss what
James sees and does in
the passage and how he
feels. Read the passage
expressively as you act it
out (“I turned . . . I heard
. . . took my hand . . . big
buildings . . . climbed the
stairs.”) to help convey
meaning. Next, echo-read
the passage with students.
Encourage them to mimic
your expressiveness.
627A
Fluency/Comprehension
Comprehension Research
cites that reading activities
carried out in small group
cooperative arrangements,
in which students work
together on their reading
skills, have been found to
improve students’ reading
comprehension ability.
This was true with second
language learners as well.
Timothy Shanahan
Go to
www. macmillanmh.com
ComprehensionMAINTAIN SKILLSUMMARIZE
EXPLAIN/MODEL
■ Readers can summarize a story by including essential details
about important plot events.
■ A reader can summarize a whole story, part of a story, or even a
character’s background.
Discuss with students how they would summarize “Secondhand Art”
or another selection they have recently read.
PRACTICE/APPLY Have students discuss the following questions
with a partner.
■ What are the most important details in Me and Uncle Romie? How
can they be used to summarize the relationship between James
and his uncle?
■ What details from the story do you need to include in a summary
of James’s trip to New York?
Then invite students to write a brief summary of a relationship that
is special to them or a trip they have taken.
For comprehension practice use Graphic Organizers on Teacher’s
Resource Book pages 40–64.
Objective• Identify how to summarize
important details in a story
Summarize
Introduce 377A–B
Practice /Apply
378–401; Leveled Practice, 104–105
Reteach/ Review
405M–T, 543A–B, 544–557, 561M–T; Leveled Practice, 150–151
Assess Weekly Tests; Unit 3, 5 Tests; Benchmark Tests A, B
Maintain 627B, 651B, 711B, 777B
Me and Uncle Romie 627B
To begin your project, pick a story or theme for
your collage. Do you want to tell about something that
really happened? Or would you rather make up a story?
Is there a theme that would make a fun collage—things
that make you laugh, things you do at bedtime, a list
of wishes, favorite songs? To get ideas, think of people,
places, or memories that mean a lot to you.
Then think about images you can use in your
collage to illustrate what you want to say. What do you
want in the picture? People? Animals? What are they
doing? Where are they? What do they see, hear, smell,
taste,and feel?
ArtGenreHow-to Articles provide
directions on how to do
or make something.
Text FeatureDirections are the steps
you follow in order to do
or make something.
Content Vocabularyimages background
aterials You Will Need A board or thick piece
of paper
Paints, colored
markers, or crayons
Glue or paste
Anything that can
be glued or pasted
on your collage
hoosing a Story or Theme
by Claire Hartfield
628
Informational Text: ArtGENRE: HOW-TO ARTICLE
Have students read the bookmark on
Student Book page 628. Explain that a
how-to article
■ describes how to do or make
something;
■ provides step-by-step instructions.
Text Feature: Directions
EXPLAIN/MODEL Directions are
the steps required to do or make
something.
■ Sometimes directions are numbered.
This helps the reader see what to do
first, second, and last.
■ Other times, directions are written in
paragraph form. Look for sequence
words, such as first, next, then, and
last.
■ A materials list tells the reader what
supplies are needed.
Discuss with students a time when
they provided a friend with directions
on how to do something or go to a
new place.
Students should be able to evaluate
and clarify steps in a written directory
for sequence and competence. They
should also be able to give and follow
concise three- and-four-step oral
directions to complete a task.
PRACTICE/APPLY Have students
brainstorm types of projects for which
they would want to write a how-to
article.
Content VocabularyReview the spelling and meaning of each content vocabulary word
from “Making a Collage” on Student Book pages 628–629.
■ Images are pictures of places or events in a person’s mind. What is
your favorite image of a place you have been to?
■ The surface around or behind a design is called the background.
What would be a good background for a painting of a park?
Paired Selection Student page 628
1
2
628
Art
Connect and Compare 1. When making a collage, what do you do before you paint or
color the background? What do you do after you paint the
background? Reading Directions
2. What would happen if you pasted down your materials before
you painted the background? Synthesize
3. In Me and Uncle Romie, James made a collage. What did he
do that was similar to the directions in this article? What did
he do differently? Reading/Writing Across Texts
Start by deciding whether or not it’s
important to have the images you’ll be using in
any particular order. If it is, you can lay them
out to get an idea of how they will look together.
Next, paint or color the background on your
paper or board. Use colors you want to peek
through in the finished picture.
Then begin to create your story or theme by
cutting and pasting your objects onto the background.
Art Activity
Research artists who make collages. Create your own
piece of art in the style of one of them.
Find out more about collages at www.macmillanmh.com
reating Your Collage
Words such as Start, Next, and Then show the steps to follow.
629
Read “Making a Collage”
Remind students to apply what they
have learned about reading directions.
1 TEXT FEATURE: DIRECTIONS
What key phrase tells that the first step
is to pick a theme? (To begin) What
other sequence words do you see?
(start, next, then)
2 TEXT FEATURE: DIRECTIONS
What should you do once you have
settled on a theme or story? (Think about
images you can use in your collage to
illustrate what you want to say.)
3 EVALUATE
Does the article provide enough
information for you to create a collage?
Explain. (Answers may vary, but most
students will probably say yes. The article
lists materials needed, helps decide what
to include, and gives tips on layout.)
Connect and CompareSUGGESTED ANSWERS
1. Before you paint the background,
decide whether the images need to
be in any order. If so, lay them out to
see how they look. After you paint the
background, cut and paste objects
onto it. READING DIRECTIONS
2. It would be harder to paint the
background. You would have to
carefully paint around the pictures.
SYNTHESIZE
FOCUS QUESTION
3. James used paints and different
objects just as the directions in this
article suggest. He did not figure
out the order first. He seems to
have painted and pasted at the
same time. READING/WRITING ACROSS TEXTS
Paired Selection Student page 629
Art ActivityInvite students to present their collages and hang them
on a bulletin board display for other classmates to enjoy.
3
Internet Research and Inquiry Activity Students can fi nd more facts
about collages at www.macmillanmh.com
Me and Uncle Romie 629
Features of a Speech
A speech is meant to be spoken aloud to an audience. A speech
which introduces someone whom the writer admires will present
facts about that person.
■ It has a clear opening statement.
■ It expresses the writer’s opinion.
■ It backs up personal opinions with supporting details and facts.
■ It uses transitional words and phrases
■ It has a logical sequence.
My Sister, the Artist
by Jillian N.
My sister, Blanca, is here today to tell you
about drawing. She is the best artist in her
high school. She has been painting and drawing
since she was only six. Her first picture was
of her dog Champ.
She always takes a drawing pad with
her when she goes out. When she sees an
interesting person, animal, or flower, she
quickly sketches it. Then she chooses her
favorite sketches and turns them into
finished art.
She taught me everything I know about
drawing. She is the most incredible teacher,
and I hope you can learn a lot!
Write a Speech
I admire my older sister, Blanca. I used precise words to introduce her to my class.
I included opinions in my speech to reinforce the mood.
Writer’s CraftMoodWriters often set the mood in a speech by expressing their opinions. They use precise words to reinforce the mood.
630
WritingMood
READ THE STUDENT MODEL
Read the bookmark about mood.
Explain that writers create mood
through the opinions they include.
They use precise words to make these
ideas clear to listeners.
Have students turn to the first
paragraph on page 610. Identify and
discuss the mood, focusing on precise
words that create that mood.
Then have the class read Jillian N.’s
speech and the callouts. Tell students
that they will write a speech that
introduces someone they admire.
They will also learn how to use precise
words to create a mood.
