by Patricia West
by Al Ortiz
Weekly Literature
Week At A Glance
Tested Skills for the Week
Read-Aloud AnthologyListening Comprehension
Readers’ Theater
•
•
Vocabulary/Comprehension
Weekly Theme: The Gold Rush
Whole Group
VOCABULARY
reference, prospectors,
disappointment, annoyed,
circular, outstretched, glinted
Word Parts/Suffixes
COMPREHENSION
Strategy: Analyze Story
Structure
Skill: Cause and Effect
WRITING
Expository Writing
Social Studies LinkGeography
Small Group Options
Differentiated Instructionfor
Tested Skills
Vocabulary/Comprehension
Social Studies Link Genre Nonfiction
Vocabulary/Comprehension
Main Selection Genre Science Fiction
662J
A
UDIO CD
by Dan Furey
Informational Nonfiction
by Dan Furey
Informational Nonfiction
by Dan Furey
Informational Nonfiction
by Dan Furey
Informational Nonfiction
by Dan Furey
Informational Nonfiction
by Dan Furey
Informational Nonfiction
Resources for Differentiated Instruction
Leveled ReadersLeveled Readers
• Same Theme• Same Vocabulary• Same Comprehension Skills
LEVELED PRACTICE
CLASSROOM LIBRARY
Approaching On Level Beyond
On-Level Reader
sheltered for English
Language Learner
ELL Teacher’s Guide
also available
Beyond LevelApproaching Level
English Language Leveled Reader
On Level
ELL
HOME-SCHOOL CONNECTION
Family letters in
English and Spanish
Take-Home Stories
•
•
ONLINEINSTRUCTION
www.macmillanmh.com
AUDIO CD
Listening
Library
Fluency
Solutions
•
•
CD ROM
Vocabulary
PuzzleMaker
•
A
UDIO CD CD ROM
Also AvailableLEVELED READER PROGRAM
Genre Informational Nonfiction
Genre Narrative NonfictionGR Levels P–U
P R U
Phonics and Decoding
Comprehension
Vocabulary
Also available Reading Triumphs,
Intervention Program
•
•
•
INTERVENTION ANTHOLOGY
Approaching On Level Beyond
Trade books to apply Comprehension Skills
The Gold Rush Game 662K
by Dan Furey
Informational Nonfiction
The Gold Rush Game,
666–679
ORAL LANGUAGE• Listening
• Speaking
• Viewing
Listening/Speaking/Viewing
Focus Question How would your life change if gold were discovered in your town?
Build Background, 662
Read Aloud: “The Golden Wish,” 663
Listening/Speaking
Focus Question Which part of this story is science and which part is fiction?
WORD STUDY• Vocabulary
• Phonics/Decoding
Vocabulary
reference, prospectors, disappointment, annoyed, circular, outstretched, glinted, 664
Practice Book A-O-B, 186
Strategy: Word Parts/Suffixes, 665
Vocabulary
Review Vocabulary, 666
Phonics
Decode Words with Final /ә n/, 687E
Practice Book A-O-B, 192
READING• Develop
Comprehension
• Fluency
“In Search of Gold,” 664–665
Comprehension, 665A–665B
Strategy: Analyze Story Structure
Skill: Cause and Effect
Practice Book A-O-B, 187
Model Fluency, 663
Partner Reading, 662R
The Gold Rush Game, 666–679
Comprehension, 666–679
Strategy: Analyze Story Structure
Skill: Cause and Effect
Practice Book A-O-B, 188
Partner Reading, 662R
LANGUAGE ARTS• Writing
• Grammar
• Spelling
Writing
Daily Writing Prompt: What do you think would be difficult about being a miner in the days of the Gold Rush? What struggles do you think you might face?
Magazine Article, 686–687B
Grammar Daily Language Activities, 687I
Adverbs, 687I
Grammar Practice Book, 161
Spelling Pretest Words with Final /ә n/, 687G
Spelling Practice Book, 161–162
Writing
Daily Writing Prompt: Why was gold so important to people in the days of the Gold Rush? Write a few sentences to explain your reasons.
