weekly literature - ellis familyellis2020.org/treasures/tg-treasures/unit1_week3_1.pdf · wood...

How did the return of elk to one national park and gray

wolves to another affect the ecosystems of those parks?

A male and female elk in their new home, the Great Smoky Mountains National Park

National parks protect wildlife, history, and culture.

Still, hundreds of plants and animals have disappeared

from our national parks. That’s because their environment

has changed, mostly because of human activities.

Today park rangers work to restore the balance of each

park ecosystem. They are bringing plants and animals

back into their natural environments. So far, the programs

are working—especially for elk and wolves.

ComprehensionGenreA Nonfiction Article tells

facts about a person, place,

or event.

SummarizeMain Idea and DetailsThe main idea of an

article is what it is mostly

about. Details give more

information about the

main idea.

Real World Reading

74

Meet Some Everglades Species

Saving a National Park

Wood Stork

An endangered species

in the Everglades, this tall

bird hunts for fish with its

long, curved bill.

ManateeThis slow-moving

mammal lives in

both fresh water

and salt water. Crocodile, AlligatorThe Everglades is the

only place in the world

with both reptiles.

Early settlers declared Florida’s Everglades a

worthless swamp. In fact it is a unique paradise

for thousands of species of plants and animals,

forming a delicate food chain. All they need to

survive is each other—and a steady supply of

precious water.

But humans wanted dry land for homes and

crops. Th ey drained water from the Everglades. Th is

started a chain reaction that upset the ecosystem.

Th e Everglades wetlands are now only half their

original size. Th e number of wading birds decreased

by 90 percent from 1900 to 2000. All this has made

Everglades National Park one of the top ten most

endangered parks in the United States.

Now there is a plan to save the Everglades.

Engineers will build wells to capture water

before it fl ows out of the Everglades. Th en they

will pump the water back. Many canals will be

removed, allowing water to follow its natural

path. Th e plan may take 50 years to complete.

Saving this unique ecosystem is an important

goal, no matter how long it takes.

Florida panther

Answer Questions

Test StrategyRight ThereYou can put your finger on

the answer. Look for key

words in the question. Then

find those key words in the

selection.

Go On78

72

PrehistoricPark

Vocabularyroamed

completed

journey

natural

wildlife

Real World Reading

More than 200 million years ago,

dinosaurs roamed freely over

the Earth. Have you ever wondered

what the land was like or what kind

of trees there were then? You can see

some of these trees today in Arizona!

Th roughout 28 miles of desert in

Petrifi ed Forest National Park, you can

see 225-million-year-old fossil trees.

Visitors are amazed to see these trees

that have turned to stone.

How did it happen? Millions of

years ago, water fi lled with minerals

fl owed into the area. Over time, the

minerals seeped into fallen trees and

turned them into rock-hard logs.

Some of these logs are 100 feet long!

Today, they create a colorful and

amazing sight in Arizona’s desert.

Th e petrifi ed logs look like wooden

rainbows. Th e colors range from red,

to yellow, to green, to blue, and black

and white.

Petrifi ed Forest National Park is

one of the world’s biggest displays of

petrifi ed wood. Nearly one million

people visit the park every year to get

an up-close look at these fossils of

prehistoric trees.

Logs from prehistoric trees have turned to stone in the Petrifi ed National Forest.

Weekly Literature

Week At A Glance

Tested Skills for the Week

Read-Aloud AnthologyListening Comprehension

Readers’ Theater

•

•

Vocabulary/Comprehension

Whole Group

VOCABULARY

roamed, completed, journey,

natural, wildlife

Word Parts/Compound Words

COMPREHENSION

Strategy: Summarize

Skill: Main Idea and Details

TEST STRATEGY

Right There

WRITING

Extended Response to

Literature

Social Studies LinkGeography

Small Group Options

Differentiated Instructionfor

Tested Skills

Weekly Theme: Our National Parks

Social Studies LinkMain Selection Genre Nonfiction Article

Test Strategy/Right There

70A

A

UDIO CD

Preserving Unique PlacesPreserving Unique PlacesPreserving Unique PlacesPreserving Unique Places Preserving Unique Places Preserving Unique Places

