Comprehension. Genre. Fantasy is a story with invented characters, settings, or other elements that could not exist in real life.

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1 MAIN SELECTION The Cricket in Times Square Skill: Theme PAIRED SELECTION The Chance of a Lifetime Text Feature: Advertisement SMALL GROUP OPTIONS Differentiated Instruction, pp. 717M 717V Comprehension Genre Fantasy is a story with invented characters, settings, or other elements that could not exist in real life. Analyze Story Structure Theme As you read, fill in your Theme Map. Comprehension GENRE: FANTASY Have a student read the definition of Fantasy on Student Book page 692. Students should look for animal characters that can speak. Read to Find Out What happens when a country cricket winds up in a big city? STRATEGY ANALYZE STORY STRUCTURE Remind students that authors of fiction organize stories in various ways. The author of a fantasy story can help readers understand the theme by using a particular structure. 692 SKILL THEME Remind students that to identify the theme of a story, they should look for clues that tell them what message about life the author is trying to express. Vocabulary Words Review the tested vocabulary words: eavesdropping, scuffling, wistfully, jumble, logical, acquaintance, and scornfully. Story Words Students may be unfamiliar with these words. Pronounce the words and give meanings as necessary. cricket (p. 694): an insect, similar to a grasshopper, that makes a noise at night brook (p. 696): a small stream liverwurst (p. 696): a sausage made with ground liver forlornly (p. 701): sadly leery (p. 707): cautious, distrustful 692

2 Main Selection Main Selection Student pages Preview and Predict Ask students to read the title, preview the illustrations, and make predictions about the selection. Do they think the animals get along well together? Why? Have students write about their predictions and anything else they want to know about the story. Set Purposes FOCUS QUESTION Discuss the Read to Find Out question on Student Book page 692. Remind students to look for the answer as they read. Point out the Theme Map in the Student Book and on Practice Book page 195. Explain that students will fill it in as they read. Read The Cricket in Times Square 693 Use the questions and Think Alouds to support instruction about the comprehension strategy and skill. On Level Practice Book 0, page 195 As you read The Cricket in Times Square, fill in the Theme Map. Clue If your students need support to read the Main Selection, use the prompts to guide comprehension and model how to complete the graphic organizer. Encourage students to read aloud. If your students can read the Main Selection independently, have them read and complete the graphic organizer. Remind them to use appropriate strategies for different purposes. Clue Clue Clue If your students need an alternate selection, choose the Leveled Readers that match their instructional level. Clue Theme How does the information you wrote in the Theme Map help you to analyze the story structure of The Cricket in Times Square? Story available on Listening Library Audio CD Approaching Practice Book, A, page 195 Beyond Practice Book, B, page 195 The Cricket in Times Square 693

3 Main Selection Student page 694 Develop Comprehension 1 MONITOR AND CLARIFY: READ AHEAD In the first paragraph, Tucker Mouse says being able to eavesdrop is one of the reasons he lives in the Times Square subway station. How might reading ahead help you think of other reasons why a mouse would want to live in a subway station? (Answers will vary. Students may note that they can read ahead to look for other clues about what Tucker likes, where he lives, who lives with him, and what his daily activities are.) 1 2 Chester Tucker Mouse had been watching the Bellinis and listening to what they said. Next to scrounging, eavesdropping on human beings was what he enjoyed most. That was one of the reasons he lived in the Times Square subway station. As soon as the family disappeared, he darted out across the floor and scooted up to the newsstand. At one side the boards had separated and there was a wide space he could jump through. He d been in a few times before just exploring. For a moment he stood under the threelegged stool, letting his eyes get used to the darkness. Then he jumped on it. Psst! he whispered. Hey, you up there are you awake? There was no answer. Psst! Psst! Hey! Tucker whispered again, louder this time. From the shelf above came scuffling, like little feet feeling their way to the edge. Who is going psst? said a voice. It s me, said Tucker. Down here on the stool. A black head, with two shiny black eyes, peered down at him. Who are you? A mouse, said Tucker, Who are you? I m Chester Cricket, said the cricket. He had a high, musical voice. Everything he said seemed to be spoken to an unheard melody. My name s Tucker, said Tucker Mouse. Can I come up? 694 Clarify Check students comprehension of the story. Ask, Who is the first character we meet in the story? Where does he live? Explain that Times Square is a place in New York City. Make sure students understand what a subway station is and that Tucker Mouse lives below the street. Ask, What does he like to do? Discuss the actions of Tucker Mouse with students. Write Psst on the board and explain it. Check that students understand words and phrases such as human beings, newsstand, three-legged stool, peered, and melody. 694

4 Main Selection Student page 695 Develop Comprehension 2 STRATEGY CONTEXT CLUES Find the word darted on page 694. What do you think it means? Use paragraph clues to check your prediction. (The phrases out across the floor and scooted up are context clues. In this sentence, darted must mean ran very quickly in one direction. ) Vocabulary Research cites that there is a cumulative advantage phenomenon in reading. The very students who are reading well and who have good vocabularies will read more, learn more word meanings, and read better. 695 Donald R. Bear Go to www. macmillanmh.com The Cricket in Times Square 695

5 Main Selection Student page 696 Develop Comprehension 3 GENRE: FANTASY To make the events in a fantasy story more believable, an author might include details that are found in the real world. What is realistic about the story so far? (Crickets and mice are found in real life. Times Square and Connecticut are real places. Chester s home in the tree stump is realistic.) What about the story could happen only in a fantasy? (Mice cannot understand what people are saying. Mice and crickets cannot speak.) 3 I guess so, said Chester Cricket. This isn t my house anyway. Tucker jumped up beside the cricket and looked him all over. A cricket, he said admiringly. So you re a cricket. I never saw one before. I ve seen mice before, the cricket said. I knew quite a few back in Connecticut. Is that where you re from? asked Tucker. Yes, said Chester. I guess I ll never see it again, he added wistfully. How did you get to New York? asked Tucker Mouse. It s a long story, sighed the cricket. Tell me, said Tucker, settling back on his haunches. He loved to hear stories. It was almost as much fun as eavesdropping if the story was true. Well it must have been two no, three days ago, Chester Cricket began. I was sitting on top of my stump, just enjoying the weather and thinking how nice it was that summer had started. I live inside an old tree stump, next to a willow tree, and I often go up to the roof to look around. And I d been practicing jumping that day too. On the other side of the stump from the willow tree there's a brook that runs past, and I d been jumping back and forth across it to get my legs in condition for the summer. I do a lot of jumping, you know. Me too, said Tucker Mouse. Especially around the rush hour. And I had just finished jumping when I smelled something, Chester went on, liverwurst, which I love. You like liverwurst? Tucker broke in. Wait! Wait! Just wait! 696 Cross Curricular Connection Find the sentence that contains the word wistfully. Use wistfully in a sentence that shows its meaning. (Possible answers: I spoke wistfully everytime I remembered the good old days.) TIMES SQUARE AND BROADWAY Tell students that New York City s Times Square is the site of the Broadway theater district, where for over a hundred years actors and musicians have been entertaining people. Invite students to share any knowledge or experiences they have had with theatrical performances. They might also compare a live performance with a movie. Have students review newspaper or radio ads for theatrical productions and movies. Then have them create advertising posters for productions they might have seen or learned about. Encourage them to use quotations from reviews and other persuasive text and illustrations or downloaded photographs and images. Have the class establish criteria for judging the effectiveness of the posters. They should explain the cultural perceptions that advertisements play upon. 696

6 In one leap, he sprang down all the way from the shelf to the floor and dashed over to his drain pipe. Chester shook his head as he watched him go. He thought Tucker was a very excitable person even for a mouse. Inside the drain pipe, Tucker s nest was a jumble of papers, scraps of cloth, buttons, lost jewelry, small change, and everything else that can be picked up in a subway station. Tucker tossed things left and right in a wild search. Neatness was not one of the things he aimed at in life. At last he discovered what he was looking for: a big piece of liverwurst he had found earlier that evening. It was meant to be for breakfast tomorrow, but he decided that meeting his first cricket was a special occasion. Holding the liverwurst between his teeth, he whisked back to the newsstand. Look! he said proudly, dropping the meat in front of Chester Cricket. Liverwurst! You continue the story we ll enjoy a snack too. That s very nice of you, said Chester. He was touched that a mouse he had known only a few minutes would share his food with him. I had a little chocolate before, but besides that, nothing for three days. Eat! Eat! said Tucker. He bit the liverwurst into two pieces and gave Chester the bigger one. So you smelled the liverwurst then what happened? STRATEGIES FOR EXTRA SUPPORT Theme What is the author's message about different types of characters becoming friends? Question 5 THEME Ask, Who are the characters of the story so far? (Tucker Mouse, Chester Cricket) How do they help each other? What kinds of things do they do that show they have become friends? (listen to each other, share food) How do you feel about these two animals being friends? Think about the two characters actions. What do you think the author s message is? Main Selection Student page 697 Develop Comprehension 4 STRATEGY ANALYZE STORY STRUCTURE Teacher Think Aloud I know that the structure of a story can be seen in the way the author introduces characters and develops the plot. So far, I ve met two characters, Tucker the mouse and Chester the cricket. As I read the dialogue, I can analyze the characters thoughts and behaviors. I notice that Tucker is being quite friendly toward Chester. He encourages Chester to tell his story and even shares his liverwurst when he hears that Chester likes it. This information may help me figure out what the theme is. I can add it to my Theme Map. 5 THEME What is the author s message about different types of characters becoming friends? (Suggested answer: Even though creatures may be different in many ways, they have some things in common. Even creatures as different as a mouse and a cricket can like the same things and be kind to each other.) Clue Tucker encourages Chester to tell his story and shares his liverwurst. The Cricket in Times Square 697

7 Main Selection Student page 698 Develop Comprehension 6 THEME What clues can you find to the story s theme in the way that Tucker responds to Chester s story? (The two characters have just met, but Tucker listens with real interest to Chester s story. He notes that he would have reacted the same way as Chester did to the events. This kind of understanding between two characters shows how friendships grow.) Add this information to your Theme Map. Clue Tucker encourages Chester to tell his story and shares his liverwurst. Clue Tucker listens well and says he understands Chester s feelings

8 I hopped down from the stump and went off toward the smell, said Chester. Very logical, said Tucker Mouse, munching with his cheeks full. Exactly what I 6 would have done. It was coming from a picnic basket, said Chester. A couple of tuffets away from my stump the meadow begins, and there was a whole bunch of people having a picnic. They had hard boiled eggs, and cold roast chicken, and roast beef, and a whole lot of other things besides the liverwurst sandwiches which I smelled. Tucker Mouse moaned with pleasure at the thought of all that food. They were having such a good time laughing and singing songs that they didn t notice me when I jumped into the picnic basket, continued Chester. I was sure they wouldn t mind if I had just a taste. Naturally not, said Tucker Mouse sympathetically. Why mind? Plenty for all. Who could blame you? Now, I have to admit, Chester went on, I had more than a taste. As a matter of fact, I ate so much that I couldn t keep my eyes open what with being tired from the jumping and everything. And I fell asleep right there in the picnic basket. The first thing I knew, somebody had put a bag on top of me that had the last of the roast beef sandwiches in it. I couldn t move! Imagine! Tucker exclaimed. Trapped under roast beef sandwiches! Well, there are worse fates. 7 Main Selection Student page 699 Develop Comprehension 7 STRATEGY CONTEXT CLUES Find the word sympathetically on page 699. What paragraph clues help you figure out the meaning of sympathetically? (Tucker says, Naturally not, and Who could blame you? So sympathetically must mean with understanding. ) 699 Animated Films Explain The Cricket in Times Square was made into a short TV film many years ago. Today animated films seem to be more popular than ever. Instead of painting images onto film sheets, some animators now create puppets or clay figures to portray the characters. Animation contributes to communication in various ways. Discuss Ask students what their favorite animated films are. Do they prefer to watch films with painted images or clay figures? Apply Ask partners to do some research on types of animation. Then have them plan how they would animate one scene from The Cricket in Times Square. How would they design the characters? What actors would do the voiceovers? Have partners show sketches of the characters as they explain their ideas to the class. The Cricket in Times Square 699