Magazine Article, 686–687B
Grammar Daily Language Activities, 687I
Adverbs, 687I
Grammar Practice Book, 162
Spelling Word Sorts, 687G
Spelling Practice Book, 163
ASSESSMENT• Informal/Formal Vocabulary, 664
Comprehension, 665B
Comprehension, 675, 679
Phonics, 687E
Leveled Readers
Student Book
by Al Ortiz
Student Book
Differentiated Instruction 687M-687VDifferentiated Instruction 687M-687VTurn the Page for
Small Group Lesson Plan
Suggested Lesson Plan Instructional NavigatorInteractive Lesson Planner
662L662L
Vocabulary
Vocabulary Words
Word Parts/Suffixes
Comprehension
Strategy: Analyze Story Structure
Skill: Cause and Effect
Writing
Expository Writing
Listening/Speaking
Focus Question How is Larry’s experience similar to that of the prospectors in The Gold Rush Game? How is it different? Use details from both selections in your answer.
Summarize, 681
Listening/Speaking/Viewing
Focus Question Think about this article and The Gold Rush Game. What details did you learn that the author might have included in his story?
Expand Vocabulary: The Gold Rush, 687F
Listening/Speaking/Viewing
Focus Question What effects did the discovery of gold have on California’s population and diversity? What other changes did it cause?
Speaking and Listening Strategies, 687A
Vocabulary
Review Words in Context, 687C
Strategy: Word Parts/Suffixes, 687D
Practice Book A-O-B, 191
Phonics
Decode Multisyllabic Words, 687E
Vocabulary
Content Vocabulary: precious, historians, environment, 682
Connotation, 687F
Apply Vocabulary to Writing, 687F
Vocabulary
Spiral Review: Pan for Words, 687F
The Gold Rush Game, 666–679
Comprehension
Comprehension Check, 681
Maintain Skill: Character, 681B
Repeated Reading, 681A
Partner Reading, 662R
Practice Book A-O-B, 189
“Gold!” 682–685
Comprehension
Social Studies: Nonfiction Article
Time Line, 682
Practice Book A-O-B, 190
Partner Reading, 662R
Self-Selected Reading,662R
Comprehension
Connect and Compare, 685
Practice, 681A
Partner Reading, 662R
Writing
Daily Writing Prompt: Gold miners spend a lot of time looking for gold. Write a journal entry about a time that you looked hard for something that was like “gold” to you.
Writer’s Craft: A Strong Conclusion, 687A
Magazine Article, 686–687B
Grammar Daily Language Activities, 687I
Mechanics and Usage, 687J
Grammar Practice Book, 163
Spelling Word Meanings, 687H
Spelling Practice Book, 164
Writing
Daily Writing Prompt: Suppose that you are a miner who has traveled far from your home to look for gold. Write a letter to your family to tell them about your new life in California.
Writing Trait: Voice, 687B
Magazine Article, 686–687B
Grammar Daily Language Activities, 687I
Adverbs , 687J
Grammar Practice Book, 164
Spelling Review and Proofread, 687H
Spelling Practice Book, 165
Writing
Daily Writing Prompt: Most miners were part of the Gold Rush because they wished they could have lots of money. What is one of your wishes? Write a poem about your wish.
Magazine Article, 686–687B
Grammar Daily Language Activities, 687I
Adverbs , 687J
Grammar Practice Book, 165–166
Spelling Posttest, 687H
Spelling Practice Book, 166
Fluency, 681A Vocabulary, 687D
Student Book
by Patricia West
Student Book Student Book
Differentiated Instruction 687M-687V Differentiated Instruction 687M-687VDifferentiated Instruction 687M-687V
Weekly Assessment, 325–332
The Gold Rush Game 662M
Suggested Lesson Plan
For intensive intervention see TriumphsR E A D I N G
Focus on Skills
Differentiated Instruction
What do I do in small groups?
