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Why are scientists devoting their lives to learning about

the least explored territory on Earth—the ocean?

Off the coast of Hawaii in 2000, Sylvia Earle pilots a one-person submarine designed by a company she helped found.

Real World Reading

ComprehensionGenreA Nonfiction Article gives

information about real

people, places, or things.

EvaluateFact and OpinionA fact is something that

can be proved to be true.

An opinion is a belief

that does not have to be

supported by facts.

596

Vocabulary Words Review the tested vocabulary words:

period, vessels, valuable, estimated, and documenting.

Selection Words Students may be unfamiliar with these

words. Pronounce the words and give meanings as necessary.

technologies (p. 597): specialized scientific knowledge and

equipment

chief executive (p. 597): the person who heads a company or

organization

cornerstone (p. 598): a main or basic element

rigging (p. 599): the arrangement of masts, sails, and ropes on a

sailing ship

ComprehensionGENRE: NONFICTION ARTICLE

Have a student read the definition

of a Nonfiction Article on Student

Book page 596. Students should look

for characteristics of informational

nonfiction, such as photographs and

captions that provide information

about the topic.

STRATEGYEVALUATE

Remind students that they can ask

themselves questions to help them

decide what the author’s purpose is.

SKILLFACT AND OPINION

Remind students that facts can be

backed up with proof, but opinions are

the author’s thoughts and feelings and

are not necessarily supported by facts.

MAIN SELECTION• Exploring the Undersea Territory

• Skill: Fact and Opinion

TEST PREP• “Lords of the Seas”

• Test Strategy: On My Own

SMALL GROUP OPTIONS

• Differentiated Instruction, pp. 603M–603V

596

Fifteenth- and sixteenth-century European explorers

arrived in North America after dangerous ocean

voyages. Today we are in another period of ocean-

based exploration. Now the focus is on exploring the

worlds found under the water. Explorers of the past and

the present have a lot in common. However, modern

explorers have vessels equipped with technologies that

sea captains of the past could never have imagined.

SYLVIA EARLE: “HER DEEPNESS”Many things set Sylvia Earle apart from the great

explorers of the past and the present. In 1979

she set the record for the deepest ocean

dive—1,250 feet—ever made by a human

alone and untethered—not connected in

any way to a vessel or other object. That

feat earned her the title “Her Deepness.”

In 1985 she set another record for diving

solo. This time she dove to 3,000 feet in

a submersible—a “compact” version of a

submarine—she helped design.

Over the course of Earle’s career of

more than fi fty years, she spent more

than 6,000 hours under water. She held

the positions of Explorer-in-Residence

at the National Geographic Society and

Chief Scientist at the National Oceanic and

Atmospheric Administration (NOAA)—the fi rst

woman ever to hold that post. She co-founded and

served as chief executive of a company that designs

diving equipment. Add to this list the titles of mother

and grandmother.

According to Earle, “This is the Lewis and Clark

era for oceans.” She was referring to the historic 1805

expedition to explore the huge and largely unknown

area of the U.S. known as the Louisiana Purchase. Lewis

and Clark mapped and documented the new territory.

Sylvia Earle at Woods Hole, Massachusetts,in 1995

597

Story available on Listening Library Audio CD

Preview and PredictAsk students to read the title, preview

the illustrations, and make predictions

about the article. By what means do

they think scientists study undersea

territory? Have students write

predictions and questions about the

article.

Set PurposesFOCUS QUESTION Discuss the

question below the title of the article.

Explain that students will fill in the Fact

and Opinion Chart on Practice Book

page 165 as they read.

Read Exploring the Undersea

Territory

1 STRATEGYEVALUATE

Think Aloud

I notice that the first

paragraph compares explorers of the

past and deep-sea explorers working

today. The last sentence says past

explorers could not have imagined

today’s technologies. I need to evaluate

whether this statement is a fact or

opinion. What information in the

second paragraph helps you decide?

(Encourage students to apply the strategy

in a Think Aloud.)

Student Think Aloud

In the second

paragraph, I learn that Earle has set the

record for deepest ocean dive. I know

she had to have special equipment

in order to do this, equipment not

available in the fifteenth or sixteenth

centuries. On the other hand, we don’t

know what people in the past actually

thought, unless they wrote it down. So

the statement is a kind of opinion.

Main Selection Student page 597

1

2

3

If your students need support

to read the Main Selection,

use the prompts to guide

comprehension and model

how to complete the graphic

organizer. Encourage students

to read aloud.

If your students can read the

Main Selection independently,

have them read and complete

the graphic organizer. Remind

students to set and adjust their

reading rate when reading

informational nonfiction.

If your students need an alternate selection, choose the

Leveled Readers that match their instructional level.

Exploring the Undersea Territory 597

“The ocean is the cornerstone of all life,” Earle

pointed out. “It produces most of the oxygen in the

atmosphere. It shapes climate and weather. If the sea

is sick, we will feel it. If it dies, we die.” She based her

work on her belief that ignorance is the greatest threat

of all to this resource that is so valuable to life on

Earth. “We know more about Mars than we know about

the oceans,” she has said. This scientist who is also an

explorer, a businesswoman, and a grandmother has

dedicated her life to both exploring and protecting the

oceans of the world.

ROBERT BALLARD: EXPLORING “SHIPWRECK ALLEY”Robert Ballard is best known as the explorer who located

the wreck of the luxury steamship Titanic. Like Sylvia

Earle, he is a National Geographic Society Explorer-in-

Residence. As Director of the Institute for Exploration

(IFE), Ballard continues to dedicate his work to revealing

the mysteries of the world’s oceans. He and his team

locate and study ancient shipwrecks in an effort to

understand early human history.

Ballard’s team is studying wrecks like this one (left) in Lake Huron. It is the freighter Montana, shown below in 1872.

598


Develop Comprehension

2 STRATEGYANALOGY

Complete this analogy: submersible

is to submarine as car is to .

(Sample answers: truck, bus)

3 FIGURATIVE LANGUAGE

Earle states, “This is the Lewis and Clark

era for oceans.” What does this mean?

(Earle means we are at a time when

people have just begun exploring the

oceans. As Lewis and Clark set out to

explore the western portion of North

America in the very early 1800s, so

undersea explorers are setting out to

learn about something unknown.)

4 FACT AND OPINION

What opinions does Earle express as if

they are facts? Explain. (She says the

ocean is the cornerstone of all life. A

case can be made for that statement,

but it is an opinion. She also says that

if the sea is sick, we will feel it, and

that if it dies, we die. The author goes

on to say that this is Earle’s belief.) List

several facts and opinions in a chart.

Facts Opinions

Earle set the record for deepest ocean

dive.

Explorers of the past and present have a

lot in common.

Earle has spent more than 6,000 hours

under water.

The ocean is the cornerstone of all

life.

Robert Ballard found the wreck of the

Titanic.

If the sea dies, we die.

Shipwreck Alley has many shipwrecks.

Shipwrecks help us understand history.

4

598

Ballard and his team don’t always

have to travel to distant oceans to fi nd

interesting old shipwrecks. In fact they

don’t have to go any further than Lake

Huron, one of the Great Lakes. There,

within the Thunder Bay National Marine

Sanctuary and Underwater Preserve,

is an area known as “Shipwreck Alley.”

It is estimated that more than 100

shipwrecks dating back to the 1800s sit on

the bottom of the lake. Ballard believes

that fi nding and documenting them will

tell an important story about trade and

shipbuilding in North America.

Using a submersible called Little

Hercules, the IFE team has identifi ed a

number of well-preserved wrecks. One is

the Cornelia B. Windiate, which sank on

November 28, 1875. It went down with

all crew members and 332 tons of wheat.

Cameras have photographed the ship’s

three wooden masts, still standing tall; its

anchors, deck, and rigging; and its name,

carved into the hull.

As their work in “Shipwreck Alley”

continues, Ballard and his team expect

to increase awareness of one aspect of

U.S. history.

A sonogram—a picture made with sound waves—shows the Cornelia B.Windiate on the fl oor of Lake Huron.

Think and Compare

1. How did Sylvia Earle

earn the nickname

“Her Deepness”?

2. Why does Robert Ballard

want to investigate

the shipwrecks in Lake

Huron?

3. What facts does Sylvia

Earle use to support

her opinion that it is

important to understand

and protect the world’s

oceans?

4. Based on these

selections, what

generalization can you

make about explorers

both past and present?

Robert Ballard carries a salvaged artifact.

599


PERSONAL RESPONSE

Review students’ predictions and

purposes. Ask them to write about

the reasons scientists are spending so

much time and energy to explore the

ocean.

Make sure students can distinguish

between (and formulate) questions

based on facts and those based on

opinions.

Comprehension Check

SUMMARIZE

Have students give a summary of

Exploring the Undersea Territory. Remind

students to use their Fact and Opinion

Charts to help them.

THINK AND COMPARE

Sample answers are given.

1. Details: Sylvia Earle earned this

nickname when she made the

deepest ocean dive in 1979.

2. Critical: Robert Ballard believes the

shipwrecks will tell about trade and

shipbuilding in North America.

3. Fact and Opinion: Sylvia Earle

believes that the health of the

oceans is critical for our well-being.

She bases this on the facts that the

ocean produces most of the oxygen

in the atmosphere and it shapes the

climate and weather.

4. Evaluate/Text to World: Answers

will vary. Students might say that

explorers take risks in order to

prove how valuable exploration is to

discovering the past and improving

the future.

During Small Group Instruction

If No Approaching Level Leveled Reader Lesson, p. 603P

If Yes On Level Options, pp. 603Q–603R

Beyond Level Options, pp. 603S–603T

Can students evaluate whether statements are fact or

opinion?


