comprehension - ellis familyellis2020.org/treasures/tg-treasures/unit4_week4_2.pdf · comprehension...
Post on 13-May-2018
215 Views
Preview:
TRANSCRIPT
ComprehensionGenreA Photo Essay is an article
or book composed mostly
of photographs to express a
theme or topic
Analyze Text StructureSequence As you read fill
in your Sequence Chart
Read to Find OutHow have the yearly visits
of the whales affected
Adelinarsquos life
486
Vocabulary Words Review the tested vocabulary words
tangles rumbling snoring massive dove unique and
politicians
Selection Words Students may be unfamiliar with these words
Pronounce the words and give meanings as necessary
lagoon (p 490) a small bay with shallow seawater
breaching (p 497) breaking through something such as a water
surface
bluff (p 498) a cliff
ComprehensionGENRE PHOTO ESSAY
Have a student read the definition
of a Photo Essay on Student Book
page 486 Students should look
for photographs that illustrate an
informative text
STRATEGYANALYZE TEXT STRUCTURE
Remind students that authors of
nonfiction organize their texts in
various ways The author of an essay
can help readers understand the topic
by presenting the information in a
particular structure
SKILLSEQUENCE
Remind students that they can help
themselves understand an informative
essay by identifying the sequence of
events
MAIN SELECTIONbull Adelinarsquos Whales
bull Skill Sequence
PAIRED SELECTIONbull Limericks
bull Literary Elements Meter and Rhyme Scheme
SMALL GROUP OPTIONS
bull Differentiated Instruction pp 507Mndash507V
486
Text and photographs by RICHARD SOBOL
DELINArsquoSWHALESWHALES
Main Selection
487
Preview and PredictAsk students to read the title preview
the illustrations and make predictions
about the selection Do they think the
people and the whales are friendly
to each other Why or why not Have
students write about their predictions
They should also write down any
questions they have about the story
Set PurposesFOCUS QUESTION Discuss the ldquoRead
to Find Outrdquo question on Student
Book page 486 Remind students to
look for the answer as they read
Point out the Sequence Chart in the
Student Book and on Practice Book
page 135 Explain that students will fill
it in as they read
Read Adelinarsquos Whales
Use the questions and Think Alouds
to support instruction about the
comprehension strategy and skill
Main Selection Student pages 486ndash487
Story available on Listening Library Audio CD
If your students need support
to read the Main Selection
use the prompts to guide
comprehension and model
how to complete the graphic
organizer Encourage students
to read aloud
If your students can read the
Main Selection independently
have them read and complete
the graphic organizer Remind
them to use self-monitoring skills
while reading and to self-correct
as needed
If your students need an alternate selection choose the
Leveled Readers that match their instructional level
As you read Adelinarsquos Whales fill in the Sequence Chart
How does the information you wrote in the Sequence Chart help you to analyze the text structure of Adelinarsquos Whales
On Level Practice Book O page 135
Approaching Practice Book A page 135
Beyond Practice Book B page 135
Adelinarsquos Whales 487
La Laguna is the name of a quiet dusty fi shing village on the sandy shore of Laguna San Ignacio in Baja California Mexico A few dozen homesites are scattered along the waterrsquos edge These little houses are simple one- or two-room boxes patched together with plywood and sheet metal Drinking water is stored outside in fi fty-gallon plastic barrels and electricity is turned on for only a few hours each day
Adelina Mayoral has lived her whole life in La Laguna She is a bright ten-year-old girl She loves the ocean and the feeling of the ever-present wind that blows her long dark hair into wild tangles She knows what time of day it is by looking at the way the light refl ects off the water Adelina can tell what month it is by watching the kind of birds that nest in the mangroves behind her home She can even recognize when it is low tide Simply by taking a deep breath through her nose she can smell the clams and seaweed that bake in the hot sun on the shoreline as the water level goes down
488
Main Selection Student page 488
Develop Comprehension
1 MAINTAINDRAW CONCLUSIONS
What conclusions can you draw about
the village of La Laguna What are
some of the clues that tell you about
the village (Suggested answers It
is a very small village because there
are only a few dozen homes The
people who live there probably donrsquot
have very much money because their
houses are small and made of poor
materials It is probably far from other
towns because it is quiet the people
collect their own drinking water and
they do not have electricity all day
long)
2 GENRE PHOTO ESSAY
How do the photographs on pages
488 and 489 help to make life in La
Laguna more vivid for the reader (We
see the people and things that are
described in the text For example we
can see exactly what Adelina looks like
even the way her hair looks when it is
tangled by the wind We can also see
what the peoplersquos homes are like It is
clear that the town truly is quiet and
dusty)
Students should be able to identify
and describe characteristics of the
genre
1
2
488
In late January every afternoon after school Adelina walks to the beach to see if her friendsmdashthe gray whalesmdashhave returned At this same time every year the whales come traveling from as far away as Alaska and Russia They slowly and steadily swim south covering more than fi ve thousand miles along the Pacifi c Coast during November December and January
489
Develop Comprehension
3 STRATEGYANALYZE TEXT STRUCTURE
Teacher Think Aloud
I know that
authors of informational texts
often organize the information in
sequence or time order In this
paragraph I read that the gray
whales return to the beach near
Adelinarsquos home at the same time
every year The paragraph begins
with the sequence words ldquoIn late
Januaryrdquo Since the title of the essay
is Adelinarsquos Whales I think that the
essay will follow the sequence of
the whalesrsquo trip As I continue to
read Irsquoll look for more sequence
words to help me understand how
the sequence of the whalesrsquo travels
affects Adelina and her village
4 SEQUENCE
What signal words and phrases does
the author use to tell when the whales
travel (The phrase ldquoIn late Januaryrdquo
tells when Adelina expects to see the
whales ldquoAt the same time every yearrdquo
tells how often the whales come
ldquoDuring November December and
Januaryrdquo tells the part of the year
when the whales swim south) Add this
information to your Sequence Chart
Main Selection Student page 489
STRATEGIES FOR EXTRA SUPPORT
Question 4 SEQUENCEPracticing Language Help English language learners identify
words that signal sequence on Student Book page 489 Have them
reread the paragraph and tell you words that have something to
do with time or calendar dates Ask students to make a list of the
words Words lists might include late January afternoon after
time year during November December January Then discuss how
these words help students understand the information
Every winter the whales swim south along the Pacific Coast from Alaska and Russia
3
4
Adelinarsquos Whales 489
One night Adelina is awakened by a loud low rumbling noise It is the sound of a forty-ton gray whale exhaling a room-size blast of hot wet air As she has always known they would the gray whales have come again to visit Adelina smiles and returns to her sleep comforted by the sounds of whales breathing and snoring outside her window At daybreak she runs to the lagoon and sees two clouds of mist out over the water the milky trails of breath left by a mother gray whale and her newborn calf
490
Main Selection Student page 490
HOMETOWNS
Adelinarsquos village La Laguna is described in the first paragraph
of the selection as well as on page 491 There is something very
special about the area It is a gray whale nursery
Ask students to think about La Laguna and the place where they
live What is different about the two places What is the same
How do they think their lives would be different if they lived
where Adelina lives Have students use the questions above
and information from the selection to write a paragraph or two
paragraphs about the differences and the similarities between
Adelinarsquos village and the place where they live
Develop Comprehension
5 SEQUENCE
Use signal words to tell the sequence
of events on this page (Suggested
answer One night in January a
rumbling noise wakes Adelina up
Almost right away she recognizes
it as the sound of a whale exhaling
Then she realizes the whales have
returned as she knew they would
and goes back to sleep First thing in
the morning she runs to the lagoon
and sees a mother whale and her calf)
Summarize this information and add it
to your Sequence Chart
Every winter the whales swim south along the Pacific Coast from Alaska and Russia
The first whales arrive in the lagoon 5
490
The waters of the protected lagoon are warm and shallow The scientists who have come to visit and study the whales have explained that Laguna San Ignacio is the perfect place for the mother whales to have their babies and then teach them how to swim But Adelina knows why they really comemdashto visit her
Adelinarsquos family lives far away from big cities with highways and shopping malls Her little village does not have any movie theaters or traffi c lights but she knows that her hometown is a special place This is the only place on earth where these giant gray whalesmdashtotally wild animalsmdashchoose to seek out the touch of a human hand Only here in Laguna San Ignacio do whales ever stop swimming and say hello to their human neighbors Raising their massive heads up out of the water they come face-to-face with people Some mother whales even lift their newborns up on their backs to help them get a better view of those who have come to see them Or maybe they are just showing off sharing their new baby the way any proud parent would
491
Develop Comprehension
6 WRITERrsquoS CRAFT VOICE
The author writes about whales from
the point of view and in the voice
of Adelina who lives in the small
village in Mexico where the whales
visit every year Using this voice the
author involves the reader in the lives
of the villagers and the visits of the
whales Explain how the author gets
the reader more involved by offering
some examples of his voice (The
author says that Adelina feels especially
connected to the whales He does this
by highlighting her excitement and
interest in the whales and he draws
the reader into the special nature of
the whalesrsquo yearly visit to the small
village The author uses the stories her
grandfather tells about his first visit
with the whales and we get a sense
of the ongoing connection Adelinarsquos
family has to the whales)
Main Selection Student page 491
Find the sentence that contains the
word massive What other words could
you use in the sentence that mean
the same thing as massive (Possible
answers enormous huge gigantic)
6
Figurative Language Personification
Explain The literary device of personification is a kind of figurative
language that authors use to give human qualities or characteristics to
an animal object or idea
Discuss Have students reread the last three sentences on page 491
Ask them to identify the whalesrsquo actual behavior (The whales raise
their heads out of the water Mother whales lift their newborns onto
their backs) Then ask them what human characteristics or feelings
the author says the whales may have (They come ldquoface-to-facerdquo
with people and want their babies to have a better view They are
proud parents showing off their babies)
Apply Encourage students to consider why the author chose to
personify the whalesrsquo behavior Ask them to explain how this literary
device affects the way they think about the whales
Adelinarsquos Whales 491
492
Main Selection Student page 492
Develop Comprehension
7 GENRE PHOTO ESSAY
What statements in the text are
supported by the photograph on page
492 (The author says the whales come
to La Laguna to seek the touch of a
human hand The photograph shows
a whale coming close to the boat and
the manrsquos outstretched hands It also
shows that the whales make friendly
visits)7
Documentary Films
Explain A photo essay uses still photos while a documentary film
combines live action images and informational commentary
Discuss Have students respond to the photographs in the
selection Ask How do they add to our understanding of the people
and the whales How do they influence our opinions How do they
enhance communication Ask students how a documentary film
about the whales might be similar or different Remind them to use
Discussion and Conversation Guidelines on page 410I
Apply Have partners write proposals that explain how they would
make a documentary film about a wild creature Have them identify
a subject a location the target audience and the purpose or
message of the film What special equipment might they need
Then have students respond to each otherrsquos proposals
492
The whales have been coming to this lagoon for hundreds of years and Adelina is proud that her grandfather Pachico was the fi rst person to tell of a ldquofriendlyrdquo visit with one She loves to hear him tell the story of that whale and that day She listens closely as he talks about being frightened since he didnrsquot know then that the whale was only being friendly He thought he was in big trouble
Adelina looks fi rst at the tight leathery skin of her grandfather browned from his many years of fi shing in the bright tropical sun From his face she glances down to the small plastic model of a gray whale that he keeps close by As he begins to tell the story of his fi rst friendly whale encounter there is a twinkle in his eye and a large smile on his face Adelina and her father Runolfo smile too listening again to the story that they have heard so many times before
493
Develop Comprehension
8 MONITOR AND CLARIFY
The author says that Adelinarsquos
grandfather is the first person to
tell of a ldquofriendlyrdquo visit with a whale
Do you think he is the first person
ever to experience such a visit What
strategies can you use to help you
find an answer (Answers may vary
possible answer I can reread and
generate questions The author also
says that whales have been coming
to La Laguna for hundreds of years
Is it possible that other people have
had friendly encounters with them
The village is very small and poor so
it may not have been there as long as
the whales have returned to this spot
Perhaps at some other time in history
long before anyone who is alive
today can remember people also had
friendly visits with the whales)
Main Selection Student page 4938
SemanticMeaning Cues
Explain Tell students that good readers use their background
knowledge and context clues to help them understand what they
read
Model Discuss the word encounter on page 493
Irsquom not familiar with the word encounter but I know
it has to do with the grandfather and the whale I see the word
friendly used in the previous paragraph to describe the whalersquos
visit So encounter must mean ldquomeetingrdquo or ldquoa coming togetherrdquo
Apply Encourage students to use context clues and their
background knowledge to help them with other difficult words or
phrases such as the word biologist on page 498
Ways to Confirm Meaning
Think Aloud
Comprehension Research shows
that teaching word meanings to
older students significantly improved
vocabulary knowledge as well as
improving the comprehension of texts
containing the taught words
Steven A Stahl
Go to www macmillanmhcom
Adelinarsquos Whales 493
In a whisper her grandfather begins to draw them in Adelina closes her eyes to imagine the calm and quiet on that fi rst afternoon when his small boat was gently nudged by a huge gray whale As the boat rocked her grandfather and his fi shing partnerrsquos hearts pounded They held tight and waited preparing themselves to be thrown into the water by the giant animal The whale dove below them and surfaced again on the opposite side of their boat scraping her head along the smooth sides Instead of being tossed from the boat they were surprised to fi nd themselves still upright and fl oating
For the next hour the whale glided alongside them bumping and bobbing gentlymdashas gently as possible for an animal that is as long as a school bus and as wide as a soccer goal As the sun started to set behind them the whale gave out a great blast of wet snotty saltwater that soaked their clothes and stuck to their skin The whale then rose up inches away from their boat and dove into the sea Her fi rst visit was over
494
Main Selection Student page 494
Develop Comprehension
9 AUTHORrsquoS PURPOSE
How does the author show that the
grandfatherrsquos story is both vivid and
entertaining Use examples from the
essay to support your answer (The
author tells us how the grandfather
makes the story suspenseful by
beginning in a whisper We hear how
the menrsquos hearts were pounding when
the whale rocked their boat The
author also uses familiar things like
a school bus to let the reader know
how large the whales are Even though
the description of how the whale
soaked the men is a little disgusting it
definitely creates a strong image in the
readerrsquos mind)
Repeated Reading
Explain Tell students they will be echo-reading with an emphasis
on punctuation
Model Read the paragraph on Student Book page 494 starting
with the words ldquoIn a whisperrdquo and ending with ldquoupright and
floatingrdquo Emphasize pausing at commas and coming to a stop
at periods Repeat the paragraph one sentence at a time with
students echo-reading
Practice Divide the class into two groups The first group reads the
paragraph one sentence at a time The second group echo-reads
Then groups switch roles Listen for accuracy in studentsrsquo reading
for punctuation
9
494
As her grandfather fi nishes the story he looks to Adelina who joins him in speaking the last line of the story ldquoWell my friend no fi sh todayrdquo they say before breaking into laughter
SequenceRetell the grandfatherrsquos story
using sequence words
495
Develop Comprehension
10 SEQUENCE
Retell the grandfatherrsquos story using
sequence words (At first the two
men were quietly fishing on a calm
sea Then they felt the boat begin
to rock When they realized a whale
had bumped the boat they held on
waiting to be thrown into the water
Next the whale simply dove beneath
the boat and scraped her head along
its sides After that the whale spent
the next hour swimming alongside the
boat and gently bumping it As the
sun went down the whale sprayed the
men and swam away)
Ask students to respond to the
selection by confirming or revising
their predictions and purposes
Encourage them to write additional
questions they may have about the
selection
Main Selection Student page 495
Stop here if you wish to read
this selection over two daysSTOP
Can students use signal words
to tell the sequence of events If
not see the Extra Support on
this page
10
Sequence
If students are having difficulty reiterating the sequence of events
help them identify signal words in each of the sentences on page
494 Ask them to find the words that tell when or what time
something happened For example in the first sentence point out
the word begins and in the second sentence point out the phrase on
that first afternoon Ask how each of these lets the reader know when
an event happened If a sentence does not have a signal word or
phrase model adding one that makes sense in context For example
add While this was happening to the beginning of the fourth sentence
and Then to the beginning of the fifth sentence Have students retell
the episode briefly using similar signal words and phrases
Adelinarsquos Whales 495
After this fi rst friendly visit with the whales word quickly spread of the unique encounter between a wild fi fty-foot whale and a tiny fi shing boat Scientists and whale watchers started to come to Laguna San Ignacio to see the whales themselves Perhaps word spread among the whales too because now dozens of whales began to approach the small boats With brains as large as a carrsquos engine gray whales might even have their own language They ldquotalkrdquo in low rumbles and loud clicks making noises that sound like the tappings of a steel drum or the ticking that a playing card makes as it slaps against the spokes of a turning bicycle wheel Maybe they told each other that it was safe to visit here
496
Main Selection Student page 496
Develop Comprehension
11 STRATEGYANALYZE TEXT STRUCTURE
Teacher Think Aloud In this part of
the essay the author tells the story of
Adelinarsquos grandfatherrsquos first encounter
with a whale We learn that word of
this encounter spread and caused
several things to happen How
do these events fit into the larger
sequence of the essay
(Encourage students to apply the strategy
in a Think Aloud)
Student Think Aloud I learn that
more whales came to the lagoon
and that more scientists and whale
watchers started coming as a result
This section of the essay shows how
the whalesrsquo annual trip became an
important event for Adelinarsquos village
12 PERSONIFICATION
Explain ways in which the author gives
the whales human qualities on page
496 (He says that ldquoperhaps word spread
among the whalesrdquo but whales donrsquot
use words the way people do Then
he explains something about the ways
scientists think whales ldquotalkrdquo with each
other and says they may have ldquotoldrdquo
each other that it is safe to visit the
lagoon)
Find the sentence that contains the
word unique What are some words or
phrases that mean the opposite of unique
(Possible answers common ordinary
nothing special)
11
12
496
Adelinarsquos favorite time of the day is the late afternoon when her father and grandfather return from their trips on the water guiding visitors to see the whales They sit together as the sun goes down behind them and she listens to stories of the whales She asks them lots and lots of questions
Adelina has learned a lot about the gray whales She knows that when a whale leaps out of the water and makes a giant splash falling back in itrsquos called breaching When a whale pops its head straight up out of the water as if it is looking around to see what is going on it is called spyhopping Adelina also learned how the whalersquos wide fl at tail is called a fl uke and when it raises its tail up in the air as it goes into a deep dive that is called fl uking
497
Develop Comprehension
13 MAINTAINDRAW CONCLUSIONS
Why do you think Adelina does not go
out in the boats too (She may be in
school at the times they go out but
she is also probably too young to go
The whales are friendly but they are
still wild animals There is a risk that an
accident could happen)
14 SUMMARIZE
How would you summarize the
information about whales in the
second paragraph of page 497
(Suggested answer Whales show
a number of particular behaviors
Breaching is when a whale jumps out
of the water and splashes back in
Spyhopping is when a whale pokes
its head out of the water The wide
flat tail of a whale is called its fluke
Fluking is when the whale dives with
its tail up in the air)
Main Selection Student page 497
STRATEGIES FOR EXTRA SUPPORT
Question 14 SUMMARIZECross-Check Meaning Using Visuals Write the word breaching on the
board Tell students to find the word reread the sentence containing the
word and tell you the meaning of the word Provide help as needed
Then have students look through the photos in the selection to find one
that appears to illustrate breaching (pages 496 and 497) Allow students
to work with a partner Discuss the reasons why a photo could or could
not be an example of breaching Use gestures and drawings to help
students understand the actions involved in breaching when necessary
Repeat the activity with the words spyhopping (pages 490 and 494) and
fluking (page 487) Photos that seem to clearly demonstrate each word
are in parentheses
13
14
Adelinarsquos Whales 497
Although her home is a simple one on a sandy bluff hugging the edge of the Pacifi c Ocean Adelina has many new friends who come to share her world She has met people who come from beyond the end of the winding bumpy road that rings the lagoon Some are famous actors Some are politicians Some speak Spanish Some speak English Those that weigh forty tons speak to her in their own magical style The whales have taught her that the world is a big place
Adelina knows that she has many choices in her future Sometimes she giggles with delight at the idea of being the fi rst girl to captain a panga (a small open fi shing boat) and teach people about the whales in the lagoon Or sometimes she thinks she may become a biologist who studies the ocean and can one day help to unlock some of the mysteries of the whales in her own backyard Or maybe she will take pictures like the photographer whom she watches juggling his three cameras as he stumbles aboard the whale-watching boat But no matter what she chooses the whales will always be a part of her life
498
Main Selection Student page 498
Develop Comprehension
15 STRATEGYDICTIONARY
Read the sentence that contains the
word bluff Use a dictionary to find a
homograph for bluff Use each word
in a sentence that shows its meaning
Students should use context to
accurately read words with more than
one pronunciation (Sample answers
She stood on the bluff to see the valley
below Saying he would run away was
only a bluff)
16 MAIN IDEA AND DETAILS
What is the main idea of the second
paragraph on page 498 What details
support that idea (Main idea No
matter what Adelina decides to do in
the future it will have something to
do with the gray whales Supporting
details She may captain a fishing boat
and tell people about the whales
She may become a biologist and
study the whales She may become a
photographer who photographs the
whales)
16
15
498
For these three months Adelina knows how lucky she is to live in Laguna San Ignacio the little corner of Mexico that the gray whales choose for their winter home This is the place where two worlds join together She wouldnrsquot trade it for anything
SequenceWhat events drew whale watchers
to Laguna San Ignacio Be sure
to name the events in the order in
which they occurred
499
Develop Comprehension
17 SEQUENCE
What events drew whale watchers to
Laguna San Ignacio Be sure to name
the events in the order in which they
occurred (Gray whales have come to
the warm waters in the lagoon each
winter for hundreds of years Adelinarsquos
grandfather had the first ldquofriendlyrdquo
encounter with a whale Once the
whales and people began to ldquovisitrdquo
with each other more whales began
coming to the lagoon All sorts of
people from all over the world heard
about the whales and come to see
them in the lagoon)
Main Selection Student page 499
17
Cross-Curricular ConnectionCONSERVING SEA LIFE
For centuries the island nation of Japan has depended on
plants and animals from the ocean for food However the
Japanese have not been eager to pass laws to protect ocean
life and prevent pollution Recently though some Japanese
conservationists formed a group called the Human-Animal
Bond for the 21st Century One of the grouprsquos members Keiichi
Iwashige built a conservation center for dolphins in Cambodia
This center will work to prevent dolphins from drowning in
fishing nets The group also wants to raise awareness about
dolphins
Have students draw posters or write the text for a Web site
asking people to help protect the dolphins In this way they
can understand a task through group cooperation
Adelinarsquos Whales 499
In the early spring the lagoon grows quiet One by one the whales swim off heading north for a summer of feeding On their heads and backs they carry the fi ngerprints of those they met the memories of their encounters in Mexico Maybe as the whales sleep they dream of the colorful sunsets of Laguna San Ignacio
Every afternoon Adelina continues to gaze across the water Sometimes now when she closes her eyes she can still see the whales swimming by And if she listens really closely she can even hear their breathing
500
Main Selection Student page 500
Develop Comprehension
18 STRATEGYANALYZE TEXT STRUCTURE
How does the information that
the author includes in the last two
paragraphs help to bring the sequence
of events in the photo essay to a close
Student Think Aloud I know that
the lagoon is the whalesrsquo home only
in the winter They have to leave
and head north every spring to
search for food The author makes
it seem as if both the whales and
the people are saying good-bye
He talks about the whales having
memories of the people they met
and dreams about the sunsets
at the lagoon Those sound like
reactions that people would have
He also describes how Adelina still
sees and hears the whales after they
are gone I can use this information
to complete my Sequence Chart
FIGURATIVE LANGUAGE
Explain that the whales do not actually ldquocarry the fingerprintsrdquo of the
people The author does not mean that the whales have fingerprints
on them He chose to express the connection between the whales
and the people in this poetic way
18
Every winter the whales swim south along the Pacific Coast from Alaska and Russia
The first whales arrive in the lagoon
In the spring the whales leave the lagoon to feed up north
500
501
Develop ComprehensionRETURN TO PREDICTIONS
AND PURPOSES
Review studentsrsquo predictions and
purposes Were they correct Did
students find out how the whalesrsquo
yearly visits affected Adelinarsquos life (She
has learned much about gray whales
has made new friends and wants to
do work involving the whales)
REVIEW READING STRATEGIES
What questions do you have about
the selection What strategies can
you use to answer them
In what ways did identifying the
sequence of events help you to
understand the selection
What strategies did you use when
you came to difficult words
PERSONAL RESPONSE
Ask students to discuss and write
about an experience that helped them
think about what they would like to do
when they grow up
Main Selection Student page 501
During Small Group Instruction
If No Approaching Level Leveled
Reader Lesson p 507P
If Yes On Level Options
pp 507Qndash507R
Beyond Level Options
pp 507Sndash507T
Can students analyze
the structure of a text that
presents factual information
in sequential order
Adelinarsquos Whales 501
A Snapshot ofRichard Sobol
Richard Sobol is a photographer who has snapped many different subjects in his long career For the past few years Richard has spent a lot of time photographing wildlife including the whales He is especially interested in capturing images of endangered species
Other books by Richard Sobol
Authorrsquos PurposeNonfiction texts are often written to inform the reader or to explain something Why did Richard Sobol write Adelinarsquos Whales What clues help you figure out his purpose in creating this photo essay
Find out more about Richard
Sobol at wwwmacmillanmhcom
502
Respond Student page 502
Author and Illustrator
A SNAPSHOT OF RICHARD SOBOL
Have students read the biography of
the author and photographer
DISCUSS
How might Richard Sobolrsquos work in
photography have helped prepare
him to write this book
How might photographs such as
the ones Sobol took help save
endangered species
What do you think Sobolrsquos position
is on the subject of endangered
species Explain
What are his views on gender Do
you think Sobol believes Adelina
might grow up to be a whale
specialist
WRITE ABOUT IT
Ask students to think of an animal they
would like to know more about Have
them write a paragraph explaining
what they would want to learn and
observe if given the chance to live
among those animals
Students can find more information about Richard Sobol at wwwmacmillanmhcom
Authorrsquos CraftTheme
The theme of any piece of writing is the main idea or message
which tells the reader what the article or story is about
Whales are beautiful and worth saving This is one way to state
the theme of Adelinarsquos Whales
Ask students for other ways to state the theme of the photo
essay such as Living in tune with nature has many rewards
Then ask students to look again at the photographs and find the
ones they think relate most closely to the theme
Authorrsquos PurposeTell students that authors who write to
inform often provide examples in the
form of text features like photographs
Have students look in the story for
clues that will help them determine
Richard Sobolrsquos intentions
502
Comprehension Check
Summarize
Summarize the relationship between
humans and gray whales in Laguna San
Ignacio Use your Sequence Chart to
organize events in the correct order
Think and Compare
1 When did scientists and whale watchers start going to Laguna
San Ignacio Use text details to support your answer Analyze
Text Structure Sequence
2 Reread page 494 of Adelinarsquos Whales Why do you think the
massive whale did not overturn the small boat Use details
from the text to support your answer Analyze
3 How would you organize a club to study whales and visit
Laguna San Ignacio Develop a plan to show the steps you
would take Apply
4 Can you predict what will happen to the whales and Adelinarsquos
community if the lagoon becomes polluted Synthesize
5 Read ldquoA Whale of a Triprdquo on pages 484ndash485 What did you
learn about whales in this article that was not in Adelinarsquos
Whales ReadingWriting Across Texts
503
Comprehension Check
SUMMARIZE
Have partners summarize Adelinarsquos
Whales by paraphrasing Remind
students to use their Sequence Chart
to help them organize their summaries
THINK AND COMPARE
Sample answers are given
1 Sequence Scientists and whale
watchers started going to Laguna
San Ignacio after Adelinarsquos
grandfather began to tell about his
first friendly visit with the whales
2 Analyze Students should suggest
that the whale was curious about
the boat and the people in it She
did not mean to harm them and
was careful not to turn the boat
over
3 Text to Self Answers may vary
Students might say they would
get permission from their school
to start a club They might put
up posters to try to persuade
other students to join and then
do research to learn more about
whales USE ON MY OWN
4 Text to World If the lagoon
becomes polluted the whales could
get sick or even die If that happens
tourists and scientists may stop
coming to Laguna San Ignacio
FOCUS QUESTION
5 Text to Text In ldquoA Whale of a Triprdquo
we learn about baleen whales how
they eat and how they need to be
protected from tuna fishing nets
The story of Adelinarsquos Whales not
only talks about whales but it also
tells us about Adelinarsquos community
Respond Student page 503
On My Own
Model the On My Own strategy with question 3
The answer is not in the selection You have to use what you already
know to answer the question
Question 3 Think Aloud
I know that there are many ways to
get classmates together for a good cause or a fun event Many
people think whales are fascinating creatures Doing research
about marine life looking into related groups using the Internet
and writing to marine biologists might be a fun and interesting
way to start a club dedicated to the study of whales
Adelinarsquos Whales 503
FluencyComprehension
As I read I will pay attention to tempo and match the action in the story
Did you know that whales talk to each other Whales
10 make sounds for different reasons Some sounds are used to
20 locate calves Others are used to find mates Whales even use
31 sounds to warn other pod members that a predator is around
42 Toothed whales click and whistle in order to locate food
52 Baleen whales make knocking moaning snoring and
59 rumbling noises Humpback whales sing but not during
67 feeding season They save their tunes for the warmer waters
77 where they spend their breeding season Some scientists
85 believe they are singing love songs Other scientists think
94 they are sending out threats like ldquoGo awayrdquo We may never
105 know exactly why whales sing
110 Some humpback whales swim up to the surface and take
120 a few breaths Then they dive under the water and start to
132 sing They do not move when they sing Their underwater
142 songs can be heard for miles Sometimes they sing for a half
154 hour without stopping 157
Comprehension Check
1 What actions does a humpback whale take when it sings Sequence
2 Why might a whale need to communicate with another whale Draw Conclusions
Words Read ndash Number of Errors = Words
Correct Score
First Read ndash =
Second Read ndash =
A humpback whale swims to the surface and takes a few breaths Then the whale dives under the water to sing The whale does not move when singing
Whales might need to communicate with other whales to warn them about predators to find mates or to locate their calves
On Level Practice Book O page 136
Approaching Practice Book A page 136
Beyond Practice Book B page 136
Transparency 19
FluencyRepeated Reading Tempo
EXPLAINMODEL Tell students they will be doing a choral reading
or reading out loud together Point out that the passage on
Transparency 19 begins with slow action and a slow mood After
the whale nudges the boat the fishers become frightened and the
action picks up As you model reading the passage increase the
speed the second and third times you read through the last four
sentences Have students pay attention to the tempo
PRACTICEAPPLY Reread the first two sentences of the passage
with students Then divide them into two groups Have groups
alternate reading sentences Remind students to pay attention to
the tempo changes they should make Students will practice fluency
using Practice Book page 136 or the Fluency Solutions Audio CD
Objectivesbull Read accurately with good
tempo
bull Rate 102ndash122 WCPM
Materials
bull Fluency Transparency 19
bull Fluency Solutions
bull Leveled Practice Books p 136
Vary Reading Pace Act
out the actions as you
explain the sequence of
events in the passage
Next read it aloud using
lots of expression and
gestures to help with
meaning Then echo-read
the passage with students
Ask students to imitate
your tempo and voice
During Small Group Instruction
If No Approaching Level Fluency p 507N
If Yes On Level Options pp 507Qndash507R
Beyond Level Options pp 507Sndash507T
Can students read accurately with good tempo
In a whisper her grandfather begins to draw them in Adelina closes her eyes to imagine the calm and quiet on that first afternoon when his small boat was gently nudged by a huge gray whale As the boat rocked her grandfather and his fishing partnerrsquos hearts pounded They held tight and waited preparing themselves to be thrown into the water by the giant animal The whale dove below them and surfaced again on the opposite side of their boat scraping her head along the smooth sides Instead of being tossed from the boat they were surprised to find themselves still upright and floating
Fluency Transparency 19
from Adelinarsquos Whales page 494
503A
Draw Conclusions
Introduce 413A-B
Practice Apply
414ndash437 LeveledPractice 113ndash114
Reteach Review
443MndashT 447AndashB 448ndash463 469MndashT Leveled Practice120ndash121
Assess Weekly Tests Unit 4 Test Benchmark Tests A B
Maintain 503B 529B 557B
FluencyComprehension
ComprehensionMAINTAIN SKILLDRAW CONCLUSIONS
EXPLAINMODEL
You can use information from a selection as well as personal
experience to draw conclusions
A reader can draw conclusions about a personrsquos character and
about events by looking for clues in the selection
Lead a class discussion about drawing conclusions in ldquoA Whale of a Triprdquo
PRACTICEAPPLY Discuss the photo essay Adelinarsquos Whales and
what details can help readers to draw conclusions Then ask student
partners to discuss the following questions Encourage them to take
notes so that they may share answers with their peers afterward
What tells you that Adelina enjoys living by the ocean
How do you know that Adelina wants to work with whales in the
future What do you think her grandfatherrsquos reaction will be
What can you conclude about the future of Laguna San Ignacio
(Students should be able to identify a conclusion that summarizes
the main idea)
Using conclusions and parts of their discussion have each student
write a paragraph that continues the story For comprehension
practice use the Graphic Organizers on pages 40ndash64 in the
Teacherrsquos Resource Book
Objectivebull Draw conclusions from
details in a story
Adelinarsquos Whales 503B
LOZ_Subhd_LFT LOZ_StudentPgs
PoetryA Limerick is a funny poem
with a specific pattern
of rhyme and meter All
limericks have five lines
Literary ElementsMeter is the rhythm of the
syllables in a line of poetry
Rhyme Scheme is the
pattern of rhymes within
a poem
There once was a whale named Alene
Who strained all her meals through baleen
But she dreamed of a lunch
With a food that goes ldquocrunchrdquo
Like a truckload of just-picked string beans
mdashDoreen Beauregard
Near our boat is a mammal named Luke
Whorsquos exceedingly proud of his fl uke
Just donrsquot call it a tail
Or this dignifi ed whale
Will respond with a splashy rebuke
mdashDoreen Beauregard
WWhale hale WWatchatch
The meter in these three lines is created by emphasizing the third sixth and ninth syllables
LLimericksimericks
aa MMealealAA WWhalehale ofof
504
Paired Selection Student page 504
PoetryGENRE LIMERICK
Have students read the bookmark on
Student Book page 504 Explain that a
limerick
is meant to be funny
sometimes contains idioms puns or
other kinds of figurative language
Literary Elements Meter and Rhyme Scheme
EXPLAINMODEL
Tell students that literary elements
such as meter and rhyme scheme help
give poetry its rhythm
Meter is the rhythm or beat
of a poem It is created by the
arrangement of accented and
unaccented syllables in a line
Rhyme scheme is the pattern of
rhymes in a poem Capital letters are
used to represent each individual
rhyme
Discuss how ldquoWhale Watchrdquo contains
three accented syllables in lines 1 2
and 5
PRACTICEAPPLY
Have students point out the rhyme
scheme of the limerick on page
505 Where does the rhyme scheme
change (the second and third lines)
Read ldquoA Whale of a Mealrdquo ldquoWhale Watchrdquo and
ldquoThe Podless Whalerdquo
As you read remind students to apply what they have learned
about limericks
1
2
504504
Poetry
Connect and Compare1 What is the rhyme scheme of ldquoWhale Watchrdquo What if the last
line rhymed with the third and fourth lines Rhyme Scheme
2 Why were the sea bass in ldquoThe Podless Whalerdquo bewildered
Apply
3 How are the whales in these poems similar to the ones in
Adelinarsquos Whales How are they different
ReadingWriting Across Texts
There once was a whale near Cape Cod
Who just could not locate his pod
So he joined with a mass
Of bewildered sea bass
Who found this behavior quite odd
mdashDoreen Beauregard
P Podless odless WWhalehaleTheThe
The last line of a limerick always rhymes with the first two lines The second and third lines have a different rhyme
Find out more about limericks at wwwmacmillanmhcom
505
1 LITERARY ELEMENTS RHYME
SCHEME
If the name of the whale in ldquoA Whale
of a Mealrdquo were changed to Rose what
other words would have to change in
the poem (baleen string beans) Why
(This poem is a limerick so its rhyme
scheme must be AABBA)
2 LITERARY ELEMENTS METER
What is the meter used in the limerick
ldquoWhale Watchrdquo (Lines 1 2 and 5 have
three beats Lines 3 and 4 have two
beats)
3 MAKE INFERENCES
What is a group of whales called What
poem helped you figure this out (A
group of whales is called a pod This
can be figured out from ldquoThe Podless
Whalerdquo)
Connect and Compare
SUGGESTED ANSWERS
1 The rhyme scheme of ldquoWhale
Watchrdquo is AABBA If the last line
rhymed with the third and fourth
lines the rhyme scheme would be
AABBB and this would not be a
limerick RHYME SCHEME
2 The sea bass were bewildered
because a whale became a member
of their group and this is not
typical of whale behavior APPLY
3 FOCUS QUESTION The whales in
these poems are similar to the ones
in Adelinarsquos Whales because they
share whale characteristics such as
swimming near boats and in pods
They are different from Adelinarsquos
Whales because they are fictional
Adelinarsquos whales are real READING
WRITING ACROSS TEXTS
Paired Selection Student page 505
Internet Research and Inquiry Activity Students can find more
facts about limericks at wwwmacmillanmhcom
3
HISTORY AND CULTURE OF LIMERICKS
Limericks derive from the Irish town of Limerick and date back to
the 14th century Limericks were originally used in nursery rhymes
for children Later these rhymes were repeated and changed by the
working classes who created choruses based on the refrain ldquoWill
you come to Limerickrdquo
A famous childrenrsquos book of limericks Edward Learrsquos Book of
Nonsense was published in England in 1846 Because limericks are
short and funny they have survived to this day across many cultures
Adelinarsquos Whales 505
Why We Need Whales
by Maggie W
We learned in class today that some kinds
of whales are in danger of becoming extinct
I think we should try to save them We need
whales
Why do we need whales We donrsquot need
them for food They donrsquot do any work for us
But they are fascinating to watch They seem
to play and talk together The world would be
less interesting if there were no whales
I want the world to be an interesting place
so I hope there will
always be whales
making their wonderful
noises
Share YourShare YourPoint of ViewPoint of View Writerrsquos Craft
VoiceWriters want their readers to understand their point of view They use appropriate words to show voice and to share their opinions
I tried to show why I feel that whalesare important
I think whales are great I wrote this to express my point of view about whales
506
Features of a Point-of-View Article
In a point-of-view article the writer gives his or her opinion about
a subject A writer should use good reasons to explain his or her
point of view
It is written using first person
It describes a writerrsquos opinion about a subject
It uses supporting statements in a logical order
WritingVoice
READ THE STUDENT MODEL
Read the bookmark about voice
Explain that a writerrsquos voice shows his
or her personality It helps readers to
hear changes in the writerrsquos feelings
just as they would if the writing were
spoken aloud
Have students turn to page 477
Discuss the writerrsquos voice and its effect
Then have the class read Maggie Wrsquos
article and the callouts Tell students
that they will write an article about the
importance of animals They will also
learn how to create a voice that shows
their feelings
WRITINGbull Explanatory Writing
bull Writerrsquos Craft Voice
WORD STUDYbull Words in Context
bull Dictionary
bull Phonics Words with oi and ou
bull Vocabulary Building
SPELLINGbull Words with oi and ou
GRAMMARbull Possessive Pronouns
SMALL GROUP OPTIONS
bull Differentiated Instruction pp 507Mndash507V
506
Transparency 73
Writing Transparency 73
Explanatory Writing
Writerrsquos Checklist Ideas and Content Did I explain my point of view
clearly
Organization Did I state my opinion first and then
give reasons to explain it Did I save the strongest
reason for last
Voice Is my voice clear as I write about the topic
Word Choice Did I choose words carefully
Sentence Fluency Did I vary the length of
my sentences
Conventions Did I spell possessive pronouns
correctly
Your TurnWrite an article of one or two paragraphs to explain
your point of view about the importance of animals
You may write about animals in general or one kind
of animal in particular State your opinion and
give strong reasons for it Save your strongest
reason for last Back up your reasons with
examples End by restating your opinion
Use the Writerrsquos Checklist to check
your writing
507
PREWRITE
Read and discuss the writing prompt
on page 507 Students can brainstorm a
list of animals they feel it is important
to save Ask them to choose the animal
they care most about saving
Display Transparency 73 and discuss
how Maggie used a point-of-view chart
to plan an article with opinions about
animals including the use of strong
supporting statements Have students
use a point-of-view chart to plan their
own articles
DRAFT
Display Transparency 74 Discuss how
Maggie used her chart to organize and
write a draft of her article Talk about
how she could improve the draft Before
students write present the explicit
lesson on Voice on page 507A and
the Ideas and Content and Purpose
and Audience mini lessons on page
507B Have students use their charts
to write their articles Remind them to
keep their purpose and audience in
mind to express strong opinions and to
emphasize strong supporting statements
REVISE
Display Transparency 75 and discuss
Maggiersquos revisions Point out that she
added sentences to show her feelings
about whales Students can revise their
drafts or keep them to work on later
If students choose to revise have
them work in pairs to use the Writerrsquos
Checklist on page 507 Then ask
students to work with a partner to
proofread their writing For Publishing
Options see 507A For lessons on
Possessive Pronouns and Spelling
see page 507B and 5 Day Spelling and
Grammar on pages 507Gndash507J
Transparency 73 Point-of-View
Chart
Transparency 74 Draft
Transparency 75 Revision
Writing Student pages 506ndash507
Point of View Chart
Opinion
We should save whales
Reason
They are fun to watch
Reason
They play and talk together
Reason
They make the world interesting
Writing Transparency 73
Adelinarsquos Whales 507
SPEAKING STRATEGIES
Use tone of voice to show
exciting parts of the article
Change voices when the
strongest feelings are
mentioned
Look at the audience
to help them see your
interest in the article
LISTENING STRATEGIES
Listen to hear how the
author feels about saving
the animal
Try to imagine the setting
of the article in your mind
VoiceEXPLAINMODEL
Good writers use language that shows their feelings about a topic
These feelings make up the writerrsquos voice Reread the first paragraph
of the model on page 506 Point out that Maggie shows her strong
feelings about saving whales when she says we need them and that
they are fascinating to watch Display Transparency 76
Think Aloud The first example shows me how the writer feels
about her cat He is her best buddy She likes it when the cat
comes to see her in the garden The second example tells me
only the facts without saying how the writer feels about them
I donrsquot learn as much about the writer or the animal from this
example
Writing Transparency 76
Transparency 76
PRACTICEAPPLY
Work with students to read the two choices in each set Invite
volunteers to identify the stronger voice in each set and explain
how it shows the writerrsquos feelings Then have students identify and
discuss voice in another story they have recently read
Tell students that as they draft their article they should think about
ways to create a voice that shows their feelings about the animal or
animals they are describing
Publishing OptionsStudents can read aloud their article to the class See Speaking and Listening tips below They can also use their best cursive to write their article (See Teacherrsquos Resource Book pages 168ndash173 for cursive models and practice) Then invite students to illustrate their articles or act them out with a friend
4- and 6-Point Scoring Rubrics
Use the rubric on pages 539Gndash
539H to score published writing
Writing Process
For a complete lesson see Unit Writing on pages 539Andash539H
Writing
Writerrsquos Craft
Voice
Strong Voice Gumby is my best buddy It feels great when he
appears in the garden and then jumps on my back
to purr and watch me dig
Weak Voice Gumby is my cat He walks through the garden to
watch me dig
1 Wow Seeing Flossie run across the lawn to greet
me is so fantastic She barks loudly as if shersquos as
glad to see me as I am to see her
2 Flossie runs across the lawn to greet me She
barks loudly
3 My parrot Polly talks all the time I like the sound
of her voice She always tells me that Irsquom her friend
4 I love to hear Polly my pet parrot talk all the
time Her voice is music that fills our familyrsquos
kitchen Best of all she always tells me that Irsquom
her friend
(1 strong 2 weak 3 weak 4 strong)
Writing Transp
arency 76
507A
Technology
Writing
Writerrsquos Toolbox
Possessive Pronouns
ExplainModel Possessive pronouns take the
place of nouns that show ownership as in her
Point out the first possessive pronoun her in the
first sentence of Adelinarsquos Whales on page 494 This
pronoun shows that the grandfather is Adelinarsquos
PracticeApply Work with students to find more
possessive pronouns in the story on page 494
Have them identify the ownership each pronoun
suggests For a complete lesson on possessive
pronouns see pages 507Indash507J
Mechanics Do not use apostrophes in possessive
pronouns As students proofread their stories ask
them to check that they have used possessive
pronouns correctly
Writing Trait Ideas and Content
ExplainModel Good writers state their opinions
or point of view at the beginning of their writing
They use appropriate words to show voice and
they use good reasons and examples to support
their opinions and explain their point of view
They end their writing by repeating their opinion
strongly in a closing sentence
PracticeApply Have students reread the student
model on page 506 Discuss the callouts on the
left Can students identify Maggie Wrsquos point of view
in her article Ask students if Maggie W supports
her point of view
Purpose and Audience
ExplainModel Point out that one purpose of
writing an article is to inform and persuade the
audience of your opinion Using examples as
Maggie did helps to do this
PracticeApply As students draft tell them to
consider their audience They should use ideas that
will appeal to the people who will read their article
Spelling Words with oi and ou
Ask students to find the words noise and clouds in
the main selection on page 490 Point out that the
sound oi is spelled oi in noise Explain that the
sound ou is spelled ou in clouds but can also be
spelled ow as in flowers For a complete lesson on
words with oi and ou see pages 507Gndash507H
Remind students to use centering to position their title
correctly and to use formatting to capitalize the first letter
in each important word of the storyrsquos title
Adelinarsquos Whales 507B
Word StudyWord Study
Objectivesbull Apply knowledge of word
meanings and context clues
bull Use a dictionary to look up the
meanings of homographs
Materials
bull Vocabulary Transparencies 37
and 38
bull Leveled Practice Books p 138
Review
VocabularyWords in Context
EXPLAINMODEL
Review the meanings of the vocabulary words Display
Transparency 37 Model how to use word meanings and context
clues to fill in the first missing word with students
Think Aloud In the first sentence I learn that the speaker is going
on a boat to whale watch The speaker makes a note about the
boatrsquos size A boat for whale watching would be large I think that
the missing word is massive When I try massive in the sentence it
makes sense
PRACTICEAPPLY
Help students complete item 2 Then have them use context clues
to write missing words for items 3ndash6 on a separate sheet of paper
Students can exchange papers check their answers and explain the
context clues they used to determine the missing words
Fun with Puns Remind students that the vocabulary word dove
is a homograph Review its pronunciations and definitions Have
students work in small groups to create puns using dove Invite
groups to share their puns with the class
Give Examples For massive
sketch a bus and a whale on
the board Say A bus is big
but a whale is massive Have
students brainstorm other
examples in pairs
tangles (p 488) things
twisted together such as
strands of hair
rumbling (p 490) heavy
deep and rolling
snoring (p 490) making
loud breathing sounds
when sleeping
massive (p 491) big or
heavy
dove (p 494) jumped into
the water head first
unique (p 496) one of a
kind
politicians (p 498) people
who hold a government
officeVocabulary Transparency 37
Transparency 37
dove massive politicians rumbling snoring tangles unique
1 We boarded the massive boat amazed at its size and hoped it would be a good day for whale watching
2 The politicians had done a good job of protecting the whales in this bay so I was hopeful that we would see many whales
3 I stepped over the nets that lay in tangles on the deck
4 I watched as the birds dove into the ocean to catch their dinner
5 When I heard a rumbling sound I looked toward the horizon where I saw a unique sight a whale
6 I shouted for my father but when I heard his snoring I knew that he had missed the fantastic sight
507C
Vocabulary Strategy Transparency 38
Word Study
Homographs are words that have the same spelling but different meanings They may also have different pronunciations
Read the list of homographs and their meanings Then read the sentences and decide the meaning of the underlined homograph Write the letter of the correct meaning in the blank next to the sentence
dove ndash a past tense of dive b a kind of bird
fluke ndash c part of a whalersquos tail d something lucky
1 The whale splashed the surface of the water with its fl uke
2 The eagle dove for its prey
3 It was a fl uke that my mother won the game
4 The bird watchers saw a mourning dove sitting in a tree
Pick another homograph Write one sentence for each meaning of the word
5
6
c
a
d
b
My brother gave his girlfriend an engagement ring
Possible response provided
I didnrsquot hear the phone ring so I missed your call
On Level Practice Book 0 page 138
Approaching Practice Book A page 138
Beyond Practice Book B page 138
Practice Vocabulary
Homographs can be
confusing to students
especially those that are
pronounced differently
Create sentences for pairs
of words and model how
to guess the meaning
through the context
Practice with dove wind
and bow
Transparency 38
Homographs
1 What was the content of Karlarsquos lettera subject or topic nounb satisfied adjective
2 We tried to wind the kite string around a sticka moving air nounb to wrap around verb
3 Casey did not shed a tear as he watched the sad moviea to pull apart or into pieces verbb a drop of fluid that comes from the eye noun
4 Tanya put dates and nuts in her breada specific points in time nounb fruits from palm trees noun
PRACTICEAPPLY
Ask students to look up meanings and write sentences for the
following homographs bow row and present
During Small Group Instruction
If No Approaching Level Vocabulary pp 507Nndash507O
If Yes On Level Options pp 507Qndash507R
Beyond Level Options pp 507Sndash507T
Do students understand word meanings Can students use
context clues and dictionaries to understand homographs
STRATEGYDICTIONARY HOMOGRAPHS
EXPLAINMODEL
Remind students that homographs are words that are spelled alike
but have completely different meanings and may have different
pronunciations Explain how a dictionary and context clues can help
a reader to figure out the correct meaning and pronunciation of
homographs
Read the first sentence and definitions on Transparency 38 Model
how to figure out the meaning of content trying both definitions
and pronunciations Ask student volunteers to read aloud and
choose the correct homograph definitions for numbers 2ndash4
Adelinarsquos Whales 507D
The oi sound can be spelled with oi as in foil or with oy as in boy The ou sound can be spelled with ou as in couch or with ow as in now Keep in mind though that not all words containing oi have the oi sound and not all words spelled with ou and ow have the ou sound
In each row of words below there is one word that does not belong If the word does not have the same sound as the others make an X over it If the word is a homograph sometimes pronounced like the other words and sometimes pronounced differently put an asterisk () next to it Then on the blank line add another word that belongs with the group you made
1 joy foil employ onion
2 bow allowed south outside
3 coil destroy oil going
4 mouth doubt through how
5 broil doing spoil noise
6 sow tower frown sprout
7 couch dough cloud crowd
8 enjoy soil shooing toys
9 now enough crown proud
10 brow cow low down
11 annoy voices boil porpoise
12 thought shower loud trout
oi word
ou word
oi word
ou word
oi word
ou word
ou word
oi word
ou word
ou word
oi word
ou wordporpoiseporpoiseporpoiseporpoisepp
on on onioonioonioonioononoo
ngnggoigoigoigoingngnn
ughughhrohrothrothroughughouou
doing doing doing doing ii
ugh ugh doudoudoudouughughuu
oingoingshooshooshooshoooingoingoo
ughughenoenoenoenoughughouou
wwlowlowowowwwww
ught ught houhouthouthouughtughtuu
On Level Practice Book O page 139
Approaching Practice Book A page 139
Beyond Practice Book B page 139
Word Study
Phonics Decode Words with oi and ou
EXPLAINMODEL
Remind students that the letters oi and oy almost always spell the
sound oi The letters ou often spell ou unless they are followed
by r or gh The letters ow often spell ou but they may also spell
ō Write bow
Think Aloud
This word is a homograph When I say bou I know
the word means ldquoto bend the headrdquo or ldquothe front of a boatrdquo
When I say bō I know the word means ldquoa weaponrdquo or ldquoa knot
with loopsrdquo I need to look at the context to figure out which
word the writer means
PRACTICEAPPLY Write these words on the board joy spoil
mountain blouse coin tower and around Have students underline
the letters that spell ou and oi Then have them read the words
aloud pronouncing each sound with emphasis
Decode Multisyllabic Words Write these words on the board
voyage hardboiled encounter southpaw ownership and nowadays
Model how to decode voyage focusing on the sound oi Then work
with students to decode the other words explaining the spelling
of each sound For more practice use the decodable passages on
Teacherrsquos Resource Book page 23
Fill-in-the-Blanks Have students write out ten Spelling Words or
other words with the ou or oi sound Tell them to leave blanks
for the letters that represent these vowel sounds For example
C L _ _ N Students can trade papers with a partner and fill in the
missing letters
Word Study
Objectivesbull Decode the sounds ou and
oi
bull Identify and write sentences
with homophones
Materials
bull Leveled Practice Books p 139
bull Teacherrsquos Resource Book p 23
Use Context Hearing
and distinguishing vowel
sounds can be challenging
for students As students
read and hear the words
within the context of
shared reading and writing
activities they will connect
the sounds to their spelling
patterns
During Small Group Instruction
If No Approaching Level Phonics p 507M
If Yes On Level Options pp 507Qndash507R
Beyond Level Options pp 507Sndash507T
Can students decode words with oi and ou
507E
Spiral Review
Vocabulary Game Form two teams Divide the
Vocabulary Cards electrical globe decayed
amazement loosened midst mysterious patchwork
responsibility and soared from past weeks between
the teams
A Team 1 player takes a card and reads the word
A Team 2 player tells the wordrsquos meaning and uses
it in a sentence If the definition and sentence are
correct Team 2 gets a point If not the card is
returned to the bottom of the pile Then a Team 2
player takes a card and reads the word
Continue playing until all the words have been
correctly defined and used in sentences The team
with the most points wins
Vocabulary Building
Homophones Write on the board The children
let out (wails)(whales) because they couldnrsquot see
the (wails)(whales) Remind students that a
homophone is pronounced in the same way as
another word but has a different meaning and
spelling Have students write more sentences
containing homophone pairs or triples (there
theyrsquore their) Make sure students know how
homophones differ from homographs
Word Study
Vocabulary PuzzleMaker For additional vocabulary and
spelling games go to
wwwmacmillanmhcom
Vocabulary Building
Adjectives Verbshuge spray
humpback swim
endangered spout
slippery leap
Apply Vocabulary
Write a Personal Narrative Using the vocabulary
words ask students to complete the following
sentence ldquoI had a whale of a good time when rdquo
Tell students to continue writing after completing
this sentence Remind students to use descriptive
language that appeals to the five senses They
should provide a context to allow the reader
to picture the world of the event Post student
writing inside the body of a whale on a display
board
Oral Language
Expand Vocabulary Write the weekly topic
Whales on the board above a two-column chart
Label the columns Adjectives and Verbs Using the
selection print and electronic resources including
interviews and newspapers tell students to
brainstorm adjectives or verbs relating to whales
Adelinarsquos Whales 507F
5 Day Spelling
Words with oi and ouSpelling
Pretest Word Sorts
Spelling Practice Book pages 115ndash116 Spelling Practice Book page 117
Dictation Sentences 1 A daisy is a flower
2 We heard voices outside
3 The princess hid in the tower
4 We dumped a mound of dirt
5 I read a story about a cowboy
6 Her wedding gown was beautiful
7 You frown when you are not happy
8 We drove south to Florida
9 Why are the dogs howling
10 It will annoy Mike if you keep interrupting him
11 The car made noises yesterday
12 My kitten weighs about a pound
13 The hound followed the scent
14 Put your money in the pouch
15 We collected a thousand cans
16 I wound the rope around the tree
17 Irsquom a grouch when Irsquom tired
18 I felt fine but I still had a cough
19 Irsquove grown two inches in a year
20 They took a voyage to China
ReviewChallenge Words 1 I ate a peanut butter cookie
2 Use the zoom on your camera
3 The new mall is huge
4 During a drought we canrsquot water the grass
5 We took the bus downtown
Words in bold are from the main selection
flower south thousand
voices howling wound
tower annoy grouch
mound noises cough
cowboy pound grown
gown hound voyage
frown pouch
Review cookie zoom huge
Challenge drought downtown
ASSESS PRIOR KNOWLEDGE
Using the Dictation Sentences say
the underlined word Read the
sentence and repeat the word
Have students write the words on
Spelling Practice Book page 115
For a modified list use the first 12
Spelling Words and the 3 Review
Words For a more challenging list
use Spelling Words 3ndash20 and the
2 Challenge Words Have students
correct their own tests
Have students cut apart the Spelling
Word Cards BLM on Teacherrsquos
Resource Book page 84 and figure
out a way to sort them Have them
save the cards for use throughout
the week
Use Spelling Practice Book page 116
for more practice with this weekrsquos
Spelling Words
For Leveled Word Lists go to
wwwmacmillanmhcom
TEACHER AND STUDENT SORTS
Review the Spelling Words
pointing out the oi or ou
sound in most words
Use the cards on the Spelling Word
Cards BLM Attach the key words
south flower noises and annoy to a
bulletin board Model how to sort
the words according to their vowel
sounds and spellings Have students
take turns choosing cards sorting
them and explaining how they
sorted them
When students have finished the
sort discuss any oddballs that do
not fit in any category (grown
cough) Point out that wound is a
homograph Then invite students to
do an open sort in which they sort
all the Spelling Words any way they
wish for example by rhyme or by
consonant blends Discuss studentsrsquo
methods of sorting
507G
SYNONYMS
Write the following list of words
on the board Have students copy
the words into their word study
notebooks and write the Spelling
Word that is a synonym for each
1 pile (mound)
2 scowl (frown)
3 trip (voyage)
4 crying (howling)
5 dress (gown)
Challenge students to identify
three Spelling Words that can be
used as both a noun and a verb
Have them write sentences for
both usages
Have partners write a sentence
for each Spelling Word leaving
a blank space where the word
should go They can exchange
papers and fill in the blanks
SPIRAL REVIEW
Review words with ū uuml and u
Write cookie zoom and huge on
the board Have students identify
the spelling of the ū uuml or u
sound in each word
PROOFREAD AND WRITE
Write these sentences on the
board including the misspelled
words Ask students to proofread
circling incorrect spellings and
writing the correct spellings
1 My lizard has grone and she
gained two pownds (grown
pounds)
2 My cogh is starting to annoi
me (cough annoy)
3 The noyses in the hall were
houling dogs (noises howling)
4 A thowsand voyces were
singing (thousand voices)
POSTTEST
Use the Dictation Sentences on
page 507G for the Posttest
If students have difficulty with any
words in the lesson have students
place them in a list entitled
Spelling Words I Want to Remember
in a word study notebook
Challenge students to look for
words that have the same vowel
patterns they studied this week
Spelling
Word Meanings Review and Proofread Assess and Reteach
Spelling Practice Book page 118 Spelling Practice Book page 119 Spelling Practice Book page 120
Adelinarsquos Whales 507H
5 Day Grammar
Possessive Pronouns
INTRODUCE POSSESSIVE
PRONOUNS
Present the following
A possessive pronoun shows
ownership
A possessive pronoun takes
the place of a possessive noun
Possessive pronouns never have
an apostrophe my your his her
its our and their
Possessive pronouns must match
the nouns they replace in both
number and gender Give the
pass to Armita Give the pass to
her This is Dillon and Leighrsquos car
This is their car
REVIEW POSSESSIVE PRONOUNS
Discuss with students how to
recognize possessive pronouns
INTRODUCE STAND-ALONE
POSSESSIVE PRONOUNS
Present the following
A stand-alone possessive
pronoun is not used directly
before a noun
Most stand-alone possessive
pronouns are formed by adding
s to the pronoun that is used
before a noun These pronouns
are yours hers ours theirs and
mine This report is ours That one
is yours
His and its are the same when
used as stand-alones or before
a noun His shirt was brown The
shirt was his
Grammar
Daily Language ActivitiesUse these activities to introduce each dayrsquos lesson Write the dayrsquos activity on the board or use Transparency 19
DAY 1Adelinas favorite time of year was when the whales visited she Her and her grandfather watch for them every day (1 Adelinarsquos 2 her 3 She and)
DAY 2Her grandfather knowed about whales too Him was the one who had the first friendly visit with whales (1 knew 2 He)
DAY 3Every Fisherman takes their rod on the boat They pull in his lines if a whale come close (1 fisherman 2 his rod 3 their lines 4 comes)
DAY 4The camera on Adelinas lap is herrsquos She is taking a voiage to cownt whales (1 Adelinarsquos 2 hers 3 voyage 4 count)
DAY 5Thowsands of people come to see the whales They act as though it is not mine town but theirrsquos (1 Thousands 2 my 3 theirs)
Introduce the Concept Teach the Concept
Possessive Pronouns
Write on the board This
pencil belongs to Sheila
It is pencil Model
how to choose the correct
pronoun in the second
sentence Create more
sentences using other
studentsrsquo names and your
name to practice all the
pronouns
Grammar Practice Book page 115
See Grammar Transparency 91 for modeling and guided practice
Grammar Practice Book page 116
See Grammar Transparency 92 for modeling and guided practice
507I
REVIEW POSSESSIVE PRONOUNS
Review how to identify possessive
pronouns
MECHANICS AND USAGE
POSSESSIVE NOUNS AND
PRONOUNS
Possessive nouns are formed with
apostrophes teachersrsquo books
Most possessive pronouns that
are used before a noun are not
formed with s her book his car
The exception is its
Possessive stand-alone pronouns
are formed without apostrophes
Except for mine the last letter is
always s It is yours
All possessive pronouns should
agree in number and gender
with the nouns they replace
REVIEW TYPES OF POSSESSIVE
PRONOUNS
Ask students to explain the
differences between regular and
stand-alone possessive pronouns
PROOFREAD
Have students correct errors in the
following sentences
1 That whale is Renas favorite
and this one is mine favorite
(Renarsquos my)
2 Each boy should take their seat
while the whales are close (his
seat)
3 This book about whales is my
(mine)
4 Which is the better picture of a
whalemdashMiguels or herrsquos
(Miguelrsquos hers)
ASSESS
Use page 119 of the Grammar
Practice Book for assessment
RETEACH
Have students create sentences
using possessives pronouns
After checking for accuracy have
students write the sentences
again this time leaving a blank
where the pronoun should be
Students should trade papers
with a partner and try to fill in the
blanks They can then check their
own work
Also use page 120 of the Grammar
Practice Book for reteaching
Grammar
Review and Practice Review and Proofread Assess and Reteach
Grammar Practice Book page 117
See Grammar Transparency 93 for modeling and guided practice
Grammar Practice Book page 118
See Grammar Transparency 94 for modeling and guided practice
Circle the letter before the possessive pronoun that correctlycompletes each sentence
1 Adelinarsquos village was small and main street had only a few houses
a his b our c its d their
2 The whales came to Mexico to have young
a their b your c my d her
3 Although fi rst visit to La Laguna was in June this yearIrsquom going in January
a hisrsquos b theirs c my d her
4 Adelina knows the ocean very well because whole family works on the water
a my b their c our d her
5 Pachico made a sign for his business and letters are large and easy to read
a hers b their c its d my
Grammar Practice Book pages 119ndash120
See Grammar Transparency 95 for modeling and guided practice
Adelinarsquos Whales 507J
En
d-o
f-W
ee
k A
sse
ssm
en
t
ELL Practice and
Assessment 122ndash123
Fluency Assessment
Weekly Assessment 237ndash244
Administer the Test Weekly Reading Assessment Passage and questions pages 237ndash244
ASSESSED SKILLS
bull Sequence
bull Vocabulary Words
bull Dictionary Homographs
bull Possessive Pronouns
bull Words with oi and ou
Administer the Weekly Assessment online
or on CD-ROM
FluencyAssess fluency for one group of students per week
Use the Oral Fluency Record Sheet to track the number
of words read correctly Fluency goal for all students
102ndash122 words correct per minute (WCPM)
Approaching Level Weeks 1 3 5
On Level Weeks 2 4
Beyond Level Week 6
Alternative Assessmentbull ELL Assessment pages 122ndash123
Assessment Tool
507K507K
Diagnose Prescribe
En
d-o
f-We
ek
Asse
ssme
nt
VOCABULARY WORDS
VOCABULARY STRATEGY
Dictionary Homographs
Items 1 2 3 4
IF
0ndash2 items correct
THEN
Reteach skills using the Additional
Lessons page T8
Reteach skills Go to
wwwmacmillanmhcom
Vocabulary PuzzleMaker
Evaluate for Intervention
COMPREHENSION
Skill Sequence
Items 5 6 7 8
0ndash2 items correct Reteach skills using the Additional
Lessons page T3
Evaluate for Intervention
GRAMMAR
Possessive Pronouns
Items 9 10 11
0ndash1 items correct Reteach skills Grammar Practice Book
page 120
SPELLING
Words with oi and ou
Items 12 13 14
0ndash1 items correct Reteach skills Go to
wwwmacmillanmhcom
FLUENCY 98ndash101 WCPM
0ndash97 WCPM
Fluency Solutions
Evaluate for Intervention
Diagnose Prescribe
To place students
in the Intervention
Program use
the Diagnostic
Assessment in the
Intervention Teacherrsquos
Edition
TriumphsAN INTERVENTION PROGRAM
R E A D I N G
Adelinarsquos Whales 507L
Phonics
Approaching Level Options
Objective Decode words with oi and ou
Materials bull Student Book Adelinarsquos Whales
WORDS WITH oi AND ou
ExplainModel
Remind students that the letters oi and oy together usually stand for
oi as in coil and joy The letters ou as in house and ow as in cow usually
stand for ou However ow can also stand for o as in snow
Write the letters t o y on the board Say the sounds that the letters
stand for t oi Then blend the sounds toi Say the word with me toy
Repeat this process with oi and boil
Write the letters t o w n on the board Say the sounds that the letters
stand for t ou n Then blend the sounds toun Say the word with
me town Repeat this process with ou and house
Ask students to provide their own examples of words with oi and ou
Listen and provide constructive feedback
MULTISYLLABIC WORDS WITH oi AND ou
Write the word destroy on the board Have students identify the second
syllable as containing oi troy Have students repeat the syllable then
blend and read the whole word several times Repeat this process with
pounding and ou
Have student pairs work together to practice decoding longer words
with oi and ou Write the following words on the board and ask
student pairs to copy them onto index cards or sheets of paper Say
each word Circle the letters that stand for the ou or the oi sound Then
sort the words by spelling pattern
rejoice annoy crouching underground
growling browning moisture employment
Check each pair for their progress and accuracy
WORD HUNT WORDS WITH oi AND ou IN CONTEXT
Review words with oi and ou Have students search pages 488ndash490 of
Adelinarsquos Whales to find words with oi and ou Ask them to write the
words and circle the letters that spell the oi and ou in each word
Check to see if students have found examples such as outside down
south thousand loud noise sound clouds and out
For each skill below
additional lessons are
provided You can use these
lessons on consecutive days
after teaching the lessons
presented within the week
bull Sequence T3
bull Homographs T8
Additional Resources
To help students build speed
and accuracy with reading
multisyllabic words use the
additional decodable text
on page 23 of the Teacherrsquos
Resource Book
Decodable Text
If students have trouble
figuring out how to
pronounce words that
are homographs such as
bow bou and bow bō
have them look at how the
word is used and try out
each pronunciation and
its related definition in the
context of a sentence Write
She had a pink bow in her
hair on the board and say
I can say bou in the
sentence but a pink
ldquobending of the headrdquo
does not make sense
I can say bō in the
sentence A pink ldquoknot
with loopsrdquo does make
sense This word is
pronounced bō
ConstructiveFeedback
507M
Objective Read with increasing prosody and accuracy at a rate of 102ndash112 WCPM
Materials bull Index cards bull Approaching Practice Book A page 136
WORD AUTOMATICITY
Have students make flashcards for the following words with oi and
ou flower south thousand voices howling wound tower annoy grouch
mound noises cough cowboy pound gown hound voyage frown pouch
Display the cards one at a time and have students say each word Repeat
twice more displaying the words more quickly each time
REPEATED READING
Model reading the Fluency passage in Practice Book A page 136 Tell
students to pay close attention and listen to your tempo Then read
sentences in clusters based on tempo and have students read each cluster
back copying your tempo
During independent reading time have students work with a partner
One student reads aloud while the other repeats each sentence Remind
students to use positive and encouraging phrases when giving feedback
to their partners Circulate and provide constructive feedback Circulate
and provide constructive feedback
TIMED READING
At the end of the week have students do a final timed reading of the
passage on Practice Book A page 136 Students should
begin reading the passage aloud when you say ldquoGordquo
stop reading the passage after one minute when you say ldquoStoprdquo
Keep track of miscues Coach students as needed Help students record
and graph the number of words they read correctly
Vocabulary
Objective Apply vocabulary word meanings
Materials bull Vocabulary Cards bull Student Book Adelinarsquos Whales
VOCABULARY WORDS
Display the Vocabulary Cards for this weekrsquos words dove politicians
snoring massive tangles rumbling and unique Help students locate and
read the vocabulary words in Adelinarsquos Whales Review the definitions
of each word in the Glossary of the Student Book and discuss the
meanings Then have students write their own narratives about whales
using all of these vocabulary words
Approaching Practice Book A page 136
If students read too quickly
or too slowly reread
the passage to them at
the correct tempo Then
lead the class in a choral
reading so they can follow
you lead in reading at the
appropriate rate Repeat
the choral reading as
necessary
ConstructiveFeedback
Adelinarsquos Whales 507N
Vocabulary
Approaching Level Options
Review last weekrsquos words
(electrical globe fuels
decayed) and this weekrsquos
words (rumbling snoring
unique dove massive
tangles politicians) Have
students write a synonym for
each word
Objective Use homographs
DICTIONARY HOMOGRAPHS
Have students create simple crossword puzzles using Vocabulary and
Spelling Words Make sure they include at least two homographs (wound
dove) and write the definitions of the homographs as clues They may use
a dictionary to help them if necessary
Comprehension
Objective Identify sequence
Materials bull Student Book ldquoA Whale of a Triprdquo bull Transparencies 19a and 19b
STRATEGYANALYZE TEXT STRUCTURE
Remind students that recognizing how a text is organized can help them
to identify the sequence of story events
SKILLSEQUENCE
ExplainModel
Authors sometimes use signal words such as first next and last to help
readers recognize the sequence of events in a story
Authors of history texts or how-to articles typically use chronological
order to organize their texts
Display Transparencies 19a and 19b Reread the first pages Ask a
volunteer to identify what the narrator saw first and identify the signal
words
Think Aloud As I read I learn that many things are happening It helps to
recognize sequence words to help summarize what is happening in the
story so I can better understand it
PracticeApply
Invite students to retell the story considering the sequence of events Ask
the following questions
Before going on the trip do you think the narrator expected the whale
would be as big as it turned out to be
What was the first thing Matty told people on the whale-watching trip
Why are birds often seen in areas where whales are present
Student Book or Transparencies 19a and 19b
by Kristin Gold
Retelling Have students
retell the sequence of
events in ldquoA Whale of a
Triprdquo by drawing them Ask
students to choose one
event from the book they
would like to retell Have
students draw the scene
and write one sentence
describing it After the
students have finished
hang the drawings on the
board Then as a class put
the pictures in the order
of events that the story
follows
507O
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Saving the Whales
PREVIEW AND PREDICT
Have students read the title look at the images and preview the first
chapter Have students make predictions about what they will read and
set a purpose for reading
VOCABULARY WORDS
Review the vocabulary words as needed As you read together discuss
how context clues can help you figure out word meanings
STRATEGYANALYZE TEXT STRUCTURE
Remind students that recognizing how a text is organized can help
them better understand the textrsquos important ideas and the authorrsquos
purpose
SKILLSEQUENCE
Remind students to pay attention to the way the selection is organized
and the order in which events occur Read Chapter 2 with students
Think Aloud In the first chapter I learn that in the past there were whale
hunters in all parts of the world Now there are laws to protect whales
from hunters but whales are still being killed in other ways I need to
remember this information for my Sequence Chart
READ AND RESPOND
Finish reading Saving the Whales with students Discuss the following
If the plants that the krill eat die and then the krill die ask students
what will happen next in the food chain
Ask them what happened after Keiko the whale was set free
Work with students to review and revise their Sequence Charts Help
students paraphrase the important ideas in each chapter
MAKE CONNECTIONS ACROSS TEXTS
Invite students to compare Adelinarsquos Whales and Saving the Whales
Have students identify which selection is organized into chapters Ask
them why this format is better for this selection
Have students explain how reading Saving the Whales helps them better
understand the information and events in Adelinarsquos Whales
Leveled Reader
Adelinarsquos Whales 507P
Leveled Reader LessonVocabulary
On Level Options
Student Book
Limericks
On Level Practice Book O page 136
As I read I will pay attention to tempo and match the action in the story
Did you know that whales talk to each other Whales
10 make sounds for different reasons Some sounds are used to
20 locate calves Others are used to find mates Whales even use
31 sounds to warn other pod members that a predator is around
42 Toothed whales click and whistle in order to locate food
52 Baleen whales make knocking moaning snoring and
59 rumbling noises Humpback whales sing but not during
67 feeding season They save their tunes for the warmer waters
77 where they spend their breeding season Some scientists
85 believe they are singing love songs Other scientists think
94 they are sending out threats like ldquoGo awayrdquo We may never
105 know exactly why whales sing
110 Some humpback whales swim up to the surface and take
120 a few breaths Then they dive under the water and start to
132 sing They do not move when they sing Their underwater
142 songs can be heard for miles Sometimes they sing for a half
154 hour without stopping 157
Comprehension Check
1 What actions does a humpback whale take when it sings Sequence
2 Why might a whale need to communicate with another whale Draw Conclusions
Words Read ndash Number of Errors = Words
Correct Score
First Read ndash =
Second Read ndash =
A humpback whale swims to the surface and takes a few breaths Then the whale dives under the water to sing The whale does not move when singing
Whales might need to communicate with other whales to warn them about predators to find mates or to locate their calves
Objective Apply vocabulary words and homographs
Materials bull Vocabulary Cards bull Dictionary
VOCABULARY WORDS
Tell students that they will play a word-definition game Display half of
the Vocabulary Cards Have the first team use a dictionary to help create
two different definitions for each displayed word One should be the
correct definition and the other should be incorrect Then have students
write each pair of definitions on the board The second team chooses
the definition they think is correct They get one point for each correct
answer The team with the most points wins
DICTIONARY HOMOGRAPHS
Remind students that homographs are spelled alike but have different
meanings so they have separate dictionary entries Have students use the
adjective fine in a sentence Then challenge them to use the homograph
fine (money paid) in another sentence Repeat with the word content
Literary Elements
Objective Read poems to identify literary elements
Materials bull Poetry books and resources with limericks bull Student Book ldquoLimericksrdquo
METER AND RHYME SCHEME
Discuss the use of meter and rhyme in each limerick on Student Book
pages 504ndash505 Then have students look through poetry books and other
resources to locate limericks Ask students to discuss the meter and rhyme
scheme in the limericks
Objective Read fluently with appropriate prosody at a rate of 102ndash136 WCPM
Materials bull On Level Practice Book O p 136
REPEATED READING
Model reading the passage on page 136 of Practice Book O Remind
students to pay attention to the tempo to see if it matches the action of
the story Then read one sentence at a time having students echo-read
the sentence back imitating your pace Echo-read through the entire
passage again speeding up to reflect each part of the selection During
independent reading time partners take turns reading
Timed Reading Have students read the passage and record their rates
507Q
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Looking at Whales
PREVIEW AND PREDICT
Have students preview Looking at Whales
Ask students to write down any questions they have about the
selection
Ask if they think this book will be the story of one whale or about
many whales
SKILLSEQUENCE
The sequence is the order in which events happen Signal words such
as before after and then often help to indicate the sequence of events
Explain that students will fill in this information in Sequence Charts
READ AND RESPOND
Read Chapter 1 Pause to discuss how the information in the chapter
is presented At the end of Chapter 2 fill in the Sequence Chart Have
students discuss the sequencing of information including how the word
then helped them understand the information about humpback whales
singing
VOCABULARY WORDS
As they read Looking at Whales ask students to point out vocabulary
words as they appear Then have students discuss how each word is used
Ask Are blue whales massive or small
MAKE CONNECTIONS ACROSS TEXTS
Invite students to draw connections between Looking at Whales and
Adelinarsquos Whales
Ask students to use chronological order words to summarize the
information they learned in Looking at Whales
Ask students if they think Adelina would know most of the information
in Looking at Whales
ELLLeveled Reader
Go to pages
507Undash507V
Leveled Reader
Adelinarsquos Whales 507R
Vocabulary
Beyond Practice Book B page 136
Beyond Level Options
Objective Apply vocabulary words in writing
EXTEND VOCABULARY
Ask students to write a nonfiction piece about a whale Have them use
all of the vocabulary words from this weekrsquos selection and as many words
from this unitrsquos previous weeks as possible
Invite them to edit their essays or a partnerrsquos essay Remind them to check
the spelling and usage of each word
Literary Elements
Objective Use meter and rhyme to write a limerick
Materials bull Student Book ldquoLimericksrdquo
bull Poetry books with limericks bull Nonfiction books about whales
METER AND RHYME SCHEME
Use limericks to point out that meter and rhyme scheme can add to a
readerrsquos enjoyment of a poem Ask How does the use of meter and
rhyme scheme make these limericks more fun to read
Have students read limericks and note the use of meter and rhyme
scheme Then have them read information about whales or use what they
have already learned to write their own limerick about whales
Objective Read fluently with appropriate prosody at a rate of 112ndash136 WCPM
Materials bull Beyond Practice Book B p 136
REPEATED READING
Work with students to begin marking up the Fluency passage on page 136
of Practice Book B Remind them to pay attention to the tempo Then
read one sentence at a time having students echo-read the sentence
back imitating your pace Echo-read through the entire passage again
speeding up to reflect each part of the selection
During independent reading time partners can take turns reading the
passage they have practiced reading aloud Remind students to pay
attention to one anotherrsquos tempo and discuss how different actions in the
passage change the tempo or mood
Timed Reading Have students read the passage and record their reading
rate
Student Book
Limericks
Read Aloud Review meter
and rhyme scheme Then
reread a limerick aloud
Say Listen for the meter and
rhyme scheme of the poem
Then tell students you will
read the poem once more
together Let them know
that this time they should
clap along to the rhythm of
the poem Read the poem
chorally and clap out the
rhythm together
507S
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Gray Whales
PREVIEW AND PREDICT
Have students preview Gray Whales predict what it is about and set a
purpose for reading
SKILLSEQUENCE
Ask a volunteer to explain what the terms text structure and sequence
mean Have another volunteer explain why identifying the text structure
or sequence of events is important for understanding a selection
Explain that students will read Looking at Whales together and fill in
information about order in Sequence Charts
READ AND RESPOND
As students read they should identify the order of events in the selection
and fill in their Sequence Charts Discuss with the group how the story
would change if the sequence of events were different
VOCABULARY WORDS
Have students pay attention to vocabulary words as they come up Ask
students to provide definitions as needed Ask What do whales sometimes
get tangled in
Self-Selected Reading
Objective Read independently to identify the sequence of a text
Materials bull Leveled Readers or informational trade books at studentsrsquo reading level
READ TO IDENTIFY SEQUENCE
Invite students to use their personal interests to choose a nonfiction book
for independent reading Have students read their books and take notes
on the selectionrsquos sequence in their response journals
After reading have students compare the order in which the information
was presented in the book they chose to one of the selections they read
during this weekrsquos lessons Ask Which selection presented information in the
more interesting way Which selection taught you the most about the topic
Leveled Reader
Adelinarsquos Whales 507T
Academic Language Used in Whole Group Instruction
ContentTheme Words SkillStrategy Words WritingGrammar Words
ocean (p484)
aquarium (p 484)
whales (p 484)
mammals (p 484)
gills (p 484)
lungs (p 484)
legend (p 485)
pod (p 505)
homograph (p 484)
photo essay (p 486)
analyze text structure (p 485A)
sequence (p 485A)
limerick (p 504)
meter (p 504)
rhyme scheme (p 504)
voice (p 506)
point of view (p 506)
opinion (p 506)
audience (p 507B)
possessive pronouns (p 507I)
ownership (p 507I)
stand-alone possessive pronoun
(p 507I)
Academic LanguageThroughout the week the English language learners will need help in
building their understanding of the academic language used in daily
instruction and assessment instruments The following strategies will help
to increase their language proficiency and comprehension of content and
instructional words
Strategies to Reinforce Academic Language
Use Context Academic Language (see chart below)
should be explained in the context of the task during
Whole Group Use gestures expressions and visuals to
support meaning
Use Visuals Use charts transparencies and graphic
organizers to explain key labels to help students
understand classroom language
Model Demonstrate the task using academic language in
order for students to understand instruction
English Language Learners
Oral Language For
additional language
support and oral vocabulary
development use the lesson
at www macmillanmhcom
507U
ELL Leveled ReaderELL Leveled Reader Lesson Objectivebull To apply vocabulary and
comprehension skills
Materials
bull ELL Leveled Reader
DAY 1 bull Academic Language
bull Oral Language and Vocabulary Review
DAY 2 bull Academic Language
bull ELL Leveled Reader
DAY 3 bull Academic Language
bull ELL Leveled Reader
DAY 4 bull Academic Language
bull ELL Leveled Reader
DAY 5 bull Academic Language
bull ELL Leveled Reader Comprehension Check and Literacy Activities
ELL Teacherrsquos Guide
for students who need
additional instruction
DEVELOP ORAL LANGUAGE
Build Background Write the word whales on
the board and have students share what they
know What do whales look like What do they eat
How do they communicate List key points Then
do a brief picture walk of the book to add on to
the list
Review Vocabulary Write the vocabulary and story support words
and discuss the meanings Use each word in a sentence Clarify the two
meanings of schools and dove Schools of fish are large groups of fish not
where fish go to learn Who can use ldquoschools of fishrdquo in a sentence
PREVIEW AND PREDICT
Point to the cover photograph and read the title aloud What are we going
to read about Have students brainstorm a list of questions about facts
they would like to learn from this book
Set a Purpose for Reading Show the Sequence Chart and remind students
they have used it before Ask them to use a similar chart to identify the
sequence of events as they are presented in the book
Choose from among the differentiated strategies below to support
studentsrsquo reading at all stages of language acquisition
Beginning
Shared Reading As you
read model analyzing text
structure by identifying key
information about whales
Number the facts to explain
sequence Model filling in
the chart
Intermediate
Read Together Read the
first chapter Help students
analyze text structure by
numbering and recording
key information Take turns
reading with students Ask
them to identify events in
sequence as they read
Advanced
Independent Reading
Have students read the story
After reading each day ask
them to work with a partner
to analyze text structure and
identify events in sequence
Encourage them to use the
new vocabulary
Remind students to use the vocabulary and story words in their whole
group activities
The WorldThe Worldofof
WhalesWhalesby Dina Anastasio
Informational Nonfiction
Adelinarsquos Whales 507V
- Grade 4
-
- Unit 1
- Unit 2
- Unit 3
- Unit 4
-
- Planning the Unit
- Using the Student Book
-
- Dear Mrs LaRue
-
- Puppy Trouble
- Dear Mrs LaRue
- Dog Amazes Scientists
- Writerrsquos Craft Write About Solving a Problem
- Small Group Pages
-
- The Blind Hunter
-
- Through Elizabethrsquos Eyes
- The Blind Hunter
- Make Life Easier For Everybody
- Writerrsquos Craft Write Directions
- Small Group Pages
-
- The Power of Oil
-
- Clean as a Breeze
- The Power of Oil
- Windmills on the Prairies
- Writing Frictional Narrative Write to a Prompt
- Small Group Pages
-
- Adelinarsquos Whales
-
- A Whale of a Trip
- Adelinarsquos Whales
- Limericks
- Writerrsquos Craft Share Your Point of View
- Small Group Pages
-
- At Home in the Coral Reef
-
- Coral Reefs
- At Home in the Coral Reef
- Poseidon and the Kingdom of Atlantis
- Writerrsquos Craft Write about a Community Project
- Small Group Pages
-
- Test Strategy Author and Me
-
- Wrapping Up the Unit
- Additional Lessons and Resources
-
- Unit 5
- Unit 6
-
Text and photographs by RICHARD SOBOL
DELINArsquoSWHALESWHALES
Main Selection
487
Preview and PredictAsk students to read the title preview
the illustrations and make predictions
about the selection Do they think the
people and the whales are friendly
to each other Why or why not Have
students write about their predictions
They should also write down any
questions they have about the story
Set PurposesFOCUS QUESTION Discuss the ldquoRead
to Find Outrdquo question on Student
Book page 486 Remind students to
look for the answer as they read
Point out the Sequence Chart in the
Student Book and on Practice Book
page 135 Explain that students will fill
it in as they read
Read Adelinarsquos Whales
Use the questions and Think Alouds
to support instruction about the
comprehension strategy and skill
Main Selection Student pages 486ndash487
Story available on Listening Library Audio CD
If your students need support
to read the Main Selection
use the prompts to guide
comprehension and model
how to complete the graphic
organizer Encourage students
to read aloud
If your students can read the
Main Selection independently
have them read and complete
the graphic organizer Remind
them to use self-monitoring skills
while reading and to self-correct
as needed
If your students need an alternate selection choose the
Leveled Readers that match their instructional level
As you read Adelinarsquos Whales fill in the Sequence Chart
How does the information you wrote in the Sequence Chart help you to analyze the text structure of Adelinarsquos Whales
On Level Practice Book O page 135
Approaching Practice Book A page 135
Beyond Practice Book B page 135
Adelinarsquos Whales 487
La Laguna is the name of a quiet dusty fi shing village on the sandy shore of Laguna San Ignacio in Baja California Mexico A few dozen homesites are scattered along the waterrsquos edge These little houses are simple one- or two-room boxes patched together with plywood and sheet metal Drinking water is stored outside in fi fty-gallon plastic barrels and electricity is turned on for only a few hours each day
Adelina Mayoral has lived her whole life in La Laguna She is a bright ten-year-old girl She loves the ocean and the feeling of the ever-present wind that blows her long dark hair into wild tangles She knows what time of day it is by looking at the way the light refl ects off the water Adelina can tell what month it is by watching the kind of birds that nest in the mangroves behind her home She can even recognize when it is low tide Simply by taking a deep breath through her nose she can smell the clams and seaweed that bake in the hot sun on the shoreline as the water level goes down
488
Main Selection Student page 488
Develop Comprehension
1 MAINTAINDRAW CONCLUSIONS
What conclusions can you draw about
the village of La Laguna What are
some of the clues that tell you about
the village (Suggested answers It
is a very small village because there
are only a few dozen homes The
people who live there probably donrsquot
have very much money because their
houses are small and made of poor
materials It is probably far from other
towns because it is quiet the people
collect their own drinking water and
they do not have electricity all day
long)
2 GENRE PHOTO ESSAY
How do the photographs on pages
488 and 489 help to make life in La
Laguna more vivid for the reader (We
see the people and things that are
described in the text For example we
can see exactly what Adelina looks like
even the way her hair looks when it is
tangled by the wind We can also see
what the peoplersquos homes are like It is
clear that the town truly is quiet and
dusty)
Students should be able to identify
and describe characteristics of the
genre
1
2
488
In late January every afternoon after school Adelina walks to the beach to see if her friendsmdashthe gray whalesmdashhave returned At this same time every year the whales come traveling from as far away as Alaska and Russia They slowly and steadily swim south covering more than fi ve thousand miles along the Pacifi c Coast during November December and January
489
Develop Comprehension
3 STRATEGYANALYZE TEXT STRUCTURE
Teacher Think Aloud
I know that
authors of informational texts
often organize the information in
sequence or time order In this
paragraph I read that the gray
whales return to the beach near
Adelinarsquos home at the same time
every year The paragraph begins
with the sequence words ldquoIn late
Januaryrdquo Since the title of the essay
is Adelinarsquos Whales I think that the
essay will follow the sequence of
the whalesrsquo trip As I continue to
read Irsquoll look for more sequence
words to help me understand how
the sequence of the whalesrsquo travels
affects Adelina and her village
4 SEQUENCE
What signal words and phrases does
the author use to tell when the whales
travel (The phrase ldquoIn late Januaryrdquo
tells when Adelina expects to see the
whales ldquoAt the same time every yearrdquo
tells how often the whales come
ldquoDuring November December and
Januaryrdquo tells the part of the year
when the whales swim south) Add this
information to your Sequence Chart
Main Selection Student page 489
STRATEGIES FOR EXTRA SUPPORT
Question 4 SEQUENCEPracticing Language Help English language learners identify
words that signal sequence on Student Book page 489 Have them
reread the paragraph and tell you words that have something to
do with time or calendar dates Ask students to make a list of the
words Words lists might include late January afternoon after
time year during November December January Then discuss how
these words help students understand the information
Every winter the whales swim south along the Pacific Coast from Alaska and Russia
3
4
Adelinarsquos Whales 489
One night Adelina is awakened by a loud low rumbling noise It is the sound of a forty-ton gray whale exhaling a room-size blast of hot wet air As she has always known they would the gray whales have come again to visit Adelina smiles and returns to her sleep comforted by the sounds of whales breathing and snoring outside her window At daybreak she runs to the lagoon and sees two clouds of mist out over the water the milky trails of breath left by a mother gray whale and her newborn calf
490
Main Selection Student page 490
HOMETOWNS
Adelinarsquos village La Laguna is described in the first paragraph
of the selection as well as on page 491 There is something very
special about the area It is a gray whale nursery
Ask students to think about La Laguna and the place where they
live What is different about the two places What is the same
How do they think their lives would be different if they lived
where Adelina lives Have students use the questions above
and information from the selection to write a paragraph or two
paragraphs about the differences and the similarities between
Adelinarsquos village and the place where they live
Develop Comprehension
5 SEQUENCE
Use signal words to tell the sequence
of events on this page (Suggested
answer One night in January a
rumbling noise wakes Adelina up
Almost right away she recognizes
it as the sound of a whale exhaling
Then she realizes the whales have
returned as she knew they would
and goes back to sleep First thing in
the morning she runs to the lagoon
and sees a mother whale and her calf)
Summarize this information and add it
to your Sequence Chart
Every winter the whales swim south along the Pacific Coast from Alaska and Russia
The first whales arrive in the lagoon 5
490
The waters of the protected lagoon are warm and shallow The scientists who have come to visit and study the whales have explained that Laguna San Ignacio is the perfect place for the mother whales to have their babies and then teach them how to swim But Adelina knows why they really comemdashto visit her
Adelinarsquos family lives far away from big cities with highways and shopping malls Her little village does not have any movie theaters or traffi c lights but she knows that her hometown is a special place This is the only place on earth where these giant gray whalesmdashtotally wild animalsmdashchoose to seek out the touch of a human hand Only here in Laguna San Ignacio do whales ever stop swimming and say hello to their human neighbors Raising their massive heads up out of the water they come face-to-face with people Some mother whales even lift their newborns up on their backs to help them get a better view of those who have come to see them Or maybe they are just showing off sharing their new baby the way any proud parent would
491
Develop Comprehension
6 WRITERrsquoS CRAFT VOICE
The author writes about whales from
the point of view and in the voice
of Adelina who lives in the small
village in Mexico where the whales
visit every year Using this voice the
author involves the reader in the lives
of the villagers and the visits of the
whales Explain how the author gets
the reader more involved by offering
some examples of his voice (The
author says that Adelina feels especially
connected to the whales He does this
by highlighting her excitement and
interest in the whales and he draws
the reader into the special nature of
the whalesrsquo yearly visit to the small
village The author uses the stories her
grandfather tells about his first visit
with the whales and we get a sense
of the ongoing connection Adelinarsquos
family has to the whales)
Main Selection Student page 491
Find the sentence that contains the
word massive What other words could
you use in the sentence that mean
the same thing as massive (Possible
answers enormous huge gigantic)
6
Figurative Language Personification
Explain The literary device of personification is a kind of figurative
language that authors use to give human qualities or characteristics to
an animal object or idea
Discuss Have students reread the last three sentences on page 491
Ask them to identify the whalesrsquo actual behavior (The whales raise
their heads out of the water Mother whales lift their newborns onto
their backs) Then ask them what human characteristics or feelings
the author says the whales may have (They come ldquoface-to-facerdquo
with people and want their babies to have a better view They are
proud parents showing off their babies)
Apply Encourage students to consider why the author chose to
personify the whalesrsquo behavior Ask them to explain how this literary
device affects the way they think about the whales
Adelinarsquos Whales 491
492
Main Selection Student page 492
Develop Comprehension
7 GENRE PHOTO ESSAY
What statements in the text are
supported by the photograph on page
492 (The author says the whales come
to La Laguna to seek the touch of a
human hand The photograph shows
a whale coming close to the boat and
the manrsquos outstretched hands It also
shows that the whales make friendly
visits)7
Documentary Films
Explain A photo essay uses still photos while a documentary film
combines live action images and informational commentary
Discuss Have students respond to the photographs in the
selection Ask How do they add to our understanding of the people
and the whales How do they influence our opinions How do they
enhance communication Ask students how a documentary film
about the whales might be similar or different Remind them to use
Discussion and Conversation Guidelines on page 410I
Apply Have partners write proposals that explain how they would
make a documentary film about a wild creature Have them identify
a subject a location the target audience and the purpose or
message of the film What special equipment might they need
Then have students respond to each otherrsquos proposals
492
The whales have been coming to this lagoon for hundreds of years and Adelina is proud that her grandfather Pachico was the fi rst person to tell of a ldquofriendlyrdquo visit with one She loves to hear him tell the story of that whale and that day She listens closely as he talks about being frightened since he didnrsquot know then that the whale was only being friendly He thought he was in big trouble
Adelina looks fi rst at the tight leathery skin of her grandfather browned from his many years of fi shing in the bright tropical sun From his face she glances down to the small plastic model of a gray whale that he keeps close by As he begins to tell the story of his fi rst friendly whale encounter there is a twinkle in his eye and a large smile on his face Adelina and her father Runolfo smile too listening again to the story that they have heard so many times before
493
Develop Comprehension
8 MONITOR AND CLARIFY
The author says that Adelinarsquos
grandfather is the first person to
tell of a ldquofriendlyrdquo visit with a whale
Do you think he is the first person
ever to experience such a visit What
strategies can you use to help you
find an answer (Answers may vary
possible answer I can reread and
generate questions The author also
says that whales have been coming
to La Laguna for hundreds of years
Is it possible that other people have
had friendly encounters with them
The village is very small and poor so
it may not have been there as long as
the whales have returned to this spot
Perhaps at some other time in history
long before anyone who is alive
today can remember people also had
friendly visits with the whales)
Main Selection Student page 4938
SemanticMeaning Cues
Explain Tell students that good readers use their background
knowledge and context clues to help them understand what they
read
Model Discuss the word encounter on page 493
Irsquom not familiar with the word encounter but I know
it has to do with the grandfather and the whale I see the word
friendly used in the previous paragraph to describe the whalersquos
visit So encounter must mean ldquomeetingrdquo or ldquoa coming togetherrdquo
Apply Encourage students to use context clues and their
background knowledge to help them with other difficult words or
phrases such as the word biologist on page 498
Ways to Confirm Meaning
Think Aloud
Comprehension Research shows
that teaching word meanings to
older students significantly improved
vocabulary knowledge as well as
improving the comprehension of texts
containing the taught words
Steven A Stahl
Go to www macmillanmhcom
Adelinarsquos Whales 493
In a whisper her grandfather begins to draw them in Adelina closes her eyes to imagine the calm and quiet on that fi rst afternoon when his small boat was gently nudged by a huge gray whale As the boat rocked her grandfather and his fi shing partnerrsquos hearts pounded They held tight and waited preparing themselves to be thrown into the water by the giant animal The whale dove below them and surfaced again on the opposite side of their boat scraping her head along the smooth sides Instead of being tossed from the boat they were surprised to fi nd themselves still upright and fl oating
For the next hour the whale glided alongside them bumping and bobbing gentlymdashas gently as possible for an animal that is as long as a school bus and as wide as a soccer goal As the sun started to set behind them the whale gave out a great blast of wet snotty saltwater that soaked their clothes and stuck to their skin The whale then rose up inches away from their boat and dove into the sea Her fi rst visit was over
494
Main Selection Student page 494
Develop Comprehension
9 AUTHORrsquoS PURPOSE
How does the author show that the
grandfatherrsquos story is both vivid and
entertaining Use examples from the
essay to support your answer (The
author tells us how the grandfather
makes the story suspenseful by
beginning in a whisper We hear how
the menrsquos hearts were pounding when
the whale rocked their boat The
author also uses familiar things like
a school bus to let the reader know
how large the whales are Even though
the description of how the whale
soaked the men is a little disgusting it
definitely creates a strong image in the
readerrsquos mind)
Repeated Reading
Explain Tell students they will be echo-reading with an emphasis
on punctuation
Model Read the paragraph on Student Book page 494 starting
with the words ldquoIn a whisperrdquo and ending with ldquoupright and
floatingrdquo Emphasize pausing at commas and coming to a stop
at periods Repeat the paragraph one sentence at a time with
students echo-reading
Practice Divide the class into two groups The first group reads the
paragraph one sentence at a time The second group echo-reads
Then groups switch roles Listen for accuracy in studentsrsquo reading
for punctuation
9
494
As her grandfather fi nishes the story he looks to Adelina who joins him in speaking the last line of the story ldquoWell my friend no fi sh todayrdquo they say before breaking into laughter
SequenceRetell the grandfatherrsquos story
using sequence words
495
Develop Comprehension
10 SEQUENCE
Retell the grandfatherrsquos story using
sequence words (At first the two
men were quietly fishing on a calm
sea Then they felt the boat begin
to rock When they realized a whale
had bumped the boat they held on
waiting to be thrown into the water
Next the whale simply dove beneath
the boat and scraped her head along
its sides After that the whale spent
the next hour swimming alongside the
boat and gently bumping it As the
sun went down the whale sprayed the
men and swam away)
Ask students to respond to the
selection by confirming or revising
their predictions and purposes
Encourage them to write additional
questions they may have about the
selection
Main Selection Student page 495
Stop here if you wish to read
this selection over two daysSTOP
Can students use signal words
to tell the sequence of events If
not see the Extra Support on
this page
10
Sequence
If students are having difficulty reiterating the sequence of events
help them identify signal words in each of the sentences on page
494 Ask them to find the words that tell when or what time
something happened For example in the first sentence point out
the word begins and in the second sentence point out the phrase on
that first afternoon Ask how each of these lets the reader know when
an event happened If a sentence does not have a signal word or
phrase model adding one that makes sense in context For example
add While this was happening to the beginning of the fourth sentence
and Then to the beginning of the fifth sentence Have students retell
the episode briefly using similar signal words and phrases
Adelinarsquos Whales 495
After this fi rst friendly visit with the whales word quickly spread of the unique encounter between a wild fi fty-foot whale and a tiny fi shing boat Scientists and whale watchers started to come to Laguna San Ignacio to see the whales themselves Perhaps word spread among the whales too because now dozens of whales began to approach the small boats With brains as large as a carrsquos engine gray whales might even have their own language They ldquotalkrdquo in low rumbles and loud clicks making noises that sound like the tappings of a steel drum or the ticking that a playing card makes as it slaps against the spokes of a turning bicycle wheel Maybe they told each other that it was safe to visit here
496
Main Selection Student page 496
Develop Comprehension
11 STRATEGYANALYZE TEXT STRUCTURE
Teacher Think Aloud In this part of
the essay the author tells the story of
Adelinarsquos grandfatherrsquos first encounter
with a whale We learn that word of
this encounter spread and caused
several things to happen How
do these events fit into the larger
sequence of the essay
(Encourage students to apply the strategy
in a Think Aloud)
Student Think Aloud I learn that
more whales came to the lagoon
and that more scientists and whale
watchers started coming as a result
This section of the essay shows how
the whalesrsquo annual trip became an
important event for Adelinarsquos village
12 PERSONIFICATION
Explain ways in which the author gives
the whales human qualities on page
496 (He says that ldquoperhaps word spread
among the whalesrdquo but whales donrsquot
use words the way people do Then
he explains something about the ways
scientists think whales ldquotalkrdquo with each
other and says they may have ldquotoldrdquo
each other that it is safe to visit the
lagoon)
Find the sentence that contains the
word unique What are some words or
phrases that mean the opposite of unique
(Possible answers common ordinary
nothing special)
11
12
496
Adelinarsquos favorite time of the day is the late afternoon when her father and grandfather return from their trips on the water guiding visitors to see the whales They sit together as the sun goes down behind them and she listens to stories of the whales She asks them lots and lots of questions
Adelina has learned a lot about the gray whales She knows that when a whale leaps out of the water and makes a giant splash falling back in itrsquos called breaching When a whale pops its head straight up out of the water as if it is looking around to see what is going on it is called spyhopping Adelina also learned how the whalersquos wide fl at tail is called a fl uke and when it raises its tail up in the air as it goes into a deep dive that is called fl uking
497
Develop Comprehension
13 MAINTAINDRAW CONCLUSIONS
Why do you think Adelina does not go
out in the boats too (She may be in
school at the times they go out but
she is also probably too young to go
The whales are friendly but they are
still wild animals There is a risk that an
accident could happen)
14 SUMMARIZE
How would you summarize the
information about whales in the
second paragraph of page 497
(Suggested answer Whales show
a number of particular behaviors
Breaching is when a whale jumps out
of the water and splashes back in
Spyhopping is when a whale pokes
its head out of the water The wide
flat tail of a whale is called its fluke
Fluking is when the whale dives with
its tail up in the air)
Main Selection Student page 497
STRATEGIES FOR EXTRA SUPPORT
Question 14 SUMMARIZECross-Check Meaning Using Visuals Write the word breaching on the
board Tell students to find the word reread the sentence containing the
word and tell you the meaning of the word Provide help as needed
Then have students look through the photos in the selection to find one
that appears to illustrate breaching (pages 496 and 497) Allow students
to work with a partner Discuss the reasons why a photo could or could
not be an example of breaching Use gestures and drawings to help
students understand the actions involved in breaching when necessary
Repeat the activity with the words spyhopping (pages 490 and 494) and
fluking (page 487) Photos that seem to clearly demonstrate each word
are in parentheses
13
14
Adelinarsquos Whales 497
Although her home is a simple one on a sandy bluff hugging the edge of the Pacifi c Ocean Adelina has many new friends who come to share her world She has met people who come from beyond the end of the winding bumpy road that rings the lagoon Some are famous actors Some are politicians Some speak Spanish Some speak English Those that weigh forty tons speak to her in their own magical style The whales have taught her that the world is a big place
Adelina knows that she has many choices in her future Sometimes she giggles with delight at the idea of being the fi rst girl to captain a panga (a small open fi shing boat) and teach people about the whales in the lagoon Or sometimes she thinks she may become a biologist who studies the ocean and can one day help to unlock some of the mysteries of the whales in her own backyard Or maybe she will take pictures like the photographer whom she watches juggling his three cameras as he stumbles aboard the whale-watching boat But no matter what she chooses the whales will always be a part of her life
498
Main Selection Student page 498
Develop Comprehension
15 STRATEGYDICTIONARY
Read the sentence that contains the
word bluff Use a dictionary to find a
homograph for bluff Use each word
in a sentence that shows its meaning
Students should use context to
accurately read words with more than
one pronunciation (Sample answers
She stood on the bluff to see the valley
below Saying he would run away was
only a bluff)
16 MAIN IDEA AND DETAILS
What is the main idea of the second
paragraph on page 498 What details
support that idea (Main idea No
matter what Adelina decides to do in
the future it will have something to
do with the gray whales Supporting
details She may captain a fishing boat
and tell people about the whales
She may become a biologist and
study the whales She may become a
photographer who photographs the
whales)
16
15
498
For these three months Adelina knows how lucky she is to live in Laguna San Ignacio the little corner of Mexico that the gray whales choose for their winter home This is the place where two worlds join together She wouldnrsquot trade it for anything
SequenceWhat events drew whale watchers
to Laguna San Ignacio Be sure
to name the events in the order in
which they occurred
499
Develop Comprehension
17 SEQUENCE
What events drew whale watchers to
Laguna San Ignacio Be sure to name
the events in the order in which they
occurred (Gray whales have come to
the warm waters in the lagoon each
winter for hundreds of years Adelinarsquos
grandfather had the first ldquofriendlyrdquo
encounter with a whale Once the
whales and people began to ldquovisitrdquo
with each other more whales began
coming to the lagoon All sorts of
people from all over the world heard
about the whales and come to see
them in the lagoon)
Main Selection Student page 499
17
Cross-Curricular ConnectionCONSERVING SEA LIFE
For centuries the island nation of Japan has depended on
plants and animals from the ocean for food However the
Japanese have not been eager to pass laws to protect ocean
life and prevent pollution Recently though some Japanese
conservationists formed a group called the Human-Animal
Bond for the 21st Century One of the grouprsquos members Keiichi
Iwashige built a conservation center for dolphins in Cambodia
This center will work to prevent dolphins from drowning in
fishing nets The group also wants to raise awareness about
dolphins
Have students draw posters or write the text for a Web site
asking people to help protect the dolphins In this way they
can understand a task through group cooperation
Adelinarsquos Whales 499
In the early spring the lagoon grows quiet One by one the whales swim off heading north for a summer of feeding On their heads and backs they carry the fi ngerprints of those they met the memories of their encounters in Mexico Maybe as the whales sleep they dream of the colorful sunsets of Laguna San Ignacio
Every afternoon Adelina continues to gaze across the water Sometimes now when she closes her eyes she can still see the whales swimming by And if she listens really closely she can even hear their breathing
500
Main Selection Student page 500
Develop Comprehension
18 STRATEGYANALYZE TEXT STRUCTURE
How does the information that
the author includes in the last two
paragraphs help to bring the sequence
of events in the photo essay to a close
Student Think Aloud I know that
the lagoon is the whalesrsquo home only
in the winter They have to leave
and head north every spring to
search for food The author makes
it seem as if both the whales and
the people are saying good-bye
He talks about the whales having
memories of the people they met
and dreams about the sunsets
at the lagoon Those sound like
reactions that people would have
He also describes how Adelina still
sees and hears the whales after they
are gone I can use this information
to complete my Sequence Chart
FIGURATIVE LANGUAGE
Explain that the whales do not actually ldquocarry the fingerprintsrdquo of the
people The author does not mean that the whales have fingerprints
on them He chose to express the connection between the whales
and the people in this poetic way
18
Every winter the whales swim south along the Pacific Coast from Alaska and Russia
The first whales arrive in the lagoon
In the spring the whales leave the lagoon to feed up north
500
501
Develop ComprehensionRETURN TO PREDICTIONS
AND PURPOSES
Review studentsrsquo predictions and
purposes Were they correct Did
students find out how the whalesrsquo
yearly visits affected Adelinarsquos life (She
has learned much about gray whales
has made new friends and wants to
do work involving the whales)
REVIEW READING STRATEGIES
What questions do you have about
the selection What strategies can
you use to answer them
In what ways did identifying the
sequence of events help you to
understand the selection
What strategies did you use when
you came to difficult words
PERSONAL RESPONSE
Ask students to discuss and write
about an experience that helped them
think about what they would like to do
when they grow up
Main Selection Student page 501
During Small Group Instruction
If No Approaching Level Leveled
Reader Lesson p 507P
If Yes On Level Options
pp 507Qndash507R
Beyond Level Options
pp 507Sndash507T
Can students analyze
the structure of a text that
presents factual information
in sequential order
Adelinarsquos Whales 501
A Snapshot ofRichard Sobol
Richard Sobol is a photographer who has snapped many different subjects in his long career For the past few years Richard has spent a lot of time photographing wildlife including the whales He is especially interested in capturing images of endangered species
Other books by Richard Sobol
Authorrsquos PurposeNonfiction texts are often written to inform the reader or to explain something Why did Richard Sobol write Adelinarsquos Whales What clues help you figure out his purpose in creating this photo essay
Find out more about Richard
Sobol at wwwmacmillanmhcom
502
Respond Student page 502
Author and Illustrator
A SNAPSHOT OF RICHARD SOBOL
Have students read the biography of
the author and photographer
DISCUSS
How might Richard Sobolrsquos work in
photography have helped prepare
him to write this book
How might photographs such as
the ones Sobol took help save
endangered species
What do you think Sobolrsquos position
is on the subject of endangered
species Explain
What are his views on gender Do
you think Sobol believes Adelina
might grow up to be a whale
specialist
WRITE ABOUT IT
Ask students to think of an animal they
would like to know more about Have
them write a paragraph explaining
what they would want to learn and
observe if given the chance to live
among those animals
Students can find more information about Richard Sobol at wwwmacmillanmhcom
Authorrsquos CraftTheme
The theme of any piece of writing is the main idea or message
which tells the reader what the article or story is about
Whales are beautiful and worth saving This is one way to state
the theme of Adelinarsquos Whales
Ask students for other ways to state the theme of the photo
essay such as Living in tune with nature has many rewards
Then ask students to look again at the photographs and find the
ones they think relate most closely to the theme
Authorrsquos PurposeTell students that authors who write to
inform often provide examples in the
form of text features like photographs
Have students look in the story for
clues that will help them determine
Richard Sobolrsquos intentions
502
Comprehension Check
Summarize
Summarize the relationship between
humans and gray whales in Laguna San
Ignacio Use your Sequence Chart to
organize events in the correct order
Think and Compare
1 When did scientists and whale watchers start going to Laguna
San Ignacio Use text details to support your answer Analyze
Text Structure Sequence
2 Reread page 494 of Adelinarsquos Whales Why do you think the
massive whale did not overturn the small boat Use details
from the text to support your answer Analyze
3 How would you organize a club to study whales and visit
Laguna San Ignacio Develop a plan to show the steps you
would take Apply
4 Can you predict what will happen to the whales and Adelinarsquos
community if the lagoon becomes polluted Synthesize
5 Read ldquoA Whale of a Triprdquo on pages 484ndash485 What did you
learn about whales in this article that was not in Adelinarsquos
Whales ReadingWriting Across Texts
503
Comprehension Check
SUMMARIZE
Have partners summarize Adelinarsquos
Whales by paraphrasing Remind
students to use their Sequence Chart
to help them organize their summaries
THINK AND COMPARE
Sample answers are given
1 Sequence Scientists and whale
watchers started going to Laguna
San Ignacio after Adelinarsquos
grandfather began to tell about his
first friendly visit with the whales
2 Analyze Students should suggest
that the whale was curious about
the boat and the people in it She
did not mean to harm them and
was careful not to turn the boat
over
3 Text to Self Answers may vary
Students might say they would
get permission from their school
to start a club They might put
up posters to try to persuade
other students to join and then
do research to learn more about
whales USE ON MY OWN
4 Text to World If the lagoon
becomes polluted the whales could
get sick or even die If that happens
tourists and scientists may stop
coming to Laguna San Ignacio
FOCUS QUESTION
5 Text to Text In ldquoA Whale of a Triprdquo
we learn about baleen whales how
they eat and how they need to be
protected from tuna fishing nets
The story of Adelinarsquos Whales not
only talks about whales but it also
tells us about Adelinarsquos community
Respond Student page 503
On My Own
Model the On My Own strategy with question 3
The answer is not in the selection You have to use what you already
know to answer the question
Question 3 Think Aloud
I know that there are many ways to
get classmates together for a good cause or a fun event Many
people think whales are fascinating creatures Doing research
about marine life looking into related groups using the Internet
and writing to marine biologists might be a fun and interesting
way to start a club dedicated to the study of whales
Adelinarsquos Whales 503
FluencyComprehension
As I read I will pay attention to tempo and match the action in the story
Did you know that whales talk to each other Whales
10 make sounds for different reasons Some sounds are used to
20 locate calves Others are used to find mates Whales even use
31 sounds to warn other pod members that a predator is around
42 Toothed whales click and whistle in order to locate food
52 Baleen whales make knocking moaning snoring and
59 rumbling noises Humpback whales sing but not during
67 feeding season They save their tunes for the warmer waters
77 where they spend their breeding season Some scientists
85 believe they are singing love songs Other scientists think
94 they are sending out threats like ldquoGo awayrdquo We may never
105 know exactly why whales sing
110 Some humpback whales swim up to the surface and take
120 a few breaths Then they dive under the water and start to
132 sing They do not move when they sing Their underwater
142 songs can be heard for miles Sometimes they sing for a half
154 hour without stopping 157
Comprehension Check
1 What actions does a humpback whale take when it sings Sequence
2 Why might a whale need to communicate with another whale Draw Conclusions
Words Read ndash Number of Errors = Words
Correct Score
First Read ndash =
Second Read ndash =
A humpback whale swims to the surface and takes a few breaths Then the whale dives under the water to sing The whale does not move when singing
Whales might need to communicate with other whales to warn them about predators to find mates or to locate their calves
On Level Practice Book O page 136
Approaching Practice Book A page 136
Beyond Practice Book B page 136
Transparency 19
FluencyRepeated Reading Tempo
EXPLAINMODEL Tell students they will be doing a choral reading
or reading out loud together Point out that the passage on
Transparency 19 begins with slow action and a slow mood After
the whale nudges the boat the fishers become frightened and the
action picks up As you model reading the passage increase the
speed the second and third times you read through the last four
sentences Have students pay attention to the tempo
PRACTICEAPPLY Reread the first two sentences of the passage
with students Then divide them into two groups Have groups
alternate reading sentences Remind students to pay attention to
the tempo changes they should make Students will practice fluency
using Practice Book page 136 or the Fluency Solutions Audio CD
Objectivesbull Read accurately with good
tempo
bull Rate 102ndash122 WCPM
Materials
bull Fluency Transparency 19
bull Fluency Solutions
bull Leveled Practice Books p 136
Vary Reading Pace Act
out the actions as you
explain the sequence of
events in the passage
Next read it aloud using
lots of expression and
gestures to help with
meaning Then echo-read
the passage with students
Ask students to imitate
your tempo and voice
During Small Group Instruction
If No Approaching Level Fluency p 507N
If Yes On Level Options pp 507Qndash507R
Beyond Level Options pp 507Sndash507T
Can students read accurately with good tempo
In a whisper her grandfather begins to draw them in Adelina closes her eyes to imagine the calm and quiet on that first afternoon when his small boat was gently nudged by a huge gray whale As the boat rocked her grandfather and his fishing partnerrsquos hearts pounded They held tight and waited preparing themselves to be thrown into the water by the giant animal The whale dove below them and surfaced again on the opposite side of their boat scraping her head along the smooth sides Instead of being tossed from the boat they were surprised to find themselves still upright and floating
Fluency Transparency 19
from Adelinarsquos Whales page 494
503A
Draw Conclusions
Introduce 413A-B
Practice Apply
414ndash437 LeveledPractice 113ndash114
Reteach Review
443MndashT 447AndashB 448ndash463 469MndashT Leveled Practice120ndash121
Assess Weekly Tests Unit 4 Test Benchmark Tests A B
Maintain 503B 529B 557B
FluencyComprehension
ComprehensionMAINTAIN SKILLDRAW CONCLUSIONS
EXPLAINMODEL
You can use information from a selection as well as personal
experience to draw conclusions
A reader can draw conclusions about a personrsquos character and
about events by looking for clues in the selection
Lead a class discussion about drawing conclusions in ldquoA Whale of a Triprdquo
PRACTICEAPPLY Discuss the photo essay Adelinarsquos Whales and
what details can help readers to draw conclusions Then ask student
partners to discuss the following questions Encourage them to take
notes so that they may share answers with their peers afterward
What tells you that Adelina enjoys living by the ocean
How do you know that Adelina wants to work with whales in the
future What do you think her grandfatherrsquos reaction will be
What can you conclude about the future of Laguna San Ignacio
(Students should be able to identify a conclusion that summarizes
the main idea)
Using conclusions and parts of their discussion have each student
write a paragraph that continues the story For comprehension
practice use the Graphic Organizers on pages 40ndash64 in the
Teacherrsquos Resource Book
Objectivebull Draw conclusions from
details in a story
Adelinarsquos Whales 503B
LOZ_Subhd_LFT LOZ_StudentPgs
PoetryA Limerick is a funny poem
with a specific pattern
of rhyme and meter All
limericks have five lines
Literary ElementsMeter is the rhythm of the
syllables in a line of poetry
Rhyme Scheme is the
pattern of rhymes within
a poem
There once was a whale named Alene
Who strained all her meals through baleen
But she dreamed of a lunch
With a food that goes ldquocrunchrdquo
Like a truckload of just-picked string beans
mdashDoreen Beauregard
Near our boat is a mammal named Luke
Whorsquos exceedingly proud of his fl uke
Just donrsquot call it a tail
Or this dignifi ed whale
Will respond with a splashy rebuke
mdashDoreen Beauregard
WWhale hale WWatchatch
The meter in these three lines is created by emphasizing the third sixth and ninth syllables
LLimericksimericks
aa MMealealAA WWhalehale ofof
504
Paired Selection Student page 504
PoetryGENRE LIMERICK
Have students read the bookmark on
Student Book page 504 Explain that a
limerick
is meant to be funny
sometimes contains idioms puns or
other kinds of figurative language
Literary Elements Meter and Rhyme Scheme
EXPLAINMODEL
Tell students that literary elements
such as meter and rhyme scheme help
give poetry its rhythm
Meter is the rhythm or beat
of a poem It is created by the
arrangement of accented and
unaccented syllables in a line
Rhyme scheme is the pattern of
rhymes in a poem Capital letters are
used to represent each individual
rhyme
Discuss how ldquoWhale Watchrdquo contains
three accented syllables in lines 1 2
and 5
PRACTICEAPPLY
Have students point out the rhyme
scheme of the limerick on page
505 Where does the rhyme scheme
change (the second and third lines)
Read ldquoA Whale of a Mealrdquo ldquoWhale Watchrdquo and
ldquoThe Podless Whalerdquo
As you read remind students to apply what they have learned
about limericks
1
2
504504
Poetry
Connect and Compare1 What is the rhyme scheme of ldquoWhale Watchrdquo What if the last
line rhymed with the third and fourth lines Rhyme Scheme
2 Why were the sea bass in ldquoThe Podless Whalerdquo bewildered
Apply
3 How are the whales in these poems similar to the ones in
Adelinarsquos Whales How are they different
ReadingWriting Across Texts
There once was a whale near Cape Cod
Who just could not locate his pod
So he joined with a mass
Of bewildered sea bass
Who found this behavior quite odd
mdashDoreen Beauregard
P Podless odless WWhalehaleTheThe
The last line of a limerick always rhymes with the first two lines The second and third lines have a different rhyme
Find out more about limericks at wwwmacmillanmhcom
505
1 LITERARY ELEMENTS RHYME
SCHEME
If the name of the whale in ldquoA Whale
of a Mealrdquo were changed to Rose what
other words would have to change in
the poem (baleen string beans) Why
(This poem is a limerick so its rhyme
scheme must be AABBA)
2 LITERARY ELEMENTS METER
What is the meter used in the limerick
ldquoWhale Watchrdquo (Lines 1 2 and 5 have
three beats Lines 3 and 4 have two
beats)
3 MAKE INFERENCES
What is a group of whales called What
poem helped you figure this out (A
group of whales is called a pod This
can be figured out from ldquoThe Podless
Whalerdquo)
Connect and Compare
SUGGESTED ANSWERS
1 The rhyme scheme of ldquoWhale
Watchrdquo is AABBA If the last line
rhymed with the third and fourth
lines the rhyme scheme would be
AABBB and this would not be a
limerick RHYME SCHEME
2 The sea bass were bewildered
because a whale became a member
of their group and this is not
typical of whale behavior APPLY
3 FOCUS QUESTION The whales in
these poems are similar to the ones
in Adelinarsquos Whales because they
share whale characteristics such as
swimming near boats and in pods
They are different from Adelinarsquos
Whales because they are fictional
Adelinarsquos whales are real READING
WRITING ACROSS TEXTS
Paired Selection Student page 505
Internet Research and Inquiry Activity Students can find more
facts about limericks at wwwmacmillanmhcom
3
HISTORY AND CULTURE OF LIMERICKS
Limericks derive from the Irish town of Limerick and date back to
the 14th century Limericks were originally used in nursery rhymes
for children Later these rhymes were repeated and changed by the
working classes who created choruses based on the refrain ldquoWill
you come to Limerickrdquo
A famous childrenrsquos book of limericks Edward Learrsquos Book of
Nonsense was published in England in 1846 Because limericks are
short and funny they have survived to this day across many cultures
Adelinarsquos Whales 505
Why We Need Whales
by Maggie W
We learned in class today that some kinds
of whales are in danger of becoming extinct
I think we should try to save them We need
whales
Why do we need whales We donrsquot need
them for food They donrsquot do any work for us
But they are fascinating to watch They seem
to play and talk together The world would be
less interesting if there were no whales
I want the world to be an interesting place
so I hope there will
always be whales
making their wonderful
noises
Share YourShare YourPoint of ViewPoint of View Writerrsquos Craft
VoiceWriters want their readers to understand their point of view They use appropriate words to show voice and to share their opinions
I tried to show why I feel that whalesare important
I think whales are great I wrote this to express my point of view about whales
506
Features of a Point-of-View Article
In a point-of-view article the writer gives his or her opinion about
a subject A writer should use good reasons to explain his or her
point of view
It is written using first person
It describes a writerrsquos opinion about a subject
It uses supporting statements in a logical order
WritingVoice
READ THE STUDENT MODEL
Read the bookmark about voice
Explain that a writerrsquos voice shows his
or her personality It helps readers to
hear changes in the writerrsquos feelings
just as they would if the writing were
spoken aloud
Have students turn to page 477
Discuss the writerrsquos voice and its effect
Then have the class read Maggie Wrsquos
article and the callouts Tell students
that they will write an article about the
importance of animals They will also
learn how to create a voice that shows
their feelings
WRITINGbull Explanatory Writing
bull Writerrsquos Craft Voice
WORD STUDYbull Words in Context
bull Dictionary
bull Phonics Words with oi and ou
bull Vocabulary Building
SPELLINGbull Words with oi and ou
GRAMMARbull Possessive Pronouns
SMALL GROUP OPTIONS
bull Differentiated Instruction pp 507Mndash507V
506
Transparency 73
Writing Transparency 73
Explanatory Writing
Writerrsquos Checklist Ideas and Content Did I explain my point of view
clearly
Organization Did I state my opinion first and then
give reasons to explain it Did I save the strongest
reason for last
Voice Is my voice clear as I write about the topic
Word Choice Did I choose words carefully
Sentence Fluency Did I vary the length of
my sentences
Conventions Did I spell possessive pronouns
correctly
Your TurnWrite an article of one or two paragraphs to explain
your point of view about the importance of animals
You may write about animals in general or one kind
of animal in particular State your opinion and
give strong reasons for it Save your strongest
reason for last Back up your reasons with
examples End by restating your opinion
Use the Writerrsquos Checklist to check
your writing
507
PREWRITE
Read and discuss the writing prompt
on page 507 Students can brainstorm a
list of animals they feel it is important
to save Ask them to choose the animal
they care most about saving
Display Transparency 73 and discuss
how Maggie used a point-of-view chart
to plan an article with opinions about
animals including the use of strong
supporting statements Have students
use a point-of-view chart to plan their
own articles
DRAFT
Display Transparency 74 Discuss how
Maggie used her chart to organize and
write a draft of her article Talk about
how she could improve the draft Before
students write present the explicit
lesson on Voice on page 507A and
the Ideas and Content and Purpose
and Audience mini lessons on page
507B Have students use their charts
to write their articles Remind them to
keep their purpose and audience in
mind to express strong opinions and to
emphasize strong supporting statements
REVISE
Display Transparency 75 and discuss
Maggiersquos revisions Point out that she
added sentences to show her feelings
about whales Students can revise their
drafts or keep them to work on later
If students choose to revise have
them work in pairs to use the Writerrsquos
Checklist on page 507 Then ask
students to work with a partner to
proofread their writing For Publishing
Options see 507A For lessons on
Possessive Pronouns and Spelling
see page 507B and 5 Day Spelling and
Grammar on pages 507Gndash507J
Transparency 73 Point-of-View
Chart
Transparency 74 Draft
Transparency 75 Revision
Writing Student pages 506ndash507
Point of View Chart
Opinion
We should save whales
Reason
They are fun to watch
Reason
They play and talk together
Reason
They make the world interesting
Writing Transparency 73
Adelinarsquos Whales 507
SPEAKING STRATEGIES
Use tone of voice to show
exciting parts of the article
Change voices when the
strongest feelings are
mentioned
Look at the audience
to help them see your
interest in the article
LISTENING STRATEGIES
Listen to hear how the
author feels about saving
the animal
Try to imagine the setting
of the article in your mind
VoiceEXPLAINMODEL
Good writers use language that shows their feelings about a topic
These feelings make up the writerrsquos voice Reread the first paragraph
of the model on page 506 Point out that Maggie shows her strong
feelings about saving whales when she says we need them and that
they are fascinating to watch Display Transparency 76
Think Aloud The first example shows me how the writer feels
about her cat He is her best buddy She likes it when the cat
comes to see her in the garden The second example tells me
only the facts without saying how the writer feels about them
I donrsquot learn as much about the writer or the animal from this
example
Writing Transparency 76
Transparency 76
PRACTICEAPPLY
Work with students to read the two choices in each set Invite
volunteers to identify the stronger voice in each set and explain
how it shows the writerrsquos feelings Then have students identify and
discuss voice in another story they have recently read
Tell students that as they draft their article they should think about
ways to create a voice that shows their feelings about the animal or
animals they are describing
Publishing OptionsStudents can read aloud their article to the class See Speaking and Listening tips below They can also use their best cursive to write their article (See Teacherrsquos Resource Book pages 168ndash173 for cursive models and practice) Then invite students to illustrate their articles or act them out with a friend
4- and 6-Point Scoring Rubrics
Use the rubric on pages 539Gndash
539H to score published writing
Writing Process
For a complete lesson see Unit Writing on pages 539Andash539H
Writing
Writerrsquos Craft
Voice
Strong Voice Gumby is my best buddy It feels great when he
appears in the garden and then jumps on my back
to purr and watch me dig
Weak Voice Gumby is my cat He walks through the garden to
watch me dig
1 Wow Seeing Flossie run across the lawn to greet
me is so fantastic She barks loudly as if shersquos as
glad to see me as I am to see her
2 Flossie runs across the lawn to greet me She
barks loudly
3 My parrot Polly talks all the time I like the sound
of her voice She always tells me that Irsquom her friend
4 I love to hear Polly my pet parrot talk all the
time Her voice is music that fills our familyrsquos
kitchen Best of all she always tells me that Irsquom
her friend
(1 strong 2 weak 3 weak 4 strong)
Writing Transp
arency 76
507A
Technology
Writing
Writerrsquos Toolbox
Possessive Pronouns
ExplainModel Possessive pronouns take the
place of nouns that show ownership as in her
Point out the first possessive pronoun her in the
first sentence of Adelinarsquos Whales on page 494 This
pronoun shows that the grandfather is Adelinarsquos
PracticeApply Work with students to find more
possessive pronouns in the story on page 494
Have them identify the ownership each pronoun
suggests For a complete lesson on possessive
pronouns see pages 507Indash507J
Mechanics Do not use apostrophes in possessive
pronouns As students proofread their stories ask
them to check that they have used possessive
pronouns correctly
Writing Trait Ideas and Content
ExplainModel Good writers state their opinions
or point of view at the beginning of their writing
They use appropriate words to show voice and
they use good reasons and examples to support
their opinions and explain their point of view
They end their writing by repeating their opinion
strongly in a closing sentence
PracticeApply Have students reread the student
model on page 506 Discuss the callouts on the
left Can students identify Maggie Wrsquos point of view
in her article Ask students if Maggie W supports
her point of view
Purpose and Audience
ExplainModel Point out that one purpose of
writing an article is to inform and persuade the
audience of your opinion Using examples as
Maggie did helps to do this
PracticeApply As students draft tell them to
consider their audience They should use ideas that
will appeal to the people who will read their article
Spelling Words with oi and ou
Ask students to find the words noise and clouds in
the main selection on page 490 Point out that the
sound oi is spelled oi in noise Explain that the
sound ou is spelled ou in clouds but can also be
spelled ow as in flowers For a complete lesson on
words with oi and ou see pages 507Gndash507H
Remind students to use centering to position their title
correctly and to use formatting to capitalize the first letter
in each important word of the storyrsquos title
Adelinarsquos Whales 507B
Word StudyWord Study
Objectivesbull Apply knowledge of word
meanings and context clues
bull Use a dictionary to look up the
meanings of homographs
Materials
bull Vocabulary Transparencies 37
and 38
bull Leveled Practice Books p 138
Review
VocabularyWords in Context
EXPLAINMODEL
Review the meanings of the vocabulary words Display
Transparency 37 Model how to use word meanings and context
clues to fill in the first missing word with students
Think Aloud In the first sentence I learn that the speaker is going
on a boat to whale watch The speaker makes a note about the
boatrsquos size A boat for whale watching would be large I think that
the missing word is massive When I try massive in the sentence it
makes sense
PRACTICEAPPLY
Help students complete item 2 Then have them use context clues
to write missing words for items 3ndash6 on a separate sheet of paper
Students can exchange papers check their answers and explain the
context clues they used to determine the missing words
Fun with Puns Remind students that the vocabulary word dove
is a homograph Review its pronunciations and definitions Have
students work in small groups to create puns using dove Invite
groups to share their puns with the class
Give Examples For massive
sketch a bus and a whale on
the board Say A bus is big
but a whale is massive Have
students brainstorm other
examples in pairs
tangles (p 488) things
twisted together such as
strands of hair
rumbling (p 490) heavy
deep and rolling
snoring (p 490) making
loud breathing sounds
when sleeping
massive (p 491) big or
heavy
dove (p 494) jumped into
the water head first
unique (p 496) one of a
kind
politicians (p 498) people
who hold a government
officeVocabulary Transparency 37
Transparency 37
dove massive politicians rumbling snoring tangles unique
1 We boarded the massive boat amazed at its size and hoped it would be a good day for whale watching
2 The politicians had done a good job of protecting the whales in this bay so I was hopeful that we would see many whales
3 I stepped over the nets that lay in tangles on the deck
4 I watched as the birds dove into the ocean to catch their dinner
5 When I heard a rumbling sound I looked toward the horizon where I saw a unique sight a whale
6 I shouted for my father but when I heard his snoring I knew that he had missed the fantastic sight
507C
Vocabulary Strategy Transparency 38
Word Study
Homographs are words that have the same spelling but different meanings They may also have different pronunciations
Read the list of homographs and their meanings Then read the sentences and decide the meaning of the underlined homograph Write the letter of the correct meaning in the blank next to the sentence
dove ndash a past tense of dive b a kind of bird
fluke ndash c part of a whalersquos tail d something lucky
1 The whale splashed the surface of the water with its fl uke
2 The eagle dove for its prey
3 It was a fl uke that my mother won the game
4 The bird watchers saw a mourning dove sitting in a tree
Pick another homograph Write one sentence for each meaning of the word
5
6
c
a
d
b
My brother gave his girlfriend an engagement ring
Possible response provided
I didnrsquot hear the phone ring so I missed your call
On Level Practice Book 0 page 138
Approaching Practice Book A page 138
Beyond Practice Book B page 138
Practice Vocabulary
Homographs can be
confusing to students
especially those that are
pronounced differently
Create sentences for pairs
of words and model how
to guess the meaning
through the context
Practice with dove wind
and bow
Transparency 38
Homographs
1 What was the content of Karlarsquos lettera subject or topic nounb satisfied adjective
2 We tried to wind the kite string around a sticka moving air nounb to wrap around verb
3 Casey did not shed a tear as he watched the sad moviea to pull apart or into pieces verbb a drop of fluid that comes from the eye noun
4 Tanya put dates and nuts in her breada specific points in time nounb fruits from palm trees noun
PRACTICEAPPLY
Ask students to look up meanings and write sentences for the
following homographs bow row and present
During Small Group Instruction
If No Approaching Level Vocabulary pp 507Nndash507O
If Yes On Level Options pp 507Qndash507R
Beyond Level Options pp 507Sndash507T
Do students understand word meanings Can students use
context clues and dictionaries to understand homographs
STRATEGYDICTIONARY HOMOGRAPHS
EXPLAINMODEL
Remind students that homographs are words that are spelled alike
but have completely different meanings and may have different
pronunciations Explain how a dictionary and context clues can help
a reader to figure out the correct meaning and pronunciation of
homographs
Read the first sentence and definitions on Transparency 38 Model
how to figure out the meaning of content trying both definitions
and pronunciations Ask student volunteers to read aloud and
choose the correct homograph definitions for numbers 2ndash4
Adelinarsquos Whales 507D
The oi sound can be spelled with oi as in foil or with oy as in boy The ou sound can be spelled with ou as in couch or with ow as in now Keep in mind though that not all words containing oi have the oi sound and not all words spelled with ou and ow have the ou sound
In each row of words below there is one word that does not belong If the word does not have the same sound as the others make an X over it If the word is a homograph sometimes pronounced like the other words and sometimes pronounced differently put an asterisk () next to it Then on the blank line add another word that belongs with the group you made
1 joy foil employ onion
2 bow allowed south outside
3 coil destroy oil going
4 mouth doubt through how
5 broil doing spoil noise
6 sow tower frown sprout
7 couch dough cloud crowd
8 enjoy soil shooing toys
9 now enough crown proud
10 brow cow low down
11 annoy voices boil porpoise
12 thought shower loud trout
oi word
ou word
oi word
ou word
oi word
ou word
ou word
oi word
ou word
ou word
oi word
ou wordporpoiseporpoiseporpoiseporpoisepp
on on onioonioonioonioononoo
ngnggoigoigoigoingngnn
ughughhrohrothrothroughughouou
doing doing doing doing ii
ugh ugh doudoudoudouughughuu
oingoingshooshooshooshoooingoingoo
ughughenoenoenoenoughughouou
wwlowlowowowwwww
ught ught houhouthouthouughtughtuu
On Level Practice Book O page 139
Approaching Practice Book A page 139
Beyond Practice Book B page 139
Word Study
Phonics Decode Words with oi and ou
EXPLAINMODEL
Remind students that the letters oi and oy almost always spell the
sound oi The letters ou often spell ou unless they are followed
by r or gh The letters ow often spell ou but they may also spell
ō Write bow
Think Aloud
This word is a homograph When I say bou I know
the word means ldquoto bend the headrdquo or ldquothe front of a boatrdquo
When I say bō I know the word means ldquoa weaponrdquo or ldquoa knot
with loopsrdquo I need to look at the context to figure out which
word the writer means
PRACTICEAPPLY Write these words on the board joy spoil
mountain blouse coin tower and around Have students underline
the letters that spell ou and oi Then have them read the words
aloud pronouncing each sound with emphasis
Decode Multisyllabic Words Write these words on the board
voyage hardboiled encounter southpaw ownership and nowadays
Model how to decode voyage focusing on the sound oi Then work
with students to decode the other words explaining the spelling
of each sound For more practice use the decodable passages on
Teacherrsquos Resource Book page 23
Fill-in-the-Blanks Have students write out ten Spelling Words or
other words with the ou or oi sound Tell them to leave blanks
for the letters that represent these vowel sounds For example
C L _ _ N Students can trade papers with a partner and fill in the
missing letters
Word Study
Objectivesbull Decode the sounds ou and
oi
bull Identify and write sentences
with homophones
Materials
bull Leveled Practice Books p 139
bull Teacherrsquos Resource Book p 23
Use Context Hearing
and distinguishing vowel
sounds can be challenging
for students As students
read and hear the words
within the context of
shared reading and writing
activities they will connect
the sounds to their spelling
patterns
During Small Group Instruction
If No Approaching Level Phonics p 507M
If Yes On Level Options pp 507Qndash507R
Beyond Level Options pp 507Sndash507T
Can students decode words with oi and ou
507E
Spiral Review
Vocabulary Game Form two teams Divide the
Vocabulary Cards electrical globe decayed
amazement loosened midst mysterious patchwork
responsibility and soared from past weeks between
the teams
A Team 1 player takes a card and reads the word
A Team 2 player tells the wordrsquos meaning and uses
it in a sentence If the definition and sentence are
correct Team 2 gets a point If not the card is
returned to the bottom of the pile Then a Team 2
player takes a card and reads the word
Continue playing until all the words have been
correctly defined and used in sentences The team
with the most points wins
Vocabulary Building
Homophones Write on the board The children
let out (wails)(whales) because they couldnrsquot see
the (wails)(whales) Remind students that a
homophone is pronounced in the same way as
another word but has a different meaning and
spelling Have students write more sentences
containing homophone pairs or triples (there
theyrsquore their) Make sure students know how
homophones differ from homographs
Word Study
Vocabulary PuzzleMaker For additional vocabulary and
spelling games go to
wwwmacmillanmhcom
Vocabulary Building
Adjectives Verbshuge spray
humpback swim
endangered spout
slippery leap
Apply Vocabulary
Write a Personal Narrative Using the vocabulary
words ask students to complete the following
sentence ldquoI had a whale of a good time when rdquo
Tell students to continue writing after completing
this sentence Remind students to use descriptive
language that appeals to the five senses They
should provide a context to allow the reader
to picture the world of the event Post student
writing inside the body of a whale on a display
board
Oral Language
Expand Vocabulary Write the weekly topic
Whales on the board above a two-column chart
Label the columns Adjectives and Verbs Using the
selection print and electronic resources including
interviews and newspapers tell students to
brainstorm adjectives or verbs relating to whales
Adelinarsquos Whales 507F
5 Day Spelling
Words with oi and ouSpelling
Pretest Word Sorts
Spelling Practice Book pages 115ndash116 Spelling Practice Book page 117
Dictation Sentences 1 A daisy is a flower
2 We heard voices outside
3 The princess hid in the tower
4 We dumped a mound of dirt
5 I read a story about a cowboy
6 Her wedding gown was beautiful
7 You frown when you are not happy
8 We drove south to Florida
9 Why are the dogs howling
10 It will annoy Mike if you keep interrupting him
11 The car made noises yesterday
12 My kitten weighs about a pound
13 The hound followed the scent
14 Put your money in the pouch
15 We collected a thousand cans
16 I wound the rope around the tree
17 Irsquom a grouch when Irsquom tired
18 I felt fine but I still had a cough
19 Irsquove grown two inches in a year
20 They took a voyage to China
ReviewChallenge Words 1 I ate a peanut butter cookie
2 Use the zoom on your camera
3 The new mall is huge
4 During a drought we canrsquot water the grass
5 We took the bus downtown
Words in bold are from the main selection
flower south thousand
voices howling wound
tower annoy grouch
mound noises cough
cowboy pound grown
gown hound voyage
frown pouch
Review cookie zoom huge
Challenge drought downtown
ASSESS PRIOR KNOWLEDGE
Using the Dictation Sentences say
the underlined word Read the
sentence and repeat the word
Have students write the words on
Spelling Practice Book page 115
For a modified list use the first 12
Spelling Words and the 3 Review
Words For a more challenging list
use Spelling Words 3ndash20 and the
2 Challenge Words Have students
correct their own tests
Have students cut apart the Spelling
Word Cards BLM on Teacherrsquos
Resource Book page 84 and figure
out a way to sort them Have them
save the cards for use throughout
the week
Use Spelling Practice Book page 116
for more practice with this weekrsquos
Spelling Words
For Leveled Word Lists go to
wwwmacmillanmhcom
TEACHER AND STUDENT SORTS
Review the Spelling Words
pointing out the oi or ou
sound in most words
Use the cards on the Spelling Word
Cards BLM Attach the key words
south flower noises and annoy to a
bulletin board Model how to sort
the words according to their vowel
sounds and spellings Have students
take turns choosing cards sorting
them and explaining how they
sorted them
When students have finished the
sort discuss any oddballs that do
not fit in any category (grown
cough) Point out that wound is a
homograph Then invite students to
do an open sort in which they sort
all the Spelling Words any way they
wish for example by rhyme or by
consonant blends Discuss studentsrsquo
methods of sorting
507G
SYNONYMS
Write the following list of words
on the board Have students copy
the words into their word study
notebooks and write the Spelling
Word that is a synonym for each
1 pile (mound)
2 scowl (frown)
3 trip (voyage)
4 crying (howling)
5 dress (gown)
Challenge students to identify
three Spelling Words that can be
used as both a noun and a verb
Have them write sentences for
both usages
Have partners write a sentence
for each Spelling Word leaving
a blank space where the word
should go They can exchange
papers and fill in the blanks
SPIRAL REVIEW
Review words with ū uuml and u
Write cookie zoom and huge on
the board Have students identify
the spelling of the ū uuml or u
sound in each word
PROOFREAD AND WRITE
Write these sentences on the
board including the misspelled
words Ask students to proofread
circling incorrect spellings and
writing the correct spellings
1 My lizard has grone and she
gained two pownds (grown
pounds)
2 My cogh is starting to annoi
me (cough annoy)
3 The noyses in the hall were
houling dogs (noises howling)
4 A thowsand voyces were
singing (thousand voices)
POSTTEST
Use the Dictation Sentences on
page 507G for the Posttest
If students have difficulty with any
words in the lesson have students
place them in a list entitled
Spelling Words I Want to Remember
in a word study notebook
Challenge students to look for
words that have the same vowel
patterns they studied this week
Spelling
Word Meanings Review and Proofread Assess and Reteach
Spelling Practice Book page 118 Spelling Practice Book page 119 Spelling Practice Book page 120
Adelinarsquos Whales 507H
5 Day Grammar
Possessive Pronouns
INTRODUCE POSSESSIVE
PRONOUNS
Present the following
A possessive pronoun shows
ownership
A possessive pronoun takes
the place of a possessive noun
Possessive pronouns never have
an apostrophe my your his her
its our and their
Possessive pronouns must match
the nouns they replace in both
number and gender Give the
pass to Armita Give the pass to
her This is Dillon and Leighrsquos car
This is their car
REVIEW POSSESSIVE PRONOUNS
Discuss with students how to
recognize possessive pronouns
INTRODUCE STAND-ALONE
POSSESSIVE PRONOUNS
Present the following
A stand-alone possessive
pronoun is not used directly
before a noun
Most stand-alone possessive
pronouns are formed by adding
s to the pronoun that is used
before a noun These pronouns
are yours hers ours theirs and
mine This report is ours That one
is yours
His and its are the same when
used as stand-alones or before
a noun His shirt was brown The
shirt was his
Grammar
Daily Language ActivitiesUse these activities to introduce each dayrsquos lesson Write the dayrsquos activity on the board or use Transparency 19
DAY 1Adelinas favorite time of year was when the whales visited she Her and her grandfather watch for them every day (1 Adelinarsquos 2 her 3 She and)
DAY 2Her grandfather knowed about whales too Him was the one who had the first friendly visit with whales (1 knew 2 He)
DAY 3Every Fisherman takes their rod on the boat They pull in his lines if a whale come close (1 fisherman 2 his rod 3 their lines 4 comes)
DAY 4The camera on Adelinas lap is herrsquos She is taking a voiage to cownt whales (1 Adelinarsquos 2 hers 3 voyage 4 count)
DAY 5Thowsands of people come to see the whales They act as though it is not mine town but theirrsquos (1 Thousands 2 my 3 theirs)
Introduce the Concept Teach the Concept
Possessive Pronouns
Write on the board This
pencil belongs to Sheila
It is pencil Model
how to choose the correct
pronoun in the second
sentence Create more
sentences using other
studentsrsquo names and your
name to practice all the
pronouns
Grammar Practice Book page 115
See Grammar Transparency 91 for modeling and guided practice
Grammar Practice Book page 116
See Grammar Transparency 92 for modeling and guided practice
507I
REVIEW POSSESSIVE PRONOUNS
Review how to identify possessive
pronouns
MECHANICS AND USAGE
POSSESSIVE NOUNS AND
PRONOUNS
Possessive nouns are formed with
apostrophes teachersrsquo books
Most possessive pronouns that
are used before a noun are not
formed with s her book his car
The exception is its
Possessive stand-alone pronouns
are formed without apostrophes
Except for mine the last letter is
always s It is yours
All possessive pronouns should
agree in number and gender
with the nouns they replace
REVIEW TYPES OF POSSESSIVE
PRONOUNS
Ask students to explain the
differences between regular and
stand-alone possessive pronouns
PROOFREAD
Have students correct errors in the
following sentences
1 That whale is Renas favorite
and this one is mine favorite
(Renarsquos my)
2 Each boy should take their seat
while the whales are close (his
seat)
3 This book about whales is my
(mine)
4 Which is the better picture of a
whalemdashMiguels or herrsquos
(Miguelrsquos hers)
ASSESS
Use page 119 of the Grammar
Practice Book for assessment
RETEACH
Have students create sentences
using possessives pronouns
After checking for accuracy have
students write the sentences
again this time leaving a blank
where the pronoun should be
Students should trade papers
with a partner and try to fill in the
blanks They can then check their
own work
Also use page 120 of the Grammar
Practice Book for reteaching
Grammar
Review and Practice Review and Proofread Assess and Reteach
Grammar Practice Book page 117
See Grammar Transparency 93 for modeling and guided practice
Grammar Practice Book page 118
See Grammar Transparency 94 for modeling and guided practice
Circle the letter before the possessive pronoun that correctlycompletes each sentence
1 Adelinarsquos village was small and main street had only a few houses
a his b our c its d their
2 The whales came to Mexico to have young
a their b your c my d her
3 Although fi rst visit to La Laguna was in June this yearIrsquom going in January
a hisrsquos b theirs c my d her
4 Adelina knows the ocean very well because whole family works on the water
a my b their c our d her
5 Pachico made a sign for his business and letters are large and easy to read
a hers b their c its d my
Grammar Practice Book pages 119ndash120
See Grammar Transparency 95 for modeling and guided practice
Adelinarsquos Whales 507J
En
d-o
f-W
ee
k A
sse
ssm
en
t
ELL Practice and
Assessment 122ndash123
Fluency Assessment
Weekly Assessment 237ndash244
Administer the Test Weekly Reading Assessment Passage and questions pages 237ndash244
ASSESSED SKILLS
bull Sequence
bull Vocabulary Words
bull Dictionary Homographs
bull Possessive Pronouns
bull Words with oi and ou
Administer the Weekly Assessment online
or on CD-ROM
FluencyAssess fluency for one group of students per week
Use the Oral Fluency Record Sheet to track the number
of words read correctly Fluency goal for all students
102ndash122 words correct per minute (WCPM)
Approaching Level Weeks 1 3 5
On Level Weeks 2 4
Beyond Level Week 6
Alternative Assessmentbull ELL Assessment pages 122ndash123
Assessment Tool
507K507K
Diagnose Prescribe
En
d-o
f-We
ek
Asse
ssme
nt
VOCABULARY WORDS
VOCABULARY STRATEGY
Dictionary Homographs
Items 1 2 3 4
IF
0ndash2 items correct
THEN
Reteach skills using the Additional
Lessons page T8
Reteach skills Go to
wwwmacmillanmhcom
Vocabulary PuzzleMaker
Evaluate for Intervention
COMPREHENSION
Skill Sequence
Items 5 6 7 8
0ndash2 items correct Reteach skills using the Additional
Lessons page T3
Evaluate for Intervention
GRAMMAR
Possessive Pronouns
Items 9 10 11
0ndash1 items correct Reteach skills Grammar Practice Book
page 120
SPELLING
Words with oi and ou
Items 12 13 14
0ndash1 items correct Reteach skills Go to
wwwmacmillanmhcom
FLUENCY 98ndash101 WCPM
0ndash97 WCPM
Fluency Solutions
Evaluate for Intervention
Diagnose Prescribe
To place students
in the Intervention
Program use
the Diagnostic
Assessment in the
Intervention Teacherrsquos
Edition
TriumphsAN INTERVENTION PROGRAM
R E A D I N G
Adelinarsquos Whales 507L
Phonics
Approaching Level Options
Objective Decode words with oi and ou
Materials bull Student Book Adelinarsquos Whales
WORDS WITH oi AND ou
ExplainModel
Remind students that the letters oi and oy together usually stand for
oi as in coil and joy The letters ou as in house and ow as in cow usually
stand for ou However ow can also stand for o as in snow
Write the letters t o y on the board Say the sounds that the letters
stand for t oi Then blend the sounds toi Say the word with me toy
Repeat this process with oi and boil
Write the letters t o w n on the board Say the sounds that the letters
stand for t ou n Then blend the sounds toun Say the word with
me town Repeat this process with ou and house
Ask students to provide their own examples of words with oi and ou
Listen and provide constructive feedback
MULTISYLLABIC WORDS WITH oi AND ou
Write the word destroy on the board Have students identify the second
syllable as containing oi troy Have students repeat the syllable then
blend and read the whole word several times Repeat this process with
pounding and ou
Have student pairs work together to practice decoding longer words
with oi and ou Write the following words on the board and ask
student pairs to copy them onto index cards or sheets of paper Say
each word Circle the letters that stand for the ou or the oi sound Then
sort the words by spelling pattern
rejoice annoy crouching underground
growling browning moisture employment
Check each pair for their progress and accuracy
WORD HUNT WORDS WITH oi AND ou IN CONTEXT
Review words with oi and ou Have students search pages 488ndash490 of
Adelinarsquos Whales to find words with oi and ou Ask them to write the
words and circle the letters that spell the oi and ou in each word
Check to see if students have found examples such as outside down
south thousand loud noise sound clouds and out
For each skill below
additional lessons are
provided You can use these
lessons on consecutive days
after teaching the lessons
presented within the week
bull Sequence T3
bull Homographs T8
Additional Resources
To help students build speed
and accuracy with reading
multisyllabic words use the
additional decodable text
on page 23 of the Teacherrsquos
Resource Book
Decodable Text
If students have trouble
figuring out how to
pronounce words that
are homographs such as
bow bou and bow bō
have them look at how the
word is used and try out
each pronunciation and
its related definition in the
context of a sentence Write
She had a pink bow in her
hair on the board and say
I can say bou in the
sentence but a pink
ldquobending of the headrdquo
does not make sense
I can say bō in the
sentence A pink ldquoknot
with loopsrdquo does make
sense This word is
pronounced bō
ConstructiveFeedback
507M
Objective Read with increasing prosody and accuracy at a rate of 102ndash112 WCPM
Materials bull Index cards bull Approaching Practice Book A page 136
WORD AUTOMATICITY
Have students make flashcards for the following words with oi and
ou flower south thousand voices howling wound tower annoy grouch
mound noises cough cowboy pound gown hound voyage frown pouch
Display the cards one at a time and have students say each word Repeat
twice more displaying the words more quickly each time
REPEATED READING
Model reading the Fluency passage in Practice Book A page 136 Tell
students to pay close attention and listen to your tempo Then read
sentences in clusters based on tempo and have students read each cluster
back copying your tempo
During independent reading time have students work with a partner
One student reads aloud while the other repeats each sentence Remind
students to use positive and encouraging phrases when giving feedback
to their partners Circulate and provide constructive feedback Circulate
and provide constructive feedback
TIMED READING
At the end of the week have students do a final timed reading of the
passage on Practice Book A page 136 Students should
begin reading the passage aloud when you say ldquoGordquo
stop reading the passage after one minute when you say ldquoStoprdquo
Keep track of miscues Coach students as needed Help students record
and graph the number of words they read correctly
Vocabulary
Objective Apply vocabulary word meanings
Materials bull Vocabulary Cards bull Student Book Adelinarsquos Whales
VOCABULARY WORDS
Display the Vocabulary Cards for this weekrsquos words dove politicians
snoring massive tangles rumbling and unique Help students locate and
read the vocabulary words in Adelinarsquos Whales Review the definitions
of each word in the Glossary of the Student Book and discuss the
meanings Then have students write their own narratives about whales
using all of these vocabulary words
Approaching Practice Book A page 136
If students read too quickly
or too slowly reread
the passage to them at
the correct tempo Then
lead the class in a choral
reading so they can follow
you lead in reading at the
appropriate rate Repeat
the choral reading as
necessary
ConstructiveFeedback
Adelinarsquos Whales 507N
Vocabulary
Approaching Level Options
Review last weekrsquos words
(electrical globe fuels
decayed) and this weekrsquos
words (rumbling snoring
unique dove massive
tangles politicians) Have
students write a synonym for
each word
Objective Use homographs
DICTIONARY HOMOGRAPHS
Have students create simple crossword puzzles using Vocabulary and
Spelling Words Make sure they include at least two homographs (wound
dove) and write the definitions of the homographs as clues They may use
a dictionary to help them if necessary
Comprehension
Objective Identify sequence
Materials bull Student Book ldquoA Whale of a Triprdquo bull Transparencies 19a and 19b
STRATEGYANALYZE TEXT STRUCTURE
Remind students that recognizing how a text is organized can help them
to identify the sequence of story events
SKILLSEQUENCE
ExplainModel
Authors sometimes use signal words such as first next and last to help
readers recognize the sequence of events in a story
Authors of history texts or how-to articles typically use chronological
order to organize their texts
Display Transparencies 19a and 19b Reread the first pages Ask a
volunteer to identify what the narrator saw first and identify the signal
words
Think Aloud As I read I learn that many things are happening It helps to
recognize sequence words to help summarize what is happening in the
story so I can better understand it
PracticeApply
Invite students to retell the story considering the sequence of events Ask
the following questions
Before going on the trip do you think the narrator expected the whale
would be as big as it turned out to be
What was the first thing Matty told people on the whale-watching trip
Why are birds often seen in areas where whales are present
Student Book or Transparencies 19a and 19b
by Kristin Gold
Retelling Have students
retell the sequence of
events in ldquoA Whale of a
Triprdquo by drawing them Ask
students to choose one
event from the book they
would like to retell Have
students draw the scene
and write one sentence
describing it After the
students have finished
hang the drawings on the
board Then as a class put
the pictures in the order
of events that the story
follows
507O
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Saving the Whales
PREVIEW AND PREDICT
Have students read the title look at the images and preview the first
chapter Have students make predictions about what they will read and
set a purpose for reading
VOCABULARY WORDS
Review the vocabulary words as needed As you read together discuss
how context clues can help you figure out word meanings
STRATEGYANALYZE TEXT STRUCTURE
Remind students that recognizing how a text is organized can help
them better understand the textrsquos important ideas and the authorrsquos
purpose
SKILLSEQUENCE
Remind students to pay attention to the way the selection is organized
and the order in which events occur Read Chapter 2 with students
Think Aloud In the first chapter I learn that in the past there were whale
hunters in all parts of the world Now there are laws to protect whales
from hunters but whales are still being killed in other ways I need to
remember this information for my Sequence Chart
READ AND RESPOND
Finish reading Saving the Whales with students Discuss the following
If the plants that the krill eat die and then the krill die ask students
what will happen next in the food chain
Ask them what happened after Keiko the whale was set free
Work with students to review and revise their Sequence Charts Help
students paraphrase the important ideas in each chapter
MAKE CONNECTIONS ACROSS TEXTS
Invite students to compare Adelinarsquos Whales and Saving the Whales
Have students identify which selection is organized into chapters Ask
them why this format is better for this selection
Have students explain how reading Saving the Whales helps them better
understand the information and events in Adelinarsquos Whales
Leveled Reader
Adelinarsquos Whales 507P
Leveled Reader LessonVocabulary
On Level Options
Student Book
Limericks
On Level Practice Book O page 136
As I read I will pay attention to tempo and match the action in the story
Did you know that whales talk to each other Whales
10 make sounds for different reasons Some sounds are used to
20 locate calves Others are used to find mates Whales even use
31 sounds to warn other pod members that a predator is around
42 Toothed whales click and whistle in order to locate food
52 Baleen whales make knocking moaning snoring and
59 rumbling noises Humpback whales sing but not during
67 feeding season They save their tunes for the warmer waters
77 where they spend their breeding season Some scientists
85 believe they are singing love songs Other scientists think
94 they are sending out threats like ldquoGo awayrdquo We may never
105 know exactly why whales sing
110 Some humpback whales swim up to the surface and take
120 a few breaths Then they dive under the water and start to
132 sing They do not move when they sing Their underwater
142 songs can be heard for miles Sometimes they sing for a half
154 hour without stopping 157
Comprehension Check
1 What actions does a humpback whale take when it sings Sequence
2 Why might a whale need to communicate with another whale Draw Conclusions
Words Read ndash Number of Errors = Words
Correct Score
First Read ndash =
Second Read ndash =
A humpback whale swims to the surface and takes a few breaths Then the whale dives under the water to sing The whale does not move when singing
Whales might need to communicate with other whales to warn them about predators to find mates or to locate their calves
Objective Apply vocabulary words and homographs
Materials bull Vocabulary Cards bull Dictionary
VOCABULARY WORDS
Tell students that they will play a word-definition game Display half of
the Vocabulary Cards Have the first team use a dictionary to help create
two different definitions for each displayed word One should be the
correct definition and the other should be incorrect Then have students
write each pair of definitions on the board The second team chooses
the definition they think is correct They get one point for each correct
answer The team with the most points wins
DICTIONARY HOMOGRAPHS
Remind students that homographs are spelled alike but have different
meanings so they have separate dictionary entries Have students use the
adjective fine in a sentence Then challenge them to use the homograph
fine (money paid) in another sentence Repeat with the word content
Literary Elements
Objective Read poems to identify literary elements
Materials bull Poetry books and resources with limericks bull Student Book ldquoLimericksrdquo
METER AND RHYME SCHEME
Discuss the use of meter and rhyme in each limerick on Student Book
pages 504ndash505 Then have students look through poetry books and other
resources to locate limericks Ask students to discuss the meter and rhyme
scheme in the limericks
Objective Read fluently with appropriate prosody at a rate of 102ndash136 WCPM
Materials bull On Level Practice Book O p 136
REPEATED READING
Model reading the passage on page 136 of Practice Book O Remind
students to pay attention to the tempo to see if it matches the action of
the story Then read one sentence at a time having students echo-read
the sentence back imitating your pace Echo-read through the entire
passage again speeding up to reflect each part of the selection During
independent reading time partners take turns reading
Timed Reading Have students read the passage and record their rates
507Q
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Looking at Whales
PREVIEW AND PREDICT
Have students preview Looking at Whales
Ask students to write down any questions they have about the
selection
Ask if they think this book will be the story of one whale or about
many whales
SKILLSEQUENCE
The sequence is the order in which events happen Signal words such
as before after and then often help to indicate the sequence of events
Explain that students will fill in this information in Sequence Charts
READ AND RESPOND
Read Chapter 1 Pause to discuss how the information in the chapter
is presented At the end of Chapter 2 fill in the Sequence Chart Have
students discuss the sequencing of information including how the word
then helped them understand the information about humpback whales
singing
VOCABULARY WORDS
As they read Looking at Whales ask students to point out vocabulary
words as they appear Then have students discuss how each word is used
Ask Are blue whales massive or small
MAKE CONNECTIONS ACROSS TEXTS
Invite students to draw connections between Looking at Whales and
Adelinarsquos Whales
Ask students to use chronological order words to summarize the
information they learned in Looking at Whales
Ask students if they think Adelina would know most of the information
in Looking at Whales
ELLLeveled Reader
Go to pages
507Undash507V
Leveled Reader
Adelinarsquos Whales 507R
Vocabulary
Beyond Practice Book B page 136
Beyond Level Options
Objective Apply vocabulary words in writing
EXTEND VOCABULARY
Ask students to write a nonfiction piece about a whale Have them use
all of the vocabulary words from this weekrsquos selection and as many words
from this unitrsquos previous weeks as possible
Invite them to edit their essays or a partnerrsquos essay Remind them to check
the spelling and usage of each word
Literary Elements
Objective Use meter and rhyme to write a limerick
Materials bull Student Book ldquoLimericksrdquo
bull Poetry books with limericks bull Nonfiction books about whales
METER AND RHYME SCHEME
Use limericks to point out that meter and rhyme scheme can add to a
readerrsquos enjoyment of a poem Ask How does the use of meter and
rhyme scheme make these limericks more fun to read
Have students read limericks and note the use of meter and rhyme
scheme Then have them read information about whales or use what they
have already learned to write their own limerick about whales
Objective Read fluently with appropriate prosody at a rate of 112ndash136 WCPM
Materials bull Beyond Practice Book B p 136
REPEATED READING
Work with students to begin marking up the Fluency passage on page 136
of Practice Book B Remind them to pay attention to the tempo Then
read one sentence at a time having students echo-read the sentence
back imitating your pace Echo-read through the entire passage again
speeding up to reflect each part of the selection
During independent reading time partners can take turns reading the
passage they have practiced reading aloud Remind students to pay
attention to one anotherrsquos tempo and discuss how different actions in the
passage change the tempo or mood
Timed Reading Have students read the passage and record their reading
rate
Student Book
Limericks
Read Aloud Review meter
and rhyme scheme Then
reread a limerick aloud
Say Listen for the meter and
rhyme scheme of the poem
Then tell students you will
read the poem once more
together Let them know
that this time they should
clap along to the rhythm of
the poem Read the poem
chorally and clap out the
rhythm together
507S
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Gray Whales
PREVIEW AND PREDICT
Have students preview Gray Whales predict what it is about and set a
purpose for reading
SKILLSEQUENCE
Ask a volunteer to explain what the terms text structure and sequence
mean Have another volunteer explain why identifying the text structure
or sequence of events is important for understanding a selection
Explain that students will read Looking at Whales together and fill in
information about order in Sequence Charts
READ AND RESPOND
As students read they should identify the order of events in the selection
and fill in their Sequence Charts Discuss with the group how the story
would change if the sequence of events were different
VOCABULARY WORDS
Have students pay attention to vocabulary words as they come up Ask
students to provide definitions as needed Ask What do whales sometimes
get tangled in
Self-Selected Reading
Objective Read independently to identify the sequence of a text
Materials bull Leveled Readers or informational trade books at studentsrsquo reading level
READ TO IDENTIFY SEQUENCE
Invite students to use their personal interests to choose a nonfiction book
for independent reading Have students read their books and take notes
on the selectionrsquos sequence in their response journals
After reading have students compare the order in which the information
was presented in the book they chose to one of the selections they read
during this weekrsquos lessons Ask Which selection presented information in the
more interesting way Which selection taught you the most about the topic
Leveled Reader
Adelinarsquos Whales 507T
Academic Language Used in Whole Group Instruction
ContentTheme Words SkillStrategy Words WritingGrammar Words
ocean (p484)
aquarium (p 484)
whales (p 484)
mammals (p 484)
gills (p 484)
lungs (p 484)
legend (p 485)
pod (p 505)
homograph (p 484)
photo essay (p 486)
analyze text structure (p 485A)
sequence (p 485A)
limerick (p 504)
meter (p 504)
rhyme scheme (p 504)
voice (p 506)
point of view (p 506)
opinion (p 506)
audience (p 507B)
possessive pronouns (p 507I)
ownership (p 507I)
stand-alone possessive pronoun
(p 507I)
Academic LanguageThroughout the week the English language learners will need help in
building their understanding of the academic language used in daily
instruction and assessment instruments The following strategies will help
to increase their language proficiency and comprehension of content and
instructional words
Strategies to Reinforce Academic Language
Use Context Academic Language (see chart below)
should be explained in the context of the task during
Whole Group Use gestures expressions and visuals to
support meaning
Use Visuals Use charts transparencies and graphic
organizers to explain key labels to help students
understand classroom language
Model Demonstrate the task using academic language in
order for students to understand instruction
English Language Learners
Oral Language For
additional language
support and oral vocabulary
development use the lesson
at www macmillanmhcom
507U
ELL Leveled ReaderELL Leveled Reader Lesson Objectivebull To apply vocabulary and
comprehension skills
Materials
bull ELL Leveled Reader
DAY 1 bull Academic Language
bull Oral Language and Vocabulary Review
DAY 2 bull Academic Language
bull ELL Leveled Reader
DAY 3 bull Academic Language
bull ELL Leveled Reader
DAY 4 bull Academic Language
bull ELL Leveled Reader
DAY 5 bull Academic Language
bull ELL Leveled Reader Comprehension Check and Literacy Activities
ELL Teacherrsquos Guide
for students who need
additional instruction
DEVELOP ORAL LANGUAGE
Build Background Write the word whales on
the board and have students share what they
know What do whales look like What do they eat
How do they communicate List key points Then
do a brief picture walk of the book to add on to
the list
Review Vocabulary Write the vocabulary and story support words
and discuss the meanings Use each word in a sentence Clarify the two
meanings of schools and dove Schools of fish are large groups of fish not
where fish go to learn Who can use ldquoschools of fishrdquo in a sentence
PREVIEW AND PREDICT
Point to the cover photograph and read the title aloud What are we going
to read about Have students brainstorm a list of questions about facts
they would like to learn from this book
Set a Purpose for Reading Show the Sequence Chart and remind students
they have used it before Ask them to use a similar chart to identify the
sequence of events as they are presented in the book
Choose from among the differentiated strategies below to support
studentsrsquo reading at all stages of language acquisition
Beginning
Shared Reading As you
read model analyzing text
structure by identifying key
information about whales
Number the facts to explain
sequence Model filling in
the chart
Intermediate
Read Together Read the
first chapter Help students
analyze text structure by
numbering and recording
key information Take turns
reading with students Ask
them to identify events in
sequence as they read
Advanced
Independent Reading
Have students read the story
After reading each day ask
them to work with a partner
to analyze text structure and
identify events in sequence
Encourage them to use the
new vocabulary
Remind students to use the vocabulary and story words in their whole
group activities
The WorldThe Worldofof
WhalesWhalesby Dina Anastasio
Informational Nonfiction
Adelinarsquos Whales 507V
- Grade 4
-
- Unit 1
- Unit 2
- Unit 3
- Unit 4
-
- Planning the Unit
- Using the Student Book
-
- Dear Mrs LaRue
-
- Puppy Trouble
- Dear Mrs LaRue
- Dog Amazes Scientists
- Writerrsquos Craft Write About Solving a Problem
- Small Group Pages
-
- The Blind Hunter
-
- Through Elizabethrsquos Eyes
- The Blind Hunter
- Make Life Easier For Everybody
- Writerrsquos Craft Write Directions
- Small Group Pages
-
- The Power of Oil
-
- Clean as a Breeze
- The Power of Oil
- Windmills on the Prairies
- Writing Frictional Narrative Write to a Prompt
- Small Group Pages
-
- Adelinarsquos Whales
-
- A Whale of a Trip
- Adelinarsquos Whales
- Limericks
- Writerrsquos Craft Share Your Point of View
- Small Group Pages
-
- At Home in the Coral Reef
-
- Coral Reefs
- At Home in the Coral Reef
- Poseidon and the Kingdom of Atlantis
- Writerrsquos Craft Write about a Community Project
- Small Group Pages
-
- Test Strategy Author and Me
-
- Wrapping Up the Unit
- Additional Lessons and Resources
-
- Unit 5
- Unit 6
-
La Laguna is the name of a quiet dusty fi shing village on the sandy shore of Laguna San Ignacio in Baja California Mexico A few dozen homesites are scattered along the waterrsquos edge These little houses are simple one- or two-room boxes patched together with plywood and sheet metal Drinking water is stored outside in fi fty-gallon plastic barrels and electricity is turned on for only a few hours each day
Adelina Mayoral has lived her whole life in La Laguna She is a bright ten-year-old girl She loves the ocean and the feeling of the ever-present wind that blows her long dark hair into wild tangles She knows what time of day it is by looking at the way the light refl ects off the water Adelina can tell what month it is by watching the kind of birds that nest in the mangroves behind her home She can even recognize when it is low tide Simply by taking a deep breath through her nose she can smell the clams and seaweed that bake in the hot sun on the shoreline as the water level goes down
488
Main Selection Student page 488
Develop Comprehension
1 MAINTAINDRAW CONCLUSIONS
What conclusions can you draw about
the village of La Laguna What are
some of the clues that tell you about
the village (Suggested answers It
is a very small village because there
are only a few dozen homes The
people who live there probably donrsquot
have very much money because their
houses are small and made of poor
materials It is probably far from other
towns because it is quiet the people
collect their own drinking water and
they do not have electricity all day
long)
2 GENRE PHOTO ESSAY
How do the photographs on pages
488 and 489 help to make life in La
Laguna more vivid for the reader (We
see the people and things that are
described in the text For example we
can see exactly what Adelina looks like
even the way her hair looks when it is
tangled by the wind We can also see
what the peoplersquos homes are like It is
clear that the town truly is quiet and
dusty)
Students should be able to identify
and describe characteristics of the
genre
1
2
488
In late January every afternoon after school Adelina walks to the beach to see if her friendsmdashthe gray whalesmdashhave returned At this same time every year the whales come traveling from as far away as Alaska and Russia They slowly and steadily swim south covering more than fi ve thousand miles along the Pacifi c Coast during November December and January
489
Develop Comprehension
3 STRATEGYANALYZE TEXT STRUCTURE
Teacher Think Aloud
I know that
authors of informational texts
often organize the information in
sequence or time order In this
paragraph I read that the gray
whales return to the beach near
Adelinarsquos home at the same time
every year The paragraph begins
with the sequence words ldquoIn late
Januaryrdquo Since the title of the essay
is Adelinarsquos Whales I think that the
essay will follow the sequence of
the whalesrsquo trip As I continue to
read Irsquoll look for more sequence
words to help me understand how
the sequence of the whalesrsquo travels
affects Adelina and her village
4 SEQUENCE
What signal words and phrases does
the author use to tell when the whales
travel (The phrase ldquoIn late Januaryrdquo
tells when Adelina expects to see the
whales ldquoAt the same time every yearrdquo
tells how often the whales come
ldquoDuring November December and
Januaryrdquo tells the part of the year
when the whales swim south) Add this
information to your Sequence Chart
Main Selection Student page 489
STRATEGIES FOR EXTRA SUPPORT
Question 4 SEQUENCEPracticing Language Help English language learners identify
words that signal sequence on Student Book page 489 Have them
reread the paragraph and tell you words that have something to
do with time or calendar dates Ask students to make a list of the
words Words lists might include late January afternoon after
time year during November December January Then discuss how
these words help students understand the information
Every winter the whales swim south along the Pacific Coast from Alaska and Russia
3
4
Adelinarsquos Whales 489
One night Adelina is awakened by a loud low rumbling noise It is the sound of a forty-ton gray whale exhaling a room-size blast of hot wet air As she has always known they would the gray whales have come again to visit Adelina smiles and returns to her sleep comforted by the sounds of whales breathing and snoring outside her window At daybreak she runs to the lagoon and sees two clouds of mist out over the water the milky trails of breath left by a mother gray whale and her newborn calf
490
Main Selection Student page 490
HOMETOWNS
Adelinarsquos village La Laguna is described in the first paragraph
of the selection as well as on page 491 There is something very
special about the area It is a gray whale nursery
Ask students to think about La Laguna and the place where they
live What is different about the two places What is the same
How do they think their lives would be different if they lived
where Adelina lives Have students use the questions above
and information from the selection to write a paragraph or two
paragraphs about the differences and the similarities between
Adelinarsquos village and the place where they live
Develop Comprehension
5 SEQUENCE
Use signal words to tell the sequence
of events on this page (Suggested
answer One night in January a
rumbling noise wakes Adelina up
Almost right away she recognizes
it as the sound of a whale exhaling
Then she realizes the whales have
returned as she knew they would
and goes back to sleep First thing in
the morning she runs to the lagoon
and sees a mother whale and her calf)
Summarize this information and add it
to your Sequence Chart
Every winter the whales swim south along the Pacific Coast from Alaska and Russia
The first whales arrive in the lagoon 5
490
The waters of the protected lagoon are warm and shallow The scientists who have come to visit and study the whales have explained that Laguna San Ignacio is the perfect place for the mother whales to have their babies and then teach them how to swim But Adelina knows why they really comemdashto visit her
Adelinarsquos family lives far away from big cities with highways and shopping malls Her little village does not have any movie theaters or traffi c lights but she knows that her hometown is a special place This is the only place on earth where these giant gray whalesmdashtotally wild animalsmdashchoose to seek out the touch of a human hand Only here in Laguna San Ignacio do whales ever stop swimming and say hello to their human neighbors Raising their massive heads up out of the water they come face-to-face with people Some mother whales even lift their newborns up on their backs to help them get a better view of those who have come to see them Or maybe they are just showing off sharing their new baby the way any proud parent would
491
Develop Comprehension
6 WRITERrsquoS CRAFT VOICE
The author writes about whales from
the point of view and in the voice
of Adelina who lives in the small
village in Mexico where the whales
visit every year Using this voice the
author involves the reader in the lives
of the villagers and the visits of the
whales Explain how the author gets
the reader more involved by offering
some examples of his voice (The
author says that Adelina feels especially
connected to the whales He does this
by highlighting her excitement and
interest in the whales and he draws
the reader into the special nature of
the whalesrsquo yearly visit to the small
village The author uses the stories her
grandfather tells about his first visit
with the whales and we get a sense
of the ongoing connection Adelinarsquos
family has to the whales)
Main Selection Student page 491
Find the sentence that contains the
word massive What other words could
you use in the sentence that mean
the same thing as massive (Possible
answers enormous huge gigantic)
6
Figurative Language Personification
Explain The literary device of personification is a kind of figurative
language that authors use to give human qualities or characteristics to
an animal object or idea
Discuss Have students reread the last three sentences on page 491
Ask them to identify the whalesrsquo actual behavior (The whales raise
their heads out of the water Mother whales lift their newborns onto
their backs) Then ask them what human characteristics or feelings
the author says the whales may have (They come ldquoface-to-facerdquo
with people and want their babies to have a better view They are
proud parents showing off their babies)
Apply Encourage students to consider why the author chose to
personify the whalesrsquo behavior Ask them to explain how this literary
device affects the way they think about the whales
Adelinarsquos Whales 491
492
Main Selection Student page 492
Develop Comprehension
7 GENRE PHOTO ESSAY
What statements in the text are
supported by the photograph on page
492 (The author says the whales come
to La Laguna to seek the touch of a
human hand The photograph shows
a whale coming close to the boat and
the manrsquos outstretched hands It also
shows that the whales make friendly
visits)7
Documentary Films
Explain A photo essay uses still photos while a documentary film
combines live action images and informational commentary
Discuss Have students respond to the photographs in the
selection Ask How do they add to our understanding of the people
and the whales How do they influence our opinions How do they
enhance communication Ask students how a documentary film
about the whales might be similar or different Remind them to use
Discussion and Conversation Guidelines on page 410I
Apply Have partners write proposals that explain how they would
make a documentary film about a wild creature Have them identify
a subject a location the target audience and the purpose or
message of the film What special equipment might they need
Then have students respond to each otherrsquos proposals
492
The whales have been coming to this lagoon for hundreds of years and Adelina is proud that her grandfather Pachico was the fi rst person to tell of a ldquofriendlyrdquo visit with one She loves to hear him tell the story of that whale and that day She listens closely as he talks about being frightened since he didnrsquot know then that the whale was only being friendly He thought he was in big trouble
Adelina looks fi rst at the tight leathery skin of her grandfather browned from his many years of fi shing in the bright tropical sun From his face she glances down to the small plastic model of a gray whale that he keeps close by As he begins to tell the story of his fi rst friendly whale encounter there is a twinkle in his eye and a large smile on his face Adelina and her father Runolfo smile too listening again to the story that they have heard so many times before
493
Develop Comprehension
8 MONITOR AND CLARIFY
The author says that Adelinarsquos
grandfather is the first person to
tell of a ldquofriendlyrdquo visit with a whale
Do you think he is the first person
ever to experience such a visit What
strategies can you use to help you
find an answer (Answers may vary
possible answer I can reread and
generate questions The author also
says that whales have been coming
to La Laguna for hundreds of years
Is it possible that other people have
had friendly encounters with them
The village is very small and poor so
it may not have been there as long as
the whales have returned to this spot
Perhaps at some other time in history
long before anyone who is alive
today can remember people also had
friendly visits with the whales)
Main Selection Student page 4938
SemanticMeaning Cues
Explain Tell students that good readers use their background
knowledge and context clues to help them understand what they
read
Model Discuss the word encounter on page 493
Irsquom not familiar with the word encounter but I know
it has to do with the grandfather and the whale I see the word
friendly used in the previous paragraph to describe the whalersquos
visit So encounter must mean ldquomeetingrdquo or ldquoa coming togetherrdquo
Apply Encourage students to use context clues and their
background knowledge to help them with other difficult words or
phrases such as the word biologist on page 498
Ways to Confirm Meaning
Think Aloud
Comprehension Research shows
that teaching word meanings to
older students significantly improved
vocabulary knowledge as well as
improving the comprehension of texts
containing the taught words
Steven A Stahl
Go to www macmillanmhcom
Adelinarsquos Whales 493
In a whisper her grandfather begins to draw them in Adelina closes her eyes to imagine the calm and quiet on that fi rst afternoon when his small boat was gently nudged by a huge gray whale As the boat rocked her grandfather and his fi shing partnerrsquos hearts pounded They held tight and waited preparing themselves to be thrown into the water by the giant animal The whale dove below them and surfaced again on the opposite side of their boat scraping her head along the smooth sides Instead of being tossed from the boat they were surprised to fi nd themselves still upright and fl oating
For the next hour the whale glided alongside them bumping and bobbing gentlymdashas gently as possible for an animal that is as long as a school bus and as wide as a soccer goal As the sun started to set behind them the whale gave out a great blast of wet snotty saltwater that soaked their clothes and stuck to their skin The whale then rose up inches away from their boat and dove into the sea Her fi rst visit was over
494
Main Selection Student page 494
Develop Comprehension
9 AUTHORrsquoS PURPOSE
How does the author show that the
grandfatherrsquos story is both vivid and
entertaining Use examples from the
essay to support your answer (The
author tells us how the grandfather
makes the story suspenseful by
beginning in a whisper We hear how
the menrsquos hearts were pounding when
the whale rocked their boat The
author also uses familiar things like
a school bus to let the reader know
how large the whales are Even though
the description of how the whale
soaked the men is a little disgusting it
definitely creates a strong image in the
readerrsquos mind)
Repeated Reading
Explain Tell students they will be echo-reading with an emphasis
on punctuation
Model Read the paragraph on Student Book page 494 starting
with the words ldquoIn a whisperrdquo and ending with ldquoupright and
floatingrdquo Emphasize pausing at commas and coming to a stop
at periods Repeat the paragraph one sentence at a time with
students echo-reading
Practice Divide the class into two groups The first group reads the
paragraph one sentence at a time The second group echo-reads
Then groups switch roles Listen for accuracy in studentsrsquo reading
for punctuation
9
494
As her grandfather fi nishes the story he looks to Adelina who joins him in speaking the last line of the story ldquoWell my friend no fi sh todayrdquo they say before breaking into laughter
SequenceRetell the grandfatherrsquos story
using sequence words
495
Develop Comprehension
10 SEQUENCE
Retell the grandfatherrsquos story using
sequence words (At first the two
men were quietly fishing on a calm
sea Then they felt the boat begin
to rock When they realized a whale
had bumped the boat they held on
waiting to be thrown into the water
Next the whale simply dove beneath
the boat and scraped her head along
its sides After that the whale spent
the next hour swimming alongside the
boat and gently bumping it As the
sun went down the whale sprayed the
men and swam away)
Ask students to respond to the
selection by confirming or revising
their predictions and purposes
Encourage them to write additional
questions they may have about the
selection
Main Selection Student page 495
Stop here if you wish to read
this selection over two daysSTOP
Can students use signal words
to tell the sequence of events If
not see the Extra Support on
this page
10
Sequence
If students are having difficulty reiterating the sequence of events
help them identify signal words in each of the sentences on page
494 Ask them to find the words that tell when or what time
something happened For example in the first sentence point out
the word begins and in the second sentence point out the phrase on
that first afternoon Ask how each of these lets the reader know when
an event happened If a sentence does not have a signal word or
phrase model adding one that makes sense in context For example
add While this was happening to the beginning of the fourth sentence
and Then to the beginning of the fifth sentence Have students retell
the episode briefly using similar signal words and phrases
Adelinarsquos Whales 495
After this fi rst friendly visit with the whales word quickly spread of the unique encounter between a wild fi fty-foot whale and a tiny fi shing boat Scientists and whale watchers started to come to Laguna San Ignacio to see the whales themselves Perhaps word spread among the whales too because now dozens of whales began to approach the small boats With brains as large as a carrsquos engine gray whales might even have their own language They ldquotalkrdquo in low rumbles and loud clicks making noises that sound like the tappings of a steel drum or the ticking that a playing card makes as it slaps against the spokes of a turning bicycle wheel Maybe they told each other that it was safe to visit here
496
Main Selection Student page 496
Develop Comprehension
11 STRATEGYANALYZE TEXT STRUCTURE
Teacher Think Aloud In this part of
the essay the author tells the story of
Adelinarsquos grandfatherrsquos first encounter
with a whale We learn that word of
this encounter spread and caused
several things to happen How
do these events fit into the larger
sequence of the essay
(Encourage students to apply the strategy
in a Think Aloud)
Student Think Aloud I learn that
more whales came to the lagoon
and that more scientists and whale
watchers started coming as a result
This section of the essay shows how
the whalesrsquo annual trip became an
important event for Adelinarsquos village
12 PERSONIFICATION
Explain ways in which the author gives
the whales human qualities on page
496 (He says that ldquoperhaps word spread
among the whalesrdquo but whales donrsquot
use words the way people do Then
he explains something about the ways
scientists think whales ldquotalkrdquo with each
other and says they may have ldquotoldrdquo
each other that it is safe to visit the
lagoon)
Find the sentence that contains the
word unique What are some words or
phrases that mean the opposite of unique
(Possible answers common ordinary
nothing special)
11
12
496
Adelinarsquos favorite time of the day is the late afternoon when her father and grandfather return from their trips on the water guiding visitors to see the whales They sit together as the sun goes down behind them and she listens to stories of the whales She asks them lots and lots of questions
Adelina has learned a lot about the gray whales She knows that when a whale leaps out of the water and makes a giant splash falling back in itrsquos called breaching When a whale pops its head straight up out of the water as if it is looking around to see what is going on it is called spyhopping Adelina also learned how the whalersquos wide fl at tail is called a fl uke and when it raises its tail up in the air as it goes into a deep dive that is called fl uking
497
Develop Comprehension
13 MAINTAINDRAW CONCLUSIONS
Why do you think Adelina does not go
out in the boats too (She may be in
school at the times they go out but
she is also probably too young to go
The whales are friendly but they are
still wild animals There is a risk that an
accident could happen)
14 SUMMARIZE
How would you summarize the
information about whales in the
second paragraph of page 497
(Suggested answer Whales show
a number of particular behaviors
Breaching is when a whale jumps out
of the water and splashes back in
Spyhopping is when a whale pokes
its head out of the water The wide
flat tail of a whale is called its fluke
Fluking is when the whale dives with
its tail up in the air)
Main Selection Student page 497
STRATEGIES FOR EXTRA SUPPORT
Question 14 SUMMARIZECross-Check Meaning Using Visuals Write the word breaching on the
board Tell students to find the word reread the sentence containing the
word and tell you the meaning of the word Provide help as needed
Then have students look through the photos in the selection to find one
that appears to illustrate breaching (pages 496 and 497) Allow students
to work with a partner Discuss the reasons why a photo could or could
not be an example of breaching Use gestures and drawings to help
students understand the actions involved in breaching when necessary
Repeat the activity with the words spyhopping (pages 490 and 494) and
fluking (page 487) Photos that seem to clearly demonstrate each word
are in parentheses
13
14
Adelinarsquos Whales 497
Although her home is a simple one on a sandy bluff hugging the edge of the Pacifi c Ocean Adelina has many new friends who come to share her world She has met people who come from beyond the end of the winding bumpy road that rings the lagoon Some are famous actors Some are politicians Some speak Spanish Some speak English Those that weigh forty tons speak to her in their own magical style The whales have taught her that the world is a big place
Adelina knows that she has many choices in her future Sometimes she giggles with delight at the idea of being the fi rst girl to captain a panga (a small open fi shing boat) and teach people about the whales in the lagoon Or sometimes she thinks she may become a biologist who studies the ocean and can one day help to unlock some of the mysteries of the whales in her own backyard Or maybe she will take pictures like the photographer whom she watches juggling his three cameras as he stumbles aboard the whale-watching boat But no matter what she chooses the whales will always be a part of her life
498
Main Selection Student page 498
Develop Comprehension
15 STRATEGYDICTIONARY
Read the sentence that contains the
word bluff Use a dictionary to find a
homograph for bluff Use each word
in a sentence that shows its meaning
Students should use context to
accurately read words with more than
one pronunciation (Sample answers
She stood on the bluff to see the valley
below Saying he would run away was
only a bluff)
16 MAIN IDEA AND DETAILS
What is the main idea of the second
paragraph on page 498 What details
support that idea (Main idea No
matter what Adelina decides to do in
the future it will have something to
do with the gray whales Supporting
details She may captain a fishing boat
and tell people about the whales
She may become a biologist and
study the whales She may become a
photographer who photographs the
whales)
16
15
498
For these three months Adelina knows how lucky she is to live in Laguna San Ignacio the little corner of Mexico that the gray whales choose for their winter home This is the place where two worlds join together She wouldnrsquot trade it for anything
SequenceWhat events drew whale watchers
to Laguna San Ignacio Be sure
to name the events in the order in
which they occurred
499
Develop Comprehension
17 SEQUENCE
What events drew whale watchers to
Laguna San Ignacio Be sure to name
the events in the order in which they
occurred (Gray whales have come to
the warm waters in the lagoon each
winter for hundreds of years Adelinarsquos
grandfather had the first ldquofriendlyrdquo
encounter with a whale Once the
whales and people began to ldquovisitrdquo
with each other more whales began
coming to the lagoon All sorts of
people from all over the world heard
about the whales and come to see
them in the lagoon)
Main Selection Student page 499
17
Cross-Curricular ConnectionCONSERVING SEA LIFE
For centuries the island nation of Japan has depended on
plants and animals from the ocean for food However the
Japanese have not been eager to pass laws to protect ocean
life and prevent pollution Recently though some Japanese
conservationists formed a group called the Human-Animal
Bond for the 21st Century One of the grouprsquos members Keiichi
Iwashige built a conservation center for dolphins in Cambodia
This center will work to prevent dolphins from drowning in
fishing nets The group also wants to raise awareness about
dolphins
Have students draw posters or write the text for a Web site
asking people to help protect the dolphins In this way they
can understand a task through group cooperation
Adelinarsquos Whales 499
In the early spring the lagoon grows quiet One by one the whales swim off heading north for a summer of feeding On their heads and backs they carry the fi ngerprints of those they met the memories of their encounters in Mexico Maybe as the whales sleep they dream of the colorful sunsets of Laguna San Ignacio
Every afternoon Adelina continues to gaze across the water Sometimes now when she closes her eyes she can still see the whales swimming by And if she listens really closely she can even hear their breathing
500
Main Selection Student page 500
Develop Comprehension
18 STRATEGYANALYZE TEXT STRUCTURE
How does the information that
the author includes in the last two
paragraphs help to bring the sequence
of events in the photo essay to a close
Student Think Aloud I know that
the lagoon is the whalesrsquo home only
in the winter They have to leave
and head north every spring to
search for food The author makes
it seem as if both the whales and
the people are saying good-bye
He talks about the whales having
memories of the people they met
and dreams about the sunsets
at the lagoon Those sound like
reactions that people would have
He also describes how Adelina still
sees and hears the whales after they
are gone I can use this information
to complete my Sequence Chart
FIGURATIVE LANGUAGE
Explain that the whales do not actually ldquocarry the fingerprintsrdquo of the
people The author does not mean that the whales have fingerprints
on them He chose to express the connection between the whales
and the people in this poetic way
18
Every winter the whales swim south along the Pacific Coast from Alaska and Russia
The first whales arrive in the lagoon
In the spring the whales leave the lagoon to feed up north
500
501
Develop ComprehensionRETURN TO PREDICTIONS
AND PURPOSES
Review studentsrsquo predictions and
purposes Were they correct Did
students find out how the whalesrsquo
yearly visits affected Adelinarsquos life (She
has learned much about gray whales
has made new friends and wants to
do work involving the whales)
REVIEW READING STRATEGIES
What questions do you have about
the selection What strategies can
you use to answer them
In what ways did identifying the
sequence of events help you to
understand the selection
What strategies did you use when
you came to difficult words
PERSONAL RESPONSE
Ask students to discuss and write
about an experience that helped them
think about what they would like to do
when they grow up
Main Selection Student page 501
During Small Group Instruction
If No Approaching Level Leveled
Reader Lesson p 507P
If Yes On Level Options
pp 507Qndash507R
Beyond Level Options
pp 507Sndash507T
Can students analyze
the structure of a text that
presents factual information
in sequential order
Adelinarsquos Whales 501
A Snapshot ofRichard Sobol
Richard Sobol is a photographer who has snapped many different subjects in his long career For the past few years Richard has spent a lot of time photographing wildlife including the whales He is especially interested in capturing images of endangered species
Other books by Richard Sobol
Authorrsquos PurposeNonfiction texts are often written to inform the reader or to explain something Why did Richard Sobol write Adelinarsquos Whales What clues help you figure out his purpose in creating this photo essay
Find out more about Richard
Sobol at wwwmacmillanmhcom
502
Respond Student page 502
Author and Illustrator
A SNAPSHOT OF RICHARD SOBOL
Have students read the biography of
the author and photographer
DISCUSS
How might Richard Sobolrsquos work in
photography have helped prepare
him to write this book
How might photographs such as
the ones Sobol took help save
endangered species
What do you think Sobolrsquos position
is on the subject of endangered
species Explain
What are his views on gender Do
you think Sobol believes Adelina
might grow up to be a whale
specialist
WRITE ABOUT IT
Ask students to think of an animal they
would like to know more about Have
them write a paragraph explaining
what they would want to learn and
observe if given the chance to live
among those animals
Students can find more information about Richard Sobol at wwwmacmillanmhcom
Authorrsquos CraftTheme
The theme of any piece of writing is the main idea or message
which tells the reader what the article or story is about
Whales are beautiful and worth saving This is one way to state
the theme of Adelinarsquos Whales
Ask students for other ways to state the theme of the photo
essay such as Living in tune with nature has many rewards
Then ask students to look again at the photographs and find the
ones they think relate most closely to the theme
Authorrsquos PurposeTell students that authors who write to
inform often provide examples in the
form of text features like photographs
Have students look in the story for
clues that will help them determine
Richard Sobolrsquos intentions
502
Comprehension Check
Summarize
Summarize the relationship between
humans and gray whales in Laguna San
Ignacio Use your Sequence Chart to
organize events in the correct order
Think and Compare
1 When did scientists and whale watchers start going to Laguna
San Ignacio Use text details to support your answer Analyze
Text Structure Sequence
2 Reread page 494 of Adelinarsquos Whales Why do you think the
massive whale did not overturn the small boat Use details
from the text to support your answer Analyze
3 How would you organize a club to study whales and visit
Laguna San Ignacio Develop a plan to show the steps you
would take Apply
4 Can you predict what will happen to the whales and Adelinarsquos
community if the lagoon becomes polluted Synthesize
5 Read ldquoA Whale of a Triprdquo on pages 484ndash485 What did you
learn about whales in this article that was not in Adelinarsquos
Whales ReadingWriting Across Texts
503
Comprehension Check
SUMMARIZE
Have partners summarize Adelinarsquos
Whales by paraphrasing Remind
students to use their Sequence Chart
to help them organize their summaries
THINK AND COMPARE
Sample answers are given
1 Sequence Scientists and whale
watchers started going to Laguna
San Ignacio after Adelinarsquos
grandfather began to tell about his
first friendly visit with the whales
2 Analyze Students should suggest
that the whale was curious about
the boat and the people in it She
did not mean to harm them and
was careful not to turn the boat
over
3 Text to Self Answers may vary
Students might say they would
get permission from their school
to start a club They might put
up posters to try to persuade
other students to join and then
do research to learn more about
whales USE ON MY OWN
4 Text to World If the lagoon
becomes polluted the whales could
get sick or even die If that happens
tourists and scientists may stop
coming to Laguna San Ignacio
FOCUS QUESTION
5 Text to Text In ldquoA Whale of a Triprdquo
we learn about baleen whales how
they eat and how they need to be
protected from tuna fishing nets
The story of Adelinarsquos Whales not
only talks about whales but it also
tells us about Adelinarsquos community
Respond Student page 503
On My Own
Model the On My Own strategy with question 3
The answer is not in the selection You have to use what you already
know to answer the question
Question 3 Think Aloud
I know that there are many ways to
get classmates together for a good cause or a fun event Many
people think whales are fascinating creatures Doing research
about marine life looking into related groups using the Internet
and writing to marine biologists might be a fun and interesting
way to start a club dedicated to the study of whales
Adelinarsquos Whales 503
FluencyComprehension
As I read I will pay attention to tempo and match the action in the story
Did you know that whales talk to each other Whales
10 make sounds for different reasons Some sounds are used to
20 locate calves Others are used to find mates Whales even use
31 sounds to warn other pod members that a predator is around
42 Toothed whales click and whistle in order to locate food
52 Baleen whales make knocking moaning snoring and
59 rumbling noises Humpback whales sing but not during
67 feeding season They save their tunes for the warmer waters
77 where they spend their breeding season Some scientists
85 believe they are singing love songs Other scientists think
94 they are sending out threats like ldquoGo awayrdquo We may never
105 know exactly why whales sing
110 Some humpback whales swim up to the surface and take
120 a few breaths Then they dive under the water and start to
132 sing They do not move when they sing Their underwater
142 songs can be heard for miles Sometimes they sing for a half
154 hour without stopping 157
Comprehension Check
1 What actions does a humpback whale take when it sings Sequence
2 Why might a whale need to communicate with another whale Draw Conclusions
Words Read ndash Number of Errors = Words
Correct Score
First Read ndash =
Second Read ndash =
A humpback whale swims to the surface and takes a few breaths Then the whale dives under the water to sing The whale does not move when singing
Whales might need to communicate with other whales to warn them about predators to find mates or to locate their calves
On Level Practice Book O page 136
Approaching Practice Book A page 136
Beyond Practice Book B page 136
Transparency 19
FluencyRepeated Reading Tempo
EXPLAINMODEL Tell students they will be doing a choral reading
or reading out loud together Point out that the passage on
Transparency 19 begins with slow action and a slow mood After
the whale nudges the boat the fishers become frightened and the
action picks up As you model reading the passage increase the
speed the second and third times you read through the last four
sentences Have students pay attention to the tempo
PRACTICEAPPLY Reread the first two sentences of the passage
with students Then divide them into two groups Have groups
alternate reading sentences Remind students to pay attention to
the tempo changes they should make Students will practice fluency
using Practice Book page 136 or the Fluency Solutions Audio CD
Objectivesbull Read accurately with good
tempo
bull Rate 102ndash122 WCPM
Materials
bull Fluency Transparency 19
bull Fluency Solutions
bull Leveled Practice Books p 136
Vary Reading Pace Act
out the actions as you
explain the sequence of
events in the passage
Next read it aloud using
lots of expression and
gestures to help with
meaning Then echo-read
the passage with students
Ask students to imitate
your tempo and voice
During Small Group Instruction
If No Approaching Level Fluency p 507N
If Yes On Level Options pp 507Qndash507R
Beyond Level Options pp 507Sndash507T
Can students read accurately with good tempo
In a whisper her grandfather begins to draw them in Adelina closes her eyes to imagine the calm and quiet on that first afternoon when his small boat was gently nudged by a huge gray whale As the boat rocked her grandfather and his fishing partnerrsquos hearts pounded They held tight and waited preparing themselves to be thrown into the water by the giant animal The whale dove below them and surfaced again on the opposite side of their boat scraping her head along the smooth sides Instead of being tossed from the boat they were surprised to find themselves still upright and floating
Fluency Transparency 19
from Adelinarsquos Whales page 494
503A
Draw Conclusions
Introduce 413A-B
Practice Apply
414ndash437 LeveledPractice 113ndash114
Reteach Review
443MndashT 447AndashB 448ndash463 469MndashT Leveled Practice120ndash121
Assess Weekly Tests Unit 4 Test Benchmark Tests A B
Maintain 503B 529B 557B
FluencyComprehension
ComprehensionMAINTAIN SKILLDRAW CONCLUSIONS
EXPLAINMODEL
You can use information from a selection as well as personal
experience to draw conclusions
A reader can draw conclusions about a personrsquos character and
about events by looking for clues in the selection
Lead a class discussion about drawing conclusions in ldquoA Whale of a Triprdquo
PRACTICEAPPLY Discuss the photo essay Adelinarsquos Whales and
what details can help readers to draw conclusions Then ask student
partners to discuss the following questions Encourage them to take
notes so that they may share answers with their peers afterward
What tells you that Adelina enjoys living by the ocean
How do you know that Adelina wants to work with whales in the
future What do you think her grandfatherrsquos reaction will be
What can you conclude about the future of Laguna San Ignacio
(Students should be able to identify a conclusion that summarizes
the main idea)
Using conclusions and parts of their discussion have each student
write a paragraph that continues the story For comprehension
practice use the Graphic Organizers on pages 40ndash64 in the
Teacherrsquos Resource Book
Objectivebull Draw conclusions from
details in a story
Adelinarsquos Whales 503B
LOZ_Subhd_LFT LOZ_StudentPgs
PoetryA Limerick is a funny poem
with a specific pattern
of rhyme and meter All
limericks have five lines
Literary ElementsMeter is the rhythm of the
syllables in a line of poetry
Rhyme Scheme is the
pattern of rhymes within
a poem
There once was a whale named Alene
Who strained all her meals through baleen
But she dreamed of a lunch
With a food that goes ldquocrunchrdquo
Like a truckload of just-picked string beans
mdashDoreen Beauregard
Near our boat is a mammal named Luke
Whorsquos exceedingly proud of his fl uke
Just donrsquot call it a tail
Or this dignifi ed whale
Will respond with a splashy rebuke
mdashDoreen Beauregard
WWhale hale WWatchatch
The meter in these three lines is created by emphasizing the third sixth and ninth syllables
LLimericksimericks
aa MMealealAA WWhalehale ofof
504
Paired Selection Student page 504
PoetryGENRE LIMERICK
Have students read the bookmark on
Student Book page 504 Explain that a
limerick
is meant to be funny
sometimes contains idioms puns or
other kinds of figurative language
Literary Elements Meter and Rhyme Scheme
EXPLAINMODEL
Tell students that literary elements
such as meter and rhyme scheme help
give poetry its rhythm
Meter is the rhythm or beat
of a poem It is created by the
arrangement of accented and
unaccented syllables in a line
Rhyme scheme is the pattern of
rhymes in a poem Capital letters are
used to represent each individual
rhyme
Discuss how ldquoWhale Watchrdquo contains
three accented syllables in lines 1 2
and 5
PRACTICEAPPLY
Have students point out the rhyme
scheme of the limerick on page
505 Where does the rhyme scheme
change (the second and third lines)
Read ldquoA Whale of a Mealrdquo ldquoWhale Watchrdquo and
ldquoThe Podless Whalerdquo
As you read remind students to apply what they have learned
about limericks
1
2
504504
Poetry
Connect and Compare1 What is the rhyme scheme of ldquoWhale Watchrdquo What if the last
line rhymed with the third and fourth lines Rhyme Scheme
2 Why were the sea bass in ldquoThe Podless Whalerdquo bewildered
Apply
3 How are the whales in these poems similar to the ones in
Adelinarsquos Whales How are they different
ReadingWriting Across Texts
There once was a whale near Cape Cod
Who just could not locate his pod
So he joined with a mass
Of bewildered sea bass
Who found this behavior quite odd
mdashDoreen Beauregard
P Podless odless WWhalehaleTheThe
The last line of a limerick always rhymes with the first two lines The second and third lines have a different rhyme
Find out more about limericks at wwwmacmillanmhcom
505
1 LITERARY ELEMENTS RHYME
SCHEME
If the name of the whale in ldquoA Whale
of a Mealrdquo were changed to Rose what
other words would have to change in
the poem (baleen string beans) Why
(This poem is a limerick so its rhyme
scheme must be AABBA)
2 LITERARY ELEMENTS METER
What is the meter used in the limerick
ldquoWhale Watchrdquo (Lines 1 2 and 5 have
three beats Lines 3 and 4 have two
beats)
3 MAKE INFERENCES
What is a group of whales called What
poem helped you figure this out (A
group of whales is called a pod This
can be figured out from ldquoThe Podless
Whalerdquo)
Connect and Compare
SUGGESTED ANSWERS
1 The rhyme scheme of ldquoWhale
Watchrdquo is AABBA If the last line
rhymed with the third and fourth
lines the rhyme scheme would be
AABBB and this would not be a
limerick RHYME SCHEME
2 The sea bass were bewildered
because a whale became a member
of their group and this is not
typical of whale behavior APPLY
3 FOCUS QUESTION The whales in
these poems are similar to the ones
in Adelinarsquos Whales because they
share whale characteristics such as
swimming near boats and in pods
They are different from Adelinarsquos
Whales because they are fictional
Adelinarsquos whales are real READING
WRITING ACROSS TEXTS
Paired Selection Student page 505
Internet Research and Inquiry Activity Students can find more
facts about limericks at wwwmacmillanmhcom
3
HISTORY AND CULTURE OF LIMERICKS
Limericks derive from the Irish town of Limerick and date back to
the 14th century Limericks were originally used in nursery rhymes
for children Later these rhymes were repeated and changed by the
working classes who created choruses based on the refrain ldquoWill
you come to Limerickrdquo
A famous childrenrsquos book of limericks Edward Learrsquos Book of
Nonsense was published in England in 1846 Because limericks are
short and funny they have survived to this day across many cultures
Adelinarsquos Whales 505
Why We Need Whales
by Maggie W
We learned in class today that some kinds
of whales are in danger of becoming extinct
I think we should try to save them We need
whales
Why do we need whales We donrsquot need
them for food They donrsquot do any work for us
But they are fascinating to watch They seem
to play and talk together The world would be
less interesting if there were no whales
I want the world to be an interesting place
so I hope there will
always be whales
making their wonderful
noises
Share YourShare YourPoint of ViewPoint of View Writerrsquos Craft
VoiceWriters want their readers to understand their point of view They use appropriate words to show voice and to share their opinions
I tried to show why I feel that whalesare important
I think whales are great I wrote this to express my point of view about whales
506
Features of a Point-of-View Article
In a point-of-view article the writer gives his or her opinion about
a subject A writer should use good reasons to explain his or her
point of view
It is written using first person
It describes a writerrsquos opinion about a subject
It uses supporting statements in a logical order
WritingVoice
READ THE STUDENT MODEL
Read the bookmark about voice
Explain that a writerrsquos voice shows his
or her personality It helps readers to
hear changes in the writerrsquos feelings
just as they would if the writing were
spoken aloud
Have students turn to page 477
Discuss the writerrsquos voice and its effect
Then have the class read Maggie Wrsquos
article and the callouts Tell students
that they will write an article about the
importance of animals They will also
learn how to create a voice that shows
their feelings
WRITINGbull Explanatory Writing
bull Writerrsquos Craft Voice
WORD STUDYbull Words in Context
bull Dictionary
bull Phonics Words with oi and ou
bull Vocabulary Building
SPELLINGbull Words with oi and ou
GRAMMARbull Possessive Pronouns
SMALL GROUP OPTIONS
bull Differentiated Instruction pp 507Mndash507V
506
Transparency 73
Writing Transparency 73
Explanatory Writing
Writerrsquos Checklist Ideas and Content Did I explain my point of view
clearly
Organization Did I state my opinion first and then
give reasons to explain it Did I save the strongest
reason for last
Voice Is my voice clear as I write about the topic
Word Choice Did I choose words carefully
Sentence Fluency Did I vary the length of
my sentences
Conventions Did I spell possessive pronouns
correctly
Your TurnWrite an article of one or two paragraphs to explain
your point of view about the importance of animals
You may write about animals in general or one kind
of animal in particular State your opinion and
give strong reasons for it Save your strongest
reason for last Back up your reasons with
examples End by restating your opinion
Use the Writerrsquos Checklist to check
your writing
507
PREWRITE
Read and discuss the writing prompt
on page 507 Students can brainstorm a
list of animals they feel it is important
to save Ask them to choose the animal
they care most about saving
Display Transparency 73 and discuss
how Maggie used a point-of-view chart
to plan an article with opinions about
animals including the use of strong
supporting statements Have students
use a point-of-view chart to plan their
own articles
DRAFT
Display Transparency 74 Discuss how
Maggie used her chart to organize and
write a draft of her article Talk about
how she could improve the draft Before
students write present the explicit
lesson on Voice on page 507A and
the Ideas and Content and Purpose
and Audience mini lessons on page
507B Have students use their charts
to write their articles Remind them to
keep their purpose and audience in
mind to express strong opinions and to
emphasize strong supporting statements
REVISE
Display Transparency 75 and discuss
Maggiersquos revisions Point out that she
added sentences to show her feelings
about whales Students can revise their
drafts or keep them to work on later
If students choose to revise have
them work in pairs to use the Writerrsquos
Checklist on page 507 Then ask
students to work with a partner to
proofread their writing For Publishing
Options see 507A For lessons on
Possessive Pronouns and Spelling
see page 507B and 5 Day Spelling and
Grammar on pages 507Gndash507J
Transparency 73 Point-of-View
Chart
Transparency 74 Draft
Transparency 75 Revision
Writing Student pages 506ndash507
Point of View Chart
Opinion
We should save whales
Reason
They are fun to watch
Reason
They play and talk together
Reason
They make the world interesting
Writing Transparency 73
Adelinarsquos Whales 507
SPEAKING STRATEGIES
Use tone of voice to show
exciting parts of the article
Change voices when the
strongest feelings are
mentioned
Look at the audience
to help them see your
interest in the article
LISTENING STRATEGIES
Listen to hear how the
author feels about saving
the animal
Try to imagine the setting
of the article in your mind
VoiceEXPLAINMODEL
Good writers use language that shows their feelings about a topic
These feelings make up the writerrsquos voice Reread the first paragraph
of the model on page 506 Point out that Maggie shows her strong
feelings about saving whales when she says we need them and that
they are fascinating to watch Display Transparency 76
Think Aloud The first example shows me how the writer feels
about her cat He is her best buddy She likes it when the cat
comes to see her in the garden The second example tells me
only the facts without saying how the writer feels about them
I donrsquot learn as much about the writer or the animal from this
example
Writing Transparency 76
Transparency 76
PRACTICEAPPLY
Work with students to read the two choices in each set Invite
volunteers to identify the stronger voice in each set and explain
how it shows the writerrsquos feelings Then have students identify and
discuss voice in another story they have recently read
Tell students that as they draft their article they should think about
ways to create a voice that shows their feelings about the animal or
animals they are describing
Publishing OptionsStudents can read aloud their article to the class See Speaking and Listening tips below They can also use their best cursive to write their article (See Teacherrsquos Resource Book pages 168ndash173 for cursive models and practice) Then invite students to illustrate their articles or act them out with a friend
4- and 6-Point Scoring Rubrics
Use the rubric on pages 539Gndash
539H to score published writing
Writing Process
For a complete lesson see Unit Writing on pages 539Andash539H
Writing
Writerrsquos Craft
Voice
Strong Voice Gumby is my best buddy It feels great when he
appears in the garden and then jumps on my back
to purr and watch me dig
Weak Voice Gumby is my cat He walks through the garden to
watch me dig
1 Wow Seeing Flossie run across the lawn to greet
me is so fantastic She barks loudly as if shersquos as
glad to see me as I am to see her
2 Flossie runs across the lawn to greet me She
barks loudly
3 My parrot Polly talks all the time I like the sound
of her voice She always tells me that Irsquom her friend
4 I love to hear Polly my pet parrot talk all the
time Her voice is music that fills our familyrsquos
kitchen Best of all she always tells me that Irsquom
her friend
(1 strong 2 weak 3 weak 4 strong)
Writing Transp
arency 76
507A
Technology
Writing
Writerrsquos Toolbox
Possessive Pronouns
ExplainModel Possessive pronouns take the
place of nouns that show ownership as in her
Point out the first possessive pronoun her in the
first sentence of Adelinarsquos Whales on page 494 This
pronoun shows that the grandfather is Adelinarsquos
PracticeApply Work with students to find more
possessive pronouns in the story on page 494
Have them identify the ownership each pronoun
suggests For a complete lesson on possessive
pronouns see pages 507Indash507J
Mechanics Do not use apostrophes in possessive
pronouns As students proofread their stories ask
them to check that they have used possessive
pronouns correctly
Writing Trait Ideas and Content
ExplainModel Good writers state their opinions
or point of view at the beginning of their writing
They use appropriate words to show voice and
they use good reasons and examples to support
their opinions and explain their point of view
They end their writing by repeating their opinion
strongly in a closing sentence
PracticeApply Have students reread the student
model on page 506 Discuss the callouts on the
left Can students identify Maggie Wrsquos point of view
in her article Ask students if Maggie W supports
her point of view
Purpose and Audience
ExplainModel Point out that one purpose of
writing an article is to inform and persuade the
audience of your opinion Using examples as
Maggie did helps to do this
PracticeApply As students draft tell them to
consider their audience They should use ideas that
will appeal to the people who will read their article
Spelling Words with oi and ou
Ask students to find the words noise and clouds in
the main selection on page 490 Point out that the
sound oi is spelled oi in noise Explain that the
sound ou is spelled ou in clouds but can also be
spelled ow as in flowers For a complete lesson on
words with oi and ou see pages 507Gndash507H
Remind students to use centering to position their title
correctly and to use formatting to capitalize the first letter
in each important word of the storyrsquos title
Adelinarsquos Whales 507B
Word StudyWord Study
Objectivesbull Apply knowledge of word
meanings and context clues
bull Use a dictionary to look up the
meanings of homographs
Materials
bull Vocabulary Transparencies 37
and 38
bull Leveled Practice Books p 138
Review
VocabularyWords in Context
EXPLAINMODEL
Review the meanings of the vocabulary words Display
Transparency 37 Model how to use word meanings and context
clues to fill in the first missing word with students
Think Aloud In the first sentence I learn that the speaker is going
on a boat to whale watch The speaker makes a note about the
boatrsquos size A boat for whale watching would be large I think that
the missing word is massive When I try massive in the sentence it
makes sense
PRACTICEAPPLY
Help students complete item 2 Then have them use context clues
to write missing words for items 3ndash6 on a separate sheet of paper
Students can exchange papers check their answers and explain the
context clues they used to determine the missing words
Fun with Puns Remind students that the vocabulary word dove
is a homograph Review its pronunciations and definitions Have
students work in small groups to create puns using dove Invite
groups to share their puns with the class
Give Examples For massive
sketch a bus and a whale on
the board Say A bus is big
but a whale is massive Have
students brainstorm other
examples in pairs
tangles (p 488) things
twisted together such as
strands of hair
rumbling (p 490) heavy
deep and rolling
snoring (p 490) making
loud breathing sounds
when sleeping
massive (p 491) big or
heavy
dove (p 494) jumped into
the water head first
unique (p 496) one of a
kind
politicians (p 498) people
who hold a government
officeVocabulary Transparency 37
Transparency 37
dove massive politicians rumbling snoring tangles unique
1 We boarded the massive boat amazed at its size and hoped it would be a good day for whale watching
2 The politicians had done a good job of protecting the whales in this bay so I was hopeful that we would see many whales
3 I stepped over the nets that lay in tangles on the deck
4 I watched as the birds dove into the ocean to catch their dinner
5 When I heard a rumbling sound I looked toward the horizon where I saw a unique sight a whale
6 I shouted for my father but when I heard his snoring I knew that he had missed the fantastic sight
507C
Vocabulary Strategy Transparency 38
Word Study
Homographs are words that have the same spelling but different meanings They may also have different pronunciations
Read the list of homographs and their meanings Then read the sentences and decide the meaning of the underlined homograph Write the letter of the correct meaning in the blank next to the sentence
dove ndash a past tense of dive b a kind of bird
fluke ndash c part of a whalersquos tail d something lucky
1 The whale splashed the surface of the water with its fl uke
2 The eagle dove for its prey
3 It was a fl uke that my mother won the game
4 The bird watchers saw a mourning dove sitting in a tree
Pick another homograph Write one sentence for each meaning of the word
5
6
c
a
d
b
My brother gave his girlfriend an engagement ring
Possible response provided
I didnrsquot hear the phone ring so I missed your call
On Level Practice Book 0 page 138
Approaching Practice Book A page 138
Beyond Practice Book B page 138
Practice Vocabulary
Homographs can be
confusing to students
especially those that are
pronounced differently
Create sentences for pairs
of words and model how
to guess the meaning
through the context
Practice with dove wind
and bow
Transparency 38
Homographs
1 What was the content of Karlarsquos lettera subject or topic nounb satisfied adjective
2 We tried to wind the kite string around a sticka moving air nounb to wrap around verb
3 Casey did not shed a tear as he watched the sad moviea to pull apart or into pieces verbb a drop of fluid that comes from the eye noun
4 Tanya put dates and nuts in her breada specific points in time nounb fruits from palm trees noun
PRACTICEAPPLY
Ask students to look up meanings and write sentences for the
following homographs bow row and present
During Small Group Instruction
If No Approaching Level Vocabulary pp 507Nndash507O
If Yes On Level Options pp 507Qndash507R
Beyond Level Options pp 507Sndash507T
Do students understand word meanings Can students use
context clues and dictionaries to understand homographs
STRATEGYDICTIONARY HOMOGRAPHS
EXPLAINMODEL
Remind students that homographs are words that are spelled alike
but have completely different meanings and may have different
pronunciations Explain how a dictionary and context clues can help
a reader to figure out the correct meaning and pronunciation of
homographs
Read the first sentence and definitions on Transparency 38 Model
how to figure out the meaning of content trying both definitions
and pronunciations Ask student volunteers to read aloud and
choose the correct homograph definitions for numbers 2ndash4
Adelinarsquos Whales 507D
The oi sound can be spelled with oi as in foil or with oy as in boy The ou sound can be spelled with ou as in couch or with ow as in now Keep in mind though that not all words containing oi have the oi sound and not all words spelled with ou and ow have the ou sound
In each row of words below there is one word that does not belong If the word does not have the same sound as the others make an X over it If the word is a homograph sometimes pronounced like the other words and sometimes pronounced differently put an asterisk () next to it Then on the blank line add another word that belongs with the group you made
1 joy foil employ onion
2 bow allowed south outside
3 coil destroy oil going
4 mouth doubt through how
5 broil doing spoil noise
6 sow tower frown sprout
7 couch dough cloud crowd
8 enjoy soil shooing toys
9 now enough crown proud
10 brow cow low down
11 annoy voices boil porpoise
12 thought shower loud trout
oi word
ou word
oi word
ou word
oi word
ou word
ou word
oi word
ou word
ou word
oi word
ou wordporpoiseporpoiseporpoiseporpoisepp
on on onioonioonioonioononoo
ngnggoigoigoigoingngnn
ughughhrohrothrothroughughouou
doing doing doing doing ii
ugh ugh doudoudoudouughughuu
oingoingshooshooshooshoooingoingoo
ughughenoenoenoenoughughouou
wwlowlowowowwwww
ught ught houhouthouthouughtughtuu
On Level Practice Book O page 139
Approaching Practice Book A page 139
Beyond Practice Book B page 139
Word Study
Phonics Decode Words with oi and ou
EXPLAINMODEL
Remind students that the letters oi and oy almost always spell the
sound oi The letters ou often spell ou unless they are followed
by r or gh The letters ow often spell ou but they may also spell
ō Write bow
Think Aloud
This word is a homograph When I say bou I know
the word means ldquoto bend the headrdquo or ldquothe front of a boatrdquo
When I say bō I know the word means ldquoa weaponrdquo or ldquoa knot
with loopsrdquo I need to look at the context to figure out which
word the writer means
PRACTICEAPPLY Write these words on the board joy spoil
mountain blouse coin tower and around Have students underline
the letters that spell ou and oi Then have them read the words
aloud pronouncing each sound with emphasis
Decode Multisyllabic Words Write these words on the board
voyage hardboiled encounter southpaw ownership and nowadays
Model how to decode voyage focusing on the sound oi Then work
with students to decode the other words explaining the spelling
of each sound For more practice use the decodable passages on
Teacherrsquos Resource Book page 23
Fill-in-the-Blanks Have students write out ten Spelling Words or
other words with the ou or oi sound Tell them to leave blanks
for the letters that represent these vowel sounds For example
C L _ _ N Students can trade papers with a partner and fill in the
missing letters
Word Study
Objectivesbull Decode the sounds ou and
oi
bull Identify and write sentences
with homophones
Materials
bull Leveled Practice Books p 139
bull Teacherrsquos Resource Book p 23
Use Context Hearing
and distinguishing vowel
sounds can be challenging
for students As students
read and hear the words
within the context of
shared reading and writing
activities they will connect
the sounds to their spelling
patterns
During Small Group Instruction
If No Approaching Level Phonics p 507M
If Yes On Level Options pp 507Qndash507R
Beyond Level Options pp 507Sndash507T
Can students decode words with oi and ou
507E
Spiral Review
Vocabulary Game Form two teams Divide the
Vocabulary Cards electrical globe decayed
amazement loosened midst mysterious patchwork
responsibility and soared from past weeks between
the teams
A Team 1 player takes a card and reads the word
A Team 2 player tells the wordrsquos meaning and uses
it in a sentence If the definition and sentence are
correct Team 2 gets a point If not the card is
returned to the bottom of the pile Then a Team 2
player takes a card and reads the word
Continue playing until all the words have been
correctly defined and used in sentences The team
with the most points wins
Vocabulary Building
Homophones Write on the board The children
let out (wails)(whales) because they couldnrsquot see
the (wails)(whales) Remind students that a
homophone is pronounced in the same way as
another word but has a different meaning and
spelling Have students write more sentences
containing homophone pairs or triples (there
theyrsquore their) Make sure students know how
homophones differ from homographs
Word Study
Vocabulary PuzzleMaker For additional vocabulary and
spelling games go to
wwwmacmillanmhcom
Vocabulary Building
Adjectives Verbshuge spray
humpback swim
endangered spout
slippery leap
Apply Vocabulary
Write a Personal Narrative Using the vocabulary
words ask students to complete the following
sentence ldquoI had a whale of a good time when rdquo
Tell students to continue writing after completing
this sentence Remind students to use descriptive
language that appeals to the five senses They
should provide a context to allow the reader
to picture the world of the event Post student
writing inside the body of a whale on a display
board
Oral Language
Expand Vocabulary Write the weekly topic
Whales on the board above a two-column chart
Label the columns Adjectives and Verbs Using the
selection print and electronic resources including
interviews and newspapers tell students to
brainstorm adjectives or verbs relating to whales
Adelinarsquos Whales 507F
5 Day Spelling
Words with oi and ouSpelling
Pretest Word Sorts
Spelling Practice Book pages 115ndash116 Spelling Practice Book page 117
Dictation Sentences 1 A daisy is a flower
2 We heard voices outside
3 The princess hid in the tower
4 We dumped a mound of dirt
5 I read a story about a cowboy
6 Her wedding gown was beautiful
7 You frown when you are not happy
8 We drove south to Florida
9 Why are the dogs howling
10 It will annoy Mike if you keep interrupting him
11 The car made noises yesterday
12 My kitten weighs about a pound
13 The hound followed the scent
14 Put your money in the pouch
15 We collected a thousand cans
16 I wound the rope around the tree
17 Irsquom a grouch when Irsquom tired
18 I felt fine but I still had a cough
19 Irsquove grown two inches in a year
20 They took a voyage to China
ReviewChallenge Words 1 I ate a peanut butter cookie
2 Use the zoom on your camera
3 The new mall is huge
4 During a drought we canrsquot water the grass
5 We took the bus downtown
Words in bold are from the main selection
flower south thousand
voices howling wound
tower annoy grouch
mound noises cough
cowboy pound grown
gown hound voyage
frown pouch
Review cookie zoom huge
Challenge drought downtown
ASSESS PRIOR KNOWLEDGE
Using the Dictation Sentences say
the underlined word Read the
sentence and repeat the word
Have students write the words on
Spelling Practice Book page 115
For a modified list use the first 12
Spelling Words and the 3 Review
Words For a more challenging list
use Spelling Words 3ndash20 and the
2 Challenge Words Have students
correct their own tests
Have students cut apart the Spelling
Word Cards BLM on Teacherrsquos
Resource Book page 84 and figure
out a way to sort them Have them
save the cards for use throughout
the week
Use Spelling Practice Book page 116
for more practice with this weekrsquos
Spelling Words
For Leveled Word Lists go to
wwwmacmillanmhcom
TEACHER AND STUDENT SORTS
Review the Spelling Words
pointing out the oi or ou
sound in most words
Use the cards on the Spelling Word
Cards BLM Attach the key words
south flower noises and annoy to a
bulletin board Model how to sort
the words according to their vowel
sounds and spellings Have students
take turns choosing cards sorting
them and explaining how they
sorted them
When students have finished the
sort discuss any oddballs that do
not fit in any category (grown
cough) Point out that wound is a
homograph Then invite students to
do an open sort in which they sort
all the Spelling Words any way they
wish for example by rhyme or by
consonant blends Discuss studentsrsquo
methods of sorting
507G
SYNONYMS
Write the following list of words
on the board Have students copy
the words into their word study
notebooks and write the Spelling
Word that is a synonym for each
1 pile (mound)
2 scowl (frown)
3 trip (voyage)
4 crying (howling)
5 dress (gown)
Challenge students to identify
three Spelling Words that can be
used as both a noun and a verb
Have them write sentences for
both usages
Have partners write a sentence
for each Spelling Word leaving
a blank space where the word
should go They can exchange
papers and fill in the blanks
SPIRAL REVIEW
Review words with ū uuml and u
Write cookie zoom and huge on
the board Have students identify
the spelling of the ū uuml or u
sound in each word
PROOFREAD AND WRITE
Write these sentences on the
board including the misspelled
words Ask students to proofread
circling incorrect spellings and
writing the correct spellings
1 My lizard has grone and she
gained two pownds (grown
pounds)
2 My cogh is starting to annoi
me (cough annoy)
3 The noyses in the hall were
houling dogs (noises howling)
4 A thowsand voyces were
singing (thousand voices)
POSTTEST
Use the Dictation Sentences on
page 507G for the Posttest
If students have difficulty with any
words in the lesson have students
place them in a list entitled
Spelling Words I Want to Remember
in a word study notebook
Challenge students to look for
words that have the same vowel
patterns they studied this week
Spelling
Word Meanings Review and Proofread Assess and Reteach
Spelling Practice Book page 118 Spelling Practice Book page 119 Spelling Practice Book page 120
Adelinarsquos Whales 507H
5 Day Grammar
Possessive Pronouns
INTRODUCE POSSESSIVE
PRONOUNS
Present the following
A possessive pronoun shows
ownership
A possessive pronoun takes
the place of a possessive noun
Possessive pronouns never have
an apostrophe my your his her
its our and their
Possessive pronouns must match
the nouns they replace in both
number and gender Give the
pass to Armita Give the pass to
her This is Dillon and Leighrsquos car
This is their car
REVIEW POSSESSIVE PRONOUNS
Discuss with students how to
recognize possessive pronouns
INTRODUCE STAND-ALONE
POSSESSIVE PRONOUNS
Present the following
A stand-alone possessive
pronoun is not used directly
before a noun
Most stand-alone possessive
pronouns are formed by adding
s to the pronoun that is used
before a noun These pronouns
are yours hers ours theirs and
mine This report is ours That one
is yours
His and its are the same when
used as stand-alones or before
a noun His shirt was brown The
shirt was his
Grammar
Daily Language ActivitiesUse these activities to introduce each dayrsquos lesson Write the dayrsquos activity on the board or use Transparency 19
DAY 1Adelinas favorite time of year was when the whales visited she Her and her grandfather watch for them every day (1 Adelinarsquos 2 her 3 She and)
DAY 2Her grandfather knowed about whales too Him was the one who had the first friendly visit with whales (1 knew 2 He)
DAY 3Every Fisherman takes their rod on the boat They pull in his lines if a whale come close (1 fisherman 2 his rod 3 their lines 4 comes)
DAY 4The camera on Adelinas lap is herrsquos She is taking a voiage to cownt whales (1 Adelinarsquos 2 hers 3 voyage 4 count)
DAY 5Thowsands of people come to see the whales They act as though it is not mine town but theirrsquos (1 Thousands 2 my 3 theirs)
Introduce the Concept Teach the Concept
Possessive Pronouns
Write on the board This
pencil belongs to Sheila
It is pencil Model
how to choose the correct
pronoun in the second
sentence Create more
sentences using other
studentsrsquo names and your
name to practice all the
pronouns
Grammar Practice Book page 115
See Grammar Transparency 91 for modeling and guided practice
Grammar Practice Book page 116
See Grammar Transparency 92 for modeling and guided practice
507I
REVIEW POSSESSIVE PRONOUNS
Review how to identify possessive
pronouns
MECHANICS AND USAGE
POSSESSIVE NOUNS AND
PRONOUNS
Possessive nouns are formed with
apostrophes teachersrsquo books
Most possessive pronouns that
are used before a noun are not
formed with s her book his car
The exception is its
Possessive stand-alone pronouns
are formed without apostrophes
Except for mine the last letter is
always s It is yours
All possessive pronouns should
agree in number and gender
with the nouns they replace
REVIEW TYPES OF POSSESSIVE
PRONOUNS
Ask students to explain the
differences between regular and
stand-alone possessive pronouns
PROOFREAD
Have students correct errors in the
following sentences
1 That whale is Renas favorite
and this one is mine favorite
(Renarsquos my)
2 Each boy should take their seat
while the whales are close (his
seat)
3 This book about whales is my
(mine)
4 Which is the better picture of a
whalemdashMiguels or herrsquos
(Miguelrsquos hers)
ASSESS
Use page 119 of the Grammar
Practice Book for assessment
RETEACH
Have students create sentences
using possessives pronouns
After checking for accuracy have
students write the sentences
again this time leaving a blank
where the pronoun should be
Students should trade papers
with a partner and try to fill in the
blanks They can then check their
own work
Also use page 120 of the Grammar
Practice Book for reteaching
Grammar
Review and Practice Review and Proofread Assess and Reteach
Grammar Practice Book page 117
See Grammar Transparency 93 for modeling and guided practice
Grammar Practice Book page 118
See Grammar Transparency 94 for modeling and guided practice
Circle the letter before the possessive pronoun that correctlycompletes each sentence
1 Adelinarsquos village was small and main street had only a few houses
a his b our c its d their
2 The whales came to Mexico to have young
a their b your c my d her
3 Although fi rst visit to La Laguna was in June this yearIrsquom going in January
a hisrsquos b theirs c my d her
4 Adelina knows the ocean very well because whole family works on the water
a my b their c our d her
5 Pachico made a sign for his business and letters are large and easy to read
a hers b their c its d my
Grammar Practice Book pages 119ndash120
See Grammar Transparency 95 for modeling and guided practice
Adelinarsquos Whales 507J
En
d-o
f-W
ee
k A
sse
ssm
en
t
ELL Practice and
Assessment 122ndash123
Fluency Assessment
Weekly Assessment 237ndash244
Administer the Test Weekly Reading Assessment Passage and questions pages 237ndash244
ASSESSED SKILLS
bull Sequence
bull Vocabulary Words
bull Dictionary Homographs
bull Possessive Pronouns
bull Words with oi and ou
Administer the Weekly Assessment online
or on CD-ROM
FluencyAssess fluency for one group of students per week
Use the Oral Fluency Record Sheet to track the number
of words read correctly Fluency goal for all students
102ndash122 words correct per minute (WCPM)
Approaching Level Weeks 1 3 5
On Level Weeks 2 4
Beyond Level Week 6
Alternative Assessmentbull ELL Assessment pages 122ndash123
Assessment Tool
507K507K
Diagnose Prescribe
En
d-o
f-We
ek
Asse
ssme
nt
VOCABULARY WORDS
VOCABULARY STRATEGY
Dictionary Homographs
Items 1 2 3 4
IF
0ndash2 items correct
THEN
Reteach skills using the Additional
Lessons page T8
Reteach skills Go to
wwwmacmillanmhcom
Vocabulary PuzzleMaker
Evaluate for Intervention
COMPREHENSION
Skill Sequence
Items 5 6 7 8
0ndash2 items correct Reteach skills using the Additional
Lessons page T3
Evaluate for Intervention
GRAMMAR
Possessive Pronouns
Items 9 10 11
0ndash1 items correct Reteach skills Grammar Practice Book
page 120
SPELLING
Words with oi and ou
Items 12 13 14
0ndash1 items correct Reteach skills Go to
wwwmacmillanmhcom
FLUENCY 98ndash101 WCPM
0ndash97 WCPM
Fluency Solutions
Evaluate for Intervention
Diagnose Prescribe
To place students
in the Intervention
Program use
the Diagnostic
Assessment in the
Intervention Teacherrsquos
Edition
TriumphsAN INTERVENTION PROGRAM
R E A D I N G
Adelinarsquos Whales 507L
Phonics
Approaching Level Options
Objective Decode words with oi and ou
Materials bull Student Book Adelinarsquos Whales
WORDS WITH oi AND ou
ExplainModel
Remind students that the letters oi and oy together usually stand for
oi as in coil and joy The letters ou as in house and ow as in cow usually
stand for ou However ow can also stand for o as in snow
Write the letters t o y on the board Say the sounds that the letters
stand for t oi Then blend the sounds toi Say the word with me toy
Repeat this process with oi and boil
Write the letters t o w n on the board Say the sounds that the letters
stand for t ou n Then blend the sounds toun Say the word with
me town Repeat this process with ou and house
Ask students to provide their own examples of words with oi and ou
Listen and provide constructive feedback
MULTISYLLABIC WORDS WITH oi AND ou
Write the word destroy on the board Have students identify the second
syllable as containing oi troy Have students repeat the syllable then
blend and read the whole word several times Repeat this process with
pounding and ou
Have student pairs work together to practice decoding longer words
with oi and ou Write the following words on the board and ask
student pairs to copy them onto index cards or sheets of paper Say
each word Circle the letters that stand for the ou or the oi sound Then
sort the words by spelling pattern
rejoice annoy crouching underground
growling browning moisture employment
Check each pair for their progress and accuracy
WORD HUNT WORDS WITH oi AND ou IN CONTEXT
Review words with oi and ou Have students search pages 488ndash490 of
Adelinarsquos Whales to find words with oi and ou Ask them to write the
words and circle the letters that spell the oi and ou in each word
Check to see if students have found examples such as outside down
south thousand loud noise sound clouds and out
For each skill below
additional lessons are
provided You can use these
lessons on consecutive days
after teaching the lessons
presented within the week
bull Sequence T3
bull Homographs T8
Additional Resources
To help students build speed
and accuracy with reading
multisyllabic words use the
additional decodable text
on page 23 of the Teacherrsquos
Resource Book
Decodable Text
If students have trouble
figuring out how to
pronounce words that
are homographs such as
bow bou and bow bō
have them look at how the
word is used and try out
each pronunciation and
its related definition in the
context of a sentence Write
She had a pink bow in her
hair on the board and say
I can say bou in the
sentence but a pink
ldquobending of the headrdquo
does not make sense
I can say bō in the
sentence A pink ldquoknot
with loopsrdquo does make
sense This word is
pronounced bō
ConstructiveFeedback
507M
Objective Read with increasing prosody and accuracy at a rate of 102ndash112 WCPM
Materials bull Index cards bull Approaching Practice Book A page 136
WORD AUTOMATICITY
Have students make flashcards for the following words with oi and
ou flower south thousand voices howling wound tower annoy grouch
mound noises cough cowboy pound gown hound voyage frown pouch
Display the cards one at a time and have students say each word Repeat
twice more displaying the words more quickly each time
REPEATED READING
Model reading the Fluency passage in Practice Book A page 136 Tell
students to pay close attention and listen to your tempo Then read
sentences in clusters based on tempo and have students read each cluster
back copying your tempo
During independent reading time have students work with a partner
One student reads aloud while the other repeats each sentence Remind
students to use positive and encouraging phrases when giving feedback
to their partners Circulate and provide constructive feedback Circulate
and provide constructive feedback
TIMED READING
At the end of the week have students do a final timed reading of the
passage on Practice Book A page 136 Students should
begin reading the passage aloud when you say ldquoGordquo
stop reading the passage after one minute when you say ldquoStoprdquo
Keep track of miscues Coach students as needed Help students record
and graph the number of words they read correctly
Vocabulary
Objective Apply vocabulary word meanings
Materials bull Vocabulary Cards bull Student Book Adelinarsquos Whales
VOCABULARY WORDS
Display the Vocabulary Cards for this weekrsquos words dove politicians
snoring massive tangles rumbling and unique Help students locate and
read the vocabulary words in Adelinarsquos Whales Review the definitions
of each word in the Glossary of the Student Book and discuss the
meanings Then have students write their own narratives about whales
using all of these vocabulary words
Approaching Practice Book A page 136
If students read too quickly
or too slowly reread
the passage to them at
the correct tempo Then
lead the class in a choral
reading so they can follow
you lead in reading at the
appropriate rate Repeat
the choral reading as
necessary
ConstructiveFeedback
Adelinarsquos Whales 507N
Vocabulary
Approaching Level Options
Review last weekrsquos words
(electrical globe fuels
decayed) and this weekrsquos
words (rumbling snoring
unique dove massive
tangles politicians) Have
students write a synonym for
each word
Objective Use homographs
DICTIONARY HOMOGRAPHS
Have students create simple crossword puzzles using Vocabulary and
Spelling Words Make sure they include at least two homographs (wound
dove) and write the definitions of the homographs as clues They may use
a dictionary to help them if necessary
Comprehension
Objective Identify sequence
Materials bull Student Book ldquoA Whale of a Triprdquo bull Transparencies 19a and 19b
STRATEGYANALYZE TEXT STRUCTURE
Remind students that recognizing how a text is organized can help them
to identify the sequence of story events
SKILLSEQUENCE
ExplainModel
Authors sometimes use signal words such as first next and last to help
readers recognize the sequence of events in a story
Authors of history texts or how-to articles typically use chronological
order to organize their texts
Display Transparencies 19a and 19b Reread the first pages Ask a
volunteer to identify what the narrator saw first and identify the signal
words
Think Aloud As I read I learn that many things are happening It helps to
recognize sequence words to help summarize what is happening in the
story so I can better understand it
PracticeApply
Invite students to retell the story considering the sequence of events Ask
the following questions
Before going on the trip do you think the narrator expected the whale
would be as big as it turned out to be
What was the first thing Matty told people on the whale-watching trip
Why are birds often seen in areas where whales are present
Student Book or Transparencies 19a and 19b
by Kristin Gold
Retelling Have students
retell the sequence of
events in ldquoA Whale of a
Triprdquo by drawing them Ask
students to choose one
event from the book they
would like to retell Have
students draw the scene
and write one sentence
describing it After the
students have finished
hang the drawings on the
board Then as a class put
the pictures in the order
of events that the story
follows
507O
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Saving the Whales
PREVIEW AND PREDICT
Have students read the title look at the images and preview the first
chapter Have students make predictions about what they will read and
set a purpose for reading
VOCABULARY WORDS
Review the vocabulary words as needed As you read together discuss
how context clues can help you figure out word meanings
STRATEGYANALYZE TEXT STRUCTURE
Remind students that recognizing how a text is organized can help
them better understand the textrsquos important ideas and the authorrsquos
purpose
SKILLSEQUENCE
Remind students to pay attention to the way the selection is organized
and the order in which events occur Read Chapter 2 with students
Think Aloud In the first chapter I learn that in the past there were whale
hunters in all parts of the world Now there are laws to protect whales
from hunters but whales are still being killed in other ways I need to
remember this information for my Sequence Chart
READ AND RESPOND
Finish reading Saving the Whales with students Discuss the following
If the plants that the krill eat die and then the krill die ask students
what will happen next in the food chain
Ask them what happened after Keiko the whale was set free
Work with students to review and revise their Sequence Charts Help
students paraphrase the important ideas in each chapter
MAKE CONNECTIONS ACROSS TEXTS
Invite students to compare Adelinarsquos Whales and Saving the Whales
Have students identify which selection is organized into chapters Ask
them why this format is better for this selection
Have students explain how reading Saving the Whales helps them better
understand the information and events in Adelinarsquos Whales
Leveled Reader
Adelinarsquos Whales 507P
Leveled Reader LessonVocabulary
On Level Options
Student Book
Limericks
On Level Practice Book O page 136
As I read I will pay attention to tempo and match the action in the story
Did you know that whales talk to each other Whales
10 make sounds for different reasons Some sounds are used to
20 locate calves Others are used to find mates Whales even use
31 sounds to warn other pod members that a predator is around
42 Toothed whales click and whistle in order to locate food
52 Baleen whales make knocking moaning snoring and
59 rumbling noises Humpback whales sing but not during
67 feeding season They save their tunes for the warmer waters
77 where they spend their breeding season Some scientists
85 believe they are singing love songs Other scientists think
94 they are sending out threats like ldquoGo awayrdquo We may never
105 know exactly why whales sing
110 Some humpback whales swim up to the surface and take
120 a few breaths Then they dive under the water and start to
132 sing They do not move when they sing Their underwater
142 songs can be heard for miles Sometimes they sing for a half
154 hour without stopping 157
Comprehension Check
1 What actions does a humpback whale take when it sings Sequence
2 Why might a whale need to communicate with another whale Draw Conclusions
Words Read ndash Number of Errors = Words
Correct Score
First Read ndash =
Second Read ndash =
A humpback whale swims to the surface and takes a few breaths Then the whale dives under the water to sing The whale does not move when singing
Whales might need to communicate with other whales to warn them about predators to find mates or to locate their calves
Objective Apply vocabulary words and homographs
Materials bull Vocabulary Cards bull Dictionary
VOCABULARY WORDS
Tell students that they will play a word-definition game Display half of
the Vocabulary Cards Have the first team use a dictionary to help create
two different definitions for each displayed word One should be the
correct definition and the other should be incorrect Then have students
write each pair of definitions on the board The second team chooses
the definition they think is correct They get one point for each correct
answer The team with the most points wins
DICTIONARY HOMOGRAPHS
Remind students that homographs are spelled alike but have different
meanings so they have separate dictionary entries Have students use the
adjective fine in a sentence Then challenge them to use the homograph
fine (money paid) in another sentence Repeat with the word content
Literary Elements
Objective Read poems to identify literary elements
Materials bull Poetry books and resources with limericks bull Student Book ldquoLimericksrdquo
METER AND RHYME SCHEME
Discuss the use of meter and rhyme in each limerick on Student Book
pages 504ndash505 Then have students look through poetry books and other
resources to locate limericks Ask students to discuss the meter and rhyme
scheme in the limericks
Objective Read fluently with appropriate prosody at a rate of 102ndash136 WCPM
Materials bull On Level Practice Book O p 136
REPEATED READING
Model reading the passage on page 136 of Practice Book O Remind
students to pay attention to the tempo to see if it matches the action of
the story Then read one sentence at a time having students echo-read
the sentence back imitating your pace Echo-read through the entire
passage again speeding up to reflect each part of the selection During
independent reading time partners take turns reading
Timed Reading Have students read the passage and record their rates
507Q
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Looking at Whales
PREVIEW AND PREDICT
Have students preview Looking at Whales
Ask students to write down any questions they have about the
selection
Ask if they think this book will be the story of one whale or about
many whales
SKILLSEQUENCE
The sequence is the order in which events happen Signal words such
as before after and then often help to indicate the sequence of events
Explain that students will fill in this information in Sequence Charts
READ AND RESPOND
Read Chapter 1 Pause to discuss how the information in the chapter
is presented At the end of Chapter 2 fill in the Sequence Chart Have
students discuss the sequencing of information including how the word
then helped them understand the information about humpback whales
singing
VOCABULARY WORDS
As they read Looking at Whales ask students to point out vocabulary
words as they appear Then have students discuss how each word is used
Ask Are blue whales massive or small
MAKE CONNECTIONS ACROSS TEXTS
Invite students to draw connections between Looking at Whales and
Adelinarsquos Whales
Ask students to use chronological order words to summarize the
information they learned in Looking at Whales
Ask students if they think Adelina would know most of the information
in Looking at Whales
ELLLeveled Reader
Go to pages
507Undash507V
Leveled Reader
Adelinarsquos Whales 507R
Vocabulary
Beyond Practice Book B page 136
Beyond Level Options
Objective Apply vocabulary words in writing
EXTEND VOCABULARY
Ask students to write a nonfiction piece about a whale Have them use
all of the vocabulary words from this weekrsquos selection and as many words
from this unitrsquos previous weeks as possible
Invite them to edit their essays or a partnerrsquos essay Remind them to check
the spelling and usage of each word
Literary Elements
Objective Use meter and rhyme to write a limerick
Materials bull Student Book ldquoLimericksrdquo
bull Poetry books with limericks bull Nonfiction books about whales
METER AND RHYME SCHEME
Use limericks to point out that meter and rhyme scheme can add to a
readerrsquos enjoyment of a poem Ask How does the use of meter and
rhyme scheme make these limericks more fun to read
Have students read limericks and note the use of meter and rhyme
scheme Then have them read information about whales or use what they
have already learned to write their own limerick about whales
Objective Read fluently with appropriate prosody at a rate of 112ndash136 WCPM
Materials bull Beyond Practice Book B p 136
REPEATED READING
Work with students to begin marking up the Fluency passage on page 136
of Practice Book B Remind them to pay attention to the tempo Then
read one sentence at a time having students echo-read the sentence
back imitating your pace Echo-read through the entire passage again
speeding up to reflect each part of the selection
During independent reading time partners can take turns reading the
passage they have practiced reading aloud Remind students to pay
attention to one anotherrsquos tempo and discuss how different actions in the
passage change the tempo or mood
Timed Reading Have students read the passage and record their reading
rate
Student Book
Limericks
Read Aloud Review meter
and rhyme scheme Then
reread a limerick aloud
Say Listen for the meter and
rhyme scheme of the poem
Then tell students you will
read the poem once more
together Let them know
that this time they should
clap along to the rhythm of
the poem Read the poem
chorally and clap out the
rhythm together
507S
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Gray Whales
PREVIEW AND PREDICT
Have students preview Gray Whales predict what it is about and set a
purpose for reading
SKILLSEQUENCE
Ask a volunteer to explain what the terms text structure and sequence
mean Have another volunteer explain why identifying the text structure
or sequence of events is important for understanding a selection
Explain that students will read Looking at Whales together and fill in
information about order in Sequence Charts
READ AND RESPOND
As students read they should identify the order of events in the selection
and fill in their Sequence Charts Discuss with the group how the story
would change if the sequence of events were different
VOCABULARY WORDS
Have students pay attention to vocabulary words as they come up Ask
students to provide definitions as needed Ask What do whales sometimes
get tangled in
Self-Selected Reading
Objective Read independently to identify the sequence of a text
Materials bull Leveled Readers or informational trade books at studentsrsquo reading level
READ TO IDENTIFY SEQUENCE
Invite students to use their personal interests to choose a nonfiction book
for independent reading Have students read their books and take notes
on the selectionrsquos sequence in their response journals
After reading have students compare the order in which the information
was presented in the book they chose to one of the selections they read
during this weekrsquos lessons Ask Which selection presented information in the
more interesting way Which selection taught you the most about the topic
Leveled Reader
Adelinarsquos Whales 507T
Academic Language Used in Whole Group Instruction
ContentTheme Words SkillStrategy Words WritingGrammar Words
ocean (p484)
aquarium (p 484)
whales (p 484)
mammals (p 484)
gills (p 484)
lungs (p 484)
legend (p 485)
pod (p 505)
homograph (p 484)
photo essay (p 486)
analyze text structure (p 485A)
sequence (p 485A)
limerick (p 504)
meter (p 504)
rhyme scheme (p 504)
voice (p 506)
point of view (p 506)
opinion (p 506)
audience (p 507B)
possessive pronouns (p 507I)
ownership (p 507I)
stand-alone possessive pronoun
(p 507I)
Academic LanguageThroughout the week the English language learners will need help in
building their understanding of the academic language used in daily
instruction and assessment instruments The following strategies will help
to increase their language proficiency and comprehension of content and
instructional words
Strategies to Reinforce Academic Language
Use Context Academic Language (see chart below)
should be explained in the context of the task during
Whole Group Use gestures expressions and visuals to
support meaning
Use Visuals Use charts transparencies and graphic
organizers to explain key labels to help students
understand classroom language
Model Demonstrate the task using academic language in
order for students to understand instruction
English Language Learners
Oral Language For
additional language
support and oral vocabulary
development use the lesson
at www macmillanmhcom
507U
ELL Leveled ReaderELL Leveled Reader Lesson Objectivebull To apply vocabulary and
comprehension skills
Materials
bull ELL Leveled Reader
DAY 1 bull Academic Language
bull Oral Language and Vocabulary Review
DAY 2 bull Academic Language
bull ELL Leveled Reader
DAY 3 bull Academic Language
bull ELL Leveled Reader
DAY 4 bull Academic Language
bull ELL Leveled Reader
DAY 5 bull Academic Language
bull ELL Leveled Reader Comprehension Check and Literacy Activities
ELL Teacherrsquos Guide
for students who need
additional instruction
DEVELOP ORAL LANGUAGE
Build Background Write the word whales on
the board and have students share what they
know What do whales look like What do they eat
How do they communicate List key points Then
do a brief picture walk of the book to add on to
the list
Review Vocabulary Write the vocabulary and story support words
and discuss the meanings Use each word in a sentence Clarify the two
meanings of schools and dove Schools of fish are large groups of fish not
where fish go to learn Who can use ldquoschools of fishrdquo in a sentence
PREVIEW AND PREDICT
Point to the cover photograph and read the title aloud What are we going
to read about Have students brainstorm a list of questions about facts
they would like to learn from this book
Set a Purpose for Reading Show the Sequence Chart and remind students
they have used it before Ask them to use a similar chart to identify the
sequence of events as they are presented in the book
Choose from among the differentiated strategies below to support
studentsrsquo reading at all stages of language acquisition
Beginning
Shared Reading As you
read model analyzing text
structure by identifying key
information about whales
Number the facts to explain
sequence Model filling in
the chart
Intermediate
Read Together Read the
first chapter Help students
analyze text structure by
numbering and recording
key information Take turns
reading with students Ask
them to identify events in
sequence as they read
Advanced
Independent Reading
Have students read the story
After reading each day ask
them to work with a partner
to analyze text structure and
identify events in sequence
Encourage them to use the
new vocabulary
Remind students to use the vocabulary and story words in their whole
group activities
The WorldThe Worldofof
WhalesWhalesby Dina Anastasio
Informational Nonfiction
Adelinarsquos Whales 507V
- Grade 4
-
- Unit 1
- Unit 2
- Unit 3
- Unit 4
-
- Planning the Unit
- Using the Student Book
-
- Dear Mrs LaRue
-
- Puppy Trouble
- Dear Mrs LaRue
- Dog Amazes Scientists
- Writerrsquos Craft Write About Solving a Problem
- Small Group Pages
-
- The Blind Hunter
-
- Through Elizabethrsquos Eyes
- The Blind Hunter
- Make Life Easier For Everybody
- Writerrsquos Craft Write Directions
- Small Group Pages
-
- The Power of Oil
-
- Clean as a Breeze
- The Power of Oil
- Windmills on the Prairies
- Writing Frictional Narrative Write to a Prompt
- Small Group Pages
-
- Adelinarsquos Whales
-
- A Whale of a Trip
- Adelinarsquos Whales
- Limericks
- Writerrsquos Craft Share Your Point of View
- Small Group Pages
-
- At Home in the Coral Reef
-
- Coral Reefs
- At Home in the Coral Reef
- Poseidon and the Kingdom of Atlantis
- Writerrsquos Craft Write about a Community Project
- Small Group Pages
-
- Test Strategy Author and Me
-
- Wrapping Up the Unit
- Additional Lessons and Resources
-
- Unit 5
- Unit 6
-
In late January every afternoon after school Adelina walks to the beach to see if her friendsmdashthe gray whalesmdashhave returned At this same time every year the whales come traveling from as far away as Alaska and Russia They slowly and steadily swim south covering more than fi ve thousand miles along the Pacifi c Coast during November December and January
489
Develop Comprehension
3 STRATEGYANALYZE TEXT STRUCTURE
Teacher Think Aloud
I know that
authors of informational texts
often organize the information in
sequence or time order In this
paragraph I read that the gray
whales return to the beach near
Adelinarsquos home at the same time
every year The paragraph begins
with the sequence words ldquoIn late
Januaryrdquo Since the title of the essay
is Adelinarsquos Whales I think that the
essay will follow the sequence of
the whalesrsquo trip As I continue to
read Irsquoll look for more sequence
words to help me understand how
the sequence of the whalesrsquo travels
affects Adelina and her village
4 SEQUENCE
What signal words and phrases does
the author use to tell when the whales
travel (The phrase ldquoIn late Januaryrdquo
tells when Adelina expects to see the
whales ldquoAt the same time every yearrdquo
tells how often the whales come
ldquoDuring November December and
Januaryrdquo tells the part of the year
when the whales swim south) Add this
information to your Sequence Chart
Main Selection Student page 489
STRATEGIES FOR EXTRA SUPPORT
Question 4 SEQUENCEPracticing Language Help English language learners identify
words that signal sequence on Student Book page 489 Have them
reread the paragraph and tell you words that have something to
do with time or calendar dates Ask students to make a list of the
words Words lists might include late January afternoon after
time year during November December January Then discuss how
these words help students understand the information
Every winter the whales swim south along the Pacific Coast from Alaska and Russia
3
4
Adelinarsquos Whales 489
One night Adelina is awakened by a loud low rumbling noise It is the sound of a forty-ton gray whale exhaling a room-size blast of hot wet air As she has always known they would the gray whales have come again to visit Adelina smiles and returns to her sleep comforted by the sounds of whales breathing and snoring outside her window At daybreak she runs to the lagoon and sees two clouds of mist out over the water the milky trails of breath left by a mother gray whale and her newborn calf
490
Main Selection Student page 490
HOMETOWNS
Adelinarsquos village La Laguna is described in the first paragraph
of the selection as well as on page 491 There is something very
special about the area It is a gray whale nursery
Ask students to think about La Laguna and the place where they
live What is different about the two places What is the same
How do they think their lives would be different if they lived
where Adelina lives Have students use the questions above
and information from the selection to write a paragraph or two
paragraphs about the differences and the similarities between
Adelinarsquos village and the place where they live
Develop Comprehension
5 SEQUENCE
Use signal words to tell the sequence
of events on this page (Suggested
answer One night in January a
rumbling noise wakes Adelina up
Almost right away she recognizes
it as the sound of a whale exhaling
Then she realizes the whales have
returned as she knew they would
and goes back to sleep First thing in
the morning she runs to the lagoon
and sees a mother whale and her calf)
Summarize this information and add it
to your Sequence Chart
Every winter the whales swim south along the Pacific Coast from Alaska and Russia
The first whales arrive in the lagoon 5
490
The waters of the protected lagoon are warm and shallow The scientists who have come to visit and study the whales have explained that Laguna San Ignacio is the perfect place for the mother whales to have their babies and then teach them how to swim But Adelina knows why they really comemdashto visit her
