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Teacher’s Guide

Grade 4

Columbus, OH

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Using Leveled Readers . . . . . . . . . . . . . . . . . . . vi

Unit 1 Risks and Consequences

u Approaching Keisha’s Favorite Tree (F) . . . . . . . . . . . . . . . . . . 2Emma Edmonds: Soldier and Spy (NF) . . . . . . . 4Running for President (F) . . . . . . . . . . . . . . . . . . . 6

HOn Taking a Chance (F) . . . . . . . . . . . . . . . . . . . . . . . 8A Talent for Teaching (NF) . . . . . . . . . . . . . . . . . 10Conquering the Storm (F) . . . . . . . . . . . . . . . . . . 12

English Learner A Risky Climb (F) . . . . . . . . . . . . . . . . . . . . . . . . . 14A Desire for Learning (NF) . . . . . . . . . . . . . . . . . 16Facing a Fear (F) . . . . . . . . . . . . . . . . . . . . . . . . . 18

sAbove A Fair Science Project (F) . . . . . . . . . . . . . . . . . . 20Cesar Chavez: Fighting for Farm Workers’ Rights (NF) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22Exploring Underwater Wonders (F) . . . . . . . . . 24

Oral Fluency Assessment . . . . . . . . . . . . . . . . 26

Unit 2 Nature’s Delicate Balance

u Approaching Turtle Crossing (F) . . . . . . . . . . . . . . . . . . . . . . . 32Shaping the Earth (NF) . . . . . . . . . . . . . . . . . . . . 34A Sedimentary Wonder (NF) . . . . . . . . . . . . . . . . 36

HOn Rebuilding the Forest (F) . . . . . . . . . . . . . . . . . . 38Water and the Weather (NF) . . . . . . . . . . . . . . . . 40How a Hermit Crab Grows (NF) . . . . . . . . . . . . 42

English Learner Animals Working Together (F) . . . . . . . . . . . . . . 44Winds, Storms, and Oceans (NF) . . . . . . . . . . . . 46Finding a New Home (NF) . . . . . . . . . . . . . . . . . 48

sAbove The Migrating Monarchs of the Prairie Sun (F) . . . . . . . . . . . . . . . . . . . . . . . . . 50The Carbon Cycle (NF) . . . . . . . . . . . . . . . . . . . . 52Nature’s Great Protector (NF) . . . . . . . . . . . . . . 54


Table of Contents

Unit 3 A Changing America

u Approaching Civil War Diary (F) . . . . . . . . . . . . . . . . . . . . . . . . 62Andrew Jackson: His Mark Remains (NF) . . . . 64Danger on the River (F) . . . . . . . . . . . . . . . . . . . 66

HOn Free to Go to School (F) . . . . . . . . . . . . . . . . . . . 68Changing Times, Changing Land (NF) . . . . . . . 70Surviving the Alamo (F) . . . . . . . . . . . . . . . . . . . 72

English Learner Freedom to Learn (F) . . . . . . . . . . . . . . . . . . . . . 74Life in a New World (NF) . . . . . . . . . . . . . . . . . . . 76A Fierce Battle (F) . . . . . . . . . . . . . . . . . . . . . . . . 78

sAbove A New Life for Genji (F) . . . . . . . . . . . . . . . . . . . 80California Trailblazer (NF) . . . . . . . . . . . . . . . . . 82Exploring Fort Ross (F) . . . . . . . . . . . . . . . . . . . 84


Unit 4 Science Fair

u Approaching A Peek at Dinosaurs (F) . . . . . . . . . . . . . . . . . . . 92Thrill Rides! (NF) . . . . . . . . . . . . . . . . . . . . . . . . . 94Robot Helpers (NF) . . . . . . . . . . . . . . . . . . . . . . . 96

HOn Science Fair Surprise (F) . . . . . . . . . . . . . . . . . . 98Mae Jemison: Lifelong Scientist (NF) . . . . . . . 100Astronauts in Training (NF) . . . . . . . . . . . . . . . 102

English Learner A Surprising Problem (F) . . . . . . . . . . . . . . . . . 104A Scientist in Space (NF) . . . . . . . . . . . . . . . . . 106Space Camp (NF) . . . . . . . . . . . . . . . . . . . . . . . . 108

sAbove Isabel’s Invention (F) . . . . . . . . . . . . . . . . . . . . . 110Women Inventors (NF) . . . . . . . . . . . . . . . . . . . 112Fun Careers in Science (NF) . . . . . . . . . . . . . . . 114

Oral Fluency Assessment . . . . . . . . . . . . . . . 116

Unit 5 America on the Move

u Approaching Train Ride to the Past (F) . . . . . . . . . . . . . . . . . 122The Story of Hoover Dam (NF) . . . . . . . . . . . . 124America Through a Photographer’s Eyes (NF) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126

HOn A Move to Remember (F) . . . . . . . . . . . . . . . . . 128How Canals Changed California (NF) . . . . . . 130America on the Move: Interstate Highways (NF) . . . . . . . . . . . . . . . . . . . . . . . . 132

English Learner North to a Better Life (F) . . . . . . . . . . . . . . . . . 134California Canals (NF) . . . . . . . . . . . . . . . . . . . 136The Roads that Connect Us (NF) . . . . . . . . . . .138

sAbove A Promising Route (F) . . . . . . . . . . . . . . . . . . . . 140The Brooklyn Bridge (NF) . . . . . . . . . . . . . . . . 142Oil, Railroads, and Sun (NF) . . . . . . . . . . . . . . . 144


Unit 6 Dollars and Sense

u Approaching Luke’s Coin Keeper (F) . . . . . . . . . . . . . . . . . . . 152Pennies for Police Dogs (NF) . . . . . . . . . . . . . . 154Maria’s Bike (F) . . . . . . . . . . . . . . . . . . . . . . . . . 156

HOn A Pocketful of History (F) . . . . . . . . . . . . . . . . 158Money Through the Ages (NF) . . . . . . . . . . . . . 160The Seeds of a Good Idea (F) . . . . . . . . . . . . . . 162

English Learner Collecting History (F) . . . . . . . . . . . . . . . . . . . . 164Money’s History (NF) . . . . . . . . . . . . . . . . . . . . . 166Save the Newspaper (F) . . . . . . . . . . . . . . . . . . 168

sAbove An Unexpected Treasure (F) . . . . . . . . . . . . . . 170Madam C .J . Walker: A Woman of Wealth (NF) . . . . . . . . . . . . . . . . . . . . . . . . . . . 172Life as a Medieval Merchant (F) . . . . . . . . . . . 174


vi Leveled Readers

The purpose of Leveled Readers is to promote fluency and accuracy by giving students the opportunity to practice reading at their grade level . Theme-related books at four readability levels—Approaching, On, English Learner, or Above—address the individual needs of all students . Whether used for independent reading or in small, flexible groups, Leveled Readers build fluency and strengthen students’ reading, vocabulary, and comprehension skills . The controlled content, length, and reading levels of the books allow for maximum fluency benefit .

Grade 4 has seventy-two Leveled Readers . Three books at each level—Approaching, On, English Learner, and Above—accompany every Imagine It! Student Reader theme and include fiction and nonfiction selections . The Approaching level books are written at a third-grade level; the On level books are written at a fourth-grade level; and the Above level books are written at a fifth-grade level . The English Learner level books are written specifically for students whose primary language is not English . Each book’s readability is easily distinguished by the logo on the back cover:

u Approaching

HOn

English Learner

sAbove

Besides providing fluency practice, each Leveled Reader includes vocabulary from the unit to give students extra practice with these words . They are defined at the end of each book . Two comprehension questions related to one strategy or skill used in the unit are also at the end of each book .

