Teacher’s Guide - ngl.cengage.com · Pirate Tales by Francis Downey and Sara Lorimer Summary Pirate Tales explores the lives of the dreaded pirate Blackbeard and several female

Teacher’s Guide

C O L L E C T I O N

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SAMPLER

Overview and RoutinesLesson Overview . . . . . . . . . . . . . . . . . . . . . . vi

Reading Routine . . . . . . . . . . . . . . . . . . . . . . viii

Writing Routine . . . . . . . . . . . . . . . . . . . . . . . ix

Vocabulary Routine . . . . . . . . . . . . . . . . . . . . . . x

My Vocabulary Notebook . . . . . . . . . . . . . . . . . xi

Speaking and Listening Routines . . . . . . . . . . . . xii

Speaking and Listening Observation Log . . . . . . . . . . . . . . . . . . . . . . xiii

LessonsAmazing Grain: The Wonders of Corn . . . . . . . . . 2

Ancient Art . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Animals of Denali . . . . . . . . . . . . . . . . . . . . . . 6

Bay in the Balance . . . . . . . . . . . . . . . . . . . . . . 8

The Beat Goes On . . . . . . . . . . . . . . . . . . . . . . 10

A Blast with Glass . . . . . . . . . . . . . . . . . . . . . . 12

Blazing New Trails . . . . . . . . . . . . . . . . . . . . . . 14

Body Beasts . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Broad Stripes and Bright Stars . . . . . . . . . . . . . . 18