Adelinarsquos family lives far away from big cities with highways and shopping malls Her little village does not have any movie theaters or traffi c lights but she knows that her hometown is a special place This is the only place on earth where these giant gray whalesmdashtotally wild animalsmdashchoose to seek out the touch of a human hand Only here in Laguna San Ignacio do whales ever stop swimming and say hello to their human neighbors Raising their massive heads up out of the water they come face-to-face with people Some mother whales even lift their newborns up on their backs to help them get a better view of those who have come to see them Or maybe they are just showing off sharing their new baby the way any proud parent would
491
Develop Comprehension
6 WRITERrsquoS CRAFT VOICE
The author writes about whales from
the point of view and in the voice
of Adelina who lives in the small
village in Mexico where the whales
visit every year Using this voice the
author involves the reader in the lives
of the villagers and the visits of the
whales Explain how the author gets
the reader more involved by offering
some examples of his voice (The
author says that Adelina feels especially
connected to the whales He does this
by highlighting her excitement and
interest in the whales and he draws
the reader into the special nature of
the whalesrsquo yearly visit to the small
village The author uses the stories her
grandfather tells about his first visit
with the whales and we get a sense
of the ongoing connection Adelinarsquos
family has to the whales)
Main Selection Student page 491
Find the sentence that contains the
word massive What other words could
you use in the sentence that mean
the same thing as massive (Possible
answers enormous huge gigantic)
6
Figurative Language Personification
Explain The literary device of personification is a kind of figurative
language that authors use to give human qualities or characteristics to
an animal object or idea
Discuss Have students reread the last three sentences on page 491
Ask them to identify the whalesrsquo actual behavior (The whales raise
their heads out of the water Mother whales lift their newborns onto
their backs) Then ask them what human characteristics or feelings
the author says the whales may have (They come ldquoface-to-facerdquo
with people and want their babies to have a better view They are
proud parents showing off their babies)
Apply Encourage students to consider why the author chose to
personify the whalesrsquo behavior Ask them to explain how this literary
device affects the way they think about the whales
Adelinarsquos Whales 491
492
Main Selection Student page 492
Develop Comprehension
7 GENRE PHOTO ESSAY
What statements in the text are
supported by the photograph on page
492 (The author says the whales come
to La Laguna to seek the touch of a
human hand The photograph shows
a whale coming close to the boat and
the manrsquos outstretched hands It also
shows that the whales make friendly
visits)7
Documentary Films
Explain A photo essay uses still photos while a documentary film
combines live action images and informational commentary
Discuss Have students respond to the photographs in the
selection Ask How do they add to our understanding of the people
and the whales How do they influence our opinions How do they
enhance communication Ask students how a documentary film
about the whales might be similar or different Remind them to use
Discussion and Conversation Guidelines on page 410I
Apply Have partners write proposals that explain how they would
make a documentary film about a wild creature Have them identify
a subject a location the target audience and the purpose or
message of the film What special equipment might they need
Then have students respond to each otherrsquos proposals
492
The whales have been coming to this lagoon for hundreds of years and Adelina is proud that her grandfather Pachico was the fi rst person to tell of a ldquofriendlyrdquo visit with one She loves to hear him tell the story of that whale and that day She listens closely as he talks about being frightened since he didnrsquot know then that the whale was only being friendly He thought he was in big trouble
Adelina looks fi rst at the tight leathery skin of her grandfather browned from his many years of fi shing in the bright tropical sun From his face she glances down to the small plastic model of a gray whale that he keeps close by As he begins to tell the story of his fi rst friendly whale encounter there is a twinkle in his eye and a large smile on his face Adelina and her father Runolfo smile too listening again to the story that they have heard so many times before
493
Develop Comprehension
8 MONITOR AND CLARIFY
The author says that Adelinarsquos
grandfather is the first person to
tell of a ldquofriendlyrdquo visit with a whale
Do you think he is the first person
ever to experience such a visit What
strategies can you use to help you
find an answer (Answers may vary
possible answer I can reread and
generate questions The author also
says that whales have been coming
to La Laguna for hundreds of years
Is it possible that other people have
had friendly encounters with them
The village is very small and poor so
it may not have been there as long as
the whales have returned to this spot
Perhaps at some other time in history
long before anyone who is alive
today can remember people also had
friendly visits with the whales)
Main Selection Student page 4938
SemanticMeaning Cues
Explain Tell students that good readers use their background
knowledge and context clues to help them understand what they
read
Model Discuss the word encounter on page 493
Irsquom not familiar with the word encounter but I know
it has to do with the grandfather and the whale I see the word
friendly used in the previous paragraph to describe the whalersquos
visit So encounter must mean ldquomeetingrdquo or ldquoa coming togetherrdquo
Apply Encourage students to use context clues and their
background knowledge to help them with other difficult words or
phrases such as the word biologist on page 498
Ways to Confirm Meaning
Think Aloud
Comprehension Research shows
that teaching word meanings to
older students significantly improved
vocabulary knowledge as well as
improving the comprehension of texts
containing the taught words
Steven A Stahl
Go to www macmillanmhcom
Adelinarsquos Whales 493
In a whisper her grandfather begins to draw them in Adelina closes her eyes to imagine the calm and quiet on that fi rst afternoon when his small boat was gently nudged by a huge gray whale As the boat rocked her grandfather and his fi shing partnerrsquos hearts pounded They held tight and waited preparing themselves to be thrown into the water by the giant animal The whale dove below them and surfaced again on the opposite side of their boat scraping her head along the smooth sides Instead of being tossed from the boat they were surprised to fi nd themselves still upright and fl oating
For the next hour the whale glided alongside them bumping and bobbing gentlymdashas gently as possible for an animal that is as long as a school bus and as wide as a soccer goal As the sun started to set behind them the whale gave out a great blast of wet snotty saltwater that soaked their clothes and stuck to their skin The whale then rose up inches away from their boat and dove into the sea Her fi rst visit was over
494
Main Selection Student page 494
Develop Comprehension
9 AUTHORrsquoS PURPOSE
How does the author show that the
grandfatherrsquos story is both vivid and
entertaining Use examples from the
essay to support your answer (The
author tells us how the grandfather
makes the story suspenseful by
beginning in a whisper We hear how
the menrsquos hearts were pounding when
the whale rocked their boat The
author also uses familiar things like
a school bus to let the reader know
how large the whales are Even though
the description of how the whale
soaked the men is a little disgusting it
definitely creates a strong image in the
readerrsquos mind)
Repeated Reading
Explain Tell students they will be echo-reading with an emphasis
on punctuation
Model Read the paragraph on Student Book page 494 starting
with the words ldquoIn a whisperrdquo and ending with ldquoupright and
floatingrdquo Emphasize pausing at commas and coming to a stop
at periods Repeat the paragraph one sentence at a time with
students echo-reading
Practice Divide the class into two groups The first group reads the
paragraph one sentence at a time The second group echo-reads
Then groups switch roles Listen for accuracy in studentsrsquo reading
for punctuation
9
494
As her grandfather fi nishes the story he looks to Adelina who joins him in speaking the last line of the story ldquoWell my friend no fi sh todayrdquo they say before breaking into laughter
SequenceRetell the grandfatherrsquos story
using sequence words
495
Develop Comprehension
10 SEQUENCE
Retell the grandfatherrsquos story using
sequence words (At first the two
men were quietly fishing on a calm
sea Then they felt the boat begin
to rock When they realized a whale
had bumped the boat they held on
waiting to be thrown into the water
Next the whale simply dove beneath
the boat and scraped her head along
its sides After that the whale spent
the next hour swimming alongside the
boat and gently bumping it As the
sun went down the whale sprayed the
men and swam away)
Ask students to respond to the
selection by confirming or revising
their predictions and purposes
Encourage them to write additional
questions they may have about the
selection
Main Selection Student page 495
Stop here if you wish to read
this selection over two daysSTOP
Can students use signal words
to tell the sequence of events If
not see the Extra Support on
this page
10
Sequence
If students are having difficulty reiterating the sequence of events
help them identify signal words in each of the sentences on page
494 Ask them to find the words that tell when or what time
something happened For example in the first sentence point out
the word begins and in the second sentence point out the phrase on
that first afternoon Ask how each of these lets the reader know when
an event happened If a sentence does not have a signal word or
phrase model adding one that makes sense in context For example
add While this was happening to the beginning of the fourth sentence
and Then to the beginning of the fifth sentence Have students retell
the episode briefly using similar signal words and phrases
Adelinarsquos Whales 495
After this fi rst friendly visit with the whales word quickly spread of the unique encounter between a wild fi fty-foot whale and a tiny fi shing boat Scientists and whale watchers started to come to Laguna San Ignacio to see the whales themselves Perhaps word spread among the whales too because now dozens of whales began to approach the small boats With brains as large as a carrsquos engine gray whales might even have their own language They ldquotalkrdquo in low rumbles and loud clicks making noises that sound like the tappings of a steel drum or the ticking that a playing card makes as it slaps against the spokes of a turning bicycle wheel Maybe they told each other that it was safe to visit here
496
Main Selection Student page 496
Develop Comprehension
11 STRATEGYANALYZE TEXT STRUCTURE
Teacher Think Aloud In this part of
the essay the author tells the story of
Adelinarsquos grandfatherrsquos first encounter
with a whale We learn that word of
this encounter spread and caused
several things to happen How
do these events fit into the larger
sequence of the essay
(Encourage students to apply the strategy
in a Think Aloud)
Student Think Aloud I learn that
more whales came to the lagoon
and that more scientists and whale
watchers started coming as a result
This section of the essay shows how
the whalesrsquo annual trip became an
important event for Adelinarsquos village
12 PERSONIFICATION
Explain ways in which the author gives
the whales human qualities on page
496 (He says that ldquoperhaps word spread
among the whalesrdquo but whales donrsquot
use words the way people do Then
he explains something about the ways
scientists think whales ldquotalkrdquo with each
other and says they may have ldquotoldrdquo
each other that it is safe to visit the
lagoon)
Find the sentence that contains the
word unique What are some words or
phrases that mean the opposite of unique
(Possible answers common ordinary
nothing special)
11
12
496
Adelinarsquos favorite time of the day is the late afternoon when her father and grandfather return from their trips on the water guiding visitors to see the whales They sit together as the sun goes down behind them and she listens to stories of the whales She asks them lots and lots of questions
Adelina has learned a lot about the gray whales She knows that when a whale leaps out of the water and makes a giant splash falling back in itrsquos called breaching When a whale pops its head straight up out of the water as if it is looking around to see what is going on it is called spyhopping Adelina also learned how the whalersquos wide fl at tail is called a fl uke and when it raises its tail up in the air as it goes into a deep dive that is called fl uking
497
Develop Comprehension
13 MAINTAINDRAW CONCLUSIONS
Why do you think Adelina does not go
out in the boats too (She may be in
school at the times they go out but
she is also probably too young to go
The whales are friendly but they are
still wild animals There is a risk that an
accident could happen)
14 SUMMARIZE
How would you summarize the
information about whales in the
second paragraph of page 497
(Suggested answer Whales show
a number of particular behaviors
Breaching is when a whale jumps out
of the water and splashes back in
Spyhopping is when a whale pokes
its head out of the water The wide
flat tail of a whale is called its fluke
Fluking is when the whale dives with
its tail up in the air)
Main Selection Student page 497
STRATEGIES FOR EXTRA SUPPORT
Question 14 SUMMARIZECross-Check Meaning Using Visuals Write the word breaching on the
board Tell students to find the word reread the sentence containing the
word and tell you the meaning of the word Provide help as needed
Then have students look through the photos in the selection to find one
that appears to illustrate breaching (pages 496 and 497) Allow students
to work with a partner Discuss the reasons why a photo could or could
not be an example of breaching Use gestures and drawings to help
students understand the actions involved in breaching when necessary
Repeat the activity with the words spyhopping (pages 490 and 494) and
fluking (page 487) Photos that seem to clearly demonstrate each word
are in parentheses
13
14
Adelinarsquos Whales 497
Although her home is a simple one on a sandy bluff hugging the edge of the Pacifi c Ocean Adelina has many new friends who come to share her world She has met people who come from beyond the end of the winding bumpy road that rings the lagoon Some are famous actors Some are politicians Some speak Spanish Some speak English Those that weigh forty tons speak to her in their own magical style The whales have taught her that the world is a big place
Adelina knows that she has many choices in her future Sometimes she giggles with delight at the idea of being the fi rst girl to captain a panga (a small open fi shing boat) and teach people about the whales in the lagoon Or sometimes she thinks she may become a biologist who studies the ocean and can one day help to unlock some of the mysteries of the whales in her own backyard Or maybe she will take pictures like the photographer whom she watches juggling his three cameras as he stumbles aboard the whale-watching boat But no matter what she chooses the whales will always be a part of her life
498
Main Selection Student page 498
Develop Comprehension
15 STRATEGYDICTIONARY
Read the sentence that contains the
word bluff Use a dictionary to find a
homograph for bluff Use each word
in a sentence that shows its meaning
Students should use context to
accurately read words with more than
one pronunciation (Sample answers
She stood on the bluff to see the valley
below Saying he would run away was
only a bluff)
16 MAIN IDEA AND DETAILS
What is the main idea of the second
paragraph on page 498 What details
support that idea (Main idea No
matter what Adelina decides to do in
the future it will have something to
do with the gray whales Supporting
details She may captain a fishing boat
and tell people about the whales
She may become a biologist and
study the whales She may become a
photographer who photographs the
whales)
16
15
498
For these three months Adelina knows how lucky she is to live in Laguna San Ignacio the little corner of Mexico that the gray whales choose for their winter home This is the place where two worlds join together She wouldnrsquot trade it for anything
SequenceWhat events drew whale watchers
to Laguna San Ignacio Be sure
to name the events in the order in
which they occurred
499
Develop Comprehension
17 SEQUENCE
What events drew whale watchers to
Laguna San Ignacio Be sure to name
the events in the order in which they
occurred (Gray whales have come to
the warm waters in the lagoon each
winter for hundreds of years Adelinarsquos
grandfather had the first ldquofriendlyrdquo
encounter with a whale Once the
whales and people began to ldquovisitrdquo
with each other more whales began
coming to the lagoon All sorts of
people from all over the world heard
about the whales and come to see
them in the lagoon)
Main Selection Student page 499
17
Cross-Curricular ConnectionCONSERVING SEA LIFE
For centuries the island nation of Japan has depended on
plants and animals from the ocean for food However the
Japanese have not been eager to pass laws to protect ocean
life and prevent pollution Recently though some Japanese
conservationists formed a group called the Human-Animal
Bond for the 21st Century One of the grouprsquos members Keiichi
Iwashige built a conservation center for dolphins in Cambodia
This center will work to prevent dolphins from drowning in
fishing nets The group also wants to raise awareness about
dolphins
Have students draw posters or write the text for a Web site
asking people to help protect the dolphins In this way they
can understand a task through group cooperation
Adelinarsquos Whales 499
In the early spring the lagoon grows quiet One by one the whales swim off heading north for a summer of feeding On their heads and backs they carry the fi ngerprints of those they met the memories of their encounters in Mexico Maybe as the whales sleep they dream of the colorful sunsets of Laguna San Ignacio
Every afternoon Adelina continues to gaze across the water Sometimes now when she closes her eyes she can still see the whales swimming by And if she listens really closely she can even hear their breathing
500
Main Selection Student page 500
Develop Comprehension
18 STRATEGYANALYZE TEXT STRUCTURE
How does the information that
the author includes in the last two
paragraphs help to bring the sequence
of events in the photo essay to a close
Student Think Aloud I know that
the lagoon is the whalesrsquo home only
in the winter They have to leave
and head north every spring to
search for food The author makes
it seem as if both the whales and
the people are saying good-bye
He talks about the whales having
memories of the people they met
and dreams about the sunsets
at the lagoon Those sound like
reactions that people would have
He also describes how Adelina still
sees and hears the whales after they
are gone I can use this information
to complete my Sequence Chart
FIGURATIVE LANGUAGE
Explain that the whales do not actually ldquocarry the fingerprintsrdquo of the
people The author does not mean that the whales have fingerprints
on them He chose to express the connection between the whales
and the people in this poetic way
18
Every winter the whales swim south along the Pacific Coast from Alaska and Russia
The first whales arrive in the lagoon
In the spring the whales leave the lagoon to feed up north
500
501
Develop ComprehensionRETURN TO PREDICTIONS
AND PURPOSES
Review studentsrsquo predictions and
purposes Were they correct Did
students find out how the whalesrsquo
yearly visits affected Adelinarsquos life (She
has learned much about gray whales
has made new friends and wants to
do work involving the whales)
REVIEW READING STRATEGIES
What questions do you have about
the selection What strategies can
you use to answer them
In what ways did identifying the
sequence of events help you to
understand the selection
What strategies did you use when
you came to difficult words
PERSONAL RESPONSE
Ask students to discuss and write
about an experience that helped them
think about what they would like to do
when they grow up
Main Selection Student page 501
During Small Group Instruction
If No Approaching Level Leveled
Reader Lesson p 507P
If Yes On Level Options
pp 507Qndash507R
Beyond Level Options
pp 507Sndash507T
Can students analyze
the structure of a text that
presents factual information
in sequential order
Adelinarsquos Whales 501
A Snapshot ofRichard Sobol
Richard Sobol is a photographer who has snapped many different subjects in his long career For the past few years Richard has spent a lot of time photographing wildlife including the whales He is especially interested in capturing images of endangered species
Other books by Richard Sobol
Authorrsquos PurposeNonfiction texts are often written to inform the reader or to explain something Why did Richard Sobol write Adelinarsquos Whales What clues help you figure out his purpose in creating this photo essay
Find out more about Richard
Sobol at wwwmacmillanmhcom
502
Respond Student page 502
Author and Illustrator
A SNAPSHOT OF RICHARD SOBOL
Have students read the biography of
the author and photographer
DISCUSS
How might Richard Sobolrsquos work in
photography have helped prepare
him to write this book
How might photographs such as
the ones Sobol took help save
endangered species
What do you think Sobolrsquos position
is on the subject of endangered
species Explain
What are his views on gender Do
you think Sobol believes Adelina
might grow up to be a whale
specialist
WRITE ABOUT IT
Ask students to think of an animal they
would like to know more about Have
them write a paragraph explaining
what they would want to learn and
observe if given the chance to live
among those animals
Students can find more information about Richard Sobol at wwwmacmillanmhcom
Authorrsquos CraftTheme
The theme of any piece of writing is the main idea or message
which tells the reader what the article or story is about
Whales are beautiful and worth saving This is one way to state
the theme of Adelinarsquos Whales
Ask students for other ways to state the theme of the photo
essay such as Living in tune with nature has many rewards
Then ask students to look again at the photographs and find the
ones they think relate most closely to the theme
Authorrsquos PurposeTell students that authors who write to
inform often provide examples in the
form of text features like photographs
Have students look in the story for
clues that will help them determine
Richard Sobolrsquos intentions
502
Comprehension Check
Summarize
Summarize the relationship between
humans and gray whales in Laguna San
Ignacio Use your Sequence Chart to
organize events in the correct order
Think and Compare
1 When did scientists and whale watchers start going to Laguna
San Ignacio Use text details to support your answer Analyze
Text Structure Sequence
2 Reread page 494 of Adelinarsquos Whales Why do you think the
massive whale did not overturn the small boat Use details
from the text to support your answer Analyze
3 How would you organize a club to study whales and visit
Laguna San Ignacio Develop a plan to show the steps you
would take Apply
4 Can you predict what will happen to the whales and Adelinarsquos
community if the lagoon becomes polluted Synthesize
5 Read ldquoA Whale of a Triprdquo on pages 484ndash485 What did you
learn about whales in this article that was not in Adelinarsquos
Whales ReadingWriting Across Texts
503
Comprehension Check
SUMMARIZE
Have partners summarize Adelinarsquos
Whales by paraphrasing Remind
students to use their Sequence Chart
to help them organize their summaries
THINK AND COMPARE
Sample answers are given
1 Sequence Scientists and whale
watchers started going to Laguna
San Ignacio after Adelinarsquos
grandfather began to tell about his
first friendly visit with the whales
2 Analyze Students should suggest
that the whale was curious about
the boat and the people in it She
did not mean to harm them and
was careful not to turn the boat
over
3 Text to Self Answers may vary
Students might say they would
get permission from their school
to start a club They might put
up posters to try to persuade
other students to join and then
do research to learn more about
whales USE ON MY OWN
4 Text to World If the lagoon
becomes polluted the whales could
get sick or even die If that happens
tourists and scientists may stop
coming to Laguna San Ignacio
FOCUS QUESTION
5 Text to Text In ldquoA Whale of a Triprdquo
we learn about baleen whales how
they eat and how they need to be
protected from tuna fishing nets
The story of Adelinarsquos Whales not
only talks about whales but it also
tells us about Adelinarsquos community
Respond Student page 503
On My Own
Model the On My Own strategy with question 3
The answer is not in the selection You have to use what you already
know to answer the question
Question 3 Think Aloud
I know that there are many ways to
get classmates together for a good cause or a fun event Many
people think whales are fascinating creatures Doing research
about marine life looking into related groups using the Internet
and writing to marine biologists might be a fun and interesting
way to start a club dedicated to the study of whales
Adelinarsquos Whales 503
FluencyComprehension
As I read I will pay attention to tempo and match the action in the story
Did you know that whales talk to each other Whales
10 make sounds for different reasons Some sounds are used to
20 locate calves Others are used to find mates Whales even use
31 sounds to warn other pod members that a predator is around
42 Toothed whales click and whistle in order to locate food
52 Baleen whales make knocking moaning snoring and
59 rumbling noises Humpback whales sing but not during
67 feeding season They save their tunes for the warmer waters
77 where they spend their breeding season Some scientists
85 believe they are singing love songs Other scientists think
94 they are sending out threats like ldquoGo awayrdquo We may never
105 know exactly why whales sing
110 Some humpback whales swim up to the surface and take
120 a few breaths Then they dive under the water and start to
132 sing They do not move when they sing Their underwater
142 songs can be heard for miles Sometimes they sing for a half
154 hour without stopping 157
Comprehension Check
1 What actions does a humpback whale take when it sings Sequence
2 Why might a whale need to communicate with another whale Draw Conclusions
Words Read ndash Number of Errors = Words
Correct Score
First Read ndash =
Second Read ndash =
A humpback whale swims to the surface and takes a few breaths Then the whale dives under the water to sing The whale does not move when singing
Whales might need to communicate with other whales to warn them about predators to find mates or to locate their calves
On Level Practice Book O page 136
Approaching Practice Book A page 136
Beyond Practice Book B page 136
Transparency 19
FluencyRepeated Reading Tempo
EXPLAINMODEL Tell students they will be doing a choral reading
or reading out loud together Point out that the passage on
Transparency 19 begins with slow action and a slow mood After
the whale nudges the boat the fishers become frightened and the
action picks up As you model reading the passage increase the
speed the second and third times you read through the last four
sentences Have students pay attention to the tempo
PRACTICEAPPLY Reread the first two sentences of the passage
with students Then divide them into two groups Have groups
alternate reading sentences Remind students to pay attention to
the tempo changes they should make Students will practice fluency
using Practice Book page 136 or the Fluency Solutions Audio CD
Objectivesbull Read accurately with good
tempo
bull Rate 102ndash122 WCPM
Materials
bull Fluency Transparency 19
bull Fluency Solutions
bull Leveled Practice Books p 136
Vary Reading Pace Act
out the actions as you
explain the sequence of
events in the passage
Next read it aloud using
lots of expression and
gestures to help with
meaning Then echo-read
the passage with students
Ask students to imitate
your tempo and voice
During Small Group Instruction
If No Approaching Level Fluency p 507N
If Yes On Level Options pp 507Qndash507R
Beyond Level Options pp 507Sndash507T
Can students read accurately with good tempo
In a whisper her grandfather begins to draw them in Adelina closes her eyes to imagine the calm and quiet on that first afternoon when his small boat was gently nudged by a huge gray whale As the boat rocked her grandfather and his fishing partnerrsquos hearts pounded They held tight and waited preparing themselves to be thrown into the water by the giant animal The whale dove below them and surfaced again on the opposite side of their boat scraping her head along the smooth sides Instead of being tossed from the boat they were surprised to find themselves still upright and floating
Fluency Transparency 19
from Adelinarsquos Whales page 494
503A
Draw Conclusions
Introduce 413A-B
Practice Apply
414ndash437 LeveledPractice 113ndash114
Reteach Review
443MndashT 447AndashB 448ndash463 469MndashT Leveled Practice120ndash121
Assess Weekly Tests Unit 4 Test Benchmark Tests A B
Maintain 503B 529B 557B
FluencyComprehension
ComprehensionMAINTAIN SKILLDRAW CONCLUSIONS
EXPLAINMODEL
You can use information from a selection as well as personal
experience to draw conclusions
A reader can draw conclusions about a personrsquos character and
about events by looking for clues in the selection
Lead a class discussion about drawing conclusions in ldquoA Whale of a Triprdquo
PRACTICEAPPLY Discuss the photo essay Adelinarsquos Whales and
what details can help readers to draw conclusions Then ask student
partners to discuss the following questions Encourage them to take
notes so that they may share answers with their peers afterward
What tells you that Adelina enjoys living by the ocean
How do you know that Adelina wants to work with whales in the
future What do you think her grandfatherrsquos reaction will be
What can you conclude about the future of Laguna San Ignacio
(Students should be able to identify a conclusion that summarizes
the main idea)
Using conclusions and parts of their discussion have each student
write a paragraph that continues the story For comprehension
practice use the Graphic Organizers on pages 40ndash64 in the
Teacherrsquos Resource Book
Objectivebull Draw conclusions from
details in a story
Adelinarsquos Whales 503B
LOZ_Subhd_LFT LOZ_StudentPgs
PoetryA Limerick is a funny poem
with a specific pattern
of rhyme and meter All
limericks have five lines
Literary ElementsMeter is the rhythm of the
syllables in a line of poetry
Rhyme Scheme is the
pattern of rhymes within
a poem
There once was a whale named Alene
Who strained all her meals through baleen
But she dreamed of a lunch
With a food that goes ldquocrunchrdquo
Like a truckload of just-picked string beans
mdashDoreen Beauregard
Near our boat is a mammal named Luke
Whorsquos exceedingly proud of his fl uke
Just donrsquot call it a tail
Or this dignifi ed whale
Will respond with a splashy rebuke
mdashDoreen Beauregard
WWhale hale WWatchatch
The meter in these three lines is created by emphasizing the third sixth and ninth syllables
LLimericksimericks
aa MMealealAA WWhalehale ofof
504
Paired Selection Student page 504
PoetryGENRE LIMERICK
Have students read the bookmark on
Student Book page 504 Explain that a
limerick
is meant to be funny
sometimes contains idioms puns or
other kinds of figurative language
Literary Elements Meter and Rhyme Scheme
EXPLAINMODEL
Tell students that literary elements
such as meter and rhyme scheme help
give poetry its rhythm
Meter is the rhythm or beat
of a poem It is created by the
arrangement of accented and
unaccented syllables in a line
Rhyme scheme is the pattern of
rhymes in a poem Capital letters are
used to represent each individual
rhyme
Discuss how ldquoWhale Watchrdquo contains
three accented syllables in lines 1 2
and 5
PRACTICEAPPLY
Have students point out the rhyme
scheme of the limerick on page
505 Where does the rhyme scheme
change (the second and third lines)
Read ldquoA Whale of a Mealrdquo ldquoWhale Watchrdquo and
ldquoThe Podless Whalerdquo
As you read remind students to apply what they have learned
about limericks
1
2
504504
Poetry
Connect and Compare1 What is the rhyme scheme of ldquoWhale Watchrdquo What if the last
line rhymed with the third and fourth lines Rhyme Scheme
2 Why were the sea bass in ldquoThe Podless Whalerdquo bewildered
Apply
3 How are the whales in these poems similar to the ones in
Adelinarsquos Whales How are they different
ReadingWriting Across Texts
There once was a whale near Cape Cod
Who just could not locate his pod
So he joined with a mass
Of bewildered sea bass
Who found this behavior quite odd
mdashDoreen Beauregard
P Podless odless WWhalehaleTheThe
The last line of a limerick always rhymes with the first two lines The second and third lines have a different rhyme
Find out more about limericks at wwwmacmillanmhcom
505
1 LITERARY ELEMENTS RHYME
SCHEME
If the name of the whale in ldquoA Whale
of a Mealrdquo were changed to Rose what
other words would have to change in
the poem (baleen string beans) Why
(This poem is a limerick so its rhyme
scheme must be AABBA)
2 LITERARY ELEMENTS METER
What is the meter used in the limerick
ldquoWhale Watchrdquo (Lines 1 2 and 5 have
three beats Lines 3 and 4 have two
beats)
3 MAKE INFERENCES
What is a group of whales called What
poem helped you figure this out (A
group of whales is called a pod This
can be figured out from ldquoThe Podless
Whalerdquo)
Connect and Compare
SUGGESTED ANSWERS
1 The rhyme scheme of ldquoWhale
Watchrdquo is AABBA If the last line
rhymed with the third and fourth
lines the rhyme scheme would be
AABBB and this would not be a
limerick RHYME SCHEME
2 The sea bass were bewildered
because a whale became a member
of their group and this is not
typical of whale behavior APPLY
3 FOCUS QUESTION The whales in
these poems are similar to the ones
in Adelinarsquos Whales because they
share whale characteristics such as
swimming near boats and in pods
They are different from Adelinarsquos
Whales because they are fictional
Adelinarsquos whales are real READING
WRITING ACROSS TEXTS
Paired Selection Student page 505
Internet Research and Inquiry Activity Students can find more
facts about limericks at wwwmacmillanmhcom
3
HISTORY AND CULTURE OF LIMERICKS
Limericks derive from the Irish town of Limerick and date back to
the 14th century Limericks were originally used in nursery rhymes
for children Later these rhymes were repeated and changed by the
working classes who created choruses based on the refrain ldquoWill
you come to Limerickrdquo
A famous childrenrsquos book of limericks Edward Learrsquos Book of
Nonsense was published in England in 1846 Because limericks are
short and funny they have survived to this day across many cultures
Adelinarsquos Whales 505
Why We Need Whales
by Maggie W
We learned in class today that some kinds
of whales are in danger of becoming extinct
I think we should try to save them We need
whales
Why do we need whales We donrsquot need
them for food They donrsquot do any work for us
But they are fascinating to watch They seem
to play and talk together The world would be
less interesting if there were no whales
I want the world to be an interesting place
so I hope there will
always be whales
making their wonderful
noises
Share YourShare YourPoint of ViewPoint of View Writerrsquos Craft
VoiceWriters want their readers to understand their point of view They use appropriate words to show voice and to share their opinions
I tried to show why I feel that whalesare important
I think whales are great I wrote this to express my point of view about whales
506
Features of a Point-of-View Article
In a point-of-view article the writer gives his or her opinion about
a subject A writer should use good reasons to explain his or her
point of view
It is written using first person
It describes a writerrsquos opinion about a subject
It uses supporting statements in a logical order
WritingVoice
READ THE STUDENT MODEL
Read the bookmark about voice
Explain that a writerrsquos voice shows his
or her personality It helps readers to
hear changes in the writerrsquos feelings
just as they would if the writing were
spoken aloud
Have students turn to page 477
Discuss the writerrsquos voice and its effect
Then have the class read Maggie Wrsquos
article and the callouts Tell students
that they will write an article about the
importance of animals They will also
learn how to create a voice that shows
their feelings
WRITINGbull Explanatory Writing
bull Writerrsquos Craft Voice
WORD STUDYbull Words in Context
bull Dictionary
bull Phonics Words with oi and ou
bull Vocabulary Building
SPELLINGbull Words with oi and ou
GRAMMARbull Possessive Pronouns
SMALL GROUP OPTIONS
bull Differentiated Instruction pp 507Mndash507V
506
Transparency 73
Writing Transparency 73
Explanatory Writing
Writerrsquos Checklist Ideas and Content Did I explain my point of view
clearly
Organization Did I state my opinion first and then
give reasons to explain it Did I save the strongest
reason for last
Voice Is my voice clear as I write about the topic
Word Choice Did I choose words carefully
Sentence Fluency Did I vary the length of
my sentences
Conventions Did I spell possessive pronouns
correctly
Your TurnWrite an article of one or two paragraphs to explain
your point of view about the importance of animals
You may write about animals in general or one kind
of animal in particular State your opinion and
give strong reasons for it Save your strongest
reason for last Back up your reasons with
examples End by restating your opinion
Use the Writerrsquos Checklist to check
your writing
507
PREWRITE
Read and discuss the writing prompt
on page 507 Students can brainstorm a
list of animals they feel it is important
to save Ask them to choose the animal
they care most about saving
Display Transparency 73 and discuss
how Maggie used a point-of-view chart
to plan an article with opinions about
animals including the use of strong
supporting statements Have students
use a point-of-view chart to plan their
own articles
DRAFT
Display Transparency 74 Discuss how
Maggie used her chart to organize and
write a draft of her article Talk about
how she could improve the draft Before
students write present the explicit
lesson on Voice on page 507A and
the Ideas and Content and Purpose
and Audience mini lessons on page
507B Have students use their charts
to write their articles Remind them to
keep their purpose and audience in
mind to express strong opinions and to
emphasize strong supporting statements
REVISE
Display Transparency 75 and discuss
Maggiersquos revisions Point out that she
added sentences to show her feelings
about whales Students can revise their
drafts or keep them to work on later
If students choose to revise have
them work in pairs to use the Writerrsquos
Checklist on page 507 Then ask
students to work with a partner to
proofread their writing For Publishing
Options see 507A For lessons on
Possessive Pronouns and Spelling
see page 507B and 5 Day Spelling and
Grammar on pages 507Gndash507J
Transparency 73 Point-of-View
Chart
Transparency 74 Draft
Transparency 75 Revision
Writing Student pages 506ndash507
Point of View Chart
Opinion
We should save whales
Reason
They are fun to watch
Reason
They play and talk together
Reason
They make the world interesting
Writing Transparency 73
Adelinarsquos Whales 507
SPEAKING STRATEGIES
Use tone of voice to show
exciting parts of the article
Change voices when the
strongest feelings are
mentioned
Look at the audience
to help them see your
interest in the article
LISTENING STRATEGIES
Listen to hear how the
author feels about saving
the animal
Try to imagine the setting
of the article in your mind
VoiceEXPLAINMODEL
Good writers use language that shows their feelings about a topic
These feelings make up the writerrsquos voice Reread the first paragraph
of the model on page 506 Point out that Maggie shows her strong
feelings about saving whales when she says we need them and that
they are fascinating to watch Display Transparency 76
Think Aloud The first example shows me how the writer feels
about her cat He is her best buddy She likes it when the cat
comes to see her in the garden The second example tells me
only the facts without saying how the writer feels about them
I donrsquot learn as much about the writer or the animal from this
example
Writing Transparency 76
Transparency 76
PRACTICEAPPLY
Work with students to read the two choices in each set Invite
volunteers to identify the stronger voice in each set and explain
how it shows the writerrsquos feelings Then have students identify and
discuss voice in another story they have recently read
Tell students that as they draft their article they should think about
ways to create a voice that shows their feelings about the animal or
animals they are describing
Publishing OptionsStudents can read aloud their article to the class See Speaking and Listening tips below They can also use their best cursive to write their article (See Teacherrsquos Resource Book pages 168ndash173 for cursive models and practice) Then invite students to illustrate their articles or act them out with a friend
4- and 6-Point Scoring Rubrics
Use the rubric on pages 539Gndash
539H to score published writing
Writing Process
For a complete lesson see Unit Writing on pages 539Andash539H
Writing
Writerrsquos Craft
Voice
Strong Voice Gumby is my best buddy It feels great when he
appears in the garden and then jumps on my back
to purr and watch me dig
Weak Voice Gumby is my cat He walks through the garden to
watch me dig
1 Wow Seeing Flossie run across the lawn to greet
me is so fantastic She barks loudly as if shersquos as
glad to see me as I am to see her
2 Flossie runs across the lawn to greet me She
barks loudly
3 My parrot Polly talks all the time I like the sound
of her voice She always tells me that Irsquom her friend
4 I love to hear Polly my pet parrot talk all the
time Her voice is music that fills our familyrsquos
kitchen Best of all she always tells me that Irsquom
her friend
(1 strong 2 weak 3 weak 4 strong)
Writing Transp
arency 76
507A
Technology
Writing
Writerrsquos Toolbox
Possessive Pronouns
ExplainModel Possessive pronouns take the
place of nouns that show ownership as in her
Point out the first possessive pronoun her in the
first sentence of Adelinarsquos Whales on page 494 This
pronoun shows that the grandfather is Adelinarsquos
PracticeApply Work with students to find more
possessive pronouns in the story on page 494
Have them identify the ownership each pronoun
suggests For a complete lesson on possessive
pronouns see pages 507Indash507J
Mechanics Do not use apostrophes in possessive
pronouns As students proofread their stories ask
them to check that they have used possessive
pronouns correctly
Writing Trait Ideas and Content
ExplainModel Good writers state their opinions
or point of view at the beginning of their writing
They use appropriate words to show voice and
they use good reasons and examples to support
their opinions and explain their point of view
They end their writing by repeating their opinion
strongly in a closing sentence
PracticeApply Have students reread the student
model on page 506 Discuss the callouts on the
left Can students identify Maggie Wrsquos point of view
in her article Ask students if Maggie W supports
her point of view
Purpose and Audience
ExplainModel Point out that one purpose of
writing an article is to inform and persuade the
audience of your opinion Using examples as
Maggie did helps to do this
PracticeApply As students draft tell them to
consider their audience They should use ideas that
will appeal to the people who will read their article
Spelling Words with oi and ou
Ask students to find the words noise and clouds in
the main selection on page 490 Point out that the
sound oi is spelled oi in noise Explain that the
sound ou is spelled ou in clouds but can also be
spelled ow as in flowers For a complete lesson on
words with oi and ou see pages 507Gndash507H
Remind students to use centering to position their title
correctly and to use formatting to capitalize the first letter
in each important word of the storyrsquos title
Adelinarsquos Whales 507B
Word StudyWord Study
Objectivesbull Apply knowledge of word
meanings and context clues
bull Use a dictionary to look up the
meanings of homographs
Materials
bull Vocabulary Transparencies 37
and 38
bull Leveled Practice Books p 138
Review
VocabularyWords in Context
EXPLAINMODEL
Review the meanings of the vocabulary words Display
Transparency 37 Model how to use word meanings and context
clues to fill in the first missing word with students
Think Aloud In the first sentence I learn that the speaker is going
on a boat to whale watch The speaker makes a note about the
boatrsquos size A boat for whale watching would be large I think that
the missing word is massive When I try massive in the sentence it
makes sense
PRACTICEAPPLY
Help students complete item 2 Then have them use context clues
to write missing words for items 3ndash6 on a separate sheet of paper
Students can exchange papers check their answers and explain the
context clues they used to determine the missing words
Fun with Puns Remind students that the vocabulary word dove
is a homograph Review its pronunciations and definitions Have
students work in small groups to create puns using dove Invite
groups to share their puns with the class
Give Examples For massive
sketch a bus and a whale on
the board Say A bus is big
but a whale is massive Have
students brainstorm other
examples in pairs
tangles (p 488) things
twisted together such as
strands of hair
rumbling (p 490) heavy
deep and rolling
snoring (p 490) making
loud breathing sounds
when sleeping
massive (p 491) big or
heavy
dove (p 494) jumped into
the water head first
unique (p 496) one of a
kind
politicians (p 498) people
who hold a government
officeVocabulary Transparency 37
Transparency 37
dove massive politicians rumbling snoring tangles unique
1 We boarded the massive boat amazed at its size and hoped it would be a good day for whale watching
2 The politicians had done a good job of protecting the whales in this bay so I was hopeful that we would see many whales
3 I stepped over the nets that lay in tangles on the deck
4 I watched as the birds dove into the ocean to catch their dinner
5 When I heard a rumbling sound I looked toward the horizon where I saw a unique sight a whale
6 I shouted for my father but when I heard his snoring I knew that he had missed the fantastic sight
507C
Vocabulary Strategy Transparency 38
Word Study
Homographs are words that have the same spelling but different meanings They may also have different pronunciations
Read the list of homographs and their meanings Then read the sentences and decide the meaning of the underlined homograph Write the letter of the correct meaning in the blank next to the sentence
dove ndash a past tense of dive b a kind of bird
fluke ndash c part of a whalersquos tail d something lucky
1 The whale splashed the surface of the water with its fl uke
2 The eagle dove for its prey
3 It was a fl uke that my mother won the game
4 The bird watchers saw a mourning dove sitting in a tree
Pick another homograph Write one sentence for each meaning of the word
5
6
c
a
d
b
My brother gave his girlfriend an engagement ring
Possible response provided
I didnrsquot hear the phone ring so I missed your call
On Level Practice Book 0 page 138
Approaching Practice Book A page 138
Beyond Practice Book B page 138
Practice Vocabulary
Homographs can be
confusing to students
especially those that are
pronounced differently
Create sentences for pairs
of words and model how
to guess the meaning
through the context
Practice with dove wind
and bow
Transparency 38
Homographs
1 What was the content of Karlarsquos lettera subject or topic nounb satisfied adjective
2 We tried to wind the kite string around a sticka moving air nounb to wrap around verb
3 Casey did not shed a tear as he watched the sad moviea to pull apart or into pieces verbb a drop of fluid that comes from the eye noun
4 Tanya put dates and nuts in her breada specific points in time nounb fruits from palm trees noun
PRACTICEAPPLY
Ask students to look up meanings and write sentences for the
following homographs bow row and present
During Small Group Instruction
If No Approaching Level Vocabulary pp 507Nndash507O
If Yes On Level Options pp 507Qndash507R
Beyond Level Options pp 507Sndash507T
Do students understand word meanings Can students use
context clues and dictionaries to understand homographs
STRATEGYDICTIONARY HOMOGRAPHS
EXPLAINMODEL
Remind students that homographs are words that are spelled alike
but have completely different meanings and may have different
pronunciations Explain how a dictionary and context clues can help
a reader to figure out the correct meaning and pronunciation of
homographs
Read the first sentence and definitions on Transparency 38 Model
how to figure out the meaning of content trying both definitions
and pronunciations Ask student volunteers to read aloud and
choose the correct homograph definitions for numbers 2ndash4
Adelinarsquos Whales 507D
The oi sound can be spelled with oi as in foil or with oy as in boy The ou sound can be spelled with ou as in couch or with ow as in now Keep in mind though that not all words containing oi have the oi sound and not all words spelled with ou and ow have the ou sound
In each row of words below there is one word that does not belong If the word does not have the same sound as the others make an X over it If the word is a homograph sometimes pronounced like the other words and sometimes pronounced differently put an asterisk () next to it Then on the blank line add another word that belongs with the group you made
1 joy foil employ onion
2 bow allowed south outside
3 coil destroy oil going
4 mouth doubt through how
5 broil doing spoil noise
6 sow tower frown sprout
7 couch dough cloud crowd
8 enjoy soil shooing toys
9 now enough crown proud
10 brow cow low down
11 annoy voices boil porpoise
12 thought shower loud trout
oi word
ou word
oi word
ou word
oi word
ou word
ou word
oi word
ou word
ou word
oi word
ou wordporpoiseporpoiseporpoiseporpoisepp
on on onioonioonioonioononoo
ngnggoigoigoigoingngnn
ughughhrohrothrothroughughouou
doing doing doing doing ii
ugh ugh doudoudoudouughughuu
oingoingshooshooshooshoooingoingoo
ughughenoenoenoenoughughouou
wwlowlowowowwwww
ught ught houhouthouthouughtughtuu
On Level Practice Book O page 139
Approaching Practice Book A page 139
Beyond Practice Book B page 139
Word Study
Phonics Decode Words with oi and ou
EXPLAINMODEL
Remind students that the letters oi and oy almost always spell the
sound oi The letters ou often spell ou unless they are followed
by r or gh The letters ow often spell ou but they may also spell
ō Write bow
Think Aloud
This word is a homograph When I say bou I know
the word means ldquoto bend the headrdquo or ldquothe front of a boatrdquo
When I say bō I know the word means ldquoa weaponrdquo or ldquoa knot
with loopsrdquo I need to look at the context to figure out which
word the writer means
PRACTICEAPPLY Write these words on the board joy spoil
mountain blouse coin tower and around Have students underline
the letters that spell ou and oi Then have them read the words
aloud pronouncing each sound with emphasis
Decode Multisyllabic Words Write these words on the board
voyage hardboiled encounter southpaw ownership and nowadays
Model how to decode voyage focusing on the sound oi Then work
with students to decode the other words explaining the spelling
of each sound For more practice use the decodable passages on
Teacherrsquos Resource Book page 23
Fill-in-the-Blanks Have students write out ten Spelling Words or
other words with the ou or oi sound Tell them to leave blanks
for the letters that represent these vowel sounds For example
C L _ _ N Students can trade papers with a partner and fill in the
missing letters
Word Study
Objectivesbull Decode the sounds ou and
oi
bull Identify and write sentences
with homophones
Materials
bull Leveled Practice Books p 139
bull Teacherrsquos Resource Book p 23
Use Context Hearing
and distinguishing vowel
sounds can be challenging
for students As students
read and hear the words
within the context of
shared reading and writing
activities they will connect
the sounds to their spelling
patterns
During Small Group Instruction
If No Approaching Level Phonics p 507M
If Yes On Level Options pp 507Qndash507R
Beyond Level Options pp 507Sndash507T
Can students decode words with oi and ou
507E
Spiral Review
Vocabulary Game Form two teams Divide the
Vocabulary Cards electrical globe decayed
amazement loosened midst mysterious patchwork
responsibility and soared from past weeks between
the teams
A Team 1 player takes a card and reads the word
A Team 2 player tells the wordrsquos meaning and uses
it in a sentence If the definition and sentence are
correct Team 2 gets a point If not the card is
returned to the bottom of the pile Then a Team 2
player takes a card and reads the word
Continue playing until all the words have been
correctly defined and used in sentences The team
with the most points wins
Vocabulary Building
Homophones Write on the board The children
let out (wails)(whales) because they couldnrsquot see
the (wails)(whales) Remind students that a
homophone is pronounced in the same way as
another word but has a different meaning and
spelling Have students write more sentences
containing homophone pairs or triples (there
theyrsquore their) Make sure students know how
homophones differ from homographs
Word Study
Vocabulary PuzzleMaker For additional vocabulary and
spelling games go to
wwwmacmillanmhcom
Vocabulary Building
Adjectives Verbshuge spray
humpback swim
endangered spout
slippery leap
Apply Vocabulary
Write a Personal Narrative Using the vocabulary
words ask students to complete the following
sentence ldquoI had a whale of a good time when rdquo
Tell students to continue writing after completing
this sentence Remind students to use descriptive
language that appeals to the five senses They
should provide a context to allow the reader
to picture the world of the event Post student
writing inside the body of a whale on a display
board
Oral Language
Expand Vocabulary Write the weekly topic
Whales on the board above a two-column chart
Label the columns Adjectives and Verbs Using the
selection print and electronic resources including
interviews and newspapers tell students to
brainstorm adjectives or verbs relating to whales
Adelinarsquos Whales 507F
5 Day Spelling
Words with oi and ouSpelling
Pretest Word Sorts
Spelling Practice Book pages 115ndash116 Spelling Practice Book page 117
Dictation Sentences 1 A daisy is a flower
2 We heard voices outside
3 The princess hid in the tower
4 We dumped a mound of dirt
5 I read a story about a cowboy
6 Her wedding gown was beautiful
7 You frown when you are not happy
8 We drove south to Florida
9 Why are the dogs howling
10 It will annoy Mike if you keep interrupting him
11 The car made noises yesterday
12 My kitten weighs about a pound
13 The hound followed the scent
14 Put your money in the pouch
15 We collected a thousand cans
16 I wound the rope around the tree
17 Irsquom a grouch when Irsquom tired
18 I felt fine but I still had a cough
19 Irsquove grown two inches in a year
20 They took a voyage to China
ReviewChallenge Words 1 I ate a peanut butter cookie
2 Use the zoom on your camera
3 The new mall is huge
4 During a drought we canrsquot water the grass
5 We took the bus downtown
Words in bold are from the main selection
flower south thousand
voices howling wound
tower annoy grouch
mound noises cough
cowboy pound grown
gown hound voyage
frown pouch
Review cookie zoom huge
Challenge drought downtown
ASSESS PRIOR KNOWLEDGE
Using the Dictation Sentences say
the underlined word Read the
sentence and repeat the word
Have students write the words on
Spelling Practice Book page 115
For a modified list use the first 12
Spelling Words and the 3 Review
Words For a more challenging list
use Spelling Words 3ndash20 and the
2 Challenge Words Have students
correct their own tests
Have students cut apart the Spelling
Word Cards BLM on Teacherrsquos
Resource Book page 84 and figure
out a way to sort them Have them
save the cards for use throughout
the week
Use Spelling Practice Book page 116
for more practice with this weekrsquos
Spelling Words
For Leveled Word Lists go to
wwwmacmillanmhcom
TEACHER AND STUDENT SORTS
Review the Spelling Words
pointing out the oi or ou
sound in most words
Use the cards on the Spelling Word
Cards BLM Attach the key words
south flower noises and annoy to a
bulletin board Model how to sort
the words according to their vowel
sounds and spellings Have students
take turns choosing cards sorting
them and explaining how they
sorted them
When students have finished the
sort discuss any oddballs that do
not fit in any category (grown
cough) Point out that wound is a
homograph Then invite students to
do an open sort in which they sort
all the Spelling Words any way they
wish for example by rhyme or by
consonant blends Discuss studentsrsquo
methods of sorting
507G
SYNONYMS
Write the following list of words
on the board Have students copy
the words into their word study
notebooks and write the Spelling
Word that is a synonym for each
1 pile (mound)
2 scowl (frown)
3 trip (voyage)
4 crying (howling)
5 dress (gown)
Challenge students to identify
three Spelling Words that can be
used as both a noun and a verb
Have them write sentences for
both usages
Have partners write a sentence
for each Spelling Word leaving
a blank space where the word
should go They can exchange
papers and fill in the blanks
SPIRAL REVIEW
Review words with ū uuml and u
Write cookie zoom and huge on
the board Have students identify
the spelling of the ū uuml or u
sound in each word
PROOFREAD AND WRITE
Write these sentences on the
board including the misspelled
words Ask students to proofread
circling incorrect spellings and
writing the correct spellings
1 My lizard has grone and she
gained two pownds (grown
pounds)
2 My cogh is starting to annoi
me (cough annoy)
3 The noyses in the hall were
houling dogs (noises howling)
4 A thowsand voyces were
singing (thousand voices)
POSTTEST
Use the Dictation Sentences on
page 507G for the Posttest
If students have difficulty with any
words in the lesson have students
place them in a list entitled
Spelling Words I Want to Remember
in a word study notebook
Challenge students to look for
words that have the same vowel
patterns they studied this week
Spelling
Word Meanings Review and Proofread Assess and Reteach
Spelling Practice Book page 118 Spelling Practice Book page 119 Spelling Practice Book page 120
Adelinarsquos Whales 507H
5 Day Grammar
Possessive Pronouns
INTRODUCE POSSESSIVE
PRONOUNS
Present the following
A possessive pronoun shows
ownership
A possessive pronoun takes
the place of a possessive noun
Possessive pronouns never have
an apostrophe my your his her
its our and their
Possessive pronouns must match
the nouns they replace in both
number and gender Give the
pass to Armita Give the pass to
her This is Dillon and Leighrsquos car
This is their car
REVIEW POSSESSIVE PRONOUNS
Discuss with students how to
recognize possessive pronouns
INTRODUCE STAND-ALONE
POSSESSIVE PRONOUNS
Present the following
A stand-alone possessive
pronoun is not used directly
before a noun
Most stand-alone possessive
pronouns are formed by adding
s to the pronoun that is used
before a noun These pronouns
are yours hers ours theirs and
mine This report is ours That one
is yours
His and its are the same when
used as stand-alones or before
a noun His shirt was brown The
shirt was his
Grammar
Daily Language ActivitiesUse these activities to introduce each dayrsquos lesson Write the dayrsquos activity on the board or use Transparency 19
DAY 1Adelinas favorite time of year was when the whales visited she Her and her grandfather watch for them every day (1 Adelinarsquos 2 her 3 She and)
DAY 2Her grandfather knowed about whales too Him was the one who had the first friendly visit with whales (1 knew 2 He)
DAY 3Every Fisherman takes their rod on the boat They pull in his lines if a whale come close (1 fisherman 2 his rod 3 their lines 4 comes)
DAY 4The camera on Adelinas lap is herrsquos She is taking a voiage to cownt whales (1 Adelinarsquos 2 hers 3 voyage 4 count)
DAY 5Thowsands of people come to see the whales They act as though it is not mine town but theirrsquos (1 Thousands 2 my 3 theirs)
Introduce the Concept Teach the Concept
Possessive Pronouns
Write on the board This
pencil belongs to Sheila
It is pencil Model
how to choose the correct
pronoun in the second
sentence Create more
sentences using other
studentsrsquo names and your
name to practice all the
pronouns
Grammar Practice Book page 115
See Grammar Transparency 91 for modeling and guided practice
Grammar Practice Book page 116
See Grammar Transparency 92 for modeling and guided practice
507I
REVIEW POSSESSIVE PRONOUNS
Review how to identify possessive
pronouns
MECHANICS AND USAGE
POSSESSIVE NOUNS AND
PRONOUNS
Possessive nouns are formed with
apostrophes teachersrsquo books
Most possessive pronouns that
are used before a noun are not
formed with s her book his car
The exception is its
Possessive stand-alone pronouns
are formed without apostrophes
Except for mine the last letter is
always s It is yours
All possessive pronouns should
agree in number and gender
with the nouns they replace
REVIEW TYPES OF POSSESSIVE
PRONOUNS
Ask students to explain the
differences between regular and
stand-alone possessive pronouns
PROOFREAD
Have students correct errors in the
following sentences
1 That whale is Renas favorite
and this one is mine favorite
(Renarsquos my)
2 Each boy should take their seat
while the whales are close (his
seat)
3 This book about whales is my
(mine)
4 Which is the better picture of a
whalemdashMiguels or herrsquos
(Miguelrsquos hers)
ASSESS
Use page 119 of the Grammar
Practice Book for assessment
RETEACH
Have students create sentences
using possessives pronouns
After checking for accuracy have
students write the sentences
again this time leaving a blank
where the pronoun should be
Students should trade papers
with a partner and try to fill in the
blanks They can then check their
own work
Also use page 120 of the Grammar
Practice Book for reteaching
Grammar
Review and Practice Review and Proofread Assess and Reteach
Grammar Practice Book page 117
See Grammar Transparency 93 for modeling and guided practice
Grammar Practice Book page 118
See Grammar Transparency 94 for modeling and guided practice
Circle the letter before the possessive pronoun that correctlycompletes each sentence
1 Adelinarsquos village was small and main street had only a few houses
a his b our c its d their
2 The whales came to Mexico to have young
a their b your c my d her
3 Although fi rst visit to La Laguna was in June this yearIrsquom going in January
a hisrsquos b theirs c my d her
4 Adelina knows the ocean very well because whole family works on the water
a my b their c our d her
5 Pachico made a sign for his business and letters are large and easy to read
a hers b their c its d my
Grammar Practice Book pages 119ndash120
See Grammar Transparency 95 for modeling and guided practice
Adelinarsquos Whales 507J
En
d-o
f-W
ee
k A
sse
ssm
en
t
ELL Practice and
Assessment 122ndash123
Fluency Assessment
Weekly Assessment 237ndash244
Administer the Test Weekly Reading Assessment Passage and questions pages 237ndash244
ASSESSED SKILLS
bull Sequence
bull Vocabulary Words
bull Dictionary Homographs
bull Possessive Pronouns
bull Words with oi and ou
Administer the Weekly Assessment online
or on CD-ROM
FluencyAssess fluency for one group of students per week
Use the Oral Fluency Record Sheet to track the number
of words read correctly Fluency goal for all students
102ndash122 words correct per minute (WCPM)
Approaching Level Weeks 1 3 5
On Level Weeks 2 4
Beyond Level Week 6
Alternative Assessmentbull ELL Assessment pages 122ndash123
Assessment Tool
507K507K
Diagnose Prescribe
En
d-o
f-We
ek
Asse
ssme
nt
VOCABULARY WORDS
VOCABULARY STRATEGY
Dictionary Homographs
Items 1 2 3 4
IF
0ndash2 items correct
THEN
Reteach skills using the Additional
Lessons page T8
Reteach skills Go to
wwwmacmillanmhcom
Vocabulary PuzzleMaker
Evaluate for Intervention
COMPREHENSION
Skill Sequence
Items 5 6 7 8
0ndash2 items correct Reteach skills using the Additional
Lessons page T3
Evaluate for Intervention
GRAMMAR
Possessive Pronouns
Items 9 10 11
0ndash1 items correct Reteach skills Grammar Practice Book
page 120
SPELLING
Words with oi and ou
Items 12 13 14
0ndash1 items correct Reteach skills Go to
wwwmacmillanmhcom
FLUENCY 98ndash101 WCPM
0ndash97 WCPM
Fluency Solutions
Evaluate for Intervention
Diagnose Prescribe
To place students
in the Intervention
Program use
the Diagnostic
Assessment in the
Intervention Teacherrsquos
Edition
TriumphsAN INTERVENTION PROGRAM
R E A D I N G
Adelinarsquos Whales 507L
Phonics
Approaching Level Options
Objective Decode words with oi and ou
Materials bull Student Book Adelinarsquos Whales
WORDS WITH oi AND ou
ExplainModel
Remind students that the letters oi and oy together usually stand for
oi as in coil and joy The letters ou as in house and ow as in cow usually
stand for ou However ow can also stand for o as in snow
Write the letters t o y on the board Say the sounds that the letters
stand for t oi Then blend the sounds toi Say the word with me toy
Repeat this process with oi and boil
Write the letters t o w n on the board Say the sounds that the letters
stand for t ou n Then blend the sounds toun Say the word with
me town Repeat this process with ou and house
Ask students to provide their own examples of words with oi and ou
Listen and provide constructive feedback
MULTISYLLABIC WORDS WITH oi AND ou
Write the word destroy on the board Have students identify the second
syllable as containing oi troy Have students repeat the syllable then
blend and read the whole word several times Repeat this process with
pounding and ou
Have student pairs work together to practice decoding longer words
with oi and ou Write the following words on the board and ask
student pairs to copy them onto index cards or sheets of paper Say
each word Circle the letters that stand for the ou or the oi sound Then
sort the words by spelling pattern
rejoice annoy crouching underground
growling browning moisture employment
Check each pair for their progress and accuracy
WORD HUNT WORDS WITH oi AND ou IN CONTEXT
Review words with oi and ou Have students search pages 488ndash490 of
Adelinarsquos Whales to find words with oi and ou Ask them to write the
words and circle the letters that spell the oi and ou in each word
Check to see if students have found examples such as outside down
south thousand loud noise sound clouds and out
For each skill below
additional lessons are
provided You can use these
lessons on consecutive days
after teaching the lessons
presented within the week
bull Sequence T3
bull Homographs T8
Additional Resources
To help students build speed
and accuracy with reading
multisyllabic words use the
additional decodable text
on page 23 of the Teacherrsquos
Resource Book
Decodable Text
If students have trouble
figuring out how to
pronounce words that
are homographs such as
bow bou and bow bō
have them look at how the
word is used and try out
each pronunciation and
its related definition in the
context of a sentence Write
She had a pink bow in her
hair on the board and say
I can say bou in the
sentence but a pink
ldquobending of the headrdquo
does not make sense
I can say bō in the
sentence A pink ldquoknot
with loopsrdquo does make
sense This word is
pronounced bō
ConstructiveFeedback
507M
Objective Read with increasing prosody and accuracy at a rate of 102ndash112 WCPM
Materials bull Index cards bull Approaching Practice Book A page 136
WORD AUTOMATICITY
Have students make flashcards for the following words with oi and
ou flower south thousand voices howling wound tower annoy grouch
mound noises cough cowboy pound gown hound voyage frown pouch
Display the cards one at a time and have students say each word Repeat
twice more displaying the words more quickly each time
REPEATED READING
Model reading the Fluency passage in Practice Book A page 136 Tell
students to pay close attention and listen to your tempo Then read
sentences in clusters based on tempo and have students read each cluster
back copying your tempo
During independent reading time have students work with a partner
One student reads aloud while the other repeats each sentence Remind
students to use positive and encouraging phrases when giving feedback
to their partners Circulate and provide constructive feedback Circulate
and provide constructive feedback
TIMED READING
At the end of the week have students do a final timed reading of the
passage on Practice Book A page 136 Students should
begin reading the passage aloud when you say ldquoGordquo
stop reading the passage after one minute when you say ldquoStoprdquo
Keep track of miscues Coach students as needed Help students record
and graph the number of words they read correctly
Vocabulary
Objective Apply vocabulary word meanings
Materials bull Vocabulary Cards bull Student Book Adelinarsquos Whales
VOCABULARY WORDS
Display the Vocabulary Cards for this weekrsquos words dove politicians
snoring massive tangles rumbling and unique Help students locate and
read the vocabulary words in Adelinarsquos Whales Review the definitions
of each word in the Glossary of the Student Book and discuss the
meanings Then have students write their own narratives about whales
using all of these vocabulary words
Approaching Practice Book A page 136
If students read too quickly
or too slowly reread
the passage to them at
the correct tempo Then
lead the class in a choral
reading so they can follow
you lead in reading at the
appropriate rate Repeat
the choral reading as
necessary
ConstructiveFeedback
Adelinarsquos Whales 507N
Vocabulary
Approaching Level Options
Review last weekrsquos words
(electrical globe fuels
decayed) and this weekrsquos
words (rumbling snoring
unique dove massive
tangles politicians) Have
students write a synonym for
each word
Objective Use homographs
DICTIONARY HOMOGRAPHS
Have students create simple crossword puzzles using Vocabulary and
Spelling Words Make sure they include at least two homographs (wound
dove) and write the definitions of the homographs as clues They may use
a dictionary to help them if necessary
Comprehension
Objective Identify sequence
Materials bull Student Book ldquoA Whale of a Triprdquo bull Transparencies 19a and 19b
STRATEGYANALYZE TEXT STRUCTURE
Remind students that recognizing how a text is organized can help them
to identify the sequence of story events
SKILLSEQUENCE
ExplainModel
Authors sometimes use signal words such as first next and last to help
readers recognize the sequence of events in a story
Authors of history texts or how-to articles typically use chronological
order to organize their texts
Display Transparencies 19a and 19b Reread the first pages Ask a
volunteer to identify what the narrator saw first and identify the signal
words
Think Aloud As I read I learn that many things are happening It helps to
recognize sequence words to help summarize what is happening in the
story so I can better understand it
PracticeApply
Invite students to retell the story considering the sequence of events Ask
the following questions
Before going on the trip do you think the narrator expected the whale
would be as big as it turned out to be
What was the first thing Matty told people on the whale-watching trip
Why are birds often seen in areas where whales are present
Student Book or Transparencies 19a and 19b
by Kristin Gold
Retelling Have students
retell the sequence of
events in ldquoA Whale of a
Triprdquo by drawing them Ask
students to choose one
event from the book they
would like to retell Have
students draw the scene
and write one sentence
describing it After the
students have finished
hang the drawings on the
board Then as a class put
the pictures in the order
of events that the story
follows
507O
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Saving the Whales
PREVIEW AND PREDICT
Have students read the title look at the images and preview the first
chapter Have students make predictions about what they will read and
set a purpose for reading
VOCABULARY WORDS
Review the vocabulary words as needed As you read together discuss
how context clues can help you figure out word meanings
STRATEGYANALYZE TEXT STRUCTURE
Remind students that recognizing how a text is organized can help
them better understand the textrsquos important ideas and the authorrsquos
purpose
SKILLSEQUENCE
Remind students to pay attention to the way the selection is organized
and the order in which events occur Read Chapter 2 with students
Think Aloud In the first chapter I learn that in the past there were whale
hunters in all parts of the world Now there are laws to protect whales
from hunters but whales are still being killed in other ways I need to
remember this information for my Sequence Chart
READ AND RESPOND
Finish reading Saving the Whales with students Discuss the following
If the plants that the krill eat die and then the krill die ask students
what will happen next in the food chain
Ask them what happened after Keiko the whale was set free
Work with students to review and revise their Sequence Charts Help
students paraphrase the important ideas in each chapter
MAKE CONNECTIONS ACROSS TEXTS
Invite students to compare Adelinarsquos Whales and Saving the Whales
Have students identify which selection is organized into chapters Ask
them why this format is better for this selection
Have students explain how reading Saving the Whales helps them better
understand the information and events in Adelinarsquos Whales
Leveled Reader
Adelinarsquos Whales 507P
Leveled Reader LessonVocabulary
On Level Options
Student Book
Limericks
On Level Practice Book O page 136
As I read I will pay attention to tempo and match the action in the story
Did you know that whales talk to each other Whales
10 make sounds for different reasons Some sounds are used to
20 locate calves Others are used to find mates Whales even use
31 sounds to warn other pod members that a predator is around
42 Toothed whales click and whistle in order to locate food
52 Baleen whales make knocking moaning snoring and
59 rumbling noises Humpback whales sing but not during
67 feeding season They save their tunes for the warmer waters
77 where they spend their breeding season Some scientists
85 believe they are singing love songs Other scientists think
94 they are sending out threats like ldquoGo awayrdquo We may never
105 know exactly why whales sing
110 Some humpback whales swim up to the surface and take
120 a few breaths Then they dive under the water and start to
132 sing They do not move when they sing Their underwater
142 songs can be heard for miles Sometimes they sing for a half
154 hour without stopping 157
Comprehension Check
1 What actions does a humpback whale take when it sings Sequence
2 Why might a whale need to communicate with another whale Draw Conclusions
Words Read ndash Number of Errors = Words
Correct Score
First Read ndash =
Second Read ndash =
A humpback whale swims to the surface and takes a few breaths Then the whale dives under the water to sing The whale does not move when singing
Whales might need to communicate with other whales to warn them about predators to find mates or to locate their calves
Objective Apply vocabulary words and homographs
Materials bull Vocabulary Cards bull Dictionary
VOCABULARY WORDS
Tell students that they will play a word-definition game Display half of
the Vocabulary Cards Have the first team use a dictionary to help create
two different definitions for each displayed word One should be the
correct definition and the other should be incorrect Then have students
write each pair of definitions on the board The second team chooses
the definition they think is correct They get one point for each correct
answer The team with the most points wins
DICTIONARY HOMOGRAPHS
Remind students that homographs are spelled alike but have different
meanings so they have separate dictionary entries Have students use the
adjective fine in a sentence Then challenge them to use the homograph
fine (money paid) in another sentence Repeat with the word content
Literary Elements
Objective Read poems to identify literary elements
Materials bull Poetry books and resources with limericks bull Student Book ldquoLimericksrdquo
METER AND RHYME SCHEME
Discuss the use of meter and rhyme in each limerick on Student Book
pages 504ndash505 Then have students look through poetry books and other
resources to locate limericks Ask students to discuss the meter and rhyme
scheme in the limericks
Objective Read fluently with appropriate prosody at a rate of 102ndash136 WCPM
Materials bull On Level Practice Book O p 136
REPEATED READING
Model reading the passage on page 136 of Practice Book O Remind
students to pay attention to the tempo to see if it matches the action of
the story Then read one sentence at a time having students echo-read
the sentence back imitating your pace Echo-read through the entire
passage again speeding up to reflect each part of the selection During
independent reading time partners take turns reading
Timed Reading Have students read the passage and record their rates
507Q
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Looking at Whales
PREVIEW AND PREDICT
Have students preview Looking at Whales
Ask students to write down any questions they have about the
selection
Ask if they think this book will be the story of one whale or about
many whales
SKILLSEQUENCE
The sequence is the order in which events happen Signal words such
as before after and then often help to indicate the sequence of events
Explain that students will fill in this information in Sequence Charts
READ AND RESPOND
Read Chapter 1 Pause to discuss how the information in the chapter
is presented At the end of Chapter 2 fill in the Sequence Chart Have
students discuss the sequencing of information including how the word
then helped them understand the information about humpback whales
singing
VOCABULARY WORDS
As they read Looking at Whales ask students to point out vocabulary
words as they appear Then have students discuss how each word is used
Ask Are blue whales massive or small
MAKE CONNECTIONS ACROSS TEXTS
Invite students to draw connections between Looking at Whales and
Adelinarsquos Whales
Ask students to use chronological order words to summarize the
information they learned in Looking at Whales
Ask students if they think Adelina would know most of the information
in Looking at Whales
ELLLeveled Reader
Go to pages
507Undash507V
Leveled Reader
Adelinarsquos Whales 507R
Vocabulary
Beyond Practice Book B page 136
Beyond Level Options
Objective Apply vocabulary words in writing
EXTEND VOCABULARY
Ask students to write a nonfiction piece about a whale Have them use
all of the vocabulary words from this weekrsquos selection and as many words
from this unitrsquos previous weeks as possible
Invite them to edit their essays or a partnerrsquos essay Remind them to check
the spelling and usage of each word
Literary Elements
Objective Use meter and rhyme to write a limerick
Materials bull Student Book ldquoLimericksrdquo
bull Poetry books with limericks bull Nonfiction books about whales
METER AND RHYME SCHEME
Use limericks to point out that meter and rhyme scheme can add to a
readerrsquos enjoyment of a poem Ask How does the use of meter and
rhyme scheme make these limericks more fun to read
Have students read limericks and note the use of meter and rhyme
scheme Then have them read information about whales or use what they
have already learned to write their own limerick about whales
Objective Read fluently with appropriate prosody at a rate of 112ndash136 WCPM
Materials bull Beyond Practice Book B p 136
REPEATED READING
Work with students to begin marking up the Fluency passage on page 136
of Practice Book B Remind them to pay attention to the tempo Then
read one sentence at a time having students echo-read the sentence
back imitating your pace Echo-read through the entire passage again
speeding up to reflect each part of the selection
During independent reading time partners can take turns reading the
passage they have practiced reading aloud Remind students to pay
attention to one anotherrsquos tempo and discuss how different actions in the
passage change the tempo or mood
Timed Reading Have students read the passage and record their reading
rate
Student Book
Limericks
Read Aloud Review meter
and rhyme scheme Then
reread a limerick aloud
Say Listen for the meter and
rhyme scheme of the poem
Then tell students you will
read the poem once more
together Let them know
that this time they should
clap along to the rhythm of
the poem Read the poem
chorally and clap out the
rhythm together
507S
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Gray Whales
PREVIEW AND PREDICT
Have students preview Gray Whales predict what it is about and set a
purpose for reading
SKILLSEQUENCE
Ask a volunteer to explain what the terms text structure and sequence
mean Have another volunteer explain why identifying the text structure
or sequence of events is important for understanding a selection
Explain that students will read Looking at Whales together and fill in
information about order in Sequence Charts
READ AND RESPOND
As students read they should identify the order of events in the selection
and fill in their Sequence Charts Discuss with the group how the story
would change if the sequence of events were different
VOCABULARY WORDS
Have students pay attention to vocabulary words as they come up Ask
students to provide definitions as needed Ask What do whales sometimes
get tangled in
Self-Selected Reading
Objective Read independently to identify the sequence of a text
Materials bull Leveled Readers or informational trade books at studentsrsquo reading level
READ TO IDENTIFY SEQUENCE
Invite students to use their personal interests to choose a nonfiction book
for independent reading Have students read their books and take notes
on the selectionrsquos sequence in their response journals
After reading have students compare the order in which the information
was presented in the book they chose to one of the selections they read
during this weekrsquos lessons Ask Which selection presented information in the
more interesting way Which selection taught you the most about the topic
Leveled Reader
Adelinarsquos Whales 507T
Academic Language Used in Whole Group Instruction
ContentTheme Words SkillStrategy Words WritingGrammar Words
ocean (p484)
aquarium (p 484)
whales (p 484)
mammals (p 484)
gills (p 484)
lungs (p 484)
legend (p 485)
pod (p 505)
homograph (p 484)
photo essay (p 486)
analyze text structure (p 485A)
sequence (p 485A)
limerick (p 504)
meter (p 504)
rhyme scheme (p 504)
voice (p 506)
point of view (p 506)
opinion (p 506)
audience (p 507B)
possessive pronouns (p 507I)
ownership (p 507I)
stand-alone possessive pronoun
(p 507I)
Academic LanguageThroughout the week the English language learners will need help in
building their understanding of the academic language used in daily
instruction and assessment instruments The following strategies will help
to increase their language proficiency and comprehension of content and
instructional words
Strategies to Reinforce Academic Language
Use Context Academic Language (see chart below)
should be explained in the context of the task during
Whole Group Use gestures expressions and visuals to
support meaning
Use Visuals Use charts transparencies and graphic
organizers to explain key labels to help students
understand classroom language
Model Demonstrate the task using academic language in
order for students to understand instruction
English Language Learners
Oral Language For
additional language
support and oral vocabulary
development use the lesson
at www macmillanmhcom
507U
ELL Leveled ReaderELL Leveled Reader Lesson Objectivebull To apply vocabulary and
comprehension skills
Materials
bull ELL Leveled Reader
DAY 1 bull Academic Language
bull Oral Language and Vocabulary Review
DAY 2 bull Academic Language
bull ELL Leveled Reader
DAY 3 bull Academic Language
bull ELL Leveled Reader
DAY 4 bull Academic Language
bull ELL Leveled Reader
DAY 5 bull Academic Language
bull ELL Leveled Reader Comprehension Check and Literacy Activities
ELL Teacherrsquos Guide
for students who need
additional instruction
DEVELOP ORAL LANGUAGE
Build Background Write the word whales on
the board and have students share what they
know What do whales look like What do they eat
How do they communicate List key points Then
do a brief picture walk of the book to add on to
the list
Review Vocabulary Write the vocabulary and story support words
and discuss the meanings Use each word in a sentence Clarify the two
meanings of schools and dove Schools of fish are large groups of fish not
where fish go to learn Who can use ldquoschools of fishrdquo in a sentence
PREVIEW AND PREDICT
Point to the cover photograph and read the title aloud What are we going
to read about Have students brainstorm a list of questions about facts
they would like to learn from this book
Set a Purpose for Reading Show the Sequence Chart and remind students
they have used it before Ask them to use a similar chart to identify the
sequence of events as they are presented in the book
Choose from among the differentiated strategies below to support
studentsrsquo reading at all stages of language acquisition
Beginning
Shared Reading As you
read model analyzing text
structure by identifying key
information about whales
Number the facts to explain
sequence Model filling in
the chart
Intermediate
Read Together Read the
first chapter Help students
analyze text structure by
numbering and recording
key information Take turns
reading with students Ask
them to identify events in
sequence as they read
Advanced
Independent Reading
Have students read the story
After reading each day ask
them to work with a partner
to analyze text structure and
identify events in sequence
Encourage them to use the
new vocabulary
Remind students to use the vocabulary and story words in their whole
group activities
The WorldThe Worldofof
WhalesWhalesby Dina Anastasio
Informational Nonfiction
Adelinarsquos Whales 507V
- Grade 4
-
- Unit 1
- Unit 2
- Unit 3
- Unit 4
-
- Planning the Unit
- Using the Student Book
-
- Dear Mrs LaRue
-
- Puppy Trouble
- Dear Mrs LaRue
- Dog Amazes Scientists
- Writerrsquos Craft Write About Solving a Problem
- Small Group Pages
-
- The Blind Hunter
-
- Through Elizabethrsquos Eyes
- The Blind Hunter
- Make Life Easier For Everybody
- Writerrsquos Craft Write Directions
- Small Group Pages
-
- The Power of Oil
-
- Clean as a Breeze
- The Power of Oil
- Windmills on the Prairies
- Writing Frictional Narrative Write to a Prompt
- Small Group Pages
-
- Adelinarsquos Whales
-
- A Whale of a Trip
- Adelinarsquos Whales
- Limericks
- Writerrsquos Craft Share Your Point of View
- Small Group Pages
-
- At Home in the Coral Reef
-
- Coral Reefs
- At Home in the Coral Reef
- Poseidon and the Kingdom of Atlantis
- Writerrsquos Craft Write about a Community Project
- Small Group Pages
-
- Test Strategy Author and Me
-
- Wrapping Up the Unit
- Additional Lessons and Resources
-
- Unit 5
- Unit 6
-
One night Adelina is awakened by a loud low rumbling noise It is the sound of a forty-ton gray whale exhaling a room-size blast of hot wet air As she has always known they would the gray whales have come again to visit Adelina smiles and returns to her sleep comforted by the sounds of whales breathing and snoring outside her window At daybreak she runs to the lagoon and sees two clouds of mist out over the water the milky trails of breath left by a mother gray whale and her newborn calf
490
Main Selection Student page 490
HOMETOWNS
Adelinarsquos village La Laguna is described in the first paragraph
of the selection as well as on page 491 There is something very
special about the area It is a gray whale nursery
Ask students to think about La Laguna and the place where they
live What is different about the two places What is the same
How do they think their lives would be different if they lived
where Adelina lives Have students use the questions above
and information from the selection to write a paragraph or two
paragraphs about the differences and the similarities between
Adelinarsquos village and the place where they live
Develop Comprehension
5 SEQUENCE
Use signal words to tell the sequence
of events on this page (Suggested
answer One night in January a
rumbling noise wakes Adelina up
Almost right away she recognizes
it as the sound of a whale exhaling
Then she realizes the whales have
returned as she knew they would
and goes back to sleep First thing in
the morning she runs to the lagoon
and sees a mother whale and her calf)
Summarize this information and add it
to your Sequence Chart
Every winter the whales swim south along the Pacific Coast from Alaska and Russia
The first whales arrive in the lagoon 5
490
The waters of the protected lagoon are warm and shallow The scientists who have come to visit and study the whales have explained that Laguna San Ignacio is the perfect place for the mother whales to have their babies and then teach them how to swim But Adelina knows why they really comemdashto visit her
Adelinarsquos family lives far away from big cities with highways and shopping malls Her little village does not have any movie theaters or traffi c lights but she knows that her hometown is a special place This is the only place on earth where these giant gray whalesmdashtotally wild animalsmdashchoose to seek out the touch of a human hand Only here in Laguna San Ignacio do whales ever stop swimming and say hello to their human neighbors Raising their massive heads up out of the water they come face-to-face with people Some mother whales even lift their newborns up on their backs to help them get a better view of those who have come to see them Or maybe they are just showing off sharing their new baby the way any proud parent would
491
Develop Comprehension
6 WRITERrsquoS CRAFT VOICE
The author writes about whales from
the point of view and in the voice
of Adelina who lives in the small
village in Mexico where the whales
visit every year Using this voice the
author involves the reader in the lives
of the villagers and the visits of the
whales Explain how the author gets
the reader more involved by offering
some examples of his voice (The
author says that Adelina feels especially
connected to the whales He does this
by highlighting her excitement and
interest in the whales and he draws
the reader into the special nature of
the whalesrsquo yearly visit to the small
village The author uses the stories her
grandfather tells about his first visit
with the whales and we get a sense
of the ongoing connection Adelinarsquos
family has to the whales)
Main Selection Student page 491
Find the sentence that contains the
word massive What other words could
you use in the sentence that mean
the same thing as massive (Possible
answers enormous huge gigantic)
6
Figurative Language Personification
Explain The literary device of personification is a kind of figurative
language that authors use to give human qualities or characteristics to
an animal object or idea
Discuss Have students reread the last three sentences on page 491
Ask them to identify the whalesrsquo actual behavior (The whales raise
their heads out of the water Mother whales lift their newborns onto
their backs) Then ask them what human characteristics or feelings
the author says the whales may have (They come ldquoface-to-facerdquo
with people and want their babies to have a better view They are
proud parents showing off their babies)
Apply Encourage students to consider why the author chose to
personify the whalesrsquo behavior Ask them to explain how this literary
device affects the way they think about the whales
Adelinarsquos Whales 491
492
Main Selection Student page 492
Develop Comprehension
7 GENRE PHOTO ESSAY
What statements in the text are
supported by the photograph on page
492 (The author says the whales come
to La Laguna to seek the touch of a
human hand The photograph shows
a whale coming close to the boat and
the manrsquos outstretched hands It also
shows that the whales make friendly
visits)7
Documentary Films
Explain A photo essay uses still photos while a documentary film
combines live action images and informational commentary
Discuss Have students respond to the photographs in the
selection Ask How do they add to our understanding of the people
and the whales How do they influence our opinions How do they
enhance communication Ask students how a documentary film
about the whales might be similar or different Remind them to use
Discussion and Conversation Guidelines on page 410I
Apply Have partners write proposals that explain how they would
make a documentary film about a wild creature Have them identify
a subject a location the target audience and the purpose or
message of the film What special equipment might they need
Then have students respond to each otherrsquos proposals
492
The whales have been coming to this lagoon for hundreds of years and Adelina is proud that her grandfather Pachico was the fi rst person to tell of a ldquofriendlyrdquo visit with one She loves to hear him tell the story of that whale and that day She listens closely as he talks about being frightened since he didnrsquot know then that the whale was only being friendly He thought he was in big trouble
Adelina looks fi rst at the tight leathery skin of her grandfather browned from his many years of fi shing in the bright tropical sun From his face she glances down to the small plastic model of a gray whale that he keeps close by As he begins to tell the story of his fi rst friendly whale encounter there is a twinkle in his eye and a large smile on his face Adelina and her father Runolfo smile too listening again to the story that they have heard so many times before
493
Develop Comprehension
8 MONITOR AND CLARIFY
The author says that Adelinarsquos
grandfather is the first person to
tell of a ldquofriendlyrdquo visit with a whale
Do you think he is the first person
ever to experience such a visit What
strategies can you use to help you
find an answer (Answers may vary
possible answer I can reread and
generate questions The author also
says that whales have been coming
to La Laguna for hundreds of years
Is it possible that other people have
had friendly encounters with them
The village is very small and poor so
it may not have been there as long as
the whales have returned to this spot
Perhaps at some other time in history
long before anyone who is alive
today can remember people also had
friendly visits with the whales)
Main Selection Student page 4938
SemanticMeaning Cues
Explain Tell students that good readers use their background
knowledge and context clues to help them understand what they
read
Model Discuss the word encounter on page 493
Irsquom not familiar with the word encounter but I know
it has to do with the grandfather and the whale I see the word
friendly used in the previous paragraph to describe the whalersquos
visit So encounter must mean ldquomeetingrdquo or ldquoa coming togetherrdquo
Apply Encourage students to use context clues and their
background knowledge to help them with other difficult words or
phrases such as the word biologist on page 498
Ways to Confirm Meaning
Think Aloud
Comprehension Research shows
that teaching word meanings to
older students significantly improved
vocabulary knowledge as well as
improving the comprehension of texts
containing the taught words
Steven A Stahl
Go to www macmillanmhcom
Adelinarsquos Whales 493
In a whisper her grandfather begins to draw them in Adelina closes her eyes to imagine the calm and quiet on that fi rst afternoon when his small boat was gently nudged by a huge gray whale As the boat rocked her grandfather and his fi shing partnerrsquos hearts pounded They held tight and waited preparing themselves to be thrown into the water by the giant animal The whale dove below them and surfaced again on the opposite side of their boat scraping her head along the smooth sides Instead of being tossed from the boat they were surprised to fi nd themselves still upright and fl oating
For the next hour the whale glided alongside them bumping and bobbing gentlymdashas gently as possible for an animal that is as long as a school bus and as wide as a soccer goal As the sun started to set behind them the whale gave out a great blast of wet snotty saltwater that soaked their clothes and stuck to their skin The whale then rose up inches away from their boat and dove into the sea Her fi rst visit was over
494
Main Selection Student page 494
Develop Comprehension
9 AUTHORrsquoS PURPOSE
How does the author show that the
grandfatherrsquos story is both vivid and
entertaining Use examples from the
essay to support your answer (The
author tells us how the grandfather
makes the story suspenseful by
beginning in a whisper We hear how
the menrsquos hearts were pounding when
the whale rocked their boat The
author also uses familiar things like
a school bus to let the reader know
how large the whales are Even though
the description of how the whale
soaked the men is a little disgusting it
definitely creates a strong image in the
readerrsquos mind)
Repeated Reading
Explain Tell students they will be echo-reading with an emphasis
on punctuation
Model Read the paragraph on Student Book page 494 starting
with the words ldquoIn a whisperrdquo and ending with ldquoupright and
floatingrdquo Emphasize pausing at commas and coming to a stop
at periods Repeat the paragraph one sentence at a time with
students echo-reading
Practice Divide the class into two groups The first group reads the
paragraph one sentence at a time The second group echo-reads
Then groups switch roles Listen for accuracy in studentsrsquo reading
for punctuation
9
494
As her grandfather fi nishes the story he looks to Adelina who joins him in speaking the last line of the story ldquoWell my friend no fi sh todayrdquo they say before breaking into laughter
SequenceRetell the grandfatherrsquos story
using sequence words
495
Develop Comprehension
10 SEQUENCE
Retell the grandfatherrsquos story using
sequence words (At first the two
men were quietly fishing on a calm
sea Then they felt the boat begin
to rock When they realized a whale
had bumped the boat they held on
waiting to be thrown into the water
Next the whale simply dove beneath
the boat and scraped her head along
its sides After that the whale spent
the next hour swimming alongside the
boat and gently bumping it As the
sun went down the whale sprayed the
men and swam away)
Ask students to respond to the
selection by confirming or revising
their predictions and purposes
Encourage them to write additional
questions they may have about the
selection
Main Selection Student page 495
Stop here if you wish to read
this selection over two daysSTOP
Can students use signal words
to tell the sequence of events If
not see the Extra Support on
this page
10
Sequence
If students are having difficulty reiterating the sequence of events
help them identify signal words in each of the sentences on page
494 Ask them to find the words that tell when or what time
something happened For example in the first sentence point out
the word begins and in the second sentence point out the phrase on
that first afternoon Ask how each of these lets the reader know when
an event happened If a sentence does not have a signal word or
phrase model adding one that makes sense in context For example
add While this was happening to the beginning of the fourth sentence
and Then to the beginning of the fifth sentence Have students retell
the episode briefly using similar signal words and phrases
Adelinarsquos Whales 495
After this fi rst friendly visit with the whales word quickly spread of the unique encounter between a wild fi fty-foot whale and a tiny fi shing boat Scientists and whale watchers started to come to Laguna San Ignacio to see the whales themselves Perhaps word spread among the whales too because now dozens of whales began to approach the small boats With brains as large as a carrsquos engine gray whales might even have their own language They ldquotalkrdquo in low rumbles and loud clicks making noises that sound like the tappings of a steel drum or the ticking that a playing card makes as it slaps against the spokes of a turning bicycle wheel Maybe they told each other that it was safe to visit here
496
Main Selection Student page 496
Develop Comprehension
11 STRATEGYANALYZE TEXT STRUCTURE
Teacher Think Aloud In this part of
the essay the author tells the story of
Adelinarsquos grandfatherrsquos first encounter
with a whale We learn that word of
this encounter spread and caused
several things to happen How
do these events fit into the larger
sequence of the essay
(Encourage students to apply the strategy
in a Think Aloud)
Student Think Aloud I learn that
more whales came to the lagoon
and that more scientists and whale
watchers started coming as a result
This section of the essay shows how
the whalesrsquo annual trip became an
important event for Adelinarsquos village
12 PERSONIFICATION
Explain ways in which the author gives
the whales human qualities on page
496 (He says that ldquoperhaps word spread
among the whalesrdquo but whales donrsquot
use words the way people do Then
he explains something about the ways
scientists think whales ldquotalkrdquo with each
other and says they may have ldquotoldrdquo
each other that it is safe to visit the
lagoon)
Find the sentence that contains the
word unique What are some words or
phrases that mean the opposite of unique
(Possible answers common ordinary
nothing special)
11
12
496
Adelinarsquos favorite time of the day is the late afternoon when her father and grandfather return from their trips on the water guiding visitors to see the whales They sit together as the sun goes down behind them and she listens to stories of the whales She asks them lots and lots of questions
Adelina has learned a lot about the gray whales She knows that when a whale leaps out of the water and makes a giant splash falling back in itrsquos called breaching When a whale pops its head straight up out of the water as if it is looking around to see what is going on it is called spyhopping Adelina also learned how the whalersquos wide fl at tail is called a fl uke and when it raises its tail up in the air as it goes into a deep dive that is called fl uking
497
Develop Comprehension
13 MAINTAINDRAW CONCLUSIONS
Why do you think Adelina does not go
out in the boats too (She may be in
school at the times they go out but
she is also probably too young to go
The whales are friendly but they are
still wild animals There is a risk that an
accident could happen)
14 SUMMARIZE
How would you summarize the
information about whales in the
second paragraph of page 497
(Suggested answer Whales show
a number of particular behaviors
Breaching is when a whale jumps out
of the water and splashes back in
Spyhopping is when a whale pokes
its head out of the water The wide
flat tail of a whale is called its fluke
Fluking is when the whale dives with
its tail up in the air)
Main Selection Student page 497
STRATEGIES FOR EXTRA SUPPORT
Question 14 SUMMARIZECross-Check Meaning Using Visuals Write the word breaching on the
board Tell students to find the word reread the sentence containing the
word and tell you the meaning of the word Provide help as needed
Then have students look through the photos in the selection to find one
that appears to illustrate breaching (pages 496 and 497) Allow students
to work with a partner Discuss the reasons why a photo could or could
not be an example of breaching Use gestures and drawings to help
students understand the actions involved in breaching when necessary
Repeat the activity with the words spyhopping (pages 490 and 494) and
fluking (page 487) Photos that seem to clearly demonstrate each word
are in parentheses
13
14
Adelinarsquos Whales 497
Although her home is a simple one on a sandy bluff hugging the edge of the Pacifi c Ocean Adelina has many new friends who come to share her world She has met people who come from beyond the end of the winding bumpy road that rings the lagoon Some are famous actors Some are politicians Some speak Spanish Some speak English Those that weigh forty tons speak to her in their own magical style The whales have taught her that the world is a big place
Adelina knows that she has many choices in her future Sometimes she giggles with delight at the idea of being the fi rst girl to captain a panga (a small open fi shing boat) and teach people about the whales in the lagoon Or sometimes she thinks she may become a biologist who studies the ocean and can one day help to unlock some of the mysteries of the whales in her own backyard Or maybe she will take pictures like the photographer whom she watches juggling his three cameras as he stumbles aboard the whale-watching boat But no matter what she chooses the whales will always be a part of her life
498
Main Selection Student page 498
Develop Comprehension
15 STRATEGYDICTIONARY
Read the sentence that contains the
word bluff Use a dictionary to find a
homograph for bluff Use each word
in a sentence that shows its meaning
Students should use context to
accurately read words with more than
one pronunciation (Sample answers
She stood on the bluff to see the valley
below Saying he would run away was
only a bluff)
16 MAIN IDEA AND DETAILS
What is the main idea of the second
paragraph on page 498 What details
support that idea (Main idea No
matter what Adelina decides to do in
the future it will have something to
do with the gray whales Supporting
details She may captain a fishing boat
and tell people about the whales
She may become a biologist and
study the whales She may become a
photographer who photographs the
whales)
16
15
498
For these three months Adelina knows how lucky she is to live in Laguna San Ignacio the little corner of Mexico that the gray whales choose for their winter home This is the place where two worlds join together She wouldnrsquot trade it for anything
SequenceWhat events drew whale watchers
to Laguna San Ignacio Be sure
to name the events in the order in
which they occurred
499
Develop Comprehension
17 SEQUENCE
What events drew whale watchers to
Laguna San Ignacio Be sure to name
the events in the order in which they
occurred (Gray whales have come to
the warm waters in the lagoon each
winter for hundreds of years Adelinarsquos
grandfather had the first ldquofriendlyrdquo
encounter with a whale Once the
whales and people began to ldquovisitrdquo
with each other more whales began
coming to the lagoon All sorts of
people from all over the world heard
about the whales and come to see
them in the lagoon)
Main Selection Student page 499
17
Cross-Curricular ConnectionCONSERVING SEA LIFE
For centuries the island nation of Japan has depended on
plants and animals from the ocean for food However the
Japanese have not been eager to pass laws to protect ocean
life and prevent pollution Recently though some Japanese
conservationists formed a group called the Human-Animal
Bond for the 21st Century One of the grouprsquos members Keiichi
Iwashige built a conservation center for dolphins in Cambodia
This center will work to prevent dolphins from drowning in
fishing nets The group also wants to raise awareness about
dolphins
Have students draw posters or write the text for a Web site
asking people to help protect the dolphins In this way they
can understand a task through group cooperation
Adelinarsquos Whales 499
In the early spring the lagoon grows quiet One by one the whales swim off heading north for a summer of feeding On their heads and backs they carry the fi ngerprints of those they met the memories of their encounters in Mexico Maybe as the whales sleep they dream of the colorful sunsets of Laguna San Ignacio
Every afternoon Adelina continues to gaze across the water Sometimes now when she closes her eyes she can still see the whales swimming by And if she listens really closely she can even hear their breathing
500
Main Selection Student page 500
Develop Comprehension
18 STRATEGYANALYZE TEXT STRUCTURE
How does the information that
the author includes in the last two
paragraphs help to bring the sequence
of events in the photo essay to a close
Student Think Aloud I know that
the lagoon is the whalesrsquo home only
in the winter They have to leave
and head north every spring to
search for food The author makes
it seem as if both the whales and
the people are saying good-bye
He talks about the whales having
memories of the people they met
and dreams about the sunsets
at the lagoon Those sound like
reactions that people would have
He also describes how Adelina still
sees and hears the whales after they
are gone I can use this information
to complete my Sequence Chart
FIGURATIVE LANGUAGE
Explain that the whales do not actually ldquocarry the fingerprintsrdquo of the
people The author does not mean that the whales have fingerprints
on them He chose to express the connection between the whales
and the people in this poetic way
18
Every winter the whales swim south along the Pacific Coast from Alaska and Russia
The first whales arrive in the lagoon
In the spring the whales leave the lagoon to feed up north
500
501
Develop ComprehensionRETURN TO PREDICTIONS
AND PURPOSES
Review studentsrsquo predictions and
purposes Were they correct Did
students find out how the whalesrsquo
yearly visits affected Adelinarsquos life (She
has learned much about gray whales
has made new friends and wants to
do work involving the whales)
REVIEW READING STRATEGIES
What questions do you have about
the selection What strategies can
you use to answer them
In what ways did identifying the
sequence of events help you to
understand the selection
What strategies did you use when
you came to difficult words
PERSONAL RESPONSE
Ask students to discuss and write
about an experience that helped them
think about what they would like to do
when they grow up
Main Selection Student page 501
During Small Group Instruction
If No Approaching Level Leveled
Reader Lesson p 507P
If Yes On Level Options
pp 507Qndash507R
Beyond Level Options
pp 507Sndash507T
Can students analyze
the structure of a text that
presents factual information
in sequential order
Adelinarsquos Whales 501
A Snapshot ofRichard Sobol
Richard Sobol is a photographer who has snapped many different subjects in his long career For the past few years Richard has spent a lot of time photographing wildlife including the whales He is especially interested in capturing images of endangered species
Other books by Richard Sobol
Authorrsquos PurposeNonfiction texts are often written to inform the reader or to explain something Why did Richard Sobol write Adelinarsquos Whales What clues help you figure out his purpose in creating this photo essay
Find out more about Richard
Sobol at wwwmacmillanmhcom
502
Respond Student page 502
Author and Illustrator
A SNAPSHOT OF RICHARD SOBOL
Have students read the biography of
the author and photographer
DISCUSS
How might Richard Sobolrsquos work in
photography have helped prepare
him to write this book
How might photographs such as
the ones Sobol took help save
endangered species
What do you think Sobolrsquos position
is on the subject of endangered
species Explain
What are his views on gender Do
you think Sobol believes Adelina
might grow up to be a whale
specialist
WRITE ABOUT IT
Ask students to think of an animal they
would like to know more about Have
them write a paragraph explaining
what they would want to learn and
observe if given the chance to live
among those animals
Students can find more information about Richard Sobol at wwwmacmillanmhcom
Authorrsquos CraftTheme
The theme of any piece of writing is the main idea or message
which tells the reader what the article or story is about
Whales are beautiful and worth saving This is one way to state
the theme of Adelinarsquos Whales
Ask students for other ways to state the theme of the photo
essay such as Living in tune with nature has many rewards
Then ask students to look again at the photographs and find the
ones they think relate most closely to the theme
Authorrsquos PurposeTell students that authors who write to
inform often provide examples in the
form of text features like photographs
Have students look in the story for
clues that will help them determine
Richard Sobolrsquos intentions
502
Comprehension Check
Summarize
Summarize the relationship between
humans and gray whales in Laguna San
Ignacio Use your Sequence Chart to
organize events in the correct order
Think and Compare
1 When did scientists and whale watchers start going to Laguna
San Ignacio Use text details to support your answer Analyze
Text Structure Sequence
2 Reread page 494 of Adelinarsquos Whales Why do you think the
massive whale did not overturn the small boat Use details
from the text to support your answer Analyze
3 How would you organize a club to study whales and visit
Laguna San Ignacio Develop a plan to show the steps you
would take Apply
4 Can you predict what will happen to the whales and Adelinarsquos
community if the lagoon becomes polluted Synthesize
5 Read ldquoA Whale of a Triprdquo on pages 484ndash485 What did you
learn about whales in this article that was not in Adelinarsquos
Whales ReadingWriting Across Texts
503
Comprehension Check
SUMMARIZE
Have partners summarize Adelinarsquos
Whales by paraphrasing Remind
students to use their Sequence Chart
to help them organize their summaries
THINK AND COMPARE
Sample answers are given
1 Sequence Scientists and whale
watchers started going to Laguna
San Ignacio after Adelinarsquos
grandfather began to tell about his
first friendly visit with the whales
2 Analyze Students should suggest
that the whale was curious about
the boat and the people in it She
did not mean to harm them and
was careful not to turn the boat
over
3 Text to Self Answers may vary
Students might say they would
get permission from their school
to start a club They might put
up posters to try to persuade
other students to join and then
do research to learn more about
whales USE ON MY OWN
4 Text to World If the lagoon
becomes polluted the whales could
get sick or even die If that happens
tourists and scientists may stop
coming to Laguna San Ignacio
FOCUS QUESTION
5 Text to Text In ldquoA Whale of a Triprdquo
we learn about baleen whales how
they eat and how they need to be
protected from tuna fishing nets
The story of Adelinarsquos Whales not
only talks about whales but it also
tells us about Adelinarsquos community
Respond Student page 503
On My Own
Model the On My Own strategy with question 3
The answer is not in the selection You have to use what you already
know to answer the question
Question 3 Think Aloud
I know that there are many ways to
get classmates together for a good cause or a fun event Many
people think whales are fascinating creatures Doing research
about marine life looking into related groups using the Internet
and writing to marine biologists might be a fun and interesting
way to start a club dedicated to the study of whales
Adelinarsquos Whales 503
FluencyComprehension
As I read I will pay attention to tempo and match the action in the story
Did you know that whales talk to each other Whales
10 make sounds for different reasons Some sounds are used to
20 locate calves Others are used to find mates Whales even use
31 sounds to warn other pod members that a predator is around
42 Toothed whales click and whistle in order to locate food
52 Baleen whales make knocking moaning snoring and
59 rumbling noises Humpback whales sing but not during
67 feeding season They save their tunes for the warmer waters
77 where they spend their breeding season Some scientists
85 believe they are singing love songs Other scientists think
94 they are sending out threats like ldquoGo awayrdquo We may never
105 know exactly why whales sing
110 Some humpback whales swim up to the surface and take
120 a few breaths Then they dive under the water and start to
132 sing They do not move when they sing Their underwater
142 songs can be heard for miles Sometimes they sing for a half
154 hour without stopping 157
Comprehension Check
1 What actions does a humpback whale take when it sings Sequence
2 Why might a whale need to communicate with another whale Draw Conclusions
Words Read ndash Number of Errors = Words
Correct Score
First Read ndash =
Second Read ndash =
A humpback whale swims to the surface and takes a few breaths Then the whale dives under the water to sing The whale does not move when singing
Whales might need to communicate with other whales to warn them about predators to find mates or to locate their calves
On Level Practice Book O page 136
Approaching Practice Book A page 136
Beyond Practice Book B page 136
Transparency 19
FluencyRepeated Reading Tempo
EXPLAINMODEL Tell students they will be doing a choral reading
or reading out loud together Point out that the passage on
Transparency 19 begins with slow action and a slow mood After
the whale nudges the boat the fishers become frightened and the
action picks up As you model reading the passage increase the
speed the second and third times you read through the last four
sentences Have students pay attention to the tempo
PRACTICEAPPLY Reread the first two sentences of the passage
with students Then divide them into two groups Have groups
alternate reading sentences Remind students to pay attention to
the tempo changes they should make Students will practice fluency
using Practice Book page 136 or the Fluency Solutions Audio CD
Objectivesbull Read accurately with good
tempo
bull Rate 102ndash122 WCPM
Materials
bull Fluency Transparency 19
bull Fluency Solutions
bull Leveled Practice Books p 136
Vary Reading Pace Act
out the actions as you
explain the sequence of
events in the passage
Next read it aloud using
lots of expression and
gestures to help with
meaning Then echo-read
the passage with students
Ask students to imitate
your tempo and voice
During Small Group Instruction
If No Approaching Level Fluency p 507N
If Yes On Level Options pp 507Qndash507R
Beyond Level Options pp 507Sndash507T
Can students read accurately with good tempo
In a whisper her grandfather begins to draw them in Adelina closes her eyes to imagine the calm and quiet on that first afternoon when his small boat was gently nudged by a huge gray whale As the boat rocked her grandfather and his fishing partnerrsquos hearts pounded They held tight and waited preparing themselves to be thrown into the water by the giant animal The whale dove below them and surfaced again on the opposite side of their boat scraping her head along the smooth sides Instead of being tossed from the boat they were surprised to find themselves still upright and floating
Fluency Transparency 19
from Adelinarsquos Whales page 494
503A
Draw Conclusions
Introduce 413A-B
Practice Apply
414ndash437 LeveledPractice 113ndash114
Reteach Review
443MndashT 447AndashB 448ndash463 469MndashT Leveled Practice120ndash121
Assess Weekly Tests Unit 4 Test Benchmark Tests A B
Maintain 503B 529B 557B
FluencyComprehension
ComprehensionMAINTAIN SKILLDRAW CONCLUSIONS
EXPLAINMODEL
You can use information from a selection as well as personal
experience to draw conclusions
A reader can draw conclusions about a personrsquos character and
about events by looking for clues in the selection
Lead a class discussion about drawing conclusions in ldquoA Whale of a Triprdquo
PRACTICEAPPLY Discuss the photo essay Adelinarsquos Whales and
what details can help readers to draw conclusions Then ask student
partners to discuss the following questions Encourage them to take
notes so that they may share answers with their peers afterward
What tells you that Adelina enjoys living by the ocean
How do you know that Adelina wants to work with whales in the
future What do you think her grandfatherrsquos reaction will be
What can you conclude about the future of Laguna San Ignacio
(Students should be able to identify a conclusion that summarizes
the main idea)
Using conclusions and parts of their discussion have each student
write a paragraph that continues the story For comprehension
practice use the Graphic Organizers on pages 40ndash64 in the
Teacherrsquos Resource Book
Objectivebull Draw conclusions from
details in a story
Adelinarsquos Whales 503B
LOZ_Subhd_LFT LOZ_StudentPgs
PoetryA Limerick is a funny poem
with a specific pattern
of rhyme and meter All
limericks have five lines
Literary ElementsMeter is the rhythm of the
syllables in a line of poetry
Rhyme Scheme is the
pattern of rhymes within
a poem
There once was a whale named Alene
Who strained all her meals through baleen
But she dreamed of a lunch
With a food that goes ldquocrunchrdquo
Like a truckload of just-picked string beans
mdashDoreen Beauregard
Near our boat is a mammal named Luke
Whorsquos exceedingly proud of his fl uke
Just donrsquot call it a tail
Or this dignifi ed whale
Will respond with a splashy rebuke
mdashDoreen Beauregard
WWhale hale WWatchatch
The meter in these three lines is created by emphasizing the third sixth and ninth syllables
LLimericksimericks
aa MMealealAA WWhalehale ofof
504
Paired Selection Student page 504
PoetryGENRE LIMERICK
Have students read the bookmark on
Student Book page 504 Explain that a
limerick
is meant to be funny
sometimes contains idioms puns or
other kinds of figurative language
Literary Elements Meter and Rhyme Scheme
EXPLAINMODEL
Tell students that literary elements
such as meter and rhyme scheme help
give poetry its rhythm
Meter is the rhythm or beat
of a poem It is created by the
arrangement of accented and
unaccented syllables in a line
Rhyme scheme is the pattern of
rhymes in a poem Capital letters are
used to represent each individual
rhyme
Discuss how ldquoWhale Watchrdquo contains
three accented syllables in lines 1 2
and 5
PRACTICEAPPLY
Have students point out the rhyme
scheme of the limerick on page
505 Where does the rhyme scheme
change (the second and third lines)
Read ldquoA Whale of a Mealrdquo ldquoWhale Watchrdquo and
ldquoThe Podless Whalerdquo
As you read remind students to apply what they have learned
about limericks
1
2
504504
Poetry
Connect and Compare1 What is the rhyme scheme of ldquoWhale Watchrdquo What if the last
line rhymed with the third and fourth lines Rhyme Scheme
2 Why were the sea bass in ldquoThe Podless Whalerdquo bewildered
Apply
3 How are the whales in these poems similar to the ones in
Adelinarsquos Whales How are they different
ReadingWriting Across Texts
There once was a whale near Cape Cod
Who just could not locate his pod
So he joined with a mass
Of bewildered sea bass
Who found this behavior quite odd
mdashDoreen Beauregard
P Podless odless WWhalehaleTheThe
The last line of a limerick always rhymes with the first two lines The second and third lines have a different rhyme
Find out more about limericks at wwwmacmillanmhcom
505
1 LITERARY ELEMENTS RHYME
SCHEME
If the name of the whale in ldquoA Whale
of a Mealrdquo were changed to Rose what
other words would have to change in
the poem (baleen string beans) Why
(This poem is a limerick so its rhyme
scheme must be AABBA)
2 LITERARY ELEMENTS METER
What is the meter used in the limerick
ldquoWhale Watchrdquo (Lines 1 2 and 5 have
three beats Lines 3 and 4 have two
beats)
3 MAKE INFERENCES
What is a group of whales called What
poem helped you figure this out (A
group of whales is called a pod This
can be figured out from ldquoThe Podless
Whalerdquo)
Connect and Compare
SUGGESTED ANSWERS
1 The rhyme scheme of ldquoWhale
Watchrdquo is AABBA If the last line
rhymed with the third and fourth
lines the rhyme scheme would be
AABBB and this would not be a
limerick RHYME SCHEME
2 The sea bass were bewildered
because a whale became a member
of their group and this is not
typical of whale behavior APPLY
3 FOCUS QUESTION The whales in
these poems are similar to the ones
in Adelinarsquos Whales because they
share whale characteristics such as
swimming near boats and in pods
They are different from Adelinarsquos
Whales because they are fictional
Adelinarsquos whales are real READING
WRITING ACROSS TEXTS
Paired Selection Student page 505
Internet Research and Inquiry Activity Students can find more
facts about limericks at wwwmacmillanmhcom
3
HISTORY AND CULTURE OF LIMERICKS
Limericks derive from the Irish town of Limerick and date back to
the 14th century Limericks were originally used in nursery rhymes
for children Later these rhymes were repeated and changed by the
working classes who created choruses based on the refrain ldquoWill
you come to Limerickrdquo
A famous childrenrsquos book of limericks Edward Learrsquos Book of
Nonsense was published in England in 1846 Because limericks are
short and funny they have survived to this day across many cultures
Adelinarsquos Whales 505
Why We Need Whales
by Maggie W
We learned in class today that some kinds
of whales are in danger of becoming extinct
I think we should try to save them We need
whales
Why do we need whales We donrsquot need
them for food They donrsquot do any work for us
But they are fascinating to watch They seem
to play and talk together The world would be
less interesting if there were no whales
I want the world to be an interesting place
so I hope there will
always be whales
making their wonderful
noises
Share YourShare YourPoint of ViewPoint of View Writerrsquos Craft
VoiceWriters want their readers to understand their point of view They use appropriate words to show voice and to share their opinions
I tried to show why I feel that whalesare important
I think whales are great I wrote this to express my point of view about whales
506
Features of a Point-of-View Article
In a point-of-view article the writer gives his or her opinion about
a subject A writer should use good reasons to explain his or her
point of view
It is written using first person
It describes a writerrsquos opinion about a subject
It uses supporting statements in a logical order
WritingVoice
READ THE STUDENT MODEL
Read the bookmark about voice
Explain that a writerrsquos voice shows his
or her personality It helps readers to
hear changes in the writerrsquos feelings
just as they would if the writing were
spoken aloud
Have students turn to page 477
Discuss the writerrsquos voice and its effect
Then have the class read Maggie Wrsquos
article and the callouts Tell students
that they will write an article about the
importance of animals They will also
learn how to create a voice that shows
their feelings
WRITINGbull Explanatory Writing
bull Writerrsquos Craft Voice
WORD STUDYbull Words in Context
bull Dictionary
bull Phonics Words with oi and ou
bull Vocabulary Building
SPELLINGbull Words with oi and ou
GRAMMARbull Possessive Pronouns
SMALL GROUP OPTIONS
bull Differentiated Instruction pp 507Mndash507V
506
Transparency 73
Writing Transparency 73
Explanatory Writing
Writerrsquos Checklist Ideas and Content Did I explain my point of view
clearly
Organization Did I state my opinion first and then
give reasons to explain it Did I save the strongest
reason for last
Voice Is my voice clear as I write about the topic
Word Choice Did I choose words carefully
Sentence Fluency Did I vary the length of
my sentences
Conventions Did I spell possessive pronouns
correctly
Your TurnWrite an article of one or two paragraphs to explain
your point of view about the importance of animals
You may write about animals in general or one kind
of animal in particular State your opinion and
give strong reasons for it Save your strongest
reason for last Back up your reasons with
examples End by restating your opinion
Use the Writerrsquos Checklist to check
your writing
507
PREWRITE
Read and discuss the writing prompt
on page 507 Students can brainstorm a
list of animals they feel it is important
to save Ask them to choose the animal
they care most about saving
Display Transparency 73 and discuss
how Maggie used a point-of-view chart
to plan an article with opinions about
animals including the use of strong
supporting statements Have students
use a point-of-view chart to plan their
own articles
DRAFT
Display Transparency 74 Discuss how
Maggie used her chart to organize and
write a draft of her article Talk about
how she could improve the draft Before
students write present the explicit
lesson on Voice on page 507A and
the Ideas and Content and Purpose
and Audience mini lessons on page
507B Have students use their charts
to write their articles Remind them to
keep their purpose and audience in
mind to express strong opinions and to
emphasize strong supporting statements
REVISE
Display Transparency 75 and discuss
Maggiersquos revisions Point out that she
added sentences to show her feelings
about whales Students can revise their
drafts or keep them to work on later
If students choose to revise have
them work in pairs to use the Writerrsquos
Checklist on page 507 Then ask
students to work with a partner to
proofread their writing For Publishing
Options see 507A For lessons on
Possessive Pronouns and Spelling
see page 507B and 5 Day Spelling and
Grammar on pages 507Gndash507J
Transparency 73 Point-of-View
Chart
Transparency 74 Draft
Transparency 75 Revision
Writing Student pages 506ndash507
Point of View Chart
Opinion
We should save whales
Reason
They are fun to watch
Reason
They play and talk together
Reason
They make the world interesting
Writing Transparency 73
Adelinarsquos Whales 507
SPEAKING STRATEGIES
Use tone of voice to show
exciting parts of the article
Change voices when the
strongest feelings are
mentioned
Look at the audience
to help them see your
interest in the article
LISTENING STRATEGIES
Listen to hear how the
author feels about saving
the animal
Try to imagine the setting
of the article in your mind
VoiceEXPLAINMODEL
Good writers use language that shows their feelings about a topic
These feelings make up the writerrsquos voice Reread the first paragraph
of the model on page 506 Point out that Maggie shows her strong
feelings about saving whales when she says we need them and that
they are fascinating to watch Display Transparency 76
Think Aloud The first example shows me how the writer feels
about her cat He is her best buddy She likes it when the cat
comes to see her in the garden The second example tells me
only the facts without saying how the writer feels about them
I donrsquot learn as much about the writer or the animal from this
example
Writing Transparency 76
Transparency 76
PRACTICEAPPLY
Work with students to read the two choices in each set Invite
volunteers to identify the stronger voice in each set and explain
how it shows the writerrsquos feelings Then have students identify and
discuss voice in another story they have recently read
Tell students that as they draft their article they should think about
ways to create a voice that shows their feelings about the animal or
animals they are describing
Publishing OptionsStudents can read aloud their article to the class See Speaking and Listening tips below They can also use their best cursive to write their article (See Teacherrsquos Resource Book pages 168ndash173 for cursive models and practice) Then invite students to illustrate their articles or act them out with a friend
4- and 6-Point Scoring Rubrics
Use the rubric on pages 539Gndash
539H to score published writing
Writing Process
For a complete lesson see Unit Writing on pages 539Andash539H
Writing
Writerrsquos Craft
Voice
Strong Voice Gumby is my best buddy It feels great when he
appears in the garden and then jumps on my back
to purr and watch me dig
Weak Voice Gumby is my cat He walks through the garden to
watch me dig
1 Wow Seeing Flossie run across the lawn to greet
me is so fantastic She barks loudly as if shersquos as
glad to see me as I am to see her
2 Flossie runs across the lawn to greet me She
barks loudly
3 My parrot Polly talks all the time I like the sound
of her voice She always tells me that Irsquom her friend
4 I love to hear Polly my pet parrot talk all the
time Her voice is music that fills our familyrsquos
kitchen Best of all she always tells me that Irsquom
her friend
(1 strong 2 weak 3 weak 4 strong)
Writing Transp
arency 76
507A
Technology
Writing
Writerrsquos Toolbox
Possessive Pronouns
ExplainModel Possessive pronouns take the
place of nouns that show ownership as in her
Point out the first possessive pronoun her in the
first sentence of Adelinarsquos Whales on page 494 This
pronoun shows that the grandfather is Adelinarsquos
PracticeApply Work with students to find more
possessive pronouns in the story on page 494
Have them identify the ownership each pronoun
suggests For a complete lesson on possessive
pronouns see pages 507Indash507J
Mechanics Do not use apostrophes in possessive
pronouns As students proofread their stories ask
them to check that they have used possessive
pronouns correctly
Writing Trait Ideas and Content
ExplainModel Good writers state their opinions
or point of view at the beginning of their writing
They use appropriate words to show voice and
they use good reasons and examples to support
their opinions and explain their point of view
They end their writing by repeating their opinion
strongly in a closing sentence
PracticeApply Have students reread the student
model on page 506 Discuss the callouts on the
left Can students identify Maggie Wrsquos point of view
in her article Ask students if Maggie W supports
her point of view
Purpose and Audience
ExplainModel Point out that one purpose of
writing an article is to inform and persuade the
audience of your opinion Using examples as
Maggie did helps to do this
PracticeApply As students draft tell them to
consider their audience They should use ideas that
will appeal to the people who will read their article
Spelling Words with oi and ou
Ask students to find the words noise and clouds in
the main selection on page 490 Point out that the
sound oi is spelled oi in noise Explain that the
sound ou is spelled ou in clouds but can also be
spelled ow as in flowers For a complete lesson on
words with oi and ou see pages 507Gndash507H
Remind students to use centering to position their title
correctly and to use formatting to capitalize the first letter
in each important word of the storyrsquos title
Adelinarsquos Whales 507B
Word StudyWord Study
Objectivesbull Apply knowledge of word
meanings and context clues
bull Use a dictionary to look up the
meanings of homographs
Materials
bull Vocabulary Transparencies 37
and 38
bull Leveled Practice Books p 138
Review
VocabularyWords in Context
EXPLAINMODEL
Review the meanings of the vocabulary words Display
Transparency 37 Model how to use word meanings and context
clues to fill in the first missing word with students
Think Aloud In the first sentence I learn that the speaker is going
on a boat to whale watch The speaker makes a note about the
boatrsquos size A boat for whale watching would be large I think that
the missing word is massive When I try massive in the sentence it
makes sense
PRACTICEAPPLY
Help students complete item 2 Then have them use context clues
to write missing words for items 3ndash6 on a separate sheet of paper
Students can exchange papers check their answers and explain the
context clues they used to determine the missing words
Fun with Puns Remind students that the vocabulary word dove
is a homograph Review its pronunciations and definitions Have
students work in small groups to create puns using dove Invite
groups to share their puns with the class
Give Examples For massive
sketch a bus and a whale on
the board Say A bus is big
but a whale is massive Have
students brainstorm other
examples in pairs
tangles (p 488) things
twisted together such as
strands of hair
rumbling (p 490) heavy
deep and rolling
snoring (p 490) making
loud breathing sounds
when sleeping
massive (p 491) big or
heavy
dove (p 494) jumped into
the water head first
unique (p 496) one of a
kind
politicians (p 498) people
who hold a government
officeVocabulary Transparency 37
Transparency 37
dove massive politicians rumbling snoring tangles unique
1 We boarded the massive boat amazed at its size and hoped it would be a good day for whale watching
2 The politicians had done a good job of protecting the whales in this bay so I was hopeful that we would see many whales
3 I stepped over the nets that lay in tangles on the deck
4 I watched as the birds dove into the ocean to catch their dinner
5 When I heard a rumbling sound I looked toward the horizon where I saw a unique sight a whale
6 I shouted for my father but when I heard his snoring I knew that he had missed the fantastic sight
507C
Vocabulary Strategy Transparency 38
Word Study
Homographs are words that have the same spelling but different meanings They may also have different pronunciations
Read the list of homographs and their meanings Then read the sentences and decide the meaning of the underlined homograph Write the letter of the correct meaning in the blank next to the sentence
dove ndash a past tense of dive b a kind of bird
fluke ndash c part of a whalersquos tail d something lucky
1 The whale splashed the surface of the water with its fl uke
2 The eagle dove for its prey
3 It was a fl uke that my mother won the game
4 The bird watchers saw a mourning dove sitting in a tree
Pick another homograph Write one sentence for each meaning of the word
5
6
c
a
d
b
My brother gave his girlfriend an engagement ring
Possible response provided
I didnrsquot hear the phone ring so I missed your call
On Level Practice Book 0 page 138
Approaching Practice Book A page 138
Beyond Practice Book B page 138
Practice Vocabulary
Homographs can be
confusing to students
especially those that are
pronounced differently
Create sentences for pairs
of words and model how
to guess the meaning
through the context
Practice with dove wind
and bow
Transparency 38
Homographs
1 What was the content of Karlarsquos lettera subject or topic nounb satisfied adjective
2 We tried to wind the kite string around a sticka moving air nounb to wrap around verb
3 Casey did not shed a tear as he watched the sad moviea to pull apart or into pieces verbb a drop of fluid that comes from the eye noun
4 Tanya put dates and nuts in her breada specific points in time nounb fruits from palm trees noun
PRACTICEAPPLY
Ask students to look up meanings and write sentences for the
following homographs bow row and present
During Small Group Instruction
If No Approaching Level Vocabulary pp 507Nndash507O
If Yes On Level Options pp 507Qndash507R
Beyond Level Options pp 507Sndash507T
Do students understand word meanings Can students use
context clues and dictionaries to understand homographs
STRATEGYDICTIONARY HOMOGRAPHS
EXPLAINMODEL
Remind students that homographs are words that are spelled alike
but have completely different meanings and may have different
pronunciations Explain how a dictionary and context clues can help
a reader to figure out the correct meaning and pronunciation of
homographs
Read the first sentence and definitions on Transparency 38 Model
how to figure out the meaning of content trying both definitions
and pronunciations Ask student volunteers to read aloud and
choose the correct homograph definitions for numbers 2ndash4
Adelinarsquos Whales 507D
The oi sound can be spelled with oi as in foil or with oy as in boy The ou sound can be spelled with ou as in couch or with ow as in now Keep in mind though that not all words containing oi have the oi sound and not all words spelled with ou and ow have the ou sound
In each row of words below there is one word that does not belong If the word does not have the same sound as the others make an X over it If the word is a homograph sometimes pronounced like the other words and sometimes pronounced differently put an asterisk () next to it Then on the blank line add another word that belongs with the group you made
1 joy foil employ onion
2 bow allowed south outside
3 coil destroy oil going
4 mouth doubt through how
5 broil doing spoil noise
6 sow tower frown sprout
7 couch dough cloud crowd
8 enjoy soil shooing toys
9 now enough crown proud
10 brow cow low down
11 annoy voices boil porpoise
12 thought shower loud trout
oi word
ou word
oi word
ou word
oi word
ou word
ou word
oi word
ou word
ou word
oi word
ou wordporpoiseporpoiseporpoiseporpoisepp
on on onioonioonioonioononoo
ngnggoigoigoigoingngnn
ughughhrohrothrothroughughouou
doing doing doing doing ii
ugh ugh doudoudoudouughughuu
oingoingshooshooshooshoooingoingoo
ughughenoenoenoenoughughouou
wwlowlowowowwwww
ught ught houhouthouthouughtughtuu
On Level Practice Book O page 139
Approaching Practice Book A page 139
Beyond Practice Book B page 139
Word Study
Phonics Decode Words with oi and ou
EXPLAINMODEL
Remind students that the letters oi and oy almost always spell the
sound oi The letters ou often spell ou unless they are followed
by r or gh The letters ow often spell ou but they may also spell
ō Write bow
Think Aloud
This word is a homograph When I say bou I know
the word means ldquoto bend the headrdquo or ldquothe front of a boatrdquo
When I say bō I know the word means ldquoa weaponrdquo or ldquoa knot
with loopsrdquo I need to look at the context to figure out which
word the writer means
PRACTICEAPPLY Write these words on the board joy spoil
mountain blouse coin tower and around Have students underline
the letters that spell ou and oi Then have them read the words
aloud pronouncing each sound with emphasis
Decode Multisyllabic Words Write these words on the board
voyage hardboiled encounter southpaw ownership and nowadays
Model how to decode voyage focusing on the sound oi Then work
with students to decode the other words explaining the spelling
of each sound For more practice use the decodable passages on
Teacherrsquos Resource Book page 23
Fill-in-the-Blanks Have students write out ten Spelling Words or
other words with the ou or oi sound Tell them to leave blanks
for the letters that represent these vowel sounds For example
C L _ _ N Students can trade papers with a partner and fill in the
missing letters
Word Study
Objectivesbull Decode the sounds ou and
oi
bull Identify and write sentences
with homophones
Materials
bull Leveled Practice Books p 139
bull Teacherrsquos Resource Book p 23
Use Context Hearing
and distinguishing vowel
sounds can be challenging
for students As students
read and hear the words
within the context of
shared reading and writing
activities they will connect
the sounds to their spelling
patterns
During Small Group Instruction
If No Approaching Level Phonics p 507M
If Yes On Level Options pp 507Qndash507R
Beyond Level Options pp 507Sndash507T
Can students decode words with oi and ou
507E
Spiral Review
Vocabulary Game Form two teams Divide the
Vocabulary Cards electrical globe decayed
amazement loosened midst mysterious patchwork
responsibility and soared from past weeks between
the teams
A Team 1 player takes a card and reads the word
A Team 2 player tells the wordrsquos meaning and uses
it in a sentence If the definition and sentence are
correct Team 2 gets a point If not the card is
returned to the bottom of the pile Then a Team 2
player takes a card and reads the word
Continue playing until all the words have been
correctly defined and used in sentences The team
with the most points wins
Vocabulary Building
Homophones Write on the board The children
let out (wails)(whales) because they couldnrsquot see
the (wails)(whales) Remind students that a
homophone is pronounced in the same way as
another word but has a different meaning and
spelling Have students write more sentences
containing homophone pairs or triples (there
theyrsquore their) Make sure students know how
homophones differ from homographs
Word Study
Vocabulary PuzzleMaker For additional vocabulary and
spelling games go to
wwwmacmillanmhcom
Vocabulary Building
Adjectives Verbshuge spray
humpback swim
endangered spout
slippery leap
Apply Vocabulary
Write a Personal Narrative Using the vocabulary
words ask students to complete the following
sentence ldquoI had a whale of a good time when rdquo
Tell students to continue writing after completing
this sentence Remind students to use descriptive
language that appeals to the five senses They
should provide a context to allow the reader
to picture the world of the event Post student
writing inside the body of a whale on a display
board
Oral Language
Expand Vocabulary Write the weekly topic
Whales on the board above a two-column chart
Label the columns Adjectives and Verbs Using the
selection print and electronic resources including
interviews and newspapers tell students to
brainstorm adjectives or verbs relating to whales
Adelinarsquos Whales 507F
5 Day Spelling
Words with oi and ouSpelling
Pretest Word Sorts
Spelling Practice Book pages 115ndash116 Spelling Practice Book page 117
Dictation Sentences 1 A daisy is a flower
2 We heard voices outside
3 The princess hid in the tower
4 We dumped a mound of dirt
5 I read a story about a cowboy
6 Her wedding gown was beautiful
7 You frown when you are not happy
8 We drove south to Florida
9 Why are the dogs howling
10 It will annoy Mike if you keep interrupting him
11 The car made noises yesterday
12 My kitten weighs about a pound
13 The hound followed the scent
14 Put your money in the pouch
15 We collected a thousand cans
16 I wound the rope around the tree
17 Irsquom a grouch when Irsquom tired
18 I felt fine but I still had a cough
19 Irsquove grown two inches in a year
20 They took a voyage to China
ReviewChallenge Words 1 I ate a peanut butter cookie
2 Use the zoom on your camera
3 The new mall is huge
4 During a drought we canrsquot water the grass
5 We took the bus downtown
Words in bold are from the main selection
flower south thousand
voices howling wound
tower annoy grouch
mound noises cough
cowboy pound grown
gown hound voyage
frown pouch
Review cookie zoom huge
Challenge drought downtown
ASSESS PRIOR KNOWLEDGE
Using the Dictation Sentences say
the underlined word Read the
sentence and repeat the word
Have students write the words on
Spelling Practice Book page 115
For a modified list use the first 12
Spelling Words and the 3 Review
Words For a more challenging list
use Spelling Words 3ndash20 and the
2 Challenge Words Have students
correct their own tests
Have students cut apart the Spelling
Word Cards BLM on Teacherrsquos
Resource Book page 84 and figure
out a way to sort them Have them
save the cards for use throughout
the week
Use Spelling Practice Book page 116
for more practice with this weekrsquos
Spelling Words
For Leveled Word Lists go to
wwwmacmillanmhcom
TEACHER AND STUDENT SORTS
Review the Spelling Words
pointing out the oi or ou
sound in most words
Use the cards on the Spelling Word
Cards BLM Attach the key words
south flower noises and annoy to a
bulletin board Model how to sort
the words according to their vowel
sounds and spellings Have students
take turns choosing cards sorting
them and explaining how they
sorted them
When students have finished the
sort discuss any oddballs that do
not fit in any category (grown
cough) Point out that wound is a
homograph Then invite students to
do an open sort in which they sort
all the Spelling Words any way they
wish for example by rhyme or by
consonant blends Discuss studentsrsquo
methods of sorting
507G
SYNONYMS
Write the following list of words
on the board Have students copy
the words into their word study
notebooks and write the Spelling
Word that is a synonym for each
1 pile (mound)
2 scowl (frown)
3 trip (voyage)
4 crying (howling)
5 dress (gown)
Challenge students to identify
three Spelling Words that can be
used as both a noun and a verb
Have them write sentences for
both usages
Have partners write a sentence
for each Spelling Word leaving
a blank space where the word
should go They can exchange
papers and fill in the blanks
SPIRAL REVIEW
Review words with ū uuml and u
Write cookie zoom and huge on
the board Have students identify
the spelling of the ū uuml or u
sound in each word
PROOFREAD AND WRITE
Write these sentences on the
board including the misspelled
words Ask students to proofread
circling incorrect spellings and
writing the correct spellings
1 My lizard has grone and she
gained two pownds (grown
pounds)
2 My cogh is starting to annoi
me (cough annoy)
3 The noyses in the hall were
houling dogs (noises howling)
4 A thowsand voyces were
singing (thousand voices)
POSTTEST
Use the Dictation Sentences on
page 507G for the Posttest
If students have difficulty with any
words in the lesson have students
place them in a list entitled
Spelling Words I Want to Remember
in a word study notebook
Challenge students to look for
words that have the same vowel
patterns they studied this week
Spelling
Word Meanings Review and Proofread Assess and Reteach
Spelling Practice Book page 118 Spelling Practice Book page 119 Spelling Practice Book page 120
Adelinarsquos Whales 507H
5 Day Grammar
Possessive Pronouns
INTRODUCE POSSESSIVE
PRONOUNS
Present the following
A possessive pronoun shows
ownership
A possessive pronoun takes
the place of a possessive noun
Possessive pronouns never have
an apostrophe my your his her
its our and their
Possessive pronouns must match
the nouns they replace in both
number and gender Give the
pass to Armita Give the pass to
her This is Dillon and Leighrsquos car
This is their car
REVIEW POSSESSIVE PRONOUNS
Discuss with students how to
recognize possessive pronouns
INTRODUCE STAND-ALONE
POSSESSIVE PRONOUNS
Present the following
A stand-alone possessive
pronoun is not used directly
before a noun
Most stand-alone possessive
pronouns are formed by adding
s to the pronoun that is used
before a noun These pronouns
are yours hers ours theirs and
mine This report is ours That one
is yours
His and its are the same when
used as stand-alones or before
a noun His shirt was brown The
shirt was his
Grammar
Daily Language ActivitiesUse these activities to introduce each dayrsquos lesson Write the dayrsquos activity on the board or use Transparency 19
DAY 1Adelinas favorite time of year was when the whales visited she Her and her grandfather watch for them every day (1 Adelinarsquos 2 her 3 She and)
DAY 2Her grandfather knowed about whales too Him was the one who had the first friendly visit with whales (1 knew 2 He)
DAY 3Every Fisherman takes their rod on the boat They pull in his lines if a whale come close (1 fisherman 2 his rod 3 their lines 4 comes)
DAY 4The camera on Adelinas lap is herrsquos She is taking a voiage to cownt whales (1 Adelinarsquos 2 hers 3 voyage 4 count)
DAY 5Thowsands of people come to see the whales They act as though it is not mine town but theirrsquos (1 Thousands 2 my 3 theirs)
Introduce the Concept Teach the Concept
Possessive Pronouns
Write on the board This
pencil belongs to Sheila
It is pencil Model
how to choose the correct
pronoun in the second
sentence Create more
sentences using other
studentsrsquo names and your
name to practice all the
pronouns
Grammar Practice Book page 115
See Grammar Transparency 91 for modeling and guided practice
Grammar Practice Book page 116
See Grammar Transparency 92 for modeling and guided practice
507I
REVIEW POSSESSIVE PRONOUNS
Review how to identify possessive
pronouns
MECHANICS AND USAGE
POSSESSIVE NOUNS AND
PRONOUNS
Possessive nouns are formed with
apostrophes teachersrsquo books
Most possessive pronouns that
are used before a noun are not
formed with s her book his car
The exception is its
Possessive stand-alone pronouns
are formed without apostrophes
Except for mine the last letter is
always s It is yours
All possessive pronouns should
agree in number and gender
with the nouns they replace
REVIEW TYPES OF POSSESSIVE
PRONOUNS
Ask students to explain the
differences between regular and
stand-alone possessive pronouns
PROOFREAD
Have students correct errors in the
following sentences
1 That whale is Renas favorite
and this one is mine favorite
(Renarsquos my)
2 Each boy should take their seat
while the whales are close (his
seat)
3 This book about whales is my
(mine)
4 Which is the better picture of a
whalemdashMiguels or herrsquos
(Miguelrsquos hers)
ASSESS
Use page 119 of the Grammar
Practice Book for assessment
RETEACH
Have students create sentences
using possessives pronouns
After checking for accuracy have
students write the sentences
again this time leaving a blank
where the pronoun should be
Students should trade papers
with a partner and try to fill in the
blanks They can then check their
own work
Also use page 120 of the Grammar
Practice Book for reteaching
Grammar
Review and Practice Review and Proofread Assess and Reteach
Grammar Practice Book page 117
See Grammar Transparency 93 for modeling and guided practice
Grammar Practice Book page 118
See Grammar Transparency 94 for modeling and guided practice
Circle the letter before the possessive pronoun that correctlycompletes each sentence
1 Adelinarsquos village was small and main street had only a few houses
a his b our c its d their
2 The whales came to Mexico to have young
a their b your c my d her
3 Although fi rst visit to La Laguna was in June this yearIrsquom going in January
a hisrsquos b theirs c my d her
4 Adelina knows the ocean very well because whole family works on the water
a my b their c our d her
5 Pachico made a sign for his business and letters are large and easy to read
a hers b their c its d my
Grammar Practice Book pages 119ndash120
See Grammar Transparency 95 for modeling and guided practice
Adelinarsquos Whales 507J
En
d-o
f-W
ee
k A
sse
ssm
en
t
ELL Practice and
Assessment 122ndash123
Fluency Assessment
Weekly Assessment 237ndash244
Administer the Test Weekly Reading Assessment Passage and questions pages 237ndash244
ASSESSED SKILLS
bull Sequence
bull Vocabulary Words
bull Dictionary Homographs
bull Possessive Pronouns
bull Words with oi and ou
Administer the Weekly Assessment online
or on CD-ROM
FluencyAssess fluency for one group of students per week
Use the Oral Fluency Record Sheet to track the number
of words read correctly Fluency goal for all students
102ndash122 words correct per minute (WCPM)
Approaching Level Weeks 1 3 5
On Level Weeks 2 4
Beyond Level Week 6
Alternative Assessmentbull ELL Assessment pages 122ndash123
Assessment Tool
507K507K
Diagnose Prescribe
En
d-o
f-We
ek
Asse
ssme
nt
VOCABULARY WORDS
VOCABULARY STRATEGY
Dictionary Homographs
Items 1 2 3 4
IF
0ndash2 items correct
THEN
Reteach skills using the Additional
Lessons page T8
Reteach skills Go to
wwwmacmillanmhcom
Vocabulary PuzzleMaker
Evaluate for Intervention
COMPREHENSION
Skill Sequence
Items 5 6 7 8
0ndash2 items correct Reteach skills using the Additional
Lessons page T3
Evaluate for Intervention
GRAMMAR
Possessive Pronouns
Items 9 10 11
0ndash1 items correct Reteach skills Grammar Practice Book
page 120
SPELLING
Words with oi and ou
Items 12 13 14
0ndash1 items correct Reteach skills Go to
wwwmacmillanmhcom
FLUENCY 98ndash101 WCPM
0ndash97 WCPM
Fluency Solutions
Evaluate for Intervention
Diagnose Prescribe
To place students
in the Intervention
Program use
the Diagnostic
Assessment in the
Intervention Teacherrsquos
Edition
TriumphsAN INTERVENTION PROGRAM
R E A D I N G
Adelinarsquos Whales 507L
Phonics
Approaching Level Options
Objective Decode words with oi and ou
Materials bull Student Book Adelinarsquos Whales
WORDS WITH oi AND ou
ExplainModel
Remind students that the letters oi and oy together usually stand for
oi as in coil and joy The letters ou as in house and ow as in cow usually
stand for ou However ow can also stand for o as in snow
Write the letters t o y on the board Say the sounds that the letters
stand for t oi Then blend the sounds toi Say the word with me toy
Repeat this process with oi and boil
Write the letters t o w n on the board Say the sounds that the letters
stand for t ou n Then blend the sounds toun Say the word with
me town Repeat this process with ou and house
Ask students to provide their own examples of words with oi and ou
Listen and provide constructive feedback
MULTISYLLABIC WORDS WITH oi AND ou
Write the word destroy on the board Have students identify the second
syllable as containing oi troy Have students repeat the syllable then
blend and read the whole word several times Repeat this process with
pounding and ou
Have student pairs work together to practice decoding longer words
with oi and ou Write the following words on the board and ask
student pairs to copy them onto index cards or sheets of paper Say
each word Circle the letters that stand for the ou or the oi sound Then
sort the words by spelling pattern
rejoice annoy crouching underground
growling browning moisture employment
Check each pair for their progress and accuracy
WORD HUNT WORDS WITH oi AND ou IN CONTEXT
Review words with oi and ou Have students search pages 488ndash490 of
Adelinarsquos Whales to find words with oi and ou Ask them to write the
words and circle the letters that spell the oi and ou in each word
Check to see if students have found examples such as outside down
south thousand loud noise sound clouds and out
For each skill below
additional lessons are
provided You can use these
lessons on consecutive days
after teaching the lessons
presented within the week
bull Sequence T3
bull Homographs T8
Additional Resources
To help students build speed
and accuracy with reading
multisyllabic words use the
additional decodable text
on page 23 of the Teacherrsquos
Resource Book
Decodable Text
If students have trouble
figuring out how to
pronounce words that
are homographs such as
bow bou and bow bō
have them look at how the
word is used and try out
each pronunciation and
its related definition in the
context of a sentence Write
She had a pink bow in her
hair on the board and say
I can say bou in the
sentence but a pink
ldquobending of the headrdquo
does not make sense
I can say bō in the
sentence A pink ldquoknot
with loopsrdquo does make
sense This word is
pronounced bō
ConstructiveFeedback
507M
Objective Read with increasing prosody and accuracy at a rate of 102ndash112 WCPM
Materials bull Index cards bull Approaching Practice Book A page 136
WORD AUTOMATICITY
Have students make flashcards for the following words with oi and
ou flower south thousand voices howling wound tower annoy grouch
mound noises cough cowboy pound gown hound voyage frown pouch
Display the cards one at a time and have students say each word Repeat
twice more displaying the words more quickly each time
REPEATED READING
Model reading the Fluency passage in Practice Book A page 136 Tell
students to pay close attention and listen to your tempo Then read
sentences in clusters based on tempo and have students read each cluster
back copying your tempo
During independent reading time have students work with a partner
One student reads aloud while the other repeats each sentence Remind
students to use positive and encouraging phrases when giving feedback
to their partners Circulate and provide constructive feedback Circulate
and provide constructive feedback
TIMED READING
At the end of the week have students do a final timed reading of the
passage on Practice Book A page 136 Students should
begin reading the passage aloud when you say ldquoGordquo
stop reading the passage after one minute when you say ldquoStoprdquo
Keep track of miscues Coach students as needed Help students record
and graph the number of words they read correctly
Vocabulary
Objective Apply vocabulary word meanings
Materials bull Vocabulary Cards bull Student Book Adelinarsquos Whales
VOCABULARY WORDS
Display the Vocabulary Cards for this weekrsquos words dove politicians
snoring massive tangles rumbling and unique Help students locate and
read the vocabulary words in Adelinarsquos Whales Review the definitions
of each word in the Glossary of the Student Book and discuss the
meanings Then have students write their own narratives about whales
using all of these vocabulary words
Approaching Practice Book A page 136
If students read too quickly
or too slowly reread
the passage to them at
the correct tempo Then
lead the class in a choral
reading so they can follow
you lead in reading at the
appropriate rate Repeat
the choral reading as
necessary
ConstructiveFeedback
Adelinarsquos Whales 507N
Vocabulary
Approaching Level Options
Review last weekrsquos words
(electrical globe fuels
decayed) and this weekrsquos
words (rumbling snoring
unique dove massive
tangles politicians) Have
students write a synonym for
each word
Objective Use homographs
DICTIONARY HOMOGRAPHS
Have students create simple crossword puzzles using Vocabulary and
Spelling Words Make sure they include at least two homographs (wound
dove) and write the definitions of the homographs as clues They may use
a dictionary to help them if necessary
Comprehension
Objective Identify sequence
Materials bull Student Book ldquoA Whale of a Triprdquo bull Transparencies 19a and 19b
STRATEGYANALYZE TEXT STRUCTURE
Remind students that recognizing how a text is organized can help them
to identify the sequence of story events
SKILLSEQUENCE
ExplainModel
Authors sometimes use signal words such as first next and last to help
readers recognize the sequence of events in a story
Authors of history texts or how-to articles typically use chronological
order to organize their texts
Display Transparencies 19a and 19b Reread the first pages Ask a
volunteer to identify what the narrator saw first and identify the signal
words
Think Aloud As I read I learn that many things are happening It helps to
recognize sequence words to help summarize what is happening in the
story so I can better understand it
PracticeApply
Invite students to retell the story considering the sequence of events Ask
the following questions
Before going on the trip do you think the narrator expected the whale
would be as big as it turned out to be
What was the first thing Matty told people on the whale-watching trip
Why are birds often seen in areas where whales are present
Student Book or Transparencies 19a and 19b
by Kristin Gold
Retelling Have students
retell the sequence of
events in ldquoA Whale of a
Triprdquo by drawing them Ask
students to choose one
event from the book they
would like to retell Have
students draw the scene
and write one sentence
describing it After the
students have finished
hang the drawings on the
board Then as a class put
the pictures in the order
of events that the story
follows
507O
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Saving the Whales
PREVIEW AND PREDICT
Have students read the title look at the images and preview the first
chapter Have students make predictions about what they will read and
set a purpose for reading
VOCABULARY WORDS
Review the vocabulary words as needed As you read together discuss
how context clues can help you figure out word meanings
STRATEGYANALYZE TEXT STRUCTURE
Remind students that recognizing how a text is organized can help
them better understand the textrsquos important ideas and the authorrsquos
purpose
SKILLSEQUENCE
Remind students to pay attention to the way the selection is organized
and the order in which events occur Read Chapter 2 with students
Think Aloud In the first chapter I learn that in the past there were whale
hunters in all parts of the world Now there are laws to protect whales
from hunters but whales are still being killed in other ways I need to
remember this information for my Sequence Chart
READ AND RESPOND
Finish reading Saving the Whales with students Discuss the following
If the plants that the krill eat die and then the krill die ask students
what will happen next in the food chain
Ask them what happened after Keiko the whale was set free
Work with students to review and revise their Sequence Charts Help
students paraphrase the important ideas in each chapter
MAKE CONNECTIONS ACROSS TEXTS
Invite students to compare Adelinarsquos Whales and Saving the Whales
Have students identify which selection is organized into chapters Ask
them why this format is better for this selection
Have students explain how reading Saving the Whales helps them better
understand the information and events in Adelinarsquos Whales
Leveled Reader
Adelinarsquos Whales 507P
Leveled Reader LessonVocabulary
On Level Options
Student Book
Limericks
On Level Practice Book O page 136
As I read I will pay attention to tempo and match the action in the story
Did you know that whales talk to each other Whales
10 make sounds for different reasons Some sounds are used to
20 locate calves Others are used to find mates Whales even use
31 sounds to warn other pod members that a predator is around
42 Toothed whales click and whistle in order to locate food
52 Baleen whales make knocking moaning snoring and
59 rumbling noises Humpback whales sing but not during
67 feeding season They save their tunes for the warmer waters
77 where they spend their breeding season Some scientists
85 believe they are singing love songs Other scientists think
94 they are sending out threats like ldquoGo awayrdquo We may never
105 know exactly why whales sing
110 Some humpback whales swim up to the surface and take
120 a few breaths Then they dive under the water and start to
132 sing They do not move when they sing Their underwater
142 songs can be heard for miles Sometimes they sing for a half
154 hour without stopping 157
Comprehension Check
1 What actions does a humpback whale take when it sings Sequence
2 Why might a whale need to communicate with another whale Draw Conclusions
Words Read ndash Number of Errors = Words
Correct Score
First Read ndash =
Second Read ndash =
A humpback whale swims to the surface and takes a few breaths Then the whale dives under the water to sing The whale does not move when singing
Whales might need to communicate with other whales to warn them about predators to find mates or to locate their calves
Objective Apply vocabulary words and homographs
Materials bull Vocabulary Cards bull Dictionary
VOCABULARY WORDS
Tell students that they will play a word-definition game Display half of
the Vocabulary Cards Have the first team use a dictionary to help create
two different definitions for each displayed word One should be the
correct definition and the other should be incorrect Then have students
write each pair of definitions on the board The second team chooses
the definition they think is correct They get one point for each correct
answer The team with the most points wins
DICTIONARY HOMOGRAPHS
Remind students that homographs are spelled alike but have different
meanings so they have separate dictionary entries Have students use the
adjective fine in a sentence Then challenge them to use the homograph
fine (money paid) in another sentence Repeat with the word content
Literary Elements
Objective Read poems to identify literary elements
Materials bull Poetry books and resources with limericks bull Student Book ldquoLimericksrdquo
METER AND RHYME SCHEME
Discuss the use of meter and rhyme in each limerick on Student Book
pages 504ndash505 Then have students look through poetry books and other
resources to locate limericks Ask students to discuss the meter and rhyme
scheme in the limericks
Objective Read fluently with appropriate prosody at a rate of 102ndash136 WCPM
Materials bull On Level Practice Book O p 136
REPEATED READING
Model reading the passage on page 136 of Practice Book O Remind
students to pay attention to the tempo to see if it matches the action of
the story Then read one sentence at a time having students echo-read
the sentence back imitating your pace Echo-read through the entire
passage again speeding up to reflect each part of the selection During
independent reading time partners take turns reading
Timed Reading Have students read the passage and record their rates
507Q
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Looking at Whales
PREVIEW AND PREDICT
Have students preview Looking at Whales
Ask students to write down any questions they have about the
selection
Ask if they think this book will be the story of one whale or about
many whales
SKILLSEQUENCE
The sequence is the order in which events happen Signal words such
as before after and then often help to indicate the sequence of events
Explain that students will fill in this information in Sequence Charts
READ AND RESPOND
Read Chapter 1 Pause to discuss how the information in the chapter
is presented At the end of Chapter 2 fill in the Sequence Chart Have
students discuss the sequencing of information including how the word
then helped them understand the information about humpback whales
singing
VOCABULARY WORDS
As they read Looking at Whales ask students to point out vocabulary
words as they appear Then have students discuss how each word is used
Ask Are blue whales massive or small
MAKE CONNECTIONS ACROSS TEXTS
Invite students to draw connections between Looking at Whales and
Adelinarsquos Whales
Ask students to use chronological order words to summarize the
information they learned in Looking at Whales
Ask students if they think Adelina would know most of the information
in Looking at Whales
ELLLeveled Reader
Go to pages
507Undash507V
Leveled Reader
Adelinarsquos Whales 507R
Vocabulary
Beyond Practice Book B page 136
Beyond Level Options
Objective Apply vocabulary words in writing
EXTEND VOCABULARY
Ask students to write a nonfiction piece about a whale Have them use
all of the vocabulary words from this weekrsquos selection and as many words
from this unitrsquos previous weeks as possible
Invite them to edit their essays or a partnerrsquos essay Remind them to check
the spelling and usage of each word
Literary Elements
Objective Use meter and rhyme to write a limerick
Materials bull Student Book ldquoLimericksrdquo
bull Poetry books with limericks bull Nonfiction books about whales
METER AND RHYME SCHEME
Use limericks to point out that meter and rhyme scheme can add to a
readerrsquos enjoyment of a poem Ask How does the use of meter and
rhyme scheme make these limericks more fun to read
Have students read limericks and note the use of meter and rhyme
scheme Then have them read information about whales or use what they
have already learned to write their own limerick about whales
Objective Read fluently with appropriate prosody at a rate of 112ndash136 WCPM
Materials bull Beyond Practice Book B p 136
REPEATED READING
Work with students to begin marking up the Fluency passage on page 136
of Practice Book B Remind them to pay attention to the tempo Then
read one sentence at a time having students echo-read the sentence
back imitating your pace Echo-read through the entire passage again
speeding up to reflect each part of the selection
During independent reading time partners can take turns reading the
passage they have practiced reading aloud Remind students to pay
attention to one anotherrsquos tempo and discuss how different actions in the
passage change the tempo or mood
Timed Reading Have students read the passage and record their reading
rate
Student Book
Limericks
Read Aloud Review meter
and rhyme scheme Then
reread a limerick aloud
Say Listen for the meter and
rhyme scheme of the poem
Then tell students you will
read the poem once more
together Let them know
that this time they should
clap along to the rhythm of
the poem Read the poem
chorally and clap out the
rhythm together
507S
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Gray Whales
PREVIEW AND PREDICT
Have students preview Gray Whales predict what it is about and set a
purpose for reading
SKILLSEQUENCE
Ask a volunteer to explain what the terms text structure and sequence
mean Have another volunteer explain why identifying the text structure
or sequence of events is important for understanding a selection
Explain that students will read Looking at Whales together and fill in
information about order in Sequence Charts
READ AND RESPOND
As students read they should identify the order of events in the selection
and fill in their Sequence Charts Discuss with the group how the story
would change if the sequence of events were different
VOCABULARY WORDS
Have students pay attention to vocabulary words as they come up Ask
students to provide definitions as needed Ask What do whales sometimes
get tangled in
Self-Selected Reading
Objective Read independently to identify the sequence of a text
Materials bull Leveled Readers or informational trade books at studentsrsquo reading level
READ TO IDENTIFY SEQUENCE
Invite students to use their personal interests to choose a nonfiction book
for independent reading Have students read their books and take notes
on the selectionrsquos sequence in their response journals
After reading have students compare the order in which the information
was presented in the book they chose to one of the selections they read
during this weekrsquos lessons Ask Which selection presented information in the
more interesting way Which selection taught you the most about the topic
Leveled Reader
Adelinarsquos Whales 507T
Academic Language Used in Whole Group Instruction
ContentTheme Words SkillStrategy Words WritingGrammar Words
ocean (p484)
aquarium (p 484)
whales (p 484)
mammals (p 484)
gills (p 484)
lungs (p 484)
legend (p 485)
pod (p 505)
homograph (p 484)
photo essay (p 486)
analyze text structure (p 485A)
sequence (p 485A)
limerick (p 504)
meter (p 504)
rhyme scheme (p 504)
voice (p 506)
point of view (p 506)
opinion (p 506)
audience (p 507B)
possessive pronouns (p 507I)
ownership (p 507I)
stand-alone possessive pronoun
(p 507I)
Academic LanguageThroughout the week the English language learners will need help in
building their understanding of the academic language used in daily
instruction and assessment instruments The following strategies will help
to increase their language proficiency and comprehension of content and
instructional words
Strategies to Reinforce Academic Language
Use Context Academic Language (see chart below)
should be explained in the context of the task during
Whole Group Use gestures expressions and visuals to
support meaning
Use Visuals Use charts transparencies and graphic
organizers to explain key labels to help students
understand classroom language
Model Demonstrate the task using academic language in
order for students to understand instruction
English Language Learners
Oral Language For
additional language
support and oral vocabulary
development use the lesson
at www macmillanmhcom
507U
ELL Leveled ReaderELL Leveled Reader Lesson Objectivebull To apply vocabulary and
comprehension skills
Materials
bull ELL Leveled Reader
DAY 1 bull Academic Language
bull Oral Language and Vocabulary Review
DAY 2 bull Academic Language
bull ELL Leveled Reader
DAY 3 bull Academic Language
bull ELL Leveled Reader
DAY 4 bull Academic Language
bull ELL Leveled Reader
DAY 5 bull Academic Language
bull ELL Leveled Reader Comprehension Check and Literacy Activities
ELL Teacherrsquos Guide
for students who need
additional instruction
DEVELOP ORAL LANGUAGE
Build Background Write the word whales on
the board and have students share what they
know What do whales look like What do they eat
How do they communicate List key points Then
do a brief picture walk of the book to add on to
the list
Review Vocabulary Write the vocabulary and story support words
and discuss the meanings Use each word in a sentence Clarify the two
meanings of schools and dove Schools of fish are large groups of fish not
where fish go to learn Who can use ldquoschools of fishrdquo in a sentence
PREVIEW AND PREDICT
Point to the cover photograph and read the title aloud What are we going
to read about Have students brainstorm a list of questions about facts
they would like to learn from this book
Set a Purpose for Reading Show the Sequence Chart and remind students
they have used it before Ask them to use a similar chart to identify the
sequence of events as they are presented in the book
Choose from among the differentiated strategies below to support
studentsrsquo reading at all stages of language acquisition
Beginning
Shared Reading As you
read model analyzing text
structure by identifying key
information about whales
Number the facts to explain
sequence Model filling in
the chart
Intermediate
Read Together Read the
first chapter Help students
analyze text structure by
numbering and recording
key information Take turns
reading with students Ask
them to identify events in
sequence as they read
Advanced
Independent Reading
Have students read the story
After reading each day ask
them to work with a partner
to analyze text structure and
identify events in sequence
Encourage them to use the
new vocabulary
Remind students to use the vocabulary and story words in their whole
group activities
The WorldThe Worldofof
WhalesWhalesby Dina Anastasio
Informational Nonfiction
Adelinarsquos Whales 507V
- Grade 4
-
- Unit 1
- Unit 2
- Unit 3
- Unit 4
-
- Planning the Unit
- Using the Student Book
-
- Dear Mrs LaRue
-
- Puppy Trouble
- Dear Mrs LaRue
- Dog Amazes Scientists
- Writerrsquos Craft Write About Solving a Problem
- Small Group Pages
-
- The Blind Hunter
-
- Through Elizabethrsquos Eyes
- The Blind Hunter
- Make Life Easier For Everybody
- Writerrsquos Craft Write Directions
- Small Group Pages
-
- The Power of Oil
-
- Clean as a Breeze
- The Power of Oil
- Windmills on the Prairies
- Writing Frictional Narrative Write to a Prompt
- Small Group Pages
-
- Adelinarsquos Whales
-
- A Whale of a Trip
- Adelinarsquos Whales
- Limericks
- Writerrsquos Craft Share Your Point of View
- Small Group Pages
-
- At Home in the Coral Reef
-
- Coral Reefs
- At Home in the Coral Reef
- Poseidon and the Kingdom of Atlantis
- Writerrsquos Craft Write about a Community Project
- Small Group Pages
-
- Test Strategy Author and Me
-
- Wrapping Up the Unit
- Additional Lessons and Resources
-
- Unit 5
- Unit 6
-
The waters of the protected lagoon are warm and shallow The scientists who have come to visit and study the whales have explained that Laguna San Ignacio is the perfect place for the mother whales to have their babies and then teach them how to swim But Adelina knows why they really comemdashto visit her
Adelinarsquos family lives far away from big cities with highways and shopping malls Her little village does not have any movie theaters or traffi c lights but she knows that her hometown is a special place This is the only place on earth where these giant gray whalesmdashtotally wild animalsmdashchoose to seek out the touch of a human hand Only here in Laguna San Ignacio do whales ever stop swimming and say hello to their human neighbors Raising their massive heads up out of the water they come face-to-face with people Some mother whales even lift their newborns up on their backs to help them get a better view of those who have come to see them Or maybe they are just showing off sharing their new baby the way any proud parent would
491
Develop Comprehension
6 WRITERrsquoS CRAFT VOICE
The author writes about whales from
the point of view and in the voice
of Adelina who lives in the small
village in Mexico where the whales
visit every year Using this voice the
author involves the reader in the lives
of the villagers and the visits of the
whales Explain how the author gets
the reader more involved by offering
some examples of his voice (The
author says that Adelina feels especially
connected to the whales He does this
by highlighting her excitement and
interest in the whales and he draws
the reader into the special nature of
the whalesrsquo yearly visit to the small
village The author uses the stories her
grandfather tells about his first visit
with the whales and we get a sense
of the ongoing connection Adelinarsquos
family has to the whales)
Main Selection Student page 491
Find the sentence that contains the
word massive What other words could
you use in the sentence that mean
the same thing as massive (Possible
answers enormous huge gigantic)
6
Figurative Language Personification
Explain The literary device of personification is a kind of figurative
language that authors use to give human qualities or characteristics to
an animal object or idea
Discuss Have students reread the last three sentences on page 491
Ask them to identify the whalesrsquo actual behavior (The whales raise
their heads out of the water Mother whales lift their newborns onto
their backs) Then ask them what human characteristics or feelings
the author says the whales may have (They come ldquoface-to-facerdquo
with people and want their babies to have a better view They are
proud parents showing off their babies)
Apply Encourage students to consider why the author chose to
personify the whalesrsquo behavior Ask them to explain how this literary
device affects the way they think about the whales
Adelinarsquos Whales 491
492
Main Selection Student page 492
Develop Comprehension
7 GENRE PHOTO ESSAY
What statements in the text are
supported by the photograph on page
492 (The author says the whales come
to La Laguna to seek the touch of a
human hand The photograph shows
a whale coming close to the boat and
the manrsquos outstretched hands It also
shows that the whales make friendly
visits)7
Documentary Films
Explain A photo essay uses still photos while a documentary film
combines live action images and informational commentary
Discuss Have students respond to the photographs in the
selection Ask How do they add to our understanding of the people
and the whales How do they influence our opinions How do they
enhance communication Ask students how a documentary film
about the whales might be similar or different Remind them to use
Discussion and Conversation Guidelines on page 410I
Apply Have partners write proposals that explain how they would
make a documentary film about a wild creature Have them identify
a subject a location the target audience and the purpose or
message of the film What special equipment might they need
Then have students respond to each otherrsquos proposals
492
The whales have been coming to this lagoon for hundreds of years and Adelina is proud that her grandfather Pachico was the fi rst person to tell of a ldquofriendlyrdquo visit with one She loves to hear him tell the story of that whale and that day She listens closely as he talks about being frightened since he didnrsquot know then that the whale was only being friendly He thought he was in big trouble
Adelina looks fi rst at the tight leathery skin of her grandfather browned from his many years of fi shing in the bright tropical sun From his face she glances down to the small plastic model of a gray whale that he keeps close by As he begins to tell the story of his fi rst friendly whale encounter there is a twinkle in his eye and a large smile on his face Adelina and her father Runolfo smile too listening again to the story that they have heard so many times before
493
Develop Comprehension
8 MONITOR AND CLARIFY
The author says that Adelinarsquos
grandfather is the first person to
tell of a ldquofriendlyrdquo visit with a whale
Do you think he is the first person
ever to experience such a visit What
strategies can you use to help you
find an answer (Answers may vary
possible answer I can reread and
generate questions The author also
says that whales have been coming
to La Laguna for hundreds of years
Is it possible that other people have
had friendly encounters with them
The village is very small and poor so
it may not have been there as long as
the whales have returned to this spot
Perhaps at some other time in history
long before anyone who is alive
today can remember people also had
friendly visits with the whales)
Main Selection Student page 4938
SemanticMeaning Cues
Explain Tell students that good readers use their background
knowledge and context clues to help them understand what they
read
Model Discuss the word encounter on page 493
Irsquom not familiar with the word encounter but I know
it has to do with the grandfather and the whale I see the word
friendly used in the previous paragraph to describe the whalersquos
visit So encounter must mean ldquomeetingrdquo or ldquoa coming togetherrdquo
Apply Encourage students to use context clues and their
background knowledge to help them with other difficult words or
phrases such as the word biologist on page 498
Ways to Confirm Meaning
Think Aloud
Comprehension Research shows
that teaching word meanings to
older students significantly improved
vocabulary knowledge as well as
improving the comprehension of texts
containing the taught words
Steven A Stahl
Go to www macmillanmhcom
Adelinarsquos Whales 493
In a whisper her grandfather begins to draw them in Adelina closes her eyes to imagine the calm and quiet on that fi rst afternoon when his small boat was gently nudged by a huge gray whale As the boat rocked her grandfather and his fi shing partnerrsquos hearts pounded They held tight and waited preparing themselves to be thrown into the water by the giant animal The whale dove below them and surfaced again on the opposite side of their boat scraping her head along the smooth sides Instead of being tossed from the boat they were surprised to fi nd themselves still upright and fl oating
For the next hour the whale glided alongside them bumping and bobbing gentlymdashas gently as possible for an animal that is as long as a school bus and as wide as a soccer goal As the sun started to set behind them the whale gave out a great blast of wet snotty saltwater that soaked their clothes and stuck to their skin The whale then rose up inches away from their boat and dove into the sea Her fi rst visit was over
494
Main Selection Student page 494
Develop Comprehension
9 AUTHORrsquoS PURPOSE
How does the author show that the
grandfatherrsquos story is both vivid and
entertaining Use examples from the
essay to support your answer (The
author tells us how the grandfather
makes the story suspenseful by
beginning in a whisper We hear how
the menrsquos hearts were pounding when
the whale rocked their boat The
author also uses familiar things like
a school bus to let the reader know
how large the whales are Even though
the description of how the whale
soaked the men is a little disgusting it
definitely creates a strong image in the
readerrsquos mind)
Repeated Reading
Explain Tell students they will be echo-reading with an emphasis
on punctuation
Model Read the paragraph on Student Book page 494 starting
with the words ldquoIn a whisperrdquo and ending with ldquoupright and
floatingrdquo Emphasize pausing at commas and coming to a stop
at periods Repeat the paragraph one sentence at a time with
students echo-reading
Practice Divide the class into two groups The first group reads the
paragraph one sentence at a time The second group echo-reads
Then groups switch roles Listen for accuracy in studentsrsquo reading
for punctuation
9
494
As her grandfather fi nishes the story he looks to Adelina who joins him in speaking the last line of the story ldquoWell my friend no fi sh todayrdquo they say before breaking into laughter
SequenceRetell the grandfatherrsquos story
using sequence words
495
Develop Comprehension
10 SEQUENCE
Retell the grandfatherrsquos story using
sequence words (At first the two
men were quietly fishing on a calm
sea Then they felt the boat begin
to rock When they realized a whale
had bumped the boat they held on
waiting to be thrown into the water
Next the whale simply dove beneath
the boat and scraped her head along
its sides After that the whale spent
the next hour swimming alongside the
boat and gently bumping it As the
sun went down the whale sprayed the
men and swam away)
Ask students to respond to the
selection by confirming or revising
their predictions and purposes
Encourage them to write additional
questions they may have about the
selection
Main Selection Student page 495
Stop here if you wish to read
this selection over two daysSTOP
Can students use signal words
to tell the sequence of events If
not see the Extra Support on
this page
10
Sequence
If students are having difficulty reiterating the sequence of events
help them identify signal words in each of the sentences on page
494 Ask them to find the words that tell when or what time
something happened For example in the first sentence point out
the word begins and in the second sentence point out the phrase on
that first afternoon Ask how each of these lets the reader know when
an event happened If a sentence does not have a signal word or
phrase model adding one that makes sense in context For example
add While this was happening to the beginning of the fourth sentence
and Then to the beginning of the fifth sentence Have students retell
the episode briefly using similar signal words and phrases
Adelinarsquos Whales 495
After this fi rst friendly visit with the whales word quickly spread of the unique encounter between a wild fi fty-foot whale and a tiny fi shing boat Scientists and whale watchers started to come to Laguna San Ignacio to see the whales themselves Perhaps word spread among the whales too because now dozens of whales began to approach the small boats With brains as large as a carrsquos engine gray whales might even have their own language They ldquotalkrdquo in low rumbles and loud clicks making noises that sound like the tappings of a steel drum or the ticking that a playing card makes as it slaps against the spokes of a turning bicycle wheel Maybe they told each other that it was safe to visit here
496
Main Selection Student page 496
Develop Comprehension
11 STRATEGYANALYZE TEXT STRUCTURE
Teacher Think Aloud In this part of
the essay the author tells the story of
Adelinarsquos grandfatherrsquos first encounter
with a whale We learn that word of
this encounter spread and caused
several things to happen How
do these events fit into the larger
sequence of the essay
(Encourage students to apply the strategy
in a Think Aloud)
Student Think Aloud I learn that
more whales came to the lagoon
and that more scientists and whale
watchers started coming as a result
This section of the essay shows how
the whalesrsquo annual trip became an
important event for Adelinarsquos village
12 PERSONIFICATION
Explain ways in which the author gives
the whales human qualities on page
496 (He says that ldquoperhaps word spread
among the whalesrdquo but whales donrsquot
use words the way people do Then
he explains something about the ways
scientists think whales ldquotalkrdquo with each
other and says they may have ldquotoldrdquo
each other that it is safe to visit the
lagoon)
Find the sentence that contains the
word unique What are some words or
phrases that mean the opposite of unique
(Possible answers common ordinary
nothing special)
11
12
496
Adelinarsquos favorite time of the day is the late afternoon when her father and grandfather return from their trips on the water guiding visitors to see the whales They sit together as the sun goes down behind them and she listens to stories of the whales She asks them lots and lots of questions
Adelina has learned a lot about the gray whales She knows that when a whale leaps out of the water and makes a giant splash falling back in itrsquos called breaching When a whale pops its head straight up out of the water as if it is looking around to see what is going on it is called spyhopping Adelina also learned how the whalersquos wide fl at tail is called a fl uke and when it raises its tail up in the air as it goes into a deep dive that is called fl uking
497
Develop Comprehension
13 MAINTAINDRAW CONCLUSIONS
Why do you think Adelina does not go
out in the boats too (She may be in
school at the times they go out but
she is also probably too young to go
The whales are friendly but they are
still wild animals There is a risk that an
accident could happen)
14 SUMMARIZE
How would you summarize the
information about whales in the
second paragraph of page 497
(Suggested answer Whales show
a number of particular behaviors
Breaching is when a whale jumps out
of the water and splashes back in
Spyhopping is when a whale pokes
its head out of the water The wide
flat tail of a whale is called its fluke
Fluking is when the whale dives with
its tail up in the air)
Main Selection Student page 497
STRATEGIES FOR EXTRA SUPPORT
Question 14 SUMMARIZECross-Check Meaning Using Visuals Write the word breaching on the
board Tell students to find the word reread the sentence containing the
word and tell you the meaning of the word Provide help as needed
Then have students look through the photos in the selection to find one
that appears to illustrate breaching (pages 496 and 497) Allow students
to work with a partner Discuss the reasons why a photo could or could
not be an example of breaching Use gestures and drawings to help
students understand the actions involved in breaching when necessary
Repeat the activity with the words spyhopping (pages 490 and 494) and
fluking (page 487) Photos that seem to clearly demonstrate each word
are in parentheses
13
14
Adelinarsquos Whales 497
Although her home is a simple one on a sandy bluff hugging the edge of the Pacifi c Ocean Adelina has many new friends who come to share her world She has met people who come from beyond the end of the winding bumpy road that rings the lagoon Some are famous actors Some are politicians Some speak Spanish Some speak English Those that weigh forty tons speak to her in their own magical style The whales have taught her that the world is a big place
Adelina knows that she has many choices in her future Sometimes she giggles with delight at the idea of being the fi rst girl to captain a panga (a small open fi shing boat) and teach people about the whales in the lagoon Or sometimes she thinks she may become a biologist who studies the ocean and can one day help to unlock some of the mysteries of the whales in her own backyard Or maybe she will take pictures like the photographer whom she watches juggling his three cameras as he stumbles aboard the whale-watching boat But no matter what she chooses the whales will always be a part of her life
498
Main Selection Student page 498
Develop Comprehension
15 STRATEGYDICTIONARY
Read the sentence that contains the
word bluff Use a dictionary to find a
homograph for bluff Use each word
in a sentence that shows its meaning
Students should use context to
accurately read words with more than
one pronunciation (Sample answers
She stood on the bluff to see the valley
below Saying he would run away was
only a bluff)
16 MAIN IDEA AND DETAILS
What is the main idea of the second
paragraph on page 498 What details
support that idea (Main idea No
matter what Adelina decides to do in
the future it will have something to
do with the gray whales Supporting
details She may captain a fishing boat
and tell people about the whales
She may become a biologist and
study the whales She may become a
photographer who photographs the
whales)
16
15
498
For these three months Adelina knows how lucky she is to live in Laguna San Ignacio the little corner of Mexico that the gray whales choose for their winter home This is the place where two worlds join together She wouldnrsquot trade it for anything
SequenceWhat events drew whale watchers
to Laguna San Ignacio Be sure
to name the events in the order in
which they occurred
499
Develop Comprehension
17 SEQUENCE
What events drew whale watchers to
Laguna San Ignacio Be sure to name
the events in the order in which they
occurred (Gray whales have come to
the warm waters in the lagoon each
winter for hundreds of years Adelinarsquos
grandfather had the first ldquofriendlyrdquo
encounter with a whale Once the
whales and people began to ldquovisitrdquo
with each other more whales began
coming to the lagoon All sorts of
people from all over the world heard
about the whales and come to see
them in the lagoon)
Main Selection Student page 499
17
Cross-Curricular ConnectionCONSERVING SEA LIFE
For centuries the island nation of Japan has depended on
plants and animals from the ocean for food However the
Japanese have not been eager to pass laws to protect ocean
life and prevent pollution Recently though some Japanese
conservationists formed a group called the Human-Animal
Bond for the 21st Century One of the grouprsquos members Keiichi
Iwashige built a conservation center for dolphins in Cambodia
This center will work to prevent dolphins from drowning in
fishing nets The group also wants to raise awareness about
dolphins
Have students draw posters or write the text for a Web site
asking people to help protect the dolphins In this way they
can understand a task through group cooperation
Adelinarsquos Whales 499
In the early spring the lagoon grows quiet One by one the whales swim off heading north for a summer of feeding On their heads and backs they carry the fi ngerprints of those they met the memories of their encounters in Mexico Maybe as the whales sleep they dream of the colorful sunsets of Laguna San Ignacio
Every afternoon Adelina continues to gaze across the water Sometimes now when she closes her eyes she can still see the whales swimming by And if she listens really closely she can even hear their breathing
500
Main Selection Student page 500
Develop Comprehension
18 STRATEGYANALYZE TEXT STRUCTURE
How does the information that
the author includes in the last two
paragraphs help to bring the sequence
of events in the photo essay to a close
Student Think Aloud I know that
the lagoon is the whalesrsquo home only
in the winter They have to leave
and head north every spring to
search for food The author makes
it seem as if both the whales and
the people are saying good-bye
He talks about the whales having
memories of the people they met
and dreams about the sunsets
at the lagoon Those sound like
reactions that people would have
He also describes how Adelina still
sees and hears the whales after they
are gone I can use this information
to complete my Sequence Chart
FIGURATIVE LANGUAGE
Explain that the whales do not actually ldquocarry the fingerprintsrdquo of the
people The author does not mean that the whales have fingerprints
on them He chose to express the connection between the whales
and the people in this poetic way
18
Every winter the whales swim south along the Pacific Coast from Alaska and Russia
The first whales arrive in the lagoon
In the spring the whales leave the lagoon to feed up north
500
501
Develop ComprehensionRETURN TO PREDICTIONS
AND PURPOSES
Review studentsrsquo predictions and
purposes Were they correct Did
students find out how the whalesrsquo
yearly visits affected Adelinarsquos life (She
has learned much about gray whales
has made new friends and wants to
do work involving the whales)
REVIEW READING STRATEGIES
What questions do you have about
the selection What strategies can
you use to answer them
In what ways did identifying the
sequence of events help you to
understand the selection
What strategies did you use when
you came to difficult words
PERSONAL RESPONSE
Ask students to discuss and write
about an experience that helped them
think about what they would like to do
when they grow up
Main Selection Student page 501
During Small Group Instruction
If No Approaching Level Leveled
Reader Lesson p 507P
If Yes On Level Options
pp 507Qndash507R
Beyond Level Options
pp 507Sndash507T
Can students analyze
the structure of a text that
presents factual information
in sequential order
Adelinarsquos Whales 501
A Snapshot ofRichard Sobol
Richard Sobol is a photographer who has snapped many different subjects in his long career For the past few years Richard has spent a lot of time photographing wildlife including the whales He is especially interested in capturing images of endangered species
Other books by Richard Sobol
Authorrsquos PurposeNonfiction texts are often written to inform the reader or to explain something Why did Richard Sobol write Adelinarsquos Whales What clues help you figure out his purpose in creating this photo essay
Find out more about Richard
Sobol at wwwmacmillanmhcom
502
Respond Student page 502
Author and Illustrator
A SNAPSHOT OF RICHARD SOBOL
Have students read the biography of
the author and photographer
DISCUSS
How might Richard Sobolrsquos work in
photography have helped prepare
him to write this book
How might photographs such as
the ones Sobol took help save
endangered species
What do you think Sobolrsquos position
is on the subject of endangered
species Explain
What are his views on gender Do
you think Sobol believes Adelina
might grow up to be a whale
specialist
WRITE ABOUT IT
Ask students to think of an animal they
would like to know more about Have
them write a paragraph explaining
what they would want to learn and
observe if given the chance to live
among those animals
Students can find more information about Richard Sobol at wwwmacmillanmhcom
Authorrsquos CraftTheme
The theme of any piece of writing is the main idea or message
which tells the reader what the article or story is about
Whales are beautiful and worth saving This is one way to state
the theme of Adelinarsquos Whales
Ask students for other ways to state the theme of the photo
essay such as Living in tune with nature has many rewards
Then ask students to look again at the photographs and find the
ones they think relate most closely to the theme
Authorrsquos PurposeTell students that authors who write to
inform often provide examples in the
form of text features like photographs
Have students look in the story for
clues that will help them determine
Richard Sobolrsquos intentions
502
Comprehension Check
Summarize
Summarize the relationship between
humans and gray whales in Laguna San
Ignacio Use your Sequence Chart to
organize events in the correct order
Think and Compare
1 When did scientists and whale watchers start going to Laguna
San Ignacio Use text details to support your answer Analyze
Text Structure Sequence
2 Reread page 494 of Adelinarsquos Whales Why do you think the
massive whale did not overturn the small boat Use details
from the text to support your answer Analyze
3 How would you organize a club to study whales and visit
Laguna San Ignacio Develop a plan to show the steps you
would take Apply
4 Can you predict what will happen to the whales and Adelinarsquos
community if the lagoon becomes polluted Synthesize
5 Read ldquoA Whale of a Triprdquo on pages 484ndash485 What did you
learn about whales in this article that was not in Adelinarsquos
Whales ReadingWriting Across Texts
503
Comprehension Check
SUMMARIZE
Have partners summarize Adelinarsquos
Whales by paraphrasing Remind
students to use their Sequence Chart
to help them organize their summaries
THINK AND COMPARE
Sample answers are given
1 Sequence Scientists and whale
watchers started going to Laguna
San Ignacio after Adelinarsquos
grandfather began to tell about his
first friendly visit with the whales
2 Analyze Students should suggest
that the whale was curious about
the boat and the people in it She
did not mean to harm them and
was careful not to turn the boat
over
3 Text to Self Answers may vary
Students might say they would
get permission from their school
to start a club They might put
up posters to try to persuade
other students to join and then
do research to learn more about
whales USE ON MY OWN
4 Text to World If the lagoon
becomes polluted the whales could
get sick or even die If that happens
tourists and scientists may stop
coming to Laguna San Ignacio
FOCUS QUESTION
5 Text to Text In ldquoA Whale of a Triprdquo
we learn about baleen whales how
they eat and how they need to be
protected from tuna fishing nets
The story of Adelinarsquos Whales not
only talks about whales but it also
tells us about Adelinarsquos community
Respond Student page 503
On My Own
Model the On My Own strategy with question 3
The answer is not in the selection You have to use what you already
know to answer the question
Question 3 Think Aloud
I know that there are many ways to
get classmates together for a good cause or a fun event Many
people think whales are fascinating creatures Doing research
about marine life looking into related groups using the Internet
and writing to marine biologists might be a fun and interesting
way to start a club dedicated to the study of whales
Adelinarsquos Whales 503
FluencyComprehension
As I read I will pay attention to tempo and match the action in the story
Did you know that whales talk to each other Whales
10 make sounds for different reasons Some sounds are used to
20 locate calves Others are used to find mates Whales even use
31 sounds to warn other pod members that a predator is around
42 Toothed whales click and whistle in order to locate food
52 Baleen whales make knocking moaning snoring and
59 rumbling noises Humpback whales sing but not during
67 feeding season They save their tunes for the warmer waters
77 where they spend their breeding season Some scientists
85 believe they are singing love songs Other scientists think
94 they are sending out threats like ldquoGo awayrdquo We may never
105 know exactly why whales sing
110 Some humpback whales swim up to the surface and take
120 a few breaths Then they dive under the water and start to
132 sing They do not move when they sing Their underwater
142 songs can be heard for miles Sometimes they sing for a half
154 hour without stopping 157
Comprehension Check
1 What actions does a humpback whale take when it sings Sequence
2 Why might a whale need to communicate with another whale Draw Conclusions
Words Read ndash Number of Errors = Words
Correct Score
First Read ndash =
Second Read ndash =
A humpback whale swims to the surface and takes a few breaths Then the whale dives under the water to sing The whale does not move when singing
Whales might need to communicate with other whales to warn them about predators to find mates or to locate their calves
On Level Practice Book O page 136
Approaching Practice Book A page 136
Beyond Practice Book B page 136
Transparency 19
FluencyRepeated Reading Tempo
EXPLAINMODEL Tell students they will be doing a choral reading
or reading out loud together Point out that the passage on
Transparency 19 begins with slow action and a slow mood After
the whale nudges the boat the fishers become frightened and the
action picks up As you model reading the passage increase the
speed the second and third times you read through the last four
sentences Have students pay attention to the tempo
PRACTICEAPPLY Reread the first two sentences of the passage
with students Then divide them into two groups Have groups
alternate reading sentences Remind students to pay attention to
the tempo changes they should make Students will practice fluency
using Practice Book page 136 or the Fluency Solutions Audio CD
Objectivesbull Read accurately with good
tempo
bull Rate 102ndash122 WCPM
Materials
bull Fluency Transparency 19
bull Fluency Solutions
bull Leveled Practice Books p 136
Vary Reading Pace Act
out the actions as you
explain the sequence of
events in the passage
Next read it aloud using
lots of expression and
gestures to help with
meaning Then echo-read
the passage with students
Ask students to imitate
your tempo and voice
During Small Group Instruction
If No Approaching Level Fluency p 507N
If Yes On Level Options pp 507Qndash507R
Beyond Level Options pp 507Sndash507T
Can students read accurately with good tempo
In a whisper her grandfather begins to draw them in Adelina closes her eyes to imagine the calm and quiet on that first afternoon when his small boat was gently nudged by a huge gray whale As the boat rocked her grandfather and his fishing partnerrsquos hearts pounded They held tight and waited preparing themselves to be thrown into the water by the giant animal The whale dove below them and surfaced again on the opposite side of their boat scraping her head along the smooth sides Instead of being tossed from the boat they were surprised to find themselves still upright and floating
Fluency Transparency 19
from Adelinarsquos Whales page 494
503A
Draw Conclusions
Introduce 413A-B
Practice Apply
414ndash437 LeveledPractice 113ndash114
Reteach Review
443MndashT 447AndashB 448ndash463 469MndashT Leveled Practice120ndash121
Assess Weekly Tests Unit 4 Test Benchmark Tests A B
Maintain 503B 529B 557B
FluencyComprehension
ComprehensionMAINTAIN SKILLDRAW CONCLUSIONS
EXPLAINMODEL
You can use information from a selection as well as personal
experience to draw conclusions
A reader can draw conclusions about a personrsquos character and
about events by looking for clues in the selection
Lead a class discussion about drawing conclusions in ldquoA Whale of a Triprdquo
PRACTICEAPPLY Discuss the photo essay Adelinarsquos Whales and
what details can help readers to draw conclusions Then ask student
partners to discuss the following questions Encourage them to take
notes so that they may share answers with their peers afterward
What tells you that Adelina enjoys living by the ocean
How do you know that Adelina wants to work with whales in the
future What do you think her grandfatherrsquos reaction will be
What can you conclude about the future of Laguna San Ignacio
(Students should be able to identify a conclusion that summarizes
the main idea)
Using conclusions and parts of their discussion have each student
write a paragraph that continues the story For comprehension
practice use the Graphic Organizers on pages 40ndash64 in the
Teacherrsquos Resource Book
Objectivebull Draw conclusions from
details in a story
Adelinarsquos Whales 503B
LOZ_Subhd_LFT LOZ_StudentPgs
PoetryA Limerick is a funny poem
with a specific pattern
of rhyme and meter All
limericks have five lines
Literary ElementsMeter is the rhythm of the
syllables in a line of poetry
Rhyme Scheme is the
pattern of rhymes within
a poem
There once was a whale named Alene
Who strained all her meals through baleen
But she dreamed of a lunch
With a food that goes ldquocrunchrdquo
Like a truckload of just-picked string beans
mdashDoreen Beauregard
Near our boat is a mammal named Luke
Whorsquos exceedingly proud of his fl uke
Just donrsquot call it a tail
Or this dignifi ed whale
Will respond with a splashy rebuke
mdashDoreen Beauregard
WWhale hale WWatchatch
The meter in these three lines is created by emphasizing the third sixth and ninth syllables
LLimericksimericks
aa MMealealAA WWhalehale ofof
504
Paired Selection Student page 504
PoetryGENRE LIMERICK
Have students read the bookmark on
Student Book page 504 Explain that a
limerick
is meant to be funny
sometimes contains idioms puns or
other kinds of figurative language
Literary Elements Meter and Rhyme Scheme
EXPLAINMODEL
Tell students that literary elements
such as meter and rhyme scheme help
give poetry its rhythm
Meter is the rhythm or beat
of a poem It is created by the
arrangement of accented and
unaccented syllables in a line
Rhyme scheme is the pattern of
rhymes in a poem Capital letters are
used to represent each individual
rhyme
Discuss how ldquoWhale Watchrdquo contains
three accented syllables in lines 1 2
and 5
PRACTICEAPPLY
Have students point out the rhyme
scheme of the limerick on page
505 Where does the rhyme scheme
change (the second and third lines)
Read ldquoA Whale of a Mealrdquo ldquoWhale Watchrdquo and
ldquoThe Podless Whalerdquo
As you read remind students to apply what they have learned
about limericks
1
2
504504
Poetry
Connect and Compare1 What is the rhyme scheme of ldquoWhale Watchrdquo What if the last
line rhymed with the third and fourth lines Rhyme Scheme
2 Why were the sea bass in ldquoThe Podless Whalerdquo bewildered
Apply
3 How are the whales in these poems similar to the ones in
Adelinarsquos Whales How are they different
ReadingWriting Across Texts
There once was a whale near Cape Cod
Who just could not locate his pod
So he joined with a mass
Of bewildered sea bass
Who found this behavior quite odd
mdashDoreen Beauregard
P Podless odless WWhalehaleTheThe
The last line of a limerick always rhymes with the first two lines The second and third lines have a different rhyme
Find out more about limericks at wwwmacmillanmhcom
505
1 LITERARY ELEMENTS RHYME
SCHEME
If the name of the whale in ldquoA Whale
of a Mealrdquo were changed to Rose what
other words would have to change in
the poem (baleen string beans) Why
(This poem is a limerick so its rhyme
scheme must be AABBA)
2 LITERARY ELEMENTS METER
What is the meter used in the limerick
ldquoWhale Watchrdquo (Lines 1 2 and 5 have
three beats Lines 3 and 4 have two
beats)
3 MAKE INFERENCES
What is a group of whales called What
poem helped you figure this out (A
group of whales is called a pod This
can be figured out from ldquoThe Podless
Whalerdquo)
Connect and Compare
SUGGESTED ANSWERS
1 The rhyme scheme of ldquoWhale
Watchrdquo is AABBA If the last line
rhymed with the third and fourth
lines the rhyme scheme would be
AABBB and this would not be a
limerick RHYME SCHEME
2 The sea bass were bewildered
because a whale became a member
of their group and this is not
typical of whale behavior APPLY
3 FOCUS QUESTION The whales in
these poems are similar to the ones
in Adelinarsquos Whales because they
share whale characteristics such as
swimming near boats and in pods
They are different from Adelinarsquos
Whales because they are fictional
Adelinarsquos whales are real READING
WRITING ACROSS TEXTS
Paired Selection Student page 505
Internet Research and Inquiry Activity Students can find more
facts about limericks at wwwmacmillanmhcom
3
HISTORY AND CULTURE OF LIMERICKS
Limericks derive from the Irish town of Limerick and date back to
the 14th century Limericks were originally used in nursery rhymes
for children Later these rhymes were repeated and changed by the
working classes who created choruses based on the refrain ldquoWill
you come to Limerickrdquo
A famous childrenrsquos book of limericks Edward Learrsquos Book of
Nonsense was published in England in 1846 Because limericks are
short and funny they have survived to this day across many cultures
Adelinarsquos Whales 505
Why We Need Whales
by Maggie W
We learned in class today that some kinds
of whales are in danger of becoming extinct
I think we should try to save them We need
whales
Why do we need whales We donrsquot need
them for food They donrsquot do any work for us
But they are fascinating to watch They seem
to play and talk together The world would be
less interesting if there were no whales
I want the world to be an interesting place
so I hope there will
always be whales
making their wonderful
noises
Share YourShare YourPoint of ViewPoint of View Writerrsquos Craft
VoiceWriters want their readers to understand their point of view They use appropriate words to show voice and to share their opinions
I tried to show why I feel that whalesare important
I think whales are great I wrote this to express my point of view about whales
506
Features of a Point-of-View Article
In a point-of-view article the writer gives his or her opinion about
a subject A writer should use good reasons to explain his or her
point of view
It is written using first person
It describes a writerrsquos opinion about a subject
It uses supporting statements in a logical order
WritingVoice
READ THE STUDENT MODEL
Read the bookmark about voice
Explain that a writerrsquos voice shows his
or her personality It helps readers to
hear changes in the writerrsquos feelings
just as they would if the writing were
spoken aloud
Have students turn to page 477
Discuss the writerrsquos voice and its effect
Then have the class read Maggie Wrsquos
article and the callouts Tell students
that they will write an article about the
importance of animals They will also
learn how to create a voice that shows
their feelings
WRITINGbull Explanatory Writing
bull Writerrsquos Craft Voice
WORD STUDYbull Words in Context
bull Dictionary
bull Phonics Words with oi and ou
bull Vocabulary Building
SPELLINGbull Words with oi and ou
GRAMMARbull Possessive Pronouns
SMALL GROUP OPTIONS
bull Differentiated Instruction pp 507Mndash507V
506
Transparency 73
Writing Transparency 73
Explanatory Writing
Writerrsquos Checklist Ideas and Content Did I explain my point of view
clearly
Organization Did I state my opinion first and then
give reasons to explain it Did I save the strongest
reason for last
Voice Is my voice clear as I write about the topic
Word Choice Did I choose words carefully
Sentence Fluency Did I vary the length of
my sentences
Conventions Did I spell possessive pronouns
correctly
Your TurnWrite an article of one or two paragraphs to explain
your point of view about the importance of animals
You may write about animals in general or one kind
of animal in particular State your opinion and
give strong reasons for it Save your strongest
reason for last Back up your reasons with
examples End by restating your opinion
Use the Writerrsquos Checklist to check
your writing
507
PREWRITE
Read and discuss the writing prompt
on page 507 Students can brainstorm a
list of animals they feel it is important
to save Ask them to choose the animal
they care most about saving
Display Transparency 73 and discuss
how Maggie used a point-of-view chart
to plan an article with opinions about
animals including the use of strong
supporting statements Have students
use a point-of-view chart to plan their
own articles
DRAFT
Display Transparency 74 Discuss how
Maggie used her chart to organize and
write a draft of her article Talk about
how she could improve the draft Before
students write present the explicit
lesson on Voice on page 507A and
the Ideas and Content and Purpose
and Audience mini lessons on page
507B Have students use their charts
to write their articles Remind them to
keep their purpose and audience in
mind to express strong opinions and to
emphasize strong supporting statements
REVISE
Display Transparency 75 and discuss
Maggiersquos revisions Point out that she
added sentences to show her feelings
about whales Students can revise their
drafts or keep them to work on later
If students choose to revise have
them work in pairs to use the Writerrsquos
Checklist on page 507 Then ask
students to work with a partner to
proofread their writing For Publishing
Options see 507A For lessons on
Possessive Pronouns and Spelling
see page 507B and 5 Day Spelling and
Grammar on pages 507Gndash507J
Transparency 73 Point-of-View
Chart
Transparency 74 Draft
Transparency 75 Revision
Writing Student pages 506ndash507
Point of View Chart
Opinion
We should save whales
Reason
They are fun to watch
Reason
They play and talk together
Reason
They make the world interesting
Writing Transparency 73
Adelinarsquos Whales 507
SPEAKING STRATEGIES
Use tone of voice to show
exciting parts of the article
Change voices when the
strongest feelings are
mentioned
Look at the audience
to help them see your
interest in the article
LISTENING STRATEGIES
Listen to hear how the
author feels about saving
the animal
Try to imagine the setting
of the article in your mind
VoiceEXPLAINMODEL
Good writers use language that shows their feelings about a topic
These feelings make up the writerrsquos voice Reread the first paragraph
of the model on page 506 Point out that Maggie shows her strong
feelings about saving whales when she says we need them and that
they are fascinating to watch Display Transparency 76
Think Aloud The first example shows me how the writer feels
about her cat He is her best buddy She likes it when the cat
comes to see her in the garden The second example tells me
only the facts without saying how the writer feels about them
I donrsquot learn as much about the writer or the animal from this
example
Writing Transparency 76
Transparency 76
PRACTICEAPPLY
Work with students to read the two choices in each set Invite
volunteers to identify the stronger voice in each set and explain
how it shows the writerrsquos feelings Then have students identify and
discuss voice in another story they have recently read
Tell students that as they draft their article they should think about
ways to create a voice that shows their feelings about the animal or
animals they are describing
Publishing OptionsStudents can read aloud their article to the class See Speaking and Listening tips below They can also use their best cursive to write their article (See Teacherrsquos Resource Book pages 168ndash173 for cursive models and practice) Then invite students to illustrate their articles or act them out with a friend
4- and 6-Point Scoring Rubrics
Use the rubric on pages 539Gndash
539H to score published writing
Writing Process
For a complete lesson see Unit Writing on pages 539Andash539H
Writing
Writerrsquos Craft
Voice
Strong Voice Gumby is my best buddy It feels great when he
appears in the garden and then jumps on my back
to purr and watch me dig
Weak Voice Gumby is my cat He walks through the garden to
watch me dig
1 Wow Seeing Flossie run across the lawn to greet
me is so fantastic She barks loudly as if shersquos as
glad to see me as I am to see her
2 Flossie runs across the lawn to greet me She
barks loudly
3 My parrot Polly talks all the time I like the sound
of her voice She always tells me that Irsquom her friend
4 I love to hear Polly my pet parrot talk all the
time Her voice is music that fills our familyrsquos
kitchen Best of all she always tells me that Irsquom
her friend
(1 strong 2 weak 3 weak 4 strong)
Writing Transp
arency 76
507A
Technology
Writing
Writerrsquos Toolbox
Possessive Pronouns
ExplainModel Possessive pronouns take the
place of nouns that show ownership as in her
Point out the first possessive pronoun her in the
first sentence of Adelinarsquos Whales on page 494 This
pronoun shows that the grandfather is Adelinarsquos
PracticeApply Work with students to find more
possessive pronouns in the story on page 494
Have them identify the ownership each pronoun
suggests For a complete lesson on possessive
pronouns see pages 507Indash507J
Mechanics Do not use apostrophes in possessive
pronouns As students proofread their stories ask
them to check that they have used possessive
pronouns correctly
Writing Trait Ideas and Content
ExplainModel Good writers state their opinions
or point of view at the beginning of their writing
They use appropriate words to show voice and
they use good reasons and examples to support
their opinions and explain their point of view
They end their writing by repeating their opinion
strongly in a closing sentence
PracticeApply Have students reread the student
model on page 506 Discuss the callouts on the
left Can students identify Maggie Wrsquos point of view
in her article Ask students if Maggie W supports
her point of view
Purpose and Audience
ExplainModel Point out that one purpose of
writing an article is to inform and persuade the
audience of your opinion Using examples as
Maggie did helps to do this
PracticeApply As students draft tell them to
consider their audience They should use ideas that
will appeal to the people who will read their article
Spelling Words with oi and ou
Ask students to find the words noise and clouds in
the main selection on page 490 Point out that the
sound oi is spelled oi in noise Explain that the
sound ou is spelled ou in clouds but can also be
spelled ow as in flowers For a complete lesson on
words with oi and ou see pages 507Gndash507H
Remind students to use centering to position their title
correctly and to use formatting to capitalize the first letter
in each important word of the storyrsquos title
Adelinarsquos Whales 507B
Word StudyWord Study
Objectivesbull Apply knowledge of word
meanings and context clues
bull Use a dictionary to look up the
meanings of homographs
Materials
bull Vocabulary Transparencies 37
and 38
bull Leveled Practice Books p 138
Review
VocabularyWords in Context
EXPLAINMODEL
Review the meanings of the vocabulary words Display
Transparency 37 Model how to use word meanings and context
clues to fill in the first missing word with students
Think Aloud In the first sentence I learn that the speaker is going
on a boat to whale watch The speaker makes a note about the
boatrsquos size A boat for whale watching would be large I think that
the missing word is massive When I try massive in the sentence it
makes sense
PRACTICEAPPLY
Help students complete item 2 Then have them use context clues
to write missing words for items 3ndash6 on a separate sheet of paper
Students can exchange papers check their answers and explain the
context clues they used to determine the missing words
Fun with Puns Remind students that the vocabulary word dove
is a homograph Review its pronunciations and definitions Have
students work in small groups to create puns using dove Invite
groups to share their puns with the class
Give Examples For massive
sketch a bus and a whale on
the board Say A bus is big
but a whale is massive Have
students brainstorm other
examples in pairs
tangles (p 488) things
twisted together such as
strands of hair
rumbling (p 490) heavy
deep and rolling
snoring (p 490) making
loud breathing sounds
when sleeping
massive (p 491) big or
heavy
dove (p 494) jumped into
the water head first
unique (p 496) one of a
kind
politicians (p 498) people
who hold a government
officeVocabulary Transparency 37
Transparency 37
dove massive politicians rumbling snoring tangles unique
1 We boarded the massive boat amazed at its size and hoped it would be a good day for whale watching
2 The politicians had done a good job of protecting the whales in this bay so I was hopeful that we would see many whales
3 I stepped over the nets that lay in tangles on the deck
4 I watched as the birds dove into the ocean to catch their dinner
5 When I heard a rumbling sound I looked toward the horizon where I saw a unique sight a whale
6 I shouted for my father but when I heard his snoring I knew that he had missed the fantastic sight
507C
Vocabulary Strategy Transparency 38
Word Study
Homographs are words that have the same spelling but different meanings They may also have different pronunciations
Read the list of homographs and their meanings Then read the sentences and decide the meaning of the underlined homograph Write the letter of the correct meaning in the blank next to the sentence
dove ndash a past tense of dive b a kind of bird
fluke ndash c part of a whalersquos tail d something lucky
1 The whale splashed the surface of the water with its fl uke
2 The eagle dove for its prey
3 It was a fl uke that my mother won the game
4 The bird watchers saw a mourning dove sitting in a tree
Pick another homograph Write one sentence for each meaning of the word
5
6
c
a
d
b
My brother gave his girlfriend an engagement ring
Possible response provided
I didnrsquot hear the phone ring so I missed your call
On Level Practice Book 0 page 138
Approaching Practice Book A page 138
Beyond Practice Book B page 138
Practice Vocabulary
Homographs can be
confusing to students
especially those that are
pronounced differently
Create sentences for pairs
of words and model how
to guess the meaning
through the context
Practice with dove wind
and bow
Transparency 38
Homographs
1 What was the content of Karlarsquos lettera subject or topic nounb satisfied adjective
2 We tried to wind the kite string around a sticka moving air nounb to wrap around verb
3 Casey did not shed a tear as he watched the sad moviea to pull apart or into pieces verbb a drop of fluid that comes from the eye noun
4 Tanya put dates and nuts in her breada specific points in time nounb fruits from palm trees noun
PRACTICEAPPLY
Ask students to look up meanings and write sentences for the
following homographs bow row and present
During Small Group Instruction
If No Approaching Level Vocabulary pp 507Nndash507O
If Yes On Level Options pp 507Qndash507R
Beyond Level Options pp 507Sndash507T
Do students understand word meanings Can students use
context clues and dictionaries to understand homographs
STRATEGYDICTIONARY HOMOGRAPHS
EXPLAINMODEL
Remind students that homographs are words that are spelled alike
but have completely different meanings and may have different
pronunciations Explain how a dictionary and context clues can help
a reader to figure out the correct meaning and pronunciation of
homographs
Read the first sentence and definitions on Transparency 38 Model
how to figure out the meaning of content trying both definitions
and pronunciations Ask student volunteers to read aloud and
choose the correct homograph definitions for numbers 2ndash4
Adelinarsquos Whales 507D
The oi sound can be spelled with oi as in foil or with oy as in boy The ou sound can be spelled with ou as in couch or with ow as in now Keep in mind though that not all words containing oi have the oi sound and not all words spelled with ou and ow have the ou sound
In each row of words below there is one word that does not belong If the word does not have the same sound as the others make an X over it If the word is a homograph sometimes pronounced like the other words and sometimes pronounced differently put an asterisk () next to it Then on the blank line add another word that belongs with the group you made
1 joy foil employ onion
2 bow allowed south outside
3 coil destroy oil going
4 mouth doubt through how
5 broil doing spoil noise
6 sow tower frown sprout
7 couch dough cloud crowd
8 enjoy soil shooing toys
9 now enough crown proud
10 brow cow low down
11 annoy voices boil porpoise
12 thought shower loud trout
oi word
ou word
oi word
ou word
oi word
ou word
ou word
oi word
ou word
ou word
oi word
ou wordporpoiseporpoiseporpoiseporpoisepp
on on onioonioonioonioononoo
ngnggoigoigoigoingngnn
ughughhrohrothrothroughughouou
doing doing doing doing ii
ugh ugh doudoudoudouughughuu
oingoingshooshooshooshoooingoingoo
ughughenoenoenoenoughughouou
wwlowlowowowwwww
ught ught houhouthouthouughtughtuu
On Level Practice Book O page 139
Approaching Practice Book A page 139
Beyond Practice Book B page 139
Word Study
Phonics Decode Words with oi and ou
EXPLAINMODEL
Remind students that the letters oi and oy almost always spell the
sound oi The letters ou often spell ou unless they are followed
by r or gh The letters ow often spell ou but they may also spell
ō Write bow
Think Aloud
This word is a homograph When I say bou I know
the word means ldquoto bend the headrdquo or ldquothe front of a boatrdquo
When I say bō I know the word means ldquoa weaponrdquo or ldquoa knot
with loopsrdquo I need to look at the context to figure out which
word the writer means
PRACTICEAPPLY Write these words on the board joy spoil
mountain blouse coin tower and around Have students underline
the letters that spell ou and oi Then have them read the words
aloud pronouncing each sound with emphasis
Decode Multisyllabic Words Write these words on the board
voyage hardboiled encounter southpaw ownership and nowadays
Model how to decode voyage focusing on the sound oi Then work
with students to decode the other words explaining the spelling
of each sound For more practice use the decodable passages on
Teacherrsquos Resource Book page 23
Fill-in-the-Blanks Have students write out ten Spelling Words or
other words with the ou or oi sound Tell them to leave blanks
for the letters that represent these vowel sounds For example
C L _ _ N Students can trade papers with a partner and fill in the
missing letters
Word Study
Objectivesbull Decode the sounds ou and
oi
bull Identify and write sentences
with homophones
Materials
bull Leveled Practice Books p 139
bull Teacherrsquos Resource Book p 23
Use Context Hearing
and distinguishing vowel
sounds can be challenging
for students As students
read and hear the words
within the context of
shared reading and writing
activities they will connect
the sounds to their spelling
patterns
During Small Group Instruction
If No Approaching Level Phonics p 507M
If Yes On Level Options pp 507Qndash507R
Beyond Level Options pp 507Sndash507T
Can students decode words with oi and ou
507E
Spiral Review
Vocabulary Game Form two teams Divide the
Vocabulary Cards electrical globe decayed
amazement loosened midst mysterious patchwork
responsibility and soared from past weeks between
the teams
A Team 1 player takes a card and reads the word
A Team 2 player tells the wordrsquos meaning and uses
it in a sentence If the definition and sentence are
correct Team 2 gets a point If not the card is
returned to the bottom of the pile Then a Team 2
player takes a card and reads the word
Continue playing until all the words have been
correctly defined and used in sentences The team
with the most points wins
Vocabulary Building
Homophones Write on the board The children
let out (wails)(whales) because they couldnrsquot see
the (wails)(whales) Remind students that a
homophone is pronounced in the same way as
another word but has a different meaning and
spelling Have students write more sentences
containing homophone pairs or triples (there
theyrsquore their) Make sure students know how
homophones differ from homographs
Word Study
Vocabulary PuzzleMaker For additional vocabulary and
spelling games go to
wwwmacmillanmhcom
Vocabulary Building
Adjectives Verbshuge spray
humpback swim
endangered spout
slippery leap
Apply Vocabulary
Write a Personal Narrative Using the vocabulary
words ask students to complete the following
sentence ldquoI had a whale of a good time when rdquo
Tell students to continue writing after completing
this sentence Remind students to use descriptive
language that appeals to the five senses They
should provide a context to allow the reader
to picture the world of the event Post student
writing inside the body of a whale on a display
board
Oral Language
Expand Vocabulary Write the weekly topic
Whales on the board above a two-column chart
Label the columns Adjectives and Verbs Using the
selection print and electronic resources including
interviews and newspapers tell students to
brainstorm adjectives or verbs relating to whales
Adelinarsquos Whales 507F
5 Day Spelling
Words with oi and ouSpelling
Pretest Word Sorts
Spelling Practice Book pages 115ndash116 Spelling Practice Book page 117
Dictation Sentences 1 A daisy is a flower
2 We heard voices outside
3 The princess hid in the tower
4 We dumped a mound of dirt
5 I read a story about a cowboy
6 Her wedding gown was beautiful
7 You frown when you are not happy
8 We drove south to Florida
9 Why are the dogs howling
10 It will annoy Mike if you keep interrupting him
11 The car made noises yesterday
12 My kitten weighs about a pound
13 The hound followed the scent
14 Put your money in the pouch
15 We collected a thousand cans
16 I wound the rope around the tree
17 Irsquom a grouch when Irsquom tired
18 I felt fine but I still had a cough
19 Irsquove grown two inches in a year
20 They took a voyage to China
ReviewChallenge Words 1 I ate a peanut butter cookie
2 Use the zoom on your camera
3 The new mall is huge
4 During a drought we canrsquot water the grass
5 We took the bus downtown
Words in bold are from the main selection
flower south thousand
voices howling wound
tower annoy grouch
mound noises cough
cowboy pound grown
gown hound voyage
frown pouch
Review cookie zoom huge
Challenge drought downtown
ASSESS PRIOR KNOWLEDGE
Using the Dictation Sentences say
the underlined word Read the
sentence and repeat the word
Have students write the words on
Spelling Practice Book page 115
For a modified list use the first 12
Spelling Words and the 3 Review
Words For a more challenging list
use Spelling Words 3ndash20 and the
2 Challenge Words Have students
correct their own tests
Have students cut apart the Spelling
Word Cards BLM on Teacherrsquos
Resource Book page 84 and figure
out a way to sort them Have them
save the cards for use throughout
the week
Use Spelling Practice Book page 116
for more practice with this weekrsquos
Spelling Words
For Leveled Word Lists go to
wwwmacmillanmhcom
TEACHER AND STUDENT SORTS
Review the Spelling Words
pointing out the oi or ou
sound in most words
Use the cards on the Spelling Word
Cards BLM Attach the key words
south flower noises and annoy to a
bulletin board Model how to sort
the words according to their vowel
sounds and spellings Have students
take turns choosing cards sorting
them and explaining how they
sorted them
When students have finished the
sort discuss any oddballs that do
not fit in any category (grown
cough) Point out that wound is a
homograph Then invite students to
do an open sort in which they sort
all the Spelling Words any way they
wish for example by rhyme or by
consonant blends Discuss studentsrsquo
methods of sorting
507G
SYNONYMS
Write the following list of words
on the board Have students copy
the words into their word study
notebooks and write the Spelling
Word that is a synonym for each
1 pile (mound)
2 scowl (frown)
3 trip (voyage)
4 crying (howling)
5 dress (gown)
Challenge students to identify
three Spelling Words that can be
used as both a noun and a verb
Have them write sentences for
both usages
Have partners write a sentence
for each Spelling Word leaving
a blank space where the word
should go They can exchange
papers and fill in the blanks
SPIRAL REVIEW
Review words with ū uuml and u
Write cookie zoom and huge on
the board Have students identify
the spelling of the ū uuml or u
sound in each word
PROOFREAD AND WRITE
Write these sentences on the
board including the misspelled
words Ask students to proofread
circling incorrect spellings and
writing the correct spellings
1 My lizard has grone and she
gained two pownds (grown
pounds)
2 My cogh is starting to annoi
me (cough annoy)
3 The noyses in the hall were
houling dogs (noises howling)
4 A thowsand voyces were
singing (thousand voices)
POSTTEST
Use the Dictation Sentences on
page 507G for the Posttest
If students have difficulty with any
words in the lesson have students
place them in a list entitled
Spelling Words I Want to Remember
in a word study notebook
Challenge students to look for
words that have the same vowel
patterns they studied this week
Spelling
Word Meanings Review and Proofread Assess and Reteach
Spelling Practice Book page 118 Spelling Practice Book page 119 Spelling Practice Book page 120
Adelinarsquos Whales 507H
5 Day Grammar
Possessive Pronouns
INTRODUCE POSSESSIVE
PRONOUNS
Present the following
A possessive pronoun shows
ownership
A possessive pronoun takes
the place of a possessive noun
Possessive pronouns never have
an apostrophe my your his her
its our and their
Possessive pronouns must match
the nouns they replace in both
number and gender Give the
pass to Armita Give the pass to
her This is Dillon and Leighrsquos car
This is their car
REVIEW POSSESSIVE PRONOUNS
Discuss with students how to
recognize possessive pronouns
INTRODUCE STAND-ALONE
POSSESSIVE PRONOUNS
Present the following
A stand-alone possessive
pronoun is not used directly
before a noun
Most stand-alone possessive
pronouns are formed by adding
s to the pronoun that is used
before a noun These pronouns
are yours hers ours theirs and
mine This report is ours That one
is yours
His and its are the same when
used as stand-alones or before
a noun His shirt was brown The
shirt was his
Grammar
Daily Language ActivitiesUse these activities to introduce each dayrsquos lesson Write the dayrsquos activity on the board or use Transparency 19
DAY 1Adelinas favorite time of year was when the whales visited she Her and her grandfather watch for them every day (1 Adelinarsquos 2 her 3 She and)
DAY 2Her grandfather knowed about whales too Him was the one who had the first friendly visit with whales (1 knew 2 He)
DAY 3Every Fisherman takes their rod on the boat They pull in his lines if a whale come close (1 fisherman 2 his rod 3 their lines 4 comes)
DAY 4The camera on Adelinas lap is herrsquos She is taking a voiage to cownt whales (1 Adelinarsquos 2 hers 3 voyage 4 count)
DAY 5Thowsands of people come to see the whales They act as though it is not mine town but theirrsquos (1 Thousands 2 my 3 theirs)
Introduce the Concept Teach the Concept
Possessive Pronouns
Write on the board This
pencil belongs to Sheila
It is pencil Model
how to choose the correct
pronoun in the second
sentence Create more
sentences using other
studentsrsquo names and your
name to practice all the
pronouns
Grammar Practice Book page 115
See Grammar Transparency 91 for modeling and guided practice
Grammar Practice Book page 116
See Grammar Transparency 92 for modeling and guided practice
507I
REVIEW POSSESSIVE PRONOUNS
Review how to identify possessive
pronouns
MECHANICS AND USAGE
POSSESSIVE NOUNS AND
PRONOUNS
Possessive nouns are formed with
apostrophes teachersrsquo books
Most possessive pronouns that
are used before a noun are not
formed with s her book his car
The exception is its
Possessive stand-alone pronouns
are formed without apostrophes
Except for mine the last letter is
always s It is yours
All possessive pronouns should
agree in number and gender
with the nouns they replace
REVIEW TYPES OF POSSESSIVE
PRONOUNS
Ask students to explain the
differences between regular and
stand-alone possessive pronouns
PROOFREAD
Have students correct errors in the
following sentences
1 That whale is Renas favorite
and this one is mine favorite
(Renarsquos my)
2 Each boy should take their seat
while the whales are close (his
seat)
3 This book about whales is my
(mine)
4 Which is the better picture of a
whalemdashMiguels or herrsquos
(Miguelrsquos hers)
ASSESS
Use page 119 of the Grammar
Practice Book for assessment
RETEACH
Have students create sentences
using possessives pronouns
After checking for accuracy have
students write the sentences
again this time leaving a blank
where the pronoun should be
Students should trade papers
with a partner and try to fill in the
blanks They can then check their
own work
Also use page 120 of the Grammar
Practice Book for reteaching
Grammar
Review and Practice Review and Proofread Assess and Reteach
Grammar Practice Book page 117
See Grammar Transparency 93 for modeling and guided practice
Grammar Practice Book page 118
See Grammar Transparency 94 for modeling and guided practice
Circle the letter before the possessive pronoun that correctlycompletes each sentence
1 Adelinarsquos village was small and main street had only a few houses
a his b our c its d their
2 The whales came to Mexico to have young
a their b your c my d her
3 Although fi rst visit to La Laguna was in June this yearIrsquom going in January
a hisrsquos b theirs c my d her
4 Adelina knows the ocean very well because whole family works on the water
a my b their c our d her
5 Pachico made a sign for his business and letters are large and easy to read
a hers b their c its d my
Grammar Practice Book pages 119ndash120
See Grammar Transparency 95 for modeling and guided practice
Adelinarsquos Whales 507J
En
d-o
f-W
ee
k A
sse
ssm
en
t
ELL Practice and
Assessment 122ndash123
Fluency Assessment
Weekly Assessment 237ndash244
Administer the Test Weekly Reading Assessment Passage and questions pages 237ndash244
ASSESSED SKILLS
bull Sequence
bull Vocabulary Words
bull Dictionary Homographs
bull Possessive Pronouns
bull Words with oi and ou
Administer the Weekly Assessment online
or on CD-ROM
FluencyAssess fluency for one group of students per week
Use the Oral Fluency Record Sheet to track the number
of words read correctly Fluency goal for all students
102ndash122 words correct per minute (WCPM)
Approaching Level Weeks 1 3 5
On Level Weeks 2 4
Beyond Level Week 6
Alternative Assessmentbull ELL Assessment pages 122ndash123
Assessment Tool
507K507K
Diagnose Prescribe
En
d-o
f-We
ek
Asse
ssme
nt
VOCABULARY WORDS
VOCABULARY STRATEGY
Dictionary Homographs
Items 1 2 3 4
IF
0ndash2 items correct
THEN
Reteach skills using the Additional
Lessons page T8
Reteach skills Go to
wwwmacmillanmhcom
Vocabulary PuzzleMaker
Evaluate for Intervention
COMPREHENSION
Skill Sequence
Items 5 6 7 8
0ndash2 items correct Reteach skills using the Additional
Lessons page T3
Evaluate for Intervention
GRAMMAR
Possessive Pronouns
Items 9 10 11
0ndash1 items correct Reteach skills Grammar Practice Book
page 120
SPELLING
Words with oi and ou
Items 12 13 14
0ndash1 items correct Reteach skills Go to
wwwmacmillanmhcom
FLUENCY 98ndash101 WCPM
0ndash97 WCPM
Fluency Solutions
Evaluate for Intervention
Diagnose Prescribe
To place students
in the Intervention
Program use
the Diagnostic
Assessment in the
Intervention Teacherrsquos
Edition
TriumphsAN INTERVENTION PROGRAM
R E A D I N G
Adelinarsquos Whales 507L
Phonics
Approaching Level Options
Objective Decode words with oi and ou
Materials bull Student Book Adelinarsquos Whales
WORDS WITH oi AND ou
ExplainModel
Remind students that the letters oi and oy together usually stand for
oi as in coil and joy The letters ou as in house and ow as in cow usually
stand for ou However ow can also stand for o as in snow
Write the letters t o y on the board Say the sounds that the letters
stand for t oi Then blend the sounds toi Say the word with me toy
Repeat this process with oi and boil
Write the letters t o w n on the board Say the sounds that the letters
stand for t ou n Then blend the sounds toun Say the word with
me town Repeat this process with ou and house
Ask students to provide their own examples of words with oi and ou
Listen and provide constructive feedback
MULTISYLLABIC WORDS WITH oi AND ou
Write the word destroy on the board Have students identify the second
syllable as containing oi troy Have students repeat the syllable then
blend and read the whole word several times Repeat this process with
pounding and ou
Have student pairs work together to practice decoding longer words
with oi and ou Write the following words on the board and ask
student pairs to copy them onto index cards or sheets of paper Say
each word Circle the letters that stand for the ou or the oi sound Then
sort the words by spelling pattern
rejoice annoy crouching underground
growling browning moisture employment
Check each pair for their progress and accuracy
WORD HUNT WORDS WITH oi AND ou IN CONTEXT
Review words with oi and ou Have students search pages 488ndash490 of
Adelinarsquos Whales to find words with oi and ou Ask them to write the
words and circle the letters that spell the oi and ou in each word
Check to see if students have found examples such as outside down
south thousand loud noise sound clouds and out
For each skill below
additional lessons are
provided You can use these
lessons on consecutive days
after teaching the lessons
presented within the week
bull Sequence T3
bull Homographs T8
Additional Resources
To help students build speed
and accuracy with reading
multisyllabic words use the
additional decodable text
on page 23 of the Teacherrsquos
Resource Book
Decodable Text
If students have trouble
figuring out how to
pronounce words that
are homographs such as
bow bou and bow bō
have them look at how the
word is used and try out
each pronunciation and
its related definition in the
context of a sentence Write
She had a pink bow in her
hair on the board and say
I can say bou in the
sentence but a pink
ldquobending of the headrdquo
does not make sense
I can say bō in the
sentence A pink ldquoknot
with loopsrdquo does make
sense This word is
pronounced bō
ConstructiveFeedback
507M
Objective Read with increasing prosody and accuracy at a rate of 102ndash112 WCPM
Materials bull Index cards bull Approaching Practice Book A page 136
WORD AUTOMATICITY
Have students make flashcards for the following words with oi and
ou flower south thousand voices howling wound tower annoy grouch
mound noises cough cowboy pound gown hound voyage frown pouch
Display the cards one at a time and have students say each word Repeat
twice more displaying the words more quickly each time
REPEATED READING
Model reading the Fluency passage in Practice Book A page 136 Tell
students to pay close attention and listen to your tempo Then read
sentences in clusters based on tempo and have students read each cluster
back copying your tempo
During independent reading time have students work with a partner
One student reads aloud while the other repeats each sentence Remind
students to use positive and encouraging phrases when giving feedback
to their partners Circulate and provide constructive feedback Circulate
and provide constructive feedback
TIMED READING
At the end of the week have students do a final timed reading of the
passage on Practice Book A page 136 Students should
begin reading the passage aloud when you say ldquoGordquo
stop reading the passage after one minute when you say ldquoStoprdquo
Keep track of miscues Coach students as needed Help students record
and graph the number of words they read correctly
Vocabulary
Objective Apply vocabulary word meanings
Materials bull Vocabulary Cards bull Student Book Adelinarsquos Whales
VOCABULARY WORDS
Display the Vocabulary Cards for this weekrsquos words dove politicians
snoring massive tangles rumbling and unique Help students locate and
read the vocabulary words in Adelinarsquos Whales Review the definitions
of each word in the Glossary of the Student Book and discuss the
meanings Then have students write their own narratives about whales
using all of these vocabulary words
Approaching Practice Book A page 136
If students read too quickly
or too slowly reread
the passage to them at
the correct tempo Then
lead the class in a choral
reading so they can follow
you lead in reading at the
appropriate rate Repeat
the choral reading as
necessary
ConstructiveFeedback
Adelinarsquos Whales 507N
Vocabulary
Approaching Level Options
Review last weekrsquos words
(electrical globe fuels
decayed) and this weekrsquos
words (rumbling snoring
unique dove massive
tangles politicians) Have
students write a synonym for
each word
Objective Use homographs
DICTIONARY HOMOGRAPHS
Have students create simple crossword puzzles using Vocabulary and
Spelling Words Make sure they include at least two homographs (wound
dove) and write the definitions of the homographs as clues They may use
a dictionary to help them if necessary
Comprehension
Objective Identify sequence
Materials bull Student Book ldquoA Whale of a Triprdquo bull Transparencies 19a and 19b
STRATEGYANALYZE TEXT STRUCTURE
Remind students that recognizing how a text is organized can help them
to identify the sequence of story events
SKILLSEQUENCE
ExplainModel
Authors sometimes use signal words such as first next and last to help
readers recognize the sequence of events in a story
Authors of history texts or how-to articles typically use chronological
order to organize their texts
Display Transparencies 19a and 19b Reread the first pages Ask a
volunteer to identify what the narrator saw first and identify the signal
words
Think Aloud As I read I learn that many things are happening It helps to
recognize sequence words to help summarize what is happening in the
story so I can better understand it
PracticeApply
Invite students to retell the story considering the sequence of events Ask
the following questions
Before going on the trip do you think the narrator expected the whale
would be as big as it turned out to be
What was the first thing Matty told people on the whale-watching trip
Why are birds often seen in areas where whales are present
Student Book or Transparencies 19a and 19b
by Kristin Gold
Retelling Have students
retell the sequence of
events in ldquoA Whale of a
Triprdquo by drawing them Ask
students to choose one
event from the book they
would like to retell Have
students draw the scene
and write one sentence
describing it After the
students have finished
hang the drawings on the
board Then as a class put
the pictures in the order
of events that the story
follows
507O
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Saving the Whales
PREVIEW AND PREDICT
Have students read the title look at the images and preview the first
chapter Have students make predictions about what they will read and
set a purpose for reading
VOCABULARY WORDS
Review the vocabulary words as needed As you read together discuss
how context clues can help you figure out word meanings
STRATEGYANALYZE TEXT STRUCTURE
Remind students that recognizing how a text is organized can help
them better understand the textrsquos important ideas and the authorrsquos
purpose
SKILLSEQUENCE
Remind students to pay attention to the way the selection is organized
and the order in which events occur Read Chapter 2 with students
Think Aloud In the first chapter I learn that in the past there were whale
hunters in all parts of the world Now there are laws to protect whales
from hunters but whales are still being killed in other ways I need to
remember this information for my Sequence Chart
READ AND RESPOND
Finish reading Saving the Whales with students Discuss the following
If the plants that the krill eat die and then the krill die ask students
what will happen next in the food chain
Ask them what happened after Keiko the whale was set free
Work with students to review and revise their Sequence Charts Help
students paraphrase the important ideas in each chapter
MAKE CONNECTIONS ACROSS TEXTS
Invite students to compare Adelinarsquos Whales and Saving the Whales
Have students identify which selection is organized into chapters Ask
them why this format is better for this selection
Have students explain how reading Saving the Whales helps them better
understand the information and events in Adelinarsquos Whales
Leveled Reader
Adelinarsquos Whales 507P
Leveled Reader LessonVocabulary
On Level Options
Student Book
Limericks
On Level Practice Book O page 136
As I read I will pay attention to tempo and match the action in the story
Did you know that whales talk to each other Whales
10 make sounds for different reasons Some sounds are used to
20 locate calves Others are used to find mates Whales even use
31 sounds to warn other pod members that a predator is around
42 Toothed whales click and whistle in order to locate food
52 Baleen whales make knocking moaning snoring and
59 rumbling noises Humpback whales sing but not during
67 feeding season They save their tunes for the warmer waters
77 where they spend their breeding season Some scientists
85 believe they are singing love songs Other scientists think
94 they are sending out threats like ldquoGo awayrdquo We may never
105 know exactly why whales sing
110 Some humpback whales swim up to the surface and take
120 a few breaths Then they dive under the water and start to
132 sing They do not move when they sing Their underwater
142 songs can be heard for miles Sometimes they sing for a half
154 hour without stopping 157
Comprehension Check
1 What actions does a humpback whale take when it sings Sequence
2 Why might a whale need to communicate with another whale Draw Conclusions
Words Read ndash Number of Errors = Words
Correct Score
First Read ndash =
Second Read ndash =
A humpback whale swims to the surface and takes a few breaths Then the whale dives under the water to sing The whale does not move when singing
Whales might need to communicate with other whales to warn them about predators to find mates or to locate their calves
Objective Apply vocabulary words and homographs
Materials bull Vocabulary Cards bull Dictionary
VOCABULARY WORDS
Tell students that they will play a word-definition game Display half of
the Vocabulary Cards Have the first team use a dictionary to help create
two different definitions for each displayed word One should be the
correct definition and the other should be incorrect Then have students
write each pair of definitions on the board The second team chooses
the definition they think is correct They get one point for each correct
answer The team with the most points wins
DICTIONARY HOMOGRAPHS
Remind students that homographs are spelled alike but have different
meanings so they have separate dictionary entries Have students use the
adjective fine in a sentence Then challenge them to use the homograph
fine (money paid) in another sentence Repeat with the word content
Literary Elements
Objective Read poems to identify literary elements
Materials bull Poetry books and resources with limericks bull Student Book ldquoLimericksrdquo
METER AND RHYME SCHEME
Discuss the use of meter and rhyme in each limerick on Student Book
pages 504ndash505 Then have students look through poetry books and other
resources to locate limericks Ask students to discuss the meter and rhyme
scheme in the limericks
Objective Read fluently with appropriate prosody at a rate of 102ndash136 WCPM
Materials bull On Level Practice Book O p 136
REPEATED READING
Model reading the passage on page 136 of Practice Book O Remind
students to pay attention to the tempo to see if it matches the action of
the story Then read one sentence at a time having students echo-read
the sentence back imitating your pace Echo-read through the entire
passage again speeding up to reflect each part of the selection During
independent reading time partners take turns reading
Timed Reading Have students read the passage and record their rates
507Q
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Looking at Whales
PREVIEW AND PREDICT
Have students preview Looking at Whales
Ask students to write down any questions they have about the
selection
Ask if they think this book will be the story of one whale or about
many whales
SKILLSEQUENCE
The sequence is the order in which events happen Signal words such
as before after and then often help to indicate the sequence of events
Explain that students will fill in this information in Sequence Charts
READ AND RESPOND
Read Chapter 1 Pause to discuss how the information in the chapter
is presented At the end of Chapter 2 fill in the Sequence Chart Have
students discuss the sequencing of information including how the word
then helped them understand the information about humpback whales
singing
VOCABULARY WORDS
As they read Looking at Whales ask students to point out vocabulary
words as they appear Then have students discuss how each word is used
Ask Are blue whales massive or small
MAKE CONNECTIONS ACROSS TEXTS
Invite students to draw connections between Looking at Whales and
Adelinarsquos Whales
Ask students to use chronological order words to summarize the
information they learned in Looking at Whales
Ask students if they think Adelina would know most of the information
in Looking at Whales
ELLLeveled Reader
Go to pages
507Undash507V
Leveled Reader
Adelinarsquos Whales 507R
Vocabulary
Beyond Practice Book B page 136
Beyond Level Options
Objective Apply vocabulary words in writing
EXTEND VOCABULARY
Ask students to write a nonfiction piece about a whale Have them use
all of the vocabulary words from this weekrsquos selection and as many words
from this unitrsquos previous weeks as possible
Invite them to edit their essays or a partnerrsquos essay Remind them to check
the spelling and usage of each word
Literary Elements
Objective Use meter and rhyme to write a limerick
Materials bull Student Book ldquoLimericksrdquo
bull Poetry books with limericks bull Nonfiction books about whales
METER AND RHYME SCHEME
Use limericks to point out that meter and rhyme scheme can add to a
readerrsquos enjoyment of a poem Ask How does the use of meter and
rhyme scheme make these limericks more fun to read
Have students read limericks and note the use of meter and rhyme
scheme Then have them read information about whales or use what they
have already learned to write their own limerick about whales
Objective Read fluently with appropriate prosody at a rate of 112ndash136 WCPM
Materials bull Beyond Practice Book B p 136
REPEATED READING
Work with students to begin marking up the Fluency passage on page 136
of Practice Book B Remind them to pay attention to the tempo Then
read one sentence at a time having students echo-read the sentence
back imitating your pace Echo-read through the entire passage again
speeding up to reflect each part of the selection
During independent reading time partners can take turns reading the
passage they have practiced reading aloud Remind students to pay
attention to one anotherrsquos tempo and discuss how different actions in the
passage change the tempo or mood
Timed Reading Have students read the passage and record their reading
rate
Student Book
Limericks
Read Aloud Review meter
and rhyme scheme Then
reread a limerick aloud
Say Listen for the meter and
rhyme scheme of the poem
Then tell students you will
read the poem once more
together Let them know
that this time they should
clap along to the rhythm of
the poem Read the poem
chorally and clap out the
rhythm together
507S
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Gray Whales
PREVIEW AND PREDICT
Have students preview Gray Whales predict what it is about and set a
purpose for reading
SKILLSEQUENCE
Ask a volunteer to explain what the terms text structure and sequence
mean Have another volunteer explain why identifying the text structure
or sequence of events is important for understanding a selection
Explain that students will read Looking at Whales together and fill in
information about order in Sequence Charts
READ AND RESPOND
As students read they should identify the order of events in the selection
and fill in their Sequence Charts Discuss with the group how the story
would change if the sequence of events were different
VOCABULARY WORDS
Have students pay attention to vocabulary words as they come up Ask
students to provide definitions as needed Ask What do whales sometimes
get tangled in
Self-Selected Reading
Objective Read independently to identify the sequence of a text
Materials bull Leveled Readers or informational trade books at studentsrsquo reading level
READ TO IDENTIFY SEQUENCE
Invite students to use their personal interests to choose a nonfiction book
for independent reading Have students read their books and take notes
on the selectionrsquos sequence in their response journals
After reading have students compare the order in which the information
was presented in the book they chose to one of the selections they read
during this weekrsquos lessons Ask Which selection presented information in the
more interesting way Which selection taught you the most about the topic
Leveled Reader
Adelinarsquos Whales 507T
Academic Language Used in Whole Group Instruction
ContentTheme Words SkillStrategy Words WritingGrammar Words
ocean (p484)
aquarium (p 484)
whales (p 484)
mammals (p 484)
gills (p 484)
lungs (p 484)
legend (p 485)
pod (p 505)
homograph (p 484)
photo essay (p 486)
analyze text structure (p 485A)
sequence (p 485A)
limerick (p 504)
meter (p 504)
rhyme scheme (p 504)
voice (p 506)
point of view (p 506)
opinion (p 506)
audience (p 507B)
possessive pronouns (p 507I)
ownership (p 507I)
stand-alone possessive pronoun
(p 507I)
Academic LanguageThroughout the week the English language learners will need help in
building their understanding of the academic language used in daily
instruction and assessment instruments The following strategies will help
to increase their language proficiency and comprehension of content and
instructional words
Strategies to Reinforce Academic Language
Use Context Academic Language (see chart below)
should be explained in the context of the task during
Whole Group Use gestures expressions and visuals to
support meaning
Use Visuals Use charts transparencies and graphic
organizers to explain key labels to help students
understand classroom language
Model Demonstrate the task using academic language in
order for students to understand instruction
English Language Learners
Oral Language For
additional language
support and oral vocabulary
development use the lesson
at www macmillanmhcom
507U
ELL Leveled ReaderELL Leveled Reader Lesson Objectivebull To apply vocabulary and
comprehension skills
Materials
bull ELL Leveled Reader
DAY 1 bull Academic Language
bull Oral Language and Vocabulary Review
DAY 2 bull Academic Language
bull ELL Leveled Reader
DAY 3 bull Academic Language
bull ELL Leveled Reader
DAY 4 bull Academic Language
bull ELL Leveled Reader
DAY 5 bull Academic Language
bull ELL Leveled Reader Comprehension Check and Literacy Activities
ELL Teacherrsquos Guide
for students who need
additional instruction
DEVELOP ORAL LANGUAGE
Build Background Write the word whales on
the board and have students share what they
know What do whales look like What do they eat
How do they communicate List key points Then
do a brief picture walk of the book to add on to
the list
Review Vocabulary Write the vocabulary and story support words
and discuss the meanings Use each word in a sentence Clarify the two
meanings of schools and dove Schools of fish are large groups of fish not
where fish go to learn Who can use ldquoschools of fishrdquo in a sentence
PREVIEW AND PREDICT
Point to the cover photograph and read the title aloud What are we going
to read about Have students brainstorm a list of questions about facts
they would like to learn from this book
Set a Purpose for Reading Show the Sequence Chart and remind students
they have used it before Ask them to use a similar chart to identify the
sequence of events as they are presented in the book
Choose from among the differentiated strategies below to support
studentsrsquo reading at all stages of language acquisition
Beginning
Shared Reading As you
read model analyzing text
structure by identifying key
information about whales
Number the facts to explain
sequence Model filling in
the chart
Intermediate
Read Together Read the
first chapter Help students
analyze text structure by
numbering and recording
key information Take turns
reading with students Ask
them to identify events in
sequence as they read
Advanced
Independent Reading
Have students read the story
After reading each day ask
them to work with a partner
to analyze text structure and
identify events in sequence
Encourage them to use the
new vocabulary
Remind students to use the vocabulary and story words in their whole
group activities
The WorldThe Worldofof
WhalesWhalesby Dina Anastasio
Informational Nonfiction
Adelinarsquos Whales 507V
- Grade 4
-
- Unit 1
- Unit 2
- Unit 3
- Unit 4
-
- Planning the Unit
- Using the Student Book
-
- Dear Mrs LaRue
-
- Puppy Trouble
- Dear Mrs LaRue
- Dog Amazes Scientists
- Writerrsquos Craft Write About Solving a Problem
- Small Group Pages
-
- The Blind Hunter
-
- Through Elizabethrsquos Eyes
- The Blind Hunter
- Make Life Easier For Everybody
- Writerrsquos Craft Write Directions
- Small Group Pages
-
- The Power of Oil
-
- Clean as a Breeze
- The Power of Oil
- Windmills on the Prairies
- Writing Frictional Narrative Write to a Prompt
- Small Group Pages
-
- Adelinarsquos Whales
-
- A Whale of a Trip
- Adelinarsquos Whales
- Limericks
- Writerrsquos Craft Share Your Point of View
- Small Group Pages
-
- At Home in the Coral Reef
-
- Coral Reefs
- At Home in the Coral Reef
- Poseidon and the Kingdom of Atlantis
- Writerrsquos Craft Write about a Community Project
- Small Group Pages
-
- Test Strategy Author and Me
-
- Wrapping Up the Unit
- Additional Lessons and Resources
-
- Unit 5
- Unit 6
-
492
Main Selection Student page 492
Develop Comprehension
7 GENRE PHOTO ESSAY
What statements in the text are
supported by the photograph on page
492 (The author says the whales come
to La Laguna to seek the touch of a
human hand The photograph shows
a whale coming close to the boat and
the manrsquos outstretched hands It also
shows that the whales make friendly
visits)7
Documentary Films
Explain A photo essay uses still photos while a documentary film
combines live action images and informational commentary
Discuss Have students respond to the photographs in the
selection Ask How do they add to our understanding of the people
and the whales How do they influence our opinions How do they
enhance communication Ask students how a documentary film
about the whales might be similar or different Remind them to use
Discussion and Conversation Guidelines on page 410I
Apply Have partners write proposals that explain how they would
make a documentary film about a wild creature Have them identify
a subject a location the target audience and the purpose or
message of the film What special equipment might they need
Then have students respond to each otherrsquos proposals
492
The whales have been coming to this lagoon for hundreds of years and Adelina is proud that her grandfather Pachico was the fi rst person to tell of a ldquofriendlyrdquo visit with one She loves to hear him tell the story of that whale and that day She listens closely as he talks about being frightened since he didnrsquot know then that the whale was only being friendly He thought he was in big trouble
Adelina looks fi rst at the tight leathery skin of her grandfather browned from his many years of fi shing in the bright tropical sun From his face she glances down to the small plastic model of a gray whale that he keeps close by As he begins to tell the story of his fi rst friendly whale encounter there is a twinkle in his eye and a large smile on his face Adelina and her father Runolfo smile too listening again to the story that they have heard so many times before
493
Develop Comprehension
8 MONITOR AND CLARIFY
The author says that Adelinarsquos
grandfather is the first person to
tell of a ldquofriendlyrdquo visit with a whale
Do you think he is the first person
ever to experience such a visit What
strategies can you use to help you
find an answer (Answers may vary
possible answer I can reread and
generate questions The author also
says that whales have been coming
to La Laguna for hundreds of years
Is it possible that other people have
had friendly encounters with them
The village is very small and poor so
it may not have been there as long as
the whales have returned to this spot
Perhaps at some other time in history
long before anyone who is alive
today can remember people also had
friendly visits with the whales)
Main Selection Student page 4938
SemanticMeaning Cues
Explain Tell students that good readers use their background
knowledge and context clues to help them understand what they
read
Model Discuss the word encounter on page 493
Irsquom not familiar with the word encounter but I know
it has to do with the grandfather and the whale I see the word
friendly used in the previous paragraph to describe the whalersquos
visit So encounter must mean ldquomeetingrdquo or ldquoa coming togetherrdquo
Apply Encourage students to use context clues and their
background knowledge to help them with other difficult words or
phrases such as the word biologist on page 498
Ways to Confirm Meaning
Think Aloud
Comprehension Research shows
that teaching word meanings to
older students significantly improved
vocabulary knowledge as well as
improving the comprehension of texts
containing the taught words
Steven A Stahl
Go to www macmillanmhcom
Adelinarsquos Whales 493
In a whisper her grandfather begins to draw them in Adelina closes her eyes to imagine the calm and quiet on that fi rst afternoon when his small boat was gently nudged by a huge gray whale As the boat rocked her grandfather and his fi shing partnerrsquos hearts pounded They held tight and waited preparing themselves to be thrown into the water by the giant animal The whale dove below them and surfaced again on the opposite side of their boat scraping her head along the smooth sides Instead of being tossed from the boat they were surprised to fi nd themselves still upright and fl oating
For the next hour the whale glided alongside them bumping and bobbing gentlymdashas gently as possible for an animal that is as long as a school bus and as wide as a soccer goal As the sun started to set behind them the whale gave out a great blast of wet snotty saltwater that soaked their clothes and stuck to their skin The whale then rose up inches away from their boat and dove into the sea Her fi rst visit was over
494
Main Selection Student page 494
Develop Comprehension
9 AUTHORrsquoS PURPOSE
How does the author show that the
grandfatherrsquos story is both vivid and
entertaining Use examples from the
essay to support your answer (The
author tells us how the grandfather
makes the story suspenseful by
beginning in a whisper We hear how
the menrsquos hearts were pounding when
the whale rocked their boat The
author also uses familiar things like
a school bus to let the reader know
how large the whales are Even though
the description of how the whale
soaked the men is a little disgusting it
definitely creates a strong image in the
readerrsquos mind)
Repeated Reading
Explain Tell students they will be echo-reading with an emphasis
on punctuation
Model Read the paragraph on Student Book page 494 starting
with the words ldquoIn a whisperrdquo and ending with ldquoupright and
floatingrdquo Emphasize pausing at commas and coming to a stop
at periods Repeat the paragraph one sentence at a time with
students echo-reading
Practice Divide the class into two groups The first group reads the
paragraph one sentence at a time The second group echo-reads
Then groups switch roles Listen for accuracy in studentsrsquo reading
for punctuation
9
494
As her grandfather fi nishes the story he looks to Adelina who joins him in speaking the last line of the story ldquoWell my friend no fi sh todayrdquo they say before breaking into laughter
SequenceRetell the grandfatherrsquos story
using sequence words
495
Develop Comprehension
10 SEQUENCE
Retell the grandfatherrsquos story using
sequence words (At first the two
men were quietly fishing on a calm
sea Then they felt the boat begin
to rock When they realized a whale
had bumped the boat they held on
waiting to be thrown into the water
Next the whale simply dove beneath
the boat and scraped her head along
its sides After that the whale spent
the next hour swimming alongside the
boat and gently bumping it As the
sun went down the whale sprayed the
men and swam away)
Ask students to respond to the
selection by confirming or revising
their predictions and purposes
Encourage them to write additional
questions they may have about the
selection
Main Selection Student page 495
Stop here if you wish to read
this selection over two daysSTOP
Can students use signal words
to tell the sequence of events If
not see the Extra Support on
this page
10
Sequence
If students are having difficulty reiterating the sequence of events
help them identify signal words in each of the sentences on page
494 Ask them to find the words that tell when or what time
something happened For example in the first sentence point out
the word begins and in the second sentence point out the phrase on
that first afternoon Ask how each of these lets the reader know when
an event happened If a sentence does not have a signal word or
phrase model adding one that makes sense in context For example
add While this was happening to the beginning of the fourth sentence
and Then to the beginning of the fifth sentence Have students retell
the episode briefly using similar signal words and phrases
Adelinarsquos Whales 495
After this fi rst friendly visit with the whales word quickly spread of the unique encounter between a wild fi fty-foot whale and a tiny fi shing boat Scientists and whale watchers started to come to Laguna San Ignacio to see the whales themselves Perhaps word spread among the whales too because now dozens of whales began to approach the small boats With brains as large as a carrsquos engine gray whales might even have their own language They ldquotalkrdquo in low rumbles and loud clicks making noises that sound like the tappings of a steel drum or the ticking that a playing card makes as it slaps against the spokes of a turning bicycle wheel Maybe they told each other that it was safe to visit here
496
Main Selection Student page 496
Develop Comprehension
11 STRATEGYANALYZE TEXT STRUCTURE
Teacher Think Aloud In this part of
the essay the author tells the story of
Adelinarsquos grandfatherrsquos first encounter
with a whale We learn that word of
this encounter spread and caused
several things to happen How
do these events fit into the larger
sequence of the essay
(Encourage students to apply the strategy
in a Think Aloud)
Student Think Aloud I learn that
more whales came to the lagoon
and that more scientists and whale
watchers started coming as a result
This section of the essay shows how
the whalesrsquo annual trip became an
important event for Adelinarsquos village
12 PERSONIFICATION
Explain ways in which the author gives
the whales human qualities on page
496 (He says that ldquoperhaps word spread
among the whalesrdquo but whales donrsquot
use words the way people do Then
he explains something about the ways
scientists think whales ldquotalkrdquo with each
other and says they may have ldquotoldrdquo
each other that it is safe to visit the
lagoon)
Find the sentence that contains the
word unique What are some words or
phrases that mean the opposite of unique
(Possible answers common ordinary
nothing special)
11
12
496
Adelinarsquos favorite time of the day is the late afternoon when her father and grandfather return from their trips on the water guiding visitors to see the whales They sit together as the sun goes down behind them and she listens to stories of the whales She asks them lots and lots of questions
Adelina has learned a lot about the gray whales She knows that when a whale leaps out of the water and makes a giant splash falling back in itrsquos called breaching When a whale pops its head straight up out of the water as if it is looking around to see what is going on it is called spyhopping Adelina also learned how the whalersquos wide fl at tail is called a fl uke and when it raises its tail up in the air as it goes into a deep dive that is called fl uking
497
Develop Comprehension
13 MAINTAINDRAW CONCLUSIONS
Why do you think Adelina does not go
out in the boats too (She may be in
school at the times they go out but
she is also probably too young to go
The whales are friendly but they are
still wild animals There is a risk that an
accident could happen)
14 SUMMARIZE
How would you summarize the
information about whales in the
second paragraph of page 497
(Suggested answer Whales show
a number of particular behaviors
Breaching is when a whale jumps out
of the water and splashes back in
Spyhopping is when a whale pokes
its head out of the water The wide
flat tail of a whale is called its fluke
Fluking is when the whale dives with
its tail up in the air)
Main Selection Student page 497
STRATEGIES FOR EXTRA SUPPORT
Question 14 SUMMARIZECross-Check Meaning Using Visuals Write the word breaching on the
board Tell students to find the word reread the sentence containing the
word and tell you the meaning of the word Provide help as needed
Then have students look through the photos in the selection to find one
that appears to illustrate breaching (pages 496 and 497) Allow students
to work with a partner Discuss the reasons why a photo could or could
not be an example of breaching Use gestures and drawings to help
students understand the actions involved in breaching when necessary
Repeat the activity with the words spyhopping (pages 490 and 494) and
fluking (page 487) Photos that seem to clearly demonstrate each word
are in parentheses
13
14
Adelinarsquos Whales 497
Although her home is a simple one on a sandy bluff hugging the edge of the Pacifi c Ocean Adelina has many new friends who come to share her world She has met people who come from beyond the end of the winding bumpy road that rings the lagoon Some are famous actors Some are politicians Some speak Spanish Some speak English Those that weigh forty tons speak to her in their own magical style The whales have taught her that the world is a big place
Adelina knows that she has many choices in her future Sometimes she giggles with delight at the idea of being the fi rst girl to captain a panga (a small open fi shing boat) and teach people about the whales in the lagoon Or sometimes she thinks she may become a biologist who studies the ocean and can one day help to unlock some of the mysteries of the whales in her own backyard Or maybe she will take pictures like the photographer whom she watches juggling his three cameras as he stumbles aboard the whale-watching boat But no matter what she chooses the whales will always be a part of her life
498
Main Selection Student page 498
Develop Comprehension
15 STRATEGYDICTIONARY
Read the sentence that contains the
word bluff Use a dictionary to find a
homograph for bluff Use each word
in a sentence that shows its meaning
Students should use context to
accurately read words with more than
one pronunciation (Sample answers
She stood on the bluff to see the valley
below Saying he would run away was
only a bluff)
16 MAIN IDEA AND DETAILS
What is the main idea of the second
paragraph on page 498 What details
support that idea (Main idea No
matter what Adelina decides to do in
the future it will have something to
do with the gray whales Supporting
details She may captain a fishing boat
and tell people about the whales
She may become a biologist and
study the whales She may become a
photographer who photographs the
whales)
16
15
498
For these three months Adelina knows how lucky she is to live in Laguna San Ignacio the little corner of Mexico that the gray whales choose for their winter home This is the place where two worlds join together She wouldnrsquot trade it for anything
SequenceWhat events drew whale watchers
to Laguna San Ignacio Be sure
to name the events in the order in
which they occurred
499
Develop Comprehension
17 SEQUENCE
What events drew whale watchers to
Laguna San Ignacio Be sure to name
the events in the order in which they
occurred (Gray whales have come to
the warm waters in the lagoon each
winter for hundreds of years Adelinarsquos
grandfather had the first ldquofriendlyrdquo
encounter with a whale Once the
whales and people began to ldquovisitrdquo
with each other more whales began
coming to the lagoon All sorts of
people from all over the world heard
about the whales and come to see
them in the lagoon)
Main Selection Student page 499
17
Cross-Curricular ConnectionCONSERVING SEA LIFE
For centuries the island nation of Japan has depended on
plants and animals from the ocean for food However the
Japanese have not been eager to pass laws to protect ocean
life and prevent pollution Recently though some Japanese
conservationists formed a group called the Human-Animal
Bond for the 21st Century One of the grouprsquos members Keiichi
Iwashige built a conservation center for dolphins in Cambodia
This center will work to prevent dolphins from drowning in
fishing nets The group also wants to raise awareness about
dolphins
Have students draw posters or write the text for a Web site
asking people to help protect the dolphins In this way they
can understand a task through group cooperation
Adelinarsquos Whales 499
In the early spring the lagoon grows quiet One by one the whales swim off heading north for a summer of feeding On their heads and backs they carry the fi ngerprints of those they met the memories of their encounters in Mexico Maybe as the whales sleep they dream of the colorful sunsets of Laguna San Ignacio
Every afternoon Adelina continues to gaze across the water Sometimes now when she closes her eyes she can still see the whales swimming by And if she listens really closely she can even hear their breathing
500
Main Selection Student page 500
Develop Comprehension
18 STRATEGYANALYZE TEXT STRUCTURE
How does the information that
the author includes in the last two
paragraphs help to bring the sequence
of events in the photo essay to a close
Student Think Aloud I know that
the lagoon is the whalesrsquo home only
in the winter They have to leave
and head north every spring to
search for food The author makes
it seem as if both the whales and
the people are saying good-bye
He talks about the whales having
memories of the people they met
and dreams about the sunsets
at the lagoon Those sound like
reactions that people would have
He also describes how Adelina still
sees and hears the whales after they
are gone I can use this information
to complete my Sequence Chart
FIGURATIVE LANGUAGE
Explain that the whales do not actually ldquocarry the fingerprintsrdquo of the
people The author does not mean that the whales have fingerprints
on them He chose to express the connection between the whales
and the people in this poetic way
18
Every winter the whales swim south along the Pacific Coast from Alaska and Russia
The first whales arrive in the lagoon
In the spring the whales leave the lagoon to feed up north
500
501
Develop ComprehensionRETURN TO PREDICTIONS
AND PURPOSES
Review studentsrsquo predictions and
purposes Were they correct Did
students find out how the whalesrsquo
yearly visits affected Adelinarsquos life (She
has learned much about gray whales
has made new friends and wants to
do work involving the whales)
REVIEW READING STRATEGIES
What questions do you have about
the selection What strategies can
you use to answer them
In what ways did identifying the
sequence of events help you to
understand the selection
What strategies did you use when
you came to difficult words
PERSONAL RESPONSE
Ask students to discuss and write
about an experience that helped them
think about what they would like to do
when they grow up
Main Selection Student page 501
During Small Group Instruction
If No Approaching Level Leveled
Reader Lesson p 507P
If Yes On Level Options
pp 507Qndash507R
Beyond Level Options
pp 507Sndash507T
Can students analyze
the structure of a text that
presents factual information
in sequential order
Adelinarsquos Whales 501
A Snapshot ofRichard Sobol
Richard Sobol is a photographer who has snapped many different subjects in his long career For the past few years Richard has spent a lot of time photographing wildlife including the whales He is especially interested in capturing images of endangered species
Other books by Richard Sobol
Authorrsquos PurposeNonfiction texts are often written to inform the reader or to explain something Why did Richard Sobol write Adelinarsquos Whales What clues help you figure out his purpose in creating this photo essay
Find out more about Richard
Sobol at wwwmacmillanmhcom
502
Respond Student page 502
Author and Illustrator
A SNAPSHOT OF RICHARD SOBOL
Have students read the biography of
the author and photographer
DISCUSS
How might Richard Sobolrsquos work in
photography have helped prepare
him to write this book
How might photographs such as
the ones Sobol took help save
endangered species
What do you think Sobolrsquos position
is on the subject of endangered
species Explain
What are his views on gender Do
you think Sobol believes Adelina
might grow up to be a whale
specialist
WRITE ABOUT IT
Ask students to think of an animal they
would like to know more about Have
them write a paragraph explaining
what they would want to learn and
observe if given the chance to live
among those animals
Students can find more information about Richard Sobol at wwwmacmillanmhcom
Authorrsquos CraftTheme
The theme of any piece of writing is the main idea or message
which tells the reader what the article or story is about
Whales are beautiful and worth saving This is one way to state
the theme of Adelinarsquos Whales
Ask students for other ways to state the theme of the photo
essay such as Living in tune with nature has many rewards
Then ask students to look again at the photographs and find the
ones they think relate most closely to the theme
Authorrsquos PurposeTell students that authors who write to
inform often provide examples in the
form of text features like photographs
Have students look in the story for
clues that will help them determine
Richard Sobolrsquos intentions
502
Comprehension Check
Summarize
Summarize the relationship between
humans and gray whales in Laguna San
Ignacio Use your Sequence Chart to
organize events in the correct order
Think and Compare
1 When did scientists and whale watchers start going to Laguna
San Ignacio Use text details to support your answer Analyze
Text Structure Sequence
2 Reread page 494 of Adelinarsquos Whales Why do you think the
massive whale did not overturn the small boat Use details
from the text to support your answer Analyze
3 How would you organize a club to study whales and visit
Laguna San Ignacio Develop a plan to show the steps you
would take Apply
4 Can you predict what will happen to the whales and Adelinarsquos
community if the lagoon becomes polluted Synthesize
5 Read ldquoA Whale of a Triprdquo on pages 484ndash485 What did you
learn about whales in this article that was not in Adelinarsquos
Whales ReadingWriting Across Texts
503
Comprehension Check
SUMMARIZE
Have partners summarize Adelinarsquos
Whales by paraphrasing Remind
students to use their Sequence Chart
to help them organize their summaries
THINK AND COMPARE
Sample answers are given
1 Sequence Scientists and whale
watchers started going to Laguna
San Ignacio after Adelinarsquos
grandfather began to tell about his
first friendly visit with the whales
2 Analyze Students should suggest
that the whale was curious about
the boat and the people in it She
did not mean to harm them and
was careful not to turn the boat
over
3 Text to Self Answers may vary
Students might say they would
get permission from their school
to start a club They might put
up posters to try to persuade
other students to join and then
do research to learn more about
whales USE ON MY OWN
4 Text to World If the lagoon
becomes polluted the whales could
get sick or even die If that happens
tourists and scientists may stop
coming to Laguna San Ignacio
FOCUS QUESTION
5 Text to Text In ldquoA Whale of a Triprdquo
we learn about baleen whales how
they eat and how they need to be
protected from tuna fishing nets
The story of Adelinarsquos Whales not
only talks about whales but it also
tells us about Adelinarsquos community
Respond Student page 503
On My Own
Model the On My Own strategy with question 3
The answer is not in the selection You have to use what you already
know to answer the question
Question 3 Think Aloud
I know that there are many ways to
get classmates together for a good cause or a fun event Many
people think whales are fascinating creatures Doing research
about marine life looking into related groups using the Internet
and writing to marine biologists might be a fun and interesting
way to start a club dedicated to the study of whales
Adelinarsquos Whales 503
FluencyComprehension
As I read I will pay attention to tempo and match the action in the story
Did you know that whales talk to each other Whales
10 make sounds for different reasons Some sounds are used to
20 locate calves Others are used to find mates Whales even use
31 sounds to warn other pod members that a predator is around
42 Toothed whales click and whistle in order to locate food
52 Baleen whales make knocking moaning snoring and
59 rumbling noises Humpback whales sing but not during
67 feeding season They save their tunes for the warmer waters
77 where they spend their breeding season Some scientists
85 believe they are singing love songs Other scientists think
94 they are sending out threats like ldquoGo awayrdquo We may never
105 know exactly why whales sing
110 Some humpback whales swim up to the surface and take
120 a few breaths Then they dive under the water and start to
132 sing They do not move when they sing Their underwater
142 songs can be heard for miles Sometimes they sing for a half
154 hour without stopping 157
Comprehension Check
1 What actions does a humpback whale take when it sings Sequence
2 Why might a whale need to communicate with another whale Draw Conclusions
Words Read ndash Number of Errors = Words
Correct Score