A two-page lesson for each Leveled Reader can be found in the Teacher’s Guide . Each lesson includes a fluency strategy, which covers automaticity, intonation, expression, accuracy, or rate, so that students will be able to read a selection fluently . In addition to the suggested fluency strategy, vocabulary strategies and definitions are available to support students who need additional help in deciphering the meaning of a word . The Teacher’s Guide also includes the answers for the comprehension questions .

You can use the Leveled Readers in a variety of ways, depending upon the needs of your students . Students can read the books individually to practice reading fluently and accurately, or students can read in pairs . For example, you can pair an accomplished reader with a developing reader, or you can pair two students at the same reading level to read the book to one another . Another strategy might include utilizing small group choral reading of a particular Leveled Reader . Repeated readings of the Readers will help students build fluency as they read and reread familiar text .

Leveled Readers

Leveled Readers vii

Included at the end of each unit in the Teacher’s Guide are four Oral Fluency Assessments—one Approaching level, one On level, one English Learner level, and one Above level—and two Scoring Oral Fluency Assessment pages . The four assessment passages are usually taken from the first few pages of a Leveled Reader . Choose the fluency assessment that is appropriate for each student, and make two copies . Then make a copy of the Scoring Oral Fluency Assessment page for each student you assess . Cross out the one Oral Reading Accuracy chart on this page that does not apply to the fluency assessment you are administering . If you are unsure of which Oral Fluency Assessment to administer, begin with the On level assessment . If this assessment is too difficult for the student, use the Approaching level assessment the next time you administer an assessment; if the On level assessment is not difficult enough, give the student the Above level assessment the next time . Note: The English Learner level assessment is designed to meet the readability level of students who are learning English . If the English Learner level is not difficult enough, give the student the On level assessment the next time . Give one copy of the assessment to the student, and keep one copy for yourself .

Have the student sit comfortably at a table with you . Seat yourself and the student so you can mark the Oral Fluency Assessment page unobtrusively without distracting the student . Be sure you also have a pen or pencil, a stopwatch or other timer, and extra paper to record any observations .

Hand the student the fluency assessment, and say that you would like the student to read the passage aloud so you can listen . As you listen, take notes . Tell the student there will not be a grade, so the student will not feel nervous . Tell the student to read the passage carefully and do his or her best . Allow the student a few minutes to look over the text, and then ask whether the student is ready . After making sure the student is ready, tell the student to begin .

Start the timer or watch as the student begins to read . Pronounce any proper nouns with which the student is unfamiliar . Do not count these words as errors . As the student reads, draw a line through each word he or she misreads . Note: If the student becomes frustrated or makes several consecutive errors, stop the assessment .

At the end of one minute, draw a box around the last word the student reads . If the student is reading with acceptable fluency and you have time available, allow the student to finish the text .

The observations you make while the student is reading can be an important source of qualitative data . The observations can inform instruction, identify the student’s strengths and weaknesses, and provide information that is not available from traditional quantitative sources .

Administering Oral Fluency Assessments

viii Leveled Readers

The following guidelines will help you score the student’s performance accurately:

• If the student makes an error and then self-corrects without your assistance, it should not be counted as an error .

• If the student repeats the same mistake, it should be counted as only one error .

• If the student hesitates for more than five seconds, tell the student the word, and count it as an error .

Scoring Conventions

• Draw a line through any word the student misreads . Count this as an error . If possible, note the type of error (misreading short a .as short e, reading get .as jet, and so on) .

• Draw a box around the last word the student reads in one minute .

• Circle words the student omits or refuses to read, and count them as errors, even if you prompt the student .

• Indicate with a caret any extra words the student inserts . If possible, write the inserted word . Count insertions as errors .

• Draw an arrow between words the student reverses . Count these as one error .

• Put two check marks above a word the student repeats . Do not count this as an error .

Finding the Student’s Accuracy Rate

Count the total number of words read in one minute . Subtract the number of errors from the total number of words read, and use that figure to find the number of correct words read per minute . If the student has read the entire passage, use the Oral Reading Accuracy chart provided on the Scoring Oral Fluency Assessments page . If not, divide the correct words read per minute by the total number of words to calculate the correct rate . Record these numbers on the Reading Rate and Accuracy chart .

Scoring Oral Fluency Assessments

Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Percentile

Grade 4 119 119 139 139 152 152 75

94 94 112 112 123 123 50

Leveled Readers ix

Then examine the student’s accuracy percentage . Reading accuracy should remain constant or gradually increase within a grade and between grades, until it stabilizes at 90 percent or higher . Compare the student’s accuracy percentage after each assessment to ensure his or her accuracy percentage is remaining constant or increasing .

Next examine the types of errors the student is making, and consider how they signify reading behaviors . For example:

• Inserting extra words suggests the student understands what he or she is reading but is reading somewhat impulsively .

• A student who refuses to attempt a word is probably uncertain of his or her abilities and is unwilling to take risks .

• Misreading regular letter sounds implies the student has not yet mastered the conventions of the sound-symbol relationship . This is in contrast with the student who misreads complex letter sounds (alternate sounds, blends, dipthongs, and digraphs) but has little difficulty with regular letter sounds .

Finally consider the error pattern . If errors are scattered randomly throughout the passage, then the error type represents skills the student has not yet developed . If errors increase in frequency from beginning to end, then fatigue or inattention are involved .

Other Considerations

Oral fluency assessments will provide useful information about most students . If a student is reading well below grade level, however, the same fluency assessment can be administered more than once . If the student is making reading progress, his or her accuracy rate should increase .

As a follow-up to the Oral Fluency Assessment, you can use two additional procedures to gain an understanding of the student’s comprehension of the passage . One is to ask the student to retell or summarize the passage . Informally evaluate how complete the retelling or summary is . Another is to ask the student typical comprehension questions about the passage, such as “What is this passage mostly about?” or “Why did this happen in the passage?”

Finally it may be useful to establish targets for reading accuracy . These targets may include whether the students reads ten words in a row without errors, whether the student increases the number of correct words read in a minute, or whether the student decreases a specific type of error . Establishing such targets allows you to provide appropriate instructional support and gives the student a goal he or she can achieve in a reasonable amount of time .

Interpreting Oral Fluency AssessmentsFirst compare the student’s number of correct words per minute with the following

chart . This will show how the student compares with other students in the same grade at the same time of year . The data in the chart represents the approximate fluency rate a student should attain periodically in Grade 4 . The two rows of numbers represent the seventy-fifth and fiftieth percentiles, respectively .

SelectionSummaryJustin is not very interested in dinosaurs . That changes when he takes a trip to visit these giants . The information Justin reads literally comes to life, and he learns firsthand about these fascinating creatures .

NumberofWordsinLeveledReader:657

FluencyReader’s .Theater

APeekatDinosaursUnit,ApproachingLevelFiction

Unit • Leveled Readers

• Organize a reader’s theater . Assign each speaking part in the story (Mr . Ramos, Justin, and Justin’s dad) to a different student . Give the roles of Justin and Justin’s dad to more fluent readers . Have the other students act as narrators, each taking a turn reading a page of the nonspeaking parts . Point out to narrators that they should also read any speaker tags and descriptions, such as on page 10 “… Justin read .” and on page15 “His dad called …”

• Remind students that expressive, clear, and accurate reading enhances the interest and meaning of a story . Model reading page 15 aloud . Model how Justin might change his voice by first showing enthusiasm and then asking a question . Ensure that all students understand their parts prior to reading the story as a reader’s theater for the first time .