Fluency/Comprehension

Persuasion

Introduce 473A–B

Practice/Apply

474–477; Leveled Practice, 127–128

Reteach/ Review

481M–T

Assess Weekly Tests; Unit 4 Test

Maintain 599A

Objectives• Read fluently with echo-

reading

• Rate: 113–133 WCPM

• Review persuasive techniques

Materials

• Fluency Transparency 23

• Fluency Solutions

• Leveled Practice Books,

p. 166

FluencyRepeated Reading: Pronunciation

EXPLAIN/MODEL Tell students that good readers find the

pronunciation and meaning of new words by slowly breaking them

down syllable by syllable and by using context clues. If they are not

able to do that, they use a dictionary or ask for help. Model reading

aloud Transparency 23. Then read one sentence at a time while

students echo-read each.

PRACTICE/APPLY Divide students into two groups. The first group

reads the passage a sentence at a time. The second group echo-

reads. Then groups switch roles. Have students write down any

words they could not pronounce or understand. Students will

practice fluency using Practice Book page 166 or the Fluency

Solutions Audio CD. Do a Quick Check to evaluate which students

need small-group instruction.

ComprehensionMAINTAIN SKILLPERSUASION

EXPLAIN/MODEL

■ Persuasion is a method by which an author tries to convince a

reader to do or believe something.

■ Persuasive techniques that authors use may include exaggeration,

stating opinions as if they are facts, and giving information that

is one-sided. Other persuasive methods include using a famous

person’s words.

Lead a discussion with students about any recent selections they

have read in which the author uses persuasion.

PRACTICE/APPLY

Have student pairs discuss the following questions.

■ What famous people does the author of Exploring the Undersea

Territory refer to and quote?

■ What evidence does the author present to convince readers that

exploring the deep waters of the ocean is valuable?

Invite students to compare persuasive techniques used in this

selection to those used in another selection they have read.

Transparency 23

The Taino were people who lived throughout the Caribbean, including countries now called Cuba, Puerto Rico, Haiti, and the Dominican Republic. When European explorers started arriving in the Caribbean in 1492, the lives of the Taino were changed forever. Explorers took their land. Many of the Taino were killed. By the 1520s very little was left of the Taino civilization except some artifacts and a few words. Hurricane, barbecue, and canoe are Taino words we still use today.

Fluency Transparency 23

599A

Fluency/Comprehension

Transparency 5

Skim and ScanCabeza de Vaca was one of the four surviving members of

the expedition to Florida led by the Spanish explorer Panfilo

de Narvaez. Expedition members had lived for four years

among the Native Americans in East Texas by 1534, when

de Vaca and the others set out on foot to find the Spanish

settlements in Mexico. They headed west, across Texas.

Although their exact route is not known, the men may have

also walked through parts of New Mexico and Arizona. When

they finally reached Culiacan, Mexico, in July 1536, the group

of Spaniards who first saw them were astounded at their

appearance and mistook them for natives.

Cabeza de Vaca returned to Spain in 1537 and tried to

convince the Spanish leaders to be fairer in their treatment

of the native people of the Americas. His book, Relación,

was published in 1542. It told about his adventures and

explorations in the Southwest and described the lives of the

Native Americans he encountered. De Vaca’s book was the

first text by a European about North America.

Study Skills Transparency 5

1. Why would it not have been useful to skim the passage above the box?

2. If you’re looking for key words and phrases, are you skimming or

scanning?

3. Which of the following is the best key word or phrase that you would use for scanning? a. hammerhead b. sharks c. marine life

4. Which do you think is more useful, skimming or scanning? Explain your

answer.

When you skim, you look quickly through a selection to find out what it is about. You look for its main idea and important details.

When you scan, you run your eyes through a text looking for a specific word or phrase. You don’t read every word.

Read the information below. Then answer the questions that follow.

How to Scan for Information

When you scan for information, follow these steps.

• Identify the key words and phrases that you are looking for.• Pass your eyes over each line of print quickly.• Don’t stop until you see your key word or phrase.• Double-check to be sure that you have found the information.

We skim to get a general idea of a passage. When

we need to comprehend an entire passage, such as

directions, we must read it.

scanning

Possible responses provided.

Skimming is more useful, because it helps me

find out what a passage is about.

On Level Practice Book O, page 167

Approaching Practice Book A, page 167

Beyond Practice Book B, page 167

Research

Study SkillsSkim and Scan

EXPLAIN

Tell students that when they look for information to answer

questions, they do not have to read every word. They can skim

and scan to find information quickly. Explain that students will

read at a faster pace than normal.

Discuss how to use the skim and scan study techniques.

■ When you skim a text, you quickly read paragraph by

paragraph and look for main ideas and important details. You

select information about your question and check to see if

the information answers it.

■ When you skim, pay attention to the first and last sentences of

a paragraph. These sentences often tell the main idea and the

conclusion of the paragraph.

■ You scan to pinpoint a fact or find a key word.

■ To scan, move your eyes quickly over the text to spot the key

words you are looking for. Skip over all the other words. When

you spot a key word, stop and read the surrounding material.

■ Always compare the information you find to the question you are

trying to answer. If the information does not seem to fit, skim and

scan again.

MODEL

Display Transparency 5.

Think Aloud In “Back in Time with Spanish Explorers,” I read that

Cabeza de Vaca published a book. I want to find the name of the

book, so I looked for more information. Here is the information I

found. I can scan the text to find a title in italics and skip over the

other information. I don’t see a book title in the first paragraph.

Moving my eyes quickly over the text, I find the title, Relación, in

the last paragraph.

PRACTICE/APPLY

■ Have students scan the text to find the date on which Cabeza de

Vaca and his party left East Texas. Then ask them to skim to find

the main idea of the second paragraph.

Objectives• Skim and scan for information

• Select texts for a particular

purpose using the format as a

guide

Materials

• Study Skill Transparency 5

Exploring the Undersea Territory 599B

Test Prep Student page 600

Nearly 500 years before Christopher Columbus, bold Viking sailors crossed the Atlantic Ocean. Vikings were the fi rst Europeans to reach North America. They lived in a part of Northern Europe called Scandinavia. Most Vikings were peaceful farmers, traders, and gifted craftsmen. But they were also excellent shipbuilders.

Viking ships were brilliantly designed. They were tough enough to sail hundreds of miles on the open sea. They were light enough to be carried over land. When there was no wind, the crews could row the ships with oars.

Vikings traveled far in search of goods such as silk, glass, and silver. Some Vikings sailed west and settled the islands of Iceland and Greenland. Between 997 and 1003 A.D., a Viking named Leif Eriksson landed in what is now Canada. The Vikings probably stayed for less than ten years, though they traded with Native Americans for much longer. A bit of their culture can still be found on our calendar. Tuesday, Wednesday, Thursday, and Friday are named for Viking gods!

Lo ds ofthe Seas

Viking ship from 850-900 A.D. on display in the Viking Ship Museum, Oslo, Norway

A tenth-century Viking helmet

Answer Questions

Go On

Test StrategyOn My OwnThe answer is not in the

selection. Form an opinion

about what you read for

questions 4 and 5.

600

Answer QuestionsTest Strategy: On My Own

REVIEW

Review with students the test

strategies that they have learned in the

previous units: Right There, Author

and Me, and Think and Search. Have

students use these strategies to answer

questions 1–3 and identify the strategy

they used.

Question 1 B (Right There)

Question 2 B (Right There)

Question 3 A (Right There)

EXPLAIN

■ Sometimes the answer to a question

will not be found in the text.

You have to use your own prior

experience to form an answer.

■ Form an opinion: Often the

question asks you for your opinion.

You must make a judgment based

on the selection and your own

experience. Then form your opinion

to answer the question.

MODEL

Tell students not to write in their

books but to record their answers on a

separate sheet of paper.

Tell students that they will be using

the On My Own strategy to answer

Question 4 . What is this question

asking you to do? (use prior knowledge

and then support it with text and

illustrations)

Think Aloud This question asks what made the Viking ships so

good, so strong. I know that the Vikings were talented ship builders,

but not all of this information is in the text. I need to use what I

already know along with any photos or captions from the selection

that might help support my answer.

Question 4 Answer: Their ships were so good because they were

narrow and light enough to be carried. They also had sails but could

be rowed when there was no wind.

600

Test Prep Student page 601

STOP

Directions: Answer the questions.

1. Where did the Vikings originally live?

A Canada

B Scandinavia

C Iceland and Greenland

D the Atlantic coast

2. According to the selection, which of these was a

feature of Viking ships?

A They were large enough to hold many people.

B They were light enough to be carried over land.

C They had very colorful sails.

D They were made from rare and expensive wood.

3. Which of these answers shows the cultural infl uence

of the Vikings?

A Some days of the week have Viking names.

B Vikings left ships in North America.

C Vikings were gifted craftsmen.

D Americans adopted Viking ship designs.

4. Vikings were superb shipbuilders. What made their

ships so good? Use the picture and the text to support

your response.

5. People have explored new lands and the oceans.

Should we continue to explore space and the skies

beyond Earth? Why or why not? Tip

Form an opinion.

601

APPLY

Question 5 Read question 5.

Have students use the On My Own

strategy to formulate an answer.

After students have read the question

and thought about a response, ask,

What is this question asking you to

do? (form an opinion) Anything else?

(support my opinion)

Ask, How can you respond to this

question by forming an opinion? (by

using what I already know about

exploration and what I learned from

the article)

Ask, What do you already know? (I

know that we have been exploring

space for many years already.)

Question 5 Answers will vary but

should include what students already

know about space exploration and

how they feel about future exploration

of the skies.