First Read ndash =
Second Read ndash =
A humpback whale swims to the surface and takes a few breaths Then the whale dives under the water to sing The whale does not move when singing
Whales might need to communicate with other whales to warn them about predators to find mates or to locate their calves
On Level Practice Book O page 136
Approaching Practice Book A page 136
Beyond Practice Book B page 136
Transparency 19
FluencyRepeated Reading Tempo
EXPLAINMODEL Tell students they will be doing a choral reading
or reading out loud together Point out that the passage on
Transparency 19 begins with slow action and a slow mood After
the whale nudges the boat the fishers become frightened and the
action picks up As you model reading the passage increase the
speed the second and third times you read through the last four
sentences Have students pay attention to the tempo
PRACTICEAPPLY Reread the first two sentences of the passage
with students Then divide them into two groups Have groups
alternate reading sentences Remind students to pay attention to
the tempo changes they should make Students will practice fluency
using Practice Book page 136 or the Fluency Solutions Audio CD
Objectivesbull Read accurately with good
tempo
bull Rate 102ndash122 WCPM
Materials
bull Fluency Transparency 19
bull Fluency Solutions
bull Leveled Practice Books p 136
Vary Reading Pace Act
out the actions as you
explain the sequence of
events in the passage
Next read it aloud using
lots of expression and
gestures to help with
meaning Then echo-read
the passage with students
Ask students to imitate
your tempo and voice
During Small Group Instruction
If No Approaching Level Fluency p 507N
If Yes On Level Options pp 507Qndash507R
Beyond Level Options pp 507Sndash507T
Can students read accurately with good tempo
In a whisper her grandfather begins to draw them in Adelina closes her eyes to imagine the calm and quiet on that first afternoon when his small boat was gently nudged by a huge gray whale As the boat rocked her grandfather and his fishing partnerrsquos hearts pounded They held tight and waited preparing themselves to be thrown into the water by the giant animal The whale dove below them and surfaced again on the opposite side of their boat scraping her head along the smooth sides Instead of being tossed from the boat they were surprised to find themselves still upright and floating
Fluency Transparency 19
from Adelinarsquos Whales page 494
503A
Draw Conclusions
Introduce 413A-B
Practice Apply
414ndash437 LeveledPractice 113ndash114
Reteach Review
443MndashT 447AndashB 448ndash463 469MndashT Leveled Practice120ndash121
Assess Weekly Tests Unit 4 Test Benchmark Tests A B
Maintain 503B 529B 557B
FluencyComprehension
ComprehensionMAINTAIN SKILLDRAW CONCLUSIONS
EXPLAINMODEL
You can use information from a selection as well as personal
experience to draw conclusions
A reader can draw conclusions about a personrsquos character and
about events by looking for clues in the selection
Lead a class discussion about drawing conclusions in ldquoA Whale of a Triprdquo
PRACTICEAPPLY Discuss the photo essay Adelinarsquos Whales and
what details can help readers to draw conclusions Then ask student
partners to discuss the following questions Encourage them to take
notes so that they may share answers with their peers afterward
What tells you that Adelina enjoys living by the ocean
How do you know that Adelina wants to work with whales in the
future What do you think her grandfatherrsquos reaction will be
What can you conclude about the future of Laguna San Ignacio
(Students should be able to identify a conclusion that summarizes
the main idea)
Using conclusions and parts of their discussion have each student
write a paragraph that continues the story For comprehension
practice use the Graphic Organizers on pages 40ndash64 in the
Teacherrsquos Resource Book
Objectivebull Draw conclusions from
details in a story
Adelinarsquos Whales 503B
LOZ_Subhd_LFT LOZ_StudentPgs
PoetryA Limerick is a funny poem
with a specific pattern
of rhyme and meter All
limericks have five lines
Literary ElementsMeter is the rhythm of the
syllables in a line of poetry
Rhyme Scheme is the
pattern of rhymes within
a poem
There once was a whale named Alene
Who strained all her meals through baleen
But she dreamed of a lunch
With a food that goes ldquocrunchrdquo
Like a truckload of just-picked string beans
mdashDoreen Beauregard
Near our boat is a mammal named Luke
Whorsquos exceedingly proud of his fl uke
Just donrsquot call it a tail
Or this dignifi ed whale
Will respond with a splashy rebuke
mdashDoreen Beauregard
WWhale hale WWatchatch
The meter in these three lines is created by emphasizing the third sixth and ninth syllables
LLimericksimericks
aa MMealealAA WWhalehale ofof
504
Paired Selection Student page 504
PoetryGENRE LIMERICK
Have students read the bookmark on
Student Book page 504 Explain that a
limerick
is meant to be funny
sometimes contains idioms puns or
other kinds of figurative language
Literary Elements Meter and Rhyme Scheme
EXPLAINMODEL
Tell students that literary elements
such as meter and rhyme scheme help
give poetry its rhythm
Meter is the rhythm or beat
of a poem It is created by the
arrangement of accented and
unaccented syllables in a line
Rhyme scheme is the pattern of
rhymes in a poem Capital letters are
used to represent each individual
rhyme
Discuss how ldquoWhale Watchrdquo contains
three accented syllables in lines 1 2
and 5
PRACTICEAPPLY
Have students point out the rhyme
scheme of the limerick on page
505 Where does the rhyme scheme
change (the second and third lines)
Read ldquoA Whale of a Mealrdquo ldquoWhale Watchrdquo and
ldquoThe Podless Whalerdquo
As you read remind students to apply what they have learned
about limericks
1
2
504504
Poetry
Connect and Compare1 What is the rhyme scheme of ldquoWhale Watchrdquo What if the last
line rhymed with the third and fourth lines Rhyme Scheme
2 Why were the sea bass in ldquoThe Podless Whalerdquo bewildered
Apply
3 How are the whales in these poems similar to the ones in
Adelinarsquos Whales How are they different
ReadingWriting Across Texts
There once was a whale near Cape Cod
Who just could not locate his pod
So he joined with a mass
Of bewildered sea bass
Who found this behavior quite odd
mdashDoreen Beauregard
P Podless odless WWhalehaleTheThe
The last line of a limerick always rhymes with the first two lines The second and third lines have a different rhyme
Find out more about limericks at wwwmacmillanmhcom
505
1 LITERARY ELEMENTS RHYME
SCHEME
If the name of the whale in ldquoA Whale
of a Mealrdquo were changed to Rose what
other words would have to change in
the poem (baleen string beans) Why
(This poem is a limerick so its rhyme
scheme must be AABBA)
2 LITERARY ELEMENTS METER
What is the meter used in the limerick
ldquoWhale Watchrdquo (Lines 1 2 and 5 have
three beats Lines 3 and 4 have two
beats)
3 MAKE INFERENCES
What is a group of whales called What
poem helped you figure this out (A
group of whales is called a pod This
can be figured out from ldquoThe Podless
Whalerdquo)
Connect and Compare
SUGGESTED ANSWERS
1 The rhyme scheme of ldquoWhale
Watchrdquo is AABBA If the last line
rhymed with the third and fourth
lines the rhyme scheme would be
AABBB and this would not be a
limerick RHYME SCHEME
2 The sea bass were bewildered
because a whale became a member
of their group and this is not
typical of whale behavior APPLY
3 FOCUS QUESTION The whales in
these poems are similar to the ones
in Adelinarsquos Whales because they
share whale characteristics such as
swimming near boats and in pods
They are different from Adelinarsquos
Whales because they are fictional
Adelinarsquos whales are real READING
WRITING ACROSS TEXTS
Paired Selection Student page 505
Internet Research and Inquiry Activity Students can find more
facts about limericks at wwwmacmillanmhcom
3
HISTORY AND CULTURE OF LIMERICKS
Limericks derive from the Irish town of Limerick and date back to
the 14th century Limericks were originally used in nursery rhymes
for children Later these rhymes were repeated and changed by the
working classes who created choruses based on the refrain ldquoWill
you come to Limerickrdquo
A famous childrenrsquos book of limericks Edward Learrsquos Book of
Nonsense was published in England in 1846 Because limericks are
short and funny they have survived to this day across many cultures
Adelinarsquos Whales 505
Why We Need Whales
by Maggie W
We learned in class today that some kinds
of whales are in danger of becoming extinct
I think we should try to save them We need
whales
Why do we need whales We donrsquot need
them for food They donrsquot do any work for us
But they are fascinating to watch They seem
to play and talk together The world would be
less interesting if there were no whales
I want the world to be an interesting place
so I hope there will
always be whales
making their wonderful
noises
Share YourShare YourPoint of ViewPoint of View Writerrsquos Craft
VoiceWriters want their readers to understand their point of view They use appropriate words to show voice and to share their opinions
I tried to show why I feel that whalesare important
I think whales are great I wrote this to express my point of view about whales
506
Features of a Point-of-View Article
In a point-of-view article the writer gives his or her opinion about
a subject A writer should use good reasons to explain his or her
point of view
It is written using first person
It describes a writerrsquos opinion about a subject
It uses supporting statements in a logical order
WritingVoice
READ THE STUDENT MODEL
Read the bookmark about voice
Explain that a writerrsquos voice shows his
or her personality It helps readers to
hear changes in the writerrsquos feelings
just as they would if the writing were
spoken aloud
Have students turn to page 477
Discuss the writerrsquos voice and its effect
Then have the class read Maggie Wrsquos
article and the callouts Tell students
that they will write an article about the
importance of animals They will also
learn how to create a voice that shows
their feelings
WRITINGbull Explanatory Writing
bull Writerrsquos Craft Voice
WORD STUDYbull Words in Context
bull Dictionary
bull Phonics Words with oi and ou
bull Vocabulary Building
SPELLINGbull Words with oi and ou
GRAMMARbull Possessive Pronouns
SMALL GROUP OPTIONS
bull Differentiated Instruction pp 507Mndash507V
506
Transparency 73
Writing Transparency 73
Explanatory Writing
Writerrsquos Checklist Ideas and Content Did I explain my point of view
clearly
Organization Did I state my opinion first and then
give reasons to explain it Did I save the strongest
reason for last
Voice Is my voice clear as I write about the topic
Word Choice Did I choose words carefully
Sentence Fluency Did I vary the length of
my sentences
Conventions Did I spell possessive pronouns
correctly
Your TurnWrite an article of one or two paragraphs to explain
your point of view about the importance of animals
You may write about animals in general or one kind
of animal in particular State your opinion and
give strong reasons for it Save your strongest
reason for last Back up your reasons with
examples End by restating your opinion
Use the Writerrsquos Checklist to check
your writing
507
PREWRITE
Read and discuss the writing prompt
on page 507 Students can brainstorm a
list of animals they feel it is important
to save Ask them to choose the animal
they care most about saving
Display Transparency 73 and discuss
how Maggie used a point-of-view chart
to plan an article with opinions about
animals including the use of strong
supporting statements Have students
use a point-of-view chart to plan their
own articles
DRAFT
Display Transparency 74 Discuss how
Maggie used her chart to organize and
write a draft of her article Talk about
how she could improve the draft Before
students write present the explicit
lesson on Voice on page 507A and
the Ideas and Content and Purpose
and Audience mini lessons on page
507B Have students use their charts
to write their articles Remind them to
keep their purpose and audience in
mind to express strong opinions and to
emphasize strong supporting statements
REVISE
Display Transparency 75 and discuss
Maggiersquos revisions Point out that she
added sentences to show her feelings
about whales Students can revise their
drafts or keep them to work on later
If students choose to revise have
them work in pairs to use the Writerrsquos
Checklist on page 507 Then ask
students to work with a partner to
proofread their writing For Publishing
Options see 507A For lessons on
Possessive Pronouns and Spelling
see page 507B and 5 Day Spelling and
Grammar on pages 507Gndash507J
Transparency 73 Point-of-View
Chart
Transparency 74 Draft
Transparency 75 Revision
Writing Student pages 506ndash507
Point of View Chart
Opinion
We should save whales
Reason
They are fun to watch
Reason
They play and talk together
Reason
They make the world interesting
Writing Transparency 73
Adelinarsquos Whales 507
SPEAKING STRATEGIES
Use tone of voice to show
exciting parts of the article
Change voices when the
strongest feelings are
mentioned
Look at the audience
to help them see your
interest in the article
LISTENING STRATEGIES
Listen to hear how the
author feels about saving
the animal
Try to imagine the setting
of the article in your mind
VoiceEXPLAINMODEL
Good writers use language that shows their feelings about a topic
These feelings make up the writerrsquos voice Reread the first paragraph
of the model on page 506 Point out that Maggie shows her strong
feelings about saving whales when she says we need them and that
they are fascinating to watch Display Transparency 76
Think Aloud The first example shows me how the writer feels
about her cat He is her best buddy She likes it when the cat
comes to see her in the garden The second example tells me
only the facts without saying how the writer feels about them
I donrsquot learn as much about the writer or the animal from this
example
Writing Transparency 76
Transparency 76
PRACTICEAPPLY
Work with students to read the two choices in each set Invite
volunteers to identify the stronger voice in each set and explain
how it shows the writerrsquos feelings Then have students identify and
discuss voice in another story they have recently read
Tell students that as they draft their article they should think about
ways to create a voice that shows their feelings about the animal or
animals they are describing
Publishing OptionsStudents can read aloud their article to the class See Speaking and Listening tips below They can also use their best cursive to write their article (See Teacherrsquos Resource Book pages 168ndash173 for cursive models and practice) Then invite students to illustrate their articles or act them out with a friend
4- and 6-Point Scoring Rubrics
Use the rubric on pages 539Gndash
539H to score published writing
Writing Process
For a complete lesson see Unit Writing on pages 539Andash539H
Writing
Writerrsquos Craft
Voice
Strong Voice Gumby is my best buddy It feels great when he
appears in the garden and then jumps on my back
to purr and watch me dig
Weak Voice Gumby is my cat He walks through the garden to
watch me dig
1 Wow Seeing Flossie run across the lawn to greet
me is so fantastic She barks loudly as if shersquos as
glad to see me as I am to see her
2 Flossie runs across the lawn to greet me She
barks loudly
3 My parrot Polly talks all the time I like the sound
of her voice She always tells me that Irsquom her friend
4 I love to hear Polly my pet parrot talk all the
time Her voice is music that fills our familyrsquos
kitchen Best of all she always tells me that Irsquom
her friend
(1 strong 2 weak 3 weak 4 strong)
Writing Transp
arency 76
507A
Technology
Writing
Writerrsquos Toolbox
Possessive Pronouns
ExplainModel Possessive pronouns take the
place of nouns that show ownership as in her
Point out the first possessive pronoun her in the
first sentence of Adelinarsquos Whales on page 494 This
pronoun shows that the grandfather is Adelinarsquos
PracticeApply Work with students to find more
possessive pronouns in the story on page 494
Have them identify the ownership each pronoun
suggests For a complete lesson on possessive
pronouns see pages 507Indash507J
Mechanics Do not use apostrophes in possessive
pronouns As students proofread their stories ask
them to check that they have used possessive
pronouns correctly
Writing Trait Ideas and Content
ExplainModel Good writers state their opinions
or point of view at the beginning of their writing
They use appropriate words to show voice and
they use good reasons and examples to support
their opinions and explain their point of view
They end their writing by repeating their opinion
strongly in a closing sentence
PracticeApply Have students reread the student
model on page 506 Discuss the callouts on the
left Can students identify Maggie Wrsquos point of view
in her article Ask students if Maggie W supports
her point of view
Purpose and Audience
ExplainModel Point out that one purpose of
writing an article is to inform and persuade the
audience of your opinion Using examples as
Maggie did helps to do this
PracticeApply As students draft tell them to
consider their audience They should use ideas that
will appeal to the people who will read their article
Spelling Words with oi and ou
Ask students to find the words noise and clouds in
the main selection on page 490 Point out that the
sound oi is spelled oi in noise Explain that the
sound ou is spelled ou in clouds but can also be
spelled ow as in flowers For a complete lesson on
words with oi and ou see pages 507Gndash507H
Remind students to use centering to position their title
correctly and to use formatting to capitalize the first letter
in each important word of the storyrsquos title
Adelinarsquos Whales 507B
Word StudyWord Study
Objectivesbull Apply knowledge of word
meanings and context clues
bull Use a dictionary to look up the
meanings of homographs
Materials
bull Vocabulary Transparencies 37
and 38
bull Leveled Practice Books p 138
Review
VocabularyWords in Context
EXPLAINMODEL
Review the meanings of the vocabulary words Display
Transparency 37 Model how to use word meanings and context
clues to fill in the first missing word with students
Think Aloud In the first sentence I learn that the speaker is going
on a boat to whale watch The speaker makes a note about the
boatrsquos size A boat for whale watching would be large I think that
the missing word is massive When I try massive in the sentence it
makes sense
PRACTICEAPPLY
Help students complete item 2 Then have them use context clues
to write missing words for items 3ndash6 on a separate sheet of paper
Students can exchange papers check their answers and explain the
context clues they used to determine the missing words
Fun with Puns Remind students that the vocabulary word dove
is a homograph Review its pronunciations and definitions Have
students work in small groups to create puns using dove Invite
groups to share their puns with the class
Give Examples For massive
sketch a bus and a whale on
the board Say A bus is big
but a whale is massive Have
students brainstorm other
examples in pairs
tangles (p 488) things
twisted together such as
strands of hair
rumbling (p 490) heavy
deep and rolling
snoring (p 490) making
loud breathing sounds
when sleeping
massive (p 491) big or
heavy
dove (p 494) jumped into
the water head first
unique (p 496) one of a
kind
politicians (p 498) people
who hold a government
officeVocabulary Transparency 37
Transparency 37
dove massive politicians rumbling snoring tangles unique
1 We boarded the massive boat amazed at its size and hoped it would be a good day for whale watching
2 The politicians had done a good job of protecting the whales in this bay so I was hopeful that we would see many whales
3 I stepped over the nets that lay in tangles on the deck
4 I watched as the birds dove into the ocean to catch their dinner
5 When I heard a rumbling sound I looked toward the horizon where I saw a unique sight a whale
6 I shouted for my father but when I heard his snoring I knew that he had missed the fantastic sight
507C
Vocabulary Strategy Transparency 38
Word Study
Homographs are words that have the same spelling but different meanings They may also have different pronunciations
Read the list of homographs and their meanings Then read the sentences and decide the meaning of the underlined homograph Write the letter of the correct meaning in the blank next to the sentence
dove ndash a past tense of dive b a kind of bird
fluke ndash c part of a whalersquos tail d something lucky
1 The whale splashed the surface of the water with its fl uke
2 The eagle dove for its prey
3 It was a fl uke that my mother won the game
4 The bird watchers saw a mourning dove sitting in a tree
Pick another homograph Write one sentence for each meaning of the word
5
6
c
a
d
b
My brother gave his girlfriend an engagement ring
Possible response provided
I didnrsquot hear the phone ring so I missed your call
On Level Practice Book 0 page 138
Approaching Practice Book A page 138
Beyond Practice Book B page 138
Practice Vocabulary
Homographs can be
confusing to students
especially those that are
pronounced differently
Create sentences for pairs
of words and model how
to guess the meaning
through the context
Practice with dove wind
and bow
Transparency 38
Homographs
1 What was the content of Karlarsquos lettera subject or topic nounb satisfied adjective
2 We tried to wind the kite string around a sticka moving air nounb to wrap around verb
3 Casey did not shed a tear as he watched the sad moviea to pull apart or into pieces verbb a drop of fluid that comes from the eye noun
4 Tanya put dates and nuts in her breada specific points in time nounb fruits from palm trees noun
PRACTICEAPPLY
Ask students to look up meanings and write sentences for the
following homographs bow row and present
During Small Group Instruction
If No Approaching Level Vocabulary pp 507Nndash507O
If Yes On Level Options pp 507Qndash507R
Beyond Level Options pp 507Sndash507T
Do students understand word meanings Can students use
context clues and dictionaries to understand homographs
STRATEGYDICTIONARY HOMOGRAPHS
EXPLAINMODEL
Remind students that homographs are words that are spelled alike
but have completely different meanings and may have different
pronunciations Explain how a dictionary and context clues can help
a reader to figure out the correct meaning and pronunciation of
homographs
Read the first sentence and definitions on Transparency 38 Model
how to figure out the meaning of content trying both definitions
and pronunciations Ask student volunteers to read aloud and
choose the correct homograph definitions for numbers 2ndash4
Adelinarsquos Whales 507D
The oi sound can be spelled with oi as in foil or with oy as in boy The ou sound can be spelled with ou as in couch or with ow as in now Keep in mind though that not all words containing oi have the oi sound and not all words spelled with ou and ow have the ou sound
In each row of words below there is one word that does not belong If the word does not have the same sound as the others make an X over it If the word is a homograph sometimes pronounced like the other words and sometimes pronounced differently put an asterisk () next to it Then on the blank line add another word that belongs with the group you made
1 joy foil employ onion
2 bow allowed south outside
3 coil destroy oil going
4 mouth doubt through how
5 broil doing spoil noise
6 sow tower frown sprout
7 couch dough cloud crowd
8 enjoy soil shooing toys
9 now enough crown proud
10 brow cow low down
11 annoy voices boil porpoise
12 thought shower loud trout
oi word
ou word
oi word
ou word
oi word
ou word
ou word
oi word
ou word
ou word
oi word
ou wordporpoiseporpoiseporpoiseporpoisepp
on on onioonioonioonioononoo
ngnggoigoigoigoingngnn
ughughhrohrothrothroughughouou
doing doing doing doing ii
ugh ugh doudoudoudouughughuu
oingoingshooshooshooshoooingoingoo
ughughenoenoenoenoughughouou
wwlowlowowowwwww
ught ught houhouthouthouughtughtuu
On Level Practice Book O page 139
Approaching Practice Book A page 139
Beyond Practice Book B page 139
Word Study
Phonics Decode Words with oi and ou
EXPLAINMODEL
Remind students that the letters oi and oy almost always spell the
sound oi The letters ou often spell ou unless they are followed
by r or gh The letters ow often spell ou but they may also spell
ō Write bow
Think Aloud
This word is a homograph When I say bou I know
the word means ldquoto bend the headrdquo or ldquothe front of a boatrdquo
When I say bō I know the word means ldquoa weaponrdquo or ldquoa knot
with loopsrdquo I need to look at the context to figure out which
word the writer means
PRACTICEAPPLY Write these words on the board joy spoil
mountain blouse coin tower and around Have students underline
the letters that spell ou and oi Then have them read the words
aloud pronouncing each sound with emphasis
Decode Multisyllabic Words Write these words on the board
voyage hardboiled encounter southpaw ownership and nowadays
Model how to decode voyage focusing on the sound oi Then work
with students to decode the other words explaining the spelling
of each sound For more practice use the decodable passages on
Teacherrsquos Resource Book page 23
Fill-in-the-Blanks Have students write out ten Spelling Words or
other words with the ou or oi sound Tell them to leave blanks
for the letters that represent these vowel sounds For example
C L _ _ N Students can trade papers with a partner and fill in the
missing letters
Word Study
Objectivesbull Decode the sounds ou and
oi
bull Identify and write sentences
with homophones
Materials
bull Leveled Practice Books p 139
bull Teacherrsquos Resource Book p 23
Use Context Hearing
and distinguishing vowel
sounds can be challenging
for students As students
read and hear the words
within the context of
shared reading and writing
activities they will connect
the sounds to their spelling
patterns
During Small Group Instruction
If No Approaching Level Phonics p 507M
If Yes On Level Options pp 507Qndash507R
Beyond Level Options pp 507Sndash507T
Can students decode words with oi and ou
507E
Spiral Review
Vocabulary Game Form two teams Divide the
Vocabulary Cards electrical globe decayed
amazement loosened midst mysterious patchwork
responsibility and soared from past weeks between
the teams
A Team 1 player takes a card and reads the word
A Team 2 player tells the wordrsquos meaning and uses
it in a sentence If the definition and sentence are
correct Team 2 gets a point If not the card is
returned to the bottom of the pile Then a Team 2
player takes a card and reads the word
Continue playing until all the words have been
correctly defined and used in sentences The team
with the most points wins
Vocabulary Building
Homophones Write on the board The children
let out (wails)(whales) because they couldnrsquot see
the (wails)(whales) Remind students that a
homophone is pronounced in the same way as
another word but has a different meaning and
spelling Have students write more sentences
containing homophone pairs or triples (there
theyrsquore their) Make sure students know how
homophones differ from homographs
Word Study
Vocabulary PuzzleMaker For additional vocabulary and
spelling games go to
wwwmacmillanmhcom
Vocabulary Building
Adjectives Verbshuge spray
humpback swim
endangered spout
slippery leap
Apply Vocabulary
Write a Personal Narrative Using the vocabulary
words ask students to complete the following
sentence ldquoI had a whale of a good time when rdquo
Tell students to continue writing after completing
this sentence Remind students to use descriptive
language that appeals to the five senses They
should provide a context to allow the reader
to picture the world of the event Post student
writing inside the body of a whale on a display
board
Oral Language
Expand Vocabulary Write the weekly topic
Whales on the board above a two-column chart
Label the columns Adjectives and Verbs Using the
selection print and electronic resources including
interviews and newspapers tell students to
brainstorm adjectives or verbs relating to whales
Adelinarsquos Whales 507F
5 Day Spelling
Words with oi and ouSpelling
Pretest Word Sorts
Spelling Practice Book pages 115ndash116 Spelling Practice Book page 117
Dictation Sentences 1 A daisy is a flower
2 We heard voices outside
3 The princess hid in the tower
4 We dumped a mound of dirt
5 I read a story about a cowboy
6 Her wedding gown was beautiful
7 You frown when you are not happy
8 We drove south to Florida
9 Why are the dogs howling
10 It will annoy Mike if you keep interrupting him
11 The car made noises yesterday
12 My kitten weighs about a pound
13 The hound followed the scent
14 Put your money in the pouch
15 We collected a thousand cans
16 I wound the rope around the tree
17 Irsquom a grouch when Irsquom tired
18 I felt fine but I still had a cough
19 Irsquove grown two inches in a year
20 They took a voyage to China
ReviewChallenge Words 1 I ate a peanut butter cookie
2 Use the zoom on your camera
3 The new mall is huge
4 During a drought we canrsquot water the grass
5 We took the bus downtown
Words in bold are from the main selection
flower south thousand
voices howling wound
tower annoy grouch
mound noises cough
cowboy pound grown
gown hound voyage
frown pouch
Review cookie zoom huge
Challenge drought downtown
ASSESS PRIOR KNOWLEDGE
Using the Dictation Sentences say
the underlined word Read the
sentence and repeat the word
Have students write the words on
Spelling Practice Book page 115
For a modified list use the first 12
Spelling Words and the 3 Review
Words For a more challenging list
use Spelling Words 3ndash20 and the
2 Challenge Words Have students
correct their own tests
Have students cut apart the Spelling
Word Cards BLM on Teacherrsquos
Resource Book page 84 and figure
out a way to sort them Have them
save the cards for use throughout
the week
Use Spelling Practice Book page 116
for more practice with this weekrsquos
Spelling Words
For Leveled Word Lists go to
wwwmacmillanmhcom
TEACHER AND STUDENT SORTS
Review the Spelling Words
pointing out the oi or ou
sound in most words
Use the cards on the Spelling Word
Cards BLM Attach the key words
south flower noises and annoy to a
bulletin board Model how to sort
the words according to their vowel
sounds and spellings Have students
take turns choosing cards sorting
them and explaining how they
sorted them
When students have finished the
sort discuss any oddballs that do
not fit in any category (grown
cough) Point out that wound is a
homograph Then invite students to
do an open sort in which they sort
all the Spelling Words any way they
wish for example by rhyme or by
consonant blends Discuss studentsrsquo
methods of sorting
507G
SYNONYMS
Write the following list of words
on the board Have students copy
the words into their word study
notebooks and write the Spelling
Word that is a synonym for each
1 pile (mound)
2 scowl (frown)
3 trip (voyage)
4 crying (howling)
5 dress (gown)
Challenge students to identify
three Spelling Words that can be
used as both a noun and a verb
Have them write sentences for
both usages
Have partners write a sentence
for each Spelling Word leaving
a blank space where the word
should go They can exchange
papers and fill in the blanks
SPIRAL REVIEW
Review words with ū uuml and u
Write cookie zoom and huge on
the board Have students identify
the spelling of the ū uuml or u
sound in each word
PROOFREAD AND WRITE
Write these sentences on the
board including the misspelled
words Ask students to proofread
circling incorrect spellings and
writing the correct spellings
1 My lizard has grone and she
gained two pownds (grown
pounds)
2 My cogh is starting to annoi
me (cough annoy)
3 The noyses in the hall were
houling dogs (noises howling)
4 A thowsand voyces were
singing (thousand voices)
POSTTEST
Use the Dictation Sentences on
page 507G for the Posttest
If students have difficulty with any
words in the lesson have students
place them in a list entitled
Spelling Words I Want to Remember
in a word study notebook
Challenge students to look for
words that have the same vowel
patterns they studied this week
Spelling
Word Meanings Review and Proofread Assess and Reteach
Spelling Practice Book page 118 Spelling Practice Book page 119 Spelling Practice Book page 120
Adelinarsquos Whales 507H
5 Day Grammar
Possessive Pronouns
INTRODUCE POSSESSIVE
PRONOUNS
Present the following
A possessive pronoun shows
ownership
A possessive pronoun takes
the place of a possessive noun
Possessive pronouns never have
an apostrophe my your his her
its our and their
Possessive pronouns must match
the nouns they replace in both
number and gender Give the
pass to Armita Give the pass to
her This is Dillon and Leighrsquos car
This is their car
REVIEW POSSESSIVE PRONOUNS
Discuss with students how to
recognize possessive pronouns
INTRODUCE STAND-ALONE
POSSESSIVE PRONOUNS
Present the following
A stand-alone possessive
pronoun is not used directly
before a noun
Most stand-alone possessive
pronouns are formed by adding
s to the pronoun that is used
before a noun These pronouns
are yours hers ours theirs and
mine This report is ours That one
is yours
His and its are the same when
used as stand-alones or before
a noun His shirt was brown The
shirt was his
Grammar
Daily Language ActivitiesUse these activities to introduce each dayrsquos lesson Write the dayrsquos activity on the board or use Transparency 19
DAY 1Adelinas favorite time of year was when the whales visited she Her and her grandfather watch for them every day (1 Adelinarsquos 2 her 3 She and)
DAY 2Her grandfather knowed about whales too Him was the one who had the first friendly visit with whales (1 knew 2 He)
DAY 3Every Fisherman takes their rod on the boat They pull in his lines if a whale come close (1 fisherman 2 his rod 3 their lines 4 comes)
DAY 4The camera on Adelinas lap is herrsquos She is taking a voiage to cownt whales (1 Adelinarsquos 2 hers 3 voyage 4 count)
DAY 5Thowsands of people come to see the whales They act as though it is not mine town but theirrsquos (1 Thousands 2 my 3 theirs)
Introduce the Concept Teach the Concept
Possessive Pronouns
Write on the board This
pencil belongs to Sheila
It is pencil Model
how to choose the correct
pronoun in the second
sentence Create more
sentences using other
studentsrsquo names and your
name to practice all the
pronouns
Grammar Practice Book page 115
See Grammar Transparency 91 for modeling and guided practice
Grammar Practice Book page 116
See Grammar Transparency 92 for modeling and guided practice
507I
REVIEW POSSESSIVE PRONOUNS
Review how to identify possessive
pronouns
MECHANICS AND USAGE
POSSESSIVE NOUNS AND
PRONOUNS
Possessive nouns are formed with
apostrophes teachersrsquo books
Most possessive pronouns that
are used before a noun are not
formed with s her book his car
The exception is its
Possessive stand-alone pronouns
are formed without apostrophes
Except for mine the last letter is
always s It is yours
All possessive pronouns should
agree in number and gender
with the nouns they replace
REVIEW TYPES OF POSSESSIVE
PRONOUNS
Ask students to explain the
differences between regular and
stand-alone possessive pronouns
PROOFREAD
Have students correct errors in the
following sentences
1 That whale is Renas favorite
and this one is mine favorite
(Renarsquos my)
2 Each boy should take their seat
while the whales are close (his
seat)
3 This book about whales is my
(mine)
4 Which is the better picture of a
whalemdashMiguels or herrsquos
(Miguelrsquos hers)
ASSESS
Use page 119 of the Grammar
Practice Book for assessment
RETEACH
Have students create sentences
using possessives pronouns
After checking for accuracy have
students write the sentences
again this time leaving a blank
where the pronoun should be
Students should trade papers
with a partner and try to fill in the
blanks They can then check their
own work
Also use page 120 of the Grammar
Practice Book for reteaching
Grammar
Review and Practice Review and Proofread Assess and Reteach
Grammar Practice Book page 117
See Grammar Transparency 93 for modeling and guided practice
Grammar Practice Book page 118
See Grammar Transparency 94 for modeling and guided practice
Circle the letter before the possessive pronoun that correctlycompletes each sentence
1 Adelinarsquos village was small and main street had only a few houses
a his b our c its d their
2 The whales came to Mexico to have young
a their b your c my d her
3 Although fi rst visit to La Laguna was in June this yearIrsquom going in January
a hisrsquos b theirs c my d her
4 Adelina knows the ocean very well because whole family works on the water
a my b their c our d her
5 Pachico made a sign for his business and letters are large and easy to read
a hers b their c its d my
Grammar Practice Book pages 119ndash120
See Grammar Transparency 95 for modeling and guided practice
Adelinarsquos Whales 507J
En
d-o
f-W
ee
k A
sse
ssm
en
t
ELL Practice and
Assessment 122ndash123
Fluency Assessment
Weekly Assessment 237ndash244
Administer the Test Weekly Reading Assessment Passage and questions pages 237ndash244
ASSESSED SKILLS
bull Sequence
bull Vocabulary Words
bull Dictionary Homographs
bull Possessive Pronouns
bull Words with oi and ou
Administer the Weekly Assessment online
or on CD-ROM
FluencyAssess fluency for one group of students per week
Use the Oral Fluency Record Sheet to track the number
of words read correctly Fluency goal for all students
102ndash122 words correct per minute (WCPM)
Approaching Level Weeks 1 3 5
On Level Weeks 2 4
Beyond Level Week 6
Alternative Assessmentbull ELL Assessment pages 122ndash123
Assessment Tool
507K507K
Diagnose Prescribe
En
d-o
f-We
ek
Asse
ssme
nt
VOCABULARY WORDS
VOCABULARY STRATEGY
Dictionary Homographs
Items 1 2 3 4
IF
0ndash2 items correct
THEN
Reteach skills using the Additional
Lessons page T8
Reteach skills Go to
wwwmacmillanmhcom
Vocabulary PuzzleMaker
Evaluate for Intervention
COMPREHENSION
Skill Sequence
Items 5 6 7 8
0ndash2 items correct Reteach skills using the Additional
Lessons page T3
Evaluate for Intervention
GRAMMAR
Possessive Pronouns
Items 9 10 11
0ndash1 items correct Reteach skills Grammar Practice Book
page 120
SPELLING
Words with oi and ou
Items 12 13 14
0ndash1 items correct Reteach skills Go to
wwwmacmillanmhcom
FLUENCY 98ndash101 WCPM
0ndash97 WCPM
Fluency Solutions
Evaluate for Intervention
Diagnose Prescribe
To place students
in the Intervention
Program use
the Diagnostic
Assessment in the
Intervention Teacherrsquos
Edition
TriumphsAN INTERVENTION PROGRAM
R E A D I N G
Adelinarsquos Whales 507L
Phonics
Approaching Level Options
Objective Decode words with oi and ou
Materials bull Student Book Adelinarsquos Whales
WORDS WITH oi AND ou
ExplainModel
Remind students that the letters oi and oy together usually stand for
oi as in coil and joy The letters ou as in house and ow as in cow usually
stand for ou However ow can also stand for o as in snow
Write the letters t o y on the board Say the sounds that the letters
stand for t oi Then blend the sounds toi Say the word with me toy
Repeat this process with oi and boil
Write the letters t o w n on the board Say the sounds that the letters
stand for t ou n Then blend the sounds toun Say the word with
me town Repeat this process with ou and house
Ask students to provide their own examples of words with oi and ou
Listen and provide constructive feedback
MULTISYLLABIC WORDS WITH oi AND ou
Write the word destroy on the board Have students identify the second
syllable as containing oi troy Have students repeat the syllable then
blend and read the whole word several times Repeat this process with
pounding and ou
Have student pairs work together to practice decoding longer words
with oi and ou Write the following words on the board and ask
student pairs to copy them onto index cards or sheets of paper Say
each word Circle the letters that stand for the ou or the oi sound Then
sort the words by spelling pattern
rejoice annoy crouching underground
growling browning moisture employment
Check each pair for their progress and accuracy
WORD HUNT WORDS WITH oi AND ou IN CONTEXT
Review words with oi and ou Have students search pages 488ndash490 of
Adelinarsquos Whales to find words with oi and ou Ask them to write the
words and circle the letters that spell the oi and ou in each word
Check to see if students have found examples such as outside down
south thousand loud noise sound clouds and out
For each skill below
additional lessons are
provided You can use these
lessons on consecutive days
after teaching the lessons
presented within the week
bull Sequence T3
bull Homographs T8
Additional Resources
To help students build speed
and accuracy with reading
multisyllabic words use the
additional decodable text
on page 23 of the Teacherrsquos
Resource Book
Decodable Text
If students have trouble
figuring out how to
pronounce words that
are homographs such as
bow bou and bow bō
have them look at how the
word is used and try out
each pronunciation and
its related definition in the
context of a sentence Write
She had a pink bow in her
hair on the board and say
I can say bou in the
sentence but a pink
ldquobending of the headrdquo
does not make sense
I can say bō in the
sentence A pink ldquoknot
with loopsrdquo does make
sense This word is
pronounced bō
ConstructiveFeedback
507M
Objective Read with increasing prosody and accuracy at a rate of 102ndash112 WCPM
Materials bull Index cards bull Approaching Practice Book A page 136
WORD AUTOMATICITY
Have students make flashcards for the following words with oi and
ou flower south thousand voices howling wound tower annoy grouch
mound noises cough cowboy pound gown hound voyage frown pouch
Display the cards one at a time and have students say each word Repeat
twice more displaying the words more quickly each time
REPEATED READING
Model reading the Fluency passage in Practice Book A page 136 Tell
students to pay close attention and listen to your tempo Then read
sentences in clusters based on tempo and have students read each cluster
back copying your tempo
During independent reading time have students work with a partner
One student reads aloud while the other repeats each sentence Remind
students to use positive and encouraging phrases when giving feedback
to their partners Circulate and provide constructive feedback Circulate
and provide constructive feedback
TIMED READING
At the end of the week have students do a final timed reading of the
passage on Practice Book A page 136 Students should
begin reading the passage aloud when you say ldquoGordquo
stop reading the passage after one minute when you say ldquoStoprdquo
Keep track of miscues Coach students as needed Help students record
and graph the number of words they read correctly
Vocabulary
Objective Apply vocabulary word meanings
Materials bull Vocabulary Cards bull Student Book Adelinarsquos Whales
VOCABULARY WORDS
Display the Vocabulary Cards for this weekrsquos words dove politicians
snoring massive tangles rumbling and unique Help students locate and
read the vocabulary words in Adelinarsquos Whales Review the definitions
of each word in the Glossary of the Student Book and discuss the
meanings Then have students write their own narratives about whales
using all of these vocabulary words
Approaching Practice Book A page 136
If students read too quickly
or too slowly reread
the passage to them at
the correct tempo Then
lead the class in a choral
reading so they can follow
you lead in reading at the
appropriate rate Repeat
the choral reading as
necessary
ConstructiveFeedback
Adelinarsquos Whales 507N
Vocabulary
Approaching Level Options
Review last weekrsquos words
(electrical globe fuels
decayed) and this weekrsquos
words (rumbling snoring
unique dove massive
tangles politicians) Have
students write a synonym for
each word
Objective Use homographs
DICTIONARY HOMOGRAPHS
Have students create simple crossword puzzles using Vocabulary and
Spelling Words Make sure they include at least two homographs (wound
dove) and write the definitions of the homographs as clues They may use
a dictionary to help them if necessary
Comprehension
Objective Identify sequence
Materials bull Student Book ldquoA Whale of a Triprdquo bull Transparencies 19a and 19b
STRATEGYANALYZE TEXT STRUCTURE
Remind students that recognizing how a text is organized can help them
to identify the sequence of story events
SKILLSEQUENCE
ExplainModel
Authors sometimes use signal words such as first next and last to help
readers recognize the sequence of events in a story
Authors of history texts or how-to articles typically use chronological
order to organize their texts
Display Transparencies 19a and 19b Reread the first pages Ask a
volunteer to identify what the narrator saw first and identify the signal
words
Think Aloud As I read I learn that many things are happening It helps to
recognize sequence words to help summarize what is happening in the
story so I can better understand it
PracticeApply
Invite students to retell the story considering the sequence of events Ask
the following questions
Before going on the trip do you think the narrator expected the whale
would be as big as it turned out to be
What was the first thing Matty told people on the whale-watching trip
Why are birds often seen in areas where whales are present
Student Book or Transparencies 19a and 19b
by Kristin Gold
Retelling Have students
retell the sequence of
events in ldquoA Whale of a
Triprdquo by drawing them Ask
students to choose one
event from the book they
would like to retell Have
students draw the scene
and write one sentence
describing it After the
students have finished
hang the drawings on the
board Then as a class put
the pictures in the order
of events that the story
follows
507O
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Saving the Whales
PREVIEW AND PREDICT
Have students read the title look at the images and preview the first
chapter Have students make predictions about what they will read and
set a purpose for reading
VOCABULARY WORDS
Review the vocabulary words as needed As you read together discuss
how context clues can help you figure out word meanings
STRATEGYANALYZE TEXT STRUCTURE
Remind students that recognizing how a text is organized can help
them better understand the textrsquos important ideas and the authorrsquos
purpose
SKILLSEQUENCE
Remind students to pay attention to the way the selection is organized
and the order in which events occur Read Chapter 2 with students
Think Aloud In the first chapter I learn that in the past there were whale
hunters in all parts of the world Now there are laws to protect whales
from hunters but whales are still being killed in other ways I need to
remember this information for my Sequence Chart
READ AND RESPOND
Finish reading Saving the Whales with students Discuss the following
If the plants that the krill eat die and then the krill die ask students
what will happen next in the food chain
Ask them what happened after Keiko the whale was set free
Work with students to review and revise their Sequence Charts Help
students paraphrase the important ideas in each chapter
MAKE CONNECTIONS ACROSS TEXTS
Invite students to compare Adelinarsquos Whales and Saving the Whales
Have students identify which selection is organized into chapters Ask
them why this format is better for this selection
Have students explain how reading Saving the Whales helps them better
understand the information and events in Adelinarsquos Whales
Leveled Reader
Adelinarsquos Whales 507P
Leveled Reader LessonVocabulary
On Level Options
Student Book
Limericks
On Level Practice Book O page 136
As I read I will pay attention to tempo and match the action in the story
Did you know that whales talk to each other Whales
10 make sounds for different reasons Some sounds are used to
20 locate calves Others are used to find mates Whales even use
31 sounds to warn other pod members that a predator is around
42 Toothed whales click and whistle in order to locate food
52 Baleen whales make knocking moaning snoring and
59 rumbling noises Humpback whales sing but not during
67 feeding season They save their tunes for the warmer waters
77 where they spend their breeding season Some scientists
85 believe they are singing love songs Other scientists think
94 they are sending out threats like ldquoGo awayrdquo We may never
105 know exactly why whales sing
110 Some humpback whales swim up to the surface and take
120 a few breaths Then they dive under the water and start to
132 sing They do not move when they sing Their underwater
142 songs can be heard for miles Sometimes they sing for a half
154 hour without stopping 157
Comprehension Check
1 What actions does a humpback whale take when it sings Sequence
2 Why might a whale need to communicate with another whale Draw Conclusions
Words Read ndash Number of Errors = Words
Correct Score
First Read ndash =
Second Read ndash =
A humpback whale swims to the surface and takes a few breaths Then the whale dives under the water to sing The whale does not move when singing
Whales might need to communicate with other whales to warn them about predators to find mates or to locate their calves
Objective Apply vocabulary words and homographs
Materials bull Vocabulary Cards bull Dictionary
VOCABULARY WORDS
Tell students that they will play a word-definition game Display half of
the Vocabulary Cards Have the first team use a dictionary to help create
two different definitions for each displayed word One should be the
correct definition and the other should be incorrect Then have students
write each pair of definitions on the board The second team chooses
the definition they think is correct They get one point for each correct
answer The team with the most points wins
DICTIONARY HOMOGRAPHS
Remind students that homographs are spelled alike but have different
meanings so they have separate dictionary entries Have students use the
adjective fine in a sentence Then challenge them to use the homograph
fine (money paid) in another sentence Repeat with the word content
Literary Elements
Objective Read poems to identify literary elements
Materials bull Poetry books and resources with limericks bull Student Book ldquoLimericksrdquo
METER AND RHYME SCHEME
Discuss the use of meter and rhyme in each limerick on Student Book
pages 504ndash505 Then have students look through poetry books and other
resources to locate limericks Ask students to discuss the meter and rhyme
scheme in the limericks
Objective Read fluently with appropriate prosody at a rate of 102ndash136 WCPM
Materials bull On Level Practice Book O p 136
REPEATED READING
Model reading the passage on page 136 of Practice Book O Remind
students to pay attention to the tempo to see if it matches the action of
the story Then read one sentence at a time having students echo-read
the sentence back imitating your pace Echo-read through the entire
passage again speeding up to reflect each part of the selection During
independent reading time partners take turns reading
Timed Reading Have students read the passage and record their rates
507Q
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Looking at Whales
PREVIEW AND PREDICT
Have students preview Looking at Whales
Ask students to write down any questions they have about the
selection
Ask if they think this book will be the story of one whale or about
many whales
SKILLSEQUENCE
The sequence is the order in which events happen Signal words such
as before after and then often help to indicate the sequence of events
Explain that students will fill in this information in Sequence Charts
READ AND RESPOND
Read Chapter 1 Pause to discuss how the information in the chapter
is presented At the end of Chapter 2 fill in the Sequence Chart Have
students discuss the sequencing of information including how the word
then helped them understand the information about humpback whales
singing
VOCABULARY WORDS
As they read Looking at Whales ask students to point out vocabulary
words as they appear Then have students discuss how each word is used
Ask Are blue whales massive or small
MAKE CONNECTIONS ACROSS TEXTS
Invite students to draw connections between Looking at Whales and
Adelinarsquos Whales
Ask students to use chronological order words to summarize the
information they learned in Looking at Whales
Ask students if they think Adelina would know most of the information
in Looking at Whales
ELLLeveled Reader
Go to pages
507Undash507V
Leveled Reader
Adelinarsquos Whales 507R
Vocabulary
Beyond Practice Book B page 136
Beyond Level Options
Objective Apply vocabulary words in writing
EXTEND VOCABULARY
Ask students to write a nonfiction piece about a whale Have them use
all of the vocabulary words from this weekrsquos selection and as many words
from this unitrsquos previous weeks as possible
Invite them to edit their essays or a partnerrsquos essay Remind them to check
the spelling and usage of each word
Literary Elements
Objective Use meter and rhyme to write a limerick
Materials bull Student Book ldquoLimericksrdquo
bull Poetry books with limericks bull Nonfiction books about whales
METER AND RHYME SCHEME
Use limericks to point out that meter and rhyme scheme can add to a
readerrsquos enjoyment of a poem Ask How does the use of meter and
rhyme scheme make these limericks more fun to read
Have students read limericks and note the use of meter and rhyme
scheme Then have them read information about whales or use what they
have already learned to write their own limerick about whales
Objective Read fluently with appropriate prosody at a rate of 112ndash136 WCPM
Materials bull Beyond Practice Book B p 136
REPEATED READING
Work with students to begin marking up the Fluency passage on page 136
of Practice Book B Remind them to pay attention to the tempo Then
read one sentence at a time having students echo-read the sentence
back imitating your pace Echo-read through the entire passage again
speeding up to reflect each part of the selection
During independent reading time partners can take turns reading the
passage they have practiced reading aloud Remind students to pay
attention to one anotherrsquos tempo and discuss how different actions in the
passage change the tempo or mood
Timed Reading Have students read the passage and record their reading
rate
Student Book
Limericks
Read Aloud Review meter
and rhyme scheme Then
reread a limerick aloud
Say Listen for the meter and
rhyme scheme of the poem
Then tell students you will
read the poem once more
together Let them know
that this time they should
clap along to the rhythm of
the poem Read the poem
chorally and clap out the
rhythm together
507S
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Gray Whales
PREVIEW AND PREDICT
Have students preview Gray Whales predict what it is about and set a
purpose for reading
SKILLSEQUENCE
Ask a volunteer to explain what the terms text structure and sequence
mean Have another volunteer explain why identifying the text structure
or sequence of events is important for understanding a selection
Explain that students will read Looking at Whales together and fill in
information about order in Sequence Charts
READ AND RESPOND
As students read they should identify the order of events in the selection
and fill in their Sequence Charts Discuss with the group how the story
would change if the sequence of events were different
VOCABULARY WORDS
Have students pay attention to vocabulary words as they come up Ask
students to provide definitions as needed Ask What do whales sometimes
get tangled in
Self-Selected Reading
Objective Read independently to identify the sequence of a text
Materials bull Leveled Readers or informational trade books at studentsrsquo reading level
READ TO IDENTIFY SEQUENCE
Invite students to use their personal interests to choose a nonfiction book
for independent reading Have students read their books and take notes
on the selectionrsquos sequence in their response journals
After reading have students compare the order in which the information
was presented in the book they chose to one of the selections they read
during this weekrsquos lessons Ask Which selection presented information in the
more interesting way Which selection taught you the most about the topic
Leveled Reader
Adelinarsquos Whales 507T
Academic Language Used in Whole Group Instruction
ContentTheme Words SkillStrategy Words WritingGrammar Words
ocean (p484)
aquarium (p 484)
whales (p 484)
mammals (p 484)
gills (p 484)
lungs (p 484)
legend (p 485)
pod (p 505)
homograph (p 484)
photo essay (p 486)
analyze text structure (p 485A)
sequence (p 485A)
limerick (p 504)
meter (p 504)
rhyme scheme (p 504)
voice (p 506)
point of view (p 506)
opinion (p 506)
audience (p 507B)
possessive pronouns (p 507I)
ownership (p 507I)
stand-alone possessive pronoun
(p 507I)
Academic LanguageThroughout the week the English language learners will need help in
building their understanding of the academic language used in daily
instruction and assessment instruments The following strategies will help
to increase their language proficiency and comprehension of content and
instructional words
Strategies to Reinforce Academic Language
Use Context Academic Language (see chart below)
should be explained in the context of the task during
Whole Group Use gestures expressions and visuals to
support meaning
Use Visuals Use charts transparencies and graphic
organizers to explain key labels to help students
understand classroom language
Model Demonstrate the task using academic language in
order for students to understand instruction
English Language Learners
Oral Language For
additional language
support and oral vocabulary
development use the lesson
at www macmillanmhcom
507U
ELL Leveled ReaderELL Leveled Reader Lesson Objectivebull To apply vocabulary and
comprehension skills
Materials
bull ELL Leveled Reader
DAY 1 bull Academic Language
bull Oral Language and Vocabulary Review
DAY 2 bull Academic Language
bull ELL Leveled Reader
DAY 3 bull Academic Language
bull ELL Leveled Reader
DAY 4 bull Academic Language
bull ELL Leveled Reader
DAY 5 bull Academic Language
bull ELL Leveled Reader Comprehension Check and Literacy Activities
ELL Teacherrsquos Guide
for students who need
additional instruction
DEVELOP ORAL LANGUAGE
Build Background Write the word whales on
the board and have students share what they
know What do whales look like What do they eat
How do they communicate List key points Then
do a brief picture walk of the book to add on to
the list
Review Vocabulary Write the vocabulary and story support words
and discuss the meanings Use each word in a sentence Clarify the two
meanings of schools and dove Schools of fish are large groups of fish not
where fish go to learn Who can use ldquoschools of fishrdquo in a sentence
PREVIEW AND PREDICT
Point to the cover photograph and read the title aloud What are we going
to read about Have students brainstorm a list of questions about facts
they would like to learn from this book
Set a Purpose for Reading Show the Sequence Chart and remind students
they have used it before Ask them to use a similar chart to identify the
sequence of events as they are presented in the book
Choose from among the differentiated strategies below to support
studentsrsquo reading at all stages of language acquisition
Beginning
Shared Reading As you
read model analyzing text
structure by identifying key
information about whales
Number the facts to explain
sequence Model filling in
the chart
Intermediate
Read Together Read the
first chapter Help students
analyze text structure by
numbering and recording
key information Take turns
reading with students Ask
them to identify events in
sequence as they read
Advanced
Independent Reading
Have students read the story
After reading each day ask
them to work with a partner
to analyze text structure and
identify events in sequence
Encourage them to use the
new vocabulary
Remind students to use the vocabulary and story words in their whole
group activities
The WorldThe Worldofof
WhalesWhalesby Dina Anastasio
Informational Nonfiction
Adelinarsquos Whales 507V
- Grade 4
-
- Unit 1
- Unit 2
- Unit 3
- Unit 4
-
- Planning the Unit
- Using the Student Book
-
- Dear Mrs LaRue
-
- Puppy Trouble
- Dear Mrs LaRue
- Dog Amazes Scientists
- Writerrsquos Craft Write About Solving a Problem
- Small Group Pages
-
- The Blind Hunter
-
- Through Elizabethrsquos Eyes
- The Blind Hunter
- Make Life Easier For Everybody
- Writerrsquos Craft Write Directions
- Small Group Pages
-
- The Power of Oil
-
- Clean as a Breeze
- The Power of Oil
- Windmills on the Prairies
- Writing Frictional Narrative Write to a Prompt
- Small Group Pages
-
- Adelinarsquos Whales
-
- A Whale of a Trip
- Adelinarsquos Whales
- Limericks
- Writerrsquos Craft Share Your Point of View
- Small Group Pages
-
- At Home in the Coral Reef
-
- Coral Reefs
- At Home in the Coral Reef
- Poseidon and the Kingdom of Atlantis
- Writerrsquos Craft Write about a Community Project
- Small Group Pages
-
- Test Strategy Author and Me
-
- Wrapping Up the Unit
- Additional Lessons and Resources
-
- Unit 5
- Unit 6
-
The whales have been coming to this lagoon for hundreds of years and Adelina is proud that her grandfather Pachico was the fi rst person to tell of a ldquofriendlyrdquo visit with one She loves to hear him tell the story of that whale and that day She listens closely as he talks about being frightened since he didnrsquot know then that the whale was only being friendly He thought he was in big trouble
Adelina looks fi rst at the tight leathery skin of her grandfather browned from his many years of fi shing in the bright tropical sun From his face she glances down to the small plastic model of a gray whale that he keeps close by As he begins to tell the story of his fi rst friendly whale encounter there is a twinkle in his eye and a large smile on his face Adelina and her father Runolfo smile too listening again to the story that they have heard so many times before
493
Develop Comprehension
8 MONITOR AND CLARIFY
The author says that Adelinarsquos
grandfather is the first person to
tell of a ldquofriendlyrdquo visit with a whale
Do you think he is the first person
ever to experience such a visit What
strategies can you use to help you
find an answer (Answers may vary
possible answer I can reread and
generate questions The author also
says that whales have been coming
to La Laguna for hundreds of years
Is it possible that other people have
had friendly encounters with them
The village is very small and poor so
it may not have been there as long as
the whales have returned to this spot
Perhaps at some other time in history
long before anyone who is alive
today can remember people also had
friendly visits with the whales)
Main Selection Student page 4938
SemanticMeaning Cues
Explain Tell students that good readers use their background
knowledge and context clues to help them understand what they
read
Model Discuss the word encounter on page 493
Irsquom not familiar with the word encounter but I know
it has to do with the grandfather and the whale I see the word
friendly used in the previous paragraph to describe the whalersquos
visit So encounter must mean ldquomeetingrdquo or ldquoa coming togetherrdquo
Apply Encourage students to use context clues and their
background knowledge to help them with other difficult words or
phrases such as the word biologist on page 498
Ways to Confirm Meaning
Think Aloud
Comprehension Research shows
that teaching word meanings to
older students significantly improved
vocabulary knowledge as well as
improving the comprehension of texts
containing the taught words
Steven A Stahl
Go to www macmillanmhcom
Adelinarsquos Whales 493
In a whisper her grandfather begins to draw them in Adelina closes her eyes to imagine the calm and quiet on that fi rst afternoon when his small boat was gently nudged by a huge gray whale As the boat rocked her grandfather and his fi shing partnerrsquos hearts pounded They held tight and waited preparing themselves to be thrown into the water by the giant animal The whale dove below them and surfaced again on the opposite side of their boat scraping her head along the smooth sides Instead of being tossed from the boat they were surprised to fi nd themselves still upright and fl oating
For the next hour the whale glided alongside them bumping and bobbing gentlymdashas gently as possible for an animal that is as long as a school bus and as wide as a soccer goal As the sun started to set behind them the whale gave out a great blast of wet snotty saltwater that soaked their clothes and stuck to their skin The whale then rose up inches away from their boat and dove into the sea Her fi rst visit was over
494
Main Selection Student page 494
Develop Comprehension
9 AUTHORrsquoS PURPOSE
How does the author show that the
grandfatherrsquos story is both vivid and
entertaining Use examples from the
essay to support your answer (The
author tells us how the grandfather
makes the story suspenseful by
beginning in a whisper We hear how
the menrsquos hearts were pounding when
the whale rocked their boat The
author also uses familiar things like
a school bus to let the reader know
how large the whales are Even though
the description of how the whale
soaked the men is a little disgusting it
definitely creates a strong image in the
readerrsquos mind)
Repeated Reading
Explain Tell students they will be echo-reading with an emphasis
on punctuation
Model Read the paragraph on Student Book page 494 starting
with the words ldquoIn a whisperrdquo and ending with ldquoupright and
floatingrdquo Emphasize pausing at commas and coming to a stop
at periods Repeat the paragraph one sentence at a time with
students echo-reading
Practice Divide the class into two groups The first group reads the
paragraph one sentence at a time The second group echo-reads
Then groups switch roles Listen for accuracy in studentsrsquo reading
for punctuation
9
494
As her grandfather fi nishes the story he looks to Adelina who joins him in speaking the last line of the story ldquoWell my friend no fi sh todayrdquo they say before breaking into laughter
SequenceRetell the grandfatherrsquos story
using sequence words
495
Develop Comprehension
10 SEQUENCE
Retell the grandfatherrsquos story using
sequence words (At first the two
men were quietly fishing on a calm
sea Then they felt the boat begin
to rock When they realized a whale
had bumped the boat they held on
waiting to be thrown into the water
Next the whale simply dove beneath
the boat and scraped her head along
its sides After that the whale spent
the next hour swimming alongside the
boat and gently bumping it As the
sun went down the whale sprayed the
men and swam away)
Ask students to respond to the
selection by confirming or revising
their predictions and purposes
Encourage them to write additional
questions they may have about the
selection
Main Selection Student page 495
Stop here if you wish to read
this selection over two daysSTOP
Can students use signal words
to tell the sequence of events If
not see the Extra Support on
this page
10
Sequence
If students are having difficulty reiterating the sequence of events
help them identify signal words in each of the sentences on page
494 Ask them to find the words that tell when or what time
something happened For example in the first sentence point out
the word begins and in the second sentence point out the phrase on
that first afternoon Ask how each of these lets the reader know when
an event happened If a sentence does not have a signal word or
phrase model adding one that makes sense in context For example
add While this was happening to the beginning of the fourth sentence
and Then to the beginning of the fifth sentence Have students retell
the episode briefly using similar signal words and phrases
Adelinarsquos Whales 495
After this fi rst friendly visit with the whales word quickly spread of the unique encounter between a wild fi fty-foot whale and a tiny fi shing boat Scientists and whale watchers started to come to Laguna San Ignacio to see the whales themselves Perhaps word spread among the whales too because now dozens of whales began to approach the small boats With brains as large as a carrsquos engine gray whales might even have their own language They ldquotalkrdquo in low rumbles and loud clicks making noises that sound like the tappings of a steel drum or the ticking that a playing card makes as it slaps against the spokes of a turning bicycle wheel Maybe they told each other that it was safe to visit here
496
Main Selection Student page 496
Develop Comprehension
11 STRATEGYANALYZE TEXT STRUCTURE
Teacher Think Aloud In this part of
the essay the author tells the story of
Adelinarsquos grandfatherrsquos first encounter
with a whale We learn that word of
this encounter spread and caused
several things to happen How
do these events fit into the larger
sequence of the essay
(Encourage students to apply the strategy
in a Think Aloud)
Student Think Aloud I learn that
more whales came to the lagoon
and that more scientists and whale
watchers started coming as a result
This section of the essay shows how
the whalesrsquo annual trip became an
important event for Adelinarsquos village
12 PERSONIFICATION
Explain ways in which the author gives
the whales human qualities on page
496 (He says that ldquoperhaps word spread
among the whalesrdquo but whales donrsquot
use words the way people do Then
he explains something about the ways
scientists think whales ldquotalkrdquo with each
other and says they may have ldquotoldrdquo
each other that it is safe to visit the
lagoon)
Find the sentence that contains the
word unique What are some words or
phrases that mean the opposite of unique
(Possible answers common ordinary
nothing special)
11
12
496
Adelinarsquos favorite time of the day is the late afternoon when her father and grandfather return from their trips on the water guiding visitors to see the whales They sit together as the sun goes down behind them and she listens to stories of the whales She asks them lots and lots of questions
Adelina has learned a lot about the gray whales She knows that when a whale leaps out of the water and makes a giant splash falling back in itrsquos called breaching When a whale pops its head straight up out of the water as if it is looking around to see what is going on it is called spyhopping Adelina also learned how the whalersquos wide fl at tail is called a fl uke and when it raises its tail up in the air as it goes into a deep dive that is called fl uking
497
Develop Comprehension
13 MAINTAINDRAW CONCLUSIONS
Why do you think Adelina does not go
out in the boats too (She may be in
school at the times they go out but
she is also probably too young to go
The whales are friendly but they are
still wild animals There is a risk that an
accident could happen)
14 SUMMARIZE
How would you summarize the
information about whales in the
second paragraph of page 497
(Suggested answer Whales show
a number of particular behaviors
Breaching is when a whale jumps out
of the water and splashes back in
Spyhopping is when a whale pokes
its head out of the water The wide
flat tail of a whale is called its fluke
Fluking is when the whale dives with
its tail up in the air)
Main Selection Student page 497
STRATEGIES FOR EXTRA SUPPORT
Question 14 SUMMARIZECross-Check Meaning Using Visuals Write the word breaching on the
board Tell students to find the word reread the sentence containing the
word and tell you the meaning of the word Provide help as needed
Then have students look through the photos in the selection to find one
that appears to illustrate breaching (pages 496 and 497) Allow students
to work with a partner Discuss the reasons why a photo could or could
not be an example of breaching Use gestures and drawings to help
students understand the actions involved in breaching when necessary
Repeat the activity with the words spyhopping (pages 490 and 494) and
fluking (page 487) Photos that seem to clearly demonstrate each word
are in parentheses
13
14
Adelinarsquos Whales 497
Although her home is a simple one on a sandy bluff hugging the edge of the Pacifi c Ocean Adelina has many new friends who come to share her world She has met people who come from beyond the end of the winding bumpy road that rings the lagoon Some are famous actors Some are politicians Some speak Spanish Some speak English Those that weigh forty tons speak to her in their own magical style The whales have taught her that the world is a big place
Adelina knows that she has many choices in her future Sometimes she giggles with delight at the idea of being the fi rst girl to captain a panga (a small open fi shing boat) and teach people about the whales in the lagoon Or sometimes she thinks she may become a biologist who studies the ocean and can one day help to unlock some of the mysteries of the whales in her own backyard Or maybe she will take pictures like the photographer whom she watches juggling his three cameras as he stumbles aboard the whale-watching boat But no matter what she chooses the whales will always be a part of her life
498
Main Selection Student page 498
Develop Comprehension
15 STRATEGYDICTIONARY
Read the sentence that contains the
word bluff Use a dictionary to find a
homograph for bluff Use each word
in a sentence that shows its meaning
Students should use context to
accurately read words with more than
one pronunciation (Sample answers
She stood on the bluff to see the valley
below Saying he would run away was
only a bluff)
16 MAIN IDEA AND DETAILS
What is the main idea of the second
paragraph on page 498 What details
support that idea (Main idea No
matter what Adelina decides to do in
the future it will have something to
do with the gray whales Supporting
details She may captain a fishing boat
and tell people about the whales
She may become a biologist and
study the whales She may become a
photographer who photographs the
whales)
16
15
498
For these three months Adelina knows how lucky she is to live in Laguna San Ignacio the little corner of Mexico that the gray whales choose for their winter home This is the place where two worlds join together She wouldnrsquot trade it for anything
SequenceWhat events drew whale watchers
to Laguna San Ignacio Be sure
to name the events in the order in
which they occurred
499
Develop Comprehension
17 SEQUENCE
What events drew whale watchers to
Laguna San Ignacio Be sure to name
the events in the order in which they
occurred (Gray whales have come to
the warm waters in the lagoon each
winter for hundreds of years Adelinarsquos
grandfather had the first ldquofriendlyrdquo
encounter with a whale Once the
whales and people began to ldquovisitrdquo
with each other more whales began
coming to the lagoon All sorts of
people from all over the world heard
about the whales and come to see
them in the lagoon)
Main Selection Student page 499
17
Cross-Curricular ConnectionCONSERVING SEA LIFE
For centuries the island nation of Japan has depended on
plants and animals from the ocean for food However the
Japanese have not been eager to pass laws to protect ocean
life and prevent pollution Recently though some Japanese
conservationists formed a group called the Human-Animal
Bond for the 21st Century One of the grouprsquos members Keiichi
Iwashige built a conservation center for dolphins in Cambodia
This center will work to prevent dolphins from drowning in
fishing nets The group also wants to raise awareness about
dolphins
Have students draw posters or write the text for a Web site
asking people to help protect the dolphins In this way they
can understand a task through group cooperation
Adelinarsquos Whales 499
In the early spring the lagoon grows quiet One by one the whales swim off heading north for a summer of feeding On their heads and backs they carry the fi ngerprints of those they met the memories of their encounters in Mexico Maybe as the whales sleep they dream of the colorful sunsets of Laguna San Ignacio
Every afternoon Adelina continues to gaze across the water Sometimes now when she closes her eyes she can still see the whales swimming by And if she listens really closely she can even hear their breathing
500
Main Selection Student page 500
Develop Comprehension
18 STRATEGYANALYZE TEXT STRUCTURE
How does the information that
the author includes in the last two
paragraphs help to bring the sequence
of events in the photo essay to a close
Student Think Aloud I know that
the lagoon is the whalesrsquo home only
in the winter They have to leave
and head north every spring to
search for food The author makes
it seem as if both the whales and
the people are saying good-bye
He talks about the whales having
memories of the people they met
and dreams about the sunsets
at the lagoon Those sound like
reactions that people would have
He also describes how Adelina still
sees and hears the whales after they
are gone I can use this information
to complete my Sequence Chart
FIGURATIVE LANGUAGE
Explain that the whales do not actually ldquocarry the fingerprintsrdquo of the
people The author does not mean that the whales have fingerprints
on them He chose to express the connection between the whales
and the people in this poetic way
18
Every winter the whales swim south along the Pacific Coast from Alaska and Russia
The first whales arrive in the lagoon
In the spring the whales leave the lagoon to feed up north
500
501
Develop ComprehensionRETURN TO PREDICTIONS
AND PURPOSES
Review studentsrsquo predictions and
purposes Were they correct Did
students find out how the whalesrsquo
yearly visits affected Adelinarsquos life (She
has learned much about gray whales
has made new friends and wants to
do work involving the whales)
REVIEW READING STRATEGIES
What questions do you have about
the selection What strategies can
you use to answer them
In what ways did identifying the
sequence of events help you to
understand the selection
What strategies did you use when
you came to difficult words
PERSONAL RESPONSE
Ask students to discuss and write
about an experience that helped them
think about what they would like to do
when they grow up
Main Selection Student page 501
During Small Group Instruction
If No Approaching Level Leveled
Reader Lesson p 507P
If Yes On Level Options
pp 507Qndash507R
Beyond Level Options
pp 507Sndash507T
Can students analyze
the structure of a text that
presents factual information
in sequential order
Adelinarsquos Whales 501
A Snapshot ofRichard Sobol
Richard Sobol is a photographer who has snapped many different subjects in his long career For the past few years Richard has spent a lot of time photographing wildlife including the whales He is especially interested in capturing images of endangered species
Other books by Richard Sobol
Authorrsquos PurposeNonfiction texts are often written to inform the reader or to explain something Why did Richard Sobol write Adelinarsquos Whales What clues help you figure out his purpose in creating this photo essay
Find out more about Richard
Sobol at wwwmacmillanmhcom
502
Respond Student page 502
Author and Illustrator
A SNAPSHOT OF RICHARD SOBOL
Have students read the biography of
the author and photographer
DISCUSS
How might Richard Sobolrsquos work in
photography have helped prepare
him to write this book
How might photographs such as
the ones Sobol took help save
endangered species
What do you think Sobolrsquos position
is on the subject of endangered
species Explain
What are his views on gender Do
you think Sobol believes Adelina
might grow up to be a whale
specialist
WRITE ABOUT IT
Ask students to think of an animal they
would like to know more about Have
them write a paragraph explaining
what they would want to learn and
observe if given the chance to live
among those animals
Students can find more information about Richard Sobol at wwwmacmillanmhcom
Authorrsquos CraftTheme
The theme of any piece of writing is the main idea or message
which tells the reader what the article or story is about
Whales are beautiful and worth saving This is one way to state
the theme of Adelinarsquos Whales
Ask students for other ways to state the theme of the photo
essay such as Living in tune with nature has many rewards
Then ask students to look again at the photographs and find the
ones they think relate most closely to the theme
Authorrsquos PurposeTell students that authors who write to
inform often provide examples in the
form of text features like photographs
Have students look in the story for
clues that will help them determine
Richard Sobolrsquos intentions
502
Comprehension Check
Summarize
Summarize the relationship between
humans and gray whales in Laguna San
Ignacio Use your Sequence Chart to
organize events in the correct order
Think and Compare
1 When did scientists and whale watchers start going to Laguna
San Ignacio Use text details to support your answer Analyze
Text Structure Sequence
2 Reread page 494 of Adelinarsquos Whales Why do you think the
massive whale did not overturn the small boat Use details
from the text to support your answer Analyze
3 How would you organize a club to study whales and visit
Laguna San Ignacio Develop a plan to show the steps you
would take Apply
4 Can you predict what will happen to the whales and Adelinarsquos
community if the lagoon becomes polluted Synthesize
5 Read ldquoA Whale of a Triprdquo on pages 484ndash485 What did you
learn about whales in this article that was not in Adelinarsquos
Whales ReadingWriting Across Texts
503
Comprehension Check
SUMMARIZE
Have partners summarize Adelinarsquos
Whales by paraphrasing Remind
students to use their Sequence Chart
to help them organize their summaries
THINK AND COMPARE
Sample answers are given
1 Sequence Scientists and whale
watchers started going to Laguna
San Ignacio after Adelinarsquos
grandfather began to tell about his
first friendly visit with the whales
2 Analyze Students should suggest
that the whale was curious about
the boat and the people in it She
did not mean to harm them and
was careful not to turn the boat
over
3 Text to Self Answers may vary
Students might say they would
get permission from their school
to start a club They might put
up posters to try to persuade
other students to join and then
do research to learn more about
whales USE ON MY OWN
4 Text to World If the lagoon
becomes polluted the whales could
get sick or even die If that happens
tourists and scientists may stop
coming to Laguna San Ignacio
FOCUS QUESTION
5 Text to Text In ldquoA Whale of a Triprdquo
we learn about baleen whales how
they eat and how they need to be
protected from tuna fishing nets
The story of Adelinarsquos Whales not
only talks about whales but it also
tells us about Adelinarsquos community
Respond Student page 503
On My Own
Model the On My Own strategy with question 3
The answer is not in the selection You have to use what you already
know to answer the question
Question 3 Think Aloud
I know that there are many ways to
get classmates together for a good cause or a fun event Many
people think whales are fascinating creatures Doing research
about marine life looking into related groups using the Internet
and writing to marine biologists might be a fun and interesting
way to start a club dedicated to the study of whales
Adelinarsquos Whales 503
FluencyComprehension
As I read I will pay attention to tempo and match the action in the story
Did you know that whales talk to each other Whales
10 make sounds for different reasons Some sounds are used to
20 locate calves Others are used to find mates Whales even use
31 sounds to warn other pod members that a predator is around
42 Toothed whales click and whistle in order to locate food
52 Baleen whales make knocking moaning snoring and
59 rumbling noises Humpback whales sing but not during
67 feeding season They save their tunes for the warmer waters
77 where they spend their breeding season Some scientists
85 believe they are singing love songs Other scientists think
94 they are sending out threats like ldquoGo awayrdquo We may never
105 know exactly why whales sing
110 Some humpback whales swim up to the surface and take
120 a few breaths Then they dive under the water and start to
132 sing They do not move when they sing Their underwater
142 songs can be heard for miles Sometimes they sing for a half
154 hour without stopping 157
Comprehension Check
1 What actions does a humpback whale take when it sings Sequence
2 Why might a whale need to communicate with another whale Draw Conclusions
Words Read ndash Number of Errors = Words
Correct Score
First Read ndash =
Second Read ndash =
A humpback whale swims to the surface and takes a few breaths Then the whale dives under the water to sing The whale does not move when singing
Whales might need to communicate with other whales to warn them about predators to find mates or to locate their calves
On Level Practice Book O page 136
Approaching Practice Book A page 136
Beyond Practice Book B page 136
Transparency 19
FluencyRepeated Reading Tempo
EXPLAINMODEL Tell students they will be doing a choral reading
or reading out loud together Point out that the passage on
Transparency 19 begins with slow action and a slow mood After
the whale nudges the boat the fishers become frightened and the
action picks up As you model reading the passage increase the
speed the second and third times you read through the last four
sentences Have students pay attention to the tempo
PRACTICEAPPLY Reread the first two sentences of the passage
with students Then divide them into two groups Have groups
alternate reading sentences Remind students to pay attention to
the tempo changes they should make Students will practice fluency
using Practice Book page 136 or the Fluency Solutions Audio CD
Objectivesbull Read accurately with good
tempo
bull Rate 102ndash122 WCPM
Materials
bull Fluency Transparency 19
bull Fluency Solutions
bull Leveled Practice Books p 136
Vary Reading Pace Act
out the actions as you
explain the sequence of
events in the passage
Next read it aloud using
lots of expression and
gestures to help with
meaning Then echo-read
the passage with students
Ask students to imitate
your tempo and voice
During Small Group Instruction
If No Approaching Level Fluency p 507N
If Yes On Level Options pp 507Qndash507R
Beyond Level Options pp 507Sndash507T
Can students read accurately with good tempo
In a whisper her grandfather begins to draw them in Adelina closes her eyes to imagine the calm and quiet on that first afternoon when his small boat was gently nudged by a huge gray whale As the boat rocked her grandfather and his fishing partnerrsquos hearts pounded They held tight and waited preparing themselves to be thrown into the water by the giant animal The whale dove below them and surfaced again on the opposite side of their boat scraping her head along the smooth sides Instead of being tossed from the boat they were surprised to find themselves still upright and floating
Fluency Transparency 19
from Adelinarsquos Whales page 494
503A
Draw Conclusions
Introduce 413A-B
Practice Apply
414ndash437 LeveledPractice 113ndash114
Reteach Review
443MndashT 447AndashB 448ndash463 469MndashT Leveled Practice120ndash121
Assess Weekly Tests Unit 4 Test Benchmark Tests A B
Maintain 503B 529B 557B
FluencyComprehension
ComprehensionMAINTAIN SKILLDRAW CONCLUSIONS
EXPLAINMODEL
You can use information from a selection as well as personal
experience to draw conclusions
A reader can draw conclusions about a personrsquos character and
about events by looking for clues in the selection
Lead a class discussion about drawing conclusions in ldquoA Whale of a Triprdquo
PRACTICEAPPLY Discuss the photo essay Adelinarsquos Whales and
what details can help readers to draw conclusions Then ask student
partners to discuss the following questions Encourage them to take
notes so that they may share answers with their peers afterward
What tells you that Adelina enjoys living by the ocean
How do you know that Adelina wants to work with whales in the
future What do you think her grandfatherrsquos reaction will be
What can you conclude about the future of Laguna San Ignacio
(Students should be able to identify a conclusion that summarizes
the main idea)
Using conclusions and parts of their discussion have each student
write a paragraph that continues the story For comprehension
practice use the Graphic Organizers on pages 40ndash64 in the
Teacherrsquos Resource Book
Objectivebull Draw conclusions from
details in a story
Adelinarsquos Whales 503B
LOZ_Subhd_LFT LOZ_StudentPgs
PoetryA Limerick is a funny poem
with a specific pattern
of rhyme and meter All
limericks have five lines
Literary ElementsMeter is the rhythm of the
syllables in a line of poetry
Rhyme Scheme is the
pattern of rhymes within
a poem
There once was a whale named Alene
Who strained all her meals through baleen
But she dreamed of a lunch
With a food that goes ldquocrunchrdquo
Like a truckload of just-picked string beans
mdashDoreen Beauregard
Near our boat is a mammal named Luke
Whorsquos exceedingly proud of his fl uke
Just donrsquot call it a tail
Or this dignifi ed whale
Will respond with a splashy rebuke
mdashDoreen Beauregard
WWhale hale WWatchatch
The meter in these three lines is created by emphasizing the third sixth and ninth syllables
LLimericksimericks
aa MMealealAA WWhalehale ofof
504
Paired Selection Student page 504
PoetryGENRE LIMERICK
Have students read the bookmark on
Student Book page 504 Explain that a
limerick
is meant to be funny
sometimes contains idioms puns or
other kinds of figurative language
Literary Elements Meter and Rhyme Scheme
EXPLAINMODEL
Tell students that literary elements
such as meter and rhyme scheme help
give poetry its rhythm
Meter is the rhythm or beat
of a poem It is created by the
arrangement of accented and
unaccented syllables in a line
Rhyme scheme is the pattern of
rhymes in a poem Capital letters are
used to represent each individual
rhyme
Discuss how ldquoWhale Watchrdquo contains
three accented syllables in lines 1 2
and 5
PRACTICEAPPLY
Have students point out the rhyme
scheme of the limerick on page
505 Where does the rhyme scheme
change (the second and third lines)
Read ldquoA Whale of a Mealrdquo ldquoWhale Watchrdquo and
ldquoThe Podless Whalerdquo
As you read remind students to apply what they have learned
about limericks
1
2
504504
Poetry
Connect and Compare1 What is the rhyme scheme of ldquoWhale Watchrdquo What if the last
line rhymed with the third and fourth lines Rhyme Scheme
2 Why were the sea bass in ldquoThe Podless Whalerdquo bewildered
Apply
3 How are the whales in these poems similar to the ones in
Adelinarsquos Whales How are they different
ReadingWriting Across Texts
There once was a whale near Cape Cod
Who just could not locate his pod
So he joined with a mass
Of bewildered sea bass
Who found this behavior quite odd
mdashDoreen Beauregard
P Podless odless WWhalehaleTheThe
The last line of a limerick always rhymes with the first two lines The second and third lines have a different rhyme
Find out more about limericks at wwwmacmillanmhcom
505
1 LITERARY ELEMENTS RHYME
SCHEME
If the name of the whale in ldquoA Whale
of a Mealrdquo were changed to Rose what
other words would have to change in
the poem (baleen string beans) Why
(This poem is a limerick so its rhyme
scheme must be AABBA)
2 LITERARY ELEMENTS METER
What is the meter used in the limerick
ldquoWhale Watchrdquo (Lines 1 2 and 5 have
three beats Lines 3 and 4 have two
beats)
3 MAKE INFERENCES
What is a group of whales called What
poem helped you figure this out (A
group of whales is called a pod This
can be figured out from ldquoThe Podless
Whalerdquo)
Connect and Compare
SUGGESTED ANSWERS
1 The rhyme scheme of ldquoWhale
Watchrdquo is AABBA If the last line
rhymed with the third and fourth
lines the rhyme scheme would be
AABBB and this would not be a
limerick RHYME SCHEME
2 The sea bass were bewildered
because a whale became a member
of their group and this is not
typical of whale behavior APPLY
3 FOCUS QUESTION The whales in
these poems are similar to the ones
in Adelinarsquos Whales because they
share whale characteristics such as
swimming near boats and in pods
They are different from Adelinarsquos
Whales because they are fictional
Adelinarsquos whales are real READING
WRITING ACROSS TEXTS
Paired Selection Student page 505
Internet Research and Inquiry Activity Students can find more
facts about limericks at wwwmacmillanmhcom
3
HISTORY AND CULTURE OF LIMERICKS
Limericks derive from the Irish town of Limerick and date back to
the 14th century Limericks were originally used in nursery rhymes
for children Later these rhymes were repeated and changed by the
working classes who created choruses based on the refrain ldquoWill
you come to Limerickrdquo
A famous childrenrsquos book of limericks Edward Learrsquos Book of
Nonsense was published in England in 1846 Because limericks are
short and funny they have survived to this day across many cultures
Adelinarsquos Whales 505
Why We Need Whales
by Maggie W
We learned in class today that some kinds
of whales are in danger of becoming extinct
I think we should try to save them We need
whales
Why do we need whales We donrsquot need
them for food They donrsquot do any work for us
But they are fascinating to watch They seem
to play and talk together The world would be
less interesting if there were no whales
I want the world to be an interesting place
so I hope there will
always be whales
making their wonderful
noises
Share YourShare YourPoint of ViewPoint of View Writerrsquos Craft
VoiceWriters want their readers to understand their point of view They use appropriate words to show voice and to share their opinions
I tried to show why I feel that whalesare important
I think whales are great I wrote this to express my point of view about whales
506
Features of a Point-of-View Article
In a point-of-view article the writer gives his or her opinion about
a subject A writer should use good reasons to explain his or her
point of view
It is written using first person
It describes a writerrsquos opinion about a subject
It uses supporting statements in a logical order
WritingVoice
READ THE STUDENT MODEL
Read the bookmark about voice
Explain that a writerrsquos voice shows his
or her personality It helps readers to
hear changes in the writerrsquos feelings
just as they would if the writing were
spoken aloud
Have students turn to page 477
Discuss the writerrsquos voice and its effect
Then have the class read Maggie Wrsquos
article and the callouts Tell students
that they will write an article about the
importance of animals They will also
learn how to create a voice that shows
their feelings
WRITINGbull Explanatory Writing
bull Writerrsquos Craft Voice
WORD STUDYbull Words in Context
bull Dictionary
bull Phonics Words with oi and ou
bull Vocabulary Building
SPELLINGbull Words with oi and ou
GRAMMARbull Possessive Pronouns
SMALL GROUP OPTIONS
bull Differentiated Instruction pp 507Mndash507V
506
Transparency 73
Writing Transparency 73
Explanatory Writing
Writerrsquos Checklist Ideas and Content Did I explain my point of view
clearly
Organization Did I state my opinion first and then
give reasons to explain it Did I save the strongest
reason for last
Voice Is my voice clear as I write about the topic
Word Choice Did I choose words carefully
Sentence Fluency Did I vary the length of
my sentences
Conventions Did I spell possessive pronouns
correctly
Your TurnWrite an article of one or two paragraphs to explain
your point of view about the importance of animals
You may write about animals in general or one kind
of animal in particular State your opinion and
give strong reasons for it Save your strongest
reason for last Back up your reasons with
examples End by restating your opinion
Use the Writerrsquos Checklist to check
your writing
507
PREWRITE
Read and discuss the writing prompt
on page 507 Students can brainstorm a
list of animals they feel it is important
to save Ask them to choose the animal
they care most about saving
Display Transparency 73 and discuss
how Maggie used a point-of-view chart
to plan an article with opinions about
animals including the use of strong
supporting statements Have students
use a point-of-view chart to plan their
own articles
DRAFT
Display Transparency 74 Discuss how
Maggie used her chart to organize and
write a draft of her article Talk about
how she could improve the draft Before
students write present the explicit
lesson on Voice on page 507A and
the Ideas and Content and Purpose
and Audience mini lessons on page
507B Have students use their charts
to write their articles Remind them to
keep their purpose and audience in
mind to express strong opinions and to
emphasize strong supporting statements
REVISE
Display Transparency 75 and discuss
Maggiersquos revisions Point out that she
added sentences to show her feelings
about whales Students can revise their
drafts or keep them to work on later
If students choose to revise have
them work in pairs to use the Writerrsquos
Checklist on page 507 Then ask
students to work with a partner to
proofread their writing For Publishing
Options see 507A For lessons on
Possessive Pronouns and Spelling
see page 507B and 5 Day Spelling and
Grammar on pages 507Gndash507J
Transparency 73 Point-of-View
Chart
Transparency 74 Draft
Transparency 75 Revision
Writing Student pages 506ndash507
Point of View Chart
Opinion
We should save whales
Reason
They are fun to watch
Reason
They play and talk together
Reason
They make the world interesting
Writing Transparency 73
Adelinarsquos Whales 507
SPEAKING STRATEGIES
Use tone of voice to show
exciting parts of the article
Change voices when the
strongest feelings are
mentioned
Look at the audience
to help them see your
interest in the article
LISTENING STRATEGIES
Listen to hear how the
author feels about saving
the animal
Try to imagine the setting
of the article in your mind
VoiceEXPLAINMODEL
Good writers use language that shows their feelings about a topic
These feelings make up the writerrsquos voice Reread the first paragraph
of the model on page 506 Point out that Maggie shows her strong
feelings about saving whales when she says we need them and that
they are fascinating to watch Display Transparency 76
Think Aloud The first example shows me how the writer feels
about her cat He is her best buddy She likes it when the cat
comes to see her in the garden The second example tells me
only the facts without saying how the writer feels about them
I donrsquot learn as much about the writer or the animal from this
example
Writing Transparency 76
Transparency 76
PRACTICEAPPLY
Work with students to read the two choices in each set Invite
volunteers to identify the stronger voice in each set and explain
how it shows the writerrsquos feelings Then have students identify and
discuss voice in another story they have recently read
Tell students that as they draft their article they should think about
ways to create a voice that shows their feelings about the animal or
animals they are describing
Publishing OptionsStudents can read aloud their article to the class See Speaking and Listening tips below They can also use their best cursive to write their article (See Teacherrsquos Resource Book pages 168ndash173 for cursive models and practice) Then invite students to illustrate their articles or act them out with a friend
4- and 6-Point Scoring Rubrics
Use the rubric on pages 539Gndash
539H to score published writing
Writing Process
For a complete lesson see Unit Writing on pages 539Andash539H
Writing
Writerrsquos Craft
Voice
Strong Voice Gumby is my best buddy It feels great when he
appears in the garden and then jumps on my back
to purr and watch me dig
Weak Voice Gumby is my cat He walks through the garden to
watch me dig
1 Wow Seeing Flossie run across the lawn to greet
me is so fantastic She barks loudly as if shersquos as
glad to see me as I am to see her
2 Flossie runs across the lawn to greet me She
barks loudly
3 My parrot Polly talks all the time I like the sound
of her voice She always tells me that Irsquom her friend
4 I love to hear Polly my pet parrot talk all the
time Her voice is music that fills our familyrsquos
kitchen Best of all she always tells me that Irsquom
her friend
(1 strong 2 weak 3 weak 4 strong)
Writing Transp
arency 76
507A
Technology
Writing
Writerrsquos Toolbox
Possessive Pronouns
ExplainModel Possessive pronouns take the
place of nouns that show ownership as in her
Point out the first possessive pronoun her in the
first sentence of Adelinarsquos Whales on page 494 This
pronoun shows that the grandfather is Adelinarsquos
PracticeApply Work with students to find more
possessive pronouns in the story on page 494
Have them identify the ownership each pronoun
suggests For a complete lesson on possessive
pronouns see pages 507Indash507J
Mechanics Do not use apostrophes in possessive
pronouns As students proofread their stories ask
them to check that they have used possessive
pronouns correctly
Writing Trait Ideas and Content
ExplainModel Good writers state their opinions
or point of view at the beginning of their writing
They use appropriate words to show voice and
they use good reasons and examples to support
their opinions and explain their point of view
They end their writing by repeating their opinion
strongly in a closing sentence
PracticeApply Have students reread the student
model on page 506 Discuss the callouts on the
left Can students identify Maggie Wrsquos point of view
in her article Ask students if Maggie W supports
her point of view
Purpose and Audience
ExplainModel Point out that one purpose of
writing an article is to inform and persuade the
audience of your opinion Using examples as
Maggie did helps to do this
PracticeApply As students draft tell them to
consider their audience They should use ideas that
will appeal to the people who will read their article
Spelling Words with oi and ou
Ask students to find the words noise and clouds in
the main selection on page 490 Point out that the
sound oi is spelled oi in noise Explain that the
sound ou is spelled ou in clouds but can also be
spelled ow as in flowers For a complete lesson on
words with oi and ou see pages 507Gndash507H
Remind students to use centering to position their title
correctly and to use formatting to capitalize the first letter
in each important word of the storyrsquos title
Adelinarsquos Whales 507B
Word StudyWord Study
Objectivesbull Apply knowledge of word
meanings and context clues
bull Use a dictionary to look up the
meanings of homographs
Materials
bull Vocabulary Transparencies 37
and 38
bull Leveled Practice Books p 138
Review
VocabularyWords in Context
EXPLAINMODEL
Review the meanings of the vocabulary words Display
Transparency 37 Model how to use word meanings and context
clues to fill in the first missing word with students
Think Aloud In the first sentence I learn that the speaker is going
on a boat to whale watch The speaker makes a note about the
boatrsquos size A boat for whale watching would be large I think that
the missing word is massive When I try massive in the sentence it
makes sense
PRACTICEAPPLY
Help students complete item 2 Then have them use context clues
to write missing words for items 3ndash6 on a separate sheet of paper
Students can exchange papers check their answers and explain the
context clues they used to determine the missing words
Fun with Puns Remind students that the vocabulary word dove
is a homograph Review its pronunciations and definitions Have
students work in small groups to create puns using dove Invite
groups to share their puns with the class
Give Examples For massive
sketch a bus and a whale on
the board Say A bus is big
but a whale is massive Have
students brainstorm other
examples in pairs
tangles (p 488) things
twisted together such as
strands of hair
rumbling (p 490) heavy
deep and rolling
snoring (p 490) making
loud breathing sounds
when sleeping
massive (p 491) big or
heavy
dove (p 494) jumped into
the water head first
unique (p 496) one of a
kind
politicians (p 498) people
who hold a government
officeVocabulary Transparency 37
Transparency 37
dove massive politicians rumbling snoring tangles unique
1 We boarded the massive boat amazed at its size and hoped it would be a good day for whale watching
2 The politicians had done a good job of protecting the whales in this bay so I was hopeful that we would see many whales
3 I stepped over the nets that lay in tangles on the deck
4 I watched as the birds dove into the ocean to catch their dinner
5 When I heard a rumbling sound I looked toward the horizon where I saw a unique sight a whale
6 I shouted for my father but when I heard his snoring I knew that he had missed the fantastic sight
507C
Vocabulary Strategy Transparency 38
Word Study
Homographs are words that have the same spelling but different meanings They may also have different pronunciations
Read the list of homographs and their meanings Then read the sentences and decide the meaning of the underlined homograph Write the letter of the correct meaning in the blank next to the sentence
dove ndash a past tense of dive b a kind of bird
fluke ndash c part of a whalersquos tail d something lucky
1 The whale splashed the surface of the water with its fl uke
2 The eagle dove for its prey
3 It was a fl uke that my mother won the game
4 The bird watchers saw a mourning dove sitting in a tree
Pick another homograph Write one sentence for each meaning of the word
5
6
c
a
d
b
My brother gave his girlfriend an engagement ring
Possible response provided
I didnrsquot hear the phone ring so I missed your call
On Level Practice Book 0 page 138
Approaching Practice Book A page 138
Beyond Practice Book B page 138
Practice Vocabulary
Homographs can be
confusing to students
especially those that are
pronounced differently
Create sentences for pairs
of words and model how
to guess the meaning
through the context
Practice with dove wind
and bow
Transparency 38
Homographs
1 What was the content of Karlarsquos lettera subject or topic nounb satisfied adjective
2 We tried to wind the kite string around a sticka moving air nounb to wrap around verb
3 Casey did not shed a tear as he watched the sad moviea to pull apart or into pieces verbb a drop of fluid that comes from the eye noun
4 Tanya put dates and nuts in her breada specific points in time nounb fruits from palm trees noun
PRACTICEAPPLY
Ask students to look up meanings and write sentences for the
following homographs bow row and present
During Small Group Instruction
If No Approaching Level Vocabulary pp 507Nndash507O
If Yes On Level Options pp 507Qndash507R
Beyond Level Options pp 507Sndash507T
Do students understand word meanings Can students use
context clues and dictionaries to understand homographs
STRATEGYDICTIONARY HOMOGRAPHS
EXPLAINMODEL
Remind students that homographs are words that are spelled alike
but have completely different meanings and may have different
pronunciations Explain how a dictionary and context clues can help
a reader to figure out the correct meaning and pronunciation of
homographs
Read the first sentence and definitions on Transparency 38 Model
how to figure out the meaning of content trying both definitions
and pronunciations Ask student volunteers to read aloud and
choose the correct homograph definitions for numbers 2ndash4
Adelinarsquos Whales 507D
The oi sound can be spelled with oi as in foil or with oy as in boy The ou sound can be spelled with ou as in couch or with ow as in now Keep in mind though that not all words containing oi have the oi sound and not all words spelled with ou and ow have the ou sound
In each row of words below there is one word that does not belong If the word does not have the same sound as the others make an X over it If the word is a homograph sometimes pronounced like the other words and sometimes pronounced differently put an asterisk () next to it Then on the blank line add another word that belongs with the group you made
1 joy foil employ onion
2 bow allowed south outside
3 coil destroy oil going
4 mouth doubt through how
5 broil doing spoil noise
6 sow tower frown sprout
7 couch dough cloud crowd
8 enjoy soil shooing toys
9 now enough crown proud
10 brow cow low down
11 annoy voices boil porpoise
12 thought shower loud trout
oi word
ou word
oi word
ou word
oi word
ou word
ou word
oi word
ou word
ou word
oi word
ou wordporpoiseporpoiseporpoiseporpoisepp
on on onioonioonioonioononoo
ngnggoigoigoigoingngnn
ughughhrohrothrothroughughouou
doing doing doing doing ii
ugh ugh doudoudoudouughughuu
oingoingshooshooshooshoooingoingoo
ughughenoenoenoenoughughouou
wwlowlowowowwwww
ught ught houhouthouthouughtughtuu
On Level Practice Book O page 139
Approaching Practice Book A page 139
Beyond Practice Book B page 139
Word Study
Phonics Decode Words with oi and ou
EXPLAINMODEL
Remind students that the letters oi and oy almost always spell the
sound oi The letters ou often spell ou unless they are followed
by r or gh The letters ow often spell ou but they may also spell
ō Write bow
Think Aloud
This word is a homograph When I say bou I know
the word means ldquoto bend the headrdquo or ldquothe front of a boatrdquo
When I say bō I know the word means ldquoa weaponrdquo or ldquoa knot
with loopsrdquo I need to look at the context to figure out which
word the writer means
PRACTICEAPPLY Write these words on the board joy spoil
mountain blouse coin tower and around Have students underline
the letters that spell ou and oi Then have them read the words
aloud pronouncing each sound with emphasis
Decode Multisyllabic Words Write these words on the board
voyage hardboiled encounter southpaw ownership and nowadays
Model how to decode voyage focusing on the sound oi Then work
with students to decode the other words explaining the spelling
of each sound For more practice use the decodable passages on
Teacherrsquos Resource Book page 23
Fill-in-the-Blanks Have students write out ten Spelling Words or
other words with the ou or oi sound Tell them to leave blanks
for the letters that represent these vowel sounds For example
C L _ _ N Students can trade papers with a partner and fill in the
missing letters
Word Study
Objectivesbull Decode the sounds ou and
oi
bull Identify and write sentences
with homophones
Materials
bull Leveled Practice Books p 139
bull Teacherrsquos Resource Book p 23
Use Context Hearing
and distinguishing vowel
sounds can be challenging
for students As students
read and hear the words
within the context of
shared reading and writing
activities they will connect
the sounds to their spelling
patterns
During Small Group Instruction
If No Approaching Level Phonics p 507M
If Yes On Level Options pp 507Qndash507R
Beyond Level Options pp 507Sndash507T
Can students decode words with oi and ou
507E
Spiral Review
Vocabulary Game Form two teams Divide the
Vocabulary Cards electrical globe decayed
amazement loosened midst mysterious patchwork
responsibility and soared from past weeks between
the teams
A Team 1 player takes a card and reads the word
A Team 2 player tells the wordrsquos meaning and uses
it in a sentence If the definition and sentence are
correct Team 2 gets a point If not the card is
returned to the bottom of the pile Then a Team 2
player takes a card and reads the word
Continue playing until all the words have been
correctly defined and used in sentences The team
with the most points wins
Vocabulary Building
Homophones Write on the board The children
let out (wails)(whales) because they couldnrsquot see
the (wails)(whales) Remind students that a
homophone is pronounced in the same way as
another word but has a different meaning and
spelling Have students write more sentences
containing homophone pairs or triples (there
theyrsquore their) Make sure students know how
homophones differ from homographs
Word Study
Vocabulary PuzzleMaker For additional vocabulary and
spelling games go to
wwwmacmillanmhcom
Vocabulary Building
Adjectives Verbshuge spray
humpback swim
endangered spout
slippery leap
Apply Vocabulary
Write a Personal Narrative Using the vocabulary
words ask students to complete the following
sentence ldquoI had a whale of a good time when rdquo
Tell students to continue writing after completing
this sentence Remind students to use descriptive
language that appeals to the five senses They
should provide a context to allow the reader
to picture the world of the event Post student
writing inside the body of a whale on a display
board
Oral Language
Expand Vocabulary Write the weekly topic
Whales on the board above a two-column chart
Label the columns Adjectives and Verbs Using the
selection print and electronic resources including
interviews and newspapers tell students to
brainstorm adjectives or verbs relating to whales
Adelinarsquos Whales 507F
5 Day Spelling
Words with oi and ouSpelling
Pretest Word Sorts
Spelling Practice Book pages 115ndash116 Spelling Practice Book page 117
Dictation Sentences 1 A daisy is a flower
2 We heard voices outside
3 The princess hid in the tower
4 We dumped a mound of dirt
5 I read a story about a cowboy
6 Her wedding gown was beautiful
7 You frown when you are not happy
8 We drove south to Florida
9 Why are the dogs howling
10 It will annoy Mike if you keep interrupting him
11 The car made noises yesterday
12 My kitten weighs about a pound
13 The hound followed the scent
14 Put your money in the pouch
15 We collected a thousand cans
16 I wound the rope around the tree
17 Irsquom a grouch when Irsquom tired
18 I felt fine but I still had a cough
19 Irsquove grown two inches in a year
20 They took a voyage to China
ReviewChallenge Words 1 I ate a peanut butter cookie
2 Use the zoom on your camera
3 The new mall is huge
4 During a drought we canrsquot water the grass
5 We took the bus downtown
Words in bold are from the main selection
flower south thousand
voices howling wound
tower annoy grouch
mound noises cough
cowboy pound grown
gown hound voyage
frown pouch
Review cookie zoom huge
Challenge drought downtown
ASSESS PRIOR KNOWLEDGE
Using the Dictation Sentences say
the underlined word Read the
sentence and repeat the word
Have students write the words on
Spelling Practice Book page 115
For a modified list use the first 12
Spelling Words and the 3 Review
Words For a more challenging list
use Spelling Words 3ndash20 and the
2 Challenge Words Have students
correct their own tests
Have students cut apart the Spelling
Word Cards BLM on Teacherrsquos
Resource Book page 84 and figure
out a way to sort them Have them
save the cards for use throughout
the week
Use Spelling Practice Book page 116
for more practice with this weekrsquos
Spelling Words
For Leveled Word Lists go to
wwwmacmillanmhcom
TEACHER AND STUDENT SORTS
Review the Spelling Words
pointing out the oi or ou
sound in most words
Use the cards on the Spelling Word
Cards BLM Attach the key words
south flower noises and annoy to a
bulletin board Model how to sort
the words according to their vowel
sounds and spellings Have students
take turns choosing cards sorting
them and explaining how they
sorted them
When students have finished the
sort discuss any oddballs that do
not fit in any category (grown
cough) Point out that wound is a
homograph Then invite students to
do an open sort in which they sort
all the Spelling Words any way they
wish for example by rhyme or by
consonant blends Discuss studentsrsquo
methods of sorting
507G
SYNONYMS
Write the following list of words
on the board Have students copy
the words into their word study
notebooks and write the Spelling
Word that is a synonym for each
1 pile (mound)
2 scowl (frown)
3 trip (voyage)
4 crying (howling)
5 dress (gown)
Challenge students to identify
three Spelling Words that can be
used as both a noun and a verb
Have them write sentences for
both usages
Have partners write a sentence
for each Spelling Word leaving
a blank space where the word
should go They can exchange
papers and fill in the blanks
SPIRAL REVIEW
Review words with ū uuml and u
Write cookie zoom and huge on
the board Have students identify
the spelling of the ū uuml or u
sound in each word
PROOFREAD AND WRITE
Write these sentences on the
board including the misspelled
words Ask students to proofread
circling incorrect spellings and
writing the correct spellings
1 My lizard has grone and she
gained two pownds (grown
pounds)
2 My cogh is starting to annoi
me (cough annoy)
3 The noyses in the hall were
houling dogs (noises howling)
4 A thowsand voyces were
singing (thousand voices)
POSTTEST
Use the Dictation Sentences on
page 507G for the Posttest
If students have difficulty with any
words in the lesson have students
place them in a list entitled
Spelling Words I Want to Remember
in a word study notebook
Challenge students to look for
words that have the same vowel
patterns they studied this week
Spelling
Word Meanings Review and Proofread Assess and Reteach
Spelling Practice Book page 118 Spelling Practice Book page 119 Spelling Practice Book page 120
Adelinarsquos Whales 507H
5 Day Grammar
Possessive Pronouns
INTRODUCE POSSESSIVE
PRONOUNS
Present the following
A possessive pronoun shows
ownership
A possessive pronoun takes
the place of a possessive noun
Possessive pronouns never have
an apostrophe my your his her
its our and their
Possessive pronouns must match
the nouns they replace in both
number and gender Give the
pass to Armita Give the pass to
her This is Dillon and Leighrsquos car
This is their car
REVIEW POSSESSIVE PRONOUNS
Discuss with students how to
recognize possessive pronouns
INTRODUCE STAND-ALONE
POSSESSIVE PRONOUNS
Present the following
A stand-alone possessive
pronoun is not used directly
before a noun
Most stand-alone possessive
pronouns are formed by adding
s to the pronoun that is used
before a noun These pronouns
are yours hers ours theirs and
mine This report is ours That one
is yours
His and its are the same when
used as stand-alones or before
a noun His shirt was brown The
shirt was his
Grammar
Daily Language ActivitiesUse these activities to introduce each dayrsquos lesson Write the dayrsquos activity on the board or use Transparency 19
DAY 1Adelinas favorite time of year was when the whales visited she Her and her grandfather watch for them every day (1 Adelinarsquos 2 her 3 She and)
DAY 2Her grandfather knowed about whales too Him was the one who had the first friendly visit with whales (1 knew 2 He)
DAY 3Every Fisherman takes their rod on the boat They pull in his lines if a whale come close (1 fisherman 2 his rod 3 their lines 4 comes)
DAY 4The camera on Adelinas lap is herrsquos She is taking a voiage to cownt whales (1 Adelinarsquos 2 hers 3 voyage 4 count)
DAY 5Thowsands of people come to see the whales They act as though it is not mine town but theirrsquos (1 Thousands 2 my 3 theirs)
Introduce the Concept Teach the Concept
Possessive Pronouns
Write on the board This
pencil belongs to Sheila
It is pencil Model
how to choose the correct
pronoun in the second
sentence Create more
sentences using other
studentsrsquo names and your
name to practice all the
pronouns
Grammar Practice Book page 115
See Grammar Transparency 91 for modeling and guided practice
Grammar Practice Book page 116
See Grammar Transparency 92 for modeling and guided practice
507I
REVIEW POSSESSIVE PRONOUNS
Review how to identify possessive
pronouns
MECHANICS AND USAGE
POSSESSIVE NOUNS AND
PRONOUNS
Possessive nouns are formed with
apostrophes teachersrsquo books
Most possessive pronouns that
are used before a noun are not
formed with s her book his car
The exception is its
Possessive stand-alone pronouns
are formed without apostrophes
Except for mine the last letter is
always s It is yours
All possessive pronouns should
agree in number and gender
with the nouns they replace
REVIEW TYPES OF POSSESSIVE
PRONOUNS
Ask students to explain the
differences between regular and
stand-alone possessive pronouns
PROOFREAD
Have students correct errors in the
following sentences
1 That whale is Renas favorite
and this one is mine favorite
(Renarsquos my)
2 Each boy should take their seat
while the whales are close (his
seat)
3 This book about whales is my
(mine)
4 Which is the better picture of a
whalemdashMiguels or herrsquos
(Miguelrsquos hers)
ASSESS
Use page 119 of the Grammar
Practice Book for assessment
RETEACH
Have students create sentences
using possessives pronouns
After checking for accuracy have
students write the sentences
again this time leaving a blank
where the pronoun should be
Students should trade papers
with a partner and try to fill in the
blanks They can then check their
own work
Also use page 120 of the Grammar
Practice Book for reteaching
Grammar
Review and Practice Review and Proofread Assess and Reteach
Grammar Practice Book page 117
See Grammar Transparency 93 for modeling and guided practice
Grammar Practice Book page 118
See Grammar Transparency 94 for modeling and guided practice
Circle the letter before the possessive pronoun that correctlycompletes each sentence
1 Adelinarsquos village was small and main street had only a few houses
a his b our c its d their
2 The whales came to Mexico to have young
a their b your c my d her
3 Although fi rst visit to La Laguna was in June this yearIrsquom going in January
a hisrsquos b theirs c my d her
4 Adelina knows the ocean very well because whole family works on the water
a my b their c our d her
5 Pachico made a sign for his business and letters are large and easy to read
a hers b their c its d my
Grammar Practice Book pages 119ndash120
See Grammar Transparency 95 for modeling and guided practice
Adelinarsquos Whales 507J
En
d-o
f-W
ee
k A
sse
ssm
en
t
ELL Practice and
Assessment 122ndash123
Fluency Assessment
Weekly Assessment 237ndash244
Administer the Test Weekly Reading Assessment Passage and questions pages 237ndash244
ASSESSED SKILLS
bull Sequence
bull Vocabulary Words
bull Dictionary Homographs
bull Possessive Pronouns
bull Words with oi and ou
Administer the Weekly Assessment online
or on CD-ROM
FluencyAssess fluency for one group of students per week
Use the Oral Fluency Record Sheet to track the number
of words read correctly Fluency goal for all students
102ndash122 words correct per minute (WCPM)
Approaching Level Weeks 1 3 5
On Level Weeks 2 4
Beyond Level Week 6
Alternative Assessmentbull ELL Assessment pages 122ndash123
Assessment Tool
507K507K
Diagnose Prescribe
En
d-o
f-We
ek
Asse
ssme
nt
VOCABULARY WORDS
VOCABULARY STRATEGY
Dictionary Homographs
Items 1 2 3 4
IF
0ndash2 items correct
THEN
Reteach skills using the Additional
Lessons page T8
Reteach skills Go to
wwwmacmillanmhcom
Vocabulary PuzzleMaker
Evaluate for Intervention
COMPREHENSION
Skill Sequence
Items 5 6 7 8
0ndash2 items correct Reteach skills using the Additional
Lessons page T3
Evaluate for Intervention
GRAMMAR
Possessive Pronouns
Items 9 10 11
0ndash1 items correct Reteach skills Grammar Practice Book
page 120
SPELLING
Words with oi and ou
Items 12 13 14
0ndash1 items correct Reteach skills Go to
wwwmacmillanmhcom
FLUENCY 98ndash101 WCPM
0ndash97 WCPM
Fluency Solutions
Evaluate for Intervention
Diagnose Prescribe
To place students
in the Intervention
Program use
the Diagnostic
Assessment in the
Intervention Teacherrsquos
Edition
TriumphsAN INTERVENTION PROGRAM
R E A D I N G
Adelinarsquos Whales 507L
Phonics
Approaching Level Options
Objective Decode words with oi and ou
Materials bull Student Book Adelinarsquos Whales
WORDS WITH oi AND ou
ExplainModel
Remind students that the letters oi and oy together usually stand for
oi as in coil and joy The letters ou as in house and ow as in cow usually
stand for ou However ow can also stand for o as in snow
Write the letters t o y on the board Say the sounds that the letters
stand for t oi Then blend the sounds toi Say the word with me toy
Repeat this process with oi and boil
Write the letters t o w n on the board Say the sounds that the letters
stand for t ou n Then blend the sounds toun Say the word with
me town Repeat this process with ou and house
Ask students to provide their own examples of words with oi and ou
Listen and provide constructive feedback
MULTISYLLABIC WORDS WITH oi AND ou
Write the word destroy on the board Have students identify the second
syllable as containing oi troy Have students repeat the syllable then
blend and read the whole word several times Repeat this process with
pounding and ou
Have student pairs work together to practice decoding longer words
with oi and ou Write the following words on the board and ask
student pairs to copy them onto index cards or sheets of paper Say
each word Circle the letters that stand for the ou or the oi sound Then
sort the words by spelling pattern
rejoice annoy crouching underground
growling browning moisture employment
Check each pair for their progress and accuracy
WORD HUNT WORDS WITH oi AND ou IN CONTEXT
Review words with oi and ou Have students search pages 488ndash490 of
Adelinarsquos Whales to find words with oi and ou Ask them to write the
words and circle the letters that spell the oi and ou in each word
Check to see if students have found examples such as outside down
south thousand loud noise sound clouds and out
For each skill below
additional lessons are
provided You can use these
lessons on consecutive days
after teaching the lessons
presented within the week
bull Sequence T3
bull Homographs T8
Additional Resources
To help students build speed
and accuracy with reading
multisyllabic words use the
additional decodable text
on page 23 of the Teacherrsquos
Resource Book
Decodable Text
If students have trouble
figuring out how to
pronounce words that
are homographs such as
bow bou and bow bō
have them look at how the
word is used and try out
each pronunciation and
its related definition in the
context of a sentence Write
She had a pink bow in her
hair on the board and say
I can say bou in the
sentence but a pink
ldquobending of the headrdquo
does not make sense
I can say bō in the
sentence A pink ldquoknot
with loopsrdquo does make
sense This word is
pronounced bō
ConstructiveFeedback
507M
Objective Read with increasing prosody and accuracy at a rate of 102ndash112 WCPM
Materials bull Index cards bull Approaching Practice Book A page 136
WORD AUTOMATICITY
Have students make flashcards for the following words with oi and
ou flower south thousand voices howling wound tower annoy grouch
mound noises cough cowboy pound gown hound voyage frown pouch
Display the cards one at a time and have students say each word Repeat
twice more displaying the words more quickly each time
REPEATED READING
Model reading the Fluency passage in Practice Book A page 136 Tell
students to pay close attention and listen to your tempo Then read
sentences in clusters based on tempo and have students read each cluster
back copying your tempo
During independent reading time have students work with a partner
One student reads aloud while the other repeats each sentence Remind
students to use positive and encouraging phrases when giving feedback
to their partners Circulate and provide constructive feedback Circulate
and provide constructive feedback
TIMED READING
At the end of the week have students do a final timed reading of the
passage on Practice Book A page 136 Students should
begin reading the passage aloud when you say ldquoGordquo
stop reading the passage after one minute when you say ldquoStoprdquo
Keep track of miscues Coach students as needed Help students record
and graph the number of words they read correctly
Vocabulary
Objective Apply vocabulary word meanings
Materials bull Vocabulary Cards bull Student Book Adelinarsquos Whales
VOCABULARY WORDS
Display the Vocabulary Cards for this weekrsquos words dove politicians
snoring massive tangles rumbling and unique Help students locate and
read the vocabulary words in Adelinarsquos Whales Review the definitions
of each word in the Glossary of the Student Book and discuss the
meanings Then have students write their own narratives about whales
using all of these vocabulary words
Approaching Practice Book A page 136
If students read too quickly
or too slowly reread
the passage to them at
the correct tempo Then
lead the class in a choral
reading so they can follow
you lead in reading at the
appropriate rate Repeat
the choral reading as
necessary
ConstructiveFeedback
Adelinarsquos Whales 507N
Vocabulary
Approaching Level Options
Review last weekrsquos words
(electrical globe fuels
decayed) and this weekrsquos
words (rumbling snoring
unique dove massive
tangles politicians) Have
students write a synonym for
each word
Objective Use homographs
DICTIONARY HOMOGRAPHS
Have students create simple crossword puzzles using Vocabulary and
Spelling Words Make sure they include at least two homographs (wound
dove) and write the definitions of the homographs as clues They may use
a dictionary to help them if necessary
Comprehension
Objective Identify sequence
Materials bull Student Book ldquoA Whale of a Triprdquo bull Transparencies 19a and 19b
STRATEGYANALYZE TEXT STRUCTURE
Remind students that recognizing how a text is organized can help them
to identify the sequence of story events
SKILLSEQUENCE
ExplainModel
Authors sometimes use signal words such as first next and last to help
readers recognize the sequence of events in a story
Authors of history texts or how-to articles typically use chronological
order to organize their texts
Display Transparencies 19a and 19b Reread the first pages Ask a
volunteer to identify what the narrator saw first and identify the signal
words
Think Aloud As I read I learn that many things are happening It helps to
recognize sequence words to help summarize what is happening in the
story so I can better understand it
PracticeApply
Invite students to retell the story considering the sequence of events Ask
the following questions
Before going on the trip do you think the narrator expected the whale
would be as big as it turned out to be
What was the first thing Matty told people on the whale-watching trip
Why are birds often seen in areas where whales are present
Student Book or Transparencies 19a and 19b
by Kristin Gold
Retelling Have students
retell the sequence of
events in ldquoA Whale of a
Triprdquo by drawing them Ask
students to choose one
event from the book they
would like to retell Have
students draw the scene
and write one sentence
describing it After the
students have finished
hang the drawings on the
board Then as a class put
the pictures in the order
of events that the story
follows
507O
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Saving the Whales
PREVIEW AND PREDICT
Have students read the title look at the images and preview the first
chapter Have students make predictions about what they will read and
set a purpose for reading
VOCABULARY WORDS
Review the vocabulary words as needed As you read together discuss
how context clues can help you figure out word meanings
STRATEGYANALYZE TEXT STRUCTURE
Remind students that recognizing how a text is organized can help
them better understand the textrsquos important ideas and the authorrsquos
purpose
SKILLSEQUENCE
Remind students to pay attention to the way the selection is organized
and the order in which events occur Read Chapter 2 with students
Think Aloud In the first chapter I learn that in the past there were whale
hunters in all parts of the world Now there are laws to protect whales
from hunters but whales are still being killed in other ways I need to
remember this information for my Sequence Chart
READ AND RESPOND
Finish reading Saving the Whales with students Discuss the following
If the plants that the krill eat die and then the krill die ask students
what will happen next in the food chain
Ask them what happened after Keiko the whale was set free
Work with students to review and revise their Sequence Charts Help
students paraphrase the important ideas in each chapter
MAKE CONNECTIONS ACROSS TEXTS
Invite students to compare Adelinarsquos Whales and Saving the Whales
Have students identify which selection is organized into chapters Ask
them why this format is better for this selection
Have students explain how reading Saving the Whales helps them better
understand the information and events in Adelinarsquos Whales
Leveled Reader
Adelinarsquos Whales 507P
Leveled Reader LessonVocabulary
On Level Options
Student Book
Limericks
On Level Practice Book O page 136
As I read I will pay attention to tempo and match the action in the story
Did you know that whales talk to each other Whales
10 make sounds for different reasons Some sounds are used to
20 locate calves Others are used to find mates Whales even use
31 sounds to warn other pod members that a predator is around
42 Toothed whales click and whistle in order to locate food
52 Baleen whales make knocking moaning snoring and
59 rumbling noises Humpback whales sing but not during
67 feeding season They save their tunes for the warmer waters
77 where they spend their breeding season Some scientists
85 believe they are singing love songs Other scientists think
94 they are sending out threats like ldquoGo awayrdquo We may never
105 know exactly why whales sing
110 Some humpback whales swim up to the surface and take
120 a few breaths Then they dive under the water and start to
132 sing They do not move when they sing Their underwater
142 songs can be heard for miles Sometimes they sing for a half
154 hour without stopping 157
Comprehension Check
1 What actions does a humpback whale take when it sings Sequence
2 Why might a whale need to communicate with another whale Draw Conclusions
Words Read ndash Number of Errors = Words
Correct Score
First Read ndash =
Second Read ndash =
A humpback whale swims to the surface and takes a few breaths Then the whale dives under the water to sing The whale does not move when singing
Whales might need to communicate with other whales to warn them about predators to find mates or to locate their calves
Objective Apply vocabulary words and homographs
Materials bull Vocabulary Cards bull Dictionary
VOCABULARY WORDS
Tell students that they will play a word-definition game Display half of
the Vocabulary Cards Have the first team use a dictionary to help create
two different definitions for each displayed word One should be the
correct definition and the other should be incorrect Then have students
write each pair of definitions on the board The second team chooses
the definition they think is correct They get one point for each correct
answer The team with the most points wins
DICTIONARY HOMOGRAPHS
Remind students that homographs are spelled alike but have different
meanings so they have separate dictionary entries Have students use the
adjective fine in a sentence Then challenge them to use the homograph
fine (money paid) in another sentence Repeat with the word content
Literary Elements
Objective Read poems to identify literary elements
Materials bull Poetry books and resources with limericks bull Student Book ldquoLimericksrdquo
METER AND RHYME SCHEME
Discuss the use of meter and rhyme in each limerick on Student Book
pages 504ndash505 Then have students look through poetry books and other
resources to locate limericks Ask students to discuss the meter and rhyme
scheme in the limericks
Objective Read fluently with appropriate prosody at a rate of 102ndash136 WCPM
Materials bull On Level Practice Book O p 136
REPEATED READING
Model reading the passage on page 136 of Practice Book O Remind
students to pay attention to the tempo to see if it matches the action of
the story Then read one sentence at a time having students echo-read
the sentence back imitating your pace Echo-read through the entire
passage again speeding up to reflect each part of the selection During
independent reading time partners take turns reading
Timed Reading Have students read the passage and record their rates
507Q
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Looking at Whales
PREVIEW AND PREDICT
Have students preview Looking at Whales
Ask students to write down any questions they have about the
selection
Ask if they think this book will be the story of one whale or about
many whales
SKILLSEQUENCE
The sequence is the order in which events happen Signal words such
as before after and then often help to indicate the sequence of events
Explain that students will fill in this information in Sequence Charts
READ AND RESPOND
Read Chapter 1 Pause to discuss how the information in the chapter
is presented At the end of Chapter 2 fill in the Sequence Chart Have
students discuss the sequencing of information including how the word
then helped them understand the information about humpback whales
singing
VOCABULARY WORDS
As they read Looking at Whales ask students to point out vocabulary
words as they appear Then have students discuss how each word is used
Ask Are blue whales massive or small
MAKE CONNECTIONS ACROSS TEXTS
Invite students to draw connections between Looking at Whales and
Adelinarsquos Whales
Ask students to use chronological order words to summarize the
information they learned in Looking at Whales
Ask students if they think Adelina would know most of the information
in Looking at Whales
ELLLeveled Reader
Go to pages
507Undash507V
Leveled Reader
Adelinarsquos Whales 507R
Vocabulary
Beyond Practice Book B page 136
Beyond Level Options
Objective Apply vocabulary words in writing
EXTEND VOCABULARY
Ask students to write a nonfiction piece about a whale Have them use
all of the vocabulary words from this weekrsquos selection and as many words
from this unitrsquos previous weeks as possible
Invite them to edit their essays or a partnerrsquos essay Remind them to check
the spelling and usage of each word
Literary Elements
Objective Use meter and rhyme to write a limerick
Materials bull Student Book ldquoLimericksrdquo
bull Poetry books with limericks bull Nonfiction books about whales
METER AND RHYME SCHEME
Use limericks to point out that meter and rhyme scheme can add to a
readerrsquos enjoyment of a poem Ask How does the use of meter and
rhyme scheme make these limericks more fun to read
Have students read limericks and note the use of meter and rhyme
scheme Then have them read information about whales or use what they
have already learned to write their own limerick about whales
Objective Read fluently with appropriate prosody at a rate of 112ndash136 WCPM
Materials bull Beyond Practice Book B p 136
REPEATED READING
Work with students to begin marking up the Fluency passage on page 136
of Practice Book B Remind them to pay attention to the tempo Then
read one sentence at a time having students echo-read the sentence
back imitating your pace Echo-read through the entire passage again
speeding up to reflect each part of the selection
During independent reading time partners can take turns reading the
passage they have practiced reading aloud Remind students to pay
attention to one anotherrsquos tempo and discuss how different actions in the
passage change the tempo or mood
Timed Reading Have students read the passage and record their reading
rate
Student Book
Limericks
Read Aloud Review meter
and rhyme scheme Then
reread a limerick aloud
Say Listen for the meter and
rhyme scheme of the poem
Then tell students you will
read the poem once more
together Let them know
that this time they should
clap along to the rhythm of
the poem Read the poem
chorally and clap out the
rhythm together
507S
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Gray Whales
PREVIEW AND PREDICT
Have students preview Gray Whales predict what it is about and set a
purpose for reading
SKILLSEQUENCE
Ask a volunteer to explain what the terms text structure and sequence
mean Have another volunteer explain why identifying the text structure
or sequence of events is important for understanding a selection
Explain that students will read Looking at Whales together and fill in
information about order in Sequence Charts
READ AND RESPOND
As students read they should identify the order of events in the selection
and fill in their Sequence Charts Discuss with the group how the story
would change if the sequence of events were different
VOCABULARY WORDS
Have students pay attention to vocabulary words as they come up Ask
students to provide definitions as needed Ask What do whales sometimes
get tangled in
Self-Selected Reading
Objective Read independently to identify the sequence of a text
Materials bull Leveled Readers or informational trade books at studentsrsquo reading level
READ TO IDENTIFY SEQUENCE
Invite students to use their personal interests to choose a nonfiction book
for independent reading Have students read their books and take notes
on the selectionrsquos sequence in their response journals
After reading have students compare the order in which the information
was presented in the book they chose to one of the selections they read
during this weekrsquos lessons Ask Which selection presented information in the
more interesting way Which selection taught you the most about the topic
Leveled Reader
Adelinarsquos Whales 507T
Academic Language Used in Whole Group Instruction
ContentTheme Words SkillStrategy Words WritingGrammar Words
ocean (p484)
aquarium (p 484)
whales (p 484)
mammals (p 484)
gills (p 484)
lungs (p 484)
legend (p 485)
pod (p 505)
homograph (p 484)
photo essay (p 486)
analyze text structure (p 485A)
sequence (p 485A)
limerick (p 504)
meter (p 504)
rhyme scheme (p 504)
voice (p 506)
point of view (p 506)
opinion (p 506)
audience (p 507B)
possessive pronouns (p 507I)
ownership (p 507I)
stand-alone possessive pronoun
(p 507I)
Academic LanguageThroughout the week the English language learners will need help in
building their understanding of the academic language used in daily
instruction and assessment instruments The following strategies will help
to increase their language proficiency and comprehension of content and
instructional words
Strategies to Reinforce Academic Language
Use Context Academic Language (see chart below)
should be explained in the context of the task during
Whole Group Use gestures expressions and visuals to
support meaning
Use Visuals Use charts transparencies and graphic
organizers to explain key labels to help students
understand classroom language
Model Demonstrate the task using academic language in
order for students to understand instruction
English Language Learners
Oral Language For
additional language
support and oral vocabulary
development use the lesson
at www macmillanmhcom
507U
ELL Leveled ReaderELL Leveled Reader Lesson Objectivebull To apply vocabulary and
comprehension skills
Materials
bull ELL Leveled Reader
DAY 1 bull Academic Language
bull Oral Language and Vocabulary Review
DAY 2 bull Academic Language
bull ELL Leveled Reader
DAY 3 bull Academic Language
bull ELL Leveled Reader
DAY 4 bull Academic Language
bull ELL Leveled Reader
DAY 5 bull Academic Language
bull ELL Leveled Reader Comprehension Check and Literacy Activities
ELL Teacherrsquos Guide
for students who need
additional instruction
DEVELOP ORAL LANGUAGE
Build Background Write the word whales on
the board and have students share what they
know What do whales look like What do they eat
How do they communicate List key points Then
do a brief picture walk of the book to add on to
the list
Review Vocabulary Write the vocabulary and story support words
and discuss the meanings Use each word in a sentence Clarify the two
meanings of schools and dove Schools of fish are large groups of fish not
where fish go to learn Who can use ldquoschools of fishrdquo in a sentence
PREVIEW AND PREDICT
Point to the cover photograph and read the title aloud What are we going
to read about Have students brainstorm a list of questions about facts
they would like to learn from this book
Set a Purpose for Reading Show the Sequence Chart and remind students
they have used it before Ask them to use a similar chart to identify the
sequence of events as they are presented in the book
Choose from among the differentiated strategies below to support
studentsrsquo reading at all stages of language acquisition
Beginning
Shared Reading As you
read model analyzing text
structure by identifying key
information about whales
Number the facts to explain
sequence Model filling in
the chart
Intermediate
Read Together Read the
first chapter Help students
analyze text structure by
numbering and recording
key information Take turns
reading with students Ask
them to identify events in
sequence as they read
Advanced
Independent Reading
Have students read the story
After reading each day ask
them to work with a partner
to analyze text structure and
identify events in sequence
Encourage them to use the
new vocabulary
Remind students to use the vocabulary and story words in their whole
group activities
The WorldThe Worldofof
WhalesWhalesby Dina Anastasio
Informational Nonfiction
Adelinarsquos Whales 507V
- Grade 4
-
- Unit 1
- Unit 2
- Unit 3
- Unit 4
-
- Planning the Unit
- Using the Student Book
-
- Dear Mrs LaRue
-
- Puppy Trouble
- Dear Mrs LaRue
- Dog Amazes Scientists
- Writerrsquos Craft Write About Solving a Problem
- Small Group Pages
-
- The Blind Hunter
-
- Through Elizabethrsquos Eyes
- The Blind Hunter
- Make Life Easier For Everybody
- Writerrsquos Craft Write Directions
- Small Group Pages
-
- The Power of Oil
-
- Clean as a Breeze
- The Power of Oil
- Windmills on the Prairies
- Writing Frictional Narrative Write to a Prompt
- Small Group Pages
-
- Adelinarsquos Whales
-
- A Whale of a Trip
- Adelinarsquos Whales
- Limericks
- Writerrsquos Craft Share Your Point of View
- Small Group Pages
-
- At Home in the Coral Reef
-
- Coral Reefs
- At Home in the Coral Reef
- Poseidon and the Kingdom of Atlantis
- Writerrsquos Craft Write about a Community Project
- Small Group Pages
-
- Test Strategy Author and Me
-
- Wrapping Up the Unit
- Additional Lessons and Resources
-
- Unit 5
- Unit 6
-
In a whisper her grandfather begins to draw them in Adelina closes her eyes to imagine the calm and quiet on that fi rst afternoon when his small boat was gently nudged by a huge gray whale As the boat rocked her grandfather and his fi shing partnerrsquos hearts pounded They held tight and waited preparing themselves to be thrown into the water by the giant animal The whale dove below them and surfaced again on the opposite side of their boat scraping her head along the smooth sides Instead of being tossed from the boat they were surprised to fi nd themselves still upright and fl oating
For the next hour the whale glided alongside them bumping and bobbing gentlymdashas gently as possible for an animal that is as long as a school bus and as wide as a soccer goal As the sun started to set behind them the whale gave out a great blast of wet snotty saltwater that soaked their clothes and stuck to their skin The whale then rose up inches away from their boat and dove into the sea Her fi rst visit was over
494
Main Selection Student page 494
Develop Comprehension
9 AUTHORrsquoS PURPOSE
How does the author show that the
grandfatherrsquos story is both vivid and
entertaining Use examples from the
essay to support your answer (The
author tells us how the grandfather
makes the story suspenseful by
beginning in a whisper We hear how
the menrsquos hearts were pounding when
the whale rocked their boat The
author also uses familiar things like
a school bus to let the reader know
how large the whales are Even though
the description of how the whale
soaked the men is a little disgusting it
definitely creates a strong image in the
readerrsquos mind)
Repeated Reading
Explain Tell students they will be echo-reading with an emphasis
on punctuation
Model Read the paragraph on Student Book page 494 starting
with the words ldquoIn a whisperrdquo and ending with ldquoupright and
floatingrdquo Emphasize pausing at commas and coming to a stop
at periods Repeat the paragraph one sentence at a time with
students echo-reading
Practice Divide the class into two groups The first group reads the
paragraph one sentence at a time The second group echo-reads
Then groups switch roles Listen for accuracy in studentsrsquo reading
for punctuation
9
494
As her grandfather fi nishes the story he looks to Adelina who joins him in speaking the last line of the story ldquoWell my friend no fi sh todayrdquo they say before breaking into laughter
SequenceRetell the grandfatherrsquos story
using sequence words
495
Develop Comprehension
10 SEQUENCE
Retell the grandfatherrsquos story using
sequence words (At first the two
men were quietly fishing on a calm
sea Then they felt the boat begin
to rock When they realized a whale
had bumped the boat they held on
waiting to be thrown into the water
Next the whale simply dove beneath
the boat and scraped her head along
its sides After that the whale spent
the next hour swimming alongside the
boat and gently bumping it As the
sun went down the whale sprayed the
men and swam away)
Ask students to respond to the
selection by confirming or revising
their predictions and purposes
Encourage them to write additional
questions they may have about the
selection
Main Selection Student page 495
Stop here if you wish to read
this selection over two daysSTOP
Can students use signal words
to tell the sequence of events If
not see the Extra Support on
this page
10
Sequence
If students are having difficulty reiterating the sequence of events
help them identify signal words in each of the sentences on page
494 Ask them to find the words that tell when or what time
something happened For example in the first sentence point out
the word begins and in the second sentence point out the phrase on
that first afternoon Ask how each of these lets the reader know when
an event happened If a sentence does not have a signal word or
phrase model adding one that makes sense in context For example
add While this was happening to the beginning of the fourth sentence
and Then to the beginning of the fifth sentence Have students retell
the episode briefly using similar signal words and phrases
Adelinarsquos Whales 495
After this fi rst friendly visit with the whales word quickly spread of the unique encounter between a wild fi fty-foot whale and a tiny fi shing boat Scientists and whale watchers started to come to Laguna San Ignacio to see the whales themselves Perhaps word spread among the whales too because now dozens of whales began to approach the small boats With brains as large as a carrsquos engine gray whales might even have their own language They ldquotalkrdquo in low rumbles and loud clicks making noises that sound like the tappings of a steel drum or the ticking that a playing card makes as it slaps against the spokes of a turning bicycle wheel Maybe they told each other that it was safe to visit here
496
Main Selection Student page 496
Develop Comprehension
11 STRATEGYANALYZE TEXT STRUCTURE
Teacher Think Aloud In this part of
the essay the author tells the story of
Adelinarsquos grandfatherrsquos first encounter
with a whale We learn that word of
this encounter spread and caused
several things to happen How
do these events fit into the larger
sequence of the essay
(Encourage students to apply the strategy
in a Think Aloud)
Student Think Aloud I learn that
more whales came to the lagoon
and that more scientists and whale
watchers started coming as a result
This section of the essay shows how
the whalesrsquo annual trip became an
important event for Adelinarsquos village
12 PERSONIFICATION
Explain ways in which the author gives
the whales human qualities on page
496 (He says that ldquoperhaps word spread
among the whalesrdquo but whales donrsquot
use words the way people do Then
he explains something about the ways
scientists think whales ldquotalkrdquo with each
other and says they may have ldquotoldrdquo
each other that it is safe to visit the
lagoon)
Find the sentence that contains the
word unique What are some words or
phrases that mean the opposite of unique
(Possible answers common ordinary
nothing special)
11
12
496
Adelinarsquos favorite time of the day is the late afternoon when her father and grandfather return from their trips on the water guiding visitors to see the whales They sit together as the sun goes down behind them and she listens to stories of the whales She asks them lots and lots of questions
Adelina has learned a lot about the gray whales She knows that when a whale leaps out of the water and makes a giant splash falling back in itrsquos called breaching When a whale pops its head straight up out of the water as if it is looking around to see what is going on it is called spyhopping Adelina also learned how the whalersquos wide fl at tail is called a fl uke and when it raises its tail up in the air as it goes into a deep dive that is called fl uking
497
Develop Comprehension
13 MAINTAINDRAW CONCLUSIONS
Why do you think Adelina does not go
out in the boats too (She may be in
school at the times they go out but
she is also probably too young to go
The whales are friendly but they are
still wild animals There is a risk that an
accident could happen)
14 SUMMARIZE
How would you summarize the
information about whales in the
second paragraph of page 497
(Suggested answer Whales show
a number of particular behaviors
Breaching is when a whale jumps out
of the water and splashes back in
Spyhopping is when a whale pokes
its head out of the water The wide
flat tail of a whale is called its fluke
Fluking is when the whale dives with
its tail up in the air)
Main Selection Student page 497
STRATEGIES FOR EXTRA SUPPORT
Question 14 SUMMARIZECross-Check Meaning Using Visuals Write the word breaching on the
board Tell students to find the word reread the sentence containing the
word and tell you the meaning of the word Provide help as needed
Then have students look through the photos in the selection to find one
that appears to illustrate breaching (pages 496 and 497) Allow students
to work with a partner Discuss the reasons why a photo could or could
not be an example of breaching Use gestures and drawings to help
students understand the actions involved in breaching when necessary
Repeat the activity with the words spyhopping (pages 490 and 494) and
fluking (page 487) Photos that seem to clearly demonstrate each word
are in parentheses
13
14
Adelinarsquos Whales 497
Although her home is a simple one on a sandy bluff hugging the edge of the Pacifi c Ocean Adelina has many new friends who come to share her world She has met people who come from beyond the end of the winding bumpy road that rings the lagoon Some are famous actors Some are politicians Some speak Spanish Some speak English Those that weigh forty tons speak to her in their own magical style The whales have taught her that the world is a big place
Adelina knows that she has many choices in her future Sometimes she giggles with delight at the idea of being the fi rst girl to captain a panga (a small open fi shing boat) and teach people about the whales in the lagoon Or sometimes she thinks she may become a biologist who studies the ocean and can one day help to unlock some of the mysteries of the whales in her own backyard Or maybe she will take pictures like the photographer whom she watches juggling his three cameras as he stumbles aboard the whale-watching boat But no matter what she chooses the whales will always be a part of her life
498
Main Selection Student page 498
Develop Comprehension
15 STRATEGYDICTIONARY
Read the sentence that contains the
word bluff Use a dictionary to find a
homograph for bluff Use each word
in a sentence that shows its meaning
Students should use context to
accurately read words with more than
one pronunciation (Sample answers
She stood on the bluff to see the valley
below Saying he would run away was
only a bluff)
16 MAIN IDEA AND DETAILS
What is the main idea of the second
paragraph on page 498 What details
support that idea (Main idea No
matter what Adelina decides to do in
the future it will have something to
do with the gray whales Supporting
details She may captain a fishing boat
and tell people about the whales
She may become a biologist and
study the whales She may become a
photographer who photographs the
whales)
16
15
498
For these three months Adelina knows how lucky she is to live in Laguna San Ignacio the little corner of Mexico that the gray whales choose for their winter home This is the place where two worlds join together She wouldnrsquot trade it for anything
SequenceWhat events drew whale watchers
to Laguna San Ignacio Be sure
to name the events in the order in
which they occurred
499
Develop Comprehension
17 SEQUENCE
What events drew whale watchers to
Laguna San Ignacio Be sure to name
the events in the order in which they
occurred (Gray whales have come to
the warm waters in the lagoon each
winter for hundreds of years Adelinarsquos
grandfather had the first ldquofriendlyrdquo
encounter with a whale Once the
whales and people began to ldquovisitrdquo
with each other more whales began
coming to the lagoon All sorts of
people from all over the world heard
about the whales and come to see
them in the lagoon)
Main Selection Student page 499
17
Cross-Curricular ConnectionCONSERVING SEA LIFE
For centuries the island nation of Japan has depended on
plants and animals from the ocean for food However the
Japanese have not been eager to pass laws to protect ocean
life and prevent pollution Recently though some Japanese
conservationists formed a group called the Human-Animal
Bond for the 21st Century One of the grouprsquos members Keiichi
Iwashige built a conservation center for dolphins in Cambodia
This center will work to prevent dolphins from drowning in
fishing nets The group also wants to raise awareness about
dolphins
Have students draw posters or write the text for a Web site
asking people to help protect the dolphins In this way they
can understand a task through group cooperation
Adelinarsquos Whales 499
In the early spring the lagoon grows quiet One by one the whales swim off heading north for a summer of feeding On their heads and backs they carry the fi ngerprints of those they met the memories of their encounters in Mexico Maybe as the whales sleep they dream of the colorful sunsets of Laguna San Ignacio
Every afternoon Adelina continues to gaze across the water Sometimes now when she closes her eyes she can still see the whales swimming by And if she listens really closely she can even hear their breathing
500
Main Selection Student page 500
Develop Comprehension
18 STRATEGYANALYZE TEXT STRUCTURE
How does the information that
the author includes in the last two
paragraphs help to bring the sequence
of events in the photo essay to a close
Student Think Aloud I know that
the lagoon is the whalesrsquo home only
in the winter They have to leave
and head north every spring to
search for food The author makes
it seem as if both the whales and
the people are saying good-bye
He talks about the whales having
memories of the people they met
and dreams about the sunsets
at the lagoon Those sound like
reactions that people would have
He also describes how Adelina still
sees and hears the whales after they
are gone I can use this information
to complete my Sequence Chart
FIGURATIVE LANGUAGE
Explain that the whales do not actually ldquocarry the fingerprintsrdquo of the
people The author does not mean that the whales have fingerprints
on them He chose to express the connection between the whales
and the people in this poetic way
18
Every winter the whales swim south along the Pacific Coast from Alaska and Russia
The first whales arrive in the lagoon
In the spring the whales leave the lagoon to feed up north
500
501
Develop ComprehensionRETURN TO PREDICTIONS
AND PURPOSES
Review studentsrsquo predictions and
purposes Were they correct Did
students find out how the whalesrsquo
yearly visits affected Adelinarsquos life (She
has learned much about gray whales
has made new friends and wants to
do work involving the whales)
REVIEW READING STRATEGIES
What questions do you have about
the selection What strategies can
you use to answer them
In what ways did identifying the
sequence of events help you to
understand the selection
What strategies did you use when
you came to difficult words
PERSONAL RESPONSE
Ask students to discuss and write
about an experience that helped them
think about what they would like to do
when they grow up
Main Selection Student page 501
During Small Group Instruction
If No Approaching Level Leveled
Reader Lesson p 507P
If Yes On Level Options
pp 507Qndash507R
Beyond Level Options
pp 507Sndash507T
Can students analyze
the structure of a text that
presents factual information
in sequential order
Adelinarsquos Whales 501
A Snapshot ofRichard Sobol
Richard Sobol is a photographer who has snapped many different subjects in his long career For the past few years Richard has spent a lot of time photographing wildlife including the whales He is especially interested in capturing images of endangered species
Other books by Richard Sobol
Authorrsquos PurposeNonfiction texts are often written to inform the reader or to explain something Why did Richard Sobol write Adelinarsquos Whales What clues help you figure out his purpose in creating this photo essay
Find out more about Richard
Sobol at wwwmacmillanmhcom
502
Respond Student page 502
Author and Illustrator
A SNAPSHOT OF RICHARD SOBOL
Have students read the biography of
the author and photographer
DISCUSS
How might Richard Sobolrsquos work in
photography have helped prepare
him to write this book
How might photographs such as
the ones Sobol took help save
endangered species
What do you think Sobolrsquos position
is on the subject of endangered
species Explain
What are his views on gender Do
you think Sobol believes Adelina
might grow up to be a whale
specialist
WRITE ABOUT IT
Ask students to think of an animal they
would like to know more about Have
them write a paragraph explaining
what they would want to learn and
observe if given the chance to live
among those animals
Students can find more information about Richard Sobol at wwwmacmillanmhcom
Authorrsquos CraftTheme
The theme of any piece of writing is the main idea or message
which tells the reader what the article or story is about
Whales are beautiful and worth saving This is one way to state
the theme of Adelinarsquos Whales
Ask students for other ways to state the theme of the photo
essay such as Living in tune with nature has many rewards
Then ask students to look again at the photographs and find the
ones they think relate most closely to the theme
Authorrsquos PurposeTell students that authors who write to
inform often provide examples in the
form of text features like photographs
Have students look in the story for
clues that will help them determine
Richard Sobolrsquos intentions
502
Comprehension Check
Summarize
Summarize the relationship between
humans and gray whales in Laguna San
Ignacio Use your Sequence Chart to
organize events in the correct order
Think and Compare
1 When did scientists and whale watchers start going to Laguna
San Ignacio Use text details to support your answer Analyze
Text Structure Sequence
2 Reread page 494 of Adelinarsquos Whales Why do you think the
massive whale did not overturn the small boat Use details
from the text to support your answer Analyze
3 How would you organize a club to study whales and visit
Laguna San Ignacio Develop a plan to show the steps you
would take Apply
4 Can you predict what will happen to the whales and Adelinarsquos
community if the lagoon becomes polluted Synthesize
5 Read ldquoA Whale of a Triprdquo on pages 484ndash485 What did you
learn about whales in this article that was not in Adelinarsquos
Whales ReadingWriting Across Texts
503
Comprehension Check
SUMMARIZE
Have partners summarize Adelinarsquos
Whales by paraphrasing Remind
students to use their Sequence Chart
to help them organize their summaries
THINK AND COMPARE
Sample answers are given
1 Sequence Scientists and whale
watchers started going to Laguna
San Ignacio after Adelinarsquos
grandfather began to tell about his
first friendly visit with the whales
2 Analyze Students should suggest
that the whale was curious about
the boat and the people in it She
did not mean to harm them and
was careful not to turn the boat
over
3 Text to Self Answers may vary
Students might say they would
get permission from their school
to start a club They might put
up posters to try to persuade
other students to join and then
do research to learn more about
whales USE ON MY OWN
4 Text to World If the lagoon
becomes polluted the whales could
get sick or even die If that happens
tourists and scientists may stop
coming to Laguna San Ignacio
FOCUS QUESTION
5 Text to Text In ldquoA Whale of a Triprdquo
we learn about baleen whales how
they eat and how they need to be
protected from tuna fishing nets
The story of Adelinarsquos Whales not
only talks about whales but it also
tells us about Adelinarsquos community
Respond Student page 503
On My Own
Model the On My Own strategy with question 3
The answer is not in the selection You have to use what you already
know to answer the question
Question 3 Think Aloud
I know that there are many ways to
get classmates together for a good cause or a fun event Many
people think whales are fascinating creatures Doing research
about marine life looking into related groups using the Internet
and writing to marine biologists might be a fun and interesting
way to start a club dedicated to the study of whales
Adelinarsquos Whales 503
FluencyComprehension
As I read I will pay attention to tempo and match the action in the story
Did you know that whales talk to each other Whales
10 make sounds for different reasons Some sounds are used to
20 locate calves Others are used to find mates Whales even use
31 sounds to warn other pod members that a predator is around
42 Toothed whales click and whistle in order to locate food
52 Baleen whales make knocking moaning snoring and
59 rumbling noises Humpback whales sing but not during
67 feeding season They save their tunes for the warmer waters
77 where they spend their breeding season Some scientists
85 believe they are singing love songs Other scientists think
94 they are sending out threats like ldquoGo awayrdquo We may never
105 know exactly why whales sing
110 Some humpback whales swim up to the surface and take
120 a few breaths Then they dive under the water and start to
132 sing They do not move when they sing Their underwater
142 songs can be heard for miles Sometimes they sing for a half
154 hour without stopping 157
Comprehension Check
1 What actions does a humpback whale take when it sings Sequence
2 Why might a whale need to communicate with another whale Draw Conclusions
Words Read ndash Number of Errors = Words
Correct Score
First Read ndash =
Second Read ndash =
A humpback whale swims to the surface and takes a few breaths Then the whale dives under the water to sing The whale does not move when singing
Whales might need to communicate with other whales to warn them about predators to find mates or to locate their calves
On Level Practice Book O page 136
Approaching Practice Book A page 136
Beyond Practice Book B page 136
Transparency 19
FluencyRepeated Reading Tempo
EXPLAINMODEL Tell students they will be doing a choral reading
or reading out loud together Point out that the passage on
Transparency 19 begins with slow action and a slow mood After
the whale nudges the boat the fishers become frightened and the
action picks up As you model reading the passage increase the
speed the second and third times you read through the last four
sentences Have students pay attention to the tempo
PRACTICEAPPLY Reread the first two sentences of the passage
with students Then divide them into two groups Have groups
alternate reading sentences Remind students to pay attention to
the tempo changes they should make Students will practice fluency
using Practice Book page 136 or the Fluency Solutions Audio CD
Objectivesbull Read accurately with good
tempo
bull Rate 102ndash122 WCPM
Materials
bull Fluency Transparency 19
bull Fluency Solutions
bull Leveled Practice Books p 136
Vary Reading Pace Act
out the actions as you
explain the sequence of
events in the passage
Next read it aloud using
lots of expression and
gestures to help with
meaning Then echo-read
the passage with students
Ask students to imitate
your tempo and voice
During Small Group Instruction
If No Approaching Level Fluency p 507N
If Yes On Level Options pp 507Qndash507R
Beyond Level Options pp 507Sndash507T
Can students read accurately with good tempo
In a whisper her grandfather begins to draw them in Adelina closes her eyes to imagine the calm and quiet on that first afternoon when his small boat was gently nudged by a huge gray whale As the boat rocked her grandfather and his fishing partnerrsquos hearts pounded They held tight and waited preparing themselves to be thrown into the water by the giant animal The whale dove below them and surfaced again on the opposite side of their boat scraping her head along the smooth sides Instead of being tossed from the boat they were surprised to find themselves still upright and floating
Fluency Transparency 19
from Adelinarsquos Whales page 494
503A
Draw Conclusions
Introduce 413A-B
Practice Apply
414ndash437 LeveledPractice 113ndash114
Reteach Review
443MndashT 447AndashB 448ndash463 469MndashT Leveled Practice120ndash121
Assess Weekly Tests Unit 4 Test Benchmark Tests A B
Maintain 503B 529B 557B
FluencyComprehension
ComprehensionMAINTAIN SKILLDRAW CONCLUSIONS
EXPLAINMODEL
You can use information from a selection as well as personal
experience to draw conclusions
A reader can draw conclusions about a personrsquos character and
about events by looking for clues in the selection
Lead a class discussion about drawing conclusions in ldquoA Whale of a Triprdquo
PRACTICEAPPLY Discuss the photo essay Adelinarsquos Whales and
what details can help readers to draw conclusions Then ask student
partners to discuss the following questions Encourage them to take
notes so that they may share answers with their peers afterward
What tells you that Adelina enjoys living by the ocean
How do you know that Adelina wants to work with whales in the
future What do you think her grandfatherrsquos reaction will be
What can you conclude about the future of Laguna San Ignacio
(Students should be able to identify a conclusion that summarizes
the main idea)
Using conclusions and parts of their discussion have each student
write a paragraph that continues the story For comprehension
practice use the Graphic Organizers on pages 40ndash64 in the
Teacherrsquos Resource Book
Objectivebull Draw conclusions from
details in a story
Adelinarsquos Whales 503B
LOZ_Subhd_LFT LOZ_StudentPgs
PoetryA Limerick is a funny poem
with a specific pattern
of rhyme and meter All
limericks have five lines
Literary ElementsMeter is the rhythm of the
syllables in a line of poetry
Rhyme Scheme is the
pattern of rhymes within
a poem
There once was a whale named Alene
Who strained all her meals through baleen
But she dreamed of a lunch
With a food that goes ldquocrunchrdquo
Like a truckload of just-picked string beans
mdashDoreen Beauregard
Near our boat is a mammal named Luke
Whorsquos exceedingly proud of his fl uke
Just donrsquot call it a tail
Or this dignifi ed whale
Will respond with a splashy rebuke
mdashDoreen Beauregard
WWhale hale WWatchatch
The meter in these three lines is created by emphasizing the third sixth and ninth syllables
LLimericksimericks
aa MMealealAA WWhalehale ofof
504
Paired Selection Student page 504
PoetryGENRE LIMERICK
Have students read the bookmark on
Student Book page 504 Explain that a
limerick
is meant to be funny
sometimes contains idioms puns or
other kinds of figurative language
Literary Elements Meter and Rhyme Scheme
EXPLAINMODEL
Tell students that literary elements
such as meter and rhyme scheme help
give poetry its rhythm
Meter is the rhythm or beat
of a poem It is created by the
arrangement of accented and
unaccented syllables in a line
Rhyme scheme is the pattern of
rhymes in a poem Capital letters are
used to represent each individual
rhyme
Discuss how ldquoWhale Watchrdquo contains
three accented syllables in lines 1 2
and 5
PRACTICEAPPLY
Have students point out the rhyme
scheme of the limerick on page
505 Where does the rhyme scheme
change (the second and third lines)
Read ldquoA Whale of a Mealrdquo ldquoWhale Watchrdquo and
ldquoThe Podless Whalerdquo
As you read remind students to apply what they have learned
about limericks
1
2
504504
Poetry
Connect and Compare1 What is the rhyme scheme of ldquoWhale Watchrdquo What if the last
line rhymed with the third and fourth lines Rhyme Scheme
2 Why were the sea bass in ldquoThe Podless Whalerdquo bewildered
Apply
3 How are the whales in these poems similar to the ones in
Adelinarsquos Whales How are they different
ReadingWriting Across Texts
There once was a whale near Cape Cod
Who just could not locate his pod
So he joined with a mass
Of bewildered sea bass
Who found this behavior quite odd
mdashDoreen Beauregard
P Podless odless WWhalehaleTheThe
The last line of a limerick always rhymes with the first two lines The second and third lines have a different rhyme
Find out more about limericks at wwwmacmillanmhcom
505
1 LITERARY ELEMENTS RHYME
SCHEME
If the name of the whale in ldquoA Whale
of a Mealrdquo were changed to Rose what
other words would have to change in
the poem (baleen string beans) Why
(This poem is a limerick so its rhyme
scheme must be AABBA)
2 LITERARY ELEMENTS METER
What is the meter used in the limerick
ldquoWhale Watchrdquo (Lines 1 2 and 5 have
three beats Lines 3 and 4 have two
beats)
3 MAKE INFERENCES
What is a group of whales called What
poem helped you figure this out (A
group of whales is called a pod This
can be figured out from ldquoThe Podless
Whalerdquo)
Connect and Compare
SUGGESTED ANSWERS
1 The rhyme scheme of ldquoWhale
Watchrdquo is AABBA If the last line
rhymed with the third and fourth
lines the rhyme scheme would be
AABBB and this would not be a
limerick RHYME SCHEME
2 The sea bass were bewildered
because a whale became a member
of their group and this is not
typical of whale behavior APPLY
3 FOCUS QUESTION The whales in
these poems are similar to the ones
in Adelinarsquos Whales because they
share whale characteristics such as
swimming near boats and in pods
They are different from Adelinarsquos
Whales because they are fictional
Adelinarsquos whales are real READING
WRITING ACROSS TEXTS
Paired Selection Student page 505
Internet Research and Inquiry Activity Students can find more
facts about limericks at wwwmacmillanmhcom
3
HISTORY AND CULTURE OF LIMERICKS
Limericks derive from the Irish town of Limerick and date back to
the 14th century Limericks were originally used in nursery rhymes
for children Later these rhymes were repeated and changed by the
working classes who created choruses based on the refrain ldquoWill
you come to Limerickrdquo
A famous childrenrsquos book of limericks Edward Learrsquos Book of
Nonsense was published in England in 1846 Because limericks are
short and funny they have survived to this day across many cultures
Adelinarsquos Whales 505
Why We Need Whales
by Maggie W
We learned in class today that some kinds
of whales are in danger of becoming extinct
I think we should try to save them We need
whales
Why do we need whales We donrsquot need
them for food They donrsquot do any work for us
But they are fascinating to watch They seem
to play and talk together The world would be
less interesting if there were no whales
I want the world to be an interesting place
so I hope there will
always be whales
making their wonderful
noises
Share YourShare YourPoint of ViewPoint of View Writerrsquos Craft
VoiceWriters want their readers to understand their point of view They use appropriate words to show voice and to share their opinions
I tried to show why I feel that whalesare important
I think whales are great I wrote this to express my point of view about whales
506
Features of a Point-of-View Article
In a point-of-view article the writer gives his or her opinion about
a subject A writer should use good reasons to explain his or her
point of view
It is written using first person
It describes a writerrsquos opinion about a subject
It uses supporting statements in a logical order
WritingVoice
READ THE STUDENT MODEL
Read the bookmark about voice
Explain that a writerrsquos voice shows his
or her personality It helps readers to
hear changes in the writerrsquos feelings
just as they would if the writing were
spoken aloud
Have students turn to page 477
Discuss the writerrsquos voice and its effect
Then have the class read Maggie Wrsquos
article and the callouts Tell students
that they will write an article about the
importance of animals They will also
learn how to create a voice that shows
their feelings
WRITINGbull Explanatory Writing
bull Writerrsquos Craft Voice
WORD STUDYbull Words in Context
bull Dictionary
bull Phonics Words with oi and ou
bull Vocabulary Building
SPELLINGbull Words with oi and ou
GRAMMARbull Possessive Pronouns
SMALL GROUP OPTIONS
bull Differentiated Instruction pp 507Mndash507V
506
Transparency 73
Writing Transparency 73
Explanatory Writing
Writerrsquos Checklist Ideas and Content Did I explain my point of view
clearly
Organization Did I state my opinion first and then
give reasons to explain it Did I save the strongest
reason for last
Voice Is my voice clear as I write about the topic
Word Choice Did I choose words carefully
Sentence Fluency Did I vary the length of
my sentences
Conventions Did I spell possessive pronouns
correctly
Your TurnWrite an article of one or two paragraphs to explain
your point of view about the importance of animals
You may write about animals in general or one kind
of animal in particular State your opinion and
give strong reasons for it Save your strongest
reason for last Back up your reasons with
examples End by restating your opinion
Use the Writerrsquos Checklist to check
your writing
507
PREWRITE
Read and discuss the writing prompt
on page 507 Students can brainstorm a
list of animals they feel it is important
to save Ask them to choose the animal
they care most about saving
Display Transparency 73 and discuss
how Maggie used a point-of-view chart
to plan an article with opinions about
animals including the use of strong
supporting statements Have students
use a point-of-view chart to plan their
own articles
DRAFT
Display Transparency 74 Discuss how
Maggie used her chart to organize and
write a draft of her article Talk about
how she could improve the draft Before
students write present the explicit
lesson on Voice on page 507A and
the Ideas and Content and Purpose
and Audience mini lessons on page
507B Have students use their charts
to write their articles Remind them to
keep their purpose and audience in
mind to express strong opinions and to
emphasize strong supporting statements
REVISE
Display Transparency 75 and discuss
Maggiersquos revisions Point out that she
added sentences to show her feelings
about whales Students can revise their
drafts or keep them to work on later
If students choose to revise have
them work in pairs to use the Writerrsquos
Checklist on page 507 Then ask
students to work with a partner to
proofread their writing For Publishing
Options see 507A For lessons on
Possessive Pronouns and Spelling
see page 507B and 5 Day Spelling and
Grammar on pages 507Gndash507J
Transparency 73 Point-of-View
Chart
Transparency 74 Draft
Transparency 75 Revision
Writing Student pages 506ndash507
Point of View Chart
Opinion
We should save whales
Reason
They are fun to watch
Reason
They play and talk together
Reason
They make the world interesting
Writing Transparency 73
Adelinarsquos Whales 507
SPEAKING STRATEGIES
Use tone of voice to show
exciting parts of the article
Change voices when the
strongest feelings are
mentioned
Look at the audience
to help them see your
interest in the article
LISTENING STRATEGIES
Listen to hear how the
author feels about saving
the animal
Try to imagine the setting
of the article in your mind
VoiceEXPLAINMODEL
Good writers use language that shows their feelings about a topic
These feelings make up the writerrsquos voice Reread the first paragraph
of the model on page 506 Point out that Maggie shows her strong
feelings about saving whales when she says we need them and that
they are fascinating to watch Display Transparency 76
Think Aloud The first example shows me how the writer feels
about her cat He is her best buddy She likes it when the cat
comes to see her in the garden The second example tells me
only the facts without saying how the writer feels about them
I donrsquot learn as much about the writer or the animal from this
example
Writing Transparency 76
Transparency 76
PRACTICEAPPLY
Work with students to read the two choices in each set Invite
volunteers to identify the stronger voice in each set and explain
how it shows the writerrsquos feelings Then have students identify and
discuss voice in another story they have recently read
Tell students that as they draft their article they should think about
ways to create a voice that shows their feelings about the animal or
animals they are describing
Publishing OptionsStudents can read aloud their article to the class See Speaking and Listening tips below They can also use their best cursive to write their article (See Teacherrsquos Resource Book pages 168ndash173 for cursive models and practice) Then invite students to illustrate their articles or act them out with a friend
4- and 6-Point Scoring Rubrics
Use the rubric on pages 539Gndash
539H to score published writing
Writing Process
For a complete lesson see Unit Writing on pages 539Andash539H
Writing
Writerrsquos Craft
Voice
Strong Voice Gumby is my best buddy It feels great when he
appears in the garden and then jumps on my back
to purr and watch me dig
Weak Voice Gumby is my cat He walks through the garden to
watch me dig
1 Wow Seeing Flossie run across the lawn to greet
me is so fantastic She barks loudly as if shersquos as
glad to see me as I am to see her
2 Flossie runs across the lawn to greet me She
barks loudly
3 My parrot Polly talks all the time I like the sound
of her voice She always tells me that Irsquom her friend
4 I love to hear Polly my pet parrot talk all the
time Her voice is music that fills our familyrsquos
kitchen Best of all she always tells me that Irsquom
her friend
(1 strong 2 weak 3 weak 4 strong)
Writing Transp
arency 76
507A
Technology
Writing
Writerrsquos Toolbox
Possessive Pronouns
ExplainModel Possessive pronouns take the
place of nouns that show ownership as in her
Point out the first possessive pronoun her in the
first sentence of Adelinarsquos Whales on page 494 This
pronoun shows that the grandfather is Adelinarsquos
PracticeApply Work with students to find more
possessive pronouns in the story on page 494
Have them identify the ownership each pronoun
suggests For a complete lesson on possessive
pronouns see pages 507Indash507J
Mechanics Do not use apostrophes in possessive
pronouns As students proofread their stories ask
them to check that they have used possessive
pronouns correctly
Writing Trait Ideas and Content
ExplainModel Good writers state their opinions
or point of view at the beginning of their writing
They use appropriate words to show voice and
they use good reasons and examples to support
their opinions and explain their point of view
They end their writing by repeating their opinion
strongly in a closing sentence
PracticeApply Have students reread the student
model on page 506 Discuss the callouts on the
left Can students identify Maggie Wrsquos point of view
in her article Ask students if Maggie W supports
her point of view
Purpose and Audience
ExplainModel Point out that one purpose of
writing an article is to inform and persuade the
audience of your opinion Using examples as
Maggie did helps to do this
PracticeApply As students draft tell them to
consider their audience They should use ideas that
will appeal to the people who will read their article
Spelling Words with oi and ou
Ask students to find the words noise and clouds in
the main selection on page 490 Point out that the
sound oi is spelled oi in noise Explain that the
sound ou is spelled ou in clouds but can also be
spelled ow as in flowers For a complete lesson on
words with oi and ou see pages 507Gndash507H
Remind students to use centering to position their title
correctly and to use formatting to capitalize the first letter
in each important word of the storyrsquos title
Adelinarsquos Whales 507B
Word StudyWord Study
Objectivesbull Apply knowledge of word
meanings and context clues
bull Use a dictionary to look up the
meanings of homographs
Materials
bull Vocabulary Transparencies 37
and 38
bull Leveled Practice Books p 138
Review
VocabularyWords in Context
EXPLAINMODEL
Review the meanings of the vocabulary words Display
Transparency 37 Model how to use word meanings and context
clues to fill in the first missing word with students
Think Aloud In the first sentence I learn that the speaker is going
on a boat to whale watch The speaker makes a note about the
boatrsquos size A boat for whale watching would be large I think that
the missing word is massive When I try massive in the sentence it
makes sense
PRACTICEAPPLY
Help students complete item 2 Then have them use context clues
to write missing words for items 3ndash6 on a separate sheet of paper
Students can exchange papers check their answers and explain the
context clues they used to determine the missing words
Fun with Puns Remind students that the vocabulary word dove
is a homograph Review its pronunciations and definitions Have
students work in small groups to create puns using dove Invite
groups to share their puns with the class
Give Examples For massive
sketch a bus and a whale on
the board Say A bus is big
but a whale is massive Have
students brainstorm other
examples in pairs
tangles (p 488) things
twisted together such as
strands of hair
rumbling (p 490) heavy
deep and rolling
snoring (p 490) making
loud breathing sounds
when sleeping
massive (p 491) big or
heavy
dove (p 494) jumped into
the water head first
unique (p 496) one of a
kind
politicians (p 498) people
who hold a government
officeVocabulary Transparency 37
Transparency 37
dove massive politicians rumbling snoring tangles unique
1 We boarded the massive boat amazed at its size and hoped it would be a good day for whale watching
2 The politicians had done a good job of protecting the whales in this bay so I was hopeful that we would see many whales
3 I stepped over the nets that lay in tangles on the deck
4 I watched as the birds dove into the ocean to catch their dinner
5 When I heard a rumbling sound I looked toward the horizon where I saw a unique sight a whale
6 I shouted for my father but when I heard his snoring I knew that he had missed the fantastic sight
507C
Vocabulary Strategy Transparency 38
Word Study
Homographs are words that have the same spelling but different meanings They may also have different pronunciations
Read the list of homographs and their meanings Then read the sentences and decide the meaning of the underlined homograph Write the letter of the correct meaning in the blank next to the sentence
dove ndash a past tense of dive b a kind of bird
fluke ndash c part of a whalersquos tail d something lucky
1 The whale splashed the surface of the water with its fl uke
2 The eagle dove for its prey
3 It was a fl uke that my mother won the game
4 The bird watchers saw a mourning dove sitting in a tree
Pick another homograph Write one sentence for each meaning of the word
5
6
c
a
d
b
My brother gave his girlfriend an engagement ring
Possible response provided
I didnrsquot hear the phone ring so I missed your call
On Level Practice Book 0 page 138
Approaching Practice Book A page 138
Beyond Practice Book B page 138
Practice Vocabulary
Homographs can be
confusing to students
especially those that are
pronounced differently
Create sentences for pairs
of words and model how
to guess the meaning
through the context
Practice with dove wind
and bow
Transparency 38
Homographs
1 What was the content of Karlarsquos lettera subject or topic nounb satisfied adjective
2 We tried to wind the kite string around a sticka moving air nounb to wrap around verb
3 Casey did not shed a tear as he watched the sad moviea to pull apart or into pieces verbb a drop of fluid that comes from the eye noun
4 Tanya put dates and nuts in her breada specific points in time nounb fruits from palm trees noun
PRACTICEAPPLY
Ask students to look up meanings and write sentences for the
following homographs bow row and present
During Small Group Instruction
If No Approaching Level Vocabulary pp 507Nndash507O
If Yes On Level Options pp 507Qndash507R
Beyond Level Options pp 507Sndash507T
Do students understand word meanings Can students use
context clues and dictionaries to understand homographs
STRATEGYDICTIONARY HOMOGRAPHS
EXPLAINMODEL
Remind students that homographs are words that are spelled alike
but have completely different meanings and may have different
pronunciations Explain how a dictionary and context clues can help
a reader to figure out the correct meaning and pronunciation of
homographs
Read the first sentence and definitions on Transparency 38 Model
how to figure out the meaning of content trying both definitions
and pronunciations Ask student volunteers to read aloud and
choose the correct homograph definitions for numbers 2ndash4
Adelinarsquos Whales 507D
The oi sound can be spelled with oi as in foil or with oy as in boy The ou sound can be spelled with ou as in couch or with ow as in now Keep in mind though that not all words containing oi have the oi sound and not all words spelled with ou and ow have the ou sound
In each row of words below there is one word that does not belong If the word does not have the same sound as the others make an X over it If the word is a homograph sometimes pronounced like the other words and sometimes pronounced differently put an asterisk () next to it Then on the blank line add another word that belongs with the group you made
1 joy foil employ onion
2 bow allowed south outside
3 coil destroy oil going
4 mouth doubt through how
5 broil doing spoil noise
6 sow tower frown sprout
7 couch dough cloud crowd
8 enjoy soil shooing toys
9 now enough crown proud
10 brow cow low down
11 annoy voices boil porpoise
12 thought shower loud trout
oi word
ou word
oi word
ou word
oi word
ou word
ou word
oi word
ou word
ou word
oi word
ou wordporpoiseporpoiseporpoiseporpoisepp
on on onioonioonioonioononoo
ngnggoigoigoigoingngnn
ughughhrohrothrothroughughouou
doing doing doing doing ii
ugh ugh doudoudoudouughughuu
oingoingshooshooshooshoooingoingoo
ughughenoenoenoenoughughouou
wwlowlowowowwwww
ught ught houhouthouthouughtughtuu
On Level Practice Book O page 139
Approaching Practice Book A page 139
Beyond Practice Book B page 139
Word Study
Phonics Decode Words with oi and ou
EXPLAINMODEL
Remind students that the letters oi and oy almost always spell the
sound oi The letters ou often spell ou unless they are followed
by r or gh The letters ow often spell ou but they may also spell
ō Write bow
Think Aloud
This word is a homograph When I say bou I know
the word means ldquoto bend the headrdquo or ldquothe front of a boatrdquo
When I say bō I know the word means ldquoa weaponrdquo or ldquoa knot
with loopsrdquo I need to look at the context to figure out which
word the writer means
PRACTICEAPPLY Write these words on the board joy spoil
mountain blouse coin tower and around Have students underline
the letters that spell ou and oi Then have them read the words
aloud pronouncing each sound with emphasis
Decode Multisyllabic Words Write these words on the board
voyage hardboiled encounter southpaw ownership and nowadays
Model how to decode voyage focusing on the sound oi Then work
with students to decode the other words explaining the spelling
of each sound For more practice use the decodable passages on
Teacherrsquos Resource Book page 23
Fill-in-the-Blanks Have students write out ten Spelling Words or
other words with the ou or oi sound Tell them to leave blanks
for the letters that represent these vowel sounds For example
C L _ _ N Students can trade papers with a partner and fill in the
missing letters
Word Study
Objectivesbull Decode the sounds ou and
oi
bull Identify and write sentences
with homophones
Materials
bull Leveled Practice Books p 139
bull Teacherrsquos Resource Book p 23
Use Context Hearing
and distinguishing vowel
sounds can be challenging
for students As students
read and hear the words
within the context of
shared reading and writing
activities they will connect
the sounds to their spelling
patterns
During Small Group Instruction
If No Approaching Level Phonics p 507M
If Yes On Level Options pp 507Qndash507R
Beyond Level Options pp 507Sndash507T
Can students decode words with oi and ou
507E
Spiral Review
Vocabulary Game Form two teams Divide the
Vocabulary Cards electrical globe decayed
amazement loosened midst mysterious patchwork
responsibility and soared from past weeks between
the teams
A Team 1 player takes a card and reads the word
A Team 2 player tells the wordrsquos meaning and uses
it in a sentence If the definition and sentence are
correct Team 2 gets a point If not the card is
returned to the bottom of the pile Then a Team 2
player takes a card and reads the word
Continue playing until all the words have been
correctly defined and used in sentences The team
with the most points wins
Vocabulary Building
Homophones Write on the board The children
let out (wails)(whales) because they couldnrsquot see
the (wails)(whales) Remind students that a
homophone is pronounced in the same way as
another word but has a different meaning and
spelling Have students write more sentences
containing homophone pairs or triples (there
theyrsquore their) Make sure students know how
homophones differ from homographs
Word Study
Vocabulary PuzzleMaker For additional vocabulary and
spelling games go to
wwwmacmillanmhcom
Vocabulary Building
Adjectives Verbshuge spray
humpback swim
endangered spout
slippery leap
Apply Vocabulary
Write a Personal Narrative Using the vocabulary
words ask students to complete the following
sentence ldquoI had a whale of a good time when rdquo
Tell students to continue writing after completing
this sentence Remind students to use descriptive
language that appeals to the five senses They
should provide a context to allow the reader
to picture the world of the event Post student
writing inside the body of a whale on a display
board
Oral Language
Expand Vocabulary Write the weekly topic
Whales on the board above a two-column chart
Label the columns Adjectives and Verbs Using the
selection print and electronic resources including
interviews and newspapers tell students to
brainstorm adjectives or verbs relating to whales
Adelinarsquos Whales 507F
5 Day Spelling
Words with oi and ouSpelling
Pretest Word Sorts
Spelling Practice Book pages 115ndash116 Spelling Practice Book page 117
Dictation Sentences 1 A daisy is a flower
2 We heard voices outside
3 The princess hid in the tower
4 We dumped a mound of dirt
5 I read a story about a cowboy
6 Her wedding gown was beautiful
7 You frown when you are not happy
8 We drove south to Florida
9 Why are the dogs howling
10 It will annoy Mike if you keep interrupting him
11 The car made noises yesterday
12 My kitten weighs about a pound
13 The hound followed the scent
14 Put your money in the pouch
15 We collected a thousand cans
16 I wound the rope around the tree
17 Irsquom a grouch when Irsquom tired
18 I felt fine but I still had a cough
19 Irsquove grown two inches in a year
20 They took a voyage to China
ReviewChallenge Words 1 I ate a peanut butter cookie
2 Use the zoom on your camera
3 The new mall is huge
4 During a drought we canrsquot water the grass
5 We took the bus downtown
Words in bold are from the main selection
flower south thousand
voices howling wound
tower annoy grouch
mound noises cough
cowboy pound grown
gown hound voyage
frown pouch
Review cookie zoom huge
Challenge drought downtown
ASSESS PRIOR KNOWLEDGE
Using the Dictation Sentences say
the underlined word Read the
sentence and repeat the word
Have students write the words on
Spelling Practice Book page 115
For a modified list use the first 12
Spelling Words and the 3 Review
Words For a more challenging list
use Spelling Words 3ndash20 and the
2 Challenge Words Have students
correct their own tests
Have students cut apart the Spelling
Word Cards BLM on Teacherrsquos
Resource Book page 84 and figure
out a way to sort them Have them
save the cards for use throughout
the week
Use Spelling Practice Book page 116
for more practice with this weekrsquos
Spelling Words
For Leveled Word Lists go to
wwwmacmillanmhcom
TEACHER AND STUDENT SORTS
Review the Spelling Words
pointing out the oi or ou
sound in most words
Use the cards on the Spelling Word
Cards BLM Attach the key words
south flower noises and annoy to a
bulletin board Model how to sort
the words according to their vowel
sounds and spellings Have students
take turns choosing cards sorting
them and explaining how they
sorted them
When students have finished the
sort discuss any oddballs that do
not fit in any category (grown
cough) Point out that wound is a
homograph Then invite students to
do an open sort in which they sort
all the Spelling Words any way they
wish for example by rhyme or by
consonant blends Discuss studentsrsquo
methods of sorting
507G
SYNONYMS
Write the following list of words
on the board Have students copy
the words into their word study
notebooks and write the Spelling
Word that is a synonym for each
1 pile (mound)
2 scowl (frown)
3 trip (voyage)
4 crying (howling)
5 dress (gown)
Challenge students to identify
three Spelling Words that can be
used as both a noun and a verb
Have them write sentences for
both usages
Have partners write a sentence
for each Spelling Word leaving
a blank space where the word
should go They can exchange
papers and fill in the blanks
SPIRAL REVIEW
Review words with ū uuml and u
Write cookie zoom and huge on
the board Have students identify
the spelling of the ū uuml or u
sound in each word
PROOFREAD AND WRITE
Write these sentences on the
board including the misspelled
words Ask students to proofread
circling incorrect spellings and
writing the correct spellings
1 My lizard has grone and she
gained two pownds (grown
pounds)
2 My cogh is starting to annoi
me (cough annoy)
3 The noyses in the hall were
houling dogs (noises howling)
4 A thowsand voyces were
singing (thousand voices)
POSTTEST
Use the Dictation Sentences on
page 507G for the Posttest
If students have difficulty with any
words in the lesson have students
place them in a list entitled
Spelling Words I Want to Remember
in a word study notebook
Challenge students to look for
words that have the same vowel
patterns they studied this week
Spelling
Word Meanings Review and Proofread Assess and Reteach
Spelling Practice Book page 118 Spelling Practice Book page 119 Spelling Practice Book page 120
Adelinarsquos Whales 507H
5 Day Grammar
Possessive Pronouns
INTRODUCE POSSESSIVE
PRONOUNS
Present the following
A possessive pronoun shows
ownership
A possessive pronoun takes
the place of a possessive noun
Possessive pronouns never have
an apostrophe my your his her
its our and their
Possessive pronouns must match
the nouns they replace in both
number and gender Give the
pass to Armita Give the pass to
her This is Dillon and Leighrsquos car
This is their car
REVIEW POSSESSIVE PRONOUNS
Discuss with students how to
recognize possessive pronouns
INTRODUCE STAND-ALONE
POSSESSIVE PRONOUNS
Present the following
A stand-alone possessive
pronoun is not used directly
before a noun
Most stand-alone possessive
pronouns are formed by adding
s to the pronoun that is used
before a noun These pronouns
are yours hers ours theirs and
mine This report is ours That one
is yours
His and its are the same when
used as stand-alones or before
a noun His shirt was brown The
shirt was his
Grammar
Daily Language ActivitiesUse these activities to introduce each dayrsquos lesson Write the dayrsquos activity on the board or use Transparency 19
DAY 1Adelinas favorite time of year was when the whales visited she Her and her grandfather watch for them every day (1 Adelinarsquos 2 her 3 She and)
DAY 2Her grandfather knowed about whales too Him was the one who had the first friendly visit with whales (1 knew 2 He)
DAY 3Every Fisherman takes their rod on the boat They pull in his lines if a whale come close (1 fisherman 2 his rod 3 their lines 4 comes)
DAY 4The camera on Adelinas lap is herrsquos She is taking a voiage to cownt whales (1 Adelinarsquos 2 hers 3 voyage 4 count)
DAY 5Thowsands of people come to see the whales They act as though it is not mine town but theirrsquos (1 Thousands 2 my 3 theirs)
Introduce the Concept Teach the Concept
Possessive Pronouns
Write on the board This
pencil belongs to Sheila
It is pencil Model
how to choose the correct
pronoun in the second
sentence Create more
sentences using other
studentsrsquo names and your
name to practice all the
pronouns
Grammar Practice Book page 115
See Grammar Transparency 91 for modeling and guided practice
Grammar Practice Book page 116
See Grammar Transparency 92 for modeling and guided practice
507I
REVIEW POSSESSIVE PRONOUNS
Review how to identify possessive
pronouns
MECHANICS AND USAGE
POSSESSIVE NOUNS AND
PRONOUNS
Possessive nouns are formed with
apostrophes teachersrsquo books
Most possessive pronouns that
are used before a noun are not
formed with s her book his car
The exception is its
Possessive stand-alone pronouns
are formed without apostrophes
Except for mine the last letter is
always s It is yours
All possessive pronouns should
agree in number and gender
with the nouns they replace
REVIEW TYPES OF POSSESSIVE
PRONOUNS
Ask students to explain the
differences between regular and
stand-alone possessive pronouns
PROOFREAD
Have students correct errors in the
following sentences
1 That whale is Renas favorite
and this one is mine favorite
(Renarsquos my)
2 Each boy should take their seat
while the whales are close (his
seat)
3 This book about whales is my
(mine)
4 Which is the better picture of a
whalemdashMiguels or herrsquos
(Miguelrsquos hers)
ASSESS
Use page 119 of the Grammar
Practice Book for assessment
RETEACH
Have students create sentences
using possessives pronouns
After checking for accuracy have
students write the sentences
again this time leaving a blank
where the pronoun should be
Students should trade papers
with a partner and try to fill in the
blanks They can then check their
own work
Also use page 120 of the Grammar
Practice Book for reteaching
Grammar
Review and Practice Review and Proofread Assess and Reteach
Grammar Practice Book page 117
See Grammar Transparency 93 for modeling and guided practice
Grammar Practice Book page 118
See Grammar Transparency 94 for modeling and guided practice
Circle the letter before the possessive pronoun that correctlycompletes each sentence
1 Adelinarsquos village was small and main street had only a few houses
a his b our c its d their
2 The whales came to Mexico to have young
a their b your c my d her
3 Although fi rst visit to La Laguna was in June this yearIrsquom going in January
a hisrsquos b theirs c my d her
4 Adelina knows the ocean very well because whole family works on the water
a my b their c our d her
5 Pachico made a sign for his business and letters are large and easy to read
a hers b their c its d my
Grammar Practice Book pages 119ndash120
See Grammar Transparency 95 for modeling and guided practice
Adelinarsquos Whales 507J
En
d-o
f-W
ee
k A
sse
ssm
en
t
ELL Practice and
Assessment 122ndash123
Fluency Assessment
Weekly Assessment 237ndash244
Administer the Test Weekly Reading Assessment Passage and questions pages 237ndash244
ASSESSED SKILLS
bull Sequence
bull Vocabulary Words
bull Dictionary Homographs
bull Possessive Pronouns
bull Words with oi and ou
Administer the Weekly Assessment online
or on CD-ROM
FluencyAssess fluency for one group of students per week
Use the Oral Fluency Record Sheet to track the number
of words read correctly Fluency goal for all students
102ndash122 words correct per minute (WCPM)
Approaching Level Weeks 1 3 5
On Level Weeks 2 4
Beyond Level Week 6
Alternative Assessmentbull ELL Assessment pages 122ndash123
Assessment Tool
507K507K
Diagnose Prescribe
En
d-o
f-We
ek
Asse
ssme
nt
VOCABULARY WORDS
VOCABULARY STRATEGY
Dictionary Homographs
Items 1 2 3 4
IF
0ndash2 items correct
THEN
Reteach skills using the Additional
Lessons page T8
Reteach skills Go to
wwwmacmillanmhcom
Vocabulary PuzzleMaker
Evaluate for Intervention
COMPREHENSION
Skill Sequence
Items 5 6 7 8
0ndash2 items correct Reteach skills using the Additional
Lessons page T3
Evaluate for Intervention
GRAMMAR
Possessive Pronouns
Items 9 10 11
0ndash1 items correct Reteach skills Grammar Practice Book
page 120
SPELLING
Words with oi and ou
Items 12 13 14
0ndash1 items correct Reteach skills Go to
wwwmacmillanmhcom
FLUENCY 98ndash101 WCPM
0ndash97 WCPM
Fluency Solutions
Evaluate for Intervention
Diagnose Prescribe
To place students
in the Intervention
Program use
the Diagnostic
Assessment in the
Intervention Teacherrsquos
Edition
TriumphsAN INTERVENTION PROGRAM
R E A D I N G
Adelinarsquos Whales 507L
Phonics
Approaching Level Options
Objective Decode words with oi and ou
Materials bull Student Book Adelinarsquos Whales
WORDS WITH oi AND ou
ExplainModel
Remind students that the letters oi and oy together usually stand for
oi as in coil and joy The letters ou as in house and ow as in cow usually
stand for ou However ow can also stand for o as in snow
Write the letters t o y on the board Say the sounds that the letters
stand for t oi Then blend the sounds toi Say the word with me toy
Repeat this process with oi and boil
Write the letters t o w n on the board Say the sounds that the letters
stand for t ou n Then blend the sounds toun Say the word with
me town Repeat this process with ou and house
Ask students to provide their own examples of words with oi and ou
Listen and provide constructive feedback
MULTISYLLABIC WORDS WITH oi AND ou
Write the word destroy on the board Have students identify the second
syllable as containing oi troy Have students repeat the syllable then
blend and read the whole word several times Repeat this process with
pounding and ou
Have student pairs work together to practice decoding longer words
with oi and ou Write the following words on the board and ask
student pairs to copy them onto index cards or sheets of paper Say
each word Circle the letters that stand for the ou or the oi sound Then
sort the words by spelling pattern
rejoice annoy crouching underground
growling browning moisture employment
Check each pair for their progress and accuracy
WORD HUNT WORDS WITH oi AND ou IN CONTEXT
Review words with oi and ou Have students search pages 488ndash490 of
Adelinarsquos Whales to find words with oi and ou Ask them to write the
words and circle the letters that spell the oi and ou in each word
Check to see if students have found examples such as outside down
south thousand loud noise sound clouds and out
For each skill below
additional lessons are
provided You can use these
lessons on consecutive days
after teaching the lessons
presented within the week
bull Sequence T3
bull Homographs T8
Additional Resources
To help students build speed
and accuracy with reading
multisyllabic words use the
additional decodable text
on page 23 of the Teacherrsquos
Resource Book
Decodable Text
If students have trouble
figuring out how to
pronounce words that
are homographs such as
bow bou and bow bō
have them look at how the
word is used and try out
each pronunciation and
its related definition in the
context of a sentence Write
She had a pink bow in her
hair on the board and say
I can say bou in the
sentence but a pink
ldquobending of the headrdquo
does not make sense
I can say bō in the
sentence A pink ldquoknot
with loopsrdquo does make
sense This word is
pronounced bō
ConstructiveFeedback
507M
Objective Read with increasing prosody and accuracy at a rate of 102ndash112 WCPM
Materials bull Index cards bull Approaching Practice Book A page 136
WORD AUTOMATICITY
Have students make flashcards for the following words with oi and
ou flower south thousand voices howling wound tower annoy grouch
mound noises cough cowboy pound gown hound voyage frown pouch
Display the cards one at a time and have students say each word Repeat
twice more displaying the words more quickly each time
REPEATED READING
Model reading the Fluency passage in Practice Book A page 136 Tell
students to pay close attention and listen to your tempo Then read
sentences in clusters based on tempo and have students read each cluster
back copying your tempo
During independent reading time have students work with a partner
One student reads aloud while the other repeats each sentence Remind
students to use positive and encouraging phrases when giving feedback
to their partners Circulate and provide constructive feedback Circulate
and provide constructive feedback
TIMED READING
At the end of the week have students do a final timed reading of the
passage on Practice Book A page 136 Students should
begin reading the passage aloud when you say ldquoGordquo
stop reading the passage after one minute when you say ldquoStoprdquo
Keep track of miscues Coach students as needed Help students record
and graph the number of words they read correctly
Vocabulary
Objective Apply vocabulary word meanings
Materials bull Vocabulary Cards bull Student Book Adelinarsquos Whales
VOCABULARY WORDS
Display the Vocabulary Cards for this weekrsquos words dove politicians
snoring massive tangles rumbling and unique Help students locate and
read the vocabulary words in Adelinarsquos Whales Review the definitions
of each word in the Glossary of the Student Book and discuss the
meanings Then have students write their own narratives about whales
using all of these vocabulary words
Approaching Practice Book A page 136
If students read too quickly
or too slowly reread
the passage to them at
the correct tempo Then
lead the class in a choral
reading so they can follow
you lead in reading at the
appropriate rate Repeat
the choral reading as
necessary
ConstructiveFeedback
Adelinarsquos Whales 507N
Vocabulary
Approaching Level Options
Review last weekrsquos words
(electrical globe fuels
decayed) and this weekrsquos
words (rumbling snoring
unique dove massive
tangles politicians) Have
students write a synonym for
each word
Objective Use homographs
DICTIONARY HOMOGRAPHS
Have students create simple crossword puzzles using Vocabulary and
Spelling Words Make sure they include at least two homographs (wound
dove) and write the definitions of the homographs as clues They may use
a dictionary to help them if necessary
Comprehension
Objective Identify sequence
Materials bull Student Book ldquoA Whale of a Triprdquo bull Transparencies 19a and 19b
STRATEGYANALYZE TEXT STRUCTURE
Remind students that recognizing how a text is organized can help them
to identify the sequence of story events
SKILLSEQUENCE
ExplainModel
Authors sometimes use signal words such as first next and last to help
readers recognize the sequence of events in a story
Authors of history texts or how-to articles typically use chronological
order to organize their texts
Display Transparencies 19a and 19b Reread the first pages Ask a
volunteer to identify what the narrator saw first and identify the signal
words
Think Aloud As I read I learn that many things are happening It helps to
recognize sequence words to help summarize what is happening in the
story so I can better understand it
PracticeApply
Invite students to retell the story considering the sequence of events Ask
the following questions
Before going on the trip do you think the narrator expected the whale
would be as big as it turned out to be
What was the first thing Matty told people on the whale-watching trip
Why are birds often seen in areas where whales are present
Student Book or Transparencies 19a and 19b
by Kristin Gold
Retelling Have students
retell the sequence of
events in ldquoA Whale of a
Triprdquo by drawing them Ask
students to choose one
event from the book they
would like to retell Have
students draw the scene
and write one sentence
describing it After the
students have finished
hang the drawings on the
board Then as a class put
the pictures in the order
of events that the story
follows
507O
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Saving the Whales
PREVIEW AND PREDICT
Have students read the title look at the images and preview the first
chapter Have students make predictions about what they will read and
set a purpose for reading
VOCABULARY WORDS
Review the vocabulary words as needed As you read together discuss
how context clues can help you figure out word meanings
STRATEGYANALYZE TEXT STRUCTURE
Remind students that recognizing how a text is organized can help
them better understand the textrsquos important ideas and the authorrsquos
purpose
SKILLSEQUENCE
Remind students to pay attention to the way the selection is organized
and the order in which events occur Read Chapter 2 with students
Think Aloud In the first chapter I learn that in the past there were whale
hunters in all parts of the world Now there are laws to protect whales
from hunters but whales are still being killed in other ways I need to
remember this information for my Sequence Chart
READ AND RESPOND
Finish reading Saving the Whales with students Discuss the following
If the plants that the krill eat die and then the krill die ask students
what will happen next in the food chain
Ask them what happened after Keiko the whale was set free
Work with students to review and revise their Sequence Charts Help
students paraphrase the important ideas in each chapter
MAKE CONNECTIONS ACROSS TEXTS
Invite students to compare Adelinarsquos Whales and Saving the Whales
Have students identify which selection is organized into chapters Ask
them why this format is better for this selection
Have students explain how reading Saving the Whales helps them better
understand the information and events in Adelinarsquos Whales
Leveled Reader
Adelinarsquos Whales 507P
Leveled Reader LessonVocabulary
On Level Options
Student Book
Limericks
On Level Practice Book O page 136
As I read I will pay attention to tempo and match the action in the story
Did you know that whales talk to each other Whales
10 make sounds for different reasons Some sounds are used to
20 locate calves Others are used to find mates Whales even use
31 sounds to warn other pod members that a predator is around
42 Toothed whales click and whistle in order to locate food
52 Baleen whales make knocking moaning snoring and
59 rumbling noises Humpback whales sing but not during
67 feeding season They save their tunes for the warmer waters
77 where they spend their breeding season Some scientists
85 believe they are singing love songs Other scientists think
94 they are sending out threats like ldquoGo awayrdquo We may never
105 know exactly why whales sing
110 Some humpback whales swim up to the surface and take
120 a few breaths Then they dive under the water and start to
132 sing They do not move when they sing Their underwater
142 songs can be heard for miles Sometimes they sing for a half
154 hour without stopping 157
Comprehension Check
1 What actions does a humpback whale take when it sings Sequence
2 Why might a whale need to communicate with another whale Draw Conclusions
Words Read ndash Number of Errors = Words
Correct Score
First Read ndash =
Second Read ndash =
A humpback whale swims to the surface and takes a few breaths Then the whale dives under the water to sing The whale does not move when singing
Whales might need to communicate with other whales to warn them about predators to find mates or to locate their calves
Objective Apply vocabulary words and homographs
Materials bull Vocabulary Cards bull Dictionary
VOCABULARY WORDS
Tell students that they will play a word-definition game Display half of
the Vocabulary Cards Have the first team use a dictionary to help create
two different definitions for each displayed word One should be the
correct definition and the other should be incorrect Then have students
write each pair of definitions on the board The second team chooses
the definition they think is correct They get one point for each correct
answer The team with the most points wins
DICTIONARY HOMOGRAPHS
Remind students that homographs are spelled alike but have different
meanings so they have separate dictionary entries Have students use the
adjective fine in a sentence Then challenge them to use the homograph
fine (money paid) in another sentence Repeat with the word content
Literary Elements
Objective Read poems to identify literary elements
Materials bull Poetry books and resources with limericks bull Student Book ldquoLimericksrdquo
METER AND RHYME SCHEME
Discuss the use of meter and rhyme in each limerick on Student Book
pages 504ndash505 Then have students look through poetry books and other
resources to locate limericks Ask students to discuss the meter and rhyme
scheme in the limericks
Objective Read fluently with appropriate prosody at a rate of 102ndash136 WCPM
Materials bull On Level Practice Book O p 136
REPEATED READING
Model reading the passage on page 136 of Practice Book O Remind
students to pay attention to the tempo to see if it matches the action of
the story Then read one sentence at a time having students echo-read
the sentence back imitating your pace Echo-read through the entire
passage again speeding up to reflect each part of the selection During
independent reading time partners take turns reading
Timed Reading Have students read the passage and record their rates
507Q
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Looking at Whales
PREVIEW AND PREDICT
Have students preview Looking at Whales
Ask students to write down any questions they have about the
selection
Ask if they think this book will be the story of one whale or about
many whales
SKILLSEQUENCE
The sequence is the order in which events happen Signal words such
as before after and then often help to indicate the sequence of events
Explain that students will fill in this information in Sequence Charts
READ AND RESPOND
Read Chapter 1 Pause to discuss how the information in the chapter
is presented At the end of Chapter 2 fill in the Sequence Chart Have
students discuss the sequencing of information including how the word
then helped them understand the information about humpback whales
singing
VOCABULARY WORDS
As they read Looking at Whales ask students to point out vocabulary
words as they appear Then have students discuss how each word is used
Ask Are blue whales massive or small
MAKE CONNECTIONS ACROSS TEXTS
Invite students to draw connections between Looking at Whales and
Adelinarsquos Whales
Ask students to use chronological order words to summarize the
information they learned in Looking at Whales
Ask students if they think Adelina would know most of the information
in Looking at Whales
ELLLeveled Reader
Go to pages
507Undash507V
Leveled Reader
Adelinarsquos Whales 507R
Vocabulary
Beyond Practice Book B page 136
Beyond Level Options
Objective Apply vocabulary words in writing
EXTEND VOCABULARY
Ask students to write a nonfiction piece about a whale Have them use
all of the vocabulary words from this weekrsquos selection and as many words
from this unitrsquos previous weeks as possible
Invite them to edit their essays or a partnerrsquos essay Remind them to check
the spelling and usage of each word
Literary Elements
Objective Use meter and rhyme to write a limerick
Materials bull Student Book ldquoLimericksrdquo
bull Poetry books with limericks bull Nonfiction books about whales
METER AND RHYME SCHEME
Use limericks to point out that meter and rhyme scheme can add to a
readerrsquos enjoyment of a poem Ask How does the use of meter and
rhyme scheme make these limericks more fun to read
Have students read limericks and note the use of meter and rhyme
scheme Then have them read information about whales or use what they
have already learned to write their own limerick about whales
Objective Read fluently with appropriate prosody at a rate of 112ndash136 WCPM
Materials bull Beyond Practice Book B p 136
REPEATED READING
Work with students to begin marking up the Fluency passage on page 136
of Practice Book B Remind them to pay attention to the tempo Then
read one sentence at a time having students echo-read the sentence
back imitating your pace Echo-read through the entire passage again
speeding up to reflect each part of the selection
During independent reading time partners can take turns reading the
passage they have practiced reading aloud Remind students to pay
attention to one anotherrsquos tempo and discuss how different actions in the
passage change the tempo or mood
Timed Reading Have students read the passage and record their reading
rate
Student Book
Limericks
Read Aloud Review meter
and rhyme scheme Then
reread a limerick aloud
Say Listen for the meter and
rhyme scheme of the poem
Then tell students you will
read the poem once more
together Let them know
that this time they should
clap along to the rhythm of
the poem Read the poem
chorally and clap out the
rhythm together
507S
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Gray Whales
PREVIEW AND PREDICT
Have students preview Gray Whales predict what it is about and set a
purpose for reading
SKILLSEQUENCE
Ask a volunteer to explain what the terms text structure and sequence
mean Have another volunteer explain why identifying the text structure
or sequence of events is important for understanding a selection
Explain that students will read Looking at Whales together and fill in
information about order in Sequence Charts
READ AND RESPOND
As students read they should identify the order of events in the selection
and fill in their Sequence Charts Discuss with the group how the story
would change if the sequence of events were different
VOCABULARY WORDS
Have students pay attention to vocabulary words as they come up Ask
students to provide definitions as needed Ask What do whales sometimes
get tangled in
Self-Selected Reading
Objective Read independently to identify the sequence of a text
Materials bull Leveled Readers or informational trade books at studentsrsquo reading level
READ TO IDENTIFY SEQUENCE
Invite students to use their personal interests to choose a nonfiction book
for independent reading Have students read their books and take notes
on the selectionrsquos sequence in their response journals
After reading have students compare the order in which the information
was presented in the book they chose to one of the selections they read
during this weekrsquos lessons Ask Which selection presented information in the
more interesting way Which selection taught you the most about the topic
Leveled Reader
Adelinarsquos Whales 507T
Academic Language Used in Whole Group Instruction
ContentTheme Words SkillStrategy Words WritingGrammar Words
ocean (p484)
aquarium (p 484)
whales (p 484)
mammals (p 484)
gills (p 484)
lungs (p 484)
legend (p 485)
pod (p 505)
homograph (p 484)
photo essay (p 486)
analyze text structure (p 485A)
sequence (p 485A)
limerick (p 504)
meter (p 504)
rhyme scheme (p 504)
voice (p 506)
point of view (p 506)
opinion (p 506)
audience (p 507B)
possessive pronouns (p 507I)
ownership (p 507I)
stand-alone possessive pronoun
(p 507I)
Academic LanguageThroughout the week the English language learners will need help in
building their understanding of the academic language used in daily
instruction and assessment instruments The following strategies will help
to increase their language proficiency and comprehension of content and
instructional words
Strategies to Reinforce Academic Language
Use Context Academic Language (see chart below)
should be explained in the context of the task during
Whole Group Use gestures expressions and visuals to
support meaning
Use Visuals Use charts transparencies and graphic
organizers to explain key labels to help students
understand classroom language
Model Demonstrate the task using academic language in
order for students to understand instruction
English Language Learners
Oral Language For
additional language
support and oral vocabulary
development use the lesson
at www macmillanmhcom
507U
ELL Leveled ReaderELL Leveled Reader Lesson Objectivebull To apply vocabulary and
comprehension skills
Materials
bull ELL Leveled Reader
DAY 1 bull Academic Language
bull Oral Language and Vocabulary Review
DAY 2 bull Academic Language
bull ELL Leveled Reader
DAY 3 bull Academic Language
bull ELL Leveled Reader
DAY 4 bull Academic Language
bull ELL Leveled Reader
DAY 5 bull Academic Language
bull ELL Leveled Reader Comprehension Check and Literacy Activities
ELL Teacherrsquos Guide
for students who need
additional instruction
DEVELOP ORAL LANGUAGE
Build Background Write the word whales on
the board and have students share what they
know What do whales look like What do they eat
How do they communicate List key points Then
do a brief picture walk of the book to add on to
the list
Review Vocabulary Write the vocabulary and story support words
and discuss the meanings Use each word in a sentence Clarify the two
meanings of schools and dove Schools of fish are large groups of fish not
where fish go to learn Who can use ldquoschools of fishrdquo in a sentence
PREVIEW AND PREDICT
Point to the cover photograph and read the title aloud What are we going
to read about Have students brainstorm a list of questions about facts
they would like to learn from this book
Set a Purpose for Reading Show the Sequence Chart and remind students
they have used it before Ask them to use a similar chart to identify the
sequence of events as they are presented in the book
Choose from among the differentiated strategies below to support
studentsrsquo reading at all stages of language acquisition
Beginning
Shared Reading As you
read model analyzing text
structure by identifying key
information about whales
Number the facts to explain
sequence Model filling in
the chart
Intermediate
Read Together Read the
first chapter Help students
analyze text structure by
numbering and recording
key information Take turns
reading with students Ask
them to identify events in
sequence as they read
Advanced
Independent Reading
Have students read the story
After reading each day ask
them to work with a partner
to analyze text structure and
identify events in sequence
Encourage them to use the
new vocabulary
Remind students to use the vocabulary and story words in their whole
group activities
The WorldThe Worldofof
WhalesWhalesby Dina Anastasio
Informational Nonfiction
Adelinarsquos Whales 507V
- Grade 4
-
- Unit 1
- Unit 2
- Unit 3
- Unit 4
-
- Planning the Unit
- Using the Student Book
-
- Dear Mrs LaRue
-
- Puppy Trouble
- Dear Mrs LaRue
- Dog Amazes Scientists
- Writerrsquos Craft Write About Solving a Problem
- Small Group Pages
-
- The Blind Hunter
-
- Through Elizabethrsquos Eyes
- The Blind Hunter
- Make Life Easier For Everybody
- Writerrsquos Craft Write Directions
- Small Group Pages
-
- The Power of Oil
-
- Clean as a Breeze
- The Power of Oil
- Windmills on the Prairies
- Writing Frictional Narrative Write to a Prompt
- Small Group Pages
-
- Adelinarsquos Whales
-
- A Whale of a Trip
- Adelinarsquos Whales
- Limericks
- Writerrsquos Craft Share Your Point of View
- Small Group Pages
-
- At Home in the Coral Reef
-
- Coral Reefs
- At Home in the Coral Reef
- Poseidon and the Kingdom of Atlantis
- Writerrsquos Craft Write about a Community Project
- Small Group Pages
-
- Test Strategy Author and Me
-
- Wrapping Up the Unit
- Additional Lessons and Resources
-
- Unit 5
- Unit 6
-
As her grandfather fi nishes the story he looks to Adelina who joins him in speaking the last line of the story ldquoWell my friend no fi sh todayrdquo they say before breaking into laughter
SequenceRetell the grandfatherrsquos story
using sequence words
495
Develop Comprehension
10 SEQUENCE
Retell the grandfatherrsquos story using
sequence words (At first the two
men were quietly fishing on a calm
sea Then they felt the boat begin
to rock When they realized a whale
had bumped the boat they held on
waiting to be thrown into the water
Next the whale simply dove beneath
the boat and scraped her head along
its sides After that the whale spent
the next hour swimming alongside the
boat and gently bumping it As the
sun went down the whale sprayed the
men and swam away)
Ask students to respond to the
selection by confirming or revising
their predictions and purposes
Encourage them to write additional
questions they may have about the
selection
Main Selection Student page 495
Stop here if you wish to read
this selection over two daysSTOP
Can students use signal words
to tell the sequence of events If
not see the Extra Support on
this page
10
Sequence
If students are having difficulty reiterating the sequence of events
help them identify signal words in each of the sentences on page
494 Ask them to find the words that tell when or what time
something happened For example in the first sentence point out
the word begins and in the second sentence point out the phrase on
that first afternoon Ask how each of these lets the reader know when
an event happened If a sentence does not have a signal word or
phrase model adding one that makes sense in context For example
add While this was happening to the beginning of the fourth sentence
and Then to the beginning of the fifth sentence Have students retell
the episode briefly using similar signal words and phrases
Adelinarsquos Whales 495
After this fi rst friendly visit with the whales word quickly spread of the unique encounter between a wild fi fty-foot whale and a tiny fi shing boat Scientists and whale watchers started to come to Laguna San Ignacio to see the whales themselves Perhaps word spread among the whales too because now dozens of whales began to approach the small boats With brains as large as a carrsquos engine gray whales might even have their own language They ldquotalkrdquo in low rumbles and loud clicks making noises that sound like the tappings of a steel drum or the ticking that a playing card makes as it slaps against the spokes of a turning bicycle wheel Maybe they told each other that it was safe to visit here
496
Main Selection Student page 496
Develop Comprehension
11 STRATEGYANALYZE TEXT STRUCTURE
Teacher Think Aloud In this part of
the essay the author tells the story of
Adelinarsquos grandfatherrsquos first encounter
with a whale We learn that word of
this encounter spread and caused
several things to happen How
do these events fit into the larger
sequence of the essay
(Encourage students to apply the strategy
in a Think Aloud)
Student Think Aloud I learn that
more whales came to the lagoon
and that more scientists and whale
watchers started coming as a result
This section of the essay shows how
the whalesrsquo annual trip became an
important event for Adelinarsquos village
12 PERSONIFICATION
Explain ways in which the author gives
the whales human qualities on page
496 (He says that ldquoperhaps word spread
among the whalesrdquo but whales donrsquot
use words the way people do Then
he explains something about the ways
scientists think whales ldquotalkrdquo with each
other and says they may have ldquotoldrdquo
each other that it is safe to visit the
lagoon)
Find the sentence that contains the
word unique What are some words or
phrases that mean the opposite of unique
(Possible answers common ordinary
nothing special)
11
12
496
Adelinarsquos favorite time of the day is the late afternoon when her father and grandfather return from their trips on the water guiding visitors to see the whales They sit together as the sun goes down behind them and she listens to stories of the whales She asks them lots and lots of questions
Adelina has learned a lot about the gray whales She knows that when a whale leaps out of the water and makes a giant splash falling back in itrsquos called breaching When a whale pops its head straight up out of the water as if it is looking around to see what is going on it is called spyhopping Adelina also learned how the whalersquos wide fl at tail is called a fl uke and when it raises its tail up in the air as it goes into a deep dive that is called fl uking
497
Develop Comprehension
13 MAINTAINDRAW CONCLUSIONS
Why do you think Adelina does not go
out in the boats too (She may be in
school at the times they go out but
she is also probably too young to go
The whales are friendly but they are
still wild animals There is a risk that an
accident could happen)
14 SUMMARIZE
How would you summarize the
information about whales in the
second paragraph of page 497
(Suggested answer Whales show
a number of particular behaviors
Breaching is when a whale jumps out
of the water and splashes back in
Spyhopping is when a whale pokes
its head out of the water The wide
flat tail of a whale is called its fluke
Fluking is when the whale dives with
its tail up in the air)
Main Selection Student page 497
STRATEGIES FOR EXTRA SUPPORT
Question 14 SUMMARIZECross-Check Meaning Using Visuals Write the word breaching on the
board Tell students to find the word reread the sentence containing the
word and tell you the meaning of the word Provide help as needed
Then have students look through the photos in the selection to find one
that appears to illustrate breaching (pages 496 and 497) Allow students
to work with a partner Discuss the reasons why a photo could or could
not be an example of breaching Use gestures and drawings to help
students understand the actions involved in breaching when necessary
Repeat the activity with the words spyhopping (pages 490 and 494) and
fluking (page 487) Photos that seem to clearly demonstrate each word
are in parentheses
13
14
Adelinarsquos Whales 497
Although her home is a simple one on a sandy bluff hugging the edge of the Pacifi c Ocean Adelina has many new friends who come to share her world She has met people who come from beyond the end of the winding bumpy road that rings the lagoon Some are famous actors Some are politicians Some speak Spanish Some speak English Those that weigh forty tons speak to her in their own magical style The whales have taught her that the world is a big place
Adelina knows that she has many choices in her future Sometimes she giggles with delight at the idea of being the fi rst girl to captain a panga (a small open fi shing boat) and teach people about the whales in the lagoon Or sometimes she thinks she may become a biologist who studies the ocean and can one day help to unlock some of the mysteries of the whales in her own backyard Or maybe she will take pictures like the photographer whom she watches juggling his three cameras as he stumbles aboard the whale-watching boat But no matter what she chooses the whales will always be a part of her life
498
Main Selection Student page 498
Develop Comprehension
15 STRATEGYDICTIONARY
Read the sentence that contains the
word bluff Use a dictionary to find a
homograph for bluff Use each word
in a sentence that shows its meaning
Students should use context to
accurately read words with more than
one pronunciation (Sample answers
She stood on the bluff to see the valley
below Saying he would run away was
only a bluff)
16 MAIN IDEA AND DETAILS
What is the main idea of the second
paragraph on page 498 What details
support that idea (Main idea No
matter what Adelina decides to do in
the future it will have something to
do with the gray whales Supporting
details She may captain a fishing boat
and tell people about the whales
She may become a biologist and
study the whales She may become a
photographer who photographs the
whales)
16
15
498
For these three months Adelina knows how lucky she is to live in Laguna San Ignacio the little corner of Mexico that the gray whales choose for their winter home This is the place where two worlds join together She wouldnrsquot trade it for anything
SequenceWhat events drew whale watchers
to Laguna San Ignacio Be sure
to name the events in the order in
which they occurred
499
Develop Comprehension
17 SEQUENCE
What events drew whale watchers to
Laguna San Ignacio Be sure to name
the events in the order in which they
occurred (Gray whales have come to
the warm waters in the lagoon each
winter for hundreds of years Adelinarsquos
grandfather had the first ldquofriendlyrdquo
encounter with a whale Once the
whales and people began to ldquovisitrdquo
with each other more whales began
coming to the lagoon All sorts of
people from all over the world heard
about the whales and come to see
them in the lagoon)
Main Selection Student page 499
17
Cross-Curricular ConnectionCONSERVING SEA LIFE
For centuries the island nation of Japan has depended on
plants and animals from the ocean for food However the
Japanese have not been eager to pass laws to protect ocean
life and prevent pollution Recently though some Japanese
conservationists formed a group called the Human-Animal
Bond for the 21st Century One of the grouprsquos members Keiichi
Iwashige built a conservation center for dolphins in Cambodia
This center will work to prevent dolphins from drowning in
fishing nets The group also wants to raise awareness about
dolphins
Have students draw posters or write the text for a Web site
asking people to help protect the dolphins In this way they
can understand a task through group cooperation
Adelinarsquos Whales 499
In the early spring the lagoon grows quiet One by one the whales swim off heading north for a summer of feeding On their heads and backs they carry the fi ngerprints of those they met the memories of their encounters in Mexico Maybe as the whales sleep they dream of the colorful sunsets of Laguna San Ignacio
Every afternoon Adelina continues to gaze across the water Sometimes now when she closes her eyes she can still see the whales swimming by And if she listens really closely she can even hear their breathing
500
Main Selection Student page 500
Develop Comprehension
18 STRATEGYANALYZE TEXT STRUCTURE
How does the information that
the author includes in the last two
paragraphs help to bring the sequence
of events in the photo essay to a close
Student Think Aloud I know that
the lagoon is the whalesrsquo home only
in the winter They have to leave
and head north every spring to
search for food The author makes
it seem as if both the whales and
the people are saying good-bye
He talks about the whales having
memories of the people they met
and dreams about the sunsets
at the lagoon Those sound like
reactions that people would have
He also describes how Adelina still
sees and hears the whales after they
are gone I can use this information
to complete my Sequence Chart
FIGURATIVE LANGUAGE
Explain that the whales do not actually ldquocarry the fingerprintsrdquo of the
people The author does not mean that the whales have fingerprints
on them He chose to express the connection between the whales
and the people in this poetic way
18
Every winter the whales swim south along the Pacific Coast from Alaska and Russia
The first whales arrive in the lagoon
In the spring the whales leave the lagoon to feed up north
500
501
Develop ComprehensionRETURN TO PREDICTIONS
AND PURPOSES
Review studentsrsquo predictions and
purposes Were they correct Did
students find out how the whalesrsquo
yearly visits affected Adelinarsquos life (She
has learned much about gray whales
has made new friends and wants to
do work involving the whales)
REVIEW READING STRATEGIES
What questions do you have about
the selection What strategies can
you use to answer them
In what ways did identifying the
sequence of events help you to
understand the selection
What strategies did you use when
you came to difficult words
PERSONAL RESPONSE
Ask students to discuss and write
about an experience that helped them
think about what they would like to do
when they grow up
Main Selection Student page 501
During Small Group Instruction
If No Approaching Level Leveled
Reader Lesson p 507P
If Yes On Level Options
pp 507Qndash507R
Beyond Level Options
pp 507Sndash507T
Can students analyze
the structure of a text that
presents factual information
in sequential order
Adelinarsquos Whales 501
A Snapshot ofRichard Sobol
Richard Sobol is a photographer who has snapped many different subjects in his long career For the past few years Richard has spent a lot of time photographing wildlife including the whales He is especially interested in capturing images of endangered species
Other books by Richard Sobol
Authorrsquos PurposeNonfiction texts are often written to inform the reader or to explain something Why did Richard Sobol write Adelinarsquos Whales What clues help you figure out his purpose in creating this photo essay
Find out more about Richard
Sobol at wwwmacmillanmhcom
502
Respond Student page 502
Author and Illustrator
A SNAPSHOT OF RICHARD SOBOL
Have students read the biography of
the author and photographer
DISCUSS
How might Richard Sobolrsquos work in
photography have helped prepare
him to write this book
How might photographs such as
the ones Sobol took help save
endangered species
What do you think Sobolrsquos position
is on the subject of endangered
species Explain
What are his views on gender Do
you think Sobol believes Adelina
might grow up to be a whale
specialist
WRITE ABOUT IT
Ask students to think of an animal they
would like to know more about Have
them write a paragraph explaining
what they would want to learn and
observe if given the chance to live
among those animals
Students can find more information about Richard Sobol at wwwmacmillanmhcom
Authorrsquos CraftTheme
The theme of any piece of writing is the main idea or message
which tells the reader what the article or story is about
Whales are beautiful and worth saving This is one way to state
the theme of Adelinarsquos Whales
Ask students for other ways to state the theme of the photo
essay such as Living in tune with nature has many rewards
Then ask students to look again at the photographs and find the
ones they think relate most closely to the theme
Authorrsquos PurposeTell students that authors who write to
inform often provide examples in the
form of text features like photographs
Have students look in the story for
clues that will help them determine
Richard Sobolrsquos intentions
502
Comprehension Check
Summarize
Summarize the relationship between
humans and gray whales in Laguna San
Ignacio Use your Sequence Chart to
organize events in the correct order
Think and Compare
1 When did scientists and whale watchers start going to Laguna
San Ignacio Use text details to support your answer Analyze
Text Structure Sequence
2 Reread page 494 of Adelinarsquos Whales Why do you think the
massive whale did not overturn the small boat Use details
from the text to support your answer Analyze
3 How would you organize a club to study whales and visit
Laguna San Ignacio Develop a plan to show the steps you
would take Apply
4 Can you predict what will happen to the whales and Adelinarsquos
community if the lagoon becomes polluted Synthesize
5 Read ldquoA Whale of a Triprdquo on pages 484ndash485 What did you
learn about whales in this article that was not in Adelinarsquos
Whales ReadingWriting Across Texts
503
Comprehension Check
SUMMARIZE
Have partners summarize Adelinarsquos
Whales by paraphrasing Remind
students to use their Sequence Chart
to help them organize their summaries
THINK AND COMPARE
Sample answers are given
1 Sequence Scientists and whale
watchers started going to Laguna
San Ignacio after Adelinarsquos
grandfather began to tell about his
first friendly visit with the whales
2 Analyze Students should suggest
that the whale was curious about
the boat and the people in it She
did not mean to harm them and
was careful not to turn the boat
over
3 Text to Self Answers may vary
Students might say they would
get permission from their school
to start a club They might put
up posters to try to persuade
other students to join and then
do research to learn more about
whales USE ON MY OWN
4 Text to World If the lagoon
becomes polluted the whales could
get sick or even die If that happens
tourists and scientists may stop
coming to Laguna San Ignacio
FOCUS QUESTION
5 Text to Text In ldquoA Whale of a Triprdquo
we learn about baleen whales how
they eat and how they need to be
protected from tuna fishing nets
The story of Adelinarsquos Whales not
only talks about whales but it also
tells us about Adelinarsquos community
Respond Student page 503
On My Own
Model the On My Own strategy with question 3
The answer is not in the selection You have to use what you already
know to answer the question
Question 3 Think Aloud
I know that there are many ways to
get classmates together for a good cause or a fun event Many
people think whales are fascinating creatures Doing research
about marine life looking into related groups using the Internet
and writing to marine biologists might be a fun and interesting
way to start a club dedicated to the study of whales
Adelinarsquos Whales 503
FluencyComprehension
As I read I will pay attention to tempo and match the action in the story
Did you know that whales talk to each other Whales
10 make sounds for different reasons Some sounds are used to
20 locate calves Others are used to find mates Whales even use
31 sounds to warn other pod members that a predator is around
42 Toothed whales click and whistle in order to locate food
52 Baleen whales make knocking moaning snoring and
59 rumbling noises Humpback whales sing but not during
67 feeding season They save their tunes for the warmer waters
77 where they spend their breeding season Some scientists
85 believe they are singing love songs Other scientists think
94 they are sending out threats like ldquoGo awayrdquo We may never
105 know exactly why whales sing
110 Some humpback whales swim up to the surface and take
120 a few breaths Then they dive under the water and start to
132 sing They do not move when they sing Their underwater
142 songs can be heard for miles Sometimes they sing for a half
154 hour without stopping 157
Comprehension Check
1 What actions does a humpback whale take when it sings Sequence
2 Why might a whale need to communicate with another whale Draw Conclusions
Words Read ndash Number of Errors = Words
Correct Score
First Read ndash =
Second Read ndash =
A humpback whale swims to the surface and takes a few breaths Then the whale dives under the water to sing The whale does not move when singing
Whales might need to communicate with other whales to warn them about predators to find mates or to locate their calves
On Level Practice Book O page 136
Approaching Practice Book A page 136
Beyond Practice Book B page 136
Transparency 19
FluencyRepeated Reading Tempo
EXPLAINMODEL Tell students they will be doing a choral reading
or reading out loud together Point out that the passage on
Transparency 19 begins with slow action and a slow mood After
the whale nudges the boat the fishers become frightened and the
action picks up As you model reading the passage increase the
speed the second and third times you read through the last four
sentences Have students pay attention to the tempo
PRACTICEAPPLY Reread the first two sentences of the passage
with students Then divide them into two groups Have groups
alternate reading sentences Remind students to pay attention to
the tempo changes they should make Students will practice fluency
using Practice Book page 136 or the Fluency Solutions Audio CD
Objectivesbull Read accurately with good
tempo
bull Rate 102ndash122 WCPM
Materials
bull Fluency Transparency 19
bull Fluency Solutions
bull Leveled Practice Books p 136
Vary Reading Pace Act
out the actions as you
explain the sequence of
events in the passage
Next read it aloud using
lots of expression and
gestures to help with
meaning Then echo-read
the passage with students
Ask students to imitate
your tempo and voice
During Small Group Instruction
If No Approaching Level Fluency p 507N
If Yes On Level Options pp 507Qndash507R
Beyond Level Options pp 507Sndash507T
Can students read accurately with good tempo
In a whisper her grandfather begins to draw them in Adelina closes her eyes to imagine the calm and quiet on that first afternoon when his small boat was gently nudged by a huge gray whale As the boat rocked her grandfather and his fishing partnerrsquos hearts pounded They held tight and waited preparing themselves to be thrown into the water by the giant animal The whale dove below them and surfaced again on the opposite side of their boat scraping her head along the smooth sides Instead of being tossed from the boat they were surprised to find themselves still upright and floating
Fluency Transparency 19
from Adelinarsquos Whales page 494
503A
Draw Conclusions
Introduce 413A-B
Practice Apply
414ndash437 LeveledPractice 113ndash114
Reteach Review
443MndashT 447AndashB 448ndash463 469MndashT Leveled Practice120ndash121
Assess Weekly Tests Unit 4 Test Benchmark Tests A B
Maintain 503B 529B 557B
FluencyComprehension
ComprehensionMAINTAIN SKILLDRAW CONCLUSIONS
EXPLAINMODEL
You can use information from a selection as well as personal
experience to draw conclusions
A reader can draw conclusions about a personrsquos character and
about events by looking for clues in the selection
Lead a class discussion about drawing conclusions in ldquoA Whale of a Triprdquo
PRACTICEAPPLY Discuss the photo essay Adelinarsquos Whales and
what details can help readers to draw conclusions Then ask student
partners to discuss the following questions Encourage them to take
notes so that they may share answers with their peers afterward
What tells you that Adelina enjoys living by the ocean
How do you know that Adelina wants to work with whales in the
future What do you think her grandfatherrsquos reaction will be
What can you conclude about the future of Laguna San Ignacio
(Students should be able to identify a conclusion that summarizes
the main idea)
Using conclusions and parts of their discussion have each student
write a paragraph that continues the story For comprehension
practice use the Graphic Organizers on pages 40ndash64 in the
Teacherrsquos Resource Book
Objectivebull Draw conclusions from
details in a story
Adelinarsquos Whales 503B
LOZ_Subhd_LFT LOZ_StudentPgs
PoetryA Limerick is a funny poem
with a specific pattern
of rhyme and meter All
limericks have five lines
Literary ElementsMeter is the rhythm of the
syllables in a line of poetry
Rhyme Scheme is the
pattern of rhymes within
a poem
There once was a whale named Alene
Who strained all her meals through baleen
But she dreamed of a lunch
With a food that goes ldquocrunchrdquo
Like a truckload of just-picked string beans
mdashDoreen Beauregard
Near our boat is a mammal named Luke
Whorsquos exceedingly proud of his fl uke
Just donrsquot call it a tail
Or this dignifi ed whale
Will respond with a splashy rebuke
mdashDoreen Beauregard
WWhale hale WWatchatch
The meter in these three lines is created by emphasizing the third sixth and ninth syllables
LLimericksimericks
aa MMealealAA WWhalehale ofof
504
Paired Selection Student page 504
PoetryGENRE LIMERICK
Have students read the bookmark on
Student Book page 504 Explain that a
limerick
is meant to be funny
sometimes contains idioms puns or
other kinds of figurative language
Literary Elements Meter and Rhyme Scheme
EXPLAINMODEL
Tell students that literary elements
such as meter and rhyme scheme help
give poetry its rhythm
Meter is the rhythm or beat
of a poem It is created by the
arrangement of accented and
unaccented syllables in a line
Rhyme scheme is the pattern of
rhymes in a poem Capital letters are
used to represent each individual
rhyme
Discuss how ldquoWhale Watchrdquo contains
three accented syllables in lines 1 2
and 5
PRACTICEAPPLY
Have students point out the rhyme
scheme of the limerick on page
505 Where does the rhyme scheme
change (the second and third lines)
Read ldquoA Whale of a Mealrdquo ldquoWhale Watchrdquo and
ldquoThe Podless Whalerdquo
As you read remind students to apply what they have learned
about limericks
1
2
504504
Poetry
Connect and Compare1 What is the rhyme scheme of ldquoWhale Watchrdquo What if the last
line rhymed with the third and fourth lines Rhyme Scheme
2 Why were the sea bass in ldquoThe Podless Whalerdquo bewildered
Apply
3 How are the whales in these poems similar to the ones in
Adelinarsquos Whales How are they different
ReadingWriting Across Texts
There once was a whale near Cape Cod
Who just could not locate his pod
So he joined with a mass
Of bewildered sea bass
Who found this behavior quite odd
mdashDoreen Beauregard
P Podless odless WWhalehaleTheThe
The last line of a limerick always rhymes with the first two lines The second and third lines have a different rhyme
Find out more about limericks at wwwmacmillanmhcom
505
1 LITERARY ELEMENTS RHYME
SCHEME
If the name of the whale in ldquoA Whale
of a Mealrdquo were changed to Rose what
other words would have to change in
the poem (baleen string beans) Why
(This poem is a limerick so its rhyme
scheme must be AABBA)
2 LITERARY ELEMENTS METER
What is the meter used in the limerick
ldquoWhale Watchrdquo (Lines 1 2 and 5 have
three beats Lines 3 and 4 have two
beats)
3 MAKE INFERENCES
What is a group of whales called What
poem helped you figure this out (A
group of whales is called a pod This
can be figured out from ldquoThe Podless
Whalerdquo)
Connect and Compare
SUGGESTED ANSWERS
1 The rhyme scheme of ldquoWhale
Watchrdquo is AABBA If the last line
rhymed with the third and fourth
lines the rhyme scheme would be
AABBB and this would not be a
limerick RHYME SCHEME
2 The sea bass were bewildered
because a whale became a member
of their group and this is not
typical of whale behavior APPLY
3 FOCUS QUESTION The whales in
these poems are similar to the ones
in Adelinarsquos Whales because they
share whale characteristics such as
swimming near boats and in pods
They are different from Adelinarsquos
Whales because they are fictional
Adelinarsquos whales are real READING
WRITING ACROSS TEXTS
Paired Selection Student page 505
Internet Research and Inquiry Activity Students can find more
facts about limericks at wwwmacmillanmhcom
3
HISTORY AND CULTURE OF LIMERICKS
Limericks derive from the Irish town of Limerick and date back to
the 14th century Limericks were originally used in nursery rhymes
for children Later these rhymes were repeated and changed by the
working classes who created choruses based on the refrain ldquoWill
you come to Limerickrdquo
A famous childrenrsquos book of limericks Edward Learrsquos Book of
Nonsense was published in England in 1846 Because limericks are
short and funny they have survived to this day across many cultures
Adelinarsquos Whales 505
Why We Need Whales
by Maggie W
We learned in class today that some kinds
of whales are in danger of becoming extinct
I think we should try to save them We need
whales
Why do we need whales We donrsquot need
them for food They donrsquot do any work for us
But they are fascinating to watch They seem
to play and talk together The world would be
less interesting if there were no whales
I want the world to be an interesting place
so I hope there will
always be whales
making their wonderful
noises
Share YourShare YourPoint of ViewPoint of View Writerrsquos Craft
VoiceWriters want their readers to understand their point of view They use appropriate words to show voice and to share their opinions
I tried to show why I feel that whalesare important
I think whales are great I wrote this to express my point of view about whales
506
Features of a Point-of-View Article
In a point-of-view article the writer gives his or her opinion about
a subject A writer should use good reasons to explain his or her
point of view
It is written using first person
It describes a writerrsquos opinion about a subject
It uses supporting statements in a logical order
WritingVoice
READ THE STUDENT MODEL
Read the bookmark about voice
Explain that a writerrsquos voice shows his
or her personality It helps readers to
hear changes in the writerrsquos feelings
just as they would if the writing were
spoken aloud
Have students turn to page 477
Discuss the writerrsquos voice and its effect
Then have the class read Maggie Wrsquos
article and the callouts Tell students
that they will write an article about the
importance of animals They will also
learn how to create a voice that shows
their feelings
WRITINGbull Explanatory Writing
bull Writerrsquos Craft Voice
WORD STUDYbull Words in Context
bull Dictionary
bull Phonics Words with oi and ou
bull Vocabulary Building
SPELLINGbull Words with oi and ou
GRAMMARbull Possessive Pronouns
SMALL GROUP OPTIONS
bull Differentiated Instruction pp 507Mndash507V
506
Transparency 73
Writing Transparency 73
Explanatory Writing
Writerrsquos Checklist Ideas and Content Did I explain my point of view
clearly
Organization Did I state my opinion first and then
give reasons to explain it Did I save the strongest
reason for last
Voice Is my voice clear as I write about the topic
Word Choice Did I choose words carefully
Sentence Fluency Did I vary the length of
my sentences
Conventions Did I spell possessive pronouns
correctly
Your TurnWrite an article of one or two paragraphs to explain
your point of view about the importance of animals
You may write about animals in general or one kind
of animal in particular State your opinion and
give strong reasons for it Save your strongest
reason for last Back up your reasons with
examples End by restating your opinion
Use the Writerrsquos Checklist to check
your writing
507
PREWRITE
Read and discuss the writing prompt
on page 507 Students can brainstorm a
list of animals they feel it is important
to save Ask them to choose the animal
they care most about saving
Display Transparency 73 and discuss
how Maggie used a point-of-view chart
to plan an article with opinions about
animals including the use of strong
supporting statements Have students
use a point-of-view chart to plan their
own articles
DRAFT
Display Transparency 74 Discuss how
Maggie used her chart to organize and
write a draft of her article Talk about
how she could improve the draft Before
students write present the explicit
lesson on Voice on page 507A and
the Ideas and Content and Purpose
and Audience mini lessons on page
507B Have students use their charts
to write their articles Remind them to
keep their purpose and audience in
mind to express strong opinions and to
emphasize strong supporting statements
REVISE
Display Transparency 75 and discuss
Maggiersquos revisions Point out that she
added sentences to show her feelings
about whales Students can revise their
drafts or keep them to work on later
If students choose to revise have
them work in pairs to use the Writerrsquos
Checklist on page 507 Then ask
students to work with a partner to
proofread their writing For Publishing
Options see 507A For lessons on
Possessive Pronouns and Spelling
see page 507B and 5 Day Spelling and
Grammar on pages 507Gndash507J
Transparency 73 Point-of-View
Chart
Transparency 74 Draft
Transparency 75 Revision
Writing Student pages 506ndash507
Point of View Chart
Opinion
We should save whales
Reason
They are fun to watch
Reason
They play and talk together
Reason
They make the world interesting
Writing Transparency 73
Adelinarsquos Whales 507
SPEAKING STRATEGIES
Use tone of voice to show
exciting parts of the article
Change voices when the
strongest feelings are
mentioned
Look at the audience
to help them see your
interest in the article
LISTENING STRATEGIES
Listen to hear how the
author feels about saving
the animal
Try to imagine the setting
of the article in your mind
VoiceEXPLAINMODEL
Good writers use language that shows their feelings about a topic
These feelings make up the writerrsquos voice Reread the first paragraph
of the model on page 506 Point out that Maggie shows her strong
feelings about saving whales when she says we need them and that
they are fascinating to watch Display Transparency 76
Think Aloud The first example shows me how the writer feels
about her cat He is her best buddy She likes it when the cat
comes to see her in the garden The second example tells me
only the facts without saying how the writer feels about them
I donrsquot learn as much about the writer or the animal from this
example
Writing Transparency 76
Transparency 76
PRACTICEAPPLY
Work with students to read the two choices in each set Invite
volunteers to identify the stronger voice in each set and explain
how it shows the writerrsquos feelings Then have students identify and
discuss voice in another story they have recently read
Tell students that as they draft their article they should think about
ways to create a voice that shows their feelings about the animal or
animals they are describing
Publishing OptionsStudents can read aloud their article to the class See Speaking and Listening tips below They can also use their best cursive to write their article (See Teacherrsquos Resource Book pages 168ndash173 for cursive models and practice) Then invite students to illustrate their articles or act them out with a friend
4- and 6-Point Scoring Rubrics
Use the rubric on pages 539Gndash
539H to score published writing
Writing Process
For a complete lesson see Unit Writing on pages 539Andash539H
Writing
Writerrsquos Craft
Voice
Strong Voice Gumby is my best buddy It feels great when he
appears in the garden and then jumps on my back
to purr and watch me dig
Weak Voice Gumby is my cat He walks through the garden to
watch me dig
1 Wow Seeing Flossie run across the lawn to greet
me is so fantastic She barks loudly as if shersquos as
glad to see me as I am to see her
2 Flossie runs across the lawn to greet me She
barks loudly
3 My parrot Polly talks all the time I like the sound
of her voice She always tells me that Irsquom her friend
4 I love to hear Polly my pet parrot talk all the
time Her voice is music that fills our familyrsquos
kitchen Best of all she always tells me that Irsquom
her friend
(1 strong 2 weak 3 weak 4 strong)
Writing Transp
arency 76
507A
Technology
Writing
Writerrsquos Toolbox
Possessive Pronouns
ExplainModel Possessive pronouns take the
place of nouns that show ownership as in her
Point out the first possessive pronoun her in the
first sentence of Adelinarsquos Whales on page 494 This
pronoun shows that the grandfather is Adelinarsquos
PracticeApply Work with students to find more
possessive pronouns in the story on page 494
Have them identify the ownership each pronoun
suggests For a complete lesson on possessive
pronouns see pages 507Indash507J
Mechanics Do not use apostrophes in possessive
pronouns As students proofread their stories ask
them to check that they have used possessive
pronouns correctly
Writing Trait Ideas and Content
ExplainModel Good writers state their opinions
or point of view at the beginning of their writing
They use appropriate words to show voice and
they use good reasons and examples to support
their opinions and explain their point of view
They end their writing by repeating their opinion
strongly in a closing sentence
PracticeApply Have students reread the student
model on page 506 Discuss the callouts on the
left Can students identify Maggie Wrsquos point of view
in her article Ask students if Maggie W supports
her point of view
Purpose and Audience
ExplainModel Point out that one purpose of
writing an article is to inform and persuade the
audience of your opinion Using examples as
Maggie did helps to do this
PracticeApply As students draft tell them to
consider their audience They should use ideas that
will appeal to the people who will read their article
Spelling Words with oi and ou
Ask students to find the words noise and clouds in
the main selection on page 490 Point out that the
sound oi is spelled oi in noise Explain that the
sound ou is spelled ou in clouds but can also be
spelled ow as in flowers For a complete lesson on
words with oi and ou see pages 507Gndash507H
Remind students to use centering to position their title
correctly and to use formatting to capitalize the first letter
in each important word of the storyrsquos title
Adelinarsquos Whales 507B
Word StudyWord Study
Objectivesbull Apply knowledge of word
meanings and context clues
bull Use a dictionary to look up the
meanings of homographs
Materials
bull Vocabulary Transparencies 37
and 38
bull Leveled Practice Books p 138
Review
VocabularyWords in Context
EXPLAINMODEL
Review the meanings of the vocabulary words Display
Transparency 37 Model how to use word meanings and context
clues to fill in the first missing word with students
Think Aloud In the first sentence I learn that the speaker is going
on a boat to whale watch The speaker makes a note about the
boatrsquos size A boat for whale watching would be large I think that
the missing word is massive When I try massive in the sentence it
makes sense
PRACTICEAPPLY
Help students complete item 2 Then have them use context clues
to write missing words for items 3ndash6 on a separate sheet of paper
Students can exchange papers check their answers and explain the
context clues they used to determine the missing words
Fun with Puns Remind students that the vocabulary word dove
is a homograph Review its pronunciations and definitions Have
students work in small groups to create puns using dove Invite
groups to share their puns with the class
Give Examples For massive
sketch a bus and a whale on
the board Say A bus is big
but a whale is massive Have
students brainstorm other
examples in pairs
tangles (p 488) things
twisted together such as
strands of hair
rumbling (p 490) heavy
deep and rolling
snoring (p 490) making
loud breathing sounds
when sleeping
massive (p 491) big or
heavy
dove (p 494) jumped into
the water head first
unique (p 496) one of a
kind
politicians (p 498) people
who hold a government
officeVocabulary Transparency 37
Transparency 37
dove massive politicians rumbling snoring tangles unique
1 We boarded the massive boat amazed at its size and hoped it would be a good day for whale watching
2 The politicians had done a good job of protecting the whales in this bay so I was hopeful that we would see many whales
3 I stepped over the nets that lay in tangles on the deck
4 I watched as the birds dove into the ocean to catch their dinner
5 When I heard a rumbling sound I looked toward the horizon where I saw a unique sight a whale
6 I shouted for my father but when I heard his snoring I knew that he had missed the fantastic sight
507C
Vocabulary Strategy Transparency 38
Word Study
Homographs are words that have the same spelling but different meanings They may also have different pronunciations
Read the list of homographs and their meanings Then read the sentences and decide the meaning of the underlined homograph Write the letter of the correct meaning in the blank next to the sentence
dove ndash a past tense of dive b a kind of bird
fluke ndash c part of a whalersquos tail d something lucky
1 The whale splashed the surface of the water with its fl uke
2 The eagle dove for its prey
3 It was a fl uke that my mother won the game
4 The bird watchers saw a mourning dove sitting in a tree
Pick another homograph Write one sentence for each meaning of the word
5
6
c
a
d
b
My brother gave his girlfriend an engagement ring
Possible response provided
I didnrsquot hear the phone ring so I missed your call
On Level Practice Book 0 page 138
Approaching Practice Book A page 138
Beyond Practice Book B page 138
Practice Vocabulary
Homographs can be
confusing to students
especially those that are
pronounced differently
Create sentences for pairs
of words and model how
to guess the meaning
through the context
Practice with dove wind
and bow
Transparency 38
Homographs
1 What was the content of Karlarsquos lettera subject or topic nounb satisfied adjective
2 We tried to wind the kite string around a sticka moving air nounb to wrap around verb
3 Casey did not shed a tear as he watched the sad moviea to pull apart or into pieces verbb a drop of fluid that comes from the eye noun
4 Tanya put dates and nuts in her breada specific points in time nounb fruits from palm trees noun
PRACTICEAPPLY
Ask students to look up meanings and write sentences for the
following homographs bow row and present
During Small Group Instruction
If No Approaching Level Vocabulary pp 507Nndash507O
If Yes On Level Options pp 507Qndash507R
Beyond Level Options pp 507Sndash507T
Do students understand word meanings Can students use
context clues and dictionaries to understand homographs
STRATEGYDICTIONARY HOMOGRAPHS
EXPLAINMODEL
Remind students that homographs are words that are spelled alike
but have completely different meanings and may have different
pronunciations Explain how a dictionary and context clues can help
a reader to figure out the correct meaning and pronunciation of
homographs
Read the first sentence and definitions on Transparency 38 Model
how to figure out the meaning of content trying both definitions
and pronunciations Ask student volunteers to read aloud and
choose the correct homograph definitions for numbers 2ndash4
Adelinarsquos Whales 507D
The oi sound can be spelled with oi as in foil or with oy as in boy The ou sound can be spelled with ou as in couch or with ow as in now Keep in mind though that not all words containing oi have the oi sound and not all words spelled with ou and ow have the ou sound
In each row of words below there is one word that does not belong If the word does not have the same sound as the others make an X over it If the word is a homograph sometimes pronounced like the other words and sometimes pronounced differently put an asterisk () next to it Then on the blank line add another word that belongs with the group you made
1 joy foil employ onion
2 bow allowed south outside
3 coil destroy oil going
4 mouth doubt through how
5 broil doing spoil noise
6 sow tower frown sprout
7 couch dough cloud crowd
8 enjoy soil shooing toys
9 now enough crown proud
10 brow cow low down
11 annoy voices boil porpoise
12 thought shower loud trout
oi word
ou word
oi word
ou word
oi word
ou word
ou word
oi word
ou word
ou word
oi word
ou wordporpoiseporpoiseporpoiseporpoisepp
on on onioonioonioonioononoo
ngnggoigoigoigoingngnn
ughughhrohrothrothroughughouou
doing doing doing doing ii
ugh ugh doudoudoudouughughuu
oingoingshooshooshooshoooingoingoo
ughughenoenoenoenoughughouou
wwlowlowowowwwww
ught ught houhouthouthouughtughtuu
On Level Practice Book O page 139
Approaching Practice Book A page 139
Beyond Practice Book B page 139
Word Study
Phonics Decode Words with oi and ou
EXPLAINMODEL
Remind students that the letters oi and oy almost always spell the
sound oi The letters ou often spell ou unless they are followed
by r or gh The letters ow often spell ou but they may also spell
ō Write bow
Think Aloud
This word is a homograph When I say bou I know
the word means ldquoto bend the headrdquo or ldquothe front of a boatrdquo
When I say bō I know the word means ldquoa weaponrdquo or ldquoa knot
with loopsrdquo I need to look at the context to figure out which
word the writer means
PRACTICEAPPLY Write these words on the board joy spoil
mountain blouse coin tower and around Have students underline
the letters that spell ou and oi Then have them read the words
aloud pronouncing each sound with emphasis
Decode Multisyllabic Words Write these words on the board
voyage hardboiled encounter southpaw ownership and nowadays
Model how to decode voyage focusing on the sound oi Then work
with students to decode the other words explaining the spelling
of each sound For more practice use the decodable passages on
Teacherrsquos Resource Book page 23
Fill-in-the-Blanks Have students write out ten Spelling Words or
other words with the ou or oi sound Tell them to leave blanks
for the letters that represent these vowel sounds For example
C L _ _ N Students can trade papers with a partner and fill in the
missing letters
Word Study
Objectivesbull Decode the sounds ou and
oi
bull Identify and write sentences
with homophones
Materials
bull Leveled Practice Books p 139
bull Teacherrsquos Resource Book p 23
Use Context Hearing
and distinguishing vowel
sounds can be challenging
for students As students
read and hear the words
within the context of
shared reading and writing
activities they will connect
the sounds to their spelling
patterns
During Small Group Instruction
If No Approaching Level Phonics p 507M
If Yes On Level Options pp 507Qndash507R
Beyond Level Options pp 507Sndash507T
Can students decode words with oi and ou
507E
Spiral Review
Vocabulary Game Form two teams Divide the
Vocabulary Cards electrical globe decayed
amazement loosened midst mysterious patchwork
responsibility and soared from past weeks between
the teams
A Team 1 player takes a card and reads the word
A Team 2 player tells the wordrsquos meaning and uses
it in a sentence If the definition and sentence are
correct Team 2 gets a point If not the card is
returned to the bottom of the pile Then a Team 2
player takes a card and reads the word
Continue playing until all the words have been
correctly defined and used in sentences The team
with the most points wins
Vocabulary Building
Homophones Write on the board The children
let out (wails)(whales) because they couldnrsquot see
the (wails)(whales) Remind students that a
homophone is pronounced in the same way as
another word but has a different meaning and
spelling Have students write more sentences
containing homophone pairs or triples (there
theyrsquore their) Make sure students know how
homophones differ from homographs
Word Study
Vocabulary PuzzleMaker For additional vocabulary and
spelling games go to
wwwmacmillanmhcom
Vocabulary Building
Adjectives Verbshuge spray
humpback swim
endangered spout
slippery leap
Apply Vocabulary
Write a Personal Narrative Using the vocabulary
words ask students to complete the following
sentence ldquoI had a whale of a good time when rdquo
Tell students to continue writing after completing
this sentence Remind students to use descriptive
language that appeals to the five senses They
should provide a context to allow the reader
to picture the world of the event Post student
writing inside the body of a whale on a display
board
Oral Language
Expand Vocabulary Write the weekly topic
Whales on the board above a two-column chart
Label the columns Adjectives and Verbs Using the
selection print and electronic resources including
interviews and newspapers tell students to
brainstorm adjectives or verbs relating to whales
Adelinarsquos Whales 507F
5 Day Spelling
Words with oi and ouSpelling
Pretest Word Sorts
Spelling Practice Book pages 115ndash116 Spelling Practice Book page 117
Dictation Sentences 1 A daisy is a flower
2 We heard voices outside
3 The princess hid in the tower
4 We dumped a mound of dirt
5 I read a story about a cowboy
6 Her wedding gown was beautiful
7 You frown when you are not happy
8 We drove south to Florida
9 Why are the dogs howling
10 It will annoy Mike if you keep interrupting him
11 The car made noises yesterday
12 My kitten weighs about a pound
13 The hound followed the scent
14 Put your money in the pouch
15 We collected a thousand cans
16 I wound the rope around the tree
17 Irsquom a grouch when Irsquom tired
18 I felt fine but I still had a cough
19 Irsquove grown two inches in a year
20 They took a voyage to China
ReviewChallenge Words 1 I ate a peanut butter cookie
2 Use the zoom on your camera
3 The new mall is huge
4 During a drought we canrsquot water the grass
5 We took the bus downtown
Words in bold are from the main selection
flower south thousand
voices howling wound
tower annoy grouch
mound noises cough
cowboy pound grown
gown hound voyage
frown pouch
Review cookie zoom huge
Challenge drought downtown
ASSESS PRIOR KNOWLEDGE
Using the Dictation Sentences say
the underlined word Read the
sentence and repeat the word
Have students write the words on
Spelling Practice Book page 115
For a modified list use the first 12
Spelling Words and the 3 Review
Words For a more challenging list
use Spelling Words 3ndash20 and the
2 Challenge Words Have students
correct their own tests
Have students cut apart the Spelling
Word Cards BLM on Teacherrsquos
Resource Book page 84 and figure
out a way to sort them Have them
save the cards for use throughout
the week
Use Spelling Practice Book page 116
for more practice with this weekrsquos
Spelling Words
For Leveled Word Lists go to
wwwmacmillanmhcom
TEACHER AND STUDENT SORTS
Review the Spelling Words
pointing out the oi or ou
sound in most words
Use the cards on the Spelling Word
Cards BLM Attach the key words
south flower noises and annoy to a
bulletin board Model how to sort
the words according to their vowel
sounds and spellings Have students
take turns choosing cards sorting
them and explaining how they
sorted them
When students have finished the
sort discuss any oddballs that do
not fit in any category (grown
cough) Point out that wound is a
homograph Then invite students to
do an open sort in which they sort
all the Spelling Words any way they
wish for example by rhyme or by
consonant blends Discuss studentsrsquo
methods of sorting
507G
SYNONYMS
Write the following list of words
on the board Have students copy
the words into their word study
notebooks and write the Spelling
Word that is a synonym for each
1 pile (mound)
2 scowl (frown)
3 trip (voyage)
4 crying (howling)
5 dress (gown)
Challenge students to identify
three Spelling Words that can be
used as both a noun and a verb
Have them write sentences for
both usages
Have partners write a sentence
for each Spelling Word leaving
a blank space where the word
should go They can exchange
papers and fill in the blanks
SPIRAL REVIEW
Review words with ū uuml and u
Write cookie zoom and huge on
the board Have students identify
the spelling of the ū uuml or u
sound in each word
PROOFREAD AND WRITE
Write these sentences on the
board including the misspelled
words Ask students to proofread
circling incorrect spellings and
writing the correct spellings
1 My lizard has grone and she
gained two pownds (grown
pounds)
2 My cogh is starting to annoi
me (cough annoy)
3 The noyses in the hall were
houling dogs (noises howling)
4 A thowsand voyces were
singing (thousand voices)
POSTTEST
Use the Dictation Sentences on
page 507G for the Posttest
If students have difficulty with any
words in the lesson have students
place them in a list entitled
Spelling Words I Want to Remember
in a word study notebook
Challenge students to look for
words that have the same vowel
patterns they studied this week
Spelling
Word Meanings Review and Proofread Assess and Reteach
Spelling Practice Book page 118 Spelling Practice Book page 119 Spelling Practice Book page 120
Adelinarsquos Whales 507H
5 Day Grammar
Possessive Pronouns
INTRODUCE POSSESSIVE
PRONOUNS
Present the following
A possessive pronoun shows
ownership
A possessive pronoun takes
the place of a possessive noun
Possessive pronouns never have
an apostrophe my your his her
its our and their
Possessive pronouns must match
the nouns they replace in both
number and gender Give the
pass to Armita Give the pass to
her This is Dillon and Leighrsquos car
This is their car
REVIEW POSSESSIVE PRONOUNS
Discuss with students how to
recognize possessive pronouns
INTRODUCE STAND-ALONE
POSSESSIVE PRONOUNS
Present the following
A stand-alone possessive
pronoun is not used directly
before a noun
Most stand-alone possessive
pronouns are formed by adding
s to the pronoun that is used
before a noun These pronouns
are yours hers ours theirs and
mine This report is ours That one
is yours
His and its are the same when
used as stand-alones or before
a noun His shirt was brown The
shirt was his
Grammar
Daily Language ActivitiesUse these activities to introduce each dayrsquos lesson Write the dayrsquos activity on the board or use Transparency 19
DAY 1Adelinas favorite time of year was when the whales visited she Her and her grandfather watch for them every day (1 Adelinarsquos 2 her 3 She and)
DAY 2Her grandfather knowed about whales too Him was the one who had the first friendly visit with whales (1 knew 2 He)
DAY 3Every Fisherman takes their rod on the boat They pull in his lines if a whale come close (1 fisherman 2 his rod 3 their lines 4 comes)
DAY 4The camera on Adelinas lap is herrsquos She is taking a voiage to cownt whales (1 Adelinarsquos 2 hers 3 voyage 4 count)
DAY 5Thowsands of people come to see the whales They act as though it is not mine town but theirrsquos (1 Thousands 2 my 3 theirs)
Introduce the Concept Teach the Concept
Possessive Pronouns
Write on the board This
pencil belongs to Sheila
It is pencil Model
how to choose the correct
pronoun in the second
sentence Create more
sentences using other
studentsrsquo names and your
name to practice all the
pronouns
Grammar Practice Book page 115
See Grammar Transparency 91 for modeling and guided practice
Grammar Practice Book page 116
See Grammar Transparency 92 for modeling and guided practice
507I
REVIEW POSSESSIVE PRONOUNS
Review how to identify possessive
pronouns
MECHANICS AND USAGE
POSSESSIVE NOUNS AND
PRONOUNS
Possessive nouns are formed with
apostrophes teachersrsquo books
Most possessive pronouns that
are used before a noun are not
formed with s her book his car
The exception is its
Possessive stand-alone pronouns
are formed without apostrophes
Except for mine the last letter is
always s It is yours
All possessive pronouns should
agree in number and gender
with the nouns they replace
REVIEW TYPES OF POSSESSIVE
PRONOUNS
Ask students to explain the
differences between regular and
stand-alone possessive pronouns
PROOFREAD
Have students correct errors in the
following sentences
1 That whale is Renas favorite
and this one is mine favorite
(Renarsquos my)
2 Each boy should take their seat
while the whales are close (his
seat)
3 This book about whales is my
(mine)
4 Which is the better picture of a
whalemdashMiguels or herrsquos
(Miguelrsquos hers)
ASSESS
Use page 119 of the Grammar
Practice Book for assessment
RETEACH
Have students create sentences
using possessives pronouns
After checking for accuracy have
students write the sentences
again this time leaving a blank
where the pronoun should be
Students should trade papers
with a partner and try to fill in the
blanks They can then check their
own work
Also use page 120 of the Grammar
Practice Book for reteaching
Grammar
Review and Practice Review and Proofread Assess and Reteach
Grammar Practice Book page 117
See Grammar Transparency 93 for modeling and guided practice
Grammar Practice Book page 118
See Grammar Transparency 94 for modeling and guided practice
Circle the letter before the possessive pronoun that correctlycompletes each sentence
1 Adelinarsquos village was small and main street had only a few houses
a his b our c its d their
2 The whales came to Mexico to have young
a their b your c my d her
3 Although fi rst visit to La Laguna was in June this yearIrsquom going in January
a hisrsquos b theirs c my d her
4 Adelina knows the ocean very well because whole family works on the water
a my b their c our d her
5 Pachico made a sign for his business and letters are large and easy to read
a hers b their c its d my
Grammar Practice Book pages 119ndash120
See Grammar Transparency 95 for modeling and guided practice
Adelinarsquos Whales 507J
En
d-o
f-W
ee
k A
sse
ssm
en
t
ELL Practice and
Assessment 122ndash123
Fluency Assessment
Weekly Assessment 237ndash244
Administer the Test Weekly Reading Assessment Passage and questions pages 237ndash244
ASSESSED SKILLS
bull Sequence
bull Vocabulary Words
bull Dictionary Homographs
bull Possessive Pronouns
bull Words with oi and ou
Administer the Weekly Assessment online
or on CD-ROM
FluencyAssess fluency for one group of students per week
Use the Oral Fluency Record Sheet to track the number
of words read correctly Fluency goal for all students
102ndash122 words correct per minute (WCPM)
Approaching Level Weeks 1 3 5
On Level Weeks 2 4
Beyond Level Week 6
Alternative Assessmentbull ELL Assessment pages 122ndash123
Assessment Tool
507K507K
Diagnose Prescribe
En
d-o
f-We
ek
Asse
ssme
nt
VOCABULARY WORDS
VOCABULARY STRATEGY
Dictionary Homographs
Items 1 2 3 4
IF
0ndash2 items correct
THEN
Reteach skills using the Additional
Lessons page T8
Reteach skills Go to
wwwmacmillanmhcom
Vocabulary PuzzleMaker
Evaluate for Intervention
COMPREHENSION
Skill Sequence
Items 5 6 7 8
0ndash2 items correct Reteach skills using the Additional
Lessons page T3
Evaluate for Intervention
GRAMMAR
Possessive Pronouns
Items 9 10 11
0ndash1 items correct Reteach skills Grammar Practice Book
page 120
SPELLING
Words with oi and ou
Items 12 13 14
0ndash1 items correct Reteach skills Go to
wwwmacmillanmhcom
FLUENCY 98ndash101 WCPM
0ndash97 WCPM
Fluency Solutions
Evaluate for Intervention
Diagnose Prescribe
To place students
in the Intervention
Program use
the Diagnostic
Assessment in the
Intervention Teacherrsquos
Edition
TriumphsAN INTERVENTION PROGRAM
R E A D I N G
Adelinarsquos Whales 507L
Phonics
Approaching Level Options
Objective Decode words with oi and ou
Materials bull Student Book Adelinarsquos Whales
WORDS WITH oi AND ou
ExplainModel
Remind students that the letters oi and oy together usually stand for
oi as in coil and joy The letters ou as in house and ow as in cow usually
stand for ou However ow can also stand for o as in snow
Write the letters t o y on the board Say the sounds that the letters
stand for t oi Then blend the sounds toi Say the word with me toy
Repeat this process with oi and boil
Write the letters t o w n on the board Say the sounds that the letters
stand for t ou n Then blend the sounds toun Say the word with
me town Repeat this process with ou and house
Ask students to provide their own examples of words with oi and ou
Listen and provide constructive feedback
MULTISYLLABIC WORDS WITH oi AND ou
Write the word destroy on the board Have students identify the second
syllable as containing oi troy Have students repeat the syllable then
blend and read the whole word several times Repeat this process with
pounding and ou
Have student pairs work together to practice decoding longer words
with oi and ou Write the following words on the board and ask
student pairs to copy them onto index cards or sheets of paper Say
each word Circle the letters that stand for the ou or the oi sound Then
sort the words by spelling pattern
rejoice annoy crouching underground
growling browning moisture employment
Check each pair for their progress and accuracy
WORD HUNT WORDS WITH oi AND ou IN CONTEXT
Review words with oi and ou Have students search pages 488ndash490 of
Adelinarsquos Whales to find words with oi and ou Ask them to write the
words and circle the letters that spell the oi and ou in each word
Check to see if students have found examples such as outside down
south thousand loud noise sound clouds and out
For each skill below
additional lessons are
provided You can use these
lessons on consecutive days
after teaching the lessons
presented within the week
bull Sequence T3
bull Homographs T8
Additional Resources
To help students build speed
and accuracy with reading
multisyllabic words use the
additional decodable text
on page 23 of the Teacherrsquos
Resource Book
Decodable Text
If students have trouble
figuring out how to
pronounce words that
are homographs such as
bow bou and bow bō
have them look at how the
word is used and try out
each pronunciation and
its related definition in the
context of a sentence Write
She had a pink bow in her
hair on the board and say
I can say bou in the
sentence but a pink
ldquobending of the headrdquo
does not make sense
I can say bō in the
sentence A pink ldquoknot
with loopsrdquo does make
sense This word is
pronounced bō
ConstructiveFeedback
507M
Objective Read with increasing prosody and accuracy at a rate of 102ndash112 WCPM
Materials bull Index cards bull Approaching Practice Book A page 136
WORD AUTOMATICITY
Have students make flashcards for the following words with oi and
ou flower south thousand voices howling wound tower annoy grouch
mound noises cough cowboy pound gown hound voyage frown pouch
Display the cards one at a time and have students say each word Repeat
twice more displaying the words more quickly each time
REPEATED READING
Model reading the Fluency passage in Practice Book A page 136 Tell
students to pay close attention and listen to your tempo Then read
sentences in clusters based on tempo and have students read each cluster
back copying your tempo
During independent reading time have students work with a partner
One student reads aloud while the other repeats each sentence Remind
students to use positive and encouraging phrases when giving feedback
to their partners Circulate and provide constructive feedback Circulate
and provide constructive feedback
TIMED READING
At the end of the week have students do a final timed reading of the
passage on Practice Book A page 136 Students should
begin reading the passage aloud when you say ldquoGordquo
stop reading the passage after one minute when you say ldquoStoprdquo
Keep track of miscues Coach students as needed Help students record
and graph the number of words they read correctly
Vocabulary
Objective Apply vocabulary word meanings
Materials bull Vocabulary Cards bull Student Book Adelinarsquos Whales
VOCABULARY WORDS
Display the Vocabulary Cards for this weekrsquos words dove politicians
snoring massive tangles rumbling and unique Help students locate and
read the vocabulary words in Adelinarsquos Whales Review the definitions
of each word in the Glossary of the Student Book and discuss the
meanings Then have students write their own narratives about whales
using all of these vocabulary words
Approaching Practice Book A page 136
If students read too quickly
or too slowly reread
the passage to them at
the correct tempo Then
lead the class in a choral
reading so they can follow
you lead in reading at the
appropriate rate Repeat
the choral reading as
necessary
ConstructiveFeedback
Adelinarsquos Whales 507N
Vocabulary
Approaching Level Options
Review last weekrsquos words
(electrical globe fuels
decayed) and this weekrsquos
words (rumbling snoring
unique dove massive
tangles politicians) Have
students write a synonym for
each word
Objective Use homographs
DICTIONARY HOMOGRAPHS
Have students create simple crossword puzzles using Vocabulary and
Spelling Words Make sure they include at least two homographs (wound
dove) and write the definitions of the homographs as clues They may use
a dictionary to help them if necessary
Comprehension
Objective Identify sequence
Materials bull Student Book ldquoA Whale of a Triprdquo bull Transparencies 19a and 19b
STRATEGYANALYZE TEXT STRUCTURE
Remind students that recognizing how a text is organized can help them
to identify the sequence of story events
SKILLSEQUENCE
ExplainModel
Authors sometimes use signal words such as first next and last to help
readers recognize the sequence of events in a story
Authors of history texts or how-to articles typically use chronological
order to organize their texts
Display Transparencies 19a and 19b Reread the first pages Ask a
volunteer to identify what the narrator saw first and identify the signal
words
Think Aloud As I read I learn that many things are happening It helps to
recognize sequence words to help summarize what is happening in the
story so I can better understand it
PracticeApply
Invite students to retell the story considering the sequence of events Ask
the following questions
Before going on the trip do you think the narrator expected the whale
would be as big as it turned out to be
What was the first thing Matty told people on the whale-watching trip
Why are birds often seen in areas where whales are present
Student Book or Transparencies 19a and 19b
by Kristin Gold
Retelling Have students
retell the sequence of
events in ldquoA Whale of a
Triprdquo by drawing them Ask
students to choose one
event from the book they
would like to retell Have
students draw the scene
and write one sentence
describing it After the
students have finished
hang the drawings on the
board Then as a class put
the pictures in the order
of events that the story
follows
507O
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Saving the Whales
PREVIEW AND PREDICT
