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3Grade

Glenview, Illinois • Boston, Massachusetts • Chandler, Arizona • Upper Saddle River, New Jersey

reader’s and Writer’s Journal Teacher’S GUIde

PrePublication coPy

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Copyright © 2014 Pearson Education, Inc., or its affiliates. All Rights Reserved. Printed in the United States of America. This publication is protected by copyright, and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. The publisher hereby grants permission to reproduce the Reader’s and Writer’s Journal pages, in part or in whole, for classroom use only, the number not to exceed the number of students in each class. Notice of copyright must appear on all copies. For information regarding permissions, write to Rights Management & Contracts, Pearson Education, Inc., One Lake Street, Upper SaddleRiver, New Jersey 07458.

Pearson and ReadyGEN are trademarks, in the U.S. and/or other countries, of Pearson Education, Inc., or its affiliates.

Common Core State Standards: © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.

ISBN-13: 978-0-328-78917-7ISBN-10: 0-328-78917-8

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NameFirst Read of

the Lesson

1. What did you read?2. What did you learn?3. What questions do you have?

Lesson 1

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Lesson 2

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Lesson 3

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Lesson 4

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Lesson 5

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Responses should use evidence from the text.















Connecting Character, Culture, and Community • Unit 2 Module A • Lessons 1–5 • 81

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Name Sleuth Work

A Visit to Vietnam

Benjamin’s family left Vietnam when he was just a baby. Benjamin’s dad had gotten a better job in Seattle, Washington. Every couple of years his family went back to Vietnam to visit. This summer they were going for their longest visit yet—all summer!

After a long flight, their plane finally landed in Ho Chi Minh City. Benjamin couldn’t wait to get to his grandparents’ house. After his family picked up their luggage, they took a taxi through the busy streets. Benjamin had forgotten how many motorcycles and scooters zipped around the city.

The cab drove them past markets and street vendors. Benjamin licked his lips. He loved the fresh fruit and other delicious food in Vietnam.

Benjamin also loved looking at the different kinds of buildings. In one block, there were buildings that were hundreds of years old. Then, just a few blocks away, there were new shopping centers. Some of the stores and restaurants were the same ones Benjamin’s family went to in Seattle.

Benjamin couldn’t wait to see his grandparents. He loved pho, the special noodle soup his grandmother made. He liked sitting in the shady courtyard with his grandfather, who told stories about growing up in Vietnam.

His grandparents had also promised to take him to the beach this summer. Benjamin couldn’t wait to go swimming in the South China Sea! There was so much he wanted to see and do. This was going to be the best summer ever!

82 • Unit 2 Module A • Lessons 1–5 • Connecting Character, Culture, and Community

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Name Sleuth Work

Gather Evidence How does Benjamin feel about his trip to Vietnam? Circle 5 words and phrases from the story that support your answer.

Gather Evidence: Extend Your Ideas Work with a partner and discuss how important these details are to the story. Write 2 sentences explaining how important they are.

Ask Questions Write 2–3 questions you have about Vietnam that can be answered from the text.

Ask Questions: Extend Your Ideas Choose one of your questions and research it. Did you find the answer? Write 2–3 sentences explaining what you learned.

Make Your Case What do you think is the main idea the writer wants to share? Underline 2–3 key details that support the main idea.

Make Your Case: Extend Your Ideas On a separate sheet of paper write 3–4 sentences about a vacation or trip you went on. Make sure to include a main idea and supporting key details.

Answers will vary, but could include “all summer!”





Responses will vary.



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Name Vocabulary

Lesson 1pioneers

migrated

Lesson 2scarce

tobbagans

Lesson 3mileage

moccasins

Lesson 4shining

gunked up

Lesson 5holler

hunker

Responses should show contextual understanding of the word. Responses should show contextual understanding of the word.







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Name

Writing in Response to

Reading

Lesson 1 Read aloud the final paragraph on p. 76, and ask students if they think the Athabascans succeeded at “learning the new ways of a new world,” while still practicing the old ways. Remind students to use details from the text to support their opinions.

Lesson 2 Reread p. 65, and have students write an informative response about why the Athabascans chose to live much like their ancestors did. Be sure students use evidence from the text.

Lesson 3 Reread the dialogue about speaking English on pp. 9–10. Write a paragraph giving your opinion on this question: Based on the conversation about English, do you think the new teacher is a good teacher? Why or why not? Remind students to support their opinion using text evidence.

Lesson 4 Reread the description of making clothing on pp. 20–24. Write a short article explaining the process of making mittens, boots, or snowshoes Write each step in sequence, including the tasks done by Grandpa, Mamma, Grandma, and the sisters, Fred and Bokko Support your explanation with evidence from the text.

Lesson 5 Reread the last two paragraphs on p. 37 (and continuing on to p. 38). Write a short essay to give your opinion about this question: Do you think it was a good idea for Miss Agnes to be “so picky” about her students’ writing? Support your opinion with evidence from the text.








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Name Reading Analysis

Using evidence from the text, answer the following questions about main idea.

1. What does the author want readers to understand about the differences between Athabascans today and Athabascans not so long ago (about 60 years)?

2. Reread the section “Camping.” What key details support the main idea that “children contributed to the Athabascans survival.”

3. After reading the entire selection, what should readers understand about surviving in Athabascan villages?

4. What big idea does the author want readers to understand about the Athabascans’ old and new ways?

Athabascans today live in Alaskan towns and cities instead of small villages along the rivers.

To make sure everyone had enough to eat, children set up fishing nets. They cut fish. The younger children hung fish, carried water, and gathered fire wood.

It wasn’t easy to survive. The Athabascan fished and hunted to eat, used animal skins and fur to stay warm, and built half-underground houses to keep heat in.

It is important to learn and practice the old, traditional ways while still learning modern, or new ways, to survive, too. The Athabascan people had to adapt to both ways of life in order to survive.



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NameLanguage

Analysis

1. Reread the second paragraph of p. 65. Find the word pioneer. Why did the author choose the word pioneer?

2. Revisit the section “Camping.” Read the sentence “We all had to chip in to make sure everyone was fed.” What does “chip in” mean? Which details from the text help readers understand the meaning of the term “chip in”?

3. In the first paragraph in the section “One-Room Schoolhouses” read the sentence that begins “He would have to watch out…” What effect do the words “big” and “hungry” have on the reader? What is the author’s purpose for including them?

4. In the section “One-Room Schoolhouses” read the sentence beginning “Green, fiery wolf orbs …” What effect do these words have on the reader?

The word pioneer helps readers imagine the time. They can think about how pioneers so they can compare it to the way the Athabascans lived.

They all had to work together. The text explains how each person contributed.

The words big and hungry help the reader get an image of the bear while they read. The author wants readers to know that the man was scared of the bears.

