ORAL LANGUAGE Build Background Read Aloud Expand VOCABULARY Teach Words in Context Paragraph Clues COMPREHENSION Strategy: Make Inferences and Analyze Skill: Character, Setting, Plot SMALL GROUP OPTIONS Differentiated Instruction, pp. 143M 143V Oral Language Build Background ACCESS PRIOR KNOWLEDGE Share the following information. 108 Wild animals include butterflies in Costa Rica and lions in Africa. TALK ABOUT WILDLIFE WATCHERS Discuss the weekly theme. Have you seen any wild animals? What was the most exciting thing you saw an animal do? FOCUS QUESTION Ask a volunteer to read Talk About It on Student Book page 109 and describe the photo. What does the girl have on her shoulder? Beginning Discuss Photograph Point to the frog and say, It s a frog. It s small. The frog is on the girl. Have students repeat. Have students point to items and say what they can about the photo. Ask: Who is the girl looking at? Who is the frog looking at? Intermediate Develop Concept Write the words pets and wildlife on the board. List some examples, both plants and animals. Ask: Do you think this frog is a pet or wild animal? Discuss with students animals they have seen or would like to see in the wild. Advanced Elaborate Repeat the Intermediate task but encourage students to respond in more complex sentences. For example, I d like to go and watch lions hunt in the wild. What wild animal would you like to watch up close like this? 108
Talk About It Student pages 108 109 Read Aloud Talk About It Read Wild and Swampy What is the girl thinking? What is the frog thinking? GENRE: Personal Memoir Find out more about wildlife at www.macmillanmh.com */5&3"$5*7& Tell students a memoir is a story about the author s personal experience. LISTENING FOR A PURPOSE "/5)0-0(: XJUI 1-":4 -ACMILLAN -C'RAW (ILL Read Aloud pages 24 27 Ask students to listen for details that describe the setting, and how it affects the animals, as you read Wild and Swampy in the Read-Aloud Anthology. Choose from among the teaching suggestions. Fluency Ask students to listen carefully as you read aloud. Tell students to listen to your phrasing, expression, and tone of voice. RESPOND TO THE MEMOIR 109 Picture Prompt Look at the picture. Write about what you see. You can write a poem, a story, or a description, or use any other type of writing you like. BSQV\]Z]Ug For an extended lesson plan and Web site activities for oral language development, go to www.macmillanmh.com Invite students to discuss where near their homes they could go to observe animals in nature. Ask students to describe the animals they would most likely see there. Expand Have students identify three more words in the narrative that relate to this week s theme of Wildlife Watchers. Students can write the words in a word journal and create new sentences using each of the words. The Raft 109
/Comprehension Student page 110 TEACH WORDS IN CONTEXT Use the following routine. A raft is a kind of flat boat. Mark Twain wrote a famous story about a boy who explores the Mississippi River on a raft. What would it be like to float down the Mississippi River on a raft? DESCRIPTION Objects that are scattered are spread or thrown about here and there. When Matt dropped the checkerboard, the checkers scattered over the floor. What other items could be scattered? EXAMPLE If something is filled with a messy collection of things, it is cluttered. Laura s room was so cluttered with toys that it was hard to walk without stepping on one. What is a synonym for cluttered? SYNONYM Downstream means in the same direction as the current of a stream. Salmon are born in rivers, but soon after, they swim downstream to the ocean. What is an antonym for downstream? ANTONYM If you nuzzle something, you touch or rub it with your nose. The cat will nuzzle my leg when she is hungry and wants to be fed. How is giving a nuzzle different from giving a hug? COMPARE AND CONTRAST Define: If you have a sick feeling of strong dislike, you are disgusted. Example: She was so disgusted by her burned cookies, she threw away her cookie cutters. Ask: What is a synonym for disgusted? SYNONYM 110 disgusted raft scattered cluttered downstream nuzzle Context Clues Paragraph Clues are clues within the same paragraph to the meaning of an unfamiliar word. Look for clues within the paragraph where cluttered appears to figure out its meaning. Dear Diary, What an amazing day! I never thought rafting could be so much fun. Wait I should probably back up and explain what I was doing on a raft in the first place. Today, my family and I started our vacation. We re taking a rafting trip down the Colorado River. I have to admit, it didn t sound like my idea of fun. The thought of getting drenched by the river and sleeping in tents with creepy bugs and spiders kind of disgusted me. But, unless I wanted to be left behind, I had to put on my lifejacket and join in. Do students understand word meanings? During Small Group Instruction If No Approaching Level, p. 143N If Yes On Level Options, pp. 143Q 143R Beyond Level pp. 143S 143T Options, by Olivia Snow Lisa, our guide, helped us get our big, rubber raft into the river. We joined the others, scattered here and there along the river. There were so many, it felt like we were playing bumper boats! Lisa had told us that the river would narrow and we would be a bit cluttered. Then the river widened, and the rafts spread out as we were carried in the water s flow downstream. At first, I just sat in the raft and listened to my music. But when we picked up speed, I realized my help was needed. Sentence Frames For the word cluttered, write The is cluttered. Help students to fill in the blank with examples of things that can be cluttered. Write The will nuzzle my arm when it wants to eat. Help students fill in the blank with examples of an animal that might nuzzle. 110
