Teacher’s Guide - ngl.cengage.com · Pirate Tales by Francis Downey and Sara Lorimer Summary...
Transcript of Teacher’s Guide - ngl.cengage.com · Pirate Tales by Francis Downey and Sara Lorimer Summary...
Teacher’s Guide
C O L L E C T I O N
OFC_TG_74555_P.indd 1 12/2/13 3:58 PM
SAMPLER
Overview and RoutinesLesson Overview . . . . . . . . . . . . . . . . . . . . . . vi
Reading Routine . . . . . . . . . . . . . . . . . . . . . . viii
Writing Routine . . . . . . . . . . . . . . . . . . . . . . . ix
Vocabulary Routine . . . . . . . . . . . . . . . . . . . . . . x
My Vocabulary Notebook . . . . . . . . . . . . . . . . . xi
Speaking and Listening Routines . . . . . . . . . . . . xii
Speaking and Listening Observation Log . . . . . . . . . . . . . . . . . . . . . . xiii
LessonsAmazing Grain: The Wonders of Corn . . . . . . . . . 2
Ancient Art . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Animals of Denali . . . . . . . . . . . . . . . . . . . . . . 6
Bay in the Balance . . . . . . . . . . . . . . . . . . . . . . 8
The Beat Goes On . . . . . . . . . . . . . . . . . . . . . . 10
A Blast with Glass . . . . . . . . . . . . . . . . . . . . . . 12
Blazing New Trails . . . . . . . . . . . . . . . . . . . . . . 14
Body Beasts . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Broad Stripes and Bright Stars . . . . . . . . . . . . . . 18
Celebrate Family . . . . . . . . . . . . . . . . . . . . . . . 20
The Children’s Forest . . . . . . . . . . . . . . . . . . . . 22
Climbing to Success . . . . 24
Coral Reefs . . . . . . . . . . 26
Culture Clash . . . . . . . . . 28
Destination: Moon . . . . . 30
Do Elephants Talk? . . . . . 32
Dogs at Work . . . . . . . . . 34
Drop by Drop . . . . . . . . . 36
The Energy of Water . . . . 38
Explore the Wild West . . . 40
Exploring Caves . . . . . . . 42
Extreme Challenge! . . . . . 44
The Fantastic Forest . . . . 46
Fight the Invaders! . . . . . 48
Fighting for History . . . . . . . . . . . . . . . . . . . . . 50
First Flight . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
Freaky Frogs . . . . . . . . . . . . . . . . . . . . . . . . . 54
Freedom Readers . . . . . . . . . . . . . . . . . . . . . . 56
From Work to School . . . . . . . . . . . . . . . . . . . . 58
Fun Fungi . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
Get the Message! . . . . . . . . . . . . . . . . . . . . . . 62
Go for the Gold . . . . . . . . . . . . . . . . . . . . . . . 64
The Great Wall of China . . . . . . . . . . . . . . . . . . 66
Hurricane Hunters . . . . . . . . . . . . . . . . . . . . . 68
Imagining the Future . . . . . . . . . . . . . . . . . . . . 70
In Tune . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
It’s Electrifying . . . . . . . . . . . . . . . . . . . . . . . . 74
Jamestown . . . . . . . . . . . . . . . . . . . . . . . . . . 76
Jeans: From Mines to Malls . . . . . . . . . . . . . . . . 78
Kaboom! . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
Kids Connect . . . . . . . . . . . . . . . . . . . . . . . . . 82
King Tut . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84
Koalas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
Lightning Strikes . . . . . . . . . . . . . . . . . . . . . . 88
Living It Up in Space . . . . . . . . . . . . . . . . . . . . 90
Living Traditions . . . . . . . . . 92
Making Faces . . . . . . . . . . . 94
Mammoth Mammals . . . . . . 96
Melting Away . . . . . . . . . . . 98
Mysteries of the Maya . . . . . 100
Nature’s Solutions . . . . . . . 102
Night Shift . . . . . . . . . . . . 104
On the Menu . . . . . . . . . . 106
Our Human Footprint . . . . . 108
The Pack Is Back . . . . . . . . 110
Passion for Parrots . . . . . . . 112
Passport to Wonder . . . . . . 114
People of the Past . . . . . . . 116
Table of Contents
iv Table of Contents
iii-v_FM_74555_TG.indd 4 12/17/13 3:22 PM
SA
MP
LE
PA
GES
Piggyback Plants . . . . . . . . . . . . . . . . . . . . . 118
Pirate Tales . . . . . . . . . . . . . . . . . . . . . . . . . 120
Play Ball! . . . . . . . . . . . . . . . . . . . . . . . . . . . 122
Poles Apart . . . . . . . . . . . . . . . . . . . . . . . . . 124
Race Around the World . . . . . . . . . . . . . . . . . 126
Really Wild Life! . . . . . . . . . . . . . . . . . . . . . . 128
Recycling Rules! . . . . . . . . . . . . . . . . . . . . . . 130
Rescued Rivers . . . . . . . . . . . . . . . . . . . . . . . 132
Return to Titanic . . . . . . . . . . . . . . . . . . . . . . 134
River of Life . . . . . . . . . . . . . . . . . . . . . . . . . 136
Rock Tour . . . . . . . . . . . . . . . . . . . . . . . . . . 138
Saturn: The Ring World . . . . . . . . . . . . . . . . . 140
Say Cheese! . . . . . . . . . . . . . . . . . . . . . . . . . 142
Sea Monsters . . . . . . . . . . . . . . . . . . . . . . . . 144
Serious Survivors . . . . . . . . . . . . . . . . . . . . . 146
Shark Tales . . . . . . . . . . . . . . . . . . . . . . . . . 148
Siberian Survivor . . . . . . . . . . . . . . . . . . . . . 150
Snake Safari . . . . . . . . . . . . . . . . . . . . . . . . . 152
Soaring with Science . . . . . . . . . . . . . . . . . . . 154
Star Power . . . . . . . . . . . . . . . . . . . . . . . . . 156
Star Sightings . . . . . . . . . . . . . . . . . . . . . . . 158
The Sun . . . . . . . . . . . . . . . . . . . . . . . . . . . 160
Sweet Harvest . . . . . . . . . . . . . . . . . . . . . . . 162
Symbols of Freedom . . . . . . . . . . . . . . . . . . . 164
Tales from Timbuktu . . . . . . . . . . . . . . . . . . . 166
Thirsty Planet . . . . . . . . . . . . . . . . . . . . . . . 168
To the Rescue . . . . . . . . . . . . . . . . . . . . . . . 170
Vanishing Cultures . . . . . . . . . . . . . . . . . . . . 172
Viking Voyages . . . . . . . . . . . . . . . . . . . . . . 174
Volcano! . . . . . . . . . . . . . . . . . . . . . . . . . . . 176
Watching Chimps . . . . . . . . . . . . . . . . . . . . . 178
Web Wizards . . . . . . . . . . . . . . . . . . . . . . . . 180
What’s the Matter? . . . . . . . . . . . . . . . . . . . . 182
Wicked Weather . . . . . . . . . . . . . . . . . . . . . . 184
Wild Ponies . . . . . . . . . . . . . . . . . . . . . . . . . 186
Winning Properties . . . . . . . . . . . . . . . . . . . . 188
Working Hand in Hand . . . . . . . . . . . . . . . . . 190
Worlds of Opportunity . . . . . . . . . . . . . . . . . . 192
AssessmentsAssessment Overview . . . . . . . . . . . . . . . . . . 194
Reading Test # 1 CCRA.R.1 . . . . . . . . . . . . . . . . 196
Reading Test # 2 CCRA.R.2 . . . . . . . . . . . . . . . . 198
Reading Test # 3 CCRA.R.3 . . . . . . . . . . . . . . . . 200
Reading Test # 4 CCRA.R.4 . . . . . . . . . . . . . . . . 202
Reading Test # 5 CCRA.R.5 . . . . . . . . . . . . . . . . 204
Reading Test # 6 CCRA.R.5 . . . . . . . . . . . . . . . . 206
Reading Test # 7 CCRA.R.6 . . . . . . . . . . . . . . . . 208
Reading Test # 8 CCRA.R.7 . . . . . . . . . . . . . . . . 210
Reading Test # 9 CCRA.R.8 . . . . . . . . . . . . . . . . 212
Reading Test #10 CCRA.R.8 . . . . . . . . . . . . . . . . 214
Reading Test #11 CCRA.R.9 . . . . . . . . . . . . . . . . 216
Performance Task CCRA.W.2, 8-9 . . . . . . . . . . . . . 218
Item Analysis and Rubrics . . . . . . . . . . . . . . . . 220
Student Profile . . . . . . . . . . . . . . . . . . . . . . . 222
Class Profile . . . . . . . . . . . . . . . . . . . . . . . . . 223
Correlation to Common Core State Standards . . . . . . . . . . . . . . . . . . . . . . 224
Cumulative Word List . . . . . . . . . . . . . . . . . 226
Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 228
Table of Contents v
iii-v_FM_74555_TG.indd 5 12/17/13 3:22 PM
Pirate Tales by Francis Downey and Sara Lorimer
Summary Pirate Tales explores the lives of the dreaded pirate Blackbeard and several female pirates. It also describes the work of underwater archaeologists. “Pirate King” by Francis Downey explains how Blackbeard became captain of several pirate ships in the 1700s. He attacked vessels for money and blockaded Charleston, South Carolina, to get medicine. Then he sank his own ship and retired from life as a pirate. He lived as a gentleman for a time, but soon returned to his old ways. Archaeologists think they have found the remains of Blackbeard’s ship. “Bringing Up Pirate Bounty” describes how archaeologists bring artifacts of shipwrecks to the surface to study them. “Girl Pirates” describes female pirates Mary Read, Anne Bonney, Rachel Wall, and Cheng I Sao. Women chose to live as pirates because they had more freedoms at sea than on land. Many ended up in prison or dead.