9 Main Selection Student page 700 Develop Comprehension 8 MAINTAIN SUMMARIZE How would you summarize Chester s journey to New York? (He was sitting in his stump in Connecticut when he smelled liverwurst. He followed the smell to a nearby picnic. Soon he jumped into the picnickers basket to eat some of the liverwurst. Later, he fell asleep because he d eaten too much. He woke up trapped under a bag of roast beef sandwiches in the basket. The people carried the basket and Chester onto a couple of trains. Chester worked himself loose and leaped out of the basket when they got off the second train.) At first I wasn't too frightened, said Chester. After all, I thought, they probably come from New Canaan or some other nearby town. They'll have to unpack the basket sooner or later. Little did I know! He shook his head and sighed. I could feel the basket being carried into a car and riding somewhere and then being lifted down. That must have been the railroad station. Then I went up again and there was a rattling and roaring sound, the way a train makes. By this time I was pretty scared. I knew every minute was taking me farther away from my stump, but there wasn't anything I could do. I was getting awfully cramped too, under those roast beef sandwiches. Didn t you try to eat your way out? asked Tucker. I didn t have any room, said Chester. But every now and then the train would give a lurch and I managed to free myself a little. We traveled on and on, and then the train stopped. I didn t have any idea where we were, but as soon as the basket was carried off, I could tell from the noise it must be New York. You never were here before? Tucker asked. Goodness no! said Chester. But I ve heard about it. There was a swallow I used to know who told about flying over New York every spring and fall on her way to the North and back. But what would I be doing here? He shifted uneasily from one set of legs to another. I m a country cricket. Don t worry, said Tucker Mouse. I ll feed you liverwurst. You ll be all right. Go on with the story. It s almost over, said Chester. The people got off one train and walked a ways and got on another even noisier than the first. Must have been the subway, said Tucker

10 I guess so, Chester Cricket said. You can imagine how scared I was. I didn t know where I was going! For all I knew they could have been heading for Texas, although I don t guess many people from Texas come all the way to Connecticut for a picnic. It could happen, said Tucker, nodding his head. Anyway I worked furiously to get loose. And finally I made it. When they got off the second train, I took a flying leap and landed in a pile of dirt over in the corner of this place where we are. Such an introduction to New York, said Tucker, to land in a pile of dirt in the Times Square subway station. Tsk, tsk, tsk. And here I am, Chester concluded forlornly. I ve been lying over there for three days not knowing what to do. At last I got so nervous I began to chirp. That was the sound! interrupted Tucker Mouse. I heard it, but I didn t know what it was. Yes, that was me, said Chester. Usually I don t chirp until later on in the summer but my goodness, I had to do something! The cricket had been sitting next to the edge of the shelf. For some reason perhaps it was a faint noise, like padded feet tiptoeing across the floor he happened to look down. A shadowy form that had been crouching silently below in the darkness made a spring and landed right next to Tucker and Chester. Watch out! Chester shouted, A cat! He dove headfirst into the matchbox Main Selection Student page 701 Develop Comprehension 9 GENRE: FANTASY What information does the author include on pages 700 and 701 that could only happen in a fantasy? (Suggested answers: Chester could not know that he was in New York, because how would a cricket have that knowledge? Crickets don t chirp because they are nervous.) 10 CHARACTER What do Chester Cricket s actions so far tell you about the kind of creature he is? (Chester is brave, because he was able to get loose from the sandwiches and jump out of the basket. Even though he is far from home, he has been all right so far in New York. Chester is also nervous and frightened, because he stayed in one place for three days while he thought about what to do.) The Cricket in Times Square 701

11 Main Selection Student page 702 Develop Comprehension 11 STRATEGY ANALYZE STORY STRUCTURE Teacher Think Aloud As a new character is introduced here, I notice how the author is careful to show us Chester s reaction. Chester is afraid of the cat, so at first I also think the cat is dangerous. Cats and mice are usually enemies, so the fact that Harry is not a danger to Tucker or Chester is a surprise. How else does the introduction of a friendly cat affect your understanding of the story? (Encourage students to apply the strategy in a Think Aloud.) Harry Cat Chester buried his head in the Kleenex. He didn t want to see his new friend, Tucker Mouse, get killed. Back in Connecticut he had sometimes watched the one-sided fights of cats and mice in the meadow, and unless the mice were near their holes, the fights always ended in the same way. But this cat had been upon them too quickly: Tucker couldn t have escaped. There wasn t a sound. Chester lifted his head and very cautiously looked behind him. The cat a huge tiger cat with gray-green eyes and black stripes along his body was sitting on his hind legs, switching his tail around his forepaws. And directly between those forepaws, in the very jaws of his enemy, sat Tucker Mouse. He was watching Chester curiously. The cricket began to make frantic signs that the mouse should look up and see what was looming over him. Very casually Tucker raised his head. The cat looked straight down on him. Oh, him, said Tucker, chucking the cat under the chin with his right front paw, he s my best friend. Come out from the matchbox. Chester crept out, looking first at one, then the other. Chester, meet Harry Cat, said Tucker. Harry, this is Chester. He s a cricket. I m very pleased to make your acquaintance, said Harry Cat in a silky voice. Hello, said Chester. He was sort of ashamed because of all the fuss he d made. I wasn t scared for myself. But I thought cats and mice were enemies. Student Think Aloud I find out that Tucker and Harry are best friends, because Tucker says so. This is important to know, because I already read about how friendly Tucker is to Chester. Now I see that three very different kinds of animals can get along. I will keep reading to find out how they will look out for each other. 702 Find the sentence that contains the word acquaintance. Which of the following words and phrases has the meaning closest to the meaning of acquaintance: friend, co-worker, best friend, casual friend, stranger? (casual friend) 702

12 Main Selection Student page 703 Develop Comprehension 12 THEME How does Chester s behavior on page 702 show that he already trusts Tucker and values him as a friend? (He tries to warn Tucker about the cat, because he does not want his new friend to be killed. When Tucker says the cat is a friend, Chester trusts Tucker and comes out to meet him.) Add this information to your Theme Map. Clue Tucker encourages Chester to tell his story and shares his liverwurst. Clue Tucker listens well and says he understands Chester s feelings. Clue 703 Chester tries to warn Tucker about the cat; Chester trusts Tucker about meeting Harry. Have students respond to the selection by confirming or revising their predictions and purposes. Theme If students are having difficulty identifying events and character traits that provide clues to the author s message, guide them with questions such as the following. How did Chester feel when he first arrived in Times Square? (nervous, confused, and unhappy) How does he feel now? (happier, more relaxed, less worried about his future in New York) What brought about this change in his mood? (Tucker has made friends with him, showing interest in his problem, sharing food with him, and introducing him to a yet another new friend.) How do Tucker and Harry feel about Chester? (They both admire Chester s music. They give him hope about being able to leave, but also give him reasons to stay.) Can students identify clues about the theme of a story? If not, see the Extra Support on this page. Stop here if you are reading this story over two days. STOP The Cricket in Times Square 703

13 Main Selection Student page 704 Develop Comprehension 13 MONITOR AND CLARIFY: READ AHEAD Find the word scrounging on pages 694 and 704. How might reading ahead have helped you to understand its meaning? (On page 704, Harry explains what scrounging means by saying he had been looking through garbage cans for food. On page 694, we learn that Tucker likes scrounging, but the context doesn t necessarily explain what it means.) In the country, maybe, said Tucker. But in New York we gave up those old habits long ago. Harry is my oldest friend. He lives with me over in the drain pipe. So how was scrounging tonight, Harry? Not so good, said Harry Cat. I was over in the ash cans on the East Side, but those rich people don't throw out as much garbage as they should. Chester, make that noise again for Harry, said Tucker Mouse. Chester lifted the black wings that were carefully folded across his back and with a quick, expert stroke drew the top one over the bottom. A thrumm echoed through the station. Lovely very lovely, said the cat. This cricket has talent. I thought it was singing, said Tucker. But you do it like playing a violin, with one wing on the other? Yes, said Chester. These wings aren t much good for flying, but I prefer music anyhow. He made three rapid chirps. Tucker Mouse and Harry Cat smiled at each other. It makes me want to purr to hear it, said Harry. Some people say a cricket goes chee chee chee, explained Chester. And others say, treet treet treet, but we crickets don t think it sounds like either one of those. It sounds to me as if you were going crik crik crik, said Harry. Maybe that s why they call him a cricket, said Tucker. 704 IMMIGRATION People who leave their homes in one country to move to a new country are called immigrants. New York City is known for welcoming people from different backgrounds and giving them the chance to become friends. Tucker says that, in the country, a cat and a mouse would be enemies. In the city, however, they become friends. New immigrants like Chester are often nervous about their new home at first, but they soon grow to appreciate the friends they make. Have students recall the immigrant characters in My Diary from Here to There and The Gold Rush Game. In several paragraphs, ask them to compare and contrast their experiences of coming to live in the United States with Chester s arrival in New York. They should also discuss the similarities and differences in how the authors tell the immigrants story. 704

14 Main Selection Student page 705 Develop Comprehension 14 THEME How does Tucker s and Harry s reaction to Chester s chirping add to your understanding of the story s theme? (Both Tucker and Harry really like Chester s chirping, which shows that friends appreciate the special qualities that each has. The author may be trying to show that taking time to appreciate others can lead to having good friends.) Add this information to your Theme Map. Clue Tucker encourages Chester to tell his story and shares his liverwurst. Clue Tucker listens well and says he understands Chester s feelings. 705 Clue Chester tries to warn Tucker about the cat; Chester trusts Tucker about meeting Harry. STRATEGIES FOR EXTRA SUPPORT Question 14 THEME Reread aloud the dialogue on page 704 that tells what Tucker and Harry think about Chester s chirping: Lovely... cricket has talent... Like playing a violin... Say that Tucker and Harry are complimenting Chester on his ability to chirp. Write the word compliment and give other examples. Ask, What does the characters behavior tell you about their feelings for each other? How does their behavior help you understand the theme? (Friends appreciate each other s qualities.) Write appreciation on the board and ask, How do you show your appreciation for your friends? Clue Tucker and Harry compliment Chester on his chirping skills. The Cricket in Times Square 705

15 Main Selection Student page 706 Develop Comprehension 15 STRATEGY ANALYZE STORY STRUCTURE How has the author used clues in the plot to bring out the theme of the story? Student Think Aloud The author has shown us that, even though two individuals are very different, they can be kind to each other. We see this when Tucker listens carefully to Chester s story. Also, we know that Harry would never eat Tucker. Friends also take care of each other. For example, we see that Tucker shares his liverwurst when Chester is hungry. And friendship also means being willing to share your talents, like singing and chirping. 16 DRAW CONCLUSIONS How do you think Tucker has learned to speak the way he does? (At the beginning of the story, we learn that he loves to eavesdrop on humans. He has probably picked up a lot of vocabulary and phrases from them. Chester says he has never heard such words in the country, but that is because there are so few people in the country.) They all laughed. Tucker had a squeaky laugh that sounded as if he were hiccupping. Chester was feeling much happier now. The future did not seem nearly as gloomy as it had over in the pile of dirt in the corner. Are you going to stay a while in New York? asked Tucker. I guess I ll have to, said Chester. I don t know how to get home. Well, we could always take you to Grand Central Station and put you on a train going back to Connecticut, said Tucker. But why don t you give the city a try. Meet new people see new things. Mario likes you very much. Yes, but his mother doesn t, said Chester. She thinks I carry germs. Germs! said Tucker scornfully. She wouldn t know a germ if one gave her a black eye. Pay no attention. Too bad you couldn t have found more successful friends, said Harry Cat. I fear for the future of this newsstand. It s true, echoed Tucker sadly. They re going broke fast. He jumped up on a pile of magazines and read off the names in the half-light that slanted through the cracks in the wooden cover Art News Musical America. Who would read them but a few long-hairs? I don t understand the way you talk, said Chester. Back in the meadow he had listened to bullfrogs, and woodchucks, and rabbits, even a few snakes, but he had never heard anyone speak like Tucker Mouse. What is a long-hair? 706

