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TRANSCRIPT
by Catherine Lutz
Weekly Literature
Week At A Glance
Tested Skills for the Week
Read-Aloud AnthologyListening Comprehension
Readers’ Theater
•
•
Vocabulary/Comprehension
Whole Group
VOCABULARY
weekdays, cardboard,
slithered, genuine, apologize,
harmless, ambulance
Word Parts/Base Words
COMPREHENSION
Strategy: Generate
Questions
Skill: Make Inferences
WRITING
Persuasive Writing
Science LinkLife Science
Describing Animals
Small Group Options
Differentiated Instructionfor
Tested Skills
Weekly Theme: Snakes
Main Selection Genre Humorous Fiction
Science Link Genre Electronic Encyclopedia
248A
A
UDIO CD
North American Snakes
by Dina Anastasio
Informational Nonfiction
North American Snakes
by Dina Anastasio
Informational Nonfiction
North American Snakes
by Dina Anastasio
Informational Nonfiction
North American Snakes
by Dina Anastasio
Informational Nonfiction
North American Snakes
by Dina Anastasio
Informational Nonfiction
North American Snakes
by Dina Anastasio
Informational Nonfiction
Resources for Differentiated Instruction
Leveled ReadersLeveled Readers
• Same Theme• Same Vocabulary• Same Comprehension Skills
LEVELED PRACTICE
CLASSROOM LIBRARY
Phonics and Decoding
Comprehension
Vocabulary
Also available Reading Triumphs,
Intervention Program
•
•
•
INTERVENTION ANTHOLOGY
Approaching On Level Beyond
On-Level Reader
sheltered for English
Language Learner
ELL Teacher’s Guide
also available
Beyond LevelApproaching Level
English Language Leveled Reader
On Level
ELL
HOME-SCHOOL CONNECTION
Family letters in
English and Spanish
Take-Home Stories
•
•
ONLINEINSTRUCTION
www.macmillanmh.com
AUDIO CD
Listening
Library
Fluency
Solutions
•
•
CD ROM
Vocabulary
PuzzleMaker
•
A
UDIO CD CD ROM
Also AvailableLEVELED READER PROGRAM
Genre Informational Nonfiction
Genre BiographyGR Levels O–T
O Q TApproaching On Level Beyond
Trade books to apply Comprehension Skills
Dear Mr. Winston 248B
North American Snakes
by Dina Anastasio
Informational Nonfiction
Dear Mr. Winston, 252–263
ORAL LANGUAGE• Listening
• Speaking
• Viewing
Listening/Speaking/Viewing
Focus Question How does the snake in the picture on pp. 248–249 make you feel? Explain why you feel that way.
Build Background, 248
Read Aloud: “A Word to the Wise,” 249
Listening/Speaking
Focus Question What do you learn when you read between the lines?
WORD STUDY• Vocabulary
• Phonics/Decoding
Vocabulary
weekdays, cardboard, slithered, genuine, apologize, harmless, ambulance, 250
Practice Book A-O-B, 66
Strategy: Word Parts/Base Words, 251
Vocabulary
Review Vocabulary, 252
Phonics
Decode Words with /âr/ and /îr/, 271E
Practice Book A-O-B, 72
READING• Develop
Comprehension
• Fluency
“Name That Reptile,” 250–251
Comprehension, 251A–251B
Strategy: Generate Questions
Skill: Make Inferences
Practice Book A-O-B, 67
Model Fluency, 249
Partner Reading, 248I
Dear Mr. Winston, 252–263
Comprehension, 252–263
Strategy: Generate Questions
Skill: Make Inferences
Practice Book A-O-B, 68
Choral Reading, 262
Partner Reading, 248I
LANGUAGE ARTS• Writing
• Grammar
• Spelling
Writing
Daily Writing Prompt: Name a reptile you want to see at a zoo. Write a brief explanation telling why.
Letter of Complaint, 270–271B
Grammar Daily Language Activities, 271I
Plurals and Possessives, 271I
Grammar Practice Book, 57
Spelling Pretest Words with /âr/ and /îr/, 271G
Spelling Practice Book, 57–58
Writing
Daily Writing Prompt: Imagine a snake escaped from a cage in your house and disappeared. Make a list of adjectives describing how you would feel.