by Max Winter

Informational Nonfiction

by Max Winter


by Max Winter


by Max Winter


by Max Winter


by Max Winter


Resources for Differentiated Instruction

Leveled ReadersLeveled Readers

• Same Theme• Same Vocabulary• Same Comprehension Skills

LEVELED PRACTICE

CLASSROOM LIBRARY

Phonics and Decoding

Comprehension

Vocabulary

Also available Reading Triumphs,

Intervention Program

•

•

•

INTERVENTION ANTHOLOGY

Approaching On Level Beyond

On-Level Reader

sheltered for English

Language Learner

ELL Teacher’s Guide

also available

Beyond LevelApproaching Level

English Language Leveled Reader

On Level

ELL

HOME-SCHOOL CONNECTION

Family letters in

English and Spanish

Take-Home Stories

•

•

ONLINEINSTRUCTION

www.macmillanmh.com

AUDIO CD

Listening

Library

Fluency

Solutions

•

•

CD ROM

Vocabulary

PuzzleMaker

•

A

UDIO CD CD ROM

Also AvailableLEVELED READER PROGRAM

Genre Informational Nonfiction

Genre Informational NonfictionGR Levels N–S

N P S

Approaching On Level Beyond

Trade books to apply Comprehension Skills

Animals Come Home to Our National Parks 70B

http://www.macmillanmh.com

by Max Winter


Preserving Unique Places














or event.





main idea.

Real World Reading

74

Animals Come Home to

Our National Parks,74–77

ORAL LANGUAGE• Listening

• Speaking

• Viewing

Listening/Speaking/Viewing

Focus Question What things could you learn about at a national park?

Build Background, 70

Read Aloud: “Some Rivers,” 71

Listening/Speaking

Focus Question How did the return of elk to one national park and gray wolves to another affect the ecosystems of those parks?

WORD STUDY• Vocabulary

• Phonics/Decoding

Vocabulary

roamed, completed, journey, natural, wildlife, 72

Practice Book A-O-B, 15

Strategy: Word Parts/Compound Words, 73

Vocabulary

Review Vocabulary, 74

Phonics

Decode Words with Long e, 81E


READING• Develop

Comprehension

• Fluency

“A Prehistoric Park,” 72–73

Comprehension, 73A

Strategy: Summarize



Model Fluency, 71

Partner Reading, 70I

Animals Come Home to Our National Parks, 74–77

Comprehension, 74–77

Strategy: Summarize




LANGUAGE ARTS• Writing

• Grammar

• Spelling

Writing

Daily Writing Prompt: National parks are preserved for the uniqueness of the area. What is unique about the surroundings in your area?

Article, 81A–81B

Grammar Daily Language Activities, 81I

Compound Sentences, 81I

Grammar Practice Book, 13

Spelling Pretest Words with Long e, 81G

Spelling Practice Book, 13–14

Writing

Daily Writing Prompt: Which endangered animal would you most like to see survive? Explain why.

Article, 81A–81B


Compound Sentences, 81I


Spelling Word Sorts, 81G

Spelling Practice Book, 15

ASSESSMENT• Informal/Formal Vocabulary, 72

Comprehension, 73B

Comprehension, 77

Phonics, 81E

Leveled Readers














or event.





main idea.

Real World Reading

74

Student Book

72

PrehistoricPark

Vocabularyroamed

completed

journey

natural

wildlife

Real World Reading























and white.






prehistoric trees.


Student Book

Differentiated Instruction 81M-81VDifferentiated Instruction 81M-81VTurn the Page for

Small Group Lesson Plan

Instructional NavigatorInteractive Lesson PlannerSuggested Lesson Plan

70C70C

Vocabulary

Vocabulary Words

Word Parts/Compound Words

Comprehension

Strategy: Summarize


Writing

Expository Writing

Differentiated Instruction 81M-81V Differentiated Instruction 81M-81VDifferentiated Instruction 81M-81V

Listening/Speaking

Focus Question Compare the problems a park ranger at Yellowstone might face with those of a ranger in Yosemite or Petrified Forest National Park.

Summarize, 77


Focus Question Explain the main idea of the article. Include the most important details in your response.

Expand Vocabulary: National Parks, 81F


Focus Question Summarize the most important ideas you have learned about national parks this week.