The descriptive words help the reader get a mental image about how the students and teacher felt as they walked home after school in the dark.



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Name Conventions

Lesson 1 Capitalize the Beginnings of Sentences Look at the sentence, “we all had to chip in.” Capitalize the letters that should be capitalized. Explain why you capitalized any letters.

We all had to chip in. I capitalized w at the beginning of the sentence because we is the first word.

Lesson 2 Capitalize Appropriate Words in Titles Look at the title “The Athabascans: Old Ways and New Ways.” How do writers know which words to capitalize? Write a new, original title for the text. Which words were not capitalized?

The first word and the most important words are always capitalized; small, unimportant words like a, and, the, for, etc. are not capitalized.

Lesson 3 Capitalize Names of People, Places, Things, and Ideas Identify the names of people, places, things, and ideas that are capitalized on p. 3. Identify why each word was capitalized.

Answers will vary.

Lesson 4 Adverbs: What they Are Identify 3 adverbs on p. 16. Identify what each word modifies.

really, modifies different; different, modifies looked; just, modifies coming up

Lesson 5 Learn How Adverbs Function in a Sentence On p. 32, read the paragraph that begins “When it was time for lunch…” Write a sentence that tells which student was most worried. Explain what word most modifies.

Answers will vary.



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Name Writing

Lesson 1 Reread sections “Finding Food” in the text. Then complete a blank T-Chart titled “Old Ways” and “New Ways.” Make sure to find details of the old and new ways, write the details on the T-Chart in the appropriate categories, and think of ways the details could be used in a story.

Lesson 2 Write about your own culture using a blank T-Chart. Include one event from the past in the “Past” column and one event from the present in the “Present” column. Brainstorm ways to use past and present events in a story.

Answers will vary, but should include a T-Chart with details of the old and new ways from “The Athabascans: Old Ways and New Ways.”

Answers will vary, but should include a T-Chart with an event from the past and an event from the present.



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Name Writing

Lesson 3 Write a story opening that has a character do something to draw the reader in. Make sure to use the Web of ideas you came up with in Practice. Pick one of the ideas and write the introduction.

Lesson 4 On a separate piece of paper, establish a situation for your own story by establishing the setting, introducing a character, and creating a first event that creates conflict.

Lesson 5 Write a character sketch describing the physical traits of a character that may appear in your story and the character’s personality, including the character’s actions, thoughts, and feelings.

Answers will vary, but should include a character sketch describing the physical traits and the personality of a character, including that character’s actions, thoughts, and feelings.

Answers will vary, but should include a situation for a story with a setting, a character introduced, and a first event that creates conflict.

Answers will vary, but should include an introduction with a character doing something to draw the reader in.



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NameFirst Read of

the Lesson


Lesson 6

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Lesson 7

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Lesson 8

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Lesson 9

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Lesson 10

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Connecting Character, Culture and Community • Unit 2 Module A • Lessons 6–10 • 91


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Using evidence from the text, answer the following questions about character.

1. What does the way Miss Agnes uses the maps to teach geography reveal about her character?

2. Why does Miss Agnes share the story about Sam Dubin? What does Fred’s response reveal about her character?

3. What is the author’s purpose for sharing details about Big Pete and Little Pete? How do these characters’ traits help readers understand the Athabascan community?

4. How does Miss Agnes feel about teaching? How do Miss Agnes’ actions on p. 48 support that opinion and contribute to the sequence of events?

5. Describe how Fred reacts to the news that Miss Agnes will only be there a year. How are Miss Agnes and Fred similar in the way they deal with negative news? Use text evidence to support the answer.

She enjoys getting students interested in learning; she wants students to participate in their own learning.

The story to gives students reason to learn arithmetic. Fred’s response shows she is smart and determined.

So readers understand the relationship between the little man and his big son. Their traits show that children in the community respect their parents and other adults.

She loves her students. Her mother asked her to come home and she did not go because her students need her.

Fred does not react at all. She does not show she is upset, just as Miss Agnes does not show she is upset when they talk about her mother passing away.

92 • Unit 2 Module A • Lessons 6–10 • Connecting Character, Culture and Community


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NameLanguage

Analysis

1. Read the sentence on page 52 that begins “She said it’s bum…” Which words around this sentence help readers understand the meaning?

2. What is the literal meaning of “kicking up a big fuss” on page 52?

3. Read the paragraph on page 53 beginning with the sentence “This sign language is really…” What does “their hands just fly” mean? Explain.

4. On page 54, read the paragraph beginning with “We all got tickled…” Compare the literal and nonliteral meaning. Why did the author use this term?

bum likely means that it’s a waste of time for Bokko to go far away to school. She can cook and sew well instead of learning.

It means Mamma was mad and complaining that Bokko had to go to school.

“Their hands just fly” doesn’t mean their hands are flying, it means their hands are moving so fast that they are hard to see.

The non-literal meaning is to actually get tickled; the literal meaning is to be happy or pleased with an idea. The author wanted readers to know how pleased and excited the characters really were.



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Name Vocabulary

Lesson 6panhandle

Lesson 7bum

Lesson 8concertina

potlatch

Lesson 9continents

ptarmigin

Lesson 10shutter

pink in her cheeks

Responses should show contextual understanding of the word.









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Name


Reading

Lesson 6 Reread p. 46 the final paragraph. Ask students to write an informative paragraph stating why the children wouldn’t get tired of having Miss Agnes for a teacher. Students should support their writing “using text evidence”.

Lesson 7 Reread p. 53 starting with “When Mamma…” and ending with “.think about that.” Ask students to write an opinion on whether Grandpa should have defended Mamma when she stamped out the door. Ask students to support their opinion by “using text evidence” to present their opinions.

Lesson 8 Reread p. 67. Ask students to write an informative narrative about what they think would be a better way to ask someone to dance. Students should support their writing with text-based evidence.

Lesson 9 Reread p. 76, starting with “Miss Agnes told him…” and ending with “…started to think like that.” Was Miss Agnes right to appear angry with the students? State your opinion and support it using text evidence.

Lesson 10 Reread pp. 94 and 95. Ask students to choose one student in the story and tell what Miss Agnes said they were good at doing. Then tell how she knew what that student’s talent was. Remind students to use key details from the text to support their answers.

Responses should show evidence from the text.







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NameReading Analysis

Lesson

Using evidence from the text, answer the following questions about recounting a story.

1. Recount the story through Chapter 12. What has happened so far?

2. What is the central message the author wants readers to understand?

3. What key details convey the central message in the text? Use evidence from the text to answer.

4. What details has the author revealed about Fred that supports the central message?







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NameLanguage

Analysis Lesson

1. On page 60, the author says, “Usually Little Pete was dying to get out to camp as soon as it snowed.” What does it mean to be “dying” to do something? What is something you are “dying” to do?