Instructional Navigator Interactive Lesson Planner
Approaching Level
• Additional Instruction/Practice
• Tier 2 Instruction
Fluency, 687N
Vocabulary, 687N
Comprehension, 687O
Phonics, 687M
Vocabulary, 687O
Leveled Reader Lesson, 687P
• Vocabulary
• ComprehensionOn Level
• Practice Vocabulary, 687Q
Leveled Reader Lesson, 687R
• ComprehensionELL Leveled Reader,
687U–687V
Leveled Reader Lesson, 687R
• Comprehension
• Vocabulary
Beyond Level
• Extend Vocabulary, 687S
Leveled Reader Lesson, 687T
• Comprehension
Leveled Reader Lesson, 687T
• Comprehension
• Vocabulary
Use your observations to guide additional instruction and practice.
Vocabulary
Words: annoyed, prospectors, circular,
outstretched, glinted, reference,
disappointment
Strategy: Word Parts/Suffixes
Comprehension
Strategy: Analyze Story Structure
Skill: Cause and Effect
Fluency
Phonics
Decode Words with final /ә n/
662N
Day 5
Focus on Leveled Readers
Leveled Reader DatabaseGo to www.macmillanmh.com
Search by
• Comprehension Skill
• Content Area
• Genre
• Text Feature
• Guided Reading Level
• Reading Recovery Level
• Lexile Score
• Benchmark Level
BeyondApproaching
ELL
Apply skills and strategies while reading
appropriate leveled books.
by Dan Furey
Informational Nonfiction
P R U
On LevelSubscription also available.
Levels P-U
Small Group Options
Additional Leveled Reader Resources
Phonics, 687M
Fluency, 687N
Vocabulary, 687O
Leveled Reader Lesson, 687P
• Comprehension
Phonics, 687M
Leveled Reader Lesson, 687P
• ComprehensionELL Cause and Effect, 687P
Fluency, 687N
Leveled Reader Lesson, 687P
• Make Connections Across
Texts
Fluency, 687Q
Vocabulary, 687Q
Leveled Reader Lesson, 687R
• Comprehension
Text Feature, 687Q
Leveled Reader Lesson, 687R
• Comprehension
Fluency, 687Q
Leveled Reader Lesson, 687R
• Make Connections Across
Texts
Fluency, 687S
Vocabulary, 687S
Leveled Reader Lesson, 687T
• Comprehension
Text Feature, 687S
Leveled Reader Lesson, 687T
• ComprehensionELL Create Time Lines, 687S
Fluency, 687S
Self-Selected Reading, 687T
The Gold Rush Game 662O
Teacher-Led Small Groups
Indepen
de
nt
Ac
tiv
itie
sLite
rac
yW
orkstations
© M
acmillan/M
cGraw
-Hill
✔ Put a check next to the activities you complete.
Name Date
My To-Do ListMy To-Do List
Reading
Practice fluency
Read a science fiction story
Writing
List details of a place
Write interview questions
Social Studies
Research the Gold Rush
Create a time line
Technology
Vocabulary Puzzlemaker
Fluency Solutions
Listening Library
www.macmillanmh.com
Word Study
Look up story words
List words with schwa + n
Science
Find facts about gold
Write True/False questions
Leveled Readers
Write About It!
Content Connection
Independent Practice
Practice Book, 186–192
Grammar Practice Book, 161–166
Spelling Practice Book, 161–166
28 Unit 6 • The Gold Rush Game Contracts
Isabella
Vincent
Jack Eliza
Dean
Maria
Green
Literacy Workstations
Independent Activities
Teacher-LedSmall Groups
Red
Blue
Orange
Green
What do I do with the rest of my class?
Managing the Class
Class Management Tools
Includes:
• How-To Guides • Rotation Chart • Weekly Contracts
Layered Book Foldable Pyramid Foldable
Hands-on activities for reinforcing weekly skills.
