oral language - ellis family - homeellis2020.org/treasures/tg-treasures/unit3_week1_3.pdf · oral...
TRANSCRIPT
276
ORAL LANGUAGE• Build Background
• Read Aloud
• Expand Vocabulary
VOCABULARY• Teach Words in Context
• Synonyms
COMPREHENSION• Strategy: Evaluate
• Skill: Author’s Purpose
SMALL GROUP OPTIONS
• Differentiated Instruction, pp. 303M–303V
Oral LanguageBuild Background
ACCESS PRIOR KNOWLEDGE
Share the following information.
Some animals need each other. The
oxpecker bird eats ticks off zebras. The
oxpecker gets food and the zebra gets
pest control.
TALK ABOUT FRIEND OR FOE
Discuss the weekly theme.
Why do animals need to have friends?
Why do they have foes?
FOCUS QUESTION Ask a volunteer to
read “Talk About It” on Student Book
page 277 and describe the photo.
What are some adjectives that could
be used to describe the photo?
Beginning Model Have students say what they can about the
picture. Model language and have students repeat. The crocodile
has sharp teeth. The frog is small. The crocodile is going to eat the frog.
They are not friends.
Intermediate Share Information Discuss the animals in the
picture. Explain the words friend and foe. Ask, Do you think they are
friends? Explain. Discuss other pairs of animals.
Advanced Develop Concepts Complete the Intermediate task.
Write the following sentence frame on the board for students to
talk about their ideas: I think that a (rabbit) and a (cat) could never be
friends because .
276
Talk About ItIs this crocodile a friend or
a foe of this frog? Why?
Find out more about
friends and foes at
www.macmillanmh.com
277
Picture Prompt
For an extended lesson plan and Web site activities for oral
language development, go to www.macmillanmh.com
Talk About It Student pages 276–277
Read AloudRead “Amazing Animals”
GENRE:
Informational
Article
Tell students they
can learn information
and facts from
informational articles.
LISTENING FOR
A PURPOSE
Ask students to listen to identify the
author’s purpose for writing as you
read “Amazing Animals” in the Read-
Aloud Anthology. Choose from
among the teaching suggestions.
Students should take notes and use
graphic organizers to record and
organize information and ideas they
recall from stories read aloud.
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 ARTICLE
Have students describe an amazing
animal pair they have seen, heard
about, or imagined.
Expand VocabularyWrite down three words from today’s
discussion and article that relate to this
week’s theme of Friend or Foe. Explain
that students will play a game. With
partners, have students give each other
one-word clues until the partner can
guess the new word. Have students
play three times for each word.
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.
Read Aloudpages 47–50
Roadrunner’s Dance 277
Vocabularyinterfere agile
awkward guardian
proclaimed tottered
ThesaurusSynonyms are words that
have the same, or nearly
the same, meanings. You
can use a thesaurus to
find synonyms.
Use a thesaurus to find a
synonym for guardian.
“Today we will hear from Pam,” saidMr. Sanders.
Pam stood in front of the class. “I’m going to talk about roadrunners,” she said, smiling.
Someone snickered, but Pam didn’t let a little noise interfere with her presentation. She knew that her topic was interesting.
Pam was prepared, so she didn’t feel awkward, or uncomfortable. Holding up her photo album, Pam began her report. “This is a roadrunner.” She looked around the room. No one seemed interested. Pam knew she had to do something to get everyone’s attention.
Holding up the next photo, Pam proclaimed with confi dence,“This amazing bird is sofast and agile it can catch a rattlesnake!”
by Adam Savage
278
278
VocabularyTEACH WORDS IN CONTEXT
Use the following routine.
During Small Group Instruction
If No Approaching Level
Vocabulary, p. 303N
If Yes On Level Options,
pp. 303Q–303R
Beyond Level Options,
pp. 303S–303T
Do students understand
word meanings?For the word awkward,
demonstrate moving in
an awkward way and in a
graceful way. Explain that
dancers move in a graceful
way. Say, Seals are awkward
on land, but graceful in
the water. Ask for more
examples. For the word agile,
give examples of animals
that are agile (cat, snake) and
those that aren’t (turtle, bull).
Ask for more examples. Point
out that agile and awkward
are antonyms.
Define: When you interfere , you stop
something or get in the way.
Example: Rainy weather can interfere
with our plans to play sports outdoors.
Ask: Tell about a time when someone
tried to interfere with your plans. EXAMPLE
■ An awkward person does not move
with grace and ease. Adam was so
awkward that he tripped over his own
feet. What is an antonym for awkward?
ANTONYM
■ If you proclaimed something, you
spoke about it loudly and publicly.
When few people could read, a town
crier proclaimed the latest news. What
is a synonym for proclaimed? SYNONYM
■ A person or animal that is agile moves
quickly and easily. My father is still agile
enough to climb a tree. What kinds of
animals are considered the most agile?
PRIOR KNOWLEDGE
■ A guardian watches over or protects
people and things. A female bird is
often the guardian of her nest, while
the male searches for food. Tell about a
job or activity that requires a person to
be a guardian. EXPLANATION
■ Tottered means moved unsteadily
back and forth. The young child was
just learning to walk, so she tottered
quite a bit. What is a synonym for
tottered? SYNONYM
Vocabulary/Comprehension Student page 278
Vocabulary and Comprehension
“Whoa, that’s cool!” called Peter from the back row. “What else can it do?”
Now every eye was on Pam. “Roadrunners can run up to 15 miles per hour!” she continued.
“Do they fl y?” someone asked.“They can fl y when they sense danger. But not very far.”Pam held up the next photo. It showed the roadrunner’s
black-and-white spotted feathers and the crest on its head. “Where did you get the photos?” asked Mr. Sanders.“I took these while I was visiting my grandmother in
Arizona,” explained Pam. “I see,” said Mr. Sanders. “Is there anything
else you’d like to tell us?”“I learned that a roadrunner is a very clever
guardian of its young. Let’s say an enemy comes near a roadrunner’s nest. The roadrunner pretends to have a broken leg, and leads the enemy away. I watched a roadrunner as it tottered along. It was so brave!”
Someone asked another question, but Mr. Sanders said to save it for next time. When the class groaned, “Awww,” Pam knew her report was a winner.
Reread for Comprehension
EvaluateAuthor’s Purpose When evaluating an author’s purpose, look for exaggeration, humor, or dialogue. These can help you decide if the purpose is to inform or entertain.
An Author’s Purpose Map can help you understand the author’s purpose. Reread the selection to confirm your conclusion about why the author wrote.
279
interfere guardian awkwardagile proclaimed tottered
Use the context clues in each sentence to help you decide which vocabulary word fits best in the blank.
Small Snake couldn’t move like the other snakes. “I’m so
,” he cried.
Caterpillar offered to lend Small Snake a few legs. The young reptile
stumbled and on them.
Raven stuck out her chest and , “I am the one who
can make this poor snake enough to slither here and
there.”
Mr. Caterpillar offered to help, but Raven waved him away and said,
“Do not with what I am doing.”
She made a straight line of poles in the ground. “Now,
go in and out from each pole to the next.”
Small Snake found that he was curving and slithering.
“I know how to do it now!” he cried.
Raven said, “Caterpillar, you will watch out for
Small Snake and be his until he
grows up.”
awkward
tottered
proclaimed
agile
interfere
guardian
Approaching Practice Book A, page 75
Beyond Practice Book B, page 75
Vocabulary/Comprehension Student page 279
VocabularySTRATEGYTHESAURUS
Synonyms Demonstrate how words
in a thesaurus, or synonym finder, are
listed in alphabetical order. Students
should be able to alphabetize to the
fifth letter. Sometimes the alphabetical
entry refers to a second section
where words with similar meanings
are grouped. Finding a synonym for a
word in a thesaurus can help readers
understand the word’s meaning and
help writers use a variety of words.