2. On page 61, read the sentence that begins “There was a lot of hoorah in the village…” What is the meaning of “hoorah”? What is an event that would cause a big “hoorah” in your community?

3. Then the author talks about how Marie had to wash every day to “keep up” with the diapers. What does the term “keep up” mean? What is something you must “keep up” with at home?

4. Read the sentence on page 63 that begins “That made Mamma look…” How is the word “sour” used in this sentence? How is this term different from the way “sour” is normally used?

Dying to do something means you want to do it really badly. Answers will vary for the second question.

Hoorah means people come out to watch and cheer. Answers will vary for the second part of the question.

“keep up” means to not fall behind on something. Answers will vary for the second part of the question.

In this sentence, sour means disapproving or mean. People with a sour look are frowning with their eyebrows drawn together. Sour is normally used to tell about food. Sour food, like lemon, makes your mouth pucker up.



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Name Conventions

Lesson 6 Form Superlative Adverbs On p.43, read the paragraph that begins, “I was ten, so my paper…” If Marie, Little Pete, and Roger all had more arithmetic than Fred, what would be an example of a superlative adverb to describe how much arithmetic Fred had?

least

Lesson 7 Use Adverbs in a SentenceRead p. 52 and pick an adverb found on the page. Write a sentence with the adverb you chose.

The statue looked too perfect to be real.

Lesson 8 Review Commas in Dialogue Find the dialogue on p. 63. Write what Marie might have thought in response to Miss Agnes about whether she should learn to read and write. Use punctuation marks where needed.

Answers will vary.

Lesson 9 Review Quotation Marks in Dialogue Read the paragraph. “Sometimes in the middle of anything…” on p. 70. Write another question Miss Agnes might have asked the students. Use punctuation marks where needed.

Answers will vary.

Lesson 10 The Exclamation Point in DialogueOn p. 86, read the sentence, “Toby Joe said.” Explain why the author used an exclamation point. Write another sentence someone could have said in response to the picture that ends in an exclamation point.

Answers will vary.



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Name Writing

Lesson 6 Create an event sequence that organizes the event order of your story idea. Make sure to use a Story A or Story B graphic organizer and organize the event sequence.

Lesson 7 Use one of your story ideas to write an event sequence using temporal words and phrases from the Three-Column Charts you completed in Practice.

Answers will vary, but should include a story with temporal words and phrases.

Answers will vary, but should include an event sequence with a Story A or Story B graphic organizer.



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Name Writing

Lesson 8 Write a skit that is an extension for an event in The Year of Miss Agnes. Make sure to write dialogue that develops or continues the event.

Lesson 9 Write a dialogue that shows character responses. Make sure to introduce two characters, write 3–4 lines of dialogue, and write responses to dialogue.

Lesson 10 Write a character sketch of Miss Agnes that describes the impact she has on the community. Make sure to use the Web A organizer to jot down ideas that describe Miss Agnes’s actions, thoughts, and feelings.

Answers will vary, but should include a Web A organizer describing Miss Agnes’s actions, thoughts, and feelings and a character sketch of Miss Agnes that describes the impact she has on the community.

Answers will vary, but should include a dialogue that shows character responses, introducing two characters, with 3–4 lines of dialogue, and responses to dialogue.

Answers will vary, but should include a skit with dialogue that develops or continues an event from The Year of Miss Agnes.



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NameFirst Read of

the Lesson


Lesson 11

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Lesson 12

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Lesson 13

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Lesson 14

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Lesson 15

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Responses should use evidence from the text.Responses should use evidence from the text.



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Name Sleuth Work

A Day at School in Japan

Have you ever wondered how a school day in Japan might compare to one of yours?

Like many students in the United States, many Japanese elementary school students start their day around 8:30 a.m. and end around 3:00 p.m. They have math and reading classes. They listen to announcements at the start of the day. The teacher takes attendance. During the week, students might gather for an assembly where the principal or someone else talks to them.

There are a number of differences too. For example, in the United States, students learn handwriting. In Japan, students learn shodo, or calligraphy. This involves dipping a brush into ink and writing symbols. The symbols stand for words. Students in Japan also have a class where they learn how to cook and sew.

If you think school is hard in America, think about what students in Japan must do. They often have more homework than students in the United States do. They also spend at least six weeks longer in school each year. Some schools also assign chores to students. Sweeping and cleaning the floor, wiping the board, and emptying the trash are some of these chores.

If you were an American student in a Japanese school, do you think it would be difficult to adjust to these differences? Remember, you would have to do everything in a completely different language too.



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Name Sleuth Work

Gather Evidence How does a day at school in Japan compare to your school day in the United States? Write down 3–5 sentences. Include evidence from the article to support this.

Gather Evidence: Extend Your Ideas Work with a partner and compare your sentences. Look for any evidence you might have missed and edit each other’s sentences.

Ask Questions Write three questions you would ask a student from Japan about his or her day at school. Underline sentences or phrases from the article that support your questions.

Ask Questions: Extend Your Ideas Choose one of your questions and research it. Did you find the answer? Write 2–3 sentences explaining what you learned.

Make Your Case What is the most interesting detail can you learn from the images that support the idea that schools in Japan are different from schools here? Can you find that detail in the text?

Make Your Case: Extend Your Ideas If you could not find your detail in the text, look for another detail from the images that is included in the text. If you could, write a sentence about why you find the detail important.

Answers should use evidence from the text.






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Name Vocabulary

Lesson 11crust

bunks

Lesson 12slippery

slimy

Lesson 14Tlingit nation

suitor

Lesson 15threshold

unusually







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Name


Reading

Lesson 11 Reread p. 102. Ask students if they think “young brains” are better than “old brains.” Have students write their opinion and support their writing “using text evidence.”

Lesson 12 Reread the first complete paragraph on p. 111. Explain why “everything reminded me and Bokko of Miss Agnes.” The students should support their writing “using text evidence” from pp. 109–111.

Lesson 13 Reread the first page of “The Athabascans.” Do you agree or disagree with the people’s decision to learn and practice the skills of their ancestors? Use text evidence to support your opinion.

Lesson 14 Reread p. 86 of “The Frog Princess.” Write a few sentences explaining how the girl felt when she was with the Frog People. How do her feelings about the Frog People shape the rest of the story? Support your answer using text evidence.

Lesson 15 Does the girl’s attitude in “The Frog Princess” change as the story goes along? Support your opinion using text evidence.








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Lesson

1. Revisit The Athabascans: Old Ways and New Ways. What is the main idea? What key details support the main idea?

2. Revisit The Year of Miss Agnes. What is the central message the author wants readers to understand? Use details from the text to support your answer.

3. How does Miss Agnes’ character convey this message throughout the story? Share examples from the text.

4. How are the main idea and central message in both texts alike? Refer to the texts for specific details.

Responses should pick out a main idea and use evidence from the text.