Celebrate Family . . . . . . . . . . . . . . . . . . . . . . . 20

The Children’s Forest . . . . . . . . . . . . . . . . . . . . 22

Climbing to Success . . . . 24

Coral Reefs . . . . . . . . . . 26

Culture Clash . . . . . . . . . 28

Destination: Moon . . . . . 30

Do Elephants Talk? . . . . . 32

Dogs at Work . . . . . . . . . 34

Drop by Drop . . . . . . . . . 36

The Energy of Water . . . . 38

Explore the Wild West . . . 40

Exploring Caves . . . . . . . 42

Extreme Challenge! . . . . . 44

The Fantastic Forest . . . . 46

Fight the Invaders! . . . . . 48

Fighting for History . . . . . . . . . . . . . . . . . . . . . 50

First Flight . . . . . . . . . . . . . . . . . . . . . . . . . . . 52

Freaky Frogs . . . . . . . . . . . . . . . . . . . . . . . . . 54

Freedom Readers . . . . . . . . . . . . . . . . . . . . . . 56

From Work to School . . . . . . . . . . . . . . . . . . . . 58

Fun Fungi . . . . . . . . . . . . . . . . . . . . . . . . . . . 60

Get the Message! . . . . . . . . . . . . . . . . . . . . . . 62

Go for the Gold . . . . . . . . . . . . . . . . . . . . . . . 64

The Great Wall of China . . . . . . . . . . . . . . . . . . 66

Hurricane Hunters . . . . . . . . . . . . . . . . . . . . . 68

Imagining the Future . . . . . . . . . . . . . . . . . . . . 70

In Tune . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72

It’s Electrifying . . . . . . . . . . . . . . . . . . . . . . . . 74

Jamestown . . . . . . . . . . . . . . . . . . . . . . . . . . 76

Jeans: From Mines to Malls . . . . . . . . . . . . . . . . 78

Kaboom! . . . . . . . . . . . . . . . . . . . . . . . . . . . 80

Kids Connect . . . . . . . . . . . . . . . . . . . . . . . . . 82

King Tut . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84

Koalas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86

Lightning Strikes . . . . . . . . . . . . . . . . . . . . . . 88

Living It Up in Space . . . . . . . . . . . . . . . . . . . . 90

Living Traditions . . . . . . . . . 92

Making Faces . . . . . . . . . . . 94

Mammoth Mammals . . . . . . 96

Melting Away . . . . . . . . . . . 98

Mysteries of the Maya . . . . . 100

Nature’s Solutions . . . . . . . 102

Night Shift . . . . . . . . . . . . 104

On the Menu . . . . . . . . . . 106

Our Human Footprint . . . . . 108

The Pack Is Back . . . . . . . . 110

Passion for Parrots . . . . . . . 112

Passport to Wonder . . . . . . 114

People of the Past . . . . . . . 116

Table of Contents

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SA

MP

LE

PA

GES

Piggyback Plants . . . . . . . . . . . . . . . . . . . . . 118

Pirate Tales . . . . . . . . . . . . . . . . . . . . . . . . . 120

Play Ball! . . . . . . . . . . . . . . . . . . . . . . . . . . . 122

Poles Apart . . . . . . . . . . . . . . . . . . . . . . . . . 124

Race Around the World . . . . . . . . . . . . . . . . . 126

Really Wild Life! . . . . . . . . . . . . . . . . . . . . . . 128

Recycling Rules! . . . . . . . . . . . . . . . . . . . . . . 130

Rescued Rivers . . . . . . . . . . . . . . . . . . . . . . . 132

Return to Titanic . . . . . . . . . . . . . . . . . . . . . . 134

River of Life . . . . . . . . . . . . . . . . . . . . . . . . . 136

Rock Tour . . . . . . . . . . . . . . . . . . . . . . . . . . 138

Saturn: The Ring World . . . . . . . . . . . . . . . . . 140

Say Cheese! . . . . . . . . . . . . . . . . . . . . . . . . . 142

Sea Monsters . . . . . . . . . . . . . . . . . . . . . . . . 144

Serious Survivors . . . . . . . . . . . . . . . . . . . . . 146

Shark Tales . . . . . . . . . . . . . . . . . . . . . . . . . 148

Siberian Survivor . . . . . . . . . . . . . . . . . . . . . 150

Snake Safari . . . . . . . . . . . . . . . . . . . . . . . . . 152

Soaring with Science . . . . . . . . . . . . . . . . . . . 154

Star Power . . . . . . . . . . . . . . . . . . . . . . . . . 156

Star Sightings . . . . . . . . . . . . . . . . . . . . . . . 158

The Sun . . . . . . . . . . . . . . . . . . . . . . . . . . . 160

Sweet Harvest . . . . . . . . . . . . . . . . . . . . . . . 162

Symbols of Freedom . . . . . . . . . . . . . . . . . . . 164

Tales from Timbuktu . . . . . . . . . . . . . . . . . . . 166

Thirsty Planet . . . . . . . . . . . . . . . . . . . . . . . 168

To the Rescue . . . . . . . . . . . . . . . . . . . . . . . 170

Vanishing Cultures . . . . . . . . . . . . . . . . . . . . 172

Viking Voyages . . . . . . . . . . . . . . . . . . . . . . 174

Volcano! . . . . . . . . . . . . . . . . . . . . . . . . . . . 176

Watching Chimps . . . . . . . . . . . . . . . . . . . . . 178

Web Wizards . . . . . . . . . . . . . . . . . . . . . . . . 180

What’s the Matter? . . . . . . . . . . . . . . . . . . . . 182

Wicked Weather . . . . . . . . . . . . . . . . . . . . . . 184

Wild Ponies . . . . . . . . . . . . . . . . . . . . . . . . . 186

Winning Properties . . . . . . . . . . . . . . . . . . . . 188

Working Hand in Hand . . . . . . . . . . . . . . . . . 190

Worlds of Opportunity . . . . . . . . . . . . . . . . . . 192

AssessmentsAssessment Overview . . . . . . . . . . . . . . . . . . 194

Reading Test # 1 CCRA.R.1 . . . . . . . . . . . . . . . . 196









Reading Test #10 CCRA.R.8 . . . . . . . . . . . . . . . . 214

Reading Test #11 CCRA.R.9 . . . . . . . . . . . . . . . . 216

Performance Task CCRA.W.2, 8-9 . . . . . . . . . . . . . 218

Item Analysis and Rubrics . . . . . . . . . . . . . . . . 220

Student Profile . . . . . . . . . . . . . . . . . . . . . . . 222

Class Profile . . . . . . . . . . . . . . . . . . . . . . . . . 223

Correlation to Common Core State Standards . . . . . . . . . . . . . . . . . . . . . . 224

Cumulative Word List . . . . . . . . . . . . . . . . . 226

Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 228

Table of Contents v

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Pirate Tales by Francis Downey and Sara Lorimer

Summary Pirate Tales explores the lives of the dreaded pirate Blackbeard and several female pirates. It also describes the work of underwater archaeologists. “Pirate King” by Francis Downey explains how Blackbeard became captain of several pirate ships in the 1700s. He attacked vessels for money and blockaded Charleston, South Carolina, to get medicine. Then he sank his own ship and retired from life as a pirate. He lived as a gentleman for a time, but soon returned to his old ways. Archaeologists think they have found the remains of Blackbeard’s ship. “Bringing Up Pirate Bounty” describes how archaeologists bring artifacts of shipwrecks to the surface to study them. “Girl Pirates” describes female pirates Mary Read, Anne Bonney, Rachel Wall, and Cheng I Sao. Women chose to live as pirates because they had more freedoms at sea than on land. Many ended up in prison or dead.

Activate Prior Knowledge Display the front cover and ask: What are pirates? (sailors who attack ships to get treasures) How would you describe a pirate’s life? (Possible responses: dangerous, adventurous)

Build Background Explain that in the 1700s, sailors in the Atlantic feared attacks from the pirate Blackbeard. Now, scientists think they have found remains of Blackbeard’s ship off the North Carolina coast. Use the map on page 4 to point out the wreck site. Guide students to identify and point to other places on the map, such as Charleston and New Providence.

program resources

PRINT ONLY

Pirate Tales, Pioneer Edition

Pirate Tales, Pathfinder Edition

Cuentos de piratas, Edición Pathfinder

My Vocabulary Notebook

common core standardsReadingDescribe Text Structure CCRA.R.5; RI.4.5

Read and Comprehend Informational Text CCRA.R.10; RI.3.10; RI.4.10; RI.5.10

LanguageAcquire and Use Domain-Specific Words CCRA.L.6; L.3.6; L.4.6; L.5.6

Speaking and ListeningEngage in Collaborative Discussions CCRA.SL.1; SL.3.1; SL.4.1; SL.5.1

Social Studies• U.S. History

• Commerce and Trade

objectives Explain Text Structure

Acquire Social Studies Vocabulary

Explain Text Structure: Chronology Explain: When an author uses a chronological structure, the author describes events in the order they happen. The author may include dates and time order words, such as next or soon. Point out that good readers can describe how a text is organized chronologically.

Read aloud the following text from page 4 of the Pioneer Edition of Pirate Tales as students listen.

teach’s teacher In 1716, Blackbeard probably was on a small island called New Providence.

pirate plunderThe next year, Blackbeard spotted a ship in the distance. His crew got ready to fight. When they got near the ship, they fired at it.

Text from Pioneer Edition

Then, think aloud to model how to describe the chronological structure of a text: In this text, the author describes events in Blackbeard’s life. I see the date 1716 in the first paragraph. Then, in the first sentence of the next section, I see the phrase “The next year.” This is a clue that events are being described in the order they happened:• In 1716, Blackbeard lived on a small island.• The next year, 1717, the pirate saw a ship and fired at it.The author presents the events in order, or chronologically.

Have students explain how the information in the text is organized. (Possible response: The author describes events in Blackbeard’s life in time order. The author includes a date and the phrase “The next year.” This is a clue that he is telling events in chronological order.)

Use the assessment on pages 206–207 to evaluate students’ progress with

this skill.

Mini Lesson

120 Pirate Tales

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Lesson OverviewFlexible Lessons Are Designed to Support Disciplinary Literacy, Reading, and Language Objectives

Are You Teaching Science and Social Studies?Each of the Explorer Book Collection titles is aligned to science or social studies topics.

1. Use the Book Finder on nglExplorerBooks.com or the Index on page 228 to find titles by a specific content area.

2. Start with the Activate Prior Knowledge and Build Background steps before students read.

Use the Reading Routine and Disciplinary Literacy Pacing Guide on page viii to plan your lessons.

Are You Teaching Reading?The Explorer Book Collection lessons cover the Common Core Reading Standards for Informational Text. You will find a correlation on pages 224–225 or use the Book Finder on nglExplorerBooks.com.

1. Begin reading skills instruction with the focused Mini Lesson.

vi Lesson Overview

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PAThfindEr EdiTion

lexile: 770L

* Also available in Spanish

PionEEr EdiTion

lexile: 480L

Social Studies Vocabulary Use Wordwise on page 7 to introduce new words:

captain crew pardon surrender

Have students add new words to My Vocabulary Notebook.

Build Comprehension After reading, use the Concept Check on page 12. Remind students to use details and examples to support each answer.1. Explain Why is finding Blackbeard’s ship important? (The

objects found on the ship can help scientists learn about life on a pirate ship.)

2. Explain Text Structure: Chronology How did Blackbeard become a pirate? List the events in order. (In 1716, he lived on the island New Providence. There he met the pirate captain Benjamin Hornigold. Then, Blackbeard probably became part of Hornigold’s crew. )

3. describe Describe Blackbeard’s life during retirement. (He lived like a gentleman, possibly in a large house. He married a wealthy woman. People respected him.) Why did he become a pirate again? (He got tired of living a quiet life.)

4. Main idea What makes underwater archaeology difficult? (People have to wear equipment to breathe underwater. The equipment is hard to work in. It slows things down. Also, people have to bring the objects to the surface to study them.)