Speaking and Listening Strategies, 81A

Vocabulary

Review Words in Context, 81C

Strategy: Word Parts/Compound Words, 81D


Phonics

Decode Multisyllabic Words, 81E

Vocabulary

Compound Words, 81FApply Vocabulary to Writing, 81F

Vocabulary

Spiral Review: Vocabulary Game, 81F

Animals Come Home to Our National Parks, 74–77

Comprehension

Comprehension Check, 77

Maintain Skill: Main Idea and Details, 73B

Repeated Reading, 77A



“Saving a National Park,” 78–79

Test Strategy: Right There

Research and Study Skills

Using the Dictionary, 77B



Self-Selected Reading, 70I

Comprehension

Strategy: Summarize


Practice, 77A


Writing

Daily Writing Prompt: Write about the positive aspects of having a park in your neighborhood.

Article, 81A–81B


Mechanics and Usage, 81J


Spelling Word Meanings, 81H


Writing

Daily Writing Prompt: Write an advertisement for a special attraction people would enjoy visiting in your community.

Article, 81A–81B


Compound Sentences, 81J


Spelling Review and Proofread, 81H


Writing

Daily Writing Prompt: Design a visitor’s guide for a national park. The guide should have descriptions of at least two park attractions.

Article, 81A–81B


Compound Sentences, 81J

Grammar Practice Book, 17–18

Spelling Posttest, 81H


Fluency, 77A Vocabulary, 81D Weekly Assessment, 29–36














or event.





main idea.

Real World Reading

74

Student Book

Meet Some Everglades Species

Saving a National Park

Wood Stork

An endangered species

in the Everglades, this tall

bird hunts for fish with its

long, curved bill.

ManateeThis slow-moving

mammal lives in

both fresh water

and salt water. Crocodile, AlligatorThe Everglades is the

only place in the world

with both reptiles.

Early settlers declared Florida’s Everglades a

worthless swamp. In fact it is a unique paradise

for thousands of species of plants and animals,

forming a delicate food chain. All they need to

survive is each other—and a steady supply of

precious water.

But humans wanted dry land for homes and

crops. Th ey drained water from the Everglades. Th is

started a chain reaction that upset the ecosystem.

Th e Everglades wetlands are now only half their

original size. Th e number of wading birds decreased

by 90 percent from 1900 to 2000. All this has made

Everglades National Park one of the top ten most

endangered parks in the United States.

Now there is a plan to save the Everglades.

Engineers will build wells to capture water

before it fl ows out of the Everglades. Th en they

will pump the water back. Many canals will be

removed, allowing water to follow its natural

path. Th e plan may take 50 years to complete.

Saving this unique ecosystem is an important

goal, no matter how long it takes.

Florida panther

Answer Questions

Test StrategyRight ThereYou can put your finger on

the answer. Look for key

words in the question. Then

find those key words in the

selection.

Go On78

Student Book














or event.





main idea.

Real World Reading

74

Student Book

Animals Come Home to Our National Parks 70D

Suggested Lesson Plan

For intensive intervention see TriumphsR E A D I N G

Focus on Skills

Differentiated Instruction

What do I do in small groups?

Instructional Navigator Interactive Lesson Planner

Approaching Level

• Additional Instruction/Practice

• Tier 2 Instruction

Fluency, 89N

Vocabulary, 89N

Comprehension, 89OELL Extend Vocabulary, 89N

Phonics, 89M

Vocabulary, 89O

Leveled Reader Lesson, 89P

• Vocabulary

• ComprehensionOn Level

• Practice Vocabulary, 89Q

Leveled Reader Lesson, 89R

• ComprehensionELL Leveled Reader, 89U–89V


• Comprehension

• Vocabulary

Beyond Level

• Extend Vocabulary, 89S

Leveled Reader Lesson, 89T

• Comprehension


• Comprehension

• Vocabulary

Use your observations to guide additional instruction and practice.

Vocabulary

Words: roamed, completed, journey,

natural, wildlife

Strategy: Word Parts/Compound Words

Comprehension

Strategy: Summarize


Fluency

Phonics

Decode Words with Long e

Preserving Unique Places Preserving Unique Places

70E

Day 5

Focus on Leveled Readers

Leveled Reader DatabaseGo to www.macmillanmh.com

Search by

• Comprehension Skill

• Content Area

• Genre

• Text Feature

• Guided Reading Level

• Reading Recovery Level

• Lexile Score

• Benchmark Level

BeyondApproaching

ELL

Apply skills and strategies while reading

appropriate leveled books.

