SKILLS MASTERS ASSESSMENT PROJECTABLES 28–36 …

What Is Sound? 101

Theme Resources

SKILLS MASTERS pages 22–28PROJECTABLES 28–36COMPREHENSION BRIDGE 3, 4WRITING BRIDGE 7, 8, 33–37, 39WRITING RESOURCE GUIDE pages 10–12, 52, 86–88WRITER’S HANDBOOK pages 4–7, 20, 26ESSENTIAL RESOURCE GUIDE pages 31–38

ASSESSMENT GUIDEOngoing Test Practice pages 28–29Theme 4 Progress Test pages 30–36

ASSESSMENT

Leveled Readers Fluency Readers

Below LevelP 3 fiction, 5 nonfiction 1 fiction, 1 nonfiction

Q 3 fiction, 5 nonfiction 1 fiction, 1 nonfiction

On Level

R 3 fiction, 5 nonfiction 1 fiction, 1 nonfiction

S 3 fiction, 5 nonfiction 1 fiction, 1 nonfiction

T 3 fiction, 5 nonfiction 1 fiction, 1 nonfiction

Above Level

U 3 fiction, 5 nonfiction 1 fiction, 1 nonfiction

V 3 fiction, 5 nonfiction 1 fiction, 1 nonfiction

W 3 fiction, 5 nonfiction 1 fiction, 1 nonfiction

Comprehension

Bridge

Connect to Theme-Related Reading

James begins singing in his family band and ends up on television.

When an original Mozart score is missing, the Box Car children help explain its disappearance.

Exemplar Texts from the Common Core:• “A Poem for My Librarian”

from Acolytes by Nikki Giovanni

• Ah, Music! by Aliki

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

ecente

cente

5_LNLEWTG744216_T04A.indd 101 9/10/11 10:53:14 AM

RLR SBK5 5T04 pp096 125 indd 96 97

100 Theme 4

THEME 4 Overview

What Is

Sound?How is sound produced?

Week 1 at a Glance pp. 104–105

Week 2 at a Glance pp. 120–121

BiographyDuke Ellington

Poem“Riding the Sound Waves”

JournalSounds Good to Me!

Song“I Love a Piano”

Folktale The Smell of Soup and the Sound of Money—A Tale from Turkey

Writer’s Model: PoemFalling into Rhythm

i

Selections

• Demonstrate how sound is produced by vibrating objects and how sound can be varied by changing the rate of vibration

• Recognize the characteristics of sound energy

Science Connections

Literacy Objectives and Standards

READING

Comprehension Determine ImportanceReview Ask Questions

Vocabulary Week 1 melody, harmony, broadcast, improvise, experiment

Week 2 length, concentrate, instrument, vibration, pitch

Grammar Proper Nouns

Word Study Reference Materials

Fluency Read in Phrases

Listening Appreciative Listening

Form Poem

Trait Word ChoiceOrganizational SequencePattern

Grammar Common and Proper NounsSingular and Plural NounsAdjectives

WRITING

5_LNLEWTG744216_T04A.indd 100 9/7/11 7:40:45 PM

Comprehensive Teacher’s Guide: Theme lessonWhole Class Instruction

10 11

Connect to authentic

literature and exemplar texts

Thousands of Leveled Reader

titles onlineEverything print is also digital!

105

Monitor Fluency Progress Monitor Writing Progres Monitor Spelling ProgressMonitor Comprehension Progress

Fluency Readers Rubric: Poem, Writing Bridge 7 Rubric: Determine Importance, Comprehension Bridge 4

LESSON 3 Pages 114–115 LESSON 4 Pages 116–117 LESSON 5 Pages 118–119

Vocabulary TExplain, Restate, Show: improvise, experimentWord Study/Grammar TTeach Proper NounsFluencyTeach Read in Phrases

Vocabulary TDiscuss, Reflect, RefineWord Study/Grammar TPractice Proper Nouns

Vocabulary TApply in Learning GameWord Study/Grammar TWrite Proper Nouns

Shared Reading“Riding the Sound Waves”Sourcebook pp. 116–117Comprehension Strategy TTeach Determine ImportanceTarget SkillsGenre: PoemRecognize Alliteration T

Interactive ReadingSounds Good to Me!Sourcebook pp. 120–121Comprehension Strategy TTeach Determine Importance

Interactive ReadingSounds Good to Me!Sourcebook pp. 120–124Comprehension Strategy TPractice Determine Importance

Comprehension Strategy TReinforce and Apply Determine ImportanceReview Comprehension StrategyReinforce Ask Questions



Comprehension StrategyDiscuss Determine Importance

Comprehension Strategy Discuss Determine Importance


Discuss Shared ReadingPoemDraft: Modeled/Shared Writing

Spotlight on Word Study/GrammarProper Nouns

Draft: Interactive Writing

Spotlight on Grammar TCommon and Proper Nouns

Draft: Interactive Writing

Spotlight on Grammar TSingular and Plural Nouns

Reinforce Form: Poem T

Introduce Organizational Pattern: Sequence

Conference


Conference


Conference

Reflect on Writing Reflect on Writing Reflect on Writing

5_LNLEWTG744216_T04C.indd 105 8/9/11 3:50:39 PM

RE

AD

ING

WR

ITIN

GTHEME 4 What Is Sound?

104

ASSESSMENT T = Tested

Week 1 at a Glance LESSON 1 Pages 106–107 LESSON 2 Pages 112–113

Build Reading Skills

Oral LanguageIntroduce the ThemeWord Study/Grammar TIntroduce Proper NounsSpelling TIntroduce Word List

Vocabulary TExplain, Restate, Show: melody, harmony, broadcastWord Study/Grammar TTeach Proper Nouns

Read and Comprehend

Modeled ReadingDuke EllingtonSourcebook pp. 110–111Comprehension Strategy TModel Determine ImportanceListening for a PurposeAppreciative Listening

Modeled ReadingDuke EllingtonSourcebook pp. 110–111Comprehension Strategy TTeach Determine Importance

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

Comprehension Strategy Introduce Determine ImportanceAssess ProgressReview Theme 3 Progress Test


Support Reading Independence



Build Writing Skills

Introduce Form: Poem TWriter’s Model Sourcebook pp. 138–139Prewrite: Modeled/Shared WritingProjectable 36

Prewrite: Interactive WritingProjectable 36

Differentiated Writing Instruction OPTIONS


Conference


Conference

Support Writing Independence

Reflect on Writing Reflect on Writing

1

2

3

4

5

Small Group

Reading

Teacher’s Guide

GO TOComprehension

Bridge

WritingBridge

GO TOSmal

l Gro

upSm

all G

roup

5_LNLEWTG744216_T04C.indd 104 8/9/11 3:50:19 PM

12 13

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

instruction embedded in every lesson

What Is Sound? 107

Theme 3 Progress TestUse the reteaching suggestions provided in the Theme 3 Scoring Guide for students who scored fewer than 18 out of 25 items correct.

Assess Progress

WRITING BRIDGE 7WRITING RESOURCE GUIDE page 52 Poem Organizer

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

ELL View

C. Turn and Talk: Appreciative Listening Reread the focus questions on page 108 of this guide and have students discuss the questions with a partner.

Smal

l Gro

up Differentiated Reading InstructionAs students read independently, meet with individuals or small groups to review Theme 3 or to introduce Determine Importance with Comprehension Bridge 4.

3 Support Reading Independence Group Share • What questions did you ask to help you decide if information was important? • How have the kinds of questions you ask about text changed over the last two weeks?

4 Build Writing Skills Writing Form: PoemA. Introduce Poem: Writer’s Model Using Sourcebook pages 138–141, introduce

the key elements of Poem. • Read the introduction on page 138 and discuss the definition of Poem in the first line.

Then read the poem aloud. Ask students to listen for descriptions of sights, sounds, events, and feelings as you read.

• Have students write a response to the first Respond in Writing question on page 139. • Review the writer’s process on pages 140–141. Ask students to consider the tips and

suggestions that would be helpful in their own writing.

B. Prewrite: Modeled/Shared Writing As a class, brainstorm and select a theme-related topic for a class poem. Using Projectable 36, model prewriting. Then have the class share in prewriting by generating more ideas as you scribe.

• Ask students to close their eyes and think about the topic. Then model thinking aloud by describing what you pictured while drawing a simple sketch on the Poem Organizer. Ask students to help you think of words that describe your image and add them to the Organizer.

• Have students share the images they pictured and, as a class, choose two images to add to the Organizer and describe together.

Smal

l Gro

up

Differentiated Writing InstructionAs students brainstorm topics and begin prewriting poems of their own, meet with individuals or groups. Use the options below as appropriate.• Teach Poem with Writing Bridge 7.• Support Prewriting with the Poem Organizer.

5 Support Writing Independence Group Share • What’s the topic of your poem? • How can your Poem Organizer help you think about your poem?

PROJECTABLE 36 Poem Organizer

SOURCEBOOK pages 138–141

• Write a poem about how music makes you feel.

• Write a poem about animal sounds and what they might mean.