662P
A
UDIO CD
by Dan Furey
Informational Nonfiction
Write a Journal EntryPretend you are living in a boomtown in
California during the 1800s. It is the end of
the day. With a partner, write a paragraph
about your day. Tell what your day was like
and how you feel about moving to this new
town. Reread pages 10–11 for help.
The Journey WestUse books or the Internet to find the path the
settlers took as they moved to the Old West.
Trace the path on an outline map of the United
States.
Independent Activities
Approaching On Level ELL Beyond
LEVELED PRACTICE
Approaching On Level ELLBeyond
ONLINE INSTRUCTION www.macmillanmh.com
Turn the page for Literacy Workstations.
VOCABULARY PUZZLEMAKER
Activities providing multiple exposures to vocabulary, spelling,and high-frequency words including crossword puzzles, word searches, and word jumbles
CD ROMCD ROM
For Repeated Readings and Literacy Activities
Leveled ReadersLeveled Readers
Skills: Vocabulary (p. 186), Comprehension: Cause and Effect (p. 187), Graphic Organizer (p. 188), Fluency (p. 189),
Text Feature: Time Line (p. 190), Vocabulary Strategy: Word Parts (p. 191), Phonics (p. 192)
• Meet the Author/Illustrator
• Oral Language Activities
• Computer Literacy Lessons
• Vocabulary and Spelling Activities
• Research and Inquiry Activities
• Leveled Reader Database
LISTENING LIBRARY
Recordings of selections
• Main Selections
• Leveled Readers
• ELL Readers
• Intervention Anthology
FLUENCY
SOLUTIONS
Recorded passages for modeling and practicing fluency
The Gold Rush Game 662Q
Reading20 Minutes
Extension
• Read each sentence again, emphasizing difficult words.
• Readers Theatre: Practice fluency with the play Little Talk/But I Wonder...
• Select a paragraph from the Fluency passage on page 18 9 of your Practice Book.
• With a partner, take turns reading the sentences. Slow down if you come to unfamiliar words and break them into syllables.
Fluency
Fluency SolutionsListening Library
Things you need:
• Practice Book
• Little Talk/But I Wonder... page 220 of Read Aloud Anthology
51
In
dep
en
de
nt
Ac
tiv
itie
s
Teacher-Led Small Groups
Lite
rac
yW
ork
statio
ns
662R
Objectives• Practice fluency with readers’ theater.
• Read passage fluently and with expression.
• Read a science fiction story and identify
cause-and-effect relationships.
Objectives• Use a dictionary to find definitions of
vocabulary words.
• Identify letters that make the schwa +n
(/ә n/) sound.
Literacy ActivitiesCollaborative Learning Activities
Managing the Class
ReadingWORKSTATION FLIP CHART
Macmillan/McGraw-Hill
WORKSTATION FLIP CHART
Macmillan/McGraw-Hill
Word StudyWORKSTATION FLIP CHART
Writing
Macmillan/McGraw-Hill
WORKSTATION FLIP CHART
Macmillan/McGraw-Hill
Science/Social Studies
Objectives• Make a list of details about a place in your
community.
• Write interview questions about your
community.
Objectives• Research information about gold.
• Research historical events connected to the
California Gold Rush.
Literacy Workstations
The Gold Rush Game 662S
662
ORAL LANGUAGE• Build Background
• Read Aloud
• Expand Vocabulary
VOCABULARY• Teach Words in Context
• Suffixes
COMPREHENSION• Strategy: Analyze Story
Structure
• Skill: Cause and Effect
SMALL GROUP OPTIONS
• Differentiated Instruction, pp. 687M–687V
Oral LanguageBuild Background
ACCESS PRIOR KNOWLEDGE
Share the following information.
James Marshall discovered gold in
Sutter’s Mill, California, in 1848. By
1849 the Gold Rush had begun.
TALK ABOUT THE GOLD RUSH
Discuss the weekly theme.