5. details Why did some women become pirates? (They gained freedoms they did not have on land, and they could do what they wanted.) What happened to pirates—both men and women? (Most were killed or went to prison.)


captain crew pardon


Build Comprehension After reading, use the Concept Check on page 12. Remind students to use details and examples to support each answer.1. Explain What have scientists found off the coast of North

Carolina? (They think they have found Blackbeard’s pirate ship.) What will scientists learn from this find? (They may learn about life on a pirate ship.)

2. Explain Text Structure: Chronology How did Blackbeard become a pirate? List the events in order. (In 1716, he lived on the island New Providence. There he met the pirate captain Benjamin Hornigold. Then, Blackbeard probably became part of Hornigold’s crew.)

3. describe What was Blackbeard’s life like after he stopped being a pirate? (He lived like a gentleman. He married a wealthy woman. People respected him.) Why did he become a pirate again? (He didn’t want a quiet life.)

4. Main idea Why is it hard for archaeologists to work underwater? (They have to wear equipment to breathe underwater. It is heavy and hard to work in. Also, they have to bring the objects to the surface to study them.)

5. details Why did some women become pirates? (They had freedoms they did not have on land. They did not have to run a house or support a family. They could do what they wanted.)

check & reteachobjective: Explain Text Structure: Chronology

Have partners take turns explaining the chronological structure in “The Tale of Black Sam Bellamy” on page 8. (The author uses time order to tell about Bellamy. The author uses dates and time order words such as “when” and “then.”)For students who cannot describe chronological text structure, reteach using the section “Port of Call” on page 6. Say: This section describes Blackbeard’s blockade of Charleston and his retirement. How does the author present the events? Have students scan the text, focusing on its structure and looking for time order words. Then have groups discuss how the information is organized. (The author presents the events in time order. He gives the date 1718 and uses the time order words “soon,” “in less than two years,” and “now.”)

piratas Cuentos de

L A C O L E C C I Ó N

Historia

de los EE.UU.

EDICIÓN PATHFIN

DER

Por Francis Downey y Sara Lorimer

TalesPirate

C O L L E C T I O N

U.S.

History

PIONEER EDITIO

N

By Francis Downey and Sara Lorimer

TalesPirate

C O L L E C T I O N

U.S.

History

PATHFINDER EDITIO

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By Francis Downey and Sara Lorimer

*

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2. Then use the aligned Build Comprehension question to check understanding.

3. Follow up with the Check & Reteach. Administer the assessment from pages 196–217 that is correlated to the skill. You can track student and class progress with the profiles on pages 222–223.

Use the Reading Pacing Guide on page viii as a suggested lesson plan.

Are You teaching language?Students can build their content vocabulary with the words taught in each book.

1. Use the Vocabulary Routine and My Vocabulary Notebook on pages x–xi to support this instruction. You can find a complete list of the words on pages 226–227.

2. Then students can use their newly acquired vocabulary as they discuss the answers to the Build Comprehension questions.

Use the Language Pacing Guide on page x and the Speaking and Listening Routines on page xii for lesson ideas.

Lesson overview vii

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Coral Reefs by Peter Winkler

Summary Coral Reefs explores the underwater world of coral reefs. It also looks at how reef animals depend on each other and why reefs are in danger. In “Coral Reefs: Cities in the Sea,” author Peter Winkler explains that coral reefs form when the skeletons of dead sea animals, called coral polyps, build up. Thousands of animals, including tiny fish, eels, and turtles, call the reefs home. Reefs provide fish, jobs, and vacation spots for people. They also are a source of medicine and save coastlines from erosion. However, three-quarters of the world’s reefs may be destroyed by 2050 because of overfishing and pollution. One way to save reefs is to make them protected areas. A map shows locations of reefs around the world. “The Balance of Life” explains the complex relationships found in coral reef communities. Some fish are predators. Some are prey. And some animals are partners that protect each other from enemies.

Activate Prior Knowledge Display the front cover, read the title aloud, and trace the coral reef. Then ask: Where do you think this reef is? (in the ocean) What lives in a reef? (Possible response: different kinds of fish)

Build Background Explain that coral reefs are limestone structures built by tiny sea animals. Twenty-five percent of ocean species live in or near reefs. Use the map on page 7 to show reef locations. Have volunteers point to reefs and identify nearby continents and oceans.

program resources

PRINT ONLY

Coral Reefs, Pioneer Edition

Coral Reefs, Pathfinder Edition

Arrecifes de coral, Edición Pathfinder


TECHNOLOGY ONLY

Interactive Whiteboard Lesson—Cool Corals

common core standardsReadingExplain How Key Details Support the Main Idea CCRA.R.2; RI.3.2; RI.4.2




Science• Habitats

• Ecosystems

objectives Identify Supporting Details

Acquire Science Vocabulary

Identify Supporting Details Explain: Authors provide details, such as facts and examples, to support main ideas, or show that they are true. Point out that good readers can explain how key details support a main idea in a text.

Read aloud the following text from page 4 of the Pioneer Edition of Coral Reefs as students listen.

supersize citiesCoral grows in all shapes and sizes. Some coral looks like tiny trees. Some is shaped like cabbage. Some looks like a giant brain!


Then, think aloud to model how to identify key details and explain how they support the main idea of the text: The main idea is stated in the first sentence of the paragraph: • Coral grows in all shapes and sizes. The following sentences give details that support this main idea by describing the sizes and shapes of different corals. Two details are:• Some coral looks like tiny trees.• Some is shaped like cabbage.Point out that these details give examples of the sizes and shapes of different corals.

Have students identify a third detail about corals in the text above. Then have them explain how all the details support the main idea in the text. (Detail: The third detail is that some coral looks like a huge brain. Possible response: The details support the main idea because they tell about the different sizes and shapes of corals and give specific examples.)


this skill.

Mini Lesson

26 Coral Reefs

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PAthfInDeR eDItIon

lexile: 730L | GR: Q


PIoneeR eDItIon

lexile: 500L | GR: P

Science Vocabulary Use Wordwise on page 6 to introduce new words:

algae calcium coral polyp coral reef


Build Comprehension After reading, use the Concept Check on page 12. Remind students to use details and examples to support each answer.1. Describe How do coral reefs form? (Coral polyps die and

leave their hard limestone skeletons behind. New polyps hook onto the old skeletons. They build their own skeletons to form a new layer. In time, layers build up to form a reef.)

2. Details How do people benefit from coral reefs? (Possible responses: People eat the reef fish. Reefs provide jobs for people and protect beaches from erosion. They are places that tourists visit. Scientists use reef animals to make medicines.)

3. Summarize How are people hurting coral reefs? (People harm them by blowing up parts of a reef to catch fish more easily. Sometimes, divers break off parts of the reef. Also, people pollute the air and water. This can kill the reefs.)