Activate Prior Knowledge Display the front cover and ask: What are pirates? (sailors who attack ships to get treasures) How would you describe a pirate’s life? (Possible responses: dangerous, adventurous)
Build Background Explain that in the 1700s, sailors in the Atlantic feared attacks from the pirate Blackbeard. Now, scientists think they have found remains of Blackbeard’s ship off the North Carolina coast. Use the map on page 4 to point out the wreck site. Guide students to identify and point to other places on the map, such as Charleston and New Providence.
program resources
PRINT ONLY
Pirate Tales, Pioneer Edition
Pirate Tales, Pathfinder Edition
Cuentos de piratas, Edición Pathfinder
My Vocabulary Notebook
common core standardsReadingDescribe Text Structure CCRA.R.5; RI.4.5
Read and Comprehend Informational Text CCRA.R.10; RI.3.10; RI.4.10; RI.5.10
LanguageAcquire and Use Domain-Specific Words CCRA.L.6; L.3.6; L.4.6; L.5.6
Speaking and ListeningEngage in Collaborative Discussions CCRA.SL.1; SL.3.1; SL.4.1; SL.5.1
Social Studies• U.S. History
• Commerce and Trade
objectives Explain Text Structure
Acquire Social Studies Vocabulary
Explain Text Structure: Chronology Explain: When an author uses a chronological structure, the author describes events in the order they happen. The author may include dates and time order words, such as next or soon. Point out that good readers can describe how a text is organized chronologically.
Read aloud the following text from page 4 of the Pioneer Edition of Pirate Tales as students listen.
teach’s teacher In 1716, Blackbeard probably was on a small island called New Providence.
pirate plunderThe next year, Blackbeard spotted a ship in the distance. His crew got ready to fight. When they got near the ship, they fired at it.
Text from Pioneer Edition
Then, think aloud to model how to describe the chronological structure of a text: In this text, the author describes events in Blackbeard’s life. I see the date 1716 in the first paragraph. Then, in the first sentence of the next section, I see the phrase “The next year.” This is a clue that events are being described in the order they happened:• In 1716, Blackbeard lived on a small island.• The next year, 1717, the pirate saw a ship and fired at it.The author presents the events in order, or chronologically.
Have students explain how the information in the text is organized. (Possible response: The author describes events in Blackbeard’s life in time order. The author includes a date and the phrase “The next year.” This is a clue that he is telling events in chronological order.)
Use the assessment on pages 206–207 to evaluate students’ progress with
this skill.
Mini Lesson
120 Pirate Tales
120-121_74555_TG.indd 120 11/13/13 4:24 PM
Lesson OverviewFlexible Lessons Are Designed to Support Disciplinary Literacy, Reading, and Language Objectives
Are You Teaching Science and Social Studies?Each of the Explorer Book Collection titles is aligned to science or social studies topics.
1. Use the Book Finder on nglExplorerBooks.com or the Index on page 228 to find titles by a specific content area.
2. Start with the Activate Prior Knowledge and Build Background steps before students read.
Use the Reading Routine and Disciplinary Literacy Pacing Guide on page viii to plan your lessons.
Are You Teaching Reading?The Explorer Book Collection lessons cover the Common Core Reading Standards for Informational Text. You will find a correlation on pages 224–225 or use the Book Finder on nglExplorerBooks.com.
1. Begin reading skills instruction with the focused Mini Lesson.
vi Lesson Overview
vi-vii_FM_74555_TG_OV_P.indd 6 1/23/14 4:19 PM
PAThfindEr EdiTion
lexile: 770L
* Also available in Spanish
PionEEr EdiTion
lexile: 480L
Social Studies Vocabulary Use Wordwise on page 7 to introduce new words:
captain crew pardon surrender
Have students add new words to My Vocabulary Notebook.
Build Comprehension After reading, use the Concept Check on page 12. Remind students to use details and examples to support each answer.1. Explain Why is finding Blackbeard’s ship important? (The
objects found on the ship can help scientists learn about life on a pirate ship.)
2. Explain Text Structure: Chronology How did Blackbeard become a pirate? List the events in order. (In 1716, he lived on the island New Providence. There he met the pirate captain Benjamin Hornigold. Then, Blackbeard probably became part of Hornigold’s crew. )
3. describe Describe Blackbeard’s life during retirement. (He lived like a gentleman, possibly in a large house. He married a wealthy woman. People respected him.) Why did he become a pirate again? (He got tired of living a quiet life.)
4. Main idea What makes underwater archaeology difficult? (People have to wear equipment to breathe underwater. The equipment is hard to work in. It slows things down. Also, people have to bring the objects to the surface to study them.)
5. details Why did some women become pirates? (They gained freedoms they did not have on land, and they could do what they wanted.) What happened to pirates—both men and women? (Most were killed or went to prison.)
Social Studies Vocabulary Use Wordwise on page 7 to introduce new words:
captain crew pardon
Have students add new words to My Vocabulary Notebook.
Build Comprehension After reading, use the Concept Check on page 12. Remind students to use details and examples to support each answer.1. Explain What have scientists found off the coast of North
Carolina? (They think they have found Blackbeard’s pirate ship.) What will scientists learn from this find? (They may learn about life on a pirate ship.)
2. Explain Text Structure: Chronology How did Blackbeard become a pirate? List the events in order. (In 1716, he lived on the island New Providence. There he met the pirate captain Benjamin Hornigold. Then, Blackbeard probably became part of Hornigold’s crew.)
3. describe What was Blackbeard’s life like after he stopped being a pirate? (He lived like a gentleman. He married a wealthy woman. People respected him.) Why did he become a pirate again? (He didn’t want a quiet life.)
4. Main idea Why is it hard for archaeologists to work underwater? (They have to wear equipment to breathe underwater. It is heavy and hard to work in. Also, they have to bring the objects to the surface to study them.)
5. details Why did some women become pirates? (They had freedoms they did not have on land. They did not have to run a house or support a family. They could do what they wanted.)
check & reteachobjective: Explain Text Structure: Chronology
Have partners take turns explaining the chronological structure in “The Tale of Black Sam Bellamy” on page 8. (The author uses time order to tell about Bellamy. The author uses dates and time order words such as “when” and “then.”)For students who cannot describe chronological text structure, reteach using the section “Port of Call” on page 6. Say: This section describes Blackbeard’s blockade of Charleston and his retirement. How does the author present the events? Have students scan the text, focusing on its structure and looking for time order words. Then have groups discuss how the information is organized. (The author presents the events in time order. He gives the date 1718 and uses the time order words “soon,” “in less than two years,” and “now.”)
piratas Cuentos de
L A C O L E C C I Ó N
Historia
de los EE.UU.