WRITING• Descriptive Writing: Speech
• Writer’s Craft: Mood
WORD STUDY• Words in Context
• Context Clues: Description
• Phonics: Words with Final /ә r/
• Vocabulary Building
SPELLING• Words with Final /ә r/
GRAMMAR• Comparing with more and most
SMALL GROUP OPTIONS
• Differentiated Instruction, pp. 631M–631V
630
Transparency 93
Writing Transparency 93
PREWRITE
Read and discuss the writing prompt
on page 630. Explain that the purpose
of this speech is to inform. Students’
audience will be their teacher and
classmates. Students can work
independently or in pairs to brainstorm
subjects for their speech. Ask them to
choose a person they admire greatly.
Then display Transparency 93 and
discuss how Jillian used a character
web to plan her speech. Have students
use a character web to plan their own
speeches.
DRAFT
Display Transparency 94. Discuss
how Jillian used her character web
to organize and write a draft of her
speech. Talk about how she could
improve the draft. Before students
write, present the lesson on Mood
on page 631A and the minilessons on
Voice and Supporting Details on
page 631B. Have students use their
character webs to write their speeches.
Remind them to use precise words to
create a mood.
REVISE
Display Transparency 87. Discuss the
revisions. Point out that Jillian added
a sentence and some precise words
to share her opinion. She also added
an exclamation point to show her
excitement. Students can revise their
drafts now or work on them later. If
they choose to revise, have partners
use the Writer’s Checklist on page 631.
Then ask students to proofread their
writing. For Publishing Options, see
631A.
For lessons in Grammar and Spelling,
see page 631B and 5 Day Spelling and
Grammar on pages 631G–631J.
Transparency 93: Character
Web
Transparency 94: Draft
Transparency 95: Revision
Amelia Earhart in her
airplane cockpit
Writer’s Checklist Ideas and Content: Did I choose a person others will
also find interesting?
Organization: Did I start with a strong opening
statement? Did I go on to support that statement?
Voice: Did I clearly express my opinion of this person?
Word Choice: Did I choose precise words to describe
this person and reinforce the mood?
Sentence Fluency: Did I use a variety of sentence
types and sentence lengths?
Conventions: Did I use commas to set off people’s
names? Did I check my spelling?
Descriptive WritingYour TurnThink of a person you admire. It could
be someone famous, someone you
have read about, or someone you
know, such as a teacher or relative.
Pretend you are going to give a
speech that introduces this person
to an audience. Include your opinions
about this person. Back up your
opinions with facts. Then use the Writer’s
Checklist to check your writing.
631
Writing Student pages 630–631
Character Web
Blanca, a great artist
Drawing sinceshe was six
Turnssketches intofinished art
Takes adrawing pad
Taught me about drawing
Writing Transparency 93
Me and Uncle Romie 631
SPEAKING STRATEGIES
■ Practice your presentation
beforehand.
■ Use your voice to show
your feelings about the
person you admire.
■ Make eye contact with the
audience.
LISTENING STRATEGIES
■ Look at the speaker to
show your interest.
■ Listen carefully to identify
the writer’s feelings about
his or her experience.
■ Sit quietly and listen to
the speaker carefully.
■ Try to imagine doing what
the writer learned to do.
Would you like it?
MoodEXPLAIN/MODEL
Good writers create a mood that shows their opinion about an
experience or person. They choose precise words to help readers
understand exactly how they feel. Have students reread Jillian’s
speech on page 630. Point out the strong opinion Jillian includes
at the end of the first paragraph. Discuss how this sentence tells
readers how Jillian feels about Blanca and creates a mood of
enthusiasm. Display Transparency 96.
Think Aloud The first example uses precise words such as talented
professional illustrator to tell me what the writer’s aunt is like and
to show that the writer admires the aunt. The second example is
very general. I cannot picture the writer’s aunt very clearly and I
don’t know anything about how the writer feels about the aunt.
Writing Transparency 96
Transparency 96
Mood
Clear Mood: My aunt is a talented professional illustrator.
Unclear Mood: My aunt is an artist.
1. My aunt is a great person to learn drawing from!
2. My aunt showed me how to draw.
3. My aunt draws a lot of pictures.
4. My aunt used step-by-step directions to make
drawing incredibly easy for me.
5. My aunt showed me how to draw amazing
pictures of animals.
(1. clear; 2. unclear; 3. unclear; 4. clear; 5. clear)
Writing Transp
arency 96
PRACTICE/APPLY
Work with students to read the sentence choices. Invite volunteers to
tell which sentences include precise words that create a mood and
help readers understand the writer’s feelings. Ask students how they
identified these choices and why the sentences with a clear mood
would create a more interesting speech. Then have students identify
and discuss effective mood in another speech they have read.
Tell students that as they draft their speech, they should try to
choose words that help them create a strong mood and show their
opinions about their subject.
Publishing OptionsStudents can present their speeches orally to the class. See the Speaking and Listening tips below. They can also use their best cursive to write their speeches. (See Teacher’s Resource Book pages 168–173 for cursive models and practice.) Then invite students to illustrate their speeches with drawings, photos, or computer images and display them in a classroom exhibit.
4- and 6-Point Scoring Rubrics
Use the rubrics on pages 661G–661H to score published writing.
Writing Process
For a complete lesson, see Unit Writing on pages 661A–661H.
Writer’s CraftWriting
631A
Technology
Writing
Writer’s Toolbox
Comparing with more and most
Explain/Model Writers should use more or most
instead of the -er or -est form when comparing
with long adjectives. More is used when
comparing two people, places, or things. Most
is used when comparing three or more people,
places, or things.
Practice/Apply Work with students to find an
adjective that compares using most in Jillian’s
speech on page 630. Ask them to identify the
noun that is being described and then to create a
second sentence using more and the same noun
and adjective. Ask students to pay attention to
using more and most when comparing with long
adjectives. For a complete lesson on comparing
with more and most, see pages 631I–631J.
Writing Trait: Voice
Explain/Model Good writers create a voice as
they express their opinions. Readers can “hear”
that voice and tell that the writer really cares about
the topic. Writers create voice through words and
punctuation.
Practice/Apply Have students reread Jillian’s
speech on page 630. Work with them to identify
and discuss lively words and exclamation points
that show Jillian’s admiration for Blanca and her
excitement about learning to draw. As students draft
their speeches, ask them to focus on choosing words
and using punctuation to create a strong voice.
Supporting Details
Explain/Model Explain that a speech often
includes supporting details about the subject. This
means thinking about and sharing feelings about
the person. Good writers choose details for a speech
that support their opinions.
Practice/Apply With students, reread Jillian’s
speech. Discuss how Jillian chooses details that
include reflection, first by insisting that she cannot
draw and then by happily acknowledging that she
had drawn a flower! Both comments help readers
know how Jillian feels about her experience. As
students draft their speeches, ask them to choose
details that share their reflections.
Spelling Words with Final /ә r/
Ask students to find the word sister in the student
model on page 630. Point out that the final /ә r/
sound is spelled er. This sound can also be spelled
or, as in actor, and ar, as in collar. Ask students
to pay attention when they spell words with the
final /ә r/ sound. Remind them that they can use a
print or online dictionary to check spelling in their
drafts. For a complete lesson on spelling words
with final /ә r/ see pages 631G–631H.
Tell students that as they revise and proofread, they can
add clip art by choosing Insert, selecting Picture, and then
pointing to Clip Art.
Me and Uncle Romie 631B
Review
VocabularyWords in Context
EXPLAIN/MODEL
Review the vocabulary words. Display Transparency 47. Model how
to use word meanings and context clues to fill in the first missing
word.