Write the word guardian on the
board. Ask for synonyms for guardian.
(protector, defender, watcher) Create
a Synonym Word Web. Students can
then use a thesaurus to create their
own webs for guardian or for the
other words. Webs can be decorated,
grouped, and hung around the
classroom.
Read “Roadrunners:
Surprising Birds”
As you read “Roadrunners: Surprising
Birds” with students, ask them to
identify clues that reveal the meanings
of the highlighted words. Tell students
they will read these words again in
Roadrunner’s Dance.
On Level Practice Book O, page 75
Roadrunner’s Dance 279
Objectives• Evaluate a text
• Understand the author’s
purpose for writing
• Use academic language:
evaluate, author’s purpose
Materials
• Comprehension
Transparencies 11a and 11b
• Graphic Organizer
Transparency 11
• Leveled Practice Books, p. 76
Reread for
ComprehensionSTRATEGYEVALUATE
When evaluating a story, students can ask themselves such questions
as the following: Why has the author included these details? Why
has the author described the character this way? Why has the
author used poetic language, humor, or suspense? By asking these
kinds of questions, students can increase their understanding and
appreciation of the story and of the author’s purpose in writing it.
SKILLAUTHOR’S PURPOSE
As they read, students should ask themselves if the author is trying
to entertain, inform, or persuade. If a selection includes humor or
suspense, the author’s purpose may be to entertain. If the author
gives a lot of information about a topic, the purpose is probably to
inform. An author whose purpose is mainly to persuade tries to get
the reader to think or act a certain way. Point out that word choice
and the way a text is organized are also affected by the author’s
purpose. Students should respect the age, gender, and cultural
traditions of the writer.
Author’s Purpose Write
the words entertain,
persuade, inform, and
instruct on the board.
Explain what those
words mean. (entertain
= make you laugh;
persuade = change your
thinking; inform = give
you information; instruct
= teach) Give examples of
each type of purpose using
recently read materials:
“Dear Mr. Winston”
entertained us. “Snakes”
informed us.
Author’s Purpose
Introduce 151A–B
Practice /Apply
152–169; Leveled Practice, 39–40
Reteach / Review
175M–T; 279A–B; 280–297; 303M–T; Leveled Practice, 76–77
Assess Weekly Tests; Unit 2, 3 Tests; Benchmark Tests A, B
Maintain 307A–B; 308–323; 329M–T; 367B; 401B; 437B; Leveled Practice, 83–84
Student Book pages 278–279 available on Comprehension Transparencies 11a and 11b
Vocabulary and Comprehension
“Whoa, that’s cool!” called Peter from the back row. “What else can it do?”
Now every eye was on Pam. “Roadrunners can run up to 15 miles per hour!” she continued.
“Do they fl y?” someone asked.“They can fl y when they sense danger. But not very far.”Pam held up the next photo. It showed the roadrunner’s
black-and-white spotted feathers and the crest on its head. “Where did you get the photos?” asked Mr. Sanders.“I took these while I was visiting my grandmother in
Arizona,” explained Pam. “I see,” said Mr. Sanders. “Is there anything
else you’d like to tell us?”“I learned that a roadrunner is a very clever
guardian of its young. Let’s say an enemy comes near a roadrunner’s nest. The roadrunner pretends to have a broken leg, and leads the enemy away. I watched a roadrunner as it tottered along. It was so brave!”
Someone asked another question, but Mr. Sanders said to save it for next time. When the class groaned, “Awww,” Pam knew her report was a winner.
Reread for Comprehension
EvaluateAuthor’s Purpose When evaluating an author’s purpose, look for exaggeration, humor, or dialogue. These can help you decide if the purpose is to inform or entertain.
An Author’s Purpose Map can help you understand the author’s purpose. Reread the selection to confirm your conclusion about why the author wrote.
279
Transparency 11b
Vocabularyinterfere agile
awkward guardian
proclaimed tottered
ThesaurusSynonyms are words that
have the same, or nearly
the same, meanings. You
can use a thesaurus to
find synonyms.
Use a thesaurus to find a
synonym for guardian.
“Today we will hear from Pam,” saidMr. Sanders.
Pam stood in front of the class. “I’m going to talk about roadrunners,” she said, smiling.
Someone snickered, but Pam didn’t let a little noise interfere with her presentation. She knew that her topic was interesting.
Pam was prepared, so she didn’t feel awkward, or uncomfortable. Holding up her photo album, Pam began her report. “This is a roadrunner.” She looked around the room. No one seemed interested. Pam knew she had to do something to get everyone’s attention.
Holding up the next photo, Pam proclaimed with confi dence,“This amazing bird is sofast and agile it can catch a rattlesnake!”
by Adam Savage
278
Transparency 11a
Vocabulary/Comprehension
279A
Vocabulary/Comprehension
Author’s Purpose Map
Transparency 11
When authors write, they have a purpose, or reason, for what they want their work to do. They write fiction to entertain. They write nonfiction to inform. And they write essays to persuade.
Read the story excerpt below and decide on the author’s purpose.
Squirrels did not always have big, bushy tails.
Once upon a time, they had long, pointed tails, which
did nothing to help them balance high up in the
trees. Squirrels had to move slowly and were always
afraid of falling. Also, they had to remember to hold
up their tails or the scales that covered them would
scrape against the tree bark and let predators know
where they were.
Armadillos, on the other hand, had very bushy tails, but it was difficult
to tuck all that lovely fur in when they had to roll up in protective little balls.
1. What was the author’s purpose in writing this story?
2. How did you decide on the author’s purpose?
3. If the author wanted to inform readers, what would the author write?
4. If the author wanted to persuade readers, what would the author write?
to entertain
The passage is
fiction because it’s unlikely those tails were like that.
The author might give facts about squirrels and
armadillos.
The author might try to convince readers that there
are too many armadillos.
On Level Practice Book O, page 76
Approaching Practice Book A, page 76
Beyond Practice Book B, page 76
During Small Group Instruction
If No Approaching Level Comprehension, p. 303O
If Yes On Level Options, pp. 303Q–303R
Beyond Level Options, pp. 303S–303T
Can students evaluate the author’s primary purpose?
MODEL
Read the first four paragraphs of “Roadrunners: Surprising Birds”
on Student Book page 278.
Think Aloud At the beginning of the selection, the character
named Pam says, “I’m going to talk about roadrunners.” This
makes me think that the author’s purpose may be to inform.
But the author is telling a story about Pam and her concern
that the class will find her presentation interesting. So his
purpose may also be to entertain. Either way, I’m pretty sure
I will learn something about roadrunners as I read.
GUIDED PRACTICE
■ Display the Author’s Purpose Map, Transparency 11. Fill in
the first clue box: “The author makes you wonder if Pam will
hold the students’ interest.”
■ Have students read the next three paragraphs. Then work
with them to fill in the next clue box.
APPLY
As students read the remainder of “Roadrunners: Surprising
Birds,” have them look for clues that the author is trying to
persuade them about something. After they fill in the third clue
box, ask them to identify what they think the author’s main
purpose is. Have them explain their thinking and complete the
Author’s Purpose Map.
Graphic Organizer Transparency 11
Clue Clue Clue
The author makes you wonder if
Pam will hold the students’
interest.
Through Pam’s
presentation, the author provides
much information
about roadrunners.
The author does not try to persuade the reader.
Author’s Purpose
The author’s main purpose is to inform the reader.
Roadrunner’s Dance 279B
ComprehensionGenreA Folk tale is a story based
on the traditions of a people
or region, told by parents
to children and then by the
children to their children.
