Co

py

righ

t © M

cGra

w-H

ill Ed

uca

tion

Unit 5 Week 5

Genre Nonfi ction

GR L

Word Count 599

Lexile 620

ReadNote Taking Have children take notes as they

read. Encourage children to record:

• important ideas

• unfamiliar words

• any questions about text that they have

Children can also fi ll in a graphic organizer,

noting the important events for each section

they read.

Reread

COLLABORATE

Discuss Notes Ask children to share

the questions they have about the text.

Then work with them to go back into the text

to fi nd evidence to answer the questions.

Discuss evidence children cited in the text.

Chapter 1 (pages 2–5)

Phonics Say the word toy. Have children listen

for the /oi/ diphthong. Explain that /oi/ can be

spelled oy. Then have children fi nd a word on

page 2 with /oi/ spelled oy.

Organization Remind children that

authors often use clue words to explain the

steps in a process. Tell children to look for

words such as fi rst, next, then, fi nally, or last. Ask:

What clue words tell you what campers do after

a good meal? Use text evidence to support

your answer.

Genre Point out the text box on page 5.

Explain that such text features add details

about the topic. Ask: What new information

does this text box give you about nomads?

What Is a Yurt?

BEY OND LEVELBEYOND LEVEL

WHAT IS A YURT?

Nonfiction

PAIREDREAD Treehouses

by Lily Ryan

FC_BC_CR14_LR_G1_U5W5_L24_BEY_119643.indd 3 3/16/12 2:28 PM

9999Card

CLOSE READING

ESSENTIAL QUESTION How do things get built?

What Makes the Text Complex?

Foundational SkillsDecode words with the diphthongs oi, oy Children can practice

reading words with the diphthongs oi and oy.

Structural Analysis Children can practice reading words with fi nal

stable syllables.

Access Complex TextOrganization Understanding how the author organizes ideas in the

text will help children identify key text evidence.

Genre Children will identify text boxes as a place to learn more

information about the topic.

AO

ReadHave children read “Treehouses.” Ask what type

of text “Treehouses” is. How can they tell?

Reread to Compare Texts

COLLABORATE

Have partners talk about each

photograph on pages 13 and 14. Ask:

What does each photograph show? What

information do the captions include? How are

the two selections alike?

Chapter 1 (continued)

Comprehension Check What caused people

to add or remove mats from the yurts? Use text

evidence to support your answer.

Ch apter 2 (pages 6–8)

Phonics Say the word coins. Have children

listen for the /oi/ sound. Explain that /oi/ can

also be spelled oi. Then have children fi nd a

word on page 6 with /oi/ spelled oi.

Organization Remind children to look

for clue words to help them understand the

steps in building a yurt. Ask: Why is fi nding a

good location the fi rst step in building a yurt?

Use evidence from the text and photos to

support your answer.

Genre Remind children that when

reading nonfi ction text, they should look at

photographs and read captions for additional

information. Ask: What do you learn by looking

at the inset, or smaller photo, on page 7?

Comprehension Check Do most people build

a yurt during the day or at night? How do you

know?

Chapter 3 (pages 9–10)

Structural Analysis Say the word table.

Remind children that when they see le at the

end of a word and there is a consonant before

the letters, they make the sound /ә l/. The

consonant and the le are all in the same, fi nal

stable syllable. Ask children to fi nd a word with

a fi nal stable syllable on page 10.

Genre Point out the additional

information in the text box on page 10.

Ask: What do you think would be diffi cult

about using a yurt as a ski hut?

Comprehension Check What do you think

would be in a yurt-building kit? Why?

PAIRED READ “ Tre e h o u s e s”

Write About ReadingWAnalytical Writing

Ana W

Inform Have

children write about

how a yurt is like a treehouse.

Ask: How is it diff erent? Have

partners use evidence from

both texts to support their writing.

Ask volunteers to share their writing

with the class.

Write About ReadingWAnalytical Writing

Ana W

Inform Have children write a

response to the text using the

Essential Question. How does a yurt

get built? Have them use evidence

from the text to support their ideas.