Suggested theme-related topics

5_LNLEWTG744216_T04D.indd 107 8/9/11 3:53:05 PM

106 Theme 4 • Week 1

MODELED READINGLESSON 1

SKILLS MASTERS page 22 Modeled Reading Text Organizer

Spelling ListChicago

Connecticut

December

Geronimo

Japanese

Latin

Neptune

Thanksgiving

Titanic

Wednesday

NO EXCUSE WORDS

come

must

three

work

CHALLENGE WORDS

Australia

Caesar

Europe

Fahrenheit

+ 2 PERSONAL WORDS

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

Have students research jazz to learn about the various types, such as Dixieland, swing, cool jazz, and be-bop. Have students make an illustrated chart showing how one type of jazz led to another. Have students include the names of famous musicians in each category.

Enrichment Research Project

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

pages 108–109 by asking questions. • Identify the items in the pictures. What do the items have in common?

B. Academic Language Create a word web with “Sound” in the center circle. Have students generate words related to sound, such as hear, ear, loud, soft, music, and waves.

Teach Grammar: Proper NounsA. Define Proper Noun A proper noun names a specific person, place, or thing. Each

important word in a proper noun begins with a capital letter. Some examples of proper nouns are Jessica, Duke Ellington, New York, Elm Avenue, and Statue of Liberty.

B. Identifying Proper Nouns Work with students to locate and capitalize the proper nouns in the following sentences:

• My cousins, juan and emilia, arrived on wednesday to spend thanksgiving with us. • My mother’s favorite foods are from japan, but she also likes many recipes from europe.

.

2 Read and Comprehend Modeled Reading

!Comprehension Strategy Determine Importance

Connect to Prior Knowledge: Duke Ellington • What do you know about jazz music? • What do the pictures tell you about Duke Ellington and his music? • Set Purpose for Listening: Let’s read to find out about Duke Ellington. Listen for

words and phrases that you enjoy hearing.p y j y g

1. Build Vocabulary and Background Knowledge Distribute copies of the Modeled Reading Text Organizer. Begin by explaining the pictures of Duke Ellington playing the piano and leading his orchestra. Have students tell about each picture (man playing piano, band, radio, dancing) while beginners use primary language and gestures to communicate. Tell students this biography tells about Duke Ellington.

2. Develop Academic Language Explain that musicians are people who play instruments and an orchestra is a large group of musicians playing together. Orchestras usually have many different instruments, such as drums and horns. Trombones, saxophones, and trumpets are horns. Ask students to listen for how the author describes the instruments in the story.

ELL Preview

Modeled Reading: Listening ComprehensionA. Appreciative Listening: Duke Ellington Read aloud pages 108–111 of this

guide as students view pages 110–111 in the Sourcebook. Have students listen for particular words and phrases they enjoy hearing.

B. Determine Importance Use the Think Aloud provided in the margin on page 110 to model determining whether information is important, or unimportant but interesting.

ObjectivesVocabulary ........................ Introduce the ThemeGrammar ........................... Proper NounsSpelling .............................. Introduce Word List

Listening ........................... Appreciative ListeningComprehension ............... Determine ImportanceWriting ............................... Form: Poem



5_LNLEWTG744216_T04D.indd 106 8/9/11 3:52:42 PM

14 15


What Is Sound? 109

1

Years later, on a steamy summer night, Duke heard that umpy-dump

played in a whole new way. Folks called the music ragtime—piano that

turned umpy-dump into a soul-rousing romp.

The ragtime music set Duke’s fingers to wiggling. Soon he was back at the

piano, trying to plunk out his own ragtime rhythm. One-and-two-and-one-

and-two . . . At first, this was the only crude tinkling Duke knew.

But with practice, all Duke’s fingers rode the piano keys. Duke started to

play his own made-up melodies. Whole notes, chords, sharps, and f lats. Left-

handed hops and right-handed slides.

Believe it, man. Duke taught himself to press on the pearlies like nobody

else could. His one-and-two-umpy-dump became a thing of the past. Now,

playing the piano was Duke’s all-time love.

When Duke was nineteen, he was entertaining ladies and gents at parties,

pool halls, country clubs, and cabarets. He had fine-as-pie good looks and

f lashy threads. He was a ladies’ man, with f lair to spare. And whenever a

pretty-skinned beauty leaned on Duke’s piano, he played his best music,

compositions smoother than a hairdo sleeked with pomade.

It wasn’t long before Duke formed his own small band, a group of musicians

who played all over Washington, D.C. But soon they split the D.C. scene and

made tracks for New York City—for Harlem, the place where jazz music ruled.

They called themselves the Washingtonians, and performed in all kinds

of New York City honky-tonks. Barron’s Exclusive. The Plantation. Ciro’s.

And the Kentucky Club. Folks got to know the band by name and came to

hear them play.

Then, on an autumn day in 1927, Lady Luck smiled pretty on the

Washingtonians. They were asked to play at the Cotton Club, Harlem’s

swankiest hangout, a big-time nightspot.

The Cotton Club became a regular gig for Duke and his band. They grew

to twelve musicians and changed their name to Duke Ellington and His

Orchestra. Night after night, they played their music, which was broadcast

live over the radio.

For all those homebodies out in radio-lovers’ land—folks who only dreamed

of sitting pretty at the Cotton—the show helped them feel like they were out

on the town. Duke’s Creole Love Call was spicier than a pot of jambalaya.

His Mood Indigo was a musical stream that swelled over the airwaves.

Sometimes the Orchestra performed their tunes straight-up. But other

nights, when the joint started to jump, Duke told his band to play whatever

came to mind—to improvise their solos. To make the music f ly! And they did.

Each instrument raised its own voice. One by one, each cat took the

f loor and wiped it clean with his own special way of playing. Sonny Greer

pounded out the bang of jump-rope feet on the street with his snare drum.

A subway beat on his bass drum. A sassy ride on his cymbal. Sonny’s

e

p

p

f

p

c

w

m

o

A

h

W

I really like the way the author uses words here. “Press on the pearlies” is so much more descriptive and colorful than “play the piano.” I also like the phrase “one-and-two-umpy-dump” to describe Duke’s previous playing. It helps me understand that the old way of playing was boring.

Turn and TalkAsk students to share with their partner a word or phrase they have liked from the story.

I ll lik

Appreciative Listeningniiinngg1

5_LNLEWTG744216_T04E.indd 109 8/10/11 7:32:34 PM

by Andrea Davis Pinkney

illustrated by Brian Pinkney

Appreciative Listening Appreciative listening is listening for particular words or phrases that you enjoy hearing. Listen to the focus questions your teacher will read to you.

DUKE ELLINGTON


Duke Ellingtonby Andrea Davis Pinkney

You ever hear of the jazz-playin’ man, the man with the cats who could swing

with his band? He was born in 1899, in Washington, D.C. Born Edward Kennedy

Ellington. But wherever young Edward went, he said, “Hey, call me Duke.”

Duke’s name fit him rightly. He was a smooth-talkin’, slick-steppin’,

piano-playin’ kid. But his piano playing wasn’t always as breezy as his stride.

When Duke’s mother, Daisy, and his father, J. E., enrolled him in piano

lessons, Duke didn’t want to go. Baseball was Duke’s idea of fun. But his

parents had other notions for their child.

Duke had to start with the piano basics, his fingers playing the same

tired tune—one-and-two-and-one-and-two. Daisy and J. E. made Duke

practice day after day.

To Duke, one-and-two wasn’t music. He called it an umpy-dump sound

that was headed nowhere worth following. He quit his lessons and kissed the

piano a fast good-bye.

Focus QuestionsRead these questions to focus students as they listen for particular words and phrases they enjoy hearing.

• Listen for words and phrases you enjoy hearing. How do these words and phrases affect the way you think and feel about the people and music described in this biography?

• What are some of the words and phrases the author uses that you particularly like? Why do you like these words and phrases?

F Q

Appreciative Listening

Modeled ReadingRead aloud Duke Ellington as students listen. Pause at the points suggested in

order to support the listening skill (Appreciative Listening), and model a Think

Aloud related to the comprehension strategy (Determine Importance). Before

reading, discuss with students the use of informal language in the biography.

Explain that everyday speech often includes dropped letters and slang

expressions. Ask students to listen for informal language in the selection and

think about how the words and phrases help convey the tone and mood of jazz.

by Andrea Davis Pinkney

illustrated by Brian Pinkney

Appreciative Listening Appreciative listening is listening for particular words or phrases that you enjoy hearing. Listen to the focus questions your teacher will read to you.

DDUKE ELLINUKE ELLINGGTTOONN


16 17


What Is Sound? 111

Duke introduced Black, Brown, and Beige at New York’s Carnegie Hall, a

symphony hall so grand that even the seats wore velvet. Few African-Americans

had played at Carnegie Hall before. Duke and his Orchestra performed on

January 23, 1943. Outside, the winter wind was cold and slapping. But inside,

Carnegie Hall was sizzling with applause. Duke had become a master maestro.

Because of Duke’s genius, his Orchestra now had a musical mix like no other.

Now you’ve heard of the jazz-playin’ man. The man with the cats who

could swing with his band.

King of the Keys.

Piano Prince.

Edward Kennedy Ellington.

The Duke.