Letter of Complaint, 270–271B
Grammar Daily Language Activities, 271I
Plurals and Possessives, 271I
Grammar Practice Book, 58
Spelling Word Sorts, 271G
Spelling Practice Book, 59
ASSESSMENT• Informal/Formal Vocabulary, 250
Comprehension, 251B
Comprehension, 257, 263
Phonics, 271E
Leveled Readers
Student Book
by Catherine Lutz
Student Book
Differentiated Instruction 271M-271VDifferentiated Instruction 271M-271VTurn the Page for
Small Group Lesson Plan
Suggested Lesson Plan Instructional NavigatorInteractive Lesson Planner
248C248C
Vocabulary
Vocabulary Words
Word Parts/Base Word
Comprehension
Strategy: Generate Questions
Skill: Make Inferences
Writing
Persuasive Writing
Listening/Speaking
Focus Question How is the problem that Mark is trying to solve similar and different from Cara’s problem? Use details from both selections.
Summarize, 265
Listening/Speaking/Viewing
Focus Question Which of the snakes you have read about would not make a good pet for Cara? Explain your answer.
Expand Vocabulary: S-N-A-K-E-S, 271F
Listening/Speaking/Viewing
Focus Question What makes snakes especially difficult to keep as pets? How are they different from most other animals?
Speaking and Listening Strategies, 271A
Vocabulary
Review Words in Context, 271C
Strategy: Word Parts/Base Words, 271D
Practice Book A-O-B, 71
Phonics
Decode Multisyllabic Words, 271E
Vocabulary
Content Vocabulary: reptiles, camouflage, hibernate, digested, 266
Foreign Roots, 271F
Apply Vocabulary to Writing, 271F
Vocabulary
Spiral Review: Vocabulary Game, 271F
Dear Mr. Winston, 252–263
Comprehension
Comprehension Check, 265
Maintain Skill: Character and Plot, 265B
Repeated Reading, 265A
Partner Reading, 248I
Practice Book A-O-B, 69
“Snakes,” 266–269
Comprehension
Science: Electronic Encyclopedia
Toolbars, 266
Practice Book A-O-B, 70
Partner Reading, 248I
Self-Selected Reading,248I
Comprehension
Connect and Compare, 269
Practice, 265A
Partner Reading, 248I
Writing
Daily Writing Prompt: Write a list of safety tips on how to avoid dangerous animals in the wild.
Writer’s Craft: Precise Words, 271A
Letter of Complaint, 270–271B
Grammar Daily Language Activities, 271I
Mechanics and Usage: Punctuation in Letters, 271J
Grammar Practice Book, 59
Spelling Word Meanings, 271H
Spelling Practice Book, 60
Writing
Daily Writing Prompt: Write a poem from the point of view of Cara’s snake.
Writing Trait: Sentence Fluency, 271B
Letter of Complaint, 270–271B
Grammar Daily Language Activities, 271I
Plurals and Possessives, 271J
Grammar Practice Book, 60
Spelling Review and Proofread, 271H
Spelling Practice Book, 61
Writing
Daily Writing Prompt: Imagine you have the chance to interview a caretaker in the reptile house at a zoo. List several questions you would ask.
Letter of Complaint, 270–271B
Grammar Daily Language Activities, 271I
Plurals and Possessives, 271J
Grammar Practice Book, 61–62
Spelling Posttest, 271H
Spelling Practice Book, 62
Fluency, 265A Vocabulary, 271D
Student Book Student Book Student Book
Differentiated Instruction 271M-271V Differentiated Instruction 271M-271VDifferentiated Instruction 271M-271V
Weekly Assessment, 117–124
Dear Mr. Winston 248D
Suggested Lesson Plan
For intensive intervention see TriumphsR E A D I N G
Focus on Skills
Differentiated Instruction
What do I do in small groups?
Instructional Navigator Interactive Lesson Planner
Approaching Level
• Additional Instruction/Practice
• Tier 2 Instruction
Fluency, 271N
Vocabulary, 271N
Comprehension, 271OELL Reinforce Vocabulary,
271O
Phonics, 271M
Vocabulary, 271O
Leveled Reader Lesson, 271P
• Vocabulary
• ComprehensionOn Level
• Practice Vocabulary, 271Q
Leveled Reader Lesson, 271R
• ComprehensionELL Leveled Reader,
271U–271V
Leveled Reader Lesson, 271R
• Comprehension
• Vocabulary
Beyond Level
• Extend Vocabulary, 271S
Leveled Reader Lesson, 271T
• Comprehension
Leveled Reader Lesson, 271T
• Comprehension
• Vocabulary
Use your observations to guide additional instruction and practice.