• Emphasize to narrators the importance of reading clearly and accurately . Encourage all students to read as accurately and smoothly as possible . Once students have completed the reader’s theater several times, they may present the story to

another class .

• Review the definition of the word related . Have students tell how certain pieces of clothing are related to certain weather conditions . (Possible Answer A .hat .and .scarf .are .related .to .cold .weather .)

• Write the word environment .on the board and discuss its definition . Ask students to describe the environment of their school and neighborhood .

• Review the definition of the word drizzly . .Display pictures of “slightly rainy” conditions . Have students use drizzly .to explain the conditions in the pictures .

• Pantomime “looking closely” at something . Have students describe your actions using the word peered . Then have students take turns “looking closely” at classroom objects, using the word peered to describe what they saw .

• Tell students to close their eyes and imagine themselves sleeping in their beds . Suddenly they hear a loud noise . Ask students to share what they might do when they hear the loud noise . Have students use the word react when describing what they would do .

Vocabularyrelated (ri l∫´ tΩd) (page 6) adj . Connected . overwhelm (∂´ vûr hwelm´) (page 6) v . To overpower; to make helpless . environment (in vµ´ rΩn mΩnt) (page 7) n . Surroundings . drizzly (driz´ Ω l¥) (page 7) adj . Slightly rainy . peered (p¥rd) (page 8) v . Past tense of peer: To look closely . react (r¥ akt´) (page 12) v . To act because something has happened .

ComprehensionFocus:Clarifying1. If you do not know a word in the story, what

is one way you can find out what it means? .(Possible Answers .reread .the .word, .read .on .to .look .for .context .clues .in .the .story, .look .in .the .vocabulary .list .or .in .a .dictionary)

2. What is one phrase you needed to clarify as you read? How did you clarify it? (Possible Answer .I .did .not .understand .the .phrase .“easily .overwhelm .” .To .clarify .it, .I .looked .up .overwhelm .in .the .vocabulary .list . .I .also .looked .for .context .clues .)


Vocabulary Support

SelectionSummaryJohn Miller made some of the most famous roller coasters . He also invented many devices that have made roller coasters safer . His inventions are still used in roller coaster design today .


FluencyStressing .Important .Words

ThrillRides!Unit,ApproachingLevelNonfiction


• Remind students that some words in sentences are given more emphasis in order to stress their meaning or to add interest to the reading . Explain how stressing one word in a sentence helps draw a listener’s attention to that word . Point out how good readers raise their voice slightly and pronounce clearly when stressing important words . Remind students that they have to be able to identify important words by looking at the context of a sentence in order to know which words to read with a stronger voice .

• Ask students to follow along on page 4 as you read aloud the sentence below . Stress the word huge .as you read aloud .

. Roller .coasters .started .as .huge .ice .slides . .

Have students read the sentence chorally with you, stressing the word ice . Explain that by slightly raising your voice and clearly pronouncing the word ice, you draw the listener’s attention to the fact that roller coasters were once made of ice . Tell students that descriptive words are often good words to stress when reading . Reread the sentence, stressing the word coasters, and ask students to repeat after you . Explain that emphasizing the word coasters makes the sentence sound awkward .

• Help students locate additional words or phrases in the text that should be stressed . Model reading those sentences aloud stressing the correct word or phrase . Have students repeat after you . Ask students to explain why the selected words or phrases should be stressed .

• Demonstrate how to make a magnet attract paper clips . Discuss the meaning of the word attract . .Help students use the word attract .to describe what happened between the magnet and paper clips .

• Review the definition of the word examine with students . Pantomime “looking closely” at a classroom object . Help students describe your actions using the word examine .

• Review the definition of the word friction .with students . Demonstrate how to create friction by rubbing your hands together . Ask students to create friction .by rubbing their hands together .

• Review the definition of the word inventions .with students . Have students name inventions they use every day . (Possible Answers pencil .sharpener, .light .bulb, .computer)

• Review the definition of the word major with students . Have students name major events in a child’s life . (Possible Answers losing .your .first .tooth, .learning .to .walk, .going .to .school .on .the .first .day)

Vocabularyattract (Ω trakt´) (page 7) v . To cause something to come closer . major (m∫´ jûr) (page 7) adj . Important . examine (ig za´ mΩn) (page 8) v . To look closely . previous (pr¥´ v¥ Ωs) (page 8) adj . Earlier . friction (frik´ shΩn) (page 8) n . The rubbing of one thing against another . inventions (in vent´ shΩnz) (page 10) n . Plural form of invention: A thing that is made or thought of for the first time . common (ko´ mΩn) (page 14) adj . Happening often, familiar . certain (sûr´ tΩn) (page 14) adj . Sure .

ComprehensionFocus:DrawingConclusions1. What information from the story allows

you to draw the conclusion that John Miller enjoyed his work? (Possible Answers He .cared .about .making .roller .coasters .safer, .he .made .many .roller .coasters, .and .he .continued .to .do .it .from .the .time .he .was .nineteen .until .he .died .)

2. What information from the story allows you to draw the conclusion that roller coasters would not be as safe without Miller’s inventions? (Possible Answers He .invented .safety .devices .such .as .the .safety .chain .dog, .brakes .to .help .cars .stop, .brakes .for .roller .coaster .stations, .and .bar .locks .)


Vocabulary Support

SelectionSummaryTake a look at robot science to see how robots are used in space, in medicine, in the community, and in everyday life .


FluencyPausing .for .Commas

RobotHelpersUnit,ApproachingLevelNonfiction


• Remind students that commas are punctuation marks within sentences . Commas can be used to put words into meaningful groups, separate items in a list, or set off the words of a character who is speaking . Commas tell readers to pause slightly . Explain that pausing at commas helps readers better understand the ideas and information in a text .

• Have students listen carefully as you read aloud page 4 twice . .Do not pause at the commas during the first reading . Pause appropriately at the commas the second time .

• Have students describe how the readings were different . Help students tell which reading was easier to understand and why . Explain that the commas in this text separate meaningful groups of words . Then have students look at page 4 and read the page chorally with you, practicing pausing at each comma . Stress the importance of pausing at the commas, but make sure students understand not to pause too long .

• Have partners read page 4 to each other . Remind students they should not pause too long at the commas . After partners have read the page to each other twice, have them read page 7 to each other several times for more practice .

• Review the definition of the word anxious . Pantomime being anxious for lunchtime . Have students pantomime being anxious to get a ticket .

• Write the word crabbier .on the board and discuss its definition . Circle the suffix -er . .Explain that this suffix can be added to words when you are comparing the strength of a feeling . Have students write sentences about when a person might be crabby, crabbier, or crabbiest .

• Review the definition of publication . Display and discuss publications such as newsletters and magazines . Then ask students to name other kinds of publications . (Possible Answers newspapers, .books)

• Review the definition of the word observations . .Then hold up a classroom object for the students to observe carefully . Place the object out of sight . Ask students to share what they “noticed” about the item using the word observations .

• Review the definition of the word pace . Have volunteers walk slowly, quickly, and steadily around the classroom . Ask students to describe the pace of each volunteer in a sentence .