Think Aloud
In the first sentence, I know that I am looking for a
word that describes the morning. I read further and see that the
sun is out. The word that would best describe a sunny morning is
glorious. When I try glorious in the sentence, it makes sense.
PRACTICE/APPLY
Have students use context clues to fill in the missing words as they
write the paragraphs on a separate sheet of paper. Then they can
exchange papers, check their answers, and explain the context clues
they used to figure out the missing words. Students should clearly
identify specific words or wording that causes comprehension
difficulties and seek clarification by using self-monitoring strategies.
Five-Senses Simile Web Write a vocabulary word in the center
with surrounding ovals labeled smells like, tastes like, feels like, looks
like, and sounds like. Have students complete each of the ovals.
Later, students can use the web to write a poem about the
vocabulary word.
Objectives• Apply knowledge of word
meanings and context clues
• Use description clues to
understand the meanings of
unfamiliar words
Materials
• Vocabulary Transparencies
47 and 48
• Leveled Practice Books, p. 175
Visualize Write: I saw a
swarm of bees. Discuss
the image. Next, discuss
how people might
swarm around a famous
person or insects might
swarm around food. Have
students choose an image
and draw or write about it.
Do a similar activity with
barbecue.
strutting (p. 613) walking
in such a manner as to
attract attention
swarms (p. 614) large
groups of people or
animals
flicked (p. 615) hit or moved
with a quick, light snap
collage (p. 616) a picture
made by pasting paper,
fabric, or metal on a
surface
barbecue (p. 617) a meal
cooked outdoors over an
open fire
glorious (p. 620) marked
by beauty; splendid
skyscrapers (p. 624) very
tall buildings
Word Study
Word Study
Transparency 47
strutting swarms collage flicked skyscrapers glorious barbecue
James could not believe what a glorious morning it was in New York City! The sun was out, and so were swarms of people filling the sidewalks. He and Aunt Nanette set out for a day of adventure.
As they walked about the city, James could not help but feel small beneath the towering skyscrapers lining the streets. He peered in windows as they passed shops, and watched proud folks strutting down the street. He tried to walk like them, and Aunt Nanette laughed at him.
When they got home, Uncle Romie was finishing a collage of pictures and fabric. Uncle Romie flicked paint on the project and said that it was completed. Then they all enjoyed barbecue for dinner.
Vocabulary Transparency 47
631C
Underline the context clues that describe the meaning of the boldfaced word. Then write the word’s definition.
1. We decided that the theme of our collage would be what we did during our vacation.
Defi nition:
2. The chef felt her masterpiece was not complete until she shredded cheese into tiny strips and sprinkled it on top of the omelette.
Defi nition:
3. The young artist worked with many different mediums— oil and acrylic paints, colored pencils, and chalk.
Defi nition:
4. My neighbor offered me the proposition of getting $20 each time it snows for shoveling his stairs and sidewalk.
Defi nition:
5. My two uncles are starting a business together as joint owners.
Defi nition:
6. After we paid our admission, we could enter the museum and stay as long as we wished.
Defi nition:
Context clues can help readers determine the meaning of an unfamiliar word. Sometimes writers use description to help readers define unfamiliar words.
Possible responses provided.
a subject or topic
cut into small pieces
materials
a proposal, offer
shared or done together
a fee paid to be allowed into a place
On Level Practice Book O, page 175
Approaching Practice Book A, page 175
Beyond Practice Book B, page 175
Word Study
Group Discussions
First check that students
understand the words
used as context clues
in the sentences. Have
students work in small
groups to share their
thinking. Monitor their
work and provide
additional help as needed.
STRATEGYCONTEXT CLUES: DESCRIPTION
EXPLAIN/MODEL
Tell students that writers sometimes include descriptions as context
clues. Looking for descriptions in surrounding words can help to
explain the meaning of an unfamiliar word. These descriptions may
be in the sentence with the unfamiliar word, or they may be in
nearby sentences.
Read the first item on Transparency 48. Model how to figure out
the meaning of collage. Then have students use description clues to
define the underlined words in items 2–4.
PRACTICE/APPLY
Help students find the words stoops and subway in the story and look
for context clues that help in understanding the words. Have students
write sentences using the clues to explain the words’ meanings.
During Small Group Instruction
If No Approaching Level Vocabulary, pp. 631N–631O
If Yes On Level Options, pp. 631Q–631R
Beyond Level Options, pp. 631S–631T
Can students use context clues and description clues to
understand the meanings of unfamiliar words?
Transparency 48
Vocabulary Strategy Transparency 48
Description Clues1. Mary said she learned to make a collage in school. She said
she used photographs, newspaper, charcoal, yarn, and paints to make her picture.
2. The boys played stickball in the park. They used a broom handle for a bat, and a rubber ball instead of a baseball.
3. The conductor’s voice crackled over the loudspeaker. The people on the train strained to hear what he said about their next destination.
4. James walked into the studio. In it were all the things Uncle Romie needed to make his art.
Me and Uncle Romie 631D
The schwa + r or /әr/ sound is what you hear at the end of collar, danger, and victor. Notice that this sound can be spelled in three different ways—ar, er, and or.
Use the words in the box to complete each sentence. Underline the letters that make the /әr/ sound in each word.
1. Every time my clever cuts my hair, he creates a work of art.
2. The Flemish oil paintings in the north tower are the most
exhibit in the museum.
3. My favorite collage is the one I made with the from an old pair of trousers.
4. Aunt Susie fi nished her watercolor painting of the clipper ships in the
.
5. I put a and leash on my dog when we go for a walk in the park.
6. Uncle Tim thinks the old rusty tanker in his front yard is beautiful!
Now look for other examples of the /әr/ sound in the sentences and underline them as well.
barber zipper anchor harbor popular collar
barber
popular
zipperp
harbor
collar
anchor
On Level Practice Book 0, page 176
Approaching Practice Book A, page 176
Beyond Practice Book B, page 176
Word Study
Word Study
PhonicsDecode Words with Final /ә r/
EXPLAIN/MODEL Words that end in an unaccented syllable that is
spelled with a vowel + r are usually pronounced /ә r/, regardless of
the vowel. Write polar.
Think Aloud I see that this word ends with a vowel + r. So I will
try pronouncing it /ә r/. Let’s see, /pō lә r/ polar. I know that word.
PRACTICE/APPLY
Write these words on the board: singer, odor, cheddar, harbor,
grammar, and daughter. Have students underline the last syllable
in each word and read each word aloud. Point out how the last
syllable sounds the same for all of the words.
Decode Multisyllabic Words Write conductor, woodpecker,
screwdriver, professor, popular, and messenger. As a class, sound out
each word. Have volunteers underline the last two letters of each
word and explain how the word fits the /ә r/ rule. For more practice,
have students read the decodable passages on Teacher’s Resource
Book page 28.
Play Five Questions Have partners use this game to reinforce
the ways to spell the /ә r/ sound. Have students make lists of three
spelling words with the /ә r/ sound spelled a different way in each
word. Player A selects a word from his or her list. Player B asks up
to five questions about the word, including questions about how
the /ә r/ sound in the word is spelled. If Player B guesses the word
correctly, he or she gets one point. Player B can earn another point
by spelling the word and using it correctly in a sentence. Then the
players switch roles. The player with the most points after three
turns each wins.
Objectives• Recognize the different
spellings of /ә r/ in final,
unaccented syllables
• Distinguish between
homograph pronunciations
Materials
• Leveled Practice Books, p. 176
• Teacher’s Resource Book, p. 28
Provide Extra Practice
The /ә r/ sound is difficult
for many students. Practice
saying the words alone
and in sentences. Write the
words used in the spelling
game on the board and
discuss their meanings.
Help students create
sentences using the words.