Have students read the title look at the images and preview the first
chapter Have students make predictions about what they will read and
set a purpose for reading
VOCABULARY WORDS
Review the vocabulary words as needed As you read together discuss
how context clues can help you figure out word meanings
STRATEGYANALYZE TEXT STRUCTURE
Remind students that recognizing how a text is organized can help
them better understand the textrsquos important ideas and the authorrsquos
purpose
SKILLSEQUENCE
Remind students to pay attention to the way the selection is organized
and the order in which events occur Read Chapter 2 with students
Think Aloud In the first chapter I learn that in the past there were whale
hunters in all parts of the world Now there are laws to protect whales
from hunters but whales are still being killed in other ways I need to
remember this information for my Sequence Chart
READ AND RESPOND
Finish reading Saving the Whales with students Discuss the following
If the plants that the krill eat die and then the krill die ask students
what will happen next in the food chain
Ask them what happened after Keiko the whale was set free
Work with students to review and revise their Sequence Charts Help
students paraphrase the important ideas in each chapter
MAKE CONNECTIONS ACROSS TEXTS
Invite students to compare Adelinarsquos Whales and Saving the Whales
Have students identify which selection is organized into chapters Ask
them why this format is better for this selection
Have students explain how reading Saving the Whales helps them better
understand the information and events in Adelinarsquos Whales
Leveled Reader
Adelinarsquos Whales 507P
Leveled Reader LessonVocabulary
On Level Options
Student Book
Limericks
On Level Practice Book O page 136
As I read I will pay attention to tempo and match the action in the story
Did you know that whales talk to each other Whales
10 make sounds for different reasons Some sounds are used to
20 locate calves Others are used to find mates Whales even use
31 sounds to warn other pod members that a predator is around
42 Toothed whales click and whistle in order to locate food
52 Baleen whales make knocking moaning snoring and
59 rumbling noises Humpback whales sing but not during
67 feeding season They save their tunes for the warmer waters
77 where they spend their breeding season Some scientists
85 believe they are singing love songs Other scientists think
94 they are sending out threats like ldquoGo awayrdquo We may never
105 know exactly why whales sing
110 Some humpback whales swim up to the surface and take
120 a few breaths Then they dive under the water and start to
132 sing They do not move when they sing Their underwater
142 songs can be heard for miles Sometimes they sing for a half
154 hour without stopping 157
Comprehension Check
1 What actions does a humpback whale take when it sings Sequence
2 Why might a whale need to communicate with another whale Draw Conclusions
Words Read ndash Number of Errors = Words
Correct Score
First Read ndash =
Second Read ndash =
A humpback whale swims to the surface and takes a few breaths Then the whale dives under the water to sing The whale does not move when singing
Whales might need to communicate with other whales to warn them about predators to find mates or to locate their calves
Objective Apply vocabulary words and homographs
Materials bull Vocabulary Cards bull Dictionary
VOCABULARY WORDS
Tell students that they will play a word-definition game Display half of
the Vocabulary Cards Have the first team use a dictionary to help create
two different definitions for each displayed word One should be the
correct definition and the other should be incorrect Then have students
write each pair of definitions on the board The second team chooses
the definition they think is correct They get one point for each correct
answer The team with the most points wins
DICTIONARY HOMOGRAPHS
Remind students that homographs are spelled alike but have different
meanings so they have separate dictionary entries Have students use the
adjective fine in a sentence Then challenge them to use the homograph
fine (money paid) in another sentence Repeat with the word content
Literary Elements
Objective Read poems to identify literary elements
Materials bull Poetry books and resources with limericks bull Student Book ldquoLimericksrdquo
METER AND RHYME SCHEME
Discuss the use of meter and rhyme in each limerick on Student Book
pages 504ndash505 Then have students look through poetry books and other
resources to locate limericks Ask students to discuss the meter and rhyme
scheme in the limericks
Objective Read fluently with appropriate prosody at a rate of 102ndash136 WCPM
Materials bull On Level Practice Book O p 136
REPEATED READING
Model reading the passage on page 136 of Practice Book O Remind
students to pay attention to the tempo to see if it matches the action of
the story Then read one sentence at a time having students echo-read
the sentence back imitating your pace Echo-read through the entire
passage again speeding up to reflect each part of the selection During
independent reading time partners take turns reading
Timed Reading Have students read the passage and record their rates
507Q
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Looking at Whales
PREVIEW AND PREDICT
Have students preview Looking at Whales
Ask students to write down any questions they have about the
selection
Ask if they think this book will be the story of one whale or about
many whales
SKILLSEQUENCE
The sequence is the order in which events happen Signal words such
as before after and then often help to indicate the sequence of events
Explain that students will fill in this information in Sequence Charts
READ AND RESPOND
Read Chapter 1 Pause to discuss how the information in the chapter
is presented At the end of Chapter 2 fill in the Sequence Chart Have
students discuss the sequencing of information including how the word
then helped them understand the information about humpback whales
singing
VOCABULARY WORDS
As they read Looking at Whales ask students to point out vocabulary
words as they appear Then have students discuss how each word is used
Ask Are blue whales massive or small
MAKE CONNECTIONS ACROSS TEXTS
Invite students to draw connections between Looking at Whales and
Adelinarsquos Whales
Ask students to use chronological order words to summarize the
information they learned in Looking at Whales
Ask students if they think Adelina would know most of the information
in Looking at Whales
ELLLeveled Reader
Go to pages
507Undash507V
Leveled Reader
Adelinarsquos Whales 507R
Vocabulary
Beyond Practice Book B page 136
Beyond Level Options
Objective Apply vocabulary words in writing
EXTEND VOCABULARY
Ask students to write a nonfiction piece about a whale Have them use
all of the vocabulary words from this weekrsquos selection and as many words
from this unitrsquos previous weeks as possible
Invite them to edit their essays or a partnerrsquos essay Remind them to check
the spelling and usage of each word
Literary Elements
Objective Use meter and rhyme to write a limerick
Materials bull Student Book ldquoLimericksrdquo
bull Poetry books with limericks bull Nonfiction books about whales
METER AND RHYME SCHEME
Use limericks to point out that meter and rhyme scheme can add to a
readerrsquos enjoyment of a poem Ask How does the use of meter and
rhyme scheme make these limericks more fun to read
Have students read limericks and note the use of meter and rhyme
scheme Then have them read information about whales or use what they
have already learned to write their own limerick about whales
Objective Read fluently with appropriate prosody at a rate of 112ndash136 WCPM
Materials bull Beyond Practice Book B p 136
REPEATED READING
Work with students to begin marking up the Fluency passage on page 136
of Practice Book B Remind them to pay attention to the tempo Then
read one sentence at a time having students echo-read the sentence
back imitating your pace Echo-read through the entire passage again
speeding up to reflect each part of the selection
During independent reading time partners can take turns reading the
passage they have practiced reading aloud Remind students to pay
attention to one anotherrsquos tempo and discuss how different actions in the
passage change the tempo or mood
Timed Reading Have students read the passage and record their reading
rate
Student Book
Limericks
Read Aloud Review meter
and rhyme scheme Then
reread a limerick aloud
Say Listen for the meter and
rhyme scheme of the poem
Then tell students you will
read the poem once more
together Let them know
that this time they should
clap along to the rhythm of
the poem Read the poem
chorally and clap out the
rhythm together
507S
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Gray Whales
PREVIEW AND PREDICT
Have students preview Gray Whales predict what it is about and set a
purpose for reading
SKILLSEQUENCE
Ask a volunteer to explain what the terms text structure and sequence
mean Have another volunteer explain why identifying the text structure
or sequence of events is important for understanding a selection
Explain that students will read Looking at Whales together and fill in
information about order in Sequence Charts
READ AND RESPOND
As students read they should identify the order of events in the selection
and fill in their Sequence Charts Discuss with the group how the story
would change if the sequence of events were different
VOCABULARY WORDS
Have students pay attention to vocabulary words as they come up Ask
students to provide definitions as needed Ask What do whales sometimes
get tangled in
Self-Selected Reading
Objective Read independently to identify the sequence of a text
Materials bull Leveled Readers or informational trade books at studentsrsquo reading level
READ TO IDENTIFY SEQUENCE
Invite students to use their personal interests to choose a nonfiction book
for independent reading Have students read their books and take notes
on the selectionrsquos sequence in their response journals
After reading have students compare the order in which the information
was presented in the book they chose to one of the selections they read
during this weekrsquos lessons Ask Which selection presented information in the
more interesting way Which selection taught you the most about the topic
Leveled Reader
Adelinarsquos Whales 507T
Academic Language Used in Whole Group Instruction
ContentTheme Words SkillStrategy Words WritingGrammar Words
ocean (p484)
aquarium (p 484)
whales (p 484)
mammals (p 484)
gills (p 484)
lungs (p 484)
legend (p 485)
pod (p 505)
homograph (p 484)
photo essay (p 486)
analyze text structure (p 485A)
sequence (p 485A)
limerick (p 504)
meter (p 504)
rhyme scheme (p 504)
voice (p 506)
point of view (p 506)
opinion (p 506)
audience (p 507B)
possessive pronouns (p 507I)
ownership (p 507I)
stand-alone possessive pronoun
(p 507I)
Academic LanguageThroughout the week the English language learners will need help in
building their understanding of the academic language used in daily
instruction and assessment instruments The following strategies will help
to increase their language proficiency and comprehension of content and
instructional words
Strategies to Reinforce Academic Language
Use Context Academic Language (see chart below)
should be explained in the context of the task during
Whole Group Use gestures expressions and visuals to
support meaning
Use Visuals Use charts transparencies and graphic
organizers to explain key labels to help students
understand classroom language
Model Demonstrate the task using academic language in
order for students to understand instruction
English Language Learners
Oral Language For
additional language
support and oral vocabulary
development use the lesson
at www macmillanmhcom
507U
ELL Leveled ReaderELL Leveled Reader Lesson Objectivebull To apply vocabulary and
comprehension skills
Materials
bull ELL Leveled Reader
DAY 1 bull Academic Language
bull Oral Language and Vocabulary Review
DAY 2 bull Academic Language
bull ELL Leveled Reader
DAY 3 bull Academic Language
bull ELL Leveled Reader
DAY 4 bull Academic Language
bull ELL Leveled Reader
DAY 5 bull Academic Language
bull ELL Leveled Reader Comprehension Check and Literacy Activities
ELL Teacherrsquos Guide
for students who need
additional instruction
DEVELOP ORAL LANGUAGE
Build Background Write the word whales on
the board and have students share what they
know What do whales look like What do they eat
How do they communicate List key points Then
do a brief picture walk of the book to add on to
the list
Review Vocabulary Write the vocabulary and story support words
and discuss the meanings Use each word in a sentence Clarify the two
meanings of schools and dove Schools of fish are large groups of fish not
where fish go to learn Who can use ldquoschools of fishrdquo in a sentence
PREVIEW AND PREDICT
Point to the cover photograph and read the title aloud What are we going
to read about Have students brainstorm a list of questions about facts
they would like to learn from this book
Set a Purpose for Reading Show the Sequence Chart and remind students
they have used it before Ask them to use a similar chart to identify the
sequence of events as they are presented in the book
Choose from among the differentiated strategies below to support
studentsrsquo reading at all stages of language acquisition
Beginning
Shared Reading As you
read model analyzing text
structure by identifying key
information about whales
Number the facts to explain
sequence Model filling in
the chart
Intermediate
Read Together Read the
first chapter Help students
analyze text structure by
numbering and recording
key information Take turns
reading with students Ask
them to identify events in
sequence as they read
Advanced
Independent Reading
Have students read the story
After reading each day ask
them to work with a partner
to analyze text structure and
identify events in sequence
Encourage them to use the
new vocabulary
Remind students to use the vocabulary and story words in their whole
group activities
The WorldThe Worldofof
WhalesWhalesby Dina Anastasio
Informational Nonfiction
Adelinarsquos Whales 507V
- Grade 4
-
- Unit 1
- Unit 2
- Unit 3
- Unit 4
-
- Planning the Unit
- Using the Student Book
-
- Dear Mrs LaRue
-
- Puppy Trouble
- Dear Mrs LaRue
- Dog Amazes Scientists
- Writerrsquos Craft Write About Solving a Problem
- Small Group Pages
-
- The Blind Hunter
-
- Through Elizabethrsquos Eyes
- The Blind Hunter
- Make Life Easier For Everybody
- Writerrsquos Craft Write Directions
- Small Group Pages
-
- The Power of Oil
-
- Clean as a Breeze
- The Power of Oil
- Windmills on the Prairies
- Writing Frictional Narrative Write to a Prompt
- Small Group Pages
-
- Adelinarsquos Whales
-
- A Whale of a Trip
- Adelinarsquos Whales
- Limericks
- Writerrsquos Craft Share Your Point of View
- Small Group Pages
-
- At Home in the Coral Reef
-
- Coral Reefs
- At Home in the Coral Reef
- Poseidon and the Kingdom of Atlantis
- Writerrsquos Craft Write about a Community Project
- Small Group Pages
-
- Test Strategy Author and Me
-
- Wrapping Up the Unit
- Additional Lessons and Resources
-
- Unit 5
- Unit 6
-
After this fi rst friendly visit with the whales word quickly spread of the unique encounter between a wild fi fty-foot whale and a tiny fi shing boat Scientists and whale watchers started to come to Laguna San Ignacio to see the whales themselves Perhaps word spread among the whales too because now dozens of whales began to approach the small boats With brains as large as a carrsquos engine gray whales might even have their own language They ldquotalkrdquo in low rumbles and loud clicks making noises that sound like the tappings of a steel drum or the ticking that a playing card makes as it slaps against the spokes of a turning bicycle wheel Maybe they told each other that it was safe to visit here
496
Main Selection Student page 496
Develop Comprehension
11 STRATEGYANALYZE TEXT STRUCTURE
Teacher Think Aloud In this part of
the essay the author tells the story of
Adelinarsquos grandfatherrsquos first encounter
with a whale We learn that word of
this encounter spread and caused
several things to happen How
do these events fit into the larger
sequence of the essay
(Encourage students to apply the strategy
in a Think Aloud)
Student Think Aloud I learn that
more whales came to the lagoon
and that more scientists and whale
watchers started coming as a result
This section of the essay shows how
the whalesrsquo annual trip became an
important event for Adelinarsquos village
12 PERSONIFICATION
Explain ways in which the author gives
the whales human qualities on page
496 (He says that ldquoperhaps word spread
among the whalesrdquo but whales donrsquot
use words the way people do Then
he explains something about the ways
scientists think whales ldquotalkrdquo with each
other and says they may have ldquotoldrdquo
each other that it is safe to visit the
lagoon)
Find the sentence that contains the
word unique What are some words or
phrases that mean the opposite of unique
(Possible answers common ordinary
nothing special)
11
12
496
Adelinarsquos favorite time of the day is the late afternoon when her father and grandfather return from their trips on the water guiding visitors to see the whales They sit together as the sun goes down behind them and she listens to stories of the whales She asks them lots and lots of questions
Adelina has learned a lot about the gray whales She knows that when a whale leaps out of the water and makes a giant splash falling back in itrsquos called breaching When a whale pops its head straight up out of the water as if it is looking around to see what is going on it is called spyhopping Adelina also learned how the whalersquos wide fl at tail is called a fl uke and when it raises its tail up in the air as it goes into a deep dive that is called fl uking
497
Develop Comprehension
13 MAINTAINDRAW CONCLUSIONS
Why do you think Adelina does not go
out in the boats too (She may be in
school at the times they go out but
she is also probably too young to go
The whales are friendly but they are
still wild animals There is a risk that an
accident could happen)
14 SUMMARIZE
How would you summarize the
information about whales in the
second paragraph of page 497
(Suggested answer Whales show
a number of particular behaviors
Breaching is when a whale jumps out
of the water and splashes back in
Spyhopping is when a whale pokes
its head out of the water The wide
flat tail of a whale is called its fluke
Fluking is when the whale dives with
its tail up in the air)
Main Selection Student page 497
STRATEGIES FOR EXTRA SUPPORT
Question 14 SUMMARIZECross-Check Meaning Using Visuals Write the word breaching on the
board Tell students to find the word reread the sentence containing the
word and tell you the meaning of the word Provide help as needed
Then have students look through the photos in the selection to find one
that appears to illustrate breaching (pages 496 and 497) Allow students
to work with a partner Discuss the reasons why a photo could or could
not be an example of breaching Use gestures and drawings to help
students understand the actions involved in breaching when necessary
Repeat the activity with the words spyhopping (pages 490 and 494) and
fluking (page 487) Photos that seem to clearly demonstrate each word
are in parentheses
13
14
Adelinarsquos Whales 497
Although her home is a simple one on a sandy bluff hugging the edge of the Pacifi c Ocean Adelina has many new friends who come to share her world She has met people who come from beyond the end of the winding bumpy road that rings the lagoon Some are famous actors Some are politicians Some speak Spanish Some speak English Those that weigh forty tons speak to her in their own magical style The whales have taught her that the world is a big place
Adelina knows that she has many choices in her future Sometimes she giggles with delight at the idea of being the fi rst girl to captain a panga (a small open fi shing boat) and teach people about the whales in the lagoon Or sometimes she thinks she may become a biologist who studies the ocean and can one day help to unlock some of the mysteries of the whales in her own backyard Or maybe she will take pictures like the photographer whom she watches juggling his three cameras as he stumbles aboard the whale-watching boat But no matter what she chooses the whales will always be a part of her life
498
Main Selection Student page 498
Develop Comprehension
15 STRATEGYDICTIONARY
Read the sentence that contains the
word bluff Use a dictionary to find a
homograph for bluff Use each word
in a sentence that shows its meaning
Students should use context to
accurately read words with more than
one pronunciation (Sample answers
She stood on the bluff to see the valley
below Saying he would run away was
only a bluff)
16 MAIN IDEA AND DETAILS
What is the main idea of the second
paragraph on page 498 What details
support that idea (Main idea No
matter what Adelina decides to do in
the future it will have something to
do with the gray whales Supporting
details She may captain a fishing boat
and tell people about the whales
She may become a biologist and
study the whales She may become a
photographer who photographs the
whales)
16
15
498
For these three months Adelina knows how lucky she is to live in Laguna San Ignacio the little corner of Mexico that the gray whales choose for their winter home This is the place where two worlds join together She wouldnrsquot trade it for anything
SequenceWhat events drew whale watchers
to Laguna San Ignacio Be sure
to name the events in the order in
which they occurred
499
Develop Comprehension
17 SEQUENCE
What events drew whale watchers to
Laguna San Ignacio Be sure to name
the events in the order in which they
occurred (Gray whales have come to
the warm waters in the lagoon each
winter for hundreds of years Adelinarsquos
grandfather had the first ldquofriendlyrdquo
encounter with a whale Once the
whales and people began to ldquovisitrdquo
with each other more whales began
coming to the lagoon All sorts of
people from all over the world heard
about the whales and come to see
them in the lagoon)
Main Selection Student page 499
17
Cross-Curricular ConnectionCONSERVING SEA LIFE
For centuries the island nation of Japan has depended on
plants and animals from the ocean for food However the
Japanese have not been eager to pass laws to protect ocean
life and prevent pollution Recently though some Japanese
conservationists formed a group called the Human-Animal
Bond for the 21st Century One of the grouprsquos members Keiichi
Iwashige built a conservation center for dolphins in Cambodia
This center will work to prevent dolphins from drowning in
fishing nets The group also wants to raise awareness about
dolphins
Have students draw posters or write the text for a Web site
asking people to help protect the dolphins In this way they
can understand a task through group cooperation
Adelinarsquos Whales 499
In the early spring the lagoon grows quiet One by one the whales swim off heading north for a summer of feeding On their heads and backs they carry the fi ngerprints of those they met the memories of their encounters in Mexico Maybe as the whales sleep they dream of the colorful sunsets of Laguna San Ignacio
Every afternoon Adelina continues to gaze across the water Sometimes now when she closes her eyes she can still see the whales swimming by And if she listens really closely she can even hear their breathing
500
Main Selection Student page 500
Develop Comprehension
18 STRATEGYANALYZE TEXT STRUCTURE
How does the information that
the author includes in the last two
paragraphs help to bring the sequence
of events in the photo essay to a close
Student Think Aloud I know that
the lagoon is the whalesrsquo home only
in the winter They have to leave
and head north every spring to
search for food The author makes
it seem as if both the whales and
the people are saying good-bye
He talks about the whales having
memories of the people they met
and dreams about the sunsets
at the lagoon Those sound like
reactions that people would have
He also describes how Adelina still
sees and hears the whales after they
are gone I can use this information
to complete my Sequence Chart
FIGURATIVE LANGUAGE
Explain that the whales do not actually ldquocarry the fingerprintsrdquo of the
people The author does not mean that the whales have fingerprints
on them He chose to express the connection between the whales
and the people in this poetic way
18
Every winter the whales swim south along the Pacific Coast from Alaska and Russia
The first whales arrive in the lagoon
In the spring the whales leave the lagoon to feed up north
500
501
Develop ComprehensionRETURN TO PREDICTIONS
AND PURPOSES
Review studentsrsquo predictions and
purposes Were they correct Did
students find out how the whalesrsquo
yearly visits affected Adelinarsquos life (She
has learned much about gray whales
has made new friends and wants to
do work involving the whales)
REVIEW READING STRATEGIES
What questions do you have about
the selection What strategies can
you use to answer them
In what ways did identifying the
sequence of events help you to
understand the selection
What strategies did you use when
you came to difficult words
PERSONAL RESPONSE
Ask students to discuss and write
about an experience that helped them
think about what they would like to do
when they grow up
Main Selection Student page 501
During Small Group Instruction
If No Approaching Level Leveled
Reader Lesson p 507P
If Yes On Level Options
pp 507Qndash507R
Beyond Level Options
pp 507Sndash507T
Can students analyze
the structure of a text that
presents factual information
in sequential order
Adelinarsquos Whales 501
A Snapshot ofRichard Sobol
Richard Sobol is a photographer who has snapped many different subjects in his long career For the past few years Richard has spent a lot of time photographing wildlife including the whales He is especially interested in capturing images of endangered species
Other books by Richard Sobol
Authorrsquos PurposeNonfiction texts are often written to inform the reader or to explain something Why did Richard Sobol write Adelinarsquos Whales What clues help you figure out his purpose in creating this photo essay
Find out more about Richard
Sobol at wwwmacmillanmhcom
502
Respond Student page 502
Author and Illustrator
A SNAPSHOT OF RICHARD SOBOL
Have students read the biography of
the author and photographer
DISCUSS
How might Richard Sobolrsquos work in
photography have helped prepare
him to write this book
How might photographs such as
the ones Sobol took help save
endangered species
What do you think Sobolrsquos position
is on the subject of endangered
species Explain
What are his views on gender Do
you think Sobol believes Adelina
might grow up to be a whale
specialist
WRITE ABOUT IT
Ask students to think of an animal they
would like to know more about Have
them write a paragraph explaining
what they would want to learn and
observe if given the chance to live
among those animals
Students can find more information about Richard Sobol at wwwmacmillanmhcom
Authorrsquos CraftTheme
The theme of any piece of writing is the main idea or message
which tells the reader what the article or story is about
Whales are beautiful and worth saving This is one way to state
the theme of Adelinarsquos Whales
Ask students for other ways to state the theme of the photo
essay such as Living in tune with nature has many rewards
Then ask students to look again at the photographs and find the
ones they think relate most closely to the theme
Authorrsquos PurposeTell students that authors who write to
inform often provide examples in the
form of text features like photographs
Have students look in the story for
clues that will help them determine
Richard Sobolrsquos intentions
502
Comprehension Check
Summarize
Summarize the relationship between
humans and gray whales in Laguna San
Ignacio Use your Sequence Chart to
organize events in the correct order
Think and Compare
1 When did scientists and whale watchers start going to Laguna
San Ignacio Use text details to support your answer Analyze
Text Structure Sequence
2 Reread page 494 of Adelinarsquos Whales Why do you think the
massive whale did not overturn the small boat Use details
from the text to support your answer Analyze
3 How would you organize a club to study whales and visit
Laguna San Ignacio Develop a plan to show the steps you
would take Apply
4 Can you predict what will happen to the whales and Adelinarsquos
community if the lagoon becomes polluted Synthesize
5 Read ldquoA Whale of a Triprdquo on pages 484ndash485 What did you
learn about whales in this article that was not in Adelinarsquos
Whales ReadingWriting Across Texts
503
Comprehension Check
SUMMARIZE
Have partners summarize Adelinarsquos
Whales by paraphrasing Remind
students to use their Sequence Chart
to help them organize their summaries
THINK AND COMPARE
Sample answers are given
1 Sequence Scientists and whale
watchers started going to Laguna
San Ignacio after Adelinarsquos
grandfather began to tell about his
first friendly visit with the whales
2 Analyze Students should suggest
that the whale was curious about
the boat and the people in it She
did not mean to harm them and
was careful not to turn the boat
over
3 Text to Self Answers may vary
Students might say they would
get permission from their school
to start a club They might put
up posters to try to persuade
other students to join and then
do research to learn more about
whales USE ON MY OWN
4 Text to World If the lagoon
becomes polluted the whales could
get sick or even die If that happens
tourists and scientists may stop
coming to Laguna San Ignacio
FOCUS QUESTION
5 Text to Text In ldquoA Whale of a Triprdquo
we learn about baleen whales how
they eat and how they need to be
protected from tuna fishing nets
The story of Adelinarsquos Whales not
only talks about whales but it also
tells us about Adelinarsquos community
Respond Student page 503
On My Own
Model the On My Own strategy with question 3
The answer is not in the selection You have to use what you already
know to answer the question
Question 3 Think Aloud
I know that there are many ways to
get classmates together for a good cause or a fun event Many
people think whales are fascinating creatures Doing research
about marine life looking into related groups using the Internet
and writing to marine biologists might be a fun and interesting
way to start a club dedicated to the study of whales
Adelinarsquos Whales 503
FluencyComprehension
As I read I will pay attention to tempo and match the action in the story
Did you know that whales talk to each other Whales
10 make sounds for different reasons Some sounds are used to
20 locate calves Others are used to find mates Whales even use
31 sounds to warn other pod members that a predator is around
42 Toothed whales click and whistle in order to locate food
52 Baleen whales make knocking moaning snoring and
59 rumbling noises Humpback whales sing but not during
67 feeding season They save their tunes for the warmer waters
77 where they spend their breeding season Some scientists
85 believe they are singing love songs Other scientists think
94 they are sending out threats like ldquoGo awayrdquo We may never
105 know exactly why whales sing
110 Some humpback whales swim up to the surface and take
120 a few breaths Then they dive under the water and start to
132 sing They do not move when they sing Their underwater
142 songs can be heard for miles Sometimes they sing for a half
154 hour without stopping 157
Comprehension Check
1 What actions does a humpback whale take when it sings Sequence
2 Why might a whale need to communicate with another whale Draw Conclusions
Words Read ndash Number of Errors = Words
Correct Score
First Read ndash =
Second Read ndash =
A humpback whale swims to the surface and takes a few breaths Then the whale dives under the water to sing The whale does not move when singing
Whales might need to communicate with other whales to warn them about predators to find mates or to locate their calves
On Level Practice Book O page 136
Approaching Practice Book A page 136
Beyond Practice Book B page 136
Transparency 19
FluencyRepeated Reading Tempo
EXPLAINMODEL Tell students they will be doing a choral reading
or reading out loud together Point out that the passage on
Transparency 19 begins with slow action and a slow mood After
the whale nudges the boat the fishers become frightened and the
action picks up As you model reading the passage increase the
speed the second and third times you read through the last four
sentences Have students pay attention to the tempo
PRACTICEAPPLY Reread the first two sentences of the passage
with students Then divide them into two groups Have groups
alternate reading sentences Remind students to pay attention to
the tempo changes they should make Students will practice fluency
using Practice Book page 136 or the Fluency Solutions Audio CD
Objectivesbull Read accurately with good
tempo
bull Rate 102ndash122 WCPM
Materials
bull Fluency Transparency 19
bull Fluency Solutions
bull Leveled Practice Books p 136
Vary Reading Pace Act
out the actions as you
explain the sequence of
events in the passage
Next read it aloud using
lots of expression and
gestures to help with
meaning Then echo-read
the passage with students
Ask students to imitate
your tempo and voice
During Small Group Instruction
If No Approaching Level Fluency p 507N
If Yes On Level Options pp 507Qndash507R
Beyond Level Options pp 507Sndash507T
Can students read accurately with good tempo
In a whisper her grandfather begins to draw them in Adelina closes her eyes to imagine the calm and quiet on that first afternoon when his small boat was gently nudged by a huge gray whale As the boat rocked her grandfather and his fishing partnerrsquos hearts pounded They held tight and waited preparing themselves to be thrown into the water by the giant animal The whale dove below them and surfaced again on the opposite side of their boat scraping her head along the smooth sides Instead of being tossed from the boat they were surprised to find themselves still upright and floating
Fluency Transparency 19
from Adelinarsquos Whales page 494
503A
Draw Conclusions
Introduce 413A-B
Practice Apply
414ndash437 LeveledPractice 113ndash114
Reteach Review
443MndashT 447AndashB 448ndash463 469MndashT Leveled Practice120ndash121
Assess Weekly Tests Unit 4 Test Benchmark Tests A B
Maintain 503B 529B 557B
FluencyComprehension
ComprehensionMAINTAIN SKILLDRAW CONCLUSIONS
EXPLAINMODEL
You can use information from a selection as well as personal
experience to draw conclusions
A reader can draw conclusions about a personrsquos character and
about events by looking for clues in the selection
Lead a class discussion about drawing conclusions in ldquoA Whale of a Triprdquo
PRACTICEAPPLY Discuss the photo essay Adelinarsquos Whales and
what details can help readers to draw conclusions Then ask student
partners to discuss the following questions Encourage them to take
notes so that they may share answers with their peers afterward
What tells you that Adelina enjoys living by the ocean
How do you know that Adelina wants to work with whales in the
future What do you think her grandfatherrsquos reaction will be
What can you conclude about the future of Laguna San Ignacio
(Students should be able to identify a conclusion that summarizes
the main idea)
Using conclusions and parts of their discussion have each student
write a paragraph that continues the story For comprehension
practice use the Graphic Organizers on pages 40ndash64 in the
Teacherrsquos Resource Book
Objectivebull Draw conclusions from
details in a story
Adelinarsquos Whales 503B
LOZ_Subhd_LFT LOZ_StudentPgs
PoetryA Limerick is a funny poem
with a specific pattern
of rhyme and meter All
limericks have five lines
Literary ElementsMeter is the rhythm of the
syllables in a line of poetry
Rhyme Scheme is the
pattern of rhymes within
a poem
There once was a whale named Alene
Who strained all her meals through baleen
But she dreamed of a lunch
With a food that goes ldquocrunchrdquo
Like a truckload of just-picked string beans
mdashDoreen Beauregard
Near our boat is a mammal named Luke
Whorsquos exceedingly proud of his fl uke
Just donrsquot call it a tail
Or this dignifi ed whale
Will respond with a splashy rebuke
mdashDoreen Beauregard
WWhale hale WWatchatch
The meter in these three lines is created by emphasizing the third sixth and ninth syllables
LLimericksimericks
aa MMealealAA WWhalehale ofof
504
Paired Selection Student page 504
PoetryGENRE LIMERICK
Have students read the bookmark on
Student Book page 504 Explain that a
limerick
is meant to be funny
sometimes contains idioms puns or
other kinds of figurative language
Literary Elements Meter and Rhyme Scheme
EXPLAINMODEL
Tell students that literary elements
such as meter and rhyme scheme help
give poetry its rhythm
Meter is the rhythm or beat
of a poem It is created by the
arrangement of accented and
unaccented syllables in a line
Rhyme scheme is the pattern of
rhymes in a poem Capital letters are
used to represent each individual
rhyme
Discuss how ldquoWhale Watchrdquo contains
three accented syllables in lines 1 2
and 5
PRACTICEAPPLY
Have students point out the rhyme
scheme of the limerick on page
505 Where does the rhyme scheme
change (the second and third lines)
Read ldquoA Whale of a Mealrdquo ldquoWhale Watchrdquo and
ldquoThe Podless Whalerdquo
As you read remind students to apply what they have learned
about limericks
1
2
504504
Poetry
Connect and Compare1 What is the rhyme scheme of ldquoWhale Watchrdquo What if the last
line rhymed with the third and fourth lines Rhyme Scheme
2 Why were the sea bass in ldquoThe Podless Whalerdquo bewildered
Apply
3 How are the whales in these poems similar to the ones in
Adelinarsquos Whales How are they different
ReadingWriting Across Texts
There once was a whale near Cape Cod
Who just could not locate his pod
So he joined with a mass
Of bewildered sea bass
Who found this behavior quite odd
mdashDoreen Beauregard
P Podless odless WWhalehaleTheThe
The last line of a limerick always rhymes with the first two lines The second and third lines have a different rhyme
Find out more about limericks at wwwmacmillanmhcom
505
1 LITERARY ELEMENTS RHYME
SCHEME
If the name of the whale in ldquoA Whale
of a Mealrdquo were changed to Rose what
other words would have to change in
the poem (baleen string beans) Why
(This poem is a limerick so its rhyme
scheme must be AABBA)
2 LITERARY ELEMENTS METER
What is the meter used in the limerick
ldquoWhale Watchrdquo (Lines 1 2 and 5 have
three beats Lines 3 and 4 have two
beats)
3 MAKE INFERENCES
What is a group of whales called What
poem helped you figure this out (A
group of whales is called a pod This
can be figured out from ldquoThe Podless
Whalerdquo)
Connect and Compare
SUGGESTED ANSWERS
1 The rhyme scheme of ldquoWhale
Watchrdquo is AABBA If the last line
rhymed with the third and fourth
lines the rhyme scheme would be
AABBB and this would not be a
limerick RHYME SCHEME
2 The sea bass were bewildered
because a whale became a member
of their group and this is not
typical of whale behavior APPLY
3 FOCUS QUESTION The whales in
these poems are similar to the ones
in Adelinarsquos Whales because they
share whale characteristics such as
swimming near boats and in pods
They are different from Adelinarsquos
Whales because they are fictional
Adelinarsquos whales are real READING
WRITING ACROSS TEXTS
Paired Selection Student page 505
Internet Research and Inquiry Activity Students can find more
facts about limericks at wwwmacmillanmhcom
3
HISTORY AND CULTURE OF LIMERICKS
Limericks derive from the Irish town of Limerick and date back to
the 14th century Limericks were originally used in nursery rhymes
for children Later these rhymes were repeated and changed by the
working classes who created choruses based on the refrain ldquoWill
you come to Limerickrdquo
A famous childrenrsquos book of limericks Edward Learrsquos Book of
Nonsense was published in England in 1846 Because limericks are
short and funny they have survived to this day across many cultures
Adelinarsquos Whales 505
Why We Need Whales
by Maggie W
We learned in class today that some kinds
of whales are in danger of becoming extinct
I think we should try to save them We need
whales
Why do we need whales We donrsquot need
them for food They donrsquot do any work for us
But they are fascinating to watch They seem
to play and talk together The world would be
less interesting if there were no whales
I want the world to be an interesting place
so I hope there will
always be whales
making their wonderful
noises
Share YourShare YourPoint of ViewPoint of View Writerrsquos Craft
VoiceWriters want their readers to understand their point of view They use appropriate words to show voice and to share their opinions
I tried to show why I feel that whalesare important
I think whales are great I wrote this to express my point of view about whales
506
Features of a Point-of-View Article
In a point-of-view article the writer gives his or her opinion about
a subject A writer should use good reasons to explain his or her
point of view
It is written using first person
It describes a writerrsquos opinion about a subject
It uses supporting statements in a logical order
WritingVoice
READ THE STUDENT MODEL
Read the bookmark about voice
Explain that a writerrsquos voice shows his
or her personality It helps readers to
hear changes in the writerrsquos feelings
just as they would if the writing were
spoken aloud
Have students turn to page 477
Discuss the writerrsquos voice and its effect
Then have the class read Maggie Wrsquos
article and the callouts Tell students
that they will write an article about the
importance of animals They will also
learn how to create a voice that shows
their feelings
WRITINGbull Explanatory Writing
bull Writerrsquos Craft Voice
WORD STUDYbull Words in Context
bull Dictionary
bull Phonics Words with oi and ou
bull Vocabulary Building
SPELLINGbull Words with oi and ou
GRAMMARbull Possessive Pronouns
SMALL GROUP OPTIONS
bull Differentiated Instruction pp 507Mndash507V
506
Transparency 73
Writing Transparency 73
Explanatory Writing
Writerrsquos Checklist Ideas and Content Did I explain my point of view
clearly
Organization Did I state my opinion first and then
give reasons to explain it Did I save the strongest
reason for last
Voice Is my voice clear as I write about the topic
Word Choice Did I choose words carefully
Sentence Fluency Did I vary the length of
my sentences
Conventions Did I spell possessive pronouns
correctly
Your TurnWrite an article of one or two paragraphs to explain
your point of view about the importance of animals
You may write about animals in general or one kind
of animal in particular State your opinion and
give strong reasons for it Save your strongest
reason for last Back up your reasons with
examples End by restating your opinion
Use the Writerrsquos Checklist to check
your writing
507
PREWRITE
Read and discuss the writing prompt
on page 507 Students can brainstorm a
list of animals they feel it is important
to save Ask them to choose the animal
they care most about saving
Display Transparency 73 and discuss
how Maggie used a point-of-view chart
to plan an article with opinions about
animals including the use of strong
supporting statements Have students
use a point-of-view chart to plan their
own articles
DRAFT
Display Transparency 74 Discuss how
Maggie used her chart to organize and
write a draft of her article Talk about
how she could improve the draft Before
students write present the explicit
lesson on Voice on page 507A and
the Ideas and Content and Purpose
and Audience mini lessons on page
507B Have students use their charts
to write their articles Remind them to
keep their purpose and audience in
mind to express strong opinions and to
emphasize strong supporting statements
REVISE
Display Transparency 75 and discuss
Maggiersquos revisions Point out that she
added sentences to show her feelings
about whales Students can revise their
drafts or keep them to work on later
If students choose to revise have
them work in pairs to use the Writerrsquos
Checklist on page 507 Then ask
students to work with a partner to
proofread their writing For Publishing
Options see 507A For lessons on
Possessive Pronouns and Spelling
see page 507B and 5 Day Spelling and
Grammar on pages 507Gndash507J
Transparency 73 Point-of-View
Chart
Transparency 74 Draft
Transparency 75 Revision
Writing Student pages 506ndash507
Point of View Chart
Opinion
We should save whales
Reason
They are fun to watch
Reason
They play and talk together
Reason
They make the world interesting
Writing Transparency 73
Adelinarsquos Whales 507
SPEAKING STRATEGIES
Use tone of voice to show
exciting parts of the article
Change voices when the
strongest feelings are
mentioned
Look at the audience
to help them see your
interest in the article
LISTENING STRATEGIES
Listen to hear how the
author feels about saving
the animal
Try to imagine the setting
of the article in your mind
VoiceEXPLAINMODEL
Good writers use language that shows their feelings about a topic
These feelings make up the writerrsquos voice Reread the first paragraph
of the model on page 506 Point out that Maggie shows her strong
feelings about saving whales when she says we need them and that
they are fascinating to watch Display Transparency 76
Think Aloud The first example shows me how the writer feels
about her cat He is her best buddy She likes it when the cat
comes to see her in the garden The second example tells me
only the facts without saying how the writer feels about them
I donrsquot learn as much about the writer or the animal from this
example
Writing Transparency 76
Transparency 76
PRACTICEAPPLY
Work with students to read the two choices in each set Invite
volunteers to identify the stronger voice in each set and explain
how it shows the writerrsquos feelings Then have students identify and
discuss voice in another story they have recently read
Tell students that as they draft their article they should think about
ways to create a voice that shows their feelings about the animal or
animals they are describing
Publishing OptionsStudents can read aloud their article to the class See Speaking and Listening tips below They can also use their best cursive to write their article (See Teacherrsquos Resource Book pages 168ndash173 for cursive models and practice) Then invite students to illustrate their articles or act them out with a friend
4- and 6-Point Scoring Rubrics
Use the rubric on pages 539Gndash
539H to score published writing
Writing Process
For a complete lesson see Unit Writing on pages 539Andash539H
Writing
Writerrsquos Craft
Voice
Strong Voice Gumby is my best buddy It feels great when he
appears in the garden and then jumps on my back
to purr and watch me dig
Weak Voice Gumby is my cat He walks through the garden to
watch me dig
1 Wow Seeing Flossie run across the lawn to greet
me is so fantastic She barks loudly as if shersquos as
glad to see me as I am to see her
2 Flossie runs across the lawn to greet me She
barks loudly
3 My parrot Polly talks all the time I like the sound
of her voice She always tells me that Irsquom her friend
4 I love to hear Polly my pet parrot talk all the
time Her voice is music that fills our familyrsquos
kitchen Best of all she always tells me that Irsquom
her friend
(1 strong 2 weak 3 weak 4 strong)
Writing Transp
arency 76
507A
Technology
Writing
Writerrsquos Toolbox
Possessive Pronouns
ExplainModel Possessive pronouns take the
place of nouns that show ownership as in her
Point out the first possessive pronoun her in the
first sentence of Adelinarsquos Whales on page 494 This
pronoun shows that the grandfather is Adelinarsquos
PracticeApply Work with students to find more
possessive pronouns in the story on page 494
Have them identify the ownership each pronoun
suggests For a complete lesson on possessive
pronouns see pages 507Indash507J
Mechanics Do not use apostrophes in possessive
pronouns As students proofread their stories ask
them to check that they have used possessive
pronouns correctly
Writing Trait Ideas and Content
ExplainModel Good writers state their opinions
or point of view at the beginning of their writing
They use appropriate words to show voice and
they use good reasons and examples to support
their opinions and explain their point of view
They end their writing by repeating their opinion
strongly in a closing sentence
PracticeApply Have students reread the student
model on page 506 Discuss the callouts on the
left Can students identify Maggie Wrsquos point of view
in her article Ask students if Maggie W supports
her point of view
Purpose and Audience
ExplainModel Point out that one purpose of
writing an article is to inform and persuade the
audience of your opinion Using examples as
Maggie did helps to do this
PracticeApply As students draft tell them to
consider their audience They should use ideas that
will appeal to the people who will read their article
Spelling Words with oi and ou
Ask students to find the words noise and clouds in
the main selection on page 490 Point out that the
sound oi is spelled oi in noise Explain that the
sound ou is spelled ou in clouds but can also be
spelled ow as in flowers For a complete lesson on
words with oi and ou see pages 507Gndash507H
Remind students to use centering to position their title
correctly and to use formatting to capitalize the first letter
in each important word of the storyrsquos title
Adelinarsquos Whales 507B
Word StudyWord Study
Objectivesbull Apply knowledge of word
meanings and context clues
bull Use a dictionary to look up the
meanings of homographs
Materials
bull Vocabulary Transparencies 37
and 38
bull Leveled Practice Books p 138
Review
VocabularyWords in Context
EXPLAINMODEL
Review the meanings of the vocabulary words Display
Transparency 37 Model how to use word meanings and context
clues to fill in the first missing word with students
Think Aloud In the first sentence I learn that the speaker is going
on a boat to whale watch The speaker makes a note about the
boatrsquos size A boat for whale watching would be large I think that
the missing word is massive When I try massive in the sentence it
makes sense
PRACTICEAPPLY
Help students complete item 2 Then have them use context clues
to write missing words for items 3ndash6 on a separate sheet of paper
Students can exchange papers check their answers and explain the
context clues they used to determine the missing words
Fun with Puns Remind students that the vocabulary word dove
is a homograph Review its pronunciations and definitions Have
students work in small groups to create puns using dove Invite
groups to share their puns with the class
Give Examples For massive
sketch a bus and a whale on
the board Say A bus is big
but a whale is massive Have
students brainstorm other
examples in pairs
tangles (p 488) things
twisted together such as
strands of hair
rumbling (p 490) heavy
deep and rolling
snoring (p 490) making
loud breathing sounds
when sleeping
massive (p 491) big or
heavy
dove (p 494) jumped into
the water head first
unique (p 496) one of a
kind
politicians (p 498) people
who hold a government
officeVocabulary Transparency 37
Transparency 37
dove massive politicians rumbling snoring tangles unique
1 We boarded the massive boat amazed at its size and hoped it would be a good day for whale watching
2 The politicians had done a good job of protecting the whales in this bay so I was hopeful that we would see many whales
3 I stepped over the nets that lay in tangles on the deck
4 I watched as the birds dove into the ocean to catch their dinner
5 When I heard a rumbling sound I looked toward the horizon where I saw a unique sight a whale
6 I shouted for my father but when I heard his snoring I knew that he had missed the fantastic sight
507C
Vocabulary Strategy Transparency 38
Word Study
Homographs are words that have the same spelling but different meanings They may also have different pronunciations
Read the list of homographs and their meanings Then read the sentences and decide the meaning of the underlined homograph Write the letter of the correct meaning in the blank next to the sentence
dove ndash a past tense of dive b a kind of bird
fluke ndash c part of a whalersquos tail d something lucky
1 The whale splashed the surface of the water with its fl uke
2 The eagle dove for its prey
3 It was a fl uke that my mother won the game
4 The bird watchers saw a mourning dove sitting in a tree
Pick another homograph Write one sentence for each meaning of the word
5
6
c
a
d
b
My brother gave his girlfriend an engagement ring
Possible response provided
I didnrsquot hear the phone ring so I missed your call
On Level Practice Book 0 page 138
Approaching Practice Book A page 138
Beyond Practice Book B page 138
Practice Vocabulary
Homographs can be
confusing to students
especially those that are
pronounced differently
Create sentences for pairs
of words and model how
to guess the meaning
through the context
Practice with dove wind
and bow
Transparency 38
Homographs
1 What was the content of Karlarsquos lettera subject or topic nounb satisfied adjective
2 We tried to wind the kite string around a sticka moving air nounb to wrap around verb
3 Casey did not shed a tear as he watched the sad moviea to pull apart or into pieces verbb a drop of fluid that comes from the eye noun
4 Tanya put dates and nuts in her breada specific points in time nounb fruits from palm trees noun
PRACTICEAPPLY
Ask students to look up meanings and write sentences for the
following homographs bow row and present
During Small Group Instruction
If No Approaching Level Vocabulary pp 507Nndash507O
If Yes On Level Options pp 507Qndash507R
Beyond Level Options pp 507Sndash507T
Do students understand word meanings Can students use
context clues and dictionaries to understand homographs
STRATEGYDICTIONARY HOMOGRAPHS
EXPLAINMODEL
Remind students that homographs are words that are spelled alike
but have completely different meanings and may have different
pronunciations Explain how a dictionary and context clues can help
a reader to figure out the correct meaning and pronunciation of
homographs
Read the first sentence and definitions on Transparency 38 Model
how to figure out the meaning of content trying both definitions
and pronunciations Ask student volunteers to read aloud and
choose the correct homograph definitions for numbers 2ndash4
Adelinarsquos Whales 507D
The oi sound can be spelled with oi as in foil or with oy as in boy The ou sound can be spelled with ou as in couch or with ow as in now Keep in mind though that not all words containing oi have the oi sound and not all words spelled with ou and ow have the ou sound
In each row of words below there is one word that does not belong If the word does not have the same sound as the others make an X over it If the word is a homograph sometimes pronounced like the other words and sometimes pronounced differently put an asterisk () next to it Then on the blank line add another word that belongs with the group you made
1 joy foil employ onion
2 bow allowed south outside
3 coil destroy oil going
4 mouth doubt through how
5 broil doing spoil noise
6 sow tower frown sprout
7 couch dough cloud crowd
8 enjoy soil shooing toys
9 now enough crown proud
10 brow cow low down
11 annoy voices boil porpoise
12 thought shower loud trout
oi word
ou word
oi word
ou word
oi word
ou word
ou word
oi word
ou word
ou word
oi word
ou wordporpoiseporpoiseporpoiseporpoisepp
on on onioonioonioonioononoo
ngnggoigoigoigoingngnn
ughughhrohrothrothroughughouou
doing doing doing doing ii
ugh ugh doudoudoudouughughuu
oingoingshooshooshooshoooingoingoo
ughughenoenoenoenoughughouou
wwlowlowowowwwww
ught ught houhouthouthouughtughtuu
On Level Practice Book O page 139
Approaching Practice Book A page 139
Beyond Practice Book B page 139
Word Study
Phonics Decode Words with oi and ou
EXPLAINMODEL
Remind students that the letters oi and oy almost always spell the
sound oi The letters ou often spell ou unless they are followed
by r or gh The letters ow often spell ou but they may also spell
ō Write bow
Think Aloud
This word is a homograph When I say bou I know
the word means ldquoto bend the headrdquo or ldquothe front of a boatrdquo
When I say bō I know the word means ldquoa weaponrdquo or ldquoa knot
with loopsrdquo I need to look at the context to figure out which
word the writer means
PRACTICEAPPLY Write these words on the board joy spoil
mountain blouse coin tower and around Have students underline
the letters that spell ou and oi Then have them read the words
aloud pronouncing each sound with emphasis
Decode Multisyllabic Words Write these words on the board
voyage hardboiled encounter southpaw ownership and nowadays
Model how to decode voyage focusing on the sound oi Then work
with students to decode the other words explaining the spelling
of each sound For more practice use the decodable passages on
Teacherrsquos Resource Book page 23
Fill-in-the-Blanks Have students write out ten Spelling Words or
other words with the ou or oi sound Tell them to leave blanks
for the letters that represent these vowel sounds For example
C L _ _ N Students can trade papers with a partner and fill in the
missing letters
Word Study
Objectivesbull Decode the sounds ou and
oi
bull Identify and write sentences
with homophones
Materials
bull Leveled Practice Books p 139
bull Teacherrsquos Resource Book p 23
Use Context Hearing
and distinguishing vowel
sounds can be challenging
for students As students
read and hear the words
within the context of
shared reading and writing
activities they will connect
the sounds to their spelling
patterns
During Small Group Instruction
If No Approaching Level Phonics p 507M
If Yes On Level Options pp 507Qndash507R
Beyond Level Options pp 507Sndash507T
Can students decode words with oi and ou
507E
Spiral Review
Vocabulary Game Form two teams Divide the
Vocabulary Cards electrical globe decayed
amazement loosened midst mysterious patchwork
responsibility and soared from past weeks between
the teams
A Team 1 player takes a card and reads the word
A Team 2 player tells the wordrsquos meaning and uses
it in a sentence If the definition and sentence are
correct Team 2 gets a point If not the card is
returned to the bottom of the pile Then a Team 2
player takes a card and reads the word
Continue playing until all the words have been
correctly defined and used in sentences The team
with the most points wins
Vocabulary Building
Homophones Write on the board The children
let out (wails)(whales) because they couldnrsquot see
the (wails)(whales) Remind students that a
homophone is pronounced in the same way as
another word but has a different meaning and
spelling Have students write more sentences
containing homophone pairs or triples (there
theyrsquore their) Make sure students know how
homophones differ from homographs
Word Study
Vocabulary PuzzleMaker For additional vocabulary and
spelling games go to
wwwmacmillanmhcom
Vocabulary Building
Adjectives Verbshuge spray
humpback swim
endangered spout
slippery leap
Apply Vocabulary
Write a Personal Narrative Using the vocabulary
words ask students to complete the following
sentence ldquoI had a whale of a good time when rdquo
Tell students to continue writing after completing
this sentence Remind students to use descriptive
language that appeals to the five senses They
should provide a context to allow the reader
to picture the world of the event Post student
writing inside the body of a whale on a display
board
Oral Language
Expand Vocabulary Write the weekly topic
Whales on the board above a two-column chart
Label the columns Adjectives and Verbs Using the
selection print and electronic resources including
interviews and newspapers tell students to
brainstorm adjectives or verbs relating to whales
Adelinarsquos Whales 507F
5 Day Spelling
Words with oi and ouSpelling
Pretest Word Sorts
Spelling Practice Book pages 115ndash116 Spelling Practice Book page 117
Dictation Sentences 1 A daisy is a flower
2 We heard voices outside
3 The princess hid in the tower
4 We dumped a mound of dirt
5 I read a story about a cowboy
6 Her wedding gown was beautiful
7 You frown when you are not happy
8 We drove south to Florida
9 Why are the dogs howling
10 It will annoy Mike if you keep interrupting him
11 The car made noises yesterday
12 My kitten weighs about a pound
13 The hound followed the scent
14 Put your money in the pouch
15 We collected a thousand cans
16 I wound the rope around the tree
17 Irsquom a grouch when Irsquom tired
18 I felt fine but I still had a cough
19 Irsquove grown two inches in a year
20 They took a voyage to China
ReviewChallenge Words 1 I ate a peanut butter cookie
2 Use the zoom on your camera
3 The new mall is huge
4 During a drought we canrsquot water the grass
5 We took the bus downtown
Words in bold are from the main selection
flower south thousand
voices howling wound
tower annoy grouch
mound noises cough
cowboy pound grown
gown hound voyage
frown pouch
Review cookie zoom huge
Challenge drought downtown
ASSESS PRIOR KNOWLEDGE
Using the Dictation Sentences say
the underlined word Read the
sentence and repeat the word
Have students write the words on
Spelling Practice Book page 115
For a modified list use the first 12
Spelling Words and the 3 Review
Words For a more challenging list
use Spelling Words 3ndash20 and the
2 Challenge Words Have students
correct their own tests
Have students cut apart the Spelling
Word Cards BLM on Teacherrsquos
Resource Book page 84 and figure
out a way to sort them Have them
save the cards for use throughout
the week
Use Spelling Practice Book page 116
for more practice with this weekrsquos
Spelling Words
For Leveled Word Lists go to
wwwmacmillanmhcom
TEACHER AND STUDENT SORTS
Review the Spelling Words
pointing out the oi or ou
sound in most words
Use the cards on the Spelling Word
Cards BLM Attach the key words
south flower noises and annoy to a
bulletin board Model how to sort
the words according to their vowel
sounds and spellings Have students
take turns choosing cards sorting
them and explaining how they
sorted them
When students have finished the
sort discuss any oddballs that do
not fit in any category (grown
cough) Point out that wound is a
homograph Then invite students to
do an open sort in which they sort
all the Spelling Words any way they
wish for example by rhyme or by
consonant blends Discuss studentsrsquo
methods of sorting
507G
SYNONYMS
Write the following list of words
on the board Have students copy
the words into their word study
notebooks and write the Spelling
Word that is a synonym for each
1 pile (mound)
2 scowl (frown)
3 trip (voyage)
4 crying (howling)
5 dress (gown)
Challenge students to identify
three Spelling Words that can be
used as both a noun and a verb
Have them write sentences for
both usages
Have partners write a sentence
for each Spelling Word leaving
a blank space where the word
should go They can exchange
papers and fill in the blanks
SPIRAL REVIEW
Review words with ū uuml and u
Write cookie zoom and huge on
the board Have students identify
the spelling of the ū uuml or u
sound in each word
PROOFREAD AND WRITE
Write these sentences on the
board including the misspelled
words Ask students to proofread
circling incorrect spellings and
writing the correct spellings
1 My lizard has grone and she
gained two pownds (grown
pounds)
2 My cogh is starting to annoi
me (cough annoy)
3 The noyses in the hall were
houling dogs (noises howling)
4 A thowsand voyces were
singing (thousand voices)
POSTTEST
Use the Dictation Sentences on
page 507G for the Posttest
If students have difficulty with any
words in the lesson have students
place them in a list entitled
Spelling Words I Want to Remember
in a word study notebook
Challenge students to look for
words that have the same vowel
patterns they studied this week
Spelling
Word Meanings Review and Proofread Assess and Reteach
Spelling Practice Book page 118 Spelling Practice Book page 119 Spelling Practice Book page 120
Adelinarsquos Whales 507H
5 Day Grammar
Possessive Pronouns
INTRODUCE POSSESSIVE
PRONOUNS
Present the following
A possessive pronoun shows
ownership
A possessive pronoun takes
the place of a possessive noun
Possessive pronouns never have
an apostrophe my your his her
its our and their
Possessive pronouns must match
the nouns they replace in both
number and gender Give the
pass to Armita Give the pass to
her This is Dillon and Leighrsquos car
This is their car
REVIEW POSSESSIVE PRONOUNS
Discuss with students how to
recognize possessive pronouns
INTRODUCE STAND-ALONE
POSSESSIVE PRONOUNS
Present the following
A stand-alone possessive
pronoun is not used directly
before a noun
Most stand-alone possessive
pronouns are formed by adding
s to the pronoun that is used
before a noun These pronouns
are yours hers ours theirs and
mine This report is ours That one
is yours
His and its are the same when
used as stand-alones or before
a noun His shirt was brown The
shirt was his
Grammar
Daily Language ActivitiesUse these activities to introduce each dayrsquos lesson Write the dayrsquos activity on the board or use Transparency 19
DAY 1Adelinas favorite time of year was when the whales visited she Her and her grandfather watch for them every day (1 Adelinarsquos 2 her 3 She and)
DAY 2Her grandfather knowed about whales too Him was the one who had the first friendly visit with whales (1 knew 2 He)
DAY 3Every Fisherman takes their rod on the boat They pull in his lines if a whale come close (1 fisherman 2 his rod 3 their lines 4 comes)
DAY 4The camera on Adelinas lap is herrsquos She is taking a voiage to cownt whales (1 Adelinarsquos 2 hers 3 voyage 4 count)
DAY 5Thowsands of people come to see the whales They act as though it is not mine town but theirrsquos (1 Thousands 2 my 3 theirs)
Introduce the Concept Teach the Concept
Possessive Pronouns
Write on the board This
pencil belongs to Sheila
It is pencil Model
how to choose the correct
pronoun in the second
sentence Create more
sentences using other
studentsrsquo names and your
name to practice all the
pronouns
Grammar Practice Book page 115
See Grammar Transparency 91 for modeling and guided practice
Grammar Practice Book page 116
See Grammar Transparency 92 for modeling and guided practice
507I
REVIEW POSSESSIVE PRONOUNS
Review how to identify possessive
pronouns
MECHANICS AND USAGE
POSSESSIVE NOUNS AND
PRONOUNS
Possessive nouns are formed with
apostrophes teachersrsquo books
Most possessive pronouns that
are used before a noun are not
formed with s her book his car
The exception is its
Possessive stand-alone pronouns
are formed without apostrophes
Except for mine the last letter is
always s It is yours
All possessive pronouns should
agree in number and gender
with the nouns they replace
REVIEW TYPES OF POSSESSIVE
PRONOUNS
Ask students to explain the
differences between regular and
stand-alone possessive pronouns
PROOFREAD
Have students correct errors in the
following sentences
1 That whale is Renas favorite
and this one is mine favorite
(Renarsquos my)
2 Each boy should take their seat
while the whales are close (his
seat)
3 This book about whales is my
(mine)
4 Which is the better picture of a
whalemdashMiguels or herrsquos
(Miguelrsquos hers)
ASSESS
Use page 119 of the Grammar
Practice Book for assessment
RETEACH
Have students create sentences
using possessives pronouns
After checking for accuracy have
students write the sentences
again this time leaving a blank
where the pronoun should be
Students should trade papers
with a partner and try to fill in the
blanks They can then check their
own work
Also use page 120 of the Grammar
Practice Book for reteaching
Grammar
Review and Practice Review and Proofread Assess and Reteach
Grammar Practice Book page 117
See Grammar Transparency 93 for modeling and guided practice
Grammar Practice Book page 118
See Grammar Transparency 94 for modeling and guided practice
Circle the letter before the possessive pronoun that correctlycompletes each sentence
1 Adelinarsquos village was small and main street had only a few houses
a his b our c its d their
2 The whales came to Mexico to have young
a their b your c my d her
3 Although fi rst visit to La Laguna was in June this yearIrsquom going in January
a hisrsquos b theirs c my d her
4 Adelina knows the ocean very well because whole family works on the water
a my b their c our d her
5 Pachico made a sign for his business and letters are large and easy to read
a hers b their c its d my
Grammar Practice Book pages 119ndash120
See Grammar Transparency 95 for modeling and guided practice
Adelinarsquos Whales 507J
En
d-o
f-W
ee
k A
sse
ssm
en
t
ELL Practice and
Assessment 122ndash123
Fluency Assessment
Weekly Assessment 237ndash244
Administer the Test Weekly Reading Assessment Passage and questions pages 237ndash244
ASSESSED SKILLS
bull Sequence
bull Vocabulary Words
bull Dictionary Homographs
bull Possessive Pronouns
bull Words with oi and ou
Administer the Weekly Assessment online
or on CD-ROM
FluencyAssess fluency for one group of students per week
Use the Oral Fluency Record Sheet to track the number
of words read correctly Fluency goal for all students
102ndash122 words correct per minute (WCPM)
Approaching Level Weeks 1 3 5
On Level Weeks 2 4
Beyond Level Week 6
Alternative Assessmentbull ELL Assessment pages 122ndash123
Assessment Tool
507K507K
Diagnose Prescribe
En
d-o
f-We
ek
Asse
ssme
nt
VOCABULARY WORDS
VOCABULARY STRATEGY
Dictionary Homographs
Items 1 2 3 4
IF
0ndash2 items correct
THEN
Reteach skills using the Additional
Lessons page T8
Reteach skills Go to
wwwmacmillanmhcom
Vocabulary PuzzleMaker
Evaluate for Intervention
COMPREHENSION
Skill Sequence
Items 5 6 7 8
0ndash2 items correct Reteach skills using the Additional
Lessons page T3
Evaluate for Intervention
GRAMMAR
Possessive Pronouns
Items 9 10 11
0ndash1 items correct Reteach skills Grammar Practice Book
page 120
SPELLING
Words with oi and ou
Items 12 13 14
0ndash1 items correct Reteach skills Go to
wwwmacmillanmhcom
FLUENCY 98ndash101 WCPM
0ndash97 WCPM
Fluency Solutions
Evaluate for Intervention
Diagnose Prescribe
To place students
in the Intervention
Program use
the Diagnostic
Assessment in the
Intervention Teacherrsquos
Edition
TriumphsAN INTERVENTION PROGRAM
R E A D I N G
Adelinarsquos Whales 507L
Phonics
Approaching Level Options
Objective Decode words with oi and ou
Materials bull Student Book Adelinarsquos Whales
WORDS WITH oi AND ou
ExplainModel
Remind students that the letters oi and oy together usually stand for
oi as in coil and joy The letters ou as in house and ow as in cow usually
stand for ou However ow can also stand for o as in snow
Write the letters t o y on the board Say the sounds that the letters
stand for t oi Then blend the sounds toi Say the word with me toy
Repeat this process with oi and boil
Write the letters t o w n on the board Say the sounds that the letters
stand for t ou n Then blend the sounds toun Say the word with
me town Repeat this process with ou and house
Ask students to provide their own examples of words with oi and ou
Listen and provide constructive feedback
MULTISYLLABIC WORDS WITH oi AND ou
Write the word destroy on the board Have students identify the second
syllable as containing oi troy Have students repeat the syllable then
blend and read the whole word several times Repeat this process with
pounding and ou
Have student pairs work together to practice decoding longer words
with oi and ou Write the following words on the board and ask
student pairs to copy them onto index cards or sheets of paper Say
each word Circle the letters that stand for the ou or the oi sound Then
sort the words by spelling pattern
rejoice annoy crouching underground
growling browning moisture employment
Check each pair for their progress and accuracy
WORD HUNT WORDS WITH oi AND ou IN CONTEXT
Review words with oi and ou Have students search pages 488ndash490 of
Adelinarsquos Whales to find words with oi and ou Ask them to write the
words and circle the letters that spell the oi and ou in each word
Check to see if students have found examples such as outside down
south thousand loud noise sound clouds and out
For each skill below
additional lessons are
provided You can use these
lessons on consecutive days
after teaching the lessons
presented within the week
bull Sequence T3
bull Homographs T8
Additional Resources
To help students build speed
and accuracy with reading
multisyllabic words use the
additional decodable text
on page 23 of the Teacherrsquos
Resource Book
Decodable Text
If students have trouble
figuring out how to
pronounce words that
are homographs such as
bow bou and bow bō
have them look at how the
word is used and try out
each pronunciation and
its related definition in the
context of a sentence Write
She had a pink bow in her
hair on the board and say
I can say bou in the
sentence but a pink
ldquobending of the headrdquo
does not make sense
I can say bō in the
sentence A pink ldquoknot
with loopsrdquo does make
sense This word is
pronounced bō
ConstructiveFeedback
507M
Objective Read with increasing prosody and accuracy at a rate of 102ndash112 WCPM
Materials bull Index cards bull Approaching Practice Book A page 136
WORD AUTOMATICITY
Have students make flashcards for the following words with oi and
ou flower south thousand voices howling wound tower annoy grouch
mound noises cough cowboy pound gown hound voyage frown pouch
Display the cards one at a time and have students say each word Repeat
twice more displaying the words more quickly each time
REPEATED READING
Model reading the Fluency passage in Practice Book A page 136 Tell
students to pay close attention and listen to your tempo Then read
sentences in clusters based on tempo and have students read each cluster
back copying your tempo
During independent reading time have students work with a partner
One student reads aloud while the other repeats each sentence Remind
students to use positive and encouraging phrases when giving feedback
to their partners Circulate and provide constructive feedback Circulate
and provide constructive feedback
TIMED READING
At the end of the week have students do a final timed reading of the
passage on Practice Book A page 136 Students should
begin reading the passage aloud when you say ldquoGordquo
stop reading the passage after one minute when you say ldquoStoprdquo
Keep track of miscues Coach students as needed Help students record
and graph the number of words they read correctly
Vocabulary
Objective Apply vocabulary word meanings
Materials bull Vocabulary Cards bull Student Book Adelinarsquos Whales
VOCABULARY WORDS
Display the Vocabulary Cards for this weekrsquos words dove politicians
snoring massive tangles rumbling and unique Help students locate and
read the vocabulary words in Adelinarsquos Whales Review the definitions
of each word in the Glossary of the Student Book and discuss the
meanings Then have students write their own narratives about whales
using all of these vocabulary words
Approaching Practice Book A page 136
If students read too quickly
or too slowly reread
the passage to them at
the correct tempo Then
lead the class in a choral
reading so they can follow
you lead in reading at the
appropriate rate Repeat
the choral reading as
necessary
ConstructiveFeedback
Adelinarsquos Whales 507N
Vocabulary
Approaching Level Options
Review last weekrsquos words
(electrical globe fuels
decayed) and this weekrsquos
words (rumbling snoring
unique dove massive
tangles politicians) Have
students write a synonym for
each word
Objective Use homographs
DICTIONARY HOMOGRAPHS
Have students create simple crossword puzzles using Vocabulary and
Spelling Words Make sure they include at least two homographs (wound
dove) and write the definitions of the homographs as clues They may use
a dictionary to help them if necessary
Comprehension
Objective Identify sequence
Materials bull Student Book ldquoA Whale of a Triprdquo bull Transparencies 19a and 19b
STRATEGYANALYZE TEXT STRUCTURE
Remind students that recognizing how a text is organized can help them
to identify the sequence of story events
SKILLSEQUENCE
ExplainModel
Authors sometimes use signal words such as first next and last to help
readers recognize the sequence of events in a story
Authors of history texts or how-to articles typically use chronological
order to organize their texts
Display Transparencies 19a and 19b Reread the first pages Ask a
volunteer to identify what the narrator saw first and identify the signal
words
Think Aloud As I read I learn that many things are happening It helps to
recognize sequence words to help summarize what is happening in the
story so I can better understand it
PracticeApply
Invite students to retell the story considering the sequence of events Ask
the following questions
Before going on the trip do you think the narrator expected the whale
would be as big as it turned out to be
What was the first thing Matty told people on the whale-watching trip
Why are birds often seen in areas where whales are present
Student Book or Transparencies 19a and 19b
by Kristin Gold
Retelling Have students
retell the sequence of
events in ldquoA Whale of a
Triprdquo by drawing them Ask
students to choose one
event from the book they
would like to retell Have
students draw the scene
and write one sentence
describing it After the
students have finished
hang the drawings on the
board Then as a class put
the pictures in the order
of events that the story
follows
507O
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Saving the Whales
PREVIEW AND PREDICT
Have students read the title look at the images and preview the first
chapter Have students make predictions about what they will read and
set a purpose for reading
VOCABULARY WORDS
Review the vocabulary words as needed As you read together discuss
how context clues can help you figure out word meanings
STRATEGYANALYZE TEXT STRUCTURE
Remind students that recognizing how a text is organized can help
them better understand the textrsquos important ideas and the authorrsquos
purpose
SKILLSEQUENCE
Remind students to pay attention to the way the selection is organized
and the order in which events occur Read Chapter 2 with students
Think Aloud In the first chapter I learn that in the past there were whale
hunters in all parts of the world Now there are laws to protect whales
from hunters but whales are still being killed in other ways I need to
remember this information for my Sequence Chart
READ AND RESPOND
Finish reading Saving the Whales with students Discuss the following
If the plants that the krill eat die and then the krill die ask students
what will happen next in the food chain
Ask them what happened after Keiko the whale was set free
Work with students to review and revise their Sequence Charts Help
students paraphrase the important ideas in each chapter
MAKE CONNECTIONS ACROSS TEXTS
Invite students to compare Adelinarsquos Whales and Saving the Whales
Have students identify which selection is organized into chapters Ask
them why this format is better for this selection
Have students explain how reading Saving the Whales helps them better
understand the information and events in Adelinarsquos Whales
Leveled Reader
Adelinarsquos Whales 507P
Leveled Reader LessonVocabulary
On Level Options
Student Book
Limericks
On Level Practice Book O page 136
As I read I will pay attention to tempo and match the action in the story
Did you know that whales talk to each other Whales
10 make sounds for different reasons Some sounds are used to
20 locate calves Others are used to find mates Whales even use
31 sounds to warn other pod members that a predator is around
42 Toothed whales click and whistle in order to locate food
52 Baleen whales make knocking moaning snoring and
59 rumbling noises Humpback whales sing but not during
67 feeding season They save their tunes for the warmer waters
77 where they spend their breeding season Some scientists
85 believe they are singing love songs Other scientists think
94 they are sending out threats like ldquoGo awayrdquo We may never
105 know exactly why whales sing
110 Some humpback whales swim up to the surface and take
120 a few breaths Then they dive under the water and start to
132 sing They do not move when they sing Their underwater
142 songs can be heard for miles Sometimes they sing for a half
154 hour without stopping 157
Comprehension Check
1 What actions does a humpback whale take when it sings Sequence
2 Why might a whale need to communicate with another whale Draw Conclusions
Words Read ndash Number of Errors = Words
Correct Score
First Read ndash =
Second Read ndash =
A humpback whale swims to the surface and takes a few breaths Then the whale dives under the water to sing The whale does not move when singing
Whales might need to communicate with other whales to warn them about predators to find mates or to locate their calves
Objective Apply vocabulary words and homographs
Materials bull Vocabulary Cards bull Dictionary
VOCABULARY WORDS
Tell students that they will play a word-definition game Display half of
the Vocabulary Cards Have the first team use a dictionary to help create
two different definitions for each displayed word One should be the
correct definition and the other should be incorrect Then have students
write each pair of definitions on the board The second team chooses
the definition they think is correct They get one point for each correct
answer The team with the most points wins
DICTIONARY HOMOGRAPHS
Remind students that homographs are spelled alike but have different
meanings so they have separate dictionary entries Have students use the
adjective fine in a sentence Then challenge them to use the homograph
fine (money paid) in another sentence Repeat with the word content
Literary Elements
Objective Read poems to identify literary elements
Materials bull Poetry books and resources with limericks bull Student Book ldquoLimericksrdquo
METER AND RHYME SCHEME
Discuss the use of meter and rhyme in each limerick on Student Book
pages 504ndash505 Then have students look through poetry books and other
resources to locate limericks Ask students to discuss the meter and rhyme
scheme in the limericks
Objective Read fluently with appropriate prosody at a rate of 102ndash136 WCPM
Materials bull On Level Practice Book O p 136
REPEATED READING
Model reading the passage on page 136 of Practice Book O Remind
students to pay attention to the tempo to see if it matches the action of
the story Then read one sentence at a time having students echo-read
the sentence back imitating your pace Echo-read through the entire
passage again speeding up to reflect each part of the selection During
independent reading time partners take turns reading
Timed Reading Have students read the passage and record their rates
507Q
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Looking at Whales
PREVIEW AND PREDICT
Have students preview Looking at Whales
Ask students to write down any questions they have about the
selection
Ask if they think this book will be the story of one whale or about
many whales
SKILLSEQUENCE
The sequence is the order in which events happen Signal words such
as before after and then often help to indicate the sequence of events
Explain that students will fill in this information in Sequence Charts
READ AND RESPOND
Read Chapter 1 Pause to discuss how the information in the chapter
is presented At the end of Chapter 2 fill in the Sequence Chart Have
students discuss the sequencing of information including how the word
then helped them understand the information about humpback whales
singing
VOCABULARY WORDS
As they read Looking at Whales ask students to point out vocabulary
words as they appear Then have students discuss how each word is used
Ask Are blue whales massive or small
MAKE CONNECTIONS ACROSS TEXTS
Invite students to draw connections between Looking at Whales and
Adelinarsquos Whales
Ask students to use chronological order words to summarize the
information they learned in Looking at Whales
Ask students if they think Adelina would know most of the information
in Looking at Whales
ELLLeveled Reader
Go to pages
507Undash507V
Leveled Reader
Adelinarsquos Whales 507R
Vocabulary
Beyond Practice Book B page 136
Beyond Level Options
Objective Apply vocabulary words in writing
EXTEND VOCABULARY
Ask students to write a nonfiction piece about a whale Have them use
all of the vocabulary words from this weekrsquos selection and as many words
from this unitrsquos previous weeks as possible
Invite them to edit their essays or a partnerrsquos essay Remind them to check
the spelling and usage of each word
Literary Elements
Objective Use meter and rhyme to write a limerick
Materials bull Student Book ldquoLimericksrdquo
bull Poetry books with limericks bull Nonfiction books about whales
METER AND RHYME SCHEME
Use limericks to point out that meter and rhyme scheme can add to a
readerrsquos enjoyment of a poem Ask How does the use of meter and
rhyme scheme make these limericks more fun to read
Have students read limericks and note the use of meter and rhyme
scheme Then have them read information about whales or use what they
have already learned to write their own limerick about whales
Objective Read fluently with appropriate prosody at a rate of 112ndash136 WCPM
Materials bull Beyond Practice Book B p 136
REPEATED READING
Work with students to begin marking up the Fluency passage on page 136
of Practice Book B Remind them to pay attention to the tempo Then
read one sentence at a time having students echo-read the sentence
back imitating your pace Echo-read through the entire passage again
speeding up to reflect each part of the selection
During independent reading time partners can take turns reading the
passage they have practiced reading aloud Remind students to pay
attention to one anotherrsquos tempo and discuss how different actions in the
passage change the tempo or mood
Timed Reading Have students read the passage and record their reading
rate
Student Book
Limericks
Read Aloud Review meter
and rhyme scheme Then
reread a limerick aloud
Say Listen for the meter and
rhyme scheme of the poem
Then tell students you will
read the poem once more
together Let them know
that this time they should
clap along to the rhythm of
the poem Read the poem
chorally and clap out the
rhythm together
507S
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Gray Whales
PREVIEW AND PREDICT
Have students preview Gray Whales predict what it is about and set a
purpose for reading
SKILLSEQUENCE
Ask a volunteer to explain what the terms text structure and sequence
mean Have another volunteer explain why identifying the text structure
or sequence of events is important for understanding a selection
Explain that students will read Looking at Whales together and fill in
information about order in Sequence Charts
READ AND RESPOND
As students read they should identify the order of events in the selection
and fill in their Sequence Charts Discuss with the group how the story
would change if the sequence of events were different
VOCABULARY WORDS
Have students pay attention to vocabulary words as they come up Ask
students to provide definitions as needed Ask What do whales sometimes
get tangled in
Self-Selected Reading
Objective Read independently to identify the sequence of a text
Materials bull Leveled Readers or informational trade books at studentsrsquo reading level
READ TO IDENTIFY SEQUENCE
Invite students to use their personal interests to choose a nonfiction book
for independent reading Have students read their books and take notes
on the selectionrsquos sequence in their response journals
After reading have students compare the order in which the information
was presented in the book they chose to one of the selections they read
during this weekrsquos lessons Ask Which selection presented information in the
more interesting way Which selection taught you the most about the topic
Leveled Reader
Adelinarsquos Whales 507T
Academic Language Used in Whole Group Instruction
ContentTheme Words SkillStrategy Words WritingGrammar Words
ocean (p484)
aquarium (p 484)
whales (p 484)
mammals (p 484)
gills (p 484)
lungs (p 484)
legend (p 485)
pod (p 505)
homograph (p 484)
photo essay (p 486)
analyze text structure (p 485A)
sequence (p 485A)
limerick (p 504)
meter (p 504)
rhyme scheme (p 504)
voice (p 506)
point of view (p 506)
opinion (p 506)
audience (p 507B)
possessive pronouns (p 507I)
ownership (p 507I)
stand-alone possessive pronoun
(p 507I)
Academic LanguageThroughout the week the English language learners will need help in
building their understanding of the academic language used in daily
instruction and assessment instruments The following strategies will help
to increase their language proficiency and comprehension of content and
instructional words
Strategies to Reinforce Academic Language
Use Context Academic Language (see chart below)
should be explained in the context of the task during
Whole Group Use gestures expressions and visuals to
support meaning
Use Visuals Use charts transparencies and graphic
organizers to explain key labels to help students
understand classroom language
Model Demonstrate the task using academic language in
order for students to understand instruction
English Language Learners
Oral Language For
additional language
support and oral vocabulary
development use the lesson
at www macmillanmhcom
507U
ELL Leveled ReaderELL Leveled Reader Lesson Objectivebull To apply vocabulary and
comprehension skills
Materials
bull ELL Leveled Reader
DAY 1 bull Academic Language
bull Oral Language and Vocabulary Review
DAY 2 bull Academic Language
bull ELL Leveled Reader
DAY 3 bull Academic Language
bull ELL Leveled Reader
DAY 4 bull Academic Language
bull ELL Leveled Reader
DAY 5 bull Academic Language
bull ELL Leveled Reader Comprehension Check and Literacy Activities
ELL Teacherrsquos Guide
for students who need
additional instruction
DEVELOP ORAL LANGUAGE
Build Background Write the word whales on
the board and have students share what they
know What do whales look like What do they eat
How do they communicate List key points Then
do a brief picture walk of the book to add on to
the list
Review Vocabulary Write the vocabulary and story support words
and discuss the meanings Use each word in a sentence Clarify the two
meanings of schools and dove Schools of fish are large groups of fish not
where fish go to learn Who can use ldquoschools of fishrdquo in a sentence
PREVIEW AND PREDICT
Point to the cover photograph and read the title aloud What are we going
to read about Have students brainstorm a list of questions about facts
they would like to learn from this book
Set a Purpose for Reading Show the Sequence Chart and remind students
they have used it before Ask them to use a similar chart to identify the
sequence of events as they are presented in the book
Choose from among the differentiated strategies below to support
studentsrsquo reading at all stages of language acquisition
Beginning
Shared Reading As you
read model analyzing text
structure by identifying key
information about whales
Number the facts to explain
sequence Model filling in
the chart
Intermediate
Read Together Read the
first chapter Help students
analyze text structure by
numbering and recording
key information Take turns
reading with students Ask
them to identify events in
sequence as they read
Advanced
Independent Reading
Have students read the story
After reading each day ask
them to work with a partner
to analyze text structure and
identify events in sequence
Encourage them to use the
new vocabulary
Remind students to use the vocabulary and story words in their whole
group activities
The WorldThe Worldofof
WhalesWhalesby Dina Anastasio
Informational Nonfiction
Adelinarsquos Whales 507V
- Grade 4
-
- Unit 1
- Unit 2
- Unit 3
- Unit 4
-
- Planning the Unit
- Using the Student Book
-
- Dear Mrs LaRue
-
- Puppy Trouble
- Dear Mrs LaRue
- Dog Amazes Scientists
- Writerrsquos Craft Write About Solving a Problem
- Small Group Pages
-
- The Blind Hunter
-
- Through Elizabethrsquos Eyes
- The Blind Hunter
- Make Life Easier For Everybody
- Writerrsquos Craft Write Directions
- Small Group Pages
-
- The Power of Oil
-
- Clean as a Breeze
- The Power of Oil
- Windmills on the Prairies
- Writing Frictional Narrative Write to a Prompt
- Small Group Pages
-
- Adelinarsquos Whales
-
- A Whale of a Trip
- Adelinarsquos Whales
- Limericks
- Writerrsquos Craft Share Your Point of View
- Small Group Pages
-
- At Home in the Coral Reef
-
- Coral Reefs
- At Home in the Coral Reef
- Poseidon and the Kingdom of Atlantis
- Writerrsquos Craft Write about a Community Project
- Small Group Pages
-
- Test Strategy Author and Me
-
- Wrapping Up the Unit
- Additional Lessons and Resources
-
- Unit 5
- Unit 6
-
Adelinarsquos favorite time of the day is the late afternoon when her father and grandfather return from their trips on the water guiding visitors to see the whales They sit together as the sun goes down behind them and she listens to stories of the whales She asks them lots and lots of questions
Adelina has learned a lot about the gray whales She knows that when a whale leaps out of the water and makes a giant splash falling back in itrsquos called breaching When a whale pops its head straight up out of the water as if it is looking around to see what is going on it is called spyhopping Adelina also learned how the whalersquos wide fl at tail is called a fl uke and when it raises its tail up in the air as it goes into a deep dive that is called fl uking
497
Develop Comprehension
13 MAINTAINDRAW CONCLUSIONS
Why do you think Adelina does not go
out in the boats too (She may be in
school at the times they go out but
she is also probably too young to go
The whales are friendly but they are
still wild animals There is a risk that an
accident could happen)
14 SUMMARIZE
How would you summarize the
information about whales in the
second paragraph of page 497
(Suggested answer Whales show
a number of particular behaviors
Breaching is when a whale jumps out
of the water and splashes back in
Spyhopping is when a whale pokes
its head out of the water The wide
flat tail of a whale is called its fluke
Fluking is when the whale dives with
its tail up in the air)
Main Selection Student page 497
STRATEGIES FOR EXTRA SUPPORT
Question 14 SUMMARIZECross-Check Meaning Using Visuals Write the word breaching on the
board Tell students to find the word reread the sentence containing the
word and tell you the meaning of the word Provide help as needed
Then have students look through the photos in the selection to find one
that appears to illustrate breaching (pages 496 and 497) Allow students
to work with a partner Discuss the reasons why a photo could or could
not be an example of breaching Use gestures and drawings to help
students understand the actions involved in breaching when necessary
Repeat the activity with the words spyhopping (pages 490 and 494) and
fluking (page 487) Photos that seem to clearly demonstrate each word
are in parentheses
13
14
Adelinarsquos Whales 497
Although her home is a simple one on a sandy bluff hugging the edge of the Pacifi c Ocean Adelina has many new friends who come to share her world She has met people who come from beyond the end of the winding bumpy road that rings the lagoon Some are famous actors Some are politicians Some speak Spanish Some speak English Those that weigh forty tons speak to her in their own magical style The whales have taught her that the world is a big place
Adelina knows that she has many choices in her future Sometimes she giggles with delight at the idea of being the fi rst girl to captain a panga (a small open fi shing boat) and teach people about the whales in the lagoon Or sometimes she thinks she may become a biologist who studies the ocean and can one day help to unlock some of the mysteries of the whales in her own backyard Or maybe she will take pictures like the photographer whom she watches juggling his three cameras as he stumbles aboard the whale-watching boat But no matter what she chooses the whales will always be a part of her life
498
Main Selection Student page 498
Develop Comprehension
15 STRATEGYDICTIONARY
Read the sentence that contains the
word bluff Use a dictionary to find a
homograph for bluff Use each word
in a sentence that shows its meaning
Students should use context to
accurately read words with more than
one pronunciation (Sample answers
She stood on the bluff to see the valley
below Saying he would run away was
only a bluff)
16 MAIN IDEA AND DETAILS
What is the main idea of the second
paragraph on page 498 What details
support that idea (Main idea No
matter what Adelina decides to do in
the future it will have something to
do with the gray whales Supporting
details She may captain a fishing boat
and tell people about the whales
She may become a biologist and
study the whales She may become a
photographer who photographs the
whales)
16
15
498
For these three months Adelina knows how lucky she is to live in Laguna San Ignacio the little corner of Mexico that the gray whales choose for their winter home This is the place where two worlds join together She wouldnrsquot trade it for anything
SequenceWhat events drew whale watchers
to Laguna San Ignacio Be sure
to name the events in the order in
which they occurred
499
Develop Comprehension
17 SEQUENCE
What events drew whale watchers to
Laguna San Ignacio Be sure to name
the events in the order in which they
occurred (Gray whales have come to
the warm waters in the lagoon each
winter for hundreds of years Adelinarsquos
grandfather had the first ldquofriendlyrdquo
encounter with a whale Once the
whales and people began to ldquovisitrdquo
with each other more whales began
coming to the lagoon All sorts of
people from all over the world heard
about the whales and come to see
them in the lagoon)
Main Selection Student page 499
17
Cross-Curricular ConnectionCONSERVING SEA LIFE
For centuries the island nation of Japan has depended on
plants and animals from the ocean for food However the
Japanese have not been eager to pass laws to protect ocean
life and prevent pollution Recently though some Japanese
conservationists formed a group called the Human-Animal
Bond for the 21st Century One of the grouprsquos members Keiichi
Iwashige built a conservation center for dolphins in Cambodia
This center will work to prevent dolphins from drowning in
fishing nets The group also wants to raise awareness about
dolphins
Have students draw posters or write the text for a Web site
asking people to help protect the dolphins In this way they
can understand a task through group cooperation
Adelinarsquos Whales 499
In the early spring the lagoon grows quiet One by one the whales swim off heading north for a summer of feeding On their heads and backs they carry the fi ngerprints of those they met the memories of their encounters in Mexico Maybe as the whales sleep they dream of the colorful sunsets of Laguna San Ignacio
Every afternoon Adelina continues to gaze across the water Sometimes now when she closes her eyes she can still see the whales swimming by And if she listens really closely she can even hear their breathing
500
Main Selection Student page 500
Develop Comprehension
18 STRATEGYANALYZE TEXT STRUCTURE
How does the information that
the author includes in the last two
paragraphs help to bring the sequence
of events in the photo essay to a close
Student Think Aloud I know that
the lagoon is the whalesrsquo home only
in the winter They have to leave
and head north every spring to
search for food The author makes
it seem as if both the whales and
the people are saying good-bye
He talks about the whales having
memories of the people they met
and dreams about the sunsets
at the lagoon Those sound like
reactions that people would have
He also describes how Adelina still
sees and hears the whales after they
are gone I can use this information
to complete my Sequence Chart
FIGURATIVE LANGUAGE
Explain that the whales do not actually ldquocarry the fingerprintsrdquo of the
people The author does not mean that the whales have fingerprints
on them He chose to express the connection between the whales
and the people in this poetic way
18
Every winter the whales swim south along the Pacific Coast from Alaska and Russia
The first whales arrive in the lagoon
In the spring the whales leave the lagoon to feed up north
500
501
Develop ComprehensionRETURN TO PREDICTIONS
AND PURPOSES
Review studentsrsquo predictions and
purposes Were they correct Did
students find out how the whalesrsquo
yearly visits affected Adelinarsquos life (She
has learned much about gray whales
has made new friends and wants to
do work involving the whales)
REVIEW READING STRATEGIES
What questions do you have about
the selection What strategies can
you use to answer them
In what ways did identifying the
sequence of events help you to
understand the selection
What strategies did you use when
you came to difficult words
PERSONAL RESPONSE
Ask students to discuss and write
about an experience that helped them
think about what they would like to do
when they grow up
Main Selection Student page 501
During Small Group Instruction
If No Approaching Level Leveled
Reader Lesson p 507P
If Yes On Level Options
pp 507Qndash507R
Beyond Level Options
pp 507Sndash507T
Can students analyze
the structure of a text that
presents factual information
in sequential order
Adelinarsquos Whales 501
A Snapshot ofRichard Sobol
Richard Sobol is a photographer who has snapped many different subjects in his long career For the past few years Richard has spent a lot of time photographing wildlife including the whales He is especially interested in capturing images of endangered species
Other books by Richard Sobol
Authorrsquos PurposeNonfiction texts are often written to inform the reader or to explain something Why did Richard Sobol write Adelinarsquos Whales What clues help you figure out his purpose in creating this photo essay
Find out more about Richard
Sobol at wwwmacmillanmhcom
502
Respond Student page 502
Author and Illustrator
A SNAPSHOT OF RICHARD SOBOL
Have students read the biography of
the author and photographer
DISCUSS
How might Richard Sobolrsquos work in
photography have helped prepare
him to write this book
How might photographs such as
the ones Sobol took help save
endangered species
What do you think Sobolrsquos position
is on the subject of endangered
species Explain
What are his views on gender Do
you think Sobol believes Adelina
might grow up to be a whale
specialist
WRITE ABOUT IT
Ask students to think of an animal they
would like to know more about Have
them write a paragraph explaining
what they would want to learn and
observe if given the chance to live
among those animals
Students can find more information about Richard Sobol at wwwmacmillanmhcom
Authorrsquos CraftTheme
The theme of any piece of writing is the main idea or message
which tells the reader what the article or story is about
Whales are beautiful and worth saving This is one way to state
the theme of Adelinarsquos Whales
Ask students for other ways to state the theme of the photo
essay such as Living in tune with nature has many rewards
Then ask students to look again at the photographs and find the
ones they think relate most closely to the theme
Authorrsquos PurposeTell students that authors who write to
inform often provide examples in the
form of text features like photographs
Have students look in the story for
clues that will help them determine
Richard Sobolrsquos intentions
502
Comprehension Check
Summarize
Summarize the relationship between
humans and gray whales in Laguna San
Ignacio Use your Sequence Chart to
organize events in the correct order
Think and Compare
1 When did scientists and whale watchers start going to Laguna
San Ignacio Use text details to support your answer Analyze
Text Structure Sequence
2 Reread page 494 of Adelinarsquos Whales Why do you think the
massive whale did not overturn the small boat Use details
from the text to support your answer Analyze
3 How would you organize a club to study whales and visit
Laguna San Ignacio Develop a plan to show the steps you
would take Apply
4 Can you predict what will happen to the whales and Adelinarsquos
community if the lagoon becomes polluted Synthesize
5 Read ldquoA Whale of a Triprdquo on pages 484ndash485 What did you
learn about whales in this article that was not in Adelinarsquos
Whales ReadingWriting Across Texts
503
Comprehension Check
SUMMARIZE
Have partners summarize Adelinarsquos
Whales by paraphrasing Remind
students to use their Sequence Chart
to help them organize their summaries
THINK AND COMPARE
Sample answers are given
1 Sequence Scientists and whale
watchers started going to Laguna
San Ignacio after Adelinarsquos
grandfather began to tell about his
first friendly visit with the whales
2 Analyze Students should suggest
that the whale was curious about
the boat and the people in it She
did not mean to harm them and
was careful not to turn the boat
over
3 Text to Self Answers may vary
Students might say they would
get permission from their school
to start a club They might put
up posters to try to persuade
other students to join and then
do research to learn more about
whales USE ON MY OWN
4 Text to World If the lagoon
becomes polluted the whales could
get sick or even die If that happens
tourists and scientists may stop
coming to Laguna San Ignacio
FOCUS QUESTION
5 Text to Text In ldquoA Whale of a Triprdquo
we learn about baleen whales how
they eat and how they need to be
protected from tuna fishing nets
The story of Adelinarsquos Whales not
only talks about whales but it also
tells us about Adelinarsquos community
Respond Student page 503
On My Own
Model the On My Own strategy with question 3
The answer is not in the selection You have to use what you already
know to answer the question
Question 3 Think Aloud
I know that there are many ways to
get classmates together for a good cause or a fun event Many
people think whales are fascinating creatures Doing research
about marine life looking into related groups using the Internet
and writing to marine biologists might be a fun and interesting
way to start a club dedicated to the study of whales
Adelinarsquos Whales 503
FluencyComprehension
As I read I will pay attention to tempo and match the action in the story
Did you know that whales talk to each other Whales
10 make sounds for different reasons Some sounds are used to
20 locate calves Others are used to find mates Whales even use
31 sounds to warn other pod members that a predator is around
42 Toothed whales click and whistle in order to locate food
52 Baleen whales make knocking moaning snoring and
59 rumbling noises Humpback whales sing but not during
67 feeding season They save their tunes for the warmer waters
77 where they spend their breeding season Some scientists
85 believe they are singing love songs Other scientists think
94 they are sending out threats like ldquoGo awayrdquo We may never
105 know exactly why whales sing
110 Some humpback whales swim up to the surface and take
120 a few breaths Then they dive under the water and start to
132 sing They do not move when they sing Their underwater
142 songs can be heard for miles Sometimes they sing for a half
154 hour without stopping 157
Comprehension Check
1 What actions does a humpback whale take when it sings Sequence
2 Why might a whale need to communicate with another whale Draw Conclusions
Words Read ndash Number of Errors = Words
Correct Score
First Read ndash =
Second Read ndash =
A humpback whale swims to the surface and takes a few breaths Then the whale dives under the water to sing The whale does not move when singing
Whales might need to communicate with other whales to warn them about predators to find mates or to locate their calves
On Level Practice Book O page 136
Approaching Practice Book A page 136
Beyond Practice Book B page 136
Transparency 19
FluencyRepeated Reading Tempo
EXPLAINMODEL Tell students they will be doing a choral reading
or reading out loud together Point out that the passage on
Transparency 19 begins with slow action and a slow mood After
the whale nudges the boat the fishers become frightened and the
action picks up As you model reading the passage increase the
speed the second and third times you read through the last four
sentences Have students pay attention to the tempo
PRACTICEAPPLY Reread the first two sentences of the passage
with students Then divide them into two groups Have groups
alternate reading sentences Remind students to pay attention to
the tempo changes they should make Students will practice fluency
using Practice Book page 136 or the Fluency Solutions Audio CD
Objectivesbull Read accurately with good
tempo
bull Rate 102ndash122 WCPM
Materials
bull Fluency Transparency 19
bull Fluency Solutions
bull Leveled Practice Books p 136
Vary Reading Pace Act
out the actions as you
explain the sequence of
events in the passage
Next read it aloud using
lots of expression and
gestures to help with
meaning Then echo-read
the passage with students
Ask students to imitate
your tempo and voice
During Small Group Instruction
If No Approaching Level Fluency p 507N
If Yes On Level Options pp 507Qndash507R
Beyond Level Options pp 507Sndash507T
Can students read accurately with good tempo
In a whisper her grandfather begins to draw them in Adelina closes her eyes to imagine the calm and quiet on that first afternoon when his small boat was gently nudged by a huge gray whale As the boat rocked her grandfather and his fishing partnerrsquos hearts pounded They held tight and waited preparing themselves to be thrown into the water by the giant animal The whale dove below them and surfaced again on the opposite side of their boat scraping her head along the smooth sides Instead of being tossed from the boat they were surprised to find themselves still upright and floating
Fluency Transparency 19
from Adelinarsquos Whales page 494
503A
Draw Conclusions
Introduce 413A-B
Practice Apply
414ndash437 LeveledPractice 113ndash114
Reteach Review
443MndashT 447AndashB 448ndash463 469MndashT Leveled Practice120ndash121
Assess Weekly Tests Unit 4 Test Benchmark Tests A B
Maintain 503B 529B 557B
FluencyComprehension
ComprehensionMAINTAIN SKILLDRAW CONCLUSIONS
EXPLAINMODEL
You can use information from a selection as well as personal
experience to draw conclusions
A reader can draw conclusions about a personrsquos character and
about events by looking for clues in the selection
Lead a class discussion about drawing conclusions in ldquoA Whale of a Triprdquo
PRACTICEAPPLY Discuss the photo essay Adelinarsquos Whales and
what details can help readers to draw conclusions Then ask student
partners to discuss the following questions Encourage them to take
notes so that they may share answers with their peers afterward
What tells you that Adelina enjoys living by the ocean
How do you know that Adelina wants to work with whales in the
future What do you think her grandfatherrsquos reaction will be
What can you conclude about the future of Laguna San Ignacio
(Students should be able to identify a conclusion that summarizes
the main idea)
Using conclusions and parts of their discussion have each student
write a paragraph that continues the story For comprehension
practice use the Graphic Organizers on pages 40ndash64 in the
Teacherrsquos Resource Book
Objectivebull Draw conclusions from
details in a story
Adelinarsquos Whales 503B
LOZ_Subhd_LFT LOZ_StudentPgs
PoetryA Limerick is a funny poem
with a specific pattern
of rhyme and meter All
limericks have five lines
Literary ElementsMeter is the rhythm of the
syllables in a line of poetry
Rhyme Scheme is the
pattern of rhymes within
a poem
There once was a whale named Alene
Who strained all her meals through baleen
But she dreamed of a lunch
With a food that goes ldquocrunchrdquo
Like a truckload of just-picked string beans
mdashDoreen Beauregard
Near our boat is a mammal named Luke
Whorsquos exceedingly proud of his fl uke
Just donrsquot call it a tail
Or this dignifi ed whale
Will respond with a splashy rebuke
mdashDoreen Beauregard
WWhale hale WWatchatch
The meter in these three lines is created by emphasizing the third sixth and ninth syllables
LLimericksimericks
aa MMealealAA WWhalehale ofof
504
Paired Selection Student page 504
PoetryGENRE LIMERICK
Have students read the bookmark on
Student Book page 504 Explain that a
limerick
is meant to be funny
sometimes contains idioms puns or
other kinds of figurative language
Literary Elements Meter and Rhyme Scheme
EXPLAINMODEL
Tell students that literary elements
such as meter and rhyme scheme help
give poetry its rhythm
Meter is the rhythm or beat
of a poem It is created by the
arrangement of accented and
unaccented syllables in a line
Rhyme scheme is the pattern of
rhymes in a poem Capital letters are
used to represent each individual
rhyme
Discuss how ldquoWhale Watchrdquo contains
three accented syllables in lines 1 2
and 5
PRACTICEAPPLY
Have students point out the rhyme
scheme of the limerick on page
505 Where does the rhyme scheme
change (the second and third lines)
Read ldquoA Whale of a Mealrdquo ldquoWhale Watchrdquo and
ldquoThe Podless Whalerdquo
As you read remind students to apply what they have learned
about limericks
1
2
504504
Poetry
Connect and Compare1 What is the rhyme scheme of ldquoWhale Watchrdquo What if the last
line rhymed with the third and fourth lines Rhyme Scheme
2 Why were the sea bass in ldquoThe Podless Whalerdquo bewildered
Apply
3 How are the whales in these poems similar to the ones in
Adelinarsquos Whales How are they different
ReadingWriting Across Texts
There once was a whale near Cape Cod
Who just could not locate his pod
So he joined with a mass
Of bewildered sea bass
Who found this behavior quite odd
mdashDoreen Beauregard
P Podless odless WWhalehaleTheThe
The last line of a limerick always rhymes with the first two lines The second and third lines have a different rhyme
Find out more about limericks at wwwmacmillanmhcom
505
1 LITERARY ELEMENTS RHYME
SCHEME
If the name of the whale in ldquoA Whale
of a Mealrdquo were changed to Rose what
other words would have to change in
the poem (baleen string beans) Why
(This poem is a limerick so its rhyme
scheme must be AABBA)
2 LITERARY ELEMENTS METER
What is the meter used in the limerick
ldquoWhale Watchrdquo (Lines 1 2 and 5 have
three beats Lines 3 and 4 have two
beats)
3 MAKE INFERENCES
What is a group of whales called What
poem helped you figure this out (A
group of whales is called a pod This
can be figured out from ldquoThe Podless
Whalerdquo)
Connect and Compare
SUGGESTED ANSWERS
1 The rhyme scheme of ldquoWhale
Watchrdquo is AABBA If the last line
rhymed with the third and fourth
lines the rhyme scheme would be
AABBB and this would not be a
limerick RHYME SCHEME
2 The sea bass were bewildered
because a whale became a member
of their group and this is not
typical of whale behavior APPLY
3 FOCUS QUESTION The whales in
these poems are similar to the ones
in Adelinarsquos Whales because they
share whale characteristics such as
swimming near boats and in pods
They are different from Adelinarsquos
Whales because they are fictional
Adelinarsquos whales are real READING
WRITING ACROSS TEXTS
Paired Selection Student page 505
Internet Research and Inquiry Activity Students can find more
facts about limericks at wwwmacmillanmhcom
3
HISTORY AND CULTURE OF LIMERICKS
Limericks derive from the Irish town of Limerick and date back to
the 14th century Limericks were originally used in nursery rhymes
for children Later these rhymes were repeated and changed by the
working classes who created choruses based on the refrain ldquoWill
you come to Limerickrdquo
A famous childrenrsquos book of limericks Edward Learrsquos Book of
Nonsense was published in England in 1846 Because limericks are
short and funny they have survived to this day across many cultures
Adelinarsquos Whales 505
Why We Need Whales
by Maggie W
We learned in class today that some kinds
of whales are in danger of becoming extinct
I think we should try to save them We need
whales
Why do we need whales We donrsquot need
them for food They donrsquot do any work for us
But they are fascinating to watch They seem
to play and talk together The world would be
less interesting if there were no whales
I want the world to be an interesting place
so I hope there will
always be whales
making their wonderful
noises
Share YourShare YourPoint of ViewPoint of View Writerrsquos Craft
VoiceWriters want their readers to understand their point of view They use appropriate words to show voice and to share their opinions
I tried to show why I feel that whalesare important
I think whales are great I wrote this to express my point of view about whales
506
Features of a Point-of-View Article
In a point-of-view article the writer gives his or her opinion about
a subject A writer should use good reasons to explain his or her
point of view
It is written using first person
It describes a writerrsquos opinion about a subject
It uses supporting statements in a logical order
WritingVoice
READ THE STUDENT MODEL
Read the bookmark about voice
Explain that a writerrsquos voice shows his
or her personality It helps readers to
hear changes in the writerrsquos feelings
just as they would if the writing were
spoken aloud
Have students turn to page 477
Discuss the writerrsquos voice and its effect
Then have the class read Maggie Wrsquos
article and the callouts Tell students
that they will write an article about the
importance of animals They will also
learn how to create a voice that shows
their feelings
WRITINGbull Explanatory Writing
bull Writerrsquos Craft Voice
WORD STUDYbull Words in Context
bull Dictionary
bull Phonics Words with oi and ou
bull Vocabulary Building
SPELLINGbull Words with oi and ou
GRAMMARbull Possessive Pronouns
SMALL GROUP OPTIONS
bull Differentiated Instruction pp 507Mndash507V
506
Transparency 73
Writing Transparency 73
Explanatory Writing
Writerrsquos Checklist Ideas and Content Did I explain my point of view
clearly
Organization Did I state my opinion first and then
give reasons to explain it Did I save the strongest
reason for last
Voice Is my voice clear as I write about the topic
Word Choice Did I choose words carefully
Sentence Fluency Did I vary the length of
my sentences
Conventions Did I spell possessive pronouns
correctly
Your TurnWrite an article of one or two paragraphs to explain
your point of view about the importance of animals
You may write about animals in general or one kind
of animal in particular State your opinion and
give strong reasons for it Save your strongest
reason for last Back up your reasons with
examples End by restating your opinion
Use the Writerrsquos Checklist to check
your writing
507
PREWRITE
Read and discuss the writing prompt
on page 507 Students can brainstorm a
list of animals they feel it is important
to save Ask them to choose the animal
they care most about saving
Display Transparency 73 and discuss
how Maggie used a point-of-view chart
to plan an article with opinions about
animals including the use of strong
supporting statements Have students
use a point-of-view chart to plan their
own articles
DRAFT
Display Transparency 74 Discuss how
Maggie used her chart to organize and
write a draft of her article Talk about
how she could improve the draft Before
students write present the explicit
lesson on Voice on page 507A and
the Ideas and Content and Purpose
and Audience mini lessons on page
507B Have students use their charts
to write their articles Remind them to
keep their purpose and audience in
mind to express strong opinions and to
emphasize strong supporting statements
REVISE
Display Transparency 75 and discuss
Maggiersquos revisions Point out that she
added sentences to show her feelings
about whales Students can revise their
drafts or keep them to work on later
If students choose to revise have
them work in pairs to use the Writerrsquos
Checklist on page 507 Then ask
students to work with a partner to
proofread their writing For Publishing
Options see 507A For lessons on
Possessive Pronouns and Spelling
see page 507B and 5 Day Spelling and
Grammar on pages 507Gndash507J
Transparency 73 Point-of-View
Chart
Transparency 74 Draft
Transparency 75 Revision
Writing Student pages 506ndash507
Point of View Chart
Opinion
We should save whales
Reason
They are fun to watch
Reason
They play and talk together
Reason
They make the world interesting
Writing Transparency 73
Adelinarsquos Whales 507
SPEAKING STRATEGIES
Use tone of voice to show
exciting parts of the article
Change voices when the
strongest feelings are
mentioned
Look at the audience
to help them see your
interest in the article
LISTENING STRATEGIES
Listen to hear how the
author feels about saving
the animal
Try to imagine the setting
of the article in your mind
VoiceEXPLAINMODEL
Good writers use language that shows their feelings about a topic
These feelings make up the writerrsquos voice Reread the first paragraph
of the model on page 506 Point out that Maggie shows her strong
feelings about saving whales when she says we need them and that
they are fascinating to watch Display Transparency 76
Think Aloud The first example shows me how the writer feels
about her cat He is her best buddy She likes it when the cat
comes to see her in the garden The second example tells me
only the facts without saying how the writer feels about them
I donrsquot learn as much about the writer or the animal from this
example
Writing Transparency 76
Transparency 76
PRACTICEAPPLY
Work with students to read the two choices in each set Invite
volunteers to identify the stronger voice in each set and explain
how it shows the writerrsquos feelings Then have students identify and
discuss voice in another story they have recently read
Tell students that as they draft their article they should think about
ways to create a voice that shows their feelings about the animal or
animals they are describing
Publishing OptionsStudents can read aloud their article to the class See Speaking and Listening tips below They can also use their best cursive to write their article (See Teacherrsquos Resource Book pages 168ndash173 for cursive models and practice) Then invite students to illustrate their articles or act them out with a friend
4- and 6-Point Scoring Rubrics
Use the rubric on pages 539Gndash
539H to score published writing
Writing Process
For a complete lesson see Unit Writing on pages 539Andash539H
Writing
Writerrsquos Craft
Voice
Strong Voice Gumby is my best buddy It feels great when he
appears in the garden and then jumps on my back
to purr and watch me dig
Weak Voice Gumby is my cat He walks through the garden to
watch me dig
1 Wow Seeing Flossie run across the lawn to greet
me is so fantastic She barks loudly as if shersquos as
glad to see me as I am to see her
2 Flossie runs across the lawn to greet me She
barks loudly
3 My parrot Polly talks all the time I like the sound
of her voice She always tells me that Irsquom her friend
4 I love to hear Polly my pet parrot talk all the
time Her voice is music that fills our familyrsquos
kitchen Best of all she always tells me that Irsquom
her friend
(1 strong 2 weak 3 weak 4 strong)
Writing Transp
arency 76
507A
Technology
Writing
Writerrsquos Toolbox
Possessive Pronouns
ExplainModel Possessive pronouns take the
place of nouns that show ownership as in her
Point out the first possessive pronoun her in the
first sentence of Adelinarsquos Whales on page 494 This
pronoun shows that the grandfather is Adelinarsquos
PracticeApply Work with students to find more
possessive pronouns in the story on page 494
Have them identify the ownership each pronoun
suggests For a complete lesson on possessive
pronouns see pages 507Indash507J
Mechanics Do not use apostrophes in possessive
pronouns As students proofread their stories ask
them to check that they have used possessive
pronouns correctly
Writing Trait Ideas and Content
ExplainModel Good writers state their opinions
or point of view at the beginning of their writing
They use appropriate words to show voice and
they use good reasons and examples to support
their opinions and explain their point of view
They end their writing by repeating their opinion
strongly in a closing sentence
PracticeApply Have students reread the student
model on page 506 Discuss the callouts on the
left Can students identify Maggie Wrsquos point of view
in her article Ask students if Maggie W supports
her point of view
Purpose and Audience
ExplainModel Point out that one purpose of
writing an article is to inform and persuade the
audience of your opinion Using examples as
Maggie did helps to do this
PracticeApply As students draft tell them to
consider their audience They should use ideas that
will appeal to the people who will read their article
Spelling Words with oi and ou
Ask students to find the words noise and clouds in
the main selection on page 490 Point out that the
sound oi is spelled oi in noise Explain that the
sound ou is spelled ou in clouds but can also be
spelled ow as in flowers For a complete lesson on
words with oi and ou see pages 507Gndash507H
Remind students to use centering to position their title
correctly and to use formatting to capitalize the first letter
in each important word of the storyrsquos title
Adelinarsquos Whales 507B
Word StudyWord Study
Objectivesbull Apply knowledge of word
meanings and context clues
bull Use a dictionary to look up the
meanings of homographs
Materials
bull Vocabulary Transparencies 37
and 38
bull Leveled Practice Books p 138
Review
VocabularyWords in Context
EXPLAINMODEL
Review the meanings of the vocabulary words Display
Transparency 37 Model how to use word meanings and context
clues to fill in the first missing word with students
Think Aloud In the first sentence I learn that the speaker is going
on a boat to whale watch The speaker makes a note about the
boatrsquos size A boat for whale watching would be large I think that
the missing word is massive When I try massive in the sentence it
makes sense
PRACTICEAPPLY
Help students complete item 2 Then have them use context clues
to write missing words for items 3ndash6 on a separate sheet of paper
Students can exchange papers check their answers and explain the
context clues they used to determine the missing words
Fun with Puns Remind students that the vocabulary word dove
is a homograph Review its pronunciations and definitions Have
students work in small groups to create puns using dove Invite
groups to share their puns with the class
Give Examples For massive
sketch a bus and a whale on
the board Say A bus is big
but a whale is massive Have
students brainstorm other
examples in pairs
tangles (p 488) things
twisted together such as
strands of hair
rumbling (p 490) heavy
deep and rolling
snoring (p 490) making
loud breathing sounds
when sleeping
massive (p 491) big or
heavy
dove (p 494) jumped into
the water head first
unique (p 496) one of a
kind
politicians (p 498) people
who hold a government
officeVocabulary Transparency 37
Transparency 37
dove massive politicians rumbling snoring tangles unique
1 We boarded the massive boat amazed at its size and hoped it would be a good day for whale watching
2 The politicians had done a good job of protecting the whales in this bay so I was hopeful that we would see many whales
3 I stepped over the nets that lay in tangles on the deck
4 I watched as the birds dove into the ocean to catch their dinner
5 When I heard a rumbling sound I looked toward the horizon where I saw a unique sight a whale
6 I shouted for my father but when I heard his snoring I knew that he had missed the fantastic sight
507C
Vocabulary Strategy Transparency 38
Word Study
Homographs are words that have the same spelling but different meanings They may also have different pronunciations
Read the list of homographs and their meanings Then read the sentences and decide the meaning of the underlined homograph Write the letter of the correct meaning in the blank next to the sentence
dove ndash a past tense of dive b a kind of bird
fluke ndash c part of a whalersquos tail d something lucky
1 The whale splashed the surface of the water with its fl uke
2 The eagle dove for its prey
3 It was a fl uke that my mother won the game
4 The bird watchers saw a mourning dove sitting in a tree
Pick another homograph Write one sentence for each meaning of the word
5
6
c
a
d
b
My brother gave his girlfriend an engagement ring
Possible response provided
I didnrsquot hear the phone ring so I missed your call
On Level Practice Book 0 page 138
Approaching Practice Book A page 138
Beyond Practice Book B page 138
Practice Vocabulary
Homographs can be
confusing to students
especially those that are
pronounced differently
Create sentences for pairs
of words and model how
to guess the meaning
through the context
Practice with dove wind
and bow
Transparency 38
Homographs
1 What was the content of Karlarsquos lettera subject or topic nounb satisfied adjective
2 We tried to wind the kite string around a sticka moving air nounb to wrap around verb
3 Casey did not shed a tear as he watched the sad moviea to pull apart or into pieces verbb a drop of fluid that comes from the eye noun
4 Tanya put dates and nuts in her breada specific points in time nounb fruits from palm trees noun
PRACTICEAPPLY
Ask students to look up meanings and write sentences for the
following homographs bow row and present
During Small Group Instruction
If No Approaching Level Vocabulary pp 507Nndash507O
If Yes On Level Options pp 507Qndash507R
Beyond Level Options pp 507Sndash507T
Do students understand word meanings Can students use
context clues and dictionaries to understand homographs
STRATEGYDICTIONARY HOMOGRAPHS
EXPLAINMODEL
Remind students that homographs are words that are spelled alike
but have completely different meanings and may have different
pronunciations Explain how a dictionary and context clues can help
a reader to figure out the correct meaning and pronunciation of
homographs
Read the first sentence and definitions on Transparency 38 Model
how to figure out the meaning of content trying both definitions
and pronunciations Ask student volunteers to read aloud and
choose the correct homograph definitions for numbers 2ndash4
Adelinarsquos Whales 507D
The oi sound can be spelled with oi as in foil or with oy as in boy The ou sound can be spelled with ou as in couch or with ow as in now Keep in mind though that not all words containing oi have the oi sound and not all words spelled with ou and ow have the ou sound
In each row of words below there is one word that does not belong If the word does not have the same sound as the others make an X over it If the word is a homograph sometimes pronounced like the other words and sometimes pronounced differently put an asterisk () next to it Then on the blank line add another word that belongs with the group you made
1 joy foil employ onion
2 bow allowed south outside
3 coil destroy oil going
4 mouth doubt through how
5 broil doing spoil noise
6 sow tower frown sprout
7 couch dough cloud crowd
8 enjoy soil shooing toys
9 now enough crown proud
10 brow cow low down
11 annoy voices boil porpoise
12 thought shower loud trout
oi word
ou word
oi word
ou word
oi word
ou word
ou word
oi word
ou word
ou word
oi word
ou wordporpoiseporpoiseporpoiseporpoisepp
on on onioonioonioonioononoo
ngnggoigoigoigoingngnn
ughughhrohrothrothroughughouou
doing doing doing doing ii
ugh ugh doudoudoudouughughuu
oingoingshooshooshooshoooingoingoo
ughughenoenoenoenoughughouou
wwlowlowowowwwww
ught ught houhouthouthouughtughtuu
On Level Practice Book O page 139
Approaching Practice Book A page 139
Beyond Practice Book B page 139
Word Study
Phonics Decode Words with oi and ou
EXPLAINMODEL
Remind students that the letters oi and oy almost always spell the
sound oi The letters ou often spell ou unless they are followed
by r or gh The letters ow often spell ou but they may also spell
ō Write bow
Think Aloud
This word is a homograph When I say bou I know
the word means ldquoto bend the headrdquo or ldquothe front of a boatrdquo
When I say bō I know the word means ldquoa weaponrdquo or ldquoa knot
with loopsrdquo I need to look at the context to figure out which
word the writer means
PRACTICEAPPLY Write these words on the board joy spoil
mountain blouse coin tower and around Have students underline
the letters that spell ou and oi Then have them read the words
aloud pronouncing each sound with emphasis
Decode Multisyllabic Words Write these words on the board
voyage hardboiled encounter southpaw ownership and nowadays
Model how to decode voyage focusing on the sound oi Then work
with students to decode the other words explaining the spelling
of each sound For more practice use the decodable passages on
Teacherrsquos Resource Book page 23
Fill-in-the-Blanks Have students write out ten Spelling Words or
other words with the ou or oi sound Tell them to leave blanks
for the letters that represent these vowel sounds For example
C L _ _ N Students can trade papers with a partner and fill in the
missing letters
Word Study
Objectivesbull Decode the sounds ou and
oi
bull Identify and write sentences
with homophones
Materials
bull Leveled Practice Books p 139
bull Teacherrsquos Resource Book p 23
Use Context Hearing
and distinguishing vowel
sounds can be challenging
for students As students
read and hear the words
within the context of
shared reading and writing
activities they will connect
the sounds to their spelling
patterns
During Small Group Instruction
If No Approaching Level Phonics p 507M
If Yes On Level Options pp 507Qndash507R
Beyond Level Options pp 507Sndash507T
Can students decode words with oi and ou
507E
Spiral Review
Vocabulary Game Form two teams Divide the
Vocabulary Cards electrical globe decayed
amazement loosened midst mysterious patchwork
responsibility and soared from past weeks between
the teams
A Team 1 player takes a card and reads the word
A Team 2 player tells the wordrsquos meaning and uses
it in a sentence If the definition and sentence are
correct Team 2 gets a point If not the card is
returned to the bottom of the pile Then a Team 2
player takes a card and reads the word
Continue playing until all the words have been
correctly defined and used in sentences The team
with the most points wins
Vocabulary Building
Homophones Write on the board The children
let out (wails)(whales) because they couldnrsquot see
the (wails)(whales) Remind students that a
homophone is pronounced in the same way as
another word but has a different meaning and
spelling Have students write more sentences
containing homophone pairs or triples (there
theyrsquore their) Make sure students know how
homophones differ from homographs
Word Study
Vocabulary PuzzleMaker For additional vocabulary and
spelling games go to
wwwmacmillanmhcom
Vocabulary Building
Adjectives Verbshuge spray
humpback swim
endangered spout
slippery leap
Apply Vocabulary
Write a Personal Narrative Using the vocabulary
words ask students to complete the following
sentence ldquoI had a whale of a good time when rdquo
Tell students to continue writing after completing
this sentence Remind students to use descriptive
language that appeals to the five senses They
should provide a context to allow the reader
to picture the world of the event Post student
writing inside the body of a whale on a display
board
Oral Language
Expand Vocabulary Write the weekly topic
Whales on the board above a two-column chart
Label the columns Adjectives and Verbs Using the
selection print and electronic resources including
interviews and newspapers tell students to
brainstorm adjectives or verbs relating to whales
Adelinarsquos Whales 507F
5 Day Spelling
Words with oi and ouSpelling
Pretest Word Sorts
Spelling Practice Book pages 115ndash116 Spelling Practice Book page 117
Dictation Sentences 1 A daisy is a flower
2 We heard voices outside
3 The princess hid in the tower
4 We dumped a mound of dirt
5 I read a story about a cowboy
6 Her wedding gown was beautiful
7 You frown when you are not happy
8 We drove south to Florida
9 Why are the dogs howling
10 It will annoy Mike if you keep interrupting him
11 The car made noises yesterday
12 My kitten weighs about a pound
13 The hound followed the scent
14 Put your money in the pouch
15 We collected a thousand cans
16 I wound the rope around the tree
17 Irsquom a grouch when Irsquom tired
18 I felt fine but I still had a cough
19 Irsquove grown two inches in a year
20 They took a voyage to China
ReviewChallenge Words 1 I ate a peanut butter cookie
2 Use the zoom on your camera
3 The new mall is huge
4 During a drought we canrsquot water the grass
5 We took the bus downtown
Words in bold are from the main selection
flower south thousand
voices howling wound
tower annoy grouch
mound noises cough
cowboy pound grown
gown hound voyage
frown pouch
Review cookie zoom huge
Challenge drought downtown
ASSESS PRIOR KNOWLEDGE
Using the Dictation Sentences say
the underlined word Read the
sentence and repeat the word
Have students write the words on
Spelling Practice Book page 115
For a modified list use the first 12
Spelling Words and the 3 Review
Words For a more challenging list
use Spelling Words 3ndash20 and the
2 Challenge Words Have students
correct their own tests
Have students cut apart the Spelling
Word Cards BLM on Teacherrsquos
Resource Book page 84 and figure
out a way to sort them Have them
save the cards for use throughout
the week
Use Spelling Practice Book page 116
for more practice with this weekrsquos
Spelling Words
For Leveled Word Lists go to
wwwmacmillanmhcom
TEACHER AND STUDENT SORTS
Review the Spelling Words
pointing out the oi or ou
sound in most words
Use the cards on the Spelling Word
Cards BLM Attach the key words
south flower noises and annoy to a
bulletin board Model how to sort
the words according to their vowel
sounds and spellings Have students
take turns choosing cards sorting
them and explaining how they
sorted them
When students have finished the
sort discuss any oddballs that do
not fit in any category (grown
cough) Point out that wound is a
homograph Then invite students to
do an open sort in which they sort
all the Spelling Words any way they
wish for example by rhyme or by
consonant blends Discuss studentsrsquo
methods of sorting
507G
SYNONYMS
Write the following list of words
on the board Have students copy
the words into their word study
notebooks and write the Spelling
Word that is a synonym for each
1 pile (mound)
2 scowl (frown)
3 trip (voyage)
4 crying (howling)
5 dress (gown)
Challenge students to identify
three Spelling Words that can be
used as both a noun and a verb
Have them write sentences for
both usages
Have partners write a sentence
for each Spelling Word leaving
a blank space where the word
should go They can exchange
papers and fill in the blanks
SPIRAL REVIEW
Review words with ū uuml and u
Write cookie zoom and huge on
the board Have students identify
the spelling of the ū uuml or u
sound in each word
PROOFREAD AND WRITE
Write these sentences on the
board including the misspelled
words Ask students to proofread
circling incorrect spellings and
writing the correct spellings
1 My lizard has grone and she
gained two pownds (grown
pounds)
2 My cogh is starting to annoi
me (cough annoy)
3 The noyses in the hall were
houling dogs (noises howling)
4 A thowsand voyces were
singing (thousand voices)
POSTTEST
Use the Dictation Sentences on
page 507G for the Posttest
If students have difficulty with any
words in the lesson have students
place them in a list entitled
Spelling Words I Want to Remember
in a word study notebook
Challenge students to look for
words that have the same vowel
patterns they studied this week
Spelling
Word Meanings Review and Proofread Assess and Reteach
Spelling Practice Book page 118 Spelling Practice Book page 119 Spelling Practice Book page 120
Adelinarsquos Whales 507H
5 Day Grammar
Possessive Pronouns
INTRODUCE POSSESSIVE
PRONOUNS
Present the following
A possessive pronoun shows
ownership
A possessive pronoun takes
the place of a possessive noun
Possessive pronouns never have
an apostrophe my your his her
its our and their
Possessive pronouns must match
the nouns they replace in both
number and gender Give the
pass to Armita Give the pass to
her This is Dillon and Leighrsquos car
This is their car
REVIEW POSSESSIVE PRONOUNS
Discuss with students how to
recognize possessive pronouns
INTRODUCE STAND-ALONE
POSSESSIVE PRONOUNS
Present the following
A stand-alone possessive
pronoun is not used directly
before a noun
Most stand-alone possessive
pronouns are formed by adding
s to the pronoun that is used
before a noun These pronouns
are yours hers ours theirs and
mine This report is ours That one
is yours
His and its are the same when
used as stand-alones or before
a noun His shirt was brown The
shirt was his
Grammar
Daily Language ActivitiesUse these activities to introduce each dayrsquos lesson Write the dayrsquos activity on the board or use Transparency 19
DAY 1Adelinas favorite time of year was when the whales visited she Her and her grandfather watch for them every day (1 Adelinarsquos 2 her 3 She and)
DAY 2Her grandfather knowed about whales too Him was the one who had the first friendly visit with whales (1 knew 2 He)
DAY 3Every Fisherman takes their rod on the boat They pull in his lines if a whale come close (1 fisherman 2 his rod 3 their lines 4 comes)
DAY 4The camera on Adelinas lap is herrsquos She is taking a voiage to cownt whales (1 Adelinarsquos 2 hers 3 voyage 4 count)
DAY 5Thowsands of people come to see the whales They act as though it is not mine town but theirrsquos (1 Thousands 2 my 3 theirs)
Introduce the Concept Teach the Concept
Possessive Pronouns
Write on the board This
pencil belongs to Sheila
It is pencil Model
how to choose the correct
pronoun in the second
sentence Create more
sentences using other
studentsrsquo names and your
name to practice all the
pronouns
Grammar Practice Book page 115
See Grammar Transparency 91 for modeling and guided practice
Grammar Practice Book page 116
See Grammar Transparency 92 for modeling and guided practice
507I
REVIEW POSSESSIVE PRONOUNS
Review how to identify possessive
pronouns
MECHANICS AND USAGE
POSSESSIVE NOUNS AND
PRONOUNS
Possessive nouns are formed with
apostrophes teachersrsquo books
Most possessive pronouns that
are used before a noun are not
formed with s her book his car
The exception is its
Possessive stand-alone pronouns
are formed without apostrophes
Except for mine the last letter is
always s It is yours
All possessive pronouns should
agree in number and gender
with the nouns they replace
REVIEW TYPES OF POSSESSIVE
PRONOUNS
Ask students to explain the
differences between regular and
stand-alone possessive pronouns
PROOFREAD
Have students correct errors in the
following sentences
1 That whale is Renas favorite
and this one is mine favorite
(Renarsquos my)
2 Each boy should take their seat
while the whales are close (his
seat)
3 This book about whales is my
(mine)
4 Which is the better picture of a
whalemdashMiguels or herrsquos
(Miguelrsquos hers)
ASSESS
Use page 119 of the Grammar
Practice Book for assessment
RETEACH
Have students create sentences
using possessives pronouns
After checking for accuracy have
students write the sentences
again this time leaving a blank
where the pronoun should be
Students should trade papers
with a partner and try to fill in the
blanks They can then check their
own work
Also use page 120 of the Grammar
Practice Book for reteaching
Grammar
Review and Practice Review and Proofread Assess and Reteach
Grammar Practice Book page 117
See Grammar Transparency 93 for modeling and guided practice
Grammar Practice Book page 118
See Grammar Transparency 94 for modeling and guided practice
Circle the letter before the possessive pronoun that correctlycompletes each sentence
1 Adelinarsquos village was small and main street had only a few houses
a his b our c its d their
2 The whales came to Mexico to have young
a their b your c my d her
3 Although fi rst visit to La Laguna was in June this yearIrsquom going in January
a hisrsquos b theirs c my d her
4 Adelina knows the ocean very well because whole family works on the water
a my b their c our d her
5 Pachico made a sign for his business and letters are large and easy to read
a hers b their c its d my
Grammar Practice Book pages 119ndash120
See Grammar Transparency 95 for modeling and guided practice
Adelinarsquos Whales 507J
En
d-o
f-W
ee
k A
sse
ssm
en
t
ELL Practice and
Assessment 122ndash123
Fluency Assessment
Weekly Assessment 237ndash244
Administer the Test Weekly Reading Assessment Passage and questions pages 237ndash244
ASSESSED SKILLS
bull Sequence
bull Vocabulary Words
bull Dictionary Homographs
bull Possessive Pronouns
bull Words with oi and ou
Administer the Weekly Assessment online
or on CD-ROM
FluencyAssess fluency for one group of students per week
Use the Oral Fluency Record Sheet to track the number
of words read correctly Fluency goal for all students
102ndash122 words correct per minute (WCPM)
Approaching Level Weeks 1 3 5
On Level Weeks 2 4
Beyond Level Week 6
Alternative Assessmentbull ELL Assessment pages 122ndash123
Assessment Tool
507K507K
Diagnose Prescribe
En
d-o
f-We
ek
Asse
ssme
nt
VOCABULARY WORDS
VOCABULARY STRATEGY
Dictionary Homographs
Items 1 2 3 4
IF
0ndash2 items correct
THEN
Reteach skills using the Additional
Lessons page T8
Reteach skills Go to
wwwmacmillanmhcom
Vocabulary PuzzleMaker
Evaluate for Intervention
COMPREHENSION
Skill Sequence
Items 5 6 7 8
0ndash2 items correct Reteach skills using the Additional
Lessons page T3
Evaluate for Intervention
GRAMMAR
Possessive Pronouns
Items 9 10 11
0ndash1 items correct Reteach skills Grammar Practice Book
page 120
SPELLING
Words with oi and ou
Items 12 13 14
0ndash1 items correct Reteach skills Go to
wwwmacmillanmhcom
FLUENCY 98ndash101 WCPM
0ndash97 WCPM
Fluency Solutions
Evaluate for Intervention
Diagnose Prescribe
To place students
in the Intervention
Program use
the Diagnostic
Assessment in the
Intervention Teacherrsquos
Edition
TriumphsAN INTERVENTION PROGRAM
R E A D I N G
Adelinarsquos Whales 507L
Phonics
Approaching Level Options
Objective Decode words with oi and ou
Materials bull Student Book Adelinarsquos Whales
WORDS WITH oi AND ou
ExplainModel
Remind students that the letters oi and oy together usually stand for
oi as in coil and joy The letters ou as in house and ow as in cow usually
stand for ou However ow can also stand for o as in snow
Write the letters t o y on the board Say the sounds that the letters
stand for t oi Then blend the sounds toi Say the word with me toy
Repeat this process with oi and boil
Write the letters t o w n on the board Say the sounds that the letters
stand for t ou n Then blend the sounds toun Say the word with
me town Repeat this process with ou and house
Ask students to provide their own examples of words with oi and ou
Listen and provide constructive feedback
MULTISYLLABIC WORDS WITH oi AND ou
Write the word destroy on the board Have students identify the second
syllable as containing oi troy Have students repeat the syllable then
blend and read the whole word several times Repeat this process with
pounding and ou
Have student pairs work together to practice decoding longer words
with oi and ou Write the following words on the board and ask
student pairs to copy them onto index cards or sheets of paper Say
each word Circle the letters that stand for the ou or the oi sound Then
sort the words by spelling pattern
rejoice annoy crouching underground
growling browning moisture employment
Check each pair for their progress and accuracy
WORD HUNT WORDS WITH oi AND ou IN CONTEXT
Review words with oi and ou Have students search pages 488ndash490 of
Adelinarsquos Whales to find words with oi and ou Ask them to write the
words and circle the letters that spell the oi and ou in each word
Check to see if students have found examples such as outside down
south thousand loud noise sound clouds and out
For each skill below
additional lessons are
provided You can use these
lessons on consecutive days
after teaching the lessons
presented within the week
bull Sequence T3
bull Homographs T8
Additional Resources
To help students build speed
and accuracy with reading
multisyllabic words use the
additional decodable text
on page 23 of the Teacherrsquos
Resource Book
Decodable Text
If students have trouble
figuring out how to
pronounce words that
are homographs such as
bow bou and bow bō
have them look at how the
word is used and try out
each pronunciation and
its related definition in the
context of a sentence Write
She had a pink bow in her
hair on the board and say
I can say bou in the
sentence but a pink
ldquobending of the headrdquo
does not make sense
I can say bō in the
sentence A pink ldquoknot
with loopsrdquo does make
sense This word is
pronounced bō
ConstructiveFeedback
507M
Objective Read with increasing prosody and accuracy at a rate of 102ndash112 WCPM
Materials bull Index cards bull Approaching Practice Book A page 136
WORD AUTOMATICITY
Have students make flashcards for the following words with oi and
ou flower south thousand voices howling wound tower annoy grouch
mound noises cough cowboy pound gown hound voyage frown pouch
Display the cards one at a time and have students say each word Repeat
twice more displaying the words more quickly each time
REPEATED READING
Model reading the Fluency passage in Practice Book A page 136 Tell
students to pay close attention and listen to your tempo Then read
sentences in clusters based on tempo and have students read each cluster
back copying your tempo
During independent reading time have students work with a partner
One student reads aloud while the other repeats each sentence Remind
students to use positive and encouraging phrases when giving feedback
to their partners Circulate and provide constructive feedback Circulate
and provide constructive feedback
TIMED READING
At the end of the week have students do a final timed reading of the
passage on Practice Book A page 136 Students should
begin reading the passage aloud when you say ldquoGordquo
stop reading the passage after one minute when you say ldquoStoprdquo
Keep track of miscues Coach students as needed Help students record
and graph the number of words they read correctly
Vocabulary
Objective Apply vocabulary word meanings
Materials bull Vocabulary Cards bull Student Book Adelinarsquos Whales
VOCABULARY WORDS
Display the Vocabulary Cards for this weekrsquos words dove politicians
snoring massive tangles rumbling and unique Help students locate and
read the vocabulary words in Adelinarsquos Whales Review the definitions
of each word in the Glossary of the Student Book and discuss the
meanings Then have students write their own narratives about whales
using all of these vocabulary words
Approaching Practice Book A page 136
If students read too quickly
or too slowly reread
the passage to them at
the correct tempo Then
lead the class in a choral
reading so they can follow
you lead in reading at the
appropriate rate Repeat
the choral reading as
necessary
ConstructiveFeedback
Adelinarsquos Whales 507N
Vocabulary
Approaching Level Options
Review last weekrsquos words
(electrical globe fuels
decayed) and this weekrsquos
words (rumbling snoring
unique dove massive
tangles politicians) Have
students write a synonym for
each word
Objective Use homographs
DICTIONARY HOMOGRAPHS
Have students create simple crossword puzzles using Vocabulary and
Spelling Words Make sure they include at least two homographs (wound
dove) and write the definitions of the homographs as clues They may use
a dictionary to help them if necessary
Comprehension
Objective Identify sequence
Materials bull Student Book ldquoA Whale of a Triprdquo bull Transparencies 19a and 19b
STRATEGYANALYZE TEXT STRUCTURE
Remind students that recognizing how a text is organized can help them
to identify the sequence of story events
SKILLSEQUENCE
ExplainModel
Authors sometimes use signal words such as first next and last to help
readers recognize the sequence of events in a story
Authors of history texts or how-to articles typically use chronological
order to organize their texts
Display Transparencies 19a and 19b Reread the first pages Ask a
volunteer to identify what the narrator saw first and identify the signal
words
Think Aloud As I read I learn that many things are happening It helps to
recognize sequence words to help summarize what is happening in the
story so I can better understand it
PracticeApply
Invite students to retell the story considering the sequence of events Ask
the following questions
Before going on the trip do you think the narrator expected the whale
would be as big as it turned out to be
What was the first thing Matty told people on the whale-watching trip
Why are birds often seen in areas where whales are present
Student Book or Transparencies 19a and 19b
by Kristin Gold
Retelling Have students
retell the sequence of
events in ldquoA Whale of a
Triprdquo by drawing them Ask
students to choose one
event from the book they
would like to retell Have
students draw the scene
and write one sentence
describing it After the
students have finished
hang the drawings on the
board Then as a class put
the pictures in the order
of events that the story
follows
507O
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Saving the Whales
PREVIEW AND PREDICT
Have students read the title look at the images and preview the first
chapter Have students make predictions about what they will read and
set a purpose for reading
VOCABULARY WORDS
Review the vocabulary words as needed As you read together discuss
how context clues can help you figure out word meanings
STRATEGYANALYZE TEXT STRUCTURE
Remind students that recognizing how a text is organized can help
them better understand the textrsquos important ideas and the authorrsquos
purpose
SKILLSEQUENCE
Remind students to pay attention to the way the selection is organized
and the order in which events occur Read Chapter 2 with students
Think Aloud In the first chapter I learn that in the past there were whale
hunters in all parts of the world Now there are laws to protect whales
from hunters but whales are still being killed in other ways I need to
remember this information for my Sequence Chart
READ AND RESPOND
Finish reading Saving the Whales with students Discuss the following
If the plants that the krill eat die and then the krill die ask students
what will happen next in the food chain
Ask them what happened after Keiko the whale was set free
Work with students to review and revise their Sequence Charts Help
students paraphrase the important ideas in each chapter
MAKE CONNECTIONS ACROSS TEXTS
Invite students to compare Adelinarsquos Whales and Saving the Whales
Have students identify which selection is organized into chapters Ask
them why this format is better for this selection
Have students explain how reading Saving the Whales helps them better
understand the information and events in Adelinarsquos Whales
Leveled Reader
Adelinarsquos Whales 507P
Leveled Reader LessonVocabulary
On Level Options
Student Book
Limericks
On Level Practice Book O page 136
As I read I will pay attention to tempo and match the action in the story
Did you know that whales talk to each other Whales
10 make sounds for different reasons Some sounds are used to
20 locate calves Others are used to find mates Whales even use
31 sounds to warn other pod members that a predator is around
42 Toothed whales click and whistle in order to locate food
52 Baleen whales make knocking moaning snoring and
59 rumbling noises Humpback whales sing but not during
67 feeding season They save their tunes for the warmer waters
77 where they spend their breeding season Some scientists
85 believe they are singing love songs Other scientists think
94 they are sending out threats like ldquoGo awayrdquo We may never
105 know exactly why whales sing
110 Some humpback whales swim up to the surface and take
120 a few breaths Then they dive under the water and start to
132 sing They do not move when they sing Their underwater
142 songs can be heard for miles Sometimes they sing for a half
154 hour without stopping 157
Comprehension Check
1 What actions does a humpback whale take when it sings Sequence
2 Why might a whale need to communicate with another whale Draw Conclusions
Words Read ndash Number of Errors = Words
Correct Score
First Read ndash =
Second Read ndash =
A humpback whale swims to the surface and takes a few breaths Then the whale dives under the water to sing The whale does not move when singing
Whales might need to communicate with other whales to warn them about predators to find mates or to locate their calves
Objective Apply vocabulary words and homographs
Materials bull Vocabulary Cards bull Dictionary
VOCABULARY WORDS
Tell students that they will play a word-definition game Display half of
the Vocabulary Cards Have the first team use a dictionary to help create
two different definitions for each displayed word One should be the
correct definition and the other should be incorrect Then have students
write each pair of definitions on the board The second team chooses
the definition they think is correct They get one point for each correct
answer The team with the most points wins
DICTIONARY HOMOGRAPHS
Remind students that homographs are spelled alike but have different
meanings so they have separate dictionary entries Have students use the
adjective fine in a sentence Then challenge them to use the homograph
fine (money paid) in another sentence Repeat with the word content
Literary Elements
Objective Read poems to identify literary elements
Materials bull Poetry books and resources with limericks bull Student Book ldquoLimericksrdquo
METER AND RHYME SCHEME
Discuss the use of meter and rhyme in each limerick on Student Book
pages 504ndash505 Then have students look through poetry books and other
resources to locate limericks Ask students to discuss the meter and rhyme
scheme in the limericks
Objective Read fluently with appropriate prosody at a rate of 102ndash136 WCPM
Materials bull On Level Practice Book O p 136
REPEATED READING
Model reading the passage on page 136 of Practice Book O Remind
students to pay attention to the tempo to see if it matches the action of
the story Then read one sentence at a time having students echo-read
the sentence back imitating your pace Echo-read through the entire
passage again speeding up to reflect each part of the selection During
independent reading time partners take turns reading
Timed Reading Have students read the passage and record their rates
507Q
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Looking at Whales
PREVIEW AND PREDICT
Have students preview Looking at Whales
Ask students to write down any questions they have about the
selection
Ask if they think this book will be the story of one whale or about
many whales
SKILLSEQUENCE
The sequence is the order in which events happen Signal words such
as before after and then often help to indicate the sequence of events
Explain that students will fill in this information in Sequence Charts
READ AND RESPOND
Read Chapter 1 Pause to discuss how the information in the chapter
is presented At the end of Chapter 2 fill in the Sequence Chart Have
students discuss the sequencing of information including how the word
then helped them understand the information about humpback whales
singing
VOCABULARY WORDS
As they read Looking at Whales ask students to point out vocabulary
words as they appear Then have students discuss how each word is used
Ask Are blue whales massive or small
MAKE CONNECTIONS ACROSS TEXTS
Invite students to draw connections between Looking at Whales and
Adelinarsquos Whales
Ask students to use chronological order words to summarize the
information they learned in Looking at Whales
Ask students if they think Adelina would know most of the information
in Looking at Whales
ELLLeveled Reader
Go to pages
507Undash507V
Leveled Reader
Adelinarsquos Whales 507R
Vocabulary
Beyond Practice Book B page 136
Beyond Level Options
Objective Apply vocabulary words in writing
EXTEND VOCABULARY
Ask students to write a nonfiction piece about a whale Have them use
all of the vocabulary words from this weekrsquos selection and as many words
from this unitrsquos previous weeks as possible
Invite them to edit their essays or a partnerrsquos essay Remind them to check
the spelling and usage of each word
Literary Elements
Objective Use meter and rhyme to write a limerick
Materials bull Student Book ldquoLimericksrdquo
bull Poetry books with limericks bull Nonfiction books about whales
METER AND RHYME SCHEME
Use limericks to point out that meter and rhyme scheme can add to a
readerrsquos enjoyment of a poem Ask How does the use of meter and
rhyme scheme make these limericks more fun to read
Have students read limericks and note the use of meter and rhyme
scheme Then have them read information about whales or use what they
have already learned to write their own limerick about whales
Objective Read fluently with appropriate prosody at a rate of 112ndash136 WCPM
Materials bull Beyond Practice Book B p 136
REPEATED READING
Work with students to begin marking up the Fluency passage on page 136
of Practice Book B Remind them to pay attention to the tempo Then
read one sentence at a time having students echo-read the sentence
back imitating your pace Echo-read through the entire passage again
speeding up to reflect each part of the selection
During independent reading time partners can take turns reading the
passage they have practiced reading aloud Remind students to pay
attention to one anotherrsquos tempo and discuss how different actions in the
passage change the tempo or mood
Timed Reading Have students read the passage and record their reading
rate
Student Book
Limericks
Read Aloud Review meter
and rhyme scheme Then
reread a limerick aloud
Say Listen for the meter and
rhyme scheme of the poem
Then tell students you will
read the poem once more
together Let them know
that this time they should
clap along to the rhythm of
the poem Read the poem
chorally and clap out the
rhythm together
507S
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Gray Whales
PREVIEW AND PREDICT
Have students preview Gray Whales predict what it is about and set a
purpose for reading
SKILLSEQUENCE
Ask a volunteer to explain what the terms text structure and sequence
mean Have another volunteer explain why identifying the text structure
or sequence of events is important for understanding a selection
Explain that students will read Looking at Whales together and fill in
information about order in Sequence Charts
READ AND RESPOND
As students read they should identify the order of events in the selection
and fill in their Sequence Charts Discuss with the group how the story
would change if the sequence of events were different
VOCABULARY WORDS
Have students pay attention to vocabulary words as they come up Ask
students to provide definitions as needed Ask What do whales sometimes
get tangled in
Self-Selected Reading
Objective Read independently to identify the sequence of a text
Materials bull Leveled Readers or informational trade books at studentsrsquo reading level
READ TO IDENTIFY SEQUENCE
Invite students to use their personal interests to choose a nonfiction book
for independent reading Have students read their books and take notes
on the selectionrsquos sequence in their response journals
After reading have students compare the order in which the information
was presented in the book they chose to one of the selections they read
during this weekrsquos lessons Ask Which selection presented information in the
more interesting way Which selection taught you the most about the topic
Leveled Reader
Adelinarsquos Whales 507T
Academic Language Used in Whole Group Instruction
ContentTheme Words SkillStrategy Words WritingGrammar Words
ocean (p484)
aquarium (p 484)
whales (p 484)
mammals (p 484)
gills (p 484)
lungs (p 484)
legend (p 485)
pod (p 505)
homograph (p 484)
photo essay (p 486)
analyze text structure (p 485A)
sequence (p 485A)
limerick (p 504)
meter (p 504)
rhyme scheme (p 504)
voice (p 506)
point of view (p 506)
opinion (p 506)
audience (p 507B)
possessive pronouns (p 507I)
ownership (p 507I)
stand-alone possessive pronoun
(p 507I)
Academic LanguageThroughout the week the English language learners will need help in
building their understanding of the academic language used in daily
instruction and assessment instruments The following strategies will help
to increase their language proficiency and comprehension of content and
instructional words
Strategies to Reinforce Academic Language
Use Context Academic Language (see chart below)
should be explained in the context of the task during
Whole Group Use gestures expressions and visuals to
support meaning
Use Visuals Use charts transparencies and graphic
organizers to explain key labels to help students
understand classroom language
Model Demonstrate the task using academic language in
order for students to understand instruction
English Language Learners
Oral Language For
additional language
support and oral vocabulary
development use the lesson
at www macmillanmhcom
507U
ELL Leveled ReaderELL Leveled Reader Lesson Objectivebull To apply vocabulary and
comprehension skills
Materials
bull ELL Leveled Reader
DAY 1 bull Academic Language
bull Oral Language and Vocabulary Review
DAY 2 bull Academic Language
bull ELL Leveled Reader
DAY 3 bull Academic Language
bull ELL Leveled Reader
DAY 4 bull Academic Language
bull ELL Leveled Reader
DAY 5 bull Academic Language
bull ELL Leveled Reader Comprehension Check and Literacy Activities
ELL Teacherrsquos Guide
for students who need
additional instruction
DEVELOP ORAL LANGUAGE
Build Background Write the word whales on
the board and have students share what they
know What do whales look like What do they eat
How do they communicate List key points Then
do a brief picture walk of the book to add on to
the list
Review Vocabulary Write the vocabulary and story support words
and discuss the meanings Use each word in a sentence Clarify the two
meanings of schools and dove Schools of fish are large groups of fish not
where fish go to learn Who can use ldquoschools of fishrdquo in a sentence
PREVIEW AND PREDICT
Point to the cover photograph and read the title aloud What are we going
to read about Have students brainstorm a list of questions about facts
they would like to learn from this book
Set a Purpose for Reading Show the Sequence Chart and remind students
they have used it before Ask them to use a similar chart to identify the
sequence of events as they are presented in the book
Choose from among the differentiated strategies below to support
studentsrsquo reading at all stages of language acquisition
Beginning
Shared Reading As you
read model analyzing text
structure by identifying key
information about whales
Number the facts to explain
sequence Model filling in
the chart
Intermediate
Read Together Read the
first chapter Help students
analyze text structure by
numbering and recording
key information Take turns
reading with students Ask
them to identify events in
sequence as they read
Advanced
Independent Reading
Have students read the story
After reading each day ask
them to work with a partner
to analyze text structure and
identify events in sequence
Encourage them to use the
new vocabulary
Remind students to use the vocabulary and story words in their whole
group activities
The WorldThe Worldofof
WhalesWhalesby Dina Anastasio
Informational Nonfiction
Adelinarsquos Whales 507V
- Grade 4
-
- Unit 1
- Unit 2
- Unit 3
- Unit 4
-
- Planning the Unit
- Using the Student Book
-
- Dear Mrs LaRue
-
- Puppy Trouble
- Dear Mrs LaRue
- Dog Amazes Scientists
- Writerrsquos Craft Write About Solving a Problem
- Small Group Pages
-
- The Blind Hunter
-
- Through Elizabethrsquos Eyes
- The Blind Hunter
- Make Life Easier For Everybody
- Writerrsquos Craft Write Directions
- Small Group Pages
-
- The Power of Oil
-
- Clean as a Breeze
- The Power of Oil
- Windmills on the Prairies
- Writing Frictional Narrative Write to a Prompt
- Small Group Pages
-
- Adelinarsquos Whales
-
- A Whale of a Trip
- Adelinarsquos Whales
- Limericks
- Writerrsquos Craft Share Your Point of View
- Small Group Pages
-
- At Home in the Coral Reef
-
- Coral Reefs
- At Home in the Coral Reef
- Poseidon and the Kingdom of Atlantis
- Writerrsquos Craft Write about a Community Project
- Small Group Pages
-
- Test Strategy Author and Me
-
- Wrapping Up the Unit
- Additional Lessons and Resources
-
- Unit 5
- Unit 6
-
Although her home is a simple one on a sandy bluff hugging the edge of the Pacifi c Ocean Adelina has many new friends who come to share her world She has met people who come from beyond the end of the winding bumpy road that rings the lagoon Some are famous actors Some are politicians Some speak Spanish Some speak English Those that weigh forty tons speak to her in their own magical style The whales have taught her that the world is a big place
Adelina knows that she has many choices in her future Sometimes she giggles with delight at the idea of being the fi rst girl to captain a panga (a small open fi shing boat) and teach people about the whales in the lagoon Or sometimes she thinks she may become a biologist who studies the ocean and can one day help to unlock some of the mysteries of the whales in her own backyard Or maybe she will take pictures like the photographer whom she watches juggling his three cameras as he stumbles aboard the whale-watching boat But no matter what she chooses the whales will always be a part of her life
498
Main Selection Student page 498
Develop Comprehension
15 STRATEGYDICTIONARY
Read the sentence that contains the
word bluff Use a dictionary to find a
homograph for bluff Use each word
in a sentence that shows its meaning
Students should use context to
accurately read words with more than
one pronunciation (Sample answers
She stood on the bluff to see the valley
below Saying he would run away was
only a bluff)
16 MAIN IDEA AND DETAILS
What is the main idea of the second
paragraph on page 498 What details
support that idea (Main idea No
matter what Adelina decides to do in
the future it will have something to
do with the gray whales Supporting
details She may captain a fishing boat
and tell people about the whales
She may become a biologist and
study the whales She may become a
photographer who photographs the
whales)
16
15
498
For these three months Adelina knows how lucky she is to live in Laguna San Ignacio the little corner of Mexico that the gray whales choose for their winter home This is the place where two worlds join together She wouldnrsquot trade it for anything
SequenceWhat events drew whale watchers
to Laguna San Ignacio Be sure
to name the events in the order in
which they occurred
499
Develop Comprehension
17 SEQUENCE
What events drew whale watchers to
Laguna San Ignacio Be sure to name
the events in the order in which they
occurred (Gray whales have come to
the warm waters in the lagoon each
winter for hundreds of years Adelinarsquos
grandfather had the first ldquofriendlyrdquo
encounter with a whale Once the
whales and people began to ldquovisitrdquo
with each other more whales began
coming to the lagoon All sorts of
people from all over the world heard
about the whales and come to see
them in the lagoon)
Main Selection Student page 499
17
Cross-Curricular ConnectionCONSERVING SEA LIFE
For centuries the island nation of Japan has depended on
plants and animals from the ocean for food However the
Japanese have not been eager to pass laws to protect ocean
life and prevent pollution Recently though some Japanese
conservationists formed a group called the Human-Animal
Bond for the 21st Century One of the grouprsquos members Keiichi
Iwashige built a conservation center for dolphins in Cambodia
This center will work to prevent dolphins from drowning in
fishing nets The group also wants to raise awareness about
dolphins
Have students draw posters or write the text for a Web site
asking people to help protect the dolphins In this way they
can understand a task through group cooperation
Adelinarsquos Whales 499
In the early spring the lagoon grows quiet One by one the whales swim off heading north for a summer of feeding On their heads and backs they carry the fi ngerprints of those they met the memories of their encounters in Mexico Maybe as the whales sleep they dream of the colorful sunsets of Laguna San Ignacio
Every afternoon Adelina continues to gaze across the water Sometimes now when she closes her eyes she can still see the whales swimming by And if she listens really closely she can even hear their breathing
500
Main Selection Student page 500
Develop Comprehension
18 STRATEGYANALYZE TEXT STRUCTURE
How does the information that
the author includes in the last two
paragraphs help to bring the sequence
of events in the photo essay to a close
Student Think Aloud I know that
the lagoon is the whalesrsquo home only
in the winter They have to leave
and head north every spring to
search for food The author makes
it seem as if both the whales and
the people are saying good-bye
He talks about the whales having
memories of the people they met
and dreams about the sunsets
at the lagoon Those sound like
reactions that people would have
He also describes how Adelina still
sees and hears the whales after they
are gone I can use this information
to complete my Sequence Chart
FIGURATIVE LANGUAGE
Explain that the whales do not actually ldquocarry the fingerprintsrdquo of the
people The author does not mean that the whales have fingerprints
on them He chose to express the connection between the whales
and the people in this poetic way
18
Every winter the whales swim south along the Pacific Coast from Alaska and Russia
The first whales arrive in the lagoon
In the spring the whales leave the lagoon to feed up north
500
501
Develop ComprehensionRETURN TO PREDICTIONS
AND PURPOSES
Review studentsrsquo predictions and
purposes Were they correct Did
students find out how the whalesrsquo
yearly visits affected Adelinarsquos life (She
has learned much about gray whales
has made new friends and wants to
do work involving the whales)
REVIEW READING STRATEGIES
What questions do you have about
the selection What strategies can
you use to answer them
In what ways did identifying the
sequence of events help you to
understand the selection
What strategies did you use when
you came to difficult words
PERSONAL RESPONSE
Ask students to discuss and write
about an experience that helped them
think about what they would like to do
when they grow up
Main Selection Student page 501
During Small Group Instruction
If No Approaching Level Leveled
Reader Lesson p 507P
If Yes On Level Options
pp 507Qndash507R
Beyond Level Options
pp 507Sndash507T
Can students analyze
the structure of a text that
presents factual information
in sequential order
Adelinarsquos Whales 501
A Snapshot ofRichard Sobol
Richard Sobol is a photographer who has snapped many different subjects in his long career For the past few years Richard has spent a lot of time photographing wildlife including the whales He is especially interested in capturing images of endangered species
Other books by Richard Sobol
Authorrsquos PurposeNonfiction texts are often written to inform the reader or to explain something Why did Richard Sobol write Adelinarsquos Whales What clues help you figure out his purpose in creating this photo essay
Find out more about Richard
Sobol at wwwmacmillanmhcom
502
Respond Student page 502
Author and Illustrator
A SNAPSHOT OF RICHARD SOBOL
Have students read the biography of
the author and photographer
DISCUSS
How might Richard Sobolrsquos work in
photography have helped prepare
him to write this book
How might photographs such as
the ones Sobol took help save
endangered species
What do you think Sobolrsquos position
is on the subject of endangered
species Explain
What are his views on gender Do
you think Sobol believes Adelina
might grow up to be a whale
specialist
WRITE ABOUT IT
Ask students to think of an animal they
would like to know more about Have
them write a paragraph explaining
what they would want to learn and
observe if given the chance to live
among those animals
Students can find more information about Richard Sobol at wwwmacmillanmhcom
Authorrsquos CraftTheme
The theme of any piece of writing is the main idea or message
which tells the reader what the article or story is about
Whales are beautiful and worth saving This is one way to state
the theme of Adelinarsquos Whales
Ask students for other ways to state the theme of the photo
essay such as Living in tune with nature has many rewards
Then ask students to look again at the photographs and find the
ones they think relate most closely to the theme
Authorrsquos PurposeTell students that authors who write to
inform often provide examples in the
form of text features like photographs
Have students look in the story for
clues that will help them determine
Richard Sobolrsquos intentions
502
Comprehension Check
Summarize
Summarize the relationship between
humans and gray whales in Laguna San
Ignacio Use your Sequence Chart to
organize events in the correct order
Think and Compare
1 When did scientists and whale watchers start going to Laguna
San Ignacio Use text details to support your answer Analyze
Text Structure Sequence
2 Reread page 494 of Adelinarsquos Whales Why do you think the
massive whale did not overturn the small boat Use details
from the text to support your answer Analyze
3 How would you organize a club to study whales and visit
Laguna San Ignacio Develop a plan to show the steps you
would take Apply
4 Can you predict what will happen to the whales and Adelinarsquos
community if the lagoon becomes polluted Synthesize
5 Read ldquoA Whale of a Triprdquo on pages 484ndash485 What did you
learn about whales in this article that was not in Adelinarsquos
Whales ReadingWriting Across Texts
503
Comprehension Check
SUMMARIZE
Have partners summarize Adelinarsquos
Whales by paraphrasing Remind
students to use their Sequence Chart
to help them organize their summaries
THINK AND COMPARE
Sample answers are given
1 Sequence Scientists and whale
watchers started going to Laguna
San Ignacio after Adelinarsquos
grandfather began to tell about his
first friendly visit with the whales
2 Analyze Students should suggest
that the whale was curious about
the boat and the people in it She
did not mean to harm them and
was careful not to turn the boat
over
3 Text to Self Answers may vary
Students might say they would
get permission from their school
to start a club They might put
up posters to try to persuade
other students to join and then
do research to learn more about
whales USE ON MY OWN
4 Text to World If the lagoon
becomes polluted the whales could
get sick or even die If that happens
tourists and scientists may stop
coming to Laguna San Ignacio
FOCUS QUESTION
5 Text to Text In ldquoA Whale of a Triprdquo
we learn about baleen whales how
they eat and how they need to be
protected from tuna fishing nets
The story of Adelinarsquos Whales not
only talks about whales but it also
tells us about Adelinarsquos community
Respond Student page 503
On My Own
Model the On My Own strategy with question 3
The answer is not in the selection You have to use what you already
know to answer the question
Question 3 Think Aloud
I know that there are many ways to
get classmates together for a good cause or a fun event Many
people think whales are fascinating creatures Doing research
about marine life looking into related groups using the Internet
and writing to marine biologists might be a fun and interesting
way to start a club dedicated to the study of whales
Adelinarsquos Whales 503
FluencyComprehension
As I read I will pay attention to tempo and match the action in the story
Did you know that whales talk to each other Whales
10 make sounds for different reasons Some sounds are used to
20 locate calves Others are used to find mates Whales even use
31 sounds to warn other pod members that a predator is around
42 Toothed whales click and whistle in order to locate food
52 Baleen whales make knocking moaning snoring and
59 rumbling noises Humpback whales sing but not during
67 feeding season They save their tunes for the warmer waters
77 where they spend their breeding season Some scientists
85 believe they are singing love songs Other scientists think
94 they are sending out threats like ldquoGo awayrdquo We may never
105 know exactly why whales sing
110 Some humpback whales swim up to the surface and take
120 a few breaths Then they dive under the water and start to
132 sing They do not move when they sing Their underwater
142 songs can be heard for miles Sometimes they sing for a half
154 hour without stopping 157
Comprehension Check
1 What actions does a humpback whale take when it sings Sequence
2 Why might a whale need to communicate with another whale Draw Conclusions
Words Read ndash Number of Errors = Words
Correct Score
First Read ndash =
Second Read ndash =
A humpback whale swims to the surface and takes a few breaths Then the whale dives under the water to sing The whale does not move when singing
Whales might need to communicate with other whales to warn them about predators to find mates or to locate their calves
On Level Practice Book O page 136
Approaching Practice Book A page 136
Beyond Practice Book B page 136
Transparency 19
FluencyRepeated Reading Tempo
EXPLAINMODEL Tell students they will be doing a choral reading
or reading out loud together Point out that the passage on
Transparency 19 begins with slow action and a slow mood After
the whale nudges the boat the fishers become frightened and the
action picks up As you model reading the passage increase the
speed the second and third times you read through the last four
sentences Have students pay attention to the tempo
PRACTICEAPPLY Reread the first two sentences of the passage
with students Then divide them into two groups Have groups
alternate reading sentences Remind students to pay attention to
the tempo changes they should make Students will practice fluency
using Practice Book page 136 or the Fluency Solutions Audio CD
Objectivesbull Read accurately with good
tempo
bull Rate 102ndash122 WCPM
Materials
bull Fluency Transparency 19
bull Fluency Solutions
bull Leveled Practice Books p 136
Vary Reading Pace Act
out the actions as you
explain the sequence of
events in the passage
Next read it aloud using
lots of expression and
gestures to help with
meaning Then echo-read
the passage with students
Ask students to imitate
your tempo and voice
During Small Group Instruction
If No Approaching Level Fluency p 507N
If Yes On Level Options pp 507Qndash507R
Beyond Level Options pp 507Sndash507T
Can students read accurately with good tempo
In a whisper her grandfather begins to draw them in Adelina closes her eyes to imagine the calm and quiet on that first afternoon when his small boat was gently nudged by a huge gray whale As the boat rocked her grandfather and his fishing partnerrsquos hearts pounded They held tight and waited preparing themselves to be thrown into the water by the giant animal The whale dove below them and surfaced again on the opposite side of their boat scraping her head along the smooth sides Instead of being tossed from the boat they were surprised to find themselves still upright and floating
Fluency Transparency 19
from Adelinarsquos Whales page 494
503A
Draw Conclusions
Introduce 413A-B
Practice Apply
414ndash437 LeveledPractice 113ndash114
Reteach Review
443MndashT 447AndashB 448ndash463 469MndashT Leveled Practice120ndash121
Assess Weekly Tests Unit 4 Test Benchmark Tests A B
Maintain 503B 529B 557B
FluencyComprehension
ComprehensionMAINTAIN SKILLDRAW CONCLUSIONS
EXPLAINMODEL
You can use information from a selection as well as personal
experience to draw conclusions
A reader can draw conclusions about a personrsquos character and
about events by looking for clues in the selection
Lead a class discussion about drawing conclusions in ldquoA Whale of a Triprdquo
PRACTICEAPPLY Discuss the photo essay Adelinarsquos Whales and
what details can help readers to draw conclusions Then ask student
partners to discuss the following questions Encourage them to take
notes so that they may share answers with their peers afterward
What tells you that Adelina enjoys living by the ocean
How do you know that Adelina wants to work with whales in the
future What do you think her grandfatherrsquos reaction will be
What can you conclude about the future of Laguna San Ignacio
(Students should be able to identify a conclusion that summarizes
the main idea)
Using conclusions and parts of their discussion have each student
write a paragraph that continues the story For comprehension
practice use the Graphic Organizers on pages 40ndash64 in the
Teacherrsquos Resource Book
Objectivebull Draw conclusions from
details in a story
Adelinarsquos Whales 503B
LOZ_Subhd_LFT LOZ_StudentPgs
PoetryA Limerick is a funny poem
with a specific pattern
of rhyme and meter All
limericks have five lines
Literary ElementsMeter is the rhythm of the
syllables in a line of poetry
Rhyme Scheme is the
pattern of rhymes within
a poem
There once was a whale named Alene
Who strained all her meals through baleen
But she dreamed of a lunch
With a food that goes ldquocrunchrdquo
Like a truckload of just-picked string beans
mdashDoreen Beauregard
Near our boat is a mammal named Luke
Whorsquos exceedingly proud of his fl uke
Just donrsquot call it a tail
Or this dignifi ed whale
Will respond with a splashy rebuke
mdashDoreen Beauregard
WWhale hale WWatchatch
The meter in these three lines is created by emphasizing the third sixth and ninth syllables
LLimericksimericks
aa MMealealAA WWhalehale ofof
504
Paired Selection Student page 504
PoetryGENRE LIMERICK
Have students read the bookmark on
Student Book page 504 Explain that a
limerick
is meant to be funny
sometimes contains idioms puns or
other kinds of figurative language
Literary Elements Meter and Rhyme Scheme
EXPLAINMODEL
Tell students that literary elements
such as meter and rhyme scheme help
give poetry its rhythm
Meter is the rhythm or beat
of a poem It is created by the
arrangement of accented and
unaccented syllables in a line
Rhyme scheme is the pattern of
rhymes in a poem Capital letters are
used to represent each individual
rhyme
Discuss how ldquoWhale Watchrdquo contains
three accented syllables in lines 1 2
and 5
PRACTICEAPPLY
Have students point out the rhyme
scheme of the limerick on page
505 Where does the rhyme scheme
change (the second and third lines)
Read ldquoA Whale of a Mealrdquo ldquoWhale Watchrdquo and
ldquoThe Podless Whalerdquo
As you read remind students to apply what they have learned
about limericks
1
2
504504
Poetry
Connect and Compare1 What is the rhyme scheme of ldquoWhale Watchrdquo What if the last
line rhymed with the third and fourth lines Rhyme Scheme
2 Why were the sea bass in ldquoThe Podless Whalerdquo bewildered
Apply
3 How are the whales in these poems similar to the ones in
Adelinarsquos Whales How are they different
ReadingWriting Across Texts
There once was a whale near Cape Cod
Who just could not locate his pod
So he joined with a mass
Of bewildered sea bass
Who found this behavior quite odd
mdashDoreen Beauregard
P Podless odless WWhalehaleTheThe
The last line of a limerick always rhymes with the first two lines The second and third lines have a different rhyme
Find out more about limericks at wwwmacmillanmhcom
505
1 LITERARY ELEMENTS RHYME
SCHEME
If the name of the whale in ldquoA Whale
of a Mealrdquo were changed to Rose what
other words would have to change in
the poem (baleen string beans) Why
(This poem is a limerick so its rhyme
scheme must be AABBA)
2 LITERARY ELEMENTS METER
What is the meter used in the limerick
ldquoWhale Watchrdquo (Lines 1 2 and 5 have
three beats Lines 3 and 4 have two
beats)
3 MAKE INFERENCES
What is a group of whales called What
poem helped you figure this out (A
group of whales is called a pod This
can be figured out from ldquoThe Podless
Whalerdquo)
Connect and Compare
SUGGESTED ANSWERS
1 The rhyme scheme of ldquoWhale
Watchrdquo is AABBA If the last line
rhymed with the third and fourth
lines the rhyme scheme would be
AABBB and this would not be a
limerick RHYME SCHEME
2 The sea bass were bewildered
because a whale became a member
of their group and this is not
typical of whale behavior APPLY
3 FOCUS QUESTION The whales in
these poems are similar to the ones
in Adelinarsquos Whales because they
share whale characteristics such as
swimming near boats and in pods
They are different from Adelinarsquos
Whales because they are fictional
Adelinarsquos whales are real READING
WRITING ACROSS TEXTS
Paired Selection Student page 505
Internet Research and Inquiry Activity Students can find more
facts about limericks at wwwmacmillanmhcom
3
HISTORY AND CULTURE OF LIMERICKS
Limericks derive from the Irish town of Limerick and date back to
the 14th century Limericks were originally used in nursery rhymes
for children Later these rhymes were repeated and changed by the
working classes who created choruses based on the refrain ldquoWill
you come to Limerickrdquo
A famous childrenrsquos book of limericks Edward Learrsquos Book of
Nonsense was published in England in 1846 Because limericks are
short and funny they have survived to this day across many cultures
Adelinarsquos Whales 505
Why We Need Whales
by Maggie W
We learned in class today that some kinds
of whales are in danger of becoming extinct
I think we should try to save them We need
whales
Why do we need whales We donrsquot need
them for food They donrsquot do any work for us
But they are fascinating to watch They seem
to play and talk together The world would be
less interesting if there were no whales
I want the world to be an interesting place
so I hope there will
always be whales
making their wonderful
noises
Share YourShare YourPoint of ViewPoint of View Writerrsquos Craft
VoiceWriters want their readers to understand their point of view They use appropriate words to show voice and to share their opinions
I tried to show why I feel that whalesare important
I think whales are great I wrote this to express my point of view about whales
506
Features of a Point-of-View Article
In a point-of-view article the writer gives his or her opinion about
a subject A writer should use good reasons to explain his or her
point of view
It is written using first person
It describes a writerrsquos opinion about a subject
It uses supporting statements in a logical order
WritingVoice
READ THE STUDENT MODEL
Read the bookmark about voice
Explain that a writerrsquos voice shows his
or her personality It helps readers to
hear changes in the writerrsquos feelings
just as they would if the writing were
spoken aloud
Have students turn to page 477
Discuss the writerrsquos voice and its effect
Then have the class read Maggie Wrsquos
article and the callouts Tell students
that they will write an article about the
importance of animals They will also
learn how to create a voice that shows
their feelings
WRITINGbull Explanatory Writing
bull Writerrsquos Craft Voice
WORD STUDYbull Words in Context
bull Dictionary
bull Phonics Words with oi and ou
bull Vocabulary Building
SPELLINGbull Words with oi and ou
GRAMMARbull Possessive Pronouns
SMALL GROUP OPTIONS
bull Differentiated Instruction pp 507Mndash507V
506
Transparency 73
Writing Transparency 73
Explanatory Writing
Writerrsquos Checklist Ideas and Content Did I explain my point of view
clearly
Organization Did I state my opinion first and then
give reasons to explain it Did I save the strongest
reason for last
Voice Is my voice clear as I write about the topic
Word Choice Did I choose words carefully
Sentence Fluency Did I vary the length of
my sentences
Conventions Did I spell possessive pronouns
correctly
Your TurnWrite an article of one or two paragraphs to explain
your point of view about the importance of animals
You may write about animals in general or one kind
of animal in particular State your opinion and
give strong reasons for it Save your strongest
reason for last Back up your reasons with
examples End by restating your opinion
Use the Writerrsquos Checklist to check
your writing
507
PREWRITE
Read and discuss the writing prompt
on page 507 Students can brainstorm a
list of animals they feel it is important
to save Ask them to choose the animal
they care most about saving
Display Transparency 73 and discuss
how Maggie used a point-of-view chart
to plan an article with opinions about
animals including the use of strong
supporting statements Have students
use a point-of-view chart to plan their
own articles
DRAFT
Display Transparency 74 Discuss how
Maggie used her chart to organize and
write a draft of her article Talk about
how she could improve the draft Before
students write present the explicit
lesson on Voice on page 507A and
the Ideas and Content and Purpose
and Audience mini lessons on page
507B Have students use their charts
to write their articles Remind them to
keep their purpose and audience in
mind to express strong opinions and to
emphasize strong supporting statements
REVISE
Display Transparency 75 and discuss
Maggiersquos revisions Point out that she
added sentences to show her feelings
about whales Students can revise their
drafts or keep them to work on later
If students choose to revise have
them work in pairs to use the Writerrsquos
Checklist on page 507 Then ask
students to work with a partner to
proofread their writing For Publishing
Options see 507A For lessons on
Possessive Pronouns and Spelling
see page 507B and 5 Day Spelling and
Grammar on pages 507Gndash507J
Transparency 73 Point-of-View
Chart
Transparency 74 Draft
Transparency 75 Revision
Writing Student pages 506ndash507
Point of View Chart
Opinion
We should save whales
Reason
They are fun to watch
Reason
They play and talk together
Reason
They make the world interesting
Writing Transparency 73
Adelinarsquos Whales 507
SPEAKING STRATEGIES
Use tone of voice to show
exciting parts of the article
Change voices when the
strongest feelings are
mentioned
Look at the audience
to help them see your
interest in the article
LISTENING STRATEGIES
Listen to hear how the
author feels about saving
the animal
Try to imagine the setting
of the article in your mind
VoiceEXPLAINMODEL
Good writers use language that shows their feelings about a topic
These feelings make up the writerrsquos voice Reread the first paragraph
of the model on page 506 Point out that Maggie shows her strong
feelings about saving whales when she says we need them and that
they are fascinating to watch Display Transparency 76
Think Aloud The first example shows me how the writer feels
about her cat He is her best buddy She likes it when the cat
comes to see her in the garden The second example tells me
only the facts without saying how the writer feels about them
I donrsquot learn as much about the writer or the animal from this
example
Writing Transparency 76
Transparency 76
PRACTICEAPPLY
Work with students to read the two choices in each set Invite
volunteers to identify the stronger voice in each set and explain
how it shows the writerrsquos feelings Then have students identify and
discuss voice in another story they have recently read
Tell students that as they draft their article they should think about
ways to create a voice that shows their feelings about the animal or
animals they are describing
Publishing OptionsStudents can read aloud their article to the class See Speaking and Listening tips below They can also use their best cursive to write their article (See Teacherrsquos Resource Book pages 168ndash173 for cursive models and practice) Then invite students to illustrate their articles or act them out with a friend
4- and 6-Point Scoring Rubrics
Use the rubric on pages 539Gndash
539H to score published writing
Writing Process
For a complete lesson see Unit Writing on pages 539Andash539H
Writing
Writerrsquos Craft
Voice
Strong Voice Gumby is my best buddy It feels great when he
appears in the garden and then jumps on my back
to purr and watch me dig
Weak Voice Gumby is my cat He walks through the garden to
watch me dig
1 Wow Seeing Flossie run across the lawn to greet
me is so fantastic She barks loudly as if shersquos as
glad to see me as I am to see her
2 Flossie runs across the lawn to greet me She
barks loudly
3 My parrot Polly talks all the time I like the sound
of her voice She always tells me that Irsquom her friend
4 I love to hear Polly my pet parrot talk all the
time Her voice is music that fills our familyrsquos
kitchen Best of all she always tells me that Irsquom
her friend
(1 strong 2 weak 3 weak 4 strong)
Writing Transp
arency 76
507A
Technology
Writing
Writerrsquos Toolbox
Possessive Pronouns
ExplainModel Possessive pronouns take the
place of nouns that show ownership as in her
Point out the first possessive pronoun her in the
first sentence of Adelinarsquos Whales on page 494 This
pronoun shows that the grandfather is Adelinarsquos
PracticeApply Work with students to find more
possessive pronouns in the story on page 494
Have them identify the ownership each pronoun
suggests For a complete lesson on possessive
pronouns see pages 507Indash507J
Mechanics Do not use apostrophes in possessive
pronouns As students proofread their stories ask
them to check that they have used possessive
pronouns correctly
Writing Trait Ideas and Content
ExplainModel Good writers state their opinions
or point of view at the beginning of their writing
They use appropriate words to show voice and
they use good reasons and examples to support
their opinions and explain their point of view
They end their writing by repeating their opinion
strongly in a closing sentence
PracticeApply Have students reread the student
model on page 506 Discuss the callouts on the
left Can students identify Maggie Wrsquos point of view
in her article Ask students if Maggie W supports
her point of view
Purpose and Audience
ExplainModel Point out that one purpose of
writing an article is to inform and persuade the
audience of your opinion Using examples as
Maggie did helps to do this
PracticeApply As students draft tell them to
consider their audience They should use ideas that
will appeal to the people who will read their article
Spelling Words with oi and ou
Ask students to find the words noise and clouds in
the main selection on page 490 Point out that the
sound oi is spelled oi in noise Explain that the
sound ou is spelled ou in clouds but can also be
spelled ow as in flowers For a complete lesson on
words with oi and ou see pages 507Gndash507H
Remind students to use centering to position their title
correctly and to use formatting to capitalize the first letter
in each important word of the storyrsquos title
Adelinarsquos Whales 507B
Word StudyWord Study
Objectivesbull Apply knowledge of word
meanings and context clues
bull Use a dictionary to look up the
meanings of homographs
Materials
bull Vocabulary Transparencies 37
and 38
bull Leveled Practice Books p 138
Review
VocabularyWords in Context
EXPLAINMODEL
Review the meanings of the vocabulary words Display
Transparency 37 Model how to use word meanings and context
clues to fill in the first missing word with students
Think Aloud In the first sentence I learn that the speaker is going
on a boat to whale watch The speaker makes a note about the
boatrsquos size A boat for whale watching would be large I think that
the missing word is massive When I try massive in the sentence it
makes sense
PRACTICEAPPLY
Help students complete item 2 Then have them use context clues
to write missing words for items 3ndash6 on a separate sheet of paper
Students can exchange papers check their answers and explain the
context clues they used to determine the missing words
Fun with Puns Remind students that the vocabulary word dove
is a homograph Review its pronunciations and definitions Have
students work in small groups to create puns using dove Invite
groups to share their puns with the class
Give Examples For massive
sketch a bus and a whale on
the board Say A bus is big
but a whale is massive Have
students brainstorm other
examples in pairs
tangles (p 488) things
twisted together such as
strands of hair
rumbling (p 490) heavy
deep and rolling
snoring (p 490) making
loud breathing sounds
when sleeping
massive (p 491) big or
heavy
dove (p 494) jumped into
the water head first
unique (p 496) one of a
kind
politicians (p 498) people
who hold a government
officeVocabulary Transparency 37
Transparency 37
dove massive politicians rumbling snoring tangles unique
1 We boarded the massive boat amazed at its size and hoped it would be a good day for whale watching
2 The politicians had done a good job of protecting the whales in this bay so I was hopeful that we would see many whales
3 I stepped over the nets that lay in tangles on the deck
4 I watched as the birds dove into the ocean to catch their dinner
5 When I heard a rumbling sound I looked toward the horizon where I saw a unique sight a whale
6 I shouted for my father but when I heard his snoring I knew that he had missed the fantastic sight
507C
Vocabulary Strategy Transparency 38
Word Study
Homographs are words that have the same spelling but different meanings They may also have different pronunciations
Read the list of homographs and their meanings Then read the sentences and decide the meaning of the underlined homograph Write the letter of the correct meaning in the blank next to the sentence
dove ndash a past tense of dive b a kind of bird
fluke ndash c part of a whalersquos tail d something lucky
1 The whale splashed the surface of the water with its fl uke
2 The eagle dove for its prey
3 It was a fl uke that my mother won the game
4 The bird watchers saw a mourning dove sitting in a tree
Pick another homograph Write one sentence for each meaning of the word
5
6
c
a
d
b
My brother gave his girlfriend an engagement ring
Possible response provided
I didnrsquot hear the phone ring so I missed your call
On Level Practice Book 0 page 138
Approaching Practice Book A page 138
Beyond Practice Book B page 138
Practice Vocabulary
Homographs can be
confusing to students
especially those that are
pronounced differently
Create sentences for pairs
of words and model how
to guess the meaning
through the context
Practice with dove wind
and bow
Transparency 38
Homographs
1 What was the content of Karlarsquos lettera subject or topic nounb satisfied adjective
2 We tried to wind the kite string around a sticka moving air nounb to wrap around verb
3 Casey did not shed a tear as he watched the sad moviea to pull apart or into pieces verbb a drop of fluid that comes from the eye noun
4 Tanya put dates and nuts in her breada specific points in time nounb fruits from palm trees noun
PRACTICEAPPLY
Ask students to look up meanings and write sentences for the
following homographs bow row and present
During Small Group Instruction
If No Approaching Level Vocabulary pp 507Nndash507O
If Yes On Level Options pp 507Qndash507R
Beyond Level Options pp 507Sndash507T
Do students understand word meanings Can students use
context clues and dictionaries to understand homographs
STRATEGYDICTIONARY HOMOGRAPHS
EXPLAINMODEL
Remind students that homographs are words that are spelled alike
but have completely different meanings and may have different
pronunciations Explain how a dictionary and context clues can help
a reader to figure out the correct meaning and pronunciation of
homographs
Read the first sentence and definitions on Transparency 38 Model
how to figure out the meaning of content trying both definitions
and pronunciations Ask student volunteers to read aloud and
choose the correct homograph definitions for numbers 2ndash4
Adelinarsquos Whales 507D
The oi sound can be spelled with oi as in foil or with oy as in boy The ou sound can be spelled with ou as in couch or with ow as in now Keep in mind though that not all words containing oi have the oi sound and not all words spelled with ou and ow have the ou sound
In each row of words below there is one word that does not belong If the word does not have the same sound as the others make an X over it If the word is a homograph sometimes pronounced like the other words and sometimes pronounced differently put an asterisk () next to it Then on the blank line add another word that belongs with the group you made
1 joy foil employ onion
2 bow allowed south outside
3 coil destroy oil going
4 mouth doubt through how
5 broil doing spoil noise
6 sow tower frown sprout
7 couch dough cloud crowd
8 enjoy soil shooing toys
9 now enough crown proud
10 brow cow low down
11 annoy voices boil porpoise
12 thought shower loud trout
oi word
ou word
oi word
ou word
oi word
ou word
ou word
oi word
ou word
ou word
oi word
ou wordporpoiseporpoiseporpoiseporpoisepp
on on onioonioonioonioononoo
ngnggoigoigoigoingngnn
ughughhrohrothrothroughughouou
doing doing doing doing ii
ugh ugh doudoudoudouughughuu
oingoingshooshooshooshoooingoingoo
ughughenoenoenoenoughughouou
wwlowlowowowwwww
ught ught houhouthouthouughtughtuu
On Level Practice Book O page 139
Approaching Practice Book A page 139
Beyond Practice Book B page 139
Word Study
Phonics Decode Words with oi and ou
EXPLAINMODEL
Remind students that the letters oi and oy almost always spell the
sound oi The letters ou often spell ou unless they are followed
by r or gh The letters ow often spell ou but they may also spell
ō Write bow
Think Aloud
This word is a homograph When I say bou I know
the word means ldquoto bend the headrdquo or ldquothe front of a boatrdquo
When I say bō I know the word means ldquoa weaponrdquo or ldquoa knot
with loopsrdquo I need to look at the context to figure out which
word the writer means
PRACTICEAPPLY Write these words on the board joy spoil
mountain blouse coin tower and around Have students underline
the letters that spell ou and oi Then have them read the words
aloud pronouncing each sound with emphasis
Decode Multisyllabic Words Write these words on the board
voyage hardboiled encounter southpaw ownership and nowadays
Model how to decode voyage focusing on the sound oi Then work
with students to decode the other words explaining the spelling
of each sound For more practice use the decodable passages on
Teacherrsquos Resource Book page 23
Fill-in-the-Blanks Have students write out ten Spelling Words or
other words with the ou or oi sound Tell them to leave blanks
for the letters that represent these vowel sounds For example
C L _ _ N Students can trade papers with a partner and fill in the
missing letters
Word Study
Objectivesbull Decode the sounds ou and
oi
bull Identify and write sentences
with homophones
Materials
bull Leveled Practice Books p 139
bull Teacherrsquos Resource Book p 23
Use Context Hearing
and distinguishing vowel
sounds can be challenging
for students As students
read and hear the words
within the context of
shared reading and writing
activities they will connect
the sounds to their spelling
patterns
During Small Group Instruction
If No Approaching Level Phonics p 507M
If Yes On Level Options pp 507Qndash507R
Beyond Level Options pp 507Sndash507T
Can students decode words with oi and ou
507E
Spiral Review
Vocabulary Game Form two teams Divide the
Vocabulary Cards electrical globe decayed
amazement loosened midst mysterious patchwork
responsibility and soared from past weeks between
the teams
A Team 1 player takes a card and reads the word
A Team 2 player tells the wordrsquos meaning and uses
it in a sentence If the definition and sentence are
correct Team 2 gets a point If not the card is
returned to the bottom of the pile Then a Team 2
player takes a card and reads the word
Continue playing until all the words have been
correctly defined and used in sentences The team
with the most points wins
Vocabulary Building
Homophones Write on the board The children
let out (wails)(whales) because they couldnrsquot see
the (wails)(whales) Remind students that a
homophone is pronounced in the same way as
another word but has a different meaning and
spelling Have students write more sentences
containing homophone pairs or triples (there
theyrsquore their) Make sure students know how
homophones differ from homographs
Word Study
Vocabulary PuzzleMaker For additional vocabulary and
spelling games go to
wwwmacmillanmhcom
Vocabulary Building
Adjectives Verbshuge spray
humpback swim
endangered spout
slippery leap
Apply Vocabulary
Write a Personal Narrative Using the vocabulary
words ask students to complete the following
sentence ldquoI had a whale of a good time when rdquo
Tell students to continue writing after completing
this sentence Remind students to use descriptive
language that appeals to the five senses They
should provide a context to allow the reader
to picture the world of the event Post student
writing inside the body of a whale on a display
board
Oral Language
Expand Vocabulary Write the weekly topic
Whales on the board above a two-column chart
Label the columns Adjectives and Verbs Using the
selection print and electronic resources including
interviews and newspapers tell students to
brainstorm adjectives or verbs relating to whales
Adelinarsquos Whales 507F
5 Day Spelling
Words with oi and ouSpelling
Pretest Word Sorts
Spelling Practice Book pages 115ndash116 Spelling Practice Book page 117
Dictation Sentences 1 A daisy is a flower
2 We heard voices outside
3 The princess hid in the tower
4 We dumped a mound of dirt
5 I read a story about a cowboy
6 Her wedding gown was beautiful
7 You frown when you are not happy
8 We drove south to Florida
9 Why are the dogs howling
10 It will annoy Mike if you keep interrupting him
11 The car made noises yesterday
12 My kitten weighs about a pound
13 The hound followed the scent
14 Put your money in the pouch
15 We collected a thousand cans
16 I wound the rope around the tree
17 Irsquom a grouch when Irsquom tired
18 I felt fine but I still had a cough
19 Irsquove grown two inches in a year
20 They took a voyage to China
ReviewChallenge Words 1 I ate a peanut butter cookie
2 Use the zoom on your camera
3 The new mall is huge
4 During a drought we canrsquot water the grass
5 We took the bus downtown
Words in bold are from the main selection
flower south thousand
voices howling wound
tower annoy grouch
mound noises cough
cowboy pound grown
gown hound voyage
frown pouch
Review cookie zoom huge
Challenge drought downtown
ASSESS PRIOR KNOWLEDGE
Using the Dictation Sentences say
the underlined word Read the
sentence and repeat the word
Have students write the words on
Spelling Practice Book page 115
For a modified list use the first 12
Spelling Words and the 3 Review
Words For a more challenging list
use Spelling Words 3ndash20 and the
2 Challenge Words Have students
correct their own tests
Have students cut apart the Spelling
Word Cards BLM on Teacherrsquos
Resource Book page 84 and figure
out a way to sort them Have them
save the cards for use throughout
the week
Use Spelling Practice Book page 116
for more practice with this weekrsquos
Spelling Words
For Leveled Word Lists go to
wwwmacmillanmhcom
TEACHER AND STUDENT SORTS
Review the Spelling Words
pointing out the oi or ou
sound in most words
Use the cards on the Spelling Word
Cards BLM Attach the key words
south flower noises and annoy to a
bulletin board Model how to sort
the words according to their vowel
sounds and spellings Have students
take turns choosing cards sorting
them and explaining how they
sorted them
When students have finished the
sort discuss any oddballs that do
not fit in any category (grown
cough) Point out that wound is a
homograph Then invite students to
do an open sort in which they sort
all the Spelling Words any way they
wish for example by rhyme or by
consonant blends Discuss studentsrsquo
methods of sorting
507G
SYNONYMS
Write the following list of words
on the board Have students copy
the words into their word study
notebooks and write the Spelling
Word that is a synonym for each
1 pile (mound)
2 scowl (frown)
3 trip (voyage)
4 crying (howling)
5 dress (gown)
Challenge students to identify
three Spelling Words that can be
used as both a noun and a verb
Have them write sentences for
both usages
Have partners write a sentence
for each Spelling Word leaving
a blank space where the word
should go They can exchange
papers and fill in the blanks
SPIRAL REVIEW
Review words with ū uuml and u
Write cookie zoom and huge on
the board Have students identify
the spelling of the ū uuml or u
sound in each word
PROOFREAD AND WRITE
Write these sentences on the
board including the misspelled
words Ask students to proofread
circling incorrect spellings and
writing the correct spellings
1 My lizard has grone and she
gained two pownds (grown
pounds)
2 My cogh is starting to annoi
me (cough annoy)
3 The noyses in the hall were
houling dogs (noises howling)
4 A thowsand voyces were
singing (thousand voices)
POSTTEST
Use the Dictation Sentences on
page 507G for the Posttest
If students have difficulty with any
words in the lesson have students
place them in a list entitled
Spelling Words I Want to Remember
in a word study notebook
Challenge students to look for
words that have the same vowel
patterns they studied this week
Spelling
Word Meanings Review and Proofread Assess and Reteach
Spelling Practice Book page 118 Spelling Practice Book page 119 Spelling Practice Book page 120
Adelinarsquos Whales 507H
5 Day Grammar
Possessive Pronouns
INTRODUCE POSSESSIVE
PRONOUNS
Present the following
A possessive pronoun shows
ownership
A possessive pronoun takes
the place of a possessive noun
Possessive pronouns never have
an apostrophe my your his her
its our and their
Possessive pronouns must match
the nouns they replace in both
number and gender Give the
pass to Armita Give the pass to
her This is Dillon and Leighrsquos car
This is their car
REVIEW POSSESSIVE PRONOUNS
Discuss with students how to
recognize possessive pronouns
INTRODUCE STAND-ALONE
POSSESSIVE PRONOUNS
Present the following
A stand-alone possessive
pronoun is not used directly
before a noun
Most stand-alone possessive
pronouns are formed by adding
s to the pronoun that is used
before a noun These pronouns
are yours hers ours theirs and
mine This report is ours That one
is yours
His and its are the same when
used as stand-alones or before
a noun His shirt was brown The
shirt was his
Grammar
Daily Language ActivitiesUse these activities to introduce each dayrsquos lesson Write the dayrsquos activity on the board or use Transparency 19
DAY 1Adelinas favorite time of year was when the whales visited she Her and her grandfather watch for them every day (1 Adelinarsquos 2 her 3 She and)
DAY 2Her grandfather knowed about whales too Him was the one who had the first friendly visit with whales (1 knew 2 He)
DAY 3Every Fisherman takes their rod on the boat They pull in his lines if a whale come close (1 fisherman 2 his rod 3 their lines 4 comes)
DAY 4The camera on Adelinas lap is herrsquos She is taking a voiage to cownt whales (1 Adelinarsquos 2 hers 3 voyage 4 count)
DAY 5Thowsands of people come to see the whales They act as though it is not mine town but theirrsquos (1 Thousands 2 my 3 theirs)
Introduce the Concept Teach the Concept
Possessive Pronouns
Write on the board This
pencil belongs to Sheila
It is pencil Model
how to choose the correct
pronoun in the second
sentence Create more
sentences using other
studentsrsquo names and your
name to practice all the
pronouns
Grammar Practice Book page 115
See Grammar Transparency 91 for modeling and guided practice
Grammar Practice Book page 116
See Grammar Transparency 92 for modeling and guided practice
507I
REVIEW POSSESSIVE PRONOUNS
Review how to identify possessive
pronouns
MECHANICS AND USAGE
POSSESSIVE NOUNS AND
PRONOUNS
Possessive nouns are formed with
apostrophes teachersrsquo books
Most possessive pronouns that
are used before a noun are not
formed with s her book his car
The exception is its
Possessive stand-alone pronouns
are formed without apostrophes
Except for mine the last letter is
always s It is yours
All possessive pronouns should
agree in number and gender
with the nouns they replace
REVIEW TYPES OF POSSESSIVE
PRONOUNS
Ask students to explain the
differences between regular and
stand-alone possessive pronouns
PROOFREAD
Have students correct errors in the
following sentences
1 That whale is Renas favorite
and this one is mine favorite
(Renarsquos my)
2 Each boy should take their seat
while the whales are close (his
seat)
3 This book about whales is my
(mine)
4 Which is the better picture of a
whalemdashMiguels or herrsquos
(Miguelrsquos hers)
ASSESS
Use page 119 of the Grammar
Practice Book for assessment
RETEACH
Have students create sentences
using possessives pronouns
After checking for accuracy have
students write the sentences
again this time leaving a blank
where the pronoun should be
Students should trade papers
with a partner and try to fill in the
blanks They can then check their
own work
Also use page 120 of the Grammar
Practice Book for reteaching
Grammar
Review and Practice Review and Proofread Assess and Reteach
Grammar Practice Book page 117
See Grammar Transparency 93 for modeling and guided practice
Grammar Practice Book page 118
See Grammar Transparency 94 for modeling and guided practice
Circle the letter before the possessive pronoun that correctlycompletes each sentence
1 Adelinarsquos village was small and main street had only a few houses
a his b our c its d their
2 The whales came to Mexico to have young
a their b your c my d her
3 Although fi rst visit to La Laguna was in June this yearIrsquom going in January
a hisrsquos b theirs c my d her
4 Adelina knows the ocean very well because whole family works on the water
a my b their c our d her
5 Pachico made a sign for his business and letters are large and easy to read
a hers b their c its d my
Grammar Practice Book pages 119ndash120
See Grammar Transparency 95 for modeling and guided practice
Adelinarsquos Whales 507J
En
d-o
f-W
ee
k A
sse
ssm
en
t
ELL Practice and
Assessment 122ndash123
Fluency Assessment
Weekly Assessment 237ndash244
Administer the Test Weekly Reading Assessment Passage and questions pages 237ndash244
ASSESSED SKILLS
bull Sequence
bull Vocabulary Words
bull Dictionary Homographs
bull Possessive Pronouns
bull Words with oi and ou
Administer the Weekly Assessment online
or on CD-ROM
FluencyAssess fluency for one group of students per week
Use the Oral Fluency Record Sheet to track the number
of words read correctly Fluency goal for all students
102ndash122 words correct per minute (WCPM)
Approaching Level Weeks 1 3 5
On Level Weeks 2 4
Beyond Level Week 6
Alternative Assessmentbull ELL Assessment pages 122ndash123
Assessment Tool
507K507K
Diagnose Prescribe
En
d-o
f-We
ek
Asse
ssme
nt
VOCABULARY WORDS
VOCABULARY STRATEGY
Dictionary Homographs
Items 1 2 3 4
IF
0ndash2 items correct
THEN
Reteach skills using the Additional
Lessons page T8
Reteach skills Go to
wwwmacmillanmhcom
Vocabulary PuzzleMaker
Evaluate for Intervention
COMPREHENSION
Skill Sequence
Items 5 6 7 8
0ndash2 items correct Reteach skills using the Additional
Lessons page T3
Evaluate for Intervention
GRAMMAR
Possessive Pronouns
Items 9 10 11
0ndash1 items correct Reteach skills Grammar Practice Book
page 120
SPELLING
Words with oi and ou
Items 12 13 14
0ndash1 items correct Reteach skills Go to
wwwmacmillanmhcom
FLUENCY 98ndash101 WCPM
0ndash97 WCPM
Fluency Solutions
Evaluate for Intervention
Diagnose Prescribe
To place students
in the Intervention
Program use
the Diagnostic
Assessment in the
Intervention Teacherrsquos
Edition
TriumphsAN INTERVENTION PROGRAM
R E A D I N G
Adelinarsquos Whales 507L
Phonics
Approaching Level Options
Objective Decode words with oi and ou
Materials bull Student Book Adelinarsquos Whales
WORDS WITH oi AND ou
ExplainModel
Remind students that the letters oi and oy together usually stand for
oi as in coil and joy The letters ou as in house and ow as in cow usually
stand for ou However ow can also stand for o as in snow
Write the letters t o y on the board Say the sounds that the letters
stand for t oi Then blend the sounds toi Say the word with me toy
Repeat this process with oi and boil
Write the letters t o w n on the board Say the sounds that the letters
stand for t ou n Then blend the sounds toun Say the word with
me town Repeat this process with ou and house
Ask students to provide their own examples of words with oi and ou
Listen and provide constructive feedback
MULTISYLLABIC WORDS WITH oi AND ou
Write the word destroy on the board Have students identify the second
syllable as containing oi troy Have students repeat the syllable then
blend and read the whole word several times Repeat this process with
pounding and ou
Have student pairs work together to practice decoding longer words
with oi and ou Write the following words on the board and ask
student pairs to copy them onto index cards or sheets of paper Say
each word Circle the letters that stand for the ou or the oi sound Then
sort the words by spelling pattern
rejoice annoy crouching underground
growling browning moisture employment
Check each pair for their progress and accuracy
WORD HUNT WORDS WITH oi AND ou IN CONTEXT
Review words with oi and ou Have students search pages 488ndash490 of
Adelinarsquos Whales to find words with oi and ou Ask them to write the
words and circle the letters that spell the oi and ou in each word
Check to see if students have found examples such as outside down
south thousand loud noise sound clouds and out
For each skill below
additional lessons are
provided You can use these
lessons on consecutive days
after teaching the lessons
presented within the week
bull Sequence T3
bull Homographs T8
Additional Resources
To help students build speed
and accuracy with reading
multisyllabic words use the
additional decodable text
on page 23 of the Teacherrsquos
Resource Book
Decodable Text
If students have trouble
figuring out how to
pronounce words that
are homographs such as
bow bou and bow bō
have them look at how the
word is used and try out
each pronunciation and
its related definition in the
context of a sentence Write
She had a pink bow in her
hair on the board and say
I can say bou in the
sentence but a pink
ldquobending of the headrdquo
does not make sense
I can say bō in the
sentence A pink ldquoknot
with loopsrdquo does make
sense This word is
pronounced bō
ConstructiveFeedback
507M
Objective Read with increasing prosody and accuracy at a rate of 102ndash112 WCPM
Materials bull Index cards bull Approaching Practice Book A page 136
WORD AUTOMATICITY
Have students make flashcards for the following words with oi and
ou flower south thousand voices howling wound tower annoy grouch
mound noises cough cowboy pound gown hound voyage frown pouch
Display the cards one at a time and have students say each word Repeat
twice more displaying the words more quickly each time
REPEATED READING
Model reading the Fluency passage in Practice Book A page 136 Tell
students to pay close attention and listen to your tempo Then read
sentences in clusters based on tempo and have students read each cluster
back copying your tempo
During independent reading time have students work with a partner
One student reads aloud while the other repeats each sentence Remind
students to use positive and encouraging phrases when giving feedback
to their partners Circulate and provide constructive feedback Circulate
and provide constructive feedback
TIMED READING
At the end of the week have students do a final timed reading of the
passage on Practice Book A page 136 Students should
begin reading the passage aloud when you say ldquoGordquo
stop reading the passage after one minute when you say ldquoStoprdquo
Keep track of miscues Coach students as needed Help students record
and graph the number of words they read correctly
Vocabulary
Objective Apply vocabulary word meanings
Materials bull Vocabulary Cards bull Student Book Adelinarsquos Whales
VOCABULARY WORDS
Display the Vocabulary Cards for this weekrsquos words dove politicians
snoring massive tangles rumbling and unique Help students locate and
read the vocabulary words in Adelinarsquos Whales Review the definitions
of each word in the Glossary of the Student Book and discuss the
meanings Then have students write their own narratives about whales
using all of these vocabulary words
Approaching Practice Book A page 136
If students read too quickly
or too slowly reread
the passage to them at
the correct tempo Then
lead the class in a choral
reading so they can follow
you lead in reading at the
appropriate rate Repeat
the choral reading as
necessary
ConstructiveFeedback
Adelinarsquos Whales 507N
Vocabulary
Approaching Level Options
Review last weekrsquos words
(electrical globe fuels
decayed) and this weekrsquos
words (rumbling snoring
unique dove massive
tangles politicians) Have
students write a synonym for
each word
Objective Use homographs
DICTIONARY HOMOGRAPHS
Have students create simple crossword puzzles using Vocabulary and
Spelling Words Make sure they include at least two homographs (wound
dove) and write the definitions of the homographs as clues They may use
a dictionary to help them if necessary
Comprehension
Objective Identify sequence
Materials bull Student Book ldquoA Whale of a Triprdquo bull Transparencies 19a and 19b
STRATEGYANALYZE TEXT STRUCTURE
Remind students that recognizing how a text is organized can help them
to identify the sequence of story events
SKILLSEQUENCE
ExplainModel
Authors sometimes use signal words such as first next and last to help
readers recognize the sequence of events in a story
Authors of history texts or how-to articles typically use chronological
order to organize their texts
Display Transparencies 19a and 19b Reread the first pages Ask a
volunteer to identify what the narrator saw first and identify the signal
words
Think Aloud As I read I learn that many things are happening It helps to
recognize sequence words to help summarize what is happening in the
story so I can better understand it
PracticeApply
Invite students to retell the story considering the sequence of events Ask
the following questions
Before going on the trip do you think the narrator expected the whale
would be as big as it turned out to be
What was the first thing Matty told people on the whale-watching trip
Why are birds often seen in areas where whales are present
Student Book or Transparencies 19a and 19b
by Kristin Gold
Retelling Have students
retell the sequence of
events in ldquoA Whale of a
Triprdquo by drawing them Ask
students to choose one
event from the book they
would like to retell Have
students draw the scene
and write one sentence
describing it After the
students have finished
hang the drawings on the
board Then as a class put
the pictures in the order
of events that the story
follows
507O
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Saving the Whales
PREVIEW AND PREDICT
Have students read the title look at the images and preview the first
chapter Have students make predictions about what they will read and
set a purpose for reading
VOCABULARY WORDS
Review the vocabulary words as needed As you read together discuss
how context clues can help you figure out word meanings
STRATEGYANALYZE TEXT STRUCTURE
Remind students that recognizing how a text is organized can help
them better understand the textrsquos important ideas and the authorrsquos
purpose
SKILLSEQUENCE
Remind students to pay attention to the way the selection is organized
and the order in which events occur Read Chapter 2 with students
Think Aloud In the first chapter I learn that in the past there were whale
hunters in all parts of the world Now there are laws to protect whales
from hunters but whales are still being killed in other ways I need to
remember this information for my Sequence Chart
READ AND RESPOND
Finish reading Saving the Whales with students Discuss the following
If the plants that the krill eat die and then the krill die ask students
what will happen next in the food chain
Ask them what happened after Keiko the whale was set free
Work with students to review and revise their Sequence Charts Help
students paraphrase the important ideas in each chapter
MAKE CONNECTIONS ACROSS TEXTS
Invite students to compare Adelinarsquos Whales and Saving the Whales
Have students identify which selection is organized into chapters Ask
them why this format is better for this selection
Have students explain how reading Saving the Whales helps them better
understand the information and events in Adelinarsquos Whales
Leveled Reader
Adelinarsquos Whales 507P
Leveled Reader LessonVocabulary
On Level Options
Student Book
Limericks
On Level Practice Book O page 136
As I read I will pay attention to tempo and match the action in the story
Did you know that whales talk to each other Whales
10 make sounds for different reasons Some sounds are used to
20 locate calves Others are used to find mates Whales even use
31 sounds to warn other pod members that a predator is around
42 Toothed whales click and whistle in order to locate food
52 Baleen whales make knocking moaning snoring and
59 rumbling noises Humpback whales sing but not during
67 feeding season They save their tunes for the warmer waters
77 where they spend their breeding season Some scientists
85 believe they are singing love songs Other scientists think
94 they are sending out threats like ldquoGo awayrdquo We may never
105 know exactly why whales sing
110 Some humpback whales swim up to the surface and take
120 a few breaths Then they dive under the water and start to
132 sing They do not move when they sing Their underwater
142 songs can be heard for miles Sometimes they sing for a half
154 hour without stopping 157
Comprehension Check
1 What actions does a humpback whale take when it sings Sequence
2 Why might a whale need to communicate with another whale Draw Conclusions
Words Read ndash Number of Errors = Words
Correct Score
First Read ndash =
Second Read ndash =
A humpback whale swims to the surface and takes a few breaths Then the whale dives under the water to sing The whale does not move when singing
Whales might need to communicate with other whales to warn them about predators to find mates or to locate their calves
Objective Apply vocabulary words and homographs
Materials bull Vocabulary Cards bull Dictionary
VOCABULARY WORDS
Tell students that they will play a word-definition game Display half of
the Vocabulary Cards Have the first team use a dictionary to help create
two different definitions for each displayed word One should be the
correct definition and the other should be incorrect Then have students
write each pair of definitions on the board The second team chooses
the definition they think is correct They get one point for each correct
answer The team with the most points wins
DICTIONARY HOMOGRAPHS
Remind students that homographs are spelled alike but have different
meanings so they have separate dictionary entries Have students use the
adjective fine in a sentence Then challenge them to use the homograph
fine (money paid) in another sentence Repeat with the word content
Literary Elements
Objective Read poems to identify literary elements
Materials bull Poetry books and resources with limericks bull Student Book ldquoLimericksrdquo
METER AND RHYME SCHEME
Discuss the use of meter and rhyme in each limerick on Student Book
pages 504ndash505 Then have students look through poetry books and other
resources to locate limericks Ask students to discuss the meter and rhyme
scheme in the limericks
Objective Read fluently with appropriate prosody at a rate of 102ndash136 WCPM
Materials bull On Level Practice Book O p 136
REPEATED READING
Model reading the passage on page 136 of Practice Book O Remind
students to pay attention to the tempo to see if it matches the action of
the story Then read one sentence at a time having students echo-read
the sentence back imitating your pace Echo-read through the entire
passage again speeding up to reflect each part of the selection During
independent reading time partners take turns reading
Timed Reading Have students read the passage and record their rates
507Q
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Looking at Whales
PREVIEW AND PREDICT
Have students preview Looking at Whales
Ask students to write down any questions they have about the
selection
Ask if they think this book will be the story of one whale or about
many whales
SKILLSEQUENCE
The sequence is the order in which events happen Signal words such
as before after and then often help to indicate the sequence of events
Explain that students will fill in this information in Sequence Charts
READ AND RESPOND
Read Chapter 1 Pause to discuss how the information in the chapter
is presented At the end of Chapter 2 fill in the Sequence Chart Have
students discuss the sequencing of information including how the word
then helped them understand the information about humpback whales
singing
VOCABULARY WORDS
As they read Looking at Whales ask students to point out vocabulary
words as they appear Then have students discuss how each word is used
Ask Are blue whales massive or small
MAKE CONNECTIONS ACROSS TEXTS
Invite students to draw connections between Looking at Whales and
Adelinarsquos Whales
Ask students to use chronological order words to summarize the
information they learned in Looking at Whales
Ask students if they think Adelina would know most of the information
in Looking at Whales
ELLLeveled Reader
Go to pages
507Undash507V
Leveled Reader
Adelinarsquos Whales 507R
Vocabulary
Beyond Practice Book B page 136
Beyond Level Options
Objective Apply vocabulary words in writing
EXTEND VOCABULARY
Ask students to write a nonfiction piece about a whale Have them use
all of the vocabulary words from this weekrsquos selection and as many words
from this unitrsquos previous weeks as possible
Invite them to edit their essays or a partnerrsquos essay Remind them to check
the spelling and usage of each word
Literary Elements
Objective Use meter and rhyme to write a limerick
Materials bull Student Book ldquoLimericksrdquo
bull Poetry books with limericks bull Nonfiction books about whales
METER AND RHYME SCHEME
Use limericks to point out that meter and rhyme scheme can add to a
readerrsquos enjoyment of a poem Ask How does the use of meter and
rhyme scheme make these limericks more fun to read
Have students read limericks and note the use of meter and rhyme
scheme Then have them read information about whales or use what they
have already learned to write their own limerick about whales
Objective Read fluently with appropriate prosody at a rate of 112ndash136 WCPM
Materials bull Beyond Practice Book B p 136
REPEATED READING
Work with students to begin marking up the Fluency passage on page 136
of Practice Book B Remind them to pay attention to the tempo Then
read one sentence at a time having students echo-read the sentence
back imitating your pace Echo-read through the entire passage again
speeding up to reflect each part of the selection
During independent reading time partners can take turns reading the
passage they have practiced reading aloud Remind students to pay
attention to one anotherrsquos tempo and discuss how different actions in the
passage change the tempo or mood
Timed Reading Have students read the passage and record their reading
rate
Student Book
Limericks
Read Aloud Review meter
and rhyme scheme Then
reread a limerick aloud
Say Listen for the meter and
rhyme scheme of the poem
Then tell students you will
read the poem once more
together Let them know
that this time they should
clap along to the rhythm of
the poem Read the poem
chorally and clap out the
rhythm together
507S
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Gray Whales
PREVIEW AND PREDICT
Have students preview Gray Whales predict what it is about and set a
purpose for reading
SKILLSEQUENCE
Ask a volunteer to explain what the terms text structure and sequence
mean Have another volunteer explain why identifying the text structure
or sequence of events is important for understanding a selection
Explain that students will read Looking at Whales together and fill in
information about order in Sequence Charts
READ AND RESPOND
As students read they should identify the order of events in the selection
and fill in their Sequence Charts Discuss with the group how the story
would change if the sequence of events were different
VOCABULARY WORDS
Have students pay attention to vocabulary words as they come up Ask
students to provide definitions as needed Ask What do whales sometimes
get tangled in
Self-Selected Reading
Objective Read independently to identify the sequence of a text
Materials bull Leveled Readers or informational trade books at studentsrsquo reading level
READ TO IDENTIFY SEQUENCE
Invite students to use their personal interests to choose a nonfiction book
for independent reading Have students read their books and take notes
on the selectionrsquos sequence in their response journals
After reading have students compare the order in which the information
was presented in the book they chose to one of the selections they read
during this weekrsquos lessons Ask Which selection presented information in the
more interesting way Which selection taught you the most about the topic
Leveled Reader
Adelinarsquos Whales 507T
Academic Language Used in Whole Group Instruction
ContentTheme Words SkillStrategy Words WritingGrammar Words
ocean (p484)
aquarium (p 484)
whales (p 484)
mammals (p 484)
gills (p 484)
lungs (p 484)
legend (p 485)
pod (p 505)
homograph (p 484)
photo essay (p 486)
analyze text structure (p 485A)
sequence (p 485A)
limerick (p 504)
meter (p 504)
rhyme scheme (p 504)
voice (p 506)
point of view (p 506)
opinion (p 506)
audience (p 507B)
possessive pronouns (p 507I)
ownership (p 507I)
stand-alone possessive pronoun
(p 507I)
Academic LanguageThroughout the week the English language learners will need help in
building their understanding of the academic language used in daily
instruction and assessment instruments The following strategies will help
to increase their language proficiency and comprehension of content and
instructional words
Strategies to Reinforce Academic Language
Use Context Academic Language (see chart below)
should be explained in the context of the task during
Whole Group Use gestures expressions and visuals to
support meaning
Use Visuals Use charts transparencies and graphic
organizers to explain key labels to help students
understand classroom language
Model Demonstrate the task using academic language in
order for students to understand instruction
English Language Learners
Oral Language For
additional language
support and oral vocabulary
development use the lesson
at www macmillanmhcom
507U
ELL Leveled ReaderELL Leveled Reader Lesson Objectivebull To apply vocabulary and
comprehension skills
Materials
bull ELL Leveled Reader
DAY 1 bull Academic Language
bull Oral Language and Vocabulary Review
DAY 2 bull Academic Language
bull ELL Leveled Reader
DAY 3 bull Academic Language
bull ELL Leveled Reader
DAY 4 bull Academic Language
bull ELL Leveled Reader
DAY 5 bull Academic Language
bull ELL Leveled Reader Comprehension Check and Literacy Activities
ELL Teacherrsquos Guide
for students who need
additional instruction
DEVELOP ORAL LANGUAGE
Build Background Write the word whales on
the board and have students share what they
know What do whales look like What do they eat
How do they communicate List key points Then
do a brief picture walk of the book to add on to
the list
Review Vocabulary Write the vocabulary and story support words
and discuss the meanings Use each word in a sentence Clarify the two
meanings of schools and dove Schools of fish are large groups of fish not
where fish go to learn Who can use ldquoschools of fishrdquo in a sentence
PREVIEW AND PREDICT
Point to the cover photograph and read the title aloud What are we going
to read about Have students brainstorm a list of questions about facts
they would like to learn from this book
Set a Purpose for Reading Show the Sequence Chart and remind students
they have used it before Ask them to use a similar chart to identify the
sequence of events as they are presented in the book
Choose from among the differentiated strategies below to support
studentsrsquo reading at all stages of language acquisition
Beginning
Shared Reading As you
read model analyzing text
structure by identifying key
information about whales
Number the facts to explain
sequence Model filling in
the chart
Intermediate
Read Together Read the
first chapter Help students
analyze text structure by
numbering and recording
key information Take turns
reading with students Ask
them to identify events in
sequence as they read
Advanced
Independent Reading
Have students read the story
After reading each day ask
them to work with a partner
to analyze text structure and
identify events in sequence
Encourage them to use the
new vocabulary
Remind students to use the vocabulary and story words in their whole
group activities
The WorldThe Worldofof
WhalesWhalesby Dina Anastasio
Informational Nonfiction
Adelinarsquos Whales 507V
- Grade 4
-
- Unit 1
- Unit 2
- Unit 3
- Unit 4
-
- Planning the Unit
- Using the Student Book
-
- Dear Mrs LaRue
-
- Puppy Trouble
- Dear Mrs LaRue
- Dog Amazes Scientists
- Writerrsquos Craft Write About Solving a Problem
- Small Group Pages
-
- The Blind Hunter
-
- Through Elizabethrsquos Eyes
- The Blind Hunter
- Make Life Easier For Everybody
- Writerrsquos Craft Write Directions
- Small Group Pages
-
- The Power of Oil
-
- Clean as a Breeze
- The Power of Oil
- Windmills on the Prairies
- Writing Frictional Narrative Write to a Prompt
- Small Group Pages
-
- Adelinarsquos Whales
-
- A Whale of a Trip
- Adelinarsquos Whales
- Limericks
- Writerrsquos Craft Share Your Point of View
- Small Group Pages
-
- At Home in the Coral Reef
-
- Coral Reefs
- At Home in the Coral Reef
- Poseidon and the Kingdom of Atlantis
- Writerrsquos Craft Write about a Community Project
- Small Group Pages
-
- Test Strategy Author and Me
-
- Wrapping Up the Unit
- Additional Lessons and Resources
-
- Unit 5
- Unit 6
-
For these three months Adelina knows how lucky she is to live in Laguna San Ignacio the little corner of Mexico that the gray whales choose for their winter home This is the place where two worlds join together She wouldnrsquot trade it for anything
SequenceWhat events drew whale watchers
to Laguna San Ignacio Be sure
to name the events in the order in
which they occurred
499
Develop Comprehension
17 SEQUENCE
What events drew whale watchers to
Laguna San Ignacio Be sure to name
the events in the order in which they
occurred (Gray whales have come to
the warm waters in the lagoon each
winter for hundreds of years Adelinarsquos
grandfather had the first ldquofriendlyrdquo
encounter with a whale Once the
whales and people began to ldquovisitrdquo
with each other more whales began
coming to the lagoon All sorts of
people from all over the world heard
about the whales and come to see
them in the lagoon)
Main Selection Student page 499
17
Cross-Curricular ConnectionCONSERVING SEA LIFE
For centuries the island nation of Japan has depended on
plants and animals from the ocean for food However the
Japanese have not been eager to pass laws to protect ocean
life and prevent pollution Recently though some Japanese
conservationists formed a group called the Human-Animal
Bond for the 21st Century One of the grouprsquos members Keiichi
Iwashige built a conservation center for dolphins in Cambodia
This center will work to prevent dolphins from drowning in
fishing nets The group also wants to raise awareness about
dolphins
Have students draw posters or write the text for a Web site
asking people to help protect the dolphins In this way they
can understand a task through group cooperation
Adelinarsquos Whales 499
In the early spring the lagoon grows quiet One by one the whales swim off heading north for a summer of feeding On their heads and backs they carry the fi ngerprints of those they met the memories of their encounters in Mexico Maybe as the whales sleep they dream of the colorful sunsets of Laguna San Ignacio
Every afternoon Adelina continues to gaze across the water Sometimes now when she closes her eyes she can still see the whales swimming by And if she listens really closely she can even hear their breathing
500
Main Selection Student page 500
Develop Comprehension
18 STRATEGYANALYZE TEXT STRUCTURE
How does the information that
the author includes in the last two
paragraphs help to bring the sequence
of events in the photo essay to a close
Student Think Aloud I know that
the lagoon is the whalesrsquo home only
in the winter They have to leave
and head north every spring to
search for food The author makes
it seem as if both the whales and
the people are saying good-bye
He talks about the whales having
memories of the people they met
and dreams about the sunsets
at the lagoon Those sound like
reactions that people would have
He also describes how Adelina still
sees and hears the whales after they
are gone I can use this information
to complete my Sequence Chart
FIGURATIVE LANGUAGE
Explain that the whales do not actually ldquocarry the fingerprintsrdquo of the
people The author does not mean that the whales have fingerprints
on them He chose to express the connection between the whales
and the people in this poetic way
18
Every winter the whales swim south along the Pacific Coast from Alaska and Russia
The first whales arrive in the lagoon
In the spring the whales leave the lagoon to feed up north
500
501
Develop ComprehensionRETURN TO PREDICTIONS
AND PURPOSES
Review studentsrsquo predictions and
purposes Were they correct Did
students find out how the whalesrsquo
yearly visits affected Adelinarsquos life (She
has learned much about gray whales
has made new friends and wants to
do work involving the whales)
REVIEW READING STRATEGIES
What questions do you have about
the selection What strategies can
you use to answer them
In what ways did identifying the
sequence of events help you to
understand the selection
What strategies did you use when
you came to difficult words
PERSONAL RESPONSE
Ask students to discuss and write
about an experience that helped them
think about what they would like to do
when they grow up
Main Selection Student page 501
During Small Group Instruction
If No Approaching Level Leveled
Reader Lesson p 507P
If Yes On Level Options
pp 507Qndash507R
Beyond Level Options
pp 507Sndash507T
Can students analyze
the structure of a text that
presents factual information
in sequential order
Adelinarsquos Whales 501
A Snapshot ofRichard Sobol
Richard Sobol is a photographer who has snapped many different subjects in his long career For the past few years Richard has spent a lot of time photographing wildlife including the whales He is especially interested in capturing images of endangered species
Other books by Richard Sobol
Authorrsquos PurposeNonfiction texts are often written to inform the reader or to explain something Why did Richard Sobol write Adelinarsquos Whales What clues help you figure out his purpose in creating this photo essay
Find out more about Richard
Sobol at wwwmacmillanmhcom
502
Respond Student page 502
Author and Illustrator
A SNAPSHOT OF RICHARD SOBOL
Have students read the biography of
the author and photographer
DISCUSS
How might Richard Sobolrsquos work in
photography have helped prepare
him to write this book
How might photographs such as
the ones Sobol took help save
endangered species
What do you think Sobolrsquos position
is on the subject of endangered
species Explain
What are his views on gender Do
you think Sobol believes Adelina
might grow up to be a whale
specialist
WRITE ABOUT IT
Ask students to think of an animal they
would like to know more about Have
them write a paragraph explaining
what they would want to learn and
observe if given the chance to live
among those animals
Students can find more information about Richard Sobol at wwwmacmillanmhcom
Authorrsquos CraftTheme
The theme of any piece of writing is the main idea or message
which tells the reader what the article or story is about
Whales are beautiful and worth saving This is one way to state
the theme of Adelinarsquos Whales
Ask students for other ways to state the theme of the photo
essay such as Living in tune with nature has many rewards
Then ask students to look again at the photographs and find the
ones they think relate most closely to the theme
Authorrsquos PurposeTell students that authors who write to
inform often provide examples in the
form of text features like photographs
Have students look in the story for
clues that will help them determine
Richard Sobolrsquos intentions
502
Comprehension Check
Summarize
Summarize the relationship between
humans and gray whales in Laguna San
Ignacio Use your Sequence Chart to
organize events in the correct order
Think and Compare
1 When did scientists and whale watchers start going to Laguna
San Ignacio Use text details to support your answer Analyze
Text Structure Sequence
2 Reread page 494 of Adelinarsquos Whales Why do you think the
massive whale did not overturn the small boat Use details
from the text to support your answer Analyze
3 How would you organize a club to study whales and visit
Laguna San Ignacio Develop a plan to show the steps you
would take Apply
4 Can you predict what will happen to the whales and Adelinarsquos
community if the lagoon becomes polluted Synthesize
5 Read ldquoA Whale of a Triprdquo on pages 484ndash485 What did you
learn about whales in this article that was not in Adelinarsquos
Whales ReadingWriting Across Texts
503
Comprehension Check
SUMMARIZE
Have partners summarize Adelinarsquos
Whales by paraphrasing Remind
students to use their Sequence Chart
to help them organize their summaries
THINK AND COMPARE
Sample answers are given
1 Sequence Scientists and whale
watchers started going to Laguna
San Ignacio after Adelinarsquos
grandfather began to tell about his
first friendly visit with the whales
2 Analyze Students should suggest
that the whale was curious about
the boat and the people in it She
did not mean to harm them and
was careful not to turn the boat
over
3 Text to Self Answers may vary
Students might say they would
get permission from their school
to start a club They might put
up posters to try to persuade
other students to join and then
do research to learn more about
whales USE ON MY OWN
4 Text to World If the lagoon
becomes polluted the whales could
get sick or even die If that happens
tourists and scientists may stop
coming to Laguna San Ignacio
FOCUS QUESTION
5 Text to Text In ldquoA Whale of a Triprdquo
we learn about baleen whales how
they eat and how they need to be
protected from tuna fishing nets
The story of Adelinarsquos Whales not
only talks about whales but it also
tells us about Adelinarsquos community
Respond Student page 503
On My Own
Model the On My Own strategy with question 3
The answer is not in the selection You have to use what you already
know to answer the question
Question 3 Think Aloud
I know that there are many ways to
get classmates together for a good cause or a fun event Many
people think whales are fascinating creatures Doing research
about marine life looking into related groups using the Internet
and writing to marine biologists might be a fun and interesting
way to start a club dedicated to the study of whales
Adelinarsquos Whales 503
FluencyComprehension
As I read I will pay attention to tempo and match the action in the story
Did you know that whales talk to each other Whales
10 make sounds for different reasons Some sounds are used to
20 locate calves Others are used to find mates Whales even use
31 sounds to warn other pod members that a predator is around
42 Toothed whales click and whistle in order to locate food
52 Baleen whales make knocking moaning snoring and
59 rumbling noises Humpback whales sing but not during
67 feeding season They save their tunes for the warmer waters
77 where they spend their breeding season Some scientists
85 believe they are singing love songs Other scientists think
94 they are sending out threats like ldquoGo awayrdquo We may never
105 know exactly why whales sing
110 Some humpback whales swim up to the surface and take
120 a few breaths Then they dive under the water and start to
132 sing They do not move when they sing Their underwater
142 songs can be heard for miles Sometimes they sing for a half
154 hour without stopping 157
Comprehension Check
1 What actions does a humpback whale take when it sings Sequence
2 Why might a whale need to communicate with another whale Draw Conclusions
Words Read ndash Number of Errors = Words
Correct Score
First Read ndash =
Second Read ndash =
A humpback whale swims to the surface and takes a few breaths Then the whale dives under the water to sing The whale does not move when singing
Whales might need to communicate with other whales to warn them about predators to find mates or to locate their calves
On Level Practice Book O page 136
Approaching Practice Book A page 136
Beyond Practice Book B page 136
Transparency 19
FluencyRepeated Reading Tempo
EXPLAINMODEL Tell students they will be doing a choral reading
or reading out loud together Point out that the passage on
Transparency 19 begins with slow action and a slow mood After
the whale nudges the boat the fishers become frightened and the
action picks up As you model reading the passage increase the
speed the second and third times you read through the last four
sentences Have students pay attention to the tempo
PRACTICEAPPLY Reread the first two sentences of the passage
with students Then divide them into two groups Have groups
alternate reading sentences Remind students to pay attention to
the tempo changes they should make Students will practice fluency
using Practice Book page 136 or the Fluency Solutions Audio CD
Objectivesbull Read accurately with good
tempo
bull Rate 102ndash122 WCPM
Materials
bull Fluency Transparency 19
bull Fluency Solutions
bull Leveled Practice Books p 136
Vary Reading Pace Act
out the actions as you
explain the sequence of
events in the passage
Next read it aloud using
lots of expression and
gestures to help with
meaning Then echo-read
the passage with students
Ask students to imitate
your tempo and voice
During Small Group Instruction
If No Approaching Level Fluency p 507N
If Yes On Level Options pp 507Qndash507R
Beyond Level Options pp 507Sndash507T
Can students read accurately with good tempo
In a whisper her grandfather begins to draw them in Adelina closes her eyes to imagine the calm and quiet on that first afternoon when his small boat was gently nudged by a huge gray whale As the boat rocked her grandfather and his fishing partnerrsquos hearts pounded They held tight and waited preparing themselves to be thrown into the water by the giant animal The whale dove below them and surfaced again on the opposite side of their boat scraping her head along the smooth sides Instead of being tossed from the boat they were surprised to find themselves still upright and floating
Fluency Transparency 19
from Adelinarsquos Whales page 494
503A
Draw Conclusions
Introduce 413A-B
Practice Apply
414ndash437 LeveledPractice 113ndash114
Reteach Review
443MndashT 447AndashB 448ndash463 469MndashT Leveled Practice120ndash121
Assess Weekly Tests Unit 4 Test Benchmark Tests A B
Maintain 503B 529B 557B
FluencyComprehension
ComprehensionMAINTAIN SKILLDRAW CONCLUSIONS
EXPLAINMODEL
You can use information from a selection as well as personal
experience to draw conclusions
A reader can draw conclusions about a personrsquos character and
about events by looking for clues in the selection
Lead a class discussion about drawing conclusions in ldquoA Whale of a Triprdquo
PRACTICEAPPLY Discuss the photo essay Adelinarsquos Whales and
what details can help readers to draw conclusions Then ask student
partners to discuss the following questions Encourage them to take
notes so that they may share answers with their peers afterward
What tells you that Adelina enjoys living by the ocean
How do you know that Adelina wants to work with whales in the
future What do you think her grandfatherrsquos reaction will be
What can you conclude about the future of Laguna San Ignacio
(Students should be able to identify a conclusion that summarizes
the main idea)
Using conclusions and parts of their discussion have each student
write a paragraph that continues the story For comprehension
practice use the Graphic Organizers on pages 40ndash64 in the
Teacherrsquos Resource Book
Objectivebull Draw conclusions from
details in a story
Adelinarsquos Whales 503B
LOZ_Subhd_LFT LOZ_StudentPgs
PoetryA Limerick is a funny poem
with a specific pattern
of rhyme and meter All
limericks have five lines
Literary ElementsMeter is the rhythm of the
syllables in a line of poetry
Rhyme Scheme is the
pattern of rhymes within
a poem
There once was a whale named Alene
Who strained all her meals through baleen
But she dreamed of a lunch
With a food that goes ldquocrunchrdquo
Like a truckload of just-picked string beans
mdashDoreen Beauregard
Near our boat is a mammal named Luke
Whorsquos exceedingly proud of his fl uke
Just donrsquot call it a tail
Or this dignifi ed whale
Will respond with a splashy rebuke
mdashDoreen Beauregard
WWhale hale WWatchatch
The meter in these three lines is created by emphasizing the third sixth and ninth syllables
LLimericksimericks
aa MMealealAA WWhalehale ofof
504
Paired Selection Student page 504
PoetryGENRE LIMERICK
Have students read the bookmark on
Student Book page 504 Explain that a
limerick
is meant to be funny
sometimes contains idioms puns or
other kinds of figurative language
Literary Elements Meter and Rhyme Scheme
EXPLAINMODEL
Tell students that literary elements
such as meter and rhyme scheme help
give poetry its rhythm
Meter is the rhythm or beat
of a poem It is created by the
arrangement of accented and
unaccented syllables in a line
Rhyme scheme is the pattern of
rhymes in a poem Capital letters are
used to represent each individual
rhyme
Discuss how ldquoWhale Watchrdquo contains
three accented syllables in lines 1 2
and 5
PRACTICEAPPLY
Have students point out the rhyme
scheme of the limerick on page
505 Where does the rhyme scheme
change (the second and third lines)
Read ldquoA Whale of a Mealrdquo ldquoWhale Watchrdquo and
ldquoThe Podless Whalerdquo
As you read remind students to apply what they have learned
about limericks
1
2
504504
Poetry
Connect and Compare1 What is the rhyme scheme of ldquoWhale Watchrdquo What if the last
line rhymed with the third and fourth lines Rhyme Scheme
2 Why were the sea bass in ldquoThe Podless Whalerdquo bewildered
Apply
3 How are the whales in these poems similar to the ones in
Adelinarsquos Whales How are they different
ReadingWriting Across Texts
There once was a whale near Cape Cod
Who just could not locate his pod
So he joined with a mass
Of bewildered sea bass
Who found this behavior quite odd
mdashDoreen Beauregard
P Podless odless WWhalehaleTheThe
The last line of a limerick always rhymes with the first two lines The second and third lines have a different rhyme
Find out more about limericks at wwwmacmillanmhcom
505
1 LITERARY ELEMENTS RHYME
SCHEME
If the name of the whale in ldquoA Whale
of a Mealrdquo were changed to Rose what
other words would have to change in
the poem (baleen string beans) Why
(This poem is a limerick so its rhyme
scheme must be AABBA)
2 LITERARY ELEMENTS METER
What is the meter used in the limerick
ldquoWhale Watchrdquo (Lines 1 2 and 5 have
three beats Lines 3 and 4 have two
beats)
3 MAKE INFERENCES
What is a group of whales called What
poem helped you figure this out (A
group of whales is called a pod This
can be figured out from ldquoThe Podless
Whalerdquo)
Connect and Compare
SUGGESTED ANSWERS
1 The rhyme scheme of ldquoWhale
Watchrdquo is AABBA If the last line
rhymed with the third and fourth
lines the rhyme scheme would be
AABBB and this would not be a
limerick RHYME SCHEME
2 The sea bass were bewildered
because a whale became a member
of their group and this is not
typical of whale behavior APPLY
3 FOCUS QUESTION The whales in
these poems are similar to the ones
in Adelinarsquos Whales because they
share whale characteristics such as
swimming near boats and in pods
They are different from Adelinarsquos
Whales because they are fictional
Adelinarsquos whales are real READING
WRITING ACROSS TEXTS
Paired Selection Student page 505
Internet Research and Inquiry Activity Students can find more
facts about limericks at wwwmacmillanmhcom
3
HISTORY AND CULTURE OF LIMERICKS
Limericks derive from the Irish town of Limerick and date back to
the 14th century Limericks were originally used in nursery rhymes
for children Later these rhymes were repeated and changed by the
working classes who created choruses based on the refrain ldquoWill
you come to Limerickrdquo
A famous childrenrsquos book of limericks Edward Learrsquos Book of
Nonsense was published in England in 1846 Because limericks are
short and funny they have survived to this day across many cultures
Adelinarsquos Whales 505
Why We Need Whales
by Maggie W
We learned in class today that some kinds
of whales are in danger of becoming extinct
I think we should try to save them We need
whales
Why do we need whales We donrsquot need
them for food They donrsquot do any work for us
But they are fascinating to watch They seem
to play and talk together The world would be
less interesting if there were no whales
I want the world to be an interesting place
so I hope there will
always be whales
making their wonderful
noises
Share YourShare YourPoint of ViewPoint of View Writerrsquos Craft
VoiceWriters want their readers to understand their point of view They use appropriate words to show voice and to share their opinions
I tried to show why I feel that whalesare important
I think whales are great I wrote this to express my point of view about whales
506
Features of a Point-of-View Article
In a point-of-view article the writer gives his or her opinion about
a subject A writer should use good reasons to explain his or her
point of view
It is written using first person
It describes a writerrsquos opinion about a subject
It uses supporting statements in a logical order
WritingVoice
READ THE STUDENT MODEL
Read the bookmark about voice
Explain that a writerrsquos voice shows his
or her personality It helps readers to
hear changes in the writerrsquos feelings
just as they would if the writing were
spoken aloud
Have students turn to page 477
Discuss the writerrsquos voice and its effect
Then have the class read Maggie Wrsquos
article and the callouts Tell students
that they will write an article about the
importance of animals They will also
learn how to create a voice that shows
their feelings
WRITINGbull Explanatory Writing
bull Writerrsquos Craft Voice
WORD STUDYbull Words in Context
bull Dictionary
bull Phonics Words with oi and ou
bull Vocabulary Building
SPELLINGbull Words with oi and ou
GRAMMARbull Possessive Pronouns
SMALL GROUP OPTIONS
bull Differentiated Instruction pp 507Mndash507V
506
Transparency 73
Writing Transparency 73
Explanatory Writing
Writerrsquos Checklist Ideas and Content Did I explain my point of view
clearly
Organization Did I state my opinion first and then
give reasons to explain it Did I save the strongest
reason for last
Voice Is my voice clear as I write about the topic
Word Choice Did I choose words carefully
Sentence Fluency Did I vary the length of
my sentences
Conventions Did I spell possessive pronouns
correctly
Your TurnWrite an article of one or two paragraphs to explain
your point of view about the importance of animals
You may write about animals in general or one kind
of animal in particular State your opinion and
give strong reasons for it Save your strongest
reason for last Back up your reasons with
examples End by restating your opinion
Use the Writerrsquos Checklist to check
your writing
507
PREWRITE
Read and discuss the writing prompt
on page 507 Students can brainstorm a
list of animals they feel it is important
to save Ask them to choose the animal
they care most about saving
Display Transparency 73 and discuss
how Maggie used a point-of-view chart
to plan an article with opinions about
animals including the use of strong
supporting statements Have students
use a point-of-view chart to plan their
own articles
DRAFT
Display Transparency 74 Discuss how
Maggie used her chart to organize and
write a draft of her article Talk about
how she could improve the draft Before
students write present the explicit
lesson on Voice on page 507A and
the Ideas and Content and Purpose
and Audience mini lessons on page
507B Have students use their charts
to write their articles Remind them to
keep their purpose and audience in
mind to express strong opinions and to
emphasize strong supporting statements
REVISE
Display Transparency 75 and discuss
Maggiersquos revisions Point out that she
added sentences to show her feelings
about whales Students can revise their
drafts or keep them to work on later
If students choose to revise have
them work in pairs to use the Writerrsquos
Checklist on page 507 Then ask
students to work with a partner to
proofread their writing For Publishing
Options see 507A For lessons on
Possessive Pronouns and Spelling
see page 507B and 5 Day Spelling and
Grammar on pages 507Gndash507J
Transparency 73 Point-of-View
Chart
Transparency 74 Draft
Transparency 75 Revision
Writing Student pages 506ndash507
Point of View Chart
Opinion
We should save whales
Reason
They are fun to watch
Reason
They play and talk together
Reason
They make the world interesting
Writing Transparency 73
Adelinarsquos Whales 507
SPEAKING STRATEGIES
Use tone of voice to show
exciting parts of the article
Change voices when the
strongest feelings are
mentioned
Look at the audience
to help them see your
interest in the article
LISTENING STRATEGIES
Listen to hear how the
author feels about saving
the animal
Try to imagine the setting
of the article in your mind
VoiceEXPLAINMODEL
Good writers use language that shows their feelings about a topic
These feelings make up the writerrsquos voice Reread the first paragraph
of the model on page 506 Point out that Maggie shows her strong
feelings about saving whales when she says we need them and that
they are fascinating to watch Display Transparency 76
Think Aloud The first example shows me how the writer feels
about her cat He is her best buddy She likes it when the cat
comes to see her in the garden The second example tells me
only the facts without saying how the writer feels about them
I donrsquot learn as much about the writer or the animal from this
example
Writing Transparency 76
Transparency 76
PRACTICEAPPLY
Work with students to read the two choices in each set Invite
volunteers to identify the stronger voice in each set and explain
how it shows the writerrsquos feelings Then have students identify and
discuss voice in another story they have recently read
Tell students that as they draft their article they should think about
ways to create a voice that shows their feelings about the animal or
animals they are describing
Publishing OptionsStudents can read aloud their article to the class See Speaking and Listening tips below They can also use their best cursive to write their article (See Teacherrsquos Resource Book pages 168ndash173 for cursive models and practice) Then invite students to illustrate their articles or act them out with a friend
4- and 6-Point Scoring Rubrics
Use the rubric on pages 539Gndash
539H to score published writing
Writing Process
For a complete lesson see Unit Writing on pages 539Andash539H
Writing
Writerrsquos Craft
Voice
Strong Voice Gumby is my best buddy It feels great when he
appears in the garden and then jumps on my back
to purr and watch me dig
Weak Voice Gumby is my cat He walks through the garden to
watch me dig
1 Wow Seeing Flossie run across the lawn to greet
me is so fantastic She barks loudly as if shersquos as
glad to see me as I am to see her
2 Flossie runs across the lawn to greet me She
barks loudly
3 My parrot Polly talks all the time I like the sound
of her voice She always tells me that Irsquom her friend
4 I love to hear Polly my pet parrot talk all the
time Her voice is music that fills our familyrsquos
kitchen Best of all she always tells me that Irsquom
her friend
(1 strong 2 weak 3 weak 4 strong)
Writing Transp
arency 76
507A
Technology
Writing
Writerrsquos Toolbox
Possessive Pronouns
ExplainModel Possessive pronouns take the
place of nouns that show ownership as in her
Point out the first possessive pronoun her in the
first sentence of Adelinarsquos Whales on page 494 This
pronoun shows that the grandfather is Adelinarsquos
PracticeApply Work with students to find more
possessive pronouns in the story on page 494
Have them identify the ownership each pronoun
suggests For a complete lesson on possessive
pronouns see pages 507Indash507J
Mechanics Do not use apostrophes in possessive
pronouns As students proofread their stories ask
them to check that they have used possessive
pronouns correctly
Writing Trait Ideas and Content
ExplainModel Good writers state their opinions
or point of view at the beginning of their writing
They use appropriate words to show voice and
they use good reasons and examples to support
their opinions and explain their point of view
They end their writing by repeating their opinion
strongly in a closing sentence
PracticeApply Have students reread the student
model on page 506 Discuss the callouts on the
left Can students identify Maggie Wrsquos point of view
in her article Ask students if Maggie W supports
her point of view
Purpose and Audience
ExplainModel Point out that one purpose of
writing an article is to inform and persuade the
audience of your opinion Using examples as
Maggie did helps to do this
PracticeApply As students draft tell them to
consider their audience They should use ideas that
will appeal to the people who will read their article
Spelling Words with oi and ou
Ask students to find the words noise and clouds in
the main selection on page 490 Point out that the
sound oi is spelled oi in noise Explain that the
sound ou is spelled ou in clouds but can also be
spelled ow as in flowers For a complete lesson on
words with oi and ou see pages 507Gndash507H
Remind students to use centering to position their title
correctly and to use formatting to capitalize the first letter
in each important word of the storyrsquos title
Adelinarsquos Whales 507B
Word StudyWord Study
Objectivesbull Apply knowledge of word
meanings and context clues
bull Use a dictionary to look up the
meanings of homographs
Materials
bull Vocabulary Transparencies 37
and 38
bull Leveled Practice Books p 138
Review
VocabularyWords in Context
EXPLAINMODEL
Review the meanings of the vocabulary words Display
Transparency 37 Model how to use word meanings and context
clues to fill in the first missing word with students
Think Aloud In the first sentence I learn that the speaker is going
on a boat to whale watch The speaker makes a note about the
boatrsquos size A boat for whale watching would be large I think that
the missing word is massive When I try massive in the sentence it
makes sense
PRACTICEAPPLY
Help students complete item 2 Then have them use context clues
to write missing words for items 3ndash6 on a separate sheet of paper
Students can exchange papers check their answers and explain the
context clues they used to determine the missing words
Fun with Puns Remind students that the vocabulary word dove
is a homograph Review its pronunciations and definitions Have
students work in small groups to create puns using dove Invite
groups to share their puns with the class
Give Examples For massive
sketch a bus and a whale on
the board Say A bus is big
but a whale is massive Have
students brainstorm other
examples in pairs
tangles (p 488) things
twisted together such as
strands of hair
rumbling (p 490) heavy
deep and rolling
snoring (p 490) making
loud breathing sounds
when sleeping
massive (p 491) big or
heavy
dove (p 494) jumped into
the water head first
unique (p 496) one of a
kind
politicians (p 498) people
who hold a government
officeVocabulary Transparency 37
Transparency 37
dove massive politicians rumbling snoring tangles unique
1 We boarded the massive boat amazed at its size and hoped it would be a good day for whale watching
2 The politicians had done a good job of protecting the whales in this bay so I was hopeful that we would see many whales
3 I stepped over the nets that lay in tangles on the deck
4 I watched as the birds dove into the ocean to catch their dinner
5 When I heard a rumbling sound I looked toward the horizon where I saw a unique sight a whale
6 I shouted for my father but when I heard his snoring I knew that he had missed the fantastic sight
507C
Vocabulary Strategy Transparency 38
Word Study
Homographs are words that have the same spelling but different meanings They may also have different pronunciations
Read the list of homographs and their meanings Then read the sentences and decide the meaning of the underlined homograph Write the letter of the correct meaning in the blank next to the sentence
dove ndash a past tense of dive b a kind of bird
fluke ndash c part of a whalersquos tail d something lucky
1 The whale splashed the surface of the water with its fl uke
2 The eagle dove for its prey
3 It was a fl uke that my mother won the game
4 The bird watchers saw a mourning dove sitting in a tree
Pick another homograph Write one sentence for each meaning of the word
5
6
c
a
d
b
My brother gave his girlfriend an engagement ring
Possible response provided
I didnrsquot hear the phone ring so I missed your call
On Level Practice Book 0 page 138
Approaching Practice Book A page 138
Beyond Practice Book B page 138
Practice Vocabulary
Homographs can be
confusing to students
especially those that are
pronounced differently
Create sentences for pairs
of words and model how
to guess the meaning
through the context
Practice with dove wind
and bow
Transparency 38
Homographs
1 What was the content of Karlarsquos lettera subject or topic nounb satisfied adjective
2 We tried to wind the kite string around a sticka moving air nounb to wrap around verb
3 Casey did not shed a tear as he watched the sad moviea to pull apart or into pieces verbb a drop of fluid that comes from the eye noun
4 Tanya put dates and nuts in her breada specific points in time nounb fruits from palm trees noun
PRACTICEAPPLY
Ask students to look up meanings and write sentences for the
following homographs bow row and present
During Small Group Instruction
If No Approaching Level Vocabulary pp 507Nndash507O
If Yes On Level Options pp 507Qndash507R
Beyond Level Options pp 507Sndash507T
Do students understand word meanings Can students use
context clues and dictionaries to understand homographs
STRATEGYDICTIONARY HOMOGRAPHS
EXPLAINMODEL
Remind students that homographs are words that are spelled alike
but have completely different meanings and may have different
pronunciations Explain how a dictionary and context clues can help
a reader to figure out the correct meaning and pronunciation of
homographs
Read the first sentence and definitions on Transparency 38 Model
how to figure out the meaning of content trying both definitions
and pronunciations Ask student volunteers to read aloud and
choose the correct homograph definitions for numbers 2ndash4
Adelinarsquos Whales 507D
The oi sound can be spelled with oi as in foil or with oy as in boy The ou sound can be spelled with ou as in couch or with ow as in now Keep in mind though that not all words containing oi have the oi sound and not all words spelled with ou and ow have the ou sound
In each row of words below there is one word that does not belong If the word does not have the same sound as the others make an X over it If the word is a homograph sometimes pronounced like the other words and sometimes pronounced differently put an asterisk () next to it Then on the blank line add another word that belongs with the group you made
1 joy foil employ onion
2 bow allowed south outside
3 coil destroy oil going
4 mouth doubt through how
5 broil doing spoil noise
6 sow tower frown sprout
7 couch dough cloud crowd
8 enjoy soil shooing toys
9 now enough crown proud
10 brow cow low down
11 annoy voices boil porpoise
12 thought shower loud trout
oi word
ou word
oi word
ou word
oi word
ou word
ou word
oi word
ou word
ou word
oi word
ou wordporpoiseporpoiseporpoiseporpoisepp
on on onioonioonioonioononoo
ngnggoigoigoigoingngnn
ughughhrohrothrothroughughouou
doing doing doing doing ii
ugh ugh doudoudoudouughughuu
oingoingshooshooshooshoooingoingoo
ughughenoenoenoenoughughouou
wwlowlowowowwwww
ught ught houhouthouthouughtughtuu
On Level Practice Book O page 139
Approaching Practice Book A page 139
Beyond Practice Book B page 139
Word Study
Phonics Decode Words with oi and ou
EXPLAINMODEL
Remind students that the letters oi and oy almost always spell the
sound oi The letters ou often spell ou unless they are followed
by r or gh The letters ow often spell ou but they may also spell
ō Write bow
Think Aloud
This word is a homograph When I say bou I know
the word means ldquoto bend the headrdquo or ldquothe front of a boatrdquo
When I say bō I know the word means ldquoa weaponrdquo or ldquoa knot
with loopsrdquo I need to look at the context to figure out which
word the writer means
PRACTICEAPPLY Write these words on the board joy spoil
mountain blouse coin tower and around Have students underline
the letters that spell ou and oi Then have them read the words
aloud pronouncing each sound with emphasis
Decode Multisyllabic Words Write these words on the board
voyage hardboiled encounter southpaw ownership and nowadays
Model how to decode voyage focusing on the sound oi Then work
with students to decode the other words explaining the spelling
of each sound For more practice use the decodable passages on
Teacherrsquos Resource Book page 23
Fill-in-the-Blanks Have students write out ten Spelling Words or
other words with the ou or oi sound Tell them to leave blanks
for the letters that represent these vowel sounds For example
C L _ _ N Students can trade papers with a partner and fill in the
missing letters
Word Study
Objectivesbull Decode the sounds ou and
oi
bull Identify and write sentences
with homophones
Materials
bull Leveled Practice Books p 139
bull Teacherrsquos Resource Book p 23
Use Context Hearing
and distinguishing vowel
sounds can be challenging
for students As students
read and hear the words
within the context of
shared reading and writing
activities they will connect
the sounds to their spelling
patterns
During Small Group Instruction
If No Approaching Level Phonics p 507M
If Yes On Level Options pp 507Qndash507R
Beyond Level Options pp 507Sndash507T
Can students decode words with oi and ou
507E
Spiral Review
Vocabulary Game Form two teams Divide the
Vocabulary Cards electrical globe decayed
amazement loosened midst mysterious patchwork
responsibility and soared from past weeks between
the teams
A Team 1 player takes a card and reads the word
A Team 2 player tells the wordrsquos meaning and uses
it in a sentence If the definition and sentence are
correct Team 2 gets a point If not the card is
returned to the bottom of the pile Then a Team 2
player takes a card and reads the word
Continue playing until all the words have been
correctly defined and used in sentences The team
with the most points wins
Vocabulary Building
Homophones Write on the board The children
let out (wails)(whales) because they couldnrsquot see
the (wails)(whales) Remind students that a
homophone is pronounced in the same way as
another word but has a different meaning and
spelling Have students write more sentences
containing homophone pairs or triples (there
theyrsquore their) Make sure students know how
homophones differ from homographs
Word Study
Vocabulary PuzzleMaker For additional vocabulary and
spelling games go to
wwwmacmillanmhcom
Vocabulary Building
Adjectives Verbshuge spray
humpback swim
endangered spout
slippery leap
Apply Vocabulary
Write a Personal Narrative Using the vocabulary
words ask students to complete the following
sentence ldquoI had a whale of a good time when rdquo
Tell students to continue writing after completing
this sentence Remind students to use descriptive
language that appeals to the five senses They
should provide a context to allow the reader
to picture the world of the event Post student
writing inside the body of a whale on a display
board
Oral Language
Expand Vocabulary Write the weekly topic
Whales on the board above a two-column chart
Label the columns Adjectives and Verbs Using the
selection print and electronic resources including
interviews and newspapers tell students to
brainstorm adjectives or verbs relating to whales
Adelinarsquos Whales 507F
5 Day Spelling
Words with oi and ouSpelling
Pretest Word Sorts
Spelling Practice Book pages 115ndash116 Spelling Practice Book page 117
Dictation Sentences 1 A daisy is a flower
2 We heard voices outside
3 The princess hid in the tower
4 We dumped a mound of dirt
5 I read a story about a cowboy
6 Her wedding gown was beautiful
7 You frown when you are not happy
8 We drove south to Florida
9 Why are the dogs howling
10 It will annoy Mike if you keep interrupting him
11 The car made noises yesterday
12 My kitten weighs about a pound
13 The hound followed the scent
14 Put your money in the pouch
15 We collected a thousand cans
16 I wound the rope around the tree
17 Irsquom a grouch when Irsquom tired
18 I felt fine but I still had a cough
19 Irsquove grown two inches in a year
20 They took a voyage to China
ReviewChallenge Words 1 I ate a peanut butter cookie
2 Use the zoom on your camera
3 The new mall is huge
4 During a drought we canrsquot water the grass
5 We took the bus downtown
Words in bold are from the main selection
flower south thousand
voices howling wound
tower annoy grouch
mound noises cough
cowboy pound grown
gown hound voyage
frown pouch
Review cookie zoom huge
Challenge drought downtown
ASSESS PRIOR KNOWLEDGE
Using the Dictation Sentences say
the underlined word Read the
sentence and repeat the word
Have students write the words on
Spelling Practice Book page 115
For a modified list use the first 12
Spelling Words and the 3 Review
Words For a more challenging list
use Spelling Words 3ndash20 and the
2 Challenge Words Have students
correct their own tests
Have students cut apart the Spelling
Word Cards BLM on Teacherrsquos
Resource Book page 84 and figure
out a way to sort them Have them
save the cards for use throughout
the week
Use Spelling Practice Book page 116
for more practice with this weekrsquos
Spelling Words
For Leveled Word Lists go to
wwwmacmillanmhcom
TEACHER AND STUDENT SORTS
Review the Spelling Words
pointing out the oi or ou
sound in most words
Use the cards on the Spelling Word
Cards BLM Attach the key words
south flower noises and annoy to a
bulletin board Model how to sort
the words according to their vowel
sounds and spellings Have students
take turns choosing cards sorting
them and explaining how they
sorted them
When students have finished the
sort discuss any oddballs that do
not fit in any category (grown
cough) Point out that wound is a
homograph Then invite students to
do an open sort in which they sort
all the Spelling Words any way they
wish for example by rhyme or by
consonant blends Discuss studentsrsquo
methods of sorting
507G
SYNONYMS
Write the following list of words
on the board Have students copy
the words into their word study
notebooks and write the Spelling
Word that is a synonym for each
1 pile (mound)
2 scowl (frown)
3 trip (voyage)
4 crying (howling)
5 dress (gown)
Challenge students to identify
three Spelling Words that can be
used as both a noun and a verb
Have them write sentences for
both usages
Have partners write a sentence
for each Spelling Word leaving
a blank space where the word
should go They can exchange
papers and fill in the blanks
SPIRAL REVIEW
Review words with ū uuml and u
Write cookie zoom and huge on
the board Have students identify
the spelling of the ū uuml or u
sound in each word
PROOFREAD AND WRITE
Write these sentences on the
board including the misspelled
words Ask students to proofread
circling incorrect spellings and
writing the correct spellings
1 My lizard has grone and she
gained two pownds (grown
pounds)
2 My cogh is starting to annoi
me (cough annoy)
3 The noyses in the hall were
houling dogs (noises howling)
4 A thowsand voyces were
singing (thousand voices)
POSTTEST
Use the Dictation Sentences on
page 507G for the Posttest
If students have difficulty with any
words in the lesson have students
place them in a list entitled
Spelling Words I Want to Remember
in a word study notebook
Challenge students to look for
words that have the same vowel
patterns they studied this week
Spelling
Word Meanings Review and Proofread Assess and Reteach
Spelling Practice Book page 118 Spelling Practice Book page 119 Spelling Practice Book page 120
Adelinarsquos Whales 507H
5 Day Grammar
Possessive Pronouns
INTRODUCE POSSESSIVE
PRONOUNS
Present the following
A possessive pronoun shows
ownership
A possessive pronoun takes
the place of a possessive noun
Possessive pronouns never have
an apostrophe my your his her
its our and their
Possessive pronouns must match
the nouns they replace in both
number and gender Give the
pass to Armita Give the pass to
her This is Dillon and Leighrsquos car
This is their car
REVIEW POSSESSIVE PRONOUNS
Discuss with students how to
recognize possessive pronouns
INTRODUCE STAND-ALONE
POSSESSIVE PRONOUNS
Present the following
A stand-alone possessive
pronoun is not used directly
before a noun
Most stand-alone possessive
pronouns are formed by adding
s to the pronoun that is used
before a noun These pronouns
are yours hers ours theirs and
mine This report is ours That one
is yours
His and its are the same when
used as stand-alones or before
a noun His shirt was brown The
shirt was his
Grammar
Daily Language ActivitiesUse these activities to introduce each dayrsquos lesson Write the dayrsquos activity on the board or use Transparency 19
DAY 1Adelinas favorite time of year was when the whales visited she Her and her grandfather watch for them every day (1 Adelinarsquos 2 her 3 She and)
DAY 2Her grandfather knowed about whales too Him was the one who had the first friendly visit with whales (1 knew 2 He)
DAY 3Every Fisherman takes their rod on the boat They pull in his lines if a whale come close (1 fisherman 2 his rod 3 their lines 4 comes)
DAY 4The camera on Adelinas lap is herrsquos She is taking a voiage to cownt whales (1 Adelinarsquos 2 hers 3 voyage 4 count)
DAY 5Thowsands of people come to see the whales They act as though it is not mine town but theirrsquos (1 Thousands 2 my 3 theirs)
Introduce the Concept Teach the Concept
Possessive Pronouns
Write on the board This
pencil belongs to Sheila
It is pencil Model
how to choose the correct
pronoun in the second
sentence Create more
sentences using other
studentsrsquo names and your
name to practice all the
pronouns
Grammar Practice Book page 115
See Grammar Transparency 91 for modeling and guided practice
Grammar Practice Book page 116
See Grammar Transparency 92 for modeling and guided practice
507I
REVIEW POSSESSIVE PRONOUNS
Review how to identify possessive
pronouns
MECHANICS AND USAGE
POSSESSIVE NOUNS AND
PRONOUNS
Possessive nouns are formed with
apostrophes teachersrsquo books
Most possessive pronouns that
are used before a noun are not
formed with s her book his car
The exception is its
Possessive stand-alone pronouns
are formed without apostrophes
Except for mine the last letter is
always s It is yours
All possessive pronouns should
agree in number and gender
with the nouns they replace
REVIEW TYPES OF POSSESSIVE
PRONOUNS
Ask students to explain the
differences between regular and
stand-alone possessive pronouns
PROOFREAD
Have students correct errors in the
following sentences
1 That whale is Renas favorite
and this one is mine favorite
(Renarsquos my)
2 Each boy should take their seat
while the whales are close (his
seat)
3 This book about whales is my
(mine)
4 Which is the better picture of a
whalemdashMiguels or herrsquos
(Miguelrsquos hers)
ASSESS
Use page 119 of the Grammar
Practice Book for assessment
RETEACH
Have students create sentences
using possessives pronouns
After checking for accuracy have
students write the sentences
again this time leaving a blank
where the pronoun should be
Students should trade papers
with a partner and try to fill in the
blanks They can then check their
own work
Also use page 120 of the Grammar
Practice Book for reteaching
Grammar
Review and Practice Review and Proofread Assess and Reteach
Grammar Practice Book page 117
See Grammar Transparency 93 for modeling and guided practice
Grammar Practice Book page 118
See Grammar Transparency 94 for modeling and guided practice
Circle the letter before the possessive pronoun that correctlycompletes each sentence
1 Adelinarsquos village was small and main street had only a few houses
a his b our c its d their
2 The whales came to Mexico to have young
a their b your c my d her
3 Although fi rst visit to La Laguna was in June this yearIrsquom going in January
a hisrsquos b theirs c my d her
4 Adelina knows the ocean very well because whole family works on the water
a my b their c our d her
5 Pachico made a sign for his business and letters are large and easy to read
a hers b their c its d my
Grammar Practice Book pages 119ndash120
See Grammar Transparency 95 for modeling and guided practice
Adelinarsquos Whales 507J
En
d-o
f-W
ee
k A
sse
ssm
en
t
ELL Practice and
Assessment 122ndash123
Fluency Assessment
Weekly Assessment 237ndash244
Administer the Test Weekly Reading Assessment Passage and questions pages 237ndash244
ASSESSED SKILLS
bull Sequence
bull Vocabulary Words
bull Dictionary Homographs
bull Possessive Pronouns
bull Words with oi and ou
Administer the Weekly Assessment online
or on CD-ROM
FluencyAssess fluency for one group of students per week
Use the Oral Fluency Record Sheet to track the number
of words read correctly Fluency goal for all students
102ndash122 words correct per minute (WCPM)
Approaching Level Weeks 1 3 5
On Level Weeks 2 4
Beyond Level Week 6
Alternative Assessmentbull ELL Assessment pages 122ndash123
Assessment Tool
507K507K
Diagnose Prescribe
En
d-o
f-We
ek
Asse
ssme
nt
VOCABULARY WORDS
VOCABULARY STRATEGY
Dictionary Homographs
Items 1 2 3 4
IF
0ndash2 items correct
THEN
Reteach skills using the Additional
Lessons page T8
Reteach skills Go to
wwwmacmillanmhcom
Vocabulary PuzzleMaker
Evaluate for Intervention
COMPREHENSION
Skill Sequence
Items 5 6 7 8
0ndash2 items correct Reteach skills using the Additional
Lessons page T3
Evaluate for Intervention
GRAMMAR
Possessive Pronouns
Items 9 10 11
0ndash1 items correct Reteach skills Grammar Practice Book
page 120
SPELLING
Words with oi and ou
Items 12 13 14
0ndash1 items correct Reteach skills Go to
wwwmacmillanmhcom
FLUENCY 98ndash101 WCPM
0ndash97 WCPM
Fluency Solutions
Evaluate for Intervention
Diagnose Prescribe
To place students
in the Intervention
Program use
the Diagnostic
Assessment in the
Intervention Teacherrsquos
Edition
TriumphsAN INTERVENTION PROGRAM
R E A D I N G
Adelinarsquos Whales 507L
Phonics
Approaching Level Options
Objective Decode words with oi and ou
Materials bull Student Book Adelinarsquos Whales
WORDS WITH oi AND ou
ExplainModel
Remind students that the letters oi and oy together usually stand for
oi as in coil and joy The letters ou as in house and ow as in cow usually
stand for ou However ow can also stand for o as in snow
Write the letters t o y on the board Say the sounds that the letters