Levels N-S


by Max Winter


N P S

On LevelSubscription also available.

Small Group Options

Additional Leveled Reader Resources

Phonics, 89M

Fluency, 89N

Vocabulary, 89O


• Comprehension

Phonics, 89M


• Comprehension

Fluency, 89N


• Make Connections Across

Texts

Fluency, 89Q

Vocabulary, 89Q


• Comprehension

Study Skill, 89Q


• Comprehension

Fluency, 89Q


• Make Connections Across

Texts

Fluency, 89S

Vocabulary, 89S


• Comprehension

Study Skill, 89S


• ComprehensionELL Graphic Organizer, 89S

Fluency, 89S

Self-Selected Reading, 89T

Preserving Unique Places Preserving Unique Places Preserving Unique Places

Animals Come Home to Our National Parks 70F


Teacher-Led Small Groups

Indepen

de

nt

Ac

tiv

itie

sLite

rac

yW

orkstations

© M

acm

illan

/McG

raw

-Hill

✔ Put a check next to the activities you complete.

Name Date

My To-Do ListMy To-Do List

Reading

Practice fluency

Choose a story to read

Writing

Write a book review

Write a personal response

Social Studies

Research jobs related to trees

Research states that make paper

Technology

Vocabulary Puzzlemaker

Fluency Solutions

Listening Library

www.macmillanmh.com

Word Study

Write compound words

Use words with long e

Science

Write about trees

Draw and label a tree

Leveled Readers

Write About It!

Content Connection

Independent Practice

Practice Book, 15–21

Grammar Practice Book, 13–18

Spelling Practice Book, 13–18

Contracts Unit 1 • Animals Come Home to Our National Parks 5

Isabella

Vincent

Jack Eliza

Dean

Maria

Green

Literacy Workstations

Independent Activities

Teacher-LedSmall Groups

Red

Blue

Orange

Green

What do I do with the rest of my class?

Managing the Class

Class Management Tools

Includes:

• How-To Guides • Rotation Chart • Weekly Contracts

Hands-on activities for reinforcing weekly skills.

Layered Book Foldable Pyramid Foldable

70G

A

UDIO CD

by Max Winter


Write a DescriptionPretend that you are an early settler

living on Mount Desert Island. With a

partner, write three sentences describing

what life is like.

Create a MapWith a partner, do research on Acadia

National Park. Then make your own map

of it. Show the parts of the park, such as

mountains, ponds, and lakes.


Independent Activities

Approaching On Level ELL Beyond

LEVELED PRACTICE

Approaching On Level ELLBeyond

ONLINE INSTRUCTION www.macmillanmh.com

Turn the page for Literacy Workstations.

VOCABULARY PUZZLEMAKER

Activities providing multiple exposures to vocabulary, spelling,and high-frequency words including crossword puzzles, word searches, and word jumbles

CD ROMCD ROM

For Repeated Readings and Literacy Activities

Leveled ReadersLeveled Readers

Skills: Vocabulary (p. 15), Comprehension: Main Idea and Details (p. 16), Graphic Organizer (p. 17),

Fluency (p. 18), Study Skill: Dictionary (p. 19), Vocabulary Strategy: Word Parts (p. 20), Phonics (p. 21)

• Meet the Author/Illustrator

• Oral Language Activities

• Computer Literacy Lessons

• Vocabulary and Spelling Activities

• Research and Inquiry Activities

• Leveled Reader Database

LISTENING LIBRARY

Recordings of selections

• Main Selections

• Leveled Readers

• ELL Readers

• Intervention Anthology

FLUENCY

SOLUTIONS

Recorded passages for modeling and practicing fluency

Animals Come Home to Our National Parks 70H


Reading20 MinutesFluency

Extension

• With your partner, read the paragraph out loud together.

• Readers Theatre: Practice fluency with the play Whodunit? Woo Knows...

• Select a paragraph from the Fluency passage on page 18 of your Practice Book.