EDICIÓN PATHFIN
DER
Por Francis Downey y Sara Lorimer
TalesPirate
C O L L E C T I O N
U.S.
History
PIONEER EDITIO
N
By Francis Downey and Sara Lorimer
TalesPirate
C O L L E C T I O N
U.S.
History
PATHFINDER EDITIO
N
By Francis Downey and Sara Lorimer
*
Pirate Tales 121
120-121_74555_TG.indd 121 11/13/13 4:24 PM
2. Then use the aligned Build Comprehension question to check understanding.
3. Follow up with the Check & Reteach. Administer the assessment from pages 196–217 that is correlated to the skill. You can track student and class progress with the profiles on pages 222–223.
Use the Reading Pacing Guide on page viii as a suggested lesson plan.
Are You teaching language?Students can build their content vocabulary with the words taught in each book.
1. Use the Vocabulary Routine and My Vocabulary Notebook on pages x–xi to support this instruction. You can find a complete list of the words on pages 226–227.
2. Then students can use their newly acquired vocabulary as they discuss the answers to the Build Comprehension questions.
Use the Language Pacing Guide on page x and the Speaking and Listening Routines on page xii for lesson ideas.
Lesson overview vii
vi-vii_FM_74555_TG_OV_P.indd 7 1/23/14 4:19 PM
Coral Reefs by Peter Winkler
Summary Coral Reefs explores the underwater world of coral reefs. It also looks at how reef animals depend on each other and why reefs are in danger. In “Coral Reefs: Cities in the Sea,” author Peter Winkler explains that coral reefs form when the skeletons of dead sea animals, called coral polyps, build up. Thousands of animals, including tiny fish, eels, and turtles, call the reefs home. Reefs provide fish, jobs, and vacation spots for people. They also are a source of medicine and save coastlines from erosion. However, three-quarters of the world’s reefs may be destroyed by 2050 because of overfishing and pollution. One way to save reefs is to make them protected areas. A map shows locations of reefs around the world. “The Balance of Life” explains the complex relationships found in coral reef communities. Some fish are predators. Some are prey. And some animals are partners that protect each other from enemies.
Activate Prior Knowledge Display the front cover, read the title aloud, and trace the coral reef. Then ask: Where do you think this reef is? (in the ocean) What lives in a reef? (Possible response: different kinds of fish)
Build Background Explain that coral reefs are limestone structures built by tiny sea animals. Twenty-five percent of ocean species live in or near reefs. Use the map on page 7 to show reef locations. Have volunteers point to reefs and identify nearby continents and oceans.
program resources
PRINT ONLY
Coral Reefs, Pioneer Edition
Coral Reefs, Pathfinder Edition
Arrecifes de coral, Edición Pathfinder
My Vocabulary Notebook
TECHNOLOGY ONLY
Interactive Whiteboard Lesson—Cool Corals
common core standardsReadingExplain How Key Details Support the Main Idea CCRA.R.2; RI.3.2; RI.4.2
Read and Comprehend Informational Text CCRA.R.10; RI.3.10; RI.4.10; RI.5.10
LanguageAcquire and Use Domain-Specific Words CCRA.L.6; L.3.6; L.4.6; L.5.6
Speaking and ListeningEngage in Collaborative Discussions CCRA.SL.1; SL.3.1; SL.4.1; SL.5.1
Science• Habitats
• Ecosystems
objectives Identify Supporting Details
Acquire Science Vocabulary
Identify Supporting Details Explain: Authors provide details, such as facts and examples, to support main ideas, or show that they are true. Point out that good readers can explain how key details support a main idea in a text.
Read aloud the following text from page 4 of the Pioneer Edition of Coral Reefs as students listen.
supersize citiesCoral grows in all shapes and sizes. Some coral looks like tiny trees. Some is shaped like cabbage. Some looks like a giant brain!
Text from Pioneer Edition
Then, think aloud to model how to identify key details and explain how they support the main idea of the text: The main idea is stated in the first sentence of the paragraph: • Coral grows in all shapes and sizes. The following sentences give details that support this main idea by describing the sizes and shapes of different corals. Two details are:• Some coral looks like tiny trees.• Some is shaped like cabbage.Point out that these details give examples of the sizes and shapes of different corals.
Have students identify a third detail about corals in the text above. Then have them explain how all the details support the main idea in the text. (Detail: The third detail is that some coral looks like a huge brain. Possible response: The details support the main idea because they tell about the different sizes and shapes of corals and give specific examples.)
Use the assessment on pages 198–199 to evaluate students’ progress with
this skill.
Mini Lesson
26 Coral Reefs
26-27_74555_TG.indd 26 10/28/13 12:55 PM
PAthfInDeR eDItIon
lexile: 730L | GR: Q
* Also available in Spanish
PIoneeR eDItIon
lexile: 500L | GR: P
Science Vocabulary Use Wordwise on page 6 to introduce new words:
algae calcium coral polyp coral reef
Have students add new words to My Vocabulary Notebook.
Build Comprehension After reading, use the Concept Check on page 12. Remind students to use details and examples to support each answer.1. Describe How do coral reefs form? (Coral polyps die and
leave their hard limestone skeletons behind. New polyps hook onto the old skeletons. They build their own skeletons to form a new layer. In time, layers build up to form a reef.)
2. Details How do people benefit from coral reefs? (Possible responses: People eat the reef fish. Reefs provide jobs for people and protect beaches from erosion. They are places that tourists visit. Scientists use reef animals to make medicines.)
3. Summarize How are people hurting coral reefs? (People harm them by blowing up parts of a reef to catch fish more easily. Sometimes, divers break off parts of the reef. Also, people pollute the air and water. This can kill the reefs.)
4. Identify Supporting Details How is the crown-of-thorns sea star both a predator and prey? (This sea star eats coral polyps and is prey for the giant triton snail.)
5. explain How do some reef animals help each other survive? (Possible response: Sea anemones protect clownfish by stinging fish that might eat clownfish. Then the anemone eats those fish. Clownfish chase away animals that might eat the anemone.)
Science Vocabulary Use Wordwise on page 6 to introduce new words:
algae coral polyp coral reef pollution
Have students add new words to My Vocabulary Notebook.
Build Comprehension After reading, use the Concept Check on page 12. Remind students to use details and examples to support each answer.1. Describe How do coral reefs form? (Coral polyps die and
leave their limestone skeletons behind. Then young polyps hook onto the rock. Over time, these die and the limestone skeletons pile up to form a coral reef.)
2. Identify Supporting Details How do coral reefs help people? (Possible responses: People eat the fish that live in reefs. Reefs provide jobs and money for people who catch and sell the fish. They provide places to visit. Doctors use medicines made from reef animals to help make sick people healthy.)
3. Summarize Why are coral reefs in danger? (People harm them by blowing them up to catch fish more easily. Also, people make pollution that can kill the coral polyps.)
4. Details Name a predator that lives in a coral reef. (An eel is a predator.) What does it eat? (It eats crabs.)
5. explain Name two reef animals that are partners. (Sea anemones and clownfish are partners.) How do they help one another? (The clownfish hides in the long arms of the anemone and chases away animals that might eat it. The anemone sting animals that might eat the clownfish.)
check & reteachobjective: Identify Supporting Details
Have partners identify key details in the last paragraph of “Supersize Cities” on page 4 and tell how they support the main idea that reefs are like underwater cities. (Pioneer–home to many animals; Pathfinder–can be big structures, things live in them. Details explain how reefs are like cities.) For students who cannot identify key details and explain how they support a main idea, reteach with the second paragraph of “Colorful Crowds” on page 4. Say: The main idea is that many kinds of fish live in coral reefs. What details support, or explain, this idea? Have students skim the text. Make a class list to record details. (“Tiny blemmies hide in the coral”; “Parrotfish eat the limestone.” Additional detail in Pathfinder: “Flying gurnards…glide through the water.”) Guide students as they explain how the details support the main idea. (Possible response: The details give examples of different kinds of fish that live in reefs.)