stand for t oi Then blend the sounds toi Say the word with me toy
Repeat this process with oi and boil
Write the letters t o w n on the board Say the sounds that the letters
stand for t ou n Then blend the sounds toun Say the word with
me town Repeat this process with ou and house
Ask students to provide their own examples of words with oi and ou
Listen and provide constructive feedback
MULTISYLLABIC WORDS WITH oi AND ou
Write the word destroy on the board Have students identify the second
syllable as containing oi troy Have students repeat the syllable then
blend and read the whole word several times Repeat this process with
pounding and ou
Have student pairs work together to practice decoding longer words
with oi and ou Write the following words on the board and ask
student pairs to copy them onto index cards or sheets of paper Say
each word Circle the letters that stand for the ou or the oi sound Then
sort the words by spelling pattern
rejoice annoy crouching underground
growling browning moisture employment
Check each pair for their progress and accuracy
WORD HUNT WORDS WITH oi AND ou IN CONTEXT
Review words with oi and ou Have students search pages 488ndash490 of
Adelinarsquos Whales to find words with oi and ou Ask them to write the
words and circle the letters that spell the oi and ou in each word
Check to see if students have found examples such as outside down
south thousand loud noise sound clouds and out
For each skill below
additional lessons are
provided You can use these
lessons on consecutive days
after teaching the lessons
presented within the week
bull Sequence T3
bull Homographs T8
Additional Resources
To help students build speed
and accuracy with reading
multisyllabic words use the
additional decodable text
on page 23 of the Teacherrsquos
Resource Book
Decodable Text
If students have trouble
figuring out how to
pronounce words that
are homographs such as
bow bou and bow bō
have them look at how the
word is used and try out
each pronunciation and
its related definition in the
context of a sentence Write
She had a pink bow in her
hair on the board and say
I can say bou in the
sentence but a pink
ldquobending of the headrdquo
does not make sense
I can say bō in the
sentence A pink ldquoknot
with loopsrdquo does make
sense This word is
pronounced bō
ConstructiveFeedback
507M
Objective Read with increasing prosody and accuracy at a rate of 102ndash112 WCPM
Materials bull Index cards bull Approaching Practice Book A page 136
WORD AUTOMATICITY
Have students make flashcards for the following words with oi and
ou flower south thousand voices howling wound tower annoy grouch
mound noises cough cowboy pound gown hound voyage frown pouch
Display the cards one at a time and have students say each word Repeat
twice more displaying the words more quickly each time
REPEATED READING
Model reading the Fluency passage in Practice Book A page 136 Tell
students to pay close attention and listen to your tempo Then read
sentences in clusters based on tempo and have students read each cluster
back copying your tempo
During independent reading time have students work with a partner
One student reads aloud while the other repeats each sentence Remind
students to use positive and encouraging phrases when giving feedback
to their partners Circulate and provide constructive feedback Circulate
and provide constructive feedback
TIMED READING
At the end of the week have students do a final timed reading of the
passage on Practice Book A page 136 Students should
begin reading the passage aloud when you say ldquoGordquo
stop reading the passage after one minute when you say ldquoStoprdquo
Keep track of miscues Coach students as needed Help students record
and graph the number of words they read correctly
Vocabulary
Objective Apply vocabulary word meanings
Materials bull Vocabulary Cards bull Student Book Adelinarsquos Whales
VOCABULARY WORDS
Display the Vocabulary Cards for this weekrsquos words dove politicians
snoring massive tangles rumbling and unique Help students locate and
read the vocabulary words in Adelinarsquos Whales Review the definitions
of each word in the Glossary of the Student Book and discuss the
meanings Then have students write their own narratives about whales
using all of these vocabulary words
Approaching Practice Book A page 136
If students read too quickly
or too slowly reread
the passage to them at
the correct tempo Then
lead the class in a choral
reading so they can follow
you lead in reading at the
appropriate rate Repeat
the choral reading as
necessary
ConstructiveFeedback
Adelinarsquos Whales 507N
Vocabulary
Approaching Level Options
Review last weekrsquos words
(electrical globe fuels
decayed) and this weekrsquos
words (rumbling snoring
unique dove massive
tangles politicians) Have
students write a synonym for
each word
Objective Use homographs
DICTIONARY HOMOGRAPHS
Have students create simple crossword puzzles using Vocabulary and
Spelling Words Make sure they include at least two homographs (wound
dove) and write the definitions of the homographs as clues They may use
a dictionary to help them if necessary
Comprehension
Objective Identify sequence
Materials bull Student Book ldquoA Whale of a Triprdquo bull Transparencies 19a and 19b
STRATEGYANALYZE TEXT STRUCTURE
Remind students that recognizing how a text is organized can help them
to identify the sequence of story events
SKILLSEQUENCE
ExplainModel
Authors sometimes use signal words such as first next and last to help
readers recognize the sequence of events in a story
Authors of history texts or how-to articles typically use chronological
order to organize their texts
Display Transparencies 19a and 19b Reread the first pages Ask a
volunteer to identify what the narrator saw first and identify the signal
words
Think Aloud As I read I learn that many things are happening It helps to
recognize sequence words to help summarize what is happening in the
story so I can better understand it
PracticeApply
Invite students to retell the story considering the sequence of events Ask
the following questions
Before going on the trip do you think the narrator expected the whale
would be as big as it turned out to be
What was the first thing Matty told people on the whale-watching trip
Why are birds often seen in areas where whales are present
Student Book or Transparencies 19a and 19b
by Kristin Gold
Retelling Have students
retell the sequence of
events in ldquoA Whale of a
Triprdquo by drawing them Ask
students to choose one
event from the book they
would like to retell Have
students draw the scene
and write one sentence
describing it After the
students have finished
hang the drawings on the
board Then as a class put
the pictures in the order
of events that the story
follows
507O
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Saving the Whales
PREVIEW AND PREDICT
Have students read the title look at the images and preview the first
chapter Have students make predictions about what they will read and
set a purpose for reading
VOCABULARY WORDS
Review the vocabulary words as needed As you read together discuss
how context clues can help you figure out word meanings
STRATEGYANALYZE TEXT STRUCTURE
Remind students that recognizing how a text is organized can help
them better understand the textrsquos important ideas and the authorrsquos
purpose
SKILLSEQUENCE
Remind students to pay attention to the way the selection is organized
and the order in which events occur Read Chapter 2 with students
Think Aloud In the first chapter I learn that in the past there were whale
hunters in all parts of the world Now there are laws to protect whales
from hunters but whales are still being killed in other ways I need to
remember this information for my Sequence Chart
READ AND RESPOND
Finish reading Saving the Whales with students Discuss the following
If the plants that the krill eat die and then the krill die ask students
what will happen next in the food chain
Ask them what happened after Keiko the whale was set free
Work with students to review and revise their Sequence Charts Help
students paraphrase the important ideas in each chapter
MAKE CONNECTIONS ACROSS TEXTS
Invite students to compare Adelinarsquos Whales and Saving the Whales
Have students identify which selection is organized into chapters Ask
them why this format is better for this selection
Have students explain how reading Saving the Whales helps them better
understand the information and events in Adelinarsquos Whales
Leveled Reader
Adelinarsquos Whales 507P
Leveled Reader LessonVocabulary
On Level Options
Student Book
Limericks
On Level Practice Book O page 136
As I read I will pay attention to tempo and match the action in the story
Did you know that whales talk to each other Whales
10 make sounds for different reasons Some sounds are used to
20 locate calves Others are used to find mates Whales even use
31 sounds to warn other pod members that a predator is around
42 Toothed whales click and whistle in order to locate food
52 Baleen whales make knocking moaning snoring and
59 rumbling noises Humpback whales sing but not during
67 feeding season They save their tunes for the warmer waters
77 where they spend their breeding season Some scientists
85 believe they are singing love songs Other scientists think
94 they are sending out threats like ldquoGo awayrdquo We may never
105 know exactly why whales sing
110 Some humpback whales swim up to the surface and take
120 a few breaths Then they dive under the water and start to
132 sing They do not move when they sing Their underwater
142 songs can be heard for miles Sometimes they sing for a half
154 hour without stopping 157
Comprehension Check
1 What actions does a humpback whale take when it sings Sequence
2 Why might a whale need to communicate with another whale Draw Conclusions
Words Read ndash Number of Errors = Words
Correct Score
First Read ndash =
Second Read ndash =
A humpback whale swims to the surface and takes a few breaths Then the whale dives under the water to sing The whale does not move when singing
Whales might need to communicate with other whales to warn them about predators to find mates or to locate their calves
Objective Apply vocabulary words and homographs
Materials bull Vocabulary Cards bull Dictionary
VOCABULARY WORDS
Tell students that they will play a word-definition game Display half of
the Vocabulary Cards Have the first team use a dictionary to help create
two different definitions for each displayed word One should be the
correct definition and the other should be incorrect Then have students
write each pair of definitions on the board The second team chooses
the definition they think is correct They get one point for each correct
answer The team with the most points wins
DICTIONARY HOMOGRAPHS
Remind students that homographs are spelled alike but have different
meanings so they have separate dictionary entries Have students use the
adjective fine in a sentence Then challenge them to use the homograph
fine (money paid) in another sentence Repeat with the word content
Literary Elements
Objective Read poems to identify literary elements
Materials bull Poetry books and resources with limericks bull Student Book ldquoLimericksrdquo
METER AND RHYME SCHEME
Discuss the use of meter and rhyme in each limerick on Student Book
pages 504ndash505 Then have students look through poetry books and other
resources to locate limericks Ask students to discuss the meter and rhyme
scheme in the limericks
Objective Read fluently with appropriate prosody at a rate of 102ndash136 WCPM
Materials bull On Level Practice Book O p 136
REPEATED READING
Model reading the passage on page 136 of Practice Book O Remind
students to pay attention to the tempo to see if it matches the action of
the story Then read one sentence at a time having students echo-read
the sentence back imitating your pace Echo-read through the entire
passage again speeding up to reflect each part of the selection During
independent reading time partners take turns reading
Timed Reading Have students read the passage and record their rates
507Q
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Looking at Whales
PREVIEW AND PREDICT
Have students preview Looking at Whales
Ask students to write down any questions they have about the
selection
Ask if they think this book will be the story of one whale or about
many whales
SKILLSEQUENCE
The sequence is the order in which events happen Signal words such
as before after and then often help to indicate the sequence of events
Explain that students will fill in this information in Sequence Charts
READ AND RESPOND
Read Chapter 1 Pause to discuss how the information in the chapter
is presented At the end of Chapter 2 fill in the Sequence Chart Have
students discuss the sequencing of information including how the word
then helped them understand the information about humpback whales
singing
VOCABULARY WORDS
As they read Looking at Whales ask students to point out vocabulary
words as they appear Then have students discuss how each word is used
Ask Are blue whales massive or small
MAKE CONNECTIONS ACROSS TEXTS
Invite students to draw connections between Looking at Whales and
Adelinarsquos Whales
Ask students to use chronological order words to summarize the
information they learned in Looking at Whales
Ask students if they think Adelina would know most of the information
in Looking at Whales
ELLLeveled Reader
Go to pages
507Undash507V
Leveled Reader
Adelinarsquos Whales 507R
Vocabulary
Beyond Practice Book B page 136
Beyond Level Options
Objective Apply vocabulary words in writing
EXTEND VOCABULARY
Ask students to write a nonfiction piece about a whale Have them use
all of the vocabulary words from this weekrsquos selection and as many words
from this unitrsquos previous weeks as possible
Invite them to edit their essays or a partnerrsquos essay Remind them to check
the spelling and usage of each word
Literary Elements
Objective Use meter and rhyme to write a limerick
Materials bull Student Book ldquoLimericksrdquo
bull Poetry books with limericks bull Nonfiction books about whales
METER AND RHYME SCHEME
Use limericks to point out that meter and rhyme scheme can add to a
readerrsquos enjoyment of a poem Ask How does the use of meter and
rhyme scheme make these limericks more fun to read
Have students read limericks and note the use of meter and rhyme
scheme Then have them read information about whales or use what they
have already learned to write their own limerick about whales
Objective Read fluently with appropriate prosody at a rate of 112ndash136 WCPM
Materials bull Beyond Practice Book B p 136
REPEATED READING
Work with students to begin marking up the Fluency passage on page 136
of Practice Book B Remind them to pay attention to the tempo Then
read one sentence at a time having students echo-read the sentence
back imitating your pace Echo-read through the entire passage again
speeding up to reflect each part of the selection
During independent reading time partners can take turns reading the
passage they have practiced reading aloud Remind students to pay
attention to one anotherrsquos tempo and discuss how different actions in the
passage change the tempo or mood
Timed Reading Have students read the passage and record their reading
rate
Student Book
Limericks
Read Aloud Review meter
and rhyme scheme Then
reread a limerick aloud
Say Listen for the meter and
rhyme scheme of the poem
Then tell students you will
read the poem once more
together Let them know
that this time they should
clap along to the rhythm of
the poem Read the poem
chorally and clap out the
rhythm together
507S
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Gray Whales
PREVIEW AND PREDICT
Have students preview Gray Whales predict what it is about and set a
purpose for reading
SKILLSEQUENCE
Ask a volunteer to explain what the terms text structure and sequence
mean Have another volunteer explain why identifying the text structure
or sequence of events is important for understanding a selection
Explain that students will read Looking at Whales together and fill in
information about order in Sequence Charts
READ AND RESPOND
As students read they should identify the order of events in the selection
and fill in their Sequence Charts Discuss with the group how the story
would change if the sequence of events were different
VOCABULARY WORDS
Have students pay attention to vocabulary words as they come up Ask
students to provide definitions as needed Ask What do whales sometimes
get tangled in
Self-Selected Reading
Objective Read independently to identify the sequence of a text
Materials bull Leveled Readers or informational trade books at studentsrsquo reading level
READ TO IDENTIFY SEQUENCE
Invite students to use their personal interests to choose a nonfiction book
for independent reading Have students read their books and take notes
on the selectionrsquos sequence in their response journals
After reading have students compare the order in which the information
was presented in the book they chose to one of the selections they read
during this weekrsquos lessons Ask Which selection presented information in the
more interesting way Which selection taught you the most about the topic
Leveled Reader
Adelinarsquos Whales 507T
Academic Language Used in Whole Group Instruction
ContentTheme Words SkillStrategy Words WritingGrammar Words
ocean (p484)
aquarium (p 484)
whales (p 484)
mammals (p 484)
gills (p 484)
lungs (p 484)
legend (p 485)
pod (p 505)
homograph (p 484)
photo essay (p 486)
analyze text structure (p 485A)
sequence (p 485A)
limerick (p 504)
meter (p 504)
rhyme scheme (p 504)
voice (p 506)
point of view (p 506)
opinion (p 506)
audience (p 507B)
possessive pronouns (p 507I)
ownership (p 507I)
stand-alone possessive pronoun
(p 507I)
Academic LanguageThroughout the week the English language learners will need help in
building their understanding of the academic language used in daily
instruction and assessment instruments The following strategies will help
to increase their language proficiency and comprehension of content and
instructional words
Strategies to Reinforce Academic Language
Use Context Academic Language (see chart below)
should be explained in the context of the task during
Whole Group Use gestures expressions and visuals to
support meaning
Use Visuals Use charts transparencies and graphic
organizers to explain key labels to help students
understand classroom language
Model Demonstrate the task using academic language in
order for students to understand instruction
English Language Learners
Oral Language For
additional language
support and oral vocabulary
development use the lesson
at www macmillanmhcom
507U
ELL Leveled ReaderELL Leveled Reader Lesson Objectivebull To apply vocabulary and
comprehension skills
Materials
bull ELL Leveled Reader
DAY 1 bull Academic Language
bull Oral Language and Vocabulary Review
DAY 2 bull Academic Language
bull ELL Leveled Reader
DAY 3 bull Academic Language
bull ELL Leveled Reader
DAY 4 bull Academic Language
bull ELL Leveled Reader
DAY 5 bull Academic Language
bull ELL Leveled Reader Comprehension Check and Literacy Activities
ELL Teacherrsquos Guide
for students who need
additional instruction
DEVELOP ORAL LANGUAGE
Build Background Write the word whales on
the board and have students share what they
know What do whales look like What do they eat
How do they communicate List key points Then
do a brief picture walk of the book to add on to
the list
Review Vocabulary Write the vocabulary and story support words
and discuss the meanings Use each word in a sentence Clarify the two
meanings of schools and dove Schools of fish are large groups of fish not
where fish go to learn Who can use ldquoschools of fishrdquo in a sentence
PREVIEW AND PREDICT
Point to the cover photograph and read the title aloud What are we going
to read about Have students brainstorm a list of questions about facts
they would like to learn from this book
Set a Purpose for Reading Show the Sequence Chart and remind students
they have used it before Ask them to use a similar chart to identify the
sequence of events as they are presented in the book
Choose from among the differentiated strategies below to support
studentsrsquo reading at all stages of language acquisition
Beginning
Shared Reading As you
read model analyzing text
structure by identifying key
information about whales
Number the facts to explain
sequence Model filling in
the chart
Intermediate
Read Together Read the
first chapter Help students
analyze text structure by
numbering and recording
key information Take turns
reading with students Ask
them to identify events in
sequence as they read
Advanced
Independent Reading
Have students read the story
After reading each day ask
them to work with a partner
to analyze text structure and
identify events in sequence
Encourage them to use the
new vocabulary
Remind students to use the vocabulary and story words in their whole
group activities
The WorldThe Worldofof
WhalesWhalesby Dina Anastasio
Informational Nonfiction
Adelinarsquos Whales 507V
- Grade 4
-
- Unit 1
- Unit 2
- Unit 3
- Unit 4
-
- Planning the Unit
- Using the Student Book
-
- Dear Mrs LaRue
-
- Puppy Trouble
- Dear Mrs LaRue
- Dog Amazes Scientists
- Writerrsquos Craft Write About Solving a Problem
- Small Group Pages
-
- The Blind Hunter
-
- Through Elizabethrsquos Eyes
- The Blind Hunter
- Make Life Easier For Everybody
- Writerrsquos Craft Write Directions
- Small Group Pages
-
- The Power of Oil
-
- Clean as a Breeze
- The Power of Oil
- Windmills on the Prairies
- Writing Frictional Narrative Write to a Prompt
- Small Group Pages
-
- Adelinarsquos Whales
-
- A Whale of a Trip
- Adelinarsquos Whales
- Limericks
- Writerrsquos Craft Share Your Point of View
- Small Group Pages
-
- At Home in the Coral Reef
-
- Coral Reefs
- At Home in the Coral Reef
- Poseidon and the Kingdom of Atlantis
- Writerrsquos Craft Write about a Community Project
- Small Group Pages
-
- Test Strategy Author and Me
-
- Wrapping Up the Unit
- Additional Lessons and Resources
-
- Unit 5
- Unit 6
-
In the early spring the lagoon grows quiet One by one the whales swim off heading north for a summer of feeding On their heads and backs they carry the fi ngerprints of those they met the memories of their encounters in Mexico Maybe as the whales sleep they dream of the colorful sunsets of Laguna San Ignacio
Every afternoon Adelina continues to gaze across the water Sometimes now when she closes her eyes she can still see the whales swimming by And if she listens really closely she can even hear their breathing
500
Main Selection Student page 500
Develop Comprehension
18 STRATEGYANALYZE TEXT STRUCTURE
How does the information that
the author includes in the last two
paragraphs help to bring the sequence
of events in the photo essay to a close
Student Think Aloud I know that
the lagoon is the whalesrsquo home only
in the winter They have to leave
and head north every spring to
search for food The author makes
it seem as if both the whales and
the people are saying good-bye
He talks about the whales having
memories of the people they met
and dreams about the sunsets
at the lagoon Those sound like
reactions that people would have
He also describes how Adelina still
sees and hears the whales after they
are gone I can use this information
to complete my Sequence Chart
FIGURATIVE LANGUAGE
Explain that the whales do not actually ldquocarry the fingerprintsrdquo of the
people The author does not mean that the whales have fingerprints
on them He chose to express the connection between the whales
and the people in this poetic way
18
Every winter the whales swim south along the Pacific Coast from Alaska and Russia
The first whales arrive in the lagoon
In the spring the whales leave the lagoon to feed up north
500
501
Develop ComprehensionRETURN TO PREDICTIONS
AND PURPOSES
Review studentsrsquo predictions and
purposes Were they correct Did
students find out how the whalesrsquo
yearly visits affected Adelinarsquos life (She
has learned much about gray whales
has made new friends and wants to
do work involving the whales)
REVIEW READING STRATEGIES
What questions do you have about
the selection What strategies can
you use to answer them
In what ways did identifying the
sequence of events help you to
understand the selection
What strategies did you use when
you came to difficult words
PERSONAL RESPONSE
Ask students to discuss and write
about an experience that helped them
think about what they would like to do
when they grow up
Main Selection Student page 501
During Small Group Instruction
If No Approaching Level Leveled
Reader Lesson p 507P
If Yes On Level Options
pp 507Qndash507R
Beyond Level Options
pp 507Sndash507T
Can students analyze
the structure of a text that
presents factual information
in sequential order
Adelinarsquos Whales 501
A Snapshot ofRichard Sobol
Richard Sobol is a photographer who has snapped many different subjects in his long career For the past few years Richard has spent a lot of time photographing wildlife including the whales He is especially interested in capturing images of endangered species
Other books by Richard Sobol
Authorrsquos PurposeNonfiction texts are often written to inform the reader or to explain something Why did Richard Sobol write Adelinarsquos Whales What clues help you figure out his purpose in creating this photo essay
Find out more about Richard
Sobol at wwwmacmillanmhcom
502
Respond Student page 502
Author and Illustrator
A SNAPSHOT OF RICHARD SOBOL
Have students read the biography of
the author and photographer
DISCUSS
How might Richard Sobolrsquos work in
photography have helped prepare
him to write this book
How might photographs such as
the ones Sobol took help save
endangered species
What do you think Sobolrsquos position
is on the subject of endangered
species Explain
What are his views on gender Do
you think Sobol believes Adelina
might grow up to be a whale
specialist
WRITE ABOUT IT
Ask students to think of an animal they
would like to know more about Have
them write a paragraph explaining
what they would want to learn and
observe if given the chance to live
among those animals
Students can find more information about Richard Sobol at wwwmacmillanmhcom
Authorrsquos CraftTheme
The theme of any piece of writing is the main idea or message
which tells the reader what the article or story is about
Whales are beautiful and worth saving This is one way to state
the theme of Adelinarsquos Whales
Ask students for other ways to state the theme of the photo
essay such as Living in tune with nature has many rewards
Then ask students to look again at the photographs and find the
ones they think relate most closely to the theme
Authorrsquos PurposeTell students that authors who write to
inform often provide examples in the
form of text features like photographs
Have students look in the story for
clues that will help them determine
Richard Sobolrsquos intentions
502
Comprehension Check
Summarize
Summarize the relationship between
humans and gray whales in Laguna San
Ignacio Use your Sequence Chart to
organize events in the correct order
Think and Compare
1 When did scientists and whale watchers start going to Laguna
San Ignacio Use text details to support your answer Analyze
Text Structure Sequence
2 Reread page 494 of Adelinarsquos Whales Why do you think the
massive whale did not overturn the small boat Use details
from the text to support your answer Analyze
3 How would you organize a club to study whales and visit
Laguna San Ignacio Develop a plan to show the steps you
would take Apply
4 Can you predict what will happen to the whales and Adelinarsquos
community if the lagoon becomes polluted Synthesize
5 Read ldquoA Whale of a Triprdquo on pages 484ndash485 What did you
learn about whales in this article that was not in Adelinarsquos
Whales ReadingWriting Across Texts
503
Comprehension Check
SUMMARIZE
Have partners summarize Adelinarsquos
Whales by paraphrasing Remind
students to use their Sequence Chart
to help them organize their summaries
THINK AND COMPARE
Sample answers are given
1 Sequence Scientists and whale
watchers started going to Laguna
San Ignacio after Adelinarsquos
grandfather began to tell about his
first friendly visit with the whales
2 Analyze Students should suggest
that the whale was curious about
the boat and the people in it She
did not mean to harm them and
was careful not to turn the boat
over
3 Text to Self Answers may vary
Students might say they would
get permission from their school
to start a club They might put
up posters to try to persuade
other students to join and then
do research to learn more about
whales USE ON MY OWN
4 Text to World If the lagoon
becomes polluted the whales could
get sick or even die If that happens
tourists and scientists may stop
coming to Laguna San Ignacio
FOCUS QUESTION
5 Text to Text In ldquoA Whale of a Triprdquo
we learn about baleen whales how
they eat and how they need to be
protected from tuna fishing nets
The story of Adelinarsquos Whales not
only talks about whales but it also
tells us about Adelinarsquos community
Respond Student page 503
On My Own
Model the On My Own strategy with question 3
The answer is not in the selection You have to use what you already
know to answer the question
Question 3 Think Aloud
I know that there are many ways to
get classmates together for a good cause or a fun event Many
people think whales are fascinating creatures Doing research
about marine life looking into related groups using the Internet
and writing to marine biologists might be a fun and interesting
way to start a club dedicated to the study of whales
Adelinarsquos Whales 503
FluencyComprehension
As I read I will pay attention to tempo and match the action in the story
Did you know that whales talk to each other Whales
10 make sounds for different reasons Some sounds are used to
20 locate calves Others are used to find mates Whales even use
31 sounds to warn other pod members that a predator is around
42 Toothed whales click and whistle in order to locate food
52 Baleen whales make knocking moaning snoring and
59 rumbling noises Humpback whales sing but not during
67 feeding season They save their tunes for the warmer waters
77 where they spend their breeding season Some scientists
85 believe they are singing love songs Other scientists think
94 they are sending out threats like ldquoGo awayrdquo We may never
105 know exactly why whales sing
110 Some humpback whales swim up to the surface and take
120 a few breaths Then they dive under the water and start to
132 sing They do not move when they sing Their underwater
142 songs can be heard for miles Sometimes they sing for a half
154 hour without stopping 157
Comprehension Check
1 What actions does a humpback whale take when it sings Sequence
2 Why might a whale need to communicate with another whale Draw Conclusions
Words Read ndash Number of Errors = Words
Correct Score
First Read ndash =
Second Read ndash =
A humpback whale swims to the surface and takes a few breaths Then the whale dives under the water to sing The whale does not move when singing
Whales might need to communicate with other whales to warn them about predators to find mates or to locate their calves
On Level Practice Book O page 136
Approaching Practice Book A page 136
Beyond Practice Book B page 136
Transparency 19
FluencyRepeated Reading Tempo
EXPLAINMODEL Tell students they will be doing a choral reading
or reading out loud together Point out that the passage on
Transparency 19 begins with slow action and a slow mood After
the whale nudges the boat the fishers become frightened and the
action picks up As you model reading the passage increase the
speed the second and third times you read through the last four
sentences Have students pay attention to the tempo
PRACTICEAPPLY Reread the first two sentences of the passage
with students Then divide them into two groups Have groups
alternate reading sentences Remind students to pay attention to
the tempo changes they should make Students will practice fluency
using Practice Book page 136 or the Fluency Solutions Audio CD
Objectivesbull Read accurately with good
tempo
bull Rate 102ndash122 WCPM
Materials
bull Fluency Transparency 19
bull Fluency Solutions
bull Leveled Practice Books p 136
Vary Reading Pace Act
out the actions as you
explain the sequence of
events in the passage
Next read it aloud using
lots of expression and
gestures to help with
meaning Then echo-read
the passage with students
Ask students to imitate
your tempo and voice
During Small Group Instruction
If No Approaching Level Fluency p 507N
If Yes On Level Options pp 507Qndash507R
Beyond Level Options pp 507Sndash507T
Can students read accurately with good tempo
In a whisper her grandfather begins to draw them in Adelina closes her eyes to imagine the calm and quiet on that first afternoon when his small boat was gently nudged by a huge gray whale As the boat rocked her grandfather and his fishing partnerrsquos hearts pounded They held tight and waited preparing themselves to be thrown into the water by the giant animal The whale dove below them and surfaced again on the opposite side of their boat scraping her head along the smooth sides Instead of being tossed from the boat they were surprised to find themselves still upright and floating
Fluency Transparency 19
from Adelinarsquos Whales page 494
503A
Draw Conclusions
Introduce 413A-B
Practice Apply
414ndash437 LeveledPractice 113ndash114
Reteach Review
443MndashT 447AndashB 448ndash463 469MndashT Leveled Practice120ndash121
Assess Weekly Tests Unit 4 Test Benchmark Tests A B
Maintain 503B 529B 557B
FluencyComprehension
ComprehensionMAINTAIN SKILLDRAW CONCLUSIONS
EXPLAINMODEL
You can use information from a selection as well as personal
experience to draw conclusions
A reader can draw conclusions about a personrsquos character and
about events by looking for clues in the selection
Lead a class discussion about drawing conclusions in ldquoA Whale of a Triprdquo
PRACTICEAPPLY Discuss the photo essay Adelinarsquos Whales and
what details can help readers to draw conclusions Then ask student
partners to discuss the following questions Encourage them to take
notes so that they may share answers with their peers afterward
What tells you that Adelina enjoys living by the ocean
How do you know that Adelina wants to work with whales in the
future What do you think her grandfatherrsquos reaction will be
What can you conclude about the future of Laguna San Ignacio
(Students should be able to identify a conclusion that summarizes
the main idea)
Using conclusions and parts of their discussion have each student
write a paragraph that continues the story For comprehension
practice use the Graphic Organizers on pages 40ndash64 in the
Teacherrsquos Resource Book
Objectivebull Draw conclusions from
details in a story
Adelinarsquos Whales 503B
LOZ_Subhd_LFT LOZ_StudentPgs
PoetryA Limerick is a funny poem
with a specific pattern
of rhyme and meter All
limericks have five lines
Literary ElementsMeter is the rhythm of the
syllables in a line of poetry
Rhyme Scheme is the
pattern of rhymes within
a poem
There once was a whale named Alene
Who strained all her meals through baleen
But she dreamed of a lunch
With a food that goes ldquocrunchrdquo
Like a truckload of just-picked string beans
mdashDoreen Beauregard
Near our boat is a mammal named Luke
Whorsquos exceedingly proud of his fl uke
Just donrsquot call it a tail
Or this dignifi ed whale
Will respond with a splashy rebuke
mdashDoreen Beauregard
WWhale hale WWatchatch
The meter in these three lines is created by emphasizing the third sixth and ninth syllables
LLimericksimericks
aa MMealealAA WWhalehale ofof
504
Paired Selection Student page 504
PoetryGENRE LIMERICK
Have students read the bookmark on
Student Book page 504 Explain that a
limerick
is meant to be funny
sometimes contains idioms puns or
other kinds of figurative language
Literary Elements Meter and Rhyme Scheme
EXPLAINMODEL
Tell students that literary elements
such as meter and rhyme scheme help
give poetry its rhythm
Meter is the rhythm or beat
of a poem It is created by the
arrangement of accented and
unaccented syllables in a line
Rhyme scheme is the pattern of
rhymes in a poem Capital letters are
used to represent each individual
rhyme
Discuss how ldquoWhale Watchrdquo contains
three accented syllables in lines 1 2
and 5
PRACTICEAPPLY
Have students point out the rhyme
scheme of the limerick on page
505 Where does the rhyme scheme
change (the second and third lines)
Read ldquoA Whale of a Mealrdquo ldquoWhale Watchrdquo and
ldquoThe Podless Whalerdquo
As you read remind students to apply what they have learned
about limericks
1
2
504504
Poetry
Connect and Compare1 What is the rhyme scheme of ldquoWhale Watchrdquo What if the last
line rhymed with the third and fourth lines Rhyme Scheme
2 Why were the sea bass in ldquoThe Podless Whalerdquo bewildered
Apply
3 How are the whales in these poems similar to the ones in
Adelinarsquos Whales How are they different
ReadingWriting Across Texts
There once was a whale near Cape Cod
Who just could not locate his pod
So he joined with a mass
Of bewildered sea bass
Who found this behavior quite odd
mdashDoreen Beauregard
P Podless odless WWhalehaleTheThe
The last line of a limerick always rhymes with the first two lines The second and third lines have a different rhyme
Find out more about limericks at wwwmacmillanmhcom
505
1 LITERARY ELEMENTS RHYME
SCHEME
If the name of the whale in ldquoA Whale
of a Mealrdquo were changed to Rose what
other words would have to change in
the poem (baleen string beans) Why
(This poem is a limerick so its rhyme
scheme must be AABBA)
2 LITERARY ELEMENTS METER
What is the meter used in the limerick
ldquoWhale Watchrdquo (Lines 1 2 and 5 have
three beats Lines 3 and 4 have two
beats)
3 MAKE INFERENCES
What is a group of whales called What
poem helped you figure this out (A
group of whales is called a pod This
can be figured out from ldquoThe Podless
Whalerdquo)
Connect and Compare
SUGGESTED ANSWERS
1 The rhyme scheme of ldquoWhale
Watchrdquo is AABBA If the last line
rhymed with the third and fourth
lines the rhyme scheme would be
AABBB and this would not be a
limerick RHYME SCHEME
2 The sea bass were bewildered
because a whale became a member
of their group and this is not
typical of whale behavior APPLY
3 FOCUS QUESTION The whales in
these poems are similar to the ones
in Adelinarsquos Whales because they
share whale characteristics such as
swimming near boats and in pods
They are different from Adelinarsquos
Whales because they are fictional
Adelinarsquos whales are real READING
WRITING ACROSS TEXTS
Paired Selection Student page 505
Internet Research and Inquiry Activity Students can find more
facts about limericks at wwwmacmillanmhcom
3
HISTORY AND CULTURE OF LIMERICKS
Limericks derive from the Irish town of Limerick and date back to
the 14th century Limericks were originally used in nursery rhymes
for children Later these rhymes were repeated and changed by the
working classes who created choruses based on the refrain ldquoWill
you come to Limerickrdquo
A famous childrenrsquos book of limericks Edward Learrsquos Book of
Nonsense was published in England in 1846 Because limericks are
short and funny they have survived to this day across many cultures
Adelinarsquos Whales 505
Why We Need Whales
by Maggie W
We learned in class today that some kinds
of whales are in danger of becoming extinct
I think we should try to save them We need
whales
Why do we need whales We donrsquot need
them for food They donrsquot do any work for us
But they are fascinating to watch They seem
to play and talk together The world would be
less interesting if there were no whales
I want the world to be an interesting place
so I hope there will
always be whales
making their wonderful
noises
Share YourShare YourPoint of ViewPoint of View Writerrsquos Craft
VoiceWriters want their readers to understand their point of view They use appropriate words to show voice and to share their opinions
I tried to show why I feel that whalesare important
I think whales are great I wrote this to express my point of view about whales
506
Features of a Point-of-View Article
In a point-of-view article the writer gives his or her opinion about
a subject A writer should use good reasons to explain his or her
point of view
It is written using first person
It describes a writerrsquos opinion about a subject
It uses supporting statements in a logical order
WritingVoice
READ THE STUDENT MODEL
Read the bookmark about voice
Explain that a writerrsquos voice shows his
or her personality It helps readers to
hear changes in the writerrsquos feelings
just as they would if the writing were
spoken aloud
Have students turn to page 477
Discuss the writerrsquos voice and its effect
Then have the class read Maggie Wrsquos
article and the callouts Tell students
that they will write an article about the
importance of animals They will also
learn how to create a voice that shows
their feelings
WRITINGbull Explanatory Writing
bull Writerrsquos Craft Voice
WORD STUDYbull Words in Context
bull Dictionary
bull Phonics Words with oi and ou
bull Vocabulary Building
SPELLINGbull Words with oi and ou
GRAMMARbull Possessive Pronouns
SMALL GROUP OPTIONS
bull Differentiated Instruction pp 507Mndash507V
506
Transparency 73
Writing Transparency 73
Explanatory Writing
Writerrsquos Checklist Ideas and Content Did I explain my point of view
clearly
Organization Did I state my opinion first and then
give reasons to explain it Did I save the strongest
reason for last
Voice Is my voice clear as I write about the topic
Word Choice Did I choose words carefully
Sentence Fluency Did I vary the length of
my sentences
Conventions Did I spell possessive pronouns
correctly
Your TurnWrite an article of one or two paragraphs to explain
your point of view about the importance of animals
You may write about animals in general or one kind
of animal in particular State your opinion and
give strong reasons for it Save your strongest
reason for last Back up your reasons with
examples End by restating your opinion
Use the Writerrsquos Checklist to check
your writing
507
PREWRITE
Read and discuss the writing prompt
on page 507 Students can brainstorm a
list of animals they feel it is important
to save Ask them to choose the animal
they care most about saving
Display Transparency 73 and discuss
how Maggie used a point-of-view chart
to plan an article with opinions about
animals including the use of strong
supporting statements Have students
use a point-of-view chart to plan their
own articles
DRAFT
Display Transparency 74 Discuss how
Maggie used her chart to organize and
write a draft of her article Talk about
how she could improve the draft Before
students write present the explicit
lesson on Voice on page 507A and
the Ideas and Content and Purpose
and Audience mini lessons on page
507B Have students use their charts
to write their articles Remind them to
keep their purpose and audience in
mind to express strong opinions and to
emphasize strong supporting statements
REVISE
Display Transparency 75 and discuss
Maggiersquos revisions Point out that she
added sentences to show her feelings
about whales Students can revise their
drafts or keep them to work on later
If students choose to revise have
them work in pairs to use the Writerrsquos
Checklist on page 507 Then ask
students to work with a partner to
proofread their writing For Publishing
Options see 507A For lessons on
Possessive Pronouns and Spelling
see page 507B and 5 Day Spelling and
Grammar on pages 507Gndash507J
Transparency 73 Point-of-View
Chart
Transparency 74 Draft
Transparency 75 Revision
Writing Student pages 506ndash507
Point of View Chart
Opinion
We should save whales
Reason
They are fun to watch
Reason
They play and talk together
Reason
They make the world interesting
Writing Transparency 73
Adelinarsquos Whales 507
SPEAKING STRATEGIES
Use tone of voice to show
exciting parts of the article
Change voices when the
strongest feelings are
mentioned
Look at the audience
to help them see your
interest in the article
LISTENING STRATEGIES
Listen to hear how the
author feels about saving
the animal
Try to imagine the setting
of the article in your mind
VoiceEXPLAINMODEL
Good writers use language that shows their feelings about a topic
These feelings make up the writerrsquos voice Reread the first paragraph
of the model on page 506 Point out that Maggie shows her strong
feelings about saving whales when she says we need them and that
they are fascinating to watch Display Transparency 76
Think Aloud The first example shows me how the writer feels
about her cat He is her best buddy She likes it when the cat
comes to see her in the garden The second example tells me
only the facts without saying how the writer feels about them
I donrsquot learn as much about the writer or the animal from this
example
Writing Transparency 76
Transparency 76
PRACTICEAPPLY
Work with students to read the two choices in each set Invite
volunteers to identify the stronger voice in each set and explain
how it shows the writerrsquos feelings Then have students identify and
discuss voice in another story they have recently read
Tell students that as they draft their article they should think about
ways to create a voice that shows their feelings about the animal or
animals they are describing
Publishing OptionsStudents can read aloud their article to the class See Speaking and Listening tips below They can also use their best cursive to write their article (See Teacherrsquos Resource Book pages 168ndash173 for cursive models and practice) Then invite students to illustrate their articles or act them out with a friend
4- and 6-Point Scoring Rubrics
Use the rubric on pages 539Gndash
539H to score published writing
Writing Process
For a complete lesson see Unit Writing on pages 539Andash539H
Writing
Writerrsquos Craft
Voice
Strong Voice Gumby is my best buddy It feels great when he
appears in the garden and then jumps on my back
to purr and watch me dig
Weak Voice Gumby is my cat He walks through the garden to
watch me dig
1 Wow Seeing Flossie run across the lawn to greet
me is so fantastic She barks loudly as if shersquos as
glad to see me as I am to see her
2 Flossie runs across the lawn to greet me She
barks loudly
3 My parrot Polly talks all the time I like the sound
of her voice She always tells me that Irsquom her friend
4 I love to hear Polly my pet parrot talk all the
time Her voice is music that fills our familyrsquos
kitchen Best of all she always tells me that Irsquom
her friend
(1 strong 2 weak 3 weak 4 strong)
Writing Transp
arency 76
507A
Technology
Writing
Writerrsquos Toolbox
Possessive Pronouns
ExplainModel Possessive pronouns take the
place of nouns that show ownership as in her
Point out the first possessive pronoun her in the
first sentence of Adelinarsquos Whales on page 494 This
pronoun shows that the grandfather is Adelinarsquos
PracticeApply Work with students to find more
possessive pronouns in the story on page 494
Have them identify the ownership each pronoun
suggests For a complete lesson on possessive
pronouns see pages 507Indash507J
Mechanics Do not use apostrophes in possessive
pronouns As students proofread their stories ask
them to check that they have used possessive
pronouns correctly
Writing Trait Ideas and Content
ExplainModel Good writers state their opinions
or point of view at the beginning of their writing
They use appropriate words to show voice and
they use good reasons and examples to support
their opinions and explain their point of view
They end their writing by repeating their opinion
strongly in a closing sentence
PracticeApply Have students reread the student
model on page 506 Discuss the callouts on the
left Can students identify Maggie Wrsquos point of view
in her article Ask students if Maggie W supports
her point of view
Purpose and Audience
ExplainModel Point out that one purpose of
writing an article is to inform and persuade the
audience of your opinion Using examples as
Maggie did helps to do this
PracticeApply As students draft tell them to
consider their audience They should use ideas that
will appeal to the people who will read their article
Spelling Words with oi and ou
Ask students to find the words noise and clouds in
the main selection on page 490 Point out that the
sound oi is spelled oi in noise Explain that the
sound ou is spelled ou in clouds but can also be
spelled ow as in flowers For a complete lesson on
words with oi and ou see pages 507Gndash507H
Remind students to use centering to position their title
correctly and to use formatting to capitalize the first letter
in each important word of the storyrsquos title
Adelinarsquos Whales 507B
Word StudyWord Study
Objectivesbull Apply knowledge of word
meanings and context clues
bull Use a dictionary to look up the
meanings of homographs
Materials
bull Vocabulary Transparencies 37
and 38
bull Leveled Practice Books p 138
Review
VocabularyWords in Context
EXPLAINMODEL
Review the meanings of the vocabulary words Display
Transparency 37 Model how to use word meanings and context
clues to fill in the first missing word with students
Think Aloud In the first sentence I learn that the speaker is going
on a boat to whale watch The speaker makes a note about the
boatrsquos size A boat for whale watching would be large I think that
the missing word is massive When I try massive in the sentence it
makes sense
PRACTICEAPPLY
Help students complete item 2 Then have them use context clues
to write missing words for items 3ndash6 on a separate sheet of paper
Students can exchange papers check their answers and explain the
context clues they used to determine the missing words
Fun with Puns Remind students that the vocabulary word dove
is a homograph Review its pronunciations and definitions Have
students work in small groups to create puns using dove Invite
groups to share their puns with the class
Give Examples For massive
sketch a bus and a whale on
the board Say A bus is big
but a whale is massive Have
students brainstorm other
examples in pairs
tangles (p 488) things
twisted together such as
strands of hair
rumbling (p 490) heavy
deep and rolling
snoring (p 490) making
loud breathing sounds
when sleeping
massive (p 491) big or
heavy
dove (p 494) jumped into
the water head first
unique (p 496) one of a
kind
politicians (p 498) people
who hold a government
officeVocabulary Transparency 37
Transparency 37
dove massive politicians rumbling snoring tangles unique
1 We boarded the massive boat amazed at its size and hoped it would be a good day for whale watching
2 The politicians had done a good job of protecting the whales in this bay so I was hopeful that we would see many whales
3 I stepped over the nets that lay in tangles on the deck
4 I watched as the birds dove into the ocean to catch their dinner
5 When I heard a rumbling sound I looked toward the horizon where I saw a unique sight a whale
6 I shouted for my father but when I heard his snoring I knew that he had missed the fantastic sight
507C
Vocabulary Strategy Transparency 38
Word Study
Homographs are words that have the same spelling but different meanings They may also have different pronunciations
Read the list of homographs and their meanings Then read the sentences and decide the meaning of the underlined homograph Write the letter of the correct meaning in the blank next to the sentence
dove ndash a past tense of dive b a kind of bird
fluke ndash c part of a whalersquos tail d something lucky
1 The whale splashed the surface of the water with its fl uke
2 The eagle dove for its prey
3 It was a fl uke that my mother won the game
4 The bird watchers saw a mourning dove sitting in a tree
Pick another homograph Write one sentence for each meaning of the word
5
6
c
a
d
b
My brother gave his girlfriend an engagement ring
Possible response provided
I didnrsquot hear the phone ring so I missed your call
On Level Practice Book 0 page 138
Approaching Practice Book A page 138
Beyond Practice Book B page 138
Practice Vocabulary
Homographs can be
confusing to students
especially those that are
pronounced differently
Create sentences for pairs
of words and model how
to guess the meaning
through the context
Practice with dove wind
and bow
Transparency 38
Homographs
1 What was the content of Karlarsquos lettera subject or topic nounb satisfied adjective
2 We tried to wind the kite string around a sticka moving air nounb to wrap around verb
3 Casey did not shed a tear as he watched the sad moviea to pull apart or into pieces verbb a drop of fluid that comes from the eye noun
4 Tanya put dates and nuts in her breada specific points in time nounb fruits from palm trees noun
PRACTICEAPPLY
Ask students to look up meanings and write sentences for the
following homographs bow row and present
During Small Group Instruction
If No Approaching Level Vocabulary pp 507Nndash507O
If Yes On Level Options pp 507Qndash507R
Beyond Level Options pp 507Sndash507T
Do students understand word meanings Can students use
context clues and dictionaries to understand homographs
STRATEGYDICTIONARY HOMOGRAPHS
EXPLAINMODEL
Remind students that homographs are words that are spelled alike
but have completely different meanings and may have different
pronunciations Explain how a dictionary and context clues can help
a reader to figure out the correct meaning and pronunciation of
homographs
Read the first sentence and definitions on Transparency 38 Model
how to figure out the meaning of content trying both definitions
and pronunciations Ask student volunteers to read aloud and
choose the correct homograph definitions for numbers 2ndash4
Adelinarsquos Whales 507D
The oi sound can be spelled with oi as in foil or with oy as in boy The ou sound can be spelled with ou as in couch or with ow as in now Keep in mind though that not all words containing oi have the oi sound and not all words spelled with ou and ow have the ou sound
In each row of words below there is one word that does not belong If the word does not have the same sound as the others make an X over it If the word is a homograph sometimes pronounced like the other words and sometimes pronounced differently put an asterisk () next to it Then on the blank line add another word that belongs with the group you made
1 joy foil employ onion
2 bow allowed south outside
3 coil destroy oil going
4 mouth doubt through how
5 broil doing spoil noise
6 sow tower frown sprout
7 couch dough cloud crowd
8 enjoy soil shooing toys
9 now enough crown proud
10 brow cow low down
11 annoy voices boil porpoise
12 thought shower loud trout
oi word
ou word
oi word
ou word
oi word
ou word
ou word
oi word
ou word
ou word
oi word
ou wordporpoiseporpoiseporpoiseporpoisepp
on on onioonioonioonioononoo
ngnggoigoigoigoingngnn
ughughhrohrothrothroughughouou
doing doing doing doing ii
ugh ugh doudoudoudouughughuu
oingoingshooshooshooshoooingoingoo
ughughenoenoenoenoughughouou
wwlowlowowowwwww
ught ught houhouthouthouughtughtuu
On Level Practice Book O page 139
Approaching Practice Book A page 139
Beyond Practice Book B page 139
Word Study
Phonics Decode Words with oi and ou
EXPLAINMODEL
Remind students that the letters oi and oy almost always spell the
sound oi The letters ou often spell ou unless they are followed
by r or gh The letters ow often spell ou but they may also spell
ō Write bow
Think Aloud
This word is a homograph When I say bou I know
the word means ldquoto bend the headrdquo or ldquothe front of a boatrdquo
When I say bō I know the word means ldquoa weaponrdquo or ldquoa knot
with loopsrdquo I need to look at the context to figure out which
word the writer means
PRACTICEAPPLY Write these words on the board joy spoil
mountain blouse coin tower and around Have students underline
the letters that spell ou and oi Then have them read the words
aloud pronouncing each sound with emphasis
Decode Multisyllabic Words Write these words on the board
voyage hardboiled encounter southpaw ownership and nowadays
Model how to decode voyage focusing on the sound oi Then work
with students to decode the other words explaining the spelling
of each sound For more practice use the decodable passages on
Teacherrsquos Resource Book page 23
Fill-in-the-Blanks Have students write out ten Spelling Words or
other words with the ou or oi sound Tell them to leave blanks
for the letters that represent these vowel sounds For example
C L _ _ N Students can trade papers with a partner and fill in the
missing letters
Word Study
Objectivesbull Decode the sounds ou and
oi
bull Identify and write sentences
with homophones
Materials
bull Leveled Practice Books p 139
bull Teacherrsquos Resource Book p 23
Use Context Hearing
and distinguishing vowel
sounds can be challenging
for students As students
read and hear the words
within the context of
shared reading and writing
activities they will connect
the sounds to their spelling
patterns
During Small Group Instruction
If No Approaching Level Phonics p 507M
If Yes On Level Options pp 507Qndash507R
Beyond Level Options pp 507Sndash507T
Can students decode words with oi and ou
507E
Spiral Review
Vocabulary Game Form two teams Divide the
Vocabulary Cards electrical globe decayed
amazement loosened midst mysterious patchwork
responsibility and soared from past weeks between
the teams
A Team 1 player takes a card and reads the word
A Team 2 player tells the wordrsquos meaning and uses
it in a sentence If the definition and sentence are
correct Team 2 gets a point If not the card is
returned to the bottom of the pile Then a Team 2
player takes a card and reads the word
Continue playing until all the words have been
correctly defined and used in sentences The team
with the most points wins
Vocabulary Building
Homophones Write on the board The children
let out (wails)(whales) because they couldnrsquot see
the (wails)(whales) Remind students that a
homophone is pronounced in the same way as
another word but has a different meaning and
spelling Have students write more sentences
containing homophone pairs or triples (there
theyrsquore their) Make sure students know how
homophones differ from homographs
Word Study
Vocabulary PuzzleMaker For additional vocabulary and
spelling games go to
wwwmacmillanmhcom
Vocabulary Building
Adjectives Verbshuge spray
humpback swim
endangered spout
slippery leap
Apply Vocabulary
Write a Personal Narrative Using the vocabulary
words ask students to complete the following
sentence ldquoI had a whale of a good time when rdquo
Tell students to continue writing after completing
this sentence Remind students to use descriptive
language that appeals to the five senses They
should provide a context to allow the reader
to picture the world of the event Post student
writing inside the body of a whale on a display
board
Oral Language
Expand Vocabulary Write the weekly topic
Whales on the board above a two-column chart
Label the columns Adjectives and Verbs Using the
selection print and electronic resources including
interviews and newspapers tell students to
brainstorm adjectives or verbs relating to whales
Adelinarsquos Whales 507F
5 Day Spelling
Words with oi and ouSpelling
Pretest Word Sorts
Spelling Practice Book pages 115ndash116 Spelling Practice Book page 117
Dictation Sentences 1 A daisy is a flower
2 We heard voices outside
3 The princess hid in the tower
4 We dumped a mound of dirt
5 I read a story about a cowboy
6 Her wedding gown was beautiful
7 You frown when you are not happy
8 We drove south to Florida
9 Why are the dogs howling
10 It will annoy Mike if you keep interrupting him
11 The car made noises yesterday
12 My kitten weighs about a pound
13 The hound followed the scent
14 Put your money in the pouch
15 We collected a thousand cans
16 I wound the rope around the tree
17 Irsquom a grouch when Irsquom tired
18 I felt fine but I still had a cough
19 Irsquove grown two inches in a year
20 They took a voyage to China
ReviewChallenge Words 1 I ate a peanut butter cookie
2 Use the zoom on your camera
3 The new mall is huge
4 During a drought we canrsquot water the grass
5 We took the bus downtown
Words in bold are from the main selection
flower south thousand
voices howling wound
tower annoy grouch
mound noises cough
cowboy pound grown
gown hound voyage
frown pouch
Review cookie zoom huge
Challenge drought downtown
ASSESS PRIOR KNOWLEDGE
Using the Dictation Sentences say
the underlined word Read the
sentence and repeat the word
Have students write the words on
Spelling Practice Book page 115
For a modified list use the first 12
Spelling Words and the 3 Review
Words For a more challenging list
use Spelling Words 3ndash20 and the
2 Challenge Words Have students
correct their own tests
Have students cut apart the Spelling
Word Cards BLM on Teacherrsquos
Resource Book page 84 and figure
out a way to sort them Have them
save the cards for use throughout
the week
Use Spelling Practice Book page 116
for more practice with this weekrsquos
Spelling Words
For Leveled Word Lists go to
wwwmacmillanmhcom
TEACHER AND STUDENT SORTS
Review the Spelling Words
pointing out the oi or ou
sound in most words
Use the cards on the Spelling Word
Cards BLM Attach the key words
south flower noises and annoy to a
bulletin board Model how to sort
the words according to their vowel
sounds and spellings Have students
take turns choosing cards sorting
them and explaining how they
sorted them
When students have finished the
sort discuss any oddballs that do
not fit in any category (grown
cough) Point out that wound is a
homograph Then invite students to
do an open sort in which they sort
all the Spelling Words any way they
wish for example by rhyme or by
consonant blends Discuss studentsrsquo
methods of sorting
507G
SYNONYMS
Write the following list of words
on the board Have students copy
the words into their word study
notebooks and write the Spelling
Word that is a synonym for each
1 pile (mound)
2 scowl (frown)
3 trip (voyage)
4 crying (howling)
5 dress (gown)
Challenge students to identify
three Spelling Words that can be
used as both a noun and a verb
Have them write sentences for
both usages
Have partners write a sentence
for each Spelling Word leaving
a blank space where the word
should go They can exchange
papers and fill in the blanks
SPIRAL REVIEW
Review words with ū uuml and u
Write cookie zoom and huge on
the board Have students identify
the spelling of the ū uuml or u
sound in each word
PROOFREAD AND WRITE
Write these sentences on the
board including the misspelled
words Ask students to proofread
circling incorrect spellings and
writing the correct spellings
1 My lizard has grone and she
gained two pownds (grown
pounds)
2 My cogh is starting to annoi
me (cough annoy)
3 The noyses in the hall were
houling dogs (noises howling)
4 A thowsand voyces were
singing (thousand voices)
POSTTEST
Use the Dictation Sentences on
page 507G for the Posttest
If students have difficulty with any
words in the lesson have students
place them in a list entitled
Spelling Words I Want to Remember
in a word study notebook
Challenge students to look for
words that have the same vowel
patterns they studied this week
Spelling
Word Meanings Review and Proofread Assess and Reteach
Spelling Practice Book page 118 Spelling Practice Book page 119 Spelling Practice Book page 120
Adelinarsquos Whales 507H
5 Day Grammar
Possessive Pronouns
INTRODUCE POSSESSIVE
PRONOUNS
Present the following
A possessive pronoun shows
ownership
A possessive pronoun takes
the place of a possessive noun
Possessive pronouns never have
an apostrophe my your his her
its our and their
Possessive pronouns must match
the nouns they replace in both
number and gender Give the
pass to Armita Give the pass to
her This is Dillon and Leighrsquos car
This is their car
REVIEW POSSESSIVE PRONOUNS
Discuss with students how to
recognize possessive pronouns
INTRODUCE STAND-ALONE
POSSESSIVE PRONOUNS
Present the following
A stand-alone possessive
pronoun is not used directly
before a noun
Most stand-alone possessive
pronouns are formed by adding
s to the pronoun that is used
before a noun These pronouns
are yours hers ours theirs and
mine This report is ours That one
is yours
His and its are the same when
used as stand-alones or before
a noun His shirt was brown The
shirt was his
Grammar
Daily Language ActivitiesUse these activities to introduce each dayrsquos lesson Write the dayrsquos activity on the board or use Transparency 19
DAY 1Adelinas favorite time of year was when the whales visited she Her and her grandfather watch for them every day (1 Adelinarsquos 2 her 3 She and)
DAY 2Her grandfather knowed about whales too Him was the one who had the first friendly visit with whales (1 knew 2 He)
DAY 3Every Fisherman takes their rod on the boat They pull in his lines if a whale come close (1 fisherman 2 his rod 3 their lines 4 comes)
DAY 4The camera on Adelinas lap is herrsquos She is taking a voiage to cownt whales (1 Adelinarsquos 2 hers 3 voyage 4 count)
DAY 5Thowsands of people come to see the whales They act as though it is not mine town but theirrsquos (1 Thousands 2 my 3 theirs)
Introduce the Concept Teach the Concept
Possessive Pronouns
Write on the board This
pencil belongs to Sheila
It is pencil Model
how to choose the correct
pronoun in the second
sentence Create more
sentences using other
studentsrsquo names and your
name to practice all the
pronouns
Grammar Practice Book page 115
See Grammar Transparency 91 for modeling and guided practice
Grammar Practice Book page 116
See Grammar Transparency 92 for modeling and guided practice
507I
REVIEW POSSESSIVE PRONOUNS
Review how to identify possessive
pronouns
MECHANICS AND USAGE
POSSESSIVE NOUNS AND
PRONOUNS
Possessive nouns are formed with
apostrophes teachersrsquo books
Most possessive pronouns that
are used before a noun are not
formed with s her book his car
The exception is its
Possessive stand-alone pronouns
are formed without apostrophes
Except for mine the last letter is
always s It is yours
All possessive pronouns should
agree in number and gender
with the nouns they replace
REVIEW TYPES OF POSSESSIVE
PRONOUNS
Ask students to explain the
differences between regular and
stand-alone possessive pronouns
PROOFREAD
Have students correct errors in the
following sentences
1 That whale is Renas favorite
and this one is mine favorite
(Renarsquos my)
2 Each boy should take their seat
while the whales are close (his
seat)
3 This book about whales is my
(mine)
4 Which is the better picture of a
whalemdashMiguels or herrsquos
(Miguelrsquos hers)
ASSESS
Use page 119 of the Grammar
Practice Book for assessment
RETEACH
Have students create sentences
using possessives pronouns
After checking for accuracy have
students write the sentences
again this time leaving a blank
where the pronoun should be
Students should trade papers
with a partner and try to fill in the
blanks They can then check their
own work
Also use page 120 of the Grammar
Practice Book for reteaching
Grammar
Review and Practice Review and Proofread Assess and Reteach
Grammar Practice Book page 117
See Grammar Transparency 93 for modeling and guided practice
Grammar Practice Book page 118
See Grammar Transparency 94 for modeling and guided practice
Circle the letter before the possessive pronoun that correctlycompletes each sentence
1 Adelinarsquos village was small and main street had only a few houses
a his b our c its d their
2 The whales came to Mexico to have young
a their b your c my d her
3 Although fi rst visit to La Laguna was in June this yearIrsquom going in January
a hisrsquos b theirs c my d her
4 Adelina knows the ocean very well because whole family works on the water
a my b their c our d her
5 Pachico made a sign for his business and letters are large and easy to read
a hers b their c its d my
Grammar Practice Book pages 119ndash120
See Grammar Transparency 95 for modeling and guided practice
Adelinarsquos Whales 507J
En
d-o
f-W
ee
k A
sse
ssm
en
t
ELL Practice and
Assessment 122ndash123
Fluency Assessment
Weekly Assessment 237ndash244
Administer the Test Weekly Reading Assessment Passage and questions pages 237ndash244
ASSESSED SKILLS
bull Sequence
bull Vocabulary Words
bull Dictionary Homographs
bull Possessive Pronouns
bull Words with oi and ou
Administer the Weekly Assessment online
or on CD-ROM
FluencyAssess fluency for one group of students per week
Use the Oral Fluency Record Sheet to track the number
of words read correctly Fluency goal for all students
102ndash122 words correct per minute (WCPM)
Approaching Level Weeks 1 3 5
On Level Weeks 2 4
Beyond Level Week 6
Alternative Assessmentbull ELL Assessment pages 122ndash123
Assessment Tool
507K507K
Diagnose Prescribe
En
d-o
f-We
ek
Asse
ssme
nt
VOCABULARY WORDS
VOCABULARY STRATEGY
Dictionary Homographs
Items 1 2 3 4
IF
0ndash2 items correct
THEN
Reteach skills using the Additional
Lessons page T8
Reteach skills Go to
wwwmacmillanmhcom
Vocabulary PuzzleMaker
Evaluate for Intervention
COMPREHENSION
Skill Sequence
Items 5 6 7 8
0ndash2 items correct Reteach skills using the Additional
Lessons page T3
Evaluate for Intervention
GRAMMAR
Possessive Pronouns
Items 9 10 11
0ndash1 items correct Reteach skills Grammar Practice Book
page 120
SPELLING
Words with oi and ou
Items 12 13 14
0ndash1 items correct Reteach skills Go to
wwwmacmillanmhcom
FLUENCY 98ndash101 WCPM
0ndash97 WCPM
Fluency Solutions
Evaluate for Intervention
Diagnose Prescribe
To place students
in the Intervention
Program use
the Diagnostic
Assessment in the
Intervention Teacherrsquos
Edition
TriumphsAN INTERVENTION PROGRAM
R E A D I N G
Adelinarsquos Whales 507L
Phonics
Approaching Level Options
Objective Decode words with oi and ou
Materials bull Student Book Adelinarsquos Whales
WORDS WITH oi AND ou
ExplainModel
Remind students that the letters oi and oy together usually stand for
oi as in coil and joy The letters ou as in house and ow as in cow usually
stand for ou However ow can also stand for o as in snow
Write the letters t o y on the board Say the sounds that the letters
stand for t oi Then blend the sounds toi Say the word with me toy
Repeat this process with oi and boil
Write the letters t o w n on the board Say the sounds that the letters
stand for t ou n Then blend the sounds toun Say the word with
me town Repeat this process with ou and house
Ask students to provide their own examples of words with oi and ou
Listen and provide constructive feedback
MULTISYLLABIC WORDS WITH oi AND ou
Write the word destroy on the board Have students identify the second
syllable as containing oi troy Have students repeat the syllable then
blend and read the whole word several times Repeat this process with
pounding and ou
Have student pairs work together to practice decoding longer words
with oi and ou Write the following words on the board and ask
student pairs to copy them onto index cards or sheets of paper Say
each word Circle the letters that stand for the ou or the oi sound Then
sort the words by spelling pattern
rejoice annoy crouching underground
growling browning moisture employment
Check each pair for their progress and accuracy
WORD HUNT WORDS WITH oi AND ou IN CONTEXT
Review words with oi and ou Have students search pages 488ndash490 of
Adelinarsquos Whales to find words with oi and ou Ask them to write the
words and circle the letters that spell the oi and ou in each word
Check to see if students have found examples such as outside down
south thousand loud noise sound clouds and out
For each skill below
additional lessons are
provided You can use these
lessons on consecutive days
after teaching the lessons
presented within the week
bull Sequence T3
bull Homographs T8
Additional Resources
To help students build speed
and accuracy with reading
multisyllabic words use the
additional decodable text
on page 23 of the Teacherrsquos
Resource Book
Decodable Text
If students have trouble
figuring out how to
pronounce words that
are homographs such as
bow bou and bow bō
have them look at how the
word is used and try out
each pronunciation and
its related definition in the
context of a sentence Write
She had a pink bow in her
hair on the board and say
I can say bou in the
sentence but a pink
ldquobending of the headrdquo
does not make sense
I can say bō in the
sentence A pink ldquoknot
with loopsrdquo does make
sense This word is
pronounced bō
ConstructiveFeedback
507M
Objective Read with increasing prosody and accuracy at a rate of 102ndash112 WCPM
Materials bull Index cards bull Approaching Practice Book A page 136
WORD AUTOMATICITY
Have students make flashcards for the following words with oi and
ou flower south thousand voices howling wound tower annoy grouch
mound noises cough cowboy pound gown hound voyage frown pouch
Display the cards one at a time and have students say each word Repeat
twice more displaying the words more quickly each time
REPEATED READING
Model reading the Fluency passage in Practice Book A page 136 Tell
students to pay close attention and listen to your tempo Then read
sentences in clusters based on tempo and have students read each cluster
back copying your tempo
During independent reading time have students work with a partner
One student reads aloud while the other repeats each sentence Remind
students to use positive and encouraging phrases when giving feedback
to their partners Circulate and provide constructive feedback Circulate
and provide constructive feedback
TIMED READING
At the end of the week have students do a final timed reading of the
passage on Practice Book A page 136 Students should
begin reading the passage aloud when you say ldquoGordquo
stop reading the passage after one minute when you say ldquoStoprdquo
Keep track of miscues Coach students as needed Help students record
and graph the number of words they read correctly
Vocabulary
Objective Apply vocabulary word meanings
Materials bull Vocabulary Cards bull Student Book Adelinarsquos Whales
VOCABULARY WORDS
Display the Vocabulary Cards for this weekrsquos words dove politicians
snoring massive tangles rumbling and unique Help students locate and
read the vocabulary words in Adelinarsquos Whales Review the definitions
of each word in the Glossary of the Student Book and discuss the
meanings Then have students write their own narratives about whales
using all of these vocabulary words
Approaching Practice Book A page 136
If students read too quickly
or too slowly reread
the passage to them at
the correct tempo Then
lead the class in a choral
reading so they can follow
you lead in reading at the
appropriate rate Repeat
the choral reading as
necessary
ConstructiveFeedback
Adelinarsquos Whales 507N
Vocabulary
Approaching Level Options
Review last weekrsquos words
(electrical globe fuels
decayed) and this weekrsquos
words (rumbling snoring
unique dove massive
tangles politicians) Have
students write a synonym for
each word
Objective Use homographs
DICTIONARY HOMOGRAPHS
Have students create simple crossword puzzles using Vocabulary and
Spelling Words Make sure they include at least two homographs (wound
dove) and write the definitions of the homographs as clues They may use
a dictionary to help them if necessary
Comprehension
Objective Identify sequence
Materials bull Student Book ldquoA Whale of a Triprdquo bull Transparencies 19a and 19b
STRATEGYANALYZE TEXT STRUCTURE
Remind students that recognizing how a text is organized can help them
to identify the sequence of story events
SKILLSEQUENCE
ExplainModel
Authors sometimes use signal words such as first next and last to help
readers recognize the sequence of events in a story
Authors of history texts or how-to articles typically use chronological
order to organize their texts
Display Transparencies 19a and 19b Reread the first pages Ask a
volunteer to identify what the narrator saw first and identify the signal
words
Think Aloud As I read I learn that many things are happening It helps to
recognize sequence words to help summarize what is happening in the
story so I can better understand it
PracticeApply
Invite students to retell the story considering the sequence of events Ask
the following questions
Before going on the trip do you think the narrator expected the whale
would be as big as it turned out to be
What was the first thing Matty told people on the whale-watching trip
Why are birds often seen in areas where whales are present
Student Book or Transparencies 19a and 19b
by Kristin Gold
Retelling Have students
retell the sequence of
events in ldquoA Whale of a
Triprdquo by drawing them Ask
students to choose one
event from the book they
would like to retell Have
students draw the scene
and write one sentence
describing it After the
students have finished
hang the drawings on the
board Then as a class put
the pictures in the order
of events that the story
follows
507O
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Saving the Whales
PREVIEW AND PREDICT
Have students read the title look at the images and preview the first
chapter Have students make predictions about what they will read and
set a purpose for reading
VOCABULARY WORDS
Review the vocabulary words as needed As you read together discuss
how context clues can help you figure out word meanings
STRATEGYANALYZE TEXT STRUCTURE
Remind students that recognizing how a text is organized can help
them better understand the textrsquos important ideas and the authorrsquos
purpose
SKILLSEQUENCE
Remind students to pay attention to the way the selection is organized
and the order in which events occur Read Chapter 2 with students
Think Aloud In the first chapter I learn that in the past there were whale
hunters in all parts of the world Now there are laws to protect whales
from hunters but whales are still being killed in other ways I need to
remember this information for my Sequence Chart
READ AND RESPOND
Finish reading Saving the Whales with students Discuss the following
If the plants that the krill eat die and then the krill die ask students
what will happen next in the food chain
Ask them what happened after Keiko the whale was set free
Work with students to review and revise their Sequence Charts Help
students paraphrase the important ideas in each chapter
MAKE CONNECTIONS ACROSS TEXTS
Invite students to compare Adelinarsquos Whales and Saving the Whales
Have students identify which selection is organized into chapters Ask
them why this format is better for this selection
Have students explain how reading Saving the Whales helps them better
understand the information and events in Adelinarsquos Whales
Leveled Reader
Adelinarsquos Whales 507P
Leveled Reader LessonVocabulary
On Level Options
Student Book
Limericks
On Level Practice Book O page 136
As I read I will pay attention to tempo and match the action in the story
Did you know that whales talk to each other Whales
10 make sounds for different reasons Some sounds are used to
20 locate calves Others are used to find mates Whales even use
31 sounds to warn other pod members that a predator is around
42 Toothed whales click and whistle in order to locate food
52 Baleen whales make knocking moaning snoring and
59 rumbling noises Humpback whales sing but not during
67 feeding season They save their tunes for the warmer waters
77 where they spend their breeding season Some scientists
85 believe they are singing love songs Other scientists think
94 they are sending out threats like ldquoGo awayrdquo We may never
105 know exactly why whales sing
110 Some humpback whales swim up to the surface and take
120 a few breaths Then they dive under the water and start to
132 sing They do not move when they sing Their underwater
142 songs can be heard for miles Sometimes they sing for a half
154 hour without stopping 157
Comprehension Check
1 What actions does a humpback whale take when it sings Sequence
2 Why might a whale need to communicate with another whale Draw Conclusions
Words Read ndash Number of Errors = Words
Correct Score
First Read ndash =
Second Read ndash =
A humpback whale swims to the surface and takes a few breaths Then the whale dives under the water to sing The whale does not move when singing
Whales might need to communicate with other whales to warn them about predators to find mates or to locate their calves
Objective Apply vocabulary words and homographs
Materials bull Vocabulary Cards bull Dictionary
VOCABULARY WORDS
Tell students that they will play a word-definition game Display half of
the Vocabulary Cards Have the first team use a dictionary to help create
two different definitions for each displayed word One should be the
correct definition and the other should be incorrect Then have students
write each pair of definitions on the board The second team chooses
the definition they think is correct They get one point for each correct
answer The team with the most points wins
DICTIONARY HOMOGRAPHS
Remind students that homographs are spelled alike but have different
meanings so they have separate dictionary entries Have students use the
adjective fine in a sentence Then challenge them to use the homograph
fine (money paid) in another sentence Repeat with the word content
Literary Elements
Objective Read poems to identify literary elements
Materials bull Poetry books and resources with limericks bull Student Book ldquoLimericksrdquo
METER AND RHYME SCHEME
Discuss the use of meter and rhyme in each limerick on Student Book
pages 504ndash505 Then have students look through poetry books and other
resources to locate limericks Ask students to discuss the meter and rhyme
scheme in the limericks
Objective Read fluently with appropriate prosody at a rate of 102ndash136 WCPM
Materials bull On Level Practice Book O p 136
REPEATED READING
Model reading the passage on page 136 of Practice Book O Remind
students to pay attention to the tempo to see if it matches the action of
the story Then read one sentence at a time having students echo-read
the sentence back imitating your pace Echo-read through the entire
passage again speeding up to reflect each part of the selection During
independent reading time partners take turns reading
Timed Reading Have students read the passage and record their rates
507Q
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Looking at Whales
PREVIEW AND PREDICT
Have students preview Looking at Whales
Ask students to write down any questions they have about the
selection
Ask if they think this book will be the story of one whale or about
many whales
SKILLSEQUENCE
The sequence is the order in which events happen Signal words such
as before after and then often help to indicate the sequence of events
Explain that students will fill in this information in Sequence Charts
READ AND RESPOND
Read Chapter 1 Pause to discuss how the information in the chapter
is presented At the end of Chapter 2 fill in the Sequence Chart Have
students discuss the sequencing of information including how the word
then helped them understand the information about humpback whales
singing
VOCABULARY WORDS
As they read Looking at Whales ask students to point out vocabulary
words as they appear Then have students discuss how each word is used
Ask Are blue whales massive or small
MAKE CONNECTIONS ACROSS TEXTS
Invite students to draw connections between Looking at Whales and
Adelinarsquos Whales
Ask students to use chronological order words to summarize the
information they learned in Looking at Whales
Ask students if they think Adelina would know most of the information
in Looking at Whales
ELLLeveled Reader
Go to pages
507Undash507V
Leveled Reader
Adelinarsquos Whales 507R
Vocabulary
Beyond Practice Book B page 136
Beyond Level Options
Objective Apply vocabulary words in writing
EXTEND VOCABULARY
Ask students to write a nonfiction piece about a whale Have them use
all of the vocabulary words from this weekrsquos selection and as many words
from this unitrsquos previous weeks as possible
Invite them to edit their essays or a partnerrsquos essay Remind them to check
the spelling and usage of each word
Literary Elements
Objective Use meter and rhyme to write a limerick
Materials bull Student Book ldquoLimericksrdquo
bull Poetry books with limericks bull Nonfiction books about whales
METER AND RHYME SCHEME
Use limericks to point out that meter and rhyme scheme can add to a
readerrsquos enjoyment of a poem Ask How does the use of meter and
rhyme scheme make these limericks more fun to read
Have students read limericks and note the use of meter and rhyme
scheme Then have them read information about whales or use what they
have already learned to write their own limerick about whales
Objective Read fluently with appropriate prosody at a rate of 112ndash136 WCPM
Materials bull Beyond Practice Book B p 136
REPEATED READING
Work with students to begin marking up the Fluency passage on page 136
of Practice Book B Remind them to pay attention to the tempo Then
read one sentence at a time having students echo-read the sentence
back imitating your pace Echo-read through the entire passage again
speeding up to reflect each part of the selection
During independent reading time partners can take turns reading the
passage they have practiced reading aloud Remind students to pay
attention to one anotherrsquos tempo and discuss how different actions in the
passage change the tempo or mood
Timed Reading Have students read the passage and record their reading
rate
Student Book
Limericks
Read Aloud Review meter
and rhyme scheme Then
reread a limerick aloud
Say Listen for the meter and
rhyme scheme of the poem
Then tell students you will
read the poem once more
together Let them know
that this time they should
clap along to the rhythm of
the poem Read the poem
chorally and clap out the
rhythm together
507S
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Gray Whales
PREVIEW AND PREDICT
Have students preview Gray Whales predict what it is about and set a
purpose for reading
SKILLSEQUENCE
Ask a volunteer to explain what the terms text structure and sequence
mean Have another volunteer explain why identifying the text structure
or sequence of events is important for understanding a selection
Explain that students will read Looking at Whales together and fill in
information about order in Sequence Charts
READ AND RESPOND
As students read they should identify the order of events in the selection
and fill in their Sequence Charts Discuss with the group how the story
would change if the sequence of events were different
VOCABULARY WORDS
Have students pay attention to vocabulary words as they come up Ask
students to provide definitions as needed Ask What do whales sometimes
get tangled in
Self-Selected Reading
Objective Read independently to identify the sequence of a text
Materials bull Leveled Readers or informational trade books at studentsrsquo reading level
READ TO IDENTIFY SEQUENCE
Invite students to use their personal interests to choose a nonfiction book
for independent reading Have students read their books and take notes
on the selectionrsquos sequence in their response journals
After reading have students compare the order in which the information
was presented in the book they chose to one of the selections they read
during this weekrsquos lessons Ask Which selection presented information in the
more interesting way Which selection taught you the most about the topic
Leveled Reader
Adelinarsquos Whales 507T
Academic Language Used in Whole Group Instruction
ContentTheme Words SkillStrategy Words WritingGrammar Words
ocean (p484)
aquarium (p 484)
whales (p 484)
mammals (p 484)
gills (p 484)
lungs (p 484)
legend (p 485)
pod (p 505)
homograph (p 484)
photo essay (p 486)
analyze text structure (p 485A)
sequence (p 485A)
limerick (p 504)
meter (p 504)
rhyme scheme (p 504)
voice (p 506)
point of view (p 506)
opinion (p 506)
audience (p 507B)
possessive pronouns (p 507I)
ownership (p 507I)
stand-alone possessive pronoun
(p 507I)
Academic LanguageThroughout the week the English language learners will need help in
building their understanding of the academic language used in daily
instruction and assessment instruments The following strategies will help
to increase their language proficiency and comprehension of content and
instructional words
Strategies to Reinforce Academic Language
Use Context Academic Language (see chart below)
should be explained in the context of the task during
Whole Group Use gestures expressions and visuals to
support meaning
Use Visuals Use charts transparencies and graphic
organizers to explain key labels to help students
understand classroom language
Model Demonstrate the task using academic language in
order for students to understand instruction
English Language Learners
Oral Language For
additional language
support and oral vocabulary
development use the lesson
at www macmillanmhcom
507U
ELL Leveled ReaderELL Leveled Reader Lesson Objectivebull To apply vocabulary and
comprehension skills
Materials
bull ELL Leveled Reader
DAY 1 bull Academic Language
bull Oral Language and Vocabulary Review
DAY 2 bull Academic Language
bull ELL Leveled Reader
DAY 3 bull Academic Language
bull ELL Leveled Reader
DAY 4 bull Academic Language
bull ELL Leveled Reader
DAY 5 bull Academic Language
bull ELL Leveled Reader Comprehension Check and Literacy Activities
ELL Teacherrsquos Guide
for students who need
additional instruction
DEVELOP ORAL LANGUAGE
Build Background Write the word whales on
the board and have students share what they
know What do whales look like What do they eat
How do they communicate List key points Then
do a brief picture walk of the book to add on to
the list
Review Vocabulary Write the vocabulary and story support words
and discuss the meanings Use each word in a sentence Clarify the two
meanings of schools and dove Schools of fish are large groups of fish not
where fish go to learn Who can use ldquoschools of fishrdquo in a sentence
PREVIEW AND PREDICT
Point to the cover photograph and read the title aloud What are we going
to read about Have students brainstorm a list of questions about facts
they would like to learn from this book
Set a Purpose for Reading Show the Sequence Chart and remind students
they have used it before Ask them to use a similar chart to identify the
sequence of events as they are presented in the book
Choose from among the differentiated strategies below to support
studentsrsquo reading at all stages of language acquisition
Beginning
Shared Reading As you
read model analyzing text
structure by identifying key
information about whales
Number the facts to explain
sequence Model filling in
the chart
Intermediate
Read Together Read the
first chapter Help students
analyze text structure by
numbering and recording
key information Take turns
reading with students Ask
them to identify events in
sequence as they read
Advanced
Independent Reading
Have students read the story
After reading each day ask
them to work with a partner
to analyze text structure and
identify events in sequence
Encourage them to use the
new vocabulary
Remind students to use the vocabulary and story words in their whole
group activities
The WorldThe Worldofof
WhalesWhalesby Dina Anastasio
Informational Nonfiction
Adelinarsquos Whales 507V
- Grade 4
-
- Unit 1
- Unit 2
- Unit 3
- Unit 4
-
- Planning the Unit
- Using the Student Book
-
- Dear Mrs LaRue
-
- Puppy Trouble
- Dear Mrs LaRue
- Dog Amazes Scientists
- Writerrsquos Craft Write About Solving a Problem
- Small Group Pages
-
- The Blind Hunter
-
- Through Elizabethrsquos Eyes
- The Blind Hunter
- Make Life Easier For Everybody
- Writerrsquos Craft Write Directions
- Small Group Pages
-
- The Power of Oil
-
- Clean as a Breeze
- The Power of Oil
- Windmills on the Prairies
- Writing Frictional Narrative Write to a Prompt
- Small Group Pages
-
- Adelinarsquos Whales
-
- A Whale of a Trip
- Adelinarsquos Whales
- Limericks
- Writerrsquos Craft Share Your Point of View
- Small Group Pages
-
- At Home in the Coral Reef
-
- Coral Reefs
- At Home in the Coral Reef
- Poseidon and the Kingdom of Atlantis
- Writerrsquos Craft Write about a Community Project
- Small Group Pages
-
- Test Strategy Author and Me
-
- Wrapping Up the Unit
- Additional Lessons and Resources
-
- Unit 5
- Unit 6
-
501
Develop ComprehensionRETURN TO PREDICTIONS
AND PURPOSES
Review studentsrsquo predictions and
purposes Were they correct Did
students find out how the whalesrsquo
yearly visits affected Adelinarsquos life (She
has learned much about gray whales
has made new friends and wants to
do work involving the whales)
REVIEW READING STRATEGIES
What questions do you have about
the selection What strategies can
you use to answer them
In what ways did identifying the
sequence of events help you to
understand the selection
What strategies did you use when
you came to difficult words
PERSONAL RESPONSE
Ask students to discuss and write
about an experience that helped them
think about what they would like to do
when they grow up
Main Selection Student page 501
During Small Group Instruction
If No Approaching Level Leveled
Reader Lesson p 507P
If Yes On Level Options
pp 507Qndash507R
Beyond Level Options
pp 507Sndash507T
Can students analyze
the structure of a text that
presents factual information
in sequential order
Adelinarsquos Whales 501
A Snapshot ofRichard Sobol
Richard Sobol is a photographer who has snapped many different subjects in his long career For the past few years Richard has spent a lot of time photographing wildlife including the whales He is especially interested in capturing images of endangered species
Other books by Richard Sobol
Authorrsquos PurposeNonfiction texts are often written to inform the reader or to explain something Why did Richard Sobol write Adelinarsquos Whales What clues help you figure out his purpose in creating this photo essay
Find out more about Richard
Sobol at wwwmacmillanmhcom
502
Respond Student page 502
Author and Illustrator
A SNAPSHOT OF RICHARD SOBOL
Have students read the biography of
the author and photographer
DISCUSS
How might Richard Sobolrsquos work in
photography have helped prepare
him to write this book
How might photographs such as
the ones Sobol took help save
endangered species
What do you think Sobolrsquos position
is on the subject of endangered
species Explain
What are his views on gender Do
you think Sobol believes Adelina
might grow up to be a whale
specialist
WRITE ABOUT IT
Ask students to think of an animal they
would like to know more about Have
them write a paragraph explaining
what they would want to learn and
observe if given the chance to live
among those animals
Students can find more information about Richard Sobol at wwwmacmillanmhcom
Authorrsquos CraftTheme
The theme of any piece of writing is the main idea or message
which tells the reader what the article or story is about
Whales are beautiful and worth saving This is one way to state
the theme of Adelinarsquos Whales
Ask students for other ways to state the theme of the photo
essay such as Living in tune with nature has many rewards
Then ask students to look again at the photographs and find the
ones they think relate most closely to the theme
Authorrsquos PurposeTell students that authors who write to
inform often provide examples in the
form of text features like photographs
Have students look in the story for
clues that will help them determine
Richard Sobolrsquos intentions
502
Comprehension Check
Summarize
Summarize the relationship between
humans and gray whales in Laguna San
Ignacio Use your Sequence Chart to
organize events in the correct order
Think and Compare
1 When did scientists and whale watchers start going to Laguna
San Ignacio Use text details to support your answer Analyze
Text Structure Sequence
2 Reread page 494 of Adelinarsquos Whales Why do you think the
massive whale did not overturn the small boat Use details
from the text to support your answer Analyze
3 How would you organize a club to study whales and visit
Laguna San Ignacio Develop a plan to show the steps you
would take Apply
4 Can you predict what will happen to the whales and Adelinarsquos
community if the lagoon becomes polluted Synthesize
5 Read ldquoA Whale of a Triprdquo on pages 484ndash485 What did you
learn about whales in this article that was not in Adelinarsquos
Whales ReadingWriting Across Texts
503
Comprehension Check
SUMMARIZE
Have partners summarize Adelinarsquos
Whales by paraphrasing Remind
students to use their Sequence Chart
to help them organize their summaries
THINK AND COMPARE
Sample answers are given
1 Sequence Scientists and whale
watchers started going to Laguna
San Ignacio after Adelinarsquos
grandfather began to tell about his
first friendly visit with the whales
2 Analyze Students should suggest
that the whale was curious about
the boat and the people in it She
did not mean to harm them and
was careful not to turn the boat
over
3 Text to Self Answers may vary
Students might say they would
get permission from their school
to start a club They might put
up posters to try to persuade
other students to join and then
do research to learn more about
whales USE ON MY OWN
4 Text to World If the lagoon
becomes polluted the whales could
get sick or even die If that happens
tourists and scientists may stop
coming to Laguna San Ignacio
FOCUS QUESTION
5 Text to Text In ldquoA Whale of a Triprdquo
we learn about baleen whales how
they eat and how they need to be
protected from tuna fishing nets
The story of Adelinarsquos Whales not
only talks about whales but it also
tells us about Adelinarsquos community
Respond Student page 503
On My Own
Model the On My Own strategy with question 3
The answer is not in the selection You have to use what you already
know to answer the question
Question 3 Think Aloud
I know that there are many ways to
get classmates together for a good cause or a fun event Many
people think whales are fascinating creatures Doing research
about marine life looking into related groups using the Internet
and writing to marine biologists might be a fun and interesting
way to start a club dedicated to the study of whales
Adelinarsquos Whales 503
FluencyComprehension
As I read I will pay attention to tempo and match the action in the story
Did you know that whales talk to each other Whales
10 make sounds for different reasons Some sounds are used to
20 locate calves Others are used to find mates Whales even use
31 sounds to warn other pod members that a predator is around
42 Toothed whales click and whistle in order to locate food
52 Baleen whales make knocking moaning snoring and
59 rumbling noises Humpback whales sing but not during
67 feeding season They save their tunes for the warmer waters
77 where they spend their breeding season Some scientists
85 believe they are singing love songs Other scientists think
94 they are sending out threats like ldquoGo awayrdquo We may never
105 know exactly why whales sing
110 Some humpback whales swim up to the surface and take
120 a few breaths Then they dive under the water and start to
132 sing They do not move when they sing Their underwater
142 songs can be heard for miles Sometimes they sing for a half
154 hour without stopping 157
Comprehension Check
1 What actions does a humpback whale take when it sings Sequence
2 Why might a whale need to communicate with another whale Draw Conclusions
Words Read ndash Number of Errors = Words
Correct Score
First Read ndash =
Second Read ndash =
A humpback whale swims to the surface and takes a few breaths Then the whale dives under the water to sing The whale does not move when singing
Whales might need to communicate with other whales to warn them about predators to find mates or to locate their calves
On Level Practice Book O page 136
Approaching Practice Book A page 136
Beyond Practice Book B page 136
Transparency 19
FluencyRepeated Reading Tempo
EXPLAINMODEL Tell students they will be doing a choral reading
or reading out loud together Point out that the passage on
Transparency 19 begins with slow action and a slow mood After
the whale nudges the boat the fishers become frightened and the
action picks up As you model reading the passage increase the
speed the second and third times you read through the last four
sentences Have students pay attention to the tempo
PRACTICEAPPLY Reread the first two sentences of the passage
with students Then divide them into two groups Have groups
alternate reading sentences Remind students to pay attention to
the tempo changes they should make Students will practice fluency
using Practice Book page 136 or the Fluency Solutions Audio CD
Objectivesbull Read accurately with good
tempo
bull Rate 102ndash122 WCPM
Materials
bull Fluency Transparency 19
bull Fluency Solutions
bull Leveled Practice Books p 136
Vary Reading Pace Act
out the actions as you
explain the sequence of
events in the passage
Next read it aloud using
lots of expression and
gestures to help with
meaning Then echo-read
the passage with students
Ask students to imitate
your tempo and voice
During Small Group Instruction
If No Approaching Level Fluency p 507N
If Yes On Level Options pp 507Qndash507R
Beyond Level Options pp 507Sndash507T
Can students read accurately with good tempo
In a whisper her grandfather begins to draw them in Adelina closes her eyes to imagine the calm and quiet on that first afternoon when his small boat was gently nudged by a huge gray whale As the boat rocked her grandfather and his fishing partnerrsquos hearts pounded They held tight and waited preparing themselves to be thrown into the water by the giant animal The whale dove below them and surfaced again on the opposite side of their boat scraping her head along the smooth sides Instead of being tossed from the boat they were surprised to find themselves still upright and floating
Fluency Transparency 19
from Adelinarsquos Whales page 494
503A
Draw Conclusions
Introduce 413A-B
Practice Apply
414ndash437 LeveledPractice 113ndash114
Reteach Review
443MndashT 447AndashB 448ndash463 469MndashT Leveled Practice120ndash121
Assess Weekly Tests Unit 4 Test Benchmark Tests A B
Maintain 503B 529B 557B
FluencyComprehension
ComprehensionMAINTAIN SKILLDRAW CONCLUSIONS
EXPLAINMODEL
You can use information from a selection as well as personal
experience to draw conclusions
A reader can draw conclusions about a personrsquos character and
about events by looking for clues in the selection
Lead a class discussion about drawing conclusions in ldquoA Whale of a Triprdquo
PRACTICEAPPLY Discuss the photo essay Adelinarsquos Whales and
what details can help readers to draw conclusions Then ask student
partners to discuss the following questions Encourage them to take
notes so that they may share answers with their peers afterward
What tells you that Adelina enjoys living by the ocean
How do you know that Adelina wants to work with whales in the
future What do you think her grandfatherrsquos reaction will be
What can you conclude about the future of Laguna San Ignacio
(Students should be able to identify a conclusion that summarizes
the main idea)
Using conclusions and parts of their discussion have each student
write a paragraph that continues the story For comprehension
practice use the Graphic Organizers on pages 40ndash64 in the
Teacherrsquos Resource Book
Objectivebull Draw conclusions from
details in a story
Adelinarsquos Whales 503B
LOZ_Subhd_LFT LOZ_StudentPgs
PoetryA Limerick is a funny poem
with a specific pattern
of rhyme and meter All
limericks have five lines
Literary ElementsMeter is the rhythm of the
syllables in a line of poetry
Rhyme Scheme is the
pattern of rhymes within
a poem
There once was a whale named Alene
Who strained all her meals through baleen
But she dreamed of a lunch
With a food that goes ldquocrunchrdquo
Like a truckload of just-picked string beans
mdashDoreen Beauregard
Near our boat is a mammal named Luke
Whorsquos exceedingly proud of his fl uke
Just donrsquot call it a tail
Or this dignifi ed whale
Will respond with a splashy rebuke
mdashDoreen Beauregard
WWhale hale WWatchatch
The meter in these three lines is created by emphasizing the third sixth and ninth syllables
LLimericksimericks
aa MMealealAA WWhalehale ofof
504
Paired Selection Student page 504
PoetryGENRE LIMERICK
Have students read the bookmark on
Student Book page 504 Explain that a
limerick
is meant to be funny
sometimes contains idioms puns or
other kinds of figurative language
Literary Elements Meter and Rhyme Scheme
EXPLAINMODEL
Tell students that literary elements
such as meter and rhyme scheme help
give poetry its rhythm
Meter is the rhythm or beat
of a poem It is created by the
arrangement of accented and
unaccented syllables in a line
Rhyme scheme is the pattern of
rhymes in a poem Capital letters are
used to represent each individual
rhyme
Discuss how ldquoWhale Watchrdquo contains
three accented syllables in lines 1 2
and 5
PRACTICEAPPLY
Have students point out the rhyme
scheme of the limerick on page
505 Where does the rhyme scheme
change (the second and third lines)
Read ldquoA Whale of a Mealrdquo ldquoWhale Watchrdquo and
ldquoThe Podless Whalerdquo
As you read remind students to apply what they have learned
about limericks
1
2
504504
Poetry
Connect and Compare1 What is the rhyme scheme of ldquoWhale Watchrdquo What if the last
line rhymed with the third and fourth lines Rhyme Scheme
2 Why were the sea bass in ldquoThe Podless Whalerdquo bewildered
Apply
3 How are the whales in these poems similar to the ones in
Adelinarsquos Whales How are they different
ReadingWriting Across Texts
There once was a whale near Cape Cod
Who just could not locate his pod
So he joined with a mass
Of bewildered sea bass
Who found this behavior quite odd
mdashDoreen Beauregard
P Podless odless WWhalehaleTheThe
The last line of a limerick always rhymes with the first two lines The second and third lines have a different rhyme
Find out more about limericks at wwwmacmillanmhcom
505
1 LITERARY ELEMENTS RHYME
SCHEME
If the name of the whale in ldquoA Whale
of a Mealrdquo were changed to Rose what
other words would have to change in
the poem (baleen string beans) Why
(This poem is a limerick so its rhyme
scheme must be AABBA)
2 LITERARY ELEMENTS METER
What is the meter used in the limerick
ldquoWhale Watchrdquo (Lines 1 2 and 5 have
three beats Lines 3 and 4 have two
beats)
3 MAKE INFERENCES
What is a group of whales called What
poem helped you figure this out (A
group of whales is called a pod This
can be figured out from ldquoThe Podless
Whalerdquo)
Connect and Compare
SUGGESTED ANSWERS
1 The rhyme scheme of ldquoWhale
Watchrdquo is AABBA If the last line
rhymed with the third and fourth
lines the rhyme scheme would be
AABBB and this would not be a
limerick RHYME SCHEME
2 The sea bass were bewildered
because a whale became a member
of their group and this is not
typical of whale behavior APPLY
3 FOCUS QUESTION The whales in
these poems are similar to the ones
in Adelinarsquos Whales because they
share whale characteristics such as
swimming near boats and in pods
They are different from Adelinarsquos
Whales because they are fictional
Adelinarsquos whales are real READING
WRITING ACROSS TEXTS
Paired Selection Student page 505
Internet Research and Inquiry Activity Students can find more
facts about limericks at wwwmacmillanmhcom
3
HISTORY AND CULTURE OF LIMERICKS
Limericks derive from the Irish town of Limerick and date back to
the 14th century Limericks were originally used in nursery rhymes
for children Later these rhymes were repeated and changed by the
working classes who created choruses based on the refrain ldquoWill
you come to Limerickrdquo
A famous childrenrsquos book of limericks Edward Learrsquos Book of
Nonsense was published in England in 1846 Because limericks are
short and funny they have survived to this day across many cultures
Adelinarsquos Whales 505
Why We Need Whales
by Maggie W
We learned in class today that some kinds
of whales are in danger of becoming extinct
I think we should try to save them We need
whales
Why do we need whales We donrsquot need
them for food They donrsquot do any work for us
But they are fascinating to watch They seem
to play and talk together The world would be
less interesting if there were no whales
I want the world to be an interesting place
so I hope there will
always be whales
making their wonderful
noises
Share YourShare YourPoint of ViewPoint of View Writerrsquos Craft
VoiceWriters want their readers to understand their point of view They use appropriate words to show voice and to share their opinions
I tried to show why I feel that whalesare important
I think whales are great I wrote this to express my point of view about whales
506
Features of a Point-of-View Article
In a point-of-view article the writer gives his or her opinion about
a subject A writer should use good reasons to explain his or her
point of view
It is written using first person
It describes a writerrsquos opinion about a subject
It uses supporting statements in a logical order
WritingVoice
READ THE STUDENT MODEL
Read the bookmark about voice
Explain that a writerrsquos voice shows his
or her personality It helps readers to
hear changes in the writerrsquos feelings
just as they would if the writing were
spoken aloud
Have students turn to page 477
Discuss the writerrsquos voice and its effect
Then have the class read Maggie Wrsquos
article and the callouts Tell students
that they will write an article about the
importance of animals They will also
learn how to create a voice that shows
their feelings
WRITINGbull Explanatory Writing
bull Writerrsquos Craft Voice
WORD STUDYbull Words in Context
bull Dictionary
bull Phonics Words with oi and ou
bull Vocabulary Building
SPELLINGbull Words with oi and ou
GRAMMARbull Possessive Pronouns
SMALL GROUP OPTIONS
bull Differentiated Instruction pp 507Mndash507V
506
Transparency 73
Writing Transparency 73
Explanatory Writing
Writerrsquos Checklist Ideas and Content Did I explain my point of view
clearly
Organization Did I state my opinion first and then
give reasons to explain it Did I save the strongest
reason for last
Voice Is my voice clear as I write about the topic
Word Choice Did I choose words carefully
Sentence Fluency Did I vary the length of
my sentences
Conventions Did I spell possessive pronouns
correctly
Your TurnWrite an article of one or two paragraphs to explain
your point of view about the importance of animals
You may write about animals in general or one kind
of animal in particular State your opinion and
give strong reasons for it Save your strongest
reason for last Back up your reasons with
examples End by restating your opinion
Use the Writerrsquos Checklist to check
your writing
507
PREWRITE
Read and discuss the writing prompt
on page 507 Students can brainstorm a
list of animals they feel it is important
to save Ask them to choose the animal
they care most about saving
Display Transparency 73 and discuss
how Maggie used a point-of-view chart
to plan an article with opinions about
animals including the use of strong
supporting statements Have students
use a point-of-view chart to plan their
own articles
DRAFT
Display Transparency 74 Discuss how
Maggie used her chart to organize and
write a draft of her article Talk about
how she could improve the draft Before
students write present the explicit
lesson on Voice on page 507A and
the Ideas and Content and Purpose
and Audience mini lessons on page
507B Have students use their charts
to write their articles Remind them to
keep their purpose and audience in
mind to express strong opinions and to
emphasize strong supporting statements
REVISE
Display Transparency 75 and discuss
Maggiersquos revisions Point out that she
added sentences to show her feelings
about whales Students can revise their
drafts or keep them to work on later
If students choose to revise have
them work in pairs to use the Writerrsquos
Checklist on page 507 Then ask
students to work with a partner to
proofread their writing For Publishing
Options see 507A For lessons on
Possessive Pronouns and Spelling
see page 507B and 5 Day Spelling and
Grammar on pages 507Gndash507J
Transparency 73 Point-of-View
Chart
Transparency 74 Draft
Transparency 75 Revision
Writing Student pages 506ndash507
Point of View Chart
Opinion
We should save whales
Reason
They are fun to watch
Reason
They play and talk together
Reason
They make the world interesting
Writing Transparency 73
Adelinarsquos Whales 507
SPEAKING STRATEGIES
Use tone of voice to show
exciting parts of the article
Change voices when the
strongest feelings are
mentioned
Look at the audience
to help them see your
interest in the article
LISTENING STRATEGIES
Listen to hear how the
author feels about saving
the animal
Try to imagine the setting
of the article in your mind
VoiceEXPLAINMODEL
Good writers use language that shows their feelings about a topic
These feelings make up the writerrsquos voice Reread the first paragraph
of the model on page 506 Point out that Maggie shows her strong
feelings about saving whales when she says we need them and that
they are fascinating to watch Display Transparency 76
Think Aloud The first example shows me how the writer feels
about her cat He is her best buddy She likes it when the cat
comes to see her in the garden The second example tells me
only the facts without saying how the writer feels about them
I donrsquot learn as much about the writer or the animal from this
example
Writing Transparency 76
Transparency 76
PRACTICEAPPLY
Work with students to read the two choices in each set Invite
volunteers to identify the stronger voice in each set and explain
how it shows the writerrsquos feelings Then have students identify and
discuss voice in another story they have recently read
Tell students that as they draft their article they should think about
ways to create a voice that shows their feelings about the animal or
animals they are describing
Publishing OptionsStudents can read aloud their article to the class See Speaking and Listening tips below They can also use their best cursive to write their article (See Teacherrsquos Resource Book pages 168ndash173 for cursive models and practice) Then invite students to illustrate their articles or act them out with a friend
4- and 6-Point Scoring Rubrics
Use the rubric on pages 539Gndash
539H to score published writing
Writing Process
For a complete lesson see Unit Writing on pages 539Andash539H
Writing
Writerrsquos Craft
Voice
Strong Voice Gumby is my best buddy It feels great when he
appears in the garden and then jumps on my back
to purr and watch me dig
Weak Voice Gumby is my cat He walks through the garden to
watch me dig
1 Wow Seeing Flossie run across the lawn to greet
me is so fantastic She barks loudly as if shersquos as
glad to see me as I am to see her
2 Flossie runs across the lawn to greet me She
barks loudly
3 My parrot Polly talks all the time I like the sound
of her voice She always tells me that Irsquom her friend
4 I love to hear Polly my pet parrot talk all the
time Her voice is music that fills our familyrsquos
kitchen Best of all she always tells me that Irsquom
her friend
(1 strong 2 weak 3 weak 4 strong)
Writing Transp
arency 76
507A
Technology
Writing
Writerrsquos Toolbox
Possessive Pronouns
ExplainModel Possessive pronouns take the
place of nouns that show ownership as in her
Point out the first possessive pronoun her in the
first sentence of Adelinarsquos Whales on page 494 This
pronoun shows that the grandfather is Adelinarsquos
PracticeApply Work with students to find more
possessive pronouns in the story on page 494
Have them identify the ownership each pronoun
suggests For a complete lesson on possessive
pronouns see pages 507Indash507J
Mechanics Do not use apostrophes in possessive
pronouns As students proofread their stories ask
them to check that they have used possessive
pronouns correctly
Writing Trait Ideas and Content
ExplainModel Good writers state their opinions
or point of view at the beginning of their writing
They use appropriate words to show voice and
they use good reasons and examples to support
their opinions and explain their point of view
They end their writing by repeating their opinion
strongly in a closing sentence
PracticeApply Have students reread the student
model on page 506 Discuss the callouts on the
left Can students identify Maggie Wrsquos point of view
in her article Ask students if Maggie W supports
her point of view
Purpose and Audience
ExplainModel Point out that one purpose of
writing an article is to inform and persuade the
audience of your opinion Using examples as
Maggie did helps to do this
PracticeApply As students draft tell them to
consider their audience They should use ideas that
will appeal to the people who will read their article
Spelling Words with oi and ou
Ask students to find the words noise and clouds in
the main selection on page 490 Point out that the
sound oi is spelled oi in noise Explain that the
sound ou is spelled ou in clouds but can also be
spelled ow as in flowers For a complete lesson on
words with oi and ou see pages 507Gndash507H
Remind students to use centering to position their title
correctly and to use formatting to capitalize the first letter
in each important word of the storyrsquos title
Adelinarsquos Whales 507B
Word StudyWord Study
Objectivesbull Apply knowledge of word
meanings and context clues
bull Use a dictionary to look up the
meanings of homographs
Materials
bull Vocabulary Transparencies 37
and 38
bull Leveled Practice Books p 138
Review
VocabularyWords in Context
EXPLAINMODEL
Review the meanings of the vocabulary words Display
Transparency 37 Model how to use word meanings and context
clues to fill in the first missing word with students
Think Aloud In the first sentence I learn that the speaker is going
on a boat to whale watch The speaker makes a note about the
boatrsquos size A boat for whale watching would be large I think that
the missing word is massive When I try massive in the sentence it
makes sense
PRACTICEAPPLY
Help students complete item 2 Then have them use context clues
to write missing words for items 3ndash6 on a separate sheet of paper
Students can exchange papers check their answers and explain the
context clues they used to determine the missing words
Fun with Puns Remind students that the vocabulary word dove
is a homograph Review its pronunciations and definitions Have
students work in small groups to create puns using dove Invite
groups to share their puns with the class
Give Examples For massive
sketch a bus and a whale on
the board Say A bus is big
but a whale is massive Have
students brainstorm other
examples in pairs
tangles (p 488) things
twisted together such as
strands of hair
rumbling (p 490) heavy
deep and rolling
snoring (p 490) making
loud breathing sounds
when sleeping
massive (p 491) big or
heavy
dove (p 494) jumped into
the water head first
unique (p 496) one of a
kind
politicians (p 498) people
who hold a government
officeVocabulary Transparency 37
Transparency 37
dove massive politicians rumbling snoring tangles unique
1 We boarded the massive boat amazed at its size and hoped it would be a good day for whale watching
2 The politicians had done a good job of protecting the whales in this bay so I was hopeful that we would see many whales
3 I stepped over the nets that lay in tangles on the deck
4 I watched as the birds dove into the ocean to catch their dinner
5 When I heard a rumbling sound I looked toward the horizon where I saw a unique sight a whale
6 I shouted for my father but when I heard his snoring I knew that he had missed the fantastic sight
507C
Vocabulary Strategy Transparency 38
Word Study
Homographs are words that have the same spelling but different meanings They may also have different pronunciations
Read the list of homographs and their meanings Then read the sentences and decide the meaning of the underlined homograph Write the letter of the correct meaning in the blank next to the sentence
dove ndash a past tense of dive b a kind of bird
fluke ndash c part of a whalersquos tail d something lucky
1 The whale splashed the surface of the water with its fl uke
2 The eagle dove for its prey
3 It was a fl uke that my mother won the game
4 The bird watchers saw a mourning dove sitting in a tree
Pick another homograph Write one sentence for each meaning of the word
5
6
c
a
d
b
My brother gave his girlfriend an engagement ring
Possible response provided
I didnrsquot hear the phone ring so I missed your call
On Level Practice Book 0 page 138
Approaching Practice Book A page 138
Beyond Practice Book B page 138
Practice Vocabulary
Homographs can be
confusing to students
especially those that are
pronounced differently
Create sentences for pairs
of words and model how
to guess the meaning
through the context
Practice with dove wind
and bow
Transparency 38
Homographs
1 What was the content of Karlarsquos lettera subject or topic nounb satisfied adjective
2 We tried to wind the kite string around a sticka moving air nounb to wrap around verb
3 Casey did not shed a tear as he watched the sad moviea to pull apart or into pieces verbb a drop of fluid that comes from the eye noun
4 Tanya put dates and nuts in her breada specific points in time nounb fruits from palm trees noun
PRACTICEAPPLY
Ask students to look up meanings and write sentences for the
following homographs bow row and present
During Small Group Instruction
If No Approaching Level Vocabulary pp 507Nndash507O
If Yes On Level Options pp 507Qndash507R
Beyond Level Options pp 507Sndash507T
Do students understand word meanings Can students use
context clues and dictionaries to understand homographs
STRATEGYDICTIONARY HOMOGRAPHS
EXPLAINMODEL
Remind students that homographs are words that are spelled alike
but have completely different meanings and may have different
pronunciations Explain how a dictionary and context clues can help
a reader to figure out the correct meaning and pronunciation of
homographs
Read the first sentence and definitions on Transparency 38 Model
how to figure out the meaning of content trying both definitions
and pronunciations Ask student volunteers to read aloud and
choose the correct homograph definitions for numbers 2ndash4
Adelinarsquos Whales 507D
The oi sound can be spelled with oi as in foil or with oy as in boy The ou sound can be spelled with ou as in couch or with ow as in now Keep in mind though that not all words containing oi have the oi sound and not all words spelled with ou and ow have the ou sound
In each row of words below there is one word that does not belong If the word does not have the same sound as the others make an X over it If the word is a homograph sometimes pronounced like the other words and sometimes pronounced differently put an asterisk () next to it Then on the blank line add another word that belongs with the group you made
1 joy foil employ onion
2 bow allowed south outside
3 coil destroy oil going
4 mouth doubt through how
5 broil doing spoil noise
6 sow tower frown sprout
7 couch dough cloud crowd
8 enjoy soil shooing toys
9 now enough crown proud
10 brow cow low down
11 annoy voices boil porpoise
12 thought shower loud trout
oi word
ou word
oi word
ou word
oi word
ou word
ou word
oi word
ou word
ou word
oi word
ou wordporpoiseporpoiseporpoiseporpoisepp
on on onioonioonioonioononoo
ngnggoigoigoigoingngnn
ughughhrohrothrothroughughouou
doing doing doing doing ii
ugh ugh doudoudoudouughughuu
oingoingshooshooshooshoooingoingoo
ughughenoenoenoenoughughouou
wwlowlowowowwwww
ught ught houhouthouthouughtughtuu
On Level Practice Book O page 139
Approaching Practice Book A page 139
Beyond Practice Book B page 139
Word Study
Phonics Decode Words with oi and ou
EXPLAINMODEL
Remind students that the letters oi and oy almost always spell the
sound oi The letters ou often spell ou unless they are followed
by r or gh The letters ow often spell ou but they may also spell
ō Write bow
Think Aloud
This word is a homograph When I say bou I know
the word means ldquoto bend the headrdquo or ldquothe front of a boatrdquo
When I say bō I know the word means ldquoa weaponrdquo or ldquoa knot
with loopsrdquo I need to look at the context to figure out which
word the writer means
PRACTICEAPPLY Write these words on the board joy spoil
mountain blouse coin tower and around Have students underline
the letters that spell ou and oi Then have them read the words
aloud pronouncing each sound with emphasis
Decode Multisyllabic Words Write these words on the board
voyage hardboiled encounter southpaw ownership and nowadays
Model how to decode voyage focusing on the sound oi Then work
with students to decode the other words explaining the spelling
of each sound For more practice use the decodable passages on
Teacherrsquos Resource Book page 23
Fill-in-the-Blanks Have students write out ten Spelling Words or
other words with the ou or oi sound Tell them to leave blanks
for the letters that represent these vowel sounds For example
C L _ _ N Students can trade papers with a partner and fill in the
missing letters
Word Study
Objectivesbull Decode the sounds ou and
oi
bull Identify and write sentences
with homophones
Materials
bull Leveled Practice Books p 139
bull Teacherrsquos Resource Book p 23
Use Context Hearing
and distinguishing vowel
sounds can be challenging
for students As students
read and hear the words
within the context of
shared reading and writing
activities they will connect
the sounds to their spelling
patterns
During Small Group Instruction
If No Approaching Level Phonics p 507M
If Yes On Level Options pp 507Qndash507R
Beyond Level Options pp 507Sndash507T
Can students decode words with oi and ou
507E
Spiral Review
Vocabulary Game Form two teams Divide the
Vocabulary Cards electrical globe decayed
amazement loosened midst mysterious patchwork
responsibility and soared from past weeks between
the teams
A Team 1 player takes a card and reads the word
A Team 2 player tells the wordrsquos meaning and uses
it in a sentence If the definition and sentence are
correct Team 2 gets a point If not the card is
returned to the bottom of the pile Then a Team 2
player takes a card and reads the word
Continue playing until all the words have been
correctly defined and used in sentences The team
with the most points wins
Vocabulary Building
Homophones Write on the board The children
let out (wails)(whales) because they couldnrsquot see
the (wails)(whales) Remind students that a
homophone is pronounced in the same way as
another word but has a different meaning and
spelling Have students write more sentences
containing homophone pairs or triples (there
theyrsquore their) Make sure students know how
homophones differ from homographs
Word Study
Vocabulary PuzzleMaker For additional vocabulary and
spelling games go to
wwwmacmillanmhcom
Vocabulary Building
Adjectives Verbshuge spray
humpback swim
endangered spout
slippery leap
Apply Vocabulary
Write a Personal Narrative Using the vocabulary
words ask students to complete the following
sentence ldquoI had a whale of a good time when rdquo
Tell students to continue writing after completing
this sentence Remind students to use descriptive
language that appeals to the five senses They
should provide a context to allow the reader
to picture the world of the event Post student
writing inside the body of a whale on a display
board
Oral Language
Expand Vocabulary Write the weekly topic
Whales on the board above a two-column chart
Label the columns Adjectives and Verbs Using the
selection print and electronic resources including
interviews and newspapers tell students to
brainstorm adjectives or verbs relating to whales
Adelinarsquos Whales 507F
5 Day Spelling
Words with oi and ouSpelling
Pretest Word Sorts
Spelling Practice Book pages 115ndash116 Spelling Practice Book page 117
Dictation Sentences 1 A daisy is a flower
2 We heard voices outside
3 The princess hid in the tower
4 We dumped a mound of dirt
5 I read a story about a cowboy
6 Her wedding gown was beautiful
7 You frown when you are not happy
8 We drove south to Florida
9 Why are the dogs howling
10 It will annoy Mike if you keep interrupting him
11 The car made noises yesterday
12 My kitten weighs about a pound
13 The hound followed the scent
14 Put your money in the pouch
15 We collected a thousand cans
16 I wound the rope around the tree
17 Irsquom a grouch when Irsquom tired
18 I felt fine but I still had a cough
19 Irsquove grown two inches in a year
20 They took a voyage to China
ReviewChallenge Words 1 I ate a peanut butter cookie
2 Use the zoom on your camera
3 The new mall is huge
4 During a drought we canrsquot water the grass
5 We took the bus downtown
Words in bold are from the main selection
flower south thousand
voices howling wound
tower annoy grouch
mound noises cough
cowboy pound grown
gown hound voyage
frown pouch
Review cookie zoom huge
Challenge drought downtown
ASSESS PRIOR KNOWLEDGE
Using the Dictation Sentences say
the underlined word Read the
sentence and repeat the word
Have students write the words on
Spelling Practice Book page 115
For a modified list use the first 12
Spelling Words and the 3 Review
Words For a more challenging list
use Spelling Words 3ndash20 and the
2 Challenge Words Have students
correct their own tests
Have students cut apart the Spelling
Word Cards BLM on Teacherrsquos
Resource Book page 84 and figure
out a way to sort them Have them
save the cards for use throughout
the week
Use Spelling Practice Book page 116
for more practice with this weekrsquos
Spelling Words
For Leveled Word Lists go to
wwwmacmillanmhcom
TEACHER AND STUDENT SORTS
Review the Spelling Words
pointing out the oi or ou
sound in most words
Use the cards on the Spelling Word
Cards BLM Attach the key words
south flower noises and annoy to a
bulletin board Model how to sort
the words according to their vowel
sounds and spellings Have students
take turns choosing cards sorting
them and explaining how they
sorted them
When students have finished the
sort discuss any oddballs that do
not fit in any category (grown
cough) Point out that wound is a
homograph Then invite students to
do an open sort in which they sort
all the Spelling Words any way they
wish for example by rhyme or by
consonant blends Discuss studentsrsquo
methods of sorting
507G
SYNONYMS
Write the following list of words
on the board Have students copy
the words into their word study
notebooks and write the Spelling
Word that is a synonym for each
1 pile (mound)
2 scowl (frown)
3 trip (voyage)
4 crying (howling)
5 dress (gown)
Challenge students to identify
three Spelling Words that can be
used as both a noun and a verb
Have them write sentences for
both usages
Have partners write a sentence
for each Spelling Word leaving
a blank space where the word
should go They can exchange
papers and fill in the blanks
SPIRAL REVIEW
Review words with ū uuml and u
Write cookie zoom and huge on
the board Have students identify
the spelling of the ū uuml or u
sound in each word
PROOFREAD AND WRITE
Write these sentences on the
board including the misspelled
words Ask students to proofread
circling incorrect spellings and
writing the correct spellings
1 My lizard has grone and she
gained two pownds (grown
pounds)
2 My cogh is starting to annoi
me (cough annoy)
3 The noyses in the hall were
houling dogs (noises howling)
4 A thowsand voyces were
singing (thousand voices)
POSTTEST
Use the Dictation Sentences on
page 507G for the Posttest
If students have difficulty with any
words in the lesson have students
place them in a list entitled
Spelling Words I Want to Remember
in a word study notebook
Challenge students to look for
words that have the same vowel
patterns they studied this week
Spelling
Word Meanings Review and Proofread Assess and Reteach
Spelling Practice Book page 118 Spelling Practice Book page 119 Spelling Practice Book page 120
Adelinarsquos Whales 507H
5 Day Grammar
Possessive Pronouns
INTRODUCE POSSESSIVE
PRONOUNS
Present the following
A possessive pronoun shows
ownership
A possessive pronoun takes
the place of a possessive noun
Possessive pronouns never have
an apostrophe my your his her
its our and their
Possessive pronouns must match
the nouns they replace in both
number and gender Give the
pass to Armita Give the pass to
her This is Dillon and Leighrsquos car
This is their car
REVIEW POSSESSIVE PRONOUNS
Discuss with students how to
recognize possessive pronouns
INTRODUCE STAND-ALONE
POSSESSIVE PRONOUNS
Present the following
A stand-alone possessive
pronoun is not used directly
before a noun
Most stand-alone possessive
pronouns are formed by adding
s to the pronoun that is used
before a noun These pronouns
are yours hers ours theirs and
mine This report is ours That one
is yours
His and its are the same when
used as stand-alones or before
a noun His shirt was brown The
shirt was his
Grammar
Daily Language ActivitiesUse these activities to introduce each dayrsquos lesson Write the dayrsquos activity on the board or use Transparency 19
DAY 1Adelinas favorite time of year was when the whales visited she Her and her grandfather watch for them every day (1 Adelinarsquos 2 her 3 She and)
DAY 2Her grandfather knowed about whales too Him was the one who had the first friendly visit with whales (1 knew 2 He)
DAY 3Every Fisherman takes their rod on the boat They pull in his lines if a whale come close (1 fisherman 2 his rod 3 their lines 4 comes)
DAY 4The camera on Adelinas lap is herrsquos She is taking a voiage to cownt whales (1 Adelinarsquos 2 hers 3 voyage 4 count)
DAY 5Thowsands of people come to see the whales They act as though it is not mine town but theirrsquos (1 Thousands 2 my 3 theirs)
Introduce the Concept Teach the Concept
Possessive Pronouns
Write on the board This
pencil belongs to Sheila
It is pencil Model
how to choose the correct
pronoun in the second
sentence Create more
sentences using other
studentsrsquo names and your
name to practice all the
pronouns
Grammar Practice Book page 115
See Grammar Transparency 91 for modeling and guided practice
Grammar Practice Book page 116
See Grammar Transparency 92 for modeling and guided practice
507I
REVIEW POSSESSIVE PRONOUNS
Review how to identify possessive
pronouns
MECHANICS AND USAGE
POSSESSIVE NOUNS AND
PRONOUNS
Possessive nouns are formed with
apostrophes teachersrsquo books
Most possessive pronouns that
are used before a noun are not
formed with s her book his car
The exception is its
Possessive stand-alone pronouns
are formed without apostrophes
Except for mine the last letter is
always s It is yours
All possessive pronouns should
agree in number and gender
with the nouns they replace
REVIEW TYPES OF POSSESSIVE
PRONOUNS
Ask students to explain the
differences between regular and
stand-alone possessive pronouns
PROOFREAD
Have students correct errors in the
following sentences
1 That whale is Renas favorite
and this one is mine favorite
(Renarsquos my)
2 Each boy should take their seat
while the whales are close (his
seat)
3 This book about whales is my
(mine)
4 Which is the better picture of a
whalemdashMiguels or herrsquos
(Miguelrsquos hers)
ASSESS
Use page 119 of the Grammar
Practice Book for assessment
RETEACH
Have students create sentences
using possessives pronouns
After checking for accuracy have
students write the sentences
again this time leaving a blank
where the pronoun should be
Students should trade papers
with a partner and try to fill in the
blanks They can then check their
own work
Also use page 120 of the Grammar
Practice Book for reteaching
Grammar
Review and Practice Review and Proofread Assess and Reteach
Grammar Practice Book page 117
See Grammar Transparency 93 for modeling and guided practice
Grammar Practice Book page 118
See Grammar Transparency 94 for modeling and guided practice
Circle the letter before the possessive pronoun that correctlycompletes each sentence
1 Adelinarsquos village was small and main street had only a few houses
a his b our c its d their
2 The whales came to Mexico to have young
a their b your c my d her
3 Although fi rst visit to La Laguna was in June this yearIrsquom going in January
a hisrsquos b theirs c my d her
4 Adelina knows the ocean very well because whole family works on the water
a my b their c our d her
5 Pachico made a sign for his business and letters are large and easy to read
a hers b their c its d my
Grammar Practice Book pages 119ndash120
See Grammar Transparency 95 for modeling and guided practice
Adelinarsquos Whales 507J
En
d-o
f-W
ee
k A
sse
ssm
en
t
ELL Practice and
Assessment 122ndash123
Fluency Assessment
Weekly Assessment 237ndash244
Administer the Test Weekly Reading Assessment Passage and questions pages 237ndash244
ASSESSED SKILLS
bull Sequence
bull Vocabulary Words
bull Dictionary Homographs
bull Possessive Pronouns
bull Words with oi and ou
Administer the Weekly Assessment online
or on CD-ROM
FluencyAssess fluency for one group of students per week
Use the Oral Fluency Record Sheet to track the number
of words read correctly Fluency goal for all students
102ndash122 words correct per minute (WCPM)
Approaching Level Weeks 1 3 5
On Level Weeks 2 4
Beyond Level Week 6
Alternative Assessmentbull ELL Assessment pages 122ndash123
Assessment Tool
507K507K
Diagnose Prescribe
En
d-o
f-We
ek
Asse
ssme
nt
VOCABULARY WORDS
VOCABULARY STRATEGY
Dictionary Homographs
Items 1 2 3 4
IF
0ndash2 items correct
THEN
Reteach skills using the Additional
Lessons page T8
Reteach skills Go to
wwwmacmillanmhcom
Vocabulary PuzzleMaker
Evaluate for Intervention
COMPREHENSION
Skill Sequence
Items 5 6 7 8
0ndash2 items correct Reteach skills using the Additional
Lessons page T3
Evaluate for Intervention
GRAMMAR
Possessive Pronouns
Items 9 10 11
0ndash1 items correct Reteach skills Grammar Practice Book
page 120
SPELLING
Words with oi and ou
Items 12 13 14
0ndash1 items correct Reteach skills Go to
wwwmacmillanmhcom
FLUENCY 98ndash101 WCPM
0ndash97 WCPM
Fluency Solutions
Evaluate for Intervention
Diagnose Prescribe
To place students
in the Intervention
Program use
the Diagnostic
Assessment in the
Intervention Teacherrsquos
Edition
TriumphsAN INTERVENTION PROGRAM
R E A D I N G
Adelinarsquos Whales 507L
Phonics
Approaching Level Options
Objective Decode words with oi and ou
Materials bull Student Book Adelinarsquos Whales
WORDS WITH oi AND ou
ExplainModel
Remind students that the letters oi and oy together usually stand for
oi as in coil and joy The letters ou as in house and ow as in cow usually
stand for ou However ow can also stand for o as in snow
Write the letters t o y on the board Say the sounds that the letters
stand for t oi Then blend the sounds toi Say the word with me toy
Repeat this process with oi and boil
Write the letters t o w n on the board Say the sounds that the letters
stand for t ou n Then blend the sounds toun Say the word with
me town Repeat this process with ou and house
Ask students to provide their own examples of words with oi and ou
Listen and provide constructive feedback
MULTISYLLABIC WORDS WITH oi AND ou
Write the word destroy on the board Have students identify the second
syllable as containing oi troy Have students repeat the syllable then
blend and read the whole word several times Repeat this process with
pounding and ou
Have student pairs work together to practice decoding longer words
with oi and ou Write the following words on the board and ask
student pairs to copy them onto index cards or sheets of paper Say
each word Circle the letters that stand for the ou or the oi sound Then
sort the words by spelling pattern
rejoice annoy crouching underground
growling browning moisture employment
Check each pair for their progress and accuracy
WORD HUNT WORDS WITH oi AND ou IN CONTEXT
Review words with oi and ou Have students search pages 488ndash490 of
Adelinarsquos Whales to find words with oi and ou Ask them to write the
words and circle the letters that spell the oi and ou in each word
Check to see if students have found examples such as outside down
south thousand loud noise sound clouds and out
For each skill below
additional lessons are
provided You can use these
lessons on consecutive days
after teaching the lessons
presented within the week
bull Sequence T3
bull Homographs T8
Additional Resources
To help students build speed
and accuracy with reading
multisyllabic words use the
additional decodable text
on page 23 of the Teacherrsquos
Resource Book
Decodable Text
If students have trouble
figuring out how to
pronounce words that
are homographs such as
bow bou and bow bō
have them look at how the
word is used and try out
each pronunciation and
its related definition in the
context of a sentence Write
She had a pink bow in her
hair on the board and say
I can say bou in the
sentence but a pink
ldquobending of the headrdquo
does not make sense
I can say bō in the
sentence A pink ldquoknot
with loopsrdquo does make
sense This word is
pronounced bō
ConstructiveFeedback
507M
Objective Read with increasing prosody and accuracy at a rate of 102ndash112 WCPM
Materials bull Index cards bull Approaching Practice Book A page 136
WORD AUTOMATICITY
Have students make flashcards for the following words with oi and
ou flower south thousand voices howling wound tower annoy grouch
mound noises cough cowboy pound gown hound voyage frown pouch
Display the cards one at a time and have students say each word Repeat
twice more displaying the words more quickly each time
REPEATED READING
Model reading the Fluency passage in Practice Book A page 136 Tell
students to pay close attention and listen to your tempo Then read
sentences in clusters based on tempo and have students read each cluster
back copying your tempo
During independent reading time have students work with a partner
One student reads aloud while the other repeats each sentence Remind
students to use positive and encouraging phrases when giving feedback
to their partners Circulate and provide constructive feedback Circulate
and provide constructive feedback
TIMED READING
At the end of the week have students do a final timed reading of the
passage on Practice Book A page 136 Students should
begin reading the passage aloud when you say ldquoGordquo
stop reading the passage after one minute when you say ldquoStoprdquo
Keep track of miscues Coach students as needed Help students record
and graph the number of words they read correctly
Vocabulary
Objective Apply vocabulary word meanings
Materials bull Vocabulary Cards bull Student Book Adelinarsquos Whales
VOCABULARY WORDS
Display the Vocabulary Cards for this weekrsquos words dove politicians
snoring massive tangles rumbling and unique Help students locate and
read the vocabulary words in Adelinarsquos Whales Review the definitions
of each word in the Glossary of the Student Book and discuss the
meanings Then have students write their own narratives about whales
using all of these vocabulary words
Approaching Practice Book A page 136
If students read too quickly
or too slowly reread
the passage to them at
the correct tempo Then
lead the class in a choral
reading so they can follow
you lead in reading at the
appropriate rate Repeat
the choral reading as
necessary
ConstructiveFeedback
Adelinarsquos Whales 507N
Vocabulary
Approaching Level Options
Review last weekrsquos words
(electrical globe fuels
decayed) and this weekrsquos
words (rumbling snoring
unique dove massive
tangles politicians) Have
students write a synonym for
each word
Objective Use homographs
DICTIONARY HOMOGRAPHS
Have students create simple crossword puzzles using Vocabulary and
Spelling Words Make sure they include at least two homographs (wound
dove) and write the definitions of the homographs as clues They may use
a dictionary to help them if necessary
Comprehension
Objective Identify sequence
Materials bull Student Book ldquoA Whale of a Triprdquo bull Transparencies 19a and 19b
STRATEGYANALYZE TEXT STRUCTURE
Remind students that recognizing how a text is organized can help them
to identify the sequence of story events
SKILLSEQUENCE
ExplainModel
Authors sometimes use signal words such as first next and last to help
readers recognize the sequence of events in a story
Authors of history texts or how-to articles typically use chronological
order to organize their texts
Display Transparencies 19a and 19b Reread the first pages Ask a
volunteer to identify what the narrator saw first and identify the signal
words
Think Aloud As I read I learn that many things are happening It helps to
recognize sequence words to help summarize what is happening in the
story so I can better understand it
PracticeApply
Invite students to retell the story considering the sequence of events Ask
the following questions
Before going on the trip do you think the narrator expected the whale
would be as big as it turned out to be
What was the first thing Matty told people on the whale-watching trip
Why are birds often seen in areas where whales are present
Student Book or Transparencies 19a and 19b
by Kristin Gold
Retelling Have students
retell the sequence of
events in ldquoA Whale of a
Triprdquo by drawing them Ask
students to choose one
event from the book they
would like to retell Have
students draw the scene
and write one sentence
describing it After the
students have finished
hang the drawings on the
board Then as a class put
the pictures in the order
of events that the story
follows
507O
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Saving the Whales
PREVIEW AND PREDICT
Have students read the title look at the images and preview the first
chapter Have students make predictions about what they will read and
set a purpose for reading
VOCABULARY WORDS
Review the vocabulary words as needed As you read together discuss
how context clues can help you figure out word meanings
STRATEGYANALYZE TEXT STRUCTURE
Remind students that recognizing how a text is organized can help
them better understand the textrsquos important ideas and the authorrsquos
purpose
SKILLSEQUENCE
Remind students to pay attention to the way the selection is organized
and the order in which events occur Read Chapter 2 with students
Think Aloud In the first chapter I learn that in the past there were whale
hunters in all parts of the world Now there are laws to protect whales
from hunters but whales are still being killed in other ways I need to
remember this information for my Sequence Chart
READ AND RESPOND
Finish reading Saving the Whales with students Discuss the following
If the plants that the krill eat die and then the krill die ask students
what will happen next in the food chain
Ask them what happened after Keiko the whale was set free
Work with students to review and revise their Sequence Charts Help
students paraphrase the important ideas in each chapter
MAKE CONNECTIONS ACROSS TEXTS
Invite students to compare Adelinarsquos Whales and Saving the Whales
Have students identify which selection is organized into chapters Ask
them why this format is better for this selection
Have students explain how reading Saving the Whales helps them better
understand the information and events in Adelinarsquos Whales
Leveled Reader
Adelinarsquos Whales 507P
Leveled Reader LessonVocabulary
On Level Options
Student Book
Limericks
On Level Practice Book O page 136
As I read I will pay attention to tempo and match the action in the story
Did you know that whales talk to each other Whales
10 make sounds for different reasons Some sounds are used to
20 locate calves Others are used to find mates Whales even use
31 sounds to warn other pod members that a predator is around
42 Toothed whales click and whistle in order to locate food
52 Baleen whales make knocking moaning snoring and
59 rumbling noises Humpback whales sing but not during
67 feeding season They save their tunes for the warmer waters
77 where they spend their breeding season Some scientists
85 believe they are singing love songs Other scientists think
94 they are sending out threats like ldquoGo awayrdquo We may never
105 know exactly why whales sing
110 Some humpback whales swim up to the surface and take
120 a few breaths Then they dive under the water and start to
132 sing They do not move when they sing Their underwater
142 songs can be heard for miles Sometimes they sing for a half
154 hour without stopping 157
Comprehension Check
1 What actions does a humpback whale take when it sings Sequence
2 Why might a whale need to communicate with another whale Draw Conclusions
Words Read ndash Number of Errors = Words
Correct Score
First Read ndash =
Second Read ndash =
A humpback whale swims to the surface and takes a few breaths Then the whale dives under the water to sing The whale does not move when singing
Whales might need to communicate with other whales to warn them about predators to find mates or to locate their calves
Objective Apply vocabulary words and homographs
Materials bull Vocabulary Cards bull Dictionary
VOCABULARY WORDS
Tell students that they will play a word-definition game Display half of
the Vocabulary Cards Have the first team use a dictionary to help create
two different definitions for each displayed word One should be the
correct definition and the other should be incorrect Then have students
write each pair of definitions on the board The second team chooses
the definition they think is correct They get one point for each correct
answer The team with the most points wins
DICTIONARY HOMOGRAPHS
Remind students that homographs are spelled alike but have different
meanings so they have separate dictionary entries Have students use the
adjective fine in a sentence Then challenge them to use the homograph
fine (money paid) in another sentence Repeat with the word content
Literary Elements
Objective Read poems to identify literary elements
Materials bull Poetry books and resources with limericks bull Student Book ldquoLimericksrdquo
METER AND RHYME SCHEME
Discuss the use of meter and rhyme in each limerick on Student Book
pages 504ndash505 Then have students look through poetry books and other
resources to locate limericks Ask students to discuss the meter and rhyme
scheme in the limericks
Objective Read fluently with appropriate prosody at a rate of 102ndash136 WCPM
Materials bull On Level Practice Book O p 136
REPEATED READING
Model reading the passage on page 136 of Practice Book O Remind
students to pay attention to the tempo to see if it matches the action of
the story Then read one sentence at a time having students echo-read
the sentence back imitating your pace Echo-read through the entire
passage again speeding up to reflect each part of the selection During
independent reading time partners take turns reading
Timed Reading Have students read the passage and record their rates
507Q
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Looking at Whales
PREVIEW AND PREDICT
Have students preview Looking at Whales
Ask students to write down any questions they have about the
selection
Ask if they think this book will be the story of one whale or about
many whales
SKILLSEQUENCE
The sequence is the order in which events happen Signal words such
as before after and then often help to indicate the sequence of events
Explain that students will fill in this information in Sequence Charts
READ AND RESPOND
Read Chapter 1 Pause to discuss how the information in the chapter
is presented At the end of Chapter 2 fill in the Sequence Chart Have
students discuss the sequencing of information including how the word
then helped them understand the information about humpback whales
singing
VOCABULARY WORDS
As they read Looking at Whales ask students to point out vocabulary
words as they appear Then have students discuss how each word is used
Ask Are blue whales massive or small
MAKE CONNECTIONS ACROSS TEXTS
Invite students to draw connections between Looking at Whales and
Adelinarsquos Whales
Ask students to use chronological order words to summarize the
information they learned in Looking at Whales
Ask students if they think Adelina would know most of the information
in Looking at Whales
ELLLeveled Reader
Go to pages
507Undash507V
Leveled Reader
Adelinarsquos Whales 507R
Vocabulary
Beyond Practice Book B page 136
Beyond Level Options
Objective Apply vocabulary words in writing
EXTEND VOCABULARY
Ask students to write a nonfiction piece about a whale Have them use
all of the vocabulary words from this weekrsquos selection and as many words
from this unitrsquos previous weeks as possible
Invite them to edit their essays or a partnerrsquos essay Remind them to check
the spelling and usage of each word
Literary Elements
Objective Use meter and rhyme to write a limerick
Materials bull Student Book ldquoLimericksrdquo
bull Poetry books with limericks bull Nonfiction books about whales
METER AND RHYME SCHEME
Use limericks to point out that meter and rhyme scheme can add to a
readerrsquos enjoyment of a poem Ask How does the use of meter and
rhyme scheme make these limericks more fun to read
Have students read limericks and note the use of meter and rhyme
scheme Then have them read information about whales or use what they
have already learned to write their own limerick about whales
Objective Read fluently with appropriate prosody at a rate of 112ndash136 WCPM
Materials bull Beyond Practice Book B p 136
REPEATED READING
Work with students to begin marking up the Fluency passage on page 136
of Practice Book B Remind them to pay attention to the tempo Then
read one sentence at a time having students echo-read the sentence
back imitating your pace Echo-read through the entire passage again
speeding up to reflect each part of the selection
During independent reading time partners can take turns reading the
passage they have practiced reading aloud Remind students to pay
attention to one anotherrsquos tempo and discuss how different actions in the
passage change the tempo or mood
Timed Reading Have students read the passage and record their reading
rate
Student Book
Limericks
Read Aloud Review meter
and rhyme scheme Then
reread a limerick aloud
Say Listen for the meter and
rhyme scheme of the poem
Then tell students you will
read the poem once more
together Let them know
that this time they should
clap along to the rhythm of
the poem Read the poem
chorally and clap out the
rhythm together
507S
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Gray Whales
PREVIEW AND PREDICT
Have students preview Gray Whales predict what it is about and set a
purpose for reading
SKILLSEQUENCE
Ask a volunteer to explain what the terms text structure and sequence
mean Have another volunteer explain why identifying the text structure
or sequence of events is important for understanding a selection
Explain that students will read Looking at Whales together and fill in
information about order in Sequence Charts
READ AND RESPOND
As students read they should identify the order of events in the selection
and fill in their Sequence Charts Discuss with the group how the story
would change if the sequence of events were different
VOCABULARY WORDS
Have students pay attention to vocabulary words as they come up Ask
students to provide definitions as needed Ask What do whales sometimes
get tangled in
Self-Selected Reading
Objective Read independently to identify the sequence of a text
Materials bull Leveled Readers or informational trade books at studentsrsquo reading level
READ TO IDENTIFY SEQUENCE
Invite students to use their personal interests to choose a nonfiction book
for independent reading Have students read their books and take notes
on the selectionrsquos sequence in their response journals
After reading have students compare the order in which the information
was presented in the book they chose to one of the selections they read
during this weekrsquos lessons Ask Which selection presented information in the
more interesting way Which selection taught you the most about the topic
Leveled Reader
Adelinarsquos Whales 507T
Academic Language Used in Whole Group Instruction
ContentTheme Words SkillStrategy Words WritingGrammar Words
ocean (p484)
aquarium (p 484)
whales (p 484)
mammals (p 484)
gills (p 484)
lungs (p 484)
legend (p 485)
pod (p 505)
homograph (p 484)
photo essay (p 486)
analyze text structure (p 485A)
sequence (p 485A)
limerick (p 504)
meter (p 504)
rhyme scheme (p 504)
voice (p 506)
point of view (p 506)
opinion (p 506)
audience (p 507B)
possessive pronouns (p 507I)
ownership (p 507I)
stand-alone possessive pronoun
(p 507I)
Academic LanguageThroughout the week the English language learners will need help in
building their understanding of the academic language used in daily
instruction and assessment instruments The following strategies will help
to increase their language proficiency and comprehension of content and
instructional words
Strategies to Reinforce Academic Language
Use Context Academic Language (see chart below)
should be explained in the context of the task during
Whole Group Use gestures expressions and visuals to
support meaning
Use Visuals Use charts transparencies and graphic
organizers to explain key labels to help students
understand classroom language
Model Demonstrate the task using academic language in
order for students to understand instruction
English Language Learners
Oral Language For
additional language
support and oral vocabulary
development use the lesson
at www macmillanmhcom
507U
ELL Leveled ReaderELL Leveled Reader Lesson Objectivebull To apply vocabulary and
comprehension skills
Materials
bull ELL Leveled Reader
DAY 1 bull Academic Language
bull Oral Language and Vocabulary Review
DAY 2 bull Academic Language
bull ELL Leveled Reader
DAY 3 bull Academic Language
bull ELL Leveled Reader
DAY 4 bull Academic Language
bull ELL Leveled Reader
DAY 5 bull Academic Language
bull ELL Leveled Reader Comprehension Check and Literacy Activities
ELL Teacherrsquos Guide
for students who need
additional instruction
DEVELOP ORAL LANGUAGE
Build Background Write the word whales on
the board and have students share what they
know What do whales look like What do they eat
How do they communicate List key points Then
do a brief picture walk of the book to add on to
the list
Review Vocabulary Write the vocabulary and story support words
and discuss the meanings Use each word in a sentence Clarify the two
meanings of schools and dove Schools of fish are large groups of fish not
where fish go to learn Who can use ldquoschools of fishrdquo in a sentence
PREVIEW AND PREDICT
Point to the cover photograph and read the title aloud What are we going
to read about Have students brainstorm a list of questions about facts
they would like to learn from this book
Set a Purpose for Reading Show the Sequence Chart and remind students
they have used it before Ask them to use a similar chart to identify the
sequence of events as they are presented in the book
Choose from among the differentiated strategies below to support
studentsrsquo reading at all stages of language acquisition
Beginning
Shared Reading As you
read model analyzing text
structure by identifying key
information about whales
Number the facts to explain
sequence Model filling in
the chart
Intermediate
Read Together Read the
first chapter Help students
analyze text structure by
numbering and recording
key information Take turns
reading with students Ask
them to identify events in
sequence as they read
Advanced
Independent Reading
Have students read the story
After reading each day ask
them to work with a partner
to analyze text structure and
identify events in sequence
Encourage them to use the
new vocabulary
Remind students to use the vocabulary and story words in their whole
group activities
The WorldThe Worldofof
WhalesWhalesby Dina Anastasio
Informational Nonfiction
Adelinarsquos Whales 507V
- Grade 4
-
- Unit 1
- Unit 2
- Unit 3
- Unit 4
-
- Planning the Unit
- Using the Student Book
-
- Dear Mrs LaRue
-
- Puppy Trouble
- Dear Mrs LaRue
- Dog Amazes Scientists
- Writerrsquos Craft Write About Solving a Problem
- Small Group Pages
-
- The Blind Hunter
-
- Through Elizabethrsquos Eyes
- The Blind Hunter
- Make Life Easier For Everybody
- Writerrsquos Craft Write Directions
- Small Group Pages
-
- The Power of Oil
-
- Clean as a Breeze
- The Power of Oil
- Windmills on the Prairies
- Writing Frictional Narrative Write to a Prompt
- Small Group Pages
-
- Adelinarsquos Whales
-
- A Whale of a Trip
- Adelinarsquos Whales
- Limericks
- Writerrsquos Craft Share Your Point of View
- Small Group Pages
-
- At Home in the Coral Reef
-
- Coral Reefs
- At Home in the Coral Reef
- Poseidon and the Kingdom of Atlantis
- Writerrsquos Craft Write about a Community Project
- Small Group Pages
-
- Test Strategy Author and Me
-
- Wrapping Up the Unit
- Additional Lessons and Resources
-
- Unit 5
- Unit 6
-
A Snapshot ofRichard Sobol
Richard Sobol is a photographer who has snapped many different subjects in his long career For the past few years Richard has spent a lot of time photographing wildlife including the whales He is especially interested in capturing images of endangered species
Other books by Richard Sobol
Authorrsquos PurposeNonfiction texts are often written to inform the reader or to explain something Why did Richard Sobol write Adelinarsquos Whales What clues help you figure out his purpose in creating this photo essay
Find out more about Richard
Sobol at wwwmacmillanmhcom
502
Respond Student page 502
Author and Illustrator
A SNAPSHOT OF RICHARD SOBOL
Have students read the biography of
the author and photographer
DISCUSS
How might Richard Sobolrsquos work in
photography have helped prepare
him to write this book
How might photographs such as
the ones Sobol took help save
endangered species
What do you think Sobolrsquos position
is on the subject of endangered
species Explain
What are his views on gender Do
you think Sobol believes Adelina
might grow up to be a whale
specialist
WRITE ABOUT IT
Ask students to think of an animal they
would like to know more about Have
them write a paragraph explaining
what they would want to learn and
observe if given the chance to live
among those animals
Students can find more information about Richard Sobol at wwwmacmillanmhcom
Authorrsquos CraftTheme
The theme of any piece of writing is the main idea or message
which tells the reader what the article or story is about
Whales are beautiful and worth saving This is one way to state
the theme of Adelinarsquos Whales
Ask students for other ways to state the theme of the photo
essay such as Living in tune with nature has many rewards
Then ask students to look again at the photographs and find the
ones they think relate most closely to the theme
Authorrsquos PurposeTell students that authors who write to
inform often provide examples in the
form of text features like photographs
Have students look in the story for
clues that will help them determine
Richard Sobolrsquos intentions
502
Comprehension Check
Summarize
Summarize the relationship between
humans and gray whales in Laguna San
Ignacio Use your Sequence Chart to
organize events in the correct order
Think and Compare
1 When did scientists and whale watchers start going to Laguna
San Ignacio Use text details to support your answer Analyze
Text Structure Sequence
2 Reread page 494 of Adelinarsquos Whales Why do you think the
massive whale did not overturn the small boat Use details
from the text to support your answer Analyze
3 How would you organize a club to study whales and visit
Laguna San Ignacio Develop a plan to show the steps you
would take Apply
4 Can you predict what will happen to the whales and Adelinarsquos
community if the lagoon becomes polluted Synthesize
5 Read ldquoA Whale of a Triprdquo on pages 484ndash485 What did you
learn about whales in this article that was not in Adelinarsquos
Whales ReadingWriting Across Texts
503
Comprehension Check
SUMMARIZE
Have partners summarize Adelinarsquos
Whales by paraphrasing Remind
students to use their Sequence Chart
to help them organize their summaries
THINK AND COMPARE
Sample answers are given
1 Sequence Scientists and whale
watchers started going to Laguna
San Ignacio after Adelinarsquos
grandfather began to tell about his
first friendly visit with the whales
2 Analyze Students should suggest
that the whale was curious about
the boat and the people in it She
did not mean to harm them and
was careful not to turn the boat
over
3 Text to Self Answers may vary
Students might say they would
get permission from their school
to start a club They might put
up posters to try to persuade
other students to join and then
do research to learn more about
whales USE ON MY OWN
4 Text to World If the lagoon
becomes polluted the whales could
get sick or even die If that happens
tourists and scientists may stop
coming to Laguna San Ignacio
FOCUS QUESTION
5 Text to Text In ldquoA Whale of a Triprdquo
we learn about baleen whales how
they eat and how they need to be
protected from tuna fishing nets
The story of Adelinarsquos Whales not
only talks about whales but it also
tells us about Adelinarsquos community
Respond Student page 503
On My Own
Model the On My Own strategy with question 3
The answer is not in the selection You have to use what you already
know to answer the question
Question 3 Think Aloud
I know that there are many ways to
get classmates together for a good cause or a fun event Many
people think whales are fascinating creatures Doing research
about marine life looking into related groups using the Internet
and writing to marine biologists might be a fun and interesting
way to start a club dedicated to the study of whales
Adelinarsquos Whales 503
FluencyComprehension
As I read I will pay attention to tempo and match the action in the story
Did you know that whales talk to each other Whales
10 make sounds for different reasons Some sounds are used to
20 locate calves Others are used to find mates Whales even use
31 sounds to warn other pod members that a predator is around
42 Toothed whales click and whistle in order to locate food
52 Baleen whales make knocking moaning snoring and
59 rumbling noises Humpback whales sing but not during
67 feeding season They save their tunes for the warmer waters
77 where they spend their breeding season Some scientists
85 believe they are singing love songs Other scientists think
94 they are sending out threats like ldquoGo awayrdquo We may never
105 know exactly why whales sing
110 Some humpback whales swim up to the surface and take
120 a few breaths Then they dive under the water and start to
132 sing They do not move when they sing Their underwater
142 songs can be heard for miles Sometimes they sing for a half
154 hour without stopping 157
Comprehension Check
1 What actions does a humpback whale take when it sings Sequence
2 Why might a whale need to communicate with another whale Draw Conclusions
Words Read ndash Number of Errors = Words
Correct Score
First Read ndash =
Second Read ndash =
A humpback whale swims to the surface and takes a few breaths Then the whale dives under the water to sing The whale does not move when singing
Whales might need to communicate with other whales to warn them about predators to find mates or to locate their calves
On Level Practice Book O page 136
Approaching Practice Book A page 136
Beyond Practice Book B page 136
Transparency 19
FluencyRepeated Reading Tempo
EXPLAINMODEL Tell students they will be doing a choral reading
or reading out loud together Point out that the passage on
Transparency 19 begins with slow action and a slow mood After
the whale nudges the boat the fishers become frightened and the
action picks up As you model reading the passage increase the
speed the second and third times you read through the last four
sentences Have students pay attention to the tempo
PRACTICEAPPLY Reread the first two sentences of the passage
with students Then divide them into two groups Have groups
alternate reading sentences Remind students to pay attention to
the tempo changes they should make Students will practice fluency
using Practice Book page 136 or the Fluency Solutions Audio CD
Objectivesbull Read accurately with good
tempo
bull Rate 102ndash122 WCPM
Materials
bull Fluency Transparency 19
bull Fluency Solutions
bull Leveled Practice Books p 136
Vary Reading Pace Act
out the actions as you
explain the sequence of
events in the passage
Next read it aloud using
lots of expression and
gestures to help with
meaning Then echo-read
the passage with students
Ask students to imitate
your tempo and voice
During Small Group Instruction
If No Approaching Level Fluency p 507N
If Yes On Level Options pp 507Qndash507R
Beyond Level Options pp 507Sndash507T
Can students read accurately with good tempo
In a whisper her grandfather begins to draw them in Adelina closes her eyes to imagine the calm and quiet on that first afternoon when his small boat was gently nudged by a huge gray whale As the boat rocked her grandfather and his fishing partnerrsquos hearts pounded They held tight and waited preparing themselves to be thrown into the water by the giant animal The whale dove below them and surfaced again on the opposite side of their boat scraping her head along the smooth sides Instead of being tossed from the boat they were surprised to find themselves still upright and floating
Fluency Transparency 19
from Adelinarsquos Whales page 494
503A
Draw Conclusions
Introduce 413A-B
Practice Apply
414ndash437 LeveledPractice 113ndash114
Reteach Review
443MndashT 447AndashB 448ndash463 469MndashT Leveled Practice120ndash121
Assess Weekly Tests Unit 4 Test Benchmark Tests A B
Maintain 503B 529B 557B
FluencyComprehension
ComprehensionMAINTAIN SKILLDRAW CONCLUSIONS
EXPLAINMODEL
You can use information from a selection as well as personal
experience to draw conclusions
A reader can draw conclusions about a personrsquos character and
about events by looking for clues in the selection
Lead a class discussion about drawing conclusions in ldquoA Whale of a Triprdquo
PRACTICEAPPLY Discuss the photo essay Adelinarsquos Whales and
what details can help readers to draw conclusions Then ask student
partners to discuss the following questions Encourage them to take
notes so that they may share answers with their peers afterward
What tells you that Adelina enjoys living by the ocean
How do you know that Adelina wants to work with whales in the
future What do you think her grandfatherrsquos reaction will be
What can you conclude about the future of Laguna San Ignacio
(Students should be able to identify a conclusion that summarizes
the main idea)
Using conclusions and parts of their discussion have each student
write a paragraph that continues the story For comprehension
practice use the Graphic Organizers on pages 40ndash64 in the
Teacherrsquos Resource Book
Objectivebull Draw conclusions from
details in a story
Adelinarsquos Whales 503B
LOZ_Subhd_LFT LOZ_StudentPgs
PoetryA Limerick is a funny poem
with a specific pattern
of rhyme and meter All
limericks have five lines
Literary ElementsMeter is the rhythm of the
syllables in a line of poetry
Rhyme Scheme is the
pattern of rhymes within
a poem
There once was a whale named Alene
Who strained all her meals through baleen
But she dreamed of a lunch
With a food that goes ldquocrunchrdquo
Like a truckload of just-picked string beans
mdashDoreen Beauregard
Near our boat is a mammal named Luke
Whorsquos exceedingly proud of his fl uke
Just donrsquot call it a tail
Or this dignifi ed whale
Will respond with a splashy rebuke
mdashDoreen Beauregard
WWhale hale WWatchatch
The meter in these three lines is created by emphasizing the third sixth and ninth syllables
LLimericksimericks
aa MMealealAA WWhalehale ofof
504
Paired Selection Student page 504
PoetryGENRE LIMERICK
Have students read the bookmark on
Student Book page 504 Explain that a
limerick
is meant to be funny
sometimes contains idioms puns or
other kinds of figurative language
Literary Elements Meter and Rhyme Scheme
EXPLAINMODEL
Tell students that literary elements
such as meter and rhyme scheme help
give poetry its rhythm
Meter is the rhythm or beat
of a poem It is created by the
arrangement of accented and
unaccented syllables in a line
Rhyme scheme is the pattern of
rhymes in a poem Capital letters are
used to represent each individual
rhyme
Discuss how ldquoWhale Watchrdquo contains
three accented syllables in lines 1 2
and 5
PRACTICEAPPLY
Have students point out the rhyme
scheme of the limerick on page
505 Where does the rhyme scheme
change (the second and third lines)
Read ldquoA Whale of a Mealrdquo ldquoWhale Watchrdquo and
ldquoThe Podless Whalerdquo
As you read remind students to apply what they have learned
about limericks
1
2
504504
Poetry
Connect and Compare1 What is the rhyme scheme of ldquoWhale Watchrdquo What if the last
line rhymed with the third and fourth lines Rhyme Scheme
2 Why were the sea bass in ldquoThe Podless Whalerdquo bewildered
Apply
3 How are the whales in these poems similar to the ones in
Adelinarsquos Whales How are they different
ReadingWriting Across Texts
There once was a whale near Cape Cod
Who just could not locate his pod
So he joined with a mass
Of bewildered sea bass
Who found this behavior quite odd
mdashDoreen Beauregard
P Podless odless WWhalehaleTheThe
The last line of a limerick always rhymes with the first two lines The second and third lines have a different rhyme
Find out more about limericks at wwwmacmillanmhcom
505
1 LITERARY ELEMENTS RHYME
SCHEME
If the name of the whale in ldquoA Whale
of a Mealrdquo were changed to Rose what
other words would have to change in
the poem (baleen string beans) Why
(This poem is a limerick so its rhyme
scheme must be AABBA)
2 LITERARY ELEMENTS METER
What is the meter used in the limerick
ldquoWhale Watchrdquo (Lines 1 2 and 5 have
three beats Lines 3 and 4 have two
beats)
3 MAKE INFERENCES
What is a group of whales called What
poem helped you figure this out (A
group of whales is called a pod This
can be figured out from ldquoThe Podless
Whalerdquo)
Connect and Compare
SUGGESTED ANSWERS
1 The rhyme scheme of ldquoWhale
Watchrdquo is AABBA If the last line
rhymed with the third and fourth
lines the rhyme scheme would be
AABBB and this would not be a
limerick RHYME SCHEME
2 The sea bass were bewildered
because a whale became a member
of their group and this is not
typical of whale behavior APPLY
3 FOCUS QUESTION The whales in
these poems are similar to the ones
in Adelinarsquos Whales because they
share whale characteristics such as
swimming near boats and in pods
They are different from Adelinarsquos
Whales because they are fictional
Adelinarsquos whales are real READING
WRITING ACROSS TEXTS
Paired Selection Student page 505
Internet Research and Inquiry Activity Students can find more
facts about limericks at wwwmacmillanmhcom
3
HISTORY AND CULTURE OF LIMERICKS
Limericks derive from the Irish town of Limerick and date back to
the 14th century Limericks were originally used in nursery rhymes
for children Later these rhymes were repeated and changed by the
working classes who created choruses based on the refrain ldquoWill
you come to Limerickrdquo
A famous childrenrsquos book of limericks Edward Learrsquos Book of
Nonsense was published in England in 1846 Because limericks are
short and funny they have survived to this day across many cultures
Adelinarsquos Whales 505
Why We Need Whales
by Maggie W
We learned in class today that some kinds
of whales are in danger of becoming extinct
I think we should try to save them We need
whales
Why do we need whales We donrsquot need
them for food They donrsquot do any work for us
But they are fascinating to watch They seem
to play and talk together The world would be
less interesting if there were no whales
I want the world to be an interesting place
so I hope there will
always be whales
making their wonderful
noises
Share YourShare YourPoint of ViewPoint of View Writerrsquos Craft
VoiceWriters want their readers to understand their point of view They use appropriate words to show voice and to share their opinions
I tried to show why I feel that whalesare important
I think whales are great I wrote this to express my point of view about whales
506
Features of a Point-of-View Article
In a point-of-view article the writer gives his or her opinion about
a subject A writer should use good reasons to explain his or her
point of view
It is written using first person
It describes a writerrsquos opinion about a subject
It uses supporting statements in a logical order
WritingVoice
READ THE STUDENT MODEL
Read the bookmark about voice
Explain that a writerrsquos voice shows his
or her personality It helps readers to
hear changes in the writerrsquos feelings
just as they would if the writing were
spoken aloud
Have students turn to page 477
Discuss the writerrsquos voice and its effect
Then have the class read Maggie Wrsquos
article and the callouts Tell students
that they will write an article about the
importance of animals They will also
learn how to create a voice that shows
their feelings
WRITINGbull Explanatory Writing
bull Writerrsquos Craft Voice
WORD STUDYbull Words in Context
bull Dictionary
bull Phonics Words with oi and ou
bull Vocabulary Building
SPELLINGbull Words with oi and ou
GRAMMARbull Possessive Pronouns
SMALL GROUP OPTIONS
bull Differentiated Instruction pp 507Mndash507V
506
Transparency 73
Writing Transparency 73
Explanatory Writing
Writerrsquos Checklist Ideas and Content Did I explain my point of view
clearly
Organization Did I state my opinion first and then
give reasons to explain it Did I save the strongest
reason for last
Voice Is my voice clear as I write about the topic
Word Choice Did I choose words carefully
Sentence Fluency Did I vary the length of
my sentences
Conventions Did I spell possessive pronouns
correctly
Your TurnWrite an article of one or two paragraphs to explain
your point of view about the importance of animals
You may write about animals in general or one kind
of animal in particular State your opinion and
give strong reasons for it Save your strongest
reason for last Back up your reasons with
examples End by restating your opinion
Use the Writerrsquos Checklist to check
your writing
507
PREWRITE
Read and discuss the writing prompt
on page 507 Students can brainstorm a
list of animals they feel it is important
to save Ask them to choose the animal
they care most about saving
Display Transparency 73 and discuss
how Maggie used a point-of-view chart
to plan an article with opinions about
animals including the use of strong
supporting statements Have students
use a point-of-view chart to plan their
own articles
DRAFT
Display Transparency 74 Discuss how
Maggie used her chart to organize and
write a draft of her article Talk about
how she could improve the draft Before
students write present the explicit
lesson on Voice on page 507A and
the Ideas and Content and Purpose
and Audience mini lessons on page
507B Have students use their charts
to write their articles Remind them to
keep their purpose and audience in
mind to express strong opinions and to
emphasize strong supporting statements
REVISE
Display Transparency 75 and discuss
Maggiersquos revisions Point out that she
added sentences to show her feelings
about whales Students can revise their
drafts or keep them to work on later
If students choose to revise have
them work in pairs to use the Writerrsquos
Checklist on page 507 Then ask
students to work with a partner to
proofread their writing For Publishing
Options see 507A For lessons on
Possessive Pronouns and Spelling
see page 507B and 5 Day Spelling and
Grammar on pages 507Gndash507J
Transparency 73 Point-of-View
Chart
Transparency 74 Draft
Transparency 75 Revision
Writing Student pages 506ndash507
Point of View Chart
Opinion
We should save whales
Reason
They are fun to watch
Reason
They play and talk together
Reason
They make the world interesting
Writing Transparency 73
Adelinarsquos Whales 507
SPEAKING STRATEGIES
Use tone of voice to show
exciting parts of the article
Change voices when the
strongest feelings are
mentioned
Look at the audience
to help them see your
interest in the article
LISTENING STRATEGIES
Listen to hear how the
author feels about saving
the animal
Try to imagine the setting
of the article in your mind
VoiceEXPLAINMODEL
Good writers use language that shows their feelings about a topic
These feelings make up the writerrsquos voice Reread the first paragraph
of the model on page 506 Point out that Maggie shows her strong
feelings about saving whales when she says we need them and that
they are fascinating to watch Display Transparency 76
Think Aloud The first example shows me how the writer feels
about her cat He is her best buddy She likes it when the cat
comes to see her in the garden The second example tells me
only the facts without saying how the writer feels about them
I donrsquot learn as much about the writer or the animal from this
example
Writing Transparency 76
Transparency 76
PRACTICEAPPLY
Work with students to read the two choices in each set Invite
volunteers to identify the stronger voice in each set and explain
how it shows the writerrsquos feelings Then have students identify and
discuss voice in another story they have recently read
Tell students that as they draft their article they should think about
ways to create a voice that shows their feelings about the animal or
animals they are describing
Publishing OptionsStudents can read aloud their article to the class See Speaking and Listening tips below They can also use their best cursive to write their article (See Teacherrsquos Resource Book pages 168ndash173 for cursive models and practice) Then invite students to illustrate their articles or act them out with a friend
4- and 6-Point Scoring Rubrics
Use the rubric on pages 539Gndash
539H to score published writing
Writing Process
For a complete lesson see Unit Writing on pages 539Andash539H
Writing
Writerrsquos Craft
Voice
Strong Voice Gumby is my best buddy It feels great when he
appears in the garden and then jumps on my back
to purr and watch me dig
Weak Voice Gumby is my cat He walks through the garden to
watch me dig
1 Wow Seeing Flossie run across the lawn to greet
me is so fantastic She barks loudly as if shersquos as
glad to see me as I am to see her
2 Flossie runs across the lawn to greet me She
barks loudly
3 My parrot Polly talks all the time I like the sound
of her voice She always tells me that Irsquom her friend
4 I love to hear Polly my pet parrot talk all the
time Her voice is music that fills our familyrsquos
kitchen Best of all she always tells me that Irsquom
her friend
(1 strong 2 weak 3 weak 4 strong)
Writing Transp
arency 76
507A
Technology
Writing
Writerrsquos Toolbox
Possessive Pronouns
ExplainModel Possessive pronouns take the
place of nouns that show ownership as in her
Point out the first possessive pronoun her in the
first sentence of Adelinarsquos Whales on page 494 This
pronoun shows that the grandfather is Adelinarsquos
PracticeApply Work with students to find more
possessive pronouns in the story on page 494
Have them identify the ownership each pronoun
suggests For a complete lesson on possessive
pronouns see pages 507Indash507J
Mechanics Do not use apostrophes in possessive
pronouns As students proofread their stories ask
them to check that they have used possessive
pronouns correctly
Writing Trait Ideas and Content
ExplainModel Good writers state their opinions
or point of view at the beginning of their writing
They use appropriate words to show voice and
they use good reasons and examples to support
their opinions and explain their point of view
They end their writing by repeating their opinion
strongly in a closing sentence
PracticeApply Have students reread the student
model on page 506 Discuss the callouts on the
left Can students identify Maggie Wrsquos point of view
in her article Ask students if Maggie W supports
her point of view
Purpose and Audience
ExplainModel Point out that one purpose of
writing an article is to inform and persuade the
audience of your opinion Using examples as
Maggie did helps to do this
PracticeApply As students draft tell them to
consider their audience They should use ideas that
will appeal to the people who will read their article
Spelling Words with oi and ou
Ask students to find the words noise and clouds in
the main selection on page 490 Point out that the
sound oi is spelled oi in noise Explain that the
sound ou is spelled ou in clouds but can also be
spelled ow as in flowers For a complete lesson on
words with oi and ou see pages 507Gndash507H
Remind students to use centering to position their title
correctly and to use formatting to capitalize the first letter
in each important word of the storyrsquos title
Adelinarsquos Whales 507B
Word StudyWord Study
Objectivesbull Apply knowledge of word
meanings and context clues
bull Use a dictionary to look up the
meanings of homographs
Materials
bull Vocabulary Transparencies 37
and 38
bull Leveled Practice Books p 138
Review
VocabularyWords in Context
EXPLAINMODEL
Review the meanings of the vocabulary words Display
Transparency 37 Model how to use word meanings and context
clues to fill in the first missing word with students
Think Aloud In the first sentence I learn that the speaker is going
on a boat to whale watch The speaker makes a note about the
boatrsquos size A boat for whale watching would be large I think that
the missing word is massive When I try massive in the sentence it
makes sense
PRACTICEAPPLY
Help students complete item 2 Then have them use context clues
to write missing words for items 3ndash6 on a separate sheet of paper
Students can exchange papers check their answers and explain the
context clues they used to determine the missing words
Fun with Puns Remind students that the vocabulary word dove
is a homograph Review its pronunciations and definitions Have
students work in small groups to create puns using dove Invite
groups to share their puns with the class
Give Examples For massive
sketch a bus and a whale on
the board Say A bus is big
but a whale is massive Have
students brainstorm other
examples in pairs
tangles (p 488) things
twisted together such as
strands of hair
rumbling (p 490) heavy
deep and rolling
snoring (p 490) making
loud breathing sounds
when sleeping
massive (p 491) big or
heavy
dove (p 494) jumped into
the water head first
unique (p 496) one of a
kind
politicians (p 498) people
who hold a government
officeVocabulary Transparency 37
Transparency 37
dove massive politicians rumbling snoring tangles unique
1 We boarded the massive boat amazed at its size and hoped it would be a good day for whale watching
2 The politicians had done a good job of protecting the whales in this bay so I was hopeful that we would see many whales
3 I stepped over the nets that lay in tangles on the deck
4 I watched as the birds dove into the ocean to catch their dinner
5 When I heard a rumbling sound I looked toward the horizon where I saw a unique sight a whale
6 I shouted for my father but when I heard his snoring I knew that he had missed the fantastic sight
507C
Vocabulary Strategy Transparency 38
Word Study
Homographs are words that have the same spelling but different meanings They may also have different pronunciations
Read the list of homographs and their meanings Then read the sentences and decide the meaning of the underlined homograph Write the letter of the correct meaning in the blank next to the sentence
dove ndash a past tense of dive b a kind of bird
fluke ndash c part of a whalersquos tail d something lucky
1 The whale splashed the surface of the water with its fl uke
2 The eagle dove for its prey
3 It was a fl uke that my mother won the game
4 The bird watchers saw a mourning dove sitting in a tree
Pick another homograph Write one sentence for each meaning of the word
5
6
c
a
d
b
My brother gave his girlfriend an engagement ring
Possible response provided
I didnrsquot hear the phone ring so I missed your call
On Level Practice Book 0 page 138
Approaching Practice Book A page 138
Beyond Practice Book B page 138
Practice Vocabulary
Homographs can be
confusing to students
especially those that are
pronounced differently
Create sentences for pairs
of words and model how
to guess the meaning
through the context
Practice with dove wind
and bow
Transparency 38
Homographs
1 What was the content of Karlarsquos lettera subject or topic nounb satisfied adjective
2 We tried to wind the kite string around a sticka moving air nounb to wrap around verb
3 Casey did not shed a tear as he watched the sad moviea to pull apart or into pieces verbb a drop of fluid that comes from the eye noun
4 Tanya put dates and nuts in her breada specific points in time nounb fruits from palm trees noun
PRACTICEAPPLY
Ask students to look up meanings and write sentences for the
following homographs bow row and present
During Small Group Instruction
If No Approaching Level Vocabulary pp 507Nndash507O
If Yes On Level Options pp 507Qndash507R
Beyond Level Options pp 507Sndash507T
Do students understand word meanings Can students use
context clues and dictionaries to understand homographs
STRATEGYDICTIONARY HOMOGRAPHS
EXPLAINMODEL
Remind students that homographs are words that are spelled alike
but have completely different meanings and may have different
pronunciations Explain how a dictionary and context clues can help
a reader to figure out the correct meaning and pronunciation of
homographs
Read the first sentence and definitions on Transparency 38 Model
how to figure out the meaning of content trying both definitions
and pronunciations Ask student volunteers to read aloud and
choose the correct homograph definitions for numbers 2ndash4
Adelinarsquos Whales 507D
The oi sound can be spelled with oi as in foil or with oy as in boy The ou sound can be spelled with ou as in couch or with ow as in now Keep in mind though that not all words containing oi have the oi sound and not all words spelled with ou and ow have the ou sound
In each row of words below there is one word that does not belong If the word does not have the same sound as the others make an X over it If the word is a homograph sometimes pronounced like the other words and sometimes pronounced differently put an asterisk () next to it Then on the blank line add another word that belongs with the group you made
1 joy foil employ onion
2 bow allowed south outside
3 coil destroy oil going
4 mouth doubt through how
5 broil doing spoil noise
6 sow tower frown sprout
7 couch dough cloud crowd
8 enjoy soil shooing toys
9 now enough crown proud
10 brow cow low down
11 annoy voices boil porpoise
12 thought shower loud trout
oi word
ou word
oi word
ou word
oi word
ou word
ou word
oi word
ou word
ou word
oi word
ou wordporpoiseporpoiseporpoiseporpoisepp
on on onioonioonioonioononoo
ngnggoigoigoigoingngnn
ughughhrohrothrothroughughouou
doing doing doing doing ii
ugh ugh doudoudoudouughughuu
oingoingshooshooshooshoooingoingoo
ughughenoenoenoenoughughouou
wwlowlowowowwwww
ught ught houhouthouthouughtughtuu
On Level Practice Book O page 139
Approaching Practice Book A page 139
Beyond Practice Book B page 139
Word Study
Phonics Decode Words with oi and ou
EXPLAINMODEL
Remind students that the letters oi and oy almost always spell the
sound oi The letters ou often spell ou unless they are followed
by r or gh The letters ow often spell ou but they may also spell
ō Write bow
Think Aloud
This word is a homograph When I say bou I know
the word means ldquoto bend the headrdquo or ldquothe front of a boatrdquo
When I say bō I know the word means ldquoa weaponrdquo or ldquoa knot
with loopsrdquo I need to look at the context to figure out which
word the writer means
PRACTICEAPPLY Write these words on the board joy spoil
mountain blouse coin tower and around Have students underline
the letters that spell ou and oi Then have them read the words
aloud pronouncing each sound with emphasis
Decode Multisyllabic Words Write these words on the board
voyage hardboiled encounter southpaw ownership and nowadays
Model how to decode voyage focusing on the sound oi Then work
with students to decode the other words explaining the spelling
of each sound For more practice use the decodable passages on
Teacherrsquos Resource Book page 23
Fill-in-the-Blanks Have students write out ten Spelling Words or
other words with the ou or oi sound Tell them to leave blanks
for the letters that represent these vowel sounds For example
C L _ _ N Students can trade papers with a partner and fill in the
missing letters
Word Study
Objectivesbull Decode the sounds ou and
oi
bull Identify and write sentences
with homophones
Materials
bull Leveled Practice Books p 139
bull Teacherrsquos Resource Book p 23
Use Context Hearing
and distinguishing vowel
sounds can be challenging
for students As students
read and hear the words
within the context of
shared reading and writing
activities they will connect
the sounds to their spelling
patterns
During Small Group Instruction
If No Approaching Level Phonics p 507M
If Yes On Level Options pp 507Qndash507R
Beyond Level Options pp 507Sndash507T
Can students decode words with oi and ou
507E
Spiral Review
Vocabulary Game Form two teams Divide the
Vocabulary Cards electrical globe decayed
amazement loosened midst mysterious patchwork
responsibility and soared from past weeks between
the teams
A Team 1 player takes a card and reads the word
A Team 2 player tells the wordrsquos meaning and uses
it in a sentence If the definition and sentence are
correct Team 2 gets a point If not the card is
returned to the bottom of the pile Then a Team 2
player takes a card and reads the word
Continue playing until all the words have been
correctly defined and used in sentences The team
with the most points wins
Vocabulary Building
Homophones Write on the board The children
let out (wails)(whales) because they couldnrsquot see
the (wails)(whales) Remind students that a
homophone is pronounced in the same way as
another word but has a different meaning and
spelling Have students write more sentences
containing homophone pairs or triples (there
theyrsquore their) Make sure students know how
homophones differ from homographs
Word Study
Vocabulary PuzzleMaker For additional vocabulary and
spelling games go to
wwwmacmillanmhcom
Vocabulary Building
Adjectives Verbshuge spray
humpback swim
endangered spout
slippery leap
Apply Vocabulary
Write a Personal Narrative Using the vocabulary
words ask students to complete the following
sentence ldquoI had a whale of a good time when rdquo
Tell students to continue writing after completing
this sentence Remind students to use descriptive
language that appeals to the five senses They
should provide a context to allow the reader
to picture the world of the event Post student
writing inside the body of a whale on a display
board
Oral Language
Expand Vocabulary Write the weekly topic
Whales on the board above a two-column chart
Label the columns Adjectives and Verbs Using the
selection print and electronic resources including
interviews and newspapers tell students to
brainstorm adjectives or verbs relating to whales
Adelinarsquos Whales 507F
5 Day Spelling
Words with oi and ouSpelling
Pretest Word Sorts
Spelling Practice Book pages 115ndash116 Spelling Practice Book page 117
Dictation Sentences 1 A daisy is a flower
2 We heard voices outside
3 The princess hid in the tower
4 We dumped a mound of dirt
5 I read a story about a cowboy
6 Her wedding gown was beautiful
7 You frown when you are not happy
8 We drove south to Florida
9 Why are the dogs howling
10 It will annoy Mike if you keep interrupting him
11 The car made noises yesterday
12 My kitten weighs about a pound
13 The hound followed the scent
14 Put your money in the pouch
15 We collected a thousand cans
16 I wound the rope around the tree
17 Irsquom a grouch when Irsquom tired
18 I felt fine but I still had a cough
19 Irsquove grown two inches in a year
20 They took a voyage to China
ReviewChallenge Words 1 I ate a peanut butter cookie
2 Use the zoom on your camera
3 The new mall is huge
4 During a drought we canrsquot water the grass
5 We took the bus downtown
Words in bold are from the main selection
flower south thousand
voices howling wound
tower annoy grouch
mound noises cough
cowboy pound grown
gown hound voyage
frown pouch
Review cookie zoom huge
Challenge drought downtown
ASSESS PRIOR KNOWLEDGE
Using the Dictation Sentences say
the underlined word Read the
sentence and repeat the word
Have students write the words on
Spelling Practice Book page 115
For a modified list use the first 12
Spelling Words and the 3 Review
Words For a more challenging list
use Spelling Words 3ndash20 and the
2 Challenge Words Have students
correct their own tests
Have students cut apart the Spelling
Word Cards BLM on Teacherrsquos
Resource Book page 84 and figure
out a way to sort them Have them
save the cards for use throughout
the week
Use Spelling Practice Book page 116
for more practice with this weekrsquos
Spelling Words
For Leveled Word Lists go to
wwwmacmillanmhcom
TEACHER AND STUDENT SORTS
Review the Spelling Words
pointing out the oi or ou
sound in most words
Use the cards on the Spelling Word
Cards BLM Attach the key words
south flower noises and annoy to a
bulletin board Model how to sort
the words according to their vowel
sounds and spellings Have students
take turns choosing cards sorting
them and explaining how they
sorted them
When students have finished the
sort discuss any oddballs that do
not fit in any category (grown
cough) Point out that wound is a
homograph Then invite students to
do an open sort in which they sort
all the Spelling Words any way they
wish for example by rhyme or by
consonant blends Discuss studentsrsquo
methods of sorting
507G
SYNONYMS
Write the following list of words
on the board Have students copy
the words into their word study
notebooks and write the Spelling
Word that is a synonym for each
1 pile (mound)
2 scowl (frown)
3 trip (voyage)
4 crying (howling)
5 dress (gown)
Challenge students to identify
three Spelling Words that can be
used as both a noun and a verb
Have them write sentences for
both usages
Have partners write a sentence
for each Spelling Word leaving
a blank space where the word
should go They can exchange
papers and fill in the blanks
SPIRAL REVIEW
Review words with ū uuml and u
Write cookie zoom and huge on
the board Have students identify
the spelling of the ū uuml or u
sound in each word
PROOFREAD AND WRITE
Write these sentences on the
board including the misspelled
words Ask students to proofread
circling incorrect spellings and
writing the correct spellings
1 My lizard has grone and she
gained two pownds (grown
pounds)
2 My cogh is starting to annoi
me (cough annoy)
3 The noyses in the hall were
houling dogs (noises howling)
4 A thowsand voyces were
singing (thousand voices)
POSTTEST
Use the Dictation Sentences on
page 507G for the Posttest
If students have difficulty with any
words in the lesson have students
place them in a list entitled
Spelling Words I Want to Remember
in a word study notebook
Challenge students to look for
words that have the same vowel
patterns they studied this week
Spelling
Word Meanings Review and Proofread Assess and Reteach
Spelling Practice Book page 118 Spelling Practice Book page 119 Spelling Practice Book page 120
Adelinarsquos Whales 507H
5 Day Grammar
Possessive Pronouns
INTRODUCE POSSESSIVE
PRONOUNS
Present the following
A possessive pronoun shows
ownership
A possessive pronoun takes
the place of a possessive noun
Possessive pronouns never have
an apostrophe my your his her
its our and their
Possessive pronouns must match
the nouns they replace in both
number and gender Give the
pass to Armita Give the pass to
her This is Dillon and Leighrsquos car
This is their car
REVIEW POSSESSIVE PRONOUNS
Discuss with students how to
recognize possessive pronouns
INTRODUCE STAND-ALONE
POSSESSIVE PRONOUNS
Present the following
A stand-alone possessive
pronoun is not used directly
before a noun
Most stand-alone possessive
pronouns are formed by adding
s to the pronoun that is used
before a noun These pronouns
are yours hers ours theirs and
mine This report is ours That one
is yours
His and its are the same when
used as stand-alones or before
a noun His shirt was brown The
shirt was his
Grammar
Daily Language ActivitiesUse these activities to introduce each dayrsquos lesson Write the dayrsquos activity on the board or use Transparency 19
DAY 1Adelinas favorite time of year was when the whales visited she Her and her grandfather watch for them every day (1 Adelinarsquos 2 her 3 She and)
DAY 2Her grandfather knowed about whales too Him was the one who had the first friendly visit with whales (1 knew 2 He)
DAY 3Every Fisherman takes their rod on the boat They pull in his lines if a whale come close (1 fisherman 2 his rod 3 their lines 4 comes)
DAY 4The camera on Adelinas lap is herrsquos She is taking a voiage to cownt whales (1 Adelinarsquos 2 hers 3 voyage 4 count)
DAY 5Thowsands of people come to see the whales They act as though it is not mine town but theirrsquos (1 Thousands 2 my 3 theirs)
Introduce the Concept Teach the Concept
Possessive Pronouns
Write on the board This
pencil belongs to Sheila
It is pencil Model
how to choose the correct
pronoun in the second
sentence Create more
sentences using other
studentsrsquo names and your
name to practice all the
pronouns
Grammar Practice Book page 115
See Grammar Transparency 91 for modeling and guided practice
Grammar Practice Book page 116
See Grammar Transparency 92 for modeling and guided practice
507I
REVIEW POSSESSIVE PRONOUNS
Review how to identify possessive
pronouns
MECHANICS AND USAGE
POSSESSIVE NOUNS AND
PRONOUNS
Possessive nouns are formed with
apostrophes teachersrsquo books
Most possessive pronouns that
are used before a noun are not
formed with s her book his car
The exception is its
Possessive stand-alone pronouns
are formed without apostrophes
Except for mine the last letter is
always s It is yours
All possessive pronouns should
agree in number and gender
with the nouns they replace
REVIEW TYPES OF POSSESSIVE
PRONOUNS
Ask students to explain the
differences between regular and
stand-alone possessive pronouns
PROOFREAD
Have students correct errors in the
following sentences
1 That whale is Renas favorite
and this one is mine favorite
(Renarsquos my)
2 Each boy should take their seat
while the whales are close (his
seat)
3 This book about whales is my
(mine)
4 Which is the better picture of a
whalemdashMiguels or herrsquos
(Miguelrsquos hers)
ASSESS
Use page 119 of the Grammar
Practice Book for assessment
RETEACH
Have students create sentences
using possessives pronouns
After checking for accuracy have
students write the sentences
again this time leaving a blank
where the pronoun should be
Students should trade papers
with a partner and try to fill in the
blanks They can then check their
own work
Also use page 120 of the Grammar
Practice Book for reteaching
Grammar
Review and Practice Review and Proofread Assess and Reteach
Grammar Practice Book page 117
See Grammar Transparency 93 for modeling and guided practice
Grammar Practice Book page 118
See Grammar Transparency 94 for modeling and guided practice
Circle the letter before the possessive pronoun that correctlycompletes each sentence
1 Adelinarsquos village was small and main street had only a few houses
a his b our c its d their
2 The whales came to Mexico to have young
a their b your c my d her
3 Although fi rst visit to La Laguna was in June this yearIrsquom going in January
a hisrsquos b theirs c my d her
4 Adelina knows the ocean very well because whole family works on the water
a my b their c our d her
5 Pachico made a sign for his business and letters are large and easy to read
a hers b their c its d my
Grammar Practice Book pages 119ndash120
See Grammar Transparency 95 for modeling and guided practice
Adelinarsquos Whales 507J
En
d-o
f-W
ee
k A
sse
ssm
en
t
ELL Practice and
Assessment 122ndash123
Fluency Assessment
Weekly Assessment 237ndash244
Administer the Test Weekly Reading Assessment Passage and questions pages 237ndash244
ASSESSED SKILLS
bull Sequence
bull Vocabulary Words
bull Dictionary Homographs
bull Possessive Pronouns
bull Words with oi and ou
Administer the Weekly Assessment online
or on CD-ROM
FluencyAssess fluency for one group of students per week
Use the Oral Fluency Record Sheet to track the number
of words read correctly Fluency goal for all students
102ndash122 words correct per minute (WCPM)
Approaching Level Weeks 1 3 5
On Level Weeks 2 4
Beyond Level Week 6
Alternative Assessmentbull ELL Assessment pages 122ndash123
Assessment Tool
507K507K
Diagnose Prescribe
En
d-o
f-We
ek
Asse
ssme
nt
VOCABULARY WORDS
VOCABULARY STRATEGY
Dictionary Homographs
Items 1 2 3 4
IF
0ndash2 items correct
THEN
Reteach skills using the Additional
Lessons page T8
Reteach skills Go to
wwwmacmillanmhcom
Vocabulary PuzzleMaker
Evaluate for Intervention
COMPREHENSION
Skill Sequence
Items 5 6 7 8
0ndash2 items correct Reteach skills using the Additional
Lessons page T3
Evaluate for Intervention
GRAMMAR
Possessive Pronouns
Items 9 10 11
0ndash1 items correct Reteach skills Grammar Practice Book
page 120
SPELLING
Words with oi and ou
Items 12 13 14
0ndash1 items correct Reteach skills Go to
wwwmacmillanmhcom
FLUENCY 98ndash101 WCPM
0ndash97 WCPM
Fluency Solutions
Evaluate for Intervention
Diagnose Prescribe
To place students
in the Intervention
Program use
the Diagnostic
Assessment in the
Intervention Teacherrsquos
Edition
TriumphsAN INTERVENTION PROGRAM
R E A D I N G
Adelinarsquos Whales 507L
Phonics
Approaching Level Options
Objective Decode words with oi and ou
Materials bull Student Book Adelinarsquos Whales
WORDS WITH oi AND ou
ExplainModel
Remind students that the letters oi and oy together usually stand for
oi as in coil and joy The letters ou as in house and ow as in cow usually
stand for ou However ow can also stand for o as in snow
Write the letters t o y on the board Say the sounds that the letters
stand for t oi Then blend the sounds toi Say the word with me toy
Repeat this process with oi and boil
Write the letters t o w n on the board Say the sounds that the letters
stand for t ou n Then blend the sounds toun Say the word with
me town Repeat this process with ou and house
Ask students to provide their own examples of words with oi and ou
Listen and provide constructive feedback
MULTISYLLABIC WORDS WITH oi AND ou
Write the word destroy on the board Have students identify the second
syllable as containing oi troy Have students repeat the syllable then
blend and read the whole word several times Repeat this process with
pounding and ou
Have student pairs work together to practice decoding longer words
with oi and ou Write the following words on the board and ask
student pairs to copy them onto index cards or sheets of paper Say
each word Circle the letters that stand for the ou or the oi sound Then
sort the words by spelling pattern
rejoice annoy crouching underground
growling browning moisture employment
Check each pair for their progress and accuracy
WORD HUNT WORDS WITH oi AND ou IN CONTEXT
Review words with oi and ou Have students search pages 488ndash490 of
Adelinarsquos Whales to find words with oi and ou Ask them to write the
words and circle the letters that spell the oi and ou in each word
Check to see if students have found examples such as outside down
south thousand loud noise sound clouds and out
For each skill below
additional lessons are
provided You can use these
lessons on consecutive days
after teaching the lessons
presented within the week
bull Sequence T3
bull Homographs T8
Additional Resources
To help students build speed
and accuracy with reading
multisyllabic words use the
additional decodable text
on page 23 of the Teacherrsquos
Resource Book
Decodable Text
If students have trouble
figuring out how to
pronounce words that
are homographs such as
bow bou and bow bō
have them look at how the
word is used and try out
each pronunciation and
its related definition in the
context of a sentence Write
She had a pink bow in her
hair on the board and say
I can say bou in the
sentence but a pink
ldquobending of the headrdquo
does not make sense
I can say bō in the
sentence A pink ldquoknot
with loopsrdquo does make
sense This word is
pronounced bō
ConstructiveFeedback
507M
Objective Read with increasing prosody and accuracy at a rate of 102ndash112 WCPM
Materials bull Index cards bull Approaching Practice Book A page 136
WORD AUTOMATICITY
Have students make flashcards for the following words with oi and
ou flower south thousand voices howling wound tower annoy grouch
mound noises cough cowboy pound gown hound voyage frown pouch
Display the cards one at a time and have students say each word Repeat
twice more displaying the words more quickly each time
REPEATED READING
Model reading the Fluency passage in Practice Book A page 136 Tell
students to pay close attention and listen to your tempo Then read
sentences in clusters based on tempo and have students read each cluster
back copying your tempo
During independent reading time have students work with a partner
One student reads aloud while the other repeats each sentence Remind
students to use positive and encouraging phrases when giving feedback
to their partners Circulate and provide constructive feedback Circulate
and provide constructive feedback
TIMED READING
At the end of the week have students do a final timed reading of the
passage on Practice Book A page 136 Students should
begin reading the passage aloud when you say ldquoGordquo
stop reading the passage after one minute when you say ldquoStoprdquo
Keep track of miscues Coach students as needed Help students record
and graph the number of words they read correctly
Vocabulary
Objective Apply vocabulary word meanings
Materials bull Vocabulary Cards bull Student Book Adelinarsquos Whales
VOCABULARY WORDS
Display the Vocabulary Cards for this weekrsquos words dove politicians
snoring massive tangles rumbling and unique Help students locate and
read the vocabulary words in Adelinarsquos Whales Review the definitions
of each word in the Glossary of the Student Book and discuss the
meanings Then have students write their own narratives about whales
using all of these vocabulary words
Approaching Practice Book A page 136
If students read too quickly
or too slowly reread
the passage to them at
the correct tempo Then
lead the class in a choral
reading so they can follow
you lead in reading at the
appropriate rate Repeat
the choral reading as
necessary
ConstructiveFeedback
Adelinarsquos Whales 507N
Vocabulary
Approaching Level Options
Review last weekrsquos words
(electrical globe fuels
decayed) and this weekrsquos
words (rumbling snoring
unique dove massive
tangles politicians) Have
students write a synonym for
each word
Objective Use homographs
DICTIONARY HOMOGRAPHS
Have students create simple crossword puzzles using Vocabulary and
Spelling Words Make sure they include at least two homographs (wound
dove) and write the definitions of the homographs as clues They may use
a dictionary to help them if necessary
Comprehension
Objective Identify sequence
Materials bull Student Book ldquoA Whale of a Triprdquo bull Transparencies 19a and 19b
STRATEGYANALYZE TEXT STRUCTURE
Remind students that recognizing how a text is organized can help them
to identify the sequence of story events
SKILLSEQUENCE
ExplainModel
Authors sometimes use signal words such as first next and last to help
readers recognize the sequence of events in a story
Authors of history texts or how-to articles typically use chronological
order to organize their texts
Display Transparencies 19a and 19b Reread the first pages Ask a
volunteer to identify what the narrator saw first and identify the signal
words
Think Aloud As I read I learn that many things are happening It helps to
recognize sequence words to help summarize what is happening in the
story so I can better understand it
PracticeApply
Invite students to retell the story considering the sequence of events Ask
the following questions
Before going on the trip do you think the narrator expected the whale
would be as big as it turned out to be
What was the first thing Matty told people on the whale-watching trip
Why are birds often seen in areas where whales are present
Student Book or Transparencies 19a and 19b
by Kristin Gold
Retelling Have students
retell the sequence of
events in ldquoA Whale of a
Triprdquo by drawing them Ask
students to choose one
event from the book they
would like to retell Have
students draw the scene
and write one sentence
describing it After the
students have finished
hang the drawings on the
board Then as a class put
the pictures in the order
of events that the story
follows
507O
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Saving the Whales
PREVIEW AND PREDICT
Have students read the title look at the images and preview the first
chapter Have students make predictions about what they will read and
set a purpose for reading
VOCABULARY WORDS
Review the vocabulary words as needed As you read together discuss
how context clues can help you figure out word meanings
STRATEGYANALYZE TEXT STRUCTURE
Remind students that recognizing how a text is organized can help
them better understand the textrsquos important ideas and the authorrsquos
purpose
SKILLSEQUENCE
Remind students to pay attention to the way the selection is organized
and the order in which events occur Read Chapter 2 with students
Think Aloud In the first chapter I learn that in the past there were whale
hunters in all parts of the world Now there are laws to protect whales
from hunters but whales are still being killed in other ways I need to
remember this information for my Sequence Chart
READ AND RESPOND
Finish reading Saving the Whales with students Discuss the following
If the plants that the krill eat die and then the krill die ask students
what will happen next in the food chain
Ask them what happened after Keiko the whale was set free
Work with students to review and revise their Sequence Charts Help
students paraphrase the important ideas in each chapter
MAKE CONNECTIONS ACROSS TEXTS
Invite students to compare Adelinarsquos Whales and Saving the Whales
Have students identify which selection is organized into chapters Ask
them why this format is better for this selection
Have students explain how reading Saving the Whales helps them better
understand the information and events in Adelinarsquos Whales
Leveled Reader
Adelinarsquos Whales 507P
Leveled Reader LessonVocabulary
On Level Options
Student Book
Limericks
On Level Practice Book O page 136
As I read I will pay attention to tempo and match the action in the story
Did you know that whales talk to each other Whales
10 make sounds for different reasons Some sounds are used to
20 locate calves Others are used to find mates Whales even use
31 sounds to warn other pod members that a predator is around
42 Toothed whales click and whistle in order to locate food
52 Baleen whales make knocking moaning snoring and
59 rumbling noises Humpback whales sing but not during
67 feeding season They save their tunes for the warmer waters
77 where they spend their breeding season Some scientists
85 believe they are singing love songs Other scientists think
94 they are sending out threats like ldquoGo awayrdquo We may never
105 know exactly why whales sing
110 Some humpback whales swim up to the surface and take
120 a few breaths Then they dive under the water and start to
132 sing They do not move when they sing Their underwater
142 songs can be heard for miles Sometimes they sing for a half
154 hour without stopping 157
Comprehension Check
1 What actions does a humpback whale take when it sings Sequence
2 Why might a whale need to communicate with another whale Draw Conclusions
Words Read ndash Number of Errors = Words
Correct Score
First Read ndash =
Second Read ndash =
A humpback whale swims to the surface and takes a few breaths Then the whale dives under the water to sing The whale does not move when singing
Whales might need to communicate with other whales to warn them about predators to find mates or to locate their calves
Objective Apply vocabulary words and homographs
Materials bull Vocabulary Cards bull Dictionary
VOCABULARY WORDS
Tell students that they will play a word-definition game Display half of
the Vocabulary Cards Have the first team use a dictionary to help create
two different definitions for each displayed word One should be the
correct definition and the other should be incorrect Then have students
write each pair of definitions on the board The second team chooses
the definition they think is correct They get one point for each correct
answer The team with the most points wins
DICTIONARY HOMOGRAPHS
Remind students that homographs are spelled alike but have different
meanings so they have separate dictionary entries Have students use the
adjective fine in a sentence Then challenge them to use the homograph
fine (money paid) in another sentence Repeat with the word content
Literary Elements
Objective Read poems to identify literary elements
Materials bull Poetry books and resources with limericks bull Student Book ldquoLimericksrdquo
METER AND RHYME SCHEME
Discuss the use of meter and rhyme in each limerick on Student Book
pages 504ndash505 Then have students look through poetry books and other
resources to locate limericks Ask students to discuss the meter and rhyme
scheme in the limericks
Objective Read fluently with appropriate prosody at a rate of 102ndash136 WCPM
Materials bull On Level Practice Book O p 136
REPEATED READING
Model reading the passage on page 136 of Practice Book O Remind
students to pay attention to the tempo to see if it matches the action of
the story Then read one sentence at a time having students echo-read
the sentence back imitating your pace Echo-read through the entire
passage again speeding up to reflect each part of the selection During
independent reading time partners take turns reading
Timed Reading Have students read the passage and record their rates
507Q
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Looking at Whales
PREVIEW AND PREDICT
Have students preview Looking at Whales
Ask students to write down any questions they have about the
selection
Ask if they think this book will be the story of one whale or about
many whales
SKILLSEQUENCE
The sequence is the order in which events happen Signal words such
as before after and then often help to indicate the sequence of events
Explain that students will fill in this information in Sequence Charts
READ AND RESPOND
Read Chapter 1 Pause to discuss how the information in the chapter
is presented At the end of Chapter 2 fill in the Sequence Chart Have
students discuss the sequencing of information including how the word
then helped them understand the information about humpback whales
singing
VOCABULARY WORDS
As they read Looking at Whales ask students to point out vocabulary
words as they appear Then have students discuss how each word is used
Ask Are blue whales massive or small
MAKE CONNECTIONS ACROSS TEXTS
Invite students to draw connections between Looking at Whales and
Adelinarsquos Whales
Ask students to use chronological order words to summarize the
information they learned in Looking at Whales
Ask students if they think Adelina would know most of the information
in Looking at Whales
ELLLeveled Reader
Go to pages
507Undash507V
Leveled Reader
Adelinarsquos Whales 507R
Vocabulary
Beyond Practice Book B page 136
Beyond Level Options
Objective Apply vocabulary words in writing
EXTEND VOCABULARY
Ask students to write a nonfiction piece about a whale Have them use
all of the vocabulary words from this weekrsquos selection and as many words
from this unitrsquos previous weeks as possible
Invite them to edit their essays or a partnerrsquos essay Remind them to check
the spelling and usage of each word
Literary Elements
Objective Use meter and rhyme to write a limerick
Materials bull Student Book ldquoLimericksrdquo
bull Poetry books with limericks bull Nonfiction books about whales
METER AND RHYME SCHEME
Use limericks to point out that meter and rhyme scheme can add to a
readerrsquos enjoyment of a poem Ask How does the use of meter and
rhyme scheme make these limericks more fun to read
Have students read limericks and note the use of meter and rhyme
scheme Then have them read information about whales or use what they
have already learned to write their own limerick about whales
Objective Read fluently with appropriate prosody at a rate of 112ndash136 WCPM
Materials bull Beyond Practice Book B p 136
REPEATED READING
Work with students to begin marking up the Fluency passage on page 136
of Practice Book B Remind them to pay attention to the tempo Then
read one sentence at a time having students echo-read the sentence
back imitating your pace Echo-read through the entire passage again
speeding up to reflect each part of the selection
During independent reading time partners can take turns reading the
passage they have practiced reading aloud Remind students to pay
attention to one anotherrsquos tempo and discuss how different actions in the
passage change the tempo or mood
Timed Reading Have students read the passage and record their reading
rate
Student Book
Limericks
Read Aloud Review meter
and rhyme scheme Then
reread a limerick aloud
Say Listen for the meter and
rhyme scheme of the poem
Then tell students you will
read the poem once more
together Let them know
that this time they should
clap along to the rhythm of
the poem Read the poem
chorally and clap out the
rhythm together
507S
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Gray Whales
PREVIEW AND PREDICT
Have students preview Gray Whales predict what it is about and set a
purpose for reading
SKILLSEQUENCE
Ask a volunteer to explain what the terms text structure and sequence
mean Have another volunteer explain why identifying the text structure
or sequence of events is important for understanding a selection
Explain that students will read Looking at Whales together and fill in
information about order in Sequence Charts
READ AND RESPOND
As students read they should identify the order of events in the selection
and fill in their Sequence Charts Discuss with the group how the story
would change if the sequence of events were different
VOCABULARY WORDS
Have students pay attention to vocabulary words as they come up Ask
students to provide definitions as needed Ask What do whales sometimes
get tangled in
Self-Selected Reading
Objective Read independently to identify the sequence of a text
Materials bull Leveled Readers or informational trade books at studentsrsquo reading level
READ TO IDENTIFY SEQUENCE
Invite students to use their personal interests to choose a nonfiction book
for independent reading Have students read their books and take notes
on the selectionrsquos sequence in their response journals
After reading have students compare the order in which the information
was presented in the book they chose to one of the selections they read
during this weekrsquos lessons Ask Which selection presented information in the
more interesting way Which selection taught you the most about the topic
Leveled Reader
Adelinarsquos Whales 507T
Academic Language Used in Whole Group Instruction
ContentTheme Words SkillStrategy Words WritingGrammar Words
ocean (p484)
aquarium (p 484)
whales (p 484)
mammals (p 484)
gills (p 484)
lungs (p 484)
legend (p 485)
pod (p 505)
homograph (p 484)
photo essay (p 486)
analyze text structure (p 485A)
sequence (p 485A)
limerick (p 504)
meter (p 504)
rhyme scheme (p 504)
voice (p 506)
point of view (p 506)
opinion (p 506)
audience (p 507B)
possessive pronouns (p 507I)
ownership (p 507I)
stand-alone possessive pronoun
(p 507I)
Academic LanguageThroughout the week the English language learners will need help in
building their understanding of the academic language used in daily
instruction and assessment instruments The following strategies will help
to increase their language proficiency and comprehension of content and
instructional words
Strategies to Reinforce Academic Language
Use Context Academic Language (see chart below)
should be explained in the context of the task during
Whole Group Use gestures expressions and visuals to
support meaning
Use Visuals Use charts transparencies and graphic
organizers to explain key labels to help students
understand classroom language
Model Demonstrate the task using academic language in
order for students to understand instruction
English Language Learners
Oral Language For
additional language
support and oral vocabulary
development use the lesson
at www macmillanmhcom
507U
ELL Leveled ReaderELL Leveled Reader Lesson Objectivebull To apply vocabulary and
comprehension skills
Materials
bull ELL Leveled Reader
DAY 1 bull Academic Language
bull Oral Language and Vocabulary Review
DAY 2 bull Academic Language
bull ELL Leveled Reader
DAY 3 bull Academic Language
bull ELL Leveled Reader
DAY 4 bull Academic Language
bull ELL Leveled Reader
DAY 5 bull Academic Language
bull ELL Leveled Reader Comprehension Check and Literacy Activities
ELL Teacherrsquos Guide
for students who need
additional instruction
DEVELOP ORAL LANGUAGE
Build Background Write the word whales on
the board and have students share what they
know What do whales look like What do they eat
How do they communicate List key points Then
do a brief picture walk of the book to add on to
the list
Review Vocabulary Write the vocabulary and story support words
and discuss the meanings Use each word in a sentence Clarify the two
meanings of schools and dove Schools of fish are large groups of fish not
where fish go to learn Who can use ldquoschools of fishrdquo in a sentence
PREVIEW AND PREDICT
Point to the cover photograph and read the title aloud What are we going
to read about Have students brainstorm a list of questions about facts
they would like to learn from this book
Set a Purpose for Reading Show the Sequence Chart and remind students
they have used it before Ask them to use a similar chart to identify the
sequence of events as they are presented in the book
Choose from among the differentiated strategies below to support
studentsrsquo reading at all stages of language acquisition
Beginning
Shared Reading As you
read model analyzing text
structure by identifying key
information about whales
Number the facts to explain
sequence Model filling in
the chart
Intermediate
Read Together Read the
first chapter Help students
analyze text structure by
numbering and recording
key information Take turns
reading with students Ask
them to identify events in
sequence as they read
Advanced
Independent Reading
Have students read the story
After reading each day ask
them to work with a partner
to analyze text structure and
identify events in sequence
Encourage them to use the
new vocabulary
Remind students to use the vocabulary and story words in their whole
group activities
The WorldThe Worldofof
WhalesWhalesby Dina Anastasio
Informational Nonfiction
Adelinarsquos Whales 507V
- Grade 4
-
- Unit 1
- Unit 2
- Unit 3
- Unit 4
-
- Planning the Unit
- Using the Student Book
-
- Dear Mrs LaRue
-
- Puppy Trouble
- Dear Mrs LaRue
- Dog Amazes Scientists
- Writerrsquos Craft Write About Solving a Problem
- Small Group Pages
-
- The Blind Hunter
-
- Through Elizabethrsquos Eyes
- The Blind Hunter
- Make Life Easier For Everybody
- Writerrsquos Craft Write Directions
- Small Group Pages
-
- The Power of Oil
-
- Clean as a Breeze
- The Power of Oil
- Windmills on the Prairies
- Writing Frictional Narrative Write to a Prompt
- Small Group Pages
-
- Adelinarsquos Whales
-
- A Whale of a Trip
- Adelinarsquos Whales
- Limericks
- Writerrsquos Craft Share Your Point of View
- Small Group Pages
-
- At Home in the Coral Reef
-
- Coral Reefs
- At Home in the Coral Reef
- Poseidon and the Kingdom of Atlantis
- Writerrsquos Craft Write about a Community Project
- Small Group Pages
-
- Test Strategy Author and Me
-
- Wrapping Up the Unit
- Additional Lessons and Resources
-
- Unit 5
- Unit 6
-
Comprehension Check
Summarize
Summarize the relationship between
humans and gray whales in Laguna San
Ignacio Use your Sequence Chart to
organize events in the correct order
Think and Compare
1 When did scientists and whale watchers start going to Laguna
San Ignacio Use text details to support your answer Analyze
Text Structure Sequence
2 Reread page 494 of Adelinarsquos Whales Why do you think the
massive whale did not overturn the small boat Use details
from the text to support your answer Analyze
3 How would you organize a club to study whales and visit
Laguna San Ignacio Develop a plan to show the steps you
would take Apply
4 Can you predict what will happen to the whales and Adelinarsquos
community if the lagoon becomes polluted Synthesize
5 Read ldquoA Whale of a Triprdquo on pages 484ndash485 What did you
learn about whales in this article that was not in Adelinarsquos
Whales ReadingWriting Across Texts
503
Comprehension Check
SUMMARIZE
Have partners summarize Adelinarsquos
Whales by paraphrasing Remind
students to use their Sequence Chart
to help them organize their summaries
THINK AND COMPARE
Sample answers are given
1 Sequence Scientists and whale
watchers started going to Laguna
San Ignacio after Adelinarsquos
grandfather began to tell about his
first friendly visit with the whales
2 Analyze Students should suggest
that the whale was curious about
the boat and the people in it She
did not mean to harm them and
was careful not to turn the boat
over
3 Text to Self Answers may vary
Students might say they would
get permission from their school
to start a club They might put
up posters to try to persuade
other students to join and then
do research to learn more about
whales USE ON MY OWN
4 Text to World If the lagoon
becomes polluted the whales could
get sick or even die If that happens
tourists and scientists may stop
coming to Laguna San Ignacio
FOCUS QUESTION
5 Text to Text In ldquoA Whale of a Triprdquo
we learn about baleen whales how
they eat and how they need to be
protected from tuna fishing nets
The story of Adelinarsquos Whales not
only talks about whales but it also
tells us about Adelinarsquos community
Respond Student page 503
On My Own
Model the On My Own strategy with question 3
The answer is not in the selection You have to use what you already
know to answer the question
Question 3 Think Aloud
I know that there are many ways to
get classmates together for a good cause or a fun event Many
people think whales are fascinating creatures Doing research
about marine life looking into related groups using the Internet
and writing to marine biologists might be a fun and interesting
way to start a club dedicated to the study of whales
Adelinarsquos Whales 503
FluencyComprehension
As I read I will pay attention to tempo and match the action in the story
Did you know that whales talk to each other Whales
10 make sounds for different reasons Some sounds are used to
20 locate calves Others are used to find mates Whales even use
31 sounds to warn other pod members that a predator is around
42 Toothed whales click and whistle in order to locate food
52 Baleen whales make knocking moaning snoring and
59 rumbling noises Humpback whales sing but not during
67 feeding season They save their tunes for the warmer waters
77 where they spend their breeding season Some scientists
85 believe they are singing love songs Other scientists think
94 they are sending out threats like ldquoGo awayrdquo We may never
105 know exactly why whales sing
110 Some humpback whales swim up to the surface and take
120 a few breaths Then they dive under the water and start to
132 sing They do not move when they sing Their underwater
142 songs can be heard for miles Sometimes they sing for a half
154 hour without stopping 157
Comprehension Check
1 What actions does a humpback whale take when it sings Sequence
2 Why might a whale need to communicate with another whale Draw Conclusions
Words Read ndash Number of Errors = Words
Correct Score
First Read ndash =
Second Read ndash =
A humpback whale swims to the surface and takes a few breaths Then the whale dives under the water to sing The whale does not move when singing
Whales might need to communicate with other whales to warn them about predators to find mates or to locate their calves
On Level Practice Book O page 136
Approaching Practice Book A page 136
Beyond Practice Book B page 136
Transparency 19
FluencyRepeated Reading Tempo
EXPLAINMODEL Tell students they will be doing a choral reading
or reading out loud together Point out that the passage on
Transparency 19 begins with slow action and a slow mood After
the whale nudges the boat the fishers become frightened and the
action picks up As you model reading the passage increase the
speed the second and third times you read through the last four
sentences Have students pay attention to the tempo
PRACTICEAPPLY Reread the first two sentences of the passage
with students Then divide them into two groups Have groups
alternate reading sentences Remind students to pay attention to
the tempo changes they should make Students will practice fluency
using Practice Book page 136 or the Fluency Solutions Audio CD
Objectivesbull Read accurately with good
tempo
bull Rate 102ndash122 WCPM
Materials
bull Fluency Transparency 19
bull Fluency Solutions
bull Leveled Practice Books p 136
Vary Reading Pace Act
out the actions as you
explain the sequence of
events in the passage
Next read it aloud using
lots of expression and
gestures to help with
meaning Then echo-read
the passage with students
Ask students to imitate
your tempo and voice
During Small Group Instruction
If No Approaching Level Fluency p 507N
If Yes On Level Options pp 507Qndash507R
Beyond Level Options pp 507Sndash507T
Can students read accurately with good tempo
In a whisper her grandfather begins to draw them in Adelina closes her eyes to imagine the calm and quiet on that first afternoon when his small boat was gently nudged by a huge gray whale As the boat rocked her grandfather and his fishing partnerrsquos hearts pounded They held tight and waited preparing themselves to be thrown into the water by the giant animal The whale dove below them and surfaced again on the opposite side of their boat scraping her head along the smooth sides Instead of being tossed from the boat they were surprised to find themselves still upright and floating
Fluency Transparency 19
from Adelinarsquos Whales page 494
503A
Draw Conclusions
Introduce 413A-B
Practice Apply
414ndash437 LeveledPractice 113ndash114
Reteach Review
443MndashT 447AndashB 448ndash463 469MndashT Leveled Practice120ndash121
Assess Weekly Tests Unit 4 Test Benchmark Tests A B
Maintain 503B 529B 557B
FluencyComprehension
ComprehensionMAINTAIN SKILLDRAW CONCLUSIONS
EXPLAINMODEL
You can use information from a selection as well as personal
experience to draw conclusions
A reader can draw conclusions about a personrsquos character and
about events by looking for clues in the selection
Lead a class discussion about drawing conclusions in ldquoA Whale of a Triprdquo
PRACTICEAPPLY Discuss the photo essay Adelinarsquos Whales and
what details can help readers to draw conclusions Then ask student
partners to discuss the following questions Encourage them to take
notes so that they may share answers with their peers afterward
What tells you that Adelina enjoys living by the ocean
How do you know that Adelina wants to work with whales in the
future What do you think her grandfatherrsquos reaction will be
What can you conclude about the future of Laguna San Ignacio
(Students should be able to identify a conclusion that summarizes
the main idea)
Using conclusions and parts of their discussion have each student
write a paragraph that continues the story For comprehension
practice use the Graphic Organizers on pages 40ndash64 in the
Teacherrsquos Resource Book
Objectivebull Draw conclusions from
details in a story
Adelinarsquos Whales 503B
LOZ_Subhd_LFT LOZ_StudentPgs
PoetryA Limerick is a funny poem
with a specific pattern
of rhyme and meter All
limericks have five lines
Literary ElementsMeter is the rhythm of the
syllables in a line of poetry
Rhyme Scheme is the
pattern of rhymes within
a poem
There once was a whale named Alene
Who strained all her meals through baleen
But she dreamed of a lunch
With a food that goes ldquocrunchrdquo
Like a truckload of just-picked string beans
mdashDoreen Beauregard
Near our boat is a mammal named Luke
Whorsquos exceedingly proud of his fl uke
Just donrsquot call it a tail
Or this dignifi ed whale
Will respond with a splashy rebuke
mdashDoreen Beauregard
WWhale hale WWatchatch
The meter in these three lines is created by emphasizing the third sixth and ninth syllables
LLimericksimericks
aa MMealealAA WWhalehale ofof
504
Paired Selection Student page 504
PoetryGENRE LIMERICK
Have students read the bookmark on
Student Book page 504 Explain that a
limerick
is meant to be funny
sometimes contains idioms puns or
other kinds of figurative language
Literary Elements Meter and Rhyme Scheme
EXPLAINMODEL
Tell students that literary elements
such as meter and rhyme scheme help
give poetry its rhythm
Meter is the rhythm or beat
of a poem It is created by the
arrangement of accented and
unaccented syllables in a line
Rhyme scheme is the pattern of
rhymes in a poem Capital letters are
used to represent each individual
rhyme
Discuss how ldquoWhale Watchrdquo contains
three accented syllables in lines 1 2
and 5
PRACTICEAPPLY
Have students point out the rhyme
scheme of the limerick on page
505 Where does the rhyme scheme
change (the second and third lines)
Read ldquoA Whale of a Mealrdquo ldquoWhale Watchrdquo and
ldquoThe Podless Whalerdquo
As you read remind students to apply what they have learned
about limericks
1
2
504504
Poetry
Connect and Compare1 What is the rhyme scheme of ldquoWhale Watchrdquo What if the last
line rhymed with the third and fourth lines Rhyme Scheme
2 Why were the sea bass in ldquoThe Podless Whalerdquo bewildered
Apply
3 How are the whales in these poems similar to the ones in
Adelinarsquos Whales How are they different
ReadingWriting Across Texts
There once was a whale near Cape Cod
Who just could not locate his pod
So he joined with a mass
Of bewildered sea bass
Who found this behavior quite odd
mdashDoreen Beauregard
P Podless odless WWhalehaleTheThe
The last line of a limerick always rhymes with the first two lines The second and third lines have a different rhyme
Find out more about limericks at wwwmacmillanmhcom
505
1 LITERARY ELEMENTS RHYME
SCHEME
If the name of the whale in ldquoA Whale
of a Mealrdquo were changed to Rose what
other words would have to change in
the poem (baleen string beans) Why
(This poem is a limerick so its rhyme
scheme must be AABBA)
2 LITERARY ELEMENTS METER
What is the meter used in the limerick
ldquoWhale Watchrdquo (Lines 1 2 and 5 have
three beats Lines 3 and 4 have two
beats)
3 MAKE INFERENCES
What is a group of whales called What
poem helped you figure this out (A
group of whales is called a pod This
can be figured out from ldquoThe Podless
Whalerdquo)
Connect and Compare
SUGGESTED ANSWERS
1 The rhyme scheme of ldquoWhale
Watchrdquo is AABBA If the last line
rhymed with the third and fourth
lines the rhyme scheme would be
AABBB and this would not be a
limerick RHYME SCHEME
2 The sea bass were bewildered
because a whale became a member
of their group and this is not
typical of whale behavior APPLY
3 FOCUS QUESTION The whales in
these poems are similar to the ones
in Adelinarsquos Whales because they
share whale characteristics such as
swimming near boats and in pods
They are different from Adelinarsquos
Whales because they are fictional
Adelinarsquos whales are real READING
WRITING ACROSS TEXTS
Paired Selection Student page 505
Internet Research and Inquiry Activity Students can find more
facts about limericks at wwwmacmillanmhcom
3
HISTORY AND CULTURE OF LIMERICKS
Limericks derive from the Irish town of Limerick and date back to
the 14th century Limericks were originally used in nursery rhymes
for children Later these rhymes were repeated and changed by the
working classes who created choruses based on the refrain ldquoWill
you come to Limerickrdquo
A famous childrenrsquos book of limericks Edward Learrsquos Book of
Nonsense was published in England in 1846 Because limericks are
short and funny they have survived to this day across many cultures
Adelinarsquos Whales 505
Why We Need Whales
by Maggie W
We learned in class today that some kinds
of whales are in danger of becoming extinct
I think we should try to save them We need
whales
Why do we need whales We donrsquot need
them for food They donrsquot do any work for us
But they are fascinating to watch They seem
to play and talk together The world would be
less interesting if there were no whales
I want the world to be an interesting place
so I hope there will
always be whales
making their wonderful
noises
Share YourShare YourPoint of ViewPoint of View Writerrsquos Craft
VoiceWriters want their readers to understand their point of view They use appropriate words to show voice and to share their opinions
I tried to show why I feel that whalesare important
I think whales are great I wrote this to express my point of view about whales
506
Features of a Point-of-View Article
In a point-of-view article the writer gives his or her opinion about
a subject A writer should use good reasons to explain his or her
point of view
It is written using first person
It describes a writerrsquos opinion about a subject
It uses supporting statements in a logical order
WritingVoice
READ THE STUDENT MODEL
Read the bookmark about voice
Explain that a writerrsquos voice shows his
or her personality It helps readers to
hear changes in the writerrsquos feelings
just as they would if the writing were
spoken aloud
Have students turn to page 477
Discuss the writerrsquos voice and its effect
Then have the class read Maggie Wrsquos
article and the callouts Tell students
that they will write an article about the
importance of animals They will also
learn how to create a voice that shows
their feelings
WRITINGbull Explanatory Writing
bull Writerrsquos Craft Voice
WORD STUDYbull Words in Context
bull Dictionary
bull Phonics Words with oi and ou
bull Vocabulary Building
SPELLINGbull Words with oi and ou
GRAMMARbull Possessive Pronouns
SMALL GROUP OPTIONS
bull Differentiated Instruction pp 507Mndash507V
506
Transparency 73
Writing Transparency 73
Explanatory Writing
Writerrsquos Checklist Ideas and Content Did I explain my point of view
clearly
Organization Did I state my opinion first and then
give reasons to explain it Did I save the strongest
reason for last
Voice Is my voice clear as I write about the topic
Word Choice Did I choose words carefully
Sentence Fluency Did I vary the length of
my sentences
Conventions Did I spell possessive pronouns
correctly
Your TurnWrite an article of one or two paragraphs to explain
your point of view about the importance of animals
You may write about animals in general or one kind
of animal in particular State your opinion and
give strong reasons for it Save your strongest
reason for last Back up your reasons with
examples End by restating your opinion
Use the Writerrsquos Checklist to check
your writing
507
PREWRITE
Read and discuss the writing prompt
on page 507 Students can brainstorm a
list of animals they feel it is important
to save Ask them to choose the animal
they care most about saving
Display Transparency 73 and discuss
how Maggie used a point-of-view chart
to plan an article with opinions about
animals including the use of strong
supporting statements Have students
use a point-of-view chart to plan their
own articles
DRAFT
Display Transparency 74 Discuss how
Maggie used her chart to organize and
write a draft of her article Talk about
how she could improve the draft Before
students write present the explicit
lesson on Voice on page 507A and
the Ideas and Content and Purpose
and Audience mini lessons on page
507B Have students use their charts
to write their articles Remind them to
keep their purpose and audience in
mind to express strong opinions and to
emphasize strong supporting statements
REVISE
Display Transparency 75 and discuss
Maggiersquos revisions Point out that she
added sentences to show her feelings
about whales Students can revise their
drafts or keep them to work on later
If students choose to revise have
them work in pairs to use the Writerrsquos
Checklist on page 507 Then ask
students to work with a partner to
proofread their writing For Publishing
Options see 507A For lessons on
Possessive Pronouns and Spelling
see page 507B and 5 Day Spelling and
Grammar on pages 507Gndash507J
Transparency 73 Point-of-View
Chart
Transparency 74 Draft
Transparency 75 Revision
Writing Student pages 506ndash507
Point of View Chart
Opinion
We should save whales
Reason
They are fun to watch
Reason
They play and talk together
Reason
They make the world interesting
Writing Transparency 73
Adelinarsquos Whales 507
SPEAKING STRATEGIES
Use tone of voice to show
exciting parts of the article
Change voices when the
strongest feelings are
mentioned
Look at the audience
to help them see your
interest in the article
LISTENING STRATEGIES
Listen to hear how the
author feels about saving
the animal
Try to imagine the setting
of the article in your mind
VoiceEXPLAINMODEL
Good writers use language that shows their feelings about a topic
These feelings make up the writerrsquos voice Reread the first paragraph
of the model on page 506 Point out that Maggie shows her strong
feelings about saving whales when she says we need them and that
they are fascinating to watch Display Transparency 76
Think Aloud The first example shows me how the writer feels
about her cat He is her best buddy She likes it when the cat
comes to see her in the garden The second example tells me
only the facts without saying how the writer feels about them
I donrsquot learn as much about the writer or the animal from this
example
Writing Transparency 76
Transparency 76
PRACTICEAPPLY
Work with students to read the two choices in each set Invite
volunteers to identify the stronger voice in each set and explain
how it shows the writerrsquos feelings Then have students identify and
discuss voice in another story they have recently read
Tell students that as they draft their article they should think about
ways to create a voice that shows their feelings about the animal or
animals they are describing
Publishing OptionsStudents can read aloud their article to the class See Speaking and Listening tips below They can also use their best cursive to write their article (See Teacherrsquos Resource Book pages 168ndash173 for cursive models and practice) Then invite students to illustrate their articles or act them out with a friend
4- and 6-Point Scoring Rubrics
Use the rubric on pages 539Gndash
539H to score published writing
Writing Process
For a complete lesson see Unit Writing on pages 539Andash539H
Writing
Writerrsquos Craft
Voice
Strong Voice Gumby is my best buddy It feels great when he
appears in the garden and then jumps on my back
to purr and watch me dig
Weak Voice Gumby is my cat He walks through the garden to
watch me dig
1 Wow Seeing Flossie run across the lawn to greet
me is so fantastic She barks loudly as if shersquos as
glad to see me as I am to see her
2 Flossie runs across the lawn to greet me She
barks loudly
3 My parrot Polly talks all the time I like the sound
of her voice She always tells me that Irsquom her friend
4 I love to hear Polly my pet parrot talk all the
time Her voice is music that fills our familyrsquos
kitchen Best of all she always tells me that Irsquom
her friend
(1 strong 2 weak 3 weak 4 strong)
Writing Transp
arency 76
507A
Technology
Writing
Writerrsquos Toolbox
Possessive Pronouns
ExplainModel Possessive pronouns take the
place of nouns that show ownership as in her
Point out the first possessive pronoun her in the
first sentence of Adelinarsquos Whales on page 494 This
pronoun shows that the grandfather is Adelinarsquos
PracticeApply Work with students to find more
possessive pronouns in the story on page 494
Have them identify the ownership each pronoun
suggests For a complete lesson on possessive
pronouns see pages 507Indash507J
Mechanics Do not use apostrophes in possessive
pronouns As students proofread their stories ask
them to check that they have used possessive
pronouns correctly
Writing Trait Ideas and Content
ExplainModel Good writers state their opinions
or point of view at the beginning of their writing
They use appropriate words to show voice and
they use good reasons and examples to support
their opinions and explain their point of view
They end their writing by repeating their opinion
strongly in a closing sentence
PracticeApply Have students reread the student
model on page 506 Discuss the callouts on the
left Can students identify Maggie Wrsquos point of view
in her article Ask students if Maggie W supports
her point of view
Purpose and Audience
ExplainModel Point out that one purpose of
writing an article is to inform and persuade the
audience of your opinion Using examples as
Maggie did helps to do this
PracticeApply As students draft tell them to
consider their audience They should use ideas that
will appeal to the people who will read their article
Spelling Words with oi and ou
Ask students to find the words noise and clouds in
the main selection on page 490 Point out that the
sound oi is spelled oi in noise Explain that the
sound ou is spelled ou in clouds but can also be
spelled ow as in flowers For a complete lesson on
words with oi and ou see pages 507Gndash507H
Remind students to use centering to position their title
correctly and to use formatting to capitalize the first letter
in each important word of the storyrsquos title
Adelinarsquos Whales 507B
Word StudyWord Study
Objectivesbull Apply knowledge of word
meanings and context clues
bull Use a dictionary to look up the
meanings of homographs
Materials
bull Vocabulary Transparencies 37
and 38
bull Leveled Practice Books p 138
Review
VocabularyWords in Context
EXPLAINMODEL
Review the meanings of the vocabulary words Display
Transparency 37 Model how to use word meanings and context
clues to fill in the first missing word with students
Think Aloud In the first sentence I learn that the speaker is going
on a boat to whale watch The speaker makes a note about the
boatrsquos size A boat for whale watching would be large I think that
the missing word is massive When I try massive in the sentence it
makes sense
PRACTICEAPPLY
Help students complete item 2 Then have them use context clues
to write missing words for items 3ndash6 on a separate sheet of paper
Students can exchange papers check their answers and explain the
context clues they used to determine the missing words
Fun with Puns Remind students that the vocabulary word dove
is a homograph Review its pronunciations and definitions Have
students work in small groups to create puns using dove Invite
groups to share their puns with the class
Give Examples For massive
sketch a bus and a whale on
the board Say A bus is big
but a whale is massive Have
students brainstorm other
examples in pairs
tangles (p 488) things
twisted together such as
strands of hair
rumbling (p 490) heavy
deep and rolling
snoring (p 490) making
loud breathing sounds
when sleeping
massive (p 491) big or
heavy
dove (p 494) jumped into
the water head first
unique (p 496) one of a
kind
politicians (p 498) people
who hold a government
officeVocabulary Transparency 37
Transparency 37
dove massive politicians rumbling snoring tangles unique
1 We boarded the massive boat amazed at its size and hoped it would be a good day for whale watching
2 The politicians had done a good job of protecting the whales in this bay so I was hopeful that we would see many whales
3 I stepped over the nets that lay in tangles on the deck
4 I watched as the birds dove into the ocean to catch their dinner
5 When I heard a rumbling sound I looked toward the horizon where I saw a unique sight a whale
6 I shouted for my father but when I heard his snoring I knew that he had missed the fantastic sight
507C
Vocabulary Strategy Transparency 38
Word Study
Homographs are words that have the same spelling but different meanings They may also have different pronunciations
Read the list of homographs and their meanings Then read the sentences and decide the meaning of the underlined homograph Write the letter of the correct meaning in the blank next to the sentence
dove ndash a past tense of dive b a kind of bird
fluke ndash c part of a whalersquos tail d something lucky
1 The whale splashed the surface of the water with its fl uke
2 The eagle dove for its prey
3 It was a fl uke that my mother won the game
4 The bird watchers saw a mourning dove sitting in a tree
Pick another homograph Write one sentence for each meaning of the word
5
6
c
a
d
b
My brother gave his girlfriend an engagement ring
Possible response provided
I didnrsquot hear the phone ring so I missed your call
On Level Practice Book 0 page 138
Approaching Practice Book A page 138
Beyond Practice Book B page 138
Practice Vocabulary
Homographs can be
confusing to students
especially those that are
pronounced differently
Create sentences for pairs
of words and model how
to guess the meaning
through the context
Practice with dove wind
and bow
Transparency 38
Homographs
1 What was the content of Karlarsquos lettera subject or topic nounb satisfied adjective
2 We tried to wind the kite string around a sticka moving air nounb to wrap around verb
3 Casey did not shed a tear as he watched the sad moviea to pull apart or into pieces verbb a drop of fluid that comes from the eye noun
4 Tanya put dates and nuts in her breada specific points in time nounb fruits from palm trees noun
PRACTICEAPPLY
Ask students to look up meanings and write sentences for the
following homographs bow row and present
During Small Group Instruction
If No Approaching Level Vocabulary pp 507Nndash507O
If Yes On Level Options pp 507Qndash507R
Beyond Level Options pp 507Sndash507T
Do students understand word meanings Can students use
context clues and dictionaries to understand homographs
STRATEGYDICTIONARY HOMOGRAPHS
EXPLAINMODEL
Remind students that homographs are words that are spelled alike
but have completely different meanings and may have different
pronunciations Explain how a dictionary and context clues can help
a reader to figure out the correct meaning and pronunciation of
homographs
Read the first sentence and definitions on Transparency 38 Model
how to figure out the meaning of content trying both definitions
and pronunciations Ask student volunteers to read aloud and
choose the correct homograph definitions for numbers 2ndash4
Adelinarsquos Whales 507D
The oi sound can be spelled with oi as in foil or with oy as in boy The ou sound can be spelled with ou as in couch or with ow as in now Keep in mind though that not all words containing oi have the oi sound and not all words spelled with ou and ow have the ou sound
In each row of words below there is one word that does not belong If the word does not have the same sound as the others make an X over it If the word is a homograph sometimes pronounced like the other words and sometimes pronounced differently put an asterisk () next to it Then on the blank line add another word that belongs with the group you made
1 joy foil employ onion
2 bow allowed south outside
3 coil destroy oil going
4 mouth doubt through how
5 broil doing spoil noise
6 sow tower frown sprout
7 couch dough cloud crowd
8 enjoy soil shooing toys
9 now enough crown proud
10 brow cow low down
11 annoy voices boil porpoise
12 thought shower loud trout
oi word
ou word
oi word
ou word
oi word
ou word
ou word
oi word
ou word
ou word
oi word
ou wordporpoiseporpoiseporpoiseporpoisepp
on on onioonioonioonioononoo
ngnggoigoigoigoingngnn
ughughhrohrothrothroughughouou
doing doing doing doing ii
ugh ugh doudoudoudouughughuu
oingoingshooshooshooshoooingoingoo
ughughenoenoenoenoughughouou
wwlowlowowowwwww
ught ught houhouthouthouughtughtuu
On Level Practice Book O page 139
Approaching Practice Book A page 139
Beyond Practice Book B page 139
Word Study
Phonics Decode Words with oi and ou
EXPLAINMODEL
Remind students that the letters oi and oy almost always spell the
sound oi The letters ou often spell ou unless they are followed
by r or gh The letters ow often spell ou but they may also spell
ō Write bow
Think Aloud
This word is a homograph When I say bou I know
the word means ldquoto bend the headrdquo or ldquothe front of a boatrdquo
When I say bō I know the word means ldquoa weaponrdquo or ldquoa knot
with loopsrdquo I need to look at the context to figure out which
word the writer means
PRACTICEAPPLY Write these words on the board joy spoil
mountain blouse coin tower and around Have students underline
the letters that spell ou and oi Then have them read the words
aloud pronouncing each sound with emphasis
Decode Multisyllabic Words Write these words on the board
voyage hardboiled encounter southpaw ownership and nowadays
Model how to decode voyage focusing on the sound oi Then work
with students to decode the other words explaining the spelling
of each sound For more practice use the decodable passages on
Teacherrsquos Resource Book page 23
Fill-in-the-Blanks Have students write out ten Spelling Words or
other words with the ou or oi sound Tell them to leave blanks
for the letters that represent these vowel sounds For example
C L _ _ N Students can trade papers with a partner and fill in the
missing letters
Word Study
Objectivesbull Decode the sounds ou and
oi
bull Identify and write sentences
with homophones
Materials
bull Leveled Practice Books p 139
bull Teacherrsquos Resource Book p 23
Use Context Hearing
and distinguishing vowel
sounds can be challenging
for students As students
read and hear the words
within the context of
shared reading and writing
activities they will connect
the sounds to their spelling
patterns
During Small Group Instruction
If No Approaching Level Phonics p 507M
If Yes On Level Options pp 507Qndash507R
Beyond Level Options pp 507Sndash507T
Can students decode words with oi and ou
507E
Spiral Review
Vocabulary Game Form two teams Divide the
Vocabulary Cards electrical globe decayed
amazement loosened midst mysterious patchwork
responsibility and soared from past weeks between
the teams
A Team 1 player takes a card and reads the word
A Team 2 player tells the wordrsquos meaning and uses
it in a sentence If the definition and sentence are
correct Team 2 gets a point If not the card is
returned to the bottom of the pile Then a Team 2
player takes a card and reads the word
Continue playing until all the words have been
correctly defined and used in sentences The team
with the most points wins
Vocabulary Building
Homophones Write on the board The children
let out (wails)(whales) because they couldnrsquot see
the (wails)(whales) Remind students that a
homophone is pronounced in the same way as
another word but has a different meaning and
spelling Have students write more sentences
containing homophone pairs or triples (there
theyrsquore their) Make sure students know how
homophones differ from homographs
Word Study
Vocabulary PuzzleMaker For additional vocabulary and
spelling games go to
wwwmacmillanmhcom
Vocabulary Building
Adjectives Verbshuge spray
humpback swim
endangered spout
slippery leap
Apply Vocabulary
Write a Personal Narrative Using the vocabulary
words ask students to complete the following
sentence ldquoI had a whale of a good time when rdquo
Tell students to continue writing after completing
this sentence Remind students to use descriptive
language that appeals to the five senses They
should provide a context to allow the reader
to picture the world of the event Post student
writing inside the body of a whale on a display
board
Oral Language
Expand Vocabulary Write the weekly topic
Whales on the board above a two-column chart
Label the columns Adjectives and Verbs Using the
selection print and electronic resources including
interviews and newspapers tell students to
brainstorm adjectives or verbs relating to whales
Adelinarsquos Whales 507F
5 Day Spelling
Words with oi and ouSpelling
Pretest Word Sorts
Spelling Practice Book pages 115ndash116 Spelling Practice Book page 117
Dictation Sentences 1 A daisy is a flower
2 We heard voices outside
3 The princess hid in the tower
4 We dumped a mound of dirt
5 I read a story about a cowboy
6 Her wedding gown was beautiful
7 You frown when you are not happy
8 We drove south to Florida
9 Why are the dogs howling
10 It will annoy Mike if you keep interrupting him
11 The car made noises yesterday
12 My kitten weighs about a pound
13 The hound followed the scent
14 Put your money in the pouch
15 We collected a thousand cans
16 I wound the rope around the tree
17 Irsquom a grouch when Irsquom tired
18 I felt fine but I still had a cough
19 Irsquove grown two inches in a year
20 They took a voyage to China
ReviewChallenge Words 1 I ate a peanut butter cookie
2 Use the zoom on your camera
3 The new mall is huge
4 During a drought we canrsquot water the grass
5 We took the bus downtown
Words in bold are from the main selection
flower south thousand
voices howling wound
tower annoy grouch
mound noises cough
cowboy pound grown
gown hound voyage
frown pouch
Review cookie zoom huge
Challenge drought downtown
ASSESS PRIOR KNOWLEDGE
Using the Dictation Sentences say
the underlined word Read the
sentence and repeat the word
Have students write the words on
Spelling Practice Book page 115
For a modified list use the first 12
Spelling Words and the 3 Review
Words For a more challenging list
use Spelling Words 3ndash20 and the
2 Challenge Words Have students
correct their own tests
Have students cut apart the Spelling
Word Cards BLM on Teacherrsquos
Resource Book page 84 and figure
out a way to sort them Have them
save the cards for use throughout
the week
Use Spelling Practice Book page 116
for more practice with this weekrsquos
Spelling Words
For Leveled Word Lists go to
wwwmacmillanmhcom
TEACHER AND STUDENT SORTS
Review the Spelling Words
pointing out the oi or ou
sound in most words
Use the cards on the Spelling Word
Cards BLM Attach the key words
south flower noises and annoy to a
bulletin board Model how to sort
the words according to their vowel
sounds and spellings Have students
take turns choosing cards sorting
them and explaining how they
sorted them
When students have finished the
sort discuss any oddballs that do
not fit in any category (grown
cough) Point out that wound is a
homograph Then invite students to
do an open sort in which they sort
all the Spelling Words any way they
wish for example by rhyme or by
consonant blends Discuss studentsrsquo
methods of sorting
507G
SYNONYMS
Write the following list of words
on the board Have students copy
the words into their word study
notebooks and write the Spelling
Word that is a synonym for each
1 pile (mound)
2 scowl (frown)
3 trip (voyage)
4 crying (howling)
5 dress (gown)
Challenge students to identify
three Spelling Words that can be
used as both a noun and a verb
Have them write sentences for
both usages
Have partners write a sentence
for each Spelling Word leaving
a blank space where the word
should go They can exchange
papers and fill in the blanks
SPIRAL REVIEW
Review words with ū uuml and u
Write cookie zoom and huge on
the board Have students identify
the spelling of the ū uuml or u
sound in each word
PROOFREAD AND WRITE
Write these sentences on the
board including the misspelled
words Ask students to proofread
circling incorrect spellings and
writing the correct spellings
1 My lizard has grone and she
gained two pownds (grown
pounds)
2 My cogh is starting to annoi
me (cough annoy)
3 The noyses in the hall were
houling dogs (noises howling)
4 A thowsand voyces were
singing (thousand voices)
POSTTEST
Use the Dictation Sentences on
page 507G for the Posttest
If students have difficulty with any
words in the lesson have students
place them in a list entitled
Spelling Words I Want to Remember
in a word study notebook
Challenge students to look for
words that have the same vowel
patterns they studied this week
Spelling
Word Meanings Review and Proofread Assess and Reteach
Spelling Practice Book page 118 Spelling Practice Book page 119 Spelling Practice Book page 120
Adelinarsquos Whales 507H
5 Day Grammar
Possessive Pronouns
INTRODUCE POSSESSIVE
PRONOUNS
Present the following
A possessive pronoun shows
ownership
A possessive pronoun takes
the place of a possessive noun
Possessive pronouns never have
an apostrophe my your his her
its our and their
Possessive pronouns must match
the nouns they replace in both
number and gender Give the
pass to Armita Give the pass to
her This is Dillon and Leighrsquos car
This is their car
REVIEW POSSESSIVE PRONOUNS
Discuss with students how to
recognize possessive pronouns
INTRODUCE STAND-ALONE
POSSESSIVE PRONOUNS
Present the following
A stand-alone possessive
pronoun is not used directly
before a noun
Most stand-alone possessive
pronouns are formed by adding
s to the pronoun that is used
before a noun These pronouns
are yours hers ours theirs and
mine This report is ours That one
is yours
His and its are the same when
used as stand-alones or before
a noun His shirt was brown The
shirt was his
Grammar
Daily Language ActivitiesUse these activities to introduce each dayrsquos lesson Write the dayrsquos activity on the board or use Transparency 19
DAY 1Adelinas favorite time of year was when the whales visited she Her and her grandfather watch for them every day (1 Adelinarsquos 2 her 3 She and)
DAY 2Her grandfather knowed about whales too Him was the one who had the first friendly visit with whales (1 knew 2 He)
DAY 3Every Fisherman takes their rod on the boat They pull in his lines if a whale come close (1 fisherman 2 his rod 3 their lines 4 comes)
DAY 4The camera on Adelinas lap is herrsquos She is taking a voiage to cownt whales (1 Adelinarsquos 2 hers 3 voyage 4 count)
DAY 5Thowsands of people come to see the whales They act as though it is not mine town but theirrsquos (1 Thousands 2 my 3 theirs)
Introduce the Concept Teach the Concept
Possessive Pronouns
Write on the board This
pencil belongs to Sheila
It is pencil Model
how to choose the correct
pronoun in the second
sentence Create more
sentences using other
studentsrsquo names and your
name to practice all the
pronouns
Grammar Practice Book page 115
See Grammar Transparency 91 for modeling and guided practice
Grammar Practice Book page 116
See Grammar Transparency 92 for modeling and guided practice
507I
REVIEW POSSESSIVE PRONOUNS
Review how to identify possessive
pronouns
MECHANICS AND USAGE
POSSESSIVE NOUNS AND
PRONOUNS
Possessive nouns are formed with
apostrophes teachersrsquo books
Most possessive pronouns that
are used before a noun are not
formed with s her book his car
The exception is its
Possessive stand-alone pronouns
are formed without apostrophes
Except for mine the last letter is
always s It is yours
All possessive pronouns should
agree in number and gender
with the nouns they replace
REVIEW TYPES OF POSSESSIVE
PRONOUNS
Ask students to explain the
differences between regular and
stand-alone possessive pronouns
PROOFREAD
Have students correct errors in the
following sentences
1 That whale is Renas favorite
and this one is mine favorite
(Renarsquos my)
2 Each boy should take their seat
while the whales are close (his
seat)
3 This book about whales is my
(mine)
4 Which is the better picture of a
whalemdashMiguels or herrsquos
(Miguelrsquos hers)
ASSESS
Use page 119 of the Grammar
Practice Book for assessment
RETEACH
Have students create sentences
using possessives pronouns
After checking for accuracy have
students write the sentences
again this time leaving a blank
where the pronoun should be
Students should trade papers
with a partner and try to fill in the
blanks They can then check their
own work
Also use page 120 of the Grammar
Practice Book for reteaching
Grammar
Review and Practice Review and Proofread Assess and Reteach
Grammar Practice Book page 117
See Grammar Transparency 93 for modeling and guided practice
Grammar Practice Book page 118
See Grammar Transparency 94 for modeling and guided practice
Circle the letter before the possessive pronoun that correctlycompletes each sentence
1 Adelinarsquos village was small and main street had only a few houses
a his b our c its d their
2 The whales came to Mexico to have young
a their b your c my d her
3 Although fi rst visit to La Laguna was in June this yearIrsquom going in January
a hisrsquos b theirs c my d her
4 Adelina knows the ocean very well because whole family works on the water
a my b their c our d her
5 Pachico made a sign for his business and letters are large and easy to read
a hers b their c its d my
Grammar Practice Book pages 119ndash120
See Grammar Transparency 95 for modeling and guided practice
Adelinarsquos Whales 507J
En
d-o
f-W
ee
k A
sse
ssm
en
t
ELL Practice and
Assessment 122ndash123
Fluency Assessment
Weekly Assessment 237ndash244
Administer the Test Weekly Reading Assessment Passage and questions pages 237ndash244
ASSESSED SKILLS
bull Sequence
bull Vocabulary Words
bull Dictionary Homographs
bull Possessive Pronouns
bull Words with oi and ou
Administer the Weekly Assessment online
or on CD-ROM
FluencyAssess fluency for one group of students per week
Use the Oral Fluency Record Sheet to track the number
of words read correctly Fluency goal for all students
102ndash122 words correct per minute (WCPM)
Approaching Level Weeks 1 3 5
On Level Weeks 2 4
Beyond Level Week 6
Alternative Assessmentbull ELL Assessment pages 122ndash123
Assessment Tool
507K507K
Diagnose Prescribe
En
d-o
f-We
ek
Asse
ssme
nt
VOCABULARY WORDS
VOCABULARY STRATEGY
Dictionary Homographs
Items 1 2 3 4
IF
0ndash2 items correct
THEN
Reteach skills using the Additional
Lessons page T8
Reteach skills Go to
wwwmacmillanmhcom
Vocabulary PuzzleMaker
Evaluate for Intervention
COMPREHENSION
Skill Sequence
Items 5 6 7 8
0ndash2 items correct Reteach skills using the Additional
Lessons page T3
Evaluate for Intervention
GRAMMAR
Possessive Pronouns
Items 9 10 11
0ndash1 items correct Reteach skills Grammar Practice Book
page 120
SPELLING
Words with oi and ou
Items 12 13 14
0ndash1 items correct Reteach skills Go to
wwwmacmillanmhcom
FLUENCY 98ndash101 WCPM
0ndash97 WCPM
Fluency Solutions
Evaluate for Intervention
Diagnose Prescribe
To place students
in the Intervention
Program use
the Diagnostic
Assessment in the
Intervention Teacherrsquos
Edition
TriumphsAN INTERVENTION PROGRAM
R E A D I N G
Adelinarsquos Whales 507L
Phonics
Approaching Level Options
Objective Decode words with oi and ou
Materials bull Student Book Adelinarsquos Whales
WORDS WITH oi AND ou
ExplainModel
Remind students that the letters oi and oy together usually stand for
oi as in coil and joy The letters ou as in house and ow as in cow usually
stand for ou However ow can also stand for o as in snow
Write the letters t o y on the board Say the sounds that the letters
stand for t oi Then blend the sounds toi Say the word with me toy
Repeat this process with oi and boil
Write the letters t o w n on the board Say the sounds that the letters
stand for t ou n Then blend the sounds toun Say the word with
me town Repeat this process with ou and house
Ask students to provide their own examples of words with oi and ou
Listen and provide constructive feedback
MULTISYLLABIC WORDS WITH oi AND ou
Write the word destroy on the board Have students identify the second
syllable as containing oi troy Have students repeat the syllable then
blend and read the whole word several times Repeat this process with
pounding and ou
Have student pairs work together to practice decoding longer words
with oi and ou Write the following words on the board and ask
student pairs to copy them onto index cards or sheets of paper Say
each word Circle the letters that stand for the ou or the oi sound Then
sort the words by spelling pattern
rejoice annoy crouching underground
growling browning moisture employment
Check each pair for their progress and accuracy
WORD HUNT WORDS WITH oi AND ou IN CONTEXT
Review words with oi and ou Have students search pages 488ndash490 of
Adelinarsquos Whales to find words with oi and ou Ask them to write the
words and circle the letters that spell the oi and ou in each word
Check to see if students have found examples such as outside down
south thousand loud noise sound clouds and out
For each skill below
additional lessons are
provided You can use these
lessons on consecutive days
after teaching the lessons
presented within the week
bull Sequence T3
bull Homographs T8
Additional Resources
To help students build speed
and accuracy with reading
multisyllabic words use the
additional decodable text
on page 23 of the Teacherrsquos
Resource Book
Decodable Text
If students have trouble
figuring out how to
pronounce words that
are homographs such as
bow bou and bow bō
have them look at how the
word is used and try out
each pronunciation and
its related definition in the
context of a sentence Write
She had a pink bow in her
hair on the board and say
I can say bou in the
sentence but a pink
ldquobending of the headrdquo
does not make sense
I can say bō in the
sentence A pink ldquoknot
with loopsrdquo does make
sense This word is
pronounced bō
ConstructiveFeedback
507M
Objective Read with increasing prosody and accuracy at a rate of 102ndash112 WCPM
Materials bull Index cards bull Approaching Practice Book A page 136
WORD AUTOMATICITY
Have students make flashcards for the following words with oi and
ou flower south thousand voices howling wound tower annoy grouch
mound noises cough cowboy pound gown hound voyage frown pouch
Display the cards one at a time and have students say each word Repeat
twice more displaying the words more quickly each time
REPEATED READING
Model reading the Fluency passage in Practice Book A page 136 Tell
students to pay close attention and listen to your tempo Then read
sentences in clusters based on tempo and have students read each cluster
back copying your tempo
During independent reading time have students work with a partner
One student reads aloud while the other repeats each sentence Remind
students to use positive and encouraging phrases when giving feedback
to their partners Circulate and provide constructive feedback Circulate
and provide constructive feedback
TIMED READING
At the end of the week have students do a final timed reading of the
passage on Practice Book A page 136 Students should
begin reading the passage aloud when you say ldquoGordquo
stop reading the passage after one minute when you say ldquoStoprdquo
Keep track of miscues Coach students as needed Help students record
and graph the number of words they read correctly
Vocabulary
Objective Apply vocabulary word meanings
Materials bull Vocabulary Cards bull Student Book Adelinarsquos Whales
VOCABULARY WORDS
Display the Vocabulary Cards for this weekrsquos words dove politicians
snoring massive tangles rumbling and unique Help students locate and
read the vocabulary words in Adelinarsquos Whales Review the definitions
of each word in the Glossary of the Student Book and discuss the
meanings Then have students write their own narratives about whales
using all of these vocabulary words
Approaching Practice Book A page 136
If students read too quickly
or too slowly reread
the passage to them at
the correct tempo Then
lead the class in a choral
reading so they can follow
you lead in reading at the
appropriate rate Repeat
the choral reading as
necessary
ConstructiveFeedback
Adelinarsquos Whales 507N
Vocabulary
Approaching Level Options
Review last weekrsquos words
(electrical globe fuels
decayed) and this weekrsquos
words (rumbling snoring
unique dove massive
tangles politicians) Have
students write a synonym for
each word
Objective Use homographs
DICTIONARY HOMOGRAPHS
Have students create simple crossword puzzles using Vocabulary and
Spelling Words Make sure they include at least two homographs (wound
dove) and write the definitions of the homographs as clues They may use
a dictionary to help them if necessary
Comprehension
Objective Identify sequence
Materials bull Student Book ldquoA Whale of a Triprdquo bull Transparencies 19a and 19b
STRATEGYANALYZE TEXT STRUCTURE
Remind students that recognizing how a text is organized can help them
to identify the sequence of story events
SKILLSEQUENCE
ExplainModel
Authors sometimes use signal words such as first next and last to help
readers recognize the sequence of events in a story
Authors of history texts or how-to articles typically use chronological
order to organize their texts
Display Transparencies 19a and 19b Reread the first pages Ask a
volunteer to identify what the narrator saw first and identify the signal
words
Think Aloud As I read I learn that many things are happening It helps to
recognize sequence words to help summarize what is happening in the
story so I can better understand it
PracticeApply
Invite students to retell the story considering the sequence of events Ask
the following questions
Before going on the trip do you think the narrator expected the whale
would be as big as it turned out to be
What was the first thing Matty told people on the whale-watching trip
Why are birds often seen in areas where whales are present
Student Book or Transparencies 19a and 19b
by Kristin Gold
Retelling Have students
retell the sequence of
events in ldquoA Whale of a
Triprdquo by drawing them Ask
students to choose one
event from the book they
would like to retell Have
students draw the scene
and write one sentence
describing it After the
students have finished
hang the drawings on the
board Then as a class put
the pictures in the order
of events that the story
follows
507O
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Saving the Whales
PREVIEW AND PREDICT
Have students read the title look at the images and preview the first
chapter Have students make predictions about what they will read and
set a purpose for reading
VOCABULARY WORDS
Review the vocabulary words as needed As you read together discuss
how context clues can help you figure out word meanings
STRATEGYANALYZE TEXT STRUCTURE
Remind students that recognizing how a text is organized can help
them better understand the textrsquos important ideas and the authorrsquos
purpose
SKILLSEQUENCE
Remind students to pay attention to the way the selection is organized
and the order in which events occur Read Chapter 2 with students
Think Aloud In the first chapter I learn that in the past there were whale
hunters in all parts of the world Now there are laws to protect whales
from hunters but whales are still being killed in other ways I need to
remember this information for my Sequence Chart
READ AND RESPOND
Finish reading Saving the Whales with students Discuss the following
If the plants that the krill eat die and then the krill die ask students
what will happen next in the food chain
Ask them what happened after Keiko the whale was set free
Work with students to review and revise their Sequence Charts Help
students paraphrase the important ideas in each chapter
MAKE CONNECTIONS ACROSS TEXTS
Invite students to compare Adelinarsquos Whales and Saving the Whales
Have students identify which selection is organized into chapters Ask
them why this format is better for this selection
Have students explain how reading Saving the Whales helps them better
understand the information and events in Adelinarsquos Whales
Leveled Reader
Adelinarsquos Whales 507P
Leveled Reader LessonVocabulary
On Level Options
Student Book
Limericks
On Level Practice Book O page 136
As I read I will pay attention to tempo and match the action in the story
Did you know that whales talk to each other Whales
10 make sounds for different reasons Some sounds are used to
20 locate calves Others are used to find mates Whales even use
31 sounds to warn other pod members that a predator is around
42 Toothed whales click and whistle in order to locate food
52 Baleen whales make knocking moaning snoring and
59 rumbling noises Humpback whales sing but not during
67 feeding season They save their tunes for the warmer waters
77 where they spend their breeding season Some scientists
85 believe they are singing love songs Other scientists think
94 they are sending out threats like ldquoGo awayrdquo We may never
105 know exactly why whales sing
110 Some humpback whales swim up to the surface and take
120 a few breaths Then they dive under the water and start to
132 sing They do not move when they sing Their underwater
142 songs can be heard for miles Sometimes they sing for a half
154 hour without stopping 157
Comprehension Check
1 What actions does a humpback whale take when it sings Sequence
2 Why might a whale need to communicate with another whale Draw Conclusions
Words Read ndash Number of Errors = Words
Correct Score
First Read ndash =
Second Read ndash =
A humpback whale swims to the surface and takes a few breaths Then the whale dives under the water to sing The whale does not move when singing
Whales might need to communicate with other whales to warn them about predators to find mates or to locate their calves
Objective Apply vocabulary words and homographs
Materials bull Vocabulary Cards bull Dictionary
VOCABULARY WORDS
Tell students that they will play a word-definition game Display half of
the Vocabulary Cards Have the first team use a dictionary to help create
two different definitions for each displayed word One should be the
correct definition and the other should be incorrect Then have students
write each pair of definitions on the board The second team chooses
the definition they think is correct They get one point for each correct
answer The team with the most points wins
DICTIONARY HOMOGRAPHS
Remind students that homographs are spelled alike but have different
meanings so they have separate dictionary entries Have students use the
adjective fine in a sentence Then challenge them to use the homograph
fine (money paid) in another sentence Repeat with the word content
Literary Elements
Objective Read poems to identify literary elements
Materials bull Poetry books and resources with limericks bull Student Book ldquoLimericksrdquo
METER AND RHYME SCHEME
Discuss the use of meter and rhyme in each limerick on Student Book
pages 504ndash505 Then have students look through poetry books and other
resources to locate limericks Ask students to discuss the meter and rhyme
scheme in the limericks
Objective Read fluently with appropriate prosody at a rate of 102ndash136 WCPM
Materials bull On Level Practice Book O p 136
REPEATED READING
Model reading the passage on page 136 of Practice Book O Remind
students to pay attention to the tempo to see if it matches the action of
the story Then read one sentence at a time having students echo-read
the sentence back imitating your pace Echo-read through the entire
passage again speeding up to reflect each part of the selection During
independent reading time partners take turns reading
Timed Reading Have students read the passage and record their rates
507Q
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Looking at Whales
PREVIEW AND PREDICT
Have students preview Looking at Whales
Ask students to write down any questions they have about the
selection
Ask if they think this book will be the story of one whale or about
many whales
SKILLSEQUENCE
The sequence is the order in which events happen Signal words such
as before after and then often help to indicate the sequence of events
Explain that students will fill in this information in Sequence Charts
READ AND RESPOND
Read Chapter 1 Pause to discuss how the information in the chapter
is presented At the end of Chapter 2 fill in the Sequence Chart Have
students discuss the sequencing of information including how the word
then helped them understand the information about humpback whales
singing
VOCABULARY WORDS
As they read Looking at Whales ask students to point out vocabulary
words as they appear Then have students discuss how each word is used
Ask Are blue whales massive or small
MAKE CONNECTIONS ACROSS TEXTS
Invite students to draw connections between Looking at Whales and
Adelinarsquos Whales
Ask students to use chronological order words to summarize the
information they learned in Looking at Whales
Ask students if they think Adelina would know most of the information
in Looking at Whales
ELLLeveled Reader
Go to pages
507Undash507V
Leveled Reader
Adelinarsquos Whales 507R
Vocabulary
Beyond Practice Book B page 136
Beyond Level Options
Objective Apply vocabulary words in writing
EXTEND VOCABULARY
Ask students to write a nonfiction piece about a whale Have them use
all of the vocabulary words from this weekrsquos selection and as many words
from this unitrsquos previous weeks as possible
Invite them to edit their essays or a partnerrsquos essay Remind them to check
the spelling and usage of each word
Literary Elements
Objective Use meter and rhyme to write a limerick
Materials bull Student Book ldquoLimericksrdquo
bull Poetry books with limericks bull Nonfiction books about whales
METER AND RHYME SCHEME
Use limericks to point out that meter and rhyme scheme can add to a
readerrsquos enjoyment of a poem Ask How does the use of meter and
rhyme scheme make these limericks more fun to read
Have students read limericks and note the use of meter and rhyme
scheme Then have them read information about whales or use what they
have already learned to write their own limerick about whales
Objective Read fluently with appropriate prosody at a rate of 112ndash136 WCPM
Materials bull Beyond Practice Book B p 136
REPEATED READING
Work with students to begin marking up the Fluency passage on page 136
of Practice Book B Remind them to pay attention to the tempo Then
read one sentence at a time having students echo-read the sentence
back imitating your pace Echo-read through the entire passage again
speeding up to reflect each part of the selection
During independent reading time partners can take turns reading the
passage they have practiced reading aloud Remind students to pay
attention to one anotherrsquos tempo and discuss how different actions in the
passage change the tempo or mood
Timed Reading Have students read the passage and record their reading
rate
Student Book
Limericks
Read Aloud Review meter
and rhyme scheme Then
reread a limerick aloud
Say Listen for the meter and
rhyme scheme of the poem
Then tell students you will
read the poem once more
together Let them know
that this time they should
clap along to the rhythm of
the poem Read the poem
chorally and clap out the
rhythm together
507S
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Gray Whales
PREVIEW AND PREDICT
Have students preview Gray Whales predict what it is about and set a
purpose for reading
SKILLSEQUENCE
Ask a volunteer to explain what the terms text structure and sequence
mean Have another volunteer explain why identifying the text structure
or sequence of events is important for understanding a selection
Explain that students will read Looking at Whales together and fill in
information about order in Sequence Charts
READ AND RESPOND
As students read they should identify the order of events in the selection
and fill in their Sequence Charts Discuss with the group how the story
would change if the sequence of events were different
VOCABULARY WORDS
Have students pay attention to vocabulary words as they come up Ask
students to provide definitions as needed Ask What do whales sometimes
get tangled in
Self-Selected Reading
Objective Read independently to identify the sequence of a text
Materials bull Leveled Readers or informational trade books at studentsrsquo reading level
READ TO IDENTIFY SEQUENCE
Invite students to use their personal interests to choose a nonfiction book
for independent reading Have students read their books and take notes
on the selectionrsquos sequence in their response journals
After reading have students compare the order in which the information
was presented in the book they chose to one of the selections they read
during this weekrsquos lessons Ask Which selection presented information in the
more interesting way Which selection taught you the most about the topic
Leveled Reader
Adelinarsquos Whales 507T
Academic Language Used in Whole Group Instruction
ContentTheme Words SkillStrategy Words WritingGrammar Words
ocean (p484)
aquarium (p 484)
whales (p 484)
mammals (p 484)
gills (p 484)
lungs (p 484)
legend (p 485)
pod (p 505)
homograph (p 484)
photo essay (p 486)
analyze text structure (p 485A)
sequence (p 485A)
limerick (p 504)
meter (p 504)
rhyme scheme (p 504)
voice (p 506)
point of view (p 506)
opinion (p 506)
audience (p 507B)
possessive pronouns (p 507I)
ownership (p 507I)
stand-alone possessive pronoun
(p 507I)
Academic LanguageThroughout the week the English language learners will need help in
building their understanding of the academic language used in daily
instruction and assessment instruments The following strategies will help
to increase their language proficiency and comprehension of content and
instructional words
Strategies to Reinforce Academic Language
Use Context Academic Language (see chart below)
should be explained in the context of the task during
Whole Group Use gestures expressions and visuals to
support meaning
Use Visuals Use charts transparencies and graphic
organizers to explain key labels to help students
understand classroom language
Model Demonstrate the task using academic language in
order for students to understand instruction
English Language Learners
Oral Language For
additional language
support and oral vocabulary
development use the lesson
at www macmillanmhcom
507U
ELL Leveled ReaderELL Leveled Reader Lesson Objectivebull To apply vocabulary and
comprehension skills
Materials
bull ELL Leveled Reader
DAY 1 bull Academic Language
bull Oral Language and Vocabulary Review
DAY 2 bull Academic Language
bull ELL Leveled Reader
DAY 3 bull Academic Language
bull ELL Leveled Reader
DAY 4 bull Academic Language
bull ELL Leveled Reader
DAY 5 bull Academic Language
bull ELL Leveled Reader Comprehension Check and Literacy Activities
ELL Teacherrsquos Guide
for students who need
additional instruction
DEVELOP ORAL LANGUAGE
Build Background Write the word whales on
the board and have students share what they
know What do whales look like What do they eat
How do they communicate List key points Then
do a brief picture walk of the book to add on to
the list
Review Vocabulary Write the vocabulary and story support words
and discuss the meanings Use each word in a sentence Clarify the two
meanings of schools and dove Schools of fish are large groups of fish not
where fish go to learn Who can use ldquoschools of fishrdquo in a sentence
PREVIEW AND PREDICT
Point to the cover photograph and read the title aloud What are we going
to read about Have students brainstorm a list of questions about facts
they would like to learn from this book
Set a Purpose for Reading Show the Sequence Chart and remind students
they have used it before Ask them to use a similar chart to identify the
sequence of events as they are presented in the book
Choose from among the differentiated strategies below to support
studentsrsquo reading at all stages of language acquisition
Beginning
Shared Reading As you
read model analyzing text
structure by identifying key
information about whales
Number the facts to explain
sequence Model filling in
the chart
Intermediate
Read Together Read the
first chapter Help students
analyze text structure by
numbering and recording
key information Take turns
reading with students Ask
them to identify events in
sequence as they read
Advanced
Independent Reading
Have students read the story
After reading each day ask
them to work with a partner
to analyze text structure and
identify events in sequence
Encourage them to use the
new vocabulary
Remind students to use the vocabulary and story words in their whole
group activities
The WorldThe Worldofof
WhalesWhalesby Dina Anastasio
Informational Nonfiction
Adelinarsquos Whales 507V
- Grade 4
-
- Unit 1
- Unit 2
- Unit 3
- Unit 4
-
- Planning the Unit
- Using the Student Book
-
- Dear Mrs LaRue
-
- Puppy Trouble
- Dear Mrs LaRue
- Dog Amazes Scientists
- Writerrsquos Craft Write About Solving a Problem
- Small Group Pages
-
- The Blind Hunter
-
- Through Elizabethrsquos Eyes
- The Blind Hunter
- Make Life Easier For Everybody
- Writerrsquos Craft Write Directions
- Small Group Pages
-
- The Power of Oil
-
- Clean as a Breeze
- The Power of Oil
- Windmills on the Prairies
- Writing Frictional Narrative Write to a Prompt