• With a partner, take turns reading the passage.

• Vary your reading rate as you read each sentence.

Fluency SolutionsListening Library

Things you need:

• Practice Book

• Whodunit? Woo Knows ... page 132 of Read Aloud Anthology

5

In

dep

en

de

nt

Ac

tiv

itie

s

Teacher-Led Small Groups

Lite

rac

yW

ork

statio

ns

Objectives• Read passage with a partner, fluently and

with expression.

• Practice fluency with readers’ theater.

• Summarize a story in pictures.

Objectives• Write compound words using base words.

• Write words with the long e sound.

Literacy ActivitiesCollaborative Learning Activities

Managing the Class

70I




ReadingWORKSTATION FLIP CHART

Macmillan/McGraw-Hill

WORKSTATION FLIP CHART


Word StudyWORKSTATION FLIP CHART

Writing


WORKSTATION FLIP CHART


Science/Social Studies

Objectives• Write a book review.

• Write a personal response to a poem.

Objectives• Write a paragraph about trees with a main

idea and details.

• Research types of jobs connected to trees.

Literacy Workstations

Animals Come Home to Our National Parks 70J


Talk About ItNational parks are

wonderful places. What

things could you learn

about at a national park?

Find out more about

our national parks at

www.macmillanmh.com

70

ORAL LANGUAGE• Build Background

• Read Aloud

• Expand Vocabulary

VOCABULARY• Teach Words in Context

• Compound Words

COMPREHENSION• Strategy: Summarize

• Skill: Main Idea and Details

SMALL GROUP OPTIONS

• Differentiated Instruction, pp. 81M–81V

Oral LanguageBuild Background

ACCESS PRIOR KNOWLEDGE

Share the following information.

National parks are places that preserve

nature and history. There are more

than 380 in the United States.

TALK ABOUT OUR NATIONAL PARKS

Discuss the weekly theme.

■ What is a national park?

■ What can people do at national parks?

FOCUS QUESTION Ask a volunteer to

read “Talk About It” on Student Book

page 70 and describe the photo.

■ Why is it important to preserve our

national parks?

■ What would you want to see or do

at a national park?

Beginning Develop Language Describe the photo and have

students repeat: I see rocks. The rocks are very big. This is a park. Have

students say what they can about the photo.

Intermediate Build Background Explain that the photo is of a

national park. Find out what students know about national parks.

Introduce information as needed. Write new vocabulary on the

board. Ask, Would you like to go to this national park? Explain.

Advanced Elaborate Complete the Intermediate task.

Discuss park rules. Ask, What are you allowed to do? What are you

forbidden to do? Introduce language as needed. If students have

no experience with national parks, have them generate questions

about them.

70


Picture Prompt

71

Talk About It Student pages 70–71

Read AloudRead “Some Rivers”

GENRE: Poetry

Tell students that

a poem uses

imaginative writing.

The language,

images, sounds,

and rhythm are

combined to create

a special emotional

effect.

LISTENING FOR A PURPOSE

Have students listen to figure out

the main idea and find details as

you read “Some Rivers” in the Read-

Aloud Anthology. Choose from the

teaching suggestions.

Fluency Ask students to listen

carefully as you read aloud. Tell

students to listen to your phrasing,

expression, and tone of voice.

RESPOND TO THE POEM

Ask students to think of a river or

other body of water that they know.

Have them describe how it flows and

compare it to the Everglades.

Expand VocabularyAsk students to identify three more

words in the poem that relate to

this week’s theme of Our National

Parks. Students can write the words

in a word journal and create new

sentences using each of the words.

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.

For an extended lesson plan and Web site activities for oral

language development, go to www.macmillanmh.com

Read Aloudpages 17–19

Animals Come Home to Our National Parks 71


Do students understand

word meanings?

72

PrehistoricPark

Vocabularyroamed

completed

journey

natural

wildlife

Real World Reading























and white.






prehistoric trees.


72

Vocabulary/Comprehension Student page 72

VocabularyTEACH WORDS IN CONTEXT

Use the following routine.

Define: A person who roamed moved

around with no purpose.

Example: Large herds of buffalo once

roamed the prairies.