Vocabulary
Words: apologize, genuine, harmless,
cardboard, slithered, ambulance,
weekdays
Strategy: Word Parts/Base Words
Comprehension
Strategy: Generate Questions
Skill: Make Inferences
Fluency
Phonics
Decode Words with /är/ and /îr/
248E
Day 5
Focus on Leveled Readers
Leveled Reader DatabaseGo to www.macmillanmh.com
Search by
• Comprehension Skill
• Content Area
• Genre
• Text Feature
• Guided Reading Level
• Reading Recovery Level
• Lexile Score
• Benchmark Level
BeyondApproaching
ELL
Apply skills and strategies while reading
appropriate leveled books.
North American Snakes
by Dina Anastasio
Informational Nonfiction
O Q T
On LevelSubscription also available.
Levels O-T
Small Group Options
Additional Leveled Reader Resources
Phonics, 271M
Fluency, 271N
Vocabulary, 271O
Leveled Reader Lesson, 271P
• Comprehension
Phonics, 271M
Leveled Reader Lesson, 271P
• Comprehension
Fluency, 271N
Leveled Reader Lesson, 271P
• Make Connections Across
Texts
Fluency, 271Q
Vocabulary, 271Q
Leveled Reader Lesson, 271R
• Comprehension
Text Feature, 271Q
Leveled Reader Lesson, 271R
• Comprehension
Fluency, 271Q
Leveled Reader Lesson, 271R
• Make Connections Across
Texts
Fluency, 271S
Vocabulary, 271S
Leveled Reader Lesson, 271T
• Comprehension
Text Feature, 271S
Leveled Reader Lesson, 271T
• ComprehensionELL Elaborate, 271S
Fluency, 271S
Self-Selected Reading, 271T
Dear Mr. Winston 248F
Teacher-Led Small Groups
Indepen
de
nt
Ac
tiv
itie
sLite
rac
yW
orkstations
© M
acmillan/M
cGraw
-Hill
✔ Put a check next to the activities you complete.
Name Date
My To-Do ListMy To-Do List
Reading
Practice fluency
Read about unusual pets
Writing
Write a letter to a librarian
Write a persuasive paragraph about snakes
Social Studies
Research tropical rain forests
Draw a rain-forest map
Technology
Vocabulary Puzzlemaker
Fluency Solutions
Listening Library
www.macmillanmh.com
Word Study
Define vocabulary words
Use words with air, are, ear, ere
Science
Research reptiles
List local reptiles
Leveled Readers
Write About It!
Content Connection
Independent Practice
Practice Book, 66–72
Grammar Practice Book, 57–62
Spelling Practice Book, 57–62
12 Unit 2 • Dear Mr. Winston Contracts
Isabella
Vincent
Jack Eliza
Dean
Maria
Green
Literacy Workstations
Independent Activities
Teacher-LedSmall Groups
Red
Blue
Orange
Green
What do I do with the rest of my class?
Managing the Class
Class Management Tools
Includes:
• How-To Guides • Rotation Chart • Weekly Contracts
Hands-on activities for reinforcing weekly skills.
Layered Book Foldable Pyramid Foldable
248G
A
UDIO CD
North American Snakes
by Dina Anastasio
Informational Nonfiction
Invent a Your Own SnakeWork with a partner. Make up a snake.
Write a paragraph about where your snake
lives, what it looks like, what it eats, and
how it protects itself from danger. Explain
how your snake got its name.
Make a SnakeWork with a partner. Cut out five different
paper snakes. Write the name of a snake
described in this book on one side. Decorate
the other side with the colors and patterns of
that snake.
Independent Activities
Approaching On Level ELL Beyond
LEVELED PRACTICE
Approaching On Level ELLBeyond
ONLINE INSTRUCTION www.macmillanmh.com
Turn the page for Literacy Workstations.