- Small Group Pages
-
- Adelinarsquos Whales
-
- A Whale of a Trip
- Adelinarsquos Whales
- Limericks
- Writerrsquos Craft Share Your Point of View
- Small Group Pages
-
- At Home in the Coral Reef
-
- Coral Reefs
- At Home in the Coral Reef
- Poseidon and the Kingdom of Atlantis
- Writerrsquos Craft Write about a Community Project
- Small Group Pages
-
- Test Strategy Author and Me
-
- Wrapping Up the Unit
- Additional Lessons and Resources
-
- Unit 5
- Unit 6
-
FluencyComprehension
As I read I will pay attention to tempo and match the action in the story
Did you know that whales talk to each other Whales
10 make sounds for different reasons Some sounds are used to
20 locate calves Others are used to find mates Whales even use
31 sounds to warn other pod members that a predator is around
42 Toothed whales click and whistle in order to locate food
52 Baleen whales make knocking moaning snoring and
59 rumbling noises Humpback whales sing but not during
67 feeding season They save their tunes for the warmer waters
77 where they spend their breeding season Some scientists
85 believe they are singing love songs Other scientists think
94 they are sending out threats like ldquoGo awayrdquo We may never
105 know exactly why whales sing
110 Some humpback whales swim up to the surface and take
120 a few breaths Then they dive under the water and start to
132 sing They do not move when they sing Their underwater
142 songs can be heard for miles Sometimes they sing for a half
154 hour without stopping 157
Comprehension Check
1 What actions does a humpback whale take when it sings Sequence
2 Why might a whale need to communicate with another whale Draw Conclusions
Words Read ndash Number of Errors = Words
Correct Score
First Read ndash =
Second Read ndash =
A humpback whale swims to the surface and takes a few breaths Then the whale dives under the water to sing The whale does not move when singing
Whales might need to communicate with other whales to warn them about predators to find mates or to locate their calves
On Level Practice Book O page 136
Approaching Practice Book A page 136
Beyond Practice Book B page 136
Transparency 19
FluencyRepeated Reading Tempo
EXPLAINMODEL Tell students they will be doing a choral reading
or reading out loud together Point out that the passage on
Transparency 19 begins with slow action and a slow mood After
the whale nudges the boat the fishers become frightened and the
action picks up As you model reading the passage increase the
speed the second and third times you read through the last four
sentences Have students pay attention to the tempo
PRACTICEAPPLY Reread the first two sentences of the passage
with students Then divide them into two groups Have groups
alternate reading sentences Remind students to pay attention to
the tempo changes they should make Students will practice fluency
using Practice Book page 136 or the Fluency Solutions Audio CD
Objectivesbull Read accurately with good
tempo
bull Rate 102ndash122 WCPM
Materials
bull Fluency Transparency 19
bull Fluency Solutions
bull Leveled Practice Books p 136
Vary Reading Pace Act
out the actions as you
explain the sequence of
events in the passage
Next read it aloud using
lots of expression and
gestures to help with
meaning Then echo-read
the passage with students
Ask students to imitate
your tempo and voice
During Small Group Instruction
If No Approaching Level Fluency p 507N
If Yes On Level Options pp 507Qndash507R
Beyond Level Options pp 507Sndash507T
Can students read accurately with good tempo
In a whisper her grandfather begins to draw them in Adelina closes her eyes to imagine the calm and quiet on that first afternoon when his small boat was gently nudged by a huge gray whale As the boat rocked her grandfather and his fishing partnerrsquos hearts pounded They held tight and waited preparing themselves to be thrown into the water by the giant animal The whale dove below them and surfaced again on the opposite side of their boat scraping her head along the smooth sides Instead of being tossed from the boat they were surprised to find themselves still upright and floating
Fluency Transparency 19
from Adelinarsquos Whales page 494
503A
Draw Conclusions
Introduce 413A-B
Practice Apply
414ndash437 LeveledPractice 113ndash114
Reteach Review
443MndashT 447AndashB 448ndash463 469MndashT Leveled Practice120ndash121
Assess Weekly Tests Unit 4 Test Benchmark Tests A B
Maintain 503B 529B 557B
FluencyComprehension
ComprehensionMAINTAIN SKILLDRAW CONCLUSIONS
EXPLAINMODEL
You can use information from a selection as well as personal
experience to draw conclusions
A reader can draw conclusions about a personrsquos character and
about events by looking for clues in the selection
Lead a class discussion about drawing conclusions in ldquoA Whale of a Triprdquo
PRACTICEAPPLY Discuss the photo essay Adelinarsquos Whales and
what details can help readers to draw conclusions Then ask student
partners to discuss the following questions Encourage them to take
notes so that they may share answers with their peers afterward
What tells you that Adelina enjoys living by the ocean
How do you know that Adelina wants to work with whales in the
future What do you think her grandfatherrsquos reaction will be
What can you conclude about the future of Laguna San Ignacio
(Students should be able to identify a conclusion that summarizes
the main idea)
Using conclusions and parts of their discussion have each student
write a paragraph that continues the story For comprehension
practice use the Graphic Organizers on pages 40ndash64 in the
Teacherrsquos Resource Book
Objectivebull Draw conclusions from
details in a story
Adelinarsquos Whales 503B
LOZ_Subhd_LFT LOZ_StudentPgs
PoetryA Limerick is a funny poem
with a specific pattern
of rhyme and meter All
limericks have five lines
Literary ElementsMeter is the rhythm of the
syllables in a line of poetry
Rhyme Scheme is the
pattern of rhymes within
a poem
There once was a whale named Alene
Who strained all her meals through baleen
But she dreamed of a lunch
With a food that goes ldquocrunchrdquo
Like a truckload of just-picked string beans
mdashDoreen Beauregard
Near our boat is a mammal named Luke
Whorsquos exceedingly proud of his fl uke
Just donrsquot call it a tail
Or this dignifi ed whale
Will respond with a splashy rebuke
mdashDoreen Beauregard
WWhale hale WWatchatch
The meter in these three lines is created by emphasizing the third sixth and ninth syllables
LLimericksimericks
aa MMealealAA WWhalehale ofof
504
Paired Selection Student page 504
PoetryGENRE LIMERICK
Have students read the bookmark on
Student Book page 504 Explain that a
limerick
is meant to be funny
sometimes contains idioms puns or
other kinds of figurative language
Literary Elements Meter and Rhyme Scheme
EXPLAINMODEL
Tell students that literary elements
such as meter and rhyme scheme help
give poetry its rhythm
Meter is the rhythm or beat
of a poem It is created by the
arrangement of accented and
unaccented syllables in a line
Rhyme scheme is the pattern of
rhymes in a poem Capital letters are
used to represent each individual
rhyme
Discuss how ldquoWhale Watchrdquo contains
three accented syllables in lines 1 2
and 5
PRACTICEAPPLY
Have students point out the rhyme
scheme of the limerick on page
505 Where does the rhyme scheme
change (the second and third lines)
Read ldquoA Whale of a Mealrdquo ldquoWhale Watchrdquo and
ldquoThe Podless Whalerdquo
As you read remind students to apply what they have learned
about limericks
1
2
504504
Poetry
Connect and Compare1 What is the rhyme scheme of ldquoWhale Watchrdquo What if the last
line rhymed with the third and fourth lines Rhyme Scheme
2 Why were the sea bass in ldquoThe Podless Whalerdquo bewildered
Apply
3 How are the whales in these poems similar to the ones in
Adelinarsquos Whales How are they different
ReadingWriting Across Texts
There once was a whale near Cape Cod
Who just could not locate his pod
So he joined with a mass
Of bewildered sea bass
Who found this behavior quite odd
mdashDoreen Beauregard
P Podless odless WWhalehaleTheThe
The last line of a limerick always rhymes with the first two lines The second and third lines have a different rhyme
Find out more about limericks at wwwmacmillanmhcom
505
1 LITERARY ELEMENTS RHYME
SCHEME
If the name of the whale in ldquoA Whale
of a Mealrdquo were changed to Rose what
other words would have to change in
the poem (baleen string beans) Why
(This poem is a limerick so its rhyme
scheme must be AABBA)
2 LITERARY ELEMENTS METER
What is the meter used in the limerick
ldquoWhale Watchrdquo (Lines 1 2 and 5 have
three beats Lines 3 and 4 have two
beats)
3 MAKE INFERENCES
What is a group of whales called What
poem helped you figure this out (A
group of whales is called a pod This
can be figured out from ldquoThe Podless
Whalerdquo)
Connect and Compare
SUGGESTED ANSWERS
1 The rhyme scheme of ldquoWhale
Watchrdquo is AABBA If the last line
rhymed with the third and fourth
lines the rhyme scheme would be
AABBB and this would not be a
limerick RHYME SCHEME
2 The sea bass were bewildered
because a whale became a member
of their group and this is not
typical of whale behavior APPLY
3 FOCUS QUESTION The whales in
these poems are similar to the ones
in Adelinarsquos Whales because they
share whale characteristics such as
swimming near boats and in pods
They are different from Adelinarsquos
Whales because they are fictional
Adelinarsquos whales are real READING
WRITING ACROSS TEXTS
Paired Selection Student page 505
Internet Research and Inquiry Activity Students can find more
facts about limericks at wwwmacmillanmhcom
3
HISTORY AND CULTURE OF LIMERICKS
Limericks derive from the Irish town of Limerick and date back to
the 14th century Limericks were originally used in nursery rhymes
for children Later these rhymes were repeated and changed by the
working classes who created choruses based on the refrain ldquoWill
you come to Limerickrdquo
A famous childrenrsquos book of limericks Edward Learrsquos Book of
Nonsense was published in England in 1846 Because limericks are
short and funny they have survived to this day across many cultures
Adelinarsquos Whales 505
Why We Need Whales
by Maggie W
We learned in class today that some kinds
of whales are in danger of becoming extinct
I think we should try to save them We need
whales
Why do we need whales We donrsquot need
them for food They donrsquot do any work for us
But they are fascinating to watch They seem
to play and talk together The world would be
less interesting if there were no whales
I want the world to be an interesting place
so I hope there will
always be whales
making their wonderful
noises
Share YourShare YourPoint of ViewPoint of View Writerrsquos Craft
VoiceWriters want their readers to understand their point of view They use appropriate words to show voice and to share their opinions
I tried to show why I feel that whalesare important
I think whales are great I wrote this to express my point of view about whales
506
Features of a Point-of-View Article
In a point-of-view article the writer gives his or her opinion about
a subject A writer should use good reasons to explain his or her
point of view
It is written using first person
It describes a writerrsquos opinion about a subject
It uses supporting statements in a logical order
WritingVoice
READ THE STUDENT MODEL
Read the bookmark about voice
Explain that a writerrsquos voice shows his
or her personality It helps readers to
hear changes in the writerrsquos feelings
just as they would if the writing were
spoken aloud
Have students turn to page 477
Discuss the writerrsquos voice and its effect
Then have the class read Maggie Wrsquos
article and the callouts Tell students
that they will write an article about the
importance of animals They will also
learn how to create a voice that shows
their feelings
WRITINGbull Explanatory Writing
bull Writerrsquos Craft Voice
WORD STUDYbull Words in Context
bull Dictionary
bull Phonics Words with oi and ou
bull Vocabulary Building
SPELLINGbull Words with oi and ou
GRAMMARbull Possessive Pronouns
SMALL GROUP OPTIONS
bull Differentiated Instruction pp 507Mndash507V
506
Transparency 73
Writing Transparency 73
Explanatory Writing
Writerrsquos Checklist Ideas and Content Did I explain my point of view
clearly
Organization Did I state my opinion first and then
give reasons to explain it Did I save the strongest
reason for last
Voice Is my voice clear as I write about the topic
Word Choice Did I choose words carefully
Sentence Fluency Did I vary the length of
my sentences
Conventions Did I spell possessive pronouns
correctly
Your TurnWrite an article of one or two paragraphs to explain
your point of view about the importance of animals
You may write about animals in general or one kind
of animal in particular State your opinion and
give strong reasons for it Save your strongest
reason for last Back up your reasons with
examples End by restating your opinion
Use the Writerrsquos Checklist to check
your writing
507
PREWRITE
Read and discuss the writing prompt
on page 507 Students can brainstorm a
list of animals they feel it is important
to save Ask them to choose the animal
they care most about saving
Display Transparency 73 and discuss
how Maggie used a point-of-view chart
to plan an article with opinions about
animals including the use of strong
supporting statements Have students
use a point-of-view chart to plan their
own articles
DRAFT
Display Transparency 74 Discuss how
Maggie used her chart to organize and
write a draft of her article Talk about
how she could improve the draft Before
students write present the explicit
lesson on Voice on page 507A and
the Ideas and Content and Purpose
and Audience mini lessons on page
507B Have students use their charts
to write their articles Remind them to
keep their purpose and audience in
mind to express strong opinions and to
emphasize strong supporting statements
REVISE
Display Transparency 75 and discuss
Maggiersquos revisions Point out that she
added sentences to show her feelings
about whales Students can revise their
drafts or keep them to work on later
If students choose to revise have
them work in pairs to use the Writerrsquos
Checklist on page 507 Then ask
students to work with a partner to
proofread their writing For Publishing
Options see 507A For lessons on
Possessive Pronouns and Spelling
see page 507B and 5 Day Spelling and
Grammar on pages 507Gndash507J
Transparency 73 Point-of-View
Chart
Transparency 74 Draft
Transparency 75 Revision
Writing Student pages 506ndash507
Point of View Chart
Opinion
We should save whales
Reason
They are fun to watch
Reason
They play and talk together
Reason
They make the world interesting
Writing Transparency 73
Adelinarsquos Whales 507
SPEAKING STRATEGIES
Use tone of voice to show
exciting parts of the article
Change voices when the
strongest feelings are
mentioned
Look at the audience
to help them see your
interest in the article
LISTENING STRATEGIES
Listen to hear how the
author feels about saving
the animal
Try to imagine the setting
of the article in your mind
VoiceEXPLAINMODEL
Good writers use language that shows their feelings about a topic
These feelings make up the writerrsquos voice Reread the first paragraph
of the model on page 506 Point out that Maggie shows her strong
feelings about saving whales when she says we need them and that
they are fascinating to watch Display Transparency 76
Think Aloud The first example shows me how the writer feels
about her cat He is her best buddy She likes it when the cat
comes to see her in the garden The second example tells me
only the facts without saying how the writer feels about them
I donrsquot learn as much about the writer or the animal from this
example
Writing Transparency 76
Transparency 76
PRACTICEAPPLY
Work with students to read the two choices in each set Invite
volunteers to identify the stronger voice in each set and explain
how it shows the writerrsquos feelings Then have students identify and
discuss voice in another story they have recently read
Tell students that as they draft their article they should think about
ways to create a voice that shows their feelings about the animal or
animals they are describing
Publishing OptionsStudents can read aloud their article to the class See Speaking and Listening tips below They can also use their best cursive to write their article (See Teacherrsquos Resource Book pages 168ndash173 for cursive models and practice) Then invite students to illustrate their articles or act them out with a friend
4- and 6-Point Scoring Rubrics
Use the rubric on pages 539Gndash
539H to score published writing
Writing Process
For a complete lesson see Unit Writing on pages 539Andash539H
Writing
Writerrsquos Craft
Voice
Strong Voice Gumby is my best buddy It feels great when he
appears in the garden and then jumps on my back
to purr and watch me dig
Weak Voice Gumby is my cat He walks through the garden to
watch me dig
1 Wow Seeing Flossie run across the lawn to greet
me is so fantastic She barks loudly as if shersquos as
glad to see me as I am to see her
2 Flossie runs across the lawn to greet me She
barks loudly
3 My parrot Polly talks all the time I like the sound
of her voice She always tells me that Irsquom her friend
4 I love to hear Polly my pet parrot talk all the
time Her voice is music that fills our familyrsquos
kitchen Best of all she always tells me that Irsquom
her friend
(1 strong 2 weak 3 weak 4 strong)
Writing Transp
arency 76
507A
Technology
Writing
Writerrsquos Toolbox
Possessive Pronouns
ExplainModel Possessive pronouns take the
place of nouns that show ownership as in her
Point out the first possessive pronoun her in the
first sentence of Adelinarsquos Whales on page 494 This
pronoun shows that the grandfather is Adelinarsquos
PracticeApply Work with students to find more
possessive pronouns in the story on page 494
Have them identify the ownership each pronoun
suggests For a complete lesson on possessive
pronouns see pages 507Indash507J
Mechanics Do not use apostrophes in possessive
pronouns As students proofread their stories ask
them to check that they have used possessive
pronouns correctly
Writing Trait Ideas and Content
ExplainModel Good writers state their opinions
or point of view at the beginning of their writing
They use appropriate words to show voice and
they use good reasons and examples to support
their opinions and explain their point of view
They end their writing by repeating their opinion
strongly in a closing sentence
PracticeApply Have students reread the student
model on page 506 Discuss the callouts on the
left Can students identify Maggie Wrsquos point of view
in her article Ask students if Maggie W supports
her point of view
Purpose and Audience
ExplainModel Point out that one purpose of
writing an article is to inform and persuade the
audience of your opinion Using examples as
Maggie did helps to do this
PracticeApply As students draft tell them to
consider their audience They should use ideas that
will appeal to the people who will read their article
Spelling Words with oi and ou
Ask students to find the words noise and clouds in
the main selection on page 490 Point out that the
sound oi is spelled oi in noise Explain that the
sound ou is spelled ou in clouds but can also be
spelled ow as in flowers For a complete lesson on
words with oi and ou see pages 507Gndash507H
Remind students to use centering to position their title
correctly and to use formatting to capitalize the first letter
in each important word of the storyrsquos title
Adelinarsquos Whales 507B
Word StudyWord Study
Objectivesbull Apply knowledge of word
meanings and context clues
bull Use a dictionary to look up the
meanings of homographs
Materials
bull Vocabulary Transparencies 37
and 38
bull Leveled Practice Books p 138
Review
VocabularyWords in Context
EXPLAINMODEL
Review the meanings of the vocabulary words Display
Transparency 37 Model how to use word meanings and context
clues to fill in the first missing word with students
Think Aloud In the first sentence I learn that the speaker is going
on a boat to whale watch The speaker makes a note about the
boatrsquos size A boat for whale watching would be large I think that
the missing word is massive When I try massive in the sentence it
makes sense
PRACTICEAPPLY
Help students complete item 2 Then have them use context clues
to write missing words for items 3ndash6 on a separate sheet of paper
Students can exchange papers check their answers and explain the
context clues they used to determine the missing words
Fun with Puns Remind students that the vocabulary word dove
is a homograph Review its pronunciations and definitions Have
students work in small groups to create puns using dove Invite
groups to share their puns with the class
Give Examples For massive
sketch a bus and a whale on
the board Say A bus is big
but a whale is massive Have
students brainstorm other
examples in pairs
tangles (p 488) things
twisted together such as
strands of hair
rumbling (p 490) heavy
deep and rolling
snoring (p 490) making
loud breathing sounds
when sleeping
massive (p 491) big or
heavy
dove (p 494) jumped into
the water head first
unique (p 496) one of a
kind
politicians (p 498) people
who hold a government
officeVocabulary Transparency 37
Transparency 37
dove massive politicians rumbling snoring tangles unique
1 We boarded the massive boat amazed at its size and hoped it would be a good day for whale watching
2 The politicians had done a good job of protecting the whales in this bay so I was hopeful that we would see many whales
3 I stepped over the nets that lay in tangles on the deck
4 I watched as the birds dove into the ocean to catch their dinner
5 When I heard a rumbling sound I looked toward the horizon where I saw a unique sight a whale
6 I shouted for my father but when I heard his snoring I knew that he had missed the fantastic sight
507C
Vocabulary Strategy Transparency 38
Word Study
Homographs are words that have the same spelling but different meanings They may also have different pronunciations
Read the list of homographs and their meanings Then read the sentences and decide the meaning of the underlined homograph Write the letter of the correct meaning in the blank next to the sentence
dove ndash a past tense of dive b a kind of bird
fluke ndash c part of a whalersquos tail d something lucky
1 The whale splashed the surface of the water with its fl uke
2 The eagle dove for its prey
3 It was a fl uke that my mother won the game
4 The bird watchers saw a mourning dove sitting in a tree
Pick another homograph Write one sentence for each meaning of the word
5
6
c
a
d
b
My brother gave his girlfriend an engagement ring
Possible response provided
I didnrsquot hear the phone ring so I missed your call
On Level Practice Book 0 page 138
Approaching Practice Book A page 138
Beyond Practice Book B page 138
Practice Vocabulary
Homographs can be
confusing to students
especially those that are
pronounced differently
Create sentences for pairs
of words and model how
to guess the meaning
through the context
Practice with dove wind
and bow
Transparency 38
Homographs
1 What was the content of Karlarsquos lettera subject or topic nounb satisfied adjective
2 We tried to wind the kite string around a sticka moving air nounb to wrap around verb
3 Casey did not shed a tear as he watched the sad moviea to pull apart or into pieces verbb a drop of fluid that comes from the eye noun
4 Tanya put dates and nuts in her breada specific points in time nounb fruits from palm trees noun
PRACTICEAPPLY
Ask students to look up meanings and write sentences for the
following homographs bow row and present
During Small Group Instruction
If No Approaching Level Vocabulary pp 507Nndash507O
If Yes On Level Options pp 507Qndash507R
Beyond Level Options pp 507Sndash507T
Do students understand word meanings Can students use
context clues and dictionaries to understand homographs
STRATEGYDICTIONARY HOMOGRAPHS
EXPLAINMODEL
Remind students that homographs are words that are spelled alike
but have completely different meanings and may have different
pronunciations Explain how a dictionary and context clues can help
a reader to figure out the correct meaning and pronunciation of
homographs
Read the first sentence and definitions on Transparency 38 Model
how to figure out the meaning of content trying both definitions
and pronunciations Ask student volunteers to read aloud and
choose the correct homograph definitions for numbers 2ndash4
Adelinarsquos Whales 507D
The oi sound can be spelled with oi as in foil or with oy as in boy The ou sound can be spelled with ou as in couch or with ow as in now Keep in mind though that not all words containing oi have the oi sound and not all words spelled with ou and ow have the ou sound
In each row of words below there is one word that does not belong If the word does not have the same sound as the others make an X over it If the word is a homograph sometimes pronounced like the other words and sometimes pronounced differently put an asterisk () next to it Then on the blank line add another word that belongs with the group you made
1 joy foil employ onion
2 bow allowed south outside
3 coil destroy oil going
4 mouth doubt through how
5 broil doing spoil noise
6 sow tower frown sprout
7 couch dough cloud crowd
8 enjoy soil shooing toys
9 now enough crown proud
10 brow cow low down
11 annoy voices boil porpoise
12 thought shower loud trout
oi word
ou word
oi word
ou word
oi word
ou word
ou word
oi word
ou word
ou word
oi word
ou wordporpoiseporpoiseporpoiseporpoisepp
on on onioonioonioonioononoo
ngnggoigoigoigoingngnn
ughughhrohrothrothroughughouou
doing doing doing doing ii
ugh ugh doudoudoudouughughuu
oingoingshooshooshooshoooingoingoo
ughughenoenoenoenoughughouou
wwlowlowowowwwww
ught ught houhouthouthouughtughtuu
On Level Practice Book O page 139
Approaching Practice Book A page 139
Beyond Practice Book B page 139
Word Study
Phonics Decode Words with oi and ou
EXPLAINMODEL
Remind students that the letters oi and oy almost always spell the
sound oi The letters ou often spell ou unless they are followed
by r or gh The letters ow often spell ou but they may also spell
ō Write bow
Think Aloud
This word is a homograph When I say bou I know
the word means ldquoto bend the headrdquo or ldquothe front of a boatrdquo
When I say bō I know the word means ldquoa weaponrdquo or ldquoa knot
with loopsrdquo I need to look at the context to figure out which
word the writer means
PRACTICEAPPLY Write these words on the board joy spoil
mountain blouse coin tower and around Have students underline
the letters that spell ou and oi Then have them read the words
aloud pronouncing each sound with emphasis
Decode Multisyllabic Words Write these words on the board
voyage hardboiled encounter southpaw ownership and nowadays
Model how to decode voyage focusing on the sound oi Then work
with students to decode the other words explaining the spelling
of each sound For more practice use the decodable passages on
Teacherrsquos Resource Book page 23
Fill-in-the-Blanks Have students write out ten Spelling Words or
other words with the ou or oi sound Tell them to leave blanks
for the letters that represent these vowel sounds For example
C L _ _ N Students can trade papers with a partner and fill in the
missing letters
Word Study
Objectivesbull Decode the sounds ou and
oi
bull Identify and write sentences
with homophones
Materials
bull Leveled Practice Books p 139
bull Teacherrsquos Resource Book p 23
Use Context Hearing
and distinguishing vowel
sounds can be challenging
for students As students
read and hear the words
within the context of
shared reading and writing
activities they will connect
the sounds to their spelling
patterns
During Small Group Instruction
If No Approaching Level Phonics p 507M
If Yes On Level Options pp 507Qndash507R
Beyond Level Options pp 507Sndash507T
Can students decode words with oi and ou
507E
Spiral Review
Vocabulary Game Form two teams Divide the
Vocabulary Cards electrical globe decayed
amazement loosened midst mysterious patchwork
responsibility and soared from past weeks between
the teams
A Team 1 player takes a card and reads the word
A Team 2 player tells the wordrsquos meaning and uses
it in a sentence If the definition and sentence are
correct Team 2 gets a point If not the card is
returned to the bottom of the pile Then a Team 2
player takes a card and reads the word
Continue playing until all the words have been
correctly defined and used in sentences The team
with the most points wins
Vocabulary Building
Homophones Write on the board The children
let out (wails)(whales) because they couldnrsquot see
the (wails)(whales) Remind students that a
homophone is pronounced in the same way as
another word but has a different meaning and
spelling Have students write more sentences
containing homophone pairs or triples (there
theyrsquore their) Make sure students know how
homophones differ from homographs
Word Study
Vocabulary PuzzleMaker For additional vocabulary and
spelling games go to
wwwmacmillanmhcom
Vocabulary Building
Adjectives Verbshuge spray
humpback swim
endangered spout
slippery leap
Apply Vocabulary
Write a Personal Narrative Using the vocabulary
words ask students to complete the following
sentence ldquoI had a whale of a good time when rdquo
Tell students to continue writing after completing
this sentence Remind students to use descriptive
language that appeals to the five senses They
should provide a context to allow the reader
to picture the world of the event Post student
writing inside the body of a whale on a display
board
Oral Language
Expand Vocabulary Write the weekly topic
Whales on the board above a two-column chart
Label the columns Adjectives and Verbs Using the
selection print and electronic resources including
interviews and newspapers tell students to
brainstorm adjectives or verbs relating to whales
Adelinarsquos Whales 507F
5 Day Spelling
Words with oi and ouSpelling
Pretest Word Sorts
Spelling Practice Book pages 115ndash116 Spelling Practice Book page 117
Dictation Sentences 1 A daisy is a flower
2 We heard voices outside
3 The princess hid in the tower
4 We dumped a mound of dirt
5 I read a story about a cowboy
6 Her wedding gown was beautiful
7 You frown when you are not happy
8 We drove south to Florida
9 Why are the dogs howling
10 It will annoy Mike if you keep interrupting him
11 The car made noises yesterday
12 My kitten weighs about a pound
13 The hound followed the scent
14 Put your money in the pouch
15 We collected a thousand cans
16 I wound the rope around the tree
17 Irsquom a grouch when Irsquom tired
18 I felt fine but I still had a cough
19 Irsquove grown two inches in a year
20 They took a voyage to China
ReviewChallenge Words 1 I ate a peanut butter cookie
2 Use the zoom on your camera
3 The new mall is huge
4 During a drought we canrsquot water the grass
5 We took the bus downtown
Words in bold are from the main selection
flower south thousand
voices howling wound
tower annoy grouch
mound noises cough
cowboy pound grown
gown hound voyage
frown pouch
Review cookie zoom huge
Challenge drought downtown
ASSESS PRIOR KNOWLEDGE
Using the Dictation Sentences say
the underlined word Read the
sentence and repeat the word
Have students write the words on
Spelling Practice Book page 115
For a modified list use the first 12
Spelling Words and the 3 Review
Words For a more challenging list
use Spelling Words 3ndash20 and the
2 Challenge Words Have students
correct their own tests
Have students cut apart the Spelling
Word Cards BLM on Teacherrsquos
Resource Book page 84 and figure
out a way to sort them Have them
save the cards for use throughout
the week
Use Spelling Practice Book page 116
for more practice with this weekrsquos
Spelling Words
For Leveled Word Lists go to
wwwmacmillanmhcom
TEACHER AND STUDENT SORTS
Review the Spelling Words
pointing out the oi or ou
sound in most words
Use the cards on the Spelling Word
Cards BLM Attach the key words
south flower noises and annoy to a
bulletin board Model how to sort
the words according to their vowel
sounds and spellings Have students
take turns choosing cards sorting
them and explaining how they
sorted them
When students have finished the
sort discuss any oddballs that do
not fit in any category (grown
cough) Point out that wound is a
homograph Then invite students to
do an open sort in which they sort
all the Spelling Words any way they
wish for example by rhyme or by
consonant blends Discuss studentsrsquo
methods of sorting
507G
SYNONYMS
Write the following list of words
on the board Have students copy
the words into their word study
notebooks and write the Spelling
Word that is a synonym for each
1 pile (mound)
2 scowl (frown)
3 trip (voyage)
4 crying (howling)
5 dress (gown)
Challenge students to identify
three Spelling Words that can be
used as both a noun and a verb
Have them write sentences for
both usages
Have partners write a sentence
for each Spelling Word leaving
a blank space where the word
should go They can exchange
papers and fill in the blanks
SPIRAL REVIEW
Review words with ū uuml and u
Write cookie zoom and huge on
the board Have students identify
the spelling of the ū uuml or u
sound in each word
PROOFREAD AND WRITE
Write these sentences on the
board including the misspelled
words Ask students to proofread
circling incorrect spellings and
writing the correct spellings
1 My lizard has grone and she
gained two pownds (grown
pounds)
2 My cogh is starting to annoi
me (cough annoy)
3 The noyses in the hall were
houling dogs (noises howling)
4 A thowsand voyces were
singing (thousand voices)
POSTTEST
Use the Dictation Sentences on
page 507G for the Posttest
If students have difficulty with any
words in the lesson have students
place them in a list entitled
Spelling Words I Want to Remember
in a word study notebook
Challenge students to look for
words that have the same vowel
patterns they studied this week
Spelling
Word Meanings Review and Proofread Assess and Reteach
Spelling Practice Book page 118 Spelling Practice Book page 119 Spelling Practice Book page 120
Adelinarsquos Whales 507H
5 Day Grammar
Possessive Pronouns
INTRODUCE POSSESSIVE
PRONOUNS
Present the following
A possessive pronoun shows
ownership
A possessive pronoun takes
the place of a possessive noun
Possessive pronouns never have
an apostrophe my your his her
its our and their
Possessive pronouns must match
the nouns they replace in both
number and gender Give the
pass to Armita Give the pass to
her This is Dillon and Leighrsquos car
This is their car
REVIEW POSSESSIVE PRONOUNS
Discuss with students how to
recognize possessive pronouns
INTRODUCE STAND-ALONE
POSSESSIVE PRONOUNS
Present the following
A stand-alone possessive
pronoun is not used directly
before a noun
Most stand-alone possessive
pronouns are formed by adding
s to the pronoun that is used
before a noun These pronouns
are yours hers ours theirs and
mine This report is ours That one
is yours
His and its are the same when
used as stand-alones or before
a noun His shirt was brown The
shirt was his
Grammar
Daily Language ActivitiesUse these activities to introduce each dayrsquos lesson Write the dayrsquos activity on the board or use Transparency 19
DAY 1Adelinas favorite time of year was when the whales visited she Her and her grandfather watch for them every day (1 Adelinarsquos 2 her 3 She and)
DAY 2Her grandfather knowed about whales too Him was the one who had the first friendly visit with whales (1 knew 2 He)
DAY 3Every Fisherman takes their rod on the boat They pull in his lines if a whale come close (1 fisherman 2 his rod 3 their lines 4 comes)
DAY 4The camera on Adelinas lap is herrsquos She is taking a voiage to cownt whales (1 Adelinarsquos 2 hers 3 voyage 4 count)
DAY 5Thowsands of people come to see the whales They act as though it is not mine town but theirrsquos (1 Thousands 2 my 3 theirs)
Introduce the Concept Teach the Concept
Possessive Pronouns
Write on the board This
pencil belongs to Sheila
It is pencil Model
how to choose the correct
pronoun in the second
sentence Create more
sentences using other
studentsrsquo names and your
name to practice all the
pronouns
Grammar Practice Book page 115
See Grammar Transparency 91 for modeling and guided practice
Grammar Practice Book page 116
See Grammar Transparency 92 for modeling and guided practice
507I
REVIEW POSSESSIVE PRONOUNS
Review how to identify possessive
pronouns
MECHANICS AND USAGE
POSSESSIVE NOUNS AND
PRONOUNS
Possessive nouns are formed with
apostrophes teachersrsquo books
Most possessive pronouns that
are used before a noun are not
formed with s her book his car
The exception is its
Possessive stand-alone pronouns
are formed without apostrophes
Except for mine the last letter is
always s It is yours
All possessive pronouns should
agree in number and gender
with the nouns they replace
REVIEW TYPES OF POSSESSIVE
PRONOUNS
Ask students to explain the
differences between regular and
stand-alone possessive pronouns
PROOFREAD
Have students correct errors in the
following sentences
1 That whale is Renas favorite
and this one is mine favorite
(Renarsquos my)
2 Each boy should take their seat
while the whales are close (his
seat)
3 This book about whales is my
(mine)
4 Which is the better picture of a
whalemdashMiguels or herrsquos
(Miguelrsquos hers)
ASSESS
Use page 119 of the Grammar
Practice Book for assessment
RETEACH
Have students create sentences
using possessives pronouns
After checking for accuracy have
students write the sentences
again this time leaving a blank
where the pronoun should be
Students should trade papers
with a partner and try to fill in the
blanks They can then check their
own work
Also use page 120 of the Grammar
Practice Book for reteaching
Grammar
Review and Practice Review and Proofread Assess and Reteach
Grammar Practice Book page 117
See Grammar Transparency 93 for modeling and guided practice
Grammar Practice Book page 118
See Grammar Transparency 94 for modeling and guided practice
Circle the letter before the possessive pronoun that correctlycompletes each sentence
1 Adelinarsquos village was small and main street had only a few houses
a his b our c its d their
2 The whales came to Mexico to have young
a their b your c my d her
3 Although fi rst visit to La Laguna was in June this yearIrsquom going in January
a hisrsquos b theirs c my d her
4 Adelina knows the ocean very well because whole family works on the water
a my b their c our d her
5 Pachico made a sign for his business and letters are large and easy to read
a hers b their c its d my
Grammar Practice Book pages 119ndash120
See Grammar Transparency 95 for modeling and guided practice
Adelinarsquos Whales 507J
En
d-o
f-W
ee
k A
sse
ssm
en
t
ELL Practice and
Assessment 122ndash123
Fluency Assessment
Weekly Assessment 237ndash244
Administer the Test Weekly Reading Assessment Passage and questions pages 237ndash244
ASSESSED SKILLS
bull Sequence
bull Vocabulary Words
bull Dictionary Homographs
bull Possessive Pronouns
bull Words with oi and ou
Administer the Weekly Assessment online
or on CD-ROM
FluencyAssess fluency for one group of students per week
Use the Oral Fluency Record Sheet to track the number
of words read correctly Fluency goal for all students
102ndash122 words correct per minute (WCPM)
Approaching Level Weeks 1 3 5
On Level Weeks 2 4
Beyond Level Week 6
Alternative Assessmentbull ELL Assessment pages 122ndash123
Assessment Tool
507K507K
Diagnose Prescribe
En
d-o
f-We
ek
Asse
ssme
nt
VOCABULARY WORDS
VOCABULARY STRATEGY
Dictionary Homographs
Items 1 2 3 4
IF
0ndash2 items correct
THEN
Reteach skills using the Additional
Lessons page T8
Reteach skills Go to
wwwmacmillanmhcom
Vocabulary PuzzleMaker
Evaluate for Intervention
COMPREHENSION
Skill Sequence
Items 5 6 7 8
0ndash2 items correct Reteach skills using the Additional
Lessons page T3
Evaluate for Intervention
GRAMMAR
Possessive Pronouns
Items 9 10 11
0ndash1 items correct Reteach skills Grammar Practice Book
page 120
SPELLING
Words with oi and ou
Items 12 13 14
0ndash1 items correct Reteach skills Go to
wwwmacmillanmhcom
FLUENCY 98ndash101 WCPM
0ndash97 WCPM
Fluency Solutions
Evaluate for Intervention
Diagnose Prescribe
To place students
in the Intervention
Program use
the Diagnostic
Assessment in the
Intervention Teacherrsquos
Edition
TriumphsAN INTERVENTION PROGRAM
R E A D I N G
Adelinarsquos Whales 507L
Phonics
Approaching Level Options
Objective Decode words with oi and ou
Materials bull Student Book Adelinarsquos Whales
WORDS WITH oi AND ou
ExplainModel
Remind students that the letters oi and oy together usually stand for
oi as in coil and joy The letters ou as in house and ow as in cow usually
stand for ou However ow can also stand for o as in snow
Write the letters t o y on the board Say the sounds that the letters
stand for t oi Then blend the sounds toi Say the word with me toy
Repeat this process with oi and boil
Write the letters t o w n on the board Say the sounds that the letters
stand for t ou n Then blend the sounds toun Say the word with
me town Repeat this process with ou and house
Ask students to provide their own examples of words with oi and ou
Listen and provide constructive feedback
MULTISYLLABIC WORDS WITH oi AND ou
Write the word destroy on the board Have students identify the second
syllable as containing oi troy Have students repeat the syllable then
blend and read the whole word several times Repeat this process with
pounding and ou
Have student pairs work together to practice decoding longer words
with oi and ou Write the following words on the board and ask
student pairs to copy them onto index cards or sheets of paper Say
each word Circle the letters that stand for the ou or the oi sound Then
sort the words by spelling pattern
rejoice annoy crouching underground
growling browning moisture employment
Check each pair for their progress and accuracy
WORD HUNT WORDS WITH oi AND ou IN CONTEXT
Review words with oi and ou Have students search pages 488ndash490 of
Adelinarsquos Whales to find words with oi and ou Ask them to write the
words and circle the letters that spell the oi and ou in each word
Check to see if students have found examples such as outside down
south thousand loud noise sound clouds and out
For each skill below
additional lessons are
provided You can use these
lessons on consecutive days
after teaching the lessons
presented within the week
bull Sequence T3
bull Homographs T8
Additional Resources
To help students build speed
and accuracy with reading
multisyllabic words use the
additional decodable text
on page 23 of the Teacherrsquos
Resource Book
Decodable Text
If students have trouble
figuring out how to
pronounce words that
are homographs such as
bow bou and bow bō
have them look at how the
word is used and try out
each pronunciation and
its related definition in the
context of a sentence Write
She had a pink bow in her
hair on the board and say
I can say bou in the
sentence but a pink
ldquobending of the headrdquo
does not make sense
I can say bō in the
sentence A pink ldquoknot
with loopsrdquo does make
sense This word is
pronounced bō
ConstructiveFeedback
507M
Objective Read with increasing prosody and accuracy at a rate of 102ndash112 WCPM
Materials bull Index cards bull Approaching Practice Book A page 136
WORD AUTOMATICITY
Have students make flashcards for the following words with oi and
ou flower south thousand voices howling wound tower annoy grouch
mound noises cough cowboy pound gown hound voyage frown pouch
Display the cards one at a time and have students say each word Repeat
twice more displaying the words more quickly each time
REPEATED READING
Model reading the Fluency passage in Practice Book A page 136 Tell
students to pay close attention and listen to your tempo Then read
sentences in clusters based on tempo and have students read each cluster
back copying your tempo
During independent reading time have students work with a partner
One student reads aloud while the other repeats each sentence Remind
students to use positive and encouraging phrases when giving feedback
to their partners Circulate and provide constructive feedback Circulate
and provide constructive feedback
TIMED READING
At the end of the week have students do a final timed reading of the
passage on Practice Book A page 136 Students should
begin reading the passage aloud when you say ldquoGordquo
stop reading the passage after one minute when you say ldquoStoprdquo
Keep track of miscues Coach students as needed Help students record
and graph the number of words they read correctly
Vocabulary
Objective Apply vocabulary word meanings
Materials bull Vocabulary Cards bull Student Book Adelinarsquos Whales
VOCABULARY WORDS
Display the Vocabulary Cards for this weekrsquos words dove politicians
snoring massive tangles rumbling and unique Help students locate and
read the vocabulary words in Adelinarsquos Whales Review the definitions
of each word in the Glossary of the Student Book and discuss the
meanings Then have students write their own narratives about whales
using all of these vocabulary words
Approaching Practice Book A page 136
If students read too quickly
or too slowly reread
the passage to them at
the correct tempo Then
lead the class in a choral
reading so they can follow
you lead in reading at the
appropriate rate Repeat
the choral reading as
necessary
ConstructiveFeedback
Adelinarsquos Whales 507N
Vocabulary
Approaching Level Options
Review last weekrsquos words
(electrical globe fuels
decayed) and this weekrsquos
words (rumbling snoring
unique dove massive
tangles politicians) Have
students write a synonym for
each word
Objective Use homographs
DICTIONARY HOMOGRAPHS
Have students create simple crossword puzzles using Vocabulary and
Spelling Words Make sure they include at least two homographs (wound
dove) and write the definitions of the homographs as clues They may use
a dictionary to help them if necessary
Comprehension
Objective Identify sequence
Materials bull Student Book ldquoA Whale of a Triprdquo bull Transparencies 19a and 19b
STRATEGYANALYZE TEXT STRUCTURE
Remind students that recognizing how a text is organized can help them
to identify the sequence of story events
SKILLSEQUENCE
ExplainModel
Authors sometimes use signal words such as first next and last to help
readers recognize the sequence of events in a story
Authors of history texts or how-to articles typically use chronological
order to organize their texts
Display Transparencies 19a and 19b Reread the first pages Ask a
volunteer to identify what the narrator saw first and identify the signal
words
Think Aloud As I read I learn that many things are happening It helps to
recognize sequence words to help summarize what is happening in the
story so I can better understand it
PracticeApply
Invite students to retell the story considering the sequence of events Ask
the following questions
Before going on the trip do you think the narrator expected the whale
would be as big as it turned out to be
What was the first thing Matty told people on the whale-watching trip
Why are birds often seen in areas where whales are present
Student Book or Transparencies 19a and 19b
by Kristin Gold
Retelling Have students
retell the sequence of
events in ldquoA Whale of a
Triprdquo by drawing them Ask
students to choose one
event from the book they
would like to retell Have
students draw the scene
and write one sentence
describing it After the
students have finished
hang the drawings on the
board Then as a class put
the pictures in the order
of events that the story
follows
507O
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Saving the Whales
PREVIEW AND PREDICT
Have students read the title look at the images and preview the first
chapter Have students make predictions about what they will read and
set a purpose for reading
VOCABULARY WORDS
Review the vocabulary words as needed As you read together discuss
how context clues can help you figure out word meanings
STRATEGYANALYZE TEXT STRUCTURE
Remind students that recognizing how a text is organized can help
them better understand the textrsquos important ideas and the authorrsquos
purpose
SKILLSEQUENCE
Remind students to pay attention to the way the selection is organized
and the order in which events occur Read Chapter 2 with students
Think Aloud In the first chapter I learn that in the past there were whale
hunters in all parts of the world Now there are laws to protect whales
from hunters but whales are still being killed in other ways I need to
remember this information for my Sequence Chart
READ AND RESPOND
Finish reading Saving the Whales with students Discuss the following
If the plants that the krill eat die and then the krill die ask students
what will happen next in the food chain
Ask them what happened after Keiko the whale was set free
Work with students to review and revise their Sequence Charts Help
students paraphrase the important ideas in each chapter
MAKE CONNECTIONS ACROSS TEXTS
Invite students to compare Adelinarsquos Whales and Saving the Whales
Have students identify which selection is organized into chapters Ask
them why this format is better for this selection
Have students explain how reading Saving the Whales helps them better
understand the information and events in Adelinarsquos Whales
Leveled Reader
Adelinarsquos Whales 507P
Leveled Reader LessonVocabulary
On Level Options
Student Book
Limericks
On Level Practice Book O page 136
As I read I will pay attention to tempo and match the action in the story
Did you know that whales talk to each other Whales
10 make sounds for different reasons Some sounds are used to
20 locate calves Others are used to find mates Whales even use
31 sounds to warn other pod members that a predator is around
42 Toothed whales click and whistle in order to locate food
52 Baleen whales make knocking moaning snoring and
59 rumbling noises Humpback whales sing but not during
67 feeding season They save their tunes for the warmer waters
77 where they spend their breeding season Some scientists
85 believe they are singing love songs Other scientists think
94 they are sending out threats like ldquoGo awayrdquo We may never
105 know exactly why whales sing
110 Some humpback whales swim up to the surface and take
120 a few breaths Then they dive under the water and start to
132 sing They do not move when they sing Their underwater
142 songs can be heard for miles Sometimes they sing for a half
154 hour without stopping 157
Comprehension Check
1 What actions does a humpback whale take when it sings Sequence
2 Why might a whale need to communicate with another whale Draw Conclusions
Words Read ndash Number of Errors = Words
Correct Score
First Read ndash =
Second Read ndash =
A humpback whale swims to the surface and takes a few breaths Then the whale dives under the water to sing The whale does not move when singing
Whales might need to communicate with other whales to warn them about predators to find mates or to locate their calves
Objective Apply vocabulary words and homographs
Materials bull Vocabulary Cards bull Dictionary
VOCABULARY WORDS
Tell students that they will play a word-definition game Display half of
the Vocabulary Cards Have the first team use a dictionary to help create
two different definitions for each displayed word One should be the
correct definition and the other should be incorrect Then have students
write each pair of definitions on the board The second team chooses
the definition they think is correct They get one point for each correct
answer The team with the most points wins
DICTIONARY HOMOGRAPHS
Remind students that homographs are spelled alike but have different
meanings so they have separate dictionary entries Have students use the
adjective fine in a sentence Then challenge them to use the homograph
fine (money paid) in another sentence Repeat with the word content
Literary Elements
Objective Read poems to identify literary elements
Materials bull Poetry books and resources with limericks bull Student Book ldquoLimericksrdquo
METER AND RHYME SCHEME
Discuss the use of meter and rhyme in each limerick on Student Book
pages 504ndash505 Then have students look through poetry books and other
resources to locate limericks Ask students to discuss the meter and rhyme
scheme in the limericks
Objective Read fluently with appropriate prosody at a rate of 102ndash136 WCPM
Materials bull On Level Practice Book O p 136
REPEATED READING
Model reading the passage on page 136 of Practice Book O Remind
students to pay attention to the tempo to see if it matches the action of
the story Then read one sentence at a time having students echo-read
the sentence back imitating your pace Echo-read through the entire
passage again speeding up to reflect each part of the selection During
independent reading time partners take turns reading
Timed Reading Have students read the passage and record their rates
507Q
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Looking at Whales
PREVIEW AND PREDICT
Have students preview Looking at Whales
Ask students to write down any questions they have about the
selection
Ask if they think this book will be the story of one whale or about
many whales
SKILLSEQUENCE
The sequence is the order in which events happen Signal words such
as before after and then often help to indicate the sequence of events
Explain that students will fill in this information in Sequence Charts
READ AND RESPOND
Read Chapter 1 Pause to discuss how the information in the chapter
is presented At the end of Chapter 2 fill in the Sequence Chart Have
students discuss the sequencing of information including how the word
then helped them understand the information about humpback whales
singing
VOCABULARY WORDS
As they read Looking at Whales ask students to point out vocabulary
words as they appear Then have students discuss how each word is used
Ask Are blue whales massive or small
MAKE CONNECTIONS ACROSS TEXTS
Invite students to draw connections between Looking at Whales and
Adelinarsquos Whales
Ask students to use chronological order words to summarize the
information they learned in Looking at Whales
Ask students if they think Adelina would know most of the information
in Looking at Whales
ELLLeveled Reader
Go to pages
507Undash507V
Leveled Reader
Adelinarsquos Whales 507R
Vocabulary
Beyond Practice Book B page 136
Beyond Level Options
Objective Apply vocabulary words in writing
EXTEND VOCABULARY
Ask students to write a nonfiction piece about a whale Have them use
all of the vocabulary words from this weekrsquos selection and as many words
from this unitrsquos previous weeks as possible
Invite them to edit their essays or a partnerrsquos essay Remind them to check
the spelling and usage of each word
Literary Elements
Objective Use meter and rhyme to write a limerick
Materials bull Student Book ldquoLimericksrdquo
bull Poetry books with limericks bull Nonfiction books about whales
METER AND RHYME SCHEME
Use limericks to point out that meter and rhyme scheme can add to a
readerrsquos enjoyment of a poem Ask How does the use of meter and
rhyme scheme make these limericks more fun to read
Have students read limericks and note the use of meter and rhyme
scheme Then have them read information about whales or use what they
have already learned to write their own limerick about whales
Objective Read fluently with appropriate prosody at a rate of 112ndash136 WCPM
Materials bull Beyond Practice Book B p 136
REPEATED READING
Work with students to begin marking up the Fluency passage on page 136
of Practice Book B Remind them to pay attention to the tempo Then
read one sentence at a time having students echo-read the sentence
back imitating your pace Echo-read through the entire passage again
speeding up to reflect each part of the selection
During independent reading time partners can take turns reading the
passage they have practiced reading aloud Remind students to pay
attention to one anotherrsquos tempo and discuss how different actions in the
passage change the tempo or mood
Timed Reading Have students read the passage and record their reading
rate
Student Book
Limericks
Read Aloud Review meter
and rhyme scheme Then
reread a limerick aloud
Say Listen for the meter and
rhyme scheme of the poem
Then tell students you will
read the poem once more
together Let them know
that this time they should
clap along to the rhythm of
the poem Read the poem
chorally and clap out the
rhythm together
507S
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Gray Whales
PREVIEW AND PREDICT
Have students preview Gray Whales predict what it is about and set a
purpose for reading
SKILLSEQUENCE
Ask a volunteer to explain what the terms text structure and sequence
mean Have another volunteer explain why identifying the text structure
or sequence of events is important for understanding a selection
Explain that students will read Looking at Whales together and fill in
information about order in Sequence Charts
READ AND RESPOND
As students read they should identify the order of events in the selection
and fill in their Sequence Charts Discuss with the group how the story
would change if the sequence of events were different
VOCABULARY WORDS
Have students pay attention to vocabulary words as they come up Ask
students to provide definitions as needed Ask What do whales sometimes
get tangled in
Self-Selected Reading
Objective Read independently to identify the sequence of a text
Materials bull Leveled Readers or informational trade books at studentsrsquo reading level
READ TO IDENTIFY SEQUENCE
Invite students to use their personal interests to choose a nonfiction book
for independent reading Have students read their books and take notes
on the selectionrsquos sequence in their response journals
After reading have students compare the order in which the information
was presented in the book they chose to one of the selections they read
during this weekrsquos lessons Ask Which selection presented information in the
more interesting way Which selection taught you the most about the topic
Leveled Reader
Adelinarsquos Whales 507T
Academic Language Used in Whole Group Instruction
ContentTheme Words SkillStrategy Words WritingGrammar Words
ocean (p484)
aquarium (p 484)
whales (p 484)
mammals (p 484)
gills (p 484)
lungs (p 484)
legend (p 485)
pod (p 505)
homograph (p 484)
photo essay (p 486)
analyze text structure (p 485A)
sequence (p 485A)
limerick (p 504)
meter (p 504)
rhyme scheme (p 504)
voice (p 506)
point of view (p 506)
opinion (p 506)
audience (p 507B)
possessive pronouns (p 507I)
ownership (p 507I)
stand-alone possessive pronoun
(p 507I)
Academic LanguageThroughout the week the English language learners will need help in
building their understanding of the academic language used in daily
instruction and assessment instruments The following strategies will help
to increase their language proficiency and comprehension of content and
instructional words
Strategies to Reinforce Academic Language
Use Context Academic Language (see chart below)
should be explained in the context of the task during
Whole Group Use gestures expressions and visuals to
support meaning
Use Visuals Use charts transparencies and graphic
organizers to explain key labels to help students
understand classroom language
Model Demonstrate the task using academic language in
order for students to understand instruction
English Language Learners
Oral Language For
additional language
support and oral vocabulary
development use the lesson
at www macmillanmhcom
507U
ELL Leveled ReaderELL Leveled Reader Lesson Objectivebull To apply vocabulary and
comprehension skills
Materials
bull ELL Leveled Reader
DAY 1 bull Academic Language
bull Oral Language and Vocabulary Review
DAY 2 bull Academic Language
bull ELL Leveled Reader
DAY 3 bull Academic Language
bull ELL Leveled Reader
DAY 4 bull Academic Language
bull ELL Leveled Reader
DAY 5 bull Academic Language
bull ELL Leveled Reader Comprehension Check and Literacy Activities
ELL Teacherrsquos Guide
for students who need
additional instruction
DEVELOP ORAL LANGUAGE
Build Background Write the word whales on
the board and have students share what they
know What do whales look like What do they eat
How do they communicate List key points Then
do a brief picture walk of the book to add on to
the list
Review Vocabulary Write the vocabulary and story support words
and discuss the meanings Use each word in a sentence Clarify the two
meanings of schools and dove Schools of fish are large groups of fish not
where fish go to learn Who can use ldquoschools of fishrdquo in a sentence
PREVIEW AND PREDICT
Point to the cover photograph and read the title aloud What are we going
to read about Have students brainstorm a list of questions about facts
they would like to learn from this book
Set a Purpose for Reading Show the Sequence Chart and remind students
they have used it before Ask them to use a similar chart to identify the
sequence of events as they are presented in the book
Choose from among the differentiated strategies below to support
studentsrsquo reading at all stages of language acquisition
Beginning
Shared Reading As you
read model analyzing text
structure by identifying key
information about whales
Number the facts to explain
sequence Model filling in
the chart
Intermediate
Read Together Read the
first chapter Help students
analyze text structure by
numbering and recording
key information Take turns
reading with students Ask
them to identify events in
sequence as they read
Advanced
Independent Reading
Have students read the story
After reading each day ask
them to work with a partner
to analyze text structure and
identify events in sequence
Encourage them to use the
new vocabulary
Remind students to use the vocabulary and story words in their whole
group activities
The WorldThe Worldofof
WhalesWhalesby Dina Anastasio
Informational Nonfiction
Adelinarsquos Whales 507V
- Grade 4
-
- Unit 1
- Unit 2
- Unit 3
- Unit 4
-
- Planning the Unit
- Using the Student Book
-
- Dear Mrs LaRue
-
- Puppy Trouble
- Dear Mrs LaRue
- Dog Amazes Scientists
- Writerrsquos Craft Write About Solving a Problem
- Small Group Pages
-
- The Blind Hunter
-
- Through Elizabethrsquos Eyes
- The Blind Hunter
- Make Life Easier For Everybody
- Writerrsquos Craft Write Directions
- Small Group Pages
-
- The Power of Oil
-
- Clean as a Breeze
- The Power of Oil
- Windmills on the Prairies
- Writing Frictional Narrative Write to a Prompt
- Small Group Pages
-
- Adelinarsquos Whales
-
- A Whale of a Trip
- Adelinarsquos Whales
- Limericks
- Writerrsquos Craft Share Your Point of View
- Small Group Pages
-
- At Home in the Coral Reef
-
- Coral Reefs
- At Home in the Coral Reef
- Poseidon and the Kingdom of Atlantis
- Writerrsquos Craft Write about a Community Project
- Small Group Pages
-
- Test Strategy Author and Me
-
- Wrapping Up the Unit
- Additional Lessons and Resources
-
- Unit 5
- Unit 6
-
Draw Conclusions
Introduce 413A-B
Practice Apply
414ndash437 LeveledPractice 113ndash114
Reteach Review
443MndashT 447AndashB 448ndash463 469MndashT Leveled Practice120ndash121
Assess Weekly Tests Unit 4 Test Benchmark Tests A B
Maintain 503B 529B 557B
FluencyComprehension
ComprehensionMAINTAIN SKILLDRAW CONCLUSIONS
EXPLAINMODEL
You can use information from a selection as well as personal
experience to draw conclusions
A reader can draw conclusions about a personrsquos character and
about events by looking for clues in the selection
Lead a class discussion about drawing conclusions in ldquoA Whale of a Triprdquo
PRACTICEAPPLY Discuss the photo essay Adelinarsquos Whales and
what details can help readers to draw conclusions Then ask student
partners to discuss the following questions Encourage them to take
notes so that they may share answers with their peers afterward
What tells you that Adelina enjoys living by the ocean
How do you know that Adelina wants to work with whales in the
future What do you think her grandfatherrsquos reaction will be
What can you conclude about the future of Laguna San Ignacio
(Students should be able to identify a conclusion that summarizes
the main idea)
Using conclusions and parts of their discussion have each student
write a paragraph that continues the story For comprehension
practice use the Graphic Organizers on pages 40ndash64 in the
Teacherrsquos Resource Book
Objectivebull Draw conclusions from
details in a story
Adelinarsquos Whales 503B
LOZ_Subhd_LFT LOZ_StudentPgs
PoetryA Limerick is a funny poem
with a specific pattern
of rhyme and meter All
limericks have five lines
Literary ElementsMeter is the rhythm of the
syllables in a line of poetry
Rhyme Scheme is the
pattern of rhymes within
a poem
There once was a whale named Alene
Who strained all her meals through baleen
But she dreamed of a lunch
With a food that goes ldquocrunchrdquo
Like a truckload of just-picked string beans
mdashDoreen Beauregard
Near our boat is a mammal named Luke
Whorsquos exceedingly proud of his fl uke
Just donrsquot call it a tail
Or this dignifi ed whale
Will respond with a splashy rebuke
mdashDoreen Beauregard
WWhale hale WWatchatch
The meter in these three lines is created by emphasizing the third sixth and ninth syllables
LLimericksimericks
aa MMealealAA WWhalehale ofof
504
Paired Selection Student page 504
PoetryGENRE LIMERICK
Have students read the bookmark on
Student Book page 504 Explain that a
limerick
is meant to be funny
sometimes contains idioms puns or
other kinds of figurative language
Literary Elements Meter and Rhyme Scheme
EXPLAINMODEL
Tell students that literary elements
such as meter and rhyme scheme help
give poetry its rhythm
Meter is the rhythm or beat
of a poem It is created by the
arrangement of accented and
unaccented syllables in a line
Rhyme scheme is the pattern of
rhymes in a poem Capital letters are
used to represent each individual
rhyme
Discuss how ldquoWhale Watchrdquo contains
three accented syllables in lines 1 2
and 5
PRACTICEAPPLY
Have students point out the rhyme
scheme of the limerick on page
505 Where does the rhyme scheme
change (the second and third lines)
Read ldquoA Whale of a Mealrdquo ldquoWhale Watchrdquo and
ldquoThe Podless Whalerdquo
As you read remind students to apply what they have learned
about limericks
1
2
504504
Poetry
Connect and Compare1 What is the rhyme scheme of ldquoWhale Watchrdquo What if the last
line rhymed with the third and fourth lines Rhyme Scheme
2 Why were the sea bass in ldquoThe Podless Whalerdquo bewildered
Apply
3 How are the whales in these poems similar to the ones in
Adelinarsquos Whales How are they different
ReadingWriting Across Texts
There once was a whale near Cape Cod
Who just could not locate his pod
So he joined with a mass
Of bewildered sea bass
Who found this behavior quite odd
mdashDoreen Beauregard
P Podless odless WWhalehaleTheThe
The last line of a limerick always rhymes with the first two lines The second and third lines have a different rhyme
Find out more about limericks at wwwmacmillanmhcom
505
1 LITERARY ELEMENTS RHYME
SCHEME
If the name of the whale in ldquoA Whale
of a Mealrdquo were changed to Rose what
other words would have to change in
the poem (baleen string beans) Why
(This poem is a limerick so its rhyme
scheme must be AABBA)
2 LITERARY ELEMENTS METER
What is the meter used in the limerick
ldquoWhale Watchrdquo (Lines 1 2 and 5 have
three beats Lines 3 and 4 have two
beats)
3 MAKE INFERENCES
What is a group of whales called What
poem helped you figure this out (A
group of whales is called a pod This
can be figured out from ldquoThe Podless
Whalerdquo)
Connect and Compare
SUGGESTED ANSWERS
1 The rhyme scheme of ldquoWhale
Watchrdquo is AABBA If the last line
rhymed with the third and fourth
lines the rhyme scheme would be
AABBB and this would not be a
limerick RHYME SCHEME
2 The sea bass were bewildered
because a whale became a member
of their group and this is not
typical of whale behavior APPLY
3 FOCUS QUESTION The whales in
these poems are similar to the ones
in Adelinarsquos Whales because they
share whale characteristics such as
swimming near boats and in pods
They are different from Adelinarsquos
Whales because they are fictional
Adelinarsquos whales are real READING
WRITING ACROSS TEXTS
Paired Selection Student page 505
Internet Research and Inquiry Activity Students can find more
facts about limericks at wwwmacmillanmhcom
3
HISTORY AND CULTURE OF LIMERICKS
Limericks derive from the Irish town of Limerick and date back to
the 14th century Limericks were originally used in nursery rhymes
for children Later these rhymes were repeated and changed by the
working classes who created choruses based on the refrain ldquoWill
you come to Limerickrdquo
A famous childrenrsquos book of limericks Edward Learrsquos Book of
Nonsense was published in England in 1846 Because limericks are
short and funny they have survived to this day across many cultures
Adelinarsquos Whales 505
Why We Need Whales
by Maggie W
We learned in class today that some kinds
of whales are in danger of becoming extinct
I think we should try to save them We need
whales
Why do we need whales We donrsquot need
them for food They donrsquot do any work for us
But they are fascinating to watch They seem
to play and talk together The world would be
less interesting if there were no whales
I want the world to be an interesting place
so I hope there will
always be whales
making their wonderful
noises
Share YourShare YourPoint of ViewPoint of View Writerrsquos Craft
VoiceWriters want their readers to understand their point of view They use appropriate words to show voice and to share their opinions
I tried to show why I feel that whalesare important
I think whales are great I wrote this to express my point of view about whales
506
Features of a Point-of-View Article
In a point-of-view article the writer gives his or her opinion about
a subject A writer should use good reasons to explain his or her
point of view
It is written using first person
It describes a writerrsquos opinion about a subject
It uses supporting statements in a logical order
WritingVoice
READ THE STUDENT MODEL
Read the bookmark about voice
Explain that a writerrsquos voice shows his
or her personality It helps readers to
hear changes in the writerrsquos feelings
just as they would if the writing were
spoken aloud
Have students turn to page 477
Discuss the writerrsquos voice and its effect
Then have the class read Maggie Wrsquos
article and the callouts Tell students
that they will write an article about the
importance of animals They will also
learn how to create a voice that shows
their feelings
WRITINGbull Explanatory Writing
bull Writerrsquos Craft Voice
WORD STUDYbull Words in Context
bull Dictionary
bull Phonics Words with oi and ou
bull Vocabulary Building
SPELLINGbull Words with oi and ou
GRAMMARbull Possessive Pronouns
SMALL GROUP OPTIONS
bull Differentiated Instruction pp 507Mndash507V
506
Transparency 73
Writing Transparency 73
Explanatory Writing
Writerrsquos Checklist Ideas and Content Did I explain my point of view
clearly
Organization Did I state my opinion first and then
give reasons to explain it Did I save the strongest
reason for last
Voice Is my voice clear as I write about the topic
Word Choice Did I choose words carefully
Sentence Fluency Did I vary the length of
my sentences
Conventions Did I spell possessive pronouns
correctly
Your TurnWrite an article of one or two paragraphs to explain
your point of view about the importance of animals
You may write about animals in general or one kind
of animal in particular State your opinion and
give strong reasons for it Save your strongest
reason for last Back up your reasons with
examples End by restating your opinion
Use the Writerrsquos Checklist to check
your writing
507
PREWRITE
Read and discuss the writing prompt
on page 507 Students can brainstorm a
list of animals they feel it is important
to save Ask them to choose the animal
they care most about saving
Display Transparency 73 and discuss
how Maggie used a point-of-view chart
to plan an article with opinions about
animals including the use of strong
supporting statements Have students
use a point-of-view chart to plan their
own articles
DRAFT
Display Transparency 74 Discuss how
Maggie used her chart to organize and
write a draft of her article Talk about
how she could improve the draft Before
students write present the explicit
lesson on Voice on page 507A and
the Ideas and Content and Purpose
and Audience mini lessons on page
507B Have students use their charts
to write their articles Remind them to
keep their purpose and audience in
mind to express strong opinions and to
emphasize strong supporting statements
REVISE
Display Transparency 75 and discuss
Maggiersquos revisions Point out that she
added sentences to show her feelings
about whales Students can revise their
drafts or keep them to work on later
If students choose to revise have
them work in pairs to use the Writerrsquos
Checklist on page 507 Then ask
students to work with a partner to
proofread their writing For Publishing
Options see 507A For lessons on
Possessive Pronouns and Spelling
see page 507B and 5 Day Spelling and
Grammar on pages 507Gndash507J
Transparency 73 Point-of-View
Chart
Transparency 74 Draft
Transparency 75 Revision
Writing Student pages 506ndash507
Point of View Chart
Opinion
We should save whales
Reason
They are fun to watch
Reason
They play and talk together
Reason
They make the world interesting
Writing Transparency 73
Adelinarsquos Whales 507
SPEAKING STRATEGIES
Use tone of voice to show
exciting parts of the article
Change voices when the
strongest feelings are
mentioned
Look at the audience
to help them see your
interest in the article
LISTENING STRATEGIES
Listen to hear how the
author feels about saving
the animal
Try to imagine the setting
of the article in your mind
VoiceEXPLAINMODEL
Good writers use language that shows their feelings about a topic
These feelings make up the writerrsquos voice Reread the first paragraph
of the model on page 506 Point out that Maggie shows her strong
feelings about saving whales when she says we need them and that
they are fascinating to watch Display Transparency 76
Think Aloud The first example shows me how the writer feels
about her cat He is her best buddy She likes it when the cat
comes to see her in the garden The second example tells me
only the facts without saying how the writer feels about them
I donrsquot learn as much about the writer or the animal from this
example
Writing Transparency 76
Transparency 76
PRACTICEAPPLY
Work with students to read the two choices in each set Invite
volunteers to identify the stronger voice in each set and explain
how it shows the writerrsquos feelings Then have students identify and
discuss voice in another story they have recently read
Tell students that as they draft their article they should think about
ways to create a voice that shows their feelings about the animal or
animals they are describing
Publishing OptionsStudents can read aloud their article to the class See Speaking and Listening tips below They can also use their best cursive to write their article (See Teacherrsquos Resource Book pages 168ndash173 for cursive models and practice) Then invite students to illustrate their articles or act them out with a friend
4- and 6-Point Scoring Rubrics
Use the rubric on pages 539Gndash
539H to score published writing
Writing Process
For a complete lesson see Unit Writing on pages 539Andash539H
Writing
Writerrsquos Craft
Voice
Strong Voice Gumby is my best buddy It feels great when he
appears in the garden and then jumps on my back
to purr and watch me dig
Weak Voice Gumby is my cat He walks through the garden to
watch me dig
1 Wow Seeing Flossie run across the lawn to greet
me is so fantastic She barks loudly as if shersquos as
glad to see me as I am to see her
2 Flossie runs across the lawn to greet me She
barks loudly
3 My parrot Polly talks all the time I like the sound
of her voice She always tells me that Irsquom her friend
4 I love to hear Polly my pet parrot talk all the
time Her voice is music that fills our familyrsquos
kitchen Best of all she always tells me that Irsquom
her friend
(1 strong 2 weak 3 weak 4 strong)
Writing Transp
arency 76
507A
Technology
Writing
Writerrsquos Toolbox
Possessive Pronouns
ExplainModel Possessive pronouns take the
place of nouns that show ownership as in her
Point out the first possessive pronoun her in the
first sentence of Adelinarsquos Whales on page 494 This
pronoun shows that the grandfather is Adelinarsquos
PracticeApply Work with students to find more
possessive pronouns in the story on page 494
Have them identify the ownership each pronoun
suggests For a complete lesson on possessive
pronouns see pages 507Indash507J
Mechanics Do not use apostrophes in possessive
pronouns As students proofread their stories ask
them to check that they have used possessive
pronouns correctly
Writing Trait Ideas and Content
ExplainModel Good writers state their opinions
or point of view at the beginning of their writing
They use appropriate words to show voice and
they use good reasons and examples to support
their opinions and explain their point of view
They end their writing by repeating their opinion
strongly in a closing sentence
PracticeApply Have students reread the student
model on page 506 Discuss the callouts on the
left Can students identify Maggie Wrsquos point of view
in her article Ask students if Maggie W supports
her point of view
Purpose and Audience
ExplainModel Point out that one purpose of
writing an article is to inform and persuade the
audience of your opinion Using examples as
Maggie did helps to do this
PracticeApply As students draft tell them to
consider their audience They should use ideas that
will appeal to the people who will read their article
Spelling Words with oi and ou
Ask students to find the words noise and clouds in
the main selection on page 490 Point out that the
sound oi is spelled oi in noise Explain that the
sound ou is spelled ou in clouds but can also be
spelled ow as in flowers For a complete lesson on
words with oi and ou see pages 507Gndash507H
Remind students to use centering to position their title
correctly and to use formatting to capitalize the first letter
in each important word of the storyrsquos title
Adelinarsquos Whales 507B
Word StudyWord Study
Objectivesbull Apply knowledge of word
meanings and context clues
bull Use a dictionary to look up the
meanings of homographs
Materials
bull Vocabulary Transparencies 37
and 38
bull Leveled Practice Books p 138
Review
VocabularyWords in Context
EXPLAINMODEL
Review the meanings of the vocabulary words Display
Transparency 37 Model how to use word meanings and context
clues to fill in the first missing word with students
Think Aloud In the first sentence I learn that the speaker is going
on a boat to whale watch The speaker makes a note about the
boatrsquos size A boat for whale watching would be large I think that
the missing word is massive When I try massive in the sentence it
makes sense
PRACTICEAPPLY
Help students complete item 2 Then have them use context clues
to write missing words for items 3ndash6 on a separate sheet of paper
Students can exchange papers check their answers and explain the
context clues they used to determine the missing words
Fun with Puns Remind students that the vocabulary word dove
is a homograph Review its pronunciations and definitions Have
students work in small groups to create puns using dove Invite
groups to share their puns with the class
Give Examples For massive
sketch a bus and a whale on
the board Say A bus is big
but a whale is massive Have
students brainstorm other
examples in pairs
tangles (p 488) things
twisted together such as
strands of hair
rumbling (p 490) heavy
deep and rolling
snoring (p 490) making
loud breathing sounds
when sleeping
massive (p 491) big or
heavy
dove (p 494) jumped into
the water head first
unique (p 496) one of a
kind
politicians (p 498) people
who hold a government
officeVocabulary Transparency 37
Transparency 37
dove massive politicians rumbling snoring tangles unique
1 We boarded the massive boat amazed at its size and hoped it would be a good day for whale watching
2 The politicians had done a good job of protecting the whales in this bay so I was hopeful that we would see many whales
3 I stepped over the nets that lay in tangles on the deck
4 I watched as the birds dove into the ocean to catch their dinner
5 When I heard a rumbling sound I looked toward the horizon where I saw a unique sight a whale
6 I shouted for my father but when I heard his snoring I knew that he had missed the fantastic sight
507C
Vocabulary Strategy Transparency 38
Word Study
Homographs are words that have the same spelling but different meanings They may also have different pronunciations
Read the list of homographs and their meanings Then read the sentences and decide the meaning of the underlined homograph Write the letter of the correct meaning in the blank next to the sentence
dove ndash a past tense of dive b a kind of bird
fluke ndash c part of a whalersquos tail d something lucky
1 The whale splashed the surface of the water with its fl uke
2 The eagle dove for its prey
3 It was a fl uke that my mother won the game
4 The bird watchers saw a mourning dove sitting in a tree
Pick another homograph Write one sentence for each meaning of the word
5
6
c
a
d
b
My brother gave his girlfriend an engagement ring
Possible response provided
I didnrsquot hear the phone ring so I missed your call
On Level Practice Book 0 page 138
Approaching Practice Book A page 138
Beyond Practice Book B page 138
Practice Vocabulary
Homographs can be
confusing to students
especially those that are
pronounced differently
Create sentences for pairs
of words and model how
to guess the meaning
through the context
Practice with dove wind
and bow
Transparency 38
Homographs
1 What was the content of Karlarsquos lettera subject or topic nounb satisfied adjective
2 We tried to wind the kite string around a sticka moving air nounb to wrap around verb
3 Casey did not shed a tear as he watched the sad moviea to pull apart or into pieces verbb a drop of fluid that comes from the eye noun
4 Tanya put dates and nuts in her breada specific points in time nounb fruits from palm trees noun
PRACTICEAPPLY
Ask students to look up meanings and write sentences for the
following homographs bow row and present
During Small Group Instruction
If No Approaching Level Vocabulary pp 507Nndash507O
If Yes On Level Options pp 507Qndash507R
Beyond Level Options pp 507Sndash507T
Do students understand word meanings Can students use
context clues and dictionaries to understand homographs
STRATEGYDICTIONARY HOMOGRAPHS
EXPLAINMODEL
Remind students that homographs are words that are spelled alike
but have completely different meanings and may have different
pronunciations Explain how a dictionary and context clues can help
a reader to figure out the correct meaning and pronunciation of
homographs
Read the first sentence and definitions on Transparency 38 Model
how to figure out the meaning of content trying both definitions
and pronunciations Ask student volunteers to read aloud and
choose the correct homograph definitions for numbers 2ndash4
Adelinarsquos Whales 507D
The oi sound can be spelled with oi as in foil or with oy as in boy The ou sound can be spelled with ou as in couch or with ow as in now Keep in mind though that not all words containing oi have the oi sound and not all words spelled with ou and ow have the ou sound
In each row of words below there is one word that does not belong If the word does not have the same sound as the others make an X over it If the word is a homograph sometimes pronounced like the other words and sometimes pronounced differently put an asterisk () next to it Then on the blank line add another word that belongs with the group you made
1 joy foil employ onion
2 bow allowed south outside
3 coil destroy oil going
4 mouth doubt through how
5 broil doing spoil noise
6 sow tower frown sprout
7 couch dough cloud crowd
8 enjoy soil shooing toys
9 now enough crown proud
10 brow cow low down
11 annoy voices boil porpoise
12 thought shower loud trout
oi word
ou word
oi word
ou word
oi word
ou word
ou word
oi word
ou word
ou word
oi word
ou wordporpoiseporpoiseporpoiseporpoisepp
on on onioonioonioonioononoo
ngnggoigoigoigoingngnn
ughughhrohrothrothroughughouou
doing doing doing doing ii
ugh ugh doudoudoudouughughuu
oingoingshooshooshooshoooingoingoo
ughughenoenoenoenoughughouou
wwlowlowowowwwww
ught ught houhouthouthouughtughtuu
On Level Practice Book O page 139
Approaching Practice Book A page 139
Beyond Practice Book B page 139
Word Study
Phonics Decode Words with oi and ou
EXPLAINMODEL
Remind students that the letters oi and oy almost always spell the
sound oi The letters ou often spell ou unless they are followed
by r or gh The letters ow often spell ou but they may also spell
ō Write bow
Think Aloud
This word is a homograph When I say bou I know
the word means ldquoto bend the headrdquo or ldquothe front of a boatrdquo
When I say bō I know the word means ldquoa weaponrdquo or ldquoa knot
with loopsrdquo I need to look at the context to figure out which
word the writer means
PRACTICEAPPLY Write these words on the board joy spoil
mountain blouse coin tower and around Have students underline
the letters that spell ou and oi Then have them read the words
aloud pronouncing each sound with emphasis
Decode Multisyllabic Words Write these words on the board
voyage hardboiled encounter southpaw ownership and nowadays
Model how to decode voyage focusing on the sound oi Then work
with students to decode the other words explaining the spelling
of each sound For more practice use the decodable passages on
Teacherrsquos Resource Book page 23
Fill-in-the-Blanks Have students write out ten Spelling Words or
other words with the ou or oi sound Tell them to leave blanks
for the letters that represent these vowel sounds For example
C L _ _ N Students can trade papers with a partner and fill in the
missing letters
Word Study
Objectivesbull Decode the sounds ou and
oi
bull Identify and write sentences
with homophones
Materials
bull Leveled Practice Books p 139
bull Teacherrsquos Resource Book p 23
Use Context Hearing
and distinguishing vowel
sounds can be challenging
for students As students
read and hear the words
within the context of
shared reading and writing
activities they will connect
the sounds to their spelling
patterns
During Small Group Instruction
If No Approaching Level Phonics p 507M
If Yes On Level Options pp 507Qndash507R
Beyond Level Options pp 507Sndash507T
Can students decode words with oi and ou
507E
Spiral Review
Vocabulary Game Form two teams Divide the
Vocabulary Cards electrical globe decayed
amazement loosened midst mysterious patchwork
responsibility and soared from past weeks between
the teams
A Team 1 player takes a card and reads the word
A Team 2 player tells the wordrsquos meaning and uses
it in a sentence If the definition and sentence are
correct Team 2 gets a point If not the card is
returned to the bottom of the pile Then a Team 2
player takes a card and reads the word
Continue playing until all the words have been
correctly defined and used in sentences The team
with the most points wins
Vocabulary Building
Homophones Write on the board The children
let out (wails)(whales) because they couldnrsquot see
the (wails)(whales) Remind students that a
homophone is pronounced in the same way as
another word but has a different meaning and
spelling Have students write more sentences
containing homophone pairs or triples (there
theyrsquore their) Make sure students know how
homophones differ from homographs
Word Study
Vocabulary PuzzleMaker For additional vocabulary and
spelling games go to
wwwmacmillanmhcom
Vocabulary Building
Adjectives Verbshuge spray
humpback swim
endangered spout
slippery leap
Apply Vocabulary
Write a Personal Narrative Using the vocabulary
words ask students to complete the following
sentence ldquoI had a whale of a good time when rdquo
Tell students to continue writing after completing
this sentence Remind students to use descriptive
language that appeals to the five senses They
should provide a context to allow the reader
to picture the world of the event Post student
writing inside the body of a whale on a display
board
Oral Language
Expand Vocabulary Write the weekly topic
Whales on the board above a two-column chart
Label the columns Adjectives and Verbs Using the
selection print and electronic resources including
interviews and newspapers tell students to
brainstorm adjectives or verbs relating to whales
Adelinarsquos Whales 507F
5 Day Spelling
Words with oi and ouSpelling
Pretest Word Sorts
Spelling Practice Book pages 115ndash116 Spelling Practice Book page 117
Dictation Sentences 1 A daisy is a flower
2 We heard voices outside
3 The princess hid in the tower
4 We dumped a mound of dirt
5 I read a story about a cowboy
6 Her wedding gown was beautiful
7 You frown when you are not happy
8 We drove south to Florida
9 Why are the dogs howling
10 It will annoy Mike if you keep interrupting him
11 The car made noises yesterday
12 My kitten weighs about a pound
13 The hound followed the scent
14 Put your money in the pouch
15 We collected a thousand cans
16 I wound the rope around the tree
17 Irsquom a grouch when Irsquom tired
18 I felt fine but I still had a cough
19 Irsquove grown two inches in a year
20 They took a voyage to China
ReviewChallenge Words 1 I ate a peanut butter cookie
2 Use the zoom on your camera
3 The new mall is huge
4 During a drought we canrsquot water the grass
5 We took the bus downtown
Words in bold are from the main selection
flower south thousand
voices howling wound
tower annoy grouch
mound noises cough
cowboy pound grown
gown hound voyage
frown pouch
Review cookie zoom huge
Challenge drought downtown
ASSESS PRIOR KNOWLEDGE
Using the Dictation Sentences say
the underlined word Read the
sentence and repeat the word
Have students write the words on
Spelling Practice Book page 115
For a modified list use the first 12
Spelling Words and the 3 Review
Words For a more challenging list
use Spelling Words 3ndash20 and the
2 Challenge Words Have students
correct their own tests
Have students cut apart the Spelling
Word Cards BLM on Teacherrsquos
Resource Book page 84 and figure
out a way to sort them Have them
save the cards for use throughout
the week
Use Spelling Practice Book page 116
for more practice with this weekrsquos
Spelling Words
For Leveled Word Lists go to
wwwmacmillanmhcom
TEACHER AND STUDENT SORTS
Review the Spelling Words
pointing out the oi or ou
sound in most words
Use the cards on the Spelling Word
Cards BLM Attach the key words
south flower noises and annoy to a
bulletin board Model how to sort
the words according to their vowel
sounds and spellings Have students
take turns choosing cards sorting
them and explaining how they
sorted them
When students have finished the
sort discuss any oddballs that do
not fit in any category (grown
cough) Point out that wound is a
homograph Then invite students to
do an open sort in which they sort
all the Spelling Words any way they
wish for example by rhyme or by
consonant blends Discuss studentsrsquo
methods of sorting
507G
SYNONYMS
Write the following list of words
on the board Have students copy
the words into their word study
notebooks and write the Spelling
Word that is a synonym for each
1 pile (mound)
2 scowl (frown)
3 trip (voyage)
4 crying (howling)
5 dress (gown)
Challenge students to identify
three Spelling Words that can be
used as both a noun and a verb
Have them write sentences for
both usages
Have partners write a sentence
for each Spelling Word leaving
a blank space where the word
should go They can exchange
papers and fill in the blanks
SPIRAL REVIEW
Review words with ū uuml and u
Write cookie zoom and huge on
the board Have students identify
the spelling of the ū uuml or u
sound in each word
PROOFREAD AND WRITE
Write these sentences on the
board including the misspelled
words Ask students to proofread
circling incorrect spellings and
writing the correct spellings
1 My lizard has grone and she
gained two pownds (grown
pounds)
2 My cogh is starting to annoi
me (cough annoy)
3 The noyses in the hall were
houling dogs (noises howling)
4 A thowsand voyces were
singing (thousand voices)
POSTTEST
Use the Dictation Sentences on
page 507G for the Posttest
If students have difficulty with any
words in the lesson have students
place them in a list entitled
Spelling Words I Want to Remember
in a word study notebook
Challenge students to look for
words that have the same vowel
patterns they studied this week
Spelling
Word Meanings Review and Proofread Assess and Reteach
Spelling Practice Book page 118 Spelling Practice Book page 119 Spelling Practice Book page 120
Adelinarsquos Whales 507H
5 Day Grammar
Possessive Pronouns
INTRODUCE POSSESSIVE
PRONOUNS
Present the following
A possessive pronoun shows
ownership
A possessive pronoun takes
the place of a possessive noun
Possessive pronouns never have
an apostrophe my your his her
its our and their
Possessive pronouns must match
the nouns they replace in both
number and gender Give the
pass to Armita Give the pass to
her This is Dillon and Leighrsquos car
This is their car
REVIEW POSSESSIVE PRONOUNS
Discuss with students how to
recognize possessive pronouns
INTRODUCE STAND-ALONE
POSSESSIVE PRONOUNS
Present the following
A stand-alone possessive
pronoun is not used directly
before a noun
Most stand-alone possessive
pronouns are formed by adding
s to the pronoun that is used
before a noun These pronouns
are yours hers ours theirs and
mine This report is ours That one
is yours
His and its are the same when
used as stand-alones or before
a noun His shirt was brown The
shirt was his
Grammar
Daily Language ActivitiesUse these activities to introduce each dayrsquos lesson Write the dayrsquos activity on the board or use Transparency 19
DAY 1Adelinas favorite time of year was when the whales visited she Her and her grandfather watch for them every day (1 Adelinarsquos 2 her 3 She and)
DAY 2Her grandfather knowed about whales too Him was the one who had the first friendly visit with whales (1 knew 2 He)
DAY 3Every Fisherman takes their rod on the boat They pull in his lines if a whale come close (1 fisherman 2 his rod 3 their lines 4 comes)
DAY 4The camera on Adelinas lap is herrsquos She is taking a voiage to cownt whales (1 Adelinarsquos 2 hers 3 voyage 4 count)
DAY 5Thowsands of people come to see the whales They act as though it is not mine town but theirrsquos (1 Thousands 2 my 3 theirs)
Introduce the Concept Teach the Concept
Possessive Pronouns
Write on the board This
pencil belongs to Sheila
It is pencil Model
how to choose the correct
pronoun in the second
sentence Create more
sentences using other
studentsrsquo names and your
name to practice all the
pronouns
Grammar Practice Book page 115
See Grammar Transparency 91 for modeling and guided practice
Grammar Practice Book page 116
See Grammar Transparency 92 for modeling and guided practice
507I
REVIEW POSSESSIVE PRONOUNS
Review how to identify possessive
pronouns
MECHANICS AND USAGE
POSSESSIVE NOUNS AND
PRONOUNS
Possessive nouns are formed with
apostrophes teachersrsquo books
Most possessive pronouns that
are used before a noun are not
formed with s her book his car
The exception is its
Possessive stand-alone pronouns
are formed without apostrophes
Except for mine the last letter is
always s It is yours
All possessive pronouns should
agree in number and gender
with the nouns they replace
REVIEW TYPES OF POSSESSIVE
PRONOUNS
Ask students to explain the
differences between regular and
stand-alone possessive pronouns
PROOFREAD
Have students correct errors in the
following sentences
1 That whale is Renas favorite
and this one is mine favorite
(Renarsquos my)
2 Each boy should take their seat
while the whales are close (his
seat)
3 This book about whales is my
(mine)
4 Which is the better picture of a
whalemdashMiguels or herrsquos
(Miguelrsquos hers)
ASSESS
Use page 119 of the Grammar
Practice Book for assessment
RETEACH
Have students create sentences
using possessives pronouns
After checking for accuracy have
students write the sentences
again this time leaving a blank
where the pronoun should be
Students should trade papers
with a partner and try to fill in the
blanks They can then check their
own work
Also use page 120 of the Grammar
Practice Book for reteaching
Grammar
Review and Practice Review and Proofread Assess and Reteach
Grammar Practice Book page 117
See Grammar Transparency 93 for modeling and guided practice
Grammar Practice Book page 118
See Grammar Transparency 94 for modeling and guided practice
Circle the letter before the possessive pronoun that correctlycompletes each sentence
1 Adelinarsquos village was small and main street had only a few houses
a his b our c its d their
2 The whales came to Mexico to have young
a their b your c my d her
3 Although fi rst visit to La Laguna was in June this yearIrsquom going in January
a hisrsquos b theirs c my d her
4 Adelina knows the ocean very well because whole family works on the water
a my b their c our d her
5 Pachico made a sign for his business and letters are large and easy to read
a hers b their c its d my
Grammar Practice Book pages 119ndash120
See Grammar Transparency 95 for modeling and guided practice
Adelinarsquos Whales 507J
En
d-o
f-W
ee
k A
sse
ssm
en
t
ELL Practice and
Assessment 122ndash123
Fluency Assessment
Weekly Assessment 237ndash244
Administer the Test Weekly Reading Assessment Passage and questions pages 237ndash244
ASSESSED SKILLS
bull Sequence
bull Vocabulary Words
bull Dictionary Homographs
bull Possessive Pronouns
bull Words with oi and ou
Administer the Weekly Assessment online
or on CD-ROM
FluencyAssess fluency for one group of students per week
Use the Oral Fluency Record Sheet to track the number
of words read correctly Fluency goal for all students
102ndash122 words correct per minute (WCPM)
Approaching Level Weeks 1 3 5
On Level Weeks 2 4
Beyond Level Week 6
Alternative Assessmentbull ELL Assessment pages 122ndash123
Assessment Tool
507K507K
Diagnose Prescribe
En
d-o
f-We
ek
Asse
ssme
nt
VOCABULARY WORDS
VOCABULARY STRATEGY
Dictionary Homographs
Items 1 2 3 4
IF
0ndash2 items correct
THEN
Reteach skills using the Additional
Lessons page T8
Reteach skills Go to
wwwmacmillanmhcom
Vocabulary PuzzleMaker
Evaluate for Intervention
COMPREHENSION
Skill Sequence
Items 5 6 7 8
0ndash2 items correct Reteach skills using the Additional
Lessons page T3
Evaluate for Intervention
GRAMMAR
Possessive Pronouns
Items 9 10 11
0ndash1 items correct Reteach skills Grammar Practice Book
page 120
SPELLING
Words with oi and ou
Items 12 13 14
0ndash1 items correct Reteach skills Go to
wwwmacmillanmhcom
FLUENCY 98ndash101 WCPM
0ndash97 WCPM
Fluency Solutions
Evaluate for Intervention
Diagnose Prescribe
To place students
in the Intervention
Program use
the Diagnostic
Assessment in the
Intervention Teacherrsquos
Edition
TriumphsAN INTERVENTION PROGRAM
R E A D I N G
Adelinarsquos Whales 507L
Phonics
Approaching Level Options
Objective Decode words with oi and ou
Materials bull Student Book Adelinarsquos Whales
WORDS WITH oi AND ou
ExplainModel
Remind students that the letters oi and oy together usually stand for
oi as in coil and joy The letters ou as in house and ow as in cow usually
stand for ou However ow can also stand for o as in snow
Write the letters t o y on the board Say the sounds that the letters
stand for t oi Then blend the sounds toi Say the word with me toy
Repeat this process with oi and boil
Write the letters t o w n on the board Say the sounds that the letters
stand for t ou n Then blend the sounds toun Say the word with
me town Repeat this process with ou and house
Ask students to provide their own examples of words with oi and ou
Listen and provide constructive feedback
MULTISYLLABIC WORDS WITH oi AND ou
Write the word destroy on the board Have students identify the second
syllable as containing oi troy Have students repeat the syllable then
blend and read the whole word several times Repeat this process with
pounding and ou
Have student pairs work together to practice decoding longer words
with oi and ou Write the following words on the board and ask
student pairs to copy them onto index cards or sheets of paper Say
each word Circle the letters that stand for the ou or the oi sound Then
sort the words by spelling pattern
rejoice annoy crouching underground
growling browning moisture employment
Check each pair for their progress and accuracy
WORD HUNT WORDS WITH oi AND ou IN CONTEXT
Review words with oi and ou Have students search pages 488ndash490 of
Adelinarsquos Whales to find words with oi and ou Ask them to write the
words and circle the letters that spell the oi and ou in each word
Check to see if students have found examples such as outside down
south thousand loud noise sound clouds and out
For each skill below
additional lessons are
provided You can use these
lessons on consecutive days
after teaching the lessons
presented within the week
bull Sequence T3
bull Homographs T8
Additional Resources
To help students build speed
and accuracy with reading
multisyllabic words use the
additional decodable text
on page 23 of the Teacherrsquos
Resource Book
Decodable Text
If students have trouble
figuring out how to
pronounce words that
are homographs such as
bow bou and bow bō
have them look at how the
word is used and try out
each pronunciation and
its related definition in the
context of a sentence Write
She had a pink bow in her
hair on the board and say
I can say bou in the
sentence but a pink
ldquobending of the headrdquo
does not make sense
I can say bō in the
sentence A pink ldquoknot
with loopsrdquo does make
sense This word is
pronounced bō
ConstructiveFeedback
507M
Objective Read with increasing prosody and accuracy at a rate of 102ndash112 WCPM
Materials bull Index cards bull Approaching Practice Book A page 136
WORD AUTOMATICITY
Have students make flashcards for the following words with oi and
ou flower south thousand voices howling wound tower annoy grouch
mound noises cough cowboy pound gown hound voyage frown pouch
Display the cards one at a time and have students say each word Repeat
twice more displaying the words more quickly each time
REPEATED READING
Model reading the Fluency passage in Practice Book A page 136 Tell
students to pay close attention and listen to your tempo Then read
sentences in clusters based on tempo and have students read each cluster
back copying your tempo
During independent reading time have students work with a partner
One student reads aloud while the other repeats each sentence Remind
students to use positive and encouraging phrases when giving feedback
to their partners Circulate and provide constructive feedback Circulate
and provide constructive feedback
TIMED READING
At the end of the week have students do a final timed reading of the
passage on Practice Book A page 136 Students should
begin reading the passage aloud when you say ldquoGordquo
stop reading the passage after one minute when you say ldquoStoprdquo
Keep track of miscues Coach students as needed Help students record
and graph the number of words they read correctly
Vocabulary
Objective Apply vocabulary word meanings
Materials bull Vocabulary Cards bull Student Book Adelinarsquos Whales
VOCABULARY WORDS
Display the Vocabulary Cards for this weekrsquos words dove politicians
snoring massive tangles rumbling and unique Help students locate and
read the vocabulary words in Adelinarsquos Whales Review the definitions
of each word in the Glossary of the Student Book and discuss the
meanings Then have students write their own narratives about whales
using all of these vocabulary words
Approaching Practice Book A page 136
If students read too quickly
or too slowly reread
the passage to them at
the correct tempo Then
lead the class in a choral
reading so they can follow
you lead in reading at the
appropriate rate Repeat
the choral reading as
necessary
ConstructiveFeedback
Adelinarsquos Whales 507N
Vocabulary
Approaching Level Options
Review last weekrsquos words
(electrical globe fuels
decayed) and this weekrsquos
words (rumbling snoring
unique dove massive
tangles politicians) Have
students write a synonym for
each word
Objective Use homographs
DICTIONARY HOMOGRAPHS
Have students create simple crossword puzzles using Vocabulary and
Spelling Words Make sure they include at least two homographs (wound
dove) and write the definitions of the homographs as clues They may use
a dictionary to help them if necessary
Comprehension
Objective Identify sequence
Materials bull Student Book ldquoA Whale of a Triprdquo bull Transparencies 19a and 19b
STRATEGYANALYZE TEXT STRUCTURE
Remind students that recognizing how a text is organized can help them
to identify the sequence of story events
SKILLSEQUENCE
ExplainModel
Authors sometimes use signal words such as first next and last to help
readers recognize the sequence of events in a story
Authors of history texts or how-to articles typically use chronological
order to organize their texts
Display Transparencies 19a and 19b Reread the first pages Ask a
volunteer to identify what the narrator saw first and identify the signal
words
Think Aloud As I read I learn that many things are happening It helps to
recognize sequence words to help summarize what is happening in the
story so I can better understand it
PracticeApply
Invite students to retell the story considering the sequence of events Ask
the following questions
Before going on the trip do you think the narrator expected the whale
would be as big as it turned out to be
What was the first thing Matty told people on the whale-watching trip
Why are birds often seen in areas where whales are present
Student Book or Transparencies 19a and 19b
by Kristin Gold
Retelling Have students
retell the sequence of
events in ldquoA Whale of a
Triprdquo by drawing them Ask
students to choose one
event from the book they
would like to retell Have
students draw the scene
and write one sentence
describing it After the
students have finished
hang the drawings on the
board Then as a class put
the pictures in the order
of events that the story
follows
507O
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Saving the Whales
PREVIEW AND PREDICT
Have students read the title look at the images and preview the first
chapter Have students make predictions about what they will read and
set a purpose for reading
VOCABULARY WORDS
Review the vocabulary words as needed As you read together discuss
how context clues can help you figure out word meanings
STRATEGYANALYZE TEXT STRUCTURE
Remind students that recognizing how a text is organized can help
them better understand the textrsquos important ideas and the authorrsquos
purpose
SKILLSEQUENCE
Remind students to pay attention to the way the selection is organized
and the order in which events occur Read Chapter 2 with students
Think Aloud In the first chapter I learn that in the past there were whale
hunters in all parts of the world Now there are laws to protect whales
from hunters but whales are still being killed in other ways I need to
remember this information for my Sequence Chart
READ AND RESPOND
Finish reading Saving the Whales with students Discuss the following
If the plants that the krill eat die and then the krill die ask students
what will happen next in the food chain
Ask them what happened after Keiko the whale was set free
Work with students to review and revise their Sequence Charts Help
students paraphrase the important ideas in each chapter
MAKE CONNECTIONS ACROSS TEXTS
Invite students to compare Adelinarsquos Whales and Saving the Whales
Have students identify which selection is organized into chapters Ask
them why this format is better for this selection
Have students explain how reading Saving the Whales helps them better
understand the information and events in Adelinarsquos Whales
Leveled Reader
Adelinarsquos Whales 507P
Leveled Reader LessonVocabulary
On Level Options
Student Book
Limericks
On Level Practice Book O page 136
As I read I will pay attention to tempo and match the action in the story
Did you know that whales talk to each other Whales
10 make sounds for different reasons Some sounds are used to
20 locate calves Others are used to find mates Whales even use
31 sounds to warn other pod members that a predator is around
42 Toothed whales click and whistle in order to locate food
52 Baleen whales make knocking moaning snoring and
59 rumbling noises Humpback whales sing but not during
67 feeding season They save their tunes for the warmer waters
77 where they spend their breeding season Some scientists
85 believe they are singing love songs Other scientists think
94 they are sending out threats like ldquoGo awayrdquo We may never
105 know exactly why whales sing
110 Some humpback whales swim up to the surface and take
120 a few breaths Then they dive under the water and start to
132 sing They do not move when they sing Their underwater
142 songs can be heard for miles Sometimes they sing for a half
154 hour without stopping 157
Comprehension Check
1 What actions does a humpback whale take when it sings Sequence
2 Why might a whale need to communicate with another whale Draw Conclusions
Words Read ndash Number of Errors = Words
Correct Score
First Read ndash =
Second Read ndash =
A humpback whale swims to the surface and takes a few breaths Then the whale dives under the water to sing The whale does not move when singing
Whales might need to communicate with other whales to warn them about predators to find mates or to locate their calves
Objective Apply vocabulary words and homographs
Materials bull Vocabulary Cards bull Dictionary
VOCABULARY WORDS
Tell students that they will play a word-definition game Display half of
the Vocabulary Cards Have the first team use a dictionary to help create
two different definitions for each displayed word One should be the
correct definition and the other should be incorrect Then have students
write each pair of definitions on the board The second team chooses
the definition they think is correct They get one point for each correct
answer The team with the most points wins
DICTIONARY HOMOGRAPHS
Remind students that homographs are spelled alike but have different
meanings so they have separate dictionary entries Have students use the
adjective fine in a sentence Then challenge them to use the homograph
fine (money paid) in another sentence Repeat with the word content
Literary Elements
Objective Read poems to identify literary elements
Materials bull Poetry books and resources with limericks bull Student Book ldquoLimericksrdquo
METER AND RHYME SCHEME
Discuss the use of meter and rhyme in each limerick on Student Book
pages 504ndash505 Then have students look through poetry books and other
resources to locate limericks Ask students to discuss the meter and rhyme
scheme in the limericks
Objective Read fluently with appropriate prosody at a rate of 102ndash136 WCPM
Materials bull On Level Practice Book O p 136
REPEATED READING
Model reading the passage on page 136 of Practice Book O Remind
students to pay attention to the tempo to see if it matches the action of
the story Then read one sentence at a time having students echo-read
the sentence back imitating your pace Echo-read through the entire
passage again speeding up to reflect each part of the selection During
independent reading time partners take turns reading
Timed Reading Have students read the passage and record their rates
507Q
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Looking at Whales
PREVIEW AND PREDICT
Have students preview Looking at Whales
Ask students to write down any questions they have about the
selection
Ask if they think this book will be the story of one whale or about
many whales
SKILLSEQUENCE
The sequence is the order in which events happen Signal words such
as before after and then often help to indicate the sequence of events
Explain that students will fill in this information in Sequence Charts
READ AND RESPOND
Read Chapter 1 Pause to discuss how the information in the chapter
is presented At the end of Chapter 2 fill in the Sequence Chart Have
students discuss the sequencing of information including how the word
then helped them understand the information about humpback whales
singing
VOCABULARY WORDS
As they read Looking at Whales ask students to point out vocabulary
words as they appear Then have students discuss how each word is used
Ask Are blue whales massive or small
MAKE CONNECTIONS ACROSS TEXTS
Invite students to draw connections between Looking at Whales and
Adelinarsquos Whales
Ask students to use chronological order words to summarize the
information they learned in Looking at Whales
Ask students if they think Adelina would know most of the information
in Looking at Whales
ELLLeveled Reader
Go to pages
507Undash507V
Leveled Reader
Adelinarsquos Whales 507R
Vocabulary
Beyond Practice Book B page 136
Beyond Level Options
Objective Apply vocabulary words in writing
EXTEND VOCABULARY
Ask students to write a nonfiction piece about a whale Have them use
all of the vocabulary words from this weekrsquos selection and as many words
from this unitrsquos previous weeks as possible
Invite them to edit their essays or a partnerrsquos essay Remind them to check
the spelling and usage of each word
Literary Elements
Objective Use meter and rhyme to write a limerick
Materials bull Student Book ldquoLimericksrdquo
bull Poetry books with limericks bull Nonfiction books about whales
METER AND RHYME SCHEME
Use limericks to point out that meter and rhyme scheme can add to a
readerrsquos enjoyment of a poem Ask How does the use of meter and
rhyme scheme make these limericks more fun to read
Have students read limericks and note the use of meter and rhyme
scheme Then have them read information about whales or use what they
have already learned to write their own limerick about whales
Objective Read fluently with appropriate prosody at a rate of 112ndash136 WCPM
Materials bull Beyond Practice Book B p 136
REPEATED READING
Work with students to begin marking up the Fluency passage on page 136
of Practice Book B Remind them to pay attention to the tempo Then
read one sentence at a time having students echo-read the sentence
back imitating your pace Echo-read through the entire passage again
speeding up to reflect each part of the selection
During independent reading time partners can take turns reading the
passage they have practiced reading aloud Remind students to pay
attention to one anotherrsquos tempo and discuss how different actions in the
passage change the tempo or mood
Timed Reading Have students read the passage and record their reading
rate
Student Book
Limericks
Read Aloud Review meter
and rhyme scheme Then
reread a limerick aloud
Say Listen for the meter and
rhyme scheme of the poem
Then tell students you will
read the poem once more
together Let them know
that this time they should
clap along to the rhythm of
the poem Read the poem
chorally and clap out the
rhythm together
507S
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Gray Whales
PREVIEW AND PREDICT
Have students preview Gray Whales predict what it is about and set a
purpose for reading
SKILLSEQUENCE
Ask a volunteer to explain what the terms text structure and sequence
mean Have another volunteer explain why identifying the text structure
or sequence of events is important for understanding a selection
Explain that students will read Looking at Whales together and fill in
information about order in Sequence Charts
READ AND RESPOND
As students read they should identify the order of events in the selection
and fill in their Sequence Charts Discuss with the group how the story
would change if the sequence of events were different
VOCABULARY WORDS
Have students pay attention to vocabulary words as they come up Ask
students to provide definitions as needed Ask What do whales sometimes
get tangled in
Self-Selected Reading
Objective Read independently to identify the sequence of a text
Materials bull Leveled Readers or informational trade books at studentsrsquo reading level
READ TO IDENTIFY SEQUENCE
Invite students to use their personal interests to choose a nonfiction book
for independent reading Have students read their books and take notes
on the selectionrsquos sequence in their response journals
After reading have students compare the order in which the information
was presented in the book they chose to one of the selections they read
during this weekrsquos lessons Ask Which selection presented information in the
more interesting way Which selection taught you the most about the topic
Leveled Reader
Adelinarsquos Whales 507T
Academic Language Used in Whole Group Instruction
ContentTheme Words SkillStrategy Words WritingGrammar Words
ocean (p484)
aquarium (p 484)
whales (p 484)
mammals (p 484)
gills (p 484)
lungs (p 484)
legend (p 485)
pod (p 505)
homograph (p 484)
photo essay (p 486)
analyze text structure (p 485A)
sequence (p 485A)
limerick (p 504)
meter (p 504)
rhyme scheme (p 504)
voice (p 506)
point of view (p 506)
opinion (p 506)
audience (p 507B)
possessive pronouns (p 507I)
ownership (p 507I)
stand-alone possessive pronoun
(p 507I)
Academic LanguageThroughout the week the English language learners will need help in
building their understanding of the academic language used in daily
instruction and assessment instruments The following strategies will help
to increase their language proficiency and comprehension of content and
instructional words
Strategies to Reinforce Academic Language
Use Context Academic Language (see chart below)
should be explained in the context of the task during
Whole Group Use gestures expressions and visuals to
support meaning
Use Visuals Use charts transparencies and graphic
organizers to explain key labels to help students
understand classroom language
Model Demonstrate the task using academic language in
order for students to understand instruction
English Language Learners
Oral Language For
additional language
support and oral vocabulary
development use the lesson
at www macmillanmhcom
507U
ELL Leveled ReaderELL Leveled Reader Lesson Objectivebull To apply vocabulary and
comprehension skills
Materials
bull ELL Leveled Reader
DAY 1 bull Academic Language
bull Oral Language and Vocabulary Review
DAY 2 bull Academic Language
bull ELL Leveled Reader
DAY 3 bull Academic Language
bull ELL Leveled Reader
DAY 4 bull Academic Language
bull ELL Leveled Reader
DAY 5 bull Academic Language
bull ELL Leveled Reader Comprehension Check and Literacy Activities
ELL Teacherrsquos Guide
for students who need
additional instruction
DEVELOP ORAL LANGUAGE
Build Background Write the word whales on
the board and have students share what they
know What do whales look like What do they eat
How do they communicate List key points Then
do a brief picture walk of the book to add on to
the list
Review Vocabulary Write the vocabulary and story support words
and discuss the meanings Use each word in a sentence Clarify the two
meanings of schools and dove Schools of fish are large groups of fish not
where fish go to learn Who can use ldquoschools of fishrdquo in a sentence
PREVIEW AND PREDICT
Point to the cover photograph and read the title aloud What are we going
to read about Have students brainstorm a list of questions about facts
they would like to learn from this book
Set a Purpose for Reading Show the Sequence Chart and remind students
they have used it before Ask them to use a similar chart to identify the
sequence of events as they are presented in the book
Choose from among the differentiated strategies below to support
studentsrsquo reading at all stages of language acquisition
Beginning
Shared Reading As you
read model analyzing text
structure by identifying key
information about whales
Number the facts to explain
sequence Model filling in
the chart
Intermediate
Read Together Read the
first chapter Help students
analyze text structure by
numbering and recording
key information Take turns
reading with students Ask
them to identify events in
sequence as they read
Advanced
Independent Reading
Have students read the story
After reading each day ask
them to work with a partner
to analyze text structure and
identify events in sequence
Encourage them to use the
new vocabulary
Remind students to use the vocabulary and story words in their whole
group activities
The WorldThe Worldofof
WhalesWhalesby Dina Anastasio
Informational Nonfiction
Adelinarsquos Whales 507V
- Grade 4
-
- Unit 1
- Unit 2
- Unit 3
- Unit 4
-
- Planning the Unit
- Using the Student Book
-
- Dear Mrs LaRue
-
- Puppy Trouble
- Dear Mrs LaRue
- Dog Amazes Scientists
- Writerrsquos Craft Write About Solving a Problem
- Small Group Pages
-
- The Blind Hunter
-
- Through Elizabethrsquos Eyes
- The Blind Hunter
- Make Life Easier For Everybody
- Writerrsquos Craft Write Directions
- Small Group Pages
-
- The Power of Oil
-
- Clean as a Breeze
- The Power of Oil
- Windmills on the Prairies
- Writing Frictional Narrative Write to a Prompt
- Small Group Pages
-
- Adelinarsquos Whales
-
- A Whale of a Trip
- Adelinarsquos Whales
- Limericks
- Writerrsquos Craft Share Your Point of View
- Small Group Pages
-
- At Home in the Coral Reef
-
- Coral Reefs
- At Home in the Coral Reef
- Poseidon and the Kingdom of Atlantis
- Writerrsquos Craft Write about a Community Project
- Small Group Pages
-
- Test Strategy Author and Me
-
- Wrapping Up the Unit
- Additional Lessons and Resources
-
- Unit 5
- Unit 6
-
LOZ_Subhd_LFT LOZ_StudentPgs
PoetryA Limerick is a funny poem
with a specific pattern
of rhyme and meter All
limericks have five lines
Literary ElementsMeter is the rhythm of the
syllables in a line of poetry
Rhyme Scheme is the
pattern of rhymes within
a poem
There once was a whale named Alene
Who strained all her meals through baleen
But she dreamed of a lunch
With a food that goes ldquocrunchrdquo
Like a truckload of just-picked string beans
mdashDoreen Beauregard
Near our boat is a mammal named Luke
Whorsquos exceedingly proud of his fl uke
Just donrsquot call it a tail
Or this dignifi ed whale
Will respond with a splashy rebuke
mdashDoreen Beauregard
WWhale hale WWatchatch
The meter in these three lines is created by emphasizing the third sixth and ninth syllables
LLimericksimericks
aa MMealealAA WWhalehale ofof
504
Paired Selection Student page 504
PoetryGENRE LIMERICK
Have students read the bookmark on
Student Book page 504 Explain that a
limerick
is meant to be funny
sometimes contains idioms puns or
other kinds of figurative language
Literary Elements Meter and Rhyme Scheme
EXPLAINMODEL
Tell students that literary elements
such as meter and rhyme scheme help
give poetry its rhythm
Meter is the rhythm or beat
of a poem It is created by the
arrangement of accented and
unaccented syllables in a line
Rhyme scheme is the pattern of
rhymes in a poem Capital letters are
used to represent each individual
rhyme
Discuss how ldquoWhale Watchrdquo contains
three accented syllables in lines 1 2
and 5
PRACTICEAPPLY
Have students point out the rhyme
scheme of the limerick on page
505 Where does the rhyme scheme
change (the second and third lines)
Read ldquoA Whale of a Mealrdquo ldquoWhale Watchrdquo and
ldquoThe Podless Whalerdquo
As you read remind students to apply what they have learned
about limericks
1
2
504504
Poetry
Connect and Compare1 What is the rhyme scheme of ldquoWhale Watchrdquo What if the last
line rhymed with the third and fourth lines Rhyme Scheme
2 Why were the sea bass in ldquoThe Podless Whalerdquo bewildered
Apply
3 How are the whales in these poems similar to the ones in
Adelinarsquos Whales How are they different
ReadingWriting Across Texts
There once was a whale near Cape Cod
Who just could not locate his pod
So he joined with a mass
Of bewildered sea bass
Who found this behavior quite odd
mdashDoreen Beauregard
P Podless odless WWhalehaleTheThe
The last line of a limerick always rhymes with the first two lines The second and third lines have a different rhyme
Find out more about limericks at wwwmacmillanmhcom
505
1 LITERARY ELEMENTS RHYME
SCHEME
If the name of the whale in ldquoA Whale
of a Mealrdquo were changed to Rose what
other words would have to change in
the poem (baleen string beans) Why
(This poem is a limerick so its rhyme
scheme must be AABBA)
2 LITERARY ELEMENTS METER
What is the meter used in the limerick
ldquoWhale Watchrdquo (Lines 1 2 and 5 have
three beats Lines 3 and 4 have two
beats)
3 MAKE INFERENCES
What is a group of whales called What
poem helped you figure this out (A
group of whales is called a pod This
can be figured out from ldquoThe Podless
Whalerdquo)
Connect and Compare
SUGGESTED ANSWERS
1 The rhyme scheme of ldquoWhale
Watchrdquo is AABBA If the last line
rhymed with the third and fourth
lines the rhyme scheme would be
AABBB and this would not be a
limerick RHYME SCHEME
2 The sea bass were bewildered
because a whale became a member
of their group and this is not
typical of whale behavior APPLY
3 FOCUS QUESTION The whales in
these poems are similar to the ones
in Adelinarsquos Whales because they
share whale characteristics such as
swimming near boats and in pods
They are different from Adelinarsquos
Whales because they are fictional
Adelinarsquos whales are real READING
WRITING ACROSS TEXTS
Paired Selection Student page 505
Internet Research and Inquiry Activity Students can find more
facts about limericks at wwwmacmillanmhcom
3
HISTORY AND CULTURE OF LIMERICKS
Limericks derive from the Irish town of Limerick and date back to
the 14th century Limericks were originally used in nursery rhymes
for children Later these rhymes were repeated and changed by the
working classes who created choruses based on the refrain ldquoWill
you come to Limerickrdquo
A famous childrenrsquos book of limericks Edward Learrsquos Book of
Nonsense was published in England in 1846 Because limericks are
short and funny they have survived to this day across many cultures
Adelinarsquos Whales 505
Why We Need Whales
by Maggie W
We learned in class today that some kinds
of whales are in danger of becoming extinct
I think we should try to save them We need
whales
Why do we need whales We donrsquot need
them for food They donrsquot do any work for us
But they are fascinating to watch They seem
to play and talk together The world would be
less interesting if there were no whales
I want the world to be an interesting place
so I hope there will
always be whales
making their wonderful
noises
Share YourShare YourPoint of ViewPoint of View Writerrsquos Craft
VoiceWriters want their readers to understand their point of view They use appropriate words to show voice and to share their opinions
I tried to show why I feel that whalesare important
I think whales are great I wrote this to express my point of view about whales
506
Features of a Point-of-View Article
In a point-of-view article the writer gives his or her opinion about
a subject A writer should use good reasons to explain his or her
point of view
It is written using first person
It describes a writerrsquos opinion about a subject
It uses supporting statements in a logical order
WritingVoice
READ THE STUDENT MODEL
Read the bookmark about voice
Explain that a writerrsquos voice shows his
or her personality It helps readers to
hear changes in the writerrsquos feelings
just as they would if the writing were
spoken aloud
Have students turn to page 477
Discuss the writerrsquos voice and its effect
Then have the class read Maggie Wrsquos
article and the callouts Tell students
that they will write an article about the
importance of animals They will also
learn how to create a voice that shows
their feelings
WRITINGbull Explanatory Writing
bull Writerrsquos Craft Voice
WORD STUDYbull Words in Context
bull Dictionary
bull Phonics Words with oi and ou
bull Vocabulary Building
SPELLINGbull Words with oi and ou
GRAMMARbull Possessive Pronouns
SMALL GROUP OPTIONS
bull Differentiated Instruction pp 507Mndash507V
506
Transparency 73
Writing Transparency 73
Explanatory Writing
Writerrsquos Checklist Ideas and Content Did I explain my point of view
clearly
Organization Did I state my opinion first and then
give reasons to explain it Did I save the strongest
reason for last
Voice Is my voice clear as I write about the topic
Word Choice Did I choose words carefully
Sentence Fluency Did I vary the length of
my sentences
Conventions Did I spell possessive pronouns
correctly
Your TurnWrite an article of one or two paragraphs to explain
your point of view about the importance of animals
You may write about animals in general or one kind
of animal in particular State your opinion and
give strong reasons for it Save your strongest
reason for last Back up your reasons with
examples End by restating your opinion
Use the Writerrsquos Checklist to check
your writing
507
PREWRITE
Read and discuss the writing prompt
on page 507 Students can brainstorm a
list of animals they feel it is important
to save Ask them to choose the animal
they care most about saving
Display Transparency 73 and discuss
how Maggie used a point-of-view chart
to plan an article with opinions about
animals including the use of strong
supporting statements Have students
use a point-of-view chart to plan their
own articles
DRAFT
Display Transparency 74 Discuss how
Maggie used her chart to organize and
write a draft of her article Talk about
how she could improve the draft Before
students write present the explicit
lesson on Voice on page 507A and
the Ideas and Content and Purpose
and Audience mini lessons on page
507B Have students use their charts
to write their articles Remind them to
keep their purpose and audience in
mind to express strong opinions and to
emphasize strong supporting statements
REVISE
Display Transparency 75 and discuss
Maggiersquos revisions Point out that she
added sentences to show her feelings
about whales Students can revise their
drafts or keep them to work on later
If students choose to revise have
them work in pairs to use the Writerrsquos
Checklist on page 507 Then ask
students to work with a partner to
proofread their writing For Publishing
Options see 507A For lessons on
Possessive Pronouns and Spelling
see page 507B and 5 Day Spelling and
Grammar on pages 507Gndash507J
Transparency 73 Point-of-View
Chart
Transparency 74 Draft
Transparency 75 Revision
Writing Student pages 506ndash507
Point of View Chart
Opinion
We should save whales
Reason
They are fun to watch
Reason
They play and talk together
Reason
They make the world interesting
Writing Transparency 73
Adelinarsquos Whales 507
SPEAKING STRATEGIES
Use tone of voice to show
exciting parts of the article
Change voices when the
strongest feelings are
mentioned
Look at the audience
to help them see your
interest in the article
LISTENING STRATEGIES
Listen to hear how the
author feels about saving
the animal
Try to imagine the setting
of the article in your mind
VoiceEXPLAINMODEL
Good writers use language that shows their feelings about a topic
These feelings make up the writerrsquos voice Reread the first paragraph
of the model on page 506 Point out that Maggie shows her strong
feelings about saving whales when she says we need them and that
they are fascinating to watch Display Transparency 76
Think Aloud The first example shows me how the writer feels
about her cat He is her best buddy She likes it when the cat
comes to see her in the garden The second example tells me
only the facts without saying how the writer feels about them
I donrsquot learn as much about the writer or the animal from this
example
Writing Transparency 76
Transparency 76
PRACTICEAPPLY
Work with students to read the two choices in each set Invite
volunteers to identify the stronger voice in each set and explain
how it shows the writerrsquos feelings Then have students identify and
discuss voice in another story they have recently read
Tell students that as they draft their article they should think about
ways to create a voice that shows their feelings about the animal or
animals they are describing
Publishing OptionsStudents can read aloud their article to the class See Speaking and Listening tips below They can also use their best cursive to write their article (See Teacherrsquos Resource Book pages 168ndash173 for cursive models and practice) Then invite students to illustrate their articles or act them out with a friend
4- and 6-Point Scoring Rubrics
Use the rubric on pages 539Gndash
539H to score published writing
Writing Process
For a complete lesson see Unit Writing on pages 539Andash539H
Writing
Writerrsquos Craft
Voice
Strong Voice Gumby is my best buddy It feels great when he
appears in the garden and then jumps on my back
to purr and watch me dig
Weak Voice Gumby is my cat He walks through the garden to
watch me dig
1 Wow Seeing Flossie run across the lawn to greet
me is so fantastic She barks loudly as if shersquos as
glad to see me as I am to see her
2 Flossie runs across the lawn to greet me She
barks loudly
3 My parrot Polly talks all the time I like the sound
of her voice She always tells me that Irsquom her friend
4 I love to hear Polly my pet parrot talk all the
time Her voice is music that fills our familyrsquos
kitchen Best of all she always tells me that Irsquom
her friend
(1 strong 2 weak 3 weak 4 strong)
Writing Transp
arency 76
507A
Technology
Writing
Writerrsquos Toolbox
Possessive Pronouns
ExplainModel Possessive pronouns take the
place of nouns that show ownership as in her
Point out the first possessive pronoun her in the
first sentence of Adelinarsquos Whales on page 494 This
pronoun shows that the grandfather is Adelinarsquos
PracticeApply Work with students to find more
possessive pronouns in the story on page 494
Have them identify the ownership each pronoun
suggests For a complete lesson on possessive
pronouns see pages 507Indash507J
Mechanics Do not use apostrophes in possessive
pronouns As students proofread their stories ask
them to check that they have used possessive
pronouns correctly
Writing Trait Ideas and Content
ExplainModel Good writers state their opinions
or point of view at the beginning of their writing
They use appropriate words to show voice and
they use good reasons and examples to support
their opinions and explain their point of view
They end their writing by repeating their opinion
strongly in a closing sentence
PracticeApply Have students reread the student
model on page 506 Discuss the callouts on the
left Can students identify Maggie Wrsquos point of view
in her article Ask students if Maggie W supports
her point of view
Purpose and Audience
ExplainModel Point out that one purpose of
writing an article is to inform and persuade the
audience of your opinion Using examples as
Maggie did helps to do this
PracticeApply As students draft tell them to
consider their audience They should use ideas that
will appeal to the people who will read their article
Spelling Words with oi and ou
Ask students to find the words noise and clouds in
the main selection on page 490 Point out that the
sound oi is spelled oi in noise Explain that the
sound ou is spelled ou in clouds but can also be
spelled ow as in flowers For a complete lesson on
words with oi and ou see pages 507Gndash507H
Remind students to use centering to position their title
correctly and to use formatting to capitalize the first letter
in each important word of the storyrsquos title
Adelinarsquos Whales 507B
Word StudyWord Study
Objectivesbull Apply knowledge of word
meanings and context clues
bull Use a dictionary to look up the
meanings of homographs
Materials
bull Vocabulary Transparencies 37
and 38
bull Leveled Practice Books p 138
Review
VocabularyWords in Context
EXPLAINMODEL
Review the meanings of the vocabulary words Display
Transparency 37 Model how to use word meanings and context
clues to fill in the first missing word with students
Think Aloud In the first sentence I learn that the speaker is going
on a boat to whale watch The speaker makes a note about the
boatrsquos size A boat for whale watching would be large I think that
the missing word is massive When I try massive in the sentence it
makes sense
PRACTICEAPPLY
Help students complete item 2 Then have them use context clues
to write missing words for items 3ndash6 on a separate sheet of paper
Students can exchange papers check their answers and explain the
context clues they used to determine the missing words
Fun with Puns Remind students that the vocabulary word dove
is a homograph Review its pronunciations and definitions Have
students work in small groups to create puns using dove Invite
groups to share their puns with the class
Give Examples For massive
sketch a bus and a whale on
the board Say A bus is big
but a whale is massive Have
students brainstorm other
examples in pairs
tangles (p 488) things
twisted together such as
strands of hair
rumbling (p 490) heavy
deep and rolling
snoring (p 490) making
loud breathing sounds
when sleeping
massive (p 491) big or
heavy
dove (p 494) jumped into
the water head first
unique (p 496) one of a
kind
politicians (p 498) people
who hold a government
officeVocabulary Transparency 37
Transparency 37
dove massive politicians rumbling snoring tangles unique
1 We boarded the massive boat amazed at its size and hoped it would be a good day for whale watching
2 The politicians had done a good job of protecting the whales in this bay so I was hopeful that we would see many whales
3 I stepped over the nets that lay in tangles on the deck
4 I watched as the birds dove into the ocean to catch their dinner
5 When I heard a rumbling sound I looked toward the horizon where I saw a unique sight a whale
6 I shouted for my father but when I heard his snoring I knew that he had missed the fantastic sight
507C
Vocabulary Strategy Transparency 38
Word Study
Homographs are words that have the same spelling but different meanings They may also have different pronunciations
Read the list of homographs and their meanings Then read the sentences and decide the meaning of the underlined homograph Write the letter of the correct meaning in the blank next to the sentence
dove ndash a past tense of dive b a kind of bird
fluke ndash c part of a whalersquos tail d something lucky
1 The whale splashed the surface of the water with its fl uke
2 The eagle dove for its prey
3 It was a fl uke that my mother won the game
4 The bird watchers saw a mourning dove sitting in a tree
Pick another homograph Write one sentence for each meaning of the word
5
6
c
a
d
b
My brother gave his girlfriend an engagement ring
Possible response provided
I didnrsquot hear the phone ring so I missed your call
On Level Practice Book 0 page 138
Approaching Practice Book A page 138
Beyond Practice Book B page 138
Practice Vocabulary
Homographs can be
confusing to students
especially those that are
pronounced differently
Create sentences for pairs
of words and model how
to guess the meaning
through the context
Practice with dove wind
and bow
Transparency 38
Homographs
1 What was the content of Karlarsquos lettera subject or topic nounb satisfied adjective
2 We tried to wind the kite string around a sticka moving air nounb to wrap around verb
3 Casey did not shed a tear as he watched the sad moviea to pull apart or into pieces verbb a drop of fluid that comes from the eye noun
4 Tanya put dates and nuts in her breada specific points in time nounb fruits from palm trees noun
PRACTICEAPPLY
Ask students to look up meanings and write sentences for the
following homographs bow row and present
During Small Group Instruction
If No Approaching Level Vocabulary pp 507Nndash507O
If Yes On Level Options pp 507Qndash507R
Beyond Level Options pp 507Sndash507T
Do students understand word meanings Can students use
context clues and dictionaries to understand homographs
STRATEGYDICTIONARY HOMOGRAPHS
EXPLAINMODEL
Remind students that homographs are words that are spelled alike
but have completely different meanings and may have different
pronunciations Explain how a dictionary and context clues can help
a reader to figure out the correct meaning and pronunciation of
homographs
Read the first sentence and definitions on Transparency 38 Model
how to figure out the meaning of content trying both definitions
and pronunciations Ask student volunteers to read aloud and
choose the correct homograph definitions for numbers 2ndash4
Adelinarsquos Whales 507D
The oi sound can be spelled with oi as in foil or with oy as in boy The ou sound can be spelled with ou as in couch or with ow as in now Keep in mind though that not all words containing oi have the oi sound and not all words spelled with ou and ow have the ou sound
In each row of words below there is one word that does not belong If the word does not have the same sound as the others make an X over it If the word is a homograph sometimes pronounced like the other words and sometimes pronounced differently put an asterisk () next to it Then on the blank line add another word that belongs with the group you made
1 joy foil employ onion
2 bow allowed south outside
3 coil destroy oil going
4 mouth doubt through how
5 broil doing spoil noise
6 sow tower frown sprout
7 couch dough cloud crowd
8 enjoy soil shooing toys
9 now enough crown proud
10 brow cow low down
11 annoy voices boil porpoise
12 thought shower loud trout
oi word
ou word
oi word
ou word
oi word
ou word
ou word
oi word
ou word
ou word
oi word
ou wordporpoiseporpoiseporpoiseporpoisepp
on on onioonioonioonioononoo
ngnggoigoigoigoingngnn
ughughhrohrothrothroughughouou
doing doing doing doing ii
ugh ugh doudoudoudouughughuu
oingoingshooshooshooshoooingoingoo
ughughenoenoenoenoughughouou
wwlowlowowowwwww
ught ught houhouthouthouughtughtuu
On Level Practice Book O page 139
Approaching Practice Book A page 139
Beyond Practice Book B page 139
Word Study
Phonics Decode Words with oi and ou
EXPLAINMODEL
Remind students that the letters oi and oy almost always spell the
sound oi The letters ou often spell ou unless they are followed
by r or gh The letters ow often spell ou but they may also spell
ō Write bow
Think Aloud
This word is a homograph When I say bou I know
the word means ldquoto bend the headrdquo or ldquothe front of a boatrdquo
When I say bō I know the word means ldquoa weaponrdquo or ldquoa knot
with loopsrdquo I need to look at the context to figure out which
word the writer means
PRACTICEAPPLY Write these words on the board joy spoil
mountain blouse coin tower and around Have students underline
the letters that spell ou and oi Then have them read the words
aloud pronouncing each sound with emphasis
Decode Multisyllabic Words Write these words on the board
voyage hardboiled encounter southpaw ownership and nowadays
Model how to decode voyage focusing on the sound oi Then work
with students to decode the other words explaining the spelling
of each sound For more practice use the decodable passages on
Teacherrsquos Resource Book page 23
Fill-in-the-Blanks Have students write out ten Spelling Words or
other words with the ou or oi sound Tell them to leave blanks
for the letters that represent these vowel sounds For example
C L _ _ N Students can trade papers with a partner and fill in the
missing letters
Word Study
Objectivesbull Decode the sounds ou and
oi
bull Identify and write sentences
with homophones
Materials
bull Leveled Practice Books p 139
bull Teacherrsquos Resource Book p 23
Use Context Hearing
and distinguishing vowel
sounds can be challenging
for students As students
read and hear the words
within the context of
shared reading and writing
activities they will connect
the sounds to their spelling
patterns
During Small Group Instruction
If No Approaching Level Phonics p 507M
If Yes On Level Options pp 507Qndash507R
Beyond Level Options pp 507Sndash507T
Can students decode words with oi and ou
507E
Spiral Review
Vocabulary Game Form two teams Divide the
Vocabulary Cards electrical globe decayed
amazement loosened midst mysterious patchwork
responsibility and soared from past weeks between
the teams
A Team 1 player takes a card and reads the word
A Team 2 player tells the wordrsquos meaning and uses
it in a sentence If the definition and sentence are
correct Team 2 gets a point If not the card is
returned to the bottom of the pile Then a Team 2
player takes a card and reads the word
Continue playing until all the words have been
correctly defined and used in sentences The team
with the most points wins
Vocabulary Building
Homophones Write on the board The children
let out (wails)(whales) because they couldnrsquot see
the (wails)(whales) Remind students that a
homophone is pronounced in the same way as
another word but has a different meaning and
spelling Have students write more sentences
containing homophone pairs or triples (there
theyrsquore their) Make sure students know how
homophones differ from homographs
Word Study
Vocabulary PuzzleMaker For additional vocabulary and
spelling games go to
wwwmacmillanmhcom
Vocabulary Building
Adjectives Verbshuge spray
humpback swim
endangered spout
slippery leap
Apply Vocabulary
Write a Personal Narrative Using the vocabulary
words ask students to complete the following
sentence ldquoI had a whale of a good time when rdquo
Tell students to continue writing after completing
this sentence Remind students to use descriptive
language that appeals to the five senses They
should provide a context to allow the reader
to picture the world of the event Post student
writing inside the body of a whale on a display
board
Oral Language
Expand Vocabulary Write the weekly topic
Whales on the board above a two-column chart
Label the columns Adjectives and Verbs Using the
selection print and electronic resources including
interviews and newspapers tell students to
brainstorm adjectives or verbs relating to whales
Adelinarsquos Whales 507F
5 Day Spelling
Words with oi and ouSpelling
Pretest Word Sorts
Spelling Practice Book pages 115ndash116 Spelling Practice Book page 117
Dictation Sentences 1 A daisy is a flower
2 We heard voices outside
3 The princess hid in the tower
4 We dumped a mound of dirt
5 I read a story about a cowboy
6 Her wedding gown was beautiful
7 You frown when you are not happy
8 We drove south to Florida
9 Why are the dogs howling
10 It will annoy Mike if you keep interrupting him
11 The car made noises yesterday
12 My kitten weighs about a pound
13 The hound followed the scent
14 Put your money in the pouch
15 We collected a thousand cans
16 I wound the rope around the tree
17 Irsquom a grouch when Irsquom tired
18 I felt fine but I still had a cough
19 Irsquove grown two inches in a year
20 They took a voyage to China
ReviewChallenge Words 1 I ate a peanut butter cookie
2 Use the zoom on your camera
3 The new mall is huge
4 During a drought we canrsquot water the grass
5 We took the bus downtown
Words in bold are from the main selection
flower south thousand
voices howling wound
tower annoy grouch
mound noises cough
cowboy pound grown
gown hound voyage
frown pouch
Review cookie zoom huge
Challenge drought downtown
ASSESS PRIOR KNOWLEDGE
Using the Dictation Sentences say
the underlined word Read the
sentence and repeat the word
Have students write the words on
Spelling Practice Book page 115
For a modified list use the first 12
Spelling Words and the 3 Review
Words For a more challenging list
use Spelling Words 3ndash20 and the
2 Challenge Words Have students
correct their own tests
Have students cut apart the Spelling
Word Cards BLM on Teacherrsquos
Resource Book page 84 and figure
out a way to sort them Have them
save the cards for use throughout
the week
Use Spelling Practice Book page 116
for more practice with this weekrsquos
Spelling Words
For Leveled Word Lists go to
wwwmacmillanmhcom
TEACHER AND STUDENT SORTS
Review the Spelling Words
pointing out the oi or ou
sound in most words
Use the cards on the Spelling Word
Cards BLM Attach the key words
south flower noises and annoy to a
bulletin board Model how to sort
the words according to their vowel
sounds and spellings Have students
take turns choosing cards sorting
them and explaining how they
sorted them
When students have finished the
sort discuss any oddballs that do
not fit in any category (grown
cough) Point out that wound is a
homograph Then invite students to
do an open sort in which they sort
all the Spelling Words any way they
wish for example by rhyme or by
consonant blends Discuss studentsrsquo
methods of sorting
507G
SYNONYMS
Write the following list of words
on the board Have students copy
the words into their word study
notebooks and write the Spelling
Word that is a synonym for each
1 pile (mound)
2 scowl (frown)
3 trip (voyage)
4 crying (howling)
5 dress (gown)
Challenge students to identify
three Spelling Words that can be
used as both a noun and a verb
Have them write sentences for
both usages
Have partners write a sentence
for each Spelling Word leaving
a blank space where the word
should go They can exchange
papers and fill in the blanks
SPIRAL REVIEW
Review words with ū uuml and u
Write cookie zoom and huge on
the board Have students identify
the spelling of the ū uuml or u
sound in each word
PROOFREAD AND WRITE
Write these sentences on the
board including the misspelled
words Ask students to proofread
circling incorrect spellings and
writing the correct spellings
1 My lizard has grone and she
gained two pownds (grown
pounds)
2 My cogh is starting to annoi
me (cough annoy)
3 The noyses in the hall were
houling dogs (noises howling)
4 A thowsand voyces were
singing (thousand voices)
POSTTEST
Use the Dictation Sentences on
page 507G for the Posttest
If students have difficulty with any
words in the lesson have students
place them in a list entitled
Spelling Words I Want to Remember
in a word study notebook
Challenge students to look for
words that have the same vowel
patterns they studied this week
Spelling
Word Meanings Review and Proofread Assess and Reteach
Spelling Practice Book page 118 Spelling Practice Book page 119 Spelling Practice Book page 120
Adelinarsquos Whales 507H
5 Day Grammar
Possessive Pronouns
INTRODUCE POSSESSIVE
PRONOUNS
Present the following
A possessive pronoun shows
ownership
A possessive pronoun takes
the place of a possessive noun
Possessive pronouns never have
an apostrophe my your his her
its our and their
Possessive pronouns must match
the nouns they replace in both
number and gender Give the
pass to Armita Give the pass to
her This is Dillon and Leighrsquos car
This is their car
REVIEW POSSESSIVE PRONOUNS
Discuss with students how to
recognize possessive pronouns
INTRODUCE STAND-ALONE
POSSESSIVE PRONOUNS
Present the following
A stand-alone possessive
pronoun is not used directly
before a noun
Most stand-alone possessive
pronouns are formed by adding
s to the pronoun that is used
before a noun These pronouns
are yours hers ours theirs and
mine This report is ours That one
is yours
His and its are the same when
used as stand-alones or before
a noun His shirt was brown The
shirt was his
Grammar
Daily Language ActivitiesUse these activities to introduce each dayrsquos lesson Write the dayrsquos activity on the board or use Transparency 19
DAY 1Adelinas favorite time of year was when the whales visited she Her and her grandfather watch for them every day (1 Adelinarsquos 2 her 3 She and)
DAY 2Her grandfather knowed about whales too Him was the one who had the first friendly visit with whales (1 knew 2 He)
DAY 3Every Fisherman takes their rod on the boat They pull in his lines if a whale come close (1 fisherman 2 his rod 3 their lines 4 comes)
DAY 4The camera on Adelinas lap is herrsquos She is taking a voiage to cownt whales (1 Adelinarsquos 2 hers 3 voyage 4 count)
DAY 5Thowsands of people come to see the whales They act as though it is not mine town but theirrsquos (1 Thousands 2 my 3 theirs)
Introduce the Concept Teach the Concept
Possessive Pronouns
Write on the board This
pencil belongs to Sheila
It is pencil Model
how to choose the correct
pronoun in the second
sentence Create more
sentences using other
studentsrsquo names and your
name to practice all the
pronouns
Grammar Practice Book page 115
See Grammar Transparency 91 for modeling and guided practice
Grammar Practice Book page 116
See Grammar Transparency 92 for modeling and guided practice
507I
REVIEW POSSESSIVE PRONOUNS
Review how to identify possessive
pronouns
MECHANICS AND USAGE
POSSESSIVE NOUNS AND
PRONOUNS
Possessive nouns are formed with
apostrophes teachersrsquo books
Most possessive pronouns that
are used before a noun are not
formed with s her book his car
The exception is its
Possessive stand-alone pronouns
are formed without apostrophes
Except for mine the last letter is
always s It is yours
All possessive pronouns should
agree in number and gender
with the nouns they replace
REVIEW TYPES OF POSSESSIVE
PRONOUNS
Ask students to explain the
differences between regular and
stand-alone possessive pronouns
PROOFREAD
Have students correct errors in the
following sentences
1 That whale is Renas favorite
and this one is mine favorite
(Renarsquos my)
2 Each boy should take their seat
while the whales are close (his
seat)
3 This book about whales is my
(mine)
4 Which is the better picture of a
whalemdashMiguels or herrsquos
(Miguelrsquos hers)
ASSESS
Use page 119 of the Grammar
Practice Book for assessment
RETEACH
Have students create sentences
using possessives pronouns
After checking for accuracy have
students write the sentences
again this time leaving a blank
where the pronoun should be
Students should trade papers
with a partner and try to fill in the
blanks They can then check their
own work
Also use page 120 of the Grammar
Practice Book for reteaching
Grammar
Review and Practice Review and Proofread Assess and Reteach
Grammar Practice Book page 117
See Grammar Transparency 93 for modeling and guided practice
Grammar Practice Book page 118
See Grammar Transparency 94 for modeling and guided practice
Circle the letter before the possessive pronoun that correctlycompletes each sentence
1 Adelinarsquos village was small and main street had only a few houses
a his b our c its d their
2 The whales came to Mexico to have young
a their b your c my d her
3 Although fi rst visit to La Laguna was in June this yearIrsquom going in January
a hisrsquos b theirs c my d her
4 Adelina knows the ocean very well because whole family works on the water
a my b their c our d her
5 Pachico made a sign for his business and letters are large and easy to read
a hers b their c its d my
Grammar Practice Book pages 119ndash120
See Grammar Transparency 95 for modeling and guided practice
Adelinarsquos Whales 507J
En
d-o
f-W
ee
k A
sse
ssm
en
t
ELL Practice and
Assessment 122ndash123
Fluency Assessment
Weekly Assessment 237ndash244
Administer the Test Weekly Reading Assessment Passage and questions pages 237ndash244
ASSESSED SKILLS
bull Sequence
bull Vocabulary Words
bull Dictionary Homographs
bull Possessive Pronouns
bull Words with oi and ou
Administer the Weekly Assessment online
or on CD-ROM
FluencyAssess fluency for one group of students per week
Use the Oral Fluency Record Sheet to track the number
of words read correctly Fluency goal for all students
102ndash122 words correct per minute (WCPM)
Approaching Level Weeks 1 3 5
On Level Weeks 2 4
Beyond Level Week 6
Alternative Assessmentbull ELL Assessment pages 122ndash123
Assessment Tool
507K507K
Diagnose Prescribe
En
d-o
f-We
ek
Asse
ssme
nt
VOCABULARY WORDS
VOCABULARY STRATEGY
Dictionary Homographs
Items 1 2 3 4
IF
0ndash2 items correct
THEN
Reteach skills using the Additional
Lessons page T8
Reteach skills Go to
wwwmacmillanmhcom
Vocabulary PuzzleMaker
Evaluate for Intervention
COMPREHENSION
Skill Sequence
Items 5 6 7 8
0ndash2 items correct Reteach skills using the Additional
Lessons page T3
Evaluate for Intervention
GRAMMAR
Possessive Pronouns
Items 9 10 11
0ndash1 items correct Reteach skills Grammar Practice Book
page 120
SPELLING
Words with oi and ou
Items 12 13 14
0ndash1 items correct Reteach skills Go to
wwwmacmillanmhcom
FLUENCY 98ndash101 WCPM
0ndash97 WCPM
Fluency Solutions
Evaluate for Intervention
Diagnose Prescribe
To place students
in the Intervention
Program use
the Diagnostic
Assessment in the
Intervention Teacherrsquos
Edition
TriumphsAN INTERVENTION PROGRAM
R E A D I N G
Adelinarsquos Whales 507L
Phonics
Approaching Level Options
Objective Decode words with oi and ou
Materials bull Student Book Adelinarsquos Whales
WORDS WITH oi AND ou
ExplainModel
Remind students that the letters oi and oy together usually stand for
oi as in coil and joy The letters ou as in house and ow as in cow usually
stand for ou However ow can also stand for o as in snow
Write the letters t o y on the board Say the sounds that the letters
stand for t oi Then blend the sounds toi Say the word with me toy
Repeat this process with oi and boil
Write the letters t o w n on the board Say the sounds that the letters
stand for t ou n Then blend the sounds toun Say the word with
me town Repeat this process with ou and house
Ask students to provide their own examples of words with oi and ou
Listen and provide constructive feedback
MULTISYLLABIC WORDS WITH oi AND ou
Write the word destroy on the board Have students identify the second
syllable as containing oi troy Have students repeat the syllable then
blend and read the whole word several times Repeat this process with
pounding and ou
Have student pairs work together to practice decoding longer words
with oi and ou Write the following words on the board and ask
student pairs to copy them onto index cards or sheets of paper Say
each word Circle the letters that stand for the ou or the oi sound Then
sort the words by spelling pattern
rejoice annoy crouching underground
growling browning moisture employment
Check each pair for their progress and accuracy
WORD HUNT WORDS WITH oi AND ou IN CONTEXT
Review words with oi and ou Have students search pages 488ndash490 of
Adelinarsquos Whales to find words with oi and ou Ask them to write the
words and circle the letters that spell the oi and ou in each word
Check to see if students have found examples such as outside down
south thousand loud noise sound clouds and out
For each skill below
additional lessons are
provided You can use these
lessons on consecutive days
after teaching the lessons
presented within the week
bull Sequence T3
bull Homographs T8
Additional Resources
To help students build speed
and accuracy with reading
multisyllabic words use the
additional decodable text
on page 23 of the Teacherrsquos
Resource Book
Decodable Text
If students have trouble
figuring out how to
pronounce words that
are homographs such as
bow bou and bow bō
have them look at how the
word is used and try out
each pronunciation and
its related definition in the
context of a sentence Write
She had a pink bow in her
hair on the board and say
I can say bou in the
sentence but a pink
ldquobending of the headrdquo
does not make sense
I can say bō in the
sentence A pink ldquoknot
with loopsrdquo does make
sense This word is
pronounced bō
ConstructiveFeedback
507M
Objective Read with increasing prosody and accuracy at a rate of 102ndash112 WCPM
Materials bull Index cards bull Approaching Practice Book A page 136
WORD AUTOMATICITY
Have students make flashcards for the following words with oi and
ou flower south thousand voices howling wound tower annoy grouch
mound noises cough cowboy pound gown hound voyage frown pouch
Display the cards one at a time and have students say each word Repeat
twice more displaying the words more quickly each time
REPEATED READING
Model reading the Fluency passage in Practice Book A page 136 Tell
students to pay close attention and listen to your tempo Then read
sentences in clusters based on tempo and have students read each cluster
back copying your tempo
During independent reading time have students work with a partner
One student reads aloud while the other repeats each sentence Remind
students to use positive and encouraging phrases when giving feedback
to their partners Circulate and provide constructive feedback Circulate
and provide constructive feedback
TIMED READING
At the end of the week have students do a final timed reading of the
passage on Practice Book A page 136 Students should
begin reading the passage aloud when you say ldquoGordquo
stop reading the passage after one minute when you say ldquoStoprdquo
Keep track of miscues Coach students as needed Help students record
and graph the number of words they read correctly
Vocabulary
Objective Apply vocabulary word meanings
Materials bull Vocabulary Cards bull Student Book Adelinarsquos Whales
VOCABULARY WORDS
Display the Vocabulary Cards for this weekrsquos words dove politicians
snoring massive tangles rumbling and unique Help students locate and
read the vocabulary words in Adelinarsquos Whales Review the definitions
of each word in the Glossary of the Student Book and discuss the
meanings Then have students write their own narratives about whales
using all of these vocabulary words
Approaching Practice Book A page 136
If students read too quickly
or too slowly reread
the passage to them at
the correct tempo Then
lead the class in a choral
reading so they can follow
you lead in reading at the
appropriate rate Repeat
the choral reading as
necessary
ConstructiveFeedback
Adelinarsquos Whales 507N
Vocabulary
Approaching Level Options
Review last weekrsquos words
(electrical globe fuels
decayed) and this weekrsquos
words (rumbling snoring
unique dove massive
tangles politicians) Have
students write a synonym for
each word
Objective Use homographs
DICTIONARY HOMOGRAPHS
Have students create simple crossword puzzles using Vocabulary and
Spelling Words Make sure they include at least two homographs (wound
dove) and write the definitions of the homographs as clues They may use
a dictionary to help them if necessary
Comprehension
Objective Identify sequence
Materials bull Student Book ldquoA Whale of a Triprdquo bull Transparencies 19a and 19b
STRATEGYANALYZE TEXT STRUCTURE
Remind students that recognizing how a text is organized can help them
to identify the sequence of story events
SKILLSEQUENCE
ExplainModel
Authors sometimes use signal words such as first next and last to help
readers recognize the sequence of events in a story
Authors of history texts or how-to articles typically use chronological
order to organize their texts
Display Transparencies 19a and 19b Reread the first pages Ask a
volunteer to identify what the narrator saw first and identify the signal
words
Think Aloud As I read I learn that many things are happening It helps to
recognize sequence words to help summarize what is happening in the
story so I can better understand it
PracticeApply
Invite students to retell the story considering the sequence of events Ask
the following questions
Before going on the trip do you think the narrator expected the whale
would be as big as it turned out to be
What was the first thing Matty told people on the whale-watching trip
Why are birds often seen in areas where whales are present
Student Book or Transparencies 19a and 19b
by Kristin Gold
Retelling Have students
retell the sequence of
events in ldquoA Whale of a
Triprdquo by drawing them Ask
students to choose one
event from the book they
would like to retell Have
students draw the scene
and write one sentence
describing it After the
students have finished
hang the drawings on the
board Then as a class put
the pictures in the order
of events that the story
follows
507O
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Saving the Whales
PREVIEW AND PREDICT
Have students read the title look at the images and preview the first
chapter Have students make predictions about what they will read and
set a purpose for reading
VOCABULARY WORDS
Review the vocabulary words as needed As you read together discuss
how context clues can help you figure out word meanings
STRATEGYANALYZE TEXT STRUCTURE
Remind students that recognizing how a text is organized can help
them better understand the textrsquos important ideas and the authorrsquos
purpose
SKILLSEQUENCE
Remind students to pay attention to the way the selection is organized
and the order in which events occur Read Chapter 2 with students
Think Aloud In the first chapter I learn that in the past there were whale
hunters in all parts of the world Now there are laws to protect whales
from hunters but whales are still being killed in other ways I need to
remember this information for my Sequence Chart
READ AND RESPOND
Finish reading Saving the Whales with students Discuss the following
If the plants that the krill eat die and then the krill die ask students
what will happen next in the food chain
Ask them what happened after Keiko the whale was set free
Work with students to review and revise their Sequence Charts Help
students paraphrase the important ideas in each chapter
MAKE CONNECTIONS ACROSS TEXTS
Invite students to compare Adelinarsquos Whales and Saving the Whales
Have students identify which selection is organized into chapters Ask
them why this format is better for this selection
Have students explain how reading Saving the Whales helps them better
understand the information and events in Adelinarsquos Whales
Leveled Reader
Adelinarsquos Whales 507P
Leveled Reader LessonVocabulary
On Level Options
Student Book
Limericks
On Level Practice Book O page 136
As I read I will pay attention to tempo and match the action in the story
Did you know that whales talk to each other Whales
10 make sounds for different reasons Some sounds are used to
20 locate calves Others are used to find mates Whales even use
31 sounds to warn other pod members that a predator is around
42 Toothed whales click and whistle in order to locate food
52 Baleen whales make knocking moaning snoring and
59 rumbling noises Humpback whales sing but not during
67 feeding season They save their tunes for the warmer waters
77 where they spend their breeding season Some scientists
85 believe they are singing love songs Other scientists think
94 they are sending out threats like ldquoGo awayrdquo We may never
105 know exactly why whales sing
110 Some humpback whales swim up to the surface and take
120 a few breaths Then they dive under the water and start to
132 sing They do not move when they sing Their underwater
142 songs can be heard for miles Sometimes they sing for a half
154 hour without stopping 157
Comprehension Check
1 What actions does a humpback whale take when it sings Sequence
2 Why might a whale need to communicate with another whale Draw Conclusions
Words Read ndash Number of Errors = Words
Correct Score
First Read ndash =
Second Read ndash =
A humpback whale swims to the surface and takes a few breaths Then the whale dives under the water to sing The whale does not move when singing
Whales might need to communicate with other whales to warn them about predators to find mates or to locate their calves
Objective Apply vocabulary words and homographs
Materials bull Vocabulary Cards bull Dictionary
VOCABULARY WORDS
Tell students that they will play a word-definition game Display half of
the Vocabulary Cards Have the first team use a dictionary to help create
two different definitions for each displayed word One should be the
correct definition and the other should be incorrect Then have students
write each pair of definitions on the board The second team chooses
the definition they think is correct They get one point for each correct
answer The team with the most points wins
DICTIONARY HOMOGRAPHS
Remind students that homographs are spelled alike but have different
meanings so they have separate dictionary entries Have students use the
adjective fine in a sentence Then challenge them to use the homograph
fine (money paid) in another sentence Repeat with the word content
Literary Elements
Objective Read poems to identify literary elements
Materials bull Poetry books and resources with limericks bull Student Book ldquoLimericksrdquo
METER AND RHYME SCHEME
Discuss the use of meter and rhyme in each limerick on Student Book
pages 504ndash505 Then have students look through poetry books and other
resources to locate limericks Ask students to discuss the meter and rhyme
scheme in the limericks
Objective Read fluently with appropriate prosody at a rate of 102ndash136 WCPM
Materials bull On Level Practice Book O p 136
REPEATED READING
Model reading the passage on page 136 of Practice Book O Remind
students to pay attention to the tempo to see if it matches the action of
the story Then read one sentence at a time having students echo-read
the sentence back imitating your pace Echo-read through the entire
passage again speeding up to reflect each part of the selection During
independent reading time partners take turns reading
Timed Reading Have students read the passage and record their rates
507Q
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Looking at Whales
PREVIEW AND PREDICT
Have students preview Looking at Whales
Ask students to write down any questions they have about the
selection
Ask if they think this book will be the story of one whale or about
many whales
SKILLSEQUENCE
The sequence is the order in which events happen Signal words such
as before after and then often help to indicate the sequence of events
Explain that students will fill in this information in Sequence Charts
READ AND RESPOND
Read Chapter 1 Pause to discuss how the information in the chapter
is presented At the end of Chapter 2 fill in the Sequence Chart Have
students discuss the sequencing of information including how the word
then helped them understand the information about humpback whales
singing
VOCABULARY WORDS
As they read Looking at Whales ask students to point out vocabulary
words as they appear Then have students discuss how each word is used
Ask Are blue whales massive or small
MAKE CONNECTIONS ACROSS TEXTS
Invite students to draw connections between Looking at Whales and
Adelinarsquos Whales
Ask students to use chronological order words to summarize the
information they learned in Looking at Whales
Ask students if they think Adelina would know most of the information
in Looking at Whales
ELLLeveled Reader
Go to pages
507Undash507V
Leveled Reader
Adelinarsquos Whales 507R
Vocabulary
Beyond Practice Book B page 136
Beyond Level Options
Objective Apply vocabulary words in writing
EXTEND VOCABULARY
Ask students to write a nonfiction piece about a whale Have them use
all of the vocabulary words from this weekrsquos selection and as many words
from this unitrsquos previous weeks as possible
Invite them to edit their essays or a partnerrsquos essay Remind them to check
the spelling and usage of each word
Literary Elements
Objective Use meter and rhyme to write a limerick
Materials bull Student Book ldquoLimericksrdquo
bull Poetry books with limericks bull Nonfiction books about whales
METER AND RHYME SCHEME
Use limericks to point out that meter and rhyme scheme can add to a
readerrsquos enjoyment of a poem Ask How does the use of meter and
rhyme scheme make these limericks more fun to read
Have students read limericks and note the use of meter and rhyme
scheme Then have them read information about whales or use what they
have already learned to write their own limerick about whales
Objective Read fluently with appropriate prosody at a rate of 112ndash136 WCPM
Materials bull Beyond Practice Book B p 136
REPEATED READING
Work with students to begin marking up the Fluency passage on page 136
of Practice Book B Remind them to pay attention to the tempo Then
read one sentence at a time having students echo-read the sentence
back imitating your pace Echo-read through the entire passage again
speeding up to reflect each part of the selection
During independent reading time partners can take turns reading the
passage they have practiced reading aloud Remind students to pay
attention to one anotherrsquos tempo and discuss how different actions in the
passage change the tempo or mood
Timed Reading Have students read the passage and record their reading
rate
Student Book
Limericks
Read Aloud Review meter
and rhyme scheme Then
reread a limerick aloud
Say Listen for the meter and
rhyme scheme of the poem
Then tell students you will
read the poem once more
together Let them know
that this time they should
clap along to the rhythm of
the poem Read the poem
chorally and clap out the
rhythm together
507S
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Gray Whales
PREVIEW AND PREDICT
Have students preview Gray Whales predict what it is about and set a
purpose for reading
SKILLSEQUENCE
Ask a volunteer to explain what the terms text structure and sequence
mean Have another volunteer explain why identifying the text structure
or sequence of events is important for understanding a selection
Explain that students will read Looking at Whales together and fill in
information about order in Sequence Charts
READ AND RESPOND
As students read they should identify the order of events in the selection
and fill in their Sequence Charts Discuss with the group how the story
would change if the sequence of events were different
VOCABULARY WORDS
Have students pay attention to vocabulary words as they come up Ask
students to provide definitions as needed Ask What do whales sometimes
get tangled in
Self-Selected Reading
Objective Read independently to identify the sequence of a text
Materials bull Leveled Readers or informational trade books at studentsrsquo reading level
READ TO IDENTIFY SEQUENCE
Invite students to use their personal interests to choose a nonfiction book
for independent reading Have students read their books and take notes
on the selectionrsquos sequence in their response journals
After reading have students compare the order in which the information
was presented in the book they chose to one of the selections they read
during this weekrsquos lessons Ask Which selection presented information in the
more interesting way Which selection taught you the most about the topic
Leveled Reader
Adelinarsquos Whales 507T
Academic Language Used in Whole Group Instruction
ContentTheme Words SkillStrategy Words WritingGrammar Words
ocean (p484)
aquarium (p 484)
whales (p 484)
mammals (p 484)
gills (p 484)
lungs (p 484)
legend (p 485)
pod (p 505)
homograph (p 484)
photo essay (p 486)
analyze text structure (p 485A)
sequence (p 485A)
limerick (p 504)
meter (p 504)
rhyme scheme (p 504)
voice (p 506)
point of view (p 506)
opinion (p 506)
audience (p 507B)
possessive pronouns (p 507I)
ownership (p 507I)
stand-alone possessive pronoun
(p 507I)
Academic LanguageThroughout the week the English language learners will need help in
building their understanding of the academic language used in daily
instruction and assessment instruments The following strategies will help
to increase their language proficiency and comprehension of content and
instructional words
Strategies to Reinforce Academic Language
Use Context Academic Language (see chart below)
should be explained in the context of the task during
Whole Group Use gestures expressions and visuals to
support meaning
Use Visuals Use charts transparencies and graphic
organizers to explain key labels to help students
understand classroom language
Model Demonstrate the task using academic language in
order for students to understand instruction
English Language Learners
Oral Language For
additional language
support and oral vocabulary
development use the lesson
at www macmillanmhcom
507U
ELL Leveled ReaderELL Leveled Reader Lesson Objectivebull To apply vocabulary and
comprehension skills
Materials
bull ELL Leveled Reader
DAY 1 bull Academic Language
bull Oral Language and Vocabulary Review
DAY 2 bull Academic Language
bull ELL Leveled Reader
DAY 3 bull Academic Language
bull ELL Leveled Reader
DAY 4 bull Academic Language
bull ELL Leveled Reader
DAY 5 bull Academic Language
bull ELL Leveled Reader Comprehension Check and Literacy Activities
ELL Teacherrsquos Guide
for students who need
additional instruction
DEVELOP ORAL LANGUAGE
Build Background Write the word whales on
the board and have students share what they
know What do whales look like What do they eat
How do they communicate List key points Then
do a brief picture walk of the book to add on to
the list
Review Vocabulary Write the vocabulary and story support words
and discuss the meanings Use each word in a sentence Clarify the two
meanings of schools and dove Schools of fish are large groups of fish not
where fish go to learn Who can use ldquoschools of fishrdquo in a sentence
PREVIEW AND PREDICT
Point to the cover photograph and read the title aloud What are we going
to read about Have students brainstorm a list of questions about facts
they would like to learn from this book
Set a Purpose for Reading Show the Sequence Chart and remind students
they have used it before Ask them to use a similar chart to identify the
sequence of events as they are presented in the book
Choose from among the differentiated strategies below to support
studentsrsquo reading at all stages of language acquisition
Beginning
Shared Reading As you
read model analyzing text
structure by identifying key
information about whales
Number the facts to explain
sequence Model filling in
the chart
Intermediate
Read Together Read the
first chapter Help students
analyze text structure by
numbering and recording
key information Take turns
reading with students Ask
them to identify events in
sequence as they read
Advanced
Independent Reading
Have students read the story
After reading each day ask
them to work with a partner
to analyze text structure and
identify events in sequence
Encourage them to use the
new vocabulary
Remind students to use the vocabulary and story words in their whole
group activities
The WorldThe Worldofof
WhalesWhalesby Dina Anastasio
Informational Nonfiction
Adelinarsquos Whales 507V
- Grade 4
-
- Unit 1
- Unit 2
- Unit 3
- Unit 4
-
- Planning the Unit
- Using the Student Book
-
- Dear Mrs LaRue
-
- Puppy Trouble
- Dear Mrs LaRue
- Dog Amazes Scientists
- Writerrsquos Craft Write About Solving a Problem
- Small Group Pages
-
- The Blind Hunter
-
- Through Elizabethrsquos Eyes
- The Blind Hunter
- Make Life Easier For Everybody
- Writerrsquos Craft Write Directions
- Small Group Pages
-
- The Power of Oil
-
- Clean as a Breeze
- The Power of Oil
- Windmills on the Prairies
- Writing Frictional Narrative Write to a Prompt
- Small Group Pages
-
- Adelinarsquos Whales
-
- A Whale of a Trip
- Adelinarsquos Whales
- Limericks
- Writerrsquos Craft Share Your Point of View
- Small Group Pages
-
- At Home in the Coral Reef
-
- Coral Reefs
- At Home in the Coral Reef
- Poseidon and the Kingdom of Atlantis
- Writerrsquos Craft Write about a Community Project
- Small Group Pages
-
- Test Strategy Author and Me
-
- Wrapping Up the Unit
- Additional Lessons and Resources
-
- Unit 5
- Unit 6
-
Poetry
Connect and Compare1 What is the rhyme scheme of ldquoWhale Watchrdquo What if the last
line rhymed with the third and fourth lines Rhyme Scheme
2 Why were the sea bass in ldquoThe Podless Whalerdquo bewildered
Apply
3 How are the whales in these poems similar to the ones in
Adelinarsquos Whales How are they different
ReadingWriting Across Texts
There once was a whale near Cape Cod
Who just could not locate his pod
So he joined with a mass
Of bewildered sea bass
Who found this behavior quite odd
mdashDoreen Beauregard
P Podless odless WWhalehaleTheThe
The last line of a limerick always rhymes with the first two lines The second and third lines have a different rhyme
Find out more about limericks at wwwmacmillanmhcom
505
1 LITERARY ELEMENTS RHYME
SCHEME
If the name of the whale in ldquoA Whale
of a Mealrdquo were changed to Rose what
other words would have to change in
the poem (baleen string beans) Why
(This poem is a limerick so its rhyme
scheme must be AABBA)
2 LITERARY ELEMENTS METER
What is the meter used in the limerick
ldquoWhale Watchrdquo (Lines 1 2 and 5 have
three beats Lines 3 and 4 have two
beats)
3 MAKE INFERENCES
What is a group of whales called What
poem helped you figure this out (A
group of whales is called a pod This
can be figured out from ldquoThe Podless
Whalerdquo)
Connect and Compare
SUGGESTED ANSWERS
1 The rhyme scheme of ldquoWhale
Watchrdquo is AABBA If the last line
rhymed with the third and fourth
lines the rhyme scheme would be
AABBB and this would not be a
limerick RHYME SCHEME
2 The sea bass were bewildered
because a whale became a member
of their group and this is not
typical of whale behavior APPLY
3 FOCUS QUESTION The whales in
these poems are similar to the ones
in Adelinarsquos Whales because they
share whale characteristics such as
swimming near boats and in pods
They are different from Adelinarsquos
Whales because they are fictional
Adelinarsquos whales are real READING
WRITING ACROSS TEXTS
Paired Selection Student page 505
Internet Research and Inquiry Activity Students can find more
facts about limericks at wwwmacmillanmhcom
3
HISTORY AND CULTURE OF LIMERICKS
Limericks derive from the Irish town of Limerick and date back to
the 14th century Limericks were originally used in nursery rhymes
for children Later these rhymes were repeated and changed by the
working classes who created choruses based on the refrain ldquoWill
you come to Limerickrdquo
A famous childrenrsquos book of limericks Edward Learrsquos Book of
Nonsense was published in England in 1846 Because limericks are
short and funny they have survived to this day across many cultures
Adelinarsquos Whales 505
Why We Need Whales
by Maggie W
We learned in class today that some kinds
of whales are in danger of becoming extinct
I think we should try to save them We need
whales
Why do we need whales We donrsquot need
them for food They donrsquot do any work for us
But they are fascinating to watch They seem
to play and talk together The world would be
less interesting if there were no whales
I want the world to be an interesting place
so I hope there will
always be whales
making their wonderful
noises
Share YourShare YourPoint of ViewPoint of View Writerrsquos Craft
VoiceWriters want their readers to understand their point of view They use appropriate words to show voice and to share their opinions
I tried to show why I feel that whalesare important
I think whales are great I wrote this to express my point of view about whales
506
Features of a Point-of-View Article
In a point-of-view article the writer gives his or her opinion about
a subject A writer should use good reasons to explain his or her
point of view
It is written using first person
It describes a writerrsquos opinion about a subject
It uses supporting statements in a logical order
WritingVoice
READ THE STUDENT MODEL
Read the bookmark about voice
Explain that a writerrsquos voice shows his
or her personality It helps readers to
hear changes in the writerrsquos feelings
just as they would if the writing were
spoken aloud
Have students turn to page 477
Discuss the writerrsquos voice and its effect
Then have the class read Maggie Wrsquos
article and the callouts Tell students
that they will write an article about the
importance of animals They will also
learn how to create a voice that shows
their feelings
WRITINGbull Explanatory Writing
bull Writerrsquos Craft Voice
WORD STUDYbull Words in Context
bull Dictionary
bull Phonics Words with oi and ou
bull Vocabulary Building
SPELLINGbull Words with oi and ou
GRAMMARbull Possessive Pronouns
SMALL GROUP OPTIONS
bull Differentiated Instruction pp 507Mndash507V
506
Transparency 73
Writing Transparency 73
Explanatory Writing
Writerrsquos Checklist Ideas and Content Did I explain my point of view
clearly
Organization Did I state my opinion first and then
give reasons to explain it Did I save the strongest
reason for last
Voice Is my voice clear as I write about the topic
Word Choice Did I choose words carefully
Sentence Fluency Did I vary the length of
my sentences
Conventions Did I spell possessive pronouns
correctly
Your TurnWrite an article of one or two paragraphs to explain
your point of view about the importance of animals
You may write about animals in general or one kind
of animal in particular State your opinion and
give strong reasons for it Save your strongest
reason for last Back up your reasons with
examples End by restating your opinion
Use the Writerrsquos Checklist to check
your writing
507
PREWRITE
Read and discuss the writing prompt
on page 507 Students can brainstorm a
list of animals they feel it is important
to save Ask them to choose the animal
they care most about saving
Display Transparency 73 and discuss
how Maggie used a point-of-view chart
to plan an article with opinions about
animals including the use of strong
supporting statements Have students
use a point-of-view chart to plan their
own articles
DRAFT
Display Transparency 74 Discuss how
Maggie used her chart to organize and
write a draft of her article Talk about
how she could improve the draft Before
students write present the explicit
lesson on Voice on page 507A and
the Ideas and Content and Purpose
and Audience mini lessons on page
507B Have students use their charts
to write their articles Remind them to
keep their purpose and audience in
mind to express strong opinions and to
emphasize strong supporting statements
REVISE
Display Transparency 75 and discuss
Maggiersquos revisions Point out that she
added sentences to show her feelings
about whales Students can revise their
drafts or keep them to work on later
If students choose to revise have
them work in pairs to use the Writerrsquos
Checklist on page 507 Then ask
students to work with a partner to
proofread their writing For Publishing
Options see 507A For lessons on
Possessive Pronouns and Spelling
see page 507B and 5 Day Spelling and
Grammar on pages 507Gndash507J
Transparency 73 Point-of-View
Chart
Transparency 74 Draft
Transparency 75 Revision
Writing Student pages 506ndash507
Point of View Chart
Opinion
We should save whales
Reason
They are fun to watch
Reason
They play and talk together
Reason
They make the world interesting
Writing Transparency 73
Adelinarsquos Whales 507
SPEAKING STRATEGIES
Use tone of voice to show
exciting parts of the article
Change voices when the
strongest feelings are
mentioned
Look at the audience
to help them see your
interest in the article
LISTENING STRATEGIES
Listen to hear how the
author feels about saving
the animal
Try to imagine the setting
of the article in your mind
VoiceEXPLAINMODEL
Good writers use language that shows their feelings about a topic
These feelings make up the writerrsquos voice Reread the first paragraph
of the model on page 506 Point out that Maggie shows her strong
feelings about saving whales when she says we need them and that
they are fascinating to watch Display Transparency 76
Think Aloud The first example shows me how the writer feels
about her cat He is her best buddy She likes it when the cat
comes to see her in the garden The second example tells me
only the facts without saying how the writer feels about them
I donrsquot learn as much about the writer or the animal from this
example
Writing Transparency 76
Transparency 76
PRACTICEAPPLY
Work with students to read the two choices in each set Invite
volunteers to identify the stronger voice in each set and explain
how it shows the writerrsquos feelings Then have students identify and
discuss voice in another story they have recently read
Tell students that as they draft their article they should think about
ways to create a voice that shows their feelings about the animal or
animals they are describing
Publishing OptionsStudents can read aloud their article to the class See Speaking and Listening tips below They can also use their best cursive to write their article (See Teacherrsquos Resource Book pages 168ndash173 for cursive models and practice) Then invite students to illustrate their articles or act them out with a friend
4- and 6-Point Scoring Rubrics
Use the rubric on pages 539Gndash
539H to score published writing
Writing Process
For a complete lesson see Unit Writing on pages 539Andash539H
Writing
Writerrsquos Craft
Voice
Strong Voice Gumby is my best buddy It feels great when he
appears in the garden and then jumps on my back
to purr and watch me dig
Weak Voice Gumby is my cat He walks through the garden to
watch me dig
1 Wow Seeing Flossie run across the lawn to greet
me is so fantastic She barks loudly as if shersquos as
glad to see me as I am to see her
2 Flossie runs across the lawn to greet me She
barks loudly
3 My parrot Polly talks all the time I like the sound
of her voice She always tells me that Irsquom her friend
4 I love to hear Polly my pet parrot talk all the
time Her voice is music that fills our familyrsquos
kitchen Best of all she always tells me that Irsquom
her friend
(1 strong 2 weak 3 weak 4 strong)
Writing Transp
arency 76
507A
Technology
Writing
Writerrsquos Toolbox
Possessive Pronouns
ExplainModel Possessive pronouns take the
place of nouns that show ownership as in her
Point out the first possessive pronoun her in the
first sentence of Adelinarsquos Whales on page 494 This
pronoun shows that the grandfather is Adelinarsquos
PracticeApply Work with students to find more
possessive pronouns in the story on page 494
Have them identify the ownership each pronoun
suggests For a complete lesson on possessive
pronouns see pages 507Indash507J
Mechanics Do not use apostrophes in possessive
pronouns As students proofread their stories ask
them to check that they have used possessive
pronouns correctly
Writing Trait Ideas and Content
ExplainModel Good writers state their opinions
or point of view at the beginning of their writing
They use appropriate words to show voice and
they use good reasons and examples to support
their opinions and explain their point of view
They end their writing by repeating their opinion
strongly in a closing sentence
PracticeApply Have students reread the student
model on page 506 Discuss the callouts on the
left Can students identify Maggie Wrsquos point of view
in her article Ask students if Maggie W supports
her point of view
Purpose and Audience
ExplainModel Point out that one purpose of
writing an article is to inform and persuade the
audience of your opinion Using examples as
Maggie did helps to do this
PracticeApply As students draft tell them to
consider their audience They should use ideas that
will appeal to the people who will read their article
Spelling Words with oi and ou
Ask students to find the words noise and clouds in
the main selection on page 490 Point out that the
sound oi is spelled oi in noise Explain that the
sound ou is spelled ou in clouds but can also be
spelled ow as in flowers For a complete lesson on
words with oi and ou see pages 507Gndash507H
Remind students to use centering to position their title
correctly and to use formatting to capitalize the first letter
in each important word of the storyrsquos title
Adelinarsquos Whales 507B
Word StudyWord Study
Objectivesbull Apply knowledge of word
meanings and context clues
bull Use a dictionary to look up the
meanings of homographs
Materials
bull Vocabulary Transparencies 37
and 38
bull Leveled Practice Books p 138
Review
VocabularyWords in Context
EXPLAINMODEL
Review the meanings of the vocabulary words Display
Transparency 37 Model how to use word meanings and context
clues to fill in the first missing word with students
Think Aloud In the first sentence I learn that the speaker is going
on a boat to whale watch The speaker makes a note about the
boatrsquos size A boat for whale watching would be large I think that
the missing word is massive When I try massive in the sentence it
makes sense
PRACTICEAPPLY
Help students complete item 2 Then have them use context clues
to write missing words for items 3ndash6 on a separate sheet of paper
Students can exchange papers check their answers and explain the
context clues they used to determine the missing words
Fun with Puns Remind students that the vocabulary word dove
is a homograph Review its pronunciations and definitions Have
students work in small groups to create puns using dove Invite
groups to share their puns with the class
Give Examples For massive
sketch a bus and a whale on
the board Say A bus is big
but a whale is massive Have
students brainstorm other
examples in pairs
tangles (p 488) things
twisted together such as
strands of hair
rumbling (p 490) heavy
deep and rolling
snoring (p 490) making
loud breathing sounds
when sleeping
massive (p 491) big or
heavy
dove (p 494) jumped into
the water head first
unique (p 496) one of a
kind
politicians (p 498) people
who hold a government
officeVocabulary Transparency 37
Transparency 37
dove massive politicians rumbling snoring tangles unique
1 We boarded the massive boat amazed at its size and hoped it would be a good day for whale watching
2 The politicians had done a good job of protecting the whales in this bay so I was hopeful that we would see many whales
3 I stepped over the nets that lay in tangles on the deck
4 I watched as the birds dove into the ocean to catch their dinner
5 When I heard a rumbling sound I looked toward the horizon where I saw a unique sight a whale
6 I shouted for my father but when I heard his snoring I knew that he had missed the fantastic sight
507C
Vocabulary Strategy Transparency 38
Word Study
Homographs are words that have the same spelling but different meanings They may also have different pronunciations
Read the list of homographs and their meanings Then read the sentences and decide the meaning of the underlined homograph Write the letter of the correct meaning in the blank next to the sentence
dove ndash a past tense of dive b a kind of bird
fluke ndash c part of a whalersquos tail d something lucky
1 The whale splashed the surface of the water with its fl uke
2 The eagle dove for its prey
3 It was a fl uke that my mother won the game
4 The bird watchers saw a mourning dove sitting in a tree
Pick another homograph Write one sentence for each meaning of the word
5
6
c
a
d
b
My brother gave his girlfriend an engagement ring
Possible response provided
I didnrsquot hear the phone ring so I missed your call
On Level Practice Book 0 page 138
Approaching Practice Book A page 138
Beyond Practice Book B page 138
Practice Vocabulary
Homographs can be
confusing to students
especially those that are
pronounced differently
Create sentences for pairs
of words and model how
to guess the meaning
through the context
Practice with dove wind
and bow
Transparency 38
Homographs
1 What was the content of Karlarsquos lettera subject or topic nounb satisfied adjective
2 We tried to wind the kite string around a sticka moving air nounb to wrap around verb
3 Casey did not shed a tear as he watched the sad moviea to pull apart or into pieces verbb a drop of fluid that comes from the eye noun
4 Tanya put dates and nuts in her breada specific points in time nounb fruits from palm trees noun
PRACTICEAPPLY
Ask students to look up meanings and write sentences for the
following homographs bow row and present
During Small Group Instruction
If No Approaching Level Vocabulary pp 507Nndash507O
If Yes On Level Options pp 507Qndash507R
Beyond Level Options pp 507Sndash507T
Do students understand word meanings Can students use
context clues and dictionaries to understand homographs
STRATEGYDICTIONARY HOMOGRAPHS
EXPLAINMODEL
Remind students that homographs are words that are spelled alike
but have completely different meanings and may have different
pronunciations Explain how a dictionary and context clues can help
a reader to figure out the correct meaning and pronunciation of
homographs
Read the first sentence and definitions on Transparency 38 Model
how to figure out the meaning of content trying both definitions
and pronunciations Ask student volunteers to read aloud and
choose the correct homograph definitions for numbers 2ndash4
Adelinarsquos Whales 507D
The oi sound can be spelled with oi as in foil or with oy as in boy The ou sound can be spelled with ou as in couch or with ow as in now Keep in mind though that not all words containing oi have the oi sound and not all words spelled with ou and ow have the ou sound
In each row of words below there is one word that does not belong If the word does not have the same sound as the others make an X over it If the word is a homograph sometimes pronounced like the other words and sometimes pronounced differently put an asterisk () next to it Then on the blank line add another word that belongs with the group you made
1 joy foil employ onion
2 bow allowed south outside
3 coil destroy oil going
4 mouth doubt through how
5 broil doing spoil noise
6 sow tower frown sprout
7 couch dough cloud crowd
8 enjoy soil shooing toys
9 now enough crown proud
10 brow cow low down
11 annoy voices boil porpoise
12 thought shower loud trout
oi word
ou word
oi word
ou word
oi word
ou word
ou word
oi word
ou word
ou word
oi word
ou wordporpoiseporpoiseporpoiseporpoisepp
on on onioonioonioonioononoo
ngnggoigoigoigoingngnn
ughughhrohrothrothroughughouou
doing doing doing doing ii
ugh ugh doudoudoudouughughuu
oingoingshooshooshooshoooingoingoo
ughughenoenoenoenoughughouou
wwlowlowowowwwww
ught ught houhouthouthouughtughtuu
On Level Practice Book O page 139
Approaching Practice Book A page 139
Beyond Practice Book B page 139
Word Study
Phonics Decode Words with oi and ou
EXPLAINMODEL
Remind students that the letters oi and oy almost always spell the
sound oi The letters ou often spell ou unless they are followed
by r or gh The letters ow often spell ou but they may also spell
ō Write bow
Think Aloud
This word is a homograph When I say bou I know
the word means ldquoto bend the headrdquo or ldquothe front of a boatrdquo
When I say bō I know the word means ldquoa weaponrdquo or ldquoa knot
with loopsrdquo I need to look at the context to figure out which
word the writer means
PRACTICEAPPLY Write these words on the board joy spoil
mountain blouse coin tower and around Have students underline
the letters that spell ou and oi Then have them read the words
aloud pronouncing each sound with emphasis
Decode Multisyllabic Words Write these words on the board
voyage hardboiled encounter southpaw ownership and nowadays
Model how to decode voyage focusing on the sound oi Then work
with students to decode the other words explaining the spelling
of each sound For more practice use the decodable passages on
Teacherrsquos Resource Book page 23
Fill-in-the-Blanks Have students write out ten Spelling Words or
other words with the ou or oi sound Tell them to leave blanks
for the letters that represent these vowel sounds For example
C L _ _ N Students can trade papers with a partner and fill in the
missing letters
Word Study
Objectivesbull Decode the sounds ou and
oi
bull Identify and write sentences
with homophones
Materials
bull Leveled Practice Books p 139
bull Teacherrsquos Resource Book p 23
Use Context Hearing
and distinguishing vowel
sounds can be challenging
for students As students
read and hear the words
within the context of
shared reading and writing
activities they will connect
the sounds to their spelling
patterns
During Small Group Instruction
If No Approaching Level Phonics p 507M
If Yes On Level Options pp 507Qndash507R
Beyond Level Options pp 507Sndash507T
Can students decode words with oi and ou
507E
Spiral Review
Vocabulary Game Form two teams Divide the
Vocabulary Cards electrical globe decayed
amazement loosened midst mysterious patchwork
responsibility and soared from past weeks between
the teams
A Team 1 player takes a card and reads the word
A Team 2 player tells the wordrsquos meaning and uses
it in a sentence If the definition and sentence are
correct Team 2 gets a point If not the card is
returned to the bottom of the pile Then a Team 2
player takes a card and reads the word
Continue playing until all the words have been
correctly defined and used in sentences The team
with the most points wins
Vocabulary Building
Homophones Write on the board The children
let out (wails)(whales) because they couldnrsquot see
the (wails)(whales) Remind students that a
homophone is pronounced in the same way as
another word but has a different meaning and
spelling Have students write more sentences
containing homophone pairs or triples (there
theyrsquore their) Make sure students know how
homophones differ from homographs
Word Study
Vocabulary PuzzleMaker For additional vocabulary and
spelling games go to
wwwmacmillanmhcom
Vocabulary Building
Adjectives Verbshuge spray
humpback swim
endangered spout
slippery leap
Apply Vocabulary
Write a Personal Narrative Using the vocabulary
words ask students to complete the following
sentence ldquoI had a whale of a good time when rdquo
Tell students to continue writing after completing
this sentence Remind students to use descriptive
language that appeals to the five senses They
should provide a context to allow the reader
to picture the world of the event Post student
writing inside the body of a whale on a display
board
Oral Language
Expand Vocabulary Write the weekly topic
Whales on the board above a two-column chart
Label the columns Adjectives and Verbs Using the
selection print and electronic resources including
interviews and newspapers tell students to
brainstorm adjectives or verbs relating to whales
Adelinarsquos Whales 507F
5 Day Spelling
Words with oi and ouSpelling
Pretest Word Sorts
Spelling Practice Book pages 115ndash116 Spelling Practice Book page 117
Dictation Sentences 1 A daisy is a flower
2 We heard voices outside
3 The princess hid in the tower
4 We dumped a mound of dirt
5 I read a story about a cowboy
6 Her wedding gown was beautiful
7 You frown when you are not happy
8 We drove south to Florida
9 Why are the dogs howling
10 It will annoy Mike if you keep interrupting him
11 The car made noises yesterday
12 My kitten weighs about a pound
13 The hound followed the scent
14 Put your money in the pouch
15 We collected a thousand cans
16 I wound the rope around the tree
17 Irsquom a grouch when Irsquom tired
18 I felt fine but I still had a cough
19 Irsquove grown two inches in a year
20 They took a voyage to China
ReviewChallenge Words 1 I ate a peanut butter cookie
2 Use the zoom on your camera
3 The new mall is huge
4 During a drought we canrsquot water the grass
5 We took the bus downtown
Words in bold are from the main selection
flower south thousand
voices howling wound
tower annoy grouch
mound noises cough
cowboy pound grown
gown hound voyage
frown pouch
Review cookie zoom huge
Challenge drought downtown
ASSESS PRIOR KNOWLEDGE
Using the Dictation Sentences say
the underlined word Read the
sentence and repeat the word
Have students write the words on
Spelling Practice Book page 115
For a modified list use the first 12
Spelling Words and the 3 Review
Words For a more challenging list
use Spelling Words 3ndash20 and the
2 Challenge Words Have students
correct their own tests
Have students cut apart the Spelling
Word Cards BLM on Teacherrsquos
Resource Book page 84 and figure
out a way to sort them Have them
save the cards for use throughout
the week
Use Spelling Practice Book page 116
for more practice with this weekrsquos
Spelling Words
For Leveled Word Lists go to
wwwmacmillanmhcom
TEACHER AND STUDENT SORTS
Review the Spelling Words
pointing out the oi or ou
sound in most words
Use the cards on the Spelling Word
Cards BLM Attach the key words
south flower noises and annoy to a
bulletin board Model how to sort
the words according to their vowel
sounds and spellings Have students
take turns choosing cards sorting
them and explaining how they
sorted them
When students have finished the
sort discuss any oddballs that do
not fit in any category (grown
cough) Point out that wound is a
homograph Then invite students to
do an open sort in which they sort
all the Spelling Words any way they
wish for example by rhyme or by
consonant blends Discuss studentsrsquo
methods of sorting
507G
SYNONYMS
Write the following list of words
on the board Have students copy
the words into their word study
notebooks and write the Spelling
Word that is a synonym for each
1 pile (mound)
2 scowl (frown)
3 trip (voyage)
4 crying (howling)
5 dress (gown)
Challenge students to identify
three Spelling Words that can be
used as both a noun and a verb
Have them write sentences for
both usages
Have partners write a sentence
for each Spelling Word leaving
a blank space where the word
should go They can exchange
papers and fill in the blanks
SPIRAL REVIEW
Review words with ū uuml and u
Write cookie zoom and huge on
the board Have students identify
the spelling of the ū uuml or u
sound in each word
PROOFREAD AND WRITE
Write these sentences on the
board including the misspelled
words Ask students to proofread
circling incorrect spellings and
writing the correct spellings
1 My lizard has grone and she
gained two pownds (grown
pounds)
2 My cogh is starting to annoi
me (cough annoy)
3 The noyses in the hall were
houling dogs (noises howling)
4 A thowsand voyces were
singing (thousand voices)
POSTTEST
Use the Dictation Sentences on
page 507G for the Posttest
If students have difficulty with any
words in the lesson have students
place them in a list entitled
Spelling Words I Want to Remember
in a word study notebook
Challenge students to look for
words that have the same vowel
patterns they studied this week
Spelling
Word Meanings Review and Proofread Assess and Reteach
Spelling Practice Book page 118 Spelling Practice Book page 119 Spelling Practice Book page 120
Adelinarsquos Whales 507H
5 Day Grammar
Possessive Pronouns
INTRODUCE POSSESSIVE
PRONOUNS
Present the following
A possessive pronoun shows
ownership
A possessive pronoun takes
the place of a possessive noun
Possessive pronouns never have
an apostrophe my your his her
its our and their
Possessive pronouns must match
the nouns they replace in both
number and gender Give the
pass to Armita Give the pass to
her This is Dillon and Leighrsquos car
This is their car
REVIEW POSSESSIVE PRONOUNS
Discuss with students how to
recognize possessive pronouns
INTRODUCE STAND-ALONE
POSSESSIVE PRONOUNS
Present the following
A stand-alone possessive
pronoun is not used directly
before a noun
Most stand-alone possessive
pronouns are formed by adding
s to the pronoun that is used
before a noun These pronouns
are yours hers ours theirs and
mine This report is ours That one
is yours
His and its are the same when
used as stand-alones or before
a noun His shirt was brown The
shirt was his
Grammar
Daily Language ActivitiesUse these activities to introduce each dayrsquos lesson Write the dayrsquos activity on the board or use Transparency 19
DAY 1Adelinas favorite time of year was when the whales visited she Her and her grandfather watch for them every day (1 Adelinarsquos 2 her 3 She and)
DAY 2Her grandfather knowed about whales too Him was the one who had the first friendly visit with whales (1 knew 2 He)
DAY 3Every Fisherman takes their rod on the boat They pull in his lines if a whale come close (1 fisherman 2 his rod 3 their lines 4 comes)
DAY 4The camera on Adelinas lap is herrsquos She is taking a voiage to cownt whales (1 Adelinarsquos 2 hers 3 voyage 4 count)
DAY 5Thowsands of people come to see the whales They act as though it is not mine town but theirrsquos (1 Thousands 2 my 3 theirs)
Introduce the Concept Teach the Concept
Possessive Pronouns
Write on the board This
pencil belongs to Sheila
It is pencil Model
how to choose the correct
pronoun in the second
sentence Create more
sentences using other
studentsrsquo names and your
name to practice all the
pronouns
Grammar Practice Book page 115
See Grammar Transparency 91 for modeling and guided practice
Grammar Practice Book page 116
See Grammar Transparency 92 for modeling and guided practice
507I
REVIEW POSSESSIVE PRONOUNS
Review how to identify possessive
pronouns
MECHANICS AND USAGE
POSSESSIVE NOUNS AND
PRONOUNS
Possessive nouns are formed with
apostrophes teachersrsquo books
Most possessive pronouns that
are used before a noun are not
formed with s her book his car
The exception is its
Possessive stand-alone pronouns
are formed without apostrophes
Except for mine the last letter is
always s It is yours
All possessive pronouns should
agree in number and gender
with the nouns they replace
REVIEW TYPES OF POSSESSIVE
PRONOUNS
Ask students to explain the
differences between regular and
stand-alone possessive pronouns
PROOFREAD
Have students correct errors in the
following sentences
1 That whale is Renas favorite
and this one is mine favorite
(Renarsquos my)
2 Each boy should take their seat
while the whales are close (his
seat)
3 This book about whales is my
(mine)
4 Which is the better picture of a
whalemdashMiguels or herrsquos
(Miguelrsquos hers)
ASSESS
Use page 119 of the Grammar
Practice Book for assessment
RETEACH
Have students create sentences
using possessives pronouns
After checking for accuracy have
students write the sentences
again this time leaving a blank
where the pronoun should be
Students should trade papers
with a partner and try to fill in the
blanks They can then check their
own work
Also use page 120 of the Grammar
Practice Book for reteaching
Grammar
Review and Practice Review and Proofread Assess and Reteach
Grammar Practice Book page 117
See Grammar Transparency 93 for modeling and guided practice
Grammar Practice Book page 118
See Grammar Transparency 94 for modeling and guided practice
Circle the letter before the possessive pronoun that correctlycompletes each sentence
1 Adelinarsquos village was small and main street had only a few houses
a his b our c its d their
2 The whales came to Mexico to have young
a their b your c my d her
3 Although fi rst visit to La Laguna was in June this yearIrsquom going in January
a hisrsquos b theirs c my d her
4 Adelina knows the ocean very well because whole family works on the water
a my b their c our d her
5 Pachico made a sign for his business and letters are large and easy to read
a hers b their c its d my
Grammar Practice Book pages 119ndash120
See Grammar Transparency 95 for modeling and guided practice
Adelinarsquos Whales 507J
En
d-o
f-W
ee
k A
sse
ssm
en
t
ELL Practice and
Assessment 122ndash123
Fluency Assessment
Weekly Assessment 237ndash244
Administer the Test Weekly Reading Assessment Passage and questions pages 237ndash244
ASSESSED SKILLS
bull Sequence
bull Vocabulary Words
bull Dictionary Homographs
bull Possessive Pronouns
bull Words with oi and ou
Administer the Weekly Assessment online
or on CD-ROM
FluencyAssess fluency for one group of students per week
Use the Oral Fluency Record Sheet to track the number
of words read correctly Fluency goal for all students
102ndash122 words correct per minute (WCPM)
Approaching Level Weeks 1 3 5
On Level Weeks 2 4
Beyond Level Week 6
Alternative Assessmentbull ELL Assessment pages 122ndash123
Assessment Tool
507K507K
Diagnose Prescribe
En
d-o
f-We
ek
Asse
ssme
nt
VOCABULARY WORDS
VOCABULARY STRATEGY
Dictionary Homographs
Items 1 2 3 4
IF
0ndash2 items correct
THEN
Reteach skills using the Additional
Lessons page T8
Reteach skills Go to
wwwmacmillanmhcom
Vocabulary PuzzleMaker
Evaluate for Intervention
COMPREHENSION
Skill Sequence
Items 5 6 7 8
0ndash2 items correct Reteach skills using the Additional
Lessons page T3
Evaluate for Intervention
GRAMMAR
Possessive Pronouns
Items 9 10 11
0ndash1 items correct Reteach skills Grammar Practice Book
page 120
SPELLING
Words with oi and ou
Items 12 13 14
0ndash1 items correct Reteach skills Go to
wwwmacmillanmhcom
FLUENCY 98ndash101 WCPM
0ndash97 WCPM
Fluency Solutions
Evaluate for Intervention
Diagnose Prescribe
To place students
in the Intervention
Program use
the Diagnostic
Assessment in the
Intervention Teacherrsquos
Edition
TriumphsAN INTERVENTION PROGRAM
R E A D I N G
Adelinarsquos Whales 507L
Phonics
Approaching Level Options
Objective Decode words with oi and ou
Materials bull Student Book Adelinarsquos Whales
WORDS WITH oi AND ou
ExplainModel
Remind students that the letters oi and oy together usually stand for
oi as in coil and joy The letters ou as in house and ow as in cow usually
stand for ou However ow can also stand for o as in snow
Write the letters t o y on the board Say the sounds that the letters
stand for t oi Then blend the sounds toi Say the word with me toy
Repeat this process with oi and boil
Write the letters t o w n on the board Say the sounds that the letters
stand for t ou n Then blend the sounds toun Say the word with
me town Repeat this process with ou and house
Ask students to provide their own examples of words with oi and ou
Listen and provide constructive feedback
MULTISYLLABIC WORDS WITH oi AND ou
Write the word destroy on the board Have students identify the second
syllable as containing oi troy Have students repeat the syllable then
blend and read the whole word several times Repeat this process with
pounding and ou
Have student pairs work together to practice decoding longer words
with oi and ou Write the following words on the board and ask
student pairs to copy them onto index cards or sheets of paper Say
each word Circle the letters that stand for the ou or the oi sound Then
sort the words by spelling pattern
rejoice annoy crouching underground
growling browning moisture employment
Check each pair for their progress and accuracy
WORD HUNT WORDS WITH oi AND ou IN CONTEXT
Review words with oi and ou Have students search pages 488ndash490 of
Adelinarsquos Whales to find words with oi and ou Ask them to write the
words and circle the letters that spell the oi and ou in each word
Check to see if students have found examples such as outside down
south thousand loud noise sound clouds and out
For each skill below
additional lessons are
provided You can use these
lessons on consecutive days
after teaching the lessons
presented within the week
bull Sequence T3
bull Homographs T8
Additional Resources
To help students build speed
and accuracy with reading
multisyllabic words use the
additional decodable text
on page 23 of the Teacherrsquos
Resource Book
Decodable Text
If students have trouble
figuring out how to
pronounce words that
are homographs such as
bow bou and bow bō
have them look at how the
word is used and try out
each pronunciation and
its related definition in the
context of a sentence Write
She had a pink bow in her
hair on the board and say
I can say bou in the
sentence but a pink
ldquobending of the headrdquo
does not make sense
I can say bō in the
sentence A pink ldquoknot
with loopsrdquo does make
sense This word is
pronounced bō
ConstructiveFeedback
507M
Objective Read with increasing prosody and accuracy at a rate of 102ndash112 WCPM
Materials bull Index cards bull Approaching Practice Book A page 136
WORD AUTOMATICITY
Have students make flashcards for the following words with oi and
ou flower south thousand voices howling wound tower annoy grouch
mound noises cough cowboy pound gown hound voyage frown pouch
Display the cards one at a time and have students say each word Repeat
twice more displaying the words more quickly each time
REPEATED READING
Model reading the Fluency passage in Practice Book A page 136 Tell
students to pay close attention and listen to your tempo Then read
sentences in clusters based on tempo and have students read each cluster
back copying your tempo
During independent reading time have students work with a partner
One student reads aloud while the other repeats each sentence Remind
students to use positive and encouraging phrases when giving feedback
to their partners Circulate and provide constructive feedback Circulate
and provide constructive feedback
TIMED READING
At the end of the week have students do a final timed reading of the
passage on Practice Book A page 136 Students should
begin reading the passage aloud when you say ldquoGordquo
stop reading the passage after one minute when you say ldquoStoprdquo
Keep track of miscues Coach students as needed Help students record
and graph the number of words they read correctly
Vocabulary
Objective Apply vocabulary word meanings
Materials bull Vocabulary Cards bull Student Book Adelinarsquos Whales
VOCABULARY WORDS
Display the Vocabulary Cards for this weekrsquos words dove politicians
snoring massive tangles rumbling and unique Help students locate and
read the vocabulary words in Adelinarsquos Whales Review the definitions
of each word in the Glossary of the Student Book and discuss the
meanings Then have students write their own narratives about whales
using all of these vocabulary words
Approaching Practice Book A page 136
If students read too quickly
or too slowly reread
the passage to them at
the correct tempo Then
lead the class in a choral
reading so they can follow
you lead in reading at the
appropriate rate Repeat
the choral reading as
necessary
ConstructiveFeedback
Adelinarsquos Whales 507N
Vocabulary
Approaching Level Options
Review last weekrsquos words
(electrical globe fuels
decayed) and this weekrsquos
words (rumbling snoring
unique dove massive
tangles politicians) Have
students write a synonym for
each word
Objective Use homographs
DICTIONARY HOMOGRAPHS
Have students create simple crossword puzzles using Vocabulary and
Spelling Words Make sure they include at least two homographs (wound
dove) and write the definitions of the homographs as clues They may use
a dictionary to help them if necessary
Comprehension
Objective Identify sequence
Materials bull Student Book ldquoA Whale of a Triprdquo bull Transparencies 19a and 19b
STRATEGYANALYZE TEXT STRUCTURE
Remind students that recognizing how a text is organized can help them
to identify the sequence of story events
SKILLSEQUENCE
ExplainModel
Authors sometimes use signal words such as first next and last to help
readers recognize the sequence of events in a story
Authors of history texts or how-to articles typically use chronological
order to organize their texts
Display Transparencies 19a and 19b Reread the first pages Ask a
volunteer to identify what the narrator saw first and identify the signal
words
Think Aloud As I read I learn that many things are happening It helps to
recognize sequence words to help summarize what is happening in the
story so I can better understand it
PracticeApply
Invite students to retell the story considering the sequence of events Ask
the following questions
Before going on the trip do you think the narrator expected the whale
would be as big as it turned out to be
What was the first thing Matty told people on the whale-watching trip
Why are birds often seen in areas where whales are present
Student Book or Transparencies 19a and 19b
by Kristin Gold
Retelling Have students
retell the sequence of
events in ldquoA Whale of a
Triprdquo by drawing them Ask
students to choose one
event from the book they
would like to retell Have
students draw the scene
and write one sentence
describing it After the
students have finished
hang the drawings on the
board Then as a class put
the pictures in the order
of events that the story
follows
507O
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Saving the Whales
PREVIEW AND PREDICT
Have students read the title look at the images and preview the first
chapter Have students make predictions about what they will read and
set a purpose for reading
VOCABULARY WORDS
Review the vocabulary words as needed As you read together discuss
how context clues can help you figure out word meanings
STRATEGYANALYZE TEXT STRUCTURE
Remind students that recognizing how a text is organized can help
them better understand the textrsquos important ideas and the authorrsquos
purpose
SKILLSEQUENCE
Remind students to pay attention to the way the selection is organized
and the order in which events occur Read Chapter 2 with students
Think Aloud In the first chapter I learn that in the past there were whale
hunters in all parts of the world Now there are laws to protect whales
from hunters but whales are still being killed in other ways I need to
remember this information for my Sequence Chart
READ AND RESPOND
Finish reading Saving the Whales with students Discuss the following
If the plants that the krill eat die and then the krill die ask students
what will happen next in the food chain
Ask them what happened after Keiko the whale was set free
Work with students to review and revise their Sequence Charts Help
students paraphrase the important ideas in each chapter
MAKE CONNECTIONS ACROSS TEXTS
Invite students to compare Adelinarsquos Whales and Saving the Whales
Have students identify which selection is organized into chapters Ask
them why this format is better for this selection
Have students explain how reading Saving the Whales helps them better
understand the information and events in Adelinarsquos Whales
Leveled Reader
Adelinarsquos Whales 507P
Leveled Reader LessonVocabulary
On Level Options
Student Book
Limericks
On Level Practice Book O page 136
As I read I will pay attention to tempo and match the action in the story
Did you know that whales talk to each other Whales
10 make sounds for different reasons Some sounds are used to
20 locate calves Others are used to find mates Whales even use
31 sounds to warn other pod members that a predator is around
42 Toothed whales click and whistle in order to locate food
52 Baleen whales make knocking moaning snoring and
59 rumbling noises Humpback whales sing but not during
67 feeding season They save their tunes for the warmer waters
77 where they spend their breeding season Some scientists
85 believe they are singing love songs Other scientists think
94 they are sending out threats like ldquoGo awayrdquo We may never
105 know exactly why whales sing
110 Some humpback whales swim up to the surface and take
120 a few breaths Then they dive under the water and start to
132 sing They do not move when they sing Their underwater
142 songs can be heard for miles Sometimes they sing for a half
154 hour without stopping 157
Comprehension Check
1 What actions does a humpback whale take when it sings Sequence
2 Why might a whale need to communicate with another whale Draw Conclusions
Words Read ndash Number of Errors = Words
Correct Score
First Read ndash =
Second Read ndash =
A humpback whale swims to the surface and takes a few breaths Then the whale dives under the water to sing The whale does not move when singing
Whales might need to communicate with other whales to warn them about predators to find mates or to locate their calves
Objective Apply vocabulary words and homographs
Materials bull Vocabulary Cards bull Dictionary
VOCABULARY WORDS
Tell students that they will play a word-definition game Display half of
the Vocabulary Cards Have the first team use a dictionary to help create
two different definitions for each displayed word One should be the
correct definition and the other should be incorrect Then have students
write each pair of definitions on the board The second team chooses
the definition they think is correct They get one point for each correct
answer The team with the most points wins
DICTIONARY HOMOGRAPHS
Remind students that homographs are spelled alike but have different
meanings so they have separate dictionary entries Have students use the
adjective fine in a sentence Then challenge them to use the homograph
fine (money paid) in another sentence Repeat with the word content
Literary Elements
Objective Read poems to identify literary elements
Materials bull Poetry books and resources with limericks bull Student Book ldquoLimericksrdquo
METER AND RHYME SCHEME
Discuss the use of meter and rhyme in each limerick on Student Book
pages 504ndash505 Then have students look through poetry books and other
resources to locate limericks Ask students to discuss the meter and rhyme
scheme in the limericks
Objective Read fluently with appropriate prosody at a rate of 102ndash136 WCPM
Materials bull On Level Practice Book O p 136
REPEATED READING
Model reading the passage on page 136 of Practice Book O Remind
students to pay attention to the tempo to see if it matches the action of
the story Then read one sentence at a time having students echo-read
the sentence back imitating your pace Echo-read through the entire
passage again speeding up to reflect each part of the selection During
independent reading time partners take turns reading
Timed Reading Have students read the passage and record their rates
507Q
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Looking at Whales
PREVIEW AND PREDICT
Have students preview Looking at Whales
Ask students to write down any questions they have about the
selection
Ask if they think this book will be the story of one whale or about
many whales
SKILLSEQUENCE
The sequence is the order in which events happen Signal words such
as before after and then often help to indicate the sequence of events
Explain that students will fill in this information in Sequence Charts
READ AND RESPOND
Read Chapter 1 Pause to discuss how the information in the chapter
is presented At the end of Chapter 2 fill in the Sequence Chart Have
students discuss the sequencing of information including how the word
then helped them understand the information about humpback whales
singing
VOCABULARY WORDS
As they read Looking at Whales ask students to point out vocabulary
words as they appear Then have students discuss how each word is used
Ask Are blue whales massive or small
MAKE CONNECTIONS ACROSS TEXTS
Invite students to draw connections between Looking at Whales and
Adelinarsquos Whales
Ask students to use chronological order words to summarize the
information they learned in Looking at Whales
Ask students if they think Adelina would know most of the information
in Looking at Whales
ELLLeveled Reader
Go to pages
507Undash507V
Leveled Reader
Adelinarsquos Whales 507R
Vocabulary
Beyond Practice Book B page 136
Beyond Level Options
Objective Apply vocabulary words in writing
EXTEND VOCABULARY
Ask students to write a nonfiction piece about a whale Have them use
all of the vocabulary words from this weekrsquos selection and as many words
from this unitrsquos previous weeks as possible
Invite them to edit their essays or a partnerrsquos essay Remind them to check
the spelling and usage of each word
Literary Elements
Objective Use meter and rhyme to write a limerick
Materials bull Student Book ldquoLimericksrdquo
bull Poetry books with limericks bull Nonfiction books about whales
METER AND RHYME SCHEME
Use limericks to point out that meter and rhyme scheme can add to a
readerrsquos enjoyment of a poem Ask How does the use of meter and
rhyme scheme make these limericks more fun to read
Have students read limericks and note the use of meter and rhyme
scheme Then have them read information about whales or use what they
have already learned to write their own limerick about whales
Objective Read fluently with appropriate prosody at a rate of 112ndash136 WCPM
Materials bull Beyond Practice Book B p 136
REPEATED READING
Work with students to begin marking up the Fluency passage on page 136
of Practice Book B Remind them to pay attention to the tempo Then
read one sentence at a time having students echo-read the sentence
back imitating your pace Echo-read through the entire passage again
speeding up to reflect each part of the selection
During independent reading time partners can take turns reading the
passage they have practiced reading aloud Remind students to pay
attention to one anotherrsquos tempo and discuss how different actions in the
passage change the tempo or mood
Timed Reading Have students read the passage and record their reading
rate
Student Book
Limericks
Read Aloud Review meter
and rhyme scheme Then
reread a limerick aloud
Say Listen for the meter and
rhyme scheme of the poem
Then tell students you will
read the poem once more
together Let them know
that this time they should
clap along to the rhythm of
the poem Read the poem
chorally and clap out the
rhythm together
507S
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Gray Whales
PREVIEW AND PREDICT
Have students preview Gray Whales predict what it is about and set a
purpose for reading
SKILLSEQUENCE
Ask a volunteer to explain what the terms text structure and sequence
mean Have another volunteer explain why identifying the text structure
or sequence of events is important for understanding a selection
Explain that students will read Looking at Whales together and fill in
information about order in Sequence Charts
READ AND RESPOND
As students read they should identify the order of events in the selection
and fill in their Sequence Charts Discuss with the group how the story
would change if the sequence of events were different
VOCABULARY WORDS
Have students pay attention to vocabulary words as they come up Ask
students to provide definitions as needed Ask What do whales sometimes
get tangled in
Self-Selected Reading
Objective Read independently to identify the sequence of a text
Materials bull Leveled Readers or informational trade books at studentsrsquo reading level
READ TO IDENTIFY SEQUENCE
Invite students to use their personal interests to choose a nonfiction book
for independent reading Have students read their books and take notes
on the selectionrsquos sequence in their response journals
After reading have students compare the order in which the information
was presented in the book they chose to one of the selections they read
during this weekrsquos lessons Ask Which selection presented information in the
more interesting way Which selection taught you the most about the topic
Leveled Reader
Adelinarsquos Whales 507T
Academic Language Used in Whole Group Instruction
ContentTheme Words SkillStrategy Words WritingGrammar Words
ocean (p484)
aquarium (p 484)
whales (p 484)
mammals (p 484)
gills (p 484)
lungs (p 484)
legend (p 485)
pod (p 505)
homograph (p 484)
photo essay (p 486)
analyze text structure (p 485A)
sequence (p 485A)
limerick (p 504)
meter (p 504)
rhyme scheme (p 504)
voice (p 506)
point of view (p 506)
opinion (p 506)
audience (p 507B)
possessive pronouns (p 507I)
ownership (p 507I)
stand-alone possessive pronoun
(p 507I)
Academic LanguageThroughout the week the English language learners will need help in
building their understanding of the academic language used in daily
instruction and assessment instruments The following strategies will help
to increase their language proficiency and comprehension of content and
instructional words
Strategies to Reinforce Academic Language
Use Context Academic Language (see chart below)
should be explained in the context of the task during
Whole Group Use gestures expressions and visuals to
support meaning
Use Visuals Use charts transparencies and graphic
organizers to explain key labels to help students
understand classroom language
Model Demonstrate the task using academic language in
order for students to understand instruction
English Language Learners
Oral Language For
additional language
support and oral vocabulary
development use the lesson
at www macmillanmhcom
507U
ELL Leveled ReaderELL Leveled Reader Lesson Objectivebull To apply vocabulary and
comprehension skills
Materials
bull ELL Leveled Reader
DAY 1 bull Academic Language
bull Oral Language and Vocabulary Review
DAY 2 bull Academic Language
bull ELL Leveled Reader
DAY 3 bull Academic Language
bull ELL Leveled Reader
DAY 4 bull Academic Language
bull ELL Leveled Reader
DAY 5 bull Academic Language
bull ELL Leveled Reader Comprehension Check and Literacy Activities
ELL Teacherrsquos Guide
for students who need
additional instruction
DEVELOP ORAL LANGUAGE
Build Background Write the word whales on
the board and have students share what they
know What do whales look like What do they eat
How do they communicate List key points Then
do a brief picture walk of the book to add on to
the list
Review Vocabulary Write the vocabulary and story support words
and discuss the meanings Use each word in a sentence Clarify the two
meanings of schools and dove Schools of fish are large groups of fish not
where fish go to learn Who can use ldquoschools of fishrdquo in a sentence
PREVIEW AND PREDICT
Point to the cover photograph and read the title aloud What are we going
to read about Have students brainstorm a list of questions about facts
they would like to learn from this book
Set a Purpose for Reading Show the Sequence Chart and remind students
they have used it before Ask them to use a similar chart to identify the
sequence of events as they are presented in the book
Choose from among the differentiated strategies below to support
studentsrsquo reading at all stages of language acquisition
Beginning
Shared Reading As you
read model analyzing text
structure by identifying key
information about whales
Number the facts to explain
sequence Model filling in
the chart
Intermediate
Read Together Read the
first chapter Help students
analyze text structure by
numbering and recording
key information Take turns
reading with students Ask
them to identify events in
sequence as they read
Advanced
Independent Reading
Have students read the story
After reading each day ask
them to work with a partner
to analyze text structure and
identify events in sequence
Encourage them to use the
new vocabulary
Remind students to use the vocabulary and story words in their whole
group activities
The WorldThe Worldofof
WhalesWhalesby Dina Anastasio
Informational Nonfiction
Adelinarsquos Whales 507V
- Grade 4
-
- Unit 1
- Unit 2
- Unit 3
- Unit 4
-
- Planning the Unit
- Using the Student Book
-
- Dear Mrs LaRue
-
- Puppy Trouble
- Dear Mrs LaRue
- Dog Amazes Scientists
- Writerrsquos Craft Write About Solving a Problem
- Small Group Pages
-
- The Blind Hunter
-
- Through Elizabethrsquos Eyes
- The Blind Hunter
- Make Life Easier For Everybody
- Writerrsquos Craft Write Directions
- Small Group Pages
-
- The Power of Oil
-
- Clean as a Breeze
- The Power of Oil
- Windmills on the Prairies
- Writing Frictional Narrative Write to a Prompt
- Small Group Pages
-
- Adelinarsquos Whales
-
- A Whale of a Trip
- Adelinarsquos Whales
- Limericks
- Writerrsquos Craft Share Your Point of View
- Small Group Pages
-
- At Home in the Coral Reef
-
- Coral Reefs
- At Home in the Coral Reef
- Poseidon and the Kingdom of Atlantis
- Writerrsquos Craft Write about a Community Project
- Small Group Pages
-
- Test Strategy Author and Me
-
- Wrapping Up the Unit
- Additional Lessons and Resources
-
- Unit 5
- Unit 6
-
Why We Need Whales
by Maggie W
We learned in class today that some kinds
of whales are in danger of becoming extinct
I think we should try to save them We need
whales
Why do we need whales We donrsquot need
them for food They donrsquot do any work for us
But they are fascinating to watch They seem
to play and talk together The world would be
less interesting if there were no whales
I want the world to be an interesting place
so I hope there will
always be whales
making their wonderful
noises
Share YourShare YourPoint of ViewPoint of View Writerrsquos Craft
VoiceWriters want their readers to understand their point of view They use appropriate words to show voice and to share their opinions
I tried to show why I feel that whalesare important
I think whales are great I wrote this to express my point of view about whales
506
Features of a Point-of-View Article
In a point-of-view article the writer gives his or her opinion about
a subject A writer should use good reasons to explain his or her
point of view
It is written using first person
It describes a writerrsquos opinion about a subject
It uses supporting statements in a logical order
WritingVoice
READ THE STUDENT MODEL
Read the bookmark about voice
Explain that a writerrsquos voice shows his
or her personality It helps readers to
hear changes in the writerrsquos feelings
just as they would if the writing were
spoken aloud
Have students turn to page 477
Discuss the writerrsquos voice and its effect
Then have the class read Maggie Wrsquos
article and the callouts Tell students
that they will write an article about the
importance of animals They will also
learn how to create a voice that shows
their feelings
WRITINGbull Explanatory Writing
bull Writerrsquos Craft Voice
WORD STUDYbull Words in Context
bull Dictionary
bull Phonics Words with oi and ou
bull Vocabulary Building
SPELLINGbull Words with oi and ou
GRAMMARbull Possessive Pronouns
SMALL GROUP OPTIONS
bull Differentiated Instruction pp 507Mndash507V
506
Transparency 73
Writing Transparency 73
Explanatory Writing
Writerrsquos Checklist Ideas and Content Did I explain my point of view
clearly
Organization Did I state my opinion first and then
give reasons to explain it Did I save the strongest
reason for last
Voice Is my voice clear as I write about the topic
Word Choice Did I choose words carefully
Sentence Fluency Did I vary the length of
my sentences
Conventions Did I spell possessive pronouns
correctly
Your TurnWrite an article of one or two paragraphs to explain
your point of view about the importance of animals
You may write about animals in general or one kind
of animal in particular State your opinion and
give strong reasons for it Save your strongest
reason for last Back up your reasons with
examples End by restating your opinion
Use the Writerrsquos Checklist to check
your writing
507
PREWRITE
Read and discuss the writing prompt
on page 507 Students can brainstorm a
list of animals they feel it is important
to save Ask them to choose the animal
they care most about saving
Display Transparency 73 and discuss
how Maggie used a point-of-view chart
to plan an article with opinions about
animals including the use of strong
supporting statements Have students
use a point-of-view chart to plan their
own articles
DRAFT
Display Transparency 74 Discuss how
Maggie used her chart to organize and
write a draft of her article Talk about
how she could improve the draft Before
students write present the explicit
lesson on Voice on page 507A and
the Ideas and Content and Purpose
and Audience mini lessons on page
507B Have students use their charts
to write their articles Remind them to
keep their purpose and audience in
mind to express strong opinions and to
emphasize strong supporting statements
REVISE
Display Transparency 75 and discuss
Maggiersquos revisions Point out that she
added sentences to show her feelings
about whales Students can revise their
drafts or keep them to work on later
If students choose to revise have
them work in pairs to use the Writerrsquos
Checklist on page 507 Then ask
students to work with a partner to
proofread their writing For Publishing
Options see 507A For lessons on
Possessive Pronouns and Spelling
see page 507B and 5 Day Spelling and
Grammar on pages 507Gndash507J
Transparency 73 Point-of-View
Chart
Transparency 74 Draft
Transparency 75 Revision
Writing Student pages 506ndash507
Point of View Chart
Opinion
We should save whales
Reason
They are fun to watch
Reason
They play and talk together
Reason
They make the world interesting
Writing Transparency 73
Adelinarsquos Whales 507
SPEAKING STRATEGIES
Use tone of voice to show
exciting parts of the article
Change voices when the
strongest feelings are
mentioned
Look at the audience
to help them see your
interest in the article
LISTENING STRATEGIES
Listen to hear how the
author feels about saving
the animal
Try to imagine the setting
of the article in your mind
VoiceEXPLAINMODEL
Good writers use language that shows their feelings about a topic
These feelings make up the writerrsquos voice Reread the first paragraph
of the model on page 506 Point out that Maggie shows her strong
feelings about saving whales when she says we need them and that
they are fascinating to watch Display Transparency 76
Think Aloud The first example shows me how the writer feels
about her cat He is her best buddy She likes it when the cat
comes to see her in the garden The second example tells me
only the facts without saying how the writer feels about them
I donrsquot learn as much about the writer or the animal from this
example
Writing Transparency 76
Transparency 76
PRACTICEAPPLY
Work with students to read the two choices in each set Invite
volunteers to identify the stronger voice in each set and explain
how it shows the writerrsquos feelings Then have students identify and
discuss voice in another story they have recently read
Tell students that as they draft their article they should think about
ways to create a voice that shows their feelings about the animal or
animals they are describing
Publishing OptionsStudents can read aloud their article to the class See Speaking and Listening tips below They can also use their best cursive to write their article (See Teacherrsquos Resource Book pages 168ndash173 for cursive models and practice) Then invite students to illustrate their articles or act them out with a friend
4- and 6-Point Scoring Rubrics
Use the rubric on pages 539Gndash
539H to score published writing
Writing Process
For a complete lesson see Unit Writing on pages 539Andash539H
Writing
Writerrsquos Craft
Voice
Strong Voice Gumby is my best buddy It feels great when he
appears in the garden and then jumps on my back
to purr and watch me dig
Weak Voice Gumby is my cat He walks through the garden to
watch me dig
1 Wow Seeing Flossie run across the lawn to greet
me is so fantastic She barks loudly as if shersquos as
glad to see me as I am to see her
2 Flossie runs across the lawn to greet me She
barks loudly
3 My parrot Polly talks all the time I like the sound
of her voice She always tells me that Irsquom her friend
4 I love to hear Polly my pet parrot talk all the
time Her voice is music that fills our familyrsquos
kitchen Best of all she always tells me that Irsquom
her friend
(1 strong 2 weak 3 weak 4 strong)
Writing Transp
arency 76
507A
Technology
Writing
Writerrsquos Toolbox
Possessive Pronouns
ExplainModel Possessive pronouns take the
place of nouns that show ownership as in her
Point out the first possessive pronoun her in the
first sentence of Adelinarsquos Whales on page 494 This
pronoun shows that the grandfather is Adelinarsquos
PracticeApply Work with students to find more
possessive pronouns in the story on page 494
Have them identify the ownership each pronoun
suggests For a complete lesson on possessive
pronouns see pages 507Indash507J
Mechanics Do not use apostrophes in possessive
pronouns As students proofread their stories ask
them to check that they have used possessive
pronouns correctly
Writing Trait Ideas and Content
ExplainModel Good writers state their opinions
or point of view at the beginning of their writing
They use appropriate words to show voice and
they use good reasons and examples to support
their opinions and explain their point of view
They end their writing by repeating their opinion
strongly in a closing sentence
PracticeApply Have students reread the student
model on page 506 Discuss the callouts on the
left Can students identify Maggie Wrsquos point of view
in her article Ask students if Maggie W supports
her point of view
Purpose and Audience
ExplainModel Point out that one purpose of
writing an article is to inform and persuade the
audience of your opinion Using examples as
Maggie did helps to do this
PracticeApply As students draft tell them to
consider their audience They should use ideas that
will appeal to the people who will read their article
Spelling Words with oi and ou
Ask students to find the words noise and clouds in
the main selection on page 490 Point out that the
sound oi is spelled oi in noise Explain that the
sound ou is spelled ou in clouds but can also be
spelled ow as in flowers For a complete lesson on
words with oi and ou see pages 507Gndash507H
Remind students to use centering to position their title
correctly and to use formatting to capitalize the first letter
in each important word of the storyrsquos title
Adelinarsquos Whales 507B
Word StudyWord Study
Objectivesbull Apply knowledge of word
meanings and context clues
bull Use a dictionary to look up the
meanings of homographs
Materials
bull Vocabulary Transparencies 37
and 38
bull Leveled Practice Books p 138
Review
VocabularyWords in Context
EXPLAINMODEL
Review the meanings of the vocabulary words Display
Transparency 37 Model how to use word meanings and context
clues to fill in the first missing word with students
Think Aloud In the first sentence I learn that the speaker is going
on a boat to whale watch The speaker makes a note about the
boatrsquos size A boat for whale watching would be large I think that
the missing word is massive When I try massive in the sentence it
makes sense
PRACTICEAPPLY
Help students complete item 2 Then have them use context clues
to write missing words for items 3ndash6 on a separate sheet of paper
Students can exchange papers check their answers and explain the
context clues they used to determine the missing words
Fun with Puns Remind students that the vocabulary word dove
is a homograph Review its pronunciations and definitions Have
students work in small groups to create puns using dove Invite
groups to share their puns with the class
Give Examples For massive
sketch a bus and a whale on
the board Say A bus is big
but a whale is massive Have
students brainstorm other
examples in pairs
tangles (p 488) things
twisted together such as
strands of hair
rumbling (p 490) heavy
deep and rolling
snoring (p 490) making
loud breathing sounds
when sleeping
massive (p 491) big or
heavy
dove (p 494) jumped into
the water head first
unique (p 496) one of a
kind
politicians (p 498) people
who hold a government
officeVocabulary Transparency 37
Transparency 37
dove massive politicians rumbling snoring tangles unique
1 We boarded the massive boat amazed at its size and hoped it would be a good day for whale watching
2 The politicians had done a good job of protecting the whales in this bay so I was hopeful that we would see many whales
3 I stepped over the nets that lay in tangles on the deck
4 I watched as the birds dove into the ocean to catch their dinner
5 When I heard a rumbling sound I looked toward the horizon where I saw a unique sight a whale
6 I shouted for my father but when I heard his snoring I knew that he had missed the fantastic sight
507C
Vocabulary Strategy Transparency 38
Word Study
Homographs are words that have the same spelling but different meanings They may also have different pronunciations
Read the list of homographs and their meanings Then read the sentences and decide the meaning of the underlined homograph Write the letter of the correct meaning in the blank next to the sentence
dove ndash a past tense of dive b a kind of bird
fluke ndash c part of a whalersquos tail d something lucky
1 The whale splashed the surface of the water with its fl uke
2 The eagle dove for its prey
3 It was a fl uke that my mother won the game
4 The bird watchers saw a mourning dove sitting in a tree
Pick another homograph Write one sentence for each meaning of the word
5
6
c
a
d
b
My brother gave his girlfriend an engagement ring
Possible response provided
I didnrsquot hear the phone ring so I missed your call
On Level Practice Book 0 page 138
Approaching Practice Book A page 138
Beyond Practice Book B page 138
Practice Vocabulary
Homographs can be
confusing to students
especially those that are
pronounced differently
Create sentences for pairs
of words and model how
to guess the meaning
through the context
Practice with dove wind
and bow
Transparency 38
Homographs
1 What was the content of Karlarsquos lettera subject or topic nounb satisfied adjective
2 We tried to wind the kite string around a sticka moving air nounb to wrap around verb
3 Casey did not shed a tear as he watched the sad moviea to pull apart or into pieces verbb a drop of fluid that comes from the eye noun
4 Tanya put dates and nuts in her breada specific points in time nounb fruits from palm trees noun
PRACTICEAPPLY
Ask students to look up meanings and write sentences for the
following homographs bow row and present
During Small Group Instruction
If No Approaching Level Vocabulary pp 507Nndash507O
If Yes On Level Options pp 507Qndash507R
Beyond Level Options pp 507Sndash507T
Do students understand word meanings Can students use
context clues and dictionaries to understand homographs
STRATEGYDICTIONARY HOMOGRAPHS
EXPLAINMODEL
Remind students that homographs are words that are spelled alike
but have completely different meanings and may have different
pronunciations Explain how a dictionary and context clues can help
a reader to figure out the correct meaning and pronunciation of
homographs
Read the first sentence and definitions on Transparency 38 Model
how to figure out the meaning of content trying both definitions
and pronunciations Ask student volunteers to read aloud and
choose the correct homograph definitions for numbers 2ndash4
Adelinarsquos Whales 507D
The oi sound can be spelled with oi as in foil or with oy as in boy The ou sound can be spelled with ou as in couch or with ow as in now Keep in mind though that not all words containing oi have the oi sound and not all words spelled with ou and ow have the ou sound
In each row of words below there is one word that does not belong If the word does not have the same sound as the others make an X over it If the word is a homograph sometimes pronounced like the other words and sometimes pronounced differently put an asterisk () next to it Then on the blank line add another word that belongs with the group you made
1 joy foil employ onion
2 bow allowed south outside
3 coil destroy oil going
4 mouth doubt through how
5 broil doing spoil noise
6 sow tower frown sprout
7 couch dough cloud crowd
8 enjoy soil shooing toys
9 now enough crown proud
10 brow cow low down
11 annoy voices boil porpoise
12 thought shower loud trout
oi word
ou word
oi word
ou word
oi word
ou word
ou word
oi word
ou word
ou word
oi word
ou wordporpoiseporpoiseporpoiseporpoisepp
on on onioonioonioonioononoo
ngnggoigoigoigoingngnn
ughughhrohrothrothroughughouou
doing doing doing doing ii
ugh ugh doudoudoudouughughuu
oingoingshooshooshooshoooingoingoo
ughughenoenoenoenoughughouou
wwlowlowowowwwww
ught ught houhouthouthouughtughtuu
On Level Practice Book O page 139
Approaching Practice Book A page 139
Beyond Practice Book B page 139
Word Study
Phonics Decode Words with oi and ou
EXPLAINMODEL
Remind students that the letters oi and oy almost always spell the
sound oi The letters ou often spell ou unless they are followed
by r or gh The letters ow often spell ou but they may also spell
ō Write bow
Think Aloud
This word is a homograph When I say bou I know
the word means ldquoto bend the headrdquo or ldquothe front of a boatrdquo
When I say bō I know the word means ldquoa weaponrdquo or ldquoa knot
with loopsrdquo I need to look at the context to figure out which
word the writer means
PRACTICEAPPLY Write these words on the board joy spoil
mountain blouse coin tower and around Have students underline
the letters that spell ou and oi Then have them read the words
aloud pronouncing each sound with emphasis
Decode Multisyllabic Words Write these words on the board
voyage hardboiled encounter southpaw ownership and nowadays
Model how to decode voyage focusing on the sound oi Then work
with students to decode the other words explaining the spelling
of each sound For more practice use the decodable passages on
Teacherrsquos Resource Book page 23
Fill-in-the-Blanks Have students write out ten Spelling Words or
other words with the ou or oi sound Tell them to leave blanks
for the letters that represent these vowel sounds For example
C L _ _ N Students can trade papers with a partner and fill in the
missing letters
Word Study
Objectivesbull Decode the sounds ou and
oi
bull Identify and write sentences
with homophones
Materials
bull Leveled Practice Books p 139
bull Teacherrsquos Resource Book p 23
Use Context Hearing
and distinguishing vowel
sounds can be challenging
for students As students
read and hear the words
within the context of
shared reading and writing
activities they will connect
the sounds to their spelling
patterns
During Small Group Instruction
If No Approaching Level Phonics p 507M
If Yes On Level Options pp 507Qndash507R
Beyond Level Options pp 507Sndash507T
Can students decode words with oi and ou
507E
Spiral Review
Vocabulary Game Form two teams Divide the
Vocabulary Cards electrical globe decayed
amazement loosened midst mysterious patchwork
responsibility and soared from past weeks between
the teams
A Team 1 player takes a card and reads the word
A Team 2 player tells the wordrsquos meaning and uses
it in a sentence If the definition and sentence are
correct Team 2 gets a point If not the card is
returned to the bottom of the pile Then a Team 2
player takes a card and reads the word
Continue playing until all the words have been
correctly defined and used in sentences The team
with the most points wins
Vocabulary Building
Homophones Write on the board The children
let out (wails)(whales) because they couldnrsquot see
the (wails)(whales) Remind students that a
homophone is pronounced in the same way as
another word but has a different meaning and
spelling Have students write more sentences
containing homophone pairs or triples (there
theyrsquore their) Make sure students know how
homophones differ from homographs
Word Study
Vocabulary PuzzleMaker For additional vocabulary and
spelling games go to
wwwmacmillanmhcom
Vocabulary Building
Adjectives Verbshuge spray
humpback swim
endangered spout
slippery leap
Apply Vocabulary
Write a Personal Narrative Using the vocabulary
words ask students to complete the following
sentence ldquoI had a whale of a good time when rdquo
Tell students to continue writing after completing
this sentence Remind students to use descriptive
language that appeals to the five senses They
should provide a context to allow the reader
to picture the world of the event Post student
writing inside the body of a whale on a display
board
Oral Language
Expand Vocabulary Write the weekly topic
Whales on the board above a two-column chart
Label the columns Adjectives and Verbs Using the
selection print and electronic resources including
interviews and newspapers tell students to
brainstorm adjectives or verbs relating to whales
Adelinarsquos Whales 507F
5 Day Spelling
Words with oi and ouSpelling
Pretest Word Sorts
Spelling Practice Book pages 115ndash116 Spelling Practice Book page 117
Dictation Sentences 1 A daisy is a flower
2 We heard voices outside
3 The princess hid in the tower
4 We dumped a mound of dirt
5 I read a story about a cowboy
6 Her wedding gown was beautiful
7 You frown when you are not happy
8 We drove south to Florida
9 Why are the dogs howling
10 It will annoy Mike if you keep interrupting him
11 The car made noises yesterday
12 My kitten weighs about a pound
13 The hound followed the scent
14 Put your money in the pouch
15 We collected a thousand cans
16 I wound the rope around the tree
17 Irsquom a grouch when Irsquom tired
18 I felt fine but I still had a cough
19 Irsquove grown two inches in a year
20 They took a voyage to China
ReviewChallenge Words 1 I ate a peanut butter cookie
2 Use the zoom on your camera
3 The new mall is huge
4 During a drought we canrsquot water the grass
5 We took the bus downtown
Words in bold are from the main selection
flower south thousand
voices howling wound
tower annoy grouch
mound noises cough
cowboy pound grown
gown hound voyage
frown pouch
Review cookie zoom huge
Challenge drought downtown
ASSESS PRIOR KNOWLEDGE
Using the Dictation Sentences say
the underlined word Read the
sentence and repeat the word
Have students write the words on
Spelling Practice Book page 115
For a modified list use the first 12
Spelling Words and the 3 Review
Words For a more challenging list
use Spelling Words 3ndash20 and the
2 Challenge Words Have students
correct their own tests
Have students cut apart the Spelling
Word Cards BLM on Teacherrsquos
Resource Book page 84 and figure
out a way to sort them Have them
save the cards for use throughout
the week
Use Spelling Practice Book page 116
for more practice with this weekrsquos
Spelling Words
For Leveled Word Lists go to
wwwmacmillanmhcom
TEACHER AND STUDENT SORTS
Review the Spelling Words
pointing out the oi or ou
sound in most words
Use the cards on the Spelling Word
Cards BLM Attach the key words
south flower noises and annoy to a
bulletin board Model how to sort
the words according to their vowel
sounds and spellings Have students
take turns choosing cards sorting
them and explaining how they
sorted them
When students have finished the
sort discuss any oddballs that do
not fit in any category (grown
cough) Point out that wound is a
homograph Then invite students to
do an open sort in which they sort
all the Spelling Words any way they
wish for example by rhyme or by
consonant blends Discuss studentsrsquo
methods of sorting
507G
SYNONYMS
Write the following list of words
on the board Have students copy
the words into their word study
notebooks and write the Spelling
Word that is a synonym for each
1 pile (mound)
2 scowl (frown)
3 trip (voyage)
4 crying (howling)
5 dress (gown)
Challenge students to identify
three Spelling Words that can be
used as both a noun and a verb
Have them write sentences for
both usages
Have partners write a sentence
for each Spelling Word leaving
a blank space where the word
should go They can exchange
papers and fill in the blanks
SPIRAL REVIEW
Review words with ū uuml and u
Write cookie zoom and huge on
the board Have students identify
the spelling of the ū uuml or u
sound in each word
PROOFREAD AND WRITE
Write these sentences on the
board including the misspelled
words Ask students to proofread
circling incorrect spellings and
writing the correct spellings
1 My lizard has grone and she
gained two pownds (grown
pounds)
2 My cogh is starting to annoi
me (cough annoy)
3 The noyses in the hall were
houling dogs (noises howling)
4 A thowsand voyces were
singing (thousand voices)
POSTTEST
Use the Dictation Sentences on
page 507G for the Posttest
If students have difficulty with any
words in the lesson have students
place them in a list entitled
Spelling Words I Want to Remember
in a word study notebook
Challenge students to look for
words that have the same vowel
patterns they studied this week
Spelling
Word Meanings Review and Proofread Assess and Reteach
Spelling Practice Book page 118 Spelling Practice Book page 119 Spelling Practice Book page 120
Adelinarsquos Whales 507H
5 Day Grammar
Possessive Pronouns
INTRODUCE POSSESSIVE
PRONOUNS
Present the following
A possessive pronoun shows
ownership
A possessive pronoun takes
the place of a possessive noun
Possessive pronouns never have
an apostrophe my your his her
its our and their
Possessive pronouns must match
the nouns they replace in both
number and gender Give the
pass to Armita Give the pass to
her This is Dillon and Leighrsquos car
This is their car
REVIEW POSSESSIVE PRONOUNS
Discuss with students how to
recognize possessive pronouns
INTRODUCE STAND-ALONE
POSSESSIVE PRONOUNS
Present the following
A stand-alone possessive
pronoun is not used directly
before a noun
Most stand-alone possessive
pronouns are formed by adding
s to the pronoun that is used
before a noun These pronouns
are yours hers ours theirs and
mine This report is ours That one
is yours
His and its are the same when
used as stand-alones or before
a noun His shirt was brown The
shirt was his
Grammar
Daily Language ActivitiesUse these activities to introduce each dayrsquos lesson Write the dayrsquos activity on the board or use Transparency 19
DAY 1Adelinas favorite time of year was when the whales visited she Her and her grandfather watch for them every day (1 Adelinarsquos 2 her 3 She and)
DAY 2Her grandfather knowed about whales too Him was the one who had the first friendly visit with whales (1 knew 2 He)
DAY 3Every Fisherman takes their rod on the boat They pull in his lines if a whale come close (1 fisherman 2 his rod 3 their lines 4 comes)
DAY 4The camera on Adelinas lap is herrsquos She is taking a voiage to cownt whales (1 Adelinarsquos 2 hers 3 voyage 4 count)
DAY 5Thowsands of people come to see the whales They act as though it is not mine town but theirrsquos (1 Thousands 2 my 3 theirs)
Introduce the Concept Teach the Concept
Possessive Pronouns
Write on the board This
pencil belongs to Sheila
It is pencil Model
how to choose the correct
pronoun in the second
sentence Create more
sentences using other
studentsrsquo names and your
name to practice all the
pronouns
Grammar Practice Book page 115
See Grammar Transparency 91 for modeling and guided practice
Grammar Practice Book page 116
See Grammar Transparency 92 for modeling and guided practice
507I
REVIEW POSSESSIVE PRONOUNS
Review how to identify possessive
pronouns
MECHANICS AND USAGE
POSSESSIVE NOUNS AND
PRONOUNS
Possessive nouns are formed with
apostrophes teachersrsquo books
Most possessive pronouns that
are used before a noun are not
formed with s her book his car
The exception is its
Possessive stand-alone pronouns
are formed without apostrophes
Except for mine the last letter is
always s It is yours
All possessive pronouns should
agree in number and gender
with the nouns they replace
REVIEW TYPES OF POSSESSIVE
PRONOUNS
Ask students to explain the
differences between regular and
stand-alone possessive pronouns
PROOFREAD
Have students correct errors in the
following sentences
1 That whale is Renas favorite
and this one is mine favorite
(Renarsquos my)
2 Each boy should take their seat
while the whales are close (his
seat)
3 This book about whales is my
(mine)
4 Which is the better picture of a
whalemdashMiguels or herrsquos
(Miguelrsquos hers)
ASSESS
Use page 119 of the Grammar
Practice Book for assessment
RETEACH
Have students create sentences
using possessives pronouns
After checking for accuracy have
students write the sentences
again this time leaving a blank
where the pronoun should be
Students should trade papers
with a partner and try to fill in the
blanks They can then check their
own work
Also use page 120 of the Grammar
Practice Book for reteaching
Grammar
Review and Practice Review and Proofread Assess and Reteach
Grammar Practice Book page 117
See Grammar Transparency 93 for modeling and guided practice
Grammar Practice Book page 118
See Grammar Transparency 94 for modeling and guided practice
Circle the letter before the possessive pronoun that correctlycompletes each sentence
1 Adelinarsquos village was small and main street had only a few houses
a his b our c its d their
2 The whales came to Mexico to have young
a their b your c my d her
3 Although fi rst visit to La Laguna was in June this yearIrsquom going in January
a hisrsquos b theirs c my d her
4 Adelina knows the ocean very well because whole family works on the water
a my b their c our d her
5 Pachico made a sign for his business and letters are large and easy to read
a hers b their c its d my
Grammar Practice Book pages 119ndash120
See Grammar Transparency 95 for modeling and guided practice
Adelinarsquos Whales 507J
En
d-o
f-W
ee
k A
sse
ssm
en
t
ELL Practice and
Assessment 122ndash123
Fluency Assessment
Weekly Assessment 237ndash244
Administer the Test Weekly Reading Assessment Passage and questions pages 237ndash244
ASSESSED SKILLS
bull Sequence
bull Vocabulary Words
bull Dictionary Homographs
bull Possessive Pronouns
bull Words with oi and ou
Administer the Weekly Assessment online
or on CD-ROM
FluencyAssess fluency for one group of students per week
Use the Oral Fluency Record Sheet to track the number
of words read correctly Fluency goal for all students
102ndash122 words correct per minute (WCPM)
Approaching Level Weeks 1 3 5
On Level Weeks 2 4
Beyond Level Week 6
Alternative Assessmentbull ELL Assessment pages 122ndash123
Assessment Tool
507K507K
Diagnose Prescribe
En
d-o
f-We
ek
Asse
ssme
nt
VOCABULARY WORDS
VOCABULARY STRATEGY
Dictionary Homographs
Items 1 2 3 4
IF
0ndash2 items correct
THEN
Reteach skills using the Additional
Lessons page T8
Reteach skills Go to
wwwmacmillanmhcom
Vocabulary PuzzleMaker
Evaluate for Intervention
COMPREHENSION
Skill Sequence
Items 5 6 7 8
0ndash2 items correct Reteach skills using the Additional
Lessons page T3
Evaluate for Intervention
GRAMMAR
Possessive Pronouns
Items 9 10 11
0ndash1 items correct Reteach skills Grammar Practice Book
page 120
SPELLING
Words with oi and ou
Items 12 13 14
0ndash1 items correct Reteach skills Go to
wwwmacmillanmhcom
FLUENCY 98ndash101 WCPM
0ndash97 WCPM
Fluency Solutions
Evaluate for Intervention
Diagnose Prescribe
To place students
in the Intervention
Program use
the Diagnostic
Assessment in the
Intervention Teacherrsquos
Edition
TriumphsAN INTERVENTION PROGRAM
R E A D I N G
Adelinarsquos Whales 507L
Phonics
Approaching Level Options
Objective Decode words with oi and ou
Materials bull Student Book Adelinarsquos Whales
WORDS WITH oi AND ou
ExplainModel
Remind students that the letters oi and oy together usually stand for
oi as in coil and joy The letters ou as in house and ow as in cow usually
stand for ou However ow can also stand for o as in snow
Write the letters t o y on the board Say the sounds that the letters
stand for t oi Then blend the sounds toi Say the word with me toy
Repeat this process with oi and boil
Write the letters t o w n on the board Say the sounds that the letters
stand for t ou n Then blend the sounds toun Say the word with
me town Repeat this process with ou and house
Ask students to provide their own examples of words with oi and ou
Listen and provide constructive feedback
MULTISYLLABIC WORDS WITH oi AND ou
Write the word destroy on the board Have students identify the second
syllable as containing oi troy Have students repeat the syllable then
blend and read the whole word several times Repeat this process with
pounding and ou
Have student pairs work together to practice decoding longer words
with oi and ou Write the following words on the board and ask
student pairs to copy them onto index cards or sheets of paper Say
each word Circle the letters that stand for the ou or the oi sound Then
sort the words by spelling pattern
rejoice annoy crouching underground
growling browning moisture employment
Check each pair for their progress and accuracy
WORD HUNT WORDS WITH oi AND ou IN CONTEXT
Review words with oi and ou Have students search pages 488ndash490 of
Adelinarsquos Whales to find words with oi and ou Ask them to write the
words and circle the letters that spell the oi and ou in each word
Check to see if students have found examples such as outside down
south thousand loud noise sound clouds and out
For each skill below
additional lessons are
provided You can use these
lessons on consecutive days
after teaching the lessons
presented within the week
bull Sequence T3
bull Homographs T8
Additional Resources
To help students build speed
and accuracy with reading
multisyllabic words use the
additional decodable text
on page 23 of the Teacherrsquos
Resource Book
Decodable Text
If students have trouble
figuring out how to
pronounce words that
are homographs such as
bow bou and bow bō
have them look at how the
word is used and try out
each pronunciation and
its related definition in the
context of a sentence Write
She had a pink bow in her
hair on the board and say
I can say bou in the
sentence but a pink
ldquobending of the headrdquo
does not make sense
I can say bō in the
sentence A pink ldquoknot
with loopsrdquo does make
sense This word is
pronounced bō
ConstructiveFeedback
507M
Objective Read with increasing prosody and accuracy at a rate of 102ndash112 WCPM
Materials bull Index cards bull Approaching Practice Book A page 136
WORD AUTOMATICITY
Have students make flashcards for the following words with oi and
ou flower south thousand voices howling wound tower annoy grouch
mound noises cough cowboy pound gown hound voyage frown pouch
Display the cards one at a time and have students say each word Repeat
twice more displaying the words more quickly each time
REPEATED READING
Model reading the Fluency passage in Practice Book A page 136 Tell
students to pay close attention and listen to your tempo Then read
sentences in clusters based on tempo and have students read each cluster
back copying your tempo
During independent reading time have students work with a partner
One student reads aloud while the other repeats each sentence Remind
students to use positive and encouraging phrases when giving feedback
to their partners Circulate and provide constructive feedback Circulate
and provide constructive feedback
TIMED READING
At the end of the week have students do a final timed reading of the
passage on Practice Book A page 136 Students should
begin reading the passage aloud when you say ldquoGordquo
stop reading the passage after one minute when you say ldquoStoprdquo
Keep track of miscues Coach students as needed Help students record
and graph the number of words they read correctly
Vocabulary
Objective Apply vocabulary word meanings
Materials bull Vocabulary Cards bull Student Book Adelinarsquos Whales
VOCABULARY WORDS
Display the Vocabulary Cards for this weekrsquos words dove politicians
snoring massive tangles rumbling and unique Help students locate and
read the vocabulary words in Adelinarsquos Whales Review the definitions
of each word in the Glossary of the Student Book and discuss the
meanings Then have students write their own narratives about whales
using all of these vocabulary words
Approaching Practice Book A page 136
If students read too quickly
or too slowly reread
the passage to them at
the correct tempo Then
lead the class in a choral
reading so they can follow
you lead in reading at the
appropriate rate Repeat
the choral reading as
necessary
ConstructiveFeedback
Adelinarsquos Whales 507N
Vocabulary
Approaching Level Options
Review last weekrsquos words
(electrical globe fuels
decayed) and this weekrsquos
words (rumbling snoring
unique dove massive
tangles politicians) Have
students write a synonym for
each word
Objective Use homographs
DICTIONARY HOMOGRAPHS
Have students create simple crossword puzzles using Vocabulary and
Spelling Words Make sure they include at least two homographs (wound
dove) and write the definitions of the homographs as clues They may use
a dictionary to help them if necessary
Comprehension
Objective Identify sequence
Materials bull Student Book ldquoA Whale of a Triprdquo bull Transparencies 19a and 19b
STRATEGYANALYZE TEXT STRUCTURE
Remind students that recognizing how a text is organized can help them
to identify the sequence of story events
SKILLSEQUENCE
ExplainModel
Authors sometimes use signal words such as first next and last to help
readers recognize the sequence of events in a story
Authors of history texts or how-to articles typically use chronological
order to organize their texts
Display Transparencies 19a and 19b Reread the first pages Ask a
volunteer to identify what the narrator saw first and identify the signal
words
Think Aloud As I read I learn that many things are happening It helps to
recognize sequence words to help summarize what is happening in the
story so I can better understand it
PracticeApply
Invite students to retell the story considering the sequence of events Ask
the following questions
Before going on the trip do you think the narrator expected the whale
would be as big as it turned out to be
What was the first thing Matty told people on the whale-watching trip
Why are birds often seen in areas where whales are present
Student Book or Transparencies 19a and 19b
by Kristin Gold
Retelling Have students
retell the sequence of
events in ldquoA Whale of a
Triprdquo by drawing them Ask
students to choose one
event from the book they
would like to retell Have
students draw the scene
and write one sentence
describing it After the
students have finished
hang the drawings on the
board Then as a class put
the pictures in the order
of events that the story
follows
507O
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Saving the Whales
PREVIEW AND PREDICT
Have students read the title look at the images and preview the first
chapter Have students make predictions about what they will read and
set a purpose for reading
VOCABULARY WORDS
Review the vocabulary words as needed As you read together discuss
how context clues can help you figure out word meanings
STRATEGYANALYZE TEXT STRUCTURE
Remind students that recognizing how a text is organized can help
them better understand the textrsquos important ideas and the authorrsquos
purpose
SKILLSEQUENCE
Remind students to pay attention to the way the selection is organized
and the order in which events occur Read Chapter 2 with students
Think Aloud In the first chapter I learn that in the past there were whale
hunters in all parts of the world Now there are laws to protect whales
from hunters but whales are still being killed in other ways I need to
remember this information for my Sequence Chart
READ AND RESPOND
Finish reading Saving the Whales with students Discuss the following
If the plants that the krill eat die and then the krill die ask students
what will happen next in the food chain
Ask them what happened after Keiko the whale was set free
Work with students to review and revise their Sequence Charts Help
students paraphrase the important ideas in each chapter
MAKE CONNECTIONS ACROSS TEXTS
Invite students to compare Adelinarsquos Whales and Saving the Whales
Have students identify which selection is organized into chapters Ask
them why this format is better for this selection
Have students explain how reading Saving the Whales helps them better
understand the information and events in Adelinarsquos Whales
Leveled Reader
Adelinarsquos Whales 507P
Leveled Reader LessonVocabulary
On Level Options
Student Book
Limericks
On Level Practice Book O page 136
As I read I will pay attention to tempo and match the action in the story
Did you know that whales talk to each other Whales
10 make sounds for different reasons Some sounds are used to
20 locate calves Others are used to find mates Whales even use
31 sounds to warn other pod members that a predator is around
42 Toothed whales click and whistle in order to locate food
52 Baleen whales make knocking moaning snoring and
59 rumbling noises Humpback whales sing but not during
67 feeding season They save their tunes for the warmer waters
77 where they spend their breeding season Some scientists
85 believe they are singing love songs Other scientists think
94 they are sending out threats like ldquoGo awayrdquo We may never
105 know exactly why whales sing
110 Some humpback whales swim up to the surface and take
120 a few breaths Then they dive under the water and start to
132 sing They do not move when they sing Their underwater
142 songs can be heard for miles Sometimes they sing for a half
154 hour without stopping 157
Comprehension Check
1 What actions does a humpback whale take when it sings Sequence
2 Why might a whale need to communicate with another whale Draw Conclusions
Words Read ndash Number of Errors = Words
Correct Score
First Read ndash =
Second Read ndash =
A humpback whale swims to the surface and takes a few breaths Then the whale dives under the water to sing The whale does not move when singing
Whales might need to communicate with other whales to warn them about predators to find mates or to locate their calves
Objective Apply vocabulary words and homographs
Materials bull Vocabulary Cards bull Dictionary
VOCABULARY WORDS
Tell students that they will play a word-definition game Display half of
the Vocabulary Cards Have the first team use a dictionary to help create
two different definitions for each displayed word One should be the
correct definition and the other should be incorrect Then have students
write each pair of definitions on the board The second team chooses
the definition they think is correct They get one point for each correct
answer The team with the most points wins
DICTIONARY HOMOGRAPHS
Remind students that homographs are spelled alike but have different
meanings so they have separate dictionary entries Have students use the
adjective fine in a sentence Then challenge them to use the homograph
fine (money paid) in another sentence Repeat with the word content
Literary Elements
Objective Read poems to identify literary elements
Materials bull Poetry books and resources with limericks bull Student Book ldquoLimericksrdquo
METER AND RHYME SCHEME
Discuss the use of meter and rhyme in each limerick on Student Book
pages 504ndash505 Then have students look through poetry books and other
resources to locate limericks Ask students to discuss the meter and rhyme
scheme in the limericks
Objective Read fluently with appropriate prosody at a rate of 102ndash136 WCPM
Materials bull On Level Practice Book O p 136
REPEATED READING
Model reading the passage on page 136 of Practice Book O Remind
students to pay attention to the tempo to see if it matches the action of
the story Then read one sentence at a time having students echo-read
the sentence back imitating your pace Echo-read through the entire
passage again speeding up to reflect each part of the selection During
independent reading time partners take turns reading
Timed Reading Have students read the passage and record their rates
507Q
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Looking at Whales
PREVIEW AND PREDICT
Have students preview Looking at Whales
Ask students to write down any questions they have about the
selection
Ask if they think this book will be the story of one whale or about
many whales
SKILLSEQUENCE
The sequence is the order in which events happen Signal words such
as before after and then often help to indicate the sequence of events
Explain that students will fill in this information in Sequence Charts
READ AND RESPOND
Read Chapter 1 Pause to discuss how the information in the chapter
is presented At the end of Chapter 2 fill in the Sequence Chart Have
students discuss the sequencing of information including how the word
then helped them understand the information about humpback whales
singing
VOCABULARY WORDS
As they read Looking at Whales ask students to point out vocabulary
words as they appear Then have students discuss how each word is used
Ask Are blue whales massive or small
MAKE CONNECTIONS ACROSS TEXTS
Invite students to draw connections between Looking at Whales and
Adelinarsquos Whales
Ask students to use chronological order words to summarize the
information they learned in Looking at Whales
Ask students if they think Adelina would know most of the information
in Looking at Whales
ELLLeveled Reader
Go to pages
507Undash507V
Leveled Reader
Adelinarsquos Whales 507R
Vocabulary
Beyond Practice Book B page 136
Beyond Level Options
Objective Apply vocabulary words in writing
EXTEND VOCABULARY
Ask students to write a nonfiction piece about a whale Have them use
all of the vocabulary words from this weekrsquos selection and as many words
from this unitrsquos previous weeks as possible
Invite them to edit their essays or a partnerrsquos essay Remind them to check
the spelling and usage of each word
Literary Elements
Objective Use meter and rhyme to write a limerick
Materials bull Student Book ldquoLimericksrdquo
bull Poetry books with limericks bull Nonfiction books about whales
METER AND RHYME SCHEME
Use limericks to point out that meter and rhyme scheme can add to a
readerrsquos enjoyment of a poem Ask How does the use of meter and
rhyme scheme make these limericks more fun to read
Have students read limericks and note the use of meter and rhyme
scheme Then have them read information about whales or use what they
have already learned to write their own limerick about whales
Objective Read fluently with appropriate prosody at a rate of 112ndash136 WCPM
Materials bull Beyond Practice Book B p 136
REPEATED READING
Work with students to begin marking up the Fluency passage on page 136
of Practice Book B Remind them to pay attention to the tempo Then
read one sentence at a time having students echo-read the sentence
back imitating your pace Echo-read through the entire passage again
speeding up to reflect each part of the selection
During independent reading time partners can take turns reading the
passage they have practiced reading aloud Remind students to pay
attention to one anotherrsquos tempo and discuss how different actions in the
passage change the tempo or mood
Timed Reading Have students read the passage and record their reading
rate
Student Book
Limericks
Read Aloud Review meter
and rhyme scheme Then
reread a limerick aloud
Say Listen for the meter and
rhyme scheme of the poem
Then tell students you will
read the poem once more
together Let them know
that this time they should
clap along to the rhythm of
the poem Read the poem
chorally and clap out the
rhythm together
507S
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Gray Whales
PREVIEW AND PREDICT
Have students preview Gray Whales predict what it is about and set a
purpose for reading
SKILLSEQUENCE
Ask a volunteer to explain what the terms text structure and sequence
mean Have another volunteer explain why identifying the text structure
or sequence of events is important for understanding a selection
Explain that students will read Looking at Whales together and fill in
information about order in Sequence Charts
READ AND RESPOND
As students read they should identify the order of events in the selection
and fill in their Sequence Charts Discuss with the group how the story
would change if the sequence of events were different
VOCABULARY WORDS
Have students pay attention to vocabulary words as they come up Ask
students to provide definitions as needed Ask What do whales sometimes
get tangled in
Self-Selected Reading
Objective Read independently to identify the sequence of a text
Materials bull Leveled Readers or informational trade books at studentsrsquo reading level
READ TO IDENTIFY SEQUENCE
Invite students to use their personal interests to choose a nonfiction book
for independent reading Have students read their books and take notes
on the selectionrsquos sequence in their response journals
After reading have students compare the order in which the information
was presented in the book they chose to one of the selections they read
during this weekrsquos lessons Ask Which selection presented information in the
more interesting way Which selection taught you the most about the topic
Leveled Reader
Adelinarsquos Whales 507T
Academic Language Used in Whole Group Instruction
ContentTheme Words SkillStrategy Words WritingGrammar Words
ocean (p484)
aquarium (p 484)
whales (p 484)
mammals (p 484)
gills (p 484)
lungs (p 484)
legend (p 485)
pod (p 505)
homograph (p 484)
photo essay (p 486)
analyze text structure (p 485A)
sequence (p 485A)
limerick (p 504)
meter (p 504)
rhyme scheme (p 504)
voice (p 506)
point of view (p 506)
opinion (p 506)
audience (p 507B)
possessive pronouns (p 507I)
ownership (p 507I)
stand-alone possessive pronoun
(p 507I)
Academic LanguageThroughout the week the English language learners will need help in
building their understanding of the academic language used in daily
instruction and assessment instruments The following strategies will help
to increase their language proficiency and comprehension of content and
instructional words
Strategies to Reinforce Academic Language
Use Context Academic Language (see chart below)
should be explained in the context of the task during
Whole Group Use gestures expressions and visuals to
support meaning
Use Visuals Use charts transparencies and graphic
organizers to explain key labels to help students
understand classroom language
Model Demonstrate the task using academic language in
order for students to understand instruction
English Language Learners
Oral Language For
additional language
support and oral vocabulary
development use the lesson
at www macmillanmhcom
507U
ELL Leveled ReaderELL Leveled Reader Lesson Objectivebull To apply vocabulary and
comprehension skills
Materials
bull ELL Leveled Reader
DAY 1 bull Academic Language
bull Oral Language and Vocabulary Review
DAY 2 bull Academic Language
bull ELL Leveled Reader
DAY 3 bull Academic Language
bull ELL Leveled Reader
DAY 4 bull Academic Language
bull ELL Leveled Reader
DAY 5 bull Academic Language
bull ELL Leveled Reader Comprehension Check and Literacy Activities
ELL Teacherrsquos Guide
for students who need
additional instruction
DEVELOP ORAL LANGUAGE
Build Background Write the word whales on
the board and have students share what they
know What do whales look like What do they eat
How do they communicate List key points Then
do a brief picture walk of the book to add on to
the list
Review Vocabulary Write the vocabulary and story support words
and discuss the meanings Use each word in a sentence Clarify the two
meanings of schools and dove Schools of fish are large groups of fish not
where fish go to learn Who can use ldquoschools of fishrdquo in a sentence
PREVIEW AND PREDICT
Point to the cover photograph and read the title aloud What are we going
to read about Have students brainstorm a list of questions about facts
they would like to learn from this book
Set a Purpose for Reading Show the Sequence Chart and remind students
they have used it before Ask them to use a similar chart to identify the
sequence of events as they are presented in the book
Choose from among the differentiated strategies below to support
studentsrsquo reading at all stages of language acquisition
Beginning
Shared Reading As you
read model analyzing text
structure by identifying key
information about whales
Number the facts to explain
sequence Model filling in
the chart
Intermediate
Read Together Read the
first chapter Help students
analyze text structure by
numbering and recording
key information Take turns
reading with students Ask
them to identify events in
sequence as they read
Advanced
Independent Reading
Have students read the story
After reading each day ask
them to work with a partner
to analyze text structure and
identify events in sequence
Encourage them to use the
new vocabulary
Remind students to use the vocabulary and story words in their whole
group activities
The WorldThe Worldofof
WhalesWhalesby Dina Anastasio
Informational Nonfiction
Adelinarsquos Whales 507V
- Grade 4
-
- Unit 1
- Unit 2
- Unit 3
- Unit 4
-
- Planning the Unit
- Using the Student Book
-
- Dear Mrs LaRue
-
- Puppy Trouble
- Dear Mrs LaRue
- Dog Amazes Scientists
- Writerrsquos Craft Write About Solving a Problem
- Small Group Pages
-
- The Blind Hunter
-
- Through Elizabethrsquos Eyes
- The Blind Hunter
- Make Life Easier For Everybody
- Writerrsquos Craft Write Directions
- Small Group Pages
-
- The Power of Oil
-
- Clean as a Breeze
- The Power of Oil
- Windmills on the Prairies
- Writing Frictional Narrative Write to a Prompt
- Small Group Pages
-
- Adelinarsquos Whales
-
- A Whale of a Trip
- Adelinarsquos Whales
- Limericks
- Writerrsquos Craft Share Your Point of View
- Small Group Pages
-
- At Home in the Coral Reef
-
- Coral Reefs
- At Home in the Coral Reef
- Poseidon and the Kingdom of Atlantis
- Writerrsquos Craft Write about a Community Project
- Small Group Pages
-
- Test Strategy Author and Me
-
- Wrapping Up the Unit
- Additional Lessons and Resources
-
- Unit 5
- Unit 6
-
Transparency 73
Writing Transparency 73
Explanatory Writing
Writerrsquos Checklist Ideas and Content Did I explain my point of view
clearly
Organization Did I state my opinion first and then
give reasons to explain it Did I save the strongest
reason for last
Voice Is my voice clear as I write about the topic
Word Choice Did I choose words carefully
Sentence Fluency Did I vary the length of
my sentences
Conventions Did I spell possessive pronouns
correctly
Your TurnWrite an article of one or two paragraphs to explain
your point of view about the importance of animals
You may write about animals in general or one kind
of animal in particular State your opinion and
give strong reasons for it Save your strongest
reason for last Back up your reasons with
examples End by restating your opinion
Use the Writerrsquos Checklist to check
your writing
507
PREWRITE
Read and discuss the writing prompt
on page 507 Students can brainstorm a
list of animals they feel it is important
to save Ask them to choose the animal
they care most about saving
Display Transparency 73 and discuss
how Maggie used a point-of-view chart
to plan an article with opinions about
animals including the use of strong
supporting statements Have students
use a point-of-view chart to plan their
own articles
DRAFT
Display Transparency 74 Discuss how
Maggie used her chart to organize and
write a draft of her article Talk about
how she could improve the draft Before
students write present the explicit
lesson on Voice on page 507A and
the Ideas and Content and Purpose
and Audience mini lessons on page
507B Have students use their charts
to write their articles Remind them to
keep their purpose and audience in
mind to express strong opinions and to
emphasize strong supporting statements
REVISE
Display Transparency 75 and discuss
Maggiersquos revisions Point out that she
added sentences to show her feelings
about whales Students can revise their
drafts or keep them to work on later
If students choose to revise have
them work in pairs to use the Writerrsquos
Checklist on page 507 Then ask
students to work with a partner to
proofread their writing For Publishing
Options see 507A For lessons on
Possessive Pronouns and Spelling
see page 507B and 5 Day Spelling and
Grammar on pages 507Gndash507J
Transparency 73 Point-of-View
Chart
Transparency 74 Draft
Transparency 75 Revision
Writing Student pages 506ndash507
Point of View Chart
Opinion
We should save whales
Reason
They are fun to watch
Reason
They play and talk together
Reason
They make the world interesting
Writing Transparency 73
Adelinarsquos Whales 507
SPEAKING STRATEGIES
Use tone of voice to show
exciting parts of the article
Change voices when the
strongest feelings are
mentioned
Look at the audience
to help them see your
interest in the article
LISTENING STRATEGIES
Listen to hear how the
author feels about saving
the animal
Try to imagine the setting
of the article in your mind
VoiceEXPLAINMODEL
Good writers use language that shows their feelings about a topic
These feelings make up the writerrsquos voice Reread the first paragraph
of the model on page 506 Point out that Maggie shows her strong
feelings about saving whales when she says we need them and that
they are fascinating to watch Display Transparency 76
Think Aloud The first example shows me how the writer feels
about her cat He is her best buddy She likes it when the cat
comes to see her in the garden The second example tells me
only the facts without saying how the writer feels about them
I donrsquot learn as much about the writer or the animal from this
example
Writing Transparency 76
Transparency 76
PRACTICEAPPLY
Work with students to read the two choices in each set Invite
volunteers to identify the stronger voice in each set and explain
how it shows the writerrsquos feelings Then have students identify and
discuss voice in another story they have recently read
Tell students that as they draft their article they should think about
ways to create a voice that shows their feelings about the animal or
animals they are describing
Publishing OptionsStudents can read aloud their article to the class See Speaking and Listening tips below They can also use their best cursive to write their article (See Teacherrsquos Resource Book pages 168ndash173 for cursive models and practice) Then invite students to illustrate their articles or act them out with a friend
4- and 6-Point Scoring Rubrics
Use the rubric on pages 539Gndash
539H to score published writing
Writing Process
For a complete lesson see Unit Writing on pages 539Andash539H
Writing
Writerrsquos Craft
Voice
Strong Voice Gumby is my best buddy It feels great when he
appears in the garden and then jumps on my back
to purr and watch me dig
Weak Voice Gumby is my cat He walks through the garden to
watch me dig
1 Wow Seeing Flossie run across the lawn to greet
me is so fantastic She barks loudly as if shersquos as
glad to see me as I am to see her
2 Flossie runs across the lawn to greet me She
barks loudly
3 My parrot Polly talks all the time I like the sound
of her voice She always tells me that Irsquom her friend
4 I love to hear Polly my pet parrot talk all the
time Her voice is music that fills our familyrsquos
kitchen Best of all she always tells me that Irsquom
her friend
(1 strong 2 weak 3 weak 4 strong)
Writing Transp
arency 76
507A
Technology
Writing
Writerrsquos Toolbox