16 Tucker scratched his head and thought a moment. A longhair is an extra-refined person, he said. You take an Afghan hound that's a long-hair. Do Afghan hounds read Musical America? asked the cricket. They would if they could, said Tucker. Chester shook his head. I m afraid I won t get along in New York, he said. Oh, sure you will! squeaked Tucker Mouse. Harry, suppose we take Chester up and show him Times Square. Would you like that, Chester? I guess so, said Chester, although he was really a little leery of venturing out into New York City. The three of them jumped down to the floor. The crack in the side of the newsstand was just wide enough for Harry to get through. As they crossed the station floor, Tucker pointed out the local sights of interest, such as the Nedick s lunch counter Tucker spent a lot of time around there and the Loft s candy store. Then they came to the drain pipe. Chester had to make short little hops to keep from hitting his head as they went up. There seemed to be hundreds of twistings and turnings, and many other pipes that opened off the main route, but Tucker Mouse knew his way perfectly even in the dark. At last Chester saw light above them. One more hop brought him out onto the sidewalk. And there he gasped, holding his breath and crouching against the cement Main Selection Student page 707 Develop Comprehension 17 THEME How does the author show that Tucker and Harry value having Chester as a new friend? (They offer to help him get back to Connecticut, but they also want to show him all the things that New York has to offer. They seem to want him to stay.) Add this information to your Theme Map. 18 MAINTAIN SUMMARY How would you summarize the tour of Times Square that Tucker and Harry give Chester? (First, they squeeze through the crack in the newsstand and cross the subway station. Tucker points out interesting places to eat, such as Nedick s and Loft s candy store. Then they travel through the drain pipe, twisting and turning in the dark for a long time, until they come up onto the sidewalk.) Clue Ways to Confirm Meaning Semantic/Meaning Cues Explain Good readers use their background knowledge and context clues to help them predict and check meanings of words. Model Discuss the word venturing on page 707. Think Aloud I don t know what the word venturing means, but it reminds me of the word adventure. It appears right after Tucker says he and Harry will show Chester Times Square. The -ing ending shows that it is a verb, and it is followed by the adverbs out and into. Venturing must mean going or traveling. That makes sense: Chester is leery about going out into New York City. Apply Encourage students to use context clues and their background knowledge to help them with other difficult words or phrases, such as extra-refined on this page. Tucker encourages Chester to tell his story and shares his liverwurst. Clue Tucker listens well and says he understands Chester s feelings. Clue Chester tries to warn Tucker about the cat; Chester trusts Tucker about meeting Harry. Clue Tucker and Harry compliment Chester on his chirping skills. Clue Tucker and Harry seem to want Chester to stay in New York. The Cricket in Times Square 707

17 Main Selection Student page 708 Develop Comprehension 19 THEME How does the author use his characters to express the theme? (Suggested answer: The three characters are very different kinds of creatures, yet they have learned how to trust one another and to care for each other. They see the differences between them as positive things and reasons to be happy together rather than as problems. The author shows how they speak to each other with respect and offer help when it s needed. By seeing how these characters behave together, we understand how important good friendships are.) Add this information to your Theme Map. 19 They were standing at one corner of the Times building, which is at the south end of Times Square. Above the cricket, towers that seemed like mountains of light rose up into the night sky. Even this late the neon signs were still blazing. Reds, blues, greens, and yellows flashed down on him. And the air was full of the roar of traffic and the hum of human beings. It was as if Times Square were a kind of shell, with colors and noises breaking in great waves inside it. Chester s heart hurt him and he closed his eyes. The sight was too terrible and beautiful for a cricket who up to now had measured high things by the height of his willow tree and sounds by the burble of a running brook. How do you like it? asked Tucker Mouse. Well it s it s quite something, Chester stuttered. You should see it New Year's Eve, said Harry Cat. Gradually Chester s eyes got used to the lights. He looked up. And way far above them, above New York, and above the whole world, he made out a star that he knew was a star he used to look at back in Connecticut. When they had gone down to the station and Chester was in the matchbox again, he thought about that star. It made him feel better to think that there was one familiar thing, twinkling above him, amid so much that was new and strange. Theme How does the author use his characters to express the theme? Clue Tucker encourages Chester to tell his story and shares his liverwurst. Clue Tucker listens well and says he understands Chester s feelings. 708 Clue Chester tries to warn Tucker about the cat; Chester trusts Tucker about meeting Harry. Clue Tucker and Harry compliment Chester on his chirping skills. Clue Tucker and Harry seem to want Chester to stay in New York. Theme Friendships are valuable. They make any place feel like home. 708

18 Main Selection Student page 709 Develop Comprehension RETURN TO PREDICTIONS AND PURPOSES Review students predictions and purposes. Were they correct? Did students know what would happen when a country cricket winds up in the city? (Even though Chester knew no one when he arrived in New York, he soon made two very good friends.) Students should view and respond to classic texts. REVIEW READING STRATEGIES In what ways did analyzing the story structure to identify the theme help you understand this story? What strategies did you use when you came to difficult words? 709 Encourage students to select useful visual organizers after reading to organize information. PERSONAL RESPONSE Ask students to write about a time when they made friends with someone very different from themselves. Invite them to perform their stories nonverbally, as in pantomime. Can students use clues to identify the theme of a story? During Small Group Instruction If No Approaching Level Leveled Reader Lesson, p. 717P If Yes On Level Options, pp. 717Q 717R Beyond Level pp. 717S 717T Options, The Cricket in Times Square 709

19 Respond Student page 710 Author and Illustrator ON A JOURNEY WITH GEORGE AND GARTH Have students read the biographies of the author and the illustrator. On a Journey with George and Garth George Selden wrote this story after he heard a cricket chirping in the Times Square subway station. Chester s whole story came to George immediately. The cricket reminded George of his home in the countryside where he used to live. Other books by George Selden and Garth Williams DISCUSS How did George Selden use his own experiences to create a work of imaginative fiction? What advantages and disadvantages might Garth Williams have had from working with photographs of animals? WRITE ABOUT IT Have students write about a new place they would like to visit. Ask them to give a detailed description of things they would like to see there. Use a world map as a prompt for students to share their ideas about travel destinations. Author s Purpose Have students look for clues in the story and in the author s biography that indicate George Selden s purpose for writing. Suggest that they consider the story s theme when looking for and discussing the clues. Students should conclude that he wrote to entertain. Students can find more information about George Selden and Garth Williams at Garth Williams worked very hard to make the creatures in this story look and act like real people. First he started with an actual photograph of the animal. Then he drew and redrew until the animal seemed to have human qualities. Find out more about George Selden and Garth Williams at Author's Purpose Why did George Selden write The Cricket in Times Square? Was his main purpose to explain, entertain, or persuade? What details help you to know? Author s Craft Humorous Contrast Writers often place animals in situations together even though they would not face each other in real life. For example: Who are you? A mouse, said Tucker, Who are you? I m Chester Cricket, said the cricket. (p. 694) In real life, a mouse and a cricket would not make homes near each other. Ask students how contrasting situations and odd animal pairs adds humor to the story. Have students look for and discuss other examples of humorous contrast, such as I jumped into the picnic basket, continued Chester. I was sure they wouldn t mind if I had just a taste, (p. 699) and directly between those forepaws, in the very jaws of his enemy, sat Tucker Mouse. (p. 702) 710

20 Summarize Comprehension Check Respond Student page 711 Comprehension Check Summarize The Cricket in Times Square. Tell about the main characters, the most important events in the story, and the theme. Think and Compare 1. New York City is filled with people from many different backgrounds and countries. What message do you think the author is sending by making a cricket, a cat, and a mouse his main characters? Use your theme chart to answer the question. Analyze Story Structure: Theme 2. Reread page 708 of the story. How do you think Chester feels about New York after he sees Times Square? Use story details to support your answer. Analyze 3. If you could be a character in the story, which character would you choose to be, Chester or Tucker? Explain your answer. Apply 4. Tucker advises his new acquaintance Chester to give the city a try. How would you decide if this is a good idea? Support your answer with details from the text. Evaluate 5. Read The Country Mouse and the City Mouse on pages How is Country Mouse s experience similar to Chester s on pages 701 to 704? How is it different? Use details from both selections in your answer. Reading/Writing Across Texts Think and Search Model the Think and Search strategy with questions 2 and 5. The answer is found in more than one place in the selection. You need to put different parts of the text together. Question 2 Think Aloud: I first read that Chester was frightened by the noises he heard. Then I learned that he was from a very quiet place. Therefore, Chester must have been scared but excited in this new place. Question 5 Think Aloud: In The Country Mouse and the City Mouse, I read that Country Mouse took a planned trip to the city to see her friend. In The Cricket in Times Square, Chester accidentally found himself in the city. Both are surprised at what they see and hear in the city. Country Mouse decides to return home. Chester may decide to give the city a chance. 711 SUMMARIZE Have partners summarize The Cricket in Times Square in their own words. Remind students to use their Theme Map to help them organize their summaries. THINK AND COMPARE Sample answers are given. 1. Theme: The author s message seems to be that a big city is filled with many different characters who can still become friends despite their differences. 2. Analyze: Chester is very overwhelmed by New York City s lights and sounds. He feels that it is beautiful but busy since it is so much bigger and noisier than the place he came from. USE THINK AND SEARCH 3. Text to Self: Students may say that they would rather be Tucker because he is very energetic and outgoing. Some students might prefer to be Chester because he is quiet and a talented musician. 4. Text to World: Answers may vary. Students may say that if they were Chester, they might feel better about staying in the city because of friends like Tucker and Harry. FOCUS QUESTION 5. Text to Text: Both Chester and the Country Mouse are from the country. They both think the city is dangerous, busy, and noisy. The Country Mouse s trip was a planned visit with a friend, but Chester comes to the city by accident. Chester is considering staying in the city, but Country Mouse goes home. USE THINK AND SEARCH The Cricket in Times Square 711