Truly a DukeEdward Kennedy “Duke” Ellington, born April 29, 1899, was a forerunner

in the evolution of jazz. He composed and played swing music, one of the

best-loved jazz forms to grace the American music scene.

The roots of jazz encompass several types of music—blues, ragtime, folk

music, and marches—that originated from the musical traditions of African-

American people. Since its birth in the early twentieth century, jazz has

grown to include many styles that remain popular today.

In 1927 Duke Ellington and His Orchestra began a highly successful

engagement at Harlem’s renowned Cotton Club, a run that lasted five years.

By the early 1930s Duke began to produce complex, original arrangements

that resembled the music of classical orchestras, yet were still popular among

all kinds of music lovers. Sophisticated Lady and I Got It Bad are among the

most memorable.

Duke composed some of these tunes together with Billy Strayhorn, which

made his band a force to be reckoned with. Duke’s Orchestra toured the

United States and abroad, delighting audiences wherever they went.

On January 23, 1943, Duke performed a concert at Carnegie Hall. Though

some jazz musicians had played there before, few had performed elaborate music

like Duke’s. Duke wrote Black, Brown, and Beige especially for the event. This

composition showed the world that Duke Ellington was an accomplished composer,

a symphonic master whose music had come to be regarded as beyond category.

During the more than fifty years of his celebrated career, Duke wrote

and composed at least one thousand compositions (some say as many as

five thousand), including ballet and film scores, orchestral suites, musicals,

and choral works. More than eight hundred musicians appeared with his

Orchestra during its years on the road.

Duke Ellington died on May 24, 1974, but his musical genius is far

from gone. His inf luence on the history of music—and on musicians

everywhere—continues even today.

Idioms Review the meaning of “they were cuttin’ the rug.” In this story, it means they were dancing. People danced to Duke Ellington’s music.

Idi

ELL



Determine Importance The author tells us that Joe “Tricky Sam” Norton played a smooth trombone with a tropical lilt. I think this information is important because it describes how Norton’s music sounded. Although interesting, I don’t think it is important that Norton nodded to Otto “Toby” Hardwick to take over when he was through.

Turn and TalkListen carefully as I read the next two paragraphs, then share with your partner what you think is important and what you think is interesting but unimportant.

!Think Aloud 2

percussion was smooth and steady. Sometimes only his drumsticks made the

music, cracking out the rattly beat of wood slapping wood.

Along with Sonny, Joe “Tricky Sam” Norton went to work on his trombone,

sliding smooth melodic gold. He stretched the notes to their full tilt, pushing

and pulling their tropical lilt. When Tricky Sam was through, he’d nod to

Otto “Toby” Hardwick. “Your turn,” he’d say. “Take the f loor, Daddy-O!”

Toby let loose on his sleek brass sax, curling his notes like a kite tail in

the wind. A musical loop-de-loop, with a serious twist.

Last came James “Bubber” Miley, a one-of-a-kind horn player. He could

make his trumpet wail like a man whose blues were deeper than the deep blue

sea. To stir up the sound of his low-moan horn, Bubber turned out a growl

from way down in his throat. His gutbucket tunes put a spell on the room.

Yeah, those solos were kickin’. Hot-buttered bop, with lots of sassy-cool

tones. When the band did their thing, the Cotton Club performers danced

the Black-Bottom, the Fish-Tail, and the Suzy-Q. And while they were cuttin’

the rug, Duke slid his honey-colored fingers across the ivory eighty-eights.

The word on Duke and his band spread, from New York to Macon to

Kalamazoo and on to the sunshiny Hollywood Hills. The whole country

soon swung to Duke’s beat. Once folks got a taste of Duke’s soul-sweet

music, they hurried to the record stores, asking:

“Yo, you got the Duke?”

“Slide me some King of the Keys, please!”

“Gonna play me that Piano Prince and his band!”

People bought Duke’s records—thousands of them.

In 1939, Duke hired Billy Strayhorn, a musician who wrote songs.

Billy became Duke’s ace, his main man. Duke and Billy worked as a team.

Together they composed unforgettable music. Billy’s song Take the “A” Train

was one of the greatest hits of 1941.

With the tunes that he and Billy wrote, Duke painted colors with his

band’s sound. He could swirl the butterscotch tones of Tricky Sam’s horn

with the silver notes of the alto saxophones. And, ooh, those clarinets.

Duke could blend their red-hot blips with a purple dash of brass from the

trumpet section.

In time, folks said Duke Ellington’s real instrument wasn’t his piano at

all—it was his Orchestra. Most people called his music jazz. But Duke called

it “the music of my people.”

And to celebrate the history of African-American people, Duke composed

a special suite called Black, Brown, and Beige. A suite that rocked the bosom

and lifted the soul.

Black, Brown, and Beige sang the glories of dark skin, the pride of African

heritage, and the triumphs of black people, from the days of slavery to years

of civil rights struggle.

2


18 19


What Is Sound? 113

WRITING BRIDGE 7WRITING RESOURCE GUIDE page 52 Poem Organizer

1. Discuss Reading Have students share what they’ve written on their Modeled Reading Text Organizer and discuss what is described in the biography. Have them complete and discuss the sentence “Duke Ellington is mostly about . . . .” Beginning students can first discuss the organizer with a partner and report out in English.

2. Extend Language Model extending the language students have written to include more specific words. For example, “Duke played the piano” may become “Duke played ragtime music on the piano.” Have students work on extending other entries.

ELL Review

Smal

l Gro

up

Differentiated Reading InstructionAs students read independently, meet with individuals or small groups. Use the options below as appropriate. • Teach Determine Importance with Comprehension Bridge 4 and Organizer.• Review Ask Questions with Comprehension Bridge 3.• Teach comprehension strategy assigned to selected leveled reading book.

3 Support Reading Independence Group Share • How do you decide what information is important as you read? • How can asking questions help you decide what is important in a text?

4 Build Writing Skills Prewrite: Interactive Writing Revisit the Poem Organizer to continue prewriting. Invite volunteers to record their thoughts on the organizer. • Explain that poets create word pictures using sensory details, or details that

describe how something sounds, looks, smells, tastes, and physically feels. • Focusing on one image at a time, have students imagine they are inside of the

images that you added to the Poem Organizer. Ask what sounds the students hear and add their sensory details to the Organizer. Repeat for each sense, allowing volunteers to add details in words or details to the drawings.

Smal

l Gro

up

Differentiated Writing InstructionAs students write poems of their own, meet with individuals or groups. Continue work from a previous lesson or use the options below as appropriate.• Teach Poem with Writing Bridge 7.• Support Prewriting with the Poem Organizer.• Coach students in understanding what makes the Writer’s Model a strong

example of Poem.• Conference with students to offer assistance in brainstorming for strong images

and descriptive words.

5 Support Writing Independence Group Share • Tell me about an image you chose to describe. • Do you think you will use all of the descriptive words you listed in your Poem

Organizer? Why or why not?

PROJECTABLE 36

GO TO

SMALL GROUP READINGTEACHER’S GUIDE

COMPREHENSION BRIDGE 3, 4SKILLS MASTERSPage 23 Determine Importance Organizer

5_LNLEWTG744216_T04F.indd 113 8/9/11 4:08:51 PM


MODELED READINGLESSON 2

Determine ImportanceThe main idea of the biography is that Duke Ellington was an important musician and orchestra leader. That makes me think the information about playing regularly at the Cotton Club is important. So is the fact that his band grew in size and changed its name to Duke Ellington and His Orchestra. I also think the information about the music being broadcast over the radio is important. However, I think the fact that the show made radio listeners feel like they were out on the town is interesting but unimportant.

!Think Aloud

1 Build Reading SkillsTeach Vocabulary: Explain, Restate, ShowA. Explain the Terms Read the information on Sourcebook page 112 aloud and

explain the new terms: melody The melody of a song is the main tune. harmony When different tunes in a song go together well, they form a harmony. broadcast To broadcast a television or radio program means to send it over

the airwaves.

B. Restate and Show the Terms Have small groups discuss the meaning of each word. Then have students write their own explanations and graphic depictions of words in their vocabulary journals. Students can use Picture It on page 113 to guide them.

Teach Grammar: Proper NounsA. Identify Proper Nouns Write the following spelling words on the board:

Connecticut, December, Geronimo, Titanic, Australia. Read the words aloud together.

B. Classifying Proper Nouns Remind students that proper nouns name specific people, places, or things. Have students classify the proper nouns by type: person (Geronimo), place (Connecticut, Australia), or thing (December, Titanic). Then ask students to indicate which common noun each proper noun is associated with. (Geronimo: person, Connecticut: state, Australia: country, December: month, Titanic: ship)

2 Read and Comprehend Modeled Reading


Modeled ReadingA. Review the Text: Duke Ellington Ask students to listen as you reread the green

highlighted portion of Duke Ellington on page 109 of this guide.

B. Introduce the Strategy Determine Importance • Model a Think Aloud related to determining the importance of information. • Discuss the top of page 114. Emphasize in your Think Aloud that you are determining

the importance of information.

C. Turn and Talk • Have students complete the Turn and Talk activity from page 114. Encourage

students to use good listening skills with their partners. • Review Take It with You from page 115. Provide copies of the Determine Importance

Organizer for students to record what they think is important and what they think is interesting but unimportant.