Ask: How is “He roamed” different from

“He ran a race”? COMPARE AND CONTRAST

■ Something is completed when it is

finished. I completed my scrapbook

after our trip. What is a synonym for

completed? SYNONYM

■ A journey is a long trip. She went on a

journey to Alaska. Tell about a journey

you or someone you know took.

DESCRIPTION

■ Something that is made by nature or

is not artificial is natural . Cotton is a

natural fabric. Natural can also mean

having qualities that are inborn. Do you

have any natural talents? EXAMPLE

■ Animals living in their natural

environment are called wildlife . The

growth of cities puts wildlife in danger.

How might building more houses affect

wildlife? EXPLANATION

During Small Group Instruction

If No Approaching Level

Vocabulary, p. 81N

If Yes On Level Options,

pp. 81Q–81R

Beyond Level Options,

pp. 81S–81T

Practice Vocabulary Make concept webs to develop deeper

comprehension of the words. For wildlife, use these categories:

plants, animals, habitats, food sources, and challenges. Ask, What

wildlife have you seen around home and on TV? For journey, explain

there are different meanings. For example, travel to other places, or

stay inside your head and take a journey with your thoughts.

King of the Mountain

In 1872, Yellowstone National Park became the fi rst national park in the United States. Since then, more than 383 parks have been added to the list. More than three million people visit these natural, unspoiled places every year. They take thousands of photos of the wildlife. Which parks recently brought in the most visitors in a year? Here’s how they ranked.

1. Great Smoky Mountains National Park, North Carolina and Tennessee

2. Grand Canyon National Park, Arizona

3. Yosemite National Park, California

4. Olympic National Park, Washington

5. Rocky Mountain National Park, Colorado

Find out more about Yosemite National

Park at www.macmillanmh.com

The Top 5 Most Visited National ParksThe Top 5 Most Visited National Parks

By the time Scott Cory was 13 years old,

he had already scaled two major peaks in

California’s Yosemite National Park. One was

the 2,900-foot “Nose” of El Capitan. Th e other

was the 2,000-foot face of Half Dome. Th e fi rst time

Scott climbed the Nose, it took him three days and

two nights. One month later, he completed that climb

in one day! Later, Scott became the youngest person

to climb Half Dome in only one day. Th e journey to the

top usually takes three days!

Scott started climbing when he was seven years old. When

he’s not on the peaks, he hits the gym for push-ups and pull-ups.

What’s next for this peak pro? Scott wants to climb to the

top of the Nose and Half Dome together in just 24 hours. You

could say this kid really sets a goal and then climbs for it!

73

Vocabulary/Comprehension Student page 73

VocabularySTRATEGYWORD PARTS

Compound Words Explain that both

English and other languages combine

base or root words to form new

words called compound words. Write

examples in English such as fireman,

schoolbus, and wastebasket. Ask non-

native speakers how their languages

say these words. See if students whose

first language is not English can find

examples of compound words from

their primary language.

Point to the word wildlife in “The Top

5 Most Visited National Parks.” Ask

students to identify its base words.

Have them tell the meaning of the

word from what they know about its

base words.

Read “A Prehistoric Park”

As you read “A Prehistoric Park” with

students, ask them to look for more

compound words in the selection.

(throughout, rainbow) Tell them that

they will find more compound words

as they read Animals Come Home to

Our National Parks.Read the vocabulary words. Use the clues to complete the puzzle.

roamed completed journey natural wildlife

Across Down

3. finished 1. wandered4. trip 2. not artificial5. untamed animals

Write a sentence using two of the words.

6.

1.

4.

3.

5.

2.

Possible response:

We watched for hours as many kinds of wildlife

roamed across the plain.

On Level Practice Book O, page 15

Approaching Practice Book A, page 15

Beyond Practice Book B, page 15 Animals Come Home to Our National Parks 73



Objectives• Summarize a text

• Identify the main idea and

supporting details

• Use academic language:

summarize, main idea,

supporting details

Materials

• Comprehension Transparency

3

• Leveled Practice Books,

p. 16

Reread for

ComprehensionSTRATEGYSUMMARIZE

Tell students that summarizing something they have read means

making a brief statement of the most important ideas. Summarizing

helps readers understand what they have read, because they must

decide which points are the most important and then restate them

in their own words.