21 Fluency/Comprehension Objectives Read accurately with good prosody Rate: WCPM Materials Fluency Transparency 27 Fluency Solutions Leveled Practice Books, p. 196 Provide a Context Discuss what is happening in the passage and the character s feelings. Make sure students understand that Chester is talking to Tucker Mouse. Echo-read the passage with students. You may need to explain the expression Little did I know! Fluency Repeated Reading: Punctuation EXPLAIN/MODEL Tell students that paying close attention to punctuation will help them with proper intonation and expression. Contrast intonation for statements and exclamations as you model reading the passage on Fluency Transparency 27 aloud. Then read one sentence at a time, having students echo-read the sentence, imitating your intonation. Think Aloud I see that most sentences end with periods, so I will make my voice stay level at the end. One of Chester s lines ends with a exclamation point, so I will read that line with more emphasis. Transparency 27 At first I wasn t too frightened, said Chester. After all, I thought, they probably come from New Canaan or some other nearby town. They ll have to unpack the basket sooner or later. Little did I know! He shook his head and sighed. I could feel the basket being carried into a car and riding somewhere and then being lifted down. That must have been the railroad station. On Level Practice Book O, page 196 As I read, I will pay attention to end punctuation in each sentence. Stripes raised his eyes and blinked at Jani. He was a lovely 12 striped cat. Jani thought he looked like a little tiger. She picked 24 the cat up. She sat with him on a chair, stroking his head. 37 You ll never believe what we learned in school today, she 47 told Stripes. 49 Stripes looked up at her with wise green eyes. People used 60 to make leopard-skin coats, she told him. Some people still 71 do. A coat made from a cat, Stripes. It makes me so mad! 84 Jani could not be sure, but she thought that Stripes scrunched 95 up his nose in disgust. 100 That night, Jani fell into a restless sleep. She tossed and 111 turned. She dreamed about animals who could talk. In her 121 dream, she hid nearby, eavesdropping on their conversation. 129 The animals were in danger. And they needed help. Suddenly 139 she woke up. It was almost midnight, but there was a light in 152 her room. Who s there? she asked. 158 Comprehension Check 1. Why does Jani fall into a restless sleep? Make Inferences Jani falls into a restless sleep because she is still upset about the idea of a coat made from an animal s fur. 2. Why might Jani feel sympathy for leopards? Make Inferences Jani probably feels sympathy for leopards because they are also cats, and she loves her own cat, Stripes. Words Read Number of Errors = First Read = Second Read = Words Correct Score Approaching Practice Book A, page 196 Beyond Practice Book B, page 196 Can students read accurately with good prosody? During Small Group Instruction If No Approaching Level Fluency, p. 717N If Yes On Level Options, pp. 717Q 717R Beyond Level Fluency Transparency 27 from The Cricket in Times Square, page 700 PRACTICE/APPLY Divide students into two groups. The first group reads the passage a sentence at a time. The second group echoreads. Then groups switch roles. Students will practice fluency using Practice Book page 196 or the Fluency Solutions Audio CD. Options, pp. 717S 717T 711A

22 Fluency/Comprehension Comprehension MAINTAIN SKILL SUMMARIZE Objective Summarize text by identifying important details EXPLAIN/MODEL To summarize means to tell about something in a brief and organized way. A summary of a story includes the main idea and supporting details. Sometimes a story s main idea is not stated; it may be implied by the details. What are the secondary ideas? Lead a class discussion about how students would summarize a favorite story. Ask, What are the most important details? PRACTICE/APPLY Discuss the story The Cricket in Times Square and have partners summarize and evaluate Chester s adventurous trip to Times Square by role-playing the character. Ask each partner to take a turn acting out different parts of his city experience. Have students use opinions and reactions of their teachers and classmates to evaluate their own interpretations of the book. For comprehension practice use Graphic Organizers on Teacher s Resource Book pages Summarize Introduce 377A B Practice / Apply Reteach / Review Assess Maintain ; Leveled Practice, M T, 543A B, , 561M T; Leveled Practice, Weekly Tests; Unit 3, 5 Tests; Benchmark Tests A, B 627B, 651B, 711B, 777B The Cricket in Times Square 711B

23 Paired Selection Student page 712 Informational Text: Science GENRE: EDITORIALS Have students read the bookmark on Student Book page 712. Explain that editorials are printed in newspapers and magazines; express opinions that may or may not be supported with facts; Genre Science Editorials are articles printed in newspapers and magazines that express the opinions of the writer. Text Feature Advertisements are text and pictures that try to persuade consumers to buy a product. Content Vocabulary colony echolocation insecticides The Chance of a Lifetime may be written to convince readers to see things the same way the writer does. Text Feature: Advertisement Point out the advertisement on page 713. Explain that an advertisement tries to persuade people to buy a product or service. This advertisement is trying to motivate customers to buy a house to keep bats. An advertisement contains text and pictures. 712 by Patricia West What words come to mind when you see or think of a bat? Creepy? Dark? Dangerous? People who know very little about this creature might answer in this way. Those who know bats would use words such as fascinating, amazing, even beautiful. All of us here in Austin have an incredible opportunity to take a first-hand look at the Mexican free-tailed bat. A colony of bats has settled under the Congress Avenue Bridge. I urge all of you to come out to see these bats. They tend to come out around sunset. Depending on the size of a colony, bats can eat tens of thousands of insects during their nightly flights. That, my friends, is a lot of mosquitoes. cont. on page 714 It gives important facts, details, or descriptions about the product or service. It includes persuasive words and techniques and is designed to catch the reader s attention. Ask students what makes the bat house being advertised on page 713 unique enough to purchase. (It is designed by the Bat Society.) Discuss the importance of having correct information in the advertisement. (All the details must be correct so consumers will know how to purchase the product and what it will cost.) Content Vocabulary Review the spelling and meaning of each content vocabulary word for The Chance of a Lifetime on Student Book page 712: colony, echolocation, and insecticides. A colony is a group of animals or plants of the same kind living in a particular place. Have you ever seen a colony? Bats use echolocation, bouncing sound waves off objects, to fly around. What other animal do you think might also use echolocation or something similiar? Insecticides are chemicals used to kill insects. In what ways are insecticides harmful to our environment? 712

24 Science Paired Selection Student page 713 Advertisement Informational Text Reading an Advertisement The purpose of an advertisement is to persuade people to buy a product. Look for ways in which the author motivates customers to come to Kramer s. Our Best Bat House Just Went On Sale! SALE! Now Only $40.00 (Regularly $55.00) Designed by the Bat Society Slanted roof for better run-off Weather-resistant red cedar Made in the USA Special: Hammocks Up to 50% off! Wheelbarrows 10% off when you bring this ad For a limited time only. Sales end 6/30. KRAMER S LAWN AND GARDEN 555 Main Street, Cedar Park, Texas (555) Open daily Read The Chance of a Lifetime As you read, remind students to apply what they have learned about advertisements. Also have them identify clues to the meanings of the highlighted words in the selection. 1 TEXT FEATURE: ADVERTISEMENT What items are on sale at Kramer s Lawn and Garden? (The bat house, hammocks, and wheelbarrows are on sale.) Which item could you save the most on? (You could save the most on a hammock.) 2 TEXT FEATURE: ADVERTISEMENT How does the advertisement try to persuade consumers to buy the bat house? (It states that it is the best bat house designed by the Bat Society. Its roof is designed for better run-off and it is made of material that withstands weather.) Author s Viewpoint Use the article to make a list of the amazing things about bats. Reread the text and call out the positive things about bats. Discuss with students. Ask, Why do you think the author of this article likes bats? What words does she use to let the reader know bats are amazing? Point out the exact words and phrases the author uses to convey her opinion. The Cricket in Times Square 713

25 Paired Selection Student page 714 Informational Text 3 CONTENT VOCABULARY Look at the word insecticides on page 714. What clues help you to understand the meaning of the word? ( killed many bats ) 4 CAUSE AND EFFECT What are two causes of the decline in bat populations? (insecticides and misinformed people who disturb and kill the bats) What are two effects of sickness in bats? (Sick bats cannot fly, and they rarely come into contact with people.) 3 4 cont. from page 712 Unfortunately, bat populations are falling all around the county. This decline is due to several factors. Insecticides have killed many bats. People have disturbed bat roosts. Sadly, people who mistakenly think that bats are dangerous or carry disease have intentionally destroyed them. Scientists, however, believe that fewer than one bat in 200 is sick. Sick bats are too weak to fly, so they rarely come in contact with people. We need to spread the word. Dr. Markus Rivera, a scientist who studies bats, has some helpful advice to pass along. Here are his bat-viewing suggestions. Tips on Viewing Bats Look for bats at dawn or dusk. Pick an open spot to see bats against the sky. Look for bats near water or streetlights. Never touch a bat. Do not disturb bats during the day when they sleep. 714 On Level Practice Book O, page 197 Advertisements use pictures and text to get people to buy or do something. Advertisements use several techniques of persuasion: loaded language, such as best, better, and special bandwagon, or urging that you join many other people testimonials, or the backing of a celebrity warnings that the offer is good for a limited time only Read each advertisement. Then answer the questions. Our world-class bird feeder will blow you away! It s the best there is. As Bob Wells of the Nature Channel says, You won t find a better feeder anywhere. 1. What techniques does the advertisement use? loaded language and testimonial 2. What words or phrases did you use to figure out the advertisement s approach? world-class; blow you away; best there is; Bob Wells says Join your friends and neighbors by donating to the Save the Tigers fund. Act now and receive this beautiful tote bag. 3. What techniques does the advertisement use? bandwagon and limited time offer 4. What words or phrases did you use to figure out the advertisement s approach? join friends and neighbors, act now and receive a gift 714 Approaching Practice Book A, page 197 Beyond Practice Book B, page 197

26 Paired Selection Student page 715 Informational Text Did You Know? Did you know that bats do not rely on their eyes when they fly and hunt insects? They use echolocation. They emit highpitched sounds. When the sound waves bounce off objects and return to the bat s ears, it can tell how far away the object is. Connect and Compare SUGGESTED ANSWERS 1. There are three persuasive techniques: (1) the use of persuasive, or loaded, words such as best, better, and special; (2) the testimonial, or backing, by the Bat Society; (3) the statement that the sale is for a limited time only, which urges customers to buy now. No, a customer can get up to 50% off. Connect and Compare 1. What are some persuasive techniques used in the ad on page 713? Could a customer at Kramer s get 50% off all hammocks? Explain. Reading an Advertisement 2. If you want to watch bats, when and where should you look? Analyze 3. Think about the editorial and The Cricket in Times Square. What are some misunderstandings that people have about crickets? About bats? Reading/Writing Across Texts READING AN ADVERTISEMENT 2. At dawn or dusk you can see them in an open spot against the sky, near water or streetlights. ANALYZE Science Activity Research either bats or crickets. Draw a picture of one. Write three facts you learned in your research. Find out more about bats at FOCUS QUESTION People sometimes fear these creatures when they shouldn t. Many people think crickets are noisy and carry germs. Others believe bats to be dangerous and carry disease. READING/WRITING ACROSS TEXTS Science Activity Nocturnal Animal Facts Encourage students to learn more about nocturnal animals. Have them brainstorm and share any facts they know already about animals that come out at night. Invite student partners to use library and Internet resources to learn more about an animal of their choice. Ask partners to tell about the animal they ve chosen, including at least five interesting facts about it. Have partners share their research with the class. Remind students to use the Discussion and Conversation Guidelines on page 662I. You may wish to compile the facts into a book. Each pair of students can contribute a page that focuses on their animal. Encourage students to make the page colorful and to add photographs or illustrations. Suggest that students help their partners follow directions. Have students share their research and relate the three facts they learned. As students share their facts, list them on the board under a column marked bats or a column marked crickets. Students can also display the pictures they drew. BSQV\]Z]Ug Internet Research and Inquiry Activity Students can find more facts about bats at The Cricket in Times Square 715

27 WRITING Expository Writing Writer s Craft: Facts and Opinions WORD STUDY Words in Context Context Clues: Paragraph Phonics: Homophones Vocabulary Building SPELLING Homophones GRAMMAR Comparing with Adverbs SMALL GROUP OPTIONS Differentiated Instruction, pp. 717M 717V Writing Facts and Opinions 716 Writer s Craft Facts and Opinions News articles answer the questions who, what, where, when, and why. These five Ws should be explained within the text of the article. Present the facts and avoid giving opinions. I wrote a fact-filled news article about an interesting subject. I included the five Ws - who, what, why, when, and where. Write a News Article What ARE Those Birds? by Matthew E. Have you seen the big green birds on the telephone poles behind the school? Their messy nest has been there for at least three years, growing larger every year. The birds are called monk parakeets, but they are a kind of parrot that originally lived in South America. How did they get here? They are probably escaped pets. Bird experts think the parakeets like it here on the coast because it doesn t get too cold in the winter. Next time you re outside for recess, take a look at our monk parakeet colony. READ THE STUDENT MODEL Read the bookmark about facts and opinions. Explain that readers and writers can prove facts true through research or by observing events. Opinions tell what someone thinks or feels. Have students turn to pages Identify, contrast, and discuss facts and opinions. Have the class read Matthew E. s news article and the callouts. Tell students that they will write a news article about an animal. They will also learn to use facts and opinions in their writing. Features of a News Article In a news article, the writer gives true information about a specific topic. A news article tells about an event or topic of interest to a large audience and is written to inform. A news article answers the questions who, what, when, where, and why about a newsworthy event. A news article includes only facts, not opinions. It opens with an interesting first sentence or question that gets the reader s attention. It often ends with a concluding sentence that wraps up the article. 716