English Spanishmelody melodía

(meh-loh-DEE-ah)harmony armonía

(ahr-moh-NEE-ah)

Spanish Cognates

SKILLS MASTERS page 113Vocabulary Journal Master


SKILLS MASTERS page 23Determine Importance Organizer


ObjectivesVocabulary ........................ melody, harmony, broadcastGrammar ........................... Proper Nouns

Comprehension ............... Determine ImportanceWriting ............................... Form: Poem


20 21


What Is Sound? 115

Teach Target Skills: Poem and Recognize AlliterationA. Genre: Poem Explain that a poem is rhythmic, sensory language that appeals to the

feelings and imagination of the reader. It may rhyme or make imaginative comparisons.

B. Recognize Alliteration Discuss how poets often use alliteration—the repeating of consonant sounds—in their work. Point out the first stanza on Projectable 28 and circle the alliterations. (His musical vibrations moved much more than air and place pumpin’) Then read the stanza aloud, stressing the alliterations.

Smal

l Gro

up

Differentiated Reading InstructionAs students read independently, meet with individuals or small groups. Use the options below as appropriate. • Teach Determine Importance with Comprehension Bridge 4 and Organizer.• Review Ask Questions with Comprehension Bridge 3.

3 Support Reading Independence Group Share • How can determining importance make you a better reader? • Why do you think an author includes important and unimportant details in a text?

4 Build Writing SkillsA. Reinforce Poem: Reading-Writing Connection Review the Shared Reading

selection as a second writer’s model, focusing on the Poem form. • Point out and discuss the line breaks and the separation between stanzas. Remind

students that line breaks make the reader pause in specific places and set the rhythm of the poem.

• Ask students to identify sensory details and language that describe the narrator’s emotions. Then have students point out instances of alliteration.

B. Draft: Modeled/Shared Writing Model drafting by turning several prewriting notes from your Poem Organizer into sentences. Then have students share in drafting by making suggestions for additional sentences as you scribe.

• Explain that events and images in the poem should flow naturally. Introduce sequence to help students plan the order of events and images. Then guide students in drafting the beginning of the poem, using the first event and image.

C. Spotlight on Word Study: Proper Nouns Revisit the Writer’s Model on Sourcebook pages 138–139 and have students identify proper nouns. (Carl, Chicago) Prompt students to look for proper nouns in the class’s poem.

Smal

l Gro

up

Differentiated Writing InstructionAs students write poems of their own, meet with individuals or groups. Continue work from a previous lesson or use the options below as appropriate.• Teach Poem with Writing Bridge 7.• Teach Organizational Pattern: Sequence with Writing Bridge 40.• Use the Poem Organizer to guide students in making the transition from

prewriting to drafting. • Conference with students to listen to their poem beginnings.

5 Support Writing Independence Group Share • How did you begin you poem? Tell about the image you chose to describe first. • How has your Poem Organizer prepared you for drafting?

PROJECTABLES 28–29

PROJECTABLE 36



WRITING BRIDGE 7, 40

GO TO


COMPREHENSION BRIDGE 3, 4SKILLS MASTERSpage 23Determine Importance Organizer


DETERMINE IMPORTANCE ORGANIZER

GRADE 5 THEME

Projectable 30

4

© H

MH

Su

pp

lem

enta

l Pu

blis

her

s In

c.

T04.indd 30

DEDETERM

His pounding rhythm made the skeleton hop

Off its hook and onto the table top

It rumba’d and calypso’d and do-si-do’d

Those bones did the two-step to a minor mode.

At straight up noon, Uncle Rafe swung low.

And his cool vibrations made ketchup lava flow

Across the floor and loop d’ loop

It sailed right through the basketball hoop.

Uncle’s music moved us all in a major way.

Yeah, my ribbon was blue at the end of the day!

You should’ve heard those science judges rave,

When we showed them how to ride a sound wave.

SHARED READINGGRADE 5 THEME

Projectable 29

© H

MH

Su

pp

lem

enta

l Pu

bli

sher

s In

c.

4

444

Hiss pounding u r

ff its hook ff an Of

rumba’d anrumba d d It rt

ose boneose bones dose bones dose bones d ThT ThT

straight straight straight straightght up up up up up At At At At At

nd his cood his coolhhis chis coolhiis coolcoolnd his cool nd his cool nd his cool his coololhis coolhis cool vvvvvvvvvvAn AnAAnA

ross the flross the flthe he f oooooo Ac Ac

sailed risailed riight ght ght gg It sIt s

ncle’cle’le’s musincle’s musie s c mc mUUnUnUU

ah, my ribbah, my ribbmy ribbribbribbooooYeaea

u should’veu should’ve

4444

U U U

YeYe

o

by Ruth Siburt

Uncle Rafe was my exhibit for the Science Fair

His musical vibrations moved much more than air.

Jazz and Blues or Rock and Pop

When he gets a place pumpin’, it never stops.

Rafe ripped a riff so wild and true

It lifted my Mrs. M

asters clear out of her shoes

Whirled her ‘round the gym and then

Set her back in her shoes again.

4583 T04.indd 116

5/31/11 8:5

SHARED READING

GRADE 5 THEME

Projectable 28

© H

MH

Su

pp

lem

enta

l Pu

blis

her

s In

c.

4

EPJ741475_T04.indd 28

6/25/11 3:10:27 PM

hh

wewe

u should veu should ve

en we showen we show

uuo

ee

A

B


SHARED READINGLESSON 3

B

A Determine ImportanceThe main idea of this poem is that Uncle Rafe’s music moved more than air. That means that examples of how his music moved objects are important. I will categorize information such as lifting Mrs. Masters out of her shoes as important.

B Determine Importance Have students join in your Think Aloud. Keeping in mind the main idea, I think information such as Uncle Rafe’s beginning to play at noon is interesting but unimportant. What information do you think is important? What information do you think is interesting but unimportant?

!Think Aloud

!Think Along

1 Build Reading SkillsTeach Vocabulary: Explain, Restate, ShowA. Explain the Terms Reread page 112 aloud. Explain the new terms:

improvise To improvise something means to make it up as you go along.experiment An experiment is the act of trying something to see if it works.

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

Teach Grammar: Proper NounsA. About Proper Nouns Review About Proper Nouns on page 119 with students.

Remind students that proper nouns name specific people, places, or things.

B. Proper Nouns in Context Look on page 118 to find the word Tuesday. What type of noun is Tuesday? (proper noun) How do you know that it is that type of noun? (It is a specific day and it starts with a capital letter.) Read the magazine article “Breaking the Sound Barrier” aloud. Have students locate the nouns and determine which are proper nouns. (Tuesday, October, Chuck Yeager, Muroc Field, Edwards Air Force Base, X-1, United States Air Force) Have students work with a partner to complete Proper Nouns in Context on page 119.

Teach Fluency: Read in PhrasesDiscuss how good readers make their reading sound smooth by reading words in phrases together without pausing. Use choral reading as you reread a portion of page 106. Model reading in phrases as students choral read with you.

2 Read and Comprehend Shared Reading


Connect to Prior Knowledge: “Riding the Sound Waves” • What do you know about the sound an electric guitar makes? • Have you ever felt the vibrations from a musical instrument or loud music? What was

it like? • Set Purpose: Help me set a purpose for reading. Let’s read to . . . .

Shared ReadingA. Projectables 28 and 29:

“Riding the Sound Waves” Read “Riding the Sound Waves” as students follow along in their Sourcebooks.

B. Determine Importance Use a Think Aloud and Think Along as you read. Model filling in Projectable 30 for the Think Along.

ObjectivesVocabulary ........................ improvise, experimentGrammar ........................... Proper NounsFluency............................... Read in Phrases

Comprehension ............... Determine ImportanceTarget Skills ..................... Genre: Poem

Recognize AlliterationWriting ............................... Form: Poem

English Spanishimprovise improvisar

(eem-proh-bee-SAHR)experiment experimento(ehks-peh-ree-mehn-TOH)

Spanish Cognates


SKILLS MASTERS page 113Vocabulary Journal Master



PROJECTABLES 28, 29, & 30


22 23



What Is Sound? 117

Writing: Poem

Assess Progress

Smal

l Gro

up

Differentiated Reading InstructionAs students read independently, meet with individuals or small groups. Use the options below as appropriate.• Teach Determine Importance with Comprehension Bridge 4 and Organizer.• Review Ask Questions with Comprehension Bridge 3.• Teach comprehension strategy assigned to selected leveled reading book.

3 Support Reading Independence Group Share • What important information did you find in your reading today? • What types of clues do you look for when you are trying to decide if information

is important?

4 Build Writing SkillsA. Draft: Interactive Writing Invite volunteers to add sentences to the class’s draft. • Guide students in drafting the middle stanzas of the class’s poem. Tell students they

should put line breaks where they want pauses in their sentences or thoughts. Have students read the class poem aloud as they draft together to determine where the lines should break.

• Remind students that they wrote details during Prewriting about how the topic made them feel emotionally. They also brainstormed sensory details about the images they wanted their readers to “see.” Explain that poems use both types of details to create powerful descriptions, and guide students to include both types of details as they draft.