Vocabularyanxious (angk´ shΩs) (page 3) adj . Eager . crabbier (kra´ b¥ ûr) (page 3) adj . Comparative form of crabby: Cross, in a bad mood . genuine (jen´ yΩ wΩn) (page 3) adj . Real; true . publication (pu´ blΩ k∫´ shΩn) (page 4) n . The act of printing for the public to read . observations (ob´ sûr v∫´ shΩnz) (page 7) n . Plural form of observation: An act of noticing something . pace (p∫s) (page 15) n . Rate; speed .

ComprehensionFocus:MainIdeaandDetails1. What are some details that support the

main idea that robots help in many ways? (Possible Answers Robots .help .in .areas .such .as .space .study, .the .medical .field, .police .and .firefighting .work, .and .at .home .)

2. What is the main idea on page 12? (Possible Answer Kids .can .get .involved .with .robotics .too .)


Vocabulary Support

SelectionSummaryNick and Jada cannot think of a science fair project until Jada’s little brother, Tony, pesters them with his toy cars . Then the three work together to create a great project and learn that little brothers are not so bad after all .

NumberofWordsinLeveledReader:1,108

FluencyUsing .Expression .in .Dialogue .

ScienceFairSurpriseUnit,OnLevelFiction


• Remind students that dialogue is a conversation between two or more characters . Ask students to turn to page 4 . Have them locate the quotation marks and explain what these marks set off . Point out that phrases such as asked .Nick and Mrs . .Delgado .said tell the reader who is speaking . Explain that the speaker can be named before or after the quotation, or between two quotations from the same speaker, but never within a quotation .

• Remind students that reading should sound like the way we talk to other people . Just as in a conversation, the way we speak lets others know how we are feeling . When reading dialogue in stories, it is important that we use our voices to express how the characters feel . Remind students to read the words the way the characters might say them . Model using expression in dialogue by reading page 4 aloud . Have students describe the feelings expressed in your reading . (curiosity, .helpfulness, .support)

• Divide students into groups of three and have them turn to pages 6 and 7 . Have each student in a group take the role of a different character (Jada, Nick, Tony) . Ask groups to read the pages several times, focusing on using expression in dialogue . If necessary, summarize the story up to page 6 . Ask groups to discuss the feelings expressed by each character . Then have a volunteer group read the pages for the class .

• Remind students that synonyms are words with the same or similar meanings . Ask students to supply synonyms for findings . .(Possible Answers .results, .discoveries, .verdicts)

• Write the adjective crabbier .on the board and discuss its definition . Circle the suffix -er . .Explain that this suffix is added to words when you are comparing the strength of a feeling . Have students write sentences about when a person might be crabby, crabbier, or crabbiest .

• Ask a volunteer to explain and then pantomime the meaning of the word peered . Have other students use the word peered in a sentence to describe the pantomime .

• Write the word friction .on the board . Explain that this word comes from the Latin word fricare, meaning “to rub .” Have students relate this Latin meaning to the definition of friction . (Possible Answer .Friction .is .what .happens .when .you .rub .two .things .together .)

Vocabularyresults (ri zults´) (page 4) n . Plural form of result: What you find out when you do an experiment .findings (fµn´ dingz) (page 4) n . The results of an investigation .current (kûr´ Ωnt) (page 5) n . Flow of electricity .crabbier (kra´ b¥ ûr) (page 6) .adj . Comparative form of crabby: Cross, in a bad mood .peered (p¥rd) (page 7) v . Past tense of peer: To look closely .friction (frik´ shΩn) (page 7) n . The rubbing of one thing against another .

ComprehensionFocus:Clarifying1. Which phrases or ideas did you need to

clarify as you read? How did you clarify them? (Possible Answer I .had .to .clarify .the .phrase .to record our observations . .I .clarified .it .by .reading .it .slowly .and .looking .for .context .clues . .I .also .consulted .

. a .dictionary .)

2. Choose a word in the text that you found unfamiliar . Write down its meaning and the strategy you used to learn it . (Possible Answer I .did .not .know .the .word .current . .This .word .means .“flow .of .electricity .” .I .learned .its .meaning .by .looking .up .the .word .in .the .vocabulary .list .at .the .end .of .

. the .book .)


Vocabulary Support

SelectionSummaryMeet Mae Jemison: scientist, engineer, and the first black woman in space . Now Jemison holds a special science camp for kids called The Earth We Share .



MaeJemison:LifelongScientistUnit,OnLevelNonfiction

100 Unit • Leveled Readers

• Explain that some words in sentences should be given emphasis in order to stress their meaning or to add interest to the reading . Demonstrate how your voice rises slightly and pronounces clearly when stressing important words . Ask students what effect stressing words in a sentence can have on listeners . Point out that it draws the listeners’ attention to the words and that it stresses that they are important words . Tell students that they have to be able to identify important words in order to know which words to read with a stronger voice . To do so, they must have a clear idea of what the story is about and what words are important to the story .

• Have students follow along as you read aloud the sentence below from page 12 . As you read, stress the words Two .thousand .

. Two .thousand .people .applied .for .the . . same .job .

Have students identify which words you stressed in your reading . Read the sentence twice more, stressing Two .thousand the first time and applied .the next . Ask students why it is a better choice to emphasize Two .thousand .rather than applied . Explain that you chose to stress Two .thousand because it stresses the importance of Jemison being chosen from a large group of people .

• Discuss which words should be stressed in several other sentences . Have students share why they think each word should be stressed . Ask volunteers to read those sentences aloud .

• For more practice, have partners alternate reading pages to each other . If possible, the more fluent partner should read first . Tell readers to choose important words to stress . As they complete each page, encourage partners to explain to each other why they chose to stress the words they did .

• Remind students that synonyms are words with the same or similar meanings . Ask students to supply synonyms for common . .(Possible Answers .usual, .normal, .familiar)

• Discuss the meaning of the words examine and observations . Have students explain how the words examine .and observations are related . Have students name a situation where a person would examine something to make observations . (Possible Answer in .a .science .experiment)

• Write the word environment on the board . Tell students that this word comes from the Anglo-French word envirun, meaning “around .” Ask students to tell how this meaning relates to the definition of environment . (Possible Answer Environment .is .the .surroundings .or .objects .and .animals .around .a .certain .area .) .

• Explain that the word major can have multiple meanings . Tell students that two of its meanings are “important” and “bigger .” Have students write a sentence for each meaning .

Vocabularycertain (sûr´ tΩn) (page 3) adj . Sure .local (l∂´ kΩl) (page 9) adj . Nearby .common (ko´ mΩn) (page 11) adj . Happening often, familiar .observations (ob´ sûr v∫´ shΩnz) (page 11) n . Plural form of observation: An act of noticing something .examine (ig za´ mΩn) (page 11) v . To look closely .environment (in vµ´ rΩn mΩnt) (page 13) n . Surroundings .major (m∫´ jûr) (page 14) adj . Important .pursuit (pûr s∂∂t) (page 14) n . The act of chasing .

ComprehensionFocus:DrawingConclusions1. Name three details from Jemison’s life and

achievements that lead you to draw the conclusion that she wants to help others . (Possible Answers While .in .medical .school, .Jemison .traveled .to .help .people .in .poor .countries . .After .medical .school, .she .joined .the .Peace .Corps . .She .founded .a .company, .the .Jemison .Group, .that .develops .technology .for .poor .countries . .She .developed .a .science .camp .for .kids .from .all .over .

. the .world .)