Write to a PromptIn the selection “Exploring the Undersea Territory” you

read about two modern-day explorers. How did their

personal qualities, interests, and skills help them become

undersea explorers? Write your response in three or

more paragraphs, and use details from the article.

Being a Deep-Sea ExplorerPeople who do what Sylvia Earle and Robert

Ballard do have to l ike danger, l i ke to travel, and l ike to study. It ¢s hard to think of a more dangerous job than getting into a l ittle submarine alone and diving to the bottom of the ocean. Any kind of problem could mean death.

Earle and Ballard are both scientists. They went to college and studied hard in order to be able to do the work they do. Earle is actually a botanist—a scientist who studies plants. But the plants she studies grow underwater. Ballard is a marine geologist and geophysicist. That is a scientist who studies the structure of oceans. To be any kind of scientist takes a person who can focus on detai ls.

Explorers l ike Earle and Ballard use science to help others. That ¢s the quality I admire most.

Writing: Extended Response to Literature

I used detai ls to explain my ideas.

602

SCORING RUBRICPoints Points Points Point

Writing is

on-topic and

interesting. There

is a beginning,

middle, and end.

Writing generally

shows accuracy in

punctuation and

capitalization.

Writing is on-

topic. There is

an attempt to

sequence or

develop thoughts.

The writing holds

the reader’s

attention. May

have errors

but does not

interfere with

understanding.

Writing is

generally on-

topic. There is

an attempt to

get sentences on

paper. Sentences

may be simple or

incomplete with

limited vocabulary.

Errors may make

understanding

difficult.

Writing may

show little or no

development

of topic, but

may contain

meaningful

vocabulary. There

is an attempt to

get words on

paper. Written

vocabulary is

limited. Writing

shows no use

of writing

conventions.

3 2 14

WRITING • Tested Writing: Extended

Response to Literature

• Expository: Journal Entry

• Research and Inquiry

WORD STUDY• Words in Context

• Analogy: Relationships

• Phonics: Accented Syllables

• Vocabulary Building

SPELLING• Accented Syllables

GRAMMAR• Adjectives That Compare

SMALL GROUP OPTIONS

• Differentiated Instruction, pp. 603M–603V

Writing PromptEXPLAIN/MODEL

Help students analyze the writing

prompt on Student Book page 602.

Determine the Mode and Form Look

at the heading as well as the prompt.

What type of writing should the

student write? (extended response to

literature)

Determine the Purpose What clues tell

what the writing should be about? (the

personal qualities, interests, and skills;

response; use details from the article)

Determine the Audience Does the

prompt tell the student to whom to

address her writing? (no) To whom

should she write? (to the teacher)

602

For further timed writing practice

use the picture prompt on page 166

of the Teacher’s Resource Book.

Write to a picture prompt. Look at the photograph below. Write a story about a place you have explored or would like to explore.

Writing Tips• Use a graphic organizer to organize your thoughts.• Write your story on lined paper.• Proofread your story.

Teacher’s Resource Book, page 166

Writer¢s Checklist Ask yourself, who is my audience?

What is the purpose for writing?

Plan your writing before beginning.

Use details to support your main idea.

Be sure your ideas are clear and organized.

Use your best spelling, grammar, and punctuation.

Writing Prompt

Sylvia Earle and Robert Ballard are both explorers.

Explain how their interest in the sea has made a

difference in their lives and in ours. Write three

paragraphs, and use details from the article in

your answer.

603

PRACTICE

Have students read the student’s

writing and use the Writer’s Checklist

to see if the response includes the

correct mode, form, purpose, and

audience stated in the prompt.

Work with students to read the writing

prompt on page 603 and find the

clues that determine the mode, form,

purpose, and audience.

Mode and Form: clues—explain, use

details from the article, write three

paragraphs

Purpose: clue—explain how Sylvia

Earle’s and Robert Ballard’s interest in

the sea has made a difference in their

lives and ours

Audience: no clues; write the essay to

your teacher

APPLY

Ask students to explain briefly how

they would use these clues to begin

planning their responses.

TIMED WRITING PRACTICE

You may wish to have students

practice writing from the prompt,

simulating a test-taking situation. After

they have analyzed the prompt, tell the

students that they will have 45 minutes

to complete their extended responses.

Tell students: You may use scrap paper

to organize your thoughts in a concept

web before you begin to draft your

answer. I will tell you when to begin

and tell you when you have 15 minutes

left to finish. Be sure to use the Writer’s

Checklist to make sure you have

included all the right information.

Writing Student pages 602–603


Writing

Research and Inquiry

Publishing OptionsTo publish their journal entries, students should write neat final copies or use a computer. Have students bind all entries into one book and include maps to illustrate the route each explorer took. Encourage the use of almanacs and atlases to verify information. Have students take turns role-playing the part of their explorer, reading their journal entries using convincing dialogue.

SPEAKING STRATEGIES

■ Practice your presentation

beforehand.

■ Use body language and

intonation to bring your

journal entry to life.

LISTENING STRATEGIES

■ Prepare to listen without

interruption.

■ Listen for the tone

of voice and content

that signal friendly

conversation.

■ Be courteous as you listen

to show the speaker

that he or she has your

attention. Make eye

contact.

4-Point Scoring Rubric

Use the rubric on Teacher’s Resource Book page 156 to score published writing.

Writing Process

For a complete lesson, see Unit Writing on pages 661A–661H.

Expository: Journal EntryGENERATE QUESTIONS

Direct students to the vocabulary passage “Back in Time with

Spanish Explorers” on Student Book page 594. Explain that they

will research a famous explorer and write a journal entry about the

journey to a new land.

Ask students what famous

explorer they admire most.

Draw a KWL chart and work

with students to fill in the

first two columns. Then have

students create their own

KWL chart to help them

generate questions and

narrow the focus of their

topic.

FIND INFORMATION

Explain to students that after choosing a topic and generating

questions that help them narrow their focus, they should begin

researching the topic. Tell students that using a variety of resources,

such as the Internet, books, encyclopedias, and other reference

materials, is the best way to find information. If they use the

Internet, they should think of possible key words about the topic.

In a history book, they should first check the table of contents and

index for their explorer.

ORGANIZE INFORMATION

Emphasize to students that gathering interesting and useful

information about a topic is only one step in completing a research

project; the information they gather must be organized. Use the

Take Notes minilesson on page 603B and Transparency 89 to

show students how to take notes using note cards. Use the Create

an Outline minilesson on page 603B and Transparency 90 to help

them create an outline from their notes.

SYNTHESIZE AND WRITE

Have students use their outlines to write a draft of a journal entry.

Suggest that students place a date on their journal entry and put

the events in a logical order. Show Transparency 91 and discuss

the draft. Then display Transparency 92 and discuss the changes.

Have students revise their entries, exchanging them with partners.

Make sure they set a purpose, consider their audience, and replicate

favorite authors’ styles and patterns when writing narrative text.

What IKnow

What I Wantto Know

What ILearned

Juan Ponce de Leon was

a Spanish explorer in

1513. He tried to find the Fountain of

Youth.

How long was his journey?Did he find

what he was looking for?

603A

Transparency 90

Writer’s Toolbox

Explain to students that making an outline helps a writer organize

information and see how it is related. Students will use outlines to help

them draft their journal entries.

Display Transparency 90. Use it to discuss with students how to create

an outline. Tell students that they will make an outline either on the

computer or paper.

Writing

Create an Outline

Explain to students that they should take notes to

organize their research and keep track of sources.

Remind students that they can paraphrase key

concepts and events or actions to summarize

information.

Display Transparency 89. Discuss how to take

notes using note cards.

Remind students that using an author’s exact

words without permission is called plagiarism.

For each source, have students record the

author, title, place of publication, date, and page

numbers.

•

•

•

Transparency 89: Note-taking

Take Notes

Remind students to evaluate the information by

asking themselves these questions:

Is the information accurate? Is it confirmed by

more than one source?

Does it include primary sources?

How useful is this information for my purposes?

Will this information help me write my journal

entry?

•

•

•

Research Tips

Writing Transparency 90

Exploring the Undersea Territory 603B

Word Study

Word Study

Review

VocabularyWords in Context

EXPLAIN/MODEL

Review the meanings of the vocabulary words. Display Transparency

45. Model how to use word meanings and context clues to fill in the

first missing word with students.

Think Aloud The first sentence talks about information from

underwater exploration. I know that information is important to

scientists. Something important is valuable. So valuable must be

the word that best completes that sentence.

PRACTICE/APPLY

Have students use context clues to write missing words for items

2–5 on a separate sheet of paper. Then students can exchange

papers, check their answers, and explain the context clues they used

to figure out the missing words.

Word Detectives Encourage students to look back through this

week’s selection and choose additional words they would like to

remember. Have them list the words in a word study notebook, add

a definition paraphrased from a dictionary, and compare lists with a

partner.

Objectives• Apply knowledge of word

meanings and context clues

• Recognize analogies as

relationships between words

Materials

• Vocabulary Transparencies

45 and 46

• Leveled Practice Books, p. 168

period (p. 597) a length

of time

vessels (p. 597) ships or

large boats

valuable (p. 598)

important, or worth a lot

of money

estimated (p. 599)

guessed at

documenting (p. 599)

writing down or recording

an item or event

Apply Vocabulary

Discuss ways students

could document their

experiences as fourth

graders; for example,

through film, photographs,

paintings, or writing. Have

students in groups list

important experiences and

decide how they would

record each event and

explain their choices.