During Small Group Instruction
If No Approaching Level Phonics, p. 631M
If Yes On Level Options, pp. 631Q–631R
Beyond Level Options, pp. 631S–631T
Can students decode words with final /ә r/?
631E
Word Study
Oral Language
Expand Vocabulary Have students
write ARTISTS in the center of a
Concept Web. Using the selection and
other print and electronic resources,
such as dictionaries, newspapers,
thesauruses, and encyclopedias,
they should brainstorm words and
phrases that describe artists.
Vocabulary Building
Homographs Write on the board, “Manuel didn’t
shead a tear at the tear in his old shirt.” Remind
students that homographs are words that are
spelled the same but have very different meanings
and may be pronounced differently. Tell students
to remember that when a word’s definition
doesn’t seem to fit into the context it’s being used
in, the word may be a homograph. Write present,
refuse, and entrance. Ask students to identify the
two pronunciations of each word. Then have
them write sentences for each meaning. Challenge
students to think of other homographs.
Spiral Review
Traveling Game On the board, draw a map of
New York City as James and Nanette traveled
through it. Number the different places in order.
Draw and cut out figures representing James
and Nanette, one set for each team. Write the
vocabulary words for this week and previous
weeks on the different locations that they visited.
As each team reaches a location, members must
either define the word, use it in a sentence, or
give an antonym for it. If correct, the team’s figure
goes to the next stop on its trip. When each team
reaches the last location on the map, the game
ends.
Vocabulary PuzzleMaker For additional vocabulary games
and spelling games, go to
www.macmillanmh.com
creative talented
watercolors
paint
ARTISTSphotography
Apply Vocabulary
Write a Letter Tell students
to use the vocabulary words
to write an informal letter
that James would have
written home during his
trip. They should tell what
he saw and experienced in
New York City. Challenge
them to use at least five
vocabulary words as well as
the proper letter format and to
set off less important information in parentheses.
Students can then discuss the content with a
partner to get to know each other better.
Vocabulary Building
Me and Uncle Romie 631F
Word Sorts
Dictation Sentences 1. The grocer stayed open late.
2. I’m looking for a red pepper.
3. The barber cut Sam’s hair.
4. Every fourth grader goes to the bug museum.
5. Polar bears have thick fur.
6. A tug boat pulled an oil tanker.
7. Bret met the band’s singer.
8. We wanted to enter the contest.
9. A horrible odor came from the garbage can.
10. I bought my dog a new collar.
11. The zipper on my jacket is stuck.
12. The light snowfall looked like white powder on the meadow.
13. The icy streets were a danger.
14. Do you have cheddar cheese?
15. Pink is a popular color for hats.
16. I saw boats docked in the harbor.
17. The ship dropped anchor.
18. We took the elevator to the top.
19. Mrs. Garcia has one daughter.
20. The victor was thrilled to win.
Review/Challenge Words 1. We had to cancel our flights.
2. You must behave when on a trip.
3. The spot where he injured his leg is still tender.
4. The train conductor wore red.
5. The waiter brought our food.
Word in bold is from main selection.
Spelling Practice Book, pages 147–148 Spelling Practice Book, page 149
Spelling
5 Day Spelling
Words with Final /ә r/Pretest
ASSESS PRIOR KNOWLEDGE
Using the Dictation Sentences, say
the underlined words. Read the
sentence and repeat the words.
Have students write the words on
Spelling Practice Book page 147.
For a modified list, use the first 12
Spelling Words and the three Review
Words. For a more challenging list,
use Spelling Words 3–20 and the
two Challenge Words. Have students
correct their own tests.
Have students cut apart the Spelling
Word Cards BLM on Teacher’s
Resource Book page 89 and figure
out a way to sort them. Have them
save the cards for use throughout
the week.
Use Spelling Practice Book page 148
for more practice with this week’s
Spelling Words.
For Leveled Word Lists, go to
www.macmillanmh.com
TEACHER AND STUDENT SORTS
■ Review the Spelling Words, pointing
out the /ә r/ endings. Using the cards
on the Spelling Word Cards BLM,
attach the key words barber , odor ,
and cheddar to a bulletin board.
Model how to sort words according
to the /ә r/ spelling.
■ Have students take turns putting
cards on the bulletin board and
explaining how they decided
where to place the word. When
students have finished the sort,
discuss which /ә r/ spelling is most
common among the Spelling
Words. Discuss which are the
most difficult to remember.
■ Then invite students to do an
open sort in which they sort all
the Spelling Words any way they
wish; for example, by parts of
speech. Discuss students’ various
methods of sorting.
grocer enter popular
pepper odor harbor
barber collar anchor
grader zipper elevator
polar powder daughter
tanker danger victor
singer cheddar
Review cancel, behave, tender
Challenge conductor, waiter
631G
Spelling
CATEGORIES
Read each group of words below.
Ask students to copy the words
into their word study notebooks,
completing the similar group by
adding a Spelling Word that fits in
the same category.
1. smell, scent, (odor)
2. winner, champion,
(victor)
3. button, snap, (zipper)
4. port, bay, (harbor)
Challenge partners to see who
can make the most new words
by changing only one letter in a
Spelling Word. For example, singer.
(ringer, finger, linger, ginger)
Have partners write a sentence
for each Spelling Word, leaving
a blank space for the word. They
can exchange papers and fill in
the blanks.
SPIRAL REVIEW
Review words with accented
syllables. Write cancel, behave,
and tender on the board. Have
students identify the breaks
between syllables and which
syllables are accented.
PROOFREAD AND WRITE
Write these sentences on the
board. Have students proofread,
circle incorrect spellings, and write
the words correctly.
1. Does chedder cheese have a
strong odar? (cheddar, odor)
2. The poler bears are the most
populor animals at that zoo.
(polar, popular)
3. The barbor took the elevater to
the basement. (barber, elevator)
4. The wise grocor added peppar
to the meat. (grocer, pepper)
POSTTEST
Use the Dictation Sentences on
page 631G for the Posttest.
If students have difficulty with any
words in the lesson, have students
place them on a list called Spelling
Words I Want to Remember in a
word study notebook.
Challenge student partners to
look for words that have the same
patterns they studied this week.
Word Meanings Assess and Reteach
barber odor cheddar collar harborzipper enter grocer danger polardaughter anchor popular singer victorpowder tanker pepper elevator grader
What’s the Word?
Complete each sentence with a spelling word.
1. I love this painting of boats coming into the .
2. We stepped onto the in the art museum.
3. Her wants to be a famous artist when she grows up.
4. He could smell that the clay had a strange .
5. When the artist was a fourth , he learned how to paint.
6. Make sure that your smock covers your shirt .
7. Open the art supply bag by pulling on the .
8. She was not only an artist, but also a with a band.
9. This drawing of a bear is very good.
10. Everyone wants to go to the art exhibit.
Analogies
An analogy is a statement that compares sets of words that are yalike in some way. Use spelling words to complete the analogies below.
11. Loser is to failure as winner is to r .
12. Fruit is tot banana as cheese is to .
13. Out is to t in as exit is to t .
14. Ketchup is to mustard as salt is to t .
harborelevator
daughterodor
gradercollar
zipperppppsinger
polarpopular
victorcheddar
enterpepper
Spelling Practice Book, page 150
There are six spelling mistakes in this report. Circle themisspelled words. Write the words correctly on the lines below.
A Studio Visit
As I approached the building, I was excited. A very populer painter,
Anne Smith, had agreed to show me around her studio. I had never been
to an artist’s studio before.
A sign above the door said, “Entar here.” I walked in and took the
ellevater to the second fl oor.