Hábitats
EDICIÓN
PATHFINDER
Por Peter Winkler
L A C O L E C C I Ó N
Arrecifesde coralArrecifesde coral
5_Coralreefs_cvr_final_NEC_ESLA_Sea-LC_chosen 27/01/13 1:21 Página C1
*
Coral Reefs 27
26-27_74555_TG.indd 27 10/28/13 12:55 PM
Culture Clash by Peter Winkler and Fran Downey
Summary Culture Clash explores the events that led to the decline of the Aztec Empire and the blending of Aztec and Spanish cultures in Mexico. In “Culture Clash,” authors Peter Winkler and Fran Downey explain that the Aztec had a strong empire in central Mexico. In 1519, Hernán Cortés, with his Spanish army, came to Mexico to take Aztec land and gold. Superior weapons and the spread of smallpox helped Cortés win the two-year battle that followed. Then a new culture, blending the Aztec and Spanish ways of life, developed. “Mexico City” tells how Cortés destroyed most of the rich, beautiful Aztec city and built a new, Spanish-style city in its place. Later, in 1810, Mexico declared independence from Spain, and Mexico City is now its capital. “A Mix of Cultures” explores Mexico’s food, architecture, and holidays and shows how they are a blend of Aztec and Spanish cultures.
Activate Prior Knowledge Display the front cover and say: This mask is part of Aztec culture, or way of life. Ask: What aspects of other cultures do you enjoy? (Possible response: language, holidays, foods, clothing)
Build Background Explain that hundreds of years ago, the Aztec people ruled central Mexico. They had land and gold. In 1521, Hernán Cortés, with his Spanish army, conquered the Aztec. Then Aztec and Spanish ways of life blended together. Use the map on page 6 to point out Aztec territory and Cortés’s route. Have volunteers trace the route and name the places.
program resources
PRINT ONLY
Culture Clash, Pioneer Edition
Culture Clash, Pathfinder Edition
Choque de culturas, Edición Pathfinder
My Vocabulary Notebook
common core standardsReadingRelate Events CCRA.R.3; RI.3.3; RI.4.3
Read and Comprehend Informational Text CCRA.R.10; RI.3.10; RI.4.10; RI.5.10
LanguageAcquire and Use Domain-Specific Words CCRA.L.6; L.3.6; L.4.6; L.5.6
Speaking and ListeningEngage in Collaborative Discussions CCRA.SL.1; SL.3.1; SL.4.1; SL.5.1
Social Studies• People & Cultures
• Ancient Civilizations
objectives Explain the Relationship Between Events in a Text
Acquire Social Studies Vocabulary
Explain the Relationship Between Events Explain: In texts about historical events, authors often use dates and time order words, such as then or finally, to clarify the time relationship between events. Point out that good readers know how to explain the relationship between historical events in a text.
Read aloud the following text from page 5 of the Pioneer Edition of Culture Clash, as students listen.
creating an empireThe Aztec lived on islands in the lake. They built towns. They also built a strong army. Soon the Aztec were stronger than their neighbors. They took their land. Many people hated the Aztec. Yet by 1519, they ruled much of Mexico.
Text from Pioneer Edition
Then, think aloud to model how to find related events in the text and explain the relationship between them: In this text, the authors tell how the Aztec built their empire. The authors say: • The Aztecs built a strong army.• Soon the Aztec were stronger than their neighbors. These events are related. They tell how the Aztec created their empire. The time order word soon tells me that first the Aztec built a strong army and, not long after that, they were stronger than their neighbors. It is a clue that the authors present events in order.
Have students find the next event in the text above, name time order words, and explain how the event relates to other events. (The next event is “They ruled much of Mexico.” “By 1519” is a clue about the order of events. The events are presented in the order that they happened. First, the Aztec were stronger than their neighbors. Later, they became rulers of much of Mexico.)
Use the assessment on pages 200–201 to evaluate students’ progress with
this skill.
Mini Lesson
28 Culture Clash
28-29_74555_TG.indd 28 11/4/13 11:40 AM
PAthfindER Edition
lexile: 610L | GR: R
* Also available in Spanish
PionEER Edition
lexile: 330L | GR: Q
Social Studies Vocabulary Use Wordwise on page 7 to introduce new words:
conquistador culture immunity migrate
Have students add new words to My Vocabulary Notebook.
Build Comprehension After reading, use the Concept Check on page 12. Remind students to use details and examples to support each answer.1. Evaluate Why did the Aztec capital of Tenochtitlan impress
visitors? (Most visitors had never seen anything like it. Since it was built on an island, the beautiful city seemed to float on water. It had a very tall pyramid with two painted temples on top of it. Shops and homes surrounded the pyramid.)
2. details What did the Aztec have that Cortés wanted? (The Aztec had land and gold.)
3. describe How were the Spanish able to defeat the Aztec? (The Spanish had better weapons. Also, the Spanish brought over smallpox, and the Aztec had no immunity to fight it. People became ill; many died. They could not farm; many died of hunger. The Aztec became too weak to defend themselves.)
4. Explain Relationship Between Events How did Cortés change the city of Tenochtitlan? (He tore down most of it. Then he built a new city called Mexico City. It had Catholic churches and Spanish-style buildings.)
5. Explain Explain how Spanish and Aztec cultures blended to make a new Mexican culture. (Possible response: The cultures blended to create new foods, a new type of architecture, and a new holiday—the Day of the Dead festival.)
Social Studies Vocabulary Use Wordwise on page 7 to introduce new words:
conquistador culture smallpox
Have students add new words to My Vocabulary Notebook.
Build Comprehension After reading, use the Concept Check on page 12. Remind students to use details and examples to support each answer.1. Explain Why did Tenochtitlan amaze the Spanish? (The
Spanish had never seen a city like this one. It was filled with riches. It had a tall pyramid with two temples on top of it. Shops and homes surrounded the pyramid.)
2. details What did the Aztec have that Cortés wanted? (The Aztec had land and gold.)
3. describe Why did the Spanish win the war against the Aztec? (The Spanish had metal swords and guns, which were better weapons than those the Aztec had. Also, the Spanish brought over smallpox. The disease caused people to become ill, and many died. So the Aztec became very weak and could not fight against the Spanish.)
4. Explain Relationship Between Events How did Cortés change the city of Tenochtitlan? (He tore it down. Then he built a new city called Mexico City.)
5. Evaluate How have Spanish and Aztec cultures mixed in Mexico? (Possible response: Mexican foods are a blend of Aztec and Spanish food. Mexico City has both Aztec ruins and Spanish churches. Also, the Day of the Dead holiday comes from both the Aztec and Spanish cultures.)
check & reteachobjective: Explain the Relationship Between Events in a Text
Have partners explain the relationship between the events in “Celebrating Beliefs” on page 11. (Possible response: The events are related because they tell how a new holiday formed. The time order words “Soon” (Pioneer)/ “Before long” (Pathfinder) and “Today” are clues that the author is describing the events in the order that they happened.)For students who cannot explain the relationship between events, reteach using the last two paragraphs (Pioneer)/ last paragraph (Pathfinder) on page 9. Help students skim the text. Ask: What are the events? (Spain ruled Mexico. Mexico became its own country) What clues do you see? (the date 1810; Then (Pioneer)/ soon (Pathfinder)) What is the relationship between the events? (Possible response: The author describes the events in order.)
Pueblos
yculturas
EDICIÓN
PATHFINDER
L A C O L E C C I Ó N
Choque de culturasPor Peter Winkler y Fran Downey
People
&Cultures
PION
EER EDITION
By Peter Winkler and Fran Downey
C O L L E C T I O N
Culture Clash
People
&Cultures
PATHFINDER EDITIO
N
C O L L E C T I O N
Culture ClashBy Peter Winkler and Fran Downey
*
Culture Clash 29
28-29_74555_TG.indd 29 11/4/13 11:40 AM
Destination: Moon by Beth Geiger
Summary Destination: Moon describes the Constellation Program, the plan NASA developed in the mid-2000s to send astronauts to the moon. It also tells how NASA planned to make the moon’s environment livable for humans. In “Destination: Moon,” author Beth Geiger explains that the first part of the plan was to get people to the moon by 2020. If approved, the plan would also include constructing a space base there and using that base to launch expeditions to Mars. Rockets would carry parts for the base in pieces to the moon. The moon’s South Pole, with warmer temperatures, might provide the best environment for the base. “The Right Stuff” describes how NASA prepares for such missions. For example, people test-drive moon vehicles in deserts that resemble the moon’s terrain.