4. Identify Supporting Details How is the crown-of-thorns sea star both a predator and prey? (This sea star eats coral polyps and is prey for the giant triton snail.)

5. explain How do some reef animals help each other survive? (Possible response: Sea anemones protect clownfish by stinging fish that might eat clownfish. Then the anemone eats those fish. Clownfish chase away animals that might eat the anemone.)


algae coral polyp coral reef pollution


Build Comprehension After reading, use the Concept Check on page 12. Remind students to use details and examples to support each answer.1. Describe How do coral reefs form? (Coral polyps die and

leave their limestone skeletons behind. Then young polyps hook onto the rock. Over time, these die and the limestone skeletons pile up to form a coral reef.)

2. Identify Supporting Details How do coral reefs help people? (Possible responses: People eat the fish that live in reefs. Reefs provide jobs and money for people who catch and sell the fish. They provide places to visit. Doctors use medicines made from reef animals to help make sick people healthy.)

3. Summarize Why are coral reefs in danger? (People harm them by blowing them up to catch fish more easily. Also, people make pollution that can kill the coral polyps.)

4. Details Name a predator that lives in a coral reef. (An eel is a predator.) What does it eat? (It eats crabs.)

5. explain Name two reef animals that are partners. (Sea anemones and clownfish are partners.) How do they help one another? (The clownfish hides in the long arms of the anemone and chases away animals that might eat it. The anemone sting animals that might eat the clownfish.)

check & reteachobjective: Identify Supporting Details

Have partners identify key details in the last paragraph of “Supersize Cities” on page 4 and tell how they support the main idea that reefs are like underwater cities. (Pioneer–home to many animals; Pathfinder–can be big structures, things live in them. Details explain how reefs are like cities.) For students who cannot identify key details and explain how they support a main idea, reteach with the second paragraph of “Colorful Crowds” on page 4. Say: The main idea is that many kinds of fish live in coral reefs. What details support, or explain, this idea? Have students skim the text. Make a class list to record details. (“Tiny blemmies hide in the coral”; “Parrotfish eat the limestone.” Additional detail in Pathfinder: “Flying gurnards…glide through the water.”) Guide students as they explain how the details support the main idea. (Possible response: The details give examples of different kinds of fish that live in reefs.)

Hábitats

EDICIÓN

PATHFINDER

Por Peter Winkler


Arrecifesde coralArrecifesde coral

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*

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Culture Clash by Peter Winkler and Fran Downey

Summary Culture Clash explores the events that led to the decline of the Aztec Empire and the blending of Aztec and Spanish cultures in Mexico. In “Culture Clash,” authors Peter Winkler and Fran Downey explain that the Aztec had a strong empire in central Mexico. In 1519, Hernán Cortés, with his Spanish army, came to Mexico to take Aztec land and gold. Superior weapons and the spread of smallpox helped Cortés win the two-year battle that followed. Then a new culture, blending the Aztec and Spanish ways of life, developed. “Mexico City” tells how Cortés destroyed most of the rich, beautiful Aztec city and built a new, Spanish-style city in its place. Later, in 1810, Mexico declared independence from Spain, and Mexico City is now its capital. “A Mix of Cultures” explores Mexico’s food, architecture, and holidays and shows how they are a blend of Aztec and Spanish cultures.

Activate Prior Knowledge Display the front cover and say: This mask is part of Aztec culture, or way of life. Ask: What aspects of other cultures do you enjoy? (Possible response: language, holidays, foods, clothing)

Build Background Explain that hundreds of years ago, the Aztec people ruled central Mexico. They had land and gold. In 1521, Hernán Cortés, with his Spanish army, conquered the Aztec. Then Aztec and Spanish ways of life blended together. Use the map on page 6 to point out Aztec territory and Cortés’s route. Have volunteers trace the route and name the places.

program resources

PRINT ONLY

Culture Clash, Pioneer Edition

Culture Clash, Pathfinder Edition

Choque de culturas, Edición Pathfinder


common core standardsReadingRelate Events CCRA.R.3; RI.3.3; RI.4.3




Social Studies• People & Cultures

• Ancient Civilizations

objectives Explain the Relationship Between Events in a Text

Acquire Social Studies Vocabulary

Explain the Relationship Between Events Explain: In texts about historical events, authors often use dates and time order words, such as then or finally, to clarify the time relationship between events. Point out that good readers know how to explain the relationship between historical events in a text.

Read aloud the following text from page 5 of the Pioneer Edition of Culture Clash, as students listen.

creating an empireThe Aztec lived on islands in the lake. They built towns. They also built a strong army. Soon the Aztec were stronger than their neighbors. They took their land. Many people hated the Aztec. Yet by 1519, they ruled much of Mexico.


Then, think aloud to model how to find related events in the text and explain the relationship between them: In this text, the authors tell how the Aztec built their empire. The authors say: • The Aztecs built a strong army.• Soon the Aztec were stronger than their neighbors. These events are related. They tell how the Aztec created their empire. The time order word soon tells me that first the Aztec built a strong army and, not long after that, they were stronger than their neighbors. It is a clue that the authors present events in order.

Have students find the next event in the text above, name time order words, and explain how the event relates to other events. (The next event is “They ruled much of Mexico.” “By 1519” is a clue about the order of events. The events are presented in the order that they happened. First, the Aztec were stronger than their neighbors. Later, they became rulers of much of Mexico.)


this skill.

Mini Lesson

28 Culture Clash

28-29_74555_TG.indd 28 11/4/13 11:40 AM

PAthfindER Edition

lexile: 610L | GR: R


PionEER Edition



conquistador culture immunity migrate


Build Comprehension After reading, use the Concept Check on page 12. Remind students to use details and examples to support each answer.1. Evaluate Why did the Aztec capital of Tenochtitlan impress

visitors? (Most visitors had never seen anything like it. Since it was built on an island, the beautiful city seemed to float on water. It had a very tall pyramid with two painted temples on top of it. Shops and homes surrounded the pyramid.)

2. details What did the Aztec have that Cortés wanted? (The Aztec had land and gold.)

3. describe How were the Spanish able to defeat the Aztec? (The Spanish had better weapons. Also, the Spanish brought over smallpox, and the Aztec had no immunity to fight it. People became ill; many died. They could not farm; many died of hunger. The Aztec became too weak to defend themselves.)

4. Explain Relationship Between Events How did Cortés change the city of Tenochtitlan? (He tore down most of it. Then he built a new city called Mexico City. It had Catholic churches and Spanish-style buildings.)