As soon as the door opened, I could smell a weird odar. Anne met me
in the hall and explained that the smell was from her oil paints. When
we walked into her studio, I forgot about the smell. There were paintings
everywhere! My favorite was a picture of Anne’s daughtor standing in
front of a huge ship in the harber.
Anne is a great painter. I am so glad that she let me visit her studio.
1. 3. 5.
2. 4. 6.
Writing Activity
Imagine that you are an artist. Describe your latest work of art.Be creative! Use at least four spelling words in your description.
popularp pp pEnter
elevatorodor
daughter
harbor
Spelling Practice Book, page 151
Look at the words in each set below. One word in each set is spelled correctly. Use a pencil to fill in the circle next to the correctword. Before you begin, look at the sample set of words. Sample A has been done for you. Do Sample B by yourself. When you are sure you know what to do, you may go on with the rest of the page.
Sample A: Sample B:
� sistur � mayer� sister � mayur� sistor � maier� sisster mayor
1. � barbor� barbber� barbur� barber
2. � ziper� zippor� zippir zipper
3. � dottir� daughter� daughtor� dottor
4. � powdor� powder� pouder poudor
5. � odor� oder� oader� odoor
6. � enter� entor� interr intor
7. � ancher� anker� anchor� anckor
8. � tankor� tancker� tanker tankir
9. � chedar� cheddor� chedder� cheddar
10. � groser� grosor� grocer grocor
11. � popular� populer� populor� populir
12. � pepper� peper� peppur peppor
13. � colar� coler� coller� collar
14. � danjer� danger� dainger dangor
15. � singur� singor� singer� singger
16. � elavater� elavator� elevater elevator
17. � harber� harbur� harbor� harbir
18. � poler� polar� polor poaler
19. � vickter� vicktor� victor� victer
20. � gradder� graider� grader grador
�
��
�� ��
��
��
��
����
��
��
��
��
����
��
�� �� ��
Spelling Practice Book, page 152
Review and Proofread
Me and Uncle Romie 631H
• For long adjectives, use more and most to compare people,tplaces, or things.
• Use more to compare two people, places, or things.• Use most to compare more than two.t
Write more or most to complete each sentence correctly.t
1. Your lemon cake is the delicious dessert of all.
2. Uncle Romie had an even enormous belly than my father.
3. He made the interesting collage I have ever seen.
4. New York City is exciting than my hometown.
5. But for me, North Carolina will always be the comfortable place in the world.
6. Uncle Romie’s studio was the glorious mess I had ever seen!
7. I thought my birthday would be pleasant if AuntNanette were there.
8. This birthday turned out to be the special birthdayever.
9. Uncle Romie was familiar with New York baseballteams than I was.
10. This summer vacation was enjoyable than last year’s vacation.
11. Could this get exciting than yesterday?
12. This is the fun I’ve ever had.
mostmore
mostmore
most
most
more
most
more
more
moremost
Grammar Practice Book, page 147
See Grammar Transparency 116 for modeling and guided practice.
Grammar Practice Book, page 148
See Grammar Transparency 117 for modeling and guided practice.
Use Visuals To explain
the concepts of more and
most, draw three items
with price tags. Add prices
illustrating the words
expensive, more expensive,
and the most expensive.
Write sentences comparing
the items. Repeat the
activity with other items
but have students write
the sentences.
Grammar
5 Day Grammar
Comparing with More and MostDaily Language ActivitiesUse these activities to introduce each day’s lesson. Write the day’s activity on the board or use Transparency 24.
DAY 1In school I am studying to be a artist. I like a english painters best. (1: an; 2: the English)
DAY 2Last weekend we had the most best time ever! My parents took me to a art studio. (1: the best; 2: an art studio.)
DAY 3Tim is the unusualest artist I have ever seen. His cat painting is most amusing than the dog painting. It’s also more small. (1: most unusual; 2: more amusing; 3: also smaller.)
DAY 4This artist is the more popular artist in the city. Karen, do you think his painting of the harber is most beautiful than his drawing? (1: most popular; 2: harbor; 3: more beautiful)
DAY 5Yes I think he would be the victer in a art contest. He is the more promising artist in the whole city. (1: Yes,; 2: victor; 3: an; 4: most promising)
INTRODUCE MORE AND MOST
Present the following:
■ For long adjectives, use the word
more to compare two people,
places, or things: I am exhausted.
Gerard is more exhausted than I
am.
■ Use most to compare more than
two people, places, or things:
Jaime is the most exhausted of all
three of us.
REVIEW MORE AND MOST
Discuss with students how to
decide whether to use endings
or to use more and most when
comparing with adjectives.
INTRODUCE WHEN TO USE MORE
AND MOST
Present the following:
■ Use -er or -est with many common
two-syllable adjectives, such as
happier, happiest; healthier, healthiest,
but not all: more polite, most polite;
more playful, most playful.
■ If you are unsure about which to
use, look in a dictionary.
Introduce the Concept Teach the Concept
631I
Grammar
Review and Practice
REVIEW WHEN TO USE MORE
AND MOST
Have students explain the words
more and most and the adjectives
with which they are used.
MECHANICS AND USAGE: USING
MORE AND MOST CORRECTLY
■ Use more when there are two
items being compared.
■ Use most when there are three
or more items being compared.
■ Use more and most when
comparing adjectives that are
three syllables or longer.
■ Use more and most sometimes
when comparing adjectives that
are one and two syllables long.
■ When you use more or most, do
not use -er or -est as well.
REVIEW MORE AND MOST
Ask students to describe when to
use more and most.
PROOFREAD
Have students correct the
incorrect uses of comparisons
and punctuation in the following
sentences.
1. Yes, this is a beautiful painting,
but that one is the most
beautiful of the two. (more
beautiful)
2. Class here is a painting of the
more dangerous river in the
world. (Class,; most dangerous)
3. Josh, this painting is the
interestinger of my two
favorites. (more interesting)
4. I want to go to the crowdedest
museum in the city. (most
crowded)
ASSESS
Use page 151 of the Grammar
Practice Book for assessment.
RETEACH
Write the corrected sentences
containing more and most from the
Daily Language Activities and the
Proofread activity on index cards.
Leave a blank for the words more
and most. Tell students to form two
teams. One team draws a card and
reads the sentence. The other team
calls out more or most. Teams then
switch roles and play continues in
this way until all cards are used.
Use page 152 of the Grammar
Practice Book for additional
reteaching.
Grammar Practice Book, page 149
See Grammar Transparency 118 for modeling and guided practice.
• For long adjectives, use more and most to compare people,tplaces, or things.
• Use more to compare two people, places, or things.• Use most to compare more than two.t
Rewrite each sentence in the introduction speech below. Remember to use more and most correctly with adjectives. Use a comma after an tintroductory word used at the beginning of a sentence. Use a comma when the first word in the sentence addresses someone by name.
Class I would like to introduce my Uncle Romie to you. I met him
last summer when I visited New York. He is the most creativest, most
imaginativest person I know! His work is more unusualer and more
powerfuler than any painting in a museum. Is he a painter? Is he a
photographer? Is he a writer? No he’s all of those at once. He puts paint,
pictures, newspapers, magazines, and other things together to make the most
amazing collages. His collage of Harlem is the more joyfulest picture I’ve
ever seen.Yes I have also started making collages, just like Uncle Romie.