and Comprehension Before long, I was paddling away and enjoying the amazing wildlife overhead and along the shore. We spotted a great blue heron and a coyote. Then we watched a mother beaver nuzzle her young gently with her snout. Lisa said that if we looked carefully, we might even see a mountain lion! I have to admit that when it was time to get off the river and set up camp, I actually felt disappointed. But it gave us a chance to appreciate the beauty of the Grand Canyon. The sunset was amazing. It made the red and gold colors of the canyon walls positively glow. We ll be back on the river early tomorrow, so I d better zip up my sleeping bag and get to sleep. /Comprehension Student page 111 STRATEGY CONTEXT CLUES Paragraph Clues Explain that the context clues in the surrounding paragraph can help students to determine an unfamiliar word s meaning. Point to the word cluttered on Student Book page 110. Ask students what parts of the paragraph help them to understand the meaning of cluttered. (so many, bumper boats, narrow) Reread for Comprehension Make Inferences and Analyze Character, Setting, Plot Knowing the setting of a story can help readers make inferences and analyze why certain events occur and why characters feel or act the way they do. A Setting Flow Chart can help you keep track of the setting, character, and events of a story. Reread the selection to learn how the story s setting affects the main character. Read Rafting Ready or Not As you read Rafting Ready or Not with students, ask them to identify clues that reveal the meanings of the highlighted words. Tell students they will read these words again in The Raft. 111 On Level Practice Book O, page 29 Fill in each blank with the correct vocabulary word. raft scattered disgusted downstream cluttered nuzzle 1. I ll never forget the first time I floated down a river on a raft. 2. The river rushed me downstream. 3. On the side of the river, leaves were scattered here and there. 4. I passed a house. The front porch was cluttered with old furniture and newspapers. 5. I saw a mother dog nuzzle her puppy. 6. I was disgusted when I saw paper and cans in the water. Write four more sentences about the end of this trip. Use an antonym of the words from the box in each sentence. Possible responses 7. I was thrilled when we made it through provided. the rapids. 8. We pulled the rafts onto the bank and left the life preservers in neat piles. 9. We gathered to say good-bye. 10. Next summer I want to explore the river farther upstream. Approaching Practice Book A, page 29 Beyond Practice Book B, page 29 The Raft 111
/Comprehension Objectives Make inferences Analyze character, setting, and plot Use academic language: inference, analyze, character, setting, plot Materials Comprehension Transparencies 5a and 5b Graphic Organizer Transparency 5 Leveled Practice Books, p. 30 Character, Setting, Plot Introduce Practice / Apply Reteach / Review Assess 85A B 86 101; Leveled Practice, 23 24 107M T; 111A B, 112 137, 143M T; Leveled Practice, 30 31 Weekly Tests; Unit 1, 5 Tests; Benchmark Tests A, B Maintain 101B, 137B, 169B, 201B, 265B, 607A B, 608 627, 631M T, 681B Transparency 5a disgusted cluttered raft downstream scattered nuzzle Context Clues Paragraph Clues are clues within the same paragraph to the meaning of an unfamiliar word. Look for clues within the paragraph where cluttered appears to figure out its meaning. Reread for Comprehension STRATEGY MAKE INFERENCES AND ANALYZE Tell students that good readers of fiction analyze how the setting the time and place of the story helps determine what is and is not possible in the plot. Readers also make inferences about the ways in which the setting of a story influences what a character feels or does. SKILL CHARACTER, SETTING, PLOT Explain that an author s choice of setting is very important to a story. The more specific or unusual the setting, the more closely tied the plot and the characters experiences will be to that setting. Students can begin their analyses of the setting by looking at any illustrations the story might have. They can then identify the location of the story by looking for details that tell where it takes place and the time by looking for details that tell when. by Olivia Snow Transparency 5b Before long, I was paddling away and enjoying the amazing wildlife overhead and along the shore. We spotted a great blue heron and a coyote. Then we watched a mother beaver nuzzle her young gently with her snout. Lisa said that if we looked carefully, we might even see a mountain lion! I have to admit that when it was time to get off the river and set up camp, I actually felt and Comprehension disappointed. But it gave us a chance to appreciate the beauty of the Grand Canyon. The sunset was amazing. It made the red and gold colors of the canyon walls positively glow. We ll be back on the river early tomorrow, so I d better zip up my sleeping bag and get to sleep. Demonstrate Have students demonstrate nuzzle, scattered, and cluttered in sentences. Write the past tense of nuzzle on the board. Co-construct sentences with present and past tense of nuzzle. 