SKILLMAIN IDEA AND DETAILS

■ To summarize a nonfiction article, students should identify the

main ideas and details. The main idea is what a paragraph or

section is mostly about. The main idea is often stated. Sometimes

the main idea is implied and must be inferred from the details.

■ Sentences in the paragraph or section that contain secondary

ideas, or information related to the main idea, are called

supporting details. The paragraph or section may also include

details that do not support the main idea.

Student Book page 72 available on

Comprehension Transparency 3

Main Idea and Details

Introduce 47A–47B

Practice /Apply

49–65; Leveled Practice Books, 9–10

Reteach / Review

69M–69T; 73A–73B, 74–77, 81M–81T; Leveled Practice Books, 16–17

Assess Weekly Tests; Unit 1 Test; Benchmark Tests A, B

Maintain 65B, 77A, 215A, 337A

Academic Vocabulary

As students read the

selection, explain

important content words

and phrases, such as fossils,

petrified, seeped into, and

logs. After students read

each paragraph, have

them retell what they have

learned. Ask questions to

check comprehension,

and explain information as

necessary. Help students

use the terms main idea

and supporting details

as they talk about the

information.

72

PrehistoricPark

Vocabularyroamed

completed

journey

natural

wildlife

Real World Reading























and white.






prehistoric trees.


Transparency 3

73A


The main idea of a selection tells you what it is about. The supporting details in the selection help you understand the main idea.

Read the paragraph below. Then identify the main idea and three details that support it.

Cumberland Gap National Park is under attack! A plant called kudzu

threatens the park’s ecosystem. Few animals eat kudzu and it grows so fast

it’s been called “the vine that ate the South.” It can grow a foot a night! It

grows even after it has been dosed with herbicide, or plant killer. That’s

bad news for native plants and trees. Kudzu grows right over them. It takes

the sunlight plants need to live. Bits of kudzu came to Cumberland stuck

to truck tires. The trucks were there to build a road. Now park rangers

cut kudzu back. They apply herbicide to the plant’s huge root. They could

bring in goats because goats eat kudzu. But goats also eat native plants.

Solving the kudzu problem will be tricky.

1. Main idea:

2. Supporting detail:



A plant named kudzu is threatening the Cumberland

Gap National Park’s ecosystem.

Possible responses provided.

It grows fast and is difficult to kill.

It grows over plants and trees, blocking sunlight.

Few animals eat kudzu.

On Level Practice Book 0, page 16

Approaching Practice Book A, page 16

Beyond Practice Book B, page 16

MODEL

Reread the first paragraph of “A Prehistoric Park” on Student Book

page 72.

Think Aloud The first sentence of a paragraph is often the main

idea. Is that true for the first paragraph? No, none of the other

sentences are about dinosaurs. Sometimes there may be no

single sentence in a paragraph that states the main idea. By

summing up the details, I can draw a conclusion about the main

idea. I think it is that people can see what trees were like when

dinosaurs were alive by visiting Petrified Forest National Park.

GUIDED PRACTICE

Help students identify details that support the main idea in the first

paragraph. (People can see some of these trees in Arizona. Petrified

Forest National Park has 225-million-year-old fossils of trees. Visitors

come to see the trees that were turned into stone.)

APPLY

■ Have students identify the main idea of the second paragraph.

(The colored logs are fossils of ancient trees.) Then have them

identify the details that support the main idea. (The logs were

formed millions of years ago. Mineral-rich water flowed into the

area where the trees were. The minerals replaced the wood in the

dead trees. The “logs” are really multi-colored rocks.)

■ Ask students to tell which details do not support the main idea in

the second paragraph and why. (The sentence about the length of

the logs does not support the main idea of how the colorful logs

came to be.)

■ Ask students to summarize the article using the main ideas. (In

a national park in the Arizona desert, visitors can see “trees” that

existed at the time of the dinosaurs. The trees are really fossils that

were formed when the minerals in water replaced the wood. The

minerals cause the “logs” to have many colors. Close to a million

people come to see this large display of fossils every year.)

During Small Group Instruction

If No Approaching Level Comprehension, p. 81O

If Yes On Level Options, pp. 81Q–81R

Beyond Level Options, pp. 81S–81T

Can students identify main ideas and supporting details?

Animals Come Home 73B

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