2. What are two pieces of information from the story that lead you to draw the conclusion that Jemison is interested in science? (Possible Answers She .was .interested .in .science .as .a .little .girl; .she .studied .at .a .university .to .become .a .scientist .and .medical .doctor; .she .makes .observations; .she .wants .others .to .become .interested .in .science .too .)

Unit • Leveled Readers 101

Vocabulary Support

SelectionSummaryWhen you look up at the stars, do you wonder what it is like to be an astronaut? Do you have questions about space that a book can’t answer? You might want to go to Space Camp!

NumberofWordsinLeveledReader: 1,081


AstronautsinTrainingUnit,OnLevelNonfiction


• Remind students that commas can be used to put words into meaningful groups, separate items in a list, or introduce quoted material . Ask students what readers should do at a comma when they are reading . Make sure they know to pause slightly . Remind students that pausing at commas helps readers better understand the text .

• Have students listen carefully as you read aloud the first three paragraphs on page 9 twice . Do not pause at the commas during the first reading . Pause slightly after the commas in the second reading . Ask students to describe how the readings were different . Guide students to understand that you paused at the commas during the second reading . Discuss why the second reading was easier to understand .

• Continue by reading pages 12 and 13 aloud . Have students listen carefully and raise their hands when they think you have paused for a comma .

• Finally ask pairs of students to alternate reading pages of the book to each other . Remind students they should not pause too long at the commas . Tell the reading partner to pause slightly at each of the commas . Tell the listening partner to listen for a slight pause at each comma .

• Remind students that synonyms are words with the same or similar meanings . Discuss the meaning of the adjective genuine . .Ask students to supply synonyms for the word genuine . .(Possible Answers .real, .true, .actual, .original)

• Write the word invention on the board . Explain that it comes from a Latin word meaning “to come upon or find .” Circle the suffix -tion . Point out that the suffix -tion means “result of an act or process .” Ask students how these parts can be used to define invention . (Possible Answer An .invention .is .the .result .of .the .process .of .inventing .or .finding .something .)

• Invite volunteers to demonstrate different ways to dance . Have the other students use the word techniques to explain the different ways .

• Ask students to name words that can describe the pace of a runner . (Possible Answers slow, .fast, .steady)

• Write the following sentence on the board: Prior .students .went .on .to .be .successful .in .many .fields . .Have students identify which word is a synonym of the word previous . .Then have them rewrite the sentence using the word previous .

Vocabularyforce (fors) (page 6) n . The push or pull of something .genuine (jen´ yΩ wΩn) (page 9) adj . Real; true .inventions (in vent´ shΩnz) (page 9) n . Plural form of invention: A thing that is made or thought of for the first time .techniques (tek n¥ks´) (page 10) n . Plural form of technique: Method; way of doing things .attract (Ω trakt´) (page 13) v . To cause something to come closer .related (ri l∫´ tΩd) (page 13) adj . Connected .react (r¥ akt´) (page 14) v . To act because something has happened .pace (p∫s) (page 14) n . Rate; speed .previous (pr¥´ v¥ Ωs) (page 14) adj . Earlier .

ComprehensionFocus:MainIdeaandDetails1. The main idea on pages 12 and 13 is Space .

Camp .has .changed .in .many .ways .since .it .began .in .1982 . What are three details that support this main idea? (Possible Answers The .camp .started .as .a .summer .program .and .now .runs .year-round; .many .more .students .go .there; .more .girls .go .to .Space .Camp; .there .are .now .programs .for .students .with .special .needs; .there .are .now .Space .Camps .in .other .countries .)

2. What is the main idea on pages 14 and 15, and what are three supporting details? (Possible Answers The .main .idea .of .this .section .is .that .Space .Camp .has .helped .students .become .excited .about .space . .Supporting .details .include .the .following: .Students .become .interested .in .science .and .technology . .They .study .hard .in .science .and .math . .They .may .take .classes .in .engineering . .Some .earn .a .pilot’s .license . .They .may .earn .degrees .and .choose .jobs .that .are .related .to .the .space .program .)


Vocabulary Support

SelectionSummaryNick and Jada need a science fair project . Jada’s little brother, Tony, is a pest until the three work together to create a project .


FluencyReader’s .Theater . .

ASurprisingProblemUnit,EnglishLearnerLevelFiction


• Organize a reader’s theater by assigning students to read each speaking part in the story: Mrs . Delgado, Jada, Nick, and Tony . The roles of Mrs . Delgado and Jada should be given to more fluent readers . Ask the other students to act as narrators, each taking a turn reading the nonspeaking parts . Explain to narrators that they should also read any speaker tags and descriptions, such as on page 4 “… explained Mrs . Delgado,” and on page 10 “… Nick asked, seeing Jada frown .”

• Model reading expressively, clearly, and accurately the three different speaking parts represented on pages 14–15 . Show students how Mrs . Delgado might change her voice to show excitement on page 15 . Then have students practice reading the pages to make sure they understand how a reader’s

theater works .

• Tell the narrators the importance of reading clearly . Encourage all students to read as accurately and smoothly as possible . Once the students have completed the reader’s theater several times, they may present the story to another class .

• Write the words results .and findings on the board . Discuss their meanings . Explain that synonyms are words with similar meanings . Explain that results .and findings are synonyms . Have students write a sentence using the word results . Then have them rewrite the same sentence replacing results .with findings .

• Write the word crabbier .on the board and discuss its definition . Circle the suffix -er . .Explain that this suffix is added to words when you are comparing two similar things . Have students use the words crabby .and crabbier in sentences to illustrate the meaning of the -er .suffix .

• “Look very closely” at an object in the classroom . Review the meaning of the word peered . Help students use the word peered to describe your actions .

• Review the definition of the word friction .with students . Demonstrate how to create friction by “rubbing” your hands together . Ask students to create friction .by rubbing their hands together .

Vocabularyresults (ri zults´) (page 4) n . Plural form of result: What you find out when you do an experiment .findings (fµn´ dingz) (page 4) n . The results of an investigation .current (kûr´ Ωnt) (page 5) n . Flow of electricity .crabbier (kra´ b¥ ûr) (page 6) .adj . Comparative form of crabby: Cross, in a bad mood .peered (p¥rd) (page 7) v . Past tense of peer: To look closely .friction (frik´ shΩn) (page 7) n . The rubbing of one thing against another .

ComprehensionFocus:Clarifying1. Which ideas did you need to clarify as you

read? How did you clarify them? (Possible Answer .I .had .to .clarify .the .idea .of .friction . .I .did .so .by .looking .the .word .up .in .the .glossary .and .reading .the .story .for .

. context .clues .)

2. Choose a word in the text that you found unfamiliar . What is one way you can learn about this word? (Possible Answers .look .it .up .in .the .dictionary .or .the .vocabulary .list, .look .at .the .text .for .context .clues)


Vocabulary Support

SelectionSummaryMeet Mae Jemison, a scientist . She was the first black woman in space . Now Jemison has a special science camp for kids called The Earth We Share .



AScientistinSpaceUnit,EnglishLearnerLevelNonfiction


• Explain that some words in a sentence are important to the meaning of a phrase or to the sentence as a whole . These words should be read with a stronger voice to show that they are important . Stressing words, or reading them with a stronger voice, helps listeners understand that a word is important . A stronger voice rises slightly and clearly pronounces the important word . Tell students that they have to be able to identify important words in order to know which words to read with a stronger voice .

• Have students listen as you read aloud the following sentence . Stress the word and as you read aloud .

“We .could .store .the .energy .from .the .sun .and .wind .in .batteries,” .Keisha .says . . .