VOCABULARY PUZZLEMAKER
Activities providing multiple exposures to vocabulary, spelling,and high-frequency words, including crossword puzzles, word searches, and word jumbles
CD ROMCD ROM
For Repeated Readings and Literacy Activities
Leveled ReadersLeveled Readers
Skills: Vocabulary (p. 66), Comprehension: Make Inferences (p. 67), Graphic Organizer (p. 68), Fluency (p. 69),
Text Feature: Toolbars (p. 70), Vocabulary Strategy: Word Parts (p. 71), Phonics (p. 72)
• Meet the Author/Illustrator
• Oral Language Activities
• Computer Literacy Lessons
• Vocabulary and Spelling Activities
• Research and Inquiry Activities
• Leveled Reader Database
LISTENING LIBRARY
Recordings of selections
• Main Selections
• Leveled Readers
• ELL Readers
• Intervention Anthology
FLUENCY
SOLUTIONS
Recorded passages for modeling and practicing fluency
Dear Mr. Winston 248H
Reading20 Minutes
• Select a paragraph from the Fluency passage on page 69 of your Practice Book.
• With a partner, take turns reading the sentences aloud.
• Adjust your reading pace so that you are reading at the right speed.
Extension
• Read another paragraph from page 69 to a partner two times. The second time change your pace. Then ask your partner which way was easier to understand.
• Time Your Reading: Listen to the Audio CD.
Fluency
Fluency SolutionsListening Library
Things you need:
• Practice Book
19
In
dep
en
de
nt
Ac
tiv
itie
s
Teacher-Led Small Groups
Lite
rac
yW
ork
statio
ns
Objectives• Read passage fluently. Time reading.
• Make inferences based upon reading.
• Select literature for reading enjoyment every day.
• Keep a personal reading list.
Objectives• Use a dictionary to find definitions of words.
• Sort words according to spelling patterns.
Literacy ActivitiesCollaborative Learning Activities
Managing the Class
248I
ReadingWORKSTATION FLIP CHART
Macmillan/McGraw-Hill
WORKSTATION FLIP CHART
Macmillan/McGraw-Hill
Word StudyWORKSTATION FLIP CHART
Writing
Macmillan/McGraw-Hill
WORKSTATION FLIP CHART
Macmillan/McGraw-Hill
Science/Social Studies
Objectives• Write a letter to make a request.
• Write a persuasive paragraph.
Objectives• Research information about reptiles.
• Research information about tropical rain
forests.
Literacy Workstations
Dear Mr. Winston 248J
ORAL LANGUAGE• Build Background
• Read Aloud
• Expand Vocabulary
VOCABULARY• Teach Words in Context
• Base Words
COMPREHENSION• Strategy: Generate Questions
• Skill: Make Inferences
SMALL GROUP OPTIONS
• Differentiated Instruction, pp. 271M–271V
Oral LanguageBuild Background
ACCESS PRIOR KNOWLEDGE
Share the following information.
The largest snakes are the anaconda and
the python. They can grow 30 feet long.
TALK ABOUT SNAKES
Discuss the weekly theme.
■ Do snakes scare you? Why or why not?
■ Have you ever seen a snake outside or
in a zoo? Describe what it looked like.
FOCUS QUESTION Ask a volunteer to
read “Talk About It” on Student Book
page 249 and to describe the photo.
■ How would you describe this snake?
■ What should people do if they see
an unfamiliar snake?
248
Beginning Develop Background Ask, What do you see in the
photo? If necessary, model sentences for the students and have them
repeat. Say, What do you know about snakes? Do you like snakes? Help
students say what they can.
Intermediate Generate Questions Ask students to describe the
snake. Ask, What do you know about snakes? Have students generate
questions they have about snakes.
Advanced Self Question Model asking yourself questions about
snakes: How long is this snake? Where does it live? Ask each student to
develop a self question about snakes. Call on different students to
share their self questions.
248
For an extended lesson plan and Web site activities for oral
language development, go to www.macmillanmh.com
Picture Prompt
Look at the picture. Write about what you see. You can write a poem,
a story, or a description, or use any other type of writing you like.
Talk About ItHow does this snake make
you feel? Explain why you
feel that way.
Find out more about snakes
at www.macmillanmh.com
249
Talk About It Student pages 248–249
Read AloudRead “A Word to the Wise”
GENRE: Poem
Tell students that a
poem is arranged
in lines and stanzas.
Explain that the
speaker of this
poem is an animal.
LISTENING FOR A
PURPOSE
Ask students to listen for clues that
give information about the speaker of
the poem as you read “A Word to the
Wise” in the Read-Aloud Anthology.
Choose from among the teaching
suggestions.
Fluency Ask students to listen
carefully as you read aloud. Tell
students to listen to your phrasing,
expression, and tone of voice.
RESPOND TO THE POEM
Ask students to discuss whether or not
they have ever been surprised by a
snake or another animal.