Class, I would like to introduce my Uncle Romie to yyyou. I met him last summer when I visited New York. He is the most creative, most imaginative person I know! His work is more unusual and more powerful know! His work is more unusual and more powerfulknow! His work is more unusual and more powerfulthan any painting in a museum. Is he a painter? Is hethan any painting in a museum Is he a painter? Is hethan any painting in a museum Is he a painter? Is hea photographer? Is he a writer? No, he’s all of those at p g pp g ponce. He puts paint, pictures, newspapers, magazines,and other things together to make the most amazingcollages.collagescollages His collage of Harlem is the most joyfulHis collage of Harlem is the most joyfulHis collage of Harlem is the most joyfulpicture I’ve ever seen. Yes, I have also started makingpicture I ve ever seen Yes I have also started makingpicture I ve ever seen Yes I have also started makingcollages, just like Uncle Romie.g jg j
Grammar Practice Book, page 150
See Grammar Transparency 119 for modeling and guided practice.
Grammar Practice Book, pages 151–152
See Grammar Transparency 120 for modeling and guided practice.
Assess and ReteachReview and Proofread
A. In each sentence, find the adjective that compares. Circle your answer.
1. My sister is more musical than my brother is. a. sister b. more musical c. musical than d. brother is
2. New York City is one of the most popular of all cities to visit. a. New York b. the most c. most popular d. all cities3. My Aunt Nanette is the most generous person I know. a. most generous b. Aunt Nanette c. generous person d. I know
B. Choose the correct adjective to complete each sentence.Circle your answer.
4. My sister was about my trip than my brother was. a. curious b. curiouser c. more curious d. most curious
5. John is the of all three children. a. responsible b. responsiblest c. more responsible d. most responsible
6. That is the idea I ever heard. a. original b. originalest c. more original d. most original
Me and Uncle Romie 631J
ELL Practice and
Assessment, 148–149
Fluency Assessment
En
d-o
f-W
ee
k A
sse
ssm
en
tAdminister the Test
Weekly Reading Assessment, Passage and questions, pages 301–308
ASSESSED SKILLS
• Character
• Vocabulary Words
• Context Clues: Description
• Comparing with more and most
• Words with Final /er/
Administer the Weekly Assessment online or
on CD-ROM.
FluencyAssess fluency for one group of students per week.
Use the Oral Fluency Record Sheet to track the number
of words read correctly. Fluency goal for all students:
113–133 words correct per minute (WCPM).
Approaching Level Weeks 1, 2, 3
On Level Weeks 2, 4
Beyond Level Week 6
Alternative Assessment• ELL Assessment, pages 148–149
Weekly Assessment, 301–308Assessment Tool
631K
En
d-o
f-We
ek
Asse
ssme
nt
VOCABULARY WORDS
VOCABULARY STRATEGY
Context Clues: Description
Items 1, 2, 3, 4
IF...
0–2 items correct . . .
THEN...
Reteach skills using the Additional
Lessons page T9.
Reteach skills: Go to
www.macmillanmh.com
Vocabulary PuzzleMaker
Evaluate for Intervention.
COMPREHENSION
Skill: Character
Items 5, 6, 7, 8
0–2 items correct . . . Reteach skills using the Additional
Lessons page T4.
Evaluate for Intervention.
GRAMMAR
Comparing with more and
most
Items 9, 10, 11
0–1 items correct . . . Reteach skills: Grammar Practice Book
page 152.
SPELLING
Words with Final /ә r/
Items 12, 13, 14
0–1 items correct . . . Reteach skills: Go to
www.macmillanmh.com
FLUENCY 109–112 WCPM
0–108 WCPM
Fluency Solutions
Evaluate for Intervention.
Diagnose Prescribe
To place students
in the Intervention
Program, use
the Diagnostic
Assessment in the
Intervention Teacher’s
Edition.
TriumphsAN INTERVENTION PROGRAM
R E A D I N G
Me and Uncle Romie 631L
Phonics
Approaching Level Options
Objective Decode words with final /әr/
Materials • Student Book “Secondhand Art” • Teacher’s Resource Book, p. 28
WORDS WITH FINAL /әr/
Model/Guided Practice
■ Explain that words that end with an unaccented syllable that is spelled
with a vowel plus r (ar, er, ir, or, or ur) are usually pronounced /әr/.
■ Write enter on the board. Say: This word begins with en, which is
pronounced /en/. The second syllable ends with a vowel + r, so I should
pronounce it /tәr/. When I blend the sounds together, I get /en tәr/, enter.
■ Have students follow your model to pronounce the words anchor, collar,
wider, and polar. Provide constructive feedback.
MULTISYLLABIC WORDS WITH FINAL /әr/
■ Write the word popular on the board. Say: I can sound out the first two
syllables of the word: /pop ū/. The last syllable ends with a vowel + r, so I
should pronounce it /lәr/. When I blend the sounds together, I get /pop ū lәr/,
popular.
■ Have pairs of students work together to practice decoding longer words
with final /әr/. Write the following words on the board and ask student
pairs to copy them onto a sheet of paper. Have them say each word,
draw lines to divide it into syllables, and circle the final syllable with /әr/.
calendar elevator uglier carpenter
together skyscraper circular newspaper
conductor director muscular prettier
■ Check each pair or group for their progress and accuracy.
WORD HUNT: WORDS WITH FINAL /ә r/ IN CONTEXT
■ Review words with final /әr/.
■ Have students search pages 606–607 of “Secondhand Art” to find words
with final /әr/. Ask them to write each word and circle the letters that
stand for the final /әr/.
■ Check to see that students have found the following: enter, together,
skyscrapers, hamburger, newspaper different, pictures, modern.
■ Repeat the activity with the decodable passages on Teacher’s Resource
Book page 28.
For each skill below,
additional lessons are
provided. You can use these
lessons on consecutive days
after teaching the lessons
presented within the week.
• Characters, T4• Context Clues
(Description), T9
• Directions, T12
Additional Resources
To help students build
speed and accuracy with
phonics patterns, use
additional decodable
text on page 28 of the
Teacher’s Resource Book.
Decodable Text
If students say an /ar/
instead of /әr/, such as
/kol ar’/ instead of /kol’ әr/
for collar, write collar on the
board as col-lar and say:
This word is collar.
The first syllable is
accented so you say it
more strongly: /KOL/.
The second syllable is
unaccented, so you say it
more gently and with an
/әr/ sound. Say it with me:
/әr/. Let’s sound out and
say the word together:
/KOL/ /әrrr/, collar.
ConstructiveFeedback
631M
Objective Read with increasing prosody and accuracy at a rate of 113–123 WCPM
Materials • index cards • Approaching Practice Book A, p. 173
WORD AUTOMATICITY
Have students make flashcards for the following words with final /әr/:
grocer, enter, popular, pepper, odor, harbor, barber, collar, anchor, grader,
zipper, elevator, polar, powder, daughter, tanker, danger, victor, singer, cheddar.
Display the cards one at a time and have students say each word. Repeat
twice more, displaying the words more quickly each time.
REPEATED READING
Explain to students that often the mood or emotion of the text will make
us read slower or faster. Model reading aloud the Fluency passage on
Practice Book A page 173. Tell students to pay close attention and listen
to your tempo and how you adjust it to match the mood of the text. Then
read one paragraph at a time and have students echo-read, copying your
tempo.
Students can take turns reading the passage with a partner throughout
the week. Listen and provide constructive feedback.
TIMED READING
At the end of the week, have students do a final timed reading of the
passage on Practice Book A page 173. Students should
■ begin reading the passage aloud when you say “Go”
■ stop reading the passage after one minute when you say “Stop”
Keep track of miscues. Coach students as needed. Help students record
and graph the number of words they read correctly.
Vocabulary
Objective Apply vocabulary word meanings
Materials • Vocabulary Cards • index cards
VOCABULARY WORDS
Display the Vocabulary Cards for this week’s words: barbecue, collage,
flicked, glorious, skyscrapers, strutting, and swarms. Review the definitions
of each word in the Glossary of the Student Book. Have partners write
each vocabulary word on an index card and the word’s definition on
another index card. Have partners mix up all the cards and arrange them
facedown on a desk. Have students take turns flipping over two cards,
looking for a match of a word with its definition.