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Analysis Lesson

Using evidence from the text, answer the following questions about spoken and written standard English.

1. Read page 96. Fred discusses three different “right” ways of speaking. Use details from the text to describe each of the three ways.

2. On pages 96 and 97, Fred gives examples of informal language that is incorrect when speaking away from the village. What does Fred understand about English that she did not know before?

3. On page 98, read the sentence that begins “Whoever had the littlest…” What word could replace “littlest” to make the sentence follow standard English conventions? What other misuses of standard English can readers point out in Fred’s narration in Chapter 15 and 16?

4. How does Fred’s narration help readers understand her struggle to write and speak with standard English? Share an example from the text.

how they talked in the village; Athabascan; and how to speak in the city or at school

Fred understands that formal, standard English should be used outside the village, but informal spoken English is okay when talking with friends and family.

answers will vary

She corrects herself in the narration as she learns how to think about what she says and apply standard English conventions. Examples will vary.

fewest



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Name Conventions

Lesson 11 The Question Mark in Dialogue Read p. 105 in The Year of Miss Agnes. Write a question one of the students could ask Miss Agnes about why she would leave.

Lesson 12 Review Subject Verb Agreement in Sentences In The Year of Miss Agnes, the narrator says: “It is late at night…” Explain why the sentence has subject-verb agreement.

Lesson 13 Form Subject-Regular Verb Agreement in Sentences Use the plural present tense verb climb in a sentence. Explain how the subject agrees with the verb.

Lesson 14 Form Subject-Irregular Verb Agreement in Sentences Use the plural present tense verb teach in a sentence. Explain how the subject agrees with the verb.

Lesson 15 Produce Simple Sentences Read the sentence on page 85 “Weeks passed.” Explain why this is a simple sentence. Then write a simple sentence of your own that tells about the girl forgetting about time.

Answers will vary.

This sentence has a singular subject it and a singular present tense verb is.

The cats climb into the tree. The plural subject cats agrees with the plural verb climb.

They teach us the game. “They” is plural, and the verb “teach” agrees with the plural form of the subject.

This is a simple sentence because it has one clause, one subject, and one verb. Answers for the second part of the sentence will vary.



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Name Writing

Lesson 12 Write an ending for the story you started in earlier lessons. Make sure to base your ending on the sequence of events.

Lesson 11 Use your dialogues from Lesson 9 to add description to further develop your characters’ responses. Make sure to use a Web to jot down ideas and use details to describe how the character responds to a situation.

Answers will vary, but should include an ending for the story started in earlier lessons and based on the sequence of events.

Answers will vary, but should include a Web with details describing how the character responds to a situation and description to further develop characters’ responses to students’ dialogues from Lesson 9.



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Name Writing

Lesson 13 Draw from your own experiences as well as print and digital resources. Take notes on your sources.

Lesson 14 Gather information and take notes about characters and events in fables and folktales. Make sure to jot down your notes in a Web or Two-Column Chart.

Lesson 15 On a separate piece of paper, begin a draft of a story that extends The Frog Princess. Make sure to establish a situation with a conflict, follow a short event sequence, and resolve the conflict.

Answers will vary.

Answers will vary.

Answers will vary, but should notes on students’ sources.



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NameFirst Read of

the Lesson


Lesson 16

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Lesson 17

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Lesson 18

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Responses should use evidence from the text.Responses should use evidence from the text.Responses should use evidence from the text.

Responses should use evidence from the text.Responses should use evidence from the text.Responses should use evidence from the text.


Responses should use evidence from the text.Responses should use evidence from the text.



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Lesson

Using evidence from the text, answer the following questions about character.

1. Describe how the father’s actions reveal his character traits and contribute to the sequence of events?

2. How would the story have changed if the princess’s father displayed characters traits of acceptance and tolerance? How would this have changed the sequence of events?

3. Is the frog selfish or noble? What actions from the text support this assertion?

4. What point is the author trying to make about adapting to change? What happened because the headman could not adapt?

no conflict in the story and it would end after they got married.

The headman is selfish and intolerant. He does not accept the Frog People and threatens them with war if they don’t give his daughter back. His actions force his

She would have been able to be happy with the Frog People and visit with her family. There would be


The author wants to make the point that people have to be willing to adapt or they will get left behind; the headman lost his daughter because he could not adapt to new ways of thinking and be tolerant.

daughter to disappear for good.



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NameLanguage

Analysis

Using evidence from the text, answer the following questions about literal and non-literal meanings.

1. When the princess says “…I would rather marry a frog from our lake,” does she mean a real frog? Explain. What do people usually mean when they make this statement?

2. Read the sentences on page 89 that begins “They combed the forests and the seashore.” What is the literal meaning of the word combed?

3. Read the sentence on page 89: “It was if their daughter had disappeared from the earth.” What is the literal meaning of this sentence?

4. Read the sentence on page 99: “He prepared a healing mixture of roots and herbs to drive out the bad spirits inside her.” What is the actual meaning of the term “drive out” in this sentence?

Yes, in this story she means a real frog. Usually a person makes this statement when they would rather not get married at all.

Combed means that they looked very carefully and they didn’t miss a part of the forest.

They thought their daughter was lost; not that she really disappeared.

to get rid of; leave



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Name


Reading

Lesson 16 Reread pp. 99–100 of The Frog Princess. Write a few sentences describing the events of the pages. Be sure the events are written in the order they happen. Think about the actions of the girl, her family, and the shaman, and support your opinion using text evidence.

Answers will vary.



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Name


Reading

Lesson 17 The parents in both texts make decisions about their children’s lives based on their own experiences. Should parents make decisions for their children? Why or why not? Support your opinion with text evidence.

Lesson 18 Revisit “The Athabascans.” Write a brief explanatory essay in which you tell how you would survive the cold in northern Alaska. Support your essay with text evidence.

Answers will vary.

Answers will vary.



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Lesson

Using evidence from the text, answer the following questions about compare and contrast.

1. How has each member of the community been affected by Miss Agnes? Use details from the text to support the answer.

2. Think about all three texts. How do people change within themselves as a result of adapting or not adapting to new ways?

3. In each text, how do outside influences change a community for the better or worse? Use text details to support the response.

4. What life “lesson” about culture and community should readers understand after reading all three texts?







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Name Conventions

Lesson 16 Compound Sentences: Definition Explain what a compound sentence is and what can be used to join the clauses of a compound sentence.

Lesson 17 Produce Compound Sentences Write a compound sentence about The Frog Princess or The Year of Miss Agnes using a coordinating conjunction such as and, or, or but. Explain why it is a compound sentence.

Lesson 18 Produce Compound Sentences Write a compound sentence about The Athabascans: Old Ways and New, The Frog Princess, or The Year of Miss Agnes using the coordinating conjunction so. Explain why it is a compound sentenc.