Activate Prior Knowledge Display the front cover and ask: Why do people send astronauts to the moon? (Possible responses: to learn; to discover new life) Have students share what they know about the moon.
Build Background Tell students that an American first walked on the moon in 1969, and explain that 12 people all together have landed there. Recently, the United States developed a plan to build a space base on the moon. Use the illustration on page 8 to show the proposed base. Have students describe it. Explain that although this plan was cancelled, space exploration still continues.
program resources
PRINT ONLY
Destination: Moon, Pioneer Edition
Destination: Moon, Pathfinder Edition
Destino final: La Luna, Edición Pathfinder
My Vocabulary Notebook
common core standardsReadingRefer to Details and Examples When
Explaining Text CCRA.R.1; RI.3.1; RI.4.1
Read and Comprehend Informational Text CCRA.R.10; RI.3.10; RI.4.10; RI.5.10
LanguageAcquire and Use Domain-Specific Words CCRA.L.6; L.3.6; L.4.6; L.5.6
Speaking and ListeningEngage in Collaborative Discussions CCRA.SL.1; SL.3.1; SL.4.1; SL.5.1
Science• Space Science
• The Solar System
objectives Use Details and Examples to Explain Text
Acquire Science Vocabulary
Use Details and Examples to Explain Text Explain: Details and examples in a text help prove something or help people understand new concepts. Point out that good readers know how to use details and examples when explaining the ideas in a text.
Read aloud the following text from page 4 of the Pioneer Edition of Destination: Moon as students listen.
blastoff![NASA’s plan] uses two spacecraft. They are Orion and Altair. First, a rocket will blast Orion into space. It will orbit Earth. A rocket will blast Altair into space, too. Altair will connect with Orion. Then, both ships will blast off to the moon together.
Text from Pioneer Edition
Then, think aloud to model how to use details to explain a text. I want to explain the idea that NASA’s plan uses two spacecraft. So, I will use the following details that describe the plan:• First, a rocket will blast Orion into space.• A rocket will blast Altair into space, too.• Altair will connect with Orion.• Then, both ships will blast off to the moon together.
Point out that authors may also include examples that help explain a text.
Have students use the details identified above to explain NASA’s plan. (Possible response: Scientists at NASA plan to use two spacecraft to go to the moon. First, a rocket will blast Orion into space. Then, a rocket will blast Altair into space. Altair will connect with Orion, and both ships will go to the moon together.)
Use the assessment on pages 196–197 to evaluate students’ progress with
this skill.
Mini Lesson
30 Destination: Moon
30-31_74555_TG.indd 30 11/4/13 11:41 AM
PAThfinDEr EDiTion
lexile: 620L
* Also available in Spanish
PionEEr EDiTion
lexile: 530L
Science Vocabulary Use Wordwise on page 9 to introduce new words:
friction module orbit
Have students add new words to My Vocabulary Notebook.
Build Comprehension After reading, use the Concept Check on page 12. Remind students to use details and examples to support each answer.1. Describe What are the three main parts of NASA’s
Constellation Program? (Part 1—to reach the moon by 2020 to study it; Part 2—to build a base on the moon so astronauts can live there; Part 3—to use the moon as a base to get to Mars)
2. Details What conditions make living on the moon so difficult? (Possible responses: There is dangerous dust but no air and probably no water. People’s muscles and bones weaken. Also, the surface of the moon, which has deep craters, can reach 253º Fahrenheit.)
3. Contrast How are Earth and the moon different? (Possible responses: Earth has air, but the moon does not. The moon is very hot or very cold, but Earth has comfortable temperatures. Earth is a lot bigger than the moon, and the days on Earth are a lot shorter than the days on the moon.)
4. Use Details and Examples to Explain Text Why is NASA planning to launch rockets from the moon to Mars? (Gravity on the moon is weaker than on Earth. So, rockets can lift off more easily from the moon than from Earth.)
5. Evaluate If you could invent something that would make life on the moon better, what would it be? (Possible response: I would invent something that produces air and water.)
Science Vocabulary Use Wordwise on page 9 to introduce new words:
crater lunar rover orbit
Have students add new words to My Vocabulary Notebook.
Build Comprehension After reading, use the Concept Check on page 12. Remind students to use details and examples to support each answer.1. Describe What are the three main parts of NASA’s
Constellation Program? (The first part is to reach the moon by 2020 to study it. The second part is to build a base on the moon so astronauts can live there. The third part is to use the moon as a base to get to Mars.)
2. Details Why can’t people live on the moon? (Possible response: There is no air and probably no water. Also, the surface of the moon can reach 253º Fahrenheit.)
3. Contrast How are Earth and the moon different? (Possible responses: Earth has air, but the moon does not. The moon is very hot or very cold, while Earth has comfortable temperatures. Earth is a lot bigger than the moon, and the days on Earth are a lot shorter than the days on the moon.)
4. Use Details and Examples to Explain Text Why is NASA planning to launch rockets from the moon to Mars? (Gravity on the moon is weaker than on Earth. So, rockets can lift off more easily from the moon than from Earth.)
5. Evaluate Would you want to explore the moon? Why or why not? (Possible response: I would like to explore the moon. I want to see what the moon looks like close up and discover whether people could ever really live there.)
check & reteachobjective: Use Details and Examples to Explain Text
Have partners take turns using details from page 6 to explain why it is difficult to land on the moon. (deep craters, rocky surface) For students who cannot use details and examples to explain text, reteach with the paragraph describing lunar habitats on page 11. Say: The paragraph says that astronauts will live in lunar habitats. What details and example explain the habitats? Have students skim the text for details and the example. Make a class list to record them. (Details: light to carry; made in parts; people will eat, sleep, work there; Example: a little inflatable house) Guide students to refer to the details and example to explain lunar habitats.
L A C O L E C C I Ó N
La Luna Destino final:
Por Beth Geiger
Ciencias
del espacio
EDICIÓN PATHFIN
DER
*
Destination: Moon 31
30-31_74555_TG.indd 31 11/4/13 11:41 AM
Do Elephants Talk? by Peter Winkler
Summary Do Elephants Talk? describes how African elephants communicate and how their strong physical characteristics help them survive and also help support a healthy ecosystem. In “Do Elephants Talk?” author Peter Winkler explains that elephants “talk” by making a low sound called “infrasound,” inaudible to humans. Elephants use the sound as alarm calls and as a long-distance system to announce their location. Winkler also points out that hunting and loss of habitats are threatening the African elephants’ existence. “Supersize” describes how the immense size of an elephant’s ears, trunk, and tusks helps keep the creature alive. In “Ecosystems and Elephants,” students discover that elephants change their physical environments. Knocking down young trees, for example, helps keep grasslands and forests healthy. The map of Africa in “Elephants in Africa” shows the continent’s land regions and where elephants live.
Activate Prior Knowledge Display the front cover and ask: Where have you seen elephants? (Possible responses: zoo, TV) What do you know about them? (Possible responses: big, strong, smart, move in herds)
Build Background Explain that elephants are the largest animals living on land today and that they are in danger of dying out. People estimate that in 2007, about 500,000 elephants lived in Africa. Use the map on pages 10–11 to describe Africa’s geographical features. Then, have students point to the areas of Africa where elephants live.
program resources
PRINT ONLY
Do Elephants Talk? Pioneer Edition
Do Elephants Talk? Pathfinder Edition
¿Hablan los elefantes? Edición Pathfinder
My Vocabulary Notebook
common core standardsReadingExplain How the Main Idea Is Supported
by Details CCRA.R.2; RI.3.2; RI.4.2
Read and Comprehend Informational Text CCRA.R.10; RI.3.10; RI.4.10; RI.5.10
LanguageAcquire and Use Domain-Specific Words CCRA.L.6; L.3.6; L.4.6; L.5.6
Speaking and ListeningEngage in Collaborative Discussions CCRA.SL.1; SL.3.1; SL.4.1; SL.5.1
Science• Animals
• Social Interactions
objectives Explain How the Main Idea Is Supported by Details
Acquire Science Vocabulary
Explain How the Main Idea Is Supported by Details Explain: Authors provide details, such as facts and examples, to support main ideas, or show they are true. Point out that good readers can explain how details support a main idea.