Transparency 45

vessels valuable estimated period documenting

1. Scientists can gather valuable information by exploring underwater.

2. They have estimated that there are over a hundred shipwrecks at the bottom of Lake Huron.

3. Today’s explorers are documenting life in oceans and lakes.

4. We are living in a period of undersea explorations.

5. In the past, there were no vessels that could take people

deep into the ocean.

Vocabulary Transparency 45

603C

1. Saltwater is to as freshwater is to stream.

2. Breakfast is to morning as dinner is to .

3. Ship is to above water as is to below water.

4. Camera is to photographer as paintbrush is to .

5. Big is to as small is to tiny.

6. Watching is to movie as is to music.

7. Sad is to miserable as angry is to .

8. are to eyes as smells are to nose.

Write two more analogies below.

9. is to as

is to .

10. is to as

is to .

An analogy shows how two pairs of words are related. The first pair of words has to be related to the second pair in the same way.

An example of an analogy is hot is to summer as cold is to winter.

Complete each analogy with a word from the box.

enormous listening submarine evening elatedocean sights painter expensive furious

ocean

evening

submarine

painter

enormous

listening

furious

Sights

Sample response provided.popcorn pan popsicle

freezer




Vocabulary Strategy Transparency 46

Word Study

Group Work Write the

words synonym and

antonym on the board

and give examples

of each. Ask students

for other examples.

Check that students

understand all the words

on the transparency. Have

students work in small

groups to complete the

Practice/Apply activity.

STRATEGYANALOGY: RELATIONSHIPS

EXPLAIN/MODEL

Review: An analogy is a comparison of two pairs of words. For an

analogy to make sense, the words in each pair must be related to each

other in the same way. Antonyms, synonyms, and other relationships

can be used to form analogies. Model how to complete the first

analogy on Transparency 46 using the antonym relationship. Have

students complete items 2–5, stating each time if the analogies are

antonyms or synonyms. Item 6 is optional.

PRACTICE/APPLY Have students find the words modern, untethered,

and connected on Student Book page 597, and ancient near the end

of page 598. Help students understand the antonym relationships

between these two pairs of words. Then have students use one of

these pairs as the first pair of a new analogy, and think of a second

pair to complete the analogy.


If No Approaching Level Vocabulary, pp. 603N–603O



Can students use context clues to choose the correct word?

Can students correctly complete analogy relationships?

Transparency 46

Analogies 1. most is to least as known is to (possible

antonym: unknown)

2. hot is to warm as cold is to (possible synonym: cool)

3. present is to past as now is to (possible antonym: then)

4. find is to lose as down is to (possible antonym: up)

5. simple is to easy as difficult is to (possible synonym: hard)

*Challenge:

6. apple is to fruit as lettuce is to (vegetable)

*How does analogy 6 differ from the others? (It is a relationship of member to category.)

Exploring the Undersea Territory 603D

Objectives• Recognize syllabication

patterns in two-syllable words

• Recognize and define

acronyms

Materials

• Leveled Practice Books, p. 169

• Teacher’s Resource Book, p. 27

PhonicsDecode Words with Accented Syllables

EXPLAIN/MODEL Explain that the accented syllable in a word is the

one you say with emphasis or force.

Some two-syllable words have accented first syllables, such as

clipper and poster. Other two-syllable words have accented second

syllables, such as unfold and above. Write carton.

Think Aloud When I see this word on the page, I don’t know

which syllable is accented. Let me try saying it while accenting

the different syllables. Is it /kär’ tәn/ or /kär ton’/? I recognize the

word /kär’ tәn/, so the first syllable is accented.

PRACTICE/APPLY Write local, meter, support, locate, arrest, await, bacon,

and begun. Have students try pronouncing each word two ways, then

decide which syllable is accented and underline the accented syllable.

Decode Multisyllabic Words Guide students to use their knowledge

of phonics patterns and word parts to decode long words. Write a

two-syllable name on the board, such as Marie or Ramon. Say the name

aloud, placing the accent on the first and then on the second syllable.

Ask students which pronunciation sounds more common. Have

students write down the names of five classmates whose names have

two syllables, underlining the accented syllables. Then have students

think of five more names that have two syllables and challenge a

partner to underline the accented syllables. For more practice, use the

decodable passages on Teacher’s Resource Book page 27.

Syllable Word Pass Have students work in pairs. Have one student

write down five two-syllable words with the accent on the first syllable

and the other write down five two-syllable words with the accent on

the second syllable. Have them take turns guessing the words from

one-word clues. Partners should try to guess using the fewest number

of clues. For example, for hello, the clues could be greeting or hi.

Students should identify specific words that cause comprehension

difficulties, and seek clarification using self-monitoring strategies.

Group Work Determining

accented syllables may be

a challenge for students.

Students need to have

many listening experiences

hearing the sounds of

the words first. Have

students work in groups

to complete the activities.

Practice saying the words

alone and in sentences

with students.

Word Study

Word Study

Say each word from the list above aloud. Then sort the words into two groups: words with an accented first syllable and words with an accented second syllable.

First Syllable Accented Second Syllable Accented

When you say a two-syllable word, one of the syllables is pronounced with more emphasis. The syllable pronounced with more emphasis is the accented syllable.

In the word between, the second syllable is accented.

Word First Syllable Second Syllable

between be tween

cancel remind frosty behave tenderaction chamber gather belief confusecontain certain mustang convince damage

cancel

frosty

tender

action

chamber

gather

remind

behave

belief

confuse

certain

mustang

damage

contain

convince





If No Approaching Level Phonics, p. 603M



Can students decode words with accented syllables?

603E

Apply Vocabulary

Write a Travel Log Ask students to imagine that

they are doing an undersea exploration. Have them

describe how they travel underwater, what kinds of

sea life they encounter, and how their exploration

is exciting or dangerous. Have them write a log of

their activities and discoveries for one day’s worth

of exploration. Students should use at least two

vocabulary words and one example of sensory detail

in their log.

Vocabulary Building

Acronyms Tell students that acronyms are words

created by combining the first letters or syllables

of a series of other words. For example, NOAA is

an acronym for National Oceanic and Atmospheric

Administration. Some other acronyms are radar,

scuba, NATO, NASA, and UNICEF. Have students,

using a dictionary, encyclopedia, or online resource

if necessary, tell what each acronym stands for.

Challenge them to name or find other acronyms.

Spiral Review

Vocabulary Game Tell students that they will be

playing a vocabulary questions game. Write the

vocabulary words for this week and last week on

index cards. Then ask a volunteer to come to the front

of the class, draw a card, and read it to him- or herself.

The other students can then ask “Yes/No” questions

about the word on the card. For example, “Does it

have anything to do with time?” or “Can you travel

in it?” Have students continue asking questions until

they guess the word. Then ask another volunteer to

draw a card and answer the next set of questions.

Continue until you have used all the cards.

Vocabulary PuzzleMaker For additional vocabulary

and spelling games, go to

www.macmillanmh.com

Word Study

Vocabulary Building

Oral Language

Expand Vocabulary Ask students

to create a chart with two

columns, labeling one “Explorers”

and the other “What They

Explored.” Have students use

the information they have

read to brainstorm entries

for each column. Challenge

them to add other explorers.

EXPLORERS WHAT THEY EXPLORED

Hernán Cortés Mexico

Sylvia Earle Deepest part of ocean

Vikings Iceland, Greenland, Canada

Exploring the Undersea Territory 603F

http://www.macmillanmh.com

Pretest Word Sorts

Dictation Sentences 1. Look above the cabinets.

2 I will cancel my order.

3. Remind me to do my homework.

4. I’ll gather our things.

5. I sat between my two friends.

6. Try to unfold the paper neatly.

7. My ankle is still tender.

8. The movie had a lot of action.

9. There is no monster in your closet.

10. Some sleep in a bed chamber.

11. Look at the yellow flower petal.

12. The woman has a red dress.

13. This garden needs a weeder.

14. It’s cold and frosty out here.

15. Do you need a nail clipper?

16. Kevin has a Spanish tutor.

17. I hung a poster on my wall.

18. Everyone will behave on the bus.

19. I can relate to your frustration.

20. The news should excite her.

Review/Challenge Words 1. A deep-sea diver needs oxygen.

2. Who will finish the race first?

3. Have you spoken to the teacher?

4. There is another blue car.

5. I remember being here before.

Word in bold is from the main selection.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

Fold back the paperalong the dotted line. Write the words inthe blanks as they are read aloud. When you finish the test,unfold the paper. Use the list at the right tocorrect any spelling mistakes.

Review Words

Challenge Words

1. above

2. cancel

3. remind

4. gather

5. between

6. unfold

7. tender

8. action

9. monster

10. chamber

11. petal

12. woman

13. weeder

14. frosty

15. clipper

16. tutor

17. poster

18. behave

19. relate

20. excite

21. diver

22. fi nish

23. spoken

24. another

25. remember

Spelling Practice Book, pages 141–142

above between monster weeder postercancel unfold chamber frosty behaveremind tender petal clipper relategather action woman tutor excite

Accent on the Syllable

Use a dictionary to help you sort the spelling words according to the placement of the accent.

Accented Second Syllable

14.

15.

16.

17.

18.

19.

20.

Accented First Syllable

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

cancelgathertenderaction

monsterchamber

petalwomanweederfrosty

clippertutor

poster

aboveremind

betweenunfold

behaverelateexcite

Spelling Practice Book, page 143

5 Day SpellingSpelling

Accented Syllables

ASSESS PRIOR KNOWLEDGE

Using the Dictation Sentences, say

the underlined word. Read the

sentence and repeat the word.

Have students write the words on

Spelling Practice Book page 141.