A compound sentence is a sentence that has two independent clauses joined by a coordinating conjunction or a semicolon.

Answers will vary. One possible answer: Fred returned from fish camp, and she expected Miss Agnes to be gone. This is a compound sentence because it has two independent clauses joined by a coordinating conjunction.

Answers will vary. One possible answer: I heard someone’s voice, so I followed the sound. This is a compound sentence because it has two independent clauses joined by the coordinating conjunction so.



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Name Writing

Lesson 16 Revise your stories to strengthen and develop your writing. Make sure to bring out character traits of the characters, polish your event sequences, and resolve the ending in a logical way.

Answers will vary, but should include revised scenes with polished event sequences and an ending resolved in a logical way.



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Name Writing

Lesson 17 Edit your stories so that the content is clear, making sure to correct any mistakes in grammar, spelling, and punctuation.

Lesson 18 Present your stories. Assign characters to other students and make sure to play a character in your own stories.

Answers will vary, but should include edited scenes with clear content and corrected grammar, spelling, and punctuation.

Answers will vary, but should include presented scenes with students playing parts.



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Name Writing

Lesson 18 Write a brief essay that compares and contrasts how the author of each text describes the rich cultural heritage and traditions in the communities he or she writes about. Make sure to plan your essays by writing outlines.

Answers will vary, but should include an essay that compares and contrasts how the author of each text describes the rich cultural heritage and traditions in the communities he or she writes about.



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NameFirst Read of

the Lesson


Lesson 1

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Lesson 2

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Lesson 3

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Lesson 4

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Lesson 5

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Connecting Character, Culture, and Community • Unit 2 Module B • Lessons 1-5 • 121

RGEN14_RWJTG_G3_U2B_L1-5.indd 121 7/12/13 3:36 PM

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Name Sleuth Work

A Visit to Cuba

“We’re going to visit Grandma!” Manny exclaimed to his little brother Leon.

“I wonder if Cuba is anything like New York City.” Leon said.

Traveling to Cuba took several hours. The boys were excited to finally spot the island of Cuba outside the airplane window. On the taxi ride to Grandma’s house, they got a glimpse of the city of Old Havana. The city was busy just like New York City. The honking horns made the boys feel at home.

The next day Grandmother took them to see some of her favorite places. The market had vegetables that were unusual to the boys. They enjoyed eating lunch at a restaurant outside under some tall palm trees. Colorful birds sang loudly overhead. After lunch they toured the city to see some of its biggest buildings.

“New York City has much taller buildings,” thought Leon. They stopped to listen to a band playing local instruments. Manny danced to the beat of the bongo drums.

After a week of fun, the visit had come to an end. The boys stood at the door to say goodbye. Grandmother said, “I have some gifts for you. They will help you remember your trip to Cuba.” Leon unwrapped a special whistle that made sounds just like the songs the birds had sung at the restaurant. Manny opened a box with a set of bongo drums. “Now New York City can sound a little more like Cuba,” laughed Grandmother.

122 • Unit 2 Module B • Lessons 1–5 • Connecting Character, Culture, and Community


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Name Sleuth Work

Gather Evidence Underline the details in the story that help you to learn about life in Old Havana.

Gather Evidence: Extend Your Ideas Work with a partner and discuss how important these details are to the story. Write 2–3 sentences explaining how important they are.

Ask Questions What questions would you ask the boys about the trip to Cuba? Are they discussed in the text? If so, circle that section of the text.

Ask Questions: Extend Your Ideas What questions would you ask the boys about the trip to Cuba that are not answered in the text? Research your question and write 1–2 sentences discussing it.

Make Your Case Do you think Old Havana and New York City are more alike or more different? Underline twice key words that help answer the question.

Make Your Case: Extend Your Ideas Write 2–3 sentences using information you researched about New York City and Old Havana.





Answers will vary, but could include that Benjamin gets to visit Vietnam and is quite eager.

Answers will vary, but could include “the city was busy just like New York City,” “the market had vegetables that were unusual to the boys,” etc.



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Name Vocabulary

Lesson 1townhouses

suburbs

Lesson 4cultural heritage

Lesson 5situated

landfill





RGEN14_RWJTG_G3_U2B_L1-5.indd 124 7/24/13 8:19 AM

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Reading

Lesson 1 Reread “What is a city home?” and “Townhouses and Suburbs.” The author states apartment buildings are “tall buildings that contain a lot of homes.” Is this always true? State your opinion and support it using text evidence.

Lesson 2 Reread the “School and Play” portion of “City Homes.” The author conveys several different things people can do for entertainment in a city. Write an informative paragraph detailing some of the places where people can play sports in cities.

Lesson 3 Reread “The Weather” section of “City Homes.” The author shows photographs of buildings in different climates. Are the photographs effective? State your opinion and use evidence from the photographs to support your answer.

Lesson 4 Write a paragraph to explain why communities change over time. Use evidence from page 7 to support your answer.

Lesson 5 What is the number one reason why people should recycle? Use evidence from the text to support your answer.








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Using evidence from the text, answer the following questions about illustrations.

1. Look at the information box on page 106. How does this information help readers understand the main idea of the section “What is a city home?”

2. Read the section titled “Townhouses and suburbs.” How do the photos support the main idea of the section?

3. Read the caption above the photo on page 110. How does the detail support the main idea of the section “Building a city home?”

4. What is the main idea of the entire text?

5. How do the photos, captions, and information boxes help readers understand the main idea? Give one example from the text.

The information is a detail that tells about the tallest building in the world. It helps readers understand that cities have many tall buildings, and millions of people live in these tall city buildings around the world.

One photo shows townhouses in France and the other photo shows a suburb in Sweden. Both photos show different kinds of homes that are considered part of the city to which they belong.

Cities around the world may have different cultures and communities, but they all live in similar types of homes.


The information gives readers details so they can put all the information together to determine the main idea.



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Analysis

1. Read page 8. Notice the word natural environment. How do people harm the natural environment? Use facts from the text.

2. Read page 9. How does recycling help the natural environment?

3. What is being compared in this sentence? How are they alike?

4. Based on p. 10, what do you think extended families are and what helped you figure it out?

People build communities, which can harm natural environments and create pollution.

Recycling helps people use materials and make them into new items –— like using plastic bottles to make park benches- instead of throwing the materials away.

Answers will vary. Students should include aunts, uncles, grandparents, cousins, etc.

Like a community, my extended family supports each other. We follow rules and cooperate to get things done together.



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Name Conventions

Lesson 1 Review the Definition of Adverbs Look back to the first sentence on p. 113. Which word in the sentence is an adverb? What is the purpose of adverbs in general?

Lesson 2 Review How Adverbs Function in a Sentence Read p. 117. Pick an adverb from the page. How does the adverb function in the sentence?