Ask students to identify which word you stressed . Then have students look at

page 3 to discover why you chose to stress the word and . Point out that the word is in italic type . Tell students that when a word appears in that kind of type, it most likely means that it is a word that should be stressed when reading . Ask students to repeat the sentence after you, practicing stressing the word and .

• Then explain to students that some words in normal type should be stressed as well . Point out additional words or phrases in the text that should be stressed . Model reading those sentences aloud . Ask students to repeat the sentences after you, stressing the correct word or phrase . Guide students to explain why the selected words or phrases should be stressed .

• Review the definition of the word certain . Tell students to imagine waiting at the bus stop, with no umbrella, when it suddenly begins to rain . Then ask, “What is certain to happen?” (Possible Answer They .will .get .wet .)

• Make a word web on the board for the word local and review the definition of the word . Guide students to name examples of things that are near their school and neighborhoods . Have students describe these things using the word local .

• Review the definition of the word common with students . Ask students to name things that happen often at school . (Possible Answers reading, .going .to .recess, .getting .homework) Help students create sentences using the word common to describe

these things .• Review the definition of the word examine

with students . Pantomime “looking closely” at a classroom object . Help students describe your actions using the word examine . Then have students examine additional classroom objects . Ask them if they “notice anything” about the objects . Then review the definition of the word observations . Explain that when students examine something, they are likely to make an observation .

Vocabularycertain (sûr´ tΩn) (page 3) adj . Sure .local (l∂´ kΩl) (page 9) adj . Nearby .common (ko´ mΩn) (page 11) adj . Happening often, familiar .observations (ob´ sûr v∫´ shΩnz) (page 11) n . Plural form of observation: An act of noticing something .examine (ig za´ mΩn) (page 11) v . To look closely .environment (in vµ´ rΩn mΩnt) (page 13) n . Surroundings .major (m∫´ jûr) (page 14) adj . Important .pursuit (pûr s∏t) (page 14) n . The act of chasing .

ComprehensionFocus:DrawingConclusions1. Name at least two details from Jemison’s

life and achievements that lead you to draw the conclusion that science excites her . (Possible Answer .She .went .into .space .and .started .a .space .camp .)

2. What are two pieces of information from the story that lead you to draw the conclusion that Jemison is a hard worker? (Possible Answer .She .went .to .several .colleges .and .started .two .companies .)


Vocabulary Support

SelectionSummaryWhen you look up at the stars, do you wonder what it is like to be an astronaut? You might want to go to Space Camp!

NumberofWordsinLeveledReader: 642


SpaceCampUnit,EnglishLearnerLevelNonfiction


• Remind students that commas are punctuation marks found in sentences . Commas can be used to put words into meaningful groups, separate items in a list, or set off the words of a character who is speaking . Commas tell readers to pause slightly while reading . Explain that pausing at commas helps readers better understand the ideas and information in a text .

• Have students listen carefully as you read aloud the first sentence of the second paragraph from page 6 twice . Do not pause at the comma during the first reading . Pause appropriately at the comma the second time .

• Have students describe how the readings were different . Help students tell which reading was easier to understand and why . Explain that the comma separates a meaningful group of words . Then have students look at page 6 and repeat the sentence chorally with you, practicing pausing at the comma . Stress the importance of pausing at the comma, ensuring students understand not to pause too long .

• Have partners alternate reading the first paragraph on page 13 to each other . Check that the reader pauses slightly at the comma . Encourage the listener to follow along and listen carefully for slight pauses at the comma . Each partner should read the paragraph four times .

• Review the definition of the word inventions .with students . Display pictures of common inventions .such as the computer, automobile, and light bulb . Have students name other inventions they use every day . (Possible Answers pencil .sharpener, .eraser, .toothbrush)

• Review the definition of the word techniques . Ask volunteers to demonstrate different “methods” of tying their shoes . Have students use the word techniques to describe the demonstrations .

• Discuss the definition of the word related . .Point to the board . Have students suggest things that are related to the board . (Possible Answers chalk .or .dry .erase .markers, .erasers, .magnets)

• Review the definition of the word pace . Have volunteers walk slowly, steadily,

and quickly in the classroom . Ask students to describe the pace of each volunteer in

a sentence .• Make a word web on the board for

previous . Discuss the definition of previous . .Have students generate examples of previous things they have learned in class .

Vocabularyforce (fors) (page 6) n . The push or pull of something .genuine (jen´ yΩ wΩn) (page 8) adj . Real; true .inventions (in vent´ shΩnz) (page 9) n . Plural form of invention: A thing that is made or thought of for the first time .techniques (tek n¥ks´) (page 10) n . Plural form of technique: Method; way of doing things .attract (Ω trakt´) (page 13) v . To cause something to come closer .related (ri l∫´ tΩd) (page 13) adj . Connected .react (r¥ akt´) (page 14) v . To act because something has happened .pace (p∫s) (page 14) n . Rate; speed .previous (pr¥´ v¥ Ωs) (page 15) adj . Earlier .

ComprehensionFocus:MainIdeaandDetails1. The main idea on page 8 is: Many .students .

at .Space .Camp .have .questions .about .flying . .They .want .to .learn .what .it .is .like .to .be .a .pilot . What are two supporting details? (Possible Answer .One .supporting .detail .is .they .train .on .jet .fighter .simulators . .Another .is .they .see .a .genuine .jet .fighter .)

2. What is the main idea of this story? What are two supporting details that support this main idea? (Possible Answers .The .main .idea .of .this .story .is .that .Space .Camp .helps .people .learn .about .science .and .astronauts . .Two .supporting .details .are: .Ed .Buckbee .started .Space .Camp .to .help .kids .learn .about .space; .During .a .spacewalk .at .Space .Camp, .kids .might .practice .the .techniques .of .

. the .astronauts .)


Vocabulary Support

SelectionSummaryIsabel does all she can to keep our planet clean . When she realizes that cars harm the environment, she invents a machine to replace the car . Will her invention save Earth?


FluencyUsing .Expression .in .Dialogue .

Isabel’sInventionUnit,AboveLevelFiction


• Remind students that dialogue is conversation that takes place between two or more characters in a story . Have students turn to page 7 . Ask them to locate the first pair of quotation marks and explain what these marks tell the reader . Point out that phrases such as Mr . .Clark .announced .and .Dr . .Fox .said tell the reader who is speaking . Ask students to identify when a speaker can be named . Point out that the speaker can be named before or after the quotation, or between two quotations from the same speaker, but never within a quotation .

• Explain that reading should sound like a conversation . The way we speak lets others know how we are feeling . When we read dialogue in stories, it is important that we use our voices to show how the characters feel . Model using expression in dialogue by reading page 7 . Encourage students to describe the feelings expressed in your reading . Point out examples of characters expressing feelings of respect, trouble, or concern .

• Organize students into groups of three and have them turn to pages 8 and 11 . Tell each student in a group to take the role of a different character (Cara, Isabel, Mrs . Hughes) . Have groups read the pages several times focusing on using expression in dialogue . If necessary, summarize the story up to page 8 . Ask groups to discuss the feelings expressed by each character . Then have a volunteer group read the pages for the class .

• Ask students for synonyms of the word major . .(Possible Answers important, .big) Then have students name antonyms for major . (Possible Answers .minor, .unimportant, .little) .

• Invite two volunteers to act out the word examine . Challenge the class to identify the word being demonstrated and use it in a sentence .

• Tell students that the word certain has multiple meanings . It can mean “sure” or “specific .” Have students write sentences using each meaning of certain .