EvaluateAuthor’s Purpose As you
read, fill in your Author’s
Purpose Map.
Read to Find OutWhat does this folk tale teach you about life?
280
280
Vocabulary Words Review the tested vocabulary words:
interfere, guardian, agile, tottered, awkward, and proclaimed.
Story Words Students may be unfamiliar with these words.
Pronounce the words and give meanings as necessary.
inhibiting (p. 284): slowing down or holding back
coiled (p. 284): moved in a circling or twisting way
mesquite (p. 286): a shrub with thorns that grows in the southwestern
United States
yucca (p. 291): a warm-climate plant with long leaves, strong stems,
and white flowers
ruckus (p. 292): a lot of noise and activity
MAIN SELECTION• Roadrunner’s Dance
• Skill: Author’s Purpose
PAIRED SELECTION• “Flycatcher and Coyote”
• Literary Elements: Foreshadowing and Symbolism
SMALL GROUP OPTIONS
• Differentiated Instruction, pp. 303M–303V
ComprehensionGENRE: FOLK TALE
Have a student read the definition
of Folk Tale on Student Book page
280. Students should look for animal
characters that speak and for a lesson
about life.
STRATEGYEVALUATE
Tell students they should begin
evaluating a text by identifying the
reason the author has written it.
SKILLAUTHOR’S PURPOSE
Remind students that an author’s
purpose may be to entertain, persuade,
instruct, or inform.
ComprehensionGenreA Folk tale is a story based
on the traditions of a people
or region, told by parents
to children and then by the
children to their children.
EvaluateAuthor’s Purpose As you
read, fill in your Author’s
Purpose Map.
Read to Find OutWhat does this folk tale teach you about life?
280
280
Vocabulary Words Review the tested vocabulary words:
interfere, guardian, agile, tottered, awkward, and proclaimed.
Story Words Students may be unfamiliar with these words.
Pronounce the words and give meanings as necessary.
inhibiting (p. 284): slowing down or holding back
coiled (p. 284): moved in a circling or twisting way
mesquite (p. 286): a shrub with thorns that grows in the southwestern
United States
yucca (p. 291): a warm-climate plant with long leaves, strong stems,
and white flowers
ruckus (p. 292): a lot of noise and activity
MAIN SELECTION• Roadrunner’s Dance
• Skill: Author’s Purpose
PAIRED SELECTION• “Flycatcher and Coyote”
• Literary Elements: Foreshadowing and Symbolism
SMALL GROUP OPTIONS
• Differentiated Instruction, pp. 303M–303V
ComprehensionGENRE: FOLK TALE
Have a student read the definition
of Folk Tale on Student Book page
280. Students should look for animal
characters that speak and for a lesson
about life.
STRATEGYEVALUATE
Tell students they should begin
evaluating a text by identifying the
reason the author has written it.
SKILLAUTHOR’S PURPOSE
Remind students that an author’s
purpose may be to entertain, persuade,
instruct, or inform.
By Rudolfo Anaya • Illustrated by David Diaz
ROADRUNNER’SDANCE
Main Selection
281
Preview and PredictAsk students to read the title, preview
the illustrations, and write questions
and predictions about the story. What
lesson do they think they might learn
from this story?
Set PurposesFOCUS QUESTION Discuss the “Read
to Find Out” question. Remind students
to look for the answer as they read.
Point out the Author’s Purpose Map
in the student book and on Practice
Book page 77. Explain that students
will fill it in as they read.
Read Roadrunner’s Dance
Use the questions and Think Alouds
to support instruction about the
comprehension strategy and skill.
Story available on Listening Library Audio CD
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. Have
students adjust their reading
rate based on their purpose for
reading.
If your students need an alternate selection, choose the
Leveled Readers that match their instructional level.
As you read Roadrunner’s Dance, fill in the Author’s Purpose Map.
Clue
How does the information you wrote in the Author’s Purpose Map help you to evaluate Roadrunner’s Dance?
Clue Clue
Author’s Purpose
On Level Practice Book O, page 77
Approaching Practice Book A, page 77
Beyond Practice Book B, page 77
Main Selection Student page 281
Roadrunner’s Dance 281
“Ssss,” hissed Snake as he slithered out of his hole by the side of the road. He bared his fangs and frightened a family walking home from the cornfi eld.
The mother threw her basketful of corn in the air. The children froze with fright.
“Father!” the children called, and the father came running.
“Ssss,” Snake threatened.“Come away,” the father said, and the family took
another path home.“I am king of the road,” Snake boasted. “No one may
use the road without my permission.”That evening the people of the village gathered
together and spoke to the elders.
282
282
Develop Comprehension
1 STRATEGYEVALUATE
Teacher Think Aloud I did not
expect the first word of the story
to imitate a hissing sound. So,
reading the very first sentence really
grabbed my attention. And just
the fact that the snake can speak is
unusual. I know this story will not
be entirely realistic, but I like the
way the author brings the characters
to life by beginning the story with
dialogue. For instance, I know right
away that the snake is a bully and
that he threatens the people. The
author wants me to get right into
the story. I can add this information
to an Author’s Purpose Map.
2 WRITER’S CRAFT:
TRANSITION WORDS
Look back at the first sentence in the
second paragraph on page 283. What
transition words does the author use to
show cause and effect? (and so) Which
words state the cause, and which state
the effect? (Cause: The elders agreed
that something should be done; effect:
the following morning they went to
Sacred Mountain)
Monitor and Clarify: Paraphrase
Explain Tell students that they can check their understanding of
what they have read by restating the main points in their own words.
They should make sure that they can restate important details and
that they do not include their own opinions.
Discuss Ask, Why is paraphrasing a passage a good way to make sure
you understand it? (Students may say that they can restate it only if
they understand it.)
Apply Have students paraphrase the action on page 282. (Snake
frightens a family on their way home. The father leads them to a
different path. Snake boasts that he is the king of the road.)
Clue Clue Clue
Dialogue gets the
reader right into the story.
Author’s Purpose
1
Main Selection Student page 282
“We are afraid of being bitten by Snake,” they protested. “He acts as if the road belongs only to him.”
The elders agreed that something should be done, and so the following morning they went to Sacred Mountain, where Desert Woman lived. She had created the desert animals, so surely she could help.
“Please do something about Snake,” the elders said. “He makes visiting our neighbors and going to our fi elds impossible. He frightens the children.”
Desert Woman thought for a long time. She did not like to interfere in the lives of the people and animals, but she knew that something must be done.
“I have a solution,” she fi nally said.
283
Develop Comprehension
3 MAINTAINMAKE INFERENCES
The narrator says that Desert Woman
does not like to interfere in the lives
of the people and animals. Why do
you think she agrees to respond to the
problems caused by Snake? (Suggested
answer: She recognizes that Snake is
behaving unfairly and that the situation
cannot continue that way.)
4 USE ILLUSTRATIONS
How does the illustrator show that
Desert Woman is different from the
people? (She is larger than they are,
has flowers or stars in her hair, and
wears a decorated belt.)
Read the sentence that contains the
word interfere . Use interfere in a
sentence of your own. (Sample answer:
I try not to let playing video games
interfere with doing my homework.)
Main Selection Student page 283
3
4
2
Roadrunner’s Dance 283
Dressed in a fl owing gown, she traveled on a summer cloud across the desert to where Snake slept under the shade of a rocky ledge.
“You will let people know when you are about to strike,” Desert Woman said sternly. And so she placed a rattle on the tip of Snake’s tail.
“Now you are Rattlesnake. When anyone approaches, you will rattle a warning. This way they will know you are nearby.”
Convinced she had done the right thing, Desert Woman walked on the Rainbow back to her home in Sacred Mountain.