Compare Texts Read about another interesting home you can build.

Genre Nonfiction

This is the world’s largest wooden treehouse.

TreehousesTreehouses

12

(t)

Rya

n M

cVa

y/D

igit

al V

isio

n/G

ett

y Im

ag

es,

(b

) Z

oo

Ima

gin

g P

ho

tog

rap

hy

/Ala

my

001_016_CR14_LR_G1_U5W5_L28_BEY_119643.indd 12 3/16/12 2:30 PM

Co

py

righ

t © M

cGra

w-H

ill Ed

uca

tion

BEYOND LEVEL What Is a Yurt? Unit 5 Week 5

C H A P T E R 1Phonics:

Then have children fi nd a word on page 2 with /oi/ spelled oy. enjoy

Organization:

What clue words tell you what campers do after a good meal? Use text evidence to support your answer. Answer/Evidence The clue words “after a good meal” on page 3 tell me that campers might toast marshmallows. The clue word “Then” tells me that the next step is that the campers fall asleep.

Genre:

What new information does this text box give you about nomads? Answer/Evidence The text box tells me that nomads move when their sheep or cows run out of grass to eat. I also learned that many nomads are hunters and gatherers.

Comprehension Check:

What caused people to add or remove mats from the yurts? Use text evidence to support your answer. Answer/Evidence On page 5, I learned that weather caused people to add or remove mats from the yurts. If the weather was cold, they added mats. If it was too hot, they removed mats.

C H A P T E R 2Phonics:

Then have children fi nd a word on page 6 with /oi/ spelled oi. joins

Organization:

Why do you think fi nding a good location is the fi rst step in building a yurt? Use evidence from the text and photos to support your answer. Answer/Evidence On page 6, I read that the builders fi rst look for a fl at spot. I remember from page 5 that most nomads also have to fi nd a spot where there’s plenty of grass for their animals to eat.

Genre:

What do you learn by looking at the inset, or smaller photo, on page 7? Answer/Evidence By looking at the inset photo, I learn that the covering is added in sections. Builders work on the sides fi rst, then the roof.

Comprehension Check:

Do most people build a yurt during the day or at night? Tell how you know. Answer/Evidence I can tell from the photos, especially on pages 6–8, that most yurts are built during the day.

C H A P T E R 3Structural Analysis:

Ask children to fi nd a word with a fi nal stable syllable on page 10. available

Genre:

What would be diffi cult about using a yurt as a ski hut? Answer/Evidence It would be cold building the yurt in the winter. It might be hard to fi nd a fl at spot in the snow.

Comprehension Check:

What would be in a yurt-building kit? Why? Answer/Evidence I read that steel, wood, and canvas are used to build yurts. I think these materials would be in the kit.

W R I T E A B O U T R E A D I N GInform Have children write a response to the text using the Essential Question. How does a yurt get built? Have them use evidence in the text to support their ideas. Children’s responses may vary but should include that a yurt starts with a curved frame. Then a roof is added and the entire frame is covered with canvas, one section at a time.

P A I R E D R E A DRead:

Have children read “Treehouses.” Ask what type of text “Treehouses” is. How can they tell? Answer/Evidence “Treehouses” is a nonfi ction selection. There are photos of real treehouses with captions.

Reread to Compare Texts:

Have partners talk about each photograph on pages 13 and 14. Ask: What does each photograph show? What information do the captions include? How are the two selections alike? Children’s responses may vary but should include that the photos show actual treehouses. The caption on page 13 explains that there are stairs and railings to keep people safe. On page 14, the caption says the boys use the treehouse as a fort. Both selections tell about buildings people could live in.

W R I T E A B O U T R E A D I N GInform Have children write about how a yurt is like a treehouse. Ask: How is it diff erent? Have partners use evidence from both texts to support their writing. Ask volunteers to share their writing with the class. Children’s responses may vary but should include that treehouses and yurts are both unusual kinds of homes for people. A treehouse is made of wood, and a yurt has a wooden frame covered by fabric. The main diff erence is that a yurt can be moved, and a treehouse cannot.

Answer Key