Expand VocabularyInvite students to identify three more
words in the poem that relate to this
week’s theme of Snakes. Students can
write the words in a word journal and
create new sentences using each of the
words.
Read Aloudpages 44–46
Dear Mr. Winston 249
Vocabulary/Comprehension Student page 250
Vocabularyweekdays apologize
cardboard harmless
slithered ambulance
genuine
Word PartsBase Words can help you
figure out the meaning of
a word.
harm = “hurt; injury”
harmless = “without hurt”
by Catherine Lutz
Narrator: Mark and Jean have been studying
together weekdays aft er school for a big test on
Friday. Jean takes a card from a cardboard box.
Th e card has the name of a reptile on it. Now
Mark will ask questions and try to name the
reptile. Can you guess the answer before Mark?
Mark: Is it furry?
Jean: No. Remember, reptiles don’t have fur.
Mark: Th at’s right. Where does it live?
Jean: Mostly in the southwestern United States.
Mark: What does it eat?
Jean: It eats small birds, rabbits, mice, and
squirrels.
Mark: Is it a crocodile?
Jean: No. Crocodiles live near streams, and this
reptile lives where it’s dry.
Mark: How big is it?
Jean: Some can be 7 feet long. Others are only
2 feet long.
Mark: It’s probably not a turtle or a lizard. Is it
a snake?
Jean: Yes!
250
VocabularyTEACH WORDS IN CONTEXT
Use the following routine.
■ Cardboard is a very stiff and heavy
paper used to make boxes. Sarah
mailed the cookies in a cardboard box
to keep them from breaking. How is
cardboard different from regular paper?
COMPARE AND CONTRAST
■ Slithered means “slid or glided like a
snake.” The dog slid under the house to
fetch the tennis ball and then slithered
back out. What other animals could
slithered describe? EXAMPLE
■ If something is genuine , it is real
or true. A genuine person is sincere
and natural. What is an antonym for
genuine? ANTONYM
■ When you apologize , you tell
someone that you are sorry. Liam was
sorry for breaking the vase, so he came
to apologize. Tell about a time you
needed to apologize. DESCRIPTION
■ Anything that is harmless cannot do
damage or hurt you. Crayons have to
be harmless to protect young children
from injury. What is a synonym for
harmless? SYNONYM
■ An ambulance is a special vehicle
that takes sick or injured people to the
hospital. After Andrew was injured, an
During Small Group Instruction
If No Approaching Level
Vocabulary, p. 271N
If Yes On Level Options,
pp. 271Q–271R
Beyond Level Options,
pp. 271S–271T
Do students understand
word meanings?
ambulance drove him to the hospital.
How can you tell if an ambulance
is taking someone to the hospital?
DESCRIPTION
Practicing Vocabulary
Use familiar student
experiences to develop the
vocabulary. For cardboard,
show cardboard boxes in
the classroom. For slithered,
use hand gestures to show
how an animal moves. Say
as you gesture, The snake
slithered through the grass.
For ambulance, ask about
siren noises students have
heard.
Define: Weekdays are the days of the
week except Saturday and Sunday.
Example: On Saturday and Sunday
we have pancakes for breakfast, but on
weekdays we have oatmeal.
Ask: What are regular weekdays like at
your house? EXPLANATION
250
Vocabulary and Comprehension
Reread for Comprehension
Generate QuestionsMake Inferences Generating questions as you read can help you make inferences. For example, ask yourself, “Why did the character just say that?” or “What are some clues to what might happen next?”
Reread the selection and make inferences. Write the clues in the Inferences Word Web.
Mark: Remember when my pet snake
got loose and slithered across
my mother’s foot? I had to
return it to the pet store.
Jean: What did the store say?
Mark: I think they were genuine
when they off ered to speak with
my mom. I knew that wouldn’t
help, though.
Jean: Did you apologize to your
mom and say you were sorry?
Mark: Of course, but she didn’t
change her mind.
Jean: Okay, back to studying.
Mark: Does the snake crush its prey?
Jean: No.
Mark: So it’s not a python. Is it
harmless?
Jean: No. It’s dangerous. Its bite can
be fatal. If you get bitten, you’d
need an ambulance!
Mark: Yikes. Does it give a warning
before it attacks?
Jean: Its tail shakes and makes a
noise. Each time the snake
sheds, its tail gets a new
segment in it.
Mark: I’ve got it! It’s a rattlesnake!