• Write the word inventions on the board . Circle the suffix -ion . Point out that the suffix -ion means “result of an act or process .” Have students tell how the meaning of the suffix relates to the meaning of the word inventions . (Possible Answer .Inventions .are .the .result .of .the .process .of .inventing .or .making .something .for .the .first .time .)

• Have students think of antonyms for the word local . (Possible Answers faraway, .distant) Then have students use the word local to describe some stores that are in their neighborhood .

Vocabularypeered (p¥rd) (page 6) .v . Past tense of peer: To look closely .anxious (angk´ shΩs) (page 8) adj . Eager .major (ma´ jûr) (page 9) adj . Important .previous (pr¥´ v¥ Ωs) (page 11) adj . Earlier .examine (ig za´ mΩn) (page 15) v . To look closely .certain (sûr´ tΩn) (page 15) adj . Sure .observations (ob´ sûr v∫´ shΩnz) (page 15) n . Plural form of observation: An act of noticing something . inventions (in vent´ shΩnz) (page 15) n . Plural form of invention: A thing that is made or thought of for the first time .findings (fµn´ dingz) (page 15) n . The results of an investigation .local (l∂´ kΩl) (page 16) adj . Nearby .

ComprehensionFocus:Clarifying1 . Reread the first few pages of the book . Why

is Isabel so concerned about cars and the environment? (Possible Answer .Isabel .wants .to .do .her .part .to .keep .Earth .clean . .Then .she .learns .that .cars .release .gases .that .are .harmful .to .the .environment .)

2. Choose a word, phrase, or idea in the text that you found unfamiliar . Write down its meaning and the strategy you used to learn it . (Possible Answer .I .found .the .phrase .“considered .these .findings” .difficult .to .understand . .It .means .that .Isabel .thought .about .what .she .had .found .out, .or .the .results .of .her .investigations . .I .learned .this .by .looking .in .the .vocabulary .list .and .by .looking .for .context .clues .)


Vocabulary Support

SelectionSummaryLook around your house and look around your world . Women invented many of the things you see .

NumberofWordsinLeveledReader: 2,006


WomenInventorsUnit,AboveLevelNonfiction


• When reading aloud, some words or phrases should be given more emphasis to stress meaning or to add interest to the reading . Have students describe how a reader’s voice changes when the reader stresses the importance of a word . Be sure students understand that it becomes louder and the pronunciation is clear . Ask students what effect stressing words in a sentence can have on listeners . Point out that it can draw the listeners’ attention to the words and it shows that they are important words . Tell students that they have to be able to identify important words in order to know which words to read with a stronger voice .

• Ask students to listen as you read aloud the following sentence from page 8 twice:

. Millions .of .people .have .at .least .one .of .them .in .their .home . .

In the first reading stress the word people . Have students explain the meaning of the sentence . (Millions .of .people, .not .animals .or .other .creatures, .have .at .least one in their home .) In the second reading stress the words at .least . Ask how the meaning changed . Have students discuss reasons why stressing at .least is more appropriate . Make sure students know that stressing at .least .is probably correct because the sentence is about how common computers have become .

• Have students locate words that should be stressed in several other sentences . Remind them that descriptive words, such as adjectives and adverbs, are often good words to stress when reading . Encourage students to share their reasons each word should be stressed . Ask volunteers to read those sentences aloud .

• Have partners alternate reading pages in the book to each other . Remind readers to choose important words to stress .

• Have students supply synonyms for the word genuine . (Possible Answers real, .true) Then have them supply an antonym for the word . (Possible Answer fake)

• Ask students to look at the vocabulary list and point out the two words that are antonyms . (common, rarely) Have students use these words to describe things that happen often and things that do not happen often at school .

• Write the word drizzly on the board . Explain the meaning of the noun drizzle . Then point out the suffix -y in drizzly . Explain that this suffix, meaning “state or condition,” turns a noun into an adjective, which describes a noun . Have students add this suffix to other weather-related words to make adjectives . (Possible Answers rainy, .misty, .windy, .sunny)

• Ask volunteers to demonstrate different methods for shooting a basketball into a hoop . Have students describe what the volunteers are doing using the

word techniques .

Vocabularygenuine (jen´ yΩ wen) (page 3) adj . .Real; true .common (ko´ mΩn) (page 4) adj . Happening often; familiar .results (ri zults´) (page 9) n . Plural form of result: What you find out when you do an experiment .rarely (râr´ l¥) (page 13) adv . Not often .drizzly (driz´ Ω l¥) (page 15) adj . Slightly rainy .techniques (tek n¥ks´) (page 17) n . Plural form of technique: Method; way of doing things .pursuit (pûr s∏t) (page 20) n . The act of chasing .

ComprehensionFocus:DrawingConclusions1. Why would you draw the conclusion that

many of the inventions the women in this story made had to do with the home? (Possible Answer .Until .the .1900s, .women .typically .worked .in .and .around .their .homes .and .saw .a .need .for .things .to .make .their .daily .lives .easier .)

2. What information from the story leads you to draw the conclusion that women inventors were not always given credit for their work? (Possible Answers .Early .women .inventors .were .not .allowed .to .have .patents .in .their .own .names; .a .man .tried .to .take .credit .for .one .of .Margaret .Knight’s .inventions .)


Vocabulary Support

Selection SummaryImagine flying into a hurricane . Imagine discovering another galaxy . A fun career in science could take you from the North Pole to the rain forest . Or it could simply take you to your computer!

Number of Words in Leveled Reader: 2,110


FunCareersinScienceUnit,AboveLevelNonfiction


• Remind students that commas can be used to separate items in a list, set apart a meaningful group of words, or introduce quoted material . Have students identify what readers should do at a comma and why . Make sure students know to pause slightly to make the text easier to understand .

• Have students listen carefully as you read aloud the two paragraphs on page 13 twice . Do not pause at the commas during the first reading . Pause slightly after the commas in the second reading . Ask students how the readings were different . Have them tell which reading was easier to understand and why . Then ask students to explain what the commas in the paragraphs do . Be sure students know the commas in the first paragraph separate items in a list, while the comma in the next paragraph puts the words into meaningful groups, helping readers understand them .

• Invite volunteers to select sentences from the book that contain commas and read them aloud . Challenge the other students to identify the location of the comma or commas in the sentences without looking at the text .

• Finally have partners read the book to each other . Partners might both read each page or read alternate pages . Remind readers to pause slightly at each comma but caution them not to pause too long .

• Invite a volunteer to pantomime the use of force by pushing or pulling something . Ask students to use the word force to describe the volunteer’s actions .

• Write the word charted on the board and explain that it is the past tense of the verb chart . Tell students that the word chart .can be a noun, defined as “map,” or a verb, defined as “to make a map .” Have students write sentences using each form of the word chart .

• Write the word react on the board . Ask students how they react to the bell ringing at school . (Possible Answer We .get .up .to .leave .the .classroom .) Have students name other words related to react . (Possible Answers reaction, .reacting, reactive)

• Write the word related .on the board . .Have students suggest things that are related to the board . (Possible Answers chalk, .dry .erase .markers, .erasers, .magnets) Then have students guess what the following list of objects is related to: baskets, nets, bleachers, hardwood floor . (a .gym)

• Tell students that the word forecasts can be a noun or a verb . As a noun it means “prediction .” As a verb it means “calculates or predicts .” Have students write sentences using each form of the word forecasts .