28 Expository Writing Your Turn Write a news article about an animal outside its habitat. Choose a topic that is important or unusual something that will interest your readers. Think about the five Ws as you research and write: who, what, where, when, and why. Make sure you answer these questions with facts. Use the Writer s Checklist to check your writing. Writer s Checklist Ideas and Content: Did I pick an interesting topic and present facts, not opinions? Organization: Did I answer the questions Who?, What?, Where?, When?, and Why? Voice: When I read the article aloud, did it sound as if I used enough facts to support the topic? Word Choice: Did I use precise words? Sentence Fluency: Did my writing flow smoothly from one idea to the next? Conventions: Did I use more or most or other adverbs that compare? Did I check my spelling? 717 PREWRITE Discuss the writing prompt on page 717. The purpose of a news article is to inform. Students can work independently or in pairs to brainstorm animals for their articles. Ask them to choose the animal they think is the most interesting. Display Transparency 105 then present the mini lesson on Organization on page 717B. Matthew used a Five-W s chart to plan a news article that answers the important questions with facts. Have students use a similar chart to plan their own news articles. DRAFT Display Transparency 106. Talk about ways to improve the draft. Before students write, present the lesson on Facts and Opinions on page 717A and the mini lesson on A Strong Opening on page 717B. Have students use their charts to write their articles. Remind them to include only facts. REVISE Writing Student pages Transparency 105: Five-W s Chart Transparency 106: Draft Transparency 107: Revision Transparency 105 Who? What? Where? When? Why? My Five-Ws Chart Big green birds called monk parakeets; really parrots from South America They have a big colony that gets bigger every year. Nest is behind the school. Nest has been there for at least three years. Probably escaped pets; like it here because it isn t too cold in the winter Display Transparency 107 and discuss Matthew s revisions. Point out that he used precise words and facts. Students can revise their drafts or work on them later. If they choose to revise, have them work in pairs to use the Writer s Checklist on page 717. Then ask students to proofread their writing. For Publishing Options, see 717A. For lessons on Grammar and Spelling, see page 717B and 5-Day Spelling and Grammar on pages 717G 717J. Writing Transparency 105 Writing Transparency 105 The Cricket in Times Square 717

29 Writing Writer s Craft Facts and Opinions Publishing Options Students can read aloud their news articles to the class. See the Speaking and Listening tips below. They can also use their best cursive to write their news article. (See Teacher s Resource Book pages for cursive models and practice.) Then invite students to submit their articles to the school or local paper. SPEAKING STRATEGIES Speak clearly, using a natural note of voice. Catch your audience s attention with your introductory sentence. Present ideas in a logical sequence. Show interest in the animal but do not show opinion or emotion. LISTENING STRATEGIES Listen carefully for facts and details about the animal. Keep track of the answers to the five W s. Be prepared to ask questions about the animal. 4- and 6-Point Scoring Rubrics Use the rubrics on pages 787G 787H to score published writing. Writing Process EXPLAIN/MODEL Good writers use only facts in a news article. Facts are pieces of information that can be proven, usually through research or by personal experience and observation. Opinions tell how someone thinks or feels. Display Transparency 108. Think Aloud The first sample sentence is a fact that I can prove by looking up white-tailed deer in an encyclopedia or almanac. The second sample sentence has a fact in it, which is that deer eat vegetable gardens, but it is still an opinion because it states the view that deer are pests. Some people think that deer are important food sources or beautiful animals. If people can disagree with an idea, it is an opinion. Writing Transparency 108 Transparency 108 Fact: Opinion: PRACTICE/APPLY Facts and Opinions White-tailed deer are the most common deer in North America. White-tailed deer are pests because they eat the vegetable garden. 1. A male white-tailed deer may weigh as much as 200 pounds. 2. Male deer have bigger antlers, which makes them much more interesting than female deer. 3. White-tailed deer don t have an actual home; they just move around in a home area. 4. Deer can be a problem because they bring bugs that carry dangerous diseases. (1. fact; 2. opinion; 3. fact; 4. opinion) Writing Transparency 108 Work with students to read the four sentences and identify the facts. Ask students to tell why these statements are facts and how they could be proved. Then have students identify and discuss facts in another news article they have recently read. Tell students that as they draft their news article, they should include only facts. Urge students to use their facts to answer the five W s. For a complete lesson, see Unit Writing on pages 787A 787H. 717A

30 Writing Writer s Toolbox Writing Trait: Organization Explain/Model For a news article, writers can organize ideas around answering the five W s: who, what, when, why, and where. Point out the phrase on the telephone poles behind the school on page 716. Explain that this phrase answers the question where. Practice/Apply Work with students to find the answers to the other five-w questions in the student model. Discuss how organizing according to the five W s helps writers make sure they include all the important information. Comparing with Adverbs Explain/Model Adverbs can be used to compare actions. To compare using most one-syllable adverbs, add er or est, as in quicker or slowest. For adverbs with two or more syllables, add the words more or most to the adverb, as in more carefully. Practice/Apply Work with students to find examples of comparing with adverbs in the student model on page 716. Ask students to pay attention as they write to using adverbs correctly to compare. For a complete lesson on comparing with adverbs, see pages 717I 717J. A Strong Opening Explain/Model Explain that strong openings get readers interested and keep them reading. For a news article, good writers often start with an attention-grabbing sentence or a question to get readers involved. This makes readers respond to the question and keep reading to see how the writer answers it. Practice/Apply Discuss with students why Matthew s opening works. Then invite students to suggest other strong openings Matthew could have used. As students draft, tell them to use a strong opening to get readers interested in their news article. Spelling Homophones Ask students to find the word seen in the student model on page 716. Point out that this word is spelled s-e-e-n. Explain that the word scene sounds the same but is spelled s-c-e-n-e. These words are homophones they sound the same but have different spellings and meanings. Have students find other homophones in the student model, such as their/there. Remind them to make sure they have the correct word when they spell homophones. Remind them that they can use a print or online dictionary to check spelling in their drafts. For a complete lesson on homophones, see pages 717G 717H. Technology To help them find definitions or synonyms, tell students to select the word in their draft, go to the Tools menu, and then choose Thesaurus or Dictionary to find what they need. The Cricket in Times Square 717B

31 Word Study Word Study Objectives Apply knowledge of word meanings and context clues Use paragraph clues to understand the meanings of unfamiliar words Materials Vocabulary Transparencies 53 and 54 Leveled Practice Books, p. 198 eavesdropping (p. 694) listening to other people talking without letting them know you are listening scuffling (p. 694) the sound of feet shuffling wistfully (p. 696) sweetly sad; thoughtfully jumble (p. 697) a confused mixture or condition; a mess logical (p. 699) reasonable; thoughtful acquaintance (p. 702) someone known or introduced scornfully (p. 706) angrily; disapprovingly Review Vocabulary Words in Context EXPLAIN/MODEL Review the meanings of the vocabulary words. Display Transparency 53. Model how to use word meanings and context clues to fill in the first missing word with students. Think Aloud In the first sentence, I read that Barbara learns secrets from other people s conversations. She must have been listening without their knowledge. That s eavesdropping. I think the missing word is eavesdropping. It makes sense in the sentence. Transparency 53 jumble logical acquaintance scuffling scornfully wistfully eavesdropping 1. Barbara learned our secrets by eavesdropping on our conversations. 2. She is not a good friend; she is more like an acquaintance. 3. Grandma wistfully told stories of her happy girlhood. 4. I heard the raccoon scuffling along the driveway. 5. It didn t seem logical that wild animals would wander the city. 6. The animal s nest was a jumble of fur, feathers, and dried grass. 7. He glanced scornfully at the rowdy children, saying that he did not want to be disturbed. Vocabulary Transparency 53 PRACTICE/APPLY Practice Vocabulary Create a pile of objects to illustrate a jumble of things. Say, This is a jumble of books, pencils, and paper. Have students discuss where in their homes there is a jumble of objects. (a drawer/a closet) Instruct students to complete the remaining sentences on their own. Have them use context clues to fill in the missing words for items 2 7 on a separate sheet of paper. Then students can exchange papers, check their answers, and explain the context clues they used to figure out the missing words. Story Time In small groups, students should tell a story using vocabulary words. A student might start the story with eavesdropping, as in, We were eavesdropping in the bushes when a loud noise startled us. Another student continues the story using another word. 717C

32 Word Study STRATEGY CONTEXT CLUES: PARAGRAPH EXPLAIN/MODEL Explain that writers sometimes include context clues throughout a paragraph. Students may want to read the entire paragraph to help them understand the meaning of an unknown word. Context clues may be one or more sentences away from the original word. Model finding the meaning of the word jumble in the first paragraph on Transparency 54. Then have students read items 2 4 to figure out the underlined words meanings using paragraph clues. Transparency 54 Use Context Clues Have students turn to Student Book page 694 and model how to read surrounding text to identify the meaning of scuffling. Point out how the phrase after the comma helps define the word. Repeat this activity with jumble on page 697. Paragraph Clues 1. There was a jumble of things in Eric s room. There were shoes, hats, shirts, books, and pens. Eric came in from school and threw his clothes on the floor, his books on the bed, and his sneakers on the desk! 2. Emily peered at the animals in the park. From her tenth story window, she could barely see how many dogs there were. By staring intently, she noticed that there were twice as many dogs as pigeons. 3. After the bell sounded, Scott dashed across the field. His teammates looked on with excitement and hope as they watched him go. The first person to cross the finish line would win ice cream for the whole team! They were confident because Scott was the fastest runner in grade four. 4. The child sat forlornly on the bench. People raced by, ignoring him. He seemed so alone and sad. Was he lost? Where could his family be? Vocabulary Strategy Transparency 54 PRACTICE/APPLY Have students identify the paragraph clues for liverwurst on Student Book pages Then tell students to use those clues to write sentences to answer the following questions: Is liverwurst something to eat? Is it a kind of vegetable or a kind of meat? Can students use context clues and paragraph clues to choose the correct word and understand unfamiliar words? During Small Group Instruction If No Approaching Level Vocabulary, pp. 717N 717O If Yes On Level Options, pp. 717Q 717R On Level Practice Book 0, page 198 Context clues are words in the same or surrounding sentences that help a reader figure out the meaning of an unfamiliar word. Possible responses provided. Read the passage below. Then write the meaning of each word in dark type and the context clues that helped you figure it out. The audience streamed into the theater to hear Regina Jackson s talk. Hundreds of people moved smoothly but quickly into their seats. Jackson was the world s leading authority on jaguars. No one else knew more than she did about the lives of these big cats. From the moment she began to speak everyone sat quietly. You could see by their interested expressions that they were fascinated by what she had to say. When Regina finished, everyone stood up and began to applaud. 1. audience Definition: people who come to hear something Context clues: hundreds of people, hear talk 2. streamed Definition: moved smoothly Context clues: moved smoothly and quickly 3. authority Definition: expert Context clues: no one else knew more than she did 4. jaguars Definition: large mammals of the cat family Context clues: big cats 5. fascinated Definition: very interested Context clues: sat quietly; interested expressions Beyond Level Options, pp. 717S 717T Approaching Practice Book A, page 198 Beyond Practice Book B, page 198 The Cricket in Times Square 717D