Read aloud the following text from page 5 of the Pioneer Edition of Do Elephants Talk? as students listen.
Hearing aidsElephant ears are good for catching sound. Elephants can stretch their ears out wide. This lets them hear many noises.
Text from Pioneer Edition
Then, think aloud to model how the main idea is supported by details. Say: The main idea, stated in the first sentence of this paragraph, is that elephant ears catch sounds well. This means they can hear a lot of sounds. The sentences that follow the first sentence give details that support, or explain, the main idea. The details are:• Elephants can stretch their ears out wide.• Stretching out their ears lets elephants hear many noises.
You can use the details to explain how the main idea is true.
Have students explain how the details identified above support the main idea in the paragraph. (Possible response: The details tell exactly how elephants use their ears to catch sounds. The first detail explains that elephants can stretch their ears wide. The second detail explains that, because elephants can stretch out their ears, their ears can hear many sounds.)
Use the assessment on pages 198–199 to evaluate students’ progress with
this skill.
Mini Lesson
32 Do Elephants Talk?
32-33_74555_TG.indd 32 11/4/13 11:43 AM
PATHfInDEr EDITIon
lexile: 750L | GR: Q
* Also available in Spanish
PIonEEr EDITIon
lexile: 370L | GR: P
Science Vocabulary Use Wordwise on page 5 to introduce new words:
calf conservationist extinction habitat herd
infrasound matriarch pitch poacher spectrograph
Have students add new words to My Vocabulary Notebook.
Build Comprehension After reading, use the Concept Check on page 12. Remind students to use details and examples to support each answer.1. Describe What kinds of things might elephants say to each other?
(Elephants warn each other about danger and tell relatives where they are. They also tell their lost calves that help is on the way. Female elephants tell males their location during mating time.)
2. Details What parts of an elephant help it survive in its environment? (An elephant’s ears, trunk, and tusks help it.)
3. Explain How the Main Idea Is Supported by Details In what ways are elephants threatened by people? (Poachers kill elephants for their valuable ivory tusks. People have destroyed the elephant’s habitat by building farms and towns for the growing population.)
4. Make Inferences What elephant activities could cause problems for farmers? (Possible response: Tearing up grass for food and knocking over trees to eat leaves and roots could cause farmers problems.)
5. Analyze If elephants became extinct, how would their ecosystem change? (Grasslands would be overrun with trees, and the forests would not be as healthy since young trees would not be able to grow.)
Science Vocabulary Use Wordwise on page 5 to introduce new words:
calf extinct habitat herd infrasound tusk warning call
Have students add new words to My Vocabulary Notebook.
Build Comprehension After reading, use the Concept Check on page 12. Remind students to use details and examples to support each answer.1. Describe What kinds of things might elephants say to one
another? (Elephants warn each other about danger. They tell each other where they are. They also tell lost calves that help is on the way.)
2. Main Idea Why do elephants use infrasound? (They use it to talk to each other when they are far apart.)
3. Details How do people study infrasound? (They use a machine to record the elephants’ sounds. Then, another machine makes pictures of the sounds. These pictures let people see what the elephants are saying.)
4. Cause/Effect Why are elephants in danger of dying out? (Some people are killing elephants for their tusks, which are valuable. Also, elephants are losing their habitats because people build on the land where elephants live.)
5. Explain How the Main Idea Is Supported by Details How do elephants change the places where they live? (They make paths in grass and knock over young trees, which helps keep the grassland healthy. They also make trails and clearings in forests, which keeps forests strong.)
check & reteachobjective: Explain How the Main Idea Is Supported by Details
Have partners take turns explaining how details support the main idea that trunks are useful, from “A Neat Nose” on page 7. (Possible response: The details tell the specific ways that elephants use their trunks, such as for eating, drinking, and lifting fallen trees.)For students who cannot explain how the main idea is supported by details, reteach with the first paragraph on page 7. Say: The main idea in this text is that elephants are really big. How do details support, or explain, this important idea? Have students skim the paragraph for details. Make a class list to record them. (can be ten feet tall; weigh up to 12,000 pounds) Guide students as they vvexplain how the details support the main idea. (Possible response: The details give an elephant’s height and weight, proving that it is big.)
L A C O L E C C I Ó N
Por Peter Winkler
¿Hablan loselefantes?
Animales
EDICIÓN
PATHFINDER
elefantes?¿Hablan los
C O L L E C T I O N
Animals
PION
EER EDITION
Do ElephantsBy Peter Winkler
Do ElephantsTalk?Talk?
Do Elephants
C O L L E C T I O N
Animals
PATHFINDER EDITIO
N
By Peter Winkler
Do ElephantsTalk?Talk?
*
Do Elephants Talk? 33
32-33_74555_TG.indd 33 11/4/13 11:43 AM
Com
mon
Cor
e St
ate
Stan
dar
ds
Rea
din
g S
tan
dar
ds
for
Info
rmat
ion
al T
ext
Usi
ng th
e vo
cab
ular
y ro
utin
e fo
r eac
h le
sson
cov
ers
to th
e vo
cab
ular
y st
anda
rds
CCRA
.L.6
, L.3
.6, L
.4.6
, and
L.5
.6. U
sing
the
spea
king
an
d lis
teni
ng ro
utin
es fo
r the
dis
cuss
ions
in e
ach
less
on c
over
s th
e sp
eaki
ng a
nd li
sten
ing
stan
dard
s CC
RA.S
L.1,
SL.
3.1,
SL.
4.1,
SL.
5.1.
An
cho
r St
and
ard
Stan
dar
d T
ext
TE P
ages
G
rad
e 3
Stan
dar
dTE
Pag
esG
rad
e 4
Stan
dar
dTE
Pag
esG
rad
e 5
Stan
dar
dTE
Pag
es
Co
de
Text
Co
de
Text
Co
de
Text
Key
Idea
s an
d D
etai
ls
CCRA
.R.1
Read
clo
sely
to d
eter
-m
ine
wha
t the
text
say
s ex
plic
itly
and
to m
ake
logi
cal i
nfer
ence
s fro
m
it; c
ite s
peci
fic te
xtua
l ev
iden
ce w
hen
writ
ing
or s
peak
ing
to su
ppor
t co
nclu
sion
s dra
wn
from
the
text
.
4–5;
18–
19;
30–3
1; 4
4–45
; 50
–51;
60–
61;
62–6
3; 7
8–79
; 11
4–11
5; 1
24–1
25;
148–
149;
15
6–15
7;
180–
181;
186
–187
RI.3
.1A
sk a
nd a
nsw
er q
ues-
tions
to d
emon
stra
te
unde
rsta
ndin
g of
a
text
, ref
errin
g ex
plic
itly
to th
e te
xt a
s the
bas
is
for t
he a
nsw
ers.
4–5;
18–
19;
30–3
1; 4
4–45
; 50
–51;
114
–115
; 12
4–12
5;
148–
149;
18
0–18
1
RI.4
.1Re
fer t
o de
tails
and
ex-
ampl
es in
a te
xt w
hen
expl
aini
ng w
hat t
he
text
say
s exp
licitl
y an
d w
hen
draw
ing
infe
r-en
ces f
rom
the
text
.
4–5;
18–
19;
30–3
1; 4
4–45
; 50
–51;
60–
61;
62–6
3; 7
8–79
; 11
4–11
5; 1
24–1
25;
148–
149;
15
6–15
7;
180–
181;
186
–187
RI.5
.1Q
uote
acc
urat
ely
from
a
text
whe
n ex
plai
n-in
g w
hat t
he te
xt s
ays
expl
icitl
y an
d w
hen
draw
ing
infe
renc
es
from
the
text
.
18–1
9; 5
0–51
; 62
–63;
78–
79;
148–
149;
156
–157
CCRA
.R.2
Det
erm
ine
cent
ral i
deas
or
them
es o
f a te
xt a
nd
anal
yze
thei
r dev
elop
-m
ent;
sum
mar
ize
the
key
supp
ortin
g de
tails
an
d id
eas.