Lesson 3 Review Using Adverbs in a Sentence Write a sentence using the adverb politely. Explain how the adverb functions in your sentence.

Lesson 4 Review Coordinating Conjunctions Use the coordinating conjunction or in a sentence and explain how it functions in your sentence.

Lesson 5 Define Subordinating Conjunctions What does a subordinating conjunction do in a sentence?

very; The purpose of adverbs is to tell readers more details about verbs, adjectives, and other adverbs.

slowly; The adverb modifies the verb move.

The child politely asked her uncle a question. Politely modifies the verb asked.

Suburbs can be near cities or in villages. Or joins the two parts, cities and villages, by contrasting the two words.

A subordinating conjunction joins a subordinate clause to a main clause.



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Name Writing

Lesson 1 Write an explanatory paragraph that expresses your own views while providing factual information. Make sure to give examples of facts from the text and describe how you expressed your own views while providing facts.

Lesson 2 Think about different explanatory texts you have read and what genres they belong to and complete a Web B. Write explanatory texts in the middle circle and the names of the subgenres in the outer circles. Make sure to write 2–4 sentences explaining what makes each subgenre similar and different.

Answers will vary.

Answers will vary, but should include a graphic organizer Web B completed with 2–4 sentences explaining what makes each subgenre similar and different.



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Name Writing

Lesson 3 Draw an image that would illustrate a paragraph from the text. Make sure to use words to inform and describe what you want to convey in your image. Write one sentence explaining what details you included in the illustration that were left out of the paragraph.

Lesson 4 Find the main idea statement on p. 5, 6, or 7. On a separate piece of paper, explain how the main idea statement introduces the paragraph in 1–2 sentences. Think of a topic you would like to explain to your readers. On the same piece of paper, write 2–3 sentences introducing your topic.

Lesson 5 Write a paragraph developing the introductions you started in Lesson 4. Make sure to research your topic using encyclopedias and Internet websites, identify at least 5 words that are unfamiliar from your research, fill out the graphic organizer T-Chart defining the unfamiliar words, and include facts, details, and definitions in your paragraph.

Answers will vary, but should include a paragraph with facts, details, and definition and a T-Chart defining unfamiliar words.

Answers will vary.

Answers will vary.



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NameFirst Read of

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Lesson 7

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Lesson 8

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Lesson 9

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Lesson 10

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Using evidence from the text, answer the following questions about illustrations.

1. Look at the photos and captions on page 16. What does this information help readers understand about communities?

2. How do the photos on page 16 help readers think about other communities around the world in comparison to their own?

3. Look at the photos on page 17. What skills do children around the world learn? What idea does the author want readers to understand about education around the world?

4. Look at the map on page 18. Why is it important for maps to have landmarks and legends? How would symbols help people find places on this community map?







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Analysis

1. On page 21, find the word public. What are some examples of public places in your community? What makes these places public?

2. On page 21 find the word population. What does the text say is the meaning of population? Does your community have a large or small population? Explain.

3. What is a “standard of living?” What do people need to have a good standard of living? Is “quality of life” the same in all communities? Explain.

4. Read page 23. What are some examples of celebrations? Why are celebrations important to quality of life?

Student response should include examples of parks, swimming pools, and schools.

The text says a population is the “total number of people who live there.” Answers will vary.

A standard of living is having a good quality of life. That means having food, water, shelter, clothing, medical care, and opportunities. The quality of life is different in communities around the world.

Celebrations are weddings, parties, family reunions, parades, etc. Celebrations let people have fun together and allow people to enjoy being part of a community or family.



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Name Vocabulary

Lesson 6federal government

municipal government

Lesson 7climate

interconnected

Lesson 8quality of life

standard of living

Lesson 9patrol

utilities

Lesson 10volunteer

expert








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Name


Reading

Lesson 6 Write a paragraph to explain why income is important to people and to their community. Use evidence from the text to support your answer.

Lesson 7 Write an opinion piece about whether you think legends are important parts of maps. Support your opinion with text evidence.

Lesson 8 How are standard of living and quality of life connected? Use evidence from the text to support your answer.

Lesson 9 Do you think there are too many rules in school? Write a paragraph to explain why or why not. Use evidence from the text to support your answer.

Lesson 10 Reread the text and the caption on p. 31. Pretend you are a volunteer tour guide at a zoo in your community. Write a short speech explaining how your zoo helps animals. Support your ideas with evidence from the text.








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Using evidence from the text, answer the following questions about main idea.

1. What does the author want readers to understand about rules? How do rules apply to your life? (Rules are necessary to help keep order in a community and keep people safe.

2. Read page 24. What are the main differences between rules and laws? Use details from the text to answer.

3. Read page 25. Who keeps people safe in a community? How do these people improve the quality of life in a community? Use the text to answer.

4. What does the author want readers to know about their own role in staying safe? List three ways you can keep yourself safe. Use the text to answer.

5. What are utilities? How do you use utilities where you live? Give three examples.

Student responses should include how rules apply to students’ lives, such as no dessert without dinner.

You can get in trouble from a parent or teacher, but laws are rules that police officers enforce.

The author wants people to know that when they follow rules, they keep themselves safe, too.

Answers should include evidence from the text.

Utilities are electricity, gas, oil, and water. Answers will vary for examples. Sample examples: I use electricity when I make toast for breakfast. I use electricity when I turn on the light in my bedroom.



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Analysis

1. Read page 28. What do volunteers do? How do volunteers help in a community? Use answers from the text.

2. What are some ways you can be a volunteer at home or school?

3. Read page 29. Find the word depend. Give some examples of ways people in a community depend on each other.

4. What are some ways the author shares for becoming an expert in your community information? Use examples from the text to support the response.

5. Why are zoos an important part of a community? Explain.

Volunteers are people who help in a community because they want to.

Student responses should include activities like helping with clothes, homework, making dinner.

They count on each other. They might be working together to build a pool or a park.

Learn the names of business owners, fire chief, and other government officials. Learn about the history of the community.

Zoos help keep endangered animals and help people learn about endangered animals in the wild.



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Lesson 6 Use Subordinating Conjunctions Read the two sentences on p. 13, “Historic communities show us what life was like in the past. People dressed in costumes re-enact life in those early days.” Use a subordinating conjunction to combine the sentences.

Lesson 7 Review Plural Regular Verbs Read p. 16. Find a plural regular verb used in the text. How is it a plural regular verb?

Lesson 8 How Regular Verbs Function Find an example of a singular and plural regular verb on p. 20. How is it a regular verb? How is it formed?

Lesson 9 Use Plural Regular Verbs in a Sentence Find a plural regular verb used on p. 24. Write a sentence using the verb.

Lesson 10 Review Regular Past Tense Verbs How is a regular past tense verb formed in the singular and plural? Come up with an example of a regular past tense verb.