For a modified list, use the first 12

Spelling Words and the three Review

Words. For a more challenging list,

use Spelling Words 3–20 and the

two Challenge Words. Have students

correct their own tests.

Have students cut apart the Spelling

Word Cards BLM on Teacher’s

Resource Book page 88 and figure

out a way to sort them. Have them

save the cards for use throughout

the week.

Use Spelling Practice Book page 142

for more practice with this week’s

Spelling Words.

For Leveled Word Lists, go to

www.macmillanmh.com

TEACHER AND STUDENT SORTS

■ Review the Spelling Words,

pointing out examples of

accented first and second

syllables.

■ Use the cards from the Spelling

Word Cards BLM. Attach the

key words above and cancel to

a bulletin board. Model how to

sort words according to accented

syllable by placing one or two

cards beneath each key word.

■ Have students take turns putting

cards on the bulletin board,

explaining how they decided

where to place each word.

■ Then invite students to do an

open sort in which they sort all

the Spelling Words any way they

wish; for example, by end sounds,

by parts of speech, or by long and

short vowels. Discuss students’

various methods of sorting.

above action clipper

cancel monster tutor

remind chamber poster

gather petal behave

between woman relate

unfold weeder excite

tender frosty

Review diver, finish, spoken

Challenge another, remember

603G


Review and Proofread

Spelling

Word Meanings

CATEGORIES

Write these groups of words

on the board. Have students

copy them into their word study

notebooks and complete them by

adding a Spelling Word.

1. collect, save, (gather)

2. girl, lady, (woman)

3. stem, leaf, (petal)

4. over, on top of, (above)

5. cold, icy, (frosty)

Challenge students to come up

with other word groups using

Spelling Words, Review Words, and

Challenge Words.

Have partners write a sentence

for each Spelling Word, leaving a

blank where the word should go.

Then have them trade papers and

write the missing words.

SPIRAL REVIEW

Review words with the V/CV

VC/V patterns. Write diver, finish,

and spoken on the board. Have

students identify where the

syllable breaks are in each word.

(di·ver, fin·ish, spo·ken)

PROOFREAD AND WRITE

Write these sentences on the

board. Have students proofread,

circle each misspelled word, and

write the word correctly.

1. They had to cansel the monstur

movie. (cancel, monster)

2. Rimind your tuter that you

have a math test next week.

(Remind, tutor)

3. We needed to unfoled the petil

on the flower. (unfold, petal)

4. I will remined my mom to

rent an acsion movie. (remind,

action)

POSTTEST

Use the Dictation Sentences on

page 603G for the Posttest.

If students have difficulty with any

words in the lesson, have students

place them on a list called Spelling

Words I Want to Remember in a

word study notebook.

Challenge student partners to look

for two-syllable words in other

reading materials, copy them, and

mark the accented syllables.

Assess and Reteach

above between monster weeder postercancel unfold chamber frosty behaveremind tender petal clipper relategather action woman tutor excite

What’s the Word?

Complete each sentence with a spelling word.

1. Earth is Venus and Mars.

2. Sally Ride was the fi rst American to go into space.

3. the map and let’s get going!

4. The diver plunged into the water.

5. Our guides us to bring plenty of water.

6. On a clear night you can see millions of stars you.

7. Many explorers have tried to fi nd the Loch Ness .

8. The tales of space exploration the class.

9. We around the computer to see the Web page.

10. The family set sail on a to explore the coast.

Define It!

Write the spelling words that have the same meaning as the words or phrases below.

11. Teacher who gives private instruction

12. Bedroom

13. Give an account of

14. Part of a fl ower

betweenwoman

Unfoldfrosty

remindabove

monsterexcite

gatherclipper

tutorchamber

relatepetal


There are six spelling mistakes in these paragraphs. Circle themisspelled words. Write the words correctly on the lines below.

The wagon was slowly moving west. A womin sat beetwenn her two

children while two men sat in the front. The older man was holding the

reins. Every so often the mother would remminde the children to beehav.

They were setting off to explore the new western territory. It was a

long journey, but they hoped to fi nd the perfect place to settle and build a

farm.

As night drew near, the air grew frostie. The family would gathere

around the fi re and tell stories until the children fell asleep.

The next day the exploration would begin again.

1. 3. 5.

2. 4. 6.

Writing Activity

What part of the world (or the universe) would you like to explore? Imagine that you are an explorer. Write a paragraph describing a recent adventure. Use at least four spelling words in your description.

womanbetween

remindbehave

frostygather


Look at the words in each set below. One word in each set is spelled correctly. Use a pencil to fill in the circle next to the correctword. Before you begin, look at the sample set of words. SampleA has been done for you. Do Sample B by yourself. When you are sure you know what to do, you may go on with the rest of the page.

Sample A: Sample B:

� about � ketel� uhbout � kettle� ubowt � kettel� abowt kettul

1. � above� abuv� uhbove� abov

2. � cansell� cansill� cancel kancel

3. � remined� remind� reemind� reemined

4. � gathur� gather� gathir gathor

5. � between� betwene� betwean� batween

6. � unfolled� unfoled� unfold unfoaled

7. � tinnder� tender� tinderr� tendur

8. � akshun� aktion� acshun action

9. � monstir� mawnster� monster� monstur

10. � chamber� chambur� chambir chambor

11. � petal� petul� petall� pettal

12. � wooman� wuman� woman womin

13. � weader� weeder� weder� weedur

14. � frosty� frostie� frostee frossty

15. � cliper� clipper� clippor� clippur

16. � tootor� tootur� tutur tutor

17. � poaster� postur� poster� postir

18. � behaive� beehave� behaeve behave

19. � reelate� relate� relait� relaite

20. � egsite� eksite� exsite excite

��

��

��

��

��

��

��

��

��

��

��


Exploring the Undersea Territory 603H

Grammar

5 Day Grammar

Adjectives That CompareDaily Language ActivitiesUse these activities to introduce each day’s lesson. Write the day’s activity on the board or use Transparency 23.

DAY 1There are only Four more days until vacation. Are you going away! we are going to mexico (1: four; 2: away?; 3: We; 4: Mexico.)

DAY 2It was warm today than yesterday. Yesterday was the colder day we’ve had all winter. (1: warmer; 2: coldest)

DAY 3I am tallest than my Sister. She is taller than her goodest friend. That means they are both shortest than I am. (1: taller; 2: sister.; 3: best; 4: shorter)

DAY 4In the first place you can’t stay home alone. Let me remined you that your most youngest sister wants to be with you. (1: place,; 2: remind; 3: your youngest)

DAY 5In case you forgot. It’s time to take out the garbage. It is fullest than it should be. New bags are abuve the sink. (1: forgot, it’s time; 2: fuller; 3: above) Grammar Practice Book, page 141

• Add -er to most adjectives to compare two people, places,ror things.

• Add -est to most adjectives to compare more than two. t• For adjectives ending in e, drop the e before adding -er

or -est.• For adjectives ending in a consonant and y, change the y toy i

before adding -er or -r est.• For adjectives that have a single vowel before a final

consonant, double the final consonant before adding -eror -est.

Rewrite the sentences below, correcting the form or spelling of the underlined adjective.

1. After the sun went down, the air felt chilliest than before.

2. I think fi sh feel freeer in the ocean than they do in tanks.

3. Dad caught the bigest fi sh of all.

4. I wonder which ocean is the saltyest.

5. The dolphin is one of the smartiest animals.

6. The water is calmmer than it was yesterday.

7. My clothes are wettest than they were this morning.

8. That shark has the paleest skin I’ve ever seen.

After the sun went down, the air felt chillier than before.

I think fish feel freer in the ocean than they do in tanks.

Dad caught the biggest fish of all.

I wonder which ocean is the saltiest.

The dolphin is one of the smartest animals.

The water is calmer than it was yesterday.

My clothes are wetter than they were this morning.

That shark has the palest skin I’ve ever seen.

Grammar Practice Book, page 142

Demonstrate Compare

two objects using the -er

form and write the sentence

on the board. Compare

other objects. Then write

is than

. Have students

create their own sentences.

Repeat the activity with

the superlative form -est.

Present the other

comparative and superlative

forms in a similar way.

See Grammar Transparency 111 for modeling and guided practice.


Introduce the Concept

INTRODUCE ADJECTIVES THAT

COMPARE

Present the following:

■ Besides describing nouns and

pronouns, adjectives can be used

to compare two or more things.

■ Comparative adjectives are only

used to compare two things.

These adjectives usually end in -er

or include the word more (or less).

Her shoes are nicer than mine.

■ Superlative adjectives are only

used to describe a noun when

three or more things are being

compared. These adjectives

usually end in -est or include the

word most (or least). Frank’s shoes

are the nicest of all three pairs. They

were also the least expensive.

REVIEW COMPARATIVE AND

SUPERLATIVE FORMS

Discuss with students how to

distinguish between comparative

and superlative forms.

INTRODUCE IRREGULAR

ADJECTIVES FOR COMPARISON

Present the following:

■ The comparative form of good is

better, and the superlative form

is best: Jose had a good day,

even better than yesterday. It was

definitely the best day of all.

■ The comparative form of bad is

worse, and the superlative form is

worst.

Teach the Concept

603I

Review and Proofread

Grammar

• A proper noun or adjective begins with a capital letter.• The name of a day, month, or holiday begins with a capital

letter.• Capitalize family names if they refer to specific people.• Capitalize titles of people before names.

Read the sentences below. Then correct the capitalization mistakes. Rewrite the sentences on the lines provided.