5. Explain Explain how Spanish and Aztec cultures blended to make a new Mexican culture. (Possible response: The cultures blended to create new foods, a new type of architecture, and a new holiday—the Day of the Dead festival.)


conquistador culture smallpox


Build Comprehension After reading, use the Concept Check on page 12. Remind students to use details and examples to support each answer.1. Explain Why did Tenochtitlan amaze the Spanish? (The

Spanish had never seen a city like this one. It was filled with riches. It had a tall pyramid with two temples on top of it. Shops and homes surrounded the pyramid.)

2. details What did the Aztec have that Cortés wanted? (The Aztec had land and gold.)

3. describe Why did the Spanish win the war against the Aztec? (The Spanish had metal swords and guns, which were better weapons than those the Aztec had. Also, the Spanish brought over smallpox. The disease caused people to become ill, and many died. So the Aztec became very weak and could not fight against the Spanish.)

4. Explain Relationship Between Events How did Cortés change the city of Tenochtitlan? (He tore it down. Then he built a new city called Mexico City.)

5. Evaluate How have Spanish and Aztec cultures mixed in Mexico? (Possible response: Mexican foods are a blend of Aztec and Spanish food. Mexico City has both Aztec ruins and Spanish churches. Also, the Day of the Dead holiday comes from both the Aztec and Spanish cultures.)

check & reteachobjective: Explain the Relationship Between Events in a Text

Have partners explain the relationship between the events in “Celebrating Beliefs” on page 11. (Possible response: The events are related because they tell how a new holiday formed. The time order words “Soon” (Pioneer)/ “Before long” (Pathfinder) and “Today” are clues that the author is describing the events in the order that they happened.)For students who cannot explain the relationship between events, reteach using the last two paragraphs (Pioneer)/ last paragraph (Pathfinder) on page 9. Help students skim the text. Ask: What are the events? (Spain ruled Mexico. Mexico became its own country) What clues do you see? (the date 1810; Then (Pioneer)/ soon (Pathfinder)) What is the relationship between the events? (Possible response: The author describes the events in order.)

Pueblos

yculturas

EDICIÓN

PATHFINDER


Choque de culturasPor Peter Winkler y Fran Downey

People

&Cultures

PION

EER EDITION

By Peter Winkler and Fran Downey

C O L L E C T I O N

Culture Clash

People

&Cultures

PATHFINDER EDITIO

N

C O L L E C T I O N

Culture ClashBy Peter Winkler and Fran Downey

*

Culture Clash 29

28-29_74555_TG.indd 29 11/4/13 11:40 AM

Destination: Moon by Beth Geiger

Summary Destination: Moon describes the Constellation Program, the plan NASA developed in the mid-2000s to send astronauts to the moon. It also tells how NASA planned to make the moon’s environment livable for humans. In “Destination: Moon,” author Beth Geiger explains that the first part of the plan was to get people to the moon by 2020. If approved, the plan would also include constructing a space base there and using that base to launch expeditions to Mars. Rockets would carry parts for the base in pieces to the moon. The moon’s South Pole, with warmer temperatures, might provide the best environment for the base. “The Right Stuff” describes how NASA prepares for such missions. For example, people test-drive moon vehicles in deserts that resemble the moon’s terrain.

Activate Prior Knowledge Display the front cover and ask: Why do people send astronauts to the moon? (Possible responses: to learn; to discover new life) Have students share what they know about the moon.

Build Background Tell students that an American first walked on the moon in 1969, and explain that 12 people all together have landed there. Recently, the United States developed a plan to build a space base on the moon. Use the illustration on page 8 to show the proposed base. Have students describe it. Explain that although this plan was cancelled, space exploration still continues.

program resources

PRINT ONLY

Destination: Moon, Pioneer Edition

Destination: Moon, Pathfinder Edition

Destino final: La Luna, Edición Pathfinder


common core standardsReadingRefer to Details and Examples When

Explaining Text CCRA.R.1; RI.3.1; RI.4.1




Science• Space Science

• The Solar System

objectives Use Details and Examples to Explain Text


Use Details and Examples to Explain Text Explain: Details and examples in a text help prove something or help people understand new concepts. Point out that good readers know how to use details and examples when explaining the ideas in a text.

Read aloud the following text from page 4 of the Pioneer Edition of Destination: Moon as students listen.

blastoff![NASA’s plan] uses two spacecraft. They are Orion and Altair. First, a rocket will blast Orion into space. It will orbit Earth. A rocket will blast Altair into space, too. Altair will connect with Orion. Then, both ships will blast off to the moon together.


Then, think aloud to model how to use details to explain a text. I want to explain the idea that NASA’s plan uses two spacecraft. So, I will use the following details that describe the plan:• First, a rocket will blast Orion into space.• A rocket will blast Altair into space, too.• Altair will connect with Orion.• Then, both ships will blast off to the moon together.

Point out that authors may also include examples that help explain a text.

Have students use the details identified above to explain NASA’s plan. (Possible response: Scientists at NASA plan to use two spacecraft to go to the moon. First, a rocket will blast Orion into space. Then, a rocket will blast Altair into space. Altair will connect with Orion, and both ships will go to the moon together.)


this skill.

Mini Lesson

30 Destination: Moon

30-31_74555_TG.indd 30 11/4/13 11:41 AM

PAThfinDEr EDiTion

lexile: 620L


PionEEr EDiTion

lexile: 530L


friction module orbit


Build Comprehension After reading, use the Concept Check on page 12. Remind students to use details and examples to support each answer.1. Describe What are the three main parts of NASA’s

Constellation Program? (Part 1—to reach the moon by 2020 to study it; Part 2—to build a base on the moon so astronauts can live there; Part 3—to use the moon as a base to get to Mars)

2. Details What conditions make living on the moon so difficult? (Possible responses: There is dangerous dust but no air and probably no water. People’s muscles and bones weaken. Also, the surface of the moon, which has deep craters, can reach 253º Fahrenheit.)

3. Contrast How are Earth and the moon different? (Possible responses: Earth has air, but the moon does not. The moon is very hot or very cold, but Earth has comfortable temperatures. Earth is a lot bigger than the moon, and the days on Earth are a lot shorter than the days on the moon.)

4. Use Details and Examples to Explain Text Why is NASA planning to launch rockets from the moon to Mars? (Gravity on the moon is weaker than on Earth. So, rockets can lift off more easily from the moon than from Earth.)

5. Evaluate If you could invent something that would make life on the moon better, what would it be? (Possible response: I would invent something that produces air and water.)


crater lunar rover orbit


Build Comprehension After reading, use the Concept Check on page 12. Remind students to use details and examples to support each answer.1. Describe What are the three main parts of NASA’s

Constellation Program? (The first part is to reach the moon by 2020 to study it. The second part is to build a base on the moon so astronauts can live there. The third part is to use the moon as a base to get to Mars.)

2. Details Why can’t people live on the moon? (Possible response: There is no air and probably no water. Also, the surface of the moon can reach 253º Fahrenheit.)