Vocabularyattract (Ω trakt´) (page 3) v . To cause something to come closer .force (fors) (page 4) n . The push or pull of something .charted (chär´ tΩd) (page 7) v . Past tense of chart: To make a map .react (r¥ akt´) (page 7) v . To act because something has happened .environment (in vµ´ rΩn mΩnt) (page 8) n . Surroundings .related (ri l∫´ tΩd) (page 10) adj . Connected .forecasts (for´ casts) (page 13) n . Plural form of forecast: A prediction about what will happen based on evidence .

ComprehensionFocus:MainIdeaandDetails1. What is the main idea on page 23, and what

are two supporting details? (Possible Answer The .main .idea .is .that .scientists .can .make .a .difference . .Supporting .details: .They .can .help .guide .governments .into .making .good .laws . .They .can .improve .medical .care .for .people . .They .can .warn .of .storms .and .disasters . .They .can .explore .space .or .the .ocean .)

2. What is the main idea on page 16, and what are two supporting details? (Possible Answer The .main .idea .is .what .an .ethnobotanist .does—studies .plants .used .by .people .from .different .cultures .all .over .the .world . .Two .supporting .details .are: .An .ethnobotanist .talks .to .people .who .know .about .local .plants, .and .an .ethnobotanist .tries .to .save .the .rain .forests .and .preserve .cures .found .from .nature .)


Vocabulary Support

Name _____________________________________________ Date ______________

OralFluencyAssessmentUnit 4, Nonfiction u

Read the following passage from Thrill .Rides! accurately and clearly in one minute .

Thrill .Rides!, pages 3–5

Today is a special day at Kennywood Park . You give the attendant your ticket . You climb into the seat . Then you are off! The dips and turns take your breath away . Finally you pull back into the station . The Racer roller coaster was more fun than you had dreamed!

The Racer was not the first roller coaster at Kennywood Park . There were a few there before it . There were many others around the world .

Roller coasters started as huge ice slides . People would slide down them in sleds . They could go very fast . Later, people added wheels to create the roller coasters we know today .

LaMarcus Thompson built the first roller coaster in this country . It opened at Coney Island in New York . When it opened in 1884, a ride on this coaster cost a nickel . Thompson became well known . He taught what he knew about roller coasters to a young man named John Miller .

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OralFluencyAssessmentUnit 4, Nonfiction H

Read the following passage from Mae .Jemison: .Lifelong .Scientist accurately and clearly in one minute .

Mae .Jemison: .Lifelong .Scientist, pages 3–4

“I am certain the perfect house would use solar power,” Malik says .

“But what about when it’s cloudy or raining?” Gina asks .

“Wind power?” Malik suggests .“We could store the energy from the sun and wind in

batteries,” Keisha says excitedly . “Then when you turn on a light, the power would come from the batteries .”

Gina fans herself with a sheet of paper . “Would there be enough power in the batteries for air conditioning?” she asks glumly .

Malik and Keisha laugh .Keisha, Malik, and Gina are spending a month at

science camp . Scientist Mae Jemison founded this camp in 1994 . It is called The Earth We Share (TEWS) . The camp helps kids to learn how to ask questions and think like scientists . It takes place during the summer .

Jemison believes that future scientists live all over the world . Kids come to TEWS from many different countries . To attend TEWS camp, you must be twelve to sixteen years old . You must get at least Bs and Cs in school .

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OralFluencyAssessmentUnit 4, Nonfiction

Read the following passage from A .Scientist .in .Space accurately and clearly in one minute .

A .Scientist .in .Space, pages 3–6

“I am certain the perfect house would use solar power,” Malik says .

“But what about when the sky is cloudy?” Gina asks .“How about wind power?” Malik suggests .“We could store the energy from the sun and wind

in batteries,” Keisha says . “Then when you turned on a light, the power would come from batteries .”

Keisha, Malik, and Gina are at science camp . Scientist Mae Jemison founded this camp in 1994 . It is called The Earth We Share (TEWS) .

Kids come to TEWS from many countries . To go to TEWS camp, you must be from twelve to sixteen years old .

The camp is for discovery . TEWS campers ask and answer questions about the world we live in . One of these questions is, “How many people can Earth hold?”

Keisha, Malik, and Gina want to answer a question too . It is, “What would the perfect house be like?”

Gina, Malik, and Keisha’s teacher shows them a Web site about homes of the future . The group will take a trip to a wind energy plant .

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OralFluencyAssessmentUnit 4, Nonfiction s

Read the following passage from Fun .Careers .in .Science accurately and clearly in one minute .

Fun .Careers .in .Science, pages 3–4

Say the word science, and what do you picture—a laboratory with complicated equipment? Science involves that—and more .

Science is knowledge obtained by verifiable means . You can run an experiment again the exact same way and get the exact same results .

You might have had experiences that attract you to the field of science . Maybe you have observed stars through a telescope . Perhaps you have caught a snowflake on your mitten so you could examine it with a magnifying glass .

If you are interested in the way things work, you can find a fun career in science almost anywhere!

A science career can take you deep into space . Some scientists explore in a spaceship . Others stay on the ground . They explore the universe with a computer .

An astronomer studies space . That includes the stars, the planets, and all other objects in the universe . Some astronomers even look for signs of life in space .

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ReadingRateandAccuracy

Total Words Read: ______________ Number of Errors: – ______________

Number of Correct WordsRead Per Minute (WPM): ______________

Accuracy Rate: ______________(WPM ÷ Total Words Read)

ScoringOralFluencyAssessmentsIf the student reads the entire passage in one minute, use the appropriate Oral Reading Accuracy chart to identify the student’s score .

OralReadingAccuracy

Number of Words = 155

#ofErrors %Score

1–2 99

3 98

4–5 97

6 96

7–8 95

9–10 94

11 93

12–13 92

14 91

15–16 90

Unit 4, Nonfiction uThrill .Rides!, pages 3–5

If the student does not read the entire passage, divide the Number of Correct Words Read Per Minute (WPM) by the Total Words Read to determine the student’s score . Record these numbers on the Reading Rate and Accuracy chart .

OralReadingAccuracy


#ofErrors %Score

1–2 99

3–4 98

5 97

6–7 96

8–9 95

10 94

11–12 93

13–14 92

15 91

16–17 90

Unit 4, Nonfiction HMae .Jemison: .Lifelong .Scientist, pages 3–4

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ReadingRateandAccuracy

Total Words Read: ______________ Number of Errors: – ______________

Number of Correct WordsRead Per Minute (WPM): ______________

Accuracy Rate: ______________(WPM ÷ Total Words Read)

ScoringOralFluencyAssessmentsIf the student reads the entire passage in one minute, use the appropriate Oral Reading Accuracy chart to identify the student’s score .

OralReadingAccuracy


#ofErrors %Score

1–2 99

3–4 98

5–6 97

7 96

8–9 95

10–11 94

12 93

13–14 92

15–16 91

17–18 90

Unit 4, Nonfiction A .Scientist .in .Space, pages 3–6

If the student does not read the entire passage, divide the Number of Correct Words Read Per Minute (WPM) by the Total Words Read to determine the student’s score . Record these numbers on the Reading Rate and Accuracy chart .

OralReadingAccuracy


#ofErrors %Score

1–2 99

3 98

4–5 97

6 96

7–8 95

9–10 94

11 93

12–13 92

14 91

15–16 90

Unit 4, Nonfiction sFun .Careers .in .Science, pages 3–4

teacher's guide - sra imagine it · pdf fileteacher’s guide grade 4 ... . .10...

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