■ What event led to the Gold Rush?
■ Where did miners come from?
FOCUS QUESTION Ask a volunteer to
read “Talk About It” on Student Book
page 663 and describe the photo.
■ What is happening in the photo?
■ Do you think everyone in the photo
discovered gold? Why or why not?
Beginning Develop Language Write the words town, 1800s,
and gold on the board. Say, This is a town in the 1800s. Point to and
name items. Have students repeat. Say, These people are miners.
They want to find gold. Have students repeat.
Intermediate Develop Language Complete the Beginning
task. Ask, How can you tell this picture is from a long time ago? Find
out what students know about the Gold Rush. Ask, Where did the
people come from? Where did they find gold? Why was gold important?
Restate what students say in full sentences and provide information
as needed.
Advanced Compare and Contrast Complete the Intermediate
task. Ask students to compare a city street of today to the one in
the photo.
662
Talk About ItThis town sprang up when
gold was discovered. How
would your life change if
gold were discovered in
your town?
Find out more about
the Gold Rush at
www.macmillanmh.com
663
Talk About It Student pages 662–663
Read AloudRead “The Golden Wish”
GENRE: Myth
Tell students that
a myth is a story
originating in folk
beliefs that often
explains something
about nature. Gods
and goddesses are
frequently characters
in myths.
LISTENING FOR A PURPOSE
Encourage students to listen for causes
and effects in the story as you read
“The Golden Wish” in the Read-Aloud
Anthology. Choose from among the
teaching suggestions.
Fluency Ask students to listen
carefully as you read aloud. Tell
students to listen to your phrasing,
expression, and tone of voice.
RESPOND TO THE STORY
Invite students to express their
opinions about the story. Challenge
them to use figurative language
purposefully. Ask them if they have
ever wished for something and then
later felt the wish was a mistake.
Challenge them to explain why or
why not.
Expand VocabularyHave students pick three more words
in the story that relate to this week’s
theme of the Gold Rush. Students
should draw word webs in a word
journal to show how the words relate.
Then have students share their work
with a partner.
Picture Prompt
Look at the picture. Write about what you see. You can write a poem,
a story, or a description, or use any other type of writing you like.
For an extended lesson plan and Web site activities for oral language development, go to www.macmillanmh.com
Read Aloud pages 105–110
The Gold Rush Game 663
Do students understand
word meanings?
Vocabularyreference circular
prospectors outstretched
disappointment glinted
annoyed
Word PartsSuffixes are word parts
added to the end of words
that change the meanings.
-or = one who
prospector = one who looks
for gold
Mr. Rodriguez’s fourth-grade class was
on a fi eld trip at the Sutter Gold Mine.
Larry couldn’t wait to load up on gold. He
even brought along some photographs to
use as a reference. He didn’t want to pick
up any “fool’s gold” by mistake.
Larry’s class boarded the Boss Buggy
Shuttle that would take them down into
the mine. Everyone had to wear a hardhat
for safety. On the ride down, their guide
Ron gave them some information about
the Gold Rush.
“Many prospectors came to this area
beginning in 1848,” explained Ron. “A prospector is someone who searches for
valuable metals like gold.”
Margaret commented, “Everyone
must have gotten rich!”
“Actually,” said Ron, “not everyone
was successful. Many left the mines fi lled
with disappointment. People often
turned to farming or ranching to make a
living instead.”
by Al Ortiz
664
664
Vocabulary/Comprehension Student page 664
VocabularyTEACH WORDS IN CONTEXT
Use the following routine.
■ Prospectors are people who search
and explore for precious minerals. Many
prospectors went to Nevada after silver
was found there. How are prospectors
and explorers different and alike?
COMPARE AND CONTRAST
■ When things do not happen the
way a person wants or expects, he
or she faces disappointment . Her
disappointment at not getting an A
caused Jean to work harder. What is an
antonym for disappointment? ANTONYMS
■ A person who is annoyed is bothered
to the point of being upset or angry.