B. Spotlight on Grammar: Common and Proper Nouns Use Writing Resource Guide page 10 to provide a focus lesson on common and proper nouns. Invite students to find examples of common and proper nouns in the Writer’s Model on Sourcebook pages 138–139.

Smal

l Gro

up

Differentiated Writing InstructionAs students write poems of their own, meet with individuals or groups. Continue work from a previous lesson or use the options below as appropriate.• Teach Poem with Writing Bridge 7.• Have students elaborate on the key words and phrases in their Organizers. Guide

students in shaping their thoughts into a draft, focusing on complete sentences and paragraphs.

• Conference with students to assess their understanding of Poem.

5 Support Writing Independence Group Share • Share the strongest description that you wrote in your poem today. What makes it a

strong description? • In what ways has your draft followed or strayed from your prewriting plan?

WRITING RESOURCE GUIDE page 10

WRITER’S HANDBOOK pages 4–7, 20

Common and Proper Nouns

WRITING BRIDGE 7

GO TO


COMPREHENSION BRIDGE 3, 4SKILLS MASTERSpage 23Determine Importance Organizer


This exhibit shows how the ear

works. The outer part of a person’s

ear collects sound waves as the waves

travel through the air. These waves

strike tiny bones in the middle ear

and cause them to vibrate. The inner

ear picks up the vibrations, and the

brain recognizes them as sound.

People who have difficulty hearing

may benefit from a hearing aid. A hearing

aid is a device that makes sounds louder.

Sound Decibels

Silence 0 dB

Quiet whisper 10 dB

Rustling leaves 20 dB

Loud whisper 30 dB

Average home 40 dB

Normal conversation 60 dB

Busy street 70 dB

Vacuum cleaner 80 dB

Portable music player at maximum level

100 dB

Chain saw 117 dB

Jet plane 130 dB

This exhibit compares the loudness of different sounds. Scientists measure loudness in decibels (dB). A busy street is louder than an average home. Sounds louder than a vacuum cleaner can cause hearing loss over time. Very loud sounds, like jet planes, can cause immediate

hearing loss. This chart shows

a few sounds that the exhibit compared.

This exhibit explores what laughing,

crying, singing, and shouting have in

common. People make these sounds

using folds of tissue called vocal

cords. As air passes between these

folds, the folds vibrate to produce

sounds. Children’s vocal cords are

short, and they cause the air to vibrate

very quickly. This produces sounds with a high

pitch. In adults, the vibration of air is much slower,

producing sounds with a lower pitch.

by Mary Dylewski

ound is everywhere. Birds chirp sweetly on a warm, spring day. A musician plays a gentle melody on a flute. Thunder booms during a downpour. But, what is sound ? Most dictionaries define sound as anything that can be heard. Scientists define sound as energy that travels in vibrating waves. We hear sound when these vibrating waves make an object or the material around it move. I spent a few hours touring sound exhibits at the science museum to find out more

SKILLS MASTERS page 24Proper NounsHave students complete this page at home for practice with proper nouns.

Homework

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

Vocabulary Discussion using the activity on page 113 of their Sourcebooks.

B. Reflect and Refine Journal Entries Support students in refining or adding to their descriptions and representations of the five vocabulary words in their vocabulary journals.

Teach Grammar: Proper Nouns• Explore Words Together Together, read the activity directions for Activity Two

on page 119 of the Sourcebook. Offer support to student partners as they think of proper names for the words listed in their Sourcebooks.

2 Read and Comprehend Interactive Reading


Connect to Prior Knowledge: Sounds Good to Me! • What do you know about sound? • Have you ever been to a science museum? What was it like? • Set Purpose: Let’s read to find out about sound exhibits at a science museum.

1. Build Vocabulary and Background Knowledge Distribute copies of the Interactive Reading 1 Text Organizer. Begin by explaining the pictures of the vocal cords and the outer and inner ear. Have students tell about each picture as they point to it while beginners use primary language to communicate. Tell students that in this selection they will learn about sound and sound waves.

2. Develop Grammar: Gerunds Say Swimming is my favorite activity. Explain that sometimes the –ing form of a verb is used as a noun in a sentence. Point out that the –ing form of the verb used as a noun is called a gerund (for example, laughing, crying, singing, and shouting in Exhibit 1).

ELL Preview

Interactive ReadingA. Interactive Selection: Sounds

Good to Me! Read aloud pages 120–121 as students follow along in their Sourcebooks.

B. Determine Importance Use a Think Along to reinforce the comprehension strategy. When finished, tell students they will continue reading the text later.

ObjectivesVocabulary ........................ Discuss, Reflect, RefineGrammar ........................... Proper Nouns

Comprehension ............... Determine ImportanceWriting ............................... Form: PoemGrammar ........................... Common and Proper Nouns

Determine ImportanceHave students join in a Think Aloud with you. When I read the first paragraph, I find the examples of sound interesting. However, I don’t think they are important. The main idea of the paragraph is what sound is. That means the sentence “Scientists define sound as energy that travels in vibrating waves” is the important information. What are other important pieces of information in the first paragraph?

!Think Along

SOURCEBOOK page 113

SOURCEBOOK page 119


SKILLS MASTERS page 25Interactive Reading 1 Text Organizer


INTERACTIVE READINGLESSON 4


24 25


What Is Sound? 119

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

Assess Progress

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

Assess Progress

B. Culminate the activity by having volunteers share with the class what they considered important and what they considered interesting but unimportant.

Smal

l Gro

up

Differentiated Reading InstructionAs students read independently, meet with individuals or small groups. Use the options below as appropriate.• Teach Determine Importance with Comprehension Bridge 4 and Organizer.• Review Ask Questions with Comprehension Bridge 3.• Teach comprehension strategy assigned to selected leveled reading book.

e 3 Support Reading Independence Group Share • Why do you think we need to determine importance as we read? • Do you think everyone considers the same information important or interesting but

unimportant? Why or why not?

.4 Build Writing Skills

A. Draft: Interactive Writing Invite volunteers to add sentences to the class’s draft. • Before students continue drafting the middle stanzas, discuss how poets use

comparisons to help create images. Discuss the meaning of simile together. Remind students that similes compare two things and give several examples (e.g., our easels creaked like old trees). Point out that similes are often used to describe a sensory detail and give an example how a sensory detail in the poem could be written as a simile.

• Have partners work together to write a simile that describes a sensory detail. As students share, discuss which similes should be added to the class draft.

• Support students in drafting an ending for the poem. Remind students that they want to leave readers with a specific feeling. Encourage them to play around with different words to decide which words capture the right feeling.

B. Spotlight on Grammar: Singular and Plural Nouns Use Writing Resource Guide page 11 to provide a focus lesson on singular and plural nouns. Point out any singular and plural nouns in the class’s draft.

Smal

l Gro

up

Differentiated Writing InstructionAs students write poems of their own, meet with individuals or groups. Continue work from a previous lesson or use the options below as appropriate.• Teach Poem with Writing Bridge 7.• Meet with students to discuss what they are trying to communicate with this

piece of writing, asking them to point out examples that accomplish this goal. • Conference with students to offer support in using similes and sensory details.

5 Support Writing Independence Group Share • Share a sensory detail from your poem. • How do you think a reader will feel at the end of your poem? Why?

WRITING RESOURCE GUIDE page 11

WRITER’S HANDBOOK page 20

Singular and Plural Nouns

WRITING BRIDGE 7




1 Build Reading SkillsTeach Vocabulary: Apply in Learning Game• What Is the Question? Organize students in pairs and provide the pairs with

the vocabulary words for the week. Instruct pairs to take turns posing a question to their partner that is answered by a vocabulary term. For example, if the word is melody, the question might be “What is a song’s main tune?” The question must demonstrate understanding of the term to count.

Teach Grammar: Proper Nouns• Explore Words in Writing Together, read the directions on page 119. Have

students complete Activity Three. Ask volunteers to share their paragraphs.

• Proper Nouns in Context Have partners complete Proper Nouns in Context on page 125.



Interactive ReadingA. Determine Importance Summarize the first two pages of the selection from

yesterday and discuss what information the students considered important. Remind students to think about determining importance as they read, using a Think Together. On the following day, partners should be ready to discuss what they thoughtwas important.

B. Say Something Technique: Sounds Good to Me! Divide the class into partners of mixed abilities, and have each pair take turns reading the rest of the selection, alternating paragraphs. One student in each pair should read a paragraph aloud, cover it up, say something about it to the partner, and then switch roles for the next paragraph.

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

ELL View

Have below-level readers read or reread the selection using the eBook audio. As students answer the interactive questions, encourage them to think aloud about determining importance. Have students fill out the Interactive Reading 1 Text Organizer and discuss with a partner: How did you determine what information is important?

Struggling Readers

Think and Respond: Reflect and WriteA. Together, read the directions for this activity on page 125 of the Sourcebook. Support

pairs as they write their index cards.