110 Dear Diary, What an amazing day! I never thought rafting could be so much fun. Wait I should probably back up and explain what I was doing on a raft in the first place. Today, my family and I started our vacation. We re taking a rafting trip down the Colorado River. I have to admit, it didn t sound like my idea of fun. The thought of getting drenched by the river and sleeping in tents with creepy bugs and spiders kind of disgusted me. But, unless I wanted to be left behind, I had to put on my lifejacket and join in. Lisa, our guide, helped us get our big, rubber raft into the river. We joined the others, scattered here and there along the river. There were so many, it felt like we were playing bumper boats! Lisa had told us that the river would narrow and we would be a bit cluttered. Then the river widened, and the rafts spread out as we were carried in the water s flow downstream. At first, I just sat in the raft and listened to my music. But when we picked up speed, I realized my help was needed. Reread for Comprehension Make Inferences and Analyze Character, Setting, Plot Knowing the setting of a story can help readers make inferences and analyze why certain events occur and why characters feel or act the way they do. A Setting Flow Chart can help you keep track of the setting, character, and events of a story. Reread the selection to learn how the story s setting affects the main character. Student Book pages 110 111 available on Comprehension Transparencies 5a and 5b 111 111A
/Comprehension MODEL Read aloud the first two paragraphs of the diary entry Rafting Ready or Not from Student Book page 110. Think Aloud The narrator says that she didn t want to go on the rafting trip at first and that she is surprised by how much fun it is. She recalls her idea of what the trip would be like: getting drenched, sharing a tent with bugs and spiders. I ll have to keep reading to learn how her actual experiences on the river changed her opinion. GUIDED PRACTICE Begin by asking students to write what the setting is in the top box of the Setting Flow Chart. (the Colorado River, present) Have students identify the first event during the trip that caused a strong reaction in the narrator. Help them enter this information on the Setting Flow Chart. (See chart at right.) APPLY Have students complete the Setting Flow Chart by identifying two more plot events that are specific to the setting. Ask students to summarize how the setting affected the narrator. Transparency 5 Setting the Colorado River, present Event the raft picked up speed Event birds and animals appear along the river Event leaving the river to set up camp Setting Flow Chart Character s Reaction realizes she must help by paddling Character s Reaction awed and excited Character s Reaction disappointed but appreciates the beauty around her Graphic Organizer Transparency 5 On Level Practice Book O, page 30 The characters are the people, and sometimes animals, in a story. The setting is where and when a story takes place. The plot is what happens in the story. At last we arrived at the ocean cottage. My brother and I were too excited to look around the house. We ran out to explore the shore. There were tide pools and seaweed, and minnows swimming in a tide pool. When I stuck my hand in the water, the little fish darted under a piece of seaweed. Farther down the rocky coast, we saw a seal resting on a rock! My brother and I were so excited about seeing the seal that we had a hard time falling asleep that night. The next morning we ran to find the seal again. It was gone! But then we heard barking. In the shallow water near the shore, a dark head looked at us, barked once again, and disappeared below the water. 1. Name the setting of the passage. an ocean cottage, the shore Can students make inferences and analyze the characters, setting, and plot? During Small Group Instruction If No Approaching Level Comprehension, p. 143O If Yes On Level Options, pp. 143Q 143R Beyond Level Options, pp. 143S 143T 2. Who is the main character? the narrator of the story 3. What happens in the first part of the story? The children explore the shore. 4. What important discovery do they make while they are exploring? They spot a seal. 5. How does the story end? The seal barks at them and swims away. Approaching Practice Book A, page 30 Beyond Practice Book B, page 30 The Raft 111B