3. Contrast How are Earth and the moon different? (Possible responses: Earth has air, but the moon does not. The moon is very hot or very cold, while Earth has comfortable temperatures. Earth is a lot bigger than the moon, and the days on Earth are a lot shorter than the days on the moon.)

4. Use Details and Examples to Explain Text Why is NASA planning to launch rockets from the moon to Mars? (Gravity on the moon is weaker than on Earth. So, rockets can lift off more easily from the moon than from Earth.)

5. Evaluate Would you want to explore the moon? Why or why not? (Possible response: I would like to explore the moon. I want to see what the moon looks like close up and discover whether people could ever really live there.)

check & reteachobjective: Use Details and Examples to Explain Text

Have partners take turns using details from page 6 to explain why it is difficult to land on the moon. (deep craters, rocky surface) For students who cannot use details and examples to explain text, reteach with the paragraph describing lunar habitats on page 11. Say: The paragraph says that astronauts will live in lunar habitats. What details and example explain the habitats? Have students skim the text for details and the example. Make a class list to record them. (Details: light to carry; made in parts; people will eat, sleep, work there; Example: a little inflatable house) Guide students to refer to the details and example to explain lunar habitats.


La Luna Destino final:

Por Beth Geiger

Ciencias

del espacio

EDICIÓN PATHFIN

DER

*

Destination: Moon 31

30-31_74555_TG.indd 31 11/4/13 11:41 AM

Do Elephants Talk? by Peter Winkler

Summary Do Elephants Talk? describes how African elephants communicate and how their strong physical characteristics help them survive and also help support a healthy ecosystem. In “Do Elephants Talk?” author Peter Winkler explains that elephants “talk” by making a low sound called “infrasound,” inaudible to humans. Elephants use the sound as alarm calls and as a long-distance system to announce their location. Winkler also points out that hunting and loss of habitats are threatening the African elephants’ existence. “Supersize” describes how the immense size of an elephant’s ears, trunk, and tusks helps keep the creature alive. In “Ecosystems and Elephants,” students discover that elephants change their physical environments. Knocking down young trees, for example, helps keep grasslands and forests healthy. The map of Africa in “Elephants in Africa” shows the continent’s land regions and where elephants live.

Activate Prior Knowledge Display the front cover and ask: Where have you seen elephants? (Possible responses: zoo, TV) What do you know about them? (Possible responses: big, strong, smart, move in herds)

Build Background Explain that elephants are the largest animals living on land today and that they are in danger of dying out. People estimate that in 2007, about 500,000 elephants lived in Africa. Use the map on pages 10–11 to describe Africa’s geographical features. Then, have students point to the areas of Africa where elephants live.

program resources

PRINT ONLY

Do Elephants Talk? Pioneer Edition

Do Elephants Talk? Pathfinder Edition

¿Hablan los elefantes? Edición Pathfinder


common core standardsReadingExplain How the Main Idea Is Supported

by Details CCRA.R.2; RI.3.2; RI.4.2




Science• Animals

• Social Interactions

objectives Explain How the Main Idea Is Supported by Details


Explain How the Main Idea Is Supported by Details Explain: Authors provide details, such as facts and examples, to support main ideas, or show they are true. Point out that good readers can explain how details support a main idea.

Read aloud the following text from page 5 of the Pioneer Edition of Do Elephants Talk? as students listen.

Hearing aidsElephant ears are good for catching sound. Elephants can stretch their ears out wide. This lets them hear many noises.


Then, think aloud to model how the main idea is supported by details. Say: The main idea, stated in the first sentence of this paragraph, is that elephant ears catch sounds well. This means they can hear a lot of sounds. The sentences that follow the first sentence give details that support, or explain, the main idea. The details are:• Elephants can stretch their ears out wide.• Stretching out their ears lets elephants hear many noises.

You can use the details to explain how the main idea is true.

Have students explain how the details identified above support the main idea in the paragraph. (Possible response: The details tell exactly how elephants use their ears to catch sounds. The first detail explains that elephants can stretch their ears wide. The second detail explains that, because elephants can stretch out their ears, their ears can hear many sounds.)


this skill.

Mini Lesson

32 Do Elephants Talk?

32-33_74555_TG.indd 32 11/4/13 11:43 AM

PATHfInDEr EDITIon



PIonEEr EDITIon

lexile: 370L | GR: P


calf conservationist extinction habitat herd

infrasound matriarch pitch poacher spectrograph


Build Comprehension After reading, use the Concept Check on page 12. Remind students to use details and examples to support each answer.1. Describe What kinds of things might elephants say to each other?

(Elephants warn each other about danger and tell relatives where they are. They also tell their lost calves that help is on the way. Female elephants tell males their location during mating time.)

2. Details What parts of an elephant help it survive in its environment? (An elephant’s ears, trunk, and tusks help it.)

3. Explain How the Main Idea Is Supported by Details In what ways are elephants threatened by people? (Poachers kill elephants for their valuable ivory tusks. People have destroyed the elephant’s habitat by building farms and towns for the growing population.)

4. Make Inferences What elephant activities could cause problems for farmers? (Possible response: Tearing up grass for food and knocking over trees to eat leaves and roots could cause farmers problems.)

5. Analyze If elephants became extinct, how would their ecosystem change? (Grasslands would be overrun with trees, and the forests would not be as healthy since young trees would not be able to grow.)


calf extinct habitat herd infrasound tusk warning call


Build Comprehension After reading, use the Concept Check on page 12. Remind students to use details and examples to support each answer.1. Describe What kinds of things might elephants say to one

another? (Elephants warn each other about danger. They tell each other where they are. They also tell lost calves that help is on the way.)

2. Main Idea Why do elephants use infrasound? (They use it to talk to each other when they are far apart.)

3. Details How do people study infrasound? (They use a machine to record the elephants’ sounds. Then, another machine makes pictures of the sounds. These pictures let people see what the elephants are saying.)

4. Cause/Effect Why are elephants in danger of dying out? (Some people are killing elephants for their tusks, which are valuable. Also, elephants are losing their habitats because people build on the land where elephants live.)

5. Explain How the Main Idea Is Supported by Details How do elephants change the places where they live? (They make paths in grass and knock over young trees, which helps keep the grassland healthy. They also make trails and clearings in forests, which keeps forests strong.)

check & reteachobjective: Explain How the Main Idea Is Supported by Details

Have partners take turns explaining how details support the main idea that trunks are useful, from “A Neat Nose” on page 7. (Possible response: The details tell the specific ways that elephants use their trunks, such as for eating, drinking, and lifting fallen trees.)For students who cannot explain how the main idea is supported by details, reteach with the first paragraph on page 7. Say: The main idea in this text is that elephants are really big. How do details support, or explain, this important idea? Have students skim the paragraph for details. Make a class list to record them. (can be ten feet tall; weigh up to 12,000 pounds) Guide students as they vvexplain how the details support the main idea. (Possible response: The details give an elephant’s height and weight, proving that it is big.)