33 Word Study Objectives Identify and distinguish homophones Identify antonyms Word Study Phonics Homophones Materials Leveled Practice Books, p. 199 Teacher s Resource Book, pp Homophone Practice Create sentences for the following homophone pairs: red/read, see/sea, cent/sent. Discuss the meanings of the words and the differences in spellings. Make a classroom chart of homophones with students illustrated sentences for them to refer during writing and reading activities. On Level Practice Book 0, page 199 Homophones are words that sound the same but are spelled differently and have different meanings. The words right and write are homophones. right = correct write = make marks on paper Fill in each blank with the correct homophone. 1. tale / tail He told a tale about a lion that lost its tail. 2. patience / patients The doctor encouraged his patients to have more patience while they waited to see him. 3. dough / doe The doe and her fawns ate the dough that the baker left on the window sill. 4. wade / weighed She tried to wade across the river wearing a backpack that weighed ninety pounds. 5. bolder / boulder The skier grew bolder after he jumped over the boulder. 6. plain / plane We flew in a plane over the plain where the buffalo were. 7. week / weak I felt weak for a week. 8. aloud / allowed There are no photos allowed, the guide said aloud. Approaching Practice Book A, page 199 Beyond Practice Book B, page 199 EXPLAIN/MODEL Homophones are words that sound alike but are spelled differently and have different definitions. One reason that there are a number of homophones in English is that there are often different ways to spell the same sound. Write doe and dough. Think Aloud I know that these words are both pronounced with long o. In one case, the vowel sound is spelled oe, as in toe. In the other, the sound has the unusual spelling ough. When I read /dō/, I must be sure that I don t confuse the meaning. I can use context clues or a dictionary to be sure of the correct meaning. PRACTICE/APPLY Write these words on the board: weighed, root, tail, and weave. Have students sound out the words and write homophones for them on the board. (wade, route, tale, we ve) Ask students to use the homophones in sentences. Decode Multisyllabic Words Write flower, flour; capital, capitol; ceiling, sealing. Sound out the words as a class. Ask students to define each word. Have students use each word in a sentence. For additional practice, use the decodable passages on Teacher s Resource Book pages Draw It! Write pairs of homophones on cards, both words on one card. Divide the class in two. A player from Team A selects a card, then draws clues that will help Team B name the words. After Team B correctly identifies the words, Team B players must spell both homophones. Players on Team A then must use both homophones correctly in sentences. The teams then switch roles. Teams earn points by drawing, guessing the words, spelling the words, and using the words correctly. Can students decode words that are homophones? During Small Group Instruction If No Approaching Level Phonics, p. 717M If Yes On Level Options, pp. 717Q 717R Beyond Level Options, pp. 717S 717T 717E

34 Vocabulary Building Word Study Edit Writing Using Adverbs Adverbs Remind students that they can fine-tune their writing by using adverbs or changing words into adverbs. Review: An adverb is a word that describes a verb, an adjective, or another verb. Sometimes an adverb describes when or how often the action is done. Sometimes an adverb describes where the action is done. At other times an adverb describes in what manner, or how, the action is done. To make adjectives into adverbs, you add -ly. The giraffe is wistful. The giraffe sings wistfully. Like adjectives, adverbs also have a comparative and a superlative form. You use the comparative form of the adverb to compare two. You use the superlative form of the adverb to compare more than two. Some long adverbs do not add -er and -est. Use more and most to form the comparative of these adverbs. Vocabulary Building Antonyms Help students identify the parts of speech for the following vocabulary words: logical, disappointment, scornfully, acquaintance, fragile, and threatened. In pairs, have students come up with antonyms for each word. Have them see who can think of the most antonyms per word. Ensure that the antonyms are the same part of speech. Apply Vocabulary Write a Story Direct students to use the vocabulary words to write a short story about animal friends. The short story could be a fantasy, mystery, or folk tale. Encourage students to give the animals human characteristics. They should include at least four vocabulary words in their stories. Spiral Review Build-A-Cricket Find line art of a cricket and duplicate it. Cut each cricket into several pieces, making a puzzle. Write current and previous vocabulary words on pieces of the cricket. Divide the class into groups. Place a jumble of assorted cricket parts (enough for each student to make a cricket) on a group s table. Have students earn the pieces to build a cricket by defining the word on the part and using it in a sentence that contains at least one context clue for the word. When a student is done with his or her cricket, that student may help another student in the group build a cricket by providing antonyms or context clues for words on the missing parts. Vocabulary PuzzleMaker For additional vocabulary and spelling games, go to The Cricket in Times Square 717F

35 Spelling root prints weighed tale we ve patience wade weave bolder tail whose doe prince route mousse dough who s patients moose boulder Review cotton, muffin, eleven Challenge straight, strait Dictation Sentences 1. A tree root grew out of the ground. 2. Have you heard the tale of Paul Bunyan? 3. Do you like to wade in the ocean? 4. My dog wagged his tail excitedly. 5. The prince lives in the castle. 6. It s fun to roll out cookie dough. 7. The moose has large antlers. 8. She prints her letters carefully. 9. We ve been here all day. 10. Can you weave on a loom? 11. Whose jacket is on the floor? 12. We took the quickest route home. 13. Who s coming to the party? 14. We climbed over a boulder. 15. The baby weighed seven pounds. 16. Have patience with your brother. 17. Outside school, the child seemed bolder. 18. We saw a doe run in the woods. 19. I tasted the chocolate mousse. 20. My doctor gives lollipops to her patients. Review/Challenge Words 1. My shirt is made of pure cotton. 2. I ate a toasted corn muffin. 3. He turned eleven years old. 4. An iron makes curly hair straight. 5. The strait was too narrow for the boat to pass through. Word in bold is from the main selection. 717G 5 Day Spelling Homophones Pretest ASSESS PRIOR KNOWLEDGE Using the Dictation Sentences, say the underlined words. Read the sentences and repeat the words. Have students write the words on Spelling Practice Book page 167. For a modified list, use the first 12 Spelling Words and the 3 Review Words. For a more challenging list, use Spelling Words 3 20 and the 2 Challenge Words. Have students correct their own tests. Have students cut apart the Spelling Word Cards BLM on Teacher s Resource Book page 92 and figure out a way to sort them. Have them save the cards for use throughout the week. Use Spelling Book page 168 for additional practice with this week s Spelling Words. For Leveled Word Lists, go to Spelling Practice Book, pages Word Sorts TEACHER AND STUDENT SORTS Write doe and dough, pointing out that these words are homophones. Homophones are words that sound the same but are spelled differently and have different meanings. Explain that all the Spelling Words for this week are homophones, and are not arranged in any specific spelling patterns. Have students find all the homophone pairs and discuss their spellings and meanings. Challenge student pairs to sort all the word cards in two ways. Have them record both sorts by listing the headings and corresponding words. (Possible sorts include vowel sounds, syllables, initial letters, number of letters, or parts of speech.) When students have finished, discuss the different ways they sorted. doe boulder patience mousse who s weighed tail dough route patients prince whose weave tale bolder root moose prints wade we ve There are ten pairs of spelling words that are homophones. They sound the same but are spelled differently. Sort the homophones into pairs. Write each pair on the lines below Spelling Practice Book, page 169 doe bolder route patience moose prince who s wade weave tail dough boulder root patients mousse prints whose weighed we ve tale Order Please! Write the following words in alphabetical order: patience, weighed, tail, dough, whose, weave, bolder, root, moose, and prints bolder dough moose patience prints root tail weave weighed whose

36 Spelling Word Meanings Review and Proofread Assess and Reteach DEFINITIONS Read each definition below. Ask students to copy the definitions into their word study notebooks, and then write the correct Spelling Word for each. 1. a female deer (doe) 2. a story (tale) 3. walk in shallow water (wade) 4. a large rock (boulder) 5. people who visit a doctor (patients) Challenge students to write definitions for other Spelling, Review, or Challenge Words. Have them create a list and exchange with a classmate who can try supplying the correct Spelling Word for each definition. Have partners create crossword puzzles, using clues for homophone pairs. They can exchange papers and solve each other s puzzles. SPIRAL REVIEW Review the final /әn/ spellings. Write cotton, muffin, and eleven on the board. Have students identify other words with the schwa + n sound that are spelled these three different ways. PROOFREAD AND WRITE Write these sentences on the board, including the misspelled words. Have students proofread, circle each misspelled word, and write the word correctly. 1. You need patients when you make bread doe. (patience, dough) 2. The prints enjoys eating lemon moose. (prince, mousse) 3. Who s tale is longer, the mouse s or the lion s? (Whose, tail) 4. To get to Root 4, we make a right at the big bolder. (Route, boulder) POSTTEST Use the Dictation Sentences on page 717G for the Posttest. If students have difficulty with any words in the lesson, have students place them in a list entitled Spelling Words I Want to Remember in a word study notebook. Challenge student partners to look for words that are homophones in this week s reading materials. Spelling Practice Book, page 170 Spelling Practice Book, page 171 Spelling Practice Book, page 172 doe boulder patience mousse who s weighed tail dough route patients prince whose weave tale bolder root moose prints wade we ve What s the Word? Complete each sentence with a spelling word. 1. We made double prints of the pictures of the birds in the park. 2. The man had to wade into the fountain to save the cat. 3. Our dog s tail was run over by a car. 4. We ve been trying to rid our house of mice for months. 5. It would be funny to see a moose in the city. 6. Mrs. Jennings has no patience for untrained animals. 7. The elephant at the city zoo weighed more than six tons. 8. You have to be careful not to hit a deer when driving down that route. 9. The squirrels in the park are not afraid of people and are becoming bolder every day. 10. Whose pet is this? 11. There is a doe and her baby who live near that road. 12. Have you heard the tale of the cricket that lived in New York? 13. Who s that man with the yellow hat? 14. Nothing could move that boulder except an elephant. 15. The patients at the city hospital like to watch the birds in the park. 16. The bread dough takes an hour to rise. Proofreading There are six spelling mistakes in this story. Circle the misspelled words. Write the words correctly on the lines below. A Tael of the Two Deer Once upon a time, there was a dou named Cinnamon. Cinnamon lived in a grand kingdom with all of her animal friends. Cinnamon was also very much in love with Printse Butternut. But Cinnamon and Butternut were very upset. Their kingdom was in danger. Nearby was a large human city. Every year the humans would build another road or roote closer to their kingdom. If a deer heard a car coming he would raise his taile to warn the other animals. Then one day, Cinnamon and Butternut had an idea. They got all the other animals in the kingdom to help them. Bowlder upon rock, the animals built a wall that would protect them from the cars on the roads. Cinnamon hoped that all the animals would be very careful and not cross the wall. That way the kingdom would remain safe. 1. tale 3. Prince doe 4. route 6. tail Boulder Writing Activity Write a story about animals interacting with humans. Use at least three spelling words in your paragraph. Look at the words in each set below. One word in each set is spelled correctly. Use a pencil to fill in the circle next to the correct word. Before you begin, look at the sample set of words. Sample A has been done for you. Do Sample B by yourself. When you are sure you know what to do, you may go on with the rest of the page. Sample A: Sample B: peice peese pease piece peace pease piese peice 1. doe doo doa dow 2. doo dow dough doa 3. boalder bowlder boleder bolder 4. boulder boleder bowlder boalder 5. rute route rewt rout 6. rute rewt root rout 7. payshenz payshense paitients patience 8. payshents patients paitents payshenz 9. moose mewse moosse muese 10. mewse mousse muese moosse 11. prinz prinse printz prince 12. prinz prints printz prinse 13. hoo s who s hew s whue s 14. hoose whooze whose huze 15. wayd wade waid wayed 16. wayed waid wayd weighed 17. weeve wheave weave wheeve 18. we ve wee ve we v whee ve 19. taile talle tael tail 20. taile tale tael talle The Cricket in Times Square 717H