Possessive Pronouns
ExplainModel Possessive pronouns take the
place of nouns that show ownership as in her
Point out the first possessive pronoun her in the
first sentence of Adelinarsquos Whales on page 494 This
pronoun shows that the grandfather is Adelinarsquos
PracticeApply Work with students to find more
possessive pronouns in the story on page 494
Have them identify the ownership each pronoun
suggests For a complete lesson on possessive
pronouns see pages 507Indash507J
Mechanics Do not use apostrophes in possessive
pronouns As students proofread their stories ask
them to check that they have used possessive
pronouns correctly
Writing Trait Ideas and Content
ExplainModel Good writers state their opinions
or point of view at the beginning of their writing
They use appropriate words to show voice and
they use good reasons and examples to support
their opinions and explain their point of view
They end their writing by repeating their opinion
strongly in a closing sentence
PracticeApply Have students reread the student
model on page 506 Discuss the callouts on the
left Can students identify Maggie Wrsquos point of view
in her article Ask students if Maggie W supports
her point of view
Purpose and Audience
ExplainModel Point out that one purpose of
writing an article is to inform and persuade the
audience of your opinion Using examples as
Maggie did helps to do this
PracticeApply As students draft tell them to
consider their audience They should use ideas that
will appeal to the people who will read their article
Spelling Words with oi and ou
Ask students to find the words noise and clouds in
the main selection on page 490 Point out that the
sound oi is spelled oi in noise Explain that the
sound ou is spelled ou in clouds but can also be
spelled ow as in flowers For a complete lesson on
words with oi and ou see pages 507Gndash507H
Remind students to use centering to position their title
correctly and to use formatting to capitalize the first letter
in each important word of the storyrsquos title
Adelinarsquos Whales 507B
Word StudyWord Study
Objectivesbull Apply knowledge of word
meanings and context clues
bull Use a dictionary to look up the
meanings of homographs
Materials
bull Vocabulary Transparencies 37
and 38
bull Leveled Practice Books p 138
Review
VocabularyWords in Context
EXPLAINMODEL
Review the meanings of the vocabulary words Display
Transparency 37 Model how to use word meanings and context
clues to fill in the first missing word with students
Think Aloud In the first sentence I learn that the speaker is going
on a boat to whale watch The speaker makes a note about the
boatrsquos size A boat for whale watching would be large I think that
the missing word is massive When I try massive in the sentence it
makes sense
PRACTICEAPPLY
Help students complete item 2 Then have them use context clues
to write missing words for items 3ndash6 on a separate sheet of paper
Students can exchange papers check their answers and explain the
context clues they used to determine the missing words
Fun with Puns Remind students that the vocabulary word dove
is a homograph Review its pronunciations and definitions Have
students work in small groups to create puns using dove Invite
groups to share their puns with the class
Give Examples For massive
sketch a bus and a whale on
the board Say A bus is big
but a whale is massive Have
students brainstorm other
examples in pairs
tangles (p 488) things
twisted together such as
strands of hair
rumbling (p 490) heavy
deep and rolling
snoring (p 490) making
loud breathing sounds
when sleeping
massive (p 491) big or
heavy
dove (p 494) jumped into
the water head first
unique (p 496) one of a
kind
politicians (p 498) people
who hold a government
officeVocabulary Transparency 37
Transparency 37
dove massive politicians rumbling snoring tangles unique
1 We boarded the massive boat amazed at its size and hoped it would be a good day for whale watching
2 The politicians had done a good job of protecting the whales in this bay so I was hopeful that we would see many whales
3 I stepped over the nets that lay in tangles on the deck
4 I watched as the birds dove into the ocean to catch their dinner
5 When I heard a rumbling sound I looked toward the horizon where I saw a unique sight a whale
6 I shouted for my father but when I heard his snoring I knew that he had missed the fantastic sight
507C
Vocabulary Strategy Transparency 38
Word Study
Homographs are words that have the same spelling but different meanings They may also have different pronunciations
Read the list of homographs and their meanings Then read the sentences and decide the meaning of the underlined homograph Write the letter of the correct meaning in the blank next to the sentence
dove ndash a past tense of dive b a kind of bird
fluke ndash c part of a whalersquos tail d something lucky
1 The whale splashed the surface of the water with its fl uke
2 The eagle dove for its prey
3 It was a fl uke that my mother won the game
4 The bird watchers saw a mourning dove sitting in a tree
Pick another homograph Write one sentence for each meaning of the word
5
6
c
a
d
b
My brother gave his girlfriend an engagement ring
Possible response provided
I didnrsquot hear the phone ring so I missed your call
On Level Practice Book 0 page 138
Approaching Practice Book A page 138
Beyond Practice Book B page 138
Practice Vocabulary
Homographs can be
confusing to students
especially those that are
pronounced differently
Create sentences for pairs
of words and model how
to guess the meaning
through the context
Practice with dove wind
and bow
Transparency 38
Homographs
1 What was the content of Karlarsquos lettera subject or topic nounb satisfied adjective
2 We tried to wind the kite string around a sticka moving air nounb to wrap around verb
3 Casey did not shed a tear as he watched the sad moviea to pull apart or into pieces verbb a drop of fluid that comes from the eye noun
4 Tanya put dates and nuts in her breada specific points in time nounb fruits from palm trees noun
PRACTICEAPPLY
Ask students to look up meanings and write sentences for the
following homographs bow row and present
During Small Group Instruction
If No Approaching Level Vocabulary pp 507Nndash507O
If Yes On Level Options pp 507Qndash507R
Beyond Level Options pp 507Sndash507T
Do students understand word meanings Can students use
context clues and dictionaries to understand homographs
STRATEGYDICTIONARY HOMOGRAPHS
EXPLAINMODEL
Remind students that homographs are words that are spelled alike
but have completely different meanings and may have different
pronunciations Explain how a dictionary and context clues can help
a reader to figure out the correct meaning and pronunciation of
homographs
Read the first sentence and definitions on Transparency 38 Model
how to figure out the meaning of content trying both definitions
and pronunciations Ask student volunteers to read aloud and
choose the correct homograph definitions for numbers 2ndash4
Adelinarsquos Whales 507D
The oi sound can be spelled with oi as in foil or with oy as in boy The ou sound can be spelled with ou as in couch or with ow as in now Keep in mind though that not all words containing oi have the oi sound and not all words spelled with ou and ow have the ou sound
In each row of words below there is one word that does not belong If the word does not have the same sound as the others make an X over it If the word is a homograph sometimes pronounced like the other words and sometimes pronounced differently put an asterisk () next to it Then on the blank line add another word that belongs with the group you made
1 joy foil employ onion
2 bow allowed south outside
3 coil destroy oil going
4 mouth doubt through how
5 broil doing spoil noise
6 sow tower frown sprout
7 couch dough cloud crowd
8 enjoy soil shooing toys
9 now enough crown proud
10 brow cow low down
11 annoy voices boil porpoise
12 thought shower loud trout
oi word
ou word
oi word
ou word
oi word
ou word
ou word
oi word
ou word
ou word
oi word
ou wordporpoiseporpoiseporpoiseporpoisepp
on on onioonioonioonioononoo
ngnggoigoigoigoingngnn
ughughhrohrothrothroughughouou
doing doing doing doing ii
ugh ugh doudoudoudouughughuu
oingoingshooshooshooshoooingoingoo
ughughenoenoenoenoughughouou
wwlowlowowowwwww
ught ught houhouthouthouughtughtuu
On Level Practice Book O page 139
Approaching Practice Book A page 139
Beyond Practice Book B page 139
Word Study
Phonics Decode Words with oi and ou
EXPLAINMODEL
Remind students that the letters oi and oy almost always spell the
sound oi The letters ou often spell ou unless they are followed
by r or gh The letters ow often spell ou but they may also spell
ō Write bow
Think Aloud
This word is a homograph When I say bou I know
the word means ldquoto bend the headrdquo or ldquothe front of a boatrdquo
When I say bō I know the word means ldquoa weaponrdquo or ldquoa knot
with loopsrdquo I need to look at the context to figure out which
word the writer means
PRACTICEAPPLY Write these words on the board joy spoil
mountain blouse coin tower and around Have students underline
the letters that spell ou and oi Then have them read the words
aloud pronouncing each sound with emphasis
Decode Multisyllabic Words Write these words on the board
voyage hardboiled encounter southpaw ownership and nowadays
Model how to decode voyage focusing on the sound oi Then work
with students to decode the other words explaining the spelling
of each sound For more practice use the decodable passages on
Teacherrsquos Resource Book page 23
Fill-in-the-Blanks Have students write out ten Spelling Words or
other words with the ou or oi sound Tell them to leave blanks
for the letters that represent these vowel sounds For example
C L _ _ N Students can trade papers with a partner and fill in the
missing letters
Word Study
Objectivesbull Decode the sounds ou and
oi
bull Identify and write sentences
with homophones
Materials
bull Leveled Practice Books p 139
bull Teacherrsquos Resource Book p 23
Use Context Hearing
and distinguishing vowel
sounds can be challenging
for students As students
read and hear the words
within the context of
shared reading and writing
activities they will connect
the sounds to their spelling
patterns
During Small Group Instruction
If No Approaching Level Phonics p 507M
If Yes On Level Options pp 507Qndash507R
Beyond Level Options pp 507Sndash507T
Can students decode words with oi and ou
507E
Spiral Review
Vocabulary Game Form two teams Divide the
Vocabulary Cards electrical globe decayed
amazement loosened midst mysterious patchwork
responsibility and soared from past weeks between
the teams
A Team 1 player takes a card and reads the word
A Team 2 player tells the wordrsquos meaning and uses
it in a sentence If the definition and sentence are
correct Team 2 gets a point If not the card is
returned to the bottom of the pile Then a Team 2
player takes a card and reads the word
Continue playing until all the words have been
correctly defined and used in sentences The team
with the most points wins
Vocabulary Building
Homophones Write on the board The children
let out (wails)(whales) because they couldnrsquot see
the (wails)(whales) Remind students that a
homophone is pronounced in the same way as
another word but has a different meaning and
spelling Have students write more sentences
containing homophone pairs or triples (there
theyrsquore their) Make sure students know how
homophones differ from homographs
Word Study
Vocabulary PuzzleMaker For additional vocabulary and
spelling games go to
wwwmacmillanmhcom
Vocabulary Building
Adjectives Verbshuge spray
humpback swim
endangered spout
slippery leap
Apply Vocabulary
Write a Personal Narrative Using the vocabulary
words ask students to complete the following
sentence ldquoI had a whale of a good time when rdquo
Tell students to continue writing after completing
this sentence Remind students to use descriptive
language that appeals to the five senses They
should provide a context to allow the reader
to picture the world of the event Post student
writing inside the body of a whale on a display
board
Oral Language
Expand Vocabulary Write the weekly topic
Whales on the board above a two-column chart
Label the columns Adjectives and Verbs Using the
selection print and electronic resources including
interviews and newspapers tell students to
brainstorm adjectives or verbs relating to whales
Adelinarsquos Whales 507F
5 Day Spelling
Words with oi and ouSpelling
Pretest Word Sorts
Spelling Practice Book pages 115ndash116 Spelling Practice Book page 117
Dictation Sentences 1 A daisy is a flower
2 We heard voices outside
3 The princess hid in the tower
4 We dumped a mound of dirt
5 I read a story about a cowboy
6 Her wedding gown was beautiful
7 You frown when you are not happy
8 We drove south to Florida
9 Why are the dogs howling
10 It will annoy Mike if you keep interrupting him
11 The car made noises yesterday
12 My kitten weighs about a pound
13 The hound followed the scent
14 Put your money in the pouch
15 We collected a thousand cans
16 I wound the rope around the tree
17 Irsquom a grouch when Irsquom tired
18 I felt fine but I still had a cough
19 Irsquove grown two inches in a year
20 They took a voyage to China
ReviewChallenge Words 1 I ate a peanut butter cookie
2 Use the zoom on your camera
3 The new mall is huge
4 During a drought we canrsquot water the grass
5 We took the bus downtown
Words in bold are from the main selection
flower south thousand
voices howling wound
tower annoy grouch
mound noises cough
cowboy pound grown
gown hound voyage
frown pouch
Review cookie zoom huge
Challenge drought downtown
ASSESS PRIOR KNOWLEDGE
Using the Dictation Sentences say
the underlined word Read the
sentence and repeat the word
Have students write the words on
Spelling Practice Book page 115
For a modified list use the first 12
Spelling Words and the 3 Review
Words For a more challenging list
use Spelling Words 3ndash20 and the
2 Challenge Words Have students
correct their own tests
Have students cut apart the Spelling
Word Cards BLM on Teacherrsquos
Resource Book page 84 and figure
out a way to sort them Have them
save the cards for use throughout
the week
Use Spelling Practice Book page 116
for more practice with this weekrsquos
Spelling Words
For Leveled Word Lists go to
wwwmacmillanmhcom
TEACHER AND STUDENT SORTS
Review the Spelling Words
pointing out the oi or ou
sound in most words
Use the cards on the Spelling Word
Cards BLM Attach the key words
south flower noises and annoy to a
bulletin board Model how to sort
the words according to their vowel
sounds and spellings Have students
take turns choosing cards sorting
them and explaining how they
sorted them
When students have finished the
sort discuss any oddballs that do
not fit in any category (grown
cough) Point out that wound is a
homograph Then invite students to
do an open sort in which they sort
all the Spelling Words any way they
wish for example by rhyme or by
consonant blends Discuss studentsrsquo
methods of sorting
507G
SYNONYMS
Write the following list of words
on the board Have students copy
the words into their word study
notebooks and write the Spelling
Word that is a synonym for each
1 pile (mound)
2 scowl (frown)
3 trip (voyage)
4 crying (howling)
5 dress (gown)
Challenge students to identify
three Spelling Words that can be
used as both a noun and a verb
Have them write sentences for
both usages
Have partners write a sentence
for each Spelling Word leaving
a blank space where the word
should go They can exchange
papers and fill in the blanks
SPIRAL REVIEW
Review words with ū uuml and u
Write cookie zoom and huge on
the board Have students identify
the spelling of the ū uuml or u
sound in each word
PROOFREAD AND WRITE
Write these sentences on the
board including the misspelled
words Ask students to proofread
circling incorrect spellings and
writing the correct spellings
1 My lizard has grone and she
gained two pownds (grown
pounds)
2 My cogh is starting to annoi
me (cough annoy)
3 The noyses in the hall were
houling dogs (noises howling)
4 A thowsand voyces were
singing (thousand voices)
POSTTEST
Use the Dictation Sentences on
page 507G for the Posttest
If students have difficulty with any
words in the lesson have students
place them in a list entitled
Spelling Words I Want to Remember
in a word study notebook
Challenge students to look for
words that have the same vowel
patterns they studied this week
Spelling
Word Meanings Review and Proofread Assess and Reteach
Spelling Practice Book page 118 Spelling Practice Book page 119 Spelling Practice Book page 120
Adelinarsquos Whales 507H
5 Day Grammar
Possessive Pronouns
INTRODUCE POSSESSIVE
PRONOUNS
Present the following
A possessive pronoun shows
ownership
A possessive pronoun takes
the place of a possessive noun
Possessive pronouns never have
an apostrophe my your his her
its our and their
Possessive pronouns must match
the nouns they replace in both
number and gender Give the
pass to Armita Give the pass to
her This is Dillon and Leighrsquos car
This is their car
REVIEW POSSESSIVE PRONOUNS
Discuss with students how to
recognize possessive pronouns
INTRODUCE STAND-ALONE
POSSESSIVE PRONOUNS
Present the following
A stand-alone possessive
pronoun is not used directly
before a noun
Most stand-alone possessive
pronouns are formed by adding
s to the pronoun that is used
before a noun These pronouns
are yours hers ours theirs and
mine This report is ours That one
is yours
His and its are the same when
used as stand-alones or before
a noun His shirt was brown The
shirt was his
Grammar
Daily Language ActivitiesUse these activities to introduce each dayrsquos lesson Write the dayrsquos activity on the board or use Transparency 19
DAY 1Adelinas favorite time of year was when the whales visited she Her and her grandfather watch for them every day (1 Adelinarsquos 2 her 3 She and)
DAY 2Her grandfather knowed about whales too Him was the one who had the first friendly visit with whales (1 knew 2 He)
DAY 3Every Fisherman takes their rod on the boat They pull in his lines if a whale come close (1 fisherman 2 his rod 3 their lines 4 comes)
DAY 4The camera on Adelinas lap is herrsquos She is taking a voiage to cownt whales (1 Adelinarsquos 2 hers 3 voyage 4 count)
DAY 5Thowsands of people come to see the whales They act as though it is not mine town but theirrsquos (1 Thousands 2 my 3 theirs)
Introduce the Concept Teach the Concept
Possessive Pronouns
Write on the board This
pencil belongs to Sheila
It is pencil Model
how to choose the correct
pronoun in the second
sentence Create more
sentences using other
studentsrsquo names and your
name to practice all the
pronouns
Grammar Practice Book page 115
See Grammar Transparency 91 for modeling and guided practice
Grammar Practice Book page 116
See Grammar Transparency 92 for modeling and guided practice
507I
REVIEW POSSESSIVE PRONOUNS
Review how to identify possessive
pronouns
MECHANICS AND USAGE
POSSESSIVE NOUNS AND
PRONOUNS
Possessive nouns are formed with
apostrophes teachersrsquo books
Most possessive pronouns that
are used before a noun are not
formed with s her book his car
The exception is its
Possessive stand-alone pronouns
are formed without apostrophes
Except for mine the last letter is
always s It is yours
All possessive pronouns should
agree in number and gender
with the nouns they replace
REVIEW TYPES OF POSSESSIVE
PRONOUNS
Ask students to explain the
differences between regular and
stand-alone possessive pronouns
PROOFREAD
Have students correct errors in the
following sentences
1 That whale is Renas favorite
and this one is mine favorite
(Renarsquos my)
2 Each boy should take their seat
while the whales are close (his
seat)
3 This book about whales is my
(mine)
4 Which is the better picture of a
whalemdashMiguels or herrsquos
(Miguelrsquos hers)
ASSESS
Use page 119 of the Grammar
Practice Book for assessment
RETEACH
Have students create sentences
using possessives pronouns
After checking for accuracy have
students write the sentences
again this time leaving a blank
where the pronoun should be
Students should trade papers
with a partner and try to fill in the
blanks They can then check their
own work
Also use page 120 of the Grammar
Practice Book for reteaching
Grammar
Review and Practice Review and Proofread Assess and Reteach
Grammar Practice Book page 117
See Grammar Transparency 93 for modeling and guided practice
Grammar Practice Book page 118
See Grammar Transparency 94 for modeling and guided practice
Circle the letter before the possessive pronoun that correctlycompletes each sentence
1 Adelinarsquos village was small and main street had only a few houses
a his b our c its d their
2 The whales came to Mexico to have young
a their b your c my d her
3 Although fi rst visit to La Laguna was in June this yearIrsquom going in January
a hisrsquos b theirs c my d her
4 Adelina knows the ocean very well because whole family works on the water
a my b their c our d her
5 Pachico made a sign for his business and letters are large and easy to read
a hers b their c its d my
Grammar Practice Book pages 119ndash120
See Grammar Transparency 95 for modeling and guided practice
Adelinarsquos Whales 507J
En
d-o
f-W
ee
k A
sse
ssm
en
t
ELL Practice and
Assessment 122ndash123
Fluency Assessment
Weekly Assessment 237ndash244
Administer the Test Weekly Reading Assessment Passage and questions pages 237ndash244
ASSESSED SKILLS
bull Sequence
bull Vocabulary Words
bull Dictionary Homographs
bull Possessive Pronouns
bull Words with oi and ou
Administer the Weekly Assessment online
or on CD-ROM
FluencyAssess fluency for one group of students per week
Use the Oral Fluency Record Sheet to track the number
of words read correctly Fluency goal for all students
102ndash122 words correct per minute (WCPM)
Approaching Level Weeks 1 3 5
On Level Weeks 2 4
Beyond Level Week 6
Alternative Assessmentbull ELL Assessment pages 122ndash123
Assessment Tool
507K507K
Diagnose Prescribe
En
d-o
f-We
ek
Asse
ssme
nt
VOCABULARY WORDS
VOCABULARY STRATEGY
Dictionary Homographs
Items 1 2 3 4
IF
0ndash2 items correct
THEN
Reteach skills using the Additional
Lessons page T8
Reteach skills Go to
wwwmacmillanmhcom
Vocabulary PuzzleMaker
Evaluate for Intervention
COMPREHENSION
Skill Sequence
Items 5 6 7 8
0ndash2 items correct Reteach skills using the Additional
Lessons page T3
Evaluate for Intervention
GRAMMAR
Possessive Pronouns
Items 9 10 11
0ndash1 items correct Reteach skills Grammar Practice Book
page 120
SPELLING
Words with oi and ou
Items 12 13 14
0ndash1 items correct Reteach skills Go to
wwwmacmillanmhcom
FLUENCY 98ndash101 WCPM
0ndash97 WCPM
Fluency Solutions
Evaluate for Intervention
Diagnose Prescribe
To place students
in the Intervention
Program use
the Diagnostic
Assessment in the
Intervention Teacherrsquos
Edition
TriumphsAN INTERVENTION PROGRAM
R E A D I N G
Adelinarsquos Whales 507L
Phonics
Approaching Level Options
Objective Decode words with oi and ou
Materials bull Student Book Adelinarsquos Whales
WORDS WITH oi AND ou
ExplainModel
Remind students that the letters oi and oy together usually stand for
oi as in coil and joy The letters ou as in house and ow as in cow usually
stand for ou However ow can also stand for o as in snow
Write the letters t o y on the board Say the sounds that the letters
stand for t oi Then blend the sounds toi Say the word with me toy
Repeat this process with oi and boil
Write the letters t o w n on the board Say the sounds that the letters
stand for t ou n Then blend the sounds toun Say the word with
me town Repeat this process with ou and house
Ask students to provide their own examples of words with oi and ou
Listen and provide constructive feedback
MULTISYLLABIC WORDS WITH oi AND ou
Write the word destroy on the board Have students identify the second
syllable as containing oi troy Have students repeat the syllable then
blend and read the whole word several times Repeat this process with
pounding and ou
Have student pairs work together to practice decoding longer words
with oi and ou Write the following words on the board and ask
student pairs to copy them onto index cards or sheets of paper Say
each word Circle the letters that stand for the ou or the oi sound Then
sort the words by spelling pattern
rejoice annoy crouching underground
growling browning moisture employment
Check each pair for their progress and accuracy
WORD HUNT WORDS WITH oi AND ou IN CONTEXT
Review words with oi and ou Have students search pages 488ndash490 of
Adelinarsquos Whales to find words with oi and ou Ask them to write the
words and circle the letters that spell the oi and ou in each word
Check to see if students have found examples such as outside down
south thousand loud noise sound clouds and out
For each skill below
additional lessons are
provided You can use these
lessons on consecutive days
after teaching the lessons
presented within the week
bull Sequence T3
bull Homographs T8
Additional Resources
To help students build speed
and accuracy with reading
multisyllabic words use the
additional decodable text
on page 23 of the Teacherrsquos
Resource Book
Decodable Text
If students have trouble
figuring out how to
pronounce words that
are homographs such as
bow bou and bow bō
have them look at how the
word is used and try out
each pronunciation and
its related definition in the
context of a sentence Write
She had a pink bow in her
hair on the board and say
I can say bou in the
sentence but a pink
ldquobending of the headrdquo
does not make sense
I can say bō in the
sentence A pink ldquoknot
with loopsrdquo does make
sense This word is
pronounced bō
ConstructiveFeedback
507M
Objective Read with increasing prosody and accuracy at a rate of 102ndash112 WCPM
Materials bull Index cards bull Approaching Practice Book A page 136
WORD AUTOMATICITY
Have students make flashcards for the following words with oi and
ou flower south thousand voices howling wound tower annoy grouch
mound noises cough cowboy pound gown hound voyage frown pouch
Display the cards one at a time and have students say each word Repeat
twice more displaying the words more quickly each time
REPEATED READING
Model reading the Fluency passage in Practice Book A page 136 Tell
students to pay close attention and listen to your tempo Then read
sentences in clusters based on tempo and have students read each cluster
back copying your tempo
During independent reading time have students work with a partner
One student reads aloud while the other repeats each sentence Remind
students to use positive and encouraging phrases when giving feedback
to their partners Circulate and provide constructive feedback Circulate
and provide constructive feedback
TIMED READING
At the end of the week have students do a final timed reading of the
passage on Practice Book A page 136 Students should
begin reading the passage aloud when you say ldquoGordquo
stop reading the passage after one minute when you say ldquoStoprdquo
Keep track of miscues Coach students as needed Help students record
and graph the number of words they read correctly
Vocabulary
Objective Apply vocabulary word meanings
Materials bull Vocabulary Cards bull Student Book Adelinarsquos Whales
VOCABULARY WORDS
Display the Vocabulary Cards for this weekrsquos words dove politicians
snoring massive tangles rumbling and unique Help students locate and
read the vocabulary words in Adelinarsquos Whales Review the definitions
of each word in the Glossary of the Student Book and discuss the
meanings Then have students write their own narratives about whales
using all of these vocabulary words
Approaching Practice Book A page 136
If students read too quickly
or too slowly reread
the passage to them at
the correct tempo Then
lead the class in a choral
reading so they can follow
you lead in reading at the
appropriate rate Repeat
the choral reading as
necessary
ConstructiveFeedback
Adelinarsquos Whales 507N
Vocabulary
Approaching Level Options
Review last weekrsquos words
(electrical globe fuels
decayed) and this weekrsquos
words (rumbling snoring
unique dove massive
tangles politicians) Have
students write a synonym for
each word
Objective Use homographs
DICTIONARY HOMOGRAPHS
Have students create simple crossword puzzles using Vocabulary and
Spelling Words Make sure they include at least two homographs (wound
dove) and write the definitions of the homographs as clues They may use
a dictionary to help them if necessary
Comprehension
Objective Identify sequence
Materials bull Student Book ldquoA Whale of a Triprdquo bull Transparencies 19a and 19b
STRATEGYANALYZE TEXT STRUCTURE
Remind students that recognizing how a text is organized can help them
to identify the sequence of story events
SKILLSEQUENCE
ExplainModel
Authors sometimes use signal words such as first next and last to help
readers recognize the sequence of events in a story
Authors of history texts or how-to articles typically use chronological
order to organize their texts
Display Transparencies 19a and 19b Reread the first pages Ask a
volunteer to identify what the narrator saw first and identify the signal
words
Think Aloud As I read I learn that many things are happening It helps to
recognize sequence words to help summarize what is happening in the
story so I can better understand it
PracticeApply
Invite students to retell the story considering the sequence of events Ask
the following questions
Before going on the trip do you think the narrator expected the whale
would be as big as it turned out to be
What was the first thing Matty told people on the whale-watching trip
Why are birds often seen in areas where whales are present
Student Book or Transparencies 19a and 19b
by Kristin Gold
Retelling Have students
retell the sequence of
events in ldquoA Whale of a
Triprdquo by drawing them Ask
students to choose one
event from the book they
would like to retell Have
students draw the scene
and write one sentence
describing it After the
students have finished
hang the drawings on the
board Then as a class put
the pictures in the order
of events that the story
follows
507O
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Saving the Whales
PREVIEW AND PREDICT
Have students read the title look at the images and preview the first
chapter Have students make predictions about what they will read and
set a purpose for reading
VOCABULARY WORDS
Review the vocabulary words as needed As you read together discuss
how context clues can help you figure out word meanings
STRATEGYANALYZE TEXT STRUCTURE
Remind students that recognizing how a text is organized can help
them better understand the textrsquos important ideas and the authorrsquos
purpose
SKILLSEQUENCE
Remind students to pay attention to the way the selection is organized
and the order in which events occur Read Chapter 2 with students
Think Aloud In the first chapter I learn that in the past there were whale
hunters in all parts of the world Now there are laws to protect whales
from hunters but whales are still being killed in other ways I need to
remember this information for my Sequence Chart
READ AND RESPOND
Finish reading Saving the Whales with students Discuss the following
If the plants that the krill eat die and then the krill die ask students
what will happen next in the food chain
Ask them what happened after Keiko the whale was set free
Work with students to review and revise their Sequence Charts Help
students paraphrase the important ideas in each chapter
MAKE CONNECTIONS ACROSS TEXTS
Invite students to compare Adelinarsquos Whales and Saving the Whales
Have students identify which selection is organized into chapters Ask
them why this format is better for this selection
Have students explain how reading Saving the Whales helps them better
understand the information and events in Adelinarsquos Whales
Leveled Reader
Adelinarsquos Whales 507P
Leveled Reader LessonVocabulary
On Level Options
Student Book
Limericks
On Level Practice Book O page 136
As I read I will pay attention to tempo and match the action in the story
Did you know that whales talk to each other Whales
10 make sounds for different reasons Some sounds are used to
20 locate calves Others are used to find mates Whales even use
31 sounds to warn other pod members that a predator is around
42 Toothed whales click and whistle in order to locate food
52 Baleen whales make knocking moaning snoring and
59 rumbling noises Humpback whales sing but not during
67 feeding season They save their tunes for the warmer waters
77 where they spend their breeding season Some scientists
85 believe they are singing love songs Other scientists think
94 they are sending out threats like ldquoGo awayrdquo We may never
105 know exactly why whales sing
110 Some humpback whales swim up to the surface and take
120 a few breaths Then they dive under the water and start to
132 sing They do not move when they sing Their underwater
142 songs can be heard for miles Sometimes they sing for a half
154 hour without stopping 157
Comprehension Check
1 What actions does a humpback whale take when it sings Sequence
2 Why might a whale need to communicate with another whale Draw Conclusions
Words Read ndash Number of Errors = Words
Correct Score
First Read ndash =
Second Read ndash =
A humpback whale swims to the surface and takes a few breaths Then the whale dives under the water to sing The whale does not move when singing
Whales might need to communicate with other whales to warn them about predators to find mates or to locate their calves
Objective Apply vocabulary words and homographs
Materials bull Vocabulary Cards bull Dictionary
VOCABULARY WORDS
Tell students that they will play a word-definition game Display half of
the Vocabulary Cards Have the first team use a dictionary to help create
two different definitions for each displayed word One should be the
correct definition and the other should be incorrect Then have students
write each pair of definitions on the board The second team chooses
the definition they think is correct They get one point for each correct
answer The team with the most points wins
DICTIONARY HOMOGRAPHS
Remind students that homographs are spelled alike but have different
meanings so they have separate dictionary entries Have students use the
adjective fine in a sentence Then challenge them to use the homograph
fine (money paid) in another sentence Repeat with the word content
Literary Elements
Objective Read poems to identify literary elements
Materials bull Poetry books and resources with limericks bull Student Book ldquoLimericksrdquo
METER AND RHYME SCHEME
Discuss the use of meter and rhyme in each limerick on Student Book
pages 504ndash505 Then have students look through poetry books and other
resources to locate limericks Ask students to discuss the meter and rhyme
scheme in the limericks
Objective Read fluently with appropriate prosody at a rate of 102ndash136 WCPM
Materials bull On Level Practice Book O p 136
REPEATED READING
Model reading the passage on page 136 of Practice Book O Remind
students to pay attention to the tempo to see if it matches the action of
the story Then read one sentence at a time having students echo-read
the sentence back imitating your pace Echo-read through the entire
passage again speeding up to reflect each part of the selection During
independent reading time partners take turns reading
Timed Reading Have students read the passage and record their rates
507Q
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Looking at Whales
PREVIEW AND PREDICT
Have students preview Looking at Whales
Ask students to write down any questions they have about the
selection
Ask if they think this book will be the story of one whale or about
many whales
SKILLSEQUENCE
The sequence is the order in which events happen Signal words such
as before after and then often help to indicate the sequence of events
Explain that students will fill in this information in Sequence Charts
READ AND RESPOND
Read Chapter 1 Pause to discuss how the information in the chapter
is presented At the end of Chapter 2 fill in the Sequence Chart Have
students discuss the sequencing of information including how the word
then helped them understand the information about humpback whales
singing
VOCABULARY WORDS
As they read Looking at Whales ask students to point out vocabulary
words as they appear Then have students discuss how each word is used
Ask Are blue whales massive or small
MAKE CONNECTIONS ACROSS TEXTS
Invite students to draw connections between Looking at Whales and
Adelinarsquos Whales
Ask students to use chronological order words to summarize the
information they learned in Looking at Whales
Ask students if they think Adelina would know most of the information
in Looking at Whales
ELLLeveled Reader
Go to pages
507Undash507V
Leveled Reader
Adelinarsquos Whales 507R
Vocabulary
Beyond Practice Book B page 136
Beyond Level Options
Objective Apply vocabulary words in writing
EXTEND VOCABULARY
Ask students to write a nonfiction piece about a whale Have them use
all of the vocabulary words from this weekrsquos selection and as many words
from this unitrsquos previous weeks as possible
Invite them to edit their essays or a partnerrsquos essay Remind them to check
the spelling and usage of each word
Literary Elements
Objective Use meter and rhyme to write a limerick
Materials bull Student Book ldquoLimericksrdquo
bull Poetry books with limericks bull Nonfiction books about whales
METER AND RHYME SCHEME
Use limericks to point out that meter and rhyme scheme can add to a
readerrsquos enjoyment of a poem Ask How does the use of meter and
rhyme scheme make these limericks more fun to read
Have students read limericks and note the use of meter and rhyme
scheme Then have them read information about whales or use what they
have already learned to write their own limerick about whales
Objective Read fluently with appropriate prosody at a rate of 112ndash136 WCPM
Materials bull Beyond Practice Book B p 136
REPEATED READING
Work with students to begin marking up the Fluency passage on page 136
of Practice Book B Remind them to pay attention to the tempo Then
read one sentence at a time having students echo-read the sentence
back imitating your pace Echo-read through the entire passage again
speeding up to reflect each part of the selection
During independent reading time partners can take turns reading the
passage they have practiced reading aloud Remind students to pay
attention to one anotherrsquos tempo and discuss how different actions in the
passage change the tempo or mood
Timed Reading Have students read the passage and record their reading
rate
Student Book
Limericks
Read Aloud Review meter
and rhyme scheme Then
reread a limerick aloud
Say Listen for the meter and
rhyme scheme of the poem
Then tell students you will
read the poem once more
together Let them know
that this time they should
clap along to the rhythm of
the poem Read the poem
chorally and clap out the
rhythm together
507S
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Gray Whales
PREVIEW AND PREDICT
Have students preview Gray Whales predict what it is about and set a
purpose for reading
SKILLSEQUENCE
Ask a volunteer to explain what the terms text structure and sequence
mean Have another volunteer explain why identifying the text structure
or sequence of events is important for understanding a selection
Explain that students will read Looking at Whales together and fill in
information about order in Sequence Charts
READ AND RESPOND
As students read they should identify the order of events in the selection
and fill in their Sequence Charts Discuss with the group how the story
would change if the sequence of events were different
VOCABULARY WORDS
Have students pay attention to vocabulary words as they come up Ask
students to provide definitions as needed Ask What do whales sometimes
get tangled in
Self-Selected Reading
Objective Read independently to identify the sequence of a text
Materials bull Leveled Readers or informational trade books at studentsrsquo reading level
READ TO IDENTIFY SEQUENCE
Invite students to use their personal interests to choose a nonfiction book
for independent reading Have students read their books and take notes
on the selectionrsquos sequence in their response journals
After reading have students compare the order in which the information
was presented in the book they chose to one of the selections they read
during this weekrsquos lessons Ask Which selection presented information in the
more interesting way Which selection taught you the most about the topic
Leveled Reader
Adelinarsquos Whales 507T
Academic Language Used in Whole Group Instruction
ContentTheme Words SkillStrategy Words WritingGrammar Words
ocean (p484)
aquarium (p 484)
whales (p 484)
mammals (p 484)
gills (p 484)
lungs (p 484)
legend (p 485)
pod (p 505)
homograph (p 484)
photo essay (p 486)
analyze text structure (p 485A)
sequence (p 485A)
limerick (p 504)
meter (p 504)
rhyme scheme (p 504)
voice (p 506)
point of view (p 506)
opinion (p 506)
audience (p 507B)
possessive pronouns (p 507I)
ownership (p 507I)
stand-alone possessive pronoun
(p 507I)
Academic LanguageThroughout the week the English language learners will need help in
building their understanding of the academic language used in daily
instruction and assessment instruments The following strategies will help
to increase their language proficiency and comprehension of content and
instructional words
Strategies to Reinforce Academic Language
Use Context Academic Language (see chart below)
should be explained in the context of the task during
Whole Group Use gestures expressions and visuals to
support meaning
Use Visuals Use charts transparencies and graphic
organizers to explain key labels to help students
understand classroom language
Model Demonstrate the task using academic language in
order for students to understand instruction
English Language Learners
Oral Language For
additional language
support and oral vocabulary
development use the lesson
at www macmillanmhcom
507U
ELL Leveled ReaderELL Leveled Reader Lesson Objectivebull To apply vocabulary and
comprehension skills
Materials
bull ELL Leveled Reader
DAY 1 bull Academic Language
bull Oral Language and Vocabulary Review
DAY 2 bull Academic Language
bull ELL Leveled Reader
DAY 3 bull Academic Language
bull ELL Leveled Reader
DAY 4 bull Academic Language
bull ELL Leveled Reader
DAY 5 bull Academic Language
bull ELL Leveled Reader Comprehension Check and Literacy Activities
ELL Teacherrsquos Guide
for students who need
additional instruction
DEVELOP ORAL LANGUAGE
Build Background Write the word whales on
the board and have students share what they
know What do whales look like What do they eat
How do they communicate List key points Then
do a brief picture walk of the book to add on to
the list
Review Vocabulary Write the vocabulary and story support words
and discuss the meanings Use each word in a sentence Clarify the two
meanings of schools and dove Schools of fish are large groups of fish not
where fish go to learn Who can use ldquoschools of fishrdquo in a sentence
PREVIEW AND PREDICT
Point to the cover photograph and read the title aloud What are we going
to read about Have students brainstorm a list of questions about facts
they would like to learn from this book
Set a Purpose for Reading Show the Sequence Chart and remind students
they have used it before Ask them to use a similar chart to identify the
sequence of events as they are presented in the book
Choose from among the differentiated strategies below to support
studentsrsquo reading at all stages of language acquisition
Beginning
Shared Reading As you
read model analyzing text
structure by identifying key
information about whales
Number the facts to explain
sequence Model filling in
the chart
Intermediate
Read Together Read the
first chapter Help students
analyze text structure by
numbering and recording
key information Take turns
reading with students Ask
them to identify events in
sequence as they read
Advanced
Independent Reading
Have students read the story
After reading each day ask
them to work with a partner
to analyze text structure and
identify events in sequence
Encourage them to use the
new vocabulary
Remind students to use the vocabulary and story words in their whole
group activities
The WorldThe Worldofof
WhalesWhalesby Dina Anastasio
Informational Nonfiction
Adelinarsquos Whales 507V
- Grade 4
-
- Unit 1
- Unit 2
- Unit 3
- Unit 4
-
- Planning the Unit
- Using the Student Book
-
- Dear Mrs LaRue
-
- Puppy Trouble
- Dear Mrs LaRue
- Dog Amazes Scientists
- Writerrsquos Craft Write About Solving a Problem
- Small Group Pages
-
- The Blind Hunter
-
- Through Elizabethrsquos Eyes
- The Blind Hunter
- Make Life Easier For Everybody
- Writerrsquos Craft Write Directions
- Small Group Pages
-
- The Power of Oil
-
- Clean as a Breeze
- The Power of Oil
- Windmills on the Prairies
- Writing Frictional Narrative Write to a Prompt
- Small Group Pages
-
- Adelinarsquos Whales
-
- A Whale of a Trip
- Adelinarsquos Whales
- Limericks
- Writerrsquos Craft Share Your Point of View
- Small Group Pages
-
- At Home in the Coral Reef
-
- Coral Reefs
- At Home in the Coral Reef
- Poseidon and the Kingdom of Atlantis
- Writerrsquos Craft Write about a Community Project
- Small Group Pages
-
- Test Strategy Author and Me
-
- Wrapping Up the Unit
- Additional Lessons and Resources
-
- Unit 5
- Unit 6
-
SPEAKING STRATEGIES
Use tone of voice to show
exciting parts of the article
Change voices when the
strongest feelings are
mentioned
Look at the audience
to help them see your
interest in the article
LISTENING STRATEGIES
Listen to hear how the
author feels about saving
the animal
Try to imagine the setting
of the article in your mind
VoiceEXPLAINMODEL
Good writers use language that shows their feelings about a topic
These feelings make up the writerrsquos voice Reread the first paragraph
of the model on page 506 Point out that Maggie shows her strong
feelings about saving whales when she says we need them and that
they are fascinating to watch Display Transparency 76
Think Aloud The first example shows me how the writer feels
about her cat He is her best buddy She likes it when the cat
comes to see her in the garden The second example tells me
only the facts without saying how the writer feels about them
I donrsquot learn as much about the writer or the animal from this
example
Writing Transparency 76
Transparency 76
PRACTICEAPPLY
Work with students to read the two choices in each set Invite
volunteers to identify the stronger voice in each set and explain
how it shows the writerrsquos feelings Then have students identify and
discuss voice in another story they have recently read
Tell students that as they draft their article they should think about
ways to create a voice that shows their feelings about the animal or
animals they are describing
Publishing OptionsStudents can read aloud their article to the class See Speaking and Listening tips below They can also use their best cursive to write their article (See Teacherrsquos Resource Book pages 168ndash173 for cursive models and practice) Then invite students to illustrate their articles or act them out with a friend
4- and 6-Point Scoring Rubrics
Use the rubric on pages 539Gndash
539H to score published writing
Writing Process
For a complete lesson see Unit Writing on pages 539Andash539H
Writing
Writerrsquos Craft
Voice
Strong Voice Gumby is my best buddy It feels great when he
appears in the garden and then jumps on my back
to purr and watch me dig
Weak Voice Gumby is my cat He walks through the garden to
watch me dig
1 Wow Seeing Flossie run across the lawn to greet
me is so fantastic She barks loudly as if shersquos as
glad to see me as I am to see her
2 Flossie runs across the lawn to greet me She
barks loudly
3 My parrot Polly talks all the time I like the sound
of her voice She always tells me that Irsquom her friend
4 I love to hear Polly my pet parrot talk all the
time Her voice is music that fills our familyrsquos
kitchen Best of all she always tells me that Irsquom
her friend
(1 strong 2 weak 3 weak 4 strong)
Writing Transp
arency 76
507A
Technology
Writing
Writerrsquos Toolbox
Possessive Pronouns
ExplainModel Possessive pronouns take the
place of nouns that show ownership as in her
Point out the first possessive pronoun her in the
first sentence of Adelinarsquos Whales on page 494 This
pronoun shows that the grandfather is Adelinarsquos
PracticeApply Work with students to find more
possessive pronouns in the story on page 494
Have them identify the ownership each pronoun
suggests For a complete lesson on possessive
pronouns see pages 507Indash507J
Mechanics Do not use apostrophes in possessive
pronouns As students proofread their stories ask
them to check that they have used possessive
pronouns correctly
Writing Trait Ideas and Content
ExplainModel Good writers state their opinions
or point of view at the beginning of their writing
They use appropriate words to show voice and
they use good reasons and examples to support
their opinions and explain their point of view
They end their writing by repeating their opinion
strongly in a closing sentence
PracticeApply Have students reread the student
model on page 506 Discuss the callouts on the
left Can students identify Maggie Wrsquos point of view
in her article Ask students if Maggie W supports
her point of view
Purpose and Audience
ExplainModel Point out that one purpose of
writing an article is to inform and persuade the
audience of your opinion Using examples as
Maggie did helps to do this
PracticeApply As students draft tell them to
consider their audience They should use ideas that
will appeal to the people who will read their article
Spelling Words with oi and ou
Ask students to find the words noise and clouds in
the main selection on page 490 Point out that the
sound oi is spelled oi in noise Explain that the
sound ou is spelled ou in clouds but can also be
spelled ow as in flowers For a complete lesson on
words with oi and ou see pages 507Gndash507H
Remind students to use centering to position their title
correctly and to use formatting to capitalize the first letter
in each important word of the storyrsquos title
Adelinarsquos Whales 507B
Word StudyWord Study
Objectivesbull Apply knowledge of word
meanings and context clues
bull Use a dictionary to look up the
meanings of homographs
Materials
bull Vocabulary Transparencies 37
and 38
bull Leveled Practice Books p 138
Review
VocabularyWords in Context
EXPLAINMODEL
Review the meanings of the vocabulary words Display
Transparency 37 Model how to use word meanings and context
clues to fill in the first missing word with students
Think Aloud In the first sentence I learn that the speaker is going
on a boat to whale watch The speaker makes a note about the
boatrsquos size A boat for whale watching would be large I think that
the missing word is massive When I try massive in the sentence it
makes sense
PRACTICEAPPLY
Help students complete item 2 Then have them use context clues
to write missing words for items 3ndash6 on a separate sheet of paper
Students can exchange papers check their answers and explain the
context clues they used to determine the missing words
Fun with Puns Remind students that the vocabulary word dove
is a homograph Review its pronunciations and definitions Have
students work in small groups to create puns using dove Invite
groups to share their puns with the class
Give Examples For massive
sketch a bus and a whale on
the board Say A bus is big
but a whale is massive Have
students brainstorm other
examples in pairs
tangles (p 488) things
twisted together such as
strands of hair
rumbling (p 490) heavy
deep and rolling
snoring (p 490) making
loud breathing sounds
when sleeping
massive (p 491) big or
heavy
dove (p 494) jumped into
the water head first
unique (p 496) one of a
kind
politicians (p 498) people
who hold a government
officeVocabulary Transparency 37
Transparency 37
dove massive politicians rumbling snoring tangles unique
1 We boarded the massive boat amazed at its size and hoped it would be a good day for whale watching
2 The politicians had done a good job of protecting the whales in this bay so I was hopeful that we would see many whales
3 I stepped over the nets that lay in tangles on the deck
4 I watched as the birds dove into the ocean to catch their dinner
5 When I heard a rumbling sound I looked toward the horizon where I saw a unique sight a whale
6 I shouted for my father but when I heard his snoring I knew that he had missed the fantastic sight
507C
Vocabulary Strategy Transparency 38
Word Study
Homographs are words that have the same spelling but different meanings They may also have different pronunciations
Read the list of homographs and their meanings Then read the sentences and decide the meaning of the underlined homograph Write the letter of the correct meaning in the blank next to the sentence
dove ndash a past tense of dive b a kind of bird
fluke ndash c part of a whalersquos tail d something lucky
1 The whale splashed the surface of the water with its fl uke
2 The eagle dove for its prey
3 It was a fl uke that my mother won the game
4 The bird watchers saw a mourning dove sitting in a tree
Pick another homograph Write one sentence for each meaning of the word
5
6
c
a
d
b
My brother gave his girlfriend an engagement ring
Possible response provided
I didnrsquot hear the phone ring so I missed your call
On Level Practice Book 0 page 138
Approaching Practice Book A page 138
Beyond Practice Book B page 138
Practice Vocabulary
Homographs can be
confusing to students
especially those that are
pronounced differently
Create sentences for pairs
of words and model how
to guess the meaning
through the context
Practice with dove wind
and bow
Transparency 38
Homographs
1 What was the content of Karlarsquos lettera subject or topic nounb satisfied adjective
2 We tried to wind the kite string around a sticka moving air nounb to wrap around verb
3 Casey did not shed a tear as he watched the sad moviea to pull apart or into pieces verbb a drop of fluid that comes from the eye noun
4 Tanya put dates and nuts in her breada specific points in time nounb fruits from palm trees noun
PRACTICEAPPLY
Ask students to look up meanings and write sentences for the
following homographs bow row and present
During Small Group Instruction
If No Approaching Level Vocabulary pp 507Nndash507O
If Yes On Level Options pp 507Qndash507R
Beyond Level Options pp 507Sndash507T
Do students understand word meanings Can students use
context clues and dictionaries to understand homographs
STRATEGYDICTIONARY HOMOGRAPHS
EXPLAINMODEL
Remind students that homographs are words that are spelled alike
but have completely different meanings and may have different
pronunciations Explain how a dictionary and context clues can help
a reader to figure out the correct meaning and pronunciation of
homographs
Read the first sentence and definitions on Transparency 38 Model
how to figure out the meaning of content trying both definitions
and pronunciations Ask student volunteers to read aloud and
choose the correct homograph definitions for numbers 2ndash4
Adelinarsquos Whales 507D
The oi sound can be spelled with oi as in foil or with oy as in boy The ou sound can be spelled with ou as in couch or with ow as in now Keep in mind though that not all words containing oi have the oi sound and not all words spelled with ou and ow have the ou sound
In each row of words below there is one word that does not belong If the word does not have the same sound as the others make an X over it If the word is a homograph sometimes pronounced like the other words and sometimes pronounced differently put an asterisk () next to it Then on the blank line add another word that belongs with the group you made
1 joy foil employ onion
2 bow allowed south outside
3 coil destroy oil going
4 mouth doubt through how
5 broil doing spoil noise
6 sow tower frown sprout
7 couch dough cloud crowd
8 enjoy soil shooing toys
9 now enough crown proud
10 brow cow low down
11 annoy voices boil porpoise
12 thought shower loud trout
oi word
ou word
oi word
ou word
oi word
ou word
ou word
oi word
ou word
ou word
oi word
ou wordporpoiseporpoiseporpoiseporpoisepp
on on onioonioonioonioononoo
ngnggoigoigoigoingngnn
ughughhrohrothrothroughughouou
doing doing doing doing ii
ugh ugh doudoudoudouughughuu
oingoingshooshooshooshoooingoingoo
ughughenoenoenoenoughughouou
wwlowlowowowwwww
ught ught houhouthouthouughtughtuu
On Level Practice Book O page 139
Approaching Practice Book A page 139
Beyond Practice Book B page 139
Word Study
Phonics Decode Words with oi and ou
EXPLAINMODEL
Remind students that the letters oi and oy almost always spell the
sound oi The letters ou often spell ou unless they are followed
by r or gh The letters ow often spell ou but they may also spell
ō Write bow
Think Aloud
This word is a homograph When I say bou I know
the word means ldquoto bend the headrdquo or ldquothe front of a boatrdquo
When I say bō I know the word means ldquoa weaponrdquo or ldquoa knot
with loopsrdquo I need to look at the context to figure out which
word the writer means
PRACTICEAPPLY Write these words on the board joy spoil
mountain blouse coin tower and around Have students underline
the letters that spell ou and oi Then have them read the words
aloud pronouncing each sound with emphasis
Decode Multisyllabic Words Write these words on the board
voyage hardboiled encounter southpaw ownership and nowadays
Model how to decode voyage focusing on the sound oi Then work
with students to decode the other words explaining the spelling
of each sound For more practice use the decodable passages on
Teacherrsquos Resource Book page 23
Fill-in-the-Blanks Have students write out ten Spelling Words or
other words with the ou or oi sound Tell them to leave blanks
for the letters that represent these vowel sounds For example
C L _ _ N Students can trade papers with a partner and fill in the
missing letters
Word Study
Objectivesbull Decode the sounds ou and
oi
bull Identify and write sentences
with homophones
Materials
bull Leveled Practice Books p 139
bull Teacherrsquos Resource Book p 23
Use Context Hearing
and distinguishing vowel
sounds can be challenging
for students As students
read and hear the words
within the context of
shared reading and writing
activities they will connect
the sounds to their spelling
patterns
During Small Group Instruction
If No Approaching Level Phonics p 507M
If Yes On Level Options pp 507Qndash507R
Beyond Level Options pp 507Sndash507T
Can students decode words with oi and ou
507E
Spiral Review
Vocabulary Game Form two teams Divide the
Vocabulary Cards electrical globe decayed
amazement loosened midst mysterious patchwork
responsibility and soared from past weeks between
the teams
A Team 1 player takes a card and reads the word
A Team 2 player tells the wordrsquos meaning and uses
it in a sentence If the definition and sentence are
correct Team 2 gets a point If not the card is
returned to the bottom of the pile Then a Team 2
player takes a card and reads the word
Continue playing until all the words have been
correctly defined and used in sentences The team
with the most points wins
Vocabulary Building
Homophones Write on the board The children
let out (wails)(whales) because they couldnrsquot see
the (wails)(whales) Remind students that a
homophone is pronounced in the same way as
another word but has a different meaning and
spelling Have students write more sentences
containing homophone pairs or triples (there
theyrsquore their) Make sure students know how
homophones differ from homographs
Word Study
Vocabulary PuzzleMaker For additional vocabulary and
spelling games go to
wwwmacmillanmhcom
Vocabulary Building
Adjectives Verbshuge spray
humpback swim
endangered spout
slippery leap
Apply Vocabulary
Write a Personal Narrative Using the vocabulary
words ask students to complete the following
sentence ldquoI had a whale of a good time when rdquo
Tell students to continue writing after completing
this sentence Remind students to use descriptive
language that appeals to the five senses They
should provide a context to allow the reader
to picture the world of the event Post student
writing inside the body of a whale on a display
board
Oral Language
Expand Vocabulary Write the weekly topic
Whales on the board above a two-column chart
Label the columns Adjectives and Verbs Using the
selection print and electronic resources including
interviews and newspapers tell students to
brainstorm adjectives or verbs relating to whales
Adelinarsquos Whales 507F
5 Day Spelling
Words with oi and ouSpelling
Pretest Word Sorts
Spelling Practice Book pages 115ndash116 Spelling Practice Book page 117
Dictation Sentences 1 A daisy is a flower
2 We heard voices outside
3 The princess hid in the tower
4 We dumped a mound of dirt
5 I read a story about a cowboy
6 Her wedding gown was beautiful
7 You frown when you are not happy
8 We drove south to Florida
9 Why are the dogs howling
10 It will annoy Mike if you keep interrupting him
11 The car made noises yesterday
12 My kitten weighs about a pound
13 The hound followed the scent
14 Put your money in the pouch
15 We collected a thousand cans
16 I wound the rope around the tree
17 Irsquom a grouch when Irsquom tired
18 I felt fine but I still had a cough
19 Irsquove grown two inches in a year
20 They took a voyage to China
ReviewChallenge Words 1 I ate a peanut butter cookie
2 Use the zoom on your camera
3 The new mall is huge
4 During a drought we canrsquot water the grass
5 We took the bus downtown
Words in bold are from the main selection
flower south thousand
voices howling wound
tower annoy grouch
mound noises cough
cowboy pound grown
gown hound voyage
frown pouch
Review cookie zoom huge
Challenge drought downtown
ASSESS PRIOR KNOWLEDGE
Using the Dictation Sentences say
the underlined word Read the
sentence and repeat the word
Have students write the words on
Spelling Practice Book page 115
For a modified list use the first 12
Spelling Words and the 3 Review
Words For a more challenging list
use Spelling Words 3ndash20 and the
2 Challenge Words Have students
correct their own tests
Have students cut apart the Spelling
Word Cards BLM on Teacherrsquos
Resource Book page 84 and figure
out a way to sort them Have them
save the cards for use throughout
the week
Use Spelling Practice Book page 116
for more practice with this weekrsquos
Spelling Words
For Leveled Word Lists go to
wwwmacmillanmhcom
TEACHER AND STUDENT SORTS
Review the Spelling Words
pointing out the oi or ou
sound in most words
Use the cards on the Spelling Word
Cards BLM Attach the key words
south flower noises and annoy to a
bulletin board Model how to sort
the words according to their vowel
sounds and spellings Have students
take turns choosing cards sorting
them and explaining how they
sorted them
When students have finished the
sort discuss any oddballs that do
not fit in any category (grown
cough) Point out that wound is a
homograph Then invite students to
do an open sort in which they sort
all the Spelling Words any way they
wish for example by rhyme or by
consonant blends Discuss studentsrsquo
methods of sorting
507G
SYNONYMS
Write the following list of words
on the board Have students copy
the words into their word study
notebooks and write the Spelling
Word that is a synonym for each
1 pile (mound)
2 scowl (frown)
3 trip (voyage)
4 crying (howling)
5 dress (gown)
Challenge students to identify
three Spelling Words that can be
used as both a noun and a verb
Have them write sentences for
both usages
Have partners write a sentence
for each Spelling Word leaving
a blank space where the word
should go They can exchange
papers and fill in the blanks
SPIRAL REVIEW
Review words with ū uuml and u
Write cookie zoom and huge on
the board Have students identify
the spelling of the ū uuml or u
sound in each word
PROOFREAD AND WRITE
Write these sentences on the
board including the misspelled
words Ask students to proofread
circling incorrect spellings and
writing the correct spellings
1 My lizard has grone and she
gained two pownds (grown
pounds)
2 My cogh is starting to annoi
me (cough annoy)
3 The noyses in the hall were
houling dogs (noises howling)
4 A thowsand voyces were
singing (thousand voices)
POSTTEST
Use the Dictation Sentences on
page 507G for the Posttest
If students have difficulty with any
words in the lesson have students
place them in a list entitled
Spelling Words I Want to Remember
in a word study notebook
Challenge students to look for
words that have the same vowel
patterns they studied this week
Spelling
Word Meanings Review and Proofread Assess and Reteach
Spelling Practice Book page 118 Spelling Practice Book page 119 Spelling Practice Book page 120
Adelinarsquos Whales 507H
5 Day Grammar
Possessive Pronouns
INTRODUCE POSSESSIVE
PRONOUNS
Present the following
A possessive pronoun shows
ownership
A possessive pronoun takes
the place of a possessive noun
Possessive pronouns never have
an apostrophe my your his her
its our and their
Possessive pronouns must match
the nouns they replace in both
number and gender Give the
pass to Armita Give the pass to
her This is Dillon and Leighrsquos car
This is their car
REVIEW POSSESSIVE PRONOUNS
Discuss with students how to
recognize possessive pronouns
INTRODUCE STAND-ALONE
POSSESSIVE PRONOUNS
Present the following
A stand-alone possessive
pronoun is not used directly
before a noun
Most stand-alone possessive
pronouns are formed by adding
s to the pronoun that is used
before a noun These pronouns
are yours hers ours theirs and
mine This report is ours That one
is yours
His and its are the same when
used as stand-alones or before
a noun His shirt was brown The
shirt was his
Grammar
Daily Language ActivitiesUse these activities to introduce each dayrsquos lesson Write the dayrsquos activity on the board or use Transparency 19
DAY 1Adelinas favorite time of year was when the whales visited she Her and her grandfather watch for them every day (1 Adelinarsquos 2 her 3 She and)
DAY 2Her grandfather knowed about whales too Him was the one who had the first friendly visit with whales (1 knew 2 He)
DAY 3Every Fisherman takes their rod on the boat They pull in his lines if a whale come close (1 fisherman 2 his rod 3 their lines 4 comes)
DAY 4The camera on Adelinas lap is herrsquos She is taking a voiage to cownt whales (1 Adelinarsquos 2 hers 3 voyage 4 count)
DAY 5Thowsands of people come to see the whales They act as though it is not mine town but theirrsquos (1 Thousands 2 my 3 theirs)
Introduce the Concept Teach the Concept
Possessive Pronouns
Write on the board This
pencil belongs to Sheila
It is pencil Model
how to choose the correct
pronoun in the second
sentence Create more
sentences using other
studentsrsquo names and your
name to practice all the
pronouns
Grammar Practice Book page 115
See Grammar Transparency 91 for modeling and guided practice
Grammar Practice Book page 116
See Grammar Transparency 92 for modeling and guided practice
507I
REVIEW POSSESSIVE PRONOUNS
Review how to identify possessive
pronouns
MECHANICS AND USAGE
POSSESSIVE NOUNS AND
PRONOUNS
Possessive nouns are formed with
apostrophes teachersrsquo books
Most possessive pronouns that
are used before a noun are not
formed with s her book his car
The exception is its
Possessive stand-alone pronouns
are formed without apostrophes
Except for mine the last letter is
always s It is yours
All possessive pronouns should
agree in number and gender
with the nouns they replace
REVIEW TYPES OF POSSESSIVE
PRONOUNS
Ask students to explain the
differences between regular and
stand-alone possessive pronouns
PROOFREAD
Have students correct errors in the
following sentences
1 That whale is Renas favorite
and this one is mine favorite
(Renarsquos my)
2 Each boy should take their seat
while the whales are close (his
seat)
3 This book about whales is my
(mine)
4 Which is the better picture of a
whalemdashMiguels or herrsquos
(Miguelrsquos hers)
ASSESS
Use page 119 of the Grammar
Practice Book for assessment
RETEACH
Have students create sentences
using possessives pronouns
After checking for accuracy have
students write the sentences
again this time leaving a blank
where the pronoun should be
Students should trade papers
with a partner and try to fill in the
blanks They can then check their
own work
Also use page 120 of the Grammar
Practice Book for reteaching
Grammar
Review and Practice Review and Proofread Assess and Reteach
Grammar Practice Book page 117
See Grammar Transparency 93 for modeling and guided practice
Grammar Practice Book page 118
See Grammar Transparency 94 for modeling and guided practice
Circle the letter before the possessive pronoun that correctlycompletes each sentence
1 Adelinarsquos village was small and main street had only a few houses
a his b our c its d their
2 The whales came to Mexico to have young
a their b your c my d her
3 Although fi rst visit to La Laguna was in June this yearIrsquom going in January
a hisrsquos b theirs c my d her
4 Adelina knows the ocean very well because whole family works on the water
a my b their c our d her
5 Pachico made a sign for his business and letters are large and easy to read
a hers b their c its d my
Grammar Practice Book pages 119ndash120
See Grammar Transparency 95 for modeling and guided practice
Adelinarsquos Whales 507J
En
d-o
f-W
ee
k A
sse
ssm
en
t
ELL Practice and
Assessment 122ndash123
Fluency Assessment
Weekly Assessment 237ndash244
Administer the Test Weekly Reading Assessment Passage and questions pages 237ndash244
ASSESSED SKILLS
bull Sequence
bull Vocabulary Words
bull Dictionary Homographs
bull Possessive Pronouns
bull Words with oi and ou
Administer the Weekly Assessment online
or on CD-ROM
FluencyAssess fluency for one group of students per week
Use the Oral Fluency Record Sheet to track the number
of words read correctly Fluency goal for all students
102ndash122 words correct per minute (WCPM)
Approaching Level Weeks 1 3 5
On Level Weeks 2 4
Beyond Level Week 6
Alternative Assessmentbull ELL Assessment pages 122ndash123
Assessment Tool
507K507K
Diagnose Prescribe
En
d-o
f-We
ek
Asse
ssme
nt
VOCABULARY WORDS
VOCABULARY STRATEGY
Dictionary Homographs
Items 1 2 3 4
IF
0ndash2 items correct
THEN
Reteach skills using the Additional
Lessons page T8
Reteach skills Go to
wwwmacmillanmhcom
Vocabulary PuzzleMaker
Evaluate for Intervention
COMPREHENSION
Skill Sequence
Items 5 6 7 8
0ndash2 items correct Reteach skills using the Additional
Lessons page T3
Evaluate for Intervention
GRAMMAR
Possessive Pronouns
Items 9 10 11
0ndash1 items correct Reteach skills Grammar Practice Book
page 120
SPELLING
Words with oi and ou
Items 12 13 14
0ndash1 items correct Reteach skills Go to
wwwmacmillanmhcom
FLUENCY 98ndash101 WCPM
0ndash97 WCPM
Fluency Solutions
Evaluate for Intervention
Diagnose Prescribe
To place students
in the Intervention
Program use
the Diagnostic
Assessment in the
Intervention Teacherrsquos
Edition
TriumphsAN INTERVENTION PROGRAM
R E A D I N G
Adelinarsquos Whales 507L
Phonics
Approaching Level Options
Objective Decode words with oi and ou
Materials bull Student Book Adelinarsquos Whales
WORDS WITH oi AND ou
ExplainModel
Remind students that the letters oi and oy together usually stand for
oi as in coil and joy The letters ou as in house and ow as in cow usually
stand for ou However ow can also stand for o as in snow
Write the letters t o y on the board Say the sounds that the letters
stand for t oi Then blend the sounds toi Say the word with me toy
Repeat this process with oi and boil
Write the letters t o w n on the board Say the sounds that the letters
stand for t ou n Then blend the sounds toun Say the word with
me town Repeat this process with ou and house
Ask students to provide their own examples of words with oi and ou
Listen and provide constructive feedback
MULTISYLLABIC WORDS WITH oi AND ou
Write the word destroy on the board Have students identify the second
syllable as containing oi troy Have students repeat the syllable then
blend and read the whole word several times Repeat this process with
pounding and ou
Have student pairs work together to practice decoding longer words
with oi and ou Write the following words on the board and ask
student pairs to copy them onto index cards or sheets of paper Say
each word Circle the letters that stand for the ou or the oi sound Then
sort the words by spelling pattern
rejoice annoy crouching underground
growling browning moisture employment
Check each pair for their progress and accuracy
WORD HUNT WORDS WITH oi AND ou IN CONTEXT
Review words with oi and ou Have students search pages 488ndash490 of
Adelinarsquos Whales to find words with oi and ou Ask them to write the
words and circle the letters that spell the oi and ou in each word
Check to see if students have found examples such as outside down
south thousand loud noise sound clouds and out
For each skill below
additional lessons are
provided You can use these
lessons on consecutive days
after teaching the lessons
presented within the week
bull Sequence T3
bull Homographs T8
Additional Resources
To help students build speed
and accuracy with reading
multisyllabic words use the
additional decodable text
on page 23 of the Teacherrsquos
Resource Book
Decodable Text
If students have trouble
figuring out how to
pronounce words that
are homographs such as
bow bou and bow bō
have them look at how the
word is used and try out
each pronunciation and
its related definition in the
context of a sentence Write
She had a pink bow in her
hair on the board and say
I can say bou in the
sentence but a pink
ldquobending of the headrdquo
does not make sense
I can say bō in the
sentence A pink ldquoknot
with loopsrdquo does make
sense This word is
pronounced bō
ConstructiveFeedback
507M
Objective Read with increasing prosody and accuracy at a rate of 102ndash112 WCPM
Materials bull Index cards bull Approaching Practice Book A page 136
WORD AUTOMATICITY
Have students make flashcards for the following words with oi and
ou flower south thousand voices howling wound tower annoy grouch
mound noises cough cowboy pound gown hound voyage frown pouch
Display the cards one at a time and have students say each word Repeat
twice more displaying the words more quickly each time
REPEATED READING
Model reading the Fluency passage in Practice Book A page 136 Tell
students to pay close attention and listen to your tempo Then read
sentences in clusters based on tempo and have students read each cluster
back copying your tempo
During independent reading time have students work with a partner
One student reads aloud while the other repeats each sentence Remind
students to use positive and encouraging phrases when giving feedback
to their partners Circulate and provide constructive feedback Circulate
and provide constructive feedback
TIMED READING
At the end of the week have students do a final timed reading of the
passage on Practice Book A page 136 Students should
begin reading the passage aloud when you say ldquoGordquo
stop reading the passage after one minute when you say ldquoStoprdquo
Keep track of miscues Coach students as needed Help students record
and graph the number of words they read correctly
Vocabulary
Objective Apply vocabulary word meanings
Materials bull Vocabulary Cards bull Student Book Adelinarsquos Whales
VOCABULARY WORDS
Display the Vocabulary Cards for this weekrsquos words dove politicians
snoring massive tangles rumbling and unique Help students locate and
read the vocabulary words in Adelinarsquos Whales Review the definitions
of each word in the Glossary of the Student Book and discuss the
meanings Then have students write their own narratives about whales
using all of these vocabulary words
Approaching Practice Book A page 136
If students read too quickly
or too slowly reread
the passage to them at
the correct tempo Then
lead the class in a choral
reading so they can follow
you lead in reading at the
appropriate rate Repeat
the choral reading as
necessary
ConstructiveFeedback
Adelinarsquos Whales 507N
Vocabulary
Approaching Level Options
Review last weekrsquos words
(electrical globe fuels
decayed) and this weekrsquos
words (rumbling snoring
unique dove massive
tangles politicians) Have
students write a synonym for
each word
Objective Use homographs
DICTIONARY HOMOGRAPHS
Have students create simple crossword puzzles using Vocabulary and
Spelling Words Make sure they include at least two homographs (wound
dove) and write the definitions of the homographs as clues They may use
a dictionary to help them if necessary
Comprehension
Objective Identify sequence
Materials bull Student Book ldquoA Whale of a Triprdquo bull Transparencies 19a and 19b
STRATEGYANALYZE TEXT STRUCTURE
Remind students that recognizing how a text is organized can help them
to identify the sequence of story events
SKILLSEQUENCE
ExplainModel
Authors sometimes use signal words such as first next and last to help
readers recognize the sequence of events in a story
Authors of history texts or how-to articles typically use chronological
order to organize their texts
Display Transparencies 19a and 19b Reread the first pages Ask a
volunteer to identify what the narrator saw first and identify the signal
words
Think Aloud As I read I learn that many things are happening It helps to
recognize sequence words to help summarize what is happening in the
story so I can better understand it
PracticeApply
Invite students to retell the story considering the sequence of events Ask
the following questions
Before going on the trip do you think the narrator expected the whale
would be as big as it turned out to be
What was the first thing Matty told people on the whale-watching trip
Why are birds often seen in areas where whales are present
Student Book or Transparencies 19a and 19b
by Kristin Gold
Retelling Have students
retell the sequence of
events in ldquoA Whale of a
Triprdquo by drawing them Ask
students to choose one
event from the book they
would like to retell Have
students draw the scene
and write one sentence
describing it After the
students have finished
hang the drawings on the
board Then as a class put
the pictures in the order
of events that the story
follows
507O
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Saving the Whales
PREVIEW AND PREDICT
Have students read the title look at the images and preview the first
chapter Have students make predictions about what they will read and
set a purpose for reading
VOCABULARY WORDS
Review the vocabulary words as needed As you read together discuss
how context clues can help you figure out word meanings
STRATEGYANALYZE TEXT STRUCTURE
Remind students that recognizing how a text is organized can help
them better understand the textrsquos important ideas and the authorrsquos
purpose
SKILLSEQUENCE
Remind students to pay attention to the way the selection is organized
and the order in which events occur Read Chapter 2 with students
Think Aloud In the first chapter I learn that in the past there were whale
hunters in all parts of the world Now there are laws to protect whales
from hunters but whales are still being killed in other ways I need to
remember this information for my Sequence Chart
READ AND RESPOND
Finish reading Saving the Whales with students Discuss the following
If the plants that the krill eat die and then the krill die ask students
what will happen next in the food chain
Ask them what happened after Keiko the whale was set free
Work with students to review and revise their Sequence Charts Help
students paraphrase the important ideas in each chapter
MAKE CONNECTIONS ACROSS TEXTS
Invite students to compare Adelinarsquos Whales and Saving the Whales
Have students identify which selection is organized into chapters Ask
them why this format is better for this selection
Have students explain how reading Saving the Whales helps them better
understand the information and events in Adelinarsquos Whales
Leveled Reader
Adelinarsquos Whales 507P
Leveled Reader LessonVocabulary
On Level Options
Student Book
Limericks
On Level Practice Book O page 136
As I read I will pay attention to tempo and match the action in the story
Did you know that whales talk to each other Whales
10 make sounds for different reasons Some sounds are used to
20 locate calves Others are used to find mates Whales even use
31 sounds to warn other pod members that a predator is around
42 Toothed whales click and whistle in order to locate food
52 Baleen whales make knocking moaning snoring and
59 rumbling noises Humpback whales sing but not during
67 feeding season They save their tunes for the warmer waters
77 where they spend their breeding season Some scientists
85 believe they are singing love songs Other scientists think
94 they are sending out threats like ldquoGo awayrdquo We may never
105 know exactly why whales sing
110 Some humpback whales swim up to the surface and take
120 a few breaths Then they dive under the water and start to
132 sing They do not move when they sing Their underwater
142 songs can be heard for miles Sometimes they sing for a half
154 hour without stopping 157
Comprehension Check
1 What actions does a humpback whale take when it sings Sequence
2 Why might a whale need to communicate with another whale Draw Conclusions
Words Read ndash Number of Errors = Words
Correct Score
First Read ndash =
Second Read ndash =
A humpback whale swims to the surface and takes a few breaths Then the whale dives under the water to sing The whale does not move when singing
Whales might need to communicate with other whales to warn them about predators to find mates or to locate their calves
Objective Apply vocabulary words and homographs
Materials bull Vocabulary Cards bull Dictionary
VOCABULARY WORDS
Tell students that they will play a word-definition game Display half of
the Vocabulary Cards Have the first team use a dictionary to help create
two different definitions for each displayed word One should be the
correct definition and the other should be incorrect Then have students
write each pair of definitions on the board The second team chooses
the definition they think is correct They get one point for each correct
answer The team with the most points wins
DICTIONARY HOMOGRAPHS
Remind students that homographs are spelled alike but have different
meanings so they have separate dictionary entries Have students use the
adjective fine in a sentence Then challenge them to use the homograph
fine (money paid) in another sentence Repeat with the word content
Literary Elements
Objective Read poems to identify literary elements
Materials bull Poetry books and resources with limericks bull Student Book ldquoLimericksrdquo
METER AND RHYME SCHEME
Discuss the use of meter and rhyme in each limerick on Student Book
pages 504ndash505 Then have students look through poetry books and other
resources to locate limericks Ask students to discuss the meter and rhyme
scheme in the limericks
Objective Read fluently with appropriate prosody at a rate of 102ndash136 WCPM
Materials bull On Level Practice Book O p 136
REPEATED READING
Model reading the passage on page 136 of Practice Book O Remind
students to pay attention to the tempo to see if it matches the action of
the story Then read one sentence at a time having students echo-read
the sentence back imitating your pace Echo-read through the entire
passage again speeding up to reflect each part of the selection During
independent reading time partners take turns reading
Timed Reading Have students read the passage and record their rates
507Q
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Looking at Whales
PREVIEW AND PREDICT
Have students preview Looking at Whales
Ask students to write down any questions they have about the
selection
Ask if they think this book will be the story of one whale or about
many whales
SKILLSEQUENCE
The sequence is the order in which events happen Signal words such
as before after and then often help to indicate the sequence of events
Explain that students will fill in this information in Sequence Charts
READ AND RESPOND
Read Chapter 1 Pause to discuss how the information in the chapter
is presented At the end of Chapter 2 fill in the Sequence Chart Have
students discuss the sequencing of information including how the word
then helped them understand the information about humpback whales
singing
VOCABULARY WORDS
As they read Looking at Whales ask students to point out vocabulary
words as they appear Then have students discuss how each word is used
Ask Are blue whales massive or small
MAKE CONNECTIONS ACROSS TEXTS
Invite students to draw connections between Looking at Whales and
Adelinarsquos Whales
Ask students to use chronological order words to summarize the
information they learned in Looking at Whales
Ask students if they think Adelina would know most of the information
in Looking at Whales
ELLLeveled Reader
Go to pages
507Undash507V
Leveled Reader
Adelinarsquos Whales 507R
Vocabulary
Beyond Practice Book B page 136
Beyond Level Options
Objective Apply vocabulary words in writing
EXTEND VOCABULARY
Ask students to write a nonfiction piece about a whale Have them use
all of the vocabulary words from this weekrsquos selection and as many words
from this unitrsquos previous weeks as possible
Invite them to edit their essays or a partnerrsquos essay Remind them to check
the spelling and usage of each word
Literary Elements
Objective Use meter and rhyme to write a limerick
Materials bull Student Book ldquoLimericksrdquo
bull Poetry books with limericks bull Nonfiction books about whales
METER AND RHYME SCHEME
Use limericks to point out that meter and rhyme scheme can add to a
readerrsquos enjoyment of a poem Ask How does the use of meter and
rhyme scheme make these limericks more fun to read
Have students read limericks and note the use of meter and rhyme
scheme Then have them read information about whales or use what they
have already learned to write their own limerick about whales
Objective Read fluently with appropriate prosody at a rate of 112ndash136 WCPM
Materials bull Beyond Practice Book B p 136
REPEATED READING
Work with students to begin marking up the Fluency passage on page 136
of Practice Book B Remind them to pay attention to the tempo Then
read one sentence at a time having students echo-read the sentence
back imitating your pace Echo-read through the entire passage again
speeding up to reflect each part of the selection
During independent reading time partners can take turns reading the
passage they have practiced reading aloud Remind students to pay
attention to one anotherrsquos tempo and discuss how different actions in the
passage change the tempo or mood
Timed Reading Have students read the passage and record their reading
rate
Student Book
Limericks
Read Aloud Review meter
and rhyme scheme Then
reread a limerick aloud
Say Listen for the meter and
rhyme scheme of the poem
Then tell students you will
read the poem once more
together Let them know
that this time they should
clap along to the rhythm of
the poem Read the poem
chorally and clap out the
rhythm together
507S
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Gray Whales
PREVIEW AND PREDICT
Have students preview Gray Whales predict what it is about and set a
purpose for reading
SKILLSEQUENCE
Ask a volunteer to explain what the terms text structure and sequence
mean Have another volunteer explain why identifying the text structure
or sequence of events is important for understanding a selection
Explain that students will read Looking at Whales together and fill in
information about order in Sequence Charts
READ AND RESPOND
As students read they should identify the order of events in the selection
and fill in their Sequence Charts Discuss with the group how the story
would change if the sequence of events were different
VOCABULARY WORDS
Have students pay attention to vocabulary words as they come up Ask
students to provide definitions as needed Ask What do whales sometimes
get tangled in
Self-Selected Reading
Objective Read independently to identify the sequence of a text
Materials bull Leveled Readers or informational trade books at studentsrsquo reading level
READ TO IDENTIFY SEQUENCE
Invite students to use their personal interests to choose a nonfiction book
for independent reading Have students read their books and take notes
on the selectionrsquos sequence in their response journals
After reading have students compare the order in which the information
was presented in the book they chose to one of the selections they read
during this weekrsquos lessons Ask Which selection presented information in the
more interesting way Which selection taught you the most about the topic
Leveled Reader
Adelinarsquos Whales 507T
Academic Language Used in Whole Group Instruction
ContentTheme Words SkillStrategy Words WritingGrammar Words
ocean (p484)
aquarium (p 484)
whales (p 484)
mammals (p 484)
gills (p 484)
lungs (p 484)
legend (p 485)
pod (p 505)
homograph (p 484)
photo essay (p 486)
analyze text structure (p 485A)
sequence (p 485A)
limerick (p 504)
meter (p 504)
rhyme scheme (p 504)
voice (p 506)
point of view (p 506)
opinion (p 506)
audience (p 507B)
possessive pronouns (p 507I)
ownership (p 507I)
stand-alone possessive pronoun
(p 507I)
Academic LanguageThroughout the week the English language learners will need help in
building their understanding of the academic language used in daily
instruction and assessment instruments The following strategies will help
to increase their language proficiency and comprehension of content and
instructional words
Strategies to Reinforce Academic Language
Use Context Academic Language (see chart below)
should be explained in the context of the task during
Whole Group Use gestures expressions and visuals to
support meaning
Use Visuals Use charts transparencies and graphic
organizers to explain key labels to help students
understand classroom language
Model Demonstrate the task using academic language in
order for students to understand instruction
English Language Learners
Oral Language For
additional language
support and oral vocabulary
development use the lesson
at www macmillanmhcom
507U
ELL Leveled ReaderELL Leveled Reader Lesson Objectivebull To apply vocabulary and
comprehension skills
Materials
bull ELL Leveled Reader
DAY 1 bull Academic Language
bull Oral Language and Vocabulary Review
DAY 2 bull Academic Language
bull ELL Leveled Reader
DAY 3 bull Academic Language
bull ELL Leveled Reader
DAY 4 bull Academic Language
bull ELL Leveled Reader
DAY 5 bull Academic Language
bull ELL Leveled Reader Comprehension Check and Literacy Activities
ELL Teacherrsquos Guide
for students who need
additional instruction
DEVELOP ORAL LANGUAGE
Build Background Write the word whales on
the board and have students share what they
know What do whales look like What do they eat
How do they communicate List key points Then
do a brief picture walk of the book to add on to
the list
Review Vocabulary Write the vocabulary and story support words
and discuss the meanings Use each word in a sentence Clarify the two
meanings of schools and dove Schools of fish are large groups of fish not
where fish go to learn Who can use ldquoschools of fishrdquo in a sentence
PREVIEW AND PREDICT
Point to the cover photograph and read the title aloud What are we going
to read about Have students brainstorm a list of questions about facts
they would like to learn from this book
Set a Purpose for Reading Show the Sequence Chart and remind students
they have used it before Ask them to use a similar chart to identify the
sequence of events as they are presented in the book
Choose from among the differentiated strategies below to support
studentsrsquo reading at all stages of language acquisition
Beginning
Shared Reading As you
read model analyzing text
structure by identifying key
information about whales
Number the facts to explain
sequence Model filling in
the chart
Intermediate
Read Together Read the
first chapter Help students
analyze text structure by
numbering and recording
key information Take turns
reading with students Ask
them to identify events in
sequence as they read
Advanced
Independent Reading
Have students read the story
After reading each day ask
them to work with a partner
to analyze text structure and
identify events in sequence
Encourage them to use the
new vocabulary
Remind students to use the vocabulary and story words in their whole
group activities
The WorldThe Worldofof
WhalesWhalesby Dina Anastasio
Informational Nonfiction
Adelinarsquos Whales 507V
- Grade 4
-
- Unit 1
- Unit 2
- Unit 3
- Unit 4
-
- Planning the Unit
- Using the Student Book
-
- Dear Mrs LaRue
-
- Puppy Trouble
- Dear Mrs LaRue
- Dog Amazes Scientists
- Writerrsquos Craft Write About Solving a Problem
- Small Group Pages
-
- The Blind Hunter
-
- Through Elizabethrsquos Eyes
- The Blind Hunter
- Make Life Easier For Everybody
- Writerrsquos Craft Write Directions
- Small Group Pages
-
- The Power of Oil
-
- Clean as a Breeze
- The Power of Oil
- Windmills on the Prairies
- Writing Frictional Narrative Write to a Prompt
- Small Group Pages
-
- Adelinarsquos Whales
-
- A Whale of a Trip
- Adelinarsquos Whales
- Limericks
- Writerrsquos Craft Share Your Point of View
- Small Group Pages
-
- At Home in the Coral Reef
-
- Coral Reefs
- At Home in the Coral Reef
- Poseidon and the Kingdom of Atlantis
- Writerrsquos Craft Write about a Community Project
- Small Group Pages
-
- Test Strategy Author and Me
-
- Wrapping Up the Unit
- Additional Lessons and Resources
-
- Unit 5
- Unit 6
-
Technology
Writing
Writerrsquos Toolbox
Possessive Pronouns
ExplainModel Possessive pronouns take the
place of nouns that show ownership as in her
Point out the first possessive pronoun her in the
first sentence of Adelinarsquos Whales on page 494 This
pronoun shows that the grandfather is Adelinarsquos
PracticeApply Work with students to find more
possessive pronouns in the story on page 494
Have them identify the ownership each pronoun
suggests For a complete lesson on possessive
pronouns see pages 507Indash507J
Mechanics Do not use apostrophes in possessive
pronouns As students proofread their stories ask
them to check that they have used possessive
pronouns correctly
Writing Trait Ideas and Content
ExplainModel Good writers state their opinions
or point of view at the beginning of their writing
They use appropriate words to show voice and
they use good reasons and examples to support
their opinions and explain their point of view
They end their writing by repeating their opinion
strongly in a closing sentence
PracticeApply Have students reread the student
model on page 506 Discuss the callouts on the
left Can students identify Maggie Wrsquos point of view
in her article Ask students if Maggie W supports
her point of view
Purpose and Audience
ExplainModel Point out that one purpose of
writing an article is to inform and persuade the
audience of your opinion Using examples as
Maggie did helps to do this
PracticeApply As students draft tell them to
consider their audience They should use ideas that
will appeal to the people who will read their article
Spelling Words with oi and ou
Ask students to find the words noise and clouds in
the main selection on page 490 Point out that the
sound oi is spelled oi in noise Explain that the
sound ou is spelled ou in clouds but can also be
spelled ow as in flowers For a complete lesson on
words with oi and ou see pages 507Gndash507H
Remind students to use centering to position their title
correctly and to use formatting to capitalize the first letter
in each important word of the storyrsquos title
Adelinarsquos Whales 507B
Word StudyWord Study
Objectivesbull Apply knowledge of word
meanings and context clues
bull Use a dictionary to look up the
meanings of homographs
Materials
bull Vocabulary Transparencies 37
and 38
bull Leveled Practice Books p 138
Review
VocabularyWords in Context
EXPLAINMODEL
Review the meanings of the vocabulary words Display
Transparency 37 Model how to use word meanings and context
clues to fill in the first missing word with students
Think Aloud In the first sentence I learn that the speaker is going
on a boat to whale watch The speaker makes a note about the
boatrsquos size A boat for whale watching would be large I think that
the missing word is massive When I try massive in the sentence it
makes sense
PRACTICEAPPLY
Help students complete item 2 Then have them use context clues
to write missing words for items 3ndash6 on a separate sheet of paper
Students can exchange papers check their answers and explain the
context clues they used to determine the missing words
Fun with Puns Remind students that the vocabulary word dove
is a homograph Review its pronunciations and definitions Have
students work in small groups to create puns using dove Invite
groups to share their puns with the class
Give Examples For massive
sketch a bus and a whale on
the board Say A bus is big
but a whale is massive Have
students brainstorm other
examples in pairs
tangles (p 488) things
twisted together such as
strands of hair
rumbling (p 490) heavy
deep and rolling
snoring (p 490) making
loud breathing sounds
when sleeping
massive (p 491) big or
heavy
dove (p 494) jumped into
the water head first
unique (p 496) one of a
kind
politicians (p 498) people
who hold a government
officeVocabulary Transparency 37
Transparency 37
dove massive politicians rumbling snoring tangles unique
1 We boarded the massive boat amazed at its size and hoped it would be a good day for whale watching
2 The politicians had done a good job of protecting the whales in this bay so I was hopeful that we would see many whales
3 I stepped over the nets that lay in tangles on the deck
4 I watched as the birds dove into the ocean to catch their dinner
5 When I heard a rumbling sound I looked toward the horizon where I saw a unique sight a whale
6 I shouted for my father but when I heard his snoring I knew that he had missed the fantastic sight
507C
Vocabulary Strategy Transparency 38
Word Study
Homographs are words that have the same spelling but different meanings They may also have different pronunciations
Read the list of homographs and their meanings Then read the sentences and decide the meaning of the underlined homograph Write the letter of the correct meaning in the blank next to the sentence
dove ndash a past tense of dive b a kind of bird
fluke ndash c part of a whalersquos tail d something lucky
1 The whale splashed the surface of the water with its fl uke
2 The eagle dove for its prey
3 It was a fl uke that my mother won the game
4 The bird watchers saw a mourning dove sitting in a tree
Pick another homograph Write one sentence for each meaning of the word
5
6
c
a
d
b
My brother gave his girlfriend an engagement ring
Possible response provided
I didnrsquot hear the phone ring so I missed your call
On Level Practice Book 0 page 138
Approaching Practice Book A page 138
Beyond Practice Book B page 138
Practice Vocabulary
Homographs can be
confusing to students
especially those that are
pronounced differently
Create sentences for pairs
of words and model how
to guess the meaning
through the context
Practice with dove wind
and bow
Transparency 38
Homographs
1 What was the content of Karlarsquos lettera subject or topic nounb satisfied adjective
2 We tried to wind the kite string around a sticka moving air nounb to wrap around verb
3 Casey did not shed a tear as he watched the sad moviea to pull apart or into pieces verbb a drop of fluid that comes from the eye noun
4 Tanya put dates and nuts in her breada specific points in time nounb fruits from palm trees noun
PRACTICEAPPLY
Ask students to look up meanings and write sentences for the
following homographs bow row and present
During Small Group Instruction
If No Approaching Level Vocabulary pp 507Nndash507O
If Yes On Level Options pp 507Qndash507R
Beyond Level Options pp 507Sndash507T
Do students understand word meanings Can students use
context clues and dictionaries to understand homographs
STRATEGYDICTIONARY HOMOGRAPHS
EXPLAINMODEL
Remind students that homographs are words that are spelled alike
but have completely different meanings and may have different
pronunciations Explain how a dictionary and context clues can help
a reader to figure out the correct meaning and pronunciation of
homographs
Read the first sentence and definitions on Transparency 38 Model
how to figure out the meaning of content trying both definitions
and pronunciations Ask student volunteers to read aloud and
choose the correct homograph definitions for numbers 2ndash4
Adelinarsquos Whales 507D
The oi sound can be spelled with oi as in foil or with oy as in boy The ou sound can be spelled with ou as in couch or with ow as in now Keep in mind though that not all words containing oi have the oi sound and not all words spelled with ou and ow have the ou sound
In each row of words below there is one word that does not belong If the word does not have the same sound as the others make an X over it If the word is a homograph sometimes pronounced like the other words and sometimes pronounced differently put an asterisk () next to it Then on the blank line add another word that belongs with the group you made
1 joy foil employ onion
2 bow allowed south outside
3 coil destroy oil going
4 mouth doubt through how
5 broil doing spoil noise
6 sow tower frown sprout
7 couch dough cloud crowd
8 enjoy soil shooing toys
9 now enough crown proud
10 brow cow low down
11 annoy voices boil porpoise
12 thought shower loud trout
oi word
ou word
oi word
ou word
oi word
ou word
ou word
oi word
ou word
ou word
oi word
ou wordporpoiseporpoiseporpoiseporpoisepp
on on onioonioonioonioononoo
ngnggoigoigoigoingngnn
ughughhrohrothrothroughughouou
doing doing doing doing ii
ugh ugh doudoudoudouughughuu
oingoingshooshooshooshoooingoingoo
ughughenoenoenoenoughughouou
wwlowlowowowwwww
ught ught houhouthouthouughtughtuu
On Level Practice Book O page 139
Approaching Practice Book A page 139
Beyond Practice Book B page 139
Word Study
Phonics Decode Words with oi and ou
EXPLAINMODEL
Remind students that the letters oi and oy almost always spell the
sound oi The letters ou often spell ou unless they are followed
by r or gh The letters ow often spell ou but they may also spell
ō Write bow
Think Aloud
This word is a homograph When I say bou I know
the word means ldquoto bend the headrdquo or ldquothe front of a boatrdquo
When I say bō I know the word means ldquoa weaponrdquo or ldquoa knot
with loopsrdquo I need to look at the context to figure out which
word the writer means
PRACTICEAPPLY Write these words on the board joy spoil
mountain blouse coin tower and around Have students underline
the letters that spell ou and oi Then have them read the words
aloud pronouncing each sound with emphasis
Decode Multisyllabic Words Write these words on the board
voyage hardboiled encounter southpaw ownership and nowadays
Model how to decode voyage focusing on the sound oi Then work
with students to decode the other words explaining the spelling
of each sound For more practice use the decodable passages on
Teacherrsquos Resource Book page 23
Fill-in-the-Blanks Have students write out ten Spelling Words or
other words with the ou or oi sound Tell them to leave blanks
for the letters that represent these vowel sounds For example
C L _ _ N Students can trade papers with a partner and fill in the
missing letters
Word Study
Objectivesbull Decode the sounds ou and
oi
bull Identify and write sentences
with homophones
Materials
bull Leveled Practice Books p 139
bull Teacherrsquos Resource Book p 23
Use Context Hearing
and distinguishing vowel
sounds can be challenging
for students As students
read and hear the words
within the context of
shared reading and writing
activities they will connect
the sounds to their spelling
patterns
During Small Group Instruction
If No Approaching Level Phonics p 507M
If Yes On Level Options pp 507Qndash507R
Beyond Level Options pp 507Sndash507T
Can students decode words with oi and ou
507E
Spiral Review
Vocabulary Game Form two teams Divide the
Vocabulary Cards electrical globe decayed
amazement loosened midst mysterious patchwork
responsibility and soared from past weeks between
the teams
A Team 1 player takes a card and reads the word
A Team 2 player tells the wordrsquos meaning and uses
it in a sentence If the definition and sentence are
correct Team 2 gets a point If not the card is
returned to the bottom of the pile Then a Team 2
player takes a card and reads the word
Continue playing until all the words have been
correctly defined and used in sentences The team
with the most points wins
Vocabulary Building
Homophones Write on the board The children
let out (wails)(whales) because they couldnrsquot see
the (wails)(whales) Remind students that a
homophone is pronounced in the same way as
another word but has a different meaning and
spelling Have students write more sentences
containing homophone pairs or triples (there
theyrsquore their) Make sure students know how
homophones differ from homographs
Word Study
Vocabulary PuzzleMaker For additional vocabulary and
spelling games go to
wwwmacmillanmhcom
Vocabulary Building
Adjectives Verbshuge spray
humpback swim
endangered spout
slippery leap
Apply Vocabulary
Write a Personal Narrative Using the vocabulary
words ask students to complete the following
sentence ldquoI had a whale of a good time when rdquo
Tell students to continue writing after completing
this sentence Remind students to use descriptive
language that appeals to the five senses They
should provide a context to allow the reader
to picture the world of the event Post student
writing inside the body of a whale on a display
board
Oral Language
Expand Vocabulary Write the weekly topic
Whales on the board above a two-column chart
Label the columns Adjectives and Verbs Using the
selection print and electronic resources including
interviews and newspapers tell students to
brainstorm adjectives or verbs relating to whales
Adelinarsquos Whales 507F
5 Day Spelling
Words with oi and ouSpelling
Pretest Word Sorts
Spelling Practice Book pages 115ndash116 Spelling Practice Book page 117
Dictation Sentences 1 A daisy is a flower
2 We heard voices outside
3 The princess hid in the tower
4 We dumped a mound of dirt
5 I read a story about a cowboy
6 Her wedding gown was beautiful
7 You frown when you are not happy
8 We drove south to Florida
9 Why are the dogs howling
10 It will annoy Mike if you keep interrupting him
11 The car made noises yesterday
12 My kitten weighs about a pound
13 The hound followed the scent
14 Put your money in the pouch
15 We collected a thousand cans
16 I wound the rope around the tree
17 Irsquom a grouch when Irsquom tired
18 I felt fine but I still had a cough
19 Irsquove grown two inches in a year
20 They took a voyage to China
ReviewChallenge Words 1 I ate a peanut butter cookie
2 Use the zoom on your camera
3 The new mall is huge
4 During a drought we canrsquot water the grass
5 We took the bus downtown
Words in bold are from the main selection
flower south thousand
voices howling wound
tower annoy grouch
mound noises cough
cowboy pound grown
gown hound voyage
frown pouch
Review cookie zoom huge
Challenge drought downtown
ASSESS PRIOR KNOWLEDGE
Using the Dictation Sentences say
the underlined word Read the
sentence and repeat the word
Have students write the words on
Spelling Practice Book page 115
For a modified list use the first 12
Spelling Words and the 3 Review
Words For a more challenging list
use Spelling Words 3ndash20 and the
2 Challenge Words Have students
correct their own tests
Have students cut apart the Spelling
Word Cards BLM on Teacherrsquos
Resource Book page 84 and figure
out a way to sort them Have them
save the cards for use throughout
the week
Use Spelling Practice Book page 116
for more practice with this weekrsquos
Spelling Words
For Leveled Word Lists go to
wwwmacmillanmhcom
TEACHER AND STUDENT SORTS
Review the Spelling Words
pointing out the oi or ou
sound in most words
Use the cards on the Spelling Word
Cards BLM Attach the key words
south flower noises and annoy to a
bulletin board Model how to sort
the words according to their vowel
sounds and spellings Have students
take turns choosing cards sorting
them and explaining how they
sorted them
When students have finished the
sort discuss any oddballs that do
not fit in any category (grown
cough) Point out that wound is a
homograph Then invite students to
do an open sort in which they sort
all the Spelling Words any way they
wish for example by rhyme or by
consonant blends Discuss studentsrsquo
methods of sorting
507G
SYNONYMS
Write the following list of words
on the board Have students copy
the words into their word study
notebooks and write the Spelling
Word that is a synonym for each
1 pile (mound)
2 scowl (frown)
3 trip (voyage)
4 crying (howling)
5 dress (gown)
Challenge students to identify
three Spelling Words that can be
used as both a noun and a verb
Have them write sentences for
both usages
Have partners write a sentence
for each Spelling Word leaving
a blank space where the word
should go They can exchange
papers and fill in the blanks
SPIRAL REVIEW
Review words with ū uuml and u
Write cookie zoom and huge on
the board Have students identify
the spelling of the ū uuml or u
sound in each word
PROOFREAD AND WRITE
Write these sentences on the
board including the misspelled
words Ask students to proofread
circling incorrect spellings and
writing the correct spellings
1 My lizard has grone and she
gained two pownds (grown
pounds)
2 My cogh is starting to annoi
me (cough annoy)
3 The noyses in the hall were
houling dogs (noises howling)
4 A thowsand voyces were
singing (thousand voices)
POSTTEST
Use the Dictation Sentences on
page 507G for the Posttest
If students have difficulty with any
words in the lesson have students
place them in a list entitled
Spelling Words I Want to Remember
in a word study notebook
Challenge students to look for
words that have the same vowel
patterns they studied this week
Spelling
Word Meanings Review and Proofread Assess and Reteach
Spelling Practice Book page 118 Spelling Practice Book page 119 Spelling Practice Book page 120
Adelinarsquos Whales 507H
5 Day Grammar
Possessive Pronouns
INTRODUCE POSSESSIVE
PRONOUNS
Present the following
A possessive pronoun shows
ownership
A possessive pronoun takes
the place of a possessive noun
Possessive pronouns never have
an apostrophe my your his her
its our and their
Possessive pronouns must match
the nouns they replace in both
number and gender Give the
pass to Armita Give the pass to
her This is Dillon and Leighrsquos car
This is their car
REVIEW POSSESSIVE PRONOUNS
Discuss with students how to
recognize possessive pronouns
INTRODUCE STAND-ALONE
POSSESSIVE PRONOUNS
Present the following
A stand-alone possessive
pronoun is not used directly
before a noun
Most stand-alone possessive
pronouns are formed by adding
s to the pronoun that is used
before a noun These pronouns
are yours hers ours theirs and
mine This report is ours That one
is yours
His and its are the same when
used as stand-alones or before
a noun His shirt was brown The
shirt was his
Grammar
Daily Language ActivitiesUse these activities to introduce each dayrsquos lesson Write the dayrsquos activity on the board or use Transparency 19
DAY 1Adelinas favorite time of year was when the whales visited she Her and her grandfather watch for them every day (1 Adelinarsquos 2 her 3 She and)
DAY 2Her grandfather knowed about whales too Him was the one who had the first friendly visit with whales (1 knew 2 He)
DAY 3Every Fisherman takes their rod on the boat They pull in his lines if a whale come close (1 fisherman 2 his rod 3 their lines 4 comes)
DAY 4The camera on Adelinas lap is herrsquos She is taking a voiage to cownt whales (1 Adelinarsquos 2 hers 3 voyage 4 count)
DAY 5Thowsands of people come to see the whales They act as though it is not mine town but theirrsquos (1 Thousands 2 my 3 theirs)
Introduce the Concept Teach the Concept
Possessive Pronouns
Write on the board This
pencil belongs to Sheila
It is pencil Model
how to choose the correct
pronoun in the second
sentence Create more
sentences using other
studentsrsquo names and your
name to practice all the
pronouns
Grammar Practice Book page 115
See Grammar Transparency 91 for modeling and guided practice
Grammar Practice Book page 116
See Grammar Transparency 92 for modeling and guided practice
507I
REVIEW POSSESSIVE PRONOUNS
Review how to identify possessive
pronouns
MECHANICS AND USAGE
POSSESSIVE NOUNS AND
PRONOUNS
Possessive nouns are formed with
apostrophes teachersrsquo books
Most possessive pronouns that
are used before a noun are not
formed with s her book his car
The exception is its
Possessive stand-alone pronouns
are formed without apostrophes
Except for mine the last letter is
always s It is yours
All possessive pronouns should
agree in number and gender
with the nouns they replace
REVIEW TYPES OF POSSESSIVE
PRONOUNS
Ask students to explain the
differences between regular and
stand-alone possessive pronouns
PROOFREAD
Have students correct errors in the
following sentences
1 That whale is Renas favorite
and this one is mine favorite
(Renarsquos my)
2 Each boy should take their seat
while the whales are close (his
seat)
3 This book about whales is my
(mine)
4 Which is the better picture of a
whalemdashMiguels or herrsquos
(Miguelrsquos hers)
ASSESS
Use page 119 of the Grammar
Practice Book for assessment
RETEACH
Have students create sentences
using possessives pronouns
After checking for accuracy have
students write the sentences
again this time leaving a blank
where the pronoun should be
Students should trade papers
with a partner and try to fill in the
blanks They can then check their
own work
Also use page 120 of the Grammar
Practice Book for reteaching
Grammar
Review and Practice Review and Proofread Assess and Reteach
Grammar Practice Book page 117
See Grammar Transparency 93 for modeling and guided practice
Grammar Practice Book page 118
See Grammar Transparency 94 for modeling and guided practice
Circle the letter before the possessive pronoun that correctlycompletes each sentence
1 Adelinarsquos village was small and main street had only a few houses
a his b our c its d their
2 The whales came to Mexico to have young
a their b your c my d her
3 Although fi rst visit to La Laguna was in June this yearIrsquom going in January
a hisrsquos b theirs c my d her
4 Adelina knows the ocean very well because whole family works on the water
a my b their c our d her
5 Pachico made a sign for his business and letters are large and easy to read
a hers b their c its d my
Grammar Practice Book pages 119ndash120
See Grammar Transparency 95 for modeling and guided practice
Adelinarsquos Whales 507J
En
d-o
f-W
ee
k A
sse
ssm
en
t
ELL Practice and
Assessment 122ndash123
Fluency Assessment
Weekly Assessment 237ndash244
Administer the Test Weekly Reading Assessment Passage and questions pages 237ndash244
ASSESSED SKILLS
bull Sequence
bull Vocabulary Words
bull Dictionary Homographs
bull Possessive Pronouns
bull Words with oi and ou
Administer the Weekly Assessment online
or on CD-ROM
FluencyAssess fluency for one group of students per week
Use the Oral Fluency Record Sheet to track the number
of words read correctly Fluency goal for all students
102ndash122 words correct per minute (WCPM)
Approaching Level Weeks 1 3 5
On Level Weeks 2 4
Beyond Level Week 6
Alternative Assessmentbull ELL Assessment pages 122ndash123
Assessment Tool
507K507K
Diagnose Prescribe
En
d-o
f-We
ek
Asse
ssme
nt
VOCABULARY WORDS
VOCABULARY STRATEGY
Dictionary Homographs
Items 1 2 3 4
IF
0ndash2 items correct
THEN
Reteach skills using the Additional
Lessons page T8
Reteach skills Go to
wwwmacmillanmhcom
Vocabulary PuzzleMaker
Evaluate for Intervention
COMPREHENSION
Skill Sequence
Items 5 6 7 8
0ndash2 items correct Reteach skills using the Additional
Lessons page T3
Evaluate for Intervention
GRAMMAR
Possessive Pronouns
Items 9 10 11
0ndash1 items correct Reteach skills Grammar Practice Book
page 120
SPELLING
Words with oi and ou
Items 12 13 14
0ndash1 items correct Reteach skills Go to
wwwmacmillanmhcom
FLUENCY 98ndash101 WCPM
0ndash97 WCPM
Fluency Solutions
Evaluate for Intervention
Diagnose Prescribe
To place students
in the Intervention
Program use
the Diagnostic
Assessment in the
Intervention Teacherrsquos
Edition
TriumphsAN INTERVENTION PROGRAM
R E A D I N G
Adelinarsquos Whales 507L
Phonics
Approaching Level Options
Objective Decode words with oi and ou
Materials bull Student Book Adelinarsquos Whales
WORDS WITH oi AND ou
ExplainModel
Remind students that the letters oi and oy together usually stand for
oi as in coil and joy The letters ou as in house and ow as in cow usually
stand for ou However ow can also stand for o as in snow
Write the letters t o y on the board Say the sounds that the letters
stand for t oi Then blend the sounds toi Say the word with me toy
Repeat this process with oi and boil
Write the letters t o w n on the board Say the sounds that the letters
stand for t ou n Then blend the sounds toun Say the word with
me town Repeat this process with ou and house
Ask students to provide their own examples of words with oi and ou
Listen and provide constructive feedback
MULTISYLLABIC WORDS WITH oi AND ou
Write the word destroy on the board Have students identify the second
syllable as containing oi troy Have students repeat the syllable then
blend and read the whole word several times Repeat this process with
pounding and ou
Have student pairs work together to practice decoding longer words
with oi and ou Write the following words on the board and ask
student pairs to copy them onto index cards or sheets of paper Say
each word Circle the letters that stand for the ou or the oi sound Then
sort the words by spelling pattern
rejoice annoy crouching underground
growling browning moisture employment
Check each pair for their progress and accuracy
WORD HUNT WORDS WITH oi AND ou IN CONTEXT
Review words with oi and ou Have students search pages 488ndash490 of
Adelinarsquos Whales to find words with oi and ou Ask them to write the
words and circle the letters that spell the oi and ou in each word
Check to see if students have found examples such as outside down
south thousand loud noise sound clouds and out
For each skill below
additional lessons are
provided You can use these
lessons on consecutive days
after teaching the lessons
presented within the week
bull Sequence T3
bull Homographs T8
Additional Resources
To help students build speed
and accuracy with reading
multisyllabic words use the
additional decodable text
on page 23 of the Teacherrsquos
Resource Book
Decodable Text
If students have trouble
figuring out how to
pronounce words that
are homographs such as
bow bou and bow bō
have them look at how the
word is used and try out
each pronunciation and
its related definition in the
context of a sentence Write
She had a pink bow in her
hair on the board and say
I can say bou in the
sentence but a pink
ldquobending of the headrdquo
does not make sense
I can say bō in the
sentence A pink ldquoknot
with loopsrdquo does make
sense This word is
pronounced bō
ConstructiveFeedback
507M
Objective Read with increasing prosody and accuracy at a rate of 102ndash112 WCPM
Materials bull Index cards bull Approaching Practice Book A page 136
WORD AUTOMATICITY
Have students make flashcards for the following words with oi and
ou flower south thousand voices howling wound tower annoy grouch
mound noises cough cowboy pound gown hound voyage frown pouch
Display the cards one at a time and have students say each word Repeat
twice more displaying the words more quickly each time
REPEATED READING
Model reading the Fluency passage in Practice Book A page 136 Tell
students to pay close attention and listen to your tempo Then read
sentences in clusters based on tempo and have students read each cluster
back copying your tempo
During independent reading time have students work with a partner
One student reads aloud while the other repeats each sentence Remind
students to use positive and encouraging phrases when giving feedback
to their partners Circulate and provide constructive feedback Circulate
and provide constructive feedback
TIMED READING
At the end of the week have students do a final timed reading of the
passage on Practice Book A page 136 Students should
begin reading the passage aloud when you say ldquoGordquo
stop reading the passage after one minute when you say ldquoStoprdquo
Keep track of miscues Coach students as needed Help students record
and graph the number of words they read correctly
Vocabulary
Objective Apply vocabulary word meanings
Materials bull Vocabulary Cards bull Student Book Adelinarsquos Whales
VOCABULARY WORDS
Display the Vocabulary Cards for this weekrsquos words dove politicians
snoring massive tangles rumbling and unique Help students locate and
read the vocabulary words in Adelinarsquos Whales Review the definitions
of each word in the Glossary of the Student Book and discuss the
meanings Then have students write their own narratives about whales
using all of these vocabulary words
Approaching Practice Book A page 136
If students read too quickly
or too slowly reread
the passage to them at
the correct tempo Then
lead the class in a choral
reading so they can follow
you lead in reading at the
appropriate rate Repeat
the choral reading as
necessary
ConstructiveFeedback
Adelinarsquos Whales 507N
Vocabulary
Approaching Level Options
Review last weekrsquos words
(electrical globe fuels
decayed) and this weekrsquos
words (rumbling snoring
unique dove massive
tangles politicians) Have
students write a synonym for
each word
Objective Use homographs
DICTIONARY HOMOGRAPHS
Have students create simple crossword puzzles using Vocabulary and
Spelling Words Make sure they include at least two homographs (wound
dove) and write the definitions of the homographs as clues They may use
a dictionary to help them if necessary
Comprehension
Objective Identify sequence
Materials bull Student Book ldquoA Whale of a Triprdquo bull Transparencies 19a and 19b
STRATEGYANALYZE TEXT STRUCTURE
Remind students that recognizing how a text is organized can help them
to identify the sequence of story events
SKILLSEQUENCE
ExplainModel
Authors sometimes use signal words such as first next and last to help
readers recognize the sequence of events in a story
Authors of history texts or how-to articles typically use chronological
order to organize their texts
Display Transparencies 19a and 19b Reread the first pages Ask a
volunteer to identify what the narrator saw first and identify the signal
words
Think Aloud As I read I learn that many things are happening It helps to
recognize sequence words to help summarize what is happening in the
story so I can better understand it
PracticeApply
Invite students to retell the story considering the sequence of events Ask
the following questions
Before going on the trip do you think the narrator expected the whale
would be as big as it turned out to be
What was the first thing Matty told people on the whale-watching trip
Why are birds often seen in areas where whales are present
Student Book or Transparencies 19a and 19b
by Kristin Gold
Retelling Have students
retell the sequence of
events in ldquoA Whale of a
Triprdquo by drawing them Ask
students to choose one
event from the book they
would like to retell Have
students draw the scene
and write one sentence
describing it After the
students have finished
hang the drawings on the
board Then as a class put
the pictures in the order
of events that the story
follows
507O
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Saving the Whales
PREVIEW AND PREDICT
Have students read the title look at the images and preview the first
chapter Have students make predictions about what they will read and
set a purpose for reading
VOCABULARY WORDS
Review the vocabulary words as needed As you read together discuss
how context clues can help you figure out word meanings
STRATEGYANALYZE TEXT STRUCTURE
Remind students that recognizing how a text is organized can help
them better understand the textrsquos important ideas and the authorrsquos
purpose
SKILLSEQUENCE
Remind students to pay attention to the way the selection is organized
and the order in which events occur Read Chapter 2 with students
Think Aloud In the first chapter I learn that in the past there were whale
hunters in all parts of the world Now there are laws to protect whales
from hunters but whales are still being killed in other ways I need to
remember this information for my Sequence Chart
READ AND RESPOND
Finish reading Saving the Whales with students Discuss the following
If the plants that the krill eat die and then the krill die ask students
what will happen next in the food chain
Ask them what happened after Keiko the whale was set free
Work with students to review and revise their Sequence Charts Help
students paraphrase the important ideas in each chapter
MAKE CONNECTIONS ACROSS TEXTS
Invite students to compare Adelinarsquos Whales and Saving the Whales
Have students identify which selection is organized into chapters Ask
them why this format is better for this selection
Have students explain how reading Saving the Whales helps them better
understand the information and events in Adelinarsquos Whales
Leveled Reader
Adelinarsquos Whales 507P
Leveled Reader LessonVocabulary
On Level Options
Student Book
Limericks
On Level Practice Book O page 136
As I read I will pay attention to tempo and match the action in the story
Did you know that whales talk to each other Whales
10 make sounds for different reasons Some sounds are used to
20 locate calves Others are used to find mates Whales even use
31 sounds to warn other pod members that a predator is around
42 Toothed whales click and whistle in order to locate food
52 Baleen whales make knocking moaning snoring and
59 rumbling noises Humpback whales sing but not during
67 feeding season They save their tunes for the warmer waters
77 where they spend their breeding season Some scientists
85 believe they are singing love songs Other scientists think
94 they are sending out threats like ldquoGo awayrdquo We may never
105 know exactly why whales sing
110 Some humpback whales swim up to the surface and take
120 a few breaths Then they dive under the water and start to
132 sing They do not move when they sing Their underwater
142 songs can be heard for miles Sometimes they sing for a half
154 hour without stopping 157
Comprehension Check
1 What actions does a humpback whale take when it sings Sequence
2 Why might a whale need to communicate with another whale Draw Conclusions
Words Read ndash Number of Errors = Words
Correct Score
First Read ndash =
Second Read ndash =
A humpback whale swims to the surface and takes a few breaths Then the whale dives under the water to sing The whale does not move when singing
Whales might need to communicate with other whales to warn them about predators to find mates or to locate their calves
Objective Apply vocabulary words and homographs
Materials bull Vocabulary Cards bull Dictionary
VOCABULARY WORDS
Tell students that they will play a word-definition game Display half of
the Vocabulary Cards Have the first team use a dictionary to help create
two different definitions for each displayed word One should be the
correct definition and the other should be incorrect Then have students
write each pair of definitions on the board The second team chooses
the definition they think is correct They get one point for each correct
answer The team with the most points wins
DICTIONARY HOMOGRAPHS
Remind students that homographs are spelled alike but have different
meanings so they have separate dictionary entries Have students use the
adjective fine in a sentence Then challenge them to use the homograph
fine (money paid) in another sentence Repeat with the word content
Literary Elements
Objective Read poems to identify literary elements
Materials bull Poetry books and resources with limericks bull Student Book ldquoLimericksrdquo
METER AND RHYME SCHEME
Discuss the use of meter and rhyme in each limerick on Student Book
pages 504ndash505 Then have students look through poetry books and other
resources to locate limericks Ask students to discuss the meter and rhyme
scheme in the limericks
Objective Read fluently with appropriate prosody at a rate of 102ndash136 WCPM
Materials bull On Level Practice Book O p 136
REPEATED READING
Model reading the passage on page 136 of Practice Book O Remind
students to pay attention to the tempo to see if it matches the action of
the story Then read one sentence at a time having students echo-read
the sentence back imitating your pace Echo-read through the entire
passage again speeding up to reflect each part of the selection During
independent reading time partners take turns reading
Timed Reading Have students read the passage and record their rates
507Q
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Looking at Whales
PREVIEW AND PREDICT
Have students preview Looking at Whales
Ask students to write down any questions they have about the
selection
Ask if they think this book will be the story of one whale or about
many whales
SKILLSEQUENCE
The sequence is the order in which events happen Signal words such
as before after and then often help to indicate the sequence of events
Explain that students will fill in this information in Sequence Charts
READ AND RESPOND
Read Chapter 1 Pause to discuss how the information in the chapter
is presented At the end of Chapter 2 fill in the Sequence Chart Have
students discuss the sequencing of information including how the word
then helped them understand the information about humpback whales
singing
VOCABULARY WORDS
As they read Looking at Whales ask students to point out vocabulary
words as they appear Then have students discuss how each word is used
Ask Are blue whales massive or small
MAKE CONNECTIONS ACROSS TEXTS
Invite students to draw connections between Looking at Whales and
Adelinarsquos Whales
Ask students to use chronological order words to summarize the
information they learned in Looking at Whales
Ask students if they think Adelina would know most of the information
in Looking at Whales
ELLLeveled Reader
Go to pages
507Undash507V
Leveled Reader
Adelinarsquos Whales 507R
Vocabulary
Beyond Practice Book B page 136
Beyond Level Options
Objective Apply vocabulary words in writing
EXTEND VOCABULARY
Ask students to write a nonfiction piece about a whale Have them use
all of the vocabulary words from this weekrsquos selection and as many words
from this unitrsquos previous weeks as possible
Invite them to edit their essays or a partnerrsquos essay Remind them to check
the spelling and usage of each word
Literary Elements
Objective Use meter and rhyme to write a limerick
Materials bull Student Book ldquoLimericksrdquo
bull Poetry books with limericks bull Nonfiction books about whales
METER AND RHYME SCHEME
Use limericks to point out that meter and rhyme scheme can add to a
readerrsquos enjoyment of a poem Ask How does the use of meter and
rhyme scheme make these limericks more fun to read
Have students read limericks and note the use of meter and rhyme
scheme Then have them read information about whales or use what they
have already learned to write their own limerick about whales
Objective Read fluently with appropriate prosody at a rate of 112ndash136 WCPM
Materials bull Beyond Practice Book B p 136
REPEATED READING
Work with students to begin marking up the Fluency passage on page 136
of Practice Book B Remind them to pay attention to the tempo Then
read one sentence at a time having students echo-read the sentence
back imitating your pace Echo-read through the entire passage again
speeding up to reflect each part of the selection
During independent reading time partners can take turns reading the
passage they have practiced reading aloud Remind students to pay
attention to one anotherrsquos tempo and discuss how different actions in the
passage change the tempo or mood
Timed Reading Have students read the passage and record their reading
rate
Student Book
Limericks
Read Aloud Review meter
and rhyme scheme Then
reread a limerick aloud
Say Listen for the meter and
rhyme scheme of the poem
Then tell students you will
read the poem once more
together Let them know
that this time they should
clap along to the rhythm of
the poem Read the poem
chorally and clap out the
rhythm together
507S
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Gray Whales
PREVIEW AND PREDICT
Have students preview Gray Whales predict what it is about and set a
purpose for reading
SKILLSEQUENCE
Ask a volunteer to explain what the terms text structure and sequence
mean Have another volunteer explain why identifying the text structure
or sequence of events is important for understanding a selection
Explain that students will read Looking at Whales together and fill in
information about order in Sequence Charts
READ AND RESPOND
As students read they should identify the order of events in the selection
and fill in their Sequence Charts Discuss with the group how the story
would change if the sequence of events were different
VOCABULARY WORDS
Have students pay attention to vocabulary words as they come up Ask
students to provide definitions as needed Ask What do whales sometimes
get tangled in
Self-Selected Reading
Objective Read independently to identify the sequence of a text
Materials bull Leveled Readers or informational trade books at studentsrsquo reading level
READ TO IDENTIFY SEQUENCE
Invite students to use their personal interests to choose a nonfiction book
for independent reading Have students read their books and take notes
on the selectionrsquos sequence in their response journals
After reading have students compare the order in which the information
was presented in the book they chose to one of the selections they read
during this weekrsquos lessons Ask Which selection presented information in the
more interesting way Which selection taught you the most about the topic
Leveled Reader
Adelinarsquos Whales 507T
Academic Language Used in Whole Group Instruction
ContentTheme Words SkillStrategy Words WritingGrammar Words
ocean (p484)
aquarium (p 484)
whales (p 484)
mammals (p 484)
gills (p 484)
lungs (p 484)
legend (p 485)
pod (p 505)
homograph (p 484)
photo essay (p 486)
analyze text structure (p 485A)
sequence (p 485A)
limerick (p 504)
meter (p 504)
rhyme scheme (p 504)
voice (p 506)
point of view (p 506)
opinion (p 506)
audience (p 507B)
possessive pronouns (p 507I)
ownership (p 507I)
stand-alone possessive pronoun
(p 507I)
Academic LanguageThroughout the week the English language learners will need help in
building their understanding of the academic language used in daily
instruction and assessment instruments The following strategies will help
to increase their language proficiency and comprehension of content and
instructional words
Strategies to Reinforce Academic Language
Use Context Academic Language (see chart below)
should be explained in the context of the task during
Whole Group Use gestures expressions and visuals to
support meaning
Use Visuals Use charts transparencies and graphic
organizers to explain key labels to help students
understand classroom language
Model Demonstrate the task using academic language in
order for students to understand instruction
English Language Learners
Oral Language For
additional language
support and oral vocabulary
development use the lesson
at www macmillanmhcom
507U
ELL Leveled ReaderELL Leveled Reader Lesson Objectivebull To apply vocabulary and
comprehension skills
Materials
bull ELL Leveled Reader
DAY 1 bull Academic Language
bull Oral Language and Vocabulary Review
DAY 2 bull Academic Language
bull ELL Leveled Reader
DAY 3 bull Academic Language
bull ELL Leveled Reader
DAY 4 bull Academic Language
bull ELL Leveled Reader
DAY 5 bull Academic Language
bull ELL Leveled Reader Comprehension Check and Literacy Activities
ELL Teacherrsquos Guide
for students who need
additional instruction
DEVELOP ORAL LANGUAGE
Build Background Write the word whales on
the board and have students share what they
know What do whales look like What do they eat
How do they communicate List key points Then
do a brief picture walk of the book to add on to
the list
Review Vocabulary Write the vocabulary and story support words
and discuss the meanings Use each word in a sentence Clarify the two
meanings of schools and dove Schools of fish are large groups of fish not
where fish go to learn Who can use ldquoschools of fishrdquo in a sentence
PREVIEW AND PREDICT
Point to the cover photograph and read the title aloud What are we going
to read about Have students brainstorm a list of questions about facts
they would like to learn from this book
Set a Purpose for Reading Show the Sequence Chart and remind students
they have used it before Ask them to use a similar chart to identify the
sequence of events as they are presented in the book
Choose from among the differentiated strategies below to support
studentsrsquo reading at all stages of language acquisition
Beginning
Shared Reading As you
read model analyzing text
structure by identifying key
information about whales
Number the facts to explain
sequence Model filling in
the chart
Intermediate
Read Together Read the
first chapter Help students
analyze text structure by
numbering and recording
key information Take turns
reading with students Ask
them to identify events in
sequence as they read
Advanced
Independent Reading
Have students read the story
After reading each day ask
them to work with a partner
to analyze text structure and
identify events in sequence
Encourage them to use the
new vocabulary
Remind students to use the vocabulary and story words in their whole
group activities
The WorldThe Worldofof
WhalesWhalesby Dina Anastasio
Informational Nonfiction
Adelinarsquos Whales 507V
- Grade 4
-
- Unit 1
- Unit 2
- Unit 3
- Unit 4
-
- Planning the Unit
- Using the Student Book
-
- Dear Mrs LaRue
-
- Puppy Trouble
- Dear Mrs LaRue
- Dog Amazes Scientists
- Writerrsquos Craft Write About Solving a Problem
- Small Group Pages
-
- The Blind Hunter
-
- Through Elizabethrsquos Eyes
- The Blind Hunter
- Make Life Easier For Everybody
- Writerrsquos Craft Write Directions
- Small Group Pages
-
- The Power of Oil
-
- Clean as a Breeze
- The Power of Oil
- Windmills on the Prairies
- Writing Frictional Narrative Write to a Prompt
- Small Group Pages
-
- Adelinarsquos Whales
-
- A Whale of a Trip
- Adelinarsquos Whales
- Limericks
- Writerrsquos Craft Share Your Point of View
- Small Group Pages
-
- At Home in the Coral Reef
-
- Coral Reefs
- At Home in the Coral Reef
- Poseidon and the Kingdom of Atlantis
- Writerrsquos Craft Write about a Community Project
- Small Group Pages
-
- Test Strategy Author and Me
-
- Wrapping Up the Unit
- Additional Lessons and Resources
-
- Unit 5
- Unit 6
-
Word StudyWord Study
Objectivesbull Apply knowledge of word
meanings and context clues
bull Use a dictionary to look up the
meanings of homographs
Materials
bull Vocabulary Transparencies 37
and 38
bull Leveled Practice Books p 138
Review
VocabularyWords in Context
EXPLAINMODEL
Review the meanings of the vocabulary words Display
Transparency 37 Model how to use word meanings and context
clues to fill in the first missing word with students
Think Aloud In the first sentence I learn that the speaker is going
on a boat to whale watch The speaker makes a note about the
boatrsquos size A boat for whale watching would be large I think that
the missing word is massive When I try massive in the sentence it
makes sense
PRACTICEAPPLY
Help students complete item 2 Then have them use context clues
to write missing words for items 3ndash6 on a separate sheet of paper
Students can exchange papers check their answers and explain the
context clues they used to determine the missing words
Fun with Puns Remind students that the vocabulary word dove
is a homograph Review its pronunciations and definitions Have
students work in small groups to create puns using dove Invite
groups to share their puns with the class
Give Examples For massive
sketch a bus and a whale on
the board Say A bus is big
but a whale is massive Have
students brainstorm other
examples in pairs
tangles (p 488) things
twisted together such as
strands of hair
rumbling (p 490) heavy
deep and rolling
snoring (p 490) making
loud breathing sounds
when sleeping
massive (p 491) big or
heavy
dove (p 494) jumped into
the water head first
unique (p 496) one of a
kind
politicians (p 498) people
who hold a government
officeVocabulary Transparency 37
Transparency 37
dove massive politicians rumbling snoring tangles unique
1 We boarded the massive boat amazed at its size and hoped it would be a good day for whale watching
2 The politicians had done a good job of protecting the whales in this bay so I was hopeful that we would see many whales
3 I stepped over the nets that lay in tangles on the deck
4 I watched as the birds dove into the ocean to catch their dinner
5 When I heard a rumbling sound I looked toward the horizon where I saw a unique sight a whale
6 I shouted for my father but when I heard his snoring I knew that he had missed the fantastic sight
507C
Vocabulary Strategy Transparency 38
Word Study
Homographs are words that have the same spelling but different meanings They may also have different pronunciations
Read the list of homographs and their meanings Then read the sentences and decide the meaning of the underlined homograph Write the letter of the correct meaning in the blank next to the sentence
dove ndash a past tense of dive b a kind of bird
fluke ndash c part of a whalersquos tail d something lucky
1 The whale splashed the surface of the water with its fl uke
2 The eagle dove for its prey
3 It was a fl uke that my mother won the game
4 The bird watchers saw a mourning dove sitting in a tree
Pick another homograph Write one sentence for each meaning of the word
5
6
c
a
d
b
My brother gave his girlfriend an engagement ring
Possible response provided
I didnrsquot hear the phone ring so I missed your call
On Level Practice Book 0 page 138
Approaching Practice Book A page 138
Beyond Practice Book B page 138
Practice Vocabulary
Homographs can be
confusing to students
especially those that are
pronounced differently
Create sentences for pairs
of words and model how
to guess the meaning
through the context
Practice with dove wind
and bow
Transparency 38
Homographs
1 What was the content of Karlarsquos lettera subject or topic nounb satisfied adjective
2 We tried to wind the kite string around a sticka moving air nounb to wrap around verb
3 Casey did not shed a tear as he watched the sad moviea to pull apart or into pieces verbb a drop of fluid that comes from the eye noun
4 Tanya put dates and nuts in her breada specific points in time nounb fruits from palm trees noun
PRACTICEAPPLY
Ask students to look up meanings and write sentences for the
following homographs bow row and present
During Small Group Instruction
If No Approaching Level Vocabulary pp 507Nndash507O
If Yes On Level Options pp 507Qndash507R
Beyond Level Options pp 507Sndash507T
Do students understand word meanings Can students use
context clues and dictionaries to understand homographs
STRATEGYDICTIONARY HOMOGRAPHS
EXPLAINMODEL
Remind students that homographs are words that are spelled alike
but have completely different meanings and may have different
pronunciations Explain how a dictionary and context clues can help
a reader to figure out the correct meaning and pronunciation of
homographs
Read the first sentence and definitions on Transparency 38 Model
how to figure out the meaning of content trying both definitions
and pronunciations Ask student volunteers to read aloud and
choose the correct homograph definitions for numbers 2ndash4
Adelinarsquos Whales 507D
The oi sound can be spelled with oi as in foil or with oy as in boy The ou sound can be spelled with ou as in couch or with ow as in now Keep in mind though that not all words containing oi have the oi sound and not all words spelled with ou and ow have the ou sound
In each row of words below there is one word that does not belong If the word does not have the same sound as the others make an X over it If the word is a homograph sometimes pronounced like the other words and sometimes pronounced differently put an asterisk () next to it Then on the blank line add another word that belongs with the group you made
1 joy foil employ onion
2 bow allowed south outside
3 coil destroy oil going
4 mouth doubt through how
5 broil doing spoil noise
6 sow tower frown sprout
7 couch dough cloud crowd
8 enjoy soil shooing toys
9 now enough crown proud
10 brow cow low down
11 annoy voices boil porpoise
12 thought shower loud trout
oi word
ou word
oi word
ou word
oi word
ou word
ou word
oi word
ou word
ou word
oi word
ou wordporpoiseporpoiseporpoiseporpoisepp
on on onioonioonioonioononoo
ngnggoigoigoigoingngnn
ughughhrohrothrothroughughouou
doing doing doing doing ii
ugh ugh doudoudoudouughughuu
oingoingshooshooshooshoooingoingoo
ughughenoenoenoenoughughouou
wwlowlowowowwwww
ught ught houhouthouthouughtughtuu
On Level Practice Book O page 139
Approaching Practice Book A page 139
Beyond Practice Book B page 139
Word Study
Phonics Decode Words with oi and ou
EXPLAINMODEL
Remind students that the letters oi and oy almost always spell the
sound oi The letters ou often spell ou unless they are followed
by r or gh The letters ow often spell ou but they may also spell
ō Write bow
Think Aloud
This word is a homograph When I say bou I know
the word means ldquoto bend the headrdquo or ldquothe front of a boatrdquo
When I say bō I know the word means ldquoa weaponrdquo or ldquoa knot
with loopsrdquo I need to look at the context to figure out which
word the writer means
PRACTICEAPPLY Write these words on the board joy spoil
mountain blouse coin tower and around Have students underline
the letters that spell ou and oi Then have them read the words
aloud pronouncing each sound with emphasis
Decode Multisyllabic Words Write these words on the board
voyage hardboiled encounter southpaw ownership and nowadays
Model how to decode voyage focusing on the sound oi Then work
with students to decode the other words explaining the spelling
of each sound For more practice use the decodable passages on
Teacherrsquos Resource Book page 23
Fill-in-the-Blanks Have students write out ten Spelling Words or
other words with the ou or oi sound Tell them to leave blanks
for the letters that represent these vowel sounds For example
C L _ _ N Students can trade papers with a partner and fill in the
missing letters
Word Study
Objectivesbull Decode the sounds ou and
oi
bull Identify and write sentences
with homophones
Materials
bull Leveled Practice Books p 139
bull Teacherrsquos Resource Book p 23
Use Context Hearing
and distinguishing vowel
sounds can be challenging
for students As students
read and hear the words
within the context of
shared reading and writing
activities they will connect
the sounds to their spelling
patterns
During Small Group Instruction
If No Approaching Level Phonics p 507M
If Yes On Level Options pp 507Qndash507R
Beyond Level Options pp 507Sndash507T
Can students decode words with oi and ou
507E
Spiral Review
Vocabulary Game Form two teams Divide the
Vocabulary Cards electrical globe decayed
amazement loosened midst mysterious patchwork
responsibility and soared from past weeks between
the teams
A Team 1 player takes a card and reads the word
A Team 2 player tells the wordrsquos meaning and uses
it in a sentence If the definition and sentence are
correct Team 2 gets a point If not the card is
returned to the bottom of the pile Then a Team 2
player takes a card and reads the word
Continue playing until all the words have been
correctly defined and used in sentences The team
with the most points wins
Vocabulary Building
Homophones Write on the board The children
let out (wails)(whales) because they couldnrsquot see
the (wails)(whales) Remind students that a
homophone is pronounced in the same way as
another word but has a different meaning and
spelling Have students write more sentences
containing homophone pairs or triples (there
theyrsquore their) Make sure students know how
homophones differ from homographs
Word Study
Vocabulary PuzzleMaker For additional vocabulary and
spelling games go to
wwwmacmillanmhcom
Vocabulary Building
Adjectives Verbshuge spray
humpback swim
endangered spout
slippery leap
Apply Vocabulary
Write a Personal Narrative Using the vocabulary
words ask students to complete the following
sentence ldquoI had a whale of a good time when rdquo
Tell students to continue writing after completing
this sentence Remind students to use descriptive
language that appeals to the five senses They
should provide a context to allow the reader
to picture the world of the event Post student
writing inside the body of a whale on a display
board
Oral Language
Expand Vocabulary Write the weekly topic
Whales on the board above a two-column chart
Label the columns Adjectives and Verbs Using the
selection print and electronic resources including
interviews and newspapers tell students to
brainstorm adjectives or verbs relating to whales
Adelinarsquos Whales 507F
5 Day Spelling
Words with oi and ouSpelling
Pretest Word Sorts
Spelling Practice Book pages 115ndash116 Spelling Practice Book page 117
Dictation Sentences 1 A daisy is a flower
2 We heard voices outside
3 The princess hid in the tower
4 We dumped a mound of dirt
5 I read a story about a cowboy
6 Her wedding gown was beautiful
7 You frown when you are not happy
8 We drove south to Florida
9 Why are the dogs howling
10 It will annoy Mike if you keep interrupting him
11 The car made noises yesterday
12 My kitten weighs about a pound
13 The hound followed the scent
14 Put your money in the pouch
15 We collected a thousand cans
16 I wound the rope around the tree
17 Irsquom a grouch when Irsquom tired
18 I felt fine but I still had a cough
19 Irsquove grown two inches in a year
20 They took a voyage to China
ReviewChallenge Words 1 I ate a peanut butter cookie
2 Use the zoom on your camera
3 The new mall is huge
4 During a drought we canrsquot water the grass
5 We took the bus downtown
Words in bold are from the main selection
flower south thousand
voices howling wound
tower annoy grouch
mound noises cough
cowboy pound grown
gown hound voyage
frown pouch
Review cookie zoom huge
Challenge drought downtown
ASSESS PRIOR KNOWLEDGE
Using the Dictation Sentences say
the underlined word Read the
sentence and repeat the word
Have students write the words on
Spelling Practice Book page 115
For a modified list use the first 12
Spelling Words and the 3 Review
Words For a more challenging list
use Spelling Words 3ndash20 and the
2 Challenge Words Have students
correct their own tests
Have students cut apart the Spelling
Word Cards BLM on Teacherrsquos
Resource Book page 84 and figure
out a way to sort them Have them
save the cards for use throughout
the week
Use Spelling Practice Book page 116
for more practice with this weekrsquos
Spelling Words
For Leveled Word Lists go to
wwwmacmillanmhcom
TEACHER AND STUDENT SORTS
Review the Spelling Words
pointing out the oi or ou
sound in most words
Use the cards on the Spelling Word
Cards BLM Attach the key words
south flower noises and annoy to a
bulletin board Model how to sort
the words according to their vowel
sounds and spellings Have students
take turns choosing cards sorting
them and explaining how they
sorted them
When students have finished the
sort discuss any oddballs that do
not fit in any category (grown
cough) Point out that wound is a
homograph Then invite students to
do an open sort in which they sort
all the Spelling Words any way they
wish for example by rhyme or by
consonant blends Discuss studentsrsquo
methods of sorting
507G
SYNONYMS
Write the following list of words
on the board Have students copy
the words into their word study
notebooks and write the Spelling
Word that is a synonym for each
1 pile (mound)
2 scowl (frown)
3 trip (voyage)
4 crying (howling)
5 dress (gown)
Challenge students to identify
three Spelling Words that can be
used as both a noun and a verb
Have them write sentences for
both usages
Have partners write a sentence
for each Spelling Word leaving
a blank space where the word
should go They can exchange
papers and fill in the blanks
SPIRAL REVIEW
Review words with ū uuml and u
Write cookie zoom and huge on
the board Have students identify
the spelling of the ū uuml or u
sound in each word
PROOFREAD AND WRITE
Write these sentences on the
board including the misspelled
words Ask students to proofread
circling incorrect spellings and
writing the correct spellings
1 My lizard has grone and she
gained two pownds (grown
pounds)
2 My cogh is starting to annoi
me (cough annoy)
3 The noyses in the hall were
houling dogs (noises howling)
4 A thowsand voyces were
singing (thousand voices)
POSTTEST
Use the Dictation Sentences on
page 507G for the Posttest
If students have difficulty with any
words in the lesson have students
place them in a list entitled
Spelling Words I Want to Remember
in a word study notebook
Challenge students to look for
words that have the same vowel
patterns they studied this week
Spelling
Word Meanings Review and Proofread Assess and Reteach
Spelling Practice Book page 118 Spelling Practice Book page 119 Spelling Practice Book page 120
Adelinarsquos Whales 507H
5 Day Grammar
Possessive Pronouns
INTRODUCE POSSESSIVE
PRONOUNS
Present the following
A possessive pronoun shows
ownership
A possessive pronoun takes
the place of a possessive noun
Possessive pronouns never have
an apostrophe my your his her
its our and their
Possessive pronouns must match
the nouns they replace in both
number and gender Give the
pass to Armita Give the pass to
her This is Dillon and Leighrsquos car
This is their car
REVIEW POSSESSIVE PRONOUNS
Discuss with students how to
recognize possessive pronouns
INTRODUCE STAND-ALONE
POSSESSIVE PRONOUNS
Present the following
A stand-alone possessive
pronoun is not used directly
before a noun
Most stand-alone possessive
pronouns are formed by adding
s to the pronoun that is used
before a noun These pronouns
are yours hers ours theirs and
mine This report is ours That one
is yours
His and its are the same when
used as stand-alones or before
a noun His shirt was brown The
shirt was his
Grammar
Daily Language ActivitiesUse these activities to introduce each dayrsquos lesson Write the dayrsquos activity on the board or use Transparency 19
DAY 1Adelinas favorite time of year was when the whales visited she Her and her grandfather watch for them every day (1 Adelinarsquos 2 her 3 She and)
DAY 2Her grandfather knowed about whales too Him was the one who had the first friendly visit with whales (1 knew 2 He)
DAY 3Every Fisherman takes their rod on the boat They pull in his lines if a whale come close (1 fisherman 2 his rod 3 their lines 4 comes)
DAY 4The camera on Adelinas lap is herrsquos She is taking a voiage to cownt whales (1 Adelinarsquos 2 hers 3 voyage 4 count)
DAY 5Thowsands of people come to see the whales They act as though it is not mine town but theirrsquos (1 Thousands 2 my 3 theirs)
Introduce the Concept Teach the Concept
Possessive Pronouns
Write on the board This
pencil belongs to Sheila
It is pencil Model
how to choose the correct
pronoun in the second
sentence Create more
sentences using other
studentsrsquo names and your
name to practice all the
pronouns
Grammar Practice Book page 115
See Grammar Transparency 91 for modeling and guided practice
Grammar Practice Book page 116
See Grammar Transparency 92 for modeling and guided practice
507I
REVIEW POSSESSIVE PRONOUNS
Review how to identify possessive
pronouns
MECHANICS AND USAGE
POSSESSIVE NOUNS AND
PRONOUNS
Possessive nouns are formed with
apostrophes teachersrsquo books
Most possessive pronouns that
are used before a noun are not
formed with s her book his car
The exception is its
Possessive stand-alone pronouns
are formed without apostrophes
Except for mine the last letter is
always s It is yours
All possessive pronouns should
agree in number and gender
with the nouns they replace
REVIEW TYPES OF POSSESSIVE
PRONOUNS
Ask students to explain the
differences between regular and
stand-alone possessive pronouns
PROOFREAD
Have students correct errors in the
following sentences
1 That whale is Renas favorite
and this one is mine favorite
(Renarsquos my)
2 Each boy should take their seat
while the whales are close (his
seat)
3 This book about whales is my
(mine)
4 Which is the better picture of a
whalemdashMiguels or herrsquos
(Miguelrsquos hers)
ASSESS
Use page 119 of the Grammar
Practice Book for assessment
RETEACH
Have students create sentences
using possessives pronouns
After checking for accuracy have
students write the sentences
again this time leaving a blank
where the pronoun should be
Students should trade papers
with a partner and try to fill in the
blanks They can then check their
own work
Also use page 120 of the Grammar
Practice Book for reteaching
Grammar
Review and Practice Review and Proofread Assess and Reteach
Grammar Practice Book page 117
See Grammar Transparency 93 for modeling and guided practice
Grammar Practice Book page 118
See Grammar Transparency 94 for modeling and guided practice
Circle the letter before the possessive pronoun that correctlycompletes each sentence
1 Adelinarsquos village was small and main street had only a few houses
a his b our c its d their
2 The whales came to Mexico to have young
a their b your c my d her
3 Although fi rst visit to La Laguna was in June this yearIrsquom going in January
a hisrsquos b theirs c my d her
4 Adelina knows the ocean very well because whole family works on the water
a my b their c our d her
5 Pachico made a sign for his business and letters are large and easy to read
a hers b their c its d my
Grammar Practice Book pages 119ndash120
See Grammar Transparency 95 for modeling and guided practice
Adelinarsquos Whales 507J
En
d-o
f-W
ee
k A
sse
ssm
en
t
ELL Practice and
Assessment 122ndash123
Fluency Assessment
Weekly Assessment 237ndash244
Administer the Test Weekly Reading Assessment Passage and questions pages 237ndash244
ASSESSED SKILLS
bull Sequence
bull Vocabulary Words
bull Dictionary Homographs
bull Possessive Pronouns
bull Words with oi and ou
Administer the Weekly Assessment online
or on CD-ROM
FluencyAssess fluency for one group of students per week
Use the Oral Fluency Record Sheet to track the number
of words read correctly Fluency goal for all students
102ndash122 words correct per minute (WCPM)
Approaching Level Weeks 1 3 5
On Level Weeks 2 4
Beyond Level Week 6
Alternative Assessmentbull ELL Assessment pages 122ndash123
Assessment Tool
507K507K
Diagnose Prescribe
En
d-o
f-We
ek
Asse
ssme
nt
VOCABULARY WORDS
VOCABULARY STRATEGY
Dictionary Homographs
Items 1 2 3 4
IF
0ndash2 items correct
THEN
Reteach skills using the Additional
Lessons page T8
Reteach skills Go to
wwwmacmillanmhcom
Vocabulary PuzzleMaker
Evaluate for Intervention
COMPREHENSION
Skill Sequence
Items 5 6 7 8
0ndash2 items correct Reteach skills using the Additional
Lessons page T3
Evaluate for Intervention
GRAMMAR
Possessive Pronouns
Items 9 10 11
0ndash1 items correct Reteach skills Grammar Practice Book
page 120
SPELLING
Words with oi and ou
Items 12 13 14
0ndash1 items correct Reteach skills Go to
wwwmacmillanmhcom
FLUENCY 98ndash101 WCPM
0ndash97 WCPM
Fluency Solutions
Evaluate for Intervention
Diagnose Prescribe
To place students
in the Intervention
Program use
the Diagnostic
Assessment in the
Intervention Teacherrsquos
Edition
TriumphsAN INTERVENTION PROGRAM
R E A D I N G
Adelinarsquos Whales 507L
Phonics
Approaching Level Options
Objective Decode words with oi and ou
Materials bull Student Book Adelinarsquos Whales
WORDS WITH oi AND ou
ExplainModel
Remind students that the letters oi and oy together usually stand for
oi as in coil and joy The letters ou as in house and ow as in cow usually
stand for ou However ow can also stand for o as in snow
Write the letters t o y on the board Say the sounds that the letters
stand for t oi Then blend the sounds toi Say the word with me toy
Repeat this process with oi and boil
Write the letters t o w n on the board Say the sounds that the letters
stand for t ou n Then blend the sounds toun Say the word with
me town Repeat this process with ou and house
Ask students to provide their own examples of words with oi and ou
Listen and provide constructive feedback
MULTISYLLABIC WORDS WITH oi AND ou
Write the word destroy on the board Have students identify the second
syllable as containing oi troy Have students repeat the syllable then
blend and read the whole word several times Repeat this process with
pounding and ou
Have student pairs work together to practice decoding longer words
with oi and ou Write the following words on the board and ask
student pairs to copy them onto index cards or sheets of paper Say
each word Circle the letters that stand for the ou or the oi sound Then
sort the words by spelling pattern
rejoice annoy crouching underground
growling browning moisture employment
Check each pair for their progress and accuracy
WORD HUNT WORDS WITH oi AND ou IN CONTEXT
Review words with oi and ou Have students search pages 488ndash490 of
Adelinarsquos Whales to find words with oi and ou Ask them to write the
words and circle the letters that spell the oi and ou in each word
Check to see if students have found examples such as outside down
south thousand loud noise sound clouds and out
For each skill below
additional lessons are
provided You can use these
lessons on consecutive days
after teaching the lessons
presented within the week
bull Sequence T3
bull Homographs T8
Additional Resources
To help students build speed
and accuracy with reading
multisyllabic words use the
additional decodable text
on page 23 of the Teacherrsquos
Resource Book
Decodable Text
If students have trouble
figuring out how to
pronounce words that
are homographs such as
bow bou and bow bō
have them look at how the
word is used and try out
each pronunciation and
its related definition in the
context of a sentence Write
She had a pink bow in her
hair on the board and say
I can say bou in the
sentence but a pink
ldquobending of the headrdquo
does not make sense
I can say bō in the
sentence A pink ldquoknot
with loopsrdquo does make
sense This word is
pronounced bō
ConstructiveFeedback
507M
Objective Read with increasing prosody and accuracy at a rate of 102ndash112 WCPM
Materials bull Index cards bull Approaching Practice Book A page 136
WORD AUTOMATICITY
Have students make flashcards for the following words with oi and
ou flower south thousand voices howling wound tower annoy grouch
mound noises cough cowboy pound gown hound voyage frown pouch
Display the cards one at a time and have students say each word Repeat
twice more displaying the words more quickly each time
REPEATED READING
Model reading the Fluency passage in Practice Book A page 136 Tell
students to pay close attention and listen to your tempo Then read
sentences in clusters based on tempo and have students read each cluster
back copying your tempo
During independent reading time have students work with a partner
One student reads aloud while the other repeats each sentence Remind
students to use positive and encouraging phrases when giving feedback
to their partners Circulate and provide constructive feedback Circulate
and provide constructive feedback
TIMED READING
At the end of the week have students do a final timed reading of the
passage on Practice Book A page 136 Students should
begin reading the passage aloud when you say ldquoGordquo
stop reading the passage after one minute when you say ldquoStoprdquo
Keep track of miscues Coach students as needed Help students record
and graph the number of words they read correctly
Vocabulary
Objective Apply vocabulary word meanings
Materials bull Vocabulary Cards bull Student Book Adelinarsquos Whales
VOCABULARY WORDS
Display the Vocabulary Cards for this weekrsquos words dove politicians
snoring massive tangles rumbling and unique Help students locate and
read the vocabulary words in Adelinarsquos Whales Review the definitions
of each word in the Glossary of the Student Book and discuss the
meanings Then have students write their own narratives about whales
using all of these vocabulary words
Approaching Practice Book A page 136
If students read too quickly
or too slowly reread
the passage to them at
the correct tempo Then
lead the class in a choral
reading so they can follow
you lead in reading at the
appropriate rate Repeat
the choral reading as
necessary
ConstructiveFeedback
Adelinarsquos Whales 507N
Vocabulary
Approaching Level Options
Review last weekrsquos words
(electrical globe fuels
decayed) and this weekrsquos
words (rumbling snoring
unique dove massive
tangles politicians) Have
students write a synonym for
each word
Objective Use homographs
DICTIONARY HOMOGRAPHS
Have students create simple crossword puzzles using Vocabulary and
Spelling Words Make sure they include at least two homographs (wound
dove) and write the definitions of the homographs as clues They may use
a dictionary to help them if necessary
Comprehension
Objective Identify sequence
Materials bull Student Book ldquoA Whale of a Triprdquo bull Transparencies 19a and 19b
STRATEGYANALYZE TEXT STRUCTURE
Remind students that recognizing how a text is organized can help them
to identify the sequence of story events
SKILLSEQUENCE
ExplainModel
Authors sometimes use signal words such as first next and last to help
readers recognize the sequence of events in a story
Authors of history texts or how-to articles typically use chronological
order to organize their texts
Display Transparencies 19a and 19b Reread the first pages Ask a
volunteer to identify what the narrator saw first and identify the signal
words
Think Aloud As I read I learn that many things are happening It helps to
recognize sequence words to help summarize what is happening in the
story so I can better understand it
PracticeApply
Invite students to retell the story considering the sequence of events Ask
the following questions
Before going on the trip do you think the narrator expected the whale
would be as big as it turned out to be
What was the first thing Matty told people on the whale-watching trip
Why are birds often seen in areas where whales are present
Student Book or Transparencies 19a and 19b
by Kristin Gold
Retelling Have students
retell the sequence of
events in ldquoA Whale of a
Triprdquo by drawing them Ask
students to choose one
event from the book they
would like to retell Have
students draw the scene
and write one sentence
describing it After the
students have finished
hang the drawings on the
board Then as a class put
the pictures in the order
of events that the story
follows
507O
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Saving the Whales
PREVIEW AND PREDICT
Have students read the title look at the images and preview the first
chapter Have students make predictions about what they will read and
set a purpose for reading
VOCABULARY WORDS
Review the vocabulary words as needed As you read together discuss
how context clues can help you figure out word meanings
STRATEGYANALYZE TEXT STRUCTURE
Remind students that recognizing how a text is organized can help
them better understand the textrsquos important ideas and the authorrsquos
purpose
SKILLSEQUENCE
Remind students to pay attention to the way the selection is organized
and the order in which events occur Read Chapter 2 with students
Think Aloud In the first chapter I learn that in the past there were whale
hunters in all parts of the world Now there are laws to protect whales
from hunters but whales are still being killed in other ways I need to
remember this information for my Sequence Chart
READ AND RESPOND
Finish reading Saving the Whales with students Discuss the following
If the plants that the krill eat die and then the krill die ask students
what will happen next in the food chain
Ask them what happened after Keiko the whale was set free
Work with students to review and revise their Sequence Charts Help
students paraphrase the important ideas in each chapter
MAKE CONNECTIONS ACROSS TEXTS
Invite students to compare Adelinarsquos Whales and Saving the Whales
Have students identify which selection is organized into chapters Ask
them why this format is better for this selection
Have students explain how reading Saving the Whales helps them better
understand the information and events in Adelinarsquos Whales
Leveled Reader
Adelinarsquos Whales 507P
Leveled Reader LessonVocabulary
On Level Options
Student Book
Limericks
On Level Practice Book O page 136
As I read I will pay attention to tempo and match the action in the story
Did you know that whales talk to each other Whales
10 make sounds for different reasons Some sounds are used to
20 locate calves Others are used to find mates Whales even use
31 sounds to warn other pod members that a predator is around
42 Toothed whales click and whistle in order to locate food
52 Baleen whales make knocking moaning snoring and
59 rumbling noises Humpback whales sing but not during
67 feeding season They save their tunes for the warmer waters
77 where they spend their breeding season Some scientists
85 believe they are singing love songs Other scientists think
94 they are sending out threats like ldquoGo awayrdquo We may never
105 know exactly why whales sing
110 Some humpback whales swim up to the surface and take
120 a few breaths Then they dive under the water and start to
132 sing They do not move when they sing Their underwater
142 songs can be heard for miles Sometimes they sing for a half
154 hour without stopping 157
Comprehension Check
1 What actions does a humpback whale take when it sings Sequence
2 Why might a whale need to communicate with another whale Draw Conclusions
Words Read ndash Number of Errors = Words
Correct Score
First Read ndash =
Second Read ndash =
A humpback whale swims to the surface and takes a few breaths Then the whale dives under the water to sing The whale does not move when singing
Whales might need to communicate with other whales to warn them about predators to find mates or to locate their calves
Objective Apply vocabulary words and homographs
Materials bull Vocabulary Cards bull Dictionary
VOCABULARY WORDS
Tell students that they will play a word-definition game Display half of
the Vocabulary Cards Have the first team use a dictionary to help create
two different definitions for each displayed word One should be the
correct definition and the other should be incorrect Then have students
write each pair of definitions on the board The second team chooses
the definition they think is correct They get one point for each correct
answer The team with the most points wins
DICTIONARY HOMOGRAPHS
Remind students that homographs are spelled alike but have different
meanings so they have separate dictionary entries Have students use the
adjective fine in a sentence Then challenge them to use the homograph
fine (money paid) in another sentence Repeat with the word content
Literary Elements
Objective Read poems to identify literary elements
Materials bull Poetry books and resources with limericks bull Student Book ldquoLimericksrdquo
METER AND RHYME SCHEME
Discuss the use of meter and rhyme in each limerick on Student Book
pages 504ndash505 Then have students look through poetry books and other
resources to locate limericks Ask students to discuss the meter and rhyme
scheme in the limericks
Objective Read fluently with appropriate prosody at a rate of 102ndash136 WCPM
Materials bull On Level Practice Book O p 136
REPEATED READING
Model reading the passage on page 136 of Practice Book O Remind
students to pay attention to the tempo to see if it matches the action of
the story Then read one sentence at a time having students echo-read
the sentence back imitating your pace Echo-read through the entire
passage again speeding up to reflect each part of the selection During
independent reading time partners take turns reading
Timed Reading Have students read the passage and record their rates
507Q
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Looking at Whales
PREVIEW AND PREDICT
Have students preview Looking at Whales
Ask students to write down any questions they have about the
selection
Ask if they think this book will be the story of one whale or about
many whales
SKILLSEQUENCE
The sequence is the order in which events happen Signal words such
as before after and then often help to indicate the sequence of events
Explain that students will fill in this information in Sequence Charts
READ AND RESPOND
Read Chapter 1 Pause to discuss how the information in the chapter
is presented At the end of Chapter 2 fill in the Sequence Chart Have
students discuss the sequencing of information including how the word
then helped them understand the information about humpback whales
singing
VOCABULARY WORDS
As they read Looking at Whales ask students to point out vocabulary
words as they appear Then have students discuss how each word is used
Ask Are blue whales massive or small
MAKE CONNECTIONS ACROSS TEXTS
Invite students to draw connections between Looking at Whales and
Adelinarsquos Whales
Ask students to use chronological order words to summarize the
information they learned in Looking at Whales
Ask students if they think Adelina would know most of the information
in Looking at Whales
ELLLeveled Reader
Go to pages
507Undash507V
Leveled Reader
Adelinarsquos Whales 507R
Vocabulary
Beyond Practice Book B page 136
Beyond Level Options
Objective Apply vocabulary words in writing
EXTEND VOCABULARY
Ask students to write a nonfiction piece about a whale Have them use
all of the vocabulary words from this weekrsquos selection and as many words
from this unitrsquos previous weeks as possible
Invite them to edit their essays or a partnerrsquos essay Remind them to check
the spelling and usage of each word
Literary Elements
Objective Use meter and rhyme to write a limerick
Materials bull Student Book ldquoLimericksrdquo
bull Poetry books with limericks bull Nonfiction books about whales
METER AND RHYME SCHEME
Use limericks to point out that meter and rhyme scheme can add to a
readerrsquos enjoyment of a poem Ask How does the use of meter and
rhyme scheme make these limericks more fun to read
Have students read limericks and note the use of meter and rhyme
scheme Then have them read information about whales or use what they
have already learned to write their own limerick about whales
Objective Read fluently with appropriate prosody at a rate of 112ndash136 WCPM
Materials bull Beyond Practice Book B p 136
REPEATED READING
Work with students to begin marking up the Fluency passage on page 136
of Practice Book B Remind them to pay attention to the tempo Then
read one sentence at a time having students echo-read the sentence
back imitating your pace Echo-read through the entire passage again
speeding up to reflect each part of the selection
During independent reading time partners can take turns reading the
passage they have practiced reading aloud Remind students to pay
attention to one anotherrsquos tempo and discuss how different actions in the
passage change the tempo or mood
Timed Reading Have students read the passage and record their reading
rate
Student Book
Limericks
Read Aloud Review meter
and rhyme scheme Then
reread a limerick aloud
Say Listen for the meter and
rhyme scheme of the poem
Then tell students you will
read the poem once more
together Let them know
that this time they should
clap along to the rhythm of
the poem Read the poem
chorally and clap out the
rhythm together
507S
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Gray Whales
PREVIEW AND PREDICT
Have students preview Gray Whales predict what it is about and set a
purpose for reading
SKILLSEQUENCE
Ask a volunteer to explain what the terms text structure and sequence
mean Have another volunteer explain why identifying the text structure
or sequence of events is important for understanding a selection
Explain that students will read Looking at Whales together and fill in
information about order in Sequence Charts
READ AND RESPOND
As students read they should identify the order of events in the selection
and fill in their Sequence Charts Discuss with the group how the story
would change if the sequence of events were different
VOCABULARY WORDS
Have students pay attention to vocabulary words as they come up Ask
students to provide definitions as needed Ask What do whales sometimes
get tangled in
Self-Selected Reading
Objective Read independently to identify the sequence of a text
Materials bull Leveled Readers or informational trade books at studentsrsquo reading level
READ TO IDENTIFY SEQUENCE
Invite students to use their personal interests to choose a nonfiction book
for independent reading Have students read their books and take notes
on the selectionrsquos sequence in their response journals
After reading have students compare the order in which the information
was presented in the book they chose to one of the selections they read
during this weekrsquos lessons Ask Which selection presented information in the
more interesting way Which selection taught you the most about the topic
Leveled Reader
Adelinarsquos Whales 507T
Academic Language Used in Whole Group Instruction
ContentTheme Words SkillStrategy Words WritingGrammar Words
ocean (p484)
aquarium (p 484)
whales (p 484)
mammals (p 484)
gills (p 484)
lungs (p 484)
legend (p 485)
pod (p 505)
homograph (p 484)
photo essay (p 486)
analyze text structure (p 485A)
sequence (p 485A)
limerick (p 504)
meter (p 504)
rhyme scheme (p 504)
voice (p 506)
point of view (p 506)
opinion (p 506)
audience (p 507B)
possessive pronouns (p 507I)
ownership (p 507I)
stand-alone possessive pronoun
(p 507I)
Academic LanguageThroughout the week the English language learners will need help in
building their understanding of the academic language used in daily
instruction and assessment instruments The following strategies will help
to increase their language proficiency and comprehension of content and
instructional words
Strategies to Reinforce Academic Language
Use Context Academic Language (see chart below)
should be explained in the context of the task during
Whole Group Use gestures expressions and visuals to
support meaning
Use Visuals Use charts transparencies and graphic
organizers to explain key labels to help students
understand classroom language
Model Demonstrate the task using academic language in
order for students to understand instruction
English Language Learners
Oral Language For
additional language
support and oral vocabulary
development use the lesson
at www macmillanmhcom
507U
ELL Leveled ReaderELL Leveled Reader Lesson Objectivebull To apply vocabulary and
comprehension skills
Materials
bull ELL Leveled Reader
DAY 1 bull Academic Language
bull Oral Language and Vocabulary Review
DAY 2 bull Academic Language
bull ELL Leveled Reader
DAY 3 bull Academic Language
bull ELL Leveled Reader
DAY 4 bull Academic Language
bull ELL Leveled Reader
DAY 5 bull Academic Language
bull ELL Leveled Reader Comprehension Check and Literacy Activities
ELL Teacherrsquos Guide
for students who need
additional instruction
DEVELOP ORAL LANGUAGE
Build Background Write the word whales on
the board and have students share what they
know What do whales look like What do they eat
How do they communicate List key points Then
do a brief picture walk of the book to add on to
the list
Review Vocabulary Write the vocabulary and story support words
and discuss the meanings Use each word in a sentence Clarify the two
meanings of schools and dove Schools of fish are large groups of fish not
where fish go to learn Who can use ldquoschools of fishrdquo in a sentence
PREVIEW AND PREDICT
Point to the cover photograph and read the title aloud What are we going
to read about Have students brainstorm a list of questions about facts
they would like to learn from this book
Set a Purpose for Reading Show the Sequence Chart and remind students
they have used it before Ask them to use a similar chart to identify the
sequence of events as they are presented in the book
Choose from among the differentiated strategies below to support
studentsrsquo reading at all stages of language acquisition
Beginning
Shared Reading As you
read model analyzing text
structure by identifying key
information about whales
Number the facts to explain
sequence Model filling in
the chart
Intermediate
Read Together Read the
first chapter Help students
analyze text structure by
numbering and recording
key information Take turns
reading with students Ask
them to identify events in
sequence as they read
Advanced
Independent Reading
Have students read the story
After reading each day ask
them to work with a partner
to analyze text structure and
identify events in sequence
Encourage them to use the
new vocabulary
Remind students to use the vocabulary and story words in their whole
group activities
The WorldThe Worldofof
WhalesWhalesby Dina Anastasio
Informational Nonfiction
Adelinarsquos Whales 507V
- Grade 4
-
- Unit 1
- Unit 2
- Unit 3
- Unit 4
-
- Planning the Unit
- Using the Student Book
-
- Dear Mrs LaRue
-
- Puppy Trouble
- Dear Mrs LaRue
- Dog Amazes Scientists
- Writerrsquos Craft Write About Solving a Problem
- Small Group Pages
-
- The Blind Hunter
-
- Through Elizabethrsquos Eyes
- The Blind Hunter
- Make Life Easier For Everybody
- Writerrsquos Craft Write Directions
- Small Group Pages
-
- The Power of Oil
-
- Clean as a Breeze
- The Power of Oil
- Windmills on the Prairies
- Writing Frictional Narrative Write to a Prompt
- Small Group Pages
-
- Adelinarsquos Whales
-
- A Whale of a Trip
- Adelinarsquos Whales
- Limericks
- Writerrsquos Craft Share Your Point of View
- Small Group Pages
-
- At Home in the Coral Reef
-
- Coral Reefs
- At Home in the Coral Reef
- Poseidon and the Kingdom of Atlantis
- Writerrsquos Craft Write about a Community Project
- Small Group Pages
-
- Test Strategy Author and Me
-
- Wrapping Up the Unit
- Additional Lessons and Resources
-
- Unit 5
- Unit 6
-
Vocabulary Strategy Transparency 38
Word Study
Homographs are words that have the same spelling but different meanings They may also have different pronunciations
Read the list of homographs and their meanings Then read the sentences and decide the meaning of the underlined homograph Write the letter of the correct meaning in the blank next to the sentence
dove ndash a past tense of dive b a kind of bird
fluke ndash c part of a whalersquos tail d something lucky
1 The whale splashed the surface of the water with its fl uke
2 The eagle dove for its prey
3 It was a fl uke that my mother won the game
4 The bird watchers saw a mourning dove sitting in a tree
Pick another homograph Write one sentence for each meaning of the word
5
6
c
a
d
b
My brother gave his girlfriend an engagement ring
Possible response provided
I didnrsquot hear the phone ring so I missed your call
On Level Practice Book 0 page 138
Approaching Practice Book A page 138
Beyond Practice Book B page 138
Practice Vocabulary
Homographs can be
confusing to students
especially those that are
pronounced differently
Create sentences for pairs
of words and model how
to guess the meaning
through the context
Practice with dove wind
and bow
Transparency 38
Homographs
1 What was the content of Karlarsquos lettera subject or topic nounb satisfied adjective
2 We tried to wind the kite string around a sticka moving air nounb to wrap around verb
3 Casey did not shed a tear as he watched the sad moviea to pull apart or into pieces verbb a drop of fluid that comes from the eye noun
4 Tanya put dates and nuts in her breada specific points in time nounb fruits from palm trees noun
PRACTICEAPPLY
Ask students to look up meanings and write sentences for the
following homographs bow row and present
During Small Group Instruction
If No Approaching Level Vocabulary pp 507Nndash507O
If Yes On Level Options pp 507Qndash507R
Beyond Level Options pp 507Sndash507T
Do students understand word meanings Can students use
context clues and dictionaries to understand homographs
STRATEGYDICTIONARY HOMOGRAPHS
EXPLAINMODEL
Remind students that homographs are words that are spelled alike
but have completely different meanings and may have different
pronunciations Explain how a dictionary and context clues can help
a reader to figure out the correct meaning and pronunciation of
homographs
Read the first sentence and definitions on Transparency 38 Model
how to figure out the meaning of content trying both definitions
and pronunciations Ask student volunteers to read aloud and
choose the correct homograph definitions for numbers 2ndash4
Adelinarsquos Whales 507D
The oi sound can be spelled with oi as in foil or with oy as in boy The ou sound can be spelled with ou as in couch or with ow as in now Keep in mind though that not all words containing oi have the oi sound and not all words spelled with ou and ow have the ou sound
In each row of words below there is one word that does not belong If the word does not have the same sound as the others make an X over it If the word is a homograph sometimes pronounced like the other words and sometimes pronounced differently put an asterisk () next to it Then on the blank line add another word that belongs with the group you made
1 joy foil employ onion
2 bow allowed south outside
3 coil destroy oil going
4 mouth doubt through how
5 broil doing spoil noise
6 sow tower frown sprout
7 couch dough cloud crowd
8 enjoy soil shooing toys
9 now enough crown proud
10 brow cow low down
11 annoy voices boil porpoise
12 thought shower loud trout
oi word
ou word
oi word
ou word
oi word
ou word
ou word
oi word
ou word
ou word
oi word
ou wordporpoiseporpoiseporpoiseporpoisepp
on on onioonioonioonioononoo
ngnggoigoigoigoingngnn
ughughhrohrothrothroughughouou
doing doing doing doing ii
ugh ugh doudoudoudouughughuu
oingoingshooshooshooshoooingoingoo
ughughenoenoenoenoughughouou
wwlowlowowowwwww
ught ught houhouthouthouughtughtuu
On Level Practice Book O page 139
Approaching Practice Book A page 139
Beyond Practice Book B page 139
Word Study
Phonics Decode Words with oi and ou
EXPLAINMODEL
Remind students that the letters oi and oy almost always spell the
sound oi The letters ou often spell ou unless they are followed
by r or gh The letters ow often spell ou but they may also spell
ō Write bow
Think Aloud
This word is a homograph When I say bou I know
the word means ldquoto bend the headrdquo or ldquothe front of a boatrdquo
When I say bō I know the word means ldquoa weaponrdquo or ldquoa knot
with loopsrdquo I need to look at the context to figure out which
word the writer means
PRACTICEAPPLY Write these words on the board joy spoil
mountain blouse coin tower and around Have students underline
the letters that spell ou and oi Then have them read the words
aloud pronouncing each sound with emphasis
Decode Multisyllabic Words Write these words on the board
voyage hardboiled encounter southpaw ownership and nowadays
Model how to decode voyage focusing on the sound oi Then work
with students to decode the other words explaining the spelling
of each sound For more practice use the decodable passages on
Teacherrsquos Resource Book page 23
Fill-in-the-Blanks Have students write out ten Spelling Words or
other words with the ou or oi sound Tell them to leave blanks
for the letters that represent these vowel sounds For example
C L _ _ N Students can trade papers with a partner and fill in the
missing letters
Word Study
Objectivesbull Decode the sounds ou and
oi
bull Identify and write sentences
with homophones
Materials
bull Leveled Practice Books p 139
bull Teacherrsquos Resource Book p 23
Use Context Hearing
and distinguishing vowel
sounds can be challenging
for students As students
read and hear the words
within the context of
shared reading and writing
activities they will connect
the sounds to their spelling
patterns
During Small Group Instruction
If No Approaching Level Phonics p 507M
If Yes On Level Options pp 507Qndash507R
Beyond Level Options pp 507Sndash507T
Can students decode words with oi and ou
507E
Spiral Review
Vocabulary Game Form two teams Divide the
Vocabulary Cards electrical globe decayed
amazement loosened midst mysterious patchwork
responsibility and soared from past weeks between
the teams
A Team 1 player takes a card and reads the word
A Team 2 player tells the wordrsquos meaning and uses
it in a sentence If the definition and sentence are
correct Team 2 gets a point If not the card is
returned to the bottom of the pile Then a Team 2
player takes a card and reads the word
Continue playing until all the words have been
correctly defined and used in sentences The team
with the most points wins
Vocabulary Building
Homophones Write on the board The children
let out (wails)(whales) because they couldnrsquot see
the (wails)(whales) Remind students that a
homophone is pronounced in the same way as
another word but has a different meaning and
spelling Have students write more sentences
containing homophone pairs or triples (there
theyrsquore their) Make sure students know how
homophones differ from homographs
Word Study
Vocabulary PuzzleMaker For additional vocabulary and
spelling games go to
wwwmacmillanmhcom
Vocabulary Building
Adjectives Verbshuge spray
humpback swim
endangered spout
slippery leap
Apply Vocabulary
Write a Personal Narrative Using the vocabulary
words ask students to complete the following
sentence ldquoI had a whale of a good time when rdquo
Tell students to continue writing after completing
this sentence Remind students to use descriptive
language that appeals to the five senses They
should provide a context to allow the reader
to picture the world of the event Post student
writing inside the body of a whale on a display
board
Oral Language
Expand Vocabulary Write the weekly topic
Whales on the board above a two-column chart
Label the columns Adjectives and Verbs Using the
selection print and electronic resources including
interviews and newspapers tell students to
brainstorm adjectives or verbs relating to whales
Adelinarsquos Whales 507F
5 Day Spelling
Words with oi and ouSpelling
Pretest Word Sorts
Spelling Practice Book pages 115ndash116 Spelling Practice Book page 117
Dictation Sentences 1 A daisy is a flower
2 We heard voices outside
3 The princess hid in the tower
4 We dumped a mound of dirt
5 I read a story about a cowboy
6 Her wedding gown was beautiful
7 You frown when you are not happy
8 We drove south to Florida
9 Why are the dogs howling
10 It will annoy Mike if you keep interrupting him
11 The car made noises yesterday
12 My kitten weighs about a pound
13 The hound followed the scent
14 Put your money in the pouch
15 We collected a thousand cans
16 I wound the rope around the tree
17 Irsquom a grouch when Irsquom tired
18 I felt fine but I still had a cough
19 Irsquove grown two inches in a year
20 They took a voyage to China
ReviewChallenge Words 1 I ate a peanut butter cookie
2 Use the zoom on your camera
3 The new mall is huge
4 During a drought we canrsquot water the grass
5 We took the bus downtown
Words in bold are from the main selection
flower south thousand
voices howling wound
tower annoy grouch
mound noises cough
cowboy pound grown
gown hound voyage
frown pouch
Review cookie zoom huge
Challenge drought downtown
ASSESS PRIOR KNOWLEDGE
Using the Dictation Sentences say
the underlined word Read the
sentence and repeat the word
Have students write the words on
Spelling Practice Book page 115
For a modified list use the first 12
Spelling Words and the 3 Review
Words For a more challenging list
use Spelling Words 3ndash20 and the
2 Challenge Words Have students
correct their own tests
Have students cut apart the Spelling
Word Cards BLM on Teacherrsquos
Resource Book page 84 and figure
out a way to sort them Have them
save the cards for use throughout
the week
Use Spelling Practice Book page 116
for more practice with this weekrsquos
Spelling Words
For Leveled Word Lists go to
wwwmacmillanmhcom
TEACHER AND STUDENT SORTS
Review the Spelling Words
pointing out the oi or ou
sound in most words
Use the cards on the Spelling Word
Cards BLM Attach the key words
south flower noises and annoy to a
bulletin board Model how to sort
the words according to their vowel
sounds and spellings Have students
take turns choosing cards sorting
them and explaining how they
sorted them
When students have finished the
sort discuss any oddballs that do
not fit in any category (grown
cough) Point out that wound is a
homograph Then invite students to
do an open sort in which they sort
all the Spelling Words any way they
wish for example by rhyme or by
consonant blends Discuss studentsrsquo
methods of sorting
507G
SYNONYMS
Write the following list of words
on the board Have students copy
the words into their word study
notebooks and write the Spelling
Word that is a synonym for each
1 pile (mound)
2 scowl (frown)
3 trip (voyage)
4 crying (howling)
5 dress (gown)
Challenge students to identify
three Spelling Words that can be
used as both a noun and a verb
Have them write sentences for
both usages
Have partners write a sentence
for each Spelling Word leaving
a blank space where the word
should go They can exchange
papers and fill in the blanks
SPIRAL REVIEW
Review words with ū uuml and u
Write cookie zoom and huge on
the board Have students identify
the spelling of the ū uuml or u
sound in each word
PROOFREAD AND WRITE
Write these sentences on the
board including the misspelled
words Ask students to proofread
circling incorrect spellings and
writing the correct spellings
1 My lizard has grone and she
gained two pownds (grown
pounds)
2 My cogh is starting to annoi
me (cough annoy)
3 The noyses in the hall were
houling dogs (noises howling)
4 A thowsand voyces were
singing (thousand voices)
POSTTEST
Use the Dictation Sentences on
page 507G for the Posttest
If students have difficulty with any
words in the lesson have students
place them in a list entitled
Spelling Words I Want to Remember
in a word study notebook
Challenge students to look for
words that have the same vowel
patterns they studied this week
Spelling
Word Meanings Review and Proofread Assess and Reteach
Spelling Practice Book page 118 Spelling Practice Book page 119 Spelling Practice Book page 120
Adelinarsquos Whales 507H
5 Day Grammar
Possessive Pronouns
INTRODUCE POSSESSIVE
PRONOUNS
Present the following
A possessive pronoun shows
ownership
A possessive pronoun takes
the place of a possessive noun
Possessive pronouns never have
an apostrophe my your his her
its our and their
Possessive pronouns must match
the nouns they replace in both
number and gender Give the
pass to Armita Give the pass to
her This is Dillon and Leighrsquos car
This is their car
REVIEW POSSESSIVE PRONOUNS
Discuss with students how to
recognize possessive pronouns
INTRODUCE STAND-ALONE
POSSESSIVE PRONOUNS
Present the following
A stand-alone possessive
pronoun is not used directly
before a noun
Most stand-alone possessive
pronouns are formed by adding
s to the pronoun that is used
before a noun These pronouns
are yours hers ours theirs and
mine This report is ours That one
is yours
His and its are the same when
used as stand-alones or before
a noun His shirt was brown The
shirt was his
Grammar
Daily Language ActivitiesUse these activities to introduce each dayrsquos lesson Write the dayrsquos activity on the board or use Transparency 19
DAY 1Adelinas favorite time of year was when the whales visited she Her and her grandfather watch for them every day (1 Adelinarsquos 2 her 3 She and)
DAY 2Her grandfather knowed about whales too Him was the one who had the first friendly visit with whales (1 knew 2 He)
DAY 3Every Fisherman takes their rod on the boat They pull in his lines if a whale come close (1 fisherman 2 his rod 3 their lines 4 comes)
DAY 4The camera on Adelinas lap is herrsquos She is taking a voiage to cownt whales (1 Adelinarsquos 2 hers 3 voyage 4 count)
DAY 5Thowsands of people come to see the whales They act as though it is not mine town but theirrsquos (1 Thousands 2 my 3 theirs)
Introduce the Concept Teach the Concept
Possessive Pronouns
Write on the board This
pencil belongs to Sheila
It is pencil Model
how to choose the correct
pronoun in the second
sentence Create more
sentences using other
studentsrsquo names and your
name to practice all the
pronouns
Grammar Practice Book page 115
See Grammar Transparency 91 for modeling and guided practice
Grammar Practice Book page 116
See Grammar Transparency 92 for modeling and guided practice
507I
REVIEW POSSESSIVE PRONOUNS
Review how to identify possessive
pronouns
MECHANICS AND USAGE
POSSESSIVE NOUNS AND
PRONOUNS
Possessive nouns are formed with
apostrophes teachersrsquo books
Most possessive pronouns that
are used before a noun are not
formed with s her book his car
The exception is its
Possessive stand-alone pronouns
are formed without apostrophes
Except for mine the last letter is
always s It is yours
All possessive pronouns should
agree in number and gender
with the nouns they replace
REVIEW TYPES OF POSSESSIVE
PRONOUNS
Ask students to explain the
differences between regular and
stand-alone possessive pronouns
PROOFREAD
Have students correct errors in the
following sentences
1 That whale is Renas favorite
and this one is mine favorite
(Renarsquos my)
2 Each boy should take their seat
while the whales are close (his
seat)
3 This book about whales is my
(mine)
4 Which is the better picture of a
whalemdashMiguels or herrsquos
(Miguelrsquos hers)
ASSESS
Use page 119 of the Grammar
Practice Book for assessment
RETEACH
Have students create sentences
using possessives pronouns
After checking for accuracy have
students write the sentences
again this time leaving a blank
where the pronoun should be
Students should trade papers
with a partner and try to fill in the
blanks They can then check their
own work
Also use page 120 of the Grammar
Practice Book for reteaching
Grammar
Review and Practice Review and Proofread Assess and Reteach
Grammar Practice Book page 117
See Grammar Transparency 93 for modeling and guided practice
Grammar Practice Book page 118
See Grammar Transparency 94 for modeling and guided practice
Circle the letter before the possessive pronoun that correctlycompletes each sentence
1 Adelinarsquos village was small and main street had only a few houses
a his b our c its d their
2 The whales came to Mexico to have young
a their b your c my d her
3 Although fi rst visit to La Laguna was in June this yearIrsquom going in January
a hisrsquos b theirs c my d her
4 Adelina knows the ocean very well because whole family works on the water
a my b their c our d her
5 Pachico made a sign for his business and letters are large and easy to read
a hers b their c its d my
Grammar Practice Book pages 119ndash120
See Grammar Transparency 95 for modeling and guided practice
Adelinarsquos Whales 507J
En
d-o
f-W
ee
k A
sse
ssm
en
t
ELL Practice and
Assessment 122ndash123
Fluency Assessment
Weekly Assessment 237ndash244
Administer the Test Weekly Reading Assessment Passage and questions pages 237ndash244
ASSESSED SKILLS
bull Sequence
bull Vocabulary Words
bull Dictionary Homographs
bull Possessive Pronouns
bull Words with oi and ou
Administer the Weekly Assessment online
or on CD-ROM
FluencyAssess fluency for one group of students per week
Use the Oral Fluency Record Sheet to track the number
of words read correctly Fluency goal for all students
102ndash122 words correct per minute (WCPM)
Approaching Level Weeks 1 3 5
On Level Weeks 2 4
Beyond Level Week 6
Alternative Assessmentbull ELL Assessment pages 122ndash123
Assessment Tool
507K507K
Diagnose Prescribe
En
d-o
f-We
ek
Asse
ssme
nt
VOCABULARY WORDS
VOCABULARY STRATEGY
Dictionary Homographs
Items 1 2 3 4
IF
0ndash2 items correct
THEN
Reteach skills using the Additional
Lessons page T8
Reteach skills Go to
wwwmacmillanmhcom
Vocabulary PuzzleMaker
Evaluate for Intervention
COMPREHENSION
Skill Sequence
Items 5 6 7 8
0ndash2 items correct Reteach skills using the Additional
Lessons page T3
Evaluate for Intervention
GRAMMAR
Possessive Pronouns
Items 9 10 11
0ndash1 items correct Reteach skills Grammar Practice Book
page 120
SPELLING
Words with oi and ou
Items 12 13 14
0ndash1 items correct Reteach skills Go to
wwwmacmillanmhcom
FLUENCY 98ndash101 WCPM
0ndash97 WCPM
Fluency Solutions
Evaluate for Intervention
Diagnose Prescribe
To place students
in the Intervention
Program use
the Diagnostic
Assessment in the
Intervention Teacherrsquos
Edition
TriumphsAN INTERVENTION PROGRAM
R E A D I N G
Adelinarsquos Whales 507L
Phonics
Approaching Level Options
Objective Decode words with oi and ou
Materials bull Student Book Adelinarsquos Whales
WORDS WITH oi AND ou
ExplainModel
Remind students that the letters oi and oy together usually stand for
oi as in coil and joy The letters ou as in house and ow as in cow usually
stand for ou However ow can also stand for o as in snow
Write the letters t o y on the board Say the sounds that the letters
stand for t oi Then blend the sounds toi Say the word with me toy
Repeat this process with oi and boil
Write the letters t o w n on the board Say the sounds that the letters
stand for t ou n Then blend the sounds toun Say the word with
me town Repeat this process with ou and house
Ask students to provide their own examples of words with oi and ou
Listen and provide constructive feedback
MULTISYLLABIC WORDS WITH oi AND ou
Write the word destroy on the board Have students identify the second
syllable as containing oi troy Have students repeat the syllable then
blend and read the whole word several times Repeat this process with
pounding and ou
Have student pairs work together to practice decoding longer words
with oi and ou Write the following words on the board and ask
student pairs to copy them onto index cards or sheets of paper Say
each word Circle the letters that stand for the ou or the oi sound Then
sort the words by spelling pattern
rejoice annoy crouching underground
growling browning moisture employment
Check each pair for their progress and accuracy
WORD HUNT WORDS WITH oi AND ou IN CONTEXT
Review words with oi and ou Have students search pages 488ndash490 of
Adelinarsquos Whales to find words with oi and ou Ask them to write the
words and circle the letters that spell the oi and ou in each word
Check to see if students have found examples such as outside down
south thousand loud noise sound clouds and out
For each skill below
additional lessons are
provided You can use these
lessons on consecutive days
after teaching the lessons
presented within the week
bull Sequence T3
bull Homographs T8
Additional Resources
To help students build speed
and accuracy with reading
multisyllabic words use the
additional decodable text
on page 23 of the Teacherrsquos
Resource Book
Decodable Text
If students have trouble
figuring out how to
pronounce words that
are homographs such as
bow bou and bow bō
have them look at how the
word is used and try out
each pronunciation and
its related definition in the
context of a sentence Write
She had a pink bow in her
hair on the board and say
I can say bou in the
sentence but a pink
ldquobending of the headrdquo
does not make sense
I can say bō in the
sentence A pink ldquoknot
with loopsrdquo does make
sense This word is
pronounced bō
ConstructiveFeedback
507M
Objective Read with increasing prosody and accuracy at a rate of 102ndash112 WCPM
Materials bull Index cards bull Approaching Practice Book A page 136
WORD AUTOMATICITY
Have students make flashcards for the following words with oi and
ou flower south thousand voices howling wound tower annoy grouch
mound noises cough cowboy pound gown hound voyage frown pouch
Display the cards one at a time and have students say each word Repeat
twice more displaying the words more quickly each time
REPEATED READING
Model reading the Fluency passage in Practice Book A page 136 Tell
students to pay close attention and listen to your tempo Then read
sentences in clusters based on tempo and have students read each cluster
back copying your tempo
During independent reading time have students work with a partner
One student reads aloud while the other repeats each sentence Remind
students to use positive and encouraging phrases when giving feedback
to their partners Circulate and provide constructive feedback Circulate
and provide constructive feedback
TIMED READING
At the end of the week have students do a final timed reading of the
passage on Practice Book A page 136 Students should
begin reading the passage aloud when you say ldquoGordquo
stop reading the passage after one minute when you say ldquoStoprdquo
Keep track of miscues Coach students as needed Help students record
and graph the number of words they read correctly
Vocabulary
Objective Apply vocabulary word meanings
Materials bull Vocabulary Cards bull Student Book Adelinarsquos Whales
VOCABULARY WORDS
Display the Vocabulary Cards for this weekrsquos words dove politicians
snoring massive tangles rumbling and unique Help students locate and
read the vocabulary words in Adelinarsquos Whales Review the definitions
of each word in the Glossary of the Student Book and discuss the
meanings Then have students write their own narratives about whales
using all of these vocabulary words
Approaching Practice Book A page 136
If students read too quickly
or too slowly reread
the passage to them at
the correct tempo Then
lead the class in a choral
reading so they can follow
you lead in reading at the
appropriate rate Repeat
the choral reading as
necessary
ConstructiveFeedback
Adelinarsquos Whales 507N
Vocabulary
Approaching Level Options
Review last weekrsquos words
(electrical globe fuels
decayed) and this weekrsquos
words (rumbling snoring
unique dove massive
tangles politicians) Have
students write a synonym for
each word
Objective Use homographs
DICTIONARY HOMOGRAPHS
Have students create simple crossword puzzles using Vocabulary and
Spelling Words Make sure they include at least two homographs (wound
dove) and write the definitions of the homographs as clues They may use
a dictionary to help them if necessary
Comprehension
Objective Identify sequence
Materials bull Student Book ldquoA Whale of a Triprdquo bull Transparencies 19a and 19b
STRATEGYANALYZE TEXT STRUCTURE
Remind students that recognizing how a text is organized can help them
to identify the sequence of story events
SKILLSEQUENCE
ExplainModel
Authors sometimes use signal words such as first next and last to help
readers recognize the sequence of events in a story
Authors of history texts or how-to articles typically use chronological
order to organize their texts
Display Transparencies 19a and 19b Reread the first pages Ask a
volunteer to identify what the narrator saw first and identify the signal
words
Think Aloud As I read I learn that many things are happening It helps to
recognize sequence words to help summarize what is happening in the
story so I can better understand it
PracticeApply
Invite students to retell the story considering the sequence of events Ask
the following questions
Before going on the trip do you think the narrator expected the whale
would be as big as it turned out to be
What was the first thing Matty told people on the whale-watching trip
Why are birds often seen in areas where whales are present
Student Book or Transparencies 19a and 19b
by Kristin Gold
Retelling Have students
retell the sequence of
events in ldquoA Whale of a
Triprdquo by drawing them Ask
students to choose one
event from the book they
would like to retell Have
students draw the scene
and write one sentence
describing it After the
students have finished
hang the drawings on the
board Then as a class put
the pictures in the order
of events that the story
follows
507O
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Saving the Whales
PREVIEW AND PREDICT
Have students read the title look at the images and preview the first
chapter Have students make predictions about what they will read and
set a purpose for reading
VOCABULARY WORDS
Review the vocabulary words as needed As you read together discuss
how context clues can help you figure out word meanings
STRATEGYANALYZE TEXT STRUCTURE
Remind students that recognizing how a text is organized can help
them better understand the textrsquos important ideas and the authorrsquos
purpose
SKILLSEQUENCE
Remind students to pay attention to the way the selection is organized
and the order in which events occur Read Chapter 2 with students
Think Aloud In the first chapter I learn that in the past there were whale
hunters in all parts of the world Now there are laws to protect whales
from hunters but whales are still being killed in other ways I need to
remember this information for my Sequence Chart
READ AND RESPOND
Finish reading Saving the Whales with students Discuss the following
If the plants that the krill eat die and then the krill die ask students
what will happen next in the food chain
Ask them what happened after Keiko the whale was set free
Work with students to review and revise their Sequence Charts Help
students paraphrase the important ideas in each chapter
MAKE CONNECTIONS ACROSS TEXTS
Invite students to compare Adelinarsquos Whales and Saving the Whales
Have students identify which selection is organized into chapters Ask
them why this format is better for this selection
Have students explain how reading Saving the Whales helps them better
understand the information and events in Adelinarsquos Whales
Leveled Reader
Adelinarsquos Whales 507P
Leveled Reader LessonVocabulary
On Level Options
Student Book
Limericks
On Level Practice Book O page 136
As I read I will pay attention to tempo and match the action in the story
Did you know that whales talk to each other Whales
10 make sounds for different reasons Some sounds are used to
20 locate calves Others are used to find mates Whales even use
31 sounds to warn other pod members that a predator is around
42 Toothed whales click and whistle in order to locate food
52 Baleen whales make knocking moaning snoring and
59 rumbling noises Humpback whales sing but not during
67 feeding season They save their tunes for the warmer waters
77 where they spend their breeding season Some scientists
85 believe they are singing love songs Other scientists think
94 they are sending out threats like ldquoGo awayrdquo We may never
105 know exactly why whales sing
110 Some humpback whales swim up to the surface and take
120 a few breaths Then they dive under the water and start to
132 sing They do not move when they sing Their underwater
142 songs can be heard for miles Sometimes they sing for a half
154 hour without stopping 157
Comprehension Check
1 What actions does a humpback whale take when it sings Sequence
2 Why might a whale need to communicate with another whale Draw Conclusions
Words Read ndash Number of Errors = Words
Correct Score
First Read ndash =
Second Read ndash =
A humpback whale swims to the surface and takes a few breaths Then the whale dives under the water to sing The whale does not move when singing
Whales might need to communicate with other whales to warn them about predators to find mates or to locate their calves
Objective Apply vocabulary words and homographs
Materials bull Vocabulary Cards bull Dictionary
VOCABULARY WORDS
Tell students that they will play a word-definition game Display half of
the Vocabulary Cards Have the first team use a dictionary to help create
two different definitions for each displayed word One should be the
correct definition and the other should be incorrect Then have students
write each pair of definitions on the board The second team chooses
the definition they think is correct They get one point for each correct
answer The team with the most points wins
DICTIONARY HOMOGRAPHS
Remind students that homographs are spelled alike but have different
meanings so they have separate dictionary entries Have students use the
adjective fine in a sentence Then challenge them to use the homograph
fine (money paid) in another sentence Repeat with the word content
Literary Elements
Objective Read poems to identify literary elements
Materials bull Poetry books and resources with limericks bull Student Book ldquoLimericksrdquo
METER AND RHYME SCHEME
Discuss the use of meter and rhyme in each limerick on Student Book
pages 504ndash505 Then have students look through poetry books and other
resources to locate limericks Ask students to discuss the meter and rhyme
scheme in the limericks
Objective Read fluently with appropriate prosody at a rate of 102ndash136 WCPM
Materials bull On Level Practice Book O p 136
REPEATED READING
Model reading the passage on page 136 of Practice Book O Remind
students to pay attention to the tempo to see if it matches the action of
the story Then read one sentence at a time having students echo-read
the sentence back imitating your pace Echo-read through the entire
passage again speeding up to reflect each part of the selection During
independent reading time partners take turns reading
Timed Reading Have students read the passage and record their rates
507Q
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Looking at Whales
PREVIEW AND PREDICT
Have students preview Looking at Whales
Ask students to write down any questions they have about the
selection
Ask if they think this book will be the story of one whale or about
many whales
SKILLSEQUENCE
The sequence is the order in which events happen Signal words such
as before after and then often help to indicate the sequence of events
Explain that students will fill in this information in Sequence Charts
READ AND RESPOND
Read Chapter 1 Pause to discuss how the information in the chapter
is presented At the end of Chapter 2 fill in the Sequence Chart Have
students discuss the sequencing of information including how the word
then helped them understand the information about humpback whales
singing
VOCABULARY WORDS
As they read Looking at Whales ask students to point out vocabulary
words as they appear Then have students discuss how each word is used
Ask Are blue whales massive or small
MAKE CONNECTIONS ACROSS TEXTS
Invite students to draw connections between Looking at Whales and
Adelinarsquos Whales
Ask students to use chronological order words to summarize the
information they learned in Looking at Whales
Ask students if they think Adelina would know most of the information
in Looking at Whales
ELLLeveled Reader
Go to pages
507Undash507V
Leveled Reader
Adelinarsquos Whales 507R
Vocabulary
Beyond Practice Book B page 136
Beyond Level Options
Objective Apply vocabulary words in writing
EXTEND VOCABULARY
Ask students to write a nonfiction piece about a whale Have them use
all of the vocabulary words from this weekrsquos selection and as many words
from this unitrsquos previous weeks as possible
Invite them to edit their essays or a partnerrsquos essay Remind them to check
the spelling and usage of each word
Literary Elements
Objective Use meter and rhyme to write a limerick
Materials bull Student Book ldquoLimericksrdquo
bull Poetry books with limericks bull Nonfiction books about whales
METER AND RHYME SCHEME
Use limericks to point out that meter and rhyme scheme can add to a
readerrsquos enjoyment of a poem Ask How does the use of meter and
rhyme scheme make these limericks more fun to read
Have students read limericks and note the use of meter and rhyme
scheme Then have them read information about whales or use what they
have already learned to write their own limerick about whales
Objective Read fluently with appropriate prosody at a rate of 112ndash136 WCPM
Materials bull Beyond Practice Book B p 136
REPEATED READING
Work with students to begin marking up the Fluency passage on page 136
of Practice Book B Remind them to pay attention to the tempo Then
read one sentence at a time having students echo-read the sentence
back imitating your pace Echo-read through the entire passage again
speeding up to reflect each part of the selection
During independent reading time partners can take turns reading the
passage they have practiced reading aloud Remind students to pay
attention to one anotherrsquos tempo and discuss how different actions in the
passage change the tempo or mood
Timed Reading Have students read the passage and record their reading
rate
Student Book
Limericks
Read Aloud Review meter
and rhyme scheme Then
reread a limerick aloud
Say Listen for the meter and
rhyme scheme of the poem
Then tell students you will
read the poem once more
together Let them know
that this time they should
clap along to the rhythm of
the poem Read the poem
chorally and clap out the
rhythm together
507S
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Gray Whales
PREVIEW AND PREDICT
Have students preview Gray Whales predict what it is about and set a
purpose for reading
SKILLSEQUENCE
Ask a volunteer to explain what the terms text structure and sequence
mean Have another volunteer explain why identifying the text structure
or sequence of events is important for understanding a selection
Explain that students will read Looking at Whales together and fill in
information about order in Sequence Charts
READ AND RESPOND
As students read they should identify the order of events in the selection
and fill in their Sequence Charts Discuss with the group how the story
would change if the sequence of events were different
VOCABULARY WORDS
Have students pay attention to vocabulary words as they come up Ask
students to provide definitions as needed Ask What do whales sometimes
get tangled in
Self-Selected Reading
Objective Read independently to identify the sequence of a text
Materials bull Leveled Readers or informational trade books at studentsrsquo reading level
READ TO IDENTIFY SEQUENCE
Invite students to use their personal interests to choose a nonfiction book
for independent reading Have students read their books and take notes
on the selectionrsquos sequence in their response journals
After reading have students compare the order in which the information
was presented in the book they chose to one of the selections they read
during this weekrsquos lessons Ask Which selection presented information in the
more interesting way Which selection taught you the most about the topic
Leveled Reader
Adelinarsquos Whales 507T
Academic Language Used in Whole Group Instruction
ContentTheme Words SkillStrategy Words WritingGrammar Words
ocean (p484)
aquarium (p 484)
whales (p 484)
mammals (p 484)
gills (p 484)
lungs (p 484)
legend (p 485)
pod (p 505)
homograph (p 484)
photo essay (p 486)
analyze text structure (p 485A)
sequence (p 485A)
limerick (p 504)
meter (p 504)
rhyme scheme (p 504)
voice (p 506)
point of view (p 506)
opinion (p 506)
audience (p 507B)
possessive pronouns (p 507I)
ownership (p 507I)
stand-alone possessive pronoun
(p 507I)
Academic LanguageThroughout the week the English language learners will need help in
building their understanding of the academic language used in daily
instruction and assessment instruments The following strategies will help
to increase their language proficiency and comprehension of content and
instructional words
Strategies to Reinforce Academic Language
Use Context Academic Language (see chart below)
should be explained in the context of the task during
Whole Group Use gestures expressions and visuals to
support meaning
Use Visuals Use charts transparencies and graphic
organizers to explain key labels to help students
understand classroom language
Model Demonstrate the task using academic language in
order for students to understand instruction
English Language Learners
Oral Language For
additional language
support and oral vocabulary
development use the lesson
at www macmillanmhcom
507U
ELL Leveled ReaderELL Leveled Reader Lesson Objectivebull To apply vocabulary and
comprehension skills
Materials
bull ELL Leveled Reader
DAY 1 bull Academic Language
bull Oral Language and Vocabulary Review
DAY 2 bull Academic Language
bull ELL Leveled Reader
DAY 3 bull Academic Language
bull ELL Leveled Reader
DAY 4 bull Academic Language
bull ELL Leveled Reader
DAY 5 bull Academic Language
bull ELL Leveled Reader Comprehension Check and Literacy Activities
ELL Teacherrsquos Guide
for students who need
additional instruction
DEVELOP ORAL LANGUAGE
Build Background Write the word whales on
the board and have students share what they
know What do whales look like What do they eat
How do they communicate List key points Then
do a brief picture walk of the book to add on to
the list
Review Vocabulary Write the vocabulary and story support words
and discuss the meanings Use each word in a sentence Clarify the two
meanings of schools and dove Schools of fish are large groups of fish not
where fish go to learn Who can use ldquoschools of fishrdquo in a sentence
PREVIEW AND PREDICT
Point to the cover photograph and read the title aloud What are we going
to read about Have students brainstorm a list of questions about facts
they would like to learn from this book
Set a Purpose for Reading Show the Sequence Chart and remind students
they have used it before Ask them to use a similar chart to identify the
sequence of events as they are presented in the book
Choose from among the differentiated strategies below to support
studentsrsquo reading at all stages of language acquisition
Beginning
Shared Reading As you
read model analyzing text
structure by identifying key
information about whales
Number the facts to explain
sequence Model filling in
the chart
Intermediate
Read Together Read the
first chapter Help students
analyze text structure by
numbering and recording
key information Take turns
reading with students Ask
them to identify events in
sequence as they read
Advanced
Independent Reading
Have students read the story
After reading each day ask
them to work with a partner
to analyze text structure and
identify events in sequence
Encourage them to use the
new vocabulary
Remind students to use the vocabulary and story words in their whole
group activities
The WorldThe Worldofof
WhalesWhalesby Dina Anastasio
Informational Nonfiction
Adelinarsquos Whales 507V
- Grade 4
-
- Unit 1
- Unit 2
- Unit 3
- Unit 4
-
- Planning the Unit
- Using the Student Book
-
- Dear Mrs LaRue
-
- Puppy Trouble
- Dear Mrs LaRue
- Dog Amazes Scientists
- Writerrsquos Craft Write About Solving a Problem
- Small Group Pages
-
- The Blind Hunter
-
- Through Elizabethrsquos Eyes
- The Blind Hunter
- Make Life Easier For Everybody
- Writerrsquos Craft Write Directions
- Small Group Pages
-
- The Power of Oil
-
- Clean as a Breeze
- The Power of Oil
- Windmills on the Prairies
- Writing Frictional Narrative Write to a Prompt
- Small Group Pages
-
- Adelinarsquos Whales
-
- A Whale of a Trip
- Adelinarsquos Whales
- Limericks
- Writerrsquos Craft Share Your Point of View
- Small Group Pages
-
- At Home in the Coral Reef
-
- Coral Reefs
- At Home in the Coral Reef
- Poseidon and the Kingdom of Atlantis
- Writerrsquos Craft Write about a Community Project
- Small Group Pages
-
- Test Strategy Author and Me
-
- Wrapping Up the Unit
- Additional Lessons and Resources
-
- Unit 5
- Unit 6
-
The oi sound can be spelled with oi as in foil or with oy as in boy The ou sound can be spelled with ou as in couch or with ow as in now Keep in mind though that not all words containing oi have the oi sound and not all words spelled with ou and ow have the ou sound
In each row of words below there is one word that does not belong If the word does not have the same sound as the others make an X over it If the word is a homograph sometimes pronounced like the other words and sometimes pronounced differently put an asterisk () next to it Then on the blank line add another word that belongs with the group you made
1 joy foil employ onion
2 bow allowed south outside
3 coil destroy oil going
4 mouth doubt through how
5 broil doing spoil noise
6 sow tower frown sprout
7 couch dough cloud crowd
8 enjoy soil shooing toys
9 now enough crown proud
10 brow cow low down
11 annoy voices boil porpoise
12 thought shower loud trout
oi word
ou word
oi word
ou word
oi word
ou word
ou word
oi word
ou word
ou word
oi word
ou wordporpoiseporpoiseporpoiseporpoisepp
on on onioonioonioonioononoo
ngnggoigoigoigoingngnn
ughughhrohrothrothroughughouou
doing doing doing doing ii
ugh ugh doudoudoudouughughuu
oingoingshooshooshooshoooingoingoo
ughughenoenoenoenoughughouou
wwlowlowowowwwww
ught ught houhouthouthouughtughtuu
On Level Practice Book O page 139
Approaching Practice Book A page 139
Beyond Practice Book B page 139
Word Study
Phonics Decode Words with oi and ou
EXPLAINMODEL
Remind students that the letters oi and oy almost always spell the
sound oi The letters ou often spell ou unless they are followed
by r or gh The letters ow often spell ou but they may also spell
ō Write bow
Think Aloud
This word is a homograph When I say bou I know
the word means ldquoto bend the headrdquo or ldquothe front of a boatrdquo
When I say bō I know the word means ldquoa weaponrdquo or ldquoa knot
with loopsrdquo I need to look at the context to figure out which
word the writer means
PRACTICEAPPLY Write these words on the board joy spoil
mountain blouse coin tower and around Have students underline
the letters that spell ou and oi Then have them read the words
aloud pronouncing each sound with emphasis
Decode Multisyllabic Words Write these words on the board
voyage hardboiled encounter southpaw ownership and nowadays
Model how to decode voyage focusing on the sound oi Then work
with students to decode the other words explaining the spelling
of each sound For more practice use the decodable passages on
Teacherrsquos Resource Book page 23
Fill-in-the-Blanks Have students write out ten Spelling Words or
other words with the ou or oi sound Tell them to leave blanks
for the letters that represent these vowel sounds For example
C L _ _ N Students can trade papers with a partner and fill in the
missing letters
Word Study
Objectivesbull Decode the sounds ou and
oi
bull Identify and write sentences
with homophones
Materials
bull Leveled Practice Books p 139
bull Teacherrsquos Resource Book p 23
Use Context Hearing
and distinguishing vowel
sounds can be challenging
for students As students
read and hear the words
within the context of
shared reading and writing
activities they will connect
the sounds to their spelling
patterns
During Small Group Instruction
If No Approaching Level Phonics p 507M
If Yes On Level Options pp 507Qndash507R
Beyond Level Options pp 507Sndash507T
Can students decode words with oi and ou
507E
Spiral Review
Vocabulary Game Form two teams Divide the
Vocabulary Cards electrical globe decayed
amazement loosened midst mysterious patchwork
responsibility and soared from past weeks between
the teams
A Team 1 player takes a card and reads the word
A Team 2 player tells the wordrsquos meaning and uses
it in a sentence If the definition and sentence are
correct Team 2 gets a point If not the card is
returned to the bottom of the pile Then a Team 2
player takes a card and reads the word
Continue playing until all the words have been
correctly defined and used in sentences The team
with the most points wins
Vocabulary Building
Homophones Write on the board The children
let out (wails)(whales) because they couldnrsquot see
the (wails)(whales) Remind students that a
homophone is pronounced in the same way as
another word but has a different meaning and
spelling Have students write more sentences
containing homophone pairs or triples (there
theyrsquore their) Make sure students know how
homophones differ from homographs
Word Study
Vocabulary PuzzleMaker For additional vocabulary and
spelling games go to
wwwmacmillanmhcom
Vocabulary Building
Adjectives Verbshuge spray
humpback swim
endangered spout
slippery leap
Apply Vocabulary
Write a Personal Narrative Using the vocabulary
words ask students to complete the following
sentence ldquoI had a whale of a good time when rdquo
Tell students to continue writing after completing
this sentence Remind students to use descriptive
language that appeals to the five senses They
should provide a context to allow the reader
to picture the world of the event Post student
writing inside the body of a whale on a display
board
Oral Language
Expand Vocabulary Write the weekly topic
Whales on the board above a two-column chart
Label the columns Adjectives and Verbs Using the
selection print and electronic resources including
interviews and newspapers tell students to
brainstorm adjectives or verbs relating to whales
Adelinarsquos Whales 507F
5 Day Spelling
Words with oi and ouSpelling
Pretest Word Sorts
Spelling Practice Book pages 115ndash116 Spelling Practice Book page 117
Dictation Sentences 1 A daisy is a flower
2 We heard voices outside
3 The princess hid in the tower
4 We dumped a mound of dirt
5 I read a story about a cowboy
6 Her wedding gown was beautiful
7 You frown when you are not happy
8 We drove south to Florida
9 Why are the dogs howling
10 It will annoy Mike if you keep interrupting him
11 The car made noises yesterday
12 My kitten weighs about a pound
13 The hound followed the scent
14 Put your money in the pouch
15 We collected a thousand cans
16 I wound the rope around the tree
17 Irsquom a grouch when Irsquom tired
18 I felt fine but I still had a cough
19 Irsquove grown two inches in a year
20 They took a voyage to China
ReviewChallenge Words 1 I ate a peanut butter cookie
2 Use the zoom on your camera
3 The new mall is huge
4 During a drought we canrsquot water the grass
5 We took the bus downtown
Words in bold are from the main selection
flower south thousand
voices howling wound
tower annoy grouch
mound noises cough
cowboy pound grown
gown hound voyage
frown pouch
Review cookie zoom huge
Challenge drought downtown
ASSESS PRIOR KNOWLEDGE
Using the Dictation Sentences say
the underlined word Read the
sentence and repeat the word
Have students write the words on
Spelling Practice Book page 115
For a modified list use the first 12
Spelling Words and the 3 Review
Words For a more challenging list
use Spelling Words 3ndash20 and the
2 Challenge Words Have students
correct their own tests
Have students cut apart the Spelling
Word Cards BLM on Teacherrsquos
Resource Book page 84 and figure
out a way to sort them Have them
save the cards for use throughout
the week
Use Spelling Practice Book page 116
for more practice with this weekrsquos
Spelling Words
For Leveled Word Lists go to
wwwmacmillanmhcom
TEACHER AND STUDENT SORTS
Review the Spelling Words
pointing out the oi or ou
sound in most words
Use the cards on the Spelling Word
Cards BLM Attach the key words
south flower noises and annoy to a
bulletin board Model how to sort
the words according to their vowel
sounds and spellings Have students
take turns choosing cards sorting
them and explaining how they
sorted them
When students have finished the
sort discuss any oddballs that do
not fit in any category (grown
cough) Point out that wound is a
homograph Then invite students to
do an open sort in which they sort
all the Spelling Words any way they
wish for example by rhyme or by
consonant blends Discuss studentsrsquo
methods of sorting
507G
SYNONYMS
Write the following list of words
on the board Have students copy
the words into their word study
notebooks and write the Spelling
Word that is a synonym for each
1 pile (mound)
2 scowl (frown)
3 trip (voyage)
4 crying (howling)
5 dress (gown)
Challenge students to identify
three Spelling Words that can be
used as both a noun and a verb
Have them write sentences for
both usages
Have partners write a sentence
for each Spelling Word leaving
a blank space where the word
should go They can exchange
papers and fill in the blanks
SPIRAL REVIEW
Review words with ū uuml and u
Write cookie zoom and huge on
the board Have students identify
the spelling of the ū uuml or u
sound in each word
PROOFREAD AND WRITE
Write these sentences on the
board including the misspelled
words Ask students to proofread
circling incorrect spellings and
writing the correct spellings
1 My lizard has grone and she
gained two pownds (grown
pounds)
2 My cogh is starting to annoi
me (cough annoy)
3 The noyses in the hall were
houling dogs (noises howling)
4 A thowsand voyces were
singing (thousand voices)
POSTTEST
Use the Dictation Sentences on
page 507G for the Posttest
If students have difficulty with any
words in the lesson have students
place them in a list entitled
Spelling Words I Want to Remember
in a word study notebook
Challenge students to look for
words that have the same vowel
patterns they studied this week
Spelling
Word Meanings Review and Proofread Assess and Reteach
Spelling Practice Book page 118 Spelling Practice Book page 119 Spelling Practice Book page 120
Adelinarsquos Whales 507H
5 Day Grammar
Possessive Pronouns
INTRODUCE POSSESSIVE
PRONOUNS
Present the following
A possessive pronoun shows
ownership
A possessive pronoun takes
the place of a possessive noun
Possessive pronouns never have
an apostrophe my your his her
its our and their
Possessive pronouns must match
the nouns they replace in both
number and gender Give the
pass to Armita Give the pass to
her This is Dillon and Leighrsquos car
This is their car
REVIEW POSSESSIVE PRONOUNS
Discuss with students how to
recognize possessive pronouns
INTRODUCE STAND-ALONE
POSSESSIVE PRONOUNS
Present the following
A stand-alone possessive
pronoun is not used directly
before a noun
Most stand-alone possessive
pronouns are formed by adding
s to the pronoun that is used
before a noun These pronouns
are yours hers ours theirs and
mine This report is ours That one
is yours
His and its are the same when
used as stand-alones or before
a noun His shirt was brown The
shirt was his
Grammar
Daily Language ActivitiesUse these activities to introduce each dayrsquos lesson Write the dayrsquos activity on the board or use Transparency 19
DAY 1Adelinas favorite time of year was when the whales visited she Her and her grandfather watch for them every day (1 Adelinarsquos 2 her 3 She and)
DAY 2Her grandfather knowed about whales too Him was the one who had the first friendly visit with whales (1 knew 2 He)
DAY 3Every Fisherman takes their rod on the boat They pull in his lines if a whale come close (1 fisherman 2 his rod 3 their lines 4 comes)
DAY 4The camera on Adelinas lap is herrsquos She is taking a voiage to cownt whales (1 Adelinarsquos 2 hers 3 voyage 4 count)
DAY 5Thowsands of people come to see the whales They act as though it is not mine town but theirrsquos (1 Thousands 2 my 3 theirs)
Introduce the Concept Teach the Concept
Possessive Pronouns
Write on the board This
pencil belongs to Sheila
It is pencil Model
how to choose the correct
pronoun in the second
sentence Create more
sentences using other
studentsrsquo names and your
name to practice all the
pronouns
Grammar Practice Book page 115
See Grammar Transparency 91 for modeling and guided practice
Grammar Practice Book page 116
See Grammar Transparency 92 for modeling and guided practice
507I
REVIEW POSSESSIVE PRONOUNS
Review how to identify possessive
pronouns
MECHANICS AND USAGE
POSSESSIVE NOUNS AND
PRONOUNS
Possessive nouns are formed with
apostrophes teachersrsquo books
Most possessive pronouns that
are used before a noun are not
formed with s her book his car
The exception is its
Possessive stand-alone pronouns
are formed without apostrophes
Except for mine the last letter is
always s It is yours
All possessive pronouns should
agree in number and gender
with the nouns they replace
REVIEW TYPES OF POSSESSIVE
PRONOUNS
Ask students to explain the
differences between regular and
stand-alone possessive pronouns
PROOFREAD
Have students correct errors in the
following sentences
1 That whale is Renas favorite
and this one is mine favorite
(Renarsquos my)
2 Each boy should take their seat
while the whales are close (his
seat)
3 This book about whales is my
(mine)
4 Which is the better picture of a
whalemdashMiguels or herrsquos
(Miguelrsquos hers)
ASSESS
Use page 119 of the Grammar
Practice Book for assessment
RETEACH
Have students create sentences
using possessives pronouns
After checking for accuracy have
students write the sentences
again this time leaving a blank
where the pronoun should be
Students should trade papers
with a partner and try to fill in the
blanks They can then check their
own work
Also use page 120 of the Grammar
Practice Book for reteaching
Grammar
Review and Practice Review and Proofread Assess and Reteach
Grammar Practice Book page 117
See Grammar Transparency 93 for modeling and guided practice
Grammar Practice Book page 118
See Grammar Transparency 94 for modeling and guided practice
Circle the letter before the possessive pronoun that correctlycompletes each sentence
1 Adelinarsquos village was small and main street had only a few houses
a his b our c its d their
2 The whales came to Mexico to have young
a their b your c my d her
3 Although fi rst visit to La Laguna was in June this yearIrsquom going in January
a hisrsquos b theirs c my d her
4 Adelina knows the ocean very well because whole family works on the water
a my b their c our d her
5 Pachico made a sign for his business and letters are large and easy to read
a hers b their c its d my
Grammar Practice Book pages 119ndash120
See Grammar Transparency 95 for modeling and guided practice
Adelinarsquos Whales 507J
En
d-o
f-W
ee
k A
sse
ssm
en
t
ELL Practice and
Assessment 122ndash123
Fluency Assessment
Weekly Assessment 237ndash244
Administer the Test Weekly Reading Assessment Passage and questions pages 237ndash244
ASSESSED SKILLS
bull Sequence
bull Vocabulary Words
bull Dictionary Homographs
bull Possessive Pronouns
bull Words with oi and ou
Administer the Weekly Assessment online
or on CD-ROM
FluencyAssess fluency for one group of students per week
Use the Oral Fluency Record Sheet to track the number
of words read correctly Fluency goal for all students
102ndash122 words correct per minute (WCPM)
Approaching Level Weeks 1 3 5
On Level Weeks 2 4
Beyond Level Week 6
Alternative Assessmentbull ELL Assessment pages 122ndash123
Assessment Tool
507K507K
Diagnose Prescribe
En
d-o
f-We
ek
Asse
ssme
nt
VOCABULARY WORDS
VOCABULARY STRATEGY
Dictionary Homographs
Items 1 2 3 4
IF
0ndash2 items correct
THEN
Reteach skills using the Additional
Lessons page T8
Reteach skills Go to
wwwmacmillanmhcom
Vocabulary PuzzleMaker
Evaluate for Intervention
COMPREHENSION
Skill Sequence
Items 5 6 7 8
0ndash2 items correct Reteach skills using the Additional
Lessons page T3
Evaluate for Intervention
GRAMMAR
Possessive Pronouns
Items 9 10 11
0ndash1 items correct Reteach skills Grammar Practice Book
page 120
SPELLING
Words with oi and ou
Items 12 13 14
0ndash1 items correct Reteach skills Go to
wwwmacmillanmhcom
FLUENCY 98ndash101 WCPM
0ndash97 WCPM
Fluency Solutions
Evaluate for Intervention
Diagnose Prescribe
To place students
in the Intervention
Program use
the Diagnostic
Assessment in the
Intervention Teacherrsquos
Edition
TriumphsAN INTERVENTION PROGRAM
R E A D I N G
Adelinarsquos Whales 507L
Phonics
Approaching Level Options
Objective Decode words with oi and ou
Materials bull Student Book Adelinarsquos Whales
WORDS WITH oi AND ou
ExplainModel
Remind students that the letters oi and oy together usually stand for
oi as in coil and joy The letters ou as in house and ow as in cow usually
stand for ou However ow can also stand for o as in snow
Write the letters t o y on the board Say the sounds that the letters
stand for t oi Then blend the sounds toi Say the word with me toy
Repeat this process with oi and boil
Write the letters t o w n on the board Say the sounds that the letters
stand for t ou n Then blend the sounds toun Say the word with
me town Repeat this process with ou and house
Ask students to provide their own examples of words with oi and ou
Listen and provide constructive feedback
MULTISYLLABIC WORDS WITH oi AND ou
Write the word destroy on the board Have students identify the second
syllable as containing oi troy Have students repeat the syllable then
blend and read the whole word several times Repeat this process with
pounding and ou
Have student pairs work together to practice decoding longer words
with oi and ou Write the following words on the board and ask
student pairs to copy them onto index cards or sheets of paper Say
each word Circle the letters that stand for the ou or the oi sound Then
sort the words by spelling pattern
rejoice annoy crouching underground
growling browning moisture employment
Check each pair for their progress and accuracy
WORD HUNT WORDS WITH oi AND ou IN CONTEXT
Review words with oi and ou Have students search pages 488ndash490 of
Adelinarsquos Whales to find words with oi and ou Ask them to write the
words and circle the letters that spell the oi and ou in each word
Check to see if students have found examples such as outside down
south thousand loud noise sound clouds and out
For each skill below
additional lessons are
provided You can use these
lessons on consecutive days
after teaching the lessons
presented within the week
bull Sequence T3
bull Homographs T8
Additional Resources
To help students build speed
and accuracy with reading
multisyllabic words use the
additional decodable text
on page 23 of the Teacherrsquos
Resource Book
Decodable Text
If students have trouble
figuring out how to
pronounce words that
are homographs such as
bow bou and bow bō
have them look at how the
word is used and try out
each pronunciation and
its related definition in the
context of a sentence Write
She had a pink bow in her
hair on the board and say
I can say bou in the
sentence but a pink
ldquobending of the headrdquo
does not make sense
I can say bō in the
sentence A pink ldquoknot
with loopsrdquo does make
sense This word is
pronounced bō
ConstructiveFeedback
507M
Objective Read with increasing prosody and accuracy at a rate of 102ndash112 WCPM
Materials bull Index cards bull Approaching Practice Book A page 136
WORD AUTOMATICITY
Have students make flashcards for the following words with oi and
ou flower south thousand voices howling wound tower annoy grouch
mound noises cough cowboy pound gown hound voyage frown pouch
Display the cards one at a time and have students say each word Repeat
twice more displaying the words more quickly each time
REPEATED READING
Model reading the Fluency passage in Practice Book A page 136 Tell
students to pay close attention and listen to your tempo Then read
sentences in clusters based on tempo and have students read each cluster
back copying your tempo
During independent reading time have students work with a partner
One student reads aloud while the other repeats each sentence Remind
students to use positive and encouraging phrases when giving feedback
to their partners Circulate and provide constructive feedback Circulate
and provide constructive feedback
TIMED READING
At the end of the week have students do a final timed reading of the
passage on Practice Book A page 136 Students should
begin reading the passage aloud when you say ldquoGordquo
stop reading the passage after one minute when you say ldquoStoprdquo
Keep track of miscues Coach students as needed Help students record
and graph the number of words they read correctly
Vocabulary
Objective Apply vocabulary word meanings
Materials bull Vocabulary Cards bull Student Book Adelinarsquos Whales
VOCABULARY WORDS
Display the Vocabulary Cards for this weekrsquos words dove politicians
snoring massive tangles rumbling and unique Help students locate and
read the vocabulary words in Adelinarsquos Whales Review the definitions
of each word in the Glossary of the Student Book and discuss the
meanings Then have students write their own narratives about whales
using all of these vocabulary words
Approaching Practice Book A page 136
If students read too quickly
or too slowly reread
the passage to them at
the correct tempo Then
lead the class in a choral
reading so they can follow
you lead in reading at the
appropriate rate Repeat
the choral reading as
necessary
ConstructiveFeedback
Adelinarsquos Whales 507N
Vocabulary
Approaching Level Options
Review last weekrsquos words
(electrical globe fuels
decayed) and this weekrsquos
words (rumbling snoring
unique dove massive
tangles politicians) Have
students write a synonym for
each word
Objective Use homographs
DICTIONARY HOMOGRAPHS
Have students create simple crossword puzzles using Vocabulary and
Spelling Words Make sure they include at least two homographs (wound
dove) and write the definitions of the homographs as clues They may use
a dictionary to help them if necessary
Comprehension
Objective Identify sequence
Materials bull Student Book ldquoA Whale of a Triprdquo bull Transparencies 19a and 19b
STRATEGYANALYZE TEXT STRUCTURE
Remind students that recognizing how a text is organized can help them
to identify the sequence of story events
SKILLSEQUENCE
ExplainModel
Authors sometimes use signal words such as first next and last to help
readers recognize the sequence of events in a story
Authors of history texts or how-to articles typically use chronological
order to organize their texts
Display Transparencies 19a and 19b Reread the first pages Ask a
volunteer to identify what the narrator saw first and identify the signal
words
Think Aloud As I read I learn that many things are happening It helps to
recognize sequence words to help summarize what is happening in the
story so I can better understand it
PracticeApply
Invite students to retell the story considering the sequence of events Ask
the following questions
Before going on the trip do you think the narrator expected the whale
would be as big as it turned out to be
What was the first thing Matty told people on the whale-watching trip
Why are birds often seen in areas where whales are present
Student Book or Transparencies 19a and 19b
by Kristin Gold
Retelling Have students
retell the sequence of
events in ldquoA Whale of a
Triprdquo by drawing them Ask
students to choose one
event from the book they
would like to retell Have
students draw the scene
and write one sentence
describing it After the
students have finished
hang the drawings on the
board Then as a class put
the pictures in the order
of events that the story
follows
507O
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Saving the Whales
PREVIEW AND PREDICT
Have students read the title look at the images and preview the first
chapter Have students make predictions about what they will read and
set a purpose for reading
VOCABULARY WORDS
Review the vocabulary words as needed As you read together discuss
how context clues can help you figure out word meanings
STRATEGYANALYZE TEXT STRUCTURE
Remind students that recognizing how a text is organized can help
them better understand the textrsquos important ideas and the authorrsquos
purpose
SKILLSEQUENCE
Remind students to pay attention to the way the selection is organized
and the order in which events occur Read Chapter 2 with students
Think Aloud In the first chapter I learn that in the past there were whale
hunters in all parts of the world Now there are laws to protect whales
from hunters but whales are still being killed in other ways I need to
remember this information for my Sequence Chart
READ AND RESPOND
Finish reading Saving the Whales with students Discuss the following
If the plants that the krill eat die and then the krill die ask students
what will happen next in the food chain
Ask them what happened after Keiko the whale was set free
Work with students to review and revise their Sequence Charts Help
students paraphrase the important ideas in each chapter
MAKE CONNECTIONS ACROSS TEXTS
Invite students to compare Adelinarsquos Whales and Saving the Whales
Have students identify which selection is organized into chapters Ask
them why this format is better for this selection
Have students explain how reading Saving the Whales helps them better
understand the information and events in Adelinarsquos Whales
Leveled Reader
Adelinarsquos Whales 507P
Leveled Reader LessonVocabulary
On Level Options
Student Book
Limericks
On Level Practice Book O page 136
As I read I will pay attention to tempo and match the action in the story
Did you know that whales talk to each other Whales
10 make sounds for different reasons Some sounds are used to
20 locate calves Others are used to find mates Whales even use
31 sounds to warn other pod members that a predator is around
42 Toothed whales click and whistle in order to locate food
52 Baleen whales make knocking moaning snoring and
59 rumbling noises Humpback whales sing but not during
67 feeding season They save their tunes for the warmer waters
77 where they spend their breeding season Some scientists
85 believe they are singing love songs Other scientists think
94 they are sending out threats like ldquoGo awayrdquo We may never
105 know exactly why whales sing
110 Some humpback whales swim up to the surface and take
120 a few breaths Then they dive under the water and start to
132 sing They do not move when they sing Their underwater
142 songs can be heard for miles Sometimes they sing for a half
154 hour without stopping 157
Comprehension Check
1 What actions does a humpback whale take when it sings Sequence
2 Why might a whale need to communicate with another whale Draw Conclusions
Words Read ndash Number of Errors = Words
Correct Score
First Read ndash =
Second Read ndash =
A humpback whale swims to the surface and takes a few breaths Then the whale dives under the water to sing The whale does not move when singing
Whales might need to communicate with other whales to warn them about predators to find mates or to locate their calves
Objective Apply vocabulary words and homographs
Materials bull Vocabulary Cards bull Dictionary
VOCABULARY WORDS
Tell students that they will play a word-definition game Display half of
the Vocabulary Cards Have the first team use a dictionary to help create
two different definitions for each displayed word One should be the
correct definition and the other should be incorrect Then have students
write each pair of definitions on the board The second team chooses
the definition they think is correct They get one point for each correct
answer The team with the most points wins
DICTIONARY HOMOGRAPHS
Remind students that homographs are spelled alike but have different
meanings so they have separate dictionary entries Have students use the
adjective fine in a sentence Then challenge them to use the homograph
fine (money paid) in another sentence Repeat with the word content
Literary Elements
Objective Read poems to identify literary elements
Materials bull Poetry books and resources with limericks bull Student Book ldquoLimericksrdquo
METER AND RHYME SCHEME
Discuss the use of meter and rhyme in each limerick on Student Book
pages 504ndash505 Then have students look through poetry books and other
resources to locate limericks Ask students to discuss the meter and rhyme
scheme in the limericks
Objective Read fluently with appropriate prosody at a rate of 102ndash136 WCPM
Materials bull On Level Practice Book O p 136
REPEATED READING
Model reading the passage on page 136 of Practice Book O Remind
students to pay attention to the tempo to see if it matches the action of
the story Then read one sentence at a time having students echo-read
the sentence back imitating your pace Echo-read through the entire
passage again speeding up to reflect each part of the selection During
independent reading time partners take turns reading
Timed Reading Have students read the passage and record their rates
507Q
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Looking at Whales
PREVIEW AND PREDICT
Have students preview Looking at Whales
Ask students to write down any questions they have about the
selection
Ask if they think this book will be the story of one whale or about
many whales
SKILLSEQUENCE
The sequence is the order in which events happen Signal words such
as before after and then often help to indicate the sequence of events
Explain that students will fill in this information in Sequence Charts
READ AND RESPOND
Read Chapter 1 Pause to discuss how the information in the chapter
is presented At the end of Chapter 2 fill in the Sequence Chart Have
students discuss the sequencing of information including how the word
then helped them understand the information about humpback whales
singing
VOCABULARY WORDS
As they read Looking at Whales ask students to point out vocabulary
words as they appear Then have students discuss how each word is used
Ask Are blue whales massive or small
MAKE CONNECTIONS ACROSS TEXTS
Invite students to draw connections between Looking at Whales and
Adelinarsquos Whales
Ask students to use chronological order words to summarize the
information they learned in Looking at Whales
Ask students if they think Adelina would know most of the information
in Looking at Whales
ELLLeveled Reader
Go to pages
507Undash507V
Leveled Reader
Adelinarsquos Whales 507R
Vocabulary
Beyond Practice Book B page 136
Beyond Level Options
Objective Apply vocabulary words in writing
EXTEND VOCABULARY
Ask students to write a nonfiction piece about a whale Have them use
all of the vocabulary words from this weekrsquos selection and as many words
from this unitrsquos previous weeks as possible
Invite them to edit their essays or a partnerrsquos essay Remind them to check
the spelling and usage of each word
Literary Elements
Objective Use meter and rhyme to write a limerick
Materials bull Student Book ldquoLimericksrdquo
bull Poetry books with limericks bull Nonfiction books about whales
METER AND RHYME SCHEME
Use limericks to point out that meter and rhyme scheme can add to a
readerrsquos enjoyment of a poem Ask How does the use of meter and
rhyme scheme make these limericks more fun to read
Have students read limericks and note the use of meter and rhyme
scheme Then have them read information about whales or use what they
have already learned to write their own limerick about whales
Objective Read fluently with appropriate prosody at a rate of 112ndash136 WCPM
Materials bull Beyond Practice Book B p 136
REPEATED READING
Work with students to begin marking up the Fluency passage on page 136
of Practice Book B Remind them to pay attention to the tempo Then
read one sentence at a time having students echo-read the sentence
back imitating your pace Echo-read through the entire passage again
speeding up to reflect each part of the selection
During independent reading time partners can take turns reading the
passage they have practiced reading aloud Remind students to pay
attention to one anotherrsquos tempo and discuss how different actions in the
passage change the tempo or mood
Timed Reading Have students read the passage and record their reading
rate
Student Book
Limericks
Read Aloud Review meter
and rhyme scheme Then
reread a limerick aloud
Say Listen for the meter and
rhyme scheme of the poem
Then tell students you will
read the poem once more
together Let them know
that this time they should
clap along to the rhythm of
the poem Read the poem
chorally and clap out the
rhythm together
507S
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Gray Whales
PREVIEW AND PREDICT
Have students preview Gray Whales predict what it is about and set a
purpose for reading
SKILLSEQUENCE
Ask a volunteer to explain what the terms text structure and sequence
mean Have another volunteer explain why identifying the text structure
or sequence of events is important for understanding a selection
Explain that students will read Looking at Whales together and fill in
information about order in Sequence Charts
READ AND RESPOND
As students read they should identify the order of events in the selection
and fill in their Sequence Charts Discuss with the group how the story
would change if the sequence of events were different
VOCABULARY WORDS
Have students pay attention to vocabulary words as they come up Ask
students to provide definitions as needed Ask What do whales sometimes
get tangled in
Self-Selected Reading
Objective Read independently to identify the sequence of a text
Materials bull Leveled Readers or informational trade books at studentsrsquo reading level
READ TO IDENTIFY SEQUENCE
Invite students to use their personal interests to choose a nonfiction book
for independent reading Have students read their books and take notes
on the selectionrsquos sequence in their response journals
After reading have students compare the order in which the information
was presented in the book they chose to one of the selections they read
during this weekrsquos lessons Ask Which selection presented information in the
more interesting way Which selection taught you the most about the topic
Leveled Reader
Adelinarsquos Whales 507T
Academic Language Used in Whole Group Instruction
ContentTheme Words SkillStrategy Words WritingGrammar Words
ocean (p484)
aquarium (p 484)
whales (p 484)
mammals (p 484)
gills (p 484)
lungs (p 484)
legend (p 485)
pod (p 505)
homograph (p 484)
photo essay (p 486)
analyze text structure (p 485A)
sequence (p 485A)
limerick (p 504)
meter (p 504)
rhyme scheme (p 504)
voice (p 506)
point of view (p 506)
opinion (p 506)
audience (p 507B)
possessive pronouns (p 507I)
ownership (p 507I)
stand-alone possessive pronoun
(p 507I)
Academic LanguageThroughout the week the English language learners will need help in
building their understanding of the academic language used in daily
instruction and assessment instruments The following strategies will help
to increase their language proficiency and comprehension of content and
instructional words
Strategies to Reinforce Academic Language
Use Context Academic Language (see chart below)
should be explained in the context of the task during
Whole Group Use gestures expressions and visuals to
support meaning
Use Visuals Use charts transparencies and graphic
organizers to explain key labels to help students
understand classroom language
Model Demonstrate the task using academic language in
order for students to understand instruction
English Language Learners
Oral Language For
additional language
support and oral vocabulary
development use the lesson
at www macmillanmhcom
507U
ELL Leveled ReaderELL Leveled Reader Lesson Objectivebull To apply vocabulary and
comprehension skills
Materials
bull ELL Leveled Reader
DAY 1 bull Academic Language
bull Oral Language and Vocabulary Review
DAY 2 bull Academic Language
bull ELL Leveled Reader
DAY 3 bull Academic Language
bull ELL Leveled Reader
DAY 4 bull Academic Language
bull ELL Leveled Reader
DAY 5 bull Academic Language
bull ELL Leveled Reader Comprehension Check and Literacy Activities
ELL Teacherrsquos Guide
for students who need
additional instruction
DEVELOP ORAL LANGUAGE
Build Background Write the word whales on
the board and have students share what they
know What do whales look like What do they eat
How do they communicate List key points Then
do a brief picture walk of the book to add on to
the list
Review Vocabulary Write the vocabulary and story support words
and discuss the meanings Use each word in a sentence Clarify the two
meanings of schools and dove Schools of fish are large groups of fish not
where fish go to learn Who can use ldquoschools of fishrdquo in a sentence
PREVIEW AND PREDICT
Point to the cover photograph and read the title aloud What are we going
to read about Have students brainstorm a list of questions about facts
they would like to learn from this book
Set a Purpose for Reading Show the Sequence Chart and remind students
they have used it before Ask them to use a similar chart to identify the
sequence of events as they are presented in the book
Choose from among the differentiated strategies below to support
studentsrsquo reading at all stages of language acquisition
Beginning
Shared Reading As you
read model analyzing text
structure by identifying key
information about whales
Number the facts to explain
sequence Model filling in
the chart
Intermediate
Read Together Read the
first chapter Help students
analyze text structure by
numbering and recording
key information Take turns
reading with students Ask
them to identify events in
sequence as they read
Advanced
Independent Reading
Have students read the story
After reading each day ask
them to work with a partner
to analyze text structure and
identify events in sequence
Encourage them to use the
new vocabulary
Remind students to use the vocabulary and story words in their whole
group activities
The WorldThe Worldofof
WhalesWhalesby Dina Anastasio
Informational Nonfiction
Adelinarsquos Whales 507V
- Grade 4
-
- Unit 1
- Unit 2
- Unit 3
- Unit 4
-
- Planning the Unit
- Using the Student Book
-
- Dear Mrs LaRue
-
- Puppy Trouble
- Dear Mrs LaRue
- Dog Amazes Scientists
- Writerrsquos Craft Write About Solving a Problem
- Small Group Pages
-
- The Blind Hunter
-
- Through Elizabethrsquos Eyes
- The Blind Hunter
- Make Life Easier For Everybody
- Writerrsquos Craft Write Directions
- Small Group Pages
-
- The Power of Oil
-
- Clean as a Breeze
- The Power of Oil
- Windmills on the Prairies
- Writing Frictional Narrative Write to a Prompt
- Small Group Pages
-
- Adelinarsquos Whales
-
- A Whale of a Trip
- Adelinarsquos Whales
- Limericks
- Writerrsquos Craft Share Your Point of View
- Small Group Pages
-
- At Home in the Coral Reef
-
- Coral Reefs
- At Home in the Coral Reef
- Poseidon and the Kingdom of Atlantis
- Writerrsquos Craft Write about a Community Project
- Small Group Pages
-
- Test Strategy Author and Me
-
- Wrapping Up the Unit
- Additional Lessons and Resources
-
- Unit 5
- Unit 6
-
Spiral Review
Vocabulary Game Form two teams Divide the
Vocabulary Cards electrical globe decayed
amazement loosened midst mysterious patchwork
responsibility and soared from past weeks between
the teams
A Team 1 player takes a card and reads the word
A Team 2 player tells the wordrsquos meaning and uses
it in a sentence If the definition and sentence are
correct Team 2 gets a point If not the card is
returned to the bottom of the pile Then a Team 2
player takes a card and reads the word
Continue playing until all the words have been
correctly defined and used in sentences The team
with the most points wins
Vocabulary Building
Homophones Write on the board The children
let out (wails)(whales) because they couldnrsquot see
the (wails)(whales) Remind students that a
homophone is pronounced in the same way as
another word but has a different meaning and
spelling Have students write more sentences
containing homophone pairs or triples (there
theyrsquore their) Make sure students know how
homophones differ from homographs
Word Study
Vocabulary PuzzleMaker For additional vocabulary and
spelling games go to
wwwmacmillanmhcom
Vocabulary Building
Adjectives Verbshuge spray
humpback swim
endangered spout
slippery leap
Apply Vocabulary
Write a Personal Narrative Using the vocabulary
words ask students to complete the following
sentence ldquoI had a whale of a good time when rdquo
Tell students to continue writing after completing
this sentence Remind students to use descriptive
language that appeals to the five senses They
should provide a context to allow the reader
to picture the world of the event Post student
writing inside the body of a whale on a display
board
Oral Language
Expand Vocabulary Write the weekly topic
Whales on the board above a two-column chart
Label the columns Adjectives and Verbs Using the
selection print and electronic resources including
interviews and newspapers tell students to
brainstorm adjectives or verbs relating to whales
Adelinarsquos Whales 507F
5 Day Spelling
Words with oi and ouSpelling
Pretest Word Sorts
Spelling Practice Book pages 115ndash116 Spelling Practice Book page 117
Dictation Sentences 1 A daisy is a flower
2 We heard voices outside
3 The princess hid in the tower
4 We dumped a mound of dirt
5 I read a story about a cowboy
6 Her wedding gown was beautiful
7 You frown when you are not happy
8 We drove south to Florida
9 Why are the dogs howling
10 It will annoy Mike if you keep interrupting him
11 The car made noises yesterday
12 My kitten weighs about a pound
13 The hound followed the scent
14 Put your money in the pouch
15 We collected a thousand cans
16 I wound the rope around the tree
17 Irsquom a grouch when Irsquom tired
18 I felt fine but I still had a cough
19 Irsquove grown two inches in a year
20 They took a voyage to China
ReviewChallenge Words 1 I ate a peanut butter cookie
2 Use the zoom on your camera
3 The new mall is huge
4 During a drought we canrsquot water the grass
5 We took the bus downtown
Words in bold are from the main selection
flower south thousand
voices howling wound
tower annoy grouch
mound noises cough
cowboy pound grown
gown hound voyage
frown pouch
Review cookie zoom huge
Challenge drought downtown
ASSESS PRIOR KNOWLEDGE
Using the Dictation Sentences say
the underlined word Read the
sentence and repeat the word
Have students write the words on
Spelling Practice Book page 115
For a modified list use the first 12
Spelling Words and the 3 Review
Words For a more challenging list
use Spelling Words 3ndash20 and the
2 Challenge Words Have students
correct their own tests
Have students cut apart the Spelling
Word Cards BLM on Teacherrsquos
Resource Book page 84 and figure
out a way to sort them Have them
save the cards for use throughout
the week
Use Spelling Practice Book page 116
for more practice with this weekrsquos
Spelling Words
For Leveled Word Lists go to
wwwmacmillanmhcom
TEACHER AND STUDENT SORTS
Review the Spelling Words
pointing out the oi or ou
sound in most words
Use the cards on the Spelling Word
Cards BLM Attach the key words
south flower noises and annoy to a
bulletin board Model how to sort
the words according to their vowel
sounds and spellings Have students
take turns choosing cards sorting
them and explaining how they
sorted them
When students have finished the
sort discuss any oddballs that do
not fit in any category (grown
cough) Point out that wound is a
homograph Then invite students to
do an open sort in which they sort
all the Spelling Words any way they
wish for example by rhyme or by
consonant blends Discuss studentsrsquo
methods of sorting
507G
SYNONYMS
Write the following list of words
on the board Have students copy
the words into their word study
notebooks and write the Spelling
Word that is a synonym for each
1 pile (mound)
2 scowl (frown)
3 trip (voyage)
4 crying (howling)
5 dress (gown)
Challenge students to identify
three Spelling Words that can be
used as both a noun and a verb
Have them write sentences for
both usages
Have partners write a sentence
for each Spelling Word leaving
a blank space where the word
should go They can exchange
papers and fill in the blanks
SPIRAL REVIEW
Review words with ū uuml and u
Write cookie zoom and huge on
the board Have students identify
the spelling of the ū uuml or u
sound in each word
PROOFREAD AND WRITE
Write these sentences on the
board including the misspelled
words Ask students to proofread
circling incorrect spellings and
writing the correct spellings
1 My lizard has grone and she
gained two pownds (grown
pounds)
2 My cogh is starting to annoi
me (cough annoy)
3 The noyses in the hall were
houling dogs (noises howling)
4 A thowsand voyces were
singing (thousand voices)
POSTTEST
Use the Dictation Sentences on
page 507G for the Posttest
If students have difficulty with any
words in the lesson have students
place them in a list entitled
Spelling Words I Want to Remember
in a word study notebook
Challenge students to look for
words that have the same vowel
patterns they studied this week
Spelling
Word Meanings Review and Proofread Assess and Reteach
Spelling Practice Book page 118 Spelling Practice Book page 119 Spelling Practice Book page 120
Adelinarsquos Whales 507H
5 Day Grammar
Possessive Pronouns
INTRODUCE POSSESSIVE
PRONOUNS
Present the following
A possessive pronoun shows
ownership
A possessive pronoun takes
the place of a possessive noun
Possessive pronouns never have
an apostrophe my your his her
its our and their
Possessive pronouns must match
the nouns they replace in both
number and gender Give the
pass to Armita Give the pass to
her This is Dillon and Leighrsquos car
This is their car
REVIEW POSSESSIVE PRONOUNS
Discuss with students how to
recognize possessive pronouns
INTRODUCE STAND-ALONE
POSSESSIVE PRONOUNS
Present the following
A stand-alone possessive
pronoun is not used directly
before a noun
Most stand-alone possessive
pronouns are formed by adding
s to the pronoun that is used
before a noun These pronouns
are yours hers ours theirs and
mine This report is ours That one
is yours
His and its are the same when
used as stand-alones or before
a noun His shirt was brown The
shirt was his
Grammar
Daily Language ActivitiesUse these activities to introduce each dayrsquos lesson Write the dayrsquos activity on the board or use Transparency 19
DAY 1Adelinas favorite time of year was when the whales visited she Her and her grandfather watch for them every day (1 Adelinarsquos 2 her 3 She and)
DAY 2Her grandfather knowed about whales too Him was the one who had the first friendly visit with whales (1 knew 2 He)
DAY 3Every Fisherman takes their rod on the boat They pull in his lines if a whale come close (1 fisherman 2 his rod 3 their lines 4 comes)
DAY 4The camera on Adelinas lap is herrsquos She is taking a voiage to cownt whales (1 Adelinarsquos 2 hers 3 voyage 4 count)
DAY 5Thowsands of people come to see the whales They act as though it is not mine town but theirrsquos (1 Thousands 2 my 3 theirs)
Introduce the Concept Teach the Concept
Possessive Pronouns
Write on the board This
pencil belongs to Sheila
It is pencil Model
how to choose the correct
pronoun in the second
sentence Create more
sentences using other
studentsrsquo names and your
name to practice all the
pronouns
Grammar Practice Book page 115
See Grammar Transparency 91 for modeling and guided practice
Grammar Practice Book page 116
See Grammar Transparency 92 for modeling and guided practice
507I
REVIEW POSSESSIVE PRONOUNS
Review how to identify possessive
pronouns
MECHANICS AND USAGE
POSSESSIVE NOUNS AND
PRONOUNS
Possessive nouns are formed with
apostrophes teachersrsquo books
Most possessive pronouns that
are used before a noun are not
formed with s her book his car
The exception is its
Possessive stand-alone pronouns
are formed without apostrophes
Except for mine the last letter is
always s It is yours
All possessive pronouns should
agree in number and gender
with the nouns they replace
REVIEW TYPES OF POSSESSIVE
PRONOUNS
Ask students to explain the
differences between regular and
stand-alone possessive pronouns
PROOFREAD
Have students correct errors in the
following sentences
1 That whale is Renas favorite
and this one is mine favorite
(Renarsquos my)
2 Each boy should take their seat
while the whales are close (his
seat)
3 This book about whales is my
(mine)
4 Which is the better picture of a
whalemdashMiguels or herrsquos
(Miguelrsquos hers)
ASSESS
Use page 119 of the Grammar
Practice Book for assessment
RETEACH
Have students create sentences
using possessives pronouns
After checking for accuracy have
students write the sentences
again this time leaving a blank
where the pronoun should be
Students should trade papers
with a partner and try to fill in the
blanks They can then check their
own work
Also use page 120 of the Grammar
Practice Book for reteaching
Grammar
Review and Practice Review and Proofread Assess and Reteach
Grammar Practice Book page 117
See Grammar Transparency 93 for modeling and guided practice
Grammar Practice Book page 118
See Grammar Transparency 94 for modeling and guided practice
Circle the letter before the possessive pronoun that correctlycompletes each sentence
1 Adelinarsquos village was small and main street had only a few houses
a his b our c its d their
2 The whales came to Mexico to have young
a their b your c my d her
3 Although fi rst visit to La Laguna was in June this yearIrsquom going in January
a hisrsquos b theirs c my d her
4 Adelina knows the ocean very well because whole family works on the water
a my b their c our d her
5 Pachico made a sign for his business and letters are large and easy to read
a hers b their c its d my
Grammar Practice Book pages 119ndash120
See Grammar Transparency 95 for modeling and guided practice
Adelinarsquos Whales 507J
En
d-o
f-W
ee
k A
sse
ssm
en
t
ELL Practice and
Assessment 122ndash123
Fluency Assessment
Weekly Assessment 237ndash244
Administer the Test Weekly Reading Assessment Passage and questions pages 237ndash244
ASSESSED SKILLS
bull Sequence
bull Vocabulary Words
bull Dictionary Homographs
bull Possessive Pronouns
bull Words with oi and ou
Administer the Weekly Assessment online
or on CD-ROM
FluencyAssess fluency for one group of students per week
Use the Oral Fluency Record Sheet to track the number
of words read correctly Fluency goal for all students
102ndash122 words correct per minute (WCPM)
Approaching Level Weeks 1 3 5
On Level Weeks 2 4
Beyond Level Week 6
Alternative Assessmentbull ELL Assessment pages 122ndash123
Assessment Tool
507K507K
Diagnose Prescribe
En
d-o
f-We
ek
Asse
ssme
nt
VOCABULARY WORDS
VOCABULARY STRATEGY
Dictionary Homographs
Items 1 2 3 4
IF
0ndash2 items correct
THEN
Reteach skills using the Additional
Lessons page T8
Reteach skills Go to
wwwmacmillanmhcom
Vocabulary PuzzleMaker
Evaluate for Intervention
COMPREHENSION
Skill Sequence
Items 5 6 7 8
0ndash2 items correct Reteach skills using the Additional
Lessons page T3
Evaluate for Intervention
GRAMMAR
Possessive Pronouns
Items 9 10 11
0ndash1 items correct Reteach skills Grammar Practice Book
page 120
SPELLING
Words with oi and ou
Items 12 13 14
0ndash1 items correct Reteach skills Go to
wwwmacmillanmhcom
FLUENCY 98ndash101 WCPM
0ndash97 WCPM
Fluency Solutions
Evaluate for Intervention
Diagnose Prescribe
To place students
in the Intervention
Program use
the Diagnostic
Assessment in the
Intervention Teacherrsquos
Edition
TriumphsAN INTERVENTION PROGRAM
R E A D I N G
Adelinarsquos Whales 507L
Phonics
Approaching Level Options
Objective Decode words with oi and ou
Materials bull Student Book Adelinarsquos Whales
WORDS WITH oi AND ou
ExplainModel
Remind students that the letters oi and oy together usually stand for
oi as in coil and joy The letters ou as in house and ow as in cow usually
stand for ou However ow can also stand for o as in snow
Write the letters t o y on the board Say the sounds that the letters
stand for t oi Then blend the sounds toi Say the word with me toy
Repeat this process with oi and boil
Write the letters t o w n on the board Say the sounds that the letters
stand for t ou n Then blend the sounds toun Say the word with
me town Repeat this process with ou and house
Ask students to provide their own examples of words with oi and ou
Listen and provide constructive feedback
MULTISYLLABIC WORDS WITH oi AND ou
Write the word destroy on the board Have students identify the second
syllable as containing oi troy Have students repeat the syllable then
blend and read the whole word several times Repeat this process with
pounding and ou
Have student pairs work together to practice decoding longer words
with oi and ou Write the following words on the board and ask
student pairs to copy them onto index cards or sheets of paper Say
each word Circle the letters that stand for the ou or the oi sound Then
sort the words by spelling pattern
rejoice annoy crouching underground
growling browning moisture employment
Check each pair for their progress and accuracy
WORD HUNT WORDS WITH oi AND ou IN CONTEXT
Review words with oi and ou Have students search pages 488ndash490 of
Adelinarsquos Whales to find words with oi and ou Ask them to write the
words and circle the letters that spell the oi and ou in each word
Check to see if students have found examples such as outside down
south thousand loud noise sound clouds and out
For each skill below
additional lessons are
provided You can use these
lessons on consecutive days
after teaching the lessons
presented within the week
bull Sequence T3
bull Homographs T8
Additional Resources
To help students build speed
and accuracy with reading
multisyllabic words use the
additional decodable text
on page 23 of the Teacherrsquos
Resource Book
Decodable Text
If students have trouble
figuring out how to
pronounce words that
are homographs such as
bow bou and bow bō
have them look at how the
word is used and try out
each pronunciation and
its related definition in the
context of a sentence Write
She had a pink bow in her
hair on the board and say
I can say bou in the
sentence but a pink
ldquobending of the headrdquo
does not make sense
I can say bō in the
sentence A pink ldquoknot
with loopsrdquo does make
sense This word is
pronounced bō
ConstructiveFeedback
507M
Objective Read with increasing prosody and accuracy at a rate of 102ndash112 WCPM
Materials bull Index cards bull Approaching Practice Book A page 136
WORD AUTOMATICITY
Have students make flashcards for the following words with oi and
ou flower south thousand voices howling wound tower annoy grouch
mound noises cough cowboy pound gown hound voyage frown pouch
Display the cards one at a time and have students say each word Repeat
twice more displaying the words more quickly each time
REPEATED READING
Model reading the Fluency passage in Practice Book A page 136 Tell
students to pay close attention and listen to your tempo Then read
sentences in clusters based on tempo and have students read each cluster
back copying your tempo
During independent reading time have students work with a partner
One student reads aloud while the other repeats each sentence Remind
students to use positive and encouraging phrases when giving feedback
to their partners Circulate and provide constructive feedback Circulate
and provide constructive feedback
TIMED READING
At the end of the week have students do a final timed reading of the
passage on Practice Book A page 136 Students should
begin reading the passage aloud when you say ldquoGordquo
stop reading the passage after one minute when you say ldquoStoprdquo
Keep track of miscues Coach students as needed Help students record
and graph the number of words they read correctly
Vocabulary
Objective Apply vocabulary word meanings
Materials bull Vocabulary Cards bull Student Book Adelinarsquos Whales
VOCABULARY WORDS
Display the Vocabulary Cards for this weekrsquos words dove politicians
snoring massive tangles rumbling and unique Help students locate and
read the vocabulary words in Adelinarsquos Whales Review the definitions
of each word in the Glossary of the Student Book and discuss the
meanings Then have students write their own narratives about whales
using all of these vocabulary words
Approaching Practice Book A page 136
If students read too quickly
or too slowly reread
the passage to them at
the correct tempo Then
lead the class in a choral
reading so they can follow
you lead in reading at the
appropriate rate Repeat
the choral reading as
necessary
ConstructiveFeedback
Adelinarsquos Whales 507N
Vocabulary
Approaching Level Options
Review last weekrsquos words
(electrical globe fuels
decayed) and this weekrsquos
words (rumbling snoring
unique dove massive
tangles politicians) Have
students write a synonym for
each word
Objective Use homographs
DICTIONARY HOMOGRAPHS
Have students create simple crossword puzzles using Vocabulary and
Spelling Words Make sure they include at least two homographs (wound
dove) and write the definitions of the homographs as clues They may use
a dictionary to help them if necessary
Comprehension
Objective Identify sequence
Materials bull Student Book ldquoA Whale of a Triprdquo bull Transparencies 19a and 19b
STRATEGYANALYZE TEXT STRUCTURE
Remind students that recognizing how a text is organized can help them
to identify the sequence of story events
SKILLSEQUENCE
ExplainModel
Authors sometimes use signal words such as first next and last to help
readers recognize the sequence of events in a story
Authors of history texts or how-to articles typically use chronological
order to organize their texts
Display Transparencies 19a and 19b Reread the first pages Ask a
volunteer to identify what the narrator saw first and identify the signal
words
Think Aloud As I read I learn that many things are happening It helps to
recognize sequence words to help summarize what is happening in the
story so I can better understand it
PracticeApply
Invite students to retell the story considering the sequence of events Ask
the following questions
Before going on the trip do you think the narrator expected the whale
would be as big as it turned out to be
What was the first thing Matty told people on the whale-watching trip
Why are birds often seen in areas where whales are present
Student Book or Transparencies 19a and 19b
by Kristin Gold
Retelling Have students
retell the sequence of
events in ldquoA Whale of a
Triprdquo by drawing them Ask
students to choose one
event from the book they
would like to retell Have
students draw the scene
and write one sentence
describing it After the
students have finished
hang the drawings on the
board Then as a class put
the pictures in the order
of events that the story
follows
507O
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Saving the Whales
PREVIEW AND PREDICT
Have students read the title look at the images and preview the first
chapter Have students make predictions about what they will read and
set a purpose for reading
VOCABULARY WORDS
Review the vocabulary words as needed As you read together discuss
how context clues can help you figure out word meanings
STRATEGYANALYZE TEXT STRUCTURE
Remind students that recognizing how a text is organized can help
them better understand the textrsquos important ideas and the authorrsquos
purpose
SKILLSEQUENCE
Remind students to pay attention to the way the selection is organized
and the order in which events occur Read Chapter 2 with students
Think Aloud In the first chapter I learn that in the past there were whale
hunters in all parts of the world Now there are laws to protect whales
from hunters but whales are still being killed in other ways I need to
remember this information for my Sequence Chart
READ AND RESPOND
Finish reading Saving the Whales with students Discuss the following
If the plants that the krill eat die and then the krill die ask students
what will happen next in the food chain
Ask them what happened after Keiko the whale was set free
Work with students to review and revise their Sequence Charts Help
students paraphrase the important ideas in each chapter
MAKE CONNECTIONS ACROSS TEXTS
Invite students to compare Adelinarsquos Whales and Saving the Whales
Have students identify which selection is organized into chapters Ask
them why this format is better for this selection
Have students explain how reading Saving the Whales helps them better
understand the information and events in Adelinarsquos Whales
Leveled Reader
Adelinarsquos Whales 507P
Leveled Reader LessonVocabulary
On Level Options
Student Book
Limericks
On Level Practice Book O page 136
As I read I will pay attention to tempo and match the action in the story
Did you know that whales talk to each other Whales
10 make sounds for different reasons Some sounds are used to
20 locate calves Others are used to find mates Whales even use
31 sounds to warn other pod members that a predator is around
42 Toothed whales click and whistle in order to locate food
52 Baleen whales make knocking moaning snoring and
59 rumbling noises Humpback whales sing but not during
67 feeding season They save their tunes for the warmer waters
77 where they spend their breeding season Some scientists
85 believe they are singing love songs Other scientists think
94 they are sending out threats like ldquoGo awayrdquo We may never
105 know exactly why whales sing
110 Some humpback whales swim up to the surface and take
120 a few breaths Then they dive under the water and start to
132 sing They do not move when they sing Their underwater
142 songs can be heard for miles Sometimes they sing for a half
154 hour without stopping 157
Comprehension Check
1 What actions does a humpback whale take when it sings Sequence
2 Why might a whale need to communicate with another whale Draw Conclusions
Words Read ndash Number of Errors = Words
Correct Score
First Read ndash =
Second Read ndash =
A humpback whale swims to the surface and takes a few breaths Then the whale dives under the water to sing The whale does not move when singing
Whales might need to communicate with other whales to warn them about predators to find mates or to locate their calves
Objective Apply vocabulary words and homographs
Materials bull Vocabulary Cards bull Dictionary
VOCABULARY WORDS
Tell students that they will play a word-definition game Display half of
the Vocabulary Cards Have the first team use a dictionary to help create
two different definitions for each displayed word One should be the
correct definition and the other should be incorrect Then have students
write each pair of definitions on the board The second team chooses
the definition they think is correct They get one point for each correct
answer The team with the most points wins
DICTIONARY HOMOGRAPHS
Remind students that homographs are spelled alike but have different
meanings so they have separate dictionary entries Have students use the
adjective fine in a sentence Then challenge them to use the homograph
fine (money paid) in another sentence Repeat with the word content
Literary Elements
Objective Read poems to identify literary elements
Materials bull Poetry books and resources with limericks bull Student Book ldquoLimericksrdquo
METER AND RHYME SCHEME
Discuss the use of meter and rhyme in each limerick on Student Book
pages 504ndash505 Then have students look through poetry books and other
resources to locate limericks Ask students to discuss the meter and rhyme
scheme in the limericks
Objective Read fluently with appropriate prosody at a rate of 102ndash136 WCPM
Materials bull On Level Practice Book O p 136
REPEATED READING
Model reading the passage on page 136 of Practice Book O Remind
students to pay attention to the tempo to see if it matches the action of
the story Then read one sentence at a time having students echo-read
the sentence back imitating your pace Echo-read through the entire
passage again speeding up to reflect each part of the selection During
independent reading time partners take turns reading
Timed Reading Have students read the passage and record their rates
507Q
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Looking at Whales
PREVIEW AND PREDICT
Have students preview Looking at Whales
Ask students to write down any questions they have about the
selection
Ask if they think this book will be the story of one whale or about
many whales
SKILLSEQUENCE
The sequence is the order in which events happen Signal words such
as before after and then often help to indicate the sequence of events
Explain that students will fill in this information in Sequence Charts
READ AND RESPOND
Read Chapter 1 Pause to discuss how the information in the chapter
is presented At the end of Chapter 2 fill in the Sequence Chart Have
students discuss the sequencing of information including how the word
then helped them understand the information about humpback whales
singing
VOCABULARY WORDS
As they read Looking at Whales ask students to point out vocabulary
words as they appear Then have students discuss how each word is used
Ask Are blue whales massive or small
MAKE CONNECTIONS ACROSS TEXTS
Invite students to draw connections between Looking at Whales and
Adelinarsquos Whales
Ask students to use chronological order words to summarize the
information they learned in Looking at Whales
Ask students if they think Adelina would know most of the information
in Looking at Whales
ELLLeveled Reader
Go to pages
507Undash507V
Leveled Reader
Adelinarsquos Whales 507R
Vocabulary
Beyond Practice Book B page 136
Beyond Level Options
Objective Apply vocabulary words in writing
EXTEND VOCABULARY
Ask students to write a nonfiction piece about a whale Have them use
all of the vocabulary words from this weekrsquos selection and as many words
from this unitrsquos previous weeks as possible
Invite them to edit their essays or a partnerrsquos essay Remind them to check
the spelling and usage of each word
Literary Elements
Objective Use meter and rhyme to write a limerick
Materials bull Student Book ldquoLimericksrdquo
bull Poetry books with limericks bull Nonfiction books about whales
METER AND RHYME SCHEME
Use limericks to point out that meter and rhyme scheme can add to a
readerrsquos enjoyment of a poem Ask How does the use of meter and
rhyme scheme make these limericks more fun to read
Have students read limericks and note the use of meter and rhyme
scheme Then have them read information about whales or use what they
have already learned to write their own limerick about whales
Objective Read fluently with appropriate prosody at a rate of 112ndash136 WCPM
Materials bull Beyond Practice Book B p 136
REPEATED READING
Work with students to begin marking up the Fluency passage on page 136
of Practice Book B Remind them to pay attention to the tempo Then
read one sentence at a time having students echo-read the sentence
back imitating your pace Echo-read through the entire passage again
speeding up to reflect each part of the selection
During independent reading time partners can take turns reading the
passage they have practiced reading aloud Remind students to pay
attention to one anotherrsquos tempo and discuss how different actions in the
passage change the tempo or mood
Timed Reading Have students read the passage and record their reading
rate
Student Book
Limericks
Read Aloud Review meter
and rhyme scheme Then
reread a limerick aloud
Say Listen for the meter and
rhyme scheme of the poem
Then tell students you will
read the poem once more
together Let them know
that this time they should
clap along to the rhythm of
the poem Read the poem
chorally and clap out the
rhythm together
507S
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Gray Whales
PREVIEW AND PREDICT
Have students preview Gray Whales predict what it is about and set a
purpose for reading
SKILLSEQUENCE
Ask a volunteer to explain what the terms text structure and sequence
mean Have another volunteer explain why identifying the text structure
or sequence of events is important for understanding a selection
Explain that students will read Looking at Whales together and fill in
information about order in Sequence Charts
READ AND RESPOND
As students read they should identify the order of events in the selection
and fill in their Sequence Charts Discuss with the group how the story
would change if the sequence of events were different
VOCABULARY WORDS
Have students pay attention to vocabulary words as they come up Ask
students to provide definitions as needed Ask What do whales sometimes
get tangled in
Self-Selected Reading
Objective Read independently to identify the sequence of a text
Materials bull Leveled Readers or informational trade books at studentsrsquo reading level
READ TO IDENTIFY SEQUENCE
Invite students to use their personal interests to choose a nonfiction book
for independent reading Have students read their books and take notes
on the selectionrsquos sequence in their response journals
After reading have students compare the order in which the information
was presented in the book they chose to one of the selections they read
during this weekrsquos lessons Ask Which selection presented information in the
more interesting way Which selection taught you the most about the topic
Leveled Reader
Adelinarsquos Whales 507T
Academic Language Used in Whole Group Instruction
ContentTheme Words SkillStrategy Words WritingGrammar Words
ocean (p484)
aquarium (p 484)
whales (p 484)
mammals (p 484)
gills (p 484)
lungs (p 484)
legend (p 485)
pod (p 505)
homograph (p 484)
photo essay (p 486)
analyze text structure (p 485A)
sequence (p 485A)
limerick (p 504)
meter (p 504)
rhyme scheme (p 504)
voice (p 506)
point of view (p 506)
opinion (p 506)
audience (p 507B)
possessive pronouns (p 507I)
ownership (p 507I)
stand-alone possessive pronoun
(p 507I)