Por Peter Winkler

¿Hablan loselefantes?

Animales

EDICIÓN

PATHFINDER

elefantes?¿Hablan los

C O L L E C T I O N

Animals

PION

EER EDITION

Do ElephantsBy Peter Winkler

Do ElephantsTalk?Talk?

Do Elephants

C O L L E C T I O N

Animals

PATHFINDER EDITIO

N

By Peter Winkler

Do ElephantsTalk?Talk?

*

Do Elephants Talk? 33

32-33_74555_TG.indd 33 11/4/13 11:43 AM

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ses a

s the

y ar

e us

ed in

a te

xt,

incl

udin

g de

term

inin

g te

chni

cal,

conn

otat

ive,

an

d fig

urat

ive

mea

n-in

gs, a

nd a

naly

ze h

ow

spec

ific

wor

d ch

oice

s sh

ape

mea

ning

or t

one.

8–9;

12–

13;

92–9

3; 1

52–1

53;

154–

155;

164

–165

RI.3

.4D

eter

min

e th

e m

eani

ng o

f gen

-er

al a

cade

mic

and

do

mai

n-sp

ecifi

c w

ords

an

d ph

rase

s in

a te

xt

rele

vant

to a

gra

de 3

to

pic

or su

bjec

t are

a.

8–9;

12–

13;

92–9

3; 1

52–1

53;

154–

155;

164

–165

RI.4

.4D

eter

min

e th

e m

eani

ng o

f gen

-er

al a

cade

mic

and

do

mai

n-sp

ecifi

c w

ords

or

phr

ases

in a

text

re

leva

nt to

a g

rade

4

topi

c or

subj

ect a

rea.

8–9;

12–

13;

92–9

3; 1

52–1

53;

154–

155;

164

–165

RI.5

.4D

eter

min

e th

e m

eani

ng o

f gen

-er

al a

cade

mic

and

do

mai

n-sp

ecifi

c w

ords

an

d ph

rase

s in

a te

xt

rele

vant

to a

gra

de 5

to

pic

or su

bjec

t are

a.

8–9;

12–

13;

92–9

3; 1

52–1

53;

154–

155;

164

–165

CCRA

.R.5

Ana

lyze

the

stru

ctur

e of

text

s, in

clud

ing

how

sp

ecifi

c se

nten

ces,

pa

ragr

aphs

, and

larg

er

port

ions

of t

he te

xt

(e.g

., a

sect

ion,

cha

pter

, sc

ene,

or s

tanz

a) re

late

to

eac

h ot

her a

nd th

e w

hole

.

20–2

1; 4

6–47

; 52

–53;

64–

65;

70–7

1; 8

0–81

; 82

–83;

96–

97;

98–9

9; 1

02–1

03;

106–

107;

11

2–11

3; 1

20–1

21;

122–

123;

128

–12

9; 1

38–1

39;

150–

151;

172

–173

RI.3

.5U

se te

xt fe

atur

es a

nd

sear

ch to

ols (

e.g.

, ke

y w

ords

, sid

ebar

s,

hype

rlink

s) to

loca

te

info

rmat

ion

rele

vant

to

a gi

ven

topi

c ef

ficie

ntly

.

46–

47; 9

6–97

RI.4

.5D

escr

ibe

the

over

all

stru

ctur

e (e

.g.,

chro

nol-

ogy,

com

paris

on,

caus

e/ef

fect

, pro

blem

/so

lutio

n) o

f eve

nts,

id

eas,

con

cept

s, o

r in

form

atio

n in

a te

xt o

r pa

rt o

f a te

xt.

20–2

1; 5

2–53

; 64

–65;

70–

71;

80–8

1; 8

2–83

; 98

–99;

102

–103

; 10

6–10

7;

112–

113;

120

–121

; 12

2–12

3;

128–

129;

13

8–13

9;

150–

151;

172

–173

RI.5

.5Co

mpa

re a

nd c

ontr

ast

the

over

all s

truc

ture

(e

.g.,

chro

nolo

gy, c

om-

paris

on, c

ause

/eff

ect,

prob

lem

/sol

utio

n) o

f ev

ents

, ide

as, c

once

pts,

or

info

rmat

ion

in tw

o or

mor

e te

xts.

64–6

5; 7

0–71

; 98

–99;

102

–103

; 10

6–10

7;

122–

123;

138

–139

224 Common Core State Standards

222-227_EM_74555_TG.indd 224 12/17/13 3:05 PM

An

cho

r St

and

ard

Stan

dar

d T

ext

TE P

ages

G

rad

e 3

Stan

dar

dTE

Pag

esG

rad

e 4

Stan

dar

dTE

Pag

esG

rad

e 5

Stan

dar

dTE

Pag

es

Co

de

Text

Co

de

Text

Co

de

Text

Craf

t and

Str

uctu

re, c

ontin

ued

CCRA

.R.6

Ass

ess h

ow p

oint

of

view

or p

urpo

se s

hape

s th

e co

nten

t and

sty

le

of a

text

.

58–5

9; 1

34–1

35;

190–

191

RI.3

.6D

istin

guis

h th

eir o

wn

poin

t of v

iew

from

that

of

the

auth

or o

f a te

xt.

190–

191

RI.4

.6Co

mpa

re a

nd c

ontr

ast

a fir

stha

nd a

nd

seco

ndha

nd a

ccou

nt

of th

e sa

me

even

t or

topi

c; d

escr

ibe

the

diff

eren

ces i

n fo

cus

and

the

info

rmat

ion

prov

ided

.

134–

135

RI.5

.6A

naly

ze m

ultip

le

acco

unts

of t

he s

ame

even

t or t

opic

, not

ing

impo

rtan

t sim

ilarit

ies

and

diff

eren

ces i

n th

e po

int o

f vie

w th

ey

repr

esen

t.

58–5

9

Inte

grat

ion

of K

now

ledg

e an

d Id

eas

CCRA

.R.7

Inte

grat

e an

d ev

alua

te

cont

ent p

rese

nted

in

div

erse

med

ia a

nd

form

ats,

incl

udin

g

visu

ally

and

qua

nti-

tativ

ely,

as w

ell a

s in

wor

ds.

24–2

5; 3

8–39

; 42

–43;

48–

49;

68–6

9; 8

4–85

; 90

–91;

100

–101

; 10

8–10

9;

126–

127;

16

0–16

1;

176–

177;

184

–185

RI.3

.7U

se in

form

atio

n ga

ined

fr

om il

lust

ratio

ns (e

.g.,

map

s, p

hoto

grap

hs)

and

the

wor

ds in

a

text

to d

emon

stra

te

unde

rsta

ndin

g of

the

text

(e.g

., w

here

, whe

n,

why

, and

how

key

ev

ents

occ

ur).