However, instead of inhibiting Rattlesnake, the rattle only made him more threatening. He coiled around, shaking his tail and baring his fangs.
“Look at me,” Rattlesnake said to the animals. “I rattle and hiss, and my bite is deadly. I am king of the road, and no one may use it without my permission!”
Author’s Purpose How is the author building
suspense in this story?
284
Develop Comprehension
5 PARAPHRASE
The narrator says that “instead of
inhibiting Rattlesnake, the rattle only
made him more threatening.” How
can paraphrasing this sentence help
you find its meaning? (Suggested
answer: The word inhibiting means
“slowing down” or “holding back.” So
in other words, the rattle didn’t slow
Rattlesnake down or hold him back. It
made him an even worse bully.)
6 CHARACTER
What do you learn about Rattlesnake’s
character from the way he reacts to
being given the rattle? Use details to
explain your answer. (Rattlesnake is
stubborn and angry. He won’t back
down easily. He repeats that he is king
of the road. He mentions his rattle,
hiss, and bite to threaten the people.)
5
6
7
Main Selection Student page 284
284
285
Develop Comprehension
7 AUTHOR’S PURPOSE
How is the author building suspense
in this story? (Suggested answer: He
creates a sequence of events in the
plot that makes the reader wonder
what is going to happen next. At
first, the people are being threatened
by Snake and ask Desert Woman for
help. But after she puts a rattle on
Snake’s tail, he becomes even more
threatening. Desert Woman’s solution
hasn’t worked. It has made things even
worse for the people who need to
walk on the road.) Add this information
to your Author’s Purpose Map.
STRATEGIES FOR EXTRA SUPPORT
Question 7 AUTHOR’S PURPOSEExplain the word suspense. Draw a house on the board and say,
People build houses. Authors build things, too. Authors build suspense,
or excitement, in you. You want to know what will happen next, but the
author wants to surprise you. A story’s suspense keeps you interested.
Main Selection Student page 285
Clue Clue Clue
Dialogue gets the
reader right into the story.
The sequence of events makes the
reader wonder
what will happen
next.
Author’s Purpose
Roadrunner’s Dance 285
Now the animals went to Desert Woman to complain.
“Who, who,” Owl said, greeting Desert Woman with respect. “Since you gave Rattlesnake his rattle, he is even more of a bully. He will not let anyone use the road. Please take away his fangs and rattle!”
“What I give I cannot take away,” Desert Woman said. “When Rattlesnake comes hissing and threatening, one of you must make him behave.”
She looked at all the animals assembled. The animals looked at one another. They looked up, they looked down, but not one looked at Desert Woman.
“I am too timid to stand up to Rattlesnake,” Quail whispered.
“He would gobble me up,” Lizard cried and darted away.
“We are all afraid of him,” Owl admitted.Desert Woman smiled. “Perhaps we need a new
animal to make Rattlesnake behave,” she suggested.“Yip, yip,” Coyote barked. “Yes, yes.”“If you help me, together we can make a guardian
of the road,” Desert Woman said. “I will form the body, and each of you will bring a gift for our new friend.”
She gathered clay from the Sacred Mountain and wet it with water from a desert spring. Working quickly but with great care, she molded the body.
“He needs slender legs to run fast,” said Deer. He took two slender branches from a mesquite bush and handed them to Desert Woman.
She pushed the sticks into the clay.“And a long tail to balance himself,” said Blue Jay.“Caw, Caw! Like mine,” croaked Raven, and he
took long, black feathers from his tail.“He must be strong,” cried the mighty Eagle, and
he plucked dark feathers from his wings.
286
Develop Comprehension
8 MAINTAINMAKE INFERENCES
When Desert Woman says that one
of the animals must make Rattlesnake
behave, why won’t any of the animals
look at her? (They are all afraid to be
chosen for the job.)
9 STRATEGYTHESAURUS
What context clues help you find
synonyms for the word timid? (The
narrator has just shown that none of
the animals will volunteer to make
Rattlesnake behave. Quail responds in
a whisper, and Lizard darts away. These
actions show that they are afraid, so
good synonyms for timid might be
afraid or easily frightened.)
8
9
10
Main Selection Student page 286
286
287
Develop Comprehension
10 AUTHOR’S PURPOSE
What literary devices does the author
use to show that each of the animals
is special and has something to offer?
(Suggested answers: Some of the
animals begin speaking by making the
sound that humans normally associate
with them. Owl says, “Who, who.”
Coyote says, “Yip, yip.” And Raven says,
“Caw, caw.” The author uses action
verbs to describe the animals’ traits:
Quail whispers, Lizard darts away,
Coyote barks, and Raven croaks. Each
of the animals offers Desert Woman
something unique to or resembling
themselves. For example, Deer offers
sticks for slender legs, Raven offers
his own feathers for a long tail, and
mighty Eagle offers his strong wing
feathers.) Add this information to your
Author’s Purpose Map.
Main Selection Student page 287
Cross–Curricular ConnectionANIMAL ATTRIBUTES
Tell students that roadrunners are swift birds that can run at speeds
averaging 17 miles per hour. Note that they can only fly for a few
seconds because their bodies are so big. Ask students why the
ability to run would be useful to the roadrunner.
Then have students form questions to define research about
the special survival traits of other birds and animals. Guide their
research by suggesting they look up such terms as mimicry and
camouflage. Ask them to evaluate the information and describe
how these traits help animals function well. Then invite students to
find creative ways of presenting their findings, such as contributing to
a group poster about the survival skills of animals.
Clue Clue Clue
Dialogue gets the
reader right into the story.
The sequence of events makes the
reader wonder
what will happen
next.
The author shows
that each animal is
unique, yet they work
together for a common
goal.
Author’s Purpose
Roadrunner’s Dance 287
“And have a long beak to peck at Rattlesnake,” said Heron, offering a long, thin reed from the marsh.
“He needs sharp eyes,” said Coyote, offering two shiny stones from the riverbed.
As Desert Woman added each new gift to the clay body, a strange new bird took shape.
“What is your gift?” Owl asked Desert Woman.“I will give him the gift of dance. He will be
agile and fast,” she answered. “I will call him Roadrunner.”
Then she breathed life into the clay.Roadrunner opened his eyes. He blinked and
looked around.“What a strange bird,” the animals said.Roadrunner took his fi rst steps. He tottered
forward, then backward, then forward, and fell fl at on his face.
The animals sighed and shook their heads. This bird was not agile, and he was not fast. He could never stand up to Rattlesnake. He was too awkward. Disappointed, the animals made their way home.
Desert Woman helped Roadrunner stand, and she told him what he must do. “You will dance around Rattlesnake and peck at his tail. He must learn he is not the king of the road.”
“Me? Can I really do it?” Roadrunner asked, balancing himself with his long tail.
“You need only to practice,” Desert Woman said.Roadrunner again tried his legs. He took a few
steps forward and bumped into a tall cactus.“Practice,” he said. He tried again and leaped
over a sleeping horned toad.
288
Read the sentence that contains the
word awkward . Name two synonyms
for awkward. (Sample answers: clumsy,
klutzy)
Develop Comprehension
11 STRATEGYEVALUATE
Teacher Think Aloud I notice
the author chooses to show that
Roadrunner is clumsy and awkward
at first. This reminds us that
everybody needs to learn. How else
is this important to the story?
(Encourage students to apply the strategy
in a Think Aloud.)
Student Think Aloud I think it’s
better that Roadrunner has to learn
first. That way he can learn to be
brave and stand up to Rattlesnake. If
Roadrunner believes in himself, then
maybe he can show Rattlesnake that
he is not the king of the road.