2–3;
22–
23;
26–2
7;
32–3
3; 3
4–35
; 36
–37;
86–
87;
94–9
5; 1
04–1
05;
116–
117;
132
–133
; 13
6–13
7; 1
44–
145;
146
–147
; 16
6–16
7;
170–
171;
174
–175
; 18
8–18
9
RI.3
.2D
eter
min
e th
e m
ain
idea
of a
text
; rec
ount
th
e ke
y de
tails
and
ex
plai
n ho
w th
ey su
p-po
rt th
e m
ain
idea
.
22–2
3; 2
6–27
; 32
–33;
34–
35;
36–3
7; 8
6–87
; 94
–95;
116
–117
; 13
2–13
3;
136–
137;
14
4–14
5;
146–
147;
16
6–16
7;
170–
171;
188
–189
RI.4
.2D
eter
min
e th
e m
ain
idea
of a
text
and
ex
plai
n ho
w it
is su
p-po
rted
by
key
deta
ils;
sum
mar
ize
the
text
.
2–3;
22–
23;
26–2
7;
32–3
3; 3
4–35
; 36
–37;
86–
87;
94–9
5; 1
04–1
05;
116–
117;
132
–133
; 13
6–13
7; 1
44–
145;
146
–147
; 16
6–16
7;
170–
171;
174
–175
; 18
8–18
9
RI.5
.2D
eter
min
e tw
o or
mor
e m
ain
idea
s of a
text
an
d ex
plai
n ho
w th
ey
are
supp
orte
d by
key
de
tails
; sum
mar
ize
the
text
.
2–3;
36–
37;
104–
105;
13
2–13
3;
136–
137;
14
4–14
5; 1
74–1
75
CCRA
.R.3
Ana
lyze
how
and
why
in
divi
dual
s, e
vent
s,
and
idea
s dev
elop
and
in
tera
ct o
ver t
he c
ours
e of
a te
xt.
6–7;
10–
11;
14–1
5; 2
8–29
; 40
–41;
54–
55;
74–7
5; 7
6–77
; 14
0–14
1;
142–
143;
15
8–15
9;
162–
163;
17
8–17
9;
182–
183;
192
–193
RI.3
.3D
escr
ibe
the
rela
tion-
ship
bet
wee
n a
serie
s of
his
toric
al e
vent
s,
scie
ntifi
c id
eas o
r co
ncep
ts, o
r ste
ps in
te
chni
cal p
roce
dure
s in
a te
xt, u
sing
lang
uage
th
at p
erta
ins t
o tim
e,
sequ
ence
, and
cau
se/
effe
ct.
6–7;
10–
11;
28–2
9; 4
0–41
; 54
–55;
74–
75;
76–7
7; 1
40–1
41;
142–
143;
158
–15
9; 1
62–1
63;
178–
179;
18
2–18
3; 1
92–1
93
RI.4
.3Ex
plai
n ev
ents
, pr
oced
ures
, ide
as, o
r co
ncep
ts in
a h
isto
rical
, sc
ient
ific,
or t
echn
ical
te
xt, i
nclu
ding
wha
t ha
ppen
ed a
nd w
hy,
base
d on
spe
cific
info
r-m
atio
n in
the
text
.
6–7;
10–
11;
28–2
9; 4
0–41
; 54
–55;
74–
75;
76–7
7; 1
40–1
41;
142–
143;
15
8–15
9;
162–
163;
17
8–17
9;
182–
183;
192
–193
RI.5
.3Ex
plai
n th
e re
latio
n-sh
ips o
r int
erac
tions
be
twee
n tw
o or
mor
e in
divi
dual
s, e
vent
s,
idea
s, o
r con
cept
s in
a hi
stor
ical
, sci
entif
ic, o
r te
chni
cal t
ext b
ased
on
spec
ific
info
rmat
ion
in
the
text
.
14–1
5;
40–4
1; 7
4–75
; 76
–77;
158
–159
; 18
2–18
3; 1
92–1
93
Craf
t and
Str
uctu
re
CCRA
.R.4
Inte
rpre
t wor
ds
and
phra
ses a
s the
y ar
e us
ed in
a te
xt,
incl
udin
g de
term
inin
g te
chni
cal,
conn
otat
ive,
an
d fig
urat
ive
mea
n-in
gs, a
nd a
naly
ze h
ow
spec
ific
wor
d ch
oice
s sh
ape
mea
ning
or t
one.
8–9;
12–
13;
92–9
3; 1
52–1
53;
154–
155;
164
–165
RI.3
.4D
eter
min
e th
e m
eani
ng o
f gen
-er
al a
cade
mic
and
do
mai
n-sp
ecifi
c w
ords
an
d ph
rase
s in
a te
xt
rele
vant
to a
gra
de 3
to
pic
or su
bjec
t are
a.
8–9;
12–
13;
92–9
3; 1
52–1
53;
154–
155;
164
–165
RI.4
.4D
eter
min
e th
e m
eani
ng o
f gen
-er
al a
cade
mic
and
do
mai
n-sp
ecifi
c w
ords
or
phr
ases
in a
text
re
leva
nt to
a g
rade
4
topi
c or
subj
ect a
rea.
8–9;
12–
13;
92–9
3; 1
52–1
53;
154–
155;
164
–165
RI.5
.4D
eter
min
e th
e m
eani
ng o
f gen
-er
al a
cade
mic
and
do
mai
n-sp
ecifi
c w
ords
an
d ph
rase
s in
a te
xt
rele
vant
to a
gra
de 5
to
pic
or su
bjec
t are
a.
8–9;
12–
13;
92–9
3; 1
52–1
53;
154–
155;
164
–165
CCRA
.R.5
Ana
lyze
the
stru
ctur
e of
text
s, in
clud
ing
how
sp
ecifi
c se
nten
ces,
pa
ragr
aphs
, and
larg
er
port
ions
of t
he te
xt
(e.g
., a
sect
ion,
cha
pter
, sc
ene,
or s
tanz
a) re
late
to
eac
h ot
her a
nd th
e w
hole
.
20–2
1; 4
6–47
; 52
–53;
64–
65;
70–7
1; 8
0–81
; 82
–83;
96–
97;
98–9
9; 1
02–1
03;
106–
107;
11
2–11
3; 1
20–1
21;
122–
123;
128
–12
9; 1
38–1
39;
150–
151;
172
–173
RI.3
.5U
se te
xt fe
atur
es a
nd
sear
ch to
ols (
e.g.
, ke
y w
ords
, sid
ebar
s,
hype
rlink
s) to
loca
te
info
rmat
ion
rele
vant
to
a gi
ven
topi
c ef
ficie
ntly
.
46–
47; 9
6–97
RI.4
.5D
escr
ibe
the
over
all
stru
ctur
e (e
.g.,
chro
nol-
ogy,
com
paris
on,
caus
e/ef
fect
, pro
blem
/so
lutio
n) o
f eve
nts,
id
eas,
con
cept
s, o
r in
form
atio
n in
a te
xt o
r pa
rt o
f a te
xt.
20–2
1; 5
2–53
; 64
–65;
70–
71;
80–8
1; 8
2–83
; 98
–99;
102
–103
; 10
6–10
7;
112–
113;
120
–121
; 12
2–12
3;
128–
129;
13
8–13
9;
150–
151;
172
–173
RI.5
.5Co
mpa
re a
nd c
ontr
ast
the
over
all s
truc
ture
(e
.g.,
chro
nolo
gy, c
om-
paris
on, c
ause
/eff
ect,
prob
lem
/sol
utio
n) o
f ev
ents
, ide
as, c
once
pts,
or
info
rmat
ion
in tw
o or
mor
e te
xts.
64–6
5; 7
0–71
; 98
–99;
102
–103
; 10
6–10
7;
122–
123;
138
–139
224 Common Core State Standards
222-227_EM_74555_TG.indd 224 12/17/13 3:05 PM
An
cho
r St
and
ard
Stan
dar
d T
ext
TE P
ages
G
rad
e 3
Stan
dar
dTE
Pag
esG
rad
e 4
Stan
dar
dTE
Pag
esG
rad
e 5
Stan
dar
dTE
Pag
es
Co
de
Text
Co
de
Text
Co
de
Text
Craf
t and
Str
uctu
re, c
ontin
ued
CCRA
.R.6
Ass
ess h
ow p
oint
of
view
or p
urpo
se s
hape
s th
e co
nten
t and
sty
le
of a
text
.