24–2

5; 3

8–39

; 42

–43;

48–

49;

68–6

9; 8

4–85

; 90

–91;

100

–101

; 10

8–10

9;

126–

127;

16

0–16

1;

176–

177;

184

–185

RI.4

.7In

terp

ret i

nfor

mat

ion

pres

ente

d vi

sual

ly,

oral

ly, o

r qua

ntita

tivel

y (e

.g.,

in c

hart

s, g

raph

s,

diag

ram

s, ti

me

lines

, an

imat

ions

, or i

nter

ac-

tive

elem

ents

on

Web

pa

ges)

and

exp

lain

ho

w th

e in

form

atio

n co

ntrib

utes

to a

n un

-de

rsta

ndin

g of

the

text

in

whi

ch it

app

ears

.

24–2

5; 3

8–39

; 42

–43;

48–

49;

68–6

9; 8

4–85

; 90

–91;

100

–101

; 10

8–10

9;

126–

127;

16

0–16

1;

176–

177;

184

–185

RI.5

.7D

raw

on

info

rmat

ion

from

mul

tiple

prin

t or

dig

ital s

ourc

es,

dem

onst

ratin

g th

e ab

il-it

y to

loca

te a

n an

swer

to

a q

uest

ion

quic

kly

or to

sol

ve a

pro

blem

ef

ficie

ntly

.

24–2

5; 3

8–39

; 42

–43;

48–

49;

68–6

9; 8

4–85

; 90

–91;

100

–101

; 10

8–10

9;

126–

127;

16

0–16

1;

176–

177;

184

–185

CCRA

.R.8

Del

inea

te a

nd e

valu

ate

the

argu

men

t and

sp

ecifi

c cl

aim

s in

a te

xt,

incl

udin

g th

e va

lidit

y of

the

reas

onin

g as

w

ell a

s the

rele

vanc

e an

d su

ffic

ienc

y of

the

evid

ence

.

66–6

7; 7

2–73

; 11

8–11

9; 1

30–1

31;

168–

169

RI.3

.8D

escr

ibe

the

logi

cal

conn

ectio

n be

twee

n pa

rtic

ular

sen

tenc

es

and

para

grap

hs in

a

text

(e.g

., co

mpa

rison

, ca

use/

effe

ct, f

irst/

seco

nd/t

hird

in a

se

quen

ce).

72–7

3; 1

18–1

19RI

.4.8

Expl

ain

how

an

auth

or

uses

reas

ons a

nd

evid

ence

to su

ppor

t pa

rtic

ular

poi

nts i

n a

text

.

66–6

7; 1

30–1

31;

168–

169

RI.5

.8Ex

plai

n ho

w a

n au

thor

us

es re

ason

s and

ev

iden

ce to

supp

ort

part

icul

ar p

oint

s in

a te

xt, i

dent

ifyin

g w

hich

re

ason

s and

evi

denc

e su

ppor

t whi

ch p

oint

(s).

66–6

7; 1

30–1

31;

168–

169

CCRA

.R.9

Ana

lyze

how

two

or

mor

e te

xts a

ddre

ss

sim

ilar t

hem

es o

r top

ics

in o

rder

to b

uild

kn

owle

dge

or to

com

-pa

re th

e ap

proa

ches

th

e au

thor

s tak

e.

16–1

7; 5

6–57

; 88

–89;

110

–111

RI.3

.9Co

mpa

re a

nd c

ontr

ast

the

mos

t im

port

ant

poin

ts a

nd k

ey d

etai

ls

pres

ente

d in

two

text

s on

the

sam

e to

pic.

16–1

7; 5

6–57

; 88

–89;

110

–111

RI.4

.9In

tegr

ate

info

rmat

ion

from

two

text

s on

the

sam

e to

pic

in o

rder

to

writ

e or

spe

ak a

bout

th

e su

bjec

t kno

wle

dge-

ably

.

16–1

7; 5

6–57

; 88

–89;

110

–111

RI.5

.9In

tegr

ate

info

rmat

ion

from

sev

eral

text

s on

the

sam

e to

pic

in o

rder

to

writ

e or

spe

ak

abou

t the

subj

ect

know

ledg

eabl

y.

16–1

7; 5

6–57

; 88

–89;

110

–111

Rang

e of

Rea

ding

and

Lev

el o

f Tex

t Com

plex

ity

CCRA

.R.1

0Re

ad a

nd c

ompr

ehen

d co

mpl

ex li

tera

ry a

nd

info

rmat

iona

l tex

ts

inde

pend

ently

and

pr

ofic

ient

ly.

All

less

ons

RI.3

.10

By th

e en

d of

the

year

, re

ad a

nd c

ompr

ehen

d in

form

atio

nal t

exts

, in

clud

ing

hist

ory/

soci

al

stud

ies,

sci

ence

, and

te

chni

cal t

exts

, at t

he

high

end

of t

he g

rade

s 2–

3 te

xt c

ompl

exit

y ba

nd in

depe

nden

tly

and

prof

icie

ntly

.

All

less

ons

RI.4

.10

By th

e en

d of

yea

r, re

ad a

nd c

ompr

ehen

d in

form

atio

nal t

exts

, in

clud

ing

hist

ory/

soci

al s

tudi

es, s

cien

ce,

and

tech

nica

l tex

ts,

in th

e gr

ades

4–5

te

xt c

ompl

exit

y ba

nd

prof

icie

ntly

, with

sc

affo

ldin

g as

nee

ded

at th

e hi

gh e

nd o

f th

e ra

nge.

All

less

ons

RI.5

.10

By th

e en

d of

the

year

, re

ad a

nd c

ompr

ehen

d in

form

atio

nal t

exts

, in

clud

ing

hist

ory/

soci

al

stud

ies,

sci

ence

, and

te

chni

cal t

exts

, at t

he

high

end

of t

he g

rade

s 4–

5 te

xt c

ompl

exit

y ba

nd in

depe

nden

tly

and

prof

icie

ntly

.

All

less

ons

Common Core State Standards 225

222-227_EM_74555_TG.indd 225 12/17/13 3:05 PM

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Teacher’s Guide

C O L L E C T I O N

The Explorer Collection draws on articles from the National Geographic Explorer

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Science• Animals • Habitats• Earth Science• Physical Science• Space Science• Sports & Health

Social Studies• People &

Cultures• U.S. History• World History

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Teacher’s Guide - ngl.cengage.com · Pirate Tales by Francis Downey and Sara Lorimer Summary Pirate Tales explores the lives of the dreaded pirate Blackbeard and several female