1. The beach was closed after labor day.

2. The dead sea is the lowest place in the world.

3. The north pacifi c octopus can grow to over 100 pounds.

4. I learned this from dr. stevenson, an expert on ocean life.

5. We are going scuba diving on sunday.

6. We are bringing grandpa along.

7. Jacques cousteau was a famous french undersea explorer.

8. Cousteau was born in june 1910 in france.

The beach was closed after Labor Day.

The Dead Sea is the lowest place in the world.

The North Pacific octopus can grow to over 100pounds.

I learned this from Dr. Stevenson, an expert onocean life.

We are going scuba diving on Sunday.

We are bringing Grandpa along.

Jacques Cousteau was a famous French underseaexplorer.

Cousteau was born in June 1910 in France.


Rewrite the title and each sentence in the response to literaturebelow. Remember to use –er and –est endings correctly withadjectives. Be sure to capitalize proper nouns, names, and titles.

Response to “exploring the undersea Territory”

I enjoyed reading this article. After learning about undersea explorers, I

think that the work they do is strangeer and scaryer than most people’s jobs.

But it is also more interesting.

One of the braveest explorers of all is sylvia Earle. She was nicknamed

“Her deepness” because in 1979 she made the deeper ocean dive any human

being had ever made alone. She went on to work as a businesswoman and as

a scientist at the National oceanic and Atmospheric Administration.

Response to “Exploring the Undersea Territory”

I enjoyed reading this article. After learning about

undersea explorers, I think that the work they do is

stranger and scarier than most people’s jobs. But it is

also more interesting.

One of the bravest explorers of all is Sylvia Earle.

She was nicknamed “Her Deepness” because in

1979 she made the deepest ocean dive any human

being had ever made alone. She went on to work as

a businesswoman and as a scientist at the National

Oceanic and Atmospheric Administration.


A. Read each sentence. Write yes if the underlined adjective is thecorrect form or the correct spelling. Write no if it is not the correctform or the correct spelling.

1. Since the bottom of the ocean is the murkyest part, some deep-sea fi sh have feelers as well as eyes.

2. The small cookiecutter shark can catch and eat much larger fi sh.

3. To me, jellyfi sh are the scaryest fi sh.

4. This clown fi sh has the brightest colors of all.

5. It’s chillyer in this water than over there.

6. That is the strangest looking shell of all.

B. Read each sentence. Use the correct form of the adjective in parentheses. Write it on the line.

7. This lionfi sh has the (long) spines I have ever seen!

8. Next to the green algae, the coral looked even (red) than before.

9. You will be (safe) if you wear a life preserver.

10. September is one of the (stormy) months.

11. This fi sh tastes (salty) than the other one.

12. You look (pale) than I do.

no

yes

no

yes

longestredder

saferstormiest

yes

saltierpaler

no

Grammar Practice Book, pages 145–146




Review and Practice

REVIEW IRREGULAR ADJECTIVES

THAT COMPARE

Ask students to identify irregular


adjectives.

MECHANICS AND USAGE:

PHRASES AND INTERJECTIONS

■ An introductory phrase is a

group of words that comes at

the beginning of a sentence. A

comma is used to separate most

introductory phrases from the

rest of the sentence.

■ An interjection is a word or

phrase that expresses an emotion,

like oh or hey. Usually, an

interjection is set apart from the

rest of the sentence with commas.

If it expresses a very strong

emotion, it is followed with an

exclamation point instead.

REVIEW COMPARATIVE AND

SUPERLATIVE ADJECTIVES

Have students practice using


adjectives.

PROOFREAD

Have students identify and correct

the wrong usage of comparatives,

superlatives, and punctuation

marks in the following sentences.

1. Holding his money in his hand

he waited in line for a ticket.

(hand,)

2. Alaina is most pretty than

Janet. (is prettier)

3. Today is the happier day of my

life. (happiest)

4. Hey can you let me try that?

(Hey,)

ASSESS

Use page 145 of the Grammar

Practice Book for assessment.

RETEACH

Write the corrected sentences from

the Daily Language Activities and

Proofread activity on index cards.

Have students form two teams. One

team draws a card and reads the

sentence from the card. The other

team writes the sentence on the

board, placing any commas correctly

and identifying comparative and

superlative adjective forms. If the

team is correct, they draw the next

card. If the team gives an incorrect

or incomplete answer, the other

team can correct them and draw the

next card.

Use page 146 of the Grammar

Practice Book for reteaching.

Assess and Reteach

Exploring the Undersea Territory 603J

En

d-o

f-W

ee

k A

sse

ssm

en

t

Fluency Assessment

ELL Practice and

Assessment, 144–145

Administer the Test Weekly Reading Assessment, Passage and questions, pages 285–292

ASSESSED SKILLS

• Fact and Opinion

• Vocabulary Words

• Analogy: Relationships

• Adjectives That Compare

• Words with Accented Syllables

Administer the Weekly Assessment online or

on CD-ROM.

FluencyAssess fluency for one group of students per week.

Use the Oral Fluency Record Sheet to track the number

of words read correctly. Fluency goal for all students:

113–133 words correct per minute (WCPM).

Approaching Level Weeks 1, 3, 5

On Level Weeks 2, 4

Beyond Level Week 6

Alternative Assessments• Leveled Weekly Assessment for Approaching Level,

pages 293–300

• ELL Assessment, pages 144–145

Weekly Assessments, 285–292Assessment Tool

603K

En

d-o

f-We

ek

Asse

ssme

nt

VOCABULARY WORDS

VOCABULARY STRATEGY

Analogy: Relationships

Items 1, 2, 3, 4

IF...

0–2 items correct . . .

THEN...

Reteach skills using the Additional

Lessons page T8.

Reteach skills: Go to

www.macmillanmh.com

Vocabulary PuzzleMaker

Evaluate for Intervention.

COMPREHENSION

Skill: Fact and Opinion

Items 5, 6, 7, 8

0–2 items correct . . . Reteach skills using the Additional

Lessons page T3.


GRAMMAR

Adjectives That Compare

Items 9, 10, 11

0–1 items correct . . . Reteach skills: Grammar Practice Book

page 146.

SPELLING

Words with Accented Syllables

Items 12, 13, 14

0–1 items correct . . . Reteach skills: Go to

www.macmillanmh.com

FLUENCY 109–112 WCPM

0–108 WCPM

Fluency Solutions


Diagnose Prescribe

To place students

in the Intervention

Program, use

the Diagnostic

Assessment in the

Intervention Teacher’s

Edition.

TriumphsAN INTERVENTION PROGRAM

R E A D I N G

Exploring the Undersea Territory 603L



Phonics

Approaching Level Options

Objective Decode words with accented syllables

Materials • Student Book “Tales of the Taino” • Teacher’s Resource Book, p. 27

WORDS WITH ACCENTED SYLLABLES

Model/Guided Practice

■ Explain that in a word with two or more syllables, the accented syllable

is the one said with emphasis or force. In some two-syllable words, the

first syllable is accented; in others, the second syllable is accented.

■ Write below on the board. Say: When I see this word, I don’t know which

syllable is accented. Let me try saying it different ways. Is it /bē’ lō/ or

/bē lō’/? The word /bē lō’/ sounds right to me, so the second syllable is

accented.

■ Write being on the board. Say: When I see this word, I don’t know which

syllable is accented. Let me try saying it different ways. Is it /bē’ ing/ or

/bē ing’/? The word /bē’ ing/ sounds right to me, so the first syllable is

accented.

■ Have students follow your model to pronounce the words limit and

wiper. Provide constructive feedback.

MULTISYLLABIC WORDS WITH ACCENTED SYLLABLES

■ Write the word supporting on the board. Say: I do not know whether the

first or second syllable is accented, so I will pronounce it both ways to see

which is right: /sә’ pôrt ing/ or /sә pôrt’ ing/? The word /sә pôrt’ ing/ sounds

right to me.

■ Have pairs of students work together to practice decoding longer words

with accented syllables. Write the following words on the board and

ask the pairs to copy them onto individual index cards. Have them say

each word, draw a line to divide it into syllables, and circle the accented

syllable.

canceling reminder gathering behavior

believing container confusion tutoring

■ Check each pair or group for their progress and accuracy.

WORD HUNT: WORDS WITH ACCENTED SYLLABLES IN CONTEXT

■ Review words with accented syllables.

■ Have students search page 595 of “Tales of the Taino” to find two-

syllable words. Ask them to write each word, divide it into syllables, and

circle the accented syllable.

■ Repeat the activity with the decodable passages on Teacher’s Resource

Book page 27.

For each skill below,

additional lessons are

provided. You can use these

lessons on consecutive days

after teaching the lessons

presented within the week.

• Fact and Opinion, T3

• Analogies, T8

• Skim and Scan, T11

Additional Resources

To help students build

speed and accuracy with

phonics patterns, use

additional decodable

text on page 27 of the

Teacher’s Resource Book.

Decodable Text

If students are confused

about which syllable in

a two-syllable word is

accented, tell them that

they can rely on their

listening experiences

hearing the sounds in the

word. If they are still unsure

of a word, show students

how to look up and read

the phonetic respellings in

the dictionary to see how

the syllables in a word

should be stressed.

ConstructiveFeedback

603M

Objective Read with increasing prosody and accuracy at a rate of 113–123 WCPM

Materials • index cards • Approaching Practice Book A, p. 166

WORD AUTOMATICITY

Have students make flashcards for the following two-syllable words: above,

action, clipper, cancel, monster, tutor, remind, chamber, poster, gather, petal,

behave, between, woman, relate, unfold, weeder, excite, tender, frosty.

Display the cards one at a time and have students say each word. Repeat

twice more, displaying the words more quickly each time.