We were annoyed that people had left
litter on the beach. Describe a situation
when you felt annoyed. DESCRIPTION
■ If the movement or shape of something
is circular , it is round. We thought the
circular patterns of the fireworks were
beautiful. What else moves in a circular
pattern? PRIOR KNOWLEDGE
■ Something that is outstretched is
extended outward. The black horse’s
outstretched neck crossed the finish line
first. When might you see a person with
a hand outstretched? EXAMPLE
■ If something glinted , it sparkled with
flashes of light. Her ring glinted in the
sunlight. What is a synonym for glinted?
SYNONYM
During Small Group Instruction
If No Approaching Level
Vocabulary, p. 687N
If Yes On Level Options,
pp. 687Q–687R
Beyond Level Options,
pp. 687S–687T
Word Clusters Write the
word prospectors. Around
it write these categories:
what they did, how they traveled, where they searched, tools they used. Introduce
words in each category
and encourage students to
add others. Use sketches
to convey meaning as
appropriate. Afterwards, ask
students to use the words to
say three things they know
about prospectors. Have
them practice in pairs before
sharing their ideas.
Define: A reference is a source of
information, or a mention of a source of
information.
Example: The reference at the end of
the chapter guided him to read more
books by the author.
Ask: When might you use a reference?
EXAMPLE
annoyed prospectors outstretched circularglinted reference disappointment
A. Draw a line to match the vocabulary word to its meaning.
1. reference a. reaching out
2. prospectors b. sparkled
3. disappointment c. round, like a circle
4. annoyed d. upset
5. circular e. people who search for gold
6. outstretched f. the feeling when something
7. glinted doesn’t happen the way you hoped it would
g. a source of reliable information
B. Write a paragraph or two using as many of the vocabulary words as possible.
By the stream stood some prospectors. Looking
hopeful, the man in the center held a circular pan in
his outstretched hands. The others leaned over to
look at something that glinted in the sun.
“That’s fool’s gold again, Mike!” said one of the
men, with an annoyed face.
With disappointment, Mike emptied the pan.
Possible response provided.
dd
On Level Practice Book O, page 186
Approaching Practice Book A, page 186
Beyond Practice Book B, page 186
Vocabulary and Comprehension
Reread for Comprehension
Analyze Story StructureCause and Effect In many stories, cause and effect is an important part of the story structure. A cause is why something happens. What happens is the effect. An author doesn’t always write about the cause before the effect. The reader must read the text carefully.
A Cause and Effect Diagram can help you understand what happens and why. Reread the story and identify causes and effects.
“If I don’t fi nd any gold today, I’ll be really annoyed,”
Larry thought to himself.
The underground tour lasted about an hour. Then it
was time to go to the mining fl umes and pan for gold. Ron
handed out pans and demonstrated how to swirl them in
a circular motion.
“It’s okay to let some of the water splash out,” said
Ron. “If there’s any gold in your pan, it will sink to
the bottom.”
Larry found an open place at one of the fl umes.
With his arm outstretched, he dipped his pan below the
surface of the water. Then he swished around the water.
“Nothing,” he said with a sigh.
Larry repeated the process several times. Then he
noticed something at the bottom of his pan. Larry
angled the pan so he could get a better look.
Whatever it was, it glinted in the sunlight. Larry
pulled out the photos and compared them with
what was in his pan. Then he went to show Ron.
“You’ve found gold!” Ron exclaimed with surprise.
Everyone gathered around to see. It was just a small
piece, but Larry felt like he had hit the jackpot.
665
Vocabulary/Comprehension Student page 665
VocabularySTRATEGYWORD PARTS
Suffixes Explain that a suffix comes
at the end of a word and attaches to
a base word or root. Suffixes change
the meaning of the words to which
they attach. Knowing the meanings
of suffixes can help a reader predict a
word’s meaning and part of speech.
Encourage students to keep a page
of suffixes and their meanings in their
word study notebooks.