ObjectivesVocabulary ........................ Apply in Learning GameGrammar ........................... Proper Nouns

Singular and Plural Nouns

Spelling .............................. AssessmentComprehension ............... Determine ImportanceWriting ............................... Form: Poem

SOURCEBOOK page 125

SOURCEBOOK page 119

SOURCEBOOK page 125


Determine ImportanceHave students use the interactive questions in the margins of the text in the Sourcebook to help them determine importance. Distribute copies of the Determine Importance Organizer for students to use to record whether information is important or interesting but unimportant.

!Think Together

SKILLS MASTERS page 25Interactive Reading 1 Text Organizer


26 27


121

Monitor Writing Progress Monitor Comprehension Progress Monitor Spelling ProgressTheme 4 Progress Test

Rubric: Word Choice, Writing Bridge 8 Rubric: Determine Importance, Comprehension Bridge 4 Assessment Guide, pp. 30–36

LESSON 8 Pages 126–127 LESSON 9 Pages 128–129 LESSON 10 Pages 130–131

Vocabulary TStructured DiscussionWord Study TPractice Reference Materials

Vocabulary TReflect and RefineWord Study TWrite Reference Materials

Vocabulary TApply in Learning GameWord Study/Grammar TReview Proper NounsReview Reference Materials

Interactive ReadingThe Smell of Soup and the Sound of MoneySourcebook pp. 132–133Comprehension Strategy TReview Ask Questions

Interactive ReadingThe Smell of Soup and the Sound of MoneySourcebook pp. 132–136Comprehension Strategy TReview Ask Questions

Interactive ReadingThe Smell of Soup and the Sound of MoneySourcebook pp. 132–136Comprehension Strategy TReteach Determine ImportanceAssessmentAdminister Theme 4 Progress Test

Comprehension Strategy TReinforce and Apply Ask Questions

Comprehension Strategy TReinforce and Apply Ask Questions

Comprehension Strategy TReinforce and Apply Determine Importance

Comprehension StrategyDiscuss Ask Questions

Comprehension StrategyDiscuss Ask Questions


Revise: Interactive Writing

Spotlight on Grammar TAdjectives

Edit and Publish: Modeled/Shared/Interactive Writing

Writing ShareShare, Reflect, Discuss

Teach Writer’s Craft

Use Writing Traits Checklist

Conference

Use Editing Checklist

Conference

Use Writer’s Reflection Checklist

Reflect on Writing Reflect on Writing Reflect on Writing

5_LNLEWTG744216_T04G.indd 121 8/9/11 4:14:17 PM

RE

AD

ING

WR

ITIN

GTHEME 4 What Is Sound?

120

ASSESSMENT Ongoing Test Practice

Assessment Guide, pp. 28–29T = Tested

Week 2 at a Glance LESSON 6 Pages 122–123 LESSON 7 Pages 124–125

Build Reading Skills

Vocabulary TExplain, Restate, Show: length, concentrate, instrumentWord Study TIntroduce Reference MaterialsSpelling TIntroduce Word List

Vocabulary TExplain, Restate, Show: vibration, pitchWord Study TTeach Reference Materials

Read and Comprehend

Interactive ReadingSounds Good to Me!Sourcebook pp. 120–124Comprehension Strategy TPractice Determine Importance

Interactive Reading“I Love a Piano”Sourcebook pp. 128–129Comprehension Strategy TReinforce Determine ImportanceTarget Skill TIdentify Point of View

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



Support Reading Independence



Build Writing Skills

Introduce Trait: Word Choice TProjectable 35Revise: Modeled/Shared Writing

Spotlight on Spelling

Reinforce Trait: Word Choice TModeled Reading Revise: Interactive Writing

Spotlight on Word StudyReference Materials

Differentiated Writing Instruction OPTIONS

Reinforce Trait: Word Choice T

Conference

Reinforce Trait: Word Choice T

Conference

Support Writing Independence

Reflect on Writing Reflect on Writing

1

2

3

4

5

Small Group

Reading

Teacher’s Guide

GO TO

Comprehension Bridge

WritingBridge

GO TOSmal

l Gro

upSm

all G

roup

5_LNLEWTG744216_T04G.indd 120 8/9/11 4:14:03 PM

28 29


What Is Sound? 123

SOURCEBOOK page 125

Think and Respond: Turn and TalkA. Have students work in pairs to discuss the questions on page 125.

B. Bring the group together to share how they have classifi ed information. Note some examples of important and unimportant but interesting information on the board.

Think and Respond: Critical ThinkingA. Together, read the description of the activity on page 125 of the Sourcebook.

B. Support students as they discuss what they know about sounds and vibrations. Ask students to provide rationales for their answers.

Smal

l Gro

up

Differentiated Reading InstructionAs students read independently, meet with individuals or small groups. Use the options below as appropriate. • Teach Determine Importance with Comprehension Bridge 4 and Organizer.• Teach comprehension strategy assigned to selected leveled reading book.

3 Support Reading Independence Group Share • What part of determining importance is most challenging for you? Why? • Can people who read more determine importance more easily? Why or why not?

4 Build Writing Skills Focus Trait: Word ChoiceA. Introduce Word Choice Using Projectable 35, introduce the Word Choice trait of

good writing. Have students listen for descriptive words as you read aloud. • Ask students what words painted a clear picture in their minds. Then work as a class to

identify places where Word Choice could be improved in the passage. • Have students analyze the Writer’s Model for Word Choice. Then have them respond

to the second Respond in Writing question.

B. Revise: Modeled/Shared Writing Using the class’s first draft, model revising by reading several sentences and offering suggestions for revision. Then have students share in revision by encouraging volunteers to make revisions as you scribe.

• Ask students to close their eyes as you read the poem aloud. Ask them to try to build each image in their mind using only the words in the poem. Pause after each stanza or image and discuss whether details where missing or could be improved.

• Work with the students to strengthen each description. Remind them that they can use sensory details and similes to make their descriptions more vivid and complete.

Smal

l Gro

up

Differentiated Writing InstructionAs students write poems of their own, meet with individuals or groups. Continue work from a previous lesson or use the options below as appropriate.• Teach Word Choice with Writing Bridge 8.• Meet with students to help them brainstorm sensory details.• Conference with students to guide them toward mentor texts.

5 Support Writing Independence Group Share • How did you approach revision today? Where did you start? • Why is it a good idea to revise your draft before editing it?

Have students research how their favorite musical instrument makes sound and use the information to write and illustrate a poem.

Enrichment Activity

PROJECTABLE 35


WRITING BRIDGE 8

5_LNLEWTG744216_T04H.indd 123 8/9/11 4:27:22 PM


INTERACTIVE READING

ObjectivesVocabulary ...................... length, concentrate,

instrumentWord Study ....................... Reference Materials

Spelling .............................. Introduce Word ListComprehension ............... Determine ImportanceWriting ............................... Trait: Word Choice

LESSON 6


English Spanishconcentrate concentrar

(kohn-sehn-TRAHR)instrument instrumento

(eens-troo-MEHN-toh)

Spanish Cognates

SKILLS MASTERS page 113 Vocabulary Journal Master


SKILLS MASTERS page 26Home Connection Have students complete this activity with a family member.

Home Activity

SKILLS MASTERS page 25 Interactive Reading 1 Text Organizer

Spelling Listalmanac

biography

calendar

citation

directory

geographic

poll

quotation

statistics

survey

NO EXCUSE WORDS

came

near

often

picked

CHALLENGE WORDS

bibliography

journal

literature

periodical

+ 2 PERSONAL WORDS

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

1 Build Reading SkillsTeach Vocabulary: Explain, Restate, ShowA. Explain the Terms Read Making Music on Sourcebook page 126.

Explain the new terms: length The length of something is how long it is. concentrate To concentrate is to pay close attention to something. instrument A musical instrument is a device for producing sounds.

B. Restate and Show the Terms Have small groups discuss the meaning of each word. Then have students write their own explanations and graphic depictions of words in their vocabulary journals. Students can use Picture It on page 127 for examples of organizers they can use.

Teach Word Study: Reference MaterialsA. Defi ne Reference Materials Reference materials are sources that provide

information. Encyclopedias provide information about many topics. Atlases show where places are located. Dictionaries tell the meaning of words. Almanacs generally come out every year and give facts about many subjects.

B. Using Reference Materials Use words from the spelling list to help students understand how reference materials can be used to fi nd information.

• Where could you find statistics? (almanac, atlas, encyclopedia, Internet) • Where could you find biographical information? (encyclopedia, Internet, almanac) • Where could you find geographic information? (atlas, encyclopedia, Internet)



Wrap Up the Interactive ReadingA. Summarize the Selection: Sounds Good to Me! Have students help you

summarize the selection. Tell students to describe what information they thought was important and what was interesting but unimportant.

B. Comprehension Questions Discuss the following: LITERAL: What are two animals that use echoes to navigate? (bats, dolphins) INFERENTIAL: Why might it be important to know decibel levels of sounds?

1. Discuss Reading Have students share what they’ve written on Interactive Reading 1 Text Organizer and discuss the information in the selection. Have partners use words and gestures to demonstrate how bats use echoes to navigate.

2. Use Grammar Ask students to work with a partner to come up with sentences using gerunds.

3. Extend Language Have learners share descriptions they have from their text organizers. Model extending them. For example, “echo” might become “Bats use echoes to navigate.” Have partners follow your model, revising their own descriptions.