Academic LanguageThroughout the week the English language learners will need help in
building their understanding of the academic language used in daily
instruction and assessment instruments The following strategies will help
to increase their language proficiency and comprehension of content and
instructional words
Strategies to Reinforce Academic Language
Use Context Academic Language (see chart below)
should be explained in the context of the task during
Whole Group Use gestures expressions and visuals to
support meaning
Use Visuals Use charts transparencies and graphic
organizers to explain key labels to help students
understand classroom language
Model Demonstrate the task using academic language in
order for students to understand instruction
English Language Learners
Oral Language For
additional language
support and oral vocabulary
development use the lesson
at www macmillanmhcom
507U
ELL Leveled ReaderELL Leveled Reader Lesson Objectivebull To apply vocabulary and
comprehension skills
Materials
bull ELL Leveled Reader
DAY 1 bull Academic Language
bull Oral Language and Vocabulary Review
DAY 2 bull Academic Language
bull ELL Leveled Reader
DAY 3 bull Academic Language
bull ELL Leveled Reader
DAY 4 bull Academic Language
bull ELL Leveled Reader
DAY 5 bull Academic Language
bull ELL Leveled Reader Comprehension Check and Literacy Activities
ELL Teacherrsquos Guide
for students who need
additional instruction
DEVELOP ORAL LANGUAGE
Build Background Write the word whales on
the board and have students share what they
know What do whales look like What do they eat
How do they communicate List key points Then
do a brief picture walk of the book to add on to
the list
Review Vocabulary Write the vocabulary and story support words
and discuss the meanings Use each word in a sentence Clarify the two
meanings of schools and dove Schools of fish are large groups of fish not
where fish go to learn Who can use ldquoschools of fishrdquo in a sentence
PREVIEW AND PREDICT
Point to the cover photograph and read the title aloud What are we going
to read about Have students brainstorm a list of questions about facts
they would like to learn from this book
Set a Purpose for Reading Show the Sequence Chart and remind students
they have used it before Ask them to use a similar chart to identify the
sequence of events as they are presented in the book
Choose from among the differentiated strategies below to support
studentsrsquo reading at all stages of language acquisition
Beginning
Shared Reading As you
read model analyzing text
structure by identifying key
information about whales
Number the facts to explain
sequence Model filling in
the chart
Intermediate
Read Together Read the
first chapter Help students
analyze text structure by
numbering and recording
key information Take turns
reading with students Ask
them to identify events in
sequence as they read
Advanced
Independent Reading
Have students read the story
After reading each day ask
them to work with a partner
to analyze text structure and
identify events in sequence
Encourage them to use the
new vocabulary
Remind students to use the vocabulary and story words in their whole
group activities
The WorldThe Worldofof
WhalesWhalesby Dina Anastasio
Informational Nonfiction
Adelinarsquos Whales 507V
- Grade 4
-
- Unit 1
- Unit 2
- Unit 3
- Unit 4
-
- Planning the Unit
- Using the Student Book
-
- Dear Mrs LaRue
-
- Puppy Trouble
- Dear Mrs LaRue
- Dog Amazes Scientists
- Writerrsquos Craft Write About Solving a Problem
- Small Group Pages
-
- The Blind Hunter
-
- Through Elizabethrsquos Eyes
- The Blind Hunter
- Make Life Easier For Everybody
- Writerrsquos Craft Write Directions
- Small Group Pages
-
- The Power of Oil
-
- Clean as a Breeze
- The Power of Oil
- Windmills on the Prairies
- Writing Frictional Narrative Write to a Prompt
- Small Group Pages
-
- Adelinarsquos Whales
-
- A Whale of a Trip
- Adelinarsquos Whales
- Limericks
- Writerrsquos Craft Share Your Point of View
- Small Group Pages
-
- At Home in the Coral Reef
-
- Coral Reefs
- At Home in the Coral Reef
- Poseidon and the Kingdom of Atlantis
- Writerrsquos Craft Write about a Community Project
- Small Group Pages
-
- Test Strategy Author and Me
-
- Wrapping Up the Unit
- Additional Lessons and Resources
-
- Unit 5
- Unit 6
-
5 Day Spelling
Words with oi and ouSpelling
Pretest Word Sorts
Spelling Practice Book pages 115ndash116 Spelling Practice Book page 117
Dictation Sentences 1 A daisy is a flower
2 We heard voices outside
3 The princess hid in the tower
4 We dumped a mound of dirt
5 I read a story about a cowboy
6 Her wedding gown was beautiful
7 You frown when you are not happy
8 We drove south to Florida
9 Why are the dogs howling
10 It will annoy Mike if you keep interrupting him
11 The car made noises yesterday
12 My kitten weighs about a pound
13 The hound followed the scent
14 Put your money in the pouch
15 We collected a thousand cans
16 I wound the rope around the tree
17 Irsquom a grouch when Irsquom tired
18 I felt fine but I still had a cough
19 Irsquove grown two inches in a year
20 They took a voyage to China
ReviewChallenge Words 1 I ate a peanut butter cookie
2 Use the zoom on your camera
3 The new mall is huge
4 During a drought we canrsquot water the grass
5 We took the bus downtown
Words in bold are from the main selection
flower south thousand
voices howling wound
tower annoy grouch
mound noises cough
cowboy pound grown
gown hound voyage
frown pouch
Review cookie zoom huge
Challenge drought downtown
ASSESS PRIOR KNOWLEDGE
Using the Dictation Sentences say
the underlined word Read the
sentence and repeat the word
Have students write the words on
Spelling Practice Book page 115
For a modified list use the first 12
Spelling Words and the 3 Review
Words For a more challenging list
use Spelling Words 3ndash20 and the
2 Challenge Words Have students
correct their own tests
Have students cut apart the Spelling
Word Cards BLM on Teacherrsquos
Resource Book page 84 and figure
out a way to sort them Have them
save the cards for use throughout
the week
Use Spelling Practice Book page 116
for more practice with this weekrsquos
Spelling Words
For Leveled Word Lists go to
wwwmacmillanmhcom
TEACHER AND STUDENT SORTS
Review the Spelling Words
pointing out the oi or ou
sound in most words
Use the cards on the Spelling Word
Cards BLM Attach the key words
south flower noises and annoy to a
bulletin board Model how to sort
the words according to their vowel
sounds and spellings Have students
take turns choosing cards sorting
them and explaining how they
sorted them
When students have finished the
sort discuss any oddballs that do
not fit in any category (grown
cough) Point out that wound is a
homograph Then invite students to
do an open sort in which they sort
all the Spelling Words any way they
wish for example by rhyme or by
consonant blends Discuss studentsrsquo
methods of sorting
507G
SYNONYMS
Write the following list of words
on the board Have students copy
the words into their word study
notebooks and write the Spelling
Word that is a synonym for each
1 pile (mound)
2 scowl (frown)
3 trip (voyage)
4 crying (howling)
5 dress (gown)
Challenge students to identify
three Spelling Words that can be
used as both a noun and a verb
Have them write sentences for
both usages
Have partners write a sentence
for each Spelling Word leaving
a blank space where the word
should go They can exchange
papers and fill in the blanks
SPIRAL REVIEW
Review words with ū uuml and u
Write cookie zoom and huge on
the board Have students identify
the spelling of the ū uuml or u
sound in each word
PROOFREAD AND WRITE
Write these sentences on the
board including the misspelled
words Ask students to proofread
circling incorrect spellings and
writing the correct spellings
1 My lizard has grone and she
gained two pownds (grown
pounds)
2 My cogh is starting to annoi
me (cough annoy)
3 The noyses in the hall were
houling dogs (noises howling)
4 A thowsand voyces were
singing (thousand voices)
POSTTEST
Use the Dictation Sentences on
page 507G for the Posttest
If students have difficulty with any
words in the lesson have students
place them in a list entitled
Spelling Words I Want to Remember
in a word study notebook
Challenge students to look for
words that have the same vowel
patterns they studied this week
Spelling
Word Meanings Review and Proofread Assess and Reteach
Spelling Practice Book page 118 Spelling Practice Book page 119 Spelling Practice Book page 120
Adelinarsquos Whales 507H
5 Day Grammar
Possessive Pronouns
INTRODUCE POSSESSIVE
PRONOUNS
Present the following
A possessive pronoun shows
ownership
A possessive pronoun takes
the place of a possessive noun
Possessive pronouns never have
an apostrophe my your his her
its our and their
Possessive pronouns must match
the nouns they replace in both
number and gender Give the
pass to Armita Give the pass to
her This is Dillon and Leighrsquos car
This is their car
REVIEW POSSESSIVE PRONOUNS
Discuss with students how to
recognize possessive pronouns
INTRODUCE STAND-ALONE
POSSESSIVE PRONOUNS
Present the following
A stand-alone possessive
pronoun is not used directly
before a noun
Most stand-alone possessive
pronouns are formed by adding
s to the pronoun that is used
before a noun These pronouns
are yours hers ours theirs and
mine This report is ours That one
is yours
His and its are the same when
used as stand-alones or before
a noun His shirt was brown The
shirt was his
Grammar
Daily Language ActivitiesUse these activities to introduce each dayrsquos lesson Write the dayrsquos activity on the board or use Transparency 19
DAY 1Adelinas favorite time of year was when the whales visited she Her and her grandfather watch for them every day (1 Adelinarsquos 2 her 3 She and)
DAY 2Her grandfather knowed about whales too Him was the one who had the first friendly visit with whales (1 knew 2 He)
DAY 3Every Fisherman takes their rod on the boat They pull in his lines if a whale come close (1 fisherman 2 his rod 3 their lines 4 comes)
DAY 4The camera on Adelinas lap is herrsquos She is taking a voiage to cownt whales (1 Adelinarsquos 2 hers 3 voyage 4 count)
DAY 5Thowsands of people come to see the whales They act as though it is not mine town but theirrsquos (1 Thousands 2 my 3 theirs)
Introduce the Concept Teach the Concept
Possessive Pronouns
Write on the board This
pencil belongs to Sheila
It is pencil Model
how to choose the correct
pronoun in the second
sentence Create more
sentences using other
studentsrsquo names and your
name to practice all the
pronouns
Grammar Practice Book page 115
See Grammar Transparency 91 for modeling and guided practice
Grammar Practice Book page 116
See Grammar Transparency 92 for modeling and guided practice
507I
REVIEW POSSESSIVE PRONOUNS
Review how to identify possessive
pronouns
MECHANICS AND USAGE
POSSESSIVE NOUNS AND
PRONOUNS
Possessive nouns are formed with
apostrophes teachersrsquo books
Most possessive pronouns that
are used before a noun are not
formed with s her book his car
The exception is its
Possessive stand-alone pronouns
are formed without apostrophes
Except for mine the last letter is
always s It is yours
All possessive pronouns should
agree in number and gender
with the nouns they replace
REVIEW TYPES OF POSSESSIVE
PRONOUNS
Ask students to explain the
differences between regular and
stand-alone possessive pronouns
PROOFREAD
Have students correct errors in the
following sentences
1 That whale is Renas favorite
and this one is mine favorite
(Renarsquos my)
2 Each boy should take their seat
while the whales are close (his
seat)
3 This book about whales is my
(mine)
4 Which is the better picture of a
whalemdashMiguels or herrsquos
(Miguelrsquos hers)
ASSESS
Use page 119 of the Grammar
Practice Book for assessment
RETEACH
Have students create sentences
using possessives pronouns
After checking for accuracy have
students write the sentences
again this time leaving a blank
where the pronoun should be
Students should trade papers
with a partner and try to fill in the
blanks They can then check their
own work
Also use page 120 of the Grammar
Practice Book for reteaching
Grammar
Review and Practice Review and Proofread Assess and Reteach
Grammar Practice Book page 117
See Grammar Transparency 93 for modeling and guided practice
Grammar Practice Book page 118
See Grammar Transparency 94 for modeling and guided practice
Circle the letter before the possessive pronoun that correctlycompletes each sentence
1 Adelinarsquos village was small and main street had only a few houses
a his b our c its d their
2 The whales came to Mexico to have young
a their b your c my d her
3 Although fi rst visit to La Laguna was in June this yearIrsquom going in January
a hisrsquos b theirs c my d her
4 Adelina knows the ocean very well because whole family works on the water
a my b their c our d her
5 Pachico made a sign for his business and letters are large and easy to read
a hers b their c its d my
Grammar Practice Book pages 119ndash120
See Grammar Transparency 95 for modeling and guided practice
Adelinarsquos Whales 507J
En
d-o
f-W
ee
k A
sse
ssm
en
t
ELL Practice and
Assessment 122ndash123
Fluency Assessment
Weekly Assessment 237ndash244
Administer the Test Weekly Reading Assessment Passage and questions pages 237ndash244
ASSESSED SKILLS
bull Sequence
bull Vocabulary Words
bull Dictionary Homographs
bull Possessive Pronouns
bull Words with oi and ou
Administer the Weekly Assessment online
or on CD-ROM
FluencyAssess fluency for one group of students per week
Use the Oral Fluency Record Sheet to track the number
of words read correctly Fluency goal for all students
102ndash122 words correct per minute (WCPM)
Approaching Level Weeks 1 3 5
On Level Weeks 2 4
Beyond Level Week 6
Alternative Assessmentbull ELL Assessment pages 122ndash123
Assessment Tool
507K507K
Diagnose Prescribe
En
d-o
f-We
ek
Asse
ssme
nt
VOCABULARY WORDS
VOCABULARY STRATEGY
Dictionary Homographs
Items 1 2 3 4
IF
0ndash2 items correct
THEN
Reteach skills using the Additional
Lessons page T8
Reteach skills Go to
wwwmacmillanmhcom
Vocabulary PuzzleMaker
Evaluate for Intervention
COMPREHENSION
Skill Sequence
Items 5 6 7 8
0ndash2 items correct Reteach skills using the Additional
Lessons page T3
Evaluate for Intervention
GRAMMAR
Possessive Pronouns
Items 9 10 11
0ndash1 items correct Reteach skills Grammar Practice Book
page 120
SPELLING
Words with oi and ou
Items 12 13 14
0ndash1 items correct Reteach skills Go to
wwwmacmillanmhcom
FLUENCY 98ndash101 WCPM
0ndash97 WCPM
Fluency Solutions
Evaluate for Intervention
Diagnose Prescribe
To place students
in the Intervention
Program use
the Diagnostic
Assessment in the
Intervention Teacherrsquos
Edition
TriumphsAN INTERVENTION PROGRAM
R E A D I N G
Adelinarsquos Whales 507L
Phonics
Approaching Level Options
Objective Decode words with oi and ou
Materials bull Student Book Adelinarsquos Whales
WORDS WITH oi AND ou
ExplainModel
Remind students that the letters oi and oy together usually stand for
oi as in coil and joy The letters ou as in house and ow as in cow usually
stand for ou However ow can also stand for o as in snow
Write the letters t o y on the board Say the sounds that the letters
stand for t oi Then blend the sounds toi Say the word with me toy
Repeat this process with oi and boil
Write the letters t o w n on the board Say the sounds that the letters
stand for t ou n Then blend the sounds toun Say the word with
me town Repeat this process with ou and house
Ask students to provide their own examples of words with oi and ou
Listen and provide constructive feedback
MULTISYLLABIC WORDS WITH oi AND ou
Write the word destroy on the board Have students identify the second
syllable as containing oi troy Have students repeat the syllable then
blend and read the whole word several times Repeat this process with
pounding and ou
Have student pairs work together to practice decoding longer words
with oi and ou Write the following words on the board and ask
student pairs to copy them onto index cards or sheets of paper Say
each word Circle the letters that stand for the ou or the oi sound Then
sort the words by spelling pattern
rejoice annoy crouching underground
growling browning moisture employment
Check each pair for their progress and accuracy
WORD HUNT WORDS WITH oi AND ou IN CONTEXT
Review words with oi and ou Have students search pages 488ndash490 of
Adelinarsquos Whales to find words with oi and ou Ask them to write the
words and circle the letters that spell the oi and ou in each word
Check to see if students have found examples such as outside down
south thousand loud noise sound clouds and out
For each skill below
additional lessons are
provided You can use these
lessons on consecutive days
after teaching the lessons
presented within the week
bull Sequence T3
bull Homographs T8
Additional Resources
To help students build speed
and accuracy with reading
multisyllabic words use the
additional decodable text
on page 23 of the Teacherrsquos
Resource Book
Decodable Text
If students have trouble
figuring out how to
pronounce words that
are homographs such as
bow bou and bow bō
have them look at how the
word is used and try out
each pronunciation and
its related definition in the
context of a sentence Write
She had a pink bow in her
hair on the board and say
I can say bou in the
sentence but a pink
ldquobending of the headrdquo
does not make sense
I can say bō in the
sentence A pink ldquoknot
with loopsrdquo does make
sense This word is
pronounced bō
ConstructiveFeedback
507M
Objective Read with increasing prosody and accuracy at a rate of 102ndash112 WCPM
Materials bull Index cards bull Approaching Practice Book A page 136
WORD AUTOMATICITY
Have students make flashcards for the following words with oi and
ou flower south thousand voices howling wound tower annoy grouch
mound noises cough cowboy pound gown hound voyage frown pouch
Display the cards one at a time and have students say each word Repeat
twice more displaying the words more quickly each time
REPEATED READING
Model reading the Fluency passage in Practice Book A page 136 Tell
students to pay close attention and listen to your tempo Then read
sentences in clusters based on tempo and have students read each cluster
back copying your tempo
During independent reading time have students work with a partner
One student reads aloud while the other repeats each sentence Remind
students to use positive and encouraging phrases when giving feedback
to their partners Circulate and provide constructive feedback Circulate
and provide constructive feedback
TIMED READING
At the end of the week have students do a final timed reading of the
passage on Practice Book A page 136 Students should
begin reading the passage aloud when you say ldquoGordquo
stop reading the passage after one minute when you say ldquoStoprdquo
Keep track of miscues Coach students as needed Help students record
and graph the number of words they read correctly
Vocabulary
Objective Apply vocabulary word meanings
Materials bull Vocabulary Cards bull Student Book Adelinarsquos Whales
VOCABULARY WORDS
Display the Vocabulary Cards for this weekrsquos words dove politicians
snoring massive tangles rumbling and unique Help students locate and
read the vocabulary words in Adelinarsquos Whales Review the definitions
of each word in the Glossary of the Student Book and discuss the
meanings Then have students write their own narratives about whales
using all of these vocabulary words
Approaching Practice Book A page 136
If students read too quickly
or too slowly reread
the passage to them at
the correct tempo Then
lead the class in a choral
reading so they can follow
you lead in reading at the
appropriate rate Repeat
the choral reading as
necessary
ConstructiveFeedback
Adelinarsquos Whales 507N
Vocabulary
Approaching Level Options
Review last weekrsquos words
(electrical globe fuels
decayed) and this weekrsquos
words (rumbling snoring
unique dove massive
tangles politicians) Have
students write a synonym for
each word
Objective Use homographs
DICTIONARY HOMOGRAPHS
Have students create simple crossword puzzles using Vocabulary and
Spelling Words Make sure they include at least two homographs (wound
dove) and write the definitions of the homographs as clues They may use
a dictionary to help them if necessary
Comprehension
Objective Identify sequence
Materials bull Student Book ldquoA Whale of a Triprdquo bull Transparencies 19a and 19b
STRATEGYANALYZE TEXT STRUCTURE
Remind students that recognizing how a text is organized can help them
to identify the sequence of story events
SKILLSEQUENCE
ExplainModel
Authors sometimes use signal words such as first next and last to help
readers recognize the sequence of events in a story
Authors of history texts or how-to articles typically use chronological
order to organize their texts
Display Transparencies 19a and 19b Reread the first pages Ask a
volunteer to identify what the narrator saw first and identify the signal
words
Think Aloud As I read I learn that many things are happening It helps to
recognize sequence words to help summarize what is happening in the
story so I can better understand it
PracticeApply
Invite students to retell the story considering the sequence of events Ask
the following questions
Before going on the trip do you think the narrator expected the whale
would be as big as it turned out to be
What was the first thing Matty told people on the whale-watching trip
Why are birds often seen in areas where whales are present
Student Book or Transparencies 19a and 19b
by Kristin Gold
Retelling Have students
retell the sequence of
events in ldquoA Whale of a
Triprdquo by drawing them Ask
students to choose one
event from the book they
would like to retell Have
students draw the scene
and write one sentence
describing it After the
students have finished
hang the drawings on the
board Then as a class put
the pictures in the order
of events that the story
follows
507O
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Saving the Whales
PREVIEW AND PREDICT
Have students read the title look at the images and preview the first
chapter Have students make predictions about what they will read and
set a purpose for reading
VOCABULARY WORDS
Review the vocabulary words as needed As you read together discuss
how context clues can help you figure out word meanings
STRATEGYANALYZE TEXT STRUCTURE
Remind students that recognizing how a text is organized can help
them better understand the textrsquos important ideas and the authorrsquos
purpose
SKILLSEQUENCE
Remind students to pay attention to the way the selection is organized
and the order in which events occur Read Chapter 2 with students
Think Aloud In the first chapter I learn that in the past there were whale
hunters in all parts of the world Now there are laws to protect whales
from hunters but whales are still being killed in other ways I need to
remember this information for my Sequence Chart
READ AND RESPOND
Finish reading Saving the Whales with students Discuss the following
If the plants that the krill eat die and then the krill die ask students
what will happen next in the food chain
Ask them what happened after Keiko the whale was set free
Work with students to review and revise their Sequence Charts Help
students paraphrase the important ideas in each chapter
MAKE CONNECTIONS ACROSS TEXTS
Invite students to compare Adelinarsquos Whales and Saving the Whales
Have students identify which selection is organized into chapters Ask
them why this format is better for this selection
Have students explain how reading Saving the Whales helps them better
understand the information and events in Adelinarsquos Whales
Leveled Reader
Adelinarsquos Whales 507P
Leveled Reader LessonVocabulary
On Level Options
Student Book
Limericks
On Level Practice Book O page 136
As I read I will pay attention to tempo and match the action in the story
Did you know that whales talk to each other Whales
10 make sounds for different reasons Some sounds are used to
20 locate calves Others are used to find mates Whales even use
31 sounds to warn other pod members that a predator is around
42 Toothed whales click and whistle in order to locate food
52 Baleen whales make knocking moaning snoring and
59 rumbling noises Humpback whales sing but not during
67 feeding season They save their tunes for the warmer waters
77 where they spend their breeding season Some scientists
85 believe they are singing love songs Other scientists think
94 they are sending out threats like ldquoGo awayrdquo We may never
105 know exactly why whales sing
110 Some humpback whales swim up to the surface and take
120 a few breaths Then they dive under the water and start to
132 sing They do not move when they sing Their underwater
142 songs can be heard for miles Sometimes they sing for a half
154 hour without stopping 157
Comprehension Check
1 What actions does a humpback whale take when it sings Sequence
2 Why might a whale need to communicate with another whale Draw Conclusions
Words Read ndash Number of Errors = Words
Correct Score
First Read ndash =
Second Read ndash =
A humpback whale swims to the surface and takes a few breaths Then the whale dives under the water to sing The whale does not move when singing
Whales might need to communicate with other whales to warn them about predators to find mates or to locate their calves
Objective Apply vocabulary words and homographs
Materials bull Vocabulary Cards bull Dictionary
VOCABULARY WORDS
Tell students that they will play a word-definition game Display half of
the Vocabulary Cards Have the first team use a dictionary to help create
two different definitions for each displayed word One should be the
correct definition and the other should be incorrect Then have students
write each pair of definitions on the board The second team chooses
the definition they think is correct They get one point for each correct
answer The team with the most points wins
DICTIONARY HOMOGRAPHS
Remind students that homographs are spelled alike but have different
meanings so they have separate dictionary entries Have students use the
adjective fine in a sentence Then challenge them to use the homograph
fine (money paid) in another sentence Repeat with the word content
Literary Elements
Objective Read poems to identify literary elements
Materials bull Poetry books and resources with limericks bull Student Book ldquoLimericksrdquo
METER AND RHYME SCHEME
Discuss the use of meter and rhyme in each limerick on Student Book
pages 504ndash505 Then have students look through poetry books and other
resources to locate limericks Ask students to discuss the meter and rhyme
scheme in the limericks
Objective Read fluently with appropriate prosody at a rate of 102ndash136 WCPM
Materials bull On Level Practice Book O p 136
REPEATED READING
Model reading the passage on page 136 of Practice Book O Remind
students to pay attention to the tempo to see if it matches the action of
the story Then read one sentence at a time having students echo-read
the sentence back imitating your pace Echo-read through the entire
passage again speeding up to reflect each part of the selection During
independent reading time partners take turns reading
Timed Reading Have students read the passage and record their rates
507Q
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Looking at Whales
PREVIEW AND PREDICT
Have students preview Looking at Whales
Ask students to write down any questions they have about the
selection
Ask if they think this book will be the story of one whale or about
many whales
SKILLSEQUENCE
The sequence is the order in which events happen Signal words such
as before after and then often help to indicate the sequence of events
Explain that students will fill in this information in Sequence Charts
READ AND RESPOND
Read Chapter 1 Pause to discuss how the information in the chapter
is presented At the end of Chapter 2 fill in the Sequence Chart Have
students discuss the sequencing of information including how the word
then helped them understand the information about humpback whales
singing
VOCABULARY WORDS
As they read Looking at Whales ask students to point out vocabulary
words as they appear Then have students discuss how each word is used
Ask Are blue whales massive or small
MAKE CONNECTIONS ACROSS TEXTS
Invite students to draw connections between Looking at Whales and
Adelinarsquos Whales
Ask students to use chronological order words to summarize the
information they learned in Looking at Whales
Ask students if they think Adelina would know most of the information
in Looking at Whales
ELLLeveled Reader
Go to pages
507Undash507V
Leveled Reader
Adelinarsquos Whales 507R
Vocabulary
Beyond Practice Book B page 136
Beyond Level Options
Objective Apply vocabulary words in writing
EXTEND VOCABULARY
Ask students to write a nonfiction piece about a whale Have them use
all of the vocabulary words from this weekrsquos selection and as many words
from this unitrsquos previous weeks as possible
Invite them to edit their essays or a partnerrsquos essay Remind them to check
the spelling and usage of each word
Literary Elements
Objective Use meter and rhyme to write a limerick
Materials bull Student Book ldquoLimericksrdquo
bull Poetry books with limericks bull Nonfiction books about whales
METER AND RHYME SCHEME
Use limericks to point out that meter and rhyme scheme can add to a
readerrsquos enjoyment of a poem Ask How does the use of meter and
rhyme scheme make these limericks more fun to read
Have students read limericks and note the use of meter and rhyme
scheme Then have them read information about whales or use what they
have already learned to write their own limerick about whales
Objective Read fluently with appropriate prosody at a rate of 112ndash136 WCPM
Materials bull Beyond Practice Book B p 136
REPEATED READING
Work with students to begin marking up the Fluency passage on page 136
of Practice Book B Remind them to pay attention to the tempo Then
read one sentence at a time having students echo-read the sentence
back imitating your pace Echo-read through the entire passage again
speeding up to reflect each part of the selection
During independent reading time partners can take turns reading the
passage they have practiced reading aloud Remind students to pay
attention to one anotherrsquos tempo and discuss how different actions in the
passage change the tempo or mood
Timed Reading Have students read the passage and record their reading
rate
Student Book
Limericks
Read Aloud Review meter
and rhyme scheme Then
reread a limerick aloud
Say Listen for the meter and
rhyme scheme of the poem
Then tell students you will
read the poem once more
together Let them know
that this time they should
clap along to the rhythm of
the poem Read the poem
chorally and clap out the
rhythm together
507S
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Gray Whales
PREVIEW AND PREDICT
Have students preview Gray Whales predict what it is about and set a
purpose for reading
SKILLSEQUENCE
Ask a volunteer to explain what the terms text structure and sequence
mean Have another volunteer explain why identifying the text structure
or sequence of events is important for understanding a selection
Explain that students will read Looking at Whales together and fill in
information about order in Sequence Charts
READ AND RESPOND
As students read they should identify the order of events in the selection
and fill in their Sequence Charts Discuss with the group how the story
would change if the sequence of events were different
VOCABULARY WORDS
Have students pay attention to vocabulary words as they come up Ask
students to provide definitions as needed Ask What do whales sometimes
get tangled in
Self-Selected Reading
Objective Read independently to identify the sequence of a text
Materials bull Leveled Readers or informational trade books at studentsrsquo reading level
READ TO IDENTIFY SEQUENCE
Invite students to use their personal interests to choose a nonfiction book
for independent reading Have students read their books and take notes
on the selectionrsquos sequence in their response journals
After reading have students compare the order in which the information
was presented in the book they chose to one of the selections they read
during this weekrsquos lessons Ask Which selection presented information in the
more interesting way Which selection taught you the most about the topic
Leveled Reader
Adelinarsquos Whales 507T
Academic Language Used in Whole Group Instruction
ContentTheme Words SkillStrategy Words WritingGrammar Words
ocean (p484)
aquarium (p 484)
whales (p 484)
mammals (p 484)
gills (p 484)
lungs (p 484)
legend (p 485)
pod (p 505)
homograph (p 484)
photo essay (p 486)
analyze text structure (p 485A)
sequence (p 485A)
limerick (p 504)
meter (p 504)
rhyme scheme (p 504)
voice (p 506)
point of view (p 506)
opinion (p 506)
audience (p 507B)
possessive pronouns (p 507I)
ownership (p 507I)
stand-alone possessive pronoun
(p 507I)
Academic LanguageThroughout the week the English language learners will need help in
building their understanding of the academic language used in daily
instruction and assessment instruments The following strategies will help
to increase their language proficiency and comprehension of content and
instructional words
Strategies to Reinforce Academic Language
Use Context Academic Language (see chart below)
should be explained in the context of the task during
Whole Group Use gestures expressions and visuals to
support meaning
Use Visuals Use charts transparencies and graphic
organizers to explain key labels to help students
understand classroom language
Model Demonstrate the task using academic language in
order for students to understand instruction
English Language Learners
Oral Language For
additional language
support and oral vocabulary
development use the lesson
at www macmillanmhcom
507U
ELL Leveled ReaderELL Leveled Reader Lesson Objectivebull To apply vocabulary and
comprehension skills
Materials
bull ELL Leveled Reader
DAY 1 bull Academic Language
bull Oral Language and Vocabulary Review
DAY 2 bull Academic Language
bull ELL Leveled Reader
DAY 3 bull Academic Language
bull ELL Leveled Reader
DAY 4 bull Academic Language
bull ELL Leveled Reader
DAY 5 bull Academic Language
bull ELL Leveled Reader Comprehension Check and Literacy Activities
ELL Teacherrsquos Guide
for students who need
additional instruction
DEVELOP ORAL LANGUAGE
Build Background Write the word whales on
the board and have students share what they
know What do whales look like What do they eat
How do they communicate List key points Then
do a brief picture walk of the book to add on to
the list
Review Vocabulary Write the vocabulary and story support words
and discuss the meanings Use each word in a sentence Clarify the two
meanings of schools and dove Schools of fish are large groups of fish not
where fish go to learn Who can use ldquoschools of fishrdquo in a sentence
PREVIEW AND PREDICT
Point to the cover photograph and read the title aloud What are we going
to read about Have students brainstorm a list of questions about facts
they would like to learn from this book
Set a Purpose for Reading Show the Sequence Chart and remind students
they have used it before Ask them to use a similar chart to identify the
sequence of events as they are presented in the book
Choose from among the differentiated strategies below to support
studentsrsquo reading at all stages of language acquisition
Beginning
Shared Reading As you
read model analyzing text
structure by identifying key
information about whales
Number the facts to explain
sequence Model filling in
the chart
Intermediate
Read Together Read the
first chapter Help students
analyze text structure by
numbering and recording
key information Take turns
reading with students Ask
them to identify events in
sequence as they read
Advanced
Independent Reading
Have students read the story
After reading each day ask
them to work with a partner
to analyze text structure and
identify events in sequence
Encourage them to use the
new vocabulary
Remind students to use the vocabulary and story words in their whole
group activities
The WorldThe Worldofof
WhalesWhalesby Dina Anastasio
Informational Nonfiction
Adelinarsquos Whales 507V
- Grade 4
-
- Unit 1
- Unit 2
- Unit 3
- Unit 4
-
- Planning the Unit
- Using the Student Book
-
- Dear Mrs LaRue
-
- Puppy Trouble
- Dear Mrs LaRue
- Dog Amazes Scientists
- Writerrsquos Craft Write About Solving a Problem
- Small Group Pages
-
- The Blind Hunter
-
- Through Elizabethrsquos Eyes
- The Blind Hunter
- Make Life Easier For Everybody
- Writerrsquos Craft Write Directions
- Small Group Pages
-
- The Power of Oil
-
- Clean as a Breeze
- The Power of Oil
- Windmills on the Prairies
- Writing Frictional Narrative Write to a Prompt
- Small Group Pages
-
- Adelinarsquos Whales
-
- A Whale of a Trip
- Adelinarsquos Whales
- Limericks
- Writerrsquos Craft Share Your Point of View
- Small Group Pages
-
- At Home in the Coral Reef
-
- Coral Reefs
- At Home in the Coral Reef
- Poseidon and the Kingdom of Atlantis
- Writerrsquos Craft Write about a Community Project
- Small Group Pages
-
- Test Strategy Author and Me
-
- Wrapping Up the Unit
- Additional Lessons and Resources
-
- Unit 5
- Unit 6
-
SYNONYMS
Write the following list of words
on the board Have students copy
the words into their word study
notebooks and write the Spelling
Word that is a synonym for each
1 pile (mound)
2 scowl (frown)
3 trip (voyage)
4 crying (howling)
5 dress (gown)
Challenge students to identify
three Spelling Words that can be
used as both a noun and a verb
Have them write sentences for
both usages
Have partners write a sentence
for each Spelling Word leaving
a blank space where the word
should go They can exchange
papers and fill in the blanks
SPIRAL REVIEW
Review words with ū uuml and u
Write cookie zoom and huge on
the board Have students identify
the spelling of the ū uuml or u
sound in each word
PROOFREAD AND WRITE
Write these sentences on the
board including the misspelled
words Ask students to proofread
circling incorrect spellings and
writing the correct spellings
1 My lizard has grone and she
gained two pownds (grown
pounds)
2 My cogh is starting to annoi
me (cough annoy)
3 The noyses in the hall were
houling dogs (noises howling)
4 A thowsand voyces were
singing (thousand voices)
POSTTEST
Use the Dictation Sentences on
page 507G for the Posttest
If students have difficulty with any
words in the lesson have students
place them in a list entitled
Spelling Words I Want to Remember
in a word study notebook
Challenge students to look for
words that have the same vowel
patterns they studied this week
Spelling
Word Meanings Review and Proofread Assess and Reteach
Spelling Practice Book page 118 Spelling Practice Book page 119 Spelling Practice Book page 120
Adelinarsquos Whales 507H
5 Day Grammar
Possessive Pronouns
INTRODUCE POSSESSIVE
PRONOUNS
Present the following
A possessive pronoun shows
ownership
A possessive pronoun takes
the place of a possessive noun
Possessive pronouns never have
an apostrophe my your his her
its our and their
Possessive pronouns must match
the nouns they replace in both
number and gender Give the
pass to Armita Give the pass to
her This is Dillon and Leighrsquos car
This is their car
REVIEW POSSESSIVE PRONOUNS
Discuss with students how to
recognize possessive pronouns
INTRODUCE STAND-ALONE
POSSESSIVE PRONOUNS
Present the following
A stand-alone possessive
pronoun is not used directly
before a noun
Most stand-alone possessive
pronouns are formed by adding
s to the pronoun that is used
before a noun These pronouns
are yours hers ours theirs and
mine This report is ours That one
is yours
His and its are the same when
used as stand-alones or before
a noun His shirt was brown The
shirt was his
Grammar
Daily Language ActivitiesUse these activities to introduce each dayrsquos lesson Write the dayrsquos activity on the board or use Transparency 19
DAY 1Adelinas favorite time of year was when the whales visited she Her and her grandfather watch for them every day (1 Adelinarsquos 2 her 3 She and)
DAY 2Her grandfather knowed about whales too Him was the one who had the first friendly visit with whales (1 knew 2 He)
DAY 3Every Fisherman takes their rod on the boat They pull in his lines if a whale come close (1 fisherman 2 his rod 3 their lines 4 comes)
DAY 4The camera on Adelinas lap is herrsquos She is taking a voiage to cownt whales (1 Adelinarsquos 2 hers 3 voyage 4 count)
DAY 5Thowsands of people come to see the whales They act as though it is not mine town but theirrsquos (1 Thousands 2 my 3 theirs)
Introduce the Concept Teach the Concept
Possessive Pronouns
Write on the board This
pencil belongs to Sheila
It is pencil Model
how to choose the correct
pronoun in the second
sentence Create more
sentences using other
studentsrsquo names and your
name to practice all the
pronouns
Grammar Practice Book page 115
See Grammar Transparency 91 for modeling and guided practice
Grammar Practice Book page 116
See Grammar Transparency 92 for modeling and guided practice
507I
REVIEW POSSESSIVE PRONOUNS
Review how to identify possessive
pronouns
MECHANICS AND USAGE
POSSESSIVE NOUNS AND
PRONOUNS
Possessive nouns are formed with
apostrophes teachersrsquo books
Most possessive pronouns that
are used before a noun are not
formed with s her book his car
The exception is its
Possessive stand-alone pronouns
are formed without apostrophes
Except for mine the last letter is
always s It is yours
All possessive pronouns should
agree in number and gender
with the nouns they replace
REVIEW TYPES OF POSSESSIVE
PRONOUNS
Ask students to explain the
differences between regular and
stand-alone possessive pronouns
PROOFREAD
Have students correct errors in the
following sentences
1 That whale is Renas favorite
and this one is mine favorite
(Renarsquos my)
2 Each boy should take their seat
while the whales are close (his
seat)
3 This book about whales is my
(mine)
4 Which is the better picture of a
whalemdashMiguels or herrsquos
(Miguelrsquos hers)
ASSESS
Use page 119 of the Grammar
Practice Book for assessment
RETEACH
Have students create sentences
using possessives pronouns
After checking for accuracy have
students write the sentences
again this time leaving a blank
where the pronoun should be
Students should trade papers
with a partner and try to fill in the
blanks They can then check their
own work
Also use page 120 of the Grammar
Practice Book for reteaching
Grammar
Review and Practice Review and Proofread Assess and Reteach
Grammar Practice Book page 117
See Grammar Transparency 93 for modeling and guided practice
Grammar Practice Book page 118
See Grammar Transparency 94 for modeling and guided practice
Circle the letter before the possessive pronoun that correctlycompletes each sentence
1 Adelinarsquos village was small and main street had only a few houses
a his b our c its d their
2 The whales came to Mexico to have young
a their b your c my d her
3 Although fi rst visit to La Laguna was in June this yearIrsquom going in January
a hisrsquos b theirs c my d her
4 Adelina knows the ocean very well because whole family works on the water
a my b their c our d her
5 Pachico made a sign for his business and letters are large and easy to read
a hers b their c its d my
Grammar Practice Book pages 119ndash120
See Grammar Transparency 95 for modeling and guided practice
Adelinarsquos Whales 507J
En
d-o
f-W
ee
k A
sse
ssm
en
t
ELL Practice and
Assessment 122ndash123
Fluency Assessment
Weekly Assessment 237ndash244
Administer the Test Weekly Reading Assessment Passage and questions pages 237ndash244
ASSESSED SKILLS
bull Sequence
bull Vocabulary Words
bull Dictionary Homographs
bull Possessive Pronouns
bull Words with oi and ou
Administer the Weekly Assessment online
or on CD-ROM
FluencyAssess fluency for one group of students per week
Use the Oral Fluency Record Sheet to track the number
of words read correctly Fluency goal for all students
102ndash122 words correct per minute (WCPM)
Approaching Level Weeks 1 3 5
On Level Weeks 2 4
Beyond Level Week 6
Alternative Assessmentbull ELL Assessment pages 122ndash123
Assessment Tool
507K507K
Diagnose Prescribe
En
d-o
f-We
ek
Asse
ssme
nt
VOCABULARY WORDS
VOCABULARY STRATEGY
Dictionary Homographs
Items 1 2 3 4
IF
0ndash2 items correct
THEN
Reteach skills using the Additional
Lessons page T8
Reteach skills Go to
wwwmacmillanmhcom
Vocabulary PuzzleMaker
Evaluate for Intervention
COMPREHENSION
Skill Sequence
Items 5 6 7 8
0ndash2 items correct Reteach skills using the Additional
Lessons page T3
Evaluate for Intervention
GRAMMAR
Possessive Pronouns
Items 9 10 11
0ndash1 items correct Reteach skills Grammar Practice Book
page 120
SPELLING
Words with oi and ou
Items 12 13 14
0ndash1 items correct Reteach skills Go to
wwwmacmillanmhcom
FLUENCY 98ndash101 WCPM
0ndash97 WCPM
Fluency Solutions
Evaluate for Intervention
Diagnose Prescribe
To place students
in the Intervention
Program use
the Diagnostic
Assessment in the
Intervention Teacherrsquos
Edition
TriumphsAN INTERVENTION PROGRAM
R E A D I N G
Adelinarsquos Whales 507L
Phonics
Approaching Level Options
Objective Decode words with oi and ou
Materials bull Student Book Adelinarsquos Whales
WORDS WITH oi AND ou
ExplainModel
Remind students that the letters oi and oy together usually stand for
oi as in coil and joy The letters ou as in house and ow as in cow usually
stand for ou However ow can also stand for o as in snow
Write the letters t o y on the board Say the sounds that the letters
stand for t oi Then blend the sounds toi Say the word with me toy
Repeat this process with oi and boil
Write the letters t o w n on the board Say the sounds that the letters
stand for t ou n Then blend the sounds toun Say the word with
me town Repeat this process with ou and house
Ask students to provide their own examples of words with oi and ou
Listen and provide constructive feedback
MULTISYLLABIC WORDS WITH oi AND ou
Write the word destroy on the board Have students identify the second
syllable as containing oi troy Have students repeat the syllable then
blend and read the whole word several times Repeat this process with
pounding and ou
Have student pairs work together to practice decoding longer words
with oi and ou Write the following words on the board and ask
student pairs to copy them onto index cards or sheets of paper Say
each word Circle the letters that stand for the ou or the oi sound Then
sort the words by spelling pattern
rejoice annoy crouching underground
growling browning moisture employment
Check each pair for their progress and accuracy
WORD HUNT WORDS WITH oi AND ou IN CONTEXT
Review words with oi and ou Have students search pages 488ndash490 of
Adelinarsquos Whales to find words with oi and ou Ask them to write the
words and circle the letters that spell the oi and ou in each word
Check to see if students have found examples such as outside down
south thousand loud noise sound clouds and out
For each skill below
additional lessons are
provided You can use these
lessons on consecutive days
after teaching the lessons
presented within the week
bull Sequence T3
bull Homographs T8
Additional Resources
To help students build speed
and accuracy with reading
multisyllabic words use the
additional decodable text
on page 23 of the Teacherrsquos
Resource Book
Decodable Text
If students have trouble
figuring out how to
pronounce words that
are homographs such as
bow bou and bow bō
have them look at how the
word is used and try out
each pronunciation and
its related definition in the
context of a sentence Write
She had a pink bow in her
hair on the board and say
I can say bou in the
sentence but a pink
ldquobending of the headrdquo
does not make sense
I can say bō in the
sentence A pink ldquoknot
with loopsrdquo does make
sense This word is
pronounced bō
ConstructiveFeedback
507M
Objective Read with increasing prosody and accuracy at a rate of 102ndash112 WCPM
Materials bull Index cards bull Approaching Practice Book A page 136
WORD AUTOMATICITY
Have students make flashcards for the following words with oi and
ou flower south thousand voices howling wound tower annoy grouch
mound noises cough cowboy pound gown hound voyage frown pouch
Display the cards one at a time and have students say each word Repeat
twice more displaying the words more quickly each time
REPEATED READING
Model reading the Fluency passage in Practice Book A page 136 Tell
students to pay close attention and listen to your tempo Then read
sentences in clusters based on tempo and have students read each cluster
back copying your tempo
During independent reading time have students work with a partner
One student reads aloud while the other repeats each sentence Remind
students to use positive and encouraging phrases when giving feedback
to their partners Circulate and provide constructive feedback Circulate
and provide constructive feedback
TIMED READING
At the end of the week have students do a final timed reading of the
passage on Practice Book A page 136 Students should
begin reading the passage aloud when you say ldquoGordquo
stop reading the passage after one minute when you say ldquoStoprdquo
Keep track of miscues Coach students as needed Help students record
and graph the number of words they read correctly
Vocabulary
Objective Apply vocabulary word meanings
Materials bull Vocabulary Cards bull Student Book Adelinarsquos Whales
VOCABULARY WORDS
Display the Vocabulary Cards for this weekrsquos words dove politicians
snoring massive tangles rumbling and unique Help students locate and
read the vocabulary words in Adelinarsquos Whales Review the definitions
of each word in the Glossary of the Student Book and discuss the
meanings Then have students write their own narratives about whales
using all of these vocabulary words
Approaching Practice Book A page 136
If students read too quickly
or too slowly reread
the passage to them at
the correct tempo Then
lead the class in a choral
reading so they can follow
you lead in reading at the
appropriate rate Repeat
the choral reading as
necessary
ConstructiveFeedback
Adelinarsquos Whales 507N
Vocabulary
Approaching Level Options
Review last weekrsquos words
(electrical globe fuels
decayed) and this weekrsquos
words (rumbling snoring
unique dove massive
tangles politicians) Have
students write a synonym for
each word
Objective Use homographs
DICTIONARY HOMOGRAPHS
Have students create simple crossword puzzles using Vocabulary and
Spelling Words Make sure they include at least two homographs (wound
dove) and write the definitions of the homographs as clues They may use
a dictionary to help them if necessary
Comprehension
Objective Identify sequence
Materials bull Student Book ldquoA Whale of a Triprdquo bull Transparencies 19a and 19b
STRATEGYANALYZE TEXT STRUCTURE
Remind students that recognizing how a text is organized can help them
to identify the sequence of story events
SKILLSEQUENCE
ExplainModel
Authors sometimes use signal words such as first next and last to help
readers recognize the sequence of events in a story
Authors of history texts or how-to articles typically use chronological
order to organize their texts
Display Transparencies 19a and 19b Reread the first pages Ask a
volunteer to identify what the narrator saw first and identify the signal
words
Think Aloud As I read I learn that many things are happening It helps to
recognize sequence words to help summarize what is happening in the
story so I can better understand it
PracticeApply
Invite students to retell the story considering the sequence of events Ask
the following questions
Before going on the trip do you think the narrator expected the whale
would be as big as it turned out to be
What was the first thing Matty told people on the whale-watching trip
Why are birds often seen in areas where whales are present
Student Book or Transparencies 19a and 19b
by Kristin Gold
Retelling Have students
retell the sequence of
events in ldquoA Whale of a
Triprdquo by drawing them Ask
students to choose one
event from the book they
would like to retell Have
students draw the scene
and write one sentence
describing it After the
students have finished
hang the drawings on the
board Then as a class put
the pictures in the order
of events that the story
follows
507O
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Saving the Whales
PREVIEW AND PREDICT
Have students read the title look at the images and preview the first
chapter Have students make predictions about what they will read and
set a purpose for reading
VOCABULARY WORDS
Review the vocabulary words as needed As you read together discuss
how context clues can help you figure out word meanings
STRATEGYANALYZE TEXT STRUCTURE
Remind students that recognizing how a text is organized can help
them better understand the textrsquos important ideas and the authorrsquos
purpose
SKILLSEQUENCE
Remind students to pay attention to the way the selection is organized
and the order in which events occur Read Chapter 2 with students
Think Aloud In the first chapter I learn that in the past there were whale
hunters in all parts of the world Now there are laws to protect whales
from hunters but whales are still being killed in other ways I need to
remember this information for my Sequence Chart
READ AND RESPOND
Finish reading Saving the Whales with students Discuss the following
If the plants that the krill eat die and then the krill die ask students
what will happen next in the food chain
Ask them what happened after Keiko the whale was set free
Work with students to review and revise their Sequence Charts Help
students paraphrase the important ideas in each chapter
MAKE CONNECTIONS ACROSS TEXTS
Invite students to compare Adelinarsquos Whales and Saving the Whales
Have students identify which selection is organized into chapters Ask
them why this format is better for this selection
Have students explain how reading Saving the Whales helps them better
understand the information and events in Adelinarsquos Whales
Leveled Reader
Adelinarsquos Whales 507P
Leveled Reader LessonVocabulary
On Level Options
Student Book
Limericks
On Level Practice Book O page 136
As I read I will pay attention to tempo and match the action in the story
Did you know that whales talk to each other Whales
10 make sounds for different reasons Some sounds are used to
20 locate calves Others are used to find mates Whales even use
31 sounds to warn other pod members that a predator is around
42 Toothed whales click and whistle in order to locate food
52 Baleen whales make knocking moaning snoring and
59 rumbling noises Humpback whales sing but not during
67 feeding season They save their tunes for the warmer waters
77 where they spend their breeding season Some scientists
85 believe they are singing love songs Other scientists think
94 they are sending out threats like ldquoGo awayrdquo We may never
105 know exactly why whales sing
110 Some humpback whales swim up to the surface and take
120 a few breaths Then they dive under the water and start to
132 sing They do not move when they sing Their underwater
142 songs can be heard for miles Sometimes they sing for a half
154 hour without stopping 157
Comprehension Check
1 What actions does a humpback whale take when it sings Sequence
2 Why might a whale need to communicate with another whale Draw Conclusions
Words Read ndash Number of Errors = Words
Correct Score
First Read ndash =
Second Read ndash =
A humpback whale swims to the surface and takes a few breaths Then the whale dives under the water to sing The whale does not move when singing
Whales might need to communicate with other whales to warn them about predators to find mates or to locate their calves
Objective Apply vocabulary words and homographs
Materials bull Vocabulary Cards bull Dictionary
VOCABULARY WORDS
Tell students that they will play a word-definition game Display half of
the Vocabulary Cards Have the first team use a dictionary to help create
two different definitions for each displayed word One should be the
correct definition and the other should be incorrect Then have students
write each pair of definitions on the board The second team chooses
the definition they think is correct They get one point for each correct
answer The team with the most points wins
DICTIONARY HOMOGRAPHS
Remind students that homographs are spelled alike but have different
meanings so they have separate dictionary entries Have students use the
adjective fine in a sentence Then challenge them to use the homograph
fine (money paid) in another sentence Repeat with the word content
Literary Elements
Objective Read poems to identify literary elements
Materials bull Poetry books and resources with limericks bull Student Book ldquoLimericksrdquo
METER AND RHYME SCHEME
Discuss the use of meter and rhyme in each limerick on Student Book
pages 504ndash505 Then have students look through poetry books and other
resources to locate limericks Ask students to discuss the meter and rhyme
scheme in the limericks
Objective Read fluently with appropriate prosody at a rate of 102ndash136 WCPM
Materials bull On Level Practice Book O p 136
REPEATED READING
Model reading the passage on page 136 of Practice Book O Remind
students to pay attention to the tempo to see if it matches the action of
the story Then read one sentence at a time having students echo-read
the sentence back imitating your pace Echo-read through the entire
passage again speeding up to reflect each part of the selection During
independent reading time partners take turns reading
Timed Reading Have students read the passage and record their rates
507Q
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Looking at Whales
PREVIEW AND PREDICT
Have students preview Looking at Whales
Ask students to write down any questions they have about the
selection
Ask if they think this book will be the story of one whale or about
many whales
SKILLSEQUENCE
The sequence is the order in which events happen Signal words such
as before after and then often help to indicate the sequence of events
Explain that students will fill in this information in Sequence Charts
READ AND RESPOND
Read Chapter 1 Pause to discuss how the information in the chapter
is presented At the end of Chapter 2 fill in the Sequence Chart Have
students discuss the sequencing of information including how the word
then helped them understand the information about humpback whales
singing
VOCABULARY WORDS
As they read Looking at Whales ask students to point out vocabulary
words as they appear Then have students discuss how each word is used
Ask Are blue whales massive or small
MAKE CONNECTIONS ACROSS TEXTS
Invite students to draw connections between Looking at Whales and
Adelinarsquos Whales
Ask students to use chronological order words to summarize the
information they learned in Looking at Whales
Ask students if they think Adelina would know most of the information
in Looking at Whales
ELLLeveled Reader
Go to pages
507Undash507V
Leveled Reader
Adelinarsquos Whales 507R
Vocabulary
Beyond Practice Book B page 136
Beyond Level Options
Objective Apply vocabulary words in writing
EXTEND VOCABULARY
Ask students to write a nonfiction piece about a whale Have them use
all of the vocabulary words from this weekrsquos selection and as many words
from this unitrsquos previous weeks as possible
Invite them to edit their essays or a partnerrsquos essay Remind them to check
the spelling and usage of each word
Literary Elements
Objective Use meter and rhyme to write a limerick
Materials bull Student Book ldquoLimericksrdquo
bull Poetry books with limericks bull Nonfiction books about whales
METER AND RHYME SCHEME
Use limericks to point out that meter and rhyme scheme can add to a
readerrsquos enjoyment of a poem Ask How does the use of meter and
rhyme scheme make these limericks more fun to read
Have students read limericks and note the use of meter and rhyme
scheme Then have them read information about whales or use what they
have already learned to write their own limerick about whales
Objective Read fluently with appropriate prosody at a rate of 112ndash136 WCPM
Materials bull Beyond Practice Book B p 136
REPEATED READING
Work with students to begin marking up the Fluency passage on page 136
of Practice Book B Remind them to pay attention to the tempo Then
read one sentence at a time having students echo-read the sentence
back imitating your pace Echo-read through the entire passage again
speeding up to reflect each part of the selection
During independent reading time partners can take turns reading the
passage they have practiced reading aloud Remind students to pay
attention to one anotherrsquos tempo and discuss how different actions in the
passage change the tempo or mood
Timed Reading Have students read the passage and record their reading
rate
Student Book
Limericks
Read Aloud Review meter
and rhyme scheme Then
reread a limerick aloud
Say Listen for the meter and
rhyme scheme of the poem
Then tell students you will
read the poem once more
together Let them know
that this time they should
clap along to the rhythm of
the poem Read the poem
chorally and clap out the
rhythm together
507S
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Gray Whales
PREVIEW AND PREDICT
Have students preview Gray Whales predict what it is about and set a
purpose for reading
SKILLSEQUENCE
Ask a volunteer to explain what the terms text structure and sequence
mean Have another volunteer explain why identifying the text structure
or sequence of events is important for understanding a selection
Explain that students will read Looking at Whales together and fill in
information about order in Sequence Charts
READ AND RESPOND
As students read they should identify the order of events in the selection
and fill in their Sequence Charts Discuss with the group how the story
would change if the sequence of events were different
VOCABULARY WORDS
Have students pay attention to vocabulary words as they come up Ask
students to provide definitions as needed Ask What do whales sometimes
get tangled in
Self-Selected Reading
Objective Read independently to identify the sequence of a text
Materials bull Leveled Readers or informational trade books at studentsrsquo reading level
READ TO IDENTIFY SEQUENCE
Invite students to use their personal interests to choose a nonfiction book
for independent reading Have students read their books and take notes
on the selectionrsquos sequence in their response journals
After reading have students compare the order in which the information
was presented in the book they chose to one of the selections they read
during this weekrsquos lessons Ask Which selection presented information in the
more interesting way Which selection taught you the most about the topic
Leveled Reader
Adelinarsquos Whales 507T
Academic Language Used in Whole Group Instruction
ContentTheme Words SkillStrategy Words WritingGrammar Words
ocean (p484)
aquarium (p 484)
whales (p 484)
mammals (p 484)
gills (p 484)
lungs (p 484)
legend (p 485)
pod (p 505)
homograph (p 484)
photo essay (p 486)
analyze text structure (p 485A)
sequence (p 485A)
limerick (p 504)
meter (p 504)
rhyme scheme (p 504)
voice (p 506)
point of view (p 506)
opinion (p 506)
audience (p 507B)
possessive pronouns (p 507I)
ownership (p 507I)
stand-alone possessive pronoun
(p 507I)
Academic LanguageThroughout the week the English language learners will need help in
building their understanding of the academic language used in daily
instruction and assessment instruments The following strategies will help
to increase their language proficiency and comprehension of content and
instructional words
Strategies to Reinforce Academic Language
Use Context Academic Language (see chart below)
should be explained in the context of the task during
Whole Group Use gestures expressions and visuals to
support meaning
Use Visuals Use charts transparencies and graphic
organizers to explain key labels to help students
understand classroom language
Model Demonstrate the task using academic language in
order for students to understand instruction
English Language Learners
Oral Language For
additional language
support and oral vocabulary
development use the lesson
at www macmillanmhcom
507U
ELL Leveled ReaderELL Leveled Reader Lesson Objectivebull To apply vocabulary and
comprehension skills
Materials
bull ELL Leveled Reader
DAY 1 bull Academic Language
bull Oral Language and Vocabulary Review
DAY 2 bull Academic Language
bull ELL Leveled Reader
DAY 3 bull Academic Language
bull ELL Leveled Reader
DAY 4 bull Academic Language
bull ELL Leveled Reader
DAY 5 bull Academic Language
bull ELL Leveled Reader Comprehension Check and Literacy Activities
ELL Teacherrsquos Guide
for students who need
additional instruction
DEVELOP ORAL LANGUAGE
Build Background Write the word whales on
the board and have students share what they
know What do whales look like What do they eat
How do they communicate List key points Then
do a brief picture walk of the book to add on to
the list
Review Vocabulary Write the vocabulary and story support words
and discuss the meanings Use each word in a sentence Clarify the two
meanings of schools and dove Schools of fish are large groups of fish not
where fish go to learn Who can use ldquoschools of fishrdquo in a sentence
PREVIEW AND PREDICT
Point to the cover photograph and read the title aloud What are we going
to read about Have students brainstorm a list of questions about facts
they would like to learn from this book
Set a Purpose for Reading Show the Sequence Chart and remind students
they have used it before Ask them to use a similar chart to identify the
sequence of events as they are presented in the book
Choose from among the differentiated strategies below to support
studentsrsquo reading at all stages of language acquisition
Beginning
Shared Reading As you
read model analyzing text
structure by identifying key
information about whales
Number the facts to explain
sequence Model filling in
the chart
Intermediate
Read Together Read the
first chapter Help students
analyze text structure by
numbering and recording
key information Take turns
reading with students Ask
them to identify events in
sequence as they read
Advanced
Independent Reading
Have students read the story
After reading each day ask
them to work with a partner
to analyze text structure and
identify events in sequence
Encourage them to use the
new vocabulary
Remind students to use the vocabulary and story words in their whole
group activities
The WorldThe Worldofof
WhalesWhalesby Dina Anastasio
Informational Nonfiction
Adelinarsquos Whales 507V
- Grade 4
-
- Unit 1
- Unit 2
- Unit 3
- Unit 4
-
- Planning the Unit
- Using the Student Book
-
- Dear Mrs LaRue
-
- Puppy Trouble
- Dear Mrs LaRue
- Dog Amazes Scientists
- Writerrsquos Craft Write About Solving a Problem
- Small Group Pages
-
- The Blind Hunter
-
- Through Elizabethrsquos Eyes
- The Blind Hunter
- Make Life Easier For Everybody
- Writerrsquos Craft Write Directions
- Small Group Pages
-
- The Power of Oil
-
- Clean as a Breeze
- The Power of Oil
- Windmills on the Prairies
- Writing Frictional Narrative Write to a Prompt
- Small Group Pages
-
- Adelinarsquos Whales
-
- A Whale of a Trip
- Adelinarsquos Whales
- Limericks
- Writerrsquos Craft Share Your Point of View
- Small Group Pages
-
- At Home in the Coral Reef
-
- Coral Reefs
- At Home in the Coral Reef
- Poseidon and the Kingdom of Atlantis
- Writerrsquos Craft Write about a Community Project
- Small Group Pages
-
- Test Strategy Author and Me
-
- Wrapping Up the Unit
- Additional Lessons and Resources
-
- Unit 5
- Unit 6
-
5 Day Grammar
Possessive Pronouns
INTRODUCE POSSESSIVE
PRONOUNS
Present the following
A possessive pronoun shows
ownership
A possessive pronoun takes
the place of a possessive noun
Possessive pronouns never have
an apostrophe my your his her
its our and their
Possessive pronouns must match
the nouns they replace in both
number and gender Give the
pass to Armita Give the pass to
her This is Dillon and Leighrsquos car
This is their car
REVIEW POSSESSIVE PRONOUNS
Discuss with students how to
recognize possessive pronouns
INTRODUCE STAND-ALONE
POSSESSIVE PRONOUNS
Present the following
A stand-alone possessive
pronoun is not used directly
before a noun
Most stand-alone possessive
pronouns are formed by adding
s to the pronoun that is used
before a noun These pronouns
are yours hers ours theirs and
mine This report is ours That one
is yours
His and its are the same when
used as stand-alones or before
a noun His shirt was brown The
shirt was his
Grammar
Daily Language ActivitiesUse these activities to introduce each dayrsquos lesson Write the dayrsquos activity on the board or use Transparency 19
DAY 1Adelinas favorite time of year was when the whales visited she Her and her grandfather watch for them every day (1 Adelinarsquos 2 her 3 She and)
DAY 2Her grandfather knowed about whales too Him was the one who had the first friendly visit with whales (1 knew 2 He)
DAY 3Every Fisherman takes their rod on the boat They pull in his lines if a whale come close (1 fisherman 2 his rod 3 their lines 4 comes)
DAY 4The camera on Adelinas lap is herrsquos She is taking a voiage to cownt whales (1 Adelinarsquos 2 hers 3 voyage 4 count)
DAY 5Thowsands of people come to see the whales They act as though it is not mine town but theirrsquos (1 Thousands 2 my 3 theirs)
Introduce the Concept Teach the Concept
Possessive Pronouns
Write on the board This
pencil belongs to Sheila
It is pencil Model
how to choose the correct
pronoun in the second
sentence Create more
sentences using other
studentsrsquo names and your
name to practice all the
pronouns
Grammar Practice Book page 115
See Grammar Transparency 91 for modeling and guided practice
Grammar Practice Book page 116
See Grammar Transparency 92 for modeling and guided practice
507I
REVIEW POSSESSIVE PRONOUNS
Review how to identify possessive
pronouns
MECHANICS AND USAGE
POSSESSIVE NOUNS AND
PRONOUNS
Possessive nouns are formed with
apostrophes teachersrsquo books
Most possessive pronouns that
are used before a noun are not
formed with s her book his car
The exception is its
Possessive stand-alone pronouns
are formed without apostrophes
Except for mine the last letter is
always s It is yours
All possessive pronouns should
agree in number and gender
with the nouns they replace
REVIEW TYPES OF POSSESSIVE
PRONOUNS
Ask students to explain the
differences between regular and
stand-alone possessive pronouns
PROOFREAD
Have students correct errors in the
following sentences
1 That whale is Renas favorite
and this one is mine favorite
(Renarsquos my)
2 Each boy should take their seat
while the whales are close (his
seat)
3 This book about whales is my
(mine)
4 Which is the better picture of a
whalemdashMiguels or herrsquos
(Miguelrsquos hers)
ASSESS
Use page 119 of the Grammar
Practice Book for assessment
RETEACH
Have students create sentences
using possessives pronouns
After checking for accuracy have
students write the sentences
again this time leaving a blank
where the pronoun should be
Students should trade papers
with a partner and try to fill in the
blanks They can then check their
own work
Also use page 120 of the Grammar
Practice Book for reteaching
Grammar
Review and Practice Review and Proofread Assess and Reteach
Grammar Practice Book page 117
See Grammar Transparency 93 for modeling and guided practice
Grammar Practice Book page 118
See Grammar Transparency 94 for modeling and guided practice
Circle the letter before the possessive pronoun that correctlycompletes each sentence
1 Adelinarsquos village was small and main street had only a few houses
a his b our c its d their
2 The whales came to Mexico to have young
a their b your c my d her
3 Although fi rst visit to La Laguna was in June this yearIrsquom going in January
a hisrsquos b theirs c my d her
4 Adelina knows the ocean very well because whole family works on the water
a my b their c our d her
5 Pachico made a sign for his business and letters are large and easy to read
a hers b their c its d my
Grammar Practice Book pages 119ndash120
See Grammar Transparency 95 for modeling and guided practice
Adelinarsquos Whales 507J
En
d-o
f-W
ee
k A
sse
ssm
en
t
ELL Practice and
Assessment 122ndash123
Fluency Assessment
Weekly Assessment 237ndash244
Administer the Test Weekly Reading Assessment Passage and questions pages 237ndash244
ASSESSED SKILLS
bull Sequence
bull Vocabulary Words
bull Dictionary Homographs
bull Possessive Pronouns
bull Words with oi and ou
Administer the Weekly Assessment online
or on CD-ROM
FluencyAssess fluency for one group of students per week
Use the Oral Fluency Record Sheet to track the number
of words read correctly Fluency goal for all students
102ndash122 words correct per minute (WCPM)
Approaching Level Weeks 1 3 5
On Level Weeks 2 4
Beyond Level Week 6
Alternative Assessmentbull ELL Assessment pages 122ndash123
Assessment Tool
507K507K
Diagnose Prescribe
En
d-o
f-We
ek
Asse
ssme
nt
VOCABULARY WORDS
VOCABULARY STRATEGY
Dictionary Homographs
Items 1 2 3 4
IF
0ndash2 items correct
THEN
Reteach skills using the Additional
Lessons page T8
Reteach skills Go to
wwwmacmillanmhcom
Vocabulary PuzzleMaker
Evaluate for Intervention
COMPREHENSION
Skill Sequence
Items 5 6 7 8
0ndash2 items correct Reteach skills using the Additional
Lessons page T3
Evaluate for Intervention
GRAMMAR
Possessive Pronouns
Items 9 10 11
0ndash1 items correct Reteach skills Grammar Practice Book
page 120
SPELLING
Words with oi and ou
Items 12 13 14
0ndash1 items correct Reteach skills Go to
wwwmacmillanmhcom
FLUENCY 98ndash101 WCPM
0ndash97 WCPM
Fluency Solutions
Evaluate for Intervention
Diagnose Prescribe
To place students
in the Intervention
Program use
the Diagnostic
Assessment in the
Intervention Teacherrsquos
Edition
TriumphsAN INTERVENTION PROGRAM
R E A D I N G
Adelinarsquos Whales 507L
Phonics
Approaching Level Options
Objective Decode words with oi and ou
Materials bull Student Book Adelinarsquos Whales
WORDS WITH oi AND ou
ExplainModel
Remind students that the letters oi and oy together usually stand for
oi as in coil and joy The letters ou as in house and ow as in cow usually
stand for ou However ow can also stand for o as in snow
Write the letters t o y on the board Say the sounds that the letters
stand for t oi Then blend the sounds toi Say the word with me toy
Repeat this process with oi and boil
Write the letters t o w n on the board Say the sounds that the letters
stand for t ou n Then blend the sounds toun Say the word with
me town Repeat this process with ou and house
Ask students to provide their own examples of words with oi and ou
Listen and provide constructive feedback
MULTISYLLABIC WORDS WITH oi AND ou
Write the word destroy on the board Have students identify the second
syllable as containing oi troy Have students repeat the syllable then
blend and read the whole word several times Repeat this process with
pounding and ou
Have student pairs work together to practice decoding longer words
with oi and ou Write the following words on the board and ask
student pairs to copy them onto index cards or sheets of paper Say
each word Circle the letters that stand for the ou or the oi sound Then
sort the words by spelling pattern
rejoice annoy crouching underground
growling browning moisture employment
Check each pair for their progress and accuracy
WORD HUNT WORDS WITH oi AND ou IN CONTEXT
Review words with oi and ou Have students search pages 488ndash490 of
Adelinarsquos Whales to find words with oi and ou Ask them to write the
words and circle the letters that spell the oi and ou in each word
Check to see if students have found examples such as outside down
south thousand loud noise sound clouds and out
For each skill below
additional lessons are
provided You can use these
lessons on consecutive days
after teaching the lessons
presented within the week
bull Sequence T3
bull Homographs T8
Additional Resources
To help students build speed
and accuracy with reading
multisyllabic words use the
additional decodable text
on page 23 of the Teacherrsquos
Resource Book
Decodable Text
If students have trouble
figuring out how to
pronounce words that
are homographs such as
bow bou and bow bō
have them look at how the
word is used and try out
each pronunciation and
its related definition in the
context of a sentence Write
She had a pink bow in her
hair on the board and say
I can say bou in the
sentence but a pink
ldquobending of the headrdquo
does not make sense
I can say bō in the
sentence A pink ldquoknot
with loopsrdquo does make
sense This word is
pronounced bō
ConstructiveFeedback
507M
Objective Read with increasing prosody and accuracy at a rate of 102ndash112 WCPM
Materials bull Index cards bull Approaching Practice Book A page 136
WORD AUTOMATICITY
Have students make flashcards for the following words with oi and
ou flower south thousand voices howling wound tower annoy grouch
mound noises cough cowboy pound gown hound voyage frown pouch
Display the cards one at a time and have students say each word Repeat
twice more displaying the words more quickly each time
REPEATED READING
Model reading the Fluency passage in Practice Book A page 136 Tell
students to pay close attention and listen to your tempo Then read
sentences in clusters based on tempo and have students read each cluster
back copying your tempo
During independent reading time have students work with a partner
One student reads aloud while the other repeats each sentence Remind
students to use positive and encouraging phrases when giving feedback
to their partners Circulate and provide constructive feedback Circulate
and provide constructive feedback
TIMED READING
At the end of the week have students do a final timed reading of the
passage on Practice Book A page 136 Students should
begin reading the passage aloud when you say ldquoGordquo
stop reading the passage after one minute when you say ldquoStoprdquo
Keep track of miscues Coach students as needed Help students record
and graph the number of words they read correctly
Vocabulary
Objective Apply vocabulary word meanings
Materials bull Vocabulary Cards bull Student Book Adelinarsquos Whales
VOCABULARY WORDS
Display the Vocabulary Cards for this weekrsquos words dove politicians
snoring massive tangles rumbling and unique Help students locate and
read the vocabulary words in Adelinarsquos Whales Review the definitions
of each word in the Glossary of the Student Book and discuss the
meanings Then have students write their own narratives about whales
using all of these vocabulary words
Approaching Practice Book A page 136
If students read too quickly
or too slowly reread
the passage to them at
the correct tempo Then
lead the class in a choral
reading so they can follow
you lead in reading at the
appropriate rate Repeat
the choral reading as
necessary
ConstructiveFeedback
Adelinarsquos Whales 507N
Vocabulary
Approaching Level Options
Review last weekrsquos words
(electrical globe fuels
decayed) and this weekrsquos
words (rumbling snoring
unique dove massive
tangles politicians) Have
students write a synonym for
each word
Objective Use homographs
DICTIONARY HOMOGRAPHS
Have students create simple crossword puzzles using Vocabulary and
Spelling Words Make sure they include at least two homographs (wound
dove) and write the definitions of the homographs as clues They may use
a dictionary to help them if necessary
Comprehension
Objective Identify sequence
Materials bull Student Book ldquoA Whale of a Triprdquo bull Transparencies 19a and 19b
STRATEGYANALYZE TEXT STRUCTURE
Remind students that recognizing how a text is organized can help them
to identify the sequence of story events
SKILLSEQUENCE
ExplainModel
Authors sometimes use signal words such as first next and last to help
readers recognize the sequence of events in a story
Authors of history texts or how-to articles typically use chronological
order to organize their texts
Display Transparencies 19a and 19b Reread the first pages Ask a
volunteer to identify what the narrator saw first and identify the signal
words
Think Aloud As I read I learn that many things are happening It helps to
recognize sequence words to help summarize what is happening in the
story so I can better understand it
PracticeApply
Invite students to retell the story considering the sequence of events Ask
the following questions
Before going on the trip do you think the narrator expected the whale
would be as big as it turned out to be
What was the first thing Matty told people on the whale-watching trip
Why are birds often seen in areas where whales are present
Student Book or Transparencies 19a and 19b
by Kristin Gold
Retelling Have students
retell the sequence of
events in ldquoA Whale of a
Triprdquo by drawing them Ask
students to choose one
event from the book they
would like to retell Have
students draw the scene
and write one sentence
describing it After the
students have finished
hang the drawings on the
board Then as a class put
the pictures in the order
of events that the story
follows
507O
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Saving the Whales
PREVIEW AND PREDICT
Have students read the title look at the images and preview the first
chapter Have students make predictions about what they will read and
set a purpose for reading
VOCABULARY WORDS
Review the vocabulary words as needed As you read together discuss
how context clues can help you figure out word meanings
STRATEGYANALYZE TEXT STRUCTURE
Remind students that recognizing how a text is organized can help
them better understand the textrsquos important ideas and the authorrsquos
purpose
SKILLSEQUENCE
Remind students to pay attention to the way the selection is organized
and the order in which events occur Read Chapter 2 with students
Think Aloud In the first chapter I learn that in the past there were whale
hunters in all parts of the world Now there are laws to protect whales
from hunters but whales are still being killed in other ways I need to
remember this information for my Sequence Chart
READ AND RESPOND
Finish reading Saving the Whales with students Discuss the following
If the plants that the krill eat die and then the krill die ask students
what will happen next in the food chain
Ask them what happened after Keiko the whale was set free
Work with students to review and revise their Sequence Charts Help
students paraphrase the important ideas in each chapter
MAKE CONNECTIONS ACROSS TEXTS
Invite students to compare Adelinarsquos Whales and Saving the Whales
Have students identify which selection is organized into chapters Ask
them why this format is better for this selection
Have students explain how reading Saving the Whales helps them better
understand the information and events in Adelinarsquos Whales
Leveled Reader
Adelinarsquos Whales 507P
Leveled Reader LessonVocabulary
On Level Options
Student Book
Limericks
On Level Practice Book O page 136
As I read I will pay attention to tempo and match the action in the story
Did you know that whales talk to each other Whales
10 make sounds for different reasons Some sounds are used to
20 locate calves Others are used to find mates Whales even use
31 sounds to warn other pod members that a predator is around
42 Toothed whales click and whistle in order to locate food
52 Baleen whales make knocking moaning snoring and
59 rumbling noises Humpback whales sing but not during
67 feeding season They save their tunes for the warmer waters
77 where they spend their breeding season Some scientists
85 believe they are singing love songs Other scientists think
94 they are sending out threats like ldquoGo awayrdquo We may never
105 know exactly why whales sing
110 Some humpback whales swim up to the surface and take
120 a few breaths Then they dive under the water and start to
132 sing They do not move when they sing Their underwater
142 songs can be heard for miles Sometimes they sing for a half
154 hour without stopping 157
Comprehension Check
1 What actions does a humpback whale take when it sings Sequence
2 Why might a whale need to communicate with another whale Draw Conclusions
Words Read ndash Number of Errors = Words
Correct Score
First Read ndash =
Second Read ndash =
A humpback whale swims to the surface and takes a few breaths Then the whale dives under the water to sing The whale does not move when singing
Whales might need to communicate with other whales to warn them about predators to find mates or to locate their calves
Objective Apply vocabulary words and homographs
Materials bull Vocabulary Cards bull Dictionary
VOCABULARY WORDS
Tell students that they will play a word-definition game Display half of
the Vocabulary Cards Have the first team use a dictionary to help create
two different definitions for each displayed word One should be the
correct definition and the other should be incorrect Then have students
write each pair of definitions on the board The second team chooses
the definition they think is correct They get one point for each correct
answer The team with the most points wins
DICTIONARY HOMOGRAPHS
Remind students that homographs are spelled alike but have different
meanings so they have separate dictionary entries Have students use the
adjective fine in a sentence Then challenge them to use the homograph
fine (money paid) in another sentence Repeat with the word content
Literary Elements
Objective Read poems to identify literary elements
Materials bull Poetry books and resources with limericks bull Student Book ldquoLimericksrdquo
METER AND RHYME SCHEME
Discuss the use of meter and rhyme in each limerick on Student Book
pages 504ndash505 Then have students look through poetry books and other
resources to locate limericks Ask students to discuss the meter and rhyme
scheme in the limericks
Objective Read fluently with appropriate prosody at a rate of 102ndash136 WCPM
Materials bull On Level Practice Book O p 136
REPEATED READING
Model reading the passage on page 136 of Practice Book O Remind
students to pay attention to the tempo to see if it matches the action of
the story Then read one sentence at a time having students echo-read
the sentence back imitating your pace Echo-read through the entire
passage again speeding up to reflect each part of the selection During
independent reading time partners take turns reading
Timed Reading Have students read the passage and record their rates
507Q
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Looking at Whales
PREVIEW AND PREDICT
Have students preview Looking at Whales
Ask students to write down any questions they have about the
selection
Ask if they think this book will be the story of one whale or about
many whales
SKILLSEQUENCE
The sequence is the order in which events happen Signal words such
as before after and then often help to indicate the sequence of events
Explain that students will fill in this information in Sequence Charts
READ AND RESPOND
Read Chapter 1 Pause to discuss how the information in the chapter
is presented At the end of Chapter 2 fill in the Sequence Chart Have
students discuss the sequencing of information including how the word
then helped them understand the information about humpback whales
singing
VOCABULARY WORDS
As they read Looking at Whales ask students to point out vocabulary
words as they appear Then have students discuss how each word is used
Ask Are blue whales massive or small
MAKE CONNECTIONS ACROSS TEXTS
Invite students to draw connections between Looking at Whales and
Adelinarsquos Whales
Ask students to use chronological order words to summarize the
information they learned in Looking at Whales
Ask students if they think Adelina would know most of the information
in Looking at Whales
ELLLeveled Reader
Go to pages
507Undash507V
Leveled Reader
Adelinarsquos Whales 507R
Vocabulary
Beyond Practice Book B page 136
Beyond Level Options
Objective Apply vocabulary words in writing
EXTEND VOCABULARY
Ask students to write a nonfiction piece about a whale Have them use
all of the vocabulary words from this weekrsquos selection and as many words
from this unitrsquos previous weeks as possible
Invite them to edit their essays or a partnerrsquos essay Remind them to check
the spelling and usage of each word
Literary Elements
Objective Use meter and rhyme to write a limerick
Materials bull Student Book ldquoLimericksrdquo
bull Poetry books with limericks bull Nonfiction books about whales
METER AND RHYME SCHEME
Use limericks to point out that meter and rhyme scheme can add to a
readerrsquos enjoyment of a poem Ask How does the use of meter and
rhyme scheme make these limericks more fun to read
Have students read limericks and note the use of meter and rhyme
scheme Then have them read information about whales or use what they
have already learned to write their own limerick about whales
Objective Read fluently with appropriate prosody at a rate of 112ndash136 WCPM
Materials bull Beyond Practice Book B p 136
REPEATED READING
Work with students to begin marking up the Fluency passage on page 136
of Practice Book B Remind them to pay attention to the tempo Then
read one sentence at a time having students echo-read the sentence
back imitating your pace Echo-read through the entire passage again
speeding up to reflect each part of the selection
During independent reading time partners can take turns reading the
passage they have practiced reading aloud Remind students to pay
attention to one anotherrsquos tempo and discuss how different actions in the
passage change the tempo or mood
Timed Reading Have students read the passage and record their reading
rate
Student Book
Limericks
Read Aloud Review meter
and rhyme scheme Then
reread a limerick aloud
Say Listen for the meter and
rhyme scheme of the poem
Then tell students you will
read the poem once more
together Let them know
that this time they should
clap along to the rhythm of
the poem Read the poem
chorally and clap out the
rhythm together
507S
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Gray Whales
PREVIEW AND PREDICT
Have students preview Gray Whales predict what it is about and set a
purpose for reading
SKILLSEQUENCE
Ask a volunteer to explain what the terms text structure and sequence
mean Have another volunteer explain why identifying the text structure
or sequence of events is important for understanding a selection
Explain that students will read Looking at Whales together and fill in
information about order in Sequence Charts
READ AND RESPOND
As students read they should identify the order of events in the selection
and fill in their Sequence Charts Discuss with the group how the story
would change if the sequence of events were different
VOCABULARY WORDS
Have students pay attention to vocabulary words as they come up Ask
students to provide definitions as needed Ask What do whales sometimes
get tangled in
Self-Selected Reading
Objective Read independently to identify the sequence of a text
Materials bull Leveled Readers or informational trade books at studentsrsquo reading level
READ TO IDENTIFY SEQUENCE
Invite students to use their personal interests to choose a nonfiction book
for independent reading Have students read their books and take notes
on the selectionrsquos sequence in their response journals
After reading have students compare the order in which the information
was presented in the book they chose to one of the selections they read
during this weekrsquos lessons Ask Which selection presented information in the
more interesting way Which selection taught you the most about the topic
Leveled Reader
Adelinarsquos Whales 507T
Academic Language Used in Whole Group Instruction
ContentTheme Words SkillStrategy Words WritingGrammar Words
ocean (p484)
aquarium (p 484)
whales (p 484)
mammals (p 484)
gills (p 484)
lungs (p 484)
legend (p 485)
pod (p 505)
homograph (p 484)
photo essay (p 486)
analyze text structure (p 485A)
sequence (p 485A)
limerick (p 504)
meter (p 504)
rhyme scheme (p 504)
voice (p 506)
point of view (p 506)
opinion (p 506)
audience (p 507B)
possessive pronouns (p 507I)
ownership (p 507I)
stand-alone possessive pronoun
(p 507I)
Academic LanguageThroughout the week the English language learners will need help in
building their understanding of the academic language used in daily
instruction and assessment instruments The following strategies will help
to increase their language proficiency and comprehension of content and
instructional words
Strategies to Reinforce Academic Language
Use Context Academic Language (see chart below)
should be explained in the context of the task during
Whole Group Use gestures expressions and visuals to
support meaning
Use Visuals Use charts transparencies and graphic
organizers to explain key labels to help students
understand classroom language
Model Demonstrate the task using academic language in
order for students to understand instruction
English Language Learners
Oral Language For
additional language
support and oral vocabulary
development use the lesson
at www macmillanmhcom
507U
ELL Leveled ReaderELL Leveled Reader Lesson Objectivebull To apply vocabulary and
comprehension skills
Materials
bull ELL Leveled Reader
DAY 1 bull Academic Language
bull Oral Language and Vocabulary Review
DAY 2 bull Academic Language
bull ELL Leveled Reader
DAY 3 bull Academic Language
bull ELL Leveled Reader
DAY 4 bull Academic Language
bull ELL Leveled Reader
DAY 5 bull Academic Language
bull ELL Leveled Reader Comprehension Check and Literacy Activities
ELL Teacherrsquos Guide
for students who need
additional instruction
DEVELOP ORAL LANGUAGE
Build Background Write the word whales on
the board and have students share what they
know What do whales look like What do they eat
How do they communicate List key points Then
do a brief picture walk of the book to add on to
the list
Review Vocabulary Write the vocabulary and story support words
and discuss the meanings Use each word in a sentence Clarify the two
meanings of schools and dove Schools of fish are large groups of fish not
where fish go to learn Who can use ldquoschools of fishrdquo in a sentence
PREVIEW AND PREDICT
Point to the cover photograph and read the title aloud What are we going
to read about Have students brainstorm a list of questions about facts
they would like to learn from this book
Set a Purpose for Reading Show the Sequence Chart and remind students
they have used it before Ask them to use a similar chart to identify the
sequence of events as they are presented in the book
Choose from among the differentiated strategies below to support
studentsrsquo reading at all stages of language acquisition
Beginning
Shared Reading As you
read model analyzing text
structure by identifying key
information about whales
Number the facts to explain
sequence Model filling in
the chart
Intermediate
Read Together Read the
first chapter Help students
analyze text structure by
numbering and recording
key information Take turns
reading with students Ask
them to identify events in
sequence as they read
Advanced
Independent Reading
Have students read the story
After reading each day ask
them to work with a partner
to analyze text structure and
identify events in sequence
Encourage them to use the
new vocabulary
Remind students to use the vocabulary and story words in their whole
group activities
The WorldThe Worldofof
WhalesWhalesby Dina Anastasio
Informational Nonfiction
Adelinarsquos Whales 507V
- Grade 4
-
- Unit 1
- Unit 2
- Unit 3
- Unit 4
-
- Planning the Unit
- Using the Student Book
-
- Dear Mrs LaRue
-
- Puppy Trouble
- Dear Mrs LaRue
- Dog Amazes Scientists
- Writerrsquos Craft Write About Solving a Problem
- Small Group Pages
-
- The Blind Hunter
-
- Through Elizabethrsquos Eyes
- The Blind Hunter
- Make Life Easier For Everybody
- Writerrsquos Craft Write Directions
- Small Group Pages
-
- The Power of Oil
-
- Clean as a Breeze
- The Power of Oil
- Windmills on the Prairies
- Writing Frictional Narrative Write to a Prompt
- Small Group Pages
-
- Adelinarsquos Whales
-
- A Whale of a Trip
- Adelinarsquos Whales
- Limericks
- Writerrsquos Craft Share Your Point of View
- Small Group Pages
-
- At Home in the Coral Reef
-
- Coral Reefs
- At Home in the Coral Reef
- Poseidon and the Kingdom of Atlantis
- Writerrsquos Craft Write about a Community Project
- Small Group Pages
-
- Test Strategy Author and Me
-
- Wrapping Up the Unit
- Additional Lessons and Resources
-
- Unit 5
- Unit 6
-
REVIEW POSSESSIVE PRONOUNS
Review how to identify possessive
pronouns
MECHANICS AND USAGE
POSSESSIVE NOUNS AND
PRONOUNS
Possessive nouns are formed with
apostrophes teachersrsquo books
Most possessive pronouns that
are used before a noun are not
formed with s her book his car
The exception is its
Possessive stand-alone pronouns
are formed without apostrophes
Except for mine the last letter is
always s It is yours
All possessive pronouns should
agree in number and gender
with the nouns they replace
REVIEW TYPES OF POSSESSIVE
PRONOUNS
Ask students to explain the
differences between regular and
stand-alone possessive pronouns
PROOFREAD
Have students correct errors in the
following sentences
1 That whale is Renas favorite
and this one is mine favorite
(Renarsquos my)
2 Each boy should take their seat
while the whales are close (his
seat)
3 This book about whales is my
(mine)
4 Which is the better picture of a
whalemdashMiguels or herrsquos
(Miguelrsquos hers)
ASSESS
Use page 119 of the Grammar
Practice Book for assessment
RETEACH
Have students create sentences
using possessives pronouns
After checking for accuracy have
students write the sentences
again this time leaving a blank
where the pronoun should be
Students should trade papers
with a partner and try to fill in the
blanks They can then check their
own work
Also use page 120 of the Grammar
Practice Book for reteaching
Grammar
Review and Practice Review and Proofread Assess and Reteach
Grammar Practice Book page 117
See Grammar Transparency 93 for modeling and guided practice
Grammar Practice Book page 118
See Grammar Transparency 94 for modeling and guided practice
Circle the letter before the possessive pronoun that correctlycompletes each sentence
1 Adelinarsquos village was small and main street had only a few houses
a his b our c its d their
2 The whales came to Mexico to have young
a their b your c my d her
3 Although fi rst visit to La Laguna was in June this yearIrsquom going in January
a hisrsquos b theirs c my d her
4 Adelina knows the ocean very well because whole family works on the water
a my b their c our d her
5 Pachico made a sign for his business and letters are large and easy to read
a hers b their c its d my
Grammar Practice Book pages 119ndash120
See Grammar Transparency 95 for modeling and guided practice
Adelinarsquos Whales 507J
En
d-o
f-W
ee
k A
sse
ssm
en
t
ELL Practice and
Assessment 122ndash123
Fluency Assessment
Weekly Assessment 237ndash244
Administer the Test Weekly Reading Assessment Passage and questions pages 237ndash244
ASSESSED SKILLS
bull Sequence
bull Vocabulary Words
bull Dictionary Homographs
bull Possessive Pronouns
bull Words with oi and ou
Administer the Weekly Assessment online
or on CD-ROM
FluencyAssess fluency for one group of students per week
Use the Oral Fluency Record Sheet to track the number
of words read correctly Fluency goal for all students
102ndash122 words correct per minute (WCPM)
Approaching Level Weeks 1 3 5
On Level Weeks 2 4
Beyond Level Week 6
Alternative Assessmentbull ELL Assessment pages 122ndash123
Assessment Tool
507K507K
Diagnose Prescribe
En
d-o
f-We
ek
Asse
ssme
nt
VOCABULARY WORDS
VOCABULARY STRATEGY
Dictionary Homographs
Items 1 2 3 4
IF
0ndash2 items correct
THEN
Reteach skills using the Additional
Lessons page T8
Reteach skills Go to
wwwmacmillanmhcom
Vocabulary PuzzleMaker
Evaluate for Intervention
COMPREHENSION
Skill Sequence
Items 5 6 7 8
0ndash2 items correct Reteach skills using the Additional
Lessons page T3
Evaluate for Intervention
GRAMMAR
Possessive Pronouns
Items 9 10 11
0ndash1 items correct Reteach skills Grammar Practice Book
page 120
SPELLING
Words with oi and ou
Items 12 13 14
0ndash1 items correct Reteach skills Go to
wwwmacmillanmhcom
FLUENCY 98ndash101 WCPM
0ndash97 WCPM
Fluency Solutions
Evaluate for Intervention
Diagnose Prescribe
To place students
in the Intervention
Program use
the Diagnostic
Assessment in the
Intervention Teacherrsquos
Edition
TriumphsAN INTERVENTION PROGRAM
R E A D I N G
Adelinarsquos Whales 507L
Phonics
Approaching Level Options
Objective Decode words with oi and ou
Materials bull Student Book Adelinarsquos Whales
WORDS WITH oi AND ou
ExplainModel
Remind students that the letters oi and oy together usually stand for
oi as in coil and joy The letters ou as in house and ow as in cow usually
stand for ou However ow can also stand for o as in snow
Write the letters t o y on the board Say the sounds that the letters
stand for t oi Then blend the sounds toi Say the word with me toy
Repeat this process with oi and boil
Write the letters t o w n on the board Say the sounds that the letters
stand for t ou n Then blend the sounds toun Say the word with
me town Repeat this process with ou and house
Ask students to provide their own examples of words with oi and ou
Listen and provide constructive feedback
MULTISYLLABIC WORDS WITH oi AND ou
Write the word destroy on the board Have students identify the second
syllable as containing oi troy Have students repeat the syllable then
blend and read the whole word several times Repeat this process with
pounding and ou
Have student pairs work together to practice decoding longer words
with oi and ou Write the following words on the board and ask
student pairs to copy them onto index cards or sheets of paper Say
each word Circle the letters that stand for the ou or the oi sound Then
sort the words by spelling pattern
rejoice annoy crouching underground
growling browning moisture employment
Check each pair for their progress and accuracy
WORD HUNT WORDS WITH oi AND ou IN CONTEXT
Review words with oi and ou Have students search pages 488ndash490 of
Adelinarsquos Whales to find words with oi and ou Ask them to write the
words and circle the letters that spell the oi and ou in each word
Check to see if students have found examples such as outside down
south thousand loud noise sound clouds and out
For each skill below
additional lessons are
provided You can use these
lessons on consecutive days
after teaching the lessons
presented within the week
bull Sequence T3
bull Homographs T8
Additional Resources
To help students build speed
and accuracy with reading
multisyllabic words use the
additional decodable text
on page 23 of the Teacherrsquos
Resource Book
Decodable Text
If students have trouble
figuring out how to
pronounce words that
are homographs such as
bow bou and bow bō
have them look at how the
word is used and try out
each pronunciation and
its related definition in the
context of a sentence Write
She had a pink bow in her
hair on the board and say
I can say bou in the
sentence but a pink
ldquobending of the headrdquo
does not make sense
I can say bō in the
sentence A pink ldquoknot
with loopsrdquo does make
sense This word is
pronounced bō
ConstructiveFeedback
507M
Objective Read with increasing prosody and accuracy at a rate of 102ndash112 WCPM
Materials bull Index cards bull Approaching Practice Book A page 136
WORD AUTOMATICITY
Have students make flashcards for the following words with oi and
ou flower south thousand voices howling wound tower annoy grouch
mound noises cough cowboy pound gown hound voyage frown pouch
Display the cards one at a time and have students say each word Repeat
twice more displaying the words more quickly each time
REPEATED READING
Model reading the Fluency passage in Practice Book A page 136 Tell
students to pay close attention and listen to your tempo Then read
sentences in clusters based on tempo and have students read each cluster
back copying your tempo
During independent reading time have students work with a partner
One student reads aloud while the other repeats each sentence Remind
students to use positive and encouraging phrases when giving feedback
to their partners Circulate and provide constructive feedback Circulate
and provide constructive feedback
TIMED READING
At the end of the week have students do a final timed reading of the
passage on Practice Book A page 136 Students should
begin reading the passage aloud when you say ldquoGordquo
stop reading the passage after one minute when you say ldquoStoprdquo
Keep track of miscues Coach students as needed Help students record
and graph the number of words they read correctly
Vocabulary
Objective Apply vocabulary word meanings
Materials bull Vocabulary Cards bull Student Book Adelinarsquos Whales
VOCABULARY WORDS
Display the Vocabulary Cards for this weekrsquos words dove politicians
snoring massive tangles rumbling and unique Help students locate and
read the vocabulary words in Adelinarsquos Whales Review the definitions
of each word in the Glossary of the Student Book and discuss the
meanings Then have students write their own narratives about whales
using all of these vocabulary words
Approaching Practice Book A page 136
If students read too quickly
or too slowly reread
the passage to them at
the correct tempo Then
lead the class in a choral
reading so they can follow
you lead in reading at the
appropriate rate Repeat
the choral reading as
necessary
ConstructiveFeedback
Adelinarsquos Whales 507N
Vocabulary
Approaching Level Options
Review last weekrsquos words
(electrical globe fuels
decayed) and this weekrsquos
words (rumbling snoring
unique dove massive
tangles politicians) Have
students write a synonym for
each word
Objective Use homographs
DICTIONARY HOMOGRAPHS
Have students create simple crossword puzzles using Vocabulary and
Spelling Words Make sure they include at least two homographs (wound
dove) and write the definitions of the homographs as clues They may use
a dictionary to help them if necessary
Comprehension
Objective Identify sequence
Materials bull Student Book ldquoA Whale of a Triprdquo bull Transparencies 19a and 19b
STRATEGYANALYZE TEXT STRUCTURE
Remind students that recognizing how a text is organized can help them
to identify the sequence of story events
SKILLSEQUENCE
ExplainModel
Authors sometimes use signal words such as first next and last to help
readers recognize the sequence of events in a story
Authors of history texts or how-to articles typically use chronological
order to organize their texts
Display Transparencies 19a and 19b Reread the first pages Ask a
volunteer to identify what the narrator saw first and identify the signal
words
Think Aloud As I read I learn that many things are happening It helps to
recognize sequence words to help summarize what is happening in the
story so I can better understand it
PracticeApply
Invite students to retell the story considering the sequence of events Ask
the following questions
Before going on the trip do you think the narrator expected the whale
would be as big as it turned out to be
What was the first thing Matty told people on the whale-watching trip
Why are birds often seen in areas where whales are present
Student Book or Transparencies 19a and 19b
by Kristin Gold
Retelling Have students
retell the sequence of
events in ldquoA Whale of a
Triprdquo by drawing them Ask
students to choose one
event from the book they
would like to retell Have
students draw the scene
and write one sentence
describing it After the
students have finished
hang the drawings on the
board Then as a class put
the pictures in the order
of events that the story
follows
507O
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Saving the Whales
PREVIEW AND PREDICT
Have students read the title look at the images and preview the first
chapter Have students make predictions about what they will read and
set a purpose for reading
VOCABULARY WORDS
Review the vocabulary words as needed As you read together discuss
how context clues can help you figure out word meanings
STRATEGYANALYZE TEXT STRUCTURE
Remind students that recognizing how a text is organized can help
them better understand the textrsquos important ideas and the authorrsquos
purpose
SKILLSEQUENCE
Remind students to pay attention to the way the selection is organized
and the order in which events occur Read Chapter 2 with students
Think Aloud In the first chapter I learn that in the past there were whale
hunters in all parts of the world Now there are laws to protect whales
from hunters but whales are still being killed in other ways I need to
remember this information for my Sequence Chart
READ AND RESPOND
Finish reading Saving the Whales with students Discuss the following
If the plants that the krill eat die and then the krill die ask students
what will happen next in the food chain
Ask them what happened after Keiko the whale was set free
Work with students to review and revise their Sequence Charts Help
students paraphrase the important ideas in each chapter
MAKE CONNECTIONS ACROSS TEXTS
Invite students to compare Adelinarsquos Whales and Saving the Whales
Have students identify which selection is organized into chapters Ask
them why this format is better for this selection
Have students explain how reading Saving the Whales helps them better
understand the information and events in Adelinarsquos Whales
Leveled Reader
Adelinarsquos Whales 507P
Leveled Reader LessonVocabulary
On Level Options
Student Book
Limericks
On Level Practice Book O page 136
As I read I will pay attention to tempo and match the action in the story
Did you know that whales talk to each other Whales
10 make sounds for different reasons Some sounds are used to
20 locate calves Others are used to find mates Whales even use
31 sounds to warn other pod members that a predator is around
42 Toothed whales click and whistle in order to locate food
52 Baleen whales make knocking moaning snoring and
59 rumbling noises Humpback whales sing but not during
67 feeding season They save their tunes for the warmer waters
77 where they spend their breeding season Some scientists
85 believe they are singing love songs Other scientists think
94 they are sending out threats like ldquoGo awayrdquo We may never
105 know exactly why whales sing
110 Some humpback whales swim up to the surface and take
120 a few breaths Then they dive under the water and start to
132 sing They do not move when they sing Their underwater
142 songs can be heard for miles Sometimes they sing for a half
154 hour without stopping 157
Comprehension Check
1 What actions does a humpback whale take when it sings Sequence
2 Why might a whale need to communicate with another whale Draw Conclusions
Words Read ndash Number of Errors = Words
Correct Score
First Read ndash =
Second Read ndash =
A humpback whale swims to the surface and takes a few breaths Then the whale dives under the water to sing The whale does not move when singing
Whales might need to communicate with other whales to warn them about predators to find mates or to locate their calves
Objective Apply vocabulary words and homographs
Materials bull Vocabulary Cards bull Dictionary
VOCABULARY WORDS
Tell students that they will play a word-definition game Display half of
the Vocabulary Cards Have the first team use a dictionary to help create
two different definitions for each displayed word One should be the
correct definition and the other should be incorrect Then have students
write each pair of definitions on the board The second team chooses
the definition they think is correct They get one point for each correct
answer The team with the most points wins
DICTIONARY HOMOGRAPHS
Remind students that homographs are spelled alike but have different
meanings so they have separate dictionary entries Have students use the
adjective fine in a sentence Then challenge them to use the homograph
fine (money paid) in another sentence Repeat with the word content
Literary Elements
Objective Read poems to identify literary elements
Materials bull Poetry books and resources with limericks bull Student Book ldquoLimericksrdquo
METER AND RHYME SCHEME
Discuss the use of meter and rhyme in each limerick on Student Book
pages 504ndash505 Then have students look through poetry books and other
resources to locate limericks Ask students to discuss the meter and rhyme
scheme in the limericks
Objective Read fluently with appropriate prosody at a rate of 102ndash136 WCPM
Materials bull On Level Practice Book O p 136
REPEATED READING
Model reading the passage on page 136 of Practice Book O Remind
students to pay attention to the tempo to see if it matches the action of
the story Then read one sentence at a time having students echo-read
the sentence back imitating your pace Echo-read through the entire
passage again speeding up to reflect each part of the selection During
independent reading time partners take turns reading
Timed Reading Have students read the passage and record their rates
507Q
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Looking at Whales
PREVIEW AND PREDICT
Have students preview Looking at Whales
Ask students to write down any questions they have about the
selection
Ask if they think this book will be the story of one whale or about
many whales
SKILLSEQUENCE
The sequence is the order in which events happen Signal words such
as before after and then often help to indicate the sequence of events
Explain that students will fill in this information in Sequence Charts
READ AND RESPOND
Read Chapter 1 Pause to discuss how the information in the chapter
is presented At the end of Chapter 2 fill in the Sequence Chart Have
students discuss the sequencing of information including how the word
then helped them understand the information about humpback whales
singing
VOCABULARY WORDS
As they read Looking at Whales ask students to point out vocabulary
words as they appear Then have students discuss how each word is used
Ask Are blue whales massive or small
MAKE CONNECTIONS ACROSS TEXTS
Invite students to draw connections between Looking at Whales and
Adelinarsquos Whales
Ask students to use chronological order words to summarize the
information they learned in Looking at Whales
Ask students if they think Adelina would know most of the information
in Looking at Whales
ELLLeveled Reader
Go to pages
507Undash507V
Leveled Reader
Adelinarsquos Whales 507R
Vocabulary
Beyond Practice Book B page 136
Beyond Level Options
Objective Apply vocabulary words in writing
EXTEND VOCABULARY
Ask students to write a nonfiction piece about a whale Have them use
all of the vocabulary words from this weekrsquos selection and as many words
from this unitrsquos previous weeks as possible
Invite them to edit their essays or a partnerrsquos essay Remind them to check
the spelling and usage of each word
Literary Elements
Objective Use meter and rhyme to write a limerick
Materials bull Student Book ldquoLimericksrdquo
bull Poetry books with limericks bull Nonfiction books about whales
METER AND RHYME SCHEME
Use limericks to point out that meter and rhyme scheme can add to a
readerrsquos enjoyment of a poem Ask How does the use of meter and
rhyme scheme make these limericks more fun to read
Have students read limericks and note the use of meter and rhyme
scheme Then have them read information about whales or use what they
have already learned to write their own limerick about whales
Objective Read fluently with appropriate prosody at a rate of 112ndash136 WCPM
Materials bull Beyond Practice Book B p 136
REPEATED READING
Work with students to begin marking up the Fluency passage on page 136
of Practice Book B Remind them to pay attention to the tempo Then
read one sentence at a time having students echo-read the sentence
back imitating your pace Echo-read through the entire passage again
speeding up to reflect each part of the selection
During independent reading time partners can take turns reading the
passage they have practiced reading aloud Remind students to pay
attention to one anotherrsquos tempo and discuss how different actions in the
passage change the tempo or mood
Timed Reading Have students read the passage and record their reading
rate
Student Book
Limericks
Read Aloud Review meter
and rhyme scheme Then
reread a limerick aloud
Say Listen for the meter and
rhyme scheme of the poem
Then tell students you will
read the poem once more
together Let them know
that this time they should
clap along to the rhythm of
the poem Read the poem
chorally and clap out the
rhythm together
507S
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Gray Whales
PREVIEW AND PREDICT
Have students preview Gray Whales predict what it is about and set a
purpose for reading
SKILLSEQUENCE
Ask a volunteer to explain what the terms text structure and sequence
mean Have another volunteer explain why identifying the text structure
or sequence of events is important for understanding a selection
Explain that students will read Looking at Whales together and fill in
information about order in Sequence Charts
READ AND RESPOND
As students read they should identify the order of events in the selection
and fill in their Sequence Charts Discuss with the group how the story
would change if the sequence of events were different
VOCABULARY WORDS
Have students pay attention to vocabulary words as they come up Ask
students to provide definitions as needed Ask What do whales sometimes
get tangled in
Self-Selected Reading
Objective Read independently to identify the sequence of a text
Materials bull Leveled Readers or informational trade books at studentsrsquo reading level
READ TO IDENTIFY SEQUENCE
Invite students to use their personal interests to choose a nonfiction book
for independent reading Have students read their books and take notes
on the selectionrsquos sequence in their response journals
After reading have students compare the order in which the information
was presented in the book they chose to one of the selections they read
during this weekrsquos lessons Ask Which selection presented information in the
more interesting way Which selection taught you the most about the topic
Leveled Reader
Adelinarsquos Whales 507T
Academic Language Used in Whole Group Instruction
ContentTheme Words SkillStrategy Words WritingGrammar Words
ocean (p484)
aquarium (p 484)
whales (p 484)
mammals (p 484)
gills (p 484)
lungs (p 484)
legend (p 485)
pod (p 505)
homograph (p 484)
photo essay (p 486)
analyze text structure (p 485A)
sequence (p 485A)
limerick (p 504)
meter (p 504)
rhyme scheme (p 504)
voice (p 506)
point of view (p 506)
opinion (p 506)
audience (p 507B)
possessive pronouns (p 507I)
ownership (p 507I)
stand-alone possessive pronoun
(p 507I)
Academic LanguageThroughout the week the English language learners will need help in
building their understanding of the academic language used in daily
instruction and assessment instruments The following strategies will help
to increase their language proficiency and comprehension of content and
instructional words
Strategies to Reinforce Academic Language
Use Context Academic Language (see chart below)
should be explained in the context of the task during
Whole Group Use gestures expressions and visuals to
support meaning
Use Visuals Use charts transparencies and graphic
organizers to explain key labels to help students
understand classroom language
Model Demonstrate the task using academic language in
order for students to understand instruction
English Language Learners
Oral Language For
additional language
support and oral vocabulary
development use the lesson
at www macmillanmhcom
507U
ELL Leveled ReaderELL Leveled Reader Lesson Objectivebull To apply vocabulary and
comprehension skills
Materials
bull ELL Leveled Reader
DAY 1 bull Academic Language
bull Oral Language and Vocabulary Review
DAY 2 bull Academic Language
bull ELL Leveled Reader
DAY 3 bull Academic Language
bull ELL Leveled Reader
DAY 4 bull Academic Language
bull ELL Leveled Reader
DAY 5 bull Academic Language
bull ELL Leveled Reader Comprehension Check and Literacy Activities
ELL Teacherrsquos Guide
for students who need
additional instruction
DEVELOP ORAL LANGUAGE
Build Background Write the word whales on
the board and have students share what they
know What do whales look like What do they eat
How do they communicate List key points Then
do a brief picture walk of the book to add on to
the list
Review Vocabulary Write the vocabulary and story support words
and discuss the meanings Use each word in a sentence Clarify the two
meanings of schools and dove Schools of fish are large groups of fish not
where fish go to learn Who can use ldquoschools of fishrdquo in a sentence
PREVIEW AND PREDICT
Point to the cover photograph and read the title aloud What are we going
to read about Have students brainstorm a list of questions about facts
they would like to learn from this book
Set a Purpose for Reading Show the Sequence Chart and remind students
they have used it before Ask them to use a similar chart to identify the
sequence of events as they are presented in the book
Choose from among the differentiated strategies below to support
studentsrsquo reading at all stages of language acquisition
Beginning
Shared Reading As you
read model analyzing text
structure by identifying key
information about whales
Number the facts to explain
sequence Model filling in
the chart
Intermediate
Read Together Read the
first chapter Help students
analyze text structure by
numbering and recording
key information Take turns
reading with students Ask
them to identify events in
sequence as they read
Advanced
Independent Reading
Have students read the story
After reading each day ask
them to work with a partner
to analyze text structure and
identify events in sequence
Encourage them to use the
new vocabulary
Remind students to use the vocabulary and story words in their whole
group activities
The WorldThe Worldofof
WhalesWhalesby Dina Anastasio
Informational Nonfiction
Adelinarsquos Whales 507V
- Grade 4
-
- Unit 1
- Unit 2
- Unit 3
- Unit 4
-
- Planning the Unit
- Using the Student Book
-
- Dear Mrs LaRue
-
- Puppy Trouble
- Dear Mrs LaRue
- Dog Amazes Scientists
- Writerrsquos Craft Write About Solving a Problem
- Small Group Pages
-
- The Blind Hunter
-
- Through Elizabethrsquos Eyes
- The Blind Hunter
- Make Life Easier For Everybody
- Writerrsquos Craft Write Directions
- Small Group Pages
-
- The Power of Oil
-
- Clean as a Breeze
- The Power of Oil
- Windmills on the Prairies
- Writing Frictional Narrative Write to a Prompt
- Small Group Pages
-
- Adelinarsquos Whales
-
- A Whale of a Trip
- Adelinarsquos Whales
- Limericks
- Writerrsquos Craft Share Your Point of View
- Small Group Pages
-
- At Home in the Coral Reef
-
- Coral Reefs
- At Home in the Coral Reef
- Poseidon and the Kingdom of Atlantis
- Writerrsquos Craft Write about a Community Project
- Small Group Pages
-
- Test Strategy Author and Me
-
- Wrapping Up the Unit
- Additional Lessons and Resources
-
- Unit 5
- Unit 6
-
En
d-o
f-W
ee
k A
sse
ssm
en
t
ELL Practice and
Assessment 122ndash123
Fluency Assessment
Weekly Assessment 237ndash244
Administer the Test Weekly Reading Assessment Passage and questions pages 237ndash244
ASSESSED SKILLS
bull Sequence
bull Vocabulary Words
bull Dictionary Homographs
bull Possessive Pronouns
bull Words with oi and ou
Administer the Weekly Assessment online
or on CD-ROM
FluencyAssess fluency for one group of students per week
Use the Oral Fluency Record Sheet to track the number
of words read correctly Fluency goal for all students
102ndash122 words correct per minute (WCPM)
Approaching Level Weeks 1 3 5
On Level Weeks 2 4
Beyond Level Week 6
Alternative Assessmentbull ELL Assessment pages 122ndash123
Assessment Tool
507K507K
Diagnose Prescribe
En
d-o
f-We
ek
Asse
ssme
nt
VOCABULARY WORDS
VOCABULARY STRATEGY
Dictionary Homographs
Items 1 2 3 4
IF
0ndash2 items correct
THEN
Reteach skills using the Additional
Lessons page T8
Reteach skills Go to
wwwmacmillanmhcom
Vocabulary PuzzleMaker
Evaluate for Intervention
COMPREHENSION
Skill Sequence
Items 5 6 7 8
0ndash2 items correct Reteach skills using the Additional
Lessons page T3
Evaluate for Intervention
GRAMMAR
Possessive Pronouns
Items 9 10 11
0ndash1 items correct Reteach skills Grammar Practice Book
page 120
SPELLING
Words with oi and ou
Items 12 13 14
0ndash1 items correct Reteach skills Go to
wwwmacmillanmhcom
FLUENCY 98ndash101 WCPM
0ndash97 WCPM
Fluency Solutions
Evaluate for Intervention
Diagnose Prescribe
To place students
in the Intervention
Program use
the Diagnostic
Assessment in the
Intervention Teacherrsquos
Edition
TriumphsAN INTERVENTION PROGRAM
R E A D I N G
Adelinarsquos Whales 507L
Phonics
Approaching Level Options
Objective Decode words with oi and ou
Materials bull Student Book Adelinarsquos Whales
WORDS WITH oi AND ou
ExplainModel
Remind students that the letters oi and oy together usually stand for
oi as in coil and joy The letters ou as in house and ow as in cow usually
stand for ou However ow can also stand for o as in snow
Write the letters t o y on the board Say the sounds that the letters
stand for t oi Then blend the sounds toi Say the word with me toy
Repeat this process with oi and boil
Write the letters t o w n on the board Say the sounds that the letters
stand for t ou n Then blend the sounds toun Say the word with
me town Repeat this process with ou and house
Ask students to provide their own examples of words with oi and ou
Listen and provide constructive feedback
MULTISYLLABIC WORDS WITH oi AND ou
Write the word destroy on the board Have students identify the second
syllable as containing oi troy Have students repeat the syllable then
blend and read the whole word several times Repeat this process with
pounding and ou
Have student pairs work together to practice decoding longer words
with oi and ou Write the following words on the board and ask
student pairs to copy them onto index cards or sheets of paper Say
each word Circle the letters that stand for the ou or the oi sound Then
sort the words by spelling pattern
rejoice annoy crouching underground
growling browning moisture employment
Check each pair for their progress and accuracy
WORD HUNT WORDS WITH oi AND ou IN CONTEXT
Review words with oi and ou Have students search pages 488ndash490 of
Adelinarsquos Whales to find words with oi and ou Ask them to write the
words and circle the letters that spell the oi and ou in each word
Check to see if students have found examples such as outside down
south thousand loud noise sound clouds and out
For each skill below
additional lessons are
provided You can use these
lessons on consecutive days
after teaching the lessons
presented within the week
bull Sequence T3
bull Homographs T8
Additional Resources
To help students build speed
and accuracy with reading
multisyllabic words use the
additional decodable text
on page 23 of the Teacherrsquos
Resource Book
Decodable Text
If students have trouble
figuring out how to
pronounce words that
are homographs such as
bow bou and bow bō
have them look at how the
word is used and try out
each pronunciation and
its related definition in the
context of a sentence Write
She had a pink bow in her
hair on the board and say
I can say bou in the
sentence but a pink
ldquobending of the headrdquo
does not make sense
I can say bō in the
sentence A pink ldquoknot
with loopsrdquo does make
sense This word is
pronounced bō
ConstructiveFeedback
507M
Objective Read with increasing prosody and accuracy at a rate of 102ndash112 WCPM
Materials bull Index cards bull Approaching Practice Book A page 136
WORD AUTOMATICITY
Have students make flashcards for the following words with oi and
ou flower south thousand voices howling wound tower annoy grouch
mound noises cough cowboy pound gown hound voyage frown pouch
Display the cards one at a time and have students say each word Repeat
twice more displaying the words more quickly each time
REPEATED READING
Model reading the Fluency passage in Practice Book A page 136 Tell
students to pay close attention and listen to your tempo Then read
sentences in clusters based on tempo and have students read each cluster
back copying your tempo
During independent reading time have students work with a partner
One student reads aloud while the other repeats each sentence Remind
students to use positive and encouraging phrases when giving feedback
to their partners Circulate and provide constructive feedback Circulate
and provide constructive feedback
TIMED READING
At the end of the week have students do a final timed reading of the
passage on Practice Book A page 136 Students should
begin reading the passage aloud when you say ldquoGordquo
stop reading the passage after one minute when you say ldquoStoprdquo
Keep track of miscues Coach students as needed Help students record
and graph the number of words they read correctly
Vocabulary
Objective Apply vocabulary word meanings
Materials bull Vocabulary Cards bull Student Book Adelinarsquos Whales
VOCABULARY WORDS
Display the Vocabulary Cards for this weekrsquos words dove politicians
snoring massive tangles rumbling and unique Help students locate and
read the vocabulary words in Adelinarsquos Whales Review the definitions
of each word in the Glossary of the Student Book and discuss the
meanings Then have students write their own narratives about whales
using all of these vocabulary words
Approaching Practice Book A page 136
If students read too quickly
or too slowly reread
the passage to them at
the correct tempo Then
lead the class in a choral
reading so they can follow
you lead in reading at the
appropriate rate Repeat
the choral reading as
necessary
ConstructiveFeedback
Adelinarsquos Whales 507N
Vocabulary
Approaching Level Options
Review last weekrsquos words
(electrical globe fuels
decayed) and this weekrsquos
words (rumbling snoring
unique dove massive
tangles politicians) Have
students write a synonym for
each word
Objective Use homographs
DICTIONARY HOMOGRAPHS
Have students create simple crossword puzzles using Vocabulary and
Spelling Words Make sure they include at least two homographs (wound
dove) and write the definitions of the homographs as clues They may use
a dictionary to help them if necessary
Comprehension
Objective Identify sequence
Materials bull Student Book ldquoA Whale of a Triprdquo bull Transparencies 19a and 19b
STRATEGYANALYZE TEXT STRUCTURE
Remind students that recognizing how a text is organized can help them
to identify the sequence of story events
SKILLSEQUENCE
ExplainModel
Authors sometimes use signal words such as first next and last to help
readers recognize the sequence of events in a story
Authors of history texts or how-to articles typically use chronological
order to organize their texts
Display Transparencies 19a and 19b Reread the first pages Ask a
volunteer to identify what the narrator saw first and identify the signal
words
Think Aloud As I read I learn that many things are happening It helps to
recognize sequence words to help summarize what is happening in the
story so I can better understand it
PracticeApply
Invite students to retell the story considering the sequence of events Ask
the following questions
Before going on the trip do you think the narrator expected the whale
would be as big as it turned out to be
What was the first thing Matty told people on the whale-watching trip
Why are birds often seen in areas where whales are present
Student Book or Transparencies 19a and 19b
by Kristin Gold
Retelling Have students
retell the sequence of
events in ldquoA Whale of a
Triprdquo by drawing them Ask
students to choose one
event from the book they
would like to retell Have
students draw the scene
and write one sentence
describing it After the
students have finished
hang the drawings on the
board Then as a class put
the pictures in the order
of events that the story
follows
507O
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Saving the Whales
PREVIEW AND PREDICT
Have students read the title look at the images and preview the first
chapter Have students make predictions about what they will read and
set a purpose for reading
VOCABULARY WORDS
Review the vocabulary words as needed As you read together discuss
how context clues can help you figure out word meanings
STRATEGYANALYZE TEXT STRUCTURE
Remind students that recognizing how a text is organized can help
them better understand the textrsquos important ideas and the authorrsquos
purpose
SKILLSEQUENCE
Remind students to pay attention to the way the selection is organized
and the order in which events occur Read Chapter 2 with students
Think Aloud In the first chapter I learn that in the past there were whale
hunters in all parts of the world Now there are laws to protect whales
from hunters but whales are still being killed in other ways I need to
remember this information for my Sequence Chart
READ AND RESPOND
Finish reading Saving the Whales with students Discuss the following
If the plants that the krill eat die and then the krill die ask students
what will happen next in the food chain
Ask them what happened after Keiko the whale was set free
Work with students to review and revise their Sequence Charts Help
students paraphrase the important ideas in each chapter
MAKE CONNECTIONS ACROSS TEXTS
Invite students to compare Adelinarsquos Whales and Saving the Whales
Have students identify which selection is organized into chapters Ask
them why this format is better for this selection
Have students explain how reading Saving the Whales helps them better
understand the information and events in Adelinarsquos Whales
Leveled Reader
Adelinarsquos Whales 507P
Leveled Reader LessonVocabulary
On Level Options
Student Book
Limericks
On Level Practice Book O page 136
As I read I will pay attention to tempo and match the action in the story
Did you know that whales talk to each other Whales
10 make sounds for different reasons Some sounds are used to
20 locate calves Others are used to find mates Whales even use
31 sounds to warn other pod members that a predator is around
42 Toothed whales click and whistle in order to locate food
52 Baleen whales make knocking moaning snoring and
59 rumbling noises Humpback whales sing but not during
67 feeding season They save their tunes for the warmer waters
77 where they spend their breeding season Some scientists
85 believe they are singing love songs Other scientists think
94 they are sending out threats like ldquoGo awayrdquo We may never
105 know exactly why whales sing
110 Some humpback whales swim up to the surface and take
120 a few breaths Then they dive under the water and start to
132 sing They do not move when they sing Their underwater
142 songs can be heard for miles Sometimes they sing for a half
154 hour without stopping 157
Comprehension Check
1 What actions does a humpback whale take when it sings Sequence
2 Why might a whale need to communicate with another whale Draw Conclusions
Words Read ndash Number of Errors = Words
Correct Score
First Read ndash =
Second Read ndash =
A humpback whale swims to the surface and takes a few breaths Then the whale dives under the water to sing The whale does not move when singing
Whales might need to communicate with other whales to warn them about predators to find mates or to locate their calves
Objective Apply vocabulary words and homographs
Materials bull Vocabulary Cards bull Dictionary
VOCABULARY WORDS
Tell students that they will play a word-definition game Display half of
the Vocabulary Cards Have the first team use a dictionary to help create
two different definitions for each displayed word One should be the
correct definition and the other should be incorrect Then have students
write each pair of definitions on the board The second team chooses
the definition they think is correct They get one point for each correct
answer The team with the most points wins
DICTIONARY HOMOGRAPHS
Remind students that homographs are spelled alike but have different
meanings so they have separate dictionary entries Have students use the
adjective fine in a sentence Then challenge them to use the homograph
fine (money paid) in another sentence Repeat with the word content
Literary Elements
Objective Read poems to identify literary elements
Materials bull Poetry books and resources with limericks bull Student Book ldquoLimericksrdquo
METER AND RHYME SCHEME
Discuss the use of meter and rhyme in each limerick on Student Book
pages 504ndash505 Then have students look through poetry books and other
resources to locate limericks Ask students to discuss the meter and rhyme
scheme in the limericks
Objective Read fluently with appropriate prosody at a rate of 102ndash136 WCPM
Materials bull On Level Practice Book O p 136
REPEATED READING
Model reading the passage on page 136 of Practice Book O Remind
students to pay attention to the tempo to see if it matches the action of
the story Then read one sentence at a time having students echo-read
the sentence back imitating your pace Echo-read through the entire
passage again speeding up to reflect each part of the selection During
independent reading time partners take turns reading
Timed Reading Have students read the passage and record their rates
507Q
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Looking at Whales
PREVIEW AND PREDICT
Have students preview Looking at Whales
Ask students to write down any questions they have about the
selection
Ask if they think this book will be the story of one whale or about
many whales
SKILLSEQUENCE
The sequence is the order in which events happen Signal words such
as before after and then often help to indicate the sequence of events
Explain that students will fill in this information in Sequence Charts
READ AND RESPOND
Read Chapter 1 Pause to discuss how the information in the chapter
is presented At the end of Chapter 2 fill in the Sequence Chart Have
students discuss the sequencing of information including how the word
then helped them understand the information about humpback whales
singing
VOCABULARY WORDS
As they read Looking at Whales ask students to point out vocabulary
words as they appear Then have students discuss how each word is used
Ask Are blue whales massive or small
MAKE CONNECTIONS ACROSS TEXTS
Invite students to draw connections between Looking at Whales and
Adelinarsquos Whales
Ask students to use chronological order words to summarize the
information they learned in Looking at Whales
Ask students if they think Adelina would know most of the information
in Looking at Whales
ELLLeveled Reader
Go to pages
507Undash507V
Leveled Reader
Adelinarsquos Whales 507R
Vocabulary
Beyond Practice Book B page 136
Beyond Level Options
Objective Apply vocabulary words in writing
EXTEND VOCABULARY
Ask students to write a nonfiction piece about a whale Have them use
all of the vocabulary words from this weekrsquos selection and as many words
from this unitrsquos previous weeks as possible
Invite them to edit their essays or a partnerrsquos essay Remind them to check
the spelling and usage of each word
Literary Elements
Objective Use meter and rhyme to write a limerick
Materials bull Student Book ldquoLimericksrdquo
bull Poetry books with limericks bull Nonfiction books about whales
METER AND RHYME SCHEME
Use limericks to point out that meter and rhyme scheme can add to a
readerrsquos enjoyment of a poem Ask How does the use of meter and
rhyme scheme make these limericks more fun to read
Have students read limericks and note the use of meter and rhyme
scheme Then have them read information about whales or use what they
have already learned to write their own limerick about whales
Objective Read fluently with appropriate prosody at a rate of 112ndash136 WCPM
Materials bull Beyond Practice Book B p 136
REPEATED READING
Work with students to begin marking up the Fluency passage on page 136
of Practice Book B Remind them to pay attention to the tempo Then
read one sentence at a time having students echo-read the sentence
back imitating your pace Echo-read through the entire passage again
speeding up to reflect each part of the selection
During independent reading time partners can take turns reading the
passage they have practiced reading aloud Remind students to pay
attention to one anotherrsquos tempo and discuss how different actions in the
passage change the tempo or mood
Timed Reading Have students read the passage and record their reading
rate
Student Book
Limericks
Read Aloud Review meter
and rhyme scheme Then
reread a limerick aloud
Say Listen for the meter and
rhyme scheme of the poem
Then tell students you will
read the poem once more
together Let them know
that this time they should
clap along to the rhythm of
the poem Read the poem
chorally and clap out the
rhythm together
507S
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Gray Whales
PREVIEW AND PREDICT
Have students preview Gray Whales predict what it is about and set a
purpose for reading
SKILLSEQUENCE
Ask a volunteer to explain what the terms text structure and sequence
mean Have another volunteer explain why identifying the text structure
or sequence of events is important for understanding a selection
Explain that students will read Looking at Whales together and fill in
information about order in Sequence Charts
READ AND RESPOND
As students read they should identify the order of events in the selection
and fill in their Sequence Charts Discuss with the group how the story
would change if the sequence of events were different
VOCABULARY WORDS
Have students pay attention to vocabulary words as they come up Ask
students to provide definitions as needed Ask What do whales sometimes
get tangled in
Self-Selected Reading
Objective Read independently to identify the sequence of a text
Materials bull Leveled Readers or informational trade books at studentsrsquo reading level
READ TO IDENTIFY SEQUENCE
Invite students to use their personal interests to choose a nonfiction book
for independent reading Have students read their books and take notes
on the selectionrsquos sequence in their response journals
After reading have students compare the order in which the information
was presented in the book they chose to one of the selections they read
during this weekrsquos lessons Ask Which selection presented information in the
more interesting way Which selection taught you the most about the topic
Leveled Reader
Adelinarsquos Whales 507T
Academic Language Used in Whole Group Instruction
ContentTheme Words SkillStrategy Words WritingGrammar Words
ocean (p484)
aquarium (p 484)
whales (p 484)
mammals (p 484)
gills (p 484)
lungs (p 484)
legend (p 485)
pod (p 505)
homograph (p 484)
photo essay (p 486)
analyze text structure (p 485A)
sequence (p 485A)
limerick (p 504)
meter (p 504)
rhyme scheme (p 504)
voice (p 506)
point of view (p 506)
opinion (p 506)
audience (p 507B)
possessive pronouns (p 507I)
ownership (p 507I)
stand-alone possessive pronoun
(p 507I)
Academic LanguageThroughout the week the English language learners will need help in
building their understanding of the academic language used in daily
instruction and assessment instruments The following strategies will help
to increase their language proficiency and comprehension of content and
instructional words
Strategies to Reinforce Academic Language
Use Context Academic Language (see chart below)
should be explained in the context of the task during
Whole Group Use gestures expressions and visuals to
support meaning
Use Visuals Use charts transparencies and graphic
organizers to explain key labels to help students
understand classroom language
Model Demonstrate the task using academic language in
order for students to understand instruction
English Language Learners
Oral Language For
additional language
support and oral vocabulary
development use the lesson
at www macmillanmhcom
507U
ELL Leveled ReaderELL Leveled Reader Lesson Objectivebull To apply vocabulary and
comprehension skills
Materials
bull ELL Leveled Reader
DAY 1 bull Academic Language
bull Oral Language and Vocabulary Review
DAY 2 bull Academic Language
bull ELL Leveled Reader
DAY 3 bull Academic Language
bull ELL Leveled Reader
DAY 4 bull Academic Language
bull ELL Leveled Reader
DAY 5 bull Academic Language
bull ELL Leveled Reader Comprehension Check and Literacy Activities
ELL Teacherrsquos Guide
for students who need
additional instruction
DEVELOP ORAL LANGUAGE
Build Background Write the word whales on
the board and have students share what they
know What do whales look like What do they eat
How do they communicate List key points Then
do a brief picture walk of the book to add on to
the list
Review Vocabulary Write the vocabulary and story support words
and discuss the meanings Use each word in a sentence Clarify the two
meanings of schools and dove Schools of fish are large groups of fish not
where fish go to learn Who can use ldquoschools of fishrdquo in a sentence
PREVIEW AND PREDICT
Point to the cover photograph and read the title aloud What are we going
to read about Have students brainstorm a list of questions about facts
they would like to learn from this book
Set a Purpose for Reading Show the Sequence Chart and remind students
they have used it before Ask them to use a similar chart to identify the
sequence of events as they are presented in the book
Choose from among the differentiated strategies below to support
studentsrsquo reading at all stages of language acquisition
Beginning
Shared Reading As you
read model analyzing text
structure by identifying key
information about whales
Number the facts to explain
sequence Model filling in
the chart
Intermediate
Read Together Read the
first chapter Help students
analyze text structure by
numbering and recording
key information Take turns
reading with students Ask
them to identify events in
sequence as they read
Advanced
Independent Reading
Have students read the story
After reading each day ask
them to work with a partner
to analyze text structure and
identify events in sequence
Encourage them to use the
new vocabulary
Remind students to use the vocabulary and story words in their whole
group activities
The WorldThe Worldofof
WhalesWhalesby Dina Anastasio
Informational Nonfiction
Adelinarsquos Whales 507V
- Grade 4
-
- Unit 1
- Unit 2
- Unit 3
- Unit 4
-
- Planning the Unit
- Using the Student Book
-
- Dear Mrs LaRue
-
- Puppy Trouble
- Dear Mrs LaRue
- Dog Amazes Scientists
- Writerrsquos Craft Write About Solving a Problem
- Small Group Pages
-
- The Blind Hunter
-
- Through Elizabethrsquos Eyes
- The Blind Hunter
- Make Life Easier For Everybody
- Writerrsquos Craft Write Directions
- Small Group Pages
-
- The Power of Oil
-
- Clean as a Breeze
- The Power of Oil
- Windmills on the Prairies
- Writing Frictional Narrative Write to a Prompt
- Small Group Pages
-
- Adelinarsquos Whales
-
- A Whale of a Trip
- Adelinarsquos Whales
- Limericks
- Writerrsquos Craft Share Your Point of View
- Small Group Pages
-
- At Home in the Coral Reef
-
- Coral Reefs
- At Home in the Coral Reef
- Poseidon and the Kingdom of Atlantis
- Writerrsquos Craft Write about a Community Project
- Small Group Pages
-
- Test Strategy Author and Me
-
- Wrapping Up the Unit
- Additional Lessons and Resources
-
- Unit 5
- Unit 6
-
Diagnose Prescribe
En
d-o
f-We
ek
Asse
ssme
nt
VOCABULARY WORDS
VOCABULARY STRATEGY
Dictionary Homographs
Items 1 2 3 4
IF
0ndash2 items correct
THEN
Reteach skills using the Additional
Lessons page T8
Reteach skills Go to
wwwmacmillanmhcom
Vocabulary PuzzleMaker
Evaluate for Intervention
COMPREHENSION
Skill Sequence
Items 5 6 7 8
0ndash2 items correct Reteach skills using the Additional
Lessons page T3
Evaluate for Intervention
GRAMMAR
Possessive Pronouns
Items 9 10 11
0ndash1 items correct Reteach skills Grammar Practice Book
page 120
SPELLING
Words with oi and ou
Items 12 13 14
0ndash1 items correct Reteach skills Go to
wwwmacmillanmhcom
FLUENCY 98ndash101 WCPM
0ndash97 WCPM
Fluency Solutions
Evaluate for Intervention
Diagnose Prescribe
To place students
in the Intervention
Program use
the Diagnostic
Assessment in the
Intervention Teacherrsquos
Edition
TriumphsAN INTERVENTION PROGRAM
R E A D I N G
Adelinarsquos Whales 507L
Phonics
Approaching Level Options
Objective Decode words with oi and ou
Materials bull Student Book Adelinarsquos Whales
WORDS WITH oi AND ou
ExplainModel
Remind students that the letters oi and oy together usually stand for
oi as in coil and joy The letters ou as in house and ow as in cow usually
stand for ou However ow can also stand for o as in snow
Write the letters t o y on the board Say the sounds that the letters
stand for t oi Then blend the sounds toi Say the word with me toy
Repeat this process with oi and boil
Write the letters t o w n on the board Say the sounds that the letters
stand for t ou n Then blend the sounds toun Say the word with
me town Repeat this process with ou and house
Ask students to provide their own examples of words with oi and ou
Listen and provide constructive feedback
MULTISYLLABIC WORDS WITH oi AND ou
Write the word destroy on the board Have students identify the second
syllable as containing oi troy Have students repeat the syllable then
blend and read the whole word several times Repeat this process with
pounding and ou
Have student pairs work together to practice decoding longer words
with oi and ou Write the following words on the board and ask
student pairs to copy them onto index cards or sheets of paper Say
each word Circle the letters that stand for the ou or the oi sound Then
sort the words by spelling pattern
rejoice annoy crouching underground
growling browning moisture employment
Check each pair for their progress and accuracy
WORD HUNT WORDS WITH oi AND ou IN CONTEXT
Review words with oi and ou Have students search pages 488ndash490 of
Adelinarsquos Whales to find words with oi and ou Ask them to write the
words and circle the letters that spell the oi and ou in each word
Check to see if students have found examples such as outside down
south thousand loud noise sound clouds and out
For each skill below
additional lessons are
provided You can use these
lessons on consecutive days
after teaching the lessons
presented within the week
bull Sequence T3
bull Homographs T8
Additional Resources
To help students build speed
and accuracy with reading
multisyllabic words use the
additional decodable text
on page 23 of the Teacherrsquos
Resource Book
Decodable Text
If students have trouble
figuring out how to
pronounce words that
are homographs such as
bow bou and bow bō
have them look at how the
word is used and try out
each pronunciation and
its related definition in the
context of a sentence Write
She had a pink bow in her
hair on the board and say
I can say bou in the
sentence but a pink
ldquobending of the headrdquo
does not make sense
I can say bō in the
sentence A pink ldquoknot
with loopsrdquo does make
sense This word is
pronounced bō
ConstructiveFeedback
507M
Objective Read with increasing prosody and accuracy at a rate of 102ndash112 WCPM
Materials bull Index cards bull Approaching Practice Book A page 136
WORD AUTOMATICITY
Have students make flashcards for the following words with oi and
ou flower south thousand voices howling wound tower annoy grouch
mound noises cough cowboy pound gown hound voyage frown pouch
Display the cards one at a time and have students say each word Repeat
twice more displaying the words more quickly each time
REPEATED READING
Model reading the Fluency passage in Practice Book A page 136 Tell
students to pay close attention and listen to your tempo Then read
sentences in clusters based on tempo and have students read each cluster
back copying your tempo
During independent reading time have students work with a partner
One student reads aloud while the other repeats each sentence Remind
students to use positive and encouraging phrases when giving feedback
to their partners Circulate and provide constructive feedback Circulate
and provide constructive feedback
TIMED READING
At the end of the week have students do a final timed reading of the
passage on Practice Book A page 136 Students should
begin reading the passage aloud when you say ldquoGordquo
stop reading the passage after one minute when you say ldquoStoprdquo
Keep track of miscues Coach students as needed Help students record
and graph the number of words they read correctly
Vocabulary
Objective Apply vocabulary word meanings
Materials bull Vocabulary Cards bull Student Book Adelinarsquos Whales
VOCABULARY WORDS
Display the Vocabulary Cards for this weekrsquos words dove politicians
snoring massive tangles rumbling and unique Help students locate and
read the vocabulary words in Adelinarsquos Whales Review the definitions
of each word in the Glossary of the Student Book and discuss the
meanings Then have students write their own narratives about whales
using all of these vocabulary words
Approaching Practice Book A page 136
If students read too quickly
or too slowly reread
the passage to them at
the correct tempo Then
lead the class in a choral
reading so they can follow
you lead in reading at the
appropriate rate Repeat
the choral reading as
necessary
ConstructiveFeedback
Adelinarsquos Whales 507N
Vocabulary
Approaching Level Options
Review last weekrsquos words
(electrical globe fuels
decayed) and this weekrsquos
words (rumbling snoring
unique dove massive
tangles politicians) Have
students write a synonym for
each word
Objective Use homographs
DICTIONARY HOMOGRAPHS
Have students create simple crossword puzzles using Vocabulary and
Spelling Words Make sure they include at least two homographs (wound
dove) and write the definitions of the homographs as clues They may use
a dictionary to help them if necessary
Comprehension
Objective Identify sequence
Materials bull Student Book ldquoA Whale of a Triprdquo bull Transparencies 19a and 19b
STRATEGYANALYZE TEXT STRUCTURE
Remind students that recognizing how a text is organized can help them
to identify the sequence of story events
SKILLSEQUENCE
ExplainModel
Authors sometimes use signal words such as first next and last to help
readers recognize the sequence of events in a story
Authors of history texts or how-to articles typically use chronological
order to organize their texts
Display Transparencies 19a and 19b Reread the first pages Ask a
volunteer to identify what the narrator saw first and identify the signal
words
Think Aloud As I read I learn that many things are happening It helps to
recognize sequence words to help summarize what is happening in the
story so I can better understand it
PracticeApply
Invite students to retell the story considering the sequence of events Ask
the following questions
Before going on the trip do you think the narrator expected the whale
would be as big as it turned out to be
What was the first thing Matty told people on the whale-watching trip
Why are birds often seen in areas where whales are present
Student Book or Transparencies 19a and 19b
by Kristin Gold
Retelling Have students
retell the sequence of
events in ldquoA Whale of a
Triprdquo by drawing them Ask
students to choose one
event from the book they
would like to retell Have
students draw the scene
and write one sentence
describing it After the
students have finished
hang the drawings on the
board Then as a class put
the pictures in the order
of events that the story
follows
507O
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Saving the Whales
PREVIEW AND PREDICT
Have students read the title look at the images and preview the first
chapter Have students make predictions about what they will read and
set a purpose for reading
VOCABULARY WORDS
Review the vocabulary words as needed As you read together discuss
how context clues can help you figure out word meanings
STRATEGYANALYZE TEXT STRUCTURE
Remind students that recognizing how a text is organized can help
them better understand the textrsquos important ideas and the authorrsquos
purpose
SKILLSEQUENCE
Remind students to pay attention to the way the selection is organized
and the order in which events occur Read Chapter 2 with students
Think Aloud In the first chapter I learn that in the past there were whale
hunters in all parts of the world Now there are laws to protect whales
from hunters but whales are still being killed in other ways I need to
remember this information for my Sequence Chart
READ AND RESPOND
Finish reading Saving the Whales with students Discuss the following
If the plants that the krill eat die and then the krill die ask students
what will happen next in the food chain
Ask them what happened after Keiko the whale was set free
Work with students to review and revise their Sequence Charts Help
students paraphrase the important ideas in each chapter
MAKE CONNECTIONS ACROSS TEXTS
Invite students to compare Adelinarsquos Whales and Saving the Whales
Have students identify which selection is organized into chapters Ask
them why this format is better for this selection
Have students explain how reading Saving the Whales helps them better
understand the information and events in Adelinarsquos Whales
Leveled Reader
Adelinarsquos Whales 507P
Leveled Reader LessonVocabulary
On Level Options
Student Book
Limericks
On Level Practice Book O page 136
As I read I will pay attention to tempo and match the action in the story
Did you know that whales talk to each other Whales
10 make sounds for different reasons Some sounds are used to
20 locate calves Others are used to find mates Whales even use
31 sounds to warn other pod members that a predator is around
42 Toothed whales click and whistle in order to locate food
52 Baleen whales make knocking moaning snoring and
59 rumbling noises Humpback whales sing but not during
67 feeding season They save their tunes for the warmer waters
77 where they spend their breeding season Some scientists
85 believe they are singing love songs Other scientists think
94 they are sending out threats like ldquoGo awayrdquo We may never
105 know exactly why whales sing
110 Some humpback whales swim up to the surface and take
120 a few breaths Then they dive under the water and start to
132 sing They do not move when they sing Their underwater
142 songs can be heard for miles Sometimes they sing for a half
154 hour without stopping 157
Comprehension Check
1 What actions does a humpback whale take when it sings Sequence
2 Why might a whale need to communicate with another whale Draw Conclusions
Words Read ndash Number of Errors = Words
Correct Score
First Read ndash =
Second Read ndash =
A humpback whale swims to the surface and takes a few breaths Then the whale dives under the water to sing The whale does not move when singing
Whales might need to communicate with other whales to warn them about predators to find mates or to locate their calves
Objective Apply vocabulary words and homographs
Materials bull Vocabulary Cards bull Dictionary
VOCABULARY WORDS
Tell students that they will play a word-definition game Display half of
the Vocabulary Cards Have the first team use a dictionary to help create
two different definitions for each displayed word One should be the
correct definition and the other should be incorrect Then have students
write each pair of definitions on the board The second team chooses
the definition they think is correct They get one point for each correct
answer The team with the most points wins
DICTIONARY HOMOGRAPHS
Remind students that homographs are spelled alike but have different
meanings so they have separate dictionary entries Have students use the
adjective fine in a sentence Then challenge them to use the homograph
fine (money paid) in another sentence Repeat with the word content
Literary Elements
Objective Read poems to identify literary elements
Materials bull Poetry books and resources with limericks bull Student Book ldquoLimericksrdquo
METER AND RHYME SCHEME
Discuss the use of meter and rhyme in each limerick on Student Book
pages 504ndash505 Then have students look through poetry books and other
resources to locate limericks Ask students to discuss the meter and rhyme
scheme in the limericks
Objective Read fluently with appropriate prosody at a rate of 102ndash136 WCPM
Materials bull On Level Practice Book O p 136
REPEATED READING
Model reading the passage on page 136 of Practice Book O Remind
students to pay attention to the tempo to see if it matches the action of
the story Then read one sentence at a time having students echo-read
the sentence back imitating your pace Echo-read through the entire
passage again speeding up to reflect each part of the selection During
independent reading time partners take turns reading
Timed Reading Have students read the passage and record their rates
507Q
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Looking at Whales
PREVIEW AND PREDICT
Have students preview Looking at Whales
Ask students to write down any questions they have about the
selection
Ask if they think this book will be the story of one whale or about
many whales
SKILLSEQUENCE
The sequence is the order in which events happen Signal words such
as before after and then often help to indicate the sequence of events
Explain that students will fill in this information in Sequence Charts
READ AND RESPOND
Read Chapter 1 Pause to discuss how the information in the chapter
is presented At the end of Chapter 2 fill in the Sequence Chart Have
students discuss the sequencing of information including how the word
then helped them understand the information about humpback whales
singing
VOCABULARY WORDS
As they read Looking at Whales ask students to point out vocabulary
words as they appear Then have students discuss how each word is used
Ask Are blue whales massive or small
MAKE CONNECTIONS ACROSS TEXTS
Invite students to draw connections between Looking at Whales and
Adelinarsquos Whales
Ask students to use chronological order words to summarize the
information they learned in Looking at Whales
Ask students if they think Adelina would know most of the information
in Looking at Whales
ELLLeveled Reader
Go to pages
507Undash507V
Leveled Reader
Adelinarsquos Whales 507R
Vocabulary
Beyond Practice Book B page 136
Beyond Level Options
Objective Apply vocabulary words in writing
EXTEND VOCABULARY
Ask students to write a nonfiction piece about a whale Have them use
all of the vocabulary words from this weekrsquos selection and as many words
from this unitrsquos previous weeks as possible
Invite them to edit their essays or a partnerrsquos essay Remind them to check
the spelling and usage of each word
Literary Elements
Objective Use meter and rhyme to write a limerick
Materials bull Student Book ldquoLimericksrdquo
bull Poetry books with limericks bull Nonfiction books about whales
METER AND RHYME SCHEME
Use limericks to point out that meter and rhyme scheme can add to a
readerrsquos enjoyment of a poem Ask How does the use of meter and
rhyme scheme make these limericks more fun to read
Have students read limericks and note the use of meter and rhyme
scheme Then have them read information about whales or use what they
have already learned to write their own limerick about whales
Objective Read fluently with appropriate prosody at a rate of 112ndash136 WCPM
Materials bull Beyond Practice Book B p 136
REPEATED READING
Work with students to begin marking up the Fluency passage on page 136
of Practice Book B Remind them to pay attention to the tempo Then
read one sentence at a time having students echo-read the sentence
back imitating your pace Echo-read through the entire passage again
speeding up to reflect each part of the selection
During independent reading time partners can take turns reading the
passage they have practiced reading aloud Remind students to pay
attention to one anotherrsquos tempo and discuss how different actions in the
passage change the tempo or mood
Timed Reading Have students read the passage and record their reading
rate
Student Book
Limericks
Read Aloud Review meter
and rhyme scheme Then
reread a limerick aloud
Say Listen for the meter and
rhyme scheme of the poem
Then tell students you will
read the poem once more
together Let them know
that this time they should
clap along to the rhythm of
the poem Read the poem
chorally and clap out the
rhythm together
507S
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Gray Whales
PREVIEW AND PREDICT
Have students preview Gray Whales predict what it is about and set a
purpose for reading
SKILLSEQUENCE
Ask a volunteer to explain what the terms text structure and sequence
mean Have another volunteer explain why identifying the text structure
or sequence of events is important for understanding a selection
Explain that students will read Looking at Whales together and fill in
information about order in Sequence Charts
READ AND RESPOND
As students read they should identify the order of events in the selection
and fill in their Sequence Charts Discuss with the group how the story
would change if the sequence of events were different
VOCABULARY WORDS
Have students pay attention to vocabulary words as they come up Ask
students to provide definitions as needed Ask What do whales sometimes
get tangled in
Self-Selected Reading
Objective Read independently to identify the sequence of a text
Materials bull Leveled Readers or informational trade books at studentsrsquo reading level
READ TO IDENTIFY SEQUENCE
Invite students to use their personal interests to choose a nonfiction book
for independent reading Have students read their books and take notes
on the selectionrsquos sequence in their response journals
After reading have students compare the order in which the information
was presented in the book they chose to one of the selections they read
during this weekrsquos lessons Ask Which selection presented information in the
more interesting way Which selection taught you the most about the topic
Leveled Reader
Adelinarsquos Whales 507T
Academic Language Used in Whole Group Instruction
ContentTheme Words SkillStrategy Words WritingGrammar Words
ocean (p484)
aquarium (p 484)
whales (p 484)
mammals (p 484)
gills (p 484)
lungs (p 484)
legend (p 485)
pod (p 505)
homograph (p 484)
photo essay (p 486)
analyze text structure (p 485A)
sequence (p 485A)
limerick (p 504)
meter (p 504)
rhyme scheme (p 504)
voice (p 506)
point of view (p 506)
opinion (p 506)
audience (p 507B)
possessive pronouns (p 507I)
ownership (p 507I)
stand-alone possessive pronoun
(p 507I)
Academic LanguageThroughout the week the English language learners will need help in
building their understanding of the academic language used in daily
instruction and assessment instruments The following strategies will help
to increase their language proficiency and comprehension of content and
instructional words
Strategies to Reinforce Academic Language
Use Context Academic Language (see chart below)
should be explained in the context of the task during
Whole Group Use gestures expressions and visuals to
support meaning
Use Visuals Use charts transparencies and graphic
organizers to explain key labels to help students
understand classroom language
Model Demonstrate the task using academic language in
order for students to understand instruction
English Language Learners
Oral Language For
additional language
support and oral vocabulary
development use the lesson
at www macmillanmhcom
507U
ELL Leveled ReaderELL Leveled Reader Lesson Objectivebull To apply vocabulary and
comprehension skills
Materials
bull ELL Leveled Reader
DAY 1 bull Academic Language
bull Oral Language and Vocabulary Review
DAY 2 bull Academic Language
bull ELL Leveled Reader
DAY 3 bull Academic Language
bull ELL Leveled Reader
DAY 4 bull Academic Language
bull ELL Leveled Reader
DAY 5 bull Academic Language
bull ELL Leveled Reader Comprehension Check and Literacy Activities
ELL Teacherrsquos Guide
for students who need
additional instruction
DEVELOP ORAL LANGUAGE
Build Background Write the word whales on
the board and have students share what they
know What do whales look like What do they eat
How do they communicate List key points Then
do a brief picture walk of the book to add on to
the list
Review Vocabulary Write the vocabulary and story support words
and discuss the meanings Use each word in a sentence Clarify the two
meanings of schools and dove Schools of fish are large groups of fish not
where fish go to learn Who can use ldquoschools of fishrdquo in a sentence
PREVIEW AND PREDICT
Point to the cover photograph and read the title aloud What are we going
to read about Have students brainstorm a list of questions about facts
they would like to learn from this book
Set a Purpose for Reading Show the Sequence Chart and remind students
they have used it before Ask them to use a similar chart to identify the
sequence of events as they are presented in the book
Choose from among the differentiated strategies below to support
studentsrsquo reading at all stages of language acquisition
Beginning
Shared Reading As you
read model analyzing text
structure by identifying key
information about whales
Number the facts to explain
sequence Model filling in
the chart
Intermediate
Read Together Read the
first chapter Help students
analyze text structure by
numbering and recording
key information Take turns
reading with students Ask
them to identify events in
sequence as they read
Advanced
Independent Reading
Have students read the story
After reading each day ask
them to work with a partner
to analyze text structure and
identify events in sequence
Encourage them to use the
new vocabulary
Remind students to use the vocabulary and story words in their whole
group activities
The WorldThe Worldofof
WhalesWhalesby Dina Anastasio
Informational Nonfiction
Adelinarsquos Whales 507V
- Grade 4
-
- Unit 1
- Unit 2
- Unit 3
- Unit 4
-
- Planning the Unit
- Using the Student Book
-
- Dear Mrs LaRue
-
- Puppy Trouble
- Dear Mrs LaRue
- Dog Amazes Scientists
- Writerrsquos Craft Write About Solving a Problem
- Small Group Pages
-
- The Blind Hunter
-
- Through Elizabethrsquos Eyes
- The Blind Hunter
- Make Life Easier For Everybody
- Writerrsquos Craft Write Directions
- Small Group Pages
-
- The Power of Oil
-
- Clean as a Breeze
- The Power of Oil
- Windmills on the Prairies
- Writing Frictional Narrative Write to a Prompt
- Small Group Pages
-
- Adelinarsquos Whales
-
- A Whale of a Trip
- Adelinarsquos Whales
- Limericks
- Writerrsquos Craft Share Your Point of View
- Small Group Pages
-
- At Home in the Coral Reef
-
- Coral Reefs
- At Home in the Coral Reef
- Poseidon and the Kingdom of Atlantis
- Writerrsquos Craft Write about a Community Project
- Small Group Pages
-
- Test Strategy Author and Me
-
- Wrapping Up the Unit
- Additional Lessons and Resources
-
- Unit 5
- Unit 6
-
Phonics
Approaching Level Options
Objective Decode words with oi and ou
Materials bull Student Book Adelinarsquos Whales
WORDS WITH oi AND ou
ExplainModel
Remind students that the letters oi and oy together usually stand for
oi as in coil and joy The letters ou as in house and ow as in cow usually
stand for ou However ow can also stand for o as in snow
Write the letters t o y on the board Say the sounds that the letters
stand for t oi Then blend the sounds toi Say the word with me toy
Repeat this process with oi and boil
Write the letters t o w n on the board Say the sounds that the letters
stand for t ou n Then blend the sounds toun Say the word with
me town Repeat this process with ou and house
Ask students to provide their own examples of words with oi and ou
Listen and provide constructive feedback
MULTISYLLABIC WORDS WITH oi AND ou
Write the word destroy on the board Have students identify the second
syllable as containing oi troy Have students repeat the syllable then
blend and read the whole word several times Repeat this process with
pounding and ou
Have student pairs work together to practice decoding longer words
with oi and ou Write the following words on the board and ask
student pairs to copy them onto index cards or sheets of paper Say
each word Circle the letters that stand for the ou or the oi sound Then
sort the words by spelling pattern
rejoice annoy crouching underground
growling browning moisture employment
Check each pair for their progress and accuracy
WORD HUNT WORDS WITH oi AND ou IN CONTEXT
Review words with oi and ou Have students search pages 488ndash490 of
Adelinarsquos Whales to find words with oi and ou Ask them to write the
words and circle the letters that spell the oi and ou in each word
Check to see if students have found examples such as outside down
south thousand loud noise sound clouds and out
For each skill below
additional lessons are
provided You can use these
lessons on consecutive days
after teaching the lessons
presented within the week
bull Sequence T3
bull Homographs T8
Additional Resources
To help students build speed
and accuracy with reading
multisyllabic words use the
additional decodable text
on page 23 of the Teacherrsquos
Resource Book
Decodable Text
If students have trouble
figuring out how to
pronounce words that
are homographs such as
bow bou and bow bō
have them look at how the
word is used and try out
each pronunciation and
its related definition in the
context of a sentence Write
She had a pink bow in her
hair on the board and say
I can say bou in the
sentence but a pink
ldquobending of the headrdquo
does not make sense
I can say bō in the
sentence A pink ldquoknot
with loopsrdquo does make
sense This word is
pronounced bō
ConstructiveFeedback
507M
Objective Read with increasing prosody and accuracy at a rate of 102ndash112 WCPM
Materials bull Index cards bull Approaching Practice Book A page 136
WORD AUTOMATICITY
Have students make flashcards for the following words with oi and
ou flower south thousand voices howling wound tower annoy grouch
mound noises cough cowboy pound gown hound voyage frown pouch
Display the cards one at a time and have students say each word Repeat
twice more displaying the words more quickly each time
REPEATED READING
Model reading the Fluency passage in Practice Book A page 136 Tell
students to pay close attention and listen to your tempo Then read
sentences in clusters based on tempo and have students read each cluster
back copying your tempo
During independent reading time have students work with a partner
One student reads aloud while the other repeats each sentence Remind
students to use positive and encouraging phrases when giving feedback
to their partners Circulate and provide constructive feedback Circulate
and provide constructive feedback
TIMED READING
At the end of the week have students do a final timed reading of the
passage on Practice Book A page 136 Students should
begin reading the passage aloud when you say ldquoGordquo
stop reading the passage after one minute when you say ldquoStoprdquo
Keep track of miscues Coach students as needed Help students record
and graph the number of words they read correctly
Vocabulary
Objective Apply vocabulary word meanings
Materials bull Vocabulary Cards bull Student Book Adelinarsquos Whales
VOCABULARY WORDS
Display the Vocabulary Cards for this weekrsquos words dove politicians
snoring massive tangles rumbling and unique Help students locate and
read the vocabulary words in Adelinarsquos Whales Review the definitions
of each word in the Glossary of the Student Book and discuss the
meanings Then have students write their own narratives about whales
using all of these vocabulary words
Approaching Practice Book A page 136
If students read too quickly
or too slowly reread
the passage to them at
the correct tempo Then
lead the class in a choral
reading so they can follow
you lead in reading at the
appropriate rate Repeat
the choral reading as
necessary
ConstructiveFeedback
Adelinarsquos Whales 507N
Vocabulary
Approaching Level Options
Review last weekrsquos words
(electrical globe fuels
decayed) and this weekrsquos
words (rumbling snoring
unique dove massive
tangles politicians) Have
students write a synonym for
each word
Objective Use homographs
DICTIONARY HOMOGRAPHS
Have students create simple crossword puzzles using Vocabulary and
Spelling Words Make sure they include at least two homographs (wound
dove) and write the definitions of the homographs as clues They may use
a dictionary to help them if necessary
Comprehension
Objective Identify sequence
Materials bull Student Book ldquoA Whale of a Triprdquo bull Transparencies 19a and 19b
STRATEGYANALYZE TEXT STRUCTURE
Remind students that recognizing how a text is organized can help them
to identify the sequence of story events
SKILLSEQUENCE
ExplainModel
Authors sometimes use signal words such as first next and last to help
readers recognize the sequence of events in a story
Authors of history texts or how-to articles typically use chronological
order to organize their texts
Display Transparencies 19a and 19b Reread the first pages Ask a
volunteer to identify what the narrator saw first and identify the signal
words
Think Aloud As I read I learn that many things are happening It helps to
recognize sequence words to help summarize what is happening in the
story so I can better understand it
PracticeApply
Invite students to retell the story considering the sequence of events Ask
the following questions
Before going on the trip do you think the narrator expected the whale
would be as big as it turned out to be
What was the first thing Matty told people on the whale-watching trip
Why are birds often seen in areas where whales are present
Student Book or Transparencies 19a and 19b
by Kristin Gold
Retelling Have students
retell the sequence of
events in ldquoA Whale of a
Triprdquo by drawing them Ask
students to choose one
event from the book they
would like to retell Have
students draw the scene
and write one sentence
describing it After the
students have finished
hang the drawings on the
board Then as a class put
the pictures in the order
of events that the story
follows
507O
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Saving the Whales
PREVIEW AND PREDICT
Have students read the title look at the images and preview the first
chapter Have students make predictions about what they will read and
set a purpose for reading
VOCABULARY WORDS
Review the vocabulary words as needed As you read together discuss
how context clues can help you figure out word meanings
STRATEGYANALYZE TEXT STRUCTURE
Remind students that recognizing how a text is organized can help
them better understand the textrsquos important ideas and the authorrsquos
purpose
SKILLSEQUENCE
Remind students to pay attention to the way the selection is organized
and the order in which events occur Read Chapter 2 with students
Think Aloud In the first chapter I learn that in the past there were whale
hunters in all parts of the world Now there are laws to protect whales
from hunters but whales are still being killed in other ways I need to
remember this information for my Sequence Chart
READ AND RESPOND
Finish reading Saving the Whales with students Discuss the following
If the plants that the krill eat die and then the krill die ask students
what will happen next in the food chain
Ask them what happened after Keiko the whale was set free
Work with students to review and revise their Sequence Charts Help
students paraphrase the important ideas in each chapter
MAKE CONNECTIONS ACROSS TEXTS
Invite students to compare Adelinarsquos Whales and Saving the Whales
Have students identify which selection is organized into chapters Ask
them why this format is better for this selection
Have students explain how reading Saving the Whales helps them better
understand the information and events in Adelinarsquos Whales
Leveled Reader
Adelinarsquos Whales 507P
Leveled Reader LessonVocabulary
On Level Options
Student Book
Limericks
On Level Practice Book O page 136
As I read I will pay attention to tempo and match the action in the story
Did you know that whales talk to each other Whales
10 make sounds for different reasons Some sounds are used to
20 locate calves Others are used to find mates Whales even use
31 sounds to warn other pod members that a predator is around
42 Toothed whales click and whistle in order to locate food
52 Baleen whales make knocking moaning snoring and
59 rumbling noises Humpback whales sing but not during
67 feeding season They save their tunes for the warmer waters
77 where they spend their breeding season Some scientists
85 believe they are singing love songs Other scientists think
94 they are sending out threats like ldquoGo awayrdquo We may never
105 know exactly why whales sing
110 Some humpback whales swim up to the surface and take
120 a few breaths Then they dive under the water and start to
132 sing They do not move when they sing Their underwater
142 songs can be heard for miles Sometimes they sing for a half
154 hour without stopping 157
Comprehension Check
1 What actions does a humpback whale take when it sings Sequence
2 Why might a whale need to communicate with another whale Draw Conclusions
Words Read ndash Number of Errors = Words
Correct Score
First Read ndash =
Second Read ndash =
A humpback whale swims to the surface and takes a few breaths Then the whale dives under the water to sing The whale does not move when singing
Whales might need to communicate with other whales to warn them about predators to find mates or to locate their calves
Objective Apply vocabulary words and homographs
Materials bull Vocabulary Cards bull Dictionary
VOCABULARY WORDS
Tell students that they will play a word-definition game Display half of
the Vocabulary Cards Have the first team use a dictionary to help create
two different definitions for each displayed word One should be the
correct definition and the other should be incorrect Then have students
write each pair of definitions on the board The second team chooses
the definition they think is correct They get one point for each correct
answer The team with the most points wins
DICTIONARY HOMOGRAPHS
Remind students that homographs are spelled alike but have different
meanings so they have separate dictionary entries Have students use the
adjective fine in a sentence Then challenge them to use the homograph
fine (money paid) in another sentence Repeat with the word content
Literary Elements
Objective Read poems to identify literary elements
Materials bull Poetry books and resources with limericks bull Student Book ldquoLimericksrdquo
METER AND RHYME SCHEME
Discuss the use of meter and rhyme in each limerick on Student Book
pages 504ndash505 Then have students look through poetry books and other
resources to locate limericks Ask students to discuss the meter and rhyme
scheme in the limericks
Objective Read fluently with appropriate prosody at a rate of 102ndash136 WCPM
Materials bull On Level Practice Book O p 136
REPEATED READING
Model reading the passage on page 136 of Practice Book O Remind
students to pay attention to the tempo to see if it matches the action of
the story Then read one sentence at a time having students echo-read
the sentence back imitating your pace Echo-read through the entire
passage again speeding up to reflect each part of the selection During
independent reading time partners take turns reading
Timed Reading Have students read the passage and record their rates
507Q
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Looking at Whales
PREVIEW AND PREDICT
Have students preview Looking at Whales
Ask students to write down any questions they have about the
selection
Ask if they think this book will be the story of one whale or about
many whales
SKILLSEQUENCE
The sequence is the order in which events happen Signal words such
as before after and then often help to indicate the sequence of events
Explain that students will fill in this information in Sequence Charts
READ AND RESPOND
Read Chapter 1 Pause to discuss how the information in the chapter
is presented At the end of Chapter 2 fill in the Sequence Chart Have
students discuss the sequencing of information including how the word
then helped them understand the information about humpback whales
singing
VOCABULARY WORDS
As they read Looking at Whales ask students to point out vocabulary
words as they appear Then have students discuss how each word is used
Ask Are blue whales massive or small
MAKE CONNECTIONS ACROSS TEXTS
Invite students to draw connections between Looking at Whales and
Adelinarsquos Whales
Ask students to use chronological order words to summarize the
information they learned in Looking at Whales
Ask students if they think Adelina would know most of the information
in Looking at Whales
ELLLeveled Reader
Go to pages
507Undash507V
Leveled Reader
Adelinarsquos Whales 507R
Vocabulary
Beyond Practice Book B page 136
Beyond Level Options
Objective Apply vocabulary words in writing
EXTEND VOCABULARY
Ask students to write a nonfiction piece about a whale Have them use
all of the vocabulary words from this weekrsquos selection and as many words
from this unitrsquos previous weeks as possible
Invite them to edit their essays or a partnerrsquos essay Remind them to check
the spelling and usage of each word
Literary Elements
Objective Use meter and rhyme to write a limerick
Materials bull Student Book ldquoLimericksrdquo
bull Poetry books with limericks bull Nonfiction books about whales
METER AND RHYME SCHEME
Use limericks to point out that meter and rhyme scheme can add to a
readerrsquos enjoyment of a poem Ask How does the use of meter and
rhyme scheme make these limericks more fun to read
Have students read limericks and note the use of meter and rhyme
scheme Then have them read information about whales or use what they
have already learned to write their own limerick about whales
Objective Read fluently with appropriate prosody at a rate of 112ndash136 WCPM
Materials bull Beyond Practice Book B p 136
REPEATED READING
Work with students to begin marking up the Fluency passage on page 136
of Practice Book B Remind them to pay attention to the tempo Then
read one sentence at a time having students echo-read the sentence
back imitating your pace Echo-read through the entire passage again
speeding up to reflect each part of the selection
During independent reading time partners can take turns reading the
passage they have practiced reading aloud Remind students to pay
attention to one anotherrsquos tempo and discuss how different actions in the
passage change the tempo or mood
Timed Reading Have students read the passage and record their reading
rate
Student Book
Limericks
Read Aloud Review meter
and rhyme scheme Then
reread a limerick aloud
Say Listen for the meter and
rhyme scheme of the poem
Then tell students you will
read the poem once more
together Let them know
that this time they should
clap along to the rhythm of
the poem Read the poem
chorally and clap out the
rhythm together
507S
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Gray Whales
PREVIEW AND PREDICT
Have students preview Gray Whales predict what it is about and set a
purpose for reading
SKILLSEQUENCE
Ask a volunteer to explain what the terms text structure and sequence
mean Have another volunteer explain why identifying the text structure
or sequence of events is important for understanding a selection
Explain that students will read Looking at Whales together and fill in
information about order in Sequence Charts
READ AND RESPOND
As students read they should identify the order of events in the selection
and fill in their Sequence Charts Discuss with the group how the story
would change if the sequence of events were different
VOCABULARY WORDS
Have students pay attention to vocabulary words as they come up Ask
students to provide definitions as needed Ask What do whales sometimes
get tangled in
Self-Selected Reading
Objective Read independently to identify the sequence of a text
Materials bull Leveled Readers or informational trade books at studentsrsquo reading level
READ TO IDENTIFY SEQUENCE
Invite students to use their personal interests to choose a nonfiction book
for independent reading Have students read their books and take notes
on the selectionrsquos sequence in their response journals
After reading have students compare the order in which the information
was presented in the book they chose to one of the selections they read
during this weekrsquos lessons Ask Which selection presented information in the
more interesting way Which selection taught you the most about the topic
Leveled Reader
Adelinarsquos Whales 507T
Academic Language Used in Whole Group Instruction
ContentTheme Words SkillStrategy Words WritingGrammar Words
ocean (p484)
aquarium (p 484)
whales (p 484)
mammals (p 484)
gills (p 484)
lungs (p 484)
legend (p 485)
pod (p 505)
homograph (p 484)
photo essay (p 486)
analyze text structure (p 485A)
sequence (p 485A)
limerick (p 504)
meter (p 504)
rhyme scheme (p 504)
voice (p 506)
point of view (p 506)
opinion (p 506)
audience (p 507B)
possessive pronouns (p 507I)
ownership (p 507I)
stand-alone possessive pronoun
(p 507I)
Academic LanguageThroughout the week the English language learners will need help in
building their understanding of the academic language used in daily
instruction and assessment instruments The following strategies will help
to increase their language proficiency and comprehension of content and
instructional words
Strategies to Reinforce Academic Language
Use Context Academic Language (see chart below)
should be explained in the context of the task during
Whole Group Use gestures expressions and visuals to
support meaning
Use Visuals Use charts transparencies and graphic
organizers to explain key labels to help students
understand classroom language
Model Demonstrate the task using academic language in
order for students to understand instruction
English Language Learners
Oral Language For
additional language
support and oral vocabulary
development use the lesson
at www macmillanmhcom
507U
ELL Leveled ReaderELL Leveled Reader Lesson Objectivebull To apply vocabulary and
comprehension skills
Materials
bull ELL Leveled Reader
DAY 1 bull Academic Language
bull Oral Language and Vocabulary Review
DAY 2 bull Academic Language
bull ELL Leveled Reader
DAY 3 bull Academic Language
bull ELL Leveled Reader
DAY 4 bull Academic Language
bull ELL Leveled Reader
DAY 5 bull Academic Language
bull ELL Leveled Reader Comprehension Check and Literacy Activities
ELL Teacherrsquos Guide
for students who need
additional instruction
DEVELOP ORAL LANGUAGE
Build Background Write the word whales on
the board and have students share what they
know What do whales look like What do they eat
How do they communicate List key points Then
do a brief picture walk of the book to add on to
the list
Review Vocabulary Write the vocabulary and story support words
and discuss the meanings Use each word in a sentence Clarify the two
meanings of schools and dove Schools of fish are large groups of fish not
where fish go to learn Who can use ldquoschools of fishrdquo in a sentence
PREVIEW AND PREDICT
Point to the cover photograph and read the title aloud What are we going
to read about Have students brainstorm a list of questions about facts
they would like to learn from this book
Set a Purpose for Reading Show the Sequence Chart and remind students
they have used it before Ask them to use a similar chart to identify the
sequence of events as they are presented in the book
Choose from among the differentiated strategies below to support
studentsrsquo reading at all stages of language acquisition
Beginning
Shared Reading As you
read model analyzing text
structure by identifying key
information about whales
Number the facts to explain
sequence Model filling in
the chart
Intermediate
Read Together Read the
first chapter Help students
analyze text structure by
numbering and recording
key information Take turns
reading with students Ask
them to identify events in
sequence as they read
Advanced
Independent Reading
Have students read the story
After reading each day ask
them to work with a partner
to analyze text structure and
identify events in sequence
Encourage them to use the
new vocabulary
Remind students to use the vocabulary and story words in their whole
group activities
The WorldThe Worldofof
WhalesWhalesby Dina Anastasio
Informational Nonfiction
Adelinarsquos Whales 507V
- Grade 4
-
- Unit 1
- Unit 2
- Unit 3
- Unit 4
-
- Planning the Unit
- Using the Student Book
-
- Dear Mrs LaRue
-
- Puppy Trouble
- Dear Mrs LaRue
- Dog Amazes Scientists
- Writerrsquos Craft Write About Solving a Problem
- Small Group Pages
-
- The Blind Hunter
-
- Through Elizabethrsquos Eyes
- The Blind Hunter
- Make Life Easier For Everybody
- Writerrsquos Craft Write Directions
- Small Group Pages
-
- The Power of Oil
-
- Clean as a Breeze
- The Power of Oil
- Windmills on the Prairies
- Writing Frictional Narrative Write to a Prompt
- Small Group Pages
-
- Adelinarsquos Whales
-
- A Whale of a Trip
- Adelinarsquos Whales
- Limericks
- Writerrsquos Craft Share Your Point of View
- Small Group Pages
-
- At Home in the Coral Reef
-
- Coral Reefs
- At Home in the Coral Reef
- Poseidon and the Kingdom of Atlantis
- Writerrsquos Craft Write about a Community Project
- Small Group Pages
-
- Test Strategy Author and Me
-
- Wrapping Up the Unit
- Additional Lessons and Resources
-
- Unit 5
- Unit 6
-
Objective Read with increasing prosody and accuracy at a rate of 102ndash112 WCPM
Materials bull Index cards bull Approaching Practice Book A page 136
WORD AUTOMATICITY
Have students make flashcards for the following words with oi and
ou flower south thousand voices howling wound tower annoy grouch
mound noises cough cowboy pound gown hound voyage frown pouch
Display the cards one at a time and have students say each word Repeat
twice more displaying the words more quickly each time
REPEATED READING
Model reading the Fluency passage in Practice Book A page 136 Tell
students to pay close attention and listen to your tempo Then read
sentences in clusters based on tempo and have students read each cluster
back copying your tempo
During independent reading time have students work with a partner
One student reads aloud while the other repeats each sentence Remind
students to use positive and encouraging phrases when giving feedback
to their partners Circulate and provide constructive feedback Circulate
and provide constructive feedback
TIMED READING
At the end of the week have students do a final timed reading of the
passage on Practice Book A page 136 Students should
begin reading the passage aloud when you say ldquoGordquo
stop reading the passage after one minute when you say ldquoStoprdquo
Keep track of miscues Coach students as needed Help students record
and graph the number of words they read correctly
Vocabulary
Objective Apply vocabulary word meanings
Materials bull Vocabulary Cards bull Student Book Adelinarsquos Whales
VOCABULARY WORDS
Display the Vocabulary Cards for this weekrsquos words dove politicians
snoring massive tangles rumbling and unique Help students locate and
read the vocabulary words in Adelinarsquos Whales Review the definitions
of each word in the Glossary of the Student Book and discuss the
meanings Then have students write their own narratives about whales
using all of these vocabulary words
Approaching Practice Book A page 136
If students read too quickly
or too slowly reread
the passage to them at
the correct tempo Then
lead the class in a choral
reading so they can follow
you lead in reading at the
appropriate rate Repeat
the choral reading as
necessary
ConstructiveFeedback
Adelinarsquos Whales 507N
Vocabulary
Approaching Level Options
Review last weekrsquos words
(electrical globe fuels
decayed) and this weekrsquos
words (rumbling snoring
unique dove massive
tangles politicians) Have
students write a synonym for
each word
Objective Use homographs
DICTIONARY HOMOGRAPHS
Have students create simple crossword puzzles using Vocabulary and
Spelling Words Make sure they include at least two homographs (wound
dove) and write the definitions of the homographs as clues They may use
a dictionary to help them if necessary
Comprehension
Objective Identify sequence
Materials bull Student Book ldquoA Whale of a Triprdquo bull Transparencies 19a and 19b
STRATEGYANALYZE TEXT STRUCTURE
Remind students that recognizing how a text is organized can help them
to identify the sequence of story events
SKILLSEQUENCE
ExplainModel
Authors sometimes use signal words such as first next and last to help
readers recognize the sequence of events in a story
Authors of history texts or how-to articles typically use chronological
order to organize their texts
Display Transparencies 19a and 19b Reread the first pages Ask a
volunteer to identify what the narrator saw first and identify the signal
words
Think Aloud As I read I learn that many things are happening It helps to
recognize sequence words to help summarize what is happening in the
story so I can better understand it
PracticeApply
Invite students to retell the story considering the sequence of events Ask
the following questions
Before going on the trip do you think the narrator expected the whale
would be as big as it turned out to be
What was the first thing Matty told people on the whale-watching trip
Why are birds often seen in areas where whales are present
Student Book or Transparencies 19a and 19b
by Kristin Gold
Retelling Have students
retell the sequence of
events in ldquoA Whale of a
Triprdquo by drawing them Ask
students to choose one
event from the book they
would like to retell Have
students draw the scene
and write one sentence
describing it After the
students have finished
hang the drawings on the
board Then as a class put
the pictures in the order
of events that the story
follows
507O
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Saving the Whales
PREVIEW AND PREDICT
Have students read the title look at the images and preview the first
chapter Have students make predictions about what they will read and
set a purpose for reading
VOCABULARY WORDS
Review the vocabulary words as needed As you read together discuss
how context clues can help you figure out word meanings
STRATEGYANALYZE TEXT STRUCTURE
Remind students that recognizing how a text is organized can help
them better understand the textrsquos important ideas and the authorrsquos
purpose
SKILLSEQUENCE
Remind students to pay attention to the way the selection is organized
and the order in which events occur Read Chapter 2 with students
Think Aloud In the first chapter I learn that in the past there were whale
hunters in all parts of the world Now there are laws to protect whales
from hunters but whales are still being killed in other ways I need to
remember this information for my Sequence Chart
READ AND RESPOND
Finish reading Saving the Whales with students Discuss the following
If the plants that the krill eat die and then the krill die ask students
what will happen next in the food chain
Ask them what happened after Keiko the whale was set free
Work with students to review and revise their Sequence Charts Help
students paraphrase the important ideas in each chapter
MAKE CONNECTIONS ACROSS TEXTS
Invite students to compare Adelinarsquos Whales and Saving the Whales
Have students identify which selection is organized into chapters Ask
them why this format is better for this selection
Have students explain how reading Saving the Whales helps them better
understand the information and events in Adelinarsquos Whales
Leveled Reader
Adelinarsquos Whales 507P
Leveled Reader LessonVocabulary
On Level Options
Student Book
Limericks
On Level Practice Book O page 136
As I read I will pay attention to tempo and match the action in the story
Did you know that whales talk to each other Whales
10 make sounds for different reasons Some sounds are used to
20 locate calves Others are used to find mates Whales even use
31 sounds to warn other pod members that a predator is around
42 Toothed whales click and whistle in order to locate food
52 Baleen whales make knocking moaning snoring and
59 rumbling noises Humpback whales sing but not during
67 feeding season They save their tunes for the warmer waters
77 where they spend their breeding season Some scientists
85 believe they are singing love songs Other scientists think
94 they are sending out threats like ldquoGo awayrdquo We may never
105 know exactly why whales sing
110 Some humpback whales swim up to the surface and take
120 a few breaths Then they dive under the water and start to
132 sing They do not move when they sing Their underwater
142 songs can be heard for miles Sometimes they sing for a half
154 hour without stopping 157
Comprehension Check
1 What actions does a humpback whale take when it sings Sequence
2 Why might a whale need to communicate with another whale Draw Conclusions
Words Read ndash Number of Errors = Words
Correct Score
First Read ndash =
Second Read ndash =
A humpback whale swims to the surface and takes a few breaths Then the whale dives under the water to sing The whale does not move when singing
Whales might need to communicate with other whales to warn them about predators to find mates or to locate their calves
Objective Apply vocabulary words and homographs
Materials bull Vocabulary Cards bull Dictionary
VOCABULARY WORDS
Tell students that they will play a word-definition game Display half of
the Vocabulary Cards Have the first team use a dictionary to help create
two different definitions for each displayed word One should be the
correct definition and the other should be incorrect Then have students
write each pair of definitions on the board The second team chooses
the definition they think is correct They get one point for each correct
answer The team with the most points wins
DICTIONARY HOMOGRAPHS
Remind students that homographs are spelled alike but have different
meanings so they have separate dictionary entries Have students use the
adjective fine in a sentence Then challenge them to use the homograph
fine (money paid) in another sentence Repeat with the word content
Literary Elements
Objective Read poems to identify literary elements
Materials bull Poetry books and resources with limericks bull Student Book ldquoLimericksrdquo
METER AND RHYME SCHEME
Discuss the use of meter and rhyme in each limerick on Student Book
pages 504ndash505 Then have students look through poetry books and other
resources to locate limericks Ask students to discuss the meter and rhyme
scheme in the limericks
Objective Read fluently with appropriate prosody at a rate of 102ndash136 WCPM
Materials bull On Level Practice Book O p 136
REPEATED READING
Model reading the passage on page 136 of Practice Book O Remind
students to pay attention to the tempo to see if it matches the action of
the story Then read one sentence at a time having students echo-read
the sentence back imitating your pace Echo-read through the entire
passage again speeding up to reflect each part of the selection During
independent reading time partners take turns reading
Timed Reading Have students read the passage and record their rates
507Q
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Looking at Whales
PREVIEW AND PREDICT
Have students preview Looking at Whales
Ask students to write down any questions they have about the
selection
Ask if they think this book will be the story of one whale or about
many whales
SKILLSEQUENCE
The sequence is the order in which events happen Signal words such
as before after and then often help to indicate the sequence of events
Explain that students will fill in this information in Sequence Charts
READ AND RESPOND
Read Chapter 1 Pause to discuss how the information in the chapter
is presented At the end of Chapter 2 fill in the Sequence Chart Have
students discuss the sequencing of information including how the word
then helped them understand the information about humpback whales
singing
VOCABULARY WORDS
As they read Looking at Whales ask students to point out vocabulary
words as they appear Then have students discuss how each word is used
Ask Are blue whales massive or small
MAKE CONNECTIONS ACROSS TEXTS
Invite students to draw connections between Looking at Whales and
Adelinarsquos Whales
Ask students to use chronological order words to summarize the
information they learned in Looking at Whales
Ask students if they think Adelina would know most of the information
in Looking at Whales
ELLLeveled Reader
Go to pages
507Undash507V
Leveled Reader
Adelinarsquos Whales 507R
Vocabulary
Beyond Practice Book B page 136
Beyond Level Options
Objective Apply vocabulary words in writing
EXTEND VOCABULARY
Ask students to write a nonfiction piece about a whale Have them use
all of the vocabulary words from this weekrsquos selection and as many words
from this unitrsquos previous weeks as possible
Invite them to edit their essays or a partnerrsquos essay Remind them to check
the spelling and usage of each word
Literary Elements
Objective Use meter and rhyme to write a limerick
Materials bull Student Book ldquoLimericksrdquo
bull Poetry books with limericks bull Nonfiction books about whales
METER AND RHYME SCHEME
Use limericks to point out that meter and rhyme scheme can add to a
readerrsquos enjoyment of a poem Ask How does the use of meter and
rhyme scheme make these limericks more fun to read
Have students read limericks and note the use of meter and rhyme
scheme Then have them read information about whales or use what they
have already learned to write their own limerick about whales
Objective Read fluently with appropriate prosody at a rate of 112ndash136 WCPM
Materials bull Beyond Practice Book B p 136
REPEATED READING
Work with students to begin marking up the Fluency passage on page 136
of Practice Book B Remind them to pay attention to the tempo Then
read one sentence at a time having students echo-read the sentence
back imitating your pace Echo-read through the entire passage again
speeding up to reflect each part of the selection
During independent reading time partners can take turns reading the
passage they have practiced reading aloud Remind students to pay
attention to one anotherrsquos tempo and discuss how different actions in the
passage change the tempo or mood
Timed Reading Have students read the passage and record their reading
rate
Student Book
Limericks
Read Aloud Review meter
and rhyme scheme Then
reread a limerick aloud
Say Listen for the meter and
rhyme scheme of the poem
Then tell students you will
read the poem once more
together Let them know
that this time they should
clap along to the rhythm of
the poem Read the poem
chorally and clap out the
rhythm together
507S
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Gray Whales
PREVIEW AND PREDICT
Have students preview Gray Whales predict what it is about and set a
purpose for reading
SKILLSEQUENCE
Ask a volunteer to explain what the terms text structure and sequence
mean Have another volunteer explain why identifying the text structure
or sequence of events is important for understanding a selection
Explain that students will read Looking at Whales together and fill in
information about order in Sequence Charts
READ AND RESPOND
As students read they should identify the order of events in the selection
and fill in their Sequence Charts Discuss with the group how the story
would change if the sequence of events were different
VOCABULARY WORDS
Have students pay attention to vocabulary words as they come up Ask
students to provide definitions as needed Ask What do whales sometimes
get tangled in
Self-Selected Reading
Objective Read independently to identify the sequence of a text
Materials bull Leveled Readers or informational trade books at studentsrsquo reading level
READ TO IDENTIFY SEQUENCE
Invite students to use their personal interests to choose a nonfiction book
for independent reading Have students read their books and take notes
on the selectionrsquos sequence in their response journals
After reading have students compare the order in which the information
was presented in the book they chose to one of the selections they read
during this weekrsquos lessons Ask Which selection presented information in the
more interesting way Which selection taught you the most about the topic
Leveled Reader
Adelinarsquos Whales 507T
Academic Language Used in Whole Group Instruction
ContentTheme Words SkillStrategy Words WritingGrammar Words
ocean (p484)
aquarium (p 484)
whales (p 484)
mammals (p 484)
gills (p 484)
lungs (p 484)
legend (p 485)
pod (p 505)
homograph (p 484)
photo essay (p 486)
analyze text structure (p 485A)
sequence (p 485A)
limerick (p 504)
meter (p 504)
rhyme scheme (p 504)
voice (p 506)
point of view (p 506)
opinion (p 506)
audience (p 507B)
possessive pronouns (p 507I)
ownership (p 507I)
stand-alone possessive pronoun
(p 507I)
Academic LanguageThroughout the week the English language learners will need help in
building their understanding of the academic language used in daily
instruction and assessment instruments The following strategies will help
to increase their language proficiency and comprehension of content and
instructional words
Strategies to Reinforce Academic Language
Use Context Academic Language (see chart below)
should be explained in the context of the task during
Whole Group Use gestures expressions and visuals to
support meaning
Use Visuals Use charts transparencies and graphic
organizers to explain key labels to help students
understand classroom language
Model Demonstrate the task using academic language in
order for students to understand instruction
English Language Learners
Oral Language For
additional language
support and oral vocabulary
development use the lesson
at www macmillanmhcom
507U
ELL Leveled ReaderELL Leveled Reader Lesson Objectivebull To apply vocabulary and
comprehension skills
Materials
bull ELL Leveled Reader
DAY 1 bull Academic Language
bull Oral Language and Vocabulary Review
DAY 2 bull Academic Language
bull ELL Leveled Reader
DAY 3 bull Academic Language
bull ELL Leveled Reader
DAY 4 bull Academic Language
bull ELL Leveled Reader
DAY 5 bull Academic Language
bull ELL Leveled Reader Comprehension Check and Literacy Activities
ELL Teacherrsquos Guide
for students who need
additional instruction
DEVELOP ORAL LANGUAGE
Build Background Write the word whales on
the board and have students share what they
know What do whales look like What do they eat
How do they communicate List key points Then
do a brief picture walk of the book to add on to
the list
Review Vocabulary Write the vocabulary and story support words
and discuss the meanings Use each word in a sentence Clarify the two
meanings of schools and dove Schools of fish are large groups of fish not
where fish go to learn Who can use ldquoschools of fishrdquo in a sentence
PREVIEW AND PREDICT
Point to the cover photograph and read the title aloud What are we going
to read about Have students brainstorm a list of questions about facts
they would like to learn from this book
Set a Purpose for Reading Show the Sequence Chart and remind students
they have used it before Ask them to use a similar chart to identify the
sequence of events as they are presented in the book
Choose from among the differentiated strategies below to support
studentsrsquo reading at all stages of language acquisition
Beginning
Shared Reading As you
read model analyzing text
structure by identifying key
information about whales
Number the facts to explain
sequence Model filling in
the chart
Intermediate
Read Together Read the
first chapter Help students
analyze text structure by
numbering and recording
key information Take turns
reading with students Ask
them to identify events in
sequence as they read
Advanced
Independent Reading
Have students read the story
After reading each day ask
them to work with a partner
to analyze text structure and
identify events in sequence
Encourage them to use the
new vocabulary
Remind students to use the vocabulary and story words in their whole
group activities
The WorldThe Worldofof
WhalesWhalesby Dina Anastasio
Informational Nonfiction
Adelinarsquos Whales 507V
- Grade 4
-
- Unit 1
- Unit 2
- Unit 3
- Unit 4
-
- Planning the Unit
- Using the Student Book
-
- Dear Mrs LaRue
-
- Puppy Trouble
- Dear Mrs LaRue
- Dog Amazes Scientists
- Writerrsquos Craft Write About Solving a Problem
- Small Group Pages
-
- The Blind Hunter
-
- Through Elizabethrsquos Eyes
- The Blind Hunter
- Make Life Easier For Everybody
- Writerrsquos Craft Write Directions
- Small Group Pages
-
- The Power of Oil
-
- Clean as a Breeze
- The Power of Oil
- Windmills on the Prairies
- Writing Frictional Narrative Write to a Prompt
- Small Group Pages
-
- Adelinarsquos Whales
-
- A Whale of a Trip
- Adelinarsquos Whales
- Limericks
- Writerrsquos Craft Share Your Point of View
- Small Group Pages
-
- At Home in the Coral Reef
-
- Coral Reefs
- At Home in the Coral Reef
- Poseidon and the Kingdom of Atlantis
- Writerrsquos Craft Write about a Community Project
- Small Group Pages
-
- Test Strategy Author and Me
-
- Wrapping Up the Unit
- Additional Lessons and Resources
-
- Unit 5
- Unit 6
-
Vocabulary
Approaching Level Options
Review last weekrsquos words
(electrical globe fuels
decayed) and this weekrsquos
words (rumbling snoring
unique dove massive
tangles politicians) Have
students write a synonym for
each word
Objective Use homographs
DICTIONARY HOMOGRAPHS
Have students create simple crossword puzzles using Vocabulary and
Spelling Words Make sure they include at least two homographs (wound
dove) and write the definitions of the homographs as clues They may use
a dictionary to help them if necessary
Comprehension
Objective Identify sequence
Materials bull Student Book ldquoA Whale of a Triprdquo bull Transparencies 19a and 19b
STRATEGYANALYZE TEXT STRUCTURE
Remind students that recognizing how a text is organized can help them
to identify the sequence of story events
SKILLSEQUENCE
ExplainModel
Authors sometimes use signal words such as first next and last to help
readers recognize the sequence of events in a story
Authors of history texts or how-to articles typically use chronological
order to organize their texts
Display Transparencies 19a and 19b Reread the first pages Ask a
volunteer to identify what the narrator saw first and identify the signal
words
Think Aloud As I read I learn that many things are happening It helps to
recognize sequence words to help summarize what is happening in the
story so I can better understand it
PracticeApply
Invite students to retell the story considering the sequence of events Ask
the following questions
Before going on the trip do you think the narrator expected the whale
would be as big as it turned out to be
What was the first thing Matty told people on the whale-watching trip
Why are birds often seen in areas where whales are present
Student Book or Transparencies 19a and 19b
by Kristin Gold
Retelling Have students
retell the sequence of
events in ldquoA Whale of a
Triprdquo by drawing them Ask
students to choose one
event from the book they
would like to retell Have
students draw the scene
and write one sentence
describing it After the
students have finished
hang the drawings on the
board Then as a class put
the pictures in the order
of events that the story
follows
507O
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Saving the Whales
PREVIEW AND PREDICT
Have students read the title look at the images and preview the first
chapter Have students make predictions about what they will read and
set a purpose for reading
VOCABULARY WORDS
Review the vocabulary words as needed As you read together discuss
how context clues can help you figure out word meanings
STRATEGYANALYZE TEXT STRUCTURE
Remind students that recognizing how a text is organized can help
them better understand the textrsquos important ideas and the authorrsquos
purpose
SKILLSEQUENCE
Remind students to pay attention to the way the selection is organized
and the order in which events occur Read Chapter 2 with students
Think Aloud In the first chapter I learn that in the past there were whale
hunters in all parts of the world Now there are laws to protect whales
from hunters but whales are still being killed in other ways I need to
remember this information for my Sequence Chart
READ AND RESPOND
Finish reading Saving the Whales with students Discuss the following
If the plants that the krill eat die and then the krill die ask students
what will happen next in the food chain
Ask them what happened after Keiko the whale was set free
Work with students to review and revise their Sequence Charts Help
students paraphrase the important ideas in each chapter
MAKE CONNECTIONS ACROSS TEXTS
Invite students to compare Adelinarsquos Whales and Saving the Whales
Have students identify which selection is organized into chapters Ask
them why this format is better for this selection
Have students explain how reading Saving the Whales helps them better
understand the information and events in Adelinarsquos Whales
Leveled Reader
Adelinarsquos Whales 507P
Leveled Reader LessonVocabulary
On Level Options
Student Book
Limericks
On Level Practice Book O page 136
As I read I will pay attention to tempo and match the action in the story
Did you know that whales talk to each other Whales
10 make sounds for different reasons Some sounds are used to
20 locate calves Others are used to find mates Whales even use
31 sounds to warn other pod members that a predator is around
42 Toothed whales click and whistle in order to locate food
52 Baleen whales make knocking moaning snoring and
59 rumbling noises Humpback whales sing but not during
67 feeding season They save their tunes for the warmer waters
77 where they spend their breeding season Some scientists
85 believe they are singing love songs Other scientists think
94 they are sending out threats like ldquoGo awayrdquo We may never
105 know exactly why whales sing
110 Some humpback whales swim up to the surface and take
120 a few breaths Then they dive under the water and start to
132 sing They do not move when they sing Their underwater
142 songs can be heard for miles Sometimes they sing for a half
154 hour without stopping 157
Comprehension Check
1 What actions does a humpback whale take when it sings Sequence
2 Why might a whale need to communicate with another whale Draw Conclusions
Words Read ndash Number of Errors = Words
Correct Score
First Read ndash =
Second Read ndash =
A humpback whale swims to the surface and takes a few breaths Then the whale dives under the water to sing The whale does not move when singing
Whales might need to communicate with other whales to warn them about predators to find mates or to locate their calves
Objective Apply vocabulary words and homographs
Materials bull Vocabulary Cards bull Dictionary
VOCABULARY WORDS
Tell students that they will play a word-definition game Display half of
the Vocabulary Cards Have the first team use a dictionary to help create
two different definitions for each displayed word One should be the
correct definition and the other should be incorrect Then have students
write each pair of definitions on the board The second team chooses
the definition they think is correct They get one point for each correct
answer The team with the most points wins
DICTIONARY HOMOGRAPHS
Remind students that homographs are spelled alike but have different
meanings so they have separate dictionary entries Have students use the
adjective fine in a sentence Then challenge them to use the homograph
fine (money paid) in another sentence Repeat with the word content
Literary Elements
Objective Read poems to identify literary elements
Materials bull Poetry books and resources with limericks bull Student Book ldquoLimericksrdquo
METER AND RHYME SCHEME
Discuss the use of meter and rhyme in each limerick on Student Book
pages 504ndash505 Then have students look through poetry books and other
resources to locate limericks Ask students to discuss the meter and rhyme
scheme in the limericks
Objective Read fluently with appropriate prosody at a rate of 102ndash136 WCPM
Materials bull On Level Practice Book O p 136
REPEATED READING
Model reading the passage on page 136 of Practice Book O Remind
students to pay attention to the tempo to see if it matches the action of
the story Then read one sentence at a time having students echo-read
the sentence back imitating your pace Echo-read through the entire
passage again speeding up to reflect each part of the selection During
independent reading time partners take turns reading
Timed Reading Have students read the passage and record their rates
507Q
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Looking at Whales
PREVIEW AND PREDICT
Have students preview Looking at Whales
Ask students to write down any questions they have about the
selection
Ask if they think this book will be the story of one whale or about
many whales
SKILLSEQUENCE
The sequence is the order in which events happen Signal words such
as before after and then often help to indicate the sequence of events
Explain that students will fill in this information in Sequence Charts
READ AND RESPOND
Read Chapter 1 Pause to discuss how the information in the chapter
is presented At the end of Chapter 2 fill in the Sequence Chart Have
students discuss the sequencing of information including how the word
then helped them understand the information about humpback whales
singing
VOCABULARY WORDS
As they read Looking at Whales ask students to point out vocabulary
words as they appear Then have students discuss how each word is used
Ask Are blue whales massive or small
MAKE CONNECTIONS ACROSS TEXTS
Invite students to draw connections between Looking at Whales and
Adelinarsquos Whales
Ask students to use chronological order words to summarize the
information they learned in Looking at Whales
Ask students if they think Adelina would know most of the information
in Looking at Whales
ELLLeveled Reader
Go to pages
507Undash507V
Leveled Reader
Adelinarsquos Whales 507R
Vocabulary
Beyond Practice Book B page 136
Beyond Level Options
Objective Apply vocabulary words in writing
EXTEND VOCABULARY
Ask students to write a nonfiction piece about a whale Have them use
all of the vocabulary words from this weekrsquos selection and as many words
from this unitrsquos previous weeks as possible
Invite them to edit their essays or a partnerrsquos essay Remind them to check
the spelling and usage of each word
Literary Elements
Objective Use meter and rhyme to write a limerick
Materials bull Student Book ldquoLimericksrdquo
bull Poetry books with limericks bull Nonfiction books about whales
METER AND RHYME SCHEME
Use limericks to point out that meter and rhyme scheme can add to a
readerrsquos enjoyment of a poem Ask How does the use of meter and
rhyme scheme make these limericks more fun to read
Have students read limericks and note the use of meter and rhyme
scheme Then have them read information about whales or use what they
have already learned to write their own limerick about whales
Objective Read fluently with appropriate prosody at a rate of 112ndash136 WCPM
Materials bull Beyond Practice Book B p 136
REPEATED READING
Work with students to begin marking up the Fluency passage on page 136
of Practice Book B Remind them to pay attention to the tempo Then
read one sentence at a time having students echo-read the sentence
back imitating your pace Echo-read through the entire passage again
speeding up to reflect each part of the selection
During independent reading time partners can take turns reading the
passage they have practiced reading aloud Remind students to pay
attention to one anotherrsquos tempo and discuss how different actions in the
passage change the tempo or mood
Timed Reading Have students read the passage and record their reading
rate
Student Book
Limericks
Read Aloud Review meter
and rhyme scheme Then
reread a limerick aloud
Say Listen for the meter and
rhyme scheme of the poem
Then tell students you will
read the poem once more
together Let them know
that this time they should
clap along to the rhythm of
the poem Read the poem
chorally and clap out the
rhythm together
507S
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Gray Whales
PREVIEW AND PREDICT
Have students preview Gray Whales predict what it is about and set a
purpose for reading
SKILLSEQUENCE
Ask a volunteer to explain what the terms text structure and sequence
mean Have another volunteer explain why identifying the text structure
or sequence of events is important for understanding a selection
Explain that students will read Looking at Whales together and fill in
information about order in Sequence Charts
READ AND RESPOND
As students read they should identify the order of events in the selection
and fill in their Sequence Charts Discuss with the group how the story
would change if the sequence of events were different
VOCABULARY WORDS
Have students pay attention to vocabulary words as they come up Ask
students to provide definitions as needed Ask What do whales sometimes
get tangled in
Self-Selected Reading
Objective Read independently to identify the sequence of a text
Materials bull Leveled Readers or informational trade books at studentsrsquo reading level
READ TO IDENTIFY SEQUENCE
Invite students to use their personal interests to choose a nonfiction book
for independent reading Have students read their books and take notes
on the selectionrsquos sequence in their response journals
After reading have students compare the order in which the information
was presented in the book they chose to one of the selections they read
during this weekrsquos lessons Ask Which selection presented information in the
more interesting way Which selection taught you the most about the topic
Leveled Reader
Adelinarsquos Whales 507T
Academic Language Used in Whole Group Instruction
ContentTheme Words SkillStrategy Words WritingGrammar Words
ocean (p484)
aquarium (p 484)
whales (p 484)
mammals (p 484)
gills (p 484)
lungs (p 484)
legend (p 485)
pod (p 505)
homograph (p 484)
photo essay (p 486)
analyze text structure (p 485A)
sequence (p 485A)
limerick (p 504)
meter (p 504)
rhyme scheme (p 504)
voice (p 506)
point of view (p 506)
opinion (p 506)
audience (p 507B)
possessive pronouns (p 507I)
ownership (p 507I)
stand-alone possessive pronoun
(p 507I)
Academic LanguageThroughout the week the English language learners will need help in
building their understanding of the academic language used in daily
instruction and assessment instruments The following strategies will help
to increase their language proficiency and comprehension of content and
instructional words
Strategies to Reinforce Academic Language
Use Context Academic Language (see chart below)
should be explained in the context of the task during
Whole Group Use gestures expressions and visuals to
support meaning
Use Visuals Use charts transparencies and graphic
organizers to explain key labels to help students
understand classroom language
Model Demonstrate the task using academic language in
order for students to understand instruction
English Language Learners
Oral Language For
additional language
support and oral vocabulary
development use the lesson
at www macmillanmhcom
507U
ELL Leveled ReaderELL Leveled Reader Lesson Objectivebull To apply vocabulary and
comprehension skills
Materials
bull ELL Leveled Reader
DAY 1 bull Academic Language
bull Oral Language and Vocabulary Review
DAY 2 bull Academic Language
bull ELL Leveled Reader
DAY 3 bull Academic Language
bull ELL Leveled Reader
DAY 4 bull Academic Language
bull ELL Leveled Reader
DAY 5 bull Academic Language
bull ELL Leveled Reader Comprehension Check and Literacy Activities
ELL Teacherrsquos Guide
for students who need
additional instruction
DEVELOP ORAL LANGUAGE
Build Background Write the word whales on
the board and have students share what they
know What do whales look like What do they eat
How do they communicate List key points Then
do a brief picture walk of the book to add on to
the list
Review Vocabulary Write the vocabulary and story support words
and discuss the meanings Use each word in a sentence Clarify the two
meanings of schools and dove Schools of fish are large groups of fish not
where fish go to learn Who can use ldquoschools of fishrdquo in a sentence
PREVIEW AND PREDICT
Point to the cover photograph and read the title aloud What are we going
to read about Have students brainstorm a list of questions about facts
they would like to learn from this book
Set a Purpose for Reading Show the Sequence Chart and remind students
they have used it before Ask them to use a similar chart to identify the
sequence of events as they are presented in the book
Choose from among the differentiated strategies below to support
studentsrsquo reading at all stages of language acquisition
Beginning
Shared Reading As you
read model analyzing text
structure by identifying key
information about whales
Number the facts to explain
sequence Model filling in
the chart
Intermediate
Read Together Read the
first chapter Help students
analyze text structure by
numbering and recording
key information Take turns
reading with students Ask
them to identify events in
sequence as they read
Advanced
Independent Reading
Have students read the story
After reading each day ask
them to work with a partner
to analyze text structure and
identify events in sequence
Encourage them to use the
new vocabulary
Remind students to use the vocabulary and story words in their whole
group activities
The WorldThe Worldofof
WhalesWhalesby Dina Anastasio
Informational Nonfiction
Adelinarsquos Whales 507V
- Grade 4
-
- Unit 1
- Unit 2
- Unit 3
- Unit 4
-
- Planning the Unit
- Using the Student Book
-
- Dear Mrs LaRue
-
- Puppy Trouble
- Dear Mrs LaRue
- Dog Amazes Scientists
- Writerrsquos Craft Write About Solving a Problem
- Small Group Pages
-
- The Blind Hunter
-
- Through Elizabethrsquos Eyes
- The Blind Hunter
- Make Life Easier For Everybody
- Writerrsquos Craft Write Directions
- Small Group Pages
-
- The Power of Oil
-
- Clean as a Breeze
- The Power of Oil
- Windmills on the Prairies
- Writing Frictional Narrative Write to a Prompt
- Small Group Pages
-
- Adelinarsquos Whales
-
- A Whale of a Trip
- Adelinarsquos Whales
- Limericks
- Writerrsquos Craft Share Your Point of View
- Small Group Pages
-
- At Home in the Coral Reef
-
- Coral Reefs
- At Home in the Coral Reef
- Poseidon and the Kingdom of Atlantis
- Writerrsquos Craft Write about a Community Project
- Small Group Pages
-
- Test Strategy Author and Me
-
- Wrapping Up the Unit
- Additional Lessons and Resources
-
- Unit 5
- Unit 6
-
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Saving the Whales
PREVIEW AND PREDICT
Have students read the title look at the images and preview the first
chapter Have students make predictions about what they will read and
set a purpose for reading
VOCABULARY WORDS
Review the vocabulary words as needed As you read together discuss
how context clues can help you figure out word meanings
STRATEGYANALYZE TEXT STRUCTURE
Remind students that recognizing how a text is organized can help
them better understand the textrsquos important ideas and the authorrsquos
purpose
SKILLSEQUENCE
Remind students to pay attention to the way the selection is organized
and the order in which events occur Read Chapter 2 with students
Think Aloud In the first chapter I learn that in the past there were whale
hunters in all parts of the world Now there are laws to protect whales
from hunters but whales are still being killed in other ways I need to
remember this information for my Sequence Chart
READ AND RESPOND
Finish reading Saving the Whales with students Discuss the following
If the plants that the krill eat die and then the krill die ask students
what will happen next in the food chain
Ask them what happened after Keiko the whale was set free
Work with students to review and revise their Sequence Charts Help
students paraphrase the important ideas in each chapter
MAKE CONNECTIONS ACROSS TEXTS
Invite students to compare Adelinarsquos Whales and Saving the Whales
Have students identify which selection is organized into chapters Ask
them why this format is better for this selection
Have students explain how reading Saving the Whales helps them better
understand the information and events in Adelinarsquos Whales
Leveled Reader
Adelinarsquos Whales 507P
Leveled Reader LessonVocabulary
On Level Options
Student Book
Limericks
On Level Practice Book O page 136
As I read I will pay attention to tempo and match the action in the story
Did you know that whales talk to each other Whales
10 make sounds for different reasons Some sounds are used to
20 locate calves Others are used to find mates Whales even use
31 sounds to warn other pod members that a predator is around
42 Toothed whales click and whistle in order to locate food
52 Baleen whales make knocking moaning snoring and
59 rumbling noises Humpback whales sing but not during
67 feeding season They save their tunes for the warmer waters
77 where they spend their breeding season Some scientists
85 believe they are singing love songs Other scientists think
94 they are sending out threats like ldquoGo awayrdquo We may never
105 know exactly why whales sing
110 Some humpback whales swim up to the surface and take
120 a few breaths Then they dive under the water and start to
132 sing They do not move when they sing Their underwater
142 songs can be heard for miles Sometimes they sing for a half
154 hour without stopping 157
Comprehension Check
1 What actions does a humpback whale take when it sings Sequence
2 Why might a whale need to communicate with another whale Draw Conclusions
Words Read ndash Number of Errors = Words
Correct Score
First Read ndash =
Second Read ndash =
A humpback whale swims to the surface and takes a few breaths Then the whale dives under the water to sing The whale does not move when singing
Whales might need to communicate with other whales to warn them about predators to find mates or to locate their calves
Objective Apply vocabulary words and homographs
Materials bull Vocabulary Cards bull Dictionary
VOCABULARY WORDS
Tell students that they will play a word-definition game Display half of
the Vocabulary Cards Have the first team use a dictionary to help create
two different definitions for each displayed word One should be the
correct definition and the other should be incorrect Then have students
write each pair of definitions on the board The second team chooses
the definition they think is correct They get one point for each correct
answer The team with the most points wins
DICTIONARY HOMOGRAPHS
Remind students that homographs are spelled alike but have different
meanings so they have separate dictionary entries Have students use the
adjective fine in a sentence Then challenge them to use the homograph
fine (money paid) in another sentence Repeat with the word content
Literary Elements
Objective Read poems to identify literary elements
Materials bull Poetry books and resources with limericks bull Student Book ldquoLimericksrdquo
METER AND RHYME SCHEME
Discuss the use of meter and rhyme in each limerick on Student Book
pages 504ndash505 Then have students look through poetry books and other
resources to locate limericks Ask students to discuss the meter and rhyme
scheme in the limericks
Objective Read fluently with appropriate prosody at a rate of 102ndash136 WCPM
Materials bull On Level Practice Book O p 136
REPEATED READING
Model reading the passage on page 136 of Practice Book O Remind
students to pay attention to the tempo to see if it matches the action of
the story Then read one sentence at a time having students echo-read
the sentence back imitating your pace Echo-read through the entire
passage again speeding up to reflect each part of the selection During
independent reading time partners take turns reading
Timed Reading Have students read the passage and record their rates
507Q
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Looking at Whales
PREVIEW AND PREDICT
Have students preview Looking at Whales
Ask students to write down any questions they have about the
selection
Ask if they think this book will be the story of one whale or about
many whales
SKILLSEQUENCE
The sequence is the order in which events happen Signal words such
as before after and then often help to indicate the sequence of events
Explain that students will fill in this information in Sequence Charts
READ AND RESPOND
Read Chapter 1 Pause to discuss how the information in the chapter
is presented At the end of Chapter 2 fill in the Sequence Chart Have
students discuss the sequencing of information including how the word
then helped them understand the information about humpback whales
singing
VOCABULARY WORDS
As they read Looking at Whales ask students to point out vocabulary
words as they appear Then have students discuss how each word is used
Ask Are blue whales massive or small
MAKE CONNECTIONS ACROSS TEXTS
Invite students to draw connections between Looking at Whales and
Adelinarsquos Whales
Ask students to use chronological order words to summarize the
information they learned in Looking at Whales
Ask students if they think Adelina would know most of the information
in Looking at Whales
ELLLeveled Reader
Go to pages
507Undash507V
Leveled Reader
Adelinarsquos Whales 507R
Vocabulary
Beyond Practice Book B page 136
Beyond Level Options
Objective Apply vocabulary words in writing
EXTEND VOCABULARY
Ask students to write a nonfiction piece about a whale Have them use
all of the vocabulary words from this weekrsquos selection and as many words
from this unitrsquos previous weeks as possible
Invite them to edit their essays or a partnerrsquos essay Remind them to check
the spelling and usage of each word
Literary Elements
Objective Use meter and rhyme to write a limerick
Materials bull Student Book ldquoLimericksrdquo
bull Poetry books with limericks bull Nonfiction books about whales
METER AND RHYME SCHEME
Use limericks to point out that meter and rhyme scheme can add to a
readerrsquos enjoyment of a poem Ask How does the use of meter and
rhyme scheme make these limericks more fun to read
Have students read limericks and note the use of meter and rhyme
scheme Then have them read information about whales or use what they
have already learned to write their own limerick about whales
Objective Read fluently with appropriate prosody at a rate of 112ndash136 WCPM
Materials bull Beyond Practice Book B p 136
REPEATED READING
Work with students to begin marking up the Fluency passage on page 136
of Practice Book B Remind them to pay attention to the tempo Then
read one sentence at a time having students echo-read the sentence
back imitating your pace Echo-read through the entire passage again
speeding up to reflect each part of the selection
During independent reading time partners can take turns reading the
passage they have practiced reading aloud Remind students to pay
attention to one anotherrsquos tempo and discuss how different actions in the
passage change the tempo or mood
Timed Reading Have students read the passage and record their reading
rate
Student Book
Limericks
Read Aloud Review meter
and rhyme scheme Then
reread a limerick aloud
Say Listen for the meter and
rhyme scheme of the poem
Then tell students you will
read the poem once more
together Let them know
that this time they should
clap along to the rhythm of
the poem Read the poem
chorally and clap out the
rhythm together
507S
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Gray Whales
PREVIEW AND PREDICT
Have students preview Gray Whales predict what it is about and set a
purpose for reading
SKILLSEQUENCE
Ask a volunteer to explain what the terms text structure and sequence
mean Have another volunteer explain why identifying the text structure
or sequence of events is important for understanding a selection
Explain that students will read Looking at Whales together and fill in
information about order in Sequence Charts
READ AND RESPOND
As students read they should identify the order of events in the selection
and fill in their Sequence Charts Discuss with the group how the story
would change if the sequence of events were different
VOCABULARY WORDS
Have students pay attention to vocabulary words as they come up Ask
students to provide definitions as needed Ask What do whales sometimes
get tangled in
Self-Selected Reading
Objective Read independently to identify the sequence of a text
Materials bull Leveled Readers or informational trade books at studentsrsquo reading level
READ TO IDENTIFY SEQUENCE
Invite students to use their personal interests to choose a nonfiction book
for independent reading Have students read their books and take notes
on the selectionrsquos sequence in their response journals
After reading have students compare the order in which the information
was presented in the book they chose to one of the selections they read
during this weekrsquos lessons Ask Which selection presented information in the
more interesting way Which selection taught you the most about the topic
Leveled Reader
Adelinarsquos Whales 507T
Academic Language Used in Whole Group Instruction
ContentTheme Words SkillStrategy Words WritingGrammar Words
ocean (p484)
aquarium (p 484)
whales (p 484)
mammals (p 484)
gills (p 484)
lungs (p 484)
legend (p 485)
pod (p 505)
homograph (p 484)
photo essay (p 486)
analyze text structure (p 485A)
sequence (p 485A)
limerick (p 504)
meter (p 504)
rhyme scheme (p 504)
voice (p 506)
point of view (p 506)
opinion (p 506)
audience (p 507B)
possessive pronouns (p 507I)
ownership (p 507I)
stand-alone possessive pronoun
(p 507I)
Academic LanguageThroughout the week the English language learners will need help in
building their understanding of the academic language used in daily
instruction and assessment instruments The following strategies will help
to increase their language proficiency and comprehension of content and
instructional words
Strategies to Reinforce Academic Language
Use Context Academic Language (see chart below)
should be explained in the context of the task during
Whole Group Use gestures expressions and visuals to
support meaning
Use Visuals Use charts transparencies and graphic
organizers to explain key labels to help students
understand classroom language
Model Demonstrate the task using academic language in
order for students to understand instruction
English Language Learners
Oral Language For
additional language
support and oral vocabulary
development use the lesson
at www macmillanmhcom
507U
ELL Leveled ReaderELL Leveled Reader Lesson Objectivebull To apply vocabulary and
comprehension skills
Materials
bull ELL Leveled Reader
DAY 1 bull Academic Language
bull Oral Language and Vocabulary Review
DAY 2 bull Academic Language
bull ELL Leveled Reader
DAY 3 bull Academic Language
bull ELL Leveled Reader
DAY 4 bull Academic Language
bull ELL Leveled Reader
DAY 5 bull Academic Language
bull ELL Leveled Reader Comprehension Check and Literacy Activities
ELL Teacherrsquos Guide
for students who need
additional instruction
DEVELOP ORAL LANGUAGE
Build Background Write the word whales on
the board and have students share what they
know What do whales look like What do they eat
How do they communicate List key points Then
do a brief picture walk of the book to add on to
the list
Review Vocabulary Write the vocabulary and story support words
and discuss the meanings Use each word in a sentence Clarify the two
meanings of schools and dove Schools of fish are large groups of fish not
where fish go to learn Who can use ldquoschools of fishrdquo in a sentence
PREVIEW AND PREDICT
Point to the cover photograph and read the title aloud What are we going
to read about Have students brainstorm a list of questions about facts
they would like to learn from this book
Set a Purpose for Reading Show the Sequence Chart and remind students
they have used it before Ask them to use a similar chart to identify the
sequence of events as they are presented in the book
Choose from among the differentiated strategies below to support
studentsrsquo reading at all stages of language acquisition
Beginning
Shared Reading As you
read model analyzing text
structure by identifying key
information about whales
Number the facts to explain
sequence Model filling in
the chart
Intermediate
Read Together Read the
first chapter Help students
analyze text structure by
numbering and recording
key information Take turns
reading with students Ask
them to identify events in
sequence as they read
Advanced
Independent Reading
Have students read the story
After reading each day ask
them to work with a partner
to analyze text structure and
identify events in sequence
Encourage them to use the
new vocabulary
Remind students to use the vocabulary and story words in their whole
group activities
The WorldThe Worldofof
WhalesWhalesby Dina Anastasio
Informational Nonfiction
Adelinarsquos Whales 507V
- Grade 4
-
- Unit 1
- Unit 2
- Unit 3
- Unit 4
-
- Planning the Unit
- Using the Student Book
-
- Dear Mrs LaRue
-
- Puppy Trouble
- Dear Mrs LaRue
- Dog Amazes Scientists
- Writerrsquos Craft Write About Solving a Problem
- Small Group Pages
-
- The Blind Hunter
-
- Through Elizabethrsquos Eyes
- The Blind Hunter
- Make Life Easier For Everybody
- Writerrsquos Craft Write Directions
- Small Group Pages
-
- The Power of Oil
-
- Clean as a Breeze
- The Power of Oil
- Windmills on the Prairies
- Writing Frictional Narrative Write to a Prompt
- Small Group Pages
-
- Adelinarsquos Whales
-
- A Whale of a Trip
- Adelinarsquos Whales
- Limericks
- Writerrsquos Craft Share Your Point of View
- Small Group Pages
-
- At Home in the Coral Reef
-
- Coral Reefs
- At Home in the Coral Reef
- Poseidon and the Kingdom of Atlantis
- Writerrsquos Craft Write about a Community Project
- Small Group Pages
-
- Test Strategy Author and Me
-
- Wrapping Up the Unit
- Additional Lessons and Resources
-
- Unit 5
- Unit 6
-
Leveled Reader LessonVocabulary
On Level Options
Student Book
Limericks
On Level Practice Book O page 136
As I read I will pay attention to tempo and match the action in the story
Did you know that whales talk to each other Whales
10 make sounds for different reasons Some sounds are used to
20 locate calves Others are used to find mates Whales even use
31 sounds to warn other pod members that a predator is around
42 Toothed whales click and whistle in order to locate food
52 Baleen whales make knocking moaning snoring and
59 rumbling noises Humpback whales sing but not during
67 feeding season They save their tunes for the warmer waters
77 where they spend their breeding season Some scientists
85 believe they are singing love songs Other scientists think
94 they are sending out threats like ldquoGo awayrdquo We may never
105 know exactly why whales sing
110 Some humpback whales swim up to the surface and take
120 a few breaths Then they dive under the water and start to
132 sing They do not move when they sing Their underwater
142 songs can be heard for miles Sometimes they sing for a half
154 hour without stopping 157
Comprehension Check
1 What actions does a humpback whale take when it sings Sequence
2 Why might a whale need to communicate with another whale Draw Conclusions
Words Read ndash Number of Errors = Words
Correct Score
First Read ndash =
Second Read ndash =
A humpback whale swims to the surface and takes a few breaths Then the whale dives under the water to sing The whale does not move when singing
Whales might need to communicate with other whales to warn them about predators to find mates or to locate their calves
Objective Apply vocabulary words and homographs
Materials bull Vocabulary Cards bull Dictionary
VOCABULARY WORDS
Tell students that they will play a word-definition game Display half of
the Vocabulary Cards Have the first team use a dictionary to help create
two different definitions for each displayed word One should be the
correct definition and the other should be incorrect Then have students
write each pair of definitions on the board The second team chooses
the definition they think is correct They get one point for each correct
answer The team with the most points wins
DICTIONARY HOMOGRAPHS
Remind students that homographs are spelled alike but have different
meanings so they have separate dictionary entries Have students use the
adjective fine in a sentence Then challenge them to use the homograph
fine (money paid) in another sentence Repeat with the word content
Literary Elements
Objective Read poems to identify literary elements
Materials bull Poetry books and resources with limericks bull Student Book ldquoLimericksrdquo
METER AND RHYME SCHEME
Discuss the use of meter and rhyme in each limerick on Student Book
pages 504ndash505 Then have students look through poetry books and other
resources to locate limericks Ask students to discuss the meter and rhyme
scheme in the limericks
Objective Read fluently with appropriate prosody at a rate of 102ndash136 WCPM
Materials bull On Level Practice Book O p 136
REPEATED READING
Model reading the passage on page 136 of Practice Book O Remind
students to pay attention to the tempo to see if it matches the action of
the story Then read one sentence at a time having students echo-read
the sentence back imitating your pace Echo-read through the entire
passage again speeding up to reflect each part of the selection During
independent reading time partners take turns reading
Timed Reading Have students read the passage and record their rates
507Q
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Looking at Whales
PREVIEW AND PREDICT
Have students preview Looking at Whales
Ask students to write down any questions they have about the
selection
Ask if they think this book will be the story of one whale or about
many whales
SKILLSEQUENCE
The sequence is the order in which events happen Signal words such
as before after and then often help to indicate the sequence of events
Explain that students will fill in this information in Sequence Charts
READ AND RESPOND
Read Chapter 1 Pause to discuss how the information in the chapter
is presented At the end of Chapter 2 fill in the Sequence Chart Have
students discuss the sequencing of information including how the word
then helped them understand the information about humpback whales
singing
VOCABULARY WORDS
As they read Looking at Whales ask students to point out vocabulary
words as they appear Then have students discuss how each word is used
Ask Are blue whales massive or small
MAKE CONNECTIONS ACROSS TEXTS
Invite students to draw connections between Looking at Whales and
Adelinarsquos Whales
Ask students to use chronological order words to summarize the
information they learned in Looking at Whales
Ask students if they think Adelina would know most of the information
in Looking at Whales
ELLLeveled Reader
Go to pages
507Undash507V
Leveled Reader
Adelinarsquos Whales 507R
Vocabulary
Beyond Practice Book B page 136
Beyond Level Options
Objective Apply vocabulary words in writing
EXTEND VOCABULARY
Ask students to write a nonfiction piece about a whale Have them use
all of the vocabulary words from this weekrsquos selection and as many words
from this unitrsquos previous weeks as possible
Invite them to edit their essays or a partnerrsquos essay Remind them to check
the spelling and usage of each word
Literary Elements
Objective Use meter and rhyme to write a limerick
Materials bull Student Book ldquoLimericksrdquo
bull Poetry books with limericks bull Nonfiction books about whales
METER AND RHYME SCHEME
Use limericks to point out that meter and rhyme scheme can add to a
readerrsquos enjoyment of a poem Ask How does the use of meter and
rhyme scheme make these limericks more fun to read
Have students read limericks and note the use of meter and rhyme
scheme Then have them read information about whales or use what they
have already learned to write their own limerick about whales
Objective Read fluently with appropriate prosody at a rate of 112ndash136 WCPM
Materials bull Beyond Practice Book B p 136
REPEATED READING
Work with students to begin marking up the Fluency passage on page 136
of Practice Book B Remind them to pay attention to the tempo Then
read one sentence at a time having students echo-read the sentence
back imitating your pace Echo-read through the entire passage again
speeding up to reflect each part of the selection
During independent reading time partners can take turns reading the
passage they have practiced reading aloud Remind students to pay
attention to one anotherrsquos tempo and discuss how different actions in the
passage change the tempo or mood
Timed Reading Have students read the passage and record their reading
rate
Student Book
Limericks
Read Aloud Review meter
and rhyme scheme Then
reread a limerick aloud
Say Listen for the meter and
rhyme scheme of the poem
Then tell students you will
read the poem once more
together Let them know
that this time they should
clap along to the rhythm of
the poem Read the poem
chorally and clap out the
rhythm together
507S
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Gray Whales
PREVIEW AND PREDICT
Have students preview Gray Whales predict what it is about and set a
purpose for reading
SKILLSEQUENCE
Ask a volunteer to explain what the terms text structure and sequence
mean Have another volunteer explain why identifying the text structure
or sequence of events is important for understanding a selection
Explain that students will read Looking at Whales together and fill in
information about order in Sequence Charts
READ AND RESPOND
As students read they should identify the order of events in the selection
and fill in their Sequence Charts Discuss with the group how the story
would change if the sequence of events were different
VOCABULARY WORDS
Have students pay attention to vocabulary words as they come up Ask
students to provide definitions as needed Ask What do whales sometimes
get tangled in
Self-Selected Reading
Objective Read independently to identify the sequence of a text
Materials bull Leveled Readers or informational trade books at studentsrsquo reading level
READ TO IDENTIFY SEQUENCE
Invite students to use their personal interests to choose a nonfiction book
for independent reading Have students read their books and take notes
on the selectionrsquos sequence in their response journals
After reading have students compare the order in which the information
was presented in the book they chose to one of the selections they read
during this weekrsquos lessons Ask Which selection presented information in the
more interesting way Which selection taught you the most about the topic
Leveled Reader
Adelinarsquos Whales 507T
Academic Language Used in Whole Group Instruction
ContentTheme Words SkillStrategy Words WritingGrammar Words
ocean (p484)
aquarium (p 484)
whales (p 484)
mammals (p 484)
gills (p 484)
lungs (p 484)
legend (p 485)
pod (p 505)
homograph (p 484)
photo essay (p 486)
analyze text structure (p 485A)
sequence (p 485A)
limerick (p 504)
meter (p 504)
rhyme scheme (p 504)
voice (p 506)
point of view (p 506)
opinion (p 506)
audience (p 507B)
possessive pronouns (p 507I)
ownership (p 507I)
stand-alone possessive pronoun
(p 507I)
Academic LanguageThroughout the week the English language learners will need help in
building their understanding of the academic language used in daily
instruction and assessment instruments The following strategies will help
to increase their language proficiency and comprehension of content and
instructional words
Strategies to Reinforce Academic Language
Use Context Academic Language (see chart below)
should be explained in the context of the task during
Whole Group Use gestures expressions and visuals to
support meaning
Use Visuals Use charts transparencies and graphic
organizers to explain key labels to help students
understand classroom language
Model Demonstrate the task using academic language in
order for students to understand instruction
English Language Learners
Oral Language For
additional language
support and oral vocabulary
development use the lesson
at www macmillanmhcom
507U
ELL Leveled ReaderELL Leveled Reader Lesson Objectivebull To apply vocabulary and
comprehension skills
Materials
bull ELL Leveled Reader
DAY 1 bull Academic Language
bull Oral Language and Vocabulary Review
DAY 2 bull Academic Language
bull ELL Leveled Reader
DAY 3 bull Academic Language
bull ELL Leveled Reader
DAY 4 bull Academic Language
bull ELL Leveled Reader
DAY 5 bull Academic Language
bull ELL Leveled Reader Comprehension Check and Literacy Activities
ELL Teacherrsquos Guide
for students who need
additional instruction
DEVELOP ORAL LANGUAGE
Build Background Write the word whales on
the board and have students share what they
know What do whales look like What do they eat
How do they communicate List key points Then
do a brief picture walk of the book to add on to
the list
Review Vocabulary Write the vocabulary and story support words
and discuss the meanings Use each word in a sentence Clarify the two
meanings of schools and dove Schools of fish are large groups of fish not
where fish go to learn Who can use ldquoschools of fishrdquo in a sentence
PREVIEW AND PREDICT
Point to the cover photograph and read the title aloud What are we going
to read about Have students brainstorm a list of questions about facts
they would like to learn from this book
Set a Purpose for Reading Show the Sequence Chart and remind students
they have used it before Ask them to use a similar chart to identify the
sequence of events as they are presented in the book
Choose from among the differentiated strategies below to support
studentsrsquo reading at all stages of language acquisition
Beginning
Shared Reading As you
read model analyzing text
structure by identifying key
information about whales
Number the facts to explain
sequence Model filling in
the chart
Intermediate
Read Together Read the
first chapter Help students
analyze text structure by
numbering and recording
key information Take turns
reading with students Ask
them to identify events in
sequence as they read
Advanced
Independent Reading
Have students read the story
After reading each day ask
them to work with a partner
to analyze text structure and
identify events in sequence
Encourage them to use the
new vocabulary
Remind students to use the vocabulary and story words in their whole
group activities
The WorldThe Worldofof
WhalesWhalesby Dina Anastasio
Informational Nonfiction
Adelinarsquos Whales 507V
- Grade 4
-
- Unit 1
- Unit 2
- Unit 3
- Unit 4
-
- Planning the Unit
- Using the Student Book
-
- Dear Mrs LaRue
-
- Puppy Trouble
- Dear Mrs LaRue
- Dog Amazes Scientists
- Writerrsquos Craft Write About Solving a Problem
- Small Group Pages
-
- The Blind Hunter
-
- Through Elizabethrsquos Eyes
- The Blind Hunter
- Make Life Easier For Everybody
- Writerrsquos Craft Write Directions
- Small Group Pages
-
- The Power of Oil
-
- Clean as a Breeze
- The Power of Oil
- Windmills on the Prairies
- Writing Frictional Narrative Write to a Prompt
- Small Group Pages
-
- Adelinarsquos Whales
-
- A Whale of a Trip
- Adelinarsquos Whales
- Limericks
- Writerrsquos Craft Share Your Point of View
- Small Group Pages
-
- At Home in the Coral Reef
-
- Coral Reefs
- At Home in the Coral Reef
- Poseidon and the Kingdom of Atlantis
- Writerrsquos Craft Write about a Community Project
- Small Group Pages
-
- Test Strategy Author and Me
-
- Wrapping Up the Unit
- Additional Lessons and Resources
-
- Unit 5
- Unit 6
-
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Looking at Whales
PREVIEW AND PREDICT
Have students preview Looking at Whales
Ask students to write down any questions they have about the
selection
Ask if they think this book will be the story of one whale or about
many whales
SKILLSEQUENCE
The sequence is the order in which events happen Signal words such
as before after and then often help to indicate the sequence of events
Explain that students will fill in this information in Sequence Charts
READ AND RESPOND
Read Chapter 1 Pause to discuss how the information in the chapter
is presented At the end of Chapter 2 fill in the Sequence Chart Have
students discuss the sequencing of information including how the word
then helped them understand the information about humpback whales
singing
VOCABULARY WORDS
As they read Looking at Whales ask students to point out vocabulary
words as they appear Then have students discuss how each word is used
Ask Are blue whales massive or small
MAKE CONNECTIONS ACROSS TEXTS
Invite students to draw connections between Looking at Whales and
Adelinarsquos Whales
Ask students to use chronological order words to summarize the
information they learned in Looking at Whales
Ask students if they think Adelina would know most of the information
in Looking at Whales
ELLLeveled Reader
Go to pages
507Undash507V
Leveled Reader
Adelinarsquos Whales 507R
Vocabulary
Beyond Practice Book B page 136
Beyond Level Options
Objective Apply vocabulary words in writing
EXTEND VOCABULARY
Ask students to write a nonfiction piece about a whale Have them use
all of the vocabulary words from this weekrsquos selection and as many words
from this unitrsquos previous weeks as possible
Invite them to edit their essays or a partnerrsquos essay Remind them to check
the spelling and usage of each word
Literary Elements
Objective Use meter and rhyme to write a limerick
Materials bull Student Book ldquoLimericksrdquo
bull Poetry books with limericks bull Nonfiction books about whales
METER AND RHYME SCHEME
Use limericks to point out that meter and rhyme scheme can add to a
readerrsquos enjoyment of a poem Ask How does the use of meter and
rhyme scheme make these limericks more fun to read
Have students read limericks and note the use of meter and rhyme
scheme Then have them read information about whales or use what they
have already learned to write their own limerick about whales
Objective Read fluently with appropriate prosody at a rate of 112ndash136 WCPM
Materials bull Beyond Practice Book B p 136
REPEATED READING
Work with students to begin marking up the Fluency passage on page 136
of Practice Book B Remind them to pay attention to the tempo Then
read one sentence at a time having students echo-read the sentence
back imitating your pace Echo-read through the entire passage again
speeding up to reflect each part of the selection
During independent reading time partners can take turns reading the
passage they have practiced reading aloud Remind students to pay
attention to one anotherrsquos tempo and discuss how different actions in the
passage change the tempo or mood
Timed Reading Have students read the passage and record their reading
rate
Student Book
Limericks
Read Aloud Review meter
and rhyme scheme Then
reread a limerick aloud
Say Listen for the meter and
rhyme scheme of the poem
Then tell students you will
read the poem once more
together Let them know
that this time they should
clap along to the rhythm of
the poem Read the poem
chorally and clap out the
rhythm together
507S
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Gray Whales
PREVIEW AND PREDICT
Have students preview Gray Whales predict what it is about and set a
purpose for reading
SKILLSEQUENCE
Ask a volunteer to explain what the terms text structure and sequence
mean Have another volunteer explain why identifying the text structure
or sequence of events is important for understanding a selection
Explain that students will read Looking at Whales together and fill in
information about order in Sequence Charts
READ AND RESPOND
As students read they should identify the order of events in the selection
and fill in their Sequence Charts Discuss with the group how the story
would change if the sequence of events were different
VOCABULARY WORDS
Have students pay attention to vocabulary words as they come up Ask
students to provide definitions as needed Ask What do whales sometimes
get tangled in
Self-Selected Reading
Objective Read independently to identify the sequence of a text
Materials bull Leveled Readers or informational trade books at studentsrsquo reading level
READ TO IDENTIFY SEQUENCE
Invite students to use their personal interests to choose a nonfiction book
for independent reading Have students read their books and take notes
on the selectionrsquos sequence in their response journals
After reading have students compare the order in which the information
was presented in the book they chose to one of the selections they read
during this weekrsquos lessons Ask Which selection presented information in the
more interesting way Which selection taught you the most about the topic
Leveled Reader
Adelinarsquos Whales 507T
Academic Language Used in Whole Group Instruction
ContentTheme Words SkillStrategy Words WritingGrammar Words
ocean (p484)
aquarium (p 484)
whales (p 484)
mammals (p 484)
gills (p 484)
lungs (p 484)
legend (p 485)
pod (p 505)
homograph (p 484)
photo essay (p 486)
analyze text structure (p 485A)
sequence (p 485A)
limerick (p 504)
meter (p 504)
rhyme scheme (p 504)
voice (p 506)
point of view (p 506)
opinion (p 506)
audience (p 507B)
possessive pronouns (p 507I)
ownership (p 507I)
stand-alone possessive pronoun
(p 507I)
Academic LanguageThroughout the week the English language learners will need help in
building their understanding of the academic language used in daily
instruction and assessment instruments The following strategies will help
to increase their language proficiency and comprehension of content and
instructional words
Strategies to Reinforce Academic Language
Use Context Academic Language (see chart below)
should be explained in the context of the task during
Whole Group Use gestures expressions and visuals to
support meaning
Use Visuals Use charts transparencies and graphic
organizers to explain key labels to help students
understand classroom language
Model Demonstrate the task using academic language in
order for students to understand instruction
English Language Learners
Oral Language For
additional language
support and oral vocabulary
development use the lesson
at www macmillanmhcom
507U
ELL Leveled ReaderELL Leveled Reader Lesson Objectivebull To apply vocabulary and
comprehension skills
Materials
bull ELL Leveled Reader
DAY 1 bull Academic Language
bull Oral Language and Vocabulary Review
DAY 2 bull Academic Language
bull ELL Leveled Reader
DAY 3 bull Academic Language
bull ELL Leveled Reader
DAY 4 bull Academic Language
bull ELL Leveled Reader
DAY 5 bull Academic Language
bull ELL Leveled Reader Comprehension Check and Literacy Activities
ELL Teacherrsquos Guide
for students who need
additional instruction
DEVELOP ORAL LANGUAGE
Build Background Write the word whales on
the board and have students share what they
know What do whales look like What do they eat
How do they communicate List key points Then
do a brief picture walk of the book to add on to
the list
Review Vocabulary Write the vocabulary and story support words
and discuss the meanings Use each word in a sentence Clarify the two
meanings of schools and dove Schools of fish are large groups of fish not
where fish go to learn Who can use ldquoschools of fishrdquo in a sentence
PREVIEW AND PREDICT
Point to the cover photograph and read the title aloud What are we going
to read about Have students brainstorm a list of questions about facts
they would like to learn from this book
Set a Purpose for Reading Show the Sequence Chart and remind students
they have used it before Ask them to use a similar chart to identify the
sequence of events as they are presented in the book
Choose from among the differentiated strategies below to support
studentsrsquo reading at all stages of language acquisition
Beginning
Shared Reading As you
read model analyzing text
structure by identifying key
information about whales
Number the facts to explain
sequence Model filling in
the chart
Intermediate
Read Together Read the
first chapter Help students
analyze text structure by
numbering and recording
key information Take turns
reading with students Ask
them to identify events in
sequence as they read
Advanced
Independent Reading
Have students read the story
After reading each day ask
them to work with a partner
to analyze text structure and
identify events in sequence
Encourage them to use the
new vocabulary
Remind students to use the vocabulary and story words in their whole
group activities
The WorldThe Worldofof
WhalesWhalesby Dina Anastasio
Informational Nonfiction
Adelinarsquos Whales 507V
- Grade 4
-
- Unit 1
- Unit 2
- Unit 3
- Unit 4
-
- Planning the Unit
- Using the Student Book
-
- Dear Mrs LaRue
-
- Puppy Trouble
- Dear Mrs LaRue
- Dog Amazes Scientists
- Writerrsquos Craft Write About Solving a Problem
- Small Group Pages
-
- The Blind Hunter
-
- Through Elizabethrsquos Eyes
- The Blind Hunter
- Make Life Easier For Everybody
- Writerrsquos Craft Write Directions
- Small Group Pages
-
- The Power of Oil
-
- Clean as a Breeze
- The Power of Oil
- Windmills on the Prairies
- Writing Frictional Narrative Write to a Prompt
- Small Group Pages
-
- Adelinarsquos Whales
-
- A Whale of a Trip
- Adelinarsquos Whales
- Limericks
- Writerrsquos Craft Share Your Point of View
- Small Group Pages
-
- At Home in the Coral Reef
-
- Coral Reefs
- At Home in the Coral Reef
- Poseidon and the Kingdom of Atlantis
- Writerrsquos Craft Write about a Community Project
- Small Group Pages
-
- Test Strategy Author and Me
-
- Wrapping Up the Unit
- Additional Lessons and Resources
-
- Unit 5
- Unit 6
-
Vocabulary
Beyond Practice Book B page 136
Beyond Level Options
Objective Apply vocabulary words in writing
EXTEND VOCABULARY
Ask students to write a nonfiction piece about a whale Have them use
all of the vocabulary words from this weekrsquos selection and as many words
from this unitrsquos previous weeks as possible
Invite them to edit their essays or a partnerrsquos essay Remind them to check
the spelling and usage of each word
Literary Elements
Objective Use meter and rhyme to write a limerick
Materials bull Student Book ldquoLimericksrdquo
bull Poetry books with limericks bull Nonfiction books about whales
METER AND RHYME SCHEME
Use limericks to point out that meter and rhyme scheme can add to a
readerrsquos enjoyment of a poem Ask How does the use of meter and
rhyme scheme make these limericks more fun to read
Have students read limericks and note the use of meter and rhyme
scheme Then have them read information about whales or use what they
have already learned to write their own limerick about whales
Objective Read fluently with appropriate prosody at a rate of 112ndash136 WCPM
Materials bull Beyond Practice Book B p 136
REPEATED READING
Work with students to begin marking up the Fluency passage on page 136
of Practice Book B Remind them to pay attention to the tempo Then
read one sentence at a time having students echo-read the sentence
back imitating your pace Echo-read through the entire passage again
speeding up to reflect each part of the selection
During independent reading time partners can take turns reading the
passage they have practiced reading aloud Remind students to pay
attention to one anotherrsquos tempo and discuss how different actions in the
passage change the tempo or mood
Timed Reading Have students read the passage and record their reading
rate
Student Book
Limericks
Read Aloud Review meter
and rhyme scheme Then
reread a limerick aloud
Say Listen for the meter and
rhyme scheme of the poem
Then tell students you will
read the poem once more
together Let them know
that this time they should
clap along to the rhythm of
the poem Read the poem
chorally and clap out the
rhythm together
507S
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Gray Whales
PREVIEW AND PREDICT
Have students preview Gray Whales predict what it is about and set a
purpose for reading
SKILLSEQUENCE
Ask a volunteer to explain what the terms text structure and sequence
mean Have another volunteer explain why identifying the text structure
or sequence of events is important for understanding a selection
Explain that students will read Looking at Whales together and fill in
information about order in Sequence Charts
READ AND RESPOND
As students read they should identify the order of events in the selection
and fill in their Sequence Charts Discuss with the group how the story
would change if the sequence of events were different
VOCABULARY WORDS
Have students pay attention to vocabulary words as they come up Ask
students to provide definitions as needed Ask What do whales sometimes
get tangled in
Self-Selected Reading
Objective Read independently to identify the sequence of a text
Materials bull Leveled Readers or informational trade books at studentsrsquo reading level
READ TO IDENTIFY SEQUENCE
Invite students to use their personal interests to choose a nonfiction book
for independent reading Have students read their books and take notes
on the selectionrsquos sequence in their response journals
After reading have students compare the order in which the information
was presented in the book they chose to one of the selections they read
during this weekrsquos lessons Ask Which selection presented information in the
more interesting way Which selection taught you the most about the topic
Leveled Reader
Adelinarsquos Whales 507T
Academic Language Used in Whole Group Instruction
ContentTheme Words SkillStrategy Words WritingGrammar Words
ocean (p484)
aquarium (p 484)
whales (p 484)
mammals (p 484)
gills (p 484)
lungs (p 484)
legend (p 485)
pod (p 505)
homograph (p 484)
photo essay (p 486)
analyze text structure (p 485A)
sequence (p 485A)
limerick (p 504)
meter (p 504)
rhyme scheme (p 504)
voice (p 506)
point of view (p 506)
opinion (p 506)
audience (p 507B)
possessive pronouns (p 507I)
ownership (p 507I)
stand-alone possessive pronoun
(p 507I)
Academic LanguageThroughout the week the English language learners will need help in
building their understanding of the academic language used in daily
instruction and assessment instruments The following strategies will help
to increase their language proficiency and comprehension of content and
instructional words
Strategies to Reinforce Academic Language
Use Context Academic Language (see chart below)
should be explained in the context of the task during
Whole Group Use gestures expressions and visuals to
support meaning
Use Visuals Use charts transparencies and graphic
organizers to explain key labels to help students
understand classroom language
Model Demonstrate the task using academic language in
order for students to understand instruction
English Language Learners
Oral Language For
additional language
support and oral vocabulary
development use the lesson
at www macmillanmhcom
507U
ELL Leveled ReaderELL Leveled Reader Lesson Objectivebull To apply vocabulary and
comprehension skills
Materials
bull ELL Leveled Reader
DAY 1 bull Academic Language
bull Oral Language and Vocabulary Review
DAY 2 bull Academic Language
bull ELL Leveled Reader
DAY 3 bull Academic Language
bull ELL Leveled Reader
DAY 4 bull Academic Language
bull ELL Leveled Reader
DAY 5 bull Academic Language
bull ELL Leveled Reader Comprehension Check and Literacy Activities
ELL Teacherrsquos Guide
for students who need
additional instruction
DEVELOP ORAL LANGUAGE
Build Background Write the word whales on
the board and have students share what they
know What do whales look like What do they eat
How do they communicate List key points Then
do a brief picture walk of the book to add on to
the list
Review Vocabulary Write the vocabulary and story support words
and discuss the meanings Use each word in a sentence Clarify the two
meanings of schools and dove Schools of fish are large groups of fish not
where fish go to learn Who can use ldquoschools of fishrdquo in a sentence
PREVIEW AND PREDICT
Point to the cover photograph and read the title aloud What are we going
to read about Have students brainstorm a list of questions about facts
they would like to learn from this book
Set a Purpose for Reading Show the Sequence Chart and remind students
they have used it before Ask them to use a similar chart to identify the
sequence of events as they are presented in the book
Choose from among the differentiated strategies below to support
studentsrsquo reading at all stages of language acquisition
Beginning
Shared Reading As you
read model analyzing text
structure by identifying key
information about whales
Number the facts to explain
sequence Model filling in
the chart
Intermediate
Read Together Read the
first chapter Help students
analyze text structure by
numbering and recording
key information Take turns
reading with students Ask
them to identify events in
sequence as they read
Advanced
Independent Reading
Have students read the story
After reading each day ask
them to work with a partner
to analyze text structure and
identify events in sequence
Encourage them to use the
new vocabulary
Remind students to use the vocabulary and story words in their whole
group activities
The WorldThe Worldofof
WhalesWhalesby Dina Anastasio
Informational Nonfiction
Adelinarsquos Whales 507V
- Grade 4
-
- Unit 1
- Unit 2
- Unit 3
- Unit 4
-
- Planning the Unit
- Using the Student Book
-
- Dear Mrs LaRue
-
- Puppy Trouble
- Dear Mrs LaRue
- Dog Amazes Scientists
- Writerrsquos Craft Write About Solving a Problem
- Small Group Pages
-
- The Blind Hunter
-
- Through Elizabethrsquos Eyes
- The Blind Hunter
- Make Life Easier For Everybody
- Writerrsquos Craft Write Directions
- Small Group Pages
-
- The Power of Oil
-
- Clean as a Breeze
- The Power of Oil
- Windmills on the Prairies
- Writing Frictional Narrative Write to a Prompt
- Small Group Pages
-
- Adelinarsquos Whales
-
- A Whale of a Trip
- Adelinarsquos Whales
- Limericks
- Writerrsquos Craft Share Your Point of View
- Small Group Pages
-
- At Home in the Coral Reef
-
- Coral Reefs
- At Home in the Coral Reef
- Poseidon and the Kingdom of Atlantis
- Writerrsquos Craft Write about a Community Project
- Small Group Pages
-
- Test Strategy Author and Me
-
- Wrapping Up the Unit
- Additional Lessons and Resources
-
- Unit 5
- Unit 6
-
Leveled ReaderLeveled Reader Lesson
Objective Read to apply strategies and skills
Materials bull Leveled Reader Gray Whales
PREVIEW AND PREDICT
Have students preview Gray Whales predict what it is about and set a
purpose for reading
SKILLSEQUENCE
Ask a volunteer to explain what the terms text structure and sequence
mean Have another volunteer explain why identifying the text structure
or sequence of events is important for understanding a selection
Explain that students will read Looking at Whales together and fill in
information about order in Sequence Charts
READ AND RESPOND
As students read they should identify the order of events in the selection
and fill in their Sequence Charts Discuss with the group how the story
would change if the sequence of events were different
VOCABULARY WORDS
Have students pay attention to vocabulary words as they come up Ask
students to provide definitions as needed Ask What do whales sometimes
get tangled in
Self-Selected Reading
Objective Read independently to identify the sequence of a text
Materials bull Leveled Readers or informational trade books at studentsrsquo reading level
READ TO IDENTIFY SEQUENCE
Invite students to use their personal interests to choose a nonfiction book
for independent reading Have students read their books and take notes
on the selectionrsquos sequence in their response journals
After reading have students compare the order in which the information
was presented in the book they chose to one of the selections they read
during this weekrsquos lessons Ask Which selection presented information in the
more interesting way Which selection taught you the most about the topic
Leveled Reader
Adelinarsquos Whales 507T
Academic Language Used in Whole Group Instruction
ContentTheme Words SkillStrategy Words WritingGrammar Words
ocean (p484)
aquarium (p 484)
whales (p 484)
mammals (p 484)
gills (p 484)
lungs (p 484)
legend (p 485)
pod (p 505)
homograph (p 484)
photo essay (p 486)
analyze text structure (p 485A)
sequence (p 485A)
limerick (p 504)
meter (p 504)
rhyme scheme (p 504)
voice (p 506)
point of view (p 506)
opinion (p 506)
audience (p 507B)
possessive pronouns (p 507I)
ownership (p 507I)
stand-alone possessive pronoun
(p 507I)
Academic LanguageThroughout the week the English language learners will need help in
building their understanding of the academic language used in daily
instruction and assessment instruments The following strategies will help
to increase their language proficiency and comprehension of content and
instructional words
Strategies to Reinforce Academic Language
Use Context Academic Language (see chart below)
should be explained in the context of the task during
Whole Group Use gestures expressions and visuals to
support meaning
Use Visuals Use charts transparencies and graphic
organizers to explain key labels to help students
understand classroom language
Model Demonstrate the task using academic language in
order for students to understand instruction
English Language Learners
Oral Language For
additional language
support and oral vocabulary
development use the lesson
at www macmillanmhcom
507U
ELL Leveled ReaderELL Leveled Reader Lesson Objectivebull To apply vocabulary and
comprehension skills
Materials
bull ELL Leveled Reader
DAY 1 bull Academic Language
bull Oral Language and Vocabulary Review
DAY 2 bull Academic Language
bull ELL Leveled Reader
DAY 3 bull Academic Language
bull ELL Leveled Reader
DAY 4 bull Academic Language
bull ELL Leveled Reader
DAY 5 bull Academic Language
bull ELL Leveled Reader Comprehension Check and Literacy Activities
ELL Teacherrsquos Guide
for students who need
additional instruction
DEVELOP ORAL LANGUAGE
Build Background Write the word whales on
the board and have students share what they
know What do whales look like What do they eat
How do they communicate List key points Then
do a brief picture walk of the book to add on to
the list
Review Vocabulary Write the vocabulary and story support words
and discuss the meanings Use each word in a sentence Clarify the two
meanings of schools and dove Schools of fish are large groups of fish not
where fish go to learn Who can use ldquoschools of fishrdquo in a sentence
PREVIEW AND PREDICT
Point to the cover photograph and read the title aloud What are we going
to read about Have students brainstorm a list of questions about facts
they would like to learn from this book
Set a Purpose for Reading Show the Sequence Chart and remind students
they have used it before Ask them to use a similar chart to identify the
sequence of events as they are presented in the book
Choose from among the differentiated strategies below to support
studentsrsquo reading at all stages of language acquisition
Beginning
Shared Reading As you
read model analyzing text
structure by identifying key
information about whales
Number the facts to explain
sequence Model filling in
the chart
Intermediate
Read Together Read the
first chapter Help students
analyze text structure by
numbering and recording
key information Take turns
reading with students Ask
them to identify events in
sequence as they read
Advanced
Independent Reading
Have students read the story
After reading each day ask
them to work with a partner
to analyze text structure and
identify events in sequence
Encourage them to use the
new vocabulary
Remind students to use the vocabulary and story words in their whole
group activities
The WorldThe Worldofof
WhalesWhalesby Dina Anastasio
Informational Nonfiction
Adelinarsquos Whales 507V
- Grade 4
-
- Unit 1
- Unit 2
- Unit 3
- Unit 4
-
- Planning the Unit
- Using the Student Book
-
- Dear Mrs LaRue
-
- Puppy Trouble
- Dear Mrs LaRue
- Dog Amazes Scientists
- Writerrsquos Craft Write About Solving a Problem
- Small Group Pages
-
- The Blind Hunter
-
- Through Elizabethrsquos Eyes
- The Blind Hunter
- Make Life Easier For Everybody
- Writerrsquos Craft Write Directions
- Small Group Pages
-
- The Power of Oil
-
- Clean as a Breeze
- The Power of Oil
- Windmills on the Prairies
- Writing Frictional Narrative Write to a Prompt
- Small Group Pages
-
- Adelinarsquos Whales
-
- A Whale of a Trip
- Adelinarsquos Whales
- Limericks
- Writerrsquos Craft Share Your Point of View
- Small Group Pages
-
- At Home in the Coral Reef
-
- Coral Reefs
- At Home in the Coral Reef
- Poseidon and the Kingdom of Atlantis
- Writerrsquos Craft Write about a Community Project
- Small Group Pages
-
- Test Strategy Author and Me
-
- Wrapping Up the Unit
- Additional Lessons and Resources
-
- Unit 5
- Unit 6
-
Academic Language Used in Whole Group Instruction
ContentTheme Words SkillStrategy Words WritingGrammar Words
ocean (p484)
aquarium (p 484)
whales (p 484)
mammals (p 484)
gills (p 484)
lungs (p 484)
legend (p 485)
pod (p 505)
homograph (p 484)
photo essay (p 486)
analyze text structure (p 485A)
sequence (p 485A)
limerick (p 504)
meter (p 504)
rhyme scheme (p 504)
voice (p 506)
point of view (p 506)
opinion (p 506)
audience (p 507B)
possessive pronouns (p 507I)
ownership (p 507I)
stand-alone possessive pronoun
(p 507I)
Academic LanguageThroughout the week the English language learners will need help in
building their understanding of the academic language used in daily
instruction and assessment instruments The following strategies will help
to increase their language proficiency and comprehension of content and
instructional words
Strategies to Reinforce Academic Language
Use Context Academic Language (see chart below)
should be explained in the context of the task during
Whole Group Use gestures expressions and visuals to
support meaning
Use Visuals Use charts transparencies and graphic
organizers to explain key labels to help students
understand classroom language
Model Demonstrate the task using academic language in
order for students to understand instruction
English Language Learners
Oral Language For
additional language
support and oral vocabulary
development use the lesson
at www macmillanmhcom
507U
ELL Leveled ReaderELL Leveled Reader Lesson Objectivebull To apply vocabulary and
comprehension skills
Materials
bull ELL Leveled Reader
DAY 1 bull Academic Language
bull Oral Language and Vocabulary Review
DAY 2 bull Academic Language
bull ELL Leveled Reader
DAY 3 bull Academic Language
bull ELL Leveled Reader
DAY 4 bull Academic Language
bull ELL Leveled Reader
DAY 5 bull Academic Language
bull ELL Leveled Reader Comprehension Check and Literacy Activities
ELL Teacherrsquos Guide
for students who need
additional instruction
DEVELOP ORAL LANGUAGE
Build Background Write the word whales on
the board and have students share what they
know What do whales look like What do they eat
How do they communicate List key points Then
do a brief picture walk of the book to add on to
the list
Review Vocabulary Write the vocabulary and story support words
and discuss the meanings Use each word in a sentence Clarify the two
meanings of schools and dove Schools of fish are large groups of fish not
where fish go to learn Who can use ldquoschools of fishrdquo in a sentence
PREVIEW AND PREDICT
Point to the cover photograph and read the title aloud What are we going
to read about Have students brainstorm a list of questions about facts
they would like to learn from this book
Set a Purpose for Reading Show the Sequence Chart and remind students
they have used it before Ask them to use a similar chart to identify the
sequence of events as they are presented in the book
Choose from among the differentiated strategies below to support
studentsrsquo reading at all stages of language acquisition
Beginning
Shared Reading As you
read model analyzing text
structure by identifying key
information about whales
Number the facts to explain
sequence Model filling in
the chart
Intermediate
Read Together Read the
first chapter Help students
analyze text structure by
numbering and recording
key information Take turns
reading with students Ask
them to identify events in
sequence as they read
Advanced
Independent Reading
Have students read the story
After reading each day ask
them to work with a partner
to analyze text structure and
identify events in sequence
Encourage them to use the
new vocabulary
Remind students to use the vocabulary and story words in their whole
group activities
The WorldThe Worldofof
WhalesWhalesby Dina Anastasio
Informational Nonfiction
Adelinarsquos Whales 507V
- Grade 4
-
- Unit 1
- Unit 2
- Unit 3
- Unit 4
-
- Planning the Unit
- Using the Student Book
-
- Dear Mrs LaRue
-
- Puppy Trouble
- Dear Mrs LaRue
- Dog Amazes Scientists
- Writerrsquos Craft Write About Solving a Problem
- Small Group Pages
-
- The Blind Hunter
-
- Through Elizabethrsquos Eyes
- The Blind Hunter
- Make Life Easier For Everybody
- Writerrsquos Craft Write Directions
- Small Group Pages
-
- The Power of Oil
-
- Clean as a Breeze
- The Power of Oil
- Windmills on the Prairies
- Writing Frictional Narrative Write to a Prompt
- Small Group Pages
-
- Adelinarsquos Whales
-
- A Whale of a Trip
- Adelinarsquos Whales
- Limericks
- Writerrsquos Craft Share Your Point of View
- Small Group Pages
-
- At Home in the Coral Reef
-
- Coral Reefs
- At Home in the Coral Reef
- Poseidon and the Kingdom of Atlantis
- Writerrsquos Craft Write about a Community Project
- Small Group Pages
-
- Test Strategy Author and Me
-
- Wrapping Up the Unit
- Additional Lessons and Resources
-
- Unit 5
- Unit 6
-
ELL Leveled ReaderELL Leveled Reader Lesson Objectivebull To apply vocabulary and
comprehension skills
Materials
bull ELL Leveled Reader
DAY 1 bull Academic Language
bull Oral Language and Vocabulary Review
DAY 2 bull Academic Language
bull ELL Leveled Reader
DAY 3 bull Academic Language
bull ELL Leveled Reader
DAY 4 bull Academic Language
bull ELL Leveled Reader
DAY 5 bull Academic Language
bull ELL Leveled Reader Comprehension Check and Literacy Activities
ELL Teacherrsquos Guide
for students who need
additional instruction
DEVELOP ORAL LANGUAGE
Build Background Write the word whales on
the board and have students share what they
know What do whales look like What do they eat
How do they communicate List key points Then
do a brief picture walk of the book to add on to
the list
Review Vocabulary Write the vocabulary and story support words
and discuss the meanings Use each word in a sentence Clarify the two
meanings of schools and dove Schools of fish are large groups of fish not
where fish go to learn Who can use ldquoschools of fishrdquo in a sentence
PREVIEW AND PREDICT
Point to the cover photograph and read the title aloud What are we going
to read about Have students brainstorm a list of questions about facts
they would like to learn from this book
Set a Purpose for Reading Show the Sequence Chart and remind students
they have used it before Ask them to use a similar chart to identify the
sequence of events as they are presented in the book
Choose from among the differentiated strategies below to support
studentsrsquo reading at all stages of language acquisition
Beginning
Shared Reading As you
read model analyzing text
structure by identifying key
information about whales
Number the facts to explain
sequence Model filling in
the chart
Intermediate
Read Together Read the
first chapter Help students
analyze text structure by
numbering and recording
key information Take turns
reading with students Ask
them to identify events in
sequence as they read
Advanced
Independent Reading
Have students read the story
After reading each day ask
them to work with a partner
to analyze text structure and
identify events in sequence
Encourage them to use the
new vocabulary
Remind students to use the vocabulary and story words in their whole
group activities
The WorldThe Worldofof
WhalesWhalesby Dina Anastasio
Informational Nonfiction
Adelinarsquos Whales 507V
- Grade 4
-
- Unit 1
- Unit 2
- Unit 3
- Unit 4
-
- Planning the Unit
- Using the Student Book
-
- Dear Mrs LaRue
-
- Puppy Trouble
- Dear Mrs LaRue
- Dog Amazes Scientists
- Writerrsquos Craft Write About Solving a Problem
- Small Group Pages
-
- The Blind Hunter
-
- Through Elizabethrsquos Eyes
- The Blind Hunter
- Make Life Easier For Everybody
- Writerrsquos Craft Write Directions
- Small Group Pages
-
- The Power of Oil
-
- Clean as a Breeze
- The Power of Oil
- Windmills on the Prairies
- Writing Frictional Narrative Write to a Prompt
- Small Group Pages
-
- Adelinarsquos Whales
-
- A Whale of a Trip
- Adelinarsquos Whales
- Limericks
- Writerrsquos Craft Share Your Point of View
- Small Group Pages
-
- At Home in the Coral Reef
-
- Coral Reefs
- At Home in the Coral Reef
- Poseidon and the Kingdom of Atlantis
- Writerrsquos Craft Write about a Community Project
- Small Group Pages
-
- Test Strategy Author and Me
-
- Wrapping Up the Unit
- Additional Lessons and Resources
-
- Unit 5
- Unit 6
-
top related