Approaching Practice Book A, page 173
If students do not adjust
their tempo to reflect
the content of the text,
exaggerate their tempo
as you model back how
they sounded. Then reread
the passage to them at
the correct tempo. Finally
lead the class in a choral
reading so they can follow
your lead in reading at the
appropriate rate.
ConstructiveFeedback
Me and Uncle Romie 631N
Vocabulary
Approaching Level Options
Review last week’s words
(period, vessels, valuable,
documenting, estimated)
and this week’s words
(strutting, swarms, flicked,
barbecue, skyscrapers,
glorious, collage). Have
students find a synonym
(or phrase with the same
meaning) for each word.
Objective Use context clues to determine the meaning of unfamiliar words
Materials • Student Book Me and Uncle Romie
CONTEXT CLUES: DESCRIPTIONS
Description context clues can be a restatement of a word or can be
phrases that help the reader draw a mental picture. Find the word collage
on page 616 of Me and Uncle Romie and identify the descriptions that
can help students understand the meaning of the word. Ask students to
work in pairs to define each vocabulary word and then create their own
description that can serve as a context clue for the word.
Comprehension
Objective Analyze character
Materials • Student Book “Secondhand Art” • Transparencies 24a and 24b
STRATEGYMONITOR COMPREHENSION
Remind students to monitor, or check, their comprehension as they read.
They should regularly stop to ask themselves whether they understand
what is happening in the story.
SKILLCHARACTER
Explain/Model
Remind students of the following points.
■ Character traits are a character’s long-lasting qualities.
■ A character’s emotions can change. These are not long-lasting qualities.
Display Transparencies 24a and 24b. Reread the first page.
Think Aloud Danny and Emma make different kinds of suggestions for
their art project. Emma seems a little more imaginative and dramatic
than Danny, but they listen to each other and work well together.
Practice/Apply
After reading, invite students to describe the characters. Ask:
■ Describe Danny and Emma’s emotions in the story. How does the story
show that these are changeable qualities?
■ What do you learn about Danny and Emma from the way each character
tries to solve the problem?
Student Book, or Transparencies 24a and 24b
by David Walcott
631O
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials • Leveled Reader Girl Arranging Her Hair
PREVIEW AND PREDICT
Have students read the chapter titles and preview the illustrations and
first two chapters. Ask them to think of any questions they may have,
and then make predictions about the story and its characters.
VOCABULARY WORDS
Review the vocabulary words as needed. As you read together, discuss
how each word is used in context.
STRATEGYMONITOR COMPREHENSION
Remind students that good readers often monitor their comprehension.
As they read, they ask themselves if they understand what is happening
in the story. In addition, they stop when they have a problem and decide
what they need to do to better understand a passage.
SKILLCHARACTER
Tell students to read the first two chapters. Remind them to look for
descriptions of characters and to pay attention to characters’ thoughts,
feelings, words, and actions.
Think Aloud Louise and her sister imagine that the painting will show
Louise as a princess or a Greek goddess. Maybe Louise is someone
who wants to be famous. I will read on to find out and add this to my
Character Web.
READ AND RESPOND
Finish reading Girl Arranging Her Hair with students. Discuss how Louise
changed from the beginning of the story to the end and why.
Work with students to revise their Character Web.
MAKE CONNECTIONS ACROSS TEXTS
Invite students to compare Me and Uncle Romie and Girl Arranging Her Hair.
Ask students the following questions.
■ Who has the more difficult situation—James or Louise? Tell why you
think this.
■ How do you think Louise and James change their ideas about art in the
stories? Do you think they would agree with each other about art?
Retell Create a list of all
the characters from the
book Girl Arranging Her
Hair. As a group, retell the
story through a character
other than Louise. Then
discuss how changing the
main character affects the
story. Ask students which
story they like better—the
one told from Louise’s
perspective, or the version
they made up as a group.
Ask students what they
liked most about the story
they chose.
Leveled Reader
Me and Uncle Romie 631P
Leveled Reader LessonVocabulary
On Level Options
Student Book
Student Book
On Level Practice Book O, page 173
As I read, I will pay attention to my tempo in order to match the action in the story.
Carly held her breath as the broad-tailed hummingbird
8 fluttered near the cluster of wildflowers. She stared into
17 her camera, waiting. A fly landed on Carly’s arm. She
27 flicked it away with a finger. The bird flew near a flower.
39 The flower wasn’t red enough, though. Carly waited.
47 The bird flew to another flower. This one was too small.
58 Finally, the bird hesitated over the largest, reddest flower.
67 Carly began to snap pictures. She was certain that these
77 would be some of the best pictures she had ever taken.
88 Carly raced home and uploaded the pictures onto her
97 computer. She couldn’t wait to see the results.
105 But when the pictures came up on the screen, she was
116 disappointed. Carly studied them, then opened her photo
124 journal. She wrote: “Hummingbird pictures: The bird’s
131 wings are a blur, not enough detail on flower, bird isn’t
142 close enough to the flower in any shot. Why aren’t these
153 the way I thought they would be?” 160
Comprehension Check
1. What do you learn about Carly in this passage? Character
2. How might the journal help Carly take better pictures in the future? Draw Conclusions
Words Read – Number of Errors = Words
Correct Score
First Read – =
Second Read – =
Carly is patient. She thinks and writes about what she is doing.
The photo journal might help Carly take better pictures because she can learn from her mistakes and not make them again.
Objective Use vocabulary words and antonyms
Materials • Vocabulary Cards • Student Book Me and Uncle Romie
VOCABULARY WORDS
Have the class play a game of Ten Questions. Display all of the
Vocabulary Cards. Allow one volunteer to be “it.” The volunteer will think
of one of the vocabulary words. Students can ask yes/no questions until
they figure out the word. Questions can relate to the part of speech, the
meaning, or the syllabication. After ten questions, the person who is “it”
tells the word. Students get one point for every word they guess correctly.
CONTEXT CLUES: DESCRIPTIONS
Remind students that context clues can be words, phrases, or sentences
that help readers figure out the meanings of unfamiliar words. Sometimes
the context clue is in the same sentence as the unfamiliar word.
Sometimes it is in another sentence. Have students find three vocabulary
words in Me and Uncle Romie and identify helpful context clues.
Text Features
Objective Study the parts of how-to articles
Materials • how-to articles from cooking or craft magazines
DIRECTIONS
Discuss the purpose and importance of directions in a how-to article
such as “Making a Collage.” Have students look at other how-to articles to
identify and explain the importance of the directions, materials lists, steps
to follow, and illustrations. Discuss which article provides the best model for
their own writing.
Objective Read fluently with appropriate prosody at a rate of 113–133 WCPM
Materials • On Level Practice Book O, p. 173
REPEATED READING
Model reading the Fluency passage on page 173 of Practice Book O.
Remind students that often the mood or emotion of the text will cause us
to read it slower or faster. Read one sentence at a time and have students
echo-read the sentences, imitating your tempo. During independent
reading time, have students work with partners. Remind students to wait
until their partners get to the end of a sentence before they correct any
mistakes. Do timed readings at the end of the week.
631Q
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials • Leveled Reader Beautiful or Not • Student Book Me and Uncle Romie
PREVIEW AND PREDICT
Have students preview Beautiful or Not. Show the cover and read the
title.
■ Ask students to predict what they think this selection will be about.
■ Ask students to write down any questions they have.
STRATEGYMONITOR COMPREHENSION
Ask students what strategies they can use to check their understanding
as they read. Are strategies sometimes more helpful with nonfiction and
fiction?