37 Grammar Daily Language Activities Use these activities to introduce each day s lesson. Write the day s activity on the board or use Daily Language Transparency 27. DAY 1 Natasha s cat was nice but mine was nicest. Peters pet was hungryest than Molly s pet. The mouse seemed to listen polite. (1:nicer; 2: Peter s; 3: hungrier; 4: politely.) DAY 2 Sarah is a well listener. She listens more hard than I do. She asked curiouslier than Al about our trip to the city. (1: good; 2: harder; 3: more curiously) DAY 3 Sarah and me enjoy vacations, but Gerard enjoy them more of all. He gets ready fastest than we do in the mornings. (1: and I; 2: Gerard enjoys; 3: most of all; 4: faster) DAY 4 The bus ride seemed more slower than last time. Weave got to go to the second floor. my teacher said. (1: seemed slower; 2: We ve; 3: floor,) DAY 5 I saw well sights on our field trip. When it was time to go, it was most sad than before? (1: good; 2: sadder; 3: before.) 717I Use Concrete Examples Demonstrate the difference between more and most. For example, have Student A run quickly, another more quickly than Student A, and a third most quickly of all. Create a sentence about each. Emphasize that adverbs compare actions instead of things. 5 Day Grammar Comparing with Adverbs Introduce the Concept INTRODUCE ADVERB COMPARISONS Present the following: Adverbs can be used to compare two or more actions. To compare using most onesyllable adverbs, add -er or -est: Amelia tried harder than her teammate. Ken tried the hardest of all. Adverbs with two or more syllables are usually used with the words more or most to make comparisons: Tom read more carefully than Monica. I read the most carefully of all. When adverbs are used with more or most, they do not use endings to make comparisons. See Grammar Transparency 131 for modeling and guided practice. Grammar Practice Book, page 167 Teach the Concept REVIEW ADVERB COMPARISONS Discuss with students how to compare with adverbs. Ask them for some basic rules for deciding whether to use endings or to use more and most. INTRODUCE IRREGULAR COMPARATIVE ADVERBS Present the following: To make comparisons using the adverb well, use better and best: Shania works well in math. Bo works better. To make comparisons using the adverb badly, use worse and worst: I swam the 100-meter badly. It was not my worst time though. See Grammar Transparency 132 for modeling and guided practice. Grammar Practice Book, page 168 Use more or most to form comparisons with adverbs that end in -ly or with longer adverbs. Use more to compare two actions. Use most to compare more than two actions. When you use more or most, do not use the ending -err or -est. Use more or most with the underlined adverb in each first sentence to complete the two sentences that follow. 1. The train that Chester was on shook harshly as it moved on the track. The second train shook more harshly every now and then. But the subway car shook most harshly of all. 2. Chester furiously tried to escape from the picnic basket. He tried more furiously as the train rattled and shook. Chester tried the most furiously of all when they fi nally reached New York. 3. Harry Cat speedily jumped toward Chester and Tucker Mouse. Chester jumped the most speedily of all into the matchbox. Chester jumped more speedily than Harry Cat. 4. Chester chirps sweetly when he is excited. Chester chirps more sweetly when he is scared. But Chester chirps the most sweetly when he is happy. 5. Chester moves hastily through the drain pipe. Harry Cat moves more hastily through the drain pipe. But Tucker moves the most hastily of all through the drain pipe.

38 Grammar Review and Practice Review and Proofread Assess and Reteach REVIEW COMPARING WITH IRREGULAR ADVERBS Review how to make comparisons using well and badly. MECHANICS AND USAGE: ADVERB COMPARISON Use more or the -er ending with an adverb to compare one action with one other action. This creates the comparative form of the adverb. Use most or the -est ending with an adverb to compare one action with two or more other actions. This creates the superlative form of the adverb. Irregular adverbs better and worse compare an action with one other action. Best and worst compare an action with two or more other actions. See Grammar Transparency 133 for modeling and guided practice. REVIEW COMPARISONS WITH ADVERBS Ask students when to use -er, -est, more, and most. Review the comparative and superlative forms of adverbs. PROOFREAD Have students correct errors in the following sentences. 1. The mouse ate well, but the cricket ate best. (better) 2. The cat ran fast but the mouse ran fastest. (faster) 3. The mouse liked the cheese and the sugar, but he liked the dried prune more of all. (most) 4. Country mouse decided she would live happier in the country than in the city. (more happily) See Grammar Transparency 134 for modeling and guided practice. ASSESS Use the Daily Language Activity and page 171 Grammar Practice Book for assessment. RETEACH Write the corrected sentences from the Daily Language Activities and the Proofread activity on the board. Tell students to copy the sentences down on a sheet of paper. Students should identify what items are being compared. Have them write the items being compared and identify if more/er or most/est was used. Have students restate the rules of comparatives and superlatives after the activity. Also use page 172 of the Grammar Practice Book for reteaching. See Grammar Transparency 135 for modeling and guided practice. Grammar Practice Book, page 169 Grammar Practice Book, page 170 Grammar Practice Book, pages An adverb can compare two or more actions. Add -er r to short adverbs to compare two actions. Add -est t to short adverbs to compare more than two actions. Use more or most to form comparisons with adverbs that end in -ly y or with longer adverbs. Use more to compare two actions. Use most to compare more than two actions. When you use more or most, do not use the ending -err or -est. Add more or most to the beginning of each boldfaced adverb to complete the sentences below. 1. easily Tucker Mouse moves through the city more easily than Chester. 2. clumsily Of the three friends, Chester runs the most clumsily through Times Square. 3. terribly Times Square upset Chester more terribly than he had imagined. 4. kindly Harry Cat treats mice and crickets than other cats do. more kindly 5. politely City cats behave more politely than country cats. 6. speedily Chester thought that Harry ran the most speedily of all. 7. widely Chester opened his eyes more widely as he got used to the lights. 8. dazzlingly Of all the lights in the sky, there was one star that shone the most dazzlingly. The Cricket in Times Square 717J

39 End-of-Week Assessment Administer the Test Weekly Reading Assessment, Passage and questions, pages ASSESSED SKILLS Theme Vocabulary Words Context Clues: Paragraph Clues Comparing with Adverbs Homophones Administer the Weekly Assessment online or on CD-ROM. Fluency Assess fluency for one group of students per week. Use the Oral Fluency Record Sheet to track the number of words read correctly. Fluency goal for all students: words correct per minute (WCPM). Approaching Level Weeks 1, 3, 5 On Level Weeks 2, 4 Beyond Level Week 6 Alternative Assessment Assessment Tool ELL Assessment, pages Weekly Assessment, Fluency Assessment ELL Practice and Assessment, K

40 VOCABULARY WORDS VOCABULARY STRATEGY Context Clues: Paragraph Clues Items 1, 2, 3, 4 COMPREHENSION Skill: Theme Items 5, 6, 7, 8 GRAMMAR Comparing with Adverbs Items 9, 10, 11 SPELLING Homophones Items 12, 13, 14 FLUENCY Diagnose IF items correct... THEN... Reteach skills using the Additional Lessons page T7. Reteach skills: Go to Vocabulary PuzzleMaker Evaluate for Intervention. 0 2 items correct... Reteach skills using the Additional Lessons page T2. Evaluate for Intervention. 0 1 items correct... Reteach skills: Grammar Practice Book page items correct... Reteach skills: Go to WCPM WCPM Prescribe Fluency Solutions Evaluate for Intervention. READING Triumphs AN INTERVENTION PROGRAM End-of-Week Assessment To place students in the Intervention Program, use the Diagnostic Assessment in the Intervention Teacher s Edition. The Cricket in Times Square 717L

41 Approaching Level Options Phonics Constructive Feedback For students who are confused by homophones, such as we d/weed, provide additional practice with these words in sentences with context clues. For example, We d all have to work hard to pull every weed from the garden. Point out that we d is a contraction for we would and weeds are unwanted plants in a garden. Help students make up additional context sentences that help them remember the meanings and spellings of other homophones, such as stare/ stair and sweet/suite. Additional Resources For each skill below, additional lessons are provided. You can use these lessons on consecutive days after teaching the lessons presented within the week. Theme, T2 Context Clues, T7 Advertisements, T11 Decodable Text To help students build speed and accuracy with phonics patterns, see additional decodable text on page 31 of the Teacher s Resource Book. Objective Decode homophones Materials dictionary Student Book The Country Mouse and the City Mouse HOMOPHONES Model /Guided Practice Explain that homophones are words that sound alike but are spelled differently and have different meanings. Write tow and toe on the board. I know these words are both pronounced with a long o. In the first word, the vowel sound is spelled ow as in snow. In the other, the vowel sound is spelled oe as in Joe. When I read /tō/, I need to be sure of its meaning, so I can use context clues or a dictionary. In the dictionary I learn that t-o-w means to pull along behind with a chain, rope, or cable. A t-o-e is part of the foot. Have students follow your model to figure out the difference between stair and stare. Provide constructive feedback as needed. MULTISYLLABIC HOMOPHONES Write seller and cellar on the board. I know these words are both pronounced /sel әr/. When I read /sel әr/, I need to be sure of its meaning, so I can use context clues or a dictionary. Write the following sentences on the board: The seller sold his home for a lot of money. In my house the furnace is in the cellar. Help students use the context clues in these sentences to figure out the correct meaning of each word. Have pairs of students work together to practice reading longer homophones. Write the following homophone pairs on the board and ask students to copy them onto a sheet of paper. Have them say each word and look up its meaning in the dictionary. Then partners can take turns writing riddles that can be answered with a homophone from the list for the other partner to solve. manner/manor capital/capitol principle/principal stationery/stationary serial/cereal patience/patients Check each pair for their progress and accuracy. WORD HUNT: HOMOPHONES IN CONTEXT Review the different spellings of homophones. Have students search page 690 of The City Mouse and the Country Mouse to find the following words that are part of a homophone pair: one, I, night, and there. Have students write the homophones for the words they found: won, eye, knight, and their/they re. 717M

42 Constructive Feedback Objective Read with increasing prosody and accuracy at a rate of WCPM Materials Index cards Approaching Practice Book A, page 196 WORD AUTOMATICITY Have students make flashcards for the following homophones: roots, prints, weighed, tale, we ve, patience, wade, weave, bolder, tail, whose, doe, prince, route, mousse, dough, whose, patients, moose, and boulder. Display the cards one at a time and have students say each word. Repeat twice more, displaying the words more quickly each time. REPEATED READING Encourage students to follow along as you read aloud the fluency passage on Practice Book A page 196. Tell students to pay close attention to the way punctuation affects your reading. Then read one sentence at a time and have students echo-read the sentence, copying your intonation. During independent reading time, have students work with a partner. One student reads aloud while the other repeats each sentence. Ask students to write down any words they felt were difficult to pronounce. Circulate and provide constructive feedback. TIMED READING At the end of the week, have students do a final timed reading of the passage on Practice Book A page 196. Students should begin reading the passage aloud when you say Go. stop reading the passage after one minute when you say Stop. Keep track of miscues. Coach students as needed. Help students record and graph the number of words they read correctly. Vocabulary Objective Apply vocabulary word meanings Materials Vocabulary Cards Transparences 27a and 27b VOCABULARY WORDS Display the Vocabulary Cards for: wistfully, eavesdropping, scuffling, acquaintance, jumble, scornfully, and logical. Help students locate the words in The Country Mouse and the City Mouse on Transparencies 27a and 27b. Then provide students with a sentence for each vocabulary word, leaving a blank where each word should be. Include two choices after each sentence and have students identify the correct choice. For example: If you are, you re listening secretly to someone else s conversation. (scuffling/eavesdropping) If students read without sufficient pauses, stops, and attention to punctuation, reread the passage to them, exaggerating the correct pauses, stops, and intonation. Then read one sentence at a time and have students echo-read the sentence, copying your pauses, stops, and intonation. Approaching Practice Book A, page 196 The Cricket in Times Square 717N