Write on the board: -or/-er = one who.
Then ask students what a prospector
does. To extend the lesson, have
students give examples of other words
that use the -or suffix. (actor, instructor)
Read “In Search of Gold”
As you read “In Search of Gold” with
students, ask them to identify clues
that reveal the meanings of the
highlighted words. Tell students they
will read these words again in The Gold
Rush Game.
Vocabulary Students are taught to
take words apart to make the meaning
connection. We teach students to look
at prefixes, suffixes, base words, and
word roots.
Donald Bear
Go to www. macmillanmh.com
The Gold Rush Game 665
Vocabulary/ComprehensionVocabulary/Comprehension
Student Book pages 664–665 available on Comprehension Transparencies 26a and 26b
Vocabulary and Comprehension
Reread for Comprehension
Analyze Story StructureCause and Effect In many stories, cause and effect is an important part of the story structure. A cause is why something happens. What happens is the effect. An author doesn’t always write about the cause before the effect. The reader must read the text carefully.
A Cause and Effect Diagram can help you understand what happens and why. Reread the story and identify causes and effects.
“If I don’t fi nd any gold today, I’ll be really annoyed,”
Larry thought to himself.
The underground tour lasted about an hour. Then it
was time to go to the mining fl umes and pan for gold. Ron
handed out pans and demonstrated how to swirl them in
a circular motion.
“It’s okay to let some of the water splash out,” said
Ron. “If there’s any gold in your pan, it will sink to
the bottom.”
Larry found an open place at one of the fl umes.
With his arm outstretched, he dipped his pan below the
surface of the water. Then he swished around the water.
“Nothing,” he said with a sigh.
Larry repeated the process several times. Then he
noticed something at the bottom of his pan. Larry
angled the pan so he could get a better look.
Whatever it was, it glinted in the sunlight. Larry
pulled out the photos and compared them with
what was in his pan. Then he went to show Ron.
“You’ve found gold!” Ron exclaimed with surprise.
Everyone gathered around to see. It was just a small
piece, but Larry felt like he had hit the jackpot.
665
Transparency 26b
Vocabularyreference circular
prospectors outstretched
disappointment glinted
annoyed
Word PartsSuffixes are word parts
added to the end of words
that change the meanings.
-or = one who
prospector = one who looks
for gold
Mr. Rodriguez’s fourth-grade class was
on a fi eld trip at the Sutter Gold Mine.
Larry couldn’t wait to load up on gold. He
even brought along some photographs to
use as a reference. He didn’t want to pick
up any “fool’s gold” by mistake.
Larry’s class boarded the Boss Buggy
Shuttle that would take them down into
the mine. Everyone had to wear a hardhat
for safety. On the ride down, their guide
Ron gave them some information about
the Gold Rush.
“Many prospectors came to this area
beginning in 1848,” explained Ron. “A prospector is someone who searches for
valuable metals like gold.”
Margaret commented, “Everyone
must have gotten rich!”
“Actually,” said Ron, “not everyone
was successful. Many left the mines fi lled
with disappointment. People often
turned to farming or ranching to make a
living instead.”
by Al Ortiz
664
Transparency 26a
Reread for
ComprehensionSTRATEGYANALYZE STORY STRUCTURE
Story structure is the way an author organizes the events of the plot.
He or she does this by using story elements, such as character and
setting. Understanding how the events of a story are organized can
help readers better understand and remember what they are reading.
SKILLCAUSE AND EFFECT
When an author uses the plot of a story to show how or why
things happen in a certain way, readers will be made aware of
various causes and their effects. Thinking about cause-and-effect
relationships helps good readers better understand why things
happen and why characters act the way they do.
As students read a story, they should look for plot elements that
depend on others. For example, they should look for actions the
characters take as a result of certain events. In addition, they should
consider what caused the characters to behave in particular ways.