ELL Review


30 31


What Is Sound? 125

ASSESSMENT GUIDE pages 28–29Determine Importance

B. Turn and Talk Have partners of mixed abilities read the song softly together. After reading, have them discuss how they know the song is written in the fi rst person.

Ongoing Test Practice A. Model Sample Question Distribute copies of pages 28–29 in the Assessment

Guide and work through the example question together.

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

Smal

l Gro

up

Differentiated Reading InstructionAs students read independently, meet with individuals or small groups. Use the options below as appropriate. • Teach Determine Importance with Comprehension Bridge 4 and Organizer.• Teach comprehension strategy assigned to selected leveled reading book.

3 Support Reading Independence Group Share • How is determining importance changing your reading habits? • If you had to teach someone else to determine importance, what would you say?

4 Build Writing Skills A. Reinforce Word Choice Read aloud the purple highlighted text on page 109 of this

guide. Discuss with students the author’s use of Word Choice.

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

• Remind students that when choosing words for a poem, how a word sounds can be as important as what it means. Explain to students that they can also use a thesaurus to find words. Model using a thesaurus to replace a word in the class poem. Demonstrate reading the words in an entry aloud to choose a word that has the right sound for your poem. Then model using a dictionary to confirm the exact meaning of the word. Remind students that they can also use thesauruses to help them add alliteration to their poems.

C. Spotlight on Word Study: Reference Materials Discuss how reference materials, such as atlases, encyclopedias, and dictionaries, can help students improve their drafts by providing facts and accurate information.

Smal

l Gro

up

Differentiated Writing InstructionAs students write poems of their own, meet with individuals or groups. Continue work from a previous lesson or use the options below as appropriate.• Teach Word Choice with Writing Bridge 8.• Pair selected students, encouraging them to listen to each other’s poems and to

note at least one positive element, such as a strong detail or unique idea. • Conference with students to assess their writing progress and needs.

5 Support Writing Independence Group Share • Share an example of a word you replaced and the word you replaced it with. • Can you choose any of the words that a thesaurus suggests? Why or why not?

WRITING BRIDGE 8, 35



INTERACTIVE READING

1 Build Reading SkillsTeach Vocabulary: Explain, Restate, ShowA. Explain the Terms Reread page 126 aloud. Explain the new terms: vibration A vibration is a rapid back-and-forth movement. Sound waves are produced

by the vibration of an object, such as a violin string. pitch The pitch of a sound is how high or low it is.

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

Teach Word Study: Reference MaterialsA. Reference Materials Warm-Up Write the term reference materials on the

board. Ask students what kinds of writing they would most likely need reference materials for.

B. About Reference Materials With students, read the defi nitions of reference materials on page 131 of the Sourcebook.

C. Reference Materials in Context Read the instant message exchange on page 130 of the Sourcebook. Have students listen for words related to reference materials (Internet, encyclopedia, bibliography, almanac, dictionary, atlas). Have students work in pairs to complete the Reference Materials in Context on page 131 of the Sourcebook.



Teach Target Skill: Identify Point of ViewA. Introduce Point of View Remind students that point of view in writing refers to

who is telling the story to the reader—the story’s speaker. The most common points of view are fi rst person and the all-knowing third person. In fi rst-person narration, the speaker is a character in the story and often uses I or me. The speaker relates only the information he or she knows or can see. In all-knowing third-person narration, the speaker can see into the minds of all the characters. Sometimes stories are told by third-person narrators who see into the mind of only one character or who can’t see into the minds of any characters, but only report what they can observe from the outside.

B. Reinforce the Concept Guide students to give examples of points of view in things they have recently read.

Connect to Prior Knowledge: “I Love a Piano” • How does piano music make you feel? • Why do you think writers often use a first-person point of view in songs and poems? • Set Purpose: Let’s listen to determine the song’s point of view.Interactive ReadingA. Read the Song and Identify Point of View: “I Love a Piano” Have

students close their eyes and imagine the scene as you read “I Love a Piano.” Discuss what type of point of view the song uses. (fi rst person)

ObjectivesVocabulary ........................ vibration, pitchWord Study ....................... Reference MaterialsComprehension ............... Determine Importance

Target Skill ....................... Identify Point of ViewWriting ............................... Trait: Word Choice

LESSON 7


SKILLS MASTERS page 113 Vocabulary Journal Master



Have students choose something they enjoy about sounds as the basis for song lyrics. Have students write the lyrics using the first-person point of view.

Enrichment Activity

English Spanishvibration vibración

(bee-brah-SEEOHN)

Spanish Cognate


32 33


The traveler quickly walked to the nearest inn. He approached the innkeeper and asked for some food to eat with his bread. The innkeeper was not fond of beggars, and waved him away in disgust. As the traveler turned to leave, he noticed a delicious smell drifting from the kitchen. He peeked in, and saw a large pot of soup bubbling over a fire.

“This soup smells wonderful,” thought the traveler. “If only there were a way to get a taste.” The traveler was becoming discouraged, but he then had a brilliant idea. He could hold his piece of bread over the steam. Surely this would capture some of the soup’s taste. The traveler walked toward the pot, until it was within arm’s length. He then extended his arm above the pot, holding the bread carefully between his fingers.

“Thief!” an angry voice shouted from the doorway. The startled traveler spun around in shock. The innkeeper dashed wildly into the kitchen and violently seized the traveler’s arm. “Thief!” the innkeeper cried again. “You have stolen my soup!”

A Tale from Turkey retold by Melissa Blackwell Burke

Long ago, there lived a man who had fallen on hard times. He became a traveler, wandering from place to place, begging for money to buy food. Many people ignored him, causing the man great despair. One day, a woman spotted the traveler through a thick crowd, and she took pity on him. Without saying a word, she held out her hand and offered the man a piece of bread. The woman had little to give, and this was all she could spare.

The woman’s generosity startled the traveler. Nobody had paid attention to him like this before. When he tried to thank the woman, she turned abruptly and hurried on her way. As she disappeared into the crowd, the man began to smile. For the first time in weeks, he felt hope. He looked at his piece of bread in amazement and thought, “How nice it would be if I had something to put on this bread!”

What Is Sound? 127

Writing: Word Choice

Assess Progress

Interactive ReadingA. Interactive Selection: The Smell of Soup

and the Sound of Money—A Tale from Turkey Read The Smell of Soup and the Sound of Money—A Tale from Turkey on pages 132–133as students follow along in their Sourcebooks.

B. Review Ask Questions Remind students that asking questions about the text will help them gain meaning. Use a Think Along to reinforce asking questions before, during, and after reading.

Smal

l Gro

up

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

3 Support Reading Independence Group Share • How does asking questions help you better understand what you read? • What background knowledge did you use to ask questions as you read today?

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

to make suggestions and mark revisions. • Have a few volunteers read the poem aloud. Encourage students to discuss how they

might improve the rhythm, rhyme, or flow. Have students examine their line breaks and determine if any changes need to be made.

• Remind students that a poem often creates a specific feeling or response in the reader. Ask them if the poem conveys the feelings they hoped to express, and, if it doesn’t, what changes could be made.

B. Spotlight on Grammar: Adjectives Use Writing Resource Guide page 12 to provide a focus lesson on adjectives. Ask students to revisit the Writer’s Model to identify examples of adjectives.

Smal

l Gro

up

Differentiated Writing InstructionAs students write poems of their own, meet with individuals or groups. Continue work from a previous lesson or use the options below as appropriate.• Introduce Writer’s Craft: Include Figurative Language.• Reinforce the Writing Traits with the Writing Traits Checklist.• Support students in forming a small writing group. Encourage students to gather

feedback from their peers. • Conference with students to assess their understanding of Word Choice.

5 Support Writing Independence Group Share • How will your poem make readers feel? How do you know? • Did you make changes to your line breaks today? Why or why not?

1 Ask QuestionsHave students join in a Think Aloud with you. I can tell from the pictures on the first two pages that one man is angry with the other. What questions can we ask before reading to help us think about the story’s meaning? (Why is one man angry? Why does the other man look startled?)

!Think Along

WRITING RESOURCE GUIDE page 12WRITER’S HANDBOOK page 26

Adjectives

1

WRITING RESOURCE GUIDE pages 72–73

Include Figurative Language

Writer’s Craft


WRITING RESOURCE GUIDE pages 12, 88 Writing Traits Checklist




ObjectivesVocabulary ........................ DiscussWord Study ....................... Reference Materials

Comprehension ............... Ask QuestionsWriting ............................... Trait: Word ChoiceGrammar ........................... Adjectives

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

Vocabulary Discussion using the activity on page 127 of their Sourcebooks.

Teach Word Study: Reference MaterialsA. Look It Up! Divide the class into small groups. Give each group an identical list

of questions that can be answered with reference materials. Write a list of common reference books on the board. Have groups identify which reference materials to use to answer each question. When all the groups have fi nished, have volunteers share their responses.

B. Review Reference Materials Review the defi nition of reference materials on page 131. Ask students to discuss their results from Look It Up! Which reference materials were chosen most often?