43 Approaching Level Options Vocabulary Review last week s words (reference, prospectors, disappointment, annoyed, circular, outstretched, glinted) and this week s words (wistfully, eavesdropping, scuffling, acquaintance, jumble, scornfully, logical). Have students find a synonym for each word and use it in a sentence. Objective Materials Use context clues Student Book The Country Mouse and the City Mouse CONTEXT CLUES: PARAGRAPH Objective Materials Read paragraphs 3 5 on page 690 of The Country Mouse and the City Mouse. Ask students to skim through the paragraphs to find context clues for the word eavesdropping. (Country Mouse followed City Mouse as she tiptoed quietly into a cupboard and listened. Shhh. We re doing a bit of eavesdropping. When the cook leaves for the night.... ) Ask students to find other vocabulary words in The Country Mouse and the City Mouse that have paragraph context clues in their surrounding sentences. Comprehension Identify theme Student Book The Country Mouse and the City Mouse Transparencies 27a and 27b STRATEGY ANALYZE STORY STRUCTURE SKILL THEME Remind students that recognizing how an author organizes a story can help them understand the theme. retold by Jeff Banner Student Book, or Transparencies 27a and 27b Explain/Model The theme is the main idea, or lesson about life, an author wants to tell. The theme is usually implied, but in a fable, the theme, or moral, is often stated directly. A recurring theme is a theme that repeats throughout a selection. Display Transparencies 27a and 27b. Reread the first page. Think Aloud I can underline details about what the characters do and say that will give me clues about the story s theme. Sometimes the author does not state the theme, and I must put the clues together. Practice Read the rest of the story. After reading, invite students to retell the story, identifying the theme. Discuss the following. Did Country Mouse and City Mouse enjoy the same things? Do you think City Mouse found the city as scary as Country Mouse did? 717O

44 Leveled Reader Lesson Objective Materials PREVIEW AND PREDICT Read to apply strategies and skills Leveled Reader In the Land of the Giants Have students read the title and preview the illustrations and first chapter. Ask students to make predictions about what they will read. Have them note any questions they might have before reading. VOCABULARY WORDS Review the Vocabulary Words as needed. As you read together, discuss how each word is used in context. STRATEGY ANALYZE STORY STRUCTURE SKILL THEME Remind students that recognizing how the author organizes a story can help them understand the theme. Tell students to read the first two chapters of the story. Remind students to pay attention to what the characters do and say, and what happens as a result. Think Aloud In the first chapter, I learn that Roberto agrees to go with the mice to save the dog that has been kidnapped. Roberto learns that the dog is not free, it lives in a cage, and it is very sad. I need to remember this information for my Theme Map. READ AND RESPOND Finish reading In the Land of the Giants with students. Discuss the characters and the theme using the following questions. What qualities did Roberto have that enabled him to rescue the dog from the powerful giants? Do you think the giants had a right to keep the dog because they were stronger than Roberto and the mice? Leveled Reader Context Clues Review the vocabulary words before reading. Ask students to use context clues to complete these sentences using the vocabulary words. 1. By I could hear right through the door. (eavesdropping) 2. There was a of papers, pencils, and crayons on the table. (jumble) 3. We use gas to our car. (fuel) 4. I was very excited to meet Sarah and said, I am very happy to make your. (acquaintance). MAKE CONNECTIONS ACROSS TEXTS Invite students to compare The Cricket in Times Square and In the Land of the Giants. Is the author s message equally clear in each story? Discuss the theme of each story to support your answer. The Cricket in Times Square 717P

45 On Level Options Leveled Vocabulary Reader Lesson Student Book The Chance of a Lifetime Student Book Objective Use vocabulary words and context clues Materials Vocabulary Cards Student Book The Cricket in Times Square VOCABULARY WORDS Have the group play a game of Ten Questions. Allow one student to be it. The student will think of one of the vocabulary words. Students can ask yes/no questions until they figure out the word. Questions can relate to the part of speech, the meaning, or the syllabification. (Is it a noun? Does it have three syllables?) If the group asks ten questions and still can t get the word, the person who is it tells the word. CONTEXT CLUES: PARAGRAPH CLUES Remind students that they can look for context clues in surrounding sentences to help them understand the definition of an unfamiliar word. Have students find unfamiliar words in The Cricket in Times Square. Ask them to identify any context clues near the word. Then have them create a new sentence using each of the words and their own context clues. Text Features Objective Read advertisements for information Materials Newspapers and magazines Student Book The Chance of a Lifetime ADVERTISEMENTS Discuss how effective the advertisement is in The Chance of a Lifetime. Then have students look through newspapers and magazines to point out and discuss the purpose and target audiences of the advertisements. On Level Practice Book O, page 196 As I read, I will pay attention to end punctuation in each sentence. Stripes raised his eyes and blinked at Jani. He was a lovely 12 striped cat. Jani thought he looked like a little tiger. She picked 24 the cat up. She sat with him on a chair, stroking his head. 37 You ll never believe what we learned in school today, she 47 told Stripes. 49 Stripes looked up at her with wise green eyes. People used 60 to make leopard-skin coats, she told him. Some people still 71 do. A coat made from a cat, Stripes. It makes me so mad! 84 Jani could not be sure, but she thought that Stripes scrunched 95 up his nose in disgust. 100 That night, Jani fell into a restless sleep. She tossed and 111 turned. She dreamed about animals who could talk. In her 121 dream, she hid nearby, eavesdropping on their conversation. 129 The animals were in danger. And they needed help. Suddenly 139 she woke up. It was almost midnight, but there was a light in 152 her room. Who s there? she asked. 158 Comprehension Check 1. Why does Jani fall into a restless sleep? Make Inferences Jani falls into a restless sleep because she is still upset about the idea of a coat made from an animal s fur. 2. Why might Jani feel sympathy for leopards? Make Inferences Jani probably feels sympathy for leopards because they are also cats, and she loves her own cat, Stripes. Words Read Number of Errors = First Read = Second Read = Words Correct Score Objective Read fluently with appropriate prosody at a rate of WCPM Materials On Level Practice Book O, p. 196 REPEATED READING Model reading the Fluency passage on page 196 of Practice Book O. Remind them that paying close attention to punctuation will help them with proper intonation and expression. Then read one sentence at a time, having students echo-read the sentence, imitating your intonation. During independent time, partners can take turns reading the passage. Timed Reading At the end of the week, have students read the passage and record their reading rate. 717Q

46 Leveled Reader Lesson Objective Read to apply strategies and skills Materials Leveled Reader The Tiger-Stripe Potion PREVIEW AND PREDICT Have students preview The Tiger-Stripe Potion. Ask students to predict what the selection is about. Ask students to write down any questions they have about Jani. STRATEGY ANALYZE STORY STRUCTURE Remind students that analyzing how an author organizes a story can help them understand its theme. SKILL THEME Review: The theme is the main idea, or lesson about life, that an author wants to tell readers. It is usually implied, but in a fable, the theme, or moral, is often stated directly. Explain that students will fill in information about theme in Theme Maps. READ AND RESPOND Read Chapter 1. Pause to discuss the characters and events. At the end of Chapter 1, fill in the Theme Map. Have students describe the main problem that the characters face. VOCABULARY WORDS Ask students to identify the vocabulary words that appear in The Tiger- Stripe Potion and discuss how each word is used. Ask, Do you think Kartik and Asha expected to be friends or just acquaintances when they met? Leveled Reader ELL Leveled Reader Go to pages 717U 717V. MAKE CONNECTIONS ACROSS TEXTS Invite students to analyze the theme and draw connections between The Cricket in Times Square and The Tiger-Stripe Potion. Ask students to describe the theme of each story. Ask students to compare and contrast the authors messages. The Cricket in Times Square 717R

47 Beyond Level Options Vocabulary The Chance of a Lifetime Student Book Using Advertisements Explain that another type of advertisement is a commercial. Have students work in groups to create a commercial for a product of their choice. Ask students to think about their audience and keep it in mind while they work on the commercial. Students should create a script for their commercial and act it out. Then when students are finished, have the groups present their commercials to the class. Objective Generate questions and answers using content vocabulary words Materials Student Book The Chance of a Lifetime Dictionaries EXTEND VOCABULARY Write the content vocabulary words on the board and invite students to write their own dictionary entries for each word, including pronunciations, definitions, parts of speech, example sentences, and etymologies. Have students compare entries with a partner. Remind students to use two different dictionaries for examples of word entries and to check the spelling of each word. Text Features Objective Read advertisements for information Materials Newspapers and magazines ADVERTISEMENT Point out that an advertisement is used to try to persuade consumers to buy things. Ask students if they think the advertisement for Kramer s in The Chance of a Lifetime could make a lot of people want to shop there. Have students think of a product they would like to invent. Ask them to identify their audience and to keep it in mind when thinking about an ad. Then invite students to use advertisements in newspapers and magazines as models to write their own advertisements for their products. Ask students to display their ads for the class. Beyond Practice Book B, page 196 Objective Read fluently with appropriate prosody at a rate of WCPM Materials Beyond Practice Book B, p. 196 REPEATED READING Work with students to begin reviewing the Fluency passage on page 196 of Practice Book B. Remind students that commas call for a brief pause, periods require a full stop, exclamation points indicate excitement, and quotation marks show when another person is speaking. Read the first part of the passage, pausing, stopping, and changing tone according to the punctuation. Have partners finish marking the passage on their own. During independent reading time, listen for accuracy as partners take turns reading the passage they have practiced reading aloud. Timed Reading At the end of the week, have students read the passage and record their reading rate. 717S

48 Leveled Reader Lesson Objective Materials PREVIEW AND PREDICT SKILL THEME Read to apply strategies and skills Leveled Reader The Wood Sprite Have students preview The Wood Sprite, predict what it is about, and set a purpose for reading. Ask a student to explain what the term theme means and why it is important for understanding a story. Explain that students will read The Wood Sprite together and fill in a chart with information about the story s theme. READ AND RESPOND As they read, students should identify details of the theme in the story and use them to fill in their Theme Maps. Invite students to discuss details from their maps with one another. Have students critique the story together after reading. VOCABULARY WORDS Have students pay attention to vocabulary words as they occur. Review definitions as needed. Ask, What kind of scuffling noise did Stella hear in her own backyard? Leveled Reader Self-Selected Reading Objective Read independently to analyze the theme of a selection Materials Leveled Readers or trade books at students reading levels READ TO ANALYZE THEME Invite students to choose a fiction book for independent reading and enjoyment. As they read, ask them to identify details that will help them understand the theme. After they finish reading, have students paraphrase the story using the theme as the focus. They should include supporting details they have identified. Have the groups discuss their readings and compare themes. Do any themes seem to recur across different genres, time periods, and cultures? The Cricket in Times Square 717T

49 English Language Learners For additional language support and oral language development use the lesson at Academic Language Throughout the week the English language learners will need help in building their understanding of the academic language used in daily instruction and assessment instruments. The following strategies will help to increase their language proficiency and comprehension of content and instructional words. Use Strategies to Reinforce Academic Language Use Context Language (see chart below) should be explained in the context of the task during Whole Group. Use gestures, expressions, and visuals to support meaning. Use Visuals Use charts, transparencies, and graphic organizers to point out and explain key labels to help students understand classroom language. Model Demonstrate the task using academic language in order for students to understand instruction. Academic Language Used in Whole Group Instruction Content/Theme Words Skill/Strategy Words Writing/Grammar Words wild animals (p. 688) paragraph clues (p. 691) facts and opinions (p. 716) colony (p. 712) echolocation (p. 712) insecticides (p. 712) unfamiliar word (p. 691) analyze story structure (p. 691A) theme (p. 691A) news article (p. 716) who, what, where, when, why (p. 716) sentence fluency (p. 717) consumers (p. 712) editorials (p. 712) advertisements (p. 712) product (p. 712) comparisons with adverbs (p. 717I) irregular comparative and superlative adverb forms (pp. 717I 717J) 717U persuasive words and techniques (p. 712)