Objectives• Analyze story structure
• Identify cause and effect
• Use academic language:
analyze, structure, cause, effect
Materials
• Comprehension
Transparencies 26a and 26b
• Graphic Organizer
Transparency 26
• Leveled Practice Books, p. 187
Monitor Comprehension/
Guiding Questions When
using examples from the
text, explicitly point out
the words that describe the
causal events and discuss
them. Have students read
in groups. Ask them to
pause at times and tell you
what they learn. Explain
vocabulary as needed. Ask
guiding questions to help
them arrive at cause-and-
effect relationships.
Cause and Effect
Introduce 635A–B
Practice/Apply
636–651; Leveled Practice, 178–179
Reteach/ Review
657M–T, 665A–B, 666–681, 687M–T; Leveled Practice, 187–188
Assess Weekly Tests; Unit 5, 6 Tests
Maintain 725A
665A
A cause is what makes something happen. If you can answer the question “Why did that happen?” then you know the cause.
What happens as a result of the cause is the effect. If you can answer the question “What happened?” then you know the effect.
Read the passage below. As you read, think about causes and effects. Then answer the questions.
Sam Brannan was a merchant in San Francisco. When he heard that
gold had been found near the American River, he knew just what to do.
He bought up every pickax, shovel, and pan in the entire city. Then he
ran through the streets of San Francisco spreading the news about the
discovery of gold.
Because Brannan was the only merchant who had tools to sell, he could
charge as much as he wanted. Prospectors were willing to spend $15.00 for
a pan that was worth only 60 cents. It wasn’t long before Brannan became
one of the richest men in California—without ever panning for gold!
1. What caused Sam Brannan to buy up all the mining tools?
2. What was the effect of Brannan’s spreading the news about gold?
3. What caused miners to pay $15.00 for a 60-cent pan?
4. What was the effect of so many prospectors buying Brannan’s tools?
He wanted to be the only merchant with tools.
Many people came to him to buy pans and shovels.
They had no
other choice. They couldn’t buy pans elsewhere.
Brannan became very rich.
On Level Practice Book O, page 187
Approaching Practice Book A, page 187
Beyond Practice Book B, page 187
During Small Group Instruction
If No Approaching Level Comprehension, p. 687O
If Yes On Level Options, pp. 687Q–687R
Beyond Level Options, pp. 687S–687T
Can students identify causes and effects in a story?
Vocabulary/Comprehension
Transparency 26
Cause EffectSomeone found a lot of gold at Sutter’s Mine.
Many people came there to try their
luck.Many people did
not find gold.They had to make a living in other ways.
Gold is heavier than the other material
from the mine.
Panning for gold is still an effective
method.
Larry brought photos of real gold.
He can identify the shiny substance in
his pan.
Cause and Effect Diagram
Graphic Organizer Transparency 26
MODEL
Read the first two paragraphs of “In Search of Gold” on
Student Book page 664.
Think Aloud I know that authors don’t always state directly
what caused certain things to happen, so I will have to read
carefully and use clues from the story. For example, what
caused Larry to be concerned about picking up “fool’s gold,”
instead of real gold? He must have read how a mineral called
pyrite looks very much like gold. Sometimes the author
doesn’t need to say what caused something, because the
reason is obvious. For example, it is clear why everyone must
wear a hardhat when going into the mine. It became a rule
after people had been injured.
GUIDED PRACTICE
■ Ask students to read the next two paragraphs of the story.
Have them say what they think caused people to come to the
Sutter Mine in 1848. (Someone must have discovered a lot of
gold there not long before, and many people thought they
could get rich, too.) Ask them what the author says was the
effect when people did not find any gold. (They looked for
other ways to make a living.)
■ Have students use their answers to begin filling in the Cause
and Effect Diagram.
APPLY
Have students reread the remainder of “In Search of Gold” and use
information, both directly and indirectly stated, to complete the
diagram. Ask students to explain how identifying cause and effect
helped them better understand the story.
Students should be able to identify text organization, including
cause and effect.
The Gold Rush Game 665B