12 AUTHOR’S PURPOSE
How does the action on this page
remind readers of the story’s title?
(Desert Woman says that she will give
Roadrunner the gift of dance.) Why
do you think the author chose this
title? (Suggested answer: If Roadrunner
learns to dance, his special talent will
help the people and animals. Learning
to dance is his special purpose.)
Idiomatic Expressions Reread aloud the sentence that contains
the idiomatic phrase flat on his face. Explain and show what it
means literally and then what it means (figuratively) in this story.
11
12
13
Main Selection Student page 288
288
289
Develop Comprehension
13 SUMMARIZE
What has happened so far in the
story? (Snake threatens everyone
who wants to use the road, and the
people complain to Desert Woman.
When she puts a rattle on Snake’s
tail, things only get worse. With the
help of the animals, Desert Woman
creates Roadrunner to protect the
road. However, the animals have no
faith that Roadrunner will be able to
help them. Desert Woman convinces
Roadrunner that he just needs to
practice.)
Ask students to respond to the
selection by using text evidence to
confirm or revise their predictions and
purposes. Encourage students to list
additional questions and search for
answers as they read.
Author’s Purpose
Help students evaluate the author’s purpose by focusing their
attention on the clues in their Author’s Purpose Maps. Have them
read aloud each of the clues. Then encourage discussion by asking
questions such as the following. Remind students to use Discussion
and Conversation Guidelines on page 276I.
• Why might the author want to grab our attention at the beginning
of the story?
• Why does the author build suspense?
• What do we learn when the author shows us how the animals help
Desert Woman to create Roadrunner?
Stop here if you wish to read
this selection over two days.STOP
Main Selection Student page 289
Can students evaluate the
author’s purpose as he develops
the characters and the plot? If
not, see the Extra Support on
this page.
Roadrunner’s Dance 289
He tried jumping over a desert tortoise, but landed right on her back. The surprised turtle lumbered away, and Roadrunner crashed to the ground.
“I’ll never get it right,” he moaned.“Yes, you will,” Desert Woman said, again helping
him to his feet. “You need only to practice.”So Roadrunner practiced. He ran back and forth,
learning to use his skinny legs, learning to balance with his tail feathers.
“Practice,” he said again. “Practice.”With time, he was swirling and twirling like a twister.
The once awkward bird was now a graceful dancer.“I’ve got it!” he cried, zipping down the road, his
legs carrying him swiftly across the sand. “Thank you, Desert Woman.”
290
Author’s Word Choice
Explain Authors choose very carefully the words they use to
describe characters and actions. To convey exactly what they mean,
they try to find the most precise or vivid word. In this story, the
author uses many lively words to describe movement.
Discuss Ask students to list words on page 290 that describe how
characters move. (Sample words: lumbered, crashed, swirling, and
others.)
Apply Have students identify substitutes for the word zipping on
page 290. Ask, Which words are lively? Which ones seem dull? (Students
might note, for example, that speeding is more energetic than
running.)
Develop Comprehension
14 GENRE: FOLK TALE
Besides being entertaining, folk tales
often teach a lesson to those who hear
or read them. What lessons can you
learn from Roadrunner’s experiences so
far? (Suggested answers: It is important
to keep at something in order to learn
it. Feeling discouraged doesn’t mean
that something is impossible. Relying
on the help of someone who cares
about you can make all the difference.)
14
Main Selection Student page 290
290
“Use your gift to help others,” Desert Woman said,and she returned to her abode on Sacred Mountain.
“I will,” Roadrunner called.He went racing down the road until his sharp eyes
spied Rattlesnake hiding under a tall yucca plant.“Sssss, I am king of the road,” Rattlesnake hissed
and shook his tail furiously. “No one may use my road without my permission.”
“The road is for everyone to use,” Roadrunnersaid sternly.
“Who are you?”“I am Roadrunner.”“Get off my road before I bite you!”
Rattlesnake glared.“I’m not afraid of you,” Roadrunner replied.
291
15
16
Develop Comprehension
15 STRATEGYTHESAURUS
What synonyms can you think of for
the word abode? Tell how you found
your answer. (Suggested answer: home,
dwelling. Desert Woman returned to
Sacred Mountain, and because that is
where she came from at the beginning
of the story, it makes sense that it is
her home.)
16 AUTHOR’S PURPOSE
How does the author create suspense
on this page? (Suggested answer:
Roadrunner has just mastered his
dancing skills, yet he sets off to find
Rattlesnake right away. Rattlesnake
threatens Roadrunner, but Roadrunner
stands up to him. It is the first time
Rattlesnake has met someone who
is not afraid of him. We don’t know
if Roadrunner will succeed in making
Rattlesnake back down, and we want
to find out what happens.)
Main Selection Student page 291
NATIVE AMERICAN ANIMAL STORIES
Certain themes recur throughout Native American stories and folk
tales from around the world. Students should tell why there are
similiar tales in diverse cultures. For example, some kinds of animal
characters are frequently portrayed as bullies who must learn a
lesson: Coyote decides to start a fire to smoke out Rabbit, whom
Coyote has trapped in a hole. Rabbit pretends that he is dying from
the smoke and urges Coyote to come closer. When Coyote puts
his face in the hole, Rabbit kicks the fire in Coyote’s face and runs
off. The moral of this story is that even the weak can succeed by
being clever. Have students write their own story about an animal
character that learns not to bully weaker animals. Suggest that their
purpose in writing be to show how characters solve a problem.
Remind them to choose words carefully when developing their
characters and plots.
Roadrunner’s Dance 291
The people and the animals heard the ruckus and drew close to watch. Had they heard correctly? Roadrunner was challenging Rattlesnake!
“I’ll show you I am king of the road!” Rattlesnake shouted, hissing so loud the desert mice trembled with fear. He shook his rattle until it sounded like a thunderstorm.
He struck at Roadrunner, but Roadrunner hopped out of the way.
“Stand still!” Rattlesnake cried and lunged again.
But Roadrunner danced gracefully out of reach.
Rattlesnake coiled for one more attempt. He struck like lightning, but fell fl at on his face. Roadrunner had jumped to safety.
Now it was Roadrunner’s turn. He ruffl ed his feathers and danced in circles around Rattlesnake. Again and again he pecked at the bully’s tail. Like a whirlwind, he spun around Rattlesnake until the serpent grew dizzy. His eyes grew crossed and his tongue hung limply out of his mouth.
“You win! You win!” Rattlesnake cried.
“You are not king of the road, and you must not frighten those who use it,” Roadrunner said sternly.
292
Develop Comprehension
17 MAINTAINMAKE INFERENCES
How do the people and animals react
when they hear that Roadrunner is
challenging Rattlesnake? How do you
know? (They are surprised, because no
one has challenged Rattlesnake before,
and Roadrunner was so awkward when
they last saw him. The sentence “Had
they heard correctly?” tells me that
they can hardly believe their ears.)
18 COMPARE AND CONTRAST
The author’s word choice can help
make the plot more interesting. What
words does the author use to show
the differences between Rattlesnake’s
and Roadrunner’s actions during
the battle? (Rattlesnake is loud and
threatening. His rattle “sounded
like a thunderstorm” and he struck
at Roadrunner “like lightning.”
Roadrunner, on the other hand, is
swift and agile. He “danced gracefully”
and “spun around” Rattlesnake “like a
whirlwind.”)
Syntactic/Structural Cues
Explain Remind students that good readers can use what they
know about context clues and grammar to help them figure out the
meaning of a difficult word.
Model Read the word lunged in context.
Think Aloud I see that the word has an -ed ending. I know from
the sentence that it is something Rattlesnake did when he was
attacking Roadrunner. He has already struck at Roadrunner. I
think lunged means “moved forward suddenly to attack.”