Name Conventions

Answers will vary.

differ; It’s a plural regular verb because it does not have an s in its plural form and adds an s in its singular form.

contains; Contains is a regular verb because it adds an s in the singular form.

keep; The teachers keep track of their students.

A regular past tense verb is formed by adding –ed in both the singular and plural forms. cooked



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Name Writing

Lesson 6 Use a computer to find images for your topic and print them out or draw illustrations relating to your topic of choice. Paste or tape the illustrations to the page. This may be done as a collage. Use the information you found on your topic to write three questions that can be supporting text for your illustration.

Lesson 7 Pick a subtopic such as where one bird goes for the winter or pick a country where your shoes might have been made. Fill in a Web A for your subtopic by writing related information including similar facts, definitions, and details, choose an illustration that you found in Lesson 6 to go with your subtopic, and write 2-3 sentences explaining why the information you listed belongs with you subtopic.

Answers will vary, but should include illustrations relating to the student’s topic and three questions that can be supporting text for an illustration.

Answers will vary, but should include a graphic organizer Web A completed for a subtopic with similar facts, definitions, and details and 2-3 sentences explaining why the information listed belongs with the subtopic.



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Name

Lesson 8 Use the subtopic from your graphic organizer Web A you completed in Lesson 7 to write a paragraph on a separate piece of paper about the subtopic you chose, including linking words and phrases to help connect ideas.

Lesson 9 Using your paragraph from Lesson 7, find similar information about each idea and complete a Compare and Contrast organizer to show similarities and differences. On a separate piece of paper, create sentences using linking words to compare and contrast the two ideas. Combine these sentences to create a paragraph that includes the linking words or phrases. Write your paragraph on a separate sheet of paper.

Writing

Lesson 10 Fill out your graphic organizer Three-Column Chart. The top columns should be subtopics. Make a list of conclusive statements. Remember you can consider why your information is important. Try to add your conclusive statements so they flow into the next subtopic. Write a paragraph concluding the topics you started in Lesson 4. Remember you can list your subtopics in the concluding paragraph.

Answers will vary, but should include a graphic organizer Three-Column Chart with the top columns subtopics, a list of conclusive statements, and a conclusive paragraph with conclusive statements.

Answers will vary.

Answers will vary.



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NameFirst Read of

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Lesson 11

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Lesson 12

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Lesson 13

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Lesson 14

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Lesson 15

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Connecting Character, Culture and Community • Unit 2 Module B • Lessons 11–15 • 141


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Name Sleuth Work

A Community of Cultures

What would it be like to live on an island in the Pacific Ocean that is only about 8 square miles? How is living on an island community different? How does it affect the culture? You might ask someone who lives on the Republic of Nauru (nah-OO-roo).

Nauru sits just south of the equator. Its closest neighbor is a whopping 200 miles away! About 3,000 years ago the first people migrated to the island from Micronesia and Polynesia. They lived in tribes or groups much like the Native Americans of North America did. Nauru had a unique culture and enjoyed peace for centuries.

In 1798, a British captain of a whaling ship saw Nauru on his way to China. Later, the first Europeans arrived. They brought new ideas, weapons, and war. From the 1800s to the mid-1900s, different European countries, Japan, and Australia took control of Nauru. They used its resources for trade and influenced Nauru’s culture and community. Finally, Nauru gained its freedom in 1968.

Today, Nauru is home to many different cultures because of its history. More than half of the people speak the Nauruan language. English is also spoken, but less than 10 percent of the people are European. Other groups include Pacific Islanders and Chinese. As an independent nation, Nauru’s culture is still unique. It culture is traditional with a blend of other cultures from around the world.

142 • Unit 2 Module B • Lessons 11–15 • Connecting Character, Culture and Community


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Name Sleuth Work

Gather Evidence What additional information can you learn from the pictures and labels? Circle information from the text that corresponds with the pictures and labels.

Gather Evidence: Extend Your Ideas Write 1–2 sentences explaining how the pictures contribute to what is conveyed by the text.

Ask Questions What questions would you ask someone who had visited Nauru that can be found in the text? Make sure you circle what you find from the text.

Ask Questions: Extend Your Ideas What questions would you ask the someone who had visited Nauru that are not answered in the text? Research your question and write 1–2 sentences discussing it.

Make Your Case What are two interesting differences between Nauru and where you live? Why do you think those differences are interesting?

Make Your Case: Extend Your Ideas Write 2–3 sentences using information you researched about Nauru and where you live.









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Name Vocabulary

Lesson 13mural

gumbo

Lesson 14debating

sprinkling

Lesson 15blading

hooping








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Reading

Lesson 11 Reread the pages listed in the index under garbage and pollution. Suppose your community has decided to stop collecting garbage. Write an editorial giving your opinion about whether this is a good idea. Support your argument with evidence from the text.

Lesson 12 Reread the first few pages of each text. Explain how the authors present important details. Remind students to use text evidence to support their writing.

Lesson 13 Reread p. 19. Have students write the main idea of the text is in their own words. Do details from the text on p. 19 help support the main idea? State your opinion and use details and evidence from the text to support your answer.

Lesson 14 Reread pp. 16–31. Group related information together, including illustrations. How does the author group related information together? State your opinion and support it using text evidence.

Lesson 15 Reread Around Our Way on Neighbors’ Day. Take notes on some of the games children and adults are playing. After making your notes, write a sentence about a game you would like to play.







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Using evidence from the text, answer the following questions about determining the central message.

1. What does the author want readers to know about communities?

2. How does the narrator’s point of view help convey the central message in this story?

3. How do the narrator’s actions support the central message?

4. What details about the celebration make it unique to the narrator’s community?

It is important to celebrate your unique community; a community is like an extended family

Readers can tell that the narrator is excited about Neighbor’s Day because she uses short, rhythmic action words as she’s going through her community to get home.

The narrator visits places throughout her community before heading home to get ready for Neighbor’s Day. Each place shows community members talking, playing, painting, getting haircuts, cooking… before they all meet together for the celebration.

They have all kinds of different food from different neighbors; they dance to salsa music and jazz; they all play games until dark.



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NameLanguage

Analysis

Using evidence from the text, answer the following questions about precise meaning.

1. Read the sentence on page 9 “Metal and chemical wastes are produced in industries.” Use the glossary to find the precise meaning of industry. Write the meaning of the word industry in your own words. What kinds of industries are in your community?

2. On page 9, read the sentence: “Town workers remove garbage from streets and incinerate it, bury it in landfill sites, or recycle it.” Where can readers find the meaning of incinerate? What does incinerate mean?

3. Read the sentence on page 8: “Forests are cut down, and swamps and other wetlands are filled in with soil so houses can be built.” What is another word for wetlands in the sentence?

How does the glossary provide a more precise meaning?