Narrator: Did you guess the reptile
before Mark did?
Is it a crocodile?
It’s a rattlesnake!
251
apologize genuine harmless cardboardslithered ambulance weekdays
Use the correct vocabulary word from the box to fill in the blank.
1. On our hike a snake across the trail.
2. The reptile exhibit at the zoo is open from 10 A.M. to 5 P.M.
3. My encyclopedia says that the green snake we saw in my garden is
.
4. An rushed the snakebite victim to the hospital.
5. Evan should for leaving a rubber snake on his sister’s pillow.
6. The box I used for my snake’s house was made of
and decorated with hearts and fl owers.
7. Danielle’s snake is , not rubber!
Write a sentence using one of the vocabulary words.
8.
weekdays
harmless
ambulance
apologize
cardboard
genuinePossible response provided.
slithered
Some sharks are dangerous, but the nurse shark is
harmless.
On Level Practice Book O, page 66
Approaching Practice Book A, page 66
Beyond Practice Book B, page 66
Vocabulary/Comprehension Student page 251
VocabularySTRATEGYWORD PARTS
Base Words Remind students that
adding a prefix or suffix changes
the meaning of the base word. Tell
students that they can decode the
meaning of the new word that has
a prefix or suffix if they know the
meaning of the prefix or suffix.
Write harm on the board and ask the
students to define it or give a synonym
for it. Then add the suffix -less. Elicit
from students that the suffix -less
means “without.” Point to the word
harmless in “Name That Reptile.” Ask
students if any other words or phrases
help them determine the meaning of
harmless. (“No. It’s dangerous.”)
To extend the lesson, add other
prefixes or suffixes to the word harm,
or choose another base word, such
as help, and add -less. Discuss general
meanings of prefixes and suffixes.
Read “Name That Reptile”
As you read “Name That Reptile”
with students, ask them to identify
clues that reveal the meanings of the
highlighted words. Tell students they
will read these words again in Dear Mr.
Winston.
Dear Mr. Winston 251
Vocabulary/Comprehension
Objectives• Generate questions
• Make inferences
• Use academic language:
generate, inference
Materials
• Comprehension Transparencies
10a and 10b
• Graphic Organizer
Transparency 10
• Leveled Practice Books, p. 67
Reread for
ComprehensionSTRATEGYGENERATE QUESTIONS
Tell students that, as they reread the selection, they can ask
themselves questions to help them identify information that is not
directly stated. If they have difficulty posing these sorts of questions,
they can simply ask questions about particular details. This will
help them pinpoint the reason why the author has organized the
dialogue in this way.
SKILLMAKE INFERENCES
Good readers use clues provided by the author in combination with
their own experiences to help them understand what the author
has not stated directly. For example, in this selection, the author has
provided only the characters’ dialogue and does not state directly
what the characters’ thoughts might be. Readers may have been in
a similar situation, however, and they may be able to infer what has
already happened and how the characters felt about it.
Make Inferences
Introduce 179A–B
Practice /Apply
180–201; Leveled Practice, 46–47
Reteach / Review
207M–T; 251A–B; 252–265; 271M–T; Leveled Practice, 67–68
Assess Weekly Tests; Unit 2 Test
Maintain 297B; 323B
Perform Read aloud the
entire skit and discuss
what students learn
about snakes. Clarify
unknown words. Model
the appropriate intonation
patterns as you ask the
questions and have
students repeat. Divide the
class into pairs and have
them read the lines. Then
have students work in pairs
to complete the Inferences
Word Web.
Student Book pages 250–251 available on Comprehension Transparencies 10a and 10b
Vocabulary and Comprehension
Reread for Comprehension
Generate QuestionsMake Inferences Generating questions as you read can help you make inferences. For example, ask yourself, “Why did the character just say that?” or “What are some clues to what might happen next?”
Reread the selection and make inferences. Write the clues in the Inferences Word Web.
Mark: Remember when my pet snake
got loose and slithered across
my mother’s foot? I had to
return it to the pet store.
Jean: What did the store say?
Mark: I think they were genuine
when they off ered to speak with
my mom. I knew that wouldn’t
help, though.
Jean: Did you apologize to your
mom and say you were sorry?
Mark: Of course, but she didn’t
change her mind.
Jean: Okay, back to studying.
Mark: Does the snake crush its prey?
Jean: No.
Mark: So it’s not a python. Is it
harmless?