C. Explore Words Together Have students complete Activity Two on page 131.


!Review Comprehension Strategy Ask Questions

Connect to Prior Knowledge: The Smell of Soup and the Sound of Money—A Tale from Turkey • Have you ever known anyone who has been unjustly charged with a crime? • What do you think the smell of soup should cost? • Set Purpose: Let’s read to find out what a judge thought the smell of soup

was worth.

1. Build Vocabulary and Background Knowledge Distribute copies of the Interactive Reading 2 Text Organizer. Begin by explaining the pictures of the woman giving the traveler a piece of bread, the traveler holding the bread over a steaming pot of soup, the innkeeper catching the traveler, and the judge ruling that the sound of money is fair payment for the smell of soup. Have students tell about each picture as they point to it while beginners use primary language and gestures to communicate their ideas. Tell students that this story explores what is fair payment for the smell of soup.

2. Develop Grammar: Non-Count Nouns Say I want soup. We all want soup. Tell students that even though the second sentence is talking about more than one bowl of soup, soup does not have an s on the end. Explain that soup is treated like a singular noun, whether you are talking about soup for you or soup for everyone. To help students understand how soup differs from nouns that add s for the plural, replace soup with an apple and apples in the sentences above.

ELL Preview

SOURCEBOOK page 127


SOURCEBOOK pages 132-133

SOURCEBOOK page 131

SKILLS MASTERS page 27Reference MaterialsHave students complete this page at home for practice with reference materials.

Homework


34 35


What Is Sound? 129

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

Assess Progress

WRITING RESOURCE GUIDE page 86 Editing Checklist


Have groups of students use the Yahoo! Kids Web site or another protected search engine to research aspects of electricity that interest them. Have them create a poster that asks questions and provides answers about electricity.

Focus on New Literacy

Smal

l Gro

up

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

3 Support Reading Independence Group Share • What are some reasons for asking questions as you read? • How can asking questions improve your reading?

4 Build Writing Skills A. Edit: Modeled/Shared/Interactive Using the class’s revised draft, model

editing by locating an error and marking a correction. Then have students share in editing by making suggestions and marking edits on the class’s draft.

• Ask students Have we capitalized proper nouns? Do our common nouns begin with a lowercase letter?

• Help students make sure that singular and plural nouns match the verbs they go with. • Remind students to check that adjectives are placed correctly in sentences. B. Spotlight on Spelling With students, review the spelling words for the theme.

Invite students to identify the theme’s spelling words that appear in the Writer’s Model on Sourcebook pages 138–139. (Chicago, calendar) As you edit the class writing piece, look for spelling words and make sure they are spelled correctly.

C. Publish: Modeled/Shared/Interactive As a class, decide how you would like to publish your poem. Model publishing by writing the title of the class’s poem. Invite volunteers to participate in publishing by writing a sentence on the final draft.

• Invite students to consider other ways the poem could be published, such as by posting it online for others to read.

• Have students suggest photographs or illustrations that could be added to the poem.

Smal

l Gro

up

Differentiated Writing InstructionAs students write poems of their own, meet with individuals or groups. Continue work from a previous lesson or use the options below as appropriate.• Support Editing with the Editing Checklist. • Meet with students to discuss what they are trying to communicate with this

piece of writing, asking them to point out examples that accomplish this goal. • Conference with students to help them prepare for tomorrow’s writing share.

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




ObjectivesVocabulary ........................ Reflect and RefineWord Study ....................... Reference Materials

Comprehension ............... Ask QuestionsWriting ............................... Trait: Word Choice

Ask Questions Have students use the interactive questions in the margins of the text in the Sourcebook to help them ask questions. Distribute copies of the Ask Questions Organizer for students to use to record their questions.

!Think Together

SOURCEBOOK page 131



SOURCEBOOK page 137

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

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

Teach Word Study: Reference Materials• Explore Words in Writing Together, read the directions for Activity Three on

Sourcebook page 131. Ask volunteers to share their paragraphs with the class.


!Review Comprehension Strategy Ask Questions

Interactive ReadingA. Ask Questions Summarize pages 132–133 from The Smell of Soup and the Sound

of Money—A Tale from Turkey. Remind students of the review strategy, Ask Questions. On the following day, students should be ready to discuss the selection and share their questions.

B. Reverse Think-Aloud Technique: The Smell of Soup and the Sound of Money—A Tale from Turkey Divide students into partners of mixed abilities. Have one partner follow along silently while the other partner reads aloud. Have the student who is following along select a point in the text to stop the other student and ask a question about what he or she is thinking about the text at that moment. Then have partners reverse roles. Students can ask each other questions about the content of the text or about the strategies they are using while reading.

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

ELL View

Have below-level readers read or reread the selection using the eBook audio. As students answer the interactive questions, encourage them to think aloud about asking questions. Have students fill out the Interactive Reading 2 Text Organizer and discuss with a partner: What types of questions did you ask about the story?

Struggling Readers

Think and Respond: Reflect and Write• Close this part of the lesson by having students complete this activity on page 137.

Pairs can share their questions with the group.


36 37


What Is Sound? 131

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

Assess Progress

Think and Respond: Critical ThinkingA. Together, read the description of the activity on page 137 of the Sourcebook and make

sure that students understand the directions. Then divide the class into groups.

B. Support groups as they discuss the characters and work on their charts. Guide them to a higher level of thinking as they answer the questions.

Assessment: Theme 4 Progress TestAdminister the Theme 4 Progress Test that assesses Comprehension, Target Skills, Vocabulary, Grammar, Word Study, and Writing.

Smal

l Gro

up

Differentiated Reading InstructionAs students read independently, meet with individuals or small groups. Use the options below as appropriate.• Teach Determine Importance with Comprehension Bridge 4 and Organizer.• Teach comprehension strategy assigned to selected leveled reading book.

3 Support Reading Independence Group Share • Is it easier for you to determine importance when you are reading fiction or

nonfiction? Why? • How has your ability to determine importance changed with practice?

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

students present their writing pieces to the class.

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

C. Discuss Feedback Lead a discussion in which volunteers offer feedback to writers about their work. If students are confused by a piece of writing, suggest that they explain their own understanding when asking for clarifi cation.

Smal

l Gro

up Differentiated Writing InstructionHave students reflect on their own writing processes and experiences by completing the Writer’s Reflection Checklist.

5 Support Writing Independence Group ShareGather to discuss the shared writing pieces and students’ responses on their Writer’s Refl ection Checklists. • Which poems painted clear pictures in your mind? Describe what you imagined. • Which poems had a nice sound or rhythm? • Which strategies did you learn that you will you use when writing other forms?

ASSESSMENT GUIDE pages 30–36Theme 4 Progress Test

WRITING RESOURCE GUIDE page 87Writer’s Reflection Checklist

GO TO


COMPREHENSION BRIDGE 4SKILLS MASTERS page 23 Determine Importance Organizer




ObjectivesVocabulary ........................ Apply in Learning GameGrammar ........................... Proper NounsWord Study ....................... Reference Materials

Spelling ............................ AssessmentComprehension ............... Determine ImportanceWriting ............................... Writing Share/Reflect

1 Build Reading SkillsTeach Vocabulary: Apply in Learning Game• Name that Category Organize the class into partners. Distribute ten index cards

to each pair and have them write one vocabulary term on each card. (melody, harmony, broadcast, improvise, experiment, length, concentrate, instrument, vibration, pitch) The clue giver chooses a word card from the pile and gives clues until the word guesser either guesses the word or gives up. Then partners swap roles.

Review Word Study and GrammarA. Reference Materials in Context Together, read the directions for the activity on

page 137 of the Sourcebook. Have volunteers read their paragraphs to the class.

B. Proper Nouns Review Ask volunteers to explain proper nouns.


!Review Comprehension Strategy Determine Importance

Wrap Up the Interactive ReadingA. Summarize the Selection: The Smell of Soup and the Sound of

Money—A Tale from Turkey Have students summarize and recall a question they asked that helped them gain new meaning while reading.

B. Comprehension Questions Discuss the following: LITERAL: What did the innkeeper accuse the traveler of stealing? (the smell of soup)INFERENTIAL: What message do you think the judge was trying to send to the innkeeper?

C. Reteach the Theme Strategy Determine Importance Reteach determining importance by modeling important information and interesting but unimportant information you found in the selection.

1. Discuss Reading Have students share what they’ve written on their Interactive Reading 2 Text Organizer and discuss the text. Ask partners to share what they have learned. Beginners can point to their text organizer for support.

2. Use Grammar Ask students to share examples of other non-count words they found in the selection, such as food and bread.

3. Extend Language Model extending the written language to include more specific phrases that describe each picture for learners. For example, “soup” might become “The traveler smelled the soup.”

ELL Review

Think and Respond: Turn and TalkA. Have students work in pairs to discuss the questions on page 137.

B. Draw the class together and share the questions they wrote down on their Ask Questions Organizers. Ask students to note how their questions helped them understand the story.

Have students retell The Smell of Soup and the Sound of Money—A Tale from Turkey in a modern setting using two different elements, but still involving sound. Have students illustrate their modern stories.

Enrichment Activity

SOURCEBOOK page 137

SOURCEBOOK page 137


38 39


Documents

SKILLS MASTERS ASSESSMENT PROJECTABLES 28–36 …