SKILLCHARACTER
Review: The characters are the people whom the story is about. You can learn
about characters from their thoughts, feelings, words, and actions. Comparing
and contrasting characters in a selection can help you better understand their
actions and the relationships between them. Explain that students will write
about what they learn in a Character Web.
READ AND RESPOND
Have students read Chapters 1 and 2. Pause to discuss the story’s point
of view and all the different characters. Then fill in the Character Web.
Discuss how the point of view affects the way each character is described.
VOCABULARY WORDS
As they finish reading Beautiful or Not, ask students to point out
vocabulary words as they appear. Ask, What image does the word swarms
bring to mind in the following sentence: During the busy summer season,
swarms of tourists came to fish at the lake.
MAKE CONNECTIONS ACROSS TEXTS
Invite students to compare the characters in Me and Uncle Romie and
Beautiful or Not.
■ Ask students what they think the narrator’s opinion is of the main
character in each of these stories.
■ Ask them which character seems to change the most.
ELLLeveled Reader
Go to pages
631U–631V.
Leveled Reader
Me and Uncle Romie 631R
Vocabulary
Beyond Practice Book B, page 173
Beyond Level Options
Write Articles Have
students create their
own how-to articles.
Help students brainstorm
ideas on the board. Once
students choose an idea,
guide students in writing
their articles. The how-
to article should include
illustrations and captions
that explain the steps of
the directions. Ask for
volunteers to share their
finished articles.
Objective Generate questions using vocabulary words
EXTEND VOCABULARY
Have students use this week’s vocabulary words to make a vocabulary
collage. Ask them to write the words they remember on a piece of paper
in any order they choose. Then ask them to write context clues for each
word the same way. Invite students to exchange collages with a partner
and have their partner make the correct connection between context
clues and vocabulary words in the collage.
Text Features
Objective Use illustrations to make directions easier to understand
Materials • magazines with how-to articles, such as home design magazines, cooking
magazines, and craft magazines
DIRECTIONS
Remind students that directions tell people how to do or make something.
Sometimes pictures are included to help readers understand what they
should do and how to do it. Ask, How could pictures have been used in
“Making a Collage” to help the reader know what to do next?
Have students select how-to articles from magazines and create pictures
to illustrate the directions. Each picture should be labeled with a caption
that explains that step of the directions.
Objective Read fluently with appropriate prosody at a rate of 123–133 WCPM
Materials • Beyond Practice Book B, p. 173
REPEATED READING
Explain to students that often the mood or emotion of the text will cause
us to read it slower or faster. Read aloud page 173 of Practice Book B,
while students pay attention to the tempo. Point out how nervous Piero
is and how quickly the boys are walking. Talk about how quickly you read
when there is nervous energy or the characters are moving quickly. Then
read one sentence at a time, having students echo-read the sentences,
imitating your pace.
Afterward, have partners practice reading together. Encourage them to
read with the correct tempo and to read dialogue expressively.
631S
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials • Leveled Reader The Goldsmith’s Apprentice
PREVIEW AND PREDICT
Have students preview The Goldsmith’s Apprentice, predict what it is
about, and set a purpose for reading. Remind students to confirm or
revise their predictions and purposes as they read.
SKILLCHARACTER
Ask a volunteer to explain what a character can be in a story. Discuss
how important it is to get to know a character’s traits in order to
understand how he or she will speak or act. Tell students that they will
read The Goldsmith’s Apprentice together, and fill in their Character Webs
to see how the character changes from beginning to end.
READ AND RESPOND
As students read, they should consider the characters’ actions and words,
and complete their Character Webs. Invite students to discuss the traits
they have included in their webs. Have them compare and add more
details if needed.
VOCABULARY WORDS
Have students pay attention to vocabulary words as they come up. Review
definitions as needed. “Swarms of apprentices and young children followed
behind, strutting in imitation of the nobles.” Ask students, What image does
strutting bring to mind?
Self-Selected Reading
Objective Read independently to compare characters
Materials • Leveled Readers or fiction trade books at students’ reading level
READ TO ANALYZE CHARACTER
Invite students to choose a fiction book for independent reading,
using personal criteria, such as a favorite author or a classmate’s
recommendations. As students read, have them write details about the
main character’s traits. Ask students to compare the characters from the
book they chose with those in other selections they have read, specifically
telling how the characters are alike and different. Have them compare
and contrast elements of the text and compare and contrast features of
different genres.
Leveled Reader
Me and Uncle Romie 631T
Academic LanguageThroughout the week, the English language learners will need help in
building their understanding of the academic language used in daily
instruction and assessment instruments. The following strategies will help
to increase their language proficiency and comprehension of content and
instructional words.
Strategies to Reinforce Academic Language
■ Use Context Academic Language (see chart below)
should be explained in the context of the task during
Whole Group. Use gestures, expressions, and visuals to
support meaning.
■ Use Visuals Use charts, transparencies, and graphic
organizers to explain key labels to help students
understand classroom language.
■ Model Demonstrate the task using academic language in
order for students to understand instruction.
Academic Language Used in Whole Group Instruction
Content/Theme Words Skill/Strategy Words Writing/Grammar Words
painting (p. 604)
drawing (p. 604)
sculpting (p. 604)
images (p. 628)
background (p. 628)
descriptions (p. 607)
restatement (p. 607)
mental picture (p. 607)
monitor comprehension (p. 607A)
character (p. 607A)
mood (p. 630)
speech (p. 630)
clear opening statement (p. 630)
writer’s opinion (p. 630)
two-syllable adjectives (p. 631I)
more, most (p. 631I)
comparisons (p. 631I)
English Language Learners
For additional language
support and oral language
development, go to
www.macmillanmh.com
631U
ELL Leveled ReaderELL Leveled Reader Lesson Objective• To apply vocabulary and
comprehension skills
Materials
• ELL Leveled Reader
DAY 1 • Academic Language
• Oral Language and Vocabulary Review
DAY 2 • Academic Language
• ELL Leveled Reader
DAY 3 • Academic Language
• ELL Leveled Reader
DAY 4 • Academic Language
• ELL Leveled Reader
DAY 5 • Academic Language
• ELL Leveled Reader Comprehension Check and Literacy Activities
ELL Teacher’s Guide
for students who need
additional instruction
DEVELOP ORAL LANGUAGE
Build Background Show several photographs
and ask students what they see. Now let’s look at
them with the eye of an artist. Model describing in
detail one of the pictures and expressing how it
makes you feel.
Review Vocabulary Write the vocabulary and story support words on the
board and discuss the meanings. Model using them in sentences. It is such
a glorious day! The sun is shining. The sky is perfect. It’s not too hot. Then ask
them to use the words in a sentence.
PREVIEW AND PREDICT
Point to the cover illustration and read the title aloud. Ask, What do you
think this story is about? Have students explain their predictions.
Set a Purpose for Reading Show the Character Web and remind students
they have used it before. Ask them to make a similar web to analyze the
main character of the story. Remind them to look for her traits.
Choose from among the differentiated strategies below to support
students’ reading at all stages of language acquisition.
Beginning
Shared Reading As you
read, model how to identify
traits that describe Carly. Fill
in the Character Web. At the
end, have students use the
web to describe Carly.
Intermediate
Read Together Read the
first chapter. Model how
to identify character traits.
Fill in the web. Take turns
reading with students. Help
them identify character
traits. What did we learn
about Carly?
Advanced
Independent Reading
After reading each day,
ask students to identify
character traits for Carly and
fill in the web. Have them
compare the information
with a partner.
Remind students to use the vocabulary and story words in their whole
group activities.
Me and Uncle Romie 631V