REPEATED READING

Model reading aloud the Fluency passage on Practice Book A page

166. Tell students to pay close attention and listen to your pauses and

intonation as you read. Then read one sentence at a time and have

students echo-read the sentence, copying your pauses and intonation.

Students can take turns reading the passage with a partner. One student

should read aloud, and the other repeat each sentence. Students should

write down any words they found difficult to pronounce. Remind students

to wait until their partner gets to the end of a sentence before correcting

mistakes. Circulate and provide constructive feedback.

TIMED READING

At the end of the week, have students do a final timed reading of the

passage on Practice Book A page 166. Students should

■ begin reading the passage aloud when you say “Go”

■ stop reading the passage after one minute when you say “Stop”

Keep track of miscues. Coach students as needed. Help students record

and graph the number of words they read correctly.

Vocabulary

Objective Apply vocabulary word meanings

Materials • Vocabulary Cards • Student Book Exploring the Undersea Territory

• Leveled Reader So Many Fish!

VOCABULARY WORDS

Display the Vocabulary Cards for this week’s words: period, vessels,

valuable, documenting, and estimated. Help students review the definition

of each word in the Glossary of the Student Book. Then have them

find the vocabulary words in both Exploring the Undersea Territory and So

Many Fish! Partners can then write a sentence using each word.


If students make mistakes

in pronunciation while

reading, pronounce each

troublesome word in

isolation for students and

have them repeat after you.

Then reread each sentence

with a troublesome

word and have students

echo-read. Finally echo-

read the entire passage

with students. Evaluate

students’ miscues to see if

they would benefit from

any particular phonics

reinforcement.

ConstructiveFeedback

Exploring the Undersea Territory 603N

Vocabulary

Approaching Level Options

Review last week’s words

(cranky, bumbling, selfish,

exasperated, specialty,

famished, commotion)

and this week’s words

(period, vessels, valuable,

documenting, estimated).

Have students use five of the

words in a story.

Objective Analyze and create analogies using antonyms

Materials • Student Book Exploring the Undersea Territory • thesaurus

ANALOGY: RELATIONSHIPS

Write valuable : cheap : : light : dark. Have students explain the analogy

relationship using the sentence Valuable is the opposite of, or the antonym

of, cheap. Have students use a dictionary to write the definitions of the

following words from Exploring the Undersea Territory: dangerous, deepest,

first, huge, and sick. Then have students think of antonyms for each word,

using a thesaurus if needed, and create their own analogies.

Comprehension

Objective Identify fact and opinion

Materials • Student Book “Tales of the Taino” and “Back in Time with Spanish Explorers”

• Transparency 23

STRATEGYEVALUATE

Remind students that evaluating what they read can help them compare

and contrast elements of articles or stories.


Explain/Model

■ A fact is something that can be proved to be true.

■ An opinion is a belief that does not have to be supported by facts.

Display Transparency 23. Reread the second paragraph.

Think Aloud

I can look at the lives of the Taino as they were before

1492 and as they changed after 1492. I will think about which

statements about each can be proven by checking reference books

or history text books. This may help me to figure out the difference

between fact and opinion in the text.

Practice/Apply

Reread “Back in Time with Spanish Explorers” and “Tales of the Taino” with

students. Discuss the following questions:

■ Is it a fact or an opinion that Juan Ponce de Leon went to Puerto Rico?

■ Does “Tales of the Taino” include mostly facts or mostly opinions? Give

examples from the text to support your answer.

Student Book, or Transparency 23

Tales of the Taino

This carved fi gure represents a Taino idol or god.

The Commonwealth of Puerto Rico

Deep in a forest of the Dominican Republic is an unusual well. It contained more than 240 objects—chairs, jars, baskets, and bowls—that are at least 500 years old. Far from being worthless, these old everyday objects are extremely valuable. They are giving scientists new information about the Taino (tie•EE•no).

The Taino were people who lived throughout the Caribbean, including the countries now called Cuba, Puerto Rico, Haiti, and the Dominican Republic. When European explorers started arriving in the Caribbean in 1492, the lives of the Taino were changed forever. Explorers took their land. Many of the Taino were killed. By the 1520s very little was left of the Taino civilization except some artifacts and a few words. Hurricane, barbecue, and canoe are Taino words we still use today.

Scientists and historians are documenting—making a record of—and studying the items from the well. After 500 years of silence, it seems that the story of the Taino will fi nally be told.

Puerto Rico is a territory of the

United States. That means it

belongs to the U.S. but is not

one of the 50 states. Puerto Rico

is located in the Caribbean Sea,

southeast of Miami, Florida. It

consists of the island of Puerto

Rico and the smaller islands of

Vieques, Culebra, and Mona.

Capital: San Juan

Land area: 3,459 square miles

Estimated population: 3,886,000

Languages: Spanish and English

Find out more about Puerto Rico at

www.macmillanmh.com

595

603O


Leveled ReaderLeveled Reader Lesson

Objective Read to apply strategies and skills

Materials • Leveled Reader So Many Fish!

• Student Book Exploring the Undersea Territory

PREVIEW AND PREDICT

Have students read the title and preview the first chapter. Ask them if

they have any questions. Then have students make predictions about

the different types of fish that will be mentioned in the selection.

VOCABULARY WORDS

Review the vocabulary words as needed. As you read together, discuss

how each word is used in context.

STRATEGYEVALUATE

Remind students that evaluating what they read can help them

compare and contrast the people and events in a selection.


Tell students to read the first two chapters. Remind students that paying

attention to the difference between factual information and people’s

beliefs can help them recognize the difference between fact and opinion.

Think Aloud In the first two chapters, I see that the author has included

only facts. Then on page 9 it says, “The catfish is almost downright

strange looking.” That is the author’s belief, not a fact. I need to

remember this information for my Fact and Opinion Chart.

READ AND RESPOND

Finish reading So Many Fish! with students. Discuss the events and details

of the selection using the following questions.

■ Is it a fact or an opinion that catfish is a funny name?

■ Does the author believe that learning about fish might help humans? Is

this a fact or an opinion?

MAKE CONNECTIONS ACROSS TEXTS

Invite students to compare Exploring the Undersea Territory and So Many Fish!

■ Compare the information in each selection. Which includes more of the

author’s opinions, or beliefs, rather than facts? Give examples.

■ Which selection did you enjoy reading more? How did the author’s use

of fact and opinion influence your decision?

Leveled Reader

Use Illustrations Ask

students to divide a sheet

of paper in half. At the top

of one side have students

write Fact. On the other

side, have students write

Opinion. Ask students to

draw a picture illustrating

one fact and one opinion

from their Fact and

Opinion Charts. Have

students write a sentence

for each side describing

each picture. Hang the

pictures on the board

and discuss the different

interpretations.

Exploring the Undersea Territory 603P

Leveled Reader LessonVocabulary

On Level Options


As I read, I will pay attention to pronunciation of vocabulary words and other difficult words.

A coral reef is a shelf that runs along the coastlines of

12 countries throughout the world. Coral reefs are found in

21 shallow, warm waters all over the world.

28 Among all these reefs, there is one that stands out. It is

40 the Great Barrier Reef along the coast of Australia. It is

51 remarkable for many reasons. One is its length—over 1,250

60 miles. It is the largest coral reef ecosystem in the world,

71 and the largest organic structure on the planet. It is also

82 home to numerous kinds of sea life.

89 About 40,000 years ago, the Aboriginal peoples were

96 the only humans living on the Australian continent. They

105 fished and hunted along parts of the Great Barrier Reef.

115 For a long period of time they were the only people who

127 knew the reef existed.

131 When sailors began to explore the world, their boats

140 sometimes hit the sharp coral that was under the water,

150 sinking their vessels. The reef remained a mystery. 158

Comprehension Check

1. What details support the idea that the Great Barrier Reef is remarkable? Main Idea and Details

2. Why were the sailors unaware of the coral reef? Make Inferences

Words Read – Number of Errors = Words

Correct Score

First Read – =

Second Read – =

The Great Barrier Reef is very long, is the largest coral reef ecosystem in the world, and is the largest organic structure on the planet.

The sailors were new to that part of the world. They didn’t discover the reef until their boats had hit it.

Objective Apply vocabulary words and use synonyms in analogies

Materials • Vocabulary Cards • dictionary

VOCABULARY WORDS

Divide students into two groups. Display two Vocabulary Cards. Explain

that students in the first group will use a dictionary to help them create

two different definitions for each displayed word. One should be correct,

and the other incorrect. When they are finished, they will write each pair

of definitions on the board. The second group chooses the definition they

think is correct. They get one point for each correct answer. Then switch

groups. The group with the most points wins.

ANALOGY: RELATIONSHIPS

Remind students that an analogy shows a comparison of two sets of

words or ideas. Ask students to choose a synonym from the words ugly,

lovely, sweet, and large to complete the analogy valuable is to expensive

as beautiful is to . Challenge partners to write and share other

analogies.

Study Skill

Objective Use the skim and scan strategies to locate information

Materials • Textbooks, magazines, and other resources

SKIM AND SCAN

Review skim and scan techniques. Then encourage students to skim and

scan textbooks, magazines, and other resources for information about

some aspect of exploration that they would like to research. Then they

can go back to reread any passages that relate to their research.

Objective Read fluently with appropriate prosody at a rate of 113–133 WCPM

Materials • On Level Practice Book O, p. 166

REPEATED READING

Model reading the passage on page 166 of Practice Book O. Then read

one sentence at a time while students echo-read. During independent

reading time, partners can take turns echo-reading the passage they have

practiced reading together. Remind students to write down any words

they could not pronounce or understand. Have students do a timed

reading at the end of the week.