Apply Encourage students to use grammatical clues to help them
understand other difficult words. Suggest that they look for word
endings to decide whether a word is a noun, a verb, or an adjective.
Ways To Confirm Meaning
17
18
19 20
Main Selection Student page 292
292
293
Develop Comprehension
19 GENRE: FOLK TALE
Folk tales often take facts from real
life and use them in an imaginative
way. What part or parts of the story
are likely to be facts from real life?
In what ways did the author use
his imagination to write this story?
(Suggested answer: Roadrunners are
probably able to fight rattlesnakes in
real life. The author imagined the other
animals helping to make what Desert
Woman calls “a guardian of the road.”)
Have students compare and contrast
folk tales they know of across non-text
resources such as videos or recordings.
20 PROBLEM AND SOLUTION
The author used problems and their
solutions, or multiple conflicts, to
organize the plot of this story. Describe
in your own words the problems in
this folk tale. Then use the information
from the story to summarize the
steps that were taken to solve them.
(Suggested answer: Snake won’t let
people use the road. The people ask
Desert Woman for help, but when she
puts a rattle on Snake’s tail, he just
gets more threatening. Then Desert
Woman asks the animals to work
together with her to make an animal
that could stand up to Rattlesnake.
Before Roadrunner could make
Rattlesnake stop bullying everyone, he
still had to practice his dance.)
Main Selection Student page 293
STRATEGIES FOR EXTRA SUPPORT
Question 20 PROBLEM AND SOLUTIONWrite on the board the words Problem and Solution. Under Solution,
write the numbers 1–4. Ask, What is the problem in the story? Write
the problem. Then ask, Name ways the people and Desert Woman
try to solve the problem. Write students’ responses next to the
numbers. If there is time, pair students and have them take turns
summarizing the story.
Roadrunner’s Dance 293
“I promise, I promise,” the beaten Rattlesnake said and quietly slunk down his hole.
The people cheered andpraised the bird.
“Now we can visit our neighbors in peace and go to our cornfi elds without fear!” the elders proclaimed. “And the children will no longer be frightened.”
“Thank you, Roadrunner!”the children called, waving as they followed their parents tothe fi elds.
Then the animals gathered around Roadrunner.
“Yes, thank you for teaching Rattlesnake a lesson,” Owl said. “Now you are king of the road.”
“No, now there is no king of the road,” replied Roadrunner. “Everyone is free to come and go as they please. And the likes of Rattlesnake had better watch out, because I’ll make sure the roads stay safe.”
Author’s Purpose What purpose do you think
the author had for writing
this story?
294
294
Develop Comprehension
21 STRATEGYEVALUATE
Why does Roadrunner say that now
there is no king of the road? Use
examples from the story to support
your answer.
Student Think Aloud I remember
that Desert Woman told him to use
his gift to help others. We know
that his special skill came to him
by joining together all the gifts
from the other animals. The author
is reminding us that Roadrunner’s
ability to dance was not given to
him just so he could be important.
It is meant to be used for everyone’s
sake. I can quickly scan the story to
make sure my examples are correct
and that they verify, support, and
confirm my answer.
22 AUTHOR’S PURPOSE
What purpose do you think the author
had for writing this story? (Suggested
answer: His purpose is to entertain
and to teach lessons. The story is
entertaining because it is humorous,
suspenseful, and full of action. It also
includes several lessons. One lesson
is that it is wrong to be a bully, to try
to hurt others, or to take their rights
away. A second is that cooperating
with others helps achieve goals.
Another lesson is how important it
is to believe in yourself.) Add this
information to your Author’s Purpose
Map.
Main Selection Student page 294
21
22
295
Develop Comprehension
Main Selection Student page 295
During Small Group Instruction
If No Approaching Level Leveled Reader Lesson, p. 303P
If Yes On Level Options, pp. 303Q–303R
Beyond Level Options, pp. 303S–303T
Can students evaluate the author’s purpose?
Clue Clue Clue
Dialogue gets the
reader right into the story.
The sequence of events makes the
reader wonder
what will happen
next.
The author shows
that each animal is
unique, yet they work
together for a common
goal.
Author’s Purpose
To entertain and to teach lessons.
RETURN TO PREDICTIONS
AND PURPOSES
Review students’ predictions and
purposes. Were they correct? What did
the folk tale teach about life? (We need
to work together toward common
goals.)
REVIEW READING STRATEGIES
■ In what ways did evaluating the
author’s purpose help you to
understand the story?
■ Do you understand the strategy of
paraphrasing? When might you use it
again?
■ What strategies did you use when
you came to difficult words?
PERSONAL RESPONSE
Ask students to discuss and write
about a time when they reached a goal
by cooperating with others.
Roadrunner’s Dance 295
Dancing wi thDancing wi thRudolfo and DavidRudolfo and David
Rudolfo Anaya did not have to do any
research on roadrunners to write this story.
The birds run free all around his home in the
southwestern United States. When Rudolfo was
a boy in New Mexico, he heard lots of Mexican
American folk tales called cuentos. Now he
writes his own tales to share his Mexican/Native
American heritage.
Other books by Rudolfo Anaya and David Diaz
David Diaz likes to experiment
when he illustrates a book. He
always tries different art techniques
for a story before deciding on one.
David has even tried using a
computer to do some of his
illustrations. He believes that
using different techniques makes
his art more interesting.
Author’s PurposeWhat details from Roadrunner’s Dance do you find
entertaining? Do you think the author’s Mexican/Native
American heritage affected his purpose for writing? Explain.
Find out more about Rudolfo
Anaya and David Diaz at
www.macmillanmh.com
296
296
Author and Illustrator
DANCING WITH RUDOLFO
AND DAVID
Have students read the biographies of
the author and the illustrator.
DISCUSS
■ What advantages as a writer did
Rudolfo Anaya have because he lives
in the American Southwest?
■ What might be another appropriate
title for this story? Why?
■ How does knowing many different
artistic styles help David Diaz to be a
better artist?
WRITE ABOUT IT
Remind students that the animals
in the folk tale go to Desert Woman
when they need help. Lead a
discussion about people who help.
Have students write about someone
they go to when they need advice or
help.
Students can find more information
about Rudolfo Anaya and David Diaz at
www.macmillanmh.com
Respond Student page 296
Author’s CraftAnimal Characters
Folk tales and fables often use animals as the main characters.
■ The animals act out the moral of the story. Each animal represents
a single quality or role of a human. Example: “Since you gave
Rattlesnake his rattle, he is even more of a bully.” (p. 286)
■ Have students point out other examples where animals
represent a quality. Examples: “He must be strong,” cried the
mighty Eagle. (p. 286); “No, now there is no king of the road,”
replied Roadrunner. “Everyone is free to come and go as they
please.” (p. 294)
■ Discuss the effectiveness of this technique. Ask students why a
writer would use animals instead of humans for characters.
Author’s PurposeStudents may find that the different
traits of the characters in the story are
entertaining. They may also say that
the Mexican American tales the author
heard as a boy contribute to the tales he
writes today.
Comprehension Check
Summarize
Summarize Roadrunner’s Dance. Tell about the plot of the story,
where it happens, and who the main characters are.
Think and Compare
1. What lesson is the author trying to teach?
Use your Author’s Purpose Map to organize
clues and discover the lesson. Evaluate:
Author’s Purpose
2. Look at the last page of the story. Why do you think
Roadrunner turned down the offer to be king of the road?