4. Read page 6. How does the glossary help readers understand the meaning of cultural heritage?

An industry is a company that makes and sells something that people buy. Part 2 will vary.

The glossary says: Wetlands are “an area with waterlogged soil.” Waterlogged soil is soil or land soaked with water, but not overflowing with water. It has a more specific meaning than “swamps.”

The glossary gives a more specific meaning. Cultural heritage is a way of life passed from generation to generation.

the glossary

swamps

to burn until only ashes remain



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Name Conventions

Lesson 11 Use Regular Past Tense Verbs in a Sentence Find a regular past tense verb in What is a Community? from A to Z and use it in a sentence.

Lesson 12 Define Plural Irregular Verbs How do you form irregular verbs in the plural present tense? Find an example of a plural irregular verb from What is a Community? from A to Z or City Homes.

Lesson 13 How Irregular Verbs Function How do singular irregular verbs agree with the subject of a sentence? Provide examples of two verbs that are irregular in the singular present tense and state how their spelling changes.

Lesson 14 Use Plural Irregular Verbs in a Sentence Find a plural irregular verb from Around Our Way on Neighbors’ Day. If you can’t find one, make one up and use it in a sentence.

Lesson 15 Use Past Tense Irregular Verbs in a Sentence Find an irregular past tense verb in Around Our Way on Neighbors’ Day. If you cannot find one, create one yourself. Form a sentence using your irregular past tense verb.

called; Some communities are called suburbs.

Irregular verbs do not change in the plural present tense. go

Singular irregular verbs do not only add s to agree with a singular subject like regular verbs do. spy, latch, teach

The kittens catch the mouse.

drank; She drank the last bit of milk.



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Name Writing

Lesson 11 Choose one topic from the list of ten. Look up your topic in an encyclopedia, take three sentences of brief notes on the topic, and try to find two words you are unfamiliar with from your notes. Use a dictionary to write a definition.

Lesson 12 Find an illustration in an educational magazine from your school library and write a paragraph about the illustration without reading about the supporting information.

Answers will vary, but should include a paragraph about an illustration.

Answers will vary, but should include three sentences of brief notes on a topic and dictionary definitions for two words.



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Name

Lesson 13 Sort information from their notes in Lessons 11 and 12 into categories and use your notes to write several paragraphs comparing and contrasting your research from Lessons 11 and 12 to your own way of life. Write your paragraphs on a separate sheet of paper. Make sure to write a reflection on how your own life compares and contrasts to the lives of others around the world.

Writing

Lesson 14 Pick two topics to compare and contrast. Plan what you are going to write using print sources as well as reliable Internet sources. On a separate piece of paper, create an outline explaining your ideas for your compare and contrast essay

Lesson 15 Free write for 5 minutes about a topic provided to you. Make an outline of your free-writing thoughts. Use the free writing and the outline to write a draft of your ideas.

Answers will vary.

Answers will vary, but should include an outline explaining ideas for a compare and contrast essay.

Answers will vary.



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NameFirst Read of

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Lesson 16

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Lesson 17

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Lesson 18

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Connecting Character, Culture, and Community • Unit 2 Module B • Lessons 16–18 • 151


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1. How are the central message of Around Our Way on Neighbors’ Day and the main idea of What is a Community from A to Z similar?

2. How do the details make each text different?

3. Why does the author of What is a Community from A to Z use photos to convey information? Is this an effective way to share information with readers? Why or why not?

4. How do the illustrations support meaning for Around Our Way on Neighbors’ Day? Would the story have been as effective with photos? Why or why not?

5. How do the purposes for each text differ?

Both texts celebrate the unique qualities of communities.

Around Our Way on Neighbors’ Day is fictional. What is a Community? from A to Z is nonfiction. It gives readers information about communities

The author uses photos to make the information clear to readers. Photos support the points made in the text.

The illustrations reflect the mood of the narrator. Photos would not be a good choice in a fictional story.

Around Our Way on Neighbors’ Day is meant to read for enjoyment. What is a Community from A to Z has less action and is meant to be read to gain information.



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1. Explain the difference for the purpose of the texts City Homes and Around Our Way on Neighbors’ Day.

2. How does the purpose of each text affect the way the information is presented to the reader?

3. What are the central message and main idea? How are the main points the authors each want to share with readers similar?

4. What details in City Homes contribute to the main idea? Provide examples from the text.







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Name


Reading

Lesson 16 What are the main points and key details from each text?

Answers will vary.



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Name


Reading

Lesson 17 In which book do the text features do a better job of expressing key details? Support your opinion with text evidence.

Lesson 18 Explain how each author presents the differences in world communities. Support your explanation with evidence from the texts.





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1. Compare the images in each text and how they support the central message or main idea. Think about the use of photos, illustrations, and captions in your response.

2. Which of the texts was the most interesting to read? Explain. Use text examples in the response.

3. Which text has the most specific information about community members? How does this affect the reader’s perception of “community?

4. Which text provided the most information to help readers understand the way in which communities are alike and different? Explain.







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Name Conventions

Lesson 16 Use Conventional Spelling for High-Frequency Words Recall studied words for What is a Community? from A to Z such as climate, culture, and landfill. Write a sentence using at least one studied word from any of the texts. Describe how readers and writers can be sure to use conventional spelling for each studied word.

Lesson 17 Use Spelling Patterns and Generalizations Read page 16 of Around Our Way on Neighbors’ Day. Clap the syllables for each word. Notice the syllable pattern in Momma, sprinkles, sprinkling, stirring, and something. Write each word with a division mark to show where the syllables are divided.

Lesson 18 Consult Reference Materials to Check Words Read p. 2 of Around Our Way on Neighbors’ Day. Notice the word clouds. Describe how to use an online dictionary or word processing program to check spelling.

Answers will vary. One possible answer: I can look at word parts to spell studied words and check the spelling in a dictionary; I can create a mini-dictionary for each text and list words so I have a reference when writing; I can edit with a friend and check spelling in the dictionary.

Mom/ma, sprin/kles, sprin/kling, stir/ring, and some/thing.

In many word processing programs, I can right click on a word to look it up in the dictionary. In an online dictionary, I can begin typing the word in the search box and a list of possible words will appear that I can choose.



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Name Writing

Lesson 16 Revise your compare and contrast essays you started in Lesson 14, keeping in mind information you left out or may want to cut from your essays as well as incorrect grammar and spelling throughout the draft.

Answers will vary, but should include a revised compare and contrast essay.



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Name Writing

Lesson 17 Trade papers with a partner and search for any spelling and grammar errors as well as any awkward wording. Make sure to mark any mistakes you find with a red pencil.

Answers will vary, but should include an edited compare and contrast essay.



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Name Writing

Lesson 18 Publish your compare and contrast essays by creating a blog on the Internet or printing out the essay. Present your published essays to the class.

Answers will vary, but should include a published compare and contrast essay.



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