603Q



Materials • Leveled Reader The (Really!) Great Barrier Reef

PREVIEW AND PREDICT

Have students preview The (Really!) Great Barrier Reef. Show the cover

and read the title of the book.

■ Ask students to predict what they think this selection will be about.

■ Ask students to write down any questions they have about the Great

Barrier Reef.

VOCABULARY WORDS

As they read The (Really!) Great Barrier Reef, ask students to point out

vocabulary words as they appear. Discuss how each word is used. Ask,

Why would divers care whether coral is valuable?

STRATEGYEVALUATE

Encourage students to evaluate the information the author provides. Does

the author present mainly facts or opinions?


Review: Facts are statements that can be proven to be true. Opinions are

beliefs that do not have to be supported by facts. Explain that students will

fill in facts and opinions in a Fact and Opinion Chart.

READ AND RESPOND

Have students read Chapter 1. Pause to discuss details the author includes

about coral reefs. At the end of Chapter 1, fill in the Fact and Opinion

Chart. Have students discuss the information about the Great Barrier Reef

in that chapter. Students should complete the Fact and Opinion Chart

after finishing the book.

MAKE CONNECTIONS ACROSS TEXTS

Invite students to make connections between Exploring the Undersea

Territory and The (Really!) Great Barrier Reef.

■ Ask students which selection had the most interesting facts.

■ Have students compare the opinions or beliefs mentioned in each

selection. Ask them which are closest to their own views.

ELLLeveled Reader

Go to pages

603U–603V.

Leveled Reader

Exploring the Undersea Territory 603R

Vocabulary

As I read, I will pay attention to my pronunciation of vocabulary and other difficult words.

Marco Polo was born around 1254 in Venice, Italy. His father and

11 uncles were successful merchants. When Marco was born, his father,

21 Niccolo, and his uncle, Maffeo, were in Constantinople. The Polos left

32 Constantinople in about 1260. They set out eastward, along the Black

42 Sea. Marco did not meet his father until years later.

52 In this period the Mongol Empire ruled much of Asia. Local

63 Mongol leaders, or khans, ruled different regions. The greatest was

73 Kublai Khan, the ruler of Cathay. That was what medieval Europeans

84 called China. After four years of travel, the Polos reached the Great

96 Khan’s court. He was probably at his summer palace. It was called

108 Shang-du, or Xanadu (ZAN-ah-doo).

112 The Polos won Kublai Khan’s favor. After a while, he sent them back

125 home to Europe. Their trip paved the way for Marco’s own adventures.

137 The Polos could not stay home for long since Kublai Khan was

149 expecting them back. Marco’s father and uncle left again after being

160 home for only two years. This time, the teenaged Marco went with

172 them. They traveled by camel across what is now Turkey and

183 northern Iran. 185

Comprehension Check

1. Why do you think trading trips took years? Draw Conclusions

Trading trips took years because there were no paved roads and ships depended on the wind.

2. What kinds of characteristics did the Polos have? Character They were very brave and adventurous.

Words Read – Number of Errors = Words

Correct Score

First Read – =

Second Read – =


Beyond Level Options

Objective Generate questions using vocabulary words

EXTEND VOCABULARY

Write each of the vocabulary words (period, vessels, valuable, documenting,

estimated) on the board at the top of separate columns.

Explain that one student will choose a word secretly. Divide the group

into two teams. Each team in turn asks the student a question, such as

Does it float on water? or Does this word describe something that costs a lot

of money? The team that asked the question gets to guess the word and

earns one point if they are correct.

Study Skills

Objective Use the skim and scan strategy to locate information

Materials • Textbooks, magazines, and other resources

SKIM AND SCAN

Discuss: Readers can skim a text to quickly read and look for main ideas and

important details. To scan, readers can move their eyes quickly over the text to

spot key words.

Encourage students to use skim and scan techniques to locate information

in textbooks, magazines, and other resources about some aspect of

exploration that they would like to learn more about. Afterward they

can go back to read carefully through any passages that relate to their

research.

Objective Read fluently with appropriate prosody at a rate of 123–133 WCPM

Materials • Beyond Practice Book B, p. 166

REPEATED READING

Model reading the passage on page 166 of Practice Book B. Remind

students to use decoding strategies and context clues to figure out the

pronunciation and meaning of new or difficult words. Read the entire

passage aloud. Then have students echo-read.

Timed Reading During independent reading time, partners can take

turns reading the passage. Listen for accuracy as they read to each other.

At the end of the week, have partners time each other and note how

many words they have read correctly in one minute.

Vocabulary The National

Reading Panel summary

indicates that learning

word meanings also

means learning how

words connect together.

Categorizing activities,

semantic mapping, and

other procedures that

guide students to think

about the connections

among words stimulate

valuable vocabulary

learning.

Timothy Shanahan

Go to

www.macmillanmh.com

603S




Materials • Leveled Reader Marco Polo

PREVIEW AND PREDICT

Have students preview Marco Polo, predict what it is about, and set a

purpose for reading.

VOCABULARY WORDS

Have students pay attention to vocabulary words as they come up.

Review definitions as needed. Ask, In which period did the Mongol Empire

rule a large part of Asia?


Have volunteers explain what the terms fact and opinion mean and why

they are important for understanding a selection. Explain that students will

read Marco Polo together and fill in a Fact and Opinion Chart.

READ AND RESPOND

As students read, they should identify facts and opinions about Marco

Polo the author includes in the text, and fill in their Fact and Opinion

Chart. Invite volunteers to share their opinion of Marco Polo and support

it with evidence from the text. They should also identify three interesting

facts they learned.

Self-Selected Reading

Objective Read independently to identify details of fact and opinion

Materials • Leveled Readers or informational trade books at students’ reading level

READ TO IDENTIFY FACT AND OPINION

Invite students to choose a nonfiction book for independent reading and

enjoyment. As they read, have them compare and contrast people, events,

places, and ideas from the selection and keep track of fact and opinion.

Ask them to write each main fact or opinion in a chart they create.

Encourage students to share their results with a partner.

Leveled Reader

Act Out Ask students to

review Marco Polo. Group

students and ask each

group to write a skit using

the vocabulary words:

period, vessels, valuable,

documenting, estimated.

Students can use Marco

Polo as a source. Have them

perform their skits.

Exploring the Undersea Territory 603T

Content/Theme Words Skill/Strategy Words Writing/Grammar Words

adventure (p. 593)

scientist (p. 597)

explorers (p. 597)

equipment (p. 597)

centuries (p. 597)

ocean (p. 598)

continent (p. 598)

analogy (p. 595)

antonyms (p. 595)

evaluate (p. 595A)

make judgments (p. 595A)

fact (p. 595A)

opinion (p. 595A)

evidence (p. 595A)

beliefs (p. 595A)

reference materials (p. 603A)

encyclopedias (p. 603A)

key words (p. 603A)

table of contents (p. 603A)

primary sources (p. 603B)

comparative adjectives (p. 603I)

superlative adjectives (p. 603I)

irregular adjectives (p. 603I)

Strategies to Reinforce Academic Language

■ Use Context Academic Language (see chart below)

should be explained in the context of the task during

Whole Group. Use gestures, expressions, and visuals to

support meaning.

■ Use Visuals Use charts, transparencies, and graphic

organizers to explain key labels to help students

understand classroom language.

■ Model Demonstrate the task using academic language in

order for students to understand instruction.

Academic LanguageThroughout the week, the English language learners will need help in

building their understanding of the academic language used in daily

instruction and assessment instruments. The following strategies will help

to increase their language proficiency and comprehension of content and

instructional words.

Academic Language Used in Whole Group Instruction

English Language Learners

For additional language

support and oral language

development use the lesson

at www.macmillanmh.com

603U


ELL Leveled ReaderELL Leveled Reader Lesson Objective• To apply vocabulary and

comprehension skills

Materials

• ELL Leveled Reader

DAY 1 • Academic Language

• Oral Language and Vocabulary Review








• ELL Leveled Reader Comprehension Check and Literacy Activities

ELL Teacher’s Guide

for students who need

additional instruction

DEVELOP ORAL LANGUAGE

Build Background Ask students to close their

eyes and pretend they are explorers. Suppose you

get on a boat, put on scuba gear, and jump into the

water to explore the bottom of the ocean. What do

you see? Have students share and direct them to

identify elements of a coral reef. (different shapes,

colors, sea plants)

Review Vocabulary Write the vocabulary and story support words on the board

and discuss the meanings. Write a sentence for each word. Leave a space and ask

students to find the correct word. I was afraid it would break because it is .

(valuable) I that four hundred children come to this school. (estimated)

PREVIEW AND PREDICT

Point to the cover photograph and ask students to describe it. Read the

title aloud. Then read the Table of Contents and have students make

predictions: What do you think we are going to learn about?

Set a Purpose for Reading Show the Fact and Opinion Chart and remind

students they have used it before. Ask students to make a similar chart.

Have them ask themselves questions like Is this a fact about reefs, or is this

the author’s opinion?

Choose from among the differentiated strategies below to support

students’ reading at all stages of language acquisition.

Beginning

Shared Reading As you

read, model how to evaluate

information. Use this

information to fill in the Fact

and Opinion Chart.

Intermediate

Read Together Read the

first chapter. Help students

retell it and list the important

information. Model

evaluating this information. Is

this a fact or an opinion? Ask

students to fill in their charts.

Advanced

Independent Reading

Have students read the story.

After reading each day, ask

them to discuss it with a

reading partner and identify

facts and opinions. Ask them

to fill in the chart every day.

Remind students to use the vocabulary and story words in their whole

group activities.

by Tisha Hamilton

InformationalNonfiction

Exploring the Undersea Territory 603V

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