Use story details in your answer. Analyze
3. How would you have dealt with a bully like Snake? Apply
4. Why was it better that Desert Woman did not interfere by
taking away Snake’s new rattle? Evaluate
5. Read “Roadrunners: Surprising Birds” on pages 278–279.
What information did you learn about roadrunners from this
selection that was not provided in Roadrunner’s Dance? Use
details in your answer. Reading/Writing Across Texts
297
Comprehension Check
SUMMARIZE
Have partners summarize Roadrunner’s
Dance in their own words. Remind
students to use their Author’s Purpose
Map to help them organize their
summaries.
THINK AND COMPARE
Sample answers are given.
1. Author’s Purpose: The lesson is
that while one person may not
be able to stand up to a bully, a
group of people together can find
a solution to handling a bully. The
author also says that it does not pay
to be a bully.
2. Analyze: Roadrunner doesn’t want
to be king of the road because he
doesn’t think anyone should be
in charge. He says that everyone
should be able to use the road.
3. Text to Self: Students may say that
they would get everyone together
and invite the bully to discuss a
solution. They might tell the bully
that no one could scare them or
tell them what to do. USE ON MY OWN
4. Text to World: Desert Woman
wanted people and animals to
solve their own problems. If she
solved their problems for them,
they wouldn’t be able to think for
themselves. USE ON MY OWN
FOCUS QUESTION
5. Text to Text: In “Surprising Birds”
the reader learns that roadrunners
can run up to 15 mph and fly for a
few seconds to guard young from
enemies. In Roadrunner’s Dance the
reader only learns that roadrunners
are fast enough to catch a rattlesnake.
On My Own
Model the On My Own strategy with questions 3 and 4.
The answer is not in the selection. Students have to use what they
already know to answer the question.
Question 3 Think Aloud:
The text tells me that Snake was a
bully to the other animal creatures living in the desert. I know
that the best way to deal with a bully is to talk to him or her
and think up ways to solve a problem together. I think Snake’s
problem was that he had nobody to talk to.
Question 4 Think Aloud:
I know that when someone
interferes, he or she is deciding what is best for others. If
someone is always telling me what to do, I won’t learn how
to solve my own problems. I think Desert Woman wanted the
animals to think for themselves.
Respond Student page 297
Roadrunner’s Dance 297
297A
FluencyRepeated Reading: Intonation/Pausing
EXPLAIN/MODEL Remind students that good readers learn to
read groups of words together in phrases. Explain that the text on
Transparency 11 has been marked with slashes that indicate pauses
and stops. A single slash indicates a pause, usually between phrases.
A double slash indicates a stop, usually between sentences. A single
slash mark separates a character’s words from phrases identifying
the speaker, such as “‘I’ll never get it right,’/ he moaned.” Have the
class listen carefully to your pauses and intonation as you model
reading the passage with good prosody.
PRACTICE/APPLY Reread the sentences with students. Then divide
them into two groups and have groups alternate reading sentences.
Remind students to pay attention to the pauses and stops indicated
by the slash marks. Students will practice fluency using Practice
Book page 78 or the Fluency Solutions Audio CD.
Objectives• Read accurately with good
prosody
• Rate: 102–122 WCPM
• Recognize grade level words
with ease so that a text
sounds like spoken language
when read aloud
Materials
• Fluency Transparency 11
• Fluency Solutions
• Leveled Practice Books,
p. 78
During Small Group Instruction
If No Approaching Level Fluency, p. 303N
If Yes On Level Options, pp. 303Q–303R
Beyond Level Options, pp. 303S–303T
Can students read accurately with good prosody?
As I read, I will pay attention to pauses, stops, intonation, and the characters’ words.
The monkey was having a simply splendid day. Then
9 she spotted a tiger bounding toward her through the jungle.
19 The monkey was sure the tiger would eat her on the spot.
31 She had to think fast.
36 The monkey covered a big pile of coconuts with some
46 banana leaves. She marched back and forth in front of it.
57 The tiger was intrigued by the monkey’s odd behavior
66 and didn’t attack. “What are you doing?” the tiger
75 demanded.
76 “I’m the king’s guardian,” proclaimed the monkey.
83 “I am guarding the king’s food.”
89 “Hmm,” the tiger thought. “The king’s food is bound to
99 be more delicious than that skinny monkey. Perhaps I can
109 trick the monkey into giving it to me.”
117 “You are too small to be the king’s guardian,” said the
128 tiger. “A big animal like me should be the protector of
139 his food.” 141
Comprehension Check
1. How does the monkey serve the author’s purpose? Author’s Purpose
2. What inference can you make about the tiger? Make Inferences
Words Read – Number of Errors = Words
Correct Score
First Read – =
Second Read – =
The monkey’s actions entertain the reader as she tries to fool the tiger and escape being eaten.
The tiger is greedy and changes his plan to get something more delicious than the monkey.
On Level Practice Book O, page 78
Approaching Practice Book A, page 78
Beyond Practice Book B, page 78
Visualize Text
Summarize what is
happening in the
transparency passage.
Demonstrate the words
moan, back and forth,
swirling, twirling, and
twister so that students
can visualize what is
happening.
Transparency 11
“I’ll never get it right,”/ he moaned.//
“Yes, you will,”/ Desert Woman said,/ again helping him to his feet.// “You need only to practice.”//
So Roadrunner practiced.// He ran back and forth,/ learning to use his skinny legs,/ learning to balance with his tail feathers.//
“Practice,”/ he said again.//“Practice.”//
With time,/ he was swirling and twirling like a twister.// The once awkward bird was now a graceful dancer.//
Fluency Transparency 11 from Roadrunner’s Dance, page 290
Fluency/Comprehension
Fluency/Comprehension
Objective• Make inferences about
a story
ComprehensionMAINTAIN SKILLMAKE INFERENCES
EXPLAIN/MODEL
■ Readers make inferences to understand things the author wants
them to know but does not directly state in the story.
■ To make inferences, readers can use information from the text,
illustrations, and things they already know to help them make
connections.
Discuss inferences in “Roadrunners: Surprising Birds.”
PRACTICE/APPLY Have pairs of students choose a story to read.
Ask one student to read the story aloud, stopping halfway through,
while the other student writes down clues the author has left that
will help to make inferences.
Have students discuss the clues found so far in the text and connect
them with what they already know to make inferences about
characters and unfolding events. Encourage students to talk about
how the inferences they are making will help to predict what might
happen in the remainder of the story.
Encourage students to read the rest of the story together and
identify correct inferences and predictions.
For comprehension practice use Graphic Organizers on Teacher’s
Resource Book pages 40–64.
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
Roadrunner’s Dance 297B
Language ArtsGenreTrickster Tales are folk
tales, mostly about animals,
in which one character tries
to trick another. Often, the
trickster ends up looking
foolish.
Literary ElementsForeshadowing is the use
of clues to hint at what is
going to happen.
Symbolism is the use of an
object to represent an idea,
such as sorrow, pride,
or strength.
Many years ago, Flycatcher visited a lake whose water was a spectacular shade of blue. At that time, Flycatcher’s feathers were dull, gray, and ugly, and so the bird loved to look at the beautiful blue water. Coyote hid nearby to watch Flycatcher.
Flycatcher loved the blue of the lake so much that she swooped down from the tree to bathe in the lake. She did this four times every morning for four days in a row. Each time the bird bathed in the water, she sang this song:
Lovely lake, So pure and blue, Let me dip myself, So I’ll be blue, too.
by Gillian Reed
Coyote appears near the start of the story. This foreshadows the important role that Coyote has in the story.
298
Folk TaleGENRE: TRICKSTER TALE
Have students read the bookmark on
Student Book page 298.
Explain that trickster tales
■ have animal characters with human
traits that teach a moral lesson;
■ were first passed down by word of
mouth, and then written down;
■ have one character who outsmarts
the other.
Literary Elements: Foreshadowing and Symbolism
Point out the author’s use of
foreshadowing on page 298 and
symbolism on page 301.