Jean: No. It’s dangerous. Its bite can
be fatal. If you get bitten, you’d
need an ambulance!
Mark: Yikes. Does it give a warning
before it attacks?
Jean: Its tail shakes and makes a
noise. Each time the snake
sheds, its tail gets a new
segment in it.
Mark: I’ve got it! It’s a rattlesnake!
Narrator: Did you guess the reptile
before Mark did?
Is it a crocodile?
It’s a rattlesnake!
251
Transparency 10b
Vocabularyweekdays apologize
cardboard harmless
slithered ambulance
genuine
Word PartsBase Words can help you
figure out the meaning of
a word.
harm = “hurt; injury”
harmless = “without hurt”
by Catherine Lutz
Narrator: Mark and Jean have been studying
together weekdays aft er school for a big test on
Friday. Jean takes a card from a cardboard box.
Th e card has the name of a reptile on it. Now
Mark will ask questions and try to name the
reptile. Can you guess the answer before Mark?
Mark: Is it furry?
Jean: No. Remember, reptiles don’t have fur.
Mark: Th at’s right. Where does it live?
Jean: Mostly in the southwestern United States.
Mark: What does it eat?
Jean: It eats small birds, rabbits, mice, and
squirrels.
Mark: Is it a crocodile?
Jean: No. Crocodiles live near streams, and this
reptile lives where it’s dry.
Mark: How big is it?
Jean: Some can be 7 feet long. Others are only
2 feet long.
Mark: It’s probably not a turtle or a lizard. Is it
a snake?
Jean: Yes!
250
Transparency 10a
251A
Vocabulary/Comprehension
Sometimes you have to use clues and what you know from your own experiences to help you make inferences about what’s happening in a story.
Read the story. Then make inferences to answer the questions.
Evangeline didn’t look up from her book when the new student said
hello. The book was called Adventures with Reptiles. She’d already read it
twice, but she just couldn’t put it down. At the end of a chapter, she finally
looked up from her book.
“I have that book,” Jae said. “It’s great. Do you want to come over after
school to meet my pet lizard?”
“You bet!”
1. How does Evangeline feel when Jae says hello? How do you know?
2. Is the book Evangeline is reading one of her favorites? Why or why not?
3. What kinds of books would the new student like to read? How do you
know?
4. Do you think Evangeline and the new student will become friends? Why
or why not?
It is one of her favorites. She has read it twice before,
and she’s reading it again.
They may because they seem to have a lot
in common.
She doesn’t want to be interrupted. She keeps
reading and doesn’t answer.
She would like books about reptiles. She has a
pet lizard.
Possible responses provided.
On Level Practice Book O, page 67
Approaching Practice Book A, page 67
Beyond Practice Book B, page 67
MODEL
Read the first page of “Name That Reptile” on Student Book
page 250.
Think Aloud I know from the narration that Mark and Jean
are studying by using questions to test their knowledge of
reptiles. Why does Mark ask if the reptile is furry? Doesn’t
he know very much about reptiles? I think he does, because
when Jean corrects him, he says, “That’s right.” I can infer
that he is remembering a fact he knows. Why does Mark ask
about what the reptile eats and where it lives? I think that
information will help him narrow down his guesses. From
Mark’s questions and Jean’s answers, I can infer that they both
know a lot about reptiles.
GUIDED PRACTICE
■ Ask students to reread the left column of dialogue on page
251. Then ask why Mark had to return the snake to the store.
Help students identify clues in the dialogue that tell why.
■ Have students use the clues and their inference to complete
an Inferences Word Web. (Mark’s mother is afraid of the
snake.) See the completed graphic organizer at the right.
APPLY
Ask students to explain how making inferences is important to
Mark and Jean’s study method. (Mark is asking questions that will
help him to eliminate choices from the list of possible reptiles. He
combines what he already knows with the information that Jean
provides to make inferences about the kind of reptile it could be.)
During Small Group Instruction
If No Approaching Level Comprehension, p. 271O
If Yes On Level Options, pp. 271Q–271R
Beyond Level Options, pp. 271S–271T
Can students make inferences about a character?
INFERENCES WORD WEB
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The snake slithered over his mother’s
foot.
Mark’s mother doesn’t
change her mind.
The store probably offered
to reassure his mother that the
snake is harmless.
Mark’s mother is afraid of the snake.
Mark apologized to
his mother.
Inferences Word Web
Graphic Organizer Transparency 10
Dear Mr. Winston 251B