58–5
9; 1
34–1
35;
190–
191
RI.3
.6D
istin
guis
h th
eir o
wn
poin
t of v
iew
from
that
of
the
auth
or o
f a te
xt.
190–
191
RI.4
.6Co
mpa
re a
nd c
ontr
ast
a fir
stha
nd a
nd
seco
ndha
nd a
ccou
nt
of th
e sa
me
even
t or
topi
c; d
escr
ibe
the
diff
eren
ces i
n fo
cus
and
the
info
rmat
ion
prov
ided
.
134–
135
RI.5
.6A
naly
ze m
ultip
le
acco
unts
of t
he s
ame
even
t or t
opic
, not
ing
impo
rtan
t sim
ilarit
ies
and
diff
eren
ces i
n th
e po
int o
f vie
w th
ey
repr
esen
t.
58–5
9
Inte
grat
ion
of K
now
ledg
e an
d Id
eas
CCRA
.R.7
Inte
grat
e an
d ev
alua
te
cont
ent p
rese
nted
in
div
erse
med
ia a
nd
form
ats,
incl
udin
g
visu
ally
and
qua
nti-
tativ
ely,
as w
ell a
s in
wor
ds.
24–2
5; 3
8–39
; 42
–43;
48–
49;
68–6
9; 8
4–85
; 90
–91;
100
–101
; 10
8–10
9;
126–
127;
16
0–16
1;
176–
177;
184
–185
RI.3
.7U
se in
form
atio
n ga
ined
fr
om il
lust
ratio
ns (e
.g.,
map
s, p
hoto
grap
hs)
and
the
wor
ds in
a
text
to d
emon
stra
te
unde
rsta
ndin
g of
the
text
(e.g
., w
here
, whe
n,
why
, and
how
key
ev
ents
occ
ur).
24–2
5; 3
8–39
; 42
–43;
48–
49;
68–6
9; 8
4–85
; 90
–91;
100
–101
; 10
8–10
9;
126–
127;
16
0–16
1;
176–
177;
184
–185
RI.4
.7In
terp
ret i
nfor
mat
ion
pres
ente
d vi
sual
ly,
oral
ly, o
r qua
ntita
tivel
y (e
.g.,
in c
hart
s, g
raph
s,
diag
ram
s, ti
me
lines
, an
imat
ions
, or i
nter
ac-
tive
elem
ents
on
Web
pa
ges)
and
exp
lain
ho
w th
e in
form
atio
n co
ntrib
utes
to a
n un
-de
rsta
ndin
g of
the
text
in
whi
ch it
app
ears
.
24–2
5; 3
8–39
; 42
–43;
48–
49;
68–6
9; 8
4–85
; 90
–91;
100
–101
; 10
8–10
9;
126–
127;
16
0–16
1;
176–
177;
184
–185
RI.5
.7D
raw
on
info
rmat
ion
from
mul
tiple
prin
t or
dig
ital s
ourc
es,
dem
onst
ratin
g th
e ab
il-it
y to
loca
te a
n an
swer
to
a q
uest
ion
quic
kly
or to
sol
ve a
pro
blem
ef
ficie
ntly
.
24–2
5; 3
8–39
; 42
–43;
48–
49;
68–6
9; 8
4–85
; 90
–91;
100
–101
; 10
8–10
9;
126–
127;
16
0–16
1;
176–
177;
184
–185
CCRA
.R.8
Del
inea
te a
nd e
valu
ate
the
argu
men
t and
sp
ecifi
c cl
aim
s in
a te
xt,
incl
udin
g th
e va
lidit
y of
the
reas
onin
g as
w
ell a
s the
rele
vanc
e an
d su
ffic
ienc
y of
the
evid
ence
.
66–6
7; 7
2–73
; 11
8–11
9; 1
30–1
31;
168–
169
RI.3
.8D
escr
ibe
the
logi
cal
conn
ectio
n be
twee
n pa
rtic
ular
sen
tenc
es
and
para
grap
hs in
a
text
(e.g
., co
mpa
rison
, ca
use/
effe
ct, f
irst/
seco
nd/t
hird
in a
se
quen
ce).
72–7
3; 1
18–1
19RI
.4.8
Expl
ain
how
an
auth
or
uses
reas
ons a
nd
evid
ence
to su
ppor
t pa
rtic
ular
poi
nts i
n a
text
.
66–6
7; 1
30–1
31;
168–
169
RI.5
.8Ex
plai
n ho
w a
n au
thor
us
es re
ason
s and
ev
iden
ce to
supp
ort
part
icul
ar p
oint
s in
a te
xt, i
dent
ifyin
g w
hich
re
ason
s and
evi
denc
e su
ppor
t whi
ch p
oint
(s).
66–6
7; 1
30–1
31;
168–
169
CCRA
.R.9
Ana
lyze
how
two
or
mor
e te
xts a
ddre
ss
sim
ilar t
hem
es o
r top
ics
in o
rder
to b
uild
kn
owle
dge
or to
com
-pa
re th
e ap
proa
ches
th
e au
thor
s tak
e.
16–1
7; 5
6–57
; 88
–89;
110
–111
RI.3
.9Co
mpa
re a
nd c
ontr
ast
the
mos
t im
port
ant
poin
ts a
nd k
ey d
etai
ls
pres
ente
d in
two
text
s on
the
sam
e to
pic.
16–1
7; 5
6–57
; 88
–89;
110
–111
RI.4
.9In
tegr
ate
info
rmat
ion
from
two
text
s on
the
sam
e to
pic
in o
rder
to
writ
e or
spe
ak a
bout
th
e su
bjec
t kno
wle
dge-
ably
.
16–1
7; 5
6–57
; 88
–89;
110
–111
RI.5
.9In
tegr
ate
info
rmat
ion
from
sev
eral
text
s on
the
sam
e to
pic
in o
rder
to
writ
e or
spe
ak
abou
t the
subj
ect
know
ledg
eabl
y.
16–1
7; 5
6–57
; 88
–89;
110
–111
Rang
e of
Rea
ding
and
Lev
el o
f Tex
t Com
plex
ity
CCRA
.R.1
0Re
ad a
nd c
ompr
ehen
d co
mpl
ex li
tera
ry a
nd
info
rmat
iona
l tex
ts
inde
pend
ently
and
pr
ofic
ient
ly.
All
less
ons
RI.3
.10
By th
e en
d of
the
year
, re
ad a
nd c
ompr
ehen
d in
form
atio
nal t
exts
, in
clud
ing
hist
ory/
soci
al
stud
ies,
sci
ence
, and
te
chni
cal t
exts
, at t
he
high
end
of t
he g
rade
s 2–
3 te
xt c
ompl
exit
y ba
nd in
depe
nden
tly
and
prof
icie
ntly
.
All
less
ons
RI.4
.10
By th
e en
d of
yea
r, re
ad a
nd c
ompr
ehen
d in
form
atio
nal t
exts
, in
clud
ing
hist
ory/
soci
al s
tudi
es, s
cien
ce,
and
tech
nica
l tex
ts,
in th
e gr
ades
4–5
te
xt c
ompl
exit
y ba
nd
prof
icie
ntly
, with
sc
affo
ldin
g as
nee
ded
at th
e hi
gh e
nd o
f th
e ra
nge.
All
less
ons
RI.5
.10
By th
e en
d of
the
year
, re
ad a
nd c
ompr
ehen
d in
form
atio
nal t
exts
, in
clud
ing
hist
ory/
soci
al
stud
ies,
sci
ence
, and
te
chni
cal t
exts
, at t
he
high
end
of t
he g
rade
s 4–
5 te
xt c
ompl
exit
y ba
nd in
depe
nden
tly
and
prof
icie
ntly
.
All
less
ons
Common Core State Standards 225
222-227_EM_74555_TG.indd 225 12/17/13 3:05 PM
888-915-3276 | NGL.Cengage.com
Teacher’s Guide
C O L L E C T I O N
The Explorer Collection draws on articles from the National Geographic Explorer
classroom magazine.
Science• Animals • Habitats• Earth Science• Physical Science• Space Science• Sports & Health
Social Studies• People &
Cultures• U.S. History• World History
OBC_TG_74555_P.indd 1 12/5/13 11:03 AM