Explain that an author sometimes uses
these literary elements to make writing
more interesting and add suspense.
■ Foreshadowing hints at what is
going to happen without giving a
piece of the story away. It is used to
build suspense in the reader.
■ In symbolism, concrete objects are
used to represent qualities or ideas
such as love, happiness, or courage.
Have students point out an object in
the story that the author has used to
represent something else. (the color
blue represents beauty)
1
Paired Selection Student Page 298
298
Language Arts
On the fifth morning that Flycatcher went bathing, something amazing happened. When she flew out of the water, her feathers had become a dazzling blue. Flycatcher was now the same color as the lake.
This whole time, Coyote had been watching the bird. Coyote didn’t admire the bird or want to learn more about her. No, Coyote was trying to think of a way to trick the bird and eat her. But Coyote was afraid of the water and could never get close enough to Flycatcher.
On the day that Flycatcher turned blue, Coyote was so impressed that he forgot all about catching it. He called up to Flycatcher, who was perched safely in a tree, “How did your ugly gray feathers turn that wonderful blue? Tell me how you did it, so that I can be blue, too.”
Flycatcher was so happy that she was feeling generous. She remained safely on her branch, but she told Coyote, “This is what you must do. Jump in the lake four times every morning for four mornings. Then jump in the lake on the fifth morning, and you will turn blue. You might try singing my song, too.” Flycatcher taught Coyote her song and then flew merrily on her way.
299
Paired Selection Student page 299
Folk TaleRead “Flycatcher and Coyote”
As students read, remind them to
apply what they have learned about
foreshadowing and symbolism.
1 LITERARY ELEMENT:
FORESHADOWING
Coyote is mentioned in the first
paragraph. What might this
foreshadow? (Coyote is hiding and
watching Flycatcher. He may be trying
to catch her.)
2 MAKE PREDICTIONS
Do you think Coyote will turn blue?
Explain your prediction. What clues
helped you with your prediction?
(Answers will vary.)
Use Academic Vocabulary To explain foreshadowing, write the
word on the board and underline the word shadow.
Say, When you walk, your shadow sometimes appears in front of you
and can be a signal to people ahead that you are coming. Explain
that an event in a story can be like your shadow and signal that
something will happen later in the story.
To explain the word symbolism, draw a heart on the board and ask
students what it means or symbolizes. Say, A heart symbolizes love.
Explain that in this story a boulder symbolizes the character’s problem.
2
Roadrunner’s Dance 299
Well, Coyote really wanted to be blue. So even though he hated the water, he jumped into the lake four times the next morning.
He sang the bird’s song, and he shivered as he sang. He did this for four days. On the fifth morning, Coyote emerged from his lake bath with lovely blue fur. Coyote whistled to himself. “I’m blue and beautiful.”
Coyote couldn’t wait to show off his new color. He thought his fine blue fur would make him the envy of all the desert creatures. He strolled along, looking left and right for someone to admire him. Coyote walked for hours, but he didn’t find
any admirers. He grew impatient. Then Coyote remembered a canyon where many animals and people lived. They would notice him, but he would have to hurry to reach the canyon before sundown.
As Coyote ran, he noticed the late afternoon shadows around him. He wondered if his shadow was as blue as he was. He twisted his blue head around to take a look. Coyote got a good look at his shadow, which was not blue. But he failed to see the big boulder directly ahead of him. Coyote ran smack into the boulder and fell to the ground.
300
Folk Tale3 PROBLEM AND SOLUTION
What is Coyote’s problem after he
becomes blue? How does he decide
to solve the problem? (Coyote can’t
find anyone to admire him. He decides
to hurry to the canyon where many
animals live.)
4 LITERARY ELEMENT: SYMBOLISM
Coyote comes across a boulder in the
road. How does this affect him and
what might this symbolize? (Coyote
can no longer continue on his journey
to the canyon. The boulder symbolizes
a road block in his plan to be admired.)
• Foreshadowing is the use of clues to hint at what is going to happen.
• Symbolism is the use of an object to represent an idea.
Read each passage. Then on the blank line, indicate whether the passage had any examples of symbolism or foreshadowing. Explain your answer.
1. Yoko thought again about her dream. It was such a strange dream.
In it, she was feeling confused, as if her thoughts were far away. Then
an enormous yellow rhinoceros charged her from the left and almost
trampled her.
Stepping off the curb to cross the avenue, Yoko wondered what her
dream meant. Suddenly she heard a blaring horn and the screech of
brakes. Yoko looked to her left and saw the school bus. She jumped back
to safety.
2. Sheriff Crawford reached for his cowboy hat and looked his deputy in
the eye. “If Jed and his gang are headed this way, I plan to head them off
at the pass. Round up the boys and meet me there.”
“But how will we know that it’s Jed, Sheriff?” Barney asked.
“He always wears a mask that covers his whole face and rides a
troublesome horse.”
Foreshadowing: The yellow rhinoceros in the dream
was the school bus.
Symbolism: A mask symbolizes Jed’s dishonesty.
On Level Practice Book O, page 79
Approaching Practice Book A, page 79
Beyond Practice Book B, page 79
3
4
Paired Selection Student page 300
300
Connect and Compare1. What event is foreshadowed by the flycatcher’s song?
Foreshadowing
2. What do you learn about Coyote’s personality in this trickster
tale? Analyze
3. Compare what happens to Coyote to what happens to
Rattlesnake in Roadrunner’s Dance. Use information from the
stories to support your answers.
Reading/Writing Across Texts
He rolled over and over in the dirt, his blue legs flying. When he finally stopped and stood up, Coyote was the color of the dusty desert earth. Coyote shook himself, but the dusty color stayed on him. To this day, all coyotes are the color of the dusty desert. And to this day, because her intentions were pure, the flycatcher is the color of the beautiful blue lake.
Coyote decided not to go to the canyon after all. No one would be impressed by his color now. He headed for home, stopping only to give the boulder a good, swift kick.
Find out more about trickster tales at www.macmillanmh.com
The dull, dusty color of his fur is a symbol of his hurt pride.
301
Internet Research and Inquiry Activity Students can find more facts about trickster
tales at www.macmillanmh.com
Folk TaleConnect and Compare
SUGGESTED ANSWERS
1. The song foreshadows Flycatcher’s
turning blue. FORESHADOWING
2. Coyote is a trickster who wants to
eat Flycatcher. Then he becomes
impressed with her blue color, and
he wants to show off his new color
and impress others. ANALYZE
3. FOCUS QUESTION Sample answer:
Both Coyote and Rattlesnake
behave selfishly. Coyote wants to
be the only animal admired in the
canyon. He learns his lesson by
falling through dust and dirt, losing
his new beautiful blue color, and
becoming ordinary. Rattlesnake
wants to be the boss of the road
and bullies the desert animals.
Desert Woman creates Roadrunner
who outsmarts Rattlesnake and
makes the road safe for all. Students
should use details from the stories
to explain or show relationships
between information and events.
READING/WRITING ACROSS TEXTS
Paired Selection Student page 301
Animal Tales
Tell students that many animal tales come from different cultures
throughout the world. Discuss with students the themes, morals, or
lessons of popular tales and what they say about human behavior.
Have students compare one or more story elements and the points
of view of different versions of the same tale. Have them tell why
there are similar tales in diverse cultures.
Students can use the library, Internet, and bookstores to find a tale
they would like to read, view, or listen to. After students read their
tale, have them write a short summary of it. Make sure they focus
on the moral or lesson the tale teaches. Encourage students to
present their summaries to the class. After the presentations, have
the class compare and contrast the stories, themes, and cultures